Since it is a bulky document only relevant excerpts are included:

“Ye who believe! Fear Allah as He should be feared and die not except in a state of Islam”
“O mankind! Fear your guardian lord who created you from a single person. Created, out of it, his mate, and from them twain scattered [like seeds] countless men and women; fear Allah, through whom ye demand your mutual [rights], and be heedful of the wombs [that bore you]: for Allah ever watches over you.”

I present this humble effort to these young Moslem men who are pure, believing, and fighting for the cause of Allah. It is my contribution toward paving the road that leads to majestic Allah and establishes a caliphate according to the prophecy.”

1.Principles of Military Organization:
Military Organization has three main principles without which it cannot be established.
1. Military Organization commander and advisory council
2. The soldiers (individual members)
3. A clearly defined strategy

Military Organization Requirements:
The Military Organization dictates a number of requirements to assist it in confrontation and endurance. These are:
1. Forged documents and counterfeit currency
2. Apartments and hiding places
3. Communication means
4. Transportation means
5. Information
6. Arms and ammunition
7. Transport

Missions Required of the Military Organization:
The main mission for which, the Military Organization is responsible is: The overthrow of the godless regimes and their replacement with an Islamic regime.

Other missions consist of the following:
1. Gathering information about the enemy, the land, the installations, and the neighbors.
2. Kidnapping enemy personnel, documents, secrets, and arms.
3. Assassinating enemy personnel as well as foreign tourists.
4. Freeing the brothers who are captured by the enemy.
5. Spreading rumors and writing statements that instigate people against the enemy.
6. Blasting and destroying the places of amusement, immorality, and sin; not a vital target.
7. Blasting and destroying the embassies and attacking vital economic centers.
8. Blasting and destroying bridges leading into and out of the cities.

Importance of the Military Organization:
1. Removal of those personalities that block the call’s path.
All types of military and civilian intellectuals and thinkers for the state.
2. Proper utilization of the individuals’ unused capabilities.
3. Precision in performing tasks, and using collective views on completing a job from all aspects, not just one.
4. Controlling the work and not fragmenting it or deviating from it.
5. Achieving long-term goals such as the establishment of an Islamic state and short-term goals such as operations against enemy individuals and sectors.
6. Establishing the conditions for possible confrontation with the regressive regimes and their persistence.
7. Achieving discipline in secrecy and through tasks.

NECESSARY QUALIFICATIONS AND CHARACTERISTICS FOR THE ORGANIZATION’S MEMBER
1-Islam:
The member of the Organization must be Moslem. How can an unbeliever, someone from a revealed religion [Christian, Jew], a secular person, a Hindu, a communist, etc. protect Islam and Moslems and defend their goals and secrets when he does not believe in that religion? The Israeli Army requires that a fighter be of the Jewish religion. Likewise, the command leadership in the Afghan and Russian armies requires anyone with an officer’s position to be a member of the communist party.

2-Commitment to the Organization’s Ideology:
This commitment frees the Organization’s members from conceptional problems.

3-Maturity:
The requirements of military work are numerous, and a minor cannot perform them. The nature of hard and continuous work in dangerous conditions requires a great deal of psychological, mental, and intellectual fitness, which are not usually found in a minor. It is reported that Ibn Omar -may Allah be pleased with him -said, “During Ahad [battle] when I was fourteen years of age, I was submitted [as a volunteer] to the prophet -God bless and keep him.
He refused me and did not throw me in the battle. During Khandak [trench] Day [battle] when I was fifteen years of age, I was also submitted to him, and he permitted me [to fight].

4-Sacrifice:
He [the member] has to be willing to do the work and undergo martyrdom for the purpose of achieving the goal and establishing the religion of majestic Allah on earth.

5-Listening and Obedience:
In the military, this is known today as discipline. It is expressed by how the member obeys the orders given to him.

That is what our religion urges. The Glorious says, “O, ye who believe! Obey Allah and obey the messenger and those charged with authority among you.” In the story of Hazifa Ben Al-Yaman -may Allah have mercy on him -who was exemplary in his obedience to Allah’s messenger -Allah bless and keep him. When he [Mohammed] -Allah bless and keep him -sent him to spy on the Kureish and their allies during their siege of Madina, Hazifa said, “As he [Mohammed] called me by name to stand, he said, ‘Go get me information about those people and do not alarm them about me.’

