The Forthcoming Age of Jahiliyyah

By Syed Iqbal Zaheer

From the Islamic point of view – in fact, from any other – the present age is a superficial one. It is the age of steep decline. Changes which waited for centuries are now brought up in decades. But, to the minds in decline, the decline is not visible, not felt.

The times are truly superficial. From the knowledge once obtained from the Madaarisand from those who graduated from the Madaaris, and their intellectual downpouring, the source of knowledge shifted to the weekly Halaqaat al-Qur’aniyyah where one dutifully reads and a small group sleepily listened to the repetitive lessons. The arrangement was inadequate. One does not learn much from listening, especially, when the listening is absent-minded. Knowledge requires studies, books, with paper and pencil available in close range.

As times passed by, the Halaqaas were replaced by Internet sources: knowledge through unknown sites, run by unknown experts, of unknown qualifications and unknown piety. The great majority of the Ummah did not have access to the internet sites – good or bad – and those that had access, were, most of the times deflected from useful to the un-useful sites – if not to the corruptible ones. Games were so attractive! They helped spend hours at a stretch.

Then the majority of those who were stuck with the games gradually got tired of them, and tired of the Net altogether. They switched over to the new toy: the mobile phone.

The spiritualists: Ghazali, Rumi, Alf Thani, Waliyullah, have now become like names of the distant galaxies.They were followed by the intellectuals: Haali, Dr. Iqbal, Shibli, Sulayman. Now they seem to belong to another planet. However, it is not the leaders that are gone: it is that the thoughts and ideas that have gone. Their books may be stored in libraries. But libraries are not visited. Nature will feed on them.

Also gone are the languages. Gone are Latin, Greek, Roman, Sanskrit and Hebrew. Ancient Chinese and Japanese have suffered the fate of oblivion. While departing, languages have taken their literature: poetry in the main. Computing language does not employ subtle expressions.

The new generation is educated and trained to use their heads alone: never the hearts. They are trained in science. What in science? Well, only the skin of every subject which will help them earn money. And larger the sums to be earned, the greater ignorance of all but a millionth of that portion of science which deals with a tiny portion of activity. Of necessity, the rest must be ignored.

Facebook, Twitter, WhatsApp, et. al, are now the latest craze. This five-step decline in interest in Islamic knowledge does not promise to reverse the decline.

The coming years promise to lead the public closer and closer to the pre-Islamic pagan thought, culture, and beliefs. The decline leads inexorably to the golden age: Jahiliyyah.

Why does Modern Education lead to Irreligiousness??

By Hasan Mahfooz

Education around the world today is founded on a godless paradigm with multiple erroneous philosophies:

1. Naturalism: the idea that the physical world is all that exists with no higher power or supernatural
entities;

2. Subjective Morality: the idea that good and evil are relative ane determined by humans;

3. Scientism: the idea that knowledge can *only* be acquired through empirical means;

4. Secularism: the idea that God is irrelevant whether He exists or not

An impressionable child who undergoes rigorous “education (i.e. brainwashing) for 12-20 years, soaks
the underlying presuppositions of the education system, which are atheistic/naturalistic.

It is no wonder, then, that masses of people become either secular – separating religion from life – or atheist after receiving an education.

More education, thus, leads to more irreligiousness.

What the schools don’t teach you about Muslims

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 9^thcentury, 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 15^th 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 (14^thcentury). 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 9^th 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 14^th 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 10^th through 15^th centuries far exceeded the output by Europeans regarding the geography of these regions well into the 18^th 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 11^th 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 (10^th 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 10^th 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 19^th 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 17^th 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)

THE INFLUENCE OF SECULAR EDUCATION AND THE ENVIRONMENT IT IS TAUGHT IN

One of the biggest Trojan horses to infiltrate our beautiful deen and imaan is undeniably the secular education system that we are exposed to. Even the slightest exposure to it has shaped our mindsets to have the Western concepts and ideologies within us, robbing us of our Islamic identity.

Modern ‘secularism’ was established to unite all people in a single movement and introduce global ideologies, with the concept of religion removed from the environment. Feminism, socialism, liberalism, nationalism, etc are all intertwined by this idea well.

These ideas are slowly introduced to us from the time we start school and gradually build up. As we minimally spend more than a decade in this education system, there is plenty of time to systematically brainwash us and reform our minds. The syllabus includes concepts that attack a person’s imaan. Subconsciously, whatever of this venom is read and taught is transferred into the heart and mind of a person. Poison is poison, no matter the amount; it will always have an effect if there is no antidote for it, which in this case is to abstain from it or to have deeni knowledge regarding these matters and disregard it all.

In this way, they are able to form our world view and thereafter it is hard to change.

Here is a brief analysis of a few of the subjects that are taught in school:

LIFE ORIENTATION (OR LIFE SKILLS)

In my opinion, it is the most useless subject; because nothing in this subject orientates you about the correct things in life nor do you learn any true life skills; with the most rubbish in it.

Prevention of teen pregnancies and usage of contraceptives in a “healthy (haraam – premarital) relationship” that are brought to topic can only ignite desires and encourage teens to ‘explore’ and irresponsibly lose their dignity. No wonder so many single teen mothers around.

HIV (STD) is a topic that is taught every single year. While the entire “transmission and prevention” is only taught later, the slow build-up on the topic does nothing but prepare the young child for a topic more disgusting and immoral.

So, in a world where it is regarded normal to do and normal to talk about, what is the way the child starts viewing it?

Sexuality is explained to be natural and normal, when this repulsive idea goes against the fitrah of mankind and even logic. While it may not necessarily be out rightly stated, it is opening the mind to accept LGBT UVWXYZ (I may just as well add the other alphabets because there are so many terms being introduced all the time).

(Recently the above has been included in the syllabus of the younger grades as well)

“Gender equality” and “roles” is a discussion, being a basis of introduction to feminism and a warped idea as to the role we have been created to fulfill. Along with all the careers that are mentioned, it would explain why many girls ‘liberally’ walk out of school with a determination to ‘have a career’ and be ‘(financially) independent’.

LITERATURE

While literature itself is not the problem, it is the content that is chosen for it that causes the havoc.

