Showing posts with label ISLAMIC CIVILISATION. Show all posts
Showing posts with label ISLAMIC CIVILISATION. Show all posts

Sunday, 31 July 2022

Our debt to Islam

RESOURCE: ISLAM AWARENESS

Teaching children how Muslim sages saved European philosophy could bridge a modern culture gap.     
Martin Wainwright Friday July 26, 2002 
The Guardian 


Halfway down the old Band of Gold prostitutes' beat in Lumb Lane, Bradford, there is an Asian-owned chemist's shop advertising yunani tibb. Few people give the two words a second glance, but they are a key to a marvellous but scandalously little-known embrace between those uneasy and quarrelsome neighbours, Islam and the west. Tibb means "medicine" in Urdu, yunani means "Greek" and the phrase comes straight from the centuries when the Muslim world saved the bedrock of western European culture, the learning of Athens. 

Without the work of a 500-year succession of Islamic sages, we would have lost the essence of Aristotle, much of Plato and scores of other ancients. It happened simply enough. While the barbarians smashed and burned in western Europe, the Arabs and Persians used the libraries of Alexandria and Asia Minor, translated the scrolls and took them to Baghdad and far beyond. 

In distant Bukhara on the Silk Road to China, a teenager called Abu Ali Ibn Sina was engrossed in Aristotle's Metaphysics at the age of 17. The year was AD997 and the text - central to the subsequent development of philosophy - had long been lost and unknown in western Europe. 

The story of this priceless heritage's return home, slung in the saddlebags of camels on the long caravans to Cairo, Fez and the cities of Moorish Spain, is well known to scholars. Hundreds of learned books are available and if you key in Ibn Sina or his westernised name Avicenna on an internet search engine you will come up with about 28,800 references. 

But the story, so relevant to the world today, has never been admitted to everyday British culture. There are simple reasons for this too - medieval Christian bigotry, the post-Renaissance belief in the glory of Europe - but a lack of excitement in the story is not one of them. Umberto Eco proved that in the global bestseller, The Name of the Rose. His demented monk Jorge smears poison on a lost work of Aristotle and contemptuously spits out the name of "the Arab, Averroes" - the scholar Ibn Rushd of Cordoba, the last link in the journey of Greek learning back to the west. 
The national curriculum reformers, to their credit, have seen the gap and tried to fill it, but their good intentions easily get lost. 
How many pupils in Britain take key stage 3's option on Islamic civilisation AD600-1600 or the shorter, 15-hour "scheme of work" project on the cultural achievements of Islamic civilisation? 
The Department for Education does not know; neither, more disturbingly, do the education authorities in a place like Bradford where Muslims and others desperately need common ground. 

In his report on the Yorkshire city's divided communities last year, Lord Ouseley inveighed against the national curriculum's shortcomings and demanded "effective learning environments in which racial differences are seen positively by pupils, underpinned by knowledge and understanding". 
He had good ideas, including a local Bradford citizenship section to be added to the national curriculum's citizenship module, which becomes compulsory from September. But the simpler option of highlighting those KS3 options, which offer just that "knowledge and understanding", didn't figure. Did Ouseley and his researchers know they were there? 
 The need for them, and for simple, readable textbooks on both courses, is not just a matter for the white community; the story has been marginalised in Islamic culture as well. A straw poll of British Asian students in Bradford produces the occasional cautious nod at the name Ibn Sina but none for Ibn Maimoun (Maimonides, Saladin's doctor and the greatest Jewish scholar of the Arabic world); and none for Ibn Rushd. Like Jorge, traditionalist Muslims have long found the sage of Cordoba disturbing and hard to explain to students in the madrassa. What can they make of a man who complained that curbs on women wasted the potential of half the population of the Islamic world - and this way back in the 12th century? 
A man whose books, for a time, were proscribed by Christian and Muslim authorities alike? And so we fumble on, with both communities stuck in the world memorably summarised by Dr Johnson's explanation of why Richard Knolles' book, A Generall Historie of the Turkes (1603), sank without trace. 

