1.

Introduction

River valley civilizations flourished on the banks of India’s Indus River at Mohenjo-Daro and
Harappa from 3000 B.C. to 1500 B.C. India’s educational history reveals a general pattern of
intrusion by invaders, followed by a cultural clash with the indigenous people, and then the
restoration of sociocultural equilibrium. In this cultural equilibrium, the invaders were
absorbed into India’s culture while at the same time the indigenous people borrowed some of
the invaders’ ideas. The education in the Indus Valley was oral, and the writing was done
on bark and sometimes leaves. (Mayan and Mesoamerican)

India is the site of one of the most ancient civilizations in the world. The Indo-European-
speaking peoples who entered India in the 2nd millennium BCE established large-scale
settlements and founded powerful kingdoms. In the course of time, a group of intellectuals,
the Brahmans, became priests and men of learning; another group, of nobles and soldiers,
became the Kshatriyas; the agricultural and trading class was called the Vaishyas; and
artisans and labourers became the Shudra. Such was the origin of the division of the Hindus
into four varnas, or “classes.”

Religion was the mainspring of all activities in ancient India. philosophy, morality, law, and
government also played an important role. Religion saturated educational ideals too, and the
study of Vedic literature was indispensable to higher castes.

2. Etymology

Education is coming from the two Latin words Educare (Educere) and Educatum. The
word “Educare” means to train or mould and “Educatum” denotes the act of teaching.

3. Concept of Vedic Education

The ancient Indian education emerged from the Vedas. The Vedas are the source of Indian
philosophy of life. Veda means ‘knowledge’. During this period education was divided into
two kinds of knowledge. They are:

 This worldly – that deals with the social aspect of life, and
 Other worldly – it was related to intellectual pursuit in achieving salvation.

The greater emphasis is laid on salvation since education was regarded as a means of
emancipation from life bondages.
3.1. Meaning

The system of education that emerged from the Vedas and were based on the principles of
these Vedas can be termed as the Vedic System of Education. It mainly focused on the code
of conduct for both the teachers and students. The main feature of Vedic education was to
enlighten the individual so that he or she can shine in every aspect of life.

3.2. Objective

The main objective of Vedic education was the development of physical, moral, and
intellectual powers of man and to achieve salvation or moksha through it. In the field of
salvation much emphasis was laid on attention, concentration, and yoga. Man’s effort was to
lift himself above everything through these methods.

3.3. Aims

The aims of Vedic education are:

3.3.1. Imparting Knowledge

Education is knowledge. It is man’s third eye. This means that knowledge opens man’s inner
eye, flooding him with spiritual and divine light, which forms the provision for man ‘s
journey through life. Through education, the development of every aspect of human life
become possible. Through Knowledge an individual can discriminate between right and
wrong and can protect others and himself. The student experiences the Supreme truth himself
and mould the society accordingly.

3.3.2. Inculcation of a Spirit of Piety and Righteousness

In ancient days, the life of man was simple and pious and was full of religious feelings, ideas,
and ideals. As man had a moral standard before him, he performed his duties with great
attention and devotion. In the educational institutions also, the whole atmosphere was
surcharged with such feelings. Education for the future existence was blended in due
proportion to achieve spiritual elevation. The main purpose was to enable the individual to
awake and arise from the deep slumber of the worldly illusion.

3.3.3. Preservation and Spread of Ancient Culture

Preservation and transmission of ancient Indian culture was one of the aims of ancient
educational system. Renowned and devoted teachers were engaged in teaching work. Pupils
were prepared not only for this life. Education for the future existence was blended with it in
due proportion. In this system students practiced education independently and this helped
them in the upliftment of their future life.

3.3.4. Development of Personality

The Vedic education was based on lofty ideals. Ample opportunities were provided to the
pupils for the multi-dimensional development of their personality. They had their own
methods of work to achieve it. They also endeavoured to develop their personality physically,
mentally, and morally by residing at their preceptor’s home through their devotional service.
Besides, pupils were acquainted with the principle of know thyself, self-realization, self-
confidence, and self-respect.

3.3.5. Formation of Character

The educational system of Vedic period achieved a considerable success in connection with
character formation. Gurukulas were established with this aim in view. In these institutions’
students led the life of ‘Brahmachari’ a celibate. The life in the Gurukulas was rigorous and
hard. All the pupils were bound to obey the daily routines. This system lacked pleasures,
comforts, and luxuries. Simple food, good behaviour and high ideals were constantly
stressed.

