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The Destruction of Black Civilization by Chancellor Williams - Politics - Nairaland

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The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:28pm On Feb 15, 2012
"What became of the Black People of Sumer?" the

traveller asked the old man, "for ancient records

show that the people of Sumer were Black . What

happened to them?" "Ah," the old man sighed .

"They lost their history, so they died ."

-A Sumer Legend
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:34pm On Feb 15, 2012

and field studies which were intended for a 2-volume history of the

African people . The writing plan for the two volumes would have

required at least another five years, even if the serious impairment of

my vision had not occurred . In the meantime there had developed an

urgent need for the results of my research which concentrated on crucial

areas in the history of the Blacks that had been either unknown, known

and misinterpreted, or known but deliberately ignored . My own history

classes were only a part of the rebellion against the only kind of textbooks

available . It was a general rebellion against the subtle message

from even the most "liberal" white authors (and their Negro disciples) :

"You belong to a race of nobodies . You have no worthwhile history to

point to with pride ."

The Destruction of Black Civilization, therefore, could not wait

another five years just to be more detailed, impressive, or massive in

scope, for a reinterpretation of the history of the African race could be

compressed into a small work for background reading, and so written

that black John Doe, cab driver or laborer, and Jane Doe, housemaid or

waitress, as well as college students and professors, could read and

understand the message from their forefathers and foremothers .

1 Like

Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:41pm On Feb 15, 2012

In a small town surrounded by cotton fields in South Carolina, a little

black boy in the fifth grade began to harass teachers, preachers, parents

and grandparents with questions which none seemed able to answer :

How is it that white folks have everything and we have nothing?

Slavery-how and why did we become their slaves in the first place?

White children go to fine brick, stone and marble schools nine months a

year while we go to a ramshackle old barn-like building only five-and-ahalf

months, then to the cotton fields . Why?

In the sixth grade one of our teachers, Miss Alice Crossland, helped

me to become a sales agent for the Crisis and the Norfolk Journal and

Guide . This was like turning on the floodlights of heaven ; for the books

on our race, listed on the back pages of the Crisis, started me off on their

never-ending search, raising more questions as I progressed through

school, questions whose answers were even more perplexing . For,

having read everything about the African race that I could get my hands

on, I knew even before leaving high school that (1) The Land of the

Blacks was not only the "cradle of civilization" itself but that the Blacks

were once the leading people on earth ; (2) that Egypt once was not only

all-black, but the very name "Egypt" was derived from the Blacks ; (3)

and that the Blacks were the pioneers in the sciences, medicine, architecture,

writing, and were the first builders in stone, etc .

The big unanswered question, then, was what had happened? How

was this highly advanced Black Civilization so completely destroyed that

its people, in our times and for some centuries past, have found

themselves not only behind the other peoples of the world, but as well,

the color of their skin a sign of inferiority, bad luck, and the badge of the

slave whether bond or free? And, since I had learned that whites were

once enslaved as generally as any other race, how did it come about that

slavery was finally concentrated in Africa on Blacks only? In short, no

books or other studies in high school and college answered or gave clues

to answers to the problems that puzzled me the most . For no matter

what the factual data were, all the books written about Blacks by their

conquerors reflected the conquerors viewpoints . Nothing else should

have been expected . And, considering how thorough-going was the

capture of the minds of the Blacks, it is really not surprising that so many

Negro scholars still faithfully follow in the footsteps of their white

masters .

1 Like

Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:53pm On Feb 15, 2012
I was convinced that what troubled me and what I wanted to know,

was what troubled the black masses and what they wanted to know . We

wanted to know the whole truth, good and bad . For it would be a continuing

degradation of the African people if we simply destroyed the

present system of racial lies embedded in world literature only to

replace it with glorified fiction based more on wishful thinking than on

the labors of historical research .

My inquiry, therefore, was concerned with Black Civilization alonewhat

the Blacks themselves achieved independently of either Europe or

Asia . This was an entirely new approach to the study of the history of

the Blacks . It meant, first of all, segregating traditional African institutions

from those later influenced by Islamic Asia and Christian Europe . In

this way, and in no other, we can determine what our heritage really was

and, instead of just talking about "identity," we shall know at last

precisely what purely African body of principles, value systems or

philosophy of life gradually evolved from our own forefathers over

countless ages, and we will be able to develop an African ideology to

guide us onward . In other words, there can be no real identity with our

heritage until we know what our heritage really is . It is all hidden in our

history, but we are ignorant of that history . We have been floating

alone, basking blissfully in the sunny heritage of other peoples!

My research was a quest for some specific answers to very, specific

questions . Some of these were : (1) How did all-black Egypt become allwhite

Egypt? (Note at this point that mulattoes were classified as white

in Egypt, all North Africa, and the Middle East-a fact that still confuses

Blacks in the United States where the very opposite policy was adopted .)

(2) What were some of the specific details in the process that so

completely blotted out the achievements of the African race from the

annals of history-just how could this he done on such a universal scale?

(3) How and under what circumstances did Africans, among the very

first people to invent writing, lose this art almost completely? (4) Is there

a single African race, one African people? (5) if we are one race or one

people, how do you explain the numerous languages, cultural varieties

and tribal groupings? (6) Since, as it seemed to me there is far more

disunity, self-hatred and mutual antagonisms among Blacks than any

other people, is there a historical explanation for this? (7) And how, in

puzzling contrast, is the undying love of Blacks for their Europeans and

Asian conquerors and enslavers explained?
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:08pm On Feb 15, 2012
[b]These questions, along with those stated earlier, constituted the core

problems for sixteen years of study . And while the outcome did not

eventuate in the more detailed work as planned, I think I succeeded in

summarizing the most significant highlights of my findings in the

chapters which follow this Preview .


