Child Education in Islam

about the throne of Allah, blows air onto his hand, and reads thc

following chapters (Suruhs): AI- Ikhl:ls i.e. (I) Say, He is Al\:ih,

One. (2) Allah , Thc Everlasting Refuge, (3) He has not begotten,

and has not been begotten, (4) And to Him none could be co-equal;

and Al-Falaq i,c, ( I) Say, I take rcfuge with The Lord of the

Daybreak, (2) From the evil of whatever He has created, (3) And

from a dusky night when it overspreads its gloom, (4) And from

the eVIl of the women who spillle on knots, (5) And from the evil of

an envier when he envies"; An-Nas i,e. (1) Say, I take refuge with

the Lord of mankind, (2) The King of mankind (3) The God of

mankind (4) From the evil of the ever-slinking whispers in the

breasts of mankmd, (6) Of the jinn and mankind." Afte r he finshes

reading, he ruOs all parts of his body as far as his hands can reach,

One should do this three times," (Agreed upon) Then one says,

(Sl jbhulla Allah) "Glory be to Allah," (AI- Hlmul!llillah) " Praise be

to Allah" (Allaim Akbar) and "AIl;lh is the Greatest," each one of

these thirty three-times, Narrated by hnam Muslim

Then one puts his right hand under his chock and says three

times: "0 Allah!, May You protect me from Your punishment on

the Day of Resurrection," Narrated by At-Tinnidhi

Finally, one should recite the following invocation to Allah: "lJy

Your Name [ repose my side to skcp and by You [ raise it again, If

You lake my soul, have mercy on il and if You send it back to my

body, protect it with what you protect Your righteous servanls,"

But if you suITer from insomnia, you read the following

invocation to Allah, then you will sleep quietly hy thc will of Alliih,

Al-Bukhiir! narrated that Khfilid Ibn AI-Wa1id said 10 the Prophet

~, " I cannot sleep at night because of insomnia." Thc Prophet 4:

told him, "When you go /0 bed, you say _ "0 Allah, Ihe Limloflhe

se"en earths and all that is in them WhOleyer, and Ihe Lnrd of all

de"ils and Ihose whom he beguiled, be my neighbor and prQleCl me

from Ihe evils any ane of YOllr crealures might do /0 me or do me

injustice, Your neighbor is ,he most prolected one, Your praise is

sublime, Ihere is no god bur You, ,.

One must notice the following remarks concerning the program

I have just outlined:

L This program suits teenagcr~ and those who are slightly older,

But for those children who are less lhan ten years, a teacher

should follow another educational program which is summed

up in two points: a- Teaeh them the foundalions and principles

of Islam and also teach them the forms of worship, and most

importantly prayers (SII/t,/r); b- Teach them the principles of

Islamic ethics i. e. truthfulness, honesty, filial gratitude, and

speaking to people in a friendly and polite way.

2. Whenever you h,lVe the chance to go with your family on a

picnic in a garden or to a beach, do not hesitate to make use of it

so that they might become refreshed and lcarn to SWIm, or

games they did not have the opportunity to learn.

3. Fast with your family the SUfUlah (voluntary) day!!. So, when

you sit down with them al the table to have breakfast (break the

fast), let them see you cheerful and happy. And they would be

accustomed to fasting the voluntary days laklllg you as their

good example.

These are tht most importAnt concepts, which I think educaton;

should follow in educational programs day and night. So, be

careful, dear educator, to [ollow them so that you could raise your

children and students according 10 the teachings of Islam,

7. Providing useful cultural means

Due to the educationill responsibility of parents and educators

towards children, they should prepare useful cultural means in all

fields of knowledge to provide the young with adequate education

and trai ning. The following means may be useful:

1. Special library ror children that contains:

a. A clear edi tion of the Noble Qur'an for each child.

b. A suitable book of exegesis of the Noble Qur'an, especially the

short Siirahs, for young children.

c. A general exegesis of the Noble Qur'an lhal SUIts adults.

d. Appropriate books of Prophetic HaJ[I/,.

e. Books about Islam, written in a narrative or discourse style.

f. Appropriate books on Muslim Jurisprudence ( Fiqh).

g. Simplified books of the Prophet's Biography 3:: and the history

of Islam in general.

h. Suitable books that show Islam as a way of life and a system of

laws to refule the attacks on Islam by non· Muslims.

