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Line 1: − {{ToBeEdited}} − + − One can see numerous instances of principles and postulates of the educational practices from the ancient works. Education was regarded as the source of that Jnana which leads its recipients to successfully overcome difficulties and problems of life and take 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>[[File:Gurukula_Picture.png|thumb|600x600px| '''Guru Shishya Parampara''' − − − Education was regarded as the best agency for improving society at all times and hence focus was that it should be available to all those who are qualified to receive it. Upanayana was the samskara, that was usually performed, to mark the initiation of a child (of all varnas and both genders) into education. It was further declared in the Brhadaranyaka Upanishad that <blockquote>... विद्यया देवलोको देवलोको वै लोकाना श्रेष्ठस् तस्माद्विद्यां प्रशसन्ति ॥ यद्वै किञ्चानूक्तम् तस्य सर्वस्य ब्रह्मेत्येकता .... तस्मात् पुत्रमनुशिष्टं लोक्यमाहुस् तस्मादेनमनुशासति । (Brha. Upan. 1.5.16 and 17)<ref>Brhdaranayaka Upanishad ([https://sa.wikisource.org/wiki/%E0%A4%AC%E0%A5%83%E0%A4%B9%E0%A4%A6%E0%A4%BE%E0%A4%B0%E0%A4%A3%E0%A5%8D%E0%A4%AF%E0%A4%95_%E0%A4%89%E0%A4%AA%E0%A4%A8%E0%A4%BF%E0%A4%B7%E0%A4%A6%E0%A5%8D_1a Adhyaya 1 Brahmana 5])</ref></blockquote><blockquote>... vidyayā devaloko devaloko vai lokānā śreṣṭhas tasmādvidyāṁ praśasanti ॥ yadvai kiñcānūktam tasya sarvasya brahmetyekatā .... tasmāt putramanuśiṣṭaṁ lokyamāhus tasmādenamanuśāsati ।</blockquote>One can attain the devaloka through vidya alone; devaloka being the best of the (three) worlds. Hence vidya is to be praised. (Here vidya is taken to mean meditation or that knowledge of Self required for attaining the higher worlds). Whatever is studied is all unified in the word Brahman.... Therefore they speak of an educated son as being conducive to the world. Hence (a father) teaches his son (Page No 230 of Reference <ref>Swami Madhavananda. (1950 Third Edition) ''Brhadaranyaka Upanishad with the commentry of Shankaracharya. Mayavati'' : Advaita Ashrama</ref>).+ + + + − Thus we see that the goal of education is attainment of Self knowledge. Thus people of different varnas irrespective of their gender, social and financial status, received at least the rudiment of literary and religious education, until the first millennium of the Christian era when conducting upanayanas decreased among the varnas and girls were married at the age of 10 owing to several causes.<ref name=":0" />+ − + − + − The word Vidya (विद्या), which again devoid of an English equivalent, deals with that procedural knowledge essential for understanding the philosophical and theological aspects of Sanatana Dharma. Ancient seers had holistic perspective as to why a student should be given the knowledge of Atmavidya in different forms such as [[Brahmavidya (ब्रह्मविद्या)|Brahmavidya]], [[Bhumavidya (भूमविद्या)|Bhumavidya]], [[Panchagnividya (पञ्चाग्निविद्या)|Panchagnividya]], each of which was one way to achieve the common goal of Moksha. It may appear that preceptors of the ancient ages have focused only on the ultimate spiritual goal of Atmavidya (attainment of the knowledge of the the Self) which is more a personal goal for the student. + − + − However, one may note that education consisted of imparting Chaturdasha Vidyas (and Astadasha Vidyas) dealt in our [[Vaidika Vangmaya (वैदिकवाङ्मयम्)|Vaidika Vangmaya]] by Gurus to students before giving them the ultimate specialized knowledge, exemplified by many examples of Vedic preceptors even in the more recent millennium. + − − Vidya (knowledge), pertaining to a single knowledge system (Brahmavidya etc) of the olden days gradually got absorbed into Vedanta system, a broader heading covering all such specialized topics. Gradually as studying vedas required more understanding, the study of Shad Vedangas, the subjects explaining the Vedas themselves gained more significance. Some of the Vedangas such as Shiksha, Vyakarana, Jyotisha, became highly specialized themselves and needed years of study. Vidya (education) came to represent concept based knowledge systems of Shastras of all kinds. The [[Shad Vedangas (षड्वेदाङ्गानि)|Shad Vedangas]], [[Shad Darshanas (षड्दर्शनानि)|Shad Darshanas]] and [[Upavedas (उपवेदाः)|Upavedas]] gave rise to many subjects such as Ganita (Mathematics), Nyaya (Judicial system) and Nyaya (Logic). Ayurveda ramified into minor specialisations with Shastrachikitsa and Kayachikitsa, Rasayana shastra dealt with chemistry, Bhoutika shastra included physics. 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. − + − We see in the cultures of ancient Greece and Europe that the ideal of personal culture loomed large in the educational system. Ancient Indian system, however, focused on the fact that an individual exists more for society than otherwise. From a very young age, a child is groomed into the socio-cultural fabric of the society with less emphasis on personal subjects such as music, painting and fine arts which were not taken as general education topics. Education was also not dominated by the military ideal hence it was not part of the mainstream topics. + − Jesuitical education aimed at creating an army of faithful and resolute servants of the Catholic church, the goal of which was to establish missionaries and spread the religion. It may be clarified that Ancient Indian system of education colonially projected to be tainted with lines such as "Brahmanas controlled education", was never so narrow in aim, for the youth they trained often were not subservient unquestioning blind followers but often questioned the traditional beliefs and sought for the rationale in the system. Many new theories of Indian knowledge systems, and siddhantas of subjects stand proud witness to the fact that Indian education always promoted dynamic dharmik thought processes. Prabhakara Guru's school of Mimamsa developed as he believed in perspectives different from those of Kumarila Bhatta's Mimamsa theories and convincingly articulated them. The Vedic shakas themselves arose due to slight differences in pronunciation or arrangement of mantras which were preserved by the particular group of people. It is clear that no other nation had so many original, ingenious ideas, concepts and supporting explanations (vadas) as seen in the land of [[Bharatavarsha (भरतवर्षम्)|Bharatavarsha]] for a vast majority of subjects of study. + + + − Ancients believed that education was primarily for piety and wisdom, virtue, manners and learning for a useful profession. The more recent education system of the Industrial Revolution age laid emphasis on building a robotic skilled worker, creating a mechanical workforce, working skillfully, justly in both public and private enterprises. Standardization and automatisation has further brought down creative thinking and ingenuity. However, our ancients gave more importance to personal capabilities and held that not all people are versatile in a particular skillset and thus differentiation of functions and training was enforced for different classes of people performing various duties. + + + + + + + − Nations such as America which had a relatively recent national culture stressed on moral character and social efficiency (personal development) and not mere erudition and culture as the important goals of education system. Indian system had achieved these two (character and social efficiency) characteristics and hence sought to preserve the qualities by enforcing the cultural preservation. + + + − Social fabric was well-knit in our ancient society system (Varna System) and different classes of people complemented each other in bringing about social efficiency. Thus ancient Indian education provided education to each class, suitable for its own needs and family traditions, without repressing talent, unlike the Soviet nations' system of education which directed education to bring about equality in the society by upliftment of the weaker sections. Modern education system in India brought in by the English Colonial rulers is dominated by the aim of passing examinations with highest honours; an aim which was practically non-existent in ancient India. + − 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 section we discuss the qualities of the Guru and shishya who are the primary persons of the Gurukula system. + − == Preceptors and Receptors of Education ==+ − In this 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 such as Guru are loosely used in society in the present days.