This document provides a summary of the roles and responsibilities of the ideal Muslim woman as defined by the Quran and teachings of the Prophet Muhammad. It is organized into chapters that discuss the Muslim woman's relationship with God, herself, her family including parents, husband, children and relatives, her community and society. The document uses quotes from the Quran and Hadith to illustrate how early Muslim women practiced their faith and provides guidance on how Muslim women of all times and places can implement Islamic values in their daily lives.
The document is an assignment sheet for a history class asking students to define terms related to feudalism, define their meanings, and provide synonyms and antonyms. It includes terms such as feudalism, homage, fidelity, servitude, nobility, empire, and others. The student is instructed to print the document, fill out the requested information, and answer accurately. They are wished good luck on the assignment.
This document provides guided notes on Manifest Destiny and the westward expansion of the United States in the 1800s. It covers topics like mountain men exploring the Oregon Territory, the influx of American settlers in Texas which caused tensions with Mexico, the Texas War for Independence including the battles of the Alamo and San Jacinto, US acquisition of territories following the Mexican-American War including the California Gold Rush, and the Mormon migration. The notes include questions about events, people, and concepts related to this period of US territorial growth and the doctrine of Manifest Destiny.
This document provides information about Andrew Jackson and key events during the Age of Jackson, including his elections in 1824 and 1828, the development of Jacksonian democracy, the Nullification Crisis, Indian removal, and the Trail of Tears. It does so through a series of questions about Jackson's presidency, the split of the Democratic-Republican party, the spoils system, South Carolina's nullification act, the Indian Removal Act, and the Supreme Court ruling in favor of the Cherokee that was not enforced.
The document summarizes life in the pre-Civil War South. It discusses the expansion of cotton plantation agriculture throughout the Deep South, fueled by the growth of slavery and the invention of the cotton gin. This led to a booming domestic slave trade and an economy dependent on cotton exports. The majority of whites owned small farms, while a minority of large plantation owners controlled much of the wealth and politics through slave ownership. Enslaved African Americans faced brutal conditions under slave codes but maintained their own family structures, religions, and cultural traditions in the face of oppression.
The document appears to be an exam paper for Year 4 students with three sections. Section A provides a picture and words for students to write 5 sentences about. Section B provides information about different transportation options and questions to complete a table and choose which option they would take. Section C provides pictures for students to write a story connecting the pictures. The document provides guidance on time spent for each section and what is being tested or asked of students.
1. The document contains guided notes on the events leading up to the Civil War, including debates over slavery in new territories, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and the Lincoln-Douglas debates.
2. Key events summarized are the formation of the Republican Party in response to the Kansas-Nebraska Act, Chief Justice Taney's ruling in Dred Scott that denied citizenship to African Americans, and abolitionist John Brown's raid on Harper's Ferry which intensified sectional tensions.
3. The notes are intended to help students understand the differing views on slavery that emerged and escalated conflicts in the years leading up to the Civil War.
This document provides information about various 19th century reform movements in the United States, including religion and reform, temperance, education reform, prison reform, abolitionism, the Underground Railroad, and reform for women's rights. Key figures discussed include Horace Mann, Elizabeth Fry, William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Lucretia Mott, and Susan B. Anthony. The document poses questions about these reform efforts and the people involved to encourage learning about social changes during this period in American history.
The document provides details about major battles of the Civil War including questions about key details like the first major battle (First Battle of Bull Run), key generals who became famous after certain battles (Thomas "Stonewall" Jackson after First Bull Run), and strategies employed at important battles like Grant's strategy to capture Vicksburg which completed Union control of the Mississippi River. It concludes with details on Sherman's "March to the Sea" strategy of total war to break the Confederacy and questions about the strategies used by Grant to finally convince Lee to surrender at Appomattox Court House.
The document is an assignment sheet for a history class asking students to define terms related to feudalism, define their meanings, and provide synonyms and antonyms. It includes terms such as feudalism, homage, fidelity, servitude, nobility, empire, and others. The student is instructed to print the document, fill out the requested information, and answer accurately. They are wished good luck on the assignment.
This document provides guided notes on Manifest Destiny and the westward expansion of the United States in the 1800s. It covers topics like mountain men exploring the Oregon Territory, the influx of American settlers in Texas which caused tensions with Mexico, the Texas War for Independence including the battles of the Alamo and San Jacinto, US acquisition of territories following the Mexican-American War including the California Gold Rush, and the Mormon migration. The notes include questions about events, people, and concepts related to this period of US territorial growth and the doctrine of Manifest Destiny.
This document provides information about Andrew Jackson and key events during the Age of Jackson, including his elections in 1824 and 1828, the development of Jacksonian democracy, the Nullification Crisis, Indian removal, and the Trail of Tears. It does so through a series of questions about Jackson's presidency, the split of the Democratic-Republican party, the spoils system, South Carolina's nullification act, the Indian Removal Act, and the Supreme Court ruling in favor of the Cherokee that was not enforced.
The document summarizes life in the pre-Civil War South. It discusses the expansion of cotton plantation agriculture throughout the Deep South, fueled by the growth of slavery and the invention of the cotton gin. This led to a booming domestic slave trade and an economy dependent on cotton exports. The majority of whites owned small farms, while a minority of large plantation owners controlled much of the wealth and politics through slave ownership. Enslaved African Americans faced brutal conditions under slave codes but maintained their own family structures, religions, and cultural traditions in the face of oppression.
The document appears to be an exam paper for Year 4 students with three sections. Section A provides a picture and words for students to write 5 sentences about. Section B provides information about different transportation options and questions to complete a table and choose which option they would take. Section C provides pictures for students to write a story connecting the pictures. The document provides guidance on time spent for each section and what is being tested or asked of students.
1. The document contains guided notes on the events leading up to the Civil War, including debates over slavery in new territories, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and the Lincoln-Douglas debates.
2. Key events summarized are the formation of the Republican Party in response to the Kansas-Nebraska Act, Chief Justice Taney's ruling in Dred Scott that denied citizenship to African Americans, and abolitionist John Brown's raid on Harper's Ferry which intensified sectional tensions.
3. The notes are intended to help students understand the differing views on slavery that emerged and escalated conflicts in the years leading up to the Civil War.
This document provides information about various 19th century reform movements in the United States, including religion and reform, temperance, education reform, prison reform, abolitionism, the Underground Railroad, and reform for women's rights. Key figures discussed include Horace Mann, Elizabeth Fry, William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Lucretia Mott, and Susan B. Anthony. The document poses questions about these reform efforts and the people involved to encourage learning about social changes during this period in American history.
The document provides details about major battles of the Civil War including questions about key details like the first major battle (First Battle of Bull Run), key generals who became famous after certain battles (Thomas "Stonewall" Jackson after First Bull Run), and strategies employed at important battles like Grant's strategy to capture Vicksburg which completed Union control of the Mississippi River. It concludes with details on Sherman's "March to the Sea" strategy of total war to break the Confederacy and questions about the strategies used by Grant to finally convince Lee to surrender at Appomattox Court House.
The document discusses prime numbers and their significance in cryptography and potential relationships to passages in the Quran. It presents a new numerology system called Primalogy based on assigning prime numbers to letters of the Arabic alphabet. A particular verse from the Quran is highlighted that is repeated 31 times, with the document suggesting this may relate to the year 2012.
Tn during the civil war, leaders of the civil warBlake Harris
This document contains a series of questions about leaders and events during the American Civil War. It asks about which state seceded last, Tennessee's reasons for seceding, and the roles of key figures like Jefferson Davis, Robert E. Lee, and Ulysses S. Grant. It also asks about the contributions of minority regiments like the Massachusetts 54th and the 13th Colored Troops division. Important battles mentioned include the First Battle of Bull Run.
The document discusses the providence of restoration through Abraham and his family, explaining how God worked to establish the foundations of faith and substance after failures by Adam and Abraham. It also touches on the historical roots of conflict between Israelites and Arabs, relating it back to God's promise to bless Abraham's descendants but the denial of blessing to Ishmael.
The document is an assignment asking a student to define terms, provide synonyms and antonyms related to economics and sociology. The student is asked to print the document, fill in their personal information, and accurately provide the meaning, synonyms and antonyms for multiple terms related to capitalism and the organization of production.
Vocab guided notes for russia day 1 russian revolution unit. world history 9...Emillybeth Savage
The document defines key terms related to government, economic systems, and the Russian Revolution, including: revolution, bourgeois, proletariat, materialistic, socialism, capitalism, communism, Bolshevik, Marxism, class warfare, and the Communist Manifesto. It also defines terms specific to Russian history like tsar, monarchy, and abdicate.
The War of 1812 was a conflict between the United States and Great Britain. James Madison was the president during this crisis. While Britain and France lifted some trade restrictions, Britain continued seizing American ships. In response, Tecumseh formed an American Indian confederacy supported by Britain. The Battle of Tippecanoe defeated Tecumseh's forces while he was away. After several early losses, American forces achieved some victories later in the war. The war ended in 1815 without major territorial changes but increased American confidence and reduced British influence.
This document contains a list of 39 terms related to immigration and industrialization in the late 19th century United States. The student is asked to define each term in the context of the historical period. Some of the terms refer to important individuals like Andrew Carnegie, inventions like the airplane, and events like the transcontinental railroad. The overall purpose is for the student to learn and demonstrate understanding of key people, concepts, and events during the period of rapid industrialization and immigration in the late 1800s.
This document contains a list of 13 terms related to the Gilded Age in American history. Students are asked to define each of the terms in 5 sentences or less to demonstrate their understanding of the key people, events, laws, and social phenomena of this time period in the late 19th century.
601 Spiritual Formation and Leadership: Mid-semester exam student version 2013Richard Chamberlain
This document contains the contents of a mid-semester exam for a Spiritual Formation & Leadership course. The exam includes two sections - the first with 5 short answer questions selecting only 3, and the second with 7 multiple choice or short answer questions testing content recalled from class presentations. Questions in the first section address advising a young person struggling with temptation, the value of Bible school, what defines a disciple and their fruit, the importance of God's Word intake, and how to abide in Christ. The second section tests understanding of hearing God's Word today, a pattern of Ezra's teaching development, tools for Bible study, benefits of scripture memorization, temptation's process, proof of discipleship likeness
This document provides teaching notes for a Grade 8 module on understanding identity through exploring traditions and values of Afro-Asian countries. It outlines the module's objectives of guiding students to research and showcase traditions of the Philippines and Africa. It includes suggestions for classroom activities focused on oral literature, grammar lessons, and having students create informative written works and a proposal for a cultural exhibit. The notes also describe assessing students' initial knowledge and providing overview of lessons addressing prosody, vocabulary stress, and intonation through reading exercises and group activities.
