About Hinduism and India

Hindu religion has always encouraged individuals to pursue knowledge. Inquisitiveness has always been appreciated as opposed to blind faith. It is for this mindset that India has enriched every art and science known to man from the earliest times.

System of Learning

The initial stage of learning started at home with Yama and Niyamas to inculcate values and inquisitiveness for absorbing knowledge. The methodology at Gurukul was aimed not to convert the student to a data bank, but to develop an intelligent and action oriented personality. The three-fold process of teaching included attentively listening (Shravan) the discourse, followed by assimilation (Manana), and lastly practical application (Nidyasana). Practicing for perfection (Sadhna) thereafter was to be a continuous and life-long process till the salient aspects of learning reflected through reflex actions.

Classification of Grades

Besides the literature of Vedas, Upanishdas, Darshan Shastras, Puranas and the epics; India had established a formal system of education from the earliest times. The syllabus for the next stage included study of Mathematics, Algebra, Physics, Astronomy, and Fine Arts. Graduate Students (Sanatkas) were expected to excel in Vedic knowledge. Those who could not cope for want of aptitude or hard-work were advised to switch over to professional training in the field of commerce or skills.

Entry to further higher training was open only to those who qualified prescribed levels of second stage and earned the status of Ribhu.  The tradesmen (Ribhus) were skilled persons who could be assisting scientists and engineers (Ashvins) in the designing and manufacturing of chariots, vehicles, ships and similar projects.

The next higher category was of specialists (Daksha) in specific fields such as Astronomy, Philosophy and so on. The faculties were known as Acharyas.

Recognition of Intellectuals

Those days Educational Institutes did not award degrees and diplomas, but classification was there. First class Graduates were required to pursue studies up to the age of 24 years and stay unmarried till completion. They were given the title of Brahmcharya. Those who studied further up to the age of 36 years were entitled Rudrai, and those who attained further distinctions up to the age between 44 to 48 years were recognized as Adityas.

Roughly we can co-relate the same to Graduation, post-Graduation and Doctorate classifications of today. Subsequently, those who specialized in the knowledge of Vedas came to be identified and progressively graded as Vedi, Duvedi, Triedi and Chaturvedi.  Later with passage of time such qualifications got stuck as hereditary sur-names irrespective of the real potential of the bearer.

Authenticity of Knowledge

While nomadic civilizations in other part of the world were emerging out of forest dwellings, ancient Indians had measured the land, divided the year, mapped out the heavens, traced the course of Sun and other planets through the zodiacal belt, analyzed the constitution of matter, and studied the nature of birds, beasts, plants and seeds. India’s contribution to the sciences of Mathematics and Medicine has been unique. In linguistics, Metallurgy, and Chemistry, Indians have made trail-blazing discoveries. Greek philosophers such as Aristotle, Socrates, Pluto and others who are claimed to be the ‘founding-fathers’ of Western education were not born by then.

Just three centuries ago, there was no science like Allopathic, but Ayurveda had system of curing chronic diseases. Europeans did not know the existence of Pacific Ocean on globe till 1510 AD, but ancient Indians had already established the following astronomical facts:

  • The Sun never rises, nor sets; it is due to rotation of Earth that days and nights are formed – Sam Veda 121
  • The Earth remains stabilized due to mutual gravitation of planets of our solar system. – Rig-Veda 1-103-2,1-115-4, 5-81-2)
  • The axle of Earth never gets rusted around which Earth continues to revolve. – Rig-Veda 1-164 – 29)

Institutes of Higher Learning

Educational institutions, known as Gurukuls, Ashramas, Viharas, and Parishads existed all over the country. Students were given free tuition and boarding. For higher learning universities were located at Takshashila, Kashi, Vidarbha, Ajanta, Nalanda,Ujjain and Magdha. Sanskrit was the medium of instruction. Many learned personalities were associated with universities who contributed in their respective fields earlier than European classical exponents arrived on the scene. Brief account of the prominent universities in ancient India is as follows:-

  • Takshashila: World’s first international university was established at Takshashila seven hundred years ago before Christ was born. Takshashila was known to the world as the leading seat of Hindu scholarship. It was renowned above all for its medical school, even before the time of Alexander’s invasion. The campus at Takshashila accommodated 10,500 students and offered over sixty different courses in various fields, such as Religion, Philosophy, Science Medicine, Mathematics, Astronomy, Astrology, Warfare, Politics and Music. Students, as far as Babylonia, Greece, Syria, Arabia, Persia, Mesopotamia and China came to study.
  • Vikramasila: The University of Vikramasila accommodated 8,000 students. It was situated on a hill in Magdha on the banks of the River Ganga, and flourished for four centuries. Kalidasa has mentioned multiple disciplines of knowledge taught and learnt under the guidance of Rishi Kanva, who was once Kulapati (Vice-Chancellor) there.
  • Ajanta: The Ajanta institute was known for studies in the field of Fine Arts and Architecture (Vastu Kala). The existing remains of Ajanta are still there to testify the glory of the institute.
  • Nalanda: The University of Nalanda built-in the 4th century BC was another landmark of ancient India in the field of education. It was the first University on globe. Buddha visited Nalanda several times during his lifetime. The Chinese scholar and traveler Hiuen Tsang stayed there in the 7th century, and has left an elaborate description of the excellence, and purity of monastic life practiced there. About 2,000 teachers and 10,000 students from all over the Buddhist world lived and studied in that international university. The University counted on its staff great thinkers like Nagarjuna, Aryadeva, Vasubhandu, Asanga, Sthiramati, Dharmapala, Silaphadra, Santideva and
  • Odantapuri: The University at Odantapuri was established by King Gopal near Nalanda. About 12000 students resided there.  The complex was surrounded by a high wall that Muslim invaders mistook as fort. They ransacked the institution and killed all the teachers and students.
  • Jagddala: The University at Jagddala was founded by King Devapala during the period 810-850 AD. This institute was dedicated to Tantrik studies and Buddhism. In 1027 AD Muslim invaders destroyed this institution of learning.
  • Vallabhi: This Buddhist institute at Vallabhi was known for the study of Hiyansung school of thought in Buddhism. It was founded and funded by rulers of Maitrika Besides that the subjects offered for study included Rajaniti, Krishi, Arthashastra, and Niyaya Shastra, meaning Political Science, Agriculture, Economics, and Jurisprudence respectively.

Contribution to Global Knowledge

Today we are over awed by the repute of Oxford and Cambridge Universities and cannot reconcile to the fact that India also had greater Universities to impart higher education. Emperor Ashoka and emperors of Gupta dynasty and Emperor Harshavardhana patronized many monasteries and institutes to promote knowledge.

Ancient intellectuals from India have enriched every branch of learning with original creative works that contain authentic and scientific knowledge that is still being used abroad. More stimuli contained therein is lying untapped. In the field of fine arts and literature, the contribution of writers and artists in the form of treatises is of pioneering nature. 

Unfortunately, many institutions of knowledge along with the intellectual treasures stored there in were burnt down by barbarous Islamic invaders. Nalanda Univerty was destroyed by Bakhtiyar Khilji during 1193 and all the intellectuals were massacred. Other Universities also met similar fate.

The Mughals ignored learning and devoted time and resources in building harems and mausoleums throughout in the length and breadth of India. With their biased mindset they opposed knowledge on the excuse of ‘Kufer’. Their major interests were in developing gardens, dishes, dance and music. Schools (Maktab and Madrassas) imparting elementary education of Islam was considered enough.

Chand K Sharma

(Next: Splashes – 31/72 – Blend of Science and Faith)

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