Quran Focus Academy Blog

Islamic schools in Netherlands top performers

Islamic schools receive average of 7.4 in nationwide test at end of primary school, which is among the highest score in 2018 

 

Islamic schools in the Netherlands have performed the best among all primary schools for five years.

 

According to annual school research by a Dutch television news service, RTL News, Islamic schools in the country received the highest score in 2018 with an average of 7.4 in the nationwide test at the end of primary school.

 

In the research, RTL compared school results of the last three years.

Islamic Primary School El Boukhari in the western Leerdam city came fifth, El Habib School in the southern Maastricht city ninth, and Islamic Primary School Bilal in central Amersfoort city 10th, among 6,000 schools in the country.

 

It is no coincidence that Islamic schools have been the most successful for five years, director of Gokhan Coban Islamic School Boards Organization (ISBO), told Anadolu Agency.

 

“Teachers work hard in our schools, and we offer religious education to children two hours a week in addition to the national curriculum,” Coban added.

 

Islamic schools are now an indispensable part of the Netherlands. They make great contribution to the Dutch society, he noted.

 

A total of 12,500 student are studying at 53 Islamic school nationwide. Religious schools, which are funded by the states, have the same national curriculum as public schools. However, they have a bit more freedom to add religious teaching to their curriculum.

 

Participation in the test at the end of primary education is essential for entrance into the secondary education.

 

 

Shab-e-Miraj (Isra Night) or Lailat al Miraj

Shab-e-Miraj or Isra Night observed in the Holy Month of Rajab by Muslims all over the world. Every year on the night of 26th of Rajab according to the Islamic calendar, Muslims observe Shab-e-Miraj (Isra Night) in which the Holy Prophet Muhammad (PBUH) went on a special journey to meet the Creator of this Universe Allah Almighty, crossing seven skies on the heavenly animal named ‘Al-Buraq.’ The Isra Night is also mentioned in Holy Quran in these words: “Exalted is He who took His Servant by night from al-Masjid al-Haram to al-Masjid al- Aqsa, whose surroundings We have blessed, to show him of Our signs. Indeed, He is the Hearing, the Seeing.” (Quran, 17:1) 

 

Mi’raj (Ascension) and Isra’ (Night Journey). According to most traditions – and especially the authentic ones – this event took place one year before Hijrah. Detailed reports about it are found in the works of Hadith and Sirah and have been narrated from as many as twenty-five Companions. The most exhaustive reports are those from Anas ibn Malik, Malik ibn Sa’sa’ah, Abu Dharr al-Ghifari and Abu Hurayrah. Some other details have been narrated by ‘Umar, ‘Ali, ‘Abd Allah ibn Mas’ud, ‘Abd Allah ibn Abbas, Abu Sa’id al-Khudri, Hudhayfah ibn al-Yaman, and ‘A’ishah among other Companions of the Prophet .

The Quran here only mentions that the Prophet  was taken from the Ka’bah to the mosque in Jerusalem, and specifies that the purpose of the journey was such that God might “show him some of His signs”. Beyond this, The Quran does not concern itself with any detail. However, according to Hadith reports, Gabriel took the Prophet  at night from the Ka’bah to the mosque in Jerusalem on a buraq.* On reaching Jerusalem the Prophet  along with other Prophets offered Prayers.(Al-Nasa’i, SunanK. al-Salah, ‘Bab Fard al-Salah wa Dhikr Ikhtilaf al-Naqilin…’ -Ed.)Gabriel then took him to the heavens and the Prophet  met several great Prophets in different heavenly spheres. (See al-Nasa’i, Sunan, K. al-Salah, ‘Bab Fard al-Salah’ - Ed.) Finally, he reached the highest point in the heavens and was graced with an experience of the Divine Presence. On that occasion the Prophet received a number of directives including that Prayers were obligatory five times a day. (Al-Bukhari, K. Manaqib al -Ansar, ‘Bab al-Mi’raj ; K. al-Tawhid, ‘Bab Kallama Musa Taklima‘ – Ed.) Thereafter, the Prophet  returned from the heavens to Jerusalem, and from there to the Holy Mosque in Makka. Numerous reports on the subject reveal that the Prophet  was also enabled on this occasion to observe Heaven and Hell. (Al-Bukhari, K. al_Salah, ‘Bab Kayfa Furidat al-Salah fi al-Isra‘ and Ibn Hisham, Sirah, vol. I, p. 404 – Ed.)

It may be recalled that according to authentic reports when the Prophet narrated the incidents of this extraordinary journey the following day to the people in Makka, the unbelievers found the whole narration utterly amusing. (Muslim, K, al-Iman, ‘Bab Dhikr al-Masih ibn Maryam’ - Ed.) In fact, even the faith of some Muslims was shaken because of the highly extraordinary nature of the account.(See Ibn Hisham, Sirah , vol. I, p.398 and al-Qurtubi, comments on verse 1 of the surah - Ed.)

The details of the event provided by the Hadith supplement the Quranic account. There is no reason, however, to reject all this supplementary information on the grounds that it is opposed to the Quran. Nevertheless, if someone is not quite convinced and hence does not accept some of the details concerning the Ascension mentioned in the Hadith as true, he should not be considered an unbeliever. On the contrary, if someone were to clearly deny any part of the account categorically mentioned in the Quran, he would be deemed to have gone beyond the fold of Islam.

What was the nature of this journey? Did it take place when the Prophet  was asleep or when he was awake? Did he actually undertake a journey in the physical sense or did he have a spiritual vision while remaining in his own place? These questions, in our view, have been resolved by the text of the Quran itself. The opening statement: “Holy is He Who carried His servant by night from the Holy Mosque to the farther Mosque… ” (verse 1) itself indicates that it was an extraordinary event which took place by dint of the infinite power of God. For quite obviously, to be able to perceive the kind of things mentioned in connection with the event, either in a dream or by means of intuition, is not so wondrous that it should be prefaced by the statement : “Holy is He Who carried His servant by night…” ; a statement which amounts to proclaiming that God was free from every imperfection and flaw. Such a statement would make absolutely no sense if the purpose of it was merely to affirm that God had the power to enable man to have either visions in the course of a dream, or to receive information intuitively. In our view, the words of the experience or a dream vision, was an actual journey, and the observation in question was a visual observation. All was contingent upon God’s will that truths be revealed to the Prophet  in this fashion.

SURAT YA-SIN or YASEEN سورة يس

SURAT YA-SIN (HOLY QURAN, CHAPTER 36)   سورة يس

بِسمِ اللهِ الرَّحمنِ الرَّحيمِ

English Translation (Yusufali)

Transliteration

 Arabic Text

036.001 Ya Sin.

Yā -Sīn

يَا-سِين

036.002 By the Qur’an, full of Wisdom,-

Wa Al-Qur’āni Al-Ĥakīmi

وَالْقُرْآنِ الْحَكِيمِ

036.003 Thou art indeed one of the messengers,

‘Innaka Lamina Al-Mursalīna

إِنَّكَ لَمِنَ الْمُرْسَلِينَ

036.004 On a Straight Way.

`Alá Şirāţin Mustaqīmin

عَلَىٰ صِرَاطٍ مُسْتَقِيمٍ

036.005 It is a Revelation sent down by (Him), the Exalted in Might, Most Merciful.

Tanzīla Al-`Azīzi Ar-Raĥīmi

تَنزِيلَ الْعَزِيزِ الرَّحِيمِ

036.006 In order that thou mayest admonish a people, whose fathers had received no admonition, and who therefore remain heedless (of the Signs of God).

Litundhira Qawmāan Mā ‘Undhira ‘Ābā’uuhum Fahum Ghāfilūna

لِتُنذِرَ قَوْماً مَا أُنذِرَ آبَاؤُهُمْ فَهُمْ غَافِلُونَ

036.007 The Word is proved true against the greater part of them: for they do not believe.

Laqad Ĥaqqa Al-Qawlu `Alá ‘Aktharihim Fahum Lā Yu’uminūna

لَقَدْ حَقَّ الْقَوْلُ عَلَىٰ أَكْثَرِهِمْ فَهُمْ لاَ يُؤْمِنُونَ

036.008 We have put yokes round their necks right up to their chins, so that their heads are forced up (and they cannot see).

‘Innā Ja`alnā Fī ‘A`nāqihim ‘Aghlālāan Fahiya ‘Ilá Al-’Adhqāni Fahum Muqmaĥūna

إِنَّا جَعَلْنَا فِي أَعْنَاقِهِمْ أَغْلاَلاً فَهِيَ إِلَىٰالأَذْقَانِ فَهُمْ مُقْمَحُونَ

036.009 And We have put a bar in front of them and a bar behind them, and further, We have covered them up; so that they cannot see.

Wa Ja`alnā Min Bayni ‘Aydīhim Saddāan Wa Min Khalfihim Saddāan Fa’aghshaynāhum Fahum Lā Yubşirūna

وَجَعَلْنَا مِنْ بَيْنِ أَيْدِيهِمْ سَدّاً وَمِنْ خَلْفِهِمْ سَدّاً فَأَغْشَيْنَاهُمْ فَهُمْ لاَ يُبْصِرُونَ

036.010 The same is it to them whether thou admonish them or thou do not admonish them: they will not believe.

Wa Sawā’un `Alayhim ‘A’andhartahum ‘Am Lam Tundhirhum Lā Yu’uminūna

وَسَوَاءٌ عَلَيْهِمْ أَأَنذَرْتَهُمْ أَمْ لَمْ تُنذِرْهُمْ لاَ يُؤْمِنُونَ

036.011 Thou canst but admonish such a one as follows the Message and fears the (Lord) Most Gracious, unseen: give such a one, therefore, good tidings, of Forgiveness and a Reward most generous.

‘Innamā Tundhiru Mani Attaba`a Adh-Dhikra Wa Khashiya Ar-Raĥmana Bil-Ghaybi Fabashshirhu Bimaghfiratin Wa ‘Ajrin Karīmin

إِنَّمَا تُنذِرُ مَنِ اتَّبَعَ الذّ ِكْرَ وَخَشِيَ الرَّحْمَنَ بِالْغَيْبِ فَبَشّـِرْهُ بِمَغْفِرَةٍ وَأَجْرٍ كَرِيمٍ

036.012 Verily We shall give life to the dead, and We record that which they send before and that which they leave behind, and of all things have We taken account in a clear Book (of evidence).

‘Innā Naĥnu Nuĥyi Al-Mawtá Wa Naktubu Mā Qaddamū Wa ‘Āthārahum Wa Kulla Shay’in ‘Ĥşaynāhu Fī ‘Imāmin Mubīnin

إِنَّا نَحْنُ نُحْيِ الْمَوْتَىٰ وَنَكْتُبُ مَا قَدَّمُواوَآثَارَهُمْ وَكُلَّ شَيْءٍ أحْصَيْنَاهُ فِي إِمَامٍمُبِينٍ

036.013 Set forth to them, by way of a parable, the (story of) the Companions of the City. Behold!, there came apostles to it.

Wa Ađrib Lahum Mathalāan ‘Aşĥāba Al-Qaryati ‘Idh Jā’ahā Al-Mursalūna

وَاضْرِبْ لَهُمْ مَثَلاً أَصْحَابَ الْقَرْيَةِ إِذْ جَاءَهَا الْمُرْسَلُونَ

036.014 When We (first) sent to them two apostles, they rejected them: But We strengthened them with a third: they said, “Truly, we have been sent on a mission to you.”

‘Idh ’Arsalnā ‘Ilayhimu Athnayni Fakadhdhabūhumā Fa`azzaznā Bithālithin Faqālū ‘Innā ‘Ilaykum Mursalūna

إِذْ أَرْسَلْنَا إِلَيْهِمُ اثْنَيْنِ فَكَذَّبُوهُمَا فَعَزَّزْنَابِثَالِثٍ فَقَالُوا إِنَّا إِلَيْكُمْ مُرْسَلُونَ

036.015 The (people) said: “Ye are only men like ourselves; and (God) Most Gracious sends no sort of revelation: ye do nothing but lie.”

Qālū Mā ‘Antum ‘Illā Basharun Mithlunā Wa Mā ‘Anzala Ar-Raĥmānu Min Shay’in ‘In ‘Antum ‘Illā Takdhibūna

قَالُوا مَا أَنْتُمْ إِلاَّ بَشَرٌ مِثْلُنَا وَمَا أَنزَلَالرَّحْمَنُ مِنْ شَيْءٍ إِنْ أَنْتُمْ إِلاَّ تَكْذِبُونَ

036.016 They said: “Our Lord doth know that we have been sent on a mission to you:

Qālū Rabbunā Ya`lamu ‘Innā ‘Ilaykum Lamursalūna

قَالُوا رَبُّنَا يَعْلَمُ إِنَّا إِلَيْكُمْ لَمُرْسَلُونَ

036.017 “And our duty is only to proclaim the clear Message.”

Wa Mā `Alaynā ‘Illā Al-Balāghu Al-Mubīnu

وَمَا عَلَيْنَا إِلاَّ الْبَلاَغُ الْمُبِينُ

036.018 The (people) said: “for us, we augur an evil omen from you: if ye desist not, we will certainly stone you. And a grievous punishment indeed will be inflicted on you by us.”

Qālū ‘Innā Taţayyarnā Bikum La’in Lam Tantahū Lanarjumannakum Wa Layamassannakum Minnā `Adhābun ‘Alīmun

قَالُوا إِنَّا تَطَيَّرْنَا بِكُمْ لَئِنْ لَمْ تَنتَهُوالَنَرْجُمَنَّكُمْ وَلَيَمَسَّنَّكُمْ مِنَّا عَذَابٌ أَلِيمٌ

036.019 They said: “Your evil omens are with yourselves: (deem ye this an evil omen). If ye are admonished? Nay, but ye are a people transgressing all bounds!”

Qālū Ţā’irukum Ma`akum ‘A’in Dhukkirtum Bal ‘Antum Qawmun Musrifūna

قَالُوا طَائِرُكُمْ مَعَكُمْ أَئِنْ ذُكّـِرْتُمْ بَلْ أَنْتُمْ قَوْمٌ مُسْرِفُونَ

036.020 Then there came running, from the farthest part of the City, a man, saying, “O my people! Obey the apostles:

Wa Jā’a Min ‘Aqşá Al-Madīnati Rajulun Yas`á Qāla Yā Qawmi Attabi`ū Al-Mursalīna

وَجَاءَ مِنْ أَقْصَىٰ الْمَدِينَةِ رَجُلٌ يَسْعَىٰ قَالَ يَاقَوْمِ اتَّبِعُوا الْمُرْسَلِينَ

036.021 “Obey those who ask no reward of you (for themselves), and who have themselves received Guidance.

