Justification of Arabic/Persian language teaching at secondary stage:

Justification of Arabic/Persian language teaching at secondary stage:

The exponents of ‘New Syllabi for Schools in Bihar-(IX-X) session 2009-11) write:

A.

“Arabic is one of the most important languages of the world which enjoys the status of the second greatest language to be spoken and understood at the international level. With reference to India, Indian people have been acquainted with this language since IndoArab relationship at the level of trade only. But when this language made an abode in India both the countries got so close to each other that in the process of interacting with each other regarding exchange of civilization and culture both successfully contributed a lot in the fields of education, science and literature and the treasure in Arabic language introduced India to other nations of the world. Through the ages the treasure of knowledge and natural science grew enormous to help expansion of human development, civilization and culture. Arabic language with other languages of India became so rich and fruitful that it became the symbol of national integration and cultural harmony.

Teaching of Arabic language in India holds importance in many ways. One of them is that the history of the evolution of Indian civilization itself is hidden in it. In this age of printing and publication the stock of knowledge and science abounds in Arabic and are basic sources of science, engineering, medicine and other subjects which can’t be brought in light without the teaching of this language and which will cause an irreparable loss to the world.

In the contemporary world the importance of Arabic has tremendously increased after its being a job oriented language. India’s relationship with Arab countries is very rich and their agreements for trade and other affairs have made them closer at one side, and the number of persons going to the Gulf countries for employment is increasing day by day at the other side. In this context the importance of teaching Arabic is as evident as a sunny day. The migration for employment in the Gulf countries is not only better for the advancement of economic condition of the individuals but for the economic development of the country itself also…

… Urdu which is accepted as the symbol of the Ganga-Ymuna civilization of the multi lingual country is a beautiful composition of Arabic, Persian and other languages of India. The teaching of Arabic helps the learners of Urdu in true understanding of the language…

Therefore, the decision of the Government of Bihar to teach Arabic from Class VI is historic…”

                                                                                                                      (Pages 52-53)

B.

“It won’t be out of the context if India is called the second native country of Persian. The history of this language and literature in this country is both ancient and powerful. It has been the official language of this paradise like country for a long time and goes on reminding the sisterly relationship of Sanskrit and Avesta. With the passage of time the dominating status of Persian  underwent changes, but it is a fact, that in relation to Urdu it makes  us feel its impact, importance and necessity by all means especially in those states where Urdu enjoys the status of being the second official language….

… impact of Persian manifests its presence in many great regional and state languages of India and can be said with reference to Aryan linguistic relationship that any attention to Persian teaching is true attention to strengthen the language and vocabulary of various regional and state languages…

The relation of Persian with India is neither ordinary, nor less impressive nor less useful. Whether it relates to education or the language of instruction, strengthening all the components of national integration through ethics or spirituality in India, in every aspect the historical and cultural impact of Persian is an accepted fact…

Therefore, for cultural and political relations and to make use of the manuscripts and cultural heritage and inscriptions inland and abroad the contemporary necessity and importance of this language can’t be denied…

If we review the affairs within the country, the importance and need of Persian is obvious in order to read and understand archives, deeds, judicial papers, important Faramin (royal decrees/ orders) and records of various natures…”                                                (Pages 57-58)

What Ails Bihar School Examination Board!

The Registration 2010 for the students who want to take the Secondary School Examination 2011 is going on in the state. According to the number of students in each school OMR Sheets with a directive booklet to the Principal or Headmaster have been supplied. Contradictions abound creating a strange state of obscurity and ambiguity. For a logical conclusion the following aspects need be placed before eyes:

1. The Bihar Government decided to follow the national curricula 2005 and the HRD evolved the ways to go ahead. SCERT, Patna took up the responsibility to formulate the curricula and prepare textbooks. After continuous efforts they proclaimed to be victorious and produced the syllabi and texts for XI classes of Arts, Science and Commerce. One can’t understand this descending order. Standards can be assessed and kept balanced when the system begins with class-I. However, two examinations have already been conducted and the results declared. The third one is in offing.

2. Bihar School Examination Board, after completion of the prescribed courses of studies, just at the time of Registration distorted the scheme of the examination and dictated their own ill design. It created turmoil even in the State Legislative Assembly and Council. Reconciliation took a shape other than that of designed by the curricula formulators.

