Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.81

c7.81

It is very difficult to estimate the extent of Muhammadan education in early times. As we have seen, the Emperor Bābar, and at a later date the traveller Bernier, give a very unfavourable view of the extent of education in India. But their opinions cannot be accepted without considerable qualification, for we have, on the other hand, the record of the building of numerous *madrasahs* and of the existence of important educational centres, at places like Delhi, Agra, and Jaunpur. The Muhammadan population was, no doubt, in many places largely a town population as it is to-day (except in the Panjāb), and it was in the cities of importance that *madrasahs* are said to have been established. We have no idea as to the average number of students attending a college. Probably this varied considerably from just a few pupils with one teacher, to a large number with many teachers in the more important places. Probably most mosques had attached to them, if not a *madrasah*, then a *maktab*, or primary school. All Muhammadan boys were supposed to attend a *maktab* in order that they might at least learn the portions of the Korān required for the Muhammadan daily devotions, but we cannot be sure that they always did so. The content of the education given in the *maktabs* must have been very different in different places. When the Muhammadan boy begins to speak he should be taught to repeat the Muhammadan article of belief (the *kalima*). After that certain prescribed verses from the Korān have to be learnt by heart. At about seven years of age he begins to learn the Korān, and receives instructions in religious precepts and usages. This seems to be the minimum education given in a *maktab*. In some cases, however, reading and writing were also taught and some elementary arithmetic. To this might be added legends of prophets and anecdotes of Muhammadan saints, and perhaps some selections from poets. The teaching of Persian must have begun at some time during the Muhammadan rule, and Persian schools became widespread, as this language was required by those who wished for employment in government service. These schools are referred to again later in the chapter on popular education. With regard to modern survivals of Korān schools in India, the *Quinquennial Review of Education*¹ quotes Mr. de la Fosse as saying that these ‘are usually attached to a mosque . . . the scholars commence by studying the Arabic alphabet, and as soon as they can read are made to recite *suras*, or chapters of the Korān. Neither writing nor arithmetic is taught. So far as my experience goes instruction is usually confined to reading and memorizing, but sometimes an attempt is also made to explain the meaning of what is read. This, however, is rare.’