I . Review of world history . Believing that the history of the race could

not be understood if studied in isolation, I began a slow and deliberately

review of European history, ancient and modern, and the

history of the Arabs and Islamic people . I say "review" because by 1950

I had already studied and taught in the three fields of American,

European and Arabic history-a most fortunate circumstances for the

task ahead .

2. Began the formal study of Africa in Europe . I did not know how

very wise this was when the decision was made . For I did not then know

that Europe and Asia had been hauling out of Africa, over the centuries,

just about all of the historical materials I needed to see and study at the

very outset . Certainly, I knew from reading all about the "violation of

Africa," but to know the scale on which this was done one must see at

least some of it in Europe with his own eyes, and be amazed . The

museums in various cities of the European colonial powers are the

repositories of much of African history .

3. Documentary sources . These are available in both Europe and

America . Reports of Colonial Administrators in Africa, parliamentary

debates, reports and letters from geographers, explorers, captains of

slave ships, and, especially rewarding, the reports and letters from

missionaries to their respective societies' home offices . For the earliest

records on ancient Africa in Europe, Greek and Roman sources were

the most useful (see Bibliographical Notes) .

4. Field Studies . The field studies covered two years of work in

Africa . Armed with a solid background in written documentaries, the

primary concern then turned to oral history and the developing methods

of historical criticism applicable to it . (Several chapters would be

required just to detail the methods and procedures in this relatively new

and rewarding field of oral tradition .) Every region of Black Africa was

covered : 26 nations in East, West, Central and Southern Africa, and 105

language groups .
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:19pm On Feb 15, 2012

We began in the lands bordering the Mediterranean on the north

and extending southward on both sides of the Nile below the 10th

parallel, thus including Axum and neighboring kingdoms . This vast

territory was the ancient Ethiopian empire, a federation of autonomous

and semi-autonomous kingdoms . The study began here, importantly,

because this was the heartland of the African race where evidence of

that first black civilization is still to be found despite all centuries of

efforts to destroy it .

From the researcher's viewpoint the most important part of the

investigation was the beginning of the task of singling out and clearly

setting forth the precise nature of Africa's own independently

developed civilization . A continent-wide study of the traditional

customary laws of the Blacks, for example, enabled us to learn, for the

first time, that a single constitutional system prevailed throughout all

Black Africa, just as though the whole race, regardless of the countless

patterns, lived under a single government . A similar continent-wide

study of African social and economic systems through the milleniums

reveal the same overall pattern of unity and sameness of all fundamental

institutions. That there is a historical and fundamental basis for real

brotherhood and unity of the black race could not have escaped the

notice of all of those Europeans who have been investigating and

writing about Africa over the years . But they are shrewd . Massive black

unity would be massive black power which, of course, would reduce

white power and its domination of the earth . So white "Africanist"

writers always concentrate on the "ethnic differences" among Africans,

the tribal antagonisms, the "hopeless" language barriers, the cultural

varieties, etc . They even make a separate "ethnic" group of their own

mulatto offsprings from black women by classifying them as "white" in

some areas and "coloureds" in others . Hence, a system of thought and

practices was developed and superimposed on an already divided race

to keep it permanently divided . No one can deny that in this effort, too,

the whites have been most successful .

We have presented in Chapter VI enough of the traditional African

Constitution and the Fundamental Rights of the African People to serve

as specific beginning points for the identity and the discovery of the

heritage we talk about without any definite frame of reference .

Chapter VII views the long drawn-out migrations as continent-wide

movements that help to explain many of the most important factors in[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:34pm On Feb 15, 2012
[b]the destruction of black civilization . For the migrations help to answer

the question : What happened to the African people? Or, what caused

them to descend from the highest place to the lowest among the people

of the world?

Even though the work was radically abridged, an innovation in

historical research was introduced by going beyond all questions of

doubt, the principal viewpoints of the work . This was the case-study

method by which a representative number of states from every region

of the continent was studied-North, East, West, Central and Southern

Africa .

In the "View from the Bridge" and in the final chapters, I make a

more definite break from the "old line" of historians . To be objective

and more scientific, this school insists, the research scholar should do no

more than present the comprehensive and fully documented results of

his investigations . There should be no "subjective" commentaries, no

editorializing . One should just present the factual data and leave

interpretation and evaluation to the reader .

This may not only be the correct viewpoint, but it is even beautiful for

historians who represent the already arrived people who control the

world . They can well afford the luxury of historical knowledge for

knowledge's sake-the great satisfaction that comes from just knowing

how things came to be .

But the black historican, member of a race under perpetual seige and

fighting an almost invisible war for survival, dare not follow in these

footsteps of the master . Quite the contrary, after faithfully researching

and piecing together the fragmented record of the race's history, the

task of critical analysis and interpretation should begin . What were our

strengths in the past? In what respects were we most vulnerable? Where

did we go wrong? And all this, like the study of history itself, must be

for the express purpose of determining what to do now . In short, the

black historian, if he is to serve his generation, must not hesitate to

declare what he thinks the results of these studies mean . For even when

our history shows us where we have been weak, it is also showing us

how, through our own efforts, we can become strong again .
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:39pm On Feb 15, 2012
To be continued,
Re: The Destruction of Black Civilization by Chancellor Williams by ezeagu(m): 11:12pm On Feb 15, 2012
In fact, the whole world is black except for anywhere that didn't develop anything.

Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 3:07pm On Feb 16, 2012

You would have not said that if you had actually read the book. Jokes apart. It explains a lot of the present situation of all blacks in the world today. For those who can lay their hands on a copy and read it will see that what happened to the blacks since the beginning of the first dynasty is still happening in the present.

The blacks made a lot of mistakes then which eventually led to the destruction of the civilization they built. This same mistakes are been made by the blacks of today. The consequences of our past mistakes we are reaping today and the implications of doing thesame mistakes in the present will in the future put the black race in a process of self extermination, naturally with the combination of other avoidable factors.
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:07pm On Feb 18, 2012

The relentless searchlights of history were turned on the roles played

by both Islam and Christianity in the subjugation of the Blacks . This

confused many and outraged those who did not pause to distinguish

evil men who use religion to disguise their real aims . The unthinking

Muslim or Christian would likely believe that his religion is being

attacked rather than those conquerors and enslavers who disgraced it in

covering their drive for wealth and world domination .

Blacks in the United States seem to be more mixed up and confused

over the search for racial identity than anywhere else . Hence, many are

dropping their white western slavemasters' names and adopting, not

African, but their Arab and Berber slavemasters' names! The confusion

will continue, however, as long as the fact that millions of mulattoes in

Arab countries are considered "white" is ignored along with the other

fact that countless unmixed, sun-baked desert-dwelling Arabs are not

only brown but some are very dark in color (all this darkening of the

skin in spite of the ages-old tradition of the thick cloth covering the face

from the scorching sun) . Indeed, not only did mulattoes consider themselves

100 percent Arab, but jet-black Africans, whose forebears were

in Arabia for generations, speak Arabic and call themselves "Arabs,"

just as Black Americans speak English and call themselves "Americans ."

In both cases neither the Black Arab nor Black American thinks he is

"white."' To repeat, then,'Blacks are in Arabia for precisely the same

reasons Blacks are in the United States, South America, and the

Caribbean Islands-through capture and enslavement .

In studying the actual records in the history of the race, therefore, the

role of "white" Arabs must not be obscured either by their Islamic

religion or by the presence of the Africans and Afro-Arabs among them

any more than we should permit white Europeans and white Americans

to use Christianity to cover their drive for power and control over the

lives of other people .

1 . The term "black" was given a rebirth by the black youth revolt . As

reborn, it does not refer to the particular color of any particular person,

but to the attitude of pride and devotion to the race whose homeland

from times immemorial was called "The Land of the Blacks ." Almost

overnight our youngsters made "black" coequal with "white in respectability,

and challenged the anti-black Negroes to decide on which side

they stood . This was no problem for many who are light or even nearwhite

in complexion, for they themselves were among the first to

proclaim with pride, "call me black!" Those who hate the term but hold

the majority of leadership positions, feel compelled to use it to protect

their leadership roles .[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Nobody: 9:48pm On Feb 18, 2012
Excellent thread. Subscribing. . .
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:42pm On Feb 19, 2012
Overwhelming findings by Chancellor Williams. Keep subscribing bro.
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:47pm On Feb 19, 2012

I arrived in England in the fall of 1953 to begin formal studies at

Oxford University, primarily through the Institute of Colonial Studies

and at Rhodes House (which might be more properly called Africa

House) . In addition to the study of documentary sources on Africa, I

had other objectives : (l) I wanted a more direct, close-up view of the

European mind, its real attitude toward the black world . I sought to

study both (2) the extent to which European wealth and power were

derived directly from Africa and (3) the nature and philosophy of a

European education that was shaping and determining the mentality of

Africans . I was already fully aware of the disastrous effects of the white

American education system on Black Americans who, not having any

other frame of reference, had to adopt the ideologies and viewpoints of

whites in order to survive, even when those viewpoints were against

them. This meant visiting various classrooms in elementary and

secondary schools, teacher-training institutes, and classrooms of lecturers

and professors in a selected number of colleges in the universities .

These were not "look-in-and-leave" visits, but all-day studies at the

schools, remaining throughout the period in the classrooms, and talking

with students, teachers and principals thereafter. In such a study one

learns very quickly that the textbooks and other works describing

education do not tell the same story as the schools in action tell . (4)

Finally I wanted to know, and again from direct study, exactly what

made Oxford probably the greatest university in the world . What were

the specific elements of that greatness? Was great teaching a factor, and,

if so, who were the great teachers and what made them great teachers?

From just the foregoing aims of the study it must be obvious that I was

still examining various aspects of the probable reasons why whites

became the masters of the globe .

In both France and England I found that the system of education

fostered a new kind of aristocracy-an aristocracy of the "educated ."

College graduates constituted new upper classes . The son of a carpenter

or railroad conductor became estranged from his family and former

friends upon receiving his university degree . A case in point was J.L., a

young Englishman in my College at Oxford (Lincoln) who was one

of my close friends there . He refused to go home during any of the long

vacation breaks because, to quote him, "I can no longer associate with

my family and old friends . I wouldn't know how to talk to them . We[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:57pm On Feb 19, 2012
[b]have nothing in common now, you know ."

