Making her Dream a Reality

(Mother of Moulana Muhammad ‘Umar Paalanpuri [rahimahumullah] –)

It had always been the aspiration and desire of the mother of Moulana Muhammad ‘Umar Paalanpuri (rahimahullah) that her son should become an ‘Aalim of Deen, and Allah Ta‘ala made this dream of her’s a reality.

Maryam Khaalah had once narrated the hadeeth to her which mentions that the parents of the haafiz of the Quraan Majeed will be honoured by being made to wear crowns of noor on the Day of Qiyaamah. Hearing this hadeeth, his mother began to weep and said to her son, “My son! I want you to learn the Quraan Majeed, and you must learn Saheeh Bukhaari as well!” Moulana (rahimahullah) asked, “What will happen to my school/secular education?” His mother replied, “That is not my concern – my only concern is that you acquire the knowledge of Deen!”

At the age of seven, Moulana (rahimahullah) enrolled into a school in Bombay. It was the following year, when he was eight years old, that his father passed away. Moulana (rahimahullah) remained in school for five years, until the year 1942, when he returned with his mother to spend the holiday in his hometown. While he was at home during the holiday, his mother began sending him to the local madrasah in which a very pious ‘Aalim, Moulana ‘Abdul Hafeez Jalaalpuri (rahimahullah), was teaching. Moulana ‘Abdul Hafeez (rahimahullah) showed him special attention, and under his tutelage, Moulana progressed tremendously, studying no less than fifty kitaabs in one year.

During the course of this year, Moulana ‘Abdul Hafeez (rahimahullah) needed to return to his hometown in the province of U.P., over a thousand kilometers away. He sent a message to Moulana’s (rahimahullah) mother saying, “I want to take your son with me to my hometown so that his studies will not suffer (and I can continue to teach him).” Moulana’s (rahimahullah) mother was determined to make her son an ‘Aalim, so she acquired a loan of fifty rupees due to her financial constraints, and sent him to study Deen.

When Moulana’s (rahimahullah) mother initially took the decision to send him to madrasah to become an ‘Aalim, her relatives from Bombay came to her and attempted to convince her to keep him in school, especially as he was excelling and had achieved remarkable grades. They even said to her, “What will become of him when he is a Moulana? If you do not give him school education, how will he earn a livelihood? He will even be dependent on people for his roti!” To this, his mother replied, “If he studies Deen correctly, then Allah Ta‘ala will cause the world to fall at his feet.”

Moulana (rahimahullah) was once reading to his mother from a certain book when she spontaneously said, “O my son! Today, you are reading to me and only I am listening to you! Allah Ta‘ala will bring the day when hundreds of thousands of people will listen to you! I have no doubt regarding this!”

(Sawaanih Moulana Muhammad ‘Umar Paalanpuri (rahimahullah) pgs. 59-63 and Mithaali Khawaateen pgs. 271-273)

Lessons:

  1. Every parent has aspirations and dreams for their child, and they are prepared to make any sacrifice for their child’s sake. Moulana’s (rahimahullah) mother was no different – however her dream was for her son to become an ‘Aalim of Deen, serving Islam and spreading the message of Allah Ta‘ala. For this purpose, she was even prepared to send her young son over a thousand kilometres away with his ustaaz, and even took a loan to fund his studies.
  2. When faced with the opposition of her family, Moulana’s (rahimahullah) mother stood firm. She explained that if her son studied Deen correctly (i.e. he works with dedication and studies solely for the sake of pleasing Allah Ta‘ala – not for any other motive), then Allah Ta‘ala will most certainly look after him. In fact, the words that she used were ‘the world will fall at his feet’ – and this became a reality.
  3. Moulana’s (rahimahullah) mother wanted him to become an ‘Aalim so that he would become her investment in the Hereafter, and so that he could help her to improve her Deen. Hence, although he was the son and she was the mother, she would ask him to teach her and educate her regarding different aspects of Deen. This clearly highlights the level of her sincerity and her zeal for Deen.

33 Reasons to study under a Tutor

Knowledge is attractive and it’s something everybody needs. However, when the correct procedure is not followed, the desired results are lost. The trend of self-study that has become ever so popular in the current times actually contributes to the destruction of pure knowledge. The boom of the internet and its search engines have also contributed to this trend. What follows is an in-depth look at the “Need for a Tutor”

 

Introduction

To acquire knowledge under the expertise of a fully qualified, Sunnah-conscious Alim of Din is absolutely essential. Failure to do so will result in misguidance. In fact, the system of tutorship has been adopted throughout time and was even the practice of the Ambiya (‘alayhimus salam) and our pious predecessors. This is the only way in which one will acquire pure authentic knowledge. An added benefit is that one will also discover how to respect the people of knowledge. (see: Adabul ikhtilaf of Shaykh Muhammad ‘Awwamah, pg.162 and Ma’alim Irshadiyyah, pg.159)

A common supplication of the Salaf (pious predecessors) was:

التعوذ بالله من تشييخ الصحيفة

“They would seek refuge in Allah from having paper as their shaykh/tutor”

(Ma’alim Irshadiyyah of Shaykh Muhammad ‘Awwamah, pg.179)

 

What follows are a few substantiations for this phenomenon;

 

Quranic Verses

  1.     In this world, there will always be a) Those who know, and b) those who don’t. In this regard, Allah Ta’ala instructs us in the Quran, “Ask the people of knowledge if you do not know.” (Surah: 21, Verse: 7)

2. The Holy Quran was revealed by Almighty Allah Ta’ala for guidance and knowledge of the ummah. But, without the explanation of Rasulullah (sallallahu ’alayhi wasallam) the meanings would definitely be misunderstood. Allah Ta’ala addresses Rasulullah (sallallahu ’alayhi wasallam) in the Quran

And we have revealed to you the Quran, so that you may explain to the people what was revealed to them.”

(Surah: 6, Verse: 44)

This is the strongest, most evident proof for this issue.

 

Substantiation from Hadith

3.     Sayyiduna Mu’awiyah (radiyallahu ‘anhu) reports that Rasulullah (sallallahu ’alayhi wasallam) said:

«يا أيها الناس تعلموا، إنما العلم بالتعلم والفقه بالتفقه، ومن يرد الله به خيرا يفقهه في الدين»

 “O people! Acquire knowledge, for it can only be acquired through tutorship. You will only understand if you are made to understand (i.e, by a teacher). Allah Ta’ala grants the understanding of religion to those whom he intends good for.” (Tabarani and others; see Fathul Bari and ‘Umdatul Qari, before Hadith: 68)

There are several narrations with similar wordings that can be seen in the above two sources.

 

The famed commentator of Sahih Bukhari; Hafiz ibn Hajar (rahimahullah) explains: “This means that reliable knowledge is only that which is acquired from the Ambiya (Prophets) and their heirs (the ‘Ulama)”

A similar explanation is echoed by ‘Allamah ‘Aini (rahimahullah) in his commentary of Sahih Bukhari.

They both have graded this narration as “hasan” (sound)

 

4.     While emphasizing this point ‘Allamah Shatbi (rahimahullah) writes: “The proof for this in the Sahih Hadith: “Indeed Allah will not take away knowledge (from this world) by snatching it away at once, rather He will do so by taking away the ‘Ulama” (Sahih Bukhari, Hadith:100)

He writes further: “There is therefore no doubt that the keys to knowledge are its bearers” (Adabul ikhtilaf, pg.174)

 

5.     Under the commentary of the above Hadith, Hafiz Ibn Hajar (rahimahullah) quotes a narration from Musnad Ahmad that says: “Indeed, the departure of the people of knowledge is actually the exodus of knowledge itself.”

(Fathul Bari, Hadith: 100)

 

The Pattern of the Ambiya (‘alayhimus salam)

6.     Nabi Dawud (‘alayhis salam) is said to have benefited immensely from Luqman Al-Hakim, before Dawud (‘alayhis salam) received prophethood. (Tafsir Qurtubi)

 

7.     Luqman Al-Hakim actually advised his own son with the same:

“O my son! Sit in the company of the ‘Ulama and stick your knees to theirs, for Allah revives the hearts with the wisdom (acquired from them) just as he revives barren land with the rain”

(Jami’u Bayanil ‘ilm; ma’alim Irshadiyyah, pg.164)

 

 

8.     Sayyiduna Musa’s (‘alayhis salam) sojourn to Nabi Khidhr (‘alayhis salam) is well-known and enshrined in the Holy Quran.

 

9.     Sayyiduna Yusha’ ibn Noon (‘alayhis salam) stayed in the company of Nabi Musa (‘alayhis salam) for a long while before receiving prophethood himself.

 

The Statements of the Salaf

10.  Furthermore, during the era of the Tabi’un, whenever anyone would claim to have any knowledge, he would be questioned as to whom he had acquired that bit of knowledge from. (Introduction to Sahih Muslim)

 

11. Khatib al-Baghdadi (rahimahumullah), the famous muhaddith of the fifth century, states in his book, Taqyidul-Ilm (pg.61), “Many scholars of the classical times had – at the time of death – either destroyed their books themselves or instructed others to do so on their behalf. This was due to fear that it may end up in the hands of ignorant ones who would not understand its verdicts and would only take the apparent meanings there from.”

He thereafter cited the names of classical scholars who had done so. From among them were: Imam Abidah al-Salmani, Imam Shu’bah ibn Hajjaj, Imam Abu Qilabah and Imam ‘Isa ibn Yunus (rahimahumullah)(Ibid pgs.61-62)

 

12.  When Imam Abu Hanifah (rahimahullah) was informed of a group of people that sit in a “halaqah” (circle) discussing Fiqh (Issues of jurisprudence) in the Masjid, he enquired: “Do they have a leader (Teacher)?” The reply was negative to which he responded: “These people will never acquire (true) fiqh ever” (Adab al-Ikhtilaf pg.164 and Ma’alim Irshadiyyah, pg.163, both of Shaykh Muhammad ‘Awwamah, Al-Faqih wal Mutafaqqih, vol.2 pg.83)

 

13. Imam Malik (rahimahullah) was once asked if knowledge could be acquired from one who did not sit in the company of the Ulama (and who sufficed with books only). He replied in the negative and said:

“Knowledge should not be acquired except from one who has memorized, accompanied the scholars, practiced upon his knowledge and has piety in him.”

(Adabul-Ikhtilaf pg.165 and Ma’alim Irshadiyyah, pg.163)

 

14. Ibn Rushd (rahimahullah) writes: “In the earlier times knowledge was found in the chests of men. Then it was transferred to books, but the keys still remain in the chests of men. Therefore a student definitely requires a tutor who will open up for him the discussions and ways of understanding” (Footnotes on Adabul ikhtilaf, pg.174 and Ma’alim Irshadiyyah, pg.174)

 

15. Katib Baghdadi (rahimahullah) writes: “It is necessary for a learner to have a teacher under whom he could study, and one whom he could refer to for answers to difficult matters. (Al-Faqih wal Mutafaqqih, vol.2 pg.83 An-Nasihah li Ahlil Hadith, pg.259)

 

16. Imam Shatbi (rahimhaullah) mentions: “Books alone will not benefit a student in any way, unless there are ‘Ulama who will open up (the discussions and explain it) to them. This is common fact.” (Adabul ikhtilaf, pg.178)

 

The System of the Salaf

One who studies the life of the Scholars of the past, will easily notice the lengthy periods they would spend on sojourn and in the company of their tutors. This is referred to as: “Mulazamah” or “Tulus Suhbah”.

This is clear in the lives of the Sahabah and Tabi’un and all those that followed. They acquired their knowledge from the bracket of believers before them. A Tabi’i could only attain the term “Tabi’i” after coming into physical contact with a Sahabi.

