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added Qualities of the Preceptors
Thus, purified and prepared a student according to his choice seeks attainment of knowledge of Self by the practice of Para Vidya. In the 10th Adhyaya of Bhagavadgita (10.32) Shri Krishna identifies Himself with Adhyatmavidya (the ultimate form of knowledge) as follows <blockquote>अध्यात्मविद्या विद्यानां । Vidyanam, among knowledges; I am the adhyatma-vidya<ref>Bhagavadgita ([https://www.gitasupersite.iitk.ac.in/srimad?language=dv&field_chapter_value=10&field_nsutra_value=32&choose=1 Adhyaya 10])</ref></blockquote>Knowledge of the Self, is the highest and ultimate knowledge because of its leading to Moksha.
Thus, purified and prepared a student according to his choice seeks attainment of knowledge of Self by the practice of Para Vidya. In the 10th Adhyaya of Bhagavadgita (10.32) Shri Krishna identifies Himself with Adhyatmavidya (the ultimate form of knowledge) as follows <blockquote>अध्यात्मविद्या विद्यानां । Vidyanam, among knowledges; I am the adhyatma-vidya<ref>Bhagavadgita ([https://www.gitasupersite.iitk.ac.in/srimad?language=dv&field_chapter_value=10&field_nsutra_value=32&choose=1 Adhyaya 10])</ref></blockquote>Knowledge of the Self, is the highest and ultimate knowledge because of its leading to Moksha.
With this significant background about the ancient education system of India, we now look into that unique Guru-shisya parampara maintained by the Gurukula system of education, which has shaped Bharat's young minds from ages and the need to continue the system even in the present day. In the following sections we discuss about the various aspects of the educational system.
With this significant background about the ancient education system of India, we now look into that unique Guru-shisya parampara maintained by the Gurukula system of education, which has shaped Bharat's young minds from ages and the need to continue the system even in the present day. In the following sections we discuss about the various aspects of the educational system.
==Preceptors of Vidya==
==Preceptors of Ancient Education==
Sanatana Dharma has held a high regard for the mother (janani), who is the first preceptor of a child followed by the father and the seers who imparted knowledge and were founders of a lineage of students. Whether living in recluse in forests or in cities or Gurukulas, shaping the future generations had always rested on the shoulders of Gurus and Acharyas. <blockquote>उपाध्यायान्दशाचार्य आचार्याणां शतं पिता । सहस्रं तु पितॄन्माता गौरवेणातिरिच्यते । । २.१४५ । । (Manu. Smrt. 2.145)<ref name=":1">Manusmrti ([https://sa.wikisource.org/wiki/%E0%A4%AE%E0%A4%A8%E0%A5%81%E0%A4%B8%E0%A5%8D%E0%A4%AE%E0%A5%83%E0%A4%A4%E0%A4%BF%E0%A4%83/%E0%A4%A6%E0%A5%8D%E0%A4%B5%E0%A4%BF%E0%A4%A4%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83 Adhyaya 2])</ref></blockquote><blockquote>upādhyāyāndaśācārya ācāryāṇāṁ śataṁ pitā । sahasraṁ tu pitr̥̄nmātā gauraveṇātiricyate । । 2.145 । । (Manu. Smrt. 2.145)</blockquote>An Acharya is ten times greater than Upadhyaya, the father is ten times greater than Acharya; but the mother is a thousand times more venerable than father.
