The version of Islam Messenger of Allah presented mankind with and the present day religion we see, know and follow as Islam are two not only different but exactly opposite or diverted ways. The 16 points I have shown to demonstrate the differences between these two can be turned into a much longer list, but let us end it here. The truth of the matter is that the true nature of the Islam Allah had revealed is an extrovert, explosive and the present day distorted version of Islam is one that is introvert, therefore implosive. In our ignorance, we try with our utmost sincerity to follow this distorted version of Islam. What is the reason for this grave mistake, this ignorance? There are a few different reasons among which principally is the wrongful Aqida, concept and the loss of its importance. However there is another chapter devoted in this booklet to Aqida altogether, so let us not get into that. Suffice it to say that the wrongful Aqida led this nation to abandoning the Jihad, all out struggle to establish Islam on earth. This Jihad was the means of gaining victory for Allah over the Shaitan, therefore when it was forsaken, Allah disowned guardianship of this nation as promised in Sura Tawba: 39. The authority and right to rule was effectively taken from the Muslims and handed over to Christian forces. The Muslims were made slaves of the Christian nations in almost every part of the world. A matter to realize at this point is when Allah allowed Muslims to be militarily defeated and subjugated by Christian invaders, then naturally they no longer remained true Mo’mens, Muslims or Ummat–e–Mohammdi for the simple reason that Allah had declared several times in the Qur’an that He would not allow them to be ever defeated, that is his Sunnah, His practice, never changing. (Fatah : 22–23–Qur’an). Furthermore, the Messenger of Allah too, has reaffirmed that Allah has made a promise to him to never allow his nation, his Ummah be defeated in battle. [Hadis –Sawban and Khabbab (RA) –Muslim, Tirmizi, Nasayi]. The sequence of defeat at the hands of Christian forces is proof that Allah does not regard this population as a nation of Mo’mens, Muslims or Ummat–e–Mohammadi.
The Christian forces had indeed made slaves of the erstwhile conquerors but they still retained fears regarding their prowess in warfare and bore in mind that they had been routed repeatedly by Muslim forces in the past. They also correctly realized that the source of their tremendous strength was their Qur’an and Hadis. It were the Qur’an, the Hadis and the personal training of the Messenger of Allah that had transformed them into the undefeatable warriors that had not only driven them, the Christians out of West Asia but pushed them deep into the heart of Europe. To completely neutralize this erstwhile nation of heroes, the Christian forces devised a devious and cunning plot, which was to establish ‘Madrasahs’ in each of the respective lands acquired by them. These Madrashs would teach “Islam” to the Muslims. The British in the Indian subcontinent, Egypt and Malaysia, the French in Algeria and the other places they ruled, Dutch in Indonesia –in short, every European country that colonized Muslim lands put into practice the one same idea – which was to introduce a system of education that would prove to be completely safe and harmless for their Christian rulers.
In this subcontinent Viceroy Warren Hastings introduced the first Aliya Madrasah in Calcutta in the year 1780. To teach Islam in this Madrasah, Orientalist pundits researched to put together an Islam of their liking. This Islam would be similar to the actual Islam in looks and appearance but in character and Aqida, it would be headed in exactly the opposite direction than the Serat–ul–Mostaqeem, the Islam brought by the Messenger of Allah. The orientalist pundits decided on the topics to be taught in this Islam, what areas would be left out what the focus of attention would be: in short the syllabus and the curriculum. In this syllabus, Allah’s all – encompassing Tawheed, His sovereignty was cut down to size to be applicable only in the personal level, because if the British taught these Muslims the proper, correct form of Tawheed, it would have been next to impossible for them to rule over these people. The next thing in priority to Tawheed, Jihad met the same fate: deemed to be to of very little consequence, it was all but dropped from the textbooks at all. Matters related to collective, national issues were brought down on the list and very low–important personal issues given high priority. Namaz, Roza, Hadis related to marriage, divorce, beard and caps, Meswak, pure and impure states, bathing etc. trivials were turned into all important matters in Islam and taught according. Also included in this syllabus were issues about which there were unfortunately already much difference of opinions among the Mazhabs and Ferkas prevalent. This was done with the particular intention of keeping these Muslims busy amongst themselves, debating, arguing and at times fighting regarding the different opinions and the thought of uniting against the British rules would not occur to them. Another section of this enslaved people, the portion which was forever engrossed in ‘Tasawaf ’ to gain proximity of Allah did not pose any threat or headache to their rulers, because they remained enclosed within the four walls of their mosque, ‘Khanka’ or ‘Hujra’ and paid no heed as to the state of affairs of the country. They cared little if the country was ruled according to Hindu, Christian or Jewish ways. However, the British did not stop at just establishing the Madrasah system. To further their hold over the minds of their enslaved subjects and ensure that no unforeseen problem cropped up in their system,