Animal Rights

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Whenever you eat or drink something, do you really think about what it is you are consuming? For example, for breakfast, you stop at McDonald's to grab a pork roll, egg, and cheese sandwich before school. Do you realize that you are eating part of a pig, a chicken and a cow? The chickens that are raised for McDonald's eggs and meat are treated horribly before they are brutally killed. The chickens are crammed into filthy, overcrowded, cold, drafty warehouses where each bird has less space to stand than the width of a standard sheet of paper. Every piece of animal flesh that you eat is most often achieved in a sick and twisted way. The people that raise animals for food are in it for the money, not the welfare of the animals. And not only are the animals killed for their flesh, they are also murdered for their skin and fur. Every time you see a person that you see walking down the street with a mink coat on is wearing, think of the ,600 hours that those 60 defenseless animals had to spend in a trap. Think of the terror and pain that each animal went through as the metal claws dug deeper into its leg as the blood rushed forth. The fur farms are not any better. The animals there are confined in small crates without suitable water and food. Many people believe that animals don't have thoughts and feelings and that they don't really care what is going on and that they don't feel pain. That is perhaps one of the worst lies ever created by man. Animals shouldn't be treated like that. Animals deserve as much respect as humans and they should be treated as equally. Unfortunately, trappers/fur farmers and slaughterers do not feel that way. They will kill whatever they can just for money.

Did you know that trappers kill approximately .5 million fur bearing animals every year for their fur? And besides that number of target animals killed each year, hundreds of thousands of dogs, cats, birds, and other domestic animals, and some endangered species, are "accidentally" crippled or killed. These "trash" animals are considered useless by trappers and their bodies are left to rot. When the trappers catch one of their "target" animals, they will usually beat or stomp on the animal until it dies, instead of slitting its throat or shooting it with a gun to avoid damaging the fur, even though it means the animal will usual suffer for awhile before it dies instead of it having a quick, painless death. A common stomping method is for the trapper to stand on the animal's ribcage while he concentrates his weight near the animal's heart. The trapper then reaches down, grabs the hind legs, and yanks (www.furisdead.com). One out of every four trapped animals manages to escape this death by chewing his or her foot off because they mentally and physically cannot handle being held captive. After they escape, though, they will probably die of blood loss, fever, gangrene, or predation. Most animals that are killed and used for their fur are animals that have been trapped by trappers but a good .7 million fur bearing animals like minxes and foxes are raised on fur farms. The minxes that are raised on fur farms are kept in

1-by- foot cages with other minxes. Minxes are very solitaire animals and when they are forced to live with other minxes, it takes an excruciating toll on their sanity. They develop self-mutilating behaviors and abnormalities called "stereotypes", which include pacing in a ritualized pattern and chewing repeatedly on their tails and feet. The minxes are very uncomfortable in the heat of the summer because they are partly water animals and they use the water to cool off in the summer. Wild minxes spend 60 to 70% of their time in the water and without it, their salivation, respiration, and body temperature increase greatly. In order to control these reactions to the heat, the animals attempt to cool themselves off by pressing their backs against their drinking water bottles. The mink farmers do not want to "waste" water so they stop this by cutting off their already meager water supply. The foxes on fur farms are also treated cruelly. They are kept in .5-foot square cages with up to 4 animals to a cage. The foxes kept in close confinement go a little insane and they sometimes cannibalize each other. For the minxes, foxes, and other animals that are raised on fur farms that are still alive when it comes time for them to be killed, they are murdered in many different ways. Animals may be stuffed into small cardboard boxes with only one hole for the exhaust pipe of a car to go into. The engine of that car is then started and run for a few minutes until the animals inside the box are dead. The can also be killed by being electrocuted, poisoned by strychnine, or having their necks snapped. These methods are not 100% effective and some animals "wake up" while being skinned (www.furisdead.com). It is much more humane to make a coat out of fake fur than one of real fur and it takes times less energy to make a coat from trapped animals' pelts--and 40 times as much from ranch raised furs--than it does to make a fake fur coat. Fur farmers don't care about that though; they only care about the profits made from their $648 million a year sales. They couldn't care less about the pain and agony that they cause to a helpless animal.

•Factory Farming~ an attitude which regards animals and the natural world merely as commodities to be exploited for profit. These people do not care that the animals realize what is going on and that they can feel pain. Hundreds of millions of animals are killed annually in the United States for money. Over 100 million pigs alone are raised and killed in the U.S. every year. The pigs live in overcrowded pens with concrete floors and metal bars. The sows are in a continuous cycle of impregnation and birth. They have approximately 0 piglets, or litters, a year. When a sow is no longer deemed a productive breeder, she is slaughtered. The piglets will eventually face the same fate. They have their tails cut off to minimize tail biting and notches are taking out of their ears for identification purposes. All of this is done without anesthesia or painkillers. Many diseases are rampant in swine confinement such as respiratory problems, swine arthritis, salmonellosis, TGE, Bratislava, and parvovirus. Because of this, 15% of the piglets will have died by the time that they are taken away from their mothers when they are to weeks old. The piglets then live until they are 6 months old and weigh 50 pounds. When they reach that weight, they are carried in trucks to the slaughterhouse. Overcrowding in these trucks is cause for over 8 million pig deaths yearly and it is done just to save $0.5 per head. At the slaughterhouse, the pigs are supposed to be "stunned", usually by a mechanical blow to the head, which renders them unconscious before they are hung upside down by their back legs and bled to death. "Stunning" is often imprecise, and when it is, the pig will be upside down, struggling and kicking, while a worker attempts to "stick" it in the neck with a knife. If the worker is unsuccessful in his attempt to stab the pig, it is sent down the assembly line to the next station, the scalding tank, where the pig will be boiled alive. All dairy cows must give birth in order to produce milk and they are forced to give birth once a year. With genetic manipulation and intensive production technologies, it is common for dairy cows to produce 100 pound of milk a day, which is 10 times more than they would normally produce. The cows are fed high-energy feed that makes them produce more milk. This unnaturally rich diet causes metabolic disorders, such as ketosis, which is fatal, and laminitis, which causes lameness. The "Bovine Growth Hormone" is injected into the cows to make them produce more milk. This Bovine Growth Hormone increases birth defects in calves. It doesn't matter to the dairy farmers, though, because the calves are immediately separated from their mothers following their birth. The female calves are raised to replace the older cows in the milk herd. Veal is a by-product of the milk industry because a cow must give birth in order to begin producing milk. One half of the calves born are male and since they are of no use to the dairy industry, they are used for beef or veal. Right after their birth, male calves are taken away from their mothers and loaded onto trucks. The calves are then sold through an auction ring. After they are sold, they are shocked and kicked and when they can no longer walk, are dragged by their ears or legs to get them loaded once again onto trucks, this time to move them to their "new" home. Every year, approximately 1 million calves are each confined in -foot wide crates and chained by the neck to restrict all movement. This rough treatment prevents the calves' muscles from developing so that their meat stays "tender". The calves confined in these small, wooden crates experience "chronic stress" and require 5 times more medication than a calf in normal conditions. Because the calves need that much more medication, their meat is the most likely to contain illegal drug residues that pose a threat to human health (www.factoryfarming.com). The calves show abnormal coping behaviors that are associated with frustration from being encaged. They experience leg and joint disorders and an impaired ability to walk because their leg muscles are never built up and their legs are always in the same cramped position. The calves are fed an all-liquid milk substitute that is purposely deficit in iron and fiber. This diet produces borderline anemia and the pale-colored flesh fancied by "gourmets". When the weak animals reach an age of about 4 months, they are slaughtered. The "expensive" or "milk fed" veal that you would normally eat comes from the calves kept in the small confinement of the wooden crates. "Bob" veal, on the other hand, is the flesh of calves that are slaughtered when they are only a few hours or days old. Although "bob" calves are spared the 4 months chained and tied up, they are still subject to inhumane transport, handling, and slaughter and they may die before reaching the slaughterhouse. Very few dairy calves are raised into cattle to be killed for beef because most of the 5 million beef cattle killed annually are born and/or live on the range, fending for themselves, for months or even years. It is very dangerous for the cattle because they may die of dehydration or freezing to death. They may also get "cancer eye", which is a form of cancer that eats away at the animal's eye and face. It eventually produces a crater on the side of the animal's head. When the cattle that are still alive reach the selected slaughter age, humans round up the confused and frightened animals. Many of the cattle are injured as they are corralled and packed onto cattle trucks. They are then sold at an auction ring. The older cattle are taken directly to the slaughterhouse and the younger cattle are put back out onto the range with the young breed cows. Ranchers identify cattle with hot brands or by "waddling", which is cutting large chunks out of the hide that hangs from their neck. Most of these cattle spend the last few months of their lives at feedlots, crowded into small, dusty holding pens. The cattle at feedlots are routinely implanted with growth promoting hormones and they are fed unnaturally rich diets to make up for the poor food that they had to eat on the range. After they are sufficiently overweight, they are taken to the slaughterhouse. At the slaughterhouse, over 50 cattle are killed every hour. The cattle are supposed to be unconscious when they are hung upside down and bled to death. This "stunning" is usual done by a mechanical blow to the head. Not every animal is properly "stunned", so while the animal is upside down, kicking and struggling, the worker attempts to hit it in the head. Eventually the cattles' throats are slit with a knife and they will bleed to death, whether they are unconscious or not. "Red meat" animals are not the only ones that suffer inhumane treatment. More people eat chicken or turkey than red meat because it is healthier. Over 10 billion chickens and one half billion turkeys are being hatched for their flesh yearly. They are crowded into huge, drafty warehouse where the chickens can hardly move because each one is given less than half of a square foot of space. The turkeys are a little better off; they are given less than square feet to move around in. The turkeys need more room because they are very violent animals when they are provoked. The chickens and turkeys have the ends of their beaks cut off and the turkeys have their toes clipped to prevent them from scratching each other to death. These mutilations are done without anesthesia or painkillers. The chickens and turkeys that are raised for meat are genetically altered to grow two times faster and two times larger than normal. The birds' legs are not meant to hold their unnaturally heavier upper bodies so they develop crippling leg disorders. When the birds are ready to be killed, they are taken to the slaughterhouse in crates on the backs of trucks. The chickens and turkeys are dumped onto conveyor belts at the slaughterhouse but some fall onto the ground. The workers don't pick up the birds that don't make it onto the conveyor belt and they are killed later by machinery or die of starvation or exposure. The birds on the conveyor belt are then hung, fully conscious, by their feet from metal shackles on a moving rail. They travel to the first station, which is the "stunning" tank. There, the birds' heads are submerged in an electrified bath of water. Poultry is specifically kept out of the Humane Slaughter Act, which requires "stunning" before killing the animal being slaughtered. Poultry farmers use it anyway because it immobilizes the birds speeds up the assembly line killing. The stunning procedures are not monitored and they are sometimes inadequate. In many slaughterhouses, the electrical current for the "stun bath" is commonly set lower than what is required to render the birds completely unconscious. They set it lower because too much electricity might damage the birds' carcasses and diminish the value if its flesh. What results from this is that the birds are immobile but they are still conscious and they can still feel pain. The next station on the assembly line slashes the birds' throats with a mechanical blade and they are bled to death. Inevitably, the blade misses some birds. The birds then proceed to the third and last station, the scalding tank. There, they are submerged in boiling hot water. The birds that were missed by the blade are boiled alive here. This happens so often, approximately 4 million birds are boiled alive yearly, that the poultry industry has a name for them..."redskins".