Merely sufficing on attending a few lessons (or a Maqra-ah, like has become common nowadays) isn’t considered as “Mulazamah”-perseverance. (see footnotes on Ma’alaim Irshadiyyah, pg.177)

 

17.  Imam Malik (rahimahullah) said:

“Some men would sometimes attend the lessons of his teacher for thirty years!”

(Adabul ikhtilaf, pg.171)

 

18.  Here are ten examples from an exhaustive list:

1)     Nu’aim Al-Mujmir (rahimahullah) spent twenty years in the company of Sayyiduna Abu Hurairah (radiyallahu’anhu) (Adabul ikhtilaf, pg.171)

2)     Thabit Al-Bunani (rahimahullah) spent forty years with Sayyiduna Anas (radiyallahu ’anhu) (Adabul ikhtilaf, pg.171)

3)     Nafi’ ibn ‘Abdillah said: “I spent forty years attending the lesson of Imam Malik (rahimahullah) (Adabul ikhtilaf, pg.172)

4)     Al-Qa’naby also spent twenty years with Imam Malik (rahimahumallah) (Tartibul Madarik)

5)     Imam ‘Abdur Rahman ibnul Qasim (rahimahullah) spent seventeen years by Imam Malik. (Tartibul Madarik; see: Safahat min sabril ‘Ulama, pg.116)

6)     Muhammad ibn Ja’far was with Shu’bah (rahimahumallah) for twenty years (Khulasatul Khazrajy, pg.330)

7)     Abu Safwan, ‘Abdullah ibn ‘Abdil Malik was with Ibn Juraij (rahimahumallah) for ten years (Sahih Muslim, Hadith: 3353)

8)     Muhammad ibn Bashar was with Yahya Al-Qattan (rahimahumallah) for twenty years.

9)     Salamah ibn Shabeeb spent forty years by Imam ‘Abdur Razzaq (rahimahumallah) (Al-Jami’u li akhlaqir rawi, vol.2 pg.265)

10)  Imam Muslim accompanied Imam Bukhari (rahimahumallah) for six years. (Siyar A’lamin Nubala)

 

19.   The Hanafi Jurist, Ibn Nujaim (rahimahullah) explains the reason for this: “… and so it may become known that knowledge cannot be attained without constant referral, repeated effort and tutorship.” (Adabul ikhtilaf, pg. 172)

20.  Imam Shatbi (rahimhaullah) mentions: “The proof for the success of this system lies in the fact that every upright scholar that became popular and acceptable to the masses in his era actually had a teacher who enjoyed the same in his time.” (Adabul ikhtilaf, pg.176)

 

Also see Imam Shafi’is (rahimahullah) advice at the end of this article.

 

21.  Their lengthy sojourns

Another point of discussion here is the lengthy periods the salaf would spend on sojourn. Merely sufficing on the books doesn’t force a person to travel abroad and remain there for the periods of time that the salaf spent.

1)     Imam Baqy ibn Makhlad (rahimahullah) had embarked on two sepearte journeys in search of knowledge; the first one lasted fourteen years, and the second: twenty years! (Safahat min sabril ‘Ulama, pg.60)

2)     Imam Ibn Mandah (rahimahullah) spent forty five years away from home! (Safahat min sabril ‘Ulama, pg.65)

3)     Imam Ya’qub ibn Sufyan Al-Fasawi (rahimahullah) said: “I remained on sojourn for thirty years”! (Safahat, pg.61)

 

22.  Scanning the earth

During these journeys, the scholars would leave no city, village or town which had teachers of knowledge un-visited.

 

a)     Ibnul Jawzi (rahimahullah) writes regarding Imam Ahmad (rahimahullah): “He travelled the entire (Islamic) world twice before compiling his Musnad” (Saidul khatir; Safahat min sabril ‘Ulama, pg.54)

b)     Ibnul Muqri (rahimahullah) said: “I travelled from the East to the West (of the Islamic Empire) four times, and I visited Baitul Maqdis alone ten times”!!! (Safahat min sabril ‘Ulama, pg.64)

c)      Several Muhaddithun have compiled booklets in which they narrated forty ahadith from forty different sahabah, which they heard from forty diverse Shuyukh that lived in forty different towns!

 

23.  Not just one Tutor!

The Salaf never appease themselves with just one or two tutors. Their teachers sometimes numbered in the thousands!

1)     Imam Bukhari (rahimahullah) said: “I have written hadith from 1080 teachers” (Hadyus Sari, pg.670)

2)     Imam Ibn Hibban (rahimahullah) said: “I have perhaps written ahadith fom more than 2000 teachers” (Tadhkiratul Huffaz, vol.3 pg.921)

3)     Ibn Mandah (rahimahullah) had 1700 Shuyukh” (Tadhkiratul Huffaz, vol.3 pg.1032)

4)     Imam ‘Abdullah ibnul Mubarak (rahimahullah) had acquired knowledge from 4000 teachers. (Tadhkiratul Huffaz, vol.1 pg.276)

5)     Imam Abu Hanifah (rahimahullah) is said to have had 4000 teachers from the Tabi’un only! (Ibn Hajar Al-Haitami in Al-Khairatul Hisan; see Atharul Hadith, pg.176)

6)     Hafiz ‘Iraqi (rahimahullah) writes about Imam Qasim ibn Dawud Al-Baghdadi (rahimahullah): “He said: I wrote Hadith from 6000 shuyukh”!! (footnotes on Safahat, pg.64)

 

Disdain towards those who failed in this regard

24.  My most respected teacher, Shaykh Muhammad Awwamah (an unparalleled muhaddith of these times) mentions beautifully in his book, Adab al-Ikhtilaf: “They (the ‘Ulama) never paid attention to one who did not have any ustadh (teacher), neither would they consider such a person worthy of even being spoken to due to him being prone to mistakes.”

He further says: “Qadi Iyad (rahimahullah) and others have narrated that when Imam Ahmad ibn Hambal (rahimahullah)was requested by the ruler of his time (al-Mu’tasim) to discuss a certain matter with ibn Abi Du’ad, he (Imam Ahmad) turned his face away and said:

“How can I converse with a person whom I have never seen at the door of any ‘Alim ever!”

(Adabul ikhtilaf pg.144)

 

25.  When Abu Ja’far Ad-Daudi objected to a view of the upright Scholars of his time, they retorted: Keep quite! You have no teacher!”

(Adabul ikhtilaf, pg.164)

 

26.  Shaykh ‘Awwamah (may Allah protect him) also states: “All of us have a lineage. A student also needs a family tree for his knowledge, which consists of his teachers. One who has no teacher, is actually illegitimate in his knowledge; like a person whose identity and lineage is unknown. He holds no weight.” (Golden guidelines -English-, pg.8,  Ma’alim Irshadiyyah, pg.160 and Adabul ikhtilaf, pg.164)

 

The Harms of Failure

27.   Imams Muhammad ibn Sireen, Hakam ibn Atiyya and Waki’ ibn al-Jarrah (rahimahumullah) have all said that the primary cause for the misguidance of the Banu Isra’il was the books that they inherited from their forefathers. (Taqyidul-Ilm pg.61 and its footnotes)

 

28.  In fact, since the compilation of knowledge is also an indirect cause of the people slackening in attending the lessons of the ‘Ulama, Imam Awza’i (rahimahumullah) said:

“Knowledge was sublime for as long as it was obtained from the mouths of the learned men. But when it ended up in books, its nur (divine light) disappeared.”

(Taqyidul-Ilm, pg.64)

In one version he says:

“…when it ended up in books, those who were non eligible crept in!”

(Sunan Darimi, Hadith: 467)

NoteThe purpose of the previous two quotations is to prove that mere studying of books is incorrect and void of divine assistance. The ideal would be to study those very same books under the auspices of a learned teacher. Undermining the books of Shari’ah is not the intent.

 

29.   Shaykh Muhammad ‘Awwamah provides another angle to this discussion by saying: “How could we expect respect from one who hasn’t acquired knowledge from the ‘Ulama, and hasn’t remained in their company for a lengthy period whereby he could have inculcated their habits? How could such a person recognize the value of the ‘Ulama? Hence when he criticizes them verbally or with his pen, it brings no surprise! It is guaranteed, that he who attends the gatherings of the ‘Ulama will indeed begin to respect them” (Adabul Ikhtilaf, pg.172 and Ma’alim Irshadiyyah, pg.172)

 

30.  ‘Allamah Ibn Hajar Haitami (rahimahullah) writes: “Whoever attained knowledge from the books only, became a deviate that misled others too.” (Fatawa hadithiyyah; see Adabul ikhtilaf, pg.165)

 

31.  Al-Shatbi (rahimahullah) writes: “Most of the deviated sects and individuals who opposed the sunnah were culprits of failing in this regard.” (i.e, they never had tutorship) (Adabul ikhtilaf, pg.176)

 

Conclusion

32.  It’s a sad trend nowadays that people attend a few lessons of a particular Islamic subject and then try to figure out the rest by themselves. It gets worse, when some merely engage in “self study” by relying upon books, computer programs or on searching the internet for information with which they fill up their “fatwas” or “articles” without any guidance or supervision of a qualified specialist in that field.

 

33.  I end this discussion with the translation of a famous poem which is attributed to Imam Shafi’i (rahimahullah) and is quite famous on the tongues of the ‘Ulama. He says:

Oh my brother!
You will never acquire knowledge
Without the following six essentials;
Intelligence, desire, poverty,
Sojourn, tutorship of a shaykh (teacher)

Accompanied by a long consistent period (of studying under him)

(Adabul ikhtilaf, pg.162, also see footnote on Ma’alim irshadiyyah, pg.174)

 

Note:

Whatever has been written above was done out of concern for the misinformed sincere seeker of knowledge.

The 33 quotations cited in this discussion are enough to convince such individuals against falling prey to this evil trend.

 

Final caution:

According to my seniors, online courses are not sufficient substitutes. This may be resorted to in extreme cases and for the purpose of learning the basics of Din only. It is not a justified means for higher Islamic study. This, as well the recent dangerous trend of “Maqra-ahs” (swift recitals of Hadith Books with no adequate commentary) needs a detailed discussion which I hope to engage in soon insha Allah.

 

And Allah Ta’ala Knows Best

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This article is also available as an e-book. Click here

Four deeds for increasing the memory

The following was written by  Al-‘Allamatul Muhaddith, Shaykh Muhammad ‘Awwamah (hafizahullah) for the benefit of students of knowledge and all others who need it.

Shaykh writes:

The four deeds below are effective in increasing one’s memory and protection from forgetfulness:

1. Pray two rak’ats of nafl salah; in the first rak’ah after Surah Fatihah, recite

فَفَهَّمْنَاهَا سُلَيْمَانَ ۚ وَكُلًّا آتَيْنَا حُكْمًا وَعِلْمًا ۚ وَسَخَّرْنَا مَعَ دَاوُودَ الْجِبَالَ يُسَبِّحْنَ وَالطَّيْرَ ۚ وَكُنَّا فَاعِلِينَ

Fafahhamnaha Sulayman, wa kullan aatayna hukmaw wa ‘ilma, wa sakh-kharna ma’a Dawudal jibala yusabbihna wat tayr, wa kunna fa’ilin.

Translation:

‘We explained the decision [as mentioned in the previous ayahs] to Sulayman (‘alayhis salam) and granted wisdom and knowledge to both of them. We placed the mountains and birds at Dawud’s (‘alayhis salam) service and they all engaged in Allah’s glorification [with him]. We are the ones Who can do [Who can make such things possible].’

