How did Europeans see saladin?
Europeans viewed Saladin as a formidable and noble adversary during the Crusades. His reputation for chivalry and fairness, particularly in his treatment of prisoners and non-combatants, earned him respect even among his enemies. Saladin was often seen as a unifying figure for the Muslim forces, contrasting with the fragmented nature of European Crusader states. His successful defense of Jerusalem in 1187 solidified his status as a legendary leader in both the Muslim and Christian worlds.
What type of weapons did saladin use in the third crusade?
During the Third Crusade, Saladin primarily used a combination of traditional medieval weaponry, including swords, spears, and bows. His forces also employed siege engines, such as catapults and trebuchets, to attack fortified positions. Additionally, Saladin's cavalry played a crucial role in his military strategy, utilizing effective mounted archery and heavy cavalry charges against Crusader forces. Overall, his military tactics emphasized mobility and coordinated assaults.
What wars was saladin involved in?
Saladin was primarily involved in the Crusades, notably the Third Crusade (1189-1192), where he faced off against Richard the Lionheart. He played a crucial role in the Muslim resistance against the Crusaders, successfully recapturing Jerusalem in 1187, which was a pivotal moment in the conflict. Additionally, he was engaged in various military campaigns to consolidate his power in the region, fighting against rival Muslim factions and local states.
What let what events led to the reconquista?
The Reconquista was a centuries-long struggle between Christian kingdoms and Muslim states in the Iberian Peninsula, beginning in the early 8th century after the Umayyad conquest of Hispania. Key events included the Battle of Covadonga in 722, which marked the start of Christian resistance, and the emergence of powerful kingdoms like León, Castile, and Aragon. The fall of significant cities, such as Toledo in 1085 and Granada in 1492, signified critical victories for Christian forces, culminating in the unification of Spain under Ferdinand and Isabella. This religious and territorial conflict was driven by both ideological motives and the desire for land and power.
The statements suggest that Islamic society during its Golden Age was characterized by significant advancements in science, philosophy, and the arts, driven by a spirit of inquiry and cultural exchange. This period saw the flourishing of intellectual pursuits, with scholars making contributions that influenced both the Islamic world and Europe. Additionally, the emphasis on education and the establishment of institutions like libraries and universities highlight the society's commitment to knowledge and innovation. Overall, Islamic society was a vibrant center of learning and cultural development during this time.
What was saladins actions during the crusades?
Saladin, the first Sultan of Egypt and Syria, played a pivotal role during the Crusades, particularly in the Third Crusade (1189-1192). He is best known for his military leadership against the Crusaders, most notably during the Battle of Hattin in 1187, where he achieved a decisive victory and recaptured Jerusalem. Saladin's approach combined military strategy with diplomacy, allowing him to negotiate peace with Richard the Lionheart, ultimately leading to the Crusaders retaining access to Jerusalem for Christian pilgrims while the city remained under Muslim control. His reputation for chivalry and respect towards his enemies further solidified his legacy in both Islamic and Western history.
What were Saladin the greats weaknesses?
Saladin, while a formidable leader, had several weaknesses. His political and military strategies sometimes led to fragmented alliances, which weakened his overall position against rival factions. Additionally, his emphasis on chivalry and ethical conduct in warfare sometimes hindered more ruthless military tactics that could have secured quicker victories. Lastly, his focus on unity among Muslims sometimes faced challenges due to differing local interests and rivalries, complicating his efforts to maintain a cohesive front against Crusader forces.
How long did the crusade last between saladin and richardI?
The conflict between Saladin and Richard I, primarily during the Third Crusade, lasted from 1189 to 1192. This period saw several significant battles, including the Siege of Acre and the Battle of Arsuf. While the crusade officially ended in 1192 with a negotiated settlement, tensions and skirmishes continued beyond that year.
Why did Muslims Ban Christians from Jerusalem?
Muslims did not universally ban Christians from Jerusalem; rather, historical contexts varied. During the early Islamic conquests, Christians were often granted dhimmi status, allowing them to practice their faith in exchange for a tax and certain restrictions. However, tensions occasionally arose due to political conflicts, competing religious claims, and the desire to maintain Islamic dominance in the holy city. Specific bans or restrictions were typically influenced by the prevailing political climate rather than a consistent policy against Christians.
What was the Islamic empire a failure?
The Islamic empire is often viewed as a failure in certain contexts due to its fragmentation and inability to maintain a unified political structure over time, leading to the rise of regional powers and conflicts. Economic difficulties, internal strife, and the impact of colonialism further weakened its cohesion. Additionally, the empire struggled with modernity and adapting to new political and social realities, contributing to its decline. However, this perspective can be contentious, as the empire also left a significant cultural and intellectual legacy.
When and where Imam Sultan Muhammad Shah born?
Imam Sultan Muhammad Shah, also known as the Aga Khan III, was born on November 2, 1877, in Karachi, which was then part of British India. He was the 48th Imam of the Nizari Ismaili sect of Shia Islam and played a significant role in the social and economic development of his community.
What areas did Islam spread to during the golden age of Islam?
During the Golden Age of Islam, which roughly spanned from the 8th to the 14th centuries, Islam spread significantly across regions including the Middle East, North Africa, and parts of Europe, notably the Iberian Peninsula. It extended into Central Asia, reaching as far as the Indian subcontinent and parts of Southeast Asia. The establishment of trade routes and the expansion of empires, such as the Umayyad and Abbasid Caliphates, facilitated this widespread diffusion of culture, science, and religious practices.
What was Saladin's cause of death?
Saladin, the first Sultan of Egypt and Syria, died on March 4, 1193. His cause of death is generally attributed to a combination of illness and possibly complications related to a long-standing health issue, which may have included fever and other ailments. Historical records suggest that he suffered from various ailments in the years leading up to his death, but the exact cause remains uncertain.
What African empires that were ruled by Muslims?
Several notable African empires were ruled by Muslims, including the Mali Empire, which reached its peak in the 14th century under Mansa Musa, known for his wealth and pilgrimage to Mecca. The Songhai Empire succeeded Mali and became one of the largest empires in African history, promoting trade and Islamic scholarship. Additionally, the Almoravid and Almohad dynasties played significant roles in North Africa, spreading Islam and influencing the region's culture and politics.
Did saladins counteroffensive have stronger legal and moral grounds?
Saladin's counteroffensive during the Crusades can be viewed as having stronger legal and moral grounds, particularly from the perspective of Islamic law and the principles of just war. He aimed to reclaim territories that were historically part of the Muslim world and sought to protect his people from foreign invasion. Additionally, Saladin emphasized chivalry and humane treatment of prisoners, contrasting with the often brutal conduct of some Crusader forces. This approach not only bolstered his legitimacy but also appealed to moral standards of the time.
Involved in sunnis and shiites conflict?
The conflict between Sunni and Shia Muslims primarily stems from a historical dispute over the rightful successor to the Prophet Muhammad following his death in 632 CE. Sunnis believe that the community should select its leader, leading to the election of Abu Bakr as the first caliph, while Shia Muslims hold that leadership should remain within the Prophet's family, specifically favoring Ali, his cousin and son-in-law. This divide has evolved over centuries, resulting in theological, political, and cultural differences that have fueled tensions and conflicts in various regions, notably in countries like Iraq, Syria, and Yemen. The rivalry has often been exacerbated by external powers and geopolitical interests, further complicating the sectarian landscape.
What is the main idea of Saladin's rise to power?
Saladin's rise to power was marked by his exceptional military leadership and strategic acumen during the tumultuous period of the Crusades. Originating from a noble Kurdish family, he initially served under the Zengid dynasty before consolidating power in Egypt and establishing the Ayyubid dynasty. His unification of the Muslim territories and successful campaigns against the Crusaders, particularly the recapture of Jerusalem in 1187, solidified his reputation as a key figure in Islamic history and a symbol of resistance against foreign invasion. Saladin’s ability to navigate political alliances and military challenges played a crucial role in his ascent.
How many wives did Saladin have?
Oh, dude, Saladin had multiple wives throughout his life, like he was really popular in the marriage department. Historians estimate he had around 17 wives, which is like a whole football team worth of spouses. I guess when you're a powerful ruler, you need a lot of partners to keep you company.
How might the history of Christianity have changed if Muslims had eventually conquered all Europe?
What contributions did Muslims make on medicine?
Muslims were great doctors and nurses. They were the first to invent drugs, prescriptions, and they built hospitals. They also where the first to realize that blood circulates throughout the body.
Was optics advanced during the muslim empire?
Yes, optics was advanced during the Muslim empire. Scholars like Al-Kindi, Ibn al-Haytham, and Alhazen made significant contributions to the field, including advancements in the study of light, vision, and the development of the camera obscura. Their work laid the foundation for modern optics.
What does harmony ential in Islamic( if appliable) how can people achieve harmony?
wa ʾašhadu ʾanna muħammadan rasūlu-llāh" (أشهد أن لا إله إلا الله وأشهد أن محمداً رسول الله), or, "I testify that there is no god but God, Muhammad is the messenger of God." This testament is a foundation for all other beliefs and practices in Islam. Muslims must repeat the shahadah in prayer, and non-Muslims wishing to convert to Islam are required to recite the creed. The five daily ritual prayers are called ṣalāh or ṣalāt (Arabic: صلاة). Salat is intended to focus the mind on God, and is seen as a personal communication with him that expresses gratitude and worship. Performing prayers five times a day is compulsory but flexibility in the timing specifics is allowed depending on circumstances. The prayers are recited in the Arabic language, and consist of verses from the Quran. The prayers are done in direction of the Ka'bah. The act of supplicating is referred to as dua. A mosque is a place of worship for Muslims, who often refer to it by its Arabic name masjid. A large mosque for gathering for Friday prayers or Eid prayers are called masjid jāmi (مَسْجِد جَامِع, 'congregational mosque'). Although the primary purpose of the mosque is to serve as a place of prayer, it is also important to the Muslim community as a place to meet and study. The Masjid an-Nabawi ('Prophetic Mosque') in Medina, Saudi Arabia, was also a place of refuge for the poor. Modern mosques have evolved greatly from the early designs of the 7th century, and contain a variety of architectural elements such as minarets. The means used to signal the prayer time is a vocal call called the adhan. Zakāt (Arabic: زكاة, zakāh, 'alms') is a means of welfare in a Muslim society, characterized by the giving of a fixed portion (2.5% annually) of accumulated wealth by those who can afford it in order to help the poor or needy, such as for freeing captives, those in debt, or for (stranded) travellers, and for those employed to collect zakat. It is considered a religious obligation (as opposed to supererogatory charity, known as Sadaqah) that the well-off owe to the needy because their wealth is seen as a "trust from God's bounty." Conservative estimates of annual zakat is estimated to be 15 times global humanitarian aid contributions. The first Caliph, Abu Bakr, distributed zakat as one of the first examples of a guaranteed minimum income, with each man, woman and child getting 10 to 20 dirhams annually.Sadaqah means optional charity which is practiced as religious duty and out of generosity. Both the Quran and the hadith have put much emphasis on spending money for the welfare of needy people, and have urged the Muslims to give more as an act of optional charity. The Quran says: Those who spend their wealth in charity day and night, secretly and openly—their reward is with their Lord. One of the early teachings of Muhammad was that God expects men to be generous with their wealth and not to be miserly. Accumulating wealth without spending it to address the needs of the poor is generally prohibited and admonished. Another kind of charity in Islam is waqf, meaning perpetual religious endowment. Fasting (Arabic: صوم, ṣawm) from food and drink, among other things, must be performed from dawn to after sunset during the month of Ramadan. The fast is to encourage a feeling of nearness to God, and during it Muslims should express their gratitude for and dependence on him, atone for their past sins, develop self-control and restraint and think of the needy. Sawm is not obligatory for several groups for whom it would constitute an undue burden. For others, flexibility is allowed depending on circumstances, but missed fasts must be compensated for later. The obligatory Islamic pilgrimage, called the ḥajj (Arabic: حج), has to be performed during the first weeks of the twelfth Islamic month of Dhu al-Hijjah in the city of Mecca. Every able-bodied Muslim who can afford it must make the pilgrimage to Mecca at least once in his or her lifetime. Rituals of the Hajj include: spending a day and a night in the tents in the desert plain of Mina, then a day in the desert plain of Arafat praying and worshiping God, following the footsteps of Abraham; then spending a night out in the open, sleeping on the desert sand