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In conclusion, I have found that the animals used for fur and food are treated horribly. The people that raise these animals don't care about the animals' welfare. All they care about is getting more money. They think that animals don't feel pain, but they do. Many people eat meat and wear fur coats and that would be fine with me if the animals didn't have to be subject to such torture and inhumane treatment. If the animals were given an actual life and raised normally without all these growth promoting hormones and then killed quickly and painlessly that would be better. They should be properly stunned so that they are completely unconscious when they are killed. The workers at the farms and the slaughterhouses should handle the animals carefully so as to no break any bones or injure them in anyway. If people just realized how terribly these animals are treated and DID something about it, everyone would be better off. But no, everything these days is about money and greed. If causing pain and torture to a living being gets them more money, the happier they are. They trap animals in metal claws that rip and tear at an animal's leg and then they brutally kill them. Fur farmers force solitary animals to live together and don't do anything to ease their suffering until they are dead from breathing in poisonous toxins while being trapped in cardboard boxes. Factory farmers raise animals in bulk and force them to live in overcrowded, cold, drafty warehouses while they are fed an unnatural diet laced with growth promoting hormones. When the animals are already either weak or dead from the many rampant diseases and problems involved with this industry, they are shoved onto overcrowded trucks and taken to be killed. Most of the animals are still conscious or can feel pain when they are boiled alive or have their throats slit. It's against the law to improperly stun the victims but people do it anyway. Our country needs to realize the terrible mistakes we're making by being cruel, heartless people. Animals deserve as much respect as human, more even because we invaded their land and their lives and now we are raising them to kill them. Most animals now live to die and it's our fault. Just about everything bad that has happened to animals has been caused by the human species. We owe it to the animals to give them the respect that they deserve.

Bibliography

1.) Cows Are Cool. September 1, 16. PETA.

October 4, 000

http//www.cowsarecool.com

.) Factory Farming. October 6, 000. PETA.

October 4, 000

http/www.factoryfarming.com

.) Fur Is Dead. April , 15. PETA.

October 4, 000

http//www.furisdead.com

4.) Meat Stinks. January 1, 18. PETA.

October 4, 000

http//www.goveg.com

5.) PETA. August 7, 1.

October 4, 000

http//www.peta.com

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Importance of Education

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Importance of Education. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Importance of Education paper right on time.

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The Importance of Education in Islam

The Importance of Education in Islam to seek knowledge is a sacred duty; it is obligatory on every Muslim, male and female. The first word revealed of the Quran was Iqra READ! Seek knowledge! Educate yourselves! Be educated.

Surah Al-Zumr, ayah reveals Are those equal, those who know and those who do not know? Surah Al-Baqarah, ayah 6 reveals Allah grants wisdom to whom He pleases and to whom wisdom is granted indeed he receives an overflowing benefit.

Centuries old monarchy, colonialism and the oppressive rule of their own people have brought about moral and spiritual degeneration of Muslims throughout the world. To retrieve them from this degeneration, it's about time that the Muslim Ummah restructures its educational priorities along Islamic lines, fulfilling the existing needs as well. By virtue of such an educational program, the future generations will become the torchbearers of Islamic values and play an effective role in the present world. The challenges of modern times call for rebuilding the structure of our educational program on such a foundation as to fulfill our spiritual as well as temporary obligations. Today we need an education system which can produce, what the late Sayyed Abul Ala Mawdudi said, Muslim philosopher, Muslim scientist, Muslim economist, Muslim jurist, Muslim statesman, in brief, Muslim experts in all fields of knowledge who would reconstruct the social order in accordance with the tenets of Islam.

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The Muslims today are the most humiliated community in the world. And should they persist in following the same educational program as given by their colonial masters, they will not be able to recover themselves from moral and spiritual decadence.

Ibn Masud (Allah be pleased with him) reported that the Messenger of Allah (S) said The position of only two persons is enviable; the person whom Allah bestowed wealth empowering him to spend it in the way of righteousness, and the person whom Allah gave wisdom with which he adjudges and which he teaches to others.

According to Tirmidhi and Ibn Majah, Ibn Abbas (Allah be pleased with him) narrated that the Messenger of Allah (S) said A single scholar of religion is more formidable against Satan than a thousand devout persons.

Islam is our greatest gift. We have to be thankful for this gift. We have to render to Allah His due. Allah has given us so much by making us a part of the Ummah of the Prophet Muhammad (S) so we must totally commit ourselves as followers of the Prophet (S). We must become true Muslims.

Now how can we become Muslims in the true sense of the word? First let's define what a Muslim is. A Muslim is not a Muslim simply because he's born one. A Muslim is a Muslim because he is a follower of Islam, a submitter to the Will of Allah. We're Muslim if we consciously and deliberately accept what the Prophet Muhammad (S) has taught and act accordingly. Otherwise we're not true Muslims.

