in the exact sense, a manual or code; rather a collection of materials for a code with
remarks by the collector. He gives the traditions which seem to him of juristic importanceabout
seventeen hundred in allarranged according to subject, and follows up each section,
when necessary, with remarks upon the usage of al-Madina, and upon his own view of the
matter. When he cannot find either tradition or usage, he evidently feels himself of
sufficient authority to follow his own opinion, and lay down on that basis a binding rule.
This, however, as we have seen, is very different from allowing other people, outsiders to
al-Madina, to do the same thing. The school founded by Malik ibn Anas on these principles
is one of the surviving four. As that of Abu Hanifa spread eastward, so that of Malik
spread westward, and for a time crushed out all others. The firm grip which it has
especially gained in western North Africa may be due to the influence of the Idrisids
whose founder had to flee from al-Madina when Malik was in the height of his reputation
there, and also to hatred of the Abbasids who championed the school of Abu Haifa.
But now we pass from simple development to development through conflict. Open conflict,
so far as there had been any, had covered points of detail; for example, the kind of
opinion professed by Abu Hanifa, on the one hand, and by Malik, on the other. One of the
chiefest of the pupils of Abu Hanifa, the Muhammad ibn al-Hasan already mentioned, spent
three years in study with Malik at al-Madina and found no difficulty in thus combining his
schools.
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