PART 2


APPENDIX 3 on FORMATIVE YEARS:

The Formative Years by Lisa Grajewski, MA American psychologist and behaviorist, B.F. Skinner said, “Education is not just the filling of a pail; it is the lighting of a fire.” University Synagogue’s Pre-School has been lighting a fire in the minds and souls of PreSchool students since 2006. Now in its fifth year, the program has gone from being a pre-school at University Synagogue to University Synagogue’s Pre-School. Directed by award winning early childhood educator Heidi Kahn, the Pre-School has grown into a diverse consortium of programs for not only its Pre-School students but members of the students’ families and PreSchool faculty as well. Just as the formative years of a child count as some of the most important years, so too have the first five years of the Pre-School proven to be salient to its growth. Kahn and the faculty have nurtured the school and helped it develop and grow into a healthy place for children to learn, grow and thrive. Kahn takes a holistic approach to early childhood education. The environment at University Synagogue’s Pre-School is warm, nurturing and provides requirements necessary to build strong, early development; however, she ensures that the staff and families are educated as well. One of the new programs the Pre-School is involved in for the 2011 – 2012 school year is Irvine Unified School District’s School Readiness Program. A partnership between University Synagogue and IUSD, the program provides support and services to the PreSchool, the students and families, ensuring the children’s readiness for kindergarten. Some of the specifics of the program include: teacher training and support; classroom strategies designed to work with the routines and environment of children; individualized interventions to meet students’ and families’ unique strengths and needs; and parent workshops ranging from kindergarten readiness to challenging behavior. Most recently, Sandy Avzaradel, M. Ed. (IUSD) and Haley Goldberg, MFT met with 40 of the Pre-School families, answering questions about kindergarten readiness and helping families navigate the transition from PreSchool to primary school. And there is also the traditional side of Pre-School. Kahn has creatively interwoven early childhood enrichments, including art, singalongs, storytelling, photography, creative dance, sports and even math and science into the daily curriculum. All of the Pre-School classes are taught by accredited, early childhood education staff, with special appearances made by December 2011 University Synagogue congregants and members of the greater Orange County community, which include other synagogues and Jewish organizations. Finally, in addition to the traditional developmental components of education, the Pre-School offers a warm and creative representation of the Jewish values and culture that provide its foundation. Regardless of the religion or culture of the student, everyone celebrates the Jewish holidays together in a way that is comfortable and welcoming. Understanding the importance of early childhood development and the formative years, the Pre-School also offers programs that are open to the public and provide outreach to every member of the student’s family and the greater community at large. The programs are designed to introduce the members and nonmembers to the environment and ethos of the Pre-School and build community within the framework of the Pre-School’s culture. Beginning at the age of three months, parents and their infants can join the Cuddle Club, a walking club that meets Wednesday mornings or join parents and toddlers in a warm and nurturing setting for Parent and Me. These programs also provide an opportunity for a child to make a comfortable transition into the academic environment, such as in the case of Nicole Green, who said, “Our experience at University Synagogue Preschool has been priceless. We have been at the school since our oldest daughter, Leah, was 6 months old. We participated in the Cuddle Club every week. It was wonderful! Leah got time to engage other babies, and I got time to engage other parents… As Leah grew into a toddler, we then participated in the weekly Parent and Me program… All of this great preparation made her transition into the two-year-old classroom nearly effortless last fall. Leah was surrounded by familiar faces and familiar routines, as now she would participate in her first classroom experience without me present three days a week. Yes, we had our days of separation sadness, which quickly became history as she realized she was still surrounded by people who loved her and cared for her and were really fun to be with… Now my youngest daughter Clara is 1½ years old and participating in the weekly Parent and Me program. I am once again amazed at how she has taken to the structure and music and crafts and snack time. I know she too will have a smooth transition into her independent class time next fall.” It is evident that all of the programs, from Cuddle Club to the Pre-School, provide an opportunity for parents to develop new friendships and for children to interact with children of similar age.” Within the community of families is a strong commitment and turnout by parents and family members. Parents and significant caregivers of students meet regularly to organize fundraisers for the school, support and promote programs, welcome new families and support Pre-School faculty. Andrea Norman, the mother of twin boys attending the Pre-School stated, “The experience [of having children in the school] inspired my volunteering as one of the Parent Committee presidents, so that I might be a small part of helping in providing the school and the teachers with the extras that are needed each year to give our children all that they do.” Nadine Dubery, a Pre-School parent, was recently pleasantly surprised by the dedication of parents, remarking, “You should know that this type of participation is unique and does not [always] happen at other preschools.” The dedication of faculty and staff is evident in the responses of parents. Norman went on to say, “University Pre-School has provided a safe, warm, loving, and creative environment in which my children have been nurtured for three years. They have grown and blossomed and love going to school.” For Dubery the Pre-School holds an extraordinary element. Her daughter Lili “just loves her teachers and her classroom, the yard and her new friends… each day is an awesome adventure in learning and becoming more self expressed for her… ” She went on to say, “Your [Heidi Kahn] leadership, love, warmth and energy are not taken for granted for even one second… We may have to adopt another child, so that we can continue coming to your pre-school when Lili is finished there!” Adding to the uniqueness of University Synagogue is the richness and diversity of students, family and faculty. Families represent almost every continent on the planet – a tribute to the openness and diversity of University Synagogue. And then there are the dozens of cultures across students and staff, creating an environment rich in cultural awareness and providing fodder for creatively educating the young minds and souls about the diverse world they live in. The first five years of life are formative – even a pre-school. It is important to have that guide or caregiver who can take one through developmental milestones, nurture, love, educate and discipline – sometimes all at once. Perhaps it is best said by another parent, Jennifer Anderson, a mother to three-year-old twins: “I feel so incredibly fortunate to send my children to this pre-school, and why I believe it stands out from the rest is something that I cannot even quantify, because it is a feeling; a feeling I get when I walk into this pre-school… every time I walk into University Synagogue Pre-School, I feel like I am coming home.”   [SOURC - RETRIEVED FROM  http://www.universitysynagogue.org/wp-content/uploads/2011/01/The-Formative-Years.pdf   ON  11/21/2016]


APPENDIX 4 on FORMATIVE YEARS:

Neurological research shows that the early years play a key role in children’s brain development.
Babies begin to learn about the world around them from a very early age – including during the prenatal, perinatal (immediately before and after birth) and postnatal period. 
Children’s early experiences – the bonds they form with their parents and their first learning experiences – deeply affect their future physical, cognitive, emotional and social development. 
Optimizing the early years of children’s lives is the best investment we can make as a society in ensuring their future success.   [SOURC - RETRIEVED FROM   http://www.child-encyclopedia.com/importance-early-childhood-development  ON  11/21/2016]

Formative years critical for child’s development, success throughout life
 June 12, 2011, Sunday
GEORGE TOWN: The first five years of a child’s life often called the formative years, are absolutely critical for the development, performance and success of the child throughout his life, said Datin Seri Rosmah Mansor.

EARLY CHILDHOOD EDUCATION: Rosmah (centre) sings with children at the opening of the International Conference on Early Childhood and Special Education (ICECSE). — Bernama photo
The Prime Minister’s wife said the importance of early childhood development had been acknowledged by economists, behavior scientists, educators, neuroscientists and biologists.
“The formative period was said to be the best window of opportunity that we must seize or we will forever lose the vast human potential that exists in these children,” she said in her speech at the opening of the International Conference on Early Childhood and Special Education (ICECSE), here yesterday.
She said recent neuroscience research shows that development of the brain over the first five years is more rapid, intensive and vulnerable to external influences or the environment.
“With the proper environmental stimulation, the child’s cognitive development can be developed early. For example, 80 per cent of the child’s intelligence at age 18 has been developed by the age of six,” she said.
Rosmah said from economic perspective, early childhood education and development was the foundation of quality human capital.
“Early childhood education is also said to have a snowballing effect in increasing the preparedness of a child to study,” she said.
Thus, Rosmah said, to promote early childhood education, Early Childhood Education and Care (ECEC) was initiated under the banner of Permata Negara.
She said the Permata Pintar, Permata Seni and Permata Insan were launched to complement the ECEC programme.
“I am pleased to announce that the Permata Pintar children have been doing the country proud,” she said.
Rosmah said they won gold and bronze medals at the third Apec Future Scientist Conference in Taipeh this year, one was selected to enter the Genius Olympiad competition in New York and another student had received a scholorship to join a course on theory of numbers at Johns Hopkins University next week.
“Just yesterday we were informed that the Permata Programme is shotlisted for best global education which will be announced at a summit to be held in New Delhi,” she said.
She said  within a span of four years, 600 Permata centres had been established  throughout the country involving more than 20,000 children. — Bernama   [SOURC - RETRIEVED FROM   http://www.theborneopost.com/2011/06/12/formative-years-critical-for-child%E2%80%99s-development-success-throughout-life/  ON  11/21/2016]


APPENDIX 5 on FORMATIVE YEARS:


Preschoolers (3-5 years of age)
Developmental Milestones
Skills such as naming colors, showing affection, and hopping on one foot are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping).
As children grow into early childhood, their world will begin to open up. They will become more independent and begin to focus more on adults and children outside of the family. They will want to explore and ask about the things around them even more. Their interactions with family and those around them will help to shape their personality and their own ways of thinking and moving. During this stage, children should be able to ride a tricycle, use safety scissors, notice a difference between girls and boys, help to dress and undress themselves, play with other children, recall part of a story, and sing a song.
Positive Parenting Tips
Following are some of the things you, as a parent, can do to help your preschooler during this time:
* Continue to read to your child. Nurture her love for books by taking her to the library or bookstore.
* Let your child help with simple chores.
* Encourage your child to play with other children. This helps him to learn the value of sharing and friendship.
* Be clear and consistent when disciplining your child. Explain and show the behavior that you expect from her. Whenever you tell her no, follow up with what he should be doing instead.
* Help your child develop good language skills by speaking to him in complete sentences and using "grown up" words. Help him to use the correct words and phrases.
* Help your child through the steps to solve problems when she is upset.
* Give your child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack).   [SOURC - RETRIEVED FROM   http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html  ON  11/21/2016]


APPENDIX 6 on FORMATIVE YEARS:

Racism learned
New research suggests prejudices may form at a much earlier age, but it also offers hope that biases can be unlearned
New research suggests prejudices may form at a much earlier age, but it also offers hope that biases can be unlearned
For more than four decades, the notion that racism and physical prejudice don’t fully develop in humans until the teen or adult years has been at the root of research into racism. Popular scientific belief had been that children, who only develop the ability to express racial preferences at around age 3, gradually develop those preferences over time and only cement them well into their teen years.
But new research not yet published by Mahzarin Banaji, a renowned Harvard University psychologist, brain researcher, and racism and physical prejudice expert, and colleagues suggests that even though they may not understand the “why’’ of their feelings, children exposed to racism tend to accept and embrace it as young as age 3, and in just a matter of days.
“We have known for a very long time that children process information differently than adults. That is a given,’’ says Banaji. “But what has changed, where racism and other prejudice are concerned, is that we had far over-calculated how long it takes for these traits to become imbedded in a child’s brain. It’s quite shocking really, but the gist of it is that 3- and 4-year-olds demonstrate the same level and type of bias as adults. This tells us that children ‘get it’ very, very quickly, and that it doesn’t require a mature level of cognition to form negative biases.’’
Banaji’s study, conducted with two Harvard peers, examined how children and adults identified ambiguously featured faces as happy (smiling) or angry (frowning). They showed 263 white children, between the ages of 3 and 14, a number of graphically drawn facial images in different skin tones from very light tan to brown, and asked them to describe them as happy or angry.
Bottom of Form
One part of the test showed the children a set of faces that were an “inconclusive’’ light tan color that could have represented a white person or a black person. In that segment, most of the children, without prompting, described the faces as black, and also, no matter the facial expression in the drawing, as angry.
Conversely, those faces the children said they believed to be white - even the faces bearing frowns - were almost exclusively described as happy.
When the white children were asked to compare white faces with Asian faces, the outcome was the same: The Asian faces, and the faces that they perceived to be Asian, were described as angry. And the white faces were almost exclusively happy, the children said.
A group of black children tested in the study revealed equal favorability and negativity biases, regardless of whether they perceived the test faces to be black or white. In other words, the black children showed no pro-black or pro-white bias.
So the $64,000 question: Will the physical prejudices young children learn early in life stick with them into adulthood?
Maybe not.
“As children age, let us say past 10, environment begins to play a tremendous role in how they perceive in-group and out-group people - people who look like them, and people who do not,’’ Banaji says. “So the good news is that even a child whose parents make no conscious effort to teach [him] not to be prejudiced can shed that prejudice if he finds himself in a diverse enough place and consistently observes in-group and out-group people interacting positively and as equals.’’
“The odds of aging children losing or at the very least lessening their bias against out-group people are only increased, of course, when responsible adults in their lives consciously place their children in a position to see different groups interacting as equals,’’ Banaji adds.
“It is not the fault of the children that they grow up to see a majority of power and influence concentrated among one race,’’ she says. “So if we don’t act in their lives, as they age, to show context to that imbalance, they may continue to believe that one group is better or worse than the other, based on nothing more than color, features, or expressions.’’
James H. Burnett III is a Globe reporter. He can be reached at james.burnett@globe.com. Follow him on Twitter @JamesBurnett.   [SOURC - RETRIEVED FROM   https://www.bostonglobe.com/business/2012/06/09/harvard-researcher-says-children-learn-racism-quickly/gWuN1ZG3M40WihER2kAfdK/story.html  ON  11/21/2016]

LEARN MORE ABOUT THE BIBLE AND RELIGION - BOTH TRUE AND FALSE - AT    WWW.JW.ORG

COMBINATION OF [1] THE SCRIPTURE OF THE DAY AND [2] MANY IN ISLAM ARE CORRUPTED IN THEIR OUTLOOK AND WORLD VIEW DURING THEIR FORMATIVE YEARS – READ AND LEARN

[1] SCRIPTURE OF THE DAY [433B]

Give instruction to a wise man, and he will be yet wiser: teach a just man, and he will increase in learning. 10 The fear of the LORD is the beginning of wisdom: and the knowledge of the holy is understanding. Proverbs 9:9 – 10, [authorized King James Bible; AV]

We do not want to displease our Creator, Almighty God (YHWH), and here are six steps that should be taken to please him as given in the Bible.

Step 1, John 17:3, [AV] “And this is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent.”

Step 2, John 3:16, [AV] “For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life.”

