Hellenism - Blog Posts
THE BOY I LIKE DECLARED HIMSELF TO ME TODAY!I'm so happy, he gave me a handmade bouquet of flowers and gave it to me, on the way out he said he liked me.
But I'm going to talk especially about Apollo in this too. I asked him for help with the boy I like, as I said in the last post. I made a bouquet for him and when I put it on the bed, the sun shone right on the bouquet. It's like Apollo is saying, "What's this? Who's this for?" And I said, and when I got home I said how he had said he liked me.
I'm going to make a sunflower for Apollo, and this is my first romantic experience, so wish me luck!
Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of 'University' and 'Academy'
In a previous article published under the title "Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization", I expanded on the diverse misconceptions, oversights, errors and problems that existed in the early discourses of the African Afrocentric intellectuals who wanted to liberate Africa from the colonial yoke but did not assess correctly all the levels of colonial penetration and impact, namely spiritual, religious, intellectual, educational, academic, scientific, cultural, socio-behavioral, economic, military and governmental. You can find the article's contents and links to it at the end of the present, second part of the series.
What matters mostly is not the study and the publication of Assyrian cuneiform texts, but the reestablishment of the Ancient Mesopotamian conceptual approach to Medicine as a spiritual-material scientific discipline; "a large collection of texts from the Assyrian healer Kisir-Ashur's family library forms the basis for Assyriologist Troels Pank Arbøll's new book. In the book entitled Medicine in Ancient Assur - A Microhistorical Study of the Neo-Assyrian Healer Kiṣir-Aššur, Arbøll analyses the 73 texts that the healer, and later his apprentices, scratched into clay tablets around 658 BCE. These manuscripts provide an incredibly detailed picture of the elements, which constituted this specific Mesopotamian healer’s education and practice". https://humanities.ku.dk/news/2020/new-book-provides-rare-insights-into-a-mesopotamian-medical-practitioners-education-2700-years-ago/
Contents
Introduction
I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"
II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism
III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"
Introduction
As I stated in my previous article, the most erroneous aspects of the African Afrocentric intellectuals' approach were the following:
a) their underestimation of the extremely profound impact that the colonization has had on all dimensions of life in Africa,
b) their failure to identify the compact nature of the colonial system as first implemented in Western Europe, then exported worldwide via multifaceted types of colonization, and finally imposed locally by the criminal traitors and stooges of their Western masters in a most tyrannical manner, and
c) their disregard of the fact that the multilayered colonization project was carried out indeed by the colonial countries in other continents (Asia, Eastern Europe, Latin America, etc.) as well, being thus not only an African affair.
To the above, I herewith add another, most crucial, element of the worldwide colonial regime that the African Afrocentric intellectuals failed to identify:
- its indivisibility.
In fact, you cannot possibly think that it is possible to reject even one part of the evil system (example: its Eurocentric pseudo-historical dogma, the promotion of incest and pedophilia, the sophisticated diffusion of homosexuality or another part) while accepting others, namely 'high technology', 'sustainable development', 'politics', 'democracy', 'economic stability', 'human rights', etc. Of course, this relates to the element described in the aforementioned aspect b, but it is certainly very important for all Africans not to make general dreams and not to harbor delusions as regards the Western colonial system that they have to reject as the most execrable and the most criminal occurrence that brought disaster to the Black Continent (and to the rest of the world) for several centuries.
In the present article, I will however stay close to the fundamental educational-academic-intellectual aspects of colonization that African academics, intellectuals, mystics, wise elders, erudite scholars, and spiritual masters have to take into account when considering how to reject and ban from their educational and research centers the colonially imposed pseudo-education and the associated historical forgeries, such as Eurocentrism, Hellenism, Greco-Roman world, Judeo-Christian civilization, etc. In part IV of my previous article, I explained why "Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization". Now, I will take this issue to the next stage.
I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"
You cannot possibly decolonize your land and de-Westernize your national education by tolerating the existence of 'universities' on African soil or anywhere else across the Earth. Certainly, this word is alien to all Africans, because it is part of the vocabulary or the barbarian invaders (université, university, etc.), who imposed it without revealing to the African students the racist connotation, which is inherent to this word.
Actually, the central measure taken and the principal practice performed by the inhuman Western colonial masters was the materialization of the evil concept of 'university' and the establishment of such unnecessary and heinous institutions in their colonies. This totalitarian notion was devised first in Western Europe in striking contrast to all the educational, academic, scientific systems that had existed in the rest of the world.
Since times immemorial, and noticeably in Mesopotamia and Egypt before the Flood (24th – 23rd c. BCE), institutions were created to record, archive, study, comprehend, represent, preserve and propagate the spiritual or material knowledge and wisdom in all of their aspects. From the Sumerian, Akkadian and Assyrian-Babylonian Eduba (lit. 'the house where the tablets are completed') and from the Ancient Egyptian Per-Ankh (lit. 'the house of life') to the highest sacerdotal institutions accommodated in the uniquely vast temples of Assyria, Babylonia and Egypt, an undividable method of learning, exploring, assessing, and representing the spiritual and material worlds (or universes) has been attested in numerous texts and documented in the archaeological record.
About Education, Wisdom, and Scientific Research in Ancient Mesopotamia:
About Education, Wisdom, and Scientific Research in Ancient Egypt:
There was no utilitarian approach to learning, studying, exploring, comprehending, representing and propagating knowledge and wisdom; in this regard, the human effort had to fit the destination of Mankind, which was -for all civilized nations- the epitome of all eschatological expectations: the ultimate reconstitution of the original perfection of the First Man.
Learning, studying, exploring, assessing or concluding on a topic, and representing it to others were parts of every man's moral tasks and duties to maintain the Good in their lives and to unveil the Wonders of the Creation. The only benefit to be extracted from these activities was of moral and spiritual order – not material. That is why the endless effort to learn, study, explore, assess, conclude and represent had to be all-encompassing.
