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. In Rome and Egypt there are grand Moduris for educating girls. Educated women enjoy the same status that was given to them at the high point in the history of Islam. In my opinion education for girls and boys should be balanced so that the society benefit out it ...educating one and not the other would lead to harmful consequences. If tone section ofthe society is educated and the other swamped in illiteracy then the result would he that either the educated section would seek entertainment in immotal associations or live a degraded status".

In 11999, Shujaat Ali Baig presented the followtng resolution: "In the opinion of the conference every capital of the state and centres of educational development should promote Zenana Madarrs (women's trad~ttonalschools), according to the dictates of lJam and customary practices of the sharf Mushm clan. The curriculum should be kqmed with the help of competent UIernu " Afler presenting the resolution he explained at length on the necessity of educating women in the light of religious prescriptions He said it is not tmportant that our women study English and gain excellence i~$the field of music. What is important is that in their work they should not feel hebless. Besides elementary knowledge of Islam they should learn Arithmetic, Geogaphy and Historv. Thev should studv tt in a manner that they protcct their husbands from the burden of household requirements. And women are able to orga~izeeducatian for their children. Mohsinul Mulk delivered a speech in support of MiShujaat Ali Baig's views.

In the 1900 session of M.E.C. held at Kampur again a resolution relating to women eduwtion was passed. It was moved by Khushi Mohd. and seconded by Afbb Ahmad Khan. Through this resolution it was decided that since girls were to become the future mothers on whom the titure of the community depended so heavily, theit education should be comprehensive and generally similar to that of the boys. Chaudhry Khushi Mohd. Khan presented a resolution in favour of women's education, "9n the opinion of the Conference the progress and the educational development of Muslim girls was dependant upon education that was not exclusively religious but included elementary Mathematics, History. Geography, Physics and moral scienoe. For this simple books needed to be written for Muslim girls". The underlying well grounded belief was that if women are well educated they can bring up their children properly. For, the child begins to learn in the lap of the mother who is not only the first and the best teacher, for her child but also leaves a long lasting impact on the cho~d.~'ltwas also decided that books appropriate to the need and interest of girl students should also be produced.

Khushi Mohd. in h~sspeech class~fiedthe supporters of women's education into three camps. The fW one included those Muslims who had acquired high level of English eQucation and bad also adopted English manners and social ways. They took the position that Muslim women's illiteracy was the greatest cause of the national backwardness. In their view if mothers were tncapable of giving knowledge and morality to their children then Muslims would not develop into a civilized Qaum. The leaders of this camp while emphasizing education also wanted to get rid of purdah. In comparison to European women they regarded their own women to be lacking in knowledge, intellect, proper manners and orderl~ness.For men belonging to this camp, such women without education cannot manage the household affairs, health and upbringing of their chtldren. With such perceptions about their women, some men ffom this camp have even married European women and got estranged from their own relatives.

Chaudhary Khushi Mohd. Khan described thc scco~dcamp among the supporters of education for Muslim women. This camp had men who had received English education or were familiar w~thmodem sciences. and had sensed the mood o: their time. But they are different kom the previous camp as they want their girls to be educated but are not impressed with the social manners and customs of European soclety. They were not in favour of getting rid of Purdah or manying European women. l'he third camp had men who may be called conservative or old. l'hey did not regard modem education to be necessary for girls. For them knowledge of Quran and a book on religion war; enough for the purpose of education.16

'The 1902 session of M.E.C. was held at Delhi in which Sheikh Abdullah was appointed Secretary of the Female Education ~ection."Later history tells us that this was the beginning of a new era as far as women education is concerned.

The seventeenth annual session M.E.C. was held in Bombay in 1903. The session was presided over by Badmddin Tayyabji and Mohsinul Muk who functioned as the secretary of the organisation. In that session again a resolution moved by Hafiz Ba-azka and seconded by Mina All Mohd. Khan and Sheikh Abdullah was placed for approval. The resolution izmphasized the need ofopening schools for noble Muslim fami~ies.'~

It is noteworthy that women were for the first time allowed to attend that particular session of M.E C. in Purdah. Not only this, they were also invited to express their idea on issues. And taking advantage of the opportunity, Binte Naseemddin Hyder expressed her ideas about the political and social rights of women. 20