Step 3, Luke 5:32, [AV] “I came not to call the righteous, but sinners to repentance.”

Step 4, Acts 3:19, [AV] “Repent ye therefore, and be converted, that your sins may be blotted out, when the times of refreshing shall come from the presence of the Lord;”

Step 5, Mark 8:8:34, [AV] “And when he had called the people unto him with his disciples also, he said unto them, Whosoever will come after me, let him deny himself, and take up his cross, and follow me.”

Step 6, Matthew 28:19 - 20, [AV] “Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: 20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen.”

[2] MANY IN ISLAM ARE CORRUPTED IN THEIR OUTLOOK AND WORLD VIEW DURING THEIR FORMATIVE YEARS – READ AND LEARN

INTRODUCTION – Most of an individual’s thoughts about race, outlook on the world, and how they make sense of the world around them are developed very early in life before they ever go to school. This REALITY is overlooked by many intentionally as they want to assign later behavior to schools or other institutions since they can not face reality that the parents, religious institutions, and acquaintances are really responsible. As one expert group on development put it:

(QUOTE) “People develop best intellectually, emotionally and inter-personally when their formative years are free of repression, natural disasters, malnutrition, polluted water and armed conflict, according to UNICEF. The formative years of a child differ, however, based on the specific type of development in question. According to PBS, when considering the development of attachments to caregivers, the first five years of life are the most important. PBS indicates that therapy helps some adults develop attachments even when they are deprived of connections during their first five years. [[SOURC - RETRIEVED FROM https://www.reference.com/world-view/ages-formative-years-child-e6eb4d1869967ad4 ON 11/21/2016]” (QUOTE)

PROJECTION OF AN INDIVIDUAL’S BAD QUALITIES ON NONE RESPONSIBLE CAUSES – Many try to project bad actions later on life on other entities instead of accepting reality as to the causative formative year learning. This is especially so with respect to members of Islam. Take for example, Iftikhar Ahmad, of the Islamic School of London, He tries to assign responsibility to state schools of the United Kingdom. Yet he claims to be an expert on education with over 40 years of experience in that field. However, he tries to assign radicalization of some Muslims to education received to state schools, and even tries to justify this erroneous conclusion by stating none of the students of a few Muslim Faith Based Schools in the United Kingdom became terrorist. However, he overlooks reality since he fails to recognize these may not come from the same pool of Muslims in that country as the ones who became radicalized.

Yes, the Muslims in the United Kingdom are not one monolithic pool or group, but made up of several who bring up their children very differently. Many Muslims bring up their children in love and to hate violence such as members of the Free Muslim Coalition. To learn more on this group, go to APPENDIX 1 On The Free Muslim Coalition – below.

However, many Muslims in the United Kingdom instruct their children knowingly or unknowingly to hate, love violence, and a disregard for the person and property of others. This bad instruction at home during the formative years is further amplified in many mosques and by individuals they are around during their formative years. The fruits of this become clearly evident years later with over 800 Muslims from the United Kingdom actually traveling to the middle east to become co-murders and/or partners in murder an terrorism with murder groups such as ISIS and Al Qaeda. In fact, ISIS actually used one such individual from London as their beheading executioner. And as we all know the ones who were corrupted during their formative years blew up buses, tube carriages, and committed many other atrocities in the United Kingdom. To learn more about how important the formative years are to the outlook and how individuals view the world around them, go to APPENDIXES 2 TO 6 on THE FORMATIVE YEARS

No where is the fact that many children are corrupted with respect their future outlook and world view as many male adult Muslims view toward sex. To wit, a view it as a right to have by rape or force with non-Muslim young females. As shown in one article, “DESIRABLE VS. UNDESIRABLE IMMIGRANTS IN A ‘NUTSHELL’”

FORMATIVE YEARS AND SOME MALE MUSLIM’S OUTLOOK ON SEX:

Here are actual realities especially towards none Muslims of their bad actions due to bad influence in their formative years:

(QUOTE) “Muslim rape gangs that go out and systematically rape young girls of the host country.

Let’s look at some examples. Muslim Child-Rape Gangs in Britain, the facts.

While Muslim groups have sought to discredit the police investigations by claiming "Islamophobia," it recently emerged that British police had known for more than a decade that Muslim rape gangs were targeting young girls in England, but they ignored evidence because they were afraid of being accused of racism.

To learn more, go to,

1) http://www.clarionproject.org/analysis/muslim-child-rape-gangs-britain
2) www.gatestoneinstitute.org/3846
3) www.frontpagemag.com/.../britain-grapples...muslim-sex-gangs
4) www.youtube.com/watch?v=RZCQ9ZWfCuQ 
5) www.gatestoneinstitute.org/3068/muslim...rape-gangs-britain
6) www.caringforourchildrenfoundation.org/?p=21500 
7) www.mrctv.org/videos/dispatches-muslim-rape-gangs-england

ALSO, SWEDEN: 77.6% OF ALL RAPES ARE COMMITTED BY MUSLIM MALES, WHO TOTAL ONLY 2% OF POPULATION – GOV REPORT
To see account of this, go to https://muslimstatistics.wordpress.com/2015/03/19/sweden-77-6-percent-of-all-rapes-in-the-country-committed-by-muslim-males-making-up-2-percent-of-population/ [this can be read in its entirety at http://www.network54.com/Forum/403209 OR
http://religioustruths2.yuku.com/topic/93/zzDESIRABLE-VS-UNDESIRABLE-IMMIGRANTS-IN-A-NUTSHELL#.VYWeJvlViko as of 11/24/2016] “ (QUOTE).

AND here is a news item on an actual court case in Australia that vividly illustrates the point of how many Muslim males are corrupted during their formative years to believe none Muslim females are to be taken for sex and rape is not wrong if the victim is NOT a Muslim.

(QUOTE) “By Sharon Lapkin
FrontPageMagazine.com | December 15, 2005
In Australia this week amidst anger over an Islamic man's rape conviction and the bashing of two Aussie life savers, working-class locals erupted in a rampage of anger and brawling in some of the worst racial riots in decades. But there is more to the story than is being repeated in the American mainstream media....
Four days after he set foot in Australia, the rape spree began. And during his sexual assault trial in a New South Wales courtroom, the Pakistani man began to berate one of his tearful 14-year-old victims because she had the temerity to shake her head at his testimony.
But she had every reason to express her disgust. After taking an oath on the Qur'an, the man - known only as MSK - told the court he had committed four attacks on girls as young as 13 because they had no right to say "no." They were not covering their face or wearing a headscarf, and therefore, the rapist proclaimed: "I'm not doing anything wrong."
MSK is already serving a 22-year jail term for leading his three younger brothers in a gang rape of two other young Sydney girls in 2002. In his own defence, he argued that his cultural background, was responsible for his crimes.[source - FrontPageMagazine.com, December 15, 2005, in an article by Sharon Lapkin]”
APPENDIX 1 ON THE FREE MUSLIM COALITION

The Free Muslims Coalition believes that there can NEVER be a justification for terrorism.

The Coalition believes that fundamentalist Islamic terror represents one of the most lethal threats to the stability of the civilized world. The existence of Islamic terrorists is the existence of threats to democracy. There is no room for terrorism in the modern world and the United States should take a no-tolerance stance on terrorism in order to avoid another tragedy, along the lines of 9-11. With the added threat of biochemical weapons, the call to defeat terrorism has never been so urgent.

Among Islamic scholars, the concept of jihad ranges in definition from the personal struggle against temptation to holy war. All calls for jihad to create an Islamic state should be rejected as heretic and a threat to modern society. The Coalition feels that the concept of jihad should be reinterpreted for a modern day context in which holy war is obsolete. No holy war needs to be waged; there is no clear and present threat to Islam; the only war that needs to be waged in the modern world is one against terrorists and extremists. As militant Islamic fundamentalism increases, the Coalition will wage a battle of minds as we bring Islam into the 21st century and introduce a doctrine which is compatible with democracy and modern living.

So far, the few Muslims who choose to speak up against militant extremist Islam have faced threats of violence and accusations of being anti-Islam. In effect, the message disseminated by radical Muslims is that merely discussing Islamic terrorism is to be construed as an attack on Islam.

More effectively, Muslim extremists have quelled criticism against them from peaceful Muslims by adopting popular Muslim and Arab causes. A case in point is the adoption of the Palestinian cause. The issue of Palestine and the suffering of the Palestinians is the single most important issue that unites the entire Muslim and Arab world. No issue evokes the passion of Muslims and Arabs as much as the Palestinian-Israeli conflict.

The Palestinian-Israeli conflict is so important to Arabs and Muslims that every extremist group from Morocco to Indonesia that seeks legitimacy and a following, places the "liberation" of Palestine at the forefront of their agenda. For example, recall that Saddam Hussein responded to the world's request that he leave Kuwait by insisting that Israel first evacuate the West Bank and Gaza. Osama Bin Laden also invoked the Palestinian issue to justify 9-11. Iran has made the Palestinian issue its most important foreign policy priority since the Islamic Revolution of 1979. 

The clever adoption of the Palestinian cause has made it difficult for peaceful Muslims to attack terrorist organizations such as Al-Qaeda. The real aim of organizations such as Al-Qaeda is not just the "liberation of Palestine" but the creation of a fundamentalist Muslim empire made up of every Muslim nation. This desire to create a Muslim empire is based on the delusion that modernity is a threat to Islam and the idea that the Muslim community has strayed from God and if they were to return to a strict interpretation of Islam that the problems in the Muslim world would be solved. It is this exact mentality spurned of paranoia, ignorance and fear that inspired and supported the Taliban and the creation of a medieval society in Afghanistan.

The Coalition rejects the urgent desire by extremist groups to create a strict Islamic empire as a justification for terrorism. The coalition rejects the use of terrorism to help Palestinians. The coalition rejects the use of terrorism under any circumstances and will challenge the terrorists' propaganda machines head on.

The Coalition will seek to raise the peaceful voices of Muslims world wide. The terrorist and extremist Muslims will no longer go unchallenged. Their days of sympathetic leaching off the Muslim community are numbered. [sourc - retrieved from http://www.freemuslims.org/issues/terrorism.php on 11/24/2016]

APPENDIX 2 on FORMATIVE YEARS:

Developmental status of children Access to good-quality care and education programmes outside the home are important in providing children with the basic cognitive and language skills they need to flourish in school. Such programmes can also help foster social competency and emotional development. In fact, it is widely recognized that early childhood care and education form the foundation of a high-quality basic education. Questions on attendance in organized early childhood care and education were first collected in the birth registration and early learning module during the second round of MICS (MICS2). For the third round of MICS (MICS3), conducted mainly in 2005 and 2006, information about preschool attendance was again collected in the birth registration and early learning module. Beginning with the fourth round of MICS (MICS4), questions on attendance in early childhood care and education were included in the consolidated early childhood development module included in the questionnaire for children under 5. Mothers or primary caregivers are asked whether each child aged 36 to 59 months living in the household is currently attending any organized early learning or early childhood education programme, whether public or private, and for how many hours per week. In some cases, the question is customized to make specific reference to relevant country examples of early childhood education programmes. Early childhood development is multidimensional, encompassing several aspects of a child’s well-being: physical, social, emotional and mental. In general, development takes place in a series of predictable and common stages: Children become progressively more independent and learn increasingly advanced skills and capacities as they grow older. However, children develop at different speeds and may reach developmental milestones at different times. What is considered normal child development also varies across cultures and environments, since expectations and parenting strategies may differ not only among countries but also among cultural, ethnic or religious groups within the same country. In 2007, UNICEF commissioned a review of existing tests, measures and items used to establish the developmental status of children aged 0 to 6 years, with a specific focus on those tested cross-culturally. This work led to a recommendation to create a set of age-specific indicators in five developmental domains: motor, language, cognitive, social-emotional and learning. In early 2008, a validation study of the recommended items was conducted with the goal of producing a reliable and feasible set of items to be used in the MICS. The validation study was conducted in two countries: Jordan and the Philippines, in close collaboration with local UNICEF offices. Data were collected from approximately 900 children aged 3 to 6 years in each of the two countries, with an even distribution between boys and girls. Both urban and rural regions of each country were also represented. A subsample of the total was also used for reliability testing (both testretest and inter-rater reliability). The recommended set of questions was tested alongside several other validated tools, including, for example, the Early Development Instrument,4 and the Strengths and Difficulties Questionnaire.5 All items used in the study were translated into the appropriate local languages. A series of factor analyses were also conducted to detect the underlying factors and item integrity (using all variables from each of the various instruments). These factor analyses resulted in a long (48-item) and short (18-item) set of items covering six developmental domains: language, cognitive, physical, social, emotional and approaches to learning, with each demonstrating excellent reliability and validity. Items are based on benchmarks that children would be expected to have reached if they are developing like the majority of children of the same age. Following discussion and consultation between UNICEF and a broad group of experts, the 18-item draft early childhood development index (ECDI) was field tested in February 2009 in Mombasa, Kenya. After the field work experience in Kenya, further revisions were made to the draft index and the number of items was reduced from 18 to 10. The original language and cognitive domains were collapsed into one domain (literacy-numeracy), [[SOURC - RETRIEVED FROM https://www.unicef.org/earlychildhood/files/Brochure_-_The_Formative_Years.pdf ON 11/21/2016]


APPENDIX 3 on FORMATIVE YEARS:

