1. The white area on the map is
where the Mughal Empire
was during most of it’s rule.
FEW FACTS
REGARDING
HEALTH &
EDUCATION IN
MEGHAL/MUSLIM
ERA
Please read and
forward if agreed!

2. 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

3. especially new
generations as libraries
and a reading culture is
now missing from our lives
of ordinary Pakistanis.

4. Our corrupt and paid media as
representative of Non-Muslims and
Jews trying to change the mind of our
youth in favour of them and against
the Muslims.
Most of the so called intellectuals,
writers and anchors etc playing vital
role in emphasizing to present Muslims
as negative and narrow minded rulers.

5. let us take
an overview
of the
life and times
of the
Muslims/Mugha
To correct the
obvious

6. Tughluq Dynasty Hospitals
•70 hospitals alone in Delhi
•1200 physicians-as state employees
Muhammad bin Tughluq (CE 1325-1352)

7. •great interest in building hospitals.
•great kindness and humanity.
•established a hospital for the sick and
troubled
•both for natives and strangers
•Arab physicians were appointed to
superintend it.
Feroz Shah Tughluq

8. •36 lacs spends against Salaries
•4200 afflicted persons receives
•monthly allowances
•Medicine
•food and drinks
(Tarikh-i-Firuz Shahi composed by Shams-i-Siraj Afif)

9. • accommodation for 4000 patients
• many physicians were appointed
• the biggest hospital in the world
• 52 rest houses for travellers
•Provided food and other
necessities
Source: According to the journal Mahanama
The Grand Hospital Dar-ul-Shifa (the house of cure)
Sultan Muhammad Qutab Shah IV (CE 1595)

10. Highly qualified
expert in diagnosis of diseases and
looked after the patients
•Scholars
learned and well-read in the
branches
of sciences and medicines.
Physicians categories

11.  The British rule of India highlighted as being the real
benefactor of the modern states of Pakistan and India
 The Mughal India from the layman’s perception is often
defame to a baser level
 Whether the Mughals had contributed to India anything
other than buildings and gardens
Argument commonly arose
 While praising the British rulers for developing India
through education, roads and railways

12. Mughal empire classic period
• 1526-1530 Babur
• 1530-1556 Humayun
• 1556-1605 Akbar
• 1605-1627 Jahangir
• 1628-1658 Shah Jahan
• 1659-1707 Aurangzeb

13. • In present language that would mean
• economic superiority
• and prosperity of the people of that nation
state
• today’s context:
• a large arsenal
• technological advancement
• and a stable, viable, democratic governance
with a literate population
The Super Power of the era
Mughal Empire
No doubt about

14. Mughal Era Hospitals
The Mughul Dynasty changed India
into one of the greatest empires.
It was stretched out over
almost two centuries
In the field of Health
Take a tour of the era

15. System spread all over the India
• Many renowned hakims and scholars from Persia
and Central Asian countries
• Good number of government hospitals & private
clinics in operation by many physicians
• Services for deprived people without distinction of
• Caste and creed.
Akbar’s period
Unani medicine

16. Jahangir and Shah Jahan
• Both not only continued the hospitals built by Akbar,
but also built more hospitals for the help of the sick
and needy people
• By providing more medical facilities to the people.
During Aurangzeb’s period many hospitals were
situated in the capital and even in the outlying cities.
Aurangzeb did the same

17. Besides the emperors
Individuals also built hospitals
Prosperous personalities
Nobles personalities
Many Citizens
Nawab Khayr Andish Khan Kumbha
built such a hospital at Etawah the
population out of reach of such
expensive medication

18. Thus we see that in mughal/muslim India, the
state, as well as the rich/noble people,
provided medical facilities for the poor and the
common man without any distinction of caste
or creed. The state in India always realized its
responsibility to its citizens and functioned as
a welfare state.
In contrast, even the richest nations like
the USA have made medicinal facilities a
totally private enterprise, placing half the
population out of reach of such expensive
medication
Conclusion
Sources:
Jaggi, O.P. 2000. Hospitals in India. In Medicine in India: Modern Period,
D.P. Chattopadhyaya (Ed.). New Delhi: PHISPC. Pp. 70-74.
Verma, R.L. 1992. Indian –Arab relations in medical sciences. In P.V.Sharma (Ed.)
History of Medicine in India. New Delhi: Indian National Science Academy. Pp. 465-484.

