Michelangelo and The Sistine Chapel

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16 February 00

Michelangelo and the Sistine Chapel

Michelangelo was one of the greatest sculptor, painter, architect and poet. His tastes were really simple; he didn't wish for luxury. He was wealthy, people took care of him, and he had good friends. He used to take daily walks no matter what the weather to stay healthy. When the weather turned bad, he used to wear a long woolen cloak that protected him from rain and cold. He ate pasta, fish, green salads, cheese and country bread. He needed little sleep, and use to spend long evening sitting by the fire talking with friends, writing poems or drawing.

Professional writers help on Michelangelo and The Sistine Chapel essays

Abrams, page

Michelangelo was born in 1475, the second son of 5 in an aristocratic family, the Buonarroti Simoni. His father's name was Lodovico and his mother's name was Francesca. His family was one of the important families in Florence for hundreds of years, but in the time that he was born the wealth of the family was going down. His father was too proud to work as a merchant or farmer; he only wanted that the terms as a governor would go up. He waited a few weeks and this happened. Michelangelo's mother,

Francesca was incapable of nursing Michelangelo so he was sent to Settignano to live with the family of a stonecutter. When he was 6 years, old his mother died because she had much babies. When he was 10 Lodovico married another woman so Michelangelo was sent back to Florence. By this time he could already work as a stonecutter but he couldn't read or write. It was normal that all the kids at the age of 10could read and write, when he was 1 he learned. At this age he discovered that he had the gift of drawing and he used to draw as much as he could. His friend, Francesco Granacci, was studying to be a painter. Michelangelo told his father that he wanted to be a painter, but Lodovico only thought about money and the family's influence, Michelangelo asked him continuously so he father used to beat him a lot, but after a few months of perseverance Lodovico gave in. In the same year, Michelangelo became Domenico Ghirlandaio's apprentice. In 148 Lorenzo de' Medici, a member of the leading family in Florence, invited an experienced sculptor, Bertoldo di Giovanni, to become the keeper of the Medici's art collection. Bertoldo wanted to train promising young sculptors, so he asked Ghirlandaio. He sent Michelangelo and Francesco. Michelangelo was given a piece of marble. He made the head of a roman god. Lorenzo de' Medici liked this so much that he wanted Michelangelo live in his house with his family. Michelangelo joined the circle of the family where he was treated if he were a member of the family. In 141, with the help of Lorenzo and Bertoldo, Michelangelo carved a thin plaque called the Madonna of the stairs, in marble. A year later he finished the Battle of the Centaurs.

Abrams, page 4-1

In 14, Lorenzo de' Medici died because of a lighting struck the cathedral that made pieces of concrete to fly away and one of them hit Lorenzo. His oldest son, Piero, took power and he never liked Michelangelo, so he got him out of the house. Michelangelo didn't want to live with his dad so he went to the monastery, Santo Spirito. In this monastery he made a sculpture of Hercules that was larger than life. In 144, Piero had to flee Florence because there was a conflict between France and Napal that was Florence's neighbor. Before all of this happened, Michelangelo had a bad feeling so he escaped to the northeast to Venice. He was only 1 so he couldn't get a job. He then went south to Bologna. At the entrance soldiers stopped him and told him that he had to pay a fee entrance. He didn't have any money so they sent him to jail. He was taken to a magistrate named Gianfrancesco Aldourandi, when he discovered that Michelangelo was a sculptor and had been a member of Lorenzo de' Medici household. He invited Michelangelo to stay at his palace. Aldourandi helped Michelangelo in obtaining commission to sculpture statues for the tomb of St. Dominic. This tomb was an important for the city. In 145 he finished the statues and returned to Florenece. In 148, Michelangelo signed a contract. The contract said that he had to make the Pietà; that was the figure of Christ. This is the only sculpture Michelangelo signed. In 1501 the Board of Works considered Michelangelo for a commission for a major sculpture, and they chose him. He had to make a huge figure of David. With this sculpture, he became famous. In 1508 Julius II called Michelangelo to do the ceiling of the Sistine Chapel. Michelangelo didn't want to do the project because he was a sculpture, not a painter, but he did it after all. He had acquired some experience

when he was with Ghirlandaio. In 151, the ceiling was done. At this point he was recognized not as only the greatest sculptor but also the greatest painter of his time. In 151 Julius II died and Michelangelo was asked to make his tomb.

