Changes

Manu stated that marriage was the equivalent rite in place of Upanayana for a female. Education of women received a setback with the advent of the christian era. Marriage was given more importance as the period of vedic education was a lengthy one as the societal conditions changed. Their education was more restricted to the general and practical studies of the 64 Kalas and fine arts.<ref name=":0" />   

Manu stated that marriage was the equivalent rite in place of Upanayana for a female. Education of women received a setback with the advent of the christian era. Marriage was given more importance as the period of vedic education was a lengthy one as the societal conditions changed. Their education was more restricted to the general and practical studies of the 64 Kalas and fine arts.<ref name=":0" />   

=== अन्तेवासिन् ॥ Antevasin or Student ===

=== अन्तेवासी ॥ Antevasi or Student ===

The student enrolled in the Gurukula is called as Antevasin (अन्तेवासिन्), a Shishya (शिष्यः), was to hold his teacher in deep reverence and honour him like the King, the Devatas and his Parents. A student is generally is said to be in the [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|Brahmacharyashrama]], the stage of gaining knowledge, with many personal and social duties. After completion of his studies, the Samavartana rite is performed, which includes a ritual of snana after which the student is called [[Snataka (स्नातकः)|Snataka]]. A Naishtika Brahmachari is one chooses to live his entire life as a Brahmachari without getting into the [[Grhasthashrama (गृहस्थाश्रमः)|Grhasthashrama]].     

The student enrolled in the Gurukula is called as Antevasin (अन्तेवासिन्), a Shishya (शिष्यः), was to hold his teacher in deep reverence and honour him like the King, the Devatas and his Parents. A student is generally is said to be in the [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|Brahmacharyashrama]], the stage of gaining knowledge, with many personal and social duties. After completion of his studies, the Samavartana rite is performed, which includes a ritual of snana after which the student is called [[Snataka (स्नातकः)|Snataka]]. A Naishtika Brahmachari is one chooses to live his entire life as a Brahmachari without getting into the [[Grhasthashrama (गृहस्थाश्रमः)|Grhasthashrama]].     

Seeking others for daily food or Bhikshatana is one feature enjoined on the student as a religious duty. This vidhi occurs in many Grhya sutra texts and is prevalent since Vedic times. The story of [[Dhaumya (धौम्यः)|Dhaumya]] and one of his students Upamanyu is a classic example of how begging for food and first offering it to the Guru has been duty of the student.<ref name=":0" />

Seeking others for daily food or Bhikshatana is one feature enjoined on the student as a religious duty. This vidhi occurs in many Grhya sutra texts and is prevalent since Vedic times. The story of [[Dhaumya (धौम्यः)|Dhaumya]] and one of his students Upamanyu is a classic example of how begging for food and first offering it to the Guru has been duty of the student.<ref name=":0" />

=== Education of Girls ===

=== स्त्रीविद्या ॥ Education of Girls ===

History is witness to the fact that as we go into antiquity the position of women is found to be more satisfactory in many spheres of life, education being one of them. During Vedic times girls were allowed to choose the path of Vedic studies, such greatly learned women are found to have played a key role as mantra drashtas. The mention of female scholars and seers of the Vedic age like Vaak Ambhrni''',''' Romasa''',''' Gargi, Ghosha, Maitreyi and Lopamudra in the Vedic literature corroborates this view. Called as [[Brahmavadini (ब्रह्मवादिनी)|Brahmavadinis]], these scholars were revered for they sought the knowledge of Brahman (ब्रह्मन्). Upanayana samskara was performed for them on par with boys and such women actively participated in performing yajnas, discussions and debates. Rigvedic collection of mantras contains those composed by at least 20 different female drashtas. Visvavara, Sikata Nivavarl, Ghosha, Romasa, Lopamudra, Apala and Urvasi are the names of some of them.  

History is witness to the fact that as we go into antiquity the position of women is found to be more satisfactory in many spheres of life, education being one of them. During Vedic times girls were allowed to choose the path of Vedic studies, such greatly learned women are found to have played a key role as mantra drashtas. The mention of female scholars and seers of the Vedic age like Vaak Ambhrni''',''' Romasa''',''' Gargi, Ghosha, Maitreyi and Lopamudra in the Vedic literature corroborates this view. Called as [[Brahmavadini (ब्रह्मवादिनी)|Brahmavadinis]], these scholars were revered for they sought the knowledge of Brahman (ब्रह्मन्). Upanayana samskara was performed for them on par with boys and such women actively participated in performing yajnas, discussions and debates. Rigvedic collection of mantras contains those composed by at least 20 different female drashtas. Visvavara, Sikata Nivavarl, Ghosha, Romasa, Lopamudra, Apala and Urvasi are the names of some of them.  

