INTRODUCTION
The
education system which was evolved first in ancient India is known as the Vedic
system of education. In other words, the ancient system of education were based
on the Vedas and therefore it was given the name of Vedic Educational System.
Some scholars have sub divided Vedic Educational period into Rig- 2 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.
FUNDAMENTALS OF ANCIENT
INDIAN EDUCATION
The
ancient education system has been a source of inspiration to all educational
systems of the world. The ingredients, which our present system, lacks, and
which were the predominant facets of our ancient system relate to admission
policies (upnayan), monitorial system, low teacher pupil ratio, healthy
teaching surroundings, free schooling and college education, sympathetic
treatment, role of punishment in discipline, regulation governing student life.
1.
Developing the wholesome personality:
The
primary aim of any system of education should be development of a whole some
personality. The Brahmanic system of education stood on former grounds of lofty
ideals because its primary aim was development of personality and character.
Moral strength and moral excellence were developed to the fullest extent, which
we lack so utterly. The moral stature of our educated people is deplorably low.
Moral values are at stake ―The old values, which 3 held society together are
disappearing and as there in no effective programme to replace them by a new
sense of responsibility. Innumerable signs of social disorganisation are
evident everywhere and are continually on the increase. These include strikes
increasing lawlessness, and a disregard for public property corruption in
public life ―The social moral and spiritual values which our ancient system
developed in the educand have been totally lost sight of.
2.
Making formal and Informal Educations
Responsible :
Imparting and receiving of education was
as sacred as anything can be, for example, education started and ended with
certain prescribed religious rituals like upnayan and samvartan. The disciple was
to devote himself whole heartedly to the cause of learning while he remained
with his teacher. Not every boy was required to enter studentship it was still
a custom to receive education at the hands of his father. How many of the
parents look after their children now in this respect. The ancient system gave
an equal important to informal education as it did to the formal one.
3.
Starting Academic sessions solemnly:
In
most cases the boy went to a teacher for studentship. The maximum age of
entrance into school was different for different castes. The period of
schooling was long, at least 12 years for one Veda. The academic sessions
started with a special ceremony ―upkarman‘ on the Guru Purnima (Full month of
Shravana) and as solemnly closed on Rohini (Fullmoon month of pausha) with
‗utsarjan‘. The whole session was punctuated with holidays especially on new
moon full moon days of the month.
4.
Adjusting School Hours:
The school in the Ancient Education
System, lasted for 7 to 8 hours a day. In fair weather classes were held in the
open under shady groves. In the rainy season schools ran in a set of apartment.
Temple colleges of the past had been of great renown for having spacious
buildings for classroom, hostels and residential quarters for teachers.
Gurukuls and Ashrams were generally situated on the river banks or on the lake.
The whole atmosphere was quiet, calm and peaceful. It must be noted that
schools and colleges were not kept for away from human habitation.
5.
Close Contact:
Never in the history of education you will
find such a close contact between the teacher and the taught. The teacher was
the spiritual father, he was is to nurse, when the pupil fell sick, he was to
feed, clothe and teach his student as he fed, clothed and taught his son. The
student also regarded the teachers as he regarded his parents, king & god.
Both were united by communion of life. In fact they communed together.
6.
Emphasising Discipline:
The student had to observe strict
regulations. Instruction was important, but was even more significant than
teaching was discipline – discipline inculcated through strict obedience to
laws and regulations of student life, discipline that was rooted in morality
and religion A student was required to give up lust, anger, greed, vanity,
conceit and over joy. It was ordered to him not to gamble, gossip, lie,
backbite, hurt feelings of others, dance, sing, look or talk or touch the other
sex and kill animals. It was demanded of every student whether rich of poor
that he should lead a simple life in the Gurukul or in the Ashram.
7.
Low – Teacher pupil Ratio:
In all schools and colleges the pupil –
teacher ratio was too low. Individual attention was maximum. The number of
students in a school was kept very small. But when, under certain conditions
the enrolment increased, the teacher sought the co-operation of more advanced
and senior boys who were appointed as monitors (Pittiacharya). In the absence
of teacher entire work was entrusted to them.
8.
Respecting Childs Personality:
Punishment had practically no place in the
school system. Puplis received very sympathetic, treatment from their teachers.