This presentation discusses and compares Reiki and Healing Touch, which are energy-based therapies that promote self-healing. Both therapies help restore harmony and balance in the body's energy system. While they are similar, Healing Touch provides standardized training and certification. The presentation explores the history and meanings of Reiki and Healing Touch, demonstrates techniques for self-care, and reviews limited research that has shown benefits such as reduced anxiety and pain.
The document lists major attractions in several Southeast Asian countries, including the Grand Palace and Floating Markets in Thailand, Shwedagon Pagoda and Kyaukhtiyo Pagoda in Myanmar, Angkor Wat and Bayon in Cambodia, Pha That Luang and Khone Falls in Laos, and Ha Long Bay in Vietnam.
This document contains a test with three sections. Section A provides 10 two-word prompts and asks the test taker to write a sentence using both words. Section B contains a passage about making orange juice and asks the test taker to fill in 15 blanks with the appropriate words. Section C contains three pictures and prompts the test taker to write descriptions of the pictures using given words. The test is in Bahasa Melayu and provides instructions, word prompts, and space for answers.
The document appears to be a slide presentation about the history and uses of massage. It discusses massage practices dating back thousands of years in ancient China and Greece. Key figures in the more recent development of massage as a practice are identified from the 18th century onward. Different types of massage and common techniques are outlined. Research studies are summarized showing benefits of massage like pain relief, reduced stress and anxiety, and improved postoperative outcomes. The presentation concludes by suggesting future directions for nurses to incorporate massage into patient care and self-care practices.
The document contains a test with multiple choice and fill-in-the-blank questions about grammar, reading comprehension, and matching images to text. It tests basic language and literacy skills in three sections, providing vocabulary words and short passages to demonstrate understanding of word usage and narrative sequencing through written responses.
This document contains a calendar listing the days of the week from Sunday to Tuesday. It also has a section for noting important feast days but this section is blank. The document serves as a reminder of the calendar days and provides space to list important dates but currently has no dates recorded in the feast days section.
This document contains an exam on the Cold War for 9th grade students at Colégio Imaculada Conceição. It includes 10 questions about key events and aspects of the Cold War, such as the wars in Korea and Vietnam, characteristics of the Cold War, the Iron Curtain, the Berlin Wall, the UN, Zionism, the Suez Crisis, and social welfare policies in Brazil. Students are asked to describe, cite, and explain facts about these various topics relating to the global Cold War era.
This document is an activity booklet for poems centered around World Water Day. It includes sections for dedications, themes, and poems. The themes covered are left unspecified. The booklet was created by Simone Helen Drumond for educational activities and includes her contact information.
The document appears to be an exam for students, consisting of 3 sections:
Section A provides words and asks students to write 5 sentences describing a picture of a night market. Section B contains pictures of food sets and asks students to complete a table and choose a set for lunch, giving reasons. Section C provides pictures and words to help students write a story about a family's holidays in Cameron Highlands, visiting farms and plantations.
The document provides a study guide for a unit on the Gilded Age, covering topics such as characteristics of the Gilded Age, social reforms, political reforms, populism, and entertainment. It lists 25 multiple choice and short answer questions about key individuals, organizations, events, challenges, and innovations during this time period in American history from 1865 to 1900. The study guide aims to help students learn about important social, economic, and political developments in the United States as the country transitioned from the post-Civil War era to the turn of the 20th century.
This document provides a critical analysis of the beliefs, books, and preaching methods of the Jamaat Tableegh and Deobandi groups. It acknowledges help from Shaikh Ataa Allah Dervi, who has authored books on the subject. The document contains 11 chapters that analyze various Sufi beliefs and practices such as pantheism, saint-worship, grave-worship, seeking help from dead prophets and saints, and unconditional obedience to Sufi spiritual guides. It provides refutations of these beliefs based on the Quran and hadith. The overall purpose is to clarify Islamic beliefs and warn against innovations and extremism in religion.
This document appears to be an English worksheet that asks students to answer questions about physical descriptions. It includes questions about whether characters have certain physical traits like black hair, being fat, or having long wavy hair. It then provides a short passage to fill in using "to be" or "have got" about Charlie Brown's physical description. Finally, it prompts students to provide a short description of the character Lucy.
The document discusses prime numbers and their significance in cryptography and potential relationships to passages in the Quran. It presents a new numerology system called Primalogy based on assigning prime numbers to letters of the Arabic alphabet. A particular verse from the Quran is highlighted that is repeated 31 times, with the document suggesting this may relate to the year 2012.
Tn during the civil war, leaders of the civil warBlake Harris
This document contains a series of questions about leaders and events during the American Civil War. It asks about which state seceded last, Tennessee's reasons for seceding, and the roles of key figures like Jefferson Davis, Robert E. Lee, and Ulysses S. Grant. It also asks about the contributions of minority regiments like the Massachusetts 54th and the 13th Colored Troops division. Important battles mentioned include the First Battle of Bull Run.
The document discusses the providence of restoration through Abraham and his family, explaining how God worked to establish the foundations of faith and substance after failures by Adam and Abraham. It also touches on the historical roots of conflict between Israelites and Arabs, relating it back to God's promise to bless Abraham's descendants but the denial of blessing to Ishmael.
The document is an assignment asking a student to define terms, provide synonyms and antonyms related to economics and sociology. The student is asked to print the document, fill in their personal information, and accurately provide the meaning, synonyms and antonyms for multiple terms related to capitalism and the organization of production.
Vocab guided notes for russia day 1 russian revolution unit. world history 9...Emillybeth Savage
The document defines key terms related to government, economic systems, and the Russian Revolution, including: revolution, bourgeois, proletariat, materialistic, socialism, capitalism, communism, Bolshevik, Marxism, class warfare, and the Communist Manifesto. It also defines terms specific to Russian history like tsar, monarchy, and abdicate.
The War of 1812 was a conflict between the United States and Great Britain. James Madison was the president during this crisis. While Britain and France lifted some trade restrictions, Britain continued seizing American ships. In response, Tecumseh formed an American Indian confederacy supported by Britain. The Battle of Tippecanoe defeated Tecumseh's forces while he was away. After several early losses, American forces achieved some victories later in the war. The war ended in 1815 without major territorial changes but increased American confidence and reduced British influence.
This document contains a list of 39 terms related to immigration and industrialization in the late 19th century United States. The student is asked to define each term in the context of the historical period. Some of the terms refer to important individuals like Andrew Carnegie, inventions like the airplane, and events like the transcontinental railroad. The overall purpose is for the student to learn and demonstrate understanding of key people, concepts, and events during the period of rapid industrialization and immigration in the late 1800s.
This document contains a list of 13 terms related to the Gilded Age in American history. Students are asked to define each of the terms in 5 sentences or less to demonstrate their understanding of the key people, events, laws, and social phenomena of this time period in the late 19th century.
601 Spiritual Formation and Leadership: Mid-semester exam student version 2013Richard Chamberlain
This document contains the contents of a mid-semester exam for a Spiritual Formation & Leadership course. The exam includes two sections - the first with 5 short answer questions selecting only 3, and the second with 7 multiple choice or short answer questions testing content recalled from class presentations. Questions in the first section address advising a young person struggling with temptation, the value of Bible school, what defines a disciple and their fruit, the importance of God's Word intake, and how to abide in Christ. The second section tests understanding of hearing God's Word today, a pattern of Ezra's teaching development, tools for Bible study, benefits of scripture memorization, temptation's process, proof of discipleship likeness
This document provides teaching notes for a Grade 8 module on understanding identity through exploring traditions and values of Afro-Asian countries. It outlines the module's objectives of guiding students to research and showcase traditions of the Philippines and Africa. It includes suggestions for classroom activities focused on oral literature, grammar lessons, and having students create informative written works and a proposal for a cultural exhibit. The notes also describe assessing students' initial knowledge and providing overview of lessons addressing prosody, vocabulary stress, and intonation through reading exercises and group activities.
This presentation discusses and compares Reiki and Healing Touch, which are energy-based therapies that promote self-healing. Both therapies help restore harmony and balance in the body's energy system. While they are similar, Healing Touch provides standardized training and certification. The presentation explores the history and meanings of Reiki and Healing Touch, demonstrates techniques for self-care, and reviews limited research that has shown benefits such as reduced anxiety and pain.
The document lists major attractions in several Southeast Asian countries, including the Grand Palace and Floating Markets in Thailand, Shwedagon Pagoda and Kyaukhtiyo Pagoda in Myanmar, Angkor Wat and Bayon in Cambodia, Pha That Luang and Khone Falls in Laos, and Ha Long Bay in Vietnam.
This document contains a test with three sections. Section A provides 10 two-word prompts and asks the test taker to write a sentence using both words. Section B contains a passage about making orange juice and asks the test taker to fill in 15 blanks with the appropriate words. Section C contains three pictures and prompts the test taker to write descriptions of the pictures using given words. The test is in Bahasa Melayu and provides instructions, word prompts, and space for answers.
The document appears to be a slide presentation about the history and uses of massage. It discusses massage practices dating back thousands of years in ancient China and Greece. Key figures in the more recent development of massage as a practice are identified from the 18th century onward. Different types of massage and common techniques are outlined. Research studies are summarized showing benefits of massage like pain relief, reduced stress and anxiety, and improved postoperative outcomes. The presentation concludes by suggesting future directions for nurses to incorporate massage into patient care and self-care practices.
The document contains a test with multiple choice and fill-in-the-blank questions about grammar, reading comprehension, and matching images to text. It tests basic language and literacy skills in three sections, providing vocabulary words and short passages to demonstrate understanding of word usage and narrative sequencing through written responses.
This document contains a calendar listing the days of the week from Sunday to Tuesday. It also has a section for noting important feast days but this section is blank. The document serves as a reminder of the calendar days and provides space to list important dates but currently has no dates recorded in the feast days section.
This document contains an exam on the Cold War for 9th grade students at Colégio Imaculada Conceição. It includes 10 questions about key events and aspects of the Cold War, such as the wars in Korea and Vietnam, characteristics of the Cold War, the Iron Curtain, the Berlin Wall, the UN, Zionism, the Suez Crisis, and social welfare policies in Brazil. Students are asked to describe, cite, and explain facts about these various topics relating to the global Cold War era.
This document is an activity booklet for poems centered around World Water Day. It includes sections for dedications, themes, and poems. The themes covered are left unspecified. The booklet was created by Simone Helen Drumond for educational activities and includes her contact information.
The document appears to be an exam for students, consisting of 3 sections:
Section A provides words and asks students to write 5 sentences describing a picture of a night market. Section B contains pictures of food sets and asks students to complete a table and choose a set for lunch, giving reasons. Section C provides pictures and words to help students write a story about a family's holidays in Cameron Highlands, visiting farms and plantations.