+ + + + + − Sanatana Dharma has held a high regard for the preceptors, 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. The difference between the different terms referring to preceptors are explained as follows as compiled from different texts namely the Vedas, the Upanishads, the Puranas and the dharmashastras. + + − === आचार्यः ॥ Acharya ===+ − An Acharya is one who follows what he preaches is an Acharya. A brief compilation of various definitions of Acharya from different texts are given below. − ==== Taittriya Upanishad ====+ − <blockquote>वेदमनूच्याचार्योऽन्तेवासिनमनुशास्ति - सत्यं वद , धर्मं चर ... (तैत्तिरीयोप. शीक्षावल्ली)</blockquote> − − <blockquote>वृद्धा ह्यलोलुपाश्चैव आत्मवन्तो ह्यदम्भकाः। सम्यग्विनीता ऋजवस्तानाचार्यान् प्रचक्षते ।। ५९.२९ ।। (Vayu. Pura. 59.29)</blockquote><blockquote>आचिनोति च शास्त्रार्थम् आचारे स्थापयत्यपि । स्वयमाचरते यस्मात् आचार्यस्तेन चोच्यते ॥ (Vayu. Pura. 59.30)<ref>Vayu Purana ([https://sa.wikisource.org/wiki/%E0%A4%B5%E0%A4%BE%E0%A4%AF%E0%A5%81%E0%A4%AA%E0%A5%81%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%AE%E0%A5%8D/%E0%A4%AA%E0%A5%82%E0%A4%B0%E0%A5%8D%E0%A4%B5%E0%A4%BE%E0%A4%B0%E0%A5%8D%E0%A4%A7%E0%A4%AE%E0%A5%8D/%E0%A4%85%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83_%E0%A5%AB%E0%A5%AF Purvardha Adhyaya 59])</ref></blockquote> − + − <blockquote>वृद्धाश्चालोलुपाश्चैव त्वात्मवन्तो ह्यदांभिकाः ।। सम्यग्विनीता ऋजवस्तानाचार्यान्प्रजक्षते ।। ३२.३१ ।। (Brah. Pura. 1.2.32.31)<ref>Brahmanda Purana (Purvabhaga, Anushangapada, [https://sa.wikisource.org/wiki/%E0%A4%AC%E0%A5%8D%E0%A4%B0%E0%A4%B9%E0%A5%8D%E0%A4%AE%E0%A4%BE%E0%A4%A3%E0%A5%8D%E0%A4%A1%E0%A4%AA%E0%A5%81%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%AE%E0%A5%8D/%E0%A4%AA%E0%A5%82%E0%A4%B0%E0%A5%8D%E0%A4%B5%E0%A4%AD%E0%A4%BE%E0%A4%97%E0%A4%83/%E0%A4%85%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83_%E0%A5%A9%E0%A5%A8 Adhyaya 32])</ref></blockquote><blockquote>स्वयमाचरते यस्मादाचारं स्थापयत्यपि ।। आचिनोति च शास्त्राणि आचार्यस्तेन चोच्यते ।। ३२.३२ ।। (Brah. Pura. 1.2.32.32)</blockquote>The summary of the Vayu Purana and Brahmanda Purana slokas are as follows+ − They call these persons Acharyas - old men devoid of greediness, who are self-possessed and devoid of arrogance, straight-forward and who are educated and self disciplined.<ref name=":5">Tagare, G. V. (1987 First Edition) The Vayu Purana, Part 1. Delhi : Motilal Banarsidass Pvt. Ltd. ([https://archive.org/details/VayuPuranaG.V.TagarePart1/page/n482 Page 421])</ref><ref name=":4">Tagare, G. V. (1958 First Edition) The Brahmanda Purana, Part 1. Delhi : Motilal Banarsidass Pvt. Ltd. ([https://archive.org/details/BrahmandaPuranaG.V.TagarePart1/page/n317 Page 316 and 317])</ref>+ − An acharya is one who fully understands the conclusions of the various scriptures and practices it (Dharma). He who establishes the code of conduct and puts together (to master and practice) the various texts - such a person is called Acharya.<ref name=":5" /><ref name=":4" />+ − ==== Manusmrti ====+ − <blockquote>उपनीय तु यः शिष्यं वेदमध्यापयेद्द्विजः । साङ्गं सरहस्यं च तमाचार्यं प्रचक्षते ॥ (Manu. Smrti 2.140)</blockquote>Manu describes Acharya as one who performs Upanayana samskara of his student and teaches him the Vedas along with the Upangas.<ref name=":6">Pt. Girija Prasad Dvivedi. (1917) ''The Manusmriti or Manavadharmashastra. Translated into Hindi with notes, index and critical introductions.'' Lucknow : Newul Kishore Press. ([https://archive.org/details/ManuSmritHindi-GpDwivedi/page/n186 Adhyaya 2 Page 48])</ref> − === उपाध्यायः ॥ Upadhyaya ===+ − Manu defines Upadhyaya as follows<blockquote>एकदेशं तु वेदस्य वेदाङ्गान्यपि वा पुनः । योऽध्यापयति वृत्त्यर्थमुपाध्यायः स उच्यते ॥ २.१४१ (Manu. Smrti 2.141)</blockquote>Upadhyaya is one who imparts the knowledge of Vedas and Vedangas as a profession (वृत्त्यर्थम्) to the student.<ref name=":6" /> − === गुरुः ॥ Guru ===+ − Manu defines a Guru as follows<blockquote>निषेकादीनि कर्माणि यः करोति यथाविधि । सम्भावयति चान्नेन स विप्रो गुरुरुच्यते ॥ २.१४२ ॥ (Manu. Smrti 2.142)</blockquote>That Brahmana who prescribes Garbhadana and other samskaras according to the procedures in the shastras to the parents (meaning samskaras starting from the conception of the child) and nourishes by providing food (meaning helps in raising the child) - he is called a Guru.<ref>Shastri, J. L. (1983 First Edition) ''Manusmriti with Commentary of Kulluka Bhatta.'' Delhi : Motilal Banasidass Pvt. Ltd. ([https://archive.org/details/ManusmrtiWithKullukaBhattaTikaProf.J.L.Shastri/page/n106 Adhyaya 2 Page 59])</ref> As per Medatithi and Mitaksarakara, Manu intends Guru to mean the father himself. (Reference Prof. J. S. R. Prasad in [https://groups.google.com/forum/#!msg/bvparishat/WzOL81dApIQ/ZNq_FDmvBAAJ BVP Forum]) − The one who imparts that knowledge for the attainment of Moksha is a Guru. (Manu Smrti 12.83) <blockquote>यिक्तियुक्तं वचो ग्राह्यं न ग्राह्यं गुरुगौरवत् । सर्वशास्त्ररहस्यं तद् याज्ञवल्क्येन भाषितम् ॥ याज्ञवल्क्यशिक्षा , 232</blockquote>Student+ + − == Guru ==+ − Atharvaveda clearly extols the greatness of the mother, the father and the Guru. 11.5.3<blockquote>गृणाति उपदिशति तात्त्विकमर्थम् इति गुरुः -- शिवसूत्रविमर्शिनी</blockquote>Kinds of gurus<ref>Gurugita [http://ashram.org/Portals/0/Books/GuruGita.pdf Slokas]</ref> − suchaka, vachaka, bodhaka, nishiddhaguru, vihitaguru, karanaguru, paramaguru, mahaguru, + − Gurugita slokas 160 to 171+ − subhashita pustakabhandagaram, samanya neetulu 257 sloka, 159 page+ − == Aims of Gurukula System ==+ − The Gurukula system was the mainstream education system till as recent as the first millenium which necessitated the stay of a student away from his home at the house or ashrama of Guru (teacher) who imparted valuable life lessons to the student. The direct aim of all education, literary or professional, was to make the student fit to deal with the problems in life, train him to develop those qualities that would make him a beneficial member of the society. − + − Life in ancient Bharat was rooted in Dharma and associated activities. Activities or jivana vidhana involved being in constant communion with the Self and thus many preceptors, the rshis lived simple lives. The procedures of yajnas performed for the welfare of all beings in the world, vratas, nityakarmas (agnihotra, prayer to Surya etc) - all were to inculcate piousness and compassion in the young student, the bearer of the future generations. He is trained to control his senses and the rigorous spiritual background imbibed is expected to restrain the student from temptations of life. The setting was the ashram, the very atmosphere impresses upon him that through the body (a product of nature) the higher spiritual realms are to be achieved by his inner Self (along with buddhi and manas are to be directed towards Paramatman). To achieve this the Guru imparts those laws which govern the conduct thereby moulding his character for life.<ref name=":0" /> + − ==== Limitations on Spiritual Practices ====+ − Although the gurukula system provided the dharmika and paramatmika jnana, the aim was not to induce the student immediately into a path for search of Brahman and turn him into a sanyasi. It is well known that maharshis had huge following of students involved in Vedic studies yet only a miniscule number of them pursued the spiritual journey (remaining as brahmacharis) while vast majority of them became grhasthas and spread the yajnika practices in the society. Thus role of Gurus was two fold - create new preceptors who spread the dharmika procedures in society and guide those students on the spiritual quest. − === Character Building ===+ − Although Vedas and spiritual quest was regarded highly, maharshis, the educationalists, unhesitatingly declared that a person of good character with minimal knowledge of the Vedas is to be preferred to a scholar, who though well versed in the Vedas, led an impure life of lowly thoughts and habits. Importance of character has been stressed in many ancient texts<blockquote>सावित्रीमात्रसारोऽपि वरं विप्रः सुयन्त्रितः । नायन्त्रितस्त्रिवेदोऽपि सर्वाशी सर्वविक्रयी । । २.११८ । । sāvitrīmātrasāro'pi varaṁ vipraḥ suyantritaḥ । nāyantritastrivedo'pi sarvāśī sarvavikrayī । । 