Education System In India

History
Education in India has a very long history. Ancient India had the tradition of ‘Gurukuls’. Under this system students have to live at the ‘Ashram’ (abode) of the teacher and get the education. This form of the education is known as ‘Guru-Shishya Pramapara’.
At that time, education was treated as a personal concern and has not been demonstrated in mass production by the sector of modern education. The manufacture of man was considered an artistic work process and not mechanical. According to ancient India
education training the mind and thought process are essential for the acquisition of knowledge..
The formal admission ceremony was known as ‘Upanayana’. With the accomplishment of this ceremony the child had to leave his home for the ‘ashrama’ where he would receive education. It was supposed to be the re-birth of the child and was known as ‘Dvijya’, which means, “twice born”. Sanskrit was the language of teaching. It was supposed to be the language of learned men. The academies of higher learning were known as ‘Parisads’. The education system involved of three basic processes, which included ‘Sravana’, ‘Manana’ and ‘Nidhyasana’.
In the ‘Sravana’ stage of education, students received ‘shrutis’ knowledge, which was passed orally from one generation to another. The second stage was ‘Manana’ which means that pupils had to think themselves about what they have heard. They have to make their own inferences and assimilate the lesson taught by their teacher into the life. The third stage ‘Nidhyasana’ means complete comprehension of truth and its use in the life.

Among women in ancient India were given the right to education and teaching. Both women seers “Gayatri” were participants in the debates on education and the process of “Parishads.” (Assembly) was followed mainly by Brahmins Kshatriyas who have received education in Gurukul while children of lower caste family learned their craft from their parents.
Some of the most important universities in India in ancient times were Taxila, Nalanda and Vikramshila. Taxila University 7 th century BC, was famous for his studies of medicine and master of the galaxy as important as Sandwiches, a famous grammarian, Kautilya, the minister of Chandra Gupta Maurya and Charaka, the medical reputation of the teacher.

Nalanda was the highest learning center not just of India but also of the entire South Asia. Students from foreign countries like China, Japan, Korea used to come here for higher studies. It had around 10,000 students and teachers on its roll cards. The University had eight colleges. And one of the colleges had four-storied building. It was one of the earliest examples of residential cum learning complex.
Vikramshila University. Varanasi was famous for his religious teachings. Kanchi in the south was famous during the Vallabha was a university. Huan Tsang records about on par with the University of Nalanda University and Vikramshila.
India has had many great minds at work, which helped in all aspects of life. The concept of zero, decimal and the Pythagorean theorem were all developed here.
As India progressed from ancient to medieval its education system deteriorated. Various factors were responsible for the degradation of this most efficient and most ancient education system of the world.
Present
The present educational system of India is an implantation of British rulers. Wood’s Dispatch of 1854 laid the foundation of present system of education in India. Before the advent of British
in India, education system was private one. With the introduction of Wood’s Dispatch known as Magna Carta of Indian education, the whole scenario changed. The main purpose of it was to prepare Indian Clerks for running local administration. Under it the means of school educations were the vernacular languages while the higher education was granted in English only. British government started giving funds to indigenous schools in need of help and thus slowly some of the schools became government-aided.

Reflections on the new system, introduced the Mahatma Gandhi expressed concern in the following words: “I say without fear of my figures successfully challenged, that India today is more illiterate than it was fifty or a hundred years, and is in Burma, as the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scraped the ground and began to look the root, leaving the root of such and the beautiful tree perished. The village schools are not good enough for the British administrator, as he left with his program. Each school must have so much paraphernalia, building, etc. . Well, there was no such schools at all.
Today education system in India can be divided into many stages.
Pre- Primary – It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words.
Primary – It includes the age group of children of 6-11 years studying in classes from first to fifth.
Middle – It consists of children studying in classes from sixth to eighth.
Secondary – it includes students studying in classes ninth and tenth.
Higher Secondary – Includes students studying in eleventh and twelfth classes.
Graduate – Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years.
Postgraduate – After completing graduation a student may opt for post graduation to further add to his qualifications.

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Fixing What’s Wrong With Drug Education

A recent survey conducted by Join Together a program of the Boston University School of Public Health shows that few teachers believe that alcohol and other drug prevention programs work. Only 2 percent of more than 3,700 respondents felt that their school-based prevention program is effective. The report says that teachers are skeptical of the prevention programs they deliver. It goes on to say that teachers cite the need more relevant study materials, more time to do prevention, more support, and more training.

