The Basis for a Four-Year Pan-African Nationalist Curriculum/Initiation

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

” I think that the mission is to unify all African people throughout the world through a single pan-African program to reclaim every inch of Africa for African people, all twelve million square miles of it. To restore African dignity to Africa, to stop imitating Europe, to put Africa back on the road to believing in itself again. Producing for itself, and to end this whole cultism around consumerism and begin to produce the things we eat, the clothes we wear, and the transportation we use. We need to restore self-reliance, because it is a terrible thing for a people to be out of power; and when a people are out of power for so long, they long desperately for power and when they get close to it they panic, because they have not rehearsed for power…education has but one honorable purpose, one alone; everything else is a waste of time… that is to train the student to be a proper handler of power. Being Black and beautiful means nothing until ultimately you’re Black and powerful. The world is ruled by power, not blackness and not by beauty.”

— John Henrik Clarke

Beyond writing a novel and organizing, I intend to perfect and put into practice a Four-Year Pan-African Nationalist Curriculum/Initiation. For now, I publish the basis for that Curriculum/Initiation. It is a composite of our Ancient African Curriculum, Odwirafo’s 7 Amensesew (Nation Building) and Male/Female Initiations. Ideally it would be a Four-Year Institution, where the first year has the 7 Liberal Arts and an examination of Men and Women and the remaining years offer a choice of 3 specializations of 7 that surround African Nation Building. I tried to simplify what Masteries each topic should gain a matriculant. As I expand this curriculum, I intend to go into further detail regarding each subject and what is expected from a student. I advise every Pan-African Nationalist to gain mastery of the “First Year” and at least two of the “Advanced Topics.” As well, those either in the capacity or interested in the capacity to teach young people or adults, should adopt this Curriculum to the best of his or her ability.

The Basis for a Four-Year Pan-African Nationalist Curriculum/Initiation By Onitaset Kumat

Ideally the First Year First Trimester*

  • Grammar
    • Mastery of Sounds/Symbols, Vocabulary and Expressions
      • (Ideally this Grammar will be African: Mdw Ntchr, Swahili and/or other languages; as well ‘drawing’ will be taught)
  • Arithmetic
    • Mastery of Numerical Operations, Series and Calculus
      • (Ideally the Arithmetic will be done right to left in accordance to a Southern orientation.)
  •  Rhetoric
    • Mastery of Fallacies, Logic and Proverbs

Ideally the First Year Second Trimester

  • Dialectic
    • Mastery of 7 Laws of Tehuti, 42 Admonitions of Maat and the 10 Principles of Virtue
      • (Ideally Dialectics is not limited to the above Masteries.)
  • Geometry
    • Mastery of One, Two and Three-Dimensional Computation
  • Mut
    • Mastery of Girlhood, Womanhood and Motherhood

Ideally the First Year Third Trimester

  • Astronomy
    • Mastery of Ntchru, Physiology and Cosmology
      • (Ideally this covers the interconnection between the inner and outer body as well the terrestrial and celestial; i.e. “As above, so below” and “As within, so without”)
  • Music
    • Mastery of Notes, Instruments and Composition
      • (Ideally the Music will expound on the ratio between notes in an instrument and the communication between people and spirits.)
  • Montu
    • Mastery of Boyhood, Manhood and Fatherhood

Advanced Topics (Choose 3 of 7) (Ideally Each lasts 3 Concurrent Years)

  • Methods of Food Production and Preservation
    • Mastery in Farming, Hunting/Gathering and Fishing
      • (Ideally one learns all the intricacies of Farmers, Hunters, Gatherers and Fishers)
  • Methods of Curing Disease
    • Mastery in Medicine, Surgery and Crystal Healing
      • (Ideally one learns all the intricacies of Mediciners, Surgeons and Crystal Healers)
  • Military Structure
    • Mastery in Military Strategy, Warfare and Provisions
      • (Ideally one learns all the intricacies of Military Strategy, Warfare and Maintenance)
  • Institutionalization of Values
    • Mastery in Education, Organization and Ourstory
      • (Ideally one learns all the intricacies of Education, Organization and Ourstory)
  • Methods of Governance and Jurisprudence
    • Mastery in Governing, Legislating and Judgment
      • (Ideally one learns all the intricacies of Government, Legislation and Reward/Punishment)
  • Construction of Homes on Acquired Land
    • Mastery in Architecture, City Planning and Interior Design
      • (Ideally one learns all the intricacies of Architecture, City Planning and Interior Design)
  • Manufacturing of Clothing
    • Mastery in Cloth, Dyes and Jewels
      • (Ideally one learns all the intricacies of Clothes, Dyes and Jewels)

