Muslim Mughal Era India
Muslim Mughal Era India
Muslim Mughal Era India
REGARDING
HEALTH &
EDUCATION IN
MEGHAL/MUSLIM
ERA
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forward if agreed!
We need to provide
exact/correct knowledge of
the legacy of the
Muslims and Mughals
era in the field of
education and Medicines
beside other fields as well,
since this is vital to our
nation
especially new
generations as libraries
and a reading culture is
now missing from our lives
of ordinary Pakistanis.
Muslims/Mughal
employee
Physicians categories
Highly qualified
expert in diagnosis of diseases and
looked after the patients
Scholars
learned and well-read
branches
of sciences and medicines.
in
the
Argumentcommonlyarose
1526-1530
1530-1556
1556-1605
1605-1627
1628-1658
1659-1707
Babur
Humayun
Akbar
Jahangir
Shah Jahan
Aurangzeb
Mughal Empire
The Super Power of the era
economic superiority
a large arsenal
technological advancement
No doubt about
Akbars period
Unani medicine
System spread all over the India
Many renowned hakims and scholars from Persia
andCentral Asian countries
Good number of government hospitals & private
clinics in operation by many physicians
Services for deprived people without distinction of
Caste and creed.
Prosperous personalities
Nobles personalities
Many Citizens
Nawab Khayr Andish Khan Kumbha built
such a hospital at Etawah the
population
out
ofreach
of
such
expensive medication
Conclusion
Thus we see that in mughal/muslim India, the
state, as well as the rich/noble people,
providedmedical facilities for the poor and the
common man without any distinction ofcaste or
creed.The state in India always realized its
responsibility to its citizens andfunctioned as
awelfare state.
In
contrast,
even
the
richest
nations
like
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%202012.pdf
Lover of arts
Respected scholars
Rewarded them for new writings
Many foreign scholars visited his court
writer of Dewan of 9000 poems(pen-name GULRUKH)
Translated persian book on Ayunda under the title
of Tibbat-e-Sikandri
Pattern ofeducation
Ghazni was adopted
spread all over thecountry
Akbar reforms
Agra
Sialkot
Ahmadabad
Burhanpur
Key Features
The method of teaching was laid on training
the mind of the student to understand
Teacher was liable to pay special attention to
each student
Mosques
Contd
Key Features
Free of cost education to every Students
Famous scholars received stipends from the
royal treasury
To create such ability in the scholar who:
Able to acquire perfection in any branch of
learning through self-study and personal efforts.
Colonel Sleeman
PaidhightributetothequalityofMuslim education in India
He wrote:
He who holds an office worth twenty rupees a month commonly gives his
sons an education equal to that of a
Prime Minister
They learn, through the medium of Arabic and Persian languages, what
young men in our colleges learn through those of Greek and Latinthat is,
grammar, rhetoric, and logic.
After his seven years of study, the young Mohammadan binds his turban
upon a head almost as well filled with the things which appertain to these
branches of knowledge as the young man raw from Oxford
He will talk as fluently about Socrates and Aristotle, Plato and Hippocrates,
Galen, and Avicenna (alias Sokrat, Aristotalis, Aflatun, Bukrat, Jalinus, and
Sina).
Colonel Sleeman
PaidhightributetothequalityofMuslim education in India
He wrote:
Perhaps there are few communities in the world among whom education
is more generally diffused than among Mohammadans in India
He who holds an office worth twenty rupees a month commonly gives his
sons an education equal to that of a Prime Minister
They learn, through the medium of Arabic and Persian languages, what
young men in our colleges learn through those of Greek and Latinthat is,
grammar, rhetoric, and logic.
After his seven years of study, the young Mohammadan binds his turban
upon a head almost as well filled with the things which appertain to these
branches of knowledge as the young man raw from Oxford
he will talk as fluently about Socrates and Aristotle, Plato and Hippocrates,
Galen, and Avicenna (alias Sokrat, Aristotalis, Aflatun, Bukrat, Jalinus, and
Sina)
Bernier,
French Traveler
Father Manrque
To create such ability in the scholar who:
Mughal understand that knowledge and
intellectual development is linked up with
growth of libraries
The royal palaces contained immense libraries
The library of Agra in 1641 contained 24,000
volumes valued at six and half million rupees
Hundred of calligraphists (Katib) were available
no Muslim noble would be considered cultured,
unless he possessed a good library.