3.3.6. Inculcation of Civic and Social Duties

Inculcation of social and civic duties was one of the aims in Vedic period. This was necessary
for a better future life. After the completion of the study in the Gurukulas, there was
provision for family life. Pupils joined the society and enjoyed a happy civic life. So, their
main duty was to observe the norms set by the society. They became the part and parcel of
the society and were required to perform their duties towards family members. Their daily
routine was to perform social, national, and parental services.

3.3.7. Promotion of Vocational Efficiency

In this system of education, emphasis was given not only on book learning and providing
basic knowledge but on application of knowledge in everyday life. So, the scope of education
was very comprehensive and wide. For the development of vocational efficiency, healthy,
positive attitude and dignity of labour were fostered in pupils since the very beginning of
their study. They were trained to earn their living according to their abilities and power.
4. System of education

The demand for education was not so prominent earlier. Learning was almost monopolized
by a small section of the society, the Brahmins. They inherited and transmitted the tradition
to succeeding generation. Vedic school instructions were confined to young brahmins as a
preparation for their future vocation as priests, later Kshatriyas and Vaishyas were given
education, where Sudras were denied the privilege of studying. During that period most of the
vocations that people does did not require any learning, except the informal training that they
received at home through observation and imitation. Hence the demand for education came
from a limited section of the society.

4.1. Location and fees

The teachers converted their forest homes into schools known as gurukuls or ashrams, away
from the din and distractions of the material world. The gurukuls or ashrams were situated in
the calm serene atmosphere of the hills and forests where the students come to the teachers
place to study. The education was free to the students like accommodation, food but at the
end of the 12 years education ‘Gurudakshina’ was given by the students to the teachers as per
their interest and financial position.

4.2. Duration

The student was required to obtain education up to the age of 24, after which they were
expected to enter domestic life. The students were divided into 3 categories:

 Vasu - education up to the age of 24

 Rudra - education up to the age of 36
 Auditya - education up to the age of 48
4.3. Eligibility

The eligibility criteria from the section of the society for the education are Brahmans,
Kshatriyas and Vaishyas and the Sudras were rejected for availing education. Students were
eligible once they underwent the upanayana or sacred thread ceremony at the age of 7.

4.4. Upanayana ceremony

The word upanayana means to take close to, or to being in touch with. A ceremony called the
upanayana ceremony was performed before the child was taken to his teacher. This ceremony
was performed at the ages of 8,11 and 12 for the Brahmins, Kshatriyas and Vaishyas,
respectively. The ceremony signalled the child’s transition from infancy to childhood and his
initiation into educational life. In this context, the term ‘upanayana ‘means putting the
students in touch with his teacher.

4.5. Celibacy

Every student was required to observe celibacy in his specific path of life. Purity of conduct
was regarded as of supreme importance. Only the unmarried could become students in a
Gurukul. On entering student life, the student was made to wear a special girdle called a
‘makhla’. Its quality depended on the caste of the student. The students were not allowed to
make use of fragrant, cosmetic, or intoxicating things.

4.6. Alms

The student had to bear the responsibility of feeding both himself and his teacher, this was
done through begging for alms. The reason behind the introduction of such a practice was
that accepting alms induces humility. The student realized that both education and subsequent
earning of livelihood were made possible for him only through society’s service and its
sympathy.

5. Curriculum

The nature of education to be offered was left to the discretion of the teacher. The teacher did
not teach everything to all his pupils. Depending upon the aptitude and ability of each pupil,
the teacher taught appropriate content. The curriculum in the Vedic period was mainly based
on the theoretical and practical principles of Vedas. The studies of the Vedas were
compulsory but the knowledge on various art and crafts were also imparted.

5.1. Types of Curriculum

The curriculum is of two types of education in Vedic Education. They are:

5.1.1. Based on levels

5.1.1.1. Pre-primary education
Pre-primary education is given at the age of 5 years in home where a ritual named
‘Vidyarambha Samskara’ is performed and the child learn the basics like alphabets at home
by mother or a teacher nearby.

5.1.1.2. Primary education

Primary education is organized in the place outside the home where the children go to
teacher’s residence lives there and learn for 12 years. The age for the child to go and study
are determined based on their Varnas after the ‘Upanayana ’ceremony that was performed at
the 8 years for Brahmins, 11 years for Kshatriyas and 12 years for Vaishyas. The Vedic
knowledge was imparted by the Guru or the teacher to the pupil through regulated and
prescribed pronunciation of chanting Mantras, which the pupil would commit to memory,
having listened to it alternatively.