3. SCERT in the next phase did the same job for class IX-X. They prepared the new syllabus which was published in March 2007 with the expectation of enforcement in 2008. Textbooks couldn’t be published in time and the implementation lagged behind by one year. In 2009 the textbooks for class IX were made available and a new syllabus, too, was published. The website of the Board contains the syllabus of 2007 (2008) only. Had it been repealed it would have been withdrawn from the website. One can assume that it is just to show the world that this Board has its own ideal syllabus. [Hathi ke dekhane ka ek dant(one tusk of the elephant for exhibition)]

4. The syllabus available on the website (to be cited as ‘S-07’) contains regulations for opting subjects where necessary and the most important aspect for any syllabus i.e. scheme for examinations, regulations for admission, routine with periods of instruction prescribed for each subject, format for mark sheets etc. The syllabus published in 2009(to be cited now as ‘S-09’), and not available on the website, contains nothing of these except two regulations regarding Mother Tongue and Second Indian Languages and it can easily be seen that the insertion of these regulations indicates the blunder committed against the evil design.

5. ‘S-07’ regulates, “The group of Mother Tongue contains three following languages – Hindi, Urdu and Bengali. A student will opt one language of this group. It has been named as Hindi (Mother Tongue)/Urdu (Mother Tongue)/ Bengali (Mother Tongue) This paper will carry 100 marks and the pass marks will be 30. To select one language from this group will be compulsory.”(Page-1)

6. ‘S-09’ states, “The group of Mother Tongue contains four following languages- Hindi, Urdu, Maithili and Bengali. A student will select one language from this group. It has been named as Hindi (Mother Tongue)/ Urdu (Mother Tongue)/Bengali (Mother Tongue)/Maithili (Mother Tongue). This paper will carry 100 marks and the pass marks will be 30. To select one language from this group will be compulsory.”(Page-1)

7. Look at the apparent difference. Maithili was not there in ‘S-2007’, hence three amended to four.

8. ‘S-07’ regulates ‘Second Indian Language, “Four languages have been included in this group-Sanskrit, Hindi, Urdu and Bengali. The languages of this group have been named as Sanskrit/ Hindi II/ Urdu II and Bengali II. Selection of one language from this group, too, will be compulsory. But the language selected as Mother Tongue from the first group can’t be selected from this group. The students whose mother tongue won’t be Hindi will have to opt Hindi II from this group. This paper also will carry 100 marks and the pass marks will be 30.(Page32)

Presently this group contains the syllabi of Hindi and Sanskrit. For Urdu II and Bengali II the textbooks prescribed for classes VII and VIII will remain prescribed for Classes IX and X.”

9. ‘S-09’ copies the above in toto but omits Bengali II as name.(Page-39)

10. Provision in both names the four Second Indian languages as (i) Sanskrit, (ii) Hindi II, (iii) Urdu II and (iv) Bengali II.

11. ‘S-07’ states the scheme of examination, “Bihar School Examination Board will conduct the external examination and on the basis of achievement will release certificates. The examination will be conducted after the completion of the syllabi for Class X on the basis of the syllabi. Maximum Marks and the duration of the examination will be as follows:

S.No.	Subject	Number of Question Paper	Maximum Marks	Duration of the Examination
1	Mother Tongue	1	100	3 Hours
2	Second Indian Language(SIL)	1	100	3 Hours
3	English	1	100	3 Hours
4	Mathematics	1	100	3 Hours
5	Science	1	85*	3 Hours
6	Social Science	1	100	3 Hours
7	Optional Subject: Commerce/Adv. Math/ Computer/H.Sc/Music/Art/ Phy.Ed.and Yoga**/Maithili/ Arabic/Persian	1	100	3 Hours

* There will be an external practical examination of 15 marks for Science.

** There will be practical examinations of 30 marks for computer/H.Sc./Dance/Music/Phy.Ed. and Yoga at school level.

*** The syllabi of optional subjects will be released separately.” (Page 133)

It is stated again, “7. Optional Subject: One subject out of the given subjects can be opted as optional subject. To opt optional subject is not compulsory. It also carries 100 as maximum marks.” (Page 134)

12. Now underline the following points:

(i) ‘S-07’ only is available on Board’s website. It means that it is in force.

(ii) ‘S-07’ hasn’t been withdrawn and ‘S-09’ hasn’t been uploaded which indicates that there is certainly something different from each other and the authorities have double standards.

(iii) ‘S—07’ provides a sixth paper as ‘optional’ surely not compulsory, but to facilitate the students to opt one of (i) Commerce/Advanced Mathematics/Computer/Home Science/ Music/Art/Physical Education and Yoga/ Maithili/Arabic/Persian.

