To educate is to lead externally (e=external, out; duct=to lead).

Education is sifted into the minds of students while THE process OF "the what" THAT is receiving and processing this information IS GROSSLY OVERLOOKED!

Therefore, nourishment of "the brain" is neglected altogether.

The 90% (subconscious/spirit) is ignored; while the 10% (conscious/self) is over flooded. This is where the statement "you only use 10% of your brain cells" comes into reality. Therefore, when you extract from "the within" the 10% of the 90/10 equation rises tremendously. This is yet another example of GOD's power and mind working inside you....

Fine
:chef:

-----------------------

http://groups.yahoo.com/group/Black_Antiquipedia/message/689
In the United States, we have the worst educational systems in the
world. They used to be okay, but compared to the Education that
Europeans get, we are not even getting close.

In Early America, the colonists had college level educations by the
time we would be heading into High School.

Why do you think that is?

How could it be, that the Founding Fathers were in their Twenties
and early thirties, when they Drafted the Declaration of
Independence, on their own?

Could anyone in this country do that today?

I seriously doubt it. One must have a basic and fundamental
understanding of "Government", & "Economics" on a world-wide level
to be able to Draft such a document. Do you think anyone in the U.S
today would be capable? I doubt it!!!

I first started to learn about the differences of American education
with European education when I read Antony Sutton's book "America's
Secret Establishment - An Introduction to the Order of Skull &
Bones". This book has always been one of my favorites, since it is
so revealing, and was not put out by the "Establishment". Sutton reveals to the reader, what is known as the "Look-Say" reading method, wherein, a student is taught to associate a "picture" with a "word". This would mean that a teacher would show a student a picture of a "Dog" and then tell him/her that--that is a "Dog". Good enough??

Maybe, if you are trying to teach "Deaf and Dumb" people. You see, that is what "Look-Say" was originally developed for. It was to teach "Deaf and Dumb" people how to read and write. It was not developed for "Normal" people.

"Normal" people throughout Europe were educated by learning
the "Root-Meaning" of the "Word." So if a teacher was showing you a
picture of a "dog", you would also learn where the meaning of the
word "Dog" comes from. Where the word "Canine" comes from. And
that "word" comes from another word and so on.

(From Secret Establishment Pg.71-72)

Look-Say reading methods were developed around 1810 for Deaf Mutes by Thomas Hopkins Gallaudet. Thomas H Gallaudet was the eldest son of Peter Wallace Gallaudet, a descendant from a French Huguenot family, and Jane Hopkins. Jane Hopkins traced her ancestry back to John Hopkins and the Reverend Thomas Hooker in the Seventeenth century, who broke away from the congregational church to help found Hartford Connecticut. This parallels the story of the Lord family.

The Lords also traced their ancestry back to Hopkins and Hooker and
the Lords founded Hartford Connecticut. And it was in Hartford,
Connecticut in 1835 that a printer named Lord produced Thomas
Gallaudet's first Look-Say Primer, "Mother's Primer".

Gallaudet's original intention was to use the Look-say method only
for Deaf Mutes who have no concept of a spoken language and are
therefore unaware of phonetic sounds for letters. For this purpose,
Gallaudet founded the "Hartford School for the Deaf" in 1817. The
Gallaudet system works well for [Deaf Mutes], but there is no
obvious reason to use it for those who have the ability to hear
sounds.

Anyway, in 1835 Mother's Primer was published and the Massachusetts
Primary school Committee under Horace Mann immediately adopted the book on an experimental basis. Later we shall find that Horace Mann ties directly to the Order - in fact, the Co-founder of the Order.
On pages 73 and 74 we reproduce two pages from the second edition of 1836, with the following directions to the teacher:

"...pointing to the whole word Frank, but not to the letters.
Nothing is yet to be said about letters..."

Why did Horace Mann push a method designed for deaf mutes onto a
school system populated with persons who were not deaf mutes?

