UNIT-1 ACQUISITION OF LANGUAGE SKILLS

Pre- independence education periodVedic period

Introduction:

·         The education system which was evolved first in ancient India is known as the Vedic system of education.

·         In other words, the ancient system of education were based on the Vedas and therefore it was given the name of Vedic Educational System. Vedas occupy a very important place in the Indian life.

·         The basis of Indian culture lies in the Vedas which are four in number – Rigveda, Samveda, Yajurveda, and Atharavaveda. 

·         due to predominance of the Vedas, there was no change in the aims and ideals of educations. That is why, the education of these periods.

·         The education system that prevailed during the Vedic times had some unique characteristics.

·          Education was confined to the upper castes, and to those who were BRAHMACHARIS. In Indian tradition, a person’s life cycle is divided into four stages of which BRAHMACHARI is the second phase.

·         During Vedic period, most of the upper castes, which were either Brahmins or Kshatriyas had their education in a unique system called GURUKULAM.

·          Students had their education by living with their preceptors in forests far removed from cities, towns or villages.

·          The life of students who were called SHISYAS was very rigorous and demanding. Those who failed to live up to these high standards would simply fall by the wayside.

·          

Definitions:

 According to Dr. F. E. Key, “To achieve their aim not only did Brahmans develop a system of education which, survived even in the events of the crumbling of empires and the changes of society, but they, also through all those thousands of years, kept a glow of torch of higher learning.”

 In the words of Dr. P. N. Prabhu, “Education in ancient India was free from any external control like that of the state and government or any party politics. It was the kings duties to see that learned Pundits, pursued their studies and performed their duty of imparting knowledge without interference from any source what so ever.”

History of Education in India Vedic Period:

Before 600 B.C.Vedic Period:

Buddhist Period: 600 B.C. – 1200 A.D.

Medieval Period: 1200 A.D. – 1800 A.D.

 British Period: 1800 A.D. – 1947

Independence Period: After 1947

Sources of the Vedic education:

The Vedic literature represents the most important and  and intrinsic part of life of the India people. The Vedic literature consists of the following

1.      Four Vedas

2.      Rigveda: ―RIK‖ means parise. Rigveda contains praises for the dieties like indra, agni, Rudra and the two Ashwini gods, Varuna, Maruti, Savitru and Surya. Tapping the energies of the nature is given high importance in Rigveda. It contains 1017 hymns (poems) to it praise the gods.  

2. Yajurveda: ‗Yajuish‘ means rituals. Yajurveda contains different rituals and sacrifices to be conducted to pacify gods. When a mantra is recited and its power is felt, then to make the mantra useful, a certain type of offerings to be done to the concerned god. Yajurveda explains about these offerings to be made to gods through Agni (fire). 

3. Sama veda: ‗Sama‘ means song. Samveda contains verses to be sung. These verses are     built in their root from using the 7 notes. Sa, Re, Ga, Ma, Pa, Dha, Ni which are the basis of the classical music now existing in India. These notes aid the liberation of soul by stimulating the energy centres  (chakras) in the human body. 

4. Atharvaveda: Atharvaveda contains useful rituals to attain worldly happiness. It contains description of diseases, how to cure them, sins and how to remove their effects and means of acquiring wealth. Athavaveda is more applicable to modern society since it deals with different subjects like science, Medicine, Mathematics, Engineering, Technology etc.

 2.  Six Vedangas      

 3.  Four Upvedas

 4.  Four Brahmanas

 5.  One hundred and eighty Upanishads.     

6    Six systems of philosophy

7.  Bhagwad Gita

8.  Three Smritis

Aims and Objectives of Vedic Education Education:

1.      Ultimate objective as moksha or self-realisation:-

 Ancient Indians believed that education should prepare and individual in such a way as to prepare him to attain the objective of liberation, i.e. to be one with the almighty and to be free from the cycle of births & deaths.

2. Infusion of Piety & Religiousness:-   In ancient India religion played a prominent part. Education aimed at the infusion of piety and religiousness  in the minds of the pupils

3. Education for worldliness:-   Happiness in other world was given more stress than the happiness in this world. This world according to them, was unreal & full of fetters. 4. Character formation:-   Morality or the right behaviour was the higher. Education was regarded as a means of inculcating values such   as  “Dharma”. strict obedience to elders, truthfulness, honesty and temperance.as strict obedience to elders.

