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Muslim Education System

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  • Objectives
    • To inculcate love, affection and values of Muslim culture and religion.
    • Enabling the individual for Islamic life.
    • Equipping the students for vocational courses to develop skills in professions.
    • Preparing individuals in the mainstream of educational administration.

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Patronage of the Rulers

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  • The rulers helped in the spread of education
  • Ferozshah Tuglak of the Tuglak dynasty -propagation of education.
  • Sikander Lodi (1 489- 15 19) made Indians to learn Persian (Parsi).
  • Madarsas and Universities.
  • They endowed them with the funds.
  • Big landlords also provided financial help for the spread of education.

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Features

  • No State Control: The rulers neither claim any authority over the educational institutions nor interfered with their management.
  • Fees: some orphanages where the children received education free of charge.
  • Age of Admission:
  • At the age of four years, four months and four days- ‘Maktab’ ceremony or ‘Bismillah’
  • an auspicious moment for initiation or starting education.
  • Good wishes were offered to the child.
  • Surah-i-Iqra’ a chapter from the holy Quran to be recited on this occasion.

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  • Education of Sons of Nobles and Rulers: The Muslims nobles as well as rulers engaged tutors to teach their children at home.
  • Religion Dominated Education:
    • Countryside as the Centre of Education
  • Provision of Various Disciplines: Mathematics, Astronomy, Grammar, Polity and Politics, Art and literature etc.

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  • Norms of Conduct: well- defined norms of behaviour, pattern of thought, building up personality and character of the pupils.
  • Teacher-Pupil Relationship:intimate relationship between the teacher and the pupil.
  • Learned Teachers: Teaching was never handicapped by examination requirements
  • Methods :Emperor Akbar took considerable interest
    • Provision was also made for vocational, technical and professional education.
    • Arabic and Persian languages were compulsory For getting high government posts.
    • Akbar authorized the translation of 'Mahabharata' and 'Ramayana', 'Atharvaveda' and 'Lilawati', into Persian.

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  • no printed books for the beginners-Wooden books (taktis)/states were used.
  • Curriculum varied from place to place but the teaching of Alphabets and the recitation of Quran was compulsory.
  • after alphabets, words were taught to students.
  • After the Quran, the ‘Gulistan’ and the ‘Bostan’ poems of poet Firdausi were taken up.
  • calligraphy.
  • Primary education -‘Maktabs attached with mosque

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  • ‘Maktabs’ was religious and students also learned ‘Paharas’ (multiplication tables).
  • They memorized tables while uttering collectively together in a loud voice.
  • Famous persian books: Yusuf Zulekha, Gulistan, Laila Majnu, Sikander nama.
  • Several ‘Maktabs’ in town and cities.
  • Most of the Maktabs were either patronized by rulers or had been endowment.
    • The ‘Maktabs’ were run under the guidance of the learned ‘Maulavis’.

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  • Secondary and high education was imparted in ‘Madrasahs’
    • lecture method supplemented by discussions
    • Management was usually private supported by state grants and endowments.
    • Curriculum was both religious and secular and covered a period from 10 to 12 years.
    • Religious education -Quran, Islamic law and Sufism.
    • Literature, logic, history, geography, astronomy, astrology, arithmetic, agriculture and medicine were the secular subjects taught in madrasa.
    • Some madrasa had hostels with free boarding and lodging.

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