Addendum: It’s worth noting that the Ancients can speak on much of the above subjects and beyond them. Here’s two lists to consider: The “Table of Contents” for “African Philosophy: The Pharaonic Period, 2780 – 330 B.C.” by Theophile Obenga:

Cosmos before the Present Universe Seed Time of the Cosmos Nwn, The Primal Waters The Primal Egg The Basic Elements: Water, Fire and Air Ontology and Cosmogenesis How what is came into being The Birth of the World The Organization of Nature The Four Great Achievements of Ra at Creation Time Of Time and Heavens Time, A Transempirical Value The Speed of Light and the Astronomical Distances of the Universe An Egyptian Decan List Variations in the length of day and night at different times of the year On the Nature of Sky Ethical Values The Salvation of Humanity: The Emergence of Feminine Power and Beauty Maxims of Ptahhotep Maxims of Kagemni Maat: The Code of Values On Death and Immortality On Death Human Destiny: Stars in the Afterlife The Intellectual Vocation In Praise of the Intellectual Life Egypt’s Civilizing Role Mapmaking-Navigation-Textile Chemistry Gold Mines of Wadi Hammamat Egyptian Geography: The Nile Valley The Egypto-Nubian Nile Valley and the Middle East Ancient Egyptian Geography: The Near East Dimensions of a Middle Kingdom Ship Construction of a Recreational Lake Textile-Related Chemical Industries Astronomy Geometrical and Astronomical Standards Governing the Orientation of Architectural Structures Egyptian Calendars Medicine The Circulatory System Anatomical Terms Concussion and Bleeding in the Petrosal Bone A Lesion of the Spinal Column Dissection: An Ancient Egyptian Practice Impaired Comprehension and Speech Due to Brain Damage Mathematics The Egyptian Conception of Mathematics Knowledge of the Technique of Algebraic Calculation The Concept of Logic in Ancient Egyptian Mathematics The Science of Measurement Calculating the Area of a Triangle Calculating the Area of a Circle Calculating the Surface Area of a Hemisphere Calculating the Volume of a Cylinder Calculating the Volume of a Truncated Pyramid Calculating the Angle of a Pyramidal Slope Calculating the Angle of the Slope of a Pyramid (Proof) Supplement A Historical Miscellany The Institution of Pharonic Rule The Economy: Agriculture, Crafts Deities and Temples The Grave and the Afterlife In Praise of the Intellectual Life Science and Technology Fine Arts The Art of Love

This comes from the earlier “Basis for an Ideal African Curriculum”, particularly George Jame’s “Stolen Legacy”:

(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. Architecture, masonry, carpentry, engineering, sculpture, metallurgy, agriculture, mining and forestry. Art (drawing and painting). Numerical symbolism, geometrical symbolism, magic, the book of the Dead, myths and parables. 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.

* Ideally each Trimester is 9 weeks long, with 1 Week of Examinations after and 2 Weeks of Rest, making a full year 34 Weeks long: 9 Weeks + 1 Week Examination + 2 Week Vacation + 9 + 1 + 2 + 9 + 1. Additionally each week can be 9 Hours of Study, 3 Hours for 3 Classes, whether One 3 hour class a week, Two 1.5 hour classes or Three hour classes.

6 thoughts on “The Basis for a Four-Year Pan-African Nationalist Curriculum/Initiation

    1. Peace Candice Bryan,

      Right now there’s no Four-Year Institution, so if there’s anything in particular you wish to know, let me know. I advise you study the 7 Liberal Arts and at least Two of the Advanced Topics for now. I intend to expand this “Basis” and can foresee needing a lot of help from the community. Better for many to work toward our self-knowledge than a few.

      If nothing else, though, study the seven liberal arts in order. So however best suits you learn an African Grammar, then re-familiarize yourself with Arithmetic up to and including Calculus.

  1. Hello Brother,

    My name is Funmi. I was wondering how is the progress of this Four year Institution been followed through. I would love to see it come to life. How can we help? I would love to enrol as soon as it is open.

    Many Blessings,

  2. Peace Funmi,

    I recommend starting a learning circle by utilizing “The Pro-Black Compendium.” There may not be a Four Year institution until people all over the world engage the literature and the practices on a consistent basis. Let me know when you get a copy of “The Pro-Black Compendium” and “Zuberi; and the Maroons of Maa.”

    1. Hey, i am currently in my fourth year of university in Edinburgh though, i shall be heading home (Tanzania) upon graduating my intention is to open an NGO dedicated to the development of Marginalised Youths on the continent starting in Tanzania.
      Im currently trying to develop a suitable Pan-African curriculum for this purpose and it seems i have stumble upon one, would it interest you to collaborate, finish and put a version of this curriculum in practice?

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