The Formative Years by Lisa Grajewski, MA American psychologist and behaviorist, B.F. Skinner said, “Education is not just the filling of a pail; it is the lighting of a fire.” University Synagogue’s Pre-School has been lighting a fire in the minds and souls of PreSchool students since 2006. Now in its fifth year, the program has gone from being a pre-school at University Synagogue to University Synagogue’s Pre-School. Directed by award winning early childhood educator Heidi Kahn, the Pre-School has grown into a diverse consortium of programs for not only its Pre-School students but members of the students’ families and PreSchool faculty as well. Just as the formative years of a child count as some of the most important years, so too have the first five years of the Pre-School proven to be salient to its growth. Kahn and the faculty have nurtured the school and helped it develop and grow into a healthy place for children to learn, grow and thrive. Kahn takes a holistic approach to early childhood education. The environment at University Synagogue’s Pre-School is warm, nurturing and provides requirements necessary to build strong, early development; however, she ensures that the staff and families are educated as well. One of the new programs the Pre-School is involved in for the 2011 – 2012 school year is Irvine Unified School District’s School Readiness Program. A partnership between University Synagogue and IUSD, the program provides support and services to the PreSchool, the students and families, ensuring the children’s readiness for kindergarten. Some of the specifics of the program include: teacher training and support; classroom strategies designed to work with the routines and environment of children; individualized interventions to meet students’ and families’ unique strengths and needs; and parent workshops ranging from kindergarten readiness to challenging behavior. Most recently, Sandy Avzaradel, M. Ed. (IUSD) and Haley Goldberg, MFT met with 40 of the Pre-School families, answering questions about kindergarten readiness and helping families navigate the transition from PreSchool to primary school. And there is also the traditional side of Pre-School. Kahn has creatively interwoven early childhood enrichments, including art, singalongs, storytelling, photography, creative dance, sports and even math and science into the daily curriculum. All of the Pre-School classes are taught by accredited, early childhood education staff, with special appearances made by December 2011 University Synagogue congregants and members of the greater Orange County community, which include other synagogues and Jewish organizations. Finally, in addition to the traditional developmental components of education, the Pre-School offers a warm and creative representation of the Jewish values and culture that provide its foundation. Regardless of the religion or culture of the student, everyone celebrates the Jewish holidays together in a way that is comfortable and welcoming. Understanding the importance of early childhood development and the formative years, the Pre-School also offers programs that are open to the public and provide outreach to every member of the student’s family and the greater community at large. The programs are designed to introduce the members and nonmembers to the environment and ethos of the Pre-School and build community within the framework of the Pre-School’s culture. Beginning at the age of three months, parents and their infants can join the Cuddle Club, a walking club that meets Wednesday mornings or join parents and toddlers in a warm and nurturing setting for Parent and Me. These programs also provide an opportunity for a child to make a comfortable transition into the academic environment, such as in the case of Nicole Green, who said, “Our experience at University Synagogue Preschool has been priceless. We have been at the school since our oldest daughter, Leah, was 6 months old. We participated in the Cuddle Club every week. It was wonderful! Leah got time to engage other babies, and I got time to engage other parents… As Leah grew into a toddler, we then participated in the weekly Parent and Me program… All of this great preparation made her transition into the two-year-old classroom nearly effortless last fall. Leah was surrounded by familiar faces and familiar routines, as now she would participate in her first classroom experience without me present three days a week. Yes, we had our days of separation sadness, which quickly became history as she realized she was still surrounded by people who loved her and cared for her and were really fun to be with… Now my youngest daughter Clara is 1½ years old and participating in the weekly Parent and Me program. I am once again amazed at how she has taken to the structure and music and crafts and snack time. I know she too will have a smooth transition into her independent class time next fall.” It is evident that all of the programs, from Cuddle Club to the Pre-School, provide an opportunity for parents to develop new friendships and for children to interact with children of similar age.” Within the community of families is a strong commitment and turnout by parents and family members. Parents and significant caregivers of students meet regularly to organize fundraisers for the school, support and promote programs, welcome new families and support Pre-School faculty. Andrea Norman, the mother of twin boys attending the Pre-School stated, “The experience [of having children in the school] inspired my volunteering as one of the Parent Committee presidents, so that I might be a small part of helping in providing the school and the teachers with the extras that are needed each year to give our children all that they do.” Nadine Dubery, a Pre-School parent, was recently pleasantly surprised by the dedication of parents, remarking, “You should know that this type of participation is unique and does not [always] happen at other preschools.” The dedication of faculty and staff is evident in the responses of parents. Norman went on to say, “University Pre-School has provided a safe, warm, loving, and creative environment in which my children have been nurtured for three years. They have grown and blossomed and love going to school.” For Dubery the Pre-School holds an extraordinary element. Her daughter Lili “just loves her teachers and her classroom, the yard and her new friends… each day is an awesome adventure in learning and becoming more self expressed for her… ” She went on to say, “Your [Heidi Kahn] leadership, love, warmth and energy are not taken for granted for even one second… We may have to adopt another child, so that we can continue coming to your pre-school when Lili is finished there!” Adding to the uniqueness of University Synagogue is the richness and diversity of students, family and faculty. Families represent almost every continent on the planet – a tribute to the openness and diversity of University Synagogue. And then there are the dozens of cultures across students and staff, creating an environment rich in cultural awareness and providing fodder for creatively educating the young minds and souls about the diverse world they live in. The first five years of life are formative – even a pre-school. It is important to have that guide or caregiver who can take one through developmental milestones, nurture, love, educate and discipline – sometimes all at once. Perhaps it is best said by another parent, Jennifer Anderson, a mother to three-year-old twins: “I feel so incredibly fortunate to send my children to this pre-school, and why I believe it stands out from the rest is something that I cannot even quantify, because it is a feeling; a feeling I get when I walk into this pre-school… every time I walk into University Synagogue Pre-School, I feel like I am coming home.” [SOURC - RETRIEVED FROM http://www.universitysynagogue.org/wp-content/uploads/2011/01/The-Formative-Years.pdf ON 11/21/2016]


APPENDIX 4 on FORMATIVE YEARS:

Neurological research shows that the early years play a key role in children’s brain development.
Babies begin to learn about the world around them from a very early age – including during the prenatal, perinatal (immediately before and after birth) and postnatal period. 
Children’s early experiences – the bonds they form with their parents and their first learning experiences – deeply affect their future physical, cognitive, emotional and social development. 
Optimizing the early years of children’s lives is the best investment we can make as a society in ensuring their future success. [SOURC - RETRIEVED FROM http://www.child-encyclopedia.com/importance-early-childhood-development ON 11/21/2016]

Formative years critical for child’s development, success throughout life
 June 12, 2011, Sunday
GEORGE TOWN: The first five years of a child’s life often called the formative years, are absolutely critical for the development, performance and success of the child throughout his life, said Datin Seri Rosmah Mansor.

EARLY CHILDHOOD EDUCATION: Rosmah (centre) sings with children at the opening of the International Conference on Early Childhood and Special Education (ICECSE). — Bernama photo
The Prime Minister’s wife said the importance of early childhood development had been acknowledged by economists, behavior scientists, educators, neuroscientists and biologists.
“The formative period was said to be the best window of opportunity that we must seize or we will forever lose the vast human potential that exists in these children,” she said in her speech at the opening of the International Conference on Early Childhood and Special Education (ICECSE), here yesterday.
She said recent neuroscience research shows that development of the brain over the first five years is more rapid, intensive and vulnerable to external influences or the environment.
“With the proper environmental stimulation, the child’s cognitive development can be developed early. For example, 80 per cent of the child’s intelligence at age 18 has been developed by the age of six,” she said.
Rosmah said from economic perspective, early childhood education and development was the foundation of quality human capital.
“Early childhood education is also said to have a snowballing effect in increasing the preparedness of a child to study,” she said.
Thus, Rosmah said, to promote early childhood education, Early Childhood Education and Care (ECEC) was initiated under the banner of Permata Negara.
She said the Permata Pintar, Permata Seni and Permata Insan were launched to complement the ECEC programme.
“I am pleased to announce that the Permata Pintar children have been doing the country proud,” she said.
Rosmah said they won gold and bronze medals at the third Apec Future Scientist Conference in Taipeh this year, one was selected to enter the Genius Olympiad competition in New York and another student had received a scholorship to join a course on theory of numbers at Johns Hopkins University next week.
“Just yesterday we were informed that the Permata Programme is shotlisted for best global education which will be announced at a summit to be held in New Delhi,” she said.
She said  within a span of four years, 600 Permata centres had been established  throughout the country involving more than 20,000 children. — Bernama [SOURC - RETRIEVED FROM http://www.theborneopost.com/2011/06/12/formative-years-critical-for-child%E2%80%99s-development-success-throughout-life/ ON 11/21/2016]


APPENDIX 5 on FORMATIVE YEARS:


Preschoolers (3-5 years of age)
Developmental Milestones
Skills such as naming colors, showing affection, and hopping on one foot are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping).
As children grow into early childhood, their world will begin to open up. They will become more independent and begin to focus more on adults and children outside of the family. They will want to explore and ask about the things around them even more. Their interactions with family and those around them will help to shape their personality and their own ways of thinking and moving. During this stage, children should be able to ride a tricycle, use safety scissors, notice a difference between girls and boys, help to dress and undress themselves, play with other children, recall part of a story, and sing a song.
Positive Parenting Tips
Following are some of the things you, as a parent, can do to help your preschooler during this time:
* Continue to read to your child. Nurture her love for books by taking her to the library or bookstore.
* Let your child help with simple chores.
* Encourage your child to play with other children. This helps him to learn the value of sharing and friendship.
* Be clear and consistent when disciplining your child. Explain and show the behavior that you expect from her. Whenever you tell her no, follow up with what he should be doing instead.
* Help your child develop good language skills by speaking to him in complete sentences and using "grown up" words. Help him to use the correct words and phrases.
* Help your child through the steps to solve problems when she is upset.
* Give your child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack). [SOURC - RETRIEVED FROM http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html ON 11/21/2016]


APPENDIX 6 on FORMATIVE YEARS:

Racism learned
New research suggests prejudices may form at a much earlier age, but it also offers hope that biases can be unlearned
New research suggests prejudices may form at a much earlier age, but it also offers hope that biases can be unlearned
For more than four decades, the notion that racism and physical prejudice don’t fully develop in humans until the teen or adult years has been at the root of research into racism. Popular scientific belief had been that children, who only develop the ability to express racial preferences at around age 3, gradually develop those preferences over time and only cement them well into their teen years.
But new research not yet published by Mahzarin Banaji, a renowned Harvard University psychologist, brain researcher, and racism and physical prejudice expert, and colleagues suggests that even though they may not understand the “why’’ of their feelings, children exposed to racism tend to accept and embrace it as young as age 3, and in just a matter of days.
“We have known for a very long time that children process information differently than adults. That is a given,’’ says Banaji. “But what has changed, where racism and other prejudice are concerned, is that we had far over-calculated how long it takes for these traits to become imbedded in a child’s brain. It’s quite shocking really, but the gist of it is that 3- and 4-year-olds demonstrate the same level and type of bias as adults. This tells us that children ‘get it’ very, very quickly, and that it doesn’t require a mature level of cognition to form negative biases.’’
Banaji’s study, conducted with two Harvard peers, examined how children and adults identified ambiguously featured faces as happy (smiling) or angry (frowning). They showed 263 white children, between the ages of 3 and 14, a number of graphically drawn facial images in different skin tones from very light tan to brown, and asked them to describe them as happy or angry.
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One part of the test showed the children a set of faces that were an “inconclusive’’ light tan color that could have represented a white person or a black person. In that segment, most of the children, without prompting, described the faces as black, and also, no matter the facial expression in the drawing, as angry.
Conversely, those faces the children said they believed to be white - even the faces bearing frowns - were almost exclusively described as happy.
When the white children were asked to compare white faces with Asian faces, the outcome was the same: The Asian faces, and the faces that they perceived to be Asian, were described as angry. And the white faces were almost exclusively happy, the children said.
A group of black children tested in the study revealed equal favorability and negativity biases, regardless of whether they perceived the test faces to be black or white. In other words, the black children showed no pro-black or pro-white bias.
So the $64,000 question: Will the physical prejudices young children learn early in life stick with them into adulthood?
Maybe not.
“As children age, let us say past 10, environment begins to play a tremendous role in how they perceive in-group and out-group people - people who look like them, and people who do not,’’ Banaji says. “So the good news is that even a child whose parents make no conscious effort to teach [him] not to be prejudiced can shed that prejudice if he finds himself in a diverse enough place and consistently observes in-group and out-group people interacting positively and as equals.’’
“The odds of aging children losing or at the very least lessening their bias against out-group people are only increased, of course, when responsible adults in their lives consciously place their children in a position to see different groups interacting as equals,’’ Banaji adds.
“It is not the fault of the children that they grow up to see a majority of power and influence concentrated among one race,’’ she says. “So if we don’t act in their lives, as they age, to show context to that imbalance, they may continue to believe that one group is better or worse than the other, based on nothing more than color, features, or expressions.’’
James H. Burnett III is a Globe reporter. He can be reached at james.burnett@globe.com. Follow him on Twitter @JamesBurnett. [SOURC - RETRIEVED FROM https://www.bostonglobe.com/business/2012/06/09/harvard-researcher-says-children-learn-racism-quickly/gWuN1ZG3M40WihER2kAfdK/story.html ON 11/21/2016]

LEARN MORE ABOUT THE BIBLE AND RELIGION - BOTH TRUE AND FALSE - AT WWW.JW.ORG

 

COMBINATION OF [1]  THE SCRIPTURE OF THE DAY AND [2]   DATA COMPLIED BY HINDU SCHOLAR NKGROCK ON RAPE, FORCED CONVERSIONS, SAND STEALING, TEMPLE DESTRUCTION, MURDERS, MASSACRES, ETC. BY MEMBERS OF ISLAM IN INDIA, PAKISTAN, & AFGHANISTAN.

[1]      SCRIPTURE OF THE DAY [435B]

A prudent man foreseeth the evil, and hideth himself: but the simple pass on, and are punished.   Proverbs 22:3, [authorized King James Bible; AV]

It is imperative for all that seek Almighty God’s (YHWH’s) favor that they see evil and flee far from it.  This includes false doctrine, and as Proverbs 27:12, [AV] “A prudent man foreseeth the evil, and hideth himself; but the simple pass on, and are punished.”  Yes, the Lord will chastise all ones that seek His favor per Proverbs 29:1, [AV] “He, that being often reproved hardeneth his neck, shall suddenly be destroyed, and that without remedy.”   


[2]      Data Complied by Hindu scholar Nkgrock on rape, forced conversions, sand stealing, temple destruction, murders, massacres, etc. by members of Islam in India, Pakistan, & Afghanistan.

<The Muslim conquests, down to the 16th century, were for the Hindus a pure struggle of life and death. Entire cities were burnt down and the populations massacred, with hundreds of thousands killed in every campaign, and similar numbers deported as slaves. Every new invader made (often literally) his hills of Hindus skulls. Thus, the conquest of Afghanistan in the year 1000 was followed by the annihilation of the Hindu population; the region is still called the Hindu Kush, i.e. Hindu slaughter. The Bahmani sultans (1347-1480) in central India made it a rule to kill 100,000 captives in a single day, and many more on other occasions. The conquest of the Vijayanagar empire in 1564 left the capital plus large areas of Karnataka depopulated. And so on.

The roughly 600,000 victims of the violence accompanying the Partition were the price which the Muslim League was willing to pay for its Islamic state of Pakistan. While every Hindu and Muslim who took part in the violence is responsible for his own excesses, the over-all responsibility for this mass- slaughter lies squarely with the Muslim leadership.