2.118 । । (Manu. Smri. 2.118)<ref name=":3">Manusmriti ([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>धर्म हि यो वर्धयते स पण्डितः । dharma hi yo vardhayate sa paṇḍitaḥ । (Maha. Shan. Parv. 12.321.78)</blockquote>He alone is learned (jnani) who contributes to growth of dharma. − Maharshis were well aware that power without virtue and intellect without moral and spiritual disciplining led to disastrous consequences, hence emphasis was on learning along with building character. <blockquote>''The tree of education ought to flower in wisdom as well as in virtue, in knowledge as well as in manners.''<ref name=":0" /></blockquote>Gurukulas had the conducive methods to shape a student's character which included + − * right natural surroundings − * direct instructions of vidhis (injunctions) − * direct and personal supervision by teachers (both on moral and intellectual behaviour) − * performing activities and nityakarmas (showed students the strict narrow path of duty) − * powerful reinforcement through examples of great personalities − + − There is a misplaced impression that education system in ancient India suppressed personality development by imposing a uniform course of education enforcing it with an iron discipline (Page 12 of <ref name=":0" />). Although theoretically practice of hereditary profession was advocated freedom to enterprising individuals was never restricted. Restrictions on the whole Brahmana community to devote twelve years to the task of memorizing the Vedic tests was also not compelled, only a section of them dedicated themselves while the rest of the community learnt those sections of veda mantras that were to be used on the daily basis and were allowed to choose subjects of their choice such as tarka, nyaya, vedanta and other shastras. Kshatriyas and Vaishyas never took seriously to the Vedic learning and trained in the requisite shastras like the Brahmanas. It is wrong to conclude from passages (such as Manu. Smrt. 2.168 and 3.1) that Manusmrti emphasizes that the vedic study was compelled for Brahmanas<ref name=":0" /> <blockquote>योऽनधीत्य द्विजो वेदं अन्यत्र कुरुते श्रमम् । स जीवन्नेव शूद्रत्वं आशु गच्छति सान्वयः । । २.१६८ (Manu. Smrt. 2.168)</blockquote>A dvija who does not study the vedas and takes up efforts to study other shastras, such a person, while living, attains the state of a shudra along with his descendents.<ref>Pt. Girija Prasad Dvivedi (1917) ''The Manusmriti or Manavadharmashastra (Hindi Translation)'' Lucknow: Nawal Kishore Press ([https://archive.org/details/ManuSmritHindi-GpDwivedi/page/n191 Adhyaya 2 Sloka 168])</ref>(Page 456 of Reference <ref>Mm. Ganganath Jha (1920 - 1939) ''Manusmrti with the Manubhashya of Medathithi, English Translation. Volume 3, Part 1 Discourses 1 and 2.'' Delhi : Motilal Banarsidass</ref>). Here the context of the passages have to be considered while arriving at a conclusion. + + + + + + + + + + + − Students were taught to be self disciplined and instilled with value systems from a very young age based on their personal capacity. + + + − + − + − ==== Influence of Self-confidence ====+ − The 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" /> − ==== 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 grihastha in his upcoming grihasthashrama. 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 (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" /> + + − ==== Development of Discrimination and Judgment ====+ − Study of shastras like Tarka, Nyaya, Mimamsa etc promoted the powers of discrimination and judgement which are necessary for the development of proper personality. Students of such subjects are exposed to controversies involved and so are trained to view perspectives of both sides of arguments, form his judgement and defend his position in literary debates. In ancient days, education system supported healthy [[Type of Debates in Ancient India|debates]] of different kinds and students greatly sharpened their intellectual skills on such occasions. Vedic students had a different intellectual exercise which required mechanical training of memory and played the important role of preserving vedic literature when paper and printing were unavailable. Thus education system promoted the development of mental skills of concentration, focus, memory, judgment, discrimination, verbal expression and healthy competition.<ref name=":0" /> − === Household Chores and Social Duties ===+ − While a student sharpened his mental skills, ancient educationalists also emphasized on instilling responsibility in a student by the inculcation of civic and social duties. At the gurukula, no one led a self-centered life. Students participated in community activities starting from cleaning yajna untensils, maintaining the ashrama, tending to cows and animals coexisting with them and performed agricultural duties (see [[Dhaumya (धौम्यः)|Dhaumya]]'s students). Thus humility, compassion to all, team spirit, sharing with others, self-reliance, problem-solving were the naturally and unconsciously inculcated values in them. The whole of Shikshavalli of Taittriyopanishad stresses the importance of duties of the student and the famous convocation address in 11th Anuvaka of Taittriya Upanishad, sums up the importance of these duties starting with Speaking the truth and Practicing Dharma.<ref>Swami Gambhirananda (1989 Second Edition) ''Eight Upanishads with the Commentary of Sankaracharya, Volume 1 (Isa, Kena, Katha, Taittriya)''. Mayavati : Advaita Ashrama ([https://archive.org/details/EightUpanishadsVol.1BySwamiGambhirananda/page/n277 Page 266])</ref> <blockquote>सत्यं वद । धर्मं चर । स्वाध्यायान्मा प्रमदः । (Tait. Upan. 1.11.1)<ref name=":2">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%B2%E0%A5%8D%E0%A4%B2%E0%A5%80 Shikshavalli Anuvaka 11])</ref></blockquote>A student is enjoined to perform his duties as a son, a husband, a father conscientiously and efficiently. His wealth is not to be utilized solely for his own or family's wants, he is taught to be hospitable and charitable with duties even to the other creatures and beings. − Professions were based on highest codes of honour, which laid stress on the civic responsibilities of their members. A physician was to serve selflessly, and a warrior was not to attack his opponent indiscriminately. Moral values were so greatly enmeshed in the social fabric that Governments were there only to monitor the larger enforcement of the system.<ref name=":0" /> + + − === Promotion of Social Efficiency ===+ − Education was not merely for sake of imparting cultural knowledge and its preservation nor for developing intellectual prowess without any usage. The Gurukulas were not just the centers for knowledge transfer but also trained individuals for knowledge translation (putting it to use) for development of social efficiency. [[Varna Dharma (वर्णधर्मः)|Varna]] System was interlinked to the educational system to efficiently manage the division of work for social efficiency. The theory of division of work was mainly governed in later times by the principle of heredity. Although the rising generation could train in any branch of knowledge, profession and industry, the system directed the individual's training in more or less predetermined spheres of social duties of that family. − We have many instances where exceptional talent crossed the limits of the Varna system and selected the profession it liked; Brahmanas and Vaishyas as kings and warriors, Kshatriyas (Pravahana Jaivali, a Maharaja, taught [[Brahmavidya (ब्रह्मविद्या)|Brahmavidya]] to [[Uddalaka and Shvetaketu (उद्दालकः श्वेतकेतुः च।)|Uddalaka and Shvetaketu]] who were brahmins) and Shudras (Shankaracharya gained Brahmajnana from a Chandala) were philosophers and preceptors, make their appearance throughout our ancient history. + − However, it was deemed to be in the interest of the common man that he should follow his family's calling. Each trade, guild and family trained its children in its own profession. This system may have sacrificed the individual choices and educational interests of a few, but was undoubtedly in the best interest of the social fabric. An agriculturist having the practical knowledge of identifying rain bearing clouds is taught to his children and the art of warfare is best understood and experienced by the child born in a kshatriya family. Thus knowledge and profession were integrated as seen in the Varna system. Differentiation of functions and their specialization in hereditary families naturally heightened the efficiency of trades and professions thereby leading to social efficiency.