– In the second rak’ah after Surah Fatihah, Recite Surah Kawthar. After the Salam, recite the following du’a:

اللّٰهُمَّ افْتَحْ عَلَيْنا حِكْمَتَكَ وَ انْشُرْ عَلَيْنا رَحْمَتَكَ وَ أَنْزِلْ عَلَيْنا بَرَكاتِكَ وَ لا تُنْسِنا ذِكْرَكَ وَ صَلِّ وَ سَلِّمْ عَلىٰ خَيْرِ خَلْقِكَ مُحَمَّدٍ وَّ آلِهِ وَ أَصْحابِهِ أَجْمَعِينَ

Allahummaf tah ‘alayna hikmataka wan shur ‘alayna rahmataka wa anzil ‘alayna barakatika wala tunsina dhikraka wa salli wa sallim ‘ala khayri khalqika Muhammad wa alihi wa as-habihi ajma’in.

Translation:

O Allah, open Your wisdom for us, spread Your mercy upon us, do not let us forget Your remembrance, and send blessings and salutations upon Your greatest creation Muhammad (sallallahu ‘alayhi wasallam), his family, and all his companions.

2. After reading any book, recite the following du’a:

سُبْحانَ اللّٰهِ وَ الْحَمْدُ لِلّٰهِ وَ لا إِلٰهَ إِلّا اللّٰهُ وَ اللّٰهُ أَكْبَرُ وَ لا حَوْلَ وَ لا قُوَّةَ إِلّا بِاللّٰهِ الْعَلِيِّ الْعَظِيمِ عَدَدَ كُلِّ حَرْفٍ كُتِبَ وَ عَدَدَ كُلِّ حَرْفٍ يُّكْتَبُ إِلىٰ يَوْمِ الدِّينِ

Subhanallahi wal hamdulillahi wa la ilaha illallahu wallahu akbaru wa la hawla wa la quwwata illa billahil ‘aliyyil ‘adhim ‘adada kulli harfin kutiba wa ‘adada kulli harfin yuktabu ila yawmid Din.

Translation:

All Glory and praise belongs to Allah! There is none worthy of worship besides Allah! Allah is the greatest! There is no might and power except with Allah the Most High (May Allah Ta’ala be praised with this) to the number of letters that have been written and that will be written till the Day of Qiyamah!

3. Before the lesson recite:

اللّٰهُمَّ افْتَحْ عَلَيْنا حِكْمَتَكَ وَانْشُرْ عَلَيْنا رَحْمَتَكَ يا ذا الْجَلالِ وَالْإكْرامِ

Allahummaf tah ‘alayna hikmataka wan shur ‘alayna rahmataka ya dhal jalali wal ikram.

Translation:

O Allah! O Possessor of Grandeur and Honour! Open up Your wisdom to us and spread Your mercy upon us!

4. Recite the following form of salat/durud on Nabi (sallallahu’alayhi wasallam) frequently between Maghrib and ‘Isha Salahs:

اللّٰهُمّ صَلّ وَ سَلِّمْ وَ بارِكْ عَلىٰ سَيِّدِنا مُحَمَّدٍ وَّآلِهِ كَما لا نِهايَةَ لِكَمالِكَ وَ عَدَدَ كَمالِهِ

Allahumma salli wa sallim wa barik ‘ala sayyidina Muhammadiw wa alihi kama la nihayata likamalika wa ‘adada kamalihi.

Translation:

O Allah send blessing and salutations upon our Master Muhammad (sallallahu ‘alayhi wasallam) and his family to the amount of Your limitless perfection and the number of his perfection.
– End of article.

Note: These deeds are proven through experience [and not necessarily from Hadith] to be effective in increasing one’s memory.

May Allah Ta’ala make it beneficial for all.

WHAT IS NOT TAUGHT IN SCHOOL

What is Taught: The first mention of man in flight was by Roger Bacon, who drew a flying apparatus. Leonardo da Vinci also conceived of airborne transport and drew several prototypes.

What Should be Taught: Ibn Firnas of Islamic Spain invented, constructed and tested a flying machine in the 800’s A.D. Roger Bacon learned of flying machines from Arabic references to Ibn Firnas’ machine. The latter’s invention antedates Bacon by 500 years and Da Vinci by some 700 years.

What is Taught: Glass mirrors were first produced in 1291 in Venice .

What Should be Taught: Glass mirrors were in use in Islamic Spain as early as the 11th century. The Venetians learned of the art of fine glass production from Syrian artisans during the 9th and 10th centuries.

What is Taught: Until the 14th century, the only type of clock available was the water clock. In 1335, a large mechanical clock was erected in Milan , Italy . This was possibly the first weight-driven clock.

What Should be Taught: A variety of mechanical clocks were produced by Spanish Muslim engineers, both large and small, and this knowledge was transmitted to Europe through Latin translations of Islamic books on mechanics. These clocks were weight-driven. Designs and illustrations of epi-cyclic and segmental gears were provided. One such clock included a mercury escapement. The latter type was directly copied by Europeans during the 15th century. In addition, during the 9thcentury, Ibn Firnas of Islamic Spain, according to Will Durant, invented a watch-like device which kept accurate time. The Muslims also constructed a variety of highly accurate astronomical clocks for use in their observatories.

What is Taught: In the 17th century, the pendulum was developed by Galileo during his teenage years. He noticed a chandelier swaying as it was being blown by the wind. As a result, he went home and invented the pendulum.

What Should be Taught: The pendulum was discovered by Ibn Yunus al-Masriduring the 10th century, who was the first to study and document its oscillatory motion. Its value for use in clocks was introduced by Muslim physicists during the 15th century.

What is Taught: Movable type and the printing press was invented in the West by Johannes Gutenberg of Germany during the 15th century.

What Should be Taught: In 1454, Gutenberg developed the most sophisticated printing press of the Middle Ages. However, movable brass type was in use in Islamic Spain 100 years prior, and that is where the West’s first printing devices were made.

What is Taught: Isaac Newton’s 17th century study of lenses, light and prisms forms the foundation of the modern science of optics.

What Should be Taught: In the 11th century al-Haytham determined virtually everything that Newton advanced regarding optics centuries prior and is regarded by numerous authorities as the “founder of optics. ” There is little doubt that Newton was influenced by him. Al-Haytham was the most quoted physicist of the Middle Ages. His works were utilized and quoted by a greater number of European scholars during the 16th and 17th centuries than those of Newton and Galileo combined.

What is Taught: Isaac Newton, during the 17th century, discovered that white light consists of various rays of colored light.

What Should be Taught: This discovery was made in its entirety by al-Haytham (11th century) and Kamal ad-Din (14thcentury). Newton did make original discoveries, but this was not one of them.

What is Taught: The concept of the finite nature of matter was first introduced by Antione Lavoisier during the 18th century. He discovered that, although matter may change its form or shape, its mass always remains the same. Thus, for instance, if water is heated to steam, if salt is dissolved in water or if a piece of wood is burned to ashes, the total mass remains unchanged.

What Should be Taught: The principles of this discovery were elaborated centuries before by Islamic Persia’s great scholar, al-Biruni (d. 1050). Lavoisier was a disciple of the Muslim chemists and physicists and referred to their books frequently.

What is Taught: The Greeks were the developers of trigonometry .

What Should be Taught: Trigonometry remained largely a theoretical science among the Greeks. It was developed to a level of modern perfection by Muslim scholars, although the weight of the credit must be given to al-Battani. The words describing the basic functions of this science, sine, cosine and tangent, are all derived from Arabic terms. Thus, original contributions by the Greeks in trigonometry were minimal.

What is Taught: The use of decimal fractions in mathematics was first developed by a Dutchman, Simon Stevin, in 1589. He helped advance the mathematical sciences by replacing the cumbersome fractions, for instance, 1/2, with decimal fractions, for example, 0.5.

What Should be Taught: Muslim mathematicians were the first to utilize decimals instead of fractions on a large scale. Al-Kashi‘s book, Key to Arithmetic, was written at the beginning of the 15th century and was the stimulus for the systematic application of decimals to whole numbers and fractions thereof. It is highly probably that Stevin imported the idea to Europe from al-Kashi’s work.

What is Taught: The first man to utilize algebraic symbols was the French mathematician, Francois Vieta. In 1591, he wrote an algebra book describing equations with letters such as the now familiar x and y’s. Asimov says that this discovery had an impact similar to the progression from Roman numerals to Arabic numbers.

What Should be Taught: Muslim mathematicians, the inventors of algebra, introduced the concept of using letters for unknown variables in equations as early as the 9th century A.D. Through this system, they solved a variety of complex equations, including quadratic and cubic equations. They used symbols to develop and perfect the binomial theorem.

What is Taught: The difficult cubic equations (x to the third power) remained unsolved until the 16th century when Niccolo Tartaglia, an Italian mathematician, solved them.

What Should be Taught: Cubic equations as well as numerous equations of even higher degrees were solved with ease by Muslim mathematicians as early as the 10th century.

What is Taught: The concept that numbers could be less than zero, that is negative numbers, was unknown until 1545 when Geronimo Cardano introduced the idea.

What Should he Taught: Muslim mathematicians introduced negative numbers for use in a variety of arithmetic functions at least 400 years prior to Cardano.

What is Taught: In 1614, John Napier invented logarithms and logarithmic tables.

What Should be Taught: Muslim mathematicians invented logarithms and produced logarithmic tables several centuries prior. Such tables were common in the Islamic world as early as the 13th century.

What is Taught: During the 17th century Rene Descartes made the discovery that algebra could be used to solve geometrical problems. By this, he greatly advanced the science of geometry.

What Should be Taught:Mathematicians of the Islamic Empire accomplished precisely this as early as the 9th century A.D. Thabit bin Qurrah was the first to do so, and he was followed by Abu’l Wafa, whose 10th century book utilized algebra to advance geometry into an exact and simplified science.

What is Taught: Isaac Newton, during the 17th century, developed the binomial theorem, which is a crucial component for the study of algebra.

What Should be Taught: Hundreds of Muslim mathematicians utilized and perfected the binomial theorem. They initiated its use for the systematic solution of algebraic problems during the 10th century (or prior).

What is Taught: No improvement had been made in the astronomy of the ancients during the Middle Ages regarding the motion of planets until the 13th century. Then Alphonso the Wise of Castile (Middle Spain) invented the Aphonsine Tables, which were more accurate than Ptolemy’s.

What Should be Taught: Muslim astronomers made numerous improvements upon Ptolemy’s findings as early as the 9th century. They were the first astronomers to dispute his archaic ideas. In their critic of the Greeks, they synthesized proof that the sun is the center of the solar system and that the orbits of the earth and other planets might be elliptical. They produced hundreds of highly accurate astronomical tables and star charts. Many of their calculations are so precise that they are regarded as contemporary. The Alphonsine Tables are little more than copies of works on astronomy transmitted to Europe via Islamic Spain, i.e. the Toledo Tables.

What is Taught: The English scholar Roger Bacon (d. 1292) first mentioned glass lenses for improving vision. At nearly the same time, eyeglasses could be found in use both in China and Europe .

What Should be Taught: Ibn Firnas of Islamic Spain invented eyeglasses during the 9th century, and they were manufactured and sold throughout Spain for over two centuries. Any mention of eyeglasses by Roger Bacon was simply a regurgitation of the work of al-Haytham (d. 1039), whose research Bacon frequently referred to.

What is Taught: Gunpowder was developed in the Western world as a result of Roger Bacon’s work in 1242. The first usage of gunpowder in weapons was when the Chinese fired it from bamboo shoots in attempt to frighten Mongol conquerors. They produced it by adding sulfur and charcoal to saltpeter.

