HOW TO TEACH YOUR KINDERGARTNER TO SHARE By Karen Miles

What to expect at this age

For the most part, kindergartners are good at sharing. They understand and even act on empathy, they're developing friendships, and they like to please others. They have learned many of the rules of social interaction, so unless they're having a bad day (or going through a rough patch), they generally share pretty well — so well, in fact, that they may come home from school with a classmate's shoes on, because they're "sharing."

Some kindergartners, though, aren't convinced that sharing is such a good thing. This is a matter of temperament. "Kids who are more easily irritated by changes or difficult circumstances sometimes have a hard time sharing," says Susanne Denham, a developmental psychology professor at George Mason University in Fairfax, Va. Others have trouble sharing new toys or things that are in short supply (like playground swings).

What to do

Talk it up. Your kindergartner is old enough to engage in a discussion about sharing, so talk about the issue and problem-solve together: "Let's say Ginny comes over and wants to try out your new glitter paints. What will you tell her?" If your youngster is reluctant to share her art supplies, ask her, "How can we avoid a problem?" or "What can you do so that Ginny isn't disappointed?" Maybe she'll suggest putting away the paints before Ginny arrives or decide to let her pal try one of her new colors, along with all of the old ones. In your conversation, point out to your child how sharing will help her build friendships, something of paramount importance to her now.

Don't punish stinginess. If you tell your kindergartner that she's selfish, discipline her when she doesn't share, or force her to hand over a prized possession, you'll foster resentment, not generosity. "To encourage sharing, use positive reinforcement rather than admonishment," advises Roni Leiderman, Ph.D., associate dean of the Family Center at Nova Southeastern University in Ft. Lauderdale, Fla. In other words, when she does share, be sure to compliment her.

Respect your kindergartner's things. If your youngster feels that her clothes, books, and toys are being manhandled, it's unlikely she'll give them up even for a moment. So ask permission before you borrow her colored pencils, and give her the option of saying no. Make sure that siblings, friends, and babysitters respect her things too, by asking if they can use them and by taking good care of them when they do.

Lead by example. The best way for your kindergartner to learn generosity is to witness it. So share your ice cream with her. Offer her your scarf, and ask to try on her new barrette. Use the word share to describe what you're doing, and don't forget to remind her that intangibles (like feelings, ideas, and stories) can be shared too. Most important, let her see you give and take, compromise, and share with others.

Teach her what not to share. Once she gets the hang of it, your kindergartner may be so eager to spread the wealth that you'll need to teach her that some items — like her toothbrush, comb, hat, and shoes — are best kept to herself.

Source: http://parentcenter.babycenter.com/refcap/bigkid/gbehavior/66617.html

Practical Tips for Parenting Children by Dr. Aisha Hamdan Courtesy: al-Jumu'ah Magazine

Parents of young children (preschool age) should have few expectations in terms of behavior and acquisition of knowledge due to the cognitive limitations at this age. This does not mean that children should be allowed to run about and do as they please; they still require guidelines and boundaries. What it does mean is that care should be taken regarding the methods that are used to raise children and the values that are instilled from the very beginning. It is interesting to note that the Arabic term tarbiyyah, which is often used to mean teaching or training, generally refers to growth, increase, nourishment, and cultivation. This relates to the physical, intellectual, emotional, psychological, and spiritual aspects of an individual. When thinking of growth and cultivation this implies that something has already been planted or is already present (natural fitrah). Tarbiyyah then refers to the various methods that are used to watch over and attend to a child until he or she becomes prepared to take responsibility and behave in complete submission to and worship of Allah, subhanahu wa ta'ala. The following suggestions are techniques that may be used for tarbiyyah for early childhood.

Play, Play, Play: Play should be the primary emphasis during this time in a child's life since this is the means through which they gain an understanding of the world around them. Pretend or imaginative play is the most common type of play during this stage and this directly impacts cognitive, social, and psychological development. Children will often mimic or imitate the behavior of adults or other children around them in their play, which is their way of preparing for their particular roles in life. Girls will most often imitate their mother, and boys will follow in the footsteps of their father. You will see girls playing with dolls, dressing and feeding them and boys in more rough-and-tumble physical types of play. These gender roles develop at an early age and are a natural part of Allah's plan for the differentiation of responsibilities for men and women. These and other types of play should be encouraged and fostered in young children.

