For children, - Satellites prove the truth and precision of the words of Prophet Mohammed (saw)

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No human on earth can draw a straight line on the surface of the earth between two far cities except with the aid of detailed maps, made possible today due to airplanes, satellites, and knowledge of altitude, longitude, and land height.
However, there was a person who had done this 1400 years ago. This person is Prophet Mohammed (saw).
Until there came the help of Allah (SWT) and victory, and people were entering Allah's religion (The way of Islam) in crowds. From then on, Islam was spreading and the people of Yemen become Muslims.
Then, Prophet Mohammed (saw) started to send the teachers to these people to teach them Islam. He (saw) sent Imam Ali ibn Abu Talib to Hamdan, Muath ibn Jabel to Janad. One of them Wabr ibn Yuhanas Al-Khozaee (May Allah be pleased with Him) whom Prophet Mohammed (saw) sent to Sana'a, in Yemen.
Wabr ibn Yuhanas al-Khozaee (May Allah be pleased with Him) was a companion who Prophet Mohammed (saw) sent as a protector over (Sana'a, in Yemen). He (saw) was ordered to teach people of Sana'a and to build them a Mosque by features Prophet Mohammed (saw) had defined to him.
Al-Tabarani narrates in the Al-Mu'jam Al-Aswat saying: Wabr ibn Yuhanas Al-Khozaee (May Allah be pleased with Him) relates that Prophet Mohammed (saw) said to me, "If you build the Mosque of Sana'a, make it to the right of Jabal Deyn (Deyn Mountain)."
Prophet Mohammed (saw),1400 years age, ordered to build the mosque Sana'a facing Jabal Deyn (Deyn Mountain). If we use Google Earth today and draw a straight line from the mosque Sana'a to the Qibla (direction of prayer) which is in Makkah, it will pass through the peak of Jabal Deyn (Deyn Mountain) and will end at the center of Holy Kaabah (Kaaba).
I swear by the star when it goes down. Your companion does not err, nor does he go astray; Nor does he speak out of desire. It is naught but revelation that is revealed. Glorious Qur'an (53:1-4)
How could someone 1400 years ago have shown the exact direction for Holy Kaabah (Kaaba) from a far away city without using the modern aids needed for such a process?
SubhanAllah (Glory be to Allah)! Of course this is a miracle!
We will soon show them Our signs in the universe and in their own souls, until it will become quite clear to them that it is the truth. Is it not sufficient as regards your Lord that He is a witness over all things? Glorious Qur'an (41:53)

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Personal, - The woman’s educationalstatus in Islam