If it’s not present-day novels that are laced with haraam and modernism, or authors that have made a mockery of Islam, or stories that may seem harmless but in reality have disgusting and evil origins, then it is stories with backgrounds of centuries ago that contain satanic or Christian elements.

Many stories and novels portray a life that is deemed ideal, yet are filled with immorality that is portrayed as beautiful and rosy – and the most common themes are premarital/extramarital love and a story line stripped of any hayaa. All these things subconsciously enter the mind on a regular basis over time and become acceptable, starting from the Rapunzel-who-had-a-secret-lover fairy tale in preschool to Romeo and Juliet over a decade later.

In the 1990s the government held a seminar to re-evaluate the education system and a question arose, why should Shakespeare (as it is one of the most common literature works – almost like it is mandatory) be taught to the children if they want to study law or medicine, whereas everything is in modern English? The answer was, when a child is given a matric certificate, they want to be satisfied that the children have developed a western, modern Christian mind-set.

CREATIVE ARTS

In SA, up till grade 9, this subject consists of 4 sub-parts and schools have the choice to choose 2 of the 4 as part of their curriculum, whereafter they are separate subjects: Music, visual arts, dance or drama.

Nothing more needs to be said regarding music besides that this pollutant of the heart and soul has become so normal that tracks will be found in the houses and on the phones of Muslims.

Instead of reading and learning the Qur’aan Majeed, children are drawing musical notes on the bar; singing, drumming their heads and shaking their bodies to the voices of the Illuminati and devil-possessed pop stars and singers.

In Visual Arts, many times animals and humans are drawn,whereas Rasoolullah Sallallahu alaihi wa sallam has cursed the one who makes such pictures.

At the same time, nearly all textbooks contain these pictures, and Rasoolullah Sallallahu alaihi wa sallam said that the angles of mercy do not enter a place where such pictures are displayed. How misfortune to be for such extended hours over years in such an environment without rahma!

Dancing may be seen as a cultural tradition to some people, but this is against the behaviour and morals of a Muslim to move the body in such seductive ways that shamelessly attract attention to oneself.

Following in the footsteps of more kuffaar actors, drama classes are one of the places where the girls are taught to raise their voices and show their splendour and beauty, and children taught that it is fine to passionately kiss a non mahram woman all for an ‘act’. This builds a perception that there is nothing wrong in deceiving people simply for them to view things for their own pleasure and (useless) entertainment, making the watching of movies and videos seem acceptable to one.

BUSINESS

We won’t deny that some parts of this education system is needed to understand certain environments around us. Such is with Business, where legal topics and regulations of a country are discussed.

However, we give so much of preference to secular education and neglect our deeni education, to such an extent that many Muslims aren’t aware of even simple, basic things like the impermissibility of insurance and interest – and the likes of such business topics and dealings that would be contrary to Islamic ethics and teachings. These things are whole topics to which an ignorant person will see the benefits of, as portrayed by the West, and follow these plans while being oblivious that their records of sin are piling up.

SCIENCE

This is actually a very long topic on it’s own, with many things to understand in it, so it won’t really be discussed here. Especially since the scientific field is so vast.

The fact that a lot of science isn’t 100% accurate and merely based on ever-changing theories, estimations and mathematical calculations should say enough of the untruths in Western science, be it in astronomy, biology, chemistry, geography, physics, archaeology, just to name a few. One thing may even have several theories.

And seriously, some things just don’t make sense.

While we don’t deny all of science, we don’t completely make it the means to understand things we don’t comprehend.

Science is a force of (atheistic components) and explanations to the natural world that humans cannot understand. During the renaissance it was used as a means to weaken the conviction the people had in their holy scriptures, especially that of the Muslims in the Qur’aan. “Scientific errors” have been found in the Qur’aan according to some scientists. Rather, science contains the error as Allah Ta’aala in His Infinite Glory is nothing but Perfection, and His Kalaam and creation of everything we see in the universe are flawless.

Some things in science coincide with what the Qur’aan mentions while other things are completely contrary to our beliefs.

If one uses some insight, one will see that parts of science are used as a tool of Dajjaal, to entrap us into shaitaani things that take us away from deen.

Western science amazes us and fills us with admiration – we admire the kuffaar ‘advancements’, but how many of us are amazed at the perfect way Allah Ta’aala has created the entire universe, so perfectly in sync even to the finest detail?

HISTORY

No school history textbook will show the truth of the matter of the events that happened.

Only the surface of the topics are touched on, and more often than not – or nearly all the time – the storyline will portray the heroes as the Western powers want it to be shown, whether it is local, American or world history.

Never will one be taught the behind-the-scenes agendas of a war or revolution, what happened after Mandela took reign, why certain people were actually assassinated, what the Great Depression and American Dream actually was or how and why certain parties came to power.

And of course the attack on Islam, Muslims and our aqeedah that some historical events were about will never be brought up! As a result, Muslim students view these historical incidences as something that brought on profound and beneficial changes to the world, while being completely oblivious to how it has caused destruction to their deen!

There are so many agnostic, satanic and shirki things being indoctrinated into a person through secularism, without one even realising it. A person can be brainwashed through this system to believe that what is haraam and makrooh is permissible, thus developing a modern mindset just as the West wants us to do.

If one has to study and school at these kinds of places, then all the twisted ideologies in their education should be taken with a pinch of salt, and protect oneself from falling in these traps through deeni ‘ilm in the tarbiyah of a person and madrassahs/makaatib.

There are many other points that can be added here, but then this would become a book. While all this is merely a brief impact of modern education, the way modern education is being taught is simply ineffective as well, but that is another, less important topic.

THE ENVIRONMENT

The example of a man who walks into a perfume shop, spends some time looking around and then walking out without touching anything, yet he walks out smelling pleasant from all the fragrances that were lingering in the air can be likened to the effect the environment a person is in has on one.

If the environment is good, the goodness of it is most likely to rub off onto a person, while the opposite would be if the environment is bad.

