EDUCATION AMONG MUSLIM GIRLS A CHANGING SCENARIO WITH REFERENCE TO KARNATAKA – A CASE STUDY OF GULBARGA CITY - MED REP

CHAPTER-I

INTRODUCTION

O Women; lovely women:

Nature makes thee to temper man

We had been beasts without you

                                                                                      - OTWAY

          Women the delicate creature of God, constitute the half of the population of country. A women, to whom God has given the highest rank of being called mother, she is a wife, sister, daughter, daughter-in-law, etc. and each role she plays very efficiently. She is a symbol of love, affection, peace, justice and much more. To keep these women away from education (who give so much to the world) is a sin and it is equally necessary to educate her along with men.

          Women constitute half of a country’s population, if not educated, and then the country will lag behind in progress, in advancement because country’s half of the intelligence remains infertile or Barren.

          In the beginning of 19th century many Indian Social reformers, leaders, scholars, made efforts for girl’s education. They realized that without the participation of women in freedom movement we cannot get independence and they also try to convince the parents that, the education of girls is as much important as of boy’s education.

          Pandit Jawaharlal Nehru said No country could prosper when its women remained backward. Apart from being educated in schools and colleges women should develop courage and self confidence.

          Swami Vivekananda desired that our women folk must be educated. When rearing up children no distinction should be made between sons and daughters.

          The sayings of great scholars began to change the thinking of people and slowly the parents too began to send their daughters to schools. There were Zanana schools established for those who practice purdah. An example of this is, in Karnataka at that time the Government provided free bullock cart laying curtains on that for those girls who practice Purdah.

          After independence of India the Scenario changed. The foundation for the improvement of women education laid by several Indian leaders, reformers, scholars, social workers and it can be seen that the tremendous accomplishment is being made and this process is under way for its permanent stability.

          Women organized themselves prior to the independence and from such women organization like Bharata Mahila Parishad in 1887. The Gujarati Hindi Stree Mandal started in 1903. The All Bengal Women’s Union (ABWU) was formed in 1932 and Women’s Co-ordinating Council (WCC) in 1960 etc. they are now doing efforts to improve women in every walk of life and also introduced many programmes and policies for their upliftment.

          The over all literacy of India according to 1991 Census for 7 years and above is 52.11. Sheel.C.Nuna, says that, though the programmes and policies made but, the majority which can be termed as under developed on a developmental context hardly gets affected by such programmes as they took developmental initiatives. As a resultant Phenomena, the Backward is pushed into further backwardness.

          He further adds, in terms of absolute numbers, the illiterate population increased by about 22 million in the age group of 7 years and above indicating that the march of illiteracy continues unabated. 5.7 million Illiterates were added to the male segment, 16.3 million were added to the female population.

          The female literacy continues to suffer despite best efforts. He conclude his article by saying that, The correlation of female literacy with the selected developmental indicators indicates the need for developing integrated area specific planning strategies
for the promotion of literacy in general and female literacy in particular. (NUNA)

          India is a vast country, with rich cultural heritage
and having population of 110 crore. Among which Muslims comprises of 13% of population and Muslims considered as backward in the field of education. In 1971, the literacy level of Muslims was 10.0% for males and 0.5% for females. Obviously these figures are incredibly low. These figures represents that girls lag for behind, in education when compare to the education of boys.

          Though in Islam, it clearly says that, ‘Getting education is obligatory for both men and women and Prophet Mohammed always stress on the education of both males and females. But the situation in India region wise as regards to the education of Muslim girls. The causes which are responsible for their backward and the remedies, will discuss in preceding chap let’s first try to understand.

          Under the U.N. Convention a child means every h being below the age of 18 years, unless the applicable to the child majority is attained earlier. After child hood her school age continues from 6 to years and adolescence from 13 to 18 years (Damc Suar 1994).

          Here the researcher, try to know the views parents regarding higher education for girls and a about their employment for this purpose, under girls, researcher will included those unmarried girls whose should not be exceed to 21 years of age.

Why we educate the girls:

          Pandit Jawaharlal Nehru had stated long back that, ‘Educating a man is Educating an individual, while educating a woman is educating a family’. If the half of the population of country (which consists of woman) remains infertile or uneducated then how can, that society is progress. So far as the advancement of any society is concern the education of girls are very important, as they contribute to the all round development of society.

          Md.Ishaq says that, an educated girl make the family enlightened, after marriage she can give education to her children or guide the children of the family. An educated girl has the ability to adjust in new atmosphere. Those girls, who not get education though they are beautiful, feel disgraceful, in-front of educated girls.

          These observations show that, by not educating the girls a country will not achieve all round development. A girl of today is mother of tomorrow, when mother is ignorant, and then what could be the condition of the new generation? When the foundation of any building is weak then the whole building will be on unbearable foundation.

Scope and Objectives:

·        To study the socio-economic composition of the respondents.

·        To study the educational conditions of the respondents.

·        To investigate the factors that is associated with the educational back ground of the Muslims.

·        To examine the factors inhibiting the education of Muslim girls.

·        To know the attitudes of the parents towards education of their children particularly girl children.

·        To suggest suitable measures of improving the educational conditions of girls among the Muslims.

Review of Literature:

          Research on women is not a recent Phenomenon. In-fact there has been research studies focusing on women prior to independence mostly by social historians, Ideologists, Anthropologists and Sociologist. The researcher first made the review of literature on women in general then comes to Muslims in particular. The Investigator found that much of the studies done on women and on various aspects of her life and many other aspects yet have to be studied.

          There are number of books written on women, but very few of the studies conducted on girls and also there are few studies on Muslims in general and education of Muslims girls in particular.

          A few of the studies made in this regard are; Ruth Frances Woodsmall in her book ‘women in changing Islamic system shows that, in 1931, the disparity of Muslim girls with regard to education was much, but boys enjoyed a better education; She mention the reason for lack of education among the Muslim girls was Purdah and general Muslim conservation, the dearth of women teachers and early marriages.

          Asgar All Engineer quoted the words of Mehdi Hassain in his article on Status of Muslim Women, as ‘if the parents particularly father is educated, children have much better chance of education. He shows that causes of girls not getting education as, in the majority of the cases the fathers are poor and illiterate, coolies, rickshaw pullers, mechanics, and venders and therefore there is not much motivation for female literacy. Artisans too see little benefit in educating their male children, much less female children.

          It shows that poverty is a main cause of backwardness of Muslims in educational field. As Suma Chitnis rightly says, “Poverty rather than religion lies at the root of the educational backwardness of Muslim. (Peer Mohd. 1991)

          The above statement of Suma Chitnis shows that religion not come in the way of education. Asgar Au engineer also believe the same one should not go by religion ‘Perse but by which social start a practice it. To him poor working classes, have their own understanding and interpretation of religion and the middle and upper classes another. He adds, religion is often used to rationalize one’s own social behaviour.

          The poor and illiterate would invoke it to justify the prevention of female education (and even male education in some cases) whereas the educated middle and upper class justify higher female education by invoking religion.

          Abdul Kareem P. writes that the relative educational backwardness of the community seems to be intimately related to its backwardness in social and economic status as well.

          Mohd.Peer quoted the words of Elizabeth.H.White(1978:52) as, In comparison with other major culture areas, the Muslim majority nations of the world have low rate of reported economic activity by women, low female literacy and school enrolment at all levels.

          She thinks that, the Muslim women not take part in economic activity and also, their is low enrolment of female Muslims as result their is low female literacy.

          A.R.Saiyed, (1976:240) S.T. Lokhandwala (1984:32) Chapman Smock (1977: 102) observed that Purdah along with some other factors is a major hindrance of girls education among the Muslims.

          The Kumara Pillai Commission which was appointed by Government of Kerala to look into the problem of backward communities in Kerala state reports; ‘Although there were a few cases of wealthy persons among the members of this community, speaking generally Muslims as a class appear to be very backward both economically and educationally, statistics collected by the Commission shows that the literacy of Kerala was 468 per thousand. But in the case of Muslims 829 out of every thousands are illiterates.

          Now a question arises, that, are the Muslims are backward from the ancient time or the situation is bad only at present? The answer of this question gives by N.Jayram, He writes “It must be borne in mind that the Muslims have not always been educationally backward every where in India. Studies by scholars such as Brass (94) Robinson (1975) and Seal (1968) have revealed that even at the turn of the century in many areas Governed by the British, literacy and school enrolment among the Muslims were comparable to, if not higher then that, among, the Hindus. It was only in those areas where the population was mainly agrarian and extremely poor, that they were lagging behind considerably also in education.

          The above observation shows that, the Muslims are not always backward in education. Then when the problem beings? Anis Ansari answer it. That, in the wake of the partition of the country, a large number of middle class Muslims migrated to Pakistan. The people left behind were mostly uneducated artisans, small and marginal formers and petty shop keepers, they could not respond to the demand of modern education.

          He further adds the above explanations may have some elements of truth; the predominant reason for the educational backwardness of Muslims appears to be a very narrow middle class base among the Muslims.

          A.Rahman in his article (Muslim in India : Need for re-thinking writes that, ‘Muslim population is mostly rural, about 70 percent of them being formers, artisans and craftsmen and those who live in Urban areas are mostly self-employed, tailors, mechanics and those working in traditional industries, the share of Muslims in services is very less. He further adds; there is regional variance, the situation in Hindi Belt-Bihar, U.P., Rajasthan, M.P. Himachal Pradesh is particularly bad.

          Among other causes of backwardness of Muslims in education few more added by Anis Ansari:

1.    Religious orthodoxy which leads them to believe that modern education is a threat to Islamic values.

2.    Muslims perception of Hindu makes them believe that they will be discriminated in jobs opportunities.
3. The frequent recurrence of communal riots generates a sense of in security among the Muslims.

3.    As Urdu has been driven out in states like U.P. the parents refused to send their girls to Hindi medium schools.

4.    Muslim intellectuals generally cut them off from the economic and educational problems of the community by making them leader less.

          Ms.M.Noor Jahan and Dr.Ponnambala, writes that there are two commonly prevalent explanations regarding educational backwardness among the Muslims in India one explanation is that, they have been slow to take advantage of the vast educational development witnessed by the country since independence due to their conservative attitude or cultural ethos.

          Another explanation given by them is, as a religious minority Muslims have coiled themselves up into their cultural shell and suffering from an acute minority complex. This psychological complex acts as a serious barrier to their integration into the main stream, of national life and has prevented them from taking advantage of the expanding educational opportunities in India.

          These are the causes of educational backwardness of Muslims given by different scholars.

          In this study the researcher will made an effort to know the cause of educational backwardness of Muslim girls in Gulbarga city.

Methodology:

          The present study is based on the empirical study of the rural areas of Gulbarga has been selected randomly throughout the city. List of families residing in the Gulbarga rural area has been prepared to investigate the problems of Education of Muslim girls, the scientific technique, systematic sampling is used.

Selection of the Respondents:

          To make this sample more representative, the researcher adopted systematic random sample technique.

          Sampling procedure can be compared to a mirror which gives a reflection true to original.

          In the words of P.V. Young, “A statistical sample is miniature picture or cross section of the entire group of aggregate from which the sample has been taken.

          Good and Halt defines “sampling as a smaller representation of the larger whole.

Tools for the Collection of Data:

          Following main tools were used to collect the data in the area;

1.    Structured interview schedule

2.    Non-participant observation

3.    Use of secondary data

Structured interview schedule:

          The interview schedule prepared with care. The questions consist of both open and close ended questions; they are well graded and constructed in a simple language where the respondents can easily comprehend them. Some of the alternative questions having probing technique and cross questions were posed in a simple manner, to elicit more and necessary information which will be very useful for the researcher in analyzing the data.

Non-Participant Observation:

          In addition to interviewing all the respondents of this sample study with the help of interview schedule the researcher have also played the role of non-participant observer. This type of method is considerably very useful particularly in an exploratory study. If the researcher limited her self in the study to the structured interview schedule, she would have missed many aspects of the study. As a non-participant observer, the researcher learned much during the field work.

Use of secondary data:

          The researcher used secondary data also in the study like census reports, research papers, official records and other type of published materials.

CHAPTER-II

HISTORICAL BACKGROUND OF THE CITY GULBARGA

Sare Jahan Se Achha Hindusitan Hamara

Hum Bulbulein Hain Iski Yeh Gulsitan Hamara…..

          The word Gulbarga is derived from 2 Persian words i.e., ‘Gul and Berg’ Gul means flower and Berg means leaf and Gulbarga is one Gul (flower) of whole Gulistan; means ‘Garden’ of India. The fragrance of which is very enchanting. The Kannadigas call it as ‘Kalburgi’ which means ‘Stony’ land or stone roofing or a heap of stone. It is now commonly known as Gulbarga or Kalburgi.     Gulbarga city is a part of Karnataka state in India. It was a part of Hyderabad state before the reorganization of state. In 1956 it become an integral part of Karnataka state.

          The History of Gulbarga city is full of political, religious and administrative activities, from Chalukiyas of Badami to Asaf Jahi Kingdom the city flourished with many political and religious institutions. It became a centre of art, architecture, literature and of spiritual activities.

GEOGRAPHICAL SETTING OF THE CITY:

Location:

          Gulbarga district situated in the northern part of Karnataka state. It is situated between longitude 76°4 and 77° 42 and latitude 16°l2 and 17°46. It is bounded on the north by Bidar district of Karnataka state and Osmanabad district of Maharashtra, on the east Medak and Mahboobnagar district of Andhra Pradesh. On the south by Raichur distrit and on the west by Bijapur district of Karnataka state and Sholapur district of Maharashtra state.

          The Geographical setting of Gulbarga district is best described in the Gazetter of India in the following words. “Gulbarga district consists of Deccan traps and Sedimentary rock formations. The characteristic rock types found in Gulbarga district are hard. Compact, black rocks called basalts which presents Scenery of undulating plains and groups of flat tapped hills and step like terraces. The entire district is situated in which is known as Deccan plateau-Gulbarga city lies on an extensive plain, surrounded by singularly scarped hills ranging from 1000 to 1500 feet.

          The main rivers of Gulbarga are; the river Krishna runs in the southern side of Gulbarga district, and river Bhima, and the Tungabhadra.