This British (and European) philosophy of education fitted in ideally

with those Africans from the continent and elsewhere who, unlike J .L.,

came to Europe from the privileged class at home. Some of those

studying in England became more British than the British, just as many

from what was French West Africa became more "French" than the

The first tragedy to note about the effects of this class education on

Blacks is that it further reinforced colonialism's policy of perpetual

disunity in Africa and elsewhere . The line dividing these black "upper"

and "middle" classes from the black masses and their basic aspirations is

more rigidly drawn . And this superior class mentality, becoming even

more crystalized since independence, is an almost certain guarantee of

future uprisings on a scale never seen .

The second great tragedy is in the nature of what is called "education .'

It is mainly rote learning, the ability to memorize phrases, concepts and

other required data . Thinking is neither required nor expected . Critical

analysis and evaluation of subject matter are not required . But the

ability to absorb and recall is required . The brilliant scholar, then, is one

who can readily quote authorities and remember well his bibliographical

sources. So we have a generation of black scholars who continue to

amaze students by mouthing the doctrines and viewpoints of their white

teachers-like so many robots without minds of their own .

Yet study under white teachers and professors should be most

rewarding, and it can be if you do not enter white institutions with a

head like an empty pitcher going to a fountain to be filled . I was safe and

richly rewarded during my studies in white universities only because I

happened not to be so naive that I expected the viewpoints of the

conquerors to be the same as those of the conquered on matters relating

to our place in the world .

Elsewhere I have emphasized, by repetition, that some of the most

fruitful sources for study came quite unintentionally from white scholars .

A case in point was at Oxford . The course was "The History of

Colonialism in Africa ." The presence of two or three Blacks in the class,

while obviously uncomfortable to some, was generally ignored . For

African studies were of long standing an integral part of the imperial

system . They were not planned for Africans at all, but for the future

administrators of the Empire in Africa . So Professor Madden -was

pointing out in his lecture how difficult , and even impossible, it was to[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:00pm On Feb 19, 2012
[b]rule Africans in view of their "wild and most primitive system of

democracy ." For just as fast as African kings or chiefs undertook to carry

out British laws (which displeased the people), "the people would

remove them from office," therefore, this "primitive African democracy

had to be destroyed" before the British system of Indirect Rule could be
effective .

The point here is that these sneering remarks by an eminent British

historian revealed to me an entirely new field of research . That lecture

led me into the study of one of the most significant developments in the

entire history of the black race: an ancient system of democracy (existing

before Greece) evolved from a continent-wide constitution that governed

the whole African people as a single race . This all-important finding was

arrived at by comparative studies of African customary laws in every

region of the continent . The Europeans were confronted with a real

social domocracy that existed long before the terms "socialism" and

"democracy" were invented in the west . For Dr . Madden it was "savage"

because the people were the real rulers, in fact, and not merely in
theory .


Insofar as the study of African history is concerned, I regard direct

investigation in the field, in Africa, as of the highest importance . This

field work should be undertaken only after thoroughgoing research in

written and other documentary sources . The study of available written

sources, their evaluation, and the mounting archaeological records

are all the first major phase of African research and, I would say, a
prerequisite for field-work .

The field work was mainly concerned with oral history . I had noted in

my study of sources of noted historians that many who decried oral

tradition as "unreliable" never failed to use it themselves to supplement

or give added validity to their work . The fact is that neither written nor

unwritten records should be accepted as true without verification .

Although two years were devoted to the field work, the ground

covered was possible only because of careful advance planning and the

scheduling of areas and groups in each country months ahead of my

arrival . These had to be in the hinterland, or "Bush Country," generally

far away from the Westernized urban centers . For our quest was not for

the long-standing tradition of either Islam or Christianity in Africa, but[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:07pm On Feb 19, 2012
[b]for the more ancient tradition of Africa itself . So vast and untapped is

the real history of the African race that I, myself, have only scratched the

surface of what is yet to be done . Some of the areas to be explored by

future historians are set forth in pages which follow this chapter . A

major research project should not be undertaken by a single individual .

That was my mistake-hence, the sixteen years of work that a research

team of eight or ten persons might have completed in three or four .

The kind of well-organized research teams required for in-depth studies

may be difficult to promote because of our pitiful go-it-alone individualism.

A research project such as mine should have had a team of highly

trained experts from the fields of history, archaeology, anthropology,

medicine, linguistics, tropical agriculture, political science, etc .

The widely ranging scope of the study minus a team was possible only

because of the interest and active support of certain African governments

and the unforgettable help of the people in every region and country .

For all kinds of help was needed . As indicated above, much had been

pre-arranged . The United States Department of State had notified the

American embassy in each country that I was coming, requesting our

ambassadors to give any requested assistance . Excepting the Sudan,

where embassy officials appeared to be under some kind of fear, the

embassies, everywhere, went all out to be helpful . The embassies had

the very important work of making the advance arrangements for trips

into the interior through the appropriate ministries in each country .

These in turn, had to contact the various provincial governors or

district commissioners who had to make living and conference arrangements

with village chiefs, elders, the keepers of oral traditions and other

specified groups . The amount of time all this advance work saved for
the study itself is obvious .

But volunteer work of our African brothers who accompanied me

into the field was what I referred to above as "unforgettable ." Some of

them were teachers who, as in the case of my previous field work (1956-

57), had secured leave for the purpose without any trouble at all .

