Quran Focus Academy Blog

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.

AYATUL KURSI – Transliteration in Roman Script with English and Arabic

Bismillaahir Rahmaanir Raheem

Allahu laaa ilaaha illaa huwal haiyul qai-yoom; laa taakhuzuhoo sinatunw wa laa nawm; lahoo maa fissamaawaati wa maa fil ard; man zallazee yashfa’u indahooo illaa be iznih; ya’lamu maa baina aideehim wa maa khalfahum; wa laa yuheetoona beshai ‘immin ‘ilmihee illa be maa shaaaa; wasi’a kursiyyuhus samaa waati wal arda wa la ya’ooduho hifzuhumaa; wa huwal aliyyul ‘azeem

اللَّهُ لاَ إِلَهَ إِلاَّ هُوَ الْحَيُّ الْقَيُّومُ لاَ تَأْخُذُهُ سِنَةٌ وَلاَ نَوْمٌ لَهُ مَا فِي السَّمَاوَاتِ وَمَا فِي الأَرْضِ مَنْ ذَا الَّذِي يَشْفَعُ عِنْدَهُ إِلاَّ بِإِذْنِهِ يَعْلَمُ مَا بَيْنَ أَيْدِيهِمْ وَمَا خَلْفَهُمْ وَلاَ يُحِيطُونَ بِشَيْءٍ مِنْ عِلْمِهِ إِلاَّ بِمَا شَاءَ وَسِعَ كُرْسِيُّهُ السَّمَاو ;َاتِ وَالأَرْضَ وَلاَ يَئُودُهُ حِفْظُهُمَا وَهُوَ الْعَلِيُّ الْعَظِيمُ

“Allah! There is no god but He – the Living, The Self-subsisting, Eternal. No slumber can seize Him Nor Sleep. His are all things In the heavens and on earth. Who is there can intercede In His presence except As he permitteth? He knoweth What (appeareth to His creatures As) Before or After or Behind them. Nor shall they compass Aught of his knowledge Except as He willeth. His throne doth extend Over the heavens And on earth, and He feeleth No fatigue in guarding And preserving them, For He is the Most High. The Supreme (in glory).”

Benfits of Ayatul Kursi

1).Hadhrat Ali bin Kaab (Radiahallahu Anhu) remarks that Nabi (Sallallahu alayhi wasallam) asked him,” Which is the most high ranking Aayat in the Qur’aan Kareem?” He said, ” Allaah and His Rasul know best”. Rasulallah repeated this statement very often. Hadhrat Ali (Radiahallahu Anhu) stated, “Ayatul Kursi”. Nabi (Sallallahu alayhi wasallam) said:”Oh Abul Munzar (family name of Abi bin Kaab). May you be blessed by this knowledge. I swear by that Being in whose Hands and Control is my life, that this Ayat has one tongue and two lips. It is by the threshold of Allaah’s Arsh, Mentioning His purity”.

2) Hadhrat Ali (Radiahallahu Anhu) states that there was a room of dates, which he used to guard. He suspected that some dates were going missing. Thus one night he stood vigil and saw an animal like a young person. Hadhrat Ali (Radiahallahu Anhu) said: “I greeted and received a reply”. I asked,” Who are you? Man or Jinn?” It said, “Jinn. I said, Give me your hand”. He outstretched his hand. I noticed that the hand was like that of a dog. Its hair like the hair of the dog. I asked, “Are Jinns created like this?” It said, ” the Jinns know there are amongst them more stronger ones”. I enquired,” Why did you steal?”. He replied,” I have come to know that you love to give charity so I decided to take a part also.” Hadhrat Ali (Radiahallahu Anhu) said: ” Who will save us from your evil? It said, Aayatul Kursi which is in Surah Baqarah. He who reads it at night will be saved from our evil till the morning and he who reads it in the morning will be saved from our evil till the night.”

In the morning Hadhrat Ali (Radiahallahu Anhu) came to Nabi (Sallallahu alayhi wasallam) and narrated the entire event to him. Nabi (Sallallahu alayhi wasallam) said,”That rascal has stated the truth although he is a great liar.”

3) It is reported from Hadhrat Askee Baqri that Nabi (Sallallahu alayhi wasallam) came to the abode of the Muhajreen when one person asked, “In the Qur’aan Kareem which is the most lofty Ayat?” Nabi (Sallallahu alayhi wasallam) repeated “Ayatul Kursi”.

4) Hadhrat Hassan reports “Marfoonaan”,” I have been given Ayatul Kursi. Nabi (Sallallahu alayhi wasallam) said,” Surah Fateha, Ayatul Kursi and the two Ayats of Al-Imraan (Shaheedal Allaah – 18th Ayat), and “Qul Allaahumma Malekal mulk til Bi Ghairi Hisaab (Ayat 26/7) are attached to the Arsh and say, “Oh our Rabb, You are sending us onto earth to disobedient ones!!! Allaah says ,” I have given you such status, whosoever from amongst my servants recites you after every Salaat, his resting place will be Jannat. And I will make his abode in Jannatul Quddoos and fulfill 70 needs of his daily needs, the least of which is forgiving him and saving him from all enemies of evils.

It is a quarter of the Qur’aan Kareem.
5) Hadhrat Anas (Radiahallahu Anhu)narrates that Rasulallaah (Sallallahu alayhi wasallam) asked one of his companions: ” Oh, so and so are you married?” He replied: “No, I do not have enough wealth that I may marry.”, Nabi (Sallallahu alayhi wasallam) said: “Do you know Surah Qul Huwallaahu Ahad?” The Sahaba replied: “I know”. Nabi (Sallallahu alayhi wasallam) said: “It is equal to a quarter of the Qur’aan. Nabi (Sallallahu alayhi wasallam) asked: “Do you not know Qul Yaa Ayyuhal Kaafiroon?” The Sababi replied “I know”. Nabi (Sallallahu alayhi wasallam) said ” “It is equal to a quarter of the Qur’aan.” Nabi (Sallallahu alayhi wasallam) asked, “Do you not know Surah “Iza Zul Zilzilaat ” ?” The Sahaabi replied, “I Know”. Nabi (Sallallahu alayhi wasallam) said: “It is a quarter of the Qur’aan”. Nabi (Sallallahu alayhi wasallam) asked: “Do you not know Surah Iza Jaa a Nasrullaahi Wal Fath” The Sahabi replied “I Know” Nabi (Sallallahu alayhi wasallam) said, it is a quarter of the Qur’aan. Nabi (Sallallahu alayhi wasallam) asked: “Do you know the Ayatul Kursi?” The Sahabi replied “I know”. Nabi (Sallallahu alayhi wasallam) said, “It is equal to a quarter of the Qur’aan. Marry, Marry, Marry.”

