Did Brahmins Fight for Imam Hussain in the Battle of Karbala?

At the time of the war of Karbala (Oct. 680 AD). Rahab Sidh Datt, a potentate of Datt sect, was a highly esteemed figure of Arabia due to his close relations with the family of Prophet Mohammed. In the holy war when no Muslim King came to help Hussain. Rahab fought On his side mld sacrificed his seven sons (named Sahas Rai. Haras Rai, Sher Khan, Rai Pun, Ram Singh, Dharoo and Poroo) in the bloody war.

A Brief Account of the Episode: After the death of Mohammed, he was succeeded by Abu Bakr, Omar and Osman, as the Caliphs: all three were related to him by marriage alliances. Osman was not popular and was assassinated. After his death, Hazrat AlL the son-in-law of Mohammed (he was also his first cousin) who was married to the Prophet’s third daughter and the only surviving issue, Bibi Fatima Zahira, became the 4th Caliph. There was stiff opposition to Ali’s rule from Amir Moavia, a known protege of Osman. He fought with him a bitter war for 5 years and finally got him murdered in a mosque of Koofa, his mausoleum with a golden dome, stands in the nearby town of Najaf (Iraq). After the extermination of Ali, Moavia grabbed the Caliphate and converted the Islamic state into a kingdom, After his death, his notorious son Yazid became the next ruler. However, the rightful claimants of the Caliphate were the descendants of Hazrat Ali, namely, Hassan and Hussain. While Hassan abdicated his claim to the crown and later died of suspected poisoning, his younger brother Imam Hussain who was till then leading a secluded life in Medina, came out and challenged the usurper, Yazid. It was the war of attrition between the two which led to the bloodshed of Karbala (102 km south of Baghdad), on Oct. 10, 680 AD.

The participation of the Mohyals Brahmins and more precisely that of a Dutt family living in Arabia at that time, in the holy war, is a fact of the history. They were a part of the entourage of 200 men and women, including 72 members of Hussain’s family (40 on foot and 32 on horseback), when he left Medina and made an arduous trek to Karbala, where he had a large friendly following. After 18 days, i.e. on the 2nd. day of Mohurrum, the Hussain’s caravan reached Karbala, on the bank of river Euphrates and surrounded by a hostile desert. On the 7th day of Mohurrum, all hell broke out when 30,000 strong army sent by Yazid from Mecca and other places, attacked them. 6,000 soldiers guarded the river bank to ensure that not a drop of water reached the Hussain’s thirsty innocents. By sunset of 10th (Ashoor), a Friday, all were dead including his step brother Abbas (32), his son Ali Akbar (22), daughter Skeena (4) and 6 months old infant Ali Asghar who was killed by an arrow while perched in his lap. Imam Hussain himself was slain with thirty three strokes of lances and swords by Shimr, the hatchet man of ignominious Yazid. The ruffians of Yazid, as they ran carrying the smitten head of Hussain to the castle of Koofa, were chased by Rahab. He retrieved the holy man’s head, washed it reverentially and then carried it to Damascus. According to legend, he was overtaken by Yazid’s men during his ovenight shelter on the way.

They demanded Hussain’s head from him: Rahab executed the head of one of his sons and offered to them. They shouted that it was not the Hussain’s head, then he beheaded his second son and they again yelled that it was not his. In this way Rahab executed the heads of his seven sons but did not part with the head of Imam Hussain. Later, after one year, it was buried in Karbala along with rest of his body.

The intrepid Datts rallied round Amir Mukhtar, the chief of the partisans of Imam Hussain, fought with extraordinary heroism and captured and razed the fort of Koofa, seat of Yazid’s governor, Obaidullah, the Butcher. After scoring a resounding victory on the battlefield, they beat the drums and yelled out that they had avenged the innocent blood of Hussain shed at Karbala.

It is also significant to note that even before the Karbala incident, Hazrat Ali had entrusted the public exchequer to the regiment of the valiant Datts, at the time of the Battle of Camels fought near Basra.

The above provides an impeccable evidence about tha pragmatic role played by the Datt Mohyals in the catastrophe of Karbala. There are more than a dozen ballads composed centuries ago which vividly and with great passion describe the scenario of the historic event.

Interestingly, in the Preface of his famous historical novel, titled Karbala, published in 1924 from Lucknow, Munshi Prem Chand has stated that the Hindus who fought and sacrificed their lives in the holy war of Karbala, are believed to be the descendants of Ashvathama.This clearly establishes their link with the Datts who consider Ashvathama as an ancestor of their clan.

