SRNR ANU SARVSARVAES = Sooty ies diss 2 C4 And indeed We have made ah the Qur’an easy to understand gee and to remember ; ire ete ay: » gee ee HH @ ae ee ©) ese ans SS <9) EXE ait ee Ban Ske a3 Eka Bee , \ ae : eee ss ) _ Hbssaseneefavenesysseesentzresessesgee tts A PH Ma AAS AAAS OA EASA SR AREAS RAE a ESC QA‘EDAH S 9 S YASSARNAL QUR’AN B by: PIR MANZOOR MUHAMMAD 3 NAZARAT NASHROO-ISHAAT, QADIAN-143516 SSS sya Os 120, PMSA Syd a) 5 And indeed We have made the Qur'an easy to understand and to remember wanrarerenereANAAAAkarenArAAeAeAeekeNAsRAy $I 01 ISTO OT ASAT TAT ADE HEE ERG aaaaana naan n a nee ease Rare em eee ee i 2G a aah s on pee ot gay He wy if Bed 404 ep, xe in 7 Ss A 3B reo yep eee ai Exe yd, eed eh pay pay oi aeererrrrrrerrererrerrrrrrreererrerreccs FEI IO IO IO ISSO ASIA S SII IATA IAI SSAA KerererrareArAeIdtAdAAeeeNAAdA AAA QA‘EDAH YASSARNAL QUR’ANeRe OHBNGS5 ise “QA‘EDAH YASSARNAL QUR’AN” By: PIR MANZOOR MUHAMMAD Qa‘edah Yassarnal-Qur’an was firs published in 1904 with Urdu instructions and has many reprints since then. It was first published with instructions rendered into English in 1978-in Nigeria. This is its 12" edition. Twelfth edition 1999 13 Edition in India 2000 Quantity 3000 © ISLAM INTERNATIONAL PUBLICATIONS LTD. Published-by: Nazarat Nashro Ishaat Sadar Anjuman Abmadiyya P.O. Qadian - 143516 Distt. Gurdaspur (Pb.) INDIA Telefax : 01872 - 70749 Priyted py. / Fazle Umar Printing Press Qadian, Gurdaspur No part of this book may be reproduced in any form without prior written permission from the publisher, except for the quotation of brief passages in criticism. ISBN I 85372 055 0Introduction The teaching and learning of the Holy Quran is a source uf great blessing. The Holy Prophet sal-/al-lako alaihe wa sallam said: Bene nee emer te wales 5 igh gles 52-5 “The best of you is the one who learns the Holy Quran and teaches it to others.” We are pleased to reproduce the Qa’edah Yassarnal Quran with instructions rendered into English. The text of the Qa'edah, however, remains the same. By following these instructions minutely, a beginner is able to make the best use of this primer which is designed to learn the Arabic text of the Quran correctly and efficiently. Experience has shown that a beginner, even a child, can start reading the Quran within a period of six months. Following are some of the characteristics of the Qa’edah Yassarnal Quran: Qa’edah Yassarnal Quran was written by a great scholar of the Holy Quran, Hazrat Pir Manzoor Muhammad, and was first published in 1904. It has been proved very useful for teaching and learning the Arabic text of the Holy Quran for beginners of all age-groups. Qa'eduh Yassarnal Quran has instructions with each lesson and when followed minutely can be of great help in the correct and efficient reading of the Quran. Qa'edah Yassarna! Quran contains 40 lessons cum exercises and a beginner can easily go through them within six months. All lessons are simple and arranged in a most systematic method. Qa'edah Yassarnal Quran is not a Teach Yourself book. The notes given with each lesson are a sort of Teacher's Guide. However phonetic examples have been