Attabi`ū Man Lā Yas’alukum ‘Ajrāan Wa Hum Muhtadūna

اتَّبِعُوا مَنْ لاَ يَسْأَلُكُمْ أَجْراً وَهُمْ مُهْتَدُونَ

036.022 “It would not be reasonable in me if I did not serve Him Who created me, and to Whom ye shall (all) be brought back.

Wa Mā Liya Lā ‘A`budu Al-Ladhī Faţaranī Wa ‘Ilayhi Turja`ūna

وَمَا لِيَ لاَ أَعْبُدُ الَّذِي فَطَرَنِي وَإِلَيْهِ تُرْجَعُونَ

036.023 “Shall I take (other) gods besides Him? If (God) Most Gracious should intend some adversity for me, of no use whatever will be their intercession for me, nor can they deliver me.

‘A’attakhidhu Min Dūnihi ‘Ālihatan ‘In Yuridni Ar-Raĥmānu Biđurrin Lā Tughni `Annī Shafā`atuhum Shay’āan Wa Lā Yunqidhūni

أَأَتَّخِذُ مِنْ دُونِهِ آلِهَةً إِنْ يُرِدْنِ الرَّحْمَنُبِضُرّ ٍ لاَ تُغْنِ عَنّـِي شَفَاعَتُهُمْ شَيْئاً وَلاَ يُنقِذُونِ

036.024 “I would indeed, if I were to do so, be in manifest Error.

‘Innī ‘Idhāan Lafī Đalālin Mubīnin

إِنّـِي إِذاً لَفِي ضَلاَلٍ مُبِينٍ

036.025 “For me, I have faith in the Lord of you (all): listen, then, to me!”

‘Innī ‘Āmantu Birabbikum Fāsma`ūni

إِنّـِي آمَنْتُ بِرَبّـِكُمْ فَاسْمَعُونِ

036.026 It was said: “Enter thou the Garden.” He said: “Ah me! Would that my People knew (what I know)!-

Qīla Adkhuli Al-Jannata Qāla Yā Layta Qawmī Ya`lamūna

قِيلَ ادْخُلِ الْجَنَّةَ قَالَ يَالَيْتَ قَوْمِي يَعْلَمُونَ

036.027 “For that my Lord has granted me Forgiveness and has enrolled me among those held in honour!”

Bimā Ghafara Lī Rabbī Wa Ja`alanī Mina Al-Mukramīna

بِمَا غَفَرَ لِي رَبّـِي وَجَعَلَنِي مِنَ الْمُكْرَمِينَ

036.028 And We sent not down against his People, after him, any hosts from heaven, nor was it needful for Us so to do.

Wa Mā ‘Anzalnā `Alá Qawmihi MinBa`dihi Min Jundin Mina As-Samā’i Wa Mā Kunnā Munzilīna

وَمَا أَنزَلْنَا عَلَىٰ قَوْمِهِ مِنْ بَعْدِهِ مِنْ جُندٍ مِنَالسَّمَاءِ وَمَا كُنَّا مُنزِلِينَ

036.029 It was no more than a single mighty Blast, and behold! they were (like ashes) quenched and silent.

‘In Kānat ‘Illā Şayĥatan Wāĥidatan Fa’idhā Hum Khāmidūna

إِنْ كَانَتْ إِلاَّ صَيْحَةً وَاحِدَةً فَإِذَا هُمْ خَامِدُونَ

036.030 Ah! Alas for (My) Servants! There comes not an apostle to them but they mock him!

Yā Ĥasratan `Alá Al-`Ibādi Mā Ya’tīhim Min Rasūlin ‘Illā Kānū Bihi Yastahzi’ūn

يَاحَسْرَةً عَلَىٰ الْعِبَادِ مَا يَأْتِيهِمْ مِنْ رَسُولٍإِلاَّ كَانُوا بِهِ يَسْتَهْزِئُون

036.031 See they not how many generations before them we destroyed? Not to them will they return:

‘Alam Yaraw Kam ‘Ahlaknā Qablahum Mina Al-Qurūni ‘Annahum ‘Ilayhim Lā Yarji`ūna

أَلَمْ يَرَوْا كَمْ أَهْلَكْنَا قَبْلَهُمْ مِنَ الْقُرُونِ أَنَّهُمْإِلَيْهِمْ لاَ يَرْجِعُونَ

036.032 But each one of them all – will be brought before Us (for judgment).

Wa ‘In Kullun Lammā Jamī`un Ladaynā Muĥđarūna

وَإِنْ كُلٌّ لَمَّا جَمِيعٌ لَدَيْنَا مُحْضَرُونَ

036.033 A Sign for them is the earth that is dead: We do give it life, and produce grain therefrom, of which ye do eat.

Wa ‘Āyatun Lahumu Al-’Arđu Al-Maytatu ‘Aĥyaynāhā Wa ‘Akhrajnā Minhā Ĥabbāan Faminhu Ya’kulūna

وَآيَةٌ لَهُمُ الأَرْضُ الْمَيْتَةُ أَحْيَيْنَاهَا وَأَخْرَجْنَا مِنْهَا حَبّاً فَمِنْهُ يَأْكُلُونَ

036.034 And We produce therein orchard with date-palms and vines, and We cause springs to gush forth therein:

Wa Ja`alnā Fīhā Jannātin Min Nakhīlin Wa ‘A`nābin Wa Fajjarnā Fīhā Mina Al-`Uyūni

وَجَعَلْنَا فِيهَا جَنَّاتٍ مِنْ نَخِيلٍ وَأَعْنَابٍوَفَجَّرْنَا فِيهَا مِنَ الْعُيُونِ

036.035 That they may enjoy the fruits of this (artistry): It was not their hands that made this: will they not then give thanks?

Liya’kulū Min Thamarihi Wa Mā `Amilat/hu ‘Aydīhim ‘Afalā Yashkurūna

لِيَأْكُلُوا مِنْ ثَمَرِهِ وَمَا عَمِلَتْهُ أَيْدِيهِمْ أَفَلاَ يَشْكُرُونَ

036.036 Glory to God, Who created in pairs all things that the earth produces, as well as their own (human) kind and (other) things of which they have no knowledge.

Subĥāna Al-Ladhī Khalaqa Al-’Azwāja Kullahā Mimmā Tunbitu Al-’Arđu Wa Min ‘Anfusihim Wa Mimmā Lā Ya`lamūna

سُبْحَانَ الَّذِي خَلَقَ الأَزْوَاجَ كُلَّهَا مِمَّا تُنْبِتُالأَرْضُ وَمِنْ أَنفُسِهِمْ وَمِمَّا لاَ يَعْلَمُونَ

036.037 And a Sign for them is the Night: We withdraw therefrom the Day, and behold they are plunged in darkness;

Wa ‘Āyatun Lahumu Al-Laylu Naslakhu Minhu An-Nahāra Fa’idhā Hum Mužlimūna

وَآيَةٌ لَهُمُ اللَّيْلُ نَسْلَخُ مِنْهُ النَّهَارَ فَإِذَا هُمْ مُظْلِمُونَ

036.038 And the sun runs his course for a period determined for him: that is the decree of (Him), the Exalted in Might, the All-Knowing.

Wa Ash-Shamsu Tajrī Limustaqarrin Lahā Dhālika Taqdīru Al-`Azīzi Al-`Alīmi

وَالشَّمْسُ تَجْرِي لِمُسْتَقَرّ ٍلَهَا ذٰلِكَ تَقْدِيرُالْعَزِيزِ الْعَلِيمِ

036.039 And the Moon,- We have measured for her mansions (to traverse) till she returns like the old (and withered) lower part of a date-stalk.

Wa Al-Qamara Qaddarnāhu Manāzila Ĥattá `Āda Kāl`urjūni Al-Qadīmi

وَالْقَمَرَ قَدَّرْنَاهُ مَنَازِلَ حَتَّىٰ عَادَ كَالْعُرْجُونِالْقَدِيمِ

036.040 It is not permitted to the Sun to catch up the Moon, nor can the Night outstrip the Day: Each (just) swims along in (its own) orbit (according to Law).

Lā Ash-Shamsu Yanbaghī Lahā ‘An Tudrika Al-Qamara Wa Lā Al-Laylu Sābiqu An-Nahāri Wa Kullun Fī Falakin Yasbaĥūna

لاَ الشَّمْسُ يَنْبَغِي لَهَا أَنْ تُدْرِكَ الْقَمَرَ وَلاَاللَّيْلُ سَابِقُ النَّهَارِ وَكُلٌّ فِي فَلَكٍ يَسْبَحُونَ

036.041 And a Sign for them is that We bore their race (through the Flood) in the loaded Ark;

Wa ‘Āyatun Lahum ‘Annā Ĥamalnā Dhurrīyatahum Fī Al-Fulki Al-Mashĥūni

وَآيَةٌ لَهُمْ أَنَّا حَمَلْنَا ذُرّ ِيَّتَهُمْ فِي الْفُلْكِالْمَشْحُونِ

036.042 And We have created for them similar (vessels) on which they ride.

Wa Khalaqnā Lahum Min Mithlihi Mā Yarkabūna

وَخَلَقْنَا لَهُمْ مِنْ مِثْلِهِ مَا يَرْكَبُونَ

036.043 If it were Our Will, We could drown them: then would there be no helper (to hear their cry), nor could they be delivered,

Wa ‘In Nasha’ Nughriqhum Falā Şarīkha Lahum Wa Lā Hum Yunqadhūna

وَإِنْ نَشَأْ نُغْرِقْهُمْ فَلاَ صَرِيخَ لَهُمْ وَلاَ هُمْ يُنقَذُونَ

036.044 Except by way of Mercy from Us, and by way of (world) convenience (to serve them) for a time.

‘Illā Raĥmatan Minnā Wa Matā`āan ‘Ilá Ĥīnin

إِلاَّ رَحْمَةً مِنَّا وَمَتَاعاً إِلَىٰ حِينٍ

036.045 When they are told, “Fear ye that which is before you and that which will be after you, in order that ye may receive Mercy,” (they turn back).

Wa ‘Idhā Qīla Lahumu Attaqū Mā Bayna ‘Aydīkum Wa Mā Khalfakum La`allakum Turĥamūna

وَإِذَا قِيلَ لَهُمُ اتَّقُوا مَا بَيْنَ أَيْدِيكُمْ وَمَا خَلْفَكُمْ لَعَلَّكُمْ تُرْحَمُونَ

036.046 Not a Sign comes to them from among the Signs of their Lord, but they turn away therefrom.

Wa Mā Ta’tīhim Min ‘Āyatin Min ‘Āyāti Rabbihim ‘Illā Kānū `Anhā Mu`riđīna

وَمَا تَأْتِيهِمْ مِنْ آيَةٍ مِنْ آيَاتِ رَبّـِهِمْ إِلاَّ كَانُوا عَنْهَا مُعْرِضِينَ

036.047 And when they are told, “Spend ye of (the bounties) with which God has provided you,” the Unbelievers say to those who believe: “Shall we then feed those whom, if God had so willed, He would have fed, (Himself)?- Ye are in nothing but manifest error.”

Wa ‘Idhā Qīla Lahum ‘Anfiqū Mimmā Razaqakumu Allāhu Qāla Al-Ladhīna Kafarū Lilladhīna ‘Āmanū ‘Anuţ`imu Man Law Yashā’u Allāhu ‘Aţ`amahu ‘In ‘Antum ‘Illā Fī Đalālin Mubīnin

وَإِذَا قِيلَ لَهُمْ أَنفِقُوا مِمَّا رَزَقَكُمُ اللَّهُ قَالَالَّذِينَ كَفَرُوا لِلَّذِينَ آمَنُوا أَنُطْعِمُ مَنْ لَوْ يَشَاءُ اللَّهُ أَطْعَمَهُ إِنْ أَنْتُمْ إِلاَّ فِي ضَلاَلٍمُبِينٍ

036.048 Further, they say, “When will this promise (come to pass), if what ye say is true?”

Wa Yaqūlūna Matá Hādhā Al-Wa`du ‘In Kuntum Şādiqīna

وَيَقُولُونَ مَتَىٰ هٰذَا الْوَعْدُ إِنْ كُنتُمْ صَادِقِينَ

036.049 They will not (have to) wait for aught but a single Blast: it will seize them while they are yet disputing among themselves!

Mā Yanžurūna ‘Illā Şayĥatan Wāĥidatan Ta’khudhuhum Wa Hum Yakhişşimūna

مَا يَنظُرُونَ إِلاَّ صَيْحَةً وَاحِدَة تَأْخُذُهُمْ وَهُمْ يَخِصّـِمُونَ

036.050 No (chance) will they then have, by will, to dispose (of their affairs), nor to return to their own people!

Falā Yastaţī`ūna Tawşiyatan Wa Lā ‘Ilá ‘Ahlihim Yarji`ūna

فَلاَ يَسْتَطِيعُونَ تَوْصِيَةً وَلاَ إِلَىٰ أَهْلِهِمْيَرْجِعُونَ

036.051 The trumpet shall be sounded, when behold! from the sepulchres (men) will rush forth to their Lord!

Wa Nufikha Fī Aş-Şūri Fa’idhā Hum Mina Al-’Ajdāthi ‘Ilá Rabbihim Yansilūna

وَنُفِخَ فِي الصُّورِ فَإِذَا هُمْ مِنَ الأَجْدَاثِ إِلَىٰ رَبّـِهِمْ يَنسِلُونَ

036.052 They will say: “Ah! Woe unto us! Who hath raised us up from our beds of repose?”… (A voice will say:) “This is what (God) Most Gracious had promised. And true was the word of the apostles!”

Qālū Yā Waylanā Man Ba`athanā Min Marqadinā Hādhā Mā Wa`ada Ar-Raĥmānu Wa Şadaqa Al-Mursalūna

قَالُوا يَاوَيْلَنَا مَنْ بَعَثَنَا مِنْ مَرْقَدِنَا هٰذَا مَاوَعَدَ الرَّحْمَنُ وَصَدَقَ الْمُرْسَلُونَ

036.053 It will be no more than a single Blast, when lo! they will all be brought up before Us!

‘In Kānat ‘Illā Şayĥatan Wāĥidatan Fa’idhā Hum Jamī`un Ladaynā Muĥđarūna

إِنْ كَانَتْ إِلاَّ صَيْحَةًوَاحِدَةً فَإِذَا هُمْ جَمِيعٌلَدَيْنَا مُحْضَرُونَ

036.054 Then, on that Day, not a soul will be wronged in the least, and ye shall but be repaid the meeds of your past Deeds.