I. Books on science, history. and literature etc.

Dear educator, below are some books with which you should fill

your library so that they may fulfill the children's needs in the

future. I seek Allah's Guidance; He alone guides to the straight

Way.

l. ¥usllf Al"A~m, the series of Ma'a A/·JiT A/-Mus/im. The

following have already been issued: a. Barli'im A/·/Sllim, the first

book is on Creed. b. BauYim AI·Is/lim, the Second book is on

life. c. AnQshfd wa Aghiirfd for the Muslim generation. d. Ad'iyah

''''1 Adiib, for the young Muslim generdlion. e. Mashdhid wu Ayul

for the young Muslim generation. The above are for those from

7-12 ye3rs.

2. AI-Abraslli, M U~3mm3d ·A~iyyah, The Religious LIbrary for

thc Child. 30 storics, 7-12 years.

3. AI-SiL~~5r, Alxlul -~Jamid Judah, Scrie~ of the ]' rophets' Stories.

12-16 Years.

4. Muhammod All Qu!b, the seriel of ··Mus/imal Klliilida(·. age

12_1~.

5. Muhammad Ali Qu!b, the series of ··Ghazoll"iil AII-NaM· :1;,

agc. 12 - 16.

6. Abu AI-~lasan An-Nadawi, Ma}muiQl Qa!a.! An-Nahiyy'", age

12-16.

7. M u~ammad Ali D3wlah, Majmu·al Siyar IsliimiyyalJ . ages: over

15.

8. Najib AI-Kiluni"s Qa.!as, over 15.

9. MU!1ammad Ali Dawlah, Q!J.!<1-! Wa lfikaytil, 3ges over 15.

Books for Thought:

l. Shaikh Ahmad ' Iuud-Din AI-fllyanuni, '·Hat!yu AI-Is/lim, age:

over 15.

2. Shaikh Ahmad ·Izzud-Din AI·BayanGn!, the series of "AI'

Aqa ·irl·. ages: over 15.

3. Dr. Mu~ amm3d Sa'id Rama~an AI-Bii~i and others, the scnes

of ··Ab~!lilhfi AI-Qimmlllr.'"

4. The !.Cries of ··Buhuth I.

The f3mous authors who wrote on the general principles of

Islam are:

l. Majmu ·at Rasa·if of martyr Imam l:! asan AI-Banna JIli;.

2. Shaikh Sayyid Qu~b

3. Sllaikh MuJ:tammad Qu ~b

4. Abu AI-Hasan An-Nadawi.

5. Ali At-Tant.lwi.

6. Fathi Yakan.

1. Sa'id Haww;"i.

8. Yusuf AI-'Azm.

9. Dr. Muh-amm3d Sa'id Ramad-lin AI--Buli.

10. Dr. YCisuf Al-Qara~awi.

2, Subscription to a "'« kly or monthly magazine

The magazine concerned should fulfill the following needs: A. It

should be of Islamic andlor pure sciell tific orientation. B. It should

keep away from devi ation. C. It should lIot contain immoral

pictures. Among these recommended magazines are:

- A/-I!odarah, in Syria.

- Ai-Muj/ama, in Kuwait.

- AI-wa'y A/·ls/ami, in Kuwait.

- A/-Ha'ih AI-blumt, in India.

- Ad-Do'wah, in Egypt.

- AI-'Itisum, in Egypt.

- A/-A zhor, in Egypt.

- A/-Ummoh, in Qa!ar.

- Matrar AI-lsMm, in the Arab Emirates.

3. Making use of films and projedors

In fact, scientific, historical, geographical, and educational films

along with projectors may be used by the instructor to cnrich the

culture of the young. This is one of the most useful means that

embraces and fi:otcs culture In an interesting aspect in the life of

children .

As a maUer of fac t, Muslims should find joint-stock companies

to produce suitable scientific, historical, geographical, and

educational films that suit the age and intellect of the children

for each home, district, and coun try.

4. Using mea",~ of illust rat ion

Such means are, of course, among the useful means in educating

the young since they explain what they may not understand. lbese

means may contain;

A. Geographical maps that illustrate to the children the boundaries

of the Muslim World in general.

B. Maps that illustrate the Muslim countries and their frontiers,

important sites like Mosques and firms, and all that is related to

their general wel fare.

C. Pictures that illustrate Muslim civilization through the ~arious

centuries and the contributions of our forefathers in the fields of

civili:alion and science.

D. Pictures that illustrate Muslim conquests through different ages

to reprcsent the digni ty of Islam.