Indeed, even the people we call "illiterate" had that storehouse of

wisdom which made it easy for them to understand that I was working

not for myself, but, for them, for the whole black race .

I am trying to make it clear here that, although I did not have the kind

of research team referred to above, many people, some 128 in number,

participated in this work and made the outcome possible . So, when at

various places I say "we," it is not the editorial or royal "we," but[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:12pm On Feb 19, 2012
[b]reference to all the individuals and groups that actually worked on

various parts of the study. However, I had to decline the services of

many highly recommended Africans because of their "upper class"

attitudes toward the common people . For I had learned quite early that

the people in the interior can spot the arrogant and "superior" African

just as easily as they recognize the arrogant and "superior" white

investigator . They will give answers to questions readily enough, but

not the right anwers . I therefore selected only those whose heartbeats

seemed to be tuned to the heartbeats of the great common people from
whom all of us came .

The interpreters were generally assistants who spoke two or three

languages of the country . An entirely new kind of assistant was the

verifying interpreter . They were used to double-check the interpreters

who sometimes would not precisely convey your question or interpret

the exact reply . There were training sessions before and during the field

work. In those fortunate cases where we had four or five competent

assistants, one of the interpreters remained with me, while the others

worked on special assignments in different places in the area .

The documentary research in the United States which preceded the

other preliminaries was not done entirely alone . Some of the most

important areas of my study of ancient sources were rechecked in

independent studies by a select group of graduate students in history .

Their assistance in reappraising such early sources as Manetho,

Herodotus, Josephus, Strabo, Abu Salih, et . al ., was invaluable . Foremost

among these was the Reverend Carleton J . Hayden .

In concluding my remarks on the field studies in Africa, some

comments of four of the countries visited are in order . In the Sudan the

authorities did not want me to work in or even visit the all-black

southern provinces . Their fifteen years of rebellion against the "Arab"

North had caused the whole vast area to be officially "sensitive," and,

therefore, barred to outsiders . The suggestion was that I confine my

studies to the Northern Sudan . This I refused because I had been

previously assured that the rebellion had been "completely crushed,"

and that "peace and quiet" prevailed everywhere . Besides, I could only

find Islamic institutions in the North-institutions of which I already

had full knowledge from years of special study and teaching . As

indicated above, the American embassy in Khartoum did none of the

preparatory work about which I give the other U .S. African

embassies so much praise, although it had six months' notice before my[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:17pm On Feb 19, 2012
[b]arrival . And they maintained a strictly hands-off policy after my arrival .

I, therefore, prepared to leave at once, but announced that I did not beg

to study anywhere, and that they would learn that this was the

only "African state" where an African scholar was barred . The Ministry

of the Interior reacted swiftly . Not only was permission quickly granted

to do field work in the South, but all the necessary arrangements were

made with dispatch . This included establishing my southern headquarters

at Malakal . The simple fact was that while they were quite

familiar with European research people roaming freely all over the

country, a Black doing field studies in the Sudan was a phenomenon

Ethiopia (the new name for Abyssinia), like the Republic of the

Sudan, is also ruled by a people of mixed blood who not only do not

consider themselves African by race, but who maintain a privileged

class society based upon color . To them, all black-skinned Africans are

"Bantu ." To these they feel superior by reason of "white blood," and

their discriminatory practices are just as subtle and real as those of the

whites. And although the enslavement of black-skinned Africans

continues in both countries even in our times, both the Sudan and the

new Ethiopia have adopted the "Brotherhood Front" since the sudden

rise of so many independent African states . This enables the Sudan to

serve as the "bridge" between the Arab world and the new black states,

and thus control or influence their international policies through the

United Nations ; and Ethiopia is able to control, more directly, or

influence Black Africa through Western backing in establishing the

headquarters of the Organization of African Unity in Addis Ababa and

pushing Haile Selassie into the key role . of continent-wide leadership,

thus blocking the "dangerous" influence of Kwame Nkrumah . (It is

because of my steadfast refusal to either skip or gloss over these aspects

of the historical record that I am criticized by many "Negroes"-and I
know exactly when to use this term!)

And now southward to the full white-ruled lands where hostility to a

black face was fully expected : Rhodesia and South Africa . Long before

reaching Southern Africa I was told that I might as well skip Rhodesia,

and that even if I was admitted into South Africa I would not be

permitted to work . But Rhodesia, to the surprise of just about everyone,

pulled out all stops as though it had resolved to outmatch all the black

states in amenities and various kinds of assistance beyond all expectations

or needs . There was the usual press conference, followed by front page[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:34pm On Feb 19, 2012
[b]headline coverage of my mission . The (her surprise was an invitation

for TV and radio broadcasts to the nation . Our Zimbabwe friends were

somewhat suspicious of the motives behind all this red carpet treatment

for a Black American, especially when it continued after my uncompromising

replies to questions on a TV )broadcast panel session . The

Ministry of the Interior had an interpreter flown 300 miles to join me

when I visited his particular language group, the Ndebele . The only

objectionable incidents occurred when on two different occasions in

different places, two district officers offered to attend my meetings with

Chiefs and the Council of Elders . I objected, and the matter was closed .

Finally, South Africa . The situation in this country is so ridiculous

that, far from allowing myself to be incensed with rage, amusing I found it . The unremitting brutality of these whites against the Blacks

leaves them in a state of permanent fear. They seem to consider every

black man not a potential, but an actual threat . And what they are

occupied with every hour is unbelievable(until you are actually in South

Africa . My passport was a "mistake made somewhere ." I, of course, had

no intention to do field work in South Africa, but had to pass through it

to reach the surrounded countries then under British rule . No one at all

was supposed to be barred from passage into and from these countries .

