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The Delhi Sultanate Under Sultan Muhammd Tughluq (1351 A.D.)

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i EDUCATION SYSTEM IN MUSLIM INDIA (1206-1707 A.D.) SUBMITTED BY ANILLA MOBASHER DEPARTMENT OF HISTORY UNIVERSITY OF THE PUNJAB FEBURARY, 2013 ii EDUCATION SYSTEM IN MUSLIM INDIA (1206-1707 A.D.) A THESIS SUBMITTED TO THE UNIVERSITY OF THE PUNJAB IN FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN HISTORY BY ANILLA MOBASHER DEPARTMENT OF HISTORY GOVT. POST GRADUATE ISLAMIA COLLEGE (W) COOPER ROAD, LAHORE SUBMITTED TO DEPARTMENT OF HISTORY UNIVERSITY OF THE PUNJAB FEBBURARY 2013 iii DECLARATION I hereby declare that this Ph. D. dissertation is the result of my individual effort and that it has not been submitted concurrently to the other University for any other Degree. ANILLA MOBASHER iv v DEDICATED TO PROPHET MUHAMMAD (PBUH) WHO ILLUMINATED MANKIND THROUGH OUT THE AGES. vi ACKNOWLEDGMENTS First and foremost I would like to thank Allah Almighty, the most Gracious, most Merciful. It was with His will, grace and guidance that this entire project came into existence. I would like to express extreme gratitude to my Supervisor Professor Dr. S. Qalib-i-Abid for his encouragement and support, without whom this project would not have been possible. It was my good fortune to work under such a scholarly, knowledgeable personality and no words can express my gratitude to him. I am thankful to Professor Dr. M. Iqbal Chawla for his vital suggestions in the write up of this thesis. I would also like to express my tremendous gratitude to Dr. Faraz Anjum who took out precious time to read through some of the chapters and provided invaluable suggestions. His advice, guidelines and remarks proved very fruitful, for which I am extremely grateful. I am indebted to the entire Department of History at University of the Punjab for their collaboration and assistance. I am obliged to the Library staffs of Department of History and Central Library, University of the Punjab. The cooperation of Madam Faiqa Bhatti, Chief Librarian Chaudary Muhammad Hanif, Ijaz Ahmad Malik Bhai and Khurshid Bhai was exceptional and very moving. I would also like to acknowledge the help provided by the stenographer Mr. Imran in editing the references. I am thankful to my entire family: my husband Dr. Mobasher Ahmad who supported me throughout this work and whose cooperation strengthened me throughout the years. My vii daughters Afroze, Fizza, Arooj and Abeer who were my helping hands whenever I needed them. Last but not least my mother, Mrs. Dr. Zamir Hasan, whose prayers for my well being have always kept me going. February, 2013. Anilla Mobasher viii CONTENTS DECLARATION----------------------------------------------------iii CERTIFICATE------------------------------------------------------iv ACKNOWLEDGEMENTS----------------------------------------vi ABSTRACT----------------------------------------------------------ix MAPS------------------------------------------------------------------x INTRODUCTION----------------------------------------------------1 CHAPTERS 1. PATRONAGE OF LEARNING AND ........................... 16 EDUCATION UNDER THE DELHI SULTANS 2. PATRONAGE OF LEARNING AND ........................... 48 EDUCATION UNDER THE GREAT MUGHALS 3. CURRICULUM AND METHOD OF IMPARTING .... 96 EDUCATION UNDER THE DELHI SULTANS AND GREAT MUGHALS 4. MEANS OF EDUCATION, LIBRARIES ................... 160 AND THE AVAILABILITY OF BOOKS 5. EDUCATION AND CONTRIBUTION OF ............... 209 FEMALES AND HINDUS UNDER THE DELHI SULTANS AND GREAT MUGHALS CONCLUSION ................................................................ 240 GLOSSARY ..................................................................... 246 GENEOLOGICAL TABLE OF DELHI SULTANS AND GREAT MUGHALS ....................................................... 247 APPENDIX ....................................................................... 251 SELECTED BIBLIOGRAPHY ........................................ 255 ix ABSTRACT This research provides an in depth analysis of the course and changes through which Muslim India’s educational system passed through from 1206 A.D. to 1707 A.D. It gives a detailed account of how the curriculum, patronage from Rulers, methods of teaching and learning institutes of five centuries together formed a system of education. Four institutes are identified as the prime centres that played a pivotal role in dispensing knowledge and creating an environment of learning: the madrassas, mosques, khanqahs and private homes of scholars. Their complementary roles are discussed and appreciated. This study also highlights the excellent dynamics between the Rulers, students and teachers that led to the development of a remarkable teacher- student-ruling elite triad that gradually flourished to become the key element of