When was the Anglo-Persian Department of Calcutta Madrasa founded?
[51]In 1857 the Anglo-Persian Department of Calcutta Madrasa was affiliated to the newly established Calcutta University for educating up to the first arts.
Who was the first principal of Calcutta Madrasah College?
Thus from the year 1857, the Calcutta Madrasa grew up as a separate stream in the education system of the Indian subcontinent. Shamsul Ulema Kamaluddin Ahmed was appointed as the first Indian principal of the Calcutta Madrasah College in 1927.
When was the Calcutta Madrasa taken over by the European powers?
To sum up so far, from 1780 till 1820 the Calcutta Madrasa remained under the uncontrolled management of its Maulvis. From 1820 till 1850 a rather ineffectual European oversight was tried. In 1850, the Madrasa was placed under a European principal.
What should we call Calcutta Madrasah?
Perhaps they should call themselves Mad-rusher! Aliah Madrasah, also called Calcutta Madrasah, was established by Warren Hasting, the first Governor General of India in 1780. Hastings himself called it Mohammedan College of Calcutta.
Who established Kolkata madrasa in 1781?
Warren HastingsIn 1781, Warren Hastings founded the Madarasa Aliya or Calcutta Madarasa. Warren Hastings supported the establishment of AsiatiK society, (which later became Asiatic Society) in 1784 by Sir William Jones under the chairmanship of Sir Robert Chambers.
When was madrasa was set up in Kolkata?
October,1780 A.D.Calcutta Madrasah is first Education institution in British India, was set up in October,1780 A.D. by Warren Hastings of the first Governor General of East India Company at the request of a considerable number of credited and learner Musalman of Calcutta.
Who is the founder of the Calcutta madrasa?
Warren HastingsCalcutta Madrasah, the first Education institution in British India, was set up in October,1780 A.D. by Warren Hastings of the first Governor General of East India Company at the request of a considerable number of credited and learner Musalman of Calcutta.
Why was the Calcutta Madrassa established?
Calcutta Madrasa was set up to promote the study of Arabic, Persian and Islamic law.
What was set up in 1781?
Answer. A madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law; and the Hindu College was established in Benaras in 1791 to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.
Which year was madrasa setup in Class 8 Calcutta?
Urdu. Arabic. Ancient history of India.
Who introduced madrasa in India?
These two madrasas bear importance as a starting point for higher education for Muslim India. Babur of the Mughal Empire founded a madrasa in Delhi which he specifically included the subjects of mathematics, astronomy, and geography besides the standard subjects of law, history, secular and religious sciences.
When was Fort William established?
July 10, 1800Fort William College / FoundedFort William College (also known as the College of Fort William) was an academy of oriental studies and a centre of learning, founded on 10 July 1800 by Lord Wellesley, then Governor-General of British India, located within the Fort William complex in Calcutta.
Who founded Fort William College?
Richard Wellesley, 1st Marquess WellesleyFort William College / FounderRichard Colley Wellesley, 1st Marquess Wellesley of Norragh, KG, KP, PC, PC was an Anglo-Irish politician and colonial administrator. He was styled as Viscount Wellesley until 1781, when he succeeded his father as 2nd Earl of Mornington. In 1799, he was granted the Irish peerage title of Marquess Wellesley. Wikipedia
Why did Calcutta Madrasa established Class 8?
Answer. Calcutta Madrasa was set up to promote the study of Arabic, Persian and Islamic law.
In which year was madrasa set up and in which city?
The first madrasa was set up in Calcutta in 1781. the guardians of Indian culture as well as its masters.
What language was taught in Calcutta Madrasa?
The Calcutta Madrasa adopted from the very beginning courses of studies in imitation of the model of Darse Nizamiyah of Firingi Mahal the renowned Arabic school of Lucknow. Till 1853, Persian, with a claim over Arabic, occupied the foremost position in the curriculum of the Madrasa. Bangla language, then despised as the 'language of idolatry', was totally neglected. Arithmetic was taught upto 'double rule of three', and only one book of Euclid was taught. History, Geography and even tafsir and hadith, had no place on the Madrasa';s syllabi. Logic and philosophy courses, based on the model of the old Peripatetic School, were taught perfunctorily.
Who was the first person to take charge of the Madrasa?
The first direct bureaucratic intervention in the Madrasa';s affairs came in 1790 when the collector of 24-Parganas took the charge of the Madrasa amidst widespread allegations of mismanagement and indiscipline of students. After investigation, the head teacher, Majduddin was removed in 1791 and the management of the institution was handed over to a three-member committee with the Chairman of the board of revenue heading it. To gear up the administration of the Madrasa, Capt Ayron, a retired British army officer was appointed in 1819 as the first secretary of the Madrasa management committee, which became defunct in 1842. To rescue the Madrasa from a current of continuing deterioration a European, Dr Aloys Sprenger, was appointed Principal for the first time in 1850. Few other European Principals followed him, the last in the series being AH Harley, who held office during 1910-11.