in the desert plain of Muzdalifah; then moving to Jamarat, symbolically stoning the Devil recounting Abraham's actions; then going to Mecca and walking seven times around the Kaaba which Muslims believe was built as a place of worship by Abraham; then walking seven times between Mount Safa and Mount Marwah recounting the steps of Abraham's wife, Hagar, while she was looking for water for her son Ishmael in the desert before Mecca developed into a settlement. Another form of pilgrimage, umrah, is supererogatory and can be undertaken at any time of the year. The Quran refers to Islamic Pilgrimage in various places often describing the rites and special rulings which apply when undertaking Hajj. Muslims recite and memorize the whole or part of the Quran as acts of virtue. Reciting the Quran with elocution (tajweed) has been described as an excellent act of worship. Pious Muslims recite the whole Quran at the month of Ramadan. In Muslim societies, any social program generally begins with the recitation of the Quran. One who has memorized the whole Quran is called a hafiz ('memorizer') who, it is said, will be able to intercede for ten people on the Last Judgment Day. Apart from this, almost every Muslim memorizes some portion of the Quran because they need to recite it during their prayers. Sharia is the religious law forming part of the Islamic tradition. It is derived from the religious precepts of Islam, particularly the Quran and the Hadith. In Arabic, the term sharīʿah refers to God's divine law and is contrasted with fiqh, which refers to its scholarly interpretations. The manner of its application in modern times has been a subject of dispute between Muslim traditionalists and reformists.Traditional theory of Islamic jurisprudence recognizes four sources of sharia: the Quran, sunnah (Hadith and Sira), qiyas (analogical reasoning), and ijma (juridical consensus). Different legal schools developed methodologies for deriving sharia rulings from scriptural sources using a process known as ijtihad. Traditional jurisprudence distinguishes two principal branches of law,ʿibādāt (rituals) and muʿāmalāt (social relations), which together comprise a wide range of topics. Its rulings assign actions to one of five categories: mandatory (Fard), recommended (mustahabb), permitted (Mubah), abhorred (Makruh), and prohibited (haram). Thus, some areas of sharia overlap with the Western notion of law while others correspond more broadly to living life in accordance with God's will.Historically, sharia was interpreted by independent jurists (muftis). Their legal opinions (fatwas) were taken into account by ruler-appointed judges who presided over qāḍī's courts, and by maẓālim courts, which were controlled by the ruler's council and administered criminal law. In the modern era, sharia-based criminal laws were widely replaced by statutes inspired by European models. The Ottoman Empire's 19th-century Tanzimat reforms lead to the Mecelle civil code and represented the first attempt to codify Sharia. While the constitutions of most Muslim-majority states contain references to sharia, its classical rules were largely retained only in personal status (family) laws. Legislative bodies which codified these laws sought to modernize them without abandoning their foundations in traditional jurisprudence. The Islamic revival of the late 20th century brought along calls by Islamist movements for complete implementation of sharia. The role of sharia has become a contested topic around the world. There are ongoing debates as to whether sharia is compatible with secular forms of government, human rights, freedom of thought, and women's rights. Islam, like Judaism, has no clergy in the sacredotal sense, such as priests who mediate between God and people. However, there are many terms in Islam to refer to religiously sanctioned positions of Islam. In the broadest sense, the term ulema (Arabic: علماء) is used to describe the body of Muslim scholars who have completed several years of training and study of Islamic sciences. A jurist who interprets Islamic law is called a mufti (مفتي) and often issues legal opinions, called fatwas. A scholar of jurisprudence is called a faqih (فقيه). Someone who studies the science of hadith is called a muhaddith. A qadi is a judge in an Islamic court. Honorific titles given to scholars include sheikh, mullah, and mawlawi. Imam (إمام) is a leadership position, often used in the context of conducting Islamic worship services. A school of jurisprudence is referred to as a madhhab (Arabic: مذهب). The four major Sunni schools are the Hanafi, Maliki, Shafi'i, Hanbali madhahs while the three major Shia schools are the Ja'fari, Zaidi and Isma'ili madhahib. Each differ in their methodology, called Usul al-fiqh ('principles of jurisprudence'). The following of decisions by a religious expert without necessarily examining the decision's reasoning is called taqlid. The term ghair muqallid literally refers to those who do not use taqlid and by extension do not have a madhhab. The practice of an individual interpreting law with independent reasoning is called ijtihad. To reduce the gap between the rich and the poor, Islamic economic jurisprudence encourages trade, discourages the hoarding of wealth and outlaws interest-bearing loans (i.e. usury; Arabic: riba). Therefore, wealth is taxed through Zakat, but trade is not taxed. Usury, which allows the rich to get richer without sharing in the risk, is forbidden in Islam. Profit sharing and venture capital where the lender is also exposed to risk is acceptable. Hoarding of food for speculation is also discouraged.The taking of land belonging to others is also prohibited. The prohibition of usury and the revival of interest-based economies has resulted in the development of Islamic banking. During the time of Muhammad, any money that went to the state, was immediately used to help the poor. Then, in AD 634, Umar formally established the welfare state Bayt al-Mal ("House of Wealth"), which was for the Muslim and Non-Muslim poor, needy, elderly, orphans, widows, and the disabled. The Bayt al-Maal ran for hundreds of years under the Rashidun Caliphate in the 7th century, continuing through the Umayyad period, and well into the Abbasid era. Umar also introduced child support and pensions. Jihad means 'to strive or struggle [in the way of God]'. In its broadest sense, it is "exerting one's utmost power, efforts, endeavors, or ability in contending with an object of disapprobation." Depending on the object being a visible enemy, the Devil, and aspects of one's own self (such as sinful desires), different categories of jihad are defined. Jihad also refers to one's striving to attain religious and moral perfection. When used without any qualifier, jihad is understood in its military form. Some Muslim authorities, especially among the Shi'a and Sufis, distinguish between the "greater jihad," which pertains to spiritual self-perfection, and the "lesser jihad", defined as warfare.Within Islamic jurisprudence, jihad is usually taken to mean military exertion against non-Muslim combatants. Jihad is the only form of warfare permissible in Islamic law and may be declared against illegal works, terrorists, criminal groups, rebels, apostates, and leaders or states who oppress Muslims. Most Muslims today interpret Jihad as only a defensive form of warfare. Jihad only becomes an individual duty for those vested with authority. For the rest of the populace, this happens only in the case of a general mobilization. For most Twelver Shias, offensive jihad can only be declared by a divinely appointed leader of the Muslim community, and as such, is suspended since Muhammad al-Mahdi's occultation in 868 AD. Sufism (Arabic: تصوف, tasawwuf), is a mystical-ascetic approach to Islam that seeks to find a direct personal experience of God. It is not a sect of Islam and its adherents belong to the various Muslim denominations. Classical Sufi scholars defined Tasawwuf as "a science whose objective is the reparation of the heart and turning it away from all else but God", through "intuitive and emotional faculties" that one must be trained to use. Sufis themselves claim that Tasawwuf is an aspect of Islam similar to sharia, inseparable from Islam and an integral part of Islamic belief and practice.Religiosity of early Sufi ascetics, such as Hasan al-Basri, emphasized fear to fail God's expectations of obedience, in contrast to later and more prominent Sufis, such as Mansur Al-Hallaj and Jalaluddin Rumi, whose religiosity is based on love towards God. For that reason, some academic scholars refuse to refer to the former as Sufis. Nevertheless, Hasan al-Basri is often portrayed as one of the earliest Sufis in Sufi traditions and his ideas were later developed by the influential theologian Al-Ghazali. Traditional Sufis, such as Bayazid Bastami, Jalaluddin Rumi, Haji Bektash Veli, Junaid Baghdadi, and Al-Ghazali, argued for Sufism as being based upon the tenets of Islam and the teachings of the prophet. Sufis played an important role in the formation of Muslim societies through their missionary and educational activities.Popular devotional practices such as veneration of Sufi saints have faced stiff opposition from followers of Wahhabism, who have sometimes physically attacked Sufis leading to deterioration in Sufi–Salafi relations. Sufism enjoyed a strong revival in Central Asia and South Asia; the Barelvi movement is Sufi influenced Sunni Islam with over 200 million followers, largely in South Asia. Sufism is also prominent is Central Asia, where different orders are the main religious sources, as well as in African countries such as Tunisia, Algeria, Morocco, Senegal, Chad and Niger.Mystical interpretations of Islam have also been developed by Ismaili Shias, as well as by the Illuminationist and Isfahan schools of Islamic philosophy. In a Muslim family, the birth of a child is attended with some religious ceremonies. Immediately after the birth, the words of Adhan is pronounced in the right ear of the child. In the seventh day, the aqiqah ceremony is performed, in which an animal is sacrificed and its meat is distributed among the poor. The head of the child is also shaved, and an amount of money equaling the weight of the child's hair is donated to the poor. Apart from fulfilling the basic needs of food, shelter, and education, the parents or the elderly members of family also undertake the task of teaching moral qualities, religious knowledge, and religious practices to the children. Marriage, which serves as the foundation of a Muslim family, is a civil contract which consists of an offer and acceptance between two qualified parties in the presence of two witnesses. The groom is required to pay a bridal gift (mahr) to the bride, as stipulated in the contract. Most families in the Islamic world are monogamous. Polyandry, a practice wherein a woman takes on two or more husbands is prohibited in Islam. However, Muslim men are allowed to practice polygyny, that is, they can have more than one wife at the same time, up to a total of four, per Surah 4 Verse 3. A man does not need approval of his first wife for a second marriage as there is no evidence in the Qur'an or hadith to suggest this. With Muslims coming from diverse backgrounds including 49 Muslim-majority countries, plus a strong presence as large minorities throughout the world there are many variations on Muslim weddings. Generally in a Muslim family, a woman's sphere of operation is the home and a man's corresponding sphere is the outside world. However, in practice, this separation is not as rigid as it appears. With regard to inheritance, a son's share is double that of a daughter's.Certain religious rites are performed during and after the death of a Muslim. Those near a dying man encourage him to pronounce the Shahada as Muslims want their last word to be their profession of faith. After the death, the body is appropriately bathed by the members of the same gender and then enshrouded in a threefold white garment called kafan. Placing the body on a bier, it is first taken to a mosque where funeral prayer is offered for the dead person, and then to the graveyard for burial. Many practices fall in the category of adab, or Islamic etiquette. This includes greeting others with "as-salamu 'alaykum" ('peace be unto you'), saying bismillah ('in the name of God') before meals, and using only the right hand for eating and drinking. Islamic hygienic practices mainly fall into the category of personal cleanliness and health. Circumcision of male offspring is also practiced in Islam. Islamic burial rituals include saying the Salat al-Janazah ("funeral prayer") over the bathed and enshrouded dead body, and burying it in a grave. Muslims are restricted in their diet. Prohibited foods include pork products, blood, carrion, and alcohol. All meat must come from a herbivorous animal slaughtered in the name of God by a Muslim, Jew, or Christian, with the exception of game that one has hunted or fished for oneself. Food permissible for Muslims is known as halal food. In a Muslim society, various social service activities are performed by the members of the community. As these activities are instructed by Islamic canonical texts, a Muslim's religious life is seen incomplete if not attended by service to humanity. In fact, In Islamic tradition, the idea of social welfare has been presented as one of its principal values. Quran 2:177 is often cited to encapsulate the Islamic idea of social welfare.Similarly, duties to parents, neighbors, relatives, sick people, the old, and minorities have been defined in Islam. Respecting and obeying one's parents, and taking care of them especially in their old age have been made a religious obligation. A two-fold approach is generally prescribed with regard to duty to relatives: keeping good relations with them, and offering them financial help if necessary. Severing ties with them has been admonished. Regardless of a neighbor's religious identity, Islam teaches Muslims to treat neighboring people in the best possible manner and not to cause them any difficulty. Concerning orphaned children, the Quran forbids harsh and oppressive treatment to them while urging kindness and justice towards them. It also rebukes those who do not honor and feed orphaned children. The Quran and the sunnah of Muhammad prescribe a comprehensive body of moral guidelines for Muslims to be followed in their personal, social, political, and religious life. Proper moral conduct, good deeds, righteousness, and good character come within the sphere of the moral guidelines. In Islam, the observance of moral virtues is always associated with religious significance because it elevates the religious status of a believer and is often seen as a supererogatory act of worshipping. One typical Islamic teaching on morality is that imposing a penalty on an offender in proportion to their offense is permissible and just; but forgiving the offender is better. To go one step further by offering a favor to the offender is regarded the highest excellence. The Quran says: "Good and evil cannot