DOCSLIB.ORG

THE ALL INDIA Imusllm EDUCATIONAL CONFERENCE and the EDUCATION of MUSLIM WOMEN

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
THE ALL INDIA Imusllm EDUCATIONAL CONFERENCE and the EDUCATION of MUSLIM WOMEN CHAPTER - VI THE ALL INDIA IMUSLlM EDUCATIONAL CONFERENCE AND THE EDUCATION OF MUSLIM WOMEN Syed Ahmad Khan's missic~nwas to see that Muslims of India respond to the nccd and importance of modem education. He also desired that necessary and adequate arrangements be made to cater to the educational needs of the lndian Muslims. For achieving the abovementioned objectives, he established the Mqhammadqn Educa_tiqna.l.~.g."qess' in 1886 and remained its secretary all his life.2 The organiiation, when formed in 1886 was given the name 'Mohammadan Educational Congress'. But in 1890 it was changed into Mohammadan Educational Conference and in 1895 it was again changed into ivioha~nmadanAnglo Orientai Educational Conference. In 19'23 the word 'Mohammadan' in the title was substituted by the word 'hluslim' and the organisation came to be known as All lndia Muslim Anglo Oriental Educational Conference. The main objective of this conference was to bring the Muslim of lndia on one platform for the educational uplift of their co-religionists who were suffering from acute educational backwardness.'The first meeting of the Educational Conference was convened by Syed Ahmad Khan in 1886 at Aligarh and was presided over by Maulvi Mohd. Samiullah ~han.'In that meeting Syed Ahmad Khan clarified that the idea behind the formation ofthe Muslim Educa!ional Conference was to provide Muslims a platform from where they my put forward reformist ideas about their own problems and may also make concerted etrorts for implementation of these ideas. He said, "Till now this is our situation that although we are said to be one Muslim community yet the people living at one place are unacquainted with (the conditions) of people living at another, so that we, so to speak, are strangers to each other. We do not know what views people in the Punjab hold about their popular education and the promotion ofthe national cause, and what they do and want to do ... we do not have such an institution where people came together at a certain moment from various provinces in order to hear about the conditions of each other ... in order that national unity, or I would rather say, national brotherhood should be born;' in spite of the fact that we are a community which consists of different races. On account ofthese considerations the project was made that every year people frorn various towns and provinces should assemble to study the education and progress of the ~uslims".~Thus Syed Ahmad Khan stressed on the need for an organisation which would be responsible for spreading the message of Muslim education from Aligarh to all parts of the country. He laid down the objectives of the congress and formulated its rules and regulations. The main objective of this conference was to bring together people every year from various towns and provinces to study the education and progress ofthe Muslims. The Conference h,ad sever,al subordinate aims and objectives and some of them were related to women education. For instance, one of these objectives was to collect information regardling various types of girls' schools like government girls' schools, missionary girls school!; and traditional Muslim private girls schools functioning in these days6 In the early stages, the main function of the Muslim Education Conference (MIX') was to organize a report or data collection regarding education of Muslim women. The ccnsus report 'made a detailed coverage of the position of women education in dfierent states such as U.P. and Punjab etc. Perusal of the census report thus prepared and the speeches delivered at various sessions of the Muslim Educational Conference showed that the number of Muslim girls attending the government girls' schools was negligible. It was only in Punjab that in certain districts some Muslims did send their girls to such schools. This was perhaps because such schools were located in predominantly Muslim villages and towns, where Muslim girls could freely g6 and study. There are also a few references to girls' schools run by private organisations wherc Muslim girls received only religious education. The most widely prevalent pattern of education was undoubtedly, the traditional one in which the girls from respectable families used to be taught by elderly women teachers.' In the Aligarh Dish-ict there was not a slngle government or missionary girls school where girls from Muslim community would bc admined. There was however, one private gitk school where only six guls hailing from the elitlst Sherwani Pathan families of the town studied! In its 1888 session, the Muslim Educational Conference (hereinafler M.E.C.) passed the resolution No. 17, regard~ngfemale educat~on The resolution was moved by Sheikh airuddin and seconded by Khalifa mam mud din.^^ large number of members of Anjuman-i-Himayat-i-Islam were present. The two members wha proposed the solution were its founding members. The resolution stated that MEC: "agreed in principle that Muslim should open schools for Muslim girls (Zenana Maktab) at wBich Islamic religion and the lives of the great people of the Eaith are taught in an appropriate w8y"1° In passlng 11, the members accepted the need and importance of establishing girls schools for primary level. imparting religiou~ education to the daughters of Idam In 1891, another resolution proposed by Ghulamus-Saqlain and seconded by Maulvi Syed Karamt Hussaw was passed." In this resolution it was decided that since the progress of the community depended heavily on education of women, female education sh&ld be made' compulsory along with male education. It was also emphasized that education to be given to girls should be such which may improve their literary fwulties and edighten their religious and moral concepts. Syed Ahmad Khan who wa~not in favour ofopening modem, separate schools for girls particularly opposed this hsolution. In 'his speech, he observed that separate schools for girls at home on traditional lines should be considered sufficient for them, and that teaching ofsecular subjects like History, Geo aphy, Algebra and Trigonometry etc. to women would not be of much use tcthem.