The document summarizes depictions of Arabs and Muslims in the illustrations of the Chronicle of John Skylitzes.
The illustrations show: 1) Andalusians conquering Crete in the 9th century, depicted by their turbaned leader; 2) Nikephoros Phokas' reconquest of Crete from the Arabs in 961; 3) The conquest of Sicily by the Aghlabids in the 9th century, showing envoys and battles; 4) A Bulgarian embassy requesting an attack on Constantinople from the Fatimid caliph; 5) Dexterity of a Muslim prisoner; 6) Using money or cunning in warfare; 7) Land and naval battles and
Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
First published on 10th May 2021 here:
https://megalommatis.wordpress.com/2021/05/10/ethiopian-ocean-a-16th-c-colonial-term-the-treaties-of-alcacovas-1479-tordesillas-1494-and-zaragoza-1529-and-the-ottoman-stiffness-and-incompetence/
Contents
I. Misinterpretation of a 15th c. Unhistorical Term by 21st c. Crooks
II. No 'Ethiopian Ocean' (or Sea) in 'Classical Geographical Works'
III. Phoenicians, Carthaginians, Iranians, the Circumnavigation of Africa, and the Geographical Terms Used
IV. Libya (: 'Africa'), the Periplus of Hanno, and the Early Use of the Term 'Atlantic Sea'
V. The Terms 'Ocean' and 'Sea', and the leading Ancient Egyptian Scholar Ptolemy the Geographer
VI. The Treaties of Alcáçovas (1479), Tordesillas (1494) and Zaragoza (1529), and the Use of the Terms 'Sea of Ethiopia' and 'Sea of India'
VII. The Treaties of Alcáçovas, Tordesillas and Zaragoza, Portuguese-Spanish Colonial Conquests, Ottoman Ignorance and Stiffness, and the Collapse of the Islamic World
Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
First published on 10th May 2021 here:
https://megalommatis.wordpress.com/2021/05/10/ethiopian-ocean-a-16th-c-colonial-term-the-treaties-of-alcacovas-1479-tordesillas-1494-and-zaragoza-1529-and-the-ottoman-stiffness-and-incompetence/
Contents
I. Misinterpretation of a 15th c. Unhistorical Term by 21st c. Crooks
II. No 'Ethiopian Ocean' (or Sea) in 'Classical Geographical Works'
III. Phoenicians, Carthaginians, Iranians, the Circumnavigation of Africa, and the Geographical Terms Used
IV. Libya (: 'Africa'), the Periplus of Hanno, and the Early Use of the Term 'Atlantic Sea'
V. The Terms 'Ocean' and 'Sea', and the leading Ancient Egyptian Scholar Ptolemy the Geographer
VI. The Treaties of Alcáçovas (1479), Tordesillas (1494) and Zaragoza (1529), and the Use of the Terms 'Sea of Ethiopia' and 'Sea of India'
VII. The Treaties of Alcáçovas, Tordesillas and Zaragoza, Portuguese-Spanish Colonial Conquests, Ottoman Ignorance and Stiffness, and the Collapse of the Islamic World
Introduction to Western Humanities - 2 - MesopotamiaRandy Connolly
Second lecture for GNED 1202 (Texts and Ideas). It is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Intro to Western Civilization style course.
An extended slide show that covers Alexander from his entrance into Babylon, Darius' death, the battle of the Persian Gate, the Sacking of Persepolis and the Philotas Conspiracy. (Does not Include Guagmela or Issus due to Assessment topics)
This is a PowerPoint presentation on the topic The Umayyad Dynasty. In this ppt I have written all basic information about Umayyad Dynasty and I hope so that you all will like this presentation and my all those efforts that I put to make it.
Thankyou so much!
Introduction to Western Humanities - 2 - MesopotamiaRandy Connolly
Second lecture for GNED 1202 (Texts and Ideas). It is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Intro to Western Civilization style course.
An extended slide show that covers Alexander from his entrance into Babylon, Darius' death, the battle of the Persian Gate, the Sacking of Persepolis and the Philotas Conspiracy. (Does not Include Guagmela or Issus due to Assessment topics)
This is a PowerPoint presentation on the topic The Umayyad Dynasty. In this ppt I have written all basic information about Umayyad Dynasty and I hope so that you all will like this presentation and my all those efforts that I put to make it.
