Importance of Long Hair and beards

• Hair is the most potent, purest form of protein in the world. The very root of the hair has the oil of the protein. This oil is enough to support your brain through any activity.Hair is the pranic antenna. It is energy, pure protein.Hardly 0.5% of the protein that we take in with our daily diet, is spent on their upkeep. On the other hand, trimmed hair consumes much more protein because this has to be spent on the re-growth of the hair

• The brain needs vitamin D, energy, phosphorus, and metals. The number of units of vitamin D that these hairs provide immediately to the brain is unbelievable.Shaving causes vitamin 'D' deficiency and this vitamin, in its turn, is directly concerned with the calcium metabolism of the whole organism.

• The hair helps to synthesize vitamin D from sunlight. It also helps to supply the pituitary gland (located in the head) with phosphorous. Phosphorous is an element which is used in meditation by the aforesaid gland

• Research has highlighted the fact that the hair serves as a factory providing Vitamin D for the body. Vitamin D protects a person against the fatal disease like Tuberculosis and is an essential element for bones, teeth and the nervous system. This is an item that is becoming scarce today. The reason behind its scarcity is that Vitamin D in vegetables is missing to a great extent as a result of the insecticides being sprayed for the protection of vegetable crops from certain diseases.

• The specific physiological function of the hair, so far as the present knowledge goes, is to ingest and assimilate solar radiations. Each hair is in accumulation of pigmented (coloured) cells. This pigment is of the melanin type which has got the special affinity for the ultra-violet rays of the sun. The solar radiations cause important photo-synthetic chemical developments in the hair cells. Fatty secretion of the skin feeds the hair with the pre-cursor chemical of vitamin 'D' which is decomposed and recomposed in an assimilable form, in the hair cells with the help of the solar rays. Vitamin 'D' is very essential for the growth, development and integrity of all tissues and organs of the body

• Hair helps to keep the head cool. Human hair on the scalp provides shade from the sun.
  Hair cells are instrumental in helping us keep our sense of equilibrium (orientation with respect to gravity). When our bodies accelerate, decelerate, spin or fall, sensory hair cells are prompted by a sequence of events within the ear to release transmitter chemicals, which in turn stimulate sensory neurons to give us our orientation.

• It forms an insulating coat on the body. Trap a layer of still air just outside the skin, and thereby reduce loss of heat by radiation. It absorbs harmful radiations from the sun

• The hair of the legs regulates the glandular system and stabilizes a person’s electromagnetic field. The hair under the armpits protects the very sensitive area where the parasympathetic and sympathetic nervous systems come together; this affects the brain and your energy level. Eyebrows protect the eyes from sun and sweat. Facial hair on men covers the moon center on the chin and protects them from excessive moon energy. The hair on top of the head is very long, while the hair on the body is short.

• It has been proven scientifically that people who have long hair tend to be less tired, more energetic and less likely to become depressed. People who have long hair also conserve energy and don’t feel the cold of winter the same as people with short hair. A person who has shorn hair wastes his body's energy. A person who cuts his hair over his lifetime forces the body to grow 22 meters of replacement hair. A person who keeps his hair only produces 1.5 meters of hair over his lifetime.

• It is very positive for a woman to wear her hair tied on top of her head on the solar center in a rishi knot. In men the solar center is on top of the head at the front (anterior fontanel). Women have two solar centers: one is at the center of the crown chakra, the other is on top of the head towards the back (posterior fontanel).

• It is obligatory for the woman to wear her hair down at night, loose or in a braid. Braiding the hair at night is one of the most wonderful ways to take care of your most powerful energy antennas. For normal health of her eyes, menstruation cycle and long maintenance of her youth it is obligatory that she use a wooden comb, combing her hair back, forward, back, and so on. This is for circulation of the scalp area.

• Men tie a rishi knot almost where the soft point was when he was a child. A woman’s hair is supposed to be tied exactly at the solar centers.Because of the waning and waxing of the moon, she has to protect her solar centers more powerfully than the male.

• When a woman’s hair is loose, her identity to submit becomes a hundred times greater. In old times it was a custom that when a woman went to her husband in intimacy, she let her hair down.