What Should be Taught: The Chinese developed saltpeter for use in fireworks and knew of no tactical military use for gunpowder, nor did they invent its formula. Research by Reinuad and Fave have clearly shown that gunpowder was formulated initially by Muslim chemists. Further, these historians claim that the Muslims developed the first fire-arms. Notably, Muslim armies used grenades and other weapons in their defence of Algericus against the Franks during the 14th century. Jean Mathes indicates that the Muslim rulers had stock-piles of grenades, rifles, crude cannons, incendiary devices, sulfur bombs and pistols decades before such devices were used in Europe . The first mention of a cannon was in an Arabic text around 1300 A.D. Roger Bacon learned of the formula for gunpowder from Latin translations of Arabic books. He brought forth nothing original in this regard.

What is Taught: The compass was invented by the Chinese who may have been the first to use it for navigational purposes sometime between 1000 and 1100 A.D. The earliest reference to its use in navigation was by the Englishman, Alexander Neckam (1157-1217).

What Should be Taught: Muslim geographers and navigators learned of the magnetic needle, possibly from the Chinese, and were the first to use magnetic needles in navigation. They invented the compass and passed the knowledge of its use in navigation to the West. European navigators relied on Muslim pilots and their instruments when exploring unknown territories. Gustav Le Bon claims that the magnetic needle and compass were entirely invented by the Muslims and that the Chinese had little to do with it. Neckam, as well as the Chinese, probably learned of it from Muslim traders. It is noteworthy that the Chinese improved their navigational expertise after they began interacting with the Muslims during the 8th century.

What is Taught: The first man to classify the races was the German Johann F. Blumenbach, who divided mankind into white, yellow, brown, black and red peoples.

What Should be Taught: Muslim scholars of the 9th through 14th centuries invented the science of ethnography. A number of Muslim geographers classified the races, writing detailed explanations of their unique cultural habits and physical appearances. They wrote thousands of pages on this subject. Blumenbach’s works were insignificant in comparison.

What is Taught: The science of geography was revived during the 15th, 16th and 17th centuries when the ancient works of Ptolemy were discovered. The Crusades and the Portuguese/Spanish expeditions also contributed to this reawakening. The first scientifically- based treatise on geography were produced during this period by Europe ‘s scholars.

What Should be Taught: Muslim geographers produced untold volumes of books on the geography of Africa, Asia, India , China and the Indies during the 8th through 15th centuries. These writings included the world’s first geographical encyclopedias, almanacs and road maps. Ibn Battutah’s 14 thcentury masterpieces provide a detailed view of the geography of the ancient world. The Muslim geographers of the 10th through 15th centuries far exceeded the output by Europeans regarding the geography of these regions well into the 18th century. The Crusades led to the destruction of educational institutions, their scholars and books. They brought nothing substantive regarding geography to the Western world.

What is Taught: Robert Boyle, in the 17th century, originated the science of chemistry.

What Should be Taught: A variety of Muslim chemists, including ar-Razi, al-Jabr, al-Biruni and al-Kindi, performed scientific experiments in chemistry some 700 years prior to Boyle. Durant writes that the Muslims introduced the experimental method to this science. Humboldt regards the Muslims as the founders of chemistry.

What is Taught: Leonardo da Vinci (16th century) fathered the science of geologywhen he noted that fossils found on mountains indicated a watery origin of the earth.

What Should be Taught: Al-Biruni (1lth century) made precisely this observation and added much to it, including a huge book on geology, hundreds of years before Da Vinci was born. Ibn Sina noted this as well (see pages 100-101). it is probable that Da Vinci first learned of this concept from Latin translations of Islamic books. He added nothing original to their findings.

What is Taught: The first mention of the geological formation of valleys was in 1756, when Nicolas Desmarest proposed that they were formed over a long periods of time by streams.

What Should be Taught: Ibn Sina and al-Biruni made precisely this discovery during the 11th century (see pages 102 and 103), fully 700 years prior to Desmarest.

What is Taught: Galileo (17th century) was the world’s first great experimenter.

What Should be Taught: Al-Biruni (d. 1050) was the world’s first great experimenter. He wrote over 200 books, many of which discuss his precise experiments. His literary output in the sciences amounts to some 13,000 pages, far exceeding that written by Galileo or, for that matter, Galileo and Newton combined.

What is Taught: The Italian Giovanni Morgagni is regarded as the father of pathology because he was the first to correctly describe the nature of disease.

What Should be Taught: Islam’s surgeons were the first pathologists. They fully realized the nature of disease and described a variety of diseases to modern detail. Ibn Zuhr correctly described the nature of pleurisy, tuberculosis and pericarditis. Az-Zahrawi accurately documented the pathology of hydrocephalus (water on the brain) and other congenital diseases. Ibn al-Quff and Ibn an-Nafs gave perfect descriptions of the diseases of circulation. Other Muslim surgeons gave the first accurate descriptions of certain malignancies, including cancer of the stomach, bowel and esophagus. These surgeons were the originators of pathology, not Giovanni Morgagni.

What is Taught: Paul Ehrlich (19th century) is the originator of drug chemotherapy, that is the use of specific drugs to kill microbes.

What Should be Taught: Muslim physicians used a variety of specific substances to destroy microbes. They applied sulfur topically specifically to kill the scabies mite. Ar-Razi (10th century) used mercurial compounds as topical antiseptics.

What is Taught: Purified alcohol, made through distillation, was first produced by Arnau de Villanova, a Spanish alchemist, in 1300 A.D.

What Should be Taught: Numerous Muslim chemists produced medicinal-grade alcohol through distillation as early as the 10th century and manufactured on a large scale the first distillation devices for use in chemistry. They used alcohol as a solvent and antiseptic.

What is Taught: The first surgery performed under inhalation anesthesiawas conducted by C.W. Long, an American, in 1845.

What Should be Taught: Six hundred years prior to Long, Islamic Spain’s Az-Zahrawi and Ibn Zuhr, among other Muslim surgeons, performed hundreds of surgeries under inhalation anesthesia with the use of narcotic-soaked sponges which were placed over the face.

What is Taught: During the 16th century Paracelsus invented the use of opium extracts for anesthesia.

What Should be Taught: Muslim physicians introduced the anesthetic value of opium derivatives during the Middle Ages. Opium was originally used as an anesthetic agent by the Greeks. Paracelus was a student of Ibn Sina’s works from which it is almost assured that he derived this idea.

What is Taught: Modern anesthesia was invented in the 19th century by Humphrey Davy and Horace Wells.

What Should be Taught: Modern anesthesia was discovered, mastered and perfected by Muslim anesthetists 900 years before the advent of Davy and Wells. They utilized oral as well as inhalant anesthetics.

What is Taught: The concept of quarantine was first developed in 1403. In Venice , a law was passed preventing strangers from entering the city until a certain waiting period had passed. If, by then, no sign of illness could be found, they were allowed in.

What Should be Taught: The concept of quarantine was first introduced in the 7th century A.D. by the prophet Muhammad, who wisely warned against entering or leaving a region suffering from plague. As early as the 10th century, Muslim physicians innovated the use of isolation wards for individuals suffering with communicable diseases.

What is Taught: The scientific use of antiseptics in surgery was discovered by the British surgeon Joseph Lister in 1865.

What Should be Taught: As early as the 10th century, Muslim physicians and surgeons were applying purified alcohol to wounds as an antiseptic agent. Surgeons in Islamic Spain utilized special methods for maintaining antisepsis prior to and during surgery. They also originated specific protocols for maintaining hygiene during the post-operative period. Their success rate was so high that dignitaries throughout Europe came to Cordova , Spain , to be treated at what was comparably the “Mayo Clinic” of the Middle Ages.

What is Taught: In 1545, the scientific use of surgery was advanced by the French surgeon Ambroise Pare. Prior to him, surgeons attempted to stop bleeding through the gruesome procedure of searing the wound with boiling oil. Pare stopped the use of boiling oils and began ligating arteries. He is considered the “father of rational surgery.” Pare was also one of the first Europeans to condemn such grotesque “surgical” procedures as trepanning (see reference #6, pg. 110).

What Should be Taught: Islamic Spain ‘s illustrious surgeon, az-Zahrawi (d. 1013), began ligating arteries with fine sutures over 500 years prior to Pare. He perfected the use of Catgut, that is suture made from animal intestines. Additionally, he instituted the use of cotton plus wax to plug bleeding wounds. The full details of his works were made available to Europeans through Latin translations.

Despite this, barbers and herdsmen continued be the primary individuals practicing the “art” of surgery for nearly six centuries after az-Zahrawi’s death. Pare himself was a barber, albeit more skilled and conscientious than the average ones.

Included in az-Zahrawi’s legacy are dozens of books. His most famous work is a 30 volume treatise on medicine and surgery. His books contain sections on preventive medicine, nutrition, cosmetics, drug therapy, surgical technique, anesthesia, pre and post-operative care as well as drawings of some 200 surgical devices, many of which he invented. The refined and scholarly az-Zahrawi must be regarded as the father and founder of rational surgery, not the uneducated Pare.

What is Taught: William Harvey, during the early 17th century, discovered that blood circulates. He was the first to correctly describe the function of the heart, arteries and veins. Rome ‘s Galen had presented erroneous ideas regarding the circulatory system, and Harvey was the first to determine that blood is pumped throughout the body via the action of the heart and the venous valves. Therefore, he is regarded as the founder of human physiology.

What Should be Taught: In the 10th century, Islam’s ar-Razi wrote an in-depth treatise on the venous system, accurately describing the function of the veins and their valves. Ibn an-Nafs and Ibn al-Quff (13th century) provided full documentation that the blood circulates and correctly described the physiology of the heart and the function of its valves 300 years before Harvey . William Harvey was a graduate of Italy ‘s famous Padua University at a time when the majority of its curriculum was based upon Ibn Sina’s and ar-Razi’s textbooks.

What is Taught: The first pharmacopeia(book of medicines) was published by a German scholar in 1542. According to World Book Encyclopedia, the science of pharmacology was begun in the 1900’s as an off-shoot of chemistry due to the analysis of crude plant materials. Chemists, after isolating the active ingredients from plants, realized their medicinal value.

What Should be Taught: According to the eminent scholar of Arab history, Phillip Hitti, the Muslims, not the Greeks or Europeans, wrote the first “modern” pharmacopeia. The science of pharmacology was originated by Muslim physicians during the 9th century. They developed it into a highly refined and exact science. Muslim chemists, pharmacists and physicians produced thousands of drugs and/or crude herbal extracts one thousand years prior to the supposed birth of pharmacology. During the 14th century Ibn Baytar wrote a monumental pharmacopeia listing some 1400 different drugs. Hundreds of other pharmacopeias were published during the Islamic Era. It is likely that the German work is an offshoot of that by Ibn Baytar, which was widely circulated in Europe .

What is Taught: The discovery of the scientific use of drugs in the treatment of specific diseases was made by Paracelsus, the Swiss-born physician, during the 16th century. He is also credited with being the first to use practical experience as a determining factor in the treatment of patients rather than relying exclusively on the works of the ancients.

What Should be Taught: Ar-Razi, Ibn Sina, al-Kindi, Ibn Rushd , az -Zahrawi, Ibn Zuhr, Ibn Baytar, Ibn al-Jazzar, Ibn Juljul, Ibn al-Quff, Ibn an-Nafs, al-Biruni, Ibn Sahl and hundreds of other Muslim physicians mastered the science of drug therapy for the treatment of specific symptoms and diseases. In fact, this concept was entirely their invention. The word “drug” is derived from Arabic. Their use of practical experience and careful observation was extensive.