added with the notes of lessons ta let a grown up proceed by himself once some help has been given to him in the beginning.Arabic Alphabets and their Phonetic Sound Phonetic sound of Arabic alphabets is given below. In phonetic sound: a or aa is the same as in tall Tor ee is the same as in bee ii or 00 is the same as in boot PHONETIC SOUND (from rignt to left) (ea \ ha jim tha ta ba aliph . . -. uv 4 2 >» Cf sin za ra dhal dal kha . ° a &€& & b&b» Pm Pr YH ain za ta dad sad shin dd 6 So €& 2’ — mim lain kaf qaf fa ghain (The first lesson is essential for the child, who has just started learning.)ALAND IB IEE kk tok kkk Lesson No. 1 The dot. A dot has been given below. By placing a finger beside it the child is told that this is a dot. (Nugta) e REE Here, the child is made to count the number of dots at a place. He is instructed to count from the right. & - . ~ . . ” . ow 8 o oo fe os wt eUCe Serr eCeererirerererrereresy The child should identify whether the given dots are above the line or below the line. (He should start from the right as before.) . Se . o . + w 7 . * . “ Se 7 = Kak Lesson No. 2 Single letters In this lesson, alphabets (letters) are being introduced. The pupil is6 required to pronounce the name of each alphabet as he reads from right to left. If at any stage he is stuck or makes a mistake, as for example he reads a letter as “ba” wehereas it is ta’, then he can be told that it is ‘ta’ as it has two dots above the line, and so forth. In this way, he will be able to connect the form of the alphabet with its name which is very necessary. But otherwise, there is no need to refer to dots or to their positions while teaching a child. He must always read in a flow. wrtllewe lee li! AAAAAR AREA REAR Raa a ae aS wi il o oS & te - Sows w S&S S&S & a mann arn aa tare a eters as arate aaa ata cS HS loeb now & E+rEYSEXETIE FOI III III III IO oi ti tot ttt TTeEtCeetEtete Te7Te7Te7EtCeEEcte FOO IO IO ttt Sie Cans Ger SC lo ST 35S wow S&S d S38 2s TI >) 53D 5 2d »ssTToES wwe oil °, my > FS) 595 D5 Sy vreSeY YF) wD oF dwreTSesFtvoiv SF TOO FFE Fle F wwe wed PF FU FO WU Jose TT eteoey! PrP PLU YU SF BbSbSbea LESS Fhe bSS Mj SELEY BSELEEEEESD b> weber EOEP EE8 wETETCEETES Fd GESBESL UY WE DIPSGBbYOYrGBOES »~$5SeS835U9833 S3ddXd Ss GEG BENNER EERE so Gesboe- oe bY (. G: cr (re GwretESGtuuw SE t Jy Sb9e7TTE Ho Y!I SSGGECSELYP LY Sd Sr di vwavddu Cc vd »wY OG wsrud vg RENEE EEE EERE EEE9 Ss 9 2 2 dd ad 2809 8S 5 9 5 5 85 Bw PEER EERE ERENT RED BSB 6 § 5 Pe § « ¢ BH~¥ 8 Or gr ¥ Yr 4+ Se red PeeUUUSSTOTECOlS STC e ee eee) GYroIOH- Bea Y¥dXE BY >. seoGIs¥UBJT» REE yvebrF RTE UH SEY PI vd FSGS HBYsY sSi dS bys Pu TE34d The following three lines contain all the alphabets of Arabic. in this given order. These are to be repeated, till the whole of it is learnt in that order. This will be found useful, 'ater on. > de TEES |S! ae ee re ee eI Sr > souvurvd SS GO10 kkk ke Lesson No. 3 eecccccccvccccceesee: Letters in combination What is given below, should not ‘be regarded or read as complete words. The pupil is made to understand that when letters are written in combination, their form undergoes some change. In most