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Jasper has trained his humans quite well. He knows that on the weekend he can usually coerce us into giving him a "special treat". Most evenings after dinner and walk Jasper invites us to play and play some more. But on Friday or Saturday evenings play ceases early and he gives us that tilty headed look. "What are you thinking, Jasper?", we ask. More tilted head looks at both of us. Jean (my wife) asks, "What do you think, Todd?, Do you suppose we have a special treat for him?" At which point he knows that he's won the plea and he runs to the treat cupboard. Receiving the treat usually catalyzes the zoomies for about 5 minutes before settling in to enjoy. Pig's ear this weekend. Yum
is there much else on earth as cute as these big lumps of lovable fat?! i mean really....look at this guy!!! he was trying to tell me (in his seal like ways) that he wanted me to take him home and put him in my bathtub.
Matthew 27:29 (KJS) And when they had platted a crown of thorns, they put [it] upon his head, and a reed in his right hand: and they bowed the knee before him, and mocked him, saying, Hail, King of the Jews!
30 And they spit upon him, and took the reed, and smote him on the head.
April 19th, 2016
I couldn't get him to pose like this, but when I turn my back and start working on something else and then turnaround again -- there he is....
Now at the mainstore,
Classy Dual colors MESH shirts. XS, S, M, L, XL sizes.
You can get separatly or all in one HUD!
or on SL Marketplace
Information given by ebay seller:
"This young Civil War Soldier 1/6th plate tintype is identified as Great Uncle Newton Ornbaun. We tried to research him, at first with no luck. Fortunately research on Ancestry.com not only confirmed his identity, we were also able to find a photograph of his brother (Andrew Marion Ornbaun) that is identical to the one we are listing in a separate auction. His real name is Henry Newton Ornbaun, not Henry Osborn. When I read the letter from an officer documenting his wounds and bravery, the officer had spelled it wrong. Also when I looked at the draft papers, the name Osborn is intermingled with Ornbaun and Ornbaum. Henry Newton Ornbaun was with the 79th Indiana Infantry. He was injured in November 1863 during the Chattanooga Campaign, and died from his wounds on Dec 1st,1863. We are adding an excerpt from the letter from headquarters, documenting his injury.
HDQRS. SEVENTY-NINTH REGT. INDIANA VOLS.,
Chattanooga, Tennessee, November 27, 1863.
CAPT.: I have the honor to submit the following report of the part taken by the Seventy-ninth Regt. Indiana Volunteers and Eighty-sixth Regt. Indiana Volunteers, consolidated, and placed under my command by order of Gen. Beatty, in the battle before Chattanooga:
On the 23d instant, at noon, orders were received to march, and leaving our camps we formed at supporting distance, in double column, in rear of the left of Brig.-Gen. Willich's command.
The advance being made, we followed in the above order for about a mile, halted, deployed the column, and were ordered to form on the left of Gen. Willich's line. Not a shot was fired by my command during all this time. At night orders were received to fortify our position with rifle-pits and abatis. During the night we succeeded in accomplishing and carrying out the order as directed, and had at the break of day a line
of field-works of much strength. Nothing occurred Tuesday, the 24th, or Wednesday, the 25th, until about 3 o'clock in the afternoon, at which time I was ordered by Gen. Beatty to advance with my command beyond our works and form on the left of the front line of Gen. Willich, to advance and take the rifle-pits of the rebels in our front. The rebels upon our approach abandoned their rifle-pits, which were occupied by our forces. Not having received any order to remain in the rebel works, I ordered my command to advance upon the
mountain side in our front. Crossing the open space beyond the works we met a terrible fire, enfilading my command in all directions. The fire of the rebels becoming very severe, and their infantry in front, who were retreating before us, halting occasionally and firing upon us, I perceived that the safety of my command required it to get the protection of the mountain side to be enabled to take shelter among the trees and rocks. I urged a rapid advance, and with the hearty co-operation of the officers of both regiments the whole line was carried forward in the best order possible, on almost inaccessible ground. Here, protected by the steepness of the mountain, the men were enabled to make good their foothold, and reply to the rebel musketry, which was very galling and almost surrounding us. We advanced steadily step by step. When near the top my attention was called by Capt. Howe to the fact that our advance upon the mountain isolated us from the rest of the line with which we advanced upon the enemy's rifle-pits; there was no support on the right or left, and on looking back perceived our forces occupying the rebel works below; to retrace our steps would have been inevitable
destruction to the entire command. The resolve to advance and hold every inch of ground until supported was our only safety. The line advanced firmly, taking advantage of every obstacle, under a most furious fire of artillery and small-arms, the enemy rolling lighted shells among my men and throwing rocks upon our heads: but the ground was held and contested with the utmost determination. The rebels did not
succeed in forcing us back one step. We remained in our position, our flags and the enemy's almost touching, keeping up a heavy fire, until support came on the right and left, advancing up the mountain. At last orders were given to fix bayonets, and to charge them; once the effort failed, but advancing again, succeeded, and gained the enemy's works,
which were covered with dead and wounded, and full of rebels, who made haste to fling away their guns and to get to our rear. As my men swarmed upon the crest the rebels made another stand, commanded, as ascertained, by the rebel Gen. Hardee, but their resistance was very feeble; they were quickly broken, and fled in the greatest confusion. Here a battle-flag was captured; I regret to say it was torn to shreds by the men in their eagerness to secure mementoes. After pursuing the rebels, and the capture of many pieces of artillery and numerous prisoners, the command bivouacked upon the crest of Missionary Ridge.
It is with much pleasure that I can report the loss of both regiments as surprisingly little, when taken into consideration with the magnitude of the effort, and its results. A list of casualties is hereto appended.*
I beg leave to call the attention of the general to the following officers whose conduct deserves special mention: Capt.'s Hanna, Jordan, and Howe, Adjutant Ritter, Lieut.'s Mounts and Burns, of the Seventy-ninth Indiana Volunteers; Capt.'s Sims, Gregory, and Carnahan, Lieut.'s McInerny and Laymon, of the Eighty-sixth Indiana Volunteers. They with all other officers did their whole duty.