The fact that secular schools are diverse in people of religion, mixing with the kuffaar is impossibly unavoidable. This unavoided company of kaafir classmates and friends influences a person’s way of doing and viewing things as the pressure, talks and actions coming from them may become too much to avoid and the glamour of what they do blinds one from seeing the destruction behind it.

Since teachers are generally respected and looked up to, they will be taken as an example to follow. The way these mushrik teachers behave and do things, will be especially sucked in by very young, naive minds who are still in the stage of formation, deeming their teachers’ actions as appropriate and correct. They then innocently follow in the footsteps their teachers left for them.

In any place where Muslims mixed with non Muslims a lot, they had forsaken their Islamic identity and adopted the lifestyle and concepts of the kuffaar around them.

Such an environment is one of immorality that starts at the preschool ages when girls and boys are made to dance together. This is actually encouraged (as said earlier) through all the content of the things that are taught. Zina is thus a norm in these environments, be it of the mind, as the education leaves a lot of space for imagination, or of the eyes, as the dress code of people today are so shameless and there is no control of the eyes, or the act itself. And if this isn’t bad enough, then the sickening act of self-pleasure that is so widespread today satisfies the unfulfilled desires that are created. Not only that, but all this has been included into curriculum, or is slowly being introduced.

This environment of intermingling leaves a lot of room for haraam relationships and ‘friendships’ between girls and boys where there is casual chatter and hugging.

In such environments of rijs – hearing music, dancing and seeing people dance, singing along with kuffaar singers and destructive songs, intermingling and zero observation of all the aspects of hijaab, movies and books filled with shamelessness and many other things, all bereft of hayaa – the mercy of Allah is deprived and His wrath is incurred.

Sayyidina Abdullah ibn Umar (Radiyallahu ‘anhu) narrated that Nabi (Sallallaahu ‘alaihi wa sallam) said: “Verily hayaa and imaan are companions. When one of them is lifted, the other leaves as well.”

Sadly these are the very places people spend the majority of their time so that they can receive the education that is needed for them to ‘prosper’ in life, forgetting that life compared to the Hereafter is extremely short. This life is the preparation for the Hereafter, and the ones that truly prosper are those who succeeded in their deeni duties even if their worldly life was tough.

Preference is given to these institutions of darkness and depression, that are devoid of the blessings and rahma of Allah Ta’aala, where a person can be lost so easily, over the gatherings and places of nur that are a means of guidance for us.

May Allah Ta’aala open our eyes to the reality of this life, guide us to be firm in our deen and protect our imaan in these times where holding onto imaan is like holding onto burning coals.

Acquisition of Deeni Knowledge and The Evils of Secularism and Modernism

Hadrat Abdullah bin Mas’ud radiallahu anhu says that if the people of knowledge valued knowledge and placed it in the right hands (i.e. passed it on to those who have the capability of acquiring it and becoming leaders. To teach that which is compulsory, is necessary on every person, but more than the basic with which a person can lead others, should only be taught to those who have the capability); then without doubt, the Jews and the Christians would have become leaders of the time on account of their knowledge. However, they wasted their knowledge on the worldly people in order that they may gain some worldly benefit from them. As a result, they· became wretched and disgraced in the eyes of the worldly people. (This happened because the right of knowledge was that through it the pleasure of Allah should have been sought. By seeking the benefits of this world, they actually disgraced knowledge, the result of which was that they themselves became disgraced. If an aalim does not have any greed and fulfils the rights of the Deen, Allah Ta’ala will automatically put respect in the hearts of the people for him. In the same way, the one who seeks the world through knowledge and does not fulfil the rights of knowledge, Allah Ta’ala disgraces him. Such a person will suffer a loss in both the worlds).

The Hereafter is the Object and Deeni Knowledge is the Key

I have heard Rasulullah sallallahu alayhi wa sallam saying that the person who makes all his concerns and objects into one object alone, and that is the object of the hereafter (i.e. his aim and object is the hereafter and he continually tries to put this aim in order and leaves all his other aims and concerns to Allah according to the rules of the Shariah), then Allah Ta’ala will fulfill all his aims of this world. In other words, Allah Ta’ala will fulfill all his worldly affairs in a way that will be most beneficial to him. As for the one who is in turmoil on account of sorrow and worldly aims and objectives, Allah will not worry in which valley of this world he will be destroyed.” (here, valley refers to difficulties and hardships). (Ibn Maj ah)

0 Muslim brothers and sisters! Ponder a little and save yourselves and your children from the darkness of ignorance and confine yourselves to the commandments of Allah Ta’ala all the time. When a person devotes himself totally to Allah Ta’ala, then Allah loves him and helps him in many ways. And when Allah becomes a person’s, then what can he be short of? Is there a shortfall of anything in the treasures of Allah? But all these favours can only be attained by obeying Him.

Evil Conceptions Fostered by Secularism Which Brings Upon Us the Wrath of Allah Ta’aala

It is mentioned in a Hadith that whatever can be received from Allah Ta’ala can only be got by obeying Him. These days, the ways of thinking have become so corrupt that religious education is regarded as a drawback and defect. And it is said that by acquiring religious education, what can one achieve besides poverty? Modern culture, modern ways of thinking, following the footsteps of the kuffaar (disbelievers) – all these things have become a source of pride and honour, and are regarded as progress. In actual fact, these are the very things which cause the wrath of Allah to descend daily. At times there is a plague, at times there is a flood of poverty and anxieties, and at times there is a drought. These are only the difficulties of this world. As for the punishment of the hereafter, it will be multiplied manifold. May Allah Ta’ala have mercy on the Muslims.

We do not say that, according to need, worldly knowledge should not be acquired, or that a profession or business be abandoned. What we are saying is that do not remain ignorant of the Deen. Do not destroy the Deen but do everything according to the Shariah. Following the Shariah without knowledge is impossible. It has been experienced that the one who follows the Deen completely also lives a life of honour and comfort. Even a single person will not be found who is extremely pious, and yet is in poverty and living a life of anxiety, contempt and wretchedness.

This world is a place of trials. The actual abode is the hereafter and it is there that one will live forever. It is necessary to make preparations for inhabiting that world, and as for this world, live in it as you would stay in a hotel or lodge.

