EDUCATION IN ANCIENT INDIA 7

Q. 2. What were the aims and ideals that governed the encient
Brahmanic education in India?
Or
It is said that the aims anil ideals of life generally mould and
are reflected in the educhtional system of a country. Discuss ancient
Indian education in the light of tltis observation.
Ans. Aims and Ideals of Life as Basis of Education System.
The concepts and aims of education are interrelated with the ideals
of life. People in ancient India believed
spiritual nature which enabled him to ap
Complete realisation of these values was the
-function
The of education was to help as in
ultimate universal values so that truth of the universal may become
our truth and give power to life. The objective of living and learn-
ing was to develop the natural man into the ideal man. Following
were the aims and ideals of education in ancient India:
l. Infusion of Piety and Religioustrcss. In ancient India
religion played a prominent part. Teachers wcre usually priests.
Therefore the first and foremost aim of education was the infusion
of piety and religiousness in the rtinds of the pupils. How was
this piety infused? Follouring methods were used for the infusion
of piety.
(a) A student had to observe Vratas (religious observations)
during his educational course.
(b) He had to offer daily morning and evening prayers.
(c) Religious festivdls were celebrated every month in the
Ashram or in the teacher's house. Thus a spiritual background was
prtlvided so that a student may withstand the temptations of life.
But it does not mean that the renunciation of the world was
encouraged. Leaving a few who vere to remain life long Brahm-
charis, the vast majorrty were to become householders.
2. Education for Other Worldliness Also. Happiness in
other world was given more stress than the happrness in thrs world.
This world, according to them, was unreal and full of fetters. The
s a release from these fetters. B
the other world, they did not
for living was also one of the
All the rules of conduct an
life of diflcrent castes show that they wanted man to prepare for
present life. One must be true to his Duty (Dharama).
3. Character Formation. Education must transform and
ennoble the character. Mere intellect was of no worth, if the person
was devoid of moral feeling. Morality or the right behaviour was
the highest Dharama.
Education was regarded as a means of inculcating values such
as Strict obedience to elders, truthfuloess, honesty and temperancc.
 8 rrrsroRy oB TNDTAN BDUcATIoN

Good conduct was greatly emphasised. It,was believed that through

good conduct, man-gainjspiriiual merit, *.attl ano
ueauilr
---
Following methods were used to form character:
(a) Lessons on morality were given orally by the teachers.
(b) The very atmosphere in which students lived was calcula_
ted to give a proper turn to their character. - -
(c) As there was the 'Gurukula system,, students were direcily
under the supervision of their teacher wtrJ,foas to watch not only
their academic attainment but their moral behaviou. urro.--
(d) In everyday-life, students were made to follow the
of- etiquette and. good manners towards ttreii seniors,- .qrui,rules
.
juniors. The rules helped in the formation oicharacter. uoo
(e) The rituals and daily prayers helped to form good moral
habits.
4. Developqent of perfect personarity. Ancient Indians
believed that pErfect personalit/ snouta "-bi'd.rrloped
education. peisonuiity'-;;-a;'r.r";;- t[iougn the foitowiog
through
methods:
$) sea-respect. A feeling of self-respect
them. The student was made io feer tilil;-waswas developed in
the torch-bearer
of the culture of race. A weil educated youth'was to be honoured
more tha'the king himself. Such an o.veropeJ-ine
student's self-respect. "irorpt.r.
he very first day of education in
was fostered in the minds of
divine would co-operare with
f-reliance was considered as
nd the Brahmanic educational
system sought to develop it in vanous ways.
(iii) Self'restraint. Studentswere taught self-restraint which
h:lpr-4 in the enrichment of their personalit!, S.ir-r;;;;;i;; ,r-uo,
simplicity in life and habits.

lir position in literary debates.

dcveloped.
5. Stress on
fifth aim of ancient
lead a self-centred I
a husband,
and efticien
or for his
professions