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Initiation into education is the most important milestone after the achievement of physical development in a child's life. Impartment of education was the most important step in the development of character  of a person. The direct aim of all education, whether literary or professional, was to make the student fit to become a useful and pious member of the society. Most [[Childhood Samskaras (बाल्यावस्थे संस्काराः)|samskaras of the childhood]] mark the stages of physical development. The educational stage is characterized by the transformation of an individual from a child with gaining more consciousness and knowledge. It is the stage when human brain was considered to be appropriate to step towards the cognitive developments and gain the strength of knowledge and virtue and not the physical strength alone.<ref name=":5">Chahal, Mandeep (2020) Ph.D Thesis Titled: ''[http://hdl.handle.net/10603/309999 Samskaras in the Grihyasutras historical account of Jatakarma Upanyana Vivaha and Antyeshti.]'' (Chapter 3)</ref><ref name=":3">Shukla, Sacchidanand (2008) ''Hindu Dharm ke Solah Sanskar''. Delhi: Prabhat Prakashan.</ref>

Initiation into [[Vidya (विद्या)|education]] is the most important milestone after the achievement of physical development in a child's life. Impartment of education was the most important step in the development of character  of a person. The direct aim of all education, whether literary or professional, was to make the student fit to become a useful and pious member of the society. Most [[Childhood Samskaras (बाल्यावस्थे संस्काराः)|samskaras of the childhood]] mark the stages of physical development. The educational stage is characterized by the transformation of an individual from a child with gaining more consciousness and knowledge. It is the stage when human brain was considered to be appropriate to step towards the cognitive developments and gain the strength of knowledge and virtue and not the physical strength alone.<ref name=":5">Chahal, Mandeep (2020) Ph.D Thesis Titled: ''[http://hdl.handle.net/10603/309999 Samskaras in the Grihyasutras historical account of Jatakarma Upanyana Vivaha and Antyeshti.]'' (Chapter 3)</ref><ref name=":3">Shukla, Sacchidanand (2008) ''Hindu Dharm ke Solah Sanskar''. Delhi: Prabhat Prakashan.</ref>

== Introduction ==

== Introduction ==

== Samskaras Related to Education ==

== Samskaras Related to Education ==

The Sutra literature furnishes ample evidence on the ancient Indian education system. It should be noted that they sum up the entire previous development in this matter and codify pre-existing traditions, unwritten laws and customs in the texts on which they are essentially based. They essentially systematized education by way of creating a social legislation; codifying the rigid system of rules, regulations and restrictions that were involved in imparting education to [[Preservation of the Vedas (वेदपरिरक्षणम्)|preserve the age-old vaidik parampara]].<ref name=":6">Mookerji. Radha Kumud, (1947) Ancient Indian Education (Brahminical and Buddhist) London: MacMillan And Co., Ltd. (Page 51 and 208, 209)</ref>

The Sutra literature furnishes ample evidence on the ancient Indian education system. It should be noted that they sum up the entire previous development in this matter and codify pre-existing traditions, unwritten laws and customs in the texts on which they are essentially based. They essentially systematized education by way of creating a social legislation; codifying the rigid system of rules, regulations and restrictions that were involved in imparting education to [[Preservation of the Vedas (वेदपरिरक्षणम्)|preserve the age-old vaidik parampara]].<ref name=":6">Mookerji. Radha Kumud, (1947) Ancient Indian Education (Brahminical and Buddhist) London: MacMillan And Co., Ltd. (Page 173)</ref>

Such a rigorous system enabled India to achieve high material prosperity by the excellent arrangements it made for training young men in commerce, industry and fine and useful arts. The general [[Principles of Education (शिक्षणसिद्धान्ताः)|principles of education]], which underlay the system, e.g. intellectual freedom, individual attention to students, the monitorial system, [[Gurukula (गुरुकुलम्)|gurukula]] ideal, plain living and high thinking, mass education, combination of useful and liberal education, the locating of educational institutions away from the din and dust of the city-life, free education, etc. are inherently sound and capable of yielding excellent results even in modern times when applied with due regard to changed circumstances.<ref name=":0" />

Such a rigorous system enabled India to achieve high material prosperity by the excellent arrangements it made for training young men in commerce, industry and fine and useful arts. The general [[Principles of Education (शिक्षणसिद्धान्ताः)|principles of education]], which underlay the system, e.g. intellectual freedom, individual attention to students, the monitorial system, [[Gurukula (गुरुकुलम्)|gurukula]] ideal, plain living and high thinking, mass education, combination of useful and liberal education, the location of educational institutions away from the din and dust of the city-life, free education, etc. are inherently sound and capable of yielding excellent results even in modern times when applied with due regard to changed circumstances.<ref name=":0" />

