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ACKNOWLEDGEMENT
First of all, I would like to thank my teacher Mr. Arimardan Singh
for giving me the outline of this assignment without which I would not
have been able to complete it.

Secondly, I would like to thank my parents for providing me with the

material needed to complete this assignment. My friends who guided
me with their ideas and suggestions.

Thanks to the books that I have consulted. The detailed list is in the
Bibliography Section.

Last but not the least, Mr. Bill Gates who invented this Ms-Word and
I was able to complete this assignment.

RITIKA GAUR
R.NO. 12
R.W.C.E.M

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BACKGROUND
Medieval education is about education that was conducted in the medieval
period. Medieval education is seen as quite an unusual form of education.
However, by the 15th century, there were options for a student to be
educated further. Some schools even housed both genders, but this was
during the day only. Children were taught their basics, such as how to read
and write. This is because these were the basic requirements if they wanted
to be accepted under apprenticeship in any guild.
Medieval education also consisted of peasant children going to school.
However, they made up a very small number. They were taught how to read
and write, and also studied basic math.

Medieval period witnessed a radical transformation in the Indian

subcontinent. The country was invaded by various foreign rulers and several
traders from around the world came and settled in the country. The
tradesmen and the invaders brought with them their own cultures and
intermingled with the people of the each district of the state. Besides,
religion, society and culture, Education in medieval India also experienced a
new perspective. The Mughal rulers came to India and established their rule.
In the 11th century the Muslims established elementary and secondary
schools. Furthermore, this led to the commencement of universities at cities
like Delhi, Lucknow and Allahabad. Education developed with a fresh aspect
during that period as there was an excellent interaction between Indian and
Islamic traditions in all fields of knowledge like theology, religion,
philosophy, fine arts, painting, architecture, mathematics, medicine and
astronomy.

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MAIN FEATURES OF MUSLIM SYSTEM OF

EDUCATION
A new system of education was developed by Muslim Kings from 1200 A.D. to
1700 A.D. which is known as Muslim System of Education. The main features
are as follows:

• Administration and Finance of Education- Three

facts need mention in this context:
1. Indirect control of the state.
2. Free Education.
3. Source of Income.

• Structure and Organization of Education- Muslim

Education was divided into two levels-

LEVELS

Primary Education-
Higher Education-
Organised in Maktabs.
Organised in Madarsas.

• Meaning of Education- Education was considered synonymous

to knowledge. It meant the knowledge imparted in Maktabs and
madarsas.

• Aims and Ideals of Education- The main aim of Muslim

Education was the spread of Islamic Culture and religion. Besides this
the following were also the aims of Muslim education-
1. Development of knowledge.
2. Spread of Islamic Culture.
3. Development of Character and Morality.
4. Loyalty to the Government.
5. Education of Arts, Skills and Vocations.
6. Propagation of Islamic Religion.

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• Curriculum of Education- Curriculum was divided at two

levels namely primary and higher-
1. Curriculum at the Primary level- The subjects taught at the
primary level were- knowledge of alphabets, 30th section of
Quran Sharif, reading, writing, mathematics, letter and
application writing and the way of conversation. Children were
given practice in proper pronunciation and good handwriting.
2. Curriculum at the Higher level- It was divided in two

CURRICULUM AT HIGHER
LEVEL

Worldly Religious
Arabic & Persian languages &
Quran Sharif, Islamic history &
literature, maths, geometry, history,
literature, Sufi literature &
geography, economics, astrology,
Shariat(Islamic Law).
Islamic law, unani medicine etc.

• Methods of Teaching- Different teaching methods were

adopted for different subjects at different levels-
1. Imitation, Practice & Memorisation Method- Mainly used at
Primary level. Teachers recited the verses of Quran Sharif,
alphabets and tables loudly and the students imitated them in
groups and memorized them.
2. Speech, Lecture & Explanation Method- At the higher level,
generally speech and lecture methods were used.
3. Logic Method- This method was used to teach subjects like
philosophy & logic. Special importance was given to direct examples
and Islamic theories in this method.
4. Self Study Method- Muslim emperors spent lavishly on the
preparation of hand written manuscripts of important texts. As a
result, opportunity for self study was made available to the
stdents.

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• Discipline- In the Medieval period, discipline referred to obeying

the teachers and compliance to the rules of maktabs & madarsas. Non
compliance of orders and rules invited strict corporal punishment like
caning, kneel down and made to stand whole day.

• Teachers (Ustad) - In the Muslim system of education people

well versed in Islamic religion and scholars of Arabic or Persian or
other subjects could become teachers. They had to remain alert about
their character.

• Students (Shagird) - The students lived under the strict

control and discipline of the teachers, maktabs and madarsas. They
lived in a highly authoritative and oppressive condition. But they led a
very comfortable life in maktabs and madarsas unlike the hard life of
Vedic & Buddhist systems of education. They slept on wooden beds
with carpets in the hostels and ate lavish food.

