Pune Bombblast is a cowrdice act
May GOD save our nation from more such horrors...Whosoever are the perpetrator of Pune blast, they shud know that they are neither serving any religion nor any casue. Today, after any such explosion as a MUSLIM I became DEPRESSED beacuse some people will immidiately raise question on my INDIANNESS......even though the performer of this kind of shameful act are the astray youth of Muslim community or not? Plz no one misuderstood my words......am more shocked seeing the loss of human lives rather then d question mark?
Taking innocents lives is totally unjustifiable.......i dont understand who are they? why they do this?
violence never leads to mitigation of problems.
if somebody has grievences they should address it in a democratic way.....it might take some time but it would surely bring longlasting peace.
Taking innocents lives is totally unjustifiable.......i dont understand who are they? why they do this?
violence never leads to mitigation of problems.
if somebody has grievences they should address it in a democratic way.....it might take some time but it would surely bring longlasting peace.
Sometimes Disappointment Become Grace
God is really great.....my family and friends were telling me that there is something good awaiting for you,just keep passion, GOD might want u to do some other task. Ya.now i am sure that they were right. The month of August 2008, was quite interested for me. After all I got a chance for the first time to appear in an interview at my home town. Rabindra Sadan Girls College advirtised a post for lectureship in history. The vacancy was open for all. I found an oasis in the desert of reservations. I felt, I may have a chance to stay back in my home town after a long period of 10 years. But who knows that the business was as usaul, vested groups were engaged fully to appoint their own candidate. Unaware of that conspiracy...I did neither contact any politician nor any manipulator. I thought that the appointment will be totally on the basis of merit. Besides, I am a local boy, having M.Phil, NET and publciations in my subject. Why should I worry? I shoud give a damm fight. UGC has already publshed a circular through the Gazetteer that only NET and Ph.D students are eligible for Graduation level teaching in all college and universities affilitaed to Govt. I forget that I am appearing in a college and in a place, where religion and your place in power structure matters a lot.
continue.......
continue.......
History Optional Model Question Paper for Civil Service Prelims 2010
History Optional Model Question Paper for Civil Service Prelims 2010
Hamdard Study Circle
Date: 15-01-2010
UPSC Civil Services Prelims Batch 2010
Coaching Test Question Paper
HISTORY OPTIONAL
Ancient India
Time Allowed: 1 Hour
Test No. 1
Marks: 150
1.During the time of Alexander’s invasion which of the following monarchy was ruled by two hereditary kings of different houses?
(a) Mousikanos (b) Sophytes
(c) Patalene (d) Abastinos
2.The crop which does not seem to have been known to people of Harappan culture is :
(a) Cotton (b) barely (c) rice (d) ragi
3.In which of the following place, Achaulian handaxe have been found?
(a) Anagwadi (b) Attirampakkam
(c) Gudiyan (d) Chittorgorh
4.Where do we find the earliest evidence of cave painting in India ?
(a) Bhimbedka (b) Patani (c) Gungeria (d) Chirand
5.Consider the following pairs:
1.Pit dwelling and dog burial: Burzaham
2.Circular Pit House: Inamgaon
3.Stone Built Houses: Ahar
Which of the above pair’s is/are correctly matched?
(a) 1 and 2 (b) 1,2 and 3
(c) 1 and 3 (d) 1 only
6.Which of the following feature does not belong to Megalithic graves of Southern India?
(a)Arrow heads, spearheads, hoes and sickles were found in the graves
(b)They were encircled by pieces of stone
(c)Along with skeletons objects of daily use also found in the grave
(d)One iron implements in grave was plough
7.Consider the following statements:
(1) Harappan women wore a dress like modern Sari
(2) Harappan man would be wearing ring bracelets and ornaments round there
neck and hand
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
8.Which Veda is the collection of the sacrificial formula?
(a) Rig Veda (b) Atharva Veda
(c) Yajur Veda (d) Sama Veda
9.Match List I with List II and select the correct answer by using the code:
List I list II
A. Fairservis I. Barbarian Invasion
B. M. Wheeler II. Floods and Earthquake
C. H.T. Lambrik III. Shifting of Indus
D. R.L. Raike IV. Ecological Imbalance
Select the right answer by using code
Code: A B C D A B C D
(a) I II III IV (c) III I IV II
(b) I III II IV (d) IV I III II
10.Which of the following Upanishads does not belong to Atharvaveda?
(a) Prasna (b) Katha
(c) Mundaka (d) Mandukya
Directions: In which of the following five items consists two statements: one labeled as the ‘Assertion (A)’ and the other as ‘Reason ®’ You are to examine these two statements carefully and select the answers to these items using codes given below:
Codes:
a.Both A and B are individually true and R is the correct explanation of A.
b.Both A and B are individually true but R is not the correct explanation
of A.
c.A is true but R is false
d.A is false but R is true
11.Assertion (A) : Iron technology played a crucial role in the expansion of the Aryans into the middle and lower Gangetic valley
Reason (R): The middle and lower Gangetic valley had thick vegetation that could be cleared only by instruments of strong metal
12.Which one of the following tribal assemblies is considered as the oldest of all?
a. Sabha b. Samiti c. Vidata d. Gana
13.Harappans seal were mostly made of which of the following?
(a) Lapis Lazuli (b) Terracotta
(c) Steatite (d) None of the above
14.Which one of the following statements about the Indus culture is the least possible?
(a) The Indus culture originated from Kalibangan I culture
(b) The Indus culture originated from the peasant cultures of Sind and
Beluchistan
(c) The Indus culture is an expansion of the Sothi culture
(d) The Indus culture sprang directly as an urban culture without passing
through the stage of village culture anywhere
15.From which of the following hoards four massive copper replicas of a
rhinoceros, an elephant, a chariot and a buffalo typical of a chalcolithic culture obtained?
(a) Prakash (b) Daimabad (c) Inamgaon (d) Navadatoli
16.Which of the following group prominently figures in the context of cattle raids in the Rigveda?
(a) Panis (b) Nishadas (c) Dasas and Dasyus (d)Mielchchas
17.Which one of the following deals with the doctrine of the transmigration of soul in a systematic manner for the first time? (a) Aitareya Upanishad (b) Katha Upanishad
(c) Brihadaranyaka Upanishad (d) Chandogya Upanishad
18.Consider the following:
1. One common written script 2. Uniform weight and Measures
3. Common Copper and Bronze tools 4. Seals and beads
Which of the above is/are common feature of Indus Valley civilization?
(a) 1,3 and 4 (b) 1,2 and 4
(c) 2 and 4 only (d) All of the above
19.In the Rigveda which of the following river is not mentioned as a western tributary of Indus?
(a) Gomati (b) Krumu
(c) Kulha (d) Vitasta
20. Consider the following statements :
1. Houses in Amri were made of stone and mud brick.
2. Amri was a fortified settlement before the coming of Harappan Civilization
Which of the statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
21.Match List I with List II and select the correct answer by using the codes given below the lists:
List I List II
A. Asvalayana 1. Samhita
B. Apastamba 2. Grihyasutra
C. Meutrayno 3. Nimkta
D. Yaska 4. Dharmasutra
A B C D
(a) 1 4 2 3
(b) 3 1 2 4
© 2 3 1 4
(d) 2 4 1 3
22.Consider the following animals:
1. Camel 2. Hippopotamus 3. Elephants
Which of the above animals migrated to India from central Africa ?
(a) 1 only (b) 1 and 3
(c) 2 and 3 (d) all of the above
23.The Mesolithic site Valasana is situated on the bank of which of the following river ?
(a) Tapti (b) Sabarmati
(c) Narmada (d) Mahi
24.Consider the following is of Harappan sites according to their time discovery:
1. Kalibangan 2. Lothal
3. Banawali 4. Dholavira
Which of the above is the correct chronological order?
(a) 1-2-3-4 (b) 1-3-2-4
(c) 2-1-3-4 (d) 2-3-1-4
25. Who among the following rulers called an assembly of the gamines of eighty thousand villages?
(a) Bimbisara (b) Ajatshatru
(c) Chandragupta (d) Ashoka
26.In the beginning of Sixth century BC which Persian emperor annexed Sindh,Northwest, and some parts of Punjab into his empire as twentieth Satrap?
(a) Cyrus (b) Darius
(c) Xerxes (d) Ambhi
27. Which of the following Buddhist text declares the cattle to be givers of food, beauty and happiness and thus pleads for their protection?
(a) Sutta Pittaka (b) Vinaya Pitaka
© Abhidamma Pitaka (d) Dipavamsa
28. Consider the following statements:
1. Harappans script was written from right to left or boustrophedon
2. Water reservoirs found in Dholavira was used to store water for agriculture
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
29.Consider the following cities
1. Ayodha 2. Saketa 3. Sravasti
Which among the above acted as the capital of Mahajanapada Koshala?
(a) 1 only (b) 1 and 2
(c) 3 only (d) all of the above
30.Who among the following poet immortalized the love story between King Udayana of Vatsya and Princes Vasavadatta of Avanti through his play?
(a) Kalidasa (b) Vishakadatta
(c) Sudraka (d) Bhasa
31. Consider the following statements:
1.The concept of private property was not existed in Rig Vedic period
2.The Upnishadic thought centers around the idea o soul and not sacrifice
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) None
32.Who among the following was not a contemporary of the Lord Buddha
(a) Tirunavukkarasu (b) Maskari Gosala
(c) Pukuda Katyayana (d) Nirgrantho Jantaputra
33.Which of the following text has the earliest clear reference to the four Asramas?
(a) Chandogaya Upanishad (b) Satpatha Brahmana
(c) Prasna Upanishada (d) Tabala Upnishad
34.Consider the following Mahajanapadas:
1. Anga 2. Gandhara
3. Mallya 4. Panchala
Which of the above Mahajanpadas were Ganasanghas?
(a) 1 and 3 (b) 3 only
(c) 2 and 3 (d) 3 and 4
35. Match List I with List II and select the correct answer:
List I List II
A. Ajita Kashakamblin 1. Lokayata
B. Pakuda Katayana 2. Vaisheshika
C. Makkali Gosala 3. Ajivika
D. Purana Kassapa 4. Samkhya
A B C D A B C D
(a) 1 2 3 4 (b) 2 1 3 4
(c) 2 4 3 1 (d) 3 4 2 1
36. Mahabira attained ultimate state of knowledge (kevalaya) under which tree on the bank of river Rijupalika?
(a) Vata (b) Aam
(c) Saal (d) Pipal
37. Consider the following statements:
1. The Vinaya Pitaka deals with the sermons of Buddha
2. The Jatakas gives us the reference of Sugar trade during Buddha’s period
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
38. Which of the following is the correct chronological order of the coins available during 6th to 4th centuries B.C. according to their value from lower to upper level?
(a) Silver Satamana – Karsapana – Copper Masas - Kakon
(b) Silver Satamana – Copper Masses – Kakori – Karsapana
(c) Kakori – Copper Masas – Karasapana – Silver Staman
(d) Copper Masas – Kakoni – Karsapana – Silver Satamana
39.Anathapindaka who donated the Jetavana in Sravasti to Buddha was
(a) Prince (b) Chief
(c) Mendicant (d) Rich Merchant
40.Gautama Brddha learnt the technique of mediation and the teachings of the Upnishada from whom?
(a) Kapila (b) Pakuda Kachchayaana
(c) Ajita Kasakambalin (d) Alara Kalama
41.Consider the following persons:
1. Bimbisara 2. Prasenjita
3. Ajatshatu 4. Udayana
Who among the above is/are contemporary of Gautama Buddha?
(a) 1 only (b) 1 and 2
(c) 1,2 and 3 (d) all of the above
42.Which of the following is not correct about the famous physician Jivaka?
(a) He was brought up by a Magadan Prince from city pavement
(b) Bimbisira sent him for the care of Buddha
(c) Ajatshatru sent him to Taxila for further education on medicine
(d He cured the wife a rich merchant who in turn gave him huge wealth.
43 Match List I with List II and select the correct answer by using the code
List I List II List I List II
A. Ananda 1. Vinaya Pitaka B. Upali 2. Sulta Pitaka
C. Moggaliputra 3. Vibhashas D. Asvagosha 4. Abhidhamma Pitaka
Codes: A B C D A B C D
(a) 1 2 3 4 (b) 1 3 4 2
© 2 1 4 3 (d) 2 3 1 4
44.According to Jaina tradition Asvasena father of the Parasnatha, the third Tirtankara, was the ruler of which of the following place?
(a) Vanarasa (b) Vaisali
(c) Kaushambi (d) Mithila
45.The teachings of Mahavira were contained in 14 old text known as ‘Purvas’ later who among the following the Jaina Saint prepared canon into 12 angas?
(a) Arya Sudharma (b) Sambutavigaya
(c) Sthulabhudra (d) Bhadrabahu
46. Who was said to be the founder of Ajivikas sect?
(a) Kisa Sankihcha (b) Nanda Vachcha
(c) Makkali Gosala (d) Purana Kassapa
47. Consider the following statements
1. Availability of rich copper and iron ores in southern Bihar
2. Strategic location of Rajagriha and Patliputra defend its from enemy and control trade routes
Which of the above is/are considered to be reasons behind the rise of Magada?
(a) 1 only (b) 2 only
(c) 1 and 2 (d) none of the above
48.In later Vedic period the term ‘Sthapati’ was used to refer which of the following post?
(a) Charioteer (b) courier
(c) builder (d) governor
49. The Parplava-akhyanas (cyclic tales) were recited by the lute players in
(a) Asvamedha (b) Vajapeya
(c) Rajasuya (d) gathering of poet
50. According to whom, the Rigveda was composed before 1000 B.C. ?
(a) Lokmanya Tilak (b) Winternitz
(c) Max Muller (d) Swami Dayanada
51. The place Ghositarama where the Buddha is known to have stayed is identifies to a area at
(a) Magadh (b) Gaya
(c) Hastinapur (d) Kausambi
52. In which of the following Harappan site there is evidence of a college and a multi pillared Assembly Hall?
(a) Harappa (b) Mohenjodaro
(c) Lothal (d) Dholavira
53. Which of the Vedic text describe king as devoured of the people (virhamata)?
(a) Tandyamala Brahmana (b) Aitreya Brahmana
(c) Shadvimsa Brahmana (d) Shatapatha Brahmana
54. In Gandhara kingdom who was the contemporary of Magadhan ruler Bimbisara ?
(a) Ceredius (b) Puskarasarin
(c) Redaranam (d) Puru
55. Where do we found the evidence of wooden coffin in Indus civilization?(a) Harappa (b) Mohenjodaro
(c) Kalibangan (d) Dholavira
56. Houses in Indus Valley civilization does not comprise.
(a) a courtyard (b) a kitchen
(c) worshipper room (d) well
57. In the second millennium B.C. which of the following pottery predominated Narmada and Chambal valley in central India ?