be equal. Respond ˹to evil˺ with what is best, then the one you are in enmity with will be like a close friend." Thus, a Muslim is expected to act only in good manners as bad manners and deeds earn vices. The fundamental moral qualities in Islam are justice, forgiveness, righteousness, kindness, honesty, and piety. Other mostly insisted moral virtues include but not limited to charitable activities, fulfillment of promise, modesty (haya) and humility, decency in speech, tolerance, trustworthiness, patience, truthfulness, anger management, and sincerity of intention. As a religion, Islam emphasizes the idea of having a good character as Muhammad said: "The best among you are those who have the best manners and character." In Islam, justice is not only a moral virtue but also an obligation to be fulfilled under all circumstances. The Quran and the hadith describe God as being kind and merciful to His creatures, and tell people to be kind likewise. As a virtue, forgiveness is much celebrated in Islam, and is regarded as an important Muslim practice. About modesty, Muhammad is reported as saying: "Every religion has its characteristic, and the characteristic of Islam is modesty." Mainstream Islamic law does not distinguish between "matters of church" and "matters of state"; the scholars function as both jurists and theologians. Currently no government conforms to Islamic economic jurisprudence, but steps have been taken to implement some of its tenets. Sunni and Shia sectarian divide also effects intergovernmental Muslim relations such as between Saudi Arabia and Iran. Islamic tradition views Muhammad (c. 570 – June 8, 632) as the seal of the prophets, sent by God to the rest of mankind. During the last 22 years of his life, beginning at age 40 in 610 CE, according to the earliest surviving biographies, Muhammad reported receiving revelations that he believed to be from God, conveyed to him through the archangel Gabriel while he was meditating in a cave. Muhammad's companions memorized and recorded the content of these revelations, known as the Quran.During this time, Muhammad, while in Mecca, preached to the people, imploring them to abandon polytheism and to worship one God. Although some converted to Islam, the leading Meccan authorities persecuted Muhammad and his followers. This resulted in the Migration to Abyssinia of some Muslims (to the Aksumite Empire). Many early converts to Islam were the poor, foreigners and former slaves like Bilal ibn Rabah al-Habashi who was black. The Meccan élite felt that Muhammad was destabilising their social order by preaching about one God and about racial equality, and that in the process he gave ideas to the poor and to their slaves.After 12 years of the persecution of Muslims by the Meccans and the Meccan boycott of the Hashemites, Muhammad's relatives, Muhammad and the Muslims performed the Hijra ('emigration') in AD 622 to the city of Yathrib (current-day Medina). There, with the Medinan converts (the Ansar) and the Meccan migrants (the Muhajirun), Muhammad in Medina established his political and religious authority. The Constitution of Medina was formulated, instituting a number of rights and responsibilities for the Muslim, Jewish, Christian and pagan communities of Medina, bringing them within the fold of one community—the Ummah.The Constitution established: the security of the community religious freedoms the role of Medina as a sacred place (barring all violence and weapons) the security of women stable tribal relations within Medina a tax system for supporting the community in time of conflict parameters for exogenous political alliances a system for granting protection of individuals a judicial system for resolving disputes where non-Muslims could also use their own laws and have their own judges.All the tribes signed the agreement to defend Medina from all external threats and to live in harmony amongst themselves. Within a few years, two battles took place against the Meccan forces: first, the Battle of Badr in 624—a Muslim victory, and then a year later, when the Meccans returned to Medina, the Battle of Uhud, which ended inconclusively. The Arab tribes in the rest of Arabia then formed a confederation and during the Battle of the Trench (March–April 627) besieged Medina, intent on finishing off Islam. In 628, the Treaty of Hudaybiyyah was signed between Mecca and the Muslims and was broken by Mecca two years later. After the signing of the Treaty of Hudaybiyyah many more people converted to Islam. At the same time, Meccan trade routes were cut off as Muhammad brought surrounding desert tribes under his control. By 629 Muhammad was victorious in the nearly bloodless conquest of Mecca, and by the time of his death in 632 (at the age of 62) he had united the tribes of Arabia into a single religious polity.The earliest three generations of Muslims are known as the Salaf, with the companions of Muhammad being known as the Sahaba. Many of them, such as the largest narrator of hadith Abu Hureyrah, recorded and compiled what would constitute the sunnah. With Muhammad's death in 632, disagreement broke out over who would succeed him as leader of the Muslim community. Abu Bakr, a companion and close friend of Muhammad, was made the first caliph. Under Abu Bakr, Muslims put down a rebellion by Arab tribes in an episode known as the Ridda wars, or "Wars of Apostasy". The Quran was compiled into a single volume at this time. Abu Bakr's death in 634 about two years after he was elected which resulted in the succession of Umar ibn al-Khattab as the caliph, followed by Uthman ibn al-Affan, Ali ibn Abi Talib and Hasan ibn Ali. The first four caliphs are known in Sunni Islam as al-khulafā' ar-rāshidūn ("Rightly Guided Caliphs"). Under the caliphs, the territory under Muslim rule expanded deeply into parts of the Persian and Byzantine territories.When Umar was assassinated by Persians in 644, the election of Uthman as successor was met with increasing opposition. The standard copies of the Quran were also distributed throughout the Islamic State. In 656, Uthman was also killed, and Ali assumed the position of caliph. This led to the first civil war (the "First Fitna") over who should be caliph. Ali was assassinated by Kharijites in 661. To avoid further fighting, the new caliph Hasan ibn Ali signed a peace treaty, abdicating to Mu'awiyah, beginning the Umayyad dynasty, in return that he not name his own successor. These disputes over religious and political leadership would give rise to schism in the Muslim community. The majority accepted the legitimacy of the first four leaders and became known as Sunnis. A minority disagreed, and believed that only Ali and some of his descendants should rule; they became known as the Shia. Mu'awiyah appointed his son, Yazid I, as successor and after Mu'awiyah's death in 680, the "Second Fitna" broke out, where Husayn ibn Ali was killed at the Battle of Karbala, a significant event in Shia Islam. Sunni Islam and Shia Islam thus differ in some respects.The Umayyad dynasty conquered the Maghreb, the Iberian Peninsula, Narbonnese Gaul and Sindh. Local populations of Jews and indigenous Christians, persecuted as religious minorities and taxed heavily to finance the Byzantine–Sassanid Wars, often aided Muslims to take over their lands from the Byzantines and Persians, resulting in exceptionally speedy conquests.The generation after the death of Muhammad but contemporaries of his companions are known as the Tabi'un, followed by the Tabi‘ al-Tabi‘in. The Caliph Umar ibn Abd al-Aziz set up the influential committee, "The Seven Fuqaha of Medina", headed by Qasim ibn Muhammad ibn Abi Bakr. Malik ibn Anas wrote one of the earliest books on Islamic jurisprudence, the Muwatta, as a consensus of the opinion of those jurists.The descendants of Muhammad's uncle Abbas ibn Abd al-Muttalib rallied discontented non-Arab converts (mawali), poor Arabs, and some Shi'a against the Umayyads and overthrew them, inaugurating the Abbasid dynasty in 750.The first Muslim states independent of a unified Islamic state emerged from the Berber Revolt (739/740-743). Al-Shafi'i codified a method to determine the reliability of hadith. During the early Abbasid era, the major Sunni hadith collections were compiled by scholars such as Bukhari and Muslim while major Shia hadith collections by scholars such as Al-Kulayni and Ibn Babawayh were also compiled. The four Sunni Madh'habs, the Hanafi, Hanbali, Maliki and Shafi'i, were established around the teachings of Abū Ḥanīfa, Ahmad ibn Hanbal, Malik ibn Anas and al-Shafi'i, while the Ja'fari jurisprudence was formed from the teachings of Ja'far al-Sadiq respectively. In the 9th century, al-Shafi'i provided a theoretical basis for Islamic law and introduced its first methods by a synthesis between proto-rationalism of Iraqi jurisprudence and the pragmatic approach of the Hejaz traditions, in his book ar-Risālah. He also codified a method to determine the reliability of hadith. However, Islamic law would not be codified until 1869. In the 9th century Al-Tabari completed the first commentary of the Quran, that became one of the most cited commentaries in Sunni Islam, the Tafsir al-Tabari. During its expansion through the Samanid Empire, Islam was shaped by the ethno-cultural and religious pluralism by the Sogdians, paving the way for a Persianized rather than Arabized understanding of Islam.Some Muslims began to question the piety of indulgence in a worldly life and emphasised poverty, humility and avoidance of sin based on renunciation of bodily desires. Ascetics such as Hasan al-Basri would inspire a movement that would evolve into Tasawwuf or Sufism.By the end of the 9th century, Ismaili Shias spread in Iran, whereupon the city of Multan became a target of activistic Sunni politics. In 930, the Ismaili group known as the Qarmatians unsuccessfully rebelled against the Abbassids, sacked Mecca and stole the Black Stone, which was eventually retrieved.Abbasid Caliphs such as Mamun al Rashid and Al-Mu'tasim made the mutazilite philosophy an official creed and imposed it upon Muslims to follow. Mu'tazila was a Greek influenced school of Sunni scholastic theology called kalam, which refers to dialectic. Many orthodox Muslims rejected mutazilite doctrines and condemned their idea of the creation of the Quran. In inquisitions, ibn Hanbal refused to conform and was tortured and sent to an unlit Baghdad prison cell for nearly thirty months. Other branches of kalam were the Ash'ari school founded by Al-Ash'ari and Maturidi founded by Abu Mansur al-Maturidi. With the expansion of the Abbasid Caliphate into the Sasanian Empire, Islam adapted many Hellenistic and Persian concepts, imported by thinkers of Iranian or Turkic origin. Philosophers such as Al-Farabi and Avicenna sought to incorporate Greek principles into Islamic theology, while others like Al-Ghazali argued against such syncretism and ultimately prevailed. Avicenna pioneered the science of experimental medicine, and was the first physician to conduct clinical trials. His two most notable works, The Book of Healing and The Canon of Medicine, were used as standard medicinal texts in the Islamic world and later in Europe. Amongst his contributions are the discovery of the contagious nature of infectious diseases, and the introduction of clinical pharmacology. In mathematics, the mathematician Muhammad ibn Musa al-Khwarizmi gave his name to the concept of the algorithm, while the term algebra is derived from al-jabr. The Persian poet Ferdowsi wrote his epic poem Shahnameh. Rumi wrote some of the finest Persian poetry and is still one of the best selling poets in America. Legal institutions introduced include the trust and charitable trust (Waqf).This era is sometimes called the "Islamic Golden Age". Public hospitals established during this time (called Bimaristan hospitals), are considered "the first hospitals" in the modern sense of the word, and issued the first medical diplomas to license doctors. The Guinness World Records recognizes the University of Al Karaouine, founded in 859, as the world's oldest degree-granting university. The doctorate is argued to date back to the licenses to teach in Islamic law schools. Standards of experimental and quantification techniques, as well as the tradition of citation, were introduced. An important pioneer in this, Ibn al-Haytham is regarded as the father of the modern scientific method and often referred to as the "world's first true scientist". The government paid scientists the equivalent salary of professional athletes today. It is argued that the data used by Copernicus for his heliocentric conclusions was gathered and that Al-Jahiz proposed a theory of natural selection.While the Abbasid Caliphate suffered a decline since the reign of Al-Wathiq (842–847) and Al-Mu'tadid (892–902), the Mongol Empire put an end to the Abbassid dynasty in 1258. During its decline, the Abbasid Caliphate disintegrated into minor states and dynasties, such as the Tulunid and the Ghaznavid dynasty. The Ghaznavid dynasty was a Muslim dynasty established by Turkic slave-soldiers from another Islamic empire, the Samanid Empire.Two Turkish tribes, the Karahanids and the Seljuks, converted to Islam during the 10th century. They were later subdued by the Ottomans, who share the same origin and language. The Seljuks played an important role for the revival of Sunnism, after which Shia increased its influences. The Seljuk military leader Alp Arslan financially supported sciences and literature and established the Nezamiyeh university in Baghdad.During this time, the Delhi Sultanate took over northern parts of the Indian subcontinent. Religious missions converted Volga Bulgaria to Islam. Many Muslims also went to China to trade, virtually dominating the import and export industry of the Song dynasty. After Mongol conquests and the final decline of the Abbasid Caliphate, the Mongol Empire enabled cross cultural exchanges through Asia allowing to practise any religion as long as they do not interfere with the interests of the ruling Khan. The new social and political tolerance brought by the Ilkhanate, which converted to Sunni Islam and ruled by the grandson of Genghis Khan, allowing science and arts to flourish even in aspects priorly forbidden and extending Middle Eastern influence up to China. In scholasticism, Ibn Taymiyya (1263–1328) did not accepted the Mongol's conversion to Sunnism, worried about the integrity of Islam and tried to establish a theological doctrine to purify Islam from its alleged alterings. Unlike his contemporary scholarship, who relied on traditions and historical narratives from early Islam, Ibn Taymiyya's methodology was a mixture of selective use of hadith and a literal understanding of the Quran. He rejected most philosophical approaches of Islam and proposed a clear, simple and dogmatic theology instead. Another major characteristic of his theological approach emphazises the significance of a Theocratic state: While the prevailing opinion held that religious wisdom was necessary for a state, Ibn Taymiyya regarded political power as necessary for