5. Visiting museums

Undoubtedly, visiting museums provides new insigh ts in the

fields of culture, civi lization, and history to the child. At the Silme

time, it relates the child firmly to his dignified forerathers, whose

achievements cannot be forgotten in the history of humanity or

among modern generations.

6. Visiting public libraries

Visiting public libraries, whether archaeological or modern, IS

one orthe most interesting means of culture that should aUraCl the

attention of the educators and instructors. Visiting libraries has

many benefits for the young:

- Making (he child familiar with the ways of borrowing and

reading books.

- Training the child in good manners and etiquettes that should be

observed in public places and scientific centers.

9. Arousing the child's desire 10 rcad

Under the banner of Islam, we should say, in the words of the

Qur'an:

~~.p~.;..J j.;,

"Say: " !lty Lord! lntuast m~ ill kllo,,·fedge." (Ta.Ha. 114)

",.{l .~.,; i::• 1

"Are tlrou ... lro kilo", equal to rlrou ,,·lro kno ... II0t?" (Az·Zumar. 9)

The responsibility of parents and instructors towards the young

is to leach the child the ooncepts of Islam, as religion and state, the

Noble Qur'iin as ideology and legislation, the history of Isliim as

an honor and a good example; Islamic cullUre as all-embracing and

comprehensive, and there should be oommitment to the call with

conviction and enthusiasm. However, this cannot be achieved

except through attentive and comprehensive readings especially in

the following fields:

- Reading thoughtful books, which illustrate the pennanence of

Islam since they are characterized by comprehensiveness,

revival ism, and pennanence.

- Reading historical books that illustrate the dignity and honor of

Islam and Muslims .

. Reading books that expose cultural imperialism and the plots of

our enemies, ineluding the Judaism, Pagan Communism, and

envious Christianity.

_ Reading books that highlight the Noble aspects of Islamic

civi lization founded by our forefathers through different ages.

Now, the question is what is the way to achieve the abovementioned

targets? Undoubtedly, the answer lies in the consistent

and conscious reading and wise direction, [n fact, the child

becomes uninterested in reading without ta king measures that

make reading an interesting pastime.

These measures and means may be summarized as follows:

_ To conclude a comparison between knowledge and ignorance, to

let him know the difference between scholars and the ignorant.

This is the style adopted by the Noble Qur'iin when arguing to

convince and establish evidence. Alliih. says, "Suy: "Are IhoJC

who kilO'" equal 10 Ihose who know /lOI!" (Az-Zumar. 9)

Undoubtedly, the young wi ll be satisfied with the importance of

reading and study when they are acquainted with the merits of

the scholar and the wretchedness of the ignorant.

- Mu';iz Ibn Jabal. said, "Knowledge is the revival of hearts after

ignorance, the light of sight against darkness, and the strength of

the body against weakness. Through knowledge, man reaches the

degrees of the most charitable men and the highest ranks in this

world and the Hereafter. Engaging in it equals fasting, and

studying it equals night pra yer. By means of knowledge, the

bonds among relatives arc maintained and the lawful is

distinguished from the prohibited. Knowledge is the leader to

work, and work is subjccted to it. Only the happy possess it while

the wretched arc deprived of il."

- Setting up cultural contests among the children. Contests may be

held among children. For instance. we may let them compete

with each other in fasting or reading at a specifie pace. Then a

final test may be held and the winners are to be given prizes as

encouragement.

- Teaching the child that whatever useful books he reads can be

considered acts of worship if they are accompanied with good

lTItention as the Prophet's statement says, "AC/ions are judged by

402 Part Th ....

intenli(Jn,5, tmd everytme will have Ihe reward of whal he has

intended." As a mailer of fact , scholars conclude from this

statement the rule that "Good intention changes customs to acts

of worship."

· Preparing a comfortable, and quiet place, equipped wi th suitab le

lighting, warm in winter and cool in summer.

· Making available the various books in the home library, or that

of the school, mosque, etc.

· Teaching the child about the value of time; since time is too

limited to fulfill all one's duties. Muslim narrated that the

Messenger of Allah 4: sa id, "Be careful aboUI what is oflunefil

and seek Allah'J Help and never feel helpeJJ."

Finally, reading cannot bri ng avowed fruits except through the

following:

l. Psychological readiness before reading i.e. to intend that the

child reads with the aim of building up his capacity to carry out

the message of Islam and be of assistence to his nation.

2, Pay due concentration and attention during the time of reading.