As I departed, I saw Abou Soufian and I placed an arrow in the bow. I [then] remembered the words of the messenger -Allah bless and keep him -’do not alarm them about me.’ If I had shot I would have hit him.”

6-Keeping Secrets and Concealing Information
[This secrecy should be used] even with the closest people, for deceiving the enemies is not easy. Allah says, “Even though their plots were such that as to shake the hills! [Koranic verse].” Allah’s messenger -God bless and keep him -says, “Seek Allah’s help in doing your affairs in secrecy.” It was said in the proverbs, “The hearts of freemen are the tombs of secrets” and “Moslems’ secrecy is faithfulness, and talking about it is faithlessness.” [Mohammed] -God bless and keep him -used to keep work secrets from the closest people, even from his wife A’isha-may Allah’s grace be on her.

7. Free of Illness:
The Military Organization’s member must fulfill this important requirement. Allah says, “There is no blame for those who are infirm, or ill, or who have no resources to spend.”

8. Patience: [The member] should have plenty of patience for [enduring] afflictions if he is overcome by the enemies. Be should not abandon this great path and sell himself and his religion to the enemies for his freedom. He should be patient in performing the work, even if it lasts a long time.

9. Tranquility and “Unflappability:
“[The member] should have a calm personality that allows him to endure psychological traumas such as those involving bloodshed, murder, arrest, imprisonment, and reverse psychological traumas such as killing one or all of his Organization’s comrades. [He should be able] to carry out the work.

Forged Documents (Identity Cards, Records Books, Passports)

The following security precautions should be taken:

1. Keeping the passport in a safe place so it would not be seized by the security apparatus, and the brother it belongs to would have to negotiate its return (I’ll give you your passport if you give me information)
2. All documents of the undercover brother, such as identity cards and passport, should be falsified.
3. When the undercover brother is travelling with a certain identity card or passport, he should know all pertinent [information] such as the name, profession, and place of residence.
4. The brother who has special work status (commander, communication link,…) should have more than one identity card and passport. He should learn the contents of each, the nature of the [indicated] profession, and the dialect of the residence area listed in the document.
5. The photograph of the brother in these documents should be without a beard. It is preferable that the brother’s public photograph [on these documents] be also without a beard. If he already has one [document] showing a photograph with a beard, he should replace it.
6. When using an identity document in different names, no more than one such document should be carried at one time.
7. The validity of the falsified travel documents should always be confirmed.
8. All falsification matters should be carried out through the command and not haphazardly (procedure control)
9. Married brothers should not add their wives to their passports.
10. When a brother is carrying the forged passport of a certain country, he should not travel to that country. It is easy to detect forgery at the airport, and the dialect of the brother is different from that of the people from that country.

TRAINING
* The following security precautions should be taken during the training:
The Place:
The place should have the following specifications:
1. Distance from the populated areas with the availability of living necessities.
2. Availability of medical services during the training.
3. The place should be suitable for the type of training (physical fitness, shooting, and tactics).
4. No one except the trainers and trainees should know about the place.
5. The place should have many roads and entrances.
6. The place should be visited at suitable times.
7. Hiding any training traces immediately after the training.
8. Guarding the place during the training.
9. Appropriateness of the existing facilities for the number of training members.
10. Exclusion of anyone who is not connected with the training.
11. Taking all security measures regarding the establishment.
12. Distance of the place from police stations, public establishments, and the eyes of informants.
13. The place should not be situated in such a way that the training and trainees can be seen from another location.

The Trainees:
1. Before proceeding to the training place, all security measures connected with an undercover individual should be taken. Meanwhile, during training at the place, personnel safety should be ensured.
2. Selecting the trainees carefully.
3. The trainees should not know one another.
4. The small size of groups that should be together during the training (7-10 individuals).
5. The trainees should not know the training place.
6. Establishing a training plan for each trainee. The Trainers: All measures taken with regard to the commanders apply also to the trainers. Also, the following should be applied:
1. Fewness of the trainers in the training place. Only those conducting the training should be there, in order not to subject the training team to the risk of security exposure.
2. Not revealing the identity of the trainer to trainees.
3. Keeping a small ratio of trainees to trainer.
4. The training team members should not know one another.” (Source-LeT classroom training manual-amalgamated with al Qaeda training manual).

