What are the projects you are working on during these times when you have been afflicted with some illness — may Allah keep you well — and what is your methodology in dealing with their composition, especially the book (Sahih al-Jami')?

The Shaykh : It lightens the feeling of complaining about the illness; the mind is occupied with knowledge.
The student : What Allah willed.

The Shaykh : So he relaxes and forgets.
The student : How is he doing?

The Shaykh : This is 'Ubada.
The student : What Allah willed, how are you? Welcome, yes, my Shaykh.

The Shaykh : There is no doubt that the energy I may find in some hours is not equal to a quarter of the energy we used to have before the illness, and this is a natural matter. So, to the extent that this energy helps me, I thought about what to occupy myself with, and a project came to mind that I think will please you and delight you!
The student : It must be, if Allah wills.

The Shaykh : And it is old, but it is new.
The student: Peace be upon you.
Another student: And upon you be peace, yes.

The Shaykh : The old one is Sahih al-Jami', so it has come to me now to review it again, because this is, in reality, as it may not be hidden from you, one of my old projects.
The student: Yes.

The Shaykh : So I resolved to name it, and the written title makes it clear.
The student: Yes.

The Shaykh : "Tahdhib Sahih al-Jami' and adding to it and correcting it" ...
The student : Very good.

The Shaykh : You know that Sahih al-Jami' is *al-Fath al-Kabir* : .
The student: Yes.

The Shaykh : "In adding the extra to al-Jami' al-Saghir" .
The student: Yes.

The Shaykh : This is Sahih al-Jami'.
The student: Yes.

The Shaykh : So now, refining the Sahih and correcting it are two matters.
The student : Good, so how will the work be, I mean.

The Shaykh : That is it.
The student: Yes.

The Shaykh : The refinement includes two types: one relates to me personally, and the other relates to the author al-Suyuti.
The student: Yes.

The Shaykh : What relates to me personally is what I have discovered over the days to be necessary to adhere to, and you have an idea, I think, from before regarding Sahih al-Targhib.
The student : Yes, yes.

The Shaykh : That I made the hadiths in it into five categories.
The student: Yes.

The Shaykh : And here too, I will proceed with this.
The student : The sequence, I mean?

The Shaykh : Yes, exactly.
The student : Very good.

The Shaykh : I mean, it was previously: authentic, good, authentic, and good.
The student: Yes.

The Shaykh : Now: authentic, authentic by other means, good, good by other means, good and authentic.
The student : Very good.

The Shaykh : Good and authentic requires a review from the first hadith to the last, and this, given my condition, is not very heavy.
The student : Rather, it is not heavy.

The Shaykh : It is not very heavy in proportion.
The student : Rather, it is very light.

The Shaykh : As for correcting al-Suyuti, it is that he may attribute a hadith to someone less authoritative than the one he did not attribute it to, for example, saying: "Abu Dawud narrated it," while it is in the authentic collections.
The student: Yes.

The Shaykh : All of this is subject to correction.
The student : Perfect, good, this is very common, O Shaykh!

The Shaykh : Yes, very much.
The student : Yes, yes.

The Shaykh : Very much, yes.
The student : So, how do you explain this erroneous attribution?

The Shaykh : Human nature.
The student : Ha, human nature!

The Shaykh : Human nature.
The student : Yes, yes.

The Shaykh : Our Lord — Mighty and Majestic — has stamped us on our noses.
The student : Yes, with weakness, "" and Allah "" .