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"Class" And "Classy"

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Joseph A. Baily, II MD
In the beginning the paradise nature of
Africa, with its abundance of food, allowed
Primitive (the first) Africans to engage in
foresight and forethought—an essential
ingredient for the cultivation of any high
level civilization (Societal and
Technological development) and culture
(Intellectual, Feeling, and Spiritual development).
Geography continued to play a major
role in Africans being able to pursue cherished
things not biologically necessary for
survival. Also of particular importance was
the introduction of agriculture (before
?12,000 BC) in the fertile deltas of the Nile
River, such as those of Kemit (Egypt).

Whereas primitive agriculture exhausts the
soil and compels frequent migrations, this
was not the case of the Nile River deltas
because of its yearly over-flow. Instead, the
replenishing of the agricultural land with
rich soil deposited by the flood ensured a
surplus of food produced by one man’s labor
that was far above one man’s needs. This
alone was sufficient to make possible the
creation of a small leisure class (from which
the word “Scholar” derives) who thought
deeply about order in the seen and the
unseen. Two features of such thoughts were
to view Class as a collection of objects to
which a concept applies (Type I); and to
view Class as a collection of objects that
have a part in common (Type II).

Manipulating and maneuvering these concepts
enabled them to create or to invent
things like writing, architecture, mathematics,
astronomy, and other arts essential to all
subsequent civilizations and cultures.

From “culture” being a thing of the mind,
the highest thoughts of things—whether
related to knowledge, inferences pertaining
to the Sublime, Pure Feelings, and/or
Emotions—were of a top Type II Class
nature. Examples of Type II thinking are: to
be aware in space and time of the minuteness
of oneself and of ones immediate environment
in relation to the Cosmos; to see
ones own country not only as home but as
one among the countries of the world—all
with an equal right to live and think and feel
in a free manner that benefits humanity; and
to see ones own age in relation to the past
and the future. Products from seeing such
things in a Wholistic manner (that all God’s
creatures and creations are related no matter
how remote in time or space) were deemed
by Ancient Africans to have “Class.” In
African Tradition the marquees of “Class”
come from the Wholistic thinking that produces
harmony and unity--both universally
acknowledged to be superior to any other
works of the same type and to be of enduring
worth, value, and appeal that does not
diminish over time.

Among Europeans, balance and proportion
are emphasized for the highest appeal.

Fashion designs that show “great style or
quality” are deemed Type I “Classy.” A traditional
example is shown in Classic Dress-
-a simple garment, of solid color, unadorned,
of moderate length, and that remains fashionable
regardless of changes in fads. It may
be accessorized by accents of jewelry.

Shared features of Class throughout the
world include serenity; a detached bearing; a
dignity that conveys the sense of being godlike;
and the possession of perfection and
beauty that transcends time. Class Beauty
emerges from and also generates elegant
simplicity; fine design; and a flowing harmony
that creates a form and pleasurable
atmosphere not subject to deteriorating over
time. Top Class is inspirational and is
wrapped with the sense of universality about
it. A Classy Person sees a situation from the
other’s point of view and then solves a common
problem from a mutually beneficial
point of view. Or, when that is not realistic,
then makes excuses for the guilty. To do this
effectively involves stepping back into time
and bringing the best of it forward to deal
with the present and to predict the future. A
Class Act is to show Appreciation, Thanks &
Gratefulness. Automatically demonstrating
compassion is a masterpiece of classy
human behavior.

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