As a follow up action, schools for girls were established at different places. For instance, Sheikh FazluI Islahi established a Female School in Rawalpindi. Nawab Bhawalpur established a girls' school in his state and her Highness, the Begum of Bhopal founded a female ?;chool in her state on 23 May, 1905 the fourth anniversary of her accession to the throne. This school was meant for widows and destitute where they were to be taught some useful skills, like needlework, so that they may earn their livelihood in an independent and decent way?' Begum Bhopal had also established a separate school for the girls of respectable families, which was named as Sultania Girls School. It was situated in a building adjoining the palace and was personally looked alter by Her Highness. There was also another institution known as Victoria (31rls School which had greatly increased in population and usefulness during Begum Bhopal's regime, as a result of her lavish patronage?2 Anjuman Himayat-i-Islam established many female sc:hools at aho ore.^' Another girls' school was established in Aligarh in 1906 by Shcikh ~bdullah.~~

'Thus, Muslim Educational Conference succeeded in giving a confident beg~nningto Muslim female education. Opening of girls' schools in various parts of the country became trendy. However. it was not very smooth for the conference to proceed with its programmes.

For some criticism also came to be made against its' working in different magazines and periodicals of the times. For instance, the Aligarh Magazine advised that it would be best for M.E.C. not to pass any resolution on female education further. Instead. its members should gather and find cut what parts of previous ve so far beon implemented and what remained to be implemented, Id also plan kow t!e previous resolutions can best be implemated?'

In 19)0, the session of M.E.C. was held at Nagpur. The main item gf' e meeting was at.curriculum for girl students. The dominant view, by the PwMent of the sesslon, was that the curriculum in girls' different hmthat in the boys' schools

Thmerremlutions cm different subjects were also passed. Through the first resolution, p4posed by Isgeq Ali and seconded by Abdul Hameed Hasan, it was decided that4 lie boys, @Is should also be given scholarships being sent for buining.16 T~I#MJ~~the second resolution, proposed by Sheikh Abdullah and seconded by Raja Nalthhd Ali Kbm, it was decided that public lcc:ures at different places should be. a&mged to impmss upon the community the need and importance of The pmpose of the lectures was also to motivate Muslims for action in that dire~tion.'~Through the third resolution, again Abdullab but seconded by Maulvi Abu Sayeed Arabi, it was ofthe funds meant to be spent on education of Muslims of Muslim women.28

In 1914, the session of M.E.C. was held at Delhi and was presided over by Sultan Jahan @gum. Shq expressed her views about the curriculum for female education. S& also identified some of the hurdles in the way of progress of female education. @e of them Withe problem of working out a cuniculum especially oriented to t+ needs of bale students. It was pointed out that the problem of constructing 4 fmale orientad cuniculum has been there since the beginning of the movement fo$ women's ebcation. And though the Muslim Education Conference had passed a +umber of resolutions regarding the matter of special curriculum in its various meeti- no headaclly was so far made in that direction. This is in spite ofthe fact that the &tter was recognized to be the most essential step forward in the cause of female edeion. Sukn Jahan Begum further pointed out that when Sheikh Abdullah had @flier met her with his plans for establishing a girls' school at Aligarh, she had give$ him a substantial grant for the purpose and had asked him to first prepare a suiqk curriculum for the female education And now she is surprised to see that SheqAbdullah had not taken any action in that regard.19 Thereupon Begum Bhopal providtd some guidslines for preparing the desired curriculum. She sb.essed that the coursaibooh should be in the mother tongue of the students so that they may easily read a~@ understand them. And the syllabi for the girls' school should be different from @ose for the Guys, and should be framed in such a manner so as to help the girls devel~ptheir mental capabilities. She also stressed that the problem of the dearth of qua@tcd lady teachers and of evolving suitable methodology of teaching should be givea serious attenti~n.'~

Thus, Sultan Jahan Begum sounded a note of urgency about 'curriculum construction' t)at had remained a subject ofnumber ofresolutions in the past, without being taken upas a practical measure. Her identification of major problems relating to female eduation and suggestion for their solution were the other highlights of the 191 I session ofthe M.E.C. In the M.L:.C:. session of 191 3, a resolution was passed to the effect that English as a sub,ject of study should be introduced in the girls' school established at ~lijiath."

