1 EDITOR: (Mawlānā) Shabir Mohamed Ravat Mawlānā Zahid Makda (Leicester) PUBLISHED AND DISTRIBUTED ON A BIMONTHLY BASIS BY: AL– HIDAYAH FOUNDATION 130-140 WALSTEAD ROAD WALSALL WS5 4LY TEL– 07794 837 439 [email protected]INSIDE THIS ISSUE Pg 1 Why is the youth going astray? Pg 2 Allāh S - The True Cause and Effect (PART 2) Pg 3 Introduction to Hadith Pg 4 Lesson from Hadith Pg 5 Students page Pg 9 Introduction to one minute Madrasah Words of wisdom Pg 10 One minute Madarsah ﷽ VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017 Why is the Youth Going Astray? I was once asked a question by a concerned parent as to why the youth today affiliate themselves with such groups who use the name of Islām for their own worldly motives? My first answer was of a sarcastic nature. However, noticing that he was not satisfied, I replied to his answer. The point I put forward to him and stressed upon was the importance of the true teaching of Islām, which starts in the initial part of a child’s life: the madrasah. This stage of a child’s life is the most important part, as this is where the foundation of his Imān is set. If they were to adopt what they are taught not only will they safeguard their Imān ,but they will be role models and assets to society. It is in a madrasah where a child learns the correct beliefs and social etiquettes. By madrasah I do not mean that you send your child to the closest one or someone who is willing to come to your house and is willing to work around your schedule. If that means only sending or calling a private tutor twice a week, then so be it. But do your research and find out which madrasah is best for your child, find out who is teaching your child what they are teaching and how they are teaching. Also, it is very important that after your child has been accepted in to the madrasah of your choice to keep in good contact with the child’s teachers/ head teacher and keep track of your child’s progress and assist the madrasah in any shortcomings. In other words apply the education triangle in madrasah; student, parent and teacher. Not only this, but ask you child what they had learnt in madrasah on a daily basis and see if they are implementing this into their lives. We must also understand that the best way for our child to strengthen their Imān is to be a role model for them too, it will be a waste of time and resources if the teacher puts in the effort throughout the week and emphasises on the teachings of Islām but the action of the household is contrary to this. This is the main factor as to why our children are going astray. The house not implementing the teachings of Islām is showing the child that religion is not important, rather learning religion and attending madrasah is nothing more then “just a custom”. It will hold no value in the eyes of our children, if this means the adults of the household have to revisit the teachings of Islām for whatever reason, then I humbly plea to you all to do this. There are many madāris (pl. of madrasah) and masājid who cater for this need. But a very small percentage of us attend, why? Simply because we do not hold in our hearts any value for this beautiful religion which many of us were fortunate to be born into. I apologise for the harsh tone, but sadly this is the truth. A time will come maybe not in our lives, but surely it will come that Muslims will only be Muslim by name not by actions. Remember we will be questionable on the Day of Judgement as to (Continued on page 3) This journal contains teachings from the Glorious Qur’ān and the Ahādīth of the Prophet s. Please ensure its sanctity.
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1
EDITOR: (Mawlānā) Shabir Mohamed Ravat
Mawlānā Zahid Makda (Leicester)
PUBLISHED AND DISTRIBUTED ON A BIMONTHLY BASIS BY:
Pg 2 Allāh S - The True Cause and Effect (PART 2) Pg 3 Introduction to Hadith Pg 4 Lesson from Hadith Pg 5 Students page
Pg 9 Introduction to one minute Madrasah
Words of wisdom
Pg 10 One minute Madarsah
﷽
VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
Why is the Youth Going Astray?
I was once asked a question by a concerned
parent as to why the youth today affiliate
themselves with such groups who use the
name of Islām for their own worldly motives?
My first answer was of a sarcastic nature.
However, noticing that he was not satisfied, I
replied to his answer.
The point I put forward to him and stressed
upon was the importance of the true teaching of
Islām, which starts in the initial part of a child’s
life: the madrasah. This stage of a child’s life is
the most important part, as this is where the
foundation of his Imān is set. If they were to
adopt what they are taught not only will they
safeguard their Imān ,but they will be role
models and assets to society. It is in a
madrasah where a child learns the correct
beliefs and social etiquettes.
