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Development of Education System

Notes study, and even the daily life of the pupils." The pupils acquired knowledge as a religious
obligation.
(iv) Countryside as the centre of education: By and large, educational institutions flourished
in the countryside.
(v) Provision of various discipline: Through education was primarily religion- oriented, it
included the study of many intellectual activities like mathematics, astronomy, grammer,
polity and politics. Art and literature were also encouraged.
(vi) Norms of conduct: Adequate stress was laid on well- defined norms of behaviour, pattern
of thought, building up personality and character of the pupils.
(vii) Teacher-pupil relationship: In the Muslim period also the teacher was respected as during
the Brahmanic or Budhist period. There was intimate relationship between the teacher
and the pupil, although the practice of living with the teacher was not as common with
the Muslim as it was in the case of Brahmanic and Budhist period.
(viii) Learned teachers: Teachers took to teaching for love of learning. They were held in high
esteem. Prof. S.N. Mukerji has observed, "Learning was prized for its own sake and as a
mark of the highest human development and teaching was never handicapped by
examination requirements.

At the age of four years, four months and four days, 'Maktab' ceremony or
'Bismillah' was performed to indicate the beginning of the child. This was
considered as an auspicious moment for initiation or starting education.

2.9.2 Chief features of Primary and Elementary Muslim Education
(i) Institution of primary education: Primary education was imparted through the 'Maktab'
which were attached with mosque or were independent of the mosque 'Khanquahs' of
the saints also at some places served as centres of education. Several learned men also
taught students at their residences.
(ii) Financing of the Maktabs: Most of the Maktabs were either patronized by rulers or had
endowment. They dependent on the charity of the philanthropists.
(iii) Management of the 'Maktabs': The 'Maktabs' were run under the guidance of the learned
'Maulavis'. They were supposed to be very pious.
(iv) Curriculum: Curriculum varied from place to place but the teaching of Alphabets and
the recitation of Quran was almost compulsory. The students learnt some portions of
Quran by heart as this was considered essential to perform religious functions.
(v) Language: Arabic and Persian languages were mostly compulsory. For getting high
government posts, one had to learn these languages.
(vi) Fees: There were several village schools where the students were required to pay their
instructions, not in cash but in kind.
(vii) Orphanages: The state set up some Orphanages where the children received education
free of charge. Vast endowments were made for these orphanages.
(viii) Good wishes were offered to the child. 'Surah-i-Iqra' a chapter from the holy Quran was
recited on this occasion.
(ix) Education of sons of Nobles and Rulers: The Muslims nobles as well as rulers engaged
tutors to teach their children at home.
(x) 'Wide- spread Maktabs': Almost every village had at least, one 'Maktab'. There were
several 'Maktabs' in town and cities.
(xi) Curriculum and Mode of Instruction:

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