Muslim physicians were the first to criticize ancient medical theories and practices. Ar-Razi devoted an entire book as a critique of Galen’s anatomy. The works of Paracelsus are insignificant compared to the vast volumes of medical writings and original findings accomplished by the medical giants of Islam.

What is Taught: The first sound approach to the treatment of disease was made by a German, Johann Weger, in the 1500’s.

What Should be Taught: Harvard’s George Sarton says that modern medicine is entirely an Islamic development and that Setting the Record Straight the Muslim physicians of the 9th through 12th centuries were precise, scientific, rational and sound in their approach. Johann Weger was among thousands of Europeans physicians during the 15th through 17th centuries who were taught the medicine of ar-Razi and Ibn Sina. He contributed nothing original.

What is Taught: Medical treatment for the insane was modernized by Philippe Pinel when in 1793 he operated France ‘s first insane asylum .

What Should be Taught: As early as the 1lth century, Islamic hospitals maintained special wards for the insane. They treated them kindly and presumed their disease was real at a time when the insane were routinely burned alive in Europe as witches and sorcerers. A curative approach was taken for mental illness and, for the first time in history, the mentally ill were treated with supportive care, drugs and psychotherapy. Every major Islamic city maintained an insane asylum where patients were treated at no charge. In fact, the Islamic system for the treatment of the insane excels in comparison to the current model, as it was more humane and was highly effective as well.

What is Taught: Kerosine was first produced by the an Englishman, Abraham Gesner, in 1853. He distilled it from asphalt.

What Should be Taught: Muslim chemists produced kerosine as a distillate from petroleum products over 1,000 years prior to Gesner (see Encyclopaedia Britannica)

MUNAAFIQ COUNCIL OF BRITAIN

THE KUFR OF THE MUNAAFIQ COUNCIL OF BRITAIN

The very same kufr villainy regarding the Musaajid and the Fardh Salaat with which the Muslim community in South Africa is plagued, is afflicting the Muslim community in the U.K. A Brother lamenting the evil of the U.K. molvis, writes:

MCB (Munaafiq Council of Britain) & Bootlicking

The MCB (Munaafiq Council of Britain), a supposed national umbrella body for Muslim organisations in Britain have outlined six ‘preposterous’ steps, which UK Masajid ‘will have’ to take for a phased reopening as lockdown restrictions are eased.

This is after MCB were at the forefront, together with a group of Senior Scholars, in recommending closure of Masajid in UK well before any Government Law’s to close Places of Worship.

Even now, whilst group’s of Christian Priest have threatened to legally challenge Health Secretary regarding closure of their Churches, so-called Muslims grovel supinely and like willing Uncle Tom’s take ‘bootlicking’ quite literally to a new low – even by the hypocritical standards of UK Masajid Committee’s, Trustees, Medics and Maulvis – the majority of whom are either paid mercenaries or dumb silent lackeys.

Nevertheless, as UK Muslims are so utterly morally corrupt, spiritually bankrupt, lax and drowned in Hubb-e-dunya and Hubb-e-Jaah, such errant nonsense will now deservedly be imposed upon us because of our deeds and apathy towards our Masajid – which had undoubtedly cursed and beseeched Allah Ta’ala to cast us away from His Mercy and House – even during the blessed month of Ramadhaan.

  1. Step one of the guidance states Mosques will have to allocate a Covid Safety Officer who will engage with community members, scholars Imams, volunteers and staff.

If past few months are anything to go by, this will be the jerk and jack-in-the-box who will, sensing his moment of glory and opportunity, act as a stooge quoting fictitious rules, laws and appeasing statistics to bully and harass other Musallees into submission and compromise. None of the other committee members, trustees, musallees, maulvis or Imam’s will have spiritual stamina or mettle to stand up to him and tell him to ‘go fly a kite.’

He will milk the occasion as much as he can – until the day arrives for him to disappear into the gutter of oblivion without name or trace.

  1. Step two involves a risk assessment on the building, looking at exits and entrances to make sure they are well prepared to cope with any emergencies and have access for the disabled.

Another laughable dose of gobbledygook. All Masajid as civic, public bodies have a duty of care towards their visitors. It should take any competent person a few minutes regularly to prepare such health and safety documents – there is no need to wait for a ‘plandemic’ to draft something for the dreaded ‘doomsday’ scenario. In reality, how many Masajid have a policy and measures in place to protect themselves from a ‘New Zealand’ style Masjid Massacre? Almost all Jewish Synagogue have such a system and protocol in place – and no state body would dare challenge them.

  1. Step three involves Mosque estimating a ‘new capacity’ to ensure people can be kept two metres apart during prayer, locals have also been asked to bring their own prayer mats and Mosques will see a smaller congregations throughout the day.

Muslims may as well stay at home and pray in whatever Jamaat formation therein rather then turn up and stand like ‘scare-crows’ with their Salah faasid (rejected) for gross violation of the Hadeeth Command of “La Adwa.” What is even more ridiculous is how, barring a few exceptions, none of the Imam’s or Maulvis/Shaykh’s present will raise a murmur. Notable and supposedly famous senior Maulvi’s will convene and issue an edict to reinforce this ludicrous policy of standing metres apart. True to form, their followers will quote such ‘senior scholars’ as Sharee’ justification in diametric opposition to Hadeeth.

  1. Step four involves supplying PPE to be worn on the premises, as part of this shoe racks will no longer be used and members of the congregation will be provided with reusable bags to put their shoes in to keep close to them as they pray.

It is difficult to imagine a more ridiculous suggestion. It is so senile, downright stupid and silly that it does not merit any intelligent response. On a social-media group, one Munaafiq was even trying to justify this crass proposal by saying Musallees should pray inside the Masjid with their shoes on! This is the depth of our downfall.

  1. Step five involves training volunteers and staff who will be asked to be present at each prayer to make sure people are compliant with the social distancing measures, guiding people in and out Mosques and to disperse crowds outside of Mosques after prayers.

If the number of Musallees during last 3 months is anything to go by, there is no need for any training, especially at Fajr/Esha times, when the majority of Muslims will be sleeping or miss attendance. This is yet another excuse for hypocrites to harass the handful of sincere Musallees and discourage them from spending time in the Masjid.

  1. Step six involves keeping an open communication with the wider community, including the non-Muslim community in their areas to keep them informed on what is being done to safeguard them.

So Musallees who attend the Masjid are somehow to be viewed as possible ‘virus transmitters,’ whilst those who frequent shopping malls, casinos, bars, brothels, sporting events, beaches, theme parks and restaurants, etc., have no obligation whatsoever to update non-Muslim Communities on what is being done to safeguard them?

Sadly all our institutions, Muslim and non-Muslim, as well as the family unit, are husks of their former selves.

They all are a shadow of what they were 50 years ago. All our Masajid and Madrais were pathetically anxious to close themselves and now reluctant to re-open fully despite public tiredness and a willingness to do so. The spiritual stamina of the Muslim Community, as well as Imaan of many, has now been sapped. Allah Ta’ala protect us, but it does appear, matters will only degenerate further as these silly measures will not only be adopted, but promoted in some form or another, by leading Scholars, who for fear of losing their popularity, perceived influence and bakhsises, will readily conjure up something similar, dressed in Deeni rhetoric at one of their get togethers in the name of Ilm Deen.

The MCB are so pathetic, whenever any of their spokesmen or the new breed of celebrity maulvis appear on Media after for example a ‘so-called terror attack,’ they get ripped to shreds by News presenters. Yes, in front of Muslims, they are full of bravado and gusto, these paper tigers are only adept at issuing unnecessary, futile and dopey edicts.

Allah Ta’ala have Mercy upon us. (End of the Brother’s Lament)

We are most assuredly in close proximity to Qiyaamah. The predictions of Rasulullah (Sallallahu alayhi wasallam) pertaining to the Ulama-e-Soo have to incumbently materialize. We are today seeing this truth which testifies to the authenticity of Nubuwwat.

The entire world today is proliferated with evil scholars for dollars who are suffering from the twin diseases of hubb-e-jah and hubb-e-maal. This combination of diseases is called hubb-e-dunya which Rasulullah (Sallallahu alayhi wasallam) said transforms Muslims into rubbish, flotsam and scum.

The Musaajid are being gradually transformed into churches to fulfil another prediction of our Nabi (Sallallahu alayhi wasallam) who said that Qiyaamah will be only when ‘Muslims’ worship the cross inside the Musaajid.

The Darul Ulooms in all countries are mercenary institutions. The Knowledge of the Deen is being imparted for worldly objectives, and this too is a sign of Qiyaamah. Even our once great Darul Uloom Deoband is slithering into the very same abyss of kufr and ruin in which Jaamiah Azhar has long ago destroyed itself. This tide of kufrization of the Ummah cannot be stemmed. It will continue raging in preparation of the stage for Dajjaal when the molvis and sheikhs of that era will be Dajjaal’s standard-bearers. Today these molvis and sheikhs are already standard-bearers of kufr. May Allah Ta’ala be merciful and helpful to the true Mu’mineen.

13 Shawwaal 1441 – 6 June 2020

It’s our offspring at stake!!!

Upbringing our children in current times is truly challenging. If nothing is done soon, one cannot imagine how worse it could get. There’s nothing more sad than “losing” your child.

Tips by Khalifah ‘Umar ibn’Abdil ‘Aziz

I feel that Khalifah ‘Umar ibn ‘Abdil ‘Aziz’s (rahimahullah) advice below is very apt and pertinent.

:وكتب عمر بن عبد العزيز إلى مؤدب ولده

خذهم بالجفاء فهو أمنع لاقدامهم ، وترك الصبحة فان عادتها تكسب الغفلة، وقلة الضحك فان كثرته تميت القلب ، وليكن أول ما يعتقدون من أدبك بغض الملاهي التي بدؤها من الشيطان ، وعاقبتها سخط الرحمن ، فانه بلغني عن الثقات من حملة العلم أن حضور المعازف واستماع الأغاني واللهج بهما ينبت النفاق في القلب كما ينبت العشب بالماء . وليفتتح كل غلام منهم بجزء من القرآن يثبت في قراءته ، فاذا فرغ منه تناول نبله وقوسه وخرج إلى الغرض حافيا ، فرمى سبعة أرشاق ، ثم انصرف إلى القائلة ، فان ابن مسعود كان يقول : ” يا بني قيلوا ، فان الشياطين لا تقيل

( ذكره ابن أبي الدنيا في : ” ذم الملاهي” ص: 9 )

Khalifah ‘Umar ibn ‘Abdul ‘Aziz (rahimahullah) wrote the following instructions to his children’s mentor (teacher)

“ Be strict on them for this is more effective in restraining them. Stop them from sleeping after Fajr Salah, for this causes stupidity / negligence. They should laugh less for a lot of laughing kills the heart / soul. Let the first thing you inculcate in them be the hatred for Music, for I have heard from various People of Knowledge (‘Ulama) that Music develops hypocrisy in the heart just as water grows grass.

Each of them should commence the day with the recitation of the Holy Quran in the proper manner. When they complete that, they should take their bows and arrows and proceed barefooted to the range. Each of them should shoot 7 times. Thereafter they should take mid-day sleep (siesta). For Sayyiduna ‘Abdullah ibn Mas’ood (radiyallahu’anhu) use to say: Oh my children! Take siesta, for verily the devils do not do so.”