religious excellence. He further rejected many hadiths circulating among Muslims during his time and relied only on Sahih Bukhari and Sahih Muslim repeatedly to foil Asharite doctrine. Feeling threatened by the Crusaders as well as by the Mongols, Ibn Taymiyya stated it would be obligatory for Muslims to join a physical jihad against non-Muslims. This not only including the invaders, but also the heretics among the Muslims, including Shias, Asharites and "philosophers", who were blamed by Ibn Taymiyya for the deterioration of Islam. The Battle of Marj al-Saffar (1303) served as a significant turning point. Nevertheless, his writings only played a marginal role during his lifetime. He was repeatedly accused of blasphemy by anthropomorphizing God and his disciple Ibn Kathir distanced himself from his mentor and negated the anthropomorphizations, but simultaneously adhered to the same anti-rationalistic and hadith oriented methodology. This probably influenced his exegesis on his Tafsir, which discounted much of the exegetical tradition since then. However, the writings of Ibn Taymiyya became important sources for Wahhabism and 21st century Salafi theology, just as Tafsir Ibn Kathir also became highly rewarded in modern Salafism.The Timurid Renaissance was observed in the Timurid Empire based in Central Asia ruled by the Timurid dynasty, a phenomenal growth in the fields of arts and sciences, covering both eastern and western world. Outstanding throughout the stages of the Renaissance were the inventions of numerous devices and the constructions of Islamic learning centre, mosques, necropolis and observatories. Herat city for example matched with Florence, the birthplace of the Italian Renaissance, as the focal point of a cultural rebirth. Such aspects were seen to be strongly influenced across Islamic Gunpowder empires, mainly in Mughal India.Islam spread with Muslim trade networks, Sufi orders activity and conquests of the Gunpowder Empires that extended into Sub-Saharan Africa, Central Asia and the Malay archipelago. Conversion to Islam, however, was not a sudden abandonment of old religious practices; rather, it was typically a matter of "assimilating Islamic rituals, cosmologies, and literatures into... local religious systems." Throughout this expanse, Islam blended with local cultures everywhere, as illustrated when the prophet Muhammad appeared in Hindu epics and folklore. The Muslims in China who were descended from earlier immigration began to assimilate by adopting Chinese names and culture while Nanjing became an important center of Islamic study. The Turkish Muslims incorporated elements of Turkish Shamanism, which to this date differs Turkish synthesis of Islam from other Muslim societies, and became a part of a new Islamic interpretation, although Shamanistic influences already occurred during the Battle of Talas (752). Strikingly, Shamans were never mentioned by Muslim Heresiographers. One major change was the status of women. Unlike Arabic traditions, the Turkic traditions hold women in higher regard in society. The Turks must have also found striking similarities between Sufi rituals and Shaman practises. Shamanism also influenced orthodox Muslims who subscribed in Anatolia, Central-Asia and Balkans, producing Alevism. As a result, many Shaman traditions were perceived as Islamic, with beliefs such as sacred nature, trees, animals and foreign nature spirits remaining today.The Ottoman Caliphate, under the Ottoman dynasty of the Ottoman Empire, was the last caliphate of the late medieval and the early modern era. It is important to note, that the following Islamic reign by the Ottomans was strongly influenced by a symbiosis between Ottoman rulers and Sufism since the beginning. According to Ottoman historiography, the legitimation of a ruler is attributed to Sheikh Edebali who, accordingly, interpreted a dream of Osman Gazi as God's legitimation of his reign. Since Murad I's conquest of Edirne in 1362, the caliphate was claimed by the Turkish sultans of the empire. During the period of Ottoman growth, claims on caliphal authority were recognized in 1517 as Selim I, who through conquering and unification of Muslim lands, became the Custodian of the Two Holy Mosques in Mecca and Medina, and strengthening their claim to caliphate in the Muslim world. The Mevlevi Order and Bektashi Order had close relation to the sultans, as Sufi-mystical as well as heterodox and syncretic approaches to Islam flourished. Under the Ottoman Empire, Islam spread to Southeast Europe. The Reconquista, launched against Muslim principalities in Iberia succeeded in 1492. In Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims, and to ensure security and harmony within its borders in the overarching context of orthodox Islamic practice and dynastic sovereignty.The Shia Safavid dynasty rose to power in 1501 and later conquered all of Iran. The majority and oldest group among Shia at that time, the Zaydis, named after the great grandson of Ali, the scholar Zayd ibn Ali, used the Hanafi jurisprudence, as did most Sunnis. The ensuing mandatory conversion of Iran to Twelver Shia Islam for the largely Sunni population also ensured the final dominance of the Twelver sect within Shiism over the Zaidi and Ismaili sects. Nader Shah, who overthrew the Safavids, attempted to improve relations with Sunnis by propagating the integration of Shiism by calling it the Jaafari Madh'hab.In the Indian Subcontinent, during the rule of Muhammad bin Bakhtiyar Khalji in Bengal, the Indian Islamic missionaries achieved their greatest success in terms of dawah and number of converts to Islam. The Delhi Sultanate, founded by Qutb-ud-din Aybak, emerged as India's first Islamic power, well noted for being one of the few states to repel an attack by the Mongols and enthroning one of the few female rulers in Islamic history, Razia Sultana. The wealthy Islamic Bengal Sultanate was subsequently founded, a major global trading nation in the world, described by the Europeans to be the "richest country to trade with". The Mughal Empire was founded by Babur, a direct descendant of Tamerlane and Genghis Khan. The empire was briefly interrupted by the Suri Empire founded by Sher Shah Suri, who re-initiated the rupee currency system. The Mughals gained power during the reign of Akbar the Great and Jahangir. The reign of Shah Jahan observed the height of Indo-Islamic architecture, with notable monuments such as Taj Mahal and Jama Masjid, Delhi, while the reign of his son Aurangzeb saw the compilation of the Fatwa Alamgiri (most well organised fiqh manuscript) and witnessed the peak of the Islamic rule in India. Mughal India surpassed Qing China to become the world's largest economy, worth 25% of world GDP, the Bengal Subah signalling the proto-industrialization and showing signs of the Industrial revolution. After Mughal India's collapse, Tipu Sultan's Kingdom of Mysore based in South India, which witnessed partial establishment of sharia based economic and military policies i.e. Fathul Mujahidin, replaced Bengal ruled by the Nawabs of Bengal as South Asia's foremost economic territory. After Indian independence, the Nizams of Hyderabad remained as the major Muslim princely state until the Annexation of Hyderabad by the modern Republic of India. The Muslim world was generally in political decline starting the 1800s, especially relative to the non-Muslim European powers. This decline was evident culturally; while Taqi al-Din founded an observatory in Istanbul and the Jai Singh Observatory was built in the 18th century, there was not a single Muslim-majority country with a major observatory by the twentieth century. By the 19th century the East India Company had formally annexed the Mughal dynasty in India. In the 19th century, the Deobandi and Barelwi movements were initiated. During the 18th century Muhammad ibn Abd al-Wahhab founded a military movement opposing the Ottoman Sultanate as an illegitimate rule, advising his fellows to return to the principles of Islam based on the theology of Ahmad ibn Hanbal. He was deeply influenced by the works of Ibn Taymiyya and Ibn al-Qayyim and condemned many traditional Islamic practices, such as visiting the grave of Muhammad or Saints, as sin. During this period he formed an alliance with the Saud family, who founded the Wahhabi sect. This revival movement allegedly seeks to uphold monotheism and purify Islam of what they see as later innovations. Their ideology led to the desecration of shrines around the world, including that of Muhammad and his companions in Mecca and Medina. Many Arab nationalists, such as Rashid Rida, regarded the Caliphate as an Arab right taken away by the Turks. Therefore, they rebelled against the Ottoman Sultanate, until the Ottoman Empire disintegrated after World War I and the Caliphate was abolished in 1924. Concurrently Ibn Saud conquered Mecca, the "heartland of Islam", to impose Wahhabism as part of Islamic culture.At the end of the 19th century, Muslim luminaries such as Muhammad Abduh, Rashid Rida and Jamal al-Din al-Afghani sought to reconcile Islam with social and intellectual ideas of the Age of Enlightenment by purging Islam from alleged alterations and adhering to the basic tenets held during the Rashidun era. Due to their adherence to the Salafs they called themselves Salafiyya. However, they differ from the Salafi movement flourishing in the second half of the 20th century, which is rooted in the Wahhabi movement. Instead, they are also often called Islamic modernists. They rejected the Sunni schools of law and allowed Ijtihad.The Barelwi movement, founded in India, emphasises the primacy of Islamic law over adherence to Sufi practices and personal devotion to the prophet Muhammad. It grew from the writings of Ahmed Raza Khan, Fazl-e-Haq Khairabadi, Shah Ahmad Noorani and Mohammad Abdul Ghafoor Hazarvi in the backdrop of an intellectual and moral decline of Muslims in British India. The movement was a mass movement, defending popular Sufism and reforming its practices, grew in response to the Deobandi movement. The movement is famous for the celebration of Mawlid and today, is spread across the globe with followers also in Pakistan, South Africa, United States, and United Kingdom among other countries.On 3 March 1924, the first President of the Turkish Republic, Mustafa Kemal Atatürk, as part of his secular reforms, constitutionally abolished the institution of the caliphate. Ottoman Caliphate, the world's last widely recognized caliphate was no more and its powers within Turkey were transferred to the Grand National Assembly of Turkey, the parliament of the newly formed Turkish Republic and the Directorate of Religious Affairs. Contact with industrialized nations brought Muslim populations to new areas through economic migration. Many Muslims migrated as indentured servants, from mostly India and Indonesia, to the Caribbean, forming the largest Muslim populations by percentage in the Americas. The resulting urbanization and increase in trade in sub-Saharan Africa brought Muslims to settle in new areas and spread their faith, likely doubling its Muslim population between 1869 and 1914. Muslim immigrants began arriving, many as guest workers and largely from former colonies, in several Western European nations since the 1960s. There are more and more new Muslim intellectuals who increasingly separate perennial Islamic beliefs from archaic cultural traditions. Liberal Islam is a movement that attempts to reconcile religious tradition with modern norms of secular governance and human rights. Its supporters say that there are multiple ways to read Islam's sacred texts, and they stress the need to leave room for "independent thought on religious matters". Women's issues receive significant weight in the modern discourse on Islam.Secular powers such as the Chinese Red Guards closed many mosques and destroyed Qurans, and Communist Albania became the first country to ban the practice of every religion. About half a million Muslims were killed in Cambodia by communists who, it is argued, viewed them as their primary enemy and wished to exterminate them since they stood out and worshipped their own god. In Turkey, the military carried out coups to oust Islamist governments, and headscarves were banned in official buildings, as also happened in Tunisia.Jamal-al-Din al-Afghani, along with his acolyte Muhammad Abduh, have been credited as forerunners of the Islamic revival. Abul A'la Maududi helped influence modern political Islam. Islamist groups such as the Muslim Brotherhood advocate Islam as a comprehensive political solution, often in spite of being banned. In Iran, revolution replaced a secular regime with an Islamic state. In Turkey, the Islamist AK Party has democratically been in power for about a decade, while Islamist parties did well in elections following the Arab Spring. The Organisation of Islamic Cooperation (OIC), consisting of Muslim-majority countries, was established in 1969 after the burning of the Al-Aqsa Mosque in Jerusalem.Religiosity appears to be deepening worldwide. In many places, the prevalence of the hijab is growing increasingly common and the percentage of Muslims favoring Sharia has increased. With religious guidance increasingly available electronically, Muslims are able to access views that are strict enough for them rather than rely on state clerics who are often seen as stooges.It is estimated that, by 2050, the number of Muslims will nearly equal the number of Christians around the world, "due to the young age and high fertility-rate of Muslims relative to other religious group." While the religious conversion has no net impact on the Muslim population growth as "the number of people who become Muslims through conversion seems to be roughly equal to the number of Muslims who leave the faith". Perhaps as a sign of these changes, most experts agree that Islam is growing faster than any other faith in East and West Africa. There is no verse in Quran or any authentic Hadith that corroborate denominations of Islam. However, all have been created by the adherents after the decease of the prophet. The largest denomination in Islam is Sunni Islam, which makes up 85–90% of all Muslims, and is arguably the world's largest religious denomination. Sunni Muslims also go by the name Ahl as-Sunnah which means "people of the tradition [of Muhammad]".Sunnis believe that the first four caliphs were the rightful successors to Muhammad; since God did not specify any particular leaders to succeed him and those leaders were elected. Further authorities regarding Sunnis believe that anyone who is righteous and just could be a caliph as long they Arabic (اَلْعَرَبِيَّةُ, al-ʿarabiyyah, [al ʕaraˈbijːa] (listen) or عَرَبِيّ, ʿarabīy, [ˈʕarabiː] (listen) or [ʕaraˈbij]) is a Semitic language that first emerged in the 1st to 4th centuries CE. It is now the lingua franca of the Arab world. It is named after the Arabs, a term initially used to describe peoples living in the area bounded by Mesopotamia in the east and the Anti-Lebanon mountains in the west, in Northwestern Arabia and in the