Silsilat al-Ahadith al-SahihahNasir al-Din al-Albani

al-Luʾluʾī, the jurist and hadith master? That student claimed that he was not, but was rather al-Madāʾinī, the blind man, and that he was unknown. I then ascertained that he was indeed al-Madāʾinī by locating reports from him in more than one source, and I declared his categorical assertion that he was unknown to be mistaken, since a number of hadith masters narrated from him. It seems that he does not know that scholars rely upon narrators such as him as evidence, as al-Dhahabī established in al-Mīzān, and as al-Lakhnawī quoted from him in al-Rafʿ wa-l-Takmīl. This is why al-Ḍiyāʾ al-Maqdisī included it in al-Mukhtārah, and al-ʿIrāqī and al-Haythamī considered its chain of transmission good, as you will see there.

That student, therefore, ought to have exercised care and investigated the matter, rather than stopping at his personal opinion, for he appears to have no knowledge of this discipline. Otherwise, al-Tirmidhī’s grading of it as good through the first chain would have sufficed him, and he would have regarded the other chain as corroborating it, since it is not severely weak, at the very least.

  1. A third example concerns an Egyptian youth who called himself Faysal ʿAbd al-Ḥalīm and stated that he was twenty-two years old. Several years ago, he sent me an undated, unsigned letter in which he praised me profusely, mentioned that he had examined my writings (!) and devoted himself to them, making them his chief pursuit, and said that he wished to study under me. Yet he enclosed with his letter a treatise in which he criticized five hadiths from this volume and audaciously declared them weak, displaying astonishing boldness and profound ignorance. Any sensible person need only consider this in light of his stated age: when did he learn, and when did he acquire sufficient mastery to become a critic of one whose student he hoped to become?

Dear reader, here is one example of his criticism, by which you will confirm what I have described him as and judge the rest of the examples accordingly:

He objected to my strengthening of the following hadith:

619—“Three things are not refused: cushions...” the hadith.

His argument was that its narrator from Ibn ʿUmar, Muslim ibn Jundub, was declared trustworthy by no one but al-ʿIjlī and Ibn Ḥibbān; and he says that they are both lenient! This is enough to make a bereaved woman laugh, for what he says about leniency comes from my books, writings, annotations, and refutations

اللؤلؤي الفقيه الحافظ، فذكر ذلك الطالب أنه ليس به، وأنه المدائني الضرير، وأنه غير معروف، فتأكدت من كونه المدائني، بإخراجي من غير مصدر واحد عنه، وخطأتُ جزمَه بأنه مجهول، لرواية جماعة من الحفاظ عنه، وكأنه لا يعلم أن مثله يحتج به العلماء كما قرره الذهبي في "الميزان"، ونقله عنه اللكنوي في "الرفع والتكميل"، ولذلك أخرجه الضياء المقدسي في "المختارة"، وجوّد إسناده العراقي والهيثمي، كما سترى هناك، فكان على ذلك الطالب أن يتحرى، وأن يبحث، ولا يقف عند رأيه الشخصي، فإنه يبدو أنه لا معرفة له بهذا العلم، وإلا كان يكفيه تحسين الترمذي إياه من الطريق الأولى، ويعتبر الطريق الآخر شاهدًا له، لأنه ليس شديد الضعف على الأقل! ٣- مثال ثالث، لشاب مصري سمى نفسه فيصل عبد الحليم ذكر أنه في الثانية والعشرين من عمرِه! كان أرسل إلي خطابًا منذ بضع سنين بغير تاريخ وتوقيع، يثني علي كثيرًا، ويذكر أنه اطلع على مؤلفاتي (!) وأنه عكف عليها، وجعلها غايته..، وأنه يود أن يتتلمذ علي.. ومع ذلك فقد قرن مع خطابه رسالة ينتقد فيها خمسة أحاديث من هذا المجلد ويضعفها بجرأة عجيبة، وجهل بالغ، يكفي العاقل أن يتصور ذلك من عمره المذكور، فمتى تعلّم؟ ومتى تمكّن أن يصير نقّادًا لمن يتمنى أن يكون له تلميذًا.. وإليك أيها القارىء الكريم مثالًا واحدًا من نقده، تتأكد منه ما وصفتُه به، وتقيس عليه باقي الأمثلة: لقد أنكر عليّ تقويتي للحديث الآتي: ٦١٩- (ثلاثٌ لا تردُّ: الوسائدُ..) الحديث. وحجته في ذلك أن راويه عن ابن عمر مسلم بن جندب؛ لم يوثقه أحد سوى العجلي وابن حبان، ويقول: إنهما متساهلان! وهذا مما يضحك الثكلى، لأن ما ذكره من التساهل فمن كتبي ومؤلفاتي وتعليقاتي وردودي

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