Although more training and enhanced study materials would certainly do no harm, how does this change the current destructive belief permeating our schools and our culture that drug prevention doesnt work? It is not a matter of more time, more study materials, or more training, but a need for a fundamental change in how we define prevention, set prevention goals, and understand how children adopt and reinforce healthy and unhealthy behaviors.

For three decades the United States has been waging an expensive and ineffective drug war a war more political than practical. In 1993 the federal government spent $1.7 billion on the drug war and in 1999 17.9 billion. The most ubiquitous of drug education programs DARE (Drug Awareness Resistance Education) which was started in Los Angeles in 1983 is plagued by research showing its lack of effectiveness. DARE currently costs taxpayers between 1 and 1.3 billion dollars a year. In addition, the DARE programs premise that early drug education inoculates kids from future drug use in high school is both nave and lacking a fundamental understanding of child development. In the most recent survey of adolescent drug trends conducted by Monitoring the Future, 48% of 12th graders had a drink within the last thirty days and by the time a student graduates from high school nearly half have tried an illicit drug – most likely marijuana. While recent trends in drinking and drug use show decreases in most categories, underage drinking and most notably marijuana use remain a regular experience of teenage life. What have we gotten for our money? And how does the current drug education approach reflect the reality that most teenagers face every weekend?

Teenage drug use is normalized in our culture. By the time most teens reach high school, they accept alcohol and some drug use by their peers as a common social activity. The popular notion that drinkers and drug users are outcasts and deviants conveniently ignores the reality that many teens drink including student leadership, athletes, active and involved good students. Scare tactics and exaggerated drug effects only work when your audience does not have access to other information. This generation of students has more access to information than any other generation in time. This will most likely be the case for subsequent generations. Manipulation, coercion, and exaggerated claims are not tolerated by students.

Prevention programs need to support and validate those students who choose to delay their drinking and abstain from other drugs. Programs need to help students effectively communicate concerns to friends who may be experiencing problems with their drinking and drug use and to connect those friends to helping resources in the community. Finally, prevention programs need to offer suggestions to students to minimize the risks associated with drinking and drug use such as frequency and quantity of use. Promoting risk reduction strategies no more condones drinking than the suggestion of wearing a seat belt condones speeding.

We are in a crisis right now. It is not a drug crisis, but a crisis of belief and faith. We are loosing faith in the idea that we can be effective. We are giving in to the fear that any deviation from the path of abstinence-based zero tolerance education is an endorsement of drinking. The results of giving in to fear are the growing popularity of random drug testing programs, locker searches and drug sniffing dogs. We dont need to catch more kids, but to connect with more kids. We dont need to make an example of a student, but be examples for students of healthy living and compassionate care.

Branson Brains – But Parents Put Me Down The Mine

Lack of communication in the education system of yesterday deprived many a scholar of becoming the next Richard Branson, due to the fact the importance of having an education behind you was never first and foremost on our list of studies unlike it is today in 21st century schools.

Caring parents need to know where to draw the line and face up to reality that we are not in the position to help with our children’s education. Parents I agree know what’s best for their child when it comes to nurturing and preparing them for the future but when it comes to succeeding in life, then mum/dad you need to step down.

Educational instructors have trained/studied for years passing exams to take on the role of teacher/tutor passing on their knowledge to others. As caring parents it is in your child’s best interest to leave the task of furthering their education to the professionals.

Not all 15 year old school leavers fall under the same category as me and are qualified to sit down with the kids and give lessons. But for the less fortunate with no educational background then what right have we to destroy any chance the kiddies might have

A career move in days gone by was to join the staff at Woolworth’s, a company that never asked for papers i.e. GCSE etc on how to fill shelves, but this is all changing. How can we possibly believe that ours kids future will be bright and rosie without qualifications. Why live in hope that our children make the right decisions in life to fulfil their dreams. Children are influenced by their parents, but if mum/dad decides to sit back and do nothing then you as a parent have failed by taking away a lifeline for their survival.

If you are concerned about securing your child’s future then do something about it now. Parents do not live forever and in some sad cases children have been orphaned from a young age with no one to point them in the right direction.

For success in days gone by we looked for support from our parents, but how could mum/dad help us to make the right decision where their lack of knowledge taught them that living a life was about trudging through the snow to work in the mill or mines.

