INTRODUCTION

INTRODUCTION

1. (A) Qur'anic Verses Regarding Dissemination of

Education
lqra'' the first word of the first revelation of the Holy Qur'an,
which means 'Read' or 'Recite* or Rehearse' or 'Proclaim aloud'
points to the direction, Islam wants for its adherents. It is a direct
commandment for the acquisition of knowledge. While writing the
commentary of Surah 'Alaq (XCV1: 1-5) 'Allamah Zamakhshri (d. 1144)
lays down the importance of education m Islam in the following words.
"God taught human beings that which they did not
know, and this testifieth to the greatness of his
beneficence, for He has given to His Servants the
knowledge of that which they did not know. And He
has brought them out of darkness of ignorance to the
light of knowledge, and made them aware of the
inestimable blessings of the knowledge of writing, for
great benefits accrue therefrom which God alone
compasseth; and without the knowledge of writing no
other knowledge (lulum) could be comprehended, nor
the sciences placed within bounds, nor the history of
the ancients be acquired and their sayings be recorded,
nor the revealed books be written; and if that
knowledge did not exist, the affairs of religion and the
world could not be regulated."1

The commandment of lqra' addresses here not only to the Prophet

Muhammad (SAW.) who was un-lettered but also provides a universal
direction. The attitude of Our "an to knowledge and its acquisition is
very positive and emphatic. Time and again it declares that to acquire
knowledge for understanding the Creator's greatness whenever and
whatever is possible is a human duty. In the following lines there are
some Qur'anic verses which reflect the importance of education;
(i) " My Lord ! Increase me in knowledge." (XX: 114)

1 Syed 'Amir Ali. The Spirit of Islam. Calcutta. 1902. P. 332.

 2

(li) "He hath taught him utterance" (LV: 4 )

(iii) "Allah will exalt those who believe among you, and those
who have knowledge, to high ranks" (LVIII : 11).
(iv) "Even as We have sent unto you a messenger from among
you, who reciteth unto you Our revelations and causeth
you to grow, and teacheth you the Scripture and wisdom,
and teacheth you that which ye know not." (11:51)
(v) "And Allah give him the kingdom and wisdom, and taught
him of what which He willeth" (II: 251)
Qutftn emphasis, as many as 750 times, regarding the acquisition
of knowledge directly or indirectly through various words like
contemplating, understanding, thinking, reading, writing, being
knowledgable, reasoning etc.
(B) Muhammad's (S.A.W.) Sayings -
Muhammad (S.A.W.) himself urged the people to acquire
knowledge by all means. His orders, encouragement, inducements and
prohibitions reflect the importance of knowledge ('/7m ). He says,
"If any one travels on a road in search of knowledge,
Allah will cause him to travel on one of the roads of
Paradise, the angels will lower wings from good
pleasure with one who seeks knowledge, and the
inhabitants of the heavens and the earth and fresh in
the depth of the water will ask forgiveness for the
learned man. The superiority of the learned man over
the devout is like that of the moon on the night when
it is full over the rest of the stars. The learned are
the heirs of the prophets and prophets leave neither
dinar nor dirhams, leaving only knowledge, and he who
takes it takes an abundant portion."2

The Prophet (S.A.W.) directed the believers,

2. Sunan-i Abu Dau d. Vol. Ill, Eng. tr. Ahmad Hasan, Al- Madina Publications, New Delhi,
1985, P. 1034. Also in Sunan-i Ibn Majah, Vol. I, Urdu tr. Abd al-Hakim Khan Akhtar
Shahjahanpuri. New Delhi, 2nd ed. 1990, P. 95. And .fame' Tirmidh'i. vol. 2 Urdu tr. Bad?
al-Zaman. Delhi. 1983. P. 244.
 "Acquisition of knowledge is incumbent upon all the
faithful, men as well women.",3 "Whoso goes out in
search of knowledge is in the path of Allah till he
returns",4 "Whoso ever search after knowledge it will be
expiation for his past sin",s "Ulama" are the successors
of Prophets",6 "Acquire knowledge and to teach the
people"7 "A learned man is a trust of God on earth."8.

Muhammad (S.A.W.) says that the seekers of knowledge placed above

the martyrs as well as worshipers;
"The ink of the learned will be weighed against the
blood of martyrs on the Resurrection Day",9 "The
superiority of Prophets over 'ulama' are two degree and
the superiority of 'ulama' over shuhada is on degree",10
"To be present in an assembly of a learned man is
better than visiting one thousand sickmen and attending
one thousand funerals.",11 "If a believer hears a good
advice and then translate it in to action, it is better than
his worship for one year",12 "There are difference of one
hundred degrees between a worshiper and a learned
man.
Further the Prophet (S.A.W.) says that best gift for the children (son
and daughter) of a guardian is the proper arrangement of good
education and training. According to him.
"No present or gift of a parent, out of all the gifts and
presents to a child, is superior to a good liberal
education", "that man give a liberal education to his
child, is better for him than that he gives a large
measure of corn in alms."14
Not only this Muhammad (S.A.W.) forgave the literate captives of the
3 Sunan-i Ibn Majah, vol. I, Op. Cit., P.95.
4 Jame' Tirmidhl, Op. Cit., P. 222.
5 Ibid., P. 222.
6 Ibid., P. 244.
7 Sunan-iDarimi, Urdu tr. Muhammad Sa'id, Matba' Sa'idi, Karachi, n.d., P. 88.
8 Abu HamTd al-Ghazali, Ihya' 'Ulum al-Din, vol. I, Eng.tr. Maulana Fazlul Karim, Kitab
Bahwan, New Delhi, 1982, P. 16.
9 Ibid., P. 16
10 Ibn 'Abd al-Bar, al 'Urn wal 'UlamS', Urdu tr. 'Abd al-Razzaq Malihabidi, Nadvat al-
Musannefin, Delhi, 1953, P.55
11 Al-Ghazali, Op. Cit., P.20.
12 Ibid., P. 23.
13. Ibid., P. 17
14. Mirza Abu'l Fadl, Sayings of the Prophet Muhammad, Reform Society, Allahabad, 1924,
P.47.
 4

Battle of Badr on the condition that each would teach twelve

unlettered Muslims.15
(C) Sahabah's Efforts :-
Besides Qur'an and hadith, sahabah also encouraged and took
interest in the dissemination of education. Hadrat 'Ali about whom
Muhammad (S.A.W.) says, "I am the city of learning, 'Ali is its gate",16
also emphasized the importance of learning. His ardent love for
knowledge is evident from his poetry;

"Glory is due to none other than to the learned.

Guided are they and proofs to the seekers of guidence.
Every body is honoured proportionate to his knowledge.
But the illeterate and disgraced as enemies of the learned.
Acquire knowledge, you will be immortal.
All men are dead, only the learned are alive."17

Once Hadrat 'Ali advised to his student Kamil as follows,

"0 Kamil, knowledge is better than wealth. Knowledge

guards you but you are guarding wealth. Knowledge
dispenses justice while wealth seeks justice. Wealth
decreases with expense while knowledge increases with
expense."18

Hadrat 'Umar said,

"Who pray all the nights and fast all the days is lesser
calamity than the death of one learned man who is
versed in lawful and unlawful things of God"19

Hadrat 'Abd-Allah ibn 'Abbas emphasized the value of scholars,

"If a man teaches good to the people, every thing seeks

forgiveness for him, even the fishes of the sea"20, "to
discuss about learning in a portion of night is dearer to
15. Muhammad Tahir, Encyclopaedic survey of Islamic Culture, vol. III.AnmoI Publications,
New Delhi, 1974, P.94.
16. Syed Amir 'Ali, Op. Cit., P. 333. Also in Zafar 'Alam, Education in Early Islamic Period,
Markazi Matba' Island, Delhi, 1991, P. 68!
17. Al-Ghazali, Op. Cit., P. 18.
18. Ibid., PP. 17-18.
19. Ibid., P. 21.
20. Ibid., P. 24.
 5
21
me than to keep up awake throughout the night in prayer"

The same views had been given by Hadrat Abu Hurayrah, Hadrat Abu
Darda, Hadrat 'Abd-Allah ibn Mas'ud etc.

(D) Mosques - As Madrasah :-

Quranic directives, Prophetic sayings and sahabah's encouragement

to education led the Muslims from the very beginning to take interest
in the acquisition and dissemination of learning and education. During
the time of Muhammad (S.A.W.) some sahabahs used to stay on a
platform, called suffah, in the mosque of the Prophet (S.A.W), in front
of the Prophet's (S.A.W.) house, and learnt Qur'an, hadith and their
meanings. The mosque was not only a place of worship but also a
centre of education. Infact this mosque of the Prophet (S.A.W.)
served as the first model of a mosque-madrasah for later mosques.
Hadrat "Umar sent seventeen teachers of the Qur'an in every province
of Muslim territory and the people attended their lectures in the
mosques.22
As the time passed the preachers and teachers were seen scattered
all over the conquered lands. So we find that in the third century of
hijrah all the mosques were firstly the places of worship and secondly
the seats of learning. In this regard J. Paderson writes,
"In the beginning mosques was an asylum for all
branches of Islamic sciences. This was the meeting
place of all learned men, the place of devotion and
study, of working and discussion."23

It is said that Nizam al-Mulk Tusi (456/1063-480/1087) a Saljuq

vizir, was the first who founded an independent madrasah. But this

21. Ibid., P. 19.

22. Muhammad Tahir, Op. Cit., P. 1.
23. Ibid., P. 4
 6
claim was rejected by the historians al- Maqrizi and al-Suyuti on the
basis of earlier examples of Muslim Spain. Besides mosques a separate
academy, Bail al-Hikmah, was founded by Caliph Mamun in 830 AD,
at Baghdad with a library, astronomical observatory and hostels for
scholars attached to it. Likewise several other academies were founded
later by caliphs, scholars and rich people, e.g. Khazinat al-Hikmah of
'AH bin Yahya (d.275 /888), Dar al- 'Urn of Musa Ja'far bin
Muhammad (d. 323/934), Khazinat al-Kutub of Add al-Daulah (d. 367/
977), Dar al- Hikmah of al-Hakim (d.1005), the Fitimid ruler of Egypt
etc.24 These seats of learning were called madrasahs.
From the very early time madrasahs were attached to mosques or
mosques were being used as madrasahs. Usually the term madrasahs
is applied where the teachings of Qur'an and hadith are imparted.
Apart from mosques frequently such buildings as ribat, khanqah,
massauleums. dairah etc also fulfilled the purpose of madrasahs.25
2. Madrasahs of India :-
(A) Saltanat Period :- (i) Ghaznavids :-
As regard the madrasahs of India. Muslim traders and merchants
came here long before the Muslim conquest and settled in coastal areas
of India. They built mosques and small maktabs (for their children)
but no record is available for their evidence. In India Sindh was
conquered in 712 AD by Muhammad bin Qasim and about three
centuries later Punjab was also subjugated by Mahmud Ghaznavi who
came here in 1001 AD. He was much interested in the furtherence of
education and patronized scholars and poets. But his seat of rule was
Ghaznah (Afghanistan). His son and successor Mas'ud was too very a
great patron of learning. Both established several many schools and
24. Ibid.. P.A.
25. The Oxford Encyclopaedic of the Modern Islamic World, vol. Ill, ed. J hen. L. Esposito,
Oxford University Press, New York. 1995, P. 13
 7

colleges in their Kingdom. The former founded a madrasah at Ghaznah,

a big library and a museum were also attached to it where 'Unsuri (a
famous Persian poet) had been appointed as a teacher.2'5
Moreover the latter constructed many independent buildings for
schools and colleges and made arrangements for their expenses and
maintenance. As a result of his encouragement to scholarship many
scholars of his period authored books after his name: such as Fiqh-i
Mas'udi ( Cfs-f*** \S^ ) and Qanun-i Mas'udi
( (jsJ\t**c>'S\y ) by Qadi Abu Muhammad Nashi and Abu Raihan
Khwarazmi respectively.2
(ii) Ghaurids :- Muhammad Ghauri was the first Muslim ruler of
Northern India who also promoted a favourable atmosphere for
education in this region. He was fond of the company of the learned
men and scholars. He founded madrasahs at Ajmer for the spread of
Islamic learning.2S He provided full opportunity even to the slaves for
the acquisition of education.29 His successor Qutb al-Din Aibak (1206-
1210), the founder of slave dynasty in India, was himself a scholar of
Arabic and Persian learning and sciences. He founded many madrasahs
and mosques where both religious and modern learnings were taught.30
N.N.Law writes that there were hundreds of mosques which like the
Churches of Medieval Europe were centre of both religion and
learning."1

(iii) Iltutmish :- Among his successors Sultan Iltutmish (1211-36)

spared no pains to spread education and his court was a
26. N.N. Law. Promotion of Learning in India. Idarah-i Adbiyat-i Delli, Delhi, 1973, P.5. Also
in Aziz Ahmad. An Intellectual History- of Islam in India, Edinburg, 1969, P.52
27. Abul Hasanlit Nadvi. Hindustan Ki Oadim Islami Darsgahen, Matba' Ma"arif, Azamgarh,
1936. P.* 16.
28. Ibid.. P. 17. Also in S.M. Jaffar. Educanon in Muslim India(W00-1800AQ, Delhi, 1936, P.
38.
29. Knshnalal Ray. Education m Medieval India. B R.Publishing Corporation. Delhi, 1984, P.
13.
30. S.M. Jaffar. Op Cit.. P. 39
31. N.N Law. Op. Cil.. P. 19
 8

meeting place of scholars and intellectuals. Amir Khusrau and Fakhr

al-Mulk 'Uthmani were attached to his court32 and Amir Kuhani
(great philosopher) was among those who got their stipends from
the state treasury.33 Iltutmish founded a madrasah at Delhi.34 It is said
that Madarsah-i Mu 'izziyah was established by him and named after his
predecessor Shihab al-Din Ghauri (whose real name was Mu'iz al-Din
Muhammad Ghauri).35 Another madrasah of the same name attached to
a mosque was erected at Badaun.36 The other famous madrasah was
Nasiriyah. It is believed that this was also founded by Sultan Iltutmish
and named after his eldest son Nasir al-Din Mahmud. 37 The
author of Tabaqat-i Nasiri, Minhaj al-Siraj was the Principal of the
madrasah and superintended its endowments under Razia Sultana's reign
in 123638. Another college Firozi Madrasah at Multan is also said to
have been established by him.'9
(IV) Balban :- Ghiyath al-Din Balban continued with great vigour and
wisdom the policy of his predecessors. Once he advised to his son
Prince Muhammad as quoted by N.N. Law from Tarikh-i Farishta,

"Spare no pains to discover men of genius, learning and

courage.'"4"

Amir Khusrau, Shaikh 'Uthman Tirmidhi, Shaikh Badir al-Din 'Arif,

Amir Hasan Syed Maula, Shaikh Shakar Ganj, Shaikh Baha al-Din,
Qutb al-Din Bakhtiyar Kaki were among those who were highly revered

32~ S.M. Jaffar. Op Cit.. P. 40

33. Ibid., P. 40.
34. Krishnalal Ray. Op. Cit., P. 4.
35. Abu'l Hasanat Nadvi, Op. Cit., P. 17. But Syed "Abd al- Hai writes that it was founded by
Sultan Qutb al-Din Aibak. See in Syed "Abd al-Hai, India During Muslim Rule, Eng. tr.
Mohi al-Din Ahmad, Lucknow, 1977. P. 169.
36. Ibid., P. 17.
37. Syed Sabah al-Din "Abd al-Rahnian, Bazm-i Mamlukiyah, Matba' Ma'arif, Azamgarh, 1934,
P. 236. It is also stated that it was built by Balban when he was Chief Minister. See in The
Encyclopaedia of Islam, vol. v. new ed., Laiden. 1986, P. 1134.
38. Abu'l Hasanat Nadvi. Op. Cit., P. 18. Also in Syed "Abd al-Hai, Op. Cit., P. 169.
39. Muhammad Akhlaq Ahmad. Traditional Education Among Muslims, Delhi, 1985 P.7.
40. N.N. Law. Op. Cit.. P. 27.
 9

in the Court of Balban. 41 His son Prince Muhammad was an

enlightened patron of literature. His court was open for all scholars.
Balban's other son Prince Bughra Khan took more interest in music,
dance etc. and perhaps also established a society for it.42
(V) Khiljis :- During Khilji dynasty education, to some extent, faced
set back. However Jalal al-Din, the first ruler of Khilji dynasty, was
liberal patron of letters. He appointed Amir Khusrau as the librarian
of Imperial Library at Delhi. His successor 'Ala al-Din Khilji was
uneducated and did not take active interest in education but later he
showed some liberal attitude towards the men of letters. He founded a
madrasah attached to Haud-i Khas.4? The inscription of 'Alai Danvaza
describes him as,

"the strengthener of the pulpits of learning and religion

and the strengthener of the rules of colleges and places
of worship".44

(VI) Tughlaqs :- In the Tughlaq dynasty the first three rulers - viz
Ghiyath al-Din Tughlaq, Muhammad bin Tughlaq and Firoz Shah
Tughlaq were very wel-known for their learning and support to learned
people. Their court was resort of men of letters. They constructed
magnificent buildings and opened maktabs and madrasahs in their
domain. They made proper arrangements for their maintenance by
permanent endowments. Stipends and scholarships were given to the
students and skilled teachers had been appointed on regular and good
salaries.

Muhammad bin Tughlaq was himself a man of encyclopaedic

knowledge. He was equally accomplished in both rational as well as

4L S.M. Jaffar. Op. Cit.. P. 42.

42. YusufHusain. Glimpses of Medieval Indian Culture, Bombay, 1959, P.79.
43. Krislmalal Ray. Op. Cit.P. 15
44. S.M. Jaffar. Op Cit.. P. 46.
 10

religious sciences and was considered most learned ruler of the Middle
Ages.45 Even critics pay homage to his high intellectual calibre.46 His
zeal for education attracted the scholars from other countries also.
During this time it became customary to establish schools even in a
small villages. Al-Maqrizi writes that there were as many as one
thousand schools in Delhi alone. Education was so common that even
slave-girls used to be hafiz of Qur 'an and scholars of Islamic
learning.47 But his idea to shift capital Delhi to Daulatabad greatly
hampered the promotion of learning.
His successor Firoz Shah Tughlaq (1351-88) was himself a man
of extraordinary learning and integrity. He authored an autobiography
known as Futuhat-i Firozshahi ( ($r\p-j'?Ac^U^° ). For the
dissemination of education scholars were sent to various parts of his
kingdom.48 He built more than thirty madrasahs in his Kingdom49 and
made proper provision for their maintenance and scholarship were given
to students as well as to teachers. Along with this many old
madrasahs were renovated. Residential quarters for both students as
well as teachers were attached to some schools.
He paid special attention to the education and training of poors,
orphans and slaves and provided them opportunity to acquire religious
education and other arts and crafts. Shams Siraj Afif in Tarikh-i Firoz
Shahi ( (jApJjJ? &v) writes that there are as many as 1,80,000
slaves who have acquired education and training in different arts,

45. Elliot and Dowson, History of India : As told by its Own Historians, vol.3, Allahabad, 1964,
P. 580.
46. Aziz Ahmad, Op. Cit., P. 53;
47. Syed Mahboob Rizvi, History of the Dar al-'Ulum Deoband, Eng. tr. , Murtaz Husain F.
Qureshi, Deoband, 1980, P.53.
48. A. Yusuf 'AH, Making of India, London, 1925, P. 81.
49. The Encyclopaedia of Islam, vol. 5, New, ed., Op. Cit., P. 1135. Also in Elliot and
Dowson, Op. Cit., P. 338.
 11

sciences and crafts.50 He also took special care of the girls' education
and established separate schools for them. Ibn Batuta (world traveller)
writes that in Hanor (in South India) there were thirteen schools for
girls.51
Among the madrasahs built by him Madrasah Firoz Shahi was
very wel-known for its magnificence. Dia' al-Din Barni writes;

"The Madrasah Firoz SHahi of Delhi, as regards its

grandeur, beauty of building, site and good management
and excellence of education has had no parallel For
expenses royal grants have been fixed. No other
building in the capital, Delhi, can match with it in
beauty of construction and the suitability of its location.
The building of the madrasah is very spacious, situated
in a garden on the bank of a pond. Hundreds of
students, divine doctors and scholars are always present
here."'52

He built Madrasah-i Hand Khas in Delhi in 1354 / 75553 and other

madrasahs of Delhi known as Qadam-i Sharif or Qadam-i Rasul with a
mosque near the tomb of his son Fath Khan (d. 1374)54 and a madrasah
was also built within the Siri Fort."
(VII) Lodhis :- The founder of Lodhi dynasty Bahlol Lodhi did not
contribute much in this regard due to his engagement in warfare. But
whenever he got time he found company with learned men and poets
and gave encouragement to learning. He founded some madrasahs for
moral and intellectual improvements of his subjects.56

His son Sultan Sikandar Lodhi was himself a poet of repute and

50. Syed Mahboob Rizvi. Op. Cit.. P. 54.

51. Ibid., P. 54.
52. Ibid., P. 53.
53. Abirl Hasanal Nadvi. Op. Cit . P. 19.
54. Syed 'Abd al- yai. Op. Cit.. PP. 169-170. Also in S.M. Jaffar, Op. Cit., P. 52.
55. Ibid., P. 169. Also in Abu'l Hasanat Nadvi. Op. Cit.. P. 20.
56. Knshnalal Ray. Op. Cit.. P. 16.
 12

composed poetry under the pen-name Gulrukh.51 There aire eight or nine
thousand couplets in his diwan™ His reign was remarkable mainly for
three major steps for which his name will always shine in glory-
i. He made education compulsory (on certain level) for all
his subjects and insisted that all his military officers should
be educated.59
ii. He made Persian as a language of lower administration. As
a result of which Hindus started to study Persian in such
schools as were not attached to mosques.60 This paved the
way for secularization of a stream of education.61
iii. The third characteristics of his educational policy was
considerable emphasis on the education of rational sciences
(m 'aqulat) to the disadvantage of religious education
(manqulat)62

Sikandar Lodhi established several schools in his Kingdom.

Madrasah Tulanabi was very famous which was established after the
name of Maulana 'Abd-Allah Tulanabi (Scholar of Persia and Settled at
Delhi). He had revised and added some new books on logic and
Philosophy. 63 Scholars form different countries came to his court
particularly from Arabia, Persia and Central Asia.64

He was so interested m education that, he, according to Tdrikh-i Da'udi

( <^>JUi^k) was accompanied with seventeen accomplished and
learned men while in his private apartments.65
(B) Mughal Period :- After Lodhi dynasty Mughal rulers also
patronised learnings and literature widely and established maktabs and
madrasahs and orphanages in their Empire. Ample arrangements were

57. S.M. Jaffar, Op. Cit.. P.54.

58. N.N. Law, Op. Cit.. P.73.
59. Ibid., P. 73. Also in S.M. Jaffar. Op. Cit., P. 55, and "Aziz Ahmad, Op. Cit., P. 54.
60. Ibid., P.75.
61. "Aziz Ahmad. Op. Cit.. P.54
62. Ibid., P. 54.
63. Syed 'Abd a) - tfai. Op. Cit.. P. 170.
64. N.N. Law, Op. Cit.. P. 77.
65. S.M. Jaffar, Op. Cit.. P. 54.
 13

made for free education for the poor. Sufficient stipends and
endowments were granted for the students and teachers and for the
maintenance and expenses of the madrasahs.
(i) Babar :- Babar, the founder of Mughal Empire, was himself a man
of scholarly disposition and wel-versed in Arabic, Persian and Turkish
languages. He was adept both in prose and poetry. He composed
poetry of some merit in Turkish. His literary accomplishment is
evaluated by Mirza Muhammad Haider who writes in his book Tarikh-l
Rashldi ( <J/ry<>&' )
"In the composition of Turkish poetry he was second
only to Mir 'Ali Shir...He invented a style of verse
called Mubaiyan and was the author of a most useful
treatise on Jurisprudence...He also wrote on Turkish
prosody'"66

But the greatest of all his works is his Memoirs which is an index of
his intellectual achievements and monument of his memory. S.M. Jaffar
writes that he is rightly regarded as the 'Prince of autobiographers'.67
He entrusted an additional work, i.e. construction of schools and
colleges, to the Public Works Department (Shuhrat-i Am)6* Since then
the promotion of education became the direct concern of state. This
also shows Babar's interest in the wide dissemination of education.
ii. Humayun :- Babar's son and successor Humayun was a great
scholar and was known for his love of learning. He divided the people
of his empire into three classes69 and put the men of letters in the first
class called Ahl-i Sa'adat.10 Further these three classes were divided
into twelve sub-classes of Arrows. The twelfth arrow, made up of
purest gold, was for Sultan himself. The eleventh one was for his

66 Quoted by N.N. Law. Op. Cit.. P. 122.

67. S.M. Jaffar. Op Cit., P. 77.
68. N.N. Law. Op Cit.r PP. 126-127
69. Three Classes are : (1) Ahl-i Sa 'ac/al, (2) Ahl-i Daulai, (3) Ahl-i Murad.
70. N.N. Law. Op. Cit.. P. 129.
 14

nearest relatives and tenth one was for the learned and religious
person.71
Due to his continual engagement in war and other disturbances, he
could not concentrate on the promotion of education. His library
however was very rich. Lala Beg (Beg Bahadur) was his librarian.
During his second reign Sher Mandal, the pleasure house of Sher Shah,
was turned into a library.72 He also constructed an observatory
for his personal use. It is to his credit that he invented an
astrolabe known as Usturlab-i Humayuni11 In his period astronomy and
geography made considerable progress. Humayun wrote an treatise on
'Nature of Elements' (Tabai'-'Anasirl14
At Delhi he founded a madrasah where Shaikh Husain was a
teacher. The roof of his tomb was infact a madrasah, where scholars
of the day used to teach. The rooms surrounding the tomb were used
for residence.75
iii. Akbar :- The reign of Akbar marks an increased secularization of
education. Under his educational policy Muslims and Hindus both
received education side by side,76 giving rise to such schools and
colleges as were not attached to mosques. Several maktabs and
madrasahs, mosques and khanqahs were erected in Agra and Fathpur
Sikri. He built 'Ibadal Khana' in 1578 in Fathpur Sikri in the garden
of royal place. There were four big halls, each hall was occupied by
Sayyids or the descendants of the Prophet (S.A.W), learned, sufis or
shaikhs and noble officers of the court.77 In the debating
hall discussions were held by the scholars of different schools of

71. Ibid., P. 130.

72. Ibid., P. 133. Also in S.M. Jaffar, Op. Cit., P. 78 and Krishnalal Ray, Op. Cit, P.20.
73. Abirl Hasanat Nadvi. Op. Cit., P. 21.
74. Ibid, P 21.
75. Ibid., P. 22.
76. N.N. Law . Op Cit.. P. 160.
77. Ibid.. P. 144.
 15

thought. It was used as a platform, from which, religious unity was

preached and propagated in the form of his newly devised religion
Din- i Ilahi.1* A big madrasah was also founded at Agra where the
scholars from Shiraz were invited and the students from various places
came to attend the lectures of renowned scholars.79
Akbar made several reforms in the elementary education80 and laid
down some rules by which teaching became more effective.81 Fath-Allah
Shirazi, a noted scholar of Arabic literature, theology and rational
sciences, to whom Akbar honoured with the title of 'Add al-Mulk,
assisted in the preparation of Akbar's educational policy.82 The main
feature of Akbar's educational policy was the unification of India -
political, social, religious, cultural etc.83 As regards the subjects which
were taught in the schools and madrasahs were as follows. After the
schooling where students were trained through Persian language, the
higher education included subjects of sciences and arts in the following
order: morality, arithmatics, accounts, agriculture, geometry, astronomy,
geomancy, economics, the art of government, physics, logic, abstract
mathematics, divinity, history.84 Apart from these subjects the works of
Dawani, Mulla Sadra and Mirza Jan were studied by Muslim
students,85 and and the Hindu students used to read vyakarna, vedanta
and patanjaliH('

It is noted that during Akbar's reign the nobles of the court also

78. S.M. Jaffar. Op. Cit.. P. 83.

79. Call Seel Chand. author of Tafrih-i 'Imafat was alive in the Mutiny of 1857, writes that
there was a big madrasah where teachers has been called from Shiraz. Abu'l Hasariat Nadvi
writes that this madrasah is now distroyed but the locality is still known as Madrasah Mohalla.
(For detail sec Abu'l Hasanat Nadvi. Op. Cit., PP.28;29.
80. For detail see Akhlaq Ahmad Op. Cit.. P. 12.
81. For detail see Krishnalal Ray Op. Cit.. P. 21.
82. Xziz Ahmad. Op. Cit., P. 54.
83. S.M. Jaffar. Op. Cit.. P. 89.
84. N.N. Law. Op. Cit.. PP. 161-162.
85. Aziz Ahmad. Op. Cit., P. 54.
86. N.N. Law. Op. Cit.. P. 162
 16

took interest in the cause of education. Maham Anaga, the foster

mother of Akbar, built a madrasah and also a mosque attached to it at
Delhi in 1561 known as Khair al-Mariazil.87 Another wel-known
madrasah was Madrasah-i Khawaja__Mu 'in where Mirza Mufti
Samarqandi taught for three years from 1571.88
His imperial library was unique in its nature. Books on various
subjects had been collected and were classified according to language
and subject. : such as books in Arabic, Persian, Hindi and Sanskrit
were separately classed under sciences and histories.89 'Abd al-Rahim,
son of Bairam Khan, had a library which was open for all.90 Faizi's
personal library consisted of 4600 volumes of books on various
subjects.91 During Akbar's reign a lot of books were written, compiled
and translated on history, philosophy, religion and other sciences.92
Narendra Nath Law writes about Akbar's interest towards education
and points out that his reign should also remembered for the :93
i. Lavish patronage of learned men by stipends and awards.
ii. Foundation of educational institutions.
iii. Creation of educational endowments.
iv. Attraction of many literary men, even from other countries.
(IV) Jahangir :-
Jahangir. the successor of Akbar, was himself a poet and
generous patron of learnmg. But he was not so able a ruler as Akbar
was. However he did many remarkable works for the progress of
education. He issued an ordinance that if a wealthy man or a traveller
died heirless, his property would go to the state and be utilized for the

87. Abu'l Hasaniii Nadvi. Op. Cit., P. 22.

88. N.N. Law. Op Cit.. P. 168.
89. Ibid.. P. 151. Also in S. M. Jaffar, Op. Cit., P. 85.
90. Ibid., P. 170.
91. Ibid., P. 152.
92. Ibid.. PP. 147-152 ( For detail). Also in S. M. Jaffar, Op. Cit., PP. 83-84.
93. Ibid.. P. 170.
 17
94
construction and repairing of schools, colleges and khanqahs He
constructed several new madrasahs and renovated and rebuilt many old
ones. In addition to all this, he :
"repaired even those madrasahs that had for thirty years
been the dwelling place of birds and beasts, and filled
them with students and teachers."95
He was so fond of books that even in his journey he took books with
him. Far greater than the actual price was paid to authors in order to
enrich the Imperical Library and preserve the valuable books. Maktub
Khan was the librarian.
(V) Shahjahan :-
The reign of Shahjahan is widely known for its architectural
developments. Several magnificent and beautiful buildings and
monuments were erected. However during his time several madrasahs
and mosques were also constructed. Delhi, Lahore, Sialkot, Ahmedabad,
Jaunpur, Burhanpur, Sirhind, Thaneswar and Anbala became famous
educational centres, where the students from Hirat and Badakhshan used
to come and quenched their educational thirst.
He founded Imperial College96 in the vicinity of Jame' Masjid at
Delhi in 1658 and for its maintenance ample endowments were granted.
Two other Government schools were founded - one at Delhi and
another at Agra- and for them teachers were also appointed.97 During
his reign the former as Madrasah Fathpuri Begum in 1649 and the
latter as Madrasah Akbarabadi Begum in 1630 - after the name of one

94. Ibid., PP. 174-175. Also in S.M. Jaffar, Op. Cit.. P. 93., and Krishnalal Ray Op. Cit., P.
21., Abu'l Hasanat Nadvi. Op.Cit..PP. 29-30., The Encyclopaedia of Islam, vol.V,Op.
Cit., P. 1135*
95. Jan Jahan Khan. Tarikh-i Jan-i JaHan, (MS). Library of the Asiatic Society of Bengal.
Quoted by N.N. Law, Op. Cit., P. 175.
96. Abu'l Hasarial Nadvi writes that the Imperial College was known as Dar al-Baqa. (Abu'l
Hasanat Nadvi. Op. Cit.. P. 23). But N.N. Law and S.M. Jaffar write that Shahjahan rebuilt
this madrasah which was near to Jame' Masjid. (N.N. Law. Op. Cit., P. 182., and S.M.
Jaffar, Op. Cil.. P. 99.
97. Krishnalal Ray. Op. Cit.. P. 22.
 18

of the queens of Shahjahan. Proper arrangements were made for the

residence of teachers and students. The shops, which were constructed
around it, were used to meet the expenses of the madrasah.9*
(VI) Aurangzeb :- Aurangzeb himself was wel-versed in the
knowledge of Arabic, Persian and Chughtai Turkish languages as well
as several arts and sciences. He was also accomplished in fiqh and
other Islamic sciences. Like his predecessors he built many schools
and colleges in his territory and gave pensions, allowances and land to
scholars and teachers. He sent a farman (instruction) to all provincial
governors that special attention should be paid for the education of
every subject and stipends should be given to all meritorious students
from state treasury."

He took special care for the teaching of Bohra community of

Gujrat and appointed capable teachers. In 1678 he sanctioned large
amount for repair, and rebuilt the old madrasah of Gujrat. He gave
the village Sundra as Jagir to Akram al-Din Khan when he requested
for an endowment after the construction of a college in 1697 in
Ahmadabad100 Madrasah Firangi Mahal at Lucknow and Madrasah
Rahimiyah at Delhi were also founded in his reign. Later the last two
named madrasahs became very famous and brought about a revolution
in the educational system. Mulla Nizam al-Din SaKalwi of Firangi
Mahal prepared a new curriculum, known as Dar- i Nizami, which is
still being taught in almost all madrasahs. Shah Wali-Allah, the son of
the founder of Madrasah Rahimiyah rendered invaluable services in the
promotion and dissemination of hadith literature and the holy Qur'an.

After Aurangzeb Muslim rule started declining rapidly but among

his successors Bahadur Shah (1707-12) was a patron and friend of the

98. Syed "Abd ai- Hai. Op. Cit.. PP. 171-172.

99. S.M. Jaffar. Op' Cit.. P. 100.
100. N.N. Law. Op. Cit. PP. 188-189
 19
learned and he encouraged education and extended financial help for its
promotion such as the two colleges at Delhi. One was founded by Ghiazi
al-Din Khan (Prime Minister of Shah 'Alam) near Ajmeri Gate. The
college was closed in 1793 due to want of funds.101 The other was
founded by Firoz Jang. Some madrasahs were established outside
Delhi during his reign, e.g. the madrasah of Qannauj called Fakhr al-
Marabi.
3. Girls' Education :-
Besides these there was also some arrangement for girls' education.
Some rulers and nobles established separate madrasahs for female
education and special attention was paid to their progress. The Sultan
of Hinawar, Sultan Jalal al-Din, showed his interest in this regard. Ibn
Batuta informs us that there were as many as thirteen girls schools in
his capital.102 Ghiyath al-Din Khilji (1463-1500), of Malva, was another
pioneer of women's education. He founded a madrasah at Sarangpur
to teach arts and crafts to women.103 Akbar established a school for
girls in Fathpur Sikri and made proper arrangement of education to the
ladies of haram. Apart from maktabs and madrasahs, several ladies of
the royal descent adopted teaching profession or encouraged and
established educational institutions. They considered it as an act of
piety and divine blessings. The women in Mughal period or earlier
who got fame for their literary and educational pursuits were many104
- Razia Sultana, Gul Badan Begum105 (daughter of Babar), Hamida Bano
Begum (mother of Akbar), Salma Sultana (niece of Humayun), Nurjahan

101 Ibid., PP. 194-195.

102 S.M. Jaffar, Op. Cit., P. 189.
103 Krishnalal Ray, Op. Cit., P. 90.
104. Ibid., PP. 86-91 ( For detail). Aslo in N.N. Law, Op. Cit., PP. 200-205., and S.M. Jaffar,
Op. Cit., PP 191-192.
105. She authored Humayun Namah which was considered to be the first 'literary gem' of Mughal
period. (Krishnalal Ray, Op. Cit., P. 87.)
 20

(wife of Jahangir), Jahan Ara Begum106 (eldest daughter of Shahjahan),

Mumtaz Mahal ( wife of Shahjahan ), Zeb al-Nisa,107 Zinat al- Nisa
and Badr al-Nisa (daughters of Aurangzeb), Sati al-Nisa (tutor of
Jahln Ara Begum), Maham Anaga (wet-nurse of Akbar) etc.

4. High Official's Interest Towards Education :-

Apart from the Muslim rulers, governors, nobles, scholars and
many rich people also took interest in educational activity at their own
personal level. They encouraged the local people. They established
schools and colleges where the children of poors and orphans received
education. They made ample arrangements for stipends and freeships
for the teachers and students and for madrasah's maintenance. Among
them Syed Maula during the reign of Balban established a madrasah at
Delhi.108 He was famous for his piousness and scholarship. Khizr Khan,
Mubarak Syed 'Ala al-Din of Sayyid dynasty were reputed for their
endeavour in learning and their interest in the promotion of education,
particularly in Badaun and Cuttair. S.M.Jaffar writes that theses two
cities, for a while, successfully rivalled the cities of Delhi and
Firozabad in their intellectual out look.109 The Sayyid's of Gardez-
Sayyid Chajju and Sayyid Ajali and the Sayyid of Bayanah, nobles of
Nauhatta and Janjar family were famous for their interest in learning at
Delhi. There were many jurists, theologians, sufis, historians, physicians,
philosophers, linguists and musicians who prospered even without the
patronage of rulers and they themselves were a centre of education.110

106. She authored Munisal- Arawah ( biography of the saints of Ajmer) and Shahbiyah (life of
Mulla Shah Badakhshani, her spiritual preceptor). About her Krishnalal writes that, "She
was really one of the brightest jewels of the Mughal Royal Court". (Krishnalal Ray, Op.
Cit., PP.88-89.
107. Zeb-al Nisa, as Krishalal says, "was above all poetess and the Diwan-i Makhfi^ was from her
pen." She insisled on Mulla Saif al-Din to translate Imam Razi's tafsir Tafsir-i Kabir into
Persian. She also skilled in the art of calligraphy and could write elegantly nastaliq, naskh
and shakista ( Krishnalal Ray, Op. Cit., P. 89).
108. N.N. Law. Op Cit.. P. 37.
109. S.M. Jaffar. Op Cit.. P. 53.
110. Ibid., PP. 109-112. Also in N.N. Law, Op. Cit, PP 37-41. (For detail ).
 21
Nasir al-Din Qabaicha (1205-1227) ruler of Sindh, Shah langha
(1470-1503) of Multan, Shah Beg Arghuri (1509-1522) of Multan
patronised education in every possible way. They founded several
schools and appointed salaried teachers.111 In Kashmir Sikandar Shah
(1394-1416), Zain al-'Abedm (1420-70) and Husain Shah (1472-84)
were very wel-known rulers for their contribution in education. The
founder of Ahmadabad city in Gujarat Sultan Ahamd Shah (1512-1580)
built several schools and colleges.112 Khwaja Banda Nawaz Gesu Daraz
of Gulbargah was wel-known sufi and accomplished in traditional and
modern sciences. Prince Ahmad Shah Bahmani constructed a madrasah
to perpetuate his memory and endowed several towns and villages for
its expenses. u?
In the Bahmani Kingdom (1347-1526) Mahmud Gawan, a minister
of Muhammad Shah Bahmani-II (1463-82), was famous for his literary
pursuits. Raudat al-Insha' ( ^U^^jp^V ) and Diwan al-
Ashar ( ^i^yj&l?}? ) are the products of his pen. His
patronage was not limited to the people of his Kingdom. Gifts and
presents were sent by him to the scholars of Iraq and Khurasan. He
built a college at Bidar after his own name as Madrasah-i Mahmud
Gawan. Mosque, library, and hostels for students and teachers were
attached to it. Here both religious as well as rational education was
imparted side by side. He appointed Shaikh Ibrahim Multani (Saint and
scholar) as the Principal of his madrasah.114
Muhammad Quli Qutb Shah, the founder of Hyderabad city, was
reputed for his love of learning and his interest in dissemination of
education in his Kingdom. He constructed a magnificent mosque and

111. N.N. Law. Op Cit.. P. 105

112. Krishnalal Ray. Op. Cit.. P. 18.
113. S.M. Jaffar. Op. Cit.. PP. 119-120.
114. Ibid., PP. 122-2". Also in N.N. Law. Op. Cit.. PP. 87-89.
 22

Chahar Minor. Along with this, he founded many madrasahs and

seminaries and appointed there salaried teachers.115
It would be unjust if we overlook the contribution of Sultan
Ibrahim Sharqi (1402-1440) of Jaunpur. Due to his encouragement and
patronage scholars and students flocked in Jaunpur for higher education.
It has been written in Tadhkerat al- Ummah ( "j£s \ j | is>-J>") and
Siyar al-Mulk{ •^JsJfy^' ) there were more than hundred
madrasahs in Sharqi capital which were richly endowed. N.N. Law
refers to lethbridge's 'Topography of Mughal Empire' and writes that,
"During Ibrahims reign, the court of Jaunpur far
outshone that of Delhi and was the resort of all the
learned men of the East."116
In the period of Ibrahim Sharqi Jaunpur became a centre of education
and received the honorific appelation of Shiraz-i Hind. Shahjahan used
to call it "PTirab (East) is our Shiraz"117 and issued an ordinance that
special care was to be taken to the madrasahs of Jaunpur. But in
1760/1147 Sa'adat Khan Nishapuri became governor of Jaunpur who
withdrew all the endowments and facilities as a result of which its
educational glory gradually was dimmed day by day.
Apart form these famous schools there were several madrasahs
which were constructed in Lahore, Agra, Fathpur, Nirawar, Mathura,
Dara Nagar, Rampur, Shahjahanpur, Bareli, Pilibhit, Oudh, Allahabad,
Farukhabad, Jaunpur, Banaras, Azamgarh, Ghazipur, Manner, Sasaram,
Danapur, Patna, Bengal. Dhaka, Murshidabad, Madras, Gulbargah,
Golkundah, Bijapur, Malva, Multan, Kashmir, Gujrat etc. Abu'l Hasanat
Nadvi has detailed out the madrasahs of all these cities in his book
Hindustan ki Qadim Is I ami Darsgahen ( (^c^j7(f^)^JcJ^J^)
and Syed 'Abd al-Hai in his book India During Muslim Rule.