Sinai Peninsula. The ISO assigns language codes to thirty varieties of Arabic, including its standard form, Modern Standard Arabic, also referred to as Literary Arabic, which is modernized Classical Arabic. This distinction exists primarily among Western linguists; Arabic speakers themselves generally do not distinguish between Modern Standard Arabic and Classical Arabic, but rather refer to both as al-ʿarabiyyatu l-fuṣḥā (اَلعَرَبِيَّةُ ٱلْفُصْحَىٰ, "the purest Arabic") or simply al-fuṣḥā (اَلْفُصْحَىٰ). Modern Standard Arabic is an official language of 26 states and 1 disputed territory, the third most after English and FrenchArabic is widely taught in schools and universities and is used to varying degrees in workplaces, government and the media. Arabic, in its standard form, is the official language of 26 states, as well as the liturgical language of the religion of Islam, since the Quran and Hadith were written in Arabic. During the Middle Ages, Arabic was a major vehicle of culture in Europe, especially in science, mathematics and philosophy. As a result, many European languages have also borrowed many words from it. Arabic influence, mainly in vocabulary, is seen in European languages—mainly Spanish and to a lesser extent Portuguese and Catalan—owing to both the proximity of Christian European and Muslim Arab civilizations and the long-lasting Arabic culture and language presence mainly in Southern Iberia during the Al-Andalus era. Sicilian has about 500 Arabic words, many of which relate to agriculture and related activities, as a legacy of the Emirate of Sicily from the early-9th to late-11th centuries, while Maltese language is a Semitic language developed from a dialect of Arabic and written in the Latin alphabet. The Balkan languages, including Greek and Bulgarian, have also acquired a significant number of Arabic words through contact with Ottoman Turkish. Arabic has influenced many other languages around the globe throughout its history. Some of the most influenced languages are Persian, Turkish, Hindustani (Hindi and Urdu), Kashmiri, Kurdish, Bosnian, Kazakh, Bengali, Malay (Indonesian and Malaysian), Maldivian, Pashto, Punjabi, Albanian, Armenian, Azerbaijani, Sicilian, Spanish, Greek, Bulgarian, Tagalog, Sindhi, Odia and Hausa and some languages in parts of Africa. Conversely, Arabic has borrowed words from other languages, including Hebrew, Greek, Aramaic, and Persian in medieval times and languages such as English and French in modern times. Arabic is the liturgical language of 1.8 billion Muslims, and Arabic is one of six official languages of the United Nations. All varieties of Arabic combined are spoken by perhaps as many as 422 million speakers (native and non-native) in the Arab world, making it the fifth most spoken language in the world. Arabic is written with the Arabic alphabet, which is an abjad script and is written from right to left, although the spoken varieties are sometimes written in ASCII Latin from left to right with no standardized orthography. Arabic is usually, but not universally, classified as a Central Semitic language. It is related to languages in other subgroups of the Semitic language group (Northwest Semitic, South Semitic, East Semitic, West Semitic), such as Aramaic, Syriac, Hebrew, Ugaritic, Phoenician, Canaanite, Amorite, Ammonite, Eblaite, epigraphic Ancient North Arabian, epigraphic Ancient South Arabian, Ethiopic, Modern South Arabian, and numerous other dead and modern languages. Linguists still differ as to the best classification of Semitic language sub-groups. The Semitic languages changed a great deal between Proto-Semitic and the emergence of the Central Semitic languages, particularly in grammar. Innovations of the Central Semitic languages—all maintained in Arabic—include: The conversion of the suffix-conjugated stative formation (jalas-) into a past tense. The conversion of the prefix-conjugated preterite-tense formation (yajlis-) into a present tense. The elimination of other prefix-conjugated mood/aspect forms (e.g., a present tense formed by doubling the middle root, a perfect formed by infixing a /t/ after the first root consonant, probably a jussive formed by a stress shift) in favor of new moods formed by endings attached to the prefix-conjugation forms (e.g., -u for indicative, -a for subjunctive, no ending for jussive, -an or -anna for energetic). The development of an internal passive.There are several features which Classical Arabic, the modern Arabic varieties, as well as the Safaitic and Hismaic inscriptions share which are unattested in any other Central Semitic language variety, including the Dadanitic and Taymanitic languages of the northern Hejaz. These features are evidence of common descent from a hypothetical ancestor, Proto-Arabic. The following features can be reconstructed with confidence for Proto-Arabic: negative particles m * /mā/; lʾn */lā-ʾan/ to Classical Arabic lan mafʿūl G-passive participle prepositions and adverbs f, ʿn, ʿnd, ḥt, ʿkdy a subjunctive in -a t-demonstratives leveling of the -at allomorph of the feminine ending ʾn complementizer and subordinator the use of f- to introduce modal clauses independent object pronoun in (ʾ)y vestiges of nunation Arabia boasted a wide variety of Semitic languages in antiquity. In the southwest, various Central Semitic languages both belonging to and outside of the Ancient South Arabian family (e.g. Southern Thamudic) were spoken. It is also believed that the ancestors of the Modern South Arabian languages (non-Central Semitic languages) were also spoken in southern Arabia at this time. To the north, in the oases of northern Hejaz, Dadanitic and Taymanitic held some prestige as inscriptional languages. In Najd and parts of western Arabia, a language known to scholars as Thamudic C is attested. In eastern Arabia, inscriptions in a script derived from ASA attest to a language known as Hasaitic. Finally, on the northwestern frontier of Arabia, various languages known to scholars as Thamudic B, Thamudic D, Safaitic, and Hismaic are attested. The last two share important isoglosses with later forms of Arabic, leading scholars to theorize that Safaitic and Hismaic are in fact early forms of Arabic and that they should be considered Old Arabic.Linguists generally believe that "Old Arabic" (a collection of related dialects that constitute the precursor of Arabic) first emerged around the 1st century CE. Previously, the earliest attestation of Old Arabic was thought to be a single 1st century CE inscription in Sabaic script at Qaryat Al-Faw, in southern present-day Saudi Arabia. However, this inscription does not participate in several of the key innovations of the Arabic language group, such as the conversion of Semitic mimation to nunation in the singular. It is best reassessed as a separate language on the Central Semitic dialect continuum.It was also thought that Old Arabic coexisted alongside—and then gradually displaced--epigraphic Ancient North Arabian (ANA), which was theorized to have been the regional tongue for many centuries. ANA, despite its name, was considered a very distinct language, and mutually unintelligible, from "Arabic". Scholars named its variant dialects after the towns where the inscriptions were discovered (Dadanitic, Taymanitic, Hismaic, Safaitic). However, most arguments for a single ANA language or language family were based on the shape of the definite article, a prefixed h-. It has been argued that the h- is an archaism and not a shared innovation, and thus unsuitable for language classification, rendering the hypothesis of an ANA language family untenable. Safaitic and Hismaic, previously considered ANA, should be considered Old Arabic due to the fact that they participate in the innovations common to all forms of Arabic.The earliest attestation of continuous Arabic text in an ancestor of the modern Arabic script are three lines of poetry by a man named Garm(')allāhe found in En Avdat, Israel, and dated to around 125 CE. This is followed by the epitaph of the Lakhmid king Mar 'al-Qays bar 'Amro, dating to 328 CE, found at Namaraa, Syria. From the 4th to the 6th centuries, the Nabataean script evolves into the Arabic script recognizable from the early Islamic era. There are inscriptions in an undotted, 17-letter Arabic script dating to the 6th century CE, found at four locations in Syria (Zabad, Jabal 'Usays, Harran, Umm al-Jimaal). The oldest surviving papyrus in Arabic dates to 643 CE, and it uses dots to produce the modern 28-letter Arabic alphabet. The language of that papyrus and of the Qur'an are referred to by linguists as "Quranic Arabic", as distinct from its codification soon thereafter into "Classical Arabic". In late pre-Islamic times, a transdialectal and transcommunal variety of Arabic emerged in the Hejaz which continued living its parallel life after literary Arabic had been institutionally standardized in the 2nd and 3rd century of the Hijra, most strongly in Judeo-Christian texts, keeping alive ancient features eliminated from the "learned" tradition (Classical Arabic). This variety and both its classicizing and "lay" iterations have been termed Middle Arabic in the past, but they are thought to continue an Old Higazi register. It is clear that the orthography of the Qur'an was not developed for the standardized form of Classical Arabic; rather, it shows the attempt on the part of writers to record an archaic form of Old Higazi. In the late 6th century AD, a relatively uniform intertribal "poetic koine" distinct from the spoken vernaculars developed based on the Bedouin dialects of Najd, probably in connection with the court of al-Ḥīra. During the first Islamic century, the majority of Arabic poets and Arabic-writing persons spoke Arabic as their mother tongue. Their texts, although mainly preserved in far later manuscripts, contain traces of non-standardized Classical Arabic elements in morphology and syntax. The standardization of Classical Arabic reached completion around the end of the 8th century. The first comprehensive description of the ʿarabiyya "Arabic", Sībawayhi's al-Kitāb, is based first of all upon a corpus of poetic texts, in addition to Qur'an usage and Bedouin informants whom he considered to be reliable speakers of the ʿarabiyya. By the 8th century, knowledge of Classical Arabic had become an essential prerequisite for rising into the higher classes throughout the Islamic world. Charles Ferguson's koine theory (Ferguson 1959) claims that the modern Arabic dialects collectively descend from a single military koine that sprang up during the Islamic conquests; this view has been challenged in recent times. Ahmad al-Jallad proposes that there were at least two considerably distinct types of Arabic on the eve of the conquests: Northern and Central (Al-Jallad 2009). The modern dialects emerged from a new contact situation produced following the conquests. Instead of the emergence of a single or multiple koines, the dialects contain several sedimentary layers of borrowed and areal features, which they absorbed at different points in their linguistic histories. According to Veersteegh and Bickerton, colloquial Arabic dialects arose from pidginized Arabic formed from contact between Arabs and conquered peoples. Pidginization and subsequent creolization among Arabs and arabized peoples could explain relative morphological and phonological simplicity of vernacular Arabic compared to Classical and MSA.In around the 11th and 12th centuries in al-Andalus, the zajal and muwashah poetry forms developed in the dialectical Arabic of Cordoba and the Maghreb. In the wake of the industrial revolution and European hegemony and colonialism, pioneering Arabic presses, such as the Amiri Press established by Muhammad Ali (1819), dramatically changed the diffusion and consumption of Arabic literature and publications. The Nahda cultural renaissance saw the creation of a number of Arabic academies modeled after the Académie française, starting with the Arab Academy of Damascus (1918), which aimed to develop the Arabic lexicon to suit these transformations. This gave rise to what Western scholars call Modern Standard Arabic. Arabic usually refers to Standard Arabic, which Western linguists divide into Classical Arabic and Modern Standard Arabic. It could also refer to any of a variety of regional vernacular Arabic dialects, which are not necessarily mutually intelligible. Classical Arabic is the language found in the Quran, used from the period of Pre-Islamic Arabia to that of the Abbasid Caliphate. Classical Arabic is prescriptive, according to the syntactic and grammatical norms laid down by classical grammarians (such as Sibawayh) and the vocabulary defined in classical dictionaries (such as the Lisān al-ʻArab). Modern Standard Arabic largely follows the grammatical standards of Classical Arabic and uses much of the same vocabulary. However, it has discarded some grammatical constructions and vocabulary that no longer have any counterpart in the spoken varieties and has adopted certain new constructions and vocabulary from the spoken varieties. Much of the new vocabulary is used to denote concepts that have arisen in the industrial and post-industrial era, especially in modern times. Due to its grounding in Classical Arabic, Modern Standard Arabic is removed over a millennium from everyday speech, which is construed as a multitude of dialects of this language. These dialects and Modern Standard Arabic are described by some scholars as not mutually comprehensible. The former are usually acquired in families, while the latter is taught in formal education settings. However, there have been studies reporting some degree of comprehension of stories told in the standard variety among preschool-aged children. The relation between Modern Standard Arabic and these dialects is sometimes compared to that of Classical Latin and Vulgar Latin vernaculars (which became Romance languages) in medieval and early modern Europe. This view though does not take into account the widespread use of Modern Standard Arabic as a medium of audiovisual communication in today's mass media—a function Latin has never performed. MSA is the variety used in most current, printed Arabic publications, spoken by some of the Arabic media across North Africa and the Middle East, and understood by most educated Arabic speakers. "Literary Arabic" and "Standard Arabic" (فُصْحَى fuṣḥá) are less strictly defined terms that may refer to Modern Standard Arabic or Classical Arabic. Some of the differences between Classical Arabic (CA) and Modern Standard Arabic (MSA) are as follows: Certain grammatical constructions of CA that have no counterpart in any modern vernacular dialect (e.g., the energetic mood) are almost never used in Modern Standard Arabic. Case distinctions are very rare in Arabic vernaculars. As a result, MSA is generally composed without case distinctions in mind, and the proper cases are added after the fact, when necessary. Because most case endings are noted using final short vowels, which are normally left unwritten in the Arabic script
History of Islamic education in Nigeria?
