April 24, 2025 • 55 mins
Language shapes our reality in ways most of us never realize. The words we speak and the meaning we assign to them quite literally carve our path through life—yet how often do we question where these words came from or what they originally meant?
In this enlightening discussion, linguistic scholars Israel Bey and Abdullah Bey take us deep into the etymology of one of humanity's most fundamental words: "God." Through meticulous analysis of sound shifts, morphological changes, and historical language development, they reveal how this seemingly simple word traveled through Proto-Indo-European, Proto-Germanic, and finally into modern English—all while undergoing systematic transformations that follow predictable linguistic patterns.
The revelation that "God" derives not from the Greek "theos" but from Germanic roots meaning "that which is invoked" opens a doorway to understanding how language evolution shapes our conceptualization of divinity itself. But this lesson extends far beyond theology. The brothers demonstrate essential linguistic methodology—showing how the physical production of sounds through lips (labials), teeth (dentals), and throat (gutturals) connects our physical bodies to our intellectual understanding through the hypoglossal nerve.
As we journey through transliteration patterns, sound shift examples, and fundamental principles of linguistics, a profound truth emerges: those who control the meaning of words control reality itself. "The basic tool for the manipulation of reality is the manipulation of words," as Philip K. Dick noted, and this conversation equips listeners with tools to reclaim that power through knowledge of language's true origins.
Whether you're a language enthusiast, a spiritual seeker, or someone who values clear communication, this exploration of etymology offers practica
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:21):
Welcome.
Welcome to New Yorkers.
Perspective for NYP Talk Show.
I am your host, rob Brown, lmt,the People's Fitness
Professional.
The co-host isn't here yet.
He'll be here a little later.
We got the brother Yazrael Isthat how you pronounce it
Yazrael, yazrael and AbdullahBey in the building with us this
(00:44):
evening.
So we're going to talk aboutIslam, islam, black on Black
Islam to you, we're going totalk about the etymology of the
word God and you know I'm goingto just let these brothers, you
know, have the floor at themoment.
But before we go into it, howare you brothers doing this
evening?
Speaker 2 (01:03):
Doing well, doing well, brother, thank you.
How are you, brothers, doingthis evening?
Doing well, doing well, brother, thank you.
How are you doing?
Speaker 1 (01:07):
Life is good man Having fun, that's what this is
all about.
Have fun, you know.
Make your knowledge born, as wesay in the 5% Nation Make your
knowledge born, you know.
Put your legacy out there andhave fun doing it.
You know what I'm saying.
So that's how I live, man.
I like to do what I love, so Ilove my life Indeed, so we're
(01:32):
going into it.
Who wants to set it off?
Speaker 2 (01:34):
Yeah, I'll set it off here.
So I want to introduce theaudience to your audience, to
Brother Israel Bay, and he willbe doing the lesson tonight.
The etymology of the word God.
Brother Vaughn, you asked me aquestion when I was on the first
time, which was two weeks ago.
(01:55):
The second, that was like twoor three weeks ago, and you
asked me how would one study?
And I said that one would needthe skills grammar, etymology,
(02:15):
semantics.
I gave all the examples andactually gave an example, right?
Well, israel is going to go intonight and, as he deals with
his lesson, presents his lessonon the etymology and the word
God.
He actually is going todemonstrate through his lesson
(02:37):
on how to study, right?
Okay, all right.
So, brother Israel, you canshare your screen.
Speaker 1 (02:49):
Before we do that yes , go ahead.
Before we do that, I just needa brief history like two minutes
.
Speaker 2 (02:57):
On your background.
Good point, yes, All right.
Speaker 3 (03:01):
I'm Israel Bay, been more conscious since the end of
2016.
I've been studying underBrother Abdullah Bay since
what's it been about a year anda half now.
Speaker 4 (03:14):
Oh, that's peace.
Yes, yes, yeah.
And where are?
Speaker 3 (03:17):
you from.
I'm from Lexington Kentucky.
I was born and raised inLexington Kentucky.
Speaker 1 (03:22):
Gotcha, okay, okay, cool, cool, cool.
All right, I'm ready.
I'm ready, so share the screen.
Speaker 3 (03:29):
Yeah.
Speaker 1 (03:32):
All right, all right, there you go.
Speaker 3 (03:37):
Yep.
So tonight's lesson is theetymology of the word God, a
basic lesson on the linguisticmethodology of reconstruction of
words and historical soundchanges.
So we can't address the tonguewithout addressing the brain.
This right here is called the.
(03:58):
What's it called the glossal?
Speaker 1 (04:07):
What were you pointing to?
Speaker 3 (04:09):
This right here, this cord.
Okay, bottom of the lesson.
I want people to know what itis.
Yeah, the hypoglossal nerve.
That's what.
That is All right.
And that connects the brain tothe tongue, controlling the
(04:29):
functions.
The tongue functions Likeeating, speaking, all right.
So we want to make sure ourbrain is connected to the tongue
Hypoglossal tongue.
Speaker 1 (04:40):
Hypoglossal nerve.
Hypoglossal nerve.
Hypoglossal nerve Remember thatConnects the brain to the
tongue.
Hypoglossal nerve.
Hypoglossal nerve.
Hypoglossal nerve remember thatconnects the brain to the
tongue hypoglossal nerve.
Speaker 4 (04:51):
Yeah, let's do it I love it?
Speaker 3 (04:52):
yep, all right, so we're gonna get into the lesson
uh.
This is the two-part facebookconversation between yusuf el
and yisrael bay in the commentsection of a real video of
yisrael Bey made by Yisrael Bey,on the topic of the
etymological meaning of the wordGod.
So you can see, you can go toYisrael Bey's Facebook page and
(05:14):
you can check out the real videomade by Yisrael Bey.
Here's the link Yisrael Beyclaim number one is on top of
the real video and Yisrael Bey'sclaim is the word God has an
origin and it is not a nounRight.
So Israel Bay claim number twoon the bottom of the real video.
(05:35):
The old English word God isderived from the Greek word king
Tom.
Speaker 1 (05:41):
I don't mean to cut you off.
We're going to go into that.
Before you got into morescience, where were you?
Speaker 3 (05:49):
uh, I was just really on a journey, you know, I was
studying, I guess, looking into,like rastafari, you know,
marcus garvey, basically youknow the, the usual journey that
most people take, you know, uh,uh, yeah, I kind of went that
way to Marcus Garvey.
You know, rastafari, I waslooking into that, trying to
just go find something morepositive in life, like that was
(06:09):
really my aim.
That's how I got to.
That Makes sense.
Speaker 1 (06:12):
Yeah, makes sense, gotcha.
Speaker 3 (06:14):
I just wanted to know that, so I and then, uh, what
got me to the conscious, though,was actually like the situation
I was dealing with in life thatif I would have executed you
know what I planned, it wouldn'thave been good for me.
So I had to go back and Istarted studying the law,
because it's like I felt like Iwas trapped, you know, I'm
saying, in a sense, and I knewthat law had played a major part
(06:35):
, the legal system played amajor part, so I started looking
for information in that area,and then I started finding the
main people that were actuallyout there teaching you know law
or whatnot, were Moors, so thenI connected that I went on a
journey of law nationality, youknow, astrology, history.
Speaker 1 (06:55):
Gotcha, gotcha, gotcha, gotcha, perfect.
All right, so now, now continue.
My bad, my bad.
I just had to know that.
Speaker 3 (07:03):
All right so the conversation between Yusuf El
and Yisrael Bey.
Part one.
That's the conversation.
Yusuf actually came on my postand this is what he initiated.
So, yusuf El, the Greek wordfor God is Theos.
Yisrael Bey, peace.
Please provide your referenceto support your claim.
(07:23):
We're teaching the people theproper way to argue by showing
the findings of facts.
You surveil?
Lol.
I made a video on this.
You people do poor research andI will take any of you on in a
public debate and destroy.
And then he put the web, theYouTube link for his video that
(07:44):
he made reference to Israel Bay.
I doubt it, bro.
I read the etymology of theword God.
I reveal my source.
You refer me to you as areference.
You surveil?
Read the etymology from whatreputable source?
Israel Bay posted a screenshotfrom Google AI overview.
Posted a screenshot from GoogleAI Overview.
(08:11):
This is the screenshot AIOverview.
Douglas Harper created theonline etymology dictionary,
etymonline.
Harper's research andcompilation of the dictionary is
based on a number of sources,including the Barnhart
Dictionary of Etymology byRobert Barnhart.
Comprehensive EtymologyDictionary of the English
Language by Ernest Klain.
The Middle English Compendium,a source of information on
(08:34):
Middle English.
The Oxford English Dictionary,a famous etymological dictionary
and century dictionarypublished from 1889 to 1902.
So Harper also conductedresearch in digital archives.
Explanation etymology is thestudy of the history and origin
(08:54):
of words.
Harper's goal was to record theevolution of words, including
technical terms and slang.
He considers himself to be acompiler and evaluator of the
research of others.
So Yusuf L, I don't debate, Iargue.
So, going into conversationbetween Yusuf L and Yusuf L Bay,
(09:20):
part two, Wait, I want to askyou.
this Is Yusuf L and, and you arey'all cool now I mean I, I
don't have a problem with thebrother, you know, I was just
making a lesson.
I was it was.
It was a good idea to make alesson out of the conversation
so people can actually know howto challenge you know, or stand
(09:41):
their grounds or whatnot you.
Make the claims based on facts.
This is the Ucivil from SPCUniversity, the one most secure
party creditor.
I forgot what the other thingwas he does.
(10:01):
Conversation between Ucivil andIsrael.
Yisrael Bey, part two Yusuf El.
God comes from the German wordgut.
None of what he is saying iscorrect.
Yisrael Bey posted a screenshotfrom Google AI overview.
The German word for God is gotG-O-T-T.
(10:24):
Gut.
G-u-i-t is not a recognizedGerman.
Word for God is Gott G-O-T-T.
Guit.