Among the enlisted men, where all displayed such daring, it is hard to make a distinction. First Sergt. William M. Johnston, Company D; Color Sergt. Henry C. Lawrence, First Sergt. Simeon J. Thompson, of Company B; First Sergt. Henry N. Osborn, of K; and John W. Hartpence, a drummer, of Company C, who went into the ranks and fought well--the last three of whom are seriously wounded--as well as all
non-commissioned officers, have acted with intrepidity and great bravery, assisting their officers in every manner.
I cannot close this without making my acknowledgments and
thanking Col. George F. Dick, of the Eighty-sixth Indiana
Volunteers, for the valuable assistance rendered me in commanding the two regiments while consolidated during the battle and from the time we left our camps.
I have the honor to be, captain, very respectfully, your obedient servant,
FRED. KNEFLER,
Col. Seventy-ninth Indiana Volunteers."
As soon as I enter the "Spirit House" exhibit at Cantors Art Center, I spotted this reddish pink human sculpture that looked like made out of clay or some plaster material. I was trying to figure out who he was and I couldn't. So I just call him "Neo" like the savior of humanity from the movie, "The Matrix".
Lens: Carl Zeiss Distagon T* 35mm F2 ZF
I watched a free Shakespeare in the Park play in Central Park, Louisville. Fun!
One of my favorite quotes is Brutus opining on the rise of Rome's dictator, Julius Caesar:
"He would be crowned:
How that might change his nature,
there's the question.
It is the bright day that brings forth the adder, [...]
And therefore think him as a serpent's egg
Which, hatched, would, as his kind, grow mischievous"
—from William Shakespeare's play Julius Caesar
Ah, I see. It is also Shakespeare, not just the Roman Senate, who struggled with the nature of power. The powers of a dictator make a good man a snake, poisonous to Rome. Power and the structures of power changes a man. It corrupts. So how can checks and balances be designed to curtail the natural desire of the chief executive to dictate all things?
Shakespeare's Britain was painfully, slooowly evolving an answer to that question. There were Britain's civil wars. Almost two centuries later, it was the young upstart Americans who would provide a good answer, thanks to the abuses and inadequacies of their colonial rulers, Britain's government.
Another corporate piece for a local men's clothing store. They needed something hip and modern, yet classy at the same time.
Plus, I think Trajan is a great font even if it might be slightly overused.
Logo developed through www.threeton.com.
Let's time him! | Street Moment | KL Street Photowalk.03 - When I see this couple with their daughter, I wonder what's the subject her father whispered to her mother. Is it "Let's time him!"
Rom - Mars-Ultor-Tempel
The Temple of Mars Ultor was a sanctuary erected in Ancient Rome by the Roman Emperor Augustus in 2 BCE and dedicated to the god Mars in his guise as avenger. The centerpiece of the Forum of Augustus, it was a peripteral style temple, on the front and sides, but not the rear (sine postico), raised on a platform and lined with eight columns in the Corinthian order style.
According to Suetonius and Ovid, the young Octavian vowed to build a temple to Mars in 42 BCE just before the Battle of Philippi if the god would grant him and Marcus Antonius victory over two of the assassins of Julius Caesar, Gaius Cassius Longinus and Marcus Junius Brutus. However, work did not commence on the temple until after the recovery of the Aquilae in 20 BCE that had been lost by Marcus Licinius Crassus in the disastrous Battle of Carrhae 33 years earlier. Originally, the Roman Senate had decreed that the returned standards were to be housed in a temple to Mars Ultor that was to be built on the Capitoline Hill. Augustus however, declared that he would build it at his own expense on the site of his new forum. Augustus’s decision to wait to fulfill his vow has been speculated to have been due to a reluctance to celebrate his victory over those who were seen as the defenders of Libertas, whereas the return of the standards, and its symbolic revenge against the Parthians, was a more acceptable victory to commemorate.
The temple was dedicated, albeit in an incomplete state, in 2 BCE, to coincide with Augustus’s celebration of his 13th consulship as well as his acceptance of the title Pater Patriae. The temple (and the forum within which it was placed) was part of imperial propaganda campaign to glorify and bring about an acceptance of the authority of the new Augustan empire. To the imperial regime, it was vital to accentuate the favour of the gods, as well as glorifying the ancestral figures and past of Rome, and so overcome the disorder of the civil wars that had plagued the state for over 50 years. In the words of Augustus himself, “I have fashioned this to lead the citizens to require me, while I live, and the rulers of later times as well, to attain the standard set by those great men of old.”
On the pediment of the temple was inscribed the name of Augustus, along with a series of reliefs honouring the divinities that played a part in influencing the outcome of battles and wars through their intercession. In the centre was the figure of Mars, flanked by the goddesses Fortuna and Venus. Next to these were the seated figures of Romulus (in the guise of an augur) and the goddess Roma in arms. Finally, in the gable corners were reclining figures of the personification of the Palatine Hill and Father Tiber.[6] It was to these divinities that Augustan propaganda ascribed the self-styled “victory” over the Parthians that saw the return of the lost standards during Augustus’s visit to Syria in 20 BCE (and to a lesser extent, his victory at the Battle of Philippi as an act of filial vengeance against the assassins of his adoptive father, Julius Caesar). Further, it also emphasized the role that the goddess Fortuna played his triple victory in Illyria (33 BCE), at the Battle of Actium and in Egypt defeating Cleopatra. Finally, the role of Mars Ultor was critical in Augustus’s attempts to refashion the events of his coming to power in a way that obscured the illegality of much of his actions during those years.
Within the temple there stood three statues. In the middle, a colossal Mars Ultor depicted in full military dress, holding a large spear in his right hand and a shield in his left. On the right side of the god stood a statue of the goddess Venus, with Cupid – it was Venus whom all of the gens Julia claimed descent from. To the left of the god was a statue of Julius Caesar, or more specifically ‘Divus Julius’, as he had been deified after a comet was seen in the sky during his funeral games.
