A brief compilation of class VIII ,Chapter 11 by Vungngaihlian .(JNV Chandel)

1. CLASSVIIISUPPLEMENTARYREADERINENGLISH
Compiled by –
Vungngaihlian (TGT English)
JNV Chandel

2. Education is the process of imparting or acquiring knowledge
and of developing the powers of reasoning and judgement.
*The most important contribution of ancient India not only for
India but also for the world is in the field of education.
LATIN
LATIN
Educare
ENGLISH
Educatio Educate
Education
Mid 16th century

3.  INTRODUCTION
◦ The history of education in India is fascinating and is
recorded and can be tracked to the ancient era.In India,
education started as early as 3rd century BC.You must
have heard or read that travellers from various regions
having different climates and cultures began to visit
parts of India from early times.To them,India was a land
of wonder!The fame of Indian culture,wealth, religions,
philosophies, art, architecture,as well as its educational
practices had spread far and wide.The education system
of ancient India was regarded as a source for the
knowledge,traditions and practices that guided and
encouraged humanity.

4.  From the time of Rigveda onwards,our ancient education system
evolved over the period and focused on the holistic development of the
individual by taking care of both the inner and the outer self.
 Let us list down the main features of ancient education system-
1. The system focused on the holistic development of the individual.
2. It focused on the moral,physical,spiritual and intellectual aspects of life.
3. It emphasised values such as humility, truthfullness, discipline, self-
reliance and respect for all creations.
4. It followed the tenets of the Vedas and the Upanishads encompassing
all aspects of life.
5. The process of learning was blended with nature.
6. It also focused both on learning and physical development.
Thus,we can find that the main focus of ancient education system was on
healthy mind and healthy body.

5.  The Vedas,Brahmanas, Upanishads and Dharmasutras.
 Writings of Aryabhata, Panini, Katyayana and Patanjali and medical
treatises of Charaka and Sushruta.
 Itihas(history), Anviksiki(logic), Mimamsa(interpretation),
Shilpashastra(architecture), Arthashastra(polity), Varta
(agriculture,trade, commerce, animal husbandry) and Dhanurvidya
(archery).
 Physical education- Krida(games, recreational activities),
vyayamaprakara(exercises), dhanurvidya(archery) for acquiring
martial skills, and yogasadhana (training the mind and body) among
others.
 Shastrartha(learned debates) were organised for assessment of
pupil’s learning.
 Advanced pupil’s guided younger pupils.
 Peer learning(group/peer work).

6. Metrics
(chandas)
Grammar
(vyakarana)
Phonetics
(Shiksha)
Ritual
(Kalpa)
Etymology
(nirukta)
Astronomy
(Jyotisha)
Vedangas
(in sutra
form)
*Clear distinction was made between Shastras(learned disciplines)
and Kavyas(Imaginative and creative literature)

7.  Existence of both formal as well as informal education.
 Indigenous education was imparted at home,in temples, pathshalas, tols,
chatuspadis and gurukuls.
 Young children were also guided by elders to develop pious ways of life.
 Temples were the centres of learning.
 Students went to viharas and universities for higher knowledge.
 Teaching was done orally.
 Hundreds of students used to learn together in Gurukuls(ashrams).Many of
these were named after the sages.
 Women too had access to education during the early Vedic period.(Maitreyi,
Viswambhara, Apala,Gargiu, and Lopamudra,etc)
 The gurus and their shishyas lived together.The main objective was to have
complete learning,leading a disciplined life and realising one’s inner
potential.
 Emphasis of the gurukul system was not only on the outer dimensions of the
discipline but also on enriching inner dimensions of the personality.

8. The ancient education system continued
to flourish and many monasteries/viharas
were set up for monks and nuns to meditate,
debate and discuss with the learned for their
quest for knowledge during this period.Many
educational centres developed around these
viharas which attracted students from China,
Korea, Tibet, Burma, Ceylon, Java, Nepal and
other distant countries.
*Kings and society took active interest in promoting
education in ancient India.(Sourced from the Jataka
tales,accounts given by Xuan Zang and I-Qing who are
Chinese scholars)

9.  Many universities developed in connection with the
viharas of which the most notable ones are situated
at Takshashila, Nalanda, Valabhi, Vikramshila,
Odantapuri and Jagaddala.
 Those at Benaras,Navadeep and Kanchi developed
in connection with temples and became centres of
community life.
 These institututions catered to the needs of
advanced level students.Mutual discussions and
debates with renowned scholars helped in
developing their knowledge.
 Scholars of various viharas and universities are
occasionally summoned by the kings in gatherings
to meet,debate and exchange their views.