The author, said Johnson, "employed his genius upon a foreign and uninteresting subject and recounted enterprises and revolutions of which none desire to be informed". Next to Lumb Lane's yunani tibb shop is the Asian Sweet Centre, which, significantly, has opened a subsidiary Sweet Centre fish and chip shop. Commerce and the laws of the market can force such bridges between communities; maybe the KS3 history options, in places like Bradford, need a bit of compulsion too. · Martin Wainwright is the Guardian's northern editor. He presents an account of Averroes' life and work on Radio 4 at 11am today martin.wainwright@ guardian.co.uk

Copy and paste: 31 July 2022 : 3 Muharam 1444H: 950 pm




EDUCATION IN ISLAMIC HISTORY

RESOURCE: ISLAM.RU

Source : LostIslamichistory.com / 22 May 2013

From the very earliest days of Islam, the issue of education has been at the forefront at the minds of the Muslims. The very first word of the Quran that was revealed to Prophet Muhammad ﷺwas, in fact, “Read”. Prophet Muhammad ﷺonce stated that “Seeking knowledge is mandatory for all Muslims.” With such a direct command to go out and seek knowledge, Muslims have placed huge emphasis on the educational system in order to fulfill this obligation placed on them by the Prophet ﷺ.

Throughout Islamic history, education was a point of pride and a field Muslims have always excelled in. Muslims built great libraries and learning centers in places such as Baghdad, Cordoba, and Cairo. They established the first primary schools for children and universities for continuing education. They advanced sciences by incredible leaps and bounds through such institutions, leading up to today’s modern world.

Attitudes Towards Education

Today, education of children is not limited to the information and facts they are expected to learn. Rather, educators take into account the emotional, social, and physical well-being of the student in addition to the information they must master. Medieval Islamic education was no different. The 12th century Syrian physician al-Shayzari wrote extensively about the treatment of students. He noted that they should not be treated harshly, nor made to do busy work that doesn’t benefit them at all. The great Islamic scholar al-Ghazali also noted that “prevention of the child from playing games and constant insistence on learning deadens his heart, blunts his sharpness of wit and burdens his life. Thus, he looks for a ruse to escape his studies altogether.” Instead, he believed that educating students should be mixed with fun activities such as puppet theater, sports, and playing with toy animals.

The First Schools

Ibn Khaldun states in his Muqaddimah, “It should be known that instructing children in the Qur’an is a symbol of Islam. Muslims have, and practice, such instruction in all their cities, because it imbues hearts with a firm belief (in Islam) and its articles of faith, which are (derived) from the verses of the Qur’an and certain Prophetic traditions.”

The very first educational institutions of the Islamic world were quite informal. Mosques were used as a meeting place where people can gather around a learned scholar, attend his lectures, read books with him/her, and gain knowledge. Some of the greatest scholars of Islam learned in such a way, and taught their students this way as well. All four founders of the Muslim schools of law – Imams Abu Hanifa, Malik, Shafi’i, and Ibn Hanbal – gained their immense knowledge by sitting in gatherings with other scholars (usually in the mosques) to discuss and learn Islamic law.

Some schools throughout the Muslim world continue this tradition of informal education. At the three holiest sites of Islam – the Haram in Makkah, Masjid al-Nabawi in Madinah, and Masjid al-Aqsa in Jerusalem – scholars regularly sit and give lectures in the mosque that are open to anyone who would like to join and benefit from their knowledge. However, as time went on, Muslims began to build formal institutions dedicated to education.

From Primary to Higher Education

Dating back to at least the 900s, young students were educated in a primary school called a maktab. Commonly, maktabs were attached to a mosque, where the resident scholars and imams would hold classes for children. These classes would cover topics such as basic Arabic reading and writing, arithmetic, and Islamic laws. Most of the local population was educated by such primary schools throughout their childhood. After completing the curriculum of the maktab, students could go on to their adult life and find an occupation, or move on to higher education in a madrasa, the Arabic world for “school”.

Madrasas were usually attached to a large mosque. Examples include al-Azhar University in Cairo, Egypt (founded in 970) and al-Karaouine in Fes, Morocco (founded in 859). Later, numerous madrasas were established across the Muslim world by the great Seljuk vizier, Nizam al-Mulk. At a madrasa, students would be educated further in religious sciences, Arabic, and secular studies such as  medicine, mathematics, astronomy, history, and geography, among many other topics. In the 1100s, there were 75 madrasas in Cairo, 51 in Damascus, and 44 in Aleppo. There were hundreds more in Muslim Spain at this time as well.