The document provides a study guide for a unit on the Gilded Age, covering topics such as characteristics of the Gilded Age, social reforms, political reforms, populism, and entertainment. It lists 25 multiple choice and short answer questions about key individuals, organizations, events, challenges, and innovations during this time period in American history from 1865 to 1900. The study guide aims to help students learn about important social, economic, and political developments in the United States as the country transitioned from the post-Civil War era to the turn of the 20th century.
This document provides a critical analysis of the beliefs, books, and preaching methods of the Jamaat Tableegh and Deobandi groups. It acknowledges help from Shaikh Ataa Allah Dervi, who has authored books on the subject. The document contains 11 chapters that analyze various Sufi beliefs and practices such as pantheism, saint-worship, grave-worship, seeking help from dead prophets and saints, and unconditional obedience to Sufi spiritual guides. It provides refutations of these beliefs based on the Quran and hadith. The overall purpose is to clarify Islamic beliefs and warn against innovations and extremism in religion.
This document appears to be an English worksheet that asks students to answer questions about physical descriptions. It includes questions about whether characters have certain physical traits like black hair, being fat, or having long wavy hair. It then provides a short passage to fill in using "to be" or "have got" about Charlie Brown's physical description. Finally, it prompts students to provide a short description of the character Lucy.
The document provides instructions and examples for students to practice expressing opinions in English. It includes 3 activities: 1) rewriting sentences using opinion phrases, 2) writing original sentences with given opinion phrases, and 3) giving opinions and reasons for various pictures using opinion phrases and linking words. The goal is to help students learn how to incorporate opinion phrases to express their own perspectives in English.
This document contains an English language study worksheet for third grade students from June 2012. It includes exercises for students to practice using English words in sentences, comparing adjectives, listing countable and uncountable nouns, completing a shopping list, answering questions about quantities, and writing verb conjugations in the past tense. The worksheet is graded and includes a quote about truth at the bottom of each page.
This document appears to be a worksheet asking students to define key terms related to the study of demography and population by looking them up in their textbook and writing their own simplified definitions and examples. The terms include concepts like arithmetic density, physiological density, agricultural density, crude birth rate, crude death rate, natural increase rate, doubling time, total fertility rate, life expectancy, infant mortality rate, and others. Students are asked to fill in their textbook definitions, provide their own simplified definition, and give an illustrative example for each term listed.
Post natal assessment format in community area jagan _jaggi
Postnatal care includes systematic examination of mother and the baby and the. appropriate advice given to the mother during postpartum period. Postnatal. assessment is an important component of postnatal care.
The postnatal period is a critical phase in the lives of mothers and newborn babies. Most maternal and infant deaths occur during this time. ... The guidelines address timing, number and place of postnatal contacts, and content of postnatal care for all mothers and babies during the six weeks after birth
The document is an outline for a letter to a friend describing plans for the upcoming school break. It includes sections for an introduction, three main points about the purpose and preparations for the break, and a closing with hopes and regards. The document provides a framework but leaves the specifics of what to include in each section blank to be filled in.
Cognitive explanation of schizophrenia recap updated acg 2011sssfcpsychology
The document discusses the cognitive explanation of schizophrenia, which believes that disturbed cognitive processes like selective attention and working memory are the cause of schizophrenia symptoms rather than just effects of the disorder. Cognitive impairments like an inability to think clearly are thought to be due to deficits in working memory and prefrontal cortical regions of the brain that are crucial for thinking.
This document is a book report form for a student in grades 5-6 at the IBIME Interamerican Bilingual Institute in Mexico for the 2010-2011 school year. The form requests information about the characters, values presented in the reading, and bibliographic reference for the book. It also provides sections for an introduction, development/climax, and conclusion.
This document provides team contact and meeting information for the Pre-AP Biology/Biology team. It lists Dan Patrick, Mendy Davis, and David Holbert as team contacts with their emails. The team meets weekly on Thursdays from 7:00-7:30pm in room 131.
Helping Children Embrace Bible Study - Bible Study TemplateLifeWay (VBS)
Handout for use in Helping Children Embrace Bible Study conference. Includes template to help you prepare for each day's Bible Study. Taken from Helping Children Embrace Bible Study conference taught by Judy Latham at LifeWay's VBS 2011 Preview Event.
The document appears to be a worksheet asking students to define and illustrate key agricultural terms. It provides blanks for textbook definitions of terms like winter wheat, spring wheat, and reaper. It then asks students to provide their own simplified definitions and illustrations for each term. Additional terms included are grain, combine, ranching, horticulture, truck farming, and sustainable agriculture.
The document discusses the development of identity and self-concept during adolescence. It states that adolescence is a time when individuals develop a coherent personal identity and begin to question beliefs imposed by adults. They start to see themselves in more complex and abstract ways. The development of self-concept is complex, as multiple aspects of the self emerge. Understanding of self occurs in phases as adolescents describe themselves using different terms over time. Their self-esteem is dependent on peer acceptance and perceptions of their abilities. The formation of identity involves exploring roles and making commitments about one's identity.
This goes along with the self discipline tracker for children.
http://homeeducatornetwork.blogspot.com/2011/12/self-discipline-lesson-tracker-for-kids.html
The document discusses how owls are specially created by God to live at night. Their eyes are located toward the front of their heads, allowing them to see 10 times clearer than humans. Owls can rotate their heads 270 degrees to have a wide field of vision. Their eyes contain a high proportion of rod cells to see better in low light. Allah flawlessly creates living things with the properties they need.
This document provides 3 basic Arabic sentences for practice: "I am fine thank you!", "Good morning!", and "Good evening!". Each sentence is written in Arabic script and includes tracing the individual words to help with pronunciation and reading.
This is made for home schooling parents who are currently teaching their children Arabic using the Madinah Arabic Course. For those who are in the midst of learning Arabic or would like to start, Madinah Arabic Course is a fairly in depth course. You can download their workbooks and watch the videos online.
The document provides instructions for assembling a paper Quran holder. It instructs the reader to cut out and fold sides A, B, and C of the paper in a specific configuration, with side A in front and sides B and C folding in behind it. When assembled, the paper holder can be placed on a person's lap or under their knees while reading the Quran.
This document provides a summary of an Islamic education resource for teaching children about Islam. It includes index cards with Islamic questions and answers, summaries of Quran surahs, Islamic duas (prayers), explanations of the articles of faith and five pillars of Islam, stories of the prophets and Sahabah, and various worksheets and handouts. The purpose is to teach children the basics of Islam in a fun and interesting way so that they will love their faith. It is designed for English-speaking children and provides material that can be copied and used by teachers or parents.
This document uses boxes grouped into sections to demonstrate that 2 x 2 equals 2 + 2. It shows two boxes in each of two sections, for a total of four boxes. This equals the equation 2 x 2 = 4. Similarly, it also uses the box model to show that 2 x 3 equals 2 + 2 + 2, with two boxes in each of three sections for a total of six boxes.
The document defines the liter unit of measurement and provides an equivalence to familiar volume units. One liter is equal to four cups or one quart. The liter can be used to measure milk, with the information that it takes four cups to fill one liter.
The document outlines a lesson plan guide with 6 sections - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each section focuses on a different subject theme and lists various verbs to indicate the cognitive process and skills students should demonstrate in that area. For example, Comprehension focuses on vocabulary and language skills like explaining, restating, and summarizing, while Application involves using skills like organizing, sketching, and solving problems related to math concepts.
This document contains a study sheet for an upcoming spelling test on Friday. It lists 8 spelling words in Arabic that students need to learn for the test. These words are from Ayat Ul Kursi, which is verse 255 from chapter 2 (surah Al-Baqarah) of the Quran. The document provides the spelling words and encourages students to use the sheet to prepare for the spelling test on Friday.
This document provides instructions for learning the Arabic letters for the words "lock" and "hands". It includes writing out the sounds and vowels for each letter, practicing tracing the letters with vowels, and filling in missing letters in practice words. The purpose is to teach the spelling and pronunciation of these two words in Arabic.
The document contains scrambled sentences from Ayat Ul Kursi (verse 255 of Surah Al-Baqarah). The student is asked to rewrite the words of each scrambled sentence in the correct order on the lines provided below. There are 5 scrambled sentences total from the verse of the Quran. The student is to rearrange the words to return each sentence to its original meaning.
This document contains a study sheet for an upcoming spelling test on Friday. It lists 5 spelling words in Arabic related to Islamic teachings: 1) wala, 2) yaiduhuma, 3) hafizhuma, 4) wahu, 5) al-ali, and 6) al-qawi. The document provides the spelling words to help prepare for an Islamic homeschool spelling test on Friday.
This document provides a study sheet for an upcoming spelling test on Friday. It contains 5 Arabic spelling words to prepare for the test: 1) "walā" which means "and not", 2) "yaeʾūduhū" which means "tires him", 3) "ḥifẓuhumā" which means "of preserving them", 4) "wahuwa" which means "and he", and 5) "al-ʿalī" which means "the most high". The document also provides a website for additional Islamic homeschooling resources.
This document contains a study sheet for an upcoming spelling test. It lists 5 spelling words in Arabic related to Islamic concepts: 1) wasi'a - vast, 2) kursiyyuh - his throne, 3) as-samawat - the heavens, 4) wa'l-ard - and the earth, 5) lahu - to Him. The words are from Ayat al-Kursi, verse 7 of the Quran, which affirms that God alone is the sole deity and that He has power over all things.
