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Development of Education System

Notes (ii) Education was the chief media for the propagation and spread of muslim culture and
heritage.
(iii) Education also helped in strengthening and stabilising the prevailing political system.
(iv) Preparation for life was one of the essential purposes of muslim education.
(v) Due emphasis was laid on the formation of character and moral uplift.

2.3 Educational System

In the Muslim period education was divided into two stages, namely, the primary and higher.
The primary centres of education were called Maktabs and that of higher education Madarsha.
(i) Maktabs : Maktabs were primary school meant for small children. They were situated
adjacent to homes in the mosques organised on the pattern of the indigenous system of
education. Children attended these schools in the beginning of their life and crammed the
verses of Quran.
(ii) Madarsha: Higher education was imparted through the institution of Madarsha. They
worked as the international centres of learning. Students form other muslim countries of
the west were attracted at these centres.
(iii) Pathsahala : Gurukul or Pathashala system continued to exist in India during medieval
period also. During this period the elementary school was mostly of a very generally type
It aimed for instruction in three R’s. This school also had two types, viz., (1) A Pathshala-
the preliminary stage in Sanskritic studies, the initiation of a formal type was necessary
for this institution. (2) the general school, called municipal type of Hindu school by Adams
in his report, which arranged instruction in different vocational arts like accountancy,
carpentry, pottery, washermanship barber’s job. medicine and alike jobs.
(iv) Education Institutions :The school was a natural formation, not artificially constructed. It
was teachers hermitage, amid sylvan surroundings bcyon. distractions of urban life
functioning in solitude and silence. Its physical surroundings away form centre of
population gave to its students opportunities for constant with nature for solitude.

Several Madarsahs were set up by Sultans, nobles and there, influential. The main
objective of these Madarsahs was to troin and educate scholar who would become
eligible for the civil service as well as performing duties as judge.

2.3.1 Teacher-Taught Relationship
The teacher-taught relationship at these centres of education was healthy and cordial. Students had
great respect fot the teacher and teachers also reciprocated in the same coin, and loved them. They
took pride in the knowledge and competence of their wards. Monitor system was in vogue. Higher
classes were taught by the teacher himself. Srif S. M. Zaffar in his book entitled Education in Muslim
India had remarded the “Teacher integrity was unshakeable and absolute. They occupied a high
position in society and though their emoluments were small, they commanded universal respect
and confidence.”
Self Assessment
1. Fill in the Blanks :
(i) The purpose of education, according to the muslims is the ............................. which is
considered to be a duty.
(ii) ............................... aims at the revealing of the internal nature of truth, and is noted for its
emphasis on the unity of all aspects of eye.

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