I have spoken about the lies that had been made by western powers with regards to world knowledge. Below is a look at some of the evidence that ; there is infact an organize effort to deceive.And their efforts in centered in schools.
Here are some interesting reading. ............................................. What is Taught : The first mention of man in flight was by Roger Bacon, > who drew a flying apparatus. Leonardo da Vinci also conceived of airborne > transport and drew several prototypes. > > What Should be Taught : Ibn Firnas of Islamic Spain invented, constructed > and tested a flying machine in the 800's A.D. Roger Bacon learned of > flying machines from Arabic references to Ibn Firnas' machine. The > latter's invention antedates Bacon by 500 years and Da Vinci by some 700 > years. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Glass mirrors were first produced in1291 in Venice. > > What Should be Taught : Glass mirrors were in use in Islamic Spain as > early as the 11th century. The Venetians learned of the art of fine glass > production from Syrian artisans during the 9th and 10th centuries. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Until the 14th century, the only type of clock available > was the water clock. In 1335, a large mechanical clock was erected in > Milan, Italy. This was possibly the first weight-driven clock. > > What Should be Taught : A variety of mechanical clocks were produced by > Spanish Muslim engineers, both large and small, and this knowledge was > transmitted to Europe through Latin translations of Islamic books on > mechanics. These clocks were weight-driven. Designs and illustrations of > epi-cyclic and segmental gears were provided. One such clock included a > mercury escapement. The latter type was directly copied by Europeans > during the 15th century. In addition, during the 9th century, Ibn Firnas > of Islamic Spain, according to Will Durant, invented a watch-like device > which kept accurate time. The Muslims also constructed a variety of highly > accurate astronomical clocks for use in their observatories. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : In the 17th century, the pendulum was developed by > Galileo during his teenage years. He noticed a chandelier swaying as it > was being blown by the wind. As a result, he went home and invented the > pendulum. > > What Should be Taught : The pendulum was discovered by Ibn Yunus al-Masri > during the 10th century, who was the first to study and document its > oscillatory motion. Its value for use in clocks was introduced by Muslim > physicists during the 15th century. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Movable type and the printing press was invented in the > West by Johannes Gutenberg of Germany during the 15th century. > > What Should be Taught : In 1454, Gutenberg developed the most > sophisticated printing press of the Middle Ages. However, movable brass > type was in use in Islamic Spain 100 years prior, and that is where the > West's first printing devices were made. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught: Isaac Newton's 17th century study of lenses, light and > prisms forms the foundation of the modern science of optics. > > What Should be Taught : In the 11th century al-Haytham determined > virtually everything that Newton advanced regarding optics centuries prior > and is regarded by numerous authorities as the "founder of optics." > > There is little doubt that Newton was influenced by him. Al-Haytham was > the most quoted physicist of the Middle Ages. His works were utilized and > quoted by a greater number of European scholars during the 16th and 17th > centuries than those of Newton and Galileo combined. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Isaac Newton, during the 17th century, discovered that > white light consists of various rays of colour light. > > What Should be Taught : This discovery was made in its entirety by > al-Haytham (11th century) and Kamal ad-Din (14th century). Newton did make > original discoveries, but this was not one of them. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The concept of the finite nature of latter was first > introduced by Antione Lavoisier during the 18th century. He discovered > that, although matter may change its form or shape, its mass always > remains the same. Thus, for instance, if water is heated to steam, if salt > is dissolved in water or if a piece of wood is burned to ashes, the total > mass remains unchanged. > > What Should be Taught : The principles of this discovery were elaborated > centuries before by Islamic Persia's great scholar, al-Biruni (d. 1050). > Lavoisier was a disciple of the Muslim chemists and physicists and > referred to their books frequently. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught: The Greeks were the developers of trigonometry. > > What Should be Taught : Trigonometry remained largely a theoretical > science among the Greeks. It was developed to a level of modern perfection > by Muslim scholars, although the weight of the credit must be given to > al-Battani. The words describing the basic functions of this science, > sine, cosine and tangent, are all derived from Arabic terms. Thus, > original contributions by the Greeks in trigonometry were minimal. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The use of decimal fractions in mathematics was first > developed by a Dutchman, Simon Stevin, in 1589. He helped advance the > mathematical sciences by replacing the cumbersome fractions, for instance, > 1/2, with decimal fractions, for example,0.5. > > What Should be Taught : Muslim mathematicians were the first to utilize > decimals instead of fractions on a large scale. Al-Kashi's book, Key to > Arithmetic, was written at the beginning of the 15th century and was the > stimulus for the systematic application of decimals to whole numbers and > fractions thereof. It is highly probably that Stevin imported the idea to > Europe from al-Kashi's work. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The first man to utilize algebraic symbols was the French > mathematician, Francois Vieta. In 1591, he wrote an algebra book > describing equations with letters such as the now familiar x and y's. > Asimov says that this discovery had an impact similar to the progression > from Roman numerals to Arabic numbers. > > What Should be Taught : Muslim mathematicians, the inventors of algebra, > introduced the concept of using letters for unknown variables in equations > as early as the 9th century A.D. Through this system, they solved a > variety of complex equations, including quadratic and cubic equations. > They used symbols to develop and perfect the binomial theorem. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : The difficult cubic equations (x to the third power) > remained unsolved until the 16th century when Niccolo Tartaglia, an > Italian mathematician, solved them. > > What Should be Taught : Cubic equations as well as numerous equations of > even higher degrees were solved with ease by Muslim mathematicians as > early as the 10th century. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The concept that numbers could be less than zero, that is > negative numbers, was an unknown until 1545 when Geronimo Cardano > introduced the idea > > What Should be Taught: Muslim mathematicians introduced negative numbers > for use in a variety of arithmetic functions at least 400 years prior to > Cardano. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : In 1614, John Napier invented logarithms and logarithmic > tables. > > What Should be Taught : Muslim mathematicians invented logarithms and > produced logarithmic tables several centuries prior. Such tables were > common in the Islamic world as early as the 13th century. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : During the 17th century Rene Descartes made the discovery > that algebra could be used to solve geometrical problems. By this, he > greatly advanced the science of geometry. > > What Should be Taught : Mathematicians of the Islamic Empire accomplished > precisely this as early as the 9th century A.D. Thabit bin Qurrah was the > first to do so, and he was followed by Abu'l Wafa, whose 10th century book > utilized algebra to advance geometry into an exact and simplified science. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Isaac Newton, during the 17th century, developed the > binomial theorem, which is a crucial component for the study of algebra. > > What Should be Taught:: Hundreds of Muslim mathematicians utilized and > perfected the binomial theorem. They initiated its use for the systematic > solution of algebraic problems during the 10th century (or prior). > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : No improvement had been made in the astronomy of the > ancients during the Middle Ages regarding the motion of planets until the > 13th century. Then Alphonso the Wise of Castile (Middle Spain) invented > the Aphonsine Tables, which were more accurate than Ptolemy's. > > What Should be Taught : Muslim astronomers made numerous improvements upon > Ptolemy's findings as early as the 9th century. They were the first > astronomers to dispute his archaic ideas. In their critic of the Greeks, > they synthesized proof that the sun is the centre of the solar system and > that the orbits of the earth and other planets might be elliptical. They > produced hundreds of highly accurate astronomical tables and star charts. > Many of their calculations are so precise that they are regarded as > contemporary. The Alphonsine Tables are little more than copies of works > on astronomy transmitted to Europe via Islamic Spain, i.e. the Toledo > Tables. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The English scholar Roger Bacon (d. 1292) first mentioned > glass lenses for improving vision. At nearly the same time, eyeglasses > could be found in use both in china and Europe. > > What Should be Taught : Ibn Firnas of Islamic Spain invented eyeglasses > during the 9th century, and they were manufactured and sold throughout > Spain for over two centuries. Any mention of eyeglasses by Roger Bacon was > simply a regurgitation of the work of al-Haytham (d. 1039), whose research > Bacon frequently referred to. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Gunpowder was developed in the Western world as a result > of Roger Bacon's work in 1242. The first usage of gunpowder in weapons was > when the Chinese fired it from bamboo shoots in attempt to frighten Mongol > conquerors. They produced it by adding sulphur and charcoal to saltpetre. > > What Should be Taught : The Chinese developed saltpetre for use in > fireworks and knew of no tactical military use for gunpowder, nor did they > invent its formula. Research by Reinuad and Fave have clearly shown that > gunpowder was formulated initially by Muslim chemists. further, these > historians claim that the Muslims developed the first fire-arms. Notably, > Muslim armies used grenades and other weapons in their defence of > Algericus against the Franks during the 14th century. Jean Mathes > indicates that the Muslim rulers had stock-piles of grenades, rifles, > crude cannons, incendiary devices, sulfur bombs and pistols decades before > such devices were used in Europe. The first mention of a cannon was in an > Arabic text around 1300 A.D. Roger Bacon learned of the formula for > gunpowder from Latin translations of Arabic books. He brought forth > nothing original in this regard. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : The compass was invented by the Chinese who may have been > the first to use it for navigational purposes sometime between 1000 and > 1100 A.D. The earliest reference to its use in navigation was by the > Englishman, Alexander Neckam (1157-1217). > > > What Should be Taught : Muslim geographers and navigators learned of the > magnetic needle, possibly from the Chinese, and were the first to use > magnetic needles in navigation. They invented the compass and passed the > knowledge of its use in navigation to the West. European navigators relied > on Muslim pilots and their instruments when exploring unknown territories. > Gustav Le Bon claims that the magnetic needle and compass were entirely > invented by the Muslims and that the Chinese had little to do with it. > Neckam, as well as the Chinese, probably learned of it from Muslim > traders. It is noteworthy that the Chinese improved their navigational > expertise after they began interacting with the Muslims during the 8th > century. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The first man to classify the races was the German Johann > F. Blumenbach, who divided mankind into white, yellow, brown, black and > red peoples. > > What Should be Taught : Muslim scholars of the 9th through 14th centuries > invented the science of ethnography. A number of Muslim geographers > classified the races, writing detailed explanations of their unique > cultural habits and physical appearances. They wrote thousands of pages on > this subject. Blumenbach's works were insignificant in comparison. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : The science of geography was revived during the 15th, > 16th and 17th centuries when the ancient works of Ptolemy were discovered. > The Crusades and the Portuguese/Spanish expeditions also contributed to > this reawakening. The first scientifically-based treatise on geography > were produced during this period by Europe's scholars. > > What Should be Taught : Muslim geographers produced untold volumes of > books on the geography of Africa, Asia, India, China and the Indies during > the 8th through to 15th centuries. These writings included the world's > first geographical encyclopedias, almanacs and oad maps. Ibn Battutah's > 14th century masterpieces provide a detailed view of the geography of the > ancient world. The Muslim geographers of the 10th through to 15th > centuries far exceeded the output by Europeans regarding the geography of > these regions well into the 18th century. The Crusades led to the > destruction of educational institutions, their scholars and books. They > brought nothing substantive regarding geography to the Western world. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : Robert Boyle, in the 17th century, originated the science > of chemistry. > > What Should be Taught : A variety of Muslim chemists, including ar-Razi, > al-Jabr, al-Biruni and al-Kindi, performed scientific experiments in > chemistry some 700 years prior to Boyle. Durant writes that the Muslims > introduced the experimental method to this science. Humboldt regards the > Muslims as the founders of chemistry. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Leonardo da Vinci (16th century) fathered the science of > geology when he noted that fossils found on mountains indicated a watery > origin of the earth. > > > What Should be Taught : Al-Biruni (1lth century) made precisely this > observation and added much to it, including a huge book on geology, > hundreds of years before Da Vinci was born. Ibn Sina noted this as well > (see pages 100-101). It is probable that Da Vinci first learned of this > concept from Latin translations of Islamic books. He added nothing > original to their findings. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : The first mention of the geological formation of valleys > was in 1756, when Nicolas Desmarest proposed that they were formed over a > long periods of time by streams. > > What Should be Taught : Ibn Sina and al-Biruni made precisely this > discovery during the 11th century (see pages 102 and 103), fully 700 years > prior to Desmarest. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught : Galileo (17th century) was the world's first great > experimenter. > > What Should be Taught : Al-Biruni (d. 1050) was the world's first great > experimenter. He wrote over 200 books, many of which discuss his precise > experiments. His literary output in the sciences amounts to some 13,000 > pages, far exceeding that written by Galileo or, for that matter, Galileo > and Newton combined. > > > * * * * * * * * * * * * * * * * * * * > What is Taught : The Italian Giovanni Morgagni is regarded as the father > of pathology because he was the first to correctly describe the nature of > disease. > > What Should be Taught : Islam's surgeons were the first pathologists. They > fully realized the nature of disease and described a variety of diseases > to modern detail. Ibn Zuhr correctly described the nature of pleurisy, > tuberculosis and pericarditis. Az-Zahrawi accurately documented the > pathology of hydrocephalus (water on the brain) and other congenital > diseases. Ibn al-Quff and Ibn an-Nafs gave perfect descriptions of the > diseases of circulation. Other Muslim surgeons gave the first accurate > descriptions of certain malignancies, including cancer of the stomach, > bowel and esophageus. These surgeons were the originators of pathology, > not Giovanni Morgagni. > > > * * * * * * * * * * * * * * * * * * * * > What is Taught: Paul Ehrlich (19th century) is the originator of drug > chemotherapy, ..... > > BUT now you can ask is He really.???? When the Arabs have already > administered non habit forming drugs and herbs positively and in a > controlled manner to enhance and perfect their treatment of ailments and > diseases in these centuries mentioned above..... > > > * * * * * * * * * * * * * * * * * * * * > > HISTORY, Historic INVENTIONS and DISCOVERIES..... WERE PURPOSELY MADE > EURO-CENTRIC (made us believe .....everything was discovered, developed > & started in Europe)..... > > THIS IS THE BIGGEST MYTH OF THE 21 ST CENTURY..... And they make us > believe.....that Americo Vespucci and Christopher Columbus discovered the > New World .....later to be become known as America..... > > Well..... How