Consistency and Ayatul Kursi
6) Hadhrat Anas (Radiahallahu Anhu) said that Nabi (Sallallahu alayhi wasallam) said, “The one who recites Ayatul Kursi after every fard Salaat will be protected until the next Salaat and this is constantly done by a Nabi or a Siddiq or a martyr.

7) Hadhrat Hassan bin Ali (Radiahallahu Anhu) says, “A person once asked: “Oh Rasulallaah (Sallallahu alayhi wasallam) what does that person receive who recites Ayatul Kursi after every Fard Salaat ? Nabi (Sallallahu alayhi wasallam) said: ” That person remains under the protection of Allaah until the next Salaat.”
8) Hadhrat Anas (Radiahallahu Anhu) says: Rasulallaah (Sallallahu alayhi wasallam) asked; “Do you know which Ayat in the Qur’aan is most lofty? ” I said, Allaah and his Rasul know more.” Nabi (Sallallahu alayhi wasallam) read Ayatul Kursi

9) Hadhrat Efai bin Abdullah Kallee said that one person asked.”Oh Rasulallaah (Sallallahu alayhi wasallam), which Ayat in the Qur’aan is the most lofty one?” Nabi (Sallallahu alayhi wasallam) said: ” Ayatul Kursi”. The person asked,”Which Ayat has those benefits which you desire for your Ummah, in the Qur’aan?” Nabi (Sallallahu alayhi wasallam) said: “The last Ayat of Surah Baqarah, for it is from the treasures of Allaah from underneath the threshold of the Arsh. It encompasses all the good of this world and the Aakhiraat”.

10) Hadhrat Muhammad bin al Saumi bin Al Salsal bin Damasc narrates from his father, who in turn, narrates from his father that Rasulallaah (Sallallahu alayhi wasallam) said: ” Whoever recites Ayatul Kursi after every fard Salaat, there is only death between him and Jannat”, he will enter into Jannat immediately when he dies.

11) Hadhrat Ibne Anas (Radiahallahu Anhu) says that Rasulallaah (Sallallahu alayhi wasallam) said: “The one who recites Ayatul Kursi after every Fard Salaat, Allaah Ta’aala will grant him a gratifying heart, actions of the truthful and reward like the Ambiyaa .Special mercies will descend upon him, and death is the only barrier from his entrance into Jannat. On dying he will enter Janaat”.

Blessing in the food
12) Hadhrat Ayesha (R.A.) narrates that one person came to Nabi (Sallallahu alayhi wasallam) and said that there was absolutely no “Barakat” (blessings) in the things at home. Nabi (Sallallahu alayhi wasallam) replied, “Why are you neglectful of Ayatul Kursi.”
Whenever Aayatul Kursi is recited upon food, Allaah Ta’aala will increase the Barakat in that food or curry.
13) Hadhrat Ibn Masood (Radiahallahu Anhu) says that Allaah the Lofty did not create any thing in the skies or on earth, in Jannat or Jahannam, loftier than Ayatul Kursi.

14) Hadhrat Ibn Masood (Radiahallahu Anhu) says that no space in the sky, or on the earth is loftier than Ayatul Kursi.

To make Satan flee for protection of wealth, property and home
15) Hadhrat Masood (R.A.) states that a person left his home and met a Jinn on the way. The jinn asked him, “Can you drop me down?, If you do so then I will teach you such an Ayat that if you recite it upon entering your home, Satan will not enter.” They wrestled and the person dropped the Jinn down. The jinn said:”Read Ayatul Kursi, because that person who recites it upon entering the home, Shaitaan flees like a donkey making a sound from its posterior runs away.

A person mentioned to Hadhrat Ibn Masood that the person (who dropped the Jinn) could only be Hadhrat Umar (Radiahallahu Anhu).

Hadhrat Abu Hurairah (Radiahallahu Anhu) narrates this (above) Hadith from Rasulallaah (Sallallahu alayhi wasallam), with the addition that there is an Ayat in Surah Baqara, which is the chief ayat of the Qur’aan. Whosoever recites it in a house wherein Shaitaan is, he (Shaitaan) will leave.

16) Hadhrat Ibne Masood (Radiahallahu Anhu) says that a person requested Rasulallaah (Sallallahu alayhi wasallam) to teach him something that will benefit him. “Nabi (Sallallahu alayhi wasallam) said,”Read Ayatul Kursi, it will protect you, your children, home and even those houses surrounding your house.”

17) Hadhrat Ibn Umar (Radiahallahu Anhu) narrates that once Hadhrat Umar (Radiahallahu Anhu) came to the people and said, “Who amongst you can tell me which is the most lofty Ayat in the Qur’aan, which Ayat directs one most towards justice and fairness, which Ayat creates the most fear and which Ayat creates hope for mercy?” All remained silent. “Hadhrat Ibn Masood (Radiahallahu Anhu) said,”I heard Rasulallaah (Sallallahu alayhi wasallam) say from the Mimbar (pulpit) that Aayatul Kursi is the Loftiest in the Qur’aan, and the Ayat which encourages justice and fairness is ( Arabic P12) and the Ayat that creates the most fear is ( Arabic P12) of the Ayat that creates the most hope of mercy is ( Arabic P12).

18) Hadhrat Ibn Abbas (Radiahallahu Anhu) said that when Rasulallaah (Sallallahu alayhi wasallam) recited the last Ayat of Surah Baqarah and Ayatul Kursi then he laughed and said,” These have come from the treasures of Allaah.” and when he read (May Ya’mal Soo), then he said (Inna li llaah…) and chose humility and meekness.

19) It is reported that when ever Hadhrat Abdur Rahman Bin Auf (R.A.) entered his home, he used to recite Ayatul Kursi in its corners.

20) Hadhrat Hassan (Radiahallahu Anhu) narrates from Rasulallaah (Sallallahu alayhi wasallam) who said , ” Jibraeel came to me and informed me that a rebellious Jinn is plotting against you, so when you retire to your bed, then recite Ayatul Kursi. ”

21) Hadhrat Ali (Radiahallahu Anhu) says that the chief of the Ayats of the Qur’aan Kareem is Ayatul Kursi.

22) Hadhrat Ali (Radiahallahu Anhu) says “I have heard Rasulallaah (Sallallahu alayhi wasallam) say that person who recites Ayatul Kursi after every Salaat, only death prevents him from Jannat and who recites it whilst retiring to his sleeping place, Allaah will protect his house, his neighbours and even his surroundings.