Fālyawma Lā Tužlamu Nafsun Shay’āan Wa Lā Tujzawna ‘Illā Mā Kuntum Ta`malūna

فَالْيَوْمَ لاَ تُظْلَمُ نَفْسٌ شَيْئاً وَلاَ تُجْزَوْنَ إِلاَّ مَا كُنتُمْ تَعْمَلُونَ

036.055 Verily the Companions of the Garden shall that Day have joy in all that they do;

‘Inna ‘Aşĥāba Al-Jannati Al-Yawma Fī Shughulin Fākihūna

إِنَّ أَصْحَابَ الْجَنَّةِ الْيَوْمَ فِي شُغُلٍ فَاكِهُونَ

036.056 They and their associates will be in groves of (cool) shade, reclining on Thrones (of dignity);

Hum Wa ‘Azwājuhum Fī Žilālin `Alá Al-’Arā’iki Muttaki’ūna

هُمْ وَأَزْوَاجُهُمْ فِي ظِلاَلٍ عَلَىٰ الأَرَائِكِ مُتَّكِئُونَ

036.057 (Every) fruit (enjoyment) will be there for them; they shall have whatever they call for;

Lahum Fīhā Fākihatun Wa Lahum Mā Yadda`ūna

لَهُمْ فِيهَا فَاكِهَةٌ وَلَهُمْ مَا يَدَّعُونَ

036.058 “Peace!” – a word (of salutation) from a Lord Most Merciful!

Salāmun Qawlāan Min Rabbin Raĥīmin

سَلاَمٌ قَوْلاً مِنْ رَبّ ٍ رَحِيمٍ

036.059 “And O ye in sin! Get ye apart this Day!

Wa Amtāzū Al-Yawma ‘Ayyuhā Al-Mujrimūna

وَامْتَازُوا الْيَوْمَ أَيُّهَا الْمُجْرِمُونَ

036.060 “Did I not enjoin on you, O ye Children of Adam, that ye should not worship Satan; for that he was to you an enemy avowed?-

‘Alam ‘A`had ‘Ilaykum Yā Banī ‘Ādama ‘An Lā Ta`budū Ash-Shayţāna ‘Innahu Lakum `Adūwun Mubīnun

أَلَمْ أَعْهَدْ إِلَيْكُمْ يَابَنِي آدَمَ أَنْ لاَ تَعْبُدُواالشَّيْطَانَ إِنَّهُ لَكُمْ عَدُوٌّ مُبِينٌ

036.061 “And that ye should worship Me, (for that) this was the Straight Way?

Wa ‘Ani A`budūnī Hādhā Şirāţun Mustaqīmun

وَأَنِ اعْبُدُونِي هٰذَا صِرَاطٌ مُسْتَقِيمٌ

036.062 “But he did lead astray a great multitude of you. Did ye not, then, understand?

Wa Laqad ‘Ađalla Minkum Jibillāan Kathīrāan ‘Afalam Takūnū Ta`qilūna

وَلَقَدْ أَضَلَّ مِنْكُمْ جِبِلّاً كَثِيراً أَفَلَمْ تَكُونُواتَعْقِلُونَ

036.063 “This is the Hell of which ye were (repeatedly) warned!

Hadhihi Jahannamu Allatī Kuntum Tū`adūna

هٰذِهِ جَهَنَّمُ الَّتِي كُنتُمْ تُوعَدُونَ

036.064 “Embrace ye the (fire) this Day, for that ye (persistently) rejected (Truth).”

Aşlawhā Al-Yawma Bimā Kuntum Takfurūna

اصْلَوْهَا الْيَوْمَ بِمَا كُنتُمْ تَكْفُرُونَ

036.065 That Day shall We set a seal on their mouths. But their hands will speak to us, and their feet bear witness, to all that they did.

Al-Yawma Nakhtimu `Alá ‘Afwāhihim Wa Tukallimunā ‘Aydīhim Wa Tash/hadu ‘Arjuluhum Bimā Kānū Yaksibūna

الْيَوْمَ نَخْتِمُ عَلَىٰ أَفْوَاهِهِمْ وَتُكَلّـِمُنَا أَيْدِيهِمْ وَتَشْهَدُ أَرْجُلُهُمْ بِمَا كَانُوا يَكْسِبُونَ

036.066 If it had been our Will, We could surely have blotted out their eyes; then should they have run about groping for the Path, but how could they have seen?

Wa Law Nashā’u Laţamasnā `Alá ‘A`yunihim Fāstabaqū Aş-Şirāţa Fa’anná Yubşirūna

وَلَوْ نَشَاءُ لَطَمَسْنَا عَلَىٰ أَعْيُنِهِمْ فَاسْتَبَقُواالصّـِرَاطَ فَأَنَّىٰ يُبْصِرُونَ

036.067 And if it had been Our Will, We could have transformed them (to remain) in their places; then should they have been unable to move about, nor could they have returned (after error).

Wa Law Nashā’u Lamasakhnāhum `Alá Makānatihim Famā Astaţā`ū Muđīyāan Wa Lā Yarji`ūna

وَلَوْ نَشَاءُ لَمَسَخْنَاهُمْ عَلَىٰ مَكَانَتِهِمْ فَمَااسْتَطَاعُوا مُضِيّاً وَلاَ يَرْجِعُونَ

036.068 If We grant long life to any, We cause him to be reversed in nature: Will they not then understand?

Wa Man Nu`ammirhu Nunakkis/hu Fī Al-Khalqi ‘Afalā Ya`qilūna

وَمَنْ نُعَمّـِرْهُ نُنَكّـِسْهُ فِي الْخَلْقِ أَفَلاَ يَعْقِلُونَ

036.069 We have not instructed the (Prophet) in Poetry, nor is it meet for him: this is no less than a Message and a Qur’an making things clear:

Wa Mā `Allamnāhu Ash-Shi`ra Wa Mā Yanbaghī Lahu ‘In Huwa ‘Illā Dhikrun Wa Qur’ānun Mubīnun

وَمَا عَلَّمْنَاهُ الشّـِعْرَ وَمَا يَنْبَغِي لَهُ~ إِنْ هُوَ إِلاَّ ذِكْرٌ وَقُرْآنٌ مُبِينٌ

036.070 That it may give admonition to any (who are) alive, and that the charge may be proved against those who reject (Truth).

Liyundhira Man Kāna Ĥayyāan Wa Yaĥiqqa Al-Qawlu `Alá Al-Kāfirīna

لِيُنْذِرَ مَنْ كَانَ حَيّاً وَيَحِقَّ الْقَوْلُ عَلَىٰالْكَافِرِينَ

036.071 See they not that it is We Who have created for them – among the things which Our hands have fashioned – cattle, which are under their dominion?-

‘Awalam Yaraw ‘Annā Khalaqnā Lahum Mimmā `Amilat ‘Aydīnā ‘An`āmāan Fahum Lahā Mālikūna

أَوَلَمْ يَرَوْا أَنَّا خَلَقْنَا لَهُمْ مِمَّا عَمِلَتْ أَيْدِينَاأَنْعَاماً فَهُمْ لَهَا مَالِكُونَ

036.072 And that We have subjected them to their (use)? of them some do carry them and some they eat:

Wa Dhallalnāhā Lahum Faminhā Rakūbuhum Wa Minhā Ya’kulūna

وَذَلَّلْنَاهَا لَهُمْ فَمِنْهَا رَكُوبُهُمْ وَمِنْهَا يَأْكُلُونَ

036.073 And they have (other) profits from them (besides), and they get (milk) to drink. Will they not then be grateful?

Wa Lahum Fīhā Manāfi`u Wa Mashāribu ‘Afalā Yashkurūna

وَلَهُمْ فِيهَا مَنَافِعُ وَمَشَارِبُ أَفَلاَ يَشْكُرُونَ

036.074 Yet they take (for worship) gods other than God, (hoping) that they might be helped!

Wa Attakhadhū Min Dūni Allāhi ‘Ālihatan La`allahum Yunşarūna

وَاتَّخَذُوا مِنْ دُونِ اللَّهِ آلِهَةً لَعَلَّهُمْ يُنصَرُونَ

036.075 They have not the power to help them: but they will be brought up (before Our Judgment-seat) as a troop (to be condemned).

Lā Yastaţī`ūna Naşrahum Wa Hum Lahum Jundun Muĥđarūna

لاَ يَسْتَطِيعُونَ نَصْرَهُمْ وَهُمْ لَهُمْ جُندٌمُحْضَرُونَ

036.076 Let not their speech, then, grieve thee. Verily We know what they hide as well as what they disclose.

Falā Yaĥzunka Qawluhum ‘Innā Na`lamu Mā Yusirrūna Wa Mā Yu`linūna

فَلاَ يَحْزُنْكَ قَوْلُهُمْ إِنَّا نَعْلَمُ مَا يُسِرُّونَ وَمَا يُعْلِنُونَ

036.077 Doth not man see that it is We Who created him from sperm? yet behold! he (stands forth) as an open adversary!

‘Awalam Yara Al-’Insānu ‘Annā Khalaqnāhu Min Nuţfatin Fa’idhā Huwa Khaşīmun Mubīnun

أَوَلَمْ يَرَ الإِنسَانُ أَنَّا خَلَقْنَاهُ مِنْ نُطْفَةٍ فَإِذَاهُوَ خَصِيمٌ مُبِينٌ

036.078 And he makes comparisons for Us, and forgets his own (origin and) Creation: He says, “Who can give life to (dry) bones and decomposed ones (at that)?”

Wa Đaraba Lanā Mathalāan Wa Nasiya Khalqahu Qāla Man Yuĥyī Al-`Ižāma Wa Hiya Ramīmun

وَضَرَبَ لَنَا مَثَلاً وَنَسِيَ خَلْقَهُ قَالَ مَنْ يُحْيِي الْعِظَامَ وَهِيَ رَمِيمٌ

036.079 Say, “He will give them life Who created them for the first time! for He is Well-versed in every kind of creation!-

Qul Yuĥyīhā Al-Ladhī ‘Ansha’ahā ‘Awwala Marratin Wa Huwa Bikulli Khalqin `Alīmun

قُلْ يُحْيِيهَا الَّذِي أَنشَأَهَا أَوَّلَ مَرَّةٍ وَهُوَ بِكُلّ ِ خَلْقٍ عَلِيمٌ

036.080 “The same Who produces for you fire out of the green tree, when behold! ye kindle therewith (your own fires)!

Al-Ladhī Ja`ala Lakum Mina Ash-Shajari Al-’Akhđari Nārāan Fa’idhā ‘Antum Minhu Tūqidūna

الَّذِي جَعَلَ لَكُمْ مِنَ الشَّجَرِ الأَخْضَرِ نَاراًفَإِذَا أَنْتُمْ مِنْهُ تُوقِدُونَ

036.081 “Is not He Who created the heavens and the earth able to create the like thereof?” – Yea, indeed! for He is the Creator Supreme, of skill and knowledge (infinite)!

‘Awalaysa Al-Ladhī Khalaqa As-Samāwāti Wa Al-’Arđa Biqādirin `Alá ‘An Yakhluqa Mithlahum Balá Wa Huwa Al-Khallāqu Al-`Alīmu

أَوَلَيْسَ الَّذِي خَلَقَ السَّمَاوَاتِ وَالأَرْضَ بِقَادِرٍ عَلَىٰ أَنْ يَخْلُقَ مِثْلَهُمْ بَلَىٰ وَهُوَالْخَلاَّقُ الْعَلِيمُ

036.082 Verily, when He intends a thing, His Command is, “be”, and it is!

‘Innamā ‘Amruhu ‘Idhā ‘Arāda Shay’āan ‘An Yaqūla Lahu Kun Fayakūnu

إِنَّمَا أَمْرُهُ إِذَا أَرَادَ شَيْئاً أَنْ يَقُولَ لَه ُُ كُنْ فَيَكُونُ

036.083 So glory to Him in Whose hands is the dominion of all things: and to Him will ye be all brought back.

Fasubĥāna Al-Ladhī Biyadihi Malakūtu Kulli Shay’in Wa ‘Ilayhi Turja`ūna

فَسُبْحَانَ الَّذِي بِيَدِهِ مَلَكُوتُ كُلّ ِ شَيْءٍ وَإِلَيْهِ تُرْجَعُونَ

99 Names of Allah or ASMÂ ALLÂH UL HUSNÂ

Allah! there is no god but He! To Him belong the Most Beautiful Names. (Qur’an 20:8)

Prophet Muhammad (peace be upon him) said:
‘To God belongs 99 names, 100 minus 1, anyone who memorizes them will enter Paradise; He (God) is odd (odd number, he is the Only One), and He loves odd numbers (such as 99)’

99 names of Allah list with meanings in English and Arabic.