do you discover a country.....when the native Indians and > others were already on the beach.....to welcome you there when you > arrived.....?.....Makes you think doesnt it.....? > > BE PROUD of ISLAM.....its undying development and growth.....and the > contribution to Modern science and the achievements of your MUSLIM > forebears in this regard. > > May Allah save us ALL..... > > Walaahu Alam > > > LINKS for references > > http://cyberistan.org/islamic/ > http://www.levity.com/alchemy/islam09.html > http://fisicanet.terra.com.br/biografias/islamicos.htm > > > > > ----- Related Article 1 ----- > Sent: Wednesday, August 10, 2005 3:34 PM > From: Amien Ahmed <[EMAIL PROTECTED]> > Subject: LET'SL KNOW our MASTERS (ra) OF ISLAMIC SCHOLARS > > > Timeline of Islamic Scientists (700-1400) > > http://www.levity.com/alchemy/islam10.html > > This chart depicts the lives of key Islamic Scientists and related > writers, from the 8th to the end of the 13th century. By placing each > writer in a historical context, this will help us understand the > influences and borrowing of ideas. > > 701 (died) - Khalid Ibn Yazeed - Alchemy (Chemestry) > > 721 - Jabir Ibn Haiyan (Geber) - (Great Muslim Alchemist) > > 740 - Al-Asmai - (Zoology, Botany, Animal Husbandry) > > 780 - Al-Khwarizmi (Algorizm) - (Mathematics, Astronomy) > > 787 - Al Balkhi, Ja'Far Ibn Muhammas (Albumasar) - Astronomy > > 796 - Al-Fazari,Ibrahim Ibn Habeeb - Astronomy, Translation > > ----- > > 800 - Ibn Ishaq Al-Kindi - (Alkindus) - (Philosophy, Physics, Optics) > > 808 - Hunain Ibn Is'haq - Medicine, Translator > > 815 - Al-Dinawari, Abu-Hanifa Ahmed Ibn Dawood - Mathematics, Linguistics > > 836 - Thabit Ibn Qurrah (Thebit) - (Astronomy, Mechanics) > > 838 - Ali Ibn Rabban Al-Tabari - (Medicine, Mathematics) > > 852 - Al Battani ABU abdillah (Albategni) - Mathematics, Astronomy, > Engineering > > 857 - Ibn MasawaihYou'hanna - Medicine > > 858 - Al-Battani (Albategnius) - (Astronomy, mathematics) > > 860 - Al-Farghani (Al-Fraganus) - (Astronomy,Civil Engineering) > > 884 - Al-Razi (Rhazes) - (Medicine,Ophthalmology, Chemistry) > > 870 - Al-Farabi (Al-Pharabius) - (Sociology, Logic, Science, Music) > > ----- > > 900 - (died) - Abu Hamed Al-ustrulabi - Astronomy > > 903 - Al-Sufi (Azophi - ( Astronomy) > > 908 - Thabit Ibn Qurrah - Medicine, Engineering > > 912 (died) - Al-Tamimi Muhammad Ibn Amyal (Attmimi) - Alchemy > > 923 (died) - Al-Nirizi, AlFadl Ibn Ahmed (wronge Altibrizi) - Mathematics, > Astronomy > > 930 - Ibn Miskawayh, Ahmed Abuali - Medicine, Alchemy > > 932 - Ahmed Al-Tabari - Medicine > > 936 - Abu Al-Qasim Al-Zahravi (Albucasis) - (Surgery, Medicine) > > 940 - Muhammad Al-Buzjani - (Mathematics, Astronomy, Geometry) > > 950 - Al Majrett'ti Abu-alQasim - Astronomy, Alchemy, Mathematics > > 960 (died) - Ibn Wahshiyh, Abu Baker - Alchemy, Botany > > 965 - Ibn Al-Haitham (Alhazen) - Physics, Optics, Mathematics) > > 973 - Abu Raihan Al-Biruni - (Astronomy, Mathematics) > > 976 - Ibn Abil Ashath - Medicine > > 980 - Ibn Sina (Avicenna) - (Medicine, Philosophy, Mathematics) > > 983 - Ikhwan A-Safa (Assafa) - (Group of Muslim Scientists) > > 1019 - Al-Hasib Alkarji - Mathematics > > 1029 - Al-Zarqali (Arzachel) - Astronomy (Invented Astrolabe) > > 1044 - Omar Al-Khayyam - (Mathematics, Poetry) > > 1060 - (died) Ali Ibn Ridwan Abu'Hassan Ali - Medicine > > 1077 - Ibn Abi-Sadia Abul Qasim - Medicine > > 1090 - Ibn Zuhr (Avenzoar) - Surgery, Medicine > > 1095 - Ibn Bajah, Mohammed Ibn Yahya > > 1097 - Ibn Al-Baitar Diauddin (Bitar) - Botany, Medicine, Pharmacology > > 1099 - Al-Idrisi (Dreses) - Geography, World Map (First Globe) > > 1091 - Ibn Zuhr (Avenzoar) - ( Surgery, Medicine) > > 1095 - Ibn Bajah, Mohammad Ibn Yahya (Avenpace) - Philosophy, Medicine > > 1099 - Al-Idrisi (Dreses) - (Geography -World Map, First Globe) > > 1100 - Ibn Tufayl Al-Qaysi - Philosophy, Medicine > > 1120 - (died) - Al-Tuhra-ee, Al-Husain Ibn Ali - Alchemy, Poem > > 1128 - Ibn Rushd (Averroe's) - Philosophy, Medicine > > 1135 - Ibn Maymun, Musa (Maimonides) - Medicine, Philosphy > > 1140 - Al-Badee Al-Ustralabi - Astronomy, Mathematics > > 1155 (died) - Abdel-al Rahman AlKhazin - Astronomy > > 1162 - Al Baghdadi, Abdellateef Muwaffaq - Medicine, Geography > > 1165 - Ibn A-Rumiyyah Abul'Abbas (Annabati) - Botany > > 1173 - Rasheed Al-Deen Al-Suri - Botany > > 1184 - Al-Tifashi, Shihabud-Deen (Attifashi) - Metallurgy, Stones > > ----- > > 1201 - Nasir Al-Din Al-Tusi - (Astronomy, Non-Euclidean Geometry) > > 1203 - Ibn Abi-Usaibi'ah, Muwaffaq Al-Din - Medicine > > 1204 (died) - Al-Bitruji (Alpetragius) - (Astronomy) > > 1213 - Ibn Al-Nafis Damishqui - (Anatomy) > > 1236 - Kutb Aldeen Al-Shirazi - Astronomy, Geography > > 1248 (died) - Ibn Al-Baitar - ( Pharmacy, Botany) > > 1258 - Ibn Al-Banna (Al Murrakishi), Azdi - Medicine, Mathematics > > 1262 (died) - Al-Hassan Al-Murarakishi - Mathematics, Astronomy, Geography > > 1273 - Al-Fida (Abdulfeda) - ( Astronomy, Geography) > > ----- > > 1306 - Ibn Al-Shater Al Dimashqi - Astronomy, Mathematics > > 1320 (died) - Al Farisi Kamalud-deen Abul-Hassan - Astronomy, Physics > > 1341 (died) - Al-Jildaki, Muhammad Ibn Aidamer - Alchemy > > 1351 - Ibn Al-Majdi, Abu Abbas Ibn Tanbugha - Mathematics, Astronomy > > 1359 - Ibn Al-Magdi,Shihab-Udden Ibn Tanbugha - Mathematic, Astronomy > > ----- > > George Sarton's: > > Tribute to Muslim Scientists in the "Introduction to the History of > Science," > > "It will suffice here to evoke a few glorious names without contemporary > equivalents in the West: Jabir ibn Haiyan, al-Kindi, al-Khwarizmi, > al-Fargani, al-Razi, Thabit ibn Qurra, al-Battani, Hunain ibn Ishaq, > al-Farabi, Ibrahim ibn Sinan, al-Masudi, al-Tabari, Abul Wafa, 'Ali ibn > Abbas, Abul Qasim, Ibn al-Jazzar, al-Biruni, Ibn Sina, Ibn Yunus, > al-Kashi, Ibn al-Haitham, 'Ali Ibn 'Isa al-Ghazali, al-zarqab, Omar > Khayyam. A magnificent array of names which it would not be difficult to > extend. > > If anyone tells you that the Middle Ages were scientifically sterile, just > quote these men to him, all of whom flourished within a short period, 750 > to 1100 A.D." > > > > > ----- Related Article 2 ----- > Date: Tue, 5 Oct 2004 14:57:07 +0300 > From: "Moufti Lala Iliasse" <[EMAIL PROTECTED]> > Subject: Arab scholar 'crackedRosetta code' 800 years before the West > > > Arab scholar 'cracked Rosetta code' 800 years before the West > > http://observer.guardian.co.uk/uk_news/story/0,,1318435,00.html > > Robin McKie, science editor > Sunday October 3, 2004 > The Observer > > It is famed as a critical moment in code-breaking history. Using a piece > of basalt carved with runes and words, scholars broke the secret of > hieroglyphs, the written 'language' of the ancient Egyptians. > > A baffling, opaque language had been made comprehensible, and the secrets > of one of the world's greatest civilisations revealed - thanks to the > Rosetta Stone and the analytic prowess of 18th and 19th century European > scholars. > > But now the supremacy of Western thinking has been challenged by a London > researcher who claims that hieroglyphs had been decoded hundreds of years > earlier - by an Arabic alchemist, Abu Bakr Ahmad Ibn Wahshiyah. > > 'It has taken years of painstaking research to prove this,' said Dr Okasha > El Daly, at UCL's Institute of Archaeology. 'I was convinced that Western > scholars were not the first, and I have found evidence that shows Arabian > scholars broke the code a thousand years ago.' > > The Rosetta Stone was found embedded in a fort wall by French engineers > during Napoleon's campaign in Egypt. The stone - now displayed in the > British Museum - contains a text in Greek, Coptic and hieroglyph, but > still required another 23 years' work to be decoded, a task achieved by > Jean-François Champollion, a student of ancient languages. > > Champollion's breakthrough came in 1822 when he realised hieroglyphs > should be read, not as symbols of ideas or objects, but as a phonetic > script. The sound associated with each symbol was crucial to deciphering > it. It was a 'eureka' moment. 'Je tiens mons affaire (I've done it),' > Champollion shouted, before falling into a dead faint for five days. He > awoke to continue his work, but died 10 years later of exhaustion and is > buried in Paris's Père Lachaise cemetery. Pieces of papyrus are still > placed on his grave in recognition of his great work. > But now it is claimed that Champollion had been beaten by Arabian scholars > who, eight centuries earlier, had twigged that sounds were crucial to > their decoding. 'For two and half centuries, the study of ancient Egypt > has been dominated by a Euro-centric view that virtually ignored Arabic > scholarship,' said El Daly. 'I felt that was quite unjustified.' > > An expert in both ancient Egypt and ancient Arabic scripts, El Daly spent > seven years chasing down Arabic manuscripts in private collections around > the world in a bid to find evidence that Arab scholars had unlocked the > secrets of the hieroglyph. He eventually found it in the work of the > ninth-century alchemist, Ibn Wahshiyah. 