| Chapter : | Introduction |
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As supporting material, classical Muslim works on jurisprudence, Arabic linguistics, theology, Sufism and ethics, philosophy, Qur'anic exegesis, and Hadith were also used.6 Biographical works were utilised to better understand the medieval Muslim scholars who wrote on ta'd
b.
A Note on Hadith Verification
The Ahadith of Prophet Mu
ammad were an important source for writing this book because they lay the foundations for medieval Muslim thinking on children and education. The overwhelming majority of Ahadith used in this book have been taken from the ‘Six Books of Hadith’ (Al-Kutub al-Sitta), namely those of al-Bukh
r
(d. 256/870), Muslim (d. 262/875), Ab
Dwd (d. 275/888), al-Tirmidh (d. 279/892), al-Nas’ (d. 303/915), and Ibn Mja (d. 273/887). In line with the practice of Muslim traditionists, I have accepted all traditions from al-Bukhr and Muslim as being 
a
(authentic). Narrations from the four other compilers, as well as those collected by other traditionists, are deemed as being acceptable except for those that have been declared otherwise by traditionists. In such cases, comments on authenticity and verification (based on the works of traditionists, past or present) can be found in a corresponding endnote.
Overview of the Book
Excluding its introduction and conclusion, this book is divided into four chapters. Chapter 1 provides a review of the medieval Muslim discourse on motivation and children from 750 to 1400 CE. It is divided into two principal sections: (1) medieval Muslim writings on motivation and (2) classical Arabo-Islamic definitions of childhood and elementary education.
Chapter 2 looks at the nature of Muslim elementary education from 750 to 1400 CE. It focuses on three things: (1) the modes of elementary education; (2) the prevalent views on, and methods of, children's