23) Hadhrat Ali (Radiahallahu Anhu) says that I cannot comprehend that a person who is a born Muslim, or intelligent or one who accepted Islaam in a rational (Arabic) state spending the night without reciting Ayatul Kursi. If you know how lofty this is (you will never discard it), it has been given to your Nabi (Sallallahu alayhi wasallam) from under the treasures of the arsh. It has not been given to any Nabi (Sallallahu alayhi wasallam) before your Nabi (Sallallahu alayhi wasallam) and I have never spent a night without reciting this Ayat thrice. I recite it in the last 2 Rakaats of Witr after Esha and also when I retire to my sleeping place

24) Hadhrat Auf bin Maalik (Radiahallahu Anhu) says that Hadhrat Abu Zar (Radiahallahu Anhu) who was sitting near Rasulallaah (Sallallahu alayhi wasallam) asked: “Oh Rasulallaah (Sallallahu alayhi wasallam) which is the most lofty Ayat Allaah revealed to you?” Allaah’s Rasul recited Ayatul Kursi.

Hadhrat Ma’aaz bin Jabal (Radiahallahu Anhu) says that he stored the dates for charity of Nabi (Sallallahu alayhi wasallam) in a room for safe keeping. I sensed that there was a shortage daily therein. I complained to Rasulallaah (Sallallahu alayhi wasallam) about this. He said that this was the work of Satan and I must stay alert for him. Thus I sat in the barn that night. When some part of the night passed, Shaitaan came in the shape of an elephant. When he came near the door, he changed his shape and entered through one of the holes of the door, moved towards the dates and began eating. I dragged my cloth near him and said: “I testify that there is no one worthy of worship but Allaah and that Muhammad is his Servant and Rasul. Oh Allaah’s enemy you are usurping the dates of charity whereas the poor are more deserving of this than you. I will definitely apprehend you and take you to Rasulallaah (Sallallahu alayhi wasallam) who will humiliate you.” At this Shaitaan pledged that he will not do this act again.

In the morning I came to Rasulallaah (Sallallahu alayhi wasallam) who asked me about my prisoner. I stated that he had vowed not to steal again. Nabi (Sallallahu alayhi wasallam) said that he (Satan) will come again so be alert. The next night also I sat alert. The same thing occurred and once again he (Satan) pledged not to steal. I left him. In the morning, I narrated the whole event to Nabi (Sallallahu alayhi wasallam) who said that he (Satan) will come again. On the third night the same thing happened once again. I apprehended him and this time I said,”Oh Allaah’s enemy, you have pledged twice and this is the third time (now I will not leave you). He (Satan) said,” I have children and have come from Nasabeen ( a place between Masool and Syria). If I receive anything less in status than this (dates), then I would not have come here. We left this city of yours when your Nabi (Sallallahu alayhi wasallam) was sent together with two Ayats which removed us from here to Nasabeen. Shaitaan does not enter any home when these two Ayats have been recited in it”. He said this thrice. “If you leave me, I will show you these two Ayats”. I agreed. He said,” Ayatul Kursi and the last Ayat of Surah Baqarah (Amanas Rasul….).”Thus I let him go. In the morning I came to Rasulallaah (Sallallahu alayhi wasallam) and told him what had transpired. Nabi (Sallallahu alayhi wasallam) said, “That rascal has spoken the truth even though he is a liar.”

Hadhrat Ma’aaz (Radiahallahu Anhu) says after that he used to recite this and blow on the dates and there were no shortages in the room.

26) Hadhrat Abu Asaad Saeedee (Radiahallahu Anhu) narrates that he plucked the fruits from his orchard and kept them in a room. Jinnaat used used to come to this room and steal the fruit. This put them in difficulty and they complained to Nabi (Sallallahu alayhi wasallam) about it. He said,”This is (the work of) a Jinn. Oh Abu Asaad, listen attentively, when he (the Jinn) has entered, then say. “I take the name of Allaah” and say “accept Rasulallaah (Sallallahu alayhi wasallam) sayings”. The Jinn said, “Oh Abu Asaad, do not take me to Rasulallaah (Sallallahu alayhi wasallam). I vow by Allaah that I will not set foot in your home, nor steal your fruit. Also I will show you such an Ayat that if you recite it on your house then you will think I have died. If you read it on your utensils then no one will be able open its lid.” I promised to leave him. He became happy and said. ” The Ayat, is Ayatul Kursi. This Sahabi came to Nabi (Sallallahu alayhi wasallam) and related the entire event to him, upon which Nabi (Sallallahu alayhi wasallam) said: ” He (Jinn) spoke the truth although he is (normally)a liar.”

27) Hadhrat Abu Amama Sadi bin Ijlaan (Radiahallahu Anhu) says that Nabi (Sallallahu alayhi wasallam) said,” Whosoever recites Ayatul Kursi after every fard Salaat, the only thing preventing his entry into Janaat is death.

Ism Azam is in Ayatul Kursi
28) Hadhrat Abu Amama (Radiahallahu Anhu) says that Rasulallaah (Sallallahu alayhi wasallam) stated, that the Isme Azam (blessed Name of Allaah Jalle Jalaalahu) , through which the invoker’s desire is definitely fulfilled appears in 3 Surahs of the Qur’aan. Surah Baqarah, Al-Imraan and Ta Haa. Hadhrat Abu Amama (Radiahallahu Anhu) says that he searched for it and found it in Ayatul Kursi of Surah Baqarah, and “La illaha illah Huwal haya …..” in Al-Imraan and “Wa Anatil wujuhu…..” in Surah Ta Haa.

29) Hadhrat Ibn Abbas (Radiahallahu Anhu) says that Rasulallaah (Sallallahu alayhi wasallam) was staying in a room at Hadhrat Abu Ayoob (Radiahallahu Anhu). Food provisions were kept in a small basket. A cat used to enter from the air vent and take the food away. Hadhrat Abu Ayoob (Radiahallahu Anhu) complained to Nabi (Sallallahu alayhi wasallam) who said that it was a Jinn. Thus when he comes, tell him that Nabi (Sallallahu alayhi wasallam) said that he should not come back. The Jinn said, “Oh, Abu Ayoob leave me this time, by Allaah I will definitely never return. Thus Abu Ayoob left him and came to Nabi (Sallallahu alayhi wasallam) and narrated the event. This event occurred twice. On the third occasion the Jinn said, “Shall I reveal to you such words, which when recited at night will prevent Shaitaan from coming near your house that night and day and the next day. Abu Ayoob said, “Sure”. The Jinn said,”Recite Ayatul Kursi”. This Sahabi came and related this event to Nabi (Sallallahu alayhi wasallam), who said that he (the Jinn), has spoken the truth although he is (normally) a liar.

