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.<ref name=":02">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref> 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. | 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.<ref name=":02">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref> 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. |