There are two possible reasons. The reader can take his or her pick.
First, in 1853 Mann was appointed President of Antioch College. The
most influential Trustee of Antioch College was the Co-founder of
the Order (Skull & Bones) - Alphonso Taft.

Second, Mann never had a proper education and consequently was
unable to judge a good method from a bad method for reading.

By 1840, there was a backlash, and the Look-say system was dropped
in Massachusetts. But, toward the end of the 19th century The Order
came on the scene - and the Look-say method was revived. The
youngest son of Thomas Hopkins and Sophia Galludet was Edward Minor Gallaudet. Two of his sons went to Yale and became members of the Order:

1. Edson Fessenden Gallaudet (1893 Initiated), who became an
instructor of Physics at Yale, and

2. Herbert Draper Gallaudet (1898 Initiated), who attended Union
Theological Seminary and became a clergyman.

Then the method was adopted by Columbia Teachers College and the
Lincoln School. The thrust of the new Dewey-inspired system of
education was away from learning and towards preparing a child to be
a unit in the organic society. Look-say was ideal for "Deweyists". It
skipped one step in the learning process. It looked "easy", and de-
emphasized learning skills.

The educational establishment rationalized look-say by claiming that
up to the turn of the century reading was taught by "synthetic"
methods, i.e. children were taught letters and an associated sound
value. Then they learned to join syllables to make words. This was
held to be uninteresting and artificial. Educational research, it
was claimed, demonstrated that in reading words are not analyzed
into component letter parts, but seen as complete units. Therefore,
learning to read should start with complete units.

Well, there is a lot more to this than just the transference of the
look-say method onto our current reading and learning structure.
There is also the Experiential Psychology brought over from Germany,
under Hegelian Principles..

Other Sources:
http://www.deliberatedumbingdown.com/page s/book.htm

America's Secret Establishment: An Introduction to the Order of Skull & Bones (Paperback) by Antony C. Sutton

To educate is to lead externally (e=external, out; duct=to lead).

Education is sifted into the minds of students while THE process OF "the what" THAT is receiving and processing this information IS GROSSLY OVERLOOKED!

Therefore, nourishment of "the brain" is neglected altogether.

The 90% (subconscious/spirit) is ignored; while the 10% (conscious/self) is over flooded. This is where the statement "you only use 10% of your brain cells" comes into reality. Therefore, when you extract from "the within" the 10% of the 90/10 equation rises tremendously. This is yet another example of GOD's power and mind working inside you....

Fine
:chef:

-----------------------

http://groups.yahoo.com/group/Black_Antiquipedia/message/689
In the United States, we have the worst educational systems in the
world. They used to be okay, but compared to the Education that
Europeans get, we are not even getting close.

In Early America, the colonists had college level educations by the
time we would be heading into High School.

Why do you think that is?

How could it be, that the Founding Fathers were in their Twenties
and early thirties, when they Drafted the Declaration of
Independence, on their own?

Could anyone in this country do that today?

I seriously doubt it. One must have a basic and fundamental
understanding of "Government", & "Economics" on a world-wide level
to be able to Draft such a document. Do you think anyone in the U.S
today would be capable? I doubt it!!!

I first started to learn about the differences of American education
with European education when I read Antony Sutton's book "America's
Secret Establishment - An Introduction to the Order of Skull &
Bones". This book has always been one of my favorites, since it is
so revealing, and was not put out by the "Establishment". Sutton reveals to the reader, what is known as the "Look-Say" reading method, wherein, a student is taught to associate a "picture" with a "word". This would mean that a teacher would show a student a picture of a "Dog" and then tell him/her that--that is a "Dog". Good enough??

Maybe, if you are trying to teach "Deaf and Dumb" people. You see, that is what "Look-Say" was originally developed for. It was to teach "Deaf and Dumb" people how to read and write. It was not developed for "Normal" people.

"Normal" people throughout Europe were educated by learning
the "Root-Meaning" of the "Word." So if a teacher was showing you a
picture of a "dog", you would also learn where the meaning of the
word "Dog" comes from. Where the word "Canine" comes from. And
that "word" comes from another word and so on.