There are quite a few samskaras prescribed in Sanatana Dharma that pertain to education. Here we may note a list of rituals connected with various kinds of education as described by Dr. A. S. Altekar.<ref name=":0" />

There are quite a few samskaras prescribed in [[Sanatana Dharma (सनातनधर्मः)|Sanatana Dharma]] that pertain to education. Here we may note a list of rituals connected with various kinds of education as described by Dr. A. S. Altekar.<ref name=":0" />

# Vidyarambha (विद्यारम्भम्)

# [[Vidyarambha (विद्यारम्भः)]]

# Upanayana (उपनयनम्)

# [[Upanayana (उपनयनम्)]]

# Upaakarma (उपाकर्म)

# [[Upakarma (उपाकर्म)]]

# Utsarjana (उत्सर्जनम्)

# [[Utsarjana (उत्सर्जनम्)]]

# Samavartana (समावर्तनम्)

# [[Samavartana (समावर्तनम्)]]

# Ayurvedic Upanayana (आयुर्वेदीय उपनयनम्)

# Ayurvedic Upanayana (आयुर्वेदीय उपनयनम्)

# Dhanurvedic Upanayana (धनुर्वेदीय उपनयनम्)

# Dhanurvedic Upanayana (धनुर्वेदीय उपनयनम्)

# Churrika-bandha (Military Convocation)

# Churrika-bandha (Military Convocation)

== Significance of Education Samskaras ==

== Significance of Educational Samskaras ==

[[Garbhadhana (गर्भाधानम्)|Garbhadhana]] and other [[Pre-natal Samskaras (जन्मात्पूर्वसंस्काराः)|pre-natal samskaras]] focused on removing the problems associated with the veerya (seed or semen), the kshetra (womb),  and the developing foetus. The [[Jatakarma (जातकर्म)|Jatakarma]] and other [[Childhood Samskaras (बाल्यावस्थे संस्काराः)|childhood samskaras]] marked the developmental milestones of a child. It is evident that both these sections of samskaras dealt with the biological and physiological aspects of a human being. We did see the rite of Medhajanana during Jatakarma was to arouse the intellectual consciousness of the new-born; however the education samskaras were aimed at the intellectual and thereby the psychological development of a child not just physical strength alone. It is clear that upto 5 or 6 years of age the child's physical needs were a priority and from about 6 years the priority shifted to psychological and social development of a child. Character, personality, moral values, ethics, social duties, discipline, mental strength, intellect etc are developed in this stage of life between 7 to about 18 years of age.  

[[Garbhadhana (गर्भाधानम्)|Garbhadhana]] and other [[Pre-natal Samskaras (जन्मात्पूर्वसंस्काराः)|pre-natal samskaras]] focused on removing the problems associated with the veerya (seed or semen), the kshetra (womb),  and the developing foetus. The [[Jatakarma (जातकर्म)|Jatakarma]] and other [[Childhood Samskaras (बाल्यावस्थे संस्काराः)|childhood samskaras]] marked the developmental milestones of a child. It is evident that both these sections of samskaras dealt with the biological and physiological aspects of a human being. We did see the minor rite of Medhajanana during Jatakarma was to arouse the intellectual consciousness of the new-born; however the education samskaras were aimed at the intellectual and thereby the psychological development of a child not just physical strength alone. It is clear that upto 5 or 6 years of age the child's physical needs were a priority and from about 6 years the priority shifted to psychological and social development of a child. Many [[Vidyarthi's Qualities (विद्यातुराणां लक्षणानि)|qualities of a student]] which a student should have such as character, personality, moral values, ethics, social duties, discipline, mental strength, intellect etc., are developed in this stage of life between 7 to about 18 years of age.  

Upanayana or the ceremony of initiation was though recognised as the most important education rite, the education instead began little earlier with other less known rite called Vidyāraṁbha Saṁskāra. Upanayana marked the beginning of the first significant phase of life or the entry into the [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|Brahmacharyashrama]], the Vidyāraṁbha marked the entry into the system of education, to make him familiar with the basic of learning or education or even the language.<ref name=":5" />   

[[Upanayana (उपनयनम्)|Upanayana]] or the ceremony of initiation was though recognised as the most important education rite, the education instead began little earlier with other less known rite called Vidyāraṁbha Saṁskāra. Upanayana marked the beginning of the first significant phase of life or the entry into the [[Brahmacharyashrama (ब्रह्मचर्याश्रमः)|Brahmacharyashrama]], the Vidyāraṁbha marked the entry into the system of education, to make him familiar with the basic of learning or education or even the language.<ref name=":5" />   

== References ==

== References ==

[[Category:Samskaras]]

[[Category:Samskaras]]