Category Archives: Education/Madaaris


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:


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’.


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.


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.


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.


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?


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 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.




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)


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.


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”.


“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)




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.”


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.


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.

A Destructive Education

In the past few years, the Muslim community has been celebrating and rightly so, the tremendous achievements young Muslims have had in securing their qualifications nationwide. The London borough of Newham, known for its socio-economically challenged demographic, has received much fanfare due to the success chiefly of two schools: Brampton Manor Academy and Newham Collegiate Sixth Form, a number of whose graduates have been able to secure places at the coveted Oxbridge. I feel obliged to mention at this point, on behalf of those institutions that bravely admit students regardless of their backgrounds, that both these Newham schools are highly selective. This notwithstanding, the students – a good number of which are from the Muslim community – have worked hard and rightly earned their places to study in two of the best universities in the world.

While the grounds and halls of universities around the UK will see an increase in Muslim representation, there are other institutions in which the current cohort of 18-22 year olds are noticeably absent. Masjids, certainly in my particular locality of South-West London, have never witnessed such a dearth of young Muslims before. I work actively in trying to encourage young Muslims to engage with their local masjids for a number of reasons, but chiefly because the way in which any community thrives is by one generation passing the torch to the next. While I cannot speak for the whole of London, and certainly not for communities in other cities, my interactions with young people locally have shown me that exams, internships, friends, and making money leave no spare time for anyone but themselves.

I realise that this will make for unpalatable and contentious reading for my generation, but we will continue to evade our culpability in the way that we have brought up our young to the detriment of the Muslim community. The fact is that we cannot blame young people, in general, for the way that they think about life, the world, religion, or community. Their ideas, ideals, and values were nurtured in an environment that we as parents exposed them to; they are essentially a product of that upbringing. Where did we go so wrong? This topic is vast and complex and, in truth, my attempt to expound on it here will only be able to touch on some of the issues at a superficial level. However, it is of such importance to the Muslim community that I feel we simply need to begin this conversation. I do not pretend to be novel in my discussion of this topic, but I do feel that because the issue is mostly dealt with more academically and abstractly, it often fails to filter down into discussions we should be having as communities.

If I were to simplify the topic and try to get to the heart of the matter, I would say that, despite being better endowed with ‘Islamic’ knowledge than our parents’ generation, we have succeeded quite remarkably in creating and practising a secular Islām. I helped out with a youth programme for twelve to fifteen-year olds at my local masjid and designed a questionnaire for the children to try and better understand how Muslim families were engaging with their faith. The penultimate question asked, “What do you think would make your parents really proud of you?” Out of the twenty-five respondents, one child wrote that it would be to memorise the Qur’ān, while another said the same and added that their parents would like to see them take an active role in helping the Muslim community. The rest of the children mentioned academic and career success. Of course, there is nothing wrong with academic success nor with a good career. In fact, as Muslims, we should reject mediocrity and work hard in striving for excellence in whatever we do, which includes doing well in our studies and becoming the very best in our professions. The only question, however, is whether the desire to achieve this is simply a means, or the end itself.

We live in a world of hyper-consumption. For those who have seen nothing but good in the advent of the Internet and social media, the diet of marketing and advertising assaulting our senses almost every waking moment of the day has inevitably shaped our perceptions of the winners and losers of society. We are compelled (against our better judgement) to consider our fellow man not on the basis of how well-mannered, virtuous, and selfless he is, but on his career, where he lives, the size of his property, the car he drives, the people he hangs around with, his cultural capital, and other qualities which make him stand out as a person ‘succeeding’ in the world. Whether we are ready to accept it or not, the decisions we make for our children’s upbringing is rooted primarily in the desire to see them become people who are ‘successful’ in this life. If twenty-three of the twenty-five respondents in my questionnaire echoed the same mantra, can there be little doubt that the focus for our children is unwittingly directed towards the material rather than towards something more virtuous?

The concern is this. If we nurture and bring up our children with the fear that they will not succeed in a life which will end in a matter of years, we will grow within them an urgency to acquire whatever they can and to disregard anything that stands in the way. This is why Allāh the Most High says in the Qur’ān, “The devil frightens you with poverty and encourages you to commit indecency.”

Source: Islam21c website.