G-u-i-t is not a recognizedGerman word, so it does not
translate to God in any context.
Key point Gott, g-o-t-t is thecorrect German word for God,
g-o-d.
Yusufel.
(10:45):
Thank you for getting trickedinto proving my point.
Now go watch my video where Isaid this exact same thing.
Yisrael Bey, I checked yourvideo.
You still gave no references.
Also, you didn't trick me.
I'm providing the source of theword.
German is not older than Greek.
Stop playing with the people.
Proper concepts will behead anymisconception.
(11:06):
Posted a screenshot fromedmontlinecom.
So it shows G-H-U-T, dash gut,which is the PIE root.
Proto Indo-European is PIE,meaning that which is invoked
(11:28):
Then to Guthen G-U-T-H-A-N,which is Proto-Germanic, and
then to the word God G-O-D, oldEnglish, meaning supreme being,
deity, the Christian God, imageof a God, a God-like person,
(11:49):
then we see God as a noun, butup here we can see that which is
invoked, and invoking.
Of course you know that wouldbe a verb, all right.
So that's the end ofconversation.
So into the lesson right.
(12:15):
A basic lesson on the linguisticmethodology of sound shift and
reconstruction of words.
In the study of morphologythere is a change in form and in
the study of phonology there isa change in sound.
Example number one the Latinword pater transliterates to the
(12:36):
modern English word father.
The P in Latin transliteratesto the F in modern English.
The P in Latin makes a labiallip sound, the use of lips.
The T in Latin transliteratesto the TH.
(12:57):
In modern English.
The letters T and TH are dentalteeth sounds, the use of teeth,
potter and father.
So you can see thetransliteration, not the
translation, but thetransliteration From the Latin
word potter to the English wordfather.
The P transliterates to the F.
(13:19):
The P in Latin transliteratesto the F in English and the T in
Latin transliterates to the THin English.
Example number two theProto-Indo-European word des
D-H-E-S dash transliterates tothe Greek word theo.
(13:42):
T-h-e-o dash transliterates tothe Greek word theo, t-h-e-o
dash.
The D-H in Proto-Indo-Europeantransliterates to the T-H.
In Greek, the letters D-H andT-H are dental teeth sounds, the
use of teeth.
The E-S in Proto-Indo-Europeantransliterates to the EO.
(14:05):
In Greek, the letters ES is analveolar tongue, sound, the use
of the tongue.
And the letters EO is adiphthong tongue.
Sound the use of the tongue,the use of the tongue.
And then we can see thetransliteration the D-H in Proto
(14:33):
Indo-European translated to theT-H in Proto Germanic, pardon
me, into Greek.
So Proto Indo-European D-Htranslates to the Greek T-H.
And then we have the E-S,proto-indo-european
(15:17):
transliterates to the E-O, theE-O in Greek.
Example number three the lettersG, h and G are velar tongue.
Sounds, the use of the tongue.
The T in Proto-Indo-Europeantransliterates to the T H in
Proto-Germanic the letters T andT H are dental teeth sounds,
(15:41):
the use of teeth,transliteration.
So this is theProto-Indo-European to the
Proto-Germanic GH.
Proto-european,proto-indo-european GH
transliterates to theProto-Germanic G.
And then the T inProto-Indo-European
transliterates to the TH inProto-Germanic, transliterates
(16:04):
to the th in proto-germanic.
All right, so last example,example number four the
proto-germanic word guthan,g-u-t-h-a-n transliterates to
the modern English word god,g-o-d.
(16:24):
The U in proto-germanictransliterates to the O.
In Modern English, the lettersO and U are monophthongs Tongue,
the use of the tongue.
The T-H in Proto-Germanictransliterates to the D in
Modern English.
The letters T-H and D aredental teeth sounds, the use of
teeth, dental teeth sounds, theuse of teeth.
(16:52):
We can see right here.
The U in Proto-Germanictransliterates to the modern
English O.
The TH in Proto-Germanictransliterates to the modern
English deed.
(17:16):
So now the lesson on translationversus transliteration.
There is a difference betweentranslation, conveyance of
meaning and transliteration.
Conveyance of sound.
Translation is the act ofconverting the meaning of a text
from one language to a targetlanguage.
Translation focuses on theactual meaning rather than the
(17:36):
pronunciation of the word.
Transliteration is the processof converting the sounds of a
word from one alphabet or script, character by character, into a
different alphabet or script.
Transliteration focuses onpronunciation rather than the
actual meaning of the word.
(17:59):
The word theos and the word Godare not in the same family of
words.
The word Theos is not atransliteration nor
reconstruction of the word God.
The word Theos is in the samefamily as the word Jesus.
See the next page, page 79 inthe Masonic Compass and Square
(18:27):
and their connection tomeasurement and timekeeping by
Professor Abdullah El-TalibMosey-Bey.
The word God is a modernreconstructed form deriving from
the Proto-Germanic word gutten,which is derived from Gothic,
(18:51):
from Gothic gut, g-u-t-t,derived from Pai,
proto-indo-european gut G-H-U-T.
Derived from the Sanskrit hutaH-U-T-A.
The word God is not atransliteration, nor is it a
translation of the Greek wordtheos.
This is the support andevidence.
Findings, effects, page 79 inthe Masonic Compass and Square
and their connection tomeasurement and timekeeping by
(19:12):
Professor Abdullah L TlaibMosey-Bey.
Etymology of the name Jesus.
Alvin Boyd Cunn, in a lecture100 years ago, explained that
the name Jesus Is derived fromtwo consonants I-O Phoenician,
(19:39):
i-a Babylonian, i-e Egyptian andI-U Chaldean.
So the I-O in Phoenician,babylonian, ie Egyptian and IU
Chaldean.
So the IO.
In Phoenician you have the YOslash JO, we have ION, have IOSE
(20:06):
and then J-F, a-i in Babylonian.
J-a, i-a-o, i-a-h, y-a-h, j-a-h, i-a-n, i-e-o-s-o-s All right.
(20:44):
So in the Egyptian language I-E, we have J-E, i-e-o slash,
J-E-U.
Ies, ies, iesu, iusef, jesus,hesus, jeve, j-e-s-u-s slash,
(21:07):
h-e-s-u-s, j-e-v-e, z-e-u-s,d-e-u-s, t-h-e-o-s and
J-E-H-O-V-A-H.
As we can see in this, in theEgyptian language we have the
(21:28):
word Jesus, zeus, but we alsohave the word Theos.
So Jesus and Theos are in thesame family language, same
language, family Egyptian.
Then we have I-U Chaldean, i-uItU, j-u-z-u-e, i-u-s-e slash,
(21:52):
i-u-s-u.
Slash I-U-S-A.
I-h-u-h.
Slash H-U-H-I.
Slash h-u-h-i.
Speaker 2 (22:09):
Before you continue.
Speaker 3 (22:10):
Israel.
Speaker 2 (22:13):
Brother Ron, the question you asked me how would
one study?
So just those who just comingon, and so this is he's
demonstrating skill and say thatI said that you have to have
skills.
I mentioned grammar, etymology,semantics, so you study with.
(22:40):
You have to teach the peopleskills so so they can properly
study.
So this is a lesson.
So he's using, though thelesson is called the etymology
of the word.
God Israel actually is teachingus how to study this is just
(23:05):
one component.
Through linguistics, throughthis lesson and teaching
linguistics, comparative method,morphology, phonology, you'll
see that as it continues, Mike,you had something to say no, I'm
saying peace to the brothers.
Speaker 4 (23:23):
Man peace, brother peace.
No, it's beautiful, because Iwas looking at the concept of
etymology, derivation and loanwords and compound words.
He's going through all thatright now.
Yeah, yeah.
Speaker 1 (23:42):
I think he's gone beyond basic English grammar
rules.
Speaker 4 (23:47):
He is right now and I can't you know.
Respect to the brothers,respect to the Moors, peace to
the gods, respect to thebrothers of the craft.
He's basically shown what theLord's.
Let's leave it like that.
Speaker 2 (24:04):
You want to see what you're going to say, man.
Come on, so the audience canhear it.
I'm curious as to what you'regoing to say, man.
Come on so the audience canhear it.
Speaker 4 (24:08):
I'm curious as to what you were as people say, we
look seeking the lost word, theword of God.
He's basically breaking it downthere you go.
Speaker 2 (24:17):
That's why I wanted to hear what you had to say.
That's what he's doing exactlyhe's on.
Speaker 4 (24:22):
He's going through that.
We say the EIO, Yah Jah, allthat stuff is straight there
peace, and respect man.
Speaker 1 (24:34):
Yeah okay, so um, now I don't know where you left off
I'm right here.
Speaker 3 (24:39):
uh, okay, yeah, all right.
So furthermore, alvin boyd khan, in a lecture 100 years ago,
shows the bilateral root systemof the Phoenician, babylonian,
egyptian and Chaldean languageswas expanded to a trilateral or
triconsonantal root system I-O,i-a, i-e, o-r and I-U.
(25:06):
I-o, i-a, i-e, o-r and I-U.
The letter I was replaced bythe letter J when the letter I
began to be used as a pure vowelJ-O, j-a, j-e and J-U.
Three letters I-A-O, j-a-h,i-e-o, j-e-u and Z-U-E.
(25:27):
J-a-h, i-e-o, j-e-u and Z-U-E.
(25:48):
Four letters I-E-O-U, j-o-v-e,Z-E-U-S, j-e-v-e, d-i I-H-U-H.
Five letters I-E-O-U-A.
So Yusuf El, claim number onethe Greek word for God is Theos.
(26:09):
Yisrael Bey rebuttal to YusufEl.
Claim number one the Greek wordfor God is theos.
Yisrael Bey rebuttal to YusufEl.
Claim number one See examplesnumber two through four.
Above basic lesson, pardon,above basic lessons of
linguistics and the support andevidence findings effects Yusuf
El.
Claim number two God comes fromthe German word Gut G-U-I-T.