19. In the field of Education
Before the advent of the Muslims/Mughals in
India
Indian had already developed a system of education
Confined to small groups of people only
Private individuals who set up educational
institutions for the spread of education in a limited
section of society
Where no government considered it to be its duty to
promote public education.

20. Muslim Educational System in India
The Muslim educational system in India has
developed in the eight century.
in Punjab in the twelfth century
The Islamic pattern of education was well developed
before the Muslim rules developed India.
The Madarsahs ‫مدرس‬‫ہ‬ as the centers of orthodoxy
‫صحیح عقید‬‫ہ‬ , and they aimed at a stabilizing a body of
beliefs and a discipline prescribed by Islam

21. The Slave Dynasty (1206-1286)
Qutubuddin Aibak (1206-210 A.D)
• He loved education
• Maktabs (primary school) attached to Mosques
• means network of Maktabs (primary school)
• Muslim religion was principally taught also
Razia Sultana (1236-1242 A.D) an able female administrator
• She also loved education
• Learned person greatly honured in her court
• Education was encouraged and expanded
• Maktabs (primary school) attached to Mosques
• A big educational institution “Mauiji Madarsa”
was established at Delhi

22. The Slave Dynasty (1206-1286)
Nasiruddin (1246-1265 A.D)
• Greatest lover of education
• Himself a learned man
• Encouraged education
• Hounoured learned persons who adorned his court
• Persian was developed further
• Many books were written in his tenure including
Tabkati Nasiri the famous historical document
• Used to copy Quran e Pak and prepare caps for
earning his livelihood
http://www.developindiagroup.co.in/PDFs/General%20Knowledge%20English
%202012.pdf

23. •Balban (1266-1285 A.D) Strongest sultan of Salve dynasty
• An ardent lover of literature
• Encouraged education
• Patronized a number of Scholars in his court
• Reward to Scholars on their great work
• Number of learned people fled to India Asia
(becasuse of Changes Khan)
• Amir Khusro was most influential and bright
scholar of his court
• Literature was greatly encouraged
The Slave Dynasty (1206-1286)

24. Jalaluddin Khilji (1290-1296 A.D) Founder of Dynasty
• Encouraged education
• Hounored learned persons
• Established a library at Kiluguri ner Delhi
• Head of library was Amir Khusro
Alauddin Khilji (1296-1316)
• Worst period for education
The Khilji Dynasty (1290-1316)
Entire Dynasty was lover of education

25. The Tughlaq Dynasty (1320-1389)
Ghasauddin Tughlaq (1320-1325 A.D)
• Great lover of education
• Developed Literature
• Encouraged education
• Respected Scholars
• Developed a cultural society
• Rewarded a number of scholars for their work
• Extended many facilities to learned persons
All three were Great lover of education

26. Muhammad Bin Tughlaq (1325-1351 A.D)
• Himself was a great writer and scholar
• Great lover of education
• Principally consisted of learned persons, writers,
artists and philosophers
• Big Assembly of learned persons
• Encouraged scholars to create literacy work
• Built a number of Maktab and Madarsas.
• Maulana Moinuddin was a great literacy figure of his time
The Tughlaq Dynasty (1320-1389)
All three were Great lover of education