(From Secret Establishment Pg.71-72)

Look-Say reading methods were developed around 1810 for Deaf Mutes by Thomas Hopkins Gallaudet. Thomas H Gallaudet was the eldest son of Peter Wallace Gallaudet, a descendant from a French Huguenot family, and Jane Hopkins. Jane Hopkins traced her ancestry back to John Hopkins and the Reverend Thomas Hooker in the Seventeenth century, who broke away from the congregational church to help found Hartford Connecticut. This parallels the story of the Lord family.

The Lords also traced their ancestry back to Hopkins and Hooker and
the Lords founded Hartford Connecticut. And it was in Hartford,
Connecticut in 1835 that a printer named Lord produced Thomas
Gallaudet's first Look-Say Primer, "Mother's Primer".

Gallaudet's original intention was to use the Look-say method only
for Deaf Mutes who have no concept of a spoken language and are
therefore unaware of phonetic sounds for letters. For this purpose,
Gallaudet founded the "Hartford School for the Deaf" in 1817. The
Gallaudet system works well for [Deaf Mutes], but there is no
obvious reason to use it for those who have the ability to hear
sounds.

Anyway, in 1835 Mother's Primer was published and the Massachusetts
Primary school Committee under Horace Mann immediately adopted the book on an experimental basis. Later we shall find that Horace Mann ties directly to the Order - in fact, the Co-founder of the Order.
On pages 73 and 74 we reproduce two pages from the second edition of 1836, with the following directions to the teacher:

"...pointing to the whole word Frank, but not to the letters.
Nothing is yet to be said about letters..."

Why did Horace Mann push a method designed for deaf mutes onto a
school system populated with persons who were not deaf mutes?

There are two possible reasons. The reader can take his or her pick.
First, in 1853 Mann was appointed President of Antioch College. The
most influential Trustee of Antioch College was the Co-founder of
the Order (Skull & Bones) - Alphonso Taft.

Second, Mann never had a proper education and consequently was
unable to judge a good method from a bad method for reading.

By 1840, there was a backlash, and the Look-say system was dropped
in Massachusetts. But, toward the end of the 19th century The Order
came on the scene - and the Look-say method was revived. The
youngest son of Thomas Hopkins and Sophia Galludet was Edward Minor Gallaudet. Two of his sons went to Yale and became members of the Order:

1. Edson Fessenden Gallaudet (1893 Initiated), who became an
instructor of Physics at Yale, and

2. Herbert Draper Gallaudet (1898 Initiated), who attended Union
Theological Seminary and became a clergyman.

Then the method was adopted by Columbia Teachers College and the
Lincoln School. The thrust of the new Dewey-inspired system of
education was away from learning and towards preparing a child to be
a unit in the organic society. Look-say was ideal for "Deweyists". It
skipped one step in the learning process. It looked "easy", and de-
emphasized learning skills.

The educational establishment rationalized look-say by claiming that
up to the turn of the century reading was taught by "synthetic"
methods, i.e. children were taught letters and an associated sound
value. Then they learned to join syllables to make words. This was
held to be uninteresting and artificial. Educational research, it
was claimed, demonstrated that in reading words are not analyzed
into component letter parts, but seen as complete units. Therefore,
learning to read should start with complete units.

Well, there is a lot more to this than just the transference of the
look-say method onto our current reading and learning structure.
There is also the Experiential Psychology brought over from Germany,
under Hegelian Principles..

Other Sources:
http://www.deliberatedumbingdown.com/page s/book.htm

America's Secret Establishment: An Introduction to the Order of Skull & Bones (Paperback) by Antony C. Sutton


Based upon this write up and the historical knowledge of our ancestors learning system, we would basically have to conclude that the masses of the people have been made to be "retarded according to world educational standards and those of our ancestors". A retarded method of teaching was used to teach the masses who by world standards are not educated enough to function in or play a leading role in the geo-eco-politics of the world market place or governing structure. Good post, long over-due.