(a) Black on Red Pottery (b) Painted Grey Pottery
(c) Ochre Coloured Pottery (d) Northern Black Polished Pottery
58.In which of the following Council Buddhism split to two branches Sthaviravadins (Theravadi) and Mahasangikas ?
(a) Rajagriaha (b) Vaishali
(c) Pataliputra (d) Srinagar
59. Who among the following lady told her husband, famous sage, Yajnavalkya, that she wanted knowledge for immortality rather then wealth?
(a) Sikha (b) Maitreyi
(c) Katayani (d) Jabala
60. From Cylon which of the following type of Buddhism spread to Burma, Siam and other parts of South-East Asia ?
(a) Hinayana (b) Mahayana
(c) Sarvastavadins (d) Sthaviravadins
Balzur Rahman Khan
Academic Associate
History
Hamdard Study Circle
Date: 15-01-2010
UPSC Civil Services Prelims Batch 2010
Coaching Test Question Paper
HISTORY OPTIONAL
Ancient India
Time Allowed: 1 Hour
Test No. 1
Marks: 150
1.During the time of Alexander’s invasion which of the following monarchy was ruled by two hereditary kings of different houses?
(a) Mousikanos (b) Sophytes
(c) Patalene (d) Abastinos
2.The crop which does not seem to have been known to people of Harappan culture is :
(a) Cotton (b) barely (c) rice (d) ragi
3.In which of the following place, Achaulian handaxe have been found?
(a) Anagwadi (b) Attirampakkam
(c) Gudiyan (d) Chittorgorh
4.Where do we find the earliest evidence of cave painting in India ?
(a) Bhimbedka (b) Patani (c) Gungeria (d) Chirand
5.Consider the following pairs:
1.Pit dwelling and dog burial: Burzaham
2.Circular Pit House: Inamgaon
3.Stone Built Houses: Ahar
Which of the above pair’s is/are correctly matched?
(a) 1 and 2 (b) 1,2 and 3
(c) 1 and 3 (d) 1 only
6.Which of the following feature does not belong to Megalithic graves of Southern India?
(a)Arrow heads, spearheads, hoes and sickles were found in the graves
(b)They were encircled by pieces of stone
(c)Along with skeletons objects of daily use also found in the grave
(d)One iron implements in grave was plough
7.Consider the following statements:
(1) Harappan women wore a dress like modern Sari
(2) Harappan man would be wearing ring bracelets and ornaments round there
neck and hand
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
8.Which Veda is the collection of the sacrificial formula?
(a) Rig Veda (b) Atharva Veda
(c) Yajur Veda (d) Sama Veda
9.Match List I with List II and select the correct answer by using the code:
List I list II
A. Fairservis I. Barbarian Invasion
B. M. Wheeler II. Floods and Earthquake
C. H.T. Lambrik III. Shifting of Indus
D. R.L. Raike IV. Ecological Imbalance
Select the right answer by using code
Code: A B C D A B C D
(a) I II III IV (c) III I IV II
(b) I III II IV (d) IV I III II
10.Which of the following Upanishads does not belong to Atharvaveda?
(a) Prasna (b) Katha
(c) Mundaka (d) Mandukya
Directions: In which of the following five items consists two statements: one labeled as the ‘Assertion (A)’ and the other as ‘Reason ®’ You are to examine these two statements carefully and select the answers to these items using codes given below:
Codes:
a.Both A and B are individually true and R is the correct explanation of A.
b.Both A and B are individually true but R is not the correct explanation
of A.
c.A is true but R is false
d.A is false but R is true
11.Assertion (A) : Iron technology played a crucial role in the expansion of the Aryans into the middle and lower Gangetic valley
Reason (R): The middle and lower Gangetic valley had thick vegetation that could be cleared only by instruments of strong metal
12.Which one of the following tribal assemblies is considered as the oldest of all?
a. Sabha b. Samiti c. Vidata d. Gana
13.Harappans seal were mostly made of which of the following?
(a) Lapis Lazuli (b) Terracotta
(c) Steatite (d) None of the above
14.Which one of the following statements about the Indus culture is the least possible?
(a) The Indus culture originated from Kalibangan I culture
(b) The Indus culture originated from the peasant cultures of Sind and
Beluchistan
(c) The Indus culture is an expansion of the Sothi culture
(d) The Indus culture sprang directly as an urban culture without passing
through the stage of village culture anywhere
15.From which of the following hoards four massive copper replicas of a
rhinoceros, an elephant, a chariot and a buffalo typical of a chalcolithic culture obtained?
(a) Prakash (b) Daimabad (c) Inamgaon (d) Navadatoli
16.Which of the following group prominently figures in the context of cattle raids in the Rigveda?
(a) Panis (b) Nishadas (c) Dasas and Dasyus (d)Mielchchas
17.Which one of the following deals with the doctrine of the transmigration of soul in a systematic manner for the first time? (a) Aitareya Upanishad (b) Katha Upanishad
(c) Brihadaranyaka Upanishad (d) Chandogya Upanishad
18.Consider the following:
1. One common written script 2. Uniform weight and Measures
3. Common Copper and Bronze tools 4. Seals and beads
Which of the above is/are common feature of Indus Valley civilization?
(a) 1,3 and 4 (b) 1,2 and 4
(c) 2 and 4 only (d) All of the above
19.In the Rigveda which of the following river is not mentioned as a western tributary of Indus?
(a) Gomati (b) Krumu
(c) Kulha (d) Vitasta
20. Consider the following statements :
1. Houses in Amri were made of stone and mud brick.
2. Amri was a fortified settlement before the coming of Harappan Civilization
Which of the statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
21.Match List I with List II and select the correct answer by using the codes given below the lists:
List I List II
A. Asvalayana 1. Samhita
B. Apastamba 2. Grihyasutra
C. Meutrayno 3. Nimkta
D. Yaska 4. Dharmasutra
A B C D
(a) 1 4 2 3
(b) 3 1 2 4
© 2 3 1 4
(d) 2 4 1 3
22.Consider the following animals:
1. Camel 2. Hippopotamus 3. Elephants
Which of the above animals migrated to India from central Africa ?
(a) 1 only (b) 1 and 3
(c) 2 and 3 (d) all of the above
23.The Mesolithic site Valasana is situated on the bank of which of the following river ?
(a) Tapti (b) Sabarmati
(c) Narmada (d) Mahi
24.Consider the following is of Harappan sites according to their time discovery:
1. Kalibangan 2. Lothal
3. Banawali 4. Dholavira
Which of the above is the correct chronological order?
(a) 1-2-3-4 (b) 1-3-2-4
(c) 2-1-3-4 (d) 2-3-1-4
25. Who among the following rulers called an assembly of the gamines of eighty thousand villages?
(a) Bimbisara (b) Ajatshatru
(c) Chandragupta (d) Ashoka
26.In the beginning of Sixth century BC which Persian emperor annexed Sindh,Northwest, and some parts of Punjab into his empire as twentieth Satrap?
(a) Cyrus (b) Darius
(c) Xerxes (d) Ambhi
27. Which of the following Buddhist text declares the cattle to be givers of food, beauty and happiness and thus pleads for their protection?
(a) Sutta Pittaka (b) Vinaya Pitaka
© Abhidamma Pitaka (d) Dipavamsa
28. Consider the following statements:
1. Harappans script was written from right to left or boustrophedon
2. Water reservoirs found in Dholavira was used to store water for agriculture
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
29.Consider the following cities
1. Ayodha 2. Saketa 3. Sravasti
Which among the above acted as the capital of Mahajanapada Koshala?
(a) 1 only (b) 1 and 2
(c) 3 only (d) all of the above
30.Who among the following poet immortalized the love story between King Udayana of Vatsya and Princes Vasavadatta of Avanti through his play?
(a) Kalidasa (b) Vishakadatta
(c) Sudraka (d) Bhasa
31. Consider the following statements:
1.The concept of private property was not existed in Rig Vedic period
2.The Upnishadic thought centers around the idea o soul and not sacrifice
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) None
32.Who among the following was not a contemporary of the Lord Buddha
(a) Tirunavukkarasu (b) Maskari Gosala
(c) Pukuda Katyayana (d) Nirgrantho Jantaputra
33.Which of the following text has the earliest clear reference to the four Asramas?
(a) Chandogaya Upanishad (b) Satpatha Brahmana
(c) Prasna Upanishada (d) Tabala Upnishad
34.Consider the following Mahajanapadas:
1. Anga 2. Gandhara
3. Mallya 4. Panchala
Which of the above Mahajanpadas were Ganasanghas?
(a) 1 and 3 (b) 3 only
(c) 2 and 3 (d) 3 and 4
35. Match List I with List II and select the correct answer:
List I List II
A. Ajita Kashakamblin 1. Lokayata
B. Pakuda Katayana 2. Vaisheshika
C. Makkali Gosala 3. Ajivika
D. Purana Kassapa 4. Samkhya
A B C D A B C D
(a) 1 2 3 4 (b) 2 1 3 4
(c) 2 4 3 1 (d) 3 4 2 1
36. Mahabira attained ultimate state of knowledge (kevalaya) under which tree on the bank of river Rijupalika?
(a) Vata (b) Aam
(c) Saal (d) Pipal
37. Consider the following statements:
1. The Vinaya Pitaka deals with the sermons of Buddha
2. The Jatakas gives us the reference of Sugar trade during Buddha’s period
Which of the above statement is correct?
(a) 1 only (b) 2 only
(c) both (d) none
38. Which of the following is the correct chronological order of the coins available during 6th to 4th centuries B.C. according to their value from lower to upper level?
(a) Silver Satamana – Karsapana – Copper Masas - Kakon
(b) Silver Satamana – Copper Masses – Kakori – Karsapana
(c) Kakori – Copper Masas – Karasapana – Silver Staman
(d) Copper Masas – Kakoni – Karsapana – Silver Satamana
39.Anathapindaka who donated the Jetavana in Sravasti to Buddha was
(a) Prince (b) Chief
(c) Mendicant (d) Rich Merchant
40.Gautama Brddha learnt the technique of mediation and the teachings of the Upnishada from whom?
(a) Kapila (b) Pakuda Kachchayaana
(c) Ajita Kasakambalin (d) Alara Kalama
41.Consider the following persons:
1. Bimbisara 2. Prasenjita
3. Ajatshatu 4. Udayana
Who among the above is/are contemporary of Gautama Buddha?
(a) 1 only (b) 1 and 2
(c) 1,2 and 3 (d) all of the above
42.Which of the following is not correct about the famous physician Jivaka?
(a) He was brought up by a Magadan Prince from city pavement
(b) Bimbisira sent him for the care of Buddha
(c) Ajatshatru sent him to Taxila for further education on medicine
(d He cured the wife a rich merchant who in turn gave him huge wealth.
43 Match List I with List II and select the correct answer by using the code
List I List II List I List II
A. Ananda 1. Vinaya Pitaka B. Upali 2. Sulta Pitaka
C. Moggaliputra 3. Vibhashas D. Asvagosha 4. Abhidhamma Pitaka
Codes: A B C D A B C D
(a) 1 2 3 4 (b) 1 3 4 2
© 2 1 4 3 (d) 2 3 1 4
44.According to Jaina tradition Asvasena father of the Parasnatha, the third Tirtankara, was the ruler of which of the following place?
(a) Vanarasa (b) Vaisali
(c) Kaushambi (d) Mithila
45.The teachings of Mahavira were contained in 14 old text known as ‘Purvas’ later who among the following the Jaina Saint prepared canon into 12 angas?
(a) Arya Sudharma (b) Sambutavigaya
(c) Sthulabhudra (d) Bhadrabahu
46. Who was said to be the founder of Ajivikas sect?
(a) Kisa Sankihcha (b) Nanda Vachcha
(c) Makkali Gosala (d) Purana Kassapa
47. Consider the following statements
1. Availability of rich copper and iron ores in southern Bihar
2. Strategic location of Rajagriha and Patliputra defend its from enemy and control trade routes
Which of the above is/are considered to be reasons behind the rise of Magada?
(a) 1 only (b) 2 only
(c) 1 and 2 (d) none of the above
48.In later Vedic period the term ‘Sthapati’ was used to refer which of the following post?
(a) Charioteer (b) courier
(c) builder (d) governor
49. The Parplava-akhyanas (cyclic tales) were recited by the lute players in
(a) Asvamedha (b) Vajapeya
(c) Rajasuya (d) gathering of poet
50. According to whom, the Rigveda was composed before 1000 B.C. ?
(a) Lokmanya Tilak (b) Winternitz
(c) Max Muller (d) Swami Dayanada
51. The place Ghositarama where the Buddha is known to have stayed is identifies to a area at
(a) Magadh (b) Gaya
(c) Hastinapur (d) Kausambi
52. In which of the following Harappan site there is evidence of a college and a multi pillared Assembly Hall?
(a) Harappa (b) Mohenjodaro
(c) Lothal (d) Dholavira
53. Which of the Vedic text describe king as devoured of the people (virhamata)?
(a) Tandyamala Brahmana (b) Aitreya Brahmana
(c) Shadvimsa Brahmana (d) Shatapatha Brahmana
54. In Gandhara kingdom who was the contemporary of Magadhan ruler Bimbisara ?
(a) Ceredius (b) Puskarasarin
(c) Redaranam (d) Puru
55. Where do we found the evidence of wooden coffin in Indus civilization?(a) Harappa (b) Mohenjodaro
(c) Kalibangan (d) Dholavira
56. Houses in Indus Valley civilization does not comprise.
(a) a courtyard (b) a kitchen
(c) worshipper room (d) well
57. In the second millennium B.C. which of the following pottery predominated Narmada and Chambal valley in central India ?
(a) Black on Red Pottery (b) Painted Grey Pottery
(c) Ochre Coloured Pottery (d) Northern Black Polished Pottery
58.In which of the following Council Buddhism split to two branches Sthaviravadins (Theravadi) and Mahasangikas ?