The Darkness of Modernism

Save yourself and your children from the darkness of modernism. This apparent light of modernism is actually very dark and would destroy one’s Deen. When a person holds on tight to the Deen, he gets the world submissive to him, and he in tum does not even pay any attention to it – as has been mentioned in a Hadith. Hadrat Abdullah ibn Abbas radiallahu anhuma narrates that Allah Ta’ala gave Hadrat Sulayman alayhis salaam to choose between knowledge and kingship. He chose knowledge. Allah Ta’ala gave him knowledge and kingship as well. And He gave him such a kingdom that it became a proverb – when a person wants to exalt a kingdom, he refers to it as Mulk-e-Sulaymani (the Kingdom of Sulayman).

No one will receive a kingdom like his right until the day of Qiyamat, and no one before Sulayman alayhis salaam received such a kingdom. It is obvious that the mastery of Sulayman alayhis salaam over the world was through the barakah of Deen – that he gave preference to know ledge over kingship.

Hadrat Saalim bin Abi al-Ja’d, a great tabi’ee, says: “When my master freed me (he was a slave), I pondered over what occupation I should choose with which I could pass my time. Until now I was fulfilling the orders of my master and all my time used to pass in that. Now that I am free, some other arrangement will have to be made. It came to my mind that I should acquire knowledge, so I did this. One year had not even passed, when the governor of Madinah wanted to meet me, but I did not allow him to come to me. What I mean is that because of a specific reason, I did not meet him even though to refuse to meet him without any special reason is contrary to the Deen and also amounts to disrespect. Anyhow, what I am trying to say is that in this short period my status increased to such an extent that governors began visiting me. And without realizing it, I could not meet them and clearly refused them.” Really, this is the barakah of Deen. Fear of anyone except Allah does not remain in the heart. Whoever fears Allah alone, everything else fears him. Such people do not become disgraced out of greed nor do they become dependent on anyone. Read these themes with full concentration. Both these stories, i.e. the story of Hadrat Sulayman alayhis salaam and Hadrat Saalim, have both been extracted from the book Ihyaa ul-Uloom and its commentary.

Source: Behishti Zewar

The Importance of the Maktab System

In the list of entities to which we attach value, perhaps the greatest value is attached to our children. The love that Allah puts in the heart of the parents for their children has no equivalent in the relationships of our worldly life. Even when the child has become an adult and is able to fend for himself, yet when the day comes that there is turmoil in the child’s life, the parents spend a restless night.

The natural effect of this love is that we vigorously desire the very best for our children. In fact the parents’ love is such that they desire a better life for their children than they have themselves. In the fulfilment of this desire we aspire to give to our children all the tools, aids and implements which we feel would allow them to live a life of peace, happiness and contentment, and become successful individuals. Thus we educate them in the best school that we can afford, we ensure they attend punctually, we worry about their results, then we send them for higher education, spending tens of thousands and even hundreds of thousands so that they may become someone, have a profitable income and thus giving them the keys to a happy life.

All this is within its place when conducted in the proper manner. However, when we look into the Hadith a different picture emerges as to the tools a parent ought to equip his child with.

Rasulullah Sallallaahu Alayhi Wa Sallam states, “No father has given his child a gift better than excellent moral values and conduct.” (Sunan Tirmidhi)_

This Hadith points out the priorities of the parent in the upbringing of the child. If we value the words of Rasulullah Sallallaahu Alayhi Wa Sallam, then we ought to realize that raising our children as proper Muslims is the first demand of parenthood.

Decades back, the Ulama of South Africa, many of whom have already left this world, (may Allah be pleased with all of them) had understood the importance of islamically educating our children and embarked on a project of Islamic education in this country, a non-Muslim country, that is perhaps unparalleled in the world today. That project we refer to as the Maktab or Madrassah. It ensured that almost every Muslim child that goes to school will devote a few hours of his day under the guidance of an Aalim or an Apa/Muallimah where he will learn at the very least the basics of Islam. He will learn the Kalimah, the Shahadah (the declaration of faith), he will learn who is Allah, who is Rasulullah Sallallaahu Alayhi Wa Sallam and how to read the Quran. He will learn how to make Wudhu, how to read Salaah and the conduct expected from a proper Muslim. Today, the system that was established decades ago in this country is only taking root in other countries across the globe. Ulama from South Africa are called from countries across the globe to guide them as to how to establish the Maktab system in their country.

*It takes only a trip to another country or a conversation with youth and even adults who passed through life without the Maktab phase to realize the value of the system we have in our country. When you meet adult Muslims who are advanced in age and are professionals in their fields, yet cannot recite the Kalimah/Shahadah nor read the Arabic text of the Quran, nor make Wudhu correctly, then tears of gratitude will flow from your eyes in tribute to the instruction of your Ustaadh and Apa in the years of your childhood.*

Rasulullah Sallallaahu Alayhi Wa Sallam has stated, “When a person passes away, his deeds come to an end except for three: Sadaqa-e-Jaariyah (perpetually recurring Sadaqah), beneficial knowledge, or a righteous child who prays for him.” (Sahih Muslim)_

If we wish to have those children who will make Dua for us when we leave this world, then the first step in that direction is to ensure a proper Islamic upbringing for our children and the Maktab is undoubtedly a step in the right direction.

 

THE CURSE OF GIRLS MADRASAHS AND THE JALSAHS

AMONG THE WORST CURSES WHICH HAVE BEFALLEN THE UMMAH ARE MADRASAHS FOR GIRLS AND THE GLUT OF JALSAHS AND MERRYMAKING FUNCTIONS.

While these so-called ‘Bukhari’ and other  brands of jalsahs and merrymaking functions are morally and spiritually destructive for even males, the harms are multiplied and magnified regarding females whom Rasulullah (Sallallahu alayhi wasallam) said  are ‘AURAH”. Their entire bodies and even their voices are Aurah which have to be compulsorily concealed. Numerous evils and vices are spawned by madrasahs and jalsahs for females.

These curses were unheard of and non-existent for fourteen centuries from the era of Rasulullah (Sallallahu alayhi wasallam). It is in this era in close proximity to Qiyaamah that Iblees has harnessed into his plot molvi agents to execute his conspiracy of morally destroying the Ummah with this TRAP of girls madrasahs and jalsahs for them. 

