Once Vidya said to the Brahmin - protect me. I am your treasure Do not hand me over to the fault-finding, crooked, intemperate, jealous. Do something so that I can become a virgin. Grant me wise men, so that I may become radiant.
– Nirukta-2, 2.
The Rigvedic Aryans laid the foundation of education in India. He furthered the knowledge through Vedic hymns. The Aryans carried forward the work of Vedic education from the oral tradition. When the elite people of the society started considering education as an important part of human life, then education was arranged for the children.
The sages explained to the royal families and noble families that the children who live in the palaces with luxuries cannot have real knowledge of the truths and rigors of life, nor can they develop respect for hard work. That is why they were sent to Rishi-ashrams located in the forests, away from Raj-prasadas and Shresthi-Prasads, which later came to be called Gurukul.
Education system in Vedic India
Purpose of Education
The education system in ancient India was started for the complete development and spiritual needs of the child and not for getting employment. Because of this, the nature of education in ancient India was not vocational. The aim of education in this period was the attainment of the ultimate principle, that is, the search for truth. For this reason, the basic basis of Indian education rested on faith, belief, modesty and practice.
The medium of instruction was Devbhasha Sanskrit in which complete religious and secular knowledge was made available. Brahmin girls used to get knowledge under the shelter of their father. They were also taught to perform Havan and rituals etc. The princesses were educated in the royal palaces and were taught horse riding, chariot driving, archery and swordsmanship like the princes.
The daughters of great eminences used to stay at home and get knowledge of various arts. They were given the knowledge to make women's life happy.
Guru-kul
Under a natural process, the sages had taken the responsibility of the education of the society on themselves, due to which no kind of institutions were arranged by the state for the education of the children. Education was completely free and independent. The king also did not interfere in the arrangement of the Gurukul.
Resources like cow, food, clothes etc. were provided to the Gurukuls located in the forests by some kings, feudal lords and general public so that the sages or sage-wives do not have to arrange for the food and clothes etc. of the children studying in the Gurukuls.
Life of Guru-kul
Brahmins, Kshatriyas and Vaishya children usually resided in the Acharya-kul for 12 to 16 years after the Upanayana ceremony and received education while living there with celibacy. While living in the Acharya-kul, he used to lead a life of austerity and spiritual practice and used to be ready to study. Due to the lack of means of writing, the education was given orally, which the students could memorize.
Gurukuls were often located in forests where fuel, tubers, roots, fruits, bark of trees etc. were available. Brahmachari used to collect them too. In the Acharya clans, cows etc. animals were kept in large numbers, which were followed by the brahmacharis i.e. students. The milk-ghee requirement of the Acharya-kul was fulfilled by these animals.
In the Acharya clans, there were different categories of teachers who taught brahmacharis. The highest position in the Gurukul was that of Acharya. The whole system of Gurukul used to run under his discipline. Students used to go to the city everyday for alms.
Satyakam Jabal remained as an intercessor in the family of Acharya Haridrumat Gautam to get education. Acharya performed his Upanayana ceremony and gave him four hundred weak cows and told him that he should follow these cows and till their number becomes one thousand, do not return to the Acharya-kul. Satyakam Jabal followed the Guru's orders literally.
When Satyakama Jabala himself became an Acharya after completing his education, Upkosala Kamalayan had lived 12 years of celibacy as a student in his family. During this period, he constantly took care of the fires of his Acharya. Agnicharya of Acharya-kul was considered a religious act.
Education in the later Vedic period
Subjects of Education in the Later Vedic Period
In the later Vedic period, the Gurukulas came to be called Acharya-kula. Chandogya Upanishad contains information about those subjects which were studied and taught in Uttarvedic Acharya clans.
In that period, the student was taught Rigveda, Yajurveda, Samaveda, Atharvaveda, Vedanga, Upanishad, ritualism, Ayurveda, Dhanurveda, Shilveda, Yoga, Grammar, Pitru Vidya, Rashividya (Mathematics), Devology, Nidhishastra, Logic, Ethics, Theology, Ghost science, Kshatriya, The study of astronomy (astrology), snake science, Devjan Vidya and Purana etc. was done.
Vatsyayana has mentioned 64 Vidyas. Sanatkumar had the knowledge of many disciplines.
Many subjects were taught even during the Buddhist period. Among them, Vedas, Vedic literature, Brahmins, Samhitas, Upanishads, economics, crafts, talks, philosophy religion etc. were prominent. Mauryan writer Kautilya mentions Aanvikshaki (logic and philosophy), Trayi (Rigveda, Yajurveda, Samveda and their Brahmanadis), Varta (agriculture, animal husbandry, fodder-land, commerce-trade) and Dandaniti (policy and governance). .