SALIENT FEATURES OF VEDIC EDUCATION IN ANCIENT INDIA

   The ancient education system has been a source of inspiration to all educational systems of the world. The ingredients, which our present system, lacks, and which were the predominant facets of our ancient system relate to admission policies (upnayan), monitorial system, low teacher pupil ratio, healthy teaching surroundings, free schooling and college education, sympathetic treatment, role of punishment in discipline, regulation governing student life. 

1.        Infusion of Spiritual & Religious Values

The ultimate aim of education in ancient Indian was not knowledge as preparation for life in this world or for life beyond, but for complete realization of self for liberation of the soul from the chains of life both present and future.The primary aim of ancient education was instilling into the minds, of pupils a spirit of being pious and religious for glory of God and good of man. The pursuit of knowledge was a pursuit of religious values. Education without religions instructions was not education at all. It was believed that a keener appreciation of spiritual values could be fostered only through a strict observance if religious rites.

2.      Character Formation and wholesome Personality Development:

   Wisdom consisted in the practice of moral values. Control of senses and practice of virtues made one a man of character. Moral excellence could come only through practising moral values. The teacher and the taught were ideals of morality, for both practiced it all through their lives.  The Guru in the ancient times realized that the development of personality is the sole aim of education. The qualities of self-esteem, self confidence, self restraint and self respect were the personality traits that the educator tried to inoculate in his pupils through example.

3.      Development of Civic Responsibilities and Social Values:

The inculcation of civic virtues and social values was an equally important objective of education in India. The Brahmachari after his education in the Gurukulas went back to the society to serve the rich and the poor, to relieve the diseased and the distressed. He was required to be hospitable to the guests and charitable to the needy. After a certain period of studies he was required to become a householder and to perpetuate his race and transmit his culture to his own off springs.

4.      Making formal and Informal Educations Responsible : Imparting and receiving of education was as sacred as anything can be, for example, education started and ended with certain prescribed religious rituals like upnayan and samvartan. The disciple was to devote himself whole heartedly to the cause of learning while he remained with his teacher. Not every boy was required to enter studentship it was still a custom to receive education at the hands of his father. How many of the parents look after their children now in this respect. The ancient system gave an equal important to informal education as it did to the formal one. 

5.      Starting Academic sessions solemnly: In most cases the boy went to a teacher for studentship. The maximum age of entrance into school was different for different castes. The period of schooling was long, at least 12 years for one Veda. The academic sessions started with a special ceremony ―upkarman‘ on the Guru Purnima (Full month of Shravana) and as solemnly closed on Rohini (Fullmoon month of pausha) with ‗utsarjan‘. The whole session was punctuated with holidays especially on new moon full moon days of the month.

6.      Adjusting School Hours: The school in the Ancient Education System, lasted  for 7 to 8 hours a day. In fair weather classes were held in the open under shady groves. In the rainy season schools ran in a set of apartment. Temple colleges of the past had been of great renown for having spacious buildings for classroom, hostels and residential quarters for teachers. Gurukuls and Ashrams were generally situated on the river banks or on the lake. The whole atmosphere was quiet, calm and peaceful. It must be noted that schools and colleges were not kept for away from human habitation.

7.      Close Contact: The teacher was the spiritual father, he was is to nurse, when the pupil fell sick, he was to feed, clothe and teach his student as he fed, clothed and taught his son. The student also regarded the teachers as he regarded his parents, king & god. Both were united by communion of life. In fact they communed together.

8.      Emphasising  Discipline: The student had to observe strict regulations. Instruction was important, but was even more significant than teaching was discipline – discipline inculcated through strict obedience to laws and regulations of student life, discipline that was rooted in morality and religion 

9.      Low – Teacher pupil Ratio: In all schools and colleges the pupil – teacher ratio was too low. Individual attention was maximum. The number of students in a school was kept very small. But when, under certain conditions the enrolment increased, the teacher sought the co-operation of more advanced and senior boys who were appointed as monitors (Pittiacharya). In the absence of teacher entire work was entrusted to them. 

10.  Respecting Childs Personality: Punishment had practically no place in the school system. Puplis received very sympathetic, treatment from their teachers. Their personality was respected Teachers were required to use sweet and gentle speech in dealing with pupil. 