27. Firoz Shah Tughlaq (1351-1389 A.D) 38 years’ of rule
• also a great lover of education
• peace loving and liberal
• Opened a number of Maktabs and Madarsas
• Used to Grant stipends to poor student
• Rewarded scholars and literacy persons
• Built a number of Maktab and Madarsas.
• Established a great Maktab in Firozabad
The Tughlaq Dynasty (1320-1389)
All three were Great lover of education

28. Bahlol Lodhi (1451-1481 A.D)
• an able ruler also a great lover of education
• Literacy works were encouraged
• Started few Madarsas also
Sayyed Dynasty (1414-1451)
Did not do anything worth mentioning in the field of education
The Lodhi Dynasty (1451-1526 A.D)

29. The Sikandar Lodhi (1481-1517 A.D)
• an able ruler also a great lover of education
• Generous ruler-cared his subject
• Fair system of Administration
• Himself was a Great writer, poet
• 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”
The Lodhi Dynasty (1451-1526 A.D)

30. Ibrahim Lodhi (1481-1517 A.D)
• Could not pay due attention to education and
literature due to the war and other difficulties
• He loved arts and education
The Lodhi Dynasty (1451-1526 A.D)

31. By the thirteenth century
•Ghazni was adopted
•spread all over the country
Pattern of education
Whole
• Culture of Islamic world transformed in India
• Delhi established as greatest learning centre in
the east

32. Muslim Education under the Mughals
Babur founded a Madarasah at Delhi that taught
mathematics, astronomy, geography, and the
theological courses beside Persian
He included new subjects such as;
Indian philosophy
ethics , arithmetic
domestic or home science, agriculture
menstruation, the study of government,
physiognomy, astronomy
geometry and other physical sciences (tabi’i)
Sanskrit and Sanskrit literature
Akbar reforms
through the efforts Shah Fathullah Shirazi
Cont’d

33. Indian philosophy
ethics , arithmetic
domestic or home science, agriculture
menstruation, the study of government,
physiognomy, astronomy
geometry and other physical sciences (tabi’i)
Sanskrit and Sanskrit literature
Akbar reforms Cont’d
Nyaya (Indian logic)
Vyakarana (Grammar)
Yoga (Patanjala Yoga)
Vedanta (The Study of Upanishadic philosophy)
Persian (official language of the government) medium of study
Akbar included new subjects such as:

34. Principal learning Canters
Delhi
Lahore
Multan
Ajmer
Sialkot
Ahmadabad
Allahabad
Lucknow
Murshidabad
Dacca
AgraAgra
Sialkot
Ahmadabad
Burhanpur

35. 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
• Islamic schools were attached to
• Mosques
• Khanqah of Safi & Tombs
• Special Building were construct
• Expenses were met from endowments.
• Scholars from Persia and Central Asia also
attracted
Key Features Cont’d

36. • Free of cost education to every Students
• Famous scholars received stipends from the
royal treasury
Key Features
• To create such ability in the scholar who:
• Able to acquire perfection in any branch of
learning through self-study and personal efforts.
Leitner’s report 1882
having 330,000 pupils learning “all the sciences in
Arabic and Sanskrit schools and colleges, as well as
Oriental literature, Oriental law, Logic, Philosophy
and Medicine were taught to the highest standard
Confirms the educational status of just the Punjab
Key Features cont’d

37. Paid high tribute to the quality of Muslim education in India
Colonel Sleeman
He wrote:
Perhaps there are few communities in the world among whom
education is more generally diffused than among Mohammadans
in IndiaHe 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 Latin—that 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).

38. Paid high tribute to the quality of Muslim education in India
Colonel Sleeman
Perhaps there are few communities in the world among whom education
is more generally diffused than among Mohammadans 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 Latin—that 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)

39. Quoted paid high tribute to the quality of Muslim education in India
Bernier, French Traveler
• 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.

40. 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.

