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.