MUSLIM EDUCATIONAL REFORM IN SOUTH WESTERN NIGERIA
BY
DR. ADEBAYO RAFIU IBRAHIM
INTRODUCTIONThe South-Western Nigeria is predominantly occupied by the Yoruba speaking people and it cuts across Ekiti, Lagos, Ogun, Ondo, Osun, Oyo States and part of Kwara State. In the 18th century, there were about fourteen major kingdoms in the South Western Part of Nigeria. They included Oyo Kingdom, Ife kingdom, Ekiti, Igbomina, Ijana, Ijebu, Ijesha, Egba, Egbado, Ketu, Ondo, Owu and Sabe kingdom (Olatunbosun, 1977:102). Yoruba myths trace their origin to Ile-Ife, an important town in Osun State. Other theories regarding their origin point to Makkah and Upper Egypt as their point of departure and the second millenium B.C as the period of their migration to Ile Ife (Coleman, 1958:25). That the Yoruba came from Makkah was confirmed by the fact that they traced their progeny to Lamurudu, which has the same pronunciation with Namruth in Arabic. However, some scholars have refuted that the Yoruba came from Makkah. Commenting on this, an historian says:The Yorubas are certainly not of the Arabian Family, and could not have come from Mecca…that is to say the Mecca unviersally known in history…. And no such account as above are found in the records of Arabian writers of any king of Mecca; an event of such importance could hardly have passed unnoticed by their historians. (Johnson, 1976:5)
Meanwhile, that the Yoruba came from the East has been asserted though the actual town of departure remains unknown. Johnson (1976:6) confirms that:
The Yorubas came originally from the East, there can not be any slightest doubt, as their habits, manners and customs etc, all go to approve. With them the East is Mecca and Mecca is the East….. everything that comes from the East, with them, comes from Mecca and hence it is natural to represent themselves as having hailed from that city.
The actual date of introduction of Islam to South Western Nigeria is unknown. However, Balogun (1998) has confirmed that Islam made headway into the land for the first time around the second half of the eleventh century by the Murabitun mistakenly taken by some historians as Hausas. The nomenclature "Imale" given to Islam in the south-western Nigeria gives the impression that the religion came from Mali and spread by the Murabitun whom they believed to be Malians. This confirms the submission of Al-Aluri (1978) that Islam made its appearance in Yorubaland in the 13th century during the tenure of Mansa Musa of Mali. Danmole (1981) also claimed to have come accross some Muslims in Oke-Imale Ilorin who claimed that their ancestors came from Mali to settle in the town. He however doubted the authenticity of this claim since it was not possible that these Ilorin Muslims were descendants of Wangara lineages which traced their origin to old Mali:
Since a lot has been said and written on Islam in some states of the South Western Nigeria, this paper does not intend to recapitulate this. Our focus is to examine the various phases of development that Muslim education in this geographical delineation have undergone and the level of reforms in the Muslim education in the land right from the pre-colonial era to the post colonial era.
MUSLIM EDUCATION IN SOUTH WESTERN NIGERIA: FEATURES AND CHARACTERISTICS
The history of Muslim education in the South Western Nigeria is as old as the history of Islam in the land. As it was impossible to carry out some religious rituals without reading in Arabic, it became expedient for the Mallams spreading the religion to teach the new converts some portions of the Qur'an in Arabic and this attempt culminated in the establishment of Qur'anic schools in the area. Mosques were majorly used for this purpose, while in some cases residences of the mallams as well as tree shades were used as schools. The venues of the schools suggested why educational facilities that could aid teaching and learning were totally inadequate. Mats and ram or cow skin were the common furniture in such schools. The only recommended text by then was Qaidat Baghdadiyyah-an Arabic text for beginners which contains Arabic alphabets in various forms as well as the last juz'u of the Qur'an. It is after the completion of this text that pupils could move to learn the whole Qur'an.
Generally speaking, learning was by rote-a method, which is indispensable in learning any langauge. The school calendar was holiday free as the school was in session throughout the year with the exception of Thursdays, Fridays, Salah days and at times in Ramadan. The school programme was in no way disrupted by any persistent strike or closure and so there was uninterrupted academic session except when the Mallam was bereaved, fell sick or travelled. There was intermittent organization of feasts to mark the gradual movement of students from short chapters of the Qur'an to longer ones. This method was used to encourage lazy students to sit up. As such, on getting to chapter 105 (suratul-fil), a fowl feast is made. On chapter 96 (suratul 'Alaq) cooked beans and Eko are prepared. On chapter 87 (suratul-a'la), a fowl feast is made. On reaching chapter 55(suratur-Rahman), a he-goat feast in made. On chapter 36 (suratu-yasin), a ram is slaughtered and finally on the completion of the whole Qur'an, an elaborate feast where a cow in slaughtered is organised (Nasiru, 1977).
After the successful completion of the Qur'an, the pupil moves to the learning of aspect of Fiqh through the use of such fiqh books as al-Akhdari, al-Ashmawi, Muqadimatul 'Iziyyah, Risala and Mukhtasarul-Khalil all written by expert calligraphists.
The consciousness of the Muslims in the issue of giving their children and wards Islamic education led to the problem of manpower in most of the Islamic schools. As such, the teacher had to attend to quite a good number of students of different level and background at the same time. This usually made the class rowdy and lazy students could not be easily identified.
The rate of development of Muslim education in the South Western Nigeria was not as fast as that of Borno and Hausaland. Balogun (1998) advances two reasons for this, namely, lack of direct trade link with the Arab world and the geography of the area which by its density was frightful for strangers to penetrate. In addition to this, Muslim education at its initial stage in Yorubaland did not enjoy the royal patronage as it did in Hausaland. Except in rare cases where spiritual assistance was rendered by Muslim scholars to some town were the Muslim scholars accommodated comfortably. Oba Adele (1775-78) who supported Islam and the Muslims did so at the expense of his throne in 1780 (Al-Ilory, 1990). This is not to say that the obas did not support the Muslim mallams that came to settle in their domains; rather, the mallams were patronized majorly for healing and medication rather than education.
The Jihadists and Muslim EducationThe attempt of Afonja to emancipate Ilorin from the old Oyo Empire and its consequent effects accelerated the progress of education in the south -western Nigeria. The invitation of the jihadists by Afonja to Ilorin led to the coming of Muslim scholars from within and outside Oyo Empire to settle at Ilorin. Ilorin therefore became an important Islamic centre in Yorubaland from where Muslim scholars penetrated into other Yoruba towns. Some scholars were identified by Nasiru (1977) as those who came to Ilorin after the occupation of the town by the Jihadists. Among them are Shaikh Abu Bakr Bubi from Sokoto (d.1834), Shaikh Ibrahim alias Sare-Imo, from Bornu (d. 1870) and Shaikh Muhammad al-Takiti al-Nafawi from Nupe (d. 1900). Some of these scholars established Quranic and Ilmi schools, and from there many students form Yorubaland graduated and became renowned Ulama in their respective towns.Sheikh Muhammad Belgore (d. 1913) was said to have established schools for fiqh, tafsir, hadith and tawhid. Gradually students who came to study in Ilorin started establishing their Islamic schools in their respective settlements. As a result of this, Islamic centres were established in such towns as Shaki, Iseyin, Ibadan, Iwo, Epe, Ede, Ikirun, Badagry, and Ilaro. Thus Islamic learning had reached an appreciable level before the introduction of western system of education to the South - Western Nigeria. Muslim Education versus Western Education:The period between the Jihad of Shaykh Uthman Dan Fodiyo and the colonial period marked a new epoch in Islamization process in Nigeria. In Yorubaland, the proliferation of Quranic and Ilmi schools was witnessed. Towns like Abeokuta, Epe, Iseyin, Iwo and Ibadan became important Islamic centres. The introduction of Western type of education which followed the coming of Christian missionaries to Nigeria geared up the Muslims to be up and doing in their Educational programme especially when they sensed that this new education programme was a threat to their religion and that it was meant to promote and propagate the rival religion - Christianity.
The Wesleyan Methodists' arrival to Badagry in September 1842 marked the beginning of the western type of education in Nigeria. This was when Rev. Thomas Birch Freeman and Mrs. De Graft first established a school in Badagry. By December 1842, the Church Missionary Society (C.M.S.) also arrived fully represented by Mr. Henry Townsend who also established two schools in Abeokuta in 1846. The American Baptist Mission and the Roman Catholic Missions (RCM) also arrived between 1853 and 1860 and a number of primary schools were established in towns like Lagos, Ibadan, Ogbomoso, Idda, Calabar, Onitsha, Akassa and Bonny. The main object of this missionary education is summed up by Boyd and King (1968:100) who wrote interalia:
The church undertook the business of education not because it regarded education as good in itself but because it felt it could no longer do its own work properly without giving its adherents, and especially its clergy as much of the formal learning as was required for the study of the sacred writings and for the effective performance of its religious duties.
Thus, in order to produce converts who could read and write, instructions were given in the 4RS - Reading, Writing, Arithmetic and Religion. According to Ayandele (1966:144), education in those days meant Bible Knowledge, Christian ethics, Christian moral instruction, Christian literatures, some arithmetics, languages and craft, all geared in the direction of producing Christians who could read the Bible.
The Christian Mission Schools started winning popularity as a result of the patronage given to them by the colonialists. In addition to this, Nasiru (1977) advances some other reasons for the prosperity of the schools in Yorubaland, namely, payment of monthly salary to the teachers from the parent body of the mission abroad, as against the economically debased mallams who depended on voluntary gifts from the public as means for their survival. Also the free education programme of the Christian missionaries was elaborate than that of the Muslims as they received financial and moral aid from Europe and could afford giving out books, slates, and writing materials freely to the students. In addition to this, appointments into government offices were made from the rank and file of missionary school leavers, as against students of Islamic schools popularly called 'Ole n te laafaa' - lazy men that follow mallam; and on graduation could only perform at Islamic social gatherings like naming, marriage and burial programmes.
The seriousness of the Yoruba Muslims in the pursuance of Muslim Education is demonstrated in their strong stick to the programme not minding the sophisticated manner and cunning approaches used by the missionaries to lure them into accepting and attending Christian schools. Some steps were taken by the Christian evangelists to divert the attention of the Muslims from acquiring Islamic Education and to entice them into accepting Christian system of education. Such steps as elucidated by Gbadamosi (1978) included house to house campaigns, contacting leading and influential Muslims and distribution of Arabic Bible free of charge. Apart from this, people like Rev. M.S.Cole, Rev. James Johnson, Rev. T.A.J. Ogunbiyi and Rev. M.T.Euler Ajayi were said to have become learned in Arabic for them to be well equipped to face the Muslims. Learning of Arabic by these Christian leaders from some Muslim teachers, in our own view manifests the level of literacy of the Muslims not only in their religion but also in English - the language they might have acquired when they were in exile.
The level of the Islamization awareness of the Yoruba Muslims in Iseyin was attested to by Governor Sir G. Carter who in spite of the extensive missionary activities mounted in the town saw only six school children attending their schools as against more than fifty five Quranic schools with 1,246 Muslim children in regular attendance; and in1893, the number increased to 1,400 Muslim children in the six Muslim schools in the area. (Gbadamosi, 1978). James Johnson was highly discouraged at the attitude of the Muslims when he toured the important Yoruba mission stations and schools in 1878. He lamented "the Mohammeddans (sic) shows no desire for the education that may be had at our schools".