41. Ghazi-ud-din Khan Firuz Jang
Shara-ud-din
Raushan-ud-daulah in delhi etc
During Aurangzeb’s period
large grants
rent-free lands
to Ulema for setting up madrasas
• Educational institutions
• Foundation and colleges were established by him
Prosperous personalities
Nobles personalities
Many Citizens
Beside Aurangzeb

42. Aim & Organization of Education
• Aim of Education – extension of knowledge
and socio economic behavior of Students
Organization of Education (main Institutions)
• Maktab - primary education
• Children were made to remember ‘Ayats’ of Quran e Pak
• Reading, Writing and primary arithmetic
• After Arabic script education in Persian continues
• Stories of Prophets and Muslim ‘Fakirs’ were also told
• Children were also imparted knowledge
Formal Institutions

43. • Madarsas – higher education (after completing primary education)
• Equal emphasis on religious and secular subjects
• Religious education included :
a. Quran Pak
b. Seerat
c. Ahadees
d. Islamic laws
e. Islamic history, etc
• Secular education included :
• Arabic literature
• Grammar
• History
• Philosophy
• Mathematics
• Geography
• Politics
• Economics
• Greek Language
• Astrology
• Agriculture etc
Organization of Education
• After Maktab Pupil could go
Madarsa (centers of higher
education )
• Madarasas were granted land and
villages as jagir from king to meet
the expenses
• beside jagirs, Madarsas were used
to receive financial grants beside
also
• Learned scholars were appointed
as head of the Madarsas and with
regular teacher as well
• Noble and rich persons were also
used to give financial assistance
• The king never interfered the
matters of Madarsa (any
educational institution)
1. Formal Institutions

44. • Madarsas – higher education (after completing primary education)
• Equal emphasis on religious and secular subjects
Organization of Education
• After Maktab Pupil could go
Madarsa (centers of higher
education )
• Madarasas were granted land and
villages as jagir from king to meet
the expenses
• beside jagirs, Madarsas were used
to receive financial grants beside
also
• Learned scholars were appointed
as head of the Madarsas and with
regular teacher as well
• Noble and rich persons were also
used to give financial assistance
• The king never interfered the
matters of Madarsa (any
educational institution)
1. Formal Institutions
Secular education included :
• Arabic literature
• Grammar
• History
• Philosophy
• Mathematics
• Geography
• Politics
• Economics
• Greek Language
• Astrology
• Agriculture etc
Religious education included:
a. Quran Pak
b. Seerat
c. Ahadees
d. Islamic laws
e. Islamic history, etc

45. • 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 sides which were meant mainly for the students
and teachers
Organization of Education
1. Formal Institutions (cont’d)

46. • Private teachers
• Muallim
• Muaddib
• Ataliq
Organization of Education
• Khanqahs (Sufi centers)
• Sufi showed keen interest work and daily spared some times for this
purpose at their place of work or residence
• Private Houses
• Eminent scholars (large Number)
• Large Number of Eminent scholar and men of
letter taught independently and even
supported the
3. Individual centers of learning
2. Informal Institutions (Very Large number)
these informal institutions very
well served the purpose of
madaris

47. Organization of Education
• Teacher-Pupil Relation
• Great teacher-pupil relationship was observed
during Muslims’ rule
• Discipline and Punishment
• The teachers were empowerment to different types of physical
punishment
• Examination
• Examination system was totally dependent on teacher
• Degrees
• There was also the system of awarding degrees after education
as follows :
• Alim: Who acquired special /advance knowledge in “Religion”
• Fazil : Who completed knowledge of “Logic”

48. In brief, the madrasah education is very deeply rooted in the
Muslim civilization and in India this noble tradition originated in
the pre-Muslim period and was firmly established during the
Muslim rule. As a matter of fact, series of madrasas flourished
in modern India are continuation of the same well established
practice for which the significant contribution of ulama, scholars
and rulers of medieval India cannot be forgotten.