'I compared his studies with those > of modern scholars and realised that he understood completely what > hieroglyphs were saying.' > > El Daly stressed that Muslim scholars had not simply been handed the > secrets of hieroglyphs after Egypt was taken over by Islam. > > 'The secret of the hieroglyph was lost and then rediscovered by Arab > scholars, who used diligent work to break their code, eight centuries > before Champollion,' he said. 'These were people who possessed great > astronomical and mathematical knowledge. Decoding hieroglyphs was just the > kind of thing they would have been good at.' > > > > > ----- Related Article 3 ----- > Date: Sun, 07 Sep 2003 12:59:08 GMT > From: "Abdullah Bayiad" <[EMAIL PROTECTED]> > Subject: Indebtedness to the Islamic Civilization > > > We are Often Unaware of our Indebtedness to the Islamic Civilization, says > Hewlett Packard Chief Executive Officer > > http://www.albalagh.net/current_affairs/hp_chief.shtml > > > Carly Fiorina, the CEO of Hewlett Packard, recently gave a speech defining > the relevance of leadership in today's world. Here is the quote from the > final part of her speech. > > > ".....I'll end by telling a story. > > There was once a civilization that was the greatest in the world. > > It was able to create a continental super-state that stretched from ocean > to ocean, and from northern climes to tropics and deserts. Within its > dominion lived hundreds of millions of people, of different creeds and > ethnic origins. > > One of its languages became the universal language of much of the world, > the bridge between the peoples of a hundred lands. Its armies were made up > of people of many nationalities, and its military protection allowed a > degree of peace and prosperity that had never been known. The reach of > this civilization's commerce extended from Latin America to China, and > everywhere in between. > > And this civilization was driven more than anything, by invention. Its > architects designed buildings that defied gravity. Its mathematicians > created the algebra and algorithms that would enable the building of > computers, and the creation of encryption. Its doctors examined the human > body, and found new cures for disease. Its astronomers looked into the > heavens, named the stars, and paved the way for space travel and > exploration. > > Its writers created thousands of stories. Stories of courage, romance and > magic. Its poets wrote of love, when others before them were too steeped > in fear to think of such things. > > When other nations were afraid of ideas, this civilization thrived on > them, and kept them alive. When censors threatened to wipe out knowledge > from past civilizations, this civilization kept the knowledge alive, and > passed it on to others. > > While modern Western civilization shares many of these traits, the > civilization I'm talking about was the Islamic world from the year 800 to > 1600, which included the Ottoman Empire and the courts of Baghdad, > Damascus and Cairo, and enlightened rulers like Suleiman the Magnificent. > > Although we are often unaware of our indebtedness to this other > civilization, its gifts are very much a part of our heritage. The > technology industry would not exist without the contributions of Arab > mathematicians. Sufi poet-philosophers like Rumi challenged our notions of > self and truth. Leaders like Suleiman contributed to our notions of > tolerance and civic leadership. > > And perhaps we can learn a lesson from his example: It was leadership > based on meritocracy, not inheritance. It was leadership that harnessed > the full capabilities of a very diverse population that included > Christianity, Islamic, and Jewish traditions. > > This kind of enlightened leadership that nurtured culture, sustainability, > diversity and courage led to 800 years of invention and prosperity. > > In dark and serious times like this, we must affirm our commitment to > building societies and institutions that aspire to this kind of greatness. > More than ever, we must focus on the importance of leadership bold acts of > leadership and decidedly personal acts of leadership." > ------------------------ Yahoo! Groups Sponsor --------------------~--> Get fast access to your favorite Yahoo! Groups. 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