(a) Rajagriaha (b) Vaishali
(c) Pataliputra (d) Srinagar
59. Who among the following lady told her husband, famous sage, Yajnavalkya, that she wanted knowledge for immortality rather then wealth?
(a) Sikha (b) Maitreyi
(c) Katayani (d) Jabala
60. From Cylon which of the following type of Buddhism spread to Burma, Siam and other parts of South-East Asia ?
(a) Hinayana (b) Mahayana
(c) Sarvastavadins (d) Sthaviravadins
Balzur Rahman Khan
Academic Associate
History
General Studies (History) model paper for Civil Service Prelims 2010
General Studies (History) model paper for Civil Service Prelims 2010
Hamdard Study Circle
Date: 11-01-2010
Civil Services Prelims Coaching Batch 2010
GENERAL STUDEIES (HISTORY)
Test No. 1
Time Allowed: 40 Minutes Marks: 50
1.Consider the following rulers:
1. Rafiud Darajat 2. Farrukshiyar 3. Rafiuddaula
Which of the following is correct chronological order of their regime?
(a) 1-2-3 (b) 1-3-2 (c) 2-1-3 (d) 3—2--1
2.Who was the Mughal emperor when Nadir Shah captured Delhi?
(a) Ahmed Shah (b) Muhammad Shah
(c) Shah Alam II (d) Bahadur Shah
3.Bahadur Shah awarded mansab to whom among the following Sikh gurus?
(a) Teg Bahudur (b) Banda Bahadur
(c) Harkishan (d) Govind Singh
4.During whose reign chauth and Sardeshmukhi was granted to Maratha rulers for the first time?
(a) Farukshiyar (b) Bahadur Shah
(c) Jahandar Shah (d) Muhammad Shah
5.What does the term ijarah means under the Mughal administrative system?
(a) Special Privilege (b) Assignment of Revenue(c) Revenue Farming
(d) Special Court
6.Consider the following persons:
1.Zulfiqar Khan
2.Hussain Ali Khan
3.Abdullah Khan
Who among the above is/are known as king maker for their immense influence the succession of later Mughals?
(a) 1 only (b) 1 and 2 (c) 2 and 3 (d) All of the above
7.Who among the following spent initial years as an Emperor wandering from place to place far away from his capital fearing his own wazir in Delhi?
(a) Shah Alam II (b) Ahmed Shah
(c) Alamgir II (d) Muhammad Shah
8.Nizamul Mulk Asaf Jha curved out which of the following state?
(a) Awadh (b) Hyderabad
(c) Rohilkhand (d) Bengal
9.Which of the following pair is correct?
(a) Mushidkuli Khan : Awadh
(b) Sadatullah Khan : Carnatic
(c) Sadat Khan : Rohilkhand
(d) Muhammad Ali Khan : Bengal
10.Who among the following Portuguese general captured Goa?
(a) Vasco-da Gama (b) Duplex (c) Albuquerque (d) Bussy
11.Regarding Tipu Sultan which British Governor General writes ‘peasantry of his dominions are protected and their labour encouraged and rewarded’?
(a) Lord Cornwalies (b) Lord Welbesly
(c) Warran Hasting (d) Sir Jhon Share
12.Consider the following battles?
1. Plassey
2. Buxar
3. Panipath III
Which of the above is the right chronological order?
(a) 1-2-3 (b) 1-3-2 (c) 3-1-2 (d) 3-2-1
13.In which of the following place Raja Sawai Jail Singh did not establish an observatory?
(a) Meerut (b) Ujjyain
(c) Varanasi (d) Mathura
14.Who among the following was the first European to initiate the policy of taking part in the quarrels of Indian princes with a view to acquire territories?
(a) Clive (b) Albuquerque (c) Duplex (d) Cornwallis
15.Who started the domination of Peshwa in Maratha administrative system under Shahu?
(a) Baji Rao (b) Balaji Vishwanath
(c) Balaji Baji Rao (d) Sadashiv Rao
16.Which of the following pairs is correct?
(a) Sindhia : Varoda (b) Gaikowad : Satara
(c) Bhonsle: Nagpur (d) Holkar : Pune
17.Who among the following Indian ruler planted a Tree of Liberty at his capital and became a member of Jacobian Club
(a) Sirajuddaulah (b) Tipu Sultan
(c) Safdar Jung (d) Ranjit Singh
18.Who among the following Maratha ruler established his own ordinance factories?
(a) Shahu (b) Shivaji II (c) Mahadji Sindia (d) Nana Phadnis
19.Consider the following persons:
1. Rja Sawai Jai Singh 2. Prashuram Bahu 3. Ajit Singh
Which of the personality tried to promote widow Remarraige?
(a) 1 only (b) 2 only (c) 1 and 2 (d) 1 and 3
20.Who among the following Indian ruler estashished a modern arsenal for the first time?
(a) Haider Ali (b) Balaji Baji Rao
(c) Tipu Sultan (d) Sirajuddaulah
21.Consider the following European Companies:
1.Dutch East India Company 2. English East India Company
3.French East India Company
Which of the above is correct chronological order according to the year of their establishment?
(a) 1-2-3 (b) 2-3-1 (c) 1-3-2 (d) 2-1-3
22.The British East India Company established their first factory in which of the following place?
(a) Masulipattanam (b) Surat (c) Hoogly (d) Calcutta
23.The British King Charles received which of the following place as dowry from Portuguese?
(a) Coachin (b) Daman Diu (c) Madras 9d) Bombay
24.In 1686 which of the following English factory was sacked b the Mughal Emperor Aurangzeb?
(a) Hugly (b) Bombay (c) Surat (d) Vishakhapattam
25.Consider the following battles:
1. Ambur 2. Wandiwash 3. Port Novo
Which of the following chronological order is correct?
(a) 1-2-3 (b) 1—3-2 (c) 2-3-1 (d) 2-1-3
26. Who called the battle of Plassey as ‘night of eternal gloom for India’?
(a) Rabindranath Tagore (b) Dinbandhu Mitra
(c) Nazrul Islam (d) Nabinchandra Sen
27.Which Mughal Emperor granted Diwani of Bengal to English East India Company?
(a) Farruksiyr (b) Jahandar Shah
(c) Shah Alam II (d) Muhamad Shah
28.Which British Governor General signed the treaty of Salbai with Marathas?
(a) Warren Hasting (b) Lord Cornwalies
(c) Lord Wellesly (d) Dalhousie
29.Who among the following British Governor General Introduced subsidiary Alliance?
(a) Hasting (b) Clive (c) Wellesly (d) Canning
30.Under the ‘Doctrine of Lapes’ Dollhouse annexed first which of the following Indian state?
(a) Nagpur (b) Jhansi (c) Awadh (D) Satara
31.Which Act gave British government supreme control over the Company affairs in India?
(a) Maharani Declaration (b) Pits India Act
(c) Regulating Act (d) Charter Act
32.Who among the following Governor General introduced Postage Stamps in India?
(a) Wellesly (b) Dalhousie
(c) Canning (d) Edinborough
33.In 1853 the first telegraph line was introduced between which two places?
(a) Delhi – Calcutta (b) Bomaby – Thana
(c) Bombay – Madras (d) Calcutta – Agra
34.Mahalwari system was introduced in which of the following place?
(a) Punjab (b) Bengal
(c) Madrass (d) Maharastra
35.Who introduced Permanent Settlement system?
(a) Lord Clive (b) Warren Hasting
(c) Cornwallis (d) Lord Hasting
36. Consider the following statements:
1. Warren Hasting introduced Civil Service in India
2. All appointment of the Civil Services were made by the Viceroy
Which of the above statement is correct?
(a) 1 only (b) 2 only (c) both (d) None
37. Who established Fort William College in Calcutta?
(a) Cornwallies (b) Wellesly (c) John Shore (d) Hasting
38. Which act made the selection to the civil services through competitive examination?
(a) The Regulating Act 1733 (b) Charter Act of 1833
(c) Charter Act of 1853 (d) Indian Council Act 1861
39. Who among the following abolished Provincial Courts of Appeal and Circuit?
(a) Cornowallies (b) Wellesly (c) Lord Minto (d) Willliam Bentick
40. The Widow Remarriage Act was passed during whose tenure?
(a) William Bentick (b) Harding (c) Hasting (d) Dalhousie
41. The Sanskrit School of Vanaras was founded by whom?
(a) Jonathan Duncan (b) David Hare
(c) Madan Mohan Malviya (d) Warren Hasting
42. The Wood Dispatch named after Sir Charles Wood, President of the Board of Council was issued in which of the following year
(a) 1853 (b) 1854 (c) 1856 (d) 1857
43. In which place English established the first Engineering College in India?
(a) Kharagpur (b) Madrass (c) Roorkee (d) Kaupur
44. The Treaty of Purandar (1776) held between which of the following forces?
(a) Englsih and French (b) Narayan Rao and French
(c) Englsih and Rasgunath Rao (d) Madhav Rao and English
45. The earliest subsidiary treaty negotiated by the Company was with the ruler of which of the following Indian state ?
(a) Nizam of Hyderabad (b) Nawab of Oudh
© Nawab of Bengal (c) Nawab of Carnatic
46. Lord Wellesley succeeded whom among the following as the Governor General in India ?
(a) Sir John Shore (b) Lord Cornwallis
© Warren Hasting (d) Thomas Munro
47. Who is called as the father of land settlement in India ?
(a) Holt Mackanzie (b) Henry Wellesly
© Merttins Bird (d) Lord Cornwallis
48. In the third battle of Panipat Marathas were under the command of whom?
(a) Ragunat Rao (b) Madhav Rao
(c) Sadashiva Rao (d) Narayan Rao
49. Ahmed Shah Abdali appointed whom as the ostensible regent to the Mughal Emperor?
a) Mohammad Ali Khan (b) Najib ud Daula
(c) Safdar Jung (d) Shah Alam II
50. Who was the founder of Asiatic Society of Bengal?
(a) Alexander Cunningham (b) Macuallay
(c) William Jones (d) H H Willson
Prepared By
Bazlur R Khan
Academic Associate
History
Hamdard Study Circle
Date: 11-01-2010
Civil Services Prelims Coaching Batch 2010
GENERAL STUDEIES (HISTORY)
Test No. 1
Time Allowed: 40 Minutes Marks: 50
1.Consider the following rulers:
1. Rafiud Darajat 2. Farrukshiyar 3. Rafiuddaula
Which of the following is correct chronological order of their regime?
(a) 1-2-3 (b) 1-3-2 (c) 2-1-3 (d) 3—2--1
2.Who was the Mughal emperor when Nadir Shah captured Delhi?
(a) Ahmed Shah (b) Muhammad Shah
(c) Shah Alam II (d) Bahadur Shah
3.Bahadur Shah awarded mansab to whom among the following Sikh gurus?
(a) Teg Bahudur (b) Banda Bahadur
(c) Harkishan (d) Govind Singh
4.During whose reign chauth and Sardeshmukhi was granted to Maratha rulers for the first time?
(a) Farukshiyar (b) Bahadur Shah
(c) Jahandar Shah (d) Muhammad Shah
5.What does the term ijarah means under the Mughal administrative system?
(a) Special Privilege (b) Assignment of Revenue(c) Revenue Farming
(d) Special Court
6.Consider the following persons:
1.Zulfiqar Khan
2.Hussain Ali Khan
3.Abdullah Khan
Who among the above is/are known as king maker for their immense influence the succession of later Mughals?
(a) 1 only (b) 1 and 2 (c) 2 and 3 (d) All of the above
7.Who among the following spent initial years as an Emperor wandering from place to place far away from his capital fearing his own wazir in Delhi?
(a) Shah Alam II (b) Ahmed Shah
(c) Alamgir II (d) Muhammad Shah
8.Nizamul Mulk Asaf Jha curved out which of the following state?
(a) Awadh (b) Hyderabad
(c) Rohilkhand (d) Bengal
9.Which of the following pair is correct?
(a) Mushidkuli Khan : Awadh
(b) Sadatullah Khan : Carnatic
(c) Sadat Khan : Rohilkhand
(d) Muhammad Ali Khan : Bengal
10.Who among the following Portuguese general captured Goa?
(a) Vasco-da Gama (b) Duplex (c) Albuquerque (d) Bussy
11.Regarding Tipu Sultan which British Governor General writes ‘peasantry of his dominions are protected and their labour encouraged and rewarded’?
(a) Lord Cornwalies (b) Lord Welbesly
(c) Warran Hasting (d) Sir Jhon Share
12.Consider the following battles?
1. Plassey
2. Buxar
3. Panipath III
Which of the above is the right chronological order?
(a) 1-2-3 (b) 1-3-2 (c) 3-1-2 (d) 3-2-1
13.In which of the following place Raja Sawai Jail Singh did not establish an observatory?
(a) Meerut (b) Ujjyain
(c) Varanasi (d) Mathura
14.Who among the following was the first European to initiate the policy of taking part in the quarrels of Indian princes with a view to acquire territories?
(a) Clive (b) Albuquerque (c) Duplex (d) Cornwallis
15.Who started the domination of Peshwa in Maratha administrative system under Shahu?
(a) Baji Rao (b) Balaji Vishwanath
(c) Balaji Baji Rao (d) Sadashiv Rao
16.Which of the following pairs is correct?
(a) Sindhia : Varoda (b) Gaikowad : Satara
(c) Bhonsle: Nagpur (d) Holkar : Pune
17.Who among the following Indian ruler planted a Tree of Liberty at his capital and became a member of Jacobian Club
(a) Sirajuddaulah (b) Tipu Sultan
(c) Safdar Jung (d) Ranjit Singh
18.Who among the following Maratha ruler established his own ordinance factories?
(a) Shahu (b) Shivaji II (c) Mahadji Sindia (d) Nana Phadnis
19.Consider the following persons:
1. Rja Sawai Jai Singh 2. Prashuram Bahu 3. Ajit Singh
Which of the personality tried to promote widow Remarraige?
(a) 1 only (b) 2 only (c) 1 and 2 (d) 1 and 3
20.Who among the following Indian ruler estashished a modern arsenal for the first time?
(a) Haider Ali (b) Balaji Baji Rao
(c) Tipu Sultan (d) Sirajuddaulah
21.Consider the following European Companies:
1.Dutch East India Company 2. English East India Company
3.French East India Company
Which of the above is correct chronological order according to the year of their establishment?