( Kitabuz Zhammil Malahi of Hafiz Ibn abi Dunya pg. 9)

These words of Khalifah ‘Umar ibn ‘Abdil ‘Azeez (rahimahullah) give us the following lessons on upbringing of children:

1. To commence the day with the recitation of the Quran

2. Not to sleep after Fajr (until after sunrise at least)

3. To abstain from music

4. To laugh less

5. Engagement in physical activity, like archery

6. The importance of siesta (qaylulah)

Each of the above are valuable lessons of life, which we as adults can implement and also inculcate in our children.

Quran Recital every morning

Many of us commence our day by reading the news, which is more depressing than informative or by catching up on our timeline, or sifting through emails etc.

The recitation of Quran, first thing in the morning will bring barakah (blessing) in our affairs throughout the day. Our children should see us reciting the Quran after Fajr. This will subconsciously lead them on to the same.

Music; they are never too young to abstain

We often justify out leniency towards out kids’ indulgence in haram or makruh (repulsive) deeds by saying: “They are too young”

The fact that ‘Umar ibn ‘Abdil ‘Aziz detested music even for his under aged children, demonstrates to us how we should view the training of our own.

Don’t allow the seeds of hypocrisy to grow even at that tender age. The computer games that they play should be free of foul language, evil habits and the music should be turned off. Never underestimate the effect that these supposed “games” could have on an innocent mind. It’s sad, how lightly we take the issue of Music that even as adults, we repeatedly need to be cautioned of our ringtones.

Who is there that can say he has never heard a musical ringtone go off while in Salah in the Masjid?!

Who would have believed it if we were told a decade ago, that a time will come when a Muslim will play music or at least allow it to be played while in sajdah, the closest posture we could get to Allah Ta’ala?!

Entertainment

Today we all look for how to be best entertained rather than spend our time usefully.

Laughter and jokes have become so common, that at times one will notice people joking even at a janazah!

The rare opportunity we get to ponder about death doesn’t pass with an unnecessary joke or fable being shared.

Even in religious lectures, the crowds are inflated if the speaker can entertain better…

As mentioned earlier, these were ‘Umar ibn ‘Abdil ‘Aziz’s (rahimahullah) guidelines for the upbringing of children. Alas many of us adults need this lesson too.

Natural physical activity

‘Khalifah ‘Umar ibn ‘Abdil ‘Aziz (rahimahullah) specifically ordered the mentor to take them outdoors for archery daily. The pagan Arabs also preferred to send their kids to the villages where they could spend their time outdoors, herding goats and learning basic life skills. In fact, until a few decades ago, we too would spend our days outdoors in various activities.

Today’s child may be engaging in very similar activities too, but instead of it being outdoors they do it on a screen! It’s no more physical, it’s actually electronic!

Physical activity has its own benefit in early childhood development that can never be replaced with any electronic device. Parents need to carefully think of ways to keep their children occupied in a manner that won’t just keep them from bothering their parents, but ways that will enhance the child’s mind, body and Iman as well.

May Allah guide us all, and may He inspire us with the correct tact in upbringing our innocent offspring. Amin.

It’s our offspring at stake!!!

Mould your Child

Question:There are parents who allow or insist on their children studying subjects, after school, that are not appropriate for Muslims, e.g. Ballet, Modern dancing, Drama, Band, Piano, Cheer-leading etc.There are parents who allow or insist on their children studying subjects, after school, (not required, but optional), that are not appropriate for Muslims. These include subjects like Ballet, Modern dancing, Drama, Band, Piano, Cheer-leading etc. Often they are paying a fortune for these lessons. I am concerned about what the children are learning from this, other than the subject itself. Many feel the children are little, it’s harmless fun & will learn the right things when they are older. What can we tell the parents? Should we tell the parents anything? Many feel we should worry about ourselves and our families first, set a good example for others to follow.

Answer:

Jazakallah for the very important query which you have sent to the institute. May Allah Ta’ala guide every one of us to remain on the straight path and to sincerely pay heed to the upbringing of our children. May Allah Ta’ala guide Muslim parents to strive to imbibe an Islamic culture into their children’s lives so that grow up with an Islamic personality which will make them proud to be the flag-bearers of Islam at all times. May Allah Ta’ala guide both the parents and their children to be equipped with the knowledge and the practice of Deen which will stand them in good stead and prepare them to hold their own against the onslaught against Muslims throughout the world. Ameen.

As parents we need to teach our children to LOVE Allah Ta’ala. This love can be developed from infancy if the home is filled with suitable role models. If the child’s socialization process centers around the teachings of Nabi (sallallaahu alayhi wassallam) and around Allah Ta’ala’s commandments, the child will learn to love Allah Ta’ala and be prepared to obey HIS commandments. Our children need to learn that Islam is not just a part of a Muslim’s life but a complete way of life. A true Muslim believes that his/her salvation is through the guidance from Allah Ta’ala. To attain this salvation, parents need to teach their children that faith and action have to be combined. Faith without (correct deed) action is of no value and action without faith is of no value to a Muslim either.

A child’s formative years are most important as the child is really an “open slate.” What the parents inscribe on that slate is what will be reflected in the child’s later years. It is stated in a Hadith of Nabi (sallalaahu alayhi wassallam), “What is learned in childhood is like something engraved on a stone.” Imam Ghazali (ra) states that the stone may break up but the engraving will not be obliterated. As Muslims, each one of us have been taught from infancy the kalimah professing ” that there is no GOD but Allah Ta’ala and that Muhammad (sallalaahu alayhi wassallam) is HIS messenger. Parents have to become aware of temptations in life which divert their attention and interest away from why Allah Ta’ala created us. The world has been created for our pleasure and use. We have been created for one reason only: To worship Allah Ta’ala.

We live in a “high pressure” environment and since Allah Ta’ala has endowed us with intelligence and choice, we have to strive to submit to the good Will of Allah Ta’ala and obey His laws.

Islam demands sound conviction and opposes blind imitation. We are enjoined by Islam to employ our faculties to the fullest extent when exercising our freedom of choice. Along with this freedom of choice Allah Ta’ala demands that we fulfill our responsibilities with regards to our children’s moral and spiritual upbringing.

Let us take a good look at the extra-curricular activities you have mentioned below.

Ballet, modern dancing, drama, band, piano and cheer-leading.

All these activities are a pure imitation of the kuffar lifestyles. None of these activities featured in the life of any Sahabaa (RA) and they definitely are not the precepts of Nabi(sallallaahu alayhi wassallam). These activities are of no value at all. They do not add value to the life of the Muslim. Nor will these activities benefit a Muslim in this world or the hereafter. Oh dear, I have probably raised the ire of some parents by saying these activities will not benefit a Muslim in this world.

Why do I raise this point about “benefit?” Firstly, what is the child going to do with the above activities and perhaps qualifications if he/she develops a talent for these activities? Go on to become a professional dancer, musician, actor and cheer leader? Is this child going to earn a living with these so called talents? Will Allah Ta’ala be pleased with these activities and give the parents and child more barakah in this world and a high status in Jannah?

More important, will these activities give the parents a higher rating up the (social) status ladder and thus open up the doors to more non-Islamic past-times? Like, “My child goes for bla bla classes or, my child has won these trophies in the said bla bla competitions.” So my point again is, how will these activities benefit the child? The parents and their children may enjoy fame and develop “pride” which accrues by participating in these activities. Or the child may develop some confidence, competency or dexterity in performing some of these activities.

I challenge every parent whose children are attending these extra curricular activities to examine their hearts and tell themselves that they are earning Allah Ta’ala’s pleasure. We Muslims have the Quran and the Hadith which clearly teach us about what is acceptable and expected of us as Muslims. If we have the wealth and the know-how to send our children to the above mentioned classes, we also have the know-how about what pleases and displeases Allah Ta’ala. If we have the desire turn our children into “something special”, we should also make a point of knowing what is going to make our children “MOST” special to our Creator.

Every Muslim child’s right over his/her parents is that he/she MUST be brought up with DEEN and Deeni(Islamic) knowledge. The child has to have role models around him/her so that he/she can internalize and practice upon the knowledge gained. Depriving one’s child of a Deeni upbringing and education will condemn the parents to Allah Ta’ala’s displeasure. Many parents send their children to Madrassa but that is where the Deeni knowledge and practice starts and ends. When the children get home, another set of rules and culture prevails. The ‘aalim/’alima teaches the child about what is loved and disliked, what is acceptable /not acceptable, what is allowed and what is forbidden by Allah Ta’ala. However, the child finds that at home what is disliked, unacceptable, and forbidden by Allah Ta’ala, prevails in his/her home. Conflicting messages are being given to the child. This creates not only confusion and dissonance in the child’s mind, but the child begins to mistrust his environment as some adults have to be lying and others telling them the truth, but who?

The children are encouraged to put in many hours of practice on learning the lines for their Drama classes. The children who go for these extracurricular activities often take time off or are frequently absent from Madrassa. This means that the parents place greater importance on non-Deeni activities and the child develops a mindset that Madrassa is just a by the way activity of little importance.

Instead of responding to the Adhaan, the child is busy rehearsing on the drum, flute, recorder or synthesizer or whatever musical instrument. A great amount of time, energy, and money is spent by the parents to make sure their child is well prepared for any of these activities. My question is, are they prepared to make an equal investment on the child’s Deeni education and upbringing?

May Allah Ta’ala protect every Muslim girl from becoming a cheer-leader, Ameen. I truly wonder just how many parents are aware of the culture that surrounds this awful fitnah. ( I find it difficult to even call it an activity or sport, because it is neither.) This is a purely American innovation and it is so sad that our parents are ignorant of it’s ramifications. The American girls, (and lets face it, we Muslims shamelessly love to ape our worst enemies) who become cheer leaders do so for many reasons but there is one special reason. They long to be taken to bed by any one of the guys who are in their favorite team whom they are cheering for. The fellows know this for a fact and they take full advantage of the girls. Some parents may say that they supervise their daughters and that this is not the case here in South Africa. Will they please examine their hearts and tell themselves, “What is different in the activities of a cheer-leader in terms of what the girls wear and DO on the field in South Africa and America.” Then let them ask, “What could be different when they go backstage?” The teachers and parents cannot monitor the children all the time, Shaitaan has already got the children in his grasp, all that is now needed is the destruction of the modesty and Imaan of these children.

Lets not fool ourselves. The parents who allow their children to participate in these activities also allow the viewing of television and movies in the same “democratic” manner. The children also read magazines and books which promote the same culture of innovation. Research in western countries has revealed that these leave a lasting impression on the minds of children. These alien western values and culture which are contrary to Allah Ta’ala’s commands take over the children’s lives and mold their minds. The children slowly but surely develop antipathy towards Islamic laws and practices because they begin to find these restrictive, old-fashioned, and unacceptable to their newfound culture. Negative peer pressure is an added insult to the Muslim child’s mind. Parents start crying tears of blood when these same children become defiant and go on to bring into the home more alien practices. The parents then find that they have no control over their children who are openly defiant and dismissive of their Islamic identity.

Parents may often say, “He/she is still small, there is no harm in letting them learn this or that. When they grow up they take life more seriously and do what is necessary.” If you have allowed your child to beat up, bully and steal from an early age, if you have not stopped the child, if you have aided and abetted the wrong behavior, is your child going to give it all up when he/she reaches a maturity? Allah Ta’ala does not misguide anybody. One who has gone astray will not find the right path until she/he makes the choice to find it once again. However, if the child has not been taught to value and desire the right path, will the child really want to find it, belong to it and treasure it?

Remember, what the child has learned, especially when paid for and encouraged by the parents, is engraved in stone.