Prevention: The saying "Prevention is the best medicine" is true not only in the medical field, but also within psychology. There are many steps that parents can take to prevent misbehavior and avoid the disruption that this can cause within the family. First of all, children need predictability, structure, and guidelines because this gives them a sense of security and a feeling that there is order in the world. When this is present they are less likely to feel anxious or stressed which, in turn, will decrease the likelihood of inappropriate behavior. Children will sometimes act chaotic if they are in a chaotic environment. Secondly, probably the most common reason for misbehavior is to gain attention from a parent or other adults. A defining feature of being human is the need for social contact, approval, and attention that is already present at birth. When parents fulfill this need adequately, a child will feel content and be more likely to engage in solitary play. If a child is not able to obtain attention through positive behavior, he or she may utilize negative behavior for this purpose. Parents can fulfill this need by spending quality time with their child (e.g., talking, playing, reading, enjoying nature, and much more). Quality is often more important than quantity.

Rewarding Positive Behavior: The concept of rewards and punishments is an integral part of Islamic 'Aqeedah as there are natural consequences for each of our actions. This same wisdom can be applied to the area of parenting. The Messenger of Allah, sallAllahu 'alayhi wa sallam, said that Allah, subhanahu wa ta'ala, says, "Allah has written down the good deeds and the bad ones. Then He explained it (by saying that) he who has intended a good deed and has not done it, Allah writes it down with Himself as a full good deed; but if he has intended it and has done it, Allah writes it down with Himself as from ten good deeds to seven hundred times, or many times over. But if he has intended a bad deed and has not done it, Allah writes it down with Himself as a full good deed, but if he has intended it and has done it, Allah writes it down as one bad deed." (Bukhaaree and Muslim). Allah's mercy can be seen in this Hadith Qudsi and this should be reflected in a parent'starbiyyah as well. Rewards are effective in not only increasing the occurrence of positive behavior, but also in decreasing negative behavior and increasing a child's self-esteem. The most effective rewards for children are those that are the easiest to give: praise, encouragement, hugs, thanks, etc.

Ignoring Misbehavior: Many of the inappropriate behaviors of young children can simply be ignored or disregarded. The Prophet, sallAllahu 'alayhi wa sallam, is our best example in this regard. Anas ibn Malik said, "The Messenger of Allah, sallAllahu 'alayhi wa sallam, had the best disposition among people. One day he sent me on an errand and I said, 'By Allah, I will not go,' but it was in my mind that I would do as the Messenger of Allah had ordered me. I went until I came upon children playing in the street. Then the Messenger of Allah, sallAllahu 'alayhi wa sallam, arrived and he caught me by the back of my neck from behind. As I looked at him, I found him smiling, and he said, 'Unays (Anas' nickname), did you go where I asked you to go?' I said, 'O Messenger of Allah, yes, I am going.'" Anas said further, "I served him for nine years, but I do not know that he ever said to me about anything I did, why I did that, or about anything I had neglected, why I had not done that." (Muslim). We may want to compare this to how we react to or interact with our own children. For young children, in particular, it is really counterproductive to berate, question, and reprimand when they really have little understanding as to why they acted in a certain way. Simply ignoring the behavior may be the most appropriate response. Another related technique is to redirect the child to something else in the environment to draw attention away from the undesirable.

It is important to realize that within these general guidelines there are about as many ways to parent as there are parents. Parents need to take into consideration the unique personalities, dispositions, and gifts of each child when deciding upon a particular approach. What may work with one child may not necessarily be effective with another. It is also imperative to remember that our children are one of the greatest tests that we have from Allah, subhanahu wa ta'ala, and we need to continually ask Him for assistance and guidance for ourselves and our children. This is the most effective and powerful tool for tarbiyyah. "When My servants ask you (Muhammad) concerning Me, I am indeed near. I respond to the prayer of every suppliant when he calls on Me. Let them also, with a will, listen to My call and believe in Me, that they may walk in the right way." [2:186]

HOW TO RAISE AN IMAGINATIVE CHILD

darwish and his mother

What to expect at this age
Chances are that your kindergartner's bed isn't really a bed right now at all — it's a spaceship, pirate vessel, or dragon's cave. Children are hardwired to be imaginative, and your kindergartner's imagination is operating at full tilt. You're likely to catch many glimpses of his make-believe games, since he probably isn't yet as private about these things as older kids tend to be.

