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 in 859 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.

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 in 859 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.

Imam al-Bukhari and the Science of Hadith

In Islamic sciences, all knowledge of the religion comes back to two sources: the Quran and the sayings and doings of the Prophet Muhammad ﷺ – the hadith. The Quran is of course considered the un-changed word of Allah as revealed to Prophet Muhammad ﷺ and is thus the foundation of all Islamic knowledge. Second after the Quran is the example set forth by the Prophet ﷺ.

But considering that he lived 1400 years ago, how can we be sure that the sayings and doings we attribute to him are real and unchanged? To someone unfamiliar with the science of hadith, the collections of hadith may seem unreliable and susceptible to corruption. However, due to the work of Imam Muhammad al-Bukhari in the 9th century, the science of hadith has been protected from such problems using a systematic and thorough method of verification for each and every saying attributed to the Prophet ﷺ. Thus, in the 21st century we can still benefit directly from the authentic sayings of the Prophet Muhammad ﷺ.

Al-Bukhari’s Early Life

Imam al-Bukhari was born and raised in the city of Bukhara, in Central Asia

Abu Abdallah Muhammad ibn Ismail al-Bukhari was born in 809 or 810 in the city of Bukhara, in what is now Uzbekistan. He came from a Persian family that converted to Islam 3 generations before his time. Unfortunately for the young al-Bukhari, his father died while he was still an infant, leaving his upbringing to his mother. Despite the difficult circumstances, al-Bukhari dedicated himself to studying Islamic sciences from a young age.

Studying with the scholars in and around his hometown, al-Bukhari immersed himself in hadith studies as well as fiqh, Islamic jurisprudence. From a young age he showed a unique ability to understand complex issues of law, but more importantly, he was capable of remembering long and complex chains of narrations of hadiths. For a hadith to be considered authentic, a reliable chain of narrators is needed to connect that saying to the Prophet Muhammad ﷺ. In this, al-Bukhari excelled.

By his late teens, al-Bukhari had completed his studies in Bukhara and set out to Makkah to do Hajj (pilgrimage) with his mother and brother. Since the rise of Islam in the 600s, Makkah has been a unique mixing place for world travelers. Since all Muslims are obligated to complete the Hajj at least once, Makkah is constantly visited by people from all corners of the world. For a hadith scholar like al-Bukhari, this type of environment was invaluable.

He stayed in Makkah and Madinah for several years, where he continued to collect hadiths from some of the leading hadith scholars of the world, memorizing the text of the hadiths (the matn), the chain of narrators (the isnad), and advancing his understanding of the reliability of those narrators (the knowledge of men – ‘ilm al-rijaal). He traveled through Egypt, Syria, and Iraq to continue his studies throughout his adult life, finally settling in Basra, where he would compile his monumental hadith collection.

Sahih al-Bukhari

Although Imam al-Bukhari authored several works on the science of hadith, his most lasting contribution to Islamic sciences was his compilation of over 7000 hadiths, which he called al-Jaami’ al-Sahih al-Musnad al-Mukhtasar min Umur Rasool Allah wa sunanihi wa Ayyamihi, meaning “The Abridged Collection of Authentic Hadith with Connected Chains regarding Matters Pertaining to the Prophet, His practices and His Times”. This collection took him 16 years to complete and since its compilation has been considered the most authentic book of hadith in history, thus the book’s common name: Sahih al-Bukhari meaning “The Authentic Hadiths of al-Bukhari”.

