Non-Muslim children were chosen because Islam forbade the enslaving of fellow Muslims. Thereafter, they sought to enslave young boys who could be educated and trained within and by the state, ensuring they were more invested in the society they served as adults. Briefly losing control of the state in the ninth century because of such uprisings was a lesson for Muslim rulers. Enslaved adult men raised outside the state were loyal to their purchaser and not to the state itself, however, and thus they were more willing to revolt if they were not well treated. Beginning in the ninth century in the Abbasid Caliphate, rulers purchased Turks from beyond the Oxus River in central Asia to serve as soldiers for the state. Many of the Islamic states formed in western Asia over the centuries relied upon a unique means of staffing their armies and administrations-the creation of a highly trained, foreign-born enslaved (or formerly enslaved) elite. At the opposite end of Asia, the Mongols also found themselves displaced by the Han Chinese of the Ming dynasty. The Mamluk state grew so powerful that it was able to fend off the advances of the Mongols. Although it grew out of the existing Ayyubid Sultanate, the Mamluk Sultanate was unique among world societies in that it was administered and defended by educated, elite, formerly enslaved men. In the thirteenth century, a new state came into existence in Egypt and the Levant. Describe Ming dynasty China in the fifteenth century and its responses to foreign influences.Explain the unique political and social organization of the Mamluk Sultanate.Describe the system of slavery that existed within the Islamic world.By the end of this section, you will be able to:
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