The advent of the Christian era saw the decline of Upanayana samskara for girls and thus ended the study of Vedas for women in the greater part of the society.  

The advent of the Christian era saw the decline of Upanayana samskara for girls and thus ended the study of Vedas for women in the greater part of the society.  

=== Admission, Syllabus and Examinations ===

=== गुरुकुलप्रवेशः शिक्षणविधानम् च ॥ Admission, Syllabus and Examinations ===

In vedic times, a student was to directly enter a Gurukula after initiation by [[Upanayana (उपनयनम्)|Upanayana]], without having to write any entrance test nor does the Guru interview of the child. Admission of the child was a hassle free process, no boards of studies only the parents of the child chose the Guru under guidance they wanted the child. Prachina shikshana vidhana was not focused on examinations, diplomas and migration or transfer certificates. Ancients regarded knowledge as unlimited and no period that one could spend for its acquisition was regarded adequate to complete mastering a Veda, thus [[Vedas (वेदाः)|Vedas]] were अनन्ताः । Ananta or endless.  

In vedic times, a student was to directly enter a Gurukula after initiation by [[Upanayana (उपनयनम्)|Upanayana]], without having to write any entrance test nor does the Guru interview of the child. Admission of the child was a hassle free process, no boards of studies only the parents of the child chose the Guru under guidance they wanted the child. Prachina shikshana vidhana was not focused on examinations, diplomas and migration or transfer certificates. Ancients regarded knowledge as unlimited and no period that one could spend for its acquisition was regarded adequate to complete mastering a Veda, thus [[Vedas (वेदाः)|Vedas]] were अनन्ताः । Ananta or endless.  

The knowledge of alloys, metallurgy, geology, botany sciences, warfare, architecture, large scale constructions, all such topics developed over a period of time into professional subjects.

The knowledge of alloys, metallurgy, geology, botany sciences, warfare, architecture, large scale constructions, all such topics developed over a period of time into professional subjects.

=== Daily Life of a Student ===

=== दिनचर्या ॥ Daily Life of a Student ===

Here in the present context, the general life of a student of religious and literary education is dealt with. Ashramas and Gurukulas having different specialized courses and those where higher yajnas were conducted had different schedules. Most of the time of a Vedic studies student is spent in recollecting, recapitulation and recitation of the vedas to commit them to memory. However, even students of other shastras had to memorize their lessons in earlier days. A brief outline of a student's life is as follows

Here in the present context, the general life of a student of religious and literary education is dealt with. Ashramas and Gurukulas having different specialized courses and those where higher yajnas were conducted had different schedules. Most of the time of a Vedic studies student is spent in recollecting, recapitulation and recitation of the vedas to commit them to memory. However, even students of other shastras had to memorize their lessons in earlier days. A brief outline of a student's life is as follows

# Rise early in the morning before birds begin to stir i.e., at about 4.30 am.

# Rise early in the morning before birds begin to stir i.e., at about 4.30 am.

A systematic list of holidays from studies goes back to very early times and include generally the [[Anadhyayana (अनध्ययनम्)|Anadhyayana]] days of the month which were 6 days in a month - the two astami (eight day) and Chaturdashi (fourteenth day) tithis of the fortnight, the amavasya (new moon day) and purnima (full moon day) days (Manu Smrt. 4.113 and 114). <blockquote>पौर्णमस्य्-अष्टका-अमावास्या-अग्न्युत्पात-भूमिकम्प-श्मशान-देशपति-श्रो त्रिय-एकतीर्थ-प्रयाणेष्व् अहोरात्रम् अनध्यायः ॥ (Baud. Dhar. Sutr. 1.11)<ref>[https://sa.wikisource.org/wiki/%E0%A4%95%E0%A4%B2%E0%A5%8D%E0%A4%AA%E0%A4%83/%E0%A4%A7%E0%A4%B0%E0%A5%8D%E0%A4%AE%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%BF/%E0%A4%AC%E0%A5%8B%E0%A4%A7%E0%A4%BE%E0%A4%AF%E0%A4%A8-%E0%A4%A7%E0%A4%B0%E0%A5%8D%E0%A4%AE%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%BF Baudhyayana Dharmasutras]</ref></blockquote>Apart from these at times of robbery in a village, cattle lifting, natural calamities, during thunders and rainstorms, death of the Raja or a Brahmana of the village, arrival of guests and during village celebrations, vedic study is paused. Gradually in due course of time the number of holidays reduced due to the curriculum getting heavier. While abnormal weather conditions prevented loud recitation, silent reading of non-Vedic subjects was allowed. While Vedic study had to be paused, non-Vaidika subjects could be studied on Anadhyayana days.<ref name=":0" />

