Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.58

c7.58

It was part of the policy of Aurangzīb¹ (1658-1707), who was a strict and orthodox Muhammadan, to give great encouragement to Muhammadan education. He was hard indeed on the Hindus, and in 1669 ordered the destruction of temples and the prohibition of Hindu teaching and worship at Benares and other places. He also once confiscated the buildings belonging to the Dutch in Lucknow and made them over to a Muhammadan for use as a college. Towards Muhammadan education, however, Aurangzīb showed great favour. In the *Mirāt-i-Ālam*¹ we read: ‘All the mosques in the empire are repaired at the public expense. Imāms, criers to the daily prayers, and readers of the *khutba*, have been appointed to each of them, so that a large sum of money has been and is still laid out in these disbursements. In all the cities and towns of this extensive country, pensions and allowances and lands have been given to learned men and professors, and stipends have been fixed for scholars according to their abilities and qualifications.’ Besides these stipends for professors and students Aurangzīb founded a large number of colleges and schools. He sent orders to the provinces of Gujarāt and other places that all Muhammadan students were to be given pecuniary help. He also took steps to have the Bohras of Gujarāt educated, and for this purpose teachers were appointed and monthly examinations were to be held, the results of which were to be reported to the emperor. Colleges were also erected in this reign by private individuals, and at this time Sialkot, which began to be a place of learning about the time of Akbar, came into prominence as an educational centre. Aurangzīb added to the Imperial Library many Muhammadan theological works. Though narrow in his literary and theological outlook he was not without learning, and he not only knew his mother tongue of Turkish, but could read and write Arabic and Persian with great facility. He had learnt the Korān by heart and also the Hādīs, or traditions, and was well versed in Muhammadan theology.