The Ten Principle of Virtue and the Basis for an Ideal African Curriculum

In the Service of our Ancestors and African Love,
Listen Seeker, I come in peace,

“There grows no wheat where there is no grain.” — African Proverb

We can want to teach; yet without knowing what to teach our efforts may betray us. The Ancient Kememu (“Black people” or people of KMT [Egypt] see this reference sheet) distinguished themselves in the Ancient World as owning the most renowned international Education system of its time (see Dr. Ben’s description here.) George G.M. James did the research, published “Stolen Legacy” (1954) and “disappeared” afterward (1954.) Here is one of his remains: The Ten Principles of Virtue and the Basis for an Ideal African Curriculum. If you want to teach, seek to understand this. What’s more, every African Blood Siblings Boko (Community Center) has the Ten Principles of Virtue available. As well as other Educational Resources (see here).  Please Donate (click here) or Join (click here).

Wa’set, the Center of the Ancient Nile Valley’s Educational System.

The Ten Principles of Virtue

(read context here)

The Neophyte must (I) control his thoughts (II) control his actions (III) have devotion of purpose (IV) have faith in the ability of his master to teach him the truth (V) have faith in himself to assimilate the truth (VI) have faith in himself to wield the truth (VII) be free from resentment under the experience of persecution (VIII) be free from resentment under experience of wrong, (IX) cultivate the ability to distinguish between right and wrong and (X) cultivate the ability to distinguish between the real and the unreal (he must have a sense of values).

These principles are oft-neglected among Africans today, yet without them our people are susceptible to passions which get in the way of our Prosperity, Independence and Community. For instance, many of our thoughts and actions are controlled by others; many wander aimlessly; many have no faith in our Ancestors or Ankobia*; many disbelieve that they can assimilate the truth; many have no faith in wielding the truth; many hold resentment under the experience of persecution or wrong; many do not distinguish either between right and wrong or real and unreal. We know this to be true. Yet this is a descriptor of a people of Vice–a people of European or Asian influence; not a people of Virtue–a people of African influence. In Ancient times holding the ten Virtues was known as following Maat. In later times it was known as being vertical (as opposed to horizontal) or righteous (as opposed to wicked.)

*In Marimba Ani’s Yurugu she describes Ankobia as a “Twi term that identifies those who lead in battle, setting the standard for courage and commitment.”

Note: Neophyte here means “Sba” (pupil) or “Seeker.”

The Curriculum

(read context here)

The Curriculum of the Egyptian Mystery System consisted of the following subjects:

(i) The Seven Liberal Arts, which formed the foundation training for all Neophytes and included: grammar, Arithmetic, Rhetoric and Dialectic (i.e., the Quadrivium) and Geometry, Astronomy and Music (i.e., the Trivium).

Grammar — The Art of Sentence Structure
Arithmetic — The Art of Numerical Properties
Rhetoric — The Art of Moral Appeals
Dialectic — The Art of Logical Arguments
Geometry — The Art of Tangible Objects
Astronomy — The Art of Celestial Objects
Music — The Art of Sonorous Arrangements

(ii) The Sciences of the 42 Books of Hermes

In addition to the foundation training prescribed for all Neophytes, those who sought Holy Orders, had to be versed in the books of Hermes and according to Clement of Alexandria, their orders and subjects were as follows:—

(a) The Singer or Odus, who must know two books of Hermes dealing with Music i.e., the hymns of the Gods.

(b) The Horoscopus, who must know four books of Hermes dealing with Astronomy.

(c) The Hierogrammat, who must know the hieroglyphics, cosmography, geography, astronomy and the topography of Egypt and Land Surveying.

(d) The Stolistes, who must know the books of Hermes that deal with slaughter of animals and the process of embalming.

(e) The Prophetes, who is the President of the temple, and must know ten books of Hermes dealing with higher esoteric theology and the whole education of priests.

(f) The Pastophori, who must know six books of Hermes, which are medical books, dealing with physiology, the diseases of male and female, anatomy, drugs and instruments.

These are Sciences as opposed to Arts. The difference is implied. I.e. The Art of Astronomy may answer “What’s a star?” or “What’s a planet?” or even “Why a planet?” The Science of Astronomy picks out a star, a planet, or anything and seeks and develops Knowledge on it.

Art is to Knowledge as Science is to Wisdom, as according the Ancient Relationship of Knowledge, Wisdom and Love (see here.) I.e. Science is the Development of Art, which is the Consciousness of the Reality of a Subject.

Note: Hermes is a reference to Thoth.

(iii) The Sciences of the Monuments (Pyramids, Temples, Libraries, Obelisks, Phinxes, Idols);—

Architecture, masonry, carpentry, engineering, sculpture, metallurgy, agriculture, mining and forestry. Art (drawing and painting).

Again, these are Sciences not Arts. I.e. the Sba would learn of the Monuments and what goes into their Creation in, out and exact.

Note: Pyramids is a reference to “PR.NTR” or “Per-Neter” (House of Energy); Temple, “Per-Ba” (House of Soul); Obelisks, “Tekhen” (pl. Tekhenwy); Phinxes,” “Hor-Em-Akhet” (Horus in the Horizon); Idols, Neteru. Also Tomb, “Per-Ka.”

(iv) The Secret Sciences

Numerical symbolism, geometrical symbolism, magic, the book of the Dead, myths and parables.

Again, these are Sciences not Arts. I.e. the Sba would learn encoding and decoding as well as Race Secrets. Consider the Talking Drum in traditional Africa a part of this section; as well as Secret languages Africans still teach today.

This is an important function of a curricula. Today, other Race’s own our means of Communication from the language to the technology. That’s no way to conduct Warfare or build in a hostile environment.

(v) The Social Order and Its Protection

The Priests of Egypt were also Lawyers, Judges, officials of government, Business Men and Sailors and Captains. Hence, they must have been trained in Economics, Civics, Law, Government, Statistics, census taking, navigation, ship building, military science, the manufacture of chariots and horse breeding.

The Sba is taught according to the Social Needs of the Prosperous, Independent African Community.

References [For the Curriculum]:

(The Mechanical Triumphs of the Ancient Egyptians by F. M. Barber).

(The Book of the Foundation of Temples by Moret).

(A short history of Mathematics by W. W. R. Ball).

(The Problem of Obelisks by R. Engelbach).

(The Great Pyramid Its Divine Message by D. Davidson).

(History of Mathematics by Florian Cajori).

6 thoughts on “The Ten Principle of Virtue and the Basis for an Ideal African Curriculum

  1. pkr

    This is great information for young people, especially
    African/American youths. And should be disseminated
    in all schools, primary schools through post graduate
    studies.

    Reply
    1. Onitaset Post author

      The passage here quoted was published in 1954. The availability of books since then may be radically different. I wouldn’t personally know.

      Reply

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