A meeting of M.1I.C. was hcld at Aligarh in 1916. Mohammad Hahihur Rehman Khan Shenvani presided over the meeting. In his speech he stressed the need and importance ofcducation of Muslim women. Tracing the history of the movement for female education he said that when Syed Ahmad Khan visited Punjab, the ladies of'l'unjab presented to him a memorandum for the promotion of female education. Since then the idea of education of Muslim women has been gaining ground. going from strength to strength, thanks lo the efforts of political leaders, social reformers and writers. They have been popularising the idea of female education in different ways and through different means. For instance. Syed Ahmad Dehlvi started a women's newspaper, Akhbar-un-Nisa, Maulvi Nazi Ahmad and other writers wrote books for and about women, their condition of life, Maulvi Mehboob Alam brought out a newspaper 'SharifBibi' and different magazines like 'Ismat', 'Khatoon' and 'Pardah Nashin' also appeared on the scene. And publication of 'Zllle-Sultan', from Bhopal and 'Tehzib-e-Niswan' &om Lahore went a long way in hrthering the movement for women ed~cation.'~Besides. Syed Karamt Husszin established a girls' school at I .ucknow in 19 1 :2 to cater to a long felt need.33

As a follow up measure, the M.E.C. organized public lectures. Lectures at a number of places like Bombay. Karachi, Nagpur, Amritsar, Dhaka, Agra, Lklhi, Lucknow, Rangoon and Aligarh for propagating and popularising the idea of female education among the Muslims and for making them aware of the Muslim women's educational backwardness. A general consciousness was to be developed that Muslim women needed to be extricated &om the condition of ignorance and negiect. In this regard education was considered a most potent means.

'The efforts of M.E.C. in the field of women's education also mobilized the oficial machinery. The British government offered to support the movement for women's education. In 1914 it decided to establish girls' schools in every city both for the Hindu and the Muslim girls separately. The schools meant for Muslim girls were to be established in predominantly Muslim areas and were also to follow the Purdah system .j4

Meetings of M.E.C. were held every year at some prominent places in India. Each meeting held a separate session of its Female Education Section. The section focused its discussion on the proble:ms and issues related to female education. During the sessions, Annual Repolrt about thc Girls' school at Aligarh used to be presented by Sheikh Abdullah every ycar. But resolutions about women education were not passed every year.

The meeting of the M.E.C. was held once again at Aligarh. She~khAbdullah presented a historic resolution that was seconded by Nawab Mohd. Ali Khan. Through this resolution it was decided that for accelerating the pace of lemale education, Muslim community musl take advantage of the funds and the facilities being provided by the government for the purpose. And the financial aid received from the government should be spcnt keeping in view some important polnts. In places, wherq natives (local population) accepted the compulsory education for their daughters in government -managed schools, Muslim should also send their daughters for such edusation. Those. sects of the Muslim community hrwhom observance of purdoh was not a strict pwtice, may send thew guls to schools, withoutpurdoh up to the age of IOiyears. Afler the age of 10 years, however. if they were still to continue their education, arrangements were to be made for taking them to schools in vehicles with purdah facility. Till such time as lady teachers were not available, aged male teachers should teach girls.'s

In theBombay session of the Conference, held in 1924, a resolution proposed by S.M. Haf&z and seconded by Abdul Hameed, was passed, according to which Muslim girls were to be permitted to appear at the intermediate and the degree e~zzninzticn8s pri~tfCLX~~!~:C>. =?iij vi~rc,:ru~crLi, drui iu LJG aiiuwed lu UL~IIJ lectures as rdguh candidates in Intermediate and Degree In the 1926 meeting oftht M.E.C. a resolution roposed by Syed Mahmood Kazmi and aeconded by Maulvi *hd, Ahmad Abbas3," was passed to the effect that the purdah system then prevaled in lndia was too strict and restrictive in its effect, and should, therefore be replaced i)y the purdah system as prevalent in the Islamic countries whish was in keeping with 8hariat rules."