11.  Providing Free Education: Education was free. It was free because no student was required to pay any fees. It was free also because no outside agency could interfere in the matters of education. There was perfect autonomy. No external authority no external beneficiary, no politics was permitted to enter the school or college system. 

12.  A student had to pay nothing in return for education he recieved in a Gurukul or Ashram. Access to good education depended not on wealth but on talent. The student was expected, if desired but never compelled to offer a field, cow, horse or even vegetables to his teacher according to his financial position in the society. Education could not be bought one could go up the Ladder as his abilities permitted.

13.  Plain Living and High Thinking:

The education institutions were residential in the form of Gurukulas situated in forest, where teachers and pupils lived together. Education imparted was in the pure, colm and charming atmosphere of the Gurukulas and Ashramas and emphasis was laid on the development of character through ‗Plain Living and High Thinking‘.

14.   Academic Freedom:

Due to academic freedom students remained busy in thinking and meditation. It enhanced originality among them

15.  High place to Indian culture:

Indian culture was full of religious feelings and it was assigned a very high place in the field of education. Vedic culture was kept intact and transmitted through word of mouth to succeeding generations. The ancient Indian education system was also successful in Preserving and spreading its culture and literature even without the help of art of writing, it was only because of the destruction of temples and monasteries by invaders that literature was lost. The cultural unity that exists even today in the vast- sub continent in due to the successful preservation and spread of culture and the credit goes to Ancient Education System.

16.  Commercial Education and Mathematics Education:

Commercial education and Mathematics education is also one of the chief features of vedic period. The ideas of the scope and nature of commercial education can be held from manu. 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 in the course. Though there were no organized educational institutional training was usually imparted in the family. As far as Mathematics education is concerned, ancient Indian quite early evolved simple system of geometry. Shulva sutra are the oldest mathematical works probably compased 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.

1.                  The ancient Indian education emerged from the Vedas as they were the main sources of Indian philosophy of life.

2.                   The attitude of people towards life was intellectual and spiritual, rather than materialistic. Their objective was to attain salvation through education and that to through religious education.

3.                    Indian culture surcharged with religious feelings and it was assigned prominent place in the field of education.

4.                   The forest home of the preceptor in the midst of charming, natural surrounding served as the educational institution where the pupil lived after the Upanayana or initiation ceremony. The preceptor occupied the place of the father or guardian and was discharging the duties by shouldering the responsibility of his ward's maintenance. Much emphasis was laid on the formation of character though ‘plain living and high thinking’ . 

5.                  The basis of admission was moral fitness and unimpeachable conduct. The pupils belonging to a lower order of moral conduct was forbidden to live in the house of the preceptor.

6.                   The discipline of Brahmacharya or Celibacy was compulsory for all. Education helped in the observance of celibacy, control over senses and purity of life. 

7.                   To serve the preceptor was considered as the sacred duty by the pupils. Being a residential pupils he was looking to the comforts of the Guru. In thought, speech and deed he pledged devotion to his Guru.

8.                  The practical aspect of life was not lost of sight. Side by side with art, literature, and philosophy students were getting working knowledge in agriculture and other vocations of life. 

9.                  Individual was the teaching unit and all round development of the child's personality was the chief aim of education. The method of teaching was psychological in nature.

Educational System:

 • Primary: Education was first provided at home then a ceremony (vidya Arambha Sanskar) before beginning education was performed.  Education period was upto age of five years.

 • Child was made to pronounce vedic mantras, knowledge of sandhis (connective rules), elementary grammar, elementary arithmetic

. • After primary education children were sent to Gurukulas and ashramas for higher education.  

• Higher education: Entry age varied between 8 to 12 for different varnas  and completed by the 25th year of age. Upanayan ceremony was performed to enable the child to enter into studentship

 Methods of TEACHING:

There were mainly three steps of learning according to Vedic system. Sravana is the first step. It means listening towards the text as uttered by the teacher. By this method of education, knowledge was conserved and transmitted to the on coming generation.  The second step was Manana .  It means to internalize or to assimilate what was given to the pupils. It is the process of deliberation and Reflection on the topic. The third step was Nididhyasana ( Meditation ) by who is truth is realised and attended. It was considered in indispensable for the realisation of Supreme reality.