this system. Finally the attention paid to female education and the provisions made to Hindus in this period are also addressed in detail. This research argues that the system of education was an adequate mix of transmitted and rational sciences. Even without examinations, its ijazah system successfully produced learned students. The system proved at par to prepare its students to seek higher studies abroad. Education, far from being ignored by the Rulers of this period, received their constant attention and support in the form of endowments. Though this system had an air of stagnancy and lacked practical subjects, it was successful in the general education of Indians, in the honest bond that existed between pupil and master, in the numerous literary works produced in this period and in producing encyclopaedic intellectuals whose literary standards equaled those of the Safavids or Ottomans of the same period. x The Delhi Sultanate under Sultan Muhammd Tughluq (1351 A.D.) Source: Karl J. Schmidt, An Atlas and Survey under South Asian History (New York: M.E. Sharpe, Inc., 1995), 41. xi The Mughal Empire 1707 A.D. Source: The Magnificent Mughals, Ed. Zeenut Ziad (Karachi: Oxford University Press, 2002). 1 INTRODUCTION If we observe Muslim philosophical thought from the inception of Islam onwards, we witness an immense emphasis laid on educational aspirations.1 This phenomenon was a consequence of the centrality that knowledge had in Islam. Prophet Muhammad (PBUH), the last Messenger of Monotheism, had great devotion to knowledge and science which distinguished him from his predecessors and brought him to close affinity with the modern world of thought.2 He preached the value of knowledge through numerous traditions, “The seeking of knowledge is obligatory for every Muslim” 3 and “The learned are the heirs of the Prophets.”4 The formation of an educational system began during the Prophet’s life. Nine mosque-schools were established in Madinah and the Prophet (PBUH) himself would go to these for talks and discussions with students. Women were also taught along with men. In each neighbourhood of the city primary schools were established for the education of little children.5 It was these traditions set by the Prophet (PBUH) that generations of coming Muslims would ardently take to heart and follow. The format of primary schools imparting religious education became the basic foundation from which centuries of Muslim education would grow. With knowledge holding such a significant position in their religion, Arab Muslims began to make immeasurable contributions to the wisdom of the world in medieval years.6 7 No wonder Robert Briffault claimed in the Making of Humanity that 1Mansoor A. Quraishi, Some Aspects of Muslim Education (Lahore: Universal Books, 1983), 3. 2Syed Ameer Ali, The Spirit of Islam (Lahore: Ilm-o-Irfan Publishers, ) 314. 3Al-Tirmidhi, Hadith Number 74. 4Abu Dawood, Book of Knowledge, Book Number 25, Hadith Number 1631. 5Dr. Muhammad Hamidullah, Uhd-e-Nabi Main Nizam-e-Huqamrani (Karachi: ,1987), 198-199, 206. 6George Sarton, Introduction to the History of Science, vol. 1 (Baltimore: Williams & Wilkins Company, 1927), 17. 2 renaissance owed its birth to Islam.8 The spiritual encouragement of religion, the resourcefulness of Arabic language and a driving force of genuine curiosity kindled the intellectual advancement of Muslims in the ninth, tenth and eleventh century.9 Though the Ummayyad Caliphs focused more on territorial expansion than the literary development of the empire, many more branches of learning, grammar, history, geography and science sprang up during their period.10 Basra and Kufa became centres of intellectual activity where students from all around gathered for learning Arabic pronunciation and the recitation of poems. The Basra school produced well known personalities like Hasan al-Basri and Muhammad ibn Sereen who were the leading lights of Basra in their days. In Kufa, the school of Abdullah ibn Masud also produced well known students of the Quran.11 Under the Abbasid Caliphate, education and learning reached the climax of its development. The enlightened Caliphs were distinguished patrons of learning and the learned.12 Both elementary schools and the schools for higher education were established throughout the Caliphate. Elementary schools were usually attached to mosques where the Quran was used as a textbook. Maktabs also served as elementary schools.13 These schools usually taught reading, writing, arithmetic, traditions of the Prophet (PBUH) and devotional poems.14 Particular emphasis was laid on Arabic 7The term Arab here refers to Arabic speaking people and not to any particular geographic location. 8Robert Briffault, Making of Humanity (New South Wales: G. Allen & Unwin Ltd., 1919), 188-201. See also Fernand Braudel, A History
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