1. The
Ideal
Muslimah
The True Islamic Personality of the Muslim Woman
as Defined in the Qur'an and Sunnah
Dr. Muhammad Ali Al-Hashimi
Translated by Nasiruddin Al-Khattab
2. She is distinguished by her Islamic character and true religion ___________ 42
TRANSLATOR'S FOREWORD ______________________________________________________6 Her loyalty is to Allah (SWT) alone __________________________________________ 45
Publisher's Note ___________________________________________________________________7 She enjoins what is good and forbids what is evil__________________________ 46
PREFACE TO THE THIRD EDITION ________________________________________________8 Chapter 2: The Muslim Woman and Her Own Self _____________________________ 48
PREFACE TO THE FIRST EDITION ________________________________________________8 Introduction __________________________________________________________________ 48
Chapter 1: The Muslim Woman and Her Rabb __________________________________10 1 - HER BODY _________________________________________________________________ 48
Moderation in food and drink_________________________________________________ 48
The Believing Woman is Alert ________________________________________________10
She exercises regularly ______________________________________________________ 49
She Worships Allah (SWT) ____________________________________________________12 Her body and clothes are clean ______________________________________________ 49
She takes care of her mouth and teeth_______________________________________ 50
She Regularly Prays Five Times a Day _______________________________________12 She takes care of her hair ___________________________________________________ 51
Good Appearance ____________________________________________________________ 52
She May Attend the Jama`ah (Congregational) Prayer in the Mosque ____13
She does not go to extremes of beautification or make a wanton display of
She Attends Eid Prayers ______________________________________________________17 herself_______________________________________________________________________ 53
She Prays Sunnah and Nafil Prayers _________________________________________19 2 - HER MIND _________________________________________________________________ 54
She takes care of her mind by persuing knowledge___________________________ 54
She Performs Her Prayers Properly __________________________________________20 What the Muslim woman needs to know _____________________________________ 56
She Pays Zakat on Her Wealth _______________________________________________21 Muslim women's achievements in the field of knowledge _____________________ 56
She is not Superstitious______________________________________________________ 58
She Fasts During the Day and Prays at Night in Ramadan__________________21 She never stops reading and studying _______________________________________ 58
She Observes Nafil Fasts _____________________________________________________23 3 - HER SOUL _________________________________________________________________ 59
She performs acts of worship regularly and purifies her soul _________________ 59
She goes on Hajj to the sacred House of Allah (SWT).______________________24
She keeps company with righteous people and joins religious gatherings _____ 59
She goes for `Umbra__________________________________________________________24 She frequently repeats du`a's and supplications described in Hadith _________ 60
She is obedient to the commands of Allah (SWT) ___________________________24 Chapter 3: The Muslim Woman and Her Parents ___________________________ 61
She does not sit alone with a "stranger" ____________________________________27 She treats them with kindness and respect (birr)__________________________ 61
She wears correct hijab_______________________________________________________28 She recognizes their status and knows her duties towards them _________ 61
She avoids mixing freely with men___________________________________________30 She is kind and respectful towards her parents even if they are not Muslim
________________________________________________________________________________ 63
She does not shake hands with a non-mahram man ________________________31
She is extremely reluctant to disobey them ________________________________ 64
She does not travel except with a mahram __________________________________31
Her mother comes first, then her father ____________________________________ 64
She accepts the will and decree of Allah (SWT) _____________________________32
She treats them kindly _______________________________________________________ 65
She turns to Allah (SWT) in repentance _____________________________________32
Chapter 4: The Muslim Women and Her Husband _____________________________ 67
She feels a sense of responsibility for the members of her family _________33
Marriage in Islam_____________________________________________________________ 67
Her main concern is the pleasure of Allah (SWT) ___________________________33
She chooses a good husband ________________________________________________ 67
She understands the true meaning of being a servant of Allah (SWT) ____34
She is obedient to her husband and shows him respect ___________________ 70
She works to support the religion of Allah (SWT)___________________________34
She treats his mother and family with kindness and respect ______________ 77
2
3. She endears herself to her husband and is keen to please him ____________78 She respects her and treats her well _________________________________________ 99
She is wise and fair in her judgement of her daughter-in-law________________ 100
She does not disclose his secrets ____________________________________________80
B - Her son-in-law ___________________________________________________________ 100
She stands by him and offers her advice ____________________________________81 Her attitude towards her son-in-law_________________________________________ 100
She encourages her husband to spend for the sake of Allah (SWT) _______84 She knows how to make a good choice in selecting a son-in-law ____________ 100
She respects and honours him ______________________________________________ 101
She helps him to obey Allah (SWT) __________________________________________84 She helps her daughter to be a good wife to her husband ___________________ 101
She is fair, and is never biased in favour of her daughter____________________ 101
She fills his heart with joy ____________________________________________________84
She deals with problems wisely _____________________________________________ 102
She makes herself beautiful for him _________________________________________85
Chapter 7: The Muslim Woman and Her Relatives ____________________________ 103
She is cheerful and grateful when she meets him __________________________86
Islamic view of kinship ties _________________________________________________ 103
She shares his joys and sorrows _____________________________________________86
The Muslim woman upholds the ties of kinship according to the teachings
She does not look at other men ______________________________________________86 of Islam ______________________________________________________________________ 106
She does not describe other women to him _________________________________87 She maintains the ties of kinship even if her relatives are not Muslim __ 107
She tries to create an atmosphere of peace and tranquility for him _______87 She fully understands the meaning of upholding the tie of kinship ______ 107
She is tolerant and forgiving _________________________________________________87 She maintains the ties of kinship even if her relatives fail to do so ______ 108
She is strong in character and wise __________________________________________87 Chapter 8: The Muslim Woman And Her Neighbours _________________________ 109
She is one of the most successful wives _____________________________________90 The Muslim woman is kind and friendly towards her neighbours ________ 109
Chapter 5: The Muslim Woman and Her Children ______________________________91 She adheres to the Islamic teachings regarding good treatment of
neighbours ___________________________________________________________________ 109
Introduction ___________________________________________________________________91
She likes for her neighbours what she likes for herself ___________________ 110
She understands the great responsibility that she has towards her
children ________________________________________________________________________91 She treats her neighbour in the best way that she can ___________________ 110
She uses the best methods in bringing them up ____________________________93 She treats her neighbours well even if they are not Muslim ______________ 111
She demonstrates her love and affection for them _________________________93 She starts with the neighbour whose home is closest to her own _______ 111
She treats her sons and daughters equally __________________________________94 The true Muslim woman is the best neighbour ____________________________ 112
She does not discriminate between sons and daughters her affection and Bad neighbours ______________________________________________________________ 112
care ____________________________________________________________________________95
The bad neighbour is a person who is deprived of the blessing of faith _ 112
She does not pray against her children ______________________________________96
The bad neighbour is a person whose good deeds are not accepted _____ 113
She is alert to everything that may have an influence on them ____________96
Her good treatment of her neighbour is not lacking ______________________ 113
She instils good behaviour and attitudes in them ___________________________97
She puts up with her neighbour's mistakes and bad treatment __________ 114
Chapter 6: The Muslim Woman and Her Sons and Daughters-In-Law ________98
Chapter 9: The Muslim Woman and Her Friends and Sisters in Islam _______ 115
A- Her daughter-in-law _______________________________________________________98
She loves them as sisters for the sake of Allah (SWT) ____________________ 115
Her attitude towards her daughter-in-law _____________________________________98
She knows how to make a good choice in selecting a daughter-in-law_________98 The status of two who love one another for the sake of Allah (SWT) ____ 115
She knows her place _________________________________________________________99
She gives advice but does not interfere in their private life____________________99
3
4. The effect of love for the sake of Allah (SWT) on the life of Muslim men She does not rejoice in the misfortunes of others _________________________ 141
and women ___________________________________________________________________116
She avoids cursing and foul language______________________________________ 144
She does not forsake or abandon her sister ________________________________117
She does not make fun of anybody _________________________________________ 145
She is tolerant and forgiving towards them ________________________________119
She is gentle and kind towards people _____________________________________ 145
She meets them with a smiling face ________________________________________119
She is compassionate and merciful_________________________________________ 147
She is sincere towards them ________________________________________________120
She strives for people's benefit and seeks to protect them from harm __ 148
She is faithful and kind towards them ______________________________________121
She helps to alleviate the burden of the debtor ___________________________ 151
She is kind to them___________________________________________________________122
She is generous______________________________________________________________ 152
She does not gossip about them ____________________________________________122
She does not remind the beneficiaries her charity ________________________ 155
She avoids arguing with them, making hurtful jokes and breaking
promises ______________________________________________________________________123 She is patient ________________________________________________________________ 156
She is generous and honours her sisters ___________________________________123 She is easy-going and does not bear grudges _____________________________ 157
She prays for her sisters in their absence __________________________________125 She is easy on people, not hard ____________________________________________ 160
Chapter 10: The Muslim Woman and Her Community/Society _______________126 She is not envious ___________________________________________________________ 160
Introduction __________________________________________________________________126 She avoids boasting and seeking fame_____________________________________ 161
She has a good attitude towards others and treats them well ____________126 Her speech is not exaggerated or affected_________________________________ 162
She is truthful ________________________________________________________________128 She has a likeable personality ______________________________________________ 162
She avoids giving false statements _________________________________________129 She is friendly and likeable _________________________________________________ 163
She gives sincere advice _____________________________________________________129 She keeps secrets ___________________________________________________________ 164
She guides others to righteous deeds ______________________________________130 She is of cheerful Countenance _____________________________________________ 165
She does not cheat, deceive, or stab in the back ___________________________130 She is lighthearted and has a sense of humour ___________________________ 165
She keeps her promises _____________________________________________________131 She tries to make people happy ____________________________________________ 167
She is not a hypocrite ________________________________________________________132 She is not over-strict ________________________________________________________ 167
She is characterized by shyness [haya']____________________________________134 She is not arrogant or proud________________________________________________ 169
She is proud and does not beg ______________________________________________134 She is humble and modest __________________________________________________ 170
She does not interfere in that which does not concern her________________135 She is moderate with regard to her clothing and appearance ____________ 170
She refrains from slandering the honour of others and seeking out their She loves noble thinand always aims high_________________________________ 171
faults __________________________________________________________________________135 She is concerned about the affairs of the Muslims ________________________ 171
She does noshow off or boast _______________________________________________136 She honours her guest ______________________________________________________ 172
She is fair in her judgements ________________________________________________138 She prefers others over herself_____________________________________________ 174
She does not oppress or mistreat others ___________________________________138 She checks her customs and habits against Islamic standards___________ 175
She is fair even to those whom she does not like __________________________139
4
5. She follows Islamic manners in the way she eats and drinks _____________176
Spreading the greeting of Islam ____________________________________________179
She does not enter a house other than her own without permission _____182
She sits wherever she finds room in a gathering __________________________184
She does not converse privately with another woman when a third is
present________________________________________________________________________185
She respects elders and distinguished people______________________________185
She does not look into other people's houses ______________________________186
She avoids yawning in a gathering as much as she can ___________________186
She follows Islamic etiquette when she sneezes___________________________187
She does not seek the divorce of another woman so that she may take her
place __________________________________________________________________________188
She chooses the work that suits her feminine nature _____________________189
She does not imitate men____________________________________________________191
She calls people to the truth_________________________________________________192
She enjoins what is good and forbids what is evil _________________________192
She is wise and eloquent in her da`wah____________________________________194
She mixes with righteous women ___________________________________________195
She strives to reconcile between Muslim women __________________________196
She mixes with other women and puts up with their insults ______________197
She repays favours and is grateful for them _______________________________198
She visits the sick ____________________________________________________________198
She does not wail over the dead ____________________________________________201
She does not attend funerals ________________________________________________203
The Author's Conclusion ________________________________________________________204
GLOSSARY _______________________________________________________________________206
5
6. TRANSLATOR'S FOREWORD Husbands, fathers, brothers and sons will also benefit from reading this
book. Studied in conjunction with the author's Ideal Muslim: the Islamic
personality as defined by the Qur'an and Sunnah, it will enable both men
Praise be to Allah (SWT), Lord of the Worlds, and may the blessings and and women to have a deeper insight into the complementary roles of men
peace of Allah (SWT) be upon our beloved Prophet Muhammad (PBUH) and and women and the harmony between the genders envisaged by Islam.
his Family and Companions.
