Chapter 8 — Ancient Education System of India

The chapter is a non-fiction feature story exploring India's ancient education heritage — from the gurukul/ashram system rooted in the Vedas to the great universities of Takshashila and Nalanda. Its central theme is that ancient Indian education was holistic (developing mind, body and spirit), values-based, free of cost, and globally respected.

Gurukuls, also known as ashrams, were residential places of learning situated in forests in serene surroundings. Hundreds of students lived together with their guru, helping each other in day-to-day life. The main objective was complete learning, disciplined life and realising one's inner potential. Gurus had full autonomy over student selection and syllabus design.

The chapter names Maitreyi, Viswambhara, Apala, Gargi and Lopamudra as prominent women Vedic scholars who had access to education during the early Vedic period.

Subjects included Itihas (history), Anviksiki (logic), Mimamsa (interpretation), Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry), and Dhanurvidya (archery). Physical education covered krida (games), vyayamaprakara (exercises), dhanurvidya and yogasadhana. Universities also taught medicine, astronomy, mathematics, fine arts and the art of warfare.

Takshashila's noted alumni include Panini, the Indian grammarian who authored Ashtadhyayi (a landmark work on grammar); Jivaka, one of the most renowned physicians of ancient India; and Chanakya (also known as Kautilya), a skilled exponent of statecraft who is also said to have composed his Arthashastra at Takshashila.

Xuan Zang and I-Qing visited Nalanda in the 7th century CE and gave vivid accounts of the university. They noted that as many as one hundred discourses happened daily in a variety of disciplines through debate and discussion. Xuan Zang himself studied yogashastra at Nalanda and mentioned that the Chancellor, Shilabhadra, was the highest living authority in yoga.

Knowledge was considered sacred and no fee was charged. Contributions toward education were regarded as the highest form of donation. Financial support came from rich merchants, wealthy parents and society; universities also received gifts of buildings and land. This system of free education was prevalent at Nalanda, Valabhi, Vikramshila, Jagaddala and other universities.

The chapter states that both Takshashila and Nalanda have been declared heritage sites by UNESCO (the United Nations Educational, Scientific and Cultural Organization), recognising them as among the best centres of learning in the ancient world. Takshashila received this status in 1980; Nalanda Mahavihara's ruins have also been declared a UNESCO World Heritage Site.

Teaching was largely oral; students remembered and meditated upon what was taught. Shastrartha (learned debates) were organised to assess pupils' learning. Debate and discussion were the primary methods of teaching. Advanced students guided younger pupils, and peer learning also existed. When a teacher was satisfied with a student's performance, the course concluded.

The ancient system continued in ashrams and temples. During the medieval period, maktabas and madrassas became part of the system. In the pre-colonial period, indigenous education flourished through tols in Bengal, pathshalas in western India, chatuspadis in Bihar and similar schools elsewhere. Local resources and donations supported these institutions.

The chapter mentions Valabhi, Vikramshila, Odantapuri and Jagaddala (connected with viharas) as notable universities of the period. It also refers to centres at Benaras, Navadeep and Kanchi, which developed in connection with temples and became centres of community life. In South India, agraharas, Ghatikas and Brahmapuris served as centres of learning and teaching.

Yes. The official NCERT PDF of 'Ancient Education System of India' (Chapter 8, It So Happened, Class 8 English) is available for free on CBSE PrepMaster — no sign-up or payment required. You can read it in-browser or download it directly.