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Madrasa Jamia Manbaul Anwar at Lalpet - an Overview

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Madrasa Jamia Manbaul Anwar at Lalpet - an Overview The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 MADRASA JAMIA MANBAUL ANWAR AT LALPET - AN OVERVIEW L. JAFARUNNISA BEGUM DR. C. NADARAJAN Ph.D., Research Scholar Associate Professor Department of History Department of History Annamalai University Annamalai University ABSTRACT Madrasa Jamia Manbaul Anwar is situated at Lalpet in Cuddalore District of Tamil Nadu. It was founded by Allama Ahamed Alim in 1864 A.D. Madrasa Jamia Manbaul Anwar is the second largest Madras a in Tamil Nadu, next to Vellore Madrasa Al-Baqiyathus Salihath. More than two hundred people study in this Madras a every year. A large number of Islamic students come from many parts of Tamil Nadu, South India and Sri Lanka to study the religion. Launched with 15 students and 2 teachers. Madras a now has over 200 students a year with more than 15 teachers. From the beginning to the present day, women are not allowed to attend the school. There were small Madras as for women alone. And in her own home, women learned the Quran, Hadith, and Arabu Tamil. In the Madras a Manbaul Anwar, Lalpet, the study materials are available only in Arabic, through the medium of instruction is Tamil. The course of study runs for seven years. Duration of the Course is seven years, on successful completion of the course and students are getting the Diploma of Manbayee. The advanced level course, Muthawwal, has one year duration. The Madrasa has a group of dedicated staff. „Lecturer method‟ and „seminar‟ are followed to impart instructions. What has been achieved so far is the result of their joint efforts. Thus the curriculum of the Madrasa caters to the educational needs of the Muslim society of not only south Arcot, but also of the whole state of TamilNadu. Keywords: Madrasa, Manbayee, Hadith, Tafsir, Hafiz, Shariath, Qirat. Volume XII, Issue I, January/2020 Page No:1718 The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 Lalpet is a Panchayat town in Cuddalore District, Tamil Nadu. Lalpet is situated in a lush green surrounding with water bodies. Lalpet was named after Lalkhan who held an administrative position under the ruling Prince Nawab of Arcot. Under the command of the prince, Lal Khan developed this town in 1775 for Arab traders, Muslims, international visitors and people of other faiths to dwell together peacefully. Arabic college named "Jamia Manbaul Anwar" was established here in 1862. Lalpet was established before in 1775 by Lal Khan. Lalpet is a commune. Lalpet Commune consists of one census town and 8 panchayat villages. The town extends over an area of 16.425km. The Population of Lalpet town was predominantly Muslims. But a considerable number of them in those days most of them well versed their religion. They knew only the elementary Doctrines of Islam. In the absence of Arabic knowledge and of qualified teachers they were ignorant of the contents of the Holy Quran. The religions Scholars felt dire need to teach children, the Quran and Hadith. To catch them young and teach them Halal and Haram, the society required a large number of Ulema. To produce interpreters of the Quran and the Hadith, to propagate the way of life in herited from the Prophet Mohammed to teach People to follow Sunnah, the rules inherited from the traditions of Mohammed Nabi and to open their eyes to learn Ilm. Allama Ahamed Alim, the founder switched on the light. Though “it is folly to be wise, where ignorance is bliss”‟ the founder with string will and determination Volume XII, Issue I, January/2020 Page No:1719 The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 decided to liberate the society from the evils of illiteracy. So he founded the Madrasa Manbaul Anwar in 1864 A.D. at Lalpet. It is quite unfortunate that we could get kittle information about his life History. Lalpettai Ismail AlimShahib and Ammapettai Hazrath were the other two members to join the faculty to develop Madrasa. The founder of Madrasa Manbaul Anwar, Allama Ahamed Alim in 1864 A.D, when he founded this institute, in a symbolic yet substantive move, introduced PidiArisi scheme for the collection of resources for the maintenance of the Madrasa. Under this novel scheme Pidi Arisi, a handful of rice, was collected every week from every house as subscription torun the Madrasa. The scheme still works in Lalpet. The public donations received in kinds contribution much to the development of the Madrasa. By donating anything in cash or in kinds the donars not only earned the goodwill of the people but also believed to invoke the pleasure ofAllah. Madrasajamia Manbaul Anwar Madrasa Jamia Manbaul Anwar is the second largest Madrasa in Tamil Nadu, next to Vellore Madrasa Al-Baqiyathus Salihath. This Madrasa was started