[By Jamiatul Ulama Gauteng]

A teacher must have compassion for his students in the same way a father would have for his own children. Rasulullah Sallallahu Alayhi Wasallam said “I am to you like a father is to his child”

Abu Haroon Abdi and Shahr ibn Haushab Rahmatullahi Alayhi relate that when we visited Abu Saeed Khudri Radiallahu Anhu as students, he would say to us: “Welcome! O bequest of Rasulullah Sallallahu Alayhi Wasallam. Listen! Nabi Sallallahu Alayhi Wasallam has said:

“Soon the world will become subdued to you and young people will come to you who will be thirsty for knowledge. They will desire to attain a deep understanding of Deen, (Tafaqquh). When they do come, teach them and treat them with kindness. Be tolerant with them and teach them the Ahaadith.” [Jamiu Bayaanil Ilm].

Do not punish children whilst you are angry. An angry doctor cannot cure a patient. Similarly, an angry teacher who has no self-control will not be able to discipline his students thus causing more harm than good.

The counsellor, who advises with scorn, serves only to add venom to venom.

Experience has proven that kind words are more effective than harsh ones. Only an ignorant person, wishing to place something in a utensil, will first make a hole in it. With excessive beating and harshness, the heart of a child becomes like a sieve. It will be impossible to fill it with goodness.

Instilling fear into the child might be effective temporarily but has proven to be largely unsuccessful. In this day and age it develops into a major fitnah, which would prove to be a nightmare for the officials of the Madrasah, and have a negative impact on the reputation and administration of the madrasah.

That ustaadh who is incapable of rectifying the students’ evil habits by himself displaying good character is not worthy of being an ustaadh. Generally, teachers do not pay attention to rectifying the wrongs within themselves thinking themselves to be perfect. Thus, we can well imagine the fitnah that can stem from one who is deficient yet thinks himself to be perfect.

To fill the heart of a child with fear has a similar effect as that of an icy wind on a delicate bud or a hot wind on gentle flowers.

Imam Ghazaali has stated that a teacher has to be extremely tolerant.

Hadhrat Abdul Qadir Jilaani has stated that as long as anger overcomes you, do not count yourself among the people of knowledge.

A pious person once mentioned that a teacher has to be an embodiment of love and kindness. Nobody is prepared to listen to harsh words just as a sick person is not prepared to take bitter medicine.

Allah Ta’aala mentions in the Qur’aan:

 “Had you been harsh and hard hearted, they would have dispersed from around you.”

It is recorded in Ta’leemul Muta’allim that the son of a kind ustaadh will one day also become an Aalim. The reason for this is that the ustaadh encourages the students to become Ulama. Through the barakah of this encouragement and due to his kindness, his son too will become an Aalim

“Modern Western” Education???

[By Hasan Mahfooz]

Would a liberal send their children to an Islamic school taught by Muslim teachers using an Islamic curriculum? Why do Muslims send their children to a school that teaches the opposite of what they believe? Muslims would never send their children to an RSS shakha or a Christian school but many Muslim parents have no problem with the typical private/public school. Why?

The reason is that falsity of and disagreements with Christian and Hindu beliefs/worldview are clear to us and we want to protect our children from them. On the contrary, most of us consider secular-liberalism and modern education (and schools) to be ideologically neutral, which is not true.
The reality is that the education that is imparted in most schools today is based on certain philosophies, pre-suppositions and concepts. Those toxic concepts such as naturalism, progress, utility maximization, freedom, etc. are taught for more than 15 years to credulous impressionable children, permanently distorting the way they view the world. I will touch on a few of the numerous concepts that the modern “education” imparts us.

Naturalism peddled through different subjects and especially science makes us believe that the physical world is all that exists, and all phenomenon can and must be explained through physical causes only. This blatantly undermines the belief in the supernatural and, thus, weakens imaan, which by definition is on the ghayb, the unseen, the supernatural.

History promotes the idea of progress: mankind as a whole is progressing and becoming more rational, moral and advanced over time, pushing the idea of “the newer the better”. This gives a false impression that the moderns are more advanced, moral and rational than the previous people and, thus, Islam of the 7th century is outdated and needs revision.

Economics promotes the idea that self-interested rational man, homo economicus, is in a state of competition due to a scarcity of resources and, thus, he tries to maximize his pleasure (utility) from consumption of goods and services. This strikes at the root of compassion, selflessness, sacrifice and caring for the rights of others that Islam stresses so much.

Many other such toxic ideas incongruous to Islam are taught to students through different subjects over the school life. In the absence of hard work by parents to counter the influence of such toxic ideas, it is not surprising to find a Muslim after decades of schooling (brain-washing) become a naturalist, secular, careerist, progressive, etc.

We need to think seriously about what we are studying and imparting to our successive generations. May Allah rectify our affairs.