What were the reforms in the Madrasa?
Several reform attempts, beginning with the introduction of elementary English courses in 1826, were not of much consequence. In more than twenty-five years between 1826 and 1851, the Madrasa could produce only two junior English scholars nawab Abdool Luteef and Waheedunnabi. FA level college classes added to the Calcutta Madrasa in 1863, too failed miserably. They were suspended in 1869 and finally abandoned in 1888. Another reform attempt consisting of opening the Anglo-Persian department in 1854 as a separate institute within the Madrasa also failed to create much enthusiasm in the aristocratic section to whom it was restricted by insisting on sharafatnama (certificate of high birth) at the time of admission. The Anglo-Persian department, conforming to high English school standard and teaching through Persian medium, was intended to prepare learners for the Entrance Examination. Formal examination system was introduced in the Madrasa in 1821 in the teeth of fierce opposition from the teachers and the taught in the Madrasa.
What was the first state-managed educational institution under British rule in India?
Calcutta Madrasa, The (later Calcutta Aliya Madrasa) was the earliest of the state-managed educational institutions under the British rule in India. Founded by the Governor General warren hastings, in October 1780 with its entire expense borne by him for a year and a half, of course fully reimbursed later, the Bengal Government took it over in April 1782. Originally situated at Baithakkhana near Sealdah in Calcutta, it was shifted to its present site at Wellesley Square in 1827. Its first head preceptor was Mulla Majduddin, an erudite in Islamic learning. Muhammad Ismail replaced him in 1791. Producing persons adequately trained in Persian, Arabic and Muslim Law ( Fiqh) for appointment in lower posts in government offices and courts of justices, particularly as interpreter of Muslim law, and conciliating the sullen Muslim aristocracy of Bengal by utilising the prospective employment opportunities for them, seem to have been the main aim behind establishing the Madrasa.
Was Calcutta Madrasa a purview university?
Despite indication in the Education Despatch of 1854 for bringing the Calcutta Madrasa under the fold of the proposed calcutta university, the Madrasa was not brought under the purview of the university. The Calcutta Madrasa thus grew up as an isolated stream in the education system of the subcontinent.
What is the history of Muslim education in India?
A history of Muslim Education in India, since the inception of British rule , is closely associated with the history of Calcutta Madrasah popularly khown as Madrasah Aliah.
When was the Anglo Persian Department established?
However, on the recommendation of a committee, Anglo Persian Department was established on 1st July 1854 A.D. under the direct control o the principal, Calcutta Madrasah.
Is Madrasah a secondary school?
Thus it is purely Govt. Secondary and Higher Secondary School. The people having poor knowledge of the glorious contribution of this historical Institution in the field of Education in the pre and poor partition era, take is as other Madrasah running under West Bengal Board of Madrasah Education.
Who introduced Madrasa to India?
It may surprise you to learn that it was the British who introduced the modern Madrasa to India. What’s more, it has been revived by the last Marxist government of West Bengal, which is actually predominantly Hindu. Now it is a reinvigorated institution called Aliah University for the benefit of Muslims Education. The WB Act XXVII of 2007, passed by the state government, made this possible.
Who founded the Aliah Madrasah?
Aliah Madrasah, also called Calcutta Madrasah, was established by Warren Hasting, the first Governor General of India in 1780. Hastings himself called it Mohammedan College of Calcutta. In theory the family of the treacherous Nawab Mir Jaffar was in power but the British actually ran the administration of the country in all but name. Their main interest was that as a stable colony it should yield them a large enough income to fill their coffers in England. Initially the College taught Arabic, Persian and Muslim Law and issued certificates of efficiency. These were used to determine which vacant posts of officers for running the revenue collection and judiciary could be filled. Within decades Arithmetic, Astronomy, Theology, Natural Philosophy, Law, Logic, Rhetoric, Grammar, and Oratory were added to the curriculum. In 1821, the first Annual Examination was held in the presence of the great and good officials of Calcutta. A medical class was created in 1826, which was transferred to Calcutta Medical College that was established in 1836. However the facility to study medical subjects by the Madrasah students in the Calcutta Medical College was retained. Even by modern standards Aliah Madrasah was a pioneering institution hardly to be found elsewhere at that time. Though the authorities tried to introduce the teaching of English, students showed little interest in this. Efforts to make English the language of currency were hampered due to the fact that all administrative affairs were conducted in Persian.
How did the situation in India change after the Sepoy Mutiny?