Despite the laborious efforts of the Christian Missionaries, the Muslims were lackadaisical and unenthusiastic to their plea at making their children attend their schools. The Muslims could not be blamed for this. The activities of the harbingers of this system of education clearly showed that they had certain hidden agenda. Their statements about Islam, their activities and approaches demonstrated that they intended to use their schools to propagate their faith. A consideration of some of the steps taken by them revealed that Muslims would be undoing themselves should they allow their children to be trained by the missionaries. For instance, the Christians started writing erroneous and hostile texts on Islam. M.S. Cole was reported to have embarked on the translation of the Qur'an and his work did contain a number of erroneous and unIslamic assertions. Also, derogatory statements were said to have been uttered by the missionaries against the Muslims. They were being described as primitive, "obstacle to the progress of civilization and all that is pure, holy and noble." Rev. M.J. Luke was said to have declared Islam as a religion that did not do any good for the country and did not teach the people anything whatsoever (Gbadamosi, 1978). One then wonders how a reasonable Muslim could hand over his child to someone who showed great hatred and enmity to the religion he professed. Little wonder then that the Muslims were adamant and the missionaries' attempts to get them educated in Western schools were like planting a corn in a rock. This is not to say that the Muslim children did not attend the Christian schools at all, however, their number was infinitesimal. Most of the Muslim children who attended such schools did so at the expense of their religion. The few ones who did not change their religion later became useful for the Muslim folk as they constituted themselves to an important Muslim association fighting for the cause of Islam in the zone.
Period of Colonial Government's InterventionThe Christian Missionaries' monopoly of the Nigeria's education sector was interrupted by the colonial government following the promulgation of the first Education Ordinance in 1882. Ever before then, grants of money were offered by the Government to the major Christian Missions operating in Lagos. However, the ordinance cleared the air for the Muslims to acquire Western education, as schools were categorized into two namely Government schools and Assisted schools. While Government Schools were to be financed and controlled by the Government, Assisted schools were to receive government aids if or when such schools had fulfilled certain conditions laid down by the government. This option thus gave room for the Muslims to patronize Government schools rather than mission schools as teaching of religion was not made compulsory in Government schools but optional in Assisted Schools. The ordinance among others, states:Direct religious teaching shall not form part of the instruction to be given at any Government school, but every minister of Religion, or person appointed by him, shall have free access to any such Government school, for the purpose of giving religious instruction to the children of the religious denomination to which such minister may belong, at such times as may be appointed by the Local Board of Education.
Though the 1882 Education Ordinance paved way for the Muslims to patronize Western schools en-masse, the population of Muslim children in schools did not improve. Hence, in July 1889, a Committee of the Board of Education was set up to find out the problem of low attendance of Muslim children in schools and to offer suggestions and recommendations to the Government on how to check these problems. In its report, the committee recommended that the Governor should have tete-a-tete with the Mallams and Muslim leaders by means of educating them on the value of Western education; that Christian schools should encourage teaching of Arabic in their curricula and that the existing Qur'anic schools should introduce the teaching of the 3RS in English into their curricula. There were attempts to implement these recommendations, but with little success. First, the Missionaries who were using their education enterprises as weapon of evangelisation saw the move of introducing Arabic into their curriculum unrealistic. To the Muslims, the inclusion of Arabic in the Western curriculum was nothing but a caricature, which could not prevent their children from apostasy. In the same vein, it would be an act of adulteration for them to introduce the teaching of the 3RS in the curriculum of their Quranic schools. With the government intervention, the Muslims' attitude to Western education was improving positively and so the the Muslim education system changed drastically by means of teaching Islam in the so - called Western school system. According to Nasiru (1977), the Muslims' attitude by then led to the conversion of the best Qur'anic school at Akanni Street Lagos to the first Government Muslim School by the Lagos Government in 1896, while another Muslim schools co-financed by the Muslims and the government were established in Epe and Badagry in 1898 and 1899 respectively. Individual Muslims also joined in the founding of schools of their own. Among such founders were Mr. Idris Animasaun , Muhammad Augusto, Mr. Abu Ahmad Sadiq, Mr Babatunde Salami and Mr. Tijani.
By the time the Yoruba Muslims were confronting the Christian education with strong opposition, Islamic education was going uninterruptedly in Hausaland as the Christian missions found it extremely difficult to penetrate the North. When eventually they were able to gain access to the North, the Muslims glued themselves to their Islamic system of education and they looked at Western education with contempt. Arabic language was left as the medium of instruction in the few schools established by the colonialists in the province. Joe Umo (1989), noticed that in the 1950s, about 82% of primary schools were located in Southern Nigeria, while only 18% were in Northern Nigeria. Also, 93% of secondary schools were located in Southern Nigeria while 7% were in Northern Nigeria.
The effects of the adoption of the Western system of education by the Muslims were not palatable as such. The Qur'an and Ilmi schools were relegated to the background and prominence was given to English over Arabic as the language of instruction. Lamenting on the impact of colonialism on the Muslim educational systems, Abd al-'Alim ( 1407:171) writes interalia:
. Approximately 200 years of colonization led to a situation such that the Muslims could not even recall what their educational system was. The public was brainwashed that the main light of knowledge and the technological advancement was a gift of colonization.
To confirm the above assertion, Muslims were made to believe that their lateness in accepting Western education was a source of their backwardness and that it was only through Western education that they could prosper in life. Thus, Ahmadu Bello regretted the lateness of the Northerners to embrace Western education while addressing a group of students at the London Constitutional Conference in 1957 saying:
We are now paying the penalty for the relunctance of our forebearers to accept modern education methods. But it has been a good lesson to us and has made us strive to greater efforts to make up for this lost time (Paden, 1986:259).
The attempt to integrate Western education into the Islamic system of education and vice-versa could be considered a positive development in the history of Muslim education in south western Nigeria. However, the development was suspected to have been a step of the colonialists to penetrate into Islamic system of education with a view to diluting it. A pointer to this is the attempt by Government to impose Christian principals on the so-called Islamic schools. This was the case in the Government Muslim School in Lagos. According to Al-Iloriy(1978), this idea led the Muslims to converge together for establishing Islamic Organizations for the purpose of shaping Islamic education in the right channel. Thus, the Ansar-Ud-Deen society was formed in 1923, Zumratul Islamiyyah in 1926, Nawairu Deen Society in 1934, and Ansarul-Islam Society in 1945. The schools established by these organizations were to a very large extent Western in nature but were Islamic only by their names and by having Islamic Religious Knowledge as a teaching subject in their curricula. Thus a period of Westernization of Muslim education set in. The influence of this on the Muslim educational reform is that it helped in producing graduates who are western in outlook, orientation and attitude. The influence of the Christian education which they received in the garb of western education is aptly described by Blyden (quoted by Sulaiman 1979:61) when he writes:
Owing to the physical, mental and social pressure under which the Africans received these influences of Christianity, their development was necessarily partial, and one-sided, cramped and abnormal. All tendencies to independent individuality were repressed and destroyed. Their ideas and aspirations could be expressed only in conformity with the views and tastes of those who help rule over them. All avenues to intellectual improvement were closed against them and they were doomed to perpetual ignorance.
Era of Intermarriage Between Muslim and Western Education:
The acceptance of Western education by the Muslims marked another step in the Muslim educational reform in south western Nigeria. It made the existing Qur'an schools realise their shortcomings and the need for them to borrow ideas from their western counterparts. As such, some proprietors of these schools started fashioning their schools after the western style by introducing school fees, classifying their students, using well prepared syllabi, starting their lessons in the morning, using attendance registers and having students and the teachers furniture in their schools. However, the certificates of such schools are only recognized in some Arab countries for the purpose of gaining admission into their universities; and to gain employment in other local Arabic schools as teachers. Some of these madrasats become prominent that they receive grant from foreign Islamic countries to run them.
The move to make Muslim Schools compete favourably with their western counterparts made some of these schools introduce Islamic Studies and English language into their curricula. Mahd al-Azhari in Ilorin introduced English language as a teaching subject. The Arabic Institute of Nigeria Elekuro Ibadan which was established by Shaykh Murtadha Abdus-Salam also introduced Islamic Studies and English language into the school curriculum and even organised afternoon lesson for interested students to pursue western education up to GCE level.
The Arabic Training Centre (Markaz Ta'limul 'Arabi) Agege of Late Shaykh Adam Abdullah al-Ilori equally modernized the school along Western line though with no western subject introduced. Other schools established along the same line are Al-Adabiyyah school for Arabic and Islamic Studies at Owo, and Alhaji Badru deen's Amin Arabic Training Centre at Iwo established in 1968. It has to be noted that the contributions of some of these erudite scholars to Muslim educational reform had earned them fame and privilege both within and outside the country. Shaykh Muhammad Kamalud-Deen Al-Adabiyy for instance was conferred with M. F. R. title by the Federal Government of Nigeria in 1963. He was also conferred with the Egyptian most prestigious National Merit Award for Art and Science in 1992 in Cairo, Egypt. The able scholar was conferred with honorary doctorate degree by the University of Ilorin recently.
Despite the fact that many Islamic institutes adjusted their curricula, many Quranic schools remain adamant. They consider this as a move to imitate the 'Christian' system of education and teaching English Language as a school subject as a way of promoting 'Christian' Language. Such schools are observed as lacking the most basic educational requirements and low in standard. Begging which was a feature of the students attending such schools in the pre-colonial era still persists, though this has been modified in the south western part of the country especially in Yorubaland where begging is tactfully done by distributing handbill or letter to mosques requesting for alms. However, these Qur'anic schools are credited for their survival despite all odds in the following words of El-Miskin (1997:10):
It is an educational system that has survived in spite of the fact that it has been excluded from educational budgeting for these schools to survive at all without the multi-billion naira budgeting enjoyed by the western oriented schools is not a minor achievement.
The dwindling patronage of Qur'anic schools by Muslims due to their inadequate facilities to meet the challenges of western system of education calls for the establishment of Islamically oriented nursery schools. Except in rear cases, most Quranic schools operate only in the afternoon for children after attending the normal western school system. The financial constraints facing most of the Qur'anic schools due to their 'free education programme' forced many of these schools to fold up or rather transform to Islamic nursery primary schools where fees are charged and parents are ready to pay. Many conscious proprietors of these schools are putting all hands on deck to ensure the Islamicity of their schools. Apart from teaching conventional subject, some Islamic related subjects are equally introduced into their curricula
It should be noted that the National Policy on Education encourages private individuals, organisations and communities to establish private schools. It exclusively leaves the provision of pre-school education to private and volumtary enterprises on the basis that every society has the right to determine what it hopes and wishes its young and innocent citizens to learn. So, as the Christans are using this opportunity for their 'catch them young' evangelisation programme, the Muslim proprietors are trying to present their pupils with a set of knowledge which will be Islamically oriented. Morning assembly is conducted under strict Islamic condition, male pupils separated from female counterparts. Moral talks on Islamic values are given to the pupils while Islamic songs are the only recommended songs in the schools. Zuhr prayer is observed congregationally in some of these schools, while students are encouraged to imbibe simple Islamic etiquettes in and outside the school. To aid this, some Muslim scholars started writing texts on various subjects from Islamic perspective. Among such texts are "Etiquette of Daily Routines for Young Muslims" and "Model Songs of Praise for Pupils of Nursery and Primary Schools" written by M.G. Haroon and M.O. Abdul-Hamid respectively. Others include "Islamic Poem with Allah's Names" and 'Ibaadah Colouring Book" authored by Mallam Abdur-Razaq Zakariya and Mallam Ade Busairy respectively.
The Muslims' awareness that their relevance in this age of industrialisation and scientific and technological advancement depended mostly on their pursuance of western education beyond primary school level, culminated in the establishment of private secondary schools not only to complement the efforts of the government but also to carry out their educational reform. Of such schools are Ad-Din International College Ibadan, Ibikunle Lawal College, Ile-Ife, Al-Huda College Ila-Orangun and many others. The Muslim International School Iwo is jointly established by twelve different jama'ah which for decades had been championing the cautse of Muslim education in Nigeria under the auspices of the committee of Muslim International school (COMIS). Among the leading committeee members are Prof. A. B Fafunwa, Prof. T.A. Balogun, Prof. T.G.O. Gbadamosi, Alhaji Lateef Okunnu, Alhaji R. G. A Oyekan Prof. A.F.B. Mabadeje, Prof. (Mrs.) Saida Mabadeje and a host of others. The aim of COMIS is to establish educational institutions anywhere in Nigeria to be known as Muslim International Schools with the objective of providing qualitative education with strong Islamic emphasis. This is equally one of the objectives of the Nigerian Association of Model Islamic Schools (NAMIS) which is the umbrella body of all private Muslim nursery, primary and secondary schools.