Later on, when Sunnis let loose an orgy of vendetta on Shias and Datts, Datts returned to their motherland around 700 AD and settled at Dina Nagar, District Sialkot (vide Bandobast Report of Gujarat by Mirza Azam Beg page 422 and folk songs) and some drifted to as far as the holy Pushkar in Rajasthan. Starting from Harya Bandar (modern Basra on the bank of river Tigris) with swords in hand and beating durms, they forced their way through Syria and Asia Minor and marching onwards captured Ghazni, Balkh and Bukhara. After annexing Kandhar, they converged on Sind and crossing the Sind at Attock they entered the Punjab.

An ancestor of Rahab named Sidh Viyog Datt assumed the title of Sultan and made Arabia (old name Iraq) his home. He was a tough and tenacious fighter. He was also known as Mir Sidhani. He was a worshipper of Brahma. He was the son of the stalwart Sidh Jhoja (Vaj) who was a savant and saint and lived in Arabia (Iraq) around 600 AD.

The supporters of Hassan and Hussain honoured the Datts with the htle of ‘Hussaini Brahmin’ and treated them with great reverence in grateful recognition of the supreme sacrifices made by them in the war of Karbala. According to Jang Nama, written by Ahmed Punjabi, pages 175-176, it was ordained on the Shias to recite the name of Rahab in their daily prayer. At the time to the Karbala, fourteen hundred Hussaini Brahmins lived in Baghdad alone

Source: http://www.defence.pk/forums/members-club/55553-brahmins-fought-imam-hussain-battle-karbala.html#ixzz2T9Y46zOT

World’s First Islamic University started by a muslim lady

Education in Islamic History

From the very earliest days of Islam, the issue of education has been at the forefront at the minds of the Muslims. The very first word of the Quran that was revealed to Prophet Muhammad ﷺ was, in fact, “Read”. Prophet Muhammad ﷺ once stated that “Seeking knowledge is mandatory for all Muslims.” With such a direct command to go out and seek knowledge, Muslims have placed huge emphasis on the educational system in order to fulfill this obligation placed on them by the Prophet ﷺ.

Throughout Islamic history, education was a point of pride and a field Muslims have always excelled in. Muslims built great libraries and learning centers in places such as Baghdad, Cordoba, and Cairo. They established the first primary schools for children and universities for continuing education. They advanced sciences by incredible leaps and bounds through such institutions, leading up to today’s modern world.

Attitudes Towards Education

Today, education of children is not limited to the information and facts they are expected to learn. Rather, educators take into account the emotional, social, and physical well-being of the student in addition to the information they must master. Medieval Islamic education was no different. The 12th century Syrian physician al-Shayzari wrote extensively about the treatment of students. He noted that they should not be treated harshly, nor made to do busy work that doesn’t benefit them at all. The great Islamic scholar al-Ghazali also noted that “prevention of the child from playing games and constant insistence on learning deadens his heart, blunts his sharpness of wit and burdens his life. Thus, he looks for a ruse to escape his studies altogether.” Instead, he believed that educating students should be mixed with fun activities such as puppet theater, sports, and playing with toy animals.

The First Schools

Ibn Khaldun states in his Muqaddimah, “It should be known that instructing children in the Qur’an is a symbol of Islam. Muslims have, and practice, such instruction in all their cities, because it imbues hearts with a firm belief (in Islam) and its articles of faith, which are (derived) from the verses of the Qur’an and certain Prophetic traditions.”

 

A miniature from the Ottoman period of students and their teacher

The very first educational institutions of the Islamic world were quite informal. Mosques were used as a meeting place where people can gather around a learned scholar, attend his lectures, read books with him/her, and gain knowledge. Some of the greatest scholars of Islam learned in such a way, and taught their students this way as well. All four founders of the Muslim schools of law – Imams Abu Hanifa, Malik, Shafi’i, and Ibn Hanbal – gained their immense knowledge by sitting in gatherings with other scholars (usually in the mosques) to discuss and learn Islamic law.

Some schools throughout the Muslim world continue this tradition of informal education. At the three holiest sites of Islam – the Haram in Makkah, Masjid al-Nabawi in Madinah, and Masjid al-Aqsa in Jerusalem – scholars regularly sit and give lectures in the mosque that are open to anyone who would like to join and benefit from their knowledge. However, as time went on, Muslims began to build formal institutions dedicated to education.

From Primary to Higher Education

Dating back to at least the 900s, young students were educated in a primary school called a maktab. Commonly, maktabs were attached to a mosque, where the resident scholars and imams would hold classes for children. These classes would cover topics such as basic Arabic reading and writing, arithmetic, and Islamic laws. Most of the local population was educated by such primary schools throughout their childhood. After completing the curriculum of the maktab, students could go on to their adult life and find an occupation, or move on to higher education in a madrasa, the Arabic world for “school”.

