The Yacubian Mind:

Diabolic Practices of Colonization

And Are We Still Witnessing the Effects from It?

I open this build with this concept called historical materialism: a scientific approach to history.
That yesterday must be understood to understand the present and the present and yesterday must
be understood to get an idea on the future.
When we study colonization, we can understand the degrees:1-36, 4°-7°, 10°, 28°;1-14, 6°-8°; 1-
40, 15°. We begin to See, why the knowledge seeds of civilization are powerless in global
affairs, as well as, understand the tactics used (and still being used) by Yacubites 1 and
Yacubphiles2 to bloodsuck the poor dry. A wise man studies the tools/tactics of his adversary and
develops instruments of justice. Freedom only comes when the students of today’s reality learn
the jewels and practically apply them. When you change one 10% group for another, with the
same thinking: You changed nothing!
Let’s knowledge some of the tactics of those who brought trading posts to Africa (Alkebulan)
during colonialism. The first thing Europeans did was form trading companies. Through them,
they stole the original people land and introduced taxes that could only be paid with Yacubites
money. This destroyed the indigenous monetary exchange system.
The Yacubites encouraged their lower classes from Europe to settle on stolen land. The Africans
had to work for the usurpers and pay them taxes to survive. “We have stolen his land. Now we
must steal his limbs. Compulsory labor is the corollary of our occupation of the country”-
Colonel Grogan (Euro-settler, Kenya)
They made the original farmers grow cash crops that were transported to Europe. The colonial
powers created Market Boards to underpay the Africans below market price:
African was paid What British settler sold it for
a ton of palm oil 17pounds3 95 pounds
a ton of peanuts 15 pounds 110 pounds
Britain pulled out 446 million pounds in 1946 that would go up to 1,446 million by 1955. The
sad part is the former colonies of Africa are part of the Commonwealth of Nations today, which
still funnel their resources into the British economy.
The invaders would stay in the cities on the coast. They would bring in intermediaries from other
colonialized ethnic groups to deal with and exploit the Africans in the village (rural): In West
Africa, it was the Lebanese and Syrians. In East Africa, it was the Indians and Arabs. The
Indians exploited the Africans so hard that the British colonial government had to enact the
“Native Credit Ordinance” to protect Africans from Asian businessmen. This is one of the main
reasons(s) the devil calls our people Africans. It made us lose the ability to identify each other,
so we can be used as tools against one another. According to Homer and Herodotus (Europeans

1
The pale people brought forth from the 600 years process initiated by Yacub.
2
Original people who admire and adopt the Yacubian ways and lost all of Knowledge of Self.
3
British currency

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who traveled during B.C. times) the inhabitants of Sudan, Egypt, Arabia, Palestine, Western
Asia, India were Ethiopians (ASIATIC BLACKMAN).
The Original man fought these invaders and here are a few examples:
Tanganyika (Tanzania)-The Maji Maji Wars.
Kenya- Mau Mau Uprisings. The British response was to place Kenyans in concentration camps,
they tortured, mutilated, and raped them.
Namibia- Nama and Herero people rebelled. The Germans exterminate almost all of them. This
is where they developed their tactics for the Jewish Holocaust.
Liberia- was colonialized in 1820-1847 by American Negros. They called themselves Americo-
Liberians. They created a two-tier policy: one for descendants of the “Pioneers” and another for
the “Natives” (who had no voting rights until 1963). In 1980 a civil war broke out: Original man
vs. Yacubphiles.
Africans used as a military tool
French:
Dressed Africans in French army uniform and use them to
 fight other Africans (1-14, 4°, 7°)
 other colonized people like the Vietnamese
 and in European wars.
British:
Created a:
 West Indian Regiment and send them across the Atlantic to protect British
interests in West African.
 West African Frontier Force (made of West African) use them in 1894 to suppress
the Hut Tax War in Sierra Leone.
 King's African Rifles (made of East/Central Africans) to
1. put down the nationalist uprising in various colonies.
2. fight other Europeans inside Africa.
3. then outside of Africa.
THE LESSON THAT WE SHOULD REALIZE IS THE YACUBIAN MIND IS TO
(1) USE YOU
(2) USE OTHER PEOPLE TO HIDE THEMSELVES
When Germany and the British fought each other in World War I for possession of East Africa,
they use Africa soldiers. So, the Africans were fighting for the right to see who would rule them
(THAT IS DEEP!!!).