A systematic list of holidays from studies goes back to very early times and include generally the [[Anadhyayana (अनध्ययनम्)|Anadhyayana]] days of the month which were 6 days in a month - the two astami (eight day) and Chaturdashi (fourteenth day) tithis of the fortnight, the amavasya (new moon day) and purnima (full moon day) days (Manu Smrt. 4.113 and 114). <blockquote>पौर्णमस्य्-अष्टका-अमावास्या-अग्न्युत्पात-भूमिकम्प-श्मशान-देशपति-श्रो त्रिय-एकतीर्थ-प्रयाणेष्व् अहोरात्रम् अनध्यायः ॥ (Baud. Dhar. Sutr. 1.11)<ref>[https://sa.wikisource.org/wiki/%E0%A4%95%E0%A4%B2%E0%A5%8D%E0%A4%AA%E0%A4%83/%E0%A4%A7%E0%A4%B0%E0%A5%8D%E0%A4%AE%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%BF/%E0%A4%AC%E0%A5%8B%E0%A4%A7%E0%A4%BE%E0%A4%AF%E0%A4%A8-%E0%A4%A7%E0%A4%B0%E0%A5%8D%E0%A4%AE%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%BF Baudhyayana Dharmasutras]</ref></blockquote>Apart from these at times of robbery in a village, cattle lifting, natural calamities, during thunders and rainstorms, death of the Raja or a Brahmana of the village, arrival of guests and during village celebrations, vedic study is paused. Gradually in due course of time the number of holidays reduced due to the curriculum getting heavier. While abnormal weather conditions prevented loud recitation, silent reading of non-Vedic subjects was allowed. While Vedic study had to be paused, non-Vaidika subjects could be studied on Anadhyayana days.<ref name=":0" />

=== Maintenance of Gurukula ===

=== निर्वहणम् ॥ Maintenance of Gurukula ===

The next question is how did Gurukulas thrive as the most successful model of education? In the earlier times the followers of different Vedas had formed their own literary organizations like the Parishads, Shakas and Charanas and emphasis on forming a literary educational institutions was not present; largely because Brahmanas followed the injunction of learning the Vedas and devoteing themselves to teaching as per their capacity. Each Brahmana was thus an educational institution by himself and was self sufficient. The requirements were simple havya and kavya for the rshis and the nearby forests provided the samidhas. (check for references and examples) 

The next question is how did Gurukulas thrive as the most successful model of education? In the earlier times the followers of different Vedas had formed their own literary organizations like the Parishads, Shakas and Charanas and emphasis on forming a literary educational institutions was not present; largely because Brahmanas followed the injunction of learning the Vedas and devoting themselves to teaching as per their capacity. Each Brahmana was thus an educational institution by himself and was self sufficient. The requirements were simple havya and kavya for the rshis and the nearby forests provided the samidhas.  

Since the early times the responsibility of providing for the Gurukulas vested with the Rajas and Maharajas. They were self sufficient and their simple essential needs were fulfilled by the villagers. Hence direct monetary requirements were more for the conduct of yajnas (which were also the responsibility of the Guru) where offering of danas required monetary support. The story of Vishvamitra seeking gold from Raja [[Harishchandra (सत्यहरिश्चन्द्रः)|Harishchandra]] for conducting a yajna is one famous example.   

Since the early times the responsibility of providing for the Gurukulas vested with the Rajas and Maharajas. They were self sufficient and their simple essential needs were fulfilled by the villagers. Hence direct monetary requirements were more for the conduct of yajnas (which were also the responsibility of the Guru) where offering of danas required monetary support. The story of Vishvamitra seeking gold from Raja [[Harishchandra (सत्यहरिश्चन्द्रः)|Harishchandra]] for conducting a yajna is one famous example.