<ref name=":0" /> A holistic education pattern was seen wherein the rising generation was exposed to different branches of knowledge with specialization in family profession.+ + − + − One of the important aims of education was to preserve and spread the national heritage and culture. As seen above education was the chief means of social and cultural continuity. The vast amount of literature (including both vedic and classic subjects that are still unexplored) only mirrors this deep concern that our ancients had for the preservation and transmission of the literary, cultural and professional heritage of our race. Members of the professions were to train their children in their own lines, rendering available to the future generation at the beginning of its career, all the skill and processes that were acquired after painful efforts of the bygone generations. Svadhyaya laid down that every student (of a particular shaka of a particular Veda) was to learn at least a portion of his particular literary heritage. It was the incumbent duty of the priestly class and preceptor class to commit the whole of the Vedic literature (of a particular shaka of a particular Veda) to memory in order to ensure its transmission to unborn generations. History is witness to the fact that even this greater cause of preservation of sacred Vedic knowledge was taken by a particular section of the Brahmana community devoted to lifelong cause of learning. Manusmrti (Adhyaya 3) describes the period of learning as follows <blockquote>षट्त्रिंशदाब्दिकं चर्यं गुरौ त्रैवेदिकं व्रतम् । तदर्धिकं पादिकं वा ग्रहणान्तिकं एव वा । । ३.१ । ।</blockquote><blockquote>वेदानधीत्य वेदौ वा वेदं वापि यथाक्रमम् । अविप्लुतब्रह्मचर्यो गृहस्थाश्रमं आवसेत् । । ३.२ । । (Manu. Smrt. 3.1 -2)<ref>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%A4%E0%A5%83%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 Adhayaya 3])</ref></blockquote>Students were imparted moral values that remained with them for life. From the very young age emphasis was laid on obedience to parents, respect to elders and preceptors, gratitude to Rsis; all of which helped preserved the cultural heritage. Svadhyaya and Rsitarpana played an important role once the student entered grhastha ashrama. Svadhyaya enjoined a daily recapitulation of at least a portion of what was learnt during student life and Rsitarpana required a daily offering of tribute of gratitude to the rshis and mantradrashtas of the past, during the morning prayers. As this tradition gradually declined where very few agnihotris (those who perform morning and evening offering in Agnihotras) are practicing these days, the study of Puranas gained more popularity and developed as a community activity. Reaching out to masses through their native language, many Puranic lores though expounded the older procedures of yajnas, gradually got filtered down and only few best cultural practices remained in the present day preserved even by the illiterate population as tradition. + − − === ऋणत्रयसिध्दान्तः ॥ Theory of Three Debts === − Vedic age references speak about the Three Debts (ऋणत्रयम्) which served the purpose of instilling moral values in the younger generation to accept and maintain the best traditions of thought and action of the past generations. According to this siddhanta the moment an individual is born in this world, he /she incurs three debts, which he can discharge only by performing certain duties. − # देवऋणम् ॥ Debt to the Devatas is relieved by learning how to perform yajnas and by regularly offering them. Thus religious traditions are preserved. − # ऋषिऋणम् ॥ Debt to the Rshis of the bygone ages can be discharged by studying their works and continuing their literary and professional traditions. Thus the literary traditions are preserved. − # पितृऋणम् ॥ Debt to the Pitrs or ancestors can be repaid by getting married to raise progeny and impart education to them. Thus the family tradition is preserved. − Taittriya Samhita mentions the three debts as follows.<blockquote>जायमानो वै ब्राह्मणस्तृभिर्ऋणैर्ऋणवाञ्जीयते । यज्ञेन देवेभ्यो ब्रह्मचार्येण ऋषिभ्यः प्रजया पितृभ्यः ॥ (Tait. Samh)</blockquote>Steps were taken to see that the rising generation became an efficient torch bearer of the culture and traditions of the past. Body, mind, intellect and Atma constitute a human being; the aims and ideals of ancient system of education were thus to promote their simultaneous and harmonious development. − − == Principles of Education == − Ancient thinkers also laid down some postulates about education which have been scattered in different sources and inferred from practices. A few such important aspects include the following − − === Education is for all === − Social efficiency being one of the aims of education, it was naturally insisted that all sections of the society were qualified to receive it and thus have access to it. Since it was the best agency to improve the society it was regarded necessary for all people and not a privilege to those lucky few who had money and leisure to devote to its acquisition. Upanayana samskara, which marked the beginning of religious and literary education was made mandatory to male children (and was so for female children in vedic times). The stories of [[Education of Vedic Women -Brahmavadinis|Brahmavadinis]] such as Gargi, Lopamudra etc clearly depict that women were engaged in vedic studies since ages. The Dvija varnas (the first three varnas) thus received at least the rudimentary of literary and religious education. Brhadaranyaka Upanishad (1.5.7) further declared that a man can discharge his debts to pitrs (ancestors) not by merely procreating but by providing for their education also. To enforce this goal several steps and measures were built in the education system. − * Adequate supply of teachers was ensured by having an injunction where Brahmanas were to take up teaching as a duty irrespective of the consideration whether they were monetarily supported or not. − − * Rajas and Maharajas used to support Brahmanas by providing for their food and cows for anushtana (practicing of the yajnas) apart from small pieces of agricultural land which helped them maintain their family and students. − * Education was to be imparted without monetary gains from students. Students however, paid the Gurudakshina in different forms (Dharma, Artha or Seva) but it was not mandatory to pay it in financial form only. − − * Bhikshatana of a brahmachari was held in highest order for its moral perspectives, namely, the grhasthas were bound to support the persons in other ashramas and Annadana was held in highest importance, the social responsibility of the students was distributed in the society. The grhastas and brahmacharis from different varnas (poor or rich) learnt humility, the greatest moral value. Brahmacharis learnt time management and bhiksha instilled in the young minds that all are equal in a guru's ashrama whether the student came from a rich or a poor family background. − − === Education is a serious proposition === − Though it was advocated that all people should receive the benefits of education, some checks were in place to avoid wastage of time on morally and intellectually unfit persons who were excluded from this benefit (Nirukta 2.4). Real scholarship was a serious path of great learning for the students. The path was designed to shape the moral, cultural and religious thinking of the student. Many early texts such as Vedas and [[Upanishads (उपनिषदः)|Upanishads]] (Taittriyopanishad mentions student characteristics in Shikshavalli) and the later ones such as Puranas, Mahabharata and more recent Subhashitas emphasize the rigor that was required for a student to gain scholarly attributes ([[Vidyarthi's Qualities (विद्यातुराणां लक्षणानि)|Vidyarthi's Qualities विद्यातुराणां लक्षणानि]]).