(26:32):
None of what he is saying istrue.
Yisrael Bey Rebuttal to YusufEl, claim number two See
examples number one through fourBasic lessons of linguistics.
Speaker 2 (26:49):
Also Yisrael For the audience.
Basic lessons of linguistics.
Also Israel for the audiencehe's Brother Mike and Brother
Ron.
He's also and Israel mentionedthis at the onset that he's also
teaching the audience on how toconstruct an argument.
Now let's talk an argument.
Now let's talk with argument.
(27:10):
The general public, when theyuse the word argument, they use
it in a non-academic and aconnotative sense of actual,
either verbal, fighting.
You know, you ain't nothing,I'm going to knock you out.
(27:30):
I mean they'll call that anargument.
We're talking about argument inthe academic sense.
What constitutes an argument inthe academic sense when you
have two opposing premises?
So is academic sense when youhave two opposing premises.
(27:54):
So Yusef and Israel had twoopposing premises, which
constitutes an argument.
So he's actually teaching us onhow to argue, how to construct
an argument, how to refute, alsorefutation, then with
refutation, on how to refute aclaim.
(28:15):
So right now, israel is showingus a proper way of refuting a
claim.
Speaker 1 (28:23):
I like that.
I like how you worded that,because this is a skill that we
all should learn, because itseems that when we have a
difference of opinion, thedifference of opinion can go
from just talking or arguing toa physical altercation, and I
(28:51):
always said it was because ofthe lack of education.
Speaker 2 (28:55):
Language In cases not at all, but yeah.
Speaker 4 (29:01):
Words of power.
It's in language man.
Shout out to Elijah Mahan whenhe says using English in its
proper context, I understand thewords itself could move
mountains Mightier than a sword.
The pen is mightier than asword.
It's also life and death at thetongue.
Speaker 1 (29:16):
Thank you, nadine.
Thank you, nadine, reallyappreciate you, nadine.
Speaker 4 (29:21):
It's a powerful thing .
This is beautiful.
Speaker 2 (29:25):
Let me address that.
Brother Mike, I hear whatyou're saying about words moving
mountains, the power of words.
Now, let's talk about this.
When I was on, the true meaningof words is the power.
(29:48):
So we just want to be clearthat words, words itself, are
not the power.
The true meaning is the power,the basic two.
When you remove the truemeaning, you remove the power.
(30:09):
So we want to be very clear andI thank you for that, and I
just wanted to provide claritybefore Israel goes on Removing
or burying, burying, suppressingthe true meaning, the origin of
words.
Words removes the power.
(30:31):
Philip K Dick is quote and Imentioned this when I was on the
basic tool for the manipulationof reality is the manipulation
of words.
Those who control themanipulation of words, those who
control the meaning of words,control the people who must use
(30:54):
them.
Charlie Rose of the CharlieRose show.
In 2007, when they was talkingabout it was a Sunday I was in
Hampton Virginia, hamptonVirginia, and I was doing my
nerd thing was in HamptonVirginia, hampton Virginia, and
I was doing my nerd thing Whilewatching the Charlie Rose show.
I was doing the nerd thing ofreading the stories.
(31:15):
I was reading the introductionof the stories while watching
the Charlie Rose show.
I was in Hampton, virginia, inJune 2007 for the Hampton Jazz
Fest.
It's the Hampton Jazz Fest,annual Hampton Jazz Fest.
It's the Hampton Jazz Fest,annual Hampton Jazz Fest.
That's why I remember themuffin year.
Well, that was during that time, 2007,.
(31:35):
They were talking discussing theIliad case, the boy, cuban boy.
He was trying to get him backto the father Right, and Charlie
Rose said during the show thatwhoever controls the language
controls the issue.
So once again, it's going backto that quote.
(31:58):
Philip K Dick the basic toolfor the manipulation of reality
is the manipulation of words,for the manipulation of reality
is the manipulation of words.
Those who control the meaningof words control the people you
must use.
I just want to drive it home.
All right, israel, you got thefloor.
Speaker 4 (32:16):
All right Beautiful.
Speaker 3 (32:23):
Yep, all right.
So we're going to gather thetools so we can collect our
tools, tools of linguistics, tostrengthen your speech,
consonant sounds and languagechart.
So on the left, the left column, we have we have labials, lips,
(32:45):
dentals, teeth and guttural,which is the throat, top row.
We have nasal liquids vibratingor plosives vibrating and
plosives non-vibrating, and thenwe have fricatives vibrating
(33:05):
and fricatives non-vibrating,and then we have fricatives
vibrating and fricativesnon-vibrating and we have
semi-vibes.
So the letter M, the letter Mis the nasal labial sound.
So use your nasal passage anduse your lips to make the sound.
(33:35):
The mm or m.
The letter N is a nasal butit's a nasal-dental sound.
You use your teeth, your nasalpassage and your teeth.
N, ng is a nasal gutturalthroat sound, ng, as in king or
ring or sing, ng at the end.
(34:03):
Liquids, lr, liquid sounds,liquid dental sounds.
Pardon me, liquid sounds.
You kind of roll your tongue alittle for the liquid sounds,
the dental sounds, you use yourteeth.
Roll your tongue a little forthe liquid sounds, the dental
sounds, you use your teeth.
R, liquid sound, liquidguttural throat sound.
All right Up here we have theplosives.
Plosives meaning the breath, theair explodes, it explodes, it
(34:27):
is explosive, you know plosive,so B vibrating.
B is a plosive vibrating labialsound, so it's plosive, it
vibrates and you use your lipsboth lips to make the sound
(34:48):
Vibrates and you use your lips,both lips to make the sound.
The letter D is a plosivevibrating dental sound.
The letter G is a plosivevibrating guttural sound and
it's the hard G, as in get orgate.
(35:08):
Then we have plosivenon-vibrating sounds, the
plosive non-vibrating.
The P is a plosivenon-vibrating labial sound.
So the vibrating and non-vibrvibrating are the same as um
voice and and uh, voiceless.
(35:30):
So the vibrating would be voicedealing with the vocal cord.
Vibrating and non vibrating isvoiceless.
Uh, you know, there's no,there's, there's less to no um
vibration in the vocal cord.
So the left team.
Speaker 1 (35:50):
Yeah, so I just want to say these basics here.
They're not taught that.
We're not taught that nowadays.
Our people taught this back inthe days like the early 1900s
and things like that.
Is this just a deeper study injust the early 1900s and things
like that?
Or is this just a deeper studyin just linguistics?
(36:11):
Maybe a linguist would learnthis, probably.
Speaker 3 (36:16):
Yeah, so this is actually a basic study Like this
is the first.
This is the fundamentals.
Speaker 4 (36:20):
Yeah.
Speaker 3 (36:22):
This is the beginning .
Speaker 1 (36:24):
Anyone learn that in school?
Speaker 3 (36:26):
No, they would skip.
They would skip certain stepspurposely, you know language
arts yeah this would give uspower over our tone.
You know, I'm saying absolutely, absolutely.
Speaker 4 (36:35):
We had language arts, I remember, but it didn't.
Speaker 3 (36:38):
It didn't go as deep as that it didn't go as deep as
that no, they put a craft on our, they crafted our language, not
properly, not right, right soso now, this, this right here,
is like something I've beenthinking about for years.
Speaker 1 (36:52):
So so I'm like really on this right, so like, uh, for
instance, um, you know, likeour people, like even myself, I
have a twang to myself, right, Ihave a twang like a new york
twang at times, right and um, attimes I noticed that the way
that I talk is like like youknow, like it's like it sounds
(37:16):
like you know, like nodisrespect, you're not trying to
put nobody in a box, but like astreet person, so to speak.
Now, now, the basis of theirvernacular.
Would you say it's just amiseducation or a lack of
education.
Speaker 3 (37:35):
A street person, miseducation yeah, because you
know we all went through publicschool and that's where we were
miseducated exactly, so we allhad that same training.
Yeah.
Speaker 1 (37:49):
Yeah.
Speaker 3 (37:50):
Got you.
Speaker 1 (37:51):
Okay.
Speaker 3 (37:55):
Yeah, all right.
So the T is a plosive,non-vibrating dental sound.
The K or the C, the hard C isin ket, the Q-U, q, you know,
(38:15):
the C-H, those are plosive, nonvibrating guttural sounds.
Then we get to the fricatives.
The fricatives is dealing withfriction.
There's friction when you saythese words, make these sounds,
pardon me, fricative.
You have the letter V, which isa fricative, vibrating labial
(38:37):
sound.
So there's friction, itvibrates and you use your lips
to make the sound.
It vibrates and you use yourlips to make the sound Z, the S,
th, the soft TH, the J or the G, the soft G, the soft G as in
(39:03):
gentle and the CH.
All of these are fricative,vibrating dental sounds.
Then we have the fricative,non-vibrating sounds, the F or
the P-H and the G-H.
They make fricative,non-vibrating labial sounds.
(39:28):
The S or the C, the TH, thehard TH, the SH, the S, the T
and the CH, the ZH, zs and G arefricative, non-vibrating dental
teeth sounds.
The letter H is a fricative,non-vibrating guttural sound and
(39:52):
we have the semi-vowels W, uand W-H, labial lip sound, and
then another semi-vowel, the Yor the I I'm thinking that's the
long E sound.
Actually the guttural throatsounds.
Speaker 1 (40:19):
Man man.
Speaker 4 (40:24):
Power right there.
Speaker 1 (40:26):
Listen, this is kind of getting me a little annoyed,
because it's like these verybasics a lot of us are missing.
We don't have an understandingof this and hence the reason, a
lot of the reason why we can'tcome together because we're
(40:47):
misunderstanding each otherthrough the Hence the reason, a
lot of the reason why we can'tcome together because we're
missing.
Speaker 4 (40:54):
We miss, we misunderstand each other, you
know, through the communication,the communication piece.
So the beautiful part is themechanics of it, because you
learn a lot about tonality inthere as well.
Speaker 1 (41:00):
Yo, there we go, Mike .