49. Organization of Education
• Education of Women
• Although there was “Pardah” system during the Muslim rule,
yet Islam did not opposed the education of women.
• The girls were entitled to receive equal to boys up to a definite
age
• Thereafter, they used to continue their higher studies at home
Military Education
During the Muslim rules, Military Education was compulsory for every
students

50. Organization of 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
Merits of Muslim education

51. • Separate teachers for different subjects
• Special/equal attention was given to religious
education & Secular subjects
• Great State Patronage was received during Muslim
period in shape of
• Scholarships
• Stipends to many/most Scholars
• Establishment of libraries
• Aim of the system was to create such ability in the
scholars so that he is able to acquire perfection in
any branch of learning through self-study and
personal efforts
• Hindus had their Pathslas for imparting religious
instructions
Merits of Muslim education

52. • In the same way Sultan Ghiyasuddin Mahmud Khalji (1469-1500), an
independent ruler of Malwa, took special care of providing religious
education to female slaves and for this purpose he appointed a
number of teachers
Following examples proves that the Muslim rulers of India had
interest in the education of different sections of society and
further dispel the misgiving that they were only concerned with
the education of the elite
• some of the Rulers had made special arrangement for the education
and even for male and female slaves
• In the reign of Firuz Shah Tughlaq (1351-1388), Thousands of slaves
got education and training at the state’s expenses not only in
traditional sciences (ulum-i-naqliyyah) , but also in crafts and
mechanical works
(Afif, Tarikh-i-Firuzshahi pp.339-340)
(Tarikh-i-Farishta, 2/255)

53. The historian Rawlinson says that “the high degree of culture in Mughal
India was largely the result of the excellent system of education.”
The madrasah education is very deeply rooted in the Muslim civilization
and in India this noble tradition was firmly established during the Muslim
rule
A large number of prominent Irani poets, including Urfi, Naziri, Talib, and
Kalim, migrated to India, and at times the level of Persian literature was
higher in Mughal India than in Iran
Great literary activity in the regional languages like Bengali, Deccani,
Hindi, Sindhi, Pushto, Kashmiri, and other regional languages along with
the cultivation of Persian
Following examples proves that the Muslim rulers of India had
interest in the education of different sections of society and
further dispel the misgiving that they were only concerned with
the education of the elite

54. numerous buildings at Fatehpur Sikri, the seat of the imperial court from
1569 to 1584. Some of the buildings there are dominated by the Hindu
style of architecture, reflecting the emperor's regard for the Hindu
tradition
The monuments, tombs, forts, and mosques that Mughal architecture left
to India is a testament to the highly-skilled craftsmanship and
engineering marvels of the era.
The water systems of the gardens and forts were developed for the heat
of the subcontinent and their planning can only be attributed to an
educated mind
The architectural ethereal beauty of the Taj Mahal has not been surpassed
to this day and has earned it the position of one of the wonders of the
world. In modern times it has managed to contribute to the Indian
economy as a tourist attraction that cannot be overlooked
Skill examples other than education field

55. In contrast with so called progressive

56. • The Indian economy boomed under the Mughals,
because of the creation of a road system and a uniform
currency, together with the unification of the country
• The Mughals developed the Mansabdar system to
generate land revenue.
• The emperor would grant revenue rights to a Mansabdar
in exchange for promises of soldiers in war-time.
• The greater the size of the land the emperor granted,
the greater the number of soldiers the Mansabdar had to
promise.
• The Mansab was both revocable and non-hereditary.
• This gave the center a fairly large degree of control over
the Mansabdars.
ECONOMY Beside health and education

57. Conclusion
Muslims/Mughals (several distinctive features)
• The credit for organizing education on a systematic basis goes
to Akbar (1542–1605) a contemporary of Queen Elizbeth-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 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 of Persian as the court language gave further
encouragement to the Hindus and the Muslims to study Persian.
Akbar reforms Cont’’d

58. Conclusion
Akbar reforms Cont’d
Muslims/Mughals (several distinctive features)
• Muslim rulers of India were great patrons of literature
• Considerable impetus to its development
• Education was documentised
• Principle was established that the poor should also be educated
• Education in Mosque, Maktab or Madarsah are equal
• 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
• Hindus and Muslims were studied side by side
• During the entire Mughal period, girls received their education
at home or in the house of some teacher living in close proximity.
• Special arrangements for the ladies of the royal household
• Some of the princesses were distinguished scholars.
• Vocational education was imparted through a system of
apprenticeship either in the house of ustads (teachers) or in
karkhanahs (manufacturing centres).