<ref name=":0" /> The rich and the poor have both to submit to stern discipline in order to become learned. The testing procedures in earlier days were also quite rigorous and were mostly verbal. − − === Studentship and Marriage are incompatible === − One of the primary dharmas of a brahmachari is to lead a celibate life in order to realise his educational ideals. Thus, the authorities who built our education system laid down that a student should observe celibacy in thought and deed during his educational life and can marry at the end of the course with the permission of his Guru. Taittriya Upanishad elaborately mentions about the [[Samavartana (समावर्तनम्)|Samavartana]] and [[Snataka (स्नातकः)|Snataka]] (a graduate who finished his studies) which are the rites of passage from [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|brahmacharya]] to [[Grhasthashrama (गृहस्थाश्रमः)|grhasthashrama]]. So marriage was considered an important samskara and transition point of ashramas. It may be observed that the reasons for being celibate during education include having single-minded focus on studies, having less responsibility (of fending for family), time management and self discipline for long and laborious studies and show complete dedication to perform sushruta to his Guru (which is very important for education). − − Owing to several causes be it invasions by foreigners, gradual loss of traditional activities, changes in society structure all played a role in bringing about changes in the institution of marriage. One of the main deviations included the decrease in the marriageable age of girls which began to fall just before the advent of the Christian era and continued several centuries from then on. From 16 years of age, it came down to 14, then to 12 and even 11 or 10 in early centuries of the common era. The lowering of marriageable age of girls naturally brought down the marriageable age of the boys to about 18 and then to 16. Marriage thus was inevitably performed before the completion of education. Dr. Altekar arrives at the conclusion that from the beginning of the Christian era, more than 50% students used to marry before their education was completed.<ref name=":0" /> − − === Education begins at young age === − Ancient rshis were clear and convinced that no good results would follow if education was begun late in life. <blockquote>नाति षोडशमुपनयीत प्रसृष्टवृषणो ह्येष वृषलीभूतो भवतीति। (Jaim. Grhy. Sutr. 1.12)<ref name=":1">Jaiminiya [https://sa.wikisource.org/wiki/%E0%A4%9C%E0%A5%88%E0%A4%AE%E0%A4%BF%E0%A4%A8%E0%A4%BF%E0%A4%97%E0%A5%83%E0%A4%B9%E0%A5%8D%E0%A4%AF%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%AE%E0%A5%8D Grhyasutras] </ref></blockquote>A boy who begins his education at 16 years of age is not likely to bring any credit to his teachers. − − During childhood, as proved by modern sciences also, mind is pliable, memory is keen and intellect is receptive; the foundational habits of a child can be moulded to form good habits which will remain with him for the rest of his life. [[Upanayana (उपनयनम्)|Upanayana]] samskara at the right age was laid down by in starting from Dharmasutra texts summarized for the present day in the Nibandhanas like Dharmasindhu etc. <blockquote>सप्तमे ब्राह्मणमुपनयीत पञ्चमे ब्रह्मवर्चसकामं नवमे त्वायुष्काममेकादशे क्षत्रियं द्वादशे वैश्यं... (Jaim. Grhy. Sutr. 1.12)<ref name=":1" /></blockquote>It was held that 5th year (for those aspiring for Brahmavarchas) and 8th year (adding the one year of garbhasthiti) would be proper time for Upanayana in Brahmanas and in 9th year for those aspiring Ayush or longevity. 11th year is when Upanayana has to be conducted in Kshatriyas and 12th year for the Vaishyas. − − === Education should be thorough === − Education was rightly regarded as the knowledge source of illumination and was expected to enable its recipients to successfully meet and solve the difficulties and problems of life. Therefore education should be thorough and efficient, not limited to imparting general knowledge of a number of subjects, ideally it was to train experts to handle different branches of knowledge. Since printing was not known, commiting the knowledge to memory was required and highly emphasised so that it stead throughout the life of the person. To ensure this, personal attention to each student and practical training was insisted to maintain a high degree of proficiency.<ref name=":0" /> − − === Education is a continuous process === − Once learnt in studentship education was either continued lifelong by a certain set of students of Vedas and many others progressed to learn other shastras and professional education. Thus we see that development of memory played a very important role and it was stipulated that every dvija graduate should recapitulate daily a portion of what he had learnt under the guidance of the Guru. At the time of Samavartana (end of studies or convocation) he is reminded not to neglect his duty of daily revision or Svadhyaya, as extolled in the famous Taittriya Upanishad Shikshavalli given below.<blockquote>स्वाध्यायान्मा प्रमदः। ... स्वाध्यायप्रवचनाभ्यां न प्रमदितव्यम् । (Tait. Upan. 1.11.1)<ref name=":2" /></blockquote>During rainy season every graduated student was expected to devote extra time to his studies for more practical reasons that he cannot go out for his work when rains are heavy.<ref name=":0" /> − − === Education involves active student cooperation === − Ancient seers held that the process of gaining knowledge was an active one, with the student expressing his urge in acquiring more knowledge and the Guru finding great pleasure in teaching the pupil. Voluntary cooperation in the form of willingness to learn, was a highly desired student quality which yielded great results. Students who were insincere, showing relaxed behaviour with indifference towards learning were not encouraged. Manusmrti 2.113 and 114, 191, considered it to be a meaningless action similar to sowing seeds in a barren land, in the case of education of insincere students.<blockquote>धर्मार्थौ यत्र न स्यातां शुश्रूषा वापि तद्विधा । तत्र विद्या न वप्तव्या शुभं बीजं इवोषरे । । २.११२ । ।</blockquote><blockquote>विद्ययैव समं कामं मर्तव्यं ब्रह्मवादिना । आपद्यपि हि घोरायां न त्वेनां इरिणे वपेत् । । २.११३ । । </blockquote><blockquote>विद्या ब्राह्मणं एत्याह शेवधिस्तेऽस्मि रक्ष माम् । असूयकाय मां मादास्तथा स्यां वीर्यवत्तमा । । २.११४ । । (Manu. Smrt. 2.112 - 114)<ref name=":3" /></blockquote>Summary : Where there is no dharma, artha (monetary return) or seva (शुश्रूषा) in return for teaching a student, then such a person should not be imparted any education. It would be similar to sowing good seeds in a barren land, in such a case. − − ==== Student Punishment ==== − The popular saying "spare the rod and spoil the child" which is about punishment to children is the common social problem relevant to the present day education system also. Associated with this topic we have the following important questions − # what if entrusted student meets with indifference from the Guru? − # what are the allowed modes of remonstration for a teacher? − Ancient Bharatiya systems unfold various versions to deal with refractory students, and there is no unanimity about this concept. − − Apastamba recommends that a teacher should try to improve refractory students by banishing them from his presence or by imposing a fast (Apas. 1.2.8.30). − − Manu views gentle persuasion of a student is a good way but eventually mild physical punishment is permitted. (2.159-61) − − Gautama supports Manu's views but adds the legal perspective that stern punishment by a teacher attracts legal prosecution.<ref name=":7">Pandey, Umesh Chandra (1966 First Edition) ''Gautama Dharma-Sutra With the Mitakshara Sanskrit Commentary of Haradatta''. Varanasi : Chowkhamba Sanskrit Series Office, ([https://archive.org/details/in.ernet.dli.2015.429882/page/n91 Page 27])</ref> <blockquote>शिष्यशिष्टिरवधेन ॥ अशक्तौ रज्जुवेणुविदलाभ्यां तनुभ्याम् ॥ (Gaut. Dhar. Sutr. 1.2.48-49)</blockquote><blockquote>वधस्ताडनम् । अताडयता गुरुणा भर्त्सनादिभिः शिष्यः शास्यः॥ (Mita. Bhas. for Gaut. Dhar. Sutr. 1.2.48)</blockquote>Summary : A guru should discipline a shisya by such verbal criticism and remonstration without physical punishment. If a shishya cannot be brought under control by remonstration then using a thin bamboo stick or string he can be punished.<blockquote>अन्येन घ्नन् राज्ञा शास्यः ॥ (Gaut. Dhar. Sutr. 1.2.50)</blockquote><blockquote>हस्तादिना क्रोधवशेन ताडयन् राज्ञा शास्य आचार्यः । एवं शिष्यस्य गुरुकुले वास उक्तः ॥ (Mita. Bhas. for Gaut. Dhar. Sutr. 1.2.50)</blockquote>By other measures such as beating (with hands in anger) to discipline the shishsya attracts persecution of the Acharya by Raja (higher authority).<ref name=":7" /> − − === Importance of habits, routine, imitation and association === +
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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.