Abrams, page -4

In 1545 Michelangelo finally finished the Tomb of Julius. He had worked on it for 40 years. In 154, Michelangelo was asked to take another enormous project in the Sistine Chapel. He was to paint the altar's wall that was the Last Judgment. He made this paint without help of other people. He finished it on 1541. In 154 Paul III asked Michelangelo to paint more frescoes; the Conversion of St. Paul and the Martydom of St. Peter. They were to be for the central section of the Pope's chapel (Paul III). In 1550 the frescoes were finished, and he started working Deposition, the Deposition is a sculpture of Christ that was just took out of the cross after he (Jesus) died. In 1547 Paul III made Michelangelo architect of St. Peter's. He could change whatever he wanted to. Everything seemed well but suddenly Paul got sick and died, so Michelangelo needed to have a meeting with different people that were in charge of art, architecture and social things and with the new pope, Julius III. Julius really liked Michelangelo because of his attitude and he invited him over his palace and talked about art and architecture. Julius III gave him permission to change St. Peter's plus he was also aloud to change the Roman Imperial Capitol. This was an historic and important place for the city. He fixed it so good that he was then considered one of the greatest architects. In 1555, Michelangelo started working on a new Pietà, the Rondanini Pietà. This was a sculpture of Christ with his mother but in spirits forms. In 1564 Michelangelo sadly died on a rainy winter day, he died a few weeks before his ninetieth birthday. By this time the Pietà was still unfinished.

His body was at the church of Holy Apostles. There were hundreds of Romans that passed by the coffin to express their grieve and respect. It took hours to be done with the ceremony. Then he was sent to Florence were all architects, artists, painters, and craftsmen of Florence escorted the coffin. It's said that people fought to carry the coffin, to the burial site. Nearly one thousand of people attended his funeral at the Medici Church.

Abrams, page 4-56

"The first scene in the chronological order is The Separation of Light from Darkness. The picture has the figure of God with his arms raised, making the light separated from the darkness."

"The second scene in the chronological order is the Creation of the Sun, Moon, and Plants. In this picture God is on the right side of the paint with his stretched arms, about to make the sun and the moon, and on the other side, he creates grass and the first bushes from the earth."

"The third scene in the chronological order is the Separation of the Earth from the Waters. In this picture God flies over the waters. Behind God the sky is clear and bright, but the other side is grayish-white."

"The fourth scene in the chronological order is the Creation of Adam. In this picture Adam issues from the hand of God as the fingers of God touch in a loving gesture. You can see the love that shows on the face of God and on the face of Adam. Under God's left underarm you can see Eve there watching Adam."

"The fifth scene in the chronological order is the Creation of Eve. In this picture Adam is asleep and Eve is right next to him looking at God with her arms extended towards Him, Adam is asleep because God took one of his limbs to create Eve."

"The sixth scene in the chronological order is the fall and Expulsion from Garden of Eden. The picture is divided into one on the left and one on the right. On the left side Eve holds the apple boldly and Adam takes it greedily. On the right side of the picture there are only rocks a barren tree stump and no life, this is outside of Eden, on the left side the picture is full of life and delight, Adam and Eve's bodies are too plump and smooth, and their hair is luxuriant, this is inside of Eden. On the right of the picture there is a cherub with a raised sword pointing the way out to Adam and Eve."

"The seventh scene in the chronological order is the Sacrifice of Noah. In the picture Noah celebrates the sacrifice on an altar helped by other figures. He is burning a sheep."

