Khwaja Abdullah Ansari - Descendants and The School of Firangi Mahal

Descendants and The School of Firangi Mahal

His direct descendants moved to Hindustan, and played a key role in the development of Islamic thought, education, and the spread of Islam in the South Asian region. The most famous and significant descendants was Qutub al-Aalam Shaikh Khawaja Alauddin Ansari of Herat, followed by Makhdoom Nizamuddin Ansari of Sehali, Barabanki, Oudh, and Qutub Shaheed Mulla Qutubuddin Ansari Shaheed, of Sehali, Barabanki, Oudh.

The descendants of Mulla Qutubuddin Ansari Shaheed founded the famous Firangi Mahal school of religious thought and education. Another famous descendant of Khwaja Abdullah Ansari was Hakim Shaikh Ilm-ud-din Ansari (better known as Wazir Khan), a prominent noble and governor during the reign of the Mughal Emperors Shah Jahan and Aurangzeb, whose elders had come from Herat and first settled in Multan and Chiniot and from thence to Lahore. He is best known today for having built the famous Wazir Khan Mosque in Lahore.

Khwajah Abdullah Ansari of Herat is also the ancestor of the line of the Heravi Khajavi in Iran, who once ruled over the province of Khorasan.

Read more about this topic:  Khwaja Abdullah Ansari

Famous quotes containing the words descendants and, descendants and/or school:

    Not only does democracy make every man forget his ancestors, but also clouds their view of their descendants and isolates them from their contemporaries. Each man is for ever thrown back on himself alone, and there is danger that he may be shut up in the solitude of his own heart.
    Alexis de Tocqueville (1805–1859)

    I call heaven and earth to witness against you today that I have set before you life and death, blessings and curses. Choose life so that you and your descendants may live...
    Bible: Hebrew, Deuteronomy 30:19.

    Parental attitudes have greater correlation with pupil achievement than material home circumstances or variations in school and classroom organization, instructional materials, and particular teaching practices.
    —Children and Their Primary Schools, vol. 1, ch. 3, Central Advisory Council for Education, London (1967)