CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

were also taught for self-defence and for sports. The Malays depended mainly on
farming, fishing and hunting for their livelihood. Therefore, the indigenous people
had to learn these subjects in the schools. Handicrafts were also taught so that they
could become good skilled craftsmen to build houses and boats. The inhabitants were
seafarers, fishermen, hunters and subsistence farmers; they lived along the coast and
river valleys and they received basic education for survival. Religion played an
important part in the society so the ulamak (Islamic religious scholars) established
pondok (hut) formal schools. They studied in Madrasah (religious schools) and stayed
in huts around the schools.
It is interesting to note that these schools still exist in certain states but they are better
organised and well maintained. Malay language was a lingua franca in the Malay
archipelago at that time, so the medium of instruction was Malay. The researcher feels
that they received optimum education based on economic and social conditions of the
society at that period.
1.1.2 During The British Rule
The British played an important role in introducing and propagating western system
of education in Malaya. They are partly responsible for creating a diverse and
complex system of education in a multi-ethnic community: Malay education, English
education, Chinese Education and Tamil education. Different systems of education
were introduced for various reasons and motives and not all were of intrinsic in
nature. Perhaps it satisfied their divide and rule policy.
Before the British intervention, the Malay parents sent their children to religious
schools. Malay schools were assisted by the British East India Company; later these
4