"The eighth scene in the chronological order is The Deluge. The arc is in the background, there are some people on a island but they are about to die. There are kind of humans behaviors on this picture The righteous are safe in the ark, the dammed assailed the arc and the people attached to worldly things are trying to find a safe place with their possessions but they can't because they have too much."

"The ninth scene in the chronological order is The Drunkenness of Noah. This picture is the humiliation of the patriarch thanks to the wine."

From the east door of the Chapel to the altar to the west, there are 7 prophets painted in the ceiling by Michelangelo this are

-Zechariah He is painted as an old man with long beard wearing a green cloak, he is reading his book, and there are two boys behind his back.

-Joel He is reading a scroll and he is really into it. He has a book under his feet but it's hard to see it. There is a boy on his right shoulder about to close a book, the other one is bringing him a folio on his left shoulder.

-Isaiah He is looking to his right shoulder and hearing a boy, the boy is excited and pointing to the back. His left arm is raised and with his finger he is like telling the boy to be quiet or stay still. His right arm is holding a book and he has his finger inside the book so he would not lose the page. His feet are without shoes and crossed.

-Ezekiel He has a white bear, looking to his right and he is surprised and really focused of what the boy is saying, the boy is pointing to heaven. He is the only prophet that has a turban wrapped in around his head. He is holding a scroll with his left hand.

-Daniel Is painted young, he is resting his left arm on his book and with his right hand he is writing, a little boy is helping him hold Daniel's book. He is like copying stuff from the book and looks really interested.

-Jeremiah He is resting his head on his right hand with a sorrow expression he might be thinking about something too, his legs are crossed and his left arm is resting on his leg. Behind him there is a woman looking down with a sorrow expression too. On the other side there is a man looking to the right.

-Jonah He is laid back looking at God with his arms turned to his left, his expressions are joy, delight, love and filial response. There are boys that are acting very turbulent on the background, they look a little sad.

http//www.kfki.hu/~arthp/tours/sistina/ Michelangelo and the Sistine chapel. Videocassette. Dir. V.I.E.W. 16.

In Rome, in 156, Twenty years after finishing the ceiling of the Sistine chapel, Michelangelo started the paint called The Last Judgment. Christ separates the blessed and dammed, on the left side of the picture the blessed are ascending to heaven and on the right side of the picture the dammed are descending to hell. A cloud below Christ the apostle Bartholomew is holding a human skin that represents his martyrdom, the skin has Michelangelo's face that represents that he confessed his guilt and unworthiness. The Last Judgment is painted on the altar's wall of the Sistine chapel. This is the largest fresco of the Renaissance. The picture was finished in 1541.

Janson. Page 10 http//www.kfki.hu/~arthp/tours/sistina/

-The Tomb of Julius II Before the assignment of the Sistine ceiling in 1505, Michelangelo had been asked by Julius II to make his tomb, which was planned to be the most magnificent of Christian times. It was located in the new Basilica of St. Peters, that was under construction. Michelangelo really wanted to do the project, that had more than 40 figures. The pope ordered him to put aside the tomb project in favor of painting the Sistine ceiling. After finishing the chapel Michelangelo went back to work on the tomb. Michelangelo made a Moses, one of the finest sculptures.

Janson. Page 10 http//www.kfki.hu/~arthp/tours/sistina/

-The Laurentian Library In the 150s he designed the Laurentian Library and its elegant entrance hall adjoining San Lorenzo, but these structures were finished only decades later. Instead of being not original to classical Greek and Roman practices, Michelangelo used his own style that are columns, pediments, and brackets for a personal and expressive purpose.

Janson. Page 11 http//www.kfki.hu/~arthp/tours/sistina/

-The Medici Tombs Michelangelo undertook the Medici Tombs between 151 and 154. His design have two large wall tombs facing each other in the domed room. One wall was for Lorenzo de Medici, and the other for Giuliano de Medici. The two tombs were representing opposite types the Lorenzo, the contemplative, the introspective personality, and the Giuliano, the active, the extroverted one.