: in 1948, Hindus formed 23% of the population of BanglaDesh (then East Pakistan), in 1971 the figure was down to 15%, and today it stands at about 8%

After the Islamic conquest of Kabul in April 1992, 50,000 Hindus had to flee Afghanistan (with the Indian government unwilling to extend help, and Inder Kumar Gujral denying that the expulsion of Indians had a communal motive). The pogroms in Pakistan and Bangladesh after the demolition of the Babri Masjid left 50,000 Hindus homeless in Bangladesh and triggered another wave of refugees from both countries towards India. In Pakistan, 245 Hindu temples were demolished, in Bangladesh a similar number was attacked, and even in England some temples were set on fire by Muslim mobs.

Another ruler, Firuz Shah Tughlaq (1351-88), personally confirms that the descruction of Pagan temples was done out of piety, not out of greed: "The Hindus had accepted the zimmi status and the concomitant jizya tax in exchange for safety. But now they built idol temples in the city, in defiance of the Prophet's law which forbids such temples. Under divine leadership I destroyed these buildings, and killed the leaders of idolatry, and the common followers received physical chastisement, until this abomination had been banned completely." When Firuz heard that a Pagan festival was going on, he reacted forcefully: "My religious feelings exhorted me to finish off this scandal, this insult to Islam. On the day of the festival I went there myself, I ordered the execution of the leaders and practitioners of this abomination... I destroyed their idol temples and built mosques in their places.">
[Source-Negationism in India Concealing the record of Islam-Chapter2- Negationism in India-By Koenraad elst. http://koenraadelst.bharatvani.org/]

<While describing "the conquest of Kanauj," Utbi sums up the situation thus: "The Sultan levelled to the ground every fort... and the inhabitants of them either accepted Islam, or took up arms against him." In short, those who submitted were also converted to Islam. In Baran (Bulandshahr) alone 10,000 persons were converted including the Raja.>
[The Legacy of Muslim Rule in India-Chaper 3- Muslims Invade India-by K.S. Lal ]

<Even so, the Hindus, as Zimmis, became second class citizens in their own homeland and were suffered to live under certain disabilities. One of them was that each adult must pay a poll-tax called jiziyah. "Moreover, the main object in levying the tax is the subjection of infidels to humiliation ...and ...during the process of payment, the Zimmi is seized by the collar and vigorously shaken and pulled about in order to show him his degradation." The Zimmis also had to suffer in respect of their mode of worship, payment of taxes, and on account of certain sumptuary laws. Death awaited them at every corner, because, being idolaters they could be given a choice only between Islam and death.>
[The Legacy of Muslim Rule in India-Chaper-4- Muslim Rule in India-by K.S. Lal - http://www.voiceofdharma.org/books/tlmr/ch4.htm]

< During the cruel days of Islamic operations from 1783 to 1791, thousands of Nairs besides about 30,000 Brahmins had fled Malabar, leaving behind their entire wealth, and sought refuge in Travancore State (according to the commission of enquiry appointed by the British soon after Tipu Sultan's death).

{K. Madhava Nair, observes on page 14 of his famous book, Malabar Kalapam (Mappila outrage):
"The communal Mappila outrage of 1921 in Malabar could be easily traced to the forcible mass conversion and related Islamic atrocities of Tipu Sultan during his cruel military regime from 1783 to 1792. It is doubtful whether the Hindus of Kerala had ever suffered so much devastation and atrocities since the reclamation of Kerala by the mythological Lord Parasurama in a previous Era. Many thousands of Hindus were forcibly converted into Muhammadan faith."}

{Elankulam Kunjan Pillai has recorded the situation in Malabar as follows:
"Kozhikode was then a centre of Brahmins. There were around 7000 Namboodiri houses of which more than 2000 houses were destroyed by Tipu Sultan in Kozhikode alone. Sultan did not spare even children and women. Menfolk escaped to forests and neighbouring principalities. Mappilas increased many fold (due to forcible conversion).
"During the military regime of Tipu Sultan, Hindus were forcibly circumcised and converted to Muhammadan faith. As a result the number of Nairs and Brahmins declined substantially."}

{The reputed historian, Lewis Rice, who wrote the History of Mysore after going through various official records, stated as follows: "In the vast empire of Tipu Sultan on the eve of his death, there were only two Hindu temples having daily pujas within the Sreerangapatanam fortress. It is only for the satisfaction of the Brahmin astrologers who used to study his horoscope that Tipu Sultan had spared those two temples. The entire wealth of every Hindu temple was confiscated before 1790 itself mainly to make up for the revenue loss due to total prohibition in the country."}>
[TIPU SULTAN-VILLAIN OR HERO? AN ANTHOLOGY- I. THE SWORD OF TIPU SULTAN
- V.M. KORATH- http://www.voiceofdharma.org/books/tipu/ch01.htm]

<During the entire period of sixteen years of his regime, Purnaiyya was the only Hindu who had adorned the post of Dewan or minister under Tipu Sultan. In 1797 (two years before his death) among the 65 senior Government posts, not even a single Hindu was retained. All the Mustadirs were also Muslims. Among the 26 civil and military officers captured by the British in 1792 there were only 6 non-Muslims.

The cruelties which Tipu Sultan committed in Coorg, has no parallel in history. On one occasion, he forcibly converted over ten thousand Hindus to Muhammadanism. On another occasion, he captured and converted to Islam more than one thousand Hindu Coorgis before imprisoning them in the Sreerangapatanam fortress.

{Vatakkankoor Raja Raja Varma in his famous literary work, History of Sanskrit Literature in Kerala, has written the following about the loss and destruction faced by the Hindu temples in Kerala during the military regime (Padayottam) of Tipu Sultan: "There was no limit as to the loss the Hindu temples suffered due to the military operations of Tipu Sultan. Burning down the temples, destruction of the idols installed therein and also cutting the heads of cattle over the temple deities were the cruel entertainments of Tipu Sultan and his equally cruel army. It was heartrending even to imagine the destruction caused by Tipu Sultan in the famous ancient temples of Thalipparampu and Thrichambaram. The devastation caused by this new Ravana's barbarous activities have not yet been fully rectified."}>
[TIPU SULTAN-VILLAIN OR HERO? AN ANTHOLOGY 2 RELIGIOUS INTOLERANCE TIPU SULTAN- LATE P.C.N. RAJA-http://www.voiceofdharma.org/books/tipu/ch02.htm]

Malik Kafur, the general of Alauddin Khalji, gave the Raja of Dwarsamudra a choice between Islam, death or payment of a huge idemnity.25 But under Muhammad bin Tughlaq there is greater insistence on the vanquished Hindu princes to embrace Islam. The most glaring example of this is that during the Warangal campaign all the eleven sons of the Raja of Kampila were made Muslims. Muhammad bin Tughlaq converted many people in this fashion. When Firoz Tughlaq invaded Jajnagar (Orissa), he captured the son of the Rai of Sikhar, converted him to Islam, and gave him the name of Shakr Khan.

The process of enslavement during war went on under the Khaljis and the Tughlaqs. Alauddin had 50,000 slaves37 some of whom were mere boys,38 and surely many captured during war. Firoz Tughlaq had issued an order that whichever places were sacked, in them the captives should be sorted out and the best ones (fit for service with the Sultan) should be forwarded to the court.39 Soon he was enabled to collect 180,000 slaves.40 Ziyauddin Barani's description of the Slave Market in Delhi (such markets were there in other places also) during the reign of Alauddin Khalji, shows that fresh batches of slaves were constantly replenishing them.41>
[ Indian Muslims:Who Are They-K.S. Lal Chapter 3-Proselytization in Provincial-Muslim Kingdoms -http://www.voiceofdharma.org/books/imwat/ch3.htm]

What professor Mohammad Habib writes concerning the Mongol applies equally to Turkish expeditions. "In 1330 the country was invaded by the Mongols who indulged in arson, rape and murder throughout the Valley (of Kashmir). The king and the Brahmans fled away but among the inhabitants who remained... Muslim ways of life were gradually adopted by the people as the only alternative..."

{Saiyyad Muhammad bin Nasiruddin Jafar Makki al-Husaini , the Khalifa of Nasiruddin Chiragh-i-Delhi "held that there were five reasons which led the people to embrace Islam:
(1) Fear of death,
(2) fear of their families being enslaved,
(3) propagation (of Islam) on the part of Muslims,
(4) the lust for obtaining mawajib (pensions or rewards) ghanaim (booty), and
(5) Tassub (bigotry or superstition?)."}
[ Indian Muslims:Who Are They-K.S. Lal Chapter 5- Factors Contributing to the Growth of Muslim Population-http://www.voiceofdharma.org/books/imwat/ch5.htm]

Starting with Al-Bilãdhurî who wrote in Arabic in the second half of the ninth century, and coming down to Syed Mahmudul Hasan who wrote in English in the fourth decade of the twentieth, we have cited from eighty histories spanning a period of more than twelve hundred years. Our citations mention sixty-one kings, sixty-three military commanders and fourteen sufis who destroyed Hindu temples in one hundred and fifty-four localities, big and small, spread from Khurasan in the West to Tripura in the East, and from Transoxiana in the North to Tamil Nadu in the South, over a period of eleven hundred years. In most cases the destruction of temples was followed by erection of mosques, madrasas and khãnqãhs, etc., on the temple sites and, frequently, with temple materials. Allãh was thanked every time for enabling the iconoclast concerned to render service to the religion of Muhammad by means of this pious performance.

Mahmûd of Ghazni robbed and burnt down 1,000 temples at Mathura, and 10,000 in and around Kanauj. One of his successors, Ibrãhîm, demolished 1,000 temples each in Hindustan (Ganga-Yamuna Doab) and Malwa. Muhammad Ghûrî destroyed another 1,000 at Varanasi. Qutbu'd-Dîn Aibak employed elephants for pulling down 1,000 temples in Delhi. "Alî I 'Ãdil Shãh of Bijapur destroyed 200 to 300 temples in Karnataka. A sufi, Qãyim Shãh, destroyed 12 temples at Tiruchirapalli. Such exact or approximate counts, however, are available only in a few cases. Most of the time we are informed that "many strong temples which would have remained unshaken even by the trumpets blown on the Day of Judgment, were levelled with the ground when swept by the wind of Islãm".>
[HINDU TEMPLES :WHAT HAPPENED TO THEM -Volume II :The Islamic Evidence- SITA RAM GOEL -Section III FROM THE HORSE'S MOUTH-8. Summing up- http://www.voiceofdharma.org/books/htemples2/ch8.htm]

We give below some instances of inscriptions discovered and copied quite some time ago but not published so far:
1. An Arabic inscription was discovered in the Jãmi' Masjid at Srikakulam in Andhra Pradesh in 1953-54. It says that the idol was broken and the mosque constructed by Sher Muhammad Khãn Ghãzî in AH 1051 (AD 1641-42). Another inscription in the same place says that this Sher Muhammad Khãn was given the title of Fîrûz Jang by Sultãn Abdullãh Qutb Shãh of Golconda in AH 1055 (AD 1645-46).6 The inscription has not been published so far.
2. A Persian inscription on the entrance gateway of a mosque at Nuh in the Gurgaon District of Haryana states that the foundation of this mosque was laid by Bahãdur Khãn Nãhar in the reign of Muhammad Shãh, son of Fîrûz Shãh (Tughlaq), from the materials of a Hindu temple in village Sainthali where Hindus used to assemble in large numbers every year. The qãzî of Nauganwa made a representation to Bahãdur Khãn Nãhar who destroyed the temple and completed the mosque in AH 803 (AD 1400).7 This inscription has yet to be published though it was discovered in 1963-64.
3. Another Persian inscription discovered in the Jãmi' Masjid at Ritpur in the Amraoti District of Maharashtra proclaims that the mosque which was originally built by Aurangzeb on the site of a Hindu temple, having become desolate through passage of time, was reconstructed in AH 1295 (AD 1878) with the help of contributions raised by the local Muslims.8 This inscription discovered in 1964-65 has not been published so far.
4. An inscription discovered in 1978-79 on the facade of the Jãmi' Masjid in Mahalla Sunhat at Balasore in Orissa states die in AH 1079 (AD 1668-69) a mob of Muslim mendicants (faqîrs) led by Tãlib stormed and set fire to the temple of Šrî ChaNdî which was being resorted to by the Hindus. Five years later, the local faujdãr built the mosque on the same site.9 This inscription, too, remains unpublished.
5. An inscription in the Jãmi' Masjid at Tadpatri in Andhra Pradesh records that the mosque was constructed on the site of a temple by Mahmûd for offering prayers to Allãh. The inscription dated AH 1107 (AD 1695) was discovered in 1980-81.10 It is not yet published. We do not know anything about Mahmûd who performed this pious deed in the reign of Aurangzeb.}

{1.Delhi.
This inscription can be seen over the inner eastern gateway of the Quwwat al-Islãm Masjid near the Qutb Mînãr. It is in situ. Its language is Persian. It states:
"This fort was conquered and this Jãmi' Masjid built in the months of the year 587 by the Amîr, the great, the glorious commander of the Army, Qutb-ud-daula wad-dîn, the Amîr-ul-umarã Aibeg, the slave of the Sultãn, may God strengthen his helpers! The materials (?) of 27 idol temples, on each of which 2,000,000 Deliwãl had been spent were used in the (construction of) this mosque. God the Great and Glorious may have mercy on that slave, every one who is in favour of the good (?) builder prays for this faith."....