 

The Registan complex in Samarkand, Uzbekistan contains three madrasas in the same square

Madrasas were usually attached to a large mosque. Examples include al-Azhar University in Cairo, Egypt (founded in 970) and al-Karaouine in Fes, Morocco (founded in 859). Later, numerous madrasas were established across the Muslim world by the great Seljuk vizier, Nizam al-Mulk. At a madrasa, students would be educated further in religious sciences, Arabic, and secular studies such as  medicine, mathematics, astronomy, history, and geography, among many other topics. In the 1100s, there were 75 madrasas in Cairo, 51 in Damascus, and 44 in Aleppo. There were hundreds more in Muslim Spain at this time as well.

These madrasas can be considered the first modern universities. They had separate faculties for different subjects, with resident scholars that had expertise in their fields. Students would pick a concentration of study and spend a number of years studying under numerous professors. Ibn Khaldun notes that in Morocco at his time, the madrasas had a curriculum which spanned sixteen years. He argues that this is the “shortest [amount of time] in which a student can obtain the scientific habit he desires, or can realize that he will never be able to obtain it.”

When a student completed their course of study, they would be granted an ijaza, or a license certifying that they have completed that program and are qualified to teach it as well. Ijazas could be given by an individual teacher who can personally attest to his/her student’s knowledge, or by an institution such as a madrasa, in recognition of a student finishing their course of study. Ijazas today  can be most closely compared to diplomas granted from higher educational institutions.

Education and Women

Throughout Islamic history, educating women has been a high priority. Women were not seen as incapable of attaining knowledge nor of being able to teach others themselves. The precedent for this was set with Prophet Muhammad’s own wife, Aisha, who was one of the leading scholars of her time and was known as a teacher of many people in Madinah after the Prophet’s ﷺ death.

Later Islamic history also shows the influence of women.  Women throughout the Muslim world were able to attend lectures in mosques, attend madrasas, and in many cases were teachers themselves. For example, the 12th century scholar Ibn ‘Asakir (most famous for his book on the history of Damascus, Tarikh Dimashq) traveled extensively in the search for knowledge and studied under 80 different female teachers.

Women also played a major role as supporters of education:

 

The University of al-Karaouine in Fes, Morocco was founded by Fatima al-Fihri in 859

• The first formal madrasa of the Muslim world, the University of al-Karaouine in Fes was established by a wealthy merchant by the name of Fatima al-Fihri.
• The Abbasid caliph Harun al-Rashid’s wife, Zubayda, personally funded many construction projects for mosques, roads, and wells in the Hijaz, which greatly benefit the many students that traveled through these areas.
• The wife of Ottoman Sultan Suleyman, Hurrem Sultan, endowned numerous madrasas, in addition to other charitable works such as hospitals, public baths, and soup kitchens.
• During the Ayyubid period of Damascus (1174 to 1260) 26 religious endownments (including madrasas, mosques, and religious monuments) were built by women.

Unlike Europe during the Middle Ages (and even up until the 1800s and 1900s), women played a major role in Islamic education in the past 1400 years. Rather than being seen as second-class citizens, women played an active role in public life, particularly in the field of education.

Modern History

The tradition of madrasas and other classical forms of Islamic education continues until today, although in a much more diminshed form. The defining factor for this was the encroachment of European powers on Muslim lands throughout the 1800s. In the Ottoman Empire, for example, French secularist advisors to the sultans advocated a complete reform of the educational system to remove religion from the curriculum and only teach secular sciences. Public schools thus began to teach a European curriculum based on European books in place of the traditional fields of knowledge that had been taught for hundreds of years. Although Islamic madrasas continued to exist, without government support they lost much of their relevance in the modern Muslim world.

Today, much of the former Ottoman Empire still runs education along European lines. For example, what you are allowed to major in at the university level depends on how you do on a certain standardized test at the end of your high school career. If you obtain the highest possible grades on the test, you can study sciences such as medicine or engineering. If one scores on the lower end of the spectrum, they are only allowed to study topics such as Islamic sciences and education.

Despite the new systems in place in much of the Muslim world, traditional education still survives. Universities such as al-Azhar, al-Karaouine, and Darul Uloom in Deoband, India continue to offer traditional curricula that bring together Islamic and secular sciences. Such an intellectual tradition rooted in the great institutions of the past that produced some of the greatest scholars of Islamic history and continues to spread the message and knowledge of Islam to the masses.