Janson. Page 11 http//www.kfki.hu/~arthp/tours/sistina/

-The Campidoglio Michelangelos program was carried out in the late 1550s, Campidoglio (Capitol) on the Capitoline Hill, is the civic and political heart of the city of Rome. He designed the Campidoglio around an oval shape, with the bronze equestrian statue of the Roman emperor Marcus Aurelius in the center. He brought a new unity to the public building facade for the Palazzo dei Conservatori.

Janson. Page 11 http//www.kfki.hu/~arthp/tours/sistina/

-Dome of St. Peter's Basilica In 1546 Michelangelo when he was a chief architect worked on St. Peters Basilica. Michelangelo became responsible for the altar end of the building on the exterior and for the final form of its dome.

Janson. Page 1 http//www.kfki.hu/~arthp/tours/sistina/

"Michelangelo was born into a world were powerful princes ruled. But Michelangelo had gifts, and his extraordinary ability to draw and paint and sculpt figures out of marble became his passport to independence, fame and fortune. He earned the friendship of princes and popes and worked for nearly ninety years creating masterpieces for them, these are sculptures for their palaces, architecture for their libraries and churches. His greatest work of all was to paint the entire ceiling and later a huge wall of the Sistine Chapel in St. Peter's Cathedral, Rome, and the most important church in the Catholic world. This is the world of art, where anything is possible." (Harry Abrams)

Abrams, page 1

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Erik Homburger Erikson

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Erik Homburger Erickson

(10-14)

Erik H. Erikson had an idea that psychosocial development began at birth and that we went through eight different developmental stages in our lives, and each stage connected you to the next stage. Depending on how you did in each stage helped Erikson to decide how you would do in the next. In order to understand this we need to go back in time to when Erikson was a child and move forward, I do believe his childhood is what helped make him decide to become a psychoanalyst.

Erik Homburger Erikson was born in Frankfurt, Germany. His father is an unnamed Danish man, who left his mother before Erik was born. It never says rather or not his mother was married to this man or not. When Erik was three his mother married his pediatrician Dr. Theodor Homburger. Erik's mother and stepfather never told him that Dr. Homburger was not his real father, so Erik grew up believing he was. Erik grew up Jewish looked like he was Danish, and was teased by other children for looking Nordic and being Jewish. It's a wonder he didn't lose it some where along his eight stages. Now lets move on to later in his life. His parents wanted him to study medicine but Erik wanted to an artist. After he graduated from high school Erik went to Europe. He took art classes while he was there.

When he was 5 he applied for a teaching position at an experimental school for American students. Besides teaching art, he got a certificate in Montessori education and a certificate from the Vienna Psychoanalytic Society.

He married Joan Serson and had three children with her. When the Nazis came into power they moved to Boston. Erikson went to work at Harvard Medical School. He later taught at Yale and Berkley. This is a man who never got a college degree working in some of the most prestige's University in America.

When Erik became an American citizen he changed his name to Erik Homburger Erikson. Now lets move on to his theories.

Erik Erikson as I said before, believes we go through eight stages in our lives from infancy through old adulthood. Each one of these stages helps prepare us for the next stage. If you don't do so well in one of the stages you can still correct it in another stage. Depending on your family and friends.

The first stage is from birth to 1yr. of age. Erikson calls this trust vs. mistrust. In order to for an infant to feel trust he must be sure that his care taker will be there to take care of him. If he's hungry he wants to know that he is going to get feed, if he's hurt he wants to be comforted, he's played with, talked to, etc. Without these reassurances the child learns mistrust. When he's hungry he's not fed, if he's hurt he doesn't get comforted, he's ignored, etc. To have mixture of trust and mistrust is good. I know that mom may not come as soon as I cry, but I know mom will be there soon to take of me. With trust the child has hope, with mistrust the child becomes withdrawn.

