The daily lesson order followed textual sequence, not clock time

Evidence

In the same way there was no need for a daily timetable. The ordinary sequence of the day’s lessons mirrored on a smaller scale the same textual order. The first lessons would be given immediately after dawn prayers, by those teaching the Quran. These were followed by lessons in hadith, followed by Quranic interpretation, and so on, working outwards eventually to the study of mysticism, left to the period after evening prayer. The order of teaching, in other words, even the order of the day, was inseparable from the necessary relation between texts and commentaries that constituted legal practice. Practice was not something organised within the indifferent order of the timetable; it unfolded in its meaningful sequence. — Timothy Mitchell, Colonising Egypt, 290

Categorization

• SEED: Contrasting divine/textual time with mechanical clock time as experienced inside institutions would make a strong standalone essay.
• XREF: Connects to the book’s wider argument (and to ‘The Soundscape’) about how mechanical time discipline reshapes social life. — connects to: Daily routines treat time as objective despite its contested meaning — David Harvey, The Condition of Postmodernity: An…, 1260