This can be achieved through conscious read ing of all that he

reads.

3. He should underline the main points and ideas so that he can

grasp and remember them.

4. Writing the main poin ts in the margin of the paper.

S. Writing down the important titles and rescarches In private

notes with reference to the books and pages in order to be easy

to refer to.

6. Writing the most important citations orlhe Pro phetic trad itio ns,

literature, poems, historical events, scientific facts, juristic

verdicts, etc, Undoubtedly, these notes are the fruit of reading

in the course of time, and surely they will benefit the reader in

his educational and practical life.

9. Feeling responsible towards Islam

Parents and in st~uctors should pay attention to the chi ld

regarding the following facts:

A. The first group of believers who were brought up at Al-Arqam's

house were youths; the Messenger of Alhih 3 was forty years

old at the beginning of thc mission; Abu Bakr was three years

youngcr; 'Vmar Ibn AI-Khauab was twenty-seven, Vthman

was younger than the Messenger, and Ali" was the youngest.

Fu rther, 'Abdullah Ibn Mas'Gd 'Abdul·Ra~ man Ibn 'Awf, AI·

Arqam Ibn Abi Al-Arqam. M u~'ab Ibn Vmayr, Biliil lbn Rabii~

... were also youths.

B. Thcse youths were the ones who shouldered the burden of the

Islamic call and were good examples in patience, forbearance,

and sacrifice. They worked night and day to propogate the call

of Islam and make it dominatlt throughout the earth.

e. The first Muslim generation of Ihe Compamons of the

Messenger 3 and the successors achieved honor and success

through tht following; first, adhering to Islam as Faith (Aqld(Ih)

and thnught, theory and practice, comprehension and implementation.

Thcrefore, they achieved victory, and domi llation

over the enemies of Islam. History bears witness that when

'Vmar Ibn Al-Kha!!ib observed that the conquest of Egypt was

moving slowly, he wrote to his leader of the Muslim amy 'Amr

Ibn AI-' A~saying: " J wonder why the conquest of Egypt has

la~ted for two years of fighting. To me, this delay is due 10 your

innovation (in Islam) and interest in the joy~ or Ihis world as

you r enemy does. But you should keep in mind that AII,ih never

grants victory except to the men of truthful intention."

second, propagating the message of Islam throughout the world

should be achieved through Jihad, sacnfice, patience, forbear·

ance, and steadfastness. Muslim armies reached the Far West

when 'Uqbah Ibn 'Amir, the leader of the Muslim army, stood

on the coast of the Atlantic with his horse wading in lIS water

saying, "By Allilh, the Lord of Mubammad! If It were not the

sea, I would conquer the world for Your Word Keep Witness 0

Allah." They reached also Ihe Far Easl, when Qutaybah AI·

B<"ih ili marched to the innermost parts of China and sa id, "With

my trust in victory from A1I5h, J marched. If I have breath my

last equipment will be of no avail."

D. If we, Mushms of today, fo llow the footsteps of our forefathers

and adhere to the precepts of Islam concerning Jihiid, sacrifice,

patience, forbearance, steadfastness, etc. we will surely achieve

the dominion of Islam again, establish the Muslim State regain,

wIth the help of Alliih ident ity and honor, and then deserve to

be the best nation raIsed for mankind, if we are truthful men as

our forefathers were. Allah !Ii praises the truthful intention of

men when He says,

t::; 3~:~ J j';:? r;;; ;;:. .; I ~:.:; ; :' ~f!"L I'~ t.: !J:: j,,:,1 ~f ~"

~~;;~

"Among the helie ~er$au men 11'/'" harl bu n true to their covenant

with Alliih (i,t. they hart gone Ollt /0.- Jihad (/or the calise 0/

Allah), and showed not thei, backs to the disbelura s); 0/ them

SOme hare /ulfilled their ohligations ( i.e. have been martyred);

and some o/ them are stifl"'lliting, hut they hau nert" changed

(j. e, they naer p,o"ed treacherous to their corenant which they

,ond"ded "'ith Alllih) in the least," (Ah\!cib. 23)

E. The world today is straying in the darkness of oppressive

materialism and immorality. It abides in the shackles of

oppression and tyranny; it struggles in the gloom of false

ideals and principles. The super powers plot to destroy human

ci~ilization, morals, and the Prophets' missions. They launch

war!\ 10 subject men, occupy lands, usurp property, and drive

men, women and children and the aged from their homes.