cases, only the top part of the letter is retained. He should be shown that two letters are joined by means of a small line, called, ‘Khatte Wasl’. He should pronounce each letter of the combination separately, as in lesson 2. Example:— ‘is to be read as; jim, ba. de Se Se ee Hie 7 EF ENE EEE EEE oo ~ ” ese FT TH Ha 7 be . & 2 \ je . % hs ESE bs SG oS Bb yo go oh Ub ob b ARERR EEit WB rb je pe pe Be be we BS 8 5S SG vee EE fe pe ge re E PUNE NEE N EERE ORO EE : =s . . EEE EEE NEES wid Det ww wd RR ED Dm PS es 2 YB T t REE EE Yr KF KF EF SE ob db Re dS Re Ab Xr 2D ae 8 me re SF KE XRD12 SSS dV Vy Pie oe em ne de 3S SOS Ae Aw Ae Ae oS Ab Cis PCy ty On tp re re Abad pS ur ow wo Pe bs SS SSS po bw eEELL LI Asa See ee eee eee eee eames YYUbBLIY WY ey13 Ceewmuetrvrvs ee eee eee * - : . . . ay sc azn cis ~_— ry Le we Oe The bend Letters are sometimes represented by dots above or below a bend. Accordingly, if there is one dot above a bend‘ ~ ’ it represents ‘nun’ © one dot below the bend ~ is ‘ba’. Two dots above the bend + is ‘ta’. Two dots below the bend = is ya. Three dots above the bend ~~ is ‘tha’.As seen below, the bends are in combination with other letters. The pupil must read each letter seperately. re ee ee ee - ae ee pO lk PORE ERE RR E EERE EERE REE ERR oh bh a . - s - eee ennenn rent ne rT EETEOETLIEE as AS geo 38 GS Sm = vo aed aA Be Bw she Pad . = ~ ee - - * RARER RMU o oe . 2 - 8 oe ase p2314 . er tee 2 . see we ROR ERE EERE EERE EEE EERE ED s ee thse p pe Wa WH SW Letters in different forms i.e. in the begining, in the midde and in the end. Go WV gad ele ote iG Rk kh Lesson No. 4 Given below there are strokes of three different: kinds () Fatha —& , which is a stroke above the line, (ii) Kasra = which is a stroke below the line, (iii) Damma — , which is a rounded stroke above the Lins 2. ZF = =. 2 - a a ? = 2 -i a a i wana kah Lesson No. 5 In this lesson the pupil learns what sound a letter produces when it is given the sign of Kasra (Note:— Examplé in Kasra have purposely been given before those of Fatha) The sound of is‘bi’; > is‘t’; is ‘li’. Here the letters are no more pronounced with their original name. As before, the pupil is required to read in a flow. g a 3 2 sig 2tT CT YYey Seo eee wen ee » EEG SS2 OY ent Lesson No. 6 Pocccccoccccccocseoocoecoos — In this lesson, the pupil learns what sound a letter produces, when it is given the sign of Fatha —— . Example:— < isread ‘ba’, © isread ‘ja’. Note:— Some sounds are identical with their alphabetic name such as thoseof ~ , & etc. <4 ? a - = “— 34) €T a & 6 Cy Gu vN\ \ ay ( v\ br Gn (» ur &1 oO XN oN - o o s q - 1 ¢ fob bd w KKKKKKEK Lesson No. 7 In this lesson, the pupil learns, what sound a letter produces, when it is given the sign of Damma. Example:— % is read ‘bu’, @ is read ‘hu’ and “¢ is read ‘oo’. J 44 9 Los s , , GC Hod TTOe S&S 4 4 4 Z 4, Zs - 4 ae? 4 Z OS he a rt y 4 = £ » *£ & ,, i 2€€% L434 6 Pee Mixed, Exercise on Lessons 5, 6 and 7 - oo - a i) my oS ~ Z ; = 5 > ARR R RRR REE EERE ” 2 2 2 2 = = — = = > RRR EERE EERE EERE RE EERE . Z t 4 s 4 z % RARER Eee a 6 = 2 «# tt teetzrtté Fee e eee eee 2 - 3 - . a + 2 dF DF 2} TTF 7 = we \ “17 ae ei FOI Et REE , 4 . 