Although you could sit by and watch, it's even better if you join in now and then. "A kindergartner's imagination develops naturally, but there's a lot you can do to spark it," says Kristi Alexander, a pediatric psychologist at Alliant International University in San Diego. "As you expose him to new sights, sounds, and sensations, you open his mind to a bigger world." At each stage of your child's imaginative development, listening to him and participating in his games (when you're welcome, of course) will help you keep up with what he's thinking. And who knows? You might revitalize your own imagination in the process.

How your kindergartner's imagination works
Your kindergartner is used to thinking abstractly; the couch easily becomes a ship at sea, and his toast makes a perfectly plausible telephone. At this age he's also gotten the hang of group make-believe — playing "dinosaur chase" with his friends at recess — and complex role-playing, making up games with elaborate rules.

Why encouraging imagination is important
An active imagination helps your kindergartner in more ways than you might think.

Improving vocabulary.

Children who play imaginary games or listen to lots of fairy tales, stories read aloud from books, or tales spun by those around them tend to have noticeably better vocabularies.

Taking control.

Pretending allows your kindergartner to be anyone he wants, practice things he's learned, and make situations turn out the way he wants. Stories where the brave little tiger journeys through the nighttime forest or playacted scenes with your child rescuing his whole family from space invaders give him a sense that he can be powerful and in control even in unfamiliar or scary situations.

Learning social rules.

Getting along socially can be a challenge at any age. When your kindergartner joins the other kids in the sandbox to create a castle out of sand, sticks, and leaves, he's not only exploring a fantasy world, he's learning complex, real-world rules about sharing, social interaction, and resolving conflicts.

Solving problems.

Dreaming up imaginary situations teaches your child to think creatively in real life. A study at Case Western Reserve University found that young children who are imaginative tend to remain so as they get older and to become better problem solvers. Tested later in life, early "imaginators" were more resourceful when it came to coping with challenges and difficult situations, such as what to do if they forgot to bring a book to school they needed that day.

What you can do to spark your kindergartner's imagination
Read books. Reading stories together about unfamiliar lands and people is a good way to jump-start your child's fantasy life, and books that expand his vocabulary of words and images will help, too. (How can you imagine crossing a desert if you've never seen one?) With books, he can explore visual details, make up stories, and read to himself as much as he's able. If you're reading the text, stop often to explore the pictures and talk about what's happening: "Imagine how Tom must have felt when he lost his brother's baseball!" Encourage your kindergartner to make up his own endings to the stories you read. Read about the world, show him pictures of everything from beetles to pinwheels, and explore in further detail those things that interest him most.

Share stories

Telling your own made-up stories is just as good for your child as reading a book together. Not only will your tales provide a sense of possibilities for his inventive thinking, they'll demonstrate the basics of creating characters and plots. And using your child as the main character is a great way to expand his sense of self.

Another idea

Trade off lines of a story. While you're driving, say to your child, "Once upon a time there was a dog. He lived with a little boy, and they liked to go to the park. One day..." Then give your child a turn. Let him tell the fun parts, like naming the boy and the dog and describing the climax and the ending.

Your kindergartner may be adept by now at creating his own narratives and adventures. If you'd like to encourage his writing skills, prompt him to put his stories on paper, using pictures and simple words. Some kids will take right off; others will need a bit more direction ("Write down three words that describe the cat").

Relish his artwork

While your kindergartner may be more goal-oriented now than when he was younger, the process, rather than the product, is still the most important part of making art. Ask him how he made his creation, why he chose certain colors, and how he feels about it. He doesn't want or need to hear that his finished puppet "should look like this." When he does make something representational, like a picture of the family or a sculpted house, invite him to interpret it for you. Instead of "Oh, it's our family at the beach!" say, "What cool colors you've used! What's happening in this picture?"

Make music.