AREA AND POPULATION:

          According to the census report of 1981, the area of Gulbarga district is 1.730 sq kmts, its total population in the year 1981 was 4,02,504. Its rural population was 1,8,1179. Town population 22,1325 Density per Sq.kms. was 233 and percentage was 33.66. This district has its male population 20,0847 and female population 1,94,457.

          Gulbarga district consists of Deccan traps and sedimentary rock formation. The entire district is situated in what is known as the Plateau. A range of hills enter the north of Gulbarga district on the west and continues in the direction of south east for about sixty miles. The remaining part of the district is flat. The climate of the district is generally dry and healthy, and the seasons are on the pattern of those generally in the Deccan. The summer season starts by about the first week of June. The south east Monsoon season follows there after and extends up to the end of September, October and November constitute the post Monsoon season. The period from December to the middle of February is the cold season.

HISTORICAL GROWTH OF THE CITY:

          If we take the history of Gulbarga in-terms of Political, administrative, spiritual and other activities. It is a place where these activities were in full swing, for nearly 15 hundred years or more Gulbarga has had its influence on the historical and cultural life of the Deccan plateau. Several of the important ruling dynasties of the Deccan had their Capital in this district. Gulbarga city itself was selected by Ala-uddin Bahman Shah as his capital. It remained the seat of the Bahamani kingdom from 1347 to 1424 A.D.

          The Bhamani Kingdom during this period ruled over the Deccan Plateau from the Western Ghats to Telengana area. These facts therefore, have naturally left their indelible impression on the history and culture of these parts.

          Prior to Bhamani dynasty, many other dynasties ruled over Gulbarga. Important among them are, Chalukyas of Badami, Rashtrakutas etc.

CHALUKYAS OF BADAMI:

          After the extermination of the great Satavahana dynasty in about 200 A.D. the Chalukyas of Badami under took the Supreme political task of consolidation and notification.

          It has been established by Jaya Simha and Ranaraga and they were the earliest monarchs of Chalukyan dynasty. Among the many who sat on the throne, the name of Pulikeshan I (535-566) A.D. stands prominent. He was the son of Ranaraga and during his eventful region. He fortified Badami and made it his capital. Pulikeshan II ruled the country with exceptional courage and determination. He was undoubtedly the most illustrious
ruler of the dynasty and remained in power for 29 years.
About 642A.D. Pulikeahan II was defeated and probably killed.

          Vijayaditya was the next monarch of Chalukya line. This king fully restored the old power and prestige of the dynasty. His eldest son Vikramaditya II was installed on the throne and he ruled from 733 to 744. Kirtivarman II succeeded Vikramadity and was responsible for the end of the Badami Chalukyas.

RASHTRAKUTAS:

          Rashtrakutas flurished during the 6^th and 7^th century A.D. as feudatories of the Chalukyas of Badami. The dynastic rule of the Rashtrakutas beings with their elevation to sovereignty under ‘Dantidurga’ in 753.

          The period of Rashtrakutas ascendancy in the Deccan from about 753 to 973 A.D. constitutes perhaps the most brilliant chapter in its history. No other ruling dynasty in the Deccan played such a dominant part in the history of India till the rise of Marathas as an important power in 18th century. No less than three of its rulers, Dhruva, Govinda II and Indra III carried their victorious, arms into the heart of Northern India and their success equally remarkable in the south. All the great powers of India, the pratiharas, the palas of the north, the eastern Chalukyas and the Cholas of the south were subjugated by them at one time or another.

          Their military campaigns against powerful adversaries were repeatedly crowed with brilliant success. The Rashtrakutas befriended the Muslims and gave them all facilities for setting in their territory. Whatever one might think of the Political wisdom of the Rashtrakutas their attitudes was undoubtedly a manifestation of that spirit of religious tolerance which characterized India.

BAHMANI DYNASTY:

          Ala-uddin Hasan Bhaman-Shah-al-wali was the founder of Bahmani dynasty. After him several of his successor rule over Bahmani dynasty and contributed a lot in the field of Art, Architecture, literature etc. In the reign of Feroz shah in 1413 a celebrated Mohammedan saint ‘Hazrat Khaja Banda Nawaz Gaisu Daraaz’ came to Gulbarga. The literacy contribution made by the Hazrat Banda Nawaz is very significant. His tomb is built in Gulbarga, his shirine is much venerated by Mohammadans. All those who have faith in him are admitted inside the portals.

          Another important person in Bahamani dynasty was Mahmood Gawan who was the prime minister of the dynasty. He was an able administrator and by fighting successfully against Orissa and Vijayanagar, he enlarged the boundaries of the kingdom from Orissa to Goa. He brought under the Bahmani seway the whole of northern India.

          The Bahmani king; during this period, ruled over the Deccari Plateau from the Krishna river to Tapti river and from western Ghats to Telegana area. These facts therefore have naturally left their indelible impression on the history and culture of these parts.

          The death of Mahmood Gawan was a grievous below to Bahmani power.

ASAF JAHI DYNASTY:

          The Asaf Jahi dynasty was found by Nizam-ul-Mulk Asaf Jah, a distinguished general of Aurangazeb. After a long service in Delhi empire distinguished in war and in political sagacity he was appointed Subedar or Viceroy of the Deccan in 1713 A.D. Due to clashes between Mughal rulers and Nizam-ul-Mulk he revolted against Moghal rule in 1724 and settled down in Hyderabad and extended his rule upto Gulbarga.

          The other kings of Asaf Jahi Dynasty who ruled this area were Nazir Jung, Muzafar Jung and Salab Jung. All the descendents of Nizam dynasty ruled this area upto 1948 A.D. with the alliance of the British.

POLICE ACTION:

          After independence of India in 1948, later Sardar Vallabhai Patel ordered police action and Hyderabad was annexed to Indian Union. At the first instance Nizam refused to fall in line with other states. During this period two movements started in this part one favouring the accession of the state to the union and another protesting against the accession.

          The latter movement was started by a militants Razakar organization. The government of India started Police action on 13th September 1948 and the whole state was controlled by the police, and later on was merged into the Indian union and that was the end of Asaf Jahi dynasty.

          Gulbarga city and its surrounding area remained a part of Hyderabad state until 1956. After independence of India in 1947, the work of re-organization of states began. After the re-organization of states on November 1956 Gulbarga became a part of Mysore state. Later on came to be known as Karnataka.

          The division of Gulbarga is popular from religious point of view also. In Gulbarga there are two religious centres they are; a Hindu temple of Shri. Sharanabasveshwara Devastan in the west part of the city and Dargah of Hazrat Khaja Bandanawaz in the east.

          Kalyani is known as Basavakalyan after Basaveshwara, who was for some times, the minister of Bijjala and later became a great saint, reformer and a saint.

          He founded the Philosophy of Veera Shaivisam and establihsed ‘Anubhava Mantap’ many great saints assembled here and discussed the point of religion spiritual experiences and the general code of conduct. In the same ways Malkhed is also known as a place of pilgrimage Ghanagapur about 60 km. from Gulbarga is a popular centre of pilgrimage on account of the fact that; Sri. Narasimha Saraswati, the third incarnation of the Dattatraya lived at Changapur for a long period observed penance and performed many miracles and atleast left him. Nirgamapadukas which are worshipped even today by the pilgrims arriving from different parts of India.

          During the period, of Feroz Shah (Bahmani King) in 1413 a celebrted Mohammadan saint ‘Hazrat Khaja Banda Nawaz’ came to Gulbarga. His contribution both in volume and qualities is perhaps larger and more effective as well as lasting then the contribution of his predecessors. The multifarious contribution of this saint may not be summed up in this sketchly introduction. His life and work itself is a subject of profound study.

          Sayyed Mohammed Gesudraz was a veteran scholar having an exceptional command over Persian and Arabic languages and all the branches of Islamic studies, which has developed in these two languages.

          His life and work itself is a subject of profound study “In the year 801/ 1400 A.D. he left Delhi for the Deccan and being invited Feroz Shah Bahmani, he move over to Gulbarga where he conducted a mystic-cum-educational mission till his death in the year 825/ 1422. Let us see the Art and Architecture of the kingdom ruled over Gulbarga.

ART AND ARCHITECTURE:

          Gulbarga has been a historical place with a number of monument explaining the architectural experiments of Bahmani Jaina, Vaishnuva, Shiava architects and sculptors. Bahmani, Chalukya and Taila architecture flourished in the region. A temple in the pricincts of the Gulbarga fort, a ruined site a Nagai and a few Jina temples at Malkhed and Sedam are said to represent Chalukyan architecture.

     

          Bahmani architecture is represented in several monuments spread in this region. The most important monument was a big mosque built in the fort which is 216 x 176 is unlike any other Mosque in India, in that it is entirely roofed on the model of the mosque of Cordava in Spain. The roof is divided into a number of gables and arches, the latter in the form of domes. A remarkable feature of the interior of the mosque is that its three sides are supported by wide arches adjoining which are seven corridors all leading to the central niche in such a way that a person from any part of this big enclosure would be able to see the Imam on the pulpit.

          Another monument of great importance is the Mousaleurn of great saint Hazrat Khaja Banda Nawaz Gesudraz. It represents person-Deccani architecture. Just half a mile away there is a tomb of Feroz Shah. It may said to be the acme of engineering skill. The people of Gulbarga believe that their destiny is guided by two saints namely Khaja Banda Nawaz and Shri. Sharanbasweshwara.

          Sharanbasweshwara temple is constructed 150 years ago and it represent a very fine piece of architecture. These two saints are supposed to protect the city and the region.

History Of Khwaja Bande Nawaz (R.A)

Chishty Sufi Shrine in india, Chishty Sufi Dargah in india

The dargah of 14th Century Sufi saint Khwaja Bande Nawaz in Gulbarga.

          Hazrat Khwaja Banda Nawaz Gesu Daraz (name at birth: Syed Muhammad Hussaini)  (July 13, 1321 -November 1, 1422), was a famous Sufi saint from India of Chishti Order, who advocated understanding, tolerance and harmony among various religious groups.

          Gisu Daraz was a murid (disciple) of the noted Sufi saint of Delhi, Hazrat Nasiruddin Chiragh Dehlavi, who in turn was a disciple of Nizamuddin Auliya, the spiritual master of Delhi. After the death of his master, Chiragh Dehlavi, Gisu Daraz took on the mantle of the successor (khalifa).

          Thus later on when he moved to Daulatabad around 1398, owing to the attack of Timur on Delhi, he took the Chishti Order to South India. He finally settled down in Gulbarga, at the invitation of Bahamani King, 'Taj ud-Din Firuz Shah' (r. 1397-1422).

Biography
        He was born Syed Mohammed Hussaini in Delhi in 1321. At the age of four, his family shifted to Daulatabad in Deccan (Now in Maharashtra). In 1397, he went to Gulbarga, Deccan (Presently in Karnataka) at the invitation of Sultan Taj ud-Din Firuz Shah of the Bahmani Sultanate. Bande Nawaz authored about 195 books in Arabic, Persian and Urdu languages .

          At the age of fifteen, he returned to Delhi for his education and training by the famous Sufi saint Hazrat Nasiruddin Chiragh Dehlavi, who bestowed him with his Khilafath and succession after about fifteen years. He was also a very enthusiastic student of Hazrat Kethli, Hazrat Tajuddin Bahadur and Qazi Abdul Muqtadir. After teaching at various places such as Delhi, Mewath, Gwalior, Chander, Aircha, Chatra, Chanderi, Miandhar, Baroda and Khambayat, he returned to teach at his base, Gulbarga, in 1397 and died in Gulbarga in the year November 1422.

Works
        His magnum opus, Tafseer Multaqat in Arabic, was compiled into one book very recently. It is unfortunate, however, that most people even within Gulbarga are unaware of this work. Little has been done to publish this and his other works on a large scale. Other books authored are: Avarif-ul-Ma`arif, Fasoos-al-Hukm, Qaseeda Amali, and Adaab-al-Mureedein.

Urs
        People from various walks of life, irrespective of caste and creed, assemble even today to celebrate the urs - death anniversary - (which takes place on the 15th day of Zul-Qa`dah of Muslim calendar at the famous Bande Nawaz Dargah in Gulbarga every year. His descendents still live in Gulbarga. Almost all family members along with several hundred thousand devotees from near and far irrespective of religion and beliefs gather to seek blessings.

          The present head of the family amongst his descendents is Syed Shah Khusro Hussaini, who has written many books about his great forefather.

          The temples of Gulbarga district in Karnataka are some of the extraordinary constructions of the ancient days that depict the artistic skills of the ruling dynasties in Karnataka. The Gulbarga district is situated in the northeastern part of Karnataka and is a major tourist destination, which generates high revenue for the district. The main temples of Gulbarga district in the district are Sharana Basveshwara Temple and Sri Ram Mandir. Sri Kshetra Gangapur is a famous pilgrimage center of God Sri Sadguru Dattarya that is situated very close to Gulbarga. Thousands of pilgrims visit the temples of Gulbarga district during the annual festivals.

          Chandrakala Parameshwari Temple is one of the oldest temples of Gulbarga district that was constructed 1,200 years back. The Chalukyas who ruled the region built this old temple situated at Hongunta in Shahabad Taluk.

          The chief deity of the temple is goddess Shakti, also called as Chandrakala Parameshwari. Hindu traditions state that Shakti is the mother Goddess, the source of the universal principle of energy, power or creativity. Devotees from throughout the country come here to pay their offerings to Goddess Chandrakala Parameshwari. The merging of the Bhima River and Kagina River here is beautiful to perceive. Sangamnath Temple and Benki Thatha`s Shrine are two more temples of Gulbarga district located nearby.

          Chinmalli Mallikarjuna Temple, one of the delightful temples of Gulbarga district is situated at Chinmalli, about 50 km from Gulbarga, in Karnataka. This 12th century shrine is nestled on the banks of Bhima River. This temple enshrines Lord Shiva as the presiding deity and a beautiful Shivling is installed in the sanctum sanctorum of the temple. The temple boasts an impressive octagon hall.

          According to an inscription in this temple, the Yadava dynasty king Ramachandra`s wife Mahamandaleshwari Mayi offered contributions in this temple. Another inscription on the walls describes the method of offering puja to Mallikarjuna. The annual festivals in the temples of Gulbarga district are usually held in January and are a major draw. The `footwear procession,` held once in three years on the previous day of Sankranti, attracts thousands of devotees from far a near to the temples of Gulbarga district.