These madrasas can be considered the first modern universities. They had separate faculties for different subjects, with resident scholars that had expertise in their fields. Students would pick a concentration of study and spend a number of years studying under numerous professors. Ibn Khaldun notes that in Morocco at his time, the madrasas had a curriculum which spanned sixteen years. He argues that this is the “shortest [amount of time] in which a student can obtain the scientific habit he desires, or can realize that he will never be able to obtain it.”

When a student completed their course of study, they would be granted an ijaza, or a license certifying that they have completed that program and are qualified to teach it as well. Ijazas could be given by an individual teacher who can personally attest to his/her student’s knowledge, or by an institution such as a madrasa, in recognition of a student finishing their course of study. Ijazas today  can be most closely compared to diplomas granted from higher educational institutions.

Education and Women

Throughout Islamic history, educating women has been a high priority. Women were not seen as incapable of attaining knowledge nor of being able to teach others themselves. The precedent for this was set with Prophet Muhammad’s own wife, Aisha, who was one of the leading scholars of her time and was known as a teacher of many people in Madinah after the Prophet’s ﷺdeath.

Later Islamic history also shows the influence of women.  Women throughout the Muslim world were able to attend lectures in mosques, attend madrasas, and in many cases were teachers themselves. For example, the 12th century scholar Ibn ‘Asakir (most famous for his book on the history of Damascus, Tarikh Dimashq) traveled extensively in the search for knowledge and studied under 80 different female teachers.

Women also played a major role as supporters of education:

The first formal madrasa of the Muslim world, the University of al-Karaouine in Fes was established in 859 by a wealthy merchant by the name of Fatima al-Fihri.

The Abbasid caliph Harun al-Rashid’s wife, Zubayda, personally funded many construction projects for mosques, roads, and wells in the Hijaz, which greatly benefit the many students that traveled through these areas.

The wife of Ottoman Sultan Suleyman, Hurrem Sultan, endowned numerous madrasas, in addition to other charitable works such as hospitals, public baths, and soup kitchens.

During the Ayyubid period of Damascus (1174 to 1260) 26 religious endownments (including madrasas, mosques, and religious monuments) were built by women.

Unlike Europe during the Middle Ages (and even up until the 1800s and 1900s), women played a major role in Islamic education in the past 1400 years. Rather than being seen as second-class citizens, women played an active role in public life, particularly in the field of education.

Modern History

The tradition of madrasas and other classical forms of Islamic education continues until today, although in a much more diminshed form. The defining factor for this was the encroachment of European powers on Muslim lands throughout the 1800s. In the Ottoman Empire, for example, French secularist advisors to the sultans advocated a complete reform of the educational system to remove religion from the curriculum and only teach secular sciences. Public schools thus began to teach a European curriculum based on European books in place of the traditional fields of knowledge that had been taught for hundreds of years. Although Islamic madrasas continued to exist, without government support they lost much of their relevance in the modern Muslim world.

Today, much of the former Ottoman Empire still runs education along European lines. For example, what you are allowed to major in at the university level depends on how you do on a certain standardized test at the end of your high school career. If you obtain the highest possible grades on the test, you can study sciences such as medicine or engineering. If one scores on the lower end of the spectrum, they are only allowed to study topics such as Islamic sciences and education.

Despite the new systems in place in much of the Muslim world, traditional education still survives. Universities such as al-Azhar, al-Karaouine, and Darul Uloom in Deoband, India continue to offer traditional curricula that bring together Islamic and secular sciences. Such an intellectual tradition rooted in the great institutions of the past that produced some of the greatest scholars of Islamic history and continues to spread the message and knowledge of Islam to the masses.