30) Hadhrat Abu Ayoob (Radiahallahu Anhu) narrates that he was in the front room of his home. Jinnaat used to take goods from there. He complained about this to Nabi (Sallallahu alayhi wasallam) who said:”When you see him then take the name of Allaah and tell him to accept the call of Rasulallaah (Sallallahu alayhi wasallam). When the Jinn came, Abu Ayoob (Radiahallahu Anhu) told him this, and the Jinn pledged not to come again. Abu Ayoob left him. Abu Ayoob came to Nabi (Sallallahu alayhi wasallam) who asked him how was his thief. Abu Ayoob replied, “I caught him but left him after he pledged that he will not return”. Nabi (Sallallahu alayhi wasallam) stated that he (the Jinn) will definitely return. Abu Ayoob apprehended the Jinn twice or thrice and each time he released him on the pledge of not returning. Abu Ayoob came to Nabi (Sallallahu alayhi wasallam) who asked him about his prisoner. Abu Ayoob replied,” I caught him but released him on the pledge that he will not return. Nabi (Sallallahu alayhi wasallam) stated that he(the Jinn) will surely return. Abu Ayoob thereafter apprehended the Jinn who said ,”If you leave me, I will show such a thing, that when read, the Shaitaan will not come near you. That is Ayatul Kursi”. Abu Ayoob narrated this entire event to Nabi (Sallallahu alayhi wasallam) who said,”The Jinn has spoken the truth although he is (normally) a great liar.

In the tradition of Tabrani it is stated “My dates were kept in a room.”. Nabi (Sallallahu alayhi wasallam) said,”Tomorrow you will find a cat therein then it will become a wolf.” At the end of the tradition it is stated, “Satan said that whenever he hears it ( Ayatul Kursi) he will runaway. Via another chain of narrations it is stated in Tabrani. “I should have difficulty in my back,” and at the end of the tradition it is recorded “no Jinn or thief will come near”.

31. Hadhrat Abu Zar (Radiahallahu Anhu) says that he asked Rasulallaah (Sallallahu alayhi wasallam) which was the most (Arabic) (lofty, respectable) Ayat revealed to you? Nabi (Sallallahu alayhi wasallam) replied, “Ayatul Kursi”.
Aid at the time difficulty and Angels Stipulated it for Protection

32) Hadhrat Abu Qatada (Radiahallahu Anhu) narrates that Nabi (Sallallahu alayhi wasallam) said.”Whoever reads Ayatul Kursi and the last Ayat of Surah Baqarah when in difficulty, then Allaah listens to that plea.”

Hadhrat Qatadah (Radiahallahu Anhu) says,”Whoever recites Ayatul Kursi on his sleeping bed, Allaah Ta’aala nominates 2 angels to protect him until morning.

A grateful heart, a remembering tongue, the reward of a martyr and the reward of a Siddique

33) Hadhrat Abu Musa Al Ashari (Radiahallahu Anhu) narrates that Nabi (Sallallahu alayhi wasallam) said that Allaah Ta’aala sent “Wahy”-(divine revelation) to Hadhrat Musa bin Imraan (Radiahallahu Anhu) to read Ayatul Kursi after every Fard Salaat and that whosoever recites Ayatul Kursi every Fard Salaat, will be granted the heart of the grateful, the tongue of those who remember, the rewards like the Ambiyaa and his actions will become like those of the Siddiques and on this practise the Nabi or Siddique is regular whose heart I have tested for Imaan and who has been chosen to be martyred in My Way.

34)Hadhrat Abu Amama (Radiahallahu Anhu) says he asked Rasulallaah (Sallallahu alayhi wasallam),”Which is the most respectable, lofty Ayat, which has descended upon you”. He said, “Ayatul Kursi”.

Easy child-birth
35) Hadhrat Fatima Zahra (Radiahallahu Anha) narrates,”When the time approached for her delivery, then Nabi (Sallallahu alayhi wasallam) ordered Hadhrat Umme Salama (Radiahallahu Anha) and Hadhrat Zainab (Radiahallahu Anha) to go to Fatima and recite Ayatul Kursi and “Inna Rabba Kumullaah” (the whole Ayat) and the last two Quls and blow on her.

Best Means of Protection
36) Hadhrat Ali (Radiahallahu Anhu) narrates,”I cannot understand how a person, who is a Muslim, and owner of reason (intellect) can spend the night without reading Ayatul Kursi. If you knew the benefits of it, then you will never discard it under any condition”. Rasulallaah (Sallallahu alayhi wasallam) stated ,”I have been given Aayatul Kursi from the treasures under the Arsh of Allaah and it was not given to anyone before me”.
Hadhrat Ali (Radiahallahu Anhu) says, “From the time I have heard this, I have never passed a night without reading it”.

37) Hadhrat Abu Huraira (Radiahallahu Anhu) says that Nabi (Sallallahu alayhi wasallam) made me the guardian of the Zakaat of Ramadaan. One thief began to steal from it. I caught him and told him that I am definitely going to take him to Rasulallaah (Sallallahu alayhi wasallam). He said,”Leave me, I am destitute and have a family”. I (Abu Huraira) left him. In the morning Rasulallaah (Sallallahu alayhi wasallam) asked , “What did your prisoner do last night.?” I (Abu Huraira) said, He spoke of his great need and family for which I felt pity on him and left him.” Nabi (Sallallahu alayhi wasallam) said,”He has spoken a lie and will definitely come again.” I (Abu harraira) understood that the (the thief) will definitely come again because Nabi (Sallallahu alayhi wasallam) said so. Thus I kept watch at that same barn. He (the thief) came and began stealing in handfuls. I caught him and threatened to take him to Rasulallaah (Sallallahu alayhi wasallam). The thief pleaded with me to leave him as he was needy and had a family and that he will not repeat this. I (Abu Huraiah) felt pity and left him. In the morning Rasulallaah (Sallallahu alayhi wasallam) asked him the same question as before and his answer was the same. When the same thing happened for the third time, Abu Hurairah said to the thief,”This is the third time. Each time you say that you will not steal again and each time you steal again.” The thief said,”Leave me, and I will teach you such words through which Allaah will benefit you.”. I (Abu Huraira) inquired about those words and the thief said,”When you go to your sleeping place, then recite Ayatul Kursi completely. Allaah will stipulate a guardian for you and Shaitaan will not come near you until the morning. I released him. In the morning Rasulallaah (Sallallahu alayhi wasallam) asked,”What did your thief do last night?” Abu Hurairah narrated what had transpired. The Sahabah were most enthusiastic to gain virtues. Nabi (Sallallahu alayhi wasallam) said,”He has spoken the truth although he is a liar. Oh Abu Huraira, do you know with whom you were talking to for the past three nights.” I said “No”. Nabi (Sallallahu alayhi wasallam) said that it was Satan.