          The fort of Gulbarga which was originally built by Raja Gulchand and afterwards strengthened by Bahmani rulers is a remarkable structure containing fifteen towers. The surrounding areas of Gulbarga also contain a large number of monuments all those who ruled the region from time to time.

          Now Gulbarga is a head quarters of revenue division which include Raichur, Bidar and Bellary districts. ‘According to the census report of 1981, the area of Gulbarga district is 1,730sq.km.

          According to Census of 1991, the district population is 523944, Rural populations is 213024 and Urban population is 310920.

          The population of the city is 3,04,099 its male population is 1,59,881 and female population is 1,44,218.

SOCIO-ECONOMIC CHARACTERISTICS OF THE GULBARGA CITY:

          Though Gulbarga has attended class-I status as a city. It still retains many rural characteristics in its way of life. It has 0assumed the nature of semi urban pocket.

          It refers to the partial growth of urban characteristics in a community leading to superficiality transiently and unanimity in the economic and social relationships of the people within a social area in a city. The life of the city is still dominated by caste and religion. Marriages are still arranged by the parents and are arranged with the caste groups. The city is composed of different caste and religious groups. The segregation of the area is based on caste and religion. There are certain areas like Mominpura, Roza, Mahaboobnagar and other areas are predominantly inhabitated by Muslims. Brahampur ward is in habited by Brahamins, Maktumpura ward has Lingayats, Basawanagar, Aryanagar and other such areas are inhabited by schedule caste.
Trade and commerce is the major economic activity in the city. About 25 percent of the total population is observed in this economic activity.

          Gulbarga city is the confluence of many religions and cultures. Jainism, Shaivism, Veerasaivism, Vaishnavism, Buddism and Islam, all received patronage during the period of Hindu and Muslim Rulers. We can observe the interplay of Muslims and Hindu religions in various fields of life. Hindus and Muslims lived through in centuries in friendly atmosphere.

          Many saints of Muslims and Hindus and Lingayats claim respect of both the Hindus and the Muslims.

DEVELOPMENT OF EDUCATION IN THE CITY:

          The role of education as a catalyst or agent of social change has been well recognized. Education is said to be determine the level of aspirations, technology, productivity efficiency etc. which constitute some of the basic factors in the process of development.

          The researcher made an effort to present the historical development of education in the city. Different type of education was prevalent in the period of different kings and education was also religious oriented. So in the rule of Hindu Kings, the Brahmanic system of education prevalent. This system was closely connected with religion and ritualism.

          The teaching appears to have been mostly oral, the student committing to memory what was taught to him by the teacher. The curriculum was a comprehensive one, including not the vedas and other religious lore, but also graminer, philosophy, literature, mathematics, logic, astronomy etc. besides the arts of dancing, singing and other fine arts.

          The education of kshatriyas was more vocational than academic, and included the use of arms and military training, in addition. The vaishya education was also largely progessional the boy learning his trade from the father. The same was the case with the training in other crafts.

          The Mohammadan system of education was, as in the case of the Brahmanic system, also closely connected with religion. As in other Mohimadan countries, the mosque, especially in towns was the centre of instruction and of literacy activity. Mohammadan educational institutions were known as “Maktabs” and “Madrasas”. The maktab was a primary school attached to a mosque where instruction was given to boys in portion of the Quran. Instruction in reading, writing and simple arithmetic was also included in the curriculum. The madaras was a school or college of higher learning

          It is during the regime of the Bahmani rulers that the sufis encouraged participation of women in the process of learning and contributing to literature. The efforts of Ruknuddin-Ibn-Sirajuddin Junaidi and Sadruddin Abdul Fath Sayyed Mohammed Hussaini Gesudaraz were of great significance in providing oppotunities to women to receive education.

          “Shaik Junaidi taking interest in the diffusion of formal education Sayyed Mohammad Gesudaraz, played a profound role as a Sufi and as an educationist in Gulbarga throughout his life journey, he never failed in carrying out his educational activities. It was atleast three times a day that he used to give lectures to his disciples by encouraging education for muslim women. His senior disciples used to teach the juniors.

          The Bahamani rulers provided for the education of orphans and also for the maintenance of teacher. Mohammed Shah (1463-1482) built at Bidar a fine library containing about 3,000 volumes. It was a great centre of attraction for the people of the Gulbarga as well.

MODERN EDUCATION:

          It was in the year 1854 the Government of Hyderabad took the first step towards public instruction, when that for sighted statesman, sir Salar Jung Bahadur, founded the Darul-Uloom in the city of Hyderabad and placed it under an education board.

          The next step in popularising education was taken when the Government issued a notification in the year 1859 ording the opening of two schools in each of the taluk and district headquarters, one in Persian and the other in the local language.

          English education was first introduced in the districts in the year 1873 and an Anglo-varnacular school was opened in Gulbarga in the year 1875.

          The year 1882 marked the opening of a new chapter in the history of education in Hyderabad state. Public instruction become a major department. High Schools were opened at the head quarters of each district. Upper and lower middle schools were also established at a number of places in each of the district and the number of primary schools also increased considerably.

         

          The inauguration of the Osmania University in the yar 1918 led to the development of higher education in the state. Among the non-official agencies which starve for the improvement of education in the district in the early days, mention may be made of the Nutan Vidyalaya education society, which was responsible for the establishment of some of the oldest institutions in the district.

          After the re-organization of states. In 1961, the Mysore compulsory primary education act was passed16.

          For the promotion of education in Gulbarga, many societies made efforts like, Hyderabad Karnataka Education society, Sharanabasaveshwar Vidya Vardhak Sangh, Khaja Education Society, etc have struggled hard to provide educational facilities to the people of Hyderabad Karnataka region. The emergence of University at Gulgarga is an out come of educational infrastructure natured by them. Now Gulbarga city has become a centre of professional and non-professional educational institutions. It has been recognized that some progress has been achieved in the sphere of education in general since independence, yet it has not been to the desired extent as a whole.

          When we take the educational development in Gulbarga, it is considered one of the backward district of Karnataka.

          Gulbarga district is comprised of twelve taluks before its integration with the new Mysore state on the 1st Nov. 1956, when Kodangal and Tandur taluks were, however, transferred to Andhara Pradesh.

          Any study of the trends of literacy in the district prior to 1^st November 1956 would therefore include these two taluks, not now included in the state. The district was formerly under the administrative control of the Government of Hyderabad.

          The actual enumeration of literates in the district in the old days was confined to those who were able to read and write any simple letter in any of the language spoken in the district. The percentage of literacy was very low till the year 1931. It was only during the decades 1931-41 and 1951-61 that some progress was achieved in the district.

          The following table shows the number of institutions opened in Gulbarga, which shows the progress of education in the city. The literacy rate in Gulbarga since 1921 to 1991 is,

Table - 1.1

Literacy Rate of Men

Sl. No.	Year	Population of Men	No. of Literates	% of Literate
1	1921	655105	17338	0.2
2	1931	621687	33873	1.0
3	1941	669152	24490	12.4

Table - 1.2

Literacy Rate of Women

Sl. No.	Year	Population of Women	No. of Literates	% of Literate
1	1921	540648	1029	3.8
2	1931	603321	5978	5.4
3	1941	642903	82179	3.7

          The above table shows that, there is an improvement in the literacy rate of the Gulbarga district, but the difference between male and female literates is much.

          Let’s try to know that, whether it widened in coming decade or lesson. The following table will highlight the growth of literacy rate in Gulbarga district from 1951 to 1981.

Table – 1.3

Literacy Rate of Gulbarga district

Sl. No.	Year	Persons	Male	Female
1	1951	7.60	13.17	1.99
2	1961	14.73	24.17	5.20
3	1971	18.74	28.72	8.57
4	1981	25.07	36.23	13.71

          The table given above indicates very clearly the status of literate percentage of Gulbarga district. There is also an improvement in the literacy rate of women.

          The development of education can also be indicated with help of how many schools, colleges etc. opened in the city or district.

          The above table shows the development of educational institutions. In general education, B.Ed Colleges, Law Colleges, B.Ped Colleges and other training schools came.

          A large number of colleges come into existence only during the past three and half decades. Until 1955 there was only the intermediate college run by Government in Gulbarga.

          According to 1991 census, the population of the city is 304099, male population is 159881 and female population is 144218 and the literates are male 175980 and 105860 female.

          This shows an increase in literates in Gulbarga city. The growing awareness among the city dwellers to educate their children.

          Contributed towards the phenomenal growth of literacy rate.

CONCLUSION:

          The history of Gulbarga shows, that many great rulers, ruled over it. They contributed a lot in the field of art, architecture, sculpture, literature etc. Today Gulbarga city has developed as a centre of trade and commerce. It also developed in the field of education, transportation, communication etc.

          The development of the city, in the field of education can be assessed. by number of institutions opened in the city. Today, Gulbarga is having many schools, colleges, technical colleges, University etc. Because of these facilities the literacy level of the city is also increasing.

CHAPTER-III

EDUCATIONAL COMPOSITION

          As regards the education of the respondents, a detail study made about the sample area and an effort also made to know the educational composition of family members of the respondents.

          As earlier it is made clear that the respondents are the parents either mother or father.

          The education of respondents has been divided into 9 categories that is, illiterate, literate those attended primary level education, middle or higher primary, high school, intermediates, graduation, post graduation and technical courses.

          The following table shows the educational level of parents or respondents.

Table - 3.1

Educational Composition of the Respondents

Sl.No.	Particulars	Frequency	Percentage
1	Illiterates	31	31
2	Literates	4	1
3	Ist to IVth	7	7
4	Vth to VIIth	19	19
5	VIIIth to X	21	25
6	Xth to XII	8	6
7	Graduation	6	8
8	Post Graduation	2	2
9	Technical Courses	1	1
		100	100

          The table shows that, majority is of illiterate respondents, there percentage is 31. and 7 percentage of the respondents studied till IVth std. and 19 percent of the respondents attained higher primary school, among then 25% are studied upto high school and passed their S.S.L.C. 6 percent of the respondents are educated till intermediate level or attain college only, 8 percent of the respondent are graduates, only 2 percent among them are having their M.A. degree or did post graduates and 1 percent each is literate and did technical courses respectively.

          These above figures shows that, the illiterates are much than the educated, naturally the education of parents also have effects on education of their girls. The importance of education can be better understood by an educated person than an uneducated.

          An effort is made by the researcher to know the education of the family members of the respondents and the following table shows the details about the education of the family members, for knowing about that, the education of the family members divided into 8 categories, illiterates, literates, 1st to IVth that is primary level and middle i.e., from V to VII is high school, intermediate or T.C.H. graduation and above and technical courses.

Table - 3.2

Educational Composition of the sample families

Sl.No.	Particulars	Frequency	Percentage
1	Illiterates	94	12.40
2	Literates	4	0.50
3	Ist to IVth	198	26.1
4	Vth to VIIth	147	19.39
5	VIIIth to X	163	21.50
6	Xth to XII	61	8.05
7	Graduation & Above	61	8.05
8	Technical Courses	30	3.9
		758	100

          The table shows that, 94 i.e., 12.40% of the family members are illiterate only (4) i.e., 0.52% are literate, 198 i.e, 26.14% are studying in primary level, 147 i.e., 19.39 are studying in higher primary level, 163 i.e., 21.50 are studying in high school 61 i.e., 8.05 each are studying in intermediate and graduation, 30 i.e., 3.97% are doing technical courses.

          If we compare the education of the family members with the education of respondents, we notice an improvement at intermediate and graduation level, the respondents are 8% and the same percentage we can find of family member, but there has been an improvement at intermediate level, an improvement also noticed at primary level, the respondents are 19% and their family members are 26.14% at higher primary level both are same. A better improvement can be seen in technical courses as against only 1% in respondents, but on family members it is 3.97(30). This shows the interest of family members towards getting technical education. The researcher tried to find out that, is education of the parent effects of the education of their girls? If yes then how much it effects, for that, researcher asked certain questions to all of the respondents which shows their aspiration towards the education of their girls, the question are like, are the respondents favour of higher education of their girls.

          Among 31 percent illiterate parents 35.48% (11) are in favour of providing their girls higher education, but with that, they also says that, if our economic conditions are good we prefer our girls to give higher education, others said that for girls it is not necessary to get higher education, but she should be able to read and write letter that is enough for her. A few among them said that if the children desire to go for higher education or of the children are good in studies we prefer to send them to get higher education.

          Those parents who studied till primary are 8 percent and among them 87.5% (7) are in favour of giving higher education to their children, they are much conscious about education and also recognize the importance of education and also want to provide higher education to their girls.

          The respondents who attended middle school was 19% and among them 57.89(11) are in favour of giving their girls higher education. Many among them are willing to provide higher education to their girls, if their economic conditions are well, or children show interest.

          Those who are not favour are 42.10% and says girls should be able to read and write letter, this much education is better for them and a few among them are poor and are interested in providing their children higher education, but cannot afford it, a few say for the practice of purdah we are not in favour of higher education.    25% of the respondents studied till matriculation and among them 84% (21) are in favour of providing their girls higher education, a few are not in favour of higher education because of purdah, co-education, present atmosphere is not well, institutions are for away. But many parents are in favour of higher education.

          The 6% of the respondents who are attained the college or did T.C.H. favours higher education of their girls, the same views expressed by the Graduates, post graduates and technical degree holders. From the above observations we are safely conclude that, the education of parents effects on the education of their girls though those who did not received much education also favours but not to the greater extent, we  can say that, the thinking of illiterate parents is changing when we talk to them about other issues like women employment, their role in providing an educational atmosphere at home etc. by and large it can not be denied that parents education play an important role in the education of their girls or children.

CHAPTER-IV

SOCIAL INSTITUTION AND EDUCATION OF GIRLS

He who leaves his home in search of knowledge

walks in the patch of Allah

                                                 - The Holy Quran

         

          We shall discuss the important components of Social structure such as family, education, religion, political organization and their role in the education of girls. Before we discuss the role of social institutions we shall briefly analyze the history of women’s Education in India and particularly the History of girl’s education among the Muslims in India.

HISTORY OF FEMALE EDUCATION IN INDIA:

          The history of women education in India is very old. Before 200 B.C. the women’s position was unsatisfactory, still she performed rituals and take part in sacrifices, because the sacrifices not considered complete if the wife was not with the husband, she should sit along with the husband in sacrifices and recite a number of vedic hymns.