(iv) Maithili/Arabic/Persian in this group is obviously incompatible, but whatever reason might have been behind, it is there.

(v) ‘S-09’ provides a place for Maithili and promotes it to the category of ‘Mother Tongue’.

(vi) ‘S-09’ provides syllabi and textbooks for Arabic and Persian, which were subsequently published by the Board itself.

(vii) Bhojpuri is nowhere in ‘S-07’. It has been introduced in ‘S-09’ as ‘Mother Tongue’.

(viii) ‘S-09’ provides syllabi for (a) Yoga and Physical Education (b) Music and (c) Art as well.

(ix) ‘S-09’ gives concept of evaluation too, but keeps mum on the SCHEME of the EXAMINATION.

(x) ‘S07’ as well as ‘S-09’ present the same regulation regarding ‘Second Indian Language’ and puts (i) Sanskrit (ii) Hindi II (iii) Urdu II and (IV) Bengali II in this group with an unambiguous direction that a student will have to opt one of these languages. It also clarifies that the language of Mother Tongue can’t be opted as Second Indian Language.

13. Now the contradiction regarding OMR Sheet for Registration and the Directive Booklet to the Principals/ Headmasters of the schools for Registration 2010 of the candidates who will take S.S. Examination 2011:

(i) OMR Sheet in Column 14 provides i) MIL consisting of (a) HND (b) URD (c) BNG (d) MAI and ii) SIL consisting of (a) SNK (b) HND (c) ARB (d) PRN and (e) BHO

(ii) Directive for Column 14 explains that one of the languages given in each group must be selected, written in the quadrangle above and the circle against the code of the language be darkened with HB pencil. It also directs that Hindi can’t be opted for both the categories.

(iii) The directive booklet contains a copy of OMR sheet which in Column 14 provides three categories i.e. i) MIL , II) SIL and iii) OPT just like the previous year. This copy too bears 2010.

It means that the drastic change has been made at the eleventh hour to fulfill interior design. On enquiry from the Board it is told, ‘Forget it’. Why?

(iv) On enquiry from the Board it is repeatedly told that Hindi must be opted for either of the category. It means that mention of BHO, ARB or PRN under SIL is vague and knowingly to mislead the world.[ Hathi ke dekhane ka doosra dant( the second tusk of the elephant for exhibition)]

(v) When regulation doesn’t mention ARB/PRN/BHO as one of the Second Indian Language, why has it been put in the OMR?

(vi) Can one accept ARB/PRN as a second Indian language?

(vii) It means that the Board authorities have deliberately planned to oust Arabic and Persian (alongwith Bhojpuri) from the secondary curricula. In seven decades of its existence, for the first time it will conduct the examination sans Arabic or Persian.

(viii) It is also significant that they find themselves in the position of negotiation regarding Maithili and Bhojpuri. In ‘S-07’ Maithili was not as ‘Mother Tongue’ but as one of the optional subjects, while it exists in ‘S-09’ and OMR Sheet both in the position of MT (MIL). Bhojpuri had no mention in ‘S-07’. It has been incorporated as ‘Mother Tongue’ in ‘S-09’ and given a useless berth in OMR Sheet as SIL.

14. Can one expect from the Chief Minister, Education Minister (both preoccupied with election schedules), the Commissioner, Principal Secretary and Director of Secondary Education, Department of Human Resource, Government of Bihar to look into the matter and come to the rescue of the norms of the examination and thousands of the students who are bound to be deprived of opting Bhojpuri, Arabic or Persian as one of the subjects of their examination?

Juma Khutba

بسم اللہ الرحمن الرحیم

امام ابو حنیفہ رحمۃ اللہ علیہ  کے نزدیک عربی کے علاوہ کسی اور زبان میں جمعہ یا عیدین کا خطبہ مکروہ تحریمی ہے۔

