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131990735 Al Muhaddithat the Women Scholars in Islam

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131990735 Al Muhaddithat the Women Scholars in Islam MOHAMMAD AKRAM NADWI x>-l. , ^ An livl<.iti> •wWf Ur (14..* ^ , 'U- P,Mh ,j£»U & IVr>. ^«k ( Jh 9 '& $-« 'lu. &m /-/,,-„„ VUX.W. l t tuK*t « t7*"^ui,J „ .'.etui,. al-Muhaddithat: the women scholars in Islam AL-MUHADDITHAT: the women scholars in Islam by MOHAMMAD AKRAM NADWI Interface Publications Published by INTERFACE PUBLICATIONS Oxford • London Interface Publications Ltd. Company address: 1 5 Rogers Street 2nd floor 1 45-1 57 St John St. Oxford. OX2 7JS London. EC1V 4PY www. interfacepublications.com Copyright © Interface Publications, 2007 (1428 AH) The right of Mohammad Akram Nadwi to be identified as the Author of this work has been asserted. All rights reserved. Except for excerpts cited in a review or similar published discussion of this publication, no part of it may be reproduced, stored in a retrieval system, or transmitted in any form by any means whatever including electronic without prior permission of the copyright owner, obtainable at [email protected] paperback: 978-09554545-1-6 hardcover: 978-09554545-3-0 Typeset in Garamond, 11/12 Printed in Turkey by Mega Basim Yayin San. ve Tic. A.S. Cobancesme Ma. Kalender Sok. No: 9 3530 Yenibosna. Istanbul. e: [email protected] 7 Contents PREFACE xi —Acknowledgements, xxiii List of tables, charts, maps, and illustrations vm INTRODUCTION —The impact of the Book and 1 Sunnah, 3 —The women's authority established by the Qur'an and Sunnah, 7 —The women's authority established by their own actions, 13 THE LEGAL CONDITIONS FOR NARRATING 1 HADITH —Testimony and narration, 17 (The difference between testimony and narration, 20) —The lawfulness of women transmitting hadith, 22 —The public authority of hadlths narrated by women, 25 (The hadith ofFdtimah bint Qays, 29; Another example: a hadithfrom A^ishah, 32) WOMEN AS SEEKERS AND STUDENTS OF 35 HADITH —The disposition to teach women, 35 (The duty to teach, 35; Educating the children, 36; Keeping children on the Sunnah, 39; Encouraging girls and women to attendgatherings, 40; The duty to answer the women's questions, 41; The practice of those whofollowed, 43) —The women's own efforts, 46 (What the women asked about, 48; About shyness in the way oflearning 50; Women learningfrom the Companions, 51) —Women's preserving of the hadith, 51 (Memorisation, 52; Writing, 54; Writing marginal notes, 56; Comparison and correction, 56) OCCASIONS, TRAVELS, VENUES FOR, AND 58 KINDS OF, HADITH LEARNING —Public occasions, 58 (The hajj; hajjat al-wada^, 60) — Private occasions, 64 — Travelling, 71 (Hajjjourneys, 72) — Venues, 76 (Houses, 77; Mosques, 81; Schools, 82) — Ways of receiving hadlth, 84 (Samd Q (hearing), 84; al- cArd, 85; Ijd^ah, 86; al-Munawalah, 87; al-Mukdtabah, 88; al-lHam, 88; al-Wasiyyah, 88; al-Wijadah, 89; Documentation ofthe sama'- and ijd^ah, 89; Querying c ijazahs, 92) — Fatimah bint Sa d al-Khayr (P525-600), 93 97 THE WOMEN'S TEACHERS —Teachers within the family circle, 98 —Teachers of the locality, 102 —Visiting teachers, 103 —Teachers in other towns, 106 —Number of teachers, 107 109 THE READING MATTER —The first three centuries, 109 —The fourth to the sixth centuries, 110 —From the seventh to the ninth centuries, 114 From later ninth to thirteenth centuries, 119 — In the fourteenth century, 121 — Kinds of the books they studied, 123 (al-Muwattd, 123; c al-JawdmP, 124; al-Sunan, 128; al-Masdnid, 128; al-Ma djim and al-Mashyakhdt, 129; al-Arba^undt, 132;al-Aj%?, 132; al- Musalsaldt, 134) —The reading list of Umm Hani bint Nur al-DIn al-Hurmiyyah (d. 871), 136 WOMEN'S ROLE IN DIFFUSION OF 'THE 138 KNOWLEDGE' — The Companions and the scholars after them, 138 — Major scholars who narrated from women, 140 — Husbands narrating from their wives, 142 — Children learning from their mothers, 144 — Children narrating from their mothers, 146 — The manners of the women scholars, 149 (Teaching unpaid; accepting small gifts, 154) — The numbers of their students, 155 — How the muhaddithdt transmitted hadlth, 164 (Narration of the words, 164; leading to the teacher, 169; Correspondence, 170;Ijd%ah, 171) — Assemblies for narration and teaching, 176 (Houses, 177; Mosques, 179; Schools, 1 80; Otherplaces, 182) WOMEN'S HADITHS AND NARRATIONS — 1 84 Women's hadlths in the Six Books, 184 — The narrators' eloquence, 189 — Fiqh dependent on women's hadlths, 195 (The hadith ofSubay cah al-Aslamiyyah, 196; The hadlth of c Busrah bintSajwdn, 197; The hadith of Umm Atiyyah, 198; A^ishah's hadith about the wife ofBafd'-ah al-Qura%j, 199) — Women's narration of different kinds of hadlth c compilations, 199 (Jawdmi , 199; Sunan, 203;Masdnid, 206; Ma cdjim and