Mir-Taqi-Mir-or Mir, as he is better known-was one of the greatest poets of Urdu. The book is a fascinating story of his life of rare courage and grit. Orphaned at the age of eleven with the death of an ascetic father, with nothing to fall back on, young Mir was thrown into difficult times to face life and support his family. The Indian subcontinent faced internecine wars, and the great Mughal empire was crumbling in front of the child Mir, who was left to fend for himself and provide for his family. Mir witnessed the destruction and savagery of Nadir Shah and Ahmed Shah Abdali brought upon Delhi. These historical times left a deep impression on Mir as is seen in his poetic sensibilities. The book captures the personal travails of Mir, the drama of his time, and his soul- stirring poetry. Arguably the greatest of Urdu poets Ghalib made a rare unqualified exception when it came to Mir as he wrote: Rekhta ke tum hee ustaad nahin ho Ghalib, Kehte hain agle Zamane mein koi Mir bhi tha . . . Ghalib, you are not the only master of Urdu poetry Heard people say there was one Mir in the bygone era

MUGHAL EMPIRE IN INDIA 1526-1761 PART I BY S. R. SHARMA, M. A. FERGUSSON COLLEGE, POONA WITH PREFACE BY REV. H. HER AS, s. j., M. A. DIRECTOR, INDIAN HISTORICAL RESEARCH INSTITUTE, ST. XAVIERS COLLEGE, BOMBAY To know anything thoroughly nothing accessible must be excluded. 9 SIR OLIVER LODGE. jKARNATAK PRINTING PRESS 318A THAKURDWAR BOMBAY Printed and Published by M. N. Kulkarni, at the Karnatak Printing Press, 318A, Thakurdwar, Bombay 2. j Alhcrt Jlfji fiWi Xfctinin To The Sacred Memory of GOPAL KRISHNA GOKHALE Model Scholar, Teacher, and Servant of India whose ardent devotion to other studies did not blind him to a true appreciation of History this work is most respectfully dedicated. PREFACE A text-book is not an easy thing to write, and because many text-book writers do not realise this, their books are soon forgotten. But the text-book which Prof. S. R. Sharma invites me to present to the students world to-day, will not be easily forgotten. It is not conceived along the ordinary lines of a School text but is original, well thought out and eminently suitable for the B. A. History course. A good text-book for the School boys will not be a good text book for College students. Prof. Sharmas is a College text-book. Besides the historical events, narrated in much greater detail than in School text-books, Prof. Sharma introduces a number of authors to the students. Some of those authors are eye-wit nesses of the events themselves, contemporary writers, first class authorities that are called in historical language Sources of History. Others are authors of books written after the study of the Sources, second-hand authorities, valuable also, but not as important as the first ones such booksare classified under the heading of Historical Literature. It was a happy thought indeed to make the students acquainted with all these books and all these authors. Thus this text-book is not a book for cramming, but a real guide to the student, who thus will know where to study his subject more deeply and in a more scienti fic way. It is a mistake to think that B. A. students need not know the Sources of History. That would be to lower our Univer sity students below the level of all other University students. Certainly the detailed study of all the Sources and the use of these Sources for working in research is beyond the scope of the B. A. course but some knowledge of these Sources is re quired for a true University student. No University student should be allowed to finish the History course without know Vlll ing that the foundations of the historical narrative of the text book are contemporary documents, the authors of which were either trustworthy witnesses, or, at least, well acquainted with the events they describe. All this will be known by the students who use Prof. Sharmas book. Perhaps this book will force them to work harder than if they used a cramming text-book but by read ing this book and by following the directions pointed out to them in it, they will know more History than by using any other text-book. And this is precisely what they were covet ing when they enrolled themselves as History students. This text-book is a real source of high and systematic knowledge. The intelligent use of this text-book will introduce the student to the genuine Historical method. H. HERAS, S. J. Bombay. 1st June 1934. CONTENTS PAGE PREFACE By Rev. H. Heras, S. J., M. A. vii INTRODUCTION.1 AUTHORITIES GENEALOGY. CH. I INDIA AS BABUR FOUND HER 9 Introduction Natural Conditions Economic Conditions Political Conditions - Baburs Omissions Condition of South India Condition of North India. CH. II HOW THE EMPIRE WAS FOUNDED 21 Introduction Baburs Early Adventures up to his Con quest of Kabul Babur as King of Kabul Babur in India First Battle of Panipat Post Panipat Problems Baburs Last Days Estimate of Babur. AUTHORITIES GENEALOGY. CH...

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Mir-Taqi-Mir-or Mir, as he is better known-was one of the greatest poets of Urdu. The book is a fascinating story of his life of rare courage and grit. Orphaned at the age of eleven with the death of an ascetic father, with nothing to fall back on, young Mir was thrown into difficult times to face life and support his family. The Indian subcontinent faced internecine wars, and the great Mughal empire was crumbling in front of the child Mir, who was left to fend for himself and provide for his family. Mir witnessed the destruction and savagery of Nadir Shah and Ahmed Shah Abdali brought upon Delhi. These historical times left a deep impression on Mir as is seen in his poetic sensibilities. The book captures the personal travails of Mir, the drama of his time, and his soul- stirring poetry. Arguably the greatest of Urdu poets Ghalib made a rare unqualified exception when it came to Mir as he wrote: Rekhta ke tum hee ustaad nahin ho Ghalib, Kehte hain agle Zamane mein koi Mir bhi tha . . . Ghalib, you are not the only master of Urdu poetry Heard people say there was one Mir in the bygone era