I remember specifically at age 32 when I reached the conclusion that everything I was ever taught was a lie and that I had to be re-educated....I walked around for the next 3 months in a fog like I was retarded. I mean, you should have seen me...I was literally walking around like a zombie in one of them movies!!! (laughs) I can laugh now as I look back on it but it was not funny at all at the time. I know now that the reason I was walking around like that was because I was in a form of shock...a shock that had me believing that in all this time I thought I was dealing with reality when in fact I was not. Not only wasn't I dealing with it but I was purposely groomed not to know it or deal with it.

Well, by the time the shock was wearing off I was on a mission...a mission of serious education on all levels that continues down to today. I knew then that I was never going to be a chess piece anymore...for we are either one of the players or one of the played....one of the movers or one of the moved.

Not only wasn't I dealing with it but I was purposely groomed not to know it or deal with it.

"All warfare is based on deception." - Sun Tzu ["The Art of War" 500BC]

What caused you to notice the deception?

For me it was:

http://www.amazon.com/screwing-average-man-David-Hapgood/dp/B0006W84KK


umbra

At the time I was a cold Christian and a young brother took my Bible and ripped a hole in my behind with it. He was a Muslim. I ran into the same brother about 15 years later and guess what? I was so far ahead of him that he just didn't have the words. His growth stopped with Islam, mine didn't. In my mind, there were so many lies that I was uncovering that I just knew that it didn't stop with religion. Thus my research went into every area of people activity and thought on a global basis. I simply refused to believe that WE were the only people who were lied to.

Well....
All I have to say is...Sis Fine1952, you have laid this down right proper! :bowdown:

Brother Keita, I agree with you analogy and hold a similiar stance. The question I intended to address in my disseration was "Are children (and by default, families) of Afreekan Descent programmed to self-destruct"?

Sis. Fine1952 has certainly provided information which supports this theory and line of thinking and...what I hear you also saying, is what I consider for myself as having been traumatized.
For it was a very traumatic experience when I came into full consciousness of the level of ish we were mired it.
That "ish" is the LIES, LIES, ON TOP OF LIES fed to Us....and...learning how them ****** planned it was simply mind-blowing. For M.E., I sense I am STILL in shock and I'm clear that this is because in large part....WE are STILL acting out the programming towards each other and many are unable and/or unwilling to see it.
I'm still learning also how to protect myself from getting "blind-sided with b.s" which shows up in the faulty BE~haviors WE engage in towards each other.

Anywho...Thank you again Sis. Fine1952 for this post and the other two you did as well

:hearts2:

Brother Keita, I agree with you analogy and hold a similiar stance. The question I intended to address in my disseration was "Are children (and by default, families) of Afreekan Descent programmed to self-destruct"?


Very good question. The answer is that "we are or have been programmed to self destruct simply on the basis that we have been programmed to ensure our oppressors survival". Our demise meant their rise, their demise means our rise. This is on a mental, cultural, economic, spiritual, social, educational, political and historic level....thereby making it personal. Every time we ensure our oppressors survival we move against our own survival.

thereby making it personal

VERY FLIPPING PERSONAL!!!..And..

It was NO way I could nor wished to BE "objective" and treat this as a "research project".



:hearts2:

Here is the kind of stuff that helped me avoid dumbing down many moons ago:

Free Sci-Fi List (http://africanamerica.org/eve/forums/a/tpc/f/1181067493/m/7931098493?r=2101084644#2101084644)

um

What is education really about? That is a word Black Americans use a lot but I rarely hear anyone try to explain what they mean by it.

I mean: THE ACQUISITION OF RELEVANT KNOWLEDGE

This obviously brings up the question of what is relevant but I won't address that right now though some ideas may be inferred by my list in this post.

What matters in physical reality is knowledge not college. But we also have to deal with social reality. In this country much of social reality is controlled by White people, many of whom aren't that smart. Not having a college degree gives them a good excuse to block your progress with their rules. Even if a person has a college degree it doesn't necessarily mean they posess much relevant knowledge. If anything, more of our schools are turning into diploma mills that take a kid's money and waste their time on drivel. But there is no escape so you have to decide how to deal with the social/reality games.