Parents of the 21st century have come along way and understand the meaning of the word wisdom, learn by others mistakes. If it takes some ones downfall for you as a parent to come to your senses then so be it

Confront those fears of what will happen to your kids if something should happen to you by furthering their education.

If you want the initials RIP mean what they represent then make sure to do right by your kids, if you don’t then you will forever turn in your grave while your children struggle in this life to survive.

Mum/Dad dont send your kiddies back down the mine. Education is the only way forward.Take action now, no time like the present. An amazing site with proven results and a variety of options can be found at http://www.allaboutonlineeducation.com

Drivers Education How Parents Can Teach Their Children To Drive

Expectedly, it is not easy for parents to set their child freely on the road as we all know that driving is a quite scary especially that young drivers dont have enough driving experiences. However, parents should have a role in their kids drivers training as a support to a driving school instruction.

Teaching children how to drive should start with letting them know the importance of taking responsibility of their maneuver. It is through this learning that they are able to understand that they should be held responsible for their actions. They should know that driving is not a privilege but a right. While a driving school can inculcate basic driving knowledge and skills to students, parents can teach their kids in checking the oil, changing a tire and determining the right time the vehicle must be serviced. Parents should be more on the moral and emotional aspects of a drivers training which include letting them know that driving is not a hobby or a source of fun. They need to learn that responsible and safety driving is a survival means in todays times.

Parents who can have time to be with their children on the road will focus more on the applications of what they learned from a driving school. Proper parking, making turns and changing lanes with signals and obeying driving laws are among the most important techniques and learning that parents can teach their children.

When on a day for a driving practice, parents should let their child to know exactly where they are heading to. It is a smart idea to plan the driving practice with the intended route ahead of time so there will be no complications to come along the way. In the driving school, students will also have a behind the wheel training with their instructor and they can make more practices of this training with their parents.

For some people, driving can be learned easily but considering all the intricacies of the road, driving requires special skills. This is especially true when drivers have to drive through a bad weather condition such as in icy, foggy and stormy conditions. The basic driving concept in these conditions is taught in the driving school but it is possible that students are not practically exposed to all bad weather conditions during their training. Thus, as parents can be there in most of the driving periods of their kids, they can drive with them during a particular difficult road condition or at night.

Driving rules and laws vary from state to state and parents can have time to remind their kids about the restrictions of their driving rights. However, as parents spend time to teach their kids how to drive, they must make sure that they dont pass onto them their own bad driving habits. Parents should be the role models of their children so whatever their children can see from them they are likely to follow. Any driving school will also remind parents on this issue because the childrens learning will be nothing when they have to follow untoward driving practices from their parents.

Contributions of Ancient Arabian and Egyptian Scientists on the Development of Physics & Technology

Abstracts The modern Physics is based on the findings and thinking of the people of historical age. If no one knows the base and work of the previous on a subject, he or she could mere develop a new thought or findings. For, a civilization must know its past. Hence, the present work is a small effort to find out the contribution of ancient Arabian and Egyptian scientists in the field of Physics and Technologyy. Different scientists of different school of thought, correlating different streams of science being Physics as a main subject, are described in the present work. Key Words: Arabian and Egyptian Scientist, Physics, Technology