Some kindergartners are ready for structured music lessons, while others need to be a bit older before making such a commitment. If you're unsure, ask a music instructor to help you evaluate your child's readiness. Either way, you can still fill his world with music. Listen to a variety of tunes together and encourage him to participate by singing, dancing, or playing instruments — real, toy, or homemade. He can follow along with a song being played or make up his own, complete with lyrics. (Be sure to have a video or audio recorder on hand!)

Encourage pretend play

Children learn a lot from dramatizing events from their daily — and fantasy — lives. When your kindergartner invents a scenario and plot line and peoples it with characters ("I'm the teacher and you're the student and it's sharing time"), he develops social and verbal skills. He'll work out emotional issues as he replays scenarios that involve feeling happy, sad, frightened, or safe. Imagining himself as a superhero, a horse, or a wizard makes him feel powerful and gives him a sense of what it's like to be in charge. And he'll develop his understanding of cause and effect as he imagines how you or his friend or his teacher would behave in a particular situation. He's also practicing discipline, especially since he'll be making the rules, whether by himself or along with a playmate (the array of intricate rules kids come up with always astounds adults).

Provide props.

Towels become turbans, plastic bracelets become precious jewels, old bathroom rugs turn into magic carpets, and that moth-eaten collection of stuffed animals transforms itself into a rain forest, animal hospital, or farm. Because kindergartners love to take on the role of someone else — a parent, a baby, a pet — a simple object like a toy cash register or a chalkboard can be all that's needed to spark creative play. Since most of the action happens inside your child's head, the best props are often generic, and detailed costumes modeled after specific superheroes or action figures aren't really the ticket.

Providing a special box or trunk to hold pretending paraphernalia can make fantasy play even more of an adventure, especially if you occasionally restock when your child's not looking ("Let's see what's in the trunk today!"). Including more than one of the same item can help, too, since two pirates or princesses are always better than one.

Use the computer judiciously.

Just because tech companies are churning out software for kids doesn't mean your child will turn out computer-illiterate if he doesn't do daily computer time. Still, some quality programs for kindergartners can spark your child's imagination, from drawing, painting, and music software to virtual treasure hunts. And the Internet can be an invaluable resource for looking up topics of interest — hunting down the latest photos of Jupiter or colorful pictures of a coral reef — and exposing your child to different cultures and ideas from around the world.

Limit TV time.

When it comes to your child's TV viewing, balance is key. There are some excellent programs for teaching kids how a baby kangaroo behaves or how other kids their age live in Japan, and you can record shows to provide quality programming at convenient times. But don't overdo it.

Movies and TV shows tend to limit a budding imagination since they do the visualizing for your child, says Michael Meyerhoff, executive director of Epicenter, a parenting information center in Illinois. If your child does watch TV, keep it to less than an hour or so a day. Resist the temptation to use it as an electronic babysitter; instead, sit and watch along with him, posing questions, expanding on ideas presented in the show or movie, and finding out what strikes him as most interesting.

Let him be bored.

We tend to think we need to provide our children with constant enrichment through school, after-school activities, and weekend sports or music classes. And it's painful to hear "I'm booooored!" on unscheduled Saturday afternoons. But don't feel compelled to whip up an activity every time he whines. Being forced to figure out how to amuse himself often leads to the most inventive and absorbing games your child will play. You never know what you might learn yourself when he decides to see if one roll of Scotch tape can run from the upstairs bathroom all the way to the backyard, or whether couch cushions balanced on blocks make as good a fort as a blanket slung over the kitchen chairs.

How to live with your kindergartner's imagination

Set limits. Creating and enforcing rules — no hitting with the "sword" — is crucial for everyone's sake. But if you can, let your child live for a bit with the reminders of his flights of fancy. The fact that the dining room table isn't available for dinner because it's currently serving as an igloo gives you the perfect excuse to have a "picnic" on the living room floor.

Accept his imaginary friend. Experts believe that having an imaginary friend is a sign of a creative, social child who's working out a way to manage his own fears or concerns. Some studies suggest as many as half of all kids have an imaginary pal at some point.