(a) 1-2-3 (b) 2-3-1 (c) 1-3-2 (d) 2-1-3
22.The British East India Company established their first factory in which of the following place?
(a) Masulipattanam (b) Surat (c) Hoogly (d) Calcutta
23.The British King Charles received which of the following place as dowry from Portuguese?
(a) Coachin (b) Daman Diu (c) Madras 9d) Bombay
24.In 1686 which of the following English factory was sacked b the Mughal Emperor Aurangzeb?
(a) Hugly (b) Bombay (c) Surat (d) Vishakhapattam
25.Consider the following battles:
1. Ambur 2. Wandiwash 3. Port Novo
Which of the following chronological order is correct?
(a) 1-2-3 (b) 1—3-2 (c) 2-3-1 (d) 2-1-3
26. Who called the battle of Plassey as ‘night of eternal gloom for India’?
(a) Rabindranath Tagore (b) Dinbandhu Mitra
(c) Nazrul Islam (d) Nabinchandra Sen
27.Which Mughal Emperor granted Diwani of Bengal to English East India Company?
(a) Farruksiyr (b) Jahandar Shah
(c) Shah Alam II (d) Muhamad Shah
28.Which British Governor General signed the treaty of Salbai with Marathas?
(a) Warren Hasting (b) Lord Cornwalies
(c) Lord Wellesly (d) Dalhousie
29.Who among the following British Governor General Introduced subsidiary Alliance?
(a) Hasting (b) Clive (c) Wellesly (d) Canning
30.Under the ‘Doctrine of Lapes’ Dollhouse annexed first which of the following Indian state?
(a) Nagpur (b) Jhansi (c) Awadh (D) Satara
31.Which Act gave British government supreme control over the Company affairs in India?
(a) Maharani Declaration (b) Pits India Act
(c) Regulating Act (d) Charter Act
32.Who among the following Governor General introduced Postage Stamps in India?
(a) Wellesly (b) Dalhousie
(c) Canning (d) Edinborough
33.In 1853 the first telegraph line was introduced between which two places?
(a) Delhi – Calcutta (b) Bomaby – Thana
(c) Bombay – Madras (d) Calcutta – Agra
34.Mahalwari system was introduced in which of the following place?
(a) Punjab (b) Bengal
(c) Madrass (d) Maharastra
35.Who introduced Permanent Settlement system?
(a) Lord Clive (b) Warren Hasting
(c) Cornwallis (d) Lord Hasting
36. Consider the following statements:
1. Warren Hasting introduced Civil Service in India
2. All appointment of the Civil Services were made by the Viceroy
Which of the above statement is correct?
(a) 1 only (b) 2 only (c) both (d) None
37. Who established Fort William College in Calcutta?
(a) Cornwallies (b) Wellesly (c) John Shore (d) Hasting
38. Which act made the selection to the civil services through competitive examination?
(a) The Regulating Act 1733 (b) Charter Act of 1833
(c) Charter Act of 1853 (d) Indian Council Act 1861
39. Who among the following abolished Provincial Courts of Appeal and Circuit?
(a) Cornowallies (b) Wellesly (c) Lord Minto (d) Willliam Bentick
40. The Widow Remarriage Act was passed during whose tenure?
(a) William Bentick (b) Harding (c) Hasting (d) Dalhousie
41. The Sanskrit School of Vanaras was founded by whom?
(a) Jonathan Duncan (b) David Hare
(c) Madan Mohan Malviya (d) Warren Hasting
42. The Wood Dispatch named after Sir Charles Wood, President of the Board of Council was issued in which of the following year
(a) 1853 (b) 1854 (c) 1856 (d) 1857
43. In which place English established the first Engineering College in India?
(a) Kharagpur (b) Madrass (c) Roorkee (d) Kaupur
44. The Treaty of Purandar (1776) held between which of the following forces?
(a) Englsih and French (b) Narayan Rao and French
(c) Englsih and Rasgunath Rao (d) Madhav Rao and English
45. The earliest subsidiary treaty negotiated by the Company was with the ruler of which of the following Indian state ?
(a) Nizam of Hyderabad (b) Nawab of Oudh
© Nawab of Bengal (c) Nawab of Carnatic
46. Lord Wellesley succeeded whom among the following as the Governor General in India ?
(a) Sir John Shore (b) Lord Cornwallis
© Warren Hasting (d) Thomas Munro
47. Who is called as the father of land settlement in India ?
(a) Holt Mackanzie (b) Henry Wellesly
© Merttins Bird (d) Lord Cornwallis
48. In the third battle of Panipat Marathas were under the command of whom?
(a) Ragunat Rao (b) Madhav Rao
(c) Sadashiva Rao (d) Narayan Rao
49. Ahmed Shah Abdali appointed whom as the ostensible regent to the Mughal Emperor?
a) Mohammad Ali Khan (b) Najib ud Daula
(c) Safdar Jung (d) Shah Alam II
50. Who was the founder of Asiatic Society of Bengal?
(a) Alexander Cunningham (b) Macuallay
(c) William Jones (d) H H Willson
Prepared By
Bazlur R Khan
Academic Associate
History
BASYA Delegates meet Minister of State for Home Dept. Mr. Ajay Makhan
Today, a delegation of students and youth under the leadership of Sharifuzzaman Laskar, General Secretary, North East Congress Committee meet Minister of State for Home Department Ajay Makhan at his North Block office in New Delhi for immediate clearance of objection raised by Home Ministry in the naming of Silchar Railway Station as Bhasha Swahid Station. The representation consisting of Bazlur Rahman Khan, Convener of Barak Valley Students and Youth Association (BASYA), Central Committee; Moloy Roy, Joint Convener of the Central Committee, and Advocate Daiyan Hussain, General Secretary, BASYA Delhi Zone. Mr. Sharifuzzaman Laskar told Mr. Makhan that the naming of Silchar Railway station is a long standing demand of the people of Barak Valley to respect eleven martyrs who laid their lives in the cause of mother tongue on that very particular railway station. He also put up some examples of the changing of railway station’s name in West Bengal and other places. Mr. Bazlur Khan told honorable minister that if Mumbai’s railway station Victoria Terminal became Chatrpati Shivaji Terminal why not Silchar station as Bhasha Swahid Station, since lakhs of people of the valley wanted it. Adv. Daiyan told the minister that our constitution provided rights to the speaker of each and every languages and eleven Swahid actually let their lives for the protection and dignity given by Indian Constitution. The naming of station is the proper token of respect to the martyrs.
Mr. Ajay Makhan assured the delegation that Central Government seriously considering the naming of Silchar Railway Station as Bhasha Swahid Station. And invited the delegation for another round of meeting on Monday. He also asked for some specific examples where the name of station is changed after language and movement. Mr. Makhan was very cordial from his side and assured all sorts of help to the delegates.
Mr. Ajay Makhan assured the delegation that Central Government seriously considering the naming of Silchar Railway Station as Bhasha Swahid Station. And invited the delegation for another round of meeting on Monday. He also asked for some specific examples where the name of station is changed after language and movement. Mr. Makhan was very cordial from his side and assured all sorts of help to the delegates.
Madrassa Education System in South Assam: Past, Present and Future
Madrassa Education System in South Assam: Past, Present and Future
Bazlur Rahman Khan
Abstract: The informal kind of Madrassa Education System developed in south Assam from the Fourteenth century. But formal sort of Madrassa education started its journey only after the establishment of Darul Ulum Deoband (est. 1866). In 1873 Darul Ulum Baghbari in the Karimganj district was established, which became the first such institution in South Assam. Later, after the independence of India many provonicalised madrassas began to be established in large numbers in the Barak Valley. Today there are more then one hundred madrassas in South Assam. These madrassas can be divided broadly into two categories--firstly the Qaumi or Khariji (non govt. aided or non affiliated madrassa) and secondly provincialised or government funded madrassas. Madrassas in the latter category incorporated subjects belonging to general education. However Qaumi madrassas impart only religious education. Every year both kinds of madrassas produce a large number of students. In this paper I shall try to see why the society and the nation become unable to get maximum benefit from the pass-outs of these educational institutions. Is it that there are loopholes in the system? Why is it that a large numbers of graduates of these madrassas remain unemployed? The increasing numbers of incompetent and unemployment youth passed out of these madrassas and its impact on the socio-economic condition of the region indicates the weakness and loopholes of madrassa education system. In view of this crisis an immediate action plan is necessary to take up remedial steps both from the past success and experiences and contemporary general education. A possible solution could be the incorporation of professional and vocational courses, modern subjects, and modernization of syllabus.
South Assam which is popularly known as Barak Valley, named after the river Barak that flows through the region, consists of three districts viz. Cachar, Karimganj and Hailakandi. Of them, the later two districts have a Muslim majority while the first one has 40% Muslim population. The valley has a long history of Islam and Muslim life; A large part of the valley came under the rule of the Turk-Afghan dynasties of Bengal from the early 14th century and continued with the establishment of the Mughal Empire. However, the dominance of Muslim elite finally ended with the introduction of British rule in Bengal. In 1947 when plebiscite held in Sylhet, the district got divided into two, the eastern part of Sylhet which got/is known as Karimganj remained with India whereas the other part fell under Bangladesh. The official language of the valley is Bengali, while the majority of people speak Sylheti, a dialect of the Bangla language. Geographically the region is surrounded by hills from all the three sides except its western plain boundary with Bangladesh. Nihar Ranjan Roy, author of Bangalir Itihash says, "South Assam or Barak Valley is the extension of greater Meghna Valley of Bengal' in all the way from culture to geography.
The madrassa education in Barak Valley is very old. The first informal madrassa of the region was established in the early 14th century by one Shah Ziauddin, a close disciple of Hazrat Shahjalal, the famous Sufi of Bengal and Assam. It was built at Badarpur in modern Karimganj District. The main purpose of the madrassa was to train Muslims particularly newly converted ones in the light of Islamic principles. But unfortunately with the passage of time, the madrassa building and the adjacent Masjid disappeared due to the erosion of river Barak. So we don't find it's references in the later stage of history. Similarly during the period of Imperial Mughals these kind of madrassas did exist in the valley.
The modern madrassa system developed in the valley immediately after the foundation of the Darul Ulum Deoband. In 1873 imitating Deoband, a similar type of madrassa, small in size, was established which was and is still known as Darul Ulum Baghbari in Karimganj. It is considered as the oldest madrassa of undivided Surma-Barak valley which included present Sylhet division of Bangladesh. Twenty five years after the establishment of Darul Ulum Baghbari, Darul Ulum Bashkandi came into existence in 1897. Now it is the largest Qaumi madrassa of the North East India. It also shelters approximately five hundred orphan students from west Assam. From the beginning of early 20th century, government affiliated middle school (M.E.) madrassa and High Madrassa started emerging across Assam. The 1924 built Batarashi madrassa, situated in the suburb of Karimganj town is the oldest among this type of institution in south Assam. Karimganj High Madrassa established two years later is another very old institution. It has produced innumerable successful students, settled in different fields, from the time of its establishments. These M.E. and High madrassas, has been imparting general education by and large. Religious education is provided only to a limited extent.
So from the very colonial times various types of madrassas developed in Assam. The post independent Assam witnessed the activities of the state govt. and community based organisation. Different types of initiatives have so far been taken to streamline madrassa education in a better way. As part of the new policy Assam State Madrassa Education Board formed. Recently, for the smooth functioning of this body, a separate Directorate is being created. Maulana Abdul Jalil Choudhury, a legislative member of Indian National Congress and a freedom fighter took active part in the provincialisation of the large numbers of Qaumi madrassas. These madrassas are now categorised as 'Title', 'Senior' and 'Pre-Senior' madrassas. He even disassociated himself from the long time bond of Jamiat Ulema Hind for latter's opposition to provincialisation and formed a socio-religious outfit Nadwat-ut-Taamir based in North East India. Deorail Title Madrassa (Badarpur), Hailakandi Title Madrassa, Asimganj Title Madrassa are the leading provinicalised madrassas of the valley. However, three large madrassas Darul Ulum Bashkandi, Baghbari and Bhanga Sharif continued to act independently. Besides Maktabs and Hafizia Madrassas (Quranic memorisation) have been established in South Assam for a long time.
Today madrassas of south Assam can be divided broadly into two categories Govt. affiliated madrassas and non Government madrassas. Government run madrassas are mainly of two types- Firstly the Middle English Madrassa and the High Madrassa where the former imparts education of the Middle School level while the latter offers education of the High School level. These Schools cum Madrassas have been functioning since the end of the first quarter of the 20th century. It mainly imparts general education, religious subjects are taught in these institutions for the sake of name only. The second type of Govt madrassas are of the three-tier set up: Title Madrassas, Senior Madrassas and Pre-Senior Madrassas. It has been discussed that these institutions got developed in the post independence period. Religious education is the core of the curriculum in these madrassas while general education is given partial importance. The career growth of the M.E and High Madrassas is good, almost the same as of the High Schools. They have no problem in higher education and neither there is any special need to change their syllabus or course curriculum. Their problem is common to that of state run schools. Here it is important for us to discuss about provincialised madrassas such as Title, Senior and Pr-Senior, whose core purpose is to focus on the religious education along with some importance on general education. The total time required to achieve the highest degree in these madrassas is very long and the course curriculum is also outdated and not systematic. Pre-Senior is the primary one which can be compared to middle school. In this level Urdu, Arabic, Hindi, Assamese and Bengali are taught as subjects along with little bit of Islamic education. After Pre-Senior students are promoted at the Senior Madrassa level which has minimum seven years study period. Faziul Maarif or F.M. is the final exam of senior madrassas. F.M. is usually compared with the graduation level exam of general education. Guwahati University and Dibrugarh University accept F.M. as a graduate level course and on the basis of it, one can take admission in the M.A. Arabic programme of both these universities. However, Assam University which falls in south Assam does not consider F.M. as a graduate level course. Jamia Hamdard in Delhi allows F.M. as eligibility for its B.U.M.S. course. Generally in Assam, F.M. degree is treated as a Matriculation level exam. So F.M. passed students who want to join degree level courses, first need to pass Higher Secondary examination from any government school/board. In this way if any student want to join any higher education course of the general education students he has to spend two more years after spending additional four years in senior madrssas. In Senior level madrassa the major subjects taught are Arabic literature which consists of prose, poetry, rhetoric, grammar; Quranic translation and interpretation; commentary of Hadith; Islamic jurisprudence and logic. Arabic literature which is taught in Senior madrassa has a classical pattern that includes mostly pre-Islamic Arab's culture and literary works. So even after spending ten years in Pre and Senior levels students of these madrassas are unable to write or speak in modern Arabic language.