14. Mathura
The Jãmi' Masjid in the heart of this Hindu city has a Persian inscription which reads as follows:
"In the reign of Shãh 'Ãlamgîr Muhîu'ddin Walmillah, the king of the world, Aurangzeb, who is adorned with justice, the lustre of Islãm shone forth to the glory of God; for 'Abd-un-Nabi Khãn built this beautiful mosque. This second 'Holy Temple' caused the idols to bow down in worship. You will see the true meaning of the text, "Truth came and error vanished.'48 Whilst I search for a tãrikh, a voice came from blissful Truth ordering me to say 'Abd-un-Nabi Khãn is the builder of this beautiful mosque.' May this Jãma Masjid of majestic structure shine forth for ever like the hearts of the pious! Its roof is high like aspirations of love; its court-yard is wide like the arena of thought."49
The chronogram which contains the name of the builder, 'Abdu'n-Nabî Khãn, yields the year AH 1470 corresponding to AD 1660-1661.....}

Three conclusions can be safely drawn from a study of these 21 inscriptions. Firstly, the destruction of Hindu temples continued throughout the Muslim rule, from the date of its first establishment at Delhi in AD 1192 to its downfall with the death of the Mughal emperor Muhammad Shah in 1748. Secondly, the destruction took place all over India and was undertaken by rulers belonging to all Muslim dynasties, imperial as well as provincial. Thirdly, the destruction had no economic or political motive as has been proposed by Marxist scholars and Muslim apologists; it was inspired by religious zeal and regarded as a pious performance by Muslim kings and commanders, all of whom took considerable pride in it and sought blessing from Allãh and the Prophet.>
[HINDU TEMPLES :WHAT HAPPENED TO THEM -Volume II :The Islamic Evidence- SITA RAM GOEL -Section III FROM THE HORSE'S MOUTH- 6. The Epigraphic Evidence-http://www.voiceofdharma.org/books/htemples2/ch6.htm]

{Sultãn Mahmûd of Ghazni (AD 997-1030)
Thanesar (Haryana)
"The city of Taneshar is highly venerated by Hindus. The idol of that place is called Cakrasvamin, i.e. the owner of the cakra, a weapon which we have already described. It is of bronze, and is nearly the size of a man. It is now lying in the hippodrome in Ghazna, together with the Lord of Somanath, which is a representation of the penis of Mahadeva, called Linga."19

Somnath (Gujarat)
"The linga he raised was the stone of Somnath, for soma means the moon and natha means master, so that the whole word means master of the moon. The image was destroyed by the Prince Mahmud, may God be merciful to him! - AH 416. He ordered the upper part to be broken and the remainder to be transported to his residence, Ghaznin, with all its coverings and trappings of gold, jewels, and embroidered garments. Part of it has been thrown into the hippodrome of the town, together with the Cakrasvamin, an idol of bronze, that had been brought from Taneshar. Another part of the idol from Somanath lies before the door of the mosque of Ghaznin, on which people rub their feet to clean them from dirt and wet."20 }

{Sultãn Fîrûz Shãh Tughlaq (AD 1351-1388)
Puri (Orissa)
"The Sultãn left Banãrasî with the intention of pursuing the Rãî of Jãjnagar, who had fled to an island in the river... News was then brought that in the jangal were seven elephants, and one old she-elephant, which was very fierce. The Sultãn resolved upon endeavouring to capture these elephants before continuing the pursuit of the Rãî... 97
"After the hunt was over, the Sultãn directed his attention to the Rãî of Jãjnagar, and entering the palace where he dwelt he found many fine buildings. It is reported that inside the Rãî's fort, there was a stone idol which the infidels called Jagannãth, and to which they paid their devotions. Sultãn Fîroz, in emulation of Mahmûd Subuktigîn, having rooted up the idol, carried it away to Delhi where he placed it in an ignominious position..."98

Jajnagar (Orissa)
"The victorious standards set out from Jaunpur for the destruction of idols, slaughter of the enemies of Islãm and hunt for elephants near Padamtalãv... The Sultãn saw Jãjnagar which had been praised by all
travellers...101
"The troops which had been appointed for the destruction of places around Jãjnagar, ended the conceit of the infidels by means of the sword and the spear. Wherever there were temples and idols in that area, they were trampled under the hoofs of the horses of Musalmãns...102
"After obtaining victory and sailing on the sea and destroying the temple of Jagannãth and slaughtering the idolaters, the victorious standards started towards Delhi..."103 }

{ Sultãn Muhammad Ghûrî (AD 1175-1216)
Varanasi (Uttar Pradesh)
"Mahomed Ghoory, in the mean time returning from Ghizny, marched towards Kunowj, and engaged Jye-chund Ray, the Prince of Kunowj and Benares... This prince led his forces into the field, between Chundwar and Etawa, where he sustained a signal defeat from the vanguard of the Ghiznevide army, led by Kootbood-Deen Eibuk, and lost the whole of his baggage and elephants... He marched from thence to Benares, where, having broken the idols in above 1000 temples, he purified and consecrated the latter to the worship of the true God..."225

Bihar
"Mahomed Ghoory, following with the body of the army into the city of Benares, took possession of the country as far as the boundaries of Bengal, without opposition, and having destroyed all the idols, loaded four thousand camels with spoils."226 }>
[HINDU TEMPLES :WHAT HAPPENED TO THEM -Volume II :The Islamic Evidence- SITA RAM GOEL -Section III FROM THE HORSE'S MOUTH-7. The Literary Evidence-http://www.voiceofdharma.org/books/htemples2/ch7.htm]

Here is what Aurangazeb's granddaughter wrote in 1707, in her Persian work Sahifah-i-Chihal Nasa'ih Bahadurshahi:
"... keeping the triumph of Islam in view, devout Muslim rulers should keep all idolaters in subjection to Islam, brook no laxity in realization of Jizyah, grant no exceptions to Hindu Rajahs from dancing attendance on 'Id days and waiting on foot outside mosques till end of prayer ... and 'keep in constant use for Friday and congregational prayer the mosques built up after demolishing the temples of the idolatrous Hindus situated at Mathura, Banaras and Avadh.">
[Excerpt From 'Nationalism And Distortions In Indian History' By Dr. N.S. Rajaram- Chapter II Distortions in Indian history-Medieval India: Dark Age and conflict - http://www.voiceofdharma.org/books/dist/ch2.htm#4]

<Islamic imperialism knew no code of honor. The only rule of war they observed without fail was to fall down the helpless civil population after a decisive victory had been won on the battlefield. They sacked and burnt down villages and towns after the defenders had died fighting or had fled. The cows, the Brahmins and Buddhist Bhikshus invited their special attention in a mass murder of non-combatants. Their temples and shrines were their special targets in an orgy of pillage and destruction. Those that they did not kill, they captured and sold as slaves. The scene was described by Kanhadde Prabandha (1456 A.D) in the following words: "The conquering army burnt villages, devastated the land, plundered people's wealth, took Brahmins and children and women of all classes captive, flogged with thongs of raw hide, carried a moving prison with it, and converted the prisoners into obsequious Turks."

(source: Story of Islamic Imperialism in India - By Sita Ram Goel ASIN 8185990239 p. 41-42-http://www.hinduwisdom.info/Islamic_Onslaught.htm).

While historical events should be judged in the context of their times, it cannot be denied that even in that bloody period of history, no mercy was shown to the Hindus unfortunate enough to be in the path of either the Arab conquerors of Sindh and south Punjab, or the Central Asians who swept in from Afghanistan.

The Muslim heroes who figure larger than life in our history books committed some dreadful crimes. Mahmud of Ghazni, Qutb-ud-Din Aibak, Balban, Mohammed bin Qasim, and Sultan Mohammad Tughlak, all have blood-stained hands that the passage of years has not cleansed. Indeed, the presence of Muslim historians on their various campaigns has ensured that the memory of their deeds will live long after they were buried.

Seen through Hindu eyes, the Muslim invasion of their homeland was an unmitigated disaster. Their temples were razed, their idols smashed, their women raped, their men killed or taken slaves. When Mahmud of Ghazni entered Somnath on one of his annual raids, he slaughtered all 50,000 inhabitants. Aibak killed and enslaved hundreds of thousands. The list of horrors is long and painful.

These conquerors justified their deeds by claiming it was their religious duty to smite non-believers. Cloaking themselves in the banner of Islam, they claimed they were fighting for their faith when, in reality, they were indulging in straightforward slaughter and pillage. When these warriors settled in India, they ruled as absolute despots over a cowed Hindu populace. For generations, their descendants took their martial superiority over their subjects for granted. "... And a substantial number of Pakistani Muslims are secretly convinced that they are inherently superior to the Hindus. One irony, of course, is that contrary to their wishful thinking, the vast majority of Muslims in the subcontinent have more Hindu blood in their veins than there is Arab, Afghan, Turkish or Persian blood. Many of the invaders took Hindu wives and concubines."
(source: Demons from the past - By Ifran Husain - dailytimes.com.pk- http://www.hinduwisdom.info/index_new.htm )

"From the time Muslims started arriving, around 632 AD, the history of India becomes a long, monotonous series of murders, massacres, spoliation's, and destruction's. It is, as usual, in the name of 'a holy war' of their faith, of their sole God, that the barbarians have destroyed civilizations, wiped out entire races." Mahmoud Ghazni, continues Danielou, "was an early example of Muslim ruthlessness, burning in 1018 of the temples of Mathura, razing Kanauj to the ground and destroying the famous temple of Somnath, sacred to all Hindus. His successors were as ruthless as Ghazni: 103 temples in the holy city of Benaras were razed to the ground, its marvelous temples destroyed, its magnificent palaces wrecked." Indeed, the Muslim policy vis a vis India, concludes Danielou, seems to have been a conscious systematic destruction of everything that was beautiful, holy, refined."
(source: Histoire de l' Inde - By Alain Danielou p. 222 or A Brief History of India-http://www.hinduwisdom.info/Islamic_Onslaught.htm#Slaughter%20of%20the%20Hindu s).

It is significant that one of the very few place-names on earth that reminds us not of the victory of the winners but rather of the slaughter of the losers, concerns a genocide of Hindus by the Muslims.
A few known historical figures can be used to justify this estimate. The Encyclopaedia Britannica recalls that in December 1398 AD, Taimurlane ordered the execution of at least 50,000 captives before the battle for Delhi; likewise, the number of captives butchered by Taimurlane's army was about 100,000.
The Britannica again mentions that Mughal emperor Akbar ordered the massacre of about 30,000 captured Rajput Hindus on February 24, 1568 AD, after the battle for Chitod, a number confirmed by Abul Fazl, Akbar's court historian. Afghan historian Khondamir notes that during one of the many repeated invasions on the city of Herat in western Afghanistan, which used to be part of the Hindu Shahiya kingdoms '1,500,000 residents perished.' 'Thus, 'it is evident that the mountain range was named as Hindu Kush as a reminder to the future Hindu generations of the slaughter and slavery of Hindus during the Moslem conquests.'
(source: Where's India's holocaust museum? - By Francois Gautier - rediff.com-http://www.hinduwisdom.info/Islamic_Onslaught.htm#Slaughter%20of%20the%20Hindu s).

The contemporary French writer François Gautier has said, "The massacres perpetuated by Muslims in India are unparalleled in history, bigger than the Holocaust of the Jews by the Nazis; or the massacre of the Armenians by the Turks; more extensive even than the slaughter of the South American native populations by the invading Spanish and Portuguese."[http://www.hinduholocaust.com/HinduHolocaustMuseum.htm]>
<
Robert Marquand, writing on the Kashmir conflict says, "... like some epic custody battle between two selfish and unyielding parents, little concern has been paid by Pakistan and India to the stability and integrity of the Kashmiri "child" ...Today, rooftops are being rebuilt on a row of burned-out houses in the swanky Hindu part of old town Srinagar. This neighborhood was torched in 1992 during a Muslim insurgency that drove 250,000 Hindus out of Kashmir, about 98 percent of them. But the new sound of pounding hammers does not tell a sweet story of return and renewal. The Hindus, a crucial part of this paradisiacal Himalayan valley, are not coming back. At least not now. Moderate Kashmiris say what has been destroyed is something called "kashmiriat" - an invisible but palpable understanding that Buddhists, Muslims, Hindus, and others would live together peaceably."[http://www.the-south-asian.com/Nov2001/Kashmiri_Pandits.htm].>

<Fact sheet Of Atrocities On Kashmiri Pandits
Educational Institutions burnt, damaged forcefully occupied : 105
Religious & Cultural Institutions Destroyed/burnt, damaged : 103
Shops, Factories looted/burnt/occupied : 14,430
Agriculture dependent families deprived of their land and source of income : 20,000
Horticulture dependent families deprived of their resource : 12,500
Houses Burnt : more than 20,000
Houses looted : 95%
Torture killings of Kashmiri Pandits in the Valley : more than 1,100> [http://www.kashmiri-pandit.org/sundry/genocide.html]

<In absence of government computations about the killings of Kashmiri Pandits, Sikhs and other Hindus, private agencies and non-government organizations have put the number of Hindus of all shades who have been killed at 2,500 out of which Kashmiri Pandits stand out with a figure of eighteen hundred and odd. The Report submitted to the National Human Rights Commission by PKM has put the figures of killed Pandits at 319 till October, 1990. B.N. Nissar, editor of the Kashyapvani, has issued out a list of 765 Kashmiri Pandits who were brutally massacred. As per him twenty two ladies were raped and killed, sixty-six males were kidnapped and released which included Vijay Koul, director of the Regional Institute of Science and Technology and Dr. A.K. Dhar, director of the Regional Research Laboratory, eighteen were hanged to death, twenty-five ladies were raped and let off, eight were strangulated, hundred twenty- four were kidnapped and killed and sixty were critically wounded and died for want of media laid. No fewer than fifty seven sikhs have been killed. It is said that many a mass massacre of Kashmiri Pandits of Sangrampora dimension was suppressed and not leaked to the press under the instuructions of the then Home Minister of India.> [http://ikashmir.org/displaymore.php?...me=Polit ics]
<
"Within a span of a few years not less than 300,000 members of the Hindu minority had to leave their hearths and home, they are now leading a miserable life in the camps at Jammu, Delhi, Chandigarh, Amritsar and other places, " writes Himanshu Shanker Jha (HT, August 15, 1995). The writer further adds " It may be recalled that the first mass exodus of Pandits started 500 years ago when an irreligious despot, Sultan Sikander made a proclamation that if a Hindu did not become a Muslim he must either leave the country or be killed; the persecution of Pandits continued during Aurangzeb's regime too. Teg Bahadurji the 9th Sikh Guru boldly faced death at Chandni Chowk in Delhi in 1675 to protect the lives and honour of Kashmiri Pandits".