Sanatana Dharma has held a high regard for the mother (janani), who is the first preceptor of a child followed by the father and the seers who imparted knowledge and were founders of a lineage of students. Whether living in recluse in forests or in cities or Gurukulas, shaping the future generations had always rested on the shoulders of Gurus and Acharyas. <blockquote>उपाध्यायान्दशाचार्य आचार्याणां शतं पिता । सहस्रं तु पितॄन्माता गौरवेणातिरिच्यते । । २.१४५ । । (Manu. Smrt. 2.145)<ref name=":1">Manusmrti ([https://sa.wikisource.org/wiki/%E0%A4%AE%E0%A4%A8%E0%A5%81%E0%A4%B8%E0%A5%8D%E0%A4%AE%E0%A5%83%E0%A4%A4%E0%A4%BF%E0%A4%83/%E0%A4%A6%E0%A5%8D%E0%A4%B5%E0%A4%BF%E0%A4%A4%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83 Adhyaya 2])</ref></blockquote><blockquote>upādhyāyāndaśācārya ācāryāṇāṁ śataṁ pitā । sahasraṁ tu pitr̥̄nmātā gauraveṇātiricyate । । 2.145 । । (Manu. Smrt. 2.145)</blockquote>An Acharya is ten times greater than Upadhyaya, the father is ten times greater than Acharya; but the mother is a thousand times more venerable than the father.
In this section we discuss the most common yet significant terms used in Sanatana Dharma regarding those who impart and seek knowledge and the associated samskaras. It is unfortunate that such sacred terms such as Guru are loosely used in society in the present days.
=== Qualifications of the Teacher ===
Since the teacher was held in high reverence, he was naturally expected to possess several qualifications. He was to set an example to the student and so carefully regulated his own conduct. It appears that of the learned rshis, each was the center of a school himself and thus sprang forth various divisions of the Vedas, Smrtis and other branches of learning. All of them highly respected each other, the best example being the conquering of worldly senses and evolution from Rshi Vishvamitra to become Brahmarshi Vishvamitra. They adopted truths from each other and they were the walking books. They were the universities themselves and so Chakravartis and Maharajas did not interfere with them. They had thousands of pupils yet they led a simple life fully devoted to the pursuit of knowledge. Knowledge to them was a prized possession not to be exchanged for huge amounts of gold from the Rajas and Maharajas, best exemplified by the story of the [[Saptarshis (सप्तर्षयः)|Saptarshis]] and Raja Vrshadarbhi who insisted on giving dana to them which they refused at all costs.
Their goal of acquiring knowledge was neither for getting credit from others nor for acquiring supernatural forces. Rshis were rather anxious in harmonizing his life with the forces of nature and was against conquering her to make his life comfortable. They rather used their indriyas to take them to supersensuous heights instead of using them to enjoy worldly pleasures. They never scrambled for power or competed with each other for fame. <ref name=":7" /> Competitions were in the form of discussions and debates about shastras which only enriched each of them in knowledge. Their tapas, calm and deep thinking, introspective nature made them good guides to students. They had ample opportunities for observing facts with their senses, but they were more anxious to realize the underlying meaning thoroughly. Thus we see the ancients were intent on knowing the final causes of things (going to the roots) and just the phenomenal causality alone.<ref name=":7" />
In the following section we discuss the most common yet significant terms used in Sanatana Dharma regarding those who impart and seek knowledge. It is unfortunate that such sacred terms as the Guru are loosely used in society in the present days.
===आचार्यः ॥ Acharya===
===आचार्यः ॥ Acharya===
=== स्वाध्यायम् ॥ Svadhyaya ===
=== स्वाध्यायम् ॥ Svadhyaya ===