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Regardless if the Yacubites hate each other, they will always bond together to fight against the
Blackman. John Chilembwe led an African Nationalist uprising in Nyasaland(Malawi)in 1915.
Britain sent help to the Germans to crush the African revolution. This was during World War I.
The Yacubites are one regardless of their clan fighting.
Colonial Education (1-14, 6°)
“In the colonial society, education is such that is serves the colonialist...In a regime of slavery,
education was but one institution for forming slaves.” Statement from Frelimo (Mozambique
Liberation Front)
We have to ask ourselves what is the purpose of education?
Education is crucial in any type of society for the preservation of the lives of its members and the
maintenance of the social structure.
How did the Yacubites destroy the African educational concept, usurp it, and supplanted it for
their needs under colonialization?
The Colonial schooling was educating Africans in:
 subordination
 exploitation
 creation of mental confusion
 development of underdevelopment.
The Yacubian education did not grow out of the African environment. It was not designed to
develop the Africans or address their needs. Its purpose was to disconnect Africans from their
cultural heritage, instill a sense of deference, and fear towards the European (The Willie Lynch
Process).
The Yacubites’ curriculum was designed to make Yacubphiles. In the French colonials, they
taught Africans their ancestors where blue eyes Gaul (imagine that!). They only taught about
Yacubites activity in Africa.
“I felt increasing that the education I received taught me more about Europe and less about
my own society” Dr. Kofi Busia
The goal of Yacubites was to turn the Africans into Negros with that I can’t win and self-hate
mentality. And an elite class of Yacubphiles for them to further their aims. Only a “civilize
native” could gain employment and recognition from colonial masters. After the Yacubites
educated them they called them in:
 French- Assimilee
 Portuguese- Assimilado/Civilisado
 Belgian- Evolues
The British avoided legal distinctions between the educated and uneducated African, b.u.t they
encouraged cultural imitation all the same. These Yacubphiles was rewarded with certain
privileges. The Portugaleges even got low caliber white women for their Assimilados.

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“I would always be European.” Blaise Diagne (Yacubphile)
“Colonial education corrupted the thinking and sensibilities of the African and filled him with
abnormal complexes.” Abdou Moumini
The Church
It had a free hand in the African educational process. The church set the values during
colonization. The primary role was to preserve the social relationship of colonialism.
The church stressed humility, docility, and acceptance. The preaching was turned the other cheek
in the face of exploitation and stick your butt in the air. You will get your reward in the next
world. And that African ancestral beliefs were equated with the mystery devil.
The strengths and weakness of colonial schooling can be directly attributed to the church.
But the most destructive principle introduced into the original mind was individualism. That
eroded the traditional concept of We. The concept of social solidarity and responsibility.
The teaching of the European languages tied the original mind to their thinking. It also gave
them a false identification with their colonial master.
“REGRET IS A HE MAY, NO DIRECTOR OF EDUCATION CAN RESIST THE
DEMANDS FOR CLERKS, CARPENTERS, SHOEMAKERS TRAINED IN EUROPEAN
METHODS TO MEET EUROPEAN NEEDS. THESE MEN ARE NOT TRAINED TO
FIT INTO ANY PLACE IN THE LIFE OF THEIR OWN PEOPLE, BUT TO MEET THE
ECONOMIC NEEDS OF A FOREIGN RACE” P.E Mitchell ( Yacubite Governor of
Uganda)
Some Yacubites understood that some Africans would use the little of nothing education gain to
fight them. “What need is there to educate the natives? You will give them weapons to
destroy you!” (records of colonialism)
When one society finds itself forced to relinquish power entirely to another society, that is a form
of underdevelopment.

As Poor Righteous Teachers, students of life, and progressive living, we must understand the
tools of marginalization, tactics of brutality, and policies of tricknowledge. This will allow us to
fulfill our duties as teachers of freedom, justice, and equality; as well as to develop and
implement systems that will produce true social equity.
B.U.T it starts with self. The actively fighting against the Yacubian mind and move towards one
in tune with a righteous culturally way of thinking.
What made the original man the father of civilization?
ARM YOURSELF WITH FACTS, AND THE KNOW THE EXPERIENCES OF
ORIGINAL PEOPLE GLOBALLY (23,000,000 sq. miles).

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 African centered thought by Dr. Wade Nobles
Is nothing more than a term categorizing a quality of thought and practice which is rooted in the
cultural image and interest of African people and which represent and reflects the life
experiences, history and tradition(s)of African people as the center of analysis...
The intellectual and philosophical foundations upon which African people should create their
own scientific criterion for authenticating human reality.

Tools used:
* 120°
How Europe Undeveloped Africa (book)-Walter Rodney
African Business and Culture Magazine Vol.3 #21
Introduction to African Civilization(book)- John G. Jackson
Recommended reading:
 Breaking the Curse of Willy Lynch- A. Morrow
 Miseducation of the Negro- Carter G. Woodson
 Breaking the Chains of Psycho -Slavery- Naim Akbar
 Black skin White mask- Frantz Fanon

Manifested by PRT
Mallah-Divine Mallah
(Manifest Allah Divine Master Allah)

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