But it required the action of the U .S. Ambassador at Pretoria and an

angry American Consul General at Johannesburg to free me from the

airport room where I was held and checked on every thirty minutes .

Even when the Consul General arrived in person, the authorities

insisted that I must not enter the city, but be taken under guard to the

train for Swaziland . Mr . Riley (the C.G .then decided to defy South

Africa by not only driving me leisurely through Johannesburg, but 200

miles around the country, stopping at different towns, and finally on to

Swaziland . What I referred to above as amusing were incidents such as

excited policemen rushing to flag down the big Cadillac because they

could so quickly spot a black face before they saw the seal of the United

States emblazoned on the sides of the car with the American flag
flying from the hood .

An African is a member of the black race, and from times immemorial

he was known as such by all peoples of the world . Throughout this work

the term refers to Blacks only . It should be noted also that I write about

the African people-not African peoples as Western writers do . I am

dealing here with essentially one people, one "race," if you please, the

African race . In ancient times "African"and "Ethiopian" meant the[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:38pm On Feb 19, 2012
[b]same thing : A Black . This, of course, was before the Caucasians began

to reorder the earth to suit themselves and found it necessary to stake

their birthright over the Land of the Blacks also . In line with this, some

Western historians have recently wondered where the Africans came

The reasons given for beginning formal studies of Africa at Oxford

implied much more than was stated . Reference was made to studying

the "Caucasian mind," for therein may be found many clues that lead to

a better understanding of the history of Blacks and how the systematic

blackout of significant portions of that history occurred .

That is why I urge those students who intend to accept the great

challenge of basic research in this discipline to go into "enemy territory,"

linger there, study and critically analyze their lectures and their

"scholarly" writings, for they are some of the most rewarding sources for

African history, precisely because in shrewdly attempting to delete,

disguise or belittle the role of Blacks in world history, they often reveal

the opposite of what was intended . They are fruitful sources of unconscious

evidence, supplying the very evidence they thought to suppress

or recording facts the significance of which they were totally ignorant . A

fairly good example is the written account of a European explorer in

East Africa . He was outraged because he and his party had to wait two

weeks to present a request to explore the country to the African king .

The black autocrat, the account went on, had the presumption to keep

white men waiting (italics mine) in order to show his people how high

and mighty he was . The whites were denied even a brief audience,

while the king would quickly receive any Black that wandered in from

the countryside . Now the explorer, without knowing it, was actually

reporting how African democracy worked, and how it had been working

before there was an Athens or Greece (where Westerners think

democracy was born) . The explorer would have been surprised to know

that (1) "king" in Africa meant something entirely different from what it

meant in Europe and Asia ; (2) that this black king, far from "putting on

airs," did not have the right to receive them, even socially, without the

presence of at least three senior Elders ; (3) that to consider a petition to

conduct explorations in the country, the full Council of State had to be

called, and that this could not be done by the king without the advice of

the First Minister (who happened to be on tour when the explorers

arrived to the capital) ; (4) and that the "old Blacks" they saw "wandering

in from the countryside" and immediately given audience, were the[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:41pm On Feb 19, 2012
[b]councillors who had been summoned-some from distant provinces-to

pass on their request to explore . They were the direct representatives of

the people . The voice of the king was in fact the voice of the people,

without which he could not act on any matter of importance, or even

talk alone with strangers . It should be clear, therefore, that our guidelines

for research must lead to a critical analysis of all sources, whether

original, secondary or oral . In particular, we should seek out those works

with the special mission to "prove" the superiority of "whites" by

"proving" the inferiority of Blacks-all in language so subtle, scholarly

and scientific, that to the uncritical mind their "truths" seem selfevident

. But it is also noteworthy that while the most hostile racist

writers usually prove the very opposite of what they intended, their

works inevitably contain useful factual data that must be accepted .

Indeed, it is doubtful whether anyone, even a devil, could write a book
completely devoid of truth .

Research in African history is more tedious, laborious, and time-consuming

than that in other unsuppressed fields . For in developing the

"underdeveloped" history of the Blacks, one has to explore the most

unlikely sources for a fragment here and a fragment there, and in works

in no way concerned with African history, and, just as often, without

any kind of history . Sometimes it is a paragraph or two in an explorer's

account; at other times significant items may be found in the numerous

missionary reports to the home office, explaining the mission's tasks, but

also the native institutions to be overcome . All of these may be valuable

and most valid sources precisely because they were not intended to be

such at all . The writers were detailing bigger European interests . Any

references to Africans were merely incidental to larger purposes . Just

piecing all these fragments together could be a research field by itself .

In my work in European and American history, I ran into no such

problems and the research tasks were easier . In Egyptian history, to give

a final example of Caucasian roadblocks to be overcome, one has the

extra, time-consuming job of identifying the numerous Black giants of

history who have been classified and effectively disguised as Caucasians

over the centuries . First of all . one must know the various names that

referred exclusively to Blacks and by which they were known throughout

the ancient world . For in addition to the more widely used "African"

and "Ethiopian," they were also known as Thebans, Libyans, Thinites,

Nubians, Cushites, Memphites, Numidians, etc . Even before white

Asians gained the ascendency in any of these areas, their very presence
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:46pm On Feb 19, 2012
[b]in relatively small numbers was sufficient to identify them as the leaders

and achievers of whatever attracted the attention of the world .