It was a pupil centered education. No single method of instruction was adopted, though recitation by the pupil followed by explanation by the teacher, was generally followed. Besides question – Answer, Debate and Discussion, Story telling was also adopted according to need. There was no classroom teaching. However monitorial system was prevalent and senior pupils were appointed to teach Juniors. Travel was regarded as necessary to give finishing touch to education so the methods of teaching generally practiced during vedic period were mainly Maukhik (oral and other method was based on Chintan (thinking or reflection) In the oral method the students were to memorize the mantras (Vedic Hyms) and Richayas (Verses of Rigveda) in order that there might not be changed wrongly and they might remain preserved in their original forms.

Discipline :

• Rules for conduct of both teachers and pupils were listed down.

 • Rules also for respect due from pupils to teacher were framed.

• Rigid rules were laid for conduct of pupils

 • Code of dress was observed

 • Observation of Brahmacharya or celibacy was compulsory for all pupils.

The ‘Upnayana’ Ritual

The word ‗upnayana ‗means to take close to, or to being in touch with. A ceremony called the upnayana 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 signaled the childs 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.

Celibacy or Brahamacharya:

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.

 Medium of Instruction:

As these educational institutions were managed and organized by Brahmans and all the books written in Sanskrit, therefore the medium of instruction was Sanskrit.

 Curriculum

Although the education of this period was dominated by the study of Vedic Literature, historical study, stories of heroic lives and discourses on the puranas also formed a part of the syllabus. Students had necessarily to obtain knowledge of metrics. Arithmetic was supplemented by the knowledge of geometry. Students were given knowledge of four Vedas – Rigveda, Yajurveda, Samaveda and Atharvaveda. The syllabus took with in its compass such subjects as spiritual as well as materialistic knowledge, Vedas, Vedic grammar, arithmetic knowledge of gods, knowledge of the absolute, knowledge of ghosts, astronomy, logic philosophy ethics, conduct etc. The richness of the syllabus was responsible of the creation of Brahman literature in this period. According to Kathoupanishad, the subjects fell into two categories: 

        Para-vidya or (spiritual learning)         Apara-vidya or (worldly learning) 

Paravidya:      Into this study fell the essential study of 4 vedas.      Also included vedangas, upanishads, puranas, Pitrya (rules for sacrifices for ancestors), vakovakya (logic),Ekayana (ethics), Devavidya (etymology), Brahmavidya etc. 

Apara-vidya : This included subjects like History, Ayurveda, Economics, Astrology, Physics, zoology, chemistry, science, kalpavidya, the rashi (science of numbers), bhutvidya (sci. of demons).

Female Education:

During the Vedic age women were given full status with men. For girls also the Upanayan (initiation ceremony) was performed and after that their education began. They were also required to lead a life of celibacy during education. They used to study the Vedas and other religious and philosophy books, they were free to participate in religious and philosophical discourses. Many ‘Sanhitas’ of Rigveda were composed by women. In Gurukulas the gurus treated male and female pupils alike and made no distinction what-so-ever.

FORMS OF EDUCATIONAL INSTITUTIONS IN VEDIC PERIOD:

      1. Gurukulas:

Gurukulas were the dwelling houses of gurus situated in natural surroundings away from noise and bustle of cities. Parents sent their wards at the age of five years to nine years according to their castes after celebrating their Upanayan Sanskar. Pupils lived under the roof of their guru called ‘antevasin’ under the direct supervision of their Guru.

Gurukula as the name indicates was the family of the teacher and his residence where the students used to stay during the period of study. Gradually, the Gurukula were extended to include a number of buildings. However the institution was built up around the family of 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 family.

2. Parishads:

Parishads were bigger educational institutions where several teachers used to teach different subjects. This may be compared to a college parishad in Upanishads, has been used for a conference of learned men, assembled for deliberations upon philosophical problems. Later on the ‘Parishads’ were set up at the places where learned men lived in good number and gradually these institutions became permanent centres of imparting knowledge. In the words of Dr. R. K. Mukherjee Parishad correspondences to University of students belonging to different colleges.

3. Sammelan:

Sammelan literally means getting together for a particular purpose. In this type of educational institutions scholars gathered at one place for learned discussions and competitions generally on the invitation of the king. Scholars were appropriately rewarded.