However, if your child starts blaming the buddy for something he did, it's time for a reality check. You don't need to accuse him of lying, but do address the behavior. Have your child, along with the imaginary sidekick, rectify the situation (clean up the mess, apologize, etc.) and make it clear the act was unacceptable.

Keep messes manageable. Yes, reenacting the story of Hansel and Gretel might lead to a trail of crumbs through the living room. If you have the space, it's a good idea to designate a room, or part of a room, as an arts and crafts corner, where your child is free to create without worrying about making a mess.

Some containment strategies can also help: Old button-down shirts make great smocks when worn backwards with the sleeves cut off, plastic sheeting under the Play-Doh construction site can protect the rug, and large sheets of butcher paper over the crafts table can prevent an encrusted layer of multicolored paints or glue.

Encourage wild ideas.

When an enthusiastic kindergartner says, "Let's build a roller-coaster in the backyard!" it's easy to be practical and point out the expense, building code violations, and safety hazards that would incur. But far-fetched whims can be the seeds of inventive thinking. It's better for his creativity if you answer, "Why don't you start by building a small-scale model for your toy soldiers?" and point out the long-unused toy train track that he can fashion into a mini amusement park outside. (Be prepared to help out!)

Enjoy the offbeat.

When your kindergartner decides his favorite clothing color is black and he wants to wear it (along with his lime green belt) head to toe every day, or that his bedroom looks best with the curtains rolled up onto the rod, cut him some slack. Adults are socialized to view only certain behavior and aesthetics as acceptable, but your child is still developing his sense of what's attractive or appealing. So let him experiment (within reason!).

Source: http://parentcenter.babycenter.com/refcap/bigkid/gdevelopment/66769.html

Miracles of the Quran - THE SKY MADE A DOME by Harun Yahya

It is He Who made the Earth a couch for you, and the sky a dome. He sends down water from the sky and by it brings forth fruits for your provision. Do not, then, knowingly make others equal to Allah. (Qur'an, 2:22)

Here, the sky is described as "al-samaa' binaa'." As well as the meaning of "dome" or "ceiling," this also describes a kind of tent-like covering used by the Bedouin.23 By describing the sky as a tent-like structure, the Qur'an is emphasizing that it is a form of protection against external elements.


Even if we are generally unaware of it, a large number of meteors fall to the Earth, as they do to the other planets. The reason why these make enormous craters on other planets but do no harm on Earth is that the atmosphere puts up considerable resistance to a falling meteor. The meteor is unable to withstand this for long and loses much of its mass from combustion due to friction. This danger, which might otherwise cause terrible disasters, is thus prevented thanks to the atmosphere. As well as the verses regarding the protective properties of the atmosphere cited above, attention is also drawn to the special creation in the following verse:

Don't you see that Allah has made everything on the Earth subservient to you and the ships running upon the sea by His command? He holds back the heaven, preventing it from falling to the Earth-except by His permission. Allah is All-Compassionate to humanity, Most Merciful. (Qur'an, 22:65)

The protective property of the atmosphere we discussed in the preceding section protects the Earth from space-in other words, from external elements. With the word "dome," referring to the sky in the above verse, attention is drawn to this aspect of the sky, which could not possibly have been known at the time of our Prophet (saas). The fact that this information was imparted 1,400 years ago in the Qur'an, when there were no spacecraft or giant telescopes, shows that the Qur'an is the revelation of our Lord, the Omniscient.

Miracles of the Quran - THE EARTH'S GEOID SHAPE by Harun Yahya

After that He smoothed out the Earth. (Qur'an, 79:30)

In the above verse, the word "dahaa" is used in the original Arabic. It, translated as "smoothed out," comes from the word "dahaw," meaning "to spread." Although the word "dahaw" also means to cover or to set out, the meaning of the verb is more than just a prosaic setting out, since it describes setting out in a circle.

The concept of roundness is also present in other words derived from "dahaw." For example, the word "dahaw" also refers to children dropping a ball into a hole in the ground, games involving throwing stones into holes and games played with walnuts. Words derived from that root are also used for an ostrich making a nest, cleaning stones from where it is about to lie down, the place where it lays its eggs and the egg itself.