115. N.N. La\\\ Op. Cit„ PP. 95-96.

116. Ibid., P. 100. Also in S. M. Jaflfar. Op. Cit., PP. 62-63.
117. Abu'l Hasanat Nadvi. Op. Cit.. P. 40.
 23
Maxmular referring to British official documents and a missionary
report concerning education exclusively in Bengal, before British
occupation, says that there were then 80,000 native schools, or one
school for every 400 of the population. 118 Syed Sulaiman Nadvi
referring to Captain Alexendra Hamilton, an European traveller, writes
b
>
that in Thatha ( s^*^ ) (a c
^>' °f Sindh) there were 400
madrasahs of various arts and sciences.119
5. Courses of Studies :-
If we go through the curriculum and its changes during Muslim
rule in India, for better understanding, it can be divided into three
stages:
i. The first stage covers the whole Saltanat period, i.e. upto
1500. The subjects which were taught in the
madrasahs were: fiqh,
usTd-i fiqh^ theology, hadith tafsir, tasawwuf, nahv, balaghat
etc. The study of fiqh and usul-i fiqh were given greater
importance,
ii. The second stage starts from 1500 to 1575, i.e. Sikandar
Lodhfs reign to Humayun reign. In this period the study
of secular sciences such as mathematics, logic, philosophy,
astronomy, medicine received more importance,
iii From Akbar's reign marks the third stage, in which the
study of other religious and rational sciences became
important studies. Comparative studies of religions started
and schools were open for all irrespective of caste and
creed, rich and poor.

118. S.M. Jaffar. Op Cit.. P. 15u.

119. Abu'l HasanTu Nadvi. Op. Cit.. P. 4.
 24

6. W h y little information about education in the books of

history:-
During Muslim rule in India almost all rulers, courtiers, governors
and nobles were themselves well educated and accomplished in prose
and poetry. They were wel-versed in Arabic, Persian, Turkish, Urdu
and several other languages. They took active interest often in the
diffusion of education. But why the books of history, which were
written in those days, give very little information about their
contributions in the development of education? Maulana Abu'l Hasanat
Nadvi tried to find the reasons behind this. He writes;120
1. Imparting of education (Dars wa Tadris ) has always been
considered by Muslims as a religious act. They considered that
to help students and teachers, dissemination of education, aids
and endowments for this purpose, founding of maktabs and
madrasahs were their religious duty and is also a source of
divine blessing (barakah). Thus since it was general and routine
activity in Muslim society, therefore it did not often find special
mention in the books of history exception occasional mention
among other things.
li. Generally we read in the books of history, 'Wells, ponds, bridges
and other buildings were constructed by the Sultans or Emperors',
Abu'l Hasanat says that these other buildings were generally
maktabs, madrasahs, mosques and khanqahs which were used as
an educational centres. It was a general practice of Sultans and
Courtiers to promote education and learning as much as possible.
iii. During the early centuries of Muslim rule there were not separate
buildings for schools. Education was imparted in the mosques.

120. Ibid., PP. 10-12

 25

Almost all the mosques were used as madrasahs and as academic

institutions. Due to this reason big and spacious mosques were
founded in every quarter of Islamic cities of India. The
magnificent mosques which still exist in Delhi, Agra, Lahore,
Jaunpur etc. were all used for teaching purpose. The small
rooms around the courtyard of the mosque were used as
residence by the students and teachers. Fathpuri and Akbarabadi
mosques which were built about 1649/1060 are still used as
madrasah and the students still reside in their courtyard- rooms,
iv. The old khanqahs of sufi or derveshes were also used as
madrasahs. Sufis and shaikhs along with their sufistic practices
engaged themselves in dissemination of shari'ah (exoteric side)
and tariqat (esoteric side) or zahir and barin (the exterior and
the interior). The state grants and private endowments to
khanqahs were spent on students,
v. Rooms and cloisters, which were constructed around the tombs
and graves of sultans and shaikhs., were also used as madrasahs.
Such as the tombs of 'Ala' al-Din Khilji, Humayun and others
that are still existent in Delhi, Agra, Ahmadabad, Bijapur etc. are
living testimonies to this history.

Besides these schools, mosques, tombs and khanqahs, many

scholars used to teach students at their homes. To some of them they
even provided free lodging and boarding. In the absence of any proper
shelter, they even imparted education in open fields.121

7. Downfall of madrasahs :-
After Aurangzeb the disintegration of Muslim rule in India had
rapidly started. The British took full advantage of the chaos and

121. 'Aziz Ahmad. Op. Cit.. P. 57. Also in Syed Mahboob Rizvi. Op. Cit., P. 61.
 26
gradually usurped the power and administration of Mughal rulers. Due
to this political change the Muslim education was badly affected and
the madrasahs were put to oblivion, giving way to British schools and
Western education.
Under British rule there was no definite educational policy. The
education was limited to only European families. But after 1765 a
decision was taken regarding the education of Indians also. For
Muslims, their special attention was centred on the study of
Muhammadan law, in order to facilitate the smooth running of judicial
administration In 1813 rupees one lakh had been granted for the
promotion and encouragement of modern education among Indians. But
this was only a part of their over all policy in which missionaries
played an important role in the propagation of Christianity. They
wanted to replace Islam and its culture with Christianity and Western
culture. Governors General indirectly were providing all moral and
material support to the missionaries. Their intentions became clear
when in 1835 a resolution was passed that all the funds be used
towards the introduction of English education alone. Behind this their
main objective was to familiarize the Indian Muslims with Christianity
and thus convert them to it. Muslims who were studying Muahmmadan
law to secure job in administration were deprived of their jobs when,
in 1837, English language was made the language of Courts in place of
Persian. During Lord Cornawallis (1786-1793) 75 per cent of
Government jobs where held by Muslims but now there was no more
any Muslims particularly in higher ranks in Government services.122

W.W. Hunter rightly observed regarding the Muslim plight:

"Hundred of ancient families were ruined, and the
educational system of the Musalmans, which was almost
entirely maintained by rent free grants, received its

122. Muhammad Tahir. Op. Cit.. P. 108.

 27
death-blow. The scholastic classes of Muhammadans
emerged from the eighteen years of harrying absolutely
ruined.12"
East India Company, on the other hand, started to destroy the
centres of Indian industries for which even English men like Sir
Charles Trevelyen and Montgomary Martin expressed their grief. East
India Company also passed the Land Act which adversely influenced
the economic condition of the Muslims. Like-wise they took over all
financial sources under their control. Consequently the revenue-
collection passed from the Muslims to the English hands.124
Muslims' condition became still worse after the Mutiny of 1857 as
the British view was that the revolt mamly was caused by the Muslims.
Already there was little consideration for Muslims to enter government
jobs, but in the post-1857 period such considerations were completely
withdrawn.
Apart form this there were other reasons behind the downfall of
Muslims particularly in Northern India, i.e. their racial pride. Muslims
were the descendants of nobles, officers and soldiers, many of whom
enjoyed privileges of large estates and pre-eminence and as such
considered the British as usurpers. Another reason was religious
apprehension. Due to this Muslims widely refrained form active
participation in the new educational system of East India Company.
When the British became politically and economically powerful
they started to interfere in the educational set-up. For example they
extended all kind of support to missionaries for the propagation of
Christian faith through educational institutions. They passed resolutions
and favoured Western languages and learnings. They sanctioned funds
to facilitate English education and modern sciences. At the same time

123. W. W. Hunter. The Indian Musalman, Lahore, 1964. P. 167.

124. M. F. Rahman. The Bengali Muslims and English Education (1765-1835). Bengal Academy,
Dacca. 1973. P. 17.
 28

they confiscated or withdrew all aids, endowments and waqf properties

of the madaris-i islamia which were the source of all stipends of the
teachers and the facilities of students. So with each day the number of
students and teachers in the madrasahs began to decrease and soon led
them to be the madrasah closed down for ever. The scholars who
used to teach at their own houses were forced to discontinue this good
work as they were considered enemy of the British whose properties
were often seized and they were themselves imprisioned.
CHAPTER - I
 29
CHAPTER -1

MUSLIM CONDITIONS IN INDIA DURING NINETEENTH

CENTURY : WITH SPECIAL REFERENCE TO
EDUCATION

1. Background:- Muslims used to visit India from the very beginning

for trade and commerce and established their earliest colonies on the western
and eastern coast-line of India. The first conquest by them was made in
Sindh during the reign of Walid bin 'Abd al- Malik (705-715), the Umayyad
Caliph, under the command of MuhammadfainQasim in 711. Later during
the 11th century Mahmud Ghaznavi invaded India several times between 999
to 1026. But every time he returned to his capital after fulfilling his objectives.
Then came the Ghaurid whose commanders not only invaded but after conquest
settled down in North Western parts of India, where they promoted education
and founded madrasahs in their conquered areas. They were followed by the
Khiljis, Lodhis, Suris and lastly the Mughals came and established their rule.
Education and 'Ulama were, by and large, patronized by all Muslim rulers.
The Mughals continued to rule the country until the last Mughal
Emperor, Bahadur Shah, who was deposed by the British in 1857. But after
Aurangzeb (d. 1707) the political decay of the country had clearly set in and
finally ended in complete collapse under rebellions and conspiracies of high
officials, governors and courtiers.
For a time the Marathas had become the chief political and military
power in India. They unsuccessfully tried to establish their own rule in the
country. In the North the provinces of Oudh and Bengal as well as Panjab
under the Khals"a power became independent of the Mughal rulers of Delhi.
The invasion of Nadir Shah and Ahmad Shah Abdali further weakened the
central rule.
Apart form this there was a large number of small petty states scattered
 30
all over India owing allegience to some neighbouring larger states. Most of
these states, whether large or small, were too weak to defend themselves against
any external enemy. But they never even thought of combining together against
their common enemy, i.e. the British. On the other hand they often sought
help from the British against their rival rulers.
2. Invasion Of East India Company :-
This was the situation in which the British East India Company turned
to make the most of it. The Company had come to India for trading purpose
and had no desire of establishing a territorial rule. But gradually they found
that the petty Muslim states, which had sprang up as a result of Mughal
weakness, were not in a position even to defend themselves. They began to
realize that they could trade much more profitably and freely if they wrested
the political control and established their military supremacy. With this object
in mind they had to fight first with the French who were already struggling for
the same objectives in the South. In 1765 the Company also succeeded in
establishing their control over Bengal province. After defeating Tipu Sultan
almost all the areas of South India came under their control in 1799. Thus
from the beginning of the 19th century the British trading company brought
almost all the major parts of India under their colonial rule. Wherever the
British went, they crushed and subjugated the local chiefs, disbanded their
armies and took the administration of the area into their own hand or
supervision.
3 : Mughal Attitude Towards Christian And Education :
From the very beginning, the Mughal rulers had adopted a secular policy;
welcomed the Europeans for commerce, showed liberal attitude towards
Christians and permitted even to carry on missionary activities. The following
lines highlight this Mughal patronage and enviable position of the Mughal
nobles,
"The extent patronage shown to the missionaries under the
 31
Emperors of the house of Babar was extra ordinary. They
were the honoured guest of the Emperors; they enjoyed
privileges which were the cause of envy to the Mughal
nobility."1
Many Europeans had been appointed to the higher military posts in the
18th century. As 'Aziz Ahmad observed that this showed the technical,
superiority of the Europeans in the manufacture and use of the more
sophisticated weapons as well as in their strategy of war.2
The Muslim rulers from the very beginning took interest in the
advancement of education. They encouraged and patronized the scholars and
the people of the pen. There existed many schools and madrasahs and ran
smoothly through proper financial arrangement, i.e. endowments. But there
was one demerit in the policy regarding education during Muslim rule that, to
some extent, the education was limited to the children of nobles and upper
classes. There was no adequate attention or provision towards the education
of general masses. When the British became the political masters this situation
further deteriorated as they confiscated or curtailed public trusts and
endowments of madrasahs.
In the beginning of the 17th century the East India Company did not
take proper step for the education of the Indian people. In 1659, the Court of
Directors explicitly stated that it was their earnest desire by all possible means
to spread Christianity among the people of India and allowed missionaries to
act boldly in this regard3. According to Charter Act of 1698, Chaplains were
appointed in Bombay, Calcutta and Madras to look after the education of the
Christian children and Anglo-Indian Children.

4. British Acts And Resolutions Regarding Education :

1. S.R. Sharma, The Crescent in India, Bombay, 1966, P. 731.

2. "Aziz Ahmad. Islamic Modernism in India and Pakistan, Oxford University Press, London, 1967,
P. 4.
3. W.H. Sharp. Selection from Educational Records, vol. I, P.3. Quoted by Syed Ghulam
Mohiuddin, "Modern Education and the Educational Problems of the Indian Muslims",
Muslim Education Quarterly, vol. II, No.4, Islamic Academy Cambridge, U.K., 1985, P.62.
 32

After 1765 when the Company became a political power in India, their
educational policy got some change. Before 1765 the Company's attention
was limited to the education of Europeans and Anglo-Indian subjects. But
now they established some centers of higher learning for the Hindus and the
Muslims also.
Warren Hastings was the first man who took a major step and founded
a madrasah in Calcutta in 1781. The madrasah was solely meant for promoting
and encouraging the study of Arabic and Persian languages. However special
care was taken to educate the students in the Muhammadan Law. Besides the
syllabi included Astronomy, Geometry, Logic, Arithmetic, Philosophy,
Theology and Grammar. Syed Mahmood had borrowed an extract from the
"Memoir" of Mr. Thomas Fisher4, which is the most authoritative source of
information available regarding the purpose;
"The Calcutta Madrissa, or Muhammadan College, was
founded at the request of several Muhammadans of
distinction, in the year 1781, by the Governor General,
Warren Hasting, who provided a building for it, whose cost
was Rs. 57745. The Bengal Government also assigned lands
of the estimated value of Rs. 29000 per annum for the support
of the institution. The original intention of the Founder
appears to have been, to promote the study of the Arabic and
Persian Languages, and of the Muhammadan Law, with a
view, more especially, to the production of wel qualified
officers of the courts of Justice."5

Not only did the company provide for the education of Muslims due to
their intention running the judicial administration smoothly they provided for
the education of Hindus also. The Resident Jonathan Duncan founded a Hindu
Sanskrit College in Banaras, the sacred place of Hindus6. The curriculum
included Hindu theology and rituals, Medicine, Mathematics, Arts, Grammar,

4. Thomas Fisher hold the office "Searcher of the Records" at the East India Company, in
London. He had written "Memoir" on Education in India, dated 7th February 1827.
5. Syed Mahmood, A History of English Education in India, M. A.O. College, Aligarh, 1895,
P. 18.
6. Ibid., P. 19.
 33
sacred Loxicography, Logic, Ethics, Philosophy etc.
In these two institutions, by going through the subjects which were
taught there, it became clear that the British needed the cooperation of Hindus
and Muslims in so far as the matter related to judiciary. No special care was
taken to educate the people in sciences particularly Western sciences and
English language.
However in 1813 the Charter of the East India Company was placed
before the British Parliament to make the provision of one lakh rupees for the
promotion and encouragement of sciences among the inhabitants of British
India7. In any case it was the first ever legislative support introduced by the
British for promoting modern education among Indians.
The policy of Warren Hastings on education was largely welcomed by
the Hindus of Bengal as the urge to acquire the Western knowledge was strongly
enough among them. This is one of the reasons for which the British favoured
Sanskrit over Persian and The Court of Directors wanted this amount to be
spent on the promotion of Sanskrit learning alone8. Any way the fact of the
matter is that Muslims for a longer period of time remained inactive in accepting
the Western education.

5 : Secret Mission Of The British And The Missionaries :-

The missionaries' main interest was to propagate Christianity. In order
to promote this objective, they had established several schools. They were
however mainly concerned with the propagation of their own religion. They
tried to woo the Indians by making use of printing press and the vernacular
languages. However, the educated natives opposed the steps of missionaries,
as the purpose of the missionaries was neither the education of Indian natives
nor the eradication of backwardness, but only the propagation of Christian
ideas.

7. Ibid., P. 23.
8. Ibid., PP. 23-24.
 34

The Government took certain steps for them to desist from such activities
as might lead to an escalation of agitation. But, actually, the Government's
warning to the missionaries was only an outward posture. The well known
paper Friends of India highlighted the conspiracies of the Government and
Christian missionaries to replace Islam and its culture with Christianity and
Western Civilization. The Company Government, though interested in the
translation of Christian scripture, avoided direct interference. At the same
time it allowed the missionaries to go ahead freely with their aims and
objectives9.
6 : Raja Ram Mohan Roy And Modern Education :
In the Charter of 1813 rupee one lakh per year had been sanctioned for
the education among the Indian natives. In 1823 a General Committee of
Public Instruction was appointed by the Government to decide whether the
traditional education should be continued or it should be replaced by English
education. Majority of the members of General Committee of Public Instruction
were in favour of traditional education. But it was opposed particularly by
the Hindus of Bengal. Raja Ram Mohan Roy10 protested against the expenditure
of money on traditional education and urging that all available funds and
endeavours should be devoted to the promotion of the English language and
literature and Western sciences, among the people of India.11
Raja Ram Mohan Roy along with David Hare12, Sir Edward Hyde East13
and some of the rich Hindu natives of Calcutta formed an association for
founding a seminary {pathshala) in which the sons of Hindus might receive

9. Friends of India, 1838. 5th April. Quoted in Mujeeb Ashraf, Muslim Attitudes Towards
British Rule and Western Culture in India, Idarah-i Adbiyat-i Delli, Delhi, 1982, P.24.
10. Raja Ram Mohan Roy was the founder of Brahmo Sarriaj and Hindu College Calcutta. He
led a revolution against Sati Pratha. He was expert of Persian, Arabic, Sanskrit, Latin,
English and Hebrew languages. He was the man of enlightened and far-sighted and a great
patron of Western education.
11. Syed Mahmood, Op. Cit.. P. 52.
12. David Hare was a private European Resident of Calcutta and served for the betterment of the
people of the Calcutta. He was a close friend of Raja Ram Mohan Roy.
13. Sir Edward Hyde East was the Chief Judge of Supreme Court, Bengal in 1816.
 35

education not only in Asiatic languages but also the languages and literature
of England. For that purpose a sum of rupee 113179 had been subscribed and
a vidyalaya had been opened in 1817.14
To meet the demand of local Indians and to improve their conditions,
eductionally and economically, the rich and educated Hindu class suggested
the Government to take necessary steps. And as a result a number of
Committees of Public Instruction were appointed in Calcutta, Bombay and
Madras mainly with a view to ascertain the state of education and to aid and
advise the Government to take steps to mobilise people and resources for
education. In Bombay in 1823 an educational society was established to do
the same job. No doubt there were differences in their view point regarding
the nature of education. Some supported oriental learning while others Western
learning and till 1835 no decision could be taken in this regard.
7. William Bentinck's Resolution :
Lord Macaullay, legislative member of the council of Governor-General,
submitted a Minute to Governor-General, Lord William Bentinck, on 2nd
February 1835 in favour of English education. Lord Macaullay wished,

"to create a class of persons who would be Indian in blood and

colour, but English in taste, in opinion, in morals and in
intellect."15

Lord William Bentinck adopted Lord Macaullay's views and on the 7th March
1835 passed a resolution, in which their special emphasis was on that all the
funds be reserved for the purpose of English education alone16. This resolution
resolved the problems of medium of instruction.
Hindus, generally, showed their inclination towards Western education

14. K. S. Vakil, Education in Indian Modern Period (1540-1940), Kolhapur, 1940, P. 56.
15. The Cambridge Shorter History of India, vol. II, ed. By H.H. Dodwell, Indian Edition,
Cambridge University Press, 1935, P. 717.
16. Syed Mahmood, Op. Cit., P. 51.
 36
and sciences. So they welcomed and appreciated the resolution passed by
Lord William Bentinck17. The number of books sold by School-book Society18
shows the public choice and feelings in regard to the different system of
learnings. Syed Mahmood given the detailed of books which were sold from
January 1834 to December 183519. They are as follow;
A. English Books - 31649
B. Bengali Books - 5754
C. Hinduee Books - 4171
D. Persian Books - 1454
E. Arabic Books - 36
F. Sanskrit Books - 16 etc.

But for the Muslims it was equally disheartening as they thought of this
as an encroachment on the religious learning. In the words of H.H. Wilson20:
"Upon the determination to abolish the stipends, and the
proposal to appropriate all the funds to English education, there
was a petition from the Muhammadans of Calcutta, signed by
about 8000 peoples, including all the respectable Maulvis
and native gentlemen of that city. After objecting to it on
grounds of general principles, they said that the evident object
of the Government was the conversion of the natives; that they
encouraged English exclusively and discouraged Muhammadan
and Hindu studies, because they wanted to induce the people
to become Christians."21
8. William Bentinck's Policy Of Religious Neutrality :
William Bentinck declared the policy of religious neutrality after the
petition of the Muslims of Calcutta appealing to the Government to spare the
madrasahs and refrain from such measures as might result in the destruction
of the literature and religious system of Islam22. Muslim 'w/am5*apprehended
that the objective of the Government exclusive the encouragement to English

17. Ibid., P. 52.

18. The policy of school- book society was to print only such books as were in demand, and to
dispose of them only to those who pay for them.
19. Syed Mahmood, Op. Cit, P. 52.
20. H.H. Wilson was a famous Sanskrit scholar and a member and secretan- of the Committee of
Public Instruction at Calcutta.
21. Syed Mahmood, Op. Cit.. P. 53.
22. Ibid.. P. 64.
 37

language and discouragement to Hindu and Muslim studies was conversion to

Christianity. Their suspicion was not unfounded because the missionaries
used to teach Christianity through the English education,23 disregarding the
policy of religious neutrality24. In the words of Rev. Alexendra Duff. D.D, a
missionary :
"Our great object was to convey as largely as possible knowledge
of our literature and Science to the young persons; but another and
more vital object was to convey a thorough knowledge of
Christianity"25

This isolation in the field of education, however, caused immense harm

to the Muslims in competing with their Hindus compatriots. The suspicion
was to remain as an obstacle in the way of Muslims and prevented them to
take up the challenge of Western education. There were enough evidences
which substantiated the views of Muslims. For instance, it may be seen in the
willingness and the approval of the Governor of Madras, Marquis of Tweeddale,
regarding the inclusion of Bible in the course of study of Government
seminaries26. It could be noticed that high ranking officials were against the
local religion and were sympathetic towards missionaries.

William Bentinck's Resolution of 1835 on one hand encouraged English

education and on the other, it intended to stop all kinds of financial assistance
to the institution of Oriental learning. This extreme measure was however

23. Many Christian missionaries palyed a vital role into conversion. Such as St Mary's Charity
School at Bambay founded by Rev. Stevenson in 1715, Danish Missionaries in 1716, two
Charity schools were opened at Madras in 1717, Rev. Richar cobbe founded a missionary
school at Bambay in 1719, Cahplain Bellamy opened at Calcutta in 1719, a Female Orphan
Asylum was started at Madras by Lady Campbell in 1787, Rev. Dr. Andrew Bell Started a
Male Asylum in 1787, Carey Missionaries in 1793, Marshman and Ward at Serampur played
important role into conversion. By 1820 the Missionaries Societies were doing a lot of work
in this field. The primary object of all these missionaries was not to educate the people but to
preach Christianity. The missionaries realized that the spread of English language would
help in the spread of Christianity in the country. Wilson College at Bomby, Christian College
at Madras, St. John's College at Agra and many other missionries colleges where the Bible
classes were made compulsory.
24. Ram Gopal, Indian Muslim, Bombay, 1964, PP. 18-19.
25. Ibid., P. 20.
26. Syed Masroor Ali Akhtar Hashmi, Muslim Response to Western Education, New Delhi,
1989, P. 6.
 38
abrogated by Lord Auckland in 1839. Lord Harding in 1844 brought a new
ruling by which the students were to be given preference in services if they
come from such institutions which imparted English and Western education.
The Resolution of Lord Harding of 1844 is as follow :
"In every possible case a preference shall be given, in the selection
of candidates for public employment, to those who ha:ve been
educated in the institutions thus established, and especially to
those who have distinguished themselves therein by a more than
ordinary degree of merit and attainment"27.
This helped a great deal in creating a material preference for English
education. Though the Resolution of 1844 also emphasized English as the
official language in the transaction of official business. But more or less this
attempt did not materialize.

9 : Wood's Despatch :-
Sir Charles Wood's Despatch to the Courts of Directors has been described
as, 'The Magna Carta of English Education in India'. It enunciated the aim of
education as the defusion of Arts, Sciences, Philosophy and the Literature of
Europe. The English language was to be taught wherever there was demand
for it. Both the English language and the Indian languages were to be given
special attention and prescribed as the means for the attainment of the following
objects :
"l.The constitution of separate department of the administration
of education.
2. The institution of Universities at the presidency towns.
3. The establishment of institutions for training teachers for
all classes of schools.
4. The maintenance of the existing Government colleges and
High schools, and the increase of their number when
necessary.
5. The establishment of new middle schools.
6. Increased attention to Vernacular schools, indigenous or
others, for elementary education; and
7. The introduction of a system of Grants-in-Aid."28
27. Quoted by K.S. Vakil, Op. Cit., P. 101.
28. Report of the Indian Education Commission, 1882, PP. 22-23. Quoted by Syed Mahmood, Op.
Cit., P. 85.
 39

The Government's commitment to higher education can be seen in that

even in the event of great disturbances in North India three Universities were
established in Calcutta on 24th January 1857, in Bombay on 18th July 1857
and in Madras on 5th September 1857. It was in 1882 that an Indian Education
Commission was appointed, which was headed by W.W.Hunter to enquire
and to suggest measures to further strengthen and widen the educational net
work proposed by Wood's Despatch. So, there was a sharp rise in the number
of colleges and from 27 in 1857 the number rose to 72 in 188229. Along with
this the Wood's Despatch also supplemented the educational institutions of
private nature which are largely financed by individuals and private
organisations. This policy was seen as an advantage by missionaries till 1882.
But later on, due to national feeling, Private Indian enterprises came into lead.
In 1901-1902 the colleges under Indian management numbered 42 as against
37 missionary colleges30.

10 : Indian University Commission :

In 1902 Indian University Commission was appointed which was largely
welcomed by the educated Indians. The recommendation of this Commission
was incorporated in the Indian University Act of 1904. The act was considered a
milestone in the development of higher-education. The appointment of Sadler
Commission in 1917 was also a landmark as it recommended the opening up of
Women's education and establishment of teaching Universities at Dacca and
Calcutta. The recommendation helped in the establishment of teaching and
residential Universities. From 1915 to 1920 more than half a dozen Universities
came into existence. They were Mysore University in 1916, Patna University in
1917, Banaras Hindu University in 1917, Aligarh Muslim University in 1920,
Dacca University in 1920 and Lucknow University in 1920.

29. Nurullah. S. and Naik IP. A Students History of Education In India. Bombay, 1956, P. 158.
30. Ibid., P. 146.
 40
11 : Muslim's Response Towards Western Education :
Regarding the Muslim's response towards British as Mujeeb Ashraf,
after evaluating, divided them into four groups,
"One group of nobles sincerely considered friendship and
alliance with the British indispensable for the continued
existence of the Indian states and made it their policy to be
friendly with the British....Another group was so completely
impressed by the British and their culture that it sought to
organise the affairs of State and the conditions of the society
on British lines. A third group was loyal neither to the state
nor to the British Government and followed a policy which, in
its view, best suited its own personal and selfish interests. There
was, finally, a fourth group which was totally opposed to British
dominance and the British connexion."31
The behaviour of the Muslims of Southern and Northern part of India
differed from each other in many respects. Southern and Western sections of
Muslims should positive response towards English and Western sciences, while
the Muslims of Northern India, to some extent also Hindus, refused to accept
Western learnings. S.'Abid Husain discussed in detail the reasons by which
the behaviours of Southern and Northern Indian Muslims differed form each
other towards Western culture and sciences. The abstract of his thinking are
given in the following sentence.
The Muslims of Southern and Western part of India were descendants
of Arab merchants and sailors. To fulfil their material aspect they liked peaceful
society, having good relation with the Hindu rulers, ready to adjust with every
new circumstance and were generally educated. While the Muslims of Northern
India were descendants of nobles, officers and soldiers. They were holding
high posts, enjoying privileges. But after the British dominance all the
privileges were curtailed or abolished. They considered British as usurpers
and openly showed their hostility due to social, cultural and political
prejudice.32

31. Mujeeb Ashraf, Op. Cit., P. 85.

32. S. Abid Husain, The Destiny of Indian Muslims, Asia Publishing House, New Delhi, 1965,
PP. 17-20 (For detail).
 41

The study of political events and their impact on Muslims are important
to understand the Muslim response. The political events in the aftermath of
the battle of Plassey (1757) and the battle of Buxar (1764) had changed the
attitude of British towards Muslims. The British now onwards were highly
cautious regarding Muslims. After establishing their hegemony, the British
began to destroy the financial strength of the Muslims.
The commercial policy of East India Company destroyed the centers of
Indian industries that even Englishmen like Sir Charles Trevelyon and
Montgomary Martin felt sorry over the plight of Indian manufactures and
labourers.33 Many of the fmer industrial arts of India were in the hands of
skilled Muslims, were ruined. Particularly the Muslims of Bengal were the
greatest lossers.34 In 1793 the British passed the land Act, which adversely
influenced the economic condition of the Muslims. They changed the
relationship with the landlords, especially in regard to the Muslims, and closed
the door to their landlordism.35

The substitution of English language for Persian as the Court language

in 1837 greatly affected the Muslim subordinate officers. Hafiz Malik rightly

remarks,
"Their strategy was to oust the Muslims from the profession
and the position of economic and administrative control."36

As a whole Syed 'Amir 'Ali writes that upto this time, in 1793, high offices,
fiscal as well as judicial were filled by Muslims. But now the higher executive
appointments were reserved exclusively for Europeans.37
As a result of this biased injurious discriminating policy, the Muslims

33. R.C. Dutt, The Economic History of India in the Victorian Age, London, 1908, PP.99,105.
112.
34. RamGopal. Op. Cit. P. 15.
35. P. Hardy, The Muslims of British India, Cambridge, 1972, PP. 40-50. (For detail).
36. Hafeez Malik, Muslim Nationalism in India and Pakistan, Washington D.C.1963, P. 145.
37. Quoted by Mujeeb Ashraf, Op. Cit., P. 21.
 42

were forced to live in shabblily conditions. In this circumstance the 'ulama3'of

the time such as Shah 'Abd al-'Aziz, Syed Isma'il Shahid, Muhammad Ishaq,
Syed Ahmad Barelvi, Haji Imdad-Allah MuKajir Makki, Maulana Qasimi
Nanautavi, Sir Syed Ahmad Khan in the Norther India and in Bengal Haji
Shari'at-Allah, Titumlr, Karamat 'Ali led the movement to teach and preach
the Islamic teachings and values amongst the Muslims. They tried their level
best to reform in the Muslim community.

Shah 'Abd al-'Aziz in the beginning of 19th century declared India as a

Dar al- Harb in his fatva. He in hisfatva said,
"In the city (Delhi) the Imam al-Muslemin wields no authority,
while the decrees of the Christian leaders are obeyed without
fear (of the consequences). Promulgation of the commands of
kufr means that in the matter of administration and the control
of the people, in the levy of land tax, tribute, toll and customs,
in the punishment of thieves and robbers, in the settlement of
disputes, in the punishment of offences, the kafir acts according
to their discretion. There are, indeed, certain Islamic rituals,
e.i. Friday and 'Id Prayers, adhan and cow slaughter, with which
they do not interfere. But that is of no account. The basic
principles of these rituals are of no value to them, for they
demolish mosques without the least hesitation, and no Muslim
or dhimmi can enter the city or its subrubs except with their
permission. It is of their own good that they do not object to
people going in and out, to travellers and traders visiting the
city, (on the other hand), distinguished persons like Shuj'a al-
Mulk and Wilayate Begum cannot visit the city without their
permission. From here to Calcutta the Christians are in complete
control. There is no doubt that to the right and to the left, in
principalities like Hydrabad, Rampur, Lucknow etc, they do
not govern directly as a matter of policy and because the
possessors of these territories have become subject to them.
This is what is to be understood from the hadith, and in
accordance with the principle of following the lives and actions
of the venerable companions and the great khalifas"™
However he was of the view that the learning of English was not against
shari 'ah. He had the view to learn English not for employment and monetary

38. Shah -Abd al-'Aziz, Fatwa-i 'AzTzlvol. I, Matba- Mujtaba'-i, Delhi, 1311 AH, P. 17. Quoted
by M.Mujeeb, The Indian Muslims. London, 2nd ed. , 1969, PP. 390-391.
 43
purpose. His fatva describes the purpose of acquiring English Knowledge :

"Learning English for the purpose of reading, writing letters and

knowing the secret meanings of words is permitted. But if any
man learn English in order to unite himself with the English, he
sins and transgresses the Law, as in the case of weapon. When it
is made to drive away thieves or to arrest them, the making of it
is a pious act; but if it made for helping or defending the thieves,
then the making of it is sinful."39
Shah' Abd al- 'Aziz formed two Boards of Directors, one to look after military
matters and the other to serve as a Surveillance Committee. 'Abd-al-Haq
Maulana Isma'il and Syed Ahmad Barelvi looked after military matters and
Maulana Ishaq and Maulana Muhammad Ya'qub served in surveillance
committee. Syed Ahmad Barelvi after Shah 'Abd al-'Aziz played a leading
role in the military matters and tried to check the ill practices of the Muslim
society. He fought a series of battles first against the Sikhs and then against
the British rule. The movement was shaken only after the five state trials
form 1864 to 1871 and saw many leaders of the movement were killed and
executed.40
12: Mutiny Of 1857:
The hostility further got accentuated in the Resistance of 1857 and thus
began a continuous struggle between the British and Muslims, in which
freedom-loving Hindus also participated with Muslims. However the British
rulers were powerful on both the fronts, economic as well as military.
The Mutiny of 1857 had turned the Muslims as the main accused in the
eyes of the British. Consequently in the post 1857 period Muslims were
persecuted. Many were imprisoned, hanged, tortured while their properties
were taken away without any consideration of his being a rebel or legal, young
or old. As a result many Muslim families perished and those who survived

39. Shah 'Abd al-'Aztz, Fatawa-i 'AzTzT, Delhi, 1904, PP. 91 -92. Quoted by Mujeeb Ashraf, Op.
Cit., P. 122.
40. Five State trials :- First to fifth trials were held in Ambala, Patna, Maldah, Raj Mahal and
Bengal consequtively.
 44

were not less unfortunate. Lord Canning, after the Mutiny of 1857, described
the situation in the following words:
"The discriminate hanging, not only of persons of all shades of
guilt, but of those whose guilt was at the least very doubtful,
and general burning and plunder of villages, whereby the
innocent as well as guilty, without regard of age or sex were in
discriminatory punished."41

From the very early time the British regarded the Muslims as hostile but after
1857 the situation became still worse. They put, right or wrong, every blame
on Muslims and did not want to see them in administration. On the other hand
their attitude was kind towards Hindu and were even inducted in administrative
services. Not only this but they now replaced Muslims by Hindus in
Government services. There were some concessions for Muslims to enter in
Government jobs, but after 1857 these concessions were withdrawn.
13 : Muslims' Position In The Services :
>

Sir William Hunter in his book Indian Musalmans had given the data by
which the pitiable condition of the Muslim can be understood. Hunter has
shown the Muslim position in the three aristocracy departments;
(A) Military Command
(B) The collection of revenue and
(C) Judicial and political employ.
Regarding the army Hunter Says,
"No Muhammadan gentlemen of birth can enter our regiments;
and even if a place could be found for him in our military system,
that place would no longer be a source of wealth."42

As regard to the collection of land revenue, Hunter compared the Muslim's

position under Mughal and the British and quoted Mr. James O'Kinesly :

41. Edward Thompson, The Other Side of the Medal, London, 1925, P. 74. Also quoted in Syed
Razi Wasti, The Political Triangle in India (1858-1924), Lahore, 1976, P.20.
42. W.W. Hunter, The Indian Musalmans, Delhi, 1969, P.151.
 45

"It (British policy) elevated the Hindu collectors, who upto that
time had held but unimportant posts, to the position of
landholders, gave them a proprietary right in soil, and allowed
them to accumulate wealth which would have gone to the
Musalmans under their own rule."43
Regarding the Judicial, political or civil employ he says;
"None of the native gentlemen who have won their way into
the Covenanted Civil Services, or upto the bench of the High
court, are Musalmans."44
Hunter gave a detailed report that how many Englishmen, Hindus and
Muslims were promoted or demoted in their posts from their grade to lower
grade. He says,
"In the highest grade in which the appointments dated from a
previous generation... in April 1869 there was one Musalman
to two Hindus; there is now (1871) one Musalman to three
Hindus. In the second grade there were then two Muhammadans
to nine Hindus; there is now one Musalman to ten Hindus. In
the third grade there were then four Musalmans to a total of 27
Hindus and Englishmen; there are now three Musalmans to total
of 24 Hindus and Englishmen. Passing down to the lower ranks,
there were in 1869 four Musalmans among a total of thirty of
all creeds; there are now, 1871, four among a total thirty nine.
Among the probationers from whom the service is recruited,
there were only two Musalmans in a total of 28; there is now
not a single Muhammadan in this rank."45
He further says,
"In the three grades of Assistant Government Engineers there
were 14 Hindus and not one Musalman; among the apprentices
there were four Hindus and two Englishmen, and not one
Musalman. Among the Sub-Engineers and Supervisors of the
Public Works Department there were 24 Hindus to one
Musalman; among the overseas, two Musalmans to 63 Hindus.
In the Office of the Account there were fifty five names of
Hindus, and not one Musalman, and in the Upper Subordinate
Department there were twenty two Hindus, and again not: one
Musalman."46

43. Ibid., P. 155.

44. Ibid., P. 157.
45. Ibid., PP: 159-60
46. Ibid., P. 60.
 Hunter drew a chart of the gazetted appointments of 1871 where Englishmen,
Musalmans and Hindus were having the same qualification chart is given below.

