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==== Influence of Self-restraint ====
==== Influence of Self-restraint ====
The element of self-restraint, primarily inculcated by the system, arose from simplicity in life and habits. The value of essential needs of food, clothing and shelter were well provided. 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 grihasthashrama. A brahmachari was allowed to have recreations that were not to be frivolous and lead a life of perfect chastity.
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 Judgement ===
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" />
=== 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, tending cows and animals coexisting with them to 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.
== References ==
== References ==