5.1.1.3. Higher Education

After the completion of primary education if the students are interested to pursue higher
studies they can study further after the period of 12 years of primary education. Along with
the specific education related to Kshatriyas and Vaishyas the Higher education was also
related to priesthood and the ritualistic aspect of religion. Hence, the necessity of regular
institutions was felt for higher education.

5.1.2. Based on nature

5.1.2.1. Apara-Vidya (Lower Knowledge)

Apara vidya is the first part of the four Vedas. Knowledge of them is meant to acquire
material gains. All the knowledge of the world comes under Apara vidya, the science of the
materials. It is mainly about the various physical and material disciplines. It also deals with
mental oriented activities, like meditation. Both these physical and mental activities and the
knowledge attained are dealt as Apara vidya. The knowledge of them leads any individual
into the material ephemeral world.

5.1.2.2. ParaVidya (Knowledge of Self)

The self is the source of all beings. Paravidya takes one towards Absolute by ensuring purity
of mind. The experience of gaining and parting with material things is painful. The
enjoyment obtained through them is very short and unreal. A sincere seeker looks for
something that is free from all limitations. Para vidya, as the knowledge of the Self, through
which the immortal is known.

5.2. Content

The studies of the Vedas were compulsory but the knowledge on various art and crafts were
also imparted. Various subjects were incorporated in the curriculum of Vedic education in
primary level. In teaching of language, emphasis was laid on proper pronunciation and
grammar the practical aspects of education were given importance. Knowledge of prosody,
etymology, simple mathematics and jyotishi or the science of calendar. The study of logic
occupied a special place because knowledge of any other subject was tested on its basis.

In case of higher level all the knowledge contained in the four Vedas especially the later three
Vedas such as religious practices, culture and traditions, literature, rhetoric, astrology, logic,
Nirukti (etymological interpretation of words) was the main subjects, occult science (tantra/
yantra/ magico-religious rites), medicines, anthropology, astronomy, economics,
epistemology, eschatology, ethnology, geology, human eugenics, brahmavidya, nirukti, dance
and music, mathematics , geometry and military science , politics etc. were imparted for
leading a happy and fruitful life.

The pupil receive instruction related to domestic life and learn a concrete lesson of dignity on
labour and social service. Besides, they receive valuable training in the occupation of animal
husbandry, agriculture, dairy farming etc, the education at that time was not merely
theoretical. It was related to the realities of life. The basic techniques and teachings related to
warfare were also taught to the students so that they could defend themselves as well as their
motherland.

5.3. Medium of instruction

The medium of instruction was Sanskrit as these institutions were managed and organised by
Brahmins and the books and Vedas were in Sanskrit.

5.4. Methodology of teaching

The process of education involves 3 stages of comprehension. They are:

  Shravan (Hearing) – listening to the words or texts uttered by the teacher.
 Manana (Experience) - think out the meaning of the lessons imparted and reflect on it
and assimilate.
 Niddhyasana (Realization) - comprehending the truth that is taught and live up to it.

5.5. Method of instruction

The education during that period is pupil centred hence no single method of instruction is
followed during that period. Generally, recitation by pupil followed by the explanation was
followed. Beside question & answer, debate, discussion, and storytelling was also adopted in
delivering the instruction to the pupil according to the need. There was no classroom teaching
and monitorial system was prevalent where senior pupils teach juniors. Travel was regarded
as necessary in education to get worldly experience using Maukhik (oral) and second was
based on chintan (thinking or reflection).

6. Forms of Educational Institutions

Broadly there are three types of institutions for higher studies namely:

 Gurukulas
 Parishads (Academies)
 Sammelans (Conferences)
6.1. Gurukulas

The Gurukul was the house of the teacher who was a settled householder. After the initiation
ceremony a child would leave his natural parents and reside in the house of his preceptor or
Guru till the end of his studies. However, the institution was built up around the family of the
teacher. The primary duty of the student was to serve the teacher and his family. The students
were like sons of the teacher and the whole institution lived like a family.

6.2. Parishads

Parishads were places of higher learning These were bigger educational institutions where
several teachers used to teach different subjects. This may be compared to a college student
of advanced learning gathered and enriched themselves through discussion and discourse.
Three Brahmins conducted these sessions. Eventually that increased to 21 Brahmins learned
in theology, law, and philosophy.