I think our so called educational system is designed to slow down and misdirect development, not advance it. So this is my attempt to short-circuit the system.

Here is a list that may help you acquire some useful knowledge. Of course you will have to decide if I am just another dummy spreading nonsense. LOL


========================= NON-FICTION ========================
1. Rule by Secrecy by Jim Marrs
Secrecy (http://www.paraview.com/marrs/index.htm)
2. Your Money or Your Life by Joe Dominguez
Money (http://www.simpleliving.net/ymoyl/default.asp)
3. Rich Dad, Poor Dad by Robert Kiyosaki
Dads (http://en.wikipedia.org/wiki/Rich_Dad,_Poor_Dad)
4. Who Financed Hitler by James Pool
Hitler (http://oneheartbooks.com/books/agenda/who_financed_hitler.htm)
5. Old Souls by Tom Shroder
Souls (http://www.softforall.com/store/Reviews-0684851938-10.html)
6. The Art of War by Sun Tzu translated and edited by Thomas Cleary
7. Mastering The Art of War " " " "
AoW (http://www.sonshi.com/learn.html)
Mastering (http://tinyurl.com/78mze)
8. The Screwing of the Average Man by David Hapgood
Screwed (http://members.aol.com/rottencat1/screwmid.html)
9. Game of Nations by Miles Copeland
10. The Aquarian Gospel of Jesus the Christ by Levi Dowling
Gospel (http://reluctant-messenger.com/aquarian_gospel.htm)
11. Seat of the Soul by Gary Zukav
Soul (http://www.oprah.com/tows/booksseen/tows_book_19990913_gzukav.jhtml)
12. Dancing Wu Li Masters by Gary Zukav
Funny Physics (http://quanta-gaia.org/reviews/books/wuLiMasters.html)
13. Teach Yourself Electricity and Electronics by Stan Gibilisco
Electricity (http://books.mcgraw-hill.com/getbook.php?isbn=0071459332&template=&PHPSESSID=d4d369704de8972ad9bde8b58dfee9f6)
14. The Art of Electronics by Horowitz & Hill
Electronics (http://www.artofelectronics.com/)
15. The Hidden Persuaders by Vance Packard
Psych Relations (http://tinyurl.com/ckekp)
16. The Waste Makers "
17. The Status Seekers "
18. The Pyramid Climbers "
19. The Games People Play by Berne MD
Mind Games (http://www.ericberne.com/transactional_analysis_description.htm)
20. What to Say After You Say Hello "
21. I'm OK, You're OK by Harris MD
22. People of the Lie by M. Scott Peck MD
Gamelessness (http://www.yuricareport.com/RevisitedBks/How%20to%20Detect%20Evil.htm)
23. The Affluent Society by John Kenneth Galbraith
The Last Economist (http://cepa.newschool.edu/het/profiles/galbraith.htm)
24. The Age of Uncertainty "
25. The New Industrial State "
26. Guns, Germs and Steel by Jared Diamond
HIStory (http://www.wwnorton.com/catalog/spring99/gunsgerms.htm)
27. Power by Adolf Berle
Power (http://www.nybooks.com/articles/article-preview?article_id=10935)
28. Black Men: Single, Obsolete, Dangerous by Haki Madhubuti
Black Men (http://www.thirdworldpressinc.com/browse.php?id=6)
29. The Psychopathic Racial Personality by Bobby E. Wright
Psychopaths (http://www.cultural-expressions.com/diaspora/wright.htm)
30. Soul On Ice by Elridge Cleaver
E. Cleaver (http://leeblockman.tripod.com/blackpantherparty/id5.html)


HOW LINUX WORKS by Brian Ward
http://www.nostarch.com/frameset.php?startat=howlinuxworks
LINUX DESK REFERENCE by Scott Hawkins
http://www.informit.com/bookstore/product.asp?isbn=0130619892&redir=1
PHP, MySQL AND APACHE by Julie C. Meloni
http://www.samspublishing.com/bookstore/product.asp?isbn=0672327252&rl=1
POINT & CLICK LINUX! by Robin 'Roblimo' Miller
http://www.phptr.com/bookstore/product.asp?isbn=0131488724&rl=1

Of course further suggestions are welcome.

umbra

Im glad to have found this post, I feel all the points that have been brought up by everybody.