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
Courtesy: Cover Image of Book 'Sarwang' Published by Adivasi Lok Kala Evam Boli Vikas Academy, Madhya Pradesh Sanskriti Parishad
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== 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 (शरीरम् । Body), Manas (मनः । mind), Buddhi (बुद्धिः । intellect) and Atma (आत्मा । 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">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref> 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.
== विद्या ॥ Vidya or Education ==
{{Main article|Vidya (विद्या)}}
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" />
=== ऋणत्रयसिध्दान्तः ॥ Rna Siddhanta ===
Vedic age references speak about the Three Debts (ऋणत्रयम्) which served the purpose of instilling moral values in the younger generation to accept and maintain the best traditions of thought and action of the past generations. According to this siddhanta the moment an individual is born in this world, he incurs three debts, which he can discharge only by performing certain duties.
== Subjects of Education ==
# देवऋणम् ॥ Debt to the Devatas is relieved by learning how to perform yajnas and by regularly offering them. Thus religious traditions are preserved.
# ऋषिऋणम् ॥ Debt to the Rshis of the bygone ages can be discharged by studying their works and continuing their literary and professional traditions. Thus the literary traditions are preserved.
# पितृऋणम् ॥ Debt to the Pitrs or ancestors can be repaid by getting married to raise progeny and impart education to them. Thus the family tradition is preserved.
Taittriya Samhita mentions the three debts as follows.<blockquote>जायमानो वै ब्राह्मणस्तृभिर्ऋणैर्ऋणवाञ्जीयते । यज्ञेन देवेभ्यो ब्रह्मचार्येण ऋषिभ्यः प्रजया पितृभ्यः ॥ (Tait. Samh)</blockquote><blockquote>jāyamāno vai brāhmaṇastr̥bhirr̥ṇairr̥ṇavāñjīyate । yajñena devebhyo brahmacāryeṇa r̥ṣibhyaḥ prajayā pitr̥bhyaḥ ॥ </blockquote>Steps were taken to see that the rising generation became an efficient torch bearer of the culture and traditions of the past. Body, mind, intellect and Atma constitute a human being; the aims and ideals of ancient system of education were thus to promote their simultaneous and harmonious development.
== Goals of Education ==
== गुरुकुलव्यवस्था ॥ Gurukula System ==
Smrtis recommend that the student should begin to live under the supervision of his teacher after his [[Upanayana (उपनयनम्)|Upanayana]]. Etymologically Antevasin (अन्तेवासिन्) is the word for the student, denotes one who stays near his teacher. Samavartana (समावर्तनम्), 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 system of education.<ref name=":0" />
=== गुरुकुललक्ष्याणि ॥ Aims of Gurukula ===
{{Main article|Aims of Gurukula System (गुरुकुलव्यवस्थायाः लक्ष्याणि)}}
Gurushishya Parampara was the heart of the dharmika system of education in ancient times. From ashramas in the forests to temples in the villages to purely educational cities such as Kashi and Kanchi, it was this Gurukula system that brought to us (in the present day) the great cultural heritage that we still have. Its aims were multidimensional and far-reaching. The colonial era rulers having plundered the nation, in an attempt to break down the Bharatiya samajika vidhana (social fabric) targeted the education system in the name of reforms and upliftment of the downtrodden. The Aims of Gurukula System were lofty and kept in view the holistic development (physical, mental and social) of the student.
=== 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 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)
* Outside but close to a village
* Ghatikas (घटिका) and other institutional centers
* Centers of learning and education (Ujjaini, Varanasi, Kanchi, Thanjavur)
* Agraharas (अग्रहारम्) and Tols (तोलः) are villages consisting only of Brahmana scholars.
=== गुरुः ॥ Guru or Preceptor ===
{{Main article|Guru (गुरुः)}}
<blockquote>वित्तं बन्धुर्वयः कर्म विद्या भवति पञ्चमी । एतानि मान्यस्थानानि गरीयो यद्यदुत्तरम् । । २.१३६ । । (Manu. Smrt. 2.136)<ref name=":3">Manusmriti ([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>vittaṁ bandhurvayaḥ karma vidyā bhavati pañcamī । etāni mānyasthānāni garīyo yadyaduttaram । । 2.136 । ।</blockquote>Possession of Wealth, Family (blood-relations), Age, Actions and Learning being the fifth are the Manyasthanas (मान्यस्थानानि । abodes of respect) with increasing weightage respectively. (i.e., Vidya is the highest abode of respect in comparison to Actions and so on).
Among the people of the four varnas, those having the above 5 manyasthanas are said to be the most respectful in the world (मानार्हः).<ref>Pt. Girija Prasad Dvivedi (1917) ''The Manusmriti or Manavadharmashastra (Hindi Translation)'' Lucknow: Nawal Kishore Press ([https://archive.org/details/ManuSmritHindi-GpDwivedi/page/n186 Adhyaya 2 Sloka 136])</ref><ref name=":1">Mm. Ganganath Jha (1920 - 1939) ''Manusmrti with the Manubhashya of Medathithi, English Translation. Volume 3, Part 1 Discourses 1 and 2.'' Delhi : Motilal Banarsidass</ref>
Thus we see Gurus held an esteemed position in the society due to their [[Vidya (विद्या)|Vidya]]. Gurukulas were headed by learned Gurus or teachers (आचार्याः) who were also householders. The famous Samavartana or convocation address to students in the Shikshavalli of Taittriya Upanishad, Anuvaka 11 extols the greatness of the Gurus in the life of a human starting with the Mother, then Father, followed by Guru and Atithi; all of them have to be revered as Devatas themselves.<blockquote>मातृदेवो भव । पितृदेवो भव । आचार्यदेवो भव । अतिथिदेवो भव । mātr̥devo bhava । pitr̥devo bhava । ācāryadevo bhava । atithidevo bhava । (Tait. Upan. [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%B2%E0%A5%8D%E0%A4%B2%E0%A5%80 Shikshavalli] 11.2)</blockquote>Gurus such as [[Vasishta (वसिष्ठः)|Vasishta]] were associated with the members of the lineage of Ikshvaku (for 60 generations) and advised them long before Shri Rama was born. So was the case of many such Rshis and Maharshis. A [[Guru (गुरुः)]] is a person who takes charge of immature children and makes them worthy and useful citizens for the 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 adhyatmik 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 also existed down till the recent millenium and that Brahmanas 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 such exceptions include
* 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 Brahmavidya to Upakosala a Brahmana.
* Maharshi Visvamitra, a Kshatriya is credited with the composition of the 3rd Mandala of Rigveda.