(main Institutions)
Formal Institutions
Organization of Education
1. Formal Institutions
Madarsas higher education (after completing primary education)
Equal emphasis on religious and secular subjects
Religious education included :
Arabic literature
villages as jagir from king to meet
Grammar
the expenses
History
beside jagirs, Madarsas were
Philosophy
used
to receive financial grants beside
Mathematics
also
Geography
Noble and rich persons were also
Politics
used to give financial assistance
Economics
The king never interfered the
Greek Language
matters of Madarsa (any
educational institution)
Astrology
Agriculture etc
Organization of Education
1. Formal Institutions
Madarsas higher education (after completing primary education)
Equal emphasis on religious and secular subjects
education included :
Arabic literature
Grammar
History
Philosophy
Mathematics
Geography
Politics
Economics
Greek Language
Astrology
Agriculture etc
Organization of Education
1. Formal Institutions (contd)
Mosques
Almost every mosque served as an elementary
school
In big cities and towns there used to grand and specious
mosque (Jamia masjid) with series of rooms (hujrahs) on
atleast two
and teachers
Organization of Education
2. Informal Institutions
(VeryLargenumber)
theseinformalinstitutionsvery
Private Houses
wellservedthepurposeof
Eminent scholars (large Number) madaris
Large Number of Eminent scholar and men of
letter taught independently and even
supported the
Organization of Education
Teacher-Pupil Relation
Great teacher-pupil relationship was observed
during Muslims rule
Examination
Examination system was totally dependent on teacher
Degrees
There was also the system of awarding degrees after education
as follows :
Alim: Whoacquiredspecial/advanceknowledgeinReligion
Fazil : WhocompletedknowledgeofLogic
Organization of Education
Education of Women
Although there was Pardah system during the Muslim rule,
yet Islam did not opposed the education of women.
Military Education
During the Muslim rules, Military Education was compulsory for every
students
Organization of Education
Merits of Muslim education
Compulsory education :
Education was compulsory, specially for boys
Co-ordination:
There was proper co-ordination between religious values
and material or worldly needs and well-being
Character :
Great stress was laid on character building
Personal Touch:
There was a personal touch between the teacher and the
taught
Curriculum:
Curriculum included arrangement for the teaching of
various subjects
Practical:
Remarkable stress was laid on practical utility
ECONOMY
Conclusion
Muslims/Mughals (several distinctive features)
The credit for organizing education on a systematic basis goes
toAkbar(15421605) a contemporary of Queen Elizbeth-Iof
England and undoubtedly the greatest ofMughal emperors.
He treated all his subjects alike and opened a large number of
schools and colleges for Muslims as well as for Hindus
hroughout
his empire.
He also introduced a few curricular changes, based on students
individual needs and the practical necessities of life. The scope
of the curriculum was so widened as to enable every student to
receive education according to his religion and views of life.
later part of Mughal rule there was a great outburst of literary
activity in Bengali, Deccani, Hindi, Sindhi, Pushto, Kashmiri, and
other regional languages.
The adoption ofPersianas the court language gave further
encouragement to the Hindus and the Muslims to study Persian.
Akbarreforms Contd
Conclusion
Muslims/Mughals
Conclusion
Muslims/Mughals (several distinctive features)
There were one hundred thousand elementary schools in
Bengal
and Bihar alone
A school for every four hundred persons during the fourth
decade of the nineteenth century
For higher education there were 1800 colleges in Bengal
Akbar well-advanced of his age, built a girls school at
Fatehpur
Sikri
This development was observed even at the twilight of
the
Mughal Empire by the English, and it reflects the keen
interest
the Mughal rulers had taken in the promotion of educati
Conclusion
Women's condition in Muslim/Mughal era
Conclusion
Women's condition in Muslim/Mughal era
Some women even fought in wars, right
beside the men
Women of course were not treated equally,
but the Mughals brought the Indian society
closer to the equality of men and women than
they had ever been before
Due to many of the Hindu laws remained
intact, so women were clearly not treated
equal to men
Conclusion
The credit for organizing education on a systematic
basis goes to Akbar (15421605)a contemporary
of Queen Elizabeth I of England and undoubtedly the greatest
of Mughal emperors. He treated all his subjects alike and
opened a large number of schools and colleges for Muslims
as well as for Hindus throughout his empire.
He also introduced a few curricular changes, based on
students individual needs and the practical
necessities of life. The scope of the curriculum was so
widened as to enable every student to receive
education according to his religion and views of
life. The adoption ... (100 of 123,990 words)
http://www.britannica.com/EBchecked/topic/179408/education/47523/The-Mughal-period
Conclusion
Muslims/Mughals (several distinctive features)
Nowadays,universitiesorcollegesareestablishedonly
inbigcities,butinthosedayslivingcollegescouldbe
establishedineachtown,villageandeveninhuts
(Maqalat-i-Shibli, 3/102-3)
Conclusion
Muslims/Mughals (several distinctive features)
Ministerswerewellreadandempirefunctionedeffectivelywithseparate
departmentslike:
Agriculture
Trade
Justice
Education
Militaryand
runningoftheroyalhouseholdsetc
http://www.developindiagroup.co.in/PDFs/General%20Knowledge%20English
%202012.pdf
Sources:
Jaggi,O.P.2000.HospitalsinIndia.InMedicineinIndia:ModernPeriod,
D.P.Chattopadhyaya(Ed.).NewDelhi:PHISPC.Pp.70-74.
Verma,R.L.1992.IndianArabrelationsinmedicalsciences.InP.V.Sharma(Ed.)
HistoryofMedicineinIndia.NewDelhi:IndianNationalScienceAcademy.Pp.465-484.