          As regards the education of females at that time B.C. Rai said that, in ancient India, education of women occupied an important place and it was well attended to. In pre-vedic period and post-vedic era women were entitled to study the vedic literature and there were ladies like Maitriyi, Gargi, Lopa, Mudra etc. They were the seers of vedic mantras. It no secret that these ladies took part in the discourses and sometimes they defeated even learned men.

          This above explanation or observation shows that women at that time regarding eligible for studying vedic literature and performing sacrifices.

THE PERIOD BETWEEN 200 B.C. TO 1200 A.D:

          In this period female education received a great set back. Manu the arbiter of Hindu ethic, equated low caste persons and women and likened them to drums, suggesting there by that they were hallow, loud and incapable of deep insight and learning. More over formal education was considered to be a holy sacrament to which women and low caste persons could not be admitted because of their low ritual status.

          Pratima Chaudhry q1Dted the words of Altekar (1957) which shows, in this period between 200 B.C. to 1200 A.D., the girls from rich families could read and understand sanstrit and prakrit words, but were not allowed to study the vedic literature, ordinary families however were not so well situated and it is therefore daughtful whether the average women was receiving any education, after about the 6th or the 7th century A.D. even during Bhuddist period the door of Education were closed for the female of ordinary families.

          In the middle of this period (i.e., 200 B.C. to 1200 A.D.). It was in 8th century that the followers of Islam invaded India. In 712 A.D. Mohammad-Bin-Qasim established his kingdom in Sindh.

FEMMLE EDUCATION IN MUSLIM PERIOD:

          During Muslim period there was great stress on pardah system. people did not like the female members of their family to go out unvei1ed It was natural for it to have an adverse affect on the education of women during this period. Inspite of this it cannot be said that Muslim rulers neglected the education of women completely. It did exist in some way or the other.

          During the rule of Turks and Afghans the family members and the Royal family were taught Privately. There was provision for private tuitions to them. Razia Sultana is a clear example of this fact. She had not only learnt reading and writing but also war crafts.

          Ghayasuddin Khilji had built a Madarsa at Sarangpur at which arts and craft was taught to women. In this regard Farishta has written that women were taught dancing, music, sewing, weaving, etc. This education was not available to the girls of the lower strata of the society.

          In the Moghal period there was more scientific arrangement for the education of the ladies of the Royal Household. Ladies acquired special aptitude not only in literature, but also in other respects as well. Baber’s daughter Gulbadan, Humayun’s niece Salima Sultana, Noor Jahan, Mumtaz Mahal, Jahan Ara Begum, Zebunnisa etc. bore this out. These ladies had a good knowledge of Arabic and Persaion literature and contributed a good deal to the literature.

          There was also provision for the education of the girls of the middle classes as well. In this regard Prof.Yusuf Hussain informs that there was Maktabs for imparting religious education of girls in private houses where elderly ladies taught the Quran, Gulistan, Bostan, and books on morals. Even widows of middle class families conducted private schools in their houses for the benefit of the dauiters of the poor people who lived in their quarter.

          In short It may be said that education of women was
limited to the cities only and that too for the ladies of the middle class, upper middle class and the royal family.

          The above explanation shows, education in Muslim period
was quiet well, though it is limited to upper and middle class families.

FEMALE EDUCATION IN BRITISH PERIOD:

          The situation in British period was not good, society as a whole had became prejudiced against female education. It was believed that a girl taught to read and write might became a widow soon after her marriage.

          The decline in literacy after 18th century was so rapid that at turn of the 19^th century hardly one woman in a hundred could read. All the available evidences show that by the beginning of the 19th century about 99 percent of the women population had grown illiterate CALTEKAR 1957).

          Suma Chitnis present the then, prevalent situation in the following words “Time changed, after 1830-40 contact with the British made it meaningful for the Indian elite to educate their women. They wanted their wives and daughters to socialize, with the wives of British civil servants and administrators and to converse intelligently in English as the British women did.

          The above observation shows that only those women were receiving education whose husbands or fathers were on the high position, in other words, the elites, but the condition of an ordinary woman remained the same.

          The British Government, by seeing the backwardness of women in the field of education take such step like, appointment of many commission for the improvement of education and as also recommended that girls should also be educated, not only the boys.

          In 1954, wood Dispatch has recognized the need for development of women education as the duty and responsibility of Government. Lord Rippon came to India on February 3rd 1882, he appointed the first Indian Commission, also known as Hunter Commission, this commission was pained at the pitiable condition of the women education of the time. It felt that the women education deserved better treatment and needed greater expansion and progress.

          It recommended that for the improvement of girls education lady teachers should be provided to them along with other incentives. As a result, in 1891-1892 over three lakh girls were enrolled in primary and secondary schools yet only two percent of them were being educated at the secondary level.

          Gokhale’s Resolution on Indian education (1911-1913) recommended and encourages the women’s education. It said, “As we all know education of women had been lagging behind in India since long”. Keeping this thing in view the resolution made the following recommendations in this regard to the education of women. The recommendation have given due regard to the prevalent customs and traditions of the country. The education of women was made the responsibility of the provincial Governments.

          The Government of India appointed the Calcutta University commission in 1917 with Dr.Machael Sadler. Even up this moment education of women was considered to be backward and quite insufficient. The commission in order to bring about and progress in the field of women education made the following recommendations.

          Upto that period pardah system was very much in Vague in India keeping this thing in view the Government should start purdah schools for those girls whose parents have a desire to educate their daughters up to the age of 15 or 16 years.

          In 1883 Mahila Shiksha Samiti was established in Maharashtra. This was of course a new attempt in India d-A direction. Most of the institutions for the girls were established by the Indians only. Another important step for the improvement of womens education was taken in 1904. In this year Lady Annie Bessant established an institution called ‘Central Hindu girls school in Varanasi. Then in 1916 Prof.Karve established the Smt.Nathi Bai Damodar Thakersey University (S.N.D.T) at Poona. In the same year Lady Harding College was established.

          In 1926 All India Council for women was organized and in 1927 an All India Conference on women education was held. This conference demanded that like man women should also have right to get education. The Hartog Committee has made recommendation on female education, a few among them are,

1.    In all the local bodies and educational bodies it was suggested to give representation to the ladies.

2.    Even in the rural areas and small towns, arrangement for higher education of the girls should be made.

          The passing of Sharda act in 1929 which bring a new vision for the development of education among women, not only education but it marked the definite progress in the socio and economic conditions of the women.

          The period between1937 to 1947 was very important in the life of India from various considerations. In 1937 popular ministries were established in the provinces and the Second World War broke out in 1939. If on one hand the responsibilities of the people tried to bring about rapid progress in the field of women education, On the other hand, were made a demand on women to serve in various phases. This necessity had arisen because men had to go to the front.

          Economic conditions also forced the women to go out into the world and earn their livelihood. All these factors had a salutary effect on the education of women more women were educated and the percentage of education in women also went up.

          These developments are the result of hard efforts made by Indian leaders, social reformers, social workers, scholars etc. The role of Brahma Samaj, the Prarthana Samaj, Arya Samaj etc. in the field of Promoting women education can not be neglected. There influence worked wonders in this direction.

FEMALE EDUCATION AFTER INDEPENDENCE:

          After the Independence of India, one of the important goal, in front of the government is to increase percentage of literacy among its citizens, for that many programmes and policies made by the Government, important among them are.

          On November 4, 1948, University Education Commission was appointed. Dr.Sarvapalli Radha Krishnan the eminent educationist and later on became the President of the Indian Republic, was the Chairman of the commission, and it is on his name that the commission is known as Radhakrishnan Commission.

          The commission was of the view that women education was not getting its due in India at the moment. It felt that education of women is very important. In this regard it has made the following observations. “There cannot be educated people without educated women , if general education had to be limited to man or women that opportunity should be given to women for then it would most surely be passed on to the next generation”. He also recommended that women should be given maximum facilities for education. Another commission was appointed on 23rd September 1952 and that was secondary education commission and the Chairman of that commission was Dr. Lakshman Swami Mudliar the Vice Chanceller of Madras University”°

          The Commission does not like the Idea of having a different type of education for girls. But it has certainly, recommended for special facilities for the study of home science to the girls. The most important event in the history of education of India is the passing of an Article on education. The Article 45 of the constitution of India says, “States shall endeavour to provide with a period of 10 years from the commencement of this constitution to have the free and compulsory education for all children until they complete the age of 14 years.

          This provision of the constitution very clearly realized the importance of universal education for the successful working of democracy. Unless the citizens are well educated and conscious it is not possible to carry on democracy in the country. The result of all efforts to improve the women education resulted in an increase in the number of literates, but girl’s education was still low. Between 1950-51 and 1960-61, for every hundred boys enrolled in primary school, the number of girls rose only from 39 to 44. Though this figures has improved but not to the expected level. The literacy rate in 1971, of male was 39.5% compared with the female literacy rate of 18%. In 1981, the rates were 46.9% and 24.8% for male and female respectively.

          In the year 1986, the new policy on Education was announced. During this year there was debate on the type and nature of the educational system the country should have, Government also included many new Governmental organizations for the development of education. The out come of all these efforts is, in 1991, as per the census the literacy rate was 52.11% for age of 7 years and above.

CONCLUSION:

          The above discussion shows that though India progressed, slowly in the matter of educational development but it cannot be denied that the parents are now eager to make their girls learn. But in rural areas the need to provide educational facilities should get importance and the Government is doing its level best to achieve the target and hopeful that it will achieve success.

          The number of men getting education is still much more than of girls. Though today we find that women working in every field, but there number can be counted on fingers so there is a need to give the much attention, towards the development of the female education.

HISTORY OF GIRLS EDUCATION AMONG MUSLIMS:

          When Muslims came to India, they brought with them their religion Islam and also their culture and they settled in India and mix up with Hindus, but their culture is distinct from that of Hindus. As time passed, they accepted the culture of Hindus and Hindus too accept the culture of the Muslims and the latter’s culture influence on the former and vice versa.

          The distinct feature of Islam regarding women is the seclusion of women, the Purdah system etc. In the matter of education Islam is infavour of providing much education. It clearly says that, seeking education is obligatory for both men and women. History shows that the girls used to get informal education either in Madrasa and Maktab or from an elderly person in the family.

          During childhood they receive education along with boys in the institutions generally associated with mosques. This proves that perhaps seclusion of women was not in vague in the early stages of life but it was on attaining women hood that they had, to restrict themselves within the four walls of the house.

          B.C.Rai pointed out that the Muslim rulers gave due consideration to the education of girls in their rule. As the practice of Purdah prevalent, the family members of the Royal family were taught privately. There was provision for private tuitions to them.

          He has given the example of Ghayasuddin Khilji who built a Madrasa at Sarangpur at which arts and crafts was taught to women.

          The well known traveller and ambassader Farjshta written that at the time women taught dancing, music, sewing, weaving etc but it was not available to the women of lower strata. In Moghal period also, the ladies of Royal Household acquired special aptitude not only in literature but also in other respect as well. Baber’s daughter Gulbadan, Hymayun’s niece Salima Sultana, Noor Jahan, Mumtaz Mahal, Jahan Ara Begum, Zaibunnisa etc.

          There was also provision for the education of the girls of the middle classes as well. Prof.Hussain informs that, there were Maktabs for imparting religious education to girls even widows of middle class families conducted private schools in their houses for the benefit to the daughters of the poor people who lived in their quarters.

          B.C. Rai concludes by saying that education of women at that time limited to only cities and for the ladies of Royal and middle families and Girls from poor families remained deprived from education.

BRITISH PERIOD:

          After seeing the backwardness of girls in the field of education, the Britishers tried to improve the conditions. They noticed that on account of the practice of Purdah many girls did not get education, for that the Britishers supported Zanana system of education.

          In 1849, Indian Initiative in the Sphere of women’s education was formalized. In the following year not only number of schools were started particularly in the three Presidencies but also the Zanana system of education flourished. R.K. Kochhar 92 writes that On 1871 the Government of India took a note of the educational backwardness of Muslims and passed a resolution with a view to remedying the situation, nothing that, it is much to be regretted that, so large and important a class should stand aloof from active co-operation with own educational system and should lose the advantages both material and social which other enjoy.

          Another notable step taken by British Government for the betterment of education among Muslims was, the recommendations made by Hunter Commission of 1882.

          The Commission considered that the education for the Muslims was not given sufficient and proper attention, they recommended that,

1.    Education for the Muslims should be given a special encouragement and expenditure on this item and may be considered as a legitimate change on local, Municipal and provincial funds.

2.    Standard of teaching in Muslim primary schools should be raised.

3.    Muslims students, who cannot afford the expenditure of education, should be given scholarship and encouraged to study.

4.    The gradual system of special scholarships for Muslims should be established. Scholarships given in primary schools should be tenable in middle schools those given in middle schools should be tenable in High schools and those given in high schools should be tenable in colleges.

          As a result of these efforts, the education of girls improved. In the Bengali presidency, by 1907 number of girls being instructed through this system had gone upto 1431 recorded cases as against 1200 at the end of the earlier quinquennium.

          There were discussions on what types of education girls should have. The rudiments of reading writing and a little arithmetic, hygiene, needle work, embroidery and the vernacular language as well as English were regarded as being more than adequate for girls. There were not only be dates on the kind of syllabi and text books to which girls should have access, but also little unanimity about the amount of education to be given to them.

          By and large, the aim of education was to create
not only competent wives and mothers but also intelligent companions for Indian men who had received western education.

          N.Jayaram has quoted that, Resolution on Muslim
education date 13th June 1873 (quoted in Philips 1962: 180-83) the then Government of India encouraged western education among the us1ims. But these efforts bore little tangible fruit.

          These efforts, of British Government and other Indian leader did not get result to the desired extent and the Muslims as a whole remained backward in the field of education, particularly the Muslim girls.

          Some enlightened Muslims such as Galib, Hali, Abdul Latif, Syed Amir All and Syed Ahmed Khan recognized the importance of western education for the development of their community under changing conditions, they not only advocate the introduction of western education, but even took steps to faster it among their brethren.

          Sir Syed Ahmed Khan says that, if the Muslim community was ever to keep pace with fast changing trends in the country and the world. Educational institutions for girls began to be opened in various parts of the country by the end of the first decade.