% It seems that Syed Ahmad Khan opposed the resolution not because he was opposed to the education of Muslim women as such but because he did not vant to annoy at that critical juncture the conservative section of the Muslim qommunity which was opposed to modern education for Muslin~s. especially Muslim women: This view gains strength from the fact that such a resolution in fivour of women education was passed in spite of Syed Ahmad Khan's opposition. In a meeting of M.E.C. held in the year 1891 in Aligarh, Syed Ahmad Khan's speech clarified his position on education for women: "It is not true that I oppose education for women. 'fhree issucs concern me in this respect. First (which needs to be debated) is what mean:$are to be adopted. A blueprint, which enjeys a unanimous cotlsensus, has still not bean presented. The second issue to my understanding is what suhjects are to be chosen for educational purposes. Obviously our suggestions would hc rclcvant to our time. S,uggestionsthat have hture utility in view. is iust imaginary. At present we have to see what needs are to be fulfilled through educating girls. ..the third issue refers to the conditions which make education for girls possihle and practicable. It is difficult to draw upon a historical evidence of communities where men received education, had their habits reformed but where women were remained deprived of education". liyed Ahmad further clarified that his educational movement was in fact catering to edlucation for girls, as at the moment one was educating the fi~thersolfuture daughter's. He drew upon the evidence from the European history: where men arc not educated. women are also illiterate, caught up in superstition. He gave examples of superstitious practices: women used horseshoe to fight out the contagious diseases. On the contrary, where men were educated, women too became educated. Syed Ahmad Khan invoked the example of how light travels from the heaven to the earth and not otherwise. Similarly, he said, "It is from men'seducation that women get educated. I am not opposed to women's education. ..all that I say is that men are the means of women's education. If men were without education then there would not be women teachers not the resources for women's education". In its 1896 session held at Meemf the M.E.C. decided to open a separate section to deal exclusively with female education. Mohsinul Mulk was appointed as its President and Karamat Hussain as its temporary Secretary. Other members ofthis section were Sahebzada .4hb Atunad Khan, Sahebzada Sultan Ahmad Khan, Haji Mohd. lsmail Khan, Maulvi Bahadur Ali sahib.13 In the session 18'99, held at Calcutta the Muslim Educational Conference passed a resolution for the first time demanding that girls schools should be established in the capital cities of the states and also at the centre for providing educational facilities to the girls kern noble Muslim families. It was also decided that Provincial Commiitees should be Formed in every state that may prepare curriculum for the Muslim Girls' schools in accordance with Islamic Laws with the help of local ulrma. 14 Theodere Beck, Justice Anleer Ali (President ofthe 1899 session M.E.C.) and Shsukat Ali laid particular emphasis on female education and discussed the problems that hampered its progress.'5 In a meeting of M.E.C. held in Calcutta in the year 1899. Syed Amir Ali's presidential speech high~lighted the importance of women's education: "I am convinced that if we want to gain status in the eyes of civilized world and move on the ladder of progress than we need to place our women on the position which they had already attained in the past.
Load more

Recommended publications
  • And Response of Atiya Fayzee
    Journal of Indian Studies Vol. 5, No. 2, July – December, 2019, pp. 199 – 212 Challenges of Colonial Education (women) and Response of Atiya Fayzee Amna Latif Queen Mary College, Lahore, Pakistan. Rukhsana Iftikhar University of the Punjab, Lahore, Pakistan. ABSTRACT The story of the crusade for female education among Indian Muslims has furnished enough examples of capable women, who educated at home or in schools, to challenge the stereotypical image of the veiled women as untouched by the social forces of change. In the early twentieth century, Atiya Fayzee was one such force who portrayed an image of a modern educated women” , later many educated Muslim women joined her in leaving purdah (veil). Many of them belonged to elite families, descendants of reformers or women from cultured families, who used their qualification to give expression to a distinctly feminine, if not feminist viewpoint in Colonial India. Key Words: Colonial India, Atiya Fayzee, Women education Background of Atiya Fayzee Atiya Fayzee has received fewer acknowledgements in the scholarly and historical spheres, even today this negligence rather surprising known that, she was a member of prominent Tyabji clan that was at the forefront of Bombay‟s Suleimani Bohra community. (Siobhan Lambert-Hurley & Sunil Sharma. 2010). Tyabji clan also remembered as a flag carrier of Muslim transformation in the midst of 19th and in advanced 20th century in Colonial India. Their predominant position in several fields of public interests has meant that the men-and, most particularly, Atiya‟s eminent great -uncle Budruddin Tyabji (1844-1906) have honored in the history of India.