Speaker 4 (41:02):
It's a fact, it's the tonality I'm like, hmm, yeah,
yeah.
Speaker 1 (41:13):
This is a key.
Speaker 3 (41:13):
We can use this key.
So we have the morphology ofwords, comparing the morphology
of Latin and English words.
Transliteration,transliteration, again,
(41:36):
transliteration is thelinguistic process of
constructing a new form of aword, letter by letter, from one
system of writing into anothersystem of writing.
So on the left, the left side,we have Latin words in Latin, on
the right side we have words inEnglish.
So Latin the P in the wordpater transliterates to the F,
(42:02):
to the English F in the wordfather.
The Latin T, the letter T inthe word pater transliterates to
the English TH in the wordfather.
The letter P in Latin septumtransliterates to the letter V
in English seven.
(42:22):
The letter F in Latin fratertransliterates to the B in
English brother.
The letter F in Latin fertransliterates to the letter B
in English bear.
The letter T in Latin trestransliterates to the TH in
English three.
(42:42):
The letter D in Latin decim ordecim transliterates to the T in
the English tin.
Speaker 1 (42:52):
Right, okay, real quick.
I have a question, becauseright now we only have 18
minutes, which we got to talkabout time, and all of that
offline, because I'm realizinglike this needs to be at least
two hours At least.
Speaker 2 (43:08):
Oh, you know what I forgot?
That was an hour.
I was thinking two hours,brother, because this does need
to be two hours.
This is like a two-hour lesson.
Speaker 4 (43:17):
Ryan just busted my head right there.
I can deck him All right, deckhim right there, december.
Speaker 3 (43:26):
Yeah, december, which is the 10th night under the
lunar calendar.
Speaker 1 (43:33):
Yes, so all of these words are transliterated from
what I would say.
Would you say the majority ofthe English language comes or
can be transliterated from Latin.
Speaker 3 (43:52):
Well, there'll be multiple languages.
You have German, it can betranslated into German.
Yeah, so I think it will gothrough German and English.
Speaker 2 (44:03):
Yeah, french and German Greek.
Some come with Greek.
Yeah, latin derivatives.
I mean yeah, some come withGreek.
Speaker 4 (44:10):
Yeah, Latin derivatives.
I mean yeah, they derive fromLatin.
Speaker 1 (44:16):
Isaiah, yeah, I agree , studying all three schools of
thought is important.
I agree with that.
120 only keeps you narrowminded.
Not knowing etymology, I woulddisagree If you look at it from
I don't know how you're lookingat it If you're saying 120,
you're talking about the 5%nation.
So if you're saying 120 and the5% nation, mathematics, supreme
(44:40):
mathematics itself, is way tome.
From how I see it, it's allowedme to be broad-minded enough to
even you know what I'm sayingbe open-minded to even study
this type of stuff.
So that's my two cents fromthat comment.
Speaker 4 (44:59):
That's peace right there.
Speaker 2 (45:02):
Jump to the historical.
Since we have 15 minutes, jumpto the historical sound changes.
And I, because I you know whatI thought was.
I just forgot that.
You know it was an hour long.
Speaker 1 (45:18):
Well, this is what we can do.
We can whatever we don't getnow, we can come back and just
do two hours moving forward.
That's a fact.
Speaker 4 (45:28):
That's a fact.
Because a fact.
Because this is beautiful, I'mloving this, this is crazy.
Speaker 1 (45:31):
Wow, man, oh man.
Speaker 4 (45:37):
Even when he goes to certain African sciences,
spiritual practices, they alwayssay it's language to vibrate a
room.
I can't even it's real whathe's doing right now.
Speaker 2 (45:51):
We want the audience to get today this historical
sound, Some of the historicalsound changes, so that they can
as they're watching this andothers are watching, some people
will re-watch it.
He's actually done the entirelesson on other platforms, but
(46:11):
for this we'll just have themjump right to the historical
sound changes.
At least they can get a tasteof that.
Speaker 3 (46:18):
Yeah, all right.
So this is Elements ofPhonology Appenthesis and
Elysian Appenthesis, addingsounds to words, or Elision
removing sounds from words andthe reconstruction of words
through historical sound changes.
Reconstruction of words throughtransliteration, libialization,
(46:42):
digitalization, palatalizationand apocopy.
Apathetization, palatalizationand apocopoeia, appenthesis and
(47:06):
elision are not reconstructionsof the meaning of a word, but
merely a reconstruction, shiftin the sound of a word.
The linguistic principlesexample appendices and elision
are distinguished from morphemesas addition of a sound or
syllable to a word Seeprosthesis and perigogy.
(47:27):
Examples below Prosthesis thehistorical or systematic
addition of a sound or syllableto the beginning of a word.
Examples in the Latin language,the word natus is a prosthesis
of the word natus.
Natus G-N-A-T-U-S is aprosthesis of the word natus,
n-a-t-u-s.
The letter G was added to thebeginning of the word natus
(47:48):
N-A-T-U-S.
The letter G was added to thebeginning of the word natus.
Number two in the Englishlanguage, the word afar A-F-A-R
is a prosthesis of the word far,f-a-r.
The letter A was added to thebeginning of the word far.
Number three from the Latinword stabilire, the French word
(48:10):
estabilire.
The E was added to thebeginning of the word stabilire.
Paragogy the historical orsystematic addition of a sound
or syllable to the end of a word.
Examples the letters ST areadded to the end of the word
among to make the word amongst.
(48:31):
The word amongst is a perigoldof the word among.
Number two the letters AL areadded to the end of the word
generic to make the wordgenerical.
The word generical is aperigold of the word generic.
The letter T added to the endof the word once to make the
(48:54):
word once it.
The word once it is a perigoldof the word once.
Elysian the historical orsystematic removal of a sound or
syllable from a word.
Example apocopy, apocopy.
The historical or systematicremoval of a sound or syllable
(49:17):
from the end of a word.
Example Number one the wordphoto from the word photograph
is an apocopy.
Number two the word hippo fromthe word hippopotamus is an
apocopy.
The word fridge from the wordrefrigerator is an apocopy.
(49:40):
So final question what is theoverall purpose of Yisrael Bey's
transcript of the two-partFacebook conversation between
himself and Yusuf El and YisraelBey's transcript of the
two-part Facebook conversationbetween himself and Yusuf El and
Yisrael Bey's basic lesson onlinguistics, ie phonology,
morphology, translation andtransliteration.
Final answer the purpose ofthis basic linguistic lesson is
(50:02):
to expose the effectiveness ofhow principles play a role in
every area of life.
This is the area of words, oflanguage, learning how each word
was established, slash,constructed and reconstructed in
different languages throughouthistory.
Using principles of linguistics, ie phonology, morphology, etc.
Can enhance everyday life forchildren and adults by giving
(50:26):
them a better grip or higherlevel of awareness of their
brain and tongue connection,known as the hypoglossal nerve
See image of disconnected corebelow.
This basic linguistic lesson ismainly important because it
gives a methodological way ofstudying slash learning, which
will improve reading, writingand communication skills and
(50:48):
enhance critical thinking andanalytical study skills to help
healthier and stronger minds.
Speaker 2 (50:57):
And this is why I wanted to jump to this section,
so the audience can get thatpoint.
It's very important.
We can fill one or maybe two tothree questions.
Speaker 1 (51:18):
Me.
I don't have any questions.
I'm really.
I want to.
I don't know I'm looking for.
I want a copy, I want a book onthis.
Speaker 4 (51:27):
Can I get a copy of this presentation?
Yeah, I was thinking copy.
I want a book on this.
Can I get a copy of this?
Speaker 3 (51:30):
presentation, if possible.
I was thinking about puttingone together too, so yeah, yeah,
but trust me.
Speaker 1 (51:37):
I think this is like the centerpiece of how we can
actually come together, Likeactually learn the proper way to
use language, how to you know,argue and sometimes agree to
disagree and end it there.
Speaker 4 (51:54):
Uplift humanity.
Uplift, because everything isthere.
You know what you're speaking,man.
It's very powerful man, asAbdullah said.
It's how you use it in the truesense of the true form.
Yeah, exactly, in the truesense of the true form.
Yeah, exactly.
Speaker 1 (52:08):
Right, like, like.
Sometimes I'm online andsometimes people catch me in a,
in a, in a mood where I don't,I'm not in the mood for it, and
and and and I just blast them.
You know what I'm saying, butsometimes it's not like that.
You know what I mean.
Sometimes people are not comingin a cold current, you know
what I mean.
Sometimes people are not comingin a cold current, you know
what I'm saying, or a hotcurrent.
(52:29):
You know what I'm saying.
So, but it's the way that theyword it, because they don't have
a proper grasp of grammar,right?
You get what I'm saying, andI'm not the perfect grammar
person either, so I'm reading itwith my own, you know what I'm
saying.
Speaker 4 (52:46):
You're a barbarian.
That's it.
Sometimes I get pissed off youknow what I mean.
I'm reading it with my own.
You're a barbarian, that's it.
You're a barbarian, no, no.
Speaker 1 (52:50):
Sometimes I get pissed off.
You know what I mean.
I get pissed.
I'm human, bro.
You know I'm human.
But sometimes I'm reading itwith my grammar flaws.
They're already coming to mewith grammar flaws, and then
that's where themiscommunication comes from.
Speaker 4 (53:07):
Right, yeah, yeah, with grammar flaws, and then
that's where themiscommunication comes from.
Right, yeah, yeah, definitely,man.
This is very helpful, bro forsure for sure.
Speaker 1 (53:17):
So the next time we build we're gonna do two hours
of this, and for now one is twohours, so the next one looks
like it's gonna be, uh, on the7th of May.
The 7th of May.
Speaker 2 (53:34):
All right, that'd be good.
Two hours is definitely,because this is a very thorough
lesson.
He really went in detailed andprovided a lot of the principles
.
Yeah, indeed, indeed anddetailed and provided a lot of
the principles I mean awesome.