4 < 4 2 ¥FSYee oOo G TORRE ERE C. bette zy & FIO ER aly Cr G QW & Pa 4A aD em & RR RRR a *% 4 > 4 % & aa) rr te FF YF AAA SAHRA RRR ARNRRERERE EE e 4 . 4 » 4 4 os , , >> 3 5 3 &$ 3 3S dd ad PERE E EEE s 2 os , a 3 3 3 J J d J J 28 oO 9 J J FARA DANAE Rene R ede ntete® S4HoudHuy sd GS G €C&€ CF CE5 93 5 REE EEE ERE Ne wi Ge Cy Ve = fay re ro Wee re to Con Sb EE BEL yL » FOE RR btG@ & Gs ’ p = & BERNER ERE E ERROR EEE EE EEE Ga GS CG Mixed, Exercise on all previous Lessons \ vY. N \ 4N cA 4 As 46 HRP RRE RRR H ERE E REE 2 a ‘; 7. = ow 4% 2% FEAR RRR ERE eee 2 Zz fe 4s af ts U Jo a> oo 4 Hane n Ree Ren EERE HERR HERR R ERE , , 2 be be 43 gh wS oo e oe ~ Re neee ne eeeneeneneneneninennenenes ee s z 9 an ~~ Meo et Be by 2 TORII E e PERRET REE EERE ERE E ERE EEE EEE 4 5. 4 2 Zi - , Ne & is read ‘bihi’, \E is read ‘ja a’, et oN N - t 7N\ why Ke \ t4 ge 2 “42 4% HS Us Ge 3 Gs < 4 «2 es oe ah Sed ee COE eee f N \ps fn 7 $ 1C\ XN we we AAO* Lb sf wy wo VL Sa a i $3 mt GE OI se &. Js nee ow 4. 4g . 2 4s ee Z 3 fd LK JI x o RRR EEE REE ey 5 Ln 3 as 2 << oF MG ai Nev ys FE eerie ‘\ *~ 4A 2% . 47% 4 ve a “at s Ids a2 cs . i je5 Le aa aed pw wo pe do! { 2¢ 4% 7a 4\7--7 24.4 2. 24 Ree RAL CA Rd Re RR eRe RRR EES 342 poe “A - A 4 eee eg 2 - 227 t- 44-2 46 nae £ ——> 1 ple Phe 2 de RRR EEE RE4 ag 4 4.4 4 ~ 7 - % < fo ZE 4 nee a - dos aA Ao 237 S18 2% [ae 4te —_ = ae - fa * ARR EE ERE RR REE Ko bY we. eth Oe Ke 4G 3 — Cea ow G -)— aa 4% id 2 “2 FOI III RRR kt ’ , z i 4 i 4 - tee : vc “4% , ee A ww lS OE LG > ° 7 4 aad a 1 2 oa ac 4 o s % “ Z . ub 9 4 Laat 1s 7 7 ve = > FOI IOI Kitts 4 “ - 2 Pn ane g - 7 ow J e vee ke > > Se “ * 2 < “1-2 Ze call , vee - 3 - RLo Zs 7 ue Y o° FOI REE 4 Eoeoewt MN we vy ae d & Ge Q Gs vs ow w ev wv cy. C Gu L ren wv bev ro &: q G Ge & un © ve wv nn nN AQ t (s ( - 'Q v on wes ec ve Cy & Gi read ce bs be wh ay & & n nN NX é (: (cake Lesson No. 8 Ceccccecccccoccsooccsccoces Jazm —— is a new sign. The pupil is required to identify this sign in the following exercise. a a Js a a = a J A a a = a I — = —_— - Kee KkKk Lesson No. 9 After learning the sound of a letter with Fatha, Kasra or Damma, the pupil now learns, how this sound is blended with the next letter, which has jazm —— on it Jazm with Fatha, is given first. Example:— =! is ‘ab’, “a ‘jad’ ete. e s a - - ae dD tl 4 2 oe - «2 “ ar LS SI SI CS Tt RR RRRRRERERE EERE E RR - - - - a a a = a a a a— a pb ab —_— > ew rd ae asl a2 > —— 1. A> A> ya) Ann R RARER REE RRR RR EEE Zz ae os23 \ A 4 x FOU itt we \ > ‘\ ’ \ » t ? $ t > G ¢ ag a n 2 ae Lm > \ \ 2 —> 3 > ’ ‘ f x R & I FOROS I i ioitok \ \ a a a \ > \ > ‘\ fr f ( ° = et a 4 a Ri mR PRR RR EERE RRR ERE 2 a - 335 3 “ aes te aoe ~~ 2 aD °> \ > “\ > N \ . a a { f f > \ > \ t hE G FIO IIUOI iittitt ae a Hb ab bs nv AI ks pints uF * (- 3 3 hes ARR ee nr . le . a4 4 cae a % a > 55 51 ~~ Fee Ue Nie a R- % » a ea pee ee es RRR EERE ERE ER REE we Sk NX : t‘ 2 44% Seo Ot Ope mC oy) . ~4 17 2f . 17 4 8 MS ED ee I 8D ag _— 3S bs fb 43 AS 43 ARE RETR EE ee- a a2 foe a - a - moo + ASD - _ a + ) to FOI III III ite a7 q Om . OSpo . ABA . ORL aw 3? na ais 472 a2 pols nals 5 A + Oe)o FOI III III II III toi toot After the exercise af Fatha now here is exercise of Kasra ( Damma ( —2-). a a F a7 a { nf . 