By madrasah I do not mean that you send your
child to the closest one or someone who is
willing to come to your house and is willing to
work around your schedule. If that means only
sending or calling a private tutor twice a week,
then so be it. But do your research and find out
which madrasah is best for your child, find out
who is teaching your child what they are
teaching and how they are teaching. Also, it is
very important that after your child has been
accepted in to the madrasah of your choice to
keep in good contact with the child’s teachers/
head teacher and keep track of your child’s
progress and assist the madrasah in any
shortcomings. In other words apply the
education triangle in madrasah; student, parent
and teacher. Not only this, but ask you child
what they had learnt in madrasah on a daily
basis and see if they are implementing this into
their lives. We must also understand that the
best way for our child to strengthen their Imān
is to be a role model for them too, it will be a
waste of time and resources if the teacher puts
in the effort throughout the week and
emphasises on the teachings of Islām but the
action of the household is contrary to this. This
is the main factor as to why our children are
going astray.
The house not implementing the teachings of
Islām is showing the child that religion is not
important, rather learning religion and attending
madrasah is nothing more then “just a custom”.
It will hold no value in the eyes of our children, if
this means the adults of the household have to
revisit the teachings of Islām for whatever
reason, then I humbly plea to you all to do this.
There are many madāris (pl. of madrasah) and
masājid who cater for this need. But a very
small percentage of us attend, why? Simply
because we do not hold in our hearts any value
for this beautiful religion which many of us were
fortunate to be born into. I apologise for the
harsh tone, but sadly this is the truth. A time will
come maybe not in our lives, but surely it will
come that Muslims will only be Muslim by name
not by actions. Remember we will be
questionable on the Day of Judgement as to
(Continued on page 3)
This journal
contains teachings
from the Glorious
Qur’ān and the
Ahādīth of the Prophet
s. Please ensure its
sanctity.
2
VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
Allāh S - The True Cause and Effect (PART 2) by Shaykh-ul-Ḥadīth, Ḥaḍrat Mawlānā Muhammad Saleem Dhorat ḥafiẓahullāh
Allāh S substantiates this point further by demon-
strating His complete power and control over
things in this world and bringing to our attention
His power in creating something which is seem-
ingly contradictory and incompatible:
Night and day are conflicting phenomena. Yet Al-
lāh S has the power to change one into the other;
as the summer months roll over into winter, the
night begins to enter the day and when summer
begins to approach, the days begin taking over the
night. There is no being who can stop or change
this phenomenon.
Further Allāh S states:
He is the being who has the power of creating a
live creation from dead matter and create dead
matter from a live creation. This has been ex-
plained by the mufassirūn by the fact that He is
the being who creates a living chicken from an
apparent dead egg and creates a living, flourishing
tree from an inert and apparent dead seed. An egg
seems lifeless to us and similarly, the seed does
not show any signs of apparent life. Yet what
comes forth from both is paradoxically alive and
flourishing.
Further Allāh S states:
The live chicken lays a seemingly dead egg dem-
onstrating the power of Allāh S in bringing out a
dead item from a live creature, and similarly the
green, blossoming trees and vibrant fields of crops
give a harvest of apparent dead seeds. Such phe-
nomena demonstrate the complete control and
power of Allāh S over bringing a change to any
situation.
Likewise, in the spiritual realm, Allāh S creates a
‘live’ believing child in a non-believing i.e. spiri-
tually dead, household where there is no sign of
belief, and a non-believing child is given birth by
believing parents. A household of piety breeds a
disobedient child and disobedient parents find
their child reaching the peaks of piety and
wilāyah, i.e. the friendship of Allāh S.
Further Allāh S states:
When Allāh S has the absolute power over every-
thing and He holds the key to all goodness, then
who can question His decision to grant someone
goodness and deprive another and who can object
to Him making a pauper into a king and vice
versa. All in all, it is only Allāh S who has com-
plete power to grant good and cause harm, to hon-
our and disgrace, to grant wealth and make some-
one destitute. Rather, Allāh S can grant goodness
in situations of harm and can grant honour and
respect in the climate of disgrace and can favour
someone with wealth despite all the odds.
Therefore, it is imperative that we take heed from
these verses of the Glorious Qur’ān and practise
on the following lessons they give us:
1. Instil this belief deep in our hearts that it is
only Allāh S who holds the power to grant
someone good and to deprive, and without His
will no one can face any harm or be safe.
Rasūlullāh s has stated in a ḥadīth addressing
Sayyidunā ‘Abdullāh Ibn ‘Abbās t:
...And if all of mankind were to gather to cause you harm they will not be able to do so except that which Allāh has allotted for you and if they gather to give you goodness, they will not suc-ceed except that which Allāh has allotted for you... (At-Tirmidhī)
Continued in next issue
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
why our child had gone astray, if we did not put our full effort in to them, the parent will be asked not the teacher. It is the duty
of the parent to give their children pure Islāmic education.
