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Gurukula (Samskrit : गुरुकुलम्) is the place of learning for students after undergoing Upanayana, under the supervision of a learned Guru. Gurukula system was an important unique feature of ancient education system but has now lost its glory owing to the present day educational system brought in by the various rulers of India over the few centuries. Although modern education system has a few advantages, many good features of the ancient education system have been totally eliminated leaving a cultural gap.[[File:Gurukula_Picture.png|thumb|630x630px|                                '''Guru Shishya Parampara''' Courtesy: Cover Image of Book 'Sarwang' Published by Adivasi Lok Kala Evam Boli Vikas Academy, Madhya Pradesh Sanskriti Parishad

 

Gurukula (Samskrit : गुरुकुलम्) is the place of learning for students after undergoing Upanayana, under the supervision of a reputed Guru. Gurukula system was an important unique feature of ancient education system but has now lost its glory owing to the present day educational system. [[File:Gurukula_Picture.png|thumb|630x630px|                                '''Guru Shishya Parampara''' Courtesy: Cover Image of Book 'Sarwang' Published by Adivasi Lok Kala Evam Boli Vikas Academy, Madhya Pradesh Sanskriti Parishad

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One can see numerous instances of principles and postulates of the educational practices from the ancient works. [[Vidya (विद्या)]] regarded as general education in common parlance, is the source of that Jnana which leads its recipients to successfully overcome difficulties and problems of life and in the Vedanta terms it is that knowledge which leads one on the path of Moksha. It was therefore insisted to be thorough, efficient with the goal of training experts in different branches. Since printing and paper were unknown, libraries and books did not exist, training essentially focused on developing memory that would stand good stead throughout the student's life.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>

[[Vidya (विद्या)]] regarded as general education in common parlance, is the source of that Jnana which leads its recipients to successfully overcome difficulties and problems of life and in the Vedanta terms it is that knowledge which leads one on the path of Moksha. It was therefore insisted to be thorough, efficient with the goal of training experts in different branches. Since printing and paper were unknown, libraries and books did not exist, training essentially focused on developing memory that would stand good stead throughout the student's life.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>

== परिचयः ॥ Introduction ==

== परिचयः ॥ Introduction ==

The Gurukula system which necessitated the stay of the student away from his home at the house of a teacher or in a boarding house of an established institution, was one of the most important features of Bharatiya Shikshana vidhana. Sharira (Body), Manas (mind), Buddhi (intellect) and Atma (spirit) constitute a human being; the aims and ideals of Prachina Bharatiya Vidya Vidhana or Ancient Indian Education system were to promote their simultaneous and harmonious development.<ref name=":0" /> In this article we discuss the Gurukula set up, the aims of such educational system, the persons involved, and the syllabus taught under their tutelage.

The Gurukula system which necessitated the stay of the student away from his home at the house of a teacher or in a boarding house of an established institution, was one of the most important features of Bharatiya Shikshana vidhana. Sharira (Body), Manas (mind), Buddhi (intellect) and Atma (spirit) constitute a human being; the aims and ideals of Prachina Bharatiya Vidya Vidhana or Ancient Indian Education system were to promote their simultaneous and harmonious development.<ref name=":0" /> In this article we discuss the Gurukula set up, the aims of such educational system, the persons involved, and the syllabus taught under their guidance.

== Gurukula System ==

== Gurukula System ==

Smrtis recommend that the student should begin to live under the supervision of his teacher after his Upanayana. Etymologically Antevasin is the word for the student, denotes one who stays near his teacher and Samavartana, the word for convocation, means the occasion of returning home from the boarding or the teacher's house. Here we describe the different aspects of a Gurukula.<ref name=":0" />

Smrtis recommend that the student should begin to live under the supervision of his teacher after his [[Upanayana (उपनयनम्)|Upanayana]]. Etymologically Antevasin is the word for the student, denotes one who stays near his teacher and Samavartana, the word for convocation, means the occasion of returning home from the boarding or the teacher's house. Here we describe the different aspects of a Gurukula.<ref name=":0" />

=== Location of a Gurukula ===

=== Location of a Gurukula ===

Shri Krishna and Balarama were sent to the Gurukula of Guru Sandipani is a well known example that students were actually being sent to reside with their preceptors. Now, there are various versions about the location of a Gurukula. In earlier times majority of teachers (Seers like Valmiki, Kanva, Sandipani) preferred the sylvan solitude of the forests to teach in depth philosophies. Gradually as time passed, as supplies became scarce, Gurukulas came to be located near villages and towns chiefly because villagers around would provide their few and simple wants. Care was taken to locate the Gurukula in a secluded place, in a garden and ensured the holy setting.<ref name=":0" />  

Shri Krishna and Balarama were sent to the Gurukula of Guru Sandipani is a well known example that students were actually being sent to reside with their preceptors. Now, there are various versions about the location of a Gurukula. In earlier times majority of teachers (Seers like Valmiki, Kanva, Sandipani) preferred the sylvan solitude of the forests to teach high level philosophies. Gradually as time passed, as supplies became scarce, Gurukulas came to be located near villages and towns chiefly because villagers around would provide their few and simple wants. Care was taken to locate the Gurukula in a secluded place, in a garden and ensured the holy setting.<ref name=":0" /> The following are the different locations of Gurukulas each having specific advantages.