Another trick-the very opposite of the American law and practice was

to classify Africans with "Caucasian blood" as Caucasians . If any of

those so classified turned out to be notorious characters, pro-African or

anti-white, they were loudly proclaimed and contemptuously called

The millions of early Blacks who were forced either by circumstances

or expediency to replace their own names with Asian and European

names only added to the problems of historical identification .

Far from becoming baffled and discouraged by the more painstaking

basic research required, the student of African history must accept the

challenge as a twentieth century mandate that is essential to the salvation

of the race in the most literal sense . They will need the active

support of black governments and predominantly black institutions of

learning . These should be actively sponsoring (1) comprehensive, basic

research programs ; (2) research teams for field studies, especially in

history and archaeology ; and (3) a thorough-going teacher-training
program for history and other related disciplines .

What, indeed, are black institutions of learning waiting for? The

young people to show the way? The simple truth is that what is needed

first is active pioneering initiative . Financial assistance would then be

forthcoming even from unexpected sources . Black inertia is the main

problem, there is still too much dependence on white scholars to do our

work for us . I have written elsewhere that as long as we rely on white

historians to write black history for us, we should keep silent about what

they produce . They write from the Caucasian viewpoint, and we are

naive, indeed, if we expect them to do otherwise, all the ballyhoo about

their "scientific objectivity" to the contrary, notwithstanding.[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 9:48pm On Feb 19, 2012
To be continued,
Re: The Destruction of Black Civilization by Chancellor Williams by birdman(m): 10:29pm On Feb 19, 2012
Why dont you post the link instead
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 11:24am On Feb 20, 2012
I would have but lets try another approach to this subject. Please those who are interested to read, read and continue reading as I post one after the other so we can all discuss this issues here and together. Your opinion counts. Thanks.
Re: The Destruction of Black Civilization by Chancellor Williams by EEngineer1(m): 6:10pm On Feb 20, 2012
@to-chi, continue the post, i've finished reading everything u posted and it is quite educative
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 6:25pm On Feb 20, 2012
Thank you very much. Chancellor Williams works as detailed in his book is for our own benefit. Keep reading bro.
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 7:40pm On Feb 20, 2012

Over the years of studying African history, certain propositions and

theories evolved quite naturally as guiding headlights in the explorations .

A few of them are set forth here, some previously stated or implied :

1 . That Africa, all Africa, is the native homeland of the Blacks,' and

that the Asiatic peoples who occupy North and Eastern Africa, even

though they may have been there for centuries, are no more native

Africans than are the Dutch and British who likewise occupy and

control the southern regions of th continent . The question of where

the homelands are from which all of these invaders came is not

2 . Blacks were among the very earliest builders of a great civilization

on this planet, including the development of writing, sciences, engineering,
medicine., architecture, religion and the fine arts .

3. The story of how such an advanced civilization was lost is one of the

greatest and most tragic in the hisory of mankind and should be the
main focus of research studies in African history .

4 . Asian imperialism, though rarely ever mentioned, was, and still is

even more devastating for the African people than that of either Europe

or America . The Arabs' white superiority complex is not one white

less than that of Europe or America, although their strategy of

"brotherhood" deceives naive Blacks .

5 The forces behind the continuous splintering of small groups and

even the breaking up of kingdoms and empires, followed by the

equally endless migrations, including the steadily increasing death of the

soil and the advance of the deserts, the drying up of lakes and rivers,

along with the attending change of the climate and the always certain

internal strife-all combined with invasions and famine to become a
way of life.

6 . The strength and greatness of the African people can be measured

by how, in the face of what at times seemed to be all the forces of hell,

they fought through it all to survive and rebuild kingdoms and empires,
some of which endured a thousand year .

7. Within the framework of even the smallest surviving states, the

basic principles of the traditional African constitution were adhered to

and kept alive throughout all the paving centuries as the

fundamental elements of ancient democratic, social, political and economic systems all over the continent.

8. Africa was the cradle of a religious civilization based on the

conception of one Supreme God, Creator of the Universe . This

belief in one Supreme Being out-dated that of the Jews by several thousand

years before Abraham, and the role of the numerous sub-deities


2 . An important fact that should be well known is that Africans are

not jet black all unmixed . For while the great majority are black

skinned, countless thousands who lived for centuries in cool areas

have lighter complexion-and no "Caucasian blood" at all .
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 7:55pm On Feb 20, 2012
[b]whom Western writers dwell, was exactly the same as that of patron

saints in the Christian world . I advance further the theory that the early

wandering Hebrews, so numerous in Africa, received many of their

religious ideas in Africa, for there it was that Abraham sojourned,

Moses was born, Joseph lived, and some of the early years of Jesus

Christ were spent . There is no question that even centuries after

mulattoes and Asians emerged as the only Egyptians, they still regarded

Black Africa as the chief source of the spiritual-"The Land of the

Gods" or "The Land of the Spirits ."

9 Notwithstanding the remarkable civilization they developed even

milleniums before Christ, and the amazing rebuilding of empires in

spite of the great dispersions, notwithstanding all of this, African people

fell far behind in the forward march of the rest of mankind because, in

addition to the destructive forces of nature on the continent and the

hostile force from without, they, the African people, further enshackled

themselves with their own hands through certain aspects of their social

institutions and beliefs that stood as roadblocks to progress even

where conditions where favorable .