Commenting upon the Kashmir situation, Dr. Karan Singh former Sadri-Riyasat observes in January 1995 issue of VOM, "Many in the capital tend to look upon J&K merely as an interesting problem; Tens of thousands are forced to leave their home to live in refugee camps. Crores of rupees worth residential and other property are destroyed. Thousands of widows and orphans are left to face a bleak future". It is now common place and anybody's impression that New Delhi is least bothered about the safety, self-respect and property of the Pandits. In its estimation, a handful of outlaws have turned the valley into a veritable inferno. Fear has gripped every heart and home and there is sense of insecurity prevailing all around. Unless the State of India exerts its power and authority and addresses the situation arising out of ter?rorism with an iron hand, as Late Beant Singh, Chief Minister of Punjab did in his state, no solution is foreseable.> [http://ikashmir.org/displaymore.php?...n% 20History]

< Kashmir Sans Kashmiri Pandits- This community was reduced to minuscule minority by cultural aggressions in the past and, therefore, in 1947, according to census figures, the population of this community was 15%, in 1981 5%, in 1991 .01% and today a big 99.9% of this community (about 350,000) population has been forced to flee Kashmir. These 350,000 Kashmiri Pandits live in abysmal/appalling conditions, 'as refugees', in camps in Jammu and Delhi. This mass exodus of 1990 was followed by sustained terror, rapes, murder, loot and kidnappings. About 1,500 Kashmiri Pandits, including women and children, were brutally killed, about 250 religious shrines were burnt down and 30,000 agricultural families deprived of their lands, 20,000 business establishments looted and devastated, more than 30,000 houses reduced to ashes and 90% of the houses looted and about 25,000 vacant houses and other properties left behind have been forcibly occupied. > [http://ikashmir.org/ikashmir_politics.php?chid=44]

Some Vital Statistics and Facts on the Pakistani Terrorist Machinery Aimed at Kashmir
• Number of Terrorist Camps in Pakistan: 37
• Number of Terrorist Camps in Pakistan-occupied Kashmir: 49
• Number of Pakistani-run Terrorist Camps in Afghanistan: 22
• Total Number of Hardcore Terrorists Operating in Jammu and Kashmir: 2300
• Total Number of Foreign Mercenaries Operating in Jammu and Kashmir: 900
• Number of Pakistani terrorists killed by Indian security forces: 291
• Number of Pakistani terrorists in Indian jails: 125
• Number of Indian civilians killed by Pakistani terrorists: over 29,000
• Number of firearms recovered from Pakistan-trained terrorists in India: 47,000
• Amount of explosives recovered from Pakistan-trained terrorists in India: 60 tons (30,000 kg)
• Number of explosions carried out by Pakistan-trained terrorists in India: 4,730
• Nationalities of Foreign Mercenaries Operating in Jammu and Kashmir:
Pakistan, Pakistan-occupied Kashmir, Afghanistan,
Egypt, Sudan, Yemen,
Bahrain, Bangladesh, Iran, Iraq
• Deadliest Pakistani Terrorist Groups Active in Jammu and Kashmir:
o Harkat-ul-Ansar (recently renamed Harkat-ul-Mujaheedin)
? Headquarters: Muzaffarabad (Pakistan-Occupied Kashmir)
o Lashkar-e-Toiba
? Headquarters: Muridke (Pakistan)
o Hizbul Mujahideen
• Peak time of annual infiltration of terrorists into India:
o Summer months, when the snows have melted, under cover of Pakistani Army firing (Washington Post, Oct. 15, 1998).
• Number of people in Jammu and Kashmir killed in violence waged by Pakistan-supported terrorists over the last decade: over 20,000.
• Ethnic Cleansing in Kashmir: Nearly 300,000 Kashmiri Pandits (original Hindu inhabitants of Kashmir valley) driven out of their ancestral homeland by Pakistan-supported terrorists.
• Pakistan's response to charges of terrorism support: "It only provides diplomatic and moral support to the terrorists". To see through this outright lie, read about the "credible reports of official Pakistani support to Kashmiri terrorist groups..." in the US State Department 1997 report on global terrorism.
• The US Tomahawk missiles killed Pakistani terrorists belonging to Harkat-ul-Ansar in the Khost camps in Afghanistan this year. These terrorists were training to fight in Kashmir.
• The Harkat-ul-Ansar and the Lashkar-e-Toiba threatened US citizens recently in open news conferences in major cities in Pakistan (Kashmir Chronicle, Vol. 1, No. 6). The Pakistani government makes no attempt to shut down any of these groups.
• Most recent recruits to Pakistani terrorist camps: Kashmiri Muslim children as young as 12 years old, coerced into a dead-end career by Pakistani terrorist groups(CNN Online, Oct. 8, 1998).
• Why is the Pakistani economy in shambles? 70% of its budget goes to the military plus its debt payments, much of the military spending being on sustaining the Kashmiri terror (NY Times, Aug. 30, 1998, The Tribune, Oct. 10, 1998). >[http://www.kashmir-information.com/]

LEARN MORE ABOUT THE BIBLE AND RELIGION - BOTH TRUE AND FALSE - AT    WWW.JW.ORG

COMBINATION OF [1]  THE SCRIPTURE OF THE DAY AND [2]   THE ULTIMATE ABSURDITY BY A MEMBER OF ISLAM

[1]       SCRIPTURE OF THE DAY [437B-1]

And as he sat upon the mount of Olives, the disciples came unto him privately, saying, Tell us, when shall these things be? and what shall be the sign of thy coming, and of the end of the world?  Matthew 24:3, [authorized King James Bible; AV]

His followers are also recorded at Mark 14:4, [AV] “Tell us, when shall these things be? and what shall be the sign when all these things shall be fulfilled?”  But Jesus (Yeshua) said at Matthew 24:36 – 39, [AV] “But of that day and hour knoweth no man, no, not the angels of heaven, but my Father only.  37  But as the days of Noe were, so shall also the coming of the Son of man be.  38  For as in the days that were before the flood they were eating and drinking, marrying and giving in marriage, until the day that Noe entered into the ark,  39  And knew not until the flood came, and took them all away; so shall also the coming of the Son of man be.”  So be not mislead my those giving exact dates for the conclusion of the end times.   


[2]       THE ULTIMATE ABSURDITY BY A MEMBER OF ISLAM:

INTRODUCTION:

I wrote in a short article referencing two very long historical research products the following,

<<"At a quick first pass it might seem that the Muslims might be right on Kashmir, but in digging in a little further one quickly sees that they are the transgressors and the ones who have committed unthinkable crimes against the Hindus and Buddhist.  They stole Afghanistan, Pakistan, most of Kashmir, etc. from the Hindus and Buddhist as a quick look at history will easily show.  They destroyed Hindu temples and then built Mosques and schools on their sites, forced conversion at proverbial sword point, raped Hindu women, murdered, massacred, and committed genocide against Hindus and Buddhist.  Let's look at the details and proofs by going to the following links/articles.


[1] Data Complied by Hindu scholar Nkgrock on rape, forced conversions, land stealing, temple destruction, murders, massacres, etc. by members of Islam in India, Pakistan, & Afghanistan.

And gave as links to this First long historical research product dealing with the 7 th. To 15 th.  Century the following:
http://examining-doctrines.com/forums/index.php?showtopic=380  or
http://p078.ezboard.com/fyahwehstruthinchristfrm2.showMessage?topicID=222.topic  or
http://love.proboards9.com/index.cgi?action=display&board=news&thread=1160141850&page=1

[2] Islam, Violent From The Beginning Using India as An Example:

And gave as links to this Second long historical research product dealing with the 7 th. To 15 th.  Century the following:
http://examining-doctrines.com/forums/index.php?showtopic=379  or
http://p078.ezboard.com/fyahwehstruthinchristfrm2.showMessage?topicID=221.topic  or
http://love.proboards9.com/index.cgi?board=news&action=display&thread=1160137692
Islam, Violent From The Beginning Using India as An Example:

But received this reply from a member of Islam that was completely irrelevamt and absurd where he was saying in effect I was wrong and he was going to prove it with a pole of 21 st. Century individuals from the area in question which is of course completely invalid with respect research on what transpired in the 7 th. To the 15 th. Century.

<<" anyone who votes also write your answer here as well so that we can see who voted and make sure they are from the above mentioned regions. Jazaakumullahukhair.

No, they were NOT forced.
Yes, they were forced.">>

He had the nerve to insinuate this nonsense was research; whereas, any research on many centuries past can only be done by means of historical accounts, records, and of archaeological artifacts.    Obviously he does NT even know what valid research is, but let's look at the research methodology.

WHAT IS RELIGIOUS OR HISTORICAL RESEARCH AND ITS PURPOSE?

First, the purpose of research can be any of the following four and/or a combination of them:

[1] To Explain or Instruct, i.e., requires providing further information to make a matter clear.

[2] To Convince, i.e., calls for giving reasons showing why a thing is so along with evidence presentation.

[3] To Refute or Show Error, i.e., involves a knowledge of both sides of the issue along with a careful analysis of evidence.

[4] To Motivate. i.e., involves moving others to action and/or an attempt to do so.

Usually the purpose of research is a combination of these.

Usually religious or historical research involves first examining the context such as what do the items put forth or statement put forth conjure up, and the development of a hypothesis to be either proven correct and/or incorrect.

EXAMPLE, A STATEMENT IS MADE BY ANOTHER AND WILL BE TESTED:

In this case one member of Islam quotes Sura 19:33 which is per three different versions/translations of the Quran is as follows;

017.033 AL-ISRA (ISRA', THE NIGHT JOURNEY, CHILDREN OF ISRAEL)

Nor take life - which Allah has made sacred - except for just cause. And if anyone is slain wrongfully, we have given his heir authority (to demand qisas or to forgive): but let him not exceed bounds in the matter of taking life; for he is helped (by the Law). [YUSUFALI]

PICKTHAL: And slay not the life which Allah hath forbidden save with right. Whoso is slain wrongfully, We have given power unto his heir, but let him not commit excess in slaying. Lo! he will be helped. [PICKTHAL]

And do not kill any one whom Allah has forbidden, except for a just cause, and whoever is slain unjustly, We have indeed given to his heir authority, so let him not exceed the just limits in slaying; surely he is aided. [SHAKIR]

He also said, from a Hadith [he failed to mention which Hadith, but was from Muslim b. al-Hajjaj] as follows:

Book 019, Number 4294: [ Muslim b. al-Hajjaj]
It has been reported from Sulaiman b. Buraid through his father that when the Messenger of Allah (may peace be upon him) appointed anyone as leader of an army or detachment he would especially exhort him to fear Allah and to be good to the Muslims who were with him. He would say: Fight in the name of Allah and in the way of Allah. Fight against those who disbelieve in Allah. Make a holy war, do not embezzle the spoils; do not break your pledge; and do not mutilate (the dead) bodies; do not kill the children. When you meet your enemies who are polytheists, invite them to three courses of action. If they respond to any one of these, you also accept it and withold yourself from doing them any harm. Invite them to (accept) Islam; if they respond to you, accept it from them and desist from fighting against them. Then invite them to migrate from their lands to the land of Muhairs and inform them that, if they do so, they shall have all the privileges and obligations of the Muhajirs. If they refuse to migrate, tell them that they will have the status of Bedouin Muilims and will be subjected to the Commands of Allah like other Muslims, but they will not get any share from the spoils of war or Fai' except when they actually fight with the Muslims (against the disbelievers). If they refuse to accept Islam, demand from them the Jizya. If they agree to pay, accept it from them and hold off your hands. If they refuse to pay the tax, seek Allah's help and fight them. When you lay siege to a fort and the besieged appeal to you for protection in the name of Allah and His Prophet, do not accord to them the guarantee of Allah and His Prophet, but accord to them your own guarantee and the guarantee of your companions for it is a lesser sin that the security given by you or your companions be disregarded than that the security granted in the name of Allah and His Prophet be violated When you besiege a fort and the besieged want you to let them out in accordance with Allah's Command, do not let them come out in accordance with His Command, but do so at your (own) command, for you do not know whether or not you will be able to carry out Allah's behest with regard to them.

Now let's examine both of these with respect their intent or purpose:
First, the Quran is saying in effect that wrongful slaying is wrong, and the heir has the right to go kill the one committing the slaying.

Second, The Muslim b. al-Hajjaj [Hadith] is saying when boiled down to its essence, that a military commander [Muslim] should be good to those with him, and fight against those who do not believe in Allah.   Also, to make 'holy war' and to pillage, but not to mutilate or break pledges or to kill children.   But to take spoil.

NOW WHAT IS TO BE TESTED?   THE HYPOTHESIS:

First, Was India conquered by Muslims in the 7 th. To 15 th. Century who had no legitimate right to be there and were Hindus and Buddhist forced to convert by the proverbial sword to be Muslims?

Second, DID Muslims destroy Hindi and Buddhist temples in the 7 th. To 15 th. Century and use the foundations of same for Mosques and Muslim Schools?

Third, Did Islam commit the greatest genocide of all history against Hindus and Buddhist?

Let's look briefly at the salient facts.

THE SALIENT FACTS - FIRST HYPOTHESIS, IN BRIEF:

First, Was India conquered by Muslims in the 7 th. To 15 th. Century who had no legitimate right to be there and were Hindus and Buddhist forced to convert by the proverbial sword to be Muslims

K. S. Lai, the greatest of all historians in India said, <<"Islam received a definite check in India. In other words, while countries like Arabia, Persia, Mesopotamia and Syria succumbed to the onslaught of Islam and converted en masse, the sword of Islam was blunted in India. This check provided provocation and enthusiasm to some Muslim conquerors and rulers to take to the task of proselytization with great zeal and earnestness. Their exertions and achievements find repeated mention in official and non-official chronicles and similar other works. Sometimes, besides broad facts, actual data and figures in this regard are also available. All this information is very helpful in estimating Muslim numbers as they grew from almost a cipher. ">>.

He went on to quote, <<"By the year 1000 of the Christian Era the extreme north-western parts of India, in the trans-Indus region, had become introduced to Islam. As early as C.E. 664, consequent upon an invasion of Kabul and its environs (which then formed part of India), by Abdur Rahman, a few thousand inhabitants are reported to have been converted to Islam" [source - Ferishtah, Tarikh-i-Ferishtah, Persian text, Nawal Kishore Press, Lucknow 1865, Vol.1, p.16.]>>, and <<"Subuktagin also fought against the Hindus and converted some of them. But all these events took place in the trans-Indus region, and we may, therefore, agree with Lanepoole in saying that in C.E. 1000 there were no Muslims in northern India east of the Indus."[source -  Stanley Lane-Poole, Medieval India under Muhammadan Rule (London, 1926), p.1.}>>.

But conversion by the proverbial sword and the stealing of other's land was only to grow worse.   <<" However, there were some small settlements of Muslims in Sind, Gujarat and the Malabar Coast. Parts of Sind were conquered by Muhammad bin Qasim Sakifi in C.E. 712. Whichever towns he took, like Alor, Nirun, Debul and Multan, in them he established mosques, appointed Muslim governors, and propagated the Muhammadan religion." [source - Chachnama, trs. in H.M. Elliot and J. Dowson, History of India as told by its own Historians, 8 Vols., London, 1867-77, (here after as E and D), Vol. I, p. 207.]>>.    And to continue, <<"In Debul, for instance, he enslaved and converted some women and children, and left a contingent of 4,000 Muhammadans to garrison the place." [source - Al Biladuri, Futuh-ul-Buldan, trs. E and D, I, p.120]>>.