Gazetted Posts Europeans Hindus Muslims Total

Covenanted Civil Services 260 00 00 260

Judicial officers in the Non-Regulation
Districts 47 00 00 47
Extra Assistant Commissioners 26 7 00 33
Deputy Magistrate and Deputy
Collectors 53 113 30 196
Income-Tax Assesors 11 43 6 60
Registration Department 33 25 2 60
Judges of Small Cause Court and
Subordinate Judges 14 25 8 47
Munsifs 01 178 37 216
Police Department 106 03 00 109
Public Works Department (Engineer
Establishment) 154 19 00 173
Public Works Deptt.(Subordinate
Establishment) 72 125 4 201
Public Works Deptt.(Account Estab.) 22 54 00 76
Medical Department Offices attached to
Medical Colleges, Jails, Charitable
Dispensaries, Sanitation and Vaccination
Establishments and Medical Officers in
charge of Districts etc. 89 65 04 158
Department of Public Instruction 38 14 01 53
Other Departments such as, Customs,
Marine, Survey, Opium etc. 412 10 00 422

Total 1338 681 92 2111

After showing the chart Hunter says,

"A hundred years ago, the Musalmans monopolised all the
important offices of State."47

Further he says,
"The proportion of Muhammadans to Hindus, as shown above,
is now less than one-seventh. The proportion of Hindus to
Europeans is more than one-half; the proportion of Musalmans
to Europeans is less than one-fourteenth....In the less

47. Ibid P. 161.

 conspicuous office establishments in the Presidency Town, the
exclusion of Musalmans is even more complete. In one extensive
Department the other day it was discovered that there was not a
single employ who could read the Musalman dialect; and, infact,
there is now scarcely of Government office in Calcutta in which
a Muhammadan can hope for any post above the rank of poster,
messenger, filler of ink-pots and menders of pens."48

Regarding the Law Profession, Hunter says,

"The law is even more strictly closed to the Muhammadans."49
and collected the statistics regarding that in 1869. According to that:
"The Law Officers of the Crown were six in number - four
Englishmen, two Hindus and no Musalman. Among the Offices
of the High court of sufficient rank to have their name published,
twenty one in number, there were seven Hindu gentlemen and
not one Musalman. Among the Barristers-at-Law were three
Hindus and not one Musalman."50

Likewise, Hunter also drew up a chart of Medical Profession in 1869 which

reflects the worst condition of Muslims. Such as,
"Among the Graduates of Medicine in the Calcutta University
there were four doctors; three Hindu one English man, and no
Muhammadan. Among Bachelors of Medicine, ten were Hindus
and one Englishmen. The hundred and four (104) Licentiates
of Medicine had five Englishmen, ninety eight Hindus, and one
solitary Muhammadan."51

The Muslim Students who had enrolled in English Colleges and Schools,
as has been reported to the Education Commission of 1882, in the various
provinces, shows the Muslim intention towards English. To clarify the actual

48. Ibid P. 161.

49. Ibid P. 163.

50. Ibid P. 163.'

51. Ibid., P. 166.

 48
condition it is necessary to show the chart, which is as follow :

Provinces Classes of Institution Total Number Musalmans %

OfStudents

Madras Colleges English 1669 30 1.7

High Schools " 4836 117 2.4
Middle 18553 702 3.8
Total 25058 870 3.4
Colleges English 475 7 1.4
Bombay High Schools " 5731 118 2.0
Middle 14257 781 5.4
Total 20463 906 4.4
Colleges English 2738 106 3.8
Bengal High Schools " 43747 3831 8.7
Middle 37959 5032 13.2
Total 84444 8969 10.6
North- Colleges English 223 29 13.0
Western High Schools " J4273 }697 }l6.3
Provinces Middle
Total 4496 726 16.3
Colleges English 126 7 5.5
Oudh High Schools "
11081 }l95 }l8.0
Middle
Total 1207 202 16.7
Colleges English 103 13 12.6
Punjab High Schools " 453 91 20.0
Middle 2671 703 26.3
Total 3227 807 25.0
All the Colleges English 5334 192 3.6
above High Schools " }l33561 }l2288 }9.2
Provinces Middle

Total 138895 12480 8.9

The above table stated the percentage of Muslims, who learnt English education
and showed that their number decreased as the class-wise education increased.52
Concludingly Hunter remarks that the statistical data of the Muslims in
profession of any department showed their negligible presence.53

52. Syed Mahmood, Op. Cit., PP. 167-168.

53. W.W. Hunter, Op. Cit., P. 164.
 49

Consequently the Muslims of Bengal, Bihar and Orissa were relegated

to a very pitiable position where they had virtually to beg from their political
and beaurocratic masters. The sorrowful plight of Muslims can be read in the
following lines. The Muslims of Orissa submitted a petition to their
Commissioner Mr. E. W. Molony,
"As loyal subjects of Her Most Gracious Majesty the Queen,
we have, we believe, an equal claim to all appointments in the
administration of the country. Turely speaking, the Orissa
Muhammadans have been levelled down and down, with no
hopes of rising again. Born of noble parentage, poor by
profession, and destitute of patrons, we find ourselves in the
position of fish out of water."54
Likewise the Muslims of Delhi also addressed their sorrowful condition to the
Governor-General:
"We the Muslim inhabitants of Delhi have since sustained the
extreme losses of life, property and honour. At present we
have absolutely nothing to feed our children and ourselves.
There is no ceiling under which we could seek shelter against
inclement weather, and no clothings to cover our bodies.
Thousands of us not bearing the severities of climate
perished last year and if nothing is done to protect us many
more will die this season."55

The sulking mood of Muslims can also be read into the report of a Persian
news paper Durbin dated 14th July, 1869, which is also testimony to the agony
of nightmares the Muslims had to face. The report is as follow :
"All sorts of employment, great or small, are being gradually
snatched away from the Muhammdans. and bestowed on men
of other race, particularly Hindus. The Government is bound
to look upon all classes of its subjects with an equal eye, yet
the time has now come when it publicly singles out the
Muhammadans in its Gazettes for exclusion from official posts.
Recently, when several vacancies occurred in the office of the
Sunderban Commissioner, that official, in advertising them in
Government Gazette, stated that the appointments would be
54. Ibid., PP. 167-168.
55. Punjab. C.S. Records, Genaral Department of Proceedings of 1st January, 1859, F. No. 11-
12. Quoted by Syed Razi Wasti, Op. Cit., P. 22.
 given to none but Hindus. In short, the Muhammdans have now
sunk so low that even qualified for Government employ, they are
studiously kept out of it by Government notifications. Nobody
take any notice of their helpless condition, and the higher
authorities do not deign even to acknowledge their existence."56
Sir Syed Ahmad Khan felt so distressed that on 26th May, 1875 addressing the
Muslim population at Azimabad (Patna), he said,
"Now you take a glance at the whole of India and bring before
your eyes its various organisations. Look at the Government
Departments! Look at the factories or Railway! Look at small
shops or big trading concerns! Look at any kind of private
enterprise and just find out for yourself how many of the
employed are Musalmans. I dare say the proportion would not
be more than one to a thousand."57
14: Muslim Advocacy For Modern Learning :
Muslim scholars and 'ulamfi' showed their liberal trends towards
Western learnings from the last decades of 18th century. Mirza Abu Talib
Landani58 (1752-1806), perhaps thefirstout spoken Indian Muslims, supported
British rule and responded to the Western culture. He liked English system of
education, the English legal system, the English customs and manners. He
was of the view that the Muslims in India should embrace such of the Western
values as were healthy and morally sound.59' Abd al-Rahim Dahri60 emphasized
and wrote a booklet61 on the necessity to acquire English learning by the
Muslims. He, like Raja Ram Mohan Roy, advocated for Western learnings
and addressed a Pamphlet to Lord Hasting regarding the introduction of modern
learning through the medium of English language. He was of the view that
the modern knowledge cannot be disseminated through translation.62

56. W.W. Hunter, Op. Cit., P. 167.

57. Sir Syed Ahmad Khan, Lectureron Ka Majmu'ah, ed. By Imam al-Din, Lahore, 1900, P. 86.
58. Mirza Abu Talib Landani was Liason Officer between Oudh Government and the British.
59. Mujeeb Ashraf, Op. Cit. PP. 209-210.
60. 'Abd al-Rahim DahrT was an English teacher at the Fort William College and had a prolific
knowledge in Arabic, Persian, Turkish, English, Latin, Pushtu etc.
61. The booklet was entitled Arzdasht dar Bab-i Darurat Tarvij-i Zaban-i Angrezi-o- 'Ulum
Firang (An appeal for the Study and Dissemination of the English language and Western
Culture.)
62. 'Abd al-Rahman Parwez Islahi, " 'Abd al- Rahim Dahri ki Khud Navisht Saw"anih 'Umari",
Jamia', New Delhi, April 1975, PP. 186-193.'(For detail).
 51

Another welknown scholar for his liberal and favourable attitude towards
British was Lutf-Allah (1802-1854)63 perhaps the first Muslim who wrote an
autobiography in English. He praised the technical achievements of the British
and their political and military tactices. He was impressed by the civility,
refinement and culture and admired their efficiency, their capacity for hard
work, their sence of cleanliness and their punctuality and regularity.64
Many products of Delhi College who after completing their education
advocated to acquire Western knowledge and supported British rule, such as
Zaka- Allah of Delhi (1832-1910), Maulana Muhammad Husain Azad (1833-
1910) and Maulvi Nazir Ahmad (1836-1912). Maulvi Nazir Ahmad wrote
many books, especially novels with a view to reform the Muslim society on
modern lines.65 He advocated two types of education - religious and rational
sciences. British were expert in rational sciences and as a result achieved
tremendous material progress. He viewed that Muslims should take up the
study of the sciences but not at the cost of their religious and cultural
education.66
15 : Sir Syed's Approach Towards Western Education :
Among the Muslim reformers Sir Syed Ahmad Khan was one of the
most towering personality in the 19th century. He launched a movement which
affected every aspect of Muslim life, i.e. social, economical, political, cultural
and religious. After the Mutiny of 1857 the condition of Muslim community
was very gloomy. He, did not know for a time inspite of all the reformist zeal
and ability, as how to help and save his community from material and spiritual
ruin. Finally he reached certain conclusions and made a plan. The main

63. Lutf-Allah was born at Dara Nagar in Malwa on 4th November 1802. He was the son of
Shaikh Muhammad Ikram. He taught Persian to British Military personals, such as B. Mac.
Mohan, W. J. Easturck. He also journeyed England in 1844.
64. Mujeeb Ashraf, Op. Cit., PP. 218-225 (For detail)
65. 'Abd al-Haq Marhum Dehli College, Delhi, 1945, PP. 1-2,6-15,61-62,76-77,146-149,171-
177.
66. Mujeeb Asharf, Op. Cit., P. 231.
 52
objectives of his plan, as Syed 'Abid Husain summed up, were as follows:
1. "To protect the Islamic religion from the onslaught of
Christian missionaries, and to prove that it was the one
true religion.
2. To remove the bitter enmity which had arisen between the
Muslims and the British for religious and political
reasons, and to establish friendly relations between them.
3. To re-enterpret the teachings of Islam and bring them in
harmony with modern science and philosophy, so that
educated Muslims, while holding on their religion, might
see the relation and enlightened view of life and meet
the demands of the new age.
4. To persuade Muslims to learn the English language and
Western sciences so that they might meet Englishmen
on equal terms and get a substantial share in the
administration of the country.
5. To try to maintain Urdu along with English as an associate
official language, and to develop it through translation
and original writings so that it might acquire a respectable
stock of modern scientific material."67
During the Mutiny of 1857 Sir Syed Ahmad Khan was at Bijnour, there he
save the life of about twenty families of Europeans and Eurasians. He assured
the Collector and Magistrate of Bijnour, Mr. Shakespeare by saying,
"As long as I am alive, you have no cause to worry."68
With this he earned the confidence of the British and succeeded, to some
extent, in minimising their hostile attitude towards Muslims. He on one hand
wrote a Pamphlet entitled Asbab-i Baghawat 4 Hind (The causes of the Indian
Mutiny) and tried to prove that the British Government itself responsible for
the Mutiny. He also refuted the British charge that Muslims were exclusively
responsible for the Mutiny. On the other hand he wanted to shut the mouth of
the critics of Islam through a commentary on Bible. His main purpose was to
highlight as far as possible the existing correspondence between Islamic and
Judo-Christian beliefs and remove the suspecions of the Christians concerning
Islam.69
67. S. 'Abid Husain, Op. Cit., P. 231.
68. Altaf Husain Hali, Hayat-i Javed, Eng. tr. K.H.Qadree and J.H. Mathew, Delhi, 1979,P.47.
69. Ibid., PP. 75-76.
 53

Sir Syed was of the view that the true Islamic teachings and Islamic life
were in perfect harmony with nature and go simultaneously with the need of
the age. This is clear from the fact, he asserted, that there are two types of
verses in Qur'an, i.e. mohkamat and mutashabehat. According to him
mohkamat verses have a clear precise meaning and mutashabShat verses have
no definite meaning. But the interpretation of the mutashabShat goes with the
knowledge and experience of the period. S. 'Abid Husain concludes the
discussion of Sir Syed's ideas about religious reforms as given below :
1. "In religious thought and practices it is not enough to
follow established authority. Every age requires a fresh
interpretation according to the needs of the time.
2. To make Islamic teachings intelligible and acceptable
to the whole of humanity, it is necessary to express
them in rational terms."70

Sir Syed not only tried to focus on the rationalistic approach of Islamic
teachings but also wanted to change the antagonistic attitude of orthodox
'ulama' and general masses towards the English language and Western
learnings. He openly opposed those who were of the view that the door of
ijtihad was closed. He stressed the use of ijtihad by which one would adjust
with every new circumstance.
The Sir Syed and his followers had to face much opposition and were
even threatened but they, through their determination, continued to pursuade
the Muslims to learn English language and advise them to adopt and respect
the good things in Western culture. For this he highlighted time and again the
importance of Western education.

Sir Syed declared that there was no option for the subject nations but to
learn the language of their rulers. He gave example of the Hindus, who were
in good condition under Muslim as well as British rule by learning the language

70. S. 'Abid Husain, Op. Cit., P. 28.

 54
of the rulers of the day. He believed that after acquiring the Western learning,
it would be possible for the Muslims to improve their social and political
conditions. With this objective in mind, he formed the Scientific Society in
1862 for the translation of Western learning from English to Urdu so as it
might be of help in understanding the intrinsic value of Western s ciences and
provide also a basis for mutual understanding and friendship between the British
and the Muslims.71 In 1866 the society started a journal, later named Aligarh
Gazette which had an each page its Urdu text in one column and its English
version in the other column. The main objective of Aligarh Gazette was,
"to acquaint the British with the thoughts of the Indians
and the condition of the country and to keep the Indian
informed of the methods of British rule, at the same time
enabling them to understand and take an interest in
politics."72

His other work was Khutbat-i Ahmadiya (Addresses on the life of the
Prophet Muhammad) (S.A.W.), in which he refuted all the charges against the
Prophet of Islam levelled by Sir William Muir.73 Before this he went to England
and visited libraries, museums, many scholars and observed closely the Western
culture and British administration. In England he had written a small Pamphlet
into English and highlighted the shortcomings and demerits of the Indian
educational system.74
During the stay in England he reached certain conclusions such as how
to overcome the religious prejudice which had arrested the progress of his
community. After returning from London he started a journal Tahdhib
al-Akhlaq with certain objectives, which are given below :

I. "A rational approach to Islam.

71. Altaf Husain Hali, Op. Cit., P. 85.

72. Ibid., P. 91.
73. Sir William Muir wrote Life of Muhammad and discredited the whole divine fabrics of
Islam and presented the Prophet Muhammad (S.A.W.) as a man of least character.
74. Altaf Husain Hali, Op. Cit., P. 123. '
 55
II. A readjustment of Islamic traditions and customs in
accordance with the changing time.
III. An active interest in the history and literature of Islam.
IV. A new approach to life, Islamic in its roots, but
adjustable to modern requirements, and
V. A better understanding of the Christians and their
mode of living."75
The sixth volume of Tahdhib al-Akhlaq stated the follo\^t«=!piTg5==8£
reformation of religious and cultural life of Muslims : ' \H*N
" 1. Freedom of opinion ^ i ^'-- f <'_ ^
7 3
2. Reforms of religious faith ^ \ T-i' ' ^ j£
2. Religious ideas and practices "(^ ^ , ?*
3. Research and analysis of certain religious problem^-!'i."-:.i-'JJ^-
4. Correction of certain religious matters.
5. Education of the young.
6. Making provision for education.
7. Women's education .
8. Promoting skills and the arts and crafts."76
No doubt Sir Syed was much opposed by the traditional sections of the
Muslims society but soon afterwards many Muslims particularly of upper classes
supported him and realized the value of Western education. With tlieir help Sir
Syed laid the foundation of Aligarh College with three major aims, i.e.
A. "to establish a college where Muslims might acquire an
English education without prejudice to their religion,
B. to organise a boarding house to which a parent might
send their children in confidence that the boy's conduct
would be carefully supervised and
C. to give an education which, while developing intellect,
would provide physical training, foster good manners,
and improve the moral characters."77

Since Aligarh College are insufficient to provide the religious teachings,

then Sir Syed founded 'Muhammadan Educational Conference' in 1887 for
imparting religious education. Many erudite people such as Altaf Husain Hali,
Shibli No'mini, Maulvi Nazir Ahmad, Nawab Mohsin al-Mulk took active

75. Rafiq Zakaria, Rise of Muslims in Indian Politics, Somaiya Publications, Bombay, 1970, P.
240.
76. Qamar Hasan, Muslim in India, A.M.U. Aligarh, 1987, PP. 9-10.
77. H.G. Rawlinson, "Sir Syed Ahmad Khan", Islamic Culture, vol. IV, July, 1930, P. 394.
 56
part.
16: Deoband Movement:
Before Sir Syed, Maulana Qasim Nanautavi along with his enlightened
friends, after the Mutiny of 1857, decided to found a madrasah at Deoband to
preserve the learnings of Islam. He was of the view that the teaching of Qur 'an
and hadith were necessary to the Muslims for the reconstruction of the Muslim
society. The main object behind the foundation of Dar al-'Ulum Deoband
was the preservation and perpetuation of Islamic belief and faith, learning and
culture. The Dar al-'Ulum on the one hand provided religious education to
the students so as to liberate them form polytheism, superstitions and enthused
them as a community to take a leading part in the National freedom movement.
Maulana Mahmud Hasan, the first student of the madrasah, expressed his
impression in the following words:
"Did Maulana Nanautavi found this madrasah only for teaching
and learning ? It was founded in my presence. I think it was
founded after the failure of the Mutiny of 1857 to teach and
prepare the Muslims for making up the losses of 1857."78

The foundation stone of the Dar al-'Ulum has been laid on 30th May,
Thursday, 1866 (15 Muharram 1238 ). At the time of the establishment of the
madrasah almost all the old madrasahs were either destroyed or seized or
closed due to financial crisis. In this pitiable condition Maulana Qasim realized
the gravity of situation, established the seminary of Deoband and advocated
the propagation of religious instruction.
The syllabi of the Dar al-'Ulum consisted of Qur 'an, hadith, tafsir,fiqh
and usul-i fiqh. Along with these subjects grammar, Arabic and Persian
literature, logic, astronomy, kalam, were also included in the syllabus.
The entire syllabi consisted of 106 texts and the students were classed by the
text books they studied rather than the year of their study.79

78. Syed Mahboob Rizvi, Tarikh-i Deoband, vol. I, Idarah-i Ihtimam, Dar al-'Ulum, Deoband,
1977, P. 44.
79. "Aziz Ahmad, Op. Cit., P. 105.
 57
Modern sciences (Physics, Chemistry, Zoology, Botany etc.) in the
syllabus ofthe Dar al-'Ulum had got no place. Maulana Qasim Nanautavi was of
the view that, as written by 'Aziz Ahmad, the identity and perfection ofthe Muslim
community lay in the preservation of its traditional heritage and more so because
Muslim traditional sciences (manqulat) were undergoing an unprecedented and
precipitous decline.80
Maulana Qasim Nanautavi was not against the acquisition of Western
language and literature. He reiterated that the madrasah was not opposed the
study of such education but simply wanted to avoid duplication of government
efforts.81 He was ofthe view that after completion of traditional Islamic learning
students might acquire modern education. His ideas for the acquisition of
modern sciences were being realized and in 1903, in the meeting of
Majjis-i Shura, it was approved that scholarship would be given to those students
who wanted to join government schools after completing their education from
the Dar al-'Ulum after studying from the government schools.82 But
unfortunately this could not be practically introduced due to lack of funds.
With this view Maulana Qasim Nanautavi reduced the period of courses
of studies from ten years to six years.83 He said that six years would be sufficient
for the study of Qur 'an, hadith, tafsir, fiqh, usul-i fiqh and fara 'id. He
advocated for the education of Qur 'an and hadith rather to the study of logic
and philosophy.
Dar al-'Ulum was founded for the academic excellence and moral
upbringing ofthe students. For academic excellence the Dar al-'Ulum though
follow the Hanafi school offiqh but it also accommodates the Maliki, Shafai'
and Hanabali schools offiqh. And for moral upbringing the 'ulama' ofthe

80. Ibid., P. 104.

81. Dar al-'Ulum Deoband, Rudad-iSalanah, 1290 AH, Deoband, 1873, P. 16. Quoted by Barbara
Daly Metcalf, Islamic Revival in British India: Deoband (1860-1900), Princeton University
Press, New Jersy, 1982, P.J 02.
82. Syed Mahboob Rizvi, Tarikh-i Deoband, vol. I, Op. Cit., P. 208.
83. Maiiazir Ahsan Gilahi, Sawaneh ($asmi, vol. II, Dar al-'Ulum Deoband, 1975, P. 286
 58

Dar al- 'Ulum were being attached to one or the other sufi schools. Regarding
the sufistic approach of Maulana Qasim Nanautavi, Maulana Qari Muhammad
Tayyab said that the two orders, Chishtiya and Naqshbandi, merged into one
in the person of Haji Imdad-Allah and through him transferred to Maulana
Qasim and Rashid Ahmad Gangohi.84
Maulana Qasim refuted the Sir Syed's 15 guiding principles of tafsir
one by one and rejected his speculative trends.85 He was also against the political
views of Sir Syed that to keep separate from Indian National Congress and be
loyal to the British. But at the same time he appreciated the Sir Syed's efforts
for the welfare of the Muslims. Maulana Qasim gave a positive response to a
letter of Sir Syed, in which Sir Syed invited him for the preparation of up-to-
date curriculum for the teaching of theology. Maulana Qasim himself could
not go Aligarh but he sent his son-in-law Maulana Muhammad 'Abd-Allah for
the purpose. In 1893 Maulana Muhammad 'Abd-Allah joined the college as a
Dean and looked after the theological education.86
Maulana Qasim and Sir Syed both were advocated for remarriage of
widows, women's legal right of inheritence and opposed to extravagance in
ceremony, dowry, innovations (bid'at) and other ill-practices of the Muslim
community.
Sir Syed's affection and his hight of respect to Maulana Qasim reflects
in his obituary which he wrote on the demise of Maulana Qasim. Some lines
of the obituary notice are given below :

"People had thought that after Maulana Muhammad Ishaq (grand

son of Shah Waliullah) there would be no body who could equal
him in all those qualities for which he was known, but the late

84. Syed Mahboob Rizvi, Op. Cit., P. 28.

85. For the fifteen guiding principles of Sir Syed see in Sir Syed, Maktub'at-i Sir Syed, ed. By
Shaikh Muhammad Isma'il Pahipati, Majlis-i Taraqqi Adab, Lahore, 1959.PP. 23-27. And
for Maulana Qasim Nanautavi's refutation to Sir Syed's 15 guiding principles see in
Muhammad Qasim Nanautavi, Tasfiyah al- 'Aqa'id, Dar ai-AshFat, Karachi, 1976.
86. Sir Syed wrote a letter to Munshi Sa'id Ahmad (Assistant Manager of the College Boarding
House) on 5th June, 1893 regarding the appointment of Maulana Muhammad 'Abd-Allah.
For detail see Sir Syed, Maktubat-i Sir Syed, Op. Cit., PP. 617-622.
 59
Maulana Qasim proved by his great goodness and godliness, his
piety and humility, that among those who passed through the
discipline of Delhi school....In this age of ours he (Maulana
Qasim) may perhaps has been a little less than Shah 'Abd al-
'Aziz in learning but he excelled him in all other things. He was
really a man of angelic qualities.... The Seminary of Deoband is
a worthy memorial to his greatness. It is the duty of all of us to
endeavour that the school may be placed on a stable
foundation."87

17 : Guiding Principles Of Dar al-'Ulum Deoband :

The Dar al-'Ulum Deoband was founded in 1866 after eight years of the
failure of the Mutiny 1857. For its smooth running Maulana Qasim Nanautavi
made a policy of inviting public contribution because the British curtailed or
even stopped the financial aids and endowments to madrasahs which led it
closing down. In this situation Maulana Qasim compiled the following eight
fold basic principles on which the foundation of the Dar al-'Ulum is based.
1. The most important thing is that the authorities of the madrasah should
always take utmost interest in raising more and more funds from the
public. Others also should be exhorted to make efforts for constant
increase in public donations. The well wisher of the madrasah should
never forget this obligation of theirs.
2. Constant and serious endeavours are to be made towards a permanent
and decent boarding arrangement for the students.
3. The body of the councillors (shura) responsible for the management
of the madrasah should be devoted to its cause. Rigidity of views is
undesirable. One should never try to manoeuvre in order to impose
his opinions upon others. God forbid ! the foundation of the madrasah
will be shaken when its councillors cease to be tolerant of each other's
views. The muhtamim is bound to seek council in all advisable

87. The Aligarh Institute Gazette, 24th April, 1880, 467. Quoted by S. 'Abid Husain, Op.
Cit.,P43.
 60
matters. Outsiders, also, who entertain a feeling of good-will toward
the madrasah and have experience and intelligence, should be given
an opportunity for constructive suggestions.
4. It is essential that the teachers of the madrasah be like-minded like
the worldly-minded 'ulama they should not be conceited and
disrespectful to others. It will be a bad day for the madrasah when
such a situation arises.
5. The curriculum and the method of instruction, as already proposed
or afterwards agreed upon by mutual consultations, should be strictly
followed; otherwise this madrasah will not flourish and if does
flourish it will not serve the purpose.
6. So long as the madrasah does not have any regular and definite source
of income, it will continue to exist - Insha Allah provided there is an
honest reliance on and faith in His mercy and compassion; and when
it comes to posses a definite source of income, e.g. some substantial
property in the form of land or factory or a promise of permanent
donation from some rich person of honest intentions, their it appears
the madrasah will be diverted of the feelings of fear and hope - a
perennial source of submission to the will of Allah - and, with this,
will be deprived of the 'hidden' source of unfailing assistance; and
its workers will start quarrellings amongst themselves. Therefore, in
matters of income and constructions there should be always remain a
certain lack of certainly of means.
7. The participation of government and rich person is also harmful.
8. The donations of persons who want to remain unknown, I believe, is
a source of barakah (blessing). Their sincerity seems a more
permanent means of income.88
88. Z.H. Faruqi, The Deoband School and the Demand for Pakistan, Asia Publishing House,
New Delhi, 1963, PP. 25-26. Also in Maulana Muhammad Tayyab, Azadi-i Hindustan Ka
Khamosh Rahnuma, Dar al- 'Ulum Deoband, 1957, PP. 9-11! And Syed Mahboob Rizvi,
Op. Cit., PP. 116-117
 61

Maulana Qasim Nahautavi from the very first day was against the
government's interference in the Dair al-'Ulum's affairs. In his eight guiding
principles two principles are related to the prohibition of acceptance of
government grant and the denial of permanent income form any organisation
or individual. According the guide- lines of Maulana Qasim the Majlis-i Shura
of the Dar al-'Ulum created a network of donors who formed a base not only
for financial support but also for the preaching of their teaching. As Barbara
Daly Metcalf writes about their sources of income,
"Most of their income was derived form popular contributions
pledged by the their many supporters....The Deoband also
solicited single gifts in both cash and kind. Especially in the
early days of school people donated books, food for the students,
and household items to furnish the school. Group of people
organised collections of hides of animals left from the 'Id
Sacrifice {Id al-Adha), selling them and sending the proceeds
to the school. People were encouraged to designate their
contributions as zakat"*9

18 : Aims And Objectives Of The Dar al-'UIum :

The aims and objectives of the Dar al-'Ulum are as under:
1. To teach the Holy Qur 'an, the Quranic exegesis, the hadilh, the
Islamic beliefs and their traditionally accepted interpretation and
all the necessary and useful allied subjects; to provide complete
Islamic information to the Muslims; and to render service to Islam
through spiritual instruction, guidance and preaching.
2. To give traininig in Islamic actions and morals and to infuse the
Islamic spirit in the lives of the students.
3. To preach and disseminate Islam and to preserve and defend the
religion; to propagate Islam through writing and speech; and to

89. Barbara Daly Metcalf, Op. Cit., P. 97.

 62

cultivate in the Muslims through education and preaching the

morals, actions and sentiments as those of "the best of decades"
and the pious ancestors.
4. To keep off and avoid the influences of the government and to
maintain the freedom of thought and knowledge.
5. To establish Arabic schools at different places for the
dissemination of the religious sciences and to affiliate them to
the Dai al-'Ulum.90
The ideal of the Dar al-'Ulum consists in the revival and renewal of the
above said objectives. Regarding the aims of the Dar al-'Ulum and the
regrettable condition of the Muslims of that time Maulana YfTqub Nahautavi91
said in the function of prize distribution in 1883/1301 that the Dar al-'Ulum
was founded for the teaching and preaching of Islamic learnings and its values.
Due to the British policy almost all the madrasahs were closed. In such a
state Mualana Qasim established it and tried to revive the Islamic traditional
learnings.92 Maulana Qari Muhammad Tayyab said about the simplicity and
conduct of the students of the Dar al-'Ulum that not only their high morality
and selflessness but all the characteristics of the Dar al-'Ulum could be seen
in their practical life.93
Maulana Qasim Nanautavi was the man who played a key role in the
establishment of their educational movement. He has rendered glorious and
invaluable services to the Muslims in the academic, educational, political and
social fields. Due to his efforts the Dar al-'Ulum has attracted the students

90. Syed Mahboob Rizvi, Op. Cit., P. 108.

91. Maulana Yaqub Nahautvi was one of the founder member of Dar al-'Ulum Deoband. He
was the first man who was appointed as the Principal of Dar al-'Ulum in 1866. He was born
in Nanauta on 13th Safar 1249/ 2nd July 1883, and learnet from his father Maulana Mamluk
'Ali and Hadrat Shah 'Abd al-Ghani Mujaddidi. He took ba "it at the hand of Haji Imdad-
Allah Muhajir MakkT. He performed hajj twice in 1860 and 1877. He was also a good poet.
His poetical compositions in Persian and Urdu have been recorded in Bayaz-i Yd'qubi. He
died of cholara on 3rd Rabi al- Awwal 1302/ 31 December, 1894
92. Syed Mahboob Rizvi, Op. Cit., P. 109.
93. Ibid., P. 110.
 63
not only from every corner of the country but also from the foreign countries.
It is the credit of the Dar al-'Ulum that to render selfless service for the cause
of Islam, to refute the unbelievers' attacks, to give legal verdicts on the emerging
questions and problems and weeding out of innovations in religion and
maintaining the fervour of faith among the Muslim masses.
19 : Shibli No'mani Towards Modern Education :
Apart from the untiring efforts of Sir Syed and Maulana Qasim Nanautavi,
the another personality who devoted his whole life for the reconstruction of
Muslim society was Maulana Shibli No'mani. He completed his education on
traditional pattern and worked as a professor in M.A.O. College ,Aligarh.
Therefore he got the opportunity to study Western Science and literature very
closely. He came to the conclusion that for Muslims it was equally necessary
to acquire knowledge in both institutions - traditional madrasahs and modern
schools. He desired such educational institutions where there ought to be a
combination of traditional and modern education. He wished to produce such
'ulama' who could add western researches to Islamic learnings and could
explain Islamic faith and beliefs through the medium of English language.94
Shibli was highly influenced by the ideas of Sir Syed. But after a few
years differences developed between Sir Syed and Shibli No'mani. The former
was deeply influenced by the Western view, while the latter stressed the primacy
of Islamic shari'ah. Shibli often advocated to Sir Syed for the inclusion of
Islamic sciences and literature in the syllabi. One such letter he wrote to Sir
Syed in which he tried to make him realize that no real success is possible
without the acquisition of knowledge in both institutions95. On the other
hand he lectured among the lulama" that they need not worry about modern
education for it is not against Islam, nor it poses any obstacle to Islamic faith.96
94. Shibli No'mani, Maqalat-i Shibli, vol. Ill, ed. by Syed Sulaiman Nadvi, Dar al- Musannefin,
Azamgarh, 1938, P. 163.
95. Shibli No'mani, Makatib Shibli, vol. I, ed. by Syed Sulaiman Nadvi, DEr al-Musannefin,
Azamgarh, 1971, P. 4.
96. Shibli No'mani, Khutbat-i Shibli, ed, by Syed Sulaiman Nadvi, Dar al-Musannefin, Azamgarh,
1965, P. 10.
 64

20 : Efforts Of Other Muslim Scholars To Modern Education :

The efforts for the promotion of modem education were not confined to
Northern India only. There were several other lesser lights who worked for
the propagation of education among Muslims in Southern and Eastern part of
India. Such as Badr al-Din Tayyab in Bombay, Syed Amir 'Ali, and Nawab
'Abd al-Latif in Calcutta who made good efforts to persuade the Muslim to
realize the importance of Western education and be able to share in Government
services. Nawab 'Abd al-Latif opened 'Muhammadan Literary Society' in
Calcutta in 1863. Syed Amir 'Ali founded 'Central National Muahmmadan
Assoication' in 1877 for the protection of the future of Muslim Community.
In Bombay, Anjuman-i Islam was established in 1876, in which Badr al-Din
Tayyab served and tried to awaken the sleeping minds.
The main purpose of all these organisations was to impart English
language and Western sciences, to improve their material wel-being, i.e.
politically, economically and educationally.
Consequently it can be said that Muslim masses had been persuaded for
education from three angles. One was pro-British, who advocated the Western
learning and modem sciences. The second group showed resentment against
the British and they criticized Western customs and manners and championed
the cause of traditional learnings. The third group adopted the middle way.
They gave preference to Islamic learnings on the one hand and accepted the
Western knowledge on the other. They approached Western values from the
point of view of Islam. They were of the view that without having knowledge
of both of the fields the Muslims stand no chance of real progress.
After 1857 the social, political, economical and educational position of
the Indian Muslims was so bad that their existence in Government services
was almost nil. They were ignorant, lost their social dignity and political
 65

existence. In this period of gloom and misery quite a few social reformers and
edcationists appeared in the Muslim society and rendered untiring services
for the upliftment of Muslim Community through the establishment of
institutions, schools, colleges, madrasahs and organisations and through their
valuable speeches.
CHAPTER - II
 66
CHAPTER II
ESTABLISHMENT OF DAR AL -'ULUM
NADVAT AL-'ULAMA'
1. Background :
With decline of Mughal Empire the Europeans gradually came to power.
Their state policy by and large aimed at crushing and demoralizing the Muslim
Community in every walk of life - social, economical, political, educational
as well as religious. They even blocked the financial resources of Arabic
madrasahs such as trusts (auqaf) and at the same time provided full support to
the missionaries. The resolution of William Bentinck, Governor General, dated
7th March 1835, clearly shows their outwardly support to English language
and Western education. According to the resolution,
"The great object of the British Government ought to be
the promotion of European Literature and sciences amongst
the natives of India, and that all the funds appropriated for
the purposes of education would be best employed on English
alone."1
Apart from this resolution many British officials openly aligned
themselves with proselytising activities of the missionaries and some of them
even were so out-spoken as to declare that it was duty of every Christian to
assist the missions.2 By the resolution and the support of government authorities
the missionaries played a vital role in every corner of the country. As Hunter
says there were about 30,000 scholars in the missionary schools3.
So to reverse the effect of the British policies towards the Indian Muslim
society particularly in the field of education and culture, Maulana Muhammad
Qasim Nanautavi with other 'ulama' of the time established a madrasah at
Deoband and started what came to be known as Deoband Movement in 1866.

1. Syed Mahmood. A History of English Education in India (1 781 -1893), M.A.O. College,
Aligarh, 1895, P. 51.
2. Syed Ghulam Mohiuddin, "Modern Education and the Educational Problems of the Indian
Muslims", Muslim Education Quarterly, vol. II. No. 4, Islamic Academy, Cambridge, U.K.
1985, P. 64.
3. W.W. Hunter, Report of the Indian Education Commission, Calcutta, 1982, PP. 10-11.
 67

Its curriculum was purely based on Islamic traditional learnings-gw 'an, hadith,
tafsir,fiqh,usul-ifiqh, Arabic-Persian grammar, logic, kalam. Qur 'an, hadith,
tafsir and fiqh covered the major part of the curriculum. However Dar al-
'Ulum Deoband combined kalam and philosophy of Khyrabad school, fiqh
specialization of Firangi Mahal, Lucknow, with specialization of hadith and
tafsir of the Waliullahi school of Delhi.4
The Dar al-'Ulum though follow the Hanafi school of fiqh but it also
accomodates the Maliki, Shafa'i and Hanabali schools offiqhfor the academic
excellences. For the sake of ethical and spiritual training, the 'ulama' of
Dar al-'Ulum were gradually attached to one or the other mystical (sufistic)
order, i.e. Chishti, Naqshbandi orders. These orders apparently differed
with each other in their methodology but their main aim and ideal was one and
the same, i.e. sincere devotion to sunnah, love of Allah and ethical excellence.
Maulana Qasim Nahautavi was not against the acquisition of English education.
In fact he did not want any interference of the Government in the affairs of the
madrasahs.5
It goes the credit of Deoband that it distinguished itself in serving
selflessly for the cause of Islam, defending the Islamic faith against Christian
missionaries, weeding out the innovations in faith and producing pious and
illustrious 'ulama'.
Sir Syed Ahmad Khan on the other hand devoted his whole life for the
upliftment of the Muslim Community. He journeyed many places in India as
well as England for the cause of his community and tried to awaken the
Muslims. After the failure of the rebellion of 1857 Sir Syed wrote a book
entitled Asbab-i Bagtidwat-i Hind (The causes of the Indian Mutiny) in which
he criticized British policies and tried to prove that the British Government

4. K. A. Nizami, "Deoband", The Encyclopaedia of Islam, (new edition), vol. II, Leiden,
1960, P.*205.
5. He advocated that first the students completed their study in Islamic madrasahs and then they
might take admission in modern schools.
 68

itself was responsible for the Mutiny. Besides he also refuted the British that
Muslims were not exclusively responsible for the Mutiny of 1857. Further he
stressed that a section of Muslim remained loyal to the British Government
and gave a long list of such loyal Muslims6 At the time of the Mutiny Sir
Syed was at Bijnour, there he saved the lives of about 20 families of Europeans.
With this he earned the sympathy of the British and succeeded to some extent
in lessening the hostile attitude towards Muslims.
Sir Syed and Maulana Qasim Nanautavi both tried to revive the Muslim
Community through education. Their aim was one, upliftment of Muslims,
but their approaches were different. The former was loyal to the British and
advocated for the acquisition of English language and Western education and
advised to adopt and respect the good things of the West. The latter stressed
religious education rather than Western learning in the wake of political
domination and missionary onslaught of the Christian West.
In these circumstances a group of 'ulama' realized that the modern
education and traditional education had to be studied side by side. Among
them Maulana Muhammad 'Ali Mongeri, Maulana Shibli No'mani, Habib al-
Rahman Khan Sherwani, Maulana Mahmud al-Hasan, Maulana Ashraf 'Ali
Thanwi, Maulana Lutf-Allah of Aligarh, Mualana Sh"ah Sulaiman Phulwarwi
were in agreement that the curriculum of the madrasahs needed reform and
effort should be made to evolve an up-to-date curriculum.

2. Realisation For The Need Of Nadvat al -'Ulama'

In this social and political atmosphere the lulama~' of the day realized the
need of forming an organisation where an update curriculum and the elimination
of sectarian misunderstandings should receive greater emphasis. So on the
occasion Annual Convocation {dastarbandi) of Madrasah-i Faid-Am, Kanpur

6. Sir Syed Ahmad Khan. Asbab-i Baghawat-i Hind, Karachi, 1957, PP. 110-113.
 69

in 1892/1310 a decision had been taken by the 'ulamS1 to form an organisation

(anjuman) for two main purposes-
I. to reform in the prevalent educational system as the time required,
II. and to eliminate the differences among Muslim groups on different
religious issues.
The organisation was named Nadvat al-'Ulama' (the religious scholars' forum).
It was founded by a group of scholars and its first riazim was Maulana Syed
Muhammad ' Ali Mongeri.* Here a question arose as who first of all inspired
the idea of Nadvat al-'Ulama'. Regarding this Maulana Habib al-Rahrrian
Khan Sherwani, in a letter, wrote to Maulana Lutf - Allah, son of Maulana
Mongeri, that Mongeri was the man who had given the idea for the formation
of Nadvat al-'Ulama'.9 But Shaikh Muhammad Ikram in his book Mauj-i
Kauthar writes that 'Abd al-Ghafur10 was the prime mover while Maulana
Mongeri gave it its final shape.11

Maulana Mongeri did his best effort to achieve the said objectives of
Nadvah. He wrote letters and essays in the newspapers regarding the necessity
of Nadvah and highlighted its objectives.12 To acquaint the people with its

7. The 'ulama' who were present in the ceremony of dastarbandi of Madrasah-i Faid-i Am are
as follow- Shaikh al- Hind Maulana Mahmud al- Hasan (Mudarris- 1st, Dar al-'Ulum,
Deoband). Maulana Ashraf 'Ali Thanvi (Teacher in Madrasah Jami 'ah al- 'Ulum, Kanpur).
Maulana KhalTl Ahamd Saliaranpuri {Mudarris - 2nd , Dar al-'Ulum Deoband), Maulana
Shah Muhammad Husain AllaKabadi, Mualana Syed Muhammad 'Ali Monger, Maulana
Lutf-Allah Aligarhi, Maulana Tharia-Allah Amritsari, Maulana Noor Muhammad Panjabi
(Head Master of Madrasah-i Islamiyah Fathpur), Maulana Ahmad Hasan Kanpuri, Maulana
Shah Sulaiman Phuhvarwi, Maulana Syed Zahur al-Islam Fathpuri, Maulana 'Abd al-Ghani
Khan MurshidaBadi, Maulana Fakhr al- Hasan Gangohi, Maulana SKah Tajamm al-Husain
Dasnui, Maulana Mushtaq Ali ( Teacher in Faizabad) etc. See in Syed Muhammad al-
Hasani, i/>af Mualana Mtthammadjili Monger, Shahi Press, Lucknow, 1964, P. 116., and
Muhammad Ishaq Jalis Nadvi. Tarikh-i Nadvat al-'Ulama] vol. I, Lucknow, 1983, P. 96.
8. He was the desciple of Maulana Lutf-Allah and made the bai'ah at the hand of Fadl al-
Rahmah Ganj Muradab'adi. See in Syed Sulaiman Nadvi, Hayat-i Shibli, Dar al-Musannefin,
Azamgarh, 3rd ed., 1970, P. 305.
9. Syed Muhammad al- Hasani, Op. Cit., P. 117.
10. 'Abd al-Ghafur was Deputy Collector in British Government Services.
11. S. M. Ikram. Mauj-i Kauthar. Matia Mahal, Delhi, 1998, P. 187. Also in 'AzTz Ahmad, An
Intellectual History of Islam in India, Edinburg University Press, 1969, PP. 58-59.
12. Syed Muhammad al -Hasani. Op. Cit., P. 118.
 70

aims and objectives a delegation was sent, headed by Maulana Mushtaq 'Ali13,
to different parts of India with a letter14 of Maulana Mongeri. He
journeyed Deoband, Rampur, Patna, Nagina, Najibabad, Etawah, Aligarh15,
Jhansi, Bhopal, Bombay. From there he went to Jeddah (Mecca and Madian)
through Karman.
3. Objectives Of Nadvat al-'Ulama' :
The basic objectives by which Nadvah had started its journey are as Abu'l
al-Hasan 'Ali Nadvi wrote that,
"i. To unite Muslim Community,
ii. to reform educational system for Islamic renaissance,
iii. to produce men of high character and integrity,
iv. to abolish unlslamic practices,
v. to form a common platform (Ahl-i Sunnat wal Jama'f) for
solving the emerging problems,
vi. to chart-out such syllabi, in the light of Islamic principles,
and shah 'ah, as could fulfil the need of the day,
vii. to upgrade the intellectual standard of 'ulama', and
viii. to produce such lulama" who enjoy the trust and confidence
of the people so that they may guide and advise them in
religious as well as educational field."16
But in the letter of Mushtaq 'Ali, mainly two objectives had been emphasized:
"i. The students who completed their education from Arabic
madrasahs are, on the one hand, not aware of the ways of
the world. So they often are dependent on others. On the
other hand, they do not have such religious knowledge as
the time requires. This organisation, therefore, wants to
reform the caurses of studies in such a manner that it may
fulfil the need of the time.
ii. The organisation should try to lessen the differences among
the 'ulamU' of different sects and try to unite them. Due to

13. Maulana Mushtaq Naginavi was a teacher in Madrasah-i Islamiyah, Faizabad. He studied
hadith from Maulana Muhammad Y'aqub Nahautavi, Maulana Syed Ahamd (Mudarris -
2nd, Deoband) and Maulana Ahamad 'Ali Muhaddith SaKaranpuri. He also participated in
the ceremony of annual convocation in Madrasah-i Faid-i 2m in 1892.
14. Maualana Mongeri had written a letter on behalf of the members of Nadvat al-'Ulama' who
were present at the ceremony of dastarbandi in 1892 of Madrasah-i Faid -i Am.
15. The delegation, led by Mushtaq "Ali, reached Aligarh. Here they met Shibli and explained
their purpose. Shibli at that time was a teacher in M.A.O. College, Aligarh.
16. Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 11.
 71
their confrontations, the Islamic teachings and values along
with them are humbled down in the eyes of the opponents."17
These two objectives further widened its scope and were discussed on five
points :
i. Development of education.
ii. Necessity to reform educational system.
iii. Ethical development.
iv. Minimization of mutual disagreements.
v. Necessity of the welfare of the Muslims.
These points were further explained by the Managing Committee of Nadvat

al-'Ulama' which are as follow ;

i. "There are many ' ulama' in India but there is total absence
of any system by which they may came close and know
each other. The efforts and activities of each other are not
known by the 'ulamW of different areas. Due to this gap
'ulama' are not in a position to check the deterioration of
religious and moral life. So the main efforts of
Nadvat
al-'Ulama' should be help in establishing the missing
relationship among 'ulama'.
ii. "The second objective of Nadvat al-'Ulama' is the
elimination of differences among the different Muslim sects
( it does not mean that these Muslim sects will become
one.) But the main aim behind this effort is to unite them
on one platform and react collectively against the Europe's
invasion and domination.
iii. "The third objective is to reform and modify in the syllabi
of Arabic madrasahs according to the need of the day.
There had been many changes in the curriculum and the
prevalent courses of studies were prepared by Mulla Nizam
al-Din.18 Now the time has changed and it requires
some addition and deletion in the curriculum. For instance
to refute the attacks of contemporary atheistic ideas a new

17. Report of Nadvat al-'Ulama' - 1894, Kanpur, n.d. PP.23-24. Also qouted in Muhammad
Ishaq Jalis Nadvi, Op. Cit., PP. 101-102., and Syed Muhammad al- Hasani, Op. Cit.* P. 119.
18. Mulla Nizam al-Dm (d. 1784) was the son of famous scholar Mulla Qutb al-Din (d.1691).
He belong to the village of Sihali, 32 miles away from Lucknow. Alter completing his
education he settled at Firangi Mahal and began his career as a teacher. He became famous
by his mathod of teaching and students were attracted from different areas and Firangi Mahal
soon became the centre of Islamic learning. Many 'ulama' of repute, e.g., Mulla Bahr
al-'Ulum (d. 1819), Maulana 'Abdal-Hai (d. 1923)andMaulana 'Abd al-Bari (d. 19260)
were the products of Firangi Mahal. It has been known for its specialisation in fiqh and
usul-i fiqh. Due to the fame of Mulla Nizam al-Dm the courses taught here came to be
known as Dars-i Nizami.
 72
'/7m-/ kalam is needed. Greater emphasis should be laid
on Arabic Literature and QurShic studies.
iv. "To establish a madrasah of high standard where the
education will be provided upto higher levels, so that the
students may become expert in their respective fields of
education, is the fourth objective of Nadvat al-'Ulama'.
There would be separate teachers of separate fields of
education. There should be a big library. It requires a
huge amount of money and selfless devotion. It is not the
work of one or two 'ulama'. So Nadvah, where hundreds
of 'ulama' will work together, has taken the responsibility
to establish such madrasah.
v. "The fifth objective is the propagation of Islam in India as
well as in foreign countries. Nadvah will manage the
expenses and other requirements for those preachers who
will journey for the cause of Islam.
vi. "The sixth objective is related to the department of fatva
(legal verdict). Nadvah wants to establish a Dar al-lfta'
for the convenience of the people.19
4. First Meeting Of Nadvat al-'UIama' :
After wide publicity of Nadvat al-'Ulama' in India as well as in foreign
countries its first meeting was held on 22,23,24 April 1894 in Madrasah-1
Faid -i Am, Kanpur. Having kept their differences aside the Muslims of
almost all the sects and groups participated in the meeting. Maulana Habib

al-Rahman Khan Sherwahi writes,

"Many certified 'ulama' of different Muslim sects were present
in the meeting. Along with the scholars of Hanafi school Maulana
Ibrahim Arwi20, Maulana Muhammad Husain Batalawi of Ahl-i
Hadith and among Shi'ah mujatahids Maulvi Ghulam al-Hasnain
Kanturi participated in the meeting."21
Maulana Sriah Muhammad Husain Aza"d Allahabadi22 gave an argumentative
lecture on the aims and objectives of Nadvat al-'Ulama' and counted the
shortcomings of the prevalent system of education. Next day Maulana ' Abd

19. Maqasjd Nadvat al- 'Ulama', Kanpur, n.d., PP. 2-7.

20. Maulana Muhammad Ibrahim Arwi was the manager of Madrasah-i Ahmadiyah, Ara.
21. HabTb al-Rahman Khan Sherwahi, Ustaz al- 'Ulama', Aligarh, 1937, P. 42.
22. Shah Muhammad Husain ^zad Allahabadi was very renowned scholar of his time. After
completing his education he went for hajj and studied hadith from Shaikh Ahmad Bin Zain
wa Hallan al-Shafa'i al-Maliki. He was very simple and pious.
 73

al-Haq Haqqani23 gave a provocative speech on the necessity of Nadvat al-

'Ulama'. On 24th April 1894, after Maghrib salat, Dastur al- 'Arrial (Plan of
action) of Nadvat al-'Ulama' had been presented in the general body meeting.24
Along with this four resolutions were approved. Which are as follows;
1. "The present system of education is out-dated and reform-
able, so efforts should be made in this regard.
2. "The madrasah authorities will be persuaded that either
the muhtamim (Principal) or other representatives of
madaris-i islamiyah (Islamic Seminaries) should participate
in the annual meetings of Nadvat al-'Ulama'.
3. "For proper coordination among madaris-i islamiyah two
or three madrasahs1* would serve as a Dar al- 'Ulum and
all other madrasahs be affiliated to them.
4. "Fourth resolution appeals for the donation to Madrasah-i
Faid-i Am, especially for hostels."26
First resolution was proposed by Muhammad Husain AllaKabadi and
'Allamah Shibli seconded it. Then Habib al-Rahman Khan gave an
argumentative lecture and a committee of twelve members27 had been formed
so that they may advise regarding the present curriculum and system of
education. After the approval of third resolution, according to the article No.
II of Nadvat al-'Ulama', sixteen members for Managing Committee had been
appointed and four scholars28 were nominated as honorary members.