We reproduce here an extremely disturbing letter from a justifiably disgruntled and concerned father:

“Assalaamu Alaikum Mufti

I read your article pertaining to kufr in secular education. I have been sitting in an extremely troublesome matter with regards to the Ulooms. Has ulooms and islamic institutes become places of shaytaan’s homes?

Firstly, my eldest daughter attended girls Madrassah Tus-Saalihaat in Port Elizabeth about 10 – 15years ago. The fitna that came from that madrassah was unbelievable. The most troublesome situation was regarding two appas that came from Zakariyya Park girls madrassah. They were lesbian.  We were told that it was just a rumour, and we obviously ignored it.

But now,  two of my nieces are at girls madrassah Zakariyya Park Uloom and the situation with regards to lesbianism is so rife that we make dua our girls do not come home with an interest in any girl. (Dua is not sufficient. Casting the girls voluntarily in to the devil’s den, then expecting them to emerge unscathed from the filth, is not intelligent. – The Majlis)

How can it be possible that a place of learning Allah’s Deen and Kalaam is corrupted  with such filth? Is it not supposed to be a place free from all haraam and shaytaani vices especially such haraam kinds since it is a place of learning pure deen?

(Shaitaan operates from these institutions. Girls madrasahs are abnormal, un-Islamic and haraam institutions. These madrasahs were inspired by Iblees. It is a great and dark plot of shaitaan. –The Majlis)

To top it all the male ustaadhs are said to have ‘kashf’ and they see the girls from behind the veil to the extent of  knowing the colour of their eyes and what they doing in class. My question pertaining to this, is: How does Allah Ta’ala give a man ‘kashf’ to see young girls and to watch them behind the veil?

(Undoubtedly, these evil male teachers are receiving kashf – revelation. But it is not from Allah Ta’ala. It is from Shaitaan. Shaitaan urinates his satansim into their brains, hence they are involved in a variety of kinds of zina at these institutions. –The Majlis)

And in Madrasahtus-Saalihaat, PE, my daughter and her class mates were made to learn conversational Arabic.  Every week a different man would come and converse in Arabic with them. It were mainly Egyptian men and young boys freshly graduated from uloom. (All members of the League of Iblees – The Majlis)

My question pertaining to these matters is:  What is the point of learning Allah’s Deen when our the Izzat (honour) of our  girls is being wasted down the drain by them being  exposed to men, and made to advertise their voices to the men? What hayaa and modesty are they being taught?

(In fact, they are actively trained to ruin whatever Imaani hayaa they have. These haraam institutions of Iblees destroy the hayaa and Imaan of the girls under Deeni guise- The Majlis)

Once at this very madrassah when the wife of one of the moulanas died, the girls were asked by the grieving moulana to sing for him nasheeds to make him feel better. (This bizarre, shaitaani episode testifies that the molvi agent of Iblees was not genuinely grieving. He was satanically manipulating his wife’s death for zina gratification. – The Majlis)

I don’t understand the reasoning behind the fact that males are teaching our girls and they have to speak to the males and ask fiqhi masaa-il about haidh and the likes. What type of izzat and modesty are the girls being taught?  That is why today our appas behave shamelessly and set no good example for society. (These apas are also in league with shiataan. They are the cohorts of Iblees – The Majlis)

Look at Nasruddin Islamic School in Uitenhage where my kids went to school. There is no pardah between the boys and girls. They sit next to each other to learn. There are Christian teachers and the males and female teachers hug each other at the end of the year parties. When meetings are being held, even so-called islamic meetings, there is no hijab between the teachers and they sit freely and discuss matters. This includes Moulana Zubair Patel (ameer) who is the son of Moulana Yaqub Patel and graduate of Madrassah Zakariya Park boys uloom, and haafidhs (office management). So what example are they setting for the layman?

At this same school there was a case of child molestation which was swept under the rug, and appas were being sexually harrassed by the men. But the ‘learned’ people swept all of this filth under the carpet and nothing was done about these matters.

At the maktab Madrassa in Uitenhage run by youth of ubuntu, the meetings are also held with no veil in between and the appas sit very casually with the (principal), Moulana Shoayb Laher and he has no regard for their parda.

The Jalsahs run by Al-Azhar and the Khanqa of KMSZ are so elaborate that they have every year a new nasheed artist coming in from UK to sing at their jalsahs like Omar Esa, the Labbayk group and the likes.

When approaching the current Sheikh Ishaaq about a matter that involved one of his mureeds that is a close family friend of the sheikh, instead of dealing with the matter fairly, he just brushed it aside and stated that he is not responsible for the actions of his mureeds. But is it not the duty of a sheikh of the khanqa to see to the islaah of his mureeds? (Nowadays the ‘sheikhs’ of the khanqas are bogus. The khanqa is a trick and a front for worldly and nafsaani objectives.- The Majlis)

The Saturday Ta’lim of UTH was run by the Imaam Moulana Nadeem Khan where the women and men would freely speak and make mashura with each other over the phone with regards to the programmes.

How is it possible that in the  girls Madrassah Zakariyya Park every single week there are a couple of girls who get affected by jinn attacks. Is it not supposed to be that when and where the Qur’an is being read shaytan flees? So how can any one be affected imn this satanic manner at such a holy place where ibaadah is being made constantly? (Their ibaadah is superficial and a smokescreen for their haraam activities – The Majlis)

Now, once again Madrasahtus-Saalihaat is facing a matter of fitna and fasaad where the madrassah has split up again and once again the community is made to choose between 3 ulooms in one small community of PE. What tarbiyat is our people being taught by the leaders of our communities. My fear is that what is happening to our grandchildren today? Which institute do we put them into for learning?

(There are no valid Deeni institutions today for children. As far as girls are concerned it is absolutely haraam to dump them into these institutions. Parents are casting their daughters to the devil and to the wolves by dumping them into these shaitaani girls institutions. –The Majlis)

So, based on all this information regarding these few ulooms and islamic institutes and all your articles with regards to masaajid, maktabs, madrasahs and khanqas, what is your advice?  How can  we, as Muslims,  derive pure deen for our Islaah, and where exactly do we send our kids for their Islaah, Tarbiyat and learning deen?”