This brings me onto the second question I was asked, which only required a short and straight to the point answer. I was
asked many of the youth of today, listen to lectures of many different people on social media whose mentalities we do not
know. Why don’t teachers teach students regarding these matters? The answer is simple, all that was mentioned previously,
regarding parents working with their teachers to ensure that their child receives the best possible Islāmic education. Second ly
after madrasah the child returns home, out of 24 hours he only spends 1 hour 30 minutes with the teacher. The majority of the
remaining time is at home. So what the child does outside the madrasah is the responsibility of the parents. The teachers
have, do and always will try their atmost best to educate your child to maintain those teachings is the responsibility of the
parent.
(Continued from page 1)
INTRODUCTION TO HADITH
HADITH, we come across this word many times but
what does this word actually mean? Many of us
narrow it down to the words of Prophet Muhammed
s, however it has a greater meaning than this.
Firstly, we must understand and believe that what-
ever the Prophet s has said is the truth and noth-
ing less. A person who has does not believe in this
cannot call himself a muslim, as he is referring that
although he believes in Allāh S the only One
Creator, and Prophet Muhammed s is the final
messenger, however he does not believe that what
the Prophet s has said, is always the truth then he
is doubtful of the Prophet s being a true prophet.
This belief and understanding dictates that we fol-
low and practise the teachings of the Prophet s.
From the blessed mouth of the Prophet s came
two things, firstly the Qur’an which is directly from
Allāh S, both meanings and words, and secondly
the Ahādith; these are also from Allāh S, however
they are explained through the words of the
Prophet s. Not only are the words of the Prophet
s preserved but along with this the Sahāba also
preserved his actions, his reaction to the actions of
the Sahāba, and the appearance and personal
habits of the Prophet s. These are all included as
amongst the Ahādith of the Prophet s. Due to the
fact that majority of the Ahādith are in regards to
the direct speech of the Prophet s, it is for this rea-
son Ahādith are referred to as the sayings of
Prophet s.
Many of the Sahāba had passed on Ahādith of the Prophet s, however amongst the Top 5 Hadith Narrators in terms of number of hadiths narrated are:
1. Abu Hurayrah t [5,374 Ahādith]
2. Abdullah ibn Umar t [2,630 Ahādith]
3. Anas ibn Malik t [2,286 Ahādith]
4. Umm-ul-Mu'mineen A'ishah t [2,210 Ahādith]
5. Abdullah ibn Abbas t [1,660 Ahādith]
There are 6 main books of Ahādith which are;
1. Sahih Al-Bukhari.
2. Sahih Muslim.
3. Sunan An-Nasa'i.
4. Sunan Abu Dawood.
5. Sunan At-Tirmidhi.
6. Sunan ibn Majah.
Note: This does not mean Ahādith found in other books are not reliable.
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
LESSONS FROM HADITH
سمعت : وعن أمير المؤمنين أبي حفص عمر بن الخطاب، قال
إنما األعمال بالنيات، وإنما لكل امرىء " : رسول هللا ملسو هيلع هللا ىلص يقول
ما نوى فمن كانت هجرته إلى هللا ورسوله فهجرته إلى هللا
ورسوله، ومن كانت هجرته لدنيا يصيبها، أو امرأة ينكحها
" فهجرته إلى ما هاجر إليه
It is reported on the authority of Umar ibn
Khattāb t, he says, I heard the Prophet of
Allāh s saying, “Verily actions are based
upon intentions, and verily for every man is
that which he had made intention, thus who
so ever has migrated for the sake of Allāh
S and His Rasool s, his migration is for
Allāh S and His Rasool s, and who so
ever migrated for the world, so that he may
benefit from it, or for a women that he may
marry her, thus his migration is for that
which he has migrated for.”
[Al-Bukhari and Muslim]
As with many books of hadith, we have also started
the lessons from hadith with this particular hadith, so
that we may rectify our intentions before diving into
the beautiful Ahādith of our beloved Prophet s.
In the above hadith the Prophet s is giving the mes-
sage to the masses, that whatever action you carry
out you will be rewarded according to your intentions.
It is an obvious fact that a person will not be re-
warded for carrying out a sin, so what is the meaning
of the above?