* Dronacharya being the best example of a Brahmana teaching the Pandavas and Kauravas about the art of warfare, Dhanurveda which was the skill of Kshatriyas.<ref name=":0" />
=== उपनयनसंस्कारः ॥ Upanayana Samskara ===
One of the unique Dharmas followed from time immemorial is the performance of [[Upanayana (उपनयनम्)|Upanayana]] samskara for children entering the educational phase of life. Brahmanas, Kshatriyas and Vaishsyas are to perform Upanayana samskara after which the child is referred to as Dvija (द्विजः । twice born). It marks the beginning of the [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|Brahmacharyashrama]]. The young mind is trained to perform many social as well as personal duties with specific attention to maintaining the fires, perform sandhyavandana and adhyayana (studies). Respectful behavior towards the Guru and serving him (sushsruta) are foremost duties of a Brahmachari.
No one can recite Vedic prayers or perform yajnas without having undergone the initiation (Upanayana) samskara. It is, therefore, but natural that in the early period the Upanayana of girls should have been as common as that of boys. There is ample evidence to show that such was the case. The Atharvaveda (XI. 5. 18) expressly refers to maidens undergoing the Brahmacharya discipline<blockquote>ब्रह्मचर्येण कन्या युवानां विन्दते पतिम्। Atharvaveda (XI. 5. 18)</blockquote>The Sutra works of the Vedangas supply interesting details in its connection. Even Manu includes Upanayana among the sanskaras (rituals) obligatory for girls (II. 66).
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" />
==== Vayu Purana ====
==== Brahmanda Purana ====
=== 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]].
[[Vidyarthi's Qualities (विद्यातुराणां लक्षणानि)|Vidyarthi's qualities]] and thus his behavior must be in conformity with the rules and decorum of the Gurukula, whether he is rich or poor. Only students with the following qualities deserve to be taught according to Yajnavalkya Smrti <blockquote>कृतज्ञाद्रोहिमेधावि शुचिकल्यानसूयकाः । अध्याप्या धर्मतः साधु शक्ताप्तज्ञानवित्तदाः । । १.२८ (Yajn. Smrt. 1.28)<ref>Yajnavalkya Smrti ([https://sa.wikisource.org/wiki/%E0%A4%AF%E0%A4%BE%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%B5%E0%A4%B2%E0%A5%8D%E0%A4%95%E0%A5%8D%E0%A4%AF%E0%A4%B8%E0%A5%8D%E0%A4%AE%E0%A5%83%E0%A4%A4%E0%A4%BF%E0%A4%83/%E0%A4%86%E0%A4%9A%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83/%E0%A4%AC%E0%A5%8D%E0%A4%B0%E0%A4%B9%E0%A5%8D%E0%A4%AE%E0%A4%9A%E0%A4%BE%E0%A4%B0%E0%A4%BF%E0%A4%AA%E0%A5%8D%E0%A4%B0%E0%A4%95%E0%A4%B0%E0%A4%A3%E0%A4%AE%E0%A5%8D Acharadhyaya Brahmachari Prakarana])</ref></blockquote><blockquote>kr̥tajñādrohimedhāvi śucikalyānasūyakāḥ । adhyāpyā dharmataḥ sādhu śaktāptajñānavittadāḥ । । 1.28</blockquote>Gratefulness (कृतज्ञः), Free from enmity (अद्रोहिः), Intelligent (मेधावि), Pure (शुचिः), free of mental and physical diseases, not in the habit of fault-finding, virtuous, strong and capable (of serving), family member, giver of knowledge (in return for knowledge), and giver of wealth (in return for knowledge).
The student was expected to do personal seva (सेवा | selfless service) to the teacher "like a son, supplaint, or slave". Mahabharata (1.25.11-12) give minute details of how seva (सेवा | selfless service) should be done to the Guru, including carrying his water for bath and cleaning his utensils, tending to cows, bringing samidhas and maintaining the sacred fires.
Gopatha Brahmana (1.2.1 to 8) explains that this Sushurta or seva (सेवा | selfless service) was very prevalent in the Vaidika age and is widely prevalent in later times also. It was a honour to do seva (सेवा | selfless service) to the Guru and it was extolled that no progress in knowledge was possible was possible without doing seva (सेवा | selfless service) in the teacher's house (Maha. Vana 36.52).
Students were always to follow the instructions of the Guru obediently, ought to salute his teacher, ought not to occupy a seat higher than the teacher, never wear a gaudier dress, refrain from reviling and backbiting.
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" />
=== 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.
Brahmavadinls used to marry after their education was over ; some of them like Vedavati, a daughter of sage Kusadhvaja, would not marry at all (Ram., VII. 17).<ref name=":0" />
The housewife along with the husband was allowed to undergo special initiation for conducting specific yajnas, and she was allowed to give the ahutis in yajnas unaided by her husband. Panini termed such a wife as Patni, one who conjoins the husband in performing the yajna पत्नुर्नो यज्ञसंयोगे (Panini 4.1.88)
Paraskara Grhyasutras went a further stating that the grhya yajnas could be performed by women alone "because such was the long standing custom"। स्त्रियश्चोपयजेरन्नाचरितत्वात् १८। (Para. Grhy. Sutr. 2.17.18)<ref>Paraskara Grhyasutras ([https://sa.wikisource.org/wiki/%E0%A4%AA%E0%A4%BE%E0%A4%B0%E0%A4%B8%E0%A5%8D%E0%A4%95%E0%A4%B0%E0%A4%97%E0%A5%83%E0%A4%B9%E0%A5%8D%E0%A4%AF%E0%A4%B8%E0%A5%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%AE%E0%A5%8D Kanda 2 Kandika 17])</ref>
In the later ages, Ramayana also gives the evidence that women participated in yajnas (Valmik Ramayana 2.20.15) Kausalya, Sita and Tara, wife of Vali were termed as mantravid. In mahabharata we see Kunti was well versed in Atharvaveda (3.305.20)
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.
=== Imparting Dharmika Principles ===
=== 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.
However, higher education required a testing procedure to prove that the candidate was fit for it. Tests were mostly verbal in nature and required the recitation of Vedas or subject matter from memory. The class size was not too large as the aim was to give personal attention to students. Paper and books, as well as tubelights and continuous lighting facilities were absent so homework or reading after hours was practically impossible. All the work has to be done under the guidance of the teacher or class monitor who was incharge of the younger students.
Chaturdasha Vidyastanas which included the [[The Four Vedas (चतुर्वेदाः)|Four Vedas]] and their [[Shad Vedangas (षड्वेदाङ्गानि)|Vedangas]] were the chief subjects and constituted the study syllabus during the earliest times. Specialized Para Vidya including [[Brahmavidya (ब्रह्मविद्या)|Brahmavidya]], [[Panchagnividya (पञ्चाग्निविद्या)|Panchagni vidya]] etc of the olden days gradually got absorbed into Vedanta system, a broader heading covering all such specialized topics was a higher level course and required years of sadhana. Gradually as studying vedas required more understanding, the study of [[Shad Vedangas (षड्वेदाङ्गानि)|Shad Vedangas]] became important. It is to be noted that the subjects explaining the Vedas themselves gained more significance and subsequently were studied independent of the Vedas themselves.
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.
==== Student Discipline ====
=== 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
# Rise early in the morning before birds begin to stir i.e., at about 4.30 am.
# Attend morning functions, bath and offering of Sandhyavandana.
# Students get involved in samidadhana, offering of samidhas in the grhya fires.
# Revising old lessions by recitation and learning new lessons.
# Around mid-day students went for collection of their meals by Bhikshaatana. In some cases the teacher's family provided the meals.