# Names  Transliteration   Meaning     Explanation
1

الرَّحْمَنُ

Ar-Rahman The Beneficent He who wills goodness and mercy for all His creatures
2

الرَّحِيمُ

Ar-Raheem The Merciful He who acts with extreme kindness
3

الْمَلِكُ

Al-Malik The Eternal Lord The Sovereign Lord, The One with the complete Dominion, the One Whose Dominion is clear from imperfection
4

الْقُدُّوسُ

Al-Quddus The Most Sacred The One who is pure from any imperfection and clear from children and adversaries
5

السَّلاَمُ

As-Salam The Embodiment of Peace The One who is free from every imperfection.
6

الْمُؤْمِنُ

Al-Mu’min The Infuser of Faith The One who witnessed for Himself that no one is God but Him. And He witnessed for His believers that they are truthful in their belief that no one is God but Him
7

الْمُهَيْمِنُ

Al-Muhaymin The Preserver of Safety The One who witnesses the saying and deeds of His creatures
8

الْعَزِيزُ

Al-Aziz The Mighty One The Strong, The Defeater who is not defeated
9

الْجَبَّارُ

Al-Jabbar The Omnipotent One The One that nothing happens in His Dominion except that which He willed
10

الْمُتَكَبِّرُ

Al-Mutakabbir The Dominant One The One who is clear from the attributes of the creatures and from resembling them.
11

الْخَالِقُ

Al-Khaaliq The Creator The One who brings everything from non-existence to existence
12

الْبَارِئُ

Al-Baari The Evolver The Maker, The Creator who has the Power to turn the entities.
13

الْمُصَوِّرُ

Al-Musawwir The Flawless Shaper The One who forms His creatures in different pictures.
14

الْغَفَّارُ

Al-Ghaffaar The Great Forgiver The Forgiver, The One who forgives the sins of His slaves time and time again.
15

الْقَهَّارُ

Al-Qahhaar The All-Prevailing One The Dominant, The One who has the perfect Power and is not unable over anything.
16

الْوَهَّابُ

Al-Wahhab The Supreme Bestower The One who is Generous in giving plenty without any return. He is everything that benefits whether Halal or Haram.
17

الرَّزَّاقُ

Ar-Razzaq The Total Provider The Sustainer, The Provider.
18

الْفَتَّاحُ

Al-Fattah The Supreme Solver The Opener, The Reliever, The Judge, The One who opens for His slaves the closed worldly and religious matters.
19

اَلْعَلِيْمُ

Al-Alim The All-Knowing One The Knowledgeable; The One nothing is absent from His knowledge
20

الْقَابِضُ

Al-Qaabid The Restricting One The Constrictor, The Withholder, The One who constricts the sustenance by His wisdom and expands and widens it with His Generosity and Mercy.
21

الْبَاسِطُ

Al-Baasit The Extender The Englarger, The One who constricts the sustenance by His wisdom and expands and widens it with His Generosity and Mercy.
22

الْخَافِضُ

Al-Khaafid The Reducer The Abaser, The One who lowers whoever He willed by His Destruction and raises whoever He willed by His Endowment.
23

الرَّافِعُ

Ar-Rafi The Elevating One The Exalter, The Elevator, The One who lowers whoever He willed by His Destruction and raises whoever He willed by His Endowment.
24

الْمُعِزُّ

Al-Mu’izz The Honourer-Bestower He gives esteem to whoever He willed, hence there is no one to degrade Him; And He degrades whoever He willed, hence there is no one to give Him esteem.
25

المُذِلُّ

Al-Muzil The Abaser The Dishonourer, The Humiliator, He gives esteem to whoever He willed, hence there is no one to degrade Him; And He degrades whoever He willed, hence there is no one to give Him esteem.
26

السَّمِيعُ

As-Sami’ The All-Hearer The Hearer, The One who Hears all things that are heard by His Eternal Hearing without an ear, instrument or organ.
27

الْبَصِيرُ

Al-Baseer The All-Seeing The All-Noticing, The One who Sees all things that are seen by His Eternal Seeing without a pupil or any other instrument.
28

الْحَكَمُ

Al-Hakam The Impartial Judge The Judge, He is the Ruler and His judgment is His Word.
29

الْعَدْلُ

Al-Adl The Embodiment of Justice The Just, The One who is entitled to do what He does.
30

اللَّطِيفُ

Al-Lateef The Knower of Subtleties The Subtle One, The Gracious, The One who is kind to His slaves and endows upon them.
31

الْخَبِيرُ

Al-Khabeer The All-Aware One The One who knows the truth of things.
32

الْحَلِيمُ

Al-Haleem The Clement One The Forebearing, The One who delays the punishment for those who deserve it and then He might forgive them.
33

الْعَظِيمُ

Al-Azeem The Magnificent One The Great One, The Mighty, The One deserving the attributes of Exaltment, Glory, Extolement, and Purity from all imperfection.
34

الْغَفُورُ

Al-Ghafoor The Great Forgiver The All-Forgiving, The Forgiving, The One who forgives a lot.
35

الشَّكُورُ

Ash-Shakoor The Acknowledging One The Grateful, The Appreciative, The One who gives a lot of reward for a little obedience.
36

الْعَلِيُّ

Al-Aliyy The Sublime One The Most High, The One who is clear from the attributes of the creatures.
37

الْكَبِيرُ

Al-Kabeer The Great One The Most Great, The Great, The One who is greater than everything in status.
38

الْحَفِيظُ

Al-Hafiz The Guarding One The Preserver, The Protector, The One who protects whatever and whoever He willed to protect.
39

المُقيِت

Al-Muqeet The Sustaining One The Maintainer, The Guardian, The Feeder, The One who has the Power.
40

الْحسِيبُ

Al-Haseeb The Reckoning One The Reckoner, The One who gives the satisfaction.
41

الْجَلِيلُ

Al-Jaleel The Majestic One The Sublime One, The Beneficent, The One who is attributed with greatness of Power and Glory of status.
42

الْكَرِيمُ

Al-Kareem The Bountiful One The Generous One, The Gracious, The One who is attributed with greatness of Power and Glory of status.
43

الرَّقِيبُ

Ar-Raqeeb The Watchful One The Watcher, The One that nothing is absent from Him. Hence it’s meaning is related to the attribute of Knowledge.
44

الْمُجِيبُ

Al-Mujeeb The Responding One The Responsive, The Hearkener, The One who answers the one in need if he asks Him and rescues the yearner if he calls upon Him.
45

الْوَاسِعُ

Al-Waasi’ The All-Pervading One The Vast, The All-Embracing, The Knowledgeable.
46

الْحَكِيمُ

Al-Hakeem The Wise One The Wise, The Judge of Judges, The One who is correct in His doings.
47

الْوَدُودُ

Al-Wadud The Loving One The One who loves His believing slaves and His believing slaves love Him. His love to His slaves is His Will to be merciful to them and praise them
48

الْمَجِيدُ

Al-Majeed The Glorious One The Most Glorious One, The One who is with perfect Power, High Status, Compassion, Generosity and Kindness.
49

الْبَاعِثُ

Al-Ba’ith The Infuser of New Life The Resurrector, The Raiser (from death), The One who resurrects His slaves after death for reward and/or punishment.
50

الشَّهِيدُ

Ash-Shaheed The All Observing Witness The Witness, The One who nothing is absent from Him.
51

الْحَقُّ

Al-Haqq The Embodiment of Truth The Truth, The True, The One who truly exists.
52

الْوَكِيلُ

Al-Wakeel The Universal Trustee The Trustee, The One who gives the satisfaction and is relied upon.
53

الْقَوِيُّ

Al-Qawwiyy The Strong One The Most Strong, The Strong, The One with the complete Power
54

الْمَتِينُ

Al-Mateen The Firm One The One with extreme Power which is un-interrupted and He does not get tired.
55

الْوَلِيُّ

Al-Waliyy The Protecting Associate The Protecting Friend, The Supporter.
56

الْحَمِيدُ

Al-Hameed The Sole-Laudable One The Praiseworthy, The praised One who deserves to be praised.
57

الْمُحْصِي

Al-Muhsee The All-Enumerating One The Counter, The Reckoner, The One who the count of things are known to him.
58

الْمُبْدِئُ

Al-Mubdi The Originator The One who started the human being. That is, He created him.
59

الْمُعِيدُ

Al-Mueed The Restorer The Reproducer, The One who brings back the creatures after death
60

الْمُحْيِي

Al-Muhyi The Maintainer of life The Restorer, The Giver of Life, The One who took out a living human from semen that does not have a soul. He gives life by giving the souls back to the worn out bodies on the resurrection day and He makes the hearts alive by the light of knowledge.
61

اَلْمُمِيتُ

Al-Mumeet The Inflictor of Death The Creator of Death, The Destroyer, The One who renders the living dead.
62

الْحَيُّ

Al-Hayy The Eternally Living One The Alive, The One attributed with a life that is unlike our life and is not that of a combination of soul, flesh or blood.
63

الْقَيُّومُ

Al-Qayyoom The Self-Subsisting One The One who remains and does not end.
64

الْوَاجِدُ

Al-Waajid The Pointing One The Perceiver, The Finder, The Rich who is never poor. Al-Wajd is Richness.
65

الْمَاجِدُ

Al-Maajid The All-Noble One The Glorious, He who is Most Glorious.
66

الْواحِدُ

Al-Waahid The Only One The Unique, The One, The One without a partner
67

اَلاَحَدُ

Al-Ahad The Sole One The One
68

الصَّمَدُ

As-Samad The Supreme Provider The Eternal, The Independent, The Master who is relied upon in matters and reverted to in ones needs.
69

الْقَادِرُ

Al-Qaadir The Omnipotent One The Able, The Capable, The One attributed with Power.
70

الْمُقْتَدِرُ

Al-Muqtadir The All Authoritative One The Powerful, The Dominant, The One with the perfect Power that nothing is withheld from Him.
71

الْمُقَدِّمُ

Al-Muqaddim The Expediting One The Expediter, The Promoter, The One who puts things in their right places. He makes ahead what He wills and delays what He wills.
72

الْمُؤَخِّرُ

Al-Mu’akhkhir The Procrastinator The Delayer, the Retarder, The One who puts things in their right places. He makes ahead what He wills and delays what He wills.
73

الأوَّلُ

Al-Awwal The Very First The First, The One whose Existence is without a beginning.
74

الآخِرُ

Al-Akhir The Infinite Last One The Last, The One whose Existence is without an end.
75

الظَّاهِرُ

Az-Zaahir The Perceptible The Manifest, The One that nothing is above Him and nothing is underneath Him, hence He exists without a place. He, The Exalted, His Existence is obvious by proofs and He is clear from the delusions of attributes of bodies.
76

الْبَاطِنُ

Al-Baatin The Imperceptible The Hidden, The One that nothing is above Him and nothing is underneath Him, hence He exists without a place. He, The Exalted, His Existence is obvious by proofs and He is clear from the delusions of attributes of bodies.
77

الْوَالِي

Al-Waali The Holder of Supreme Authority The Governor, The One who owns things and manages them.
78

الْمُتَعَالِي

Al-Muta’ali The Extremely Exalted One The Most Exalted, The High Exalted, The One who is clear from the attributes of the creation.
79

الْبَرُّ

Al-Barr The Fountain-Head of Truth The Source of All Goodness, The Righteous, The One who is kind to His creatures, who covered them with His sustenance and specified whoever He willed among them by His support, protection, and special mercy.
80

التَّوَابُ

At-Tawwaab The Ever-Acceptor of Repentance The Relenting, The One who grants repentance to whoever He willed among His creatures and accepts his repentance.
81

الْمُنْتَقِمُ

Al-Muntaqim The Retaliator The Avenger, The One who victoriously prevails over His enemies and punishes them for their sins. It may mean the One who destroys them.
82

العَفُوُّ

Al-Afuww The Supreme Pardoner The Forgiver, The One with wide forgiveness.
83

الرَّؤُوفُ

Ar-Ra’oof The Benign One The Compassionate, The One with extreme Mercy. The Mercy of Allah is His will to endow upon whoever He willed among His creatures.
84

مَالِكُ الْمُلْكِ

Maalik-ul-Mulk The Eternal Possessor of Sovereignty The One who controls the Dominion and gives dominion to whoever He willed.
85

ذُوالْجَلاَلِ وَالإكْرَامِ

Zul-Jalaali-wal-Ikram The Possessor of Majesty and Honour The Lord of Majesty and Bounty, The One who deserves to be Exalted and not denied.
86

الْمُقْسِطُ

Al-Muqsit The Just One The Equitable, The One who is Just in His judgment.
87

الْجَامِعُ

Al-Jaami’ The Assembler of Scattered Creations The Gatherer, The One who gathers the creatures on a day that there is no doubt about, that is the Day of Judgment.
88

الْغَنِيُّ

Al-Ghaniyy The Self-Sufficient One The One who does not need the creation.
89

الْمُغْنِي

Al-Mughni The Bestower of Sufficiency The Enricher, The One who satisfies the necessities of the creatures.
90

اَلْمَانِعُ

Al-Maani’ The Preventer The Withholder.
91

الضَّارَّ

Ad-Daarr The Distressor The One who makes harm reach to whoever He willed and benefit to whoever He willed.
92

النَّافِعُ

An-Naafi’ The Bestower of Benefits The Propitious, The One who makes harm reach to whoever He willed and benefit to whoever He willed.
93

النُّورُ

An-Noor The Prime Light The Light, The One who guides.
94

الْهَادِي

Al-Haadi The Provider of Guidance The Guide, The One whom with His Guidance His believers were guided, and with His Guidance the living beings have been guided to what is beneficial for them and protected from what is harmful to them.
95

الْبَدِيعُ

Al-Badi’ The Unique One The Incomparable, The One who created the creation and formed it without any preceding example.
96

اَلْبَاقِي

Al-Baaqi The Ever Surviving One The Everlasting, The One that the state of non-existence is impossible for Him.
97

الْوَارِثُ

Al-Waaris The Eternal Inheritor The Heir, The One whose Existence remains.
98

الرَّشِيدُ

Ar-Rasheed The Guide to Path of Rectitude The Guide to the Right Path, The One who guides.
99

الصَّبُورُ

As-Saboor The Extensively Enduring One The Patient, The One who does not quickly punish the sinners.

 

READING THE HOLY QUR’AN – MANNERS

MANNERS WHEN READING THE QUR’AN

MANNERS OF THE HEART

A. UNDERSTANDING OF THE ORIGIN OF THE WORDS

This is an indication to the greatness of the words being read, and the bounty of Allah; Glorified is He, to His creation when He addressed His creation with these words.

B. PUTTING INTO THE HEART THE UNDERSTANDING THAT THESE ARE NOT THE WORDS OF MAN.

Through this the reader should think about the characteristics of Allah the Exalted.

C. PRESENCE OF THE HEART WHILE READING.

Through this the reader should throw away other thoughts while reading the Qur’an.

D. PONDERING THE MEANING.

There is less reward in reciting the Qur’an without understanding the meaning. The Qur’an was revealed for guidance and this can be achieved through recitation accompanied with pondering.

E. UNDERSTANDING THE MEANING.

This means interacting and reacting to every verse according to what is proper for it.

F. INDIVIDUALIZATION

This means that the reader feels that every message in the Qur’an is meant especially for him personally.

EXTERNAL MANNERS FOR READING THE QUR’AN

Purity of body and clothes and place.
Using sawak.
Facing the Qiblah.
Seeking refuge from rejected Satan and reading the basmalah.
Not reading when yawning.
Avoiding cutting off reading to talk with people.
Stopping at a verse of warning and seeking protection with Allah, and stopping at a verse of mercy and asking The Merciful for His Bounty.
Humbleness and crying when reading.
Imam An-Nawwawi may Allah be Merciful to him said: Crying when reading the Qur’an is a characteristic of those who know Allah (know Him through His names and Characteristics) and the feelings of the righteous.

What is Tajweed and How to Learn Tajweed?

HOW TO LEARN TAJWEED?

Tajweed and its application can only be learned with a qualified teacher.

The rules themselves can be studied independently, but their correct application can only be done by listening to, reciting to, and being corrected by, a qualified teacher of the Qur’an.

DO ALL ARABS KNOW HOW TO RECITE THE QUR’AN WITH PROPER TAJWEED?

Unfortunately many do not know proper tajweed.  In the days of the Prophet, peace and blessing upon him, there was no need for the study of tajweed because they talked with what is now known as tajweed; in other words, it was natural for them.  Now, over 14 centuries later, colloquial Arabic has changed radically from the classical Arabic with which the Qur’an was revealed, and Arabs have to study tajweed, just in the same way that non-Arabs do.