Their personality was respected Teachers were required to use sweet and gentle
speech in dealing with pupil
9. Providing Free Education
Education was free. It was free because no
student was required to pay any fees. It was free also because no outside
agency could interfere in the matters of education. There was perfect autonomy.
No external authority no external beneficiary, no politics was permitted to
enter the school or college system. A student had to pay nothing in return for
education he recieved in a Gurukul or Ashram. Access to good education depended
not on wealth but on talent. The student was expected, if desired but never
compelled to offer a field, cow, horse or even vegetables to his teacher according
to his financial position in the society. Education could not be bought one
could go up the Ladder as his abilities permitted.
SALIENT FEATURES OF ANCIENT INDIAN
EDUCATION
Ancient Indian education was primarily the
education of the Vedas. The source springs of education were Brahmans, 5
Upanishads and Dharma Sutras. Amar Kosha, the writings of Aryabhatta, Panini,
Katyayana, Kautilya, Patanjali, the medical treatises of Charaka and Susruta
were other elements of Brahmanic literature. The Brahmanic education has been a
source of inspiration for determining educational aims and objectives to future
generations. Dr. A. S. Altekar says that the Brahmanic education aimed at
‗Infusion of a spirit of piety and religiousness, formation of character,
development of personality, inculcation of civil and social sense, promotion of
social efficacy, & preservation and spread of national culture.
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 incukate in his pupils through
example.
2
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. The ancient Indian education system was also successful in Preserring and
spreading its culture and literature even without the help of art of writing it
was only because of the destruction of temples and monastries by invaders that
literature was lost. The cultural unity that exists even today in the vast- sub
continent in due to the successful preservation and spread of culture and the
credit goes to Ancient Education System.
MAIN CHARACTERISTICS OF
EDUCATIONAL SYSTEM :
In
vedic era education had a very prominent place in society. It was being
considered as pious and important for society. In the eyes of Aryans, education
was the only means to acquire, prosperity in the field of physical, mental,
spiritual and social developments. Education was must for everybody for
becoming cultured. In absence of education people were considered as uncultured
and animal like thing. Education was an instrument to show new paths and
knowledge to us. Education opens our hidden qualities and helps people to
attain Salvation. It can be regarded as ―Third Eye‘ of human beings. Through
education only a man gets rid from debt of Guru and so was the feeling of
people at that time. In short by putting different logic, we can say that
education was the most important aspect of human life of that period. Terms
such as knowledge, awakening, humility, modesty etc. are often used to
characterize education in the vedic period. 13 The main characteristics of
vedic education can be briefly enumerated as follows:
1.
Knowledge:
Education is knowledge. It is mans third
eye. This aphorism means that knowledge opens mans inner eye, flooding him with
spiritual and divine light, which forms the provision for man‘s journey through
life. Through education, the development of every aspect of human life become
possible. Knowledge protects an individual like a mother, inspires him to
follow the path of good conduct as father does, and gives the pleasure that
one‘s wife provides. Education leads to the development of personality. The
word ‗Veda‘ originates from the root ‗vid‘ which bears the meaning of
knowledge. Sayana declares that the veda is a means to the obtaining of the
adorced that which is worthy of worship, as well as means to the banishment of
the underised, the evil. Knowledge of the four Vedas (Rigveda, Yajurveda,
Samaveda and Atharvaveda), along with the knowledge of Shruti, Smriti, etc;
provided an individual, with new knowledge which broadened his intellectual
horizon.
2.
Aims of Education:
The ultimate aim of education in ancient
Indian was not knowledge as preparation for life in this world or for life
beyond, but for complete realization of self for liberation of the soul from
the chains of life both present and future. During this period, education had
an idealistic form, in which the teachers (acharyas) laid stress upon worship
of God, religiousness, spirituality, formation of character, development of
personality, creation of an aptitude for the development of culture, nation and
society. The immediate aim of education however was to prepare the different
castes of people for their actual life through vocational education. Passing of
examination and getting a degree, as considered to be at present was not the
aim of education the aim was moral, religious and spiritual. So far as
discipline is concerned it was not external at all but self discipline.
3.