Speaker 1 (53:55):
Right, indeed, we're going to click off.
Brothers, I want you to stay onthe line on this, even when I
end the live.
Yes, chop it up for a littlebit before we go.
Special edition NYP Peace,peace y'all.
Peace y'all.
I really appreciate y'all inthe chat.
I'll see y'all Sunday.
Speaker 4 (54:17):
Comment, share, like, subscribe super chat.
Pass the word out.
Nyp, we are here.
This is for the people, this isfor the School of Thoughts we
all about uniting.
Speaker 1 (54:27):
All School of Thoughts.
All right, this is for theschool of thoughts.
We all about uniting all schoolof thoughts, all school of
thoughts all right, peace, peaceyou.
Welcome.
Welcome to New Yorkers.
Perspective for NYP Talk Show.
I am your host, rob Brown, lmt,the People's Fitness
Professional.
The co-host isn't here yet.
He'll be here a little later.
We got the brother Yazrael Isthat how you pronounce it
Yazrael, yazrael and AbdullahBey in the building with us this
(00:44):
evening.
So we're going to talk aboutIslam, islam, black on Black
Islam to you, we're going totalk about the etymology of the
word God and you know I'm goingto just let these brothers, you
know, have the floor at themoment.
But before we go into it, howare you brothers doing this
evening?
Speaker 2 (01:03):
Doing well, doing well, brother, thank you.
How are you, brothers, doingthis evening?
Doing well, doing well, brother, thank you.
How are you doing?
Speaker 1 (01:07):
Life is good man Having fun, that's what this is
all about.
Have fun, you know.
Make your knowledge born, as wesay in the 5% Nation Make your
knowledge born, you know.
Put your legacy out there andhave fun doing it.
You know what I'm saying.
So that's how I live, man.
I like to do what I love, so Ilove my life Indeed, so we're
(01:32):
going into it.
Who wants to set it off?
Speaker 2 (01:34):
Yeah, I'll set it off here.
So I want to introduce theaudience to your audience, to
Brother Israel Bay, and he willbe doing the lesson tonight.
The etymology of the word God.
Brother Vaughn, you asked me aquestion when I was on the first
time, which was two weeks ago.
(01:55):
The second, that was like twoor three weeks ago, and you
asked me how would one study?
And I said that one would needthe skills grammar, etymology,
(02:15):
semantics.
I gave all the examples andactually gave an example, right?
Well, israel is going to go intonight and, as he deals with
his lesson, presents his lessonon the etymology and the word
God.
He actually is going todemonstrate through his lesson
(02:37):
on how to study, right?
Okay, all right.
So, brother Israel, you canshare your screen.
Speaker 1 (02:49):
Before we do that yes , go ahead.
Before we do that, I just needa brief history like two minutes
.
Speaker 2 (02:57):
On your background.
Good point, yes, All right.
Speaker 3 (03:01):
I'm Israel Bay, been more conscious since the end of
2016.
I've been studying underBrother Abdullah Bay since
what's it been about a year anda half now.
Speaker 4 (03:14):
Oh, that's peace.
Yes, yes, yeah.
And where are?
Speaker 3 (03:17):
you from.
I'm from Lexington Kentucky.
I was born and raised inLexington Kentucky.
Speaker 1 (03:22):
Gotcha, okay, okay, cool, cool, cool.
All right, I'm ready.
I'm ready, so share the screen.
Speaker 3 (03:29):
Yeah.
Speaker 1 (03:32):
All right, all right, there you go.
Speaker 3 (03:37):
Yep.
So tonight's lesson is theetymology of the word God, a
basic lesson on the linguisticmethodology of reconstruction of
words and historical soundchanges.
So we can't address the tonguewithout addressing the brain.
This right here is called the.
(03:58):
What's it called the glossal?
Speaker 1 (04:07):
What were you pointing to?
Speaker 3 (04:09):
This right here, this cord.
Okay, bottom of the lesson.
I want people to know what itis.
Yeah, the hypoglossal nerve.
That's what.
That is All right.
And that connects the brain tothe tongue, controlling the
(04:29):
functions.
The tongue functions Likeeating, speaking, all right.
So we want to make sure ourbrain is connected to the tongue
Hypoglossal tongue.
Speaker 1 (04:40):
Hypoglossal nerve.
Hypoglossal nerve.
Hypoglossal nerve Remember thatConnects the brain to the
tongue.
Hypoglossal nerve.
Hypoglossal nerve.
Hypoglossal nerve remember thatconnects the brain to the
tongue hypoglossal nerve.
Speaker 4 (04:51):
Yeah, let's do it I love it?
Speaker 3 (04:52):
yep, all right, so we're gonna get into the lesson
uh.
This is the two-part facebookconversation between yusuf el
and yisrael bay in the commentsection of a real video of
yisrael Bey made by Yisrael Bey,on the topic of the
etymological meaning of the wordGod.
So you can see, you can go toYisrael Bey's Facebook page and
(05:14):
you can check out the real videomade by Yisrael Bey.
Here's the link Yisrael Beyclaim number one is on top of
the real video and Yisrael Bey'sclaim is the word God has an
origin and it is not a nounRight.
So Israel Bay claim number twoon the bottom of the real video.
(05:35):
The old English word God isderived from the Greek word king
Tom.
Speaker 1 (05:41):
I don't mean to cut you off.
We're going to go into that.
Before you got into morescience, where were you?
Speaker 3 (05:49):
uh, I was just really on a journey, you know, I was
studying, I guess, looking into,like rastafari, you know,
marcus garvey, basically youknow the, the usual journey that
most people take, you know, uh,uh, yeah, I kind of went that
way to Marcus Garvey.
You know, rastafari, I waslooking into that, trying to
just go find something morepositive in life, like that was
(06:09):
really my aim.
That's how I got to.
That Makes sense.
Speaker 1 (06:12):
Yeah, makes sense, gotcha.
Speaker 3 (06:14):
I just wanted to know that, so I and then, uh, what
got me to the conscious, though,was actually like the situation
I was dealing with in life thatif I would have executed you
know what I planned, it wouldn'thave been good for me.
So I had to go back and Istarted studying the law,
because it's like I felt like Iwas trapped, you know, I'm
saying, in a sense, and I knewthat law had played a major part
(06:35):
, the legal system played amajor part, so I started looking
for information in that area,and then I started finding the
main people that were actuallyout there teaching you know law
or whatnot, were Moors, so thenI connected that I went on a
journey of law nationality, youknow, astrology, history.
Speaker 1 (06:55):
Gotcha, gotcha, gotcha, gotcha, perfect.
All right, so now, now continue.
My bad, my bad.
I just had to know that.
Speaker 3 (07:03):
All right so the conversation between Yusuf El
and Yisrael Bey.
Part one.
That's the conversation.
Yusuf actually came on my postand this is what he initiated.
So, yusuf El, the Greek wordfor God is Theos.
Yisrael Bey, peace.
Please provide your referenceto support your claim.
(07:23):
We're teaching the people theproper way to argue by showing
the findings of facts.
You surveil?
Lol.
I made a video on this.
You people do poor research andI will take any of you on in a
public debate and destroy.
And then he put the web, theYouTube link for his video that
(07:44):
he made reference to Israel Bay.
I doubt it, bro.
I read the etymology of theword God.
I reveal my source.
You refer me to you as areference.
You surveil?
Read the etymology from whatreputable source?
Israel Bay posted a screenshotfrom Google AI overview.
Posted a screenshot from GoogleAI Overview.
(08:11):
This is the screenshot AIOverview.
Douglas Harper created theonline etymology dictionary,
etymonline.
Harper's research andcompilation of the dictionary is
based on a number of sources,including the Barnhart
Dictionary of Etymology byRobert Barnhart.
Comprehensive EtymologyDictionary of the English
Language by Ernest Klain.
The Middle English Compendium,a source of information on
(08:34):
Middle English.
The Oxford English Dictionary,a famous etymological dictionary
and century dictionarypublished from 1889 to 1902.
So Harper also conductedresearch in digital archives.
Explanation etymology is thestudy of the history and origin
(08:54):
of words.
Harper's goal was to record theevolution of words, including
technical terms and slang.
He considers himself to be acompiler and evaluator of the
research of others.
So Yusuf L, I don't debate, Iargue.
So, going into conversationbetween Yusuf L and Yusuf L Bay,
(09:20):
part two, Wait, I want to askyou.
this Is Yusuf L and, and you arey'all cool now I mean I, I
don't have a problem with thebrother, you know, I was just
making a lesson.
I was it was.
It was a good idea to make alesson out of the conversation
so people can actually know howto challenge you know, or stand
(09:41):
their grounds or whatnot you.
Make the claims based on facts.
This is the Ucivil from SPCUniversity, the one most secure
party creditor.
I forgot what the other thingwas he does.
(10:01):
Conversation between Ucivil andIsrael.
Yisrael Bey, part two Yusuf El.
God comes from the German wordgut.
None of what he is saying iscorrect.
Yisrael Bey posted a screenshotfrom Google AI overview.
The German word for God is gotG-O-T-T.
(10:24):
Gut.
G-u-i-t is not a recognizedGerman.
Word for God is Gott G-O-T-T.
Guit.
G-u-i-t is not a recognizedGerman word, so it does not
translate to God in any context.
Key point Gott, g-o-t-t is thecorrect German word for God,
g-o-d.
Yusufel.
(10:45):
Thank you for getting trickedinto proving my point.
Now go watch my video where Isaid this exact same thing.
Yisrael Bey, I checked yourvideo.
You still gave no references.
Also, you didn't trick me.
I'm providing the source of theword.
German is not older than Greek.
Stop playing with the people.
Proper concepts will behead anymisconception.
(11:06):
Posted a screenshot fromedmontlinecom.
So it shows G-H-U-T, dash gut,which is the PIE root.