The same approach, attitude and mentality was attested among Cushites, Hittites, Aramaeans, Iranians, Turanians, Indians, Chinese and many other Asiatic and African nations. It continued so all the way down to Judean, Manichaean, Mazdaean, Christian, and Islamic times as attested in
a) the Iranian schools, centers of learning, research centers, and libraries of Gundishapur (located in today's Khuzestan, SW Iran), Tesifun (Ctesiphon, also known as Mahoze in Syriac Aramaic and as Al-Mada'in in Arabic; located in Central Mesopotamia), and Ras al Ayn (the ancient Assyrian city Resh-ina, which is also known as Resh Aina in Syriac Aramaic; located in North Mesopotamia);
b) the Aramaean scientific centers and schools of Urhoy (today's Urfa in SE Turkey; which is also known as Edessa of Osrhoene), Nasibina (today's Nusaybin in SE Turkey; which is also known as Nisibis), Mahoze (also known as Seleucia-Ctesiphon), and Antioch;
c) the Ptolemaic Egyptian Library of Alexandria, the Coptic school of Alexandria, and the Deir Aba Maqar (Monastery of Saint Macarius the Great) in Wadi el Natrun (west of the Nile Delta);
d) the Imperial school of the Magnaura (lit. 'the Great Hall') at Constantinople (known in Eastern Roman as Πανδιδακτήριον τῆς Μαγναύρας, i.e. 'the all topics teaching center of Magnaura');
e) the Aramaean 'Workshop of Eloquence', which is also known as the 'Rhetorical school of Gaza' (earlier representing the Gentile tradition and later promoting Christian Monophysitism);
f) the Judean Rabbinic and Talmudic schools and Houses of Learning (בי מדרשא/Be Midrash) that flourished in Syria-Palestine (Beit Hillel and Beit Shammai) and in Mesopotamia (Nehardea, Pumbedita, Mahoze, etc.); and
g) the Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries of Baghdad (known as House of Wisdom - Bayt al Hikmah/بيت الحكمة), Harran (in North Mesopotamia, today's SE Turkey), al-Qarawiyyin (جامعة القرويين; in Morocco), Kairouan (جامع القيروان الأكبر; in Tunisia), Sarouyeh (سارویه; near Isfahan in Iran), Maragheh (مراغه; in NW Iran), Samarqand (in Central Asia), and the numerous Nezamiyeh (النظامیة) schools in Iran, Caucasus region, and Central Asia, to name but a few.
About Iranian, Aramaean, Judean, and Christian schools, centers of learning, research centers, and libraries:
About Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries:
All these centers of learning did not develop the absurd distinction between the spiritual and material worlds that characterizes the modern 'universities' which were incepted in Western Europe. Irrespective of land, origin, language, tradition, culture and state, all these temples, schools, madrasas, observatories, and libraries included well-diversified scientific methods, cosmogonies, world perceptions, approaches to life, interpretations of facts, and considerations of data. Sexagesimal and decimal number systems were accepted and used; lunar, solar and lunisolar calendars were studied and evaluated; astronomy and astrology (very different from their modern definition and meaning which is the result of the Western pseudo-scientific trickery) were inseparable, whereas chemistry and alchemy constituted one discipline. These true and human centers of knowledge and wisdom were void of sectarianism and utilitarianism.
Viewed as moral tasks, search, exploration and study, pretty much like learning and teaching constituted inextricably religious endeavors. Furthermore, there was absolute freedom of reflection, topic conceptualization, data contextualization, text interpretation, and conclusion, because there were no diktats of theological or governmental order.
In brief, throughout World History, there were centers of learning, houses of knowledge, libraries, centers of scientific exploration, all-inclusive schools, but no 'universities'.
II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism
Western European and North American historians attempt to expand the use of the term 'university' and cover earlier periods; this fact may have already been attested in some of the links that I included in the previous unit. However, this attempt is entirely false and absolutely propagandistic.
The malefic character of the Western European universities is not revealed only in the deliberate, absurd and fallacious separation of the spiritual sciences from the material sciences and in the subsequently enforced elimination of the spiritual universe from every attempt of exploration undertaken within the material universe. Yet, the inseparability of the two universes was the predominant concept and the guiding principle for all ancient, Judean, Christian, Manichaean, Mazdaean, and Islamic schools of learning.
One has to admit that there appears to be an exception in this rule, which applies to Western universities as regards the distinction between the spiritual and the material research; this situation is attested only in the study of Christian theology in Western European universities. However, this sector is also deprived of every dimension of spiritual exercise, practice and research, as it involves a purely rationalist and nominalist approach, which would be denounced as entirely absurd, devious and heretic by all the Fathers of the Christian Church. As a matter of fact, rationalism, nominalism and materialism are forms of faithlessness.
All the same, the most repugnant trait of the Western European universities is their totalitarian and inhuman nature. In spite of tons of literature written about the so-called 'academic freedom', the word itself, its composition and etymology, fully demonstrate that there is not and there cannot be any freedom in the Western centers of pseudo-learning, which are called 'universities'. The Latin word 'universitas' did not exist at the times of the Roman Republic, the Roman Empire, and the Western Roman Empire. The nonsensical term was not created in the Eastern Roman Empire where the imperial center of education, learning, and scientific research was wisely named 'Pandidakterion', i.e. 'the all topics teaching center'.
The first 'universitas' was incepted long after the anti-Constantinopolitan heretics of Rome managed to get rid of the obligation to accept as pope of Rome the person designated by the Emperor at Constantinople, which was a practice of vital importance which lasted from 537 until 752 CE.
The first 'universitas' was incepted long after the beginning of the systematic opposition that the devious, pseudo-Christian priesthood of Rome launched against the Eastern Roman Empire, by fallaciously attributing the title of Roman Emperor to the incestuous barbarian thug Charlemagne (800 CE).
Last, the first 'universitas' was incepted long after the first (Photian) schism (867 CE) and, quite interestingly, several decades after the Great Schism (1054 CE) between the Eastern Roman Empire and the deviate and evil Roman papacy.
In fact, the University of Bologna ('Universitas Bononiensis'; in Central Italy) was established in 1088 CE, only eight (8) years before the First Crusade was launched in 1096 CE.
It is necessary for all Africans to come to know the historic motto of the terrorist organization that is masqueraded behind the deceitful title "University of Bologna': "Petrus ubique pater legum Bononia mater" (: St. Peter is everywhere the father of the law, Bologna is its mother). This makes clear that these evil institutions (universities) were geared to function worldwide as centers of propagation and imposition of the lawless laws and the inhuman dogmas of the Western European barbarians.