The students of ancient days had to recite the lessons already learned either to themselves or to senior pupils and this was called their Svadhyaya. This promoted their ability to retain and recollect the studied veda mantras.<ref>Ray, Brojasundar (1938) ''Aims and Ideals of Ancient Indian Culture.'' Calcutta: A. Roy and Co.</ref> Once cannot but remember the [[Samavartana (समावर्तनम्)|Samavartana]] address to the outgoing students mentioned in Taittriyopanishad, Shikshavalli which emphasizes the importance of svadhyaya. <blockquote>सत्यं वद , धर्मं चर, स्वाध्यायान्मा प्रमदः ।... ... (Tait. Upan. Shiks. 11.1)<ref>Taittriya Upanishad [https://sa.wikisource.org/wiki/%E0%A4%A4%E0%A5%88%E0%A4%A4%E0%A5%8D%E0%A4%A4%E0%A4%BF%E0%A4%B0%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%AA%E0%A4%A8%E0%A4%BF%E0%A4%B7%E0%A4%A6%E0%A4%A4%E0%A5%8D/%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE%E0%A4%B5%E0%A4% (Shiksha Valli Anuvaka 11])</ref> Make no mistake about the study of the Veda..</blockquote>In ancient times (and to a limited extent even today), different families studied a specific set of texts from the entire set of vedic literature. For example, a family belonging to the Deshastha Brahmana community in Maharashtra (India) could chant a specific group of 10 texts related to the Rigveda (the Rigveda Samhita, Aitareya Brahmaṇa, Aitareya Araṇyaka, Aitareya Upanishad, Ashvalayana Shrauta Sūtra, Ashvalayana Grhya Sutra, Panini’s Așhtadhyayi, Pingala’s Chandas sutras, Yaska’s Nirukta and Katyayana’s Sarvanukramani) during their lifelong study. This same set of texts were studied by the members of the family as their primary focus generation after generation and constituted their traditional vedic study or Svadhyaya. In this form of study the focus is on the recitation of the veda mantras and is not necessarily on their meaning.<ref name=":3">Sacred HIndu Scriptures and Languages - an Introduction by Vishal Agarwal ([https://docs.google.com/viewer?a=v&pid=forums&srcid=MTQyNTE0MTcxODQxNzMxMDM3MDQBMDcxOTk5MzkzMTE3Mjc4NjMzNjIBWGJGZ25zZjRCUUFKATAuMQEBdjI&authuser=0 Page 4])</ref>
The students of ancient days had to recite the lessons already learned either to themselves or to senior pupils and this was called their Svadhyaya. This promoted their ability to retain and recollect the studied veda mantras.<ref name=":7">Ray, Brojasundar (1938) ''Aims and Ideals of Ancient Indian Culture.'' Calcutta: A. Roy and Co.</ref> Once cannot but remember the [[Samavartana (समावर्तनम्)|Samavartana]] address to the outgoing students mentioned in Taittriyopanishad, Shikshavalli which emphasizes the importance of svadhyaya. <blockquote>सत्यं वद , धर्मं चर, स्वाध्यायान्मा प्रमदः ।... ... (Tait. Upan. Shiks. 11.1)<ref>Taittriya Upanishad [https://sa.wikisource.org/wiki/%E0%A4%A4%E0%A5%88%E0%A4%A4%E0%A5%8D%E0%A4%A4%E0%A4%BF%E0%A4%B0%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%AA%E0%A4%A8%E0%A4%BF%E0%A4%B7%E0%A4%A6%E0%A4%A4%E0%A5%8D/%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE%E0%A4%B5%E0%A4% (Shiksha Valli Anuvaka 11])</ref> Make no mistake about the study of the Veda..</blockquote>In ancient times (and to a limited extent even today), different families studied a specific set of texts from the entire set of vedic literature. For example, a family belonging to the Deshastha Brahmana community in Maharashtra (India) could chant a specific group of 10 texts related to the Rigveda (the Rigveda Samhita, Aitareya Brahmaṇa, Aitareya Araṇyaka, Aitareya Upanishad, Ashvalayana Shrauta Sūtra, Ashvalayana Grhya Sutra, Panini’s Așhtadhyayi, Pingala’s Chandas sutras, Yaska’s Nirukta and Katyayana’s Sarvanukramani) during their lifelong study. This same set of texts were studied by the members of the family as their primary focus generation after generation and constituted their traditional vedic study or Svadhyaya. In this form of study the focus is on the recitation of the veda mantras and is not necessarily on their meaning.<ref name=":3">Sacred HIndu Scriptures and Languages - an Introduction by Vishal Agarwal ([https://docs.google.com/viewer?a=v&pid=forums&srcid=MTQyNTE0MTcxODQxNzMxMDM3MDQBMDcxOTk5MzkzMTE3Mjc4NjMzNjIBWGJGZ25zZjRCUUFKATAuMQEBdjI&authuser=0 Page 4])</ref>
=== अध्ययनम् ॥ Adhyayana ===
=== अध्ययनम् ॥ Adhyayana ===