In 1424 Hijri (equivalent to 2003 CE), after returning from Isha prayer at the
Prophet's Mosque (peace be upon him) in Madinah one evening, we stopped by
a city restaurant. Feeling relieved after the heavy burden of first-semester exams
in our third year at the Islamic University of Medina, we bought our favourite
food and drinks to celebrate. We took the food to the room of Awadh Hadi Ahmad
Al Mad-hy, one of our classmates.
We were only four students from Zanzibar out of fifteen at the University, spread
across different faculties. Of the four, they were:
1. ALI SHARIF MAALIM
2. AWADH HADI AHMAD
3. IDDI SAID KHAMIS
4. ABUBAKAR MUBAARAK MUUMIN
Filled with joy after our meal, we began conversing, tackling issues that arose
during our exams. Suddenly, we delved into verse 96 of Surah Taha, referencing
Ibn Kathir's interpretation on the bookshelf.
Laughter and happiness filled our lively discussion. The topic then shifted to a
crucial question: how could we serve our community after graduation? With only
a year and a half remaining, we decided to formalize our discussions. Appointing
Ali Sharif as chairperson and Iddi Said as secretary, we ensured all decisions
would be recorded.
First and foremost, the idea of an educational center for new Muslims emerged,
addressing the needs of those who embrace Islam but might feel neglected
beyond the initial name change. However, this proposal gained limited support.
Instead, another idea emerged by divine providence: a knowledge institute for
young Muslims (Maahad). This concept resonated deeply and quickly gained
momentum, setting the stage for action.
As darkness deepened and fatigue gnawed, the meeting was adjourned, to
resume the following day. And indeed, the next day dawned, finding us in the
same place. Discussions stretched over several days, culminating in an
agreement on a full year's curriculum. We meticulously planned start and end
dates, study weeks per semester, preparation days, exam weeks, and student
breaks. Gradually, the idea blossomed, our goals acquiring a clear direction.
However, a crucial question emerged: where would we house this endeavour?
Ideas flew, eventually settling on the need to acquire land and build a dedicated
centre. But how would we own the land? The answer, unanimous, was for each
of us to contribute $100 per semester for the remaining three semesters, totaling
$1200. Yet, this was far from sufficient to achieve our aspirations.
So, what next? Heads bowed, we contemplated practical solutions. The answer
dawned: success demanded unwavering commitment. Thus, we resolved to
involve more students, partnering with them to become advocates and recruit
others who shared our vision, even after our own university journey ended.
Back then, we wanted this idea to remain confidential amongst exceptional
students. We handpicked specific students who, we believed, resonated with the
concept. Initially, we only proposed two names and revealed our plan to them.
Both readily agreed and vowed to keep it under wraps. However, one individual
confessed, "I made a pact with my friend not to keep secrets. So, either you allow
me to tell them, or I'll step away from this." This presented a dilemma, but with
the information already shared, we reluctantly agreed to involve their friend. (For
future considerations, I will maintain the anonymity of these three individuals.)
Upon completing our third year of studies, as per our agreement, each of us was
expected to contribute $100. Unfortunately, things didn't go as planned. The
three individuals failed to pay, citing various reasons, and promised to contribute
next year after their break.
When the time came for contributions, our group of four held up their promises.
However, the others, as before, offered various excuses. It became evident their
commitment to our cause wavered. We confirmed that those who chose to remain
wouldn't implement the idea, leaving the collected funds unused.
Returning home young, we each faced building our own lives. To utilise the
remaining funds, we decided to divide them amongst ourselves. Yet, this didn't
mark the end of the idea. We affirmed a future decision on it upon our return to
Zanzibar. I kept the meeting minutes as a reminder.
As our final year ended, Awadh Hadi, Abubakar Mubaarak, and I decided to go
home. Meanwhile, Ali Sharif and Iddi Said opted to stay and pursue their
diplomas.
Continuing my work and religious activities in Zanzibar, I confided in my brother,
Sheikh Farid Hadi Ahmad. Narrating the story of our disrupted idea, I expressed
my disappointment. He, with unwavering hope, encouraged me and reignited the
flame, setting the idea back in motion.
Since Sheikh Farid and I were residing in Beit-el-ras, we established a Madrassa
(religious school) at the Sharifumsa Mosque. Our aim was to utilise this mosque
for a single academic term before relocating the Madrassa to the Mbuyuni
Mosque, making it more accessible for students residing in diverse areas.
We announced the inauguration of the Madrassa at the mosque, and students
enrolled in large numbers. Sheikh Farid instructed them in the Qur'an, while I
taught Arabic language using the textbook "ALLUGHATUL ARABIYA LIGHAYRI
NNAATIQIYNA BIHA" by Dr. Fa Abdurrahiym. Notably, Abubakar Mubaarak
requested a leave of absence during this period.
Classes proceeded smoothly, and new students joined our cohort daily. However,
the academic term ended in Shaaban, marking the conclusion of our academic
year according to the established curriculum
.
We administered examinations to
the students in the taught subjects. Those who demonstrated satisfactory
performance were eligible to progress, while those who fell short would be
required to repeat the year.
Before the end of term, Sheikh Farid approached me with exciting news. His
friend, Dr Mohammed Said Mahfoudh, had built a single-storey mosque in
Mazizini. The mosque boasted four classrooms for teaching. Dr Mahfoudh was
seeking an imam to lead the mosque, and several people had expressed interest.
Sheikh Farid suggested we visit the mosque to assess if it suited our needs.
Without hesitation, we inspected it and deemed it suitable. We met with Dr
Mahfoudh, who entrusted us with the mosque, which he named Masjid Al
Mahfoudh.
When our colleagues Ali Sharif and Iddi Said returned home after completing
their diplomas, we began meetings to organise the levels of study we would offer.
We discussed relevant subjects for each level, the teachers who would handle
them, and, of course, the official name of our esteemed Maahad (educational
institution). This name – MAAHAD ALMAHFOUDH AL-ISLAAMIY – was accepted
without dissent due to its clear connection to the mosque where our educational
centre is located.
With premises secured, the Maahad officially opened in 1427HJ (equivalent to
2006 AD). We began with two classes: the first, Mutawasit (secondary), for
students who had passed their previous studies, and the second, Tamhiyd
(preparatory), for those who had not passed and new enrollees.
Conclusion
With profound gratitude, we express our utmost thankfulness to Allah, the Most
High, for granting us the privilege of being the founders of this Maahad
(educational institution). We consider this a monumental blessing, one we will
cherish and never take for granted. While there were students and esteemed
individuals who came before us, Allah, in His infinite wisdom, bestowed this
opportunity upon us.
Prepared by;
AWADH HADI AHMAD AL MAD-H.