At this point, we have to analyze the real meaning and the repugnant nature of the monstrous word. Its Latin etymology points to the noun 'universus', which is formed from 'uni-' (root of the Genitive 'unius' of the numeral 'unus', which means 'one') and from 'versus' (past participle of the Latin verb 'verto', which in the infinitive form 'vertere' means 'to turn'). Consequently, 'universus' means forcibly 'turned into one'. It goes without saying that, if the intention is to mentally-intellectually turn all the students into one, there is not and there cannot be any freedom in those malefic institutions.
'Universitas' is therefore the inauspicious location whereby 'all are turned into one', inevitably losing their identity, integrity, originality, singularity and individuality. In other words, 'universitas' was conceived as the proper word for a monstrous factory of mental, intellectual, sentimental and educational uniformity that produces copies of dehumanized beings that happen to have the same, prefabricated world views, ideas, opinions, beliefs and systematized 'knowledge'. In fact, the first 'students' of the University of Bologna were the primary industrial products in the history of mankind. Speaking about 'academic freedom' and charters like the Constitutio Habita were then merely the ramifications of an unmatched hypocrisy.
To establish a useful parallel between medieval times in Western Europe and modern times in North America, while also bridging the malefic education with the malignant governance of the Western states, I would simply point out that the evil, perverse and tyrannical institution of 'universities' definitely suits best any state and any government that would dare invent an inhumane motto like 'E pluribus unum' ('out of many, one). This is actually one of the two main mottos of the United States, and it appears on the US Great Seal. It reflects always the same sickness and the same madness of diabolical uniformity that straightforwardly contradicts every concept of Creation.
One may still wonder why, at the very beginning of the previous unit, I referred to "the racist connotation, which is inherent to" the word 'universitas'; the answer is simple. By explicitly desiring to "turn all (the students) into one", the creators of these calamitous institutions and, subsequently, all the brainless idiots, who willingly accepted to eliminate themselves spiritually and intellectually in order to become uniformed members of those 'universities', denied and rejected the existence of the 'Other', i.e. of every other culture, civilization, world conceptualization, moral system of values, governance, education, and approach to learning, knowledge and wisdom.
The evil Western structures of tyrannical pseudo-learning did not accept even the 11th c. Western European Christians and their culture an faith; they accepted only those among them, who were ready (for the material benefits that they would get instead) to undergo the necessary process of irrevocable self-effacement in order to obtain a filthy piece of paper testifying to their uniformity with the rest. Western universities are the epitome of the most inhuman form of racism that has ever existed on Earth.
As a matter of fact, there is nothing African, Asiatic, Christian, Islamic or human in a 'university'. If this statement was difficult to comprehend a few centuries or decades ago, it is nowadays fully understandable.
III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"
It is therefore crystal clear that every new university, named after the Latin example and conceived after the Western concept, only worsens the conditions of colonial servility among African, Asiatic and Latin American nations. As a matter of fact, more Western-styled 'universities' and 'academies' mean for Africa more compact subordination to, and more comprehensive dependence on, the Western colonial criminals.
It is only the result of pure naivety or compact ignorance to imagine that the severe educational-academic-intellectual damage, which was caused to all African nations by the colonial powers, will or can be remedied with some changes of names, titles, mottos and headlines or due to peremptory modifications of scientific conclusions. If I expanded on the etymology and the hidden, real meaning of the term 'universitas', it is only because I wanted to reveal its perverse nature. But merely a name change would not suffice in an African nation's effort to achieve genuine decolonization and comprehensive de-Westernization.
Universities in all the Arabic-speaking countries have been called 'Jamaet' (or Gamaet; جامعة); the noun originates from the verb 'yajmaC ' (يجمع), which means collecting or gathering (people) together. At this point, it is to be reminded that the word has great affinity with the word 'mosque' (جامع; JamaC) in Arabic. However, one has to take into consideration the fact that the mere change of name did not cause any substantive differentiation in terms of nature, structure, approach to science, methods used, and moral character of the overall educational system.
Other vicious Western terms of educational nature that should be removed from Africa, Asia and Latin America are the word 'academy' and its derivatives; this word denoted initially in Western Europe 'a society of distinguished scholars and artists or scientists'. Later, in the 16th-17th c., those societies were entirely institutionalized. For this reason, since the beginning of the 20th c., the term 'academia' was coined to describe the overall academic environment or a specific independent community active in the different fields of research and education. More recently, 'academy' ended up signifying any simple place of study or training company.
As name, nature, contents, structure and function, 'academy' is definitely profane; in its origin, it had a markedly impious character, as it was used to designate the so-called 'school of philosophy' that was set up by Plato, who vulgarized knowledge and desecrated wisdom. In fact, this philosopher did not only fail to pertinently and comprehensively study in Ancient Egypt where he sojourned (in Iwnw; Heliopolis), but he also proved to be unable to grasp that there is no knowledge and no wisdom outside the temples, which were at the time the de facto high centers of spiritual and material study, learning, research, exploration and comprehension. He therefore thought it possible for him to 'teach' (or discuss with) others despite the fact that he had not proficiently studied and adequately learned the wisdom and the spiritual potency of the Ancient Egyptian Iwnw (Heliopolitan) hierophants and high priests.
Being absolutely incompetent to become a priest of the sanctuary of Athena at the suburb 'Academia' of Athens, he gathered his group of students at a location nearby, and for this reason his 'school' was named after that neighborhood. It is noteworthy that the said suburb's name was due to a legendary figure, Akademos (Ακάδημος; Academus), who was mythologized in relation with the Theseus legends of Ancient Athens. Using the term 'school' for Plato's group of friends and followers is really abusive, because it did not constitute an accredited priestly or public establishment.
In fact, all those, absurdly eulogized, 'Platonic seminars' were informal gatherings of presumptuous, arrogant, wealthy, parasitic and idiotic persons, who thought it possible to become spiritually knowledgeable and portentous by pompously, yet nonsensically, discussing about what they could not possibly know. It goes without saying that this disgusting congregation of immoral beasts found it quite normal to possess numerous slaves (more than their family members), consciously practiced pedophilia and homosexuality, and viewed their wives as 'things' in a deprecatory manner unmatched even by the Afghan Taliban. This nauseating and execrable environment is at the origin of vicious term 'academy'. And this environment is the target of today's Western elites.