It is mentioned in Kitaabul Dalaalil from Hadhrat Buraidah (Radiahallahu Anhu) that he had wheat (crops). He said, “I sensed that there was a shortage in it. While sitting quietly in the night I saw a female Jinn sitting on the crops . I caught hold of her and said that I will not let her go until I had taken her to Rasulallaah (Sallallahu alayhi wasallam). She said that she had a family and swore on oath that she will not do so again. I released her. I came to Rasulallaah (Sallallahu alayhi wasallam) and informed him about this. He said that she was a liar. When the same thing happened on the second night, she (the female jinn) asked me to release her. She said,”I will, in exchange teach you such a duaa that from amongst us none will ever come near your crops. When you retire to your sleeping place then read and blow Ayatul Kursi on your goods. I left her. When I informed Nabi (Sallallahu alayhi wasallam) about this he said that she had spoken the truth although she was a liar.

38) Hadhrat Abu Huraia (Radiahallahu Anhu) said that Rasulallaah (Sallallahu alayhi wasallam) stated that whosoever reads “Haa meem al Mu’minoon” upto “al maseer” and Ayatul Kursi in the morning, will be protected until the evening and whoever reads both of these in the night will be protected until the morning.

39) Hadhrat Ibne Abbass (Radiahallahu Anhu) narrated that the Bani Israeel asked Musa(A.S.), “Does your Rabb sleep?” Musa(A.S.) said, “Fear Allaah”. Allaah ordered,” Oh Musa, your nation has asked you whether your Rabb sleeps? Take two glasses in your hand and stand with it for the whole night.” Hadhrat Musa (A.S) did as he was ordered. When on third of the night passed, he fell on his knees but stood up immediately. During the latter part of the night, sleep overcame him and the glasses fell and broke. Allaah Jala Shanahu said, “Oh Musa, if I sleep then the sky will fall on the earth and destroy it just as the two glasses fell from your hands and broke. ” Then Allaah Ta’aala revealed unto Nabi (Sallallahu alayhi wasallam) Ayatul Kursi.

40) Fulfilling 70 needs and the Ayat which gives Jannat.
Hadhrat Ali (Radiahallahu Anhu) narrates that Surah Fatiha, Ayatul Kursi and two Ayats of Al Imraan (Shahidallaahu Anahu la…… Azzizul Hakeem) and (Qul Allahumma…bi Ghairi Hisaab) are linked to the arch of Allaah and between them and Allaah there are no veils. These Ayats said to Allaah “You are sending us unto earth and amongst those who become disobedient.” Allaah said,”By my Being, I say, that whoever of my servants reads you (addressing the Ayats) after every fard Salaat, I will make his resting place Jannat, irrespective of what action he may be involved in and will make him stay in “Blessed Peace” and view him with my hidden eye daily seventy times and fulfil seventy of his needs daily, amongst which the smallest is forgiveness and I will protect him from every enemy and assist him against the enemies”.

Hadhrat Abu Amama (Radiahallahu Anhu) says that there are eight bearers of the arsh, who read in a welcoming melodious voice. Four of them repeat the words:
Oh Allaah You are pure, and all praise is for You, although All Knowing, You are still affectionate and off-bearing.

And four of them read:

Oh Allaah You are Pure and all praises are for You. Although you have the Power (and Might), you do not apprehend.

Some important benefits of the respected Ayat
The respected Ayat comprises of many important benefits. Some are mentioned hereunder:

1. This is the most lofty Ayat of the Qur’aan Kareem.
2. That is the chief Ayat of the Qur’aan Kareem.
3. The reader of it is protected from the evil effects of the Jinnat from morning until evening and from evening until morning.
4. It is from the threshold of the arsh.
5. It is equal to a quarter of the Qur’aan Kareem.
6. Whoever recites it after the fard Salaat will be protected until the next Salaat and reciting it constantly was done by the Nabi, Siddique or Martyr and only death is the barrier between the reader and Jannat.
7. Blowing it upon food and drink brings blessings and abundance.
8. It is greater than the skies, earth, Jannat and Jahannam.
9. Whosoever reads it upon entering the home, Satan runs away from there.
10. The reciter, his children, home, wealth, property and the homes of his neighbours are safe.
11. Whosoever reads it together with the last Ayats of Surah Baqarah, Shaitaan does not enter his home for three days.
12. The Jinnaat cannot open any utensil upon which it is read.
13. In it is the Ism Azam.
14. The thief does not come near it’s reciter.
15. When recited with the last Ayat of Surah Baqarah then the plea of the reciter will not go unattended.
16. When reciting it whilst retiring to one’s sleeping place, one is protected until the morning. Two angels are deputed to protect him.
17. Whosoever recites it after every fard Salaat, will be rewarded with a grateful heart, a remembering tongue, the reward of being martyred in the path of Allaah, and will also be rewarded like the Siddiques.
18. Who reads it and “Inna Rabba bi kum Allaah..” and the last two Quls for a women on delivery, then the delivery becomes easy.
19. When one reads it and blows on his possessions and goods, then Shaitaan will not come near.
20. Whosoever reads Ayatul Kursi and the beginning of Surah Ghafir in the morning then he will be protected and be safe from the morning until the evening and vice versa. Subahaanallaah!

Arabic basic verbs (أفعال أساسية)

Arabic basic verbs (أفعال أساسية)

 