The Muslim scientists studied deeply the fundamental questions of physics. For instance Ibn Sina made a profound study of such phenomena as force, motion, light, heat, vacuum, etc. A great progress was made in theoretical and applied mechanics. Useful work was done in the field of mechanics on the wheel, axle, lever, pulley, inclined plane, windmill, water-wheel, toothed wheel, etc. The physicist and astronomer al-Khazini wrote a book on mechanics, hydrostatics and physics, named Kitab Mizan al-Hikmah (Book of the balance of wisdom) which is the most remarkable medieval work on these subjects. It gives a theory of the force of the attraction of the earth (gravity), according to which the universal force is directed towards the centre of the universe, which was supposed at that time to be the centre of the earth. It includes the tables of specific gravity of many liquids and solids (based on the work of al-Biruni), and a history of the subject; the gravity of air; observations on capillarity; the use of aerometer for the measurement of densities and the appreciation of the temperature of liquids; the theory of lever; the application of balance to leveling and to the measurement of time. The analysis and extracts of this book have been published in Arabic and English. (1) In another book on balance al-Khazini stresses the need to remove, as far as possible, the influences of temperature variation during weighing. When al-Khazini’s other studies are considered, he seems to be a precursor of Galileo. Al-Khazini’s full name was Abu’l Fath -Abd al-Rahman al-Mansur al-Khazini (or al-Khazin). He flourished about 1115-1121. He was a Greek (Rumi) slave. His master -Ali al-Khazin l-Marwazi arranged for his good scientific and philosophical education in Marw. Al-Khzin Compiled the astronomical tables called al-Zij al-Mu’tabar al-Sinjari (The esteemed Sinjaric Tables) which were named after Sinjar Ibn Malikshah Ibn Alp Arsaln, governor and later Sultan of Khurasn (1097-98 to 1157-58). They give the position of the stars for the year 1115-1116. Before al-Khazini, Umar al-Khayyam did the greatest work on the balance. Ibn Sina and al-Razi contributed to the theory of the balance. Ban Ms (the sons of Mus), who flourished during the reign of the Caliph al-Ma’mun, wrote many mechanical works. An important work on the balance called Farastn’ or -Qarastun is ascribed to them. Al-Rzi (d. 923-24) made investigations on specific gravity by using the hydrostatic balance. This balance was called al-Mizan al-Tabi’i (the physical balance). (2) Muhammad Ibn -Ali Ibn Rustam al-Khurasani was a famous constructor of clocks and, therefore, he was called al-Sa’ati (the clock maker). Between 1146 and 1169, he constructed a clock placed in the Bab Jairn. (often called -Bab al-Sa’ah, the door of the clock). Al-Sa’ti remained in charge of his clock until his death in 1184-85. (3) Another Muslim mechanician of the 13th century was Abu’l-Isa Ism’il Ibn Razzz (the son of rice merchant) Badi’al-Zamn al-Jazari. He was patronized from 577-578 to 601-602 A.H. 1181-1182 to 1205-1206 A.C.,by the Urtuqid rulers of Diyar Bakr, a district of al-Jazirah. He wrote a treatise on the knowledge of the geometrical mechanical contrivances entitled Kitab fi Ma’rifat al-Hiyal al-Handsiyyah, which was dedicated to the Urtuqid Nasir al-Din Mahmd (ruled from 1200 to 1222). It deals mainly with hydraulic apparatus (elepsydras, fountains, etc.). This important work is interesting from the technical point of view, and represents the best Arabic work on applied mechanics. It is divided into six parts. The first part which deals with the various types of the elepsydras indicating either equal or temporal hours is the most important. Muslims divided the day into twenty-four equal hours. But they adopted another type of division. They divided the day and night each into twelve hours of varying length according to the season. Such type of hours were also used by the Christians in Europe e.g., Italy, until the middle of the 18th century. The book was translated into German, and commentaries on it were also written. (4) Al-S’ti’s son Ridwn repaired and improved the clock, and also wrote a book to describe its construction and use. This book is an important source of the study of early Muslim clocks. Ridwan was a mechanician, physician and poet, and had knowledge of literature and music. He played the flute. Originally he belonged to Khurasan. He was appointed as wazir by the Ayyubi prince al-Faiz Ibrahim and his brother al-Mu’azzam Is. Ridwan also wrote a supplement to Ibn Sin’s treatise on grapes, and a commentary on his Qann (Canon). (5) Qaisar Ibn Abu-l-Qasim, the Egyptian mathematician, astronomer (d. 1251 A.C.) made a celestial globe. He probably made improvements on the water-wheels or water-mills. Such improved types of water-wheels are still seen on the Orontes, and are among the glories of Hama. He constructed these water-wheels (naura) for al-Muzzaffar al-Taqi al-Din Mahmud, the ruler of Hama from 1229 to 1244 A.C. (6) The philosopher Abu Nasr al-Farabi refuted the existence of a vacuum. He wrote a remarkable essay on the elasticity of the air. It is an original piece of research. (7) The Muslim scientists took interest in the determination of the specific gravity of various substances. Sanad Ibn -Ali, a scientist of the ninth century made investigations on specific gravity. Al-Biruni determined the specific gravity of 18 precious stones and metals. Ibn Sin and al-Rzi also made research on this subject. Ibn Yunus (d. 1009 A.C.) applied the pendulum to the measurement of time. Al-Biruni devised a time machine based on the Roman calendar. He constructed it for use in the mosque of Ghazna. But the Imam of the mosque rejected it saying that it was based on a non-Muslim work. At this Al-Biruni was very much annoyed. He said that the, determination of time is a purely secular matter. It is, therefore, of little value whether it is based on a Muslim calendar or a non-Muslim one. Only convenience should be taken into consideration.

