write shost note on the education
Jion sys
during mughal era. in shortly question
Answers
Answer:The credit for organizing education on a systematic basis goes to Akbar (1542–1605), 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 of Persian as the court language gave further encouragement to the Hindus and the Muslims to study Persian.Akbar’s policy was continued by his successors Jahāngīr and Shah Jahān. But his great-grandson Aurangzeb (1618–1707) changed his policy with regard to the education of the Hindus. In April 1669, for instance, he ordered the provincial governors to destroy Hindu schools and temples within their jurisdiction; and, at the same time, he supported Muslim education with a certain religious fanaticism. After his death, the glory of the Mughal empire began gradually to vanish, and the whole country was overrun by warlords.
During the Mughal period, girls received their education at home or in the house of some teacher living in close proximity. There were special arrangements for the education of the ladies of the royal household, and some of the princesses were distinguished scholars. Vocational education was imparted through a system of apprenticeship either in the house of ustāds (teachers) or in kārkhānahs (manufacturing centres).
Muslim rulers of India were also great patrons of literature and gave considerable impetus to its development. Akbar ordered various Hindu classics and histories translated into Persian. In addition, a number of Greek and Arabic works were translated into Persian. Literary activities did not entirely cease even in the troubled days of later rulers. Men of letters were patronized by such emperors as Bahādur Shah and Muḥammad Shah and by various regional officials and landlords.
Such is the history of Muslim education in India. It resembles ancient Indian education to a great extent: instruction was free; the relation between the teachers and the taught was cordial; there were great centres of learning; the monitorial system was used; and people were preoccupied with theology and the conduct of life. There were, however, several distinctive features of Muslim education. First, education was democratized. As in mosques, so in a maktab or madrasa all were equal, and the principle was established that the poor should also be educated. Second, Muslim rule influenced the system of elementary education of the Hindus, which had to accommodate itself to changed circumstances by adopting a new method of teaching and by using textbooks full of Persian terms and references to Muslim usages. Third, the Muslim period brought in many cultural influences from abroad. The courses of studies were both widened and brought under a humanistic influence. Finally, Muslim rule produced a cross-cultural influence in the country through the establishment of an educational system in which Hindus and Muslims could study side by side and in which there would be compulsory education in Persian, cultivation of Sanskrit and Hindi, and translation of great classics of literature into different languages. Ultimately, it led to the development of a common medium of expression, Urdu.
Education in the Muslim era was not a concerted and planned activity but a voluntary and spontaneous growth. There was no separate administration of education, and state aid was sporadic and unsteady. Education was supported by charitable endowments and by lavish provision for the students in a madrasa or in a monastery.
The Muslim system, however, proved ultimately harmful. In the early stages genuine love of learning attracted students to the cultural centres, but later on “the bees that flocked there were preeminently drones.” The whole system became stagnant and stereotyped as soon as cultural communication was cut off from the outside world because of political disturbances and internecine wars. The Indian teachers were reduced to dependence on their own resources, and a hardening tradition that became increasingly unreceptive to new ideas reduced the whole process to mere routine.
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