The second stage is from the age's - yrs. toddler stage. This stage is what Erikson calls autonomy vs. shame and doubt. In this stage in order for the child to reach autonomy we need to let him explore and manipulate things in his world. Let them investigate things. Toddlers want to know what everything is. They want to know what it does what it feels like, can it be moved, does it taste good, etc. You need to let them investigate, but you also don't want them to get hurt, so you have to set some limits as to what they can do. You don't want to limit them too much, because then they begin to doubt things. That you feel they aren't capable of doing it so they must not be able to. If you get a good balance of both they develop the virtue of self-control and self-esteem.

Stage three is from the ages -6 the preschool stage. This stage is what Erikson calls initiative vs. guilt. In order for a child to learn initiative your child needs to learn responsibilities, learn new skills. Let them use their imagination and through their imagination help them to see if they can't make some of come true. Children learn guilt through learning right from wrong. Through learning new responsibilities, new skills and the use of imagination, children learn what they are allowed to do and what they are not allowed to do. When a child does something they know they shouldn't have done they feel guilty for about. If you have a good balance of initiative and guilt you have a child with virtue purpose in his life.

Stage four is from ages 7-1 the school age child. This stage is what Erikson calls industry vs. inferiority. At this stage we as children need to tame our imagination and become more involved in education and social skills that are required of us. I'm not saying to lose your imagination, just get under control. How boring life would be if we stopped imagining. A lot of things never would have been invented, like our nice handy computers with word processors. This is an important stage I feel. This is when children need to feel like they fit in. They have parents, friends, and teachers all telling them what to do. If your parents, teachers and friends praise and encourage them, they learn industry or the feeling of success. On the other hand if their parents or teachers are too harsh and their peers reject them, then they learn inferiority. Given a balance of both you have the virtue of competence.

Stage five is from ages 1-18 the adolescence. Erikson calls this ego-identity vs. role-confusion. In this stage you have to get to know who you are. That never ending question, " Who am I?" needs to be answered in some way at this stage. You need to know who you are and how you fit in to the world around you. If we don't come to some kind of a conclusion at this stage we have role-confusion. When adolescence is confronted with role-confusion, Erikson says he or she is suffering from an identity crisis. If you have the right amount of both you have the virtue of fidelity.

Stage six is when your in your 0's, young adulthood. This is the stage Erikson describes as intimacy vs. isolation. Intimacy is the ability to love, to be close to others as friends, lovers, and predicating in society. To love is like being able to love someone enough to marry them. You're not afraid of the commitment that goes with it. To be close to others is like having close friends that you would trust you're with. Participating in society is getting involved in your community. On the other hand isolation is being afraid to try anything, because your afraid you might get hurt and you don't want to take the chance. You shy away from love, friends, and community. If you get a right amount of each you have the virtue of love.

Stage seven late 0's to the 50's, middle adult. This the stage Erikson describes as generativity vs. self-absorption. Generativity is wanting to make sure that the world goes on. To make sure there is a future for children and their children and expecting nothing in return. Self-absorption is caring for no one. You look out for number one, which is you. You no longer want to be a useful part of society. If you manage a good balance of both you learn the virtue of caring.

Stage eight your 50's and beyond, old adult. This stage Erikson describes as integrity vs. despair. Integrity is being able to come face to face with your life and all that you have done in it and being able to except it and can approach death without fear. Despair is just the opposite. Looking at your life and wondering what you could have done different to have made it better. Your not to thrilled about death, because you don't think you are finished yet. You need to more. Someone who can approach death without fear has the strength Erikson calls wisdom. Erikson says, "healthy children will not fear life if their elders have integrity enough not to fear death."

Erik Erikson has accomplished a lot. If you look at his stages you can see he had to overcome certain parts along the way. Being told the man his mother married was his father, in fact he wasn't. Being teased for looking Nordic and being Jewish. So he had to overcome obstacles himself. This is part of why he wanted to study psychosocial development. If you look over his stages you can see he is real close to how we are.