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Islam is a religion that is closely related to science, acquiring knowledge, learning and teaching. It is enough to remember that the first word in the constitution of Islam – the Quran - that regulates Muslims’ life and legislates for them is…“Read…”
In principle, seeking knowledge is a duty upon every Muslim - male or female -- as stated by the Prophet, sallallaahu ‘alayhi wa sallam. ]Ibn Maajah and Abu Ya‘la )Al-Albaani: Saheeh - Authentic([
There are numerous Quranic verses and prophetic Hadeeths that call for learning, thinking, seeking evidence and searching for wisdom. For example, Allaah The Almighty Says )what means(:
•}Say, "Are those who know equal to those who do not know?" Only they will remember ]who are[ people of understanding.{]Quran 39:9[
•}Allaah will raise those who have believed among you and those who were given knowledge, by degrees. And Allaah is Acquainted with what you do.{]Quran 58:11[
The Prophet, sallallaahu ‘alayhi wa sallam, said:
- "When Allaah wishes good for someone, He bestows upon him understanding of the religion )of Islam(.” ]Al-Bukhaari and Muslim[
- “Allaah makes the way to Paradise easy for him who treads a path in search of knowledge.” ]Muslim, Abu Daawood, Ibn Maajah, At-Tirmithi and Al-Haakim[
These texts are general, comprehensive and address both men and women equally and urge both of them to acquire and seek any knowledge that may benefit them in this world and the Hereafter.
As for the texts that addressed women specifically, Allaah The Almighty Says )what means(:}And remember what is recited in your houses of the verses of Allaah and wisdom. Indeed, Allaah is Ever Subtle and Acquainted ]with all things[.{]Quran 33:34[
The Prophet, sallallaahu ‘alayhi wa sallam, presented the best example in instructing the Muslim women to learn and teach. For example, he asked one of the female companions to teach Hafsah, may Allaah be pleased with her, how to read and write.
He also educated ‘Aa’ishah, may Allaah be pleased with her, such that she became knowledgeable about the Sharee‘ah. She was very intelligent, sharp-witted and a strong memorizer of all that she heard or knew.
Al-A‘mash, may Allaah have mercy upon him, said that Muslim reported that Masrooq said that he was asked, “Was ‘Aa’ishah competent inheritance rulings?” He answered, “Yes, by Allaah, I saw the senior companions of the Prophet, sallallaahu ‘alayhi wa sallam, asking her about inheritance affairs.” ]Ibn Abi Shaybah, Al-Haakim, At-Tabaraani and Ibn Hajar[
‘Urwah, may Allaah have mercy upon him, said about her, ''I have not seen a more knowledgeable person in jurisprudence, medicine or poetry than ‘Aa’ishah.” ]Ibn ‘Abdulbarr, Al-Mizzi, Ath-Thahabi and Ibn Hajar[
‘Ataa’ ibn Abi Rabaah, may Allaah have mercy upon him, said, “She was the most knowledgeable of all people in jurisprudence and wise judgment.” ]Ibn ‘Abdulbarr, Al-Mizzi, Ath-Thahabi and ‎As-Suyooti[
‘Aa’ishah, may Allaah be pleased with her, was known for her extensive knowledge of Sharee‘ah including Tafseer )Quranic exegesis(, Hadeeth, and Fiqh )Islamic jurisprudence(, to the extent that Al-Haakim mentioned in Al-Mustadrak that one quarter of the rulings of Sharee‘ah was reported from her.
That is why Abu Moosa Al-Ash‘ari, may Allaah be pleased with him, said, “We, the Companions of the Messenger of Allaah, sallallaahu ‘alayhi wa sallam, never asked ‘Aa’ishah, may Allaah be pleased with her, about a Hadeeth regarding which we were in doubt without finding that she had knowledge of it.”]At-Tirmithi, Ibn ‘Adiyy and Ath-Thahabi )Al-Albaani: Saheeh - Authentic([
Therefore, she remains considered as one of the most senior and revered teachers and educators throughout Islamic intellectual history.
'Urwah ibn Az-Zubayr, may Allaah have mercy upon him, said to ‘Aa’ishah, may Allaah be pleased with her, “O my mother, the fact that you are knowledgeable about poetry and history does not astonish me, but what really astonishes me is your knowledge about medicine. I wonder, who taught it to you and how you were taught?” She placed her hand on his shoulder )she was his maternal aunt( and said, “My dear son, the Prophet, sallallaahu ‘alayhi wa sallam, was sick at the end of his life and the visiting Arab delegations that came from all over Arabia gave him many prescriptions and it was me who used to treat him with these prescriptions.” ]Ahmad and Al-Haakim[
If we went on speaking about the influence of Islam on women’s education, we would find countless examples of women who became knowledgeable about their religion and permanent attendees of knowledge sessions. For example:
- Ibn ‘Asaakir, may Allaah have mercy upon him, mentioned that he had eighty female teachers.
- Al-Balaathuri, may Allaah have mercy upon him, mentioned in Futooh Al-Buldaan that in his time the Muslim women learnt how to read and write and that the number of known literate women was equal to half of the known literate men.
- Historians also mentioned that the female lecturers during the Umayyad caliphate reached to being about eighty in number and that some of them taught medicine and other sciences.