The situation completely changed after 1857, the year of the Sepoy Mutiny, which lead to the Muslim community coming under constant suspicion. Conversely Hindus from the upper castes were learning English and some had even converted to Christianity. Previously, Lord Macaulay had visited India and advised the British Government to introduce English education to produce anglicised Indians who would go on to administer the country in a very British way. British influence was being extended into vast areas of the country. The establishment of the Calcutta University in 1857 created a precarious position for the Aliah or Calcutta Madrasah. There were proposals for its closure. The British Authority in India allowed it to continue to function but gradually changed it into an ordinary High School side by side with a traditional Madrasah teaching Arabic and Sharia Laws.
When was Calcutta Madrasa established?
Calcutta Madrasa (spelt variously as Mudrissa, Madrissa, Mudrussa, etc., in official reports) was established in October 1780 on the personal initiative of the Governor-General Warren Hastings “at the request of several Mahomedans of distinction”. The reasons for setting up the Madrasa were recalled by Hastings in January 1785 shortly before his departure from India. He noted that most revenue jobs were held by the Hindus “who from their education and habits of diligence and frugality possess great advantages over the Mahomedans, in conducting affairs of finance and accounts” [15]. There were openings for Muslims in the administration of criminal courts and in police, but this required that the candidates “be possessed of a considerable degree of erudition in the Persian and Arabic Language and in the complicated system of Laws founded on the tenets of their religion”. The “once respectable, but now decayed and impoverished Mahomedan families”, were in no position to educate their sons “by a long and laborious course of study”. Hence the government initiative in setting up the Madrasa with an annual budget of as much as Rs 30000 for “the instruction of young students in Mahomedan Law and in such other Sciences as are taught in the Mahomedan schools”.
Where was the Madrasa located?
At the time, the Madrasa was located in its own building on the southern side of the present Bow Bazar Street. The building was considered small and dilapidated. More serious objection however was to the location itself. “[T]he area was noted for immoral traffic”[22] and thus “afforded to the students great facilities in consequence to dissipation, immorality and idleness”[23]. Accordingly, a new site was identified in Collingah ( later Wellesley Square), “in the proximity of the great body of Mussalman population”. The foundation stone was laid in 1824, and the Madrasa moved to its new impressive and spacious home in 1827.
How many students were in Hooghly College in 1851?
At the end of September 1851, there were 397 students in the Hooghly College (English department) out of which as many as 98% were Hindu, 1.5% Muslim , and 0.5% native Christian. The Branch School had a strength of 164, out of which Hindus accounted for 97.5% , while Muslims and Christians stood at 1.2% each. While in the Madrasa, with an enrollment of 163, as many as 89% were Muslims, the Hindu presence was still 11%, with Christians totally absent.[82] Up to 1851, Hooghly College produced only two Muslim junior scholars: Moosa Ali and Waris Ali.[83] Waris Ali (also spelt Warris Ali ) was “ the most proficient Mahomedan student of the English Department” and “ the only Mahomedan in Bengal who has competed successfully for a Senior Scholarship in a Government College”. He was appointed an officiating teacher of the Anglo-Persian class in October 1853. If the Muslim students were reluctant to learn English, they were utterly contemptuous of Bengali, which they considered to be “ a dialect of no dignity and of little use”.[84] Hooghly College however did emerge as the nursery of Bengali literature. Interestingly, in 1852, all candidates obtained very low marks at the hands of the external examiner, Isvarchandra Vidyasagar. Having “imbibed the notion that that only is a good Bengali style in which there is a considerable infusion of high Sanskrit words”, he was inclined to view with disfavor a colloquial literary style. [85]
What was the significance of Hindoo College?
In the meantime there took place an event of great cultural and political significance. Much to the satisfaction of the colonial rulers, the influential Hindus of Calcutta established Hindoo College Calcutta (school section to begin with) in January 1817, at their own initiative and with their own funds and under their own management to begin with, but with approval, encouragement and support from the colonialists. By this time the Mahrattas were on the verge of their final defeat and the British grip on India had become unassailable so that Earl of Moira (1754-1826), later created Marquis of Hastings, Governor General during 1813-1822, could declare with aplomb that “the Government of India did not consider it necessary to keep the Natives in a state of ignorance, in order to retain its own power”.[9] This aplomb was for local consumption. Behind it lay the pressure from the Court of Directors to spend money on native education as per the Government directive contained in the 1813 Charter.
Why was science not taught in the Madrasa?