23. 'Abd al-Haq Haqqani was from Ambala in Punjab. He studied from Maulana Lutf-Allah
Aligarhi in Kanpur. He learnt hadith from Maulana Nazir Husain Muhaddith. After
completing his studies he started his career as a teacher in Madrasah-i Fathpuri. He authored
a book on tafsir known as Tafsir-i Haqqani.
24. Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 105. Also in Syed Muhammad al- Hasani, Op.
Cit." P. 129.
25. Three big madrasahs to which the status of Dlr al-'Ulum had been given were Deoband,
Faid-i Am and Ahmadiyah Madrasah of Ara"
26. Syed Sulaiman Nadvi, Op. Cit., PP. 307-309.
27. Tweleve members of the Committee are as :- 1. Maulana Lutf-Allah Aligarhi, 2. Maulana
'Abd al -Haq Haqqani, 3. Maulana Ahmad Rada" Khan Barelvi, 4. Maulana Ghulam
Hasan Kanturi,
5. Maulana Muhammad Ibrahim Arwi, 6. Maulana Shah Muhammad Husain AllaHaSadi
7. Maulana Shah Muhammad Sulaiman Phulwarwi, 8. Maulana Shibli No'mahi, 10. Maulana
'Abd al-Ghani, 11. Maulana Muhammad Husain Batalwi, 12. Maulana 'Abd -Allah Ansari.
28. Four honorary members were Maulana Lutf-Allah Aligarhi, Maulana Muhammad Sh"ah
Muhaddith Rampuri, Maulana Muhammad 'Adil and Maulana Muhammad Wahid Kanpuri.
 74

After the first meeting of Nadvat al-'Ulama' many renowned scholars29

took active part in the propagation of aims and objectives of Nadvah in India
and abroad. The steps of Nadvat al-'Ulama' were welcomed and appreciated
by the modern intellectuals in Muhammadan Educational Conference in
1894 in Aligarh30, 1895 in Shahjahanpur31 and in 1906 in Dhaka.32 Sir Syed
also favoured the establishment of Nadvah and distributed the resolutions
passed by the Conference in the form of thousands of copies among Muslims.33
In one letter to Syed Muhammad 'Ali Mongeri, on 6th April, 1894, Sir Syed
appreciated and prayed for the good result of Nadvat al- Ulama'.34 Anjuman-l
Himayat-i Islam, Lahore also approved a resolution in its support.35 Not
only in India resolutions in support of Nadvat al-'Ulania' were also passed in
Syria and Egypt36. As Jyed Muhammad al-Hasani writs that reforms in syllabus
and inclusion of modern sciences into courses of studies were the two main
things in which the scholars of the Arab world showed their interest.37
On 12,13,14 April 895 16,17,18 Shawwal 1311 in the second annual
meeting of Nadvat al-'Ulama', according to the Resolution No.2, passed on
24 April 1894, twenty one representatives of different madaris-i islamiyah

29. Shah Muhammad Sulaiman Phulwarwi, 'Abd al- Haq Haqqani, Habib af'Rahman Khan
Sherwani, 'Abd al-Hai, Hakim Syed Zahur al-Islam, Path Muhammad Ta'ib Lucknowi, Shibli
No'mani, Lutf-Allah Aligarhi, Muhammad 'Adil, 'Abd al-Wahid, Muhammad Shah
Muhaddith etc. Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 107.
30. Pacha's Salah Tarlkh; All India Muslim Educational Conference, Nizami Press, Badaun,
1937, Resolution No. 2, P.55. (Nawab Mohsin al- Mulk proposed the resolution in favour of
Nadvah and appealed to the Muslims to support it by money and by pen. Justice Syed
Mahmood seconded it.) __
31. Ibid., Resolution No. 5, P. 59. (Editor of Najm al-Akhbar, Etawah, Maulvi Bashir al-Dm
proposed a resolution that the idea of Arabic Dar al-'Ulum of Nadvat al-'Ulama' was very
useful and this conference realised its necessity and supported it. The resolution was seconded
by Munshi 'Abd al- Razzaq Kanpuri.)
32. Ibid., Resolution No. 17, P. 117. ("This conference considers Nadvat al-'Ulama' as a very
important anjuman and its objectives are very useful in the improvement of education and
religion of the Muslims. So it is the duty of evry Muslim to support it". Nawab Mohsin al -
Mulk was the proposer and Nawab Viqlr al-Mulk was the seconder of this resolution.)
33. Syed Muhammad al- Hasani, Op. Cit., P. 142. Also in Muhammad Ishaq Jalis Nadvi, Op.
Cit., P. 113.
34. Aligarh Institute Gezette, 6th April, 1894, P. 358.
35. Syed Muhammad al- Hasani, Op. Cit., P. 142.
36. Ibid., P. 142.
37. Ibid., P. 143. Also in Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 135.
 75

took part.38 Dastur al- 'Arrial of Nadvat al-'Ulama' was read by Maulana Shah
Muhammad Sulaiman Phulwarwi and it was approved on 14 April 1895. In
the same meeting a new Managing Committee consisted of 34 members was
formed.39
From the very first day of the establishment of Nadvah the necessity of
Dar a/-//f5'(Judgement on religious questions) was being felt for the solution
of emerging worldly and religious issues. Maulana Mongeri reiterated that
now Nadvat al-'Ulama' became widely known in India as well as in foreign
countries, therefore for the convenience of the people it was necessary to
establish a Dar al-Ifta'.*6 He, later, presented an outline of this plan which
consisted of eleven articles. Munshi Athar 'Ali lectured in its favour.41 The
then Managing Committee approved the resolution of Dar al- Ifta".
5. Outline Of Dar al-'Ulum (Musavvidah-i Dar al-'Ulum)
Reform in syllabi oimadaris- i islamiyah is one of the main objective of
Nadvat al-'Ulama'. In, almost every meeting, every lecture and every pamphlet
of Nadvah the emphasis had been laid on the upto-date curriculum. But they
(members of Nadvah) realised and experienced that without establishment of
new Dar al-'Ulum, it was impossible to introduce the reformed curriculum.
In the first meeting of Nadvat al-'Ulama' on 24 April 1894, the Resolution
No.l, regarding the reforming of the curriculum, a committee of twelve
members was formed. In this ' Allamah Shibli was one of the member, who
instead of preparing the curriculum came out with an outline for a Dar al-
'Ulum.42

38. Muhammad Iqbal Ansari, "Nadvat al-'Ulama' : Eik Dini wa T'Ulimi Tahrik", Islam Aur
'Asr-i jadid, Jamia Millia Islamia, New Delhi, April, 1975, P. 37.
39. Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 132. (For the names of 34 members,
see PP. 132-133)..
40. On 13th April, 1895, Maulana Mongeri put the resolution for the establishment of Dar al-
l/to*. ' Abd al-Haq Haqqani and SKah Sulaiman Phulwarwi were in the favour but it was not
approved by Managing Committee. Muhammad Iqbal Ansari, Op. Cit., P. 40.
41. Syed Muhammad al- Hasani, Op. Cit., P. 146. Also in Muhammad Ishaq Jan's Nadvi, Op.
Cit., P. 138. (Munshi Athar 'Ali said, " Earliar I was against but the argumentative lecture
of Maulana Mongeri changed my ideas.")
42. Syed Sulaiman Nadvi, Op. Cit., P. 310.
 76
Here lies a controversy that who had chalked out the plan of Dar al-
'Ulum called Musavvidah-i Da~r al-'Ulum ? According to Maulana Abu'l
Kalam Azad Shibli prepared Musavvidah-i Dar al- 'Ulum and gave it to Maulana
Mongeri that he should publish it on his behalf.43 But on the other hand Syed
Muhammad al-Hasani writes in his book Sirat Maulana Muhammad 'Ali
• • •

Mongeri that the musavvidah was prepared by the Maulana (Mongeri)

himself.44
In them mitsavvidah major emphasis was put on two objectives;
(i) Production of such 'ulama' who would be expert in religious
sciences, especially in 'ilm-i kalam and 'ilm-i fiqh, by which
they might be able to defend Islam and issue fatvas (legal verdicts)
(ii) Acquaintance with world affairs among the 'ulama' so that they
may help the people.45
Along with this the musavvidah discussed, in detail, about classes,
system of education, arragement of subjects, hostel's life, dinning hall etc.
Regarding the hostel's life as written in the musavvidah;
"separate room for every students.. .and instructions for them
to keep their rooms clean and to carry the activities, e.g. salat,
reading, exercise - all should be in time."46
Exercise and recreation would be a part of education. Extra-curricular activities
like riding, rowing and shooting or whatever, they, can freely take part in it.47
For debate, seminar and symposium, according to the musavvidah, a separate
hall would be there and it would be necessary for every student to take part

43. Al-Hilal. 11th March, 1914, Calcutta P. 177.

44. Syed Muhammad al- Hasani, Op. Cit., P. 146. (People were informed about the Musawidah-i
Dar al- 'Hum through letters and newspapers to propagate their intentions. In response 80
people sent their views. 69 of them expressed their appreciation and supported whole haertedly.
Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 152.)
The proposal of Musawidah-i Dar al- 'Ulum had been read in the meeting of Managing Committee
12th Muharram 1313/ 6th July, 1895 which was organised in banglow of Haji Muhammad Kifiiyat-
Allah ( business man of sticks). After discussion it was approved. Annual Report ofNadvat al-
'Ulama'- 1926, Lucknow, n.d., P. 44.
45. Ibid., P. 147.
46. Ibid., P. 149.
47. Ibid, P. 150.
 77

twice or thrice in a month. In addition to this it is also mentioned that there

would be no distinction between rich and poor students in the standard of
living, dress and food. Rich students would bear their expenses and for poor
students the madrasah would arrange.
6. Selection Of The Place For Dar al - 'Ulum :-
In the third annual meeting48 of Nadvat al-'Ulania' after the forceful
speech of Shibli No'niani establishing the necessity of a Dar al-'Ulum, the
Musavvidah-i Dar al- 'Ulum was approved49 and it was decided to form a
Managing Committee for the same.50 On 21 March, 1897,' Abd al-Haq Haqqani
proposed and Syed Muhammad SKah Rampuri seconded that Delhi would be
the most suitable place for Dar al-'Ulum. Shah Sulaiman Phulwarwi opposed
it51 but after discussion Delhi was selected.52 But when they found themselves
unable to give it the final shape in Delhi, then Habib al-Rahman Khan Sherwani
advocated that Lucknow would be a more appropriate place. Later the decision
in favour of Lucknow was finalised53 and a delegation was sent to Lucknow
for the selection of suitable land for Dar al-'Ulum.

48. The 3rd annual meeting of Nadvat al-'Ulama was held in Bareily on 11-13 April, 1896.
49. On 12th April, 1896 'Abd al-Haq Haqqani read out the proposal of Dar al-'Ulum and Shibli
seconded it.
50. Annual Report of Nadvat al- 'Ulartia'- 1896, Kanpur, n.d., P. 48.
51. Shah Sulaiman Phulwarwi was in favour of Lucknow. He said Lucknow would be better
than Delhi, becouse of its open and favourable atmosphere. In his replie Abd al-Haq Haqqani
quoted the Government's report that Delhi was more hygenic, less populated area and the
death rate was also comperatively less here than other regions of the country. Moreover, he
said, the building of th& Madrasah -i Gha~zi al-Din Haider and its property could be acquaired
with a little effort. Muhammad Ishaq JalTs Nadvi,Op. Cit., PP. 192-196 (For detail).
52. Annual Report of Nadvat al- 'Ulama"-1897, Kanpur, n. d., P. 89.
53. Maulana Ghulam Muhammad Fadil Hoshiyarpuri opposed it but the majority favoured the
selection of Lucknow. Mushir al- Haq (Honorary Secretary, Edinbara Islamic Society) wrote
that Lucknow was selected in place of Delhi for Dar al-'Ulum for two reseans,
"1. Since last two hundred years Firangi Mahal of Lucknow
was playing a leading role among the madaris-i islamiyah.
2. Many prosperous nawabs, zamindars and business men lived
in and around Lucknow."
 78

The delegation54 reached Lucknow on 10th March, 1898 from Kanpur

for the selection of a piece of land for Dar al-'Ulum. Soon afterwards Munshi
Ihtisham 'Ali Kakorwi55 agreed to give his land of Hasan Bari, West of
Lucknow city, for Dar al-'Ulum.56 But it is not known that why this offer
could not be utilized. As Masroor Hashmi Writes,
"One of the reason for none utilization of the offer might be
paucity of funds."57
7. Opening Of Primary Classes Of Dar al -'Ulum
In the annual meeting of 1898 Habib al-Rahman Khan Shenvani said
that it was very difficult to start all the classes at the same time. So in the first
place primary level classes should be started at the earliest. This proposal
was approved. Maulana Mongeri appealed for the donation for primary classes
for one year. In addition to this Shibli said that 'ulama's were blamed that
they themselves did not give any donations Therefore the expenses of the
primary classes were to be borne by 'ulama'. At that time only thirteen
members58 were present and the sum of their donations was more than a
thousand rupees.59
The proposal of primary classes of Dar al-'Ulum was approved that it
would be started in a rented building till the construction of Dar al-'Ulum's

54. In the delegation Habib al-Rahman. Zahur al-Islam Fathpuri, Khalil al-Rahman SaKaranpuri,
Masih al-Zamah Khan SKahjahanpuri, Muhammad Yuhus Datalvi, Hafiz-Allah, Ghulam
Muhammad Hoshiya"rpuri under the leadership of Muhammad 'Ali Mongeri, had gone to
Lucknow.
55. Munshi Ihtisham "Ali Kakorwi was the son of Munshi Imtiaz 'Ali, who was minister in the
State of Bhopal. Ihtistiam "Ali served Nadvat al-'Ulama' as a treasurar.
56. Ihtisham 'Ali showed his two lands : one was in Hasan Bari and other was in Afaq Bagh.
The delegation had chosen the land of HasanBari.
57. Syed Masroor Ali Akhtar Hashmi, Muslim Responses to Western Education, New Delhi,
1989, P. 127.
58. 1. Maulvi Masih al-Zaman Khan =200/-, 2. Maulvi Muhammad Yunus Khan Datalvi=200/-
3. Maulvi Habib al-Rahman Khan Sherw"ani=125/-, 4. Maulvi Shibli No'niani = 100/-,
5. Maulvi Syed Muhammad "Ali (nazim)=50/~, 6. Maulvi Khalil al - Rahman
Saharanpuri=50/- 7. Maulvi Shah Abu'l Khair_Gh"azipuri=50/-, 8. Maulvi Mushtaq 'Ali
( Teacher in Faizabad) =25/- 9. Maulvi Hakim Ronaq 'Ali Rudaulvi=25/- 10. Maulvi
Muhammad Da'ud (Advocate Mirzapur)=25/- 11. Maulvi Mufti Rahim Bakhsh (Teacher in
Almora)=25/-, 12. Khan Bahadur Munshi Athar 'Ali=150/-, 13. Maulvi Syed Ashraf
'Ali=125/-.
59. Syed Sulaiman Nadvi. Op.Cit.. P.317.
 79

own building. Mushi Ihtisham 'AH purchased a big house, known as Khatoon
Manzil, in Golaganj, Lucknow in rupee 9000/- and gave it to Nadvat
al-'Ulama'.60 The head office of Nadvah was shifted to Lucknow from
Kanpur61 and primary classes started functioning. The inaugural ceremony of
the madrasah took place on October 4, 1898 in Ktiatoon Manzil. Many people
of the pen, businessmen, advocates, land lords along with Deputy
Commissioner Mr. Giri and Commissioner Mr. P. Hardy were present in the
ceremony.62

In the ceremony Munshi Athar 'Ali (advocate and honorary Magistrate

of Lucknow) read the prepared report of Maulana Mongeri, the nazim of Nadvat
al-'Ulama'.63 The report elaborated four objectives as the moving force behind
the establishment of Dar al-'Ulum;
(i) "Completion of arts and sciences.
(ii) "To produce the 'ulama' of fiqh and '/7m-/ kalam, so
that they may defend Islam from foreign attacks and
solve the emerging problems through fatvas.
(iii) "To promote a moral sense and patience among
Muslims,
(iv) "To create broadmindedness and bravery among
students."64

Maulana Hafiz- Allah had been appointed as a Principal of the madrasah

but due to his long absence from madrasah without information Maulana 'Abd
al-Faruq Chiryakoti, mentor of Shibli, took the charge of Principalship. Along

60. It was written in the Annual Report of Nadvat al-'Ulama-1910, that by the generosity of
Munshi Athar 'Ali and Munshi Ihtisham 'Ali Kakorwi a building called, Khatoon Manzil,
costing rupees 9200/- in Golaganj had been handed over to Nadvah. for primary classes,
which started functioning from 6th September 1898/9th Jumadi al - Awwal 1316. See in
Annual Report of Nadvat al-'Ulama" - 1910, Lucknow, n.d., P. 86.
61. The head office of Nadvah was in Kanpur since 1897/1315 and on 2nd September 1898 it
was shifted to Lucknow.
62. Maulana "Abd al - Ban Firangi Mahali, Maulana 'Ain al-Quddat, Maulana Na'im Firangi
Mahali, Maulana Fath Muhammad Ta'ib Lucknowi, Hakim 'Abd al-'Aziz, Hakim 'Abd al-
Wali, Muhammad Nasim (Advocate High Court), Dr. 'Abd al-Rahim. Shaikh Asghar 'Ali
Lucknowi (Business men of fragrance) etc. participated actively in the inaugural ceremony
of the Dar al-'Ulum.
63. Muhammad 'Ali Mongeri (nazim) and Maulana Syed 'Abd al-Hai (assistant nazim), were
not persent in the inaugural ceremony.
64. Muhammad Ishaq Jalis Nadvi, Op. Cit. P. 218. Also in Syed Muhammad al -Hasani, Op.
Cit.* P. 201.
 80

with him Maulana 'Abd al-Shakoor Kakorwi, Maulana 'Abd al-Latif Sambhali
and Maulana Syed 'Abd al-Hai served as teachers.
To acheive the aims of Dar al-'Ulum, the courses were mainly divided
into three stages;
(i) Primary classes (Darjah-i Ibfida'i). The duration of the courses
was three years,
(ii) Secondary level (Darjah-i Fadilat)- The curriculum consisted
of five years of study,
(iii) Higher classes (Darjah-i 'Ala ) - It was equivalent to M.A and
duration of the courses was two years.
After completing Darjah-i Fadilat students are awarded the Degree of
'Alim.65 Darjah-i 'Ala is the stage of specialization, e.g; hadith, tafsirfiqh,
literature (adab). So according to the nature of their specialization the Degree
of Muhaddith, Mufassir, Faqih, Adib is awarded.66 The classes of Darjah-i
Fadilat and Darjah-i Ala had been started from 1902 and 1909 respectively.
In 1903 plague broke out in Lucknow and students of Dar al-'Ulum
started fleeing home. To check the loss of education it was decided to shift
Dar al-'Ulum in the house of Shaikh Mushir Husain.67 Dair al-'Ulum remained
there for two and half months.6*1 Due to hot season and shortage of hostel
facility students were facing many problems. So most of the members of
Managing Committee wanted to transfer it to Shahjahanpur. But later the
advice of Munshi Athar "Ali, Munshi Ihtisham 'Ali, Hakim 'Abd al-'Aziz,
Shaikh Qadir Bakhsh Faidabadi was accepted and the Managing Committee
entrusted the responsibility of its management to Munshi Ihtisham 'Ali for
one year.69
8. Relationa Between Government And Nadvah :-

Earlier the relation between Government and Nadvat al-'Ulama' was

65. Annual Report of Nadvat al- 'Mania '-1910, Lucknow, n.d., P. 87.
66. Muhammad Iqbal Ansari, Op. Cit., P. 49.
67. Shaikh Mushir Husain was T'aluqadar. His house was on the road adjacent to the station of
Badshahnagar.
68. Syed Muhammad al-Hasani. Op. Cit., PP.264-265.
69. Shamsh Tabrez Khan. Tarikh-i Nadvat al- 'Mania', vol.11, Daftar Nizamat, Nadvat al-'Ulama',
Lucknow, 1983. P. 38.
 81

not good. The Lieutenant Governor of United Provinces Lord Mac. Donnel
considered himself as the lord of Muslims' destiny. Any move or the voice of
the 'ulama' were considered as anti-British Government. On the other hand
some Muslims,70 for their personal cause and benefit, informed exaggeratedly
about the activities of Nadvah.71 But later on the Government's attitude became
relatively liberal. On 13th March, 1902 Vaqar al-Mulk met Lieutenant Governor
of United Provinces of Agra and Oudh in Aligarh and told the real condition
and minimised the suspicion of the government and helped in preparing
a smooth ground for Nadvah. The governor responded positively saying
that there was no more suspicions about Nadvah as he had been already
informed about the good intentions by the Government Officials who were
present in the annual meeting of Nadvat al-'Ulama' in Calcutta.72 Nadvat al-
'Ulama' also took care to publicize through pamphlets and statements that it
was only an academic institution and had nothing to do with politics.73
9. Decentralisation Of Power :-
After the resignation of Maulana Mongeri Maulana Masih al-Zamah
Khan became nazim14 But after two years he resigned on 21 April, 1905.
Hence forth Nadvah came to administered under three heads;75 e.g.,

(i) Registrar Office {Daftar Murasalai)

(ii) Finance Office {Daftar Mai)
(iii) Dean Office {Daftar T'alim)

70. Chaudhary Nusrat' Ali, rival of Munshi Athar ' Ali, supported to Antony Mac. Donnel. Due
to this Munshi Athar Ali left Lucknow and went to Madina through Hyderabad, where he
died. Shibli also left for Hyderabad.
71. Syed Sulaiman Nadvi, Op. Cit., P. 352. __
72. Syed Abu'l Hasan 'Ali Nadvi, Hayat-i 'Abd al-Hai, Nadvat al-Musannefin, Delhi, 1970,
P.150.
73. Syed Muhammad al- Hasani, Op.Cit., P. 266.
74. Maulana Masih al-Zaman Khan took the charge of nizamat on 17th Shabah 1321/28th
November, 1903*. Annual Report of Nadvat al-'Ulania'- 1904, Madras, n.d., PP. 31-32.
75. Syed Abu'l Hasan 'Ali Nadvi writes that there was rro such person in Nadvah who dealt, at
a time, religious as wel as worldly mattars and stayed permanent in Nadvah. So Nadvah's
work had been divided into three departments. Munshi Ihtisham 'Ali Kakorwi became Finance
Officer, Shibli took the charge of Deanship and Syed 'Abd al-Hai became Registrar. Syed
Abu'l Hasan 'Ali Nadvi, Op. Cit., P. 150 (For detail).
 82

Maulana Shibli took the charge of Deanship (incharge of academic activities)

in April, 1905. Due to his hard work and efforts students started taking interest
in reading and writing. Shams Tabrez Khan writes,
"He gave a new impetus to the students."76
During his Deanship some such resolutions77 were passed which created
the impression that Nadvat al-'Ulama' was not only a Dar al-'Ulum but it
practically touched even' aspect of Muslim life.
10. Appeal For Donations :-
However, still there was no regular source of income of Nadvat al-
'Ulama'. The financial requirements were fulfilled by the donations collected
in the annual meetings and journeys for this purpose. The States of Bahawalpur
and Hyderabad had extended some financial aid. Through the efforts of Shibli
the Sate of Bhopal provided a fixed sum of fifty rupee per month. Although
the Government was ready to extend a grant of five hundred rupee per month.
But it did not materialise because of a resolution which layed that no external
agency should be allowed to intervene in the activities of Dar al-'Ulum.78
As the time passed Nadvah felt the need of a big building. Shibli came
out with a wel-thought out idea regarding the situation of Dair al-'Ulum.
According to him,
(i) " Nadvah requires atleast 30-40 bigtia land in such a place
where there be a possibility of further expansion
(ii) "Area of land should be free of pollution.

76. Shams Tabrez Khan, Op. Cit., P. 52.

77. 1. Formation of Law of heriditry endowments and effort to its approval. 2. A reformatio and
intellectual view on the translations of Qur 'an. 3. A completion of an authentic Eng. tr. of
Qur 'an. 4. The arrangement of the teaching of theology in the Government schools under
the supervision of Nadvat al-'Ulama'.
78. Office of Nadvat al-'Ulama" under its regular contact with the Government. A letter releated
to Nadvalrs donation was published in the Indian Telegraph of Lucknow by Shaikh Mushir
IJusain ( Barristar and T'aluqadar.) With reference to this letter, the Director of Public
Instruction of United Provinces on January 21, 1909, concerning grant to the Nadvat al-
' Ulama'. Regarding this, many letters were written and published from both sides. According
to the letter of June 21. 1909. " Government will not intervene in any matter of madrasah".
Later in November, 1909, a resolution was published that the Lieutenant Governor of United
Provinces was ready to grant an aid of 500 hundred per month. For detail see in Annual
Report ofNadvat al-'Ulama'-191Q, n.d., Lucknow, PP. 49,50,92.
 83
(iii) "Neither it should be far from the city nor too near.
(iv) "It should be donated."79
For this an appeal for the donation of rupee 50,000 had been sent to Bahawalpur
State through Maulvi Ghulam Muhammad80 (advocate of Nadvat al-'Ulama').
Maulana Shibli on the other hand tried to get a piece of land for Dar al-'Ulum
from the Government.81 When the grand mother of the Nawab of the State of
BaKawalpur came to know of the appeal, she decided to donate the whole
amount ( 50,000 rupee) out of her own purse.82
This unexpected assurance led them to search a suitable piece of land
for Dar al-'Ulum. In this regard they selected a piece of thirty bighaland
across the river Gomti83. The rent of said land amounted rupee 1920/- annualy
(as per by laws of Municipality rupee 60 per bigha). But by the effort of
Colonel 'Abd al-Majid Khan (Foreign Minister of the state of Patiala) and the
intervention of Japling (the Deputy Commissioner), the Lieutenant Governor
(United Provinces of Agra and Oudh) Hawett granted the land on a nominal
charge of rupee two hundred annually.84

Due to the non-availability of land and building Shibli mentions that

we were not in a position to start new classes. Not only this but we were
unable even to provide a chair in the library to our guests. In such situation of
79. Shibli No'mani, Maqalat-i Shibli, vol. VIII, ed. by Syed Sulaiman Nadvi, Dar al-Musannefin,
Azamgarh, 1938, P. 78. Also in al-Nadvah, vol. V No. 7, August, 1908, PP. 1-2. '
80. Maulvi Ghulam Muhammad Shimlavi, an advocate, was very active supporter of Nadvat al-
'Ulama'. By his effort the grandmother of the nawab of Bahawalpur State donated rupee
50,000/- . For his selfless service for Nadvah . Munshi Ihtisham 'Ali, Finance Officer of
Nadvah, awarded him a silver medal.
81. Al-Nadvah, vol. V, No. 7, August, 1908, P. 2.
82. Haji Rahim Bakhsh ( CLE. Bahawalpur State), and admirer of Nadvah, after becaming
President of the Council of Bahawalpur State invited to the members of Nadvah. On his
invitation Maulvi Ghulam Muhammad Shimlavi went there. He very soon with the help of
Dr. Muhammad Din (Medical Officer and advisor to treasurar of Bahawalpur State) put the
proposal of Dar al-'Ulum Nadvat al-'Ulama'to the grandmother of the Nawab Haji Sadiq
Muhammad Khan ( 5th descendant of Bahawalpur State). She agreed to donate the entire
sum of money from her own treasury. For detail see Annual Report of Nadvat al- 'Ulama" -
1910, Lucknow, n.d.,PP. 48, 56, 107.
83. The land is situated adjacent to the Ahni Bridge. On one side there is Gomti river and on the
other side the hostel of Canning College.
84. Al- Nadvah.vol. V, No. 11, Lucknow, December 1908, PP.2-3. Also in Annual Report of
Nadvat al-'Ulama'-1910, Lucknow, n.d., P. 107. (Masroor Hashmi wrote that Government
granted the land on nominal rent of rupees 60/- per year. For detail See Syed Masroor Ali
Akhtar Hashmi, Op. Cit., 128.
 84

dire need, the Government provided us with a piece of land on nominal rent.
Shibli appealed, therefore, to the Managing Committee of Nadvat al-'Ulama"
in particular and the Muslim Community in general to pay the vote of thanks85
to the government.
11. Cermony Of Foundation Stone :-
The ceremony of laying the foundation stone of Dar al-'Uluin was held
on November 28, 1908 by Sir John Perscot Hawett, the Lieutenant Governor
of United Provinces, between 4 to 5 in the evening.86 The address of welcome
(sipasnamah) had been read out to the honorable guest into urdu (the original
text of the Sipasnamah was in Arabic.)87 Maulvi Shams Tabrez Khan writes
in the footnotes of his book Tarikh-i Nadvat al-'Ulama', vol-II, that in the
book Yad-i Ayyam (the Memoirs) of Maulvi Dia al-Hasan AM Nadvi it is
written that the real foundation of D"ar al-'Ulum was laid by Maulana Najm
al-Din Fathpuri Naqshbandi (successor of 'Abd al-Salam Hinsawi).88
However a section of the 'ulama' and some others of the same
view strongly criticized that how pertinent it was that a Christian laid the
foundation of a madrasah. In order to tone down their resentment Shibli
referred to the Pulpit of Masjid-i Nabvi which was constructed by a Christian.89
At the ceremony 'ulama', nawabs, businessmen, scholars of Aligarh90,
and the members of Muhammadan Educational Conference were present.
Maulana Shibli expressed his feelings in the following words,

85. Shibli No'mani, Maqalat-i Shibli, vol. VIII, Op. Cit., PP.78-79
86. Ibid., PP. 89-90. Also in Syed Sulaiman Nadvi, Op. Cit. P.483. and al-Nadvah, vol.V,
No.H, Lucknow, December, 1908 PP. 3-4. (Maulvi Shah Abu'l Khair, Colonel 'Abd_al-
Majid Khan, Honourable R"aja"of Muradabad, Nawab Viqar al-Mulk, Hafiz 'Abd al-Rahim
{Rais Kanpur), Nawab 'Ali Hasan Khan (Rais Bhopal), Munshi Ihtisham 'Ali Kakorwi,
Munshi Athar Ali, Kakorwi (Advocate Lucknow), Hakim 'Abd al-'Aziz . Hakim 'Abd al-
Wali, Habib al-Rahmah Khan Sherwani, Maulvi Muhammad Nasim (Advocate), and the
Qadi (Qadi 's name is not known) of Nadvat al-'UlamlT were the members who accompanied
the Lieutenant Governor at the foundation site.)
87. Annual Report of Nadvat al- 'Ulama '-1910, Lucknow, n.d., PP. 109-125 (For detail about the
Sipasnamah's Arabic Text, its Urdu tr. and the Urdu tr. of the speech of Lieutenant Governor.)
88. Shams Tabrez Khan, Op. Cit., P. 81.
89. Al-Nadvah vol. V. No. 11, Lucknow, 1908, PP.1-2 .
90. Viqar al-Mulk, Haji Musa Khan , Aftab Ahamd Khan, Dr. Dia al-Din etc. were for the first
time attanded the ceremony of Nadvat al-'Ulama*. See Sulaiman Nadvi, O'p. Cit., P. 486.
 85
"This was the first time when the people of Turkish cap and
the people of turbans stood shoulder to shoulder. This was
the first time when the 'ulama' respected and sat together with
the Christian Soverign. This was the first time when Shia and
Sunni both participated in the celebration of a religious
institution. This was the first time when the foundation stone
of a religious institution was laid by a non-Muslim. In short,
this was the first time when Christians, Muslims- Shia, Sunni-
Hanafi, Wahhabi, sufi, zahid all came together under one
roof."91
In the annual meeting of Nadvat al-'Ulama', which was to take place
the next day, 29 November 1908, a proposal for the construction of, at least,
one room by the people of each city was put forth by Shibli No'mani and was
seconded by Habib al-Rahman Khan Sherwani and Ghulam Muhammad
Shimlavi.92 ' Allamah Shibli required some more money especially for religious
studies. For this he wrote a letter to Munshi Muhammad Amin of Bhopal on
February 7, 1909,
"Still the regular income of Nadvah is only two hundred rupee
for religious studies whereas an aid of five hundred rupee
comes from the Government for modern studies. State of
Hyderabad promised to pay rupee five hundred but presently
the State itself is in debt."93

The Sultan Jatian Begum of Bhopal increased the donation from fifty rupees
to two hundred fifty rupees per month.94 From 1910 Nawab Hzimid 'Ali Khan
of Rampur State agreed to grant five hundred rupee annually.95
After the foundation ceremony the architectural plan of Dar al-'Ulum
was prepared by Khan Bahadur Mir J'afar Husain of Jhansi. Which consisted
of thirty rooms along with a big central hall. This was approved by Managing

91. Al-Nadvah, vol.V No. 11, Lucknow, December, 1908, PP. 1-2. Also in Shibli No'mani,
Maqalat-i Shibli, vol. VIII. Op. Cit.. PP.88-89.
92. Syed Sulaiman Nadvi, Op. Cit., P. 487.
93. Shibli No'mani, Makatib Shibli, vol.1, Comp. by. Syed Sulaiman Nadvi, Dair al-Musannefin,
Azamgarh ed. 2nd , 1928, P. 234. ( Letter No. 3).
94. Syed Sulaiman Nadvi, Op. Cit., P. 489.
95. Ibid., P. 490. Also in Annual Report of Nadvat al- 'Ulama'-1910, Op. Cit., P. 34.
 86
Committee on May 2, 1909.96 To lookafter the construction - work, a
sub-committee was formed. It was headed by Munshi Ihtisham 'AH Kakorwi.
The construction work was started under the supervision of Syed Hadi
Lucknowi, the overseer, and it was continued upto 1913. 97 When the
construction work was going on, Shibli along with the students and other
teachers of Dar al-'Ulum went to the site in February, 1910 and said,

"The formal foundation of Dar al-'Ulum had been laid by the

ruler of the time, now we will lay the real foundation"98
Than he laid the foundation of Dar al-Tafsir. Shibli No'mani him self wrote
regarding the event that the day was 1st Muharram, 1328, Friday, when all
the students of Dar al-'Ulum came together to the site and helped labourers.99
On the invitation of' Allamah Shibli Sir Agha Khan attended the meeting
of Nadvat al-'Ulama'. Which was held in the incomplete central hall of
Dar-al- 'Ulum on February 3, 1910.100 He granted rupee five hundred per year
to Nadvah. The editor of al-Manar 'Allamah Rashid Rada was also received
on April 6, 1912 in the same hall. In 1914 Dar al-'Ulum was shifted in this
incomplete building from Khiatoon Manzil.

96. Khan Bahadur Mir J'afar Husain alnog with the architecture of Dar al-'Ulum gave a detailed
report (spread upon 50 Pages) regarding expenses. The architectural plan of Dai" al- Iqamah
(hostels) also made by him. See Al-Nadvah, vol. VI, No. 3, April, 1909, P. 1. Also
in Al -Nadvah, Vol. VI, No. 5. June, 1909, PP. 1-2.
97. Syed Sulaiman Nadvi, Op. Cit. P.490.
98. Ibid., P.491.
99. Ibid., PP. 491-492. Also mAl-Sadvah, vol. VII, No. 2, February, 1910, PP.2-3.
100. Al- Nadvah, vol. VII, No. 3. March, 1910, PP. 1-2. Also in Shibli No 'mani, Maqalat-i
Shibli, vol. VIII, Op. Cit.: P.96.
CHAPTER - III
 87
CHAPTER HI

COURSES OF STUDIES

Reformation in the courses of studies and system of education was one

of the main factors behind the formation of Nadvat al-'Ulama'. Because with
the advent of British in India Western influence in the field of culture and
civilization, arts and sciences started playing a leading role in the society.
Particularly for Muslims it was the period of confusion and conflict that how
they would be able to preserve Islamic civilization and to adopt Western
education at the same time.
In these circumstances Muslims in general were divided into two groups.
One opposed the acquisition of modern education and advocated for the
restoration and preservation of Islamic learnings. They were of the view that
turning to Western education meant renouncing Islam itself in favour of
Christianity and gradually it would weaken their faith and belief. The other
group advocated for the acquisition of modern education to meet the needs of
the day. They considered it was the only means of enlightment and
modernisation for the Muslim Community. In the following years, the gap
between these two conflicting groups further widened and blocked their way
of progress.
This situation led to the emergence of a third group which was convinced
of the necessity of adopting the middle way and of trying to reconcile between
Islamic values and modernistic views. They advocated for the acquisition of
such modern education which was not against the Islamic teachings. The man
who played in this a key role was Maulana Shibli No'mini. He observed
minutely the ideological compulsions of the 'ulama' and concluded that
the out-dated courses of studies were the main reason of the rejection of modern
knowledge.