In 1925 Aligarh Mwslim University celebrated its jubilee with great pomp and show. The vmue of celebration had a special arrangement for purdah observing women. Sometime back in the same venue Sheikh Abdullah had organized a special conference f~rMuslim wamen. But afler the jubilee celebration when All lndh M.E.C. was beld in the same venue, then it was announced that women were net permitted to participate. But Atiya Faizi and other women from Bombay came to the conference fcr participation despite the prohibition. The separate place for women was deliberatrely disorganized so that no women could sit there. Upon wing the women, some men stood up and arranged for the purdah. Then Atiya Faizi stood up in the Zenonq gallery and with permission of the president of the conference Nawab Abdul Qayyukn Khan she pve the following speech mixed with anger and criticism, "If Syed Ahmad Khan had a foreknowledge of the Muslim community's decay and one sided policy (of men about women) then do you think he would have founded this wellspring of knowledge (Muslim Educational Institution at Aligarh)". She ikrther explained how Aligrh should be the place for demonstrating the best model of Islam and such a model did not exclude women. Quot~ngfrom the history of Islam she mentioned about women who were saints, rulers, poets, military generals etc. She then questiorted, why Aligarh, which is a centre of Islamic culture, missed the opportunity to include women some fifty years ago in its project of education. She further explained how Aligwh's illusionary policy of excluding women in the name of lslam had also become its second nature and the institution was built up on the foundation which was not straight. To overcome the past neglect of women in education and society she urged the members in the conference hall to take a pledge before leaving that they would do something to overcome the injustice they had done to their mothers and daughters and this would be possible, in her opinion by enabling mothers to impart elementary education to their children And according to the glorious tradi6on of'Islam every city, small town and village should see universities, madaris and Maktabs for girls. Not a single woman in India should stay uneducated. No woman sheuld remain without her right to give education to her chiid. Atiya Faui finally pointed out that men should drop on their mother's blessings of the early age and seek a meaningful solution to the problem. It was the result of Atiya 1:aizi's i~itcrventionthat women 'were never debarred in the meetings of M.E.C. In certain riieetings that were held subsequently, women even presided the occasion.

In the 1927," 1928." I93 1 .41 and 1 93242sessions of the Conference dilt'erent resolutions dealing with important issues were passed. The issues related to appointments of Muslim tiead Mistresses and lady teachers, framing of. suitable curriculum for girls, making English as an optional subject at the primary and the middle school levels, proper arrangement ofpurdah in the Muslim girls' schools, provision of scholarship fix girls, representation of Muslims in the staffto the tune of fitiy percent. making Urdu a compulsory subject of study as well as the medium 01. instruction in all the institutions established for Muslims.

The main issues discussed at length in the abovementioned meetings of the M.E.C. stressed that the syllabus should be according to the need and interest of the girls. It was also emphasi;ced that qualified lady teachers should be appointed in girls' schools and where such teachers were not available elderly male teachers should be appointed as interim measures. It was also decided that English may be taught as a subject but should not be made a c.ompulsory subject or the medium of instruction in the girls' schools.

The curriculum prevalent ir~the government and the private schools was found to be faulty. So the M.B.C. advised that the curriculum prescribed in schools at Jalandahr should be adopted after suitable modifications. For this purpose a committee was appointed with Dr. Khalifa Shujauddin, Maulvi Abdul Barni. Sheikh Akbar Ali, Khan Bahadur Syed Maqbool Shah, Haji Meer Shamsuddin, Principal Khadija Begum and Mian Abdul Majeed as its members:'

In 1934, the meeting of the M.E.C. was held at Meerut. A resolution (proposed by Mohd. Aslam Saifi and seconded by Khawaja Sarwar Hussain) was passed, suggesting that for raising the level of education Muslim girls, a Girls' Degree College should be established at filigarh and more appropriately, the existing girls' Intermediate college should be raised to Women's Degree College. It was felt that for the purpose, enormous furids were needed and so the community should be requested for raising the requisite funds.

In the 1936 session of M.I?.C. held at Kampur, a number of important resolutions were passed. One of them proposed by Syed Murtaza Bahadur Khan and scconded by Ghulamus-ljaiyidain suggested that for attracting Muslim girls for education. the curriculum in the girls' schools should be reflective of Islamic culture and traditi~ris.~'

Another resolution proposed by Abdul Hye and seconded by lrsahd Ali Khan suggested that in order to (overcomethe dearth of trained lady teacher, girls from poor families who complete High School education should be awarded scholarship and sent for higher education in colleges or in teacher training colleges on the condition that afier completing the course they should be bound to serve as teachers in the girls' schools.4h Yet another one proposed by Shei!.h Abdullah and seconded by Abdul Majeed Quraishi recommended that it is essential that the existing Muslim Girls Intermediate College at Alitarh be raised into a Degree College and as far as possible, B.A. classes be started from the next session. slartlng zRer the summer vacation^.^' The 1937 session of M.E.C. was held at Aligarh and was presided over by Sheikh Abdullah. A resolution proposed by Khwaja Ghularnus-Sayaidain and seconded by Miss Noor Jabn, inspector of Schools. Shahjahanpur was passed to the effect that as it was necessary to open degree classes in the Muslim Girls College at ~li~arh.~~

