দারুল_উলুম_দেওবন্দের_শিক্ষাক্রম
শিক্ষাদানের পদ্ধতি
But the arguments of the four Imams, their principles of the deduction of propositions and the answers on behalf of the Hanafite to the arguments of the three Imams are brought home to the students in such a sober and academic manner that nothing is detracted from the weightiness and glory of any one of the four Imams. Rather, the arguments and proofs of the three Imams are presented before the students with great broad mindedness. Since most of the books of Hadith and Tafsir that are included in the syllabus of the Dar al - Ulum have been compiled by the Shafi'ite and Malekite Imams, their arguments inevitably come before the students ; hence it becomes necessary for the teachers that they establish the Hanafite tack to be preferable in the light of arguments and evidences in such a way that the casuistic greatness of the three Imams may remain intact , admitting no distinction. The zestful students of higher classes, in accordance with the style of the predecessors , consider it necessary to jot down the teacher's lecture. As such, Hazrat Gangohi's and Hazrat Shaikh al - Hind's lectures on Tirmizi , entitled Nafh al - Shazzi and Al - Wird al - Shazzi , and Hazrat Sayyid Anwar Shah Kashmiri's lecture on the Sahih - e Bukhari , entitled Al - Arf al - Shazzi and Fayz al - Bari ( which is in four bulky volumes ) are the result of the same taste for jotting down. These are only a few examples of such jotted lectures which have been published ; otherwise those that are still awaiting publication are too many to be counted. These gem - scraps of the academic commodity are abundantly available with the graduates of the Dar al - Ulum. The teacher's medium of experssion while lecturing and teaching is Urdu- the language which is spoken and understood throughout India. However, it is tried to explain to those students who do not understand Urdu , in other languages until they become able to understand Urdu. The importance the mother tongue commands in the teaching of arts and sciences could be realised in the present system of education in Incia after a long time. This is an undeniable and incontrovertible fact that the ease with which academic matters are understood through the mother - tongue and are retained in memory is not possible in any other tongue. But the dominance of the English paramountcy had so much come home to and dominated the minds of the nation that it could not get a clue to this reality for a long time. Amongst the Indian universities the first to realise the importance of mother tongue for education were Jamia - e Osmania, Hyderabad , Deccan , and Jamia - e Millia , Delhi. They also put this thought into practice and achieved remarkabie success at both the places, and thus presented an example to be followed by other universities ; and now this demand has been generally accepted by the universities in India that the mother - tongue should be made the medium of education. In this connection, anyhow , the Dar al - Ulum bears the palm ; the educa tional experts of the twentieth century at last were constrained to arrive at the same conclusion which had been understood in the Dar al - Ulum a hundred years ago!"