I WANT TO LEARN TO RECITE THE QUR’AN WITH PROPER TAJWEED, BUT DON’T KNOW WHERE TO START.

The first step is finding a qualified Qur’an teacher who will listen to you and point out your mistakes, and help you practice fixing them.  You will need to learn the Arabic letters and vowels too.

WHAT IF THERE AREN’T ANY QUALIFIED TEACHERS WHERE I LIVE?

Then your task is going to be a little harder, but certainly not impossible.  You need to work with tapes of good reciters, for example, Sheikh Abdullah Basfar, or Sheikh Mohammed Hosary.  There are sets available on the Internet and in Islamic stores that are called “mu’alm”.  In these sets, the reciter reads a phrase, and then there is a blank space on the tape, allowing the student to repeat what the reciter has just read.

You will need to work on the pronunciation of letters by getting a description of the articulation points and practice placing your tongue, lips, or finding the place in your throat where the letter is articulated from, and compare it to the letter when recited by the Sheikh.

PRINCIPLES OF TAJWEED

One who wishes to learn a science needs to know its principles so that he will gain insight into the sought science.  There are several principles in the science of tajweed that should be understood:

1. ITS DEFINITION

By linguistic definition: Betterment

Applied definition: Articulating every letter from its articulation point and giving the letter its rights and dues of characteristics. Rights of the letters are its required characteristics that never leave it.  The dues of the letters are its presented characteristics that are present in it some of the time, and not present at other times.  i.e. the medd, idgham

2. ITS FORMATION

The words of the Glorious Qur’an and some said Honorable Hadiths also.

3. ITS FRUITS

It is preserving the tongue from mistakes in pronunciation of the Glorious Qur’an during reading.

4. ITS PRECEDENCE

It is one of the most honored of sciences and one of the best of them due to its relation to Allah’s words.

5. ITS PLACE WITHIN THE SCIENCES

It is one of the Islamic Law sciences that are related to the Glorious Qur’an.

6. ITS FOUNDER

The rule setter from the practical point of view is the Messenger of Allah(pbuh) because the Qur’an was revealed to him from Allah, the most High, with tajweed, and he, was instructed on it from the Trustworthy, Jibreel, peace be upon him, and taught it to his companions, who then taught it to their followers and so on until it came to us by these chains.  The rule setters from the scientific point of view are the scholars of Qur’anic sciences, such as Abu ‘Ubaid Al-Qasim bin Sallaam.

7. ITS PRECEPT

Knowledge of tajweed is fardh kifayaah, meaning some of the Muslim community must know it, and its application is fardh ‘ain, required by all Muslims (men and women) who have the complete Qur’an or part of it memorized, even if only one surah.

8.  REASONS FOR ITS RULES

Guarding the Glorious Qur’an and preserving it from distortion.  The Arabs mixed with non-Arabs after the spread of Islam, and the Muslims feared that the Arab tongue would become corrupted with this intermixing.  It then became mandatory for rules to be put down that would preserve the recitation of the Qur’an from mistakes, and guarantee the reader of the Qur’an integrity of pronunciation.

9.  ITS PRINCIPLES

The knowledge of tajweed is contingent on four matters:

  1. Knowledge of the articulation points of the letters
  2. Knowledge of the characteristics of the letters
  3. Knowledge of what rules change in the letters due to the order of letters
  4. Exercising the tongue and a lot of repetition.

COMMON TAJWEED ERRORS

The two most common tajweed mistakes made by non-Arabs are the timings of the vowels, and medd letters, and in the articulation points of the letters.  The first type of mistake has been addressed in the first of what will be, insha’ Allah many tidbits; please see the tidbit lesson link.  The second type of mistake, that in the letters themselves, is a major problem that needs to be addressed by all non-Arabs, whether they are Westerners, Europeans, Africans, from the Indo Pakistani subcontinent, or from Eastern Asia.  At the outset, the letters that occur in Arabic that are not common in other languages would be what one would imagine to be a problem, but in fact, there are letters in Arabic that are similar to other languages, but do not share the same articulation points with their counterparts.

The letters that occur in Arabic, that are not common in other languages are:

ض  ص  غ  ع  خ  ح  ط  ظ

The articulation points of all the Arabic letters will be described later, insha’Allah in a future tidbit lesson.

Letters that have similar sounds in other languages, but in fact have different articulation points are:

د  ت  ف  ك  ر  ل

The first two  (starting from the right), use the tip of the tongue from the top side and what lies opposite from the tip of the tongue from the gum line of the two top front incisors.  Many different languages have similar letters, as in English there is “d” and “t”, but they articulate these letters at a posterior position in the mouth from what the Arabs use as an articulation point.  The result is an incorrect pronunciation of these letters when reading Qur’an.

The ra’ and lam are two letters that non-Arabs have some difficulty in pronouncing correctly.  The ra’ uses the tip of the tongue and the top of the tip and the gums of the two top incisors, but the trick to the ra’ is actually hitting the gum.  Many Muslims try to pronounce the ra’ without touching the tongue to the gum.  Some mistakenly use the throat, like the French do in the French “r”.  The Arabic lam has the widest use of the tongue of any other letters, but uses only the end of the sides of the tongue until it ends at the tip, which then hits the gums of the front upper eight teeth.

The above are just brief summaries of the letters, and as stated before, insha’ Allah soon a tidbit lesson will be posted with all the articulation points discussed in detail.

A third mistake incurred by Arabs and non-Arabs alike is in making proper stops and starts.  There is more than one aspect to this mistake.  The first aspect is that the proper way to stop on a word is by putting a sukoon, or absence of a vowel on the last letter of the word.  It is not allowed to stop using the harakah, or vowel on the last letter of the word.  The second aspect of stopping is that of stopping at a place that doesn’t contradict the meaning intended by Allah, the Exalted.  The same mistake can occur when starting up after stopping and taking a breath.  One cannot just start on the next word arbitrarily, instead the meaning needs to be considered, and the start should be on a word that portrays the correct and complete meaning, even if the reciter needs to go back two or three words.  The stop and start will be explained in detail, insha’ Allah in future tidbit lessons.

One note that is of utmost importance.  It is vital that the Muslim learn the Arabic letters and vowels and recite the Qur’an using them, NOT a transliteration.  Transliterations do not take into account the various letters that sound similar to the untrained ear, but are very different in pronunciation.  The Qur’an is the word of Allah, revealed to man as a guidance, and we have to be extremely careful to read it, as best we can, with proper pronunciation.  Reading a transliteration can lead to changing the meaning of the Arabic Qur’an by mispronouncing letters.

Muslim Kids & Islamic Homeschooling in USA

Columbia — On Monday afternoons, the halls of Dar al Taqwa Islamic Center are filled with voices of excited children, playing tag with siblings and friends, showing off snow globe art projects. A cluster of 20 mothers meet in the multipurpose room, tending toddlers and babies, chatting, and readying lunch, forming the Al-Ansar Homeschooling Cooperative, based on a consensus model where every member participates by volunteering to teach or clean up, essentially ‘pulling their weight.’ They settle down to listen to Elizabeth, a founding member, give a talk on classroom management.

Muslim_homeschool

Muslim Homeschool

In one room, Asmaa El-Haggan, mother of a ten year old son, teaches Model U.N Debate class. Seven weeks of classes are taught by mothers divided by age on topics of interest to the group or based on her expertise. By pooling money together, they recently had a nutritionist teach a class on healthy food choices. They hold an annual Art Fair and a Science Fair, and even hand out certificates. There are no charges except minor material fees for supplies.

Tips are shared: ‘get an educator’s card at the library and you can get six weeks to check out books’, ‘present your portfolio for review in a binder and show them your daily schedule’, ‘I use lyrical recitation of Quran and that passes for the music requirement.’ It’s a close knit, egalitarian group supporting each other in Islam and in their homeschooling journeys.

Driving in once a week from as far as Frederick, Silver Springs, Laurel to Ellicott City to give their children a taste of the classroom, Al Ansar moms are also active in arranging educational field trips for the 100 homeschooling families on their email listserv. They covered the Medical Museum, Owens Science Center, the Newseum, Ladew Garden, and a glass blowing factory last session. The next trips planned are to NASA and the U.S. Capitol.

“The DC area is great for free activities,” says one mother. The cultural and historical offerings are so rich, many homeschooling families rely heavily on the city’s cultural institutions, landmarks, museums, libraries and historical sites. The Maryland Science Center offered homeschool programming in the month of January. Maryland History Society has educational tours.

On Tuesdays, Heidi Wahba’s kids take a history class at the Sandy Spring Museum in Olney. On Wednesdays, they intern with Bryant County Critters in Gaithersburg assisting the instructor. Group study on Thursdays, and the week is finished off with a debate class with friends at the Makkah Learning Center in Gambrills. “I spend a lot of time in the car,” she says, driving her four children all over the state from their home in Brookville. It’s worth it to her. Her son was bullied ‘too much” in school, so she discussed it with a few Muslim friends, bought her first book called “Teach Your Own: John Bolt’s Book of Homeschooling”, joined 3-4 homeschooler listservs and never looked back. Building a solid foundation of Islamic beliefs is worth every minute to her. “My kids don’t follow the crowd.”

Zahirah Eppard and Moira McGuire are pros; they are grandmothers and have homeschooled several children between the two of them.

McGuire recommends that families new to homeschooling do it for more than a year. “A year is just not enough time as you need to adjust your ideas about education or your child[ren] needs to adjust theirs”. Skeptical of ‘traditional’ schooling, which she says isn’t traditional at all, she found herself unschooling, a self-directed approach to education. “In the beginning, I didn’t understand that I am an unschooler,” says McGuire. Her husband had a different, more planned approach. They have learned how to balance their approaches to their childrens’ education. She thinks for parents new to the idea, especially those who are pulling their children out from schools, need to know that a year is spent struggling with the question, ‘am I doing the right thing?’

Some choose to homeschool because they see a lot of time wasted in public schools and feel that their children can complete the 12 year curriculum at an accelerated pace. Creativity and flexibility are priorities for some and others want to build a solid Islamic identity. Currently more than 1.5 million children homeschool in the United States. According to the Maryland State Department of Education, Maryland’s homeschool enrollment nearly doubled over the past 15 years.

Hifdz of the Quran is a major reason why many families choose to homeschool. Without the pressure of public or private schools structured curriculum, Hifdh students tend to complete their memorization quicker. Husna Hamza has three daughters who are completing their hifdh at The Hifz School at Dar us Salaam; she homeschools her daughters and her three younger sons.

When Hamza’s girls were attending private school, she felt their relationship was more about their schooling and less about mothering — the boss-employee routine — ordering them around from the minute the day started to adhere to someone else’s schedule. Now she focuses on teaching her six children life skills and likes that she is not bound by a curriculum or artificial structure. “Home is the best, I don’t think young children should be away from home for such long periods of time,” she shares. She feels it is important for the health of the family – for bonding with parents and siblings.

Maryland is an active hub for homeschoolers, but is relatively homeschool unfriendly at the governmental level. Many states such as California and Pennsylvania provide resources, curriculums, let homeschoolers borrow books from the public school system, allow homeschoolers to take some classes in public high schools, give access to many public school extracurricular activities (sports, clubs, etc.). Some states provide public schooling at home by sending district teachers to the house. The District of Columbia pays for virtual homeschool programs such as K-12.com. The only resource that Maryland provides is that the homeschooled student may sit for standardized state testing.

But this didn’t stop Andini Gallivan family’s homeschooling journey which started when her daughter was also bullied in school. Her mother fell ill overseas and she took her two daughters with her to Indonesia for an extended stay. Her husband, a private school teacher, was intially opposed to the idea, but when he saw the progress the girls made under Andini’s tutelage he acceded. He is an active participant in their education and wants their daughters to home school through college.

They likes structure and have organized their Gallivan Academy to suit the family’s schedule and her daughter’s learning styles. These days the girls are studying the Khulafa Rashideen in History. She helps run a Muslim Homeschooling page on Facebook, which frequently offers tips and articles. The family moved from Virginia and finds more Muslim homeschooling families in Maryland. They do miss the resources in Virginia and the fact that Virginia doesn’t require portfolio reviews or reporting, but revel in the company.

Nahiya Saeed says seeing your child learn how to read and knowing that it was a result of your hard work is so rewarding. Participants use many different methods, ”different strokes for different folks”, says Saeed who attended public school. She has taught in the school system and feels the system is overworked with 30 students in a class room. “I don’t think homeschooled kids are smarter, but they tend to be more patient, less frustrated and less stressed as they receive a safe, tailor-made education.”

Home education is governed by COMAR 13A.10.01 in Maryland, a procedure used by the superintendent of each local school system to determine if a child participating in a home instruction program is receiving regular, thorough instruction during the school year in subjects usually taught in the public schools to children of the same age. Each school district has different requirements.

Under COMAR, students must be taught by parents or guardians but they can also hire tutors for subjects. Parents do not need to be certified. Learning the law is very important, parents are not required to teach the same information that the public schools teach.

Local school district personnel are not always familiar with the details of the laws, and a spirited discussion ensues as the Al-Ansar moms reveal their review experiences where they were asked questions that were clearly illegal. Dannette Zaghari-Mask, an attorney, says that sometimes the county asks to see everyone.“They are not allowed to interview the kids,” she says. Saeed nods her head in agreement; she is a member of the panel which runs the co-op. Mervad Sewilan comments that some reviewers ‘look at us as an enemy.’ Gallivan shares how she used her review as an opportunity for dawah.

Saeed says Al-Ansar is not an umbrella group, so it can not do the reviews for its parents, but the interest is there. Dar Al Taqwa has the required paperwork.

If a parent or guardian decides to homeschool, they have 15 days before the beginning of a home instruction program to sign a written statement on a form prescribed by the State Department of Education. In Maryland, English, Mathematics, Science, Social Studies, Art, Music, Health, and Physical Education are mandatory subjects. Quranic recitation classes can be substituted for Music classes.

Some school districts have cooked up forms and policies that are not legally required, warns Homeschool Legal Defense Association (HSLDA). The correct form—the one developed by the state Department of Education—is available on the HSLDA webpage for Maryland. HSLDA urges families to use this form rather than the one the county offers. Families are not required to file any forms with the local public school; a notification of intent is enough to inform the school superintendent.

Diana, a mother of six, sits outside a church, on a cold January day, with several other mothers clad in hijabs. Her daughter is inside attending an advanced science class in the church’s basement, that they found through a Christian message board. “I wish masajid [Islamic Centers] would open up their doors for homeschoolers to host classes.” Her experience requesting rooms at the Islamic Center near her home met ‘a lot of resistance and barriers’. Families can easily band together and hire tutors for private lessons cutting down the cost for a single family and provide income for retired teachers and professionals in the community.