In this content their ideas and views took a practical shape in the annual
 88

convocation programme of Madrasah-i Faid-iAm1 in Kanpur with the approval

of four resolutions2 regarding the reformation in the curriculum and organisation
of Islamic institutions. Along with this a committee of twelve members3 was
formed to advise on necessary modifications in the curriculum after examining
the prevalent courses of studies and system of education. They were also
suggested to take help from Maulana Rashid Ahmad Gangohi.4
In the same convocation programme Maulana Shah Muhammad Husain
of Allahabad focussed on the aims and objectives of Nadvat al-'Ulama' and
pointed out comprehensively to the demerits of the out-dated s^^llabi of Islamic
institutions. He also emphasized that the system of education needed urgent
reformation. His ideas and views were greatly supported by Shibli No'mani.
In his speech Shibli replied argumentatively to the following questions;
"What was the system of education in Islam? Why changes
took place in the courses from time to time ? How and why
m 'aqulat became a part of curriculum ? what were the reasons
behind the popularity of Dars-i Nizami and demerits of the
madrasahs' curriculum."5
Maulana Altaf Husain Hali also sent an article on the 'necessity of curriculum
reform', in which he laid more emphasis on the teaching of History, Geography
and Arabic language and Literature.6

1. Views Of Shibli No'mani Regarding Syllabi :-

Maulana Shibli realized the acquisition of English language and Western
sciences were necessary for the cause of Islam. He highlighted the Western
spirit in English interpretation of Islamic faith and ethics. So it was the prime
duty of the 'ulama'that they:

/. Madrasah-i Faid-i Am was founded by Mufti 'Ariayat Ahmad Kakorwi, desciple of Maulana
Buzurg 'Ali. at Kanpur in 1271/1854.
2. Supra. ,PP. 98.99.
3. ;Supra.,P.99(FootNote)
4. Syed Muhammad al-Hasani, Sirat Maulana Muhammad 'Ali Mongeri, Shahi Press,
Lucknow, 1964, P. 130.
5. Muhammad Ishaq Jails Nadvi, Tarikh-i Nadvat al-'Ulama', vol. I, Lucknow, 1983, P.
105."
6. Ibid., P. 106.
 89

1. Rectify the wrong interpretation of the Quranic injuctions by orientalists.

2. Acquire the science of Western sciences and literature to refute the
Westerners' attack.
3. Check the unbridled interpretation of Islam by Westernised Muslim
scholars.
4. Prepare an up-to-date syllabi for madaris-i islamiya1
Moreover in the support of the above point Shibli gave an example that
as in the Abbasid Kingdom Greek Philosophy was being taught for the defence
of Islam and it was considered as a religious act, in the same way it was time
to study Modern Philosophy and understand its theories for refuting their
attacks.8 In the words of Shibli No'mani,
"These Greek sciences were neither our theological
sciences nor an understanding of our religion is
dependent upon their knowledge. Imam Ghazali had
included them in the syllabus of our theological schools
so that our 'ulama' would not remain ignorant of the
Greek sources of the Philosophical concepts propagated
largely by the followers of the Batini Sect and could
provide of fitting answer to the agnosticism of their time.
But now these agnostics have disappeared and so have
the Greek sciences. The Rationalists have lost faith in
the soundness of the issues raised by them. Their
influence has waned in the course of time and they have
ceased to be a threat to Islam. In their place, there are
new sciences, new problems and new discoveries
and what the 'ulama' of today need is to master them in
order to remove the current difficulties of Islam and to
dispel the doubts and misconception of modern age in a
scientific manner."9

'Allamah Shibli never hesitated to borrow any thing from Western arts
and sciences if they were beneficial and advantageous for the regeneration of
Islam.10 He in his educational planning combined the modern subjects and
7. Shibli No'mani, Maqalat-i Shibli, vol. Ill, ed. by Syed Sulaiman Nadvi, Delhi, 1923, P. 142.
8. Syed Sulaiman Nadvi, Hayat-i Shibli, Dar al-Musannefin, Azamgarh, 3rd ed., 1917, P. 22.
(Preface). Also see Shibli Nomlni, Khutbat-i Shibli, Dar al-Musannafin, Azamgarh, 1941,
PP. 89-92. 9for detail).
9. Syed Sulaiman Nadvi, Hayat-i Shibli.Op. Cit., P. 20 (Preface)
10. Rafiq Zakariya, Rise of Muslims in Indian Politics, Bombay, 1970, P. 251.
 90

religious sciences. At one time he opined that the spread of modern education
amongst the Muslims was largely dependent upon the support of 'ulama' and,
at the same time the religious movement needed the support of English educated
Muslims for its success."
2. Shibli's Appreciation To Hindu Response To Modern Education :-
'Allamah Shibli examined that modern education was introduced in the
Hindu pathstialas and vidyalays as an instrument for the preservation of their
cultural identity.12 Through these pathshalas they were being trained to
undergo many hardship of deprivations the cause of Hindu solidarity and
advancement. The Hindu preachers at the same time were wel-versed with
their religious values as well as modern philosophies. Shibli highlighted that
this modern education and knowledge did not create any hindrance in their
development. The Hindus who knew English preached their religion in a
better way. The acquisition of modern education was not an impediment in
their revivalism.13
3. Characteristics Of Dars-i Ni%ami :-
'Ulama' and scholars of the time realized that the prevalent syllabi,
popular known as Dars-i Nizami, failed to fulfil the need of the day. Many
out-dated books were included in the dars. More emphasis were put on the
study of m 'aqulat rather than on the study of Qur 'an, hadith, tafsir, fiqh.
Consequently the products of the madrasahs were not having proficiency in
arts and intellectual skills. Shibli highlighted the demerits of the syllabi of
madaris-i islamiyah;
i. "Few books are on these subjects and disciplines which
are necessary to study and more emphasis is given to those
aspects whose acquisition is not needed. Such as
knowledge of sarf and nahv is required to only such extent
as may enable the students to acquire proficiency in

11. Neyaz Aljmad 'Azmi, "Shibli on Muslim Education and Politics", Islam and the Modern
Age, vol. 25, No. 3, August 1994, New Delhi, P. 195.
12. Shibli No'niani, Maqalat-i Shibli, vol. Ill, Op. Cit., P. 145.
13. Ibid., P. 147.
 91
Arabic language and literature. But much more time is
given to the study of sarf and nahv whereas literature as
such is neglected.
ii. "Books on philosophy and logic covered major parts of
the curriculum and the books on tafsJr, hadith, fiqh and
usul-ifiqh are in much smaller number.
iii. "Many books are confusing and full of ambiguous
interpretations as regard to its subject-matter. Such as
Hamd-Allah(>*L>^), Mir Zahid( J ^ ty h Mulla
Hasan ( ^y^3* ),Qadi Mubarak ( ^ \s* (jfk )ttc.
are books on logic but in them philosophical problems
have been dealt at length which hinders proficiency in
the art of logic.
iv. "Only two books on tafsir - Jalalain and Baidawi - are
included in the syllabi Jalalain is so short that its words
are equal in number to the words of Qur 'an.
v. "Ilm al- 'Aqai 'd is very important subject but only Sharh
'Aqai'd-i Nasafi ((f^~>i^-^/*')is prescribed. It is a book
meant for primary level only. Although another book-
Sharh Mawafiq( iy^^A ) is also included but the
portion of Umur-i Ammah which has no concern with
kalam^ is taught.
vi. "Not a single book is included on modern subjects in the
curriculum.
vii. "There is no place for English in the syllabi."14
Maulana Syed ' Abad al-Hai also discusses in detail regarding the courses
of studies of Indian madrasahs. He writes,
"The following books on logic had been included in the syllabus without
any consideration, e.g. GhulamYahya( <^"f^-) ,Mulla Hasan(\^rs'^A ) ,
Hamd-Allah( Jl^), QadiMubarak(Uj\/^), Sharh Sullam 'Abdal-'Ali
Bahr al- 'Ulumf^/^^J^^), Rashlyah-i M~ir Zahid( J^ l y * l^> U;,
Sharh Sullam Mulla Mobin( £y??^/^~&S* ^etc.15"
He further writes that two books on tafsir,16 fifteen books on

14. Annual Report of Nadvat al -Ulama"-1910, Lucknown.d. PP. 87-88. Also in Syed Sulaiman
Nadvi. Op. Cit., PP. 413-414.
15. Syed "Abd al-Hai, Islami 'Ulum-O-funun Hindustan Mein, Dar al-Musannefm , Azamgarh,
1970. P. 19.
16. Jalalaim ( ij$&?) and Baidawi ( (_$> SJkr,). Two and half chapters of Baidawi were
includded in the courses.
 92

logic, 17 two books on balaghat1* (rhetoric) had been included in the

courses of studies. Geography, history and 7/m-/' kijaz al-Qur'an
have got no place in the syllabus. Most of the books lack in
clarity and lucidity in the treatment and subject - matter they
deal with. 19
After taking into consideration the courses of studies of madaris-i
islamiyah it becomes clear that students gave major part of their student's life
in the acquisition of m 'aqulat, which is of no use, and very little attention is
being paid to religious studies. For example Shark Mulla Jami ( (f^^^)
comprised of 400 pages took eight months,Mukhtasar al- M'anifgkJJjfi)
comprised of 340 pages and took seven months but the time alotted to Sahih
Bukhari ( ( j V l ^ f ) is 6 -months only while it comprises of 1128 pages.20

Gradually the courses of studies of madaris-i islamiyah were moving on

the path of deterioration. The books, which were being included, year after
year, were almost all Shuruh ( Zsy* ) and Hawashi ( (^ J' )• Scholars
devoted most of their time in writing down Shuruh and Hawashi. Syed 'Abd
al-Hai wrote that there were 117 books on Sharh and Hawashi on logic. Thirty
seven Shuruh had been written only on Sullam {AS) of Muhibb-Allah Bihari.21
Moreover Maulvi Muhammad Faruq Chiryakoti narrated from his mentor Mufti
Muhammad Yusuf, as referred by Syed 'Abd al-Hai in al-Nadvah, that in his
childhood Sharh Sullam was not included in the courses of every madrasah.
But the desciples of Qadi Mubarak used to teach Sullam and Sharh Sullam

17. 15 books on logic are as : \.Sughra( (J/f^),2.Kubra( t£yJ ),3Jsa~Ghauji( (J-jl^)

4. QalaAqul ( J ^ y l i ' ) , 5. Mizan-i Mantiq ( (y^C^if), 6. Tahdhib SharhTahdhib
( ^-ZJf &* ^rfiA?'), 7. Qutbi (, (J^l 8. Mir Qutbi ( (J?-**?), 9. Mulla Hasan
( o ~ > ^ ) , 10. Hamd-Allah ( Jtt}J&), 11. Mir Zahid Risalah ( ,J l^J^J/t)
12. Ghulam Yahya ( < ^ > ^ ) , 13. MirZahid( j£> t > ) , 14. MullSJalal ( - A \ £ / > * )
15. Qadi Mubarak ( jfi [> (£ U) . ^" '
18. Mukhtasar( yjg£ ) and Mutawwal ( ^jr^ )• One forth of Mutawwal was
included in the syllabus.
19. Syed 'Abd al-Hai, Op.Cit.PP.20-21. Also in Muhammad Isliaq JalTs Nadvi, Op. Cit., PP. 66-
67.
20. Syed Muhammad al-Hasani, Op. Cit., P. 71.
21 Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 72. Also in Syed Muhammad al-Hasani, Op. Cit.,
P.81.
 93
Qadi Mubarak and Shark Sullam Mulla Hasan was being taught by the
desciples of Mulla Hasan. In the circle of Bahr al-'Ulum Shark Sullam Bahr
al-'Ulum had been taught and Hamd-Allah's desciples used to teach Shark
Sullam Hamd-Allah. For polemical discussions they often used to consult
each other's Sharks. Consequently in the later years all the Shuruh became
a part of the curriculum.22

4. Shah Wali-AHah's Contribution To Education :-

It was Shah Wali -Allah who realized this deplorable state and especially
the total neglect of hadith. On his return from hajj, he devoted his life to the
teaching of hadith. Upto now, there were only two books, i.e.
Mashariq al-Anwar ( j^>]}{(i\p*) and Mishkat Masabih ( ^'U^^> / ') which
had been included in the syllabus of madaris-i islamiyah in the field of hadith.
Shah Wali-Allah introduced hadith in a big way and thus the teaching ofSihah
Sitta{ 'i^Zte?) (Six authentic books of hadith} was started in the madrasah.
Moreover he also prepared a syllabi, in which he on one hand, included
hadith, tafsir, tasawwuf and fiqh in the religious sciences and on the other he
chose grammar, logic, philosophy, astronomy and mathematics for rational
science. But due to political disturbances in Delhi he could not give it a
practical shape.23 The centre of state patronage of intellectual and educational
accomplishments had shifted now from Delhi to Lucknow - where logic and
philosophy had already attained a position of importance.
5. Emergence Of Progressive 'Ulama' :-
Dars-i Nizamiyah hindered the way of progress of Muslim education
and failed to keep pace with the changing modern world. The Muslim in
general suffered from an inferiority complex and felt themselves helpless

22. Al-Nadvah, vol. VI, No. 1, February, 1909, P. 14. Also in Syed 'Abd al-Hai, Op. Cit., PP.
19,20 and 33.
23. S.M. Wazeh Rashid al-Nadvi, "Traditional Muslim Education in India : Origin, Curriculur,
Revisions and the Present day Condition", Muslim Education Quarterly, vol. II, No. 4, Islamic
Academy, Cambridge, U.K., 1985, P. 45.
 94
against the aggressive Western thought. But, later, in the last decades of the
19th century a group o f ulama '-emerged, who were convinced that Islam was
superior and our deterioration was due to the out-dated syllabus of madaris-i
islamiyah.
In 1894 in the convocation function of Madrasah-i Faid-i Am in Kanpur
Nadvat al-'Ulama' was formed and it was decided to review and reform the
whole syllabus. After a year 1895 in the meeting of Nadvat al-'Ulama' Shibli
No'mani read its annual report that the syllabus, which was being taught in
madaris-i islamiyah for the last two hundred years, could not be changed
within a year. However it was our good fortune that most of the 'ulama'
realized the need of reform in the curriculum.24 In addition to this he stated that
only two advisements had been sent regarding the reformation of courses of
studies. One was from Maulana Shah Muhammad Husain of Allahabad who
compiled a treatise of 175 pages entitled Al - Tanzim al - Nizam al -
T'allum wal T'alim( ^^J^\M\J^\) (Systematization of study and
teaching). The other one was of Maulvi' Abd al-'Ali Asi of Madras.
In his treatise Maulana Muhammad Husain wrote that Islamic institutions
confined themselves only to m 'aqulat (rational sciences meaning here: logic,
old philosophy, kalam etc.) studies. There attention towards religious studies
were negligible. There was no agreement regarding the changes of curriculum.
History, Geography, Socio-economic subjects failed to secure only place in
the syllabus.25 Finally all accepted that the courses of madrasahs, in comparison
to modern sciences, were stagnant and rigid. Shibli in his speech supported to
the views of Muhammad Husain and that Arabic language and literature should
be given greater importance in the light of Qur 'an and its science having the
key place in the syllabi. In addition to this Shibli also emphasized to improve
the system of education and its method.

24. Annual Report of Nadvat al-'Ulama'-1895, Kanpur, n.d., PP. 36-37.

25. Muhammad Husain, Al - Tanzim al- Nizam al - T'allum wal T'allm, Matba' Anwar Ahamd
Allahabad, 1895, PP.20-25 (For detail).
 95

The majority of the lulama' were in favour of the inclusion of modern

subjects26 in the curriculum of madaris-i islamiya, though some of them
opposed the resolution when it was being approved. Besides it was also decided
that the period of education would be of ten years and medium of teaching
should be Arabic.27

6. Categorisation Of The Students

As per the need, choice and ability of the students the Executive Council
of Nadvat al-'Ulama' on 6th July, 1895/13th Muharram, 1313hadcategarised
the students into three groups:

(I)'Those who wanted to complete all the prescribed syllabi of

(ten years) 'Ulum-i 'Arabiyah.
(ii)'Those who want to study any particular discipline.
(iii)'Those who want to acquire some basic and necessary
knowledge to achieve their aim."28
The outline and the main features of the new syllabi approved for the
students of each group were as follows :
(i) In the higher category there should be three types of books for every
discipline :
A. Books related to intellectual understanding and general
awareness.
B. Books related to philosophical problems and their clarification.
C. Books related to difficult and ambiguous passages so that the
students may improve their understanding level.
(ii) Apart from works on tafsir some other books related to 'Ulum-i
Qur 'an should be prescribed in the syllabus, e.g. 'Aijaz al-Qur 'an (cA^\)Ut)
of Baqillani.
(iii)For primary classes greater emphasis must be laid on the study of
theology and literature.

26. Tafsir, economics, history, rijal, usiil-i rijal, Arabic language and litrature, lilm-i kalam etc.
see in Annual Report of Nadvat al-Ulunia'-1895, Kanpur, n.d. PP. 36-37.
27. Annual Report of Nadvat al-Uluma'-1895, Op. Cit.. PP. 118-119. Also in Syed Sulaiman
Nadvi. Op. Cit., PP. 309-311.
28. Muhammad Ishaq Jalis Nadvi, Op. Cit., P. 146.
 96

(iv)The diwan (compositions) ofJahili poets and Jahili literature should

be made a part of the syllabus as it would enhance the understanding of Qur'anic
styles.
(v)Study of those parts of Islamic history which focus on the moral
excellences, sacrifices of Muhammad (S.A.W.), brotherhood of sahabah,
'ulama' and the common Muslims.
(vi)Study of Geography of Islamic states.
(vii)Books related to literature and theology should be prescribed in
place of the outdated philosophy and logic.
(viii)More attention should be paid towards Ulm-i kalam with books
like Tahafat al-falasafah ( ^ ^ \ &&), Sharh Maqasid ( j^\^&* )
Sharh Mawaqiff (yV^A ) , Sharh Tajrid ( Jt^Z^) which should
be included in the course.
(ix)To purify the inner self (heart and soul) ethics and tasawwuf should
be studied. For this some parts of 'Awarif al-Ma'arif\~j>>\*e\^^/) and Ihya'
al- 'Ulum al-Din ( ^J:-J\ \ f*>^' ^ ^ > ^ ) should be prescribed.
(x)Unavailable books on any particular subjects would be compiled.
(xi)For an up-to date curriculum, revision of the courses should be
undertaken from time to time.29
And along with all this, there should be a regular arrangement of debates
and symposia in Urdu as well as in Arabic. All types of Arabic newspapers
should be available in the reading room to keep the students aware of the
current situations of the world and also.of the latest idioms and phrases of
Arabic language.30
7. Mongeri's Musavvidah-i Nisab-i 'Arabi :-

Maulana Muhammad' Ali Mongeri, the first nazim of Nadvat al-'Ulama',

also delivered a lecture on the need of change and reform in the prevalent

29. Ibid., PP. 147-148.

30. Ibid., PP. 146-149. (For detail).
 97

syllabi. He says,
"The conditions have changed in the modern times. The
objections and questions raised in the classical philosophy have
lost their relevance and it has become quite unnecessary to study
them or their possible answers. We live in different world. The
critics of Islam have invented new arguments against it based
on modern philosophy. It is not possible to refute them
effectively on the strength of knowledge of ancient philosophy.
The reason is that a satisfactory reply to a critic can be given
only when his motives are clearly understood, and the grounds
on which he has built up his case are properly appreciated."31
Maulana Mongeri, on \ 4th Jum'adiAwwal, 1313/25th July, 1895 produced
a draft of the curriculum entitled, Musavvidahi Nisab-Arahi for madaris-i
islamiyah in the meeting of Executive Council of Nadvat al-'Ulama'. In this
after analysing critically the development of the syllabi of Indian madrasahs,
proposed twenty desciplines and also prescribed the relevant books for each
descipline. He also discussed the reasons behind the selection of each
descipline. Among them, fourteen desciplines were being taught already in
madrasahs. The rest six new desciplines were: tarikh (History), uful-i lughat
(grammar), tajvid (phonetic), 'arud (Prosody), suluk wa tahdhib-i nafs,
tasawM'uf and asrar-i ahkam (ethics).32 Syed Muhammad al-Hasani writes
that this was the first manifesto of Nadvat al-'Ulama'by which its aims and
objections were brought to light.33

Muhammad 'Ali Mongeri in his musavvidah emphasized that unnecessary

portion of philosophy and logic should be excluded from the curriculum so
that Qur 'an, tafsir, hadith, fiqh may find greater part in the syllabi. The study
of hadith, tafsir, and fiqh was made compulsory with every descipline so that
the students may have regular touch with these subjects.34

31. Abu'l Hasan ' Ali Nachl Western Civilization- Islam and Muslims, Eng. tr. Muhammad Asif
Kidwai, Academy of Islamic Research and publications, Lucknow, 1969, P.64.
32. Muhammad al-Hasani, Op. Cit., P. 153.
33. Ibid., P. 153. (He made many deletions and additions in his musavv idah, particularly in
phylosophy, logic and astronomy. For the study of history he prescribed Tarikh al-Khulafa
and Muqaddimah ibn Khaldun ( c^yjt^^.><~i>i* ). He added modern philosophy,
modern astronomy and modern history in the syllabi.)
34. Ibid., P. 159.
 98

After examining the Musavvidah-i Nisab-i 'Arabi it became clear that

Maulana Mongeri realized the need of modern philosophy, modern history,
modern astronomy, geography, mathematics, political-economy (ma'shiyat}
and usul-i saltanat (Principles of Governace).35

8. Systematic Arrangement Of The Curriculum :-

The proposed curriculum of Maulana Mongeri along with the other twenty
more copies (submitted by 'ulama') had been discussed in the meeting of
Executive Council on 9th Rajab, 1313/ 26th December, 1895. After a long
discussion, many deletions and additions were made but unfortunately it could
not be finalised. Notwithstanding some similarity all the drafts were widely
different from each other. This variety of syllabi led the members of Nadvah
to frame some guiding principles for a final selection of subjects and books.
These guiding principles had been laid down at Amritsar meeting of Nadvah
in October 1902.36 But due to some reasons the new curriculum could not be
finalised and introduced. Shibli showed his unhappiness in a letter to Maulana
Habib al-Rahman Khan Sherwani on 22nd June, 1903,
"You are syllabi-incharge but, even then, it has not been
introduced till now which is rather very sad."37
At Madras in January 1904, ( Shawwal 1321 ) in the meeting of
Nadvat al-'Ulamaf Shibli talked rather decisively with Maulana Mongeri and
Maulana Masih al-Zaman Khan (nazim),

35. Ibid., PP. 155-158. For detail.

Muhammad al-Hasani counted the following reasons which made Maulana Mongeri unable
in the prescription of books on the subjects:-
1. The books of political-economy had not been yet compiled in a systematic way.
2. Books and matarials were not available in Urdu.
3. European compiled the books on these desciplines according to their on patterns of
thought So the desciplines were not free from Western spirit and outlook. In such
circumstances it was not possible and beneficial to adopt them as they were.
4. Their (Europeans) literary standard was very high in comparison to the students of
Madaris- i Arabiyah. particularly because the students were unfamiliar with even the
alphabets of the modern subjects.
36. Syed Sulaiman Nadvi, Op. Cit., P. 392. (One such principle was that all those books which
dealt with an admixture of subject should be deleted from the curriculum.
37. Shibli No'mani, MakatJb Shibli, vol. I, ed. by Syed Sulaiman Nadvi, Matba' Ma'arif,
Azamgarh, 1928, P. 149.
 99
"If you want at all to run Nadvah, then you administer it on the
right line. Otherwise I would have no touch with it."38
At that time a separate committee of three members was formed in order to
give the final shape to the courses of studies. It was directed to them that it
should be finalized on the approved guiding principles. Mulla'Abd al- Qayyum
of Hyderabad, Maulvi Syed 'Abd al-Hai and Shibli No'niani were the three
members of the committee.3" Syed Sulaiman Nadvi wrote that the major part
of the curriculum had been prepared by Shibli.40
The new curriculum had been approved in 1904 but its teaching was not
started practically in the Dar al- 'Ulum. Because people were still not ready
to accept any change in the old syllabi. Teachers used to teach the old books.
The implementation of the new curriculum practically took place in 1905 after
the arrival of Shibli No'mani in Dar al-'Ulum Nadvat al-'Ulaitria' as the Dean.41

9. Guiding Principels For The Preperation Of New Curriculum :-

The guiding principles which had been laid down in 1902 at Amritsar
broadly covered in the curriculum the following areas and fields by the three
committee members, viz Maulana 'Abd al-Qayyum, Maulana 'Abd al-Hai and
'Allamah Shibli ;
(i)More emphasis had been placed on rhetoric (fann-i balaghat\ and
literature (adab). Along with Mukhtasar al- Ma lani( (J, \d.\j£& ), Data HI
al- 'Aijh ( > U 1 ]Jr^), 'Aijaz al-Our 'an ( u>y$\ j\j~ )of Baqillani and
Naqdal-Shi'r ( ^xti^\^yk> ) were also included.
(ii)15 paragraphas of Tafsir-i Baidawi ( (J>\r2Sy#?>s) and other book

entitled Sir at al-Mustaqim42 ( X&>*^' H"-?) w e r e included.

38. Ibid., P. 154. Also in Syed Sulaiman Nadvi, Op. Cit., P. 398.
39. Annual Report of Nadvat al- 'Ulama'-1910. Op. Cit., P.88. Also in Syed Sulaiman Nadvi,
Op. Cit., P. 414.
40. Syed Sulaiman Nadvi, Op. Cit.. P. 414.
41. Annual Report of Nadvat al-'Ulama'-1910. Op. Cit., P. 90. Also in Syed Sulaiman Nadvi,
Op. Cit., P. 415_ .. v j-
42. §irat-al Mustaqim ( ^/u>V-^ >ys j w a s authored by Shaikh Ahmad Zamahi and
published from Egypt. It deals with those ayahs of the holy Our 'an which were related to
fiqh, kalam, akhlaq.
 100
(iii)For the teaching of 'aqaid the book Ma'alim fi usul al-Din
(Oi^Jy^G^b*) of Imam Razi was introduced in place of Ibn Rushd's Kashf
al-Daulah ( f J ^ L j i ^ ) and Imam Ghazali's Al- Iqtisad ( _>l/-e^\\j f).
(iv)The book Hadiyah Sa'idiyah ( <o J*^""-^!>? ), Shark Hikmat
1
al-'Ain ( o^ ^ ^ / * ) and Shark Hikmat al-Ishraq (Jj^j^^/i-)
were prescribed for philosophical teaching. The philosophy of Ishraq was not
being taught in the old curriculum.
(v) For the teaching of asrar - i shari 'ah the book Hujjat-Allah
al-Balighah ( r^ l/j/vM-^-Ljp) was prescribed.
{v'\)Durus al- Awliyah43 ( ^ > \J I (_yj}7 ) was prescribed for the
teaching of falsafah-i Jadidah.
(vii)Teaching of English language was made compulsory.'M

10. Inclusion Of English Language In The Curriculum :-

The main objective of Nadvat al-'Ulama' was the production of such
'ulama'v/ho were trained to keep alive their dignity, preach Islam in India as
well as in foreign countries, refute the infidel's attack on Islam and stand side
by side to modern intellectuals. Shibli reiterated that it was imposible to achieve
these objectives without the knowledge of English. He advocated for the
inclusion of English in the curriculum of Dar al-'Ulum Nadvat al-'Ulama'. In
1899 Shibli expressed the desire to Habib al-Rahman Khan Sherwani
that 'inclusion of English in the course' should be an item of discussion in the
meeting of Executive Council of Nadvat al-'Ulama'. But Maulana Sherwani
did not take it seriously and ignored it.45
It was again proposed in the meeting of executive council of Nadvat
al-'Ulama1 in February, 1900/ Shawwal, 1317 and it was approved, with some

43. It was published in Bairut and dealt such modern problems which are related to science.
44. Annual Report of Nadvat al-'Ulama'-1910, Op. Cit., P.89. Also in Syed Sulaiman Nadvi,
Op. Cit., PP. 414-415.
45. It is clear from the letter of Shibli to Maulana Habib al-Rahman Khan Sherwani on 10th
December, 1899 from Aligarh. For detail see letters No. 21 & 22. Shibli No'mani, makatib
Shibli, vol. I, Op. Cit., PP. 122-123.
 101

opposition, by the majority votes. Maulana Mongeri also in favour of English

teaching for the better prospects of' wlama '46. But practically English was not
included in the course. Then Shibli showed his unhappiness and wrote a letter
to Maulana Sherwani on 25th May, 1901 that after facing a lot of difficulties
and obstacles we succeeded to win the vote of people and you, I do not know
why, did not implement it in Dar al-'Ulum.47 However in the midst of this rift
in June, 1901/ Rabi al-Awwal 1319 the teaching of English language was started
in the primary classes, and a teacher was appointed on a salary of 15 rupee
and 4to 5 students started to learn alphabets of English.48
But before the settlement of Shibli in Nadvah as a Dean in 1905, April,
the teaching of English was only nominal. He paid his attention towards its
development and a resolution was approved by the Executive Council
that English language would be compulsory subject for every student. Maulvi
Syed Zahur Ahmad49 was appointed as a member of the Executive Council to
look after the teaching of English language. At that time it was difficult even
to appoint a teacher for English due to want of money. But when the
Government approved to grant rupee 500/- per month in 1908 for the education
of modern subjects, four English teachers were appointed50 and the Nadvah
started to impart English education upto the matriculation standard51.

The students who completed their studies were appreciated in the circle
of intellectuals. In the annual meeting of Nadvat al-'Ulama' in 1910, in Delhi,
two students namely Syed Muhammad and ' Abd al-Majid delivered speeches

46. Muhammad al- Hasani. Op. Cit.. P. 194.

47. Shibli No'mani, makaiib Shibli, vol. I, Op. Cit., P. 126. (Letter No. 26).
48. Annual Report of Nadvat al- 'Mama '-19 JO, Op. Cit., P. 90.
49. Maulvi, £ahur Ahmad belonged to Allahabad. He was a social worker, later he became
secretary of Muslim league. But by profession he was an advocate and practised in Lucknow.
He was very simple and pious man. He died in 1942. See in Annual Report of Nadvat al-
'Ulama'-1910, Op. Cit., P.91. Also in Syed Sulaiman Nadvi, Op. Cit., P. 418.
50. Qadi Talmiz Husain, who did M.A. and was the member of Royal Asiatic Society London,
Syed Baqar Husain, B.A.. were appointed for higher classes. The other two teachers had
been appointed for lower classes. See in Annual Report of Nadvat al-'Ulama'-1910, Op.
Cit., P.91. and Al-Nadvah, vol. VI, No. 3, April, 1909, P. 2.
51. For detail see Al-Nadvah, vol. V No. 8, September, 1908, PP. 1-2.
 102

on religion in English. Maulvi Diya al-Hasan Alvi who after completing his
study from Nadvah did Post Graduation from Aligarh and later in 1916 he was
appointed as Inspector of Arabic madrasahs. He took many steps for madras'ah
development. Maulana ' Abd al-Bari due to English education along with other
contribution translated the books on Modern Philosophy of Barkley and Hume
into Arabic and also wrote an English treatise on miracles. Maulvi Zain
al-'Abedin and Maulvi Ahmad-Allah Journeyed to America and London
respectively and served there for the cause of Islam. As a matter of fact Shibli
wanted to give a significant place to English language in the curriculum so as
to produce trained theologians acquainted with modern intellectual trends
through English education.
Moreover Shibli's thirst for the education of English in Islamic institutions
did not come to an end. He had an idea that the education of English should
be upto the level of Darjah-i Takmil (Post-graduate studies). So he, in the
annual meeting of Nadvat al- 'Ulama' in 1907, 1908, 1909 expressed his
desire that after completion of eight years of Arabic courses students must
study English for two years52 so that they became wel-versed also in English.
He said,
"After studying exclusively English language for two years our
students would be able to stand side by side with the English
school graduates"53
But unfortunately the objective of Shibli was not fulfilled as yet.54

11. Education Of Hindi, Sanskrit And Modern Arabic :-

i Hindi And Sanskrit: It was the efforts of Shibli that the teaching of Hindi
and Sanskrit should also start in the Dar al-'Ulum. The reason behind this
was mainly the desire to defend Islam because at that time Aryans were openly

52. Ibid., P. 2.( Maulvi Mohi al-Din, honorary Director of The Department of Education, prepared
and outline of the curriculum for English teaching. It was approved unanimously in the
meeting of Executive Council of Nadvat al-'Ulama'.)
53. Quoted in Syed Sulaiman Nadvi, Op. Cit., P.420.
54. For English Education see, Annual Report of Nadvat al- 'Ulama'-1910, Op. Cit., PP.90-94.
Also in Syed Sulaiman Nadvi, Op. Cit., PP. 415-421.
 103

attacking on Islam and were always ready to criticize it as and when they got
opportunity to defame Islam. In this situation 'Allamah Shibli advocated for
the teaching of Hindi and Sanskrit in Dar al-'Ulum in order to enable the
Muslim 'ulama' to understand the nature of Aryan's attack on Islam and
counter-pose the ideological weakness of Hinduism and also preaching Islam
among Hindu Communities.55
As a result in 1908 a class of Hindi and Sanskrit education was opened.
For creating interest among the students Shibli wrote letters to his friends by
way of collecting some funds for scholarship to the students of Hindi and
Sanskrit. He also appointed a Pandii for the teaching of Hindi and Sanskrit.56
Muhammad Sakin of Azamgarh and Syed Imdad Husain of Hoshiyarpur
were the two students who at first opted for this subject and also acquired
expertise. But unfortunately its teaching could not be continued after
the resignation of Shibli from Deanship of Dar al-'Ulum. However after some
years Hindi was again introduced in the curriculum. It is still being taught in
the last three classes of primary stage and in class first of the secondary stage.
ii. Modern Arabic :- Arabic is the day-to-day speaking language of almost
all the Islamic countries. As the time passes away many new words and
terminologies, idioms and phrases are being added to the language. Without
the knowledge of these new words and terminologies it is very difficult to
understand today's Arabic newspapers, magazines, journals and books. In
this way the new Arabic language is much different from the classical Arabic.

Shibli No'mani after his return from Egypt and Syria compiled a glossary
of these new words which he added at the end of his book Safar Namah
Rome wa Misr wa Sham. 57( r\z>j r^j r>J c*^") Shibli had a wide

55. Al-Nadvah, vol, V, No. 6, July. 1908, P. 4.

56. 'Allama Shibli himself and Maulvi Nawab 'Ali (Professor Baroda College) and Maulvi
Manzar, (Advocate High Court, Calcutta) were ready to pay Rs. 51- per month for Sanskrit
teacher. See in Al-Nadvah, vol, V. No. 8, September, 1908, P. 2. And in Al-Nadvah, vol. V,
No. 9, October, 1908, P. 1.
57. For detail see Shibli No'miahi, Safar Namah Rome wa Misr wa Sha~m, Matba' Ma'arif,
Azamgar, 1940, PP. 232-242.
 104

collection of books and magazines which he during his Deanship of Dar al-
'Ulum used to distribute among the students and directed them to translate
and review them. Along with this a topic was also given for discussion, speech
or writing for which he also provided correction and guidance. He had
established a big library with many sections of special study.

Syed Sulaiman Nadvi was among those who got the full opportunity to
benefit from Shibli's books and guidance. He had been taking interest in the
study of literature from the very early age. He was regular reader of the
newspapers and magazines of Egypt and Syria which were being brought by
Shibli. Therefor in 1908 Syed Sulaiman Nadvi was appointed on the chair of
Modern Arabic. Syed Sulaiman Nadvi himself wrote that this was the first
chair of its kind in the madaris i- islamiyah™ Shibli wanted to send him Egypt
for compiling new words and terminologies. But due to the political
disturbances in Egypt he could not go there. It was the result of Shibli's
advice and guidance that two treatises into Arabic on new words and
terminologies entitled Durus al-Adab {<-r>)^(x^^) were compiled by Syed
Sulaiman Nadvi. These treatises were taught and still are being taught in
many Arabic madrasahs. In 1910, in the meeting of Nadvat al-'Ulama' it was
decided to compile a dictionary of new words and Syed Sulaiman Nadvi was
assigned this task. He compiled it under the tittle of Lugh'at-i Jadidah
(•zOOf^J/Ul) and presented it in the annual meeting of Nadvat al-'Ulama' in
1912. Later it was published.59
One of the objectives of Nadvah was to equip the 'ulama' to meet the
challenges of the contemporary world. Shibli desired English, Hindi and
Sanskrit ought to be studied to provide an effective answer to the critics of
Islam in India and abroad. The advocacy of Shibli for the inclusion of English,

58. Syed Sulaiman Nadvi, Op. Cit., P. 423.

59. Ibid., PP. 418-437. ( For detail)
 105
Hindi and Sanskrit in the curriculum amply shows his farsightedness and
practical wisdom.
12. Opening Of Darjah-i Takmil :- It was discussed and decided at the
very beginning in the second annual meeting of Nadvat al-'Ulama' in 1895
that the total duration of studies would be ten years and the last two years
should be devoted to the study of especialised course. A continuous effort in
this direction finally showed result and in 1909, it was decided by the Executive
Council of Nadvat al-'Ulama' to open Darjah-i Takmil in '/7m-/ kalam and
'/7m-/ adab.60 Later in 1912 a decision was also endorsed in the meeting of
executive council for starting Darjah-i Takmil in tafsir followed by fiqh and
usul-ifiqh. In the prepration of curriculum of Darjah-i Takmil Shibli's role
was remarkable. The books which were prescribed for the different Darjah-i
Takmil were as under.

1. (Ilm-iKalam:- Shark Maqasid ( Jffr&r* ) of'Allamah Taftazani,

Kitab al-Sifat ( ^ 1>^L f/) of Imam Baihaqi, Tah If ah ( ^ £ ) of Imam
Ghazali and Ibn Rushd, Risail Araba' {r^^X/J) of Imam Ghazali, Bahath
'Ismat-i Ambiya ( ; LJI __^£>i-=n/£) of Allamah ibn Hazm, Talkhis al-Maqal
wa Kashaf al-Adillah (^^^$K£$) of Ibn Rushd, Hadiqah-i Fikriyyah
( ^fi p ^ ), Kutub-iAriyah ( ^ J \^J)hhar al-Haq {(jfyr)\) Kitab
al-Ruh ( Zs*A\ —r b^) of Ibn al-Qayyim.
2. 'Ilm-i Adab :- Diwan Intra al- Qais wa Nabighah Dhubyani Wa
'Alqamah at-Fahl Wa 'Urwah bin Wurd wa Farazaaq Y" ) Kitab
al-Sana'tein (cjr^\>e^^'^r>\^) of Abu Hilal 'Askari, Asrar al-Balaghah
((J-^M Ijj^lj of 'Abd al-Qahir Jurjani, Mawazanah Abi Tammam wa Buhtiri
<Iad al
( CZyf'jflAJ^HJ/) ~ Farid ( OJy^ly*) Mashq Nam wa Nathar

( y^ jXscy^)-"
60. Al-Nadvah, vol., VI, No. 3, April, 1909, P. 2. Also in Annual Report of Nadvat al- 'Ulama'-
1910, Op. Cit., P. 95.
61. Annual Report of Nadvat al-'Ulama'-1910, Op. Cit., P. 95. Also in Syed Sulaiman Nadvi,
Hayat-i Shibli, Op. Cit., P. 429
 106

3. 'Ilm-i Tafsir :- Tafsir Ibn Kathir ( J? <^/^ X Baidawi ((j> [&)

Kashshaf{ ^_i l=J), Kitab al- Nasikh wal-Mansukh{ CywJ, £f bil_, fa4),
Al-Itqanfi 'Ulum al-Qur'an ^Wdd>[i%, 'Aijazal-Qur'an(<i^j\f\)
of Baqillani, Tafsirat-i Ahmadiyah ( r-> > 2 ^ > ^ . L ^ ) of Mulla jiwan.62

A.Fiqh and Usul-i Fiqh :- Tahrir Ibn Humam ( r* l ^ c ^ v ^ )> Musallam

al-Thabut ( ^ ^ L l ^ ) of Mulla Muhib-Allah, Ma^/ii a/- yilftair O I ^ U * )
of Tahawi, Bidayat al-Mujtahid ( KJA*f <A\1KO °f Qadi ibn Rushd.63
13. Revision Of Curriculum :-
The revision of courses of studies had been made in 1923 and 1931 during
the nizamat of Maulvi Syed 'Ali Hasan Khan and Dr. Syed 'Abd al-'Ali
respectively.64 The latter improved the standard of instruction in English and
introduced few more branches of modern sciences. He persuaded Dr. Zakir
Husain (at that time Vice-Chancellor of Jamia Milia Islamia) to prepare new
course of study in Politics, Economics and English.65 His desire was to
introduce a new curriculum which could impart education up to the graduation
standard of the modern universities along with the teaching of religious
desciplines.66
14. Division Of Courses Of Studies :-
The ten years of courses of studies had been divided into three stages;
primary stage, secondary stage and higher stage (Darjah-i Takmil). Primary
stage covered a period of three years whereas the secondary stage covered
five years. The last two years were meant for higher stage. The student who
completed secondary stage were awarded the degree of Fadil. At the
completion of higher stage the degree of post- graduation under the title of
Mufassir, Muhaddith, Faqih and Adib as per their course, was awarded.