          But the moves of these people strongly opposed by conservative elements within the community. A small percentage of Muslims realized the importance of modern education and still less of science education.

          Ruth Frances woodsmal says that, the disparity in education between boys and girls is one of the most distressing features of the situation. In schools and colleges in India in 1931, there were about five times as many boys as girls.

          This educational disparity is even more marked in the case of Muslim girls. In collegiate education where the total number of women is very small the number of Muslims women is even less.

          In the mixed colleges there are practically no Muslim
women students and also in training colleges very few Muslims.

          After the independence of India, the Government started many policies and programmes to improve the education for girls in general and provided facilities for it. Shibani Ray shows that the increase of educational facilities did not necessarily increase the number of literate women among the Muslims. This was due to the opposition the women received from the family members. She further adds that, the family elders some how could not reconcile to the fact that their women needed education.

          Jamila Brij Bhushan and Ruth mention the reasons for the backwardness of girls as, Purdha, and general Muslim conservation and because of the dearth of women teachers in the primary schools many Muslim girls never cross the threshold of a school.

          Jamila Brij Bhushan pointed out that, because of the practice of Purdah, many purdah schools were established all over the country. But this also could not get the result satisfactorily.

          Md.Peer quoted the words of S.T.Lokhandwala
(1987-32) that, he writes that ‘Seclusion of women their sub-ordination to fathers, husbands and brothers, early marriages, and their assigned tasks of being domestic, additional labour, procreation of children or pleasure toys were sufficient causes to exclude women from any education.

          A question which arises now is, why Hindus progress much better then the Muslim, why Muslim lag behind? the reason for this situation presented by N.Jayram, he quoted the words of Naidu (1980: 32) in which, Naidu has summarized the cultural logic underlying the differential responses of the Muslims and Hindus as follows :

          “There remained a tradition among Indian muslims, a sense of superiority of learning imparted within the limits of their own cultural norms.

          The result was that when the British brought some of the fruits of the Renaissance to the Indian Sub-continent, the Muslims did not accept it. The Hindus on the other hand, had a more open mind. They quickly learned the English language, and then the science and technology and equipped themselves with the skills that give them relative advantage over the Muslims in adjusting to the impending systematic changes in the sub-continent. N.Jayram noted that, small wonder then that the Muslims lagged behind in modern scientific, technical and professional education, even as they continued with their traditional education. The educational backwardness was gradually reflected in their declining representation both in the professional and in Government service during the colonial era.

          Ruth Francis woodsmal shows the other side of the picture by noticing that, the few noteworthy Hindu reformers men and women have also undoubtedly exerted a strong influence in the advance of education in Indian women as a whole affecting Muslim as well as Hindus. The increased pressure for social reform exerted through the press, the efforts of individual leaders and Indian organisation social and political are all definitely promoting as one cause, of social reforms and women education.

          The Sharda act establishing 14 as the minimum age for girls marriage help to prolong the education of girls.

          The results of these efforts were that, the parents were eager to educate their daughters. Ruth has quoted the words of an English inspectors of schools in Punjab that, Education has been added as a requisite for a good match, to a knowledge of house hold work, docility and beauty, even conservative mothers are willing now to have their daughters remain in school since they feel that it ensures a better marriage.

          The school going Muslim girls at that time also eager to receive the education and the women’s organizations in India have as their primary objective education and social reform and through collective efforts are influencing public opinion and official policy.

          The above discussion shows that, girls education among the Muslims progressed very slowly because of certain reason prior to independence of India, the British Govt. and with the efforts of Social reformers, people gave attention towards education of their girls and the education progressed but for from satisfaction, Muslims were still far from other communities.

          After Independence the Scenario has changed the Government of India now giving much stress on educating the females. Zarina Bhatty writes, for a number of years now the winds of change have gathered momentum. The acceptance of egalitarian constitution and subsequent official policies and events have all lent support to the latent social impulses for change and progress.

          Ruth Frances writes that, Indian women else where, have recognized the necessity for co-ordinating their work. A number of women’s organizations in India have as their primary objective education and social reform and through collective efforts are influencing public opinion and official policy.

          Asgar Au, Engineer also pointed out the changed in Muslims society, towards education as ‘However, the winds of change are blowing in Muslim society also; one should not go by the steno-type that all Muslim women are illiterate and under the domination of their men folk. This is far from true middle class women are going in for modern education as much as they can.

          Indu Menon also noted that, Muslim girls going to
schools and colleges also increased slowly but steadily.
Muslim parents who are anxious to educate their sons are
also anxious to provide their daughters with education.

          Jamila BrijBhushan also says, In spite of all handicapped Muslim girls are increasingly competing in all fields with not only their own man folk but also with people of other communities. Even the poorest are sending or trying to send their daughters to school. How long they will keep them there and how for the education received will help to ameliorate the plight of women remains to be seen but are in no doubt that the strong tide is fast taking on the form of a deluge and cannot be easily stemmed.

          Shibani Ray also expresses more or less the same views large scale social change occurring in modern India has been affecting the Muslim families. Many illiterate Muslim mothers make their best efforts to give their daughters school education. This change and many others like it, shows the change in the attitude of Muslim parents.

          Now we can safely conclude that, because of the efforts made by the Government social reformers, scholars women themselves, there has been significant change noticed in Muslim society towards education though not to the expected mark. The Government launched different programmes for the education of women in general how far it is successful is a different question but the change is continue.

          The following table depict the data of those women who are employed.

Table - 4.1

Employment composition of the Women

Sl.No.	Particulars	Frequency	Percentage
1	Women Employed	26	07
2	Unemployed	74	93
		100	100

          The above table shows that only 26 percent of the women family members are employed while 74 percent are unemployed.

Table - 4.2

Respondents views on women’s employment

Sl.No.	Particulars	Frequency	Percentage
1	Yes	82	82
2	No	17	17
3	Not Answered	01	01
		100	100

          82 percent of the respondents are in favour of women employment and 17 percent, among them not favoured it and 1 percent of the respondents not give answer of this question.

          Further the researcher is curious to know that, if the respondents favour women’s employment, why they favoured it or if not favoured women’s employed why they not in favour of it. The following table depict the reasons, those who are not favoured the employment are 17 percent among the 100 families. The reasons are:

Table - 4.3

Reasons for not favouring women’s employment

Sl.No.	Particulars	Frequency	Percentage
1	For Purdah	10	58.83
2	Women should not work out	02	11.76
3	Any other	05	29.41
		17	100

          The above table shows that 10 of the respondents not favoured women’s employment for purdah, they said that when the women goes to work, she does not practice the purdah at the place of work, 2 of the respondent says that, we do not want women’s money, what ever earned by the men is sufficient for us, then we do not want women to work out side home and 5 percent of the respondents gives other reasons like simply we not favours some other respondents not answered it.

          The above figures shows that, some people still had conservative feelings about women’s employment, their view, that we don’t want women’s income shows their conservative thinking and a few practice purdah for that reason not favour women’s employment. Those respondents who favour women employment are 83 percent, the following table depict the reasons for their favour of women s employment.

Table - 4.4

Reasons for not favouring women’s employment

Sl.No.	Particulars	Frequency	Percentage
1	Support to family economy	28	33.73
2	She stands on her own	23	27.72
3	Both	4	4.82
4	She became economically independent	23	27.72
5	Not answered	3	3.61
6	Any other	2	2.40
		83	100.00

          The above table shows that, 33.73 (28%)  of the respondents favours women’s employment, because they think that women’s employment can support to family income and help in an increase in family economy 27.72 (23%) of the respondent feel that, by employment a women can stand on her own, not need any economic help from other, 4.82 (4) respondents gave both the reason for women’s employment, 27.72 (23) of the respondents feel that, by employment a women can became economically independent, 3.61 (3%) of the respondent not answered to the question, 2.40 (2%) of the respondent said that, if the women employed then with that money she can help to other people and another respondent said that, women’s employment is a matter of an increase in the status of family.

          The above observations shows that many of the respondents favour women’s employment, very few not favoured it. We can say that people are now becoming conscious about women’s employment and see the benefits of her employment.

CHAPTER-V

ROLE OF FAMILY IN PURSUIT OF EDUCATION

          Family acts as an important agency of Socialization. The process of socialization continues throughout life. The process of socialization begins for every one of us in the family. Here the parental and particularly the maternal influence on the child in very great.

          In this socialization process education is also an important agency, but that education took place in formal way having systematic and planned syllabi etc. But, the child learns many things informally as well and after school he spent most of her time in family here the role of family members in educating the child is important. Though she gets formal education at school, now the duty of parents and other family members is to see whether the child is fulfilling all the demands of formal education or not, so the parents along with providing informal education have to look after her formal education as well.

          In families usually girls begin to help her mothers in domestic work at a very tender age of 8 or 10 years.

          If she has many brothers and sisters then certainly the mother will not be able to take care of all the children, simultaneously for that reason, the elder daughter or daughters have to look after the younger ones in this situation, girls will not find any time to study at home. If they do get some time, they do only home work. The parents responsibility to look after their girls, and to make them study here in lacking, they have to see whether, the girl is studying well or not, if not what they should do whether to take personal interest in her study or to arrange tuition etc.

          The present study also try to find out, the role played by the family in education of their girls for that, the first question to the parents was, how will you come to know about the performance of your girls in studies, the following table shows their views.

          The first statement i.e., through her marks in monthly test shows that, 28 percent of the parents will not take interest in their girls education, the statement itself shows that, they come to know about her performance in studies only when the marks card reach to the parents.

Table - 5.1

Knowledge about girls performance in the schools

Sl. No.	Particulars	Frequency	Percentage
1.	Through her marks in monthly test	28	28
2.	Through teachers	27	27
3.	Both	04	04
4.	Personally justified	31	31
5.	Any other	01	01
6.	About all	08	08
7.	N.A.	01	01
		100	100

          72 percent of the parents take personal interest in the studies of their girls, they either meet the teachers or personally justified. These figures show that, by and large parents are taking interest in the study of their girls.

          The children some time not be willing to go to school, if they did the same act once or twice it can be neglected, because it is not prove harmful to their studies, but if they perform the same act regularly it will surely prove harmful to them, in this situation, the parents have to convince the girls and in the below table it reveal to us that majority of the parents try to convince their girls by love.

Table - 5.2

How do you convince your girls

Sl. No.	Particulars	Frequency	Percentage
1.	By punishment	00	00
2.	Love	90	90
3.	Both	08	08
4.	Rewards	01	01
5.	Consulting Psychiatrist	00	00
6.	Above all	00	00
7.	Not answered	01	01
		100	100

          A few also believe in both love and punishment and try to convince the girls by both the methods. Only one parent give rewards to girls to convince and 1 percent adopt all the above methods of convincing.

          In the education of children the atmosphere also plays a vital role. Atmosphere is of two types, one is that, which the child or girl has out side the home the social surrounding etc. and another is homely atmosphere, in homely atmosphere among other things education has an important place, so it is necessary to create an educational atmosphere at home for girls to learn at home, the main question is, firstly whether the parents are cultivating the educational atmosphere at home or not? The following table gives the answer of that:

Table - 5.3

Do you cultivate educational atmosphere at home

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	81	81
2.	No	09	09
3.	Not answered	10	10
		100	100

          The observations in the table indicate that 91 percent of the parents are conscious about the education of their girls and also create an atmosphere which is condusive for study. But how to create an educational atmosphere is a different question, because each individual thinks the term in his/her own way. The following figures show the different ways created by parents as educational atmosphere at home for their girl.

Table - 5.4

If ‘Yes’ how

Sl. No.	Particulars	Frequency	Percentage
1.	Parents teach the children	18	19.78
2.	They themselves study	29	31.86
3.	By private tuition	26	28.50
4.	Elder brother & sister teach them	12	13.28
5.	Any other	03	3.69
6.	Above all	03	2.89
7.	Not answered	00	0.00
		100	100

          19.78 percent of the parents themselves teach the girls and 31.86 percent of the families make the girls to study themselves 28.57 percent of the families arrange private tuition of the girls, in 13.28 percent of the families elder brother and sisters teach the younger, 3.29 percent of the families following other methods. 2.39 percent of the families use all the 6 months to crate an educational atmosphere.

          By all these efforts parents want a good result from their girls, but in some cases, the result may not be that good the way they had expected in such case what action the parent should take? Discontinue the girl’s education? Arrange tuition? Encourage her or any other method. Below given table represents the views of the families.

Table - 5.5

What action the parents take if their daughters fail

Sl. No.	Particulars	Frequency	Percentage
1.	Discontinue her education	04	04
2.	Arrange tuition	16	16
3.	Encourage her	37	37
4.	both	43	43
5.	Any other	00	00
6.	Above all	00	00
		100	100

          4 Percent of the families want to discontinue the education of girls if they failed but 16 percent are in favour of arranging tuition. 37 percent try to encourage the girls but 43 percent want to follow both the methods i.e., they want to encourage her and also arrange tuitions.

CONCLUSION:

          The above discussion shows that, the Muslim families are taking care of their girls in the matter of education and also try to give them maximum support, the spirit of the families to provide maximum education to their girls is appreciable. Though there are some families who neglect the girls but we hope that, they will arose in near future.

EDUCATIONAL ORGANISATION:

          Education is one of the basic activities of people in all human societies. The continued existence of society depends upon the transmission of culture to the young. It is essential that every new generation must be given training in the ways of the group so that the same tradition will continue. Every society has its own ways and means of fulfilling this need. Education has become to be one of the ways of fulfilling this need.

          The word ‘Education’ is derived from the Latin word, educare which means ‘to bring up’ There is another Latin word ‘educere’ means, to bring forth, therefore its etymological meaning is to bring forth or ‘to bring up’.

          The word education has a very wide cannotation, many of the thinkers and philosophers view education in their own way.

1.    The eminent educationist Froebel define education as, leading and guiding for peace and unit1with God’

2.    Swamy Dyanand Sarasvati says that, ‘it is a formation of Character’.

3.    Aristotle define it as creation of a sound mind in a sound body.

          These are in brief the meaning of education given
by different eminent educationist, but, the term require further clarification.

          William H. Kilpatrick gives the meaning of education in a wider way. He says that, ‘from the broad point of view all life thoughtfully lived is education. Education is thus life and life is education. It include all influences, social, cultural, political domestic, geographical etc.

