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makiabot,
or libraries, which originated in the
preIslamic Arab world; tutoring houses,
palace schools haiqa, discussion
groups in the homes of Muslim scholars;
and the library salons in the palaces of
wealthy men and courtiers who were
patrons of learning and scholarship. In
addition, there were the majaits or
meetings which were presided over by
learned men at various social
institutions and private homes. The majalis
covered a wide range of topics and
subjects. In the current revivals of
traditional Islam, many of these
"old" institutions and customs
are being resuscitated.
Traveling to other
cities to seek knowledge under the
direction of different masters was a
common practice in the early centuries of
Islam. From Kurasan to Egypt, to West
Mrica and Spain, and from the northern
provinces to those in the south, students
and teachers journeyed to attend classes
and discuss social, political, religious,
philosophical and scientific matters. The
custom was later popularized in Europe
during the Renaissance.
Academies began to emerge in the eighth
century, serving as centers for the
translation of earlier works and for
innovative research. Each academy
provided rooms for classes, meetings and
readings. The Bay: al-Hikma of the
Caliph al-Ma 'mum (813-833 A. D.) and the
Dar a!- 'fim of Cairo founded by
al-Hakim (996-1021 A.D.) are the most
notable. Books were coUceted from all
over the world to create monumental
libraries that housed volumes on
medicine, philosophy, mathematics,
science, alchemy, logic, astronomy and
many other subjects.
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