• Teacher-Taught Relationship- Like Vedic and Buddhist

systems of education the teacher-taught relationship during Medieval
period was also cordial. Teachers loved their students and taught
them with great concern. Students also respected their teachers and
obeyed them devotedly. But one difference was there- while students
obeyed their teachers out of devotion in ancient period, they obeyed
them out of fear in the medieval period.

• Teaching Institutions- In Medieval period primary education

was organized mainly in Maktabs and higher education in Madarsas.

1. Maktab- The word Maktab is derived from the Arabic word

‘Qutab’- which means a place where reading and writing is taught.
In medieval period these maktabs were generally located in
mosques and were mostly single teacher institutions. Though
purdah system was in vogue, but the girls and the boys studied
together in maktabs.
Students were admitted in maktabs at the age of 4 years, 4

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months and 4 days. At the time of admission, Bismillah Khani

ceremony was solemnized. The student was presented before the
teacher in new clothes. The teacher made student repeat some
verses of Quran Sharif. In case of inability to repeat the verses,
the teacher asked the student to pronounce Bismillah. The word
Bismillah means- in the name of Allah. The student was then
admitted in maktab. In maktab every student was made to learn
verses of Quran Sharif, Islamic religion, Arabic, Persian & Maths.

2. Madarsa- The word Madarsa is derived from the Arabic word

‘Daras’ which means to deliver speech. Higher educaton during
medieval period was imparted through speech or lecture, therefore
the institutions where teaching was carried out by lecture method
were designated as Madarsas. Madarsas in the medieval period
were mostly located either in state capital or in big cities.
Contemporary kings & emperors contributed a lot in the
establishment of madarsas, their buildings, libraries, hostels etc.
These madarsas were multi teacher institutions. The teachers
were pad handsome salary from the state exchequer. There were
well furnished teacher’s dwellings and students hostels apart from
parks, lakes and sports ground for entertainment. Non vegetarian
foods were served in hostels to the students. There were huge
libraries with large number of books.

• Other Aspects of Education- In the Muslim period, the

nature of mass education, women education, vocational education and
religious & moral education was somewhat different from that of the
present.

1. Mass Education- The concept of mass education was

something inconceivable in the medieval period. The main aims
of the Muslim emperors were to perpetuate and maintain their
rule and to propagate Islam and its culture. The upliftment of
masses never remained a cause of concern to them. The
education system which they developed in India was based on
Islamic religion and culture. As a result it appealed to a few
Hindus only. On the other hand, the Brahmin education which

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was still continuing, though clandestinely, could not reach the

masses for fear of suppression. As a result only 6% of the
population was literate.

2. Women Education- Women were described in ancient Indian

texts as weaker sections of the society. They were considered
as frail physically and both socially. Thus, though women were
given equal rights in the Vedic period, their situation
deteriorated with time. The medieval societies were subjected
to inequalities and they were oppressed too. Historically, the
medieval period is attributed as the `dark age` for women in
India. In the medieval India, women were introduced to
`Purdah`, (a veil) system. Moreover, several evils started in the
society. Social evil practices such as Child Marriage, Sati,
Jauhar were restriction on Women Education in Medieval India.
Nevertheless, the status of women in Southern India was far
better than the North India. Women Education in Medieval
India was seen in the south India. Several thinkers emerged at
that time such as: Priyaketaladevi, queen of Chalukya
Vikramaditya and Jakkiabbe. Furthermore, the evil practices of
the societies existed only among the Hindu community. Other
religions such as Hinduism and Buddhism gave freedom to
women. They were given the freedom of education and were
offered a more liberal approach. The plight of Indian women
during the middle Ages was very intense. During the Muslim
rule, Women Education in Medieval India was constrained
because Muslim men were also subjected to low educational
attainment in general. On the other hand many women excelled
in arts, literature, and music in the medieval period. Women also
served as rulers in the medieval period. Razia Sultan was the
only women monarch to rule the throne of Delhi in the middle
ages.

3. Arts, Skills and Vocational Education- In the field of

arts, skills & vocational education, great progress occurred in
medieval period. Muslim emperors made best arrangements for
the education of different arts, crafts & vocations in madarsas.
Great progress was made in music, dance, painting, muslin,

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kashidakari & architecture in medieval period. Ayurveda medical

science was already in its developed stage during this period.
The muslim rulers made provision for the education of Unani
medical science in some madarsas.

4. Religious and Moral Education- In the name of religious

education only Islamic religion was taught compulsorily. For
morality Shariat (Muslim rules and jurisprudence) was taught.