          Even the soil, climate and surroundings educate us from broader sense, whatever broadens over horizens deepens our insight, refines our reactions and stimulates thought and feeling educate us.

          There are many types of education, like formal, informal, non-formal. A formal education is imparted in a school or college. It is consciously and deliberately planned to bring about specific and special influences in the educand. So it is synonymous with educational institutions. Informal education takes into its orbit all indirect influences of the home and the society. The press, the libraries, the films and other such agencies are included as agencies of informal education. The researcher has taken into account, the formal education and limit her study to formal education only.

          Though education is a life long process, each man learn any thing from every moment of life. Education is a means of providing knowledge to human being without education, a person cannot be called civilized. It is means of getting knowledge in each and every field either it may be art, architecture, science, technology and so on. It makes people to distinguish what is good and what is bad what is better for them and what not.

          For the development of any country the role of women is as much needed as that of the man. Women constitutes almost 50 percent of the population of a country, so if, this large section of population remained uneducated, then that country will not progress upto the mark.

          The history of education in India shows that, the education of girls lags far behind to the boys, the researcher here make a comparison between the educational level of boys and girls.

Table - 5.6

Girls attending the schools or not

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	89	89
2.	No	11	11
		100	100

          The table represents that in 89 percent of the families all girls between the age group of 6-21 attending the school, but in 11 percent of families all girls not attending the school because of some or the or reasons. In this chapter further the researcher throw light on the reasons for not attending school for girls.

          Next step which the researcher has taken is to know the age of the children going to school.

Table - 5.7

Children attending schools of different age groups

Sl. No.	Particulars	Frequency	Percentage
1.	6-10	160	43.96
2.	11-15	120	32.97
3.	16-21	84	23.07
		364	100.00%

          The above table shows that the children comes under
6-10 age group are 43.96% (160) and 32.97 (120) percent of the children, in 11-15 age group and 23.07 (84) percent are comes under 16-21 age group. Total number of children going to school is 364 in 100 families.

          To know the sex of the children is also essential to differentiate between girls and boys and to compare the girl’s education with boy’s education.

Table - 5.8

Sex composition of children

Sl. No.	Particulars	Frequency	Percentage
1.	Male	147	40.38
2.	Female	217	59.62
		364	100.00%

          The above table shows that (147) 40.38 percent of the children are male and 59.62 (217) percent of the children are female. The percentage of girls is much than the boys.

          Here an effort has been made by the researcher to compare the education of boys and girls according to their percentage (as their total number is not equal).

          The following table shows the comparison between the two. The educational level of both the sexes is divided into 7 group and these are illiterate, literate, 1^st to IV, IV to VII^th, VIlI^th to X^th, XI^th to XII^th and graduation and above (including technical course).

Table - 5.9

Education level of girls in the sample families

Sl. No.	Particulars	Frequency	Percentage
1.	Illiterate	03	1.38
2.	Literate	01	0.46
3.	1st to IVth	84	38.71
4.	Vth to VIIth	51	23.51
5.	VIIIth to Xth	39	17.97
6.	XI to XII	20	12.91
7.	Graduation and above	11	5.06
		217	100.00

Table - 5.10

Reasons for not sending girls to school

Sl. No.	Particulars	Frequency	Percentage
1.	Poor economic conditions of the family	08	57.14
2.	Supporting the family economy	00	0.00
3.	Prejudices about female education	05	35.72
4.	School is far	00	0.00
5.	For Pardah	01	7.14
6.	Any other	00	0.00
7.	N.A	00	0.00
		14	100.00

          The table shows that 57.14 percent of the families can’t provide education to their girls because of poverty. In 35.72 percent of the families there are prejudices about girl’s education. 7.14 percent of the family gives pardah as a reason for not sending the girls to school. This table shows the helplessness of parents with regard to education of girls.

          The researcher is interested to know the parental
attitude towards giving preference to girls on boys. The researcher put a question to them, if your daughter is having much intellectual calibre then your son. Do you prefer her to get higher education? The answer of the respondents shown in the following table.

Table - 5.11

Whether the parents gives preference to girls in education

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	85	85
2.	No	15	15
		14	100.00

          The table show that, the respondent are in favour of educating the girls, 85 percent of the respondents says that, if our daughters are having intellectual calibre then our son we prefer her to get higher education, because she is intelligent and we not want her to be deprived from higher education. As against it 15 percent of the respondents said that, even though if our daughter has intellectual calibre we not prefer her to get higher education.

          Now the researcher is curious to know the reasons for not providing the higher education to girls, even though they are having intellectual calibre then boys and at the same time researcher also interested to know that, those who favour higher education of girls, what is their intention behind that, the answer of both the question shown in the following table.

          The response of those respondents who did not favour higher education of girls even though they are having intellectual calibre is divided into 6 categories, (1) because of poor economic condition, you do not want her to get education, it is not necessary for them to get higher education, to read and write letter is enough for her, any other or for purdah not applicable.

Table - 5.12

Reasons for not favoring higher education of girls

Sl. No.	Particulars	Frequency	Percentage
1.	Poor economic conditions of the family	00	0.00
2.	You do not want them to get education	01	6.66
3.	It is not necessary for them to get  education	01	6.66
4.	Reading and writing a letter is enough for her.	06	40.00
5.	For purdah	05	33.34
6.	Not Applicable	02	13.34
		15	100.00

          The above table shows that, none of respondents think that, poor economic conditions come in the way of higher education of girls. 6.66(1) percent of the respondents do not want their daughters to get higher education 6.66 (1) percent of the respondents not think that, it is necessary for girls to get higher education.

          40.0 (6) percent of the respondents feel that, to a girl, to know the reading and writing a letter is enough; in other words, it is not necessary for girls to get higher education. 33.34(5) percent of the respondents said that, because of the practice of purdah we do not want our girls to get higher education. At higher level, they study in co-education along with boys, then, they cannot practice it there, for this reason we are not infavour of higher education of girls, if the Government open institutions for only females at higher level, then we can permit our daughters to get higher education. 13.34 percent of the respondents not sy the reason why they did not favour higher education of girls, when the researcher asked the same question to them, they answered ‘simply’.

          Another field of interest of the researcher is to know that, why the respondents favour higher education of girls, for this, they had 3 options, she will become economically independent, solve the dowry problem, above all, not applicable.

          The following table represents the responses of the
respondents.

Table - 5.13

Reasons for favouring higher education for girls

Sl. No.	Particulars	Frequency	Percentage
1.	She will become economically independent	61	71.77
2.	Solve the dowry problems	00	00.00
3.	Above all	24	28.23
4.	Not answered	00	00.00
		15	100.00

          The above table shows that, 71.77 (61) percent of the respondents think that, by getting higher education girl can become economically independent 28.23 (24) percent of the respondents think, that by getting higher education, not only the girl became independent economically but also solve the dowry problem.

CONCLUSION:

          The above discussion shows that, the level of education of boys and girls slightly differs at all levels, at intermediate and primary level girls are exceeding the boys, while at middle, high school and graduation and above level boys are exceeding the girls. The disparity is not much. The attitude of parents towards the education of boys and girls remains almost the same.

          Though a few parents not think that higher education of girls is necessary and some think that, because of the practice of purdah, they do not want their girls to get higher education. By and large we can conclude that the parents are now eager to educate the daughters equally with their sons.

SOCIO-ECONOMIC PROBLEMS OF EDUCATING THE GIRLS:

          Today is facing many social problems like, poverty, population, unemployment, crime, illiteracy etc. To over come with these problems, the Government is making its own efforts but when, many problems simultaneously confront to nation, then it is difficult to solve all the problems simultaneously. One such acute problem which India is facing today is illiteracy
of its masses. The rate of illiteracy though lesson as time passes, but, it has not raised up to the expectant level. When we compare the literacy rate of boys and girls we can find that, girls lag for behind to boys in education.

          There are some problems specific to only women, the society pose many restrictions on women than man. Muslims in India is considered as backward both socially and economically and this backwardness also has a disastrous influence on the education of their children too.

          When a problem society has, it certainly has causes behind it and for the solution of that problem, to know the causes of it is a prerequisite condition. The researcher tried to know the socio-economic problems facing by the Muslims for the education of girls.

SOCIAL PROBLEMS:

          Md.Ishaq pointed out the problems in the way of
education of Muslims girls, he writes,

1.    From the day of girls birth parents are worried that what ever they spent on her is a waste because she belongs to some body else. The main job is to bring up the girls and when she attained puberty, she get married and goes to her own house and this is a main task for them which they want to fulfil as early as possible.

2.    A few girls learn very well till 6^th and 7^th A standard after wards, they begin to disappear from schools. The reasons is, an increase in younger brother and sisters in her family. Now her responsibility is to look after the younger brothers and sisters, as a result of that, slowly and gradually they left the school. Because of an increase in family members, usually the house hold work also increases. These elder girls help to the mothers, therefore, there is a break on girls education, because of this reason, very few among them reach to the level of matriculation. When the girls reach to VIIth or VIIIth standard they attained women-hood, mothers intimately think that, whether to send girls to school or not.

3.    In well of families also, there is a break on girls education after matriculation or intermediate. Now parents are worried about their marriage. If the girls are not engaged then they have to wait for it and instead of remaining in house, they take admission in colleges. When the marriage fixed (though graduation exams, have only two months) parents think that, lets think about exams afterwards first we have to marry, but, they never think on exams, afterwards.

          The researchers also found that, many of the respondents, though said that we want our daughters to be well educated much educated, but with that, many among them said that, if good proposal come we prefer to get married her, so though the parents are educating girls, but without aim, their aims is not clear, if the girl is studying in graduation and if good proposal come they marry her, by thinking that, the in-laws continue her education, but, they are also not interested in educating her and want that, she now have to share the responsibilities of household.

          Md.Peer writes that, the factor which is largely precluding the Muslims from the fruits of modern education is the dearth of concern for education owing to their impoverished conditions they look at the immediate benefits most of the Muslims do not understand that education furthers their future prospects.

          The researcher while interviewing the parents of girls found that, the other members of the family (particularly the youths) asked the investigator that, madam, why we get education who will give us employment and you think that your study will help us no madam, it not help us but only thing is you will get your degree The youths are angry on Government. So, the researcher found that, many of the Muslims not considered education as a means of earning.

          A.Rahman writes that, the Muslims in India have to
face the sustained campaign of psychological and physical violence against them. The researcher found in her study that many of the parents feared to send their girls for higher education, they said that, present atmosphere is not condusive to send the girls for away institutions. Jamila Brijbhushan says that, education was considered a threat to a girl’s innocence exposing her to possible mental pollution by bringing undersirable literature within her reach

          The researcher found that, few of the illiterate mothers think much education leads to the mental pollution of girls. They said that, girls became HOSHIYAR’ early.

          Another problem which the researcher noticed is in the study area, not a single Government school is there. This shows lack of Government’s efforts towards the progress of community. Many of the parent’s complaint that, (in sample area) we are not having any Government school and not even us get the benefits from the Government. The investigator asked them about Governmental facilities availed by them.

The following table shows;

Table - 5.14

Governmental facilities availed by the girls

Sl. No.	Particulars	Frequency	Percentage
1.	Free uniform	05	05
2.	Hostel facility	00	00
3.	Akshay Yojna	00	00
4.	Mid-day Meal	00	00
5.	Milk	00	00
6.	Book	01	01
7.	N.A	00	00
8.	Nothing	94	94
		100	100

          The table given above shows that, only 6 children getting the facilities provided by the Government. 5 percent among them get uniform free and 1 percent get books, 94 percent of children not get any facilities from the Government.

          The problem of illiteracy is not limited only to one community or group, but it is a national problem, so attention should be paid to all of the communities, then only the problem of illiteracy can be solved A.R. Rahman says, that, since Consideration for reservation facilities is on the basis of caste, such facilities and opportunities are not available to the Muslims, whose slide down continues52. Many of the scholars also think that, purdah is one of the hindrance for the education of girls. Jamila Brijbhushan, Ruth Frances Woodsmal, Indu Merion, Shibani roy, writes that purdah is a handicap for the education of girls.

          The researcher found that, among 100 respondents nearly 18 to 20 respondents said that for purdah they not favours higher education of their girls. The remaining 80 percent not considered purdah as a hindrance for the higher education of girls. Ruth Frances woodsmal writes that, the general Muslim conservation is also a cause for lack of education of girls.

          Shibani Roy also express more or less the same views, she writes, ‘The Muslim males were vehemently opposed to the women’s education since they thought that education and career were the man’s roles while expertise in the domestic duties was the women’s role. These people were not willing to break away the destination of roles between men and women. Thus education was not considered to be a basic need for women except for understanding and reading of the holy books for which preliminary knowledge of Arabic and Urdu was sufficient.

          She also writes that, Muslim people are shedding
their orthodoxy and giving the woman the opportunity to educate them sieves. The researcher found that, the latter view express
by Shibani Roy is much found in respondents, though very few respondents express the former view

          Another important problem which the respondents expressed is the transportation problem. Then the investigator asked them, do you like to provide higher education to your girls, though many of them say ‘yes’ but, they also express their views, like, but ‘Beta’ if we want to send the girls to university there is no transportation facilities, we are having.

          The sample area is near to Dargah and the researcher found that, there is no direct bus from Gulbarga to University. Nor even from Dargah to University.

          The researcher, herself change two buses to reach university and the same process continue when she return from the University.

          These are some social problems which are come in the
way of education of Muslim girls.

ECONOMIC PROBLEMS:

          Md.Ishaq says that, now a day’s expense on education is much, school fees, expense of conveyance, expensive note books, text books, uniforms etc. If in a family four or five children are there, then preference is given to boys education. In most of the poor families girls began to work for earning and became a cause of an increase in the income of family. There is a main question in middle class families that, to what extent we bear the expenses of education of girls, if we make them much capable, then it will be benefited to her in-laws.

          Asgar Au Engineer writes that, it is an unchallenged fact that Muslims in India are relatively poor. Some economic indices even indicate that their plight is worse then that of the lower caste people among Hindus. If female literacy is comparatively low among Muslim today, the cause is socio-economic rather than religious.

          Mehdi Hussain also says that many of the Muslims are poor and illiterate, coolies, rickshaw puller, Artisans etc and they see little benefit in educating the girls.

          Suma Chitnis while commenting upon the educational backwardness of Muslims assert that, poverty rather than religion lies at the root of the educational backwardness of Muslims.