Proto Indo-European is PIE,meaning that which is invoked
(11:28):
Then to Guthen G-U-T-H-A-N,which is Proto-Germanic, and
then to the word God G-O-D, oldEnglish, meaning supreme being,
deity, the Christian God, imageof a God, a God-like person,
(11:49):
then we see God as a noun, butup here we can see that which is
invoked, and invoking.
Of course you know that wouldbe a verb, all right.
So that's the end ofconversation.
So into the lesson right.
(12:15):
A basic lesson on the linguisticmethodology of sound shift and
reconstruction of words.
In the study of morphologythere is a change in form and in
the study of phonology there isa change in sound.
Example number one the Latinword pater transliterates to the
(12:36):
modern English word father.
The P in Latin transliteratesto the F in modern English.
The P in Latin makes a labiallip sound, the use of lips.
The T in Latin transliteratesto the TH.
(12:57):
In modern English.
The letters T and TH are dentalteeth sounds, the use of teeth,
potter and father.
So you can see thetransliteration, not the
translation, but thetransliteration From the Latin
word potter to the English wordfather.
The P transliterates to the F.
(13:19):
The P in Latin transliteratesto the F in English and the T in
Latin transliterates to the THin English.
Example number two theProto-Indo-European word des
D-H-E-S dash transliterates tothe Greek word theo.
(13:42):
T-h-e-o dash transliterates tothe Greek word theo, t-h-e-o
dash.
The D-H in Proto-Indo-Europeantransliterates to the T-H.
In Greek, the letters D-H andT-H are dental teeth sounds, the
use of teeth.
The E-S in Proto-Indo-Europeantransliterates to the EO.
(14:05):
In Greek, the letters ES is analveolar tongue, sound, the use
of the tongue.
And the letters EO is adiphthong tongue.
Sound the use of the tongue,the use of the tongue.
And then we can see thetransliteration the D-H in Proto
(14:33):
Indo-European translated to theT-H in Proto Germanic, pardon
me, into Greek.
So Proto Indo-European D-Htranslates to the Greek T-H.
And then we have the E-S,proto-indo-european
(15:17):
transliterates to the E-O, theE-O in Greek.
Example number three the lettersG, h and G are velar tongue.
Sounds, the use of the tongue.
The T in Proto-Indo-Europeantransliterates to the T H in
Proto-Germanic the letters T andT H are dental teeth sounds,
(15:41):
the use of teeth,transliteration.
So this is theProto-Indo-European to the
Proto-Germanic GH.
Proto-european,proto-indo-european GH
transliterates to theProto-Germanic G.
And then the T inProto-Indo-European
transliterates to the TH inProto-Germanic, transliterates
(16:04):
to the th in proto-germanic.
All right, so last example,example number four the
proto-germanic word guthan,g-u-t-h-a-n transliterates to
the modern English word god,g-o-d.
(16:24):
The U in proto-germanictransliterates to the O.
In Modern English, the lettersO and U are monophthongs Tongue,
the use of the tongue.
The T-H in Proto-Germanictransliterates to the D in
Modern English.
The letters T-H and D aredental teeth sounds, the use of
teeth, dental teeth sounds, theuse of teeth.
(16:52):
We can see right here.
The U in Proto-Germanictransliterates to the modern
English O.
The TH in Proto-Germanictransliterates to the modern
English deed.
(17:16):
So now the lesson on translationversus transliteration.
There is a difference betweentranslation, conveyance of
meaning and transliteration.
Conveyance of sound.
Translation is the act ofconverting the meaning of a text
from one language to a targetlanguage.
Translation focuses on theactual meaning rather than the
(17:36):
pronunciation of the word.
Transliteration is the processof converting the sounds of a
word from one alphabet or script, character by character, into a
different alphabet or script.
Transliteration focuses onpronunciation rather than the
actual meaning of the word.
(17:59):
The word theos and the word Godare not in the same family of
words.
The word Theos is not atransliteration nor
reconstruction of the word God.
The word Theos is in the samefamily as the word Jesus.
See the next page, page 79 inthe Masonic Compass and Square
(18:27):
and their connection tomeasurement and timekeeping by
Professor Abdullah El-TalibMosey-Bey.
The word God is a modernreconstructed form deriving from
the Proto-Germanic word gutten,which is derived from Gothic,
(18:51):
from Gothic gut, g-u-t-t,derived from Pai,
proto-indo-european gut G-H-U-T.
Derived from the Sanskrit hutaH-U-T-A.
The word God is not atransliteration, nor is it a
translation of the Greek wordtheos.
This is the support andevidence.
Findings, effects, page 79 inthe Masonic Compass and Square
and their connection tomeasurement and timekeeping by
(19:12):
Professor Abdullah L TlaibMosey-Bey.
Etymology of the name Jesus.
Alvin Boyd Cunn, in a lecture100 years ago, explained that
the name Jesus Is derived fromtwo consonants I-O Phoenician,
(19:39):
i-a Babylonian, i-e Egyptian andI-U Chaldean.
So the I-O in Phoenician,babylonian, ie Egyptian and IU
Chaldean.
So the IO.
In Phoenician you have the YOslash JO, we have ION, have IOSE
(20:06):
and then J-F, a-i in Babylonian.
J-a, i-a-o, i-a-h, y-a-h, j-a-h, i-a-n, i-e-o-s-o-s All right.
(20:44):
So in the Egyptian language I-E, we have J-E, i-e-o slash,
J-E-U.
Ies, ies, iesu, iusef, jesus,hesus, jeve, j-e-s-u-s slash,
(21:07):
h-e-s-u-s, j-e-v-e, z-e-u-s,d-e-u-s, t-h-e-o-s and
J-E-H-O-V-A-H.
As we can see in this, in theEgyptian language we have the
(21:28):
word Jesus, zeus, but we alsohave the word Theos.
So Jesus and Theos are in thesame family language, same
language, family Egyptian.
Then we have I-U Chaldean, i-uItU, j-u-z-u-e, i-u-s-e slash,
(21:52):
i-u-s-u.
Slash I-U-S-A.
I-h-u-h.
Slash H-U-H-I.
Slash h-u-h-i.
Speaker 2 (22:09):
Before you continue.
Speaker 3 (22:10):
Israel.
Speaker 2 (22:13):
Brother Ron, the question you asked me how would
one study?
So just those who just comingon, and so this is he's
demonstrating skill and say thatI said that you have to have
skills.
I mentioned grammar, etymology,semantics, so you study with.
(22:40):
You have to teach the peopleskills so so they can properly
study.
So this is a lesson.
So he's using, though thelesson is called the etymology
of the word.
God Israel actually is teachingus how to study this is just
(23:05):
one component.
Through linguistics, throughthis lesson and teaching
linguistics, comparative method,morphology, phonology, you'll
see that as it continues, Mike,you had something to say no, I'm
saying peace to the brothers.
Speaker 4 (23:23):
Man peace, brother peace.
No, it's beautiful, because Iwas looking at the concept of
etymology, derivation and loanwords and compound words.
He's going through all thatright now.
Yeah, yeah.
Speaker 1 (23:42):
I think he's gone beyond basic English grammar
rules.
Speaker 4 (23:47):
He is right now and I can't you know.
Respect to the brothers,respect to the Moors, peace to
the gods, respect to thebrothers of the craft.
He's basically shown what theLord's.
Let's leave it like that.
Speaker 2 (24:04):
You want to see what you're going to say, man.
Come on, so the audience canhear it.
I'm curious as to what you'regoing to say, man.
Come on so the audience canhear it.
Speaker 4 (24:08):
I'm curious as to what you were as people say, we
look seeking the lost word, theword of God.
He's basically breaking it downthere you go.
Speaker 2 (24:17):
That's why I wanted to hear what you had to say.
That's what he's doing exactlyhe's on.
Speaker 4 (24:22):
He's going through that.
We say the EIO, Yah Jah, allthat stuff is straight there
peace, and respect man.
Speaker 1 (24:34):
Yeah okay, so um, now I don't know where you left off
I'm right here.
Speaker 3 (24:39):
uh, okay, yeah, all right.
So furthermore, alvin boyd khan, in a lecture 100 years ago,
shows the bilateral root systemof the Phoenician, babylonian,
egyptian and Chaldean languageswas expanded to a trilateral or
triconsonantal root system I-O,i-a, i-e, o-r and I-U.
(25:06):
I-o, i-a, i-e, o-r and I-U.
The letter I was replaced bythe letter J when the letter I
began to be used as a pure vowelJ-O, j-a, j-e and J-U.
Three letters I-A-O, j-a-h,i-e-o, j-e-u and Z-U-E.
(25:27):
J-a-h, i-e-o, j-e-u and Z-U-E.
(25:48):
Four letters I-E-O-U, j-o-v-e,Z-E-U-S, j-e-v-e, d-i I-H-U-H.
Five letters I-E-O-U-A.
So Yusuf El, claim number onethe Greek word for God is Theos.
(26:09):
Yisrael Bey rebuttal to YusufEl.
Claim number one the Greek wordfor God is theos.
Yisrael Bey rebuttal to YusufEl.
Claim number one See examplesnumber two through four.
Above basic lesson, pardon,above basic lessons of
linguistics and the support andevidence findings effects Yusuf
El.
Claim number two God comes fromthe German word Gut G-U-I-T.
(26:32):
None of what he is saying istrue.
Yisrael Bey Rebuttal to YusufEl, claim number two See
examples number one through fourBasic lessons of linguistics.
Speaker 2 (26:49):
Also Yisrael For the audience.
Basic lessons of linguistics.
Also Israel for the audiencehe's Brother Mike and Brother
Ron.
He's also and Israel mentionedthis at the onset that he's also
teaching the audience on how toconstruct an argument.
Now let's talk an argument.
Now let's talk with argument.
(27:10):
The general public, when theyuse the word argument, they use
it in a non-academic and aconnotative sense of actual,
either verbal, fighting.
You know, you ain't nothing,I'm going to knock you out.
(27:30):
I mean they'll call that anargument.
We're talking about argument inthe academic sense.