یہ بہتان ہے کہ غیر عربی زبان  میں خطبے کی اجازت کا امام موصوف نے فتوی دیا۔

جمعہ کی نماز ظہر کی نماز کے بدلے میں فرض ہے۔ ظہر کی چار رکعت والی نماز سے دو رکعت نماز کے لیے اور دو رکعت خطبہ کے لیے بدل ہے۔ سورۂ جمعہ کے مطابق فا سعوا الی ذکر اللہ میں ذکر سے مراد خطبہ ہے اور اس کا سننا فرض ہے۔ اس طرح جمعہ اور عیدین کے خطبے نماز کے حصے ہیں۔ اسی وجہ سے خطبہ نماز اور اذان  کی طرح عبادت ہے۔ ذکر میں اللہ تعالی کی حمدو ثنا کے کلمات قرآنی آیات سے ہوں اور ساتھ ہی ساتھ دین کی باتیں بھی قرآن و حدیث کی آیات و الفاظ اور ان کی تشریح پر مشتمل ہوں۔ جس طرح عبادت میں کسی ترجمے کی گنجائش نہیں ہے ، اسی طرح خطبے میں بھی اجازت نہیں۔ اگر چند اصطلاحات آجائیں جن کی تشریح مقامی زبان میں خطیب کی نگاہ میں ناگزیر ہو تو اس کی اجازت ہو سکتی ہے۔ ذکر یعنی خطبہ کا سننا فرض ہے، چاہے سمجھ میں آئے یا نہ آئے۔سامعین( کم از کم تین ، مرد وعورت ملا کر)کی موجودگی ضروری ہے، چا ہے وہ سنیں یا سو جائیں۔چند چلے جائیں اور ان کے جانے  سے پہلے چند آجائیں، کسی صورت میں کوئی فرق نہیں۔ صرف موجودگی لازم ہے۔ صرف خطیب کا عربی میں خطبہ دینے کے لائق ہونا ضروری ہے۔

ایک لفظ اس سلسلے میں تذکیر ہے۔ اس لفظ کا مادہ بھی ذکر ہی ہے۔ اس کا مفہوم ہے اللہ تعالی کے احکامات اور نفس دین کی یاد دہانی۔ ظاہر اس میں بھی قرآن مجید کی آیتوں اور حدیثوں کا بیان پھر حسب ضرورت ان کی تشریح کا ہونا لازمی ہوگا۔ تذکیر کا عربی زبان میں ہونا ضروری نہیں ہے۔ اس کے لیے سامعین کا ہونا اور سننا صرف آمنے سامنے ہونے پرآواز کے ذریعہ ضروری ہے۔ ایک سامع کا ہوجانا، چاہے مرد ہو یا عورت یا بچہ کا فی ہے۔ دیگر ذرائع ابلاغ کی صورت میں سامع کا موجود ہونا قطعی ضروری نہیں۔ یہ فرق اس وجہ سے ہے کہ تذکیر عبادت نہیں ہے بلکہ اس کی طرف دعوت ہے۔

حضرت عمر رضی اللہ عنہ جب امیر المومنین ہوئے تو آپ کے خطبۂ جمعہ سے پہلے حضرت ابو ہریرہ رضی اللہ عنہ منبر کے پاس کھڑے ہوجاتے اور احادیث بیان فرماتے اور تمام صحابۂ کرام ان سے احادیث سنتے۔ اس کے بعد اذان ہوتی اور امیر المومنین منبر پر جا کر خطبہ دیتے ۔ یہاں ذکر اور تذکیر دونوں کی واضح مثال موجود ہے۔حضرت ابو ہریرہ رضی اللہ عنہ تذکیر کا  کام کرتے اور حضرت عمر رضی اللہ عنہ ذکر یعنی خطبہ دیتے۔

ذکر میں تذکیر اور تذکیر میں ذکر منطقی اعتبار سے شامل ہے۔ جسے سنایا جائے اسے اس کا اہل ہونا چاہیے کہ وہ سمجھ سکے۔ یہ منطقی بحث اس وقت تک نہیں ہو سکتی، جب تک پھر ایک بار یہ واضح نہ ہو جائے کہ عبادت میں عربی سمجھ میں آئے یا نہ آئے، قرآن مجید کی سورتوں، تسبیحات، تشہد، درود، دعا اور سلام وغیرہ کے ترجمے کی کسی حال میں اجازت نہیں ہے۔ اگر خطبۂ جمعہ عبادت ہے تو اس کا بھی عربی میں ہی ہونا لازمی ہے۔ اگر اسے عبادت (ذکر) سے نکال کر خالص تذکیر تسلیم کر لیا جائے تو منطقی بحث کی پوری گنجائش ہے۔

