‫ح‬

‫سم ہللا الر ٰمن الرحی م‬ ‫ب‬

ROLL NO: MCS2100106
SUBMITTED BY: GHAZALA SARFRAZ
SUBMITTED TO: MAM MISBAH ASHRAF
TOPIC: EDUCATIONAL MOVEMENTS
OUTLINE:
 Aligarh
 Anjamane Himayat-e-Islam
 Jamia Millia Islamia
 Deoband
 Nadwatul Ullama
THE ALIGARH
MOVEMENT
 INTRODUCTION:
 Syed Ahmad Khan was a great Indian Muslim leader who came to prominence after
the war of independence in1857 when India was amalgamated in the British empire by
t6he dissolution of East India Company.
 The Britishers made the Muslims responsible for the WOI and they were reduced to
misery by the Britishers through confiscating their properties and denying them
employment
 Politically the Muslims of India were reduced from the position of rulers to the
position of subjects.
INTRODUCTION:
 Educationally Muslims were far more behind the Hindus.
 Based upon their political, economic and educational conditions we can
perceive their social standing.
 It was in these dejected conditions Sir Syed Ahmad Khan started a
movement for the revival of Indian Muslims.
 The movement started by Syed Ahmad Khan was an educational
movement.
 The life of Syed ahmad khan:
 He was born in Delhi on October 17,1817.His father Syed Muhammad Taqqi
was a saintly person.
 Syed Ahmad Khan studied medicine but left it and started learning court
system.
 He was appointed as Naib Munshi in the office of the commissioner of Agra,
from here he started his career as an employ of East India Company.
 He became Munshi in 1841 and was transferred to Delhi in 1846 and started
writing editorial for a newspaper and wrote different essays on varied topics.
 LIFE OF SYED AHMAD KHAN:
 During the WOI in 1857 he was in Bijnaur and it was here that Syed Ahmad Khan
saved the lives of many Britishers and wrote “causes of Indian revolt”
 In 1869,he visited England with his son Mahmood and wrote the reply of Sir William
Munir blasphemous Book “the life of Muhammad” which was named as ‘Khutbat-e-
Ahmadia’
 He became Munsif of small cause court in 1870 and got retired in 1876.He was
awarded as “sir” in 1888 and died on march 27,1898 in Aligarh.
 AIMS AND OBJECTIVES OF ALIGARH MOVEMENT:
Syed Ahmad Khan mentioned three objectives of the movement:
 To persuade the Muslims of India to get English education. At that time Muslims
were against English education.
 To instill the spirit of loyalty among the Muslims for British Government. At that
time the Muslims were not reconciling themselves to recognize the Britishers as the
rulers of India.
 The conceive the Britishers that Muslims were the Loyal citizen of India.
 ALIGARH MOVEMENT IN
PRACTICE:
 In 1858 Syed Ahmad Khan established Persian Madrassah where
English education was also given.
 In 1863,he established Scientific Society in Ghazipur for the purposing
of translating eminent English books in Urdu.
 The scientific started publishing journal in 1866 which was named as
“Aligarh institute gazette”.
 After returning from England ,sir Syed established “Anju man-e-taraqi-
e-musalman hind” for the purpose of reviving the education among the
Muslims.
 ALIGARH MOVEMENT IN PRACTICE:
 In the same year Syed ahmad khan started publishing a journal “Tehzeb
ul Akhlaq”for reforming different aspects of life.
 The Anju man established Muhammadan committed for collecting
donations to establish a college.
 In 1875,the Anju man founded M.A.O high school which was upgraded
to a college in 1877 by then governor general of India, George Latin.
 `Syed ahmad wished to upgrade the college to university but it was
made a university in 1921 after the death of Syed Ahmad Khan.
 ALIGARH MOVEMENT IN PRACTICE:
 Muhammadan educational conference was setup on December
27,1886.it was consisted of Muslim educationists for the
purpose of:
• To ensure the quality of education in Muslim.
• Religious education is properly given to the students.
• Research for improving education system.
 RESULTS OF ALIGARH MOVEMENT:
 Muslims were some how convinced to get English education.
 Aligarh Movement was great source of Muslim leadership in India.
 The attitude of the Britishers become soften towards the Muslim.
 All India Muslim leagu8e was created in the meeting of Muhammad educational
conference.
 Two nation theory became strengthen and a more scholarly approach was made
to it.
 The roots of Pakistan can be traced back to Aligarh movement.
NADWATUL ULLAMA
MOVEMENT:
 BACKGROUND:
 A group of Muslim thinkers was of the view that the Aligarh movement was not
doing well with regard to the spiritual aspirations of the Muslims.
 That was why Maulana Shibli Nomani had reservations about the Aligarh
movement.
 Like many other Muslim leaders, he believed that Aligarh movement was unable
to face the new challenges to the Islamic world.
 Moreover, he thought that the religious institutions (academies) too were unable
to keep pace with the educational needs of the contemporary world.
ESTABLISHMENT OF THE NADVA DAR-UL-ULLOM(1898)
 On the initiative of Maulana Shibli Nomani, the ullama organization i.e. Nadwat-ul-
ulama, in their Lucknow session of 1894 A.D .decided to establish Dar-ul-ulom
Nadwat-ul-ulama.
 But due to some financial constraints, regular teaching work could start in 1898
A.D.
 Maulana Muhammad Ali Maugeri was appointed its first administrator.
 At Nadwa, Maulana Shibli had the same position and status as Sir Syed Ahmad
Khan had at Aligarh.
 OBJECTIVES OF NADWA:
 To reform the curriculum, develop the religious sciences; improve the
character of the students and refine their manners.
 To narrow down the “differences of point of view among the ulama and thus
create relat5ive harmony among religious scholars.
 To establish a department of judicial verdict for providing guidance
regarding Islamic jurisprudence and other relevant issues.
 To perform the Muslims at large, to strive for their progress and prosperity
and to keep distant from the political strife in the country (south Asia).
 SALIENT FEATURES OF NADWA:
REFORMATION OF CURRICULUM:
In the Nadwa Curriculum include explanation of the Holy Quran and beliefs and Islamic
Jurisprudence were emphasized.
Modern Philosophy and English language were also included in the curriculum.
TRAINING OF THE STUDENTS:
Nadwa was a residential institution. Therefore here practical training was also given to the students
alongside their academi9c education.
Again, industrial arts were also included in the Nadwa programmed.However,no outstanding
achievement was noticed in this field.
 THE TEACHER STUDENTS RELATIONSHIP:
 A very pleasant atmosphere prevailed at Nadwa regarding the
student teacher relationship.
 Allama Shibli Nomani trained students in such a way t5hat their
scholastic level was excellent and writing abilities were superb.
 These persons rendered great services to the Muslim Ummah in the
field of History, Biography and many other relevant fields.
 FEATURES OF NADWA:
CONTACTS WITH ISLAMIC WORLD:
This movement had only benefited by Aligarh and Egypt. Maulana Shibli had been
a teacher at Aligarh fort a long period. He also had chances to visit Egypt and thus
had direct contacts with Egypt; Maulana Shibli Nomani arrived in Nadwa from
Hyderabad.
HUGE COLLECTION OF BOOKS:
Maulana Shibli efforts bore fruit and huge collection of books was managed.
It included his personal library, the collection of Nawab Siddique Hassan Khan of
Bhopal and those of Emad-ul-Mulk.
THE DEOBAND
MOVEMENT:
 BACKGROUND:

When the rule changed in South Asia and the English educational system
was introduced.
 The Hindus readily embraced it, because they were least affected by
it.Formally,they learn Arabic and Persian for worldly gains only. Now
they could achieve the same purpose with English.
 On the contrary, the Muslims resisted it, as to them the new education
system would lead the Muslims to Secularism and Westernization.
 ESTABLISHMENT OF ACADEMY:
For the purpose, the ancient Masjid a’Chattah’ in the town of deoband in U.P. (India)
was chosed as the center, where in Maulana Muhammad Qasim Nanautwi resided
along with his colleagues. Finally the Maulana setup an academy there on May
30.1866 A.D.
FINANCIAL INDEPENDNCE:
 The academy was founded as and always remained a totally non- governmental
institution.
 As there were no regular financial resour4ces, the Muslims at large were
contacted,w2hich also helped to introduce the academy far and wide.
 SALIENT FEATURES OF THIS MOVEMENT:
 Balance among different Islamic Educational concepts in the South Asia.
 Preservation of Religious knowledge.
 Education in practical Arts and crafts:
 Science of medicine, arts of calligraphy, book-binding and weaving cloth.
 Monetary and administrative aspects:
Complete internal autonomy on accounts of its non-governmental policy. The administrative affairs
were run in line with the Islamic principled mutual consultation.
 Patriotism
 character building
THE JAMYA MILLIA MOVEMENT:
ISLAMIA
 BACKGROUND:
 The beginning of the 20th century was marked by the rift between the Muslims
and the British rulers.
 The Caliphate Movement and Non-cooperation Movement were important
political movements in those days.
 It was felt that the education of the Muslims must coincide with the national
demands and aspirations of the Muslims at that time Aligarh was the
educational center of the Muslims.
 Among them Maulana Muhammad Ali Jauhar held an eminent position. When
all his efforts failed to reform Aligarh, he thought of setting up parallel
institutions under the name of Jamia Millia Islamia.
 OBJECTIVES THE MOVEMENT:

 To equip the Muslims with modern as well s religious sciences.