# Resting period in the afternoon post-lunch for an hour.
# Resuming studies around 2.30 pm till evening.
# Collection of samidhas for yajnas and physical exercise.
# At sunset offering of evening Sandhyavandana and samidadhana.
# Dinner and retiring for the day.
=== अनध्ययनम् ॥ Anadhyayana or Holidays ===
{{Main article|Anadhyayana (अनध्ययनम्)}}
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><blockquote>paurṇamasy-aṣṭakā-amāvāsyā-agnyutpāta-bhūmikampa-śmaśāna-deśapati-śro triya-ekatīrtha-prayāṇeṣv ahorātram anadhyāyaḥ ॥</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" />
=== Development of Personality ===
=== निर्वहणम् ॥ Maintenance of Gurukula ===
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 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.
In later years the Rajas and Maharajas made huge donations to the cause of developing educational centers. Agrahara institutions, Mathas, and temple colleges were all imparting free education to their students. When they received sufficient endowments, they would also arrange to provide free boarding, lodging, clothing and medicine to the students they admitted. Education in ancient India was free in much wider sense than in the modern times.
=== गुरुदक्षिणा ॥ Guru Dakshina ===
Gurudakshina or the teacher's honorarium became payable only at the end of education and it was not mandatory. [[Samavartana (समावर्तनम्)|Samavartana]] is the convocation, time when the student leaves the Gurukula with the permission of the Guru.
Manusmrti says "Being permitted by the guru, one should perform his Samavartana and marry a woman.." <blockquote>गुरुणानुमतः स्नात्वा समावृत्तो यथाविधि । उद्वहेत द्विजो भार्यां सवर्णां लक्षणान्विताम् । । ३.४ । । (Manu. Smrt. 3.4)<ref name=":2">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%A4%E0%A5%83%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 3])</ref></blockquote><blockquote>guruṇānumataḥ snātvā samāvr̥tto yathāvidhi । udvaheta dvijo bhāryāṁ savarṇāṁ lakṣaṇānvitām । । 3.4 । ।</blockquote>Up from Upanayana until the student completed his studies he does not pay any thing to the Acharya. Manu lays down that at the time of Samavartana the gurudakshina has to be offered by the student to the Guru.<blockquote>आसमाप्तेः शरीरस्य यस्तु शुश्रूषते गुरुम् । स गच्छत्यञ्जसा विप्रो ब्रह्मणः सद्म शाश्वतम् । । २.२४४ । । (Manu. Smrt. 2.244)<ref>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>āsamāpteḥ śarīrasya yastu śuśrūṣate gurum । sa gacchatyañjasā vipro brahmaṇaḥ sadma śāśvatam । । 2.244 । ।</blockquote>A student who, until the end of his life, does seva (सेवा | selfless service) to his guru attains brahmaloka (moksha).<blockquote>न पूर्वं गुरवे किंचिदुपकुर्वीत धर्मवित् । स्नास्यंस्तु गुरुणाज्ञप्तः शक्त्या गुर्वर्थं आहरेत् । । २.२४५ । । (Manu. Smrt. 2.245)</blockquote><blockquote>na pūrvaṁ gurave kiṁcidupakurvīta dharmavit । snāsyaṁstu guruṇājñaptaḥ śaktyā gurvarthaṁ āharet । । 2.245 । ।</blockquote>A dharmik brahmachari, does not give anything to the guru before he completes his education. Just after Samavartana, with the permission of the Guru and according to his capacity, a student should offer Gurudakshina. Agricultural land, gold, cow, horse, umbrella, shoes, chair (asana), food grains, vegetables and clothes may be offered to the guru and win his pleasure.<ref name=":12">Pandey, Rajbali. (2002 Reprint) ''Hindu Samskaras : Socio-Religious Study of the Hindu Sacraments.'' Delhi : Motilal Banarsidass Publishers Pvt. Ltd.</ref><ref>Pt. Girija Prasad Dvivedi (1917) ''The Manusmriti or Manavadharmashastra (Hindi Translation)'' Lucknow: Nawal Kishore Press ([https://archive.org/details/ManuSmritHindi-GpDwivedi/page/n203 Adhyaya 2 Slokas 244 to 246])</ref><blockquote>क्षेत्रं हिरण्यं गां अश्वं छत्रोपानहं आसनम् । धान्यं शाकं च वासांसि गुरवे प्रीतिमावहेत् । । २.२४६ । । (Manu. Smrt. 2.246)</blockquote><blockquote>kṣetraṁ hiraṇyaṁ gāṁ aśvaṁ chatropānahaṁ āsanam । dhānyaṁ śākaṁ ca vāsāṁsi gurave prītimāvahet । । 2.246 । ।</blockquote>The sevas rendered by the teacher to the student were highly respected and none could pay too much for them. Even the earth containing the seven continents was not sufficient for the gurudakshina.<ref name=":12" />
Payment of fees as a condition for admission was never a stipulation in the sacred texts. No student could be refused admission even by a private teacher simply because he was too poor to pay any fees. Teaching was a sacred duty and Smrtis condemned payment of stipulated fees as a condition precedent to admission. Gurudakshina was however acceptable form of payment either in monetary and seva forms; a poor student could pay for his education by doing seva (सेवा | selfless service) to the Guru which became more common in the post vedic age.<ref name=":0" />
Voluntary gifts from the guardians or parents of the child was not prevented. Shri Krishna's paid gurudakshina to his teacher Sandipani in the form of bringing back his lost child. Similarly, Arjuna defeated Drupada Maharaja as gurudakshina after his education, for Dronacharya his Guru. So gurudakshina never was just monetary, it was in various forms and also depended on what the Guru may want apart from gold or land.
{{Box-round|title=Shri Krishna's Panchajanya conch...|content=Shri Krishna's education started after he killed Kamsa. According to Bhagavata Purana (Skanda 10 Adhyaya 45) desirous of having education in a Gurukula both of them approached Sandipani (of Kashyapa Gotra) resident of Avanti and served him.
अथो गुरुकुले वासमिच्छन्तावुपजग्मतुः।काश्यं सान्दीपनिं नाम ह्यवन्तिपुरवासिनम् ३१(Bhag. Pura. 10.45.31)
atho gurukule vāsamicchantāvupajagmatuḥ।kāśyaṁ sāndīpaniṁ nāma hyavantipuravāsinam 31
Being exceptional students Balarama and Krishna learned the Chaturdasha Vidyas and Chatusshasti Kalas (sixty-four arts) dhanurveda (science of archery) at the feet of Guru Sandipani. When Balarama and Krishna completed their studies they asked Guru Sandipani as to what he wanted by way of Gurudakshina (fee), and the guru wanted to get back his son, who was, years ago, drowned in Prabhasa tirtha. Accordingly Balarama and Krishna went to Prabhasa on the west coast. Samudra (deity of the seas)told them that it was the Asura called Pancajana, who lived in the sea in the form of a conch, who had killed their preceptor's son.
Sri Krsna entered the sea and killed the Sankhasura (Asura in the form of conch). But, the child was not to be seen inside the asura. Blowing this conch, which in later years became famous as Pancajanya, Rama and Krsna went to Yama's abode Samyamani, who on being told about the object of their visit restored the child to Balarama and Krishna. They presented the child to their preceptor. He blessed them and they returned to Mathura as their studies were complete.<ref name=":13">Mani, Vettam. (1975). ''[https://archive.org/details/puranicencyclopa00maniuoft Puranic encyclopaedia : A comprehensive dictionary with special reference to the epic and Puranic literature.]'' Delhi:Motilal Banasidass. (Page 613 and 614)</ref>}}
=== Preservation and Spread of Culture ===
== Ancient Vs Modern Education Systems ==
The Gurukula set up represented the ancient system of education developed by our seers for holistic growth of the child. However, the [[Modern Education System (आधुनिकविद्याविधानम्)]] was introduced in the recent colonial era is widely followed in our country in the present day.
== References ==
== References ==
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[[Category:Education Series]]
[[Category:Education Series]]