The interpretations of Qur'anic quotations have been taken from the well-
The Ideal Muslimah: the true Islamic personality of the Muslim woman and known translation by Yusuf `Ali. The archaic style of this translation has
defined by the Qur'an and Sunnah offers the reader a comprehensive been amended and modernized, so that "thou" becomes "you," "goeth"
overview of the woman's place in the Islamic scheme of things. The many becomes "goes," etc.
roles which a woman may play throughout her life - daughter, wife, mother,
friend - are explored in detail. Extensive quotations from Hadith and Many Islamic concepts are difficult to express in English, where "religious"
historical accounts of the lives of the early Muslim women provide a vivid words carry much cultural baggage that gives connottions that do not exist
picture of how the Muslim woman at the time of the Prophet (PBUH) went in Arabic. For this reason, many Arabic religious terms have been retained,
about putting Islam into practice; this is an example which Muslim women with explanations given either in the text or in the Glossary that may be
of all places and eras may follow in their own lives. found at the end of the book.
An important point is the fact that the first chapter addressed the Muslim May Allah (SWT) reward the author for his efforts to educate the Muslims,
woman's relationship with Allah (SWT). Dr. Muhammad `Ali al-Hashimi men and women alike, about their religion; may He cause this book to be a
rightly puts first things first, and reminds readers that they must pay source of beneficial instruction to English-speaking Muslims; and may He
attention to this most important aspect of our lives. If our `aqidah and (SWT) guide us and keep us on the Straight Path.
worship is sound and sincere, then other things will begin to fall into place,
in sha Allah.
From there, the author takes us by stages from a woman's care of her own
Nasiruddin al-Khattab
self - body, mind and soul - to her relationships and dealings with her
family, friends, neighbours and society as a whole. Far from being the
passive, oppressed victim of popular stereotype, the Muslim woman is seen September 1997
to be a whole person with a valid contribution to make at every level of
community life.
This is, above all, an immensely practical book. Dr al-Hashimi addresses real
issues that face Muslim women throughout the world, and supports every
point made with extensive quotations from the Qur'an and hadith.
At a time when Muslim women are being increasingly attracted by "feminist
theories" and "women's studies," this book serves as a timely reminder that
the unique and authentic sources of Islam have always spoken of the rights
of women and recognized women as full partners in the human venture of
history. The translation of this book into English will render this valuable
information more readily accessible to Muslims whose mother-tongue is not
Arabic.
6
7. Publisher's Note At a time when Muslim women are being increasingly attracted by "feminist
theories" and "women's studies," this book serves as a timely reminder that
the unique and authentic sources of Islam have always spoken of the rights
At a time when Muslim and Non-Muslim women are being harshly attached of women and recognized women as full partners in the human venture of
and attracted by the "feminist theories and studies" this book is a good history. The translation of this book into English will render this valuable
approach and a reminder that Islam has held women as highly esteemed information more readily accessible to all the Muslims whose mother-tongue
and respected. It is enough that the Holy Qur'an contains a full chapter on is not Arabic.
women. The sources of Islam i.e. the Holy Qur'an and the Prophetic
Traditions have always spoken of the women's rights and made them full Dr. Muhammad Ali Hashmi is a well-known writer in the Arab world. Born in
partners in the human venture of history more than any other religion or Syria, he is the author of numerous books on Islamic and literary topics.
thought. This is his second book translated into English; the first was "The Ideal
Muslim."
Women in Islam are; mothers, sisters, partners, workers, scholars and
business owners and managers. etc.
Though this book outlines the ideal Muslimah personality as it should be
according to the Qur'an and Sunnah Husbands, sons and daughters will also
draw very much benefit from it.
A true Muslimah is the one who is alert, knowledgeable, true to herself as
well as to others. She is righteous, and faithful. She balances her obligations
to Allah (SWT), her parents and children. She does not excel in one thing
and neglect the other. She is a Qur'anic example to follow-, she is a woman
whose examples to follow are the she-companions of the Messenger (PBUH).
Her ideals are the wives of the Messenger (PBUH).
The reader will find all this and much more in this book, which Dr. Hashmi
wrote in a Arabic and was also broadcast on Riyadh Radio.
This is his second book I.I.P.H translated into English. We hope the readers
will find it really informative and comprehensive and pray Allah (SWT) for
the best reward for them and ourselves. May the peace and blessing of Allah
(SWT) be upon Muhammad (PBUH) his household and all his companions.
Mohammed Abdul-Mohsin Al Tuwaijri
International Islamic Publishing House (I.I.P.H)
Riyadh, Kingdom of Saudi Arabia.
7
8. PREFACE TO THE THIRD EDITION PREFACE TO THE FIRST EDITION
Praise be to Allah (SWT), as befits His glory and the greatness of His power. All praise and blessings be to Allah (SWT), as befits His glory and the
I offer the praise of a humble, repentant servant who is need of His greatness of His power. Peace and blessings be upon our Prophet
guidance and help. I thank Him for the blessings which He has bestowed Muhammad (PBUH), the most noble of the Prophets and Messengers, whom
upon me, and for honouring me with His aid to write this book, which has Allah (SWT) sent to bring life to the Arabs and mercy to the worlds.
been so well-received by its readers and has been more popular than I ever
expected. The first and second editions (of the Arabic original) sold out For a long time, I have been wanting to write a book on the Muslim woman,
within a few short months of publication, and there was a great demand for but for too long I was not able to find the means to fulfil this wish, as life
the book, so I promptly prepared a third edition, with some important kept me too busy with other things. But I was still very keen to write a book
revisions and additions, most notably a new chapter, entitled "The Muslim that would explain the character of the righteous Muslim woman who is
woman and her sons- and daughters-in-law." guided by the teachings of her religion, understands its wisdom, follows its
commandments and adheres to its limits.
The circulation of this book was not confined only to Arab readers; it has
also reached a Turkish audience. It has been translated by more than one Years passed by, when I was preoccupied with other matters, but my
publishing house in Turkey, and tens of thousands of copies have been interest in this issue grew deeper. My desire to produce a book on this topic
printed. I have received copies of two of these Turkish editions. All this, if it increased because I felt that it was of great importance: it would cast light
indicates anything, shows that there is a great thirst among non-Arab on the life of the Muslim woman and explain how her character should be, in
Muslim peoples for knowledge from the pure sources of Islam. There is a accordance with the will of Allah (SWT) and her understanding of the high
deep longing for serious, useful Islamic books from the Arab world, status to which Allah (SWT) has raised her. For years I was determined to
especially on the topic of the Muslim woman. Publishers are racing to write such a book, until Allah (SWT) blessed me and enabled me to write it
translate this book into their own languages, so that they could present it to in 1410 AH/1994 CE.
those people who have woken up to the authentic, pure guidance of Islam,
which offers nourishment to their minds and souls. This is the best provision
The reason for my interest in presenting the character of the Muslim woman
for the Muslim peoples at this time of reawakening.
stems from the inconsistencies I had noticed in the lives of contemporary
women, whereby they exaggerate some aspects of Islam and neglect
I have received offers from a number of publishers to translate this book others.
into English and French, which should be done soon, in sha Allah.
For example, you might see a Muslim woman who is pious and righteous,
All praise and glory be to Allah (SWT); praise be to Allah (SWT), the Lord of observing all the rites of her religion, but she neglects oral and bodily
the Worlds. hygiene and does not care about the offensive smell emanating from her
mouth and body; or she may pay attention to her health and hygiene, but is
Dr. Muhammad `Ali al-Hashimi failing to observe all the rites and acts of worship prescribed by her religion;
or she may be performing all the acts of worship required, but she does not
Riyadh, have a proper understanding of the holistic Islamic view of life and
humanity; or she may be religious, but she does not control her tongue in
gatherings and refrain from gossip and slander; or she may be religious and
15th Shawwal 1416, 4th March 1996
knowledgeable, but she does not treat her neighbours and friends properly;
or she may treat (female) strangers well, but she is failing to give her
parents the love and respect that they deserve; or she may be treating her
parents properly, but neglecting her husband's rights and failing to be a
8
9. good wife to him, making herself look beautiful at women's gatherings but It is of the utmost importance that a woman does reach that refined level,
neglecting her appearance in front of him; or she may be taking good care because of the great influence she has in bringing up the next generation,
of her husband, but not taking care of his parents or encouraging him to be instilling in them virtues and values, filling their lives with love, compassion
righteous, to fear Allah (SWT) and to do good works; or she may respect and beauty, and creating an atmosphere of security, tranquillity and stability
the rights of her husband, but she is neglecting her children and failing to in the home.
bring them up properly, teach them, direct their spiritual, physical and
mental development, and monitor the pernicious influences of their The Muslim woman is the only woman who has the potential to achieve this
environment; or she may be paying attention to all that, but failing to in a world where modern women are exhausted and tired of materialistic
uphold the ties of kinship; or she may uphold the ties of kinship, but fail to philosophies and the wave of ignorance (jahiliyyah) that has overwhelmed
uphold social ties, focusing only on her private affairs with no concern for those societies that have gone astray from the guidance of Allah (SWT). She
Muslim men and women in general; or she may be concerned with both her may achieve this through knowing who she is and being aware of the pure
own and society's affairs, but she is not taking care of her own intellectual intellectual sources of the Qur'an and Sunnah and the genuine character
growth by continually reading and seeking to increase her knowledge; or which Allah (SWT) wants her to have, by which she will be distinguished
she may be totally absorbed in reading and studying, but she ignores her from all other women in the world.
house, her children and her husband.
So I began to collect texts from the Qur'an and authentic ahadith which
What is strange indeed is to see these contradictions, or some of them, spoke about the character of the Muslim woman, and I sorted them
among those who consider themselves to be educated Muslim women who according to their subject-matter. This enabled me to draw up an
have benefitted from an extensive Islamic education. It may be a matter of intergrated plan for researching personal and general woman's issues, as
negligence or carelessness, or it may be a failure to fully understand the follows:
idea of balance on which Islam bases its holistic view of man, life and the
universe, a view which gives everything the place it deserves in life, without
1. The Muslim woman and her Lord
neglecting any one aspect at the expense of another.
2. The Muslim woman and her own self
The true sources of Islam, the Qur'an and Sunnah, explain the ideal
behaviour which the Muslim woman should adopt in her relationship with
her Lord, in her personal development, in her relationships with others, 3. The Muslim woman and her parents
whether they are related to her or not, and in her social dealings in general.
Whoever takes the time to research these texts will be amazed at their 4. The Muslim woman and her husband
abundance and comprehensiveness: they deal with all major and minor
aspects of a woman's life, setting out the guidelines for a balanced, upright, 5. The Muslim woman and her children
virtuous life which guarantees happiness and success in this world, and an
immense victory and reward in the Hereafter.