(End of the lament of the concerned and disgruntled father)

ANSWER, COMMENT AND ADVICE (By Mujlisul Ulama):

We are trapped in an era about which Rasulullah (Sallallahu alayhi wasallam) had explained that the only way of saving one’s Imaan will be to flee from the people. It is a case of every man for himself. We all are drowning in a raging cesspool of iniquity, fisq, fujoor and even kufr. There is really no universal and satisfactory method and solution for the massive problems which genuine Mu’mineen are facing today. The vast majority has embraced and accepted the haraam and immoral systems and methods which today govern all so-called Deeni institutions whether these are madrasahs, khanqahs or Musaajid.

 

Even the Musaajid which are the holiest places on earth have been transformed into merrymaking halls where even zina of the eyes, zina of the ears, zina of the mind and heart are freely committed. The Musaajid have been made haunts of visitation and sightseeing for napaak kuffaar men and women who are welcomed to desecrate and desanctify the holiness of the Houses of Allah Ta’ala.

Parents who are true Muslim parents, can save the Imaan and Akhlaaq of their children only by keeping them at home. Sending them to institutions is a sure recipe for moral and Imaani destruction. The fabric of Muslim society including all ostensibly holy institutions is rotten –absolutely rotten to the core. They manipulate the Name of Allah Azza Wa Jal for perpetration of even immorality.

Consider the Iblees, i.e. the jaahil molvi who enticed young girls to sing songs to ostensibly assuage his fraudulent ‘grief’ over the death of his wife. This man must surely be an atheist at heart. Neither the Presence of Allah Ta’ala nor the presence of the two Recording Angels, nor the death of his wife nor the fact that these girls are na-mahrams who are all habaailush shaitaan, deterred him from zina on that sombre occasion. Instead of reciting the Masnoon Innaalillaahi….invocation and exercising Sabr, he indulged in zina and invited the girls to zina with their satanic singing. Indeed, he has put Iblees to shame.

Of all the so-called deeni institutions destroyed and ruined by Muslims, the worst Trap of Iblees is the girls madrasah, and among the worst fitnahs spawned by these madrasahs is the jalsahs for the girls. The organizers of these jalsahs for girls cannot be Muslims. They are devil-incarnate. Shaitaan inhabits their bodies and permeates every blood capillary in them. They are the stercoraceous vermin and inforsoria mentioned by Rasulullah (Sallallahu alayhi wasallam) in the following Hadith:

“There will be in my Ummah people in whom these lusts will permeate just as rabies (permeates) in the affected person. Neither a vein nor a joint will remain unaffected by the rabies.”

These fussaaq and fujjaar personnel in charge of the madrasahs for girls and boys, have ruined innumerable – thousands upon thousands – of Muslims whilst operating under Deeni camoflauge. They are filthy mercenaries. They are driven along by their wild nufoos making inordinate lustful and carnal demands for both monetary and nafsaani objectives. They are in the business to gratify their carnal lusts which satanic objective they achieve with the girls who have been lured under Deeni pretext to abandon their homes for attending these schools of shaitaan. They are also in the monetary business using and misusing the Deen for the boodle. They fill their stomachs with ill-gotten money acquired from the girls and their parents for teaching the Qur’aan Majeed. But Rasulullah (Sallallahu alayhi wasallam) said:

“Recite the Qur’aan. Do not eat with it.”

That is, do not make it a means for filling your stomachs. Do not earn with it your livelihood.

Every Qur’aanic and Sunnah rule pertaining to Hijaab and the concealment of  females, and their remaining within their homes, has been brutally violated and mutilated by  the molvis of Iblees who have gone to the greatest lengths to lure girls out from their homes under the ‘deeni’ cover provided to them by Iblees. And, the Tablighi Jamaat is just as culpable and complicit.

Brother, in this raging deluge and cesspool of iniquity in which we all are swirling insanely, there seems no hope. The only hope on the horizon appears to be Imaam Mahdi (Alayhis salaam). May Allah Ta’ala have mercy on us all. May Allah Ta’ala reform this miscreant, errant, rebellious and miserable Ummah. Everything is within His Power.

THE EVIL OF THE MADAARIS MOLVIS

By Mujlisul Ulama

Rasulullah (Sallallahu alayhi wasallam) said:

“An age will dawn when the worst of the people under the canopy of the sky will be their ulama. From them will percolate fitnah, and the fitnah will rebound on them.”

A Shaikh commented that under the canopy of the sky are also the Yahood, Nasaara, the Mushrikeen, apes and pigs. Yet, Rasulullah (Sallallahu alayhi wasallam) branded the ulama-e-soo’ as being worse than all creatures under the sky. They are the destroyers of Islam, hence they have been branded the worst scum. Reflect on the following report, and you will understand the villainy of these evil molvis and why they qualify for the appellation of “the worst scum under the canopy of the sky”.

INTER-MADAARIS CRICKET TOURNAMENT

“The commencement of the Karachi intermadaaris cricket tournament will be this morning at 9 o clock in Asghar Ali Shah Cricket Stadium. Dr. Mohammed Ali Shah will be going on behalf of Asghar Ali Shah Cricket Stadium for arranging the tournament. Cricket teams from the following Deeni Madaaris will be participating in the tournament:

♦ Jaamiyah Binnuriyah Aalimiyyah

♦ Jaamiayah yah’ Binnuri yah’s Tahfeezul Qur’aan branch

♦ Jaamiyah A’zam Faarooq

♦ Jaamiyah Sattaariyyah

♦ Jaamiyah Abu Bakr

♦ Besides these madrasahs, teams from the other large Madaaris of Karachi will also be participating.

The senior coaches of Asghar Ali Shah Cricket Stadium said that the objective for planning this tournament is to search for cricket talent in the madaaris. By means of the tournament special boys will be selected and will be trained in terms of the rules of I.S.S. to become professionals to enable these boys to participate in league and first class cricket.”

