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_001.jpg) A Prophetic hadeeth is a narration from or about the
Prophet Muhammad (may the mercy and blessings of God be upon him), and it is
through the ahadeeth (plural of hadeeth) that Muslims know about the Prophet’s
way of life, the Sunnah. Such knowledge is a necessary prerequisite for
fulfilling the Muslim’s most basic religious requirements, and the Prophet
naturally made it a point to spread this knowledge about himself during his
lifetime.
The Prophet sought to teach his Companions through
different ways such as repetition, questioning, dictation, and practical
demonstration. After teaching them he would listen to what they had learnt. Along
with his Companions, deputations from outside were educated in both the Quran
and the Sunnah. The Prophet would question them as well to see what they had
learnt (Azami 9). Furthermore,
the letters sent by the Prophet, some of which were quite lengthy and dealt
with a wide range of legal matters, also constituted a means of teaching his
Sunnah. Apparently there must have been a great deal of writing in general as
it is said that he had at least forty-five scribes at one time or another
(Azami 10). He also would dictate to different companions such as Ali b. Abu
Talib, and he is known to have sent copies of his sermons to certain people. Last
but not least was the practical example he lay for his followers with his clear
instructions to do as he does (i.e., “Pray as you see me praying” [Bukhari,
Vol. 1, Book 11, No. 604] and “Learn from me the rituals of pilgrimage” [Sahih
Muslim, Book on Hajj, No. 310]). He was known to advise a questioner to stay
with him and learn by observing him (Azami 10).
Other measures were taken by the Prophet to spread
knowledge of his Sunnah, such as the establishment of what may be regarded as
schools. It is known that these were established in Madinah soon after his
arrival, and that he would send teachers to various places outside of the city.
He emphasized to his Companions to pass on knowledge about him, and among his
sayings are “Pass on knowledge from me even if it is only one verse” (Azami 10).
In his famous farewell sermon he is reported to have said, “Those who are
present (here) should convey the message to those who are absent.” [Bukhari,
Vol. 2, Book 26, No. 795] Consequently it was a common practice among his
Companions to inform those who were absent about the Prophet’s sayings and
actions. Additionally, the Prophet would specifically instruct delegations to
teach their people what they had learnt upon their return. He encouraged all
this activity by informing on the great rewards for teaching and learning, as
well as the possible punishment for refusing to do so (Azami 12).
On the part of the Prophet’s Companions, it should be
remembered how people take care to watch and imitate the actions and sayings of
one they love and admire. It is well known the extent of love the Prophet’s
Companions had for him and that many would unhesitatingly die to protect him. Given
this and their excellent memories, as well as the various methods the Prophet
himself employed to teach his Sunnah, it would seem safe to assume that they
did indeed know his Sunnah. In fact, reports show that they not only tried to
learn it, but they tried to preserve it through various means such as memorization
and recording. There are various examples of the Companions of the Prophet
memorizing together and cultivating what they had just learned from the Prophet
(Azami 13). Many of them are known to have recorded the hadeeth, and following
the Prophets instruction, they would emulate him based on what they had learned.
After the Prophets death, there are several reports showing that they continued
in their efforts to memorize, practice, and preserve what they had learned from
him. Furthermore, there are reports showing Companions such as Ali b. Abu
Talib, Ibn Masud, and Abu Sa’id al-Khudri advising the people who came after
them (the Successors) to memorize the hadeeth, which they would do either
individually or collectively in groups (Azami 15).
After the Prophets death, Islam spread beyond Arabia to distant lands. As the Companions of the Prophet were the ones who pioneered the
expansion, it follows that the knowledge of hadeeth that they had went with
them, and that not all of it remained in Madinah. Therefore, it is possible
that a certain Sunnah was known to particular Companions who had left to settle
in some distant land. As was previously mentioned, the Companions saw to it
that those who came after them, the Successors, continued in the learning and
preservation of hadeeth so that the knowledge would not be lost. However, now
that the knowledge of the Sunnah was not concentrated in one place but had
spread to different parts of the Muslim world, the likelihood of making errors
arose, and consequently techniques for criticism had to be developed,
especially after the first fitnah (Azami 49). Additionally, with the spread of
the Sunnah, new techniques had to be developed for learning hadeeth.
Though all the techniques were important in preserving
the hadeeth, the practice of a teacher reading to their students was a
particularly significant technique that was developed very early. This
included reading by the teacher from the students book, which was either a
complete or partial copy of the teachers book (Azami 17). Students and
scholars would test their teachers knowledge by inserting hadeeth throughout
the book before giving it to their teacher for reading. Teachers who didnt
recognize the additions were “denounced and declared untrustworthy” (Azami 17).
Additionally, it is said that from the beginning of the second century, the
technique of reading by the students to their teachers became the most common
practice (Azami 19). This was done in the presence of other students who would
then compare with what they had in their books or listen carefully. In
copying, it is said that they would usually make a circular mark after every
hadeeth, and that once the hadeeth had been read to the teacher a mark would be
made in the circle or elsewhere to indicate so. Also, every additional time a
hadeeth was read to the teacher another mark would be made indicating so, and
at times scholars would read the same book many times. The reason probably was
to counter-act the challenges presented by the Arabic scriptthe reporter had to
hear a particular hadeeth from the person from whom he is transmitting, and
transmit exactly what he heard (thus the grading of reporters became necessary
to know who did this best) (Burton 110-111).
Furthermore, from a very early time, the necessity of reviewing copies became
evident, and it is reported that teachers would help their students in this
task to eliminate copying mistakes. It is important to know that one who did
not follow the proper methods in teaching or compiling his own book could be
accused of stealing hadeeth, even if the material was authentic. Hence it was
critical that the hadeeth were obtained properly. There are several other
techniques, but for the purpose of this paper it is important to know that the
scholars of hadeeth used special terms in the transmission of a hadeeth,
depending upon the technique employed in teaching it. Also worth pointing out
is that these special terms such as “haddathana,” “akhbarana,” and “an,” are
often mistaken to mean that the transmission was strictly oral, although it has
been shown that this was not the case.
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