If the family is to be a wholesome cradle for human society, it means
that the children as continuators of the human race must find there warmth,
patience and every possible advancement in their all-round education. For this
purpose, they must have a mother who considers the care for her children not as
a part-time job but as one of her foremost duties. And they must have a father
who "according to the patriarchical nature of Islam, is an Imam for
the family on whose shoulders rests the religious responsibility of the family.
He must," as Syed Abul A'ia Mawdudi puts it so beautifully, "uphold
the tenets of faith and his authority symbolizes that of God in the world. The man
is in fact respected in the family precisely because of the sacred total
function he fulfills. The rebellion of Muslim women in certain quarters of
Islamic society came when men themselves ceased to fulfill their religious
function and lost their virile and patriarchical character". This is the
noteworthy opinion of a world-wide renowned Islamic scholar.
With a home where mother and father are aware of their important role
and realize that the world of tomorrow will be what they make of their
children, the foundation of society will remain intact.
As to the education of the children, I think it should consist of the
following four phases: the basis covering the period from birth up to the
twentieth year, that is the time when the child leaves home, must be the
Islamic Milieu created in the family. As modern psychology teaches us, this
milieu exercises its most important influence on the child already during the first
years of life. It is many small and great things that make up this Islamic
Milieu. Foremost condition is that the parents love and respect each other,
that they are-according to Islamic patterns-patient and extend cherishing care
to the children. But it is also important that the children can listen to beautiful
recitations from the Qur'an-there are excellent records nowadays-that they
realize when there is Ramadan, the month of fasting, when the great festive
days are celebrated, and also that Muslim friends and relatives come on visits
or are visited. And they must hear words like Allah and Mubammad (Peace
Be Upon Him) uttered in a loving voice. This is what in fact many of us are doing
anyway. But for an Islamic Milieu it is also significant that the home where
Muslims live is furnished with some Islamic items at least. I don't mean the
usual cheap sentimentalities but true, undiluted culture. The children should
see some really beautiful calligraphies on the walls, perhaps a good carpet
here and there and other things which cannot be found in a Western household.
And Muslims should at least at home wear traditional dress as used in their
homelands and take their shoes off, even if only upon entering the living room.
Thus they will keep a close contact to their own heritage and the children will
distinctly feel that they are Muslims which will fill them with confidence and
natural pride for their community.
The second phase I would call the phase of telling. We know from our
scientists how the consciousness of children is formed by listening at an early
age to horror stories and thrillers and how it may, on the other hand, be given
wings by enchanting tales. Here lies ahead a wide field for parents endowed
with fantasy and much goodwill. They will study again the stories of the former
prophets as told in the Qur'an, read the many beautiful traditions of the last
Prophet Muhammad (Peace Be Upon Him,) and the heroes of Islamic history. By,
gathering all their love, intelligence and good humour, they can make up the most
interesting and inspiring tales of all this and according to my experience it
is particularly the period from the second to the fifth year when children are
most eager to listen to such stories. The mother may tell them to the child
while going about her duties in the home and in most cases very nice
discussions will follow since the child has his questions and wants to mention
his own views. In this way the child's character can definitely be formed and
standards may be established which maintain their validity throughout his
lifetime.
The third phase established on the first and second, is that of the
Islamic duties. It is only natural that a child wants to imitate his praying parents.
He is given a small prayer rug and though at first he will be patient for a few
minutes at most, in due course he will learn how to pray and get used to a
daily rhythm and routine as envisaged by Islam. It will be similar with keeping
fast. At first, the child will not stand this for more than a few hours. But
slowly he will manage half a day, and even a whole day, Here, it is very
important that Sahur and Iftar,
the meals
before beginning fast and after breaking fast, are really celebrated a bit. How
proud the child will be if he is allowed to rise early in the morning for the
first time in order to have breakfast with his parents, what a satisfaction it
will be for him if he really managed to keep fast for a whole day. I think many
parents will have the experience that the child himself will plead to be
allowed to keep fast again instead of having to be persuaded to join the
grown-ups. Also, there will always be opportunities for giving alms. The child
should get the nice bright coin so that he himself can spend it, thus learning
that some money should go to the needy or into the collection box of a mosque
instead of being used for buying toys or sweets. With regard to the pilgrimage,
the child should be told how Muslims from all over the world gather at the Holy
Places for the important purpose of being closely knit together into one brotherhood
worshipping their Creator as the servants of the Almighty have done in an uninterrupted
chain since the time of Abraham.
The child will now be a conscious Muslim and therefore a broad basis has
been established on which the fourth phase can rest firmly.