Gurukula (गुरुकुलम्)

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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.

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.

Guru Shishya Parampara Courtesy: Cover Image of Book 'Sarwang' Published by Adivasi Lok Kala Evam Boli Vikas Academy, Madhya Pradesh Sanskriti Parishad

परिचयः ॥ Introduction

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

... विद्यया देवलोको देवलोको वै लोकाना श्रेष्ठस् तस्माद्विद्यां प्रशसन्ति ॥ यद्वै किञ्चानूक्तम् तस्य सर्वस्य ब्रह्मेत्येकता .... तस्मात् पुत्रमनुशिष्टं लोक्यमाहुस् तस्मादेनमनुशासति । (Brha. Upan. 1.5.16 and 17)

... vidyayā devaloko devaloko vai lokānā śreṣṭhas tasmādvidyāṁ praśasanti ॥ yadvai kiñcānūktam tasya sarvasya brahmetyekatā .... tasmāt putramanuśiṣṭaṁ lokyamāhus tasmādenamanuśāsati ।

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 ).

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.

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.

Imparting Dharmika Principles

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.

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

सावित्रीमात्रसारोऽपि वरं विप्रः सुयन्त्रितः । नायन्त्रितस्त्रिवेदोऽपि सर्वाशी सर्वविक्रयी । । २.११८ । । sāvitrīmātrasāro'pi varaṁ vipraḥ suyantritaḥ । nāyantritastrivedo'pi sarvāśī sarvavikrayī । । 2.118 । । (Manu. Smri. 2.118)

धर्म हि यो वर्धयते स पण्डितः । dharma hi yo vardhayate sa paṇḍitaḥ । (Maha. Shan. Parv. 12.321.78)

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.

The tree of education ought to flower in wisdom as well as in virtue, in knowledge as well as in manners.

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

Development of Personality

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 ). 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. Manusmrti emphasizes the division of education system into vedic study pertaining to Dvijas (the first three varnas) and other shastra studies to the Shudra varna.

योऽनधीत्य द्विजो वेदं अन्यत्र कुरुते श्रमम् । स जीवन्नेव शूद्रत्वं आशु गच्छति सान्वयः । । २.१६८ (Manu. Smrt. 2.168)

A dvija who does not study the vedas and takes up efforts to study other shastras, such a person even though living becomes a shudra along with his lineage.