Indeed, the Earth is round, in a manner reminiscent of an egg. The slightly flattened spherical shape of the Earth is known as geoid. From that point of view, the use of the word "dahaa" contains important information about the shape that Allah has given to the Earth. For hundreds of years, people imagined the Earth to be completely flat and only learned the truth thanks to technology. Yet, this fact was revealed in the Qur'an fourteen centuries ago.

12 Proofs that Muhammad is a True Prophet by Shaykh `Abdul Rahman `Abdul Khaliq

 

My brothers and sisters everywhere! With this essay, I am not singling out the adherents of Islam - to which I ascribe - but rather I am writing this essay to every man and woman throughout the whole world.

I ask Allah that He facilitates tat this essay reaches every ear, falls under the sight of every eye, and is understood by every heart...

Muhammad the son of `Abdullah is Allah's Prophet and the Final Messenger Sent by Allah to the Inhabitants of Earth.

My brothers and sisters everywhere! You should know that the Messenger, Muhammad the son of `Abdullah (may Allah's blessings and peace be upon him) is Allah's Messenger in reality and truth. The evidences that show his veracity are abundant. None but an infidel, who out of arrogance alone, could deny these signs.

Among these proofs:

1. Muhammad (may Allah's blessings and peace be upon him) was raised illiterate, unable to read or write, and remained like that till his death.       

Among all his people, he was known as being truthful and trustworthy. Before receiving revelation, he had no prior knowledge of Religion or any previously sent Message. He remained like that for his first forty years. Revelation then came to Muhammad with the Koran that we now have between our hands. This Koran mentioned most of the accounts found in the previous scriptures, telling us about these events in the greatest detail as if he witnessed them. These accounts came precisely as they were found in the Torah sent down to Moses and in the Gospel sent down to Jesus. Neither the Jews nor Christians were able to belief him regarding anything that he said.

2. Muhammad (may Allah's blessings and peace be upon him) also foretold of everything that would occur to him and his community after him, pertaining to victory, the removal of the tyrannical kingdoms of Chosroes [the royal title for the Zoroastrian kings of Persia] and Caesar, and the establishment of the religion of Islam throughout the earth. These events occurred exactly as Muhammad foretold, as if he was reading the future from an open book.

3. Muhammad (may Allah's blessings and peace be upon him) also brought an Arabic Koran that is the peak of eloquence and clarity. The Koran challenged those eloquent and fluent Arabs of his time, who initially belied him, to bring forth a single chapter like the Koran. The eloquent Arabs of his day were unable to contest this Koran.

Indeed, till our day, none has ever dared to claim that he has been able to compose words that equal-or even approach-the order, grace, beauty, and splendor of this Glorious Koran.

4. The life history of this Noble Prophet was a perfect example of being upright, merciful, compassionate, truthful, brave, generous, distant from all evil character, and ascetic in all worldly matters, while striving solely for the reward of the Hereafter. Moreover, in all his actions and dealings, he was ever mindful and fearful of Allah.

5. Allah instilled great love for Muhammad (may Allah's blessings and peace be upon him) in the hearts of all who believed in and met him. This love reached such a degree that any of his companions would willingly sacrifice his (or her) self, mother or father for him.

Till today, those who believe in Muhammad honor and love him. Anyone of those who believe in him would ransom his own family and wealth to see him, even if but once.

6. All of history has not preserved the biography of any person in the manner it has preserved the life of Muhammad, who is the most influential human in history.

Nor has the entire earth known of anyone whom every morning and evening, and many times thereafter throughout the day, is thought of by those who believe in him. Upon remembering Muhammad, the believers in him will greet him and ask Allah to bless him. They do such with full hearts and true love for him.

7. Nor has there ever been a man on earth whom is still followed in all his doings by those who believe in him.

Those who believe in Muhammad sleep in the manner he slept; purify themselves (through ablution and ritual washing) in the manner he purified himself; and adhere to his practice in the way they eat, drink, and clothe them.

Indeed in all aspects of their lives, the believers in Muhammad adhere to the teachings he spread among them and the path that he traveled upon during his life.

During every generation, from his day till our time, the believers in this Noble Prophet have fully adhered to his teachings. With some, this has reached the degree that they desire to follow and adhere to the Prophet's way in his personal matters regarding which Allah has not sought of them to adhere to in worship. For example, some will only eat those specific foods or only wear those specific garments that the Messenger liked.