EVALUATION OF MUSLIM SYSTEM OF

EDUCATION
The evaluation of any object, idea or activity or the analysis of its merits
and demerits is done on the basis of certain fundamental criteria. Education
is a social process. A society organizes it to achieve its aims. It thus
becomes obvious that the education of a society should be in accordance to
its existing situation and its future possibilities and aspirations. Therefore,
an education system should be evaluated on the basis of this criterion.

Merits of Muslim System of Education

If we evaluate the Muslim system of education from the point of view of the
present situation of India and its future aspirations we would find the
following merits which may be adopted in the present system of education.

1. State Patronage of Education- In democracy it is the

responsibility of the state to organize education. This system of
state patronage to education was already started by Muslim emperors
in medieval period. They got many maktabs, madarsas and libraries
constructed and provided them financial assistance.

2. Organisation of Free Education- No fees were charged in

maktabs and madarsas. Even food, clothes and lodgings were also

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provided free of cost to the students residing in hostels of madarsas.

The expenditure so incurred was borne by the state and society both.

3. Beginning of Scholarship- In Medieval period special honor was

accorded to the students who possessed special ability in the field or
Islamic religion, literature, philosophy, arts & skills and they were
provided financial aid to continuously increase their knowledge and
skill.

4. Separate arrangement of Primary and Secondary

Education- In Medieval period primary education was organized in
maktabs and higher education in madarsas. This was the beginning of
the organization of different schools for different levels of
education. Muslim education system paved the way on which we are
proceeding at present.

5. Emphasis on the Development of knowledge- Prophet

Mohammed regarded knowledge as nectar. This is the reason that
Muslims emphasized on the development of knowledge along with the
development of Islamic religion and culture.

6. Encouragement to Literature- Muslim emperors encouraged

literary writing immensely. Students with literary bent of mind were
honoured, encouraged and provided economic aid.

7. Education of History Writing- Muslim emperors cherished

self-admiration. They made arrangement for writing
narrations in skillful way and thus paved the way for writing
history, chronologically in India.

8. Development of Monitorial System- The able students of

higher classes used to teach students of lower classes. It was called
monitorial system. Though this system began in ancient period but
certain developments were made in this system in medieval period.

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Demerits of Muslim System of Education

If we observe the Muslim system of education without any prejudice we

come across many of its demerits. Its basis was narrow and it was full of
prejudices. Its shortcomings or demerits may be presented as follows-

1. Discrimination in Economic assistance-Except the Mughal

emperor Akbar, none of the Muslim emperors gave any aid to Hindu
educational institutions.

2. Attack on the Contemporary Indian Education- In the

medieval period except Akbar all the Muslim emperors were fanatic.
They organized an education system dominated by Islamic religion and
culture. Leave aside any help or aid, they even tried to destroy the
Hindu educational institutions.

3. Main aim of Education to propagate Islamic culture and

religion- In medieval period all the Muslim emperors emphasized on
the propagation of Islamic culture and religion. As a result the
education of Islamic culture and religion was made compulsory.

4. Disregard to Indian Languages, Literature, Religion and

Philosophy-None of the maktabs or madarsas, established prior to
the Mughal emperor Akbar, imparted education either of Indian
languages or literature.

5. Foreign languages as the medium of education- The medium

of instruction in all the maktabs and madarsas were Arabic and
Persian. Every child therefore had to learn these languages.

6. Emphasis on Rote Learning- Children in maktabs were ade to

memorize the verses of Quran, tables, Islamic teachings of prophets

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and Sufis. Children exhausted much of their energy in memorizing

these.

7. Repressive Discipline- In medieval period teachers were dictators

into themselves. They punished students for simple mistakes. Caning,
kneel down, thrashing and standing were some of the punishments of
this period. Students remained terrorized of teachers.

8. Neglect of Women Education- Though girls were admitted in

maktabs but they were not allowed in madarsas. Even in maktabs only
a few people send their daughters. In this way women education
during this period suffered a great decline.

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CONCLUSION

The Muslim educational system having both merits and demerits led by its
religious practice to the destruction of the old ancient Indian educational
institutions. Nevertheless, it also helped the expansion of Indian culture to
Europe and Central Asia. This educational pattern was a veritable boon for
preserving the unity among the Muslims. It was also helpful in strengthening
the ties of equality and brotherhood among the neo-Muslims of India who
were Hindu converts. Thus this education while propagating Muslim culture
succeeded in unifying into a complete unit, the whole of the Muslim society.
Consequently, the Muslim culture went on developing in spite of being in
closer contrast with the culture of India.

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BIBLIOGRAPHY

I have taken help from the following books:

1. Development of Indian Education and Its Problems- Lal and Sinha

2. History and Problems of Indian Education- Dr. S. P. Chaube

I have also taken help from the following websites:

1. http://www.articlesbase.com/adhd-articles/medieval-education-
440165.html

2. http://www.indianetzone.com/39/education_medieval_india.htm

3. http://www.indianetzone.com/39/women_education_medieval_ind
ia.htm

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