Al-Biruni made reference to a certain kind of wells which are obtained by boring the earth to that level of water which is submitted to the hydrostatic pressure in which case due to the pressure water is driven upward as in the natural springs. He correctly explains the action of such wells by the principle of communicating vessels. (8) The Muslims developed the techniques of bathing. They constructed the hot, steam bath called Hammm (from the Arabic root Hamm meaning to heat). When the European Crusaders came to the East and experienced the comforts of these baths, they introduced them into their own countries. The Muslims were the first to apply the directive property of the magnetic needle to the determination of the direction of their journey while traveling on sea. The Chinese were the first to discover this property. The maritime trade between the Muslims gave much importance to the southern end of the needle than the northern one as it is done these days. This was probably because in some places like Syria and Asia Minor the southern end pointed roughly towards Makkah. Thus this end of the needle gave the general direction of the Qiblah. In the West the compass was first of all used by the Italian sailors. Some Muslims have referred to the compass in their writings. For instance, Bailak al-Qabajaqi in his book entitled Kanz al-Ahjr described the use of a floating compass witnessed by him in l242-43. (9) -The Muslims were also the first to invent guns and cannons and use explosive material in them. The purpose of this invention was to throw bullets at the enemy from a long distance. The Chinese used sodium nitrate only. But the penetrating power of explosives was discovered and made use of only by Muslims. The historians generally write that first of all guns were used in the war of Cressi, but from the writings of many Muslims it is revealed that guns had been used a long time ago. In one of these writings there is a story that some ruler named Ya’qb besieged in 602 A.H. (1205 A.C.) an African town Mehdra which was under the control of his chief rebel, and attacked the walls with the help of sounding guns and machines. From every machine there came out a number of showers of big stones and fire balls. The statement given by Ibn Khaldn in his -History of Berbers’ also proves the use of the guns at the time of war. He writes -Abu Yusuf, the Sultan of Morocco besieged in 672 A.H. (1273 A.C.) the city of Sijilmasa. He installed the instruments for besiege in front of the city. These instruments consisted of Manjneeq, Urawe and Handam with which the bits of iron were thrown. These bits were filled in the box of Handam, and the explosives kept behind them were set on fire. Its effect was strange and its results could be called an act of Allah. One day with the help of a stone thrown by Manjneeq, part of the wall fell, and from there the attack was made on the city. (10) The Muslims developed the science of optics. Ibn al-Haitham (Latin Alhazen) made a remarkable contribution towards this science. Indeed modern optics began with him. Before Ibn al-Haitham it was generally thought by the Greek, Roman and Muslim scientists that rays are emitted from the eyes towards the objects seen. Plato suggested that there was another set of rays which emitted from the object seen. Alexandrians believed that the vision lies in the lens of the eye. Ibn Sina and al-Biruni also believed that the ray went from the object to the eye. Aristotle’s ideas were very near to modern conception. The atomists put forward an atomical theory. Hunain Ibn Ishq in his work entitled -Questions on the eye’ put forward a theory which was somewhat like that of Plato. In his opinion the lens was the central organ of vision. Both the visual force coming from the brain and the image of the object coming from without were received in the lens. Al-Razi, too, in his monograph on the nature of vision showed that the eyes do not radiate light. (11) Ibn al-Haitham changed the traditional view by putting forward the theory that the objects are seen by rays passing from them towards the eye and not by the opposite process. Most of his successors did not agree with his view, but Al-Birni and Ibn Sina independently and fully agreed with him. Ibn al-Haitham solved a number of optical, problems on the basis of the mathematical knowledge of his day. Ibn al-Haitham dealt with such a medley of topics as the structure of the eye, optical illusion, perspective, binocular vision, vision of outlines, shadows and colours, the ancient catoptrics and dioptrics with new developments, camera obscura, Alhazen’s problem, mirages, comets, the Milky Way, rainbows, halos, etc. Ibn al-Haitham conducted research catoptrics which contains the problem known Alhazen’s problem. It is as follows:- -From two points in the plane of a circle to draw lines meeting at a point of the circumference and making equal angles with the normal at that point’. This leads, to an equation, of the fourth degree. Ibn al-Haitham solved it by the help of an hyperbola intersecting a circle. He also solved the so-called al-Mahani’s cubic equation. Ibn al-Haitham showed a marked progress in experimental techniques. He made research on spherical and parabolic mirrors; spherical aberration and dioptrics. He noticed that the ratio between the angles of incidence and reflection does not remain constant. He described the magnifying power of a lens and studied atmospheric refraction. He stated that the twilight only ceases or begins when the Sun is 19 below the horizon, and tried to measure the height of the atmosphere on that basis. He gave a better description of the eye and vision. He tried to explain, binocular vision, and gave a correct explanation of the apparent increase in the size of the sun and the moon near the horizon. He gave the first mathematical treatment of the -camera obscura’. Thus he deals with the problems which now come under at least seven subjects including anatomy, physiology, psychology, mathematics, astronomy, physics and meteorology. The full name of Ibn al-Haitham is Abu -Ali Muhammad Ibn al-Hasan Ibn al-Haitham. He was a native of Basra and was born in 354 A.H. (965 A.C.). He migrated to Egypt where he lived till his death. He was a noble person and a genius who had the knowledge of many sciences. He was the greatest mathematician of his age and one of the greatest opticians in history. He was also well versed in medicine and Arabic