McGuire, a thrifty mother of six, says it is not her journey, it is her children’s journey. Her son, Zakaria asked her to homeschool in first grade, he is now 16 and taking two classes at Howard County Community College; $250 each a semester. She also unschools three younger children – reusing books and equipment. Homeschooling can be cheap if used textbooks are bought through eBay and homeschooling swap meets. Community college credits for advanced coursework can later be applied toward a degree, saving money in the long run.

Homeschooling can be expensive as well. Classes with private tutors, correspondence classes and curriculum such as Calvert can add up fast. A full 4-year, 18 unit high school diploma program with American School online costs $2100. Diana of Columbia, MD, spends at least a couple of thousand dollars, ‘plus pay[s] taxes’. Heidi has a budget of $2000-2500 for her children, which she finds cheaper than private school.

With two kids now in highschool McGuire feels the pinch, spending $500 a year per child per class. “I find the older I get and the older my kids get, the less involved I am; they are experiencing life,” says McGuire. ‘Subcontracting’ as she calls it, means having other people involved with her kids, “that is what is different about [homeschooling] high schoolers.”

A tax credit bill SB 271 has been submitted to the Maryland Senate. It will help all families who choose non-public education—both homeschool families and private school families. According to the Home School Legal Defense Association (HSLDA) If enacted, homeschooling families can obtain a $1,000 tax credit for books, tuition, correspondence courses etc. Some homeschoolers see the bill as intrusive and oppose it. They fear stricter oversight.

Another concern for parents who want to homeschool through high school is college preparedness. They are unsure if they have what it takes to teach high school level concepts. Diana tortured herself over this issue. Her eldest has now graduated from UMBC. “She loved the place,” says Diana.

In 2002, the College Board, which administers the SAT, says that homeschoolers averaged 72 points, or 7 percent, higher than the national average. At a portfolio review in Greenbelt Library, the school district reviewer shared samples of transcripts kept by homeschooling mothers of high schoolers. “Some universities are more friendly than others,” she says and college board results, extracurricular activities, recommendations from community college professors as well as showing what the student has done with their life helps homeschoolers get into prestigious colleges. According to the New York Magazine, based on a study that compared students at a midwestern university from 2004 to 2009, students coming from a home school graduated college within four years at a higher rate than their peers—66.7 percent compared with 57.5 percent—and earned higher grade-point averages.

What about the kids? What do they think? Dalya, an eighth grader from Germantown decided to homeschool herself. The language at school, the aggression and bullying were too much for her. “I want to homeschool my own kids; schools are a bad influence,” she says with a grin. However, she is headed back to the local high school because that is what all her siblings did.

Safiyyah is a quiet eight year old, whose favorite subject is math. Homeschooled since she was in kindergarten, she shyly says, “I like being home,” her brown eyes looking down at the floor.” I like spending time with my mommy.” Her mommy, Kimberly Baqqi, the cheerful administrator of the Al-Ansar Co-op email list coos with delight. Validation feels good.

Nadia, Sakinah and Aisha are ninth graders having lunch in between sessions at the co-op. After being homeschooled by their mothers since they were in elementary school, they presently take chemistry classes together with a college professor in Adelphi, MD and writing classes in Greenbelt, MD. They find themselves aptly prepared for the classes.

Since socialization skills are a big concern for homeschool critics, this is a question that is often thrown their way. They don’t agree with the stereotype that homeschoolers are introverts. “It allows you to grow in a way that is not possible when people are closed in with [only] their peers,” says Nadia.

Confident that they can take on the world, they know that it is their own journey.

United Kingdom Experience – The Study of Quranic Teaching and Learning

Mediterranean Journal of Social Sciences, Rome-Italy Mohd Aderi Che Noh, National University of Malaysia Ab. Halim Tamuri, National University of Malaysia Khadijah Abd. Razak, National University of Malaysia Asmawati Suhid, Universiti Putra Malaysia Abstract

Al-Quran is the revelation to Prophet Muhammad (PBUH) started with the word “Iqra’’. Prophet (PBUH) had implemented five principles of al-Quran teaching and learning which his companions and the next generation follow until today. The model consist of Tilawah (good and fluency recitation), Tafahum and Tafsir (knowing and understanding the meaning), Tatbiq (appreciate and implantation of the teaching in daily life), Tahfiz (memorizing some verses for practice and reciting during prayer) and Taranum (reciting al-Quran with a good voice and proper song). In this part of the article, the main areas of discussion will be how the Qur’an is taught in the Muslim community in particular in their mosques, madrasas and community centres and hence their method of teaching and then how it is perceived by the audience i.e. the students, teachers and also parents.

 

 

The study found that the teachers have been using a variety of strategies in implementing quranic teaching and learning, some teaching methods such as conventional and others reflect new methods taking into consideration the different abilities of the children. This style of teaching totally ignores the quality of recitation and teaching with the rules of Tajwid. This article will then lead to a conclusion, which will include some suggestions on how to improve the main curriculum and how the Qur’an should be taught.
1. Introduction Quranic education

is an obligation to every muslims. It is the responsibility of parents and teachers to help new generation in Quranic learning to become true muslim and better human being. Quranic learning started with learning Tajweed, which means learning how to pronounce and recite latter correctly. Tajweed can only be learned with a qualified Quranic teacher. Abdullah Al-Qari (1988) asserts that the al-Quran must be learned from teachers’ i.e by musyafahah and talaqi. Without any proper lessons with the experts, a person will unable to read the Quran properly and smoothly.

 

A teacher who can recite the Quran with fluency and smoothly, and articulating every letter from its articulation point and giving the letter its rights and dues of characteristics will be considered as a model teacher who expert in al-Quran recitation (alGhazali, 1993). This is also consistent with al-Abrasyi (1969), which suggests those who wish to become a teacher of the Qur’an should know the consequences of reading the Quran and knowing the rules of reciting the Qur’an quickly and accurately. They should have sufficient capacity of knowledge to be taught to the students.

 

 

2. The Establishment Of Muslim Education In United Kingdom Toward Quranic Education

 Akbar S. Ahmed eloquently describes this new discovery of the British Muslim, “In a crucial sense they are staring from the beginning…rejecting what their fathers stood for and what their elders spoke of…Each generation must now rediscover Islam for itself” (Akhbar Ahmad, 2001) This brings us to looking at the establishment of Muslim education in the United Kingdom.

In Britain, the establishment of Muslim education commenced during the 1960’s with the ‘Qur’anic School’. This was not an institution by itself but more of supplementary education in the mosques that the first generation of Muslim established for their children. Since the early days, Muslims began to rely on Imams imported from their home countries for religious services and for basic Islamic education for the younger generation.

These lessons for primary and secondary school level pupils were teached by Imams to the pupils in the late afternoon after school hours or during the weekends (P. Lewis, 2002). This effort of education for the Muslims have by now developed into the establishment of voluntary aided madrasas and Muslims faith schools across the United Kingdom, which follow the national curriculum but with Islamic studies, especially the teaching of the Qur’an, incorporated.

The establishment of Muslim faith schools has been very successful since the late 1980’s in the sense that there are currently over 100 independent and seven state-funded Muslim faith schools in the British education system. However, it is important to take note that the majority of Muslim children in the united Kingdom still attend British state schools and that the supplementary education is still the main link for a Muslim pupil to the teaching of the Qur’an.

At this moment it seems that only three percent of the Muslim pupils in Britain attend Muslim faith schools or madrasas (Nasar Meer, 2007). . This is the reason why the supplementary Muslim education and its Qur’anic teaching is the main focus for this study. It is the only way the majority of Muslim children across the United Kingdom can have access to the teaching of the Qur’an.

This supplementary Muslim education utilizes a number of places to impart this knowledge during the weekend or after school hours. It is still common for the Muslim community in the United Kingdom to mainly use the mosque for such teachings, however, if that is not possible then a community centre or a local school is commonly hired for this purpose or the Qur’anic teaching may be imparted within the home of the imam (Peter Mandaville, 2007).

However, this supplementary education has in recent years been highly criticized by both Muslims and nonMuslims for their poorly educated Imams and out dated teaching skills (Martin Van Bruinessen, 2003). It has become very common to hear Muslims in the United Kingdom and in Europe demanding that their Imams should be better educated in the Islamic Sciences and have a better understanding of their respective European society (Amjad Hussain, 2007).

Even though Islamic education in the United Kingdom has evolved successfully over the last forty years especially due to developments with regards the Muslim identity in Britain, it is still the supplementary Muslim education that is vital for the new Muslim generation, born and raised in the United Kingdom. It is therefore important to research the individual experience of how the Qur’an has been taught in these Qur’anic Schools.

 

3. The Method Of Teaching And Learning Quranic Education In United Kingdom

 The Qur’an as Muslims understand it to be the direct speech of God revealed to the Prophet Muhammad through the Archangel Gabriel holds immense importance and status in their lives (Abdullah Saeed, 2008).

Not a single home within any Muslim community will be without it. It is treated with utmost respect and dignity and every effort is made to ensure its sanctity. However, the main purpose of this part of the article is not to delve into the liturgy and virtues of the Qur’an from the Muslim perspective but to highlight how the Qur’an is taught and what methods are used specifically within the Western context and to be more specific within the context of the United Kingdom. Nor is it intended to delve into the different interpretations and sciences of the Qur’anic verses whether they are classical or modern interpretations.

However, what will be highlighted here is a Qur’anic verse, which indicates the purpose of the Qur’an and then investigating and comparing this verse in terms of implementation within the context of the Muslim community. In this part of the article, the main areas of discussion will be how the Qur’an is taught in the Muslim community in particular in their mosques, madrasahs and community centres and hence their method of teaching and then how it is perceived by the audience i.e. the students, teachers and also parents.

This article will then lead to a conclusion, which will include some suggestions on how to improve the main curriculum and how the Qur’an should be taught. It is stated in the Qur’an in Chapter Sad, This is a blessed Scripture, which We have sent to you (Muhammad), so that people may think about its messages.

One does not have to be an exegete to understand and grasp this verse as it simply encapsulates how the Qur’an should be read, understood and practised. Further, to reinforce this position one may argue that the Prophet Muhammad himself followed these instructions and practically demonstrated them to his Companions as he was responsible to teach and clearly explain to his followers the book. Undoubtedly, Muslims read the Qur’an to obtain reward but does that fulfil the purpose, is mere reading sufficient? Or is the main objective defeated, which is to ponder and to implement, as the above verse implies. Over the years however, different methods have been adopted for different age groups and the system and curriculum in mosques etc. has dramatically changed. This is mainly due to the exposure and teaching techniques, which teachers in this field have learnt and adopted from other sources such as government schools.

Government teachers are provided and given different methods of how children can learn and what methods can be adopted. These same teachers then have the possibility to apply these methods in the mosques, which not only makes the session interesting, but more interactive and productive for the child. Categorically, the area of learning and teaching the Qur’an can fall into several categories; the first the mosque itself, secondly a community centre, which is hired out to the local Muslim community; thirdly a local school, fourthly at home or private tuition (Muslim, Sahih Muslim, 1998). In terms of the quantity of students, this will vary according to the population in each community.

 

However, with regards to the teaching methods, we have a fusion of different styles. Some teaching methods are conventional and others reflect new methods taking into consideration the different abilities of the children. As mentioned earlier, this method is very effective and also accommodates the children in their learning in this area of studies. For example, the conventional practice, which I like to use here rather than using the term ‘old’ or ‘traditional’ is a method which was imported from the subcontinent. This method of teaching, it could be argued is in total contradiction to our contemporary context and in addition, it could be further contended, that it is in conflict with the example of the Prophet Muhammad himself.

 

The typical classroom setting in a mosque would be that the students would sit on the floor in front of a bench and the teacher would sit in the front of the class. The teacher would call each student one by one and listen to his reading from the Qur’an and then set him more reading for the next day. Depending on the capability of the teacher, he would rectify the student’s reading with correct pronunciation of each letter (Tajwid) or if he himself was unable to do this, then this would be left to the student’s discretion.

 

However, the example of the Prophet Muhammad is quite different with regards to learning and teaching of the Qur’an. This is very explicitly explained in the Hadith of Sahih Muslim narrated by Ibn c Abbas, which describes the way Gabriel would descend every night in the month of Ramadan. He would then read and teach the Qur’an to the Prophet Muhammad and then Muhammad would read it back to Angel Gabriel (Muslim, Sahih Muslim,1998). To further reinforce this, Al Suyuti in his Al-Itqan (Al Suyuti, Jalal al Din, 1991) and Al Nawawi in his Al Tibyan (Al Nawawi, Yahya, 2002) have given some examples of how the early generations would read and then further implement the Qur’anic verses.

 

From these examples, we can establish the importance of the Qur’an and its status in the eyes of the companions of the Prophet Muhammad. However, this example of the pious predecessors is not inherent in mindset of a great percentage of the Muslim community because they feel that it is sufficient for the children to complete the Qur’an in recitation by any means possible. In addition, the most striking thing which I have observed is that the parents will thrive on this point that their children have completed the Qur’an many times, yet they do not understand a single word from it. We have many mosques and community centres and homes where the Qur’an is being repeatedly read and memorised yet the main purpose and the main essence of it still remains untouched.

 

This point however does not discredit those organisations that teach the Qur’an in a systematic way. However, even if the teaching was developed the mosques still do not have a curriculum or a unified programme with other mosques and organisations, especially with regards to the teaching method of the Qur’an. This is due to many factors; one of these factors is the different ideologies and sects within the Muslim community mentioned earlier in the article. This disallows having the possibility of a unified curriculum and syllabus.

 

The other factors are to do with which background you are from, even though you are resident in the United Kingdom. It has been argued by many of my colleagues that most mosques seem be run by people who are from the similar background linking them all to one tribe, family or clan emanating from their homeland. This ultimately brings along its consequences and implications because these same people will only allow an Imam who is from their own background. For arguments sake if an individual from a different group would apply for the role of Imam, then his application would be rejected. If not, then he would have a diminutive role within the mosque to discharge his duties. This ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 16 July 2014 316 ultimately leads to poor delivery of teaching and being very counterproductive in delivering to the students who have enrolled.

 

As previously mentioned, the main focus of the teaching Qur’an in the United Kingdom is primarily on the basic alphabet and thereafter the individual is encouraged to begin reading the Qur’an. This style of teaching totally ignores the quality of recitation and teaching with the rules of Tajwid. Unfortunately, this would ultimately defeat the main conditions of reciting the Qur’an. The Qur’an needs to be taught in such a manner which encapsulates the main purpose derived from the verse in Surah Sad.