Title Madrasas have a minimum two year course for M.M standing for Mumtazul Muahaddis. The subjects of the M.M. course are Hadith, Tafsir and Tarikh (History). History which is taught in the M. M. course consists entirely of Muslims history. M.M. is considered equivalent to M.A. for the purpose of appointment in Senior Secondary School Arabic posts and Senior madrassas teaching posts. However the absence of specialisation in M.M like MM in Tafsir or M.M. in Hadith degrades the specialisation of the course. Most the provincialised madrassas do not have boarding facilities for students.
Non govt. Madrassas or Qaumi madrassas which are numerically much higher then the govt. madrassas are found everywhere in the valley, even in remote areas where government educational set up is almost non existent. These madrassas are three types-Alimiya and Fazilat Madrassas, exclusive Hafizia Madrassa and mahalla-centric Maktabas. Many of those madrassas are running since even the pre-independence period. There are more then twenty Senior, Three Title and many Pre-Senior Madrassas functioning in the valley. With this background one needs to examine the future prospect of the entire issue and may be a possible action plan too. Since non govt. or Qaumi madrassas are large in number compared to government ones. There are innumerable Qaumi madrassas in Barak Valley. Among those Aliya and Fazil madrassas are dominant. They teach a series of Islamic subjects such as Quranic Commentry (Tafsir), Hadith (Prophets sayings) learning, Islamic Jurisprudence (Muftiana), basics of Islamic History along with Urdu and Arabic Languages. These institutions do not have specialization unlike a madrassa such as Darul Ulum Deoband. Darul Ulum Bashkandi or Darul Ulum Bhanga Sharif has been following the same age old system of education. If one wants to get specialized in a field such as Islamic Jurisprudence, on completion of which students are awarded with Mufti degree or for a specialised degree on Tafsir or Quranic interpretation, one has to come all the way to Darul Ulum Deoband. My interaction with students revealed that students of those madrassas desperately want specialization on the above subjects in their institutions. Many of them end up their education unspecialized because they think that they wont be able to bear the expenditure of studying in a distant place like U.P. The official medium of teaching in these madrassas is Urdu which is not the mother tongue of any student. It is ironical that they study Arabic language and literature through Urdu books whereas the classroom language used is Sylheti Bangla, the local dialect, and finally in the examination one has to answer in Urdu. This creates a complete mess in the over all quality and vitality of teaching and the atmosphere of education. However we know that Quran is revealed in Arabic, Hadith were narrated in Arabic and the base of Islamic jurisprudence or Sharia was also build in Arabic. The final degrees of these madrassas are Alimat and Fazilat respectively. The duration of the course is very long. Students cross the age of around twenty five years to achieve these degrees. After that if one wants to pursue general education he has to take fresh admission in the lower classes in the general education. That makes higher education for a Qaumi madrassa student a far fetched dream. It so happens that many students who pass from these madrassas are immediately appointed in the same madrassas without any sort of proper training. This ultimately leaves an impact on the quality of education. These madrassas are run by the community members through charity and donation. Students are also engaged in fund mobilization. Every year students spend more then fifteen days in fund collection.
Hafizia (memorisation of holy Quran) is imparted both in the Aliya and exclusive Hafizia madrassas. The exclusive Hafizia madrassas are those where only Quran memorisation course is conducted. Some of those Hafizia madrassas have now opened their door for girl students also but classes held complete separately in a different building. But in Qaumi and Senior madrasas there is no room for girl students.
Maktab education provides the primary Islamic knowledge to Muslim children. Due to the effort of Nadwat-ut Taamir, Jamiat I Ulema and off late Ahle Sunnat ul Zamat maktabas become an integral part of rural Muslims villages. These organisations try to shape the mental set up of children in their own narrow sectarian outlook. This is one of the major drawbacks of these madrassas. Urdu as a language is taught in maktabas but teaching and examinations are conducted in Bengali. Maktabas are usually attached with local masjids but many of them function separately. Children up to twelve years of age attend makatabas. The timing of the maktaba is 6 to 9. Some people feel that maktabas actually kill very precious time of students for if one spends his whole morning in the maktabas where is the time for full preparation of his general education? However there is no gender constraint in these maktabas.
Most of these three kinds of Qaumi madrassas do not have recreation facility. These madrassas even do not feel the necessity of physical exercise say in the form of sports. Some of them even imposed restrictions on some sports events. As a result the physical and mental growths of students do not happen. The infrastructure or teaching equipments of most of the Qaumi madrassas are not sound.
Salary of the teachers of these madrassas is very poor and negligible. As a result good quality teaching can't be expected in these madrassas because teachers have to look after other options for a stable financial position, which obviously disturbs their concentration in teaching. Again, the subjects like Mathematics, History or English are no way part of the Qaumi madrassa education system. Lack of knowledge on these areas makes students of these Qaumi madrassas ignorant about the day to day happenings in the world, besides remaining incompetent in the present worlds of professional excellence.
Most of the students of these madrassas especially in Qaumi ones are from financially weak Muslims families which is a common phenomenon across South Asia because most of the madrassas provide free lodging and food to its students. So poor parents feel it is convenient to send their children to Qaumi madrassas which at least can mitigate some burden from their shoulders.
But it is not money only that pushes poor parents to admit their children in madrassas. The religiosity of people also pushes them towards madrassas. That is why a large number of students in reputed madrassas are found to be hailing from wealthy families.
According to the recent statistics, the number of children going to madrassas is only four percent. So some people think that it does not have much impact on the overall literacy of the Muslim community. They believe that the percentage of Muslim kid drop out from school is far higher than those going to madrassa. It is true that majority of children neither go to school nor madrassa. But one should forget that the madrassa students have immense influence in the Muslim community. Their positive role is very crucial both for the construction of community and the nation. So a proper analysis of the loopholes and drawbacks of madrassa education is crucial for the future of Muslim community in particular and the nation or society in general. Every year students who pass out from different madrassas after getting the highest degrees like Alimiat, M.M.., etc have very few opportunities to adjust themselves in the present competitive world. Most of them have to either settle in a local masjid as Imam or teacher in madrassas. Only few students dare to enter in the independent business endeavours. Majority of those madrassa pass outs particularly from Qaumi madrassas discourage people to admit their children in general education rather they encourage them towards madrassa education. Some of them open new madrassas both for their livelihood and expansion of theological knowledge among Muslims. Except a few, large chunks of those madrassa pass outs also oppose women education. Though female literacy of the Muslim community of south Assam is not bad as in other places but it is not good or up to the mark as the Hindu community has. Their (madrassa graduates) words of advice and charity deeds are present well among the common Muslim because at the end of the day common Muslims respect the decision of Ulemas for the fear of life after death. South Assam has a large number of financially stable population but most them are very loyal to the advices of Ulemas and imams. So they donate more and more to the madrassas for the benefit in life after death. Generally, rich Muslims think donation in school and colleges is simply a social work and it has nothing to do with Islam. So they are neither very enthusiastic to popularise general education nor very kind towards donation in school and colleges. That is why the number of institutions runs by the Muslim community for general education is very less.
If we channelise or systemize existing large resource available in the shape of madrassas we will not only serve the cause of the Muslim families but also the whole humanity. Madrassas are found in every four to five kilometers or les then that in south Assam. If Government agencies and NGOs convince madrassas management bodies for the utilization of their infrastructures like buildings for vocational training of madrassa students and peripheral community members, a smooth affectivity could be bring in the over all growth of the region. After long discussions with community members, intellectuals and students following are the few more steps required for the improvement of madrassa education and its affectivity especially in south Assam or Barak Valley.
*A State Level Council for Educational Research and Training in the pattern of NCERT is necessary. Eminent Muslim and non-Muslim Academicians, Senior and experienced prominent Madrassa teachers can be taken as members of the Council. The Council should write and translate books mentioned in the syllabus and publish these books. It should also decide the length of the syllabus at least for the government madrassas and give advice to the state for necessary steps for the enhancement of madrassa education.
*Separate Teachers Training Colleges—at least a couple of ones—should be established in the state for madrassa teachers. These colleges should conduct B. Ed or E.T.E. degrees for the teachers of Senior, Title, and if possible Qaumi madrassas. These degrees should be made necessary eligibility for the appointment of madrassa teachers.
*Arabic or the mother tongue language should be made as the medium of instruction compulsory in the provincialised madrassas. Qaumi madrassas should be advised to make Arabic or mother tongue as the medium of instruction. Emphasis should be properly given on only those literatures in Arabic that is required for understanding Holy Quran and Hadith and. Special focus should be laid on the learning of modern communicative Arabic. The contents of the syllabus of Arabic language needs urgent reconsideration at least for the provincialised madrassas
*A Central Madrassa Board in the pattern of C.B.S.E is required for the proper conduct of examination and smooth functioning of madrassas. Different types of vocational and professional courses should be introduced at the initiative of central and state governments in the provincialised and community-run madrassas to avoid increasing numbers of unemployment among the madrassa students. Assam state government should at least take interest in launching Pre-Tibia courses in selected madrassas so that madrassa students become eligible for direct admission into medical courses like B.U.M.S. and so on.
*In this era of latest technology modern teaching instruments/electronic equipments which make teaching easier and understandable for students should be granted to madrassas. The Government, NGOs, and the madrassa management committees should organize vocational training for existing teachers on different vocational and life skill education.
* At least one Counseling and Guidance centre for madrassa students should open in each district at the initiative of community and government agencies. Councilors of these centers can communicate different options available for madrassa students. Names of madrassa pass outs should also be maintained in the district level employment exchange.
*Since Qaumi madrassas are run by different Muslim organisations with different interests, a coordination committee should be set up to maintain good relationship between these madrassas.
Finally for the encouragement of students belonging to the provincialised madrassas, the state government should distribute computers among students like government school students and teachers should be immediately appointed against all vacant positions in the provincialised madrassas.
Bazlur Rahman Khan (PGDM in NGO, M.A., and M.Phil in History) is an Academic Associate at Hamdard Study Circle, New Delhi
Works Consulted
Qasimi Muahammad Sajid, Madrassa Education Framework, Manak Publication, New Delhi, 2005
Taimizi, Yahya, Sufi Movement in Eastern India, Idara-i-Ada-Biyat-i-Delhi, Delhi, 1992
Anurupa Biswas, Prasanga: Barak Upatyakar Shikka Bistar, Bijith Choudhury edited
Shatavdir Thatyapunji, Published by Barak Upathyaka Banga Shahitya-O-Sanskiti Sammelan, Silchar, 1998
Report on National Conference cum Workshop on Madrassas for Modernization in Northeast India organized by British High Commission, New Delhi and PFI Foundation, Assam, 28-30 March, 2007, Guwahati
Bitarka Madrassa Shikkar Upar, Dainik Jugashanka, 2nd March 2008, Silchar, Assam
Call to make madrassas more competitive, The Assam Tribune, March 31, 2007, Guwahati
Qaumi Madrassasr Adunikaranar Bare Sarkarar Action Plan, Dainik Janashadaran, 31st March, 2007, Guwahati
Madrassa Shikka Bebasthay Shamaje Kuno Upakar Hachchena, Dainik Jugashanka, 9th March 2008, Silchar
Bazlur Rahman Khan
Abstract: The informal kind of Madrassa Education System developed in south Assam from the Fourteenth century. But formal sort of Madrassa education started its journey only after the establishment of Darul Ulum Deoband (est. 1866). In 1873 Darul Ulum Baghbari in the Karimganj district was established, which became the first such institution in South Assam. Later, after the independence of India many provonicalised madrassas began to be established in large numbers in the Barak Valley. Today there are more then one hundred madrassas in South Assam. These madrassas can be divided broadly into two categories--firstly the Qaumi or Khariji (non govt. aided or non affiliated madrassa) and secondly provincialised or government funded madrassas. Madrassas in the latter category incorporated subjects belonging to general education. However Qaumi madrassas impart only religious education. Every year both kinds of madrassas produce a large number of students. In this paper I shall try to see why the society and the nation become unable to get maximum benefit from the pass-outs of these educational institutions. Is it that there are loopholes in the system? Why is it that a large numbers of graduates of these madrassas remain unemployed? The increasing numbers of incompetent and unemployment youth passed out of these madrassas and its impact on the socio-economic condition of the region indicates the weakness and loopholes of madrassa education system. In view of this crisis an immediate action plan is necessary to take up remedial steps both from the past success and experiences and contemporary general education. A possible solution could be the incorporation of professional and vocational courses, modern subjects, and modernization of syllabus.
South Assam which is popularly known as Barak Valley, named after the river Barak that flows through the region, consists of three districts viz. Cachar, Karimganj and Hailakandi. Of them, the later two districts have a Muslim majority while the first one has 40% Muslim population. The valley has a long history of Islam and Muslim life; A large part of the valley came under the rule of the Turk-Afghan dynasties of Bengal from the early 14th century and continued with the establishment of the Mughal Empire. However, the dominance of Muslim elite finally ended with the introduction of British rule in Bengal. In 1947 when plebiscite held in Sylhet, the district got divided into two, the eastern part of Sylhet which got/is known as Karimganj remained with India whereas the other part fell under Bangladesh. The official language of the valley is Bengali, while the majority of people speak Sylheti, a dialect of the Bangla language. Geographically the region is surrounded by hills from all the three sides except its western plain boundary with Bangladesh. Nihar Ranjan Roy, author of Bangalir Itihash says, "South Assam or Barak Valley is the extension of greater Meghna Valley of Bengal' in all the way from culture to geography.
The madrassa education in Barak Valley is very old. The first informal madrassa of the region was established in the early 14th century by one Shah Ziauddin, a close disciple of Hazrat Shahjalal, the famous Sufi of Bengal and Assam. It was built at Badarpur in modern Karimganj District. The main purpose of the madrassa was to train Muslims particularly newly converted ones in the light of Islamic principles. But unfortunately with the passage of time, the madrassa building and the adjacent Masjid disappeared due to the erosion of river Barak. So we don't find it's references in the later stage of history. Similarly during the period of Imperial Mughals these kind of madrassas did exist in the valley.
