Education in Ancient India

Education in Ancient India

Like the culture and traditions of India, the system of education also has a rich history of its own. Majorly influenced by the Hindu religion, the knowledge acquired by people of ancient times was passed on from one generation to another and is reflected even in the teachings of today.

Here we will discuss what the system of education was like during the early days of the Indian civilization.

1.      In the olden days, there was no formal education in India. A father passed on knowledge, primarily related to his occupation, to his child. Much later, two systems of education emerged – Vedic and Buddhist. The Vedic system revolved around the Vedas, Vedangas and Upanishads, while the Buddhist system preached the thoughts of the major Buddhist schools. The language of education was Sanskrit for the Vedic system and Pali for the Buddhist system.

Education during Vedic Period in India

1. Introduction

a.       The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient systems of education were based on the Vedas and therefore it was given the name of Vedic Educational System.

b.      Vedas occupy a very important place in the Indian life. The basis of Indian culture lies in the Vedas which are four in number – Rigveda, Samveda, Yajurveda, and Atharavaveda. 

c.       Some scholars have sub divided Vedic Educational period into Rig Veda period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period etc but all these period, due to predominance of the Vedas, there was no change in the aims and ideals of educations. That is why, the education of these periods, is studied under Vedic period.

Salient Features of Ancient Indian Education

1. Infusion of Spiritual & Religious Values: The primary aim of ancient education was instilling into the minds, of pupils a spirit of being pious and religious for glory of God and good of man. The pursuit of knowledge was a pursuit of religious values. The life of the pupil was full of ritual acts. Prayers were common every pupil was required to perform religious ceremonies duly. He had to participate in all religious festivals. Education without religions instructions was not education at all. It was believed that a keener appreciation of spiritual values could be fostered only through a strict observance if religious rites.
2. Character Development:  In no period of the History of India, was so much stress laid on character building as in the Vedic period Vyas Samhita states, ―The result of education is good character and good behaviour. A conquest does not make a hero nor studies a wise – woman. He who has conquered his senses is the real hero. He who practices virtue in really wise. Wisdom consisted in the practice of moral values. Control of senses and practice of virtues made one a man of character. Moral excellence could come only through praticising moral values. Example was better than precept. The teacher and the taught were ideals of morality, for both practiced it all through their lives.
3.   Development of Civic Responsibilities and Social Values: The inculcation of civic virtues and social values was an equally important objective of education in India. The Brahmachari after his education in the Gurukulas went back to the society to serve the rich and the poor, to relieve the diseased and the distressed. He was required to be hospitable to the guests and charitable to the needy. After a certain period of studies he was required to become a householder and to perpetuate his race and transmit his culture to his own off springs.
4.  Personality Development: The Guru in the ancient times realized that the development of personality is the sole aim of education. Human personality was regarded as the supreme work of God. The qualities of self-esteem, self confidence, self restraint and self respect were the personality traits that the educator tried to inculcate in his pupils through example.
5. Preserving and Diffusing National Culture: Vedic culture was kept intact and transmitted through word of mouth to succeeding generations. Every individual was required to commit to memory at least a portion of the sacred scriptures. Everyone was required to serve as a medium of transmission. The members of the priestly class learnt the whole of Vedic Literature by heart & passed it on.

System of Admission during Vedic Period in India:

The system of education which was prevalent was altogether different from the present system of education. Student life in Vedic education began with upanayana, when the student goes to his chosen teacher called Acharya.

• The place of learning was called Gurukula. The ceremony was performed for three days. After the ceremony of upanayana the pupil emerges as a dwija or twice born. This upanayana ceremony, unfolds his mind and soul. After this ceremony, the pupil was called as a Brahmachari, a new and changed individual, both internally and externally, from which he began his student life.
• Learning was almost monopolized by the Brahmins. As time passed on, the other two castes, Kshatriyas and Vaishyas, were also entitled to receive education. But the Sudras in general were denied to study the Holy Scriptures.
• The home of the teacher or Guru was the centre of learning in Vedic period which was situated in natural surroundings, not artificially constituted. It was functioning in solitude and silence. The age limit for upanayan ceremony was eight years, eleven years and twelve years, respectively for Brahmins, Kshatriyas and Vaishyas.

Aims of Vedic Education

Vedic Education is not the same as religious education. Before the British arrival and decline of Vedic Education, India was ruled by the Mughals (Muslims by religion). The system existed and flourished even under their rule over 3 centuries. It points to the religious neutrality of the system. The aspect of peer learning was even praised by the British Governor of Bengal (comprised of modern day Bangladesh, West Bengal, Orissa, Bihar, and North East India). According to historian and author, Mr. A.S. Altekar, the aims of Vedic education are as under:

a.      Personality Development: In Vedic education, one’s personality was developed through self realization and self respect. The end goal was to build self awareness i.e. knowing oneself intimately. Good judgment had to be developed through practice. Daily tasks focused on physical, mental, and emotional development. Students built their personalities in a multi dimensional manner.

b.      Character Formation: Ancient Indians did not believe that intellect alone was important. Morality was equally necessary. Learning divided from morality was considered useless. Vedic education helped form character by encouraging a simple life. Students were Brahmachari (celibate) as long as they were learning. Their lives ran according to a strict schedule. Pleasures, comforts and luxuries were seen as unnecessary. Plain food, good behaviour and high ideals were encouraged. The gurus did not only teach the students but watched over their moral behaviour as well.