Consequently, any use of the term 'academy' constitutes a straightforward rejection of the sacerdotal, religious and spiritual dimension of knowledge and wisdom, in direct opposition to what was worldwide accepted among civilized nations with great temples throughout the history of mankind. In fact, the appearance of what is now called 'Ancient Greek Philosophy' was an exception in World History, which was due to the peripheral and marginal location of Western Anatolia and South Balkans with respect to Egypt, Cush, Syria-Palestine, Mesopotamia, Anatolia, and Iran. In brief, the Ancient Greek philosophers (with the exception of very few who were true mystics and spiritual masters and therefore should not be categorized as 'philosophers') failed to understand that, by exploring the world only mentally and verbally (i.e. by just thinking and talking), no one can sense, describe, and represent (to others) the true nature of the worlds, namely the spiritual and the material universes.
Plato and his pupils (his 'school' or 'academy') were therefore ordinary individuals who attempted to 'prove' orally what cannot be contained in words and cannot be comprehended logically but contemplatively and transcendentally. All the Platonic concepts, notions, ideas, opinions and theories are maladroit and failed efforts to explain the Iwnw (Heliopolitan) religion of Ancient Egypt (also known among the Ancient Greeks as the 'Ennead'). But none of them was able to perform even a minor move of priestly potency or any transcendental act.
Furthermore, I have to point out that the absurd 'significance' that both, the so-called Plato's school and 'Ancient Greek Philosophy', have acquired in the West over the past few centuries is entirely due to the historical phenomenon of Renaissance that characterized 15th-16th c. Western Europe. But this is an exception even within the context of European History. Actually, the Roman ruler Sulla destroyed the Platonic Academy in 86 BCE; this was the end of the 'Academy'. Several centuries later, some intellectuals, who were indulging themselves in repetition, while calling themselves 'successors of Plato', opened (in Athens) another 'Academy', which was erroneously described by modern Western university professors as 'Neo-Platonic'. All the same, the Roman Emperor Justinian I the Great put an irrevocable end to that shame of profanity and nonsensical talking (529 CE).
The revival of the worthless institution that had remained unknown to all Christians started, quite noticeably, little time after the fall of Constantinople (1453); in 1462, the anti-Christian banker, statesman and intellectual Cosimo dei Medici established the Platonic Academy of Florence to propagate all the devilish and racist concepts of the Renaissance and praise the worthless institution that had been forgotten.
I recently explained why the Western European Renaissance and the colonial conquests are an indissoluble phenomenon of extremely racist nature; here you can find the links to my articles:
It becomes therefore crystal clear that Africa does not need any more Western-styled universities and academies; contrarily, there is an urgent need for university-level centers of knowledge and wisdom, which will overwhelmingly apply African moral concepts, values and virtues to the topics studied and explored. Learning was always an inextricably spiritual, religious, and cultural affair in Africa. No de-colonization will be effectuated prior to the reinstallation of African educational values across Africa' s schools.
Consequently, instead of uselessly spending money for the establishment of new 'universities' and 'academies', which only deepen and worsen Africa's colonization, what the Black Continent needs now is a new type of institution that will help prepare African students to study abroad in specifically selected sectors and with pre-arranged determination and approach, comprehend and reject the Western fallacy, and replace the Western-styled universities with new, genuinely African, educational institutions. Concerning this topic, I will offer few suggestions in my forthcoming article.
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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization
Introduction
I. Decolonization and the failure of the Afrocentric Intelligentsia
II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists
III. Western Usurpation of African Heritage must be canceled.
IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization
V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia
VI. General estimation of the human resources, the time, and the cost needed
VII. Decolonization means above all De-Anglicization and De-Francization
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The Fake Texts of Ancient Greek 'Historians': the Behistun Inscription, Ctesias, Diodorus Siculus, Darius I the Great, and Semiramis
In a previous article published under the title 'Aristotle as Historical Forgery, the Western World’s Fake History & Rotten Foundations, and Prof. Jin Canrong’s Astute Comments', I wholeheartedly supported the position taken by the prominent Chinese Prof. Jin Canrong about Aristotle and I explained why Aristotle never existed as he is known today and most of his texts were not written by him, but by the pseudo-Christian Benedictine monks of Western Europe for the purpose of the ferocious imperial and theological battle that Rome carried out against New Rome-Constantinople and the Eastern Roman Empire. You can find the table of contents and a link to the publication at the end of the present article.
Contents
Introduction
I. A fictional concept: the origin of the fraud
II. A construct based on posterior textual sources
III. The deceitful presentation
IV. 5th century BCE texts found in 15th c. CE manuscripts do not make 'History'.
V. Abundant evidence of lies and deliberate distortions attested in the manuscript transmission
VI. Darius I the Great, the Behistun inscription, and Ctesias
VII. The historical Assyrian Queen Shammuramat and the fictional Queen Semiramis of the 'Ancient Greek sources'
VIII. The malignant intentions of the Benedictine liars: from the historical Darius I the Great to the fictional Semiramis
IX. The vicious distortions of the Benedictine liars: from Ctesias to Herodotus
The Behistun inscription
Introduction
In the present article, I will offer a typical example of text falsification carried out by the Catholic monks, who did not 'copy and preserve' manuscripts of ancient Greek and Latin texts, as it has been mendaciously said by Western European and North American academics and lying scholars, but they purposefully falsified, distorted, concealed, destroyed and/or contrived numerous texts.
This enormous forgery took place in Western Europe between the 2nd half of the 8th century and the 1st half of the 15th century; the colonial era was launched exactly afterwards. For this reason, few manuscripts with Ancient Greek and Roman texts date before the 8th c.; in fact, most of them have been either distorted and replaced or hidden in the vast libraries still owned, controlled and administered that the anti-Christian Roman Catholic Church.
The purpose of this devious and evil effort was the fabrication of a fake narrative about the forged antiquity and the supposed importance of the Western Europeans according to the needs of world conquest, prevalence and preponderance of the pseudo-Christian Roman Catholic Church; this bogus-historical dogma, as direct opposition to and ultimate rejection of Orthodox Christianity, would be initially imposed as the 'scientific discipline of History' in Western Europe and subsequently projected onto the rest of the world by means of colonial invasion, indigenous identity destruction, moral integrity demolition, cultural heritage disintegration, educational subordination, economic exploitation, military subjugation, and socio-political domination.