Stage (age)

____________

I (0-1) infancy

____________

II (-) toddler

____________

III (-6) preschooler

____________

IV (7-1 or so)

School-age child

____________

V (1-18 or so)

Adolescence

____________

VI (the 0's)

Young adult

____________

VII (late 0's to 50's) middle adult

____________

VIII (50's and beyond) old adult

Psychosocial Crisis

____________

Trust vs. mistrust

____________

Autonomy vs. shame and doubt

____________

Initiative vs. guilt

____________

Industry vs. inferiority

____________

Ego-identity vs. role-confusion

____________

Intimacy vs. isolation

____________

Generativity vs. self-absorption

____________

Integrity vs. despair

Significant Relations

____________

mother

____________

parents

____________

family

____________

neighborhood and school

____________

Peer groups,

Role models

____________

Partners, friends

____________

Household, workmates

____________

Mankind or "my kind"

Psychosocial Modalities

____________

To get, to give in return

____________

To hold on, to let go

____________

To go after, to play

____________

To complete, to make things together

____________

To be oneself, to share oneself

____________

To lose and find oneself in another

____________

To make be, to take care of

____________

To be, through having been, to face not being

Psychosocial Virtues

____________

Hope, faith

____________

Will, determination

____________

Purpose, courage

____________

Competence

____________

Fidelity, loyalty

____________

Love

____________

Care

____________

wisdom

Maladaption & Malignancies

____________

Sensory distortion-- withdrawal

____________

Impulsivity-- compulsion

____________

Ruthlessness-- inhibition

____________

Narrow virtuosity-- inertia

____________

Fanaticism-- repudiation

____________

Promiscuity-- exclusivity

____________

Overextension -- rejectivity

____________

Presumption-- despair

Title Erik Homburger Erikson

I.Introduction

II.Early Childhood

A.His father

1.Left before he was born

.Never told about him

B.Being Danish and Jewish

1.Looked Nordic

.Teased by other children

III.Later years

A.Schooling

1.Graduated high school

.Art classes

.Montessori Certificate

4. Vienna Psychoanalytic Society

B.Work

1.Taught art at an experimental school

.Harvard Medical School

.Yale

4.University California, Berkley

C.Marriage

D.Changed name

IV.Psychosocial stages

A.Eight stages

B.Infancy trust, mistrust

1.Being cared for

.Not being cared for

.Virtue hope

C.Toddler autonomy, shame

1.Manipulate things

.Set limits

.Virtue self-esteem

D.Preschool initiative, guilt

1.Responsibility and new skills

.Doing wrong

.Virtue purpose

E.School age industry, inferiority

1.Tame imagination

.Education

.Social skills

4.Harshness

5.Peer rejection

6.Virtue competence

F.Adolescence ego-identity, role-confusion

1.Know who you are

.Fit in

.Crisis-crisis

4.Virtue fidelity

G.Young adulthood intimacy, isolation

1.Love

.Close friends

.Community

4.Fear to try new things

5.Virtue love

H.Middle adult generativity, self-absorption

1.Future for children

.Care for no one

.Virtue caring

I.Old adult integrity, despair

1.Face your life no regrets

.Face your life fear

.Virtue wisdom

V.Conclusion

Evans, Richard I. Dialogue with Erik Erikson. New York E.P. Dutton & Co., 16

Maier, Henery W. Three Theories of child development Revised Edition. New York Harper & Row, 16

Roazen, Paul. Erik H. Erikson The power and limits of a vision. New York The Free Press, 176

www.ship.edu Erik Erikson

www.snycorva.cortland.edu Erik Homburger Erikson

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The Position of The Presidency

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I would like to explain an American idea that has shaped this country from its beginnings. What do you think of when you hear the names George Washington, Abraham Lincoln, Franklin D. Roosevelt, John F. Kennedy, and George W. Bush. These are all names that should bring to mind the great position of the presidency. How often is it that you consider, historically, how these men came to be a United States President? Do you ever think about what the president's duties entail and what powers they hold? Do you wonder how they use these powers to oversee our government? Maybe you're a political science buff and can explain each of these off the cuff. Or possibly, you're very much like me; you only know the general concepts of these areas. Either way, I hope you will learn at least a little something from the various aspects of what I'm about to explain regarding the position of the United States Presidency.