6.3. Sammelans

Sammelans means getting together for the particular purpose. In this type of educational
institutions scholars gathered at one place for discussions and competitions generally held.
Scholars would continue learning through their life by attending Sammelans (gatherings).
These were discussions and competitions in which some of the most learned people in the
country participated. The purpose of these gathering of scholars was to adjudge the literary
excellence of works submitted for criticism and to set the standard. These gathering were
patronized by kings.

In addition to the above-mentioned forms of educational institutions, courts of kings too,

served as important centres of learning where several scholars and philosophers, hailing from
different countries, would flock together, talk, discuss, and throw light on metaphysical,
theological, and other problems.

7. Status and service of the Teacher

During the vedic period the teacher occupied very important place in education as well as the
society. The teacher was the centre of education and without him there is no education. He
was called Guru or Acharya and was respected as a god by both the student as well as the
society. Even the king gives due respect to the teacher and does what the teacher says.

8. Discipline

The Vedic system of education very much emphasized the importance of the discipline in the
attainment of knowledge for both the teachers and the students. Discipline inculcated through strict
obedience to laws and regulations of student life, discipline that was rooted in morality and religion A
student was required to give up lust, anger, greed, vanity, conceit and over joy. It was ordered to him
not to gamble, gossip, lie, backbite, hurt feelings of others, dance, sing, look, or talk or touch the other
sex and kill animals. It was demanded of every student whether rich of poor that he should lead a
simple life in the Gurukul or in the Ashram. There was no scope of challenging the rules and
regulations laid down by the scriptures as well as the guru. Dress code was observed for both the
teachers and the students. The students were directed to offer prayers and oblations thrice daily (early
morning, noon, and evening) to increase self-control and discipline. Importance was also laid upon
self-discipline through self-control and observance of the rules of brahmacharya ashram. The
philosophy of simple living and high thinking was highly stressed upon. Hence, self-discipline, and
self-control was more important. Therefore, discipline was self-imposed as a part of self-culture.

9. Teacher pupil relationship

Though there was strict discipline, the relations between the teachers and students were based
on love, respect, and affection. The Guru provided physical, materialistic, and spiritual
knowledge to his students and he was like the father to all his pupils. The students were very
polite and submissive in their behaviour and held in high esteem. The students were under
direct supervision of their guru. Compassion towards the poor, needy and fellow students,
and respect towards the guru and gurumata and love towards nature was prominent during the
stay at Gurukul. The teacher was regarded as the main source of inspiration for the student.
He was a model before the students. He was the symbol of purity. The teacher pupil ratio was
limited hence individual attention is given to the students. The teacher served a high status in
the society hence the teacher-taught relationship was very cordial and intimate.

10. Roles and responsibilities of Teachers

 Guru was the sole authority to decide whether the student was fit for admission and to decide
whether he had completed his studies.
 Guru was the spiritual father of his pupils. Gurus were taking care of their pupil in same manner
as a father takes care of his son.
 The duties of the teacher were to impart knowledge as well as to provide food and lodging to the
students during their study in Gurukuls.
 The guru took care for all round development of the personality of the students like, physical,
materialistic, and spiritual knowledge to his students.
 Along with imparting intellectual knowledge to students, the teachers were also morally
responsible.
 He was the guide to cultivate the good things and eradicate the bad things from his pupils.
 Guru satisfies the curiosity and needs of his students.
 During Samavartana ceremony at the completion of their educational period, the teachers would
deliver convocational address to the students, which sought to remind them of the duties in
practical life.
11. Roles and responsibilities of Students
 The pupil prior to receiving education need to prove that he was peaceful, patient, and tenacious
of purpose.
 Students regarded the guru as their father and considered them as god.
 The students had to assist the guru in every household chore like collecting firewood’s, tendering
animals, cleaning the courtyard, feeding, and milking the cows etc.
 Students had to beg alms for the support of the Guru and himself.
 Along with the external duties study was the main duty of the pupil. The study of Vedas would
initiate their education.
 He should obey his guru.
 He is devoted committed to acquired wisdom.
 Simple living and high thinking were the motto of their life.

12. Other aspects of Education

The other aspects of education are women education, mass education, vocational education,
and commercial education.

