History OBA
A nation lives by its traditions, even as a tree lives by its roots. Take away the past of a people their successes and failures shard in common and you make them loose all pride in themselves, their faith in their destiny. That is why men everywhere in the world hold their traditions so near to their hearts. We Muslims fought and  won a separate homeland for ourselves simply because we wanted to preserve our Islamic traditions, save them form the threat of extinction held out by aggressive Hinduism.
But traditions are not something to be merely preserved; they must be nurtured and build upon, or else they defeat their own purpose; to impart continuity to life. The launching of a new  educational institution- of which the plan is before you y the Dehli Anglo Arabic College and schools old boys Association is not, therefore, an isolated and hurriedly conceived venture; it is a well thought to attempt to build upon a tradition the origins of which go back to the year 1792.
In that year was founded in Delhi an institution called the Madressa Ghaziuddin which later became Delhi College (1825). During the long years of its existence, this institution and little smooth sailing. It was practically destroyed during the war of independence in 1857, revived seven years later, and again closed down in 1877. five years later, it was given another lease of life; and form then on it grew and prospered till its career was abruptly brought to an end in the tumultuous year of partition.
How did this institution manage to survive all these vicissitudes? Simply because, unlike other of its kind, it was not merely an educational institution; it represented a movement, at once dynamic and creative. It adapted itself to the changing needs of time without losing its essentially Muslim character. It incorporated western learning, both arts and science, its system of education as early as 1825 but retained Urdu as the medium of instruction for nearly thee decades.
This synthesis of east and west enriched Urdu language and  literature a great deal no less than two hundred books in the field of social and natural science were produced in Urdu by students and teachers of this institution as well as by contemporary scholars of this period.
But what war more characteristic of the institution in its approach to western learning was its emphasis on intelligent assimilation rather then slavish imitation. “learn all you can from the west, but remain firmly rooted in your own culture, “was its call to students and teachers alike, in fact, to the whole body of Muslims of time. So that within its own precincts, it laid the greatest stress on religious training which remained an integral part of its education system.
More teaching in this institution was not an end by itself, it was a means to an end an end: the production of men of high character , catholic in outlook but firmly wedded to their own ideology, capable of responding to the social and political demands of the. Man like sir Syed Ahmed Khan, Dr. Nazir Ahmed, Ulema Maulvi Zakaullah, Shamsul Ulema Maulana Altaf Hussain Hali, Maulvi Mohammad Hussain Azad and Maulvi Ziauddin are Some of the luminaries on the firmament of Muslim culture who were associated with this institution at one time or another. Such was the character of the institution and such the services it rendered to Muslim culture, if anything, it gave a new set of values of Muslims, revolutionized their thinking, remodeled their attitudes and opened up new intellectual and political horizons for them. All of which in no small a degree led to the creation of Pakistan itself.
To us in Pakistan the traditions and the values left behind by the madressa are something we can forget only to our great peril. Today more than ever before, we need educational institutions like the madress to stand as dykes against the onrushining tide of western education, western values and western thinking now sweeping the mind of our younger generation.

We must produce men and women having a deep, faith in the excellence of their own culture, their own values, but at the same time not closing their minds to all that is good and noble in western culture and western values. We must prevent our children from being driven to the premises of those institution which have no respect for our values, no interest in their furtherance, and whose sole object is to turn out a generation totally foreign to Pakistan ‘ ideology and its way life.
Indeed, our failure to preserve and build upon the traditions of madressa Gaziuddin would mean a snapping  of our link from our glorious past this can only lead to one thing: our moral and intellectual  death with all its disastrous consequences in our in our social and political life.
It was a realization of this horrifying eventuality which led some old student of Anglo-Arabic College and Schools to from a body of their own in 1949. This body was recognized ten year later by the Pakistan Government under the name of “Delhi Anglo Arabic College and schools Old Boys Association (Pakistan, Karachi “and all Donations Accruing To it Exempted from income tax.
In 1962, after a long and arduous struggle, the association managed to secure a lot of land measuring four acres in KDA‘s Federal Area Scheme no. 16 for the establishment of a national educational institution which should revive the noble traditions of Madressa Gaziuddin and be its true successor in Pakistan.