In 19 CE, the emperor Tiberius added two arches, one on either side of the temple, and it was later restored during the reign of Hadrian. The temple was used by the Senate as a meeting place to discuss matters of foreign policy, discussions around declarations of war, and to make decisions for awarding triumphs. It also served as a reception place to meet foreign embassies. By the end of the 4th century, the temple would have been closed during the persecution of pagans in the late Roman Empire, when the Christian Emperors issued edicts prohibiting non-Christian worship. During the ninth century, an oratory church was built in the ruins of the temple, and was called the church of San Basilio in Scala Mortuorum. This church was mentioned in the 12th century Mirabilia Urbis Romae and by the late 19th century, the temple ruins was home to the convent of the nuns of Santa Annunziata.
(Wikipedia)
Im Jahr 2 v. Chr. wurde das Augustusforum mit dem dazugehörigen Mars-Ultor-Tempel von Kaiser Augustus in Rom eingeweiht. Das Zentrum des Augustusforums bildet der Tempel des Mars Ultor, des rächenden Mars. Dieses Forum war das zweite der vier Kaiserforen in Rom. Es handelte sich dabei um eine Erweiterung des Forum Romanum.
Der Komplex mit Forum und Tempel wurde von Augustus schon im Jahre 42 v. Chr. geplant, jedoch dauerte es bis zu dessen Einweihung noch 40 Jahre. Ursprünglich erdacht zur Demonstration der Nachfolge Octavians und zum Andenken an die Schlacht bei Philippi (42 v. Chr.), diente es bei der Fertigstellung als Symbol der Prinzipatsideologie und der Versöhnung des Kaisers mit dem Senat.
Architektur und Standort
Das Tempelinnere war prachtvoll ausgestattet. Das Gebäude bestand aus Carrara-Marmor und acht korinthische Säulen säumten die Front, sowie die Seiten des Gebäudes. Im Zentrum des Tempels (Giebelfeld bzw. große Apsis) befand sich eine Statue von Mars, dargestellt als Friedensstifter und nicht wie üblich als Kriegsgott – aber, durch einen Fuß auf der Weltkugel, immer noch als Zeichen römischer Weltherrschaft. Zu seiner Rechten standen Venus und Rom, zur Linken Fortuna und Romulus. Kapitol und Tiber waren durch allegorische Figuren dargestellt.
In den Säulenhallen und Exedren standen Statuen und Büsten von siegreichen Feldherrn, verdienten Beamten, Königen, mythologischen Figuren und Dichtern. Sechzig Karyatiden sowie weibliche Gebälkträgerinnen verkörperten die Unterwerfung fremder Völker. Vor dem Tempel stand mit großer Wahrscheinlichkeit eine Quadriga, die Augustus im Triumph zeigte. Die Sockelinschrift lautete "pater patriae" – Vater des Vaterlandes. Die Ruinen des Augustusforums wurden ab 1200 für Paläste genutzt. Der Komplex befand sich im Zentrum Roms, nordöstlich des Kapitols. Er schloss unmittelbar an das Forum Iulium an.
Funktion und Bedeutung
Das Tempelareal wurde bewusst direkt in den Wohnsiedlungen errichtet, um Augustus als Herrscher darzustellen, der die Kommunikation zu seinem Volk sucht. Es diente zur Aufbewahrung von Caesars Schwert sowie der 20 v. Chr. von den Parthern wiedergewonnenen Feldzeichen. Außerdem wurden hier die Lorbeerkränze der Triumphatoren niedergelegt. Weiterhin wurden Statthalter, die man in die Provinzen entsandte, verabschiedet und der Senat traf Entscheidungen über Kriege und Triumphe. Des Weiteren fand hier die Anlegung der „toga virilis“ statt.
Durch das Augustusforum sollte der Kaiser als Teil der römischen Geschichte dargestellt werden. Er wurde hier mit den großen Persönlichkeiten der römischen Geschichte und Mythologie gleichgesetzt. Zudem diente es zur religiösen Darstellung Augustus, der seit 41 v. Chr. immer mehr Priesterämter übernahm.
(Wikipedia)
take a minute to learn 15 things you may or may not know about old Mr R
1. Even Koko the Gorilla loved him
Most people have heard of Koko, the Stanford-educated gorilla who could speak about 1000 words in American Sign Language, and understand about 2000 in English. What most people don’t know, however, is that Koko was an avid Mister Rogers’ Neighborhood fan. As Esquire reported, when Fred Rogers took a trip out to meet Koko for his show, not only did she immediately wrap her arms around him and embrace him, she did what she’d always seen him do onscreen: she proceeded to take his shoes off!
2. He Made Thieves Think Twice
According to a TV Guide piece on him, Fred Rogers drove a plain old Impala for years. One day, however, the car was stolen from the street near the TV station. When Rogers filed a police report, the story was picked up by every newspaper, radio and media outlet around town. Amazingly, within 48 hours the car was left in the exact spot where it was taken from, with an apology on the dashboard. It read, “If we’d known it was yours, we never would have taken it.”
3. He Watched His Figure to the Pound!
In covering Rogers’ daily routine (waking up at 5; praying for a few hours for all of his friends and family; studying; writing, making calls and reaching out to every fan who took the time to write him; going for a morning swim; getting on a scale; then really starting his day), writer Tom Junod explained that Mr. Rogers weighed in at exactly 143 pounds every day for the last 30 years of his life. He didn’t smoke, didn’t drink, didn’t eat the flesh of any animals, and was extremely disciplined in his daily routine. And while I’m not sure if any of that was because he’d mostly grown up a chubby, single child, Junod points out that Rogers found beauty in the number 143. According to the piece, Rogers came “to see that number as a gift… because, as he says, “the number 143 means ‘I love you.’ It takes one letter to say ‘I’ and four letters to say ‘love’ and three letters to say ‘you.’ One hundred and forty-three.”
4. He Saved Both Public Television and the VCR
Strange but true. When the government wanted to cut Public Television funds in 1969, the relatively unknown Mister Rogers went to Washington. Almost straight out of a Capra film, his 5-6 minute testimony on how TV had the potential to give kids hope and create more productive citizens was so simple but passionate that even the most gruff politicians were charmed. While the budget should have been cut, the funding instead jumped from $9 to $22 million. Rogers also spoke to Congress, and swayed senators into voting to allow VCR’s to record television shows from the home. It was a cantankerous debate at the time, but his argument was that recording a program like his allowed working parents to sit down with their children and watch shows as a family.