Let alone all that, all those who believe in Muhammad repeat those praises of Allah, special prayers, and invocations that he would say during each of his actions during day and night, like: what he would say when he greeted people, upon entering and leaving the house, entering and leaving the mosque, entering and leaving the bathroom, going to sleep and awaking from sleep, observing the new crescent, observing the new fruit on trees, eating, drinking, dressing, riding, traveling and returning from travel, etc. 

Let alone all that, all those who believe in Muhammad fully perform-even to the minute detail-every act of worship-like prayer, fasting, charity, and pilgrimage-as this Noble Messenger (may Allah's blessings and peace be upon him) taught and as he himself performed. 

All of this allows those who believe in him, to live their lives in all aspects with this Noble Messenger as their example, as if he was standing before them, for them to follow in all their doings.

8. There has never been nor will there ever be a man anywhere upon this earth who has received such love, respect, honor, and obedience in all matters-small and large alike-as has this Noble Prophet.

9. Since his day, in every region of the earth and during every period, this Noble Prophet has been followed by individuals from all races, colors and peoples. Many of those who followed him were previously Christians, Jews, pagans, idolaters, or without any religion. Among those who chose to follow him, were those who were known for their sound judgment, wisdom, reflection, and foresight. They chose to follow this Noble Prophet after they witnessed the signs of his truthfulness and the evidences of his miracles. They did not choose to follow Muhammad out of compulsion or coercion or because they had adopted the ways of their fathers and mothers.

Indeed many of the followers of this Prophet (may Allah's blessings peace be upon him), chose to follow him during the time when Islam was weak, when there were few Muslims, and when there was severe persecution of his followers on earth. Most people who have followed this Prophet (may Allah's blessings and peace be upon him) have done so not to acquire some material benefits. Indeed many of his followers have suffered the greatest forms of harm and persecution as a result of following this Prophet. Despite all this harm and persecution, this did not turn them back from his religion.

My brethren! All of this clearly indicates to anyone possessing any sense, that this Prophet was truly and really Allah's messenger and that he was not just a man who claimed prophet hood or spoke about Allah without knowledge.

10. With all this, Muhammad came with a great religion in its credal and legal make-up.

Muhammad described Allah with qualities of complete perfection, and at the same time in a manner that is free of ascribing to Him any imperfection. Neither the philosophers nor the wise could ever describe Allah like such. Indeed it is impossible to imagine that any human mind could conceive of an existing being that possesses such complete ability, knowledge, and greatness; who has subdued the creation; that has encompassed everything in the universe, small or large; and who possesses such perfect mercy.

Nor is it in the ability of any human being to place a perfect law based upon justice, equality, mercy and objectivity for all human activity on earth like the laws that Muhammad brought for all spheres of human activity - like buying and selling, marriage and divorce, renting, testimony, custody, and all other contracts that are necessary to uphold life and civilization on earth.

11. It is impossible that any person conceive wisdom,, morals, good manners, nobleness of characters as what this honorable Prophet (may Allah's blessings and peace be upon him) brought.

In a full and complete manner, Muhammad spread a teaching regarding character and manners toward one' parents, relatives, friends, family, humanity, animals, plants and inanimate objects. It is impossible for the human mind alone to grasp all of that teaching or come with a similar teaching.

All of that unequivocally indicates that this Messenger did not bring an) of this religion from his own accord, but that it was rather a teaching and inspiration that he received from the One Who created the earth and the high heavens above and created this universe in its miraculous architecture and perfection.

12. The legal and credal make-up of the religion that the Messenger, Muhammad, (may Allah's blessings and peace be upon him) brought resembles the engineering of the heavens and the earth. All of that indicates that He who created the heavens and the earth is the One Who sent down this great law and upright religion.

The degree of inimitability of the Divine law that was sent down upon Muhammad is to the same degree of inimitability of the Divine creation of the heavens and earth. For just as humanity cannot create this universe, in the same manner humanity cannot bring forth a law like Allah's law that He sent down upon His servant and messenger Muhammad (may Allah's blessings and peace be upon him).