I am actually a college student right now at Morehouse College and I definitely feel all out of wack. First of all, most of the teachers do not know what they are talking about. Especially the history teachers who I may know more than even though they hold doctorates. Even the students are dummies and don't know how to think critically or think for themselves. They are paraded around the school taking useless classes and their money is used to purchase unecessary clothing instead of books to advance their knowledge.

Its almost amazing how the United States has incorporates a system were they train people like dogs to work for corporations rather then to think for themselves. The dumming down is amazing to me and I am only a freshman. Even though I have mostly A's because the classes are based on memorization not application (which makes no sense), I don't know how long I will last. From all the books I read, sometimes I feel I have no need for a college degree. A college degree is much different then an education, an education is learning things that are fundamental in one's progress. Most of the people in college will spend their lives working for corporations and living life they are unsatisfied with overall. They will keep being influenced by the media and stay trapped in boxes designed for them.

I remember watching a documentary on Sigmund Frued in my spare time and realizing that the United States media has implimented all his tactics so that people will waste their hard earned money. The government also takes their money via fraud (income tax, etc) and just treats the people terribly! So I say to this post thank you because it is truthful. I think the best way to educate one's self is through books and studying of nature, astronomy, people, and one's own self. Peace

I am actually a college student right now at Morehouse College and I definitely feel all out of wack. First of all, most of the teachers do not know what they are talking about. Especially the history teachers who I may know more than even though they hold doctorates.

So what is your major?

If you are interested in history this will give you a different perspective.

Rule by Secrecy by Jim Marrs
Secrecy (http://www.paraview.com/marrs/index.htm)

The last couple of chapters get too weird for me. :uhh:

um

What is education really about? That is a word Black Americans use a lot but I rarely hear anyone try to explain what they mean by it.
Education is the process of knowing all things about all things or all things about one thing. Presumably, if a person knows all things about one thing that person knows all things about all things because everything is connected.

Many non-white people will not agree with this definition because it means there are no educated people in the known universe. To be educated means the person knows all things about all things or all things about one thing. I have not met any person that knows where every blade of grass is on this planet that is over two inches tall.

This also means that there is no such thing as "higher education". All education is high or low or even. Education is a process. The process is not high or low or even. Education is a process that a person goes through even at the time of death...because the person, at the time of death, learns that they are dying.

I enjoyed your post Tyab. Like yourself, I'm a college student as well. My motivation for college waxes and wanes like the moon (currently I'm in my waning phase--don't get a **** about college mode).

I think most of the classes required to become degreed is just "filler" material. The educational system is set up for money, money, and more money. I recently found statistics that show that approximately 15 million people are registered and taking post secondary college courses every year.

I can truly say the only class that I've ever enjoyed was "Intro to Sociology". It opened up my eyes more and gave me the concepts to articulate what I had been thinking concerning the world.

I don't consider a college degree to be real education. I see it as a credential for higher paying, better jobs.

I enjoyed your post Tyab. Like yourself, I'm a college student as well. My motivation for college waxes and wanes like the moon (currently I'm in my waning phase--don't get a **** about college mode).

I think most of the classes required to become degreed is just "filler" material. The educational system is set up for money, money, and more money. I recently found statistics that show that approximately 15 million people are registered and taking post secondary college courses every year.

I can truly say the only class that I've ever enjoyed was "Intro to Sociology". It opened up my eyes more and gave me the concepts to articulate what I had been thinking concerning the world.

I don't consider a college degree to be real education. I see it as a credential for higher paying, better jobs.