5. He Might Have Been the Most Tolerant American Ever
Mister Rogers seems to have been almost exactly the same off-screen as he was onscreen. As an ordained Presbyterian minister, and a man of tremendous faith, Mister Rogers preached tolerance first. Whenever he was asked to castigate non-Christians or gays for their differing beliefs, he would instead face them and say, with sincerity, “God loves you just the way you are.” Often this provoked ire from fundamentalists.
6. He Was Genuinely Curious about Others
Mister Rogers was known as one of the toughest interviews because he’d often befriend reporters, asking them tons of questions, taking pictures of them, compiling an album for them at the end of their time together, and calling them after to check in on them and hear about their families. He wasn’t concerned with himself, and genuinely loved hearing the life stories of others. Amazingly, it wasn’t just with reporters. Once, on a fancy trip up to a PBS exec’s house, he heard the limo driver was going to wait outside for 2 hours, so he insisted the driver come in and join them (which flustered the host). On the way back, Rogers sat up front, and when he learned that they were passing the driver’s home on the way, he asked if they could stop in to meet his family. According to the driver, it was one of the best nights of his life—the house supposedly lit up when Rogers arrived, and he played jazz piano and bantered with them late into the night. Further, like with the reporters, Rogers sent him notes and kept in touch with the driver for the rest of his life.
7. He was Color-blind
Literally. He couldn’t see the color blue. Of course, he was also figuratively color-blind, as you probably guessed. As were his parents who took in a black foster child when Rogers was growing up.
8. He Could Make a Subway Car full of Strangers Sing
Once while rushing to a New York meeting, there were no cabs available, so Rogers and one of his colleagues hopped on the subway. Esquire reported that the car was filled with people, and they assumed they wouldn’t be noticed. But when the crowd spotted Rogers, they all simultaneously burst into song, chanting “It’s a wonderful day in the neighborhood.” The result made Rogers smile wide.
A few other things:
9. He got into TV because he hated TV. The first time he turned one on, he saw people angrily throwing pies in each other’s faces. He immediately vowed to use the medium for better than that. Over the years he covered topics as varied as why kids shouldn’t be scared of a haircut, or the bathroom drain (because you won’t fit!), to divorce and war.
10. He was an Ivy League Dropout. Rogers moved from Dartmouth to Rollins College to pursue his studies in music.
11. He composed all the songs on the show, and over 200 tunes.
12. He was a perfectionist, and disliked ad libbing. He felt he owed it to children to make sure every word on his show was thought out.
13. Michael Keaton got his start on the show as an assistant– helping puppeteer and operate the trolley.
14. Several characters on the show are named for his family. Queen Sara is named after Rogers’ wife, and the postman Mr. McFeely is named for his maternal grandfather who always talked to him like an adult, and reminded young Fred that he made every day special just by being himself. Sound familiar? It was the same way Mister Rogers closed every show.
15. The sweaters. Every one of the cardigans he wore on the show had been hand-knit by his mother.
-copied from www.mentalfloss.com/blogs/archives/5943
Description: Although Thomas Smillie, the Smithsonian's first photographer and curator of photography, used images to catalog much of the institution's physical object collection, he also extensively photographed pages of books on topics of personal interest to him as a way of copying the material for future use. Smillie also photographed letters and documents as a method of preserving the Smithsonian's records.
Creator/Photographer: Thomas Smillie
Birth Date: 1843
Death Date: 1917
Born in Edinburgh, Scotland, in 1843, Thomas William Smillie immigrated to the United States with his family when he five years old. After studying chemistry and medicine at Georgetown University, he took a job as a photographer at the Smithsonian Institution, where he stayed for nearly fifty years until his death in 1917. Smillie's duties and accomplishments at the Smithsonian were vast: he documented important events and research trips, photographed the museum's installations and specimens, created reproductions for use as printing illustrations, performed chemical experiments for Smithsonian scientific researchers, and later acted as the head and curator of the photography lab. Smillie's documentation of each Smithsonian exhibition and installation resulted in an informal record of all of the institution's art and artifacts. In 1913 Smillie mounted an exhibition on the history of photography to showcase the remarkable advancements that had been made in the field but which he feared had already been forgotten.
Medium: Cyanotype
Culture: American
Geography: USA
Date: 1890
Collection: Thomas Smillie Collection (Record Unit 95) - Thomas Smillie served as the first official photographer for the Smithsonian Institution from 1870 until his death in 1917. As head of the photography lab as well as its curator, he was responsible for photographing all of the exhibits, objects, and expeditions, leaving an informal record of early Smithsonian collections.
Repository: Smithsonian Institution Archives
Accession number: RU95_Box77_0030
Joe Knowles (1869-1942)
Joe Knowles, a skilled artist and relentless self-promoter moved to Seaview, Washington, after a notorious scandal on the East Coast.
Knowles has been called one of the nation's early reality performers. Before considering his art, it's worth exploring the chapter in his life that led him to pull up stakes back East and move to an isolated village on Washington's Long Beach Peninsula.
Here's the story.
======================================================
[In 1913], Joe Knowles stripped down to his jockstrap, said goodbye to civilization, and marched off into the woods to prove his survival skills. He was the reality star of his day. For eight weeks, rapt readers followed his adventures in the Boston Post. He returned home to a hero’s welcome. That’s when things got interesting.
The expedition began on a drizzly August morning, in a sort of no-man’s land outside tiny Eustis, Maine. The spot was some 30 miles removed from the nearest rail line, just north of Rangeley Lake, and east of the Quebec border. Knowles showed up at his starting point, the head of the Spencer Trail, wearing a brown suit and a necktie. A gaggle of reporters and hunting guides circled him.
Knowles stripped to his jockstrap. Someone handed him a smoke, cracking, “Here’s your last cigarette.” Knowles savored a few meditative drags. Then he tossed the butt on the ground, cried, “See you later, boys!,” and set off over a small hill named Bear Mountain, moving toward Spencer Lake, 3 or 4 miles away. As soon as he lost sight of his public, he lofted the jockstrap into the brush—so that he could enjoy, as he would later put it in one of his birch-bark dispatches, “the full freedom of the life I was to lead.”