Thankyou so much!
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Discussion of Burial Traditions in the Middle Kingdom. The spread of the believe in the After Life to everyone in Egypt. Pyramid text which are instructions on how to bet into the After Life in the Old Kingdom were written on Pyramid Walls in the Middle Kingdom they become Coffin Text because they are written on insides of coffins.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Chichukai0002002350
1. Hitotsubashi University Repository
Title The Arabs through Skylitzes’ Miniatures
Author(s) Mansouri, M. Tahar
Citation Mediterranean world = 地中海論集, 20: 235-251
Issue Date 2010-06
Type Journal Article
Text Version publisher
URL http://hdl.handle.net/10086/19202
Right
2. Paper presented at the workshop of the Mediterranean Studies Group (Tokyo, 2010.1.24)
M. Tahar Mansouri
Presentation of the Chronicle
The Author
About John Skylitzes we don’t have much information. But we know that he is from
the theme (the word theme means an administrative area where the power is at the hands of
military patrikios) of the Thracesians. He was born before 1050. His high education allowed
him to occupy important position at the imperial court like many people such as Michael
Psellos and Michael Attaleiates. He occupied the function of the governor of the Capital,
Eparch of Constantinople.
He occupied also the function of chief of the main tribunal of Constantinople. He may be
died at the beginning of the XIIth
century.
The History: Σύνοψις ‘Iστοριω̃ν / Synopsis Historion
* I have to thank the Mediterranean Studies Group of the Hitotsubashi University (Tokyo) for invit-
ing me and allowing me to speak about Byzantines and Muslims in the middle ages, and to learn from
the good questions they asked me. I have to thank all my colleagues and specially Dr. Erina Iwasaki who
answered to all of my questions before, during and after my stay in Japan.
3. 236 M. TAHAR MANSOURI
The chronicle of John Skylitzes entitled Synopsis Historion [Σύνοψις ‘Iστοριω̃ν], Abrégé
historique. It was written under the emperor Alexios Komnenos (1081-1118) and counted the
history of each emperor from 811 to 1057 (23 emperors were concerned by this chronicle).
It was written as a continuation of the chronicle of Theophanes the Confessor. The
Synopsis historiae is important because it summarize many lost texts as it was said in the
prologue. Skylitzes told us that he was doubtful for many predecessors and he counts 16
historians, most of them or their chronicles are unknown for us.1
Many copies of the manuscript of the Synopsis historiae are known, but one of them is
distinguished by its painting and which is known as the Madrid Skylitzes, Codex Græcus
Matritensis Ioannis Skyllitzes or Skyllitzes Matritensis. It is the only surviving illustrated
manuscript of a Greek chronicle, and includes 574 images. It was produced in Sicily in the
XIIth
century. It is providing an important primary source for the visualization of contemporary
Byzantium, among them Arabs or Muslims. What do we learn about Muslims through the
chronicle of Skylitzes? How the miniatures can inform us about the image the counterparts of
Byzantines between the IXth
and the XIth
centuries?
The following four parts of Muslim world are concerned by this painting.
I - The Andalusians and the Conquest of Crete
At the beginning of the IXth
century there was a revolt in Andalus against the Umayyad
caliph al-Hakam called the revolt of the suburbs of Cordoba (thawrat al-rabdh). After the end
of the revolts all of those who participate in it, was pushed out of al-Andalus. They practice
piracy during about 12 years in the Mediterranean east, taking the harbour of Alexandria
as point of anchorage.2
Living in their ships and Arabic texts told us that they were in 40
ships.3
They make many troubles in Alexandria and after many conflicts with the successive
administrators of the City they were obliged in rabi’I 212h//June 827 to leave the harbour
of Alexandria “after signing an agreement with local power allowing them to go where they
want”.4
In this context they went to Crete Island, occupied it and create an independent state
when Byzantium was ruled by Michael II (820-829). And that is the episode counted by John
Skylitzes. How he described this occupation? But perhaps in this contribution we will not use
the text but the pictures and evidently the text will help us to understand the sequence of the
1 Skylitzes, Empereurs de Constantinople, éd et traduction de B. Flusin et annotation de J-C. Chey-
net, Paris, 2003, pp. VIII-IX.