As I researched this subject I realized that we as Americans don't really think about how unique our concept of a president is. So I'm going to challenge you to look back in history and envision yourself in the position of our founding fathers. The Revolutionary War is over; independence is achieved from Britain and we are now left to the decision of how to deal with our freedom. We have only the Declaration of Independence to act as our guide to the values of a new American government. Tough position? I'd say so. But, like all things, this process of building a government came in pieces and it started with the Continental Congress. On September 5, 1774 the Continental Congress of the United States was formed in response to the Intolerable Acts passed by King George III. (President of) This Congress was basically a group of men, lead by a chairman, that came together to petition the various English laws that now affected them in their American colonies. This Congress continued for almost two years with no relief from Britain, so on July , 1776 they declared their independence from Great Britain by the signing of the Declaration of Independence. (Klos, Happy Birthday)

With this declaration declared, a war began and the colonies realized they needed some sort of formal documentation to oversee their war against England. On November 5, 1777 the Continental Congress passed the original Articles of Confederation. (President of) The Congress, realizing these articles were very much a rough draft of what was needed for their new United States, required that all thirteen states be ratified before the document could officially become the first Constitution. In the course of the next 4 years each of the states slowly became ratified. On March 1, 1781 the Continental Congress ceased to exist and was replaced with The United States in Congress Assembled. . (Klos, President Who)The Articles of Confederation established various statutes that laid the foundation for the government we have today. They named our country The United States of America and formed a bond between all the states for "their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them." (Articles) This fellowship allowed free men to move liberally around the states and created accountability for criminals by forcing them to return to the state of their crime if they were caught in another state. It laid the basic ground rules for the delegates to Congress and the general powers that Congress would have.

One of the powers of Congress laid out in the Articles was the authority to appoint a committee called "A Committee of the States" that would sit in recess of Congress. The committee would consist of a single delegate from each state and that one member would "serve in the office of president." This president along with his committee carried the responsibility and power to "ascertain the necessary sums of money to be raised for the service of the United States, and to appropriate and apply the same for defraying the public expenses to borrow money, or emit bills on the credit of the United States… to build and equip a navy… at the expense of the United States." (Articles) The presidential position on this committee established a title that our country would soon use for the leader of our land and laid a foundation for that position to grow upon.

Over time the articles proved to be insufficient because it limited the power of the central government way too much for it to govern effectively. The problems this caused forced the Congress Assembled to call for a Constitutional Convention. This convention occurred on February 1, 1787 and the goal was to revise the articles to give considerably more power to the federal government. (President of) The Constitutional Convention began on May 5, 1787. Several issues were discussed and debated, among these were the establishment of a governmental leader. After more than three months of debate the basic shape of the presidency materialized "a single leader, elected to a four-year term and eligible for reelection, with authority to veto bills enacted by Congress. The president was given command of the military and the power to appoint federal officials, subject to confirmation by the Senate." (Constitution of) From this day forward this position would begin to reflect on the nature of our country.

The power and responsibilities of the presidency have grown since the day of its birth. They have grown so much that they are almost more than one person can handle. In brief, the Constitution requires that the president "discharge the duties of the office and preserve, protect, and defend the Constitution of the United States." The Merriam Webster's Collegiate Dictionary defines each of these words as followed. To preserve, meaning to keep safe from injury, harm or destruction. To protect, meaning to cover or shield from injury or destruction. To defend, meaning to drive danger or attack away from and to maintain or support. These words, although fairly specific in their dictionary meaning, become very broad in terms when associated with a position and its responsibility to the Constitution of the United States. This statement is short but extensive in such a way that as the years pass the president continues to incur more and more responsibilities.