6. The Muslim woman and her sons- and daughters-in-law
I was astounded when I realized how far the modern so-called Muslim
woman falls short of the noble level which Allah (SWT) wants for her. 7. The Muslim woman and her relatives
Nothing stands between her and the attainment of that level but the need to
devote herself to seeking knowledge of the true Islamic character described 8. The Muslim woman and her neighbours
in the Qur'an and Sunnah, which will make her a refined, noble woman who
is distinguished by her feelings, thoughts, behaviour, conduct and dealings 9. The Muslim woman and her Muslim sisters and friends
and will make her adhere with determination to her religion.
10. The Muslim woman and her community/society
9
10. Whilst I was examining these texts, an important fact became apparent to
me, one which we frequently overlook. That is, that the mercy of Allah Chapter 1: The Muslim Woman and
(SWT) to the Muslim woman is great indeed. Islam has rescued her from the
abyss of humiliation, (being regarded as valueless) and total subordination
Her Rabb
to men, and has raised her to the highest level of honourable and respected
femininity, free from the exhausting burden of having to fend for herself and The Believing Woman is Alert
earn a living; even if she is rich she does not have to provide for herself.
Islam has made her independent, entitled to dispose her own wealth - if she One of the most prominent distinguishing features of the Muslim woman is
is wealthy - as she wishes, and equal with man in human worth and with her deep faith in Allah (SWT), and her sincere conviction that whatever
regard to general religious duties. She has rights and duties, just as a man happens in this universe, and whatever fate befalls human beings, only
has rights and duties. Women and men are equal in the sight of Allah (SWT) happens through the will and decree of Allah (SWT); whatever befalls a
and may be rewarded or punished equally. person could not have been avoided, and whatever does not happen to a
person could not have been made to happen. A person has no choice in this
The blessings of Islam did not stop at raising women from humiliation and life but to strive towards the right path and to do good deeds - acts of
backwardness to a level of progress, honour, security and protection. Islam worship and other acts - by whatever means one can, putting all his trust in
is also concerned with the formation and development of every aspect of her Allah (SWT), submitting to His will, and believing that he is always in need
personality, whether it affects her alone or her relationship with her family of Allah's (SWT) help and support.
and society, so that she may become refined and highly developed, worthy
of her role as Allah's vicegerent (khalifah) on earth. The story of Hajar offers the Muslim woman the most marvellous example of
deep faith in Allah (SWT) and sincere trust in Him. Ibrahim `May peace be
How does Islam form her personality? How may her development reach upon him' (PBUH) left her at the Ka`bah in Makkah, above the well of
such a high level that had never before been attained in the history of Zamzam, at a time when there were no people and no water in the place.
womankind, except in thireligion of Islam? Hajar had no-one with her except her infant son Isma`il. She asked
Ibrahim, calmly and with no trace of panic: "Has Allah (SWT) commanded
This is the question to which the reader will find the answer in the following you to do this, O Ibrahim?" Ibrahim (PBUH) said, "Yes." Her response
pages. I ask Allah (SWT) to accept my work and make it purely for His sake. reflected her acceptance and optimism: "Then He is not going to abandon
May He benefit others through it, make it a source of reward for me in this us." Reported by Bukhari in Kitab al-Anbiya1
life and the next, and make it a help for me on the Day of Reckoning. May
He guide me through it to what is right, and protect me from errors of Here was an extremely difficult situation: a man left his wife and infant son
thinking, bad intentions, slips of the pen, weakness of arguments and in a barren land, where there were no plants, no water, and no people, and
excessive verbiage. went back to the distant land of Palestine. He left nothing with her but a
sack of dates and a skin filled with water. Were it not for the deep faith and
Dr. Muhammad Ali al-Hashimi trust in Allah (SWT) that filled Hajar's heart, she would not have been able
to cope with such a difficult situation; she would have collapsed straight
away, and would not have become the woman whose name is forever
Riyadh remembered night and day by those who perform hajj and `umrah at the
house of Allah (SWT), every time they drink the pure water of Zamzam, and
20th Sha'ban 1414 AH run between the mounts of Safa' and Marwah, as Hajar did on that most
trying day.
2nd January 1994 CE
1
Bab Yaziffun. See Ibn Hijr, Fath al-Bari Sharh Sahih Bukhari, published by Dar al-Ma'rifah, vol.
6, p. 396.
10
11. This deep faith and awareness had an amazing effect on the lives of Muslim Eternal, Who is able to do all things, Who is in control of the entire universe,
men and women: it awoke their consciences and reminded them that Allah and to Whom all things must return:
(SWT) witnesses and knows every secret, and that He is with a person
wherever he may be. Nothing gives a clearer idea of that consciousness and Say: `Who is it in Whose hands is the governance of all
fear of Allah (SWT) at all times than the story of the young Muslim girl things - Who protects [all], but is not protected [by any]?
related in Sifat al-Safwah and Wafiyat al-A'yan and cited by Ibn al-Jawzi in [Say] if you know.' They will say, `[It belongs] to Allah,' Say:
Ahkam al-Nisa' (pp. 441, 442): `Then how are you deluded?' (Qur'an 23:88-89)
"Narrated `Abdullah ibn Zayd ibn Aslam, from his father, from his This is the pure, deep faith which increases the character of the Muslim
grandfather, who said: `When I was accompanying `Umar ibn al-Khattab on woman in strength, understanding and maturity, so that she sees life as it
his patrol of Madinah at night, he felt tired, so he leant against a wall. It was really is, which is a place of testing whose results will be seen on the Day
the middle of the night, and (we heard) a woman say to her daughter, "O which will undoubtedly come:
my daughter, get up and mix that milk with some water." The girl said, "O
Mother, did you not hear the decree of Amir al-Mu'minin (chief of the
Say: `It is Allah Who gives you life, then gives you death;
believers) today?" The mother said, "What was that?" The girl said, "He
then He will gather you together for the Day of Judgement
ordered someone to announce in a loud voice that milk should not be mixed
about which there is no doubt': but most men do not
with water." The mother said, "Get up and mix the milk with water; you are
understand. (Qur'an 45:26)
in a place where `Umar cannot see you." The girl told her mother, "I cannot
obey Him (Allah) in public and disobey him in private." `Umar heard this,
and told me: "O Aslam, go to that place and see who that girl is, and to Did you then think that We had created you in jest, and that
whom she was speaking, and whether she has a husband." So I went to that you would not be brought back to Us [for account]? (Qur'an
place, and I saw that she was unmarried, the other woman was her mother, 23:115)
and neither of them had a husband. I came to `Umar and told him what I
had found out. He called his sons together, and said to them: "Do any of Blessed is He in Whose hands is Dominion; and He over all
you need a wife, so I can arrange the marriage for you? If I had the desire things has Power - He Who created Death and Life, that He
to get married, I would have been the first one to marry this young may try which of you is best in deed; and He is the Exalted in
woman." `Abdullah said: "I have a wife." `Abd al-Rahman said: "I have a Might, Oft-Forgiving.(Qur'an 67:1-2)
wife." `Asim said: "I do not have a wife, so let me marry her." So `Umar
arranged for her to be married to `Asim. She gave him a daughter, who On that Day, man will be brought to account for his deeds. If they are good,
grew up to be the mother of `Umar ibn `Abd al-`Aziz.'" it will be good for him, and if they are bad, it will be bad for him. There will
not be the slightest injustice:
This is the deep sense of awareness that Islam had implanted in the heart of
this young woman. She was righteous and upright in all her deeds, both in That Day will every soul be requited for what it earned; no
public and in private, because she believed that Allah (SWT) was with her at injustice will there be that Day, for Allah is Swift in taking
all times and saw and heard everything. This is true faith, and these are the account.(Qur'an 40:17)
effects of that faith, which raised her to the level of ihsan. One of the
immediate rewards with which Allah (SWT) honoured her was this blessed
marriage, one of whose descendants was the fifth rightly-guided khalifah, The Balance (in which man's deeds will be weighed) will measure everything
`Umar ibn `Abd al-`Aziz `May Allah be pleased with him' (RAA). with the utmost precision, either in a person's favour or against him:
The Aqeedah (faith) of the true Muslim woman is pure and clear, Then shall anyone who has done an atom's weight of good,
uncontaminated by any stain of ignorance, illusion or superstition. This see it! And anyone who has done an atom's weight of evil,
Aqeeda is based on faith in Allah, (SWT) the One, the Most High, the shall see it.(Qur'an 99:7-8)
11
12. Nothing could be hidden from the Lord of Glory on that Day, not even if it parents with mercy and respect.' I asked him, `Then what?' He said,
were as insignificant as a grain of mustard seed: `Jihad (fighting) for the sake of Allah (SWT).'"3
We shall set up scales of justice for the day of Judgement, so Prayer is the link between the servant and his (Rabb). It is the rich source
that not a soul will be dealt with unjustly in the least. And if from which a person derives strength, steadfastness, mercy and
there be [no more than] the weight of a mustard seed, We contentment, and it is a means of cleansing the stain of his or her sins:
will bring it [to account]: and enough are We to take
account.(Qur'an 21:47) Abu Hurayrah (RAA) narrated:
No doubt the true Muslim woman, when she ponders the meaning of these "I heard the Messenger of Allah (PBUH) say: `What would you think
ayat, would think about that crucial Day and would turn to her Lord in if there were a river running by the door of any of you, and he
obedience, repentance and gratitude, seeking to do as many righteous bathed in it five times every day, would any trace of dirt be left on
deeds as she is able, in preparation for the Hereafter. him?' The people said: `There would be no trace of dirt on him.' He
said: `This is like the five daily prayers, through which Allah (SWT)
erases sins.'"4 (Sharh al-Sunnah 2/175).
She Worships Allah (SWT) Jabir (RAA) said:
It is no surprise that the true Muslim woman enthusiastically worships her "The Messenger of Allah (PBUH) said: `The five daily prayers are
Lord, because she knows that she is obliged to observe all the like a deep river flowing by the door of any of you, in which he
commandments that Allah (SWT) has enjoined upon every Muslim, male or bathes five times every day.'"5
female. So she carries out her Islamic duties properly, without making
excuses or compromises, or being negligent. Prayer is a mercy, which Allah (SWT) has bestowed upon His slaves; they
seek its shade five times a day and praise their Rabb (Lord), glorifying Him,
asking for His help and seeking His mercy, guidance and forgiveness. Thus
prayer becomes a means of purification for those who pray, men and
women alike, cleansing them from their sins.
