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Development of Education System

Notes secrets of his efficiency, the spirit of his life and work. These things could not be taught. India
believed in the domestic system of education and not in the mechanical methods of large
productions in institutions. The making of man depends on the human factor. It depends on
individual attention and treatment to be given by the teachers, the pupil belongs to a teacher
and not to the school. A modern school teachers pupils by classes and not as individuals with
their differences.
An acquaintance through begging with worldly life and its traits made him realise more vividly
the security of his own life. Lastly, begging made the pupil moral and virtuous course of life.
A single feature of our ancient civilisation is that it has been moulded and shaped in the course
of its history more by religious than by political and economic influences. Religion, practically
dominated every sphere of their national life, in education its influence was more profound and
pervasive. Learning in India through the ages, has been prized and pursued not for its own sake
but for the sake and as a part of religion. It was sought as means of salvation.
Education was individual and individual was the chief concern and centre of it. It was an
intimate relationship between the teacher and taught. The relationship was inaugurated by
Upanayan Samskar. It was not like the present admission and the payment of prescribed fee. It
was a religious ceremony by which the pupil was born as fresh. The education period was
called by the term Brahamacharya which had sacredness in the concept.

A person without education in the life was groping in the dark like a blind man who
could not find out what was to be done to make life meaningful, purposeful and
worthy of living in the world.

Self Assessment
2. Multiple choice questions:
Choose the correct option
(i) Which was a very important seat of Islamic education in South India?
(a) Bidar (b) Agra (c) Tamilnadu (d) Kerala
(ii) Where was a big Madrasah which contained about 3000 books on Islamic theology, culture
etc.?
(a) Tamilnadu (b) Calicut (c) Bidar (d) None of these.
(iii) Who did write Quran?
(a) Prophet Muhammad (b) Aurangazeb
(c) Shahjahanb (d) Babur
(iv) Who was to find the teacher?
(a) The pupil (b) The principal (c) The parents (d) None of these.

2.7 Limitations of Medieval System of Education

Besides the above cited characteristics, the medieval system of education suffered from certain
defects also. The chief among them were :
(1) Strict adherence to religion resulted in the rigid and narrow attitude of the people with
the result that other religions were not tolerated.
(2) Instead of mother tongue, Arabic and Persian languages dominated as the medium of
instruction during this period.
(3) Too much emphasis on worldly aspect of education resulted in the lack of intellectualism.

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