In other words, the monastical scribes and copyists created an entirely fake Euro-centric past, which became the rotten foundation of Western Europe. This fallacy became known as Judeo-Christian world and Greco-Roman civilization. However, the decipherment of ancient languages (Egyptian hieroglyphic, Old Achaemenid Iranian, Assyrian-Babylonian, Sumerian, Hurrian, Hittite, Urartu, Ugaritic, etc) and the study of millions of original texts, which were not copies of earlier sources but contemporaneous to the events that they narrated, sounded the death knell of the era of history fabrication programs.
With the post-Soviet rise of the great continental powers (China, India, Russia, etc.), the economic-military-political-ideological-educational-academic-cultural tyranny of the Western World started being overthrown throughout the earlier colonized world. The historical forgery that the colonial rulers imposed collapsed, the falsehood of the Eurocentric dogma of World History started being revealed and rejected, and an overwhelming project of total de-Westernization appeared as a prerequisite for the liberation of the Mankind from the lies of the European Renaissance, the Western Humanities, the White Supremacism, the Western European colonialism and racism, as well as from the falsehood of numerous subsystems of the construct, such as Classicism, Hellenism, Orientalism, etc.
In our days, it is imperative for anti-colonial scholars to unveil the distortions applied to Ancient Greek and Latin texts by the medieval monks. Consequently, historians from all over the world have to work together in order to denounce and obliterate the Western fraud and the fake History of the Western Man, which consists in arbitrarily taking 14th c. CE manuscripts as authentic narratives of Ancient History.
I. A fictional concept: the origin of the fraud
Apparently, the present brief article cannot be an exhaustive presentation of the Western fraud, and of the historical forgery that the Western monks, manuscript copyists, collectors, academics and propagandists attempted to impose worldwide through colonial conquests, massacres and tyrannies. However, I can still enumerate the major founding myths of the Western World.
Two thematic circles of historical distortions and fraudulent claims made by the Western academia revolve around the following two entirely fabricated entities, which have conventionally but erroneously been called
a) "the Greco-Roman world" and
b) "Biblical Israel" and "Judeo-Christian civilization".
These ahistorical entities never existed. The original concept of those notions is purely fictional, and it therefore remains always unquestioned in the fraudulent Western universities. In this regard, the sources that the Western academics evoke to support their claims are posterior, untrustworthy, forged and therefore worthless.
At times, some of those texts represent merely ancient authors' misperceptions of earlier texts and authors; however, more often, the ancient texts have been tampered with. On other occasions, ancient texts that refute the lies of other historical sources are hidden from the general public and conventionally discussed among the Western academic accomplices.
II. A construct based on posterior textual sources
The entire construct hinges on the deceitful presentation of several types of material forged, collected, concealed, interpreted, contextualized, narrated, repeatedly but intentionally discussed, supposedly questioned, and selectively popularized; this was due to the fact that the said material was incessantly utilized for the colonial needs and targets of the Western European powers (England, France, Holland, Spain, Portugal, and more recently the US). In fact, the Western World's fake History was created as the ultimate support of all colonial claims.
This process happened within a system in which posterior textual sources (preserved in medieval manuscripts) have occupied the central position, whereas the ancient epigraphic material, which was contemporaneous to the historical events under study, has been deliberately disregarded.
All later discovered data and pieces of information were either adjusted to the construct or methodically hidden; this is how the original concept, pathetically believed almost as a religious dogma, remained totally unchallenged down to our days.
III. The deceitful presentation
The quintessence of the deceitful presentation involves a vicious trick; people (pupils and students, but also scholars and intellectuals, as well as the general public) are taught and made accustomed to care mainly about the absolutely insignificant dates of birth and death of historical persons (authors, rulers, etc.), and not about the dates of the manuscripts in which these individuals are mentioned as supposed authors; this situation turns readers, students and scholars into pathetic idiots.
Subsequently, we cannot seriously afford to describe Herodotus as a 5th c. BCE writer, because there is no manuscript with texts attributed to him, dating before the 10th c. CE. In addition, if we take into account the enormous number of other ancient authors decrying, denigrating and rejecting Herodotus' absurdities and malignancy, we have to permanently and irrevocably obliterate Herodotus from the History of Mankind and consider his false, paranoid and racist texts as a double Crime against the Mankind:
first, with respect to the original narrative (to which we don't have access as it was distorted by medieval monastical scribes and copyists) because the author attempted to disparage the superior Iranian civilization and the majestic Achaemenid universalist empire, while undeservedly praising the South Balkan barbarians, and
second, as regards the currently available text, which was forged as per the discriminatory intentions of the monks who altered and distorted it in their effort to fabricate the fake, modern divide (or dichotomy) East-West, and to offer a shred of historicity to it.
IV. 5th century BCE texts found in 15th c. CE manuscripts do not make 'History'.
People get therefore addicted to considering as a true and original 'work' (of an ancient author) the manuscript (or manuscripts) in which the specific treatise, essay or book was copied perhaps 10 or 15 centuries after the author composed it. Due to a long chain of intermediaries (namely library copyists, librarians, scholars, monks, collectors, purchasers and/or statesmen), the transmitted text may have been partly or totally changed.
There is absolutely no guarantee as regards the honesty, the good intentions, the unbiased attitude, and the benevolent character of the perhaps 5, 10, 20 or 50 persons who -living in different eras and without knowing one another- may have constituted the chain of (unknown to us) intermediaries between the hand of the author and that of the last copyist whose manuscript was preserved down to our times.
Example: very little matters today whether the ancient author Diodorus Siculus or Siceliotes (西西里的狄奧多羅斯) actually lived in the 1st c. BCE or in the 3rd c. CE; quite contrarily, what is important for history-writing is the fact that the earliest known manuscript of his famous 'Bibliotheca Historica' (世界史) dates back to the 10th c. CE.
Consequently, the first piece of information that should be stated after the name of any 'ancient' Anatolian, Macedonian, Thracian, Greek, Roman and other author is the date of the earliest extant manuscript of his works.