ROLE OF TEACHER AND STUDENTS:

Teacher During Vedic period the teacher occupied very important place in the scheme of education. He was the centre of education and without him no education could be conceived of. He was called Guru or Acharya and he was respected as a god by the student as well as the society. Even the king did not enjoy so much respect as the teacher enjoyed. 

In Bhartiya Darshan ‘Guru‘has significant place. It consists of two words, Gu-ru. The word ‘Gu’ indicated darkness and ‘ru’ means controller. It means to avoid darkness or ignorance. In Vedas the term achariya is used for guru. Guru is considered greatest treasure of knowledge.

 In educative process teacher and students are the two components; a teacher provides physical, materialistic and spiritual knowledge to his students. The educative process is teacher centred. Guru satisfies the curiosity and needs of his students. 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.

When a student was to become a pupil of any Guru, the recognized way of making application to him was to approach him with fuel in his hands as a sign that he wished to serve him and help to maintain his sacred fire. With ‘Upanayan’ ceremony the disciple (shishya) gained the generous shelter and patronage of his gurus. The term ‘shishya’ indicates the following qualities.

a) He is to be administered guru

b) He is able to obey his guru

c) He may be punished by his guru

d) He is be wished by his guru

e) He is to be Preached by his guru

f) He is to be treated equality

g) He is devoted committed to acquired wisdom

In the Dharam Sutra, there are rules laid down for the conduct of both teachers and pupils. The pupil was subjected to a rigid discipline and was under certain obligations towards his teacher. He should remain with his teacher as long as his course lasted and not live with anybody else.

1. Teachers as Spiritual as well as Intellectual Guide Teacher occupied a pivotal position in the Vedic System of education. The teacher was a parent surrogate (Parent Substitute), a facilitator of learning, exemplar and inspirer ,Substitute), a facilitator of learning, confident, detector friend and philosopher moral educator, reformer, evaluator, character and personality builder, important reformer, evaluator, character and personality builder, importer if knowledge & wisdom and above all a guru, The relationship between the teachers and spiritual guide as filial in character. Teacher was the spiritual father of his pupils. In addition to imparting intellectual spiritual father of his pupils. In addition to imparting intellectual knowledge to them, he was also morally responsible. He was knowledge to them, he was also morally responsible. He was always to keep a guard over the conduct of his pupils. He must always to keep a guard over the conduct of his pupils. He must instruct them as how to sleep and as to what food they may instruct them as how to sleep and as to what food they may take and what they may reject. take and what they may reject.

EDUCATIONAL IMPLICATIONS 

1) Pride in civilisation and culture We are living in modern age, but we feel proud of the civilization and culture of our ancestors inherited to us. We give more preference to character, spiritualism philosophy rather than wealth, power, violence and diplomacy. We wish to lead an ideal life. Educational aims of vedic age are accepted in principle  as aims of modern education to build character and make life worth living for our young ones. 

2. Discipline and pupil teacher relationship : The sense of discipline and cordial relation between teacher and pupil of vedic age is well known to the world. Today‘s scenario can be revived back by taking efforts to adopt the ideal relationship between teacher and pupil. 

3. Subject  of studies : Vedic literature is enriched by the sense of peace, humanity, universal brotherhood which is also vital part of our curriculum. 

4. Teaching Methods :  As discussed above ,some  methods of teaching are still used fruitfully in our classrooms. 

5. All round development of child:  The nature of education was much more individualistic rather than joint in groups. All round development of a childs personality was the chief aim of education. Same aim is kept in view in modern education also. 

6. Equality of opportunity: There was no discrimination on the basis of caste, creed, colour etc and the students of all strata of society received education on an equal footing. In modern too, the constitution has adopted the principle of equality in the field of education. 

7. Education for self- sufficiency: Apart from intellectual aspect of education its practical side was not lost sight of and along with art, literature and philosophy, students got a working knowledge of agriculture and other vocations of life. Modern education also lays stress upon preparing students to prepare themselves for their future life. Vocational subjects are included in the curriculum. 

9. Commercial education and  vedic mathematics :  Commercial education and Mathematics Education is one of the chief features of vedic period.  The ideas of the sope and nature of commercial geography, needs of the people of various localities, exchange value and quality of articles and language spoken at different trade centres were considered necessary. Vedic mathematics have become more popular  now. More and more parents are aware about the significance of vedic mathematics and are taking keen interest to offer the opportunities to  their child to learn vedic mathematics.