    [Show full text]
  • The Role of Darul Uloom Deoband in Indian Politics
    The Role of Darul Uloom Deoband in Indian Politics Prepared by: Fakhruddin Waheed Qasmi IFA Publications (New Delhi) 1 All Rights Reserved with IFA Publications Name of the Book : The Role of Darul Uloom Deoband in Indian Politics Pages : 171 Year of Publication : 2015 Price : Prepared by : Fakhruddin Waheed Qasmi Publisheed by : IFA Publications F-161 (Besment), Jogabai Jamia Nager, New Delhi-110025 2 ﷲ ا ا In the Name of Allah the most Beneficent the most Merciful 3 4 CONTENTS Introduction 9 (1)Foreign powers and Islamic revivalism 15 Indian subcontinent 15 Flashback; India’s past 15 Arrival of Muslims 17 European Penetration 19 East India Company 20 Ulama and European Power 21 Shah Walliullah Delawi and British Occupation 23 Bengal at the mercy of the Company 26 Hafiz Rahmat Khan’s Effort 26 Shah Abdul Aziz Dehlawi (1746-1824) 27 Haider Ali of Mysore 28 Tipu Sultan’s coronation 30 Tipu Sultan’s Declaration of Jihad 31 Shah Abdul Azeez’s Decree 33 Sayyad Ahmad Barailwi’s campaign for Jihad 37 Faraidi Movement of Bengal 41 Sayyad’s Caliphs Endevours 43 Maulana Wilayat Ali and Inayat Ali 45 Maulana Karamat Ali Jaunpuri 47 (2)1857; THE FIRST WAR OF INDIAN INDEPENDENCE AND ULAMA Political Subjugation 49 Economic Conditions of India 51 Religious interference 52 The rebellions before 1857 53 Causes of 1857 uprising 56 The outburst of 1857 56 Rohilkhand’s uprising in 1857 58 General Bakht and Qazi Sarfraz in Delhi 62 5 Fall of Delhi 63 Rohilkhand and Awadh 65 Maulana Ahmadullah Madrasi 66 Western U.P.
    [Show full text]
  • The Deoband Movement and the Rise of Religious Militancy in Pakistan
    The Deoband Movement and the Rise of Religious Militancy in Pakistan By Irfanullah Khan National Institute of Pakistan Studies Quaid-i-Azam University Islamabad 2017 Author’s Declaration I Mr. Irfanullah Khan hereby state that my PhD thesis titled The Deoband Movement and the Rise of Religious Militancy in Pakistan is my own work and has not been submitted previously by me for taking any degree from Quaid-i-Azam University Islamabad or anywhere else in the country/world. At any time if my statement is found to be incorrect even after my Graduate the university has the right to withdraw my PhD degree. ________________________ Irfanullah Khan Date: December 21, 2017 NATIONAL INSTITUTE OF PAKISTAN STUDIES QUAID-E-AZAM UNIVERSITY ISLAMABAD I hereby recommend that the Dissertation prepared under my supervision by Mr. Irfanullah Khan, entitled The Deoband Movement and the Rise of Religious Militancy in Pakistan be accepted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Pakistan Studies. ______________________________ Dr. Rafiullah Supervisor Plagiarism Undertaking I solemnly declare that research work presented in the thesis titled “The Deoband Movement and the Rise of Religious Militancy in Pakistan” is solely my research work with no significant contribution from any other person. Small contribution/help wherever taken has been duly acknowledged and that complete thesis has been written by me. I understand the zero tolerance policy of the HEC and University Quaid-i-Azam University Islamabad towards plagiarism. Therefore, I as an Author of the above titled thesis declare that no portion of my thesis has been plagiarized and any material used as reference is properly referred/cited.