Copy and paste: 31 July 2022 > 3 Muharam 1444H: 9.12 pm

Monday, 29 May 2017

Who was Rufayda Al Aslamiya

The first Muslim female nurse, given tributes by Aga Khan University during oath taking ceremonies.

 on 

Rufaida Al-Aslamia (also transliterated Rufaida Al-Aslamiya)(Arabic: رفيدة الأسلمية‎) was the first female Muslim nurse – From Wikipedia, the free encyclopedia

Rufayda Al-Aslamiyyah is a woman from the tribe of Aslam in Madeenah; it is for this reason that she was called Al-Aslamiyyah. She was a woman from the women of Ansaar, and she had a tent by Muhammad’s mosque (in Madeenah) where she used to treat the sick as reported by Al-Bukhaari in “Al-Adab Al-Mufrad”, in a Hadeeth which was classified by Al-Albaani as Saheeh [sound]
When Sa’d Ibn Mu’aath was injured in the battle of Al-Khandaq (The Trench), Muhammad ordered that he be placed and treated in her tent.
However, we have not come across any evidence that suggests that she used to go out in some battles to treat the injured. However, this matter is confirmed about other female Companions among whom was Umm ‘Atiyyah, Umm Sulaym, Hamnah Bint Jahsh, Layla Al-Ghifaariyyah (the wife of Abu Tharr), Umm Ayman, and Rubayyi’ Bint Mu’awwith.
Moreover, Anas Ibn Maalik said: “Muhammad used to go out to the battles taking Umm Sulaym and some other women of the Ansaar with him; when he fights in the battle, they [i.e. the women] would give water to the soldiers and treat the injured.”
“snip”
Recognized as the first Muslim nurse. Her full name was Rufaidah bint Sa’ad of the Bani Aslam tribe of the Khazraj tribal confederation in Madinah. She was born in Yathrib before the migration of Muhammad. She was among the first people in Madina to accept Islam and was one of the Ansar women who welcomed Muhammad on arrival in Madina.
Rufaidah’s father was a physician. She learned medical care by working as his assistant. Her history illustrates all the attributes expected of a good nurse. She was kind and empathetic. She was a capable leader and organizer, able to mobilize and get others to produce good work. She had clinical skills that she shared with the other nurses whom she trained and worked with. She did not confine her nursing to the clinical situation. She went out to the community and tried to solve the social problems that lead to disease. She was both a public health nurse and a social worker.
Read full article in Wikipedia
 Also see:
Historical, Cultural, and Contemporary Influences on the Status of Women in Nursing in Saudi Arabia
While nursing historians in Europe and America identify Florence Nightingale as the founder of modern nursing, Middle Eastern countries attribute this status to Rufaida, a Muslim nurse.
Rufaida Al-Asalmiya. Published records testify that Rufaida Al-Asalmiya, who practiced at the time of the Prophet Mohammed (PBUH), was the first Muslim nurse (Kasule, 2003Mansour & Fikry, 1987). While nursing historians in Europe and America identify Florence Nightingale as the founder of modern nursing, Middle Eastern countries attribute this status to Rufaida, a Muslim nurse (Jan, 1996). Tales of Rufaida’s heroic deeds have been handed down verbally from generation to generation of Saudi nurses and continue to be savoured by many modern Saudi nurses.

Aga Khan University’s Lamp Lighting Ceremony, May 23, 2012

Beacon of Hope: One hundred and twenty nine nursing students from Aga Khan University School of Nursing and Midwifery Diploma in Nursing and BSc Nursing programmes participated in the 31st Lamp Lighting Ceremony.
Paying tribute to the first Muslim nurse, Rufayda Al Aslamiya and the pioneer of the nursing profession, Florence Nightingale the students pledged to “… care for the sick with all the skill and understanding I possess, without regard to race, creed, colour, politics or social status, sparing no effort to conserve life, to alleviate suffering and to promote health.”
Resources:
29 May 2017 : 9.45 am