Muslim Educational Reform: Tertiary Institutions Experience
The atavism of Islamic Studies and Arabic Studies in the nation's university education system marks the beginning of a new Islamization process in Nigeria. In addition to the establishment of primary and secondary schools by some Muslim Organizations, the Department of Arabic and Islamic Studies was established at University of Ibadan in 1961 with the aim of meeting the growing need and desire of Nigerian students to study Arabic as a language and Islam as a religion. In 1963/64 session, the Department introduced a year programme leading to the award of Certificate in Arabic and Islamic Studies for the purpose of providing admission opportunity into the Department for degree programme. Also, in 1975/76, a Two-year Diploma course was introduced for the award of Diploma in Arabic and Islamic Studies. Certificate obtained from this programme qualified one for direct admission into the Department for Degree programme provided the candidate had five 'O' Level credits including English (JAMB Guidelines 1988-98). In 1976, the Department of Arabic and Islamic Studies was established in the University of Ilorin, but it was later changed to Department of Religions when Christian Religious Studies was introduced. Elements of Islamic related courses are also introduced into the Departments of Religions of the University of Ife (now O. A. U), Ondo State University Akungba Akoko and some others.
It behoves one to say that though the inclusion of Islamic related courses into the university programme was a desirable development, the way and manner it was handled had some negative effects on the educational reform of the Muslims. First, this method confines Islamic Studies into studying Islamic rituals and history alone. The departmentalization of Islamic and Arabic studies equally restricts the spread of the tentacle of the programme into other disciplines thereby giving the impression that Islam has no say in other disciplines. The tatty face of this system of educational reform is also realised when considering those handling the courses. First, some courses were handled by non-Muslim Islamists whose main aim as Doi (1984) put it, was to show Islam merely as a heresy of Judaism or Christianity. For instance at University of Ibadan, out of the three lecturers that were appointed to teach Islamic studies, Dr. B. C. Martins and Mr. J. O. Hunwick were Christians, Same was the case at the University of Ife (now Obafemi Awolowo University) where a Jewish lady was employed to teach courses in Islamic Studies.
Apart from this, most of the universities adopt English as the medium of instruction. The Muslims thus rely on secondary sources to tap their needed information while Arabic is relegated to the lowest ebb. The shortcoming of this step is aptly put by Shehu Sokoto (1991:76) who writes:
One of the serious defects of teaching Islamic Studies through English medium and sources is the production of half baked Islamists. It is now rampant to find graduates in Islamic Studies who cannot recite the Qur'an.
The inability of an Islamist not versed in Arabic opens the risk of reliance on texts written by orientalists whose works are hostile to Islam. Such fallacious and contumacious books are capable of polluting the minds of Muslims against Islam.
Affiliation Method: A Means of Muslim Educational Reform
At this juncture, it needs to be said that the Muslim educational reform in the south western Nigeria, especially after the colonial era is more of integrating western and Islamic education together. As such, some Muslim individuals, or organizations take to establishing schools and affiliating such schools to some government recognised institutions. As such some of these colleges are able to run Certificate and Diploma Courses in Arabic and Islamic Studies. This step is taken by these institutions following the failure of the Ministry of Education to give them recognition. An example of this is the defunct Osun Islamic Theological College Osogbo, a College organized by the Zumratul Hujjaj, Osun North East division of the then Oyo State. At the inception of the College, an application letter for the establishment of the college was written to the Ministry of Education. The school was not given formal approval because "the curriculum and syllabus of the College did not belong to any sector of the government's educational programmes" Hence, the College Management applied for affiliation to the University of Ibadan. However, the requirement standard of the university was too cumbersome for the college to fulfill, and so it changed gear and sought same from the Usmanu Dan Fodiyo University, Sokoto. This was granted in September 1991. The curriculum for Diploma candidates of the Osun Islamic Theological College reflects a positive sign of integration of Western system of education with Islamic education (see Appendix A ) students are exposed to thorough Islamic courses which might serve as an effective strategy for Islamization in their future career. The College, though died prematurely, was able to achieve the objective of creating opportunity for the products of Arabic schools to further their studies and it checked the unprogressive attitudes and prejudices some Muslims had for acquisition of western education which they saw as inimical to their religion. Therefore the pairing of western and Islamic education makes acquisition of western education attractive to the Muslims while graduates of this institution are able to relate meaningfully well with their immediate environment.
Other institutions affiliated to University of Ibadan for Diploma in Arabic and Islamic Studies are Sulaiman College of Arabic and Islamic Studies, Ososa, Ijebu Ode; Institute of Arabic and Islamic Studies, Olodo, Ibadan; Mufutau Olanihun College of Arabic and Islamic Studies, Ibadan; and Ansaru-ud-Deen Institute of Arabic and Islamic Studies, Isolo, Lagos. The Kwara State College of Arabic and Islamic Legal Studies, Ilorin which was established by the Kwara State Government is another right step in the Muslim educational reform in the south western Nigeria. However, there is the need to review the programme of studies in the College from Islamic perspective.
The shortcoming of the method of pairing Islamic disciplines with western disciplines could better be explained in the view of the principle of conditioning which was discovered by Ivan Pavlov, a Russian psychologist who lived between 1846 and 1936. In his experiment with a dog, Pavlov discovered what he called classical conditioning - a process in which a neutral stimulus, by pairing with a natural stimulus acquires all the characteristics of natural stimulus. In carrying out his experiment, he put an hungry dog in a cage. He then gave the dog food, to which the dog salivated. He called the food Unconditional Stimulus (UCS) and salivation Unconditional Response (UCR). Next, Pavlov presented a neutral stimulus - (e.g light) an object that will not naturally elicit salivation along with food and the dog salivated. After several trials like this, Pavlov removed the natural stimulus (i.e food ) and presented only neutral stimulus (e.g. light). Surprisingly, the dog started salivating to this. Thus, the light alone was able to elicit salivation because of its repeated pairings with food. From this, one asserts that Islamic Studies naturally elicits response from the Muslims Later western disciplines were paired with Islamic education and thus was accepted by the Muslims. After several trials with this, Islamic related disciplines are gradually been withdrawn from the school systems by a number of factors or principles, yet the Muslims don't realise this and they continue responding to western education gradually forgetting their natural and unconditional stimulus, Islamic Studies.
To drive home this assertion, there are evidences that when Muslims had become fully addicted to western education, they did not only patronise it, but even sponsored and clamoured for it where one had not been established. In Yorubaland, the Ibadan and Ijebu-Ode Muslim communities also requested for the establishment of western oriented schools without any consideration for its consequence on their religion.
It is sad to note that in recent time, Islamic Studies which was introduced into the western school system to elicit positive response is now suffering amongst other school subjects. In his assessment of the teaching of Islamic Studies in secondary schools in Oyo State, Aderinoye (1993), exposed the poor condition of the subject in some schools, ranging from its non-inclusion in the school time table, rejection of Islamic Studies teacher posted to some schools to requesting the Islamic Studies Teachers posted to the school to teach Social Studies or History. Agbetola (1988), equally lamented the status of Islamic Studies' teaching in Ondo State schools despite the moral and financial contributions of the Muslims towards the establishment of such schools. In Osun State , virtually all Islamic Studies teachers had been retrenched by getting their appointment terminated in the government's bid to make the State science oriented. The return of schools to their various owners by the Lagos State Government is another set-back in the history of Islamic learning in the State. The recent proliferation of private universities whereby Christians are taking a lead is another indication that Islamic education in Nigeria will be at a halt especially in these institutions that would be attended mostly by Muslims.
Finally, one needs to express the disappointment of the Muslims who out of the precarious conditions of the Quranic schools and their poor learning environment opted to find solace in western school system. The shortcomings always attached to Quranic schools are raising their ugly faces in the western school system also. The ex-Minister of Education, Dr. Iyorchia Ayu rightly observed that many schools could not boast of desks, dusters, chalk and staff quarters, while overcrowded classrooms and dilapidated structures remained the typical feature of primary school system. The pathetic nature of the current process and practice of schooling in Nigeria is also discovered in the 1992 national survey of basic education conducted by UNICEF and the Federal Government of Nigeria where it was discovered that in primary schools 12% of primary school pupils sit on floor, 87% have over-crowded classrooms, 3% of the schools have no chalkboards, 38% of the classrooms have no ceiling, 77% of the pupils lack text books and 30% of the pupils have no writing materials (Akindiji, 1997).
CONCLUSIONSo far we have made the historical survey of the Muslim educational reform in the south-western Nigeria. We can easily conclude that the Muslims in this zone are yet to solve the problem of bifurcation of knowledge created by the adoption of western system of education, the zigzagging from one system to another not withstanding.However, the courage of standing to the task of establishing schools is well saluted, though not yet to the number of expectation. What these schools need is to embrace the current Islamization of knowledge undertaking so that they may succeed in teaching the so-called secular subjects from the Islamic perspective. The proposed Al-Hikmah Universtity is a welcome development in the history of Muslim education reform in the south western zone of the country. It is hoped that when this universtiy finally take off, it will assist in Islamizing the secular disciplines and this will boost the image of Islam and Muslim education in the zone.
REFERENCESAbd al-Alim. A, (1407) "The Impact of Colonialism on the Muslim Educational System". Al-Tawhid, Vol. IV 1407, No. 3
Aderinoye R.A. (1903) "Towards Effective Teaching and Learning of Islam Studies in Secondary Schools in the Oyo State of Nigeria: A case study" Muslim Education Quarterly.Vol. 11. 1993. No. 1.
Akindiji J.O (1997) "Higher Education and Funding", Journal of Educational Research and Development, Vol. 1. 1997.
Al-Aluri, Adam (1978) Al-Islam Fi Naijiriyyah Wa Shaykh Uthman bin Fudi al - Fulani. (n.p.).
Al-Aluri, Adam (1990) Nasim Saba fi Akhbaril-Islam wa 'Ulama' Biladi Yuruba (Cairo; Maktabat Wahabat).
Ayandele E.A (1966) The Missionary Impact of Modern Nigeria 1842-1914 (London: Longman).
Balogun S.U (1998) "Islamization of knowledge in Nigeria; The Role of the Sokoto dynasty" Hamdard Islamicus Vol. xx1 Oct. - Dec. 1998, NO. 4.
Coleman J. S. (1958) Nigeria: Background to Nationalism(California: University of California Press).
Danmole H.O. (1981) "The Spread of Islam in Ilorin Emirate in the 19th century" NATAIS, Vol. II Dec. 1981, No. 2.
El-Miskin, T. (1997) "Islamic Education in Northern Nigeria and the Crisis of Subsistence". A paper for National Conference on Begging and Destitution at Arewa House, Kaduna, held between 5th and 7th December 1997.
Fafunwa, Babs. A (1982) History of Education in Nigeria(London: George Allen).
Gbadamosi, T.G.O.(1978) The Growth of Islam Among the Yoruba 1841-1908 (London; Longman Group Ltd.)
Jamiu, S.A (2001) "Islamic Education in Nigeria. The Historical Perspective" NATAIS Vol. 5. May 2001, No. 1.
Johnson S. (1976) The History of the Yorubas(Lagos: C SS Bookshops).
King E.J & Boyd, (1968). History of Western Education(London: Adam and Charles Black).
Nasiru, W.O.A (1977) "Islamic Learning Among the Yoruba (1896-1963)" An unpublished Doctoral thesis of Dept. of Arabic and Islamic Studies, University of Ibadan. Ibadan.
Olatunbosun. P.O (1979) History of West Africa (From A.D. 1000 to the Present Day) (Ilesha; Fatiregun Press and Publishing Company).
Paden, J.N. (1986) Ahmadu Bello Sardauna of Sokoto(Zaria: HudaHuda Publishing company).
Shittu - Agbetola, A A. (1988) "19th -20th Century Situation of Islamic Education in Ondo State of Nigeria". Journal of Arabic and Religious Studies, Vol. 5. 1988.
Umo, Joe (1989) "Political Economy of Nigerian Education, 1960 - 1985" in Tekena N.T & Atanda J. A. et.al (Ed) Nigeria Since IndependenceVol. 3. (Heinemann Education Books Nig Ltd)
(Published in the Muslim Educational Reform Activities in Nigeria, Ed. Baffa Aliyu Umar et. al), IIIT (Nigeria) & Faculty of Education Bayero University, Kano, 2005. Pp. 128 - 142).
What is history of Islam from Hazrat Adam?
As i know Allah created Hazrat Adam.Angels opposd But Allah said i know better than u.then Allaha said to all angels bowd in front of Adam.all did except ablees.he was proudy.Allah said to hazrat adam go nd entertain in janat but dont eat this wheat.but ablees give deceive to adam he eat it .so God as a punishment send hazrat adam to earth where he lived 1026 years.
What is the relationship between the Arabs and Islam in history?
Islam as a religion was first developed and promulgated by the Arabs and by way of the Qur'an being acceptable only in Arabic, Arabs have maintained a strong leadership position in the religion.