مولانا حمید الدین
گزشتہ مہینہ مولانا حمیدالدین صاحب محدث اور ان کے ایک کمسن نواسے مولانا اسعد مدنی کے صاحبزادے نے کار کے حادثہ میں وفات پائی، مرحوم مولانا حسین احمد صاحب مدنی کے قریبی عزیز تھے، ان کی پوری زندگی دینی علوم خصوصاً حدیث نبوی کی خدمت میں گزری، ابتداء میں دارالعلوم دیوبند میں مدرس تھے، کچھ دنوں تک دارالعلوم ندوۃ العلماء میں بھی حدیث کا درس دیا، ادھر عرصہ سے مدرسہ عالیہ کلکتہ میں شیخ الحدیث تھے، علم کے ساتھ عمل اور اصلاح و تقویٰ کے زیور سے بھی آراستہ اور طبعاً خاموش، متین اور مرنجان مرنج انسان تھے، یہ المناک حادثہ بجائے خود ایک طرح کی شہارت ہے۔ اﷲ تعالیٰ، حدیث نبوی کے اس خادم کو اپنی رحمت و مغفرت سے سرفراز فرمائے، دارالمصنفین اس حادثہ میں مولانا اسعد مدنی کا شریک غم ہے۔ (شاہ معین الدین ندوی، دسمبر ۱۹۶۸ء)
Some of the variant readings of the Holy Quran having a sound chain of narration are not included in the Uthmanic Maṣāḥif (Codices). Hence, following three probabilities can be deduced about these readings; First: Those were abrogated in ʿArḍah Akhīrah (the last revision). Second: Those might be among those explanatory notes of the Holy Text by Prophet Muhammad (SWA) that were erroneously written by a few companions within the actual text of Quran considering them a part of the Quran. Third: Those may belong to such Aḥruf (readings) that were authentically transmitted from the Messenger of Allah (SWA) but, they were not mentioned in the orthography of the Uthmanic Maṣāḥif by the compilers due to any possible reason. To us, if we come across any authentically narrated recitation of the senior Qurrāʾ companions that seems contrary to the orthography of the Uthmanic Maṣāḥif and there is no proof of their being from the second category, then, it is better to consider them from the third category instead of the first one.
When the children go to school it is very important to them to learn reading and writing. Their classroom activities come under these two skills. The children working on some projects have to accomplish their work by reading books. Though reading is emphasized more but unfortunately a large number of the students in schools generally and in Government schools particularly, find the reading task challenging and as result most of the students face many reading difficulties. To investigate how I as a teacher could help the primary children to develop their reading skills, I conducted a study in one of the Government schools in Karachi where the medium of instruction was Urdu. What strategies could help the children to enhance their reading skills and what challenges hinder the process of reading? The study showed that reading skills could be enhanced if the tasks were according to the needs, interests and the abilities of the students. They are motivated to learn if they find something is relevant to them. Different strategies were found useful to promote students' reading skills. Their involvement and active participation in different reading activities encouraged the learners to enhance their reading skills. They could learn better if opportunities and a conducive learning environment is provided to them. The study also indicates that children are reluctant to read because they are afraid of making mistakes. They should be encouraged to take chances and correct themselves because they learn by making mistakes. In case they make mistakes they need support to correct themselves rather than be corrected by the teacher. The study showed that the teacher needs professional support to work with children to develop their reading skills. A teacher who is not professionally developed cannot help them to enhance their reading skills as they also need to learn many skills to achieve the goal successfully.