The first and most crucial obligation on us is to acquire knowledge and secondly to practice and preach this knowledge. No man becomes truly a Muslim without knowing the meaning of Islam, because he becomes a Muslim not through birth but through knowledge. Unless we come to know the basic and necessary teachings of the Prophet Muhammad (S) how can we believe in him, have faith in him, act according to what he taught? It is impossible for us to be a Muslim, and at the same time live in a state of ignorance.

It is essential to understand that the greatest gift of Allah? For which we are so over whelmed with gratitude? Depends primarily on knowledge. Without knowledge one can't truly receive Allah's gift of Islam. If our knowledge is little, then we will constantly run the risk of losing that magnificent gift, which we have received unless we remain vigilant in our fight against ignorance.

A person without knowledge is like someone walking along a track in complete darkness. Most likely his steps will wander aside and Satan easily can deceive him. This shows that our greatest danger lays in our ignorance of Islamic teachings and in our unawareness of what the Quran teaches and what guidance the Prophet (S) has given. But if we are blessed with the light of knowledge we will be able to see plainly the clear path of Islam at every step of our lives. We shall also be able to identify and avoid the dangerous paths of Kufr, Shirk and immorality, which may cross it. And, whenever a false guide meets us on the way, a few words with him will quickly establish that he is not a guide who should be followed.

On this knowledge depends whether our children and we are true Muslims and remain true Muslims. It is therefore not a trivial to be neglected. We do not neglect doing whatever is essential to improve our trades and professions. Because we know that if we do neglect, we will starve to death and so lose the precious gift of life. Why then should we be negligent in acquiring that knowledge on which depends whether we become Muslims and remain Muslims? Does such negligence not entail the danger of losing an even more precious gift? our Iman? Is not Iman more precious than life itself?

Most of our time and labor is spent on things, which sustain our physical existence in this life. Why can we not spend even a tenth part of our time and energy on things, which are necessary to protect our Iman, which only can sustain us in the present life and in the life to come? It is not necessary to study extensively to become a Muslim. We should at least spend about one hour out of twenty-four hours of the day and night in acquiring the knowledge of this Deen, the way of life, the Islam.

Every one of man, woman, or us, young or old should at least acquire sufficient knowledge to enable ourselves to understand the essence of the teachings of the Quran and the purpose for which it has been sent down.

We should also be able to understand clearly the mission, which our beloved Prophet (S) came into this world to fulfill. We should also recognize the corrupt order and system, which he came to destroy. We should acquaint ourselves, too, with the way of life, which Allah has ordained for us.

No great amount of time is required to acquire this simple knowledge. If we truly value Iman, it cannot be too difficult to find one hour every day to devote for our Iman.

Knowledge is identified in Islam as worship. The acquiring of knowledge is worship, reading the Quran and pondering upon it is worship, traveling to gain knowledge is worship. The practice of knowledge is connected with ethics and morality? With promoting virtue and combating vice, enjoining right and forbidding wrong. This is called in the Quran amr bil-l maruuf wa nah-y ani-l munkar.

Not only should we seek knowledge, but when we learn it, it becomes obligatory on us to practice it. Though we must remember that correct knowledge should come before correct action. Knowledge without action is useless because a learned person without action will be the worst of creatures on the Day of Resurrection. Also, action should not be based on blind imitation for this is not the quality of a thinking, sensible human being.

Knowledge is pursued and practiced with modesty and humility and leads to beauty and dignity, freedom and justice.

The main purpose of acquiring knowledge is to bring us closer to God. It is not simply for the gratification of the mind or the senses. It is not knowledge for the sake of knowledge or science for the value of sake.

Knowledge accordingly must be linked with values and goals. One of the purposes of acquiring knowledge is to gain the good of this world, not to destroy it through wastage, arrogance and in the reckless pursuit of higher standards of material comfort. Another purpose of knowledge is to spread freedom and dignity, truth and justice. It is not to gain power and dominance for its own sake.

Obviously, what we may call the reservoir of knowledge is deep and profound. It is a vast and open field that is not limited.

It is impossible for anyone to gain anything more than a fraction of what there is to know in the short span of one's life. We must therefore decide what is most important for us to know and how to go about acquiring this knowledge.

The following ahadith shows how important and how rewarding knowledge is He who acquires knowledge acquires a vast portion. AND If anyone going on his way in search of knowledge, God will, thereby make easy for him the way to Paradise.

We, the children, are the future. The future lies in our hands, but only through knowledge because whoever neglects learning in youth loses the past and is dead for the future.

May Allah (SWT) give us strength to behave and act just as He likes us to do and be pleased with us, and that should be the purpose of our lives.

Rabbi zidnee ilma (O Lord, increase us in knowledge). Aameen.

The Importance of Education in Islam

The Importance of Education in Islam to seek knowledge is a sacred duty; it is obligatory on every Muslim, male and female. The first word revealed of the Quran was Iqra READ! Seek knowledge! Educate yourselves! Be educated.

Surah Al-Zumr, ayah reveals Are those equal, those who know and those who do not know? Surah Al-Baqarah, ayah 6 reveals Allah grants wisdom to whom He pleases and to whom wisdom is granted indeed he receives an overflowing benefit.

Centuries old monarchy, colonialism and the oppressive rule of their own people have brought about moral and spiritual degeneration of Muslims throughout the world. To retrieve them from this degeneration, it's about time that the Muslim Ummah restructures its educational priorities along Islamic lines, fulfilling the existing needs as well. By virtue of such an educational program, the future generations will become the torchbearers of Islamic values and play an effective role in the present world. The challenges of modern times call for rebuilding the structure of our educational program on such a foundation as to fulfill our spiritual as well as temporary obligations. Today we need an education system which can produce, what the late Sayyed Abul Ala Mawdudi said, Muslim philosopher, Muslim scientist, Muslim economist, Muslim jurist, Muslim statesman, in brief, Muslim experts in all fields of knowledge who would reconstruct the social order in accordance with the tenets of Islam.

The Muslims today are the most humiliated community in the world. And should they persist in following the same educational program as given by their colonial masters, they will not be able to recover themselves from moral and spiritual decadence.

Ibn Masud (Allah be pleased with him) reported that the Messenger of Allah (S) said The position of only two persons is enviable; the person whom Allah bestowed wealth empowering him to spend it in the way of righteousness, and the person whom Allah gave wisdom with which he adjudges and which he teaches to others.

According to Tirmidhi and Ibn Majah, Ibn Abbas (Allah be pleased with him) narrated that the Messenger of Allah (S) said A single scholar of religion is more formidable against Satan than a thousand devout persons.

Islam is our greatest gift. We have to be thankful for this gift. We have to render to Allah His due. Allah has given us so much by making us a part of the Ummah of the Prophet Muhammad (S) so we must totally commit ourselves as followers of the Prophet (S). We must become true Muslims.

Now how can we become Muslims in the true sense of the word? First let's define what a Muslim is. A Muslim is not a Muslim simply because he's born one. A Muslim is a Muslim because he is a follower of Islam, a submitter to the Will of Allah. We're Muslim if we consciously and deliberately accept what the Prophet Muhammad (S) has taught and act accordingly. Otherwise we're not true Muslims.

The first and most crucial obligation on us is to acquire knowledge and secondly to practice and preach this knowledge. No man becomes truly a Muslim without knowing the meaning of Islam, because he becomes a Muslim not through birth but through knowledge. Unless we come to know the basic and necessary teachings of the Prophet Muhammad (S) how can we believe in him, have faith in him, act according to what he taught? It is impossible for us to be a Muslim, and at the same time live in a state of ignorance.

It is essential to understand that the greatest gift of Allah? For which we are so over whelmed with gratitude? Depends primarily on knowledge. Without knowledge one can't truly receive Allah's gift of Islam. If our knowledge is little, then we will constantly run the risk of losing that magnificent gift, which we have received unless we remain vigilant in our fight against ignorance.

A person without knowledge is like someone walking along a track in complete darkness. Most likely his steps will wander aside and Satan easily can deceive him. This shows that our greatest danger lays in our ignorance of Islamic teachings and in our unawareness of what the Quran teaches and what guidance the Prophet (S) has given. But if we are blessed with the light of knowledge we will be able to see plainly the clear path of Islam at every step of our lives. We shall also be able to identify and avoid the dangerous paths of Kufr, Shirk and immorality, which may cross it. And, whenever a false guide meets us on the way, a few words with him will quickly establish that he is not a guide who should be followed.

