Anatomy was an important subject to solve human health problem. In Islam Avicenna (980-1037) was well known physician and he was also interested in anatomy and gave description on this subject in detail in his famous work, al-Qanun. Avicenna showed extensive influence on the physicians lived in the following the centuries, not only in the eastern countries, but also in the West. His work, al-Qanun was translated into different languages including in Latin. Its Latin version was published several times in different countries in Europe. Avicenna was also very influential in the Ottoman Empire. His work, al-Qanun was used extensively as a handbook among the physicians. One of the physicians who showed this influence obviously was Shams al-Din Itaqi in the Ottoman Empire in the seventeenth century. He wrote an illustrated anatomical work, named 'Treatise on Anatomy of Human Body'. 'Treatise on Anatomy of Human Body' was written in Turkish and gave description of the anatomical structures of the whole human body in detail including in several anatomical illustrations of some of the organs in colour. When we study Itaqi's work we can define the resemblance of his anatomical explanations witlı Avicenna did in his al-Qanun, as is seen in the classification of the organs as simple and compound organs. Itaqi also gave original description of some of the organs in his work. Among them can be mentioned the description of the cranial nerves.

The Public Library of the Manisa Province has a fairly rich collection of medical manunscripts some of which are unique copies. Two examples that may be cited in this connection are Tarvih al-Ervah by physician and poet Ahmedî (1334(?)-1413) and the Persian translation of Beyrunî's Kitab-al-Saydala. Another unique manuscript is an abridged translation of Zahravî's work, which I intend to introduce here briefly.

Speaking of the university, Charles Homer Haskins says, "Universities, like cathedrals and parliaments, are a product of the Middle Ages. The Greeks and the Romans, strange as it may seem, had no universities in the sense in which the word has been used for the past seven or eight centuries. They had higher education, but the terms are not synonymous. Much of their instruction in law, rhetoric, and philosophy it would be hard to surpass, but it was not organized into the form of permanent institutions of learning. A great teacher like Socrates gave no diplomas; if a modern student sat at his feet for three months, he would demand a certificate, something tangible and external to show for it-an excellent theme, by the way, for a Socratic dialogue. Only in the twelfth and thirteenth centuries do there emerge in the world those features of organized education with which we are most familiar, all that machinery of instruction represented by faculties and colleges and courses of study, examinations and commencements and academie degrees. In all these matters we are the heirs and successors, not of Athens and Alexandria, but of Paris and Bologna". The madrasa, in its standard and typical form, was the school for higher education in theology and law in medieval Islam. It came into official existence in the eleventh century, while the European university was developed over a century later and at a time when already Latin translations of Arabic philosophical and scientific works were available. There were certain parallelisms between the features of the madrasa and the university. Moreover, certain essential characteristics of the university were radically new, and the development of the medieval university in Europe was rather rapid. In view of such considerations certain scholars have suggested the possibility that the medieval European university owed much to conscious imitation of the madrasa system.