What makes Sahih al-Bukhari so unique was Imam al-Bukhari’s meticulous attention to detail when it came to the compilation of hadiths. He had far stricter rules than other hadith scholars for accepting a hadith as authentic. The chain of narrators for a particular hadith had to be verified as authentic and reliable before Imam al-Bukhari would include that hadith in his compilation. For example, the first hadith in the book begins:

“We have heard from al-Humaydi Abdallah ibn al-Zubayr who said that he heard from Sufyan, who said he heard from Yahya ibn Sa’eed al-Ansari who said he was informed by Muhammad ibn Ibrahim al-Taymi that he heard ‘Alqama ibn Waqqas al-Laythi say that he heard ‘Umar ibn al-Khattab say on the sermon pulpit that he heard the Prophet Muhammad ﷺ say: ‘Actions are only by intentions…'”

This chain of six narrators was meticulously inspected by Imam al-Bukhari. In order for him to consider the hadith authentic, he had to study the lives of all the people in the chain in depth. He studied where and when the narrators lived, in order to make sure that if someone narrates from someone else, they must both have been in the same place at the same time and have actually met and discussed hadith. Other hadith scholars did not all require evidence that two consecutive narrators met personally, but Imam al-Bukhari’s strict requirements is what makes his compilation unique.

Imam al-Bukhari also studied the lives of narrators, to make sure they were trustworthy and would not fabricate, or change the wording of a hadith. If he discovered that someone in a chain openly sinned or was not considered trustworthy, that hadith was immediately discarded and not included in his book unless a stronger chain for it existed.

Using his strict guidelines for hadith acceptance, Imam al-Bukhari was the first to make a systematic approach to classifying hadith. Each hadith he analyzed was labelled as either sahih (authentic), hasan (good), mutawatir (recurrent in many chains), ahad (solitary), da’eef (weak), or mawdu’ (fabricated). This system for hadith then became the standard by which all hadiths were classified by other hadith scholars.

Imam al-Bukhari’s Fiqh

Imam al-Bukhari’s collection of hadiths is a monumental achievement and an irreplaceable cornerstone of the science of hadith scholarship. Through his work, hadith studies became a science with governing laws that protected the field from innovations and corruptions. However, his Sahih is not just a simple collection of hadiths. Al-Bukhari organized his collection in a way that it can also be used to help deduce rulings within Islamic law – fiqh.

The Sahih is divided into 97 books, each with numerous chapters within it. Each chapter is then titled with a ruling on a particular issue within fiqh. Then within the chapter will be all the hadiths that he considered authentic that support that ruling. For example, the chapter about extra prayer during the month of Ramadan (Taraweeh) is titled “The Superiority of Extra Prayers at Night in Ramadan” and it contains six sayings of the Prophet ﷺ that indicate how important the Taraweeh prayer is.

Thus, not only is Sahih al-Bukhari the most authentic book of hadith ever compiled, but Imam al-Bukhari also had the foresight to organize it into a book of law that helps everyday Muslims live their lives as close to the life of the Prophet ﷺ as possible. His monumental work would go to inspire generations of hadith scholars, including al-Bukhari’s student Muslim ibn al-Hajjaj, who would go on to collect Sahih Muslim, which is considered second only to Sahih al-Bukhari in authenticity.

One of the common accusations made by non-Muslims against Islamic sciences and the study of hadith is that there is no way of verifying the hadith and that they should not be used as a source of belief or law. This argument is based on a very rudimentary and flawed understanding of how the hadith were collected and the incredible amount of effort scholars such as al-Bukhari put into verifying their authenticity. With the monumental work of al-Bukhari and other scholars of hadith, we have been able to know what words and actions can truly be attributed to the Prophet Muhammad ﷺ even 1400 years after his life.

Bibliography:

Khan, Muhammad. The Muslim 100. Leicestershire, United Kingdom: Kube Publishing Ltd, 2008. Print.

Siddiqi, Muhammad. Hadith Literature. Cambridge: The Islamic Texts Society, 1993. Print.

The Last Great Caliph: Abdülhamid II

Throughout Islamic history, one of the uniting aspects of the Muslim world was the caliphate. After the death of Prophet Muhammad ﷺ, his close companion, Abu Bakr, was elected as the first khalifah, or caliph, of the Muslim community. His job as leader combined political power over the Muslim state as well as spiritual guidance for Muslims. It became a hereditary position, occupied at first by the Umayyad family, and later by the Abbasids. In 1517, the caliphate was transferred to the Ottoman family, who ruled the largest and most powerful empire in the world in the 1500s.

