In the first half of the thirteenth century, Mongol forces launched raids into areas that are now parts of Iraq and Syria. Raids turned into conquest with Hülegü’s movement into the region in the mid-1250s. Baghdad was taken in 1258, and by spring 1260, much of Syria was overrun by Mongol forces. A small Mongol army, however, was defeated by the Mamluks from Egypt in northern Palestine later that year. After a clear border was established along the Euphrates, for sixty years the Mamluks and Ilkhanids struggled for regional supremacy in major battles, frontier warfare, and diplomatic démarches. Around 1320, this conflict ended after negotiations, with peace agreements in place until the breakup of the Ilkhanate after 1335. Although ultimately unsuccessful in conquering lands beyond Iraq, the impact of the Mongols on greater Syria, Egypt, and Arabia was significant, not only militarily, but in the realm of demography, culture, and economy.

“A text that revolutionised the Shāfiʿī school of law” is the best way to characterise the law book Minhāj, the central subject of this chapter. Soon after it was written in Damascus in the thirteenth century, it acquired an immense popularity among Shāfiʿī jurists, to the extent that no other text of the school ever achieved. In the following centuries, it not only influenced but also framed the very ways in which they discoursed about their school. It inspired generations of jurists in their legal-textual praxis, leading to the production of a copious amount of commentaries, supercommentaries, abridgements, poetic renderings, etc., and that continues to today. Its story presents an interesting phenomenon in the histories of Islamic law, law and Islam at large. This chapter explores its inception and trajectories. It asks why so many jurists engaged with the text and what made it so idiosyncratic that it influenced the textual discourses of such a large community across centuries. Embedded in the larger commentarial mode of juridical advancements of the time, it argues that Nawawī codified the school’s diverse opinions while synthesising the existing divisions. His own detailed engagements with the broader textual corpus of the school in his other works provided material for him to bring out a concise, comprehensive and coherent work that would address larger pedagogical and juridical requirements.