62. Syed Sulaiman Nadvi, Hayat-i Shibli, Op. Cit., P.430.

63. Ibid., P. 430.
64. 'Abd al-Salam Kidwai, 85years of Nadvat al-'Ulama',Daftar-i Ijlas, Nadvat al-'Ulama',
Lucknow, 1975, PP. 8-9.0
65. Ibid., P. 9.
66. Ibid., P. 9.
 107

But now a days Dar al-'Ulum Nadvat al-'Ulama' provides education from
primary level to University level covering a period of sixteen years. The new
division are as under;
1. Primary stage ;- It covers a period of six years including one year for pre-
primary classes. In these classes Urdu, Hindi, English, Arithmatic, Geography
and General Science of elementary level are taught.67

2. Secondary stage :- This is a three years course. Along with English,

Urdu, Arabic, Hindi, Persian, this stage imparts Arabic Grammar, Literature
and composition.68

3. Higher Secondary Stage :- It is of two year and provides instruction in

Arabic, Persian, and English besides religious sciences and Islamic history.69

4. Graduation Stage (iAlimiyat).- This is a four year course. It imparts

instruction in tafsir, hadith, fiqh along with Arabic literature and other branches

67. The following subjects are being taught at the pre-primary and primary stages:
Pre-primary stage :-The elementary books on Theology. Urdu, Arithmatic are included along
with physical training.
Primary stage :- 1st year: Theology: Quran (recitaion): Islamic Creed, Urdu (reading and
writing), Arithmatic, Physical training.
2nd year: Theology: Quran (recitaion); Islamic Creed, Urdu (reading and writing),
Arithmatic. Physical training and Gardening.
3rd year: Theology: Quran (recitaion); Islamic faith and practice. Urdu (reading and writing),
Hindi (elementary) Arithmatic, General Knowledge (Cnics), Gardening and Physical training.
4rth year: Theology: Quran (recitaion); Islamic faith and practice. Urdu (reading and writing),
Hindi (reading & writing) Arithmatic, General Knowledge (Civics), Gardening and Physical
training.
5th year: Theology: Quran (recitaion); Islamic faith and practice. Urdu (reading and writing),
Hindi (reading & writing), English (elementary) Arithmatic. General Knowledge (social
sciences).
68. The following subjects are devided in three years: 1st year : Theology: Qur'an (recitaion &
memorisation ); Islamic faith and practice. Urdu (reading and writing), Hindi (reading &
writing), English (reading & writing), Mathematics. General Knowledge (geography/history),
Arabic(elementary).
2nd year: Theology. Qur'an (recitaion & memorisation ); Islamic faith and practice, Urdu
(reading and writing), Arabic (reading & writing and grammar), English (reading & writing),
Mathematics, General Knowledge (geography/history). Science.
3rd year: Theology: Qur'an (recitaion & memorisation ); Islamic faith and practice, Urdu
(reading and writing), Arabic (reading & writing and grammar).Persian(reading & writing)
English (reading & writing), Mathematics, General Knowledge (geography/history), General
Science.
69. Subjects which are studied at higher secondary stage are as under:- 1st year: Arabic (reading
& writing and grammar),Arabic litrature, English (reading & writing), General Science,
Religious Sciences (sirah and fiqh).
2nd year: Arabic litrature, Arabic (composition & grammar) English (reading & writing),
General Science, Religious Sciences (hadith and fiqh), Islamic History.
 108
of Islamic learning. Higher efficiency in Arabic literature and the knowledge
of English equivalent to the matriculate class are the special features of this
stage.70
5. Post-Gaduation Stage (Fadilat) :- This is a two year course, imparts
instruction in theology and Arabic literature, of which one subject has to be
offered by the students for intensive study. The students have also to submit
a thesis in the subject of their choice.71
6. Doctorate stage (Takmil) :- Facilities are also provided for under taking
research, known as Takmil, in the subject taught at Post-Graduate level. The
duration of the research being normally two years. It is conducted under the
guidance of competent teachers.
7. Special Courses :- Apart from these courses the Dar al-'Ulum made an
arrangement of special course which are as under;
(i)Huffaz have been appointed to impart instruction to such
students as want to memorise the Holy Qur 'an along with Urdu,
Arabic and fiqh of primary level. It covers a period of four
years.72

70. The division of four year are as follows: 1st year: Religious Sciences ( tafsir, hadith, and
principles of hadith criticism,fiqh) Arabic litrature, Arabic composition and grammar, English
literature, Civics (general science and geogaphy).
2nd year : Religious Sciences (tafsir, hadith, and principles of hadith criticism, fiqh) Arabic
literature. History of Arabic litrature, English (literature, grammar, composition,), Logic
Islamic History and Islamic culture
3rd year: Religious sciences ( tafsir, hadith, fiqh and its principles) Arabic (literature and
balaghat), English (literature grammar composition), Islamic History, Social
Sciences(philosophy, economy).
4th year: Religious Sciences(tafsir, hadith, (intensive study), fiqh and its principles), Arabic
(literature, history and criticism), English(literature and composition), History of Islamic
Thought.
71. The division of two years are as follows: A: THEOLOGY : 1st year : Religious Sciences
(tafsir, hadith, fiqh-one to be offered as the main subjects), Arabic literature, Islamic Shah 'ah
and its wisdom .2nd year : Religious Sciences (tafsTr, hadith, fiqh-one to be offered as the
main subjects), Comparative Religion, Arabic literature. B: ARABIC LITERATURE :1st
year: Arabic Prose (classic;) 1 and modern), Arabic Poetry (classical and modern), History of
Arabic literature, Grammar (nahv, Rhetorics). 2nd year: Arabic Prose (classical and modern),
Arabic Poetry (classical and modern), History of Arabic literature, Criticism (rhetorics)
72. Four years of hifz course lias been divided in to following way : 1st year : Memorisation of
the Holy Qur'an (first severn parahs), Recitation (qir'at), Urdu (reading and writing) 2nd
year: Memorisation of the Holy Our 'an (next ten parahs), Recitation (qir 'at), Urdu (reading
and writing) 3rd year : Memorisation of the Holy Qur "an (parahs 18th to 30th ^.Recitation
(qir 'at),md Tajwld, Urdu (reading and writing), Fiqh (preliminary). 4th year : Revision of
Memorisation, Urdu and Mathematics, Arabic (language and grammar), Fiqh (preliminary).
 109

(ii) (a) Provision for five-year condensed course in Arabic and

theology for those students who have studied upto graduation in
Government colleges or have at least passed the intermediate
exam with first or good second division. After completion of
the course they become entitled to the degree of 'Alim.
(b) A special condensed course has also been started for those
students whose mother-tongue is English and know neither Arabic
nor Urdu.
(iii) A Department of Islamic Thought and Comparative Religion
is being started from those who want to preach Islam,
(iv) An institute of teachers trainging has also been established
to meet the requirements of institutions imparting education in
religious sciences within the country. Because, Nadvah realised,
without it the Arabic madrasahs and other Islamic institutions
cannot be saved from stagnation and decay.
Apart from these Dar al-'Ulum Nadvat al-'Ulama' also runs a
few Academies and Institutions of study and research. Which
are as follow;
(A) Academy of Islamic Research and publications (Majlis-i
Tahqiqat wa Nashriyat-i Islam) :-
Propagation of Islam in modern context, the primary object of
Nadvat al-*Ulama', led it to establish this Academy in May 1957. It is
basically an institution of study and research and publication. It works
mainly for the cause of Islamic faith and propagates Islamic belief and
ideology among Muslims and also introduces the basics of Islam to the
non-Muslim seekers of truth.
The Academy published its books in Arabic, Urdu, English as well
as in Hindi. Mostly the English and Hindi books are the translations of
Arabic or Urdu books. Its main purpose is to highlight the fundamental
 110

teachings of Islam, social customs and manners, and social evils of

todays modern society. Any one can be the member of this Academy
and it accepts donations and grants from indivisduals, institutions and
libraries.
(B) Academy for Research of Islamic Law (Majlis-i Tahqiqat-i
Shari'ah):- It was established mainly to meet the demanding needs for
a reoriented interpretation and education of fiqhi injunctions in the
content of the fast- moving society under the supervision of Maulana
Abu'l Hasan 'Ali Nadvi.
(C) Publishing House (Maktabah-i Dar al-'Ulum) : It publishes text
books as well as other books prepared under the auspices of various
departments of the institution. The Nadvah has its own Printing press
with facilities for Arabic painting. The press was started in 1957. It
provides training to interested students in the composing-work of Arabic
matter.
After analysing the syllabi and Academies of Dar al-'Ulum Nadvat
al-'Ulama' it can be said that the dreams of the founders of Nadvat al-
'Ulama' have largely come true. The syllabi of this historical institution
has helped the Islamic learning to recover from gradual decay and to
redeem the Muslim Community from the growing menace of
irreligiousness, scepticism and even apostasy. It has provided true
guidance at the right time and contributed tremendously in preserving
the integrity and character of the Muslim Community and the true picture
of Islamic faith and practice.
CHAPTER - IV (A)
 Ill
CHAPTER -IV -A
Founder - Members of Nadvat al-'Ulama'
1. Maulana Syed Muhammad 'AH Mongeri (1846-1927) :-
Syed Muhammad' Ali Mongeri, firstriazim(Rector) of Nadvat al-'Ulama',
who refuted Christian and Qadyani attacks very strongly, was born on 28th
July, 1846/3rd Sh'aban 1262 in Kanpur. His ancestral chain goes back to
Shaikh 'Abd al-Qadir Jilani.1 His forefathers lived in Bukhara who later
migrated to Multan and afterwards to Muzaffar Nagar. Gradually the families
multiplied and settled in several cities of Uttar Pradesh and Bihar.
Life :- He became an orphan when he was two years old. He was looked after
by his grand father Syed Shah Ghauth 'Ali. He started to learn Holy QuPan by
his uncle Syed Zahur 'Ali, and Maulana Syed 'Abd al-Wahid Belgrami taught
him some basic books of Persian. In 1861 /1277 he was admitted to Madrasah-i
Faid-i Am, Kanpur. Where he learnt 'Ilm al-Seghah ( ^^f*) by Mufti
'Anayat Ahmad. Maulana Syed Husain Shah taught him Kafiyah ( ^ J * ^ )
Sharl* Misbah ( Z/V^^r*1)^ Shark Mulla Jami ( ^•U^H 1 ^') and Mantiq
( ( j J ^ ) . He studied M'aqul ( <£y*) and Sihah Sitta ( ^ £ ^ 0 W Maulana
lutf -Allah Aligarhi and Mu 'atta Imam Malik (i_-MM#l *iJy) Mu 'atta Imam
i
Muhammad ( ^ i ^U Uy1), and Sihah Sitta by Muhaddith Ahmad 'Ali
Saharanpuri. After completing his education he started teaching in the mosque
of Dulari in Kanpur. Later he joined Madrasah-i Faid-i Am but due to his
illness his teaching was discontinued.
Refutation of Christian Attacks :- Maulana Mongeri realized the danger of
Christian missionaries and in order to check their advance started a paper viz,
Manshur Muhammadi ( (^>i^y>^A4) in 1880 /1298. At the same time he
1. His geneological table are as follow : Syed Muhammad 'Ali bin Syed 'Abd al-'Ali bin Syed
Ghauth Ali bin Syed Rahat Ali bin Syed Aman 'Ali bin Shah Noor Muhammad bin SKah
Muhammad 'Umar bin Shah 'Ashiq Muhammad bin Muhammad Shah bin Bandagi Shah
Atiq-Allah bin Shah Qutb al-Dm Abu Bakr Charmposh bin Shah Baha al- Haq Habib-Allah
Multani bin Syed Hasan bin Syed Yusuf bin Syed Janial al -Haq bin Syed Ibrahim bin Syed
Raji Hamid bin Syed Musa Ahmad Shibli bin Syed 'Ali bin Syed Muhammad bin Syed Hasan
bin Sved Abu Saleh bin Syed 'Abd al- Razzaq bin Hadrat Shaikh Muhi al-Din 'Abd al-
Qadir Jilani.
 112

opened orphanages so as to rescue the orphans and poors from Christian

influence. He wrote several books and treatises in its refutation such as Mira't
al-Yaqln{ (#*^ tfj^) Ain-i Islam2 ( f i p w l ^ f ), Tarana'-i HijazP
( (Jj \? %^y- ), Dafa' al- Talbisa? ( ^ L ~ ^ ' £ ^ ) , Sate * al-Burhan
( (z>\*ypC/V~) and Burhan-i QatV ( £, \>L>\*yr). But his most famous
book in this regard was Paigham-i Muhammadi ( L£\Jr C W^ )•
Maulana Mengeri and Nadvat al-'Ulama' :-
It was Maulana Syed Muhammad 'Ali Mongeri who first gave the idea
of the formation of Nadvat al-'Ulama'. In 1892 in the annual convocation of
Madrasah-i Faid-i Am, Kanpur, where several 'ulania' and scholars were
present, a decision was taken regarding the formation of Nadvat al-'Ulama'.
He was appointed as its first riazim. He was one of the members who were
appointed in the meeting of Nadvat al-'Ulama' to prepare an upto date
curriculum for madaris-i islamiyah. He made several journeys to different
areas for the propagation of the aims and objectives of Nadvat al-'Ulama',
such as to Kanpur, Fathpur, Hinswa, RaiBareli, Delhi, Ghazipur, Patna, Madras
etc.
In 1897 due to his old age and weakness he had resigned from the nizamat,
which was not accepted by the Managing Committee of Nadvat al-'Ulama'.
Instead, for his help an assistant -riazim (Maulana Syed 'Abd al-Hai) was
appointed. Later in July 1903 he again put his resignation which was accepted
in the annual function of Nadvat al-'Ulama' at Madras in June 1904. Even
after that he had regular contact with it and worked for it. Before the function
of Nadvat al-'Ulama' at Madras he went there and introduced the people with
Nadvah's objectives. He admitted his son Maulana Noor-Allah and Maulana
Minnat-Allah Rahmani in Dar al-'Ulum Nadvat al-'Ulama' for their education.

2. In 1879/1297 he wrote it in the reply of Niyaz Nama( c*l>'lr) of Munshi Safdar 'AH, a saint.
3. In this he answered the questions raised in Naghmah-i Tunb!iri{ CfJjy'i?* )•
4. In 1884/1302, in the refutation of T^liiat ( vj^ UL4iT) of Imam al-Din.
 113

Refutation of Qadiyani Activities :-

He boldly checked the increasing Qadiyani influence particularly in
Monger and Bhagalpur. He not only delivered lectures against it but also
wrote more than hundred books and treatises for the refutation of Qadiyani
thoughts.5 In these books as Maulana Mongeri considered, Jihad-was the best
way to check the Qadiyani's advancement. Through his writings he awakened
the Muslims to realize its danger. He wrote voluminous books viz Faisala-i
Asmani ( c£ \ ^ \ r>^r*) (3-volumes) and Shahadat-i Asmani (2-volumes)
foWi^j^L/*) in refutation of Qadiyani sect. Other works such as Chashma'-i
Hedayat6 ( - ^ - ^ ! > ^ ^ f ) , ChallengeMufyammadiya1 ( ( J j i ^ v ) .
Mi 'yar-i Sadaqat ( O-J1A/^ U^) Mi 'yar-i Masih ( ^ y * ; U** ), Haqiqat
al- Masih (Ar^L^>*>), Tanzih- i Rabbani ( (i Of; fjy), Aina-i Kanialat-i
Mirza ( -^J^-^j^iU r^fl), Nama'-i Haqqani ( c i U-"> r-r»V ), Mirza-i
Nubuwwat ka Khatimah* ( ^ U k ^ y r ' ( J'y / >)were very famous. Some of
these treatises were so famous that they were translated into English, Gujrati,
Bengali etc.
The impact of the writings of the Maulana in the refutation of Qadiyani
was not limited to Monger and Bhagalpur only but the Muslims of
Panjab, Bengal, Madras, Bombay, Gujrat, Hyderabad, Dhaka, Katak, Nuakhali
etc had also realized the danger of Qadiyani-claims.
Maulana Mongeri and Sufism :- from the very beginning he was quite
inclined towards sufism. He was much influenced by Shaikh Karamat 'Ali, a
sufi of Qadiriyya order, and learnt sufistic teachings from him. After his death
Maulana Mongeri met Maulana Fadl al-Rahman Ganj Muradabadi and made
bai 'ah to him and became his AT/2fl///a_(spiritual successor). Regarding Maulana
Fadl-al Rahman's disciples, Shah Tajammul Husain writes in his book Kanialat-i

5. Muhammad al-^asani writes that only 40 books had been published after his name.
6. At the end of the treatis Chashma'-i Hiduyat ( —'-^Sj^rff^-) » n appeal was made that there
was reward of ten thousand to those who would reply to the questions raised in it.
7. Challange Muhammadiya was published in Arabic, persian as well as in Urdu in 1919.
8. It was published from New Delhi in 1914.
 114

Rahmani{ Q. U*> ^j \Jll ) that they estimated about four lakhs. Maulana
Mongeri wrote a book an sufism wz.Irshad-iRahniani ( (J^SL^JI) which
dealt with the suluk, adab and tariqat and mainly consisted of malfuzat and
irshadat of Maulana Fadl al- Rahman Ganj Muradabadi.
Death :- During his life time he performed hqjj twice 1900/1318 and 1908/
1326. He took his last breath on 13th September, 1927, at 2 'O Clock.
In the end we can say after analysing his contribution particularly his
refutation of Christian missionaries and Qadiyanis, his efforts for Nadvat al-
'Ulama' and also in the field of tasawwuf that he alone accomplished such
remarkable works as even an academy could hardly achieve.
2. 'Allamah Shibli No'mani (1857-1914) :-
"One of the most striking personalities of his age... a versatile genius
and had a remarkable career,"9 having profound knowledge in Arabic, eloquent
speaker and powerful writes 'Allamah Shibli No'mani was bora in a prosperous
family at Bindaul in the district of Azamgarh in May 1857. His father Shaikh
Habib-Allah was a lawyer, landlord and indigo merchant. His forefathers
were Rajput.l0 The quality of Rajput was very much evident in his life style,
i.e. sharpness of wit, intense self-respect and idealistic ambition.

He received education on traditional pattern. He learnt Islamic science

from Maulana Faruq Chiryakoti and Muhaddith Ahmad 'AH Saharanpuri. He
was also taught by Fadl al-Hasan SaKaranpTiri and Irshad Husain Rampuri.
He was very much influenced by Sir Syed Ahmad Khan and his liberalism
and Dr. Thomas Arnold. Professor of Philosophy, at Aligarh where he had
reached in 1882 and joined as lecturer of Persian and Arabic in M.A.O College.
He served there for 16 years. He had, during the last few years of his stay at

9. Ram Babu Saxena, A History of Urdu Literature, Allahbad, 1927, P. 287.

10. His ancestral chain is as follow : Shibli No'ma"ni bin Shaikh Habib-Allah bin Munshi Shaikh
Hasan ; Ali bin Shaikh Ibad -Allah bin Shaikh Karlm al-DTn bin Shaikh Muhammad Rada
bin Shaikh Muhammad Fakhr-i Jahan bin Shaikh Aman-Allah bin Shaikh Muhammad Isma'il
bin Shaikh Mehdi Chaudhary bin Shaikh L*al Muhammad bin Shaikh Ahmad Chaudhary bin
Shaikh Sohrab bin Shahb"az bin Siraj al-Din (Shiv Raj Singh).
 115

Aligarh, some differences with Sir Syed, regarding the place of traditional
education in the curriculum then he diverted his attention towards Nadvat al -
'Ulama' which was the meeting point of Deoband movement and Aligarh
movement.
In 1892 he went Turkey and from there he visited Egypt, Syria and Rome
and minutely observed the political, educational and economical conditions
of the Muslims. After Sir Syed's death he left Aligarh and in 1901 he worked
as secretary in the Department of Arts and letters under the nizam of Hyderabad.
In 1903 when Anjuman-i Taraqqi Urdu was founded, he became its first
secretary.
'Allamah Shibli, being a student of traditional learnings and professor of
M.A.O. College, came to conclusion that for Muslims it was equally necessary
to learn in madrasahs as well as in modern schools. He attached himself with
Nadvat al -'Ulama' whole heartedly. He did remarkable reforms in the courses
of studies and prepared an outline of Dar al-'Ulum Nadvat al -'UlamF. In
1905 he became Dean of Nadvat al -'Ulama' and gave a new impetus to the
students. By his effort Nadvah was distinguished not only as an educational
institution but it practically touched every walk of life. He introduced English,
Hindi, Sanskrit in the curriculum and appointed able teachers for them.
After the death of his younger brother Muhammad Ishaq in 1914 he came
Azamgarh and stayed there till his death. Shibli had also aspired to Dar al-
Musannefin (Academy of writer.) but he did not live long so his desciple
Syed Sulaiman Nadvi founded it and fulfilled the dreams of his mentor.

He died on 18 November 1914 and buried in the campus of Dar al-

Musannefin.

Works :- He wrote several books, treatises and articles in various fields. Among
his contemporaries he was an outstanding and versatile scholar. For a cursory
view his writings are may be divided here according to their subjects.
1. Biographies :- Sirat al-Nabi (2 volumes) ( { ^ " c v ) , Al-Faruq ( o>j\^\),
 116

Al-Mamun ( OjfUl), Sir at al-No'man (CJU^U^K), Al-Ghazali ( < J ^ I ) ,

Sawaneh Maulana-i Rum ( r*>>» ^Uy£/*')•
2. Literature :- 57re'r al-'Ajam (5volumes) ( J? U<^) and Mawazana-i
A n is-o-Dabir ( y^-^'tj^' rrV'ly )
3. Philosophy:- '//m al-Kalam ( ^ J L L ) mdAI-Kalam ( pJjJJ I ).
4. Travelogue = (Sajaniamah) :- Safarnamah Rum wa Misr wa Sham

5. Letters and articles :- Makatib Shibli( ( J^r!r'k^)(2-volumes),

Maqalat-iShibli (9 -volumes) ( (J^""^^^). /-^fC^jJ^t-^/jc;,
6. History of Islami culture:- Intikhab-i Tarikh-i Tamaadun-i Islam ( )
7. Poetry:- Diwan-i Shibli ( &^c> ! ^ ) , £«-/ (?«/ ( ^L.J ), and
Dastan-i Gul{ ^J^cJt^U).
3: Maulana Syed 'Abd al-Hai Hasani (1869-1923)
He was born on 22nd December 1869/18th Ramadan 1286inRaiBareli.
His father was Maulvi Hakim Syed Fakhr al-Din Khayali.11 He received his
education in Rai Bareli. Hinsuwa, Allahabad, Bhopal and Lucknow. His
teachers were Maulana Muhammad Husain Allahabadi,12 Maulvi Amir 'Ali,
Maulvi Fath Muhammad Taib, Maulana Muhammad Na'im Firangi Mahali,
Maulana Syed Ahmad Dehlawi, Muhaddith Husain bin Mohsin al-Yamani,
Hakim 'Abd al-'Ali and Hakim 'Abd al-'Aziz. He visited many important
academic centres and attended the lectures of several known scholars.13 He
maid his bai 'ah (spiritual pledge before a Shaikh) at the hand of Fadl al-Rahman
Ganj Muradabadi and Haji Imdad -Allah Muhajir Makki.
He attached himself with Nadvat al-'Ulama' from the very beginning
and journeyed several places for the cause of Nadvah. Due to his devotion he

11. He was himself a poet, thinker, writer and a Persian scholar. Among his books Mehr Jahantab
( ^—jkcjv?/?) ( 3- volumes) in Persian was very important. It was an encyclopeadia of
historv of religion.
12. Khalljfah of HajT Imdad-Allah Muhajir Makki.
13. He visited Delhi, Panipat. Si rhind, Anbala, Deoband, Saharnpur, Gangoh, Nagina and attended
the lectures of Maulana Dhulfiqar 'Ali Deobandi (father of Shaikh al- Hind Maulana Mahmiud
al-Hasan), Rashid Ahmad Gangohi, Syed Ahmad Amrohi, 'Abd al-'Ali, Qari 'Abd al-Raheem
Panipati etc. (In these visits he used to write daily events which were published in al-Ma'arif
(January, 1939- June 1939) under titled Armaghan-i Ahbab {-—*\^c>\i^\ ). Later it was
published in a book-form under the title Dehli aur UskeAtraf( .. i | L | - / / y - J ^ I (^s- )•
 117

had been appointed as assistant riazim on 25 December 1895. On 13 April

1915 he was unanimously appointed asriazimof Nadvat al-'Ulama' and served
till his least breath. During his nizamat many resolutions were passed such as
alumni would be members of the managing committee of Nadvat al-'Ulama',
increment in the salary of the teachers, erection of mosque and that no
government's grant would be taken etc.
The country had to face many problems and hardships due to the first
world war and Khilafat Movement. On the one hand economic condition of
the country was in very bad shape so it had become very difficult to arrange
annual meeting of Nadvat al-'Ulama' which looked into and solved its financial
problems and urged people to help. On the other hand due to Khilafat
Movement student's mind diverted towards politics from education. In this
uncontrollable condition he took steps with patience and prepared ground for
Nadvah to run smoothly.
Works:- Gul-i Rana ( ^JP), Yad-i Ayyam ( j - t ' >lr) (History of Gujrat),
Nuzhat al- Khawatir (8-volumes) ( J> ^ ' c ^ y - ' ) , Ma'arif al-awarif
(—>J ( y ' L - v U ) Jannat al-Mashriq ( C^J' c^. ), Al- Thaqafat al-
Islamiyafi al-Hind ( /^L*V^~^L^\& I) Al-Hindfi 'Ahd-i al- Islami
( ( ^ i l f j ^ . JjjJl ).
He died on 2nd February, 1913/15th Jamadi al-Thani 1341 and buried at
Bareli. He had two sons Dr. Syed 'Abd al-'Ali and Syed Abu'l Hasan 'Ali
Nadvi ('Ali Miyan) and two daughters.
4.Maulana Habib al-Rahman Khan Sherwani
He was born on 5th January 1867/28th Sh'aban 1283 at Bekhampur in
Aligarh. His father was Muhammad Taqi who was very generous and pious.
Habib al-Rahman received traditional learning on Dars-iNizami pattern. His
teachers were Maulana Lutf -Allah Aligarhi, Syed Husain Khan Yamani
Bhopali, Syed Muhammad Stiah Muhaddith Rampuri, Qari 'Abd al-Rahman
Panipati etc. Along with this he studied English literature by Mr. Hoard.14 He
14. Head Master of Muhammdan College, Aligarh.
 118

made the bai'ah at the hand of Maulana Shah Fadl al-Rahmah Ganj
Muradabadi.
From 1883-84 he started writing articles which were published in several
magazines and newspapers.'5 Later his articles had been compiled and
published under the title Maqalat-i Sherwani, ( ( j U / ^ - ^ J J l i ^ ) . He also
composed poetry in Urdu and Persian under the poetical name Hasrat. He
was editor of al-Nadvah monthly of Dar al-'UIum Nadvat al-'Ulama',
Lucknow. Besides this he had deep interest in the collection of books. In his
personal library these were more than 5000 books and rare manuscripts. Later
he donated his library to the Muslim University Aligarh. In 1941 he was
awarded honorary degree of Doctorate of Theology by Aligarh Muslim
University.
He did not take interest in politics and political movements, but he was
always ready to take active part in educational movements. Earlier he was
trustee of Aligarh college and Later became the member of Muslim University
Court and its Executive Council and Academic Council. He was a member of
All India Muslim Educational Conference and later became its Joint Secretary
and Secretary in 1890, 1917 and 1920 respectively. He was president of the
managing committee of Dar al-Musannefin. He was member of All India
Oriental Conference and in 1928 be became Chairman of its Urdu-section. In
1918 he was appointed as Sadr al-Sudur in the Asifiyyah State, Hyderabad
and served these for 13 years. Due to his educational service he was awarded
by the title of Nawab Sadr-i YarJang in 1922/1341. Besides these he was the
first Vice-Chancellor of Jami'ah Usmaniyah Hyderabad. He was member of
Da'irat al- Ma 'arif, President of Asifiyyah library and secretary of Anjuman-i
Tarraqi Urdu, Aurangabad.

He died at the ripe age of 86 on 11 august 1950, Friday morning, Aligarh.

15 Oudh Akhbar- Lucknow; .7zoc/-Luckno\v, Zamana-Kanpm, Makhzan-Lahor, Institue Ghazette-

Delhi, At-Bashir-Etawah. Aligarh Magazine- Aligarh, Urdu -i Mu 'alia- Aligarh, Al- Nadvah-
Lucknovv, Ma larif- Azamgarh-etc.
 119

Works :- Tadhkerah Babar ( yi\^/j^\ Dhikr-iHabJb (-rt^H>), Dhikr-l

Jamil( c^t^^ )» ' U l a m n - i Salaf(^~!.y*\ Nablna'Ulama'( V* MO
Siratal-Siddlq {db^fe), Ustadh al- 'Ulama' ( > \^\)\y\), Fiqh-iljanafi
( <J^> r^). 7/iw-i /*A/53r ^ j > ) , DAftr-i Mahbootrf') Musalmanon K~i
T'alim Qadim {/-J*/&J}\^>\ TaUm al- Islam KaAthar 'Umar Aur Sehat
per ( ^ X - ^ ^ ^ ^ l t^vAJL?H).
5. Maulana Shah Sulaiman Phulwarwi :-
He was a good teacher and preacher and an eloquent orator. He was
born in 1859/1276 in Phulwari, Patna. He received his education from Firangi
Mahal Lucknow, Saharanpur and Delhi. His teachers were Maulana 'Abd al-
Hai Firangi Mahali, Maulana Ahmad 'Ali Saharanpuri and Maulana Nazir
Husain Dehlawi. He studied lib in Lucknow.
He was present in the ceremony of convocation of Madrasah-i Faid-i
Am in 1892 where he lectured for the need of Nadvat al-'Ulama'. He wanted
that Dar al-'Ulum Nadvat al-'Ulama' be established at Lucknow instead of
Delhi. In 1902 he became Dean of the Dar al-'Ulum.
He was by nature very simple and pious. He was the follower of Qadiriya
and Chishtiya order. A large number of people took bai 'ah at his hand. Apart
from this he also composed poetry under the pen-name Hadhiq ( cj>^>l>) in
Urdu, Persian as well as in Arabic. He died at the age of 78 on 1st June,
1935/ 28th Safar, 1354, Friday at 7 O'clock in the morning.
6. Munshi Ihtisham 'Ali Kakorwi
He was very pious and generous. About him Syed Sulaiman Nadvi writes
that it should not be wrong to say that he was the last man of an Oudh's family
as regards simplicity, humanity, piousness, generosity, hospitality and kindness
to poors.16 He belonged to the village Kakor of Oudh. His father Munshi
Imtiaz 'Ali was a minister in the State of Bhopal. He joined Nadvat al-
'Ulama' in April 1895 and served it whole heartedly as its treasurer till his

16. Syed Sulaiman Nadvi, Yad-i Raftgan, Dar al-Musannefin, Azamgarh, 1986, P.251.
 120

day. He died on 22nd April, 1943. He left two sons behind him, viz. Munshi
'Inam' Ali and Munshi Ihtiram' Ali. The latter too became the treasurer of Nadvat
al-'Ulama'.
7. Maulana Masih al-Zaman Khan
He was bora in 1836/1252 in Shahjahanpur. He was an Afghan. His
ancestors came to Shahjahanpur and settled there permanently. He received
education by his elder brother Maulana Muhammad Zamian Khan who was a
teacher of Nawab Mir 'Ali Khan and Afzal al-Daulah of Hyderabad State:
After the death of his brother, the Maulana too became the teacher of Nawab
Mir Ali Khan (Nizam-i Daccari). Later he became the nazim of the Department
ofT'alim-o Tarbiyat ofNizam of Hyderabad. In 1883 he came to Shahjahanpur
and stayed there till his death.
He attached himself from the very beginning with Nadvat al-'Ulama'
and visited several places for its cause. In 1899 in the annual meeting of
Nadvat al-'Ulama' at Shahjahanpur he donated the half part of Hamzahpur
&>*£) to Nadvat al-'Ulama'. In the 1 Oth annual meeting of Nadvat al-'Ulama'
at Madras on 3,4,5 January, 1904 he had been appointed as the acting nazim of
Nadvat al-'Ulama'. Al-Nadvah, monthly journal ofNadvat al-'Ulama', was started
under his nizamat. On April, 12,1905 he put his resignation from the nizamat
due to his personal engagement.
He was the followere of Hanafi and Naqshbandi order and made his
bai'ah at the hand of Haji Karamat Khan SKahjahanpuri. He died on 17th
December, 1910.
8. Nawab 'AH Hasan Khan :-
He was a man of dynamic personality. He played very influential role
when Nadvah was passing through a crucial situation. He was president of
the committee of reconciliation ( 2,\M>lo~M^ ) in 1911-1913 that
resolve the internal conflict ofNadvat al-'Ulama'. He also served Nadvah as
its treasurer. After the death of Maulana 'Abd al-Hai in 1923 he became
«
 121

nazim of Nadvat al-'Ulama'. Besides, he was a poet and composed poetry

under the pen-name Salim in Urdu and Persian.
He was bora on 16th August, 1886/4th Rabi al-Thani, 1283, in Bhopal
and received his primary education there. He learnt Persian and the grammar
by Maulvi Ahmad Hasan Belgrami.17 Syed Sulaiman Nadvi writes about him,
"By nature he was very influential and very sensitive. He took
active part in Sir Syed's educational movement and, then, in the
religious movement of Nadvat al-'Ulama'. For a long time he
was honourary nazim of Nadvat al-'Ulama' and among the
founder members of Dar al- Musannefin^
Due to his illness and weakness he resigned form nizamat in 193.1. He died
on 19th November, 1936/3rd Ramadan, 1355 at his house Lai Bagh, Lucknow
at the age of 72.
Works :- Fitrat al- Islam ( pUA*jjl£ki)s Ma'athir Siddiqui( ^J^Afi)
(4 volumes), Mardum-i Didah ( * U ^ fjy* ), Tadhkerah-i Subh-i
Gulshan{ cy*^° &f t/jfi), al-Madaniyyah fi al-Islam (r%~$\ Jr^L^'X
Bazm-iSukhan ( o^C/: ), Talai' al-Maqdur Min Matale'al- J>WlU>
( />yJ^$^Ji$(ty'')> Khirman-i Gul( ^ oxyr), (Persian poetry), Nalah-
i Dil ( ^ *Jl ) (I rdu Peotry ).
Along with these he penned down several treatises such as Intizam-i
Khanadari (^'^UfAli-/^), Shari'at al-Islam ( r)^^ -^J^), Dindar Aur
Duniyadar (yb4r^l»Ul/>), Ta'lim-o-Tarbiyat ( ^z^yyt 9^-^ ) etc.
9. Khalil al-Rahman Saharanpuri :-
He was the son of famous traditionist {muhaddith) of time Maulana
Ahmad 'Ali Muhaddith Saharanp"uri (d.l6th April, 1879). He received his
early education in Mazalur al- 'Ulum and studied hadith by his father. After
the death of his father he started the business of timber merchant.

He was attached to Nadvah from the very beginning. In 1895 he became

the member of managing committee. He was deputy nazim during the nizamat
17. Author of Lughat-i Stiahjuliani ( c£ y?* U~ ~^>\JJ ) and Artang Farhang ( —jp'iJ^/').
18. Ma 'arif, vol. 38, No. 6, June. 1936,P.204. Also in Syed Sulaiman Nadvi, Yad-i Raftgan.Op.
Cit. P. 175.
 122

of Maulana Masih al-Zaman Khan. After the latter's resignation in 1905 he

became acting riazim and on 30 July 1913 he became riazim and served upto
July 1915. He was against English learning and British culture and a staunch
supporter of Khilafat Movement. His son Maulvi 'Aqil al-Rahman Nadvi was
the secretary of Khilafat Committee Saharanpur. He died on 4th February,
1936 in Saharanpur.
10. Maulana |utf-AHah Aligarhi :-
He was known as 'Teacher of India' and 'Teacher of the teachers' (Ustadh
al-Hind and Ustadh al-A.satidh'ah). He devoted his whole life to teaching.
Almost all the Muslim scholars of his time had teacher-taught relation with
him. Among them Syed Muhammad 'Ali Mongeri, Maulana 'Abd al-Haq
Haqqani, Shibli No'mani. Zahur al-Islam Fathpuri, MaulanaNoor Muhammad
Panjabi etc. By nature he was very simple and pious. He died in 1915/1334
11. Maulana 'Abd al-Haq Haqqani :-
He belonged to Ambala in Panjab but he received education by Maulana
lutf-Allah Aligarhi in Kanpur. Later he went Delhi and learnt hadith by Maulvi
Nazir Husain Muhaddith. He settled permanently in Delhi and engaged himself
in teaching in the Madrasah Fathpuri. He learnt sufistic teaching by Fadl al-
Rahman Ganj Muradabadi. He made untiring efforts for the propagation and
development Nadvat al-'Llama'. He is best-known for his tafsir of Qur 'an,
\
known as Tafsir-i Haqqani ( (], \^» / ^ ) .
12. Maulana Zahur al- Islam Fathpuri :-
He was born in Rai Bareli. For education he went to Aligarh and learnt
under Maulana batf-Allah Aligarhi. Then he went to lucknow and completed
study of hadith under Maulana 'Abd al- Hai Lucknowi. He made bai'ah at
the hand of Fadl al-Rahman Ganj Muradabadi. He founded a Madrasah
Islamiyah at Fathpur in 1883/1301. He was very simple and generous. He
died in 1920/1339 in Fathpur.
 123

13. Munshi Ather 'Ali Kakorwi

He was ta 'alluqahdar ( y U ^ j ^ ) of Kakor, well known advocate
of his time and legal advisor of the department of Ta 'alluqahdaran-i Oudh.
He made bai'ah at the hand of Shah Taqi 'Ali Qalandar Kakorwi. He also
learnt sufistical practice by Fadl al-Rahman Ganj Muradabadi. He was famous
for his generosity. He beard all the expenses of Nadvat al-'Ulama's meeting
which was held at Lucknow. When Dar al-'Ulum Nadvat al-'Ulama' was
started at Golaganj, Lucknow, he was the first man who admitted his son,
Anwar 'Ali.

Later when the governor-general Lord Mac Donnel began to entertain

certain misunderstandings against him, he migrated to Madina and stayed there
till his death. He was buried in Jannat al-Baqi.
14. Maulvi Ghulam Muhammad Shimlawi :-
He was a lawyer by profession, an eloquent orator and also a man of
dominating personality. In his youth he left worldly life and its attractions
and adopted sufistic way of life. He used to live alone, far from the society.
But when he attended the meeting of Nadvat al-'Ulama' he left the life of
seclusion and devoted the rest of his life for the cause of Nadvat al-'Ulama'.
He journeyed to several places for its financial aid. He died on 29th
March, 1934 at the age of 70.

15. Maulana Mushtaq 'Ali Naginawi :-

He belonged to the town of Nagina in Bijnore district. He learnt hadith
by Maulana y'aqub Nanautavi, Maulana Syed Ahmad19 and Maulana Ahmad
'Ali Muhaddith Saharanpuri. After completing his education he became teacher
in Madrasah Islamiya in Faidabad.From the very beginning he attached himself
with Nadvat al-'Ulama' and worked for it as much as possible.He was the
man who toured, with a letter of Maulana Mongeri, to Deoband, Jhansi, Patna,

19. Vice-Principal of Dar al-'Ulum, Deoband.

 124

Aligarh, Etawah, Bhopal. Bombay, Mecca and Madina to propagate the aims
and objectives of Nadvat al-'Ulama'.
16. Maulana Shah Muhammad Husain AHahabadi:-
He was a good scholar and an eloquent orator. He learnt hadith at Mecca,
during hajj, by Shaikh Ahmad bin Zain Hallan al-Shafa'i al-Makki. He spoke
impressively in the first meeting of Nadvat al-'Ulama' in 1894 on its aims and
objectives and highlighted the demerits of the prevalent system of education.
He was a member of the committee which was formed in 1894 to analyse the
prevalent courses of studies and to give useful advises. He compiled a treatise
under tittle ' Systemization of study and Teaching' and highlighted the
madrasahs curriculum that it confined only to m 'aqulat and religious learnings
were negligible.
CHAPTER - IV (B)
 125
CHAPTER IV-B
SOME RENOWNED SCHOLARS Of
NAD VAT AL- 'ULAMA'
1. Maulana Syed Sulaiman Nadvi :-
Syed Sulaiman Nadvi was bom on 22nd November, 1884, Friday at Disna,
near Patna, in an educated family. His real name was Abu Najib Amin al-
Hasan. His ancestral chain goes back to Hadrat Imam Husain. Syed Abu'l
Hasan, a famous hakim, was his father. Syed Sulaiman Nadvi obtained primary
education particularly in Urdu and Persian in the maktab of a nearby village.
For further study he was admitted in several madrasahsyiz. Khanqah Phulwari
and Madrasah Imdadiyah, Darbhanga etc. Then in 1901 he took admission in
Dar al-'UIum Nadvat al-'Ulama' where he got opportunity to learn under
'Allamah Shibli and Maulana Faruq Chiryakoti.
Soon after the completion of his study he was appointed there as a teacher
of kalam and modern Arabic literature in 1907. At the same time he also
discharged the duty of the assistant editor of al-Nadvah, a monthly Urdu
Journal. In may 1912 he joined the editorial staff of al-Hilal,1 where he
wrote several articles.2 Later he joined the Daccan college, Pune, as an Assistant
Professor of Arabic and Persian.
After the death of his mentor Shibli No'mani on 18th November, 1914
he came Azamgarh and founded Dar al-Musannefin and fulfilled the dreams
of Shibli, i.e. completed the remaining volumes oiSirat al-Nabi ( (^r^iy*1).
Also he started an Urdu monthly journal viz Ma'arif since July, 1916.3
In 1923 after the death of Maulana 'Abd al-Hai, riazim of Nadvat
al-'Ulama', he was appointed as the Dean of Dar al-'Ulum Nadvat al-'Ulania'.