I defintely understand. Since I am a freshman most of the classes are filler classes, its amazing how we pay for this, or how such a process was incorporated into our society. Brother Phil Valentine did a tape on the origins of the school system and it is shocking and understandable at the same time.

The most enjoyable classes for me have been biology, some aspects of the history class, sociology, and philosophy (This isn't saying much because I haven't took that many classes). All the other stuff is just repeats of what I did when in grade school. Matter of fact, most of this stuff is repeating of grade school. We all know repetition of information=brain programming. Every year I swear there is a course on slavery and the nazi regime.

Its not that college is terrible or anything, I just always think to myself is it necessary. It moves at turtle speed and you take a lot of stupid classes that waste your money.

I feel the same way about college being a credential for higher paying, well higher paying as in slaving for corporations. Real education is definitely not college, or graduate school in general because there are a lot of dumb and ignorant doctors, etc walking around. I plan on just using the system and eventually doing my own thing as far as business. Books and other methods will be my real education, college will be my passport to get grounded in the matrix.

I defintely understand. Since I am a freshman most of the classes are filler classes, its amazing how we pay for this, or how such a process was incorporated into our society. Brother Phil Valentine did a tape on the origins of the school system and it is shocking and understandable at the same time.

The most enjoyable classes for me have been biology, some aspects of the history class, sociology, and philosophy (This isn't saying much because I haven't took that many classes). All the other stuff is just repeats of what I did when in grade school. Matter of fact, most of this stuff is repeating of grade school. We all know repetition of information=brain programming. Every year I swear there is a course on slavery and the nazi regime.

Its not that college is terrible or anything, I just always think to myself is it necessary. It moves at turtle speed and you take a lot of stupid classes that waste your money.

I feel the same way about college being a credential for higher paying, well higher paying as in slaving for corporations. Real education is definitely not college, or graduate school in general because there are a lot of dumb and ignorant doctors, etc walking around. I plan on just using the system and eventually doing my own thing as far as business. Books and other methods will be my real education, college will be my passport to get grounded in the matrix.

Post-secondary education if it works as planned will delay your entrance into the job market, that is what it is geared to do. The expectation on the part of the white supremacist is that black men especially will not become college students, they will instead become inmates. Once that happens, the system will challenge every step of the way their interest or desire to attend an institution of higher learning. (evidenced by parole or probation questions on most college and financial aid applications) For the individual with a yearning for greater knowledge, college can be a time to reflect and expand ones knowledge base, in a fashion that foments a desire for truth and correctness. Inappropriate education and false knowledge can only assist in the refinement of white supremacist racism. Control of the education of victims of racism insures that they never truly learn what they/we need to know.
I remind myself always that Malcolm's education beyond middle school was a result of painstaking effort on his part to develop true knowledge, for which he did not recieve a degree (as far as I know). Yet he forced the WORLD to stop and take note of his brilliance.

I remind myself always that Malcolm's education beyond middle school was a result of painstaking effort on his part to develop true knowledge, for which he did not recieve a degree (as far as I know). Yet he forced the WORLD to stop and take note of his brilliance.[/B]

Crummy books that are not really worth the shelf space they take up serve a useful purpose in an information hiding society. They get in the way of people trying to find the good books. If some of them give up in frustration, so much the better.

I like this one:

Black Men: Single, Obsolete, Dangerous by Haki Madhubuti

It includes a book list but it is somewhat lacking in science & technology & economics.

um

My favorite quote is "The man who started the first University, what degree did he have?"

Crummy books that are not really worth the shelf space they take up serve a useful purpose in an information hiding society. They get in the way of people trying to find the good books. If some of them give up in frustration, so much the better.

I like this one:

Black Men: Single, Obsolete, Dangerous by Haki Madhubuti
http://www.thirdworldpressinc.com/browse.php?id=6

It includes a book list but it is somewhat lacking in science & technology & economics.

psik



:read: Thank you for the link! I will reacquaint my self with brother Madhubuti.
Peace!