Sunday, 3 July 2016

Muslim Contributions to the World Science

The astronomer who is said to have studied the solar system and presented the heliocentric theory for the first time was a Greek, known by the name of Aristarchus of Samos. He died in 270 BC. However, this theory of the sun being at the centre, and of the earth revolving around it, never gained popularity in those early times.
Then came the age of Ptolemy, who lived in the second century AD. Ptolemy's astronomical system represented the earth as the fixed centre of the universe, with the sun and the moon, and other stars and planets revolving around it. Copernicus, Galileo and Kepler carried out researches which ultimately proved falsity. But it was the Muslims, who first transferred to Europe the concept of the earth being round and the almost correct concept of the causes of the ebb and flow of the tides.
This geocentric theory of the universe appeared to be in conformity with the beliefs the Christians had developed after Jesus Christ. These beliefs were give the final seal of approval at the famous Church Council held at Nicaea, a city in Asia Minor, in AD 325. After the acceptance of Christianity by Constantine the Great (280-337), the faith spread all over Roman territory. Now vested with tremendous power, the Christians patronized, in particular, the theory of Ptolemy. The curtain of darkness fell over the heliocentric theory of Aristarchus. The wrong concept about the revolution of the earth remained predominant for such a long period of time, it was due to the error of regarding something non-sacred as sacred. The Christians believed that the earth was a sacred sphere, being the birthplace of the son of God (Jesus). Because of this belief, they found the notion that the earth was the centre around which the whole universe revolved exactly in accordance with their religious beliefs. It was this idea of the earth's sacredness which came in the way of the Christians making any further investigation.

Of geocentricity, the Encyclopaedia Britannica (1984) says:

"There was no further scope for cosmology in the model, which continued to be taught and used almost everywhere until the 17th century."
It was not until 1495 that Copernicus arrived at the conclusion that the earth was not the centre of the universe. After a long period of research devoted to astronomical studies, he was forced to conclude that the planets revolved around the sun. But, fearing the opposition of the Church, he refrained from publishing his findings until 1543.
The Muslims, however, did not suffer from the error of regarding as sacred that which was non-sacred. They were in a position to reflect upon matters of scientific interest with open minds, and in a purely academic way. When they found that the heliocentric theory was more rational, they accepted it without any hesitation.
Edward McNall Burns writers that the heliocentric theory developed by Aristarchus (310-320 BC), although destined to fall into oblivion for four hundred years, has today become an established fact. This is after many centuries of men's minds being dominated by Ptolemy's geocentric theory.
Of all the subjects developed by the Spanish Muslims, there was none brought to a higher degree of perfection than science. In fact, in this field, their successes were such as to have no parallel in history. They distinguished themselves in the fields of astronomy, mathematics, physics, chemistry, medicine, etc. As McNall Burns writes:
"Despite their reverence for Aristotle, they did not hesitate to criticize his notion of a universe of concentric spheres with the earth at the centre, and they admitted the possibility that the earth rotates on its axis and revolves around the sun."
The Muslims arriving at the correct hypothesis of the solar system's functioning was made possible only because Islam had broken down the walls of conditioned thinking which had acted as a barrier to man's intellectual progress. As soon as this artificial barrier was out of the way, the caravan of human thought began to move on its journey with a hitherto unimaginable rapidity. And thus it brought us finally to the spectacular scientific feats of the present century.
In 830 AD, Al-Mamun established in Baghdad his famous Bayt al Hikmah, a combination library, academy and translation bureau, and an astronomical observatory. This work started under the patronage of the stats. Al-Mamun's astronomers performed one of the most delicate geodetic operation -- the measuring of the length of a a terrestrial degree. The object was to determine the size of the earth and its circumgerence on the assumption that the earth was round. The measurement, carried out on the plain of Sinjar, north of the Euphrated, and near Palmyra, yielded 562 Arabic miles as the length of a degree of the meridian -- a remarkably accurate result, exceeding the real length of the degree at that place by about 2877 feet. This would make the circumference of the earth 20,400 mules and its diameter 6500. Among those who took part in this operation were the sons of Musa ibn Shakir and al-Khwarizmi, whose tables, revised a century and a half later by the Spanish astronomer Maslamah al-Majrity and translated into Latin in 1126 by Adelard of Bath, became the bases for other works both in the East and the West.
In those days, Muslims were so ahead of other nations that when they were driver out of Spain, the astrolabes they left behind, by means of which they had studied heavenly bodies, were turned into the clock tower of a church, as the Christians did not understand their use.