59. 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

60. • Women had a significant role in family life
• Significant policy maker
• Promoted widow marriage
• Hindu women were consequently allowed to
• Engage in business
• Also to own land
• Banned customs such as ”SATI ”
(the Hindu custom of a widow voluntarily being burned alive upon her husband's funeral pyre)
• Discouraged early/child marriage
• Women received :
• Salaries
• Owned land
• Participated in business transactions
• Literary activities.
• Aristocratic women:
• Painted
• Wrote poetry
• Played music because they received a higher education.
•
Conclusion
Women's condition in Muslim/Mughal era

61. • 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
Women's condition in Muslim/Mughal era
Conclusion

62. Conclusion
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 ... (100 of 123,990 words)
http://www.britannica.com/EBchecked/topic/179408/education/47523/The-Mughal-period

63. Nowadays, universities or colleges are established only
in big cities, but in those days living colleges could be
established in each town, village and even in huts
(Maqalat-i-Shibli, 3/102-3)
Conclusion
Muslims/Mughals (several distinctive features)
In present days, (learned) persons are ascribed to
a college or an institution and at that
(Muslims)time they were ascribed to a person
(teacher)
Whatever was expressed by him in day and night
that served a lecture and in this way his talking,
movement, manners and behavior all formed part
of his silent lectures

64. • Ministers were well read and empire functioned effectively with separate
departments like:
• Agriculture
• Trade
• Justice
• Education
• Military and
• running of the royal households etc
Conclusion
Muslims/Mughals (several distinctive features)
In present days, (learned) persons are ascribed to
a college or an institution and at that
(Muslims)time they were ascribed to a person
(teacher)
Whatever was expressed by him in day and night
that served a lecture and in this way his talking,
movement, manners and behavior all formed part
of his silent lectures

67. •Literacy in Mughal times is gauged by a
reading public among whom the most
commonly read books were
1. Gulistan,
2. Bostan,
3. Akhlaq-i-Nasiri and
4. Anwaar-i-Suhaili etc.
•Education is also visible in the conduct of
governance and administration.
• Ministers were well read.

68. The empire functioned effectively with
separate departments dealing with
• Agriculture,
• Trade,
• Justice,
• Education,
• Military and the running of the royal
households.
• Law and order was maintained throughout
the empire with justice accorded by Qazis
and Muftis, a system later emulated by the
British.

69. Maulana Manazir Ahsan Gilani’s famous book – Hindustan mein Musalmanon ka Nizam-
i-Talim wa Tarbiyat (Nadwatul Mussanefin, Delhi, 1944, 1/ 13-15)
Maulana Manazir Ahsan Gilani’s famous book – Hindustan mein Musalmanon ka Nizam-
i-Talim wa Tarbiyat (Nadwatul Mussanefin, Delhi, 1944, 1/ 13-15)
Tarikh-i-Firuzshahi pp.339-340)
http://www.developindiagroup.co.in/PDFs/General%20Knowledge%20English
%202012.pdf
Sources:
Jaggi, O.P. 2000. Hospitals in India. In Medicine in India: Modern Period,
D.P. Chattopadhyaya (Ed.). New Delhi: PHISPC. Pp. 70-74.
Verma, R.L. 1992. Indian –Arab relations in medical sciences. In P.V.Sharma (Ed.)
History of Medicine in India. New Delhi: Indian National Science Academy. Pp. 465-484.