On this knowledge depends whether our children and we are true Muslims and remain true Muslims. It is therefore not a trivial to be neglected. We do not neglect doing whatever is essential to improve our trades and professions. Because we know that if we do neglect, we will starve to death and so lose the precious gift of life. Why then should we be negligent in acquiring that knowledge on which depends whether we become Muslims and remain Muslims? Does such negligence not entail the danger of losing an even more precious gift? our Iman? Is not Iman more precious than life itself?

Most of our time and labor is spent on things, which sustain our physical existence in this life. Why can we not spend even a tenth part of our time and energy on things, which are necessary to protect our Iman, which only can sustain us in the present life and in the life to come? It is not necessary to study extensively to become a Muslim. We should at least spend about one hour out of twenty-four hours of the day and night in acquiring the knowledge of this Deen, the way of life, the Islam.

Every one of man, woman, or us, young or old should at least acquire sufficient knowledge to enable ourselves to understand the essence of the teachings of the Quran and the purpose for which it has been sent down.

We should also be able to understand clearly the mission, which our beloved Prophet (S) came into this world to fulfill. We should also recognize the corrupt order and system, which he came to destroy. We should acquaint ourselves, too, with the way of life, which Allah has ordained for us.

No great amount of time is required to acquire this simple knowledge. If we truly value Iman, it cannot be too difficult to find one hour every day to devote for our Iman.

Knowledge is identified in Islam as worship. The acquiring of knowledge is worship, reading the Quran and pondering upon it is worship, traveling to gain knowledge is worship. The practice of knowledge is connected with ethics and morality? With promoting virtue and combating vice, enjoining right and forbidding wrong. This is called in the Quran amr bil-l maruuf wa nah-y ani-l munkar.

Not only should we seek knowledge, but when we learn it, it becomes obligatory on us to practice it. Though we must remember that correct knowledge should come before correct action. Knowledge without action is useless because a learned person without action will be the worst of creatures on the Day of Resurrection. Also, action should not be based on blind imitation for this is not the quality of a thinking, sensible human being.

Knowledge is pursued and practiced with modesty and humility and leads to beauty and dignity, freedom and justice.

The main purpose of acquiring knowledge is to bring us closer to God. It is not simply for the gratification of the mind or the senses. It is not knowledge for the sake of knowledge or science for the value of sake.

Knowledge accordingly must be linked with values and goals. One of the purposes of acquiring knowledge is to gain the good of this world, not to destroy it through wastage, arrogance and in the reckless pursuit of higher standards of material comfort. Another purpose of knowledge is to spread freedom and dignity, truth and justice. It is not to gain power and dominance for its own sake.

Obviously, what we may call the reservoir of knowledge is deep and profound. It is a vast and open field that is not limited.

It is impossible for anyone to gain anything more than a fraction of what there is to know in the short span of one's life. We must therefore decide what is most important for us to know and how to go about acquiring this knowledge.

The following ahadith shows how important and how rewarding knowledge is He who acquires knowledge acquires a vast portion. AND If anyone going on his way in search of knowledge, God will, thereby make easy for him the way to Paradise.

We, the children, are the future. The future lies in our hands, but only through knowledge because whoever neglects learning in youth loses the past and is dead for the future.

May Allah (SWT) give us strength to behave and act just as He likes us to do and be pleased with us, and that should be the purpose of our lives.

Rabbi zidnee ilma (O Lord, increase us in knowledge). Aameen.

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QUESTION: HOW FAR AND WITH WHAT JUSTIFICATION IS THE STREET DEMONSTRATION REPLACING VOTING AS AN AVENUE OF POLITICAL PARTICIPATION? USE ILLUSTRATIONS FROM THE CARIBBEAN OR ELSEWHERE.

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The political socialization of individuals influences their political culture, which in turn affect their political behavior. Political participation is one aspect of political behavior that is of great importance to politicians because of its potential impact on overall voter turnout, societal satisfaction and ultimately the win or loss of an election. For centuries, citizens of democratic societies have participated in the political affairs of their country. This participation has in more recent years however varied from conventional to more unconventional methods.

Political socialization as defined by Dr. Trevor Munroe is "the ways and means through which our views about politics, and our values in relation to politics are formed." Although not consciously obvious, there are agents that are identified as actively involved during political socialization. The primary agents, the family and peer groups, are characterized by their direct influence and unstructured or informal nature. The family is considered primary because at this level, individuals are first exposed to and taught the basic norms, values and ideas that are similar to their parents/guardians. During political discussions at home, the political identity of parents would possibly be transferred from the adults to the children. Peer groups are also thought to be primary despite not being the first agent to create an impression. Children form alliances from an early age and information is exchanged constantly. Evidence of the power of peer groups are apparent within many societies and may arguably be a direct result of economic constrains or the growth of idealisms such as feminism that have changed the roles of women. Where the family falls short, peer groups pick up the slack. The secondary agents of political socialization are very structured and formal. Examples of these are the mass media, the educational system, political parties and religious institutions. These agents indirectly impact the behavior of individuals and their attitudes towards authority; nevertheless, their effectiveness cannot be overlooked. In Jamaica for example, during designated election campaign periods, the two major parties have traditionally been associated with specific colors and symbols for identifying support for either. Party supporters loyally endorsed their support by wearing the chosen colors (red for socialists, green for the laborites) and by public display of hand symbols (fist for socialists, two finger 'V' sign for laborites).

During political socialization, the political culture of a country, society or community is transferred and developed within individuals. For example, the child in Cuba who is nurtured with pro Fidel Castro teachings and positive attitudes toward their country will, if all things remain equal, be patriotic to his country and its development. Cubans who have tried and been trying to 'escape by boats' have most likely been influenced by western propaganda. Most Cubans who still live in Cuba under the Castro regime, are very happy and satisfied with their way of life. There are three distinct types of political culture that may exist within any given society. The participatory very active citizens, subjective more passive persons, or parochial citizens more concerned with their personal and immediate surrounds. Most countries are indicative of a combination of parochial and participatory. The four major factors that influence changes in political culture are firstly, information accessibility and availability. With the advancements in technology within the last century, computers have become more affordable, Internet access has increased globalization possibilities and the media now have larger volumes of readers and listeners. Secondly, a change in the government's performance will influence the level of importance that the public attaches to politics. The correlation between public confidence and government's ability to provide satisfactorily for their people is undeniable. Thirdly a change in the political regime or the definition of the state also affects citizens' political culture. When Jamaica became independent in 16, the country's political culture changed. Lastly, and possibly most powerful is, a change in the economic structure of a society can strongly affect the political culture. During the existence of the USSR, their economy was extremely strong and prices remained constant for 40 years. The changes in the economy after reformation greatly changed their political culture.

Political participation can take the form of conventional methods, for example voting or signing petitions, the more unconventional avenues of boycotts, street demonstrations. Voting as an avenue of political participation appears to be declining as a choice for Jamaicans. Voter turnout has fallen from a high of 86% in 176 to a record low of 67% in 17. More increasingly citizens appear to be losing confidence in the political system, which has failed to solve problems of unemployment, crime and a stagnant economy. Another reason for the decline of voting, as an option is that general elections are held every 4 years, citizens are therefore not left with many other ways of having policies affected or their voices heard. After citizens have tried to more passive approaches of demonstrating and gotten no results, experience has shown that after blocking the roads, results have been more forthcoming. It is logical to deduce that people demonstrate because they are so motivated by various frustrations.

