FEW FACTS

REGARDING
HEALTH &
EDUCATION IN
MEGHAL/MUSLIM
ERA
Please read and
forward if agreed!

The white area on the map is

where the Mughal Empire
was during most of its rule.

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

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

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.

To correct the obvious

let us take
an overview
of the
life and times
of the

Muslims/Mughal

Tughluq Dynasty Hospitals

Muhammad bin Tughluq (CE 1325-1352)

70 hospitals alone in Delhi

1200 physicians-as state

employee

Feroz Shah Tughluq

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.

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)

The Grand Hospital Dar-ul-Shifa (the house of cure)

Sultan Muhammad Qutab Shah IV (CE 1595)

accommodation for 4000 patients

many physicians were appointed

thebiggest hospital in theworld
52 rest houses for travellers
Provided food andother
necessities
Source: According to the

Physicians categories
Highly qualified
expert in diagnosis of diseases and
looked after the patients

Scholars
learned and well-read
branches
of sciences and medicines.

in

the

Argumentcommonlyarose

Whether the Mughals had contributed to India anything

other than buildings and gardens

While praising the British rulers for developing India

through education, roads and railways

The British rule of India highlighted as being the real

benefactor of the modern states of Pakistan and India

The Mughal India from the laymans perception is often

defame to a baser level

Mughal empire classic period

1526-1530
1530-1556
1556-1605
1605-1627
1628-1658
1659-1707

Babur
Humayun
Akbar
Jahangir
Shah Jahan
Aurangzeb

Mughal Empire
The Super Power of the era

In present language that would mean

economic superiority

and prosperity of the people of that nation

state
todays context:

a large arsenal

technological advancement

and a stable, viable, democratic governance

with a literate population

No doubt about

The Mughul Dynasty changed India

into one of the greatest empires.
It was stretched out over
almost two centuries

Take a tour of the era

In the field of Health
Mughal Era Hospitals

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

Jahangir and Shah Jahan

Both not only continued the hospitals built by Akbar,
but also builtmore hospitals for the help of the sick
and needy people

Aurangzeb did the same

Byproviding more medical facilities to the people.
During Aurangzebs period many hospitals were
situated in the capital and even in the outlying cities.

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
ofreach
of
such
expensive medication

Conclusion
Thus we see that in mughal/muslim India, the
state, as well as the rich/noble people,
providedmedical facilities for the poor and the
common man without any distinction ofcaste or
creed.The state in India always realized its
responsibility to its citizens andfunctioned as
awelfare state.
In

contrast,

even

the

richest

nations

like

theUSAhavemade medicinal facilities a

totally private enterprise, placing half the
population out ofreach of such expensive
medication
Sources:
Jaggi,O.P.2000.HospitalsinIndia.InMedicineinIndia:ModernPeriod,
D.P.Chattopadhyaya(Ed.).NewDelhi:PHISPC.Pp.70-74.
Verma,R.L.1992.IndianArabrelationsinmedicalsciences.InP.V.Sharma(Ed.)
HistoryofMedicineinIndia.NewDelhi:IndianNationalScienceAcademy.Pp.465-484.

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 peopleonly
Private individuals who set up educational institutions
for the spread ofeducation in a limited section of
society
Where no government considered it to be its duty to
promote public education.

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 ofeducation was well developed
before the Muslim rules developed India.
The Madarsahs as the centers of orthodoxy
, and they aimed at a stabilizing a body of
beliefs and adiscipline prescribed by Islam

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

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

The Slave Dynasty (1206-1286)

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 Khilji Dynasty (1290-1316)

Entire Dynasty was lover of education

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 Tughlaq Dynasty (1320-1389)

All three were Great lover of education

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

The Tughlaq Dynasty (1320-1389)

All three were Great lover of education

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

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

Sayyed Dynasty (1414-1451)

Did not do anything worth mentioning in the field of education

The Lodhi Dynasty (1451-1526 A.D)

Bahlol Lodhi (1451-1481 A.D)

an able ruler also a great lover of education

Literacy works were encouraged
Started few Madarsas also

The Lodhi Dynasty (1451-1526 A.D)

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)

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

By the thirteenth century

Whole
Culture of Islamic world transformed in India
Delhi established as greatest learning centre in
the east

Pattern ofeducation
Ghazni was adopted
spread all over thecountry

Muslim Education under the Mughals

Babur founded a Madarasah at Delhi that taught
mathematics, astronomy, geography, and the
theological courses beside Persian

Akbar reforms

through the efforts Shah Fathullah Shirazi

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 (tabii)
Sanskritand Sanskrit literature
Contd

Akbar 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 (tabii)
Sanskritand Sanskrit literature
Nyaya (Indianlogic)
Vyakarana (Grammar)
Yoga (Patanjala Yoga)
Vedanta (The Study of Upanishadic philosophy)
Persian (official language of the government) medium of study
Akbarreforms Contd

Principal learning Canters

Delhi
Lahore
Multan
Ajmer
Sialkot
Ahmadabad
Allahabad
Lucknow
Murshidabad
Dacca

Agra
Sialkot
Ahmadabad
Burhanpur

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
KeyFeatures

Contd

Key Features
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.