It is evident from tha foregoing account that the M.E C especially its Female Education Seation has played a pioneering rolc in the spread of education among Muslim women. The role of Sheikh Abdullah in thls regard has been that of a crusader. He was the leading activist in the movement for education of Muslim women. The Female Educlltion Section of M.E.C was in fact his creative idea that engaged his tlpughts and aotions throughout his life. His role and contribution in the cause of education of Muslirn women is evident in the Ahdullah Girls' School and A.M.U. women's College, Aligarh. REFERENCES

CHAPTER - VI

Ahdul Rashid Khan - Muslim Educational Conference Ka Kirdar (Ilrdu) All Pakistan I:ducatioaal Conference Karachi, Vol. I, 1986, p. 79 (also see Ahdul Rashid Khan, All India Muslim Educational Conference: Its Contribution or Indian Muslims 1886-1947, New Delhi, Oxford University Press, 2001 The Aligarh Institute Gazette, 1st June 1887, p. 4 1. Prof. Ahdur Rasl~idKhan -- Muslim Educational Conference Ka Kirdar (Urdu), All Pakistan Educational Conference Karachi, Vol. I, 1986, p. 80. The Aligarh Institute Gazette, 1st January 1887, p. 41. J.M.S. Raljan: The Reforms and Religious Ideas of Sir Syed Ahmad Khan. Orientation. Lahore, 1958. second revised edition, (First ed. 1949) p.p. 55-56 (Footnote) Akhtarul Wasey - Education of Indian Muslims, Press Asia International. New Delhi, 1977, pp. 25-26. Report ofthe Mohammadan Educational Conference (MEC), 1889, p. l I. Report of the M.E.C. Dece:mber 1887, p. 33. Report of the M.E.C. 1888, Resolution No. 17, Lahore, Mufeed-i-Aam. Agra. 1889, p. 43. Resolution 17 from the 3rdAnnual meeting of the M.E.C. Lahore 1888 quoted in proceedings of the 19'' Annual Session of Aligarh December 1905, pp. 17- 18. Compilation of Resolution of I0 years 1886-1895, M.E.C. 1891, Resolution No.2 Mufeed-i-Aam, Agra, 1896, p. 42. Mukammal Majmuaa: Lectures and Speeches of Sir Syed Ahmad (Urdu) Ed. By Maulana Maulvi Mohtl. Imamaddin, Lucknow, Noval Kishore. 11)00, p. 332. Reporl of the M.E,.C. 1896, p. 245. Report of M.E.C. 1899, Calcutta Mufeed-i-Aam, Agra, 1900, pp. 105- 106. The M.A.O. College Magazine, 1900, pp. 3-4. Report of M.E.C. 1900, Ran~pur,Mufeed-i-Aam, Agra, 1901, p. 128. Ihid., p. 138. The Aligarh Institute Gazette (Extra), 22ndJanuary 1902, p. 5. Report of M.E.C. Seventeenth Annual Meeting, held at Bombay, 27 to 29 December 1903, and 1st January 1904, Honorary Secretary Conlkrence Aligarh, Aligarh Institute F'ress, Aligarh, 1904, p. 18. l'he Aligarh lnstitute Gazette. March 1904. pp. 10-1 1. Aligarh Monthly, Spetemher 1905. p. 3. Ibid., pp. 3-4. Report of M.E.C. 1906, Dhaka. p. 127. A letter written by Sheikh .Ahdullah to Secretary Central Standing Committee. 19'~Decemebr 1906, p. 10. Aligarh Monthly, January 1904, p. l I. Report of M.E.C. 1910, Nlagpur, pp. 329-330. Ibid., pp. 303-335. Ibid. Report of M.E.C.., 191 I, Delhi 1931. Ibid., p. 13 1. Report of M.E.C., Agra 19 13, Riaz Hind, Aligarh, 19 14, p. 188. Reportof M.E.C. Aligarh, 191 6, pp. 105-1 06. Ibid., p. 108. The AIigarh Institute Gazette, 1 61h September 101 4, p. 8. Anwar Ahmad M&hravi (ed) Murraqqai -- Conference (Urdu), Aligarh: Muslim University, Aligarh, 1935, pp. 2 10-2 1 I. Ibid., p. 227. Ibid., p. 241. Ibid. Ibid., pp. 249-250. Ibid., p. 261. , , Ibid.. p. 280. Ibid., pp. 288, 294-295., Ibid., pp. 294-295. Ibid., p. 303. Repor5 of All IndiaI+4uslim Educational conference, Sherwani Printing Press, Aligarb, 1936, p. 71.. Ibid., p. 72. Ibid., p. 74. The Report of M.E.C..1937. Sherwani Printing Press. Aligarh, 1938, p. 31