Acceptable features of Education of Vedic period for modern Education.:

 There is a wide gap of Education between Ancient Indian Education and modern Indian Education. Still there are several

 

elements of ancient education which can find room in modern education both in theory and practice. 

1. Idealism   We are living in modern age but we feel proud of the civilization and culture of our ancestors inherited to us. Even now we give importance to religion, god and desireless deeds. We give more preference to character, spiritualism, philosophy rather than wealth, materialism and science. The present world gives reverence to wealth, power violence and diplomacy whereas we rely in truth, non-violence and mortification. We still believe in idealism and wish to lead an ideal life. 

2. Discipline and Teacher – Pupil Relationship  The sense of discipline and the cordial relation between teacher and pupil of vedic age is well known to the world today we see the educational environment has become so venomous due to indiscipline that is has become an uncountable problem. The sense of discipline can be developed if teacher pupil relationship can be made to adopt the ideal relationship between teacher and pupil.  

3. Subject of studies  The study of Sanskrit language and Sanskrit literature in neglected to a greater extent. It is this literature which is enriched by the sense of peace, humanity, universal brotherhood which should be vital part of our curriculum. 

4. Teaching Method  In ancient period Shravan or Listening. Manan or meditation and Nididhyaana or realization and experience, question and answers, discourse, lecture discussion and debate methods were prevalent. These methods can be still used in our classrooms faithfully. 

5. Simple Life of Students  In vedic age students used to lead a simple life and sober life. Nowadays the life style of our young generalion has altogether changed they like to lead luxurious and majestics life, full of fashion and show. They have given up the principle of ‗Simple Living and High Thinking‘ and adopted its reverse principle i.e. High Living and Simple Thinking. The whole balance of the life is disturbed. In order to make their life healthy and smooth they. Should be made to realize the importance of ancient style of life. 

6. All Round Development of Child

   The main aim was integral and all round development in ancient Indian. The same aim is kept in view in modern education. The ancient education never neglected physical development although the main emphasis was given the intellectual and spiritual development. For this a peaceful, calm, clean, attractive and natural environment far away from town and villages was provided to students. Although, we profess to look after physical, moral spiritual emotional and intellectual development of pupil in modern schools yet it is only bookish knowledge which gets the most of an attention. This idea of all round development of child must be adhered to practically. 

7. Equality of Opportunity.  The educator was democratic in his approach in the field of education. All students rich or poor, prince and common were treated alike. In modern Indian too, the constitution has adopted the principle of Equality in the field of education. However, in almost all public schools, and professional institutions this principle is practically ignored and neglected. 

8. Education for Self sufficiency  The ancient schools followed the principle of education for self sufficiency. The school was small integrated community self sufficient in every way. The students used to grow their food products, tended cows, collected firewood‘s and erected cottages themselves under the guidance of teacher. Modern education also lays stress upon preparing students to prepare themselves for their future life. Vocational subjects have been included in the curriculum in order to vocationalize education but much is needed to the done in this direction in order to achieve the desired aim. 

9. Free and Univeralization of education   Education was free and universal. The fee, if any, was to be paid, after attaining education from the earnings of the young man who got education, in the form of ‗Guru Dakshina‘. During education the boarding and lodging was free for almost all these students. After independence our constitution framers made it clear that it is the duty of all government to provide free education to every child of 0-14 yrs age group. Many programme for this cause has been adopted but still desired objective has not been achieved. 

 Thus we can say that the education of vedic age has its significance in Modern age.      

CONCLUSION

(In Vedic era education had the prominent place in society. It was considered as pious and important for society. Education was must for everybody for becoming cultured. Relationship between Guru and pupils were very cordial during vedic and post- vedic period. By means of education efforts were being made to infuse ―Satyam Shivam and Sundaram‖ inside the students. A great importance was attached to veda in education system, self study Swadhyaya was considered more important during that period. The vedic period favored women education.

The ancient Indian education system was successful in preserving end spreading its culture and literature even without the help of art of writing. It was only because of the destruction of temples and monasteries by invaders that the literature was lost. The cultural unity that exists even today in the vast sub-continent is due to successful preservation & spread of culture. The education system infused a sense of responsibilities and social values. The ancient education system achieved its aims to the fullest extent.)