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Personal, - Woman and the plots of enemies

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The 'wave-breaking' method is used by the advocates of corruption to bring about degradation in society and is achieved through following a gradual approach. They do not ask the society to become immoral all at once and they cannot achieve it if they demanded it. Rather, they follow a gradual approach in spreading their corruption until they finally attain their goals. They do not object to lowering their heads a little until the wave peacefully passes and then they reappear with a more daring attitude, and so on for a third and fourth time.
·Imposing the status quo policy and embarrassing the society as well as its responsible bodies:
For example:
-Departments for unnecessary scientific studies are established and they graduate thousands of women. Then they demand securing them job opportunities after long years of study and effort. Undoubtedly, this touches people's material needs and therefore, they avenge for it.
-Departments for unsuitable studies are initiated, such as drama studies. They graduate many students who later demand suitable jobs.
-People may be surprised by employment and educational plans which remain unknown until they are actually implemented.
-Sometimes, departments for higher studies are established and there are only men to supervise Masters and PhD degrees. They do so despite their former knowledge that the subject needs participation and attendance in laboratories.
·Knowledge:
Sorrowfully, I mention seeking knowledge and learning as part of the enemies' plans and plotting. But what can we do when the enemies have used this door as a gate to achieve their goals?
Seeking knowledge is one of the best deeds in Islam, and only the ignorant and the arrogant deny this. All the texts which encourage seeking knowledge in the Quran and theSunnah)Prophetic tradition( include both men and women. Allaah The Exalted Says )what means(:}Say, "Are those who know equal to those who do not know?" Only they will remember ]who are[ people of understanding.{]Quran 39: 9[ During the lifetime of the Prophet,sallallaahu ‘alayhi wa sallam, women asked him to specify a day in order to teach them. Therefore, among them there were knowledgeable women, such ‘Aa’ishah, may Allaah be pleased with her, about whom Ibn ‘Abd-ul-Barr, may Allaah have mercy on him, said,"She was a unique scholar in her time in three branches of knowledge: Fiqh )Islamic jurisprudence(, medicine and poetry."It is enough to know that Ibn Sa‘d mentioned more than six hundred women who narrated from the Messenger of Allaah,sallallaahu ‘alayhi wa sallam, and many men also narrated on their authority. They were amazing in the way they were so truthful and trustworthy; Ath-Thahabi said,''I do not know that the scholars of Hadeeth )narrations( criticized or abandoned any of the female narrators."]Mizaan Al-I‘tidaal[
It is enoughas evidence that there were many female narrators that Al-Haafith Ibn ‘Asaakir, may Allaah have mercy on him, narrated on the authority of eighty something women although he traveled neither to Egypt nor to the Maghrib countries.
The enemies exploited these Islamic texts and made men and women equal in terms of curricula and educational stages. This had an impact until we witnessed those who established a section for studying feminine drama arts in the department of media in some of our faculties of arts.
There is a certain extent of knowledge where men and women are equal which is the obligatory knowledge to correct one's creed, worship and behavior. However, women must have special curricula that befit their role in life just as men have.
Where are the curricula which teach our daughters the rights of woman in Islam and refute malicious allegations?
Where are the curricula which elaborate on the tasks of wifehood and motherhood?
Where are the curricula which deepen the relation between the woman and her home and give it the sound perception, not that of the enemies?
Where are the curricula which explain how the woman deals with her children psychologically and physically? She must study how to deal with them as well as types of diseases which afflict them and kinds of treatment.
Where are the curricula which teach the woman how to protect her children’s bodies and give them the correct nutrition?
The woman needs to study everything that helps her to regulate her home, and prepare it in a beautiful and organized manner. Where are the curricula which serve this goal?
The woman is an instructor and an educator. Where are the curricula which serve this goal by planting in her love of reading and knowledge?
I do not say that these matters are completely ignored; rather, I say that they were not suitably addressed. Women's curricula are like man's except in exceptional cases which are insignificant in terms of rulings.

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Personal, - Our Duty Towards Islam