The modern madrassa system developed in the valley immediately after the foundation of the Darul Ulum Deoband. In 1873 imitating Deoband, a similar type of madrassa, small in size, was established which was and is still known as Darul Ulum Baghbari in Karimganj. It is considered as the oldest madrassa of undivided Surma-Barak valley which included present Sylhet division of Bangladesh. Twenty five years after the establishment of Darul Ulum Baghbari, Darul Ulum Bashkandi came into existence in 1897. Now it is the largest Qaumi madrassa of the North East India. It also shelters approximately five hundred orphan students from west Assam. From the beginning of early 20th century, government affiliated middle school (M.E.) madrassa and High Madrassa started emerging across Assam. The 1924 built Batarashi madrassa, situated in the suburb of Karimganj town is the oldest among this type of institution in south Assam. Karimganj High Madrassa established two years later is another very old institution. It has produced innumerable successful students, settled in different fields, from the time of its establishments. These M.E. and High madrassas, has been imparting general education by and large. Religious education is provided only to a limited extent.
So from the very colonial times various types of madrassas developed in Assam. The post independent Assam witnessed the activities of the state govt. and community based organisation. Different types of initiatives have so far been taken to streamline madrassa education in a better way. As part of the new policy Assam State Madrassa Education Board formed. Recently, for the smooth functioning of this body, a separate Directorate is being created. Maulana Abdul Jalil Choudhury, a legislative member of Indian National Congress and a freedom fighter took active part in the provincialisation of the large numbers of Qaumi madrassas. These madrassas are now categorised as 'Title', 'Senior' and 'Pre-Senior' madrassas. He even disassociated himself from the long time bond of Jamiat Ulema Hind for latter's opposition to provincialisation and formed a socio-religious outfit Nadwat-ut-Taamir based in North East India. Deorail Title Madrassa (Badarpur), Hailakandi Title Madrassa, Asimganj Title Madrassa are the leading provinicalised madrassas of the valley. However, three large madrassas Darul Ulum Bashkandi, Baghbari and Bhanga Sharif continued to act independently. Besides Maktabs and Hafizia Madrassas (Quranic memorisation) have been established in South Assam for a long time.
Today madrassas of south Assam can be divided broadly into two categories Govt. affiliated madrassas and non Government madrassas. Government run madrassas are mainly of two types- Firstly the Middle English Madrassa and the High Madrassa where the former imparts education of the Middle School level while the latter offers education of the High School level. These Schools cum Madrassas have been functioning since the end of the first quarter of the 20th century. It mainly imparts general education, religious subjects are taught in these institutions for the sake of name only. The second type of Govt madrassas are of the three-tier set up: Title Madrassas, Senior Madrassas and Pre-Senior Madrassas. It has been discussed that these institutions got developed in the post independence period. Religious education is the core of the curriculum in these madrassas while general education is given partial importance. The career growth of the M.E and High Madrassas is good, almost the same as of the High Schools. They have no problem in higher education and neither there is any special need to change their syllabus or course curriculum. Their problem is common to that of state run schools. Here it is important for us to discuss about provincialised madrassas such as Title, Senior and Pr-Senior, whose core purpose is to focus on the religious education along with some importance on general education. The total time required to achieve the highest degree in these madrassas is very long and the course curriculum is also outdated and not systematic. Pre-Senior is the primary one which can be compared to middle school. In this level Urdu, Arabic, Hindi, Assamese and Bengali are taught as subjects along with little bit of Islamic education. After Pre-Senior students are promoted at the Senior Madrassa level which has minimum seven years study period. Faziul Maarif or F.M. is the final exam of senior madrassas. F.M. is usually compared with the graduation level exam of general education. Guwahati University and Dibrugarh University accept F.M. as a graduate level course and on the basis of it, one can take admission in the M.A. Arabic programme of both these universities. However, Assam University which falls in south Assam does not consider F.M. as a graduate level course. Jamia Hamdard in Delhi allows F.M. as eligibility for its B.U.M.S. course. Generally in Assam, F.M. degree is treated as a Matriculation level exam. So F.M. passed students who want to join degree level courses, first need to pass Higher Secondary examination from any government school/board. In this way if any student want to join any higher education course of the general education students he has to spend two more years after spending additional four years in senior madrssas. In Senior level madrassa the major subjects taught are Arabic literature which consists of prose, poetry, rhetoric, grammar; Quranic translation and interpretation; commentary of Hadith; Islamic jurisprudence and logic. Arabic literature which is taught in Senior madrassa has a classical pattern that includes mostly pre-Islamic Arab's culture and literary works. So even after spending ten years in Pre and Senior levels students of these madrassas are unable to write or speak in modern Arabic language.
Title Madrasas have a minimum two year course for M.M standing for Mumtazul Muahaddis. The subjects of the M.M. course are Hadith, Tafsir and Tarikh (History). History which is taught in the M. M. course consists entirely of Muslims history. M.M. is considered equivalent to M.A. for the purpose of appointment in Senior Secondary School Arabic posts and Senior madrassas teaching posts. However the absence of specialisation in M.M like MM in Tafsir or M.M. in Hadith degrades the specialisation of the course. Most the provincialised madrassas do not have boarding facilities for students.
Non govt. Madrassas or Qaumi madrassas which are numerically much higher then the govt. madrassas are found everywhere in the valley, even in remote areas where government educational set up is almost non existent. These madrassas are three types-Alimiya and Fazilat Madrassas, exclusive Hafizia Madrassa and mahalla-centric Maktabas. Many of those madrassas are running since even the pre-independence period. There are more then twenty Senior, Three Title and many Pre-Senior Madrassas functioning in the valley. With this background one needs to examine the future prospect of the entire issue and may be a possible action plan too. Since non govt. or Qaumi madrassas are large in number compared to government ones. There are innumerable Qaumi madrassas in Barak Valley. Among those Aliya and Fazil madrassas are dominant. They teach a series of Islamic subjects such as Quranic Commentry (Tafsir), Hadith (Prophets sayings) learning, Islamic Jurisprudence (Muftiana), basics of Islamic History along with Urdu and Arabic Languages. These institutions do not have specialization unlike a madrassa such as Darul Ulum Deoband. Darul Ulum Bashkandi or Darul Ulum Bhanga Sharif has been following the same age old system of education. If one wants to get specialized in a field such as Islamic Jurisprudence, on completion of which students are awarded with Mufti degree or for a specialised degree on Tafsir or Quranic interpretation, one has to come all the way to Darul Ulum Deoband. My interaction with students revealed that students of those madrassas desperately want specialization on the above subjects in their institutions. Many of them end up their education unspecialized because they think that they wont be able to bear the expenditure of studying in a distant place like U.P. The official medium of teaching in these madrassas is Urdu which is not the mother tongue of any student. It is ironical that they study Arabic language and literature through Urdu books whereas the classroom language used is Sylheti Bangla, the local dialect, and finally in the examination one has to answer in Urdu. This creates a complete mess in the over all quality and vitality of teaching and the atmosphere of education. However we know that Quran is revealed in Arabic, Hadith were narrated in Arabic and the base of Islamic jurisprudence or Sharia was also build in Arabic. The final degrees of these madrassas are Alimat and Fazilat respectively. The duration of the course is very long. Students cross the age of around twenty five years to achieve these degrees. After that if one wants to pursue general education he has to take fresh admission in the lower classes in the general education. That makes higher education for a Qaumi madrassa student a far fetched dream. It so happens that many students who pass from these madrassas are immediately appointed in the same madrassas without any sort of proper training. This ultimately leaves an impact on the quality of education. These madrassas are run by the community members through charity and donation. Students are also engaged in fund mobilization. Every year students spend more then fifteen days in fund collection.
Hafizia (memorisation of holy Quran) is imparted both in the Aliya and exclusive Hafizia madrassas. The exclusive Hafizia madrassas are those where only Quran memorisation course is conducted. Some of those Hafizia madrassas have now opened their door for girl students also but classes held complete separately in a different building. But in Qaumi and Senior madrasas there is no room for girl students.
Maktab education provides the primary Islamic knowledge to Muslim children. Due to the effort of Nadwat-ut Taamir, Jamiat I Ulema and off late Ahle Sunnat ul Zamat maktabas become an integral part of rural Muslims villages. These organisations try to shape the mental set up of children in their own narrow sectarian outlook. This is one of the major drawbacks of these madrassas. Urdu as a language is taught in maktabas but teaching and examinations are conducted in Bengali. Maktabas are usually attached with local masjids but many of them function separately. Children up to twelve years of age attend makatabas. The timing of the maktaba is 6 to 9. Some people feel that maktabas actually kill very precious time of students for if one spends his whole morning in the maktabas where is the time for full preparation of his general education? However there is no gender constraint in these maktabas.
Most of these three kinds of Qaumi madrassas do not have recreation facility. These madrassas even do not feel the necessity of physical exercise say in the form of sports. Some of them even imposed restrictions on some sports events. As a result the physical and mental growths of students do not happen. The infrastructure or teaching equipments of most of the Qaumi madrassas are not sound.
Salary of the teachers of these madrassas is very poor and negligible. As a result good quality teaching can't be expected in these madrassas because teachers have to look after other options for a stable financial position, which obviously disturbs their concentration in teaching. Again, the subjects like Mathematics, History or English are no way part of the Qaumi madrassa education system. Lack of knowledge on these areas makes students of these Qaumi madrassas ignorant about the day to day happenings in the world, besides remaining incompetent in the present worlds of professional excellence.
Most of the students of these madrassas especially in Qaumi ones are from financially weak Muslims families which is a common phenomenon across South Asia because most of the madrassas provide free lodging and food to its students. So poor parents feel it is convenient to send their children to Qaumi madrassas which at least can mitigate some burden from their shoulders.
But it is not money only that pushes poor parents to admit their children in madrassas. The religiosity of people also pushes them towards madrassas. That is why a large number of students in reputed madrassas are found to be hailing from wealthy families.
According to the recent statistics, the number of children going to madrassas is only four percent. So some people think that it does not have much impact on the overall literacy of the Muslim community. They believe that the percentage of Muslim kid drop out from school is far higher than those going to madrassa. It is true that majority of children neither go to school nor madrassa. But one should forget that the madrassa students have immense influence in the Muslim community. Their positive role is very crucial both for the construction of community and the nation. So a proper analysis of the loopholes and drawbacks of madrassa education is crucial for the future of Muslim community in particular and the nation or society in general. Every year students who pass out from different madrassas after getting the highest degrees like Alimiat, M.M.., etc have very few opportunities to adjust themselves in the present competitive world. Most of them have to either settle in a local masjid as Imam or teacher in madrassas. Only few students dare to enter in the independent business endeavours. Majority of those madrassa pass outs particularly from Qaumi madrassas discourage people to admit their children in general education rather they encourage them towards madrassa education. Some of them open new madrassas both for their livelihood and expansion of theological knowledge among Muslims. Except a few, large chunks of those madrassa pass outs also oppose women education. Though female literacy of the Muslim community of south Assam is not bad as in other places but it is not good or up to the mark as the Hindu community has. Their (madrassa graduates) words of advice and charity deeds are present well among the common Muslim because at the end of the day common Muslims respect the decision of Ulemas for the fear of life after death. South Assam has a large number of financially stable population but most them are very loyal to the advices of Ulemas and imams. So they donate more and more to the madrassas for the benefit in life after death. Generally, rich Muslims think donation in school and colleges is simply a social work and it has nothing to do with Islam. So they are neither very enthusiastic to popularise general education nor very kind towards donation in school and colleges. That is why the number of institutions runs by the Muslim community for general education is very less.
If we channelise or systemize existing large resource available in the shape of madrassas we will not only serve the cause of the Muslim families but also the whole humanity. Madrassas are found in every four to five kilometers or les then that in south Assam. If Government agencies and NGOs convince madrassas management bodies for the utilization of their infrastructures like buildings for vocational training of madrassa students and peripheral community members, a smooth affectivity could be bring in the over all growth of the region. After long discussions with community members, intellectuals and students following are the few more steps required for the improvement of madrassa education and its affectivity especially in south Assam or Barak Valley.
*A State Level Council for Educational Research and Training in the pattern of NCERT is necessary. Eminent Muslim and non-Muslim Academicians, Senior and experienced prominent Madrassa teachers can be taken as members of the Council. The Council should write and translate books mentioned in the syllabus and publish these books. It should also decide the length of the syllabus at least for the government madrassas and give advice to the state for necessary steps for the enhancement of madrassa education.
*Separate Teachers Training Colleges—at least a couple of ones—should be established in the state for madrassa teachers. These colleges should conduct B. Ed or E.T.E. degrees for the teachers of Senior, Title, and if possible Qaumi madrassas. These degrees should be made necessary eligibility for the appointment of madrassa teachers.
*Arabic or the mother tongue language should be made as the medium of instruction compulsory in the provincialised madrassas. Qaumi madrassas should be advised to make Arabic or mother tongue as the medium of instruction. Emphasis should be properly given on only those literatures in Arabic that is required for understanding Holy Quran and Hadith and. Special focus should be laid on the learning of modern communicative Arabic. The contents of the syllabus of Arabic language needs urgent reconsideration at least for the provincialised madrassas
*A Central Madrassa Board in the pattern of C.B.S.E is required for the proper conduct of examination and smooth functioning of madrassas. Different types of vocational and professional courses should be introduced at the initiative of central and state governments in the provincialised and community-run madrassas to avoid increasing numbers of unemployment among the madrassa students. Assam state government should at least take interest in launching Pre-Tibia courses in selected madrassas so that madrassa students become eligible for direct admission into medical courses like B.U.M.S. and so on.
*In this era of latest technology modern teaching instruments/electronic equipments which make teaching easier and understandable for students should be granted to madrassas. The Government, NGOs, and the madrassa management committees should organize vocational training for existing teachers on different vocational and life skill education.
* At least one Counseling and Guidance centre for madrassa students should open in each district at the initiative of community and government agencies. Councilors of these centers can communicate different options available for madrassa students. Names of madrassa pass outs should also be maintained in the district level employment exchange.
*Since Qaumi madrassas are run by different Muslim organisations with different interests, a coordination committee should be set up to maintain good relationship between these madrassas.