 

If this is done in this manner then the purpose of the Qur’an is achieved and hopefully rewarded. However, what is lacking is this focus on the purpose of the Qur’an, which therefore leaves the individual or in this case the student with no knowledge of what he/she is reciting. More focus is exerted on the quantity rather than the quality. Furthermore, another point to consider here is the time constraints and the quantity of students in a Qur’an class. Due to the timetable, school time starts at 9 am and ends at 3.30pm. By the time the children arrives home it is time to prepare and get ready for the mosque, which again differ with regards to opening times, some may even start at 4 pm, 4.30 pm and 5 pm and continue till 7 pm or even 7.30pm. These two hours the child spends in the mosque, with other children learning the Qur’an who on average total 15-20 in numbers (sometimes even more).

 

This means that the individual child will have spent no more than ten minutes with the teacher. It is safe to conclude here that the quality of teaching will be low, especially if you have limited time and a large number of students since each individual needs to be taught according to their own ability. In terms of the work given for the next day it is the responsibility of the parents to ensure that their children are regular and consistent with their work and they are also responsible to ensure that this is done at home prior to their child’s arrival to the mosque the day after. However, through my own experience, there are a few concerned parents who ensure that their children perform and fulfil their homework but majority are totally oblivious to their child’s Quranic education. It is seldom I have had parents approaching me to ask how their children are performing, which again reflects upon the understanding of the parents and how much interest they show for their child’s welfare and education.

 

4. The Pitfalls In Implementation Of Quranic Education

In United Kingdom So far, the discussion above, I am sure from the perspective of others who share my thoughts, seems to argue that there needs to be a more unified system and curriculum in the United Kingdom. This would not only accommodate the children but also the adults and parents of the Muslim community in order to appreciate and fulfil the purpose of the Qur’anic verse in chapter Sad. However, what has been stated previously was focused on learning how to read the Qur’an. There is also a need to emphasise the memorisation, which is as I would argue a Muslim tradition.

 

The art of memorisation existed and was a common trend in the pre-Islamic era and remained important after the advent of the Prophet Muhammad till today. Memorising from a young age benefits the individual long term and helps in memorizing any text whether in Arabic, English etc. Accordingly, there seems to be separate classes for memorization in the United Kingdom. Depending on the locality, there may be a high demand and some of them may even start early morning before school for one hour then after school e.g. 5pm till 8pm 5 days or even 7 days of the week.

 

The Muslim community today in Britain has many Huffaz (Memorizers) of the Qur’an. Each individual will perform Tarawih in the month of Ramadan in mosque, community centre, at home or maybe go abroad because of the huge demand for someone to lead the prayer. However, the pinnacle of this discussion is that main purpose of understanding the Qur’an and its implementation remains. Through the light of the verse in chapter Sad it clearly states the purpose of the Qur’an in terms of recitation, pondering/reflection and paying heed.

 

There is no doubt that there is reward in recitation but by fulfilling the rules of Tajwid, which Muslims believe is an act of worship itself. However, with regards to its implementation the mosques, community centres and schools in the United Kingdom, which as part of the educational policy impart the teaching of the Qur’an, need to consider the following:

 

1. To have teachers who are familiar with the social settings and background of the community, hence the wider community. This implies that the teachers are not from abroad and they should be familiar with the system and methods of teaching hence they should be fluent in English.

 

2. Teachers should be kind hearted and loving towards their students and be able to accommodate their student’s needs.

 

3. Teachers should be familiar with students who have special needs as everyone has different abilities.

 

4. Parents need to show more responsibility and awareness towards their children’s Qur’anic education.

 

5. Parents need to create a link with the teacher and work in tandem with the work set out for the child.

 

6. The committees of the mosques regardless of the different ideologies are required to consider the welfare and future of their children’s Qur’anic education and to put aside their differences, which is creating a great confusion amongst the Muslim youth and children.

 

7. The committees need to work in tandem and are required to unify a curriculum and syllabus, which can accommodate a child who moves from one mosque to another or from one city to another.

 

8. The committees also needs to ensure that students are rewarded for their achievements and given commendations on a regular basis and this can be done if all the teachers of an institute work in tandem and have regular meetings with parents and children to discuss their progress and work on any difficult areas where the child needs assistance.

 

9. Great emphasis needs to be exerted in understanding the Qur’an which is key for the child in order for him/her to develop and grow into a peace loving Muslim.

 

5. Conclusion

These suggestions are based upon personal experience as a researcher of Quranic Education in the United Kingdom. However, there has been a wide changes in certain areas of the country in regards to the teaching of the Qur’an. Certain organisations do have a system and to understand the Qur’an, they have text books which elucidate certain verses of the Qur’an, which makes it far more enjoyable then mere reading in a repetitive fashion.

 

The introduction of online courses for the Qur’an and its sciences alongside recitation and TV programmes, have also proven to be profoundly affective for anyone willing to learn the Qur’an. As an individual, parent and teacher, in my opinion, if the Muslim community wherever they are, work in solidarity and are conscious of their children’s welfare and future, focus on this one verse of the Qur’an in chapter Sad, then I am optimistic there is a bright future . It is stated in the Qur’an. This Quran does show the straightest way.

 

References

 

Abdel Haleem M.A.S (2010). The Quran: English Translation. Oxford University Press. 17.9 Abdullah al-Qari Haji Salleh. (1988).

 

Kursus qari dan qariah. Kota Bharu: Pustaka Aman Press Sdn. Bhd. Abdullah Ishak. (1995). Pendidikan Islam dan pengaruhnya di Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka. Abdullah Saeed. (2008).

 

The Qur’an, (London: Routledge), pp.22-34. Akbar s. Ahmed, Islam Today, (London: I. B. Tauris), 2001, p.234 Al Nawawi, Yahya. (2002).

 

Al Tibyan fi Adab Hamalat al Quran, (Beirut Lebanon: Muassasa al Risala,), p.78-94 Al Suyuti, Jalal al Din. (1991).

 

Al Itqan fi cUlum al Qu’ran, (Beirut Lebanon: Dar al Kutub al cIlmiya), p.388-389. Al-Abrasyi, Mohd Athiyah. (1969).

 

Al-tarbiyah al-Islamiyah wafalasifatuha. Kaherah: Isaa al-Bab al-Halabi Al-Ghazali, Muhammad. (1993).

 

Kaifa nataamul maaal Quran. Kaherah: Dar al-Wafa’ al-Nawawi Yahya. (2002).

 

Al-Tibyan fi Adab Hamalat al-Quran. Beirut Lebanon: Muassasa al-Risalah. p 78-94. al-Sayuti, Jalal al Din. (1991).

 

Al-Itqan Fi Ulum al-Quran. Beirut Lebanon: Dar al-Kutub al-Ilmiya. P 388 -389 Amjad Hussain. (2007).

 

Saving the Crisis of Islam in Higher Education, Journal of Beliefs and Values, Special Islam Edition, Number 2, pp.267-273. Ghazali Basri. (1991).

 

Pendidikan Islam dalam sistem pendidikan kebangsaan: satu analisis. Jurnal Pendidikan Islam. Jilid 4: Disember. Halim Na’am. (2005).

 

Pelaksanaan j-Qaf. Prosiding Wacana Pendidikan Islam Siri ke-4. Fakulti Pendidikan: Universiti Kebangsaan Malaysia. Kementerian Pelajaran Malaysia. (2005).

 

Modul pengajaran pendidikan Islam. Kuala Lumpur: Dewan Bahasa dan Pustaka M. A. S. Abdel Haleem,. (2010). The Qur’an: English Translation, (Oxford: Oxford University Press), 38:.29. Martin Van Bruinessen, (2003),

 

Making and Unmaking Muslim Religious Authority in Western Europe, ISIM Mohd Salleh Lebar. (1992). Perubahan dan kemajuan pendidikan di Malaysia. Kuala Lumpur. Nurin Enterprise. Nasar Meer. (2007).

 

Muslim Schools in Britain: Challenging mobilizations or logical developments, Asia Pacific Journal of Education, Vol. 27, No. 1, , pp. 55–71.

Netherland, p.7. P. Lewis, Islamic Britain, New York: I. B. Tauris & Co. Ltd), 2002, p.56. Peter Mandaville. (2007).

 

Islamic Education in Britain: Approaches to Religious Knowledge in a Pluralistic Society’ in Hefner, Robert & Qasim, Muhammad Zaman (eds.), Schooling Islam; the Culture and Politics of Modern Islam, (Oxford & Princeton: Princeton University Press, p.230 Rosnani Hashim. (2001).

 

Kurikulum pendidikan dari perspektif Islam dalam konteks pendidikan di Malaysia. Jurnal Pendidikan Islam. Jilid 9, Bil 4: November. Sahih Muslim. 1988. Hadith no 6009. Riyadh Saudi Arabia: Darus Salam.

 

Intensive Quran learning course for women and girls

Dar Al Ber helps females aged between eight and 60 revise memorisation of the entire Quran

Dubai: A number of females aged eight to 60 joined an intensive Quran learning course as part of Dar Al Ber Society’s innovative scheme with the Humaid Bin Rashid Al Nuaimi Centre for Quran Service.

Up to 102 female memorisers from Ajman and Sharjah were enrolled in the course at Shaikh Zayed Mosque in Al Jurf Area, which aims to help learners revise memorisation of the entire Quran during Ramadan.

emale-quran-teacher

The Quran Memorisation Project for Females, part of the sixth edition of a multi-branch Quran course, has helped the women revise 20, 15, 10, and five volumes of the Quran comprising 30 volumes and offers a special class for tajweed or art of recitation.

As many as 259 learners are enrolled in the course in the emirates of Dubai, Ajman and Ras Al Khaimah. Graduates got certificates on course completion while some learners are accredited to teach Quran as per the Hafs and Shuaba Rewayas or schools of recitation.

The Quran Memorisation Project is meant to help students better memorise and recite the Quran, understand its meaning and principles, and produce competent teachers with sound methodology.

Moza Naseeb, General Coordinator of The Ber Quran Memorisation Project for Females, paid tribute to the Humaid Bin Rashid Al Nuaimi Centre for Quran Service for supporting the programme and teaching the Quran to as many learners as possible.

“The course is in line with the teachings of Prophet Muhammad (PBUH) who used to study the Quran every day during Ramadan with angel Jibril,” she said.

Dar Al Ber already runs a number of diverse courses on teaching accreditation, Jazriya for Tajweed art, scientific textbooks on memorisation, children’s guidebook for Quran memorisation, foreign community classes, as well as winter and summer courses.

Guf News

 

SURAH AL-KAUTHAR – SURAH AL-KAUSER – SURAH AL-KAUSAR English, Arabic and Tafseer

Bismillaahir Rahmaanir Raheem

  1. Innaa a’taina kal kauthar
  2. Fa salli li rabbika wanhar
  3. Inna shani-aka huwal abtar

 

ENGLISH

Abdullah Yusuf Ali Translation
  1. To thee have We granted the Fount (of Abundance).
  2. Therefore to thy Lord turn in Prayer and Sacrifice.
  3. For he who hateth thee, he will be cut off (from Future Hope).

ARABIC

بِسمِ اللَّهِ الرَّحمٰنِ الرَّحيمِ

1.  إِنَّآ أَعْطَيْنَٰكَ ٱلْكَوْثَرَ
2. فَصَلِّ لِرَبِّكَ وَٱنْحَرْ
3. إِنَّ شَانِئَكَ هُوَ ٱلْأَبْتَرُ

 

TAFSEER

By Abul A’la Maududi

The full meaning of the word kauthar, as used here, cannot perhaps be expressed in one word in any language of the world. This is an intensive form of the noun kathrat which literally means abundance, but the context in which it has been used does not give the meaning of mere abundance but abundance of good, of spiritual benefits and blessings, and of such abundance which is unbounded and limitless, and it does not imply any one good or benefit or blessing but abundance of countless benefits and blessings.

Have a look again at the background of this Surah given in the Introduction. The enemies thought that Muhammad (peace be upon him) had been completely ruined: he was cut off from the community and had become utterly helpless and powerless; his trade was ruined; his male children who could perpetuate his name were dead; the message that he presented was such that except for a handful of the people no one in entire Arabia, not to speak of Makkah, was prepared to listen to it. Therefore, failure and disappointment would be his lot as long as he lived and there would be no one in posterity to remember him when he died. Under such conditions when Allah said: We have granted you the Kauthar, this by itself gave the meaning: Your foolish opponents think that you are ruined and deprived of the good things that you enjoyed before Prophethood, but the fact is that We have favored you with unbounded good and countless blessings. This included the matchless moral qualities which the Prophet (peace be upon him) was blessed with; this included the great blessings of Prophethood and the Quran, the knowledge and wisdom that were granted to him; this included the blessing of Tauhid and also of such a system of life whose simple and intelligible, rational and natural, and comprehensive principles had the potential to spread throughout the world and of continuing to spread for ever afterwards. This also included the blessing of the exaltation of renown because of which the Prophet’s (peace be upon him) blessed name continues to be exalted throughout the world since 1400 years and will continue to be so exalted till Resurrection.

This also included the blessing that by his preaching eventually such a world-wide community came into being, which became the standard-bearer of truth in the world forever, which can claim to have produced the greatest number of the pious, virtuous and noble character people in any one nation, and which even when corrupted and deprived has the highest good in it as against every other nation of the world. This also included the blessing that the Prophet (peace be upon him) during his very lifetime witnessed his invitation and message attaining to the highest success and the preparation of a community which had the power to dominate the world. This also included the blessing that although on his being deprived of the male offspring the enemies thought he would be lost to posterity, yet Allah not only blessed him with the spiritual offspring in the form of Muslims, who will continue to exalt his name in the world till Resurrection but also granted him from his one daughter, Fatimah, the natural progeny, who have spread throughout world and whose only mark of distinction and pride is that they trace their descent from him.

These are the blessings which the people have seen and witnessed as to how abundantly Allah has blessed His Prophet (peace be upon him) within the world. In addition, Kauthar also implies two other great blessings which Allah will bestow on him in the Hereafter. We had no means of knowing these; therefore the Prophet (peace be upon him) himself gave us news of them, and told us that Kauthar also implied them. First, the Fountain of Kauthar, which he will be granted on the Resurrection Day in the Plain of Assembly; second, the River Kauthar, which he will be granted in Paradise. About both such a large number of the Ahadith have been reported from him through such a large number of the reporters that there remains no doubt about their authenticity.

What the Prophet (peace be upon him) said about the Fountain of Kauthar is as follows:

This Fountain will be granted to him on the Resurrection Day when there will be the cry of al-atash, alatash (thirst, thirst!) on every side. The Prophet’s (peace be upon him) community will gather together before him at it and will be watered thereby. He himself will be the first to arrive at it and will be occupying the central position.