Methods of Instruction
It was a pupil centered education. No
single method of instruction was adopted, though recitation by the pupil
followed by explanation by the teacher, was generally followed. Besides
question – Answer, Debate and Discussion, Story telling was also adopted
according to need. There was no classroom teaching. However monitorial system
was prevalent and senior pupils were appointed to teach Juniors. Travel was
regarded as necessary to give finishing touch to education so the methods of
teaching generally practiced during vedic period were mainly Maukhik (oral and
other method was based on Chintan (thinking or reflection) In the oral method
the students were to memorize the mantras (Vedic Hyms) and Richayas (Verses of
Rigveda) in order that there might not be changed wrongly and they might remain
preserved in their original forms. Under the oral methods these prosodies were
thoroughly taught on which Richayas happened to be based. Special emphasis was
laid on the various lines of a particular verse, their pronunciation and
meanings. In this oral method correct pronunciations was specially emphasized.
For this instruction in grammar and pronunciation was compulsory for all.
Thinking method was another part of the teaching method. Through this an
attempt was made to preserve the veda mantras (vedic hymns) and Richayas (vedic
verses) Manan was higher method of teaching than a thinking. Thorugh Manan the
meanings of vedic mantras the meanings of vedic mantras were developed and
preserved in ones own mind. This method was used to encourage the highly
intelligent students by guiding them to make research, similarly in ancient
days, Manan (Reflection) was a method specially adopted for highly intelligent
students.
4.
Medium of Instruction
As these educational institutions were
managed and organized by Brahmans and all the books written in Sanskrit,
therefore the medium of instruction was Sanskrit.
5.
The ‘Upnayana’ Ritual
The word ‗upnayana ‗means to take close
to, or to being in touch with. A ceremony called the upnayana ceremony was
performed before the child was taken to his teacher. This ceremony was
performed at the ages of 8,11 and 12 for the Brahmins, Kshatriyas and Vaishyas,
respectively. The ceremony signaled the childs transition from infancy to
childhood and his initiation into educational life. In this context, the term
‗upanayana‘ means putting the students in touch with his teacher. With the
passage of time, the ceremony came to be conferred to the brahmins class only.
6.
Celibacy or Brahamacharya
Every student was required to observe
celibacy in his specific path of life. Purity of conduct was regarded as of
supreme importance. Only the unmarried could become students in a Gurukul. On
entering student life, the student was made to wear a special girdle called a
‗makhla‘. Its quality depended on the caste of the student. Brahmins wore a
girdule of moonj grass, the kshatriyas of string gut-taanta and the vaishyas a
girdle made of wool. The clothes worn by them were also accordingly of silk,
wool etc. The students were not allowed to make use of fragrant, cosmetic or
intoxicating things.
7.
Alms System
The
student had to bear the responsibility of feeding both himself and his teacher,
this was done through begging for alms, which was not considered bad. Since
every domestic knew that his own son must be begging for alms in the same way
at some other place. The reason behind the introduction of such a practice was
that accepting alms induces humility. The student realized that both education
and subsequent earning of livelihood were made possible for him only through
society‘s service and its sympathy. For the poor students, Begging for alms was
compulsory and unavoidable, but even among the prosperous, it was generally
accented practice.
8.
Status and Service of the Teacher
The status of teacher was very high. They
commanded full respect and honoured even by kings. Teachers were regarded as
Brahma Vishnu and Mahesha. Teachers on their part, behaved like true parents
and treated their pupils will full compassion. The teacher,- taught
relationship was cordial and conducive. Every student was required, while
residing in the Gurukul, to serve his teacher compulsorily. Any violation of
the Guru‘s instructions was regarded as a sin and subject to stern punishment.
The students duties included obtaining such daily necessities as water, a twig
for brushing the teeth etc. for this guru. The teachers also ensured that the
students should not be distracted from their studies while performing such
duties during the vacations in which the student returned home he was not
required to perform any service for the teacher.
9.
Practicability
Apart from intellectual aspect of
education its practical side was not lost sight of and along with art,
literature and philosophy, students got a working knowledge of animal husbandry,
agriculture and other professions of life. In addition education in medicine
was also imported. According to Dr. Alteker, the purpose 16 of education was
not to provide general knowledge about a variety of subjects, but to produce
specialists of the best kind in various spheres.
10.Education for the Individual
The nature of education was much more
individualistic rather than joint in groups. All round development of a childs
personality was the chief aim of education. Every teacher devoted himself to be
integral development of each student. He aimed at the physical and intellectual
development of his wards the maximum attention was devoted to the individual
development of every student, but there was no provision for the education of
the incapable and the handicapped, especially those who were lacking in mental
and moral qualities as were known for moral turpitude.