If Knowles made himself sound like Tarzan, it was perhaps intentional. One of the most popular stories in Knowles’s day was Tarzan of the Apes, an Edgar Rice Burroughs novella. Published in 1912 in the pulp magazine All-Story, it starred a wild boy who goes “swinging naked through primeval forests.” The story was such a hit that in 1914 it was bound into book form.
Pulp magazines (so named because they were published on cheap wood-pulp paper) represented a new literary form, born in 1896. They offered working-class Americans an escape into rousing tales of life in the wilderness. Bearing titles like Argosy, Cavalier, and the Thrill Book, they took cues from Jack London, whose bestselling novels, among them The Call of the Wild (1903) and White Fang (1906), saw burly men testing their mettle in the wild. They were also influenced by Teddy Roosevelt, who insisted that modern man needed to avoid “over-sentimentality” and “over-softness” while living in cities. “Unless we keep the barbarian virtue,” Roosevelt argued, “gaining the civilized ones will be of little avail.”
On the morning of October 5, the Post’s front page blared, “KNOWLES, CLAD IN SKINS, COMES OUT OF THE FOREST.” A subhead continued, “Boston Artist, Two Months a ‘Primitive Man,’ Steps into the Twentieth Century near Megantic, Province of Québec.” Subsequent copy read, “Tanned like an Indian, almost black from exposure to the sun…. Scratched and bruised from head to foot by briars and underbrush…. Upper garment sleeveless. Had no underwear.”
Picked up nationwide, the Post’s piece explained that Knowles had just traversed the most inhospitable portion of the Maine woods, after which, when he had emerged on the outskirts of Megantic, he had made his first human contact—a young girl he had found standing by the railroad track. “And the child of 14, wild-eyed, stared at him,” the story said, “and into her mind came the memory of a picture of a man of the Stone Age in a history book.”
Not everyone believed the story. In late October, after he had returned to civilization, an editorial in the Hartford Courant wondered whether “the biggest fake of the century has been palmed off on a credulous public.” Meanwhile, a reporter from the rival Boston American had begun working on a long story about Knowles. The paper specialized in blockbuster exposés, and its investigative bloodhound, Bert Ford, had spent seven weeks combing the woods around Spencer Lake, aided in his research by a man he would call “one of the ablest trappers in Maine or Canada,” Henry E. Redmond.
On December 2, in a front-page article, Ford went public with the explosive allegation that Knowles was a liar. He zeroed in on Knowles’s alleged bear killing, noting that the Nature Man’s bear pit was but 4 feet wide and 3 feet deep. In boldface, the story asserted, “It would have been physically impossible to trap a bear of any age or size in it.” Knowles’s club was likewise damning evidence. Found leaning against a tree, it was a rotting stub of moosewood that Ford easily chipped with his fingernails.
According to the Boston American, Knowles had a manager in the Maine woods, and also a guide who bought the bearskin from a trapper for 12 dollars. The bear had not been mauled, but rather shot. “I found four holes in the bear skin,” Ford averred after meeting Knowles and studying the very coat he was wearing. “Experts say these were bullet holes.”
Ford argued that Knowles’s Maine adventure was in fact an “aboriginal layoff.” He wasn’t gutting fish and weaving bark shoes, as the Post’s dispatches suggested. Rather, he was lounging about in a log cabin at the foot of Spencer Lake and also occasionally entertaining a lady friend at a nearby cabin.
No matter; Knowles had gained the notoriety he needed to launch a national tour of speaking engagements, publish a book, and sell his artwork.
Prior to his notoriety for adventure, Knowles was an illustrator whose work graced the cover of numerous periodicals. The “Golden Age” of illustration was in full swing and Knowles’ artwork fit right in. By the early 1920s Knowles had settled in Seaview, Washington where he made his living from his paintings, prints and commissioned works.
His paintings, prints and drawings were widely collected and played an important role in this community where he spent the final decades of his career. “By placing his work in the context of early 20th century American art and illustration we hope that viewers will gain a better understanding of Joe Knowles as a creative and accomplished artist,” said CPHM Director and Curator, Betsy Millard.
www.bostonmagazine.com/news/2013/03/26/naked-joe-knowles-...
Macro Mondays > "What's that smell?"
Kraut Juice ingredients; Cabbage juice and salt.
Smell; NAAASSSTY!!! HOR-RI-BLE! Potent smell.
Its used as a broth in cooking say ... cabbage rolls & etc.
you're the one I'm looking for
You're the one I need
You're the one that gives me a reason to believe
♥♥♥
Before I met him, Claude was a stranger to me but not anymore. I still don't know much about him but I'm slowly getting there. Maybe if and when I see him again, we'll be able to talk for a little while longer. He is quite a character and it seems as though a few people in the neighbourhood know him by name! Beneath his exterior, Claude has a good heart.
At the back of the complex, southwest of the mosque, stands an L-shaped construction, consisting of Alauddin Khilji's tomb dating ca 1316 AD, and a madrasa, an Islamic seminary built by him. Khilji was the second Sultan of Delhi from Khilji dynasty, who ruled from 1296 to 1316 AD.
The central room of the building, which has his tomb, has now lost its dome, though many rooms of the seminary or college are intact, and since been restored. There were two small chambers connected to the tomb by passages on either side. Fergusson in his book suggested the existence, to the west of the tomb, of seven rooms, two of which had domes and windows. The remains of the tomb building suggest that there was an open courtyard on the south and west sides of the tomb building, and that one room in the north served as an entrance.
It was the first example in India, of a tomb standing alongside a madarsa. Nearby stands the Alai Minar, an ambitious tower, he started constructing to rival the Qutub Minar, though he died when only its first storey was built and its construction abandoned thereafter. It now stands, north of the mosque.
The tomb is in a very dilapidated condition. It is believed that Ala-ud-din's body was brought to the complex from Siri and buried in front of the mosque, which formed part of the madrasa adjoining the tomb. Firoz Shah Tughluq, who undertook repairs of the tomb complex, mentioned a mosque within the madrasa.
