What Your School Will Never Teach You

MFIT's sixteenth issue of the Missing Faces in Teaching forms parts TWO of the evidence of the indigenous populations of southern Baratanac/Britain. Initial research evidenced these populations in (Cornwall, Devon, Somerset, Hampshire, Isle of Wight, Sussex, Kent, Dorset, Wiltshire) with FBBs extending into Norfolk, Suffolk, London, Essex, Cambridgeshire & Wales with their material culture. For example, Edward the Confessor was born in the royal region of Oxfordshire, the same county as Alfred the Great, as presented in issue # 15. Edward's extensive wealth and land ownership is evidenced with his shachor phenotype as the builder of Westminster Abbey. William the Conqueror was the cousin of Edward the Confessor.

A special introduction by Professor Kaba Kamene Hiawatha on Jamaica as ancestral veneration to Bob Marley & Peter Tosh leads onto the exploration of the French origin of Marley's surname. We supply evidence of the cultural connection to the signs and symbols used by the Black Normans on their heraldry, alongside a 250-year-old image of the Melanated English Chancellor Thomas More who also used the same symbolism.

The royal House of Stewart and its extended relationship with Continental Europe is explored further through James I of England and VI of Scotland (1566-1625) by his daughter, princess Elizabeth's marriage to the Black Frederic V (1596-1632). Against this historical foundation, the ruling Black elites of Germany are evidenced for the first time through their thousand-year-old dynastic father-son rulership and their faces are presented in this special issue along with detailed maps of their locations in Germany and France. Richard Earl of Cornwall's royal relationship to Germany and the rich material culture and primordial populations in this region, are also presented for the first time along with the evidence of his Black lineal descent (1209-1272).

Issue # 16 requires from its textual information a complexity of thought and critical analysis of how one understands that: ''all history is a current event'' (John Henrik Clarke). Finally, there is a detailed section of how early 19th century philosophers and thinkers have concealed the Black origins of Old Europe in order to shape the minds of future generations, especially on how our young learners are schooled today. It demands from the reader a radical reassessment of self in relation to history and correct curriculum content.