Galileo (d. 1442) is generally considered to be the inventor of the telescope. But the truth is that long before his time, Abu Ishaq ibn Jundub (d.767) had already made observations of the heavens. He had devised certain rules for observing distant objects and, in accordance with those rules, he had invented a telescopic instrument. It was this initial telescope which was further developed by Galieleo, and which ws the actual forerunner of the now highly perfected electric telescope of modern time.

Just as diseases have afflicted man in every age, so has the science of medicine always existed in one form or the other In ancient times, however, the science of medicine never reached the heights of progress that it did in the Islamic era and also latterly, in modern times.
It is believed that the beginning of the science of medicine -- a beginning to be reckoned with -- was made in ancient Greece. The two very great physicians who were born in ancient Greece were Hippocrates and Galen. Hippocrates lived in the fifth and fourth century BC. However, very little is known about his life. The historians of later times hae estimated that Hippocrates was probably born in 460 BC and died in 377 BC. Some historians, on the other hand, even have doubts about his being a historical figure. It has also been questioned whether the books on philosophy and medicine supposedly writter by someone else and later attributed to him.
Galen is considered the second most important philosopher and physicist of this period of antiquity. He was born probably in AD 129 and died in AD 199. Galen had to face stiff opposition in Rome, and most of his writings were destroyed. The remainder would also have been lost to posterity if the Arabs had not collected them in the ninth century and translated them into Arabic. These Arabic translations were later to reach Europe, in the eleventh century, where they were translated from Arabic into Latim.
The science of medicine came into being in ancient Greece about 200 years before the Christian era and flourished for another two centuries. In this way, the whole period extended over about four or five hundred years. This science did not see any subsequent advance in Greece itself. Although a European country, Greece did not contribute anything to the spread of its own medical science in Europe, or to modern medicine in the West. These facts are proof that the atmosphere in ancient Greece was not favourable to the progress of medicine.
The Greek medicine which was brought into being by certain individuals (effort was all at the individual level, as the community did not give it general recognition) remained hidden away in obscure books for about one thousand years after its birth. It was only when these books were translated into Arabic during the Abbasid period (750-1258), and edited by the Arabs with their own original additions, that it became possible for this science to find its way to Europe, thus paving the way for modern medical science.
As the Prophet (pbuh) said, "God has sent the remedy for every disease in the world except death." This saying of the Prophet (pbuh) was the declaration of the leader of a revolution. No sooner did he announce to the world this truth about medicine than history began to be shaped by it in many practical ways.
Medicine was probably the first Greek science to attract the Arabs because of its obvious practical importance. Then they developed it to the extent of establishing medical colleges and hospitals, which did not exist in Greece. Not merely was it taught in the colleges of Iraq, but the teaching was accompanied by a flourishing medical service. The first hospital in Baghdad was founded about the year 800 on the initiative of the Caliph Harun al Rashid, and records have been preserved of the founding of four other hospitals there in the first quarter of the tenth century. A thirteenth century hospital in Cairo is said to have had accommodation for 8,000 persons. It had separate wards for male and female patients, as well as for different categories of ailment. The staff included physicians and surgeons, pharmacists, attendants of both sexes and administrative officers, and besides sotr-rooms and a chapel, there were facilities for lecturing and a library.
The Arabs thus made extraordinary advances in medicine through their research. The first important physician was Abu Bakr Muhammad ibn Zakariyya al-Razi (d. 923), known in Europe as Rhazes. He wrote voluminously on many scientific and philosophic subjects, and over fifty of his works are extant. His greatest work, Al-Havi, was translated into Latin as the Continens, (the comprehensive book). It was the first encyclopaedia of all medical science up to that time, and had to be completed by his disciples after his death. For each disease he gave the views of Greek, Syrian, Indian, Persian and Arabic authors, and then added notes on his clinical observations and expressed a final opinion.
The greatest writer on medicine was Ibn Sina or Avicenna. He was also one of the two greatest Arabic philosophers. His eminence in medicine was due to his ability to combine extensive theoretical knowledge and systamatic thought with acute clinical observation. His vast Canon of Medicine (Al-Qanun fi't-Tib) was translated into Latin in the twelfth century and was used much more than the works of Galen and Hippocrates. It dominated the teaching of medicine in Europe until at least the end of the sixteenth century. There were sixteen printed editions of it in the fifteenth century, one being in Hebrew, twenty editions in the sixteenth century and several more in the seventeenth. Roughly contemporary with Ibn Sina was the chief Arabic writer on surgery and surgical instruments, Abul Qasim az-Zohrawi (d. after 1009), usually known in Latin as Abulcasis.
The gift of careful observation did not disappear and certain fourteenth century Arab doctors in Spain wrote knowledgeably, about the plague as they had experienced it in Granada and Almeria.