2 Al-Kindi, Woullat Misr (the governors of Egypt), éd. H. Nassar, Beyrouth, sans date, p.183. cf. V.
Christides, The Conquest of Crete by the Arabs (ca.824), Athens, 1984. The author didn’t use the Synop-
sis historiae which situates the Andalusians raids against Crete in 827 like the Arabic sources.
3 Ibidem, pp.188-189. Skylitzes, Empereurs byzantins, p. 41 cited the same number of ships
4 Ibidem, p.207
4. THE ARABS THROUGH SKYLITZES’ MINIATURES 237
events.
How Skylitzes explains this conquest. He attributes this action to religious considerations.
“Because the people is sinning; God, angry sent many signs and signals like massacres, fires,
earthquakes, looting, and civilian fighting; wonders from the sky and from the air but people
didn’t understand. Then at the end, it was on the unfortunate islands that felled the horrible
disasters”.5
For these reasons the Arabs felled on Crete Island and conquest it. We find this traditional
explanation every where in the Middle Ages and perhaps also today to explain many natural
disasters.
And the author tells us how the Andalusians went and propose to their chief called
Apochaps to mean Abu Hafs and called him amiramounes (which means the chief of Muslim
community and in that time was only Abbassid caliph who is named as such in the Orient) to
conquer new earth because their number is growing and the Andalusian was not able to contain
them.6
Skylitzes did not say anything about the origins of their presence in this area but just
the beginning of the raids (Fig.1).
The representation of Abu Hafs who is at the left of the picture is similar to the
representation of the emperor who is in his Cathisma. Cathisma is the specific place for the
emperor when he is in Hippodrome or other public place. It is the symbol of power for all
those who have a power.
But the difference is in the dress. On the head of the chief we can see the turban which is
the symbol of power in medieval Muslim society.7
The text told us that the Andalusians went to meet their chief and ask him for sending or
leading them to find a place for living and founding a state.
Abu Hafs received this suggestion with great joy. And directly he ordered to arm ships
and attacked oriental Βyzantine islands looking for the best among them to be colonized
(prosperity, safety, and easy to control)8
(Fig.2).
We can have an idea about the kind of ships; the form of the ship’s hull and the use of the
rowing but not sailing.
Abu Hafs who is at the third ship (in the left of the picture) may be distinguished with
beard and his hair dress. His companions did not have a beard (Fig.3).
And here we have the meeting between the conquerors and local population, which was a
violent meeting.
In the left the famous Cathisma occupied by an Andalusian who may be Abu Hafs himself
when the local governor was taken to the ship of Muslims.
5 Skylitzes, Empereurs byzantins, p.40
6 Ibidem, p.40
7 See these texts in M. Tahar Mansouri, Du Voile et du zunnar, Tunis, 2007
8 Ibidem, p.41.
5. 238 M. TAHAR MANSOURI
The text shows that the idea came from people not from the chief.
In 827 the Andalusians thrown out of Alexandria go the north through the Mediterranean
east. And it seems that the conquest of Crete was the fruit of desperate rebels.
The Reconquest of Crete by Nikephoros Phokas
There are many expeditions organized by Byzantine power to recover the island but they
are not successful (the first was that of Krateros and the second was that of Ooryphas). But the
island will not be recovered only under the rule of Nikephoros Phokas in March 961 after 134
years of Muslim rule (Fig.4).
The picture shows us just the island and the empty trireme and the imperial army in a
fortified camp in a city. The Arabic texts told us that Nikephoros Phokas used cunning to take
the island.
II - The Conquest of Sicily
Between 831 and 878; the Aghlabids of Kairouan were engaged in a conquest war in
Sicily. Skylitzes told about this episode and give many information about the Muslim conquest
of Sicily and through his tale we find information about the siege of some cities, especially
Syracuse and the miniaturist emphasize on this episode.