11.Duration of Education
In
the house of the teacher, the student was required to obtain education up to
the age of 24, after which he was expected to enter domestic life students were
divided into three categories: a) These obtaining education up to the age of 24
– Vasu b) These obtaining education up to the age of 36 – Rudra c) These
obtaining education up to the age of 48.- Auditya.
12.Curriculum
Although the education of this period was
dominated by the study of Vedic Literature, historical study, stories of heroic
lives and discourses on the puranas also formed a part of the syllabus.
Students had necessarily to obtain knowledge of metrics. Arithmetic was
supplemented by the knowledge of geometry. Students were given knowledge of
four Vedas – Rigveda, Yajurveda, Samaveda and Atharvaveda. The syllabus took
with in its compass such subjects as spiritual as well as materialistic
knowledge, Vedas, Vedic grammar, arithmetic knowledge of gods, knowledge of the
absolute, knowledge of ghosts, astronomy, logic philosophy ethics, conduct etc.
The richness of the syllabus was responsible of the creation of Brahman
literature in this period.
13.Equal Opportunities to
all
The education was free and accessible to all
who sought it . there was no discrimination on the basis of caste, creed,
colour etc. and the students of all strata of society received education on an
equal footing.
14.Plain Living and High Thinking
The education institutions were
residential in the form of Gurukulas situated in forest, where teachers and
pupils lived together. Education imparted was in the pure, colm and charming
atmosphere of the Gurukulas and Ashramas and emphasis was 17 laid on the development
of character through Plain Living and High Thinking‘.
15.Academic Freedom
Due to academic freedom students
remained busy in thinking and meditation. It enhanced originality among them
16.High place to Indian culture
Indian culture was full of religious
feelings and it was assigned a very high place in the field of education
17.Commercial Education and Mathematics
Education
Commercial education and Mathematics
education is also one of the chief features of vedic period. The ideas of the
scope and nature of commercial education can be held from manu. Knowledge of
Commercial geography, needs of the people of various localities, exchange value
and quality of articles and language spoken at different trade centre were considered
necessary. Theory of banking was also included in the course. Though there were
no organized educational institutional training was usually imparted in the
family. As far as Mathematics education is concerned, ancient Indian quite
early evolved simple system of geometry. Shulva sutra are the oldest
mathematical works probably compased between 400 BC and 200 A. D. Aryabhata
(476.52 BC) is the first great name in Indian Mathematics. The concept of Zero
also belonged to this period.
EDUCATION IN POST VEDIC
PERIOD
To attain salvation by realizing the truth has
been the aims to education during this period only that education was regarded
true which helped one be realize this supreme truth. According to the
Upanishads ‗truth‘, alone is the knowledge and the other worldly knowledge is
untruth. The worldly knowledge was regarded as ignorance. Upanishads maintain
that one cannot attain salvation through worldly knowledge because through
this, one becomes involved in illusion (Maya).
Chief Features of Post –
Vedic Education
1)
Upanayan Sanskar
Upanayan Sanskar was considered important
both in the vedic and post vedic periods. This is evident at several place in
the 18 Rigveda. But different values were adhered to in two periods. It was not
necessary during the vedic period to have the upanayan ceremony before starting
education. But during the post vedic period. Upanayan ceremony was considered
necessary for starting education. The Upanayan ceremony became so important
during the post vedic period, that is was usually regarded as second birth of
the individual. For the Brahmans this became very important. Brahmans began to
be called as Dvij (the twice born or born again). It was after the Upanayan
that a Brahaman boy could be called a Dvij.
2)
The Important Place of the Teacher
During this period
the teacher (Guru) enjoyed a predominant place not only in his Gurukul but in
the entire society. He was regarded as a great guide for all. To his pupils he
showered all love and affection and use to teach them whatever he knew, but before
doing this he always tested the deservingness of a particular pupil. During the
vedic and post vedic period the teaches place was second to that of God only.
He was more respected than king in society. During the upanishadic period as
well, when self study (Swadhyaya|) was considered as dignified, the place of
Guru in society remained intact. It was belived that no knowledge could come
without the assistance from the Guru. In other words, it was believed that
attainment of saluation was not possible without the help of Guru.
