Abdurrahman ibn al-Qasim and Waki‘ ibn al-Jarrah: Sacrifice, Night Study, and Devotion to Scholarship
Abu ‘Abdullah Abdurrahman ibn al-Qasim (رحمه الله) passed away in Egypt in the year 191 Hijri. He was among the foremost students of Imam Malik ibn Anas and also studied under al-Layth ibn Sa‘d. He became one of the primary transmitters of Imam Malik’s legal positions and a central figure in preserving the Maliki school.
Ibn al-Qasim relates that he would visit Imam Malik during the night and ask him two, three, and sometimes four issues. He observed that the latter portion of the night was a time when hearts were more receptive, and discussions were clearer. For this reason, he made it a habit to visit Imam Malik during the last part of the night, consistently dedicating himself to careful questioning and detailed understanding.
He remained with Imam Malik for seventeen years.
He narrates that once, while seated with Imam Malik, a group arrived from Egypt. Among them was a young boy who greeted Imam Malik and asked whether there was a man named al-Qasim among them. Imam Malik pointed toward Ibn al-Qasim. The boy approached and began kissing his eyes. Ibn al-Qasim recognised from the scent that this was his son.
He had left his wife while she was pregnant in order to travel to Madinah and study under Imam Malik. He remained away for seventeen years with her consent, dedicating himself to learning. His son had grown during his absence and now stood before him.
This report, mentioned in Tartib al-Madarik, illustrates not only personal sacrifice but also the long-term commitment required in serious scholarship. His prolonged residence in Madinah was not temporary study but extended apprenticeship under a leading authority.
Similarly, Waki‘ ibn al-Jarrah (رحمه الله), who passed away in 197 Hijri, was among the major teachers of Imam Ahmad ibn Hanbal. It is reported that after praying ‘Isha, Imam Ahmad would return with Waki‘ and remain at his door discussing matters of knowledge. These nightly conversations continued regularly, demonstrating the importance of companionship with scholars beyond formal lesson hours. This account appears in Manaqib al-Imam Ahmad.
These examples highlight patterns consistent across generations: extended study under a single authority, prioritisation of beneficial times for learning such as the latter portion of the night, and ongoing scholarly dialogue beyond structured settings. Knowledge was not confined to classroom sessions; it was pursued through prolonged companionship, questioning, repetition, and disciplined scheduling.
Final Reflection
The biographies of Ibn al-Qasim and Waki‘ illustrate that scholarship was cultivated through sustained commitment, sacrifice of comfort, and strategic use of time. Long-term attachment to qualified scholars, consistency in attendance, and disciplined questioning formed the foundation of their intellectual development. Their lives reflect that mastery in sacred knowledge emerged from years of structured dedication, patient apprenticeship, and willingness to prioritise learning over personal ease.