12.1. Women Education

A high standard of learning and culture was reached by Indian women during the Vedic age.
In addition to training in the arts of housekeeping they learnt music and dancing. Like boys,
girls had to undergo the upanayana ceremony. There were two classes of educated women:

 Sadyodwahas - who prosecuted studies till their marriages and

 Bramhavadinis (Rishika) - who did not marry and pursued their studies though out
their lives.
Women were also taught the Vedas and Vedangas, but the extent of their study was restricted
only to those hymns which were necessary for the Yajna (sacrifice) or other ritualistic
operations. Women sages were called Rishikas. During the Upanishad period we find
scholarly women like Maitreyi and Gargi taking part in public debates and discussions with
philosophers and sages.
12.2. Mass Education

Education is not provided to all the members of the society. Brahmins, Kshatriyas, Vaishyas
were only provided education whereas Sudras were denied of education. Hence, Vedic
education did not support mass education.

12.3. Vocational Education

During this period vocational education was also in vogue Military, Science, Agriculture,
Animal Husbandry, Veterinary Science, Medicine etc were among the subjects taught.
Chemistry was also taught. Arts and Handicrafts were highly respected. Education in
Commerce was very popular and were taught in Gurukuls by the teacher.

However, most of the people earned their livelihood by following various professions.
Ancient Indian literature refers to sixty-four arts which include weaving, dyeing, spinning, art
of tanning leather, manufacture of boats, chariots, the art of training elephants and horses, art
of making jewels, implements and equipment, art of dance, music, building houses, sculpture,
the profession of a chemist, manufacture of perfumes and a host of other professions. In the
vocational system of education young men used to work as apprentices under a master for
several years and gained expertise in their respective professions. The apprentices were
taught free of cost and provided with boarding and lodging by the master.

12.4. Commercial Education and Mathematics Education

Commercial education and Mathematics education is also one of the chief features of Vedic
period. Knowledge of Commercial geography needs of the people of various localities,
exchange value and quality of articles and language spoken at different trade centre were
considered necessary. Theory of banking was also included. Though there were no organized
educational institutional training was usually imparted in the family. Shulva sutra are the
oldest mathematical works probably compassed between 400 BC and 200 A. D. Aryabhata
(476.52 BC) is the first great name in Indian Mathematics. The concept of Zero also belonged
to this period.

13. Salient Feature of Vedic Education

 Source of Light - In Vedic period education was considered as a source of illumination
which enlightens an individual in all walks of life. It was only education that truth could
be perceived, and wisdom could be attained.
 Knowledge the Third Eye - According to Vedas, education is knowledge that opens the
inner eye, flooding him with spiritual and divine life.
 Agency of Improvement - The illumination as described will bring a complete change the
person and this change is for the better education makes us civilized, refined, polished
and cultured.
 Not Merely Books learning - Illumination is the cultural concept of education. It does not
have always to come from books. Thus, education is not merely book learning.
 Free Education - The education was free. The pupils from well to do families such as
princes used to pay ‘Guru Dakshina.’ It had perfect autonomy. There was no involvement
 of external beneficiaries. Access to good education was independent of wealth but the
emphasis was on the learnability. Shishyas were never compelled to offer a field, cow,
horse, or vegetables to his guru. Thus, financial position was never a barrier to get the
best education. It enhanced originality of thinking among them.
 No State Control: The Gurus had the sole right to admit the pupils and the state governed
by the emperors and kings had no right to dictate the gurus.

14. Conclusion

In Vedic era education had the prominent place in society. It was considered as pious and
important for society. Vedic age had, thus, a system of education in which “hearing,
chanting, and memorizing, played a great part, assimilation of idea took place through a well-
planned structure. Education was the fully capable of development of physical and
intellectual and character development, development of civics, social, moral, and spiritual
values, social efficiency and happiness, preservation and spread of culture, infusion of piety,
and religiousness and development of best type of personality. Education was must for
everybody for becoming cultured but the Vedic education in India was only for Brahmin,
Kshatriya and Vaishyas and it was neglected for Sudras. Henceforth, Knowledge was passed
on orally from one generation to another in ancient India.

15. References

1. Historical and Political Economy of Education in India - Dr. M. Kumar, Dr. N. Rekha
2. Historical and Political Economy of Education in India – S. Kirthika Arunkumar, M.
Kalaivani
3. An International Multidisciplinary Research e-Journal, VEDIC EDUCATION IN
INDIA - Dr. Chandramani Kailash Gajbhiye
4. Journal of Management Development, Vedic Learning and Management Education -
Sharda Nandram
5. International Journal of History and Research (IJHR), Education system in ancient
India - Kalam Chouhan
6. History of Education during Pre-Independence in India - KRISHNA KANTA
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V. Chaudhari - RG10MV3-2.pdf (researchguru.net)
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13. Ancient Indian Education System (From the Beginning to 10th C. A.D.) | Ithihas
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