language. When the Caliph al-Hakim bi-Amrillah, who was very fond of philosophy, heard about Ibn al-Haitham, he had a great desire to see him. Al-Hkim was informed that Ibn al-Haitham had disclosed that if he had been in Egypt, he might have done something in connection with the river Nile, so that it would become beneficial in every case, whether the level of water was high or low. According to Ibn al-Haitham, the river water fell from a high place lying in the territory of Egypt. Hearing this report Al-Hakim became more fond of meeting Ibn al-Haitham .Al-Hkim sent a great amount of money to him, and persuaded him to come to his court. Ibn al-Haitham left for Egypt. When he reached near Cairo al-Hakim went to receive him. They met in a village near Bb al-Qahirah (the gate of Cairo). Al-Hakim honored him, provided him with all the facilities, and asked him to fulfill his promise regarding the river Nile. A group of workers was provided to help him in executing his plan. When Ibn al-Haitham made the survey of the site and came to a place called -Janadil’ (now called Shall), which lies near Aswan on an elevated ground, he realized the difficulties involved. Finding himself unable to fulfill his promise, he became very ashamed, Now he feared al-Hkim and to get rid of him he acted as a mad man, and remained in the condition of madness until the death of al-Hkim. Then he came to his senses and settled in Qubbah near the gate of Jami’ah al-Azhar, and engaged himself in writing books. He died in 1038. Ibn al-Haitham is the author of many works. He summarized Aristotle’s works, and wrote commentaries on them. He also summarized many medical works of Galen. His writings on mathematics and physics are 15 and on metaphysics and physics are 44 in number. His books include the one on plants and one on the properties of simple and Compound drugs. (12) His kitab al-Manazir (the optical thesaurus), is one of the leading classics which influenced scientific thought for more than six centuries. The Latin, Muslim and Hebrew writers such as Roger Bacon, John Peckham, Witelo, Ahmad Ibn Idris al-Qarafi, Qutb al-Din al-Shirzi, Levi Ben Gerson based their works on this great book. Ibn Sin made a deep study of light. He observed that if light is emitted due to the ejection of some sort of particles by the luminous source, the speed of light must be finite. (13) Al-Biruni noticed that the speed of light is immensely greater than that of the sound. (14) Nasir al-Din al-Tusi wrote two books on Optics. One of them, is entitled Al-Mabahith fi In-iks al-Shu-a-at wa In-itafiha (Research on the reflection and refraction of rays), contains a proof of the equality of the angles of incidence and reflection. The other is entitled -Tahrir kitab al-Manzir. In the preface the author remarks that one perceive objects because of the light rays emanating from them, but that everything happens as if the rays emanated from our eyes. (15) Qutb al-Din al-Shirazi, (d. 1311) who was one of the greatest scientist of all times presented his views on Optics in his astronomical works. In one of such works, entitled -Nihyat al-Idrk fi Diryat al-Aflak(Highest understanding of the knowledge of the Spheres); he discusses questions of geometrical optics, the nature of vision, and finally the rainbow. He was the first to give a satisfactory account of the rainbow. His explanation of the rainbow is based on his study of the passage of a ray of light through a transparent sphere (drop of water). He discovered that the rainbow is formed when the rays are refracted twice and reflected once (or tunice in the case of the secondary rainbow) in the humid atmosphere. (16) Another, important physicist and mathematician of the 14th century, was Kamal al-Din Abu’l- Hasan al-Farisi. He wrote a book entitled -Tanqih al-Manazir (Correction of optics) which is an elaborate and original commentary on Ibn al-Haitham’s Kitb al-Manzir (the book of optics). It covers not only physical and physiological optics, but also meteorology, perspective and many other subjects. It includes remarks on serial perspective, colour effects, etc. Kamal al-Din suggested the use, of hyperboloidal lenses in order to avoid spherical aberration. He gave an account of the refraction of light. According to George Sarton, this account implies the following facts; the speed of light is finite but very great; the speed of light in different media is inversely proportional to the optical density (not the same as the material density). The second of these facts seems to be an adumbration of the wave theory of light as against the corpuscular theory. Kaml al-Din performed a number of experiments on camera obscura and improved its use initiated by Ibn al-Haitham. He showed that the images obtained on a screen in a dark room by means, of the rays of light passing through a narrow hole, are independent of the shape of the ho1e, and that the smaller the hole, the sharper the images. It was also proved that the images of many objects are formed separately on the screen, but the images and the directions were reversed. With the help of the camera he observed eclipses and the movements of the clouds and birds. (17) Al-Hasan al-Rammah (the lancer) Najm al- Din al-Ahadab (the hunchback) wrote on military subjects. He flourished in Syria. He wrote two treatises on horsemanship and the art of war, (1) Kitab al-Furusiyah wa’l Munasab al-Harbiyah (Horsemanship and war stratagems), (2) Nihayat al-Su’ul wa’l -Umniya fi Ta’allum al-A’mal al-Furusiyah. The first treatise deals with the military matters such as the military operation, means of using lances, bows, siege engines, and the method of fighting at sea and the communication of fire etc. It contains various pyrotechnic recipes; Al-Hasan considered saltpeter the fundamental substance of pyrotechnics. He explained the methods of preparing and purifying it by means of potash and of repeated crystallizations. In the opinion of George Sarton, that is more important than it may seem, for the impurities of saltpeter are hygroscopic, and thus tend to destroy its value. To discover saltpeter and its uses was one thing, to purify it was another. (18) The Muslims improved the art of shipbuilding, taught Mediterranean seamen to construct lighter sailing-ships or caravels (garaf), to caulk their boats with tar still known in Romance languages by the Arabic name of gatran (Fr goudron, It. caltrame)-to handle sails and cables (Ar. habl). (19)

