The typology of institutions of learning in Islam is examined with concentration on a particular institution of learning, the Muslim college, especially in its madrasa form, and on the scholastic method that was its product. Chapter 1, "Institutions," examines the rise of the schools of law, typology of learning and the law of waqf as it pertains to institutions of learning. Chapter 2, "Instruction," discusses the divisions of the fields of knowledge, organization of learning, and the methodology of learning. Chapter 3, "The Scholastic Community," discusses the professors, students, and posts, occupations, and functions of the posts as they pertain to the law and other fields. Chapter 4, "Islam and the Christian West," examines the institutions as corporations, as charitable trusts, as incorporated trusts, and as Islamic institutions located in Europe. Chapter 4 also discusses instruction and the scholastic community in regard to the professor and the right to teach, and the magister, magisterium, and mufti. It is stated that Muslim institutionalized education was religious, privately organized, and open to all Muslims who sought it. It was based on the waqf, or charitable trust. The state or governing powers had no control over the institution but instead the content of education and its methods were left to the teaching profession itself because the founder was usually a layman guided by the wishes of the professor for whom he instituted his foundation. It is concluded that the interaction between the East and the West was beneficial to Islamic education and will be in the future. Appendices offer a review of previous scholarship such as Julian Ribera on Islamic influence. Notes, references, a bibliography, and an index are provided. (LC)