English Standard Arabic Transliteration Egyptian Arabic Transliteration
to be (not used in present tense) كان – يكون (كون) kaana – yakuunu (koon) kaan – yikuun (koon)
to do; to make فعل – يفعل (فعل) fa3ala – yaf3alu (fa3l) عمل – يعمل 3amal – yi3mil (3amal)
to work عمل – يعمل (عمل) 3amala – ya3milu (3amal) اشتغل – يشتغل (سغل) ištaġal – yištaġil (šuġl)
to bring, fetch أحضر – يحضر (احضار) aHDara – yuHDiru (iHDaar) جاب – يجيب (جيبان) gaab – yigiib (gayabaan)
to take أخذ – يأخذ (أخذ) axada – ya’xudu (axd) خد – ياخد (اخد) xad – yaaxud (axd)
to put وضع – يضع (وضع) waDa3a – yaDa3u (waD3) حطّ – يحطّ (حطّ) HaTT – yiHoTT (HaTT)
to become أصبح – يصبح (اصباح) aSbaHa – yuSbiHu (iSbaaH) بقى – يبقى ba’a – yib’a
to change (s.t.) غيّر – يغيّر (تغيير) ġayyara – yuġayyiru (taġyiir) ġayyar – yiġayyar (taġyiir)
to count عدّ – يعدّ (عدّ) 3adda – ya3uddu (3add) 3add – yi3idd (3add)
to go (to) ذهب – يذهب (ذهاب) إلى dahaba – yadhabu (dahaab) ila راح – يروح (مرواح | روحان) raaH – yiruuH (mirwaaH/rawaHaan)
to walk مشى – يمشي (مشي) maša – yamši (mašy) مشي – يمشي (مشي) miši – yimši (mašy)
to run جرى – يجري (جري) jara – yajri (jary) geri – yigri (gary)
to come جاء – يجئ (جيئة) jaa’a – yajii’u (jii’a) جه – يجي (مجي) geh – yiigi (migiyy)
أتى – يأتي (اتي) ata – yaa’ti (aty)
to return رجع – يرجع (رجوع) إلى raja3a – yarja3u (rujuu3) rigi3 – yirga3 (ruguu3)
عاد – يعود (عودة) إلى 3aada – ya3uudu (3awda)
to arrive وصل – يصل (وصول) إلى waSala – yaSilu (wuSuul) ila وصل – يوصل (وصول) wiSil – yiwSil (wuSuul)
to sit جلس – يجلس (جلوس) jalasa – yajlisu (juluus) قعد – يقعد (قعاد) ‘a3ad – yu’3ud (‘u3aad)
to get up, rise قام – يقوم (قيام) qaama – yaquumu (qiyaam) ‘aam – yi’uum (‘iyaam)
to fall وقع – يقع (وقوع) waqa3a – yaqa3u (wuquu3) وقع – يوقع (وقوع) wi’i3 – yiw’a3 (wu’uu3)
سقط – يسقط (سقوط) saqaTa – yasquTu (suquuT)
to go up طلع – يطلع (طلوع) Tala3a – yaTla3u (Tuluu3) Tili3 – yiTla3 (Tuluu3)
to go down نزل – ينزل (نزول) nazila – yanzilu (nuzuul) nizil – yinzil (nuzuul)
to cook طبخ – يطبخ (طبخ) Tabaxa – yaTbuxu (Tabx) Tabax – yiTbux (Tabx)
to eat أكل – يأكل (أكل) akala – yaa’kulu (akl) كل – ياكل (أكل) kal – yaakul (akl)
to drink شرب – يشرب (شرب) šariba – yašrabu (šurb) širib – yišrab (šurb)
to wake up صحى – يصحو (صحو) SaHa – yaSHu (SaHw) صحي – يصحى (صحو) SaHa – yiSHa (SaHw)
استيقظ – يستيقظ (استيقاظ) istayqaZa – yastayqiZu (istiiqaaZ)
to sleep نام – ينام (نوم) naama – yanaamu (nawm) naam – yinaam (noom)
to wash غسل – يغسل (غسل) ġasala – yaġsilu (ġasl) ġasal – yiġsil (ġasl/ġasiil)
to clean نظّف – ينظّف (تنظيف) naZZafa – yunaZZifu (tanZiif) naZZaf – yinaZZaf (tanZiif)
to study درس – يدرس (دراسة) darasa – yadrusu (diraasa) daras – yidris (diraasa)
to learn تعلّم – يتعلّم (تعلّم) ta3allama – yata3allamu (ta3allum) اتعلّم – يتعلّم (تعلّم) it3allim – yit3allim (ta3allum)
to understand فهم – يفهم (فهم) fahima – yafhamu (fahm) fihim – yifham (fahm)
to know عرف – يعرف (معرفة) 3arafa – ya3rifu (ma3rifa) 3irif – yi3raf (ma3rifa)
to remember تذكر – يتذكر (تذكر) tadakkara – yatadakkaru (tadakkur) افتكر – يفتكر (افتكار) iftakar – yiftikir (iftikaar)
to forget نسي – ينسى (نسي) nasiya – yansaa (nasi) nisi – yinsa (nasi)
to describe وصف – يصف (وصف) waSafa – yaSifu (waSf) وصف – يوصف (وصف) waSaf – yiwSif (waSf)
to try, test (s.t) جرّب – يجرّب (تجريب) jarraba – yujarribu (tajriib) garrab – yigarrib (tagriib)
to try, attempt to do s.t. حاول – يحاول (محاولة) أن Haawala – yuHaawilu (muHaawala) an
to be able to do s.t. قدر – يقدر (قدرة) أن qadara – yaqdiru (qudra) an ‘idir – yi’dir (‘odra)
استطاع – يستطيع (استطاعة) أن istaTaa3a – yastaTii3u (istiTaa3a) an
to read قرأ – يقرأ (قراءة) qara’a – yaqra’ (qiraa’a) قرأ – يقرأ (قراية) ‘ara – yi’ra (‘iraaya)
to write كتب – يكتب (كتابة) kataba – yaktubu (kitaaba) katab – yiktib (kitaaba)
to translate ترجم – يترجم (ترجمة) tarjama – yutarjimu (tarjama) targam – yitargim (targama)
to talk (reflexive) تكلّم – يتكلّم (كلام | تكلّم) takallama – yatakallamu (kalaam/takallum) اتكلّم – يتكلّم (كلام) itkallim – yitkallim (kalaam)
تحدّث – يتحدّث (تحدّث) taHaddata – yataHaddatu (taHaddut)
to say, tell قال – يقول (قول) qaala – yaquulu (qawl) ‘aal – yi’uul (‘awl)
to ask (a question) سأل – يسأل (سؤال) sa’ala – yas’alu (su’aal)
to request طلب – يطلب (طلب) Talaba – yaTlubu (Talab)
to reply, answer (to) أجاب – يجيب (اجابة) على ajaaba – yujiibu (ijaaba) 3ala agaab – yigiib (igaaba) 3ala
ردّ – يردّ (ردّ) على radda – yarudd (radd) 3ala
to thank شكر – يشكر (شكر) šakara – yaškuru (šukr) šakar – yiškur (šukr)