REFERENCES :- 1. A1-Khazini, -Abd al-Rahmn, -Mizan al-Hikmah, Hyderabad Deccan, 1359 A.H. pp. 1-170. 2. Al-Qifti, -Ali Ibn Ysuf, Tarikh al-Hukama, Leipzig, 1903, p. 271. 3. Sarton, George, Introduction to the History of Science, Carneige Institution of Washington, 1951, Vol. I, p. 632. 4. Ibid., p. 631. 5. Ibid., 632. 6. Ibid., vol. II, Part II, p. 623. 7. Al-Qifti, op. cit., p. 277. 8. Sarton, op. cit., vol. I, p. 707. 9. Ibid., Vol. II, Part I, p. 24. 10. Balgirami, -Ali, Tamaddun-e-Arab, (Urdu translation of a French work by Lebon), Hyderabad Deccan, p. 441. 11. Ibid., vol I, p. 609. 12. Ibid., p. 721. 13 Isma’il Basha al-Baghdadi, Hadiyyah al-Arifin, Istanbul, 1951, Vol. II, p. 66. 14. Sarton, op.cit., p. 707. 15. Ibid., p. 709-713. 16. Ibid. vol. II, Part, II, p. 1009. 17. Ibid.,p. 1018. 18. Ibid., Vol III, part I p. 707. Al-Frisi, Kaml al-Din, Tnqih al-Manazir, Hyderabad Decean, India. 19. Sarton op. cit., Vol. II, Part II, p. 1039. 20. Briffault, Dr. Robert, The Making of Humanity, Islamic Book Foundation, 1980, p. 205.