• Men should also comb their hair with a wooden comb. A wooden comb is one simple thing which does not create any charge or discharge of electromagnetic energy. That’s why we use wood. Wood is surely and definitely a bad conductor of heat and electricity.

• A woman should never wear her hair over her forehead.The forehead bone, the sinus bones or the frontal bone, is porous because it functions to transmit light to the pineal gland in the brain.Bangs cover the 3rd eye, inhibiting intuition and subtle knowledge

• The hairs of the face protect the meridian lines along the jaw. (The meridian lines are energy lines that run through the body like blood vessels. Acupuncture has them mapped out.) The lunar facial nerves are located in the chin. They channel lunar energy. The same energy that influences a woman's menstrual cycyle and her emotions. The hair on the bottom of the chin insulates that nerve and keeps a man from being too emotional under lunar influence. Men are supposed to represent the Sun, which is constant with occasional flares

• Hair on legs and arms create an electromagnetic field which balances the movement of the pituitary
  
  

http://www.mrsikhnet.com/index.php/2009/06/08/your-hair/

http://www.khalsacouncil.org/Clients/khalsacouncil/KCwebsite.nsf/SiteMap/D347E8C4E06FA21687256A27004EB84F?OpenDocument

Education in India before the British Rule

• Indian historical knowledge has been derived from the writings and some other valuable accounts left by the foreigners. For example, the universities of Nalanda and Taxila have been better known as some Greek or Chinese travellers had written about them centuries ago, which had survived in the form of some journals.

• The most well-known and decisive point, which emerged from the educational surveys, lies in an examination made by William Adam. He, in his observations found that there existed about 1,00,000 village schools in Bengal and Bihar around the 1830s. Men like Thomas Munro, had observed that 'every village had a school'. Observations made by Dr. G.W.Leitner in 1882 show that the spread of education in the Punjab around 1850 was of a similar extent.

• At about the same time, England had very few schools for the children of ordinary people till about 1800, and many of the older grammar school were in poor shape. According to A.E. Dobbs, the University of Oxford might be described as the chief Charity School of the poor as well as the chief Grammar School in England. It was also one of the greatest places of the education for students of theology, law and medicine.

• The proportion of those attending institutional school education in India in 1800 was certainly not inferior to what was obtained in England then; and in many respects Indian schooling seems to have been much more extensive. The content of studies was better in India than in England. The method of school teaching was superior in India at that time. The school attendance, especially in the district of Madras Presidency, even in the decayed state of the period 1822-25, was proportionately far higher than the numbers in all variety of schools in England in 1800.

• The government of Madras presidency completed a survey of Indian educational institutions in 1823-24. After that it came to be known that despite the poverty and disturbance, there were about 13,000 schools and 740 colleges under the presidency. According to this survey the original number of students in school and colleges were 1,88,650 out of which 42,502 were Brahmans and 85,400 were from the castes known as Shudras.

• The numbers of girls were only 4540, but according to the report this lesser number of girls as alleged was mainly due to the prevalence of home education of girls. But the number of Mohammedan girl students in Malabar district was very large. The number of girl students there was 1,122 and for boy students 3196. How these institutions of education were destroyed is known to some extent by what Gandhiji said.

• There were 1,094 institutions of higher learning. These were enumer-ated under the term 'colleges' (as mentioned in the prescribed form). The largest number of these, 279, were in the district of Rajahmundry with a total of 1.454 scholars; Coimbatore came next with 173 such places (724 scholars); Guntoor had 171 (with 939 scholars); Tanjore 109 (with 769 scholars); Nellore 107; North Arcot 69 (with 418 scholars); Salem 53 (with 324 scholars); Chingleput 51 (with 398 scholars); Masulipatarn 49 (with 199 scholers); Bellary 23; Trichnopoly (with 131 scholars) and Malabar with one old institution with 75 scholars.

• Thirteen years later, a more limited semi-official survey of indigenous education was taken up in the Presidency of Bengal, which is known as the Adam's Reports. In spite of the controversies, Adam's Reports have mentioned that there were perhaps 1,00,000 village schools in Bengal and Bihar in some form till the 1830.