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MADRASA
Madrasa (Persian: مدرسة, madrasah, pl. مدارس, madāris, Turkish: Medrese) is the Arabic word for any type of educational institution, whether secular or religious (of any religion). The word is variously transliterated madrasah, madarasaa, medresa, madrassa, madraza, medrese, etc. In the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. Not all students in madrasas are Muslims; there is also a modern curriculum.
DEFINITION
The word madrasah derives from the triconsonantal Semitic root د-ر-س D-R-S 'to learn, study', through the wazn (form/stem) مفعل(ة); mafʻal(ah), meaning "a place where something is done". Therefore, madrasah literally means "a place where learning and studying take place". The word is also present as a loanword with the same innocuous meaning in many Arabic-influenced languages, such as: Urdu, Bengali, Hindi, Persian, Turkish, Azeri, Kurdish, Indonesian, Malay and Bosnian / Croatian. In the Arabic language, the word مدرسة madrasah simply means the same as school does in the English language, whether that is private, public or parochial school, as well as for any primary or secondary school whether Muslim, non-Muslim, or secular. Unlike the use of the word school in British English, the word madrasah more closely resembles the term school in American English, in that it can refer to a university-level or post-graduate school as well as to a primary or secondary school. For example, in the Ottoman Empire during the Early Modern Period, madrasas had lower schools and specialised schools where the students became known as danişmends. The usual Arabic word for a university, however, is جامعة (jāmiʻah). The Hebrew cognate midrasha also connotes the meaning of a place of learning; the related term midrash literally refers to study or learning, but has acquired mystical and religious connotations.
However, in English, the term madrasah usually refers to the specifically Islamic institutions. A typical Islamic school usually offers two courses of study: a ḥifẓ course teaching memorization of the Qur'an (the person who commits the entire Qurʼan to memory is called a ḥāfiẓ); and an ʻālim course leading the candidate to become an accepted scholar in the community. A regular curriculum includes courses in Arabic, tafsir (Qur'anic interpretation), sharīʻah (Islamic law), hadiths (recorded sayings and deeds of Muhammad), mantiq (logic), and Muslim history. In the Ottoman Empire, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the educational demands, some madrasas also offer additional advanced courses in Arabic literature, English and other foreign languages, as well as science and world history. Ottoman madrasas along with religious teachings also taught "styles of writing, grammary, syntax, poetry, composition, natural sciences, political sciences, and etiquette."
People of all ages attend, and many often move on to becoming imams. The certificate of an ʻālim, for example, requires approximately twelve years of study. A good number of the ḥuffāẓ (plural of ḥāfiẓ) are the product of the madrasas. The madrasas also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madrasas is to admit orphans and poor children in order to provide them with education and training. Madrasas may enroll female students; however, they study separately from the men.
EARLY HISTORY
The first institute of madrasa education was at the estate of Hazrat Zaid bin Arkam near a hill called Safa, where Hazrat Muhammad was the teacher and the students were some of his followers. After Hijrah (migration) the madrasa of "Suffa" was established in Madina on the east side of the Al-Masjid an-Nabawi mosque. Hazrat 'Ubada bin Samit was appointed there by Hazrat Muhammad as teacher and among the students. In the curriculum of the madrasa, there were teachings of The Qur'an, The Hadith, fara'iz, tajweed, genealogy, treatises of first aid, etc. There were also trainings of horse-riding, art of war, handwriting and calligraphy, athletics and martial arts. The first part of madrasa based education is estimated from the first day of "nabuwwat" to the first portion of the "Umaiya" caliphate.
Established in 859, Jāmiʻat al-Qarawīyīn (located in al-Qarawīyīn Mosque) in the city of Fas, Morocco, is considered the oldest university in the world by some scholars, though the existence of universities in the medieval Muslim world is debated. It was founded by Fāṭimah al-Fihrī, the daughter of a wealthy merchant named Muḥammad al-Fihrī. This was later followed by the establishment of al-Azhar in 959 in Cairo, Egypt.
During the late ʻAbbāsid period, the Seljuk vizier Niẓām al-Mulk created one of the first major official academic institutions known in history as the Madrasah Niẓāmīyah, based on the informal majālis (sessions of the shaykhs). Niẓām al-Mulk, who would later be murdered by the Assassins (Ḥashshāshīn), created a system of state madrasas (in his time they were called the Niẓāmiyyahs, named after him) in various ʻAbbāsid cities at the end of the 11th century.
During the rule of the Fatimid and Mamluk dynasties and their successor states in the medieval Middle East, many of the ruling elite founded madrasas through a religious endowment known as the waqf. Not only was the madrasa a potent symbol of status but it was an effective means of transmitting wealth and status to their descendants. Especially during the Mamlūk period, when only former slaves could assume power, the sons of the ruling Mamlūk elite were unable to inherit. Guaranteed positions within the new madrasas thus allowed them to maintain status. Madrasas built in this period include the Mosque-Madrasah of Sultan Ḥasan in Cairo.
Dimitri Gutas and the Stanford Encyclopedia of Philosophy consider the period between the 11th and 14th centuries to be the "Golden Age" of Arabic and Islamic philosophy, initiated by al-Ghazali's successful integration of logic into the madrasah curriculum and the subsequent rise of Avicennism.
At the beginning of the Caliphate or Islamic Empire, the reliance on courts initially confined sponsorship and scholarly activities to major centres. Within several centuries, the development of Muslim educational institutions such as the madrasah and masjid eventually introduced such activities to provincial towns and dispersed them across the Islamic legal schools and Sufi orders. In addition to religious subjects, they also taught the "rational sciences," as varied as mathematics, astronomy, astrology, geography, alchemy, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madrasas, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During this time,[when?] the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.
The following excerpt provides a brief synopsis of the historical origins and starting points for the teachings that took place in the Ottoman madrasas in the Early Modern Period:
Taşköprülüzâde's concept of knowledge and his division of the sciences provides a starting point for a study of learning and medrese education in the Ottoman Empire. Taşköprülüzâde recognises four stages of knowledge - spiritual, intellectual, oral and written. Thus all the sciences fall into one of these seven categories: calligraphic sciences, oral sciences, intellectual sciences, spiritual sciences, theoretical rational sciences, and practical rational sciences. The first Ottoman medrese was created in İznik in 1331, when a converted Church building was assigned as a medrese to a famous scholar, Dâvûd of Kayseri. Suleyman made an important change in the hierarchy of Ottoman medreses. He established four general medreses and two more for specialised studies, one devoted to the ḥadīth and the other to medicine. He gave the highest ranking to these and thus established the hierarchy of the medreses which was to continue until the end of the empire.