Besides these elaborate tech-training about preparation to be made by a Jihadi Qasab revealed that there were 32 trainees in his batch. Out of this 16 persons were selected by Zaqi-ur-Rahman for a confidential operation. There were two officers from some government office (probably ISI) with Zaqi. Three trainees ran away from the camp; the rest 13 along with one Kafa moved again to Muridke camp. Some preliminary training required by seafaring warriors was given at Muridke. Besides Qasab Mohammad Azmal@ Abu Muzahid, Ismail, Abu Umar, Abu Ali, Abu Aksha, Abu Umer, Abu Shoeb, Abdul Rahman Bada, Abdul Rahman Chhota, Afadullah and Abu Umar took part in the intensive training. After completion of the training Zaki selected 10 and his teammate was Ismail.

Besides showing locations of the targets in Mumbai in Google earth, some unknown persons had shown them videos of the interiors of the targets and explained the detailed landing route and getting around in selected parts of the city. The persons who briefed them were fully acquainted with the terrain and specialties of the targets assigned. (could be Dawood Ibrahim operatives).

What Qasab has not stated was a top-secret operation carried out by a group of SSG naval warfare experts. They trained the selected jihadis is naval-craft maneuvering, underwater sabotage and operations of the GPS system for smooth navigation.

On November 23 Zaki and Kafa escorted the contingent of 10 to the seashore near Karachi and were asked to board a launch. Later they shifted to a bigger ship Al Husseini. Each jihadi was armed with AK 47 rifle, 200 cartridges, 8 grenades and a cell phone.

While in Indian waters Al Husseini hijacked an Indian fishing vessel. After 3 days journey they reached a spot near Mumbai and Asfadulla killed the Indian seaman. Thereafter they boarded an inflatable dinghy and landed near Budhwar Park, Colaba. While other teammates proceeded to their targets Qasab and his mate proceeded to VT station to carry out the assigned task of killing as many Indians as possible.

The detailed dossier of evidences and clues shared by the Ministry of External Affairs with Pakistan, US and UK are exhaustive and confidential in nature. I do not want to breach that confidentiality. However, the simple narration of recruitment and training of Qasab and others does not complete the processes that are directly and indirectly involved in manufacturing Fidayeen groups to carry out jihad. These materials have been largely obtained from Qasab’s interrogation report. The bigger story is not available in the interrogation report and circumstantial evidences.

Pakistan government (Army and the ISI) are manufacturing jihadis in a systematic manner to wage war in Kashmir and to spread the ambience of jihad and separatism in the minds of Indian Muslims; an unfinished agenda of the partition; a new beginning of another separatist movement.

The people of Faridkot/Dipalpur are abominably poor. They traditionally supported the PPP which promised land and job to the impoverished people. According to Jugnu Mohsin of Friday Times (Pak) the poor flock received only promises; nothing substantial.

“They began to take heart from the message that came blaring down from the pulpit every Friday. There is suffering everywhere in the world. Your brethren in Kashmir, whose right to be in Pakistan as a Muslim majority area has been thwarted for decades, need to be liberated. Pray for their liberation. Your brethren in Bosnia, who are being killed in a genocide by Crusaders, need to be liberated. Pray for their liberation…”

“With poverty having driven young Ajmal from his home, he was easy prey for these jihad-manufacturers. He was already on his way as a petty robber when they got him. Life as a jihadist gave Ajmal a livelihood, money for his family (they were able to marry off his sister Ruqaiya), respect, a sense of belonging and importantly, independence from the local landowner. No longer would he or his father have to go and sit at Mian Manzoor Wattoo’s feet (landlord and village Shylock), waiting for hours in his dera, for petty favours. No longer would they be herded at election time to the Pakistan People’s Party booth or to the Muslim League’s stall to cast their vote in line with the current allegiance of their overlord. No longer would they be bullied or their votes bought.”