What constitutes an argument inthe academic sense when you
have two opposing premises?
So is academic sense when youhave two opposing premises.
(27:54):
So Yusef and Israel had twoopposing premises, which
constitutes an argument.
So he's actually teaching us onhow to argue, how to construct
an argument, how to refute, alsorefutation, then with
refutation, on how to refute aclaim.
(28:15):
So right now, israel is showingus a proper way of refuting a
claim.
Speaker 1 (28:23):
I like that.
I like how you worded that,because this is a skill that we
all should learn, because itseems that when we have a
difference of opinion, thedifference of opinion can go
from just talking or arguing toa physical altercation, and I
(28:51):
always said it was because ofthe lack of education.
Speaker 2 (28:55):
Language In cases not at all, but yeah.
Speaker 4 (29:01):
Words of power.
It's in language man.
Shout out to Elijah Mahan whenhe says using English in its
proper context, I understand thewords itself could move
mountains Mightier than a sword.
The pen is mightier than asword.
It's also life and death at thetongue.
Speaker 1 (29:16):
Thank you, nadine.
Thank you, nadine, reallyappreciate you, nadine.
Speaker 4 (29:21):
It's a powerful thing .
This is beautiful.
Speaker 2 (29:25):
Let me address that.
Brother Mike, I hear whatyou're saying about words moving
mountains, the power of words.
Now, let's talk about this.
When I was on, the true meaningof words is the power.
(29:48):
So we just want to be clearthat words, words itself, are
not the power.
The true meaning is the power,the basic two.
When you remove the truemeaning, you remove the power.
(30:09):
So we want to be very clear andI thank you for that, and I
just wanted to provide claritybefore Israel goes on Removing
or burying, burying, suppressingthe true meaning, the origin of
words.
Words removes the power.
(30:31):
Philip K Dick is quote and Imentioned this when I was on the
basic tool for the manipulationof reality is the manipulation
of words.
Those who control themanipulation of words, those who
control the meaning of words,control the people who must use
(30:54):
them.
Charlie Rose of the CharlieRose show.
In 2007, when they was talkingabout it was a Sunday I was in
Hampton Virginia, hamptonVirginia, and I was doing my
nerd thing was in HamptonVirginia, hampton Virginia, and
I was doing my nerd thing Whilewatching the Charlie Rose show.
I was doing the nerd thing ofreading the stories.
(31:15):
I was reading the introductionof the stories while watching
the Charlie Rose show.
I was in Hampton, virginia, inJune 2007 for the Hampton Jazz
Fest.
It's the Hampton Jazz Fest,annual Hampton Jazz Fest.
It's the Hampton Jazz Fest,annual Hampton Jazz Fest.
That's why I remember themuffin year.
Well, that was during that time, 2007,.
(31:35):
They were talking discussing theIliad case, the boy, cuban boy.
He was trying to get him backto the father Right, and Charlie
Rose said during the show thatwhoever controls the language
controls the issue.
So once again, it's going backto that quote.
(31:58):
Philip K Dick the basic toolfor the manipulation of reality
is the manipulation of words,for the manipulation of reality
is the manipulation of words.
Those who control the meaningof words control the people you
must use.
I just want to drive it home.
All right, israel, you got thefloor.
Speaker 4 (32:16):
All right Beautiful.
Speaker 3 (32:23):
Yep, all right.
So we're going to gather thetools so we can collect our
tools, tools of linguistics, tostrengthen your speech,
consonant sounds and languagechart.
So on the left, the left column, we have we have labials, lips,
(32:45):
dentals, teeth and guttural,which is the throat, top row.
We have nasal liquids vibratingor plosives vibrating and
plosives non-vibrating, and thenwe have fricatives vibrating
(33:05):
and fricatives non-vibrating,and then we have fricatives
vibrating and fricativesnon-vibrating and we have
semi-vibes.
So the letter M, the letter Mis the nasal labial sound.
So use your nasal passage anduse your lips to make the sound.
(33:35):
The mm or m.
The letter N is a nasal butit's a nasal-dental sound.
You use your teeth, your nasalpassage and your teeth.
N, ng is a nasal gutturalthroat sound, ng, as in king or
ring or sing, ng at the end.
(34:03):
Liquids, lr, liquid sounds,liquid dental sounds.
Pardon me, liquid sounds.
You kind of roll your tongue alittle for the liquid sounds,
the dental sounds, you use yourteeth.
Roll your tongue a little forthe liquid sounds, the dental
sounds, you use your teeth.
R, liquid sound, liquidguttural throat sound.
All right Up here we have theplosives.
Plosives meaning the breath, theair explodes, it explodes, it
(34:27):
is explosive, you know plosive,so B vibrating.
B is a plosive vibrating labialsound, so it's plosive, it
vibrates and you use your lipsboth lips to make the sound
(34:48):
Vibrates and you use your lips,both lips to make the sound.
The letter D is a plosivevibrating dental sound.
The letter G is a plosivevibrating guttural sound and
it's the hard G, as in get orgate.
(35:08):
Then we have plosivenon-vibrating sounds, the
plosive non-vibrating.
The P is a plosivenon-vibrating labial sound.
So the vibrating and non-vibrvibrating are the same as um
voice and and uh, voiceless.
(35:30):
So the vibrating would be voicedealing with the vocal cord.
Vibrating and non vibrating isvoiceless.
Uh, you know, there's no,there's, there's less to no um
vibration in the vocal cord.
So the left team.
Speaker 1 (35:50):
Yeah, so I just want to say these basics here.
They're not taught that.
We're not taught that nowadays.
Our people taught this back inthe days like the early 1900s
and things like that.
Is this just a deeper study injust the early 1900s and things
like that?
Or is this just a deeper studyin just linguistics?
(36:11):
Maybe a linguist would learnthis, probably.
Speaker 3 (36:16):
Yeah, so this is actually a basic study Like this
is the first.
This is the fundamentals.
Speaker 4 (36:20):
Yeah.
Speaker 3 (36:22):
This is the beginning .
Speaker 1 (36:24):
Anyone learn that in school?
Speaker 3 (36:26):
No, they would skip.
They would skip certain stepspurposely, you know language
arts yeah this would give uspower over our tone.
You know, I'm saying absolutely, absolutely.
Speaker 4 (36:35):
We had language arts, I remember, but it didn't.
Speaker 3 (36:38):
It didn't go as deep as that it didn't go as deep as
that no, they put a craft on our, they crafted our language, not
properly, not right, right soso now, this, this right here,
is like something I've beenthinking about for years.
Speaker 1 (36:52):
So so I'm like really on this right, so like, uh, for
instance, um, you know, likeour people, like even myself, I
have a twang to myself, right, Ihave a twang like a new york
twang at times, right and um, attimes I noticed that the way
that I talk is like like youknow, like it's like it sounds
(37:16):
like you know, like nodisrespect, you're not trying to
put nobody in a box, but like astreet person, so to speak.
Now, now, the basis of theirvernacular.
Would you say it's just amiseducation or a lack of
education.
Speaker 3 (37:35):
A street person, miseducation yeah, because you
know we all went through publicschool and that's where we were
miseducated exactly, so we allhad that same training.
Yeah.
Speaker 1 (37:49):
Yeah.
Speaker 3 (37:50):
Got you.
Speaker 1 (37:51):
Okay.
Speaker 3 (37:55):
Yeah, all right.
So the T is a plosive,non-vibrating dental sound.
The K or the C, the hard C isin ket, the Q-U, q, you know,
(38:15):
the C-H, those are plosive, nonvibrating guttural sounds.
Then we get to the fricatives.
The fricatives is dealing withfriction.
There's friction when you saythese words, make these sounds,
pardon me, fricative.
You have the letter V, which isa fricative, vibrating labial
(38:37):
sound.
So there's friction, itvibrates and you use your lips
to make the sound.
It vibrates and you use yourlips to make the sound Z, the S,
th, the soft TH, the J or the G, the soft G, the soft G as in
(39:03):
gentle and the CH.
All of these are fricative,vibrating dental sounds.
Then we have the fricative,non-vibrating sounds, the F or
the P-H and the G-H.
They make fricative,non-vibrating labial sounds.
(39:28):
The S or the C, the TH, thehard TH, the SH, the S, the T
and the CH, the ZH, zs and G arefricative, non-vibrating dental
teeth sounds.
The letter H is a fricative,non-vibrating guttural sound and
(39:52):
we have the semi-vowels W, uand W-H, labial lip sound, and
then another semi-vowel, the Yor the I I'm thinking that's the
long E sound.
Actually the guttural throatsounds.
Speaker 1 (40:19):
Man man.
Speaker 4 (40:24):
Power right there.
Speaker 1 (40:26):
Listen, this is kind of getting me a little annoyed,
because it's like these verybasics a lot of us are missing.
We don't have an understandingof this and hence the reason, a
lot of the reason why we can'tcome together because we're
(40:47):
misunderstanding each otherthrough the Hence the reason, a
lot of the reason why we can'tcome together because we're
missing.
Speaker 4 (40:54):
We miss, we misunderstand each other, you
know, through the communication,the communication piece.
So the beautiful part is themechanics of it, because you
learn a lot about tonality inthere as well.
Speaker 1 (41:00):
Yo, there we go, Mike .
Speaker 4 (41:02):
It's a fact, it's the tonality I'm like, hmm, yeah,
yeah.
Speaker 1 (41:13):
This is a key.
Speaker 3 (41:13):
We can use this key.
So we have the morphology ofwords, comparing the morphology
of Latin and English words.
Transliteration,transliteration, again,
(41:36):
transliteration is thelinguistic process of
constructing a new form of aword, letter by letter, from one
system of writing into anothersystem of writing.
So on the left, the left side,we have Latin words in Latin, on
the right side we have words inEnglish.
So Latin the P in the wordpater transliterates to the F,
(42:02):
to the English F in the wordfather.
The Latin T, the letter T inthe word pater transliterates to
the English TH in the wordfather.
