The document summarizes education in ancient India during three periods - Vedic, Buddhist, and Muslim. During the Vedic period from 200 BC to 200 AD, education focused on studying religious texts like the Vedas through the gurukul system where students lived with teachers. Under Buddhism from 200 BC to 200 AD, education emphasized the four noble truths and was taught in Pali. During the 700-year Muslim period, community-based madrasas and maktabs taught Arabic, Persian, Islam, and the Quran. Overall, ancient Indian education focused on religious texts and oral teaching methods.

1. VEDIC PERIOD
BUDDHIST PERIOD
MUSLIM PERIOD

2. INTRODUCTION
 Vedic period :India history of education began with
the vedic period .vedic education is linked more with
anceint period i.e from 200bc.to 200 bc.
 Budhist period : founder of education system:
Buddist education system 200 bcto200 ad was
founded by Lord Gautama Buddha of sakayas.
 Muslim period.
 During muslims period educational
developmentabout 700 years .

3. Silent features
 videc period :Aim of education:education in india was
to develop various aspects of life and also to ensure
social service. Rig veda: According to Rig veda,
“education is something which makes a man self
reliant and self-less”.
 Gurukul system of education:gurukul system of
education is vedic education . Students used to live in
the Ashram of gurus for the purpose of education.

4. Silent features
 Student life: food –meal was provided only two times
(m &evening).
 Dress for students .
 They used to get early in the morning
 Respect for teachers.
 They were required to perform morning and evening
prayers.
 Havan was an important activity.

5. Silent features of B uddhist period
 Four noble truths:that iis suffering to misery.
 There is cous of misery.
 Cessaion of misery.
 There is path leading to the cessation of misery.
 Medium of instruction: pali was the medium of
instruction .

6. silent features of Muslim period
 Community based education madarsa & m maktabs
were associated with mosques.
 Teaching of arabic & persian & emergence of Urdu .
 Arabic and persian languages were the media of
eduacation.
 Teachings were based on Quran.
 Islam based education.

7. Duteis of students
 vedic prd :Students used to place gurus at high level,
even better than that of their parents & God.guru was
considerd as spiritual Father.
 buddhist prd: 1) Service to teachers & to develop
parental relations with teacher 2) to beg for alms 3)to
eat food thrice a day 4)to wear three items of cloths.
 Muslim prd:

8. Curriculum
 Vedic period : 1)study of all the four vedas 2)study of
Puranas & Upnishads 3) Logic 4) science of numbers.
 Buddhist period : General education of children. 1)
Religious concept 2) social service 3) Writing 4)
medicine .
 Muslim period : 1) Quran 2) the biography of hazrat
Mohammed (pbuh) 2) history of the laws of islam 3)
arabic & persian languages .

9. Methods of teaching
 1) Vedic period of education 2) recitation method 3)
illustration with examples 4) memorisation of lesson .
 1) Discussion method 2) Question answer method 3)
Oral method 4) simple explanation of the test.
 1) recitation 2) reading 3) Writing 4) Oral method 5)
monitor method in maktabas & madarasa.

10. Role of Teacher
 1) teacher ( the guru) was used to be a spritual personality.
There was a direct contact between the guru and students
,Teacher used to teach & make general arrengment for
students for required life style .
 There were good relationships b/w teachers and students .
Teacher personal life .Teacher used to do their best to
develop various facilities for the students.

11. Role of teacher
Teachers were used to br holy persons and teachers of
the society at large ,teacher used to develop the
personality of the students using different methods .
CONCULUSION :Thus in ancient period the teacher
education was limited to certain communities and
families . The education was limited to teaching of
veda. There were certain Brahmin families where
teaching was a hereditary profession.