As parents we need to examine our own upbringing and lifestyle. If our rights were not fulfilled in that we did not have adequate Deeni education as children, are we going to make the same mistake with our children? Unfortunately, so many of our generation grew up with an Indian or western culture. We ourselves need to get back to our Roots. That is to ISLAM. Islam means submission, purity, and obedience to the will of Allah Ta’ala. As Muslims we should stop settling for poor substitutes and actively seek to improve our practice and knowledge of deen. I recall a professor of English who reacted to an adult student’s childish behavior during a tutorial. She said rather sarcastically, “Learning is said to have occurred only when behavior change occurs.” As parents we need to change our behavior from one that apes the kuffar to one which is in keeping with the precepts of Nabi (salallaahu alayhi wassallam).

Alhamdoelillah, there are so many avenues our children can be directed in seeking this knowledge. Our greatest wealth, treasure, and pride can lie in the love of Allah Ta’ala when our children grow up with not only a secular education but also a deeni education. Both of these can serve them and benefit the children and parents in this world and the hereafter, insha’allah. There are many secular extra curricular activities which are acceptable and beneficial for our children. For instance, swimming, marshal arts, athletics, debating, speech training, Math, Science, Quranic, Hadith, Fiqh etc. competitions. Older boys and girls should participate in them separately to maintain modesty and thereby observe Allah Ta’ala’s commandments of “Purdah.” It is also important to teach the children to stop when salaah becomes due, perform salaah and then resume their activity.May Allah guide our children to becoming the flag bearers of Islam.

May Allah Ta’ala grant parents the Hidayah to fulfill their children’s rights over them. The greatest inheritance a parent can leave their child is a Deeni upbringing. A pious child is of the greatest benefit to a parent for it is that same pious offspring who will continue to make Dua for you long after you have left this world. Although Jannah lies under a mother’s feet and the father is the key to Jannah, our children can also be of benefit to us in the qabr and the Aakhirah. May Allah Ta’ala guide every parent to strive to fulfill their children’s right over them. Ameen.

And Allah Knows Best

SOCIAL DEPT.

Checked and approved by: Mufti Ebrahim Desai

The Right Choice

In the fast developing world of today, a lot depends on “Making the Right Choice

Making the incorrect choice is sometimes detrimental, depending on the venture at hand. Conversely, at times one can live with its consequences or even make up for the loss.

 

Din is delicate

When it comes to the affairs of one’s Din (Religion) the margin for error is very fine. Therefore making the correct choice is absolutely essential.

Sayyiduna ‘Umar (radiyallahu ‘anhu) use to command the masses to accept knowledge only from reliable sources. (Fathul Mulhim, vol.1 pg.264)

This refers to:

  • Choosing the correct book,
  • Choosing the correct website,
  • Choosing the correct tutor or lecturer etc.

In essence it boils down to choosing the correct source of knowledge and information.

Just as we do when we consult in matters of worldly gain; we ensure that the consultant is adequately qualified.

 

A Screening Process

“Knowledge is indeed part of your religion” said the great Tabi’i, Imam Muhammad ibn Sirin (rahimahullah). He further advised: “So be careful as to whom you accept your matters of din from” (Muqaddimah Sahih Muslim)

This statement highlights the fact that not every person who claims to be an educator in Din is a legitimate one. Therefore not every “Islamic” radio station, booklet, speaker or web-page can be endorsed.

The need for a screening process is evident from the Hadith in which Rasulullah (sallallahu ‘alayhi wasallam) said:

“A time will arrive when not a single ‘Alim will remain; people will then resort to ignorant leaders who will pass rulings without proper knowledge, thereby deviating and causing others to be the same.” (Sahih Bukhari)

 

Precaution of the Predecessors

Our pious predecessors were extremely selective when it came to choosing an educator.

Imam Malik (rahimahullah) says: “I saw (Imam) Ayub Al-Sakhtiyani (rahimahullah) in Makkah on two separate occasions of Haj. During the third haj I saw him seated near the zam zam well, and each time he heard the name of Rasulullah he cried to the extent that I would take pity on him. Only after seeing such qualities in him did I accept Hadiths from him.” (Adabul Ikhtilaf, pg. 58)

The teacher of Imam Malik, Imam Rabi’ah (rahimahullah) was seen crying in seclusion. When he was asked about the cause for him crying, he replied: “A catastrophe has befallen Islam, Ignorant people have been referred to in matters of Religion.” (ibid, pg. 53, Jami’u bayanil ‘ilm, vol.2 pg. 201)

Ibn Sirin (rahimahullah) passed away in the year: 110 A.H, and Imam Rabi’ah (rahimahullah) in the year: 136 A.H, but the statement of each one of them is more applicable today than it was then.

 

Contamination and Confusion

The influx of Islamic literature and “religious speakers” has reached an alarming level locally and internationally. Undoubtedly, many of these are legitimate and reliable, but the existence of contaminated literature and incompatible lecturers is eminent. The honourable public is therefore strongly urged to be vigilant and to refer to their senior ‘Ulama and Madrasahs to first verify any source of information before accepting it; be it in the form of websites, booklets, journals or even lecturers. Imam Muslim (rahimahullah) – the author of the famous “Sahih Muslim” says: “It is incumbent upon every capable person to refrain from accepting knowledge from unqualified, innovative and obscure sources.”

 

Note: Those who cannot differentiate should abstain or refer to those who can.

Failure to do so will lead to confusion in Din. May Allah Ta’ala keep us all on the correct path. Amin.

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Not everything is suited for everyone

In addition to possessing knowledge, wisdom and diplomacy is important.

The same tone will not be used for all. Rasulullah (sallallahu’alayhi wasallam) used various methodologies to impart knowledge; at times he would ignore the person to whom he wanted to pass the message, on other occasions he would give extra attention to the one he wanted to draw closer to him. Sometimes he would address the culprit directly, and at times he would merely indicate with a general address. One needs to assess the situation thoroughly before selecting the method of counsel.

On the occasion of the death of his son; Sayyiduna Ibrahim (radiyallahu ‘anhu), Rasulullah (sallallahu’alayhi wasallam) addressed him (a lifeless body) with the words: “Undoubtedly the eye will tear and the heart will grieve, but we will only utter that which pleases our Rabb. O Ibrahim! We are saddened by your separation.”

The commentators of Hadith explain that this was his method of passing the message to those who were present at that gathering, i.e, although he (sallallahu ‘alayhi wasallam) was seemingly addressing the deceased, in actual fact he wanted to teach this lesson to those who were present.

(Fathul Bari, Hadith: 1303)

On this occasion, Nabi (sallallalahu ‘alayhi wasallam) used the indirect method of passing the message.

The Honourable Syrian Muhaddith; Shaykh ‘Abdul Fattah Abu Ghuddah (rahimahullah) has a book dedicated to this topic entitled:

“Muhammad (sallallahu’alayhi wasallam) as a Teacher, and his methodologies of teaching”

The readers are strongly encouraged to read this unique book.

Remember! Sometimes, failure to use the proper tact brings adverse results…

 

Gauge your Audience

Similarly, one should always gauge the audience, and address them according to their level of understanding. This is a fundamental principle in knowledge.

Imam Bukhari (rahimahullah) provided a practical lesson when he included the following sub heading towards the end of end of the “Chapter of Knowledge”:

“Chapter on sharing knowledge with some and not others, for fear of them not understanding.”

Imam Bukhari then cites the following:

Sayyiduna ‘Ali (radiyallahu’anhu) says:

!حدثوا الناس بما يعرفون، أتحبّون أن يُكَذَّبَّ اللهُ ورسولُه؟

Quote those Hadiths that people are familiar with. Do you want Allah and His Messenger to be rejected?! [i.e, by quoting things that people might end up denying…]

(Sahih Bukhari, before Hadith: 127)

In other words, not everything can be shared with everyone.

Hafiz Ibn Hajar (rahimahullah) comments on this narration: “This shows that the general masses should not be exposed to issues that are not explicit (i.e. المتشابه)”

(Fathul Bari, Hadith: 127)

‘Allamah ‘Aini (rahimahullah) has echoed the above, and he writes further: “Certain discussions should be kept secret from those who misunderstand it or use it to justify their laziness.”

(‘Umdatul Qari, vol.2 Pg.294)

‘Allamah Shatbi (rahimahullah) has also commented on this in a similar fashion. See Al-Muwafaqat fi Usuli Shari’ah, vol.4 pg.137.

 

Imam Muslim (rahimahullah) has included the following in the introduction to his Sahih:

قال عبد الله بن مسعود رضي الله عنه: ما أنت بمحدث قوما حديثا لا تبلغه عقولهم إلا كان لبعضهم فتنة

Sayyiduna ‘Abdullah ibn Mas’ud (radiyallahu’anhu) said: “By quoting such Hadiths to the masses which they cannot completely grasp, you will be creating fitnah (distraction/confusion) for them.”

(Introduction to Sahih Muslim, narration: 14)

‘Allamah Sakhawi (rahimahullah) writes about such sensitive narrations: “…even if the narrations are sahih (authentic) and can be interpreted correctly, they should only be told to those who can understand them for fear of fitnah on those who may misinterpret them or reject them… Khatib Baghdadi (rahimahullah) states: among the types of narrations that the ‘Ulama have preferred not be mentioned to the general masses are: the Hadiths which have special relaxation in the rules for certain conditions or individuals (أحاديث الرُخَص) as well as the incidents of discord between the Sahabah (radiyallahu‘anhum).”

(Fathul Mughith, vol. 3 pgs. 271-273, also see Tadribur Rawi, vol. 4 pgs. 530-531)

 

Imam Malik (rahimahullah) strongly opposed the habit of those who quote Hadiths which discuss the attributes of Allah to the general public. It is sad that today we have people who do just this; In the name of correcting people’s “Aqidah (belief) they actually confuse the masses by citing the Hadiths of Sifat (attributes) of Allah Ta’ala and other confusing topics of belief! May Allah guide us all. Perhaps Imam Malik’s (rahimahullah) statement applies more today than ever before.

(Fathul Bari, Hadith: 127)

 

‘Allamah Shatbi Al-Maliki (rahimahullah) quotes that Imam Malik (rahimahullah) had several Hadiths and discussions of knowledge which he had kept to himself, and did not publicise.

(Al-Muwafaqat fi Usuli Shari’ah, vol. 4 pg. 138)

He also writes: “It is clearly understandable that not every part of knowledge needs to be shared. In fact, there are three types of knowledge of Din:

  • That which demands propagation. This is the case most of the time.
  • That which should never be propagated (to the general people). Among the issues that ‘Allamah Shatbi has cautioned against discussing in public is the reasoning (العِلَل) behind fiqh (Juristic) rulings as well as the wisdoms (الحِكَم) behind the commands of Allah. (Al-Muwafaqat fi Usuli Shari’ah, vol.4 pg.138)
  • That which can only be shared under certain conditions, or in a particular era or with specific people.

(Al-Muwafaqat fi Usuli Shari’ah, vol. 4 pg. 137)

Note:

One should also note that sometimes, a Hadith may just have a sentence or two that could be misunderstood by the audience. When citing such Hadiths, one must either explain those parts clearly, or even omit them, as long as this omission does not alter the general purport of the Hadith. There are several examples of the Scholars of the past making such omissions, when it was needed.

(See some examples in: Musnadul Humaydi, Hadith: 17, Sahih Bukhari, Hadith: 4977 and Sahih Muslim, Hadith: 225. Also see Shaykh ‘Awwamah’s book: ‘Hadhfu tarafim minal Hadith)

ZINA-SWIMMING

ZINA-SWIMMING – SHAITAAN’S SUNNAH PROMOTED BY MOLVI AGENTS OF IBLEES

Explaining the incredible and shocking indulgence of Molvis in immorality – fisq and fujoor – a concerned parent from Pietermaritzburg laments:
“As a concerned parent, I would like to know if swimming is permissible if there is no segregation of boys and girls. I do not like to judge but there is an Aalim, Moulana Saliem, in our community in Pietermaritzburg, who teaches swimming to our Muslim children. However, he does not separate the boys and girls, and some of these children are at the age of marriage. They all swim together and have conversations in between their swimming sessions.