10. Let us list down some important features of Takshashila as follows-
 Taxshashila was an ancient Indian city which is now in north-
western Pakistan.Its fame rested on the University where Chanakya
is said to have composed his Arthashastra.
 It was a noted centre of learning in ancient times.It continued to
attract students from around the world for several centuries until its
destruction in the 5th century CE.
 Known for its higher education,the curriculum comprised the study
of ancient scriptures,law,medicine, astronomy, military science and
the eighteen silpas or arts.
 It became famous due to its teachers’ expertise.
 The most notable pupils of Taxila includes-Panini(legendary Indian
Grammarian who wrote Ashtadhyayi),Jivaka(one of the most
renowned physicians in ancient India),and Chanakya also known as
Kautilya(a skilled exponent of statecraft).There were students
coming from Kashi,Kosala,Magadha and other countries also.
 It is an important archaelogical site and the UNESCO declared it to
be a World Heritage Site in 1980.Archaeologist Alexander
Cunningham discovered its ruins in the mid 19th century.

11.  The teacher had complete autonomy in all
aspects.
 The course concluded when the teacher was
satisfied with the performance of the
students.
 The teachers would admit as many students
as he liked and taught what his students were
keen to learn.
 Debates and discussions were the primary
methods of teaching.
 Teachers were assisted by their advanced
level students.

12.  Nalanda was called Nala when Xuan Zang visited it and was a centre of higher
learning in various subjects.
 Like Taxila,it attracted scholars from different parts of the country as well as
the world.
 The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century
CE and Xuan Zang himself bacame a student to study yogashastra.
 In their accounts, they have noted that as many as one hundred discourses
happened on a daily basis in a variety of disciplines through the methods of
debate and discussions.
 The Chancellor of Nalanda,Shilabandra, was the highest living authority in
yoga.
 The coursesof study offered by Nalanda University covered almost the entire
circle of knowledge then available.
 Students studied the Vedas and were also trained in fine arts, medicine,
mathematics, astronomy, politics and the art of warfare.
LocatedinpresentdayRajgir,Bihar,India,Nalandawasoneoftheoldest
universitiesoftheworldandUNESCOdeclaredtheruinsof NalandaMahavihara,a
worldheritagesite.ThenewNalandaisenvisagedasacenterofinter-civilisational
dialogue.

13. Let us study the role played by the community in the field of
education in ancient India-
 Free education.
 Contributions towards education were considered the highest
form of donation.
 Contributions were made by all members of the society in
different forms.
 Financial support came from rich merchants, wealthy parents
and society.
 Universities received gifts in the form of buildings and lands.
 In South India, agraharas served as centres of learning and
teaching and cultural institutions such as Ghatika and
Brahmapuri were also present.These were also maintained by
generous donations from the society.
 Temples,Mathas, Jain Basadis and Buddhist Viharas also
existed as other sources of learning during this period.

14. The Indian education system continued in the form of
ashrams,in temples and as indigenous schools.
 Maktabas and Madrassas became part of the education
system in the Medieval period.
 Indigenous education flourished in the pre-colonial period
which was mostly religious and spiritual in nature.
 Tols in Bengal, pathshalas in western India, chatuspadis in
Bihar, and similar schools existed in parts of India.
 Local resources via donations supported education.
 References in texts and memoirs also tells us that villagers
also supported education in southern India.

15. The ancient education system of India focused on
the holistic development of the students, both inner
and outer self,thus preparing them for life.
Education was free of cost and its foundations were
laid in the rich cultural traditions of India thereby
helping in the development of the physical,
intellectual,spiritual and artistic aspects of life.
Thus, our present day education system has a lot
to learn from the ancient education system of India.
Therefore, the stress is being laid on connecting
learning to the world outside the school,connecting
the ancient and the traditional knowledge with
contemporary learning.The process of learning
itself aims to be learner centered to cater to the
needs of the learners holistically.