Attack of Syracuse
We can see the characteristic of the Arabs: the white hair dress, the round shields, and the
beards of soldiers (Fig.5).
The cities of Capua and Benevento sent an envoy to ask for help from Constantinople but
their envoy was captured and he was leaded to the chief of Muslim army. We can distinguish
the white hair dress and the way of covering head of Muslims through the case of their chief:
the wide dress and the beard.
Behind the chief of the expedition we can see soldiers in arms with round shields and long
arms as javelins. In front we can distinguish the Byzantines with multi coloured and triangular
shields and short javelins.
We can also see the difference of the size of the two persons: the chief of the Muslim
expedition is seating high and the Byzantine envoy feared and standing up.
The picture may express the difference between the two strengths in place and it seems
that the Arabs have the upper position by the number and by the quality of arms.
Another picture showing an envoy from Sicily to ask Byzantine help captured by Muslims
and leaded to the chief of the expedition. The miniaturist shows us the difference of size of the
two persons (Fig.6).
In the colour of the dress and the hair dress and the beard we can also see the anger eyes
6. THE ARABS THROUGH SKYLITZES’ MINIATURES 239
of the Muslim chief and the fear of the Byzantine captured man (Fig.7).
The fall of Syracuse announced by the demons to people of Epirus in the other side of
Adriatic Sea (Fig.8).
Refugees from Sicily are telling about the fall of the city of Syracuse (Fig.9).
III - The Fatimid of Maghrib
After some victories against Byzantium the Bulgarian Tsar, Symeon (893-927) sent an
embassy to Fatimid caliph al-Mahdi (911-934) encouraging him or asking from him to attack
Stein Polin (Constantinople) and in the same time the Bulgarian attack Byzantium through
the Thracian province. Skylitzes told that the project of Symeon was to lead a siege of the city
by the two sides: earth and sea (this embassy may be between 922 and 927 under the rule of
Romanos Lekapenos (922-944)).
The Bulgarian Tzar is charging a group of ambassadors to go to Madhya to meet who is
called Phatlum which means the Fatimid caliph (Fig.10).
The arrival of Bulgarian ambassadors and their meeting of Fatimid caliph al-Mahdi
(Fig.11).
The text told that when going home the Bulgarian ambassadors will be captured with
Fatimid ambassadors going with them, but the Fatimid ambassadors will be captured by
Byzantines who treat them kindly and the text said that the Emperor shows them how the
Byzantines treat their enemies.
IV - Oriental Muslims Have the Most and Intensive Relations with Byzantium.
Many aspects of the oriental Muslims are presented in different pictures and dealing with
many aspects of their image and how they were seen: they are seen and we can see a kind of
human relations in peace and in war. The pictures made by a Sicilian miniaturist certainly
Byzantine.
Dexterity of a Muslim Prisoner
After a triumphal expedition against the Arabs in 831 the chief of the Byzantine expedition
presents a Muslim prisoner as a good mounted soldier (cavalier) playing in the Hippodrome
with two javelins in the same time (Fig.12).
But at the end a Byzantine monk succeeds to earn and the Muslim mounted soldier falls
down (Fig.13).
The image is that the Byzantines can well appreciate the good quality of someone though
he is against them and though he “is barbarian” which is the case of the Muslim prisoner.
7. 240 M. TAHAR MANSOURI
The Use of Money in War
In Byzantine ideology all people who are not Byzantines they are considered as barbarians
and the barbarians like nothing but gold and money (Fig.14).
This idea that strangers who attack Byzantium can be stopped with money is a central
element of the Byzantine official ideology. The Arabs are like all the barbarian people: they
can be stopped with gold money. Then they use money to purchase peace or like here some
Byzantine fugitives use money to slow down Muslim soldiers who are running after them.
We can see three characteristics: the long javelins, the round shields and the blue colour
of the hair dress. The painter makes the difference between the Maghribians who have white
hair dresses and the oriental Muslims who use the blue one. But it seems that means the black
colour of the Abbasids.
The Cunning:
The two neighbours use cunning and as it is said the war is nothing but cunning.