3)
Curriculum during post-Vedic Period
During this period the curriculum included
more subject than during the vedic age. Ved Mantras (hymns and verses) were
principally taught in the vedic period. During the post-vedic period various
types of Literatures were produced pertaining to the different Vedas. In
addition to religious subjects, many worldly subjects were also included in the
curriculum. It consisted of Vedas, History, Puranas, Grammar, Mathematics,
Braham-Vidya, Nirukti (etymological interpretation of words), astronomy, dance,
music etc. Question answer system prevailed during his period. Through this
system difficult and abstract ideas were made simple. The terse spiritual
elements were explained. Examples, stories and help of certain biographies
were also, taken in one system for elucidating certain points.
4)
Daily Routines of Students
During post – vedic period the Ashramas
(schools) were generally organized and run by Guru (preceptors). It was
compulsory to adhere to laid down rules of discipline and conduct.
a)
Practical Education
Practical Education converted of three parts
1. To beg alms 2. To prepure fire for the yagnakund 3. To look after the
animals and other fellow beings of the ashrama (school) besides they were also
expected to do agricultural work. There were varying alms of all these aspects
of practical education. Begging of alms was meant to teach profiteers,
preparing of fire for the yajnakund signified mental development of students.
Rearing up Ashrama animals and doing agricultural work for self dependency.
b)
Mental development
Hearing, Thinking and Meditation were three
parts of mental education. For full mental development all there three aspects
were considered necessary. Thinking over the heard things and perception
through meditation were the accepted methods of mental development. This is
true even today.
c)
Moral Development
Leading a disciplined and controlled life
is the real basis of moral education. Moral education affects the conduct of
the individual. Only oral instruction cannot improve one‘s conduct. Therefore
observance of celibacy was considered necessary for good conduct.
5)
Duration of Education
Duration of education during the post vedic
period was almost the same as in the vedic age. This duration was of about
twelve years although the number of subjects of study were increased. However
there was no uniform rule for the duration of education me find examples in
which students continued to story longer than twelve years.
6)
Convocation Address
After receiving education for twelve years
students used to assemble near their teacher (Acharya ) for blessing before
going home. The Acharya on this occasion used to give some pieces of advice for
happy and smooth running of their future life. The teacher used to fell them
how to lead a life of householder (Grihastha), how to take care of the society and
the nation and how to serve the humanity as a whole. The teacher used to tell
all these in a ceremony which was known as samavartan
7)
Supreme knowledge
It was compulsory for the students to have
full faith in teacher. Only students were considered as deserving of attaining
real knowledge of supreme truth who has full faith in the teacher. So a student
was always in search of a real Guru for attaining real knowledge.
8)
Women’s Education
Many
changes were introduced in women education during post vedic period. This led
to fall of women education. During the vedic age the women enjoyed equal
educational right. During post vedie period they were deprived of the social
and religious rites. They were not allowed to participate in religious
functions. Now they did not enjoy the same status as before thus the path for
their social & mental development was blocked. But an upward trend again
appeared in the status of women during upaishadic period. They were given
social & educational rights again & equal status with men was once
again provided.
9)
Varna system and Education in Society
The Varna system in the vedic age was
based on one‘s work or duty (karma). During vedic period one could choose a
particular profession as he liked and accordingly his varna was determined. But
during the post vedic period varna came to be determined by birth. Consequently
the whole society was divided in to four varnas – Brahman, Kshatriyas,
Vaishyas, & Shudra. However the position of varnas during the post vedic
period had not degenerated so much as it is found today.
TEACHER – IMPORTANCE
AND DUTIES
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. The success of life of the students depends of guru
teaching and guidance. Students were under the full protection of their Gurus
during their learning period. 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. Gurus used to pay need for the comprehensive development of
personality of their pupils. If so required Gurus used to serve their pupils by
doing medical 26 treatment. As a Guru he was to give his pupil full attention
and withhold no part of knowledge from him. He was not to use the pupil for his
own purpose except in times of distress. He was to arrange boarding and lodging
for his pupils in the Gurukula, supervise health and character of his pupils,
nurse the sick pupil, answer satisfactorily to the questions of pupils, treat
each pupil equally, make no discrimination between rich and poor and on the
basis of caste. He would take all possible measures for all round development
of personality of his pupils and did not charge any fee from his pupils. This
account shows that guru commanded highest regard not only from his pupil but
from all classes of society and even from rulers. He was considered and
worshipped as God disciple.
DUTIES OF A STUDENT
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