Ajmal Qasab was on the fringe of a criminal career. His poverty and frustration was exploited by the Markaz. They did not consider him as a prime cadre. They trained him for the special Fidayeen mission, not for Kashmir jihad. According to Jugnu, “No wonder Hafiz Saeed Amir of the Lashkar-e-Tayiba refused to call him a ‘mujahid’ when asked on a recent television interview. Ajmal’s story is as much the story of hopeless poverty as of State failure, as of recalcitrant regional hegemony and as of misplaced concreteness.”

There are other cesspools of the breeding ground of jihadis. People like Qasab have been trained in Madrasa. Madrasa education in India, Pakistan and Bangladesh (Quwami and Alia madrasa) are growing by leaps and bounds. These educational institutions impart religious training and motivate the young children in fighting jihad.

The following table would indicate the growth of Madrasa education in Pakistan:
Table 1.

Profile of madrassa education in Pakistan

1. Number of secondary and higher madrasas: 6,000
2. Senior and graduate level madrasas: 4,335
3. Deobandi madrasas: 2,333
4. Barelvi madrasas: 1,625
5. Ahl-i-Hadith madrasas: 224
6. Shia madrasas: 163
7. Number of all students: 604,421
8. Local students (Pakistani): 586,604
9. Foreign students: 17,817
10. Afghan students: 16,598

Table 2

Growth of higher madrasa education in Pakistan: 1947–2001

1.Pre-1947– Madrasas: 137 … …

2.1950 — Madrasas: 210

3.1960– Madrasas: 472/ Number of teachers: 1,846/ Number of Students: 40,239

4.1971–Madrasas: 908/ Number of teachers: 3,185/ Number of Students: 45,238

5.1979–Madrasas: 1,745/ Number of teachers: 5,005/ Number of Students: 99,041

6.1984– Madrasas: 1,953

7.1986– Madrasas: 2,261/ Number of teachers: 12,625/ Number of Students: 316,380

8.2001– Madrasas: 4,345 */ Number of Students: 604,421
* This does not include 655 other madrasas that do not offer complete Dars-i-Nizami curriculum. Source Mumtaz Ahmad –Madrasa Education in Pakistan and Bangladesh.

Pakistan’s school education contain perverted outlook towards India and Hindus. Children are taught to hate India from class ii and iii itself.

The education report of Pakistan (1980) started with the hangover of Two Nation theory, “The Muslim demand for a separate independent state sprang from the cultural differences and from fear of overwhelming Hindu majority in any future constitutional set-up of India. This fear was not without foundation. It was more and more evident during the last decades of the 19th century, which made Sir Syed, in the later years of his life, the champion of Muslim revivalism.”

The 2009 education perspective of Pakistan also reiterates the separatists and somewhat hate materials,

“PAKISTAN STUDIES 2059 O LEVEL 2009

SECTION 1: Cultural and historical background to the Pakistan Movement

Shah Wali Ullah, Syed Ahmad, Shaheed Barailvi and the Jihad Movement, Hajji Shariat Ullah and the Faraizi Movement…

This section is designed as a background to the politico-religious debate precipitated by the decline of Mughal power and the gradual political domination by the British. Candidates will be expected to place each individual mentioned above in his religious and historical setting and have not merely a basic knowledge of each individual’s biographical details and main writings, but also an understanding of the different responses offered by individual thinkers to the decline of Muslim rule and of their relationship one to another. Candidates may be required to write comparative essays on two or more of these individuals….

The decline of the Mughal Empire and the expansion of the East India Company and British colonial rule in Northern & NW India. The reasons for the decline of the Mughal Empire. A general overview and background of the East India Company and reasons for its involvement in the subcontinent: British relations with the later Mughal rulers of Delhi; the rise of the Sikh empire under Ranjit Singh; British expansion north-westwards from Bengal up to 1810. A general overview of the course of, and reasons for, British annexation of the territories which now encompass Pakistan, including the Anglo-Sikh wars, British annexation of Lahore, the Punjab and Peshawar in particular; the British search for a ‘natural’ and ‘scientific’ NW Frontier; British policy towards Tribal Territory…

NB: This section does not require detailed teaching but is regarded as essential to provide a suitable background and context for British colonial rule of the territory now encompassed by Pakistan, as well as for the War of 1857. Candidates may be asked to use this information in questions related to the background to the events of 1857.