• Adam divided the period spent in elementary schools into 4 stages, which were: The first stage was a period of about ten days, during which the young scholar was taught to form the letters of the alphabet; the second stage, extending two and a half to 4 years, was distinguished by the use of palm leaf as the material on which writing was performed and the scholar was taught to read and write and also learn the Cowrie table, the Numeration table, the katha table and the Ser table; the third stage extended from 2 to 3 years, which were employed in writing on the plantain leaf and addition, subtraction and other arithmetical operations were taught during this period; and finally in the fourth stage, which extended up to 2 years, the writing was done on the paper and the scholar was expected to read the Ramayana, Manas mangal etc.

• About 45 years after Adam, Dr. G. W. Leitner prepared an even more voluminous survey of indigenous education.Leitner's researches showed that at the time of the annexation of the Punjab, the lowest computation gave 3,30,000 pupils in the schools of the various denominations who were acquainted with reading, writing and some methods of computation.

• There was widespread neglect and decay in the field of indigenous education within a few decades after the onset of British rule. This is the major common impression, which emerges from the (1822-25) Madras Presidency data, the report of W. Adam on Bengal and Bihar (1835-38), and the Punjab survey by G.W. Leitner.

• Gandhiji was very disappointed at the condition of Indian education during the British period. Gandhiji observed two main points in Indian education: (1) Today India is more illiterate than it was fifty or hundred years ago; and (2) the British administrators instead of looking after education and other matters which had existed, began to root them out.

Sources:

• Dharampal, 2000. Introduction in The Beautiful Tree, Volume III. Pp. 07-86. Mapusa: Other India Press.
• http://www.infinityfoundation.com/mandala/t_es/t_es_goyal_education.htm

• British Education In India

• An important aspect of British rule in India was the psychological indoctrination of an elite layer within Indian society who were artfully tutored into becoming model British subjects. This English-educated layer of Indian society was craftily encouraged in absorbing values and notions about themselves and their land of birth that would be conducive to the British occupation of India, and furthering British goals of looting India's physical wealth and exploiting it's labour.

• Colonial exploitation had created a new imperative for the colonial lords. It could no longer be truthfully acknowledged that India had a rich civilization of its own - that its philosophical and scientific contributions may have influenced European scholars - or helped in shaping the European Renaissance. Britain needed a class of intellectuals meek and docile in their attitude towards the British, but full of hatred towards their fellow citizens. It was thus important to emphasize the negative aspects of the Indian tradition, and obliterate or obscure the positive.

• Indians were to be taught that they were a deeply conservative and fatalist people - genetically predisposed to irrational superstitions and mystic belief systems. That they had no concept of nation, national feelings or a history. If they had any culture, it had been brought to them by invaders - that they themselves lacked the creative energy to achieve anything by themselves.

• The British were not content to influence Indian thinking just through books written in the English language. Realizing the danger of Indians discovering their real heritage through the medium of Sanskrit, Christian missionaries such as William Carey anticipated the need for British educators to learn Sanskrit and transcribe and interpret Sanskrit texts in a manner compatible with colonial aims.

• In this manner, India's awareness of it's history and culture was manipulated in the hands of colonial ideologues. Domestic and external views of India were shaped by authors whose attitudes towards all things Indian were shaped either by subconscious prejudice or worse by barely concealed racism.

• What was important to Western civilization was deemed universal, but everything Indian was dismissed as either backward and anachronistic, or at best tolerated as idiosyncratic oddity. Little did the Westernized Indian know what debt "Western Science and Civilization" owed (directly or indirectly) to Indian scientific discoveries and scholarly texts.

• British-educated Indians grew up learning about Pythagoras, Archimedes, Galileo and Newton without ever learning about Panini, Aryabhatta, Bhaskar or Bhaskaracharya. The logic and epistemology of the Nyaya Sutras, the rationality of the early Buddhists or the intriguing philosophical systems of the Jains were generally unknown to the them.