Forced conversions were to become a way of life and standard operating principle of (SOP) of Islam as shown by, <<" In Multan about 6,000 persons were made to accept Islam. Al Biladuri's narrative indicates that the people of Sawandari, Basmad, Kiraj, and Alor were converted in large numbers." [source - Al Biladuri, Futuh-ul-Buldan, trs. E and D, I, p.122 to 124]>>; another large forced conversion was, <<"by Muhammad bin Qasim Sakifi to Hajjaj also point to large number of conversions." [source - Chachnama, op. cit., pp. 163-64. Also pp. 205-07, 208]>>.

History shows that around the year 1,000 violence, pillaging, and conversions at the proverbial point of the sword, etc. my Muslims in India gets worse.    <<" In the year C.E. 1000 the first attack of Mahmud of Ghazni was delivered. The region of Mahmud's activity extended from Peshawar to Kanauj in the east and from Peshawar to Anhilwara in the South. In this, wherever he went, he converted people to Islam. In his attack on Waihind (near Peshawar) in 1001-3, Mahmud is reported to have captured Jayapal and fifteen of his principal chiefs and relations some of whom, like Sukhpal, were made Musalmans. At Bhera all the inhabitants, except those who embraced Islam, were put to the sword. Since the whole town is reported to have been converted the number of converts may have been quite large. At Multan too conversions took place in large numbers for, writing about the campaign against Nawasa Shah (converted Sukhpal), Utbi says that this and the previous victory (at Multan) were 'witnesses to his exalted state of proselytism'" [sources - Kitab-i-Yamini, Eng. trs. of Utbi's work by James Reynolds, (London) 1858, pp. 451-52, 455, 460, 462-63 and Utbi, Tarikh-i-Yamini, E and D, II, pp.27, 30, 33, 40, 42, 43, 45, 49. Also Appendix in E and D, II, pp.434-78]>>.   <<"In his campaign in the Kashmir Valley (1015) Mahmud 'converted many infidels to Muhammadanism, and having spread Islam in that country, returned to Ghazni'. In the latter campaigns, in Mathura, Baran and Kanauj, again, many conversions took place. While describing 'the conquest of Kanauj', Utbi sums up the situation thus: 'The Sultan levelled to the ground every fort..., and the inhabitants of them either accepted Islam, or took up arms against him." In short, those who submitted were also converted to Islam. In Baran (Bulandshahr) alone 10,000 persons were converted including the Raja. During his fourteenth invasion in C.E. 1023, Kirat, Nur, Lohkot and Lahore were attacked. The chief of Kirat accepted Islam, and many people followed his example. According to Nizamuddin Ahmad, 'Islam spread in this part of the country by the consent of the people and the influence of force'. Conversion of Hindus to Islam was one of the objects of Mahmud. Al Qazwini writes that when Mahmud went "to wage religious war against India, he made great efforts to capture and destroy Somnat, in the hope that the Hindus would then become Muhammadans" [source - Zakaria al Qazwini, Asar-ul-Bilad, E and D, I, p.98]>>; and <<"Sultan Mahmud was well-versed in the Quran and was considered its eminent interpreter."[source - C.E. Bosworth, The Ghaznavids (Edinburgh, 1963), p. 129. Utbi, Reynolds trs. op. cit., pp.438-39 and n.]>>; <<"He ardently desired to play the role of a true Muslim monarch and convert non-Muslims to his faith. Tarikh-i-Yamini, Rausat-us-Safa and Tarikh-i-Ferishtah, besides many other works, speak of construction of mosques and schools and appointment of preachers and teachers by Mahmud and his successor Masud." [source - Utbi, trs. Reynolds, op.cit., pp. 322-25, 462. Utbi, E and D, II, p.37 Ferishtah, op. cit., I, p.44.]>>; <<"Wherever Mahmud went, he insisted on the people to convert to Islam. Such was the insistence on the conversion of the vanquished Hindu princes that many rulers just fled before Mahmud even without giving a battle. "The object of Bhimpal in recommending the flight of Chand Rai was, that the Rai should not fall into the net of the Sultan, and thus be made a Musalman, as had happened to Bhimpal's uncles and relations, when they demanded quarter in their distress." [source - Utbi, E and D, II, p.49.]>>; <<" There is no doubt that the invasions of Mahmud of Ghazni brought good crop of converts, and a few more Muslims were added through the influence of Muslim Mashaikh and traders in Gujarat and Malabar. But if the example of Sind provides any precedent, it is possible that many Hindus forcibly converted to Islam during Mahmud's raids returned to their former faith. Very few Muslims were left in Sind after the decline of Arab rule. A local Karmatian Muhammadan dynasty was, however, ruling at Mansura and Multan. Mahmud of Ghazni destroyed it root and branch (1010) and Multan was deserted" [source - Ferishtah, op. cit., I, p.27, M. Habib, Sultan Mahmud of Ghaznin, Delhi reprint, 1951, p.34,]>>.

<<"Even so, the Hindus, as Zimmis, became second class citizens in their own homeland and were suffered to live under certain disabilities. One of them was that each adult must pay a poll-tax called jiziyah. "Moreover, the main object in levying the tax is the subjection of infidels to humiliation ...and ...during the process of payment, the Zimmi is seized by the collar and vigorously shaken and pulled about in order to show him his degradation." The Zimmis also had to suffer in respect of their mode of worship, payment of taxes, and on account of certain sumptuary laws. Death awaited them at every corner, because, being idolaters they could be given a choice only between Islam and death.>
[The Legacy of Muslim Rule in India-Chaper-4- Muslim Rule in India-by K.S. Lal - http://www.voiceofdharma.org/books/tlmr/ch4.htm]>>.

<<"While describing "the conquest of Kanauj," Utbi sums up the situation thus: "The Sultan levelled to the ground every fort... and the inhabitants of them either accepted Islam, or took up arms against him." In short, those who submitted were also converted to Islam. In Baran (Bulandshahr) alone 10,000 persons were converted including the Raja.>
[The Legacy of Muslim Rule in India-Chaper 3- Muslims Invade India-by K.S. Lal ]>>.

The process of enslavement during war went on under the Khaljis and the Tughlaqs. Alauddin had 50,000 slaves37 some of whom were mere boys,38 and surely many captured during war. Firoz Tughlaq had issued an order that whichever places were sacked, in them the captives should be sorted out and the best ones (fit for service with the Sultan) should be forwarded to the court.39 Soon he was enabled to collect 180,000 slaves.40 Ziyauddin Barani's description of the Slave Market in Delhi (such markets were there in other places also) during the reign of Alauddin Khalji, shows that fresh batches of slaves were constantly replenishing them.41>
[ Indian Muslims:Who Are They-K.S. Lal Chapter 3-Proselytization in Provincial-Muslim Kingdoms -http://www.voiceofdharma.org/books/imwat/ch3.htm]>>.

SEE PART 2 – 437-2B

LEARN ABOUT THE BIBLE AND RELIGION, BOTH GOOD AND BAD, AT WWW.JW.ORG

COMBINATION OF [1]  THE SCRIPTURE OF THE DAY AND [2]   THE ULTIMATE ABSURDITY BY A MEMBER OF ISLAM – PART ON, REFERENCES AND DETAIL SOURCES FOR THOSE DESIRING A MORE IN-DEPTH KNOWLEDGE:

[1]       SCRIPTURE OF THE DAY [437-2B]

John 8:42 Jesus (Yeshua) said to them, " Jesus said unto them, If God were your Father, ye would love me: for I proceeded forth and came from God; neither came I of myself, but he sent me." (Authorized King James Bible; AV).

Jesus (Yeshua) said he comes from God. The flesh cannot be speaking for the flesh was created. So Jesus (Yeshua)'s spiritual being came from God. Jesus (Yeshua) did not send himself, he did not come on his own, but before he was on earth, God sent him. Jesus (Yeshua) was sent by God into the world, so Jesus (Yeshua) is before the world with God.  He is referred to a Pr. 8:22-31, “The LORD possessed me in the beginning of his way, before his works of old.  23  I was set up from everlasting, from the beginning, or ever the earth was.  24  When there were no depths, I was brought forth; when there were no fountains abounding with water.  25  Before the mountains were settled, before the hills was I brought forth:  26  While as yet he had not made the earth, nor the fields, nor the highest part of the dust of the world.  27  When he prepared the heavens, I was there: when he set a compass upon the face of the depth:  28  When he established the clouds above: when he strengthened the fountains of the deep:  29  When he gave to the sea his decree, that the waters should not pass his commandment: when he appointed the foundations of the earth:  30  Then I was by him, as one brought up with him: and I was daily his delight, rejoicing always before him;  31  Rejoicing in the habitable part of his earth; and my delights were with the sons of men.

REFERENCES AND DETAIL SOURCES FOR THOSE DESIRING A MORE IN-DEPTH KNOWLEDGE:

[1] Data Complied by Hindu scholar Nkgrock on rape, forced conversions, land stealing, temple destruction, murders, massacres, etc. by members of Islam in India, Pakistan, & Afghanistan.
http://examining-doctrines.com/forums/index.php?showtopic=380  or
http://p078.ezboard.com/fyahwehstruthinchristfrm2.showMessage?topicID=222.topic  or
http://love.proboards9.com/index.cgi?action=display&board=news&thread=1160141850&page=1
Data Complied by Hindu scholar Nkgrock on rape, forced conversions, land stealing, temple destruction, murders, massacres, etc. by members of Islam in India, Pakistan, & Afghanistan.

[2] Islam, Violent From The Beginning Using India as An Example: by Iris the Preacher
http://examining-doctrines.com/forums/index.php?showtopic=379  or
http://p078.ezboard.com/fyahwehstruthinchristfrm2.showMessage?topicID=221.topic  or
http://love.proboards9.com/index.cgi?board=news&action=display&thread=1160137692

[3] Growth of Muslim Population in Medieval India, by K.S. Lal, India's greatest historian.

[4] India Taken by the Sword by Muslims From 10 Century On: by Iris the Preacher
http://love.proboards9.com/index.cgi?action=display&board=growingup&thread=1159127824 or http://www.frostcloud.com/forum/showthread.php?t=9337 or http://www.network54.com/Forum/403209/thread/1159128058/last-1159128058/India+Taken+by+the+Sword+by+Muslims+From+10+Century+On-   

[5] Only a False Religion Commits Genocide Against Others: : by Iris the Preacher
http://love.proboards9.com/index.cgi?action=display&board=growingup&thread=1159213507&page=1 or
http://www.frostcloud.com/forum/showthread.php?t=9337  or
http://www.network54.com/Forum/403209/thread/1159215116/last-1159215116/Only+a+False+Religion+Commits+Genocide+Against+Others-

[6] With in these works are references to many other sources of data:

THE SALIENT FACTS - SECOND HYPOTHESIS, IN BRIEF:

Second, DID Muslims destroy Hindi and Buddhist temples in the 7 th. To 15 th. Century and use the foundations of same for Mosques and Muslim Schools?

<<"About the end of the twelfth century, Muhammad Ghori established Muslim rule in India on a durable basis. When he captured Bhatinda in 1190-91, he placed in its command Qazi Ziyauddin with a contingent of 1200 horse." [source - Camb. Hist. India, III, p.40.]>>; <<"In 1192 he invaded Hindustan with an army of 120,000. A good number of his soldiers would have been killed in the sanguinary battle with Prithviraj. A major portion of the remainder would have stayed on in India under Qutbuddin Aibak, who must not have been left empty handed in an alien and hostile country." [source - Hasan Nizami says that 'the Sultan then returned to Ghazna... but the whole army remained... at the mauza of Indarpat'. (Taj-ul-Maasir, E and D, II, p.216). Surely Muhammad Ghori would not have gone back all alone.]>>.

It get's even worse, <<" Aibak entered upon a series of conquests. He despatched Ikhtiyaruddin Bakhtiyar Khalji to the East and himself captured Kol (modern Aligarh) in 1194. There "those of the garrison who were wise and acute were converted to Islam, but those who stood by their ancient faith were slain with the sword" [source - Taj-ul-Maasir, E and D, II, p.216]>>; <<"In 1195 when Raja Bhim of Gujarat was attacked, 20,000 prisoners were captured," [source - Ferishtah, I, p.62.]>>; <<"and in 1202 at Kalinjar 50,000," [source - Hasan Nizami, p.231. Also Ferishtah, I, p.53. Habibullah, The Foundation of Muslim Rule in India, (Allahabad, 1961), pp.69 and 334 (n.26), has missed to cite Hasan Nizami's assertion that 50,000 were enslaved.]>>; <<"and we may be sure that (as in the case of Arab conquest of Sind) all those who were made slaves were compelled to embrace the religion of the masters to whom they were allotted." [source - Titus. Islam in India and Pakistan (Calcutta, 1959), p.31.]>>; <<"Ferishtah specifically mentions that on the capture of Kalinjar "fifty thousand Kaniz va ghulam, having suffered slavery, were rewarded with the honour of Islam" [source - Ferishtah, I, p.63.]>>; <<"According to Ferishtah three to four hundred thousand Khokhars and Tirahias were also converted to Islam by Muhammad Ghori." [source - Ferishtah, I, pp.59-60.]>>.

<<"Another ruler, Firuz Shah Tughlaq (1351-88), personally confirms that the descruction of Pagan temples was done out of piety, not out of greed: "The Hindus had accepted the zimmi status and the concomitant jizya tax in exchange for safety. But now they built idol temples in the city, in defiance of the Prophet's law which forbids such temples. Under divine leadership I destroyed these buildings, and killed the leaders of idolatry, and the common followers received physical chastisement, until this abomination had been banned completely." When Firuz heard that a Pagan festival was going on, he reacted forcefully: "My religious feelings exhorted me to finish off this scandal, this insult to Islam. On the day of the festival I went there myself, I ordered the execution of the leaders and practitioners of this abomination... I destroyed their idol temples and built mosques in their places.">
[Source-Negationism in India Concealing the record of Islam-Chapter2- Negationism in India-By Koenraad elst. http://koenraadelst.bharatvani.org/]>>>.