For centuries, the Ottoman sultans did not place much emphasis on their role as caliphs. It was an official title that was called in to use when needed, but was mostly neglected. During the decline of the empire in the 1800s, however, a sultan came to power that would decide to revive the importance and power of the caliphate. Abdülhamid II was determined to reverse the retreat of the Ottoman state, and decided that the best way to do it was through the revival of Islam throughout the Muslim world and pan-Islamic unity, centered on the idea of a strong caliphate. While Abdülhamid’s 33-year reign did not stop the inevitable fall of the empire, he managed to give the Ottomans a final period of relative strength in the face of European encroachment and colonialism, with Islam being the central focus of his empire.

Islamic Reform

The Ottoman Empire in 1878

Throughout the 1800s, the Ottoman government had been trying desperately to slow the decline of the empire. Beginning with Mahmud II and throughout the reigns of Abdülmecid and Abdülaziz, attempts at reforming the empire were at the forefront of the government agenda. These Tanzimat(reorganization) reforms attempted to rebuild the Ottoman state along liberal, European lines. Islam (and religion in general) was given a back seat in public life, as secular ideas began to influence laws and government practices.

These reforms proved to do nothing to reverse the decline of the empire. If anything, the increased emphasis on non-Islamic identities of Ottoman subjects just further promoted the nationalistic aims of the Ottoman Empire’s numerous subjects, which created further disunity in the empire. During the Tanzimat Era, the Ottoman provinces of Serbia, Greece, Wallachia, Modova, Abkhazia, Bulgaria, and Algeria were all lost to European encroachment or nationalism.

Abdülhamid decided to take a radically different approach. Because of the loss of European territory that had occurred just before and in the first few years of his reign, the empire was now overwhelmingly Muslim. Throughout Ottoman history, Christians had been a major part of the population, at some times being about 80% of the population. Throughout the 1800s, however, the Ottoman Empire was losing Christian-majority lands in Europe, and was getting a net influx of Muslim immigrants coming into the empire. With about 3/4th of his empire Muslim, Abdülhamid decided to emphasize Islam as the dominant uniting factor among his subjects.

Tughra of Abdulhamid II

The rest of Europe was experiencing powerful nationalistic movements in the 1800s. Pan-Slavism and Pan-Germanism were examples of uniting factors for people who spoke the same languages and had similar cultures. The Ottoman empire had always been multi-cultural. Turks, Arabs, Albanians, Bosnians, Kurds, Armenians, and many others made up the empire. Abdülhamid attempted to make Pan-Islamism a uniting factor for Muslims, both inside and outside of the empire’s borders.

To show his role as supreme leader of Muslims worldwide, Abdülhamid placed much emphasis on the holy sites of Makkah and Madinah. In the 1800s, a building program commenced in the holy cities, with hospitals, barracks, and infrastructure being built in the Hejaz to aid in the yearly gathering of Muslims in Makkah – the Hajj. The Ka’aba itself and the Masjid al-Haram that surrounded it were also renovated with a modern water system that helped reduce the severity of floods.

In 1900, Abdülhamid commenced the beginning of the Hejaz Railway. It began in Istanbul and traveled through Syria, Palestine, and the Arabian desert, ending in Madinah. The goal of the railway was to better connect the holy sites with the political authority of Istanbul, as well as make the pilgrimage easier. To show his emphasis on the protection of Makkah and Madinah, Abdülhamid decided that the gauge (width of the rails) of the Hejaz Railway should be slightly smaller than standard European ones. His reasoning for this was that if Istanbul were to ever fall to European imperialists, he wanted to make sure they could not use the Hejaz Railway with European trains to easily invade Makkah and Madinah.