Mashyakhat, 208; Arba'-unat, 209; Aj^, 210; Musalsaldt, 213; Abundance of their narrations, 214) — Collections of the women's narrations, 219 — Higher isndd through women teachers, 227 8 WOMEN AND HADITH CRITIQUE — Evaluation of 230 narrators, 230 (Ta'-dil ofwomen narrators, 233; Jarh ofwomen narrators, 234) — Evaluation of women's hadlths, 235 — Evaluation of narrators by women, 237 (Women's role in ta'-dil andjarh, 237; Examples ofta'-dil andjarh by women, 238) — Women's role in hadlth critique, 239 (Checking the hadtth against theQur^dn, 240; Checking the hadith against another, stronger hadith, 24 1; Checking the hadith against a sunnah ofthe Prophet, 242; Checking the hadtth in the light of its occasion (sabab), 243; Checking a hadith against the difficulty ofacting upon it, 244; Checking a hadithfor misconstruction ofits meaning 244) 9 OVERVIEW BY PERIOD AND REGION —First 245 period: 1 st—2nd c. ah, 246 — Second period: 3rd—5th c. ah, 250 — The third period: 6th-9th c. ah, 255 — The fourth period: 900—1 500 ah — overview by region, 264 (Hijd% 264; Iraq, 265; al-Shdm (Greater Syria), 266; Egypt, 268; Spain and Morocco, 270; The region ofKhurasan and Transoxania, 271; India, 272) 1 273 ° FIQH AND <AMAL —The ftqh of the women scholars, 275 (Understanding the Qur^dn, 275; Understanding the hadith, 278; Womenjurists, 279; Women givingfatwas, 281; Debate between men and women, 282; Reliance ofthejurists on thefiqh of women, 283; The women's holding opinions that others disputed, 284)— Amal, 285 REFERENCES 291 ^2. INDEXES —The Companions and their Successors, 302 — The women scholars, 305 —The men scholars, 308 — Place names, 316 1 List of tables, charts, maps and illustrations* Table 1. Different responses to hadlth of Fatimah bint Qays, 31 Table 2. Famous students of Shuhdah al-Baghdadiyyah, 156—58 Chart 1a—c. Transmission oiSahih al-Bukhari to women, 125—27 Chart 2. Transmission oiMusnadlbn Hanbal to women, 130 Chart 3. Transmission of Mu^jam al-kablr to women, 130 c Chart 4. Transmission ofju^ Arafah to women, 21 Chart 5. Transmission ofju^ al-Ansdri to women, 212 Chart 6. Transmission of al-Ghayldniyydt to women, 213 Chart 7. Transmission oijus^ Bibd to women, 221 c Map 1. Study journeys of Fatimah bint Sa d al-Khayr, 94 Map 2. Islamic world. Spread of muhaddithat lst-2nd c, 247 Map 3. Islamic world. Spread of muhaddithat 3rd—5th c, 251 Map 4. Islamic world. Spread of muhaddithat 6th—9th c, 256 Map 5. Islamic world. Spread of muhaddithat 10th—14th c, 261 Illustrations Photo. Great Umayyad Mosque, Damascus, x Photo. al-Jamic al-Hanabilah al-Muzaffari, Damascus, 96 Photo. Dar al-Kutub al-Zahiriyyah, Damascus, 137 MS copy. IstidV of Muhammad ibn Qudamah, 91 c MS copy. Samd of class of Zaynab bint al-Kamal, 159-58 c MS copy. Ijd^ah signed by Sitt al-Katabah bint Ali al-Tarrah, 171 c MS copy. Samd of class of Karimah al-Zubayriyyah, 178 Q MS copy. Sama of class of Zaynab bint Makki al-Harrani, 181 MS copy. Sama'* of class of Karimah al-Zubayriyyah, 183 MS copy. Tide page of Sahih al-Bukhari of Sitt al-Wuzara', 200 5 MS copy. Ija^ah signed by Sitt al-Wuzara , 201 *Maps drawn by Dr. Alexander Kent, FBCart.S., FRGS. Photos from the personal collection of Yahya Michot. MSS photocopies. See text and notes on the page for sources. c C Qasim ibn Isma Il ibn A1I said: We were at the door of Bishr ibn al-Harith, he came [out] to us. We said: O Abu Nasr, narrate hadlth to us. He said: Do you pay the qakah [that is due] on hadlth? I said to him: O Abu Nasr, is there spkah [that is due] on hadlth? He said: Yes. When you hear hadlth or remembrance of God you should apply it.' (see pp. 285-86) Courtyard of the Great Umayyad Mosque in Damascus, where Umm al- 21 c Darda (d. 81) taught hadlth and fiqh, and 'A^ishah bint Abd al-Hadl (d. 816) was appointed to the post of principal teacher oiSahih al- Bukhari. (Photo: Yahya Michot) Preface This book was conceived as a translation of the muqaddimah to an as yet unpublished biographical dictionary in Arabic of the women scholars of hadlth in Islamic history. However, it was soon apparent that much of the original needed to be adapted, not simply translated. One reason is that this introduction to the material in the Dictionary is not accompanied by that work, and so the material in it needs to be adequately illustrated. Another reason is that the expectations of an English readership are some- what different from an Arabic one. I know that to be so from questions put to me after talks I have given on the subject and from correspondence following announcement of this book. Those expectations oblige me to say what this book is not, which is rather an awkward way of explaining what it is. Let me start by stating that this is not an exercise in 'women's studies'.
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