One of the most impacting areas of responsibility for the president is in the area of legislative matters. The president is the nations chief legislator. He is tasked with giving guidance and setting priorities for our nations Congress. He proposes and pursues a very large portion of the actual legislation heard by Congress. He has the power to "strong-arm" Congress in this process with his power of veto, which can block bills that the president does not want in legislation. The president is also in charge of executing the laws of the United States and ensuring the implementation by directing various administrative agencies. (President of)

The second major area of presidential responsibility is in the judicial process. First and foremost is his responsibility to appoint judges to the Supreme Court, our highest court in the land. These appointments are extremely important because as the Supreme Court is the highest law of the land, they constantly set forth standards for all other courts to follow. The president is also responsible for executing the laws that are set forth. He does this by appointing the leaders of each of our federal agencies who are in turn responsible for ensuring that when the law is broken that offenders are punished. (President of)

A third area of responsibility is the president's influence on our economy and foreign policy. At the start of the first term the president initiates budget and tax proposals, often increasing or cutting funds that affect our entire country. He has the power to regulate various industries by the enforcement of safety and environmental regulations. He has the ability to shape tariffs on imports, this affects the thousands of businesses that buy and sell goods to other countries, which flows directly into his role in foreign policy. In respect to foreign policy he is the chief diplomat of the United States and the Constitution gives him the power to negotiate treaties and appoint diplomatic representatives. He has the power to negotiate executive agreements with foreign countries and has the discretion of whether or not to give official recognition to foreign governments. (The Office)

The president also holds many powers over various organizations within the United States. First and foremost, he is our commander in chief of our armed forces giving him an array of powers to direct our military in times of war and peace. As the primary military commander he is responsible for our nations security and the safety of its people. With this responsibility lies the power of appointing men and women to various high level positions so that they can ensure the countries security and safety is maintained. He is in charge of appointing members of the Cabinet, employing the head of independent federal agencies, and commissioning all officers of the armed forces. (Gesell, 8)

Lastly, the president is the leader of the executive branch of the federal government. This branch consists of fourteen departments agriculture, commerce, defense, education, energy, health and human services, housing and urban development, interior, justice, labor, state, transportation, treasury, and veteran's affairs. The president is also in charge of directing various independent agencies to include the Environmental Protection Agency (EPA), Equal Employment Opportunity Commission (EEOC), Export-Import Bank, Federal Communications Commission (FCC), Federal Election Commission, Federal Maritime Commission, Federal Reserve System, Federal Trade Commission (FTC), General Services Administration, National Aeronautics and Space Administration (NASA), National Foundation on the Arts and the Humanities, National Labor Relations Board, National Science Foundation, Securities and Exchange Commission (SEC), Small Business Administration, United States Information Agency, and the Postal Service. (Squire, ) The role of the president in these departments is as involved as he chooses to be. He may simply decide to identify the heads of these organizations and trust them to run them appropriately or he may take a more active role by constantly being involved. There is no direction as to how he must interact with these organizations.

I have told you a little about how our position of the president was made and some of the tasks the position accomplishes. A president, our president, holds a huge amount of responsibility. With the growth of our country from 1 colonies to 50 states so has the role of the president grown. This idea is unique because our president does not rule; he leads, hopefully by example. As a leader he is elected, not born in to, the position. He is forced to look to the people, us, and seek approval for his actions. His position is one of great importance that weights heavily upon our country. I hope that you have learned a little about the historical nature of how this position was created and what the position has grown into today, and maybe you now have a deeper understanding of not only the importance and uniqueness of this position, but also how it works.

Gesell, Laurence. Aviation and the Law. Arizona; Coast Aire Publications, 18

Articles of Confederation. Online. Mar. 00. Avaliable FTP odur.let.rug.nl

President of the United States. CD-ROM. Microsoft® Encarta® Encyclopedia 001.

The Office of the President. Online. Mar. 00. Available FTP www.worldbook.com

Klos, Stanley. Happy Birthday United States. Online. Mar. 00. Available FTP

www.uspresidency.com

---. President Who? Online. Mar. 00. Available FTP www.uspresidency.com

Squire, Peverill, James Lindsay, Cary Covington, and Eric Smith. Brief Edition

Dynamics of Democracy. McGraw-Hill. 17. 01-4

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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

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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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