Changes

The development of personality was one of the important aims of the education system. He was instilled with self-confidence, self-respect by inculcating the virtue of self-restraint and by fostering the powers of discrimination and judgement. The student was always reminded to be the custodian and torch bearer of the culture of the race and its welfare depended upon his proper conduct of his duties. Supporting a poor student was the sacred duty of the society. Students were given utmost importance in society for they were the future custodians of the society.

The development of personality was one of the important aims of the education system. He was instilled with self-confidence, self-respect by inculcating the virtue of self-restraint and by fostering the powers of discrimination and judgement. The student was always reminded to be the custodian and torch bearer of the culture of the race and its welfare depended upon his proper conduct of his duties. Supporting a poor student was the sacred duty of the society. Students were given utmost importance in society for they were the future custodians of the society.

====Influence of Self-confidence====

====Influence of Self-confidence====

The [[Upanayana (उपनयनम्)|Upanayana]] ritual used to foster self-confidence by pointing out that divine powers would cooperate and support a student if he did his duty well. Poverty was not a limiting factor, for people respected and were morally obligated to support the ideal students who subsisted by begging his daily food. Gurukula system also supported the students who resided with the Guru's family and actively participated in household chores and service to Guru. Willingness to perform activities according to his capacity developed self-reliance and identify his expertise areas. Self-reliance is the mother of self-confidence and the ancient educational system sought to develop it in a variety of ways. Educational system was such that problems such as uncertainty of the future prospects, overcrowding in a particular discipline of study, cut-throat competition in professions were unknown and did not dampen  the self confidence of the students.<ref name=":0" />

The [[Upanayana (उपनयनम्)|Upanayana]] ritual used to foster self-confidence by pointing out that divine powers would cooperate and support a student if he did his duty well. Poverty was not a limiting factor, for people respected and were morally obligated to support the ideal students who subsisted by begging his daily food. Gurukula system also supported the students who resided with the Guru's family and actively participated in household chores and seva (सेवा | selfless service) to Guru. Willingness to perform activities according to his capacity developed self-reliance and identify his expertise areas. Self-reliance is the mother of self-confidence and the ancient educational system sought to develop it in a variety of ways. Educational system was such that problems such as uncertainty of the future prospects, overcrowding in a particular discipline of study, cut-throat competition in professions were unknown and did not dampen  the self confidence of the students.<ref name=":0" />

====Influence of Self-restraint====

====Influence of Self-restraint====

The element of self-restraint, primarily inculcated by the system, arose from simplicity in life and habits. The values of essential needs of food, clothing and shelter were significantly emphasized on. A brahmachari was to have one simple full meal (either through Bhiksha or provided by the Guru's family), and appropriate sufficient clothing (floppishness, flamboyant or grandness were not allowed). All his student life a brahmachari was taught to engage in learning skills to enable him to be an efficient and healthy grhastha in his upcoming [[Grhasthashrama (गृहस्थाश्रमः)|grhasthashrama]]. A brahmachari was allowed to have recreations that were not to be frivolous and lead a life of perfect chastity. Thus educationalists aimed at promotion of self-restraint through development of proper habits, understanding through reasoning and value of simple lifestyle dispelling self-repression. Neither was this self-restraint enforced by correction and punishment nor by force. A brahmachari would be educated that in his next [[Ashrama Dharma (आश्रमधर्मः)|ashrama]] (grhastha) he would have a different set of rules to enjoy the pleasures of life, experience the bounties of food, clothing, wealth etc and so he is trained to discharge his duties carefully.<ref name=":0" />

The element of self-restraint, primarily inculcated by the system, arose from simplicity in life and habits. The values of essential needs of food, clothing and shelter were significantly emphasized on. A brahmachari was to have one simple full meal (either through Bhiksha or provided by the Guru's family), and appropriate sufficient clothing (floppishness, flamboyant or grandness were not allowed). All his student life a brahmachari was taught to engage in learning skills to enable him to be an efficient and healthy grhastha in his upcoming [[Grhasthashrama (गृहस्थाश्रमः)|grhasthashrama]]. A brahmachari was allowed to have recreations that were not to be frivolous and lead a life of perfect chastity. Thus educationalists aimed at promotion of self-restraint through development of proper habits, understanding through reasoning and value of simple lifestyle dispelling self-repression. Neither was this self-restraint enforced by correction and punishment nor by force. A brahmachari would be educated that in his next [[Ashrama Dharma (आश्रमधर्मः)|ashrama]] (grhastha) he would have a different set of rules to enjoy the pleasures of life, experience the bounties of food, clothing, wealth etc and so he is trained to discharge his duties carefully.<ref name=":0" />