V. Abundant evidence of lies and deliberate distortions attested in the manuscript transmission
An extraordinarily high number of original sources excavated in Mesopotamia, Egypt, Anatolia, Canaan, Iran and elsewhere, and subsequently deciphered, can be dated with accuracy; example: the Annals of great Assyrian emperor Tiglath-pileser III (745-727 BCE) were written during his reign. They are contemporaneous and therefore original.
However, in striking contrast to them, almost all the manuscripts with the works of ancient Greek and Roman authors whose texts have formed the backbone of the fraudulent historical dogma of the Western academia are not contemporaneous but posterior by, at times, 1500 or 2000 years.
Even worse, numerous ancient Greek authors' texts were not preserved through a manuscript tradition at all; they were saved as references in posterior authors' works. This concerns, for instance, Ctesias (克特西亞斯), an Ancient Carian (Anatolian) physician and erudite scholar, who lived and worked in the court of the Achaemenid Iranian emperor Artaxerxes II in the 5th c. BCE.
Later, willing to offer potential guidebooks to Iran and India for the use of various peripheral peoples and tribes of the Balkan region, Ctesias elaborated in Ancient Ionian (愛奧尼亞希臘語) two treatises to describe the state of things in Iran and in India. To the Western academic bibliography, his works are known (in Latin) as 'Persica' and 'Indica'.
These texts were not saved integrally in manuscripts copied for the purpose of preserving Ctesias' works, but they were preserved in Diodorus Siculus' 'Bibliotheca Historica'. Although he is not known through authentic and contemporaneous Iranian sources, we can deduce that Ctesias certainly spoke fluently the official language of the Empire and read Old Achaemenid cuneiform. Eventually, he may have also studied and learned Babylonian and Elamite cuneiform, namely two ancient Mesopotamian cuneiform languages and writings the use of which was maintained by Iranian scribes.
Apparently, Ctesias had a firsthand insight, as he lived for many years in Parsa (Persepolis), the capital of the Achaemenid Empire and he also traveled extensively along with the Iranian emperor. But, unfortunately, the following ordeal was produced.
VI. Darius I the Great, the Behistun inscription, and Ctesias
One century before Ctesias served Artaxerxes II, the empire of Iran was saved by Darius I the Great (大流士一世; reign: 522-486), who overthrew a usurper, namely the Mithraic (密特拉教祭司) magus Gaumata (高墨达), and by so doing, preserved on the throne a dynasty of faithful Zoroastrian (瑣羅亞斯德教徒) monarchs.
To commemorate his great victory and the consolidation of the his dynasty, Darius I the Great had an enormous rock relief and a monumental inscription (貝希斯敦銘文) engraved on the rocks of Mount Behistun (貝希斯頓山), at a distance of 150 km west of Hamadan (哈马丹; Ekbatana/埃克巴坦那) in Western Iran (15 m high by 25 m wide and 100 m up the cliff). As it can be easily understood, these events occurred after the assassination of Cambyses, at the very beginning of Darius I the Great's reign.
It goes without saying that the successors of Darius I the Great and the imperial Iranian administration knew perfectly well the historical details and were fully aware of the imperial inscription that immortalized the event, which had obviously become the cornerstone of the imperial education.
VII. The historical Assyrian Queen Shammuramat and the fictional Queen Semiramis of the 'Ancient Greek sources'
However, one century later, when Ctesias lived in Iran, served the Iranian Emperor, and spoke Old Achaemenid Iranian (and if not, he was surrounded by the Empire's top interpreters and advisers), something disastrously odd 'happened'.
According to Diodorus Siculus, who explicitly stated that he extensively quoted from Ctesias' text (Bibliotheca Historica, II 13), the imperial Carian physician and author appears to have attributed the Behistun inscription and the rock reliefs to none else than the Assyrian Queen Shammuramat (薩穆-拉瑪特), who was the queen consort of the Assyrian Emperor Shamshi Adad V (沙姆什·阿達德五世; reign: 824-811) and co-regent (811-805) during the first years of reign of her son Adad Nirari III (阿达德尼拉里三世; reign: 811-783)!
Furthermore, in the 'Ancient Greek' text of Diodorus Siculus, the monumental inscription was said to be written in Assyrian cuneiform (Συρίοις γράμμασιν)! Even worse, in the same text (as preserved today), it was also stated that, in the rock relief, there was also a representation of the Assyrian queen!
Ctesias' text, as preserved by Diodorus Siculus, is truly abundant in information, but it is historically impossible and therefore entirely forged. Due to this and many other texts, an enormous chasm was unnecessarily formed between
a) the historical queen Shammuramat of Assyria, whose historicity is firmly undeniable, due to the existence of several contemporaneous cuneiform sources excavated in Assyria, and subsequently deciphered and published,
and
b) the purely fictional Assyrian queen Semiramis (沙米拉姆) of the posterior Ancient Greek textual sources that were supposedly 'preserved' (but in reality deliberately distorted and forged) in the Benedictine manuscripts of Western Europe's monasteries.
However, if we examine closely the facts, we will surely understand what truly occurred in this case; then, we will be able to fathom how the fake History of the Western world was fabricated.
The Behistun inscription is trilingual, as it was written in Old Achaemenid Iranian (the earliest form of written Iranian languages), Babylonian, and Elamite; this was a very common practice during the Achaemenid times (550-330 BCE). The main figure of the associated rock relief is Darius I the Great, evidently the representation of a male royal.
One way or another, with respect to the Behistun inscription and rock relief, Ctesias certainly knew everything that we know today after the successive decipherments of the Old Achaemenid, Babylonian and Elamite cuneiform writings, or perhaps even more, due to the then extant oral tradition.
VIII. The malignant intentions of the Benedictine liars: from the historical Darius I the Great to the fictional Semiramis
The Behistun inscription is not Assyrian; the representation is not that of female royal; and the monument is totally unrelated to Shammuramat, who had lived 300 years before Darius I the Great and 400 years before Artaxerxes II's physician Ctesias. More importantly, by that time, the Assyrian Empire did not occupy the lands surrounding Behistun. Accompanied by Iranian imperial officers and his associates, Ctesias certainly learned all the details of the monumental inscription that we can now read in articles, courses, lectures, books and encyclopedias.