She Regularly Prays Five Times a Day
`Uthman ibn `Affan (RAA) said:
She offers each of the five daily prayers at its appointed time, and does not
let domestic chores or her duties as a wife and mother prevent her from
"I heard the Messenger of Allah (PBUH) say: `There is no Muslim
doing so. Prayer is the pillar of the - whoever establishes prayer establishes
person who, when the time for prayer comes, performs wudu'
faith2, and whoever neglects prayer destroys the faith.2 Prayer is the best
properly, concentrates on his prayer and bows correctly, but the
and most noble of deeds, as the Prophet `Peace and Blessing be upon him'
prayer will be an expiation for the sins committed prior to it, so long
(PBUH) explained in the hadith narrated by `Abdullah ibn Mas`ud (RAA):
"I asked the Messenger of Allah (PBUH): `What deed is most
beloved by Allah?' (SWT) He said, `To offer each prayer as soon as
it is due.' I asked him, `Then what?' He said, `Treating one's 3
See Imam al-Baghawi, Sharh al-Sunnah, 2/176 (Kitab al-salah, bab fadl al-salawat al-khams);
published by al-Maktab al-Islami.
4
See Kitab al-salah, bab fadl al-salawat al-khams.
5
See Sahih Muslim bi sharh al-Nawawi, Kitab al-masajid, bab fadl al-salah al-maktubah fi jama'ah,
2
See Ihya' 'Ulum al-Din, 1/147. 5/170, published by the Head Office of Academic Research, Ifta and Da'wah, Saudi Arabia.
12
13. as no major sin has been committed. This is the case until the end "I begin the prayer, intending to make it lengthy, but then I hear a
of time.'"6 (Sahih Muslim 3/112). child crying, so I shorten my prayer because I know the stress
facing the mother because of his crying."9
There are very many Hadith which speak of the importance of salah and the
blessings it brings to the men and women who pray, and the rich harvest of Allah (SWT) showed great mercy to women by sparing them the obligation
benefits that they may reap thereby, every time they stand before Allah to offer the five compulsory prayers in congregation in the mosque. If He
(SWT) in an attitude of humility and repentance. had made this obligatory, it would have placed an intolerable burden on
women, and they would not have been able to fulfil it, just as we see many
men failing to pray regularly in the mosque and finding themselves with no
other choice but to pray wherever they are, in the workplace or in the
home. The woman's heavy burden of household chores and attending to the
She May Attend the Jama`ah (Congregational) Prayer in the needs of her husband and children do not permit her to leave the house five
Mosque times a day; it would be impossible for her to do so. Thus the wisdom
behind the limiting of compulsory attendance at the mosque to men only
Islam has excused women from the obligation to attend the jama`ah prayer becomes quite clear. Her prayer at home is described as being better for her
in the mosque, but at the same time, they are permitted to go out of the than her prayer in the mosque, but Allah (SWT) gives her the freedom of
house to attend jama`ah on condition that they dress up well enough not to choice: she may pray at home if she wishes, or she may go out to pray in
cause any temptation. Indeed, the first Muslim women did go out and pray the mosque. If she asks her husband for permission to go out to the
in the mosque behind the Prophet (PBUH). mosque, he is not allowed to stop her, as the Prophet (PBUH) stated in a
number of hadith, for example:
`A'ishah (May Allah be pleased with her) said:
"Do not stop your women from going to the mosque, although their
houses are better for them."10
"The Messenger of Allah (PBUH) used to pray fajr, and the believing
women would pray with him, wrapped up in their outer garments;
then they would go back to their homes, and nobody would "If the wife of any of you asks for permission to go to the mosque,
recognize them."7 do not stop her."11
And: The men heeded the command of the Prophet (PBUH), and allowed their
women to go to the mosque even if this was against their own wishes. There
is no clearer indication of this than the hadith of `Abdullah ibn `Umar, in
"The believing women used to attend fajr prayer with the Messenger which he said:
of Allah (PBUH), wrapped up in their outer garments. Then they
would go back to their homes after they had finished praying, and
no one would recognize them because of the darkness."8 "One of `Umar's wives used to pray fajr and `isha' in congregation
in the mosque. She was asked, `Why do you go out (to the
mosque) when you know that `Umar dislikes this and is a jealous
The Prophet (PBUH) used to shorten his prayer if he heard a child crying, man?' She said, `What is stopping him from forbidding me (to do
because he understood the concern the child's mother would be feeling. In a so)?' He said, `The words of the Messenger of Allah (PBUH): "Do not
hadith whose authenticity is agreed upon he (PBUH) said:
9
(Bukhari and Muslim) See Sharh al-Sunnah, 3/410, Kitab al-salah, bab takhfif fi amrin yahdath.
10
Abu Dawud, 1/221, Kitab al-salah, bab ma ja'a fi khuruj al-nisa' ila al-masjid; Ahmad, 2/76; it
6
Kitab al-taharah, bab fadl al-wudu' wa'l-salah 'aqabahu. is hasan li ghayrihi.
7
Fath al-Bari, 1/482, bab fi kam tualli al-mar'ah fi'l-t hiyab. 11
Fat al-Bari, 2/351, Kitab al-adhan, bab isti'dhan al-mar'ah zawjaha bi'l-khuruj ila'l-masjid; Sahih
8
(Bukhari and Muslim) See Sharh al-Sunnah, 2/195, Kitab al-salah, bab ta'jil salat al-fajr. Muslim, 4/161, Kitab al-salah, bab khuruj al-nisa' ila'l-masajid.
13
14. prevent the female servants of Allah (SWT) from attending the "I learned `Qaf. Wa'l-Qur'an al-majid . . .' from the Prophet (PBUH)
mosques of Allah (SWT)."'"12 himself on Fridays, when he used to recite it from the minbar every
Friday."15
In accordance with the Prophet's teaching which allowed women to attend
the mosque, and forbade men to stop them from doing so, the mosques The Prophet (PBUH) taught the Muslims to prepare themselves and present
were full of women coming and going, both at the time of the Prophet a neat and clean appearance at jumu`ah prayers by encouraging both men
(PBUH), and whenever it was possible in the following periods. Women and women to take a shower (ghusl):
would come to pray, attend lectures and classes, and take part in the public
life of Islam. This was the case from the time congregational prayer was "Whoever comes to jumu`ah, man or woman, should take a shower
prescribed for the Muslims. The Muslims used to pray in the direction of Bayt first."16
al-Maqdis (Jerusalem), before the qiblah was changed to the Holy Ka`bah.
When the command of Allah (SWT) to take the Ka`bah as their qiblah was
Hadith reports also tell us that Asma' bint Abi Bakr (May Allah be pleased
revealed, the men and women who were praying were facing towards
with her) attended the eclipse prayer (salat al-kusuf) with the Prophet
Palestine, so they turned to face the direction of the Ka`bah, which meant
(PBUH). She could not hear the Prophet's words clearly, so she asked a man
that the men and women had to change places.13
who was nearby what he was saying. This hadith is reported by Bukhari
from As' herself:
The mosque was, and still is, the centre of light and guidance for Muslim
men and women; in its pure environment acts of worship are performed and
"The Messenger of Allah (PBUH) stood up to address us (after the
from its minbar messages of truth and guidance are transmitted. From the
eclipse prayer), and spoke about the testing that a person will
dawn of Islam, the Muslim woman has had her role to play in the mosque.
undergo in the grave. When he mentioned that, the Muslims
panicked somewhat, and this prevented me from hearing the latter
There are many sahih reports, which confirm the woman's presence and role part of the Prophet's speech. When the hubbub died down, I asked a
in the mosque. They describe how women attended salat al-jumu`ah, the man who was nearby, `May Allah bless you, what did the Messenger
eclipse prayer, and the Eid prayers, responding to the call of the muezzin to of Allah (PBUH) say at the end of his speech?' He said, `"It has been
join the prayer. revealed to me that you will be tested in the grave with something
similar in severity to the test (fitnah) of the Dajjal . . ."'17
A report in Sahih Muslim tells us that Umm Hisham bint Harithah ibn al-
Nu`man said: Bukhari and Muslim also narrate another report from Asma', in which she
says:
"I never learned `Qaf. Wa'l-Qur'an al-majid . . .', except from the
Prophet (PBUH) himself. He used to recite it from the minbar every "There was a solar eclipse at the time of the Prophet (PBUH) . . . I
Friday, when he addressed the people."14 finished what I was doing, then I came to the mosque. I saw the
Messenger of Allah (PBUH) standing (in prayer), so I joined him. He
Imam Muslim also narrates that the sister of `Amrah bint `Abd al-Rahman stood for so long that I felt I needed to sit down, but I noticed a
said: woman who looked weak and tired and said to myself: This woman
is weaker than I, so I must continue to stand. Then he bowed, and
remained in that position for a long time; then he raised his head
15
Sahih Muslim, 6/160, Kitab al-jumu'ah, Bab khutbah al-hajah.
12
Fatal-Bari, 2/382, kitab al-jumu'ah, bab al-idhn li'l-nisa' bi'l-khuruj ila'l-masajid. 16
This hadith, narrated by 'Abdullah ibn 'Umar, is recorded by Abu 'Awanah, Ibn Khazimah and Ibn
13
See Fath al-Bari, commentary on Sahih Bukhari, 1/506, Kitab al-salah, bab ma ja'a fi'l-qiblah; Hibban in their Sahihs; see also Fath al-Bari, 2/357, Kitab al-jumu'ah, bab fadl al-ghusl yawm al-
Sahih Muslim, 5/10, Kitab al-salah, bab tahwil al-qiblah min al-quds ila'l-ka'bah. jumu'ah.
14
Sahih Muslim, 6/162, Kitab al-jumu'ah, Bab tahiyyah al-masjid wa'l-imam yukhtub. 17
See Fath al-Bari, 3/236, 237, Kitab al-jana'iz, bab ma ja'a fi 'adhab al-qabar.