The War of Independence of 1857…

Immediate and main causes of 1857 uprising. The attitude of the Mughal ruler to the war. Course of the war proper, with particular reference to the role played by Muslim rulers and the population of what is now Pakistan in the uprising; reasons for its failure; assessment of the war’s effectiveness and its subsequent impact on the Muslims of the subcontinent…

British reaction during and immediately after the War, including the major constitutional, educational and administrative reforms which followed. Sir Syed Ahmad Khan and the Aligarh Movement. His contribution to the education of Muslims and revitalisation of their national consciousness: an overview of his main educational works and their importance; an understanding of his social and political theory and its origins; the impact of his work on Muslims and the western world; his status as a writer, educationalist and political thinker in modern Pakistan; his relations with the British and the ullama; the foundation of Aligarh College and reasons therefore; his role in the Indian National Congress and Muslim League; the meaning and origin of his ‘Two-Nation Theory’ and the Hindi-Urdu controversy…

Literary and linguistic background of Muslims in the sub-continent The importance of Urdu and the reasons for its choice as the national language of Pakistan. The advantages and disadvantages of Urdu as the national language.”

No Indian school text book prescribes such politically biased and hate-laden materials,
A cursory glance at Pakistani school textbooks – especially the compulsory subjects like Pakistan studies and social studies – gives an idea of how history has been distorted and a garbled version prescribed to build this mindset and attitude.

The objective of Pakistan’s education policy has been defined thus in the preface to a Class 6 book: “Social studies have been given special importance in educational policy so that Pakistan’s basic ideology assumes the shape of a way of life, its practical enforcement is assured, the concept of social uniformity adopts a practical form and the whole personality of the individual is developed.” This statement leaves no doubt that “social uniformity”, not national unity, is a part of Pakistan’s basic ideology.

The Class 5 book has this original discovery about Hindu help to bring British rule to India: “The British had the objective to take over India and to achieve this, they made Hindus join them and Hindus were very glad to side with the British. After capturing the subcontinent, the British began on the one hand the loot of all things produced in this area, and on the other, in conjunction with Hindus, to greatly suppress the Muslims.”

The Standard VIII book says, “Their (Muslim saints) teachings dispelled many superstitions of the Hindus and reformed their bad practices. Thereby Hindu religion of the olden times came to an end.”

On Indo-Pak wars, the books give detailed descriptions and openly eulogize ‘jihad’ and ‘shahadat’ and urge students to become ‘mujahids’ and martyrs and leave no room for future friendship and cordial relations with India.

According to a Class 5 book, “In 1965, the Pakistani army conquered several areas of India, and when India was on the point of being defeated, she requested the United Nations to arrange a ceasefire. After 1965, India, with the help of Hindus living in East Pakistan, instigated the people living there against the people of West Pakistan, and finally invaded East Pakistan in December 1971. The conspiracy resulted in the separation of East Pakistan from us. All of us should receive military training and be prepared to fight the enemy.”

The book prescribed for higher secondary students makes no mention of the uprising in East Pakistan in 1971 or the surrender by more than 90,000 Pakistani soldiers. Instead, it claims, “In the 1971 India-Pakistan war, the Pakistan armed forces created new records of bravery and the Indian forces were defeated everywhere.”

The students of Class 3 are taught that “Muhammad Ali (Jinnah) felt that Hindus wanted to make Muslims their slaves and since he hated slavery, he left the Congress”. At another place it says, “The Congress was actually a party of Hindus. Muslims felt that after getting freedom, Hindus would make them their slaves.”

And this great historic discovery is taught to Std V students, “Previously, India was part of Pakistan.”

With these kinds of school teachings the tender Pakistani children grow up inside the colony of hate-bacteria towards India and Hindus. Anwar al-Awlaki a US born and highly educated engineer and Education Leadership scholar, now living in Sana, Yemen invented 44 ways to support Jihad. This important document is popular amongst Pakistani youths and Muslim jihadists all over the world.