The parents, mostly mothers, are allowed to sit and watch their children and this moulana also goes to the mothers and have chit chat with them in public view.

There is also another Aalim, Moulana Moosa from the same area, who goes to the pool and decides that it is correct to learn how to swim among hundreds of non- mahram woman and girls. Moulana Saliem also makes these innocent children participate in swim competitions like the Midmar Mile which is to take place next month at the Midmar dam.

Apart from all the nudity at the event There are thousands of swimmers who take part in this race. Men and women all swim together and this Aalim also participates in this competition with his swimmers. There is also another Aalim from the same community to add to the list who swims in this competition.

We look up to these moulanas in our community, so I would like to know if this is the correct thing which these learned people are doing as these moulanas are the high profile of our community. Moulana Saliem is part of the Jamiatul Ulama KZN, and an Imaam in a Masjid. Moulana Moosa is part of a Darul Uloom in Pietermartizburg – Madrasah Tarteelul Quraan.

Can people follow these Moulanas in Namaaz and can we take their advices? (End of the parent’s letter)
COMMENT

The level of degradation into the dregs of the cauldron of immorality and zina is shockingly lamentable. By no stretch of Imaani understanding can these molvis be described as ‘Aalims’. In fact they are juhala of the worst kind. They are fussaaq and fujjaar of the worst order. They are Satanists.

It is incredible to fathom – it is beyond even the imagination of conscious Muslims that molvis who are regarded to be part of the Ulama Fraternity indulging in zina so flagrantly in full public view. It is difficult to accept that they are even Muslims. It is not possible for people of Imaan, even for fussaaq and fujjaar, to denude themselves of every vestige of Imaani haya to organize, participate and promote even 3 year old boys and girls to swim together. But here in Pietermaritzburg, molvis linked to Madaaris and Musaajid are most brazenly and flagrantly promoting zina in the pools loaded with fisq and fujoor.

When it is not permissible to even view the garments of a female, it defies Imaani imagination to even attempt imagining Muslim boys and girls, men and women swimming together. While such filth is understandable for non-Muslims, such zina lewdness is incomprehensible regarding Muslims even in this age in close proximity to Qiyaamah. Are these molvis Muslims? They appear to be munaafiqeen masquerading as Muslims. They come within the purview of Allah’s castigation:

“The A’raab (rural village-dwellers) say: ‘We have Imaan.’ Say (O Muhammd to them): ‘You have no Imaan. Rather say: ‘We have submitted (i.e. accepted Islam superficially) whilst Imaan has not entered into your hearts.” (Al-Hujuraat, Aayat 14)

These molvis who brazenly and flagrantly promote ZINA by condoning and participating in the mass perpetration of immoral nudity in the water by men and women, kuffaar and Muslims alike, are in the same class as these A’raab whose Imaan Allah Ta’ala denies. How is it possible for even fussaaq and fujjaar Muslims to promote and believe that such zina nudity is halaal? Aggravating the immoral villainy of their kufr is their parading as ‘ulama’ whilst in reality they are agents of Iblees.

These molvis also come within the scope of the Qur’aanic Aayaat which revile the Munaafiqeen. Allah Ta’ala says:

“And, from among the people are those who say: ‘We believe in Allah and the Last day.’, whilst (in reality) they are not Mu’mineen. They deceive Allah (in their stupid opinion) and the people of Imaan. However, they deceive only themselves.

In their hearts is a disease (of nifaaq). Therefore Allah increases their disease, and for them there is a painful punishment because of their lies.”

(Al-Baqarah, 8 and 9)

The shameless fisq and fujoor (immorality/obscenity and satanic promiscuity) of these molvis is absolutely mind-boggling. How is it possible for such immoral scoundrels to be members of Jamiatul Ulama KZN. Is the Jamiat’s leadership so blind or so utterly uncaring of Allah Ta’ala and His Deen that they are unable to see and understand the gravity of the fisq and fujoor bordering on kufr of their molvi members who promote ZINA publicly?

“The (physical eyes) are not blind. But the hearts within the breasts are blind.” (Qur’aan)
Toleration and acceptance of the brazen acts of immorality of the molvis are the effect of the spiritual blindness mentioned in this Qur’aanic Aayat.

The vile and filthy public misdeeds of these molvis accord greater credibility and clarity to the tafseer of a Hadith presented by a Faqeeh. Rasulullah (Sallallahu alayhi wasallam) said:

“Soon shall there dawn an age when………the worst of the people under the canopy of the sky will be their ulama. From them will emerge fitnah and the fitnah will rebound on them.”

The Faqeeh commenting on this Hadith said that ‘under the canopy of the sky’ are also the Yahood, the Nasaara, the Mushrikeen, dogs and pigs. Rasulullah (Sallallahu alayhi wasallam) categorised these exceptionally evil movis as worse than all of these creations. Thus those molvis who are in this satanic game of promoting nudity and zina so blatantly are worse than even khanaazeer.

Their public and flagrant promotion of and participation in the swimming ZINA cannot be by error. Their Satanism is pre-planned and by design. It is a palpable denial of the entire concept of Hijaab revealed by Allah Ta’ala.

If they had an iota of Imaan, they would have trembled with fear even if their zina shenanigans were perpetrated in privacy. But these villains and vile scoundrels propagate their zina in full view of the public.

Their recklessness in the public perpetration of immorality and zina has emboldened many Muslim women to act as lesbians. These shaitaani females following in the shaitaani footsteps of the evil molvis have denuded themselves of every semblance of Imaani haya, hence they are able to shamelessly spectate the acts of nudity and zina which the illegitimate progeny of Iblees has organized in the form of the filthy mixed men and women swimming functions.

These people – the evil molvis and the spectators – are all mal-oon and maghdoob – Allah’s la’nat and ghadhab settle on them every second of their participation in the molvi-organized zina swimming shaitaaniyat. Modesty and bashfulness for doing even what is permissible, are integral constituents of Imaan. Rasulullah (Sallallahu alayhi wasallam) said:

“Haya is a branch of Imaan.” Thus, for even a Muslim male to leave his elbows exposed, to eat in the public, to laugh loudly, to be dressed with only a T-shirt in public, and in general to do any act which Islamically is considered khilaaf-e-murawwat (uncultural) are in conflict with Imaani hayaa despite the initial permissibility of such acts which are regarded to be trivialities. But in Islam habitual commission of even ‘trivialities’ culminates in major sins.

The illegitimate progeny of Iblees – those who prostitute the haya and chastity of Muslim women under Deeni guise with the monstrous LIE that swimming is ‘Sunnat’ for them, and that too by denuding themselves in public – are devilishly oblivious of the faintest idea of the meaning of Imaani Haya, hence their brazen indulgence in and promotion of the grotesquely obscene zina-swimming act, the toxity of which is of a satanically aggravated nature.

What is Imaani Hayaa and Ghairah? The following Hadith will serve as edification for the satanized brains of these vile molvis:

“Hadhrat Sa’ad Bin Ubaadah (Tadhiyallahu anhu) said: ‘I will not hesitate killing my wife with a sword should I see her with another man.”

Rasulullah (Sallallahu alayhi wasallam) said: “Only a person with a darkened heart is deprived of ghairah.”

These fussaaq and fujjaar molvis are totally deprived of Imaani haya and ghairah. Their hearts are darkened with the zulmat of kufr. Never in the history of Islam was immorality of this nature committed. There is no precedent in Islam for semi-nude Muslim males and females immorally swimming together under molvi supervision.

Once Rasulullah (Sallallahu alayhi wasallam) asked: “What is best for women.” No one was able to proffer an answer. Hadhrat Ali (Radhiyallahu anhu) went to his wife, Hadhrat Faatimah (Radhiyallahu anha) and posed the same question. This illustrious Daughter of our Nabi (Sallallahu alayhi wasallam), the Queen of Jannat, responded:

“No man should see her, and she should see no man.”

On hearing this grand response, Rasulullah (Sallallahu alayhi wasallam) commented: “Faatimah is a portion of me.”

Imaani Hayaa demands that a man should not unnecessarily look at even a fully clad woman – clad with burqah and niqaab, nor should a woman unnecessarily look at a ghair mahram man. Imaani Hayaa demands that a man should not look at even the dead body of a woman enshrouded in FIVE sheets. To safeguard this lofty concept of Imaani Hayaa, the enshrouded body of the deceased woman is further screened from the gazes of men by a screen drawn over the female’s enshrouded body as it is lowered in the Qabar. But, what do we find today in our midst?

Thoroughly satanized molvis – human shayaateen – men with the hearts of wolves – goading Muslim women to appear semi-nude into the public domain to mingle with semi-nude males in pools to swim together while being spectated by a crowd of men and women devils – male devils and females devils. And, they have the treacherous temerity of promoting all of this ZINA as ‘sunnah’!!! They should cleanse the surface of this earth of their filth and villainy by drowning themselves.

The swimming which these shaitaani scoundrels depict as ‘sunnah’ is a Kabeerah sin of the worst order. In fact, for these villainous scoundrel molvis, it is KUFR. Salaat behind these treacherous human shayaateen is not valid. They are not fussaaq of the humdrum class predominating this era, who understand their misdeeds to be sins for which Taubah is imperative. These human shaitaan molvis are guilty of irtidaad. Renewal of Imaan is imperative.

These are the types of molvis who, according to the Hadith, will be compelled in Jahannam to circumambulate their own intestines which will be extracted from their bodies and cast in front of them for making tawaaf.

What has happened to the other Ulama of Pietermaritzburg? What has happened to the Jamiat KZN? Having receded into the fortress of silence, they have demonstrated that they are the very ‘dumb devils’ about whom Rasulullah (Sallallaahu alayhi wasallam) said:

“He who is silent regarding the Haqq, is a dumb shaitaan.”

It is haraam to have these shayaateen as members of the Jamiat. It is haraam for the trustees to permit these evil molvis to be Imaams.

These villainous scoundrel molvis, the Musjid trustees and the Jamiat are all Signs of the Impending Hour of Qiyaamah. They flagrantly violate Allah’s Laws and shamelessly abstain from Amr Bil Ma’roof Nahyi Anil Munkar for the attainment of their corrupt motives. They pillage and plunder Amaanat (Trust). About these ulama-e-soo’ and trustees bonded to their nafs being Signs of Qiyaamah, it is mentioned in the Hadith:

“Someone asked: ‘When shall be the Hour (of Qiyaamah)?’ Rasulullah (Sallallahu alayhi wasallam) said: “When Amaanat (Trust) is destroyed, then await the Hour.” He was asked: ‘How will Amaanat be destroyed?’ Nabi (Sallallahu alayhi wasallam) said: “When affairs (of trust) are assigned to those who are unfit (to bear the Trust), then await the Hour.”

Today thoroughbred scoundrels and abusers of Amaanat are acting as Imaams of Musjids, as Ustaadhs in Madaaris and as members of bodies such as Ulama Jamiats.

When such vile acts of fisq and fujoor – such acts of the prostitution of haya and chastity are so flagrantly perpetrated by men who are supposed to be the spiritual guides of the Muslim community, then Muslims have to understand and be in anticipation of the imminence of the Hour of Qiyaamah.

1 Jamadul Aakhir 1441 – 27 January 2020