1. Published from Calcutta, weekly, under the editorship of Maulana Abu'l Kalam Azad.
2. Some important articles are as follows : Al-Hurriyat fi al-Islam ( t - ^ " ^ ( j S9y»0>
Tadhkerah Nuiul-i QufSn,( £> ^(^3r'^>), Qasas Bani Isra'il ( \i\A • J^/O^),
Mashhad-i Akbar ( j*KJf* ' )• ^ ^>CT
3. In the first issue oiMa'arif Syed Sulaiman Nadvi wrote about the D"ar al-Musannefin
and Ma'arif, i.e. rejuvenation and propagation of Islamic culture and also a criticism of
modern scholastics and materialistic.
 126

He took many steps4 which stimulated the students to take interest in reading
and writing of Arabic language and literature. Apart from Nadvat al-'Ulania*
he visited several madrasah and institutions where he guided in the preparation
of an up-to-date curriculum.5 In 1946 he went to Bhopal-State and served
there as Chief Justice (Qadi al-Quddat). He was also appointed as the riazim
of Jami'ah Mashriqiah of Bhopal.
Along with the literary activity he also played an active role in the national
and inter-national politics. He journeyed through several European countries
and lectured on the views of Indian Muslim regarding the issue of Khilafat.
His valuable suggestions and counselling was also sought Muslim Edcuational
Conference, Jami 'at 'Ulamcf-i Hind, Anjuman-i Himayat-i Islam, Lahore, etc.
In June 1950 he migrated to Pakistan. After two years in August 1952 he
became Chairman there of the Idarah T'alimat-i Islam, an official body
instituted to assist the new government in framing the constitution according
shari'ah.
During the last decade of his life he was much influenced by Maulana
Ashraf' Ali Thanwi and became his spiritual disciple and Khalifah-i Majaj in
1942. He died on 22nd November, 1953.
Maulana Abu'l Hasan 'Ali ('Ali Mian) sums up his contribution in the
following words;
"Maulana Syed Sulaiman Nadvi (d 1953) hold the place of pride
among Islamic scholars of the present times for the admirable
contribution. He has made to literature, and to the study of the
life of the Prophet of Islam, Islamic law and history. His works
cover more than 7000 pages, besides the numerous articles, notes
and re views... Judged by his distinctions and achievements in

4. He introduced certain reforms in the curriculum, appointed qualified and able teachers,
started an Arabic journal viz. Al-Diya'. Along with this several Arabic journals and
magazines were brought from Arab world for learning the modern Arabic and its usage.
5. Such as King of Afghanistan Nadir SHah Shahid in Oct. 1933, invited Syed Sulaiman
Nadvi, 'Allamah Iqbal and Sir Ross Mas'ud for the preparation of courses of studies.
Also he played active role in the preparation of the curriculum of Muslim University-
Aligarh, Jamia Millia Islamia-Delhi, Madrasah Shams al-Huda - Patna and the Department
of Education of Uttar Pradesh.
 127
the literary world, the Maulana was, without dispute, a great
writer and a genuinely distinguished scholar of the East."6

Works :- Sirat al-Nabi ( (^' ^f) (4 volumes), Ardal-Qur 'an (2 volumes)

( o>y^\Q?} ), Sirat 'Aiysha ( ^ U aV) Khutbat-i Madras (w\>j*<^>),
Arab-o Hind ke Ta'lluqat ( ^ U**L^>£*^), Nuqush-i Sulaimanfa&frj?),
Rahmat-i (Alam ( J^-~&), Hayat-i Shibli ( <J^\f)t Foi/-/ i?fl/^a«
(uW^L) D«r«5 al-Adab(^r>>y(f>»), Lughat-i Jadidah(£>±>?^>\^), Hayat-i
Imam Malik{ —^ VU ^ IP) Maqalat-i Sulaiman ( 6>IA-^* «~>^Jl> )etc.
2. Maulana 'Abd al- Salam Nadvi :-
'Abd al-Salam Nadvi was one of the celebrated personalities of Nadvat
al-'Ulama'. He is the man to whom 'Allamah Shibli No'mani had awarded
Rs.5/- on his first article Tariasukh ( f^\r) in 1906. About him Shibli
predicted,
"We have a boy here in Nadvah called 'Abd al-Salam, who is
very brilliant and intelligent, shall perhaps deserve to chair the
vacant position in Nadvah."7
He was born on 16th February, Friday, 1883 in the village 'Ala'al-Din
Patti in Azamgarh district. According to the tradition of that time he
learnt Persian and then studied Arabic literature. For further education
he journeyed to Kanpur, Agra, Ghazipur and then Lucknow. In 1906 he
took admission in class V at Nadvat al-'Ulama'. After completing his
education in 1909 he was appointed as a teacher of Arabic literature in
Nadvah. He also worked as sub-editor of al-Nadvah (monthly magazine).
'Allamah Shibli appointed him as an assistant for Arabic references in the
Sirat al-Nabi Project. Most of the materials concerning the miracles,8

6. Syed Abu'l Ijasan 'Ali Nadvi, Muslims in India, Eng. tr. Muhammad Asif Kidwai,
Academy of Islamic Research and Publications, Nadvat al-'Ulama', Lucknow,
1960 P. 28.
7. Syed Sulaiman Nadvi (ed.), MakHtib Shibli, vol. II, Dar al-Musannefin, Azamgarh, 1971,
P. 208.
8. Sa'Td Ansari, "Maulana Shibli Aur 'Ilm-i Kalam", Adib, (Shibli Number), Jami'ah Urdu,
Aligarh, September, 1960, P. 33.
 128

moral excellencies and etiquettes9 were collected by him. He also joined

al-Hilal in July 1914 as sub-editor with salary of Rs.100/- (per month)
and wrote many articles. After the death of Shibli he joined Dar al-
Musannefin & remained there till his death.
' Abd al-Salam was very simple and pious person with a high intellectual
perception. He never cared about his name and salary. He never lived for
worldly things. He considered this world as a bazicha-i atfal (Children's
playground or garden). He was the man of independent nature. The ideas and
thinking of 'Abd al-Salam often went against the policy of Dar al- Musannefin.
So many of his books are still lying unpublished.10
He died at midnight of 4th October 1956. He was laid down to rest
beside the grave of' Allamah Shibli in Dar al-Musannefin, Azamgarh.
Works :- Usw&-i Sahabah (2volumes) ( ^ U*9 t>yA), Uswa-i Sahabiyat
(^»WWy*l), Hukama-iIslam (2-volumes) ( ^ V ^ l 6 , Slrat 'Umar bin 'Abd
al-'Aziz{ C'f^y&jfc^tfX Imam Razi ( t/^/r-U), Tarikh-iAkhlaq-iIslami,
1
(volume-1) ((£)^\(^\fyo),Al-Qadafi'l-Islam UM^^ ) , Fuqra'-i
Islam (f^2hj>), Tarlkh al-Haramayn al-Sharif ayn^-J]^^), Shi'r
al-Hind (2volumes) ( J v ^ / ^ ), Iqbal-Kamil{ £* ft £« ), Tarikh-i Fiqh-i
Islami (fe^pfft), Inqilab al-Umam (X&L$i\), Ibn Khaldun (G^rtf)),
Fitrat-i Niswani(&f-^>), Ibn yamin( Q^"(j) ),Al- Tarbiyat al-Istaqlaliyah
( cJN^^U^)-
3. Maulana Abu'l Hasanat Nadvi :-
Abu'l Hasanat Nadvi was born in 1890 in Ashrafpura, Patna, received
his early education in his home town. In 1912 he met Syed Sulaiman Nadvi at
Calcutta, in al-Hilal. The latter advised him to go to Nadvah. He joined Dar
al-'Ulum Nadvat al-'Ulama' and completed his studies there in 1918. Then

9.
10.
 129

he attached himself with Dar al-Musannefin and served there till his death.
Where he authored several research articles which were published in Ma'arif.
He was a staunch supporter of Khilafat Movement. In its support he had
written a series of articles under the tittle Turk-wa-Khilafat ( ^^JS^J^J? )
which was later compiled and published from Dar al-Musannefin. After this
he wrote a research work on Hindustan ki Oadim Islami Darsgahen
(@&?(£^Y^'(J(jti^J)f), which was published in Wakil, Amritsar. Later it
was published in a book form from Dar al-Musannefin During his last days he
started to compile the letters of Aurangzeb and collected the materials on Jarrial
al-Din Afghani. But due to his illness he could not give it the final shape.
Besides this he also composed poetry in Urdu as well as in Persian.11 He died
in 22nd November, 1924/12 Rabi al-Thani 1343.
4. Haji Mo'in al-Din Nadvi :-
He was famous for his cataloguing. He was invited by several libraries
and institutions to prepare catalogue of the books according to topic, authors
and subject matters. He was born in 1891 in Asthiyapur village, Bihar. He
received his early education at his home. For further studies he was admitted
in Dar al-'Ulum Nadvat al-'Ulama'. During his education he performed hajj
so he was called Haji Mo'in al-Din. After the completion of his studies in
1913 he helped Syed Sulaiman Nadvi in the establishment of Dar al-
Musannefin. During the time he went Nadvat al-'Ulama' and made a catalogue
of the library of the Dar al-'Ulum. After that he prepared an index of the
manuscripts of the Bohar Imperial library Calcutta. From there he joined
Khuda Bakhsh library, Patna, and prepared a list of Arabic books in English.
Which was in several volumes and was later published by the Government.
He also served Dai 'rat al-Ma 'arif, Hyderabad, where he made an index of
the important places of ancient India in Arabic language, which was also

11. Ma'arif, November, 1924, P.323. Also in Syed Sulaiman Nadvi, Yad-i Raftgan, Dar al-
Musannefin, Azamgarh,1986, P. 54.
 130
published by Dai 'rat al-Ma 'arif. After completing this work he joined
Government Library of Rampur. At last he became Principal of Madrasah
Shams al-Huda and served these till his last breath in 1941/1360.
Works :- Besides the cataloguing he wrote several books and treatises. Some
important books are as follow:- Siyar al-Saltabah ( <*> \£& UK), Khulafa-i
RashedTn (Part-I) ( &£$j}\$ht MuhajerJn (Part-I) ( cy-x\r>\Mu'jam
al-Amkinah( p£«~\Jf J r * ) etc.
5. Maulvi Abu Zafar Nadvi:-
He was born in Disna, Patna, in 1889. He received his primary education
from his father and local madrasahs. At the age of twelve he was admitted in
Nadvat al-'Ulama', where he completed his education. In 1933 he joined Dar
al-Musannefin and started working in the project of 'compilation of Indian
History'. There he authored several invaluable works such as Mukhtasar
Tarikh-i Hind ( Of &/$ ) , Tarikh-i Sind{ ySff), Tarikh-i Khandan-i
Ghazniyah( ^ O ^ ' ^ ) , Tarikh-i Tamaddun-i Gujarat( ^ J ^ c X y i ^ )
SafarNamah{ r*^->r* ), Barmi Bol-Chal ( ^ U J ^ O V ) Mukhtasar
Tarikh-i Gujrat ( ^^p V J/)-> Tarikh-i Auliya-i Gujrat ( >~^> i \ \ \ fo\;),
Tadhkerah Muhammad bin Tahir Muhaddith Pattani( <£. ^^f^d^i&'),
Muntakhabat-i Urdu ( » b \ F * \ Farhang-i Istalahat ( o V ^ L ^ R i ) , Jadld
T(alimUrdu{ j>^U*v>i>?) etc -
6. Dr. Syed 'Abd al-'Ali :-
Syed 'Abd al-'Ali, scholar of modern sciences as well as traditional
learnings, was born on 1st December, 1893 at Hinsuwa, Fathpur district, in a
family of renowned scholars. His father Syed 'Abd al-Hai was nazim of Dar
al-'Ulum Nadvat al-'Ulama' and the author ofNuzhat al-Khawatir (p/L^y?).
Maulana Syed Fakhr al-Din Khayali, his grandfather was an eminent hakim.
His maternal grandfather was Maulvi Syed 'Abd al-'Aziz and Maulvi Syed
Abu'l Qasim was his maternal uncle.
He started his primary education at his home town and learnt Persian and
 131

Arabic. Then he was admitted in Nadvat al-'Ulama' where he studied Arabic

literature, fiqh and its principle, astronomy, mathematics. Later he was sent
to Dar al-'Ulum Deoband for the study of hadith. After that he went to Delhi
and studied tibb and modern medicine.12 On returning to Lucknow he
enrolled himself in a missionary school and in 1915 passed the matric
examination. He continued his modern education in Christian College and
learnt English literature, biology, physics, chemistry, and passed intermediate
in 1917. From Canning College he completed his B.Sc. in 1919.13 Finally he
obtained from King George Medical College his M.B.B.S degree in 1925.
And soon after started practice both tibb and modern medicine.
In Nadvat al-'UIama':- After the death of his father, 1923, be became the
member of managing committee of Nadvat al-'Ulama'. On 6th October, 1928
he was appointed as the deputy riazim. He also discharged the duty as Acting
riazim form 20th September, 1930 to 9th June, 1931 and from 9th June, 1931
he became riazim of Nadvat al-'UIama' and served till his death in 1961.'
He laid more emphasis on Arabic literature. To develop the writing
practice of the students he started Arabic Journal al-Diya'l4(^ \j& ) in May,
1932 under the editorship of Maulana Mas'ud 'Alam and under the supervision
of Syed Sulaiman Nadvi and Shaikh Taqi al-Din Marakashi. Later in 1955 a
new monthly Arabic journal al-B'ath al-Islami ( ) in place of
al-Qiya' under the editorship of Maulana Muhammad Miyan,15was started.

12. He was taught Perisan prose and poetry by his grandfather Syed Fakhr al-Din Khayali,
Arabic by Maulvi Muhammad Ahsan, Arabic literature by Maulana Syed 'AH Zamini,
Fiqh and its principles by Maulana Shibli Jairajpur, Astronomy Maulana Sultan Muhammad
Kalbi, Mathematics by Maulana Shi'r 'AH Hyderabadi, Hadith by shaikh al-Hind Maulana
Mahmud al-Hasan and Maulana Anwar Shah Kashmir and Tibb by Hakim Ajmal Khan
and Modern Medicine by Dr. Mukhtar Ahmad Ansari.
13. He got first position, in B.Sc, in the college and second positon in Allahabad University
to which Canning College was affiliated.
14. Al-Diya' was closed after four years in 1935.
15. He wrote editorials in al-B'ath al-Islami. His writtings on 'support of true faith and
refutation of falls thinking' ( •JHZSiS^Jz&U &$^J>0?.k\£&£j&M) became
so famous that it was compiled and published in a book-form under the title al-Islam
al-Mumtahan ( ^ f c i L^/*-\JJ )•
 132

Due to its scholarly standard, this journal became famous even in the Arab
world. In 1959 another fortnightly Arabic journal al-Rai'd ( %-K/U \) was
started under the editorship of Maulana Muhammad Rabe' Nadvi. Along with
these journals he had restarted the Urdu journal al-Nadvah in January, 1940.
But it was again closed in July, 1942.
Apart from this, the foundation of mosque within the boundary of Nadvat
al-'Ulama' was also laid. This construction was made under Maulana Mas'ud
'Ali Nadvi's supervision Department of Hifz-i Qur'an (^Cy^) and Rahmani
hostel were also built during his nizamat.
He also revised the curriculum of the Dar al-'Ulum Nadvat al-'Ulama'
and fulfilled its primary purpose, i.e. reforms in the syllabi. These courses of
studies were free from philosophical and logical ambiguity and the books had
been arranged in such a way that modesty and morality could develop among
the students. More emphasis was laid on writing and speaking in Arabic as
well as in Urdu language.
He was a patient of high blood preasure and on 7th May 1961 he died of
heart- attack.
7. Maulana Syed Najib Ashraf Nadvi :-
He was scholar, historian, critic as well as a good teacher. In 1901 he
was born at Disna, Patna, and received his education from Patna University
and passed Intermediate in 1920. He participated actively in Khilafat
movement, where he met Syed Sulaiman Nadvi who invited the former in
Dar al-Mnsannefin.
Syed Najib Ashraf often used to write reviews, news-views and
annotations for the journal Ma 'arif.16 In Dar al-Musannefin he also completed
the left-out work of Abu'l Hasanat Nadvi, i.e. Compilation of Aurangzeb's
letters under the tittle Muqaddimah Ruqa'at-i 'Alamgiri ( &/J^tyr{y»/')-

16. He, during his studentship, started writing articles. His first article was 'Pan Ki Kalian?
( G W<Jo\:) • He also translated a book of Mahatma Gandhi from Englsih to Urdu under
the title Swaraj ( ^J^y*") which became very popular.
 133

Along with this he had written several articles which were published in many
journals viz. Ma 'arif- Azamgarh, Jami 'ah -Delhi, Nairang-i Khayal-Lahore,
Zamindar-Lahore, Inqilab- Lahore, Hamdard-Delhi, al-Nazir-Lucfoiov? etc.
In 193 0 he left Dar al-Musannefin and joined as Persian teacher in Gujrat
College, Arunadabad. After a year he went to Bombay and joined as Urdu
teacher in Isma'il College and served there till his retirement in 1955. After
that he became Director of Anjuman-i Islam Urdu, Research Institute, where
he edited Lugh~at-i Gujri ( ujl <JjJ). Along with this he also served as an
editor of a quarterly journal Nawa-i Adab. He died in 1968, September, in
Bombay.
Works :- Muqaddimah-i Ruqa'at-i 'Alamgiri ( ^y*/ -^j^JriJi^) Lugtiat-i
Gujri ( (J,?^l^), Swaraj ( Z/\ff ) , Bartanwi HindKa Nizam-i Asasi
etc. The last two works are translated works.
8. Maulana Shah Mo'in al-Din Ahmad Nadvi :-
He was popularly known as Shah Sahab, born in 1903 in Rudaul. His
ancestors were the descendants of a famous sufi Shaikh Ahmad ' Abd al-Haq
Tauthiyah Rudaulvi.17 His father Shah Hasanat was well acquainted with Arabic
and Persian. He started his early education under his maternal grand father
SKah Sharf al-Din. Later he joined Nadvat al-'Ulama' and completed his
studies. In 1924 Madrasah 'Aliyah, Calcutta and J Timia Millia Islamia Delhi
invited him as a teacher but he refused and joined Dar al-Musannefin on the
call of Syed Sulaiman Nadvi and served there more than fifty years. When the
latter went to Pakistan, he became nazim of Uar al-Musannefin and editor
of Ma'arif. Along with this he was also life member of Anjuman-i Taraqqi
Urdu, Hindustani Academy Allahabad and member of Urdu Academy Lucknow
and Jam i 'ah Urdu Aligarh. He breathed his last in Dar al-Musannefin
on 13th December, 1947 and was buried at his home town Rudaul.

17. Sufi of Sabri Chistiya Order of 14th century.

 134

Works :- Tarlkh-iIslam (4 volumes)( rV^t),Multajerln ( Gfi\f),Siyar

al-Sahabah (volume6th&7th)( ri\P\^-),Tabarin{ v^t),Hayat-i
Sulaiman{ O^S^S^t^)* Din-i Rahmat ( ~^?jLXy ) , Adabi Nuqush
( o ^ j ^ ^ ), '^4raZ> ki Maujudah Hukumatetj {(J^y^C^yOrr^)
(translation) Islam wa 'Arabi Tamaddun ( oS^^'hr^^)- Apart form these
works he also translated the malfuzat ( -o> (J>J>* )Anwar al- 'Uyun fi Asfar
al-Maknun (0-p})(}^)h of Shaikh Ahmad 'Abd al-Haq Tauthiyah Rudaulvi.
9. Maulana Syed Riyasat 'AH Nadvi :- He was born in 1904 in
the village Abgilah ( W^-^), Gaya and received primary education in nearby
villages. Later he took admission in Dar al-'Ulum Nadvat al-'Ulama\ After
completing his studies he joined Dar al-Musannefin. He penned down several
articles which were published in Ma'arif. He was much interested in politics18
because of which he had to resign from Dar al-Musannefin. After Some
time, he became Principal of Madrasah Shams al- Huda, Patna. But he
resigned from there also due to some internal conflicts and disturbances. Later
he worked on a project of U.G.C. in the Research Section of Arabic and Persian
Department of Patna University. He died on 14th November, 1976, Sunday,
at the age of 72.
Works :- Tarlkh-i Siqilllyah ( ^f^' ) ( 2volumes ). Tarlkh-i
Andalus( Af>j\ %k' \ A'immah-i Islam ( r$A^ 1), Sarguzasht-iAdab-i
Turkl{ \£j^)jffi)JslamiNizam-iT'allm( A2M(S&*\ )etc.
10. Maulana *Abd al-Salam Nadvi Kidwai :-
He belonged to Thilandi in Rai Bareli district. He was born in 1906.
After completing his studies in 1930 form Dair al-'Ulum Nadvat al-'Ulama' he
went to Jamia Millia Islamia, Delhi for further studies.19 In 1934 he joined
Dar al-'Ulum Nadvat al-'Ulama' as a teacher of Islamic History and Arabic

18. His political interest made the Dar al-Musannefin as a center of political discussions, whic
was not liked by Syed Sulaiman Nadvi.
19. In Jamia Millia he worked for Khilafat, a daily paper, published from Bombay.
 135

language and assisted Maulana Abu'l Hasan 'Ali Nadvi in the journal T'amir
upto 1943. Then he became Director of the Department of Islamic Education,
Lucknow and served there upto 1951. After that he joined as a Professor of
Theology in Jamia Millia, Delhi and served there for twenty one years till his
retirement. He then again came to Nadvah and became honorary secretary of
education. After the death of Shah Mo'in al-Din Ahmad Nadvi in 1975
he joined Dar al-Musannefin and worked there till his last breathe.
Works :- Musalman Aur 'Asri Taqade ( ^^(jAr^^), Hamari Badshahi
( <%&l<^£), Hindustan kiKahani (cJlAUt>tr<3>f), Qur 'an Majid klPahli
Kitab ( ^ \ ^ L b J % J ^ ),Qur 'an Majid kiDusn Kitab ^VQfrd^.Jf),
Arabi Zaban ke Das Sabaq ( oCyi¥*tLO^'0>/'), Duniya Islam se Pahle
Aur Islam ke B lad ( A f V i A ^ t e ^ ' l i l r > ), MithaliHukumfRn
( L>\i£il&" ), Musalman Aur Waqt ke Taqade ( ^EPj^^O^ )•
11. Maulana Muhammad Imran Khan Nadvi :-
He was by race an Afghani Pathan. His family lineage goes back to
Noor Muhammad, who dedicated himself to teaching Qur 'an in Delhi. Later
after the Mutiny of 1857 he migrated and settled in Bhopal.20
Muhammad Imran Khan was born on 13 August, 1913. He learnt Qur 'an
by heart and received his primary education by his father Muhammad Hyas
Khan. After matriculation from Alexendrya School, Bhopal he was admitted
in Dar al-'Ulum Nadvat al-'Ulama' in 1925. In 1933 he completed FadTlat
and became teacher of hadith and tafsir as well as section officer ( (/*& ) in
Nadvat al-'Ulama'. After four years he went to Jami'ah Azhar for 'Alimiyat
and passed out with good marks in 1939.
He came back to Nadvah and engaged himself in teaching of Qur 'an
and hadith. Along with this he also served Nadvah as an assistant muhtamim.
In 1941 he became acting muhtamim and after a year in January, 1942 he

20. For detail see Mas'ud al -Rahman Khan Nadvi, Hayai-i Imran, vol. I, Bhopal, 1995 P. 44.
 136

became muhtamim. He discharged his duty with sincerity and characteristic

boldness.2'
Due to internal conflicts among the teachers in 1947 he resigned from
the post of muhtamim and went to Bhopal. But his absence from Nadvah was
deeply felt so on 7th January, 1949 a resolution was passed that Imran Khan
Nadvi should be the muhtamim. He took the charge for the second time on 6,
February, 1949 and served till 1958.
For the development of Nadvat al-'Ulama' his untiring efforts and selfless
services cannot be forgotten - particularly he improved the financial condition
of Nadvah. He visited several cities such as Hyderabad, Madras, Banglore,
Calcutta, Nagpur, Bhopal, Burma etc. He removed to a large extent the
irregularities in the functioning of the Dar al-'Ulum and endeavoured for
harmonious relation among the students and between the students and teachers.
He was very simple and pious and never cared about financial gain or post or
power or for respect and honour.22
12. Maulana Abu Laith Islahi Nadvi
He was a powerful writer, eloquent speaker and a moderate thinker, born
in the village of Chand Patti in Azamgarh on 15 February, 1913. He started
his education at home then Madrasah al-Islah, Azamgarh and then proceeded
to Dar al-'Ulum Nadvat al-'Ulama' and completed Fadilat. He studied under
several teachers including Syed Sulaiman Nadvi and Manazir Ahsan Gilani
etc.

After completing his studies he worked for a Urdu paper Madina of

Bijnore. He was also the member of Jam 'at-i Islami Hind and in April, 1948
he became its President and served upto 1972. He again, second time, became

21. Ibid., PP. 127-128. (When he took the charge of muhtamim the condition of Dar al-'Ulum
was very bad. Students had become disrespectful and they often used to disregard and
even dishonour the teachers in their speeches. Imran Khan Nadvi through his gifted
administrative quality, successfully brought under control the irresponsible behaviour and
almost all the irregularities. Syed Sulaiman Nadvi, who was mu 'tamid at that time,
appreciated his literary: ability and administrative quality.)
22. For detail see Ibid., PP. 194-205.
 137

its President form October, 1981 to March, 1990. He was also among the
founders of All India Muslim Majlis-i Mashawara and the 'All India Muslim
Personal Law Board.' Besides this he was also associated with Jami'at al-
Falah Azamgarh, Dar al-Musannefin Azamgarh and Dai" al-'Ulum Nadvat al-
'Ulama.
Works :- Bharat ki T'amir-i Nau Aur Hum{ ^Av.4>}W),Z)'awat-iIslami
Hindustan Mein (b^O^O^(g^^* ^rt/^ ), Tashkil-i Jam'at-ihlam'-Kyon
Aur Raise ( c^j^c^r^^^^-^^ ) etc.
13. Maulana Syed Abu'l Hasan 'AH Nadvi ('Ali Mian) :-
He was famed by the name of 'Ali Mian, a prolific writer and eloquent
speaker, born in Takia Kalan, Rai Bareli, on 6 Muljarram 1333/24 November
1914. He was brought up by his father Maulana Syed 'Abd al-Hai, a bibliophile
scholar and nazim of Nadvat al-'Ulama' and elder brother Dr. Syed 'Abd al
'Ali, Physician and nazim of Nadvat al-'Ulama'.
He learnt Qur 'an, hadith, tafsir, fiqh, tajvid, 'ulurn al- Qur 'an, Arabic
language and literature.23 Along with these subjects he also learnt English in
order to keep himself wel- aware of English writings relating to Islam and
Arab culture. After the completion of his education he became teacher of
hadith, tafsir, Arabic literature, Arabic History as well as Logic in Dar al-
'Ulum Nadvat al-'Ulama' in 1934. In 1945 he became Dean and in 1961 the
nazim of Nadvat al-'Ulama' and served on this post till his last breath.
He had earlier attached himself with Jam 'at-i Islami but later in 1939 he
was influenced by the thinking and works of Maulana Muhammad Ilyas
Kahdhalwi. Abu'l Hasan 'Ali had a burning missionary spirit which took him
to several lands and places for the propagation of Islam. In 1951 he established
Payam-i Insaniyat ( ^ p y U ) movement and preached the Islamic teachings

23. He studied Qur 'an from Maulana Syed Abd al-Hai (father), Arabic language and literature
from 'Allamah Khalil bin Muhammad Yamani, hadith from Muhaddith Haider Hasan
Khan at Lahore. He revised it under Maulana Husain Ahmad Madani, tafsTr and 'ulum
al-Qur'an from Maulana Husain Ahmad Madani, fiqh from Shaikh 'Aizaz 'Ali, tajvid
from Qadi Asghar 'Ali.
 138
of love, equality, morals and modesty. In 1959, he also founded the 'Acadmy
of Islamic Research and Publications in Nadvat al-'Ulama" for publishing the
books on Islamic literature and Sciencs. Besides these he always took keen
interest in the Community problems and its unity. Apart form these during his
whole life he remained attached with several magazines and journals as a
member of their Advisory Committee and Editorial Boards.
Achievements and Awards :-
He took active interest always in the promotion of Muslim organisations
and institutions and served them in various capacities which were widely
acknowledged.
• Director of the Managing Committee of Dar al-Musannefin, Azamgarh
• President of Dmi T'alim Council, U.P.
• Founder of the Constituent Council of the Rabita al-Alam al-Islami,
Mecca.
• Member of Acadmy of Arts and Letters, Demoscus.
• Member of Higher Council of the Madina University.
• Member of Executive Committee of the Federation of Islamic University
Ribat.
• Member of Majlis-i Shura of Dair al-'Ulum, Deoband
• Member of Advisory Council of the World Islamic University,
Islamabad
• Member of Arabic Academy of Demoscus, Cairo, Urdun.
• Chairman of the Islamic Studies of Oxford University in 1983.
• Founder- Member oiJamia 'h Islamiyah Madina Munawwarah.
• In 1984 the Islamic literature Association was founded under his
chairmanship.
• In 1979 he was awarded King Faisal Award by Saudi Arabia.
• In 1981 Kashmir University awarded him the degree of Doctorate (Ph.D)
• On 7, January 1999 The Government of Dubai selected him the 'Muslim
Personality of the year 1998'.
• In 1996 the Government of Turkey organised a seminars on Maulana
Syed Abu'l Hasan Ali Nadvi.
Works :- Equipped with a religious bent of mind, creative thinking, keen
observation and deep insight he wrote books on almost every aspect of life.
He was the author of needy 170 books. Most of his works have been translated
into English, Turkish, Persian, Tamil and some other languages. Some of his
famous books are as follow;
 139
The Four Pillars of Islam, Glory of Iqbal, Islamic concept of
prophethood, Muhammad Rasul-Allah; The life of Prophet Muhammad,
Saviour of Islamic spirit (3 Volumes). Purane Chiragh (2 Volumes) ( £) Fj}/;),
Karwan-i Zindagi (6 volumes) ( J///>t>*A), Dayar-i Kabul se Dayar-i Yarmuk
Tak ( ^J\jffA;7C£{f^>\.7) Hadrat Maulana MuhammadIliyas Aur Unkl
DittiDa'wat ( >SJ^&/S^ ,^ &\$&&fafl) Hayat-i (Abd al-Hai
( ^ J > o I/) Sirat SyedAhmad Shahld ( ^r^jr^rff), Musalman
Momalik Mein Islamiyat Aur Maghrabiyat ki Kashmakmh
( g^S^jty^f^lQ^ ) etc.
14. Maulana Mujib- Allah Nadvi:-
He was born in village Kusmi ( ^ ) , Ghazipur, in 1921. His father
Shaikh Habib-Allah was an Assistant Sub-Inspector in Police department,
posted in Azamgarh. Mujib-Allah received his primary education from
Azamgarh. From there he proceeded to Mazhar al- 'Ulum, Varanasi24 and from
there he was admitted in Dar al-'Ulum Nadvat al-'Ulama'.25 After completing
Fadilat he joined Dar al-Mnsannefin26 on a salary of Rs.40/- and served there
for 22 years, since 1944 to 1966. For journal Ma'arifhe wrote several articles
which were spread over more than 1500 pages. Later his articles were compiled
and published in a book form.27
He worked in the Project of Siyar al-Saliabah wa al- Taba'in
an(
( C^-^^fi^p) * authored* a book entitled Ahl-i Kitab Sahabah wa

24. In Mazhar al-'Ulum he studied Sharh Waqayah ( C?U>£/* ) j n 1939.

25. At Dar al-'Ulum Nadvat al-Ulama' he studied under 'ulama' including Maulana Shlh
Halim ' Ata, Maulana Shibli Faqlh, Maulana Muhammad Nazim Nadvi and Maulana Syed
Abu'l Hasan'AH Nadvi. He learnt ffujjat- Allah al-Balighah'( ^ L ^ J j J l ^ J ? )and
al-Fauz al-Kabir ( _>*; O i * ^ )by Syed Sulaiman Nadvi. ' <7
26. He preferred and was more interested in reading and writing than in holding any post or
authority. So he refused the offer of principalship and its salary of Rs. 100/- and joined
Dar al-Musannefin for only Rs. 40/- . y . //.

f l S t ^ U ^ ^ T ^ ) . Fit
( i'^^j?Js>j/(g^A&)>Isl™tiFitlh( ^(J-^ )(3-volumes).
 140

Taba'In ( u ^ ^ L $ * )28 He further extended the area of the project by writing

one more volume Tabfr Taba'Tn ( (J*-1.^& ) Part -I.29
In 1962 he opened a religious institution called Jami'ah al-Rashad in
Azamgarh. There were mainly two objectives behind its establshment -i.e.
(i) to develop religious atmosphere in Azamgarh (ii) to unite all the madaris
of Azamgarh under one head. Students got education upto Fadilat level. There
is also a separate arrangement of education for girls known as Jami 'ah al-
ia 'libat. He stressed more on the primary education. For this he started
'Rashad Junior High School' where the students used to learn religious culture
and training. Along with this he established the department of Nadvat al-Talif
wa Tarqjum ( /^y'uJ b1! xsjl^) within the boundary of Jami 'ah al-Rashad.
In 1981 he started a monthly journal al-Rashad ( ^VjJ') under his editorship.
He also started an Arabic Journal viz Majallah-al-Rashad ( ;>l/^\j^r ) but
due to lack of fund it was closed down.
Besides literary activities he also took interest in the political activities.
He played dominant role in the Shah Bano case and the case of Babari Masque.
He went to Ayodhya and managed for the settlement of those Muslims who
had migrated form Ayodhya. He opened a school for religious education which
is looked after by his son Dr. 'Abd-Allah 'Ammar.
He was among the founder members of the Milli Council.30 He is also
the member of Islami Fiqh Academy.31 He often travelled in India as well as
abroad and attended the political and religious conferences and meetings. He
visited Egypt, Malaysia, Dubai, South Africa, apart from Hijaz.

28. It was published in 1951 from Dar al-Musannefin. The book comprises the biographies
and works of 93 such sahabah, sahabiyat, taba'in and iab'at who were earlier either
Christian or Jews.
29. Taba1 Tabarin ( (^ t Q* ), p a r t Ist, was published in 1959.
30. Milli Council is a platform on which the common problems of the Muslims are discussed
and proper steps are proposed to be taken for their remedies.
31. Islami Fiqh Academy was founded by Maulana Mujahid al-Islam Qasmi. This academy
issues fatvas (legal verdicts ) for the emerging problems of Islamic Law (Shari'ah).
 141

15. Maulana Mas'ud 'AH Nadvi :-

"There were three pillars of Dar al-Musannefin, viz- Syed Sulaiman

Nadvi, 'Abd al-Salam Nadvi and Mas'ud 'Ali Nadvi",32 as pointed out by

Shah Mo'in al-Din Ahmad Nadvi. He is famous for his architectural (building)

work and managing quality. He was the man of good taste, good tougue and

good manners.

He belonged to the village Bhayarah ( ^Xf), district Barabanki. After

getting primary education form his home town he took admission in Dar

al-'Ulum Nadvat al-'Ulama' in 1904 and completed it in 1913. After the

death of his mentor ' Allamah Shibli he stayed at Azamgarh and prepared on

outline of D"ar al-Musannefin and became its muhtamim. Almost all the

buildings of Dar al-Musannefin, Shibli College and the mosque and the hostels

of Nadvat al-'Ulama' had been constructed under his supervision. Along with

this he took interest in the national and religious movements of the country.

He was a staunch supporter of Khilafat Movement.

He died on 27 August 1967 in Dar al-Musannefin, Azamgarh and was

burried by the side of Shibli's grave.

Apart from these Nadvi scholars there are many other writers of Nadvat

al-'Ulama' who got repute from their literary work. Such as Prof. M. Salim

Kidwai, Prof. Muhammad Yasin Mazhar Siddiqui, Prof. Mas'ud al-Rahman

Khan Nadvi, Prof.Syed Ijtiba Nadvi, Prof. Syed Dia al-Hasan Nadvi, Prof.

Muhammad Sheeis Isma'il, Prof. Ihtisham Ahmad Nadvi, Maulana Syed Rabe'

Hasani Nadvi, Maulana 'Abd -Allah Abbas Nadvi, Maulana Khalil Nadvi,

Maulana Wadeh Rashid Nadvi, Maulana Muhammad Faruq Nadvi, Maulana

32. Mo'arif, vol. 100. No. 3. September, 1967, P. 162.

 142

Syed Mahmud Hasan Hasani Nadvi, Dr. M. Akram Nadvi, M. Yahya Sallo
Nadvi, Qari' Abd al-Bari Nadvi, Maulvi, Shamsh al-Haq Nadvi, Maulana Taqi
al-Din 'Uthmani Nadvi, Maulana Muhammad al-Hasani Nadvi, Maulana Ra'is
Ahmad Ja'fri Nadvi, Maulana Syed Salman Nadvi, Maulana Shafeeq Ahmad
Nadvi, Maulana Mohsin Usmani Nadvi, Maualna Muhammad Ja'far Shah
Phulwarwi Nadvi, Maulana Muhammad Ilyas Mohi al-Din Nadvi, Maulana
Muhammad Radi al- Islam Nadvi, Maulana 'Abd al-Halim Nadvi. etc.
CHAPTER - V
 143
Chapter -V

Contribution of Nadvat al-'Ulama' to Islamic Sciences

Nadvat al-'Ulama' and its institution where a manifestation of certain

dynamics ideas and objectives. The achievements of Nadvah and the accom-
plishments of its graduates must be viewed in the light of its dynamic ideas
because Nadvah represents a movement which had far reaching influences
within the Indian Sub-Continent and influenced the Islamic society in a wider
educational and academic sphere.
There is no doubt that the first and foremost objective of Nadvat al-
'Ulama' was the preservation and propagation of Islamic sciences. But this
wider objective was already being persued by the Deoband movement and its
institutions. The educational movement of Deoband aimed at preserving and
propagating this objective through traditional and relatively archaic system of
education called Dars-i Nizami without any regard to the changing times. The
founders of Nadvah had come to realize the need to revise the whole educa-
tional system of Islamic sciences and reformulated it in accordance with the
religious needs, in the changing scenario of the socio-cultural and intellectual
evolution of the Muslim Community.
The British dominance in the sub-continent had brought in its fold new
ideas, scientific outlook and a modern way of life. The British rule was also
a source of encouragement for the Christian missionaries who were being pat-
ronised by the government machinery to convert the populace through any
means-be it persuation, temptation or threats of deprivation. One of the clever
means to this objective was their attack on the Islamic faith and the life of
Prophet (S.A.W.) of Islam. They raised flimsy objections and doubts in re-
spect of both. Most of these objections and doubts were raised in the name of
scientific grounds and intellectual outlook. A great majority of Indian Mus-
lims in its backward conditions of life and rampant ignorance was unable to
 144

defend their faith. After political enslavement this threat to their faith and
religion was creating widespread discontent. Many of the Muslim scholars
such as Maulana Muhammad Qasim Navautavi, Maulana Rahmat 'AH, Maulana
Mansoor 'Ali Khan,'Allamah Shibli etc. stoop up to counter these so called
intellectual attacks and successfully defend their faith. The Muslim scholars
not only fulfilled their duty at this critical hour by their dialectical reprisals to
the missionary challenge but they also started what came soon to be known as
Deoband Movement. Which aimed to impart religious education on tradi-
tional lines to the community at large through a network of religious educa-
tional institutions led by the Deoband seminary which was founded in 1866.
Again, it was the same scenario which forced Sir Syed Ahmad Khan to rethink
the whole Muslim educational set up and start the Aligarh Movement which
represented the other extreme of Islamic modernism by discarding the tradi-
tional system and replacing it by the modern Western educational models.
Although both of these movements contributed to fulfil the extreme needs
of traditionalism and modernism for the Muslim Community of the sub-conti-
nent, yet both of these parallel movements left unfulfilled the void between
the two extremes.
It was this void between the two extremes which was disturbing the mind
of many Muslim scholars including those from Deoband and Aligarh both.
Thus the real issue before the scholars who formed into the Nadvah group
was not as much the preservation and propagation of Islamic sciences and learnings
as it was to prepare a generation to fulfil this large void between the two extremes
of traditionalism and modernism. Because so long as such Muslim scholars were
not produced as would be expert in traditional sciences and equally wel-versed in
Western ideological developments and scientific outlook, there was little hope
that Muslim Community would be able to defend itself against the missionary and
modernistic invasion. Without this, all efforts at preserving and propagating Is-
lamic ideology would only isolate the community.
 145
It was this dire need of a balanced approach in these changing circum-
stances which compelled Nadvah scholars to rethink, revise and reformulate
the traditional system of education. The need of the hour was to discard the
over- emphasis on certain subjects such as the old logic, outdate Greek-o-
Muslim philosophy etc. and to put greater stress on the study of Arabic lan-
guage and literature with a modern perspective, as also greater stress was
needed on history and sirah including biographical accounts of Islamic lumi-
naries and divines. Likewise they put greater emphasis on understanding the
spirit and implications of the holy Qur 'an, hadith rather than a full study of
the earlier corpus about them.
Western civilization and its superiority in power structure, science and
technology has made tremendous impact on Muslim societies. So they have
adopted the manners and models of the West in every aspect of life. No doubt
the British did not succeed in converting Muslims to Christianity but they
certainly succeeded, to a large extent, in creating doubt and confusion in
younger minds about their faith and beliefs.
In such a situation the scholars of Nadvat al-'Ulama' played a very re-
markable role in removing these doubts and inner conflicts of the younger
generation. In their speeches and writings they showed and proved that reli-
gion and more particularly Islamic faith did not hinder in the path of progress.
It has the capacity to adjust to the changes and provides the widest scope for a
healthy and progressive society. Religion guides in every walk of life. It will
be a great fault that we ignore the religion or blindly follow the Western cul-
ture. It will be our own weakness if we fail to make genuine effort to find the
proper answers to our problems in the light of Qur 'an. They stressed that it
was our duty to understand the need and significance of the time and then
seek Qur'anic guidance in respect of the changing character of our time. We
can see and examine that how successfully our predecessors faced the new
ideologies and thoughts and successfully replied and saved their faith.
 146
In the following pages we have made an endeavour to examine and analy-
ses the writings of the scholars of Nadvat al-'Ulama' regarding their contribu-
tion to protect the Muslim Community against adverse European influences
and disseminate Islamic sciences, teachings and values.
1. Contribution to Sirah and Biography
As regards the graduates of Nadvat al-'Ulama', after analysing their works,
we can say that their greatest contribution has been made in the field of sirah
and history of Islam. They took endless pains in collecting the historical data
and test and compare its accuracy. They have written in simple and elegant
style and generally with fair and impartial criticism. Syed Sulaiman Nadvi
following the example of Shibli No'mani, adopted a straight and simple style
in the writings of sirah and history. Later, his successors too followed him in
this style and it became a hallmark of Nadvah-writers.
Prophet Muhammad (S.A.W.) was a complete personality who symbol-
ised all the good aspects of religion, society, ethics, politics and divine knowl-
edge. So it should be the prime duty of every educated Muslim to preserve
and propagate his messages and deeds. The 'ulamcC of Nadvah have written a
large number of books on sirah of Prophet Muhammad (S.A.W.) The distin-
guished and attractive qualities of the Prophet of Islam and his teachings and
conducts have been written in such a comprehensive way that they provide
wide-ranging guidance for every situation. In the sirah of Muhammad (S.A.W.)
it has been shown that how was the society before him, i.e. socially, cultur-
ally, ethically, religiously and politically. And then reformative steps of the
Prophet Muhammad (S.A.W.) have been discussed. His prayers, abstinence,
sincerity, trust in Allah, endurance, contentment and his dealings are the cen-
tral theme of these writings.
Sirat al-Nabi ( (sr ' ^ / ^ ), volum-3 to volume-7, and Khutbat-i
Madras ( Lf i d ^ ^ U ^ ) are the monumental works of Syed Sulaiman Nadvi.
In the third volume oiSirat al-Nabi he focuses on the characteristics of the
 147

prophethood which includes revelation of the word of God, appearance of

angel, prophet's dreams, episode of me 'raj, divine inspiration etc. The fourth
volume highlights the reformative steps of Muhammad (S.A.W.) and Islamic
'aqa 'id (beliefs and doctrines). Volume fifth and sixth are related with 'ibadat
and ethical teachings respectively while individual and collective dealings have
been discussed in the seventh volume. In Khutbat-i Madras he details the
loveable and attractive qualities of Muhammad (S.A.W.) and writes that Is-
lamic teachings and the Prophet's model life are comprehensive, perfect and
equally practicable. Syed Sulaiman Nadvi also wrote a sirah of Muhammad
(S.A.W.) in a very simple and easy language for the students of primary classes
under title Rahmat-i 'Alam ( ^^iriZ;). Syed Abu'l Hasan 'Ali Nadvi
wrote Muhammad Rasiil-Allah
) which describes the makkan and madinan life of the
Prophet.
Apart from the sirah of Muhammad (S.A.W.) the intellectuals of Nadvat
al-'Ulama' excelled equally well in compiling biographies of the notable per-
sonalities of Islam. They compiled comprehensive biographies of sahabah,
taba 'in and taba' taba 'in and several other Islamic scholars and divines of
distinctions. The biographies are an exhaustive source of information regard-
ing their lives and contributions. The scholars of Nadvah focus on the faith,
religious practices, Islamic learning, moral attitudes and mode of lives of the
first three generations after the rise of Islam. Their objective was to show that
their life was the best example of the kind of life modeled by Qur 'an and
sunnah.
In Sirat-i 'Aishah ( r i ^ k ^ O , Syed Sulaiman Nadvi gives a detailed
account of the life ofHadrat 'Aishah regarding her morals, behaviour, intelli-
gence and her contribution in Qur 'an, hadith, ijtihad, qiyas, 'Urn al-kalam,
*aqa 'id, 'ilm-i asrar al-Din, iftaand history. Moreover he emphasized that she
is an ideal model for a Muslim women. The book reflects almost every aspect
 148

of a woman's life such as social changes and challenges, questions and issues
of marriage, mutual respect, jealousy, moral, behaviour etc.1
The book Uswa'-i Sahabiyat ( -^-As\s?6jA) of 'Abd al-Salam Nadvi
provides Islamic guidance to the women of today that how they should act and
live in the society with honour and dignity. He emphasizes that women can
earn distinction in all walks of life by following the models of life of sahabiyat.
The women of today can safeguard themselves from the social and cultural
vices of their time through an understanding of sahabiyat"s moral code of life,
religious beliefs and practices, deep respect for the Prophet Muhammad
(S.A.W.), moral excellences as well as their services in different fields like
religion, society, education highlighting their hospitality, bravery, patience,
chastity, abstinence and soft heartedness. All this has been written in such a
way that Muslim woman can benefit greatly from it and it help to establish
their identity in the society.
Sirat 'Umar bin 'Abd al-'Aziz ( j^^^t*/?) is another book of
'Abd al-Salam Nadvi, in which he deals at length about the religious, politi-
cal, social, moral and judicial aspects of this Umayyad caliph's reign. The
author writes that he was the only Umayyad ruler who followed the model life
of Muhammad (S.A.W.) as closely as the sahabah did.2
Syed Abu'l Hasan 'Ali Nadvi has written Sirat Syed Ahmad
Shahid ( v>T^xJ 'O^O}^) which gives a good account of the great jihad
movement of India and its reforms and an efforts for the revival of Khilafat.
In Khulafa-i Rashedin (QKy^ v^U-^) vol- h Haji Mo'n al-Din Nadvi
writes about the contributions, warfare, and way of life of Hadrat Abu Bakr,
Hadrat Umar, Hadrat 'Uthman and Hadrat 'Ali. He, in an other book Muhajir