This work begins where the history of the Blacks began, in Egypt

(Northern Ethiopia) and the Sudan (Southern Ethiopia) . Thus, at the

very outset, I clash head-on with the Caucasian version of African

history . My focus, then, is on the great issues in the history of the

Blacks that emerge from this confrontation with white scholarship ;

for while I have covered much of the same ground explored by

scholars before me, I have generally reached different conclusions

than theirs, and from the same body of facts .

Let us pause for a moment at this point . I have made a blanket indictment

of white Western scholarship on Africa . If it cannot be sustained, it

should never have been made . They are brought under fire at various

points throughout this work-the kind of work, as I also had stated,

should be absolutely needless in the closing years of the 20th century .

The case against Western "Africanists" is rather fully set forth in the

work itself, but may be outlined here as follows :

l. First of all, they are not ignorant of the true history of the Blacks,

including their achievements as builders of one of the first great civilizations

on this earth (ancient writers say it was the very first) ; and they, the[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:16pm On Feb 20, 2012
[b]Western scholars, know all about the authentic early and modern

sources. They simply ignore and refuse to publish any facts of African

history that upset or even tend to upset their racial philosophy that rest

so solidly on premises sanctified by time that they no longer need to be openly proclaimed .

2. They are, unwittingly, promoting the steady march toward a world

conflict between the races . Yet they are doing what they feel they must

do, in faithful obedience to their Caucasian culture, the racial pattern of

which emerged in the 17th century . The steady conquest and enslavement

of a whole people made it imperative to create both a religious

and a "scientific" doctrine to assuage the white conscience . Their

phenomenal success in the industrial world at once supports and

justifies their philosophy, the supremacy of the fittest . The danger now

arises from an entirely new and unexpected development: A sleeping

and submissive non-white world, while all this white power was being

amassed, is no longer either sleeping or submissive .

3. Even the African revolt against colonialism and the world-wide

challenge to white domination of the entire earth, even these signals of

change do not disturb these scholars of imperialism . They represent the

Lords of the Earth, controlling all levels of education, science and

research . They control the education of Blacks throughout the world .

Therefore, they see no need, even in the 1980s, to take a new look at the

history of Blacks from its beginning and start the work of restoring the

pages they had either deleted or ignored .

They are doing the very opposite . Their histories and other

"scientific" studies of the Blacks are presented just as they have been for

three hundred years . With the rise and spread of independent African

states and the Black Revolution in the United States, these scholarly

representatives of white supremacy quickly reformed their techniques

of mind control . They set up in Europe and America highly financed

African studies associations, societies, institutes, history journals and

"African" periodicals of various kinds, all under complete white control

and direction . Their African studies programs were pushed in the

colleges and universities far ahead of the general demand by black

youth for black studies . As the latter demands developed, black youth

discovered that white professors not only had the field occupied, but

were still teaching their traditional viewpoint on "race ."

In the continuing crusade to control the minds of Blacks through the

nature of their education, American and British scholars lead . They are[/b]
Re: The Destruction of Black Civilization by Chancellor Williams by Tochi3(m): 8:29pm On Feb 20, 2012
[b]as ruthless and aggressive in their scholarly pursuits on races as their copartners

in seizing and controlling the wealth and peoples of other

lands . Having established strong national and international "African"

associations and journals that attempt to control research activities on

Africa, they proceeded to flood the world with hastily thrown together

African "histories," pamphlets, and publications on just about every

subject that could stand a "Black" title .

4. From their all-powerful "position of strength" they continue to

arrange and rearrange the world as it pleases them, naming and

classifying people, places and things as they will . In the United States,
whites known to have any amount of "Negro blood," no matter how

small, are classified as Negroes ; in Africa, North Africa in particular,

they do the very opposite . Blacks with any amount of "Caucasian

blood" are classified as "white ." This scheme was rigorously applied in
the history of Egypt, for example, where even unmixed black pharaohs
became "white" and the original black population was never referred

to as Egyptian at all! The black kings who founded and 'ruled from the
First Dynasty are disguised as such, while the Saite kings (white) of the
small areas of Lower Egypt are presented as the Pharaohs of all Egypt
even when African pharaohs were on the throne of Upper Egypt .

Blotting the Blacks out of history included replacing African names of

persons, place and things with Arabic and European names. One wave
of the masters' magic hand, and Black Hamites and even Cushites, like
their early Egyptian brothers, are no longer Africans!

5.Their periodization of African history is carefully arranged in such a

way that the history becomes the history of Arabs and Europeans in

Africa, and not the history of Africans . In African History, a recent

publication of the American Historical Association as a guide to teaching,
their purpose becomes clear in the arrangement itself: First period is,

from the fall of the Roman Empire to 700 (A .D .), the Arab invasions ;
the second period of African history is the period of "Islamic" civilization,
700 (A.D .) to the coming of the Europeans in 1500 ; the European

Period from 1500 to 1960 is subdivided at 1880 to mark the period

colonialism . There is no period of Black civilization in Black Africa . Such
is the Caucasian viewpoint that is almost a religion . Their very first

period eliminates 4,000 years of Black Civilization and the very greatest
periods of African achievements ; their second period is devoted to the
Arabs and Berbers in Africa ; and in their third period the focus is on

European civilization . And it is all done under the heading of African history .[/b]

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