in 1864 during the reign of Arcad Nawabs. More than two hundred people studying this Madrasa every year. Each year more than 50 graduates of Fazil9, Moulavi and Hafiz graduate. A large number of Islamic students come from many parts of Tamil Nadu, South India and Sri Lanka to study the religion. Launched with 15 studentsand 2 teachers, Madrasa now has over 200 students a year with more than 15 teachers. From the beginning to the present day, women are not allowed to attend the school. There were small Madrasas for women alone. And in Volume XII, Issue I, January/2020 Page No:1720 The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 her own home, women learned the quran, Hadith, and ArabuTamil. Famous Chiefs of Madrasa There have been many famous religious scholars who were the first Usthad13 of the Madrasa. Notable among them was Maulana Moulavi Alhaj Mohammad Amani Hajrat Qibla also known as Hirul Millat Maulana, Moulavi Alhaj Allama Abdullah Hazrat Qibla, Maulana Moulavi Alhaj, Allama Ibrahim Hazrat Qibla and Maulana Moulavi Al Hajj also known as Samsul Millat. It would not be an exaggeration if Jamia Manbaul Anwar was made famous by the administration and reputation of the likes of Mohammed Zakariya Hajrat Qibla. There is still plenty of great acclaim. The pages here may not be enough to explain it. Curriculum The curriculum followed in the centers of Islamic learning in India comprises of the Quran, Hadith, Thafsir, Tajwid, Qirat, Fiq, Kalam and Tasawuf. All the Muslim religious scholars unanimously agree that the Quran and the Sunnah should be taught in the language of the Quran i.e., Arabic. The early religious scholars did the same when they conquered different countries and established centers of Islamic learning. In the Madrasa Manbaul Anwar, Lalpet, the study materials are available only in Arabic, through the medium of instruction is Tamil. The course of study runs for sevenyears. The academic year starts in the month of shawal and ends in the month of Shaban. The annual vacation falls in the month of Ramadhan, since the lunar calendar is followed, the academic year losses even days every year and slides over the solar Volume XII, Issue I, January/2020 Page No:1721 The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 months towards January. The curriculum followed by the Madrasas, the centres of Islamic learning in India remained unchanged and static for centuries. Even Aurangazeb was highly critical of the traditional system of education. Aurangazeb undoubtedly had modern ideas to revamp the system of religious education. Curriculum reforms were introduced in his period. Mulla Nizamuddin was given responsibility of reshaping of the system of education in the Madrasas. His modified system came to be known as Dhars-e-Nizamiya. Nizamiya syllabus was an excellent program for the study of the religion of Islam. Various works of Indian Muslim scholars had been for the first time, included in this syllabus. Mullah Nizamuddin himself had not written any book on a subject taught in the Madrasas. But he wrote commentaries and notes on certain books. His reputation liesnot in the fact that he was the author of commentaries and notes but because of the fact that he introduced a system of education followed even now in most of the Madrasas in India and Pakistan. There is no justification for complacency as there are short comings in Dhars– e-Nizamiyah developed by Mulla Nizamuddin. The books prescribed by him are difficult for study and comprehension, and they required a large number of commentaries and notes. Hence the course of instruction devised by him became unwieldy and cumbersome. Books on Logic and Philosophy gave mind boggling more than religious thinking. Moreover Hadith and Thafsir were relegated to the second position because of the importance given toFalsa-Fah. Volume XII, Issue I, January/2020 Page No:1722 The International journal of analytical and experimental modal analysis ISSN NO: 0886-9367 Inspite of these shortcomings Dhars-e-Nizamiyah with slight changes is still followed by almost all the centres of Islamic learning, expect a few, throughout the Indian sub-continent. The centres of Islamic learning are very reluctant to bring about any major change in Dhars-e- Nizamiyah. It was even considered as sin by some Ulema to execute any change in the syllabus followed for centuries. Madrasa Manbaul Anwar, Lalpet is no different from other premier institutions. In keeping with the changing time some modifications are accepted. But the Lalpet scholars wanted to equip their students only with the religious knowledge and to make them Islamic scholars and preachers. English language is not included in the syllabus and the study of science is conspicuously absent. The Madrasa Manbaul Anwar is against the inclusion of any vocational course along the regular subjects.
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