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In the Qajar period, unlike in the past, the formation of a new educational system coincided with the creation of special educational spaces and places. The present study aims to analyze the genealogy of the morphology of the new educational space and the power that make a special function through architecture, organization, and arrangement of educational elements. For this purpose and inspired by Foucault's genealogy, after analyzing the contexts and degree of homogeneous of those schools, and analyzing historical reports and archival documents, it was concluded that a new understanding of the order and discipline of affairs and the uniformity of the elements manifested in the will of the uniformed army and the powerful government, willingly or unwillingly, became the most important feature of the new educational spaces that were being formed. The technology of disciplinary power by fencing, networking, functionalizing spaces, and using rows, tried to put the mind and bodies of the subjects under the same supervision to prepare them for the new order that was emerging. Later, the subjects by playing their role became a tool to advance plans and achieve goals that were unimaginable for both statesmen and the society. [ABSTRACT FROM AUTHOR]