to complain (about) شكى – يشكو (شكوى) من šaka – yašku (šakwa) min اشتكى – يشتكي (شكوى) من ištaka – yištiki (šakwa) min
to promise وعد – يعد (وعد) بـ wa3ada – ya3idu (wa3d) bi وعد – يوعد (وعد) wa3ad – yiw3id (wa3d) bi
to see رأى – يرى (رؤية) ra’a – yara (ru’ya) شاف – يشوف (شوفان | شوف) šaaf – yišuuf (šawafaan/šoof)
to look at نظر – ينظر (نظر) إلى naZara – yanZuru (naZar) ila بصّ – يبصّ (بصّ | بصصان) على baSS – yibuSS (baSS/baSaSaan) 3ala
to look for بحث – يبحث (بحث) عن baHata – yabHatu (baHt) 3an دوّر – يدوّر (تدوير) على dawwar – yidawwar (tadwiir) 3ala
to find وجد – يجد (وجود) wajada – yajidu (wujuud) لاقى – يلاقي laa’a – yilaa’i (la’ayaan)
to lose (s.t.) ضيّع – يضيّع (تضييع) Dayya3a – yuDayyi3u (taDyii3)
to organize نظّم – ينظّم (تنظيم) naZZama – yunaZZimu (tanZiim)
to organize, tidy up رتّب – يرتّب (ترتيب) rattaba – yurattibu (tartiib)
to smoke (in general) دخّن – يدخّن (تدخين) daxxana – yudaxxinu (tadxiin)
to happen حدث – يحدث (حدوث) Hadata – yaHdutu (Huduut) حصل – يحصل (حصول) HaSal – yiHSal (HuSuul)
to watch شاهد – يشاهد (مشاهدة) šaahada – yušaahidu (mušaahada) اتفرّج – يتفرّج على itfarrag – yitfarrag 3ala
to hear سمع – يسمع (سمع | سماعة) sami3a – yasma3u (sam3/samaa3a) simi3 – yisma3 (sama3)
to listen to استمع – يستمع (استماع) إلى istama3a – yastami3u (istimaa3) ila سمع – يسمع (سمع) simi3 – yisma3 (sama3)
to give أعطى – يعطي (اعطاء) a3aTa – ya3aTi (i3Taa’) ادّى – يدّي (مدّية) idda – yiddi (middiyya)
to carry حمل – يحمل (حمل) Hamala – yaHmilu (Haml) شال – يشيل (شيل | شيلان) šaal – yišiil (šeil/šayalaan)
to love أحبّ – يحبّ (حبّ) aHabba – yuHibbu (Hubb) حبّ – يحبّ (حبّ) Habb – yiHibb (Hubb)
to hate كره – يكره (كره | كراهة) kariha – yakrahu (karh/karaaha) karah – yikrah (karh/karaaha)
to be born وُلد – يُولد (ولادة) wulida – yuuladu (wilaada) اتولد – يتولد itwalad – yitwalad
to live عاش – يعيش (معيشة) 3aaša – ya3iišu (ma3iiša)
to live (in a place) سكن – يسكن (سكن) في sakana – yaskunu (sakan) fi
to die مات – يموت (موت) maata – yamuutu (moot)
to pass away توفّي – يتوفي (وفاة) tuwuffiya – yutawaffayu (wafaah) اتوفى – يتوفي (وفاة) itwaffa – yitwaffi (wafaah)
to wait انتظر – ينتظر (انتظار) intaZara – yantaZiru (intiZaar) استنى – يستني istinna – yistinni
to buy اشترى – يشتري (شراء) ištara – yaštari (širaa’) ištara – yištiri
to sell باع – يبيع (بيع) baa3a – yabii3u (bii3)
to pay; to push دفع – يدفع (دفع) dafa3a – yadfa3u (daf3) dafa3 – yidfa3
to push زق – يزق (زق) za” – yizu” (za”)
to open (s.t.) فتح – يفتح (فتح) fataHa – yaftaHu (fatH) fataH – yiftaH (fatH)
to close (s.t.) غلق – يغلق (غلق) ġalaqa – yaġliqu (ġalq) قفل – يقفل ‘afal – yi’fil
to begin, start (s.t.) بدأ – يبدأ (بدء) bada’a – yabda’u (bad’) bada’ – yibda’
to end (reflexive) انتهى – ينتهي (انتهاء) intaha – yantahi (intihaa’)
to stop (reflexive); to stand up وقف – يقف (وقف | وقوف) waqafa – yaqifu (waqf/wuquuf) wi’if – yiw’af (wa’f)
to finish (s.t.) خلّص – يخلّص (تخليص) xallaSa – yuxalliSu (taxliiS) xallaS – yixallaS (taxliiS)
شطّب – يشطّب (تشطيب) šaTTab – yišaTTab (tašTiib)
to stop (reflexive); to stand up وقف – يقف (وقف | وقوف) waqafa – yaqifu (waqf/wuquuf) wi’if – yiw’af (wa’f)
to play لعب – يلعب (لعب) la3aba – yal3ibu (li3b)
to use (s.t.) استخدم – يستخدم (استخدام) istaxdama – yastaxdimu (istixdaam)
استعمل – يستعمل (استعمال) ista3mala – yasta3milu (isti3maal)
to enter دخل – يدخل (دخول) daxala – yadxulu (duxuul) daxal – yudxul
to go out خرج – يخرج (خروج) xaraja – yaxruju (xuruuj) xarag – yixrag
to leave غادر – يغادر (مغادرة) ġaadara – yuġaadiru (muġaadara) ساب – يسيب saab – yisiib
to ride (ex. a taxi) ركب – يركب (ركوب) rakiba – yarkabu (rukuub) rikib – yirkab
to send أرسل – يرسل (ارسال) arsala – yursilu (irsaal) بعت – يبعت ba3at – yib3at
to receive استلم – يستلم (استلام) istalama – yastalimu (istilaam) istalam – yistilim (istilaam)
to think (about s.t.) فكّر – يفكّر (تفكير) fakkara – yufakkiru (tafkiir) fakkar – yifakkar (tafkiir) fi
to think (that) ظنّ – يظنّ (ظن) أن Zanna – yaZunnu (Zann) anna افتكر – يفتكر iftakar – yiftikir
to believe (that) اعتقد – يعتقد (اعتقاد) i3taqada – ya3taqidu (i3tiqaad) anna
to need (s.t.) احتاج – يحتاج (احتياج) إلى iHtaaja – yaHtaaju (iHtiyaaj) ila iHtaag – yiHtaag
to want (to) أراد – يريد (ارادة) araada – yuriidu (iraada) an عايز – عايزة 3aayiz/3aayza (or 3aawiz/3aawza) – active participle
to succeed نجح – ينجح (نجاح) najaHa – yanjaHu (najaaH) nagaH – yingaH (nagaaH)
to fail فشل – يفشل (فشل) fašila – yafšalu (fašal)