However, the question now is, what can save us from these

devastating crises? What can protect people from degradation

and immorality?

Many Scholars, thinkers, and p:'ilosophcnI agree that Islamic

morais, and [slam's poh tical and social systems have the ability to

reform the current interna tional cri;i. and protect humanity from

deviation, immorality, and corruption. The famous English

philorophcr Bernard Shaw said, "The religion of Mu~ ammad

deserves high estimation, since it comes with surprising faciors of

revival. [t is the only religion that deals with all aspects of lifc. To

me, Muilammad should be called the savior of hu manity. A man

like Muilammad can solve all the problems of the world."'

10. bculcaling Ihe spirit or Ji/I/id into Ihe child's mind

One of the most important issues to which instructors must

direct utmost oonsideration is the inculcation of the spirit of Jihiid

into the child's mind. They must also impress upon his mind, heart.

and feeling the ooncep!s of determination and patience particularl)'

in the modern age in which Muslim! are not governed by the law of

Islam. So transgressors have become sovereigns and r ulers.

n,en, what are the stag"" through which instructor& should

proeted in inculcating the concepts of Jihtid in to the children's minds

and louIs? This process can be achieved through the following:

l. Th~ child should oonstantly reel that the achievement of l ~lamic

identity and the establishment 0:' Muslim glory can only be

achieved through Jihiidby which the word of All;lh is above all. In

this Jegard, the Noble Qur'an says:

""," il l: .I.j oZ' , ... ,... ,,:/' I ~~. •rt, e!,. oIJ.>,': . ~1 ~.~_ S.".".".",' '.._... "."-......f.".., . ,t'--". i>. ""I .~.-. ' &_.J ; ,T-o1\£. Tlo.

"0 )'ou who INlie.t! Whoe~u from

his ,eligioll (Islam), Allah will bring a people whom He M'ill/m'e and

'hey M'ilf lo.e !lim; humble tow

disINfie.ers,jigh,;ng ill the Way of Alllih, and ne¥tr fea, the bI

the b/

2, The child should understand that JihQ,l In the cause of Allah

in cludes the following:

- Jihrid with one's wealth, by spending wealth for the sake of Allah,

as Allah 12t says:

~ ~:;t : -; '~;1 ~1 ./. ~ ;ijJ.i ~l t.! ,.

"Veril)" Alllih has purchased of the belie¥tu Ihei, Jives

p,o(ll'rlieJ for (tlu! p,ice) thaI theirs sh

Tawbah, II I)

He also says:

~ ;1 W • PC ;!.lS'I ~ 1Gb 'c.. \,;.;; ~

"Mauh forth, M'helher }'ou aU fig'" (being healthy, y oung und

wellllh),) Or heavy ( bein!; ill, oJd and poor) , strive h

wealth ufld )'Ol/r fives ill Ihe CUI/se of AI/lih, " (Al-Tawbah, 41)

Here we have Ihe Hurliih reported by At-Tinnidhi and An-Nas;'ii

in which the Prophet tj says, " lVhoel'u sJH'l1ds .... eolth ofhisfo,

Ihe sake of Aillih shalf r('Ceil'e iu re .... ard IhTee /"mdTt'} j(,/d. "

- Proclaiming Jiluid by proclaiming the mess.1gc of Islam verbally

and providing clcar~ul proor lhal lhe religion of Islam must be

adopted by disbelievers, hypocri tes, pagans, and deviators. In

this regard Allah e says:

~ tJ.,::' ~~ (jj ~( 1l I:J ~;~,;;: oj; ;:~:;;.:; ~( ; ,v'" ~;r ./. ~J' ,.

"Those who cOilrey The Me.'Y

sllre AlIlilr. Alld Sufficient is Alliilr

Muslim also narrated a lIadrrlr in which the Prophet ~ says,

N..,....ry Suggestions C<:>nc

" lI'hoel'er calls for right guidance rhall earn Ihe reward of it alld of

aI/who perform il afler him withowt diminishing their own rewa,,"

in :he slightesl."

- Educational Jihiid by doing one's best for Muslim education,

culturally and ideologically; providing a proper perspective of th~

comprehensive concepts of Islam with regard to cosmic and

h u:nan life. Concerning this type of JiMd, we read the followjn~

verse of the Qur',ln:

,

L~1i~'i l',U. I·;'~ ;J).:t '" ;X Y~ t.~ !.L;' ~~ $J.4.l1 /,f r;:; ~