Smallpox is considered one of the most dangerous diseases in the world. It is a highly contagious disease, characterized by fever and the appearance of small spots leaving scars in the form of pits. The symptoms include chill, headache, and backache. The spots appear about the fourth day. This is a fatal diseas. Even if one survives the attack the skin is scarred permanently.
According to present records, theis disease was identified in Egypt in 1122 BC and is also mentioned in ancient Indian books written in Sanskrit. In the past this disease gripped many countries in the form of dangerous epidemics. Thousands of people fell prey to it. As far back as 1156 BC visible evidence in the pock-marked face of the mummy of the Egyptian Pharaoh, Ramses V, who died in that year. (His embalmed body was found inside a pyramid). Even then, it took thousands of years for this dreaded disease to be investigated scientifically.
It was not until the end of the ninth century, subsequent to the emergence of Islam, that this medical fact was unearthed for the first time. The first name which became prominent in history in this connection was that of the well-known Arab physician, Al-Razi (865-925), who was born in Raii in Iran. In search of a remedy for the disease, he investigated it from the purely medical standpoint and wrote the first book on the subject, called, Al-Judri wa al-Hasba. This was translated into Latin, the academic language of ancient Europe, in 1565 in Venice. It was later translated into Greek and other European languages, and thus spread all over Europe. Its English translation, published in London in 1848, was entitled, A Treatise on Smallpox and Measles.
Researchers have accepted that this is the first medical book on smallpox in the whole of recorded history. Prior to this, no one had ever done research on this topic.
After reading Al-Razi's book, Edward Jenner (1749-1823), the English physician who became the inventor of vaccination, was led to making a clinical investigation of the disease. He carried on his research over a twenty year period, ultimately establishing the connection between cowpox and smallpox. In 1796, he carried out his first practical experiment in inoculation. This was a success, and the practice spread rapidly, in spite of violent opposition from certain quarters, until, in 1877, it was announced by the UN that for the first time in history, smallpox had been eradicated.

Abdullah ibn Baytar (d. 1248) was the best known botanist and pharmacist of Spain, in fact, of the Muslim world. He travelled as a herbalist in Spain and throughout North Africa, and later entered the service of th Ayyubid al-Malik al-Kamil in Cairo as chief herbalist. From Egypt he made extensive trips throughout Syria and Asia Minor. One of his two celebrated works, Al-Mughni fi al Aswiyah al-Mufradah, is on materia medica. The other, Al-Jami`fi al-Adwiya al-Mufradah, is a collection of simple remedies from the animal, vegetable and mineral worlds embodying Greek and Arabic data supplemented by the author's own experiments and researches. It stands out as the foremost medieval treatise of its kind. Some 1400 items are considered, of which 300, including about 200 plants, were novelties. The number of authors quoted is about one hundred and fifty, of whom twenty were Greek. Parts of the Latin version of Ibn al Baytar's Simplicia were printed as late as 1758 at Cremona.
In fact, the Muslims started investigating herbal species, and succeeded in enriching Dioscorides' Herbal by 2000 species.

After materia medica, astronomy and mathematics, the Arabs made their greatest scientific contribution in chemistry. This brought chemistry out of the sphere of alchemy and gave it the status of a regular science based on observation. In the study of chemistry and other physical sciences the Arabs introduced the objective experiment, a decided improvement over the hazy speculations of the Greeks. It was through them that the world was first introduced to the scientific method.
Jabir ibn Hayyan (d. 817) used findings based theron in his scientific studies, the written accounts of which were transmitted to Europe in translations. Thinking went on developing along these lines until it formed the basis for experimental science as it is known today.

After al-Razi, Jabir ibn Hayyan (721-815) is ranked greatest in the field of medieval chemical science. He more clearly recognized and stated the importance of experimentation than any other early alchemist, and made noteworthy adavanced in both the theory and practice of chemistry.
Jabir's books were held as the final authority on chemistry in Europe uptill the fifteenth century. The initial ladder to the modern western chemistry of the eighteenth century was produced by Jabir. It is believed that Jabir wrote two thousand books on different sciences. So many scholarly books had never been written before the Muslim eposh by any single writer.

History should not focus solely on royal actions and prerogatives throughout the ages, but should be a study of the sum of all activities of all groups of human beings, whatever the framework, political or civilizational, within which they interact. In the long history of mankind, this approach, developed only during the last few centuries, is relatively new. History, or historiography, is now equated with "man-story" as opposed to the "King-story" of the pre-modern era. "King-story", made up of elaborate descriptions of kings, along with copious details of the palaces they occupied and the generals they commanded, had made no mention of the common man, even if his achievements were marked by greatness. The only man considered worthy of mention was the one whose head was adorned by a crown. Ancient history thus amounted to a belittling of humanity in general.
In old historical records, the most striking omissions are the lives and influence of the great prophets of the world. Today, people would find it very strange if a history of the freedom struggle of India laid no stress on the role Ghandi, or if a history of the erstwhile USSR omitted Lenin altogether. But a far strange history is one bereft of all mention of those pious souls, who were the messengers of God. The sole exception to this rule of omission is the Final Prophet, the Prophet Muhammed (pbuh). The reason for his prominent inclusion in historical records is that, by setting in motion the Islamic revolution, he was able to change exactly those factors -- the undemocratic, polytheistic and superstitious nature of society -- which in the past had been responsible for such astonishing lucanae in the writing of human history. There can be no doubt that it was the Islamic revolution which made it possible for historiography to proceed on ceientific lines.
In known human history, Ibn Khaldun (1331-1406) is the only historian to have changed the pattern of historiography. It was he who raised historiography from the level of mere King-story to the level of genuine man-story. "Kingology" was changed into sociology. The truth is that the science known today as sociology is the gift of Ibn Khaldun. He himself claimed that he was the founder of sociology, and there is no reason to dispute his claim.
Khaldun's greatness was acknowledged in a similar vein by Robert Flint: "As a theorist on history he had no equal in any age or countgry until Vico appeared, more than three hundred years later; Plato, Aristotle and Augustine were not his peers."
It was indeed Ibn Khaldun who gave to Europe the modern science of history. And it was Islam which bestowed this gift upon him. The Islamic revolution produced Ibn Khaldun and Ibn Khaldun produced the modern science of history.
Professor Philip K. Hitti writes:
"The frame of Ibn-Khaldun rests on his Muqaddama (Introduction to his book on history). In it he presented for the first time a theory of historical development which takes due cognizance of the physical facts of climate and geography aw well as of the moral and spiritual forces at work. As one who endeavoured to formulate laws of national progress and decay, Ibn Khaldun may be considered the discoverer -- as he himself claimed -- of the true scope and nature of history, or atleast the real founder of the science of sociology. No Arab writer, indeed no European, had ever taken a view of history at once so comprehensive and philosophic. By the consensus of critical opinion Ibn-Khaldun was the greatest historical philosopher Islam produced, and one of the greatest of all time"
In Book I of the Muqaddamah, Ibn Khaldun sketches a general sociology; in Books II and III, a sociology of politics; in Book IV a sociology of urban life; in Book V, a sociology of economiics; and in Book VI, a sociology of knowledge. The work is studded with brilliant observations on historiography, economics, politics, and education. It is held together by his central concept of asabiyah, or social cohesion. Thus he laid the foundation of a science of history which is not based on the descriptions of kings, but which is, in a vaster sense, based on the economics, politics, education, religion, ethics, and culture of the whole nations.
Historians have generally acknowledged that the science of history remained undeveloped before the emergence of Ibn Khaldun, and that he was the first person to develop a philosophy of history. TheEncyclopaedia Britannica even goes so far as to say that "he developed one of the world's most significant philosophies of history."



3 July 2016