* Ashramas in a forest (Kanva and Valmiki)

* Ashramas in a forest (Kanva and Valmiki)

* Outside but close to a village  

* Outside but close to a village  

=== Guru or Preceptor ===

=== Guru or Preceptor ===

Gurukulas had teachers who were householders. Atharvaveda clearly extols the greatness of the mother, the father and the Guru. 11.5.3<blockquote>गृणाति उपदिशति तात्त्विकमर्थम् इति गुरुः -- शिवसूत्रविमर्शिनी</blockquote>Gurus such as [[Vasishta (वसिष्ठः)|Vasishta]] were associated with the members of the lineage of Ikshvaku and advised them long before Shri Rama was born. So was the case of many such Rshis and Maharshis.  Guru is a person who takes charge of immature children and makes them worthy and useful citizens in society was naturally held in very high reverence. The preceptor naturally possessed several qualifications. He was expected to be a pious person, with high character, patient, impartial, inspiring and well grounded in his own branch of knowledge; he was to continue his reading throughout his life.<ref name=":0" />

Gurukulas were headed by learned Gurus or teachers who were also householders. Their held an esteemed position in the society and Atharvaveda clearly extols the greatness of the mother, the father and the Guru. 11.5.3<blockquote>गृणाति उपदिशति तात्त्विकमर्थम् इति गुरुः -- शिवसूत्रविमर्शिनी</blockquote>Gurus such as [[Vasishta (वसिष्ठः)|Vasishta]] were associated with the members of the lineage of Ikshvaku and advised them long before Shri Rama was born. So was the case of many such Rshis and Maharshis.  Guru is a person who takes charge of immature children and makes them worthy and useful citizens in society, was naturally held in very high reverence. The preceptor naturally possessed several qualifications. He was expected to be a pious person, with high character, patient, impartial, inspiring and well grounded in his own branch of knowledge; he was to continue his reading throughout his life.<ref name=":0" />

It was the duty of the teacher to teach; all students possessed of the necessary calibre and qualifications were to be taught, without withholding knowledge irrespective of whether the student would be able to pay an honorarium or not. A Guru is the spiritual father of the child and was held as morally responsible for the drawbacks of his pupils. He was to provide food clothing and shelter to the student under his charge and help him get financial help from people of influence in the locality.

It was the duty of the teacher to teach; all students possessed of the necessary calibre and qualifications were to be taught, without withholding knowledge irrespective of whether the student would be able to pay an honorarium or not. A Guru is the spiritual father of the child and was held as morally responsible for the drawbacks of his pupils. He was to provide food clothing and shelter to the student under his charge and help him get financial help from people of influence in the locality.

It is usually held that the profession of teaching was vested with the Brahmana community and they held a monopoly over the Vedic education. Dr. Altekar discusses extensively on this topic as to how we find that Kshatriya teachers of Vaidika and Vedanta subjects existed down the recent millenium and that they were instrumental in furthering the knowledge in several non-vaidika subjects. Only in the later times did religious and literary studies came to be confined to the Brahmanas and professional and industrial training to non-Brahmanas. Examples include

It is usually held that the profession of teaching was vested with the Brahmana community and they held a monopoly over the Vedic education. Dr. Altekar discusses extensively on this topic as to how we find that Kshatriya teachers of Vaidika and Vedanta subjects existed down till the recent millenium and that they were instrumental in furthering the knowledge in several non-vaidika subjects. Only in the later times did religious and literary studies came to be confined to the Brahmanas and professional and industrial training to non-Brahmanas. Examples of exceptions include

* Pravahana Jaivali was the Kshatriya teacher who taught Brahmavidya to Shvetaketu a Brahmana. Asvapati and Janaka were other famous Kshatriya teachers.

* Pravahana Jaivali was the Kshatriya teacher who taught Brahmavidya to Shvetaketu a Brahmana. Asvapati and Janaka were other famous Kshatriya teachers.

* Satyakama was the son of a fallen woman but maintained Srauta fires and taught Upakosala a Brahmana.

* Satyakama was the son of a fallen woman but maintained Srauta fires and taught Upakosala a Brahmana.

* Maharshi Visvamitra, a Kshatriya is credited the composition of the 3rd Mandala of Rigveda.

* Maharshi Visvamitra, a Kshatriya is credited with the composition of the 3rd Mandala of Rigveda.

Brahmanas also pursued non-vaidika professions, Dronacharya being the best example of a Brahmana teaching the Pandavas and Kauravas the art of warfare, Dhanurveda.<ref name=":0" />

Brahmanas also pursued non-vaidika professions, Dronacharya being the best example of a Brahmana teaching the Pandavas and Kauravas about the art of warfare, Dhanurveda.<ref name=":0" />

=== Antevasin or Student ===

=== Antevasin or Student ===