امام ابو حنیفہ رحمۃ اللہ علیہ کا اپنے دونوں شاگردوں سے بس اس حد تک اختلاف رہا: " دونوں شاگرد یعنی امام ابو یوسف اور امام محمد رحمۃ اللہ علیھما تمام ائمۂ کرام کی طرح اس  موقف پر اٹل رہے کہ ہر حال میں خطبہ عربی زبان میں ہو۔ غیر عربی زبان میں خطبہ مکروہ تحریمی ہے۔ امام ابو حنیفہ رحمۃ اللہ نے فرمایا کہ غیر عربی زبان میں خطبہ، گو مکروہ تحریمی ہے، مگر کوئی ایسا خطبہ دے دے تو  جمعہ  کی نماز ہو جائے گی۔" ان الفاظ کو قوسین  میں صرف اس لیے دیا گیا ہے کہ اس کے مطابق منطقی بحث کی جا سکے۔

کوئی بھی آدمی اس سے یہ مفہوم کیسے نکال سکتا ہے کہ امام اعظم رحمۃ اللہ علیہ نے غیر عربی زبان میں خطبے کی اجازت دی ہے؟ اس سے تو صرف یہ تفقہ فی الدین ظاہر ہوتا ہے کہ جمعہ کی نماز کے بطلان سے  کتنی اور کیسی کیسی پریشانیاں پیدا ہو سکتی ہیں۔ انھوں نے صرف یہ فرمایا کہ اگر کوئی غیر عربی زبان میں خطبہ دیدے اور نماز بھی پڑھا دے تو اب یہ تکلیف مالا یطاق ہوگی کہ اتنے لوگوں کو نماز دہرانے کا مکلف بنایا جائے۔ اسی وجہ سے تو عیدین میں سجدۂ سہو جہاں ہونا چاہیے وہاں سجدۂ سہو نہ کرنے کی سہولت دی گئی ہے۔

کم از کم تیرہ سو  سال تک بلا اختلاف مسلک و مذہب جمعہ اور عیدین کے خطبوں کو عبادت ہی تسلیم کیا جاتا رہا۔ کہیں سے کوئی منطقی بحث سامنے نہیں آئی۔چودھویں صدی ہجری میں سب سے پہلے ترکی میں یہ منطقی بحث اٹھی کہ جب خطبہ نمازیوں کی سمجھ سے باہر ہےتو عربی میں اس کے لزوم کی شرط غیر منطقی ہے۔ کافی چرچے رہے اور علما کے ایک گروپ نے اسے رائج کرنا شروع کر دیا۔

ابتدا میں بس اتنی اجا زت دی گئی کہ عربی میں جو خطبہ دیا جائے اس کا مقامی زبان میں ترجمہ کر دیا جائے۔ یہ بھی صرف پہلے خطبے میں، دوسرا خطبہ صرف عربی میں۔ یہ طریقہ عجم میں رائج ہوتا گیا، جس میں بر صغیر بھی شامل ہے۔   پھر وہ دور آتا ہے جب ترجمہ کی بجاے مقامی زبان میں آزادانہ طور پر خطبہ شروع ہوا، لیکن صرف پہلے خطبے تک اسے محدود رکھا گیا۔

اب خطبے کی حسب ذیل صورتیں رائج ہیں:

1۔ صرف عربی زبان میں دونوں خطبے

2۔ عربی زبان میں دونوں خطبے، مگر پہلے خطبے کا مقامی زبان میں ترجمہ

3۔عربی زبان میں صرف دوسرا خطبہ اور پہلے خطبے میں حمد و صلوۃ  کے بعد آزادانہ طور پر تذکیر یعنی دین کی باتیں یا اپنی سمجھ سے دین کا پہلو نکالتے ہوئے وقت کے تقاضا کے مطابق کسی موضوع پر تقریر

4۔ سنت متوارثہ کا پورا پورا خیال رکھتے ہوئے خود امام یا کوئی دوسرا شخص اذان سے پہلے مقامی زبان میں تذکیر کے لیے وقت کے تقاضا کے اعتبار سے تقریر کرے اور اذان کے بعد امام دونوں خطبے صرف عربی میں دے۔

جہاں تک بدعت کا سوال ہے، ان چار صورتوں میں دوسری اور تیسری  صورتوں میں صاف نظر آتی ہے۔ پہلی صورت تو ماشاء اللہ ہے۔ چوتھی صورت  بھی بدعت سے پاک نظرآتی ہے۔ مزید برآں اس کی تائید میں حضرت عمر رضی اللہ عنہ کی تائید شامل ہے۔            اب تیسری صورت پر عمل کرنے والا چوتھی صورت کو بدعت کہے اور تیسری کو سنت تو اس سے کون بحث کرے۔  

Alas! Hell is open again!