c.       Performance of Civic and Social Duties: The students’ responsibility to society was made clear. In the gurukul, they all lived as equals, and participated in all jobs. Their daily tasks involved cleaning and keeping their residence in liveable conditions. Their duty to the world outside their walls was also of great importance. They were made aware of the importance of being good spouses and parents. Their wealth was not to be used for their own wants, but for the good of society. They were also taught to honor the codes of whatever professions they may choose.

d.      Practical Education: Vedic education was not based solely on learning out of books. Hands on training in professions that interested the students was encouraged. They were taught the dignity of manual labour and the value of having a vocational training. Vocations included weaving, pottery and a number of other arts and professions.

e.       Preservation and Spread of Culture: A large part of the vedas is dedicated to traditions, cultures and rituals. Preservation of the literary and cultural traditions was necessary. Education was seen as the means to pass traditions to the next generation. Hence, the students were taught that they owed three debts — to the gods, to the past gurus, and to their ancestors. The students learned to serve the gods, which paid the first debt. The second was paid by learning the teachings of past intellectuals. The third debt to the ancestors was paid by raising children and educating them. Thus, all the traditions were preserved and passed on.

f.       Achieving Enlightenment: While education was used to make students productive members of society, it had a spiritual element to it. Prayers and rituals were performed both daily and at important milestones such as birth, marriage, and death. This was done to teach each student the importance of the non-physical world. The aim was to lay an equal emphasis on body and soul.

Vedic Period in India and Curriculum:

• The curriculum during Vedic period, was dominated by the study of the Vedas and Vedic literature, spiritual and moral lessons. The other subjects of teachings were philosophy, grammar, language, literature, astrology and logic.
• Physical education was also included in the curriculum. Students had to learn riding, archery, wrestling, hunting, jumping, dancing etc. Some professional and technical subjects like Ayurveda or Ciktsavidya (medicine and surgery), astronomy, mathematics, Arthashastra etc. were given due importance in the curriculum.

Vedic Period in India and Methods of Teaching:

There were mainly three steps of learning according to Vedic system. Sravana, the first step meant listening towards the texts as uttered by the teacher. By this method of education, knowledge was conserved and transmitted to the oncoming generation. The second step was Manana i.e. to internalize or to assimilate what was given to the pupil.

It is a process of deliberation and reflection on the topic. The third step was Nididhyasana (Meditation) by which truth is realised and attained. It was considered indispensable for the realization of the Supreme Reality.

The ancient system of teaching was listening (Shruti). Perception was the direct method of learning. Lecture, dialogue, debate, discussion, question-answer, sight­seeing etc. were adopted as the methods of teaching. On the whole both intuitive and empirical methods, both Yogic and Scientific methods were adopted for acquisition of knowledge and skills.

Forms of Educational Institutions in Vedic Period

1.    Gurukulas

Gurukulas were the dwelling houses of gurus situated in natural surroundings away from noise and bustle of cities. Parents sent their wards at the age of five years to nine years according to their castes after celebrating their Upanayan Sanskar. Pupils lived under the roof of their guru called ‘antevasin’ under the direct supervision of their Guru.

Gurukula as the name indicates was the family of the teacher and his residence where the students used to stay during the period of study. Gradually, the Gurukula were extended to include a number of buildings. However the institution was built up around the family of teacher. The primary duty of the student was to serve the teacher and his family. The students were like sons of the teacher and the whole institution lived like family.

2.     Parishads

Parishads were bigger educational institutions where several teachers used to teach different subjects. This may be compared to a college parishad in Upanishads, has been used for a conference of learned men, assembled for deliberations upon philosophical problems. Later on the ‘Parishads’ were set up at the places where learned men lived in good number and gradually these institutions became permanent centres of imparting knowledge. In the words of Dr. R. K. Mukherjee Parishad correspondences to University of students belonging to different colleges.

    iii.            Sammelan

Sammelan literally means getting together for a particular purpose. In this type of educational institutions scholars gathered at one place for learned discussions and competitions generally on the invitation of the king. Scholars were appropriately rewarded.

Role of Teacher and Students

In Bhartiya Darshan ‘Guru‘has significant place. It consists of two words, Gu-ru. The word ‘Gu’ indicated darkness and ‘ru’ means controller. It means to avoid darkness or ignorance. In Vedas the term achariya is used for guru. Guru is considered greatest treasure of knowledge.

 In educative process teacher and students are the two components; a teacher provides physical, materialistic and spiritual knowledge to his students. The educative process is teacher centred. Guru satisfies the curiosity and needs of his students. Guru was the spiritual father of his pupils. Gurus were taking care of their pupil in same manner as a father takes care of his son.

When a student was to become a pupil of any Guru, the recognized way of making application to him was to approach him with fuel in his hands as a sign that he wished to serve him and help to maintain his sacred fire. With ‘Upanayan’ ceremony the disciple (shishya) gained the generous shelter and patronage of his gurus. The term ‘shishya’ indicates the following qualities.

a) He is to be administered guru

b) He is able to obey his guru

c) He may be punished by his guru

d) He is be wished by his guru

e) He is to be Preached by his guru

f) He is to be treated equality

g) He is devoted committed to acquired wisdom

In the Dharam Sutra, there are rules laid down for the conduct of both teachers and pupils. The pupil was subjected to a rigid discipline and was under certain obligations towards his teacher. He should remain with his teacher as long as his course lasted and not live with anybody else.

Conclusion:

Lastly we may conclude that the Vedic education being mostly spiritual, liberal and contemplative in nature, was meant for all who were really interested, capable and dedicated and were in search of the highest truth and supreme knowledge.

Education was free of cost and the students led an exemplary life in Vedic system of education. The teacher-taught relationship was very cordial and just like the father-son relationship during Vedic period. Education was not based on caste, creed, colour or religion.