At the same time, it was decided that science in Arabic books would also not be taught, on the ground that it was either full of error and absurdity, or stood as if no progress had been made in the last 2000 years[49]. As it turned out , no change could be introduced in the existing curriculum because of strong opposition from within the Madrasa. The Council of Education had expressed the hope that an intellectual leader would emerge who would transform the Madrasa the same way as “ the singularly able and enlightened scholar”, that is Isvarchandra Vidyasagar, had transformed the Sanskrit College[50]. Sadly, the hope remained unfulfilled.
How did caste solidarity help Hindus?
While modern education provided opportunities for bright Hindu boys from under-privileged classes to come up in life, traditional caste solidarity worked towards uplifting the caste as a whole . If an individual did even modestly well, he considered himself duty bound to help his caste men with shelter, advice and benefit of his social and professional network. At times, such help was extended to people outside the caste also. On the other hand, class did not produce any sense of obligation the way caste did, so that distinction bestowed on a Muslim on the basis of his class was seen by him as a personal honour and confirmation of his traditional status. For Muslims from privileged backgrounds, English education was a feather in the cap. For Hindus with no background, English education was the cap.
What was the impact of the discovery of Sanskrit?
Sanskrit was as much a discovery for Europeans as it was for the Indians. The early discovery of Indo-European linguistic commonality, then interpreted in purely racial terms, enabled the British to claim legitimacy for their rule over India and “conciliate the affections” of upper-caste Hindus (to the exclusion of not only Muslims but lower castes also). The thesis went like this. Both the Europeans and the upper-caste Hindus belonged to the Aryan race, while the Muslims were the other. The British rule set up by defeating the Muslims was therefore a restoration. The Hindus had had their period of glory in the ancient past when the Europeans were still barbarians; now it was the turn of their European brethren to rule. Implicit in this thesis was the assumption that the Muslims forfeited their ethnic identity by virtue of being Muslim. The basic premise of the thesis could not have withstood closer scrutiny. All evidence to the contrary was ignored or misrepresented. Most Indian Muslims, including some upper-class ones, were local converts. The celebrated Muslim general, commonly known as Saladin, who fought against the European Christian crusaders, was a Kurd and thus an Aryan. This fact was never mentioned.
What is a madrasa in India?
A madrasa is an exclusivist theological Islamic seminary, or a religious school , where children are initiated into tenets of the Quran, the Sharia and Hadith.
Who founded the Madarasa Aliya?
In 1781, Warren Hastings founded the Madarasa Aliya or Calcutta Madarasa. Warren Hastings supported the establishment of AsiatiK society, (which later became Asiatic Society) in 1784 by Sir William Jones under the chairmanship of Sir Robert Chambers.
What is a quantum jump in the number of madrasas from 88 in 1947 to five lakhs?
The quantum jump in the number of madrasas from 88 in 1947 to five lakhs in 2006 across India is a mind boggling narrative of unremitting Islamic aggression. A madrasa is an exclusivist theological Islamic seminary, or a religious school, where children are initiated into tenets of the Quran, the Sharia and Hadith.
Who was the Chief Justice of the Supreme Court of Calcutta in 1784?
In 1784, Sir Robert Chambers was the Chief Justice at the Supreme Court of Calcutta. This year is special for development of the Indology.
Who ran Madarsa Aaliya?
It’s worth note that Madarsa Aaliya was run for quite some time by Warren Hastings only through his own pocket, but a year later he was paid by the Bengal Government.
Who supported the establishment of AsiatiK society?
Warren Hastings supported the establishment of AsiatiK society, (which later became Asiatic Society) in 1784 by Sir William Jones under the chairmanship of Sir Robert Chambers. Both of them exist till date flourishing.
When was Calcutta Madrasah reopened?
Later in 1949 with help of Maulana Abul Kalam Azad, the Calcutta Madrasah was reopened. Now the Calcutta Madrasah was elevated to the university as the Aliah University under West Bengal state government controlled minority autonomous university in 2008.
When did the FA level college classes add to the Calcutta Madrasa?
The college failed to create enthusiasm. FA level college classes added to the Calcutta Madrasa in 1863, this reform also failed. After the Dr. Aloys Sprenger, few other European Principals was appointed and AH Harley [1910-11] was the last European Principals of this Madrasa.
What is the difference between the Park Circus and Taltala?
The Park circus campus is used to house Arts & Nursing students, while the Taltala campus houses the Islamic Theology students and the main office.
Why was Captain Ayron appointed as the first secretary of the East India Company?
Captain Ayron, a British army officer, was appointed in 1819 as the first secretary by the East India Company, to take control of the administration of the Madrasa, and he was in post till 1842.
Who is Muhammad Qudrat-i-Khuda?
Muhammad Qudrat-i-Khuda was an organic chemist, educationist and writer.
Who was the 7th general secretary of Jamiat Ulama?
Syed Ahmad Hashmi was the seventh general secretary of the Jamiat Ulama-e-Hind.