Finally for the encouragement of students belonging to the provincialised madrassas, the state government should distribute computers among students like government school students and teachers should be immediately appointed against all vacant positions in the provincialised madrassas.
Bazlur Rahman Khan (PGDM in NGO, M.A., and M.Phil in History) is an Academic Associate at Hamdard Study Circle, New Delhi
Works Consulted
Qasimi Muahammad Sajid, Madrassa Education Framework, Manak Publication, New Delhi, 2005
Taimizi, Yahya, Sufi Movement in Eastern India, Idara-i-Ada-Biyat-i-Delhi, Delhi, 1992
Anurupa Biswas, Prasanga: Barak Upatyakar Shikka Bistar, Bijith Choudhury edited
Shatavdir Thatyapunji, Published by Barak Upathyaka Banga Shahitya-O-Sanskiti Sammelan, Silchar, 1998
Report on National Conference cum Workshop on Madrassas for Modernization in Northeast India organized by British High Commission, New Delhi and PFI Foundation, Assam, 28-30 March, 2007, Guwahati
Bitarka Madrassa Shikkar Upar, Dainik Jugashanka, 2nd March 2008, Silchar, Assam
Call to make madrassas more competitive, The Assam Tribune, March 31, 2007, Guwahati
Qaumi Madrassasr Adunikaranar Bare Sarkarar Action Plan, Dainik Janashadaran, 31st March, 2007, Guwahati
Madrassa Shikka Bebasthay Shamaje Kuno Upakar Hachchena, Dainik Jugashanka, 9th March 2008, Silchar
Me and My Family (BAZLUR)
My name is Bazlur Rahman Khan, however, my family members, relatives and neighbours, call me by nick name Milu. My father's name is Azizur Rahman Khan and my mother's name is Late Razia Khanam. I am the eldest among two brothers and three sisters. My father is a pass out of Shillong College, Shillong. Recently, he retired from Karimganj Telephone Exchange, after serving many years in Shillong; My wife is Afsana Amin Soma, she is doctorate in the subject of Mass Communciation, currently teaching in Aliah University, Kolkata; younger brother Habibur Rahman Khan (Nilu) is a Charted Accountant, and currently working with Oil India Limited in Assam.Younger sister Rehana Khanam (Bappi) did her MCA from Jamia Millia Islamia, New Delhi and teaching in Sikkim Manipal University, Karimganj Centre; younger to her is Amina Khanam (Poppi) studying B.COM. Youngest among us is Nasrin Fatima Khanam (Momi), a student of class IX, she stays in our native town, Karimganj.
My paternal grandfather is Sikandar Ali Khan. He is the son of Nasir Mehmud Khan, whose parents moved to village Baleswar North from their ancestral village, Ratanpur. My eldest paternal uncle was Abdul Hai Khan, a middle school Headmaster and a passout of Sylhet MC College; second uncle Abdullah Khan was a school pass out who used to manage household resposibilities; third uncle Abdul Haque Khan, a passout of Karimganj College was also a middle school headmaster. We belong to the Khandan or clan of Sharif Khan, still people in our ancestral village called us Sharif Khan's descendants. He was a prominent person of my native place about five or six generation ago. The large land estate of Baleswar and Ratanpur is still mentioned as Sharif Khan's Talluk in the Govt. of India's revenue documents. However, many many years before him, Shaban Shah, our forefather, first settled at Kaliganj in Karimganj. He was a Sufi, still people irrespective of religions visit his graveyard, located in a village named Sirajidipur, near Ratanpur. Sirajidipur, Ratanpur and Balleswar villages are very near to Kaliganj Bazar in the district of Karimganj in Assam. Shaban Shah is believed to be migrated from the outside, as because many Sufi Saints, and other adventurers, settled in this part of undivided Bengal during the medieval period, after the arrival of great Sufi Hazrat Shahjalal in Sylhet in the begining of 14th century.
My paternal grandfather is Sikandar Ali Khan. He is the son of Nasir Mehmud Khan, whose parents moved to village Baleswar North from their ancestral village, Ratanpur. My eldest paternal uncle was Abdul Hai Khan, a middle school Headmaster and a passout of Sylhet MC College; second uncle Abdullah Khan was a school pass out who used to manage household resposibilities; third uncle Abdul Haque Khan, a passout of Karimganj College was also a middle school headmaster. We belong to the Khandan or clan of Sharif Khan, still people in our ancestral village called us Sharif Khan's descendants. He was a prominent person of my native place about five or six generation ago. The large land estate of Baleswar and Ratanpur is still mentioned as Sharif Khan's Talluk in the Govt. of India's revenue documents. However, many many years before him, Shaban Shah, our forefather, first settled at Kaliganj in Karimganj. He was a Sufi, still people irrespective of religions visit his graveyard, located in a village named Sirajidipur, near Ratanpur. Sirajidipur, Ratanpur and Balleswar villages are very near to Kaliganj Bazar in the district of Karimganj in Assam. Shaban Shah is believed to be migrated from the outside, as because many Sufi Saints, and other adventurers, settled in this part of undivided Bengal during the medieval period, after the arrival of great Sufi Hazrat Shahjalal in Sylhet in the begining of 14th century.
My mother................Late Razia Khanam
We will never forget the date, 17th December 2001, it was the day of Eid ul Fitar. People around the world were celebrating the holy EID. And, somewhere in a remote corner of this earth, in our house everyone of us helplessly seeing the last few hours of our mother. We were puzzled, did nt know what to do?
By 7.30pm my mother closed her eyes forever. My tears rolling down heavily. I was having no words to console my siblings, all of them were younger to me. I was 21 years old and my little sister was just 6 years old.
I have quoted one small article on mother. Plz read it sincerely.
Apart from her role as a wife, the Muslim woman has a very important role as mother. The status and value attached to parents in the Muslim world is very high. A woman becomes complete when she becomes a mother. Enjoying her power of creativity and grade of superiority over man, she experiences those precious feelings and senses, which nature gives only to woman. There is no doubt that as a mother, she is superior to man and is the nucleus of her family!
Noble Qur'an says:
"And your Lord has commanded that you shall not serve (any) but Him, and goodness to your parents. If either or both of them reach old age with you, say not to them (so much as) "Ugh" nor chide them, and speak to them a generous word. And make yourself submissively gentle to them with compassion, and say: O my Lord! Have compassion on them, as they brought me up (when I was) little." Noble Qur'an (17:23-24)
Again Noble Qur'an says:
And We have enjoined man in respect of his parents - his mother bears him with faintings upon faintings and his weaning takes two years - saying: Be grateful to Me and to both your parents; to Me is the eventual coming. And if they contend with you that you should associate with Me what you have no knowledge of, do not obey them, and keep company with them in this world kindly, and follow the way of him who turns to Me, then to Me is your return, then will I inform you of what you did. Noble Qur'an (31:14-15)
In Islam every day is Mother's Day (Status of Mother in Islam)
One day a man came to see the Prophet Muhammad, peace and blessings be upon him and his progeny. It seemed that he was trying to solve something but couldn't quite work it out. So he asked the Prophet Muhammad, peace and blessings be upon him and his progeny. "Tell me, O Prophet of Allah! I have many relatives and many friends whom I love, and whom I wish to care for and help. But I often find it difficult to decide which of them has the greatest claim upon me? Which of them should come first?" The Prophet Muhammad, peace and blessings be upon him and his progeny replied immediately, "Your mother should come first and before all others."
The man was very pleased to have this clear guidance from the Prophet Muhammad, peace and blessings be upon him and his progeny. But of course there were all his other relatives and his friends, so he asked again: "And after my mother, who has the greatest claim upon me?" The Prophet Muhammad's, peace and blessings be upon him and his progeny reply this second time surprised him. "Your mother!" he said again.
The man wondered why the Prophet Muhammad, peace and blessings be upon him and his progeny was repeating himself. Perhaps he had not spoken clearly, the man thought, so he asked the question again, "What I want to know is, after my mother, who has the greatest claim upon me? Again the Prophet Muhammad, peace and blessings be upon him and his progeny said "your mother!"
Your mother, your mother, your mother!
The Prophet Muhammad, peace and blessings be upon him and his progeny had now said it three times. Slowly, the man realized why he had done so. The Prophet Muhammad, peace and blessings be upon him and his progeny means that my mother is extremely important, so much so that my duty to her must be stressed over and over again. Even so, the man's thoughts ran on, "what about all the others I love and wish to care for?" Still uncertain and wanting to know more, he once again turned to the Prophet Muhammad, peace and blessings be upon him and his progeny and said, "and after my mother, who comes after her? Is there anyone besides her?" The Prophet Muhammad, peace and blessings be upon him and his progeny then replied "after your mother, your father." And then? asked the man. "Then people who are nearest to you," said the Prophet Muhammad, peace and blessings be upon him and his progeny.
In universal religion Islam, mother has three times more rights over her off springs than their father because of her significant and crucial role in their birth, brought-up and home education.
In another hadith the Prophet Muhammad, peace and blessings be upon him and his progeny has said: "Paradise lies at the feet of mothers." In other words Paradise awaits those who cherish and respect their mothers
The Muslim mother has consequently a great feeling of security about the type of care and consideration she can expect from her children when she reaches old age. As the verse of Noble Qur'an quoted above indicates, thankfulness to parents is linked with thankfulness to Allah, and a failure in either of these respects is indeed a major failure in one's religious duties.
The principles of Islam made explicit in Noble Qur'an and hadith are belief and good conduct, and good conduct begins at home with one's closest relatives. A Westerner who has had close contact with a Muslim society cannot fail to be struck by the love and respect given to parents and the honour shown to old people in general, both men and women, as a direct application of these principles of Islam.
Muslim Relation with Non-Muslim Parents: Mother's Rights in Islam (Status of Mother in Islam)
It was for some time that Zakariyya, son of Ibrahim, felt attracted towards Islam although his father, mother and all the family members were Christians and he too was the believer of Christianity. Both his conscience and heart were inviting him towards Islam. At last, against the liking of his father, mother and family-members, he accepted Islam and surrendered himself to the commandments of Islam.
The Hajj pilgrimage season commenced. Young Zakariyya left Kufa, Iraq with the objective of performing Hajj pilgrimage and had the honour of meeting Imam Jafar Sadiq (as) in Madina. Zakariyya narrated to Imam Jafar Sadiq (as) the incident of his acceptance of Islam. Imam Jafar Sadiq (as) enquired:
"What virtue of Islam attracted your attention?" Zakariyya replied: "I can only say that it was Allah's words in Noble Qur'an which impressed me and holds true in my case. Allah says to his Prophet Muhammad, peace and blessings be upon him and his progeny in Noble Qur'an: "O Prophet! Earlier you didn't know what the Book is and didn't know what the faith is, but We revealed to you this Qur'an and made it a light by which We guide whomsoever We wish."
Imam Jafar Sadiq (as) said: "I confirm Allah has guided you."
Then Imam Jafar Sadiq (as) said thrice:
"O Allah! You Yourself be a guide to him."
Afterwards Imam Jafar Sadiq (as) said:
"My son, now whatever questions you have, asks me".
The Youngman said: "My father, mother and family-members, are all Christians. My mother is blind. I am associated to them and I am compelled to eat with them. What am I supposed to do in such circumstances?"
Imam Jafar Sadiq (as): "Do they eat pork?"
Zakariyya: "No, O son of Prophet Muhammad, peace and blessings be upon him and his progeny! They don't even touch pork."
Imam Jafar Sadiq (as): "Then, there is nothing wrong in your association with them."
Then Imam Jafar Sadiq (as) said: "Be careful about your mother's health. Be kind to her till she is alive. When she dies, don't give her body to anyone else. You personally take charge of her corpse." Here, don't tell anyone that you have met me. I will also come to Makkah. Insha Allah (Allah willing), we will meet in Mina.
In Mina, the Young Zakariyya went in search of Imam Jafar Sadiq (as). There was a huge crowd around Imam Jafar Sadiq (as).
The people, like the children surrounding their teacher and asking questions one after the other without giving any time, were asking questions one after the other from Imam Jafar Sadiq (as) and were listening to his replies.
The Hajj pilgrimage season came to an end and the Young Zakariyya returned to Kufa, Iraq. He had kept in mind Imam Jafar Sadiq's (as) advice. With firm determination, he started serving his mother and never failed to be kind and loving to his blind mother. Zakariyya served food to her with his own hands. He even used to check her clothes and head to see that no lice might be present. This change in the behavior of the son, mainly after his return from Makkah, was surprising for his mother. One day she asked her son:
"Dear Son! Earlier, when you followed our religion Christianity, you were not so kind to me. Now what has happened to you that though I and you are not the same in respect of religion, you are more kind to me than before?"
Zakariyya: "Dear mother! A person from the descendants of our Prophet Muhammad, peace and blessings be upon him and his progeny has told me to do so."
Mother: "Is he himself a Prophet?"
Zakariyya: "No, he is not a Prophet. He is the son of the Prophet Muhammad, peace and blessings be upon him and his progeny."
Mother: "My son! I think he himself is a Prophet as this type of advices and preaching's not given by anyone except the Prophets."
Zakariyya: "No mother! Be sure that he is not a Prophet. He is the son of the Prophet Muhammad, peace and blessings be upon him and his progeny. Basically, no Prophet is supposed to come to earth after our Prophet Muhammad, peace and blessings be upon him and his progeny."
Mother: "My son! Your religion Islam is very good. It is better than all the other religions. Teach me your religion Islam to me."
The Young Zakariyya told his mother the 'Shahaadatayn' (meaning: "There is no god but Allah and Muhammad (pbuh) is his Messenger").
Thus, the mother became a Muslim. Then the Young Zakariyya taught his blind mother the process of reciting salat (prayer). The mother grasped it and recited the Zuhr (noon) and the Asr (afternoon) salats. It became night. She succeeded in reciting both the Maghrib (evening) and the Isha (night) salats. Suddenly, late in the night, the mother's condition (of health) changed; she fell sick and got bed-laid. She called her son and said:
"My son, once more teach all the things you had taught me."
Once again, the son taught his mother the Shahaadatayn and all the principles of Islam, that is, belief in Allah, Prophet Muhammad (pbuh), angels, the Divine Books and the Ma'ad (Day of Resurrection). The mother repeated all these as a symbol of her belief and acceptance and offered her life to the Creator.