<<"{K. Madhava Nair, observes on page 14 of his famous book, Malabar Kalapam (Mappila outrage):
"The communal Mappila outrage of 1921 in Malabar could be easily traced to the forcible mass conversion and related Islamic atrocities of Tipu Sultan during his cruel military regime from 1783 to 1792. It is doubtful whether the Hindus of Kerala had ever suffered so much devastation and atrocities since the reclamation of Kerala by the mythological Lord Parasurama in a previous Era. Many thousands of Hindus were forcibly converted into Muhammadan faith."}>>.

{Elankulam Kunjan Pillai has recorded the situation in Malabar as follows:
"Kozhikode was then a centre of Brahmins. There were around 7000 Namboodiri houses of which more than 2000 houses were destroyed by Tipu Sultan in Kozhikode alone. Sultan did not spare even children and women. Menfolk escaped to forests and neighbouring principalities. Mappilas increased many fold (due to forcible conversion).
"During the military regime of Tipu Sultan, Hindus were forcibly circumcised and converted to Muhammadan faith. As a result the number of Nairs and Brahmins declined substantially."}

{The reputed historian, Lewis Rice, who wrote the History of Mysore after going through various official records, stated as follows: "In the vast empire of Tipu Sultan on the eve of his death, there were only two Hindu temples having daily pujas within the Sreerangapatanam fortress. It is only for the satisfaction of the Brahmin astrologers who used to study his horoscope that Tipu Sultan had spared those two temples. The entire wealth of every Hindu temple was confiscated before 1790 itself mainly to make up for the revenue loss due to total prohibition in the country."}>
[TIPU SULTAN-VILLAIN OR HERO? AN ANTHOLOGY- I. THE SWORD OF TIPU SULTAN
- V.M. KORATH- http://www.voiceofdharma.org/books/tipu/ch01.htm]>>.

<<"{Vatakkankoor Raja Raja Varma in his famous literary work, History of Sanskrit Literature in Kerala, has written the following about the loss and destruction faced by the Hindu temples in Kerala during the military regime (Padayottam) of Tipu Sultan: "There was no limit as to the loss the Hindu temples suffered due to the military operations of Tipu Sultan. Burning down the temples, destruction of the idols installed therein and also cutting the heads of cattle over the temple deities were the cruel entertainments of Tipu Sultan and his equally cruel army. It was heartrending even to imagine the destruction caused by Tipu Sultan in the famous ancient temples of Thalipparampu and Thrichambaram. The devastation caused by this new Ravana's barbarous activities have not yet been fully rectified."}>
[TIPU SULTAN-VILLAIN OR HERO? AN ANTHOLOGY 2 RELIGIOUS INTOLERANCE TIPU SULTAN- LATE P.C.N. RAJA-http://www.voiceofdharma.org/books/tipu/ch02.htm]>>.

<<"Malik Kafur, the general of Alauddin Khalji, gave the Raja of Dwarsamudra a choice between Islam, death or payment of a huge idemnity.25 But under Muhammad bin Tughlaq there is greater insistence on the vanquished Hindu princes to embrace Islam. The most glaring example of this is that during the Warangal campaign all the eleven sons of the Raja of Kampila were made Muslims. Muhammad bin Tughlaq converted many people in this fashion. When Firoz Tughlaq invaded Jajnagar (Orissa), he captured the son of the Rai of Sikhar, converted him to Islam, and gave him the name of Shakr Khan.

<<"Mahmûd of Ghazni robbed and burnt down 1,000 temples at Mathura, and 10,000 in and around Kanauj. One of his successors, Ibrãhîm, demolished 1,000 temples each in Hindustan (Ganga-Yamuna Doab) and Malwa. Muhammad Ghûrî destroyed another 1,000 at Varanasi. Qutbu'd-Dîn Aibak employed elephants for pulling down 1,000 temples in Delhi. "Alî I 'Ãdil Shãh of Bijapur destroyed 200 to 300 temples in Karnataka. A sufi, Qãyim Shãh, destroyed 12 temples at Tiruchirapalli. Such exact or approximate counts, however, are available only in a few cases. Most of the time we are informed that "many strong temples which would have remained unshaken even by the trumpets blown on the Day of Judgment, were levelled with the ground when swept by the wind of Islãm".>
[HINDU TEMPLES :WHAT HAPPENED TO THEM -Volume II :The Islamic Evidence- SITA RAM GOEL -Section III FROM THE HORSE'S MOUTH-8. Summing up- http://www.voiceofdharma.org/books/htemples2/ch8.htm]>>.

<<"This inscription can be seen over the inner eastern gateway of the Quwwat al-Islãm Masjid near the Qutb Mînãr. It is in situ. Its language is Persian. It states:
"This fort was conquered and this Jãmi' Masjid built in the months of the year 587 by the Amîr, the great, the glorious commander of the Army, Qutb-ud-daula wad-dîn, the Amîr-ul-umarã Aibeg, the slave of the Sultãn, may God strengthen his helpers! The materials (?) of 27 idol temples, on each of which 2,000,000 Deliwãl had been spent were used in the (construction of) this mosque. God the Great and Glorious may have mercy on that slave, every one who is in favour of the good (?) builder prays for this faith."....

The Jãmi' Masjid in the heart of this Hindu city has a Persian inscription which reads as follows:
"In the reign of Shãh 'Ãlamgîr Muhîu'ddin Walmillah, the king of the world, Aurangzeb, who is adorned with justice, the lustre of Islãm shone forth to the glory of God; for 'Abd-un-Nabi Khãn built this beautiful mosque. This second 'Holy Temple' caused the idols to bow down in worship. You will see the true meaning of the text, "Truth came and error vanished.'48 Whilst I search for a tãrikh, a voice came from blissful Truth ordering me to say 'Abd-un-Nabi Khãn is the builder of this beautiful mosque.' May this Jãma Masjid of majestic structure shine forth for ever like the hearts of the pious! Its roof is high like aspirations of love; its court-yard is wide like the arena of thought."49
The chronogram which contains the name of the builder, 'Abdu'n-Nabî Khãn, yields the year AH 1470 corresponding to AD 1660-1661.....}

Three conclusions can be safely drawn from a study of these 21 inscriptions. Firstly, the destruction of Hindu temples continued throughout the Muslim rule, from the date of its first establishment at Delhi in AD 1192 to its downfall with the death of the Mughal emperor Muhammad Shah in 1748. Secondly, the destruction took place all over India and was undertaken by rulers belonging to all Muslim dynasties, imperial as well as provincial. Thirdly, the destruction had no economic or political motive as has been proposed by Marxist scholars and Muslim apologists; it was inspired by religious zeal and regarded as a pious performance by Muslim kings and commanders, all of whom took considerable pride in it and sought blessing from Allãh and the Prophet."
[HINDU TEMPLES :WHAT HAPPENED TO THEM -Volume II :The Islamic Evidence- SITA RAM GOEL -Section III FROM THE HORSE'S MOUTH- 6. The Epigraphic Evidence-http://www.voiceofdharma.org/books/htemples2/ch6.htm]>>.

<<"From the time Muslims started arriving, around 632 AD, the history of India becomes a long, monotonous series of murders, massacres, spoliation's, and destruction's. It is, as usual, in the name of 'a holy war' of their faith, of their sole God, that the barbarians have destroyed civilizations, wiped out entire races." Mahmoud Ghazni, continues Danielou, "was an early example of Muslim ruthlessness, burning in 1018 of the temples of Mathura, razing Kanauj to the ground and destroying the famous temple of Somnath, sacred to all Hindus. His successors were as ruthless as Ghazni: 103 temples in the holy city of Benaras were razed to the ground, its marvelous temples destroyed, its magnificent palaces wrecked." Indeed, the Muslim policy vis a vis India, concludes Danielou, seems to have been a conscious systematic destruction of everything that was beautiful, holy, refined."
[source: Histoire de l' Inde - By Alain Danielou p. 222 or A Brief History of India-]>>.

References and detail sources for those desiring a more in-depth knowledge:

Same as for hypothesis  #1.

THE SALIENT FACTS - THIRD HYPOTHESIS, IN BRIEF:

Third, Did Islam commit the greatest genocide of all history against Hindus and Buddhist?

<<"Generally speaking, genocide does not necessarily mean the immediate destruction of a nation, except when accomplished by mass killings of all members of a nation. It is intended rather to signify a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves. The objectives of such a plan would be the disintegration of the political and social institutions, of culture, language, national feelings, religion, and the economic existence of national groups, and the destruction of the personal security, liberty, health, dignity, and even the lives of the individuals belonging to such groups" [source -
Raphael Lemkin, Axis Rule in Occupied Europe (Wash., D.C.: Carnegie Endowment for International Peace, 1944), p. 79]>>.

One estimate of the number of people killed, based on the Muslim chronicles and demographic calculations was done by K.S. Lal in his book Growth of Muslim Population in Medieval India that between 1000 CE and 1500 CE, the population of Hindus decreased by 80 million (implying that Muslims killed 80 million Hindus). His work has come under criticism for both its accuracy as well as his agenda.[[probably the greatest Genocide of all history was committed by Muslim murders of Hindus]].

<<" One can safely add another 20 million Hindus to this list to account for the number that were killed during the Mughal rule or the rule of the Muslim rulers in the Deccan plateau. By all known accounts of world history, as pointed out by Koenard Elst in his book the Negationism in India, destruction of about 100 million hindus is perhaps the biggest holocaust in the whole world history." [source - The biggest holocaust in world history by Jayaram V]>>.    Clearly showing that the Muslims were responsible for the greatest genocide in all of human history, but let's look at more facts with respect this crime against humanity.

Historian Will Durant wrote his book The Story of Civilization:, <<"The Mohammadan conquest of India is probably the bloodiest story in history. It is a discouraging tale, for its evident moral is that civilization is a precarious thing, whose delicate complex of order and liberty, culture and peace may at any time be overthrown by barbarians invading from without or multiplying within." [source - "The Story of Civilization, " by Will Durant the great American historian].

French historian Alain Danielou wrote in his book Histoire de l'Inde:, <<"From the moment when the Muslims arrive in India, the history of India does not have any more great interest. It is long and monotonous series of murder, massacres, spoilations, destruction." [source - "Histoire de l'Inde," by Alain Danielou, great French historian]>>.

Hindu sage Padmanabha described in his KanhaDade Prabandha in 1456 AD the story of the Islamic invasion of Gujarat of 1298 AD:, <<"The conquering army burnt villages, devastated the land, plundered people's wealth, took Brahmins ( priestly hindu class ) and children and women of all classes captive, flogged with thongs of raw hide, carried a moving prison with it, and converted the prisoners into obsequious slaves.

Tarikh-i-Yamini of Utbi the sultan's secretary wrote in the 11th century:The blood of the infidels flowed so copiously at Thanesar that the stream was discoloured, notwithstanding its purity, and people were unable to drink it. The Sultan returned with plunder which is impossible to count." [source - "the story of the Islamic invasion of Gujarat of 1298 AD:, " (English translation), by Padmanabha, a famous Hindu of the 15 th. Century].

Genocide and massacres and stealing of others lands and forced conversions continued as Islam's SOP <<"Ikhtiyaruddin Bakhtiyar Khalji's military exploits in the east also resulted in conversions to Islam. About the end of the twelfth or the beginning of the thirteenth century," [source & comments by S.K. Lal - The exact date of the raid is difficult to determine. Ishwari Prasad, Medieval India (Allahabad, Fourth Impression, 1940), p.138 places it" probably in 1197", Wolseley Haig (C.H.I., III,pp.45-46) a little earlier than this, and Habibullah, op. cit., pp.70 and 84, n. 78 in 1202-03.]>>; <<"he marched into Bihar and attacked the University centres of Nalanda, Vikramshila and Uddandapur, erecting a fortress at the site of Uddandapur or Odantapuri." [source - Indian Antiquary, IV, pp.366-67.]>>; <<"The Buddhist monks in these places were massacred and the common people, deprived of their priests and teachers, turned some to Brahmanism and some to Islam. Buddhism did not die out immediately or completely in Bihar." [source - Fuhrer, The Sharqi Architecture of Jaunpur, pp.70-73.]>>; <<"But Bakhtiyar's raid on Bihar did deliver a shattering blow to Buddhism and its lost followers were gained mainly by Islam. Muslim sway extended from Varanasi through the strip of Shahabad, Patna, Monghyr and Bhagalpur district," [source - Habibullah, op. cit., p.147]>>.

<<" During the time of Qutbuddin Aibak a large number of places were attacked and prisoners captured for which actual figures or written evidence are available. Figures of any conversions during campaigns to Kanauj, Varanasi (where the Muslims occupied "a thousand" temples)." [source - Ferishtah, I, p. 58]>>; <<"Ajmer (attacked thrice), Gujarat, Bayana and Gwalior, and the campaigns carried out right up to Bengal are not available. However, since the notices of medieval chroniclers are usually full of exaggeration where figures of the defeated or captured non-Muslims are concerned, it would be reasonable to take into consideration only those which are specifically mentioned, any exaggeration being rounded off by those which are not." [source - Indian Muslims, Who Are They by K.S. Lal]>>.
LOOTING, MURDER, AND FORCED CONVERSIONS CONTINUED:

Islam continued with its same SOP, <<" With this conceptual framework let us examine the structure and organization of Muslim community in Hindustan in the eleventh and twelfth centuries. Punjab saw the emergence of Muslims as a local community consequent to the invasions of Mahmud of Ghazni. But for a few immigrants in the shape of Ghaznavid officers and soldiers, the bulk of Muslims were converts from the indigenous Hindu population. Similar was the case in "pockets" of Sind, Gujarat, Bihar and Malabar. The process of their conversion was hurried. All of a sudden the invader appeared in a city or a region, and in the midst of loot and murder, a dazed, shocked and enslaved people were given the choice between Islam and death. Those who were converted were deprived of their scalp-lock or choti and, if they happened to be caste people, also their sacred thread." [source - Indian Muslims, Who Are They by K.S. Lal and his footnote comments were, "The exact date of the raid is difficult to determine. Ishwari Prasad, Medieval India (Allahabad, Fourth Impression, 1940), p.138 places it" probably in 1197", Wolseley Haig (C.H.I., III,pp.45-46) a little earlier than this, and Habibullah, op. cit., pp.70 and 84, n. 78 in 1202-03."]>>.

References and detail sources for those desiring a more in-depth knowledge:

Same as for hypothesis  #1.

CONCLUSION:

To this date Islam has NOT made amends, i.e., return of all looted goods and the descendents of ALL individuals whose ancestors were forcibly converted at the point of the proverbial sword.   This would include most of the inhabitants of Afghanistan, Pakistan, and most Muslims in India and Kashmir.   

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