(End of the haraam report)

Whilst the perfidious conduct of the molvis of these Darul Ulooms who have converted their institutions into Darul Jahals (Abodes of Ignorance), is extremely lamentable, it is not surprising since Rasulullah (Sallallahu alayhi wasallam) had predicted this rotten, degenerate state of the ulama-esoo’ who are today in control of even the Deeni Madaaris which still bear the names of their illustrious founders.

Rasulullah (Sallallahu alayhi wasallam) had also predicted that Muslims will emulate and follow the Yahood and Nasaara right into the ‘lizard’s hole’. This is precisely what these molvis of the Madaaris are today perpetrating. Just imagine, Madaaris which were established to guard the Deen and the Sunnah, are today crawling into the gutters of filth, fisq and fujoor behind the Yahood and Nasaara to gain recognition and haraam boodle.

The institutions – the darul jahals – which have so perfidiously lapped up the vomit disgorged by the fussaaq and kuffaar sports-people, have betrayed Allah Ta’ala, (Sallallahu alayhi wasallam) and the Ummah. It is no longer permissible to seek Deeni guidance from the socalled darul iftas of these unfortunate madrasahs which are shamelessly betraying Islam and adopting the ways of the kuffaar.

What is the affinity between the Knowledge of the Qur’aan – the Knowledge which emanated from Ghaar-e-Hira, and the haraam obnoxious cricket tournament of the kuffaar? These rotten molvis of these deviated madrasahs lie sprawled in the gutters, bootlicking with glee the filth of the western ous founders. Rasulullah (Sallallahu Rasulullah kuffaar. (Sallallahu alayhi wasallam) said:

“Every sport of the Mu’min is haraam.” Yet these Hufaalah (Rubbish) molvis who operate these madaaris encourage their Talaba to participate in flagrantly haraam activities of fisq and fujoor.

What is the relationship between Qur’aan Tahfeez, Qur’aan Tafseer, Hadith and Fiqh on the one side, and the fisq and fujoor of kuffaar sport on the other side? How did these molvi agents of Iblees manage to bridge the unbridgeable chasm between the Qur’aan and the sport of the kuffaar? Truly, shaitaan has not only urinated in their ears, he has excreted in their mouths, hence their hearts, brains and entire beings are permeated with shaitaaniyat.

They have made a huge mockery of themselves, insulted the illustrious names of the Ulama and Sahaabah after whom the Madaaris are named, and have committed about the worst act of villainy by not only allowing, but by encouraging their Talaba to participate in sport of fisq and fujoor thereby according respectability and acceptability to bootlicking the fussaaq,  fujjaar and kuffaar.

Both these miserable Talaba and miserable Asaatizah should reflect and understand that they are within the purview of the Hadith depicting them as swines. Rasulullah (Sallallahu alayhi wasallam) said: “He who imparts (higher) Knowledge to those who are unfit for it, are like one who garlands swines (khanaazeer) with diamonds, pearls and gold.”

The indulgence of the Talaba in haraam kuffaar sport of an aggravated kind, renders them khanaazeer, and their teachers are garlanders of khanaazeer – garlanding pigs with the treasure of Ilm-eWahi. In this scenario even the ustaadhs are like khanaazeer since they are the vile agents of Iblees who permit, condone and promote kuffaar sport in the names of the Madaaris and by Talaba who are supposed to acquire the Knowledge which qualifies its Bearer to be the Representative of Rasulullah (Sallallahu alayhi wasallam).

The Huffaaz and the Ulama according to the Hadith are supposed to be the Standard Bearers of the Deen. But these students and their teachers are destroyers of the Deen. They follow, inch by inch, in the footsteps of Iblees who has harnessed them into his plot of and destroying Islam. While these most unfortunate bootlicking traitors – the teachers and the students – will destroy their Imaan, they will fail to achieve the objective of the devil’s plot. Allah Ta’ala is the Guardian and Defender of Islam.

“Verily, We have revealed the Thikr (the Qur’aan/the Deen), and verily We are its Protectors.” (Qur’aan)

KUFR EDUCATION IN KUFR SCHOOLS

THE FILTH OF “COMPREHENSIVE SEX EDUCATION”

A NECESSARY CONSEQUENCE OF KUFR EDUCATION IN KUFR SCHOOLS

Among the many letters concerned Muslims are writing to us, one Brother writes: 

“There is a very huge uproar regarding the Comprehensive Sex Education that is planned to be introduced in the school curriculum. Can Molana please proffer advice as to how we should oppose it.

Many Muslim women are joining WhatsApp groups with men on the same groups discussing and vehemently opposing the CSE. Does Molana think that this is the correct way to voice their displeasure? Or is it a ploy of Shaitaan for women to be on the groups. I personally think discussing the filthy CSE content on the groups in itself is filthy with no hayaa.”

ANSWER AND COMMENT

The women and men who engage in the filthy topic are themselves filth. They lack even a vestige of hayaa. These people are not Muslims. They only masquerade as Muslims whilst in reality they are munaafiqeen.

Since the past several decades, we have vociferously campaigned against secular schools and universities despite there having been no uproar whatsoever. In fact, we have repeatedly and vigorously proclaimed the stance of the Shariah regarding these immoral kuffaar  institutions of secular learning.

Our stance is that it is haraam to learn even arithmetic and geography in these immoral schools, leave alone the current shaitaani ‘comprehensive sex education’ filth which the followers of the Devil are introducing.

Brother, no amount of ‘uproaring’ will avail. Muslims have long ago embraced with love and honour the kuffaar schools of immorality. They accord far greater importance and serious and diligent concern to secular education in immoral institutions than to Qur’aanic knowledge. The Qur’aan and Islamic education have been brutally made subservient to secular education. The Deeni Ta’leem of children is a hobby or a past-time activity to be adopted and discarded at whim and fancy. It is not regarded as the Fardh obligation imposed on the Ummah by Rasulullah (Sallallahu alayhi wasallam). Even kuffaar sport, which is a fundamental constituent of secular education, and which Muslims and even the evil muftis have justified and satanically halaalized, is elevated to a higher pedestal than Maktab education – the ta’leem of the Qur’aan and the Basics of Islam.