Actions can have one of three results with regards to
rewards, which we will explain with the example of a
rock in the middle of the road or footway;
1. A person seeing this rock removes it, with the
intention that it will cause inconvenience to a
fellow human brother or sister, for this a person
will be rewarded by Allāh S.
2. A person seeing this rock removes it, with no
intention in mind, for this a person will be given
no reward.
3. A person seeing this rock removes it, with the
intention that when people see me removing
this rock they will have good thoughts about
me, (in other words doing something for show,
this is known as Riyā.) Despite carrying out a
good action he has committed a sin and for this
he will not be rewarded, rather a sin will be writ-
ten in his book of deeds, because to do some-
thing for show if forbidden in Islām.
Keeping this in mind it is easy to understand what the
Prophet s is trying to say in the above hadith. In the
time of the Prophet s it was Fardh upon all Muslims
to make the hijrah (migration) to Yathrib (the blessed
city of Madina), which many did. However the
Prophet s is drawing the Muslim’s attention to their
intentions, that remember whatever intention you
have made for the Hijrah you will be compensated
accordingly. If it was for the pleasure of Allāh S and
His Prophet s then your reward is with Allāh S,
however if it is due to some worldly motive then do
not expect anything in return from Allāh S.
We also need to look into our lives when we do
something; what is our intention? This is why the
Ulama (scholars) say when carrying out good deeds,
keep a watchful eye upon your intentions; check it at
the beginning, middle and end of the action, as it
does not take long for it to change.
Also, one should keep in mind that the more inten-
tions a person makes, the greater the reward. Let us
take the example of preparing a meal for our house-
hold; the main intention in all actions should be for
the pleasure of Allāh S. With this you can also
make other intentions for example, my household will
become happy, with the energy they will carry out the
commands of Allāh S, There is no end to how
many intentions a person can make.
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
In December 2016 the students of Madrasah Al Hidayah took their end of year examinations. The students listed below are congratulated for their efforts, and they were awarded prizes on the 5/2/2017. Masha’Allāh! Keep up the good work.
ERUM HAQUE ALIYA AHMED AMYRA ALI
M.TAYYIB HUSSAIN NOORSALMA BEGUM
MAHIR SHAHID AMMAARAH SALLOO
OZAIR AHMED HAFSA AKHTAR
MODASIR PERWANI ALIYA.B.AHMED
FARZANA AKHTAR UMAYMAH NAWAZ
A.RAHIM ISLAM TASFIYA SAIYEDA
M.MUQEET ALAM JUWAIRIYA BIBI
SHAFI CHOUDHARY KHADIJA BEGUM
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
AHMED SAIFULLAH TARANA REHMAN HUSNA SEEDAT
ZAYNAB KASSIM ZAYNAB KHAN AMELIYA UDDIN
AYSHA SAJJAD M.FARHAN BOBAT ADAM ALI AHMED
ELIYA.A.HAKIM LAIBA ALI ZARESH TAMOOR
M.AAYAN MEHMOOD M.ARYAN HAQUE HASHIM ALI KHAN
AYSHA SADIQ ABDULLAH LOONAT
SARA AFTAB MAYA AHMED RIHANA CHOUDHARY
AUZAIR HASHIMI IMAAN NISAR ZARA ALAM ARYA HAQUE
HAJRA ALI AYSHA ARSHAD LAIBA HANIF HANNAH AD-
NAN EIMAAN RAZA MAHIMA.A.HAQUE SABRINE DAHIR
ZAYNAH NAWAZ HALIMAH LOONAT AZBA AKHTAR
ZAKARIYYA ISLAM A.RAHIM HUSAYN
IBRAHIM NAHIYAN M.RAYHAN BOBAT TALHA WAJID
SUFYAN AKHTAR ISHTIYAK SAYIED IBRAHIM NISAR
RIDHWAN CHOUDHARY AL-YASA ALI AHMED
LUQMAN NISAR ZARRAR AHMED
HAMMAD KHAN M.ZAIN ARSHAD
TOP 10 STUDENTS 1. NOORSALMA BEGUM 97% 2. AMMAARAH SALLOO 96%
3. AMYRA ALI 95%
4. UMAYMAH NAWAZ 94%
5. ZARA ALAM 93%
6. ARYA HAQUE 93%
7. ALIYA AHMED 93%
8. HAJRA ALI 92%
9. ALIYA.B.AHMED 91%
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
2016 BEST ATTENDANCE
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VOLUME. 3 ISSUE. 1 JANUARY/FEBRUARY 2017
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