He has said: This is a Fountain at which my Ummah will assemble on the Resurrection Day. (Muslim: Kitab as-Salat Abu Daud: Kitab as-Sunnah). I shall have arrived at the Fountain before you. (Bukhari: Kitab ar-Riqaq and Kitab al- Fitan; Muslim: Kitab al-Fidail and Kitab at-Taharah; lbn Majah: Kitab al Manasik and Kitab az-Zuhd. Musnad Ahmad: Marwiyyat Abdullah bin Masud, Abdullah bin Abbas, Abu Hurairah).

I shall be there before you and shall bear witness on you, and by God, I am seeing my Fountain even at this time. (Bukhari: Kitab al-jana-iz Kitab al- Maghazi, Kitab ar-Riqaq).

Addressing an assembly of the Ansar, the Prophet (peace be upon him) once said: After me you will meet with selfishness and nepotism, endure it patiently until you meet me at the Fountain. (Bukhari: Kitab Manaqib al-Ansar and Kitab al-Maghazi; Muslim: Kitab al-Iman; Tirmidhi: Kitab al-Fitan).

I shall be near the middle of the Fountain on the Resurrection Day. (Muslim: Kitab al-Fadail).

Abu Barzah Aslami was asked: Have you heard something about the Fountain from the Prophet (peace be upon him). He replied: Not once, or twice, or thrice, or four or five times, but over and over again. May Allah deprive of its water the one who belies it. (Abu Daud: Kitab as-Sunnah).

Ubaidullah bin Ziyad thought that the traditions about the Fountain were false; so much so that he belied all the traditions reported by Abu Barzah Aslami, Bara bin Aazib and Aaidh bin Amr. At last, Abu Sabrah brought out a writing which he had written down after hearing it from Abdullah bin Amr bin alAas, and it contained this saying of the Prophet (peace be upon him): Beware! Your place of meeting me will be my Fountain. (Musnad Ahmad: Marwiyyat Abdullah bin Amr bin alAas).

Different dimensions of the Fountain have been given in different traditions, but according to a large number of the traditions it will extend from Aylah (the present Israeli seaport of Ilat) to Sana’a of Yaman, or from Aylah to Adan, or from Amman to Adan in length, and from Aylah to Juhfah (a place between Jeddah and Rabigh) in breadth. (Bukhari: Kitab ar-Riqaq; Abu Daud at Tayalisi: Hadith No. 995; Musnad Ahmad: Marwiyyat Abu Bakr Siddiq and Abdullah bin Umar; Muslim: Kitab at-Taharah and Kitab al-Fadail; Tirmidhi Abwab Sifat al-Qiyamah; Ibn Majah: Kitab az-Zuhd). From this it appears that on the Resurrection Day the present Red Sea itself will be turned into the Fountain of Kauthar. And the correct knowledge is only with Allah.

About this Fountain the Prophet (peace be upon him) has told us that water will be supplied to it from the River Kauthar of Paradise (which is being mentioned below). Two channels from Paradise will flow into it and supply water to it. (Muslim: Kitab al-Fadail). According to another tradition: A canal from the River Kauthar of Paradise will be opened towards this Fountain. (Musnad Ahmad; Marwiyyat Abdullah bin Masud).

According to the description of it given by the Prophet (peace be upon him) its water will be whiter than milk (according to other traditions whiter than silver, and according to still others, whiter than snow), cooler than snow, sweeter than honey; the earth of its bed will be more fragrant than musk; the water jugs set at it will be as numerous as the stars in the sky; the one who drinks from it would never thirst; and the one who is deprived of it will never have his thirst satisfied. These things with a little variation in wording have been reported in numerous Ahadith (Bukhari: Kitab ar-Riqaq; Muslim: Kitab at- Taharah and Kitab al-Fadail; Musnad Ahmad: Marwiyyat Ibn Masud, Ibn Umar, Abdullah bin Amr bin alAas; Tirmidhi: Abwab Sifat al-Qiyanmah: Ibn Majah: Kitab az- Zuhd; Abu Daud: Tayalisi, Ahadith No. 995, 2135).

Concerning it the Prophet (peace be upon him) warned the people of his time again and again, saying: After me those from among you who would effect changes in my way, will be removed from the Fountain and will be disallowed to approach it. I shall say: they are my companions, but it will be said: Don’t you know what they did after you? Then I too shall discard them and tell them to keep away. This subject has been expressed in many traditions. (Bukhari: Kitab ar-Rigaq, Kitab al-Fitan; Muslim: Kitab at-Tahara and Kitab al-Fadail Musnad Ahmad: Marwiyyat Ibn Masud, Abu Hurairah; Ibn Majah: Kitab al-Manasik. The Hadith which Ibn Majah has related in this connection contains very pathetic words. The Prophet (peace be upon him) said: Beware! I shall have arrived at the Fountain before you and shall pride myself by your means upon the greater numbers of my Ummah as against other ummahas. Do not at that time cause my face to be blackened. Beware! I shall have some people released, and some people shall be separated from me. I shall say: O my Lord, they are my companions. He will reply: Don’t you know what innovations they introduced after you? According to Ibn Majah, these words were said by the Prophet (peace be upon him) in his Sermon at Arafat.

Likewise, the Prophet (peace be upon him) has also warned the Muslims coming after him till Resurrection, saying: Whoever from among you will swerve from my way and effect changes in it, will be removed from the Fountain. I shall say: O Lord, they belong to me, they are the people of my Ummah. In response it will be said: Don’t you know what changes they effected after you and then turned back on their heels? Then I shall also turn them away and shall not allow them to approach the Fountain. Many traditions on this subject are found in the Hadith. (Bukhari: Kitab al- Musaqat, Kitab ar-Riqaq, Kitab al-Fitan; Muslim: Kitab at- Taharah. Katab as-Salat, Kitab al-Fadail; Ibn Majah: Kitab az-Zuhd; Musnad Ahmad: Marwiyyat Ibn Abbas).

Traditions about this Fountain have been related by more than 50 companions, and the earlier scholars generally have taken it to mean the Fountain of Kauthar. Imam Bukhari has named the last chapter of his Kitab ar-Riqaq as Babun fil hawd wa qual-Allahu inna a tainak al-Kauthar, and in a tradition from Anas there is the explanation that the Prophet (peace be upon him) said about Kauthar: It is a Fountain at which my Ummah shall alight.

The River Kauthar which the Prophet (peace be upon him) shall be granted in Paradise, also has been mentioned in a large number of the traditions of Hadith. Many traditions have been related on the authority of Anas in which he says, and in some he explains that he is reporting the exact words of the Prophet (peace be upon him) himself, that on the occasion of miraj; the Prophet (peace be upon him) was taken round Paradise and shown a river on the banks of which there were vaults of pearls or precious stones carved from within; the earth of its bed was of the strong-scented musk. He asked Gabriel, or the angel who took him round, what it was? He replied that it was the River Kauthar, which Allah had granted him. (Musnad Ahmad, Bukhari, Muslim, Abu Daud, Tirmidhi, Abu Daud Tayalisi, Ibn Jarir) Again, according to Anas, the Prophet (peace be upon him) was asked (or a person asked him): What is the Kauthar? He replied; It is a River which Allah has granted me in Paradise. Its earth is musk: its water is whiter than milk and sweeter than honey. (Musnad Ahmad, Tirmidhi, lbn Jarir; according to another tradition of Musnad Ahmad, describing the merits of the River Kauthar the Prophet said that at its bottom there are pearls instead of pebbles. Ibn Umar says that the Prophet (peace be upon him) said: The Kauthar is a river in Paradise the banks of which are golden; it flows on pearls and diamonds (i.e. its bed has diamonds instead of pebbles); its earth smells sweeter than musk; its water is whiter than milk (or snow), cooler than snow and sweeter than honey.” (Musnad Ahmad, Tirmidhi, Ibn Majah, Ibn Abi Hatim, Darimi, Abu Daud Tayalisi, Ibn al-Mundhir, Ibn Marduyah, Ibn Abi Shaibah). Usamah bin Zaid says that the Prophet (peace be upon him) once went to visit Usamah; he was not at home; his wife entertained him and during the conversation said My husband has told me that you have been granted a river in Paradise, which is called the Kauthar. The Prophet (peace be upon him) replied: Yes, and its bed is of rubies and corals and emeralds and pearls. (Ibn Jarir, Ibn Marduyah. Though the sanad of this tradition is weak, the presence of a large number of traditions dealing with this subject strengthens it). Besides these marfu traditions, a great many sayings of the companions and their successors have been related in the Hadith to the effect that the Kauthar implies a river in Paradise. These traditions describe its qualities as have been mentioned above. For instance, the sayings of Abdullah bin Umar, Abdullah bin Abbas, Anas bin Malik, Aishah, Mujahid and Abul Aliyah are found in Musnad Ahmad, Bukhari, Tirmidhi, Nasai; and the books of Ibn Marduyah, Ibn Jarir, Ibn Abi Shaibah and other traditionists.

Different commentaries of it have been reported from different scholars. Some of them take the Prayer to mean the five times obligatory Prayer (salat); some take it to imply the Prayer of Id al-Adha, and some say that it implies the Prayer itself. Likewise, the meaning of wanhar and sacrifice according to some illustrious scholars, is to place the right hand over the left hand and to fold them on the chest in the Prayer; some say that it implies raising both hands with Allahu Akbar at the commencement of the Prayer; some say that it implies raising both hands at the commencement of the Prayer, at bowing for Ruku and after rising from Ruku; and some say that it means performing the Id al-Adha Prayer and then offering the animal sacrifice. But if the context in which this command has been enjoined, is considered, its meaning clearly seems to be: O Prophet, when your Lord has granted you so many and so splendid blessings, then you should perform the Prayer only for His sake and offer sacrifice only for His sake. This command was given in the environment when not only the pagans of Quraish but the pagans of entire Arabia and the world worshipped their self-made gods and offered sacrifices at their shrines. Therefore, the intention of the command is: Contrary to the polytheistic practice, you should remain steadfast to your creed: your Prayer is only for Allah and your sacrifice is also for Him alone, as it has been said at another place: Declare, O Prophet, my salat and my sacrifice and my life and my death are all for Allah, Lord of the universe, Who has no partner with Him. This is what I have been enjoined, and I am the first to surrender to Him. (Surah Al-Anaam, Ayats 162-163). This same meaning has been explained of it by Ibn Abbas. Ata, Mujahid, Ikrimah, Hasan Basri, Qatadah, Muhammad bin Kaab al-Qurzi, Dahhak, Rabi bin Anas, Ata al-Khurasani and many other major commentators. (Ibn Jarir). However, this by itself is correct that when the Prophet (peace be upon him) enforced by Allah’s command the practice of the Id al-Adha Prayer and the offering of animal sacrifice at Al-Madinah, he himself gave the first place to the Prayer (salat and the second to the sacrifice, as commanded in the verses: Inna salati wa nusuki and fa-salli li-Rabbika wanhar, and also enjoined on the Muslims to do the same, i.e. they should first perform the Prayer and then offer the sacrifice. This is neither the explanation of this verse nor the occasion of its revelation but a deduction made by the Prophet (peace be upon him) from these verses and his deduction of injunctions is also a kind of divine inspiration.

The word shani as used, in the original is derived from shaan, which means the hatred and spite because of which a person may start ill-treating another. At another place in the Quran it has been said: (And O Muslims,) the enmity of any people should not so provoke you as to turn you away from justice. (Surah Al-Maidah, Ayat 8). Thus, shani aka implies every such person who blinded by his enmity of the Prophet (peace be upon him) should bring false accusations against him, slander and defame him and vent his personal spite against him by taunting and scoffing at him in every possible way.

Huwal abtar: He himself is abtar, i.e. though he calls you abtar, he in fact himself is abtar. Some explanations of abtar have already been given in the Introduction to the Surah. It is derived from batar which means to cut off, but idiomatically it is used in a comprehensive meaning. In the Hadith, the rakah of the Prayer which is not coupled with another rakah is called butaira, i.e. the lonely rakah. According to another Hadith, every piece of work, which is in any way important, is abtar if it is started without the glorification and praise of Allah implying that it is cut off from the root; it has no stability; and it is doomed to failure. A man who fails to achieve his object is abtar as also the one who is deprived of all means and resources. A person who is left with no hope of any good and success in life is also abtar. A person who has been cut off from his family, brotherhood, associates and helpers is also abtar. The word abtar is also used for the man who has no male child, or whose male child or children have died, for after him there remains no one to remember him and he is lost to posterity after death. In almost all these meanings the disbelieving Quraish called the Prophet (peace be upon him) abtar. At this, Allah said: O Prophet, not you but your enemies are abtar. This was not merely a reprisal, but a prophecy out of the most important prophecies of the Quran, which literally proved true. When it was made, the people regarded the Prophet (peace be upon him) as abtar, and no one could imagine how the big chiefs of the Quraish would become abtar, who were famous not only in Makkah but throughout Arabia, who were successful in life, rich in worldly wealth and children, who had their associates and helpers everywhere in the country, who enjoyed intimate relations with all the Arabian tribes, being monopolists in trade and managers of Hajj. But not long afterwards the conditions altogether changed. There was a time when on the occasion of the Battle of the Trench (A.H. 5) the Quraish had invaded Al-Madinah with the help of many Arabian and Jewish tribes, and the Prophet (peace be upon him) being besieged had to resist the enemy by digging a trench around the city. After only three years, in A.H. 8, when he attacked Makkah, the Quraish had no helper and they had to surrender helplessly. After this within a year or so the whole Arabia came under his control, deputations of tribes from all over the country began to visit him to take the oaths of allegiance and his enemies were left utterly helpless and resource-less. Then they were so lost to posterity that even if their children survived, none of them today knows that he is a descendent of Abu Jahl, Abu Lahab, Aas bin Wail, or Uqbah bin Abi Muait, the enemies of Islam, and even if he knows it, he is not prepared to claim that his ancestors were those people. On the contrary, blessings are being invoked on the children of the Prophet (peace be upon him) throughout the world; millions and millions of Muslims take pride in bearing relationship to him; hundreds of thousands of people regard it as a mark of honor and prestige to have descended not only from him but from his family and even the families of his companions. Thus, some one is a Sayyid, another an Alavi, and Abbasi, a Hashmi, a Siddiqi, a Faruqi, an Uthmani, a Zubairi, or an Ansari, but no one is an Abu Jahli or Abu Lahabi. History has proved that not the Prophet Muhammad (peace be upon him) but his enemies were, and are, abtar.