    [Show full text]
  • Sbdgoods, 1-95
    Bidding Document Infrastructure Development and Rehabilitation of 100 model schools across 11 districts of Punjab Chief Executive Officer, District Education Authority, Sialkot, School Education Department, Government of the Punjab BIDDING DOCUMENT Procurement of Library Books for Infrastructure Development and Rehabilitation of 10 Model Schools of District Sialkot. Note: Procurement is done in line with Punjab Procurement Rules, 2014 2020 Table of Contents PART-I SECTION I. INSTRUCTIONS TO BIDDERS (ITB) ................................................................... 5 SECTION II. BID DATA SHEET ............................................................................................... 18 SECTION III. SCHEDULE OF REQUIREMENTS .................................................................. 23 SECTION IV. TECHNICAL SPECIFICATIONS ...................................................................... 24 SECTION V. BIDDING FORMS ................................................................................................ 29 1. Bid Submission Form ............................................................................................................. 29 2. Manufacturer’s Authorization Form ....................................................................................... 31 3. Price Schedules ...................................................................................................................... 32 PART-II SECTION I. GENERAL CONDITIONS OF CONTRACT (GCC) ........................................... 36 SECTION
    [Show full text]
  • MAULANA QASIM NANAUTVI and HIS WORKS Mnittt of $I)Tiostopi)P
    MAULANA QASIM NANAUTVI AND HIS WORKS OISSERYAiriON Sebmitted in partial fulfilment of the requirements for the award of the degree of Mnittt of $I)tIostopI)p IN f HISTORY %- . - BY SHAHID PERWEZ r^ # Under the Supervision of PROFESSOR IQBAL HUSAIW CENTRE OF ADVANCED STUDY DEPARTMENT OF HISTORY ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) 1996 Vw-' •9y W 5'MAT, 1999 •^m^m DS3047 (^ DED3CHTED TOSIY P?ffiEHT§ n^^j/ O^^^in 4/1077, Razia Villa, Former Professor Sir Syed Nagar, Aligarh-202002 Phone: 403609 Dated.. CERTIFICATE This is to certify that the dissertation on "Maulana Qasim Nanautvi and his Works", by Mr. Shahid Perwez is the original work and suitable for submission for the award of M.Phil. Degree. (Iqbal Husain) IMXEN ACKNOWLEDGEMENT i-iii INTRODUCTION 1-19 CHAPTER-I 20-45 A. Birth and Early Education B. Education at Delhi C. Rebellion of 1857: Roleof Maulana QasimNanautvi CHAPTER-II 46-89 A. Foundation of Darul-ulum, Deoband B. Curriculum and Department C. Maulana Qasim on Education D. Deoband and Aligarh E. Foundation of Darul-ulum Library F. Other Madrasas G. Last Days of Maulana Qasim Nanautvi H. Character of Maulana Qasim Nanautvi CHAPTER-III 90-116 A. Religious Belief B. Social and Cultural Outlook C. Religious Debates D. Maulana Qasim Nanautvi and Arya Samaj 117-144 CHAPTER-IV Works and Achievements 145-148 CHAPTER-V Conclusion 149-156 BIBLIOGRAPHY OJ/ is exc/(4sitf<'yy ana o/isvAtle./y au^, lo ara<'.tou^9iess, nieitcifu/'fiess a/Mt wa/ti>e/j ol me v/niU/io/'enf, 0'MU(^re<ierU a^w ow/Uscm-nf CSS^^^^^^^eas^^^ a.nf/sff/f/^/io9t^ on my awr/c <u nva> (min^ /i'i(ese'/i'l<>^.
    [Show full text]
  • Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language
    Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language By Asma Ashraf Department of English Bahauddin Zakariya University Multan, Pakistan Design Features of Monolingual Urdu Pedagogical Dictionary For Advanced Learners of Urdu Language BY Asma Ashraf Ph.D (Linguistics) Supervisor Prof. Dr. Zafar Iqbal A thesis submitted in the partial fulfilment of the requirements for the degree of Doctor of Philosophy in English (Ph.D Linguistics) Department of English Bahauddin Zakariya University Multan, Pakistan DEDICATION To my dear Brother Mubasher Raza (Late), To whom I owe more than I can express in words. DECLARATION I hereby declare that the thesis “Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language" is the work of my independent investigation except where I have indicated my indebtedness to other sources. I also declare that this thesis has not been submitted for any other degree elsewhere. Date: ______________ _________________________ (Asma Ashraf) Candidate ACKNOWLEDGEMENTS It is all by the grace of Almighty Allah, the Lord of the worlds, the Beneficent, the Merciful, that I am able to complete my research work. I feel extremely appreciative to my supervisor, Prof. Dr. Zafar Iqbal, Department of English, Bahauddin Zakariya University, Multan, who helped me and motivated me throughout my research work and created a great intellectual environment to do research work. He always motivated me in difficult times and listened all the problems with patience and tolerance and shaped my thoughts according to my research topic. He always encouraged intellectual curiosity in me and provided inspirations and new insights to think and to work hard.
    [Show full text]