Since the readers are not acquainted with Awlaki and his writings I produce a photograph of the ideological guru of Jihad, who is followed by innumerable youth in Pakistan and other countries and whose writings are taught in Pakistani madrasas. His picture is produced below:

Anwar al-Awlaki

His famous quotes are “Jihad is the greatest deed in Islam and the salvation of the ummah is in practicing it. In times like these, when Muslim lands are occupied by the kuffar, when the jails of tyrants are full of Muslim POWs, when the rule of the law of Allah is absent from this world and when Islam is being attacked in order to uproot it, Jihad becomes obligatory on every Muslim. Jihad must be practiced by the child even if the parents refuse, by the wife even if the husband objects and by the one indebt even if the lender disagrees…
Dear brothers and sisters the issue is urgent since today our enemy is neither a nation nor a race. It is a system of kufr with global reach. The kuffar today are conspiring against us like never before.
So could we be heading towards the great battle between the Romans and the Muslims – Al Malhamah – which the Prophet (saaws) spoke about?…
Again, the point needs to be stressed: Jihad today is obligatory on every capable Muslim. So as a Muslim who wants to please Allah it is your duty to find ways to practice it and support it. Following are 43 ways for the brothers and sisters to support Jihad fi sabeelillah.”

The ways and means suggested by him need summarization as the treatise is very long:

“Having the right intension; Praying to Allah to award you with martyrdom; Jihad with your wealth
Fundraising for the Mujahideen; Financing a Mujahid; Taking care of family of a Mujahid; Sponsoring a family of a Shaheed; Sponsoring the families of the prisoners of war; Paying your Zakah to the Mujahideen; Contributing to the medical needs of the Mujahideen; Providing Moral support and encouragement for the mujahideen; Defending the mujahideen and standing up for them; Fighting the lies of the Western Media; Exposing the hypocrites; Encouraging others to fight Jihad; Protecting the mujahideen and preserving their secrets; Praying for the mujahideen; Following the news of Jihad and spreading it; Spreading the writings of the mujahideen and their scholars; The issuance of Fatwas supporting the mujahideen; Providing the scholars and Imams with information and news about the mujahideen; Physical fitness; Arms training; First aid training; Learning the Fiq of Jihad; Protecting the mujahideen and supporting them; Developing the Aqeedah of Qalaa’ and Barra’

This requires elaboration–-“The issue of loyalty towards Allah, His Messenger and the believers and the declaration of our animosity towards the disbelievers and their gods has not had its fair share of attention in Islamic circles. Allah says: “There has already been for you an excellent example in Ibrahim and those with him, when they said to their people, “Indeed, we are disassociated from you and from whatever you worship other than Allah. We have denied you, and there has appeared between us and you animosity and hatred forever until you believe in Allah alone” (60:5);

Fulfilling our responsibilities towards the Muslim POW; WWW Jihad (through Internet); Raising our children on the love of Jihad and the mujahideen; Avoiding the life of luxury; Learning skills that would benefit the mujahideens; Joining groups that work for Jihad; Spiritual preparation for Sahadat; Guiding others to the scholars of Truth and Jihad; Preparing for Hijrah (“Muslims living amongst non-Muslims have put themselves at the mercy of the kuffar. When the Islamic state was established in Madinah the Messenger of Allah (saaws) declared it illegal to live amongst the disbelievers. Muslims should therefore prepare themselves to leave when the opportunity arises. Preparation for hijrah is not restricted to Muslims living in non-Muslim countries but applies to every Muslim because more often than not Jihad in its self demands hijrah. That is why the Messenger of Allah (saaws) said: “Hijrah does not stop as long as there is an enemy to fight”;

Giving naseehah to the mujahideen; Studying the Hadits of Fitan; Exposing Pharaoh and his magicians (apostate Muslim rulers, crusaders and Jews); Role of Nasheeds (ballad singers and composers in spreading Jihad); Boycotting the economy of the enemy; Learning Arabic-the language of the Paigambar and Gabriel; Translating Jihad literature in other languages and Teaching others about the characteristics of al Ta’ifah al Mansoorah (“The Messenger of Allah (saaws) says: A group of my ummah would continue fighting, obeying the command of Allah, defeating their enemies and they would not be harmed by those who are against them until the hour starts (the Day of Judgment)” (Related by al Hakim and he stated that the hadith is authentic)”

Awlaki literature on Jihad is vast and for lack of space all the details cannot be included. However, it is acknowledged that this new messiah of Jihad is as potent as Osama bin Laden, al Jawahiri and Hafiz Ibrahim of Lashkar-e-Taiba. These are taught in LeT camps as well as in madrasas. The fertile breeding grounds for colonies of Jihad bacteria can be located in madrasas, government and private schools and in the Tanzeem training centres.