The narrative was a triumph for Darius I the Great and a spectacular rebuttal of the vicious Mithraic Magi who had supported the defeated evil sorcerer and villain Gaumata. Apparently, writing a guidebook for Iran to help marginal people of the Empire's Balkan periphery, Ctesias did not have any reason to say lies. Moreover, we don't have any reason to believe that Diodorus Siculus needed to distort the truth to that extent, when copying and thus preserving Ctesias' masterpiece for the posterity.
However, the transmission of the details about the Behistun inscription embarrassed the Benedictine copyists who wanted to denigrate Darius I the Great and to portray his great empire in a most derogatory manner. They had already proceeded in this manner, distorting other manuscripts, forging texts, and fabricating their pseudo-historical narratives at will.
That is why Ctesias' pertinent text, which had certainly been preserved in its original form within Diodorus Siculus' Bibliotheca Historica, was intentionally distorted by the Benedictine 'Holy Inquisition of Libraries', which fabricated the myths of today's Western world some time after the middle of the 8th c. CE. To be accurate, Ctesias' historical description was entirely replaced by a fictional and historically nonsensical account.
The unbelievable lies -invented and included in Diodorus Siculus' quotations from Ctesias- risked making of the fictional queen Semiramis a world ruler! Whereas the Assyrian Empire at the end of the 9th c. BCE did not control even the western half of today's Iranian territory, the unequivocally mythicized Semiramis had supposedly sent her armies up to India where those fictitious Assyrian soldiers were trampled by the elephants. This worthless narrative that replaced Ctesias' original text may very well have been invented as a 'historical' excuse for Alexander the Great's failure to advance deep inside India.
IX. The vicious distortions of the Benedictine liars: from Ctesias to Herodotus
But if the fictional Semiramis' Indian campaign is entirely false, so are then the preposterous narratives of Herodotus about Darius I the Great's and Xerxes I the Great's campaigns in the insignificant and barbarian circumference of South Balkans. These texts involved evil purposes, heinous anti-Iranian biases, fictional battles, racist discourses, vicious lies, incredibly large number of the Iranian armies, and absurdly high number of Iranian casualties.
The mendacious but idiotic Benedictine monks, who wrote those slander tales did not apparently expect that, sometime in the future, excavations would bring to light splendid Iranian antiquities, original cuneiform documentation, and trustworthy contemporaneous historical sources, whereas a systematic effort of decipherment would offer to people all over the world direct access to historical texts written in dead languages, thus irrevocably canceling Herodotus' nonsensical report and, even more importantly, the later distortions that the Benedictine monks made on their worthless manuscripts.
In any case, had those fictional campaigns against 'Greece' had a shred of truth to them, they would have certainly been documented one way or another in various Old Achaemenid, Babylonian, Elamite, Imperial Aramaic, Egyptian hieroglyphic or other sources; but they were not.
Even worse, the meaningless and ludicrous battles of Marathon, Thermopylae, Salamis, and their likes would have been commemorated by the Seleucids, the Ptolemies, and the Attalids all the way down to the Romans and the Eastern Romans. But we know quite well that the nonexistent, fictional past of the so-called Ancient Greek world was absolutely irrelevant to them: precisely because it had not yet been fabricated.
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Aristotle as Historical Forgery, the Western World’s Fake History & Rotten Foundations, and Prof. Jin Canrong’s Astute Comments
Contents
I. Aristotle: a Major Founding Myth of the Western World
II. When, where and by whom was the Myth of Aristotle fabricated?
III. The Myth of Aristotle and its first Byproducts: Scholasticism, East-West Schism, the Crusades & the Sack of Constantinople (1204)
IV. Aristotelization: First Stage of the Westernization and the Colonization of the World
V. Aristotelization as Foundation of all the Western Forgeries: the so-called Judeo-Christian Heritage and the Fraud of Greco-Roman Civilization
VI. The Modern Western World as Disruption of History
VII. The Myth of Aristotle and the Monstrosity of Western Colonialism
======================
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Plea for Jean Baptiste Duroselle's Brilliant Book, Europe: A History of its Peoples
The famous French academician Jean Baptiste Duroselle was commissioned by the Commission of the European Union (European Communities at the time) and Jacques Delors personally to author a European History of Europe, which would justify the establishment of the European Union in the 2nd half of the 20th c. as the crown of all earlier efforts to establish one state across the continent. The book was written in French (L'Europe: histoire de ses peuples, Paris, Perrin, 1990, 708 p.) and it was geared to become (as it really did) the basic textbook of European History for the secondary education of all EU member states. For this reason, numerous translations were produced at the local level, and the book became in this manner the cornerstone of the European identity; as regards countries that were not member-states in 1990 but became later, the book was translated to the official language(s) of each country after its adhesion.
As one could anticipate, the chauvinist, racist, and bogus-European state of Greece made the exception.
Slavs taken for Greeks
Being produced by the colonial powers of France and England as a pseudo-state-tool for Western European schemes against the Ottoman Empire, 'Greece' became for the first time in World History the name of a state, following the treaties of Edirne / Adrianople in 1829 and the London Protocol in 1830. In the past, 'Greek' ('Hellene') was a most pejorative term for more than 1100 years of Christian Roman and Eastern Roman rule (330-1453), whereas 'Greece' was used as a merely geographical term for this marginal and otherwise useless province which was the final receptacle of the 6th c. CE cataclysmic Slavic influx that put an irrevocable end to the existence of the Greek-speaking people in South Balkans. Eastern Roman Emperor Constantine Porphyrogenitus wrote about this fact, but the pseudo-historians of today's racist Greek state get their salaries as fake professors in order to discredit this highly intellectual emperor!
Confession of the Ancient Greek Nothingness
Even before the Christianization of the Roman Empire, the famous Edict of Caracalla (Constitutio Antoniniana; 212 CE) made it clear that there were no 'Greeks' except as a linguistic particularity within the Roman Empire; by unconditionally accepting to become citizens of the Roman Empire, all the Greek speaking people in the Balkans (south of Macedonia), in Anatolia (Asia Minor), and elsewhere admitted that there was no Greek intellectual, ideological, imperial or political, socio-behavioral and state identity. Before the Roman invasion and the subsequent unification of all lands around the Mediterranean, 'Greece' was simply a geographical term denoting lands south of Macedonia and Illyria; but there was no ethnic, tribal, linguistic, intellectual, spiritual, religious -let alone governmental- unity. That is why they were killing one another like flies; and their low level historiographers, who never attained the due spiritual and imperial level initiation to become proper, impersonal and objective, imperial scribes, wrote their nonsense (like Thucydides) uselessly expanding on civil wars – which further proliferated hatred, rancor, strife, enmity and wars among those wretched populations.