This shaitaani attitude of the Muslim community will have its sequel in the Divine Court on the Day of Qiyaamah when Rasulullah (Sallallahu alayhi wasallam) will complain to Allah Ta’ala, saying:

“O my Rabb! These my people have made  this Qur’aan an object for buffeting (a football).”

Besides the immoral, shaitaani CSE issue, secular schools – not secular education – are haraam. It is haraam to learn any branch of secular knowledge at these immoral schools of the Devil. The uproar against CSE is meaningless. It is a lot of silly hot hair signifying nothing. As we near Qiyaamah, the trend of naked immorality will incumbently become incremental. The stage has to be reached when people will fornicate like dogs on the streets and in the malls to provide shaitaani entertainment.

Muslims – the vast majority – today are ‘Muslim’ merely by name. At heart, they are atheists. Despite the uproar, the filth will become an embedded constituent of the devil’s curriculum of these schools. “Muslims’ will embrace it.  The initial bleatings of protest which you term ‘uproar’, will soon evaporate and the filth will be accepted, and later applauded and honoured by ‘Muslims’ to justify the continued attendance of their children at these schools of shaitaan.

The community is rotten to the core. It stinks with the rot of immorality. The feeble and flabby whisperings against CSE are not an ‘uproar’. If there is a genuine UPROAR, the authorities will heed the protests. The only way for Muslims, if they believe themselves to be Muslims, is to stage a massive boycott of these schools. They should totally abandon secular schools, and make their own proper and valid Islamic arrangement for the provision of valid secular education for their children.

The billions of rands which the Muslim community wastes down the devil’s drain on haraam, weddings, haraam luxuries, haraam holidays, mock umrahs, mock hajj, haraam functions of a variety of evil kinds, and in many other haraam and wasteful avenues should be  constructively and intelligently utilized for the provision of Islamisized secular education.

There is no other advice.  May Allah Ta’ala guide and protect us from the evils of the nafs and the snares of shaitaan.

ABOUT THE OUTLIVED UTILITY OF MADAARIS JALSAHS

QUESTION: According to The Majlis, the jalsahs of the Madaaris have outlived their utility. What was the utility?

Answer (by Mujlisul Ulama): The Ilm of the Deen had become so despised, in India- despised by Muslims – that the masses believed that the pursuit of Ilm-e-Deen makes a person a humiliated beggar. It was considered despicable to pursue the Knowledge of the Deen. This was the state of zandaqah of the masses, and today in our time, even many molvis subconsciously believe in this kufr, hence they send even their daughters to brothel universities to acquire secular education because in their hearts they do not believe what Islam teaches about predetermined Rizq.

In order to create Deeni respect and appreciation for the Deen and its Knowledge our Akaabireen began the process of establishing Madaaris. However, due to deficiency in Tawakkul and due to being far, very far from the age of the Sahaabah, even the Akaabir Ulama’s focus shifted from Allah Ta’ala to a degree, and they initiated schemes for accumulating funds to sustain the Madaaris.

Since Muslims despised Ilm-e-Deen, they would not contribute funds for the expenses of the Madaaris. Hence, the Akaabir Ulama erred by initiating the Jalsah scheme. Instead of Tawakkul, they gravitated to the dunya. Despite thenobility of their motive, the shift from Tawakkul to the dunya and divergence from the original course of the Salafus Saaliheen were disastrous errors in the wake of which followed todays bid’ah and haraam jalsahs of Israaf, Riya and Takabbur.

The one and only purpose of the Jalsahs was to collect funds for the annual expenses of the Madrasah. In most cases, they collected sufficient funds at the Jalsahs for the expenses of the Madaaris.

While we shall not say that the initial Jalsah programme of the Akaabir was impermissible, we must say unequivocally that it indicated deficiency in Tawakkul and in it the seeds for today’s evil jalsahs were sown. Ilm-e-Deen was imparted during the age of Rasulullah (Sallallahu alayhi wasallam), the age of the Sahaabah and thereafter. The only basis on which the structure of the Madrasah was raised in the early days was Tawakkul. Reliance was totally on only Allah Azza Wa Jal. In view of the lack of this lofty degree of Tawakkul, the Akaabir Ulama initiated the scheme of Jalsahs and Safeers. A Safeer is a fund-raiser. All Madaaris in India have such fundraisers who travel around the country collecting funds for the Madaaris. In the aftermath of such bootlicking fund-raising comes humiliation, corvealed in the lonely, forlorn, barren, dusty Ghaare-e-Hira (Cave of Hiraa). With the bid’ah of jalasahs became attached many haraam factors, hence Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) abandoned attending jalated to merrymaking functions dominated by shaitaaniyyat and nafsaaniyyat. It will not be imprudent to say by way of castigation that the Madaaris authorities who arrange these wasteful shaitaani Israaf, and shaitaani merrymaking with their jalsahs while millions of the Ummah are languishing in abject jahaalat, proverty and misery. But the jalsah organizers and jalsah participants continue recklessly with their wasteful gluttony. They ruption, and the demotion of the lofty status of Ilm-e-Deen which has its Fountain in the Qur’aan Majeed which was revealed in the lonely, forlorn, barren, dusty Ghaare-e-Hira (Cave of Hiraa).

With the bid’ah of jalasahs became attached many haraam factors, hence Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) abandoned attending jalsahs and sternly criticized these functions even if no haraam acts occur at the jalsahs.

In South Africa and other affluent countries, the jalsahs have degenerated to merrymaking functions dominated by shaitaaniyyat and nafsaaniyyat. It will not be imprudent to say by way of castigation that the Madaaris authorities who arrange these wasteful shaitaani jalsahs should be incinerated in the pyre prepared for the incineration of corpses. They have obliterated every vestige of shame and brotherly feeling for the suffering Ummah, hence they foster gluttony, Israaf, and shaitaani merrymaking with their jalsahs while millions of the Ummah are languishing in abject jahaalat, proverty and misery. But the jalsah organizers and jalsah participants continue recklessly with their wasteful gluttony. They only eat, excrete and make merry. The jalsahs of today are decidedly evil. Never attend such functions which rupture your bond with Allah Ta’ala.