Non-Ottoman Muslims

Throughout Ottoman history, there have been examples of the sultans helping Muslim communities outside their borders whenever the opportunity arose and the Ottoman state was capable. For example, in the 1500s, the Ottoman navy was a key force in the Indian Ocean, aiding local Muslims fighting Portuguese colonialism as far away as India and Indonesia. Abdülhamid considered it his duty to do the same in the 1800s, especially since large populations of Muslims in Africa and Asia were under European imperial control.

The opening of the Hamidiye University in Beijing

Delegations were sent to African Muslim kingdoms such as Zanzibar, giving gifts from Abdülhamid and asking them to acknowledge the caliph as their protector against European imperialism. Similar delegations were sent to Muslims living within Russian and Chinese borders.

In 1901, Abdülhamid sent one of his advisors, Enver Pasha, along with numerous Islamic scholars, to China. When they arrived in Shanghai, they were warmly greeted by the Chinese authorities, and especially so by the local Chinese Muslims, who had lived in China for centuries. Abdülhamid later helped establish a Muslim university in Beijing, called the Peking (Beijing) Hamidiye University. Even as far away as China, Abdülhamid wanted to create a sense of belonging and unity among Muslims, centered on the caliphate.

Abdülhamid’s efforts resulted in the caliph of the Muslim world being acknowledged in Friday prayers from small towns throughout Africa to the major Muslim communities of India and China.

The Issue of Palestine

In the late 1800s, a potent nationalist movement was forming among European Jews: Zionism. Zionist ideology called for a Jewish state to be established in their ancient homeland, Palestine. Although European Jews were dispersed throughout Europe, the unique financial and political power of numerous Jewish families was able to make Zionism a major force in the late 1800s.

In the late 1800s, Sultan Abdülhamid II attempted to bring back the Islamic character of the Ottoman Empire.

Theodor Herzl, the founder of the Zionist movement, personally requested from Abdülhamid II special permission to settle in Palestine, in exchange for 150 million pounds of gold, which could have helped the Ottomans repay their enormous debts. Herzl’s aims were not to settle there and live under Ottoman authority, he clearly wanted to establish a Jewish state carved out of Muslim lands (as of course happened in 1948). Abdülhamid realized that his role as caliph required him to protect the sanctity and sovereignty of Muslim land, so he responded to Herzl with the following:

™Even if you gave me as much gold as the entire world, let alone the 150 million English pounds in gold, I would not accept this at all. I have served the Islamic milla [nation] and the Ummah of Muhammad for more than thirty years, and never did I blacken the pages of the Muslims- my fathers and ancestors, the Ottoman sultans and caliphs. And so I will never accept what you ask of me.

He further prevented the purchase of tracts of land within Palestine by Zionist organizations, ensuring that their attempts at establishing a foothold there were futile. Ultimately, the Zionists were allowed to purchase land and settle in Palestine after the reign of Abdülhamid II, when the Young Turk movement was in charge of the Ottoman Empire.

Legacy

Abdülhamid II was the last of the Ottoman sultans who had any real power. He was overthrown in 1909 by a group known as the Young Turks. They were Western-educated liberal secularists who vehemently disagreed with the Islamic direction that Abdülhamid took the empire in from 1876 to 1909. After his overthrow, his brother Mehmed Reshad was chosen as sultan by the Young Turks, but he effectively had no power, and the empire was run by an oligarchy of three ministers in the Young Turk government.

Three more people held the office of caliph after Abdülhamid II: Mehmed V, Mehmed VI, and Abdülmecid II, none of which had any power. In 1924, the caliphate was abolished by the new Turkish parliament and Abdülmecid and the rest of the Ottoman family were forced into exile. As such, Abdülhamid II was the last of the caliphs to have had any power over the Muslim world. The tradition of a strong, in charge caliph that commenced with Abu Bakr in 632 was upheld by Abdülhamid in the late 1800s before finally being overthrown by liberal elements within the empire.

Abdülhamid II died in Istanbul in 1918, and was buried in a mausoleum along with Sultans Mahmud II and Abdülaziz near Sultanahmet Square.