The Holy Quran

The Quran is the sacred book of the Muslims, it is the word of God (Allah) revealed to his prophet Muhammad (peace and prayers of Allah be upon him) through the angel Jibril. This revelation has lasted 23 years.

The Quran is the heart of Islam, it includes all the teachings and precepts of the religion, for every Muslim it’s the divine symbol of faith. The Holy Book is also considered as a miracle in itself because of its content and scope, which is extended to all possible areas and continues to fascinate scientists for its extraordinary advance over time.

The Quran has 114 chapters called suwar. The first one is called Al Fatiha (the opening). Each sura is composed of phrases or verses called “ayat”. The longest sura is the “Al Baqara” , it has 286 ayas.

A part of the Quran was revealed to the Prophet (peace and prayers of Allah be upon him) in the city of Mecca and the other in the city of Medina, that is why we find a classification of the suwar in the Quran by Makiya and Madaniya, in fact by place of revelation.

Salah Names, Rakat and Time

Name Rakat Time
Fajr 04
02 Sunnah | 02 Farz
From dawn before sunrise.
Zuhar 12
04 Sunah | 04 Farz
02 Sunnah | 02 Nawafil
Between the declining of sun & Asr.
Asr 08
04 Sunnah | 04 Farz
(Late afternoon) Immediately after the last time limit    of Zuhar until just before the sunset.
Maghrib 07
03 Farz | 02 Sunnah
02 Nawafil
(Evening) Soon after sunset until the disappearance of the twilight.
Isha 17
04 Sunnah | 04 Farz
02 Sunnah | 02 Nawafil
03 Witar | 02 Nawafil
After the disappearance of the twilight until midnight.
Juma 14
04 Sunnah | 02 Farz
04 Sunnah| 02 Sunnah
02 Nawafil
Between the declining of sun & Asr. Juma can’t be offered individually. If you happen to miss Juma prayer, then you should offer Zuhar.

 

The Six Kalimas of Islam

1- First Kalima (Tayyab):

Laaa Ilaaha Illa-llaahu Muhammadur-Rasoolu-llaah 

There is none worthy of worship except Allah and Muhammad is the Messenger of Allah

 

2- Second Kalima (Shahadat):  Ash-hadu Al-laaa Ilaaha Illa-llaahu Wahdahoo Laa Shareeka Lahoo Wa-Ash-hadu Anna Muhammadan ‘Abduhoo Wa Rasooluhu.

I bear witness that there is none worthy of worship except Allah, the One alone, without partner, and I bear witness that Muhammad is His servant and Messenger

 

3- Third Kalima (Tamjeed):  Subhaana-llaahi Walhamdu Lillaahi Walaaa Ilaaha Illa-llaahu Wallaahu Akbar. Walaa Hawla Walaa Quwwata Illaa Billaahi-l ‘Aliyyil ‘Azeem.

Glory be to Allah and all praise be to Allah, there is none worthy of worship except Allah, and Allah is the Greatest. There is no might or power except from Allah, the Exalted, the Great One.

 

4- Fourth Kalima (Touheed):  Laaa Ilaaha Illa-llaahu Wahdahoo Laa Shareeka-lahoo Lahu-l Mulku Walahu-l Hamdu Yuhyee Wayumeetu Wahuwa Hayyu-l Laa Yamootu Abadan Abada. Dhu-l Jalaali Wal Ikraam. Biyadihil Khair. Wahuwa Alaa Kulli Shai-’in Qadeer.

There is none worthy of worship except Allah. He is alone and has no partner. To Him belongs the Kingdom and for Him is all praise. He gives life and causes death. In His hand is all good and He has power over everything

 

5- Fifth Kalima (Astaghfar): 

Astaghfiru-llaaha Rabbi Min Kulli Dhambin Adhnabtuhoo ‘Amadan Aw Khata-an Sirran Aw ‘Alaaniyata-wn Wa-atoobu Ilaihi Min-adh Dhambi-l Ladhee A’lamu Wamina-dh Dhambi-l Ladhi Laaa A’lamu Innaka Anta ‘Allaamu-l Ghuyoobi Wasattaaru-l ‘Uyoobi Wa Ghaffaaru-dh Dhunubi Walaa Hawla Walaa Quwwata Illaa Billaahi-l ‘Aliyyil ‘Azeem. I seek forgiveness from Allah, who is my Creator and Cheriser, from every sin I committed knowingly or unknowingly, secretly or openly. I also seek His forgiveness for all sins which I am aware of or am not aware of. Certainly You (O Allah!), are the Knower of the hidden and the Concealer of mistakes and the Forgiver of sins. And there is no power and no strength except from Allah, the Most High, the Most Great.

 

6- Sixth Kalima (Radd-e-Kufar): 

Allaa-humma Inneee A’udhu-bika Min An Ushrika Bika Shay-awn Wa-ana A’lamu Bihee Wa- astaghfiruka Limaa Laaa A’lamu Bihee Tubtu ‘Anhu Wata-barraatu Mina-l Kufri Wash-shirki Wal-kidhbi Wal-gheebati Wal-bid’ati Wan-nameemati Wal-fawahishi Wal-buhtaani Wal-m’aasi Kulli-haa Wa-Aslamtu Wa-aqoolu Laaa Ilaaha Illa-llaahu Muhammadu-r Rasoolu-llah.O Allah! I seek refuge in You from that I should ascribe any partner with You knowingly. I seek Your forgiveness for the sin of which I have no knowledge. I repent from it. And becoming disgusted of disbelief and idolatry, lying and backbiting, innovation and slander, lewdness and abomination and all other acts of disobedience, I submit to Your will. I believe and I declare that there is none worthy of worship except Allah and Muhammad is the Messenger of Allah.

 

Europe – Islam is the fastest growing religion

Since 1960s immigrants from Muslim countries started to appear in Western European countries, such as Germany, France and Belgium. Although Muslim communities existed in the Old Continent long before this, especially in the Balkans, no major wave of immigration of Islamic population ever took place before.

Muslims are not a homogeneous group. They are of various national, ethnic and racial identities. Top countries of origin of Muslims in Western Europe are Pakistan, Turkey and the Maghreb countries (Morocco, Algeria, Tunisia).

In Western Europe, Muslims generally live in major urban areas, often concentrated in poor neighborhoods of large cities.

According to the Pew Forum, the total number of Muslims in Europe in 2010 was about 44 million (6%), excluding Turkey. The total number of Muslims in the European Union in 2010 was about 19 million (3.8%).

If the current rate of migration of Muslims to Europe and Muslims fertility rate remains, by 2030, Muslims are predicted to form about 10% of the French population and 8% of the European population.

The French capital Paris and its surrounding area has, by far, the largest number (up to 1.7 million according to the The Economist) of Muslims than any other city in the European Union.

Demographers forecast Marseille will be the first Muslim-majority city in Western Europe. Demographers  forecast that Muslims will comprise the majority of the population of Brussels by 2030.

The table below lists large cities of the European Union with significant Muslim populations.

 

City

Country

 % Muslim (est.)

City proper, Metro area
Amsterdam  Netherlands 14%, 24%
Antwerp  Belgium 16.9%,
Berlin  Germany 6%, 9%
Birmingham  UK 14.3%,21.8%
Blackburn  UK 27%
Bradford  UK 15%, 24.7%
Brussels  Belgium 15%,25.5%
Cologne  Germany 12%
Copenhagen  Denmark 10%
Leicester  UK 18.6%
London  UK 8.3%,12.4%
Luton  UK 24.6%
Malmö  Sweden 10%, 20%
Manchester  UK 15.8%,
Marseille  France 20%30%
Paris  France 7.4%, 15%
Rotterdam  Netherlands 13%,25%
Slough  UK 23.3%
Stockholm  Sweden 20%
The Hague  Netherlands 14.2%
Utrecht  Netherlands 13.2%
Vienna  Austria 8%, 10%