 The Maulana, in his booklet, wrote that they had always in mind to prepare such
young men in their institution who are well educated with the established standards
in the world and they are true Muslims as well.
 To equip the Muslims with modern as well s religious sciences.
 To create a cohesion between the religious and modern sciences.
 STAGES AND CURRICULUM:
The curriculum and stages of education at Jamia Millia were as below:
Grades of Education
The Elementary Religious School.
Stage-I, i.e. Primary Stage.
Stage-II. i.e. Higher Secondary Stage.
Stage-III, i.e. the Post Degree Stages.
Stage-IV, i.e. Honor's Stages.
THE ELEMENTARY OR PRESCHOOL RELIGIOUS STAGE

 Elementary Religious School taught both Urdu and Arabic including some chapters of
the Holy Quran or their Urdu translation before they were allowed to join Stage-I, i.e.
Primary stag.
 They were also dictated short sentences on the notebook or tablet/ small wooden
board. Further, they were taught the number system, oral computation of addition and
minus sums. Stories of religious and moral value were also narrated or read out to the
children.
 SALIENT FEATURES OF MOVEMENT:
 simplicity $ Sincerity:
 The highly educated teachers of the Jamia rejected offers of high public posts with associated
luxuries.
 They set great examples of self lessens and sacrifice by educating the pupils in their simple huts.
 They also served the Ummah a great deal by writing great books.
Technical training:
The Jamia Millia Islamic setup an industrial organization to train its students in handicrafts so that after
completing their studies, they might not fall a prey to unemployment.
 FEATURES OF THIS MOVEMENT:
Combination of modern $ orient sciences:
 A balance was maintained in the curriculum between the Modern & Oriental Sciences.
 The compulsory subjects of Deniyat and Arabic facilitated the students of religious sciences.
 The instructions in the Holy Quran and Hadith, Islamic Jurisprudence, Biography and Islamic
History were imparted up to the Research stage.
Character building and training:
 The Jamia was run on residential basis. It helped build character of the students alongside their
training in the relevant fields of study, there was a whole time interaction between the teachers and
the students.
ANJUMAN HIMAYAT-I-ISLAM:
 BACKGROUND:
 For a thousand years, Lahore had been a great cultural and intellectual center of the
Muslims.
 In 1849, the English brought to an end the Sikh rule over the Punjab, take over it and
brought western educational system and established number of schools, colleges in
Lahore.
 In 1883, a Sayed lady along with her three children converted to Christianity. This
accident was a serious challenge to Muslims.
 But although she re embarrassed Islam later, yet the whole incident was shocking
enough to open the eyes of Muslims of the Punjab.
 AIMS AND OBJECTIVES:
1. To arrange for the religious and general education of Muslim boys and girls.

2. To propagate and defend Islam against the Christian missionaries and Hindu
revivalists.

3. To counteract the propaganda against Islam through speeches and publications.

 JOURNEY TO ACHIEVE THE AIM:
 Taking full advantage of the weakness of the Muslims, Muslims children were
converted to Christianity by Christian missionaries.
 The Anjuman tried its best to awaken the Muslim community. The Anjuman also
established Dar ul Amman and Dar ul Shayat, for the helpless Muslims children
and needy widows.
 The Moplah orphans, the victims of Bihar and Quetta earthquakes, and later the
poor children and widows of the 1947 holocaust, found shelter at these
orphanages.
 JOURNEY TO ACHIEVE THE AIM:
In1885, the Risala-i-Anjuman Himayat-i-Islam made its appearance, publishing the
principles of Islam.
In 1892, the Anjuman established the Islamia College at Lahore. This was later
elevated to degree level in 1903.
The contribution of the college to the general Muslim awakening has been great. Its
students played an important role in the Muslim national movement in Punjab.
In 1939, the Anjuman established the Islamia College for Girls.
 IMPACT OF THE MOVEMENT:
 Anjuman Himayat-i-Islam was really a great institution, its motive was to save
Islam for Muslims community.
 It tried to provide education for the Muslims of the sub continent. This
institution had a great impact on the Muslim community.
 The Anjuman had its own press and published on religious and literary topics.
One important task was producing a correct text of the Holy Quran.
THANKS TO ALL OF YOU