Leitners report 1882

ConfirmstheeducationalstatusofjustthePunjab

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
Key Features contd

Colonel Sleeman
PaidhightributetothequalityofMuslim education in India

He wrote:

world among whom education

is more generally diffused than among Mohammadans in India
Perhaps there are few communities in the

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 Latinthat 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).

Colonel Sleeman
PaidhightributetothequalityofMuslim education in India
He wrote:
Perhaps there are few communities in the world among whom education
is more generally diffused than among Mohammadans in India
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 Latinthat 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)

Bernier,

French Traveler

QuotedpaidhightributetothequalityofMuslim education in India

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.

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.

During Aurangzebs period

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

Aim & Organization of Education

Aim of Education extension of knowledge
and socio economic behavior of Students
Organization of Education

(main Institutions)

Formal 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

Organization of Education
1. Formal Institutions
Madarsas higher education (after completing primary education)
Equal emphasis on religious and secular subjects
Religious education included :

After Maktab Pupil could go

a. Quran Pak
Madarsa (centers of higher
b.
Seerat
education )
c.
Ahadees
Learned scholars were appointed
d.
Islamic laws
as head of the Madarsas and with
e.
Islamic history, etc
regular teacher as well
Secular education included :
Madarasas were granted land and

Arabic literature
villages as jagir from king to meet

Grammar
the expenses

History
beside jagirs, Madarsas were

Philosophy
used
to receive financial grants beside

Mathematics
also

Geography
Noble and rich persons were also

Politics
used to give financial assistance

Economics
The king never interfered the

Greek Language
matters of Madarsa (any

educational institution)
Astrology

Agriculture etc

Organization of Education
1. Formal Institutions
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

After Maktab Pupil could go

Madarsa (centers of higher
education )
Learned scholars were appointed
as head of the Madarsas and with
regular teacher as well
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
Noble and rich persons were also
used to give financial assistance
The king never interfered the
matters of Madarsa (any
educational institution)

Organization of Education
1. Formal Institutions (contd)
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
and teachers

sides which were meant mainly for the students

Organization of Education
2. Informal Institutions

(VeryLargenumber)

Khanqahs (Sufi centers)

Sufishowedkeeninterestworkanddailysparedsometimesforthis
purposeattheirplaceofworkorresidence

theseinformalinstitutionsvery
Private Houses
wellservedthepurposeof
Eminent scholars (large Number) madaris
Large Number of Eminent scholar and men of
letter taught independently and even
supported the

3. Individual centers of learning

Private teachers
Muallim
Muaddib
Ataliq

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: Whoacquiredspecial/advanceknowledgeinReligion
Fazil : WhocompletedknowledgeofLogic

In brief, themadrasaheducation 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 ofulama, scholars
and rulers of medieval India cannot be forgotten.

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

Organization of Education
Merits of Muslim 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

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

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 states expenses not only in
traditional sciences (ulum-i-naqliyyah) , but also in crafts and
mechanical works
(Afif, Tarikh-i-Firuzshahi pp.339-340)

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
(Tarikh-i-Farishta, 2/255)

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
The historian Rawlinson says that the high degree of culture in Mughal
India was largely the result of the excellent system of education.
Themadrasah 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

Skill examples other than education field

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

In contrast with so called progressive

ECONOMY

Beside health and education

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.

Conclusion
Muslims/Mughals (several distinctive features)
The credit for organizing education on a systematic basis goes
toAkbar(15421605) a contemporary of Queen Elizbeth-Iof
England and undoubtedly the greatest ofMughal 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 ofPersianas the court language gave further
encouragement to the Hindus and the Muslims to study Persian.
Akbarreforms Contd

Conclusion
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 ofustads (teachers) or in
karkhanahs (manufacturing centres).
Akbarreforms Contd

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

Conclusion
Women's condition in Muslim/Mughal era

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 asSATI

(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
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

Conclusion
The credit for organizing education on a systematic
basis goes to Akbar (15421605)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

Conclusion
Muslims/Mughals (several distinctive features)
Nowadays,universitiesorcollegesareestablishedonly
inbigcities,butinthosedayslivingcollegescouldbe
establishedineachtown,villageandeveninhuts
(Maqalat-i-Shibli, 3/102-3)

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

Conclusion
Muslims/Mughals (several distinctive features)
Ministerswerewellreadandempirefunctionedeffectivelywithseparate
departmentslike:
Agriculture
Trade
Justice
Education
Militaryand
runningoftheroyalhouseholdsetc

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

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.

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.

MaulanaManazirAhsanGilanisfamousbookHindustan mein Musalmanon ka Nizami-Talim wa Tarbiyat(NadwatulMussanefin,Delhi,1944,1/13-15)

Tarikh-i-Firuzshahipp.339-340)

MaulanaManazirAhsanGilanisfamousbookHindustan mein Musalmanon ka Nizami-Talim wa Tarbiyat(NadwatulMussanefin,Delhi,1944,1/13-15)

http://www.developindiagroup.co.in/PDFs/General%20Knowledge%20English
%202012.pdf
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