14
15. and stood for such a long time that anyone who came in at this is the one who attacked me." The Messenger of Allah (PBUH) said:
point would think that he had not yet bowed in ruku`. He completed "Take him away and stone him." Then a man stood up and said, "Do
the prayer when the eclipse was over, then he addressed the not stone him, stone me, for I am the one who did it." Now the
people, praising and glorifying Allah (SWT), and saying `Amma Messenger of Allah (PBUH) had three people before him: the one
ba`d.'"18 who had assaulted the woman, the one who had answered her cries
for help and the woman herself. He told the attacker, "As for you,
During that golden era, the time of the Prophet (PBUH), the Muslim woman Allah (SWT) has forgiven you," and he spoke kind words to the one
knew about her religion and was keen to understand the events and affairs who had helped the woman. `Umar said, "Stone the one who has
that concerned the Muslims in this world and the next. When she heard the admitted to the crime of adultery." The Messenger of Allah (PBUH)
call to prayer, she would rush to the mosque to hear the words of the said: "No, for he has repented to Allah (SWT)" - I think he said,
Prophet (PBUH) from the minbar, guiding and teaching the people. Fatimah "with an act of repentance so great that if the people of Madinah
bint Qays, one of the earliest migrant women (muhajirat), said: were to repent in this way, it would be accepted from them."20
"The people were called to prayer, so I rushed with the others to the The Prophet (PBUH) appreciated the circumstances of the women who
mosque, and prayed with the Messenger of Allah (PBUH). I was in attended the congregational prayers, so he used to be kind to them and
the first row of women, which was just behind the last row of would shorten the prayer if he heard a child crying, so that the mother
men."19 would not become distressed - as we have seen in the hadith quoted above
(see p. 9). Once he delayed the `isha' prayer, and `Umar (RAA) called him
saying:
It is clear, from the sahih reports quoted above, that Muslim women
attended the mosque on various occasions and that this attendance was an
approved custom at the time of the Prophet (PBUH). Once, a woman was "The woman and children have gone to sleep." The Prophet (PBUH)
attacked on her way to the mosque, but this incident did not make the came out and said, "No-one on earth is waiting for this prayer
Prophet (PBUH) have any reservations about allowing women to go out to except you."21
the mosque. He still allowed them to do so, and forbade men to prevent
them, because there was so much benefit - spiritual, mental and otherwise - Many sahih reports describe how the Prophet (PBUH) used to organize
for them in attending the mosque from time to time. women's attendance at congregational prayers, for example, the hadith
reported by Muslim:
Wa'il al-Kindi reported that a woman was assaulted by a man in the
darkness of the early morning, whilst she was on her way to the "The best rows for men are those at the front, and the worst are
mosque. She shouted to a passer-by for help, then a large group of those at the back; the best rows for women are those at the back,
people came by, and she called to them for help. They seized the and the worst are those at the front."22
man to whom she had first called for help, and her attacker ran
away. They brought the (innocent) man to her, and he said, "I am Another hadith, reported by Bukhari, deals with giving the women
the one who answered your call for help; the other man got away." room to leave the mosque before the men, after the prayer is over.
They brought him to the Messenger of Allah (PBUH), and told him Hind bint al-Harith said that Umm Salamah, the wife of the Prophet
that this man had assaulted the woman, and they had seized him (PBUH), told her that at the time of the Prophet (PBUH), when the
whilst he was running away. The man said, "I was the one who obligatory prayer was over, the women would get up to leave, and
answered her call for help against her attacker, but these people the Messenger of Allah (PBUH) and the men who were with him
seized me and brought me here." The woman said, "He is lying; he
20
Reported by Ahmad, see silsilah al-Hadith al-sahihah, no. 900, 2/601.
18
See Fath al-Bari, 2/529, Kitab al-kusuf, bab al-sadaqah fi'l-kusuf; Sahih Muslim, 6/212, Kitab al- 21
See Fath al-Bari, 2/347, Kitab al-adhan, bab khuruj al-nisa' ila'l-masajid; Sahih Muslim, 5/137,
kusuf, bab ma 'arada 'ala al-Nabi (SAAS) fi salat al-kusuf min al-jannah wa'l-nar. Kitab al-masajid, bab waqt al-'isha' wa ta'khiriha.
19
See Sahih Muslim, 18/84, Kitab al-fitan wa ashrat al-sa'ah, bab qadiyyah al-jasasah. 22
Sahih Muslim, 4/159, Kitab al-salah, bab tawiyyah al-sufuf wa iqamatiha.
15
16. would wait as long as Allah (SWT) willed. When the Messenger of attend gatherings in the mosque, for example, the report of Mujahid ibn
Allah (PBUH) got up to leave, then the men would get up.23 `Umar:
Bukhari and Muslim also report a hadith concerning how women should "The Prophet (PBUH) said: `Do not prevent the women from going
draw the imam's attention to something during the prayer by clapping. Sahl to the mosque at night' One of the sons of `Abdullah ibn `Umar
ibn Sa'd al-Sa'idi said: said, `We will not let them go out because it will give rise to
deviation and suspicion.' Ibn `Umar rebuked him and said, `I tell
"The Messenger of Allah (PBUH) said, `Why do I see you clapping so you that the Messenger of Allah (PBUH) said such-and-such and you
much? Whoever notices any error in my prayer should say "Subhan say, "No, we will not let them"!'"26
Allah ," for by doing so he will alert me to the error. Clapping is only
for women.'"24 Bilal ibn `Abdullah ibn `Umar reported from his father that the
Prophet (PBUH) said: "Do not deny the women their share of the
The number of women who attended the mosque increased daily until - at mosque, if they ask your permission." Bilal said, "By Allah (SWT),
the time of the Abbasids - they filled the courtyard of the mosque, and men we will most certainly prevent them (from going to the mosque)!"
would have no choice but to pray behind them. This was the verdict (fatwa) `Abdullah (his father) said to him: "I tell you that the Messengeof
of Imam Malik, as recorded in al-Mudawwanah al-Kubra: Ibn al-Qasim said, Allah (PBUH) said such-and-such, and you say `We will most
`I asked Malik about people who come to the mosque and find the certainly prevent them'!"27
courtyard (of the mosque) filled with women, and the mosque itself filled
with men: may those men pray with the imam behind the women?" Malik The Prophet (PBUH) said:
said: "Their prayer is valid; they do not have to repeat it."25
"Do not prevent your women from attending the mosque if they
But women's going out to the mosque should not be a cause of fitnah, and seek your permission to do so."28
women should behave in accordance with Islamic teachings of purity of
thought and behaviour. If for any reason there is the fear of fitnah "Do not prevent the female servants of Allah (SWT) from attending
associated with women's going out to the mosque, then it is better for the mosques of Allah (SWT)."29
women to pray at home, and they should do so. This is what is indicated by
the hadith of Ibn `Umar, quoted above, in which the Prophet (PBUH) said:
"If your womenfolk seek your permission to go to the mosque, then
let them do so."30
"Do not stop your women from going to the mosque, although their
houses are better for them." (See p. 10)
It is permissible for Muslim women to attend the gatherings of the Muslims
in the mosque, and there is much to be gained from them doing so, but
It appears that some men feared the possibility of fitnah, and took this as certain conditions apply to this permission, the most important of which is
an excuse to forbid their women to go to the mosque. This is why the that the woman who goes to the mosque should not wear perfume or make-
Prophet (PBUH) forbade men to prevent women from attending the mosque up. Zaynab al-Thaqafiyyah reported that the Messenger of Allah (PBUH)
from time to time. This is what is indicated in the first part of the hadith said:
quoted above. Other Hadith confirm the Prophet's keenness for women to
26
See Sahih Muslim, 4/161, 162, Kitab al-salah, bab khuruj al-nisa' ila'l-masajid.
27
Ibid., 4/162, 163.
23
See Fath al-Bari, 2/349, Kitab al-adhan, bab intidar al-nas qiyam al-imam al-'alim. 28
Ibid., 4/161
24
(Bukhari and Muslim) See Sharh al-Sunnah, 3/273, Kitab al-salah, bab al-tasbih idha nabaha 29
Fath al-Bari, 2/382, Kitab al-jumu'ah, bab al-idhn li'l-nisa' bi'l-khuruj ila'l-masajid; Sahih
shay' fi'l-salah. Muslim, 4/161, Kitab al-salah, bab khuruj al-nisa' ila'l-masajid.
25
Al-Mudawwanah, 1/106. 30
Sahih Muslim, 4/161, kitab al-salah, bab khuruj al-nisa' ila'l-masajid.
16
17. "If any of you (women) wishes to attend `isha' prayer, she should usually remained in seclusion, and virgins, and he ordered those
not wear perfume that night."31 who were menstruating to keep away from the prayer-place."34
Numerous other Hadith also forbid women to wear perfume when they go to "We (women) used to be commanded to go out on the two Eids,
the mosque, for example: including those who usually stayed in seclusion, and virgins. The
menstruating women went out too, and stayed behind the people,
"If any of you (women) goes to the mosque, she should not wear joining in the takbirat."35
perfume."32
"The Messenger of Allah (PBUH) commanded us to take them out on
"Any women who has perfumed herself with incense should not Eid al-Fitr and Eid al-Adha, the adolescent and prepubescent girls,
attend `isha' prayers with us."33 the menstruating women, and those who usually remained in
seclusion, so that they could share in the festive occasions of the
Muslims, but the menstruating women were not to pray. I said, `O
Messenger of Allah (PBUH), one of us does not have a jilbab.' He
said, `Let her sister dress her in one of her own jilbabs.'"36
She Attends Eid Prayers
Bukhari reports:
Islam has honoured woman and made her equal with man as regards
obligatory acts of worship. Women are also encouraged to attend public "Muhammad ibn Sallam told us that `Abd al-Wahhab reported from
gatherings on Eid al-Fitr and Eid al-Adha, so that they may take part in Ayyub from Hafsah bint Sirin, who said: `We used to prevent our
these blessed occasions. This is demonstrated in a number of Hadith prepubescent girls from going out on the two Eids'".
reported by Bukhari and Muslim, in which we see that the Prophet (PBUH)
commanded that all the women should come out on these occasions,
A woman came and stayed at the castle of Banu Khalaf, and
including adolescent and prepubescent girls, those who usually remained in
reported something from her sister. Her sister's husband had taken
seclusion, and virgins; he even commanded that menstruating women
part in twelve military campaigns with the Prophet (PBUH), and her
should come out, to take part in the joyous occasion, but they were to keep
sister herself had accompanied him on six of them. She said: "We
away from the prayer-place itself. His concern that all women should attend
used to take care of the sick and wounded." Her sister asked the
the prayer on the two Eids was so great that he ordered the one who had
Prophet (PBUH): "Is there anything wrong if one of us does not have
more than one jilbab (outer garment) to give one to her sister who had
a jilbab and never goes out for that reason?" He said: "Let her friend
none. In this way he encouraged both the attendance of all women at Eid
give her one of her jilbabs, so that she can come out and join the
prayers and mutual support and help to do good and righteous deeds.
righteous gatherings of the Muslims."' Hafsah said: `When Umm
`Atiyyah arrived, I went to her and asked her, "Did you hear the
Umm `Atiyyah said: Prophet (PBUH) say that?" She said, "May my father be sacrificed
for him, yes I did. [She never mentioned him without saying "may
"The Messenger of Allah (PBUH) commanded us to bring out to the my father be sacrificed for him"]. I heard him say, `Let the young
Eid prayers the adolescent and prepubescent girls, those who girls who usually stay in seclusion, or the young girls and those who
usually stay in seclusion, and the menstruating women, go out and
attend the righteous gathering of the believers, but let the
menstruating women keep away from the prayer-place itself.'"'
31
Ibid., 4/163 34
Ibid., 6/178, 179, Kitab salat al-'idayn, bab ibahah khuruj al-nisa' fi'l-'idayn ila'l-musalla.
32
Ibid., 4/163 35
Ibid., 6/179, Kitab salat al-'idayn, bab ibahah khuruj al-nisa' fi'l-'idayn ila'l-musalla.
33
Ibid., 4/163 36
Ibid., 6/180, Kitab salat al-'idayn, bab ibahah khuruj al-nisa' fi'l-'idayn ila'l-musalla.
17