The Gupta poet Kalidas has mentioned 14 Vidyas, in which Sangpang Veda (four Vedas and six Vedangas), Mimamsa, Nyaya, Purana and Dharmashastra have been mentioned. The Vedangas included verses (pingaladi), mantras, nirukta (meanings of words), jyotish (mathematics and results), grammar and education (pronunciation). Upvedas (Dhunarveda, Ayurveda, Gandharvaveda) were studied with him. Puranas, history and epics were studied. Based on the study of Vedas, Brahmins were called Dwivedi, Trivedi, Chaturvedi, Samvedi etc.
Teachers in the later Vedic period
In the Utvaidic period, there were several categories of teachers. According to Manusmriti, the one who performs Upanayana ceremony of a Dwij, teaches him the Vedas and teaches Kalpa and Vedanga with their secrets, is called 'Acharya' it is said. The entire Acharya-kula was under the Acharya, and he used to teach the Vedas and the Kalpas. The teachers who used to teach under Acharya were 'Upadhyay' were called.
According to Manu, one who teaches a country (mantra and brahmin part) of Dwija Veda and Vedangas (education, kalpa, grammar, nirukta, astrology and verses) and receives Vritti (salary or remuneration) for that, he ' Upadhyay' It is called That is, some teachers in the Acharya-klan were also appointed on regular salary.
'Spokesperson' OR 'Lecturer' Used to say 'teacher' providing knowledge of scientific and secular subjects It was called 'Shrotriya' He was the teacher who gave initiation to the students by memorizing the branches of the Vedas. 'Guru' used to say.
According to Manu, the brahmin who performs the rites of conception etc. according to the scriptures, and maintains his family through Annaadi, he is 'Guru' Is. 'Ritvik' in Acharyakulas There were also those whose work was to get the rituals of various yagyas done.
The brahmin who used to perform Agnyadhan (the act of generating fire etc.), Pakayagya (Ashtakadi) and Agnishtom etc., by becoming a circle (by performing pad-worship with a choice-resolution), he 'Ritvik' was. The teachers who used to lead the life of traveling and traveling i.e. traveling around the country and longitude, they were called 'Charak' was called.
Students in the later Vedic period
There were two types of students in the later Vedic period. One was the students who used to stay in the Guru's ashram for some years and take education and after the completion of education, after giving something to the Guru, he returned to his home. He is 'Upkurvan' was called The second type of disciples lived in the Acharyakul for life. They were called Naishthikas. They never married or took renunciation.
He used to give up his body in concentration and then did not take birth in this world. Panini has given two types of students - Dandmanava and Antevasi. The student of Dandmanava lived in the initial state of acquiring knowledge and Antevasi lived in a superior quality than that. Manavaka used to come near the Guru after the Unpayan rites while Antevasi Manasa, Vacha, Karmana lived near Acharya from the beginning.
Later there were three categories of disciples. (1.) Vidyavrat Graduation: Along with the study of Vedas, these students followed the rules and vows prescribed by the Vedas. He was very respected in the society. (2.) Graduate: These students used to fast after completing the Vedas. (3.) Bachelor of the Year: These students used to fast without memorizing the Vedas.
In the later Vedic period, fixed fees were also charged from the students in return for education. The fee for receiving education in the Acharyakulas of Taxila was generally one thousand karshapan. The students who could pay this fee lived comfortably in the house of the Acharya like a son. They didn't need to labor.
'Acharya Bhagdayak' to the students who get education by paying fees in this way. was called The students who could not pay the fixed fee worked during the day and studied at night. 'Dhammrantevasik' to such students was called Poor students coming to Taxila were given work on behalf of the Acharya, in return for which they used to meet their own expenses from the salary received.
The third type of students neither paid fees nor were satisfied with night studies by working during the day. He used to pay the Guru's fee after getting his education. 'Envoy' In this story comes the story of a poor Brahmin-son who had a great desire to get education but he was 'Acharya Bhaag' could not give So he promised that after the completion of his education he would do 'Acharya Bhaag' Will pay He is 'Acharya Bhagyadak' treated like students. After completing his education, he earned money and paid the fees of Acharya.
Itsing describes two categories of Buddhist students - (1.) Humans: Those students who used to take initiation in the Sangh in future and (2.) Brahmachari: Students who did not want to be migrated.
Guru-Disciple Relationship
The student usually had to stay in the guru's ashram for 12 to 16 years. During this period, affinity and trust were created in the relationship between the teacher and the disciple. In that era, teachers were virtuous, sacrificing, learned and proud. The teacher-disciple relationship was considered very important. For the disciple, Acharya was the father and Savitri (Vidya) was his mother.