          Md. Peer found that, the impecunious conditions of the Muslims is precluding them to avail of the fruits of modern education. Owing to their impoverished predicament, they not only can ill afford the cost of education but need the earning of their children, however meager that means, the parents are in need of the assistance of their children for supplementing their family income.

          The researcher found that, the respondents are mostly poor, 51 percent of the respondents earned 100 to 2000 per month, with many children without Government facilities, with expensive education it is certainly difficult for them to provide higher education to their children.

          Anis Ansari pointed out that, the main reason for relatively low income level of Muslim households was their heavy concentration in less remunerative occupations. A very low percentage of Muslim households is engaged in professional administrative and clerical jobs and a high percentage is dependent on household based cottage industries muslims are very poorly represented in the top 10 percent of the population.

          K.D. Sharma (quoted by A. Kareem) writes that among other problems, high cost of schooling and high rates of unemployment among the educated youth also make Muslims to think on the issue of providing much education to their children.

         

          Anis Ansari and K.D.Sharma express more or less the same views, as they said that, the most important factor for the educational and economical backwardness of the Muslim was the absence of a middle class leadership which functions as a link between the upper and the lower strata of the community.

          The researcher also found that, a few of the families belongs to middle class, and very few belong to rich class, but greater comes under the category of poor people.

          The above explanation shows, the apathy of Muslims with regard to education, but, the researcher also found that, many of the poor and illiterate parents, though not having much resources still desirous to provide education to their girls.
One female respondent said that, madam, we are the seasonal employees, my husband has business of making bricks, in rainy season our business not run well, but we want that whatever difficulties comes to us we can bear it, but not want to discontinue the education of our girls.

          This example shows the spirit of parents towards the education of their girls.

Table - 5.15

Do you think that higher education turn your girls from religion

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	13	13
2.	No	81	81
3.	Not applicable	06	06
		100	100

          The above given table shows that 13 percent of the respondents believe that, higher education make, their girls away from religion, 81 percent of the respondents not think on this way, they have given many reasons like, education given them much capability to understand the religion, education broadens. their views on religion, few thinks that education and religion are separate, then their is no question of girls turning away from religion. A few think that, education help them to read much about religion and education make them near to religion, etc.

          Those people or respondents said that, higher education turns them away from religion, they give reasons like, higher education provide free atmosphere, higher education is co-education etc. The table given below shows the ideas of respondents on the issue of higher education turns the girls from religion.

Table - 5.16

If ‘Yes’ give reasons

Sl. No.	Particulars	Frequency	Percentage
1.	Higher education provide free atmosphere	01	07.68
2.	Higher education is co-education	01	07.68
3.	Any other	07	53.88
4.	Not applicable	03	23.07
5.	Above all	01	07.69
		13	100.00

          The above table shows that, 7.68 (1) percent of the respondents think that, higher education provide free atmosphere for that, the girl may turn away from religion, 7.68 (1) percent among them believe that, as higher education is a co-education, this atmosphere can turn their girls away from religion. 53.88 (7) percent of the respondents has given different reasons like, a few think that, higher education may change their views, a few says that we not favour higher education of girls so, we don’t give higher education to her first, then their is no question of her going against religion, a few among them says that, we have seen much examples that, few girls by getting higher education turn away from religion, so, we don’t want that our girls be of like that.

          A few relate this question with family and said that, in our family those instances not taken place.

          23.07 percent of the respondents, though said that higher education turn the girls away from religion but not explained the reasons, why they think that, 7.69 (1) percent of the respondent gave above all the reasons, which became the cause of girls going against religion by getting higher education.       Those who not think that, higher education can turn their girl away from religion gave the following reasons depicted in the table.

Table - 5.17

If ‘No’ give reasons

Sl. No.	Particulars	Frequency	Percentage
1.	We give religious education and good morals to them	21	24.13
2.	It depends on socialization and our control	18	20.68
3.	It depends on homely atmosphere and companionship	16	18.39
4.	Education broadens  one’s thought about religion	06	6.88
5.	Education and religion are separate and it will not come in the way of religion	02	2.28
6.	Education help to read much about religion and make them capable	05	5.74
7.	Education make them near to religion	02	2.38
8.	Any other	07	8.04
		87	100.00

          The above table shows that, 24.13 (21) percent of the respondents give the reason for girls not going against religion by getting higher education is, they says that, we give religious education and good morals to our girls, then, there is no question of their going against religion. 20.68 (18) percent of the respondents said that, we should give good socialization to our girls and also we should have control on them, then, they cannot turn away from religion 18.39 (16) percent of the respondents said that, education not come in the way of religion but, the family atmosphere should be nice and girls should have good companionship. 6.88 (6) percent of the respondents said that education broadens ones thought about religion, then how can it turn them away from religion 2.28(2) percent of the respondents think that, education and religions are separate and education will not come in the way of religion, 5.74 (5) percent of the respondents said that, education help the children to read much about religion when the girls read much about religion, they can come to know about their religion much, and then knowledge brings them near to religion instead of taking them away from it. 2.28(2) percent of the respondents think that education make them near to religion and not turn them away from it. 11.48(10) percent for the respondents not give the reasons, but they said that higher education not turn the girls from religion.

          From above explanation, it can be said that, the respondents will not think that higher education turn their girls away from religion.

PERCEPTION OF GIRLS EDUCATION:

          Islam attaches immense importance to the acquisition and extension of knowledge. In Quran the benefits of education lead down as.

1.    A father can confer his children nothing more valuable than the gift of education it is better that a man should secure a good education for his children than he should have a treasure of gold and silver.

2.    Only those people will be given higher ranks who have faith and who posses knowledge. On girls education it said that,

3.    Al-ilmu-Farizatun - Ala Muslimun Va Muslimatun Means, seeking of knowledge is obligatory for every Muslim man and women.

4.    They are losers who besottedly have slain their children by keeping them in ignorance.

          Islam thinks that education is a necessary condition which helps women to develop their faculties. In the words of Mohammed Qutb (1964:188) “acquisition of knowledge was as great a duty of women as of man for Islam wanted the women folk to develop their rational faculties along with physical ones and thus ascend to higher planes of spiritual existence.

          These are the few Aayat (verses) in the Quran which shows the importance of getting education and by education it not concerned only with religious education but secular education as well. The Quran stressed the need for both religious and secular education. “There is nothing in the Quranic injunctions which is apposed to the pursuit of secular education, on the contrary, all evidences seems to support it.

          In the history of Islam we can find number of
educated women like,

          Hazrath Ayesha, the youngest wife of the prophet took active part in promoting religious education among the people she was in reality the first Muslim teacher of Islam.

          Zainab (grand daughter of prophet) was the famous lady jurist of that period Ummul Mummayyid who lived in the 12th century of the Christian era (Middle of the 6th century of Hijra) received diploma of competency from learned persons. She used to teach law.

          Among the learned ladies the names of Bi Bi Fatima Zohra, Shima the faster sister of the prophet was a poet of repute and another notable poetess of that period was Khansa Bi Bi Isma who fought along with the men in the battle of Uhad Fazlan an eminent poetess. Shaikh Zubida lived in the 6th century of Hijra year used to give lecture. in Baghdad on History. She was famous for her hand writing.

          The Arab ladies were extremely found of poetry and recitation and some of them have left their compositions. Many ladies participated in poetic contest and discussions in the reign of Haroon and Mamun. Zubaida, the wife of Haroon her self was a famous poetess and was also an accomplished speaker, Ollayya also excelled in music and poetry. Sakeena the daughter of Hazrat Hussain and great grand daughter of Prophet Mohammed served as a solace of poet jurists and learned scholars.

Table - 5.18

Knowledge about the Governmental policy of free and compulsory education

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	48	48
2.	No	52	52
		100	100

          The table shows that among 100 respondents families only 48 percent know about the Government policy of free and compulsory education and 52 percent of the respondents don’t know it. This shows that, the respondent’s general knowledge is weak and also many among them are illiterate so they don’t know it.

          The researcher is also interested to know that  Muslims want to educate there children in Government schools or not if the Government provide all the facilities like free uniform, free books, mid day meal, milk etc.

         

          The response of the respondents, presented in the following table.

Table - 5.19

Do the respondents like to send their girls to school if government provide facilities

Sl. No.	Particulars	Frequency	Percentage
1.	Yes	37	37
2.	No	51	51
3.	N.A	12	12
		100	100

          The data in the table shows that 37 percent of the respondents want to educate their children in Government school if the facilities provided 51 percent among them do not want to educate their girls in Government school and 12 percent of the respondent don’t give answer. Then, the researcher is interested to know that if the respondent not want to educate their girls in Government school why, they not favour it.

          Their views are presented in the following table. delightful account of her brother’s life Salima Sultana Humayun’s neice was on educated lady. Jahan Ara daughter of Shah Jahan was a noted poet other learned ladies of that period were Mumtaz Mahal, Zebunnisa etc. These ladies had a good knowledge of Arabic and Persian literature and contributed a good deal to the literature.
          In modern age also we find some of the examples of learned Muslim women but they are less in numbers. The founder of Jamaat-i-Islami Moulana Maududi says. “Women have been given not only permission to receive religious education and secular education but their education and training are also considered to be as important as those of men.

          These examples shows that Islam is in favour of girls education and say’s that it is the duty of the parents to educate their daughters in order to enable th4m to develop their abilities.
Women were expected to be well versed in Quran. Later on they were also instructed in various arts as sewing, spinning, embroidery, music, poetry and theology.

          The holy Quran make it quite clear that men and women are equal in the matter of receiving education also it asserts, they are losers who besottedly have slain their children by keeping them in ignorance.

          The researcher also found in her study that all the parents are eager to educate their girls as best as possible. No one denied the importance of education these days.

          The illiterate respondents also wants that if we are not able to provide our girls higher education, then, we wish that they could learn to read and write letters. Few of the parents see the importance of education in matter of marriage as they think that these days groom want the educated girls for this reasons also we should educate our girls even though we are poor but, we try our best to give them such education our life is now only for our children what ever trouble come to us we can bear it or tolerate it but, we must continue the education of our girls and education will make a child a good human being. The researcher is very much impressed by the views of the respondents (parents) and praises their efforts as regard to the education of their girls. As regards literate respondents they too are aware of the importance of education and said that through education only a child can become capable, citizen of the country. Education make them differentiate what is good and what is bad for them.

          Hence, by and large all respondents favours education of girls.

Table - 5.20

Reason for not availing the governmental facilities

Sl. No.	Particulars	Frequency	Percentage
1.	Education is not well in government school	23	45.09
2.	Government school is far	14	27.46
3.	Private school not give T.C	01	01.96
4.	Any other	04	07.85
5.	N.A	09	17.64
		51	100.00%

          The above table shows that, many of the respondents give reason for not educating in Government school is education is not well in these schools. The general impression of Government schools today is they not give good education.

          As regard the limit of girls education, the views of respondents presents the following table.

 Table - 5.21

Limit on education preferred by the parents to their girls

Sl. No.	Particulars	Frequency	Percentage
1.	Primary	04	04
2.	Secondary	26	26
3.	Intermediate	12	12
4.	Graduation	30	30
5.	Post Graduation	27	27
6.	Any other courses	01	01
		100	100

          In response to the question put by the researcher as, According to you what should be the limit of girls education? The respondents express their views like, 4 percent of the respondents said that till primary school education is sufficient for girls as they at this time able to read and write 1e1ters. 26 percent of the respondents said that, girls should get education uptill secondary school, they should complete their matriculation. 12 percent of the respondents think that till intermediate level we should educate our girls. 30 percent of the respondents said that girls should be studied upto graduation this much education also help than in future to get any job etc.

          27 percent of the respondents think that, girls should get education upto post-graduation, 1 percent among them said that, girls should study the technical courses. It will be helpful to them.

          As the table shows 57 percent of the respondents said that, girls should get education uptill graduation and post-graduation. Their views shows, the desire of respondents to make their girls graduates and also want to educate them till post-graduation only 4 percent among them said that till primary level a girl should get education by and large, it can be said that, the respondents favouring higher education of girls.

POLITICAL ORGANIZATION:

          As far as the awareness of Muslim in politics is concerned. It has been found that, the people of sample area are not having much knowledge of politics, they are neither the members of any political party, nor contested in election ever.

          So, the researcher not found any person of sample area as a member of any political party. These findings shows, that the people of sample area are not having any interest in politics.

CONCLUSION:

          The history of female education and the history of girls education of Muslim shows an improvement in the literacy rate of female. The type of family, the arrangement of marriage, educational level of boys and girls. Role of family in pursuit of education etc. discussed in the chapter in detail and also the views of respondents on different aspects of education.

          The preceding chapter denotes to the summary and conclusion and some of the suggestion for the improvement of the community.

CHAPTER-VI

SUMMARY AND CONCLUSION

          The present study is restricted to the education of Muslim girls of Gulbarga city. Here in this study an attempt is made to present the Socio-economic background of the respondents, their age sex, educational and occupational composition.

          As the researcher, interview, with the parents of girls, she finds that many of the parents are of 31-40 age groups. They are not old or experienced, but have sufficient awareness about the education of girls and much desirous to educate their girls as much as they can.

          Further the investigation points out that, most of the respondents are female, as they are in house not do any jobs and men out of home to earn their livelihood. Though, male respondents are less in number, but the ideas of both men and women do not differ much as far as their views regarding girls education is concerned.

          As regards the education of the respondents, many of them are illiterate, only 2 percent of the respondents have completed their post graduation.

          The researcher found that though many of the respondents are illiterate, but many among them understands the importance of education and desirous to educate their girls much.

          The occupational level of respondents shows that, majority of them are Business men agriculturist, contractors and Kirana merchants and next to them are Government servants. People belonging to IIIrd category (as shown in chapter IIIrd). They are people earning Rupees 3000/- to 4000/- every month, with many children the researcher found that, it is difficult for the parents to educate all of the children much. So the researcher found that they want to marry their girls early as they said that, as the girl became older, the dowry also increase, lets marry them as early as possible. Here income factor is dominant over educational factor.

          The researcher found that very few women do jobs only 7 percent among the 82 female respondents do job or employed. The researcher also had come to know that in only 9 percent of the families other economic activities, like sewing, Basket-Making etc undertaken many of the respondents nearly 82 percent favours women’s employment.