The letter P in Latin septumtransliterates to the letter V
in English seven.
(42:22):
The letter F in Latin fratertransliterates to the B in
English brother.
The letter F in Latin fertransliterates to the letter B
in English bear.
The letter T in Latin trestransliterates to the TH in
English three.
(42:42):
The letter D in Latin decim ordecim transliterates to the T in
the English tin.
Speaker 1 (42:52):
Right, okay, real quick.
I have a question, becauseright now we only have 18
minutes, which we got to talkabout time, and all of that
offline, because I'm realizinglike this needs to be at least
two hours At least.
Speaker 2 (43:08):
Oh, you know what I forgot?
That was an hour.
I was thinking two hours,brother, because this does need
to be two hours.
This is like a two-hour lesson.
Speaker 4 (43:17):
Ryan just busted my head right there.
I can deck him All right, deckhim right there, december.
Speaker 3 (43:26):
Yeah, december, which is the 10th night under the
lunar calendar.
Speaker 1 (43:33):
Yes, so all of these words are transliterated from
what I would say.
Would you say the majority ofthe English language comes or
can be transliterated from Latin.
Speaker 3 (43:52):
Well, there'll be multiple languages.
You have German, it can betranslated into German.
Yeah, so I think it will gothrough German and English.
Speaker 2 (44:03):
Yeah, french and German Greek.
Some come with Greek.
Yeah, latin derivatives.
I mean yeah, some come withGreek.
Speaker 4 (44:10):
Yeah, Latin derivatives.
I mean yeah, they derive fromLatin.
Speaker 1 (44:16):
Isaiah, yeah, I agree , studying all three schools of
thought is important.
I agree with that.
120 only keeps you narrowminded.
Not knowing etymology, I woulddisagree If you look at it from
I don't know how you're lookingat it If you're saying 120,
you're talking about the 5%nation.
So if you're saying 120 and the5% nation, mathematics, supreme
(44:40):
mathematics itself, is way tome.
From how I see it, it's allowedme to be broad-minded enough to
even you know what I'm sayingbe open-minded to even study
this type of stuff.
So that's my two cents fromthat comment.
Speaker 4 (44:59):
That's peace right there.
Speaker 2 (45:02):
Jump to the historical.
Since we have 15 minutes, jumpto the historical sound changes.
And I, because I you know whatI thought was.
I just forgot that.
You know it was an hour long.
Speaker 1 (45:18):
Well, this is what we can do.
We can whatever we don't getnow, we can come back and just
do two hours moving forward.
That's a fact.
Speaker 4 (45:28):
That's a fact.
Because a fact.
Because this is beautiful, I'mloving this, this is crazy.
Speaker 1 (45:31):
Wow, man, oh man.
Speaker 4 (45:37):
Even when he goes to certain African sciences,
spiritual practices, they alwayssay it's language to vibrate a
room.
I can't even it's real whathe's doing right now.
Speaker 2 (45:51):
We want the audience to get today this historical
sound, Some of the historicalsound changes, so that they can
as they're watching this andothers are watching, some people
will re-watch it.
He's actually done the entirelesson on other platforms, but
(46:11):
for this we'll just have themjump right to the historical
sound changes.
At least they can get a tasteof that.
Speaker 3 (46:18):
Yeah, all right.
So this is Elements ofPhonology Appenthesis and
Elysian Appenthesis, addingsounds to words, or Elision
removing sounds from words andthe reconstruction of words
through historical sound changes.
Reconstruction of words throughtransliteration, libialization,
(46:42):
digitalization, palatalizationand apocopy.
Apathetization, palatalizationand apocopoeia, appenthesis and
(47:06):
elision are not reconstructionsof the meaning of a word, but
merely a reconstruction, shiftin the sound of a word.
The linguistic principlesexample appendices and elision
are distinguished from morphemesas addition of a sound or
syllable to a word Seeprosthesis and perigogy.
(47:27):
Examples below Prosthesis thehistorical or systematic
addition of a sound or syllableto the beginning of a word.
Examples in the Latin language,the word natus is a prosthesis
of the word natus.
Natus G-N-A-T-U-S is aprosthesis of the word natus,
n-a-t-u-s.
The letter G was added to thebeginning of the word natus
(47:48):
N-A-T-U-S.
The letter G was added to thebeginning of the word natus.
Number two in the Englishlanguage, the word afar A-F-A-R
is a prosthesis of the word far,f-a-r.
The letter A was added to thebeginning of the word far.
Number three from the Latinword stabilire, the French word
(48:10):
estabilire.
The E was added to thebeginning of the word stabilire.
Paragogy the historical orsystematic addition of a sound
or syllable to the end of a word.
Examples the letters ST areadded to the end of the word
among to make the word amongst.
(48:31):
The word amongst is a perigoldof the word among.
Number two the letters AL areadded to the end of the word
generic to make the wordgenerical.
The word generical is aperigold of the word generic.
The letter T added to the endof the word once to make the
(48:54):
word once it.
The word once it is a perigoldof the word once.
Elysian the historical orsystematic removal of a sound or
syllable from a word.
Example apocopy, apocopy.
The historical or systematicremoval of a sound or syllable
(49:17):
from the end of a word.
Example Number one the wordphoto from the word photograph
is an apocopy.
Number two the word hippo fromthe word hippopotamus is an
apocopy.
The word fridge from the wordrefrigerator is an apocopy.
(49:40):
So final question what is theoverall purpose of Yisrael Bey's
transcript of the two-partFacebook conversation between
himself and Yusuf El and YisraelBey's transcript of the
two-part Facebook conversationbetween himself and Yusuf El and
Yisrael Bey's basic lesson onlinguistics, ie phonology,
morphology, translation andtransliteration.
Final answer the purpose ofthis basic linguistic lesson is
(50:02):
to expose the effectiveness ofhow principles play a role in
every area of life.
This is the area of words, oflanguage, learning how each word
was established, slash,constructed and reconstructed in
different languages throughouthistory.
Using principles of linguistics, ie phonology, morphology, etc.
Can enhance everyday life forchildren and adults by giving
(50:26):
them a better grip or higherlevel of awareness of their
brain and tongue connection,known as the hypoglossal nerve
See image of disconnected corebelow.
This basic linguistic lesson ismainly important because it
gives a methodological way ofstudying slash learning, which
will improve reading, writingand communication skills and
(50:48):
enhance critical thinking andanalytical study skills to help
healthier and stronger minds.
Speaker 2 (50:57):
And this is why I wanted to jump to this section,
so the audience can get thatpoint.
It's very important.
We can fill one or maybe two tothree questions.
Speaker 1 (51:18):
Me.
I don't have any questions.
I'm really.
I want to.
I don't know I'm looking for.
I want a copy, I want a book onthis.
Speaker 4 (51:27):
Can I get a copy of this presentation?
Yeah, I was thinking copy.
I want a book on this.
Can I get a copy of this?
Speaker 3 (51:30):
presentation, if possible.
I was thinking about puttingone together too, so yeah, yeah,
but trust me.
Speaker 1 (51:37):
I think this is like the centerpiece of how we can
actually come together, Likeactually learn the proper way to
use language, how to you know,argue and sometimes agree to
disagree and end it there.
Speaker 4 (51:54):
Uplift humanity.
Uplift, because everything isthere.
You know what you're speaking,man.
It's very powerful man, asAbdullah said.
It's how you use it in the truesense of the true form.
Yeah, exactly, in the truesense of the true form.
Yeah, exactly.
Speaker 1 (52:08):
Right, like, like.
Sometimes I'm online andsometimes people catch me in a,
in a, in a mood where I don't,I'm not in the mood for it, and
and and and I just blast them.
You know what I'm saying, butsometimes it's not like that.
You know what I mean.
Sometimes people are not comingin a cold current, you know
what I mean.
Sometimes people are not comingin a cold current, you know
what I'm saying, or a hotcurrent.
(52:29):
You know what I'm saying.
So, but it's the way that theyword it, because they don't have
a proper grasp of grammar,right?
You get what I'm saying, andI'm not the perfect grammar
person either, so I'm reading itwith my own, you know what I'm
saying.
Speaker 4 (52:46):
You're a barbarian.
That's it.
Sometimes I get pissed off youknow what I mean.
I'm reading it with my own.
You're a barbarian, that's it.
You're a barbarian, no, no.
Speaker 1 (52:50):
Sometimes I get pissed off.
You know what I mean.
I get pissed.
I'm human, bro.
You know I'm human.
But sometimes I'm reading itwith my grammar flaws.
They're already coming to mewith grammar flaws, and then
that's where themiscommunication comes from.
Speaker 4 (53:07):
Right, yeah, yeah, with grammar flaws, and then
that's where themiscommunication comes from.
Right, yeah, yeah, definitely,man.
This is very helpful, bro forsure for sure.
Speaker 1 (53:17):
So the next time we build we're gonna do two hours
of this, and for now one is twohours, so the next one looks
like it's gonna be, uh, on the7th of May.
The 7th of May.
Speaker 2 (53:34):
All right, that'd be good.
Two hours is definitely,because this is a very thorough
lesson.
He really went in detailed andprovided a lot of the principles
.
Yeah, indeed, indeed anddetailed and provided a lot of
the principles I mean awesome.
Speaker 1 (53:55):
Right, indeed, we're going to click off.
Brothers, I want you to stay onthe line on this, even when I
end the live.
Yes, chop it up for a littlebit before we go.
Special edition NYP Peace,peace y'all.
Peace y'all.
I really appreciate y'all inthe chat.
I'll see y'all Sunday.
Speaker 4 (54:17):
Comment, share, like, subscribe super chat.
Pass the word out.
Nyp, we are here.
This is for the people, this isfor the School of Thoughts we
all about uniting.
Speaker 1 (54:27):
All School of Thoughts.
All right, this is for theschool of thoughts.
We all about uniting all schoolof thoughts, all school of
thoughts all right, peace, peaceyou.
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