The text told us that Arabs tried to take Edessa by using the ruse: at the left Arabs with
charged camels were allowed to access to the city and they were invited to a feast (Fig.15).
In the same time others are out and waiting near the bags in which there are other Arabs,
but the ruse was discovered by an Armenian the Arabs were killed and the attempt was fallen.
We can also distinguish the Byzantine governor of the city with his red hair dress and at
the opposite the same way of covering heads, the colour is mixed white and blue the beards
and the way of seating of the Arabs. We add camels which are used as another distinctive
element for the Arabs.
There is also association between Arabs and those who are serving food; by the way of
dress and the colour of it. Perhaps the painter wants to remember that Arabs who are called
saracenoi or agaranoi they are slaves of Sarah or the sons of the Agar her slave servant maid.
The following is the details of the precedent picture.
The War
Land Warfare
Byzantine soldiers running after Arab ones (in the left we read ‘Рωμαίοι and in the right
we read τρέπονται ‘Aγαρηνοί) (Fig.16).
The distinction is in the hair dress which lets appearing something at in its extremity.
Muslim Prisoners
The picture shows Muslim prisoners linked to each others with their special dress and the
appearance is the most difference between the two peoples.
Byzantine escaping they let their chief who will be killed alone in front of the Arab
soldiers (Fig.17, 18).
8. THE ARABS THROUGH SKYLITZES’ MINIATURES 241
- Naval war
The use of Greek fire in naval war (Fig.19, 20).
Diplomatic Exchanges
Byzantine ambassador named John (Synkellos, he is in the second position in Byzantine
church after the patriarch) was sent by the emperor Theophilos just at the beginning of his rule,
as ambassador to the Abbassid caliph al-Ma’mun (813-833).9
Many subjects were concerned
in this embassy (although it is not related in the text) with the negotiation of taking back of
one of the Byzantine patrikios refugee in Baghdad named Manuel and he will be returned back
some years after.
The difference between two sides can be observed in the chair, in the dress, and in the
hair dress (Fig.21). Muslims receiving the Byzantine gift: we can see John Synkellos sitting
on a chair and in front of him the Abbassid caliph is the first one to receive his gift. Many
pages in Skylitzes text show that the emperor is higher than the Caliph (Fig.22). The picture
corroborates the text.
Conclusion
At the end we can say that the painting manuscript of Skylitzes gives us an idea about the
representation of the neighbours of Byzantium and in this case the image of different Muslim
parts of Islamic world: Sicily, Crete; the Fatimids and the Abbasids and Orient.
The miniaturist knows the differences between the great two parts of Islamic world and he
is impregnated with the Byzantine ideology. He knows about Arabs and about their presence in
the minds of Byzantines. He knows their way of life through their dress, their beards their way
of seating. He allowed confirming some regional distinctions between the Maghrib and the
Orient.
The pictures also give us an evolution of the image that Byzantines or the painter of
the Skylitzes manuscript. The size of the picture of some people is reduced in the period
of the strength of Byzantine power. The text of Skylitzes followed the evolution of the
Byzantine empire from the beginning of the IXth
century to the middle of the XIth
century
with an important period of Byzantine history called by many historians as the golden age of
Byzantium from the end of the IXth
century to the early XIth
century during the Macedonian
dynasty and specially from Basil to Basil which means from the rule of Basil the First to the
9 The Byzantine ambassador led by John Synkellos the grammarian, just after the access of
Theophilos to the power, perhaps in 829. Syria was under the Abbassid caliph al-Ma’mun (813-833), the
son of Harun al-Rashid. The ambassador showed the wealth and the strength of the empire so to dissuade
him to attack Byzantine empire. But the text does not speak about another purpose of this ambassador
which is the negociation with Manuel former military strategos who was refugee at Baghdad, cf J.
Skylitzes, Empereurs byzantins, p.53, note 24.
9. 242 M. TAHAR MANSOURI
end of the rule of Basil the Second between 867 and 1025.
In every case: the miniatures expressed the image that the text has transmitted about the
relations of Byzantium with its neighbours: this image is standardized with the kind of dress,
the covering heads, the beards and the different colours of this dress between the two parts of
Muslim world.