ELEMENTARY EDUCATION
In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasas (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sīnā (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sīnā described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.
PRIMARY EDUCATION
Ibn Sīnā wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote, they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills).
SECONDARY EDUCATION
Ibn Sīnā refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.
HIGHER EDUCATION
During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madrasas teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madrasas further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madrasas were established throughout the Islamic world, examples being the 9th century University of al-Qarawiyyin, the 10th century al-Azhar University (the most famous), the 11th century Niẓāmīyah, as well as 75 madrasas in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almería, Valencia and Cádiz during the Caliphate of Córdoba.
In the Ottoman Empire during the early modern period, "Madrasas were divided into lower and specialised levels, which reveals that there was a sense of elevation in school. Students who studied in the specialised schools after completing courses in the lower levels became known as danişmends."
While "madrasah" can now refer to any type of school, the term madrasah was originally used to refer more specifically to a medieval Islamic centre of learning, mainly teaching Islamic law and theology, usually affiliated with a mosque, and funded by an early charitable trust known as waqf.
LAW SCHOOL
Madrasas were largely centred on the study of fiqh (Islamic jurisprudence). The ijāzat al-tadrīs wa-al-iftāʼ ("licence to teach and issue legal opinions") in the medieval Islamic legal education system had its origins in the 9th century after the formation of the madhāhib (schools of jurisprudence). George Makdisi considers the ijāzah to be the origin of the European doctorate. However, in an earlier article, he considered the ijāzah to be of "fundamental difference" to the medieval doctorate, since the former was awarded by an individual teacher-scholar not obliged to follow any formal criteria, whereas the latter was conferred on the student by the collective authority of the faculty. To obtain an ijāzah, a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and ten or more years for a post-graduate course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." These were scholarly exercises practised throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded ijazas giving them the status of faqīh 'scholar of jurisprudence', muftī 'scholar competent in issuing fatwās', and mudarris 'teacher'.
The Arabic term ijāzat al-tadrīs was awarded to Islamic scholars who were qualified to teach. According to Makdisi, the Latin title licentia docendi 'licence to teach' in the European university may have been a translation of the Arabic, but the underlying concept was very different. A significant difference between the ijāzat al-tadrīs and the licentia docendi was that the former was awarded by the individual scholar-teacher, while the latter was awarded by the chief official of the university, who represented the collective faculty, rather than the individual scholar-teacher.
Much of the study in the madrasah college centred on examining whether certain opinions of law were orthodox. This scholarly process of "determining orthodoxy began with a question which the Muslim layman, called in that capacity mustaftī, presented to a jurisconsult, called mufti, soliciting from him a response, called fatwa, a legal opinion (the religious law of Islam covers civil as well as religious matters). The mufti (professor of legal opinions) took this question, studied it, researched it intensively in the sacred scriptures, in order to find a solution to it. This process of scholarly research was called ijtihād, literally, the exertion of one's efforts to the utmost limit."
MEDICAL SCHOOL
Though Islamic medicine was most often taught at the bimaristan teaching hospitals, there were also several medical madrasas dedicated to the teaching of medicine. For example, of the 155 madrasa colleges in 15th century Damascus, three of them were medical schools. No medical degrees were granted to students, as there was no faculty that could issue them. Therefore, no system of examination and certification ever developed in the Islamic tradition, in contrast with medieval Europe.
In the Early Modern Period in the Ottoman Empire, "Suleyman I added new curriculums ['sic'] to the Ottoman medreses of which one was medicine, which alongside studying of the ḥadīth was given highest rank."
MADRASA AND UNIVERSITY
Note: The word jāmiʻah (Arabic: جامعة) simply means 'university'. For more information, see Islamic university (disambiguation).
There is disagreement whether madrasas ever became universities. Scholars like Arnold H. Green and Seyyed Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasas indeed became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Darleen Pryds questions this view, pointing out that madrasas and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Other scholars regard the university as uniquely European in origin and characteristics.
al-Qarawīyīn University in Fez, Morocco is recognised by many historians as the oldest degree-granting university in the world, having been founded in 859 by Fatima al-Fihri. While the madrasa college could also issue degrees at all levels, the jāmiʻahs (such as al-Qarawīyīn and al-Azhar University) differed in the sense that they were larger institutions, more universal in terms of their complete source of studies, had individual faculties for different subjects, and could house a number of mosques, madrasas, and other institutions within them. Such an institution has thus been described as an "Islamic university".
Al-Azhar University, founded in Cairo, Egypt in 975 by the Ismaʻīlī Shīʻī Fatimid dynasty as a jāmiʻah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after "an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." ‘Abd al-Laṭīf al-Baghdādī also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early jāmiʻah was the Niẓāmīyah of Baghdād (founded 1091), which has been called the "largest university of the Medieval world." Mustansiriya University, established by the ʻAbbāsid caliph al-Mustanṣir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.
However, the classification of madrasas as "universities" is disputed on the question of understanding of each institution on its own terms. In madrasas, the ijāzahs were only issued in one field, the Islamic religious law of sharīʻah, and in no other field of learning. Other academic subjects, including the natural sciences, philosophy and literary studies, were only treated "ancillary" to the study of the Sharia. For example, a natural science like astronomy was only studied (if at all) to supply religious needs, like the time for prayer. This is why Ptolemaic astronomy was considered adequate, and is still taught in some modern day madrasas. The Islamic law undergraduate degree from al-Azhar, the most prestigious madrasa, was traditionally granted without final examinations, but on the basis of the students' attentive attendance to courses. In contrast to the medieval doctorate which was granted by the collective authority of the faculty, the Islamic degree was not granted by the teacher to the pupil based on any formal criteria, but remained a "personal matter, the sole prerogative of the person bestowing it; no one could force him to give one".