The number of disciples of some sages was in the thousands. When Durvasa Rishi went to meet Kuru-king, he had ten thousand disciples with him. It was the duty of the disciple that he should consider his teacher to be father-like and mother-like and should not under any circumstances do hatred towards him.
Chandragupta Maurya took education by staying in the Acharya-kul of Acharya Chanakya. Later, Acharya Chanakya paved the way for Chandragupta to become the emperor of India and also helped him in running the state by becoming a minister of Chandragupta. In this way the teacher-disciple relationship lasted a lifetime.
The Chinese traveler Itsing has written- 'The disciple goes to the Guru in the first and last hours of the night, massages his body, keeps clothes etc. Occasionally sweeps the Guru's residence and courtyard. Then filters the water and gives it to drink. This is how respect is shown towards the elder one. Similarly, the Guru also serves the disciple when he becomes ill, gives him medicine and treats him paternally.'
The Acharya used to keep his son and antevasi in the same category. Later on, sometimes the guru used to choose husbands for his daughters from among his disciples.
If a disciple did not follow the instructions of his guru or did not show interest in getting education, then the guru tried to rectify him with sermons and sweet words. The obstinate disciple was also given corporal punishment. Sometimes punishment was also done with a rope or stick, but harsh punishment was not given. It is mentioned in the Buddhist Jatakas that some disciples were also punished severely.
A prince of Kashi got addicted to stealing. When he did not improve despite repeated attempts, he was given severe corporal punishment. Manu has recommended resorting to sweet words and teachings for the defiant students, while Gautam has also supported harsh punishment. During the rainy season, on festival days and on illness, the student was given leave from education. दैव प्रकोप होने पर शृगाल, उलूक, गर्दभ एवं श्वान जैसे जीवों के बोलने का अध्ययन-अध्यापन बंद कर दिया जाता था।
दीक्षांत एवं गृहस्थ आश्रम में प्रवेश
जब विद्यार्थी शिक्षा पूर्ण कर लेते थे तब उनका ‘दीक्षान्त’ (समावर्तन) संस्कार होता था। तैत्तिरीय उपनिषद् में आचार्य द्वारा समावर्तन के अवसर पर शिष्यों को दिए जाने वाले उपदेश का विस्तृत विवेचन दिया गया है। शिक्षा समाप्ति पर विद्यार्थी आचार्य को अपनी सामर्थ्य के अनुसार गुरु-दक्षिणा देते थे, जो आचार्य-कुल की आय का महत्वपूर्ण साधन होती थी। गुरु-दक्षिणा देने के बाद विद्यार्थी अपने घरों को लौटकर गृहस्थाश्रम में प्रवेश करते थे।
उत्तर-वैदिक-काल के प्रसिद्ध आचार्य-कुल
उत्तर-वैदिक-काल में शिक्षा का प्रबंध आचार्य-कुलों में किया गया था। इन आश्रमों में छात्रों से हवन-पूजा के साथ-साथ वेदपाठ करवाया जाता था। उन्हें वेद-वेदांगों का अध्ययन और शस्त्र-शास्त्रों का अभ्यास करवाया जाता था। प्रयाग में संगम के तट पर महर्षि भरद्वाज का आश्रम था जहाँ छात्रों को वेद-वेदांगों और शस्त्र-शास्त्रों का ज्ञान दिया जाता था। मन्दाकिनी नदी के तट पर चित्रकूट में महर्षि वाल्मीकि का आश्रम था। महर्षि वशिष्ठ के आश्रम में भी शिक्षा दी जाती थी।
महर्षि अगस्त्य का आश्रम दंडकारण्य में था जहाँ उनके शिष्य यज्ञ और अध्ययन में लगे रहते थे। महर्षि अगस्त्य कई प्रकार के दिव्यास्त्रों पर अधिकार रखते थे तथा राक्षसों से भी युद्ध करते थे। मालिनी नदी के तट पर महर्षि कण्व का आश्रम शिक्षा का महत्वपूर्ण केन्द्र था। नैमिषारण्य में महर्षि शौनक का आश्रम था, जहाँ विद्यार्थियों के अध्ययन का काल 12 वर्ष था।
महेन्द्र पर्वत पर परशुराम का आश्रम था, जहाँ अन्य विद्याओं के साथ-साथ युद्ध-कौशल का ज्ञान कराया जाता था। नागरिकों द्वारा प्रदत्त भोजन, वस्त्र आदि से विद्यार्थियों, आचार्यों तथा अन्य व्यक्तियों का जीवन-निर्वाह होता था।