7 ereans ew —w aS wet aS FOI IIIS IO ton ito kitts a a 4 a ~2 a ac —> oe — —_> eS eS ——s SERRE EE Re Z 4 - a ~ - “ Zz . * s we ya : S ~_s ~~ UR * a pO a ast ~ 2% a 2 51 eee eat BARRE R RRR eee -, . ' . eo. Je ow de je dh 2 2 z 7 ~ 2 ~ « a4 ad o % . Ku Ke pi aa ~~ ~~ - SRE 3.226 34 #324 ~4 ~ 9 a 2 42 4 w Kd ~— _ kK ~—— Dune : sy: - - cee “ a2 JOO ROG oii S$ bs et Sy HI r G { a ¢ 3 a 2 » a4 “ mar WD — a ~~ RRA REE t Ge» ve 3 EAM Reet i me eR Ue —_ Qe hy 03 #37 85 83 3 PARRA E REE > oy ’ ‘A > > Ne ‘eo e te neo ° 2 wre oO Aud + ed RRRRRERREREREREEEEREERE - wae oboe 2 4 . Oe! + Om = fees yW ack . Sees. a33f . ig bs PHAR ER ERE EERE Ee \ ~ a : = + > rast Renate eeeaeeeeeeeeeeeeeteeeeheOS AA. a. 55 FAIS ID Ritts 2 a eon a7 te . . 4 + SOR. SSA,» SSS i a . ~¢ ~ 41S 8 ads . Fo. wise. UWE RRR ERROR EERE REE EERE REE Mixed Exercise so Z Pee se ae 5D pe —_ OF Yi ne “4 a % ‘ A a2 eJ eS be ag Me i) Z 3 -% ae , a? BS As ARE Be CU a « sa A a . ay 2 4 £gse » <4 * he ne yY? y axe > YY jee vr ~~ FOI III Rt s “ iat AS Oy os, OG28 a af vie 424 ge ae, os AS O)9 Od9 = FOIE IIS IIUIIOII SIE TIS a Zo Soa a% SZ ae SRS 20648 o- % 2° & a7 @ se ee ee | > III III OOO iit ao. 4 ~ 2? Zao 2% % ae ttn! _— — ahaa ers 2 36 3 14% a? - 4 AST 538 ST Ok FI III IonZL Zone Z A ute ~€C ee at 3 . e : aa | : | DBAS | - Poa es 4 a2 2 44 a) S20 ey J -! eee TAGS I ISIS SII it 4 a a aoty 2 ne prose - + Sree! -~ rae)! 4 22 Zoe {nen e017 - E15 ats 6 Nis 2 +535 2 2 tok ttok Lesson No. .10 There are three full vowels among the Arabic alphabets. These are: Aliph‘ \’ vao 9 andya‘ & ’. The rest are consonants. If there is a consonant letter with sign --, —~-, —— and after it is a vowel, which is either blank or with Jazm, the sound of the consonant letter is modified. P * Example:— \G is read ‘Ba’ (‘a’ és pulled high up), * is ‘boo’ - ts} is ‘bee’ (deep ‘e’ sound) < < 4 Bsku b&b & Bee!ebE as a4 as aac) wd asF ate nh ne 22093 39> > Se PY HH Ale as 0 a ak as a $2 Fr wr FR AA SD ~$dUeE 3 8g: afa tx ‘ f Gj G f ‘f. t fa i ‘ C: HEAD st Be EY FI II III IOI IIIT III IOS ORI OT III a er ere ret F3dGDAaGgI FF HD! Gers ss es FREEke RF RI YVIdITH = 6g ME nH ne ag - ce (e 7G ne = Gee. ou - IK dG VG FOI III IIIS II I toto db. 41s - GU -JE.gege GE. G13- Oo UH -BY- KE RRRREEREEERRE AEE REE Re +. a ‘% -B3 we Pe fa + CK \e> vs + BY > oN + ~~ > t “$2 ‘ 7 caw aL re ah be + + Siew * 7 2 = = os 2 FIO IIIT SII IOI tot re oes 1G The sound of Fatha is not long like of Aliph. Example:— Ul is ‘aba’ (not aba) , JG is ‘gala’ (not gala) br. JU -uS. 3135.97. OG. G7 pis» Kg - 63. OW 45. Ju+sk RARER ERNE EERE EEE EEE EE “ s og - 65% - Spe + o55- She Ven Ga. “ 4 oad wo nf ath OR + Ad HI: G5! o,f oe ~@ -. 4 % .f o + eee) + OG + UO + = aa a oo nD 2 A se JG 75) Aid YH? oA at 4% aan * Aan aed ace rae oe ae 43 ee 6 op QS lis AEN EE ENE E EEE EERE The words below are those which belong to Urdu language. But the rules are not any different from those of Arabic. RARER EERE E EEE EERE ’ 2c eh oe se eURl es Ww ee IP. Gd + AS. a oe a 7 , 45. \33-o48. 3S. Y »~ we AEM EEE EER EEE EEN EERE RES