Alexander's Capital was Babylon, not Pella, not Athens!
Only two foreign kings, Philip II of Macedon and his son and successor Alexander, invaded and imposed temporary order on those chaotic elements. But Alexander despised all things Greek, and that's why he chose Babylon as capital and the Sogdian princess Roxanne as wife, after he substituted himself to Darius III, thus becoming the Shah of the Iranian Empire.
Colonial flattery and imperial promises to South Balkan vagabonds
Now, the situation was even worse in the South Balkan confines in 1821-1828, because not even a droplet of Ancient Greek blood could be found in the veins of the local populations of Slavic, Albanian, Turkish, Vlachic, and other origin; they were speaking numerous different languages and the only means of communication among them was Ottoman Turkish. To those misfortunate populations the criminal colonial gangsters, after posturing as 'Philhellenes' and narrating cheap flimflam for idiots, sold the fallacy of a supposedly glorious past of which that wretched populace would be the hypothetical offspring.
Fake Modern Greek language to support Pseudo-Greek Racism
Believing the viciously constructed pseudo-myth of Hellenism, those populations were forced to learn a prefabricated (by the France-based Adamantios Korais) idiom (which was imposed in the schools in a dictatorial and genocidal manner) and were fooled for two consecutive centuries, being incessantly told paranoid lies about the so-called splendor of the fictional Ancient Greeks who 'had civilized the world'. This turned the execrably miserable and ethnically bastard pseudo-nation to exorbitantly arrogant braggarts whose lives depend on ceaselessly and hysterically deprecating all the other, neighboring or not, nations (notably the Macedonians, the Bulgarians, the Albanians, the Turks, and the Iranians) as culturally 'lower' people – whose ancestors were (hypothetically again) 'civilized' by the ancestors of today's Greeks!!!
Today's Greece is indeed the racist state par excellence.
Then, Jean Baptiste Duroselle came!
With his superb book, Duroselle quasi-automatically ridiculed all the clowns of the Greek bogus-universities (still today, it is prohibited to establish a private university in pseudo-democratic, crypto-totalitarian Greece) whereby ignorant historians, idiotic archaeologists, nonsensical political scientists, clownish Hellenists, and absolutely charlatanesque Byzantinologists (sic!) work (or perform if you like) - not to carry out true, genuine research but to subserviently support the criminal, racist dogma of Hellenism, which is the worst form of Nazism that has ever existed.
The chauvinist pseudo-Greek mob's anger against Duroselle
Then, in 1990, due to the EU demand for a Greek translation of Duroselle's book, all the mental sewerage of the uneducated, ignorant and decrepit Greek mob flooded the mass media spreading unprecedented insults against Duroselle, EU, Europe, European universities and … the rest of the world! The intellectually felonious, academically malodorous, and mentally pathetic professors of universities and academicians of Greece either kept silent or sided with the mob to become more popular as supposedly defending the 'rights' of the 'Greek' nation. This situation testifies to a well-concealed reality; the fake Greeks of the last two centuries, who are in reality a defaced populace deprived of their true Eastern Roman (not 'Byzantine') Orthodox identity, never felt as a 'European' nation. Their immense psychological complex of inferiority is therefore expressed every time a real event underscores that they are a second class, uneducated pseudo-country with no integrity, no discipline, no rule, no morals, and reason of existence.
The southeastern borders of Europe are those of Albania, Macedonia and Bulgaria.
I consider as my life's most outstanding achievement and most distinct honor that I defended Jean Baptiste Duroselle personally and his book and academic-intellectual approach against all those rascals (the mob and the Nazi elite and state of Greece), who found my 2800-word Plea for Jean Baptiste Duroselle's book as a good reason to insult me as well and to force me out.
The anti-Duroselle hysteria in Greece and the forthcoming end of Greece
The Plea was published in the Greek weekly Oikonomikos Tahydromos on the 7th February 1991, although it was written and sent on 30th August 1990. It generated more than 30 nonsensical, insulting and ridiculous responses from either biased academics (who wrote against me only to 'justify' the positions that they held without being properly qualified – which is the very common case in the meritless pseudo-state 'Greece') or uneducated mob that mistook the defense of the historical truth by me as personally insulting for them! Such is their depravity that they cannot realize that the only thing that they will finally achieve in this manner is the total nuclear annihilation of Greece.
About Jean-Baptiste Duroselle:
About the book:
Random samples of book reviews:
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https://www.academia.edu/86600089/Plea_for_Jean_Baptiste_Duroselles_Brilliant_Book_Europe_A_History_of_its_Peoples
Prof. M. S. Megalommatis - Interview with Leyla Tavşanoğlu, Cumhuriyet, 23 January 1994
Prof. M. Ş. Megalommatis - Leyla Tavşanoğlu ile söyleşi, Cumhuriyet, 23 Ocak 1994 проф. М.Ш. Мегаломматис - Интервью с Лейлой Тавшаноглу, Cumhuriyet, 23 января 1994 г. -------------------------— Türkiye ile Yunanistan arasındaki ilişkiler / Отношения между Турцией и Грецией / The relations between Turkey and Greece
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Offering Stones~
I used to make offering stones all the time and I cannot for the life of me remember where this came from. If anyone know who came up with this idea please let me know so I can credit them!
Blessed Be 🌱
I would be sarcastic about being called awake at 4:30 in the morning to spell work and swing a rock around but I think I’ve finally (and truly) connected with a deity to work with after several months of looking. ✨
Any suggestions or questions please pm me I’m always looking for new ideas and people to talk to! 🌎
Blessed be ~
So fun fact I’m a hellenic poltheist and I’ve made a discord server for other polytheists and I’m currently working on the athenian calendar for the year. So like if anyone wants to join that’d be dope.
Offering to Lady Themis. I’ve had a lot of motivation for doing stuff in recent. This is a small moodboard I’ve put together for her. Feel free to use!