Medievalist specialists who define the university as a legally autonomous corporation disagree with the term "university" for the Islamic madrasas and jāmi‘ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and jāmiʻah. Despite the many similarities, medieval specialists have coined the term "Islamic college" for madrasa and jāmiʻah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:
From a structural and legal point of view, the madrasa and the university were contrasting types. Whereas the madrasa was a pious endowment under the law of religious and charitable foundations (waqf), the universities of Europe were legally autonomous corporate entities that had many legal rights and privileges. These included the capacity to make their own internal rules and regulations, the right to buy and sell property, to have legal representation in various forums, to make contracts, to sue and be sued."
As Muslim institutions of higher learning, the madrasa had the legal designation of waqf. In central and eastern Islamic lands, the view that the madrasa, as a charitable endowment, will remain under the control of the donor (and their descendent), resulted in a "spurt" of establishment of madrasas in the 11th and 12th centuries. However, in Western Islamic lands, where the Maliki views prohibited donors from controlling their endowment, madrasas were not as popular. Unlike the corporate designation of Western institutions of higher learning, the waqf designation seemed to have led to the exclusion of non-orthodox religious subjects such a philosophy and natural science from the curricula. The madrasa of al-Qarawīyīn, one of the two surviving madrasas that predate the founding of the earliest medieval universities and are thus claimed to be the "first universities" by some authors, has acquired official university status as late as 1947. The other, al-Azhar, did acquire this status in name and essence only in the course of numerous reforms during the 19th and 20th century, notably the one of 1961 which introduced non-religious subjects to its curriculum, such as economics, engineering, medicine, and agriculture. It should also be noted that many medieval universities were run for centuries as Christian cathedral schools or monastic schools prior to their formal establishment as universitas
scholarium; evidence of these immediate forerunners of the university dates back to the 6th century AD, thus well preceding the earliest madrasas. George Makdisi, who has published most extensively on the topic concludes in his comparison between the two institutions:
Thus the university, as a form of social organization, was peculiar to medieval Europe. Later, it was exported to all parts of the world, including the Muslim East; and it has remained with us down to the present day. But back in the middle ages, outside of Europe, there was nothing anything quite like it anywhere.
Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of aṣḥāb ('companions, as of Muhammad'), qirāʼah ('reading aloud the Qur'an') and ijāzah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwá and ijmāʻ, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.
However, all of these facets of medieval university life are considered by standard scholarship to be independent medieval European developments with no tracable Islamic influence. Generally, some reviewers have pointed out the strong inclination of Makdisi of overstating his case by simply resting on "the accumulation of close parallels", but all the while failing to point to convincing channels of transmission between the Muslim and Christian world. Norman Daniel points out that the Arab equivalent of the Latin disputation, the taliqa, was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. In fact, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon which set the scholastic sic et non in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other, a view shared by Hugh Kennedy.
Tony Huff, in a discussion of Makdisi's hypothesis, concludes:
It remains the case that no equivalent of the bachelor's degree, the licentia docendi, or higher degrees ever emerged in the medieval or early modern Islamic madrasas.
FEMALE EDUCATION
Prior to the 12th century, women accounted for less than one percent of the world’s Islamic scholars. However, al-Sakhawi and Mohammad Akram Nadwi have since found evidence of over 8,000 female scholars since the 15th century.[64] al-Sakhawi devotes an entire volume of his 12-volume biographical dictionary al-Ḍawʾ al-lāmiʻ to female scholars, giving information on 1,075 of them. More recently, the scholar Mohammad Akram Nadwi, currently a researcher from the Oxford Centre for Islamic Studies, has written 40 volumes on the muḥaddithāt (the women scholars of ḥadīth), and found at least 8,000 of them.
From around 750, during the Abbasid Caliphate, women “became renowned for their brains as well as their beauty”. In particular, many well known women of the time were trained from childhood in music, dancing and poetry. Mahbuba was one of these. Another feminine figure to be remembered for her achievements was Tawaddud, "a slave girl who was said to have been bought at great cost by Hārūn al-Rashīd because she had passed her examinations by the most eminent scholars in astronomy, medicine, law, philosophy, music, history, Arabic grammar, literature, theology and chess".[68] Moreover, among the most prominent feminine figures was Shuhda who was known as "the Scholar" or "the Pride of Women" during the 12th century in Baghdad. Despite the recognition of women's aptitudes during the Abbasid dynasty, all these came to an end in Iraq with the sack of Baghdad in 1258.
Women played an important role in the foundations of many Islamic educational institutions, such as Fatima al-Fihri's founding of the University of Al Karaouine in 859. This continued through to the Ayyubid dynasty in the 12th and 13th centuries, when 160 mosques and madrasas were established in Damascus, 26 of which were funded by women through the Waqf (charitable trust) system. Half of all the royal patrons for these institutions were also women.
According to the Sunni scholar Ibn ʻAsākir in the 12th century, there were opportunities for female education in the medieval Islamic world, writing that women could study, earn ijazahs (academic degrees), and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. Ibn ʻAsakir had himself studied under 80 different female teachers in his time. Female education in the Islamic world was inspired by Muhammad's wives, such as Khadijah, a successful businesswoman. According to a hadith attributed to Muhammad, he praised the women of Medina because of their desire for religious knowledge:
How splendid were the women of the ansar; shame did not prevent them from becoming learned in the faith.
While it was not common for women to enroll as students in formal classes, it was common for women to attend informal lectures and study sessions at mosques, madrasas and other public places. While there were no legal restrictions on female education, some men did not approve of this practice, such as Muhammad ibn al-Hajj (d. 1336) who was appalled at the behaviour of some women who informally audited lectures in his time:
[Consider] what some women do when people gather with a shaykh to hear [the recitation of] books. At that point women come, too, to hear the readings; the men sit in one place, the women facing them. It even happens at such times that some of the women are carried away by the situation; one will stand up, and sit down, and shout in a loud voice. [Moreover,] her 'awra will appear; in her house, their exposure would be forbidden — how can it be allowed in a mosque, in the presence of men?
The term ʻawrah is often translated as 'that which is indecent', which usually meant the exposure of anything other than a woman's face and hands, although scholarly interpretations of the ʻawrah and ḥijāb have always tended to vary, with some more or less strict than others.
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