Jamaica

In Jamaica, between 186 and 11, the number of roadblock increased form to 4. By 17, there was an increase of 165 more roadblocks, approximately 4% Renewing Democracy into the Millennium, Dr. Trevor Munroe. Demonstrating in the street is not altogether illegal or necessarily discouraged. According to the constitution, citizens have the right to demonstrate as an extension of democratic process, provided the activities remain within the limits of the law. . Interest groups such as Amnesty International and Jamaicans for Justice have had demonstrations that increased public awareness and caused effective changes. In April 1, in response to an increase in gas prices Jamaica was rocked by island wide demonstrations that left the nations commerce, educational system, tourism sector, public transportation and average citizens virtually crippled for three days. The domino effect of which, is loss in overall revenue and economic growth for Jamaica. It is arguable that a favorable response was received from blocking the roads and locking down the country. The initial price hikes were removed immediately; violent street demonstrations had resulted in a policy change. Within a month however, the price of gasoline returned to the original increased amount. In the long run, many Jamaicans who partook in the demonstrations were unaware of the price change until it was too late. The country then had to work even harder to regain its economic footing. The damage to the streets, buildings, vehicles and other assets are now born by the taxpayer. A positive result of the street demonstration was that their voices were heard. President of the Private Sector Association of Jamaica (PSOJ) Peter Moses was named chairman of the broad-based committee constituted by Prime Minister P.J Patterson to examine the gas price hike and recommend adjustments. Although the desired effect of a reduction in the price hike was not authorized, it should be noted that an alternative avenue of participation was created, the committee heard from and responded to suggestions made by concerned citizens.

Guyana

In Guyana, ethnical politics has traditionally overpowered ideological politics. Recent street demonstrations by the minority party People's National Congress (PNC), aimed at forcing President Bharrat Jagdeo to step down have become destructive. In January 001, hundreds of Indo Guyanese were robbed and beaten, some 400 protesters chanting PNC slogans took part in an illegal demonstration over election issues and police used tear gas to disperse them. The hostile demonstrations continued and the ruling party People's Progressive Party has remained in power. Even more recently, during the launch of rd Summit of Caricom, an anti-government demonstration of approximately 1000 persons resulted in the shooting death of two by police. While not turning a blind eye to the demonstrations or the root of the problem, the PNC representatives have been urged to take up their seats in Parliament in a bid amicable restore peace to the country. Then President, Janet Jagan was quoted "We as citizens have to help in every way, and I hope we can get back to a normal society where people can talk to one another; where people can raise their issues in parliament, where people can go to the courts for justice, but not on the streets,"

Trinidad

In November 18, media reporters from Trinidad march to protest the physical abuse they sustained form a crowd that was allegedly incited to abuse them by then Prime Minister Basdeo Panday. He publicly declared war on journalists and accused them of being anti United National Congress (UNC). Titled 'March for Democracy', the protest was not only in the form of street demonstration, but included a proposed boycott from the reporting of government matters, an open letter to Prime Minister Panday, a joint lawsuit and the picketing of Parliament. As a result of their protest, journalist were given police protection at the next UNC meeting three weeks later and offered empathy by other UNC members for the attacks on them.

East Timor

The United Nations General Assembly placed East Timor on the international agenda in 160 when it added the territory to its list of Non-Self-Governing Territories. In 174 while still under the rule of Portugal, what started as street demonstrations led to the out break of a civil war between those who favored independence and those who advocated integration with Indonesia; An example of the citizen's political culture changing due to changes in political regime. Unable to control the situation, Portugal withdrew from East Timor. Indonesia intervened militarily and later integrated East Timor as its 7th province. The United Nations disapproved of this integration and called for Indonesia's withdrawal. After several attempt at pacifying the situation, war once again broke out and many East Timorese were killed with as many as 500,000 displaced from their homes. In October 1, the Security Council by resolution 17 established the United Nations Transitional Administration in East Timor (UNTAET), as an integrated, multi-dimensional peacekeeping operation fully responsible for the administration of East Timor during its transition to independence. East Timor is now on the road to rebuilding an even stronger economy with the assistance of the United Nations but many lives were lost and families torn apart before a change was made.

CONCLUSION

In popular political arenas, it is distinctly obvious that an increasing number of potentially active citizens have little faith in the effectiveness of employing conventional means of participating in the running and leadership of their country. It is difficult to truly ascertain a correlation between voter turnout and street demonstrations, due to the limitations of enumerating each citizen or conducting a census. It an be construed that street demonstrations appear to be replacing voting as an avenue of political participation, because of the high frequency with which they occur. Virtually every modern society has been the victim of street demonstrations. The differences however, lie in the degrees of volatility, the political socialization of the people and their existing political culture. The justification of these demonstrations is dependent on the effective changes they stimulate and the quality of the communal environment left in their aftermath.

BIBLOGRAPHY

Munroe, Trevor Dr, (1), Renewing Democracy into the Millennium

Munroe, Trevor Dr, (1), An Introduction to Politics

Chomsky, Noam, (001), A New Generation Draws the Line

The Gleaner

Trinidad Express

Tutorial notes

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Eve of the ReformationBlack Death to Luthers Protest

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There is a myth that since the time of the conversion of the Roman Empire to Christianity in 1 A.D. until the Reformation that the Catholic Church lived in relative peace. This myth is false; the Church was constantly under attack. Heresies, Islam, and other less organized pagans always had the Church busy fighting on the side of Truth. From 00 A.D. to 600 A.D., the Church was affected with the heresy of Arianism. The heresy caused many men and many clergy to be led astray. After the Church's battle with Arianism, Mohammed and his new religion, Islam, rose to power and overwhelmed most of the Orient. Islam and Christianity were at war with each other since Islam's creation up until the Reformation. Between battles with Islam, pagans from Scandinavia and Mongols from Asia tried to battle Christian Europe, but they were less organized and easily defeated.

Christian unity was incredibly strong for the first twelve hundred years of its existence because the Christians were always defending their faith against an outside opponent. There was not time for any internal dissention, everyone got along because they had an attitude of "we" verse "them." Since a Christian was a Christian, it didn't matter their theology or how they lived their life, or how the Church lead its people. As long as a person was not Islamic or from another outside group, everyone got along.

But, after the twelfth century, the pressure from outside forces that Christianity was fighting against diminished. With no need for strong Christian identity, heresy and dissention began to pop up throughout Christendom. For example, the Albigensian movement, they had a belief in a doctrine of a dual godhead. There was a good god and an evil god. This heresy spread through much of southern France before it was extinguished. After the extinguishing of the Albigensian heresy, there was a time of piece for about eighty years. From 10 A.D. to 100 A.D. Europe lived in a full Catholic society. The whole of Europe was under one belief and one spiritual head.

Heresy and revolt started to creep in to European society starting in the fourteenth century. Small spiritual revolts started appearing for the first time. The most notable movements were the movement by Wycliffe and at the very end of the century the Hussite movement. Wycliffe who died in 184 is considered the "morning star" by some Protestant historians because to some people his movement is the beginning of the Reformation. His movement though strong, was short and only affected a small part of Europe. John Huss and the Hussites of Bohemia were another strong spiritual movement that started about almost exactly one hundred years before Martin Luther. The Hussite movement was also a strong movement, but was very nationalistic. The Bohemians joined Huss not out of theological beliefs, but out of national pride.

Write a research paper on Eve of the ReformationBlack Death to Luthers Protest

The ground was prepared for a catastrophe by the end of the fourteenth century, but still no fatal course made the Reformation inevitable (Belloc 14). By the time of the start of the Reformation the doctrinal novelties of Wycliffe, Huss, and others had already faded away. Many generations had already passed by before Luther's first protest. The two hundred years before the Reformation were not a growth in new doctrines, but the weakening of the moral authority in the temporal and spiritual organization of the Church (Belloc 15).

Though there were spiritual revolts in the fourteenth century, there were many Catholic spiritual triumphs going on at the same time. There was the rise of the great monastic Orders of St. Francis and St. Dominic and the philosophy and theology of St. Thomas.

One of the most detrimental causes of the weakening of the papacy was the unnatural migration to Avignon. For centuries, Europe was use to the conflict between the papacy and the empire. The emperor was the head of lay power and the pope was the head of spiritual power. The papacy eventually won the battle, but at high costs. The papacy heavily taxed Europe, especially England (Belloc 16). With the empire fallen, the papacy had full control over the temporal and spiritual fields. Since there was no supreme lay power, Europe began looking to the next highest power, which was France.

With the pope now living in Avignon the papacy turned into a local power. Avignon was not technically part of the king's dominion, but the papacy was nominally subject to the king. The papacy became part of the French monarchy and was consumed by French nationalism. The French papacy which lasted for seventy years from 107 to 177 A.D. had its share of anti popes occasionally rise, but European common loyalty was always given to the pope at Avignon (Belloc 16).

