Education in Ancient India c3.24

c3.24

Stress on Social Duties: The inculcation of civic and social duties, which was the fourth aim of the educational system, was particularly emphasised. The graduate was not to lead a self-centred life. He must teach his lore to the rising generation even when there was no prospect of a fee. He was enjoined perpetuation of race and culture by raising and educating progeny. He was to perform his duties as a son, a husband, and a father conscientiously and efficiently. His wealth was not to be utilised solely for his own or his family's wants; he must be hospitable and charitable. Particