Page 26 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes (iv) Less Facilities for Higher Education: ‘Madrasah’ were usually located in big towns and
cities. It was, therefore, very difficult for the rural people and people residing at small places
to avail of the opportunity of higher education.
(v) Defective Method of Teaching, Writing and Reading: The student was first required to
practise the reading of words and after acquainting with this, he was taught to write. This
involved wastage of time.
(vi) Neglect of Women Education: It is true that royal ladies were able to receive education but
in general women education was neglected.
(vii) Cramming: There was over-emphasis on cramming and less on comprehension and
understanding.
Self Assessment :
3. State whether the following statements are True or False:
(i) There was a big Madrasah which contained about 2000 books on Islamic theology, culture,
philosophy, medical science, astronomy, history etc.
(ii) In the time of Sultan Ibrahim Sharqui. Jaunpur was the capital of the kingdom of Jaunpur.
(iii) The rulers themselves wrote their ‘memories’.
(iv) Women education was at higher peak.

2.10 Summary

• The period under review covers the system of education in India from about the 10th century
A.D. to the middle of the 18th century, i.e. before the British rule.
• During medieval period Muslim rulers started a new system education which is popularly
known as Maktab-Madarsah system. Side by side the old pathashala system also continued for
Hindu students.
• Education of a Muslim child would start on a particular day. It was customary on the part of the
Muslims to enrol their children at the age of four years, four months and four days in a maktab,
while the teacher would receive the child and start instruction with the first alphabet.
• The emperors were interested in encouraging educational attempts of the Muslim teachers of
this period.
• The chief aim of education in the Muslim period was acquistion of knowledge.
• In medieval times the rulers took keen interest in the administration of education and helped
them financially.
• Their life was vry rigorous, hard and the discipline a strict one.
• The contemporary scholars opined that the aim of education in Marifat-i-llahi, refers of Dinvi
Mushkilat. Khat-i-Nafas. Muhabat-i-Mula, Tehsil-i-Duniya or Talb-i-Uqba.
• In the Muslim period education was divided into two stages, namely, the primary and higher.
The primary centres of education were caled Muktabs and that of higher education Madarsha.
• Education in the Maktab was mostly oral. Children learnt everything by rote. Writing and
mathematics were taught at the later stage.

2.11 Keywords
• Emphasis : The extra force given to a word or phrase when spoken.
• Customary : Typical of a particular person.
• Contemporary : Belonging to the same time.
• Vogue : A fashion for something.

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