• Lord Curzon (governor general of India 1895-1899 and viceroy 1899-1904) was told by the Secretary of State for India, George Francis Hamilton, that they "should so plan the educational text books (in such a manner) that the differences between community and community are further strengthened."

India's image prior to British Rule:

"We find among the Indians the vestiges of the most remote antiquity.... We know that all peoples came there to draw the elements of their knowledge.... India, in her splendour, gave religions and laws to all the other peoples; Egypt and Greece owed to her both their fables and their wisdom." (Pierre Sonnerat, a French naturalist)

Sources:

• http://india_resource.tripod.com/britishedu.htm

Mossad-CIA Behind Mumbai bomb blasts

Below are some articles which suggest that Mossad and CIA have orchestrated the Mumbai bomb blasts. They are not my personal opinions but solid facts based on evidence.

• The US officially has the greatest army of mercenaries in the world, Blackwater, with 140,000 "contractors"(That's the official number which as we all know is always understated)

• In January 2000, Indian intelligence detained 11 'Muslim preachers' on the ground of hijacking conspiracy, but they turned out to be Israeli nationals sent with false passports to infiltrate Muslim organisations i India and were released. http://www.defimedia.info/blogs/688/Mumbai-Attack---India-and-the-Axis-of-Evil.html

• Some Hindu Gujaratis of the Nariman area spoke live on several TV channels–they openly said that the firing by terrorists began from Nariman house. And that for two years suspicious activities were going on in this house. But no one took notice.http://top-secret-at.blogspot.com/2008/11/mumbai-mossad-angle.html

• "I saw 6 to 7 boats coming in on Wednesday evening and about ten people unloaded many bags from these boats and then gradually took them into the building, Nariman House', Vitthal Tandel, a fisherman in the area said. "The building has many rooms and these are used as guest houses by travelers, largely Israeli residents. None of us know what their names are", he said. http://www.mid-day.com/news/2008/nov/281108-Nariman-House-terror-hub.htm

• Israeli agents responsible for destabilizing a large number of countries as well as possibly operating within some radical Islamist movements, such as a group in Yemen styling itself 'Islamic Jihad', said to be responsible for the bombing of the American Embassy in Sanaa, and which is said to have close links with the Israeli intelligence. http://www.mouthshut.com/diary/bijdnunqm/CIA-or-Mossad-Time-for-sanity4

• British men were among the terrorists who killed 140 in the attacks in Mumbai, Indian authorities have claimed. http://www.telegraph.co.uk/news/worldnews/asia/india/3533075/Mumbai-attack-British-men-among-the-terrorists-Bombay-India.html

• Washington is intent on using the Mumbai attacks to:
  
  

1. Foster divisions between Pakistan and India and shunt the process of bilateral cooperation and trade between the two countries;


2. Promote internal social, ethnic and sectarian divisions in both India and Pakistan;


3. Justify US military actions inside Pakistan including the killing of civilians in violation of the country's territorial sovereignty;


4. Provide a justification for extending the US led "war on terrorism" into the Indian sub-continent and South East Asia. http://www.globalresearch.ca/index.php?context=viewArticle&code=CHO20081129&articleId=11217

VIDEOS :

• Mumbai Mumbai Who Did It? - http://www.youtube.com/watch?v=kr67rHBmngQ


• Terrorist attack Mumbai, What is really going on- http://www.youtube.com/watch?v=XAnxIAND_ik&feature=related


• Mossad's role in terror attack on Mumbai, India - http://www.youtube.com/watch?v=n54xELavevQ


• BBC documentary on Creation of Al qaeda - The power of Nightmares Part 3 - http://video.google.com/videoplay?docid=2081592330319789254

• The Men Behind Barrack Obama, Part 1 - http://www.youtube.com/watch?v=MouUJNG8f2k

• The Men Behind Barrack Obama, Part 2 - http://www.youtube.com/watch?v=e-KJCMWcoms&feature=related

• The Origin and Myth of Al Qaeda - http://www.youtube.com/watch?v=qNvqm_qgM5U

• The Neocons - "There's no Al-Qaeda Organization - http://www.youtube.com/watch?v=nD-CSgLRSRk&feature=related