Qasab was one of the products of these colonies of Jihad bacteria. Everywhere in Pakistan the poor and starved young children are being drafted towards jihad oriented education. In present day Pakistan teaching and preaching of Jihad is more popular and paying next only to army employees and some categories of government servants. The milling poor and poverty stricken Pakistani youth and children are drawn to such propaganda for holy Jihad. Al Qaeda, Taliban and Markaz ud Dawa and ISI created jihadi tanzeems have overtaken the civil society spaces. Between the jihadis and the army and the ISI Pakistan has been transformed into a jihad manufacturing organised state entity.

The madrasas in Muslim South Asia teach a curriculum known as Dars-i-Nizami, first introduced by Mullah Nizamuddin Sihalvi (d. 1747) who was a scholar of some repute in Islamic jurisprudence and philosophy in Lucknow. This curriculum is not the same as that associated with the name of Mullah Nasiruddin Tusi (d. 1064) and the Madrasa Nizamia, which he established in eleventh-century Baghdad.

Almost all Sunni madrasas, irrespective of whether they are of Deobandi, Barelvi, or Ahl-i-Hadith persuasion, follow the same standard Nizami course of studies adopted by the Deoband seminary in 1867. It consists of about twenty subjects broadly divided into two categories: al-ulum an-naqliya (the transmitted sciences), and al-ulum al-aqliya (the rational sciences). The subject areas include grammar, rhetoric, prosody, logic, philosophy, Arabic literature, and dialectical theology, life of the Prophet, medicine, mathematics, polemics, Islamic law, jurisprudence, Hadith, and Tafsir (exegesis of the Quran). It is important to note that out of the twenty subjects; only eight can be considered as solely religious.

The remaining subjects are otherwise secular and were included in Nizami curriculum both to equip the students for civil service jobs and as an aid to understanding religious texts. Also, facilities for teaching all of the subjects and books are not usually available in all madrasas. This is particularly true in the case of subjects such as medicine, mathematics, history, philosophy, prosody, and polemics. The result is that the students often have to move from one madrasa to another to complete their curriculum. This also results in the failure of many madrasas to institutionalize their grading and promotion procedures. However, the Deobandi curricula followed in Pakistan and Bangladesh have deviated from the mother institution in India. They have included several current affairs courses including teachings of the merit of Jihad.

Despite reform efforts in India the Barelvi and Ahl-e-Hadith managed madrasas continue to teach hate-curricula on the lines of majority of madrasas in Pakistan and Qwami madrasas in Bangladesh. While in Pakistan about 60 lakh students study in madrasas, in Bangladesh about 35 lakh students undergo fundamentalist education in madrasas. In India the approximate number of students undergoing Dars-e-Nizami and Nasiruddin Tusi streams of madrasa education is about 25 lakh. Most of these are breeding grounds of fundamentalism and radicalism.

It would therefore, be seen that Ajmal Qasab, a helpless, directionless, poor youth was attracted towards Jihad and fidayeen dasta of the LeT under pressure of multitudinous circumstances. Out of poverty he leaned towards crime and from a budding criminal he walked into the LeT trap. Once trapped and motivated a jihadi cannot escape from the trap. Destruction of the assumed enemy and self becomes an inevitable consequence.

Ajmal Qasab was made to believe that waging jihad was the holy duty as explained in dissertations of Hafiz Ibrahim, Anwar al Awlaki, al Jawahiri etc. Many Indian Muslim youths are also being trapped in the witches’ mirrors of jihad and certain pockets of Indians Muslims have been greatly affected. I have discussed this in earlier dissertations in the same web-site.

For lack of space I cannot discuss the facts as to how Antulay’s and other Indian Muslims are still being groomed in the political philosophy of separatism, a trait inherited from pre-independence days. The ghosts of Muslim League and Jinnah are revisiting these political and jihadi breed. I propose to discuss this in the next essay.

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