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I will summarize our duty in the following points:
First:Being proud of this religion. Allaah The Exalted Says )what means(:}So do not weaken and do not grieve, and you will be superior if you are ]true[ believers.{]Quran 3: 139[
The era of hiding and feeling ashamed for belonging to Islam has ended and the era of frankness and declaration has started. It is painful and harmful that people who lived in the quagmire of vice and committed the utmost of prohibited sins have started to embrace the religion of Allaah The Almighty, whereas we observe that some Muslims want to bring misery to their nation and expose it to suffering.
Second:Seeking sound knowledge of theSharee‘ah)Islamic legislation(. Having a clear and enlightening argument is the best means to boost one's morale. WithSharee‘ahknowledge, one discovers misguidance and deviation.
Third:Reviewing Western and Eastern writings about their own societies and what both of them call to now after they had tasted the bitterness of misery due to abandoning religion and giving a free hand to their desires.
Fourth:Directing our efforts with sincerity and determination to bring up our children. It was narrated that the Messenger of Allaah, sallallaahu ‘alayhi wa sallam, said:"Each one of you is a guardian and is responsible for those under his guardianship."]Al-Bukhaari and Muslim[
A sound upbringing is a shield for children against floundering in invalid behavior that the society is replete with, and it is their protection against the misleading thoughts that are spread in it.
Fifth:Knowing the secularists through their writings and sayings, warning people against their deception and misguidance, clarifying the extent of their danger on theUmmah)Muslim nation( and its religion and mentioning their experiments in Muslim countries which they may implement in any other country which has not yet been exposed to their secularism.
Sixth:Common people should gather around scholars, seekers of knowledge and callers to Allaah The Almighty and adopt their opinions and attitudes. They should distance themselves from the excitement and improvised situations that the righteous youths are dragged to so that whoever wishes to fish may fish in troubled waters.
Suggestions
First:Girls' curricula should be based on a scientific Islamic view. We have spent a long time during which we did not manage to create educational curricula befitting that sex. Equality in curricula between men and women is a fault; this was mentioned earlier.
Second:Creating curricula in the Islamic culture that clarify the woman's rights in Islam, her duties and position as well as the deteriorated status of the woman in the East and West and refuting the malicious allegations of those who advocate emancipation. In the past, we were not in need of such measures and we feared the spread of such allegations. Now, however, we have been invaded by these allegations in our very homes. It is also incorrect to delay these curricula until the university stage.
Third:Woman's work must be addressed through comprehensive and wide-scoped studies prepared by experts and knowledgeable people in the fields of education from among those who are proud of their religion and acquainted with theSharee'ahof their Lord.
Fourth:It is time, or rather it is overdue, for the project of a girls’ university to see the light; a project which puts an educational plan befitting this sex and steers us clear of contradicting opinions in the society through its universities. It is better for theUmmahto entrust responsibility in these universities to sincere highly-qualified persons from among men and women, and thereby theUmmahwill distance itself from the evils of those who are evil.
Reason and subjective conditions to establish this kind of university is indisputable.
Fifth:Woman's work is not a pure administrative task; rather, it is related to her personality and role in society as well as how suitable a certain kind of work is for her. Therefore, this matter must be studied within the framework ofSharee‘ahas well as theUmmah'sinterest.
·What is theUmmah'sneed to graduate female hostesses/attendants, when the danger of their potential work is known in advance?
·What is theUmmah'sneed to graduate groups of females who are specialized in drama and theatrical arts?
·What is theUmmah'sneed to graduate a large number of females in some specializations, such as decoration, agriculture and secretarial work?
I am not saying that the woman cannot understand these specializations or be good at them; rather, I mean that these are not the only criteria.
Sixth:The so-called feminine departments in some governmental administrations must be reconsidered. Is there any benefit in their existence? Are they governed by theSharee‘ahregulations?
Seventh:To stop applying the credit hour system in educating girls as this negatively influences the woman. It is not necessary that everything which is applied to men is also applied to women.
Eighth:The woman’s employment system must be fairly addressed. It is not fair that the woman leaves her home at 6:30 am and returns at 3 pm. It is also not fair that she remains more than twelve hours in the school during the exams. What is the problem if the woman works only half the working hours specified for the man and receive half of his wages? In this way, we will have the capacity to employ twice the number of available workers or even more.
What is the problem if there are long holidays for the woman after delivery in order to look after her newborn? Meanwhile, she should be rewarded for this as she is undertaking the most serious task in life.
What is the problem if there are economic criteria for woman's work? There are many houses where both the man and the woman work while there are other houses where neither men nor women work!
All these points and many others could be subject to dialogue and discussion, provided that we get rid of the complex of equality between man and woman in the employment system. This is also contingent on getting rid of the inferiority complex as well as regaining the feeling of our distinction relative to other peoples of the world.

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