The blissful month of Ramadan is no more and the apparent difference is in sight everywhere.The Hadith of Prophet Muhammad    صلی اللہ علیہ وسلم       proves it true that devils are free and the door of Hell is open wide. There is no rush of Namazis towards mosques and a gloomy look prevails around them.

The training meant to reform believers in Allah in body and spirit was either not conducted in the prescribed manner or the persons undergoing the training were not qualified or fit to even simulate the true believers. The after effects of the training which should guide the trained ones for the whole year have vanished in hours. Only Allah will take care of them.

The Last Night of Ramadan

The last night of Ramadan

This is the last night of Ramadan 1431/2010 in Indian subcontinent. The mercy, benevolence and blessings of Allah (swt) will have covered the world of those who fear Him and have done the task of the blissful month wholeheartedly with honest enthusiasm and have endeavoured to spend each and every moment to gain nothing but pleasure of Him. They have been lucky enough this year to have 30 days of the full lunar month of Ramadan and are sure to complete it by the next sunset on Friday. The new moon is certain to greet the happy believers for graceful rewarding Eid on Saturday.The eve of Eid and the first night of Shawwal(the tenth month of Islamic calendar) is the night of rewards for those who underwent severe training of body and soul during the departing month of Ramadan. The angels come down to the earth and pass through streets with the proclamation that the deserving believers should come and collect their rewards/wages in full. Allah is very merciful this night and none will be left unrewarded. Everyone should supplicate and gain more and more beyond expectation.

Islam teaches its adherents to thank Allah (swt) whenever a happy event takes place in their life. Eid is one of the happiest occasions of divine joy, so the Muslims, first of all go to the places where Eid prayer is offered and prostrate before the Most Gracious and Most Merciful in complete thankfulness.

This earth bears the burden of the downtrodden people everywhere who don’t have even little eatables to celebrate this happy occasion. The Muslims are obliged to share them in their joy. They are enjoined to pay the obligatory Sadqah-i-Fitra (charity meant to purify the shortcomings of fasting) to the needy and have-nots before they proceed to the places of Eid prayer, so that they also may celebrate the happy Eid with ease and joy.

Did you pay the Sadqah-i-Fitr?

If not, make haste.

Peace and Beauty

There goes Ramadan!

Allah (swt) facilitates His true servants to get more and more opportunities to become those whom Allah(swt) loves. The month of Ramadan in which every true Muslim observes fast from dawn to dusk, is full of blessings from the Most Gracious. It has a night in the last odd nights which enables a believer to meditate till dawn(evening twilight) just for one night and get the rewards as much as may be achieved in 83 years and 4 months. This night is called Lailatul Qadr ( the night of power/ destiny/honour). It may fall at one out of 21/23/25/27/29th night of Ramadan. It means one has to seek this night of power/destiny/honour for five nights to be certain to get it.

It is certainly an opportunity to train one's body and soul to bring grace to one's own life and become a symbol of peace and blessings for the mankind and all the other living and non-living creature on this earth. Ramadan trains the believers to be useful to themselves as well as for others. It fills hearts with love, affection, sympathy, cooperation and craze for being good for others. Such a pious and blessed period is marching to its end.

All the Muslims of the world should realize and judge whether they have attained those virtues they are supposed to. If they can't help sustain peace in the world as far as they should, their fasting(that is abstaining from food,drink and sexual relationship) will go in vain. Allah doesn't need to keep His servants hungry, thirsty or deprived of sex but He wants them to be lovers of mankind at large and preserve the earth with its hidden treasures.

A few nights are still waiting to pour down the blessings the Almighty for bodies and souls. Please realize the need of the time and pile up as much virtues as you can. Bid adieu to this month when new moon is sighted.

May Allah(swt) grant us the strength to get more and more of power/destiny/honour for ourselves and all humankind!

Wassalamu ala man ittabal huda!

Shafi

shafi.blog.com: All praises go to Allah

shafi.blog.com: All praises go to Allah: "In the name of AllahI believe and testify that there is no god but Allah and Muhammad(May peace be upon him!) is the Prophet of Allah. It is..."

All praises go to Allah

In the name of Allah

I believe and testify that there is no god but Allah and Muhammad(May peace be upon him!) is the Prophet of Allah. It is He Who gave me life and showed the right path to live like His true slave. I start my blog today to share my views, thoughts and literary creations in Urdu, Arabic and Persian. First of all, I would like to present my 'Hamd' ( true praise to Allah)in five languages: