The Cultural Renaissance: What Nesarabad Taught Me About Madrasa Education

By Shaheed Osman Hadi | From his autobiographical reflections

The Madrasa You Don’t Know

When people hear “madrasa,” they imagine a narrow, rigid institution. They cannot imagine what I experienced at Nesarabad.

At Jhalkathi NS Kamil Madrasa — one of Bangladesh’s finest institutions — I witnessed something extraordinary: a complete cultural ecosystem within an Islamic educational framework.

This is the story of how a madrasa taught me Rabindra Sangeet.

The Weekly Jalsa: A Cultural Laboratory

Every Thursday, after the fourth period, we had “Saptahik Jalsa” — the weekly cultural assembly. For one hour, each class performed:

• Qirat (Quranic recitation)
• Hamd and Naat (Islamic devotional songs)
• Nazrul Sangeet (songs of Kazi Nazrul Islam)
• Rabindra Sangeet (songs of Rabindranath Tagore)
• Bhawaiya and Bhatiyali (folk songs)
• Jari Gan (folk narrative songs)
• Solo acting and drama
• Poetry recitation
• Speeches in Bengali, English, and Arabic

This was not an exception. This was every week. This was the culture of Nesarabad.

The Annual Bichitra: Where Arabic and Bengali Met

Our annual cultural program was something to witness. On the same stage, in the same evening:

1. Arabic drama — performed entirely in Arabic
2. English drama — performed entirely in English
3. Bengali drama — full theatrical productions

We even staged Rabindranath Tagore’s “Mukut” (The Crown) on the madrasa stage.

The audience included the Divisional Commissioner, the DC, and leading citizens of Barisal. They came not out of obligation, but because the quality was exceptional.

5,000 Students, One Vision

At its peak, Nesarabad had over 5,000 students, most residential. We came from every district of Bangladesh. And we competed — not just in religious knowledge, but in everything:

• National debate competitions — we reached the finals
• Poetry recitation — national champions
• Essay writing — national recognition
• Public speaking — I personally won national awards in multiple categories

Our students went on to:

• Dhaka Medical College
• BUET
• Dhaka University (all major departments)
• Universities across Bangladesh and the world

The Student Union: Democracy in Practice

Nesarabad had a fully functional student union with direct elections:

• VP (Vice President)
• GS (General Secretary)
• AGS (Assistant General Secretary)

Each class was a “Unit” with its own elected leadership:

• Class Coordinator
• Assistant Coordinator
• Finance Coordinator
• Reporter (who evaluated and reported on cultural performances)

I was elected Class Coordinator from Class Four. We learned democracy not from textbooks, but from practice.

The March After Jalsa

After every Thursday Jalsa, a march would begin. Each class would march across the campus with slogans. Teachers would come out to their balconies to watch.

On Arabic Department days, we marched with Arabic slogans. On English Department days, we marched with English slogans.

This was not just performance. This was identity formation. This was confidence building. This was the making of leaders.

Breaking the Stereotype

When I went to Dhaka for English coaching after SSC, I competed in a debate competition across all Saifur’s branches. My team won. I was named Best Speaker.

I was the only “hujur” there — in my white jubba and tupi — competing against students from Viqarunnisa, Notre Dame, Holy Cross.

They expected me to be limited. I showed them that a madrasa education, done right, produces complete human beings.

The Lesson for Bangladesh

We don’t need to choose between Islamic education and cultural richness. We don’t need to choose between religious identity and national heritage.

Nesarabad proved that Bengali culture and Islamic values can coexist, can strengthen each other, can produce citizens who are both rooted and reaching.

The tragedy is that this model has not been replicated. The tragedy is that Nesarabad’s golden age has faded.

But the memory remains. The lesson remains. The possibility remains.

A Vision for Madrasa Reform

What if every madrasa in Bangladesh had:

• Weekly cultural assemblies?
• Student union elections?
• Drama, debate, and arts competitions?
• Arabic, English, and Bengali equally celebrated?

We would produce not just huffaz and alims, but complete human beings. Citizens. Leaders. Artists. Thinkers.

This is not a dream. I lived it. At Nesarabad, in the early 2000s, this was reality.

It can be reality again.

“Bangladesh e madrasa shiksha byabostha — madrasa shomporkay amader dharona — ei golpo shunle apnara nishchoy kichhu akta relate korte parben.”

If you hear this story about madrasa education in Bangladesh, you will surely relate to something.

— Shaheed Osman Hadi