QUAESTIO - Social Sciences Division - UCLA

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Colonial Influences on Traditional Islamic Learning in India had delivered the Muslim educational system in Bengal “its death-blow.” 40 Thus, it was not surprising that the reformist madrasas would also be built with an overall feeling of decline and extinction. If many Muslim landholders had started feeling “threatened by the Company,” it would be unsurprising to find the scholars who depended on their patronage feeling threatened by the Company as well. Institutions such as the Calcutta Madrasa and the Delhi College formed unique points of interaction and confluence, but would prove insufficient in keeping traditionalist concerns at bay over their perceived potential extinction. The Delhi College itself would never recover after 1857. In a telling indication of their attitudes, the historian of the Dar al-‘Ulum Deoband would write regarding the context in which the madrasa was founded: after 1857, “the English… left nothing unturned in destroying Islamic learning and sciences…” 41 Thus, there was a very real perception amongst at least the founders of Deoband that they were fighting for the very survival of traditional Islamic education. Thus, British policies, including educational, political, and economic policies introduced and institutionalized many ideas in India. The distinctions between Hindu and Muslim education, traditional and Western education, secular and religious subjects, as embodied by their institutions greatly 40 W.W. Hunter, The Indian Musalmans, 183. 41 Rizwi, Tarikh Dar al-‘Ulum Deoband, 150. 21
Quaestio influenced the ‘ulama who also were interacting with them. This, along with the added elements of fear over the survival of traditional education and religion left the ‘ulama in a bind to focus solely on the aspects they considered most precious to them. These would go long ways to influence the orientation of the reformist madrasas they would soon establish themselves. 22
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QUAESTIO - Social Sciences Division - UCLA

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