1. Syed Sulaiman Nadvi, Sirat-i 'Aishah, Matba' Ma'arif, Azamgarh, 1920, P. 2.

2. 'Abd al-Salam Nadvi, Sirat 'Umar bin 'Abl al- 'Aziz, Dar al-Musannefin, Azamgarh, 1920,
P.2.
 149
( ^y? If* ), Part-I, deals with the life sketch of 'ashrah-i mubashsharah? and
those early migrants of Madinah who embraced Islam before the victory of
Mecca. The book comprises of thirty eight muhajerins. In its second
part, written by Shah Mo'in al-Din Ahmad Nadvi, the lives of one hundred
one muhajerins sahabah and their behaviour, morals, love to Muhammad
(S.A.W.), straight forwardness, simplicity, generosity have been discussed.
In addition to this Shah Mo'in al-Din Ahmad Nadvi authored Siyar
al-Saliabah ( * Is^^f), volume six and seven. Volume six describes the
life and heroic deeds of Hadrat Imam Hasan, Hadrat Amir Muawiyah, Hadrat
Imam Husain and Hadrat 'Abd-Allah ibn Zubair in the field of education,
religion, moral life and politics. Volume seven comprises of those one hun-
dred fifty sahabahs who did not accompany with Muhammad (S.A.W) during
migration.
Along with this Shah Mo'in al-Din Ahamd Nadvi also compiled the bi-
ographies of ninety six great taba 'in in his book entitled Taba'in ( (^. I"),
in which he highlights their contribution in the field of religion, ethics, educa-
tion and gives an elaborate accounts of their reformations. The book Taba*
Taba'in ( (•&$ £'&), part-1 of Mujib-Allah Nadvi deals with the lives and
educational and religious services of Imam Abu Yusuf, Imam Muhammad
Shaybani, Imam Zafar, Imam Auzai', Ibn Jauzi, Imam Ishaq bin Rahwayh,
Hadrat 'Abd-Allah ibn Mubarak, Imam Sho'bah,' Abd Allah ibn Wahab, Yahya
bin Mo'in, 'Abd al-Rahman ibn Mahdi, 'AH ibn Madani, Imam Sufiyan Thauri
etc. In another book Ahl-iKitab Sjahabah wa Taba'in ( 0£^^&yJ)MujTb-
Allah Nadvi compiled biographies of ninety three such sahabah, sahabiyat,
taba 'in and taba 'at and described their heroic deeds as were earlier Chris-
tians or Jews by religion.

3. AshrahlMubashsharah : The ten companions of Prophet Muhammad (S.A.W.) (sahabah)

blessed with salvation even during their life time. They are Hadrat Abu Bakr, Hadrat
'Umar, Hadrat 'Uthman, Hadrat 'Ali, Hadrat Talaha, Hadrat Zubair, Hadrat Abu
'Ubaydah, Hadrat 'Abd al-Rahman bin 'Auf, Hadrat S'ad bin Abi Waqqas, Hadrat Sa'Td
bin Zaid.
 150
Syed Sulaiman Nadvi in Hayat-i Malik ( —^ "s^yf^focuses on the life
history and works, teachings and learnings of Imam Malik. In Hayat-i Shibli
( ^P<^>\P) Syed Sulaiman Nadvi highlights the life and works^of Shibli
No'mani, his educational contributions and its importance. Shah Mo'in al-
Din Ahmad Nadvi authored the biography of Syed Sulaiman Nadvi in Hayat-'t
Sulaiman ( c A A ^ - ^ l r ^ ) in which he focuses on his services for his
community and nation. In Hayat-i 'Abd al-Hai ( ( ^ U K ^ U * ) Syed Abu' 1
Hasan 'Ali Nadvi Compiled the life sketch and educational as well as reli-
gious services of Maulana 'Abd al-Hai.
Tarlkh-i D'awat-o 'Azlmat ( c ^ o y V ^ ) , (5-Volumes) of Syed Abu'1
Hasan 'Ali Nadvi is another book in which he selected some wel-known schol-
ars and reformers and wrote their biographical accounts and highlighted their
indelible works. He writes that they devoted their whole life in fighting against
corruptions and evils, defending Islamic teachings, and rejuvenating the Is-
lamic faith and spirit. 'Ali Mian Nadvi also authored the biography of Maulana
Muhammad Ilyas where he highlights the latter's life and character, efforts
and early development of Tablighi Movement. The book is entitled, Hadrat
Maulana Muhammad Ilyas aur
Fuqara-i Islam (r^ •—/**) °f' Abd al-Salam Nadvi is biographical work of
such 'ulama', hukama' and leaders as lived a life of poverty and hunger. He
also counted the reasons of poverty of the 'ulama' is general.
Apart from these Yad-i Raftgan ( u \&*j ? I ) and Puran-i Chiragh
( ^JpLy-^) (2-volumes) are such works of Syed Sulaiman Nadvi and
Syed Abu'l Hasan 'Ali Nadvi respectively, in which, in a biographical form,
the memoirs of the departed 'ulama', leaders, scholars, hukama', reformers
and relatives have been compiled. 'Ali Mian Nadvi also wrote an autobiogra-
phy Karwan-i Zindagi ( d O v ^ ' ^ ^ ) m t o (6-volumes). In this his
observations, experiences, feelings and impressions have found vivid expres-
sion. The book is full of events, occurrences, movements of India as well as
 151
the world. In this way the book has preserved many detailed accounts of the
annals of the 20th century.
The central point behind the writings of the biographies of the heroes of
Islam is to focus their life-long activities, i.e. fighting against corruptions and
wrong doings, defending Islamic values and teachings and reviving the Is-
lamic faith, ' Abd al- Salam Nadvi writes that by surveying the life of some
personality, we want to see his contribution to the world. For this we evaluate
the society before and after that personality in order to find out that how much
it has raised the society to higher level.4 But on the other hand, as regard
Islam, we evaluate that how much that personality succeeded in bringing the
Islamic society closer to the role models of Muhammad (S.A. W.) and Khulafa-i
Rashedin.5
2. Contribution to History : Islamic World and Regional :-
The graduates of Nadvat al-'Ulama' contributed widely in the field of
history. A number of books have been written by them on various aspects of
history especially on Islam and its various periods. Some books deal with the
history of monarch and rulers and some furnish the information about the
history of pre Islamic Arabia, the period of the Prophet, Khulafa-i Rashedin,
Umayyads, Abbasids, Ottamans, Mughals etc. covering extensive areas of
Europe, Africa and Asia and countries like Arabia, Egypt, Syria, Iraq, Iran,
Turkistan, Afghanistan, India, Spain, Sicily, Turkey etc. their writings cover
in their wide range- the rulers, political situations, religious and educational
conditions, wars, internal conflicts, external rebellions, military administra-
tion, postal services, police department, trade and crafts, public works, build-
ings, fine arts, Muslim and non Muslim societies, villages, downfall of the
dynasties and its causes and important contributions of the period.
Shah Mo'in al-Din Ahmad Nadvi has written the history of Islam into

4. 'Abd al-Salam Nadvi, Op. Cit., P. 2.

5. Ibid., P. 2.
 152

four volumes under the heading Tarikh-i Islam ( piw*"t ^>b" ) The first
volume deals with period of the Prophet Muhammad (S.A.W.) and Khulafa-i
Rashedin and highlights the religious, political, cultural and educational his-
tory of Islam. Umayyads and their contributions in politics, culture and edu-
cation have been discussed in second volume. The third volume covers the
educational and cultural history of the first two hundred years of Abbasid
dynasty, i.e. from Abu'l Abbas al-Saffah (750) to Muttaqib-Allah (944). The
fourth volume starts with the period of Mustakfi-Billah (944) and ends with
the last Abbasid caliph Mu'tasim-Billah (1258).
In the same way Syed Riyasat 'AH Nadvi authored Tarikh-i Andalus
) into four volumes. He covered a detailed history of the
Umayyads of Spain in the first three volumes while petty dynasts muluk al-
tawa'if have been described in the fourth volumes. In another book Syed
Riyasat 'Ali Nadvi has compiled the history of Sicily into two volumes under
title Tarikh-i Siqilliyah ( J^' p^' )• Its first volume provides a good
deal of information about Sicily's political condition, Aghlabi dynasty, Fatimi
dynasty, petty dynasts, Kalabite dynasty, Norman conspiracies, and the down-
fall of Islamic dynasties. The second volume gives an account of Sicily's
Islamic culture and civilization, administrative system, arts and sciences.
Tarikh-i Millat ( o>J^ £/»lr ) in three volumes by 'Abd al-Qayyum
Nadvi gives a vivid description of the life of Prophet Muhammad (S.A.W.)
and the periods of Khulafa-i Rashedin, Umayyads, Abbasids, Ottamans. Lastly
it also discussed the current political situation and the impact of modern cul-
ture and civilization, religion and ethics etc. 'Abd al-salam kidwai Nadvi wrote
a brief history of Islam for the students of primary level in a very easy and
fascinating language under the little Hamari Badshahi ( ^ \j>^ I (J^fc ).
Apart form the Islamic history of other lands the 'ulama' of Nadvat al-
'Ulania' have done remarkable work by compiling the history of India under
the Muslim rule. Syed Riyasat 'Ali Nadvi's book (Ahd-i Islami Ka Hindustan
 153

) is the comprehensive history of ancient India and

its various independent states, the India society on the eve of Muslim con-
quest, Arab states of Sindh and Multan, Ghaznavi, Ghauri and Mamluk rulers
of Delhi etc. The author has discussed about their economic and taxation
system and also the administrative and educational system. Syed Abu Zafar
Nadvi has written Mukhtasar Tarikh-i Hind ( J ^ f^K^) f° r t n e students
of primary and secondary classes so as they may know about the contribution
of the Muslim Community in the development and progress of the country.
In Tarikh-i Sindh ( ^t> j j ^ 7A,') Syed Abu Zafar Nadvi discusses at
length about the geography and history of Sindh (before 14th century A.D.)
and the history of its petty independent dynasties including their administra-
tive, educational and cultural conditions. The book comprises of eleven maps
of old Sindh indicating the old names of places which are helpful in under-
standing the history of the region. The other book Gujrat Ki Tamadduni
Tarikh Musalmanon Ke 'AhadMein ( L£ J A L O ' J U ^ ^ ^ 3 < J $ ) o f
Syed Abu Zafar Nadvi, in which he provides a good deal of valuable informa-
tion about the rulers of Gujrat, military administration, postal services, courts,
trade and crafts, traditions and customs, educational institutions, harbours and
ships. Later he authored the history of Gujrat under title Tarikh-i Gujrat
( ^ ^ / f p ^') describes the history of Jado family ( o\y> W^U), history
of Gujar Community, conditions of Vallabhpur and invasion of Arabs. Some
information about non-Muslim rulers has also been provided.
Syed Sulaiman Nadvi writes in Hayat-i Shibli that this book is not the
biography of a person but in fact it is the history fifty years of Indian Mus-
lims. It presents a vivid account of the education, politics, religion and the
history of Muslim Community. This statement is equally true with regard to
other biographies written about the sahabah, taba 'in, taba' taba 'in and many
other personalities of Islam.
 154

3. Philosophical Sciences :-
Muslim philosophers have often been looked upon with doubt regarding
their faith. This suspicion found further strength through a lack of attention
towards Muslim philosophy. 'Abd al-Salam Nadvi boldly says in his book
Hukama'-i Islam ( (2 volumes) they were not atheist or weak in
their faith. Rather they brought Islam nearer to philosophy. They tried to
harmonize philosophy with shari 'ah6. Religion itself is a philosophy and
shari 'ah can also be explained through reason and philosophy. So one can-
not be separated from the other. Every explicit thing has the other side which
is implicit. Therefore shari 'ah is explicit and philosophy is implicit in it.
Regarding their faith 'Abd al-Salam Nadvi quotes the sayings of Ibn Sina,
"You must remember Allah first and last, you must try to see
Allah in your memory, you must stand firmly in His remem-
brance, you must know that salat is the best action, fasting is
the best conduct, charity is the highest good.... The best
action is humbleness, lust and greed must not come in the
straightway of shari 'ah."7
In the second volume ofHukama'-i Islam the author points out that medieval
and modern period are generally considered as the period of decline with re-
gard to the development of Muslim philosophy and the philosophical works
written in these periods are not original. These are only commentaries and
explanations of older works. But 'Abd al-Salam Nadvi does not accept it and
says that the philosophers of these periods not only corrected the misunder-
standings and ambiguity of Greek philosophy, but also contributed many origi-
nal ideas. He highlights the contributions of Muslim philosophers in the field
of medicine, arithmatics, methaphysics, logic, 'Urn al-kalam. Imam Razi
( (J; v p*i), the other book of 'Abd al-Salam Nadvi, provides a good deal
of information about the life and works of Imam Razi as well as his views
regarding the important matters of philosophy, Ulm-i kalam and tafsir. He
6. 'Abd al-Salam Nadvi, Hukama'-i Islam, vol.1, Dar al- Musannefin, Azamgarh,
1953, P. 11.
7. Ibid., P. 322.
 155

writes that the books which had been written on scholastic philosophy upto
4th century hijri were very difficult, ambiguous and their ideas were incoher-
ent and incomplete. Imam Ghazali was the first who solved the complications
and ambiguity in an unambiguous and simple way. After him, Imam Razi
further developed this rational thought in more detailed and comprehensive
way. ,
Syed Sulaiman Nadvi authored Khayyam ( r Ir5* ) and introduced
Khayyam in the light of his philosophical works. The book also included
some of his unpublished philosophical treatises and rubaiyyat 'Abd al-Bari
Nadvi in his book Madhhab Aur 'Aqliyyat ( <4^}^' -ryJ^) tries to remove
the misunderstandings and confusions between the mutual relation of madhhab
and 'aqliyyat. In another book Madhhab Aur Science ( (_y^^j^—^>j^ )
he discusses at length about the mutual relations and impact of philosophy,
kalam and science and tried to prove Qur'anic truths in the light of modern
philosophical ideas and scientific inventions. Syed Abu'l I^asan 'Ali Nadvi
has written a book in reply to the book The Four Basic Quranic Terms of
Abu'l 'Ala Maududi, under title 'Asr-i Hadir Mein Din Ki Tafliim wa Tashrih*
( r / ^ ^ c i ^ ^ V y ^ ) - In which he refuted the views of Maududi
regarding the definitions of the words- ilah, rabb, din, taghobt etc. The other
book Islamic Concept of Prophet- hood of Syed Abu'l Hasasn 'Ali Nadvi is
very useful for those who want to understand the mataphysical issues ex-
plained in a religious frame of reference. 'Abd al-Bari Nadvi discusses in
detail about the Barkley's biography and his philosophical works in his book
BarkleyAur Uskafalsafah ( '(*+^'^tfl>J^L/:). It also describes the critical
explanation of his philosophy of tasawwurat ( ^ J j j ^ ) . 'Abd al-Bari Nadvi
also translated Barkley's book Principles ofHuman Knowledge under the title
Mabadi 'Ilm-i Insani ( 3\^r v£v*) which Barkley has written for the refutation

The book is published in life time of Maulana Maududi and he himself recognised his
misunderstanding and accepted the refutation of Syed Abu'l Hasan 'Ali Nadvi.
 156
of materialism.
4. Qur'anic Studies {Tafsir) :-
Qur 'an is the source of guidance for all humanity. It shows the right
path in the material and spiritual, individual and collective life. Qur'anic
guidance is for all the periods and time to come. For Muslims, Qur 'an plays
a central role in their lives. The Muslims wherever they live in this world they
have Qur 'an with them and explain Qur'anic verses and its injunctions ac-
cording to the needs of the changing world.
The graduates of Nadvat al-'Ulama' studied and contributed to the un-
derstanding of Qur 'an variously. Syed Sulaiman Nadvi wrote tafsir of such
verses of Qur 'an as are related to the history of ancient Arab-geography and
the history of Arab tribes and communities in his famous book Tarikh-i Ard
al-Qur 'an ( U>\£ \(f;\ fo) Surat al-Kahaf'm his book Faith Versus
Materialism (Madhhab Aur Maddiyat) and writes that the whole surah fo-
cuses on the struggle between faith and materialism or the material power and
the spiritual peace. In this he did not follow the conventional pattern of
Qur'anic commentaries. It is, on the whole, an exposition of his own com-
mentary based on the essence of the surah. In this he highlights the changing
issues of the modern times and provides guidance and solutions from the Surat
al-Kahaf. Mutala 'h Qur 'an Ke Usui wa Mabadi ( (J? I/* >Jf ^O^ ^)
is the other book of Syed Abui Hasan 'AH Nadvi in which he stresses on
explaining Qur 'an by Qur 'an itself and writes that the main objective of the
Qur 'an is to show the right path and provide guidance to human beings. In
view of the Qur'anic admonitions regarding the followers' tempering of the
earlier revealed books,' Ali Mian concludes that there is no instance of abro-
gation in the Qur'ah.9 'Abd al-Salam kidwai Nadvi has written a treatise

9. Syed Abu'l Hasan 'Ali Nadvi, Mutala'h Qur'an Ke Usui wa Mabadi, Maktabah Islam,
Lucknow, 19*81, P.54.
 157
regarding the interpretation ofSurat al-Baqarah under the title Ruh al-Qur 'an
( V^I&S ) •
Muhammad Owais Nigfami Nadvi in his book T'alim al-Qur'an (w/rjz )
explains those Qur'anic injuctions which are related to faith, prayers, deal-
ings and morals. He has corroborated his commentary with hadith and says
that hadith should be the source of the explanation of Qur'anic teachings. In
' Ulum-iIslamiyah Aur Hindustani Musalman (0 \^&Xi^iy^ry$*'\$L' )
Prof. M. Salim Kidwai gives an account of the contributions of many Indian
scholars in tafsir and Qur'anic studies. Such as Syed Muhammad Gesu Daraz,
Amir Khusraw,' Abd al-Majid Daryabadi, Aslam Jairajpuri and Sir Syed Ahmad
Khan. He focuses on their special features and writing styles. In Hindustani
Mufasserin Aur Unkikrabi Tafsiren ( (Jf^^d&l>^(jr^\J\)L^jJ )
he has commented on the works of Indian mufasserin and their Arabic ex-
egetical writings. Prof Muhammad Yasin Mazhar Siddiqui has contributed to
Qur'anic studies with a new angle and highlighted in his book Andalus Mein
'Ulum-i Qird't Kdlrtiqa' ( > ^\^ifjtdxf^) the contribution of Spainish
scholars to the teaching and instruction of 'Ulum-i Qird't.
5. Hadith :-
Hadith means "speech", "report", "account". As an Islamic term, how-
ever, it is related to the deeds and utterances of the Prophet Muhammad
(S.A.W.). Hadith explains the contents of the holy Qur'an, social and reli-
gious life, and every-day conducts. Hadith is the source and basis, second
only to the Qur 'an, for Islamic law (shari'ah). Hadith is the record of what
Muhammad (S.A.W.O did, what Muhammad (S.A.W.) enjoined and that which
was done in the presence of Muhammad (S.A.W.) and which he did not for-
bid.
Compared with the contribution in sirah and Islamic history, the 'ulama'
of Nadvah have contributed for less in the field of hadith. Nevertheless the
book Khidmat-i Hadith Mein Khwatin KaHissah ( ^ ^ & ) j \ f r ^ F ^ j * )
 158
of Mujib-Allah Nadvi is very important. In this he compiled the services and
contributions of seventy-eight women. He also contends in it that women
who observe the veil are more devoted and have more attention and concen-
tration to their works. The attention and concentration is the key of all educa-
tional and ideological development. Syed Abu'l Hasan 'AH Nadvi in his book
The Role of Hadith in the Promotion of Islamic Climate and Attitudes fo-
cuses on such contentions which aim to discredit the authenticity of hadith
and create suspicious about its authoritative character. 'AH Mian has done
his best to remove all the confusions and suspecions regarding the authentic-
ity of hadith. He has raised and answered such questions in detail as what is
the practical utility of hadith ? why should ahadith be deemed essential for
everyday life of the Muslims ? What would be the harm and what vacuum
would be created in the life of individual Muslim and the community if ahadith
were given up altogether ? M. Salim Kidwai in his book 'Ilm-i Hadith Aur
ChandAham Muhaddethin ( (jPj^tfyS%^ ^P9^) compiled the lives
and contributions of four great fuqaha viz., Imam Abu Hanifa, Imam Malik,
Imam Shafai', Imam Ahamd ibn Hanabal and the authors of sihah sittah. He
emphasizes that for a jurist it is necessary to be a muhaddith but for a muhaddith
it is not necessary to be afagih.
In Gulistan-i Hadith ( ^)»Ol>^ ) Muhammad Ja'far Shah
Phulwarwi Nadvi selected forty ahadith and added his explanations and inter-
pretations in the light of Qur 'an and hadith. The author has also selected and
compiled such ahadith which have practical value in the advancement of
higher morals; in his another book Riyad al- Sunnat ( ^>w^ I//U>). In yet
another book, entitled Maqam-i Sunnat ( '^K^> f\** ) he highlighted the
place of sunnah among the Muslims under various chapters.

The book Muhaddethin-i 'Uzzam Aur Unke 'Ilmi Karname

( £- V ^(^d ^ItJ1 f ' ^ ' C ^ i ^ ) °f Taqi al-Din Mazahari Nadvi provides a
considerable information about the contributions of Imams offiqh, the authors
 159
of sihah sitta and Imam Tahawi, efforts and educaional contributions of the
great mufyaddethin and the history of the compilation ofhadith. All this has
greatly enhanced the value of this book. The book Fann-i Asma' al-Rijal:
Aimmah-iHadlth Ka <Azfm al-Shan Karnama ( x^>^^^]k):$?'\^d)
of the same author provides a good account of the biographical history of the
narrators ofhadith. It also elaborates as how to get the maximum benefit from
the books of Asma' al- Rijal. The book also contains informative explanations
and annotations concerning important books of rijal.
6. Fiqh (Islamic Jurisprudence) :-
Fiqh is the science which deals with the scientific compilation and deri-
vation of shari 'ah from its Islamic sources through the use of reasoning. Its
objective is to facilitate to act according to shari 'ah. The graduates of Nadvah
have made considerable contribution in this field. The works of Mujib-Allah
Nadvi in this field are very important. In Fiqh-i Islami Aur Daur-i JadidKe
Masa'il ( £f ^4^?.> P>>•($§*'\^ ) n e writes that Islamic sharia 'h is
not limited to a period of time or to any particular aspect of life but it is meant
for all periods and covers the whole range of human life. In another book
Thabut-i Rajm. (<^*>^£) he says that the punishment by stoning to death is
a consensus matter and tries to give an argumentative reply to those who reject
or have any doubts regarding rajm. He also authored a book entitled Islami
Fiqh ( ^fe 4 ^-^' ) in which the problems related to Hbadat, mu'asharat and
mu 'amalat have been discussed. 'Abd al-Salam Nadvi too contributed to fiqh
through his translation of the Arabic original Tarikh al-Tashri' al-hlami
( ( ^ V ^ - ^ ' P ' ' ) of 'Allama Khadri, under the title TarTkh-i Fiqh-i Islami
( (^\^^^\^' )• He also authored a book al-Qadafl al-Islam

( p^W^jlci li€^l ) and provides a good deal of information about the judges,
courts, cases, witnesses and Islamic laws and principles.
Muhammad Ja'far Shah Phulwarwi Nadvi compiled ten articles on the
issue of polygamy in his book Mas 'alah-i Ta 'addud-i Izdivaj ( -r.\ ? > / 7 ^J \x ).
 160
Seven of these articles have been authored by the author himself and rest by
Dr. 'Abd al- Halim, Justice'Abd al-Rashid and Maulana'Abd al-Salam Nadvi.
The book focuses mainly on the history of polygamy, marriage and society,
Muhammad (S.A.W.) and polygamy, polygamy and Qur'an, Islam and po-
lygamy etc. In another book Ijtihadi Masa'il ( ) he discussed
and interpreted the following juridical and social issues in the light of ijtihad-
religion (din) and shari'ah, necessity of modern fiqh and matters related to
inheritance, divorce, punishment of stoning etc. He has written a useful dis-
cussion on some important legal matters related to marital life in his book
IzdivajiZindagiKeLiyeAham Qanuni Tajawiz ('f.?\!>'&)& <M^/>&);V )
on different aspects of marriage, dowry, walimah, divorce, polygamy, mihr
(alimony) etc.
7. Tasawwuf (Islamic Mysticism ) :-.
The main aim and objective of sufism is to submit ourself to the will
of Allah only and purify one's self from all selfish motives and worldly at-
tachments. One who thus purifies his inner self is called a sufi. The shari 'ah
of Islam deals with the explicit matters where as taswwuf deals with inner or
implicit matters.
The writers of Nadvat al-'Ulama' have contributed some books on
tasawwuf. 'Abd al-Bari Nadvi in his book Tajdid-i Tasawwuf wa Suluk
) has tried to remove almost all the ambiguity and
misunderstandings regarding tasawwuf oXaiifymg that it is not against Islam as
held out by some, but that it completes and perfects the faith of Islam. Syed
Abu'l Hasan' Ali Nadvi has written in detail about the sufistic practices, instruc-
tions, sermons, love of Qur 'an and sunnah, respect to shari 'ah of two sufi
divines in his biographical books Swaneh Hadrat Maulana 'Abd al-Qadir
Raipuri W)^p\^\^/^^f^) and Hadrat Maulana Fadl al-Rahman
Ganj Muradabadi (SV?//f ^ ) respectively. He also compiled the

sayings, commands and guidance of Hadrat Shah Y'aqub Mujaddidi of Bhopal

 161
in his book Sohabat-i BaAhl-iDil{ c)?Ji^ '&£ )•
8. Education :-
The Nadvi scholars have also made important contribution to the his-
tory and development of education. The main purpose behind the establish-
ment of Nadvat al-'Ulama' was to update the educational system. The book
Hindustan Mein Qadim IslandDarsgahen ( (j\\>(fjtg^i"<fj*Cfy\/>)()
of Abu'l Hasanat Nadvi is quite unique in this field. It gives a vivid account
regarding almost all the ancient madrasahs and educational institutions of
Muslim India- such as madrasahs of Ajmer, Delhi, Panjab, Agra, Bihar, Ben-
gal, Owadh, Daccan, Malwa, Multan, Kashmir, Gujrat, Surat etc. , most of
which have long been ruined and destroyed. It also provides information about
the ancient courses of studies and the changes introduced in them at different
stages, the shortcomings in the old system of education etc. Syed Riyasat 'Ali
Nadvi also authored a book Islami Nizam-i Falim (*nf\}*J(c?3jy\ ) which
focuses on the Islamic system of education, educational ideas of Islam, sys-
tem of madrasahs and hostels, responsibilities of teachers, system of teach-
ing, courses of studies and the shortcomings and reforms. Along with this
Syed Sulaiman Nadvi compiled several articles of Shibli No'mani related to
education in the third volume of Maqalai-i Shibli ( i ^ ^ ^ I ^ 1 ). These
articles laid much emphasis on the necessity for students of today to learn in
both the institutions- traditional madrasahs as well as modern schools for the
overall development of the Muslim society.
9. Literature, Travelogues and letters :-
The graduates of Nadvat al-'Ulama' have made considerable contribution in
the field of literature, poetry, safarnamahs and letters. ' Abd al-Salam Nadvi
in Shi 'r al-Hind, two-volume, provides a good deal of information about the
classical as well as modern Urdu poets and the historical process of changes
of Urdu poetry. He also has made a comparative study of the famous Urdu
poets of every period and given an account of the various forms of Urdu poetry,
 162
viz; Ghazal, rekhti, qasidah, marthiyah, mathnawi etc. The book Iqbal-i Kami!
o f Abd al-Salam Nadvi contains the biography of Iqbal and evaluation
of his views regarding religion, education, community, politics and morals. He
writes a detailed discussion on his philosophy of Khudi (self) and Bekhudi and
analizes its various elements. Syed Abu'l Hasan' Ali Nadvi also authored a book
on Iqbal's ideas under the title Nuqu~sh-i Iqbal ( ^j lP' (J'f' )•
Syed Sulaiman Nadvi, Syed Abu'l Hasan 'Ali Nadvi, Mas'ud 'Alam Nadvi
have written safarriamahs (travelogues), in which their feelings, observations
and experiences have found vivid expression. Syed Sulaiman Nadvi has writ-
ten Sair-iAfghanistan ( ^ [^U>W")and Svecl A b u
' 1 Hasan 'Ali authored
Dayar-iKabulSeDayar-i Yarmuk Tak( ^ ->//./\>&$*;I ^ ) and
Sharq-i Awsat ke Dtiry ( (J/>]?K}, )u"SOp ) and Mas'ud 'Alam Nadvi
penned down Dayar-i Arab Mein ChandMah ( ^^jFO^--^///>y^ ) .
Apart from Safarriamahs hundreds of letters of Nadvi scholars have also
been compiled in book-form. Most important among them are Barid-i Farhang
( ^ £ / t J ^ / : )> Maktubat-iSulaiman ( (ji\xk>* <±±\j&* ) (2-volumes)10
Makaiib Syed Sulaiman Nadvi11 (U ^(J^S^t/^) and Makaiib ShibW2
( ( J f ^ ^ - ^ i W% ) (2-volumes). These letters contain rich information
regarding many social, religious, educational, economical, political, com-
munity matters as well as reformative movements of the country. Syed Najib
Ashraf Nadvi inMuqaddimah Ruq'at-i 'Alamgiri (C^ c \,^r>>v r ')highlights
some important aspects of Aurangzeb's life in the light of his letters.
The Nadvi writers also compiled some useful dictionaries. They advo-
cated that the importance of Arabic language is fundamental. One cannot do
any research work on Islamic sciences with out acquiring proficiency in Ara-

10. Maktubat-i Sulaiman has been compiled by Mualana 'Abd al-Majid Daryabadi and pub-
lished by Shahi Press, Lucknow in 1963.
11. Makaiib Syed Sulaiman Nadvi has been compiled by Maulana Mas'ud 'Alam Nadvi, and
published by Chiragh -i Rah , Lahore in 1954.
12. Makaiib Shibli (2-volumes) has been compiled by Syed Sulaiman Nadvi and published
by Dar al-Musannefin, Azamgarh in 1916, 1917 respectively.
 163
bic language and literature. The scholars who do not know Arabic are prone
to commit blunders while writing on the Qur 'an, hadith, tafsir.fiqh and other
branches of Islamic sciences.
Syed Sulaiman Nadvi compiled an Arabic-Urdu dictionary known as
Lughat-i Jadidah ( -CA>?<>Ul) comprises of 5000 words with explanations.
Like wise Syed Najib Ashraf Nadvi also edited the dictionary Lughat-i GujrP
( <^, ^-> W). But the name of the author is not known. He writes that this
is the first dictionary of its kind in which the author used vowel points (—r^r* > )
for proper pronunciation.14
10 Works on 'Ibadat and Mu'amalat :-
The Nadvi scholars fully realized the importance of both 'ibadat and
mu 'amalat for the Muslim society. They have written several books in which
the matters related to 'ibadat like salat, zakat, sawn, hajj including 'aqa'id
have been explained. Likewise the moral teachings of Islam - material wel-
being and spiritual life, social customs, feasts and festivals, or the Islamic
principles of private and public life such as the importance of good manners
and day-to-day engagements and even daily chores have been discussed at
length.
The book Arkan-i Arba'ah ( c->^>' (J> \y\ ) of Syed Abu'l Hasan
'Ali Nadvi details out the objectives and importance of the four fundamental
pillars of Islamic faith in the light of Qur 'an and hadith. In another book
Dastur-i Hay at (<^> ^ J r * ^ ) he elaborates the Islamic way of life, the moral
conduct, the Islamic beliefs and their practical implications. In the books
Uswd-i Sahabah ( »i \&-6'£*\' ) (2-volumes) and Uswa-i Sahabiyat
( >^J\st\^-6y>A\) 'Abd al-Salam Nadvi discusses at length about the faith,
religious practices, moral attitudes and the way of life of the sahabah and
sahabiyat. His other book Tarlkh-i Akhlaq-i Islami{ ( ^ k ^ O ^ I \> ^' )

13. The language which is an admixture of local Gujrati language and Urdu language. It
developed and came to be known as Gujn language.
14. Syed NajTb Ashraf Nadvi, Lughiat -i Gujrl Bombay, 1962, P. 13.
 164
(vol-I) deals with the social, political, religious, economical and educational
ethics in the light of Qur 'an and hadith.
'Abd al-Salam Kidwai Nadvi in his book T'allmat-i Qur'an C^Slp^)
(2-volumes) discussed, in the first volume, the necessity of religion, reason
and Islamic faith etc. The second volume is related to the prayers, ethics,
social, political and economical aspects of Islamic teachings. Another book
Musalman Aur WaqtKe Taqade ( <^-\^c^^S^jyO\^/A ) by 'Abd al-
Salam kidwai Nadvi, guides the Muslims towards the need of time and their
positions and conditions, Islamic way of life and Qur'anic injunctions, good
deeds and ethical values. In his yet another book Mithali Hukumran
( LJ \$s\£b4) he provides a vivid account about the simplicity, justice,
manners, way of living ofKhulafa-i Rashedin as also of Umayyad caliph 'Umar
bin 'Abd al-'Aziz. He tries to show that this was the period in which the
rulers and the subjects both were equal before law and their way of life was
alike. Some time the subjects enjoyed greater facilities and privileges than
the ruler himself.
Shah Mo'in al-Din Ahmad Nadvi highlighted the merits of Islam in his
book Din-i Ra[imat ( -^tfolSF'' )• He writes that Islam is a complete and
perfect religion and covers all the aspects of life. It provides complete in-
struction for both here and the hereafter or material life as well as the spiritual
life.
11. Other Important Works :-
In lArab-o-HindKe Ta'lluqat (^[^^yj^^) Syed Sulaiman Nadvi
focuses on the good and sound relations between the Muslims and Hindus
during Muslim rule in India. He wanted to maintain this good relation in the
contemporary world and new generations also. In his book 'Arbon Ki
Jahazrani ( ^J, \.j \r>\oj£/') provides a vivid account about the Arab
navigation since the days of the Prophet (S.A.W.) down to the Umayyads and
Abbasids and describes its routes in the Meditranian and eastern seas. Bahadur
 165
Khwaiin-i Islam ( p i ^ ' ( ^ J ^ ^ U ) is another book by the same author in
which he highlights the heroic deeds, galant actions and efforts of Muslim
women.
Syed Abu'l Hasan 'AH Nadvi writes in his book Islam and the World
about the society before and after the advent of Prophet Muhammad (S.A.W.),
Muslim glory and decadence, rise of the West and the real loss of mankind
under Western domination. He tries to show that Islam played a remarkable
role in human progress and giving it up would be a great loss. The work
Ghazawat-i Nabavi Ki Iqtisadi Jihat (^^>\^d(^^^) of Muhammad
Yasin Mazhar Siddiqui Nadvi provides a good deal of information about the
economical directions of ghazawat and sarayah. It focuses on the sarayah
and ghazawat from 622 to 632 in respect of rrial-i ghanimat (war-booty).
In another book Organisation of Government Under the Prophet the
same author provides documented information about the origin and evolution
of the Islamic State and consolidation of the Muslim Community during the
time of Prophet Muhammad (S.A.W). He also focuses on the administration
of the period as regards military, civil, financial and religious organisation.
Muhammad J'afar Srfah Nadvi has discussed quite rationally about the
legal position of commercial interest in his book Commercial Interest Ki Fiqhi
Haithiyat ( ^ ^ ^ ^ T / r ^ / V ^ ^ )• 1° this he focuses on the kinds of usury,
religious position and commercial interest. The book also includes an article
of 'Ata-Allah Palvi on the issue of usury.
There are many other books written by the writer-graduates of Nadvah.
We can only mention a few more titles here-as the paucity of space does not
allow us any more elaboration. These titles nevertheless indicate again the
wide range of subjects and academic interest: Inqilab al-Umam ( ^ < 1 ^ ) ,
IbnKhaldun ( O^Cj) )IslamAur (ArabiTamaddun ( c ^ J v ^ W M ) ,
Musalman Momalik Mein Islamiyat Aur Maghrabiyyat Ki Kashmakash
{[g^J^/.Mr •• AJ^C^SO^ )> Muslim in India, Qadianism : A Critical
 166
Study, Izltar-i Haqiqat ( ^iiJf^^ ) Hadthah'- Karbalah Ka Pas Manzar
( p ^ & . f e > \ ? X T a r i k h al- Haramayn, al- Sharifayn ( ^j^jftfa),
Nizam-i Salah Wa Islah ( X^JVP*fo*), Qur 'an Majid KiPahUKitab
( ^ 1 ^ ^ . ^ - b A ^ ' ) Qur 'an Majid KiDusrlKitab ^\^<J^cS)J')
Tadhkerah 'Allamah Shaikh Muhammad bin Tahir Muhaddith Pattani
( (g*: ^ ^ ^ - k ^ t ^ / t y X Muhammad bin 'Abd al- Waliab: Ek
MazlumAur Badnam Musleh (/rtyvf^J^^dj), Maulana SindhAur
Unke Afkar-o-Khayalat Par Ek Nazar ( ^ ^ ^ ^ ^ J j } ^ } ^ ^ ^ )>
JibranKhalilJibran( C^^-^J^-), IbnYamTn( (J>'(j)),Hindustan
KiPahUIslami Tahrlk, ( j ^ > y ^ v ^ ) DunJya Islam Ke PahleAur Islam
KeB'adij^^^)^^^]^ ), Fitrat-i Niswani ( o ^ ^ - ^ ),
TarTkh-i Fikr-i Islaml{ KS&^/'f^')- 'ArabiAdab Dayar-i GhairMein
( U^y^A'^^/' ).