In the morning, the Muslims gathered for giving her Ghusl-e-Mayyat (obligatory bath to the dead) and her burial. The person, who recited Salatul Maiyyat (prayer for the dead) and buried her, was none but her young son, Zakariyya.
Woman in Islam: Mother's order (Status of Mother in Islam, Islamic Mother, Muslim Mother)
A mother's order is to be respected, even in comparison with Allah's command, on the condition that the action concerned does not fall within the imperative and obligatory injunction. An example of that is Jihad, in the way of Allah, or recommended prayers.
"A man came in the presence of the Prophet Muhammad, peace and blessings be upon him and his progeny and said: I like to perform Jihad in the cause of Allah, but my mother is not at all inclined towards my doing so. The Prophet Muhammad, peace and blessings be upon him and his progeny replied: Go back and remain with your mother. I swear by the Lord that has sent me on a true mission that to remain with one's mother for one night (and serving her and doing good to her) is better than performing Jihad in the cause of Allah for a year."
The Prophet Muhammad, peace and blessings be upon him and his progeny said, "If you are performing recommended prayers and your father calls for you, do not break your prayers. But if your mother calls you, do break your prayers".
The Prophet Muhammad, peace and blessings be upon him and his progeny said: "A creature is not to be obeyed when it involves disobedience to the Creator."
By 7.30pm my mother closed her eyes forever. My tears rolling down heavily. I was having no words to console my siblings, all of them were younger to me. I was 21 years old and my little sister was just 6 years old.
I have quoted one small article on mother. Plz read it sincerely.
Apart from her role as a wife, the Muslim woman has a very important role as mother. The status and value attached to parents in the Muslim world is very high. A woman becomes complete when she becomes a mother. Enjoying her power of creativity and grade of superiority over man, she experiences those precious feelings and senses, which nature gives only to woman. There is no doubt that as a mother, she is superior to man and is the nucleus of her family!
Noble Qur'an says:
"And your Lord has commanded that you shall not serve (any) but Him, and goodness to your parents. If either or both of them reach old age with you, say not to them (so much as) "Ugh" nor chide them, and speak to them a generous word. And make yourself submissively gentle to them with compassion, and say: O my Lord! Have compassion on them, as they brought me up (when I was) little." Noble Qur'an (17:23-24)
Again Noble Qur'an says:
And We have enjoined man in respect of his parents - his mother bears him with faintings upon faintings and his weaning takes two years - saying: Be grateful to Me and to both your parents; to Me is the eventual coming. And if they contend with you that you should associate with Me what you have no knowledge of, do not obey them, and keep company with them in this world kindly, and follow the way of him who turns to Me, then to Me is your return, then will I inform you of what you did. Noble Qur'an (31:14-15)
In Islam every day is Mother's Day (Status of Mother in Islam)
One day a man came to see the Prophet Muhammad, peace and blessings be upon him and his progeny. It seemed that he was trying to solve something but couldn't quite work it out. So he asked the Prophet Muhammad, peace and blessings be upon him and his progeny. "Tell me, O Prophet of Allah! I have many relatives and many friends whom I love, and whom I wish to care for and help. But I often find it difficult to decide which of them has the greatest claim upon me? Which of them should come first?" The Prophet Muhammad, peace and blessings be upon him and his progeny replied immediately, "Your mother should come first and before all others."
The man was very pleased to have this clear guidance from the Prophet Muhammad, peace and blessings be upon him and his progeny. But of course there were all his other relatives and his friends, so he asked again: "And after my mother, who has the greatest claim upon me?" The Prophet Muhammad's, peace and blessings be upon him and his progeny reply this second time surprised him. "Your mother!" he said again.
The man wondered why the Prophet Muhammad, peace and blessings be upon him and his progeny was repeating himself. Perhaps he had not spoken clearly, the man thought, so he asked the question again, "What I want to know is, after my mother, who has the greatest claim upon me? Again the Prophet Muhammad, peace and blessings be upon him and his progeny said "your mother!"
Your mother, your mother, your mother!
The Prophet Muhammad, peace and blessings be upon him and his progeny had now said it three times. Slowly, the man realized why he had done so. The Prophet Muhammad, peace and blessings be upon him and his progeny means that my mother is extremely important, so much so that my duty to her must be stressed over and over again. Even so, the man's thoughts ran on, "what about all the others I love and wish to care for?" Still uncertain and wanting to know more, he once again turned to the Prophet Muhammad, peace and blessings be upon him and his progeny and said, "and after my mother, who comes after her? Is there anyone besides her?" The Prophet Muhammad, peace and blessings be upon him and his progeny then replied "after your mother, your father." And then? asked the man. "Then people who are nearest to you," said the Prophet Muhammad, peace and blessings be upon him and his progeny.
In universal religion Islam, mother has three times more rights over her off springs than their father because of her significant and crucial role in their birth, brought-up and home education.
In another hadith the Prophet Muhammad, peace and blessings be upon him and his progeny has said: "Paradise lies at the feet of mothers." In other words Paradise awaits those who cherish and respect their mothers
The Muslim mother has consequently a great feeling of security about the type of care and consideration she can expect from her children when she reaches old age. As the verse of Noble Qur'an quoted above indicates, thankfulness to parents is linked with thankfulness to Allah, and a failure in either of these respects is indeed a major failure in one's religious duties.
The principles of Islam made explicit in Noble Qur'an and hadith are belief and good conduct, and good conduct begins at home with one's closest relatives. A Westerner who has had close contact with a Muslim society cannot fail to be struck by the love and respect given to parents and the honour shown to old people in general, both men and women, as a direct application of these principles of Islam.
Muslim Relation with Non-Muslim Parents: Mother's Rights in Islam (Status of Mother in Islam)
It was for some time that Zakariyya, son of Ibrahim, felt attracted towards Islam although his father, mother and all the family members were Christians and he too was the believer of Christianity. Both his conscience and heart were inviting him towards Islam. At last, against the liking of his father, mother and family-members, he accepted Islam and surrendered himself to the commandments of Islam.
The Hajj pilgrimage season commenced. Young Zakariyya left Kufa, Iraq with the objective of performing Hajj pilgrimage and had the honour of meeting Imam Jafar Sadiq (as) in Madina. Zakariyya narrated to Imam Jafar Sadiq (as) the incident of his acceptance of Islam. Imam Jafar Sadiq (as) enquired:
"What virtue of Islam attracted your attention?" Zakariyya replied: "I can only say that it was Allah's words in Noble Qur'an which impressed me and holds true in my case. Allah says to his Prophet Muhammad, peace and blessings be upon him and his progeny in Noble Qur'an: "O Prophet! Earlier you didn't know what the Book is and didn't know what the faith is, but We revealed to you this Qur'an and made it a light by which We guide whomsoever We wish."
Imam Jafar Sadiq (as) said: "I confirm Allah has guided you."
Then Imam Jafar Sadiq (as) said thrice:
"O Allah! You Yourself be a guide to him."
Afterwards Imam Jafar Sadiq (as) said:
"My son, now whatever questions you have, asks me".
The Youngman said: "My father, mother and family-members, are all Christians. My mother is blind. I am associated to them and I am compelled to eat with them. What am I supposed to do in such circumstances?"
Imam Jafar Sadiq (as): "Do they eat pork?"
Zakariyya: "No, O son of Prophet Muhammad, peace and blessings be upon him and his progeny! They don't even touch pork."
Imam Jafar Sadiq (as): "Then, there is nothing wrong in your association with them."
Then Imam Jafar Sadiq (as) said: "Be careful about your mother's health. Be kind to her till she is alive. When she dies, don't give her body to anyone else. You personally take charge of her corpse." Here, don't tell anyone that you have met me. I will also come to Makkah. Insha Allah (Allah willing), we will meet in Mina.
In Mina, the Young Zakariyya went in search of Imam Jafar Sadiq (as). There was a huge crowd around Imam Jafar Sadiq (as).
The people, like the children surrounding their teacher and asking questions one after the other without giving any time, were asking questions one after the other from Imam Jafar Sadiq (as) and were listening to his replies.
The Hajj pilgrimage season came to an end and the Young Zakariyya returned to Kufa, Iraq. He had kept in mind Imam Jafar Sadiq's (as) advice. With firm determination, he started serving his mother and never failed to be kind and loving to his blind mother. Zakariyya served food to her with his own hands. He even used to check her clothes and head to see that no lice might be present. This change in the behavior of the son, mainly after his return from Makkah, was surprising for his mother. One day she asked her son:
"Dear Son! Earlier, when you followed our religion Christianity, you were not so kind to me. Now what has happened to you that though I and you are not the same in respect of religion, you are more kind to me than before?"
Zakariyya: "Dear mother! A person from the descendants of our Prophet Muhammad, peace and blessings be upon him and his progeny has told me to do so."
Mother: "Is he himself a Prophet?"
Zakariyya: "No, he is not a Prophet. He is the son of the Prophet Muhammad, peace and blessings be upon him and his progeny."
Mother: "My son! I think he himself is a Prophet as this type of advices and preaching's not given by anyone except the Prophets."
Zakariyya: "No mother! Be sure that he is not a Prophet. He is the son of the Prophet Muhammad, peace and blessings be upon him and his progeny. Basically, no Prophet is supposed to come to earth after our Prophet Muhammad, peace and blessings be upon him and his progeny."
Mother: "My son! Your religion Islam is very good. It is better than all the other religions. Teach me your religion Islam to me."
The Young Zakariyya told his mother the 'Shahaadatayn' (meaning: "There is no god but Allah and Muhammad (pbuh) is his Messenger").
Thus, the mother became a Muslim. Then the Young Zakariyya taught his blind mother the process of reciting salat (prayer). The mother grasped it and recited the Zuhr (noon) and the Asr (afternoon) salats. It became night. She succeeded in reciting both the Maghrib (evening) and the Isha (night) salats. Suddenly, late in the night, the mother's condition (of health) changed; she fell sick and got bed-laid. She called her son and said:
"My son, once more teach all the things you had taught me."
Once again, the son taught his mother the Shahaadatayn and all the principles of Islam, that is, belief in Allah, Prophet Muhammad (pbuh), angels, the Divine Books and the Ma'ad (Day of Resurrection). The mother repeated all these as a symbol of her belief and acceptance and offered her life to the Creator.
In the morning, the Muslims gathered for giving her Ghusl-e-Mayyat (obligatory bath to the dead) and her burial. The person, who recited Salatul Maiyyat (prayer for the dead) and buried her, was none but her young son, Zakariyya.
Woman in Islam: Mother's order (Status of Mother in Islam, Islamic Mother, Muslim Mother)
A mother's order is to be respected, even in comparison with Allah's command, on the condition that the action concerned does not fall within the imperative and obligatory injunction. An example of that is Jihad, in the way of Allah, or recommended prayers.
"A man came in the presence of the Prophet Muhammad, peace and blessings be upon him and his progeny and said: I like to perform Jihad in the cause of Allah, but my mother is not at all inclined towards my doing so. The Prophet Muhammad, peace and blessings be upon him and his progeny replied: Go back and remain with your mother. I swear by the Lord that has sent me on a true mission that to remain with one's mother for one night (and serving her and doing good to her) is better than performing Jihad in the cause of Allah for a year."
The Prophet Muhammad, peace and blessings be upon him and his progeny said, "If you are performing recommended prayers and your father calls for you, do not break your prayers. But if your mother calls you, do break your prayers".
The Prophet Muhammad, peace and blessings be upon him and his progeny said: "A creature is not to be obeyed when it involves disobedience to the Creator."
Answers of 2009 G.S. Mains (History) Two Marks Questions of Civil Service Mains Exam
King Nongbah: In 1862, this young man led the people of Jaintiya Hills against the English imposition taxes. They seized seven British regiments for three days. But soon Nongbah and his men could not face the superior military might of English. Finally in December 1862, he was caught and hanged.
Govind Guru: Dharmacharya Govind Guru was the founder of the Samp Sabha, an organisation dedicated to fighting British rule as well as the feudal Indian princes. On December 7, 1908, about fifteen hundreds of Bhil tribals, Dalits and others were gunned down when they gathered under Govind Guru to protest against English and their allies at Mangarh hills in south Rajastan. Later in 1913, he was killed by the British.
Teji Meriden: A freedom fighter from Lohit district of Arunachal district of Arunachal Pradesh. In 1905, he killed three British officers and united fellows from Mishimi tribe against the British rule. He was caught in 1917 and the next year died in the gallows.
Marumakkathayam (marumakan = nephew; dayam = inheritance/gift) is a matrilinear system of inheritance which was followed by castes of Royal Families, Nayars, most of the Ambalavasis,Arayars, Ezhava , some tribal groups and Mappilas in North Malabar of Kerala state, South India. It was one of the few traditional systems that gave women some liberty, and the right to property
Brahmadeya: The Brahmadeya, or the agrahara, was a popular donation system in south India where king issued land grants to Brhamana, in return of agricultural expansion.
Granted villages were also known as Agrahara and they were a small administrative unit.
Haileybury College: In 1806, originally established as The East India Company College for the training of English officials in Indian administration. In 1862, it was named as Haileybury College.
Govind Guru: Dharmacharya Govind Guru was the founder of the Samp Sabha, an organisation dedicated to fighting British rule as well as the feudal Indian princes. On December 7, 1908, about fifteen hundreds of Bhil tribals, Dalits and others were gunned down when they gathered under Govind Guru to protest against English and their allies at Mangarh hills in south Rajastan. Later in 1913, he was killed by the British.
Teji Meriden: A freedom fighter from Lohit district of Arunachal district of Arunachal Pradesh. In 1905, he killed three British officers and united fellows from Mishimi tribe against the British rule. He was caught in 1917 and the next year died in the gallows.
Marumakkathayam (marumakan = nephew; dayam = inheritance/gift) is a matrilinear system of inheritance which was followed by castes of Royal Families, Nayars, most of the Ambalavasis,Arayars, Ezhava , some tribal groups and Mappilas in North Malabar of Kerala state, South India. It was one of the few traditional systems that gave women some liberty, and the right to property
Brahmadeya: The Brahmadeya, or the agrahara, was a popular donation system in south India where king issued land grants to Brhamana, in return of agricultural expansion.
Granted villages were also known as Agrahara and they were a small administrative unit.
Haileybury College: In 1806, originally established as The East India Company College for the training of English officials in Indian administration. In 1862, it was named as Haileybury College.
Subscribe to:
Comments (Atom)