The problem of Avignon and what caused the weakening of the papacy's authority was being under the rule of the French king. Europe was use to a supreme head of the empire. The French king did not have the name or the authority of an emperor. The French king had no more power than any other king in Europe. He had no more authority to influence the papacy than any other king. With the rise of nationalism throughout Europe, other countries felt that the papacy was French and not universal, so the full authority of the pope throughout Europe was severely weakened.

To remedy the situation at Avignon the pope moved back to Rome. The move was supposed to strengthen the power of the pope, but that did not happen. What happened next was the Great Western Schism from 177 to 1407 A.D. The forty years of the schism permanently hurt the authority of the pope. After the schism was settled, it still took another thirty years and the accession of Nicholas V to the papacy before power was unanimously given back to the Bishop of Rome (Belloc 18). It was over one hundred and thirty years since the first removal of the papacy to Avignon. Until less that a lifetime before the Reformation Christendom lived under a divided and increasingly despised papacy (Belloc 18). The prime condition for a united Christendom is a single, powerful head and that had disappeared.

During the papacy's time in Avignon, the Black Death tore though Christendom. One third to one half of all the clergy and religious died. Whole monastic communities were wiped out. Bishops and their priests were all dead. The clergy and religious never fully recovered. The new clergy that were ordained were not educated, illiterate, and unfit for the position they held. They did not have the respect for the sanctity of the office. The Black Death also caused a rise in nationalism which was not a help to the papacy at Avignon. The Black Death is the beginning of the Reformation; Europeans began to voice their disgust and anxiety about the Church. They cried for, "A Reform of Head and Church (Belloc 7)."

After the Black Death came the crystallization of religion (Belloc 4). The Church's official life hardened out of measure. The Church used to be elastic and fluid, the Church is a living organism. The hardening of religion was from an exaggeration of routine and precise rule. The exaggeration and precision led to many abuses in the Church. Dues and Taxes were exacted out of mere precedent. Unnecessary taxes were taken even when the use for that tax was over. The Church also suffered from plurality with the holding of two offices.

The last lifetime was a period of eighty years between the Great Schism and the Reformation (Belloc ). The last lifetime was a time of great mental revolution. New learning and new expanded experiences shook people's faiths because everything they thought to be true around them was changing. Sudden new discoveries caused people to question what they believed. A man born in 140 and living to old age would have seen an expansion of geographical knowledge far beyond their imagination. He would have heard about the turning of the Cape of Great Hope and a new way to India, colonization all over the world, and the fact that the Earth was round. He would have seen an increase in study of ancient literature, the printing press, and growth in vernacular literature. He also would have seen a change in the art of war, in which only national governments would be able to afford, and he would have seen the last bits of feudalism being swept away.

Humanism, the study of antiquity, was prevalent throughout Europe. Humanism bred contempt for the medieval past and had thoughts of a glorious future. Since the Church was a part of the medieval past, the humanists dreamed of a future without it. Humanism did bring about a lot of skepticism into Europeans minds. The pride of humanism was at issue with the Christian faith. Humanism's critical examination of legends, such as the Donation of Constantine and the unauthentic Decretals of Mercator, which parts of it supported papal power, tangled up doctrine with legend (Belloc ). Humanism had no patients for truth lurking in legend.

The lifetime before the Reformation also brought about an increased study of scripture. The Old Testament, Talmud, and the Jewish arguments against the Faith were known to many. The New Testament was the test of scholarship and known by heart (Belloc 8).

Islam was also on the heels of Europe during the time before the Reformation. There was the fall of Constantinople and the conquering of Greece. All these forces caused a breakdown in European morals. The papacy should have used this time as an example for reform and repaired its authority, but the papacy ended up losing more authority instead.

The condition of the papacy worsened from 1447 to 1517 A.D. For centuries the papacy was politically weak, but morally strong. That changed with the accession of ten popes during the last seventy years. Nine of the popes were actual significant, Pope Pius III died twenty six days into his pontificate. Nicholas V was the first pope; he was the first undisputed, unpersecuted, and absolute monarchal pope. Nicholas was a very learned, cultured man, and also very pious. Calistus II was a Spanish pope and full of the Catholic spirit. Pius II was marred by an irresponsible youth; he had illegitimate children while a priest. But, he matured into a great scholar of history. Paul II was a worldly pope, but had no grave moral offenses while pope. Sixtus IV was of poor origin. He was not politically active and very worldly. He acted like a prince of the day. He was involved with the first great scandal, his nephew Cardinal Riario plotted against Florence.

Innocent VIII had an illegitimate family born to him before he took Orders. The problem was that he patronized them like a royal family. The most famous of these popes is Alexander VI who rose to power in 14. He was the pope when the people of the Reformation were old enough to receive a lasting impression. He was pope for eleven years and in those eleven years he did all matters of harm. He was elected though bribery and wealth; he became pope by one vote, his own. Politically he was a good candidate; he helped the Jews while Chancellor of the Papal States. The worst actions came from his son, Caesar Borgia whose only virtue was courage. Caesar was born to Alexander when Alexander was a Cardinal. Alexander had no sanctity of the office he held.

Julius II and Leo X were also of not great harm, except the selling of the indulgence for building St. Peters. Both Julius and Leo were worldly men and acted very much like Italian princes. The popes were not seen anymore as universal shepherds, but as princes of Rome. The popes failed to carry out the greatest task of Christendom at the time, the fighting of the Turks. It was not necessarily the popes' fault though because the kings and princes throughout Europe would not listen to the pope's call. Pius II even led a crusade himself because he couldn't find anyone to take charge. He ended up dying on the battle field.

Four forces moved together to cause the Reformation (Belloc 4). The first is the weakening of moral disciple of the clergy, their plurality and worldliness, lack of sexual morals, heavy taxation, and the problems of the papacy. The second is the weakening of the moral disciple of the laity particularly the rich. The rich became very greedy and would do anything to get more money. They saw the Church as having a lot of money and they wanted it. The third force was the increased indignation at the failure of the official Church to reform. The fourth force and the strongest force was the hatred of the Catholic Faith. The church was constantly seen as restricting man always and always being in man's life. The Church was always at issue with pride, ambition, and desire. Most importantly was the Church's claim to absolute authority and universal moral dominion. This hatred was confined to a small few in Europe, but it was potentially present in large numbers.

Martin Luther, an Augustinian monk is credited for starting the reformation. He visited Rome in 1510 A.D. during the pontificate of Julius II for business connected with his Order or his monastery. There is no real proof that Luther was upset at the worldliness of the papacy. He came back and taught at the University of Wittenberg and had local prominence among the Germans.

On October 1, 1517 Luther nailed his 5 theses to the door of the church of the Castle of Wittenberg. Luther's theses were grievances over the practice of selling indulgences. His nailing of his grievances was not an act of revolt at that time. It was common practice for scholars to nail topics for discussion on the church door. The only difference is that Luther firmly believed in his theses.

The Church's dogma on indulgences was the same then as it is now; the merits of Saints may be applied by the Church's authority to its people, not to the remission of sin, but to its punishment (CCC 1471). Grave abuses in the practice of indulgences were common throughout Europe, though. There was confusion between the payment of money as alms and the payment of money as a purchase. Also, masses of men fell into accepting indulgences as a remission of sin.

The most disgraceful act of the papacy concerning indulgences was the selling of an indulgence for the building of St. Peter's. Julius II instituted this indulgence. Leo X collaborated with the Archbishop of Mayence to sell this indulgence (Belloc 40). The Archbishop and Leo X split the money gained from the sell of the indulgence for St. Peter's. The Archbishop needed the money to pay off his debts. Lots of pomp and flair was used to pressure people into buying the indulgence. Many people and clergy did not approve of this indulgence. The Cardinal of Toledo forbade the promulgation of the indulgence (Belloc 41).

The Germans also hated the indulgence for two reasons. There was friction between the old tradition of the German king and the papacy and with the rise of German nationalism; the Germans felt that the pope had become an Italian prince (Belloc 41). This meant that the pope was no longer one with all Christendom because the pope was no longer one with Germany. The Germans were no longer one with the rest of Christendom. The Germans were ready to revolt and rebel against the authority of Rome. They saw Luther's protest as their opportunity for rebellion. Luther suddenly found himself in the spotlight. He had no intention of this happening when he posted the theses and never wanted to leave the Church, but with the support of the Germans, he decided to go along with them.