          They give such reasons like, by employment a women can stand on her own and she can support to family economy and still few believe that by employment, a women can become independent economically further the Socio-economic composition of the respondents taken into account. The social condition is represented by their family background, marriage religious political and economical aspects. In most of the families marriages are arranged or decided by the elders. In very few families the consent of bride and groom taken by the elders but, in many families, the elders decide and arrange the marriage of their children and they also their that the suitable age for the marriage of girls should be above 16 and for boys it should be above 20, they says this is the age for boys when they can able to earn their livelihood.

          Findings on family planning method indicates that 62 percent of the respondent not use family planning methods they give reason for not using it, like Religious prohibition and elder’s opposition etc, but still few think that, it is better to use the family planning method, they are the educated respondents who use it, so education also influence on the thinking of respondents on this issue.

          In many families, husbands and wife both take decision with consent in family affairs, which shows that, there is a good understanding between husband and wife. The marital status of the respondent family member shows that many of the family members get married as they believe in early marriage of both boys and girls very few are widow or widower.

          The Joint family system is still prevalent in the area 26 percent of families are joint, but large number of families are nuclear and the respondent also favours nuclear families.
Further the investigation in religious aspect reveals that, almost all the respondents pray/offer “Namaz” every day, and also practice the rituals.

          The findings on political aspect show that, the participation of families in politics is almost nil. Only 1 percent of the family members is a member of political party.

          Further the investigation on education of the girls is taken into consideration prior to it, when we have a glance on education of other family members of the respondents. The researcher found that, 26.12 percent of the family member is studying in primary schools, then Middle and High schools respectively.

          This shows that the majority of children are in tender age they at this stage cannot set a definite aim for them selves and parents do not think definitely about their future and said that our children are still in primary level if they learn well in coming classes then we can think of providing them with higher education why we should bother about it now. Some of the parents answered on the question of higher education of girls that, we want to make them doctors, Engineers but the most popular profession among them for girls is teachers, many of them says that, we want that our daughters should become teachers in future.

          Coming to the education of girls, their education is also compared with the education of boys. It is found that on percentage basis at higher level of education like Graduation or other technical courses boys are exceeding the girls, but at intermediate level girls are exceeding the boys. Still the technical courses like B.E., Polytechnic etc doing by boys and other professional courses like B.H.M.S. etc. are also doing by the boys. This shows the boys are still dominant on technical courses but it can not be altogether denied that, girls are getting higher education but not much in technical and professional courses, only one (1) girl each studying in B.E. and B.H.M.S. respectively.

          The behaviour of parents regarding the education of their girls and boys is now changing but they not come out of the cluches of old thinking like, what is the use of educating girls it should be given to boys or boys should be educated in English medium and girls in Urdu medium etc. but still they want to provide much education to their girls too. Many parents are also not able to provide education to their school going aged girls because of acute poverty though they are desirous to provide education to them, but because of poverty they cannot provide it.

          It is very regretful that, many of the respondents not even know about the Governmental policy of free and compulsory education, among them many are illiterate, it may also be a reason for their ignorance, in the matter of free and compulsory education another reason is they not have any Government school in the area and their children are also not getting the facilities provided by the Government like free uniform, hostel facility or mid-day meal free books etc. If they can get all these, it will be very much help full to poor parents who are desirous to educate their girls. They express their views like, if the Government take all the responsibility of educating our children freely we can provide them with much education.

          It is very strange to noticed that the general impression of common people on Government schools is that the Government schools not give good education it not have good teachers, discipline etc. So in answer to the question that, if Government provide all the facilities do you prefer to send your girls to schools many literate and some what economically well respondents not want to send their children to Government schools, the reason given by them are given above.

          In the education of girls family play a very important role, the researcher found that, parents are giving due attention towards the education of their girls, parents personally are taking interest in their study. They frequently meet with teachers and also personally justify the studies of their girls. If the girls are not willing to go to school the parents either by love or punishment or some times by giving them rewards they encourage girls to go to school regularly. They also develop educational atmosphere at home, by helping girls in their studies like, arranging tuitions if the girls are not well in studies, they also want that girls should complete their home work and also should study at home elder brother and sister also guide
the younger ones and also the mother ‘and father.

          The parents are eager to educate their girls as much as possible, if their daughters are having much intellectual caliber than sons, then they said that, “We prefer girls to educate as they are having intellectual caliber”. They see the advantages of educating girls. The respondents said that education make them capable, good mother, good human being etc. By education the girl can become economically independent solve the dowry problem etc.

          The findings on medium of instruction shows that parents are eager to educate their girls both in Urdu and English medium. They also want to educate their girls in Kannada medium too, this shows that language is not a problem for them but it can be seen that the percentage of respondents favouring Urdu as a medium of instruction is much compare to other languages as a medium of instruction, but it can not be denied that many among them want to educate their girls in other languages too.

          If in some cases the girls fail in a class once or twice, the parents not want to discontinue their education as they feel by remaining in the same class, the education of girls will become firm or they become much experienced.

          They said that, we not considered teachers to be responsible for that but our girls are not intelligent, at the same time we not discontinue the education of girls if they failed in a class once or twice finding regarding higher education shows that, some people think that, higher education makes bad impact on the thinking of girls and make them away from religion, but majority of the respondents said that education is a means to get much knowledge about religion education make them capable and broadens their views regarding religion. Some think that education and religion are separate, it will not come in the way of religion. If by educating them to higher level they are going away from religion, then the respondents says it is not the fault of education but it is because of bad socialization, family atmosphere, companion ship etc.

          All these factors make her away from it but not education. Finding on higher education shows that 57 percent of the parents are in favour of giving higher education to their girls. They see higher education as a source of getting job etc. and also said the education will give a person respect from others. So we will in future want to give higher education to our girls.

          There are some problems for educating the girls, like poverty, burden of responsibilities on girls or to look after home as she is having many brother and sister,. early marriages the parents want to marry the daughter as early as possible. Dearth of concern for education, still some of the respondents not take education as a means of earning the livelihood etc.

          Purdah and narrow mindedness, communication problem, not having any facilities from Government not even Government school. The Muslims are heavy concentrated in less remunerative occupation, high rate of unemployment among the Muslim -youths make the parents to think that whether to educate other children further or not facing all these problems, the parents are still eager to educate the girls at high level and the girls them selves are also showing much interest towards education. The researcher find the same thing as it expressed by Ruth Frances woodsmall “The most hopeful sign of advance of which Indian Women themselves must be keenly conscious is the fact that Indian women who a few years ago were behind the purdah, today individually and collectively “Through the press
and on the public plate form plead the cause of Women’s education”.

SUGGESTIONS FOR THE IMPROVEMENT OF MUSLIM COMMUNITY:

          As, A.Rahman think that, the development of social spirit in the community is vital for removing their backwardness. It is true unless the Muslim community it self not awoke, nothing will happen no progress no improvements they should them selves must try to remove their backwardness.

          The problem of Muslims have some distinct characteristics, but they are not unique they are a part of the problem of deprived people, of society as a whole, and for their understanding redress society as a whole has to intervene if the latter does not happen. The progress of the country would be thwarted (A.Rahman).

          Muslims constitute a big majority in India their problems should be tackled by the Government if not solved then the country cannot progress much as its much population remained backward.    “As a religious minority Muslims have coiled themselves up into their cultural shell and suffering from a acute minority complex. This psychological complex acts as a serious barrier to their integration into the main stream of national life and has prevented them from taking advantage of the expanding educational opportunities in India..

          Here the Government should assure the Muslims that, they are protected from any discrimination in any field and it should provide all the facilities which it provide to other backward Hindu castes.

          Some of the Muslims get higher degrees in many
field but there is a gap of contact between them and a common man. So, the opportunities should be created for interaction between educated and uneducated.

          Though the Government “Providing few of the facilities to Muslims but many among them are not knowing it, so their needs is to provide information regarding the available educational facilities.

          Many of the educated Muslim youths remained unemployed, the Government should reserve some of the seats for the Muslims so that they can attract themselves towards education and remove their backwardness. It is found that, many of the respondents are illiterate, so the adult education programme should start, so that they can come to know about the importance of education.

          There should be good communication facilities as the area not having buses for long distances therefore it is very difficult for girls to reach university or any other technical institute which is far away from the area.

          There is still narrow mindedness regarding co-education as many of the respondents want separate women’s institutions. A few among them think that Co-education may spoil their girls etc. To over come with these problems there is a need to show the examples of those Muslim girls, who had completed their master’s degree or complete their technical professional courses like, M.B.B.S, B.E., B.H.M.S., Polytechnic etc.

          The researcher found that there is some need to push them, guide them provide facilities to them then surely in future they shed their backwardness and will we a broadminded and progressed community.

REFERENCES

1.    Rahman. A (1992). Muslims in India: Need for Rethinking P.20-24, Main Stream April & May.

2.    Ms.Noorjahan and Dr.Ponnambala (1994) P.10-li “Psycho-Socio Correlates of Achievement of Muslim students”. The progress of the Education, May-June Vol .LXVIII.

3.    Abdul Kareem p.(1991), “Educational Backwardness – Development implications with special reference to Indian Muslims” – Indian Educational Review.

4.    Ahmed Imtiaz (1987), “Muslim Educational Backwardness an Inferential Analysis”, Economic and Political Weekly, Vol.16, No.36.

5.    Anis Ansari (1992), “Educational Backwardness of Muslims”, Economic and Political Weekly, Oct.17.

6.    Asgar Ali Engineer (1994), “Male Prejudices in Muslim Society”, Front Line, March.

7.    Asgar Ali Engineer, (1994), “Status of Muslim Women”, Economic and Political Weekly, February.

8.    Durrany.K.S.(1990), “Status of Child Workers in the Unorganized Sector”, Concept Publishing Company, New Delhi.

9.    Indu Menon (1981), “Status of Muslim Women in India”, A Case Study of Kerala, Uppal Publishing House, New Delhi.

10.     Ishaq Mohammed (1989), “Ladkiyun Ki Taleem Ka Masla” (in Urdu), Tahzib-ul-Aqlaaq, April, Vol.4.

11.     Jamila Brijbhushan (1980), “Muslim Women”, Vikas Publications, New Delhi.

12.     Noor Jahan M. & Dr.Ponnambala (1994), “Psycho-socio Correlates of Achievement of Muslim Students”, The Progress of Education, May-June 1994, Vol.LXVIII.

13.     Peer Mohammed (1991), “Muslim Education in India Problems and Prospects”, Karnataka Muslim Pragati Parishad, Mangalore.

14.     Rahman.A (1992), “Muslims in India: Need for Rethinking Mainstream”, April 18, 1992.

15.     Ruth Frances Woodsmall (1986), “Women in Changing Islamic System”, Bimla Publishing House, New Delhi.

16.     Sabiha Sultana (1989), “Eduation and Social Change among Muslim Women – A Case Study of Gulbarga City”, A Thesis submitted to Dept. of Sociology, G.U.G.

17.     Shibani Ray (1979), “Status of Muslim Women in North India”, B.R.Publishing Corporation, New Delhi.

18.     Urooj Abdi & Hussain.M.S (1994), “Problem of Muslim Women”, Main Stream, Feb.12, Vol.13.

19.     Zarina Bhatt (1976), “Status of Women and Social Change”, (ed) in, Indian Women from Purdah to Modernity by B.R.Nanda, Vikas Publishing House, New Delhi.

QUESTIONNAIRE

I. PERSONAL ASPECTS

1.    Name of the Respondents     :         ……………………………….

2.    Occupation                             :         ……………………………….

3.    Educational Qualification      :         ……………………………….

II. ECONOMIC COMPOSITION

4.    Monthly income of your family from all sources

5.    Is there any employed women in your family

a) Yes         (         )                  b) No                    (         )

6.    Are you in favour of women’s employment

a) If Yes mention the reason

…………………………………………………………………………

b) If No mention the reason

…………………………………………………………………………

III. Educational Composition

7.    How many children do you have

a) Boys                 (         )         b) Girls                 (         )

8.    How many of your children are getting education?

…………………………………………………………………………

9.    Are all girls receiving education?

…………………………………………………………………………

10.     If Yes please mention the details about your girls education

Sl. No.	Name of Girls	Age	Course or Class	Name of Institution

11.     If No please specify the reasons

a) Poor economic conditions of the family

b) Supporting the family economy

c) Schools is far

d) Prejudices about the female education

e) Tradition of the family

f) Any other

12.     Are you aware of governmental of free and compulsory education upto 14 years of age?

…………………………………………………………………………

13.     Have your girls are benefited from the facilities provided by the Government?

a) Free Uniform                      :

b) Hostel Facility                    :

c) Akshaya Yojana                 :

d) Mid-day Meals                   :

e) Distributor of Bicycles       :

f) Educational Loan                :

g) Books & Bags                     :

14.     If No, do you like to send your girls to schools. If the government provides all such facilities.

a) Yes                   (         )         b) No                    (         )

15.     If No, please specify the reasons

…………………………………………………………………………

16.     How do you come to know about the performance of your girls in studies?

a) Through her marks in monthly test     :

b) Through Teachers             :

c) Personally Justified           :

d) Any other                            :

17.     If some of your Girls are not willing to go to school then how do you convince them?

a) By Punishment

b) Love

c) Rewards

d) Consulting Psychiatrist

18.     Do you cultivate the education atmosphere at home?

a) Yes                   (         )         b) No                    (         )

19.     If yes how do you develop educational atmosphere at home?

…………………………………………………………………………

20.     If your daughters are having much intellectual caliber than your son, do you prefer her to get higher education?

a) Yes                   (         )         b) No                    (         )

21.     If your daughter fails in a class one or twice that action will you take?

a) Discontinue her education         :

b) Arrange Tuition                           :

c) Encourage her                             :

d) Create interest in the weaker subject:

e) Diagore which subject she is weak     :

f) Any other

22.     According to you what is the limit of Girls education?

a) Primary                     :

b) Secondary                 :

c) Intermediate             :

d) Graduation               :

e) Post Graduation       :

23.     Do you think that highly educated girls does not care to cultures tradition?

a) Yes                   (         )         b) No                    (         )

24.     Do you think educated girls are not religious?

a) Yes                   (         )         b) No                    (         )

25.     In your view what should be the limit for girl’s education.

…………………………………………………………………………