Rome thought nothing of Luther's protest or the grumblings in Germany. Pope Leo X saw the problem as a quarrel between two monastic Orders (Belloc 4). The Augustinians were jealous of the Dominicans because the Dominicans were the ones selling the indulgence. Luther was called to Rome in 1518 A.D., but he did not go. He did not go because of health reasons; it was not an act of defiance.

Irritation throughout Germany against papal power and taxation, mixed with some German nationalism demanded that Luther face his opponents on home turf. Rome accepted the situation and went to Germany. The Diet at Augsburg was set up with Rome's main agenda being to persuade the German princes to fight against Islam. Luther was much smaller business. At the Diet, Luther was offended. He was made to look foolish; they tricked him into denying the authority of a General Council, which could overrule a pope (Belloc 4).

Throughout 151, Luther was still protesting his Catholicism. By the end of 151 A.D., Luther went through a revolution in his mind and became an opponent of the whole church system (Belloc 44). In 150 A.D. the Church gave a Bull of Excommunication to Luther with sixty days to submit to Rome (Stravinskas 847). Luther did not submit.

Luther with about five million people left the Church because of grievances over abuses and power of the Church (Lindsey 5). The forming of the main Protestant doctrines came after the first rebellion. Sola Fide was an after thought (Belloc 4). With the abolition of the clergy there was no one to administer the Sacraments. So only the tenants of faith that did not need a priest to perform were kept (Lindsey 51). Sola Scriptura was also a necessary doctrine because without a hierarchy to teach the people the correct interpretation of the Bible and to pass down Church Tradition personal interpretation of the Bible needed.

The Reformation was a social rebellion against the old way of life; it was not spiritual revolt due to new doctrines. Corruption of clergy and humanism caused people to be skeptical of the Church that led their faith. The rise of national governments along with a strong sense of nationalism severely weakened the supreme authority of the Church. The Reformation did not continue a direct Renaissance tendency toward larger things, it deflected that tendency. It did not introduce the arts, it cramped and thwarted them. Its last effects have not led to a society happy or stable; they have led to the society we see around us today (Belloc 6).

Belloc, Hilarie How the Reformation Happened Tan Books and Publishers, Inc. Illinois 1.

Catechism of the Catholic Church Double Day. New York 15.

Lindsey, David The Woman and the Dragon Pelican Publishing Company. Gretna 000.

O'Hare, Patrick The Facts about Luther Tan Books and Publishing, Inc. Illinois 187.

Stravinskas, Peter Catholic Encyclopedia Our Sunday Visitor Publishing. Indiana 18.

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What ideas, values and attitudes are present in the text in relation to the topic of Creation in FRANKENSTEIN?

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'What is the point of life??is the question often pondered in human minds. To answer this question it may be best to first look at where life begins. Creation. Then the next question in this matter would be, 'what is creation??The simple answer to that is everything. A stool is the creation of a carpenter, as a painting is a creation of an artist and we along with many other extraordinary things in this world are the creation of God. The motivation that inspires humans to create is a desire to feel good about oneself, to achieve something and to look good in the eyes of others.

There are many ideas, values and attitudes about creation in Mary Shelly's story Frankenstein (the modern Prometheus). This essay will be describing how ideas, values and attitudes about creation in Frankenstein parallel either in similarities or differences to the original creation story found in the Holy Bible and the Greek myth Prometheus.

The first and most important value in Frankenstein about creation is that man should not play God and if humans try, then they shall suffer. In the story the main character Victor Frankenstein is determined to create life out of the dead, in his mission to defeat death. "Wealth was an inferior object; But what glory would attend the discovery if I could banish disease from the human frame and render non invulnerable to any but a violent death!?Then after Victor creates the monster he realizes his terrible mistake. "But now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart?I considered the being that I had cast among mankind, and endowed with the will and power to effect purposes of horror…my own vampire…forced to destroy all that was dear to me.?

Similarly in the Greek myth, Prometheus (a titan) plays God by stealing the fire of wisdom from the gods and giving it to the humans he had created. The gods get angry and punish him terribly. "Zeus was enraged that man had fire. He decided to inflict a terrible punishment on both man and Prometheus…on Mount Caucasus, Prometheus was tormented day and night by a giant eagle tearing at his liver. By day, the eagle would come down to the cliff and devour Prometheus liver, and by night the liver would regenerate, only to have it destroyed the following day again.?

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The difference in Prometheus from Frankenstein is that Prometheus did not get punished for creating humans but going against his gods will. In Frankenstein creating the being is going against God's will. In the holy bible Adam was punished for trying to play God and to be like god by eating the forbidden fruit and he and along with Eve was punished by being send to earth from the safety of heaven.

Another idea is that the created always has a choice on which path to take. Either the good or the evil. But the society that the created inhabits also has a great impact on what choice the created takes. Like in Frankenstein the beast had tried to be hospitable, by saving the girl from the river and helping the cottagers with their daily chores, but all he got for this was negative responses and rejection. This corrupted him and he chose the evil ways. Killing everyone Frankenstein loved. This parallel's with the original creation story about Adam and Eve. Adam had a choice on whether he should eat the forbidden fruit or not he chose to eat it, with the influence of Eve.

Also, Prometheus had a choice on whether he should steal the fire. But he did it out of his sympathy love for the mortal humans.

The idea of achieving respect through creation is also important. Frankenstein wanted to be great and powerful and perfect and respected by creating this beast. "Life and death appeared to me ideal bounds, which I should first break through…a new species would bless me…should I deserve their? Like we are expected to worship and respect God. In Prometheus, the titan gives t6he mortals the forbidden fire so that we would love and respect him. "For unrelinquishing bravery in the face of the ruling and cruel Powerful who inflict suffering on the rest of mankind. His name has been associated throughout the centuries and millenniums as that of the GREAT REBEL AGAINST INJUSTICE AND THE CRUEL AUTHORITY OF TYRANNICAL POWER.?

The idea that people should take responsibility for their things/creation is also very important in Frankenstein. Frankenstein creates the monster and then flees. Later on he realised that he could not flee from what is done and that he hold responsibility for the creature no matter hoe hideous he is. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?In the story of Prometheus, he felt responsibility for the human he had created and that is why he brought the fire to them.

And in the bible it is stated in almost every page that God loves his children and blesses them.

A general idea about creation is that the creator will have to make an environment for his creation and set down rules and restrictions for it to abide. Like in the creation story in the bible

God created Adam after he created the earth and animals and eve for him, god also blessed Adam and set down the 10 commandments for all humankind to follow. "And god blessed them, saying, Be fruitful and multiply and fill?Thou shall not kill.? But in Frankenstein it was the exact opposite. After creating the beast Frankenstein not only abandons it in a world which it was not meant for, but also curses it and leaves it to roam free doing whatever it wants. Frankenstein says, "I threw myself on the bed in my clothes, endeavoring to seek a few moments of forgetfulness? and later on in the story the beast recalls. "No father had watched my infant days, no mother had bless me with smiles and caresses?and later on Frankenstein realizes. "In a fit of madness I created a rational creature, and was bound towards him, to assure, as far as was in my power, his happiness and well-being.?

These are the main parallels in the story Frankenstein, creation story and Prometheus and ideas, values and attitudes of creation found in them.

Power

Power is a recurring theme throughout the text that manifests itself in many different forms. The power to grant life, to bring death, and the power to control life are all themes that Shelley presents in relation to Creation. Frankenstein has the power to create life as well as to destroy whereas the monster has the power to destroy life and cause pain.

At first Frankenstein's main goal is to discover the "principle of life?for the good of mankind, but in his passing trance he soon finds himself "capable of bestowing animation upon lifeless matter? at this point, he is overwhelmed by the power and glory that creating would bring. Out of the desire for power and knowledge that is placed in Frankenstein's hands, the monster is born without careful consideration. In creating, Frankenstein hopes that "a new species would bless me [him] as its creator and source? he wants to be worshipped for his god-like powers, hence seeing himself akin to God. However, unlike God Frankenstein does not provide for his monster, neglecting his duties to his creation and allowing the wretched being to roam free. Frankenstein has no plans for his monster and it is suggested that the monster is not bound by destiny like Frankenstein because he is not a 'child of god?

When the monster asks Frankenstein to exercise his powers yet again to create a female, Frankenstein agrees to this request rationally although less than willingly. He reasons with his creature but eventually decides that he is bound towards the monster as his creator and has "no right to withhold from him [the monster] the small portion of happiness which was yet in my [Frankenstein's] power to bestow.?

In the text, the ultimate power is still in creation. Although the monster has physical power over Frankenstein, the monster does not have the knowledge that is needed to create another being. Without the knowledge to create, Frankenstein does not have hold over the monster. So we can say that in relation to the text, knowledge is power. The second monster is created out of knowledge ?from experimenting on the first monster, this bears similarities to Eve who made by God from the ribs of Adam.

As Frankenstein becomes more and more 'God-like? he has the choice and power to decide whether to grant life or to not. After considerable debate, he decides that it is wrong to create another monster because "she might become ten thousand times more malignant than her mate, and delight…in murder and wretchedness?and so "trembling with passion, tore to pieces the thing?that he was engaged in. In this instance, Frankenstein has once again manipulated life by restricting what is allowed to live and what is not. This act can again be seen as humans trying to play God by controlling nature and destiny.

Balance of Power

The balance of power shifts between the creator and created throughout this text. This can be seen as early as when Frankenstein leaves the monster to fend for itself. From this moment on, Frankenstein no longer has control over the actions of his creation who is "endowed with the will and power to…destroy? The monster realises that he has physical power over his creator when he strangles William to death, he then knows that Frankenstein is not at all like God but is a mere human who can be hurt physically and emotionally and is not perfect. The monster's "enemy is not invulnerable?

It is also suggested in the text that the creator is not necessary the master, the master is whoever holds the most power ?in this case, the monster. Despite this, Frankenstein has skills and knowledge to offer the monster, and as long as he still holds his status as the creator, there is equilibrium between the two conflicting characters. That is, when Frankenstein promises to create a female for the monster, the monster does what he is told and does not defy any of his creator's wishes. This is the same for Frankenstein, with the monster threatening "to create desolation?if he does not create a female monster. When Frankenstein destroys the female monster, the whole equilibrium disappears. This is when the monster uses his physical advantages over Frankenstein, killing Clerval and Elizabeth causing him great emotional pain.

Hubris

To have the attitude of hubris is to believe that one possesses God-like powers. As a result, one is often corrupted, becoming a source of great misery to themselves and people around them. Victor Frankenstein constantly strives to further his hubris in this text. At the beginning, he is simply someone who desires to learn about the workings of the universe. Intelligence, ambition and curiosity take him a step further, hence he greatly exceeds his original plan and to gain and misuse power. The hubris is presented as a sin in the text, because with the possession of hubris, Frankenstein runs into terrible mischief and trouble.

The complications in the narrative can all be linked to VF's discovery of power when he ponders the creation of a being in his own image. ? I found so astonishing a power placed within my hands?and "I hesitated a long time concerning the manner which I should employ it?(pg 5). These quotes demonstrate VF's initial concern and attitude towards the power that he is about to possess.

VF does have some forethoughts concerning the creation of a being, for example, "I doubted at first whether I should attempt the creation? But ultimately, he makes the decision to create. This decision may have being induced by the supreme power of being in control of a man ?a being of his own kind. As a result of his decision to create, VF attempts to play God, which he later realizes is a grave miscalculation.

Inevitably, VF becomes corrupted by hubris, believing he will have ultimate control over the being that will owe his life to him. His ignorance and the resulting chaos reflect an attitude reminiscent of the time ?that God already possesses all the power in the universe, and thus man is easily corrupted and led astray, and should not attempt pursuits that are deemed part of a higher order.

One thing VF fails to recognize is that those who have been victorious throughout history have always sacrificed a great deal just to maintain their power, and the cycle is not about to change. Thus with the power he fails to behold (by running off right after the 'birth?of the monster) come disasters which destroy him.

VF also uses his headstrong power to deny life. This is made clear to us when he breaks his promise about creating a female counterpart for the monster "Begone, I do break my promise; never will I create another like yourself? (pg 16) and tosses the unfinished body into the water. In this act, he displays more godlike tendencies.

Responsibility

Responsibility, in relation to creation, is one of the core themes of this text. From Victor Frankenstein to the monster he creates, we are reminded of the theme in many different forms. An obvious application is when VF debates, in his mind, his own degree of responsibility for his own actions, and for the actions of the monster.

First and foremost, Victor Frankenstein creates a monster. He is so blinded by hubris that he never genuinely stops to consider the consequences of his actions, acting in an irresponsible fashion.

"Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world. A new species would bless me as its creator and source; many happy and excellent creatures would own their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs. Pursuing these reflections, I thought, that if I could bestow animation upon lifeless matter, I might in the process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption?

Frankenstein only realise his own foolishness when he actually "infuses his creation with the spark of life? and is shocked by the gruesome creature that awakes. VF further contributes to the problem by neglecting his responsibilities as creator. It would be expected that, after two years of toil at the expense of his own health and rest, he should at least try to examine the monster, or take some interest in it. But alas, he is "unable to endure the aspect of the being he has created? and retires to his room. Thus we see the first act that sets off the conflict between man and monster, creator and creation. If the view is taken that the creation possesses a complete and total innocence from his beginning, then this is truly the first step toward corrupting that innocence.

When Frankenstein sees the monster for the second time, he falls under the misapprehension that it is attempting to attack him and flees. It is quite possible, of course, that the monster is simply confused, and in want of some manner of explanation. Nevertheless, Frankenstein runs away, returning the next day to find that his creation has vanished. Upon realising this, he is overjoyed, not for one moment taking responsibility for what he has unleashed on the world, or even for the wellbeing of the monster to whom he gave life.

?I was unable to contain myself. It was not joy only that possessed me; I felt my flesh tingle with the excess of sensitiveness, and my pulse beat rapidly?I jumped over chairs, clapped my hands, and laughed out loud.?

However, VF cannot be rid of feelings of guilt deep within him. The monster is "forever before his eyes? and he "raves incessantly concerning him? proving that he does feel some responsibility for his actions and creation. Still, he feels no compassion or regard for the monster, simply for the individuals that it may affect.

When it murders William and frames Justine as the culprit, to her conviction and execution, Frankenstein feels a deep pang, as though it were by his hands that they died "I beheld those I loved spend vain sorrow upon the graves of William and Justine, the first hapless victims to my unhallowed arts.?Similarly, Clerval and Elizabeth are killed by the monster, acts for which VF also feels remorse and anger. Interestingly, these are directed no so much towards himself, as to the monster.

Corruption of Innocence

Another key issue surrounding the story of Frankenstein is the corruption of innocence. Many argue that the monster is like a child ?completely innocent, his mind a clean slate. It is put forward that he is simply corrupted by society, and we hear the clich?that "society is to blame? It is suggested that the acts of ignorant people, for instance Felix and his family, can be more horrible than any monster.

If we are to believe the monsters side of the story, then he is simply naïve, lonely and in want of a friend when he accidentally strangles William. He only starts to plot and scheme ways to bring misery to Frankenstein's life after he experiences the same misery himself. Betrayed by the world, he resorts to a killing spree that would gain nothing but vengeance.

Another more extreme reading of the text suggests that the monster is actually a demon sent by god to punish Frankenstein for his hubris. This is led by his belief that he can accomplish feats as great as that of god himself, and indeed play god to an entire race of people. This theory would act to negate the idea of corruption of innocence in the text.

Conclusion from Research

In relation to creation, the core theme in Frankenstein is power. This is presented in many different contexts, including the power to play god (i.e. to create, to give and deny life), the pursuit of power above all else, the attitude that God has supreme power and no human can come close to wielding this, the idea that the balance of power is shifts between creator and creation, and the idea of Hubris, among others.

While power is central, there are many other less obvious themes encoded in the text. These are issues like responsibility, including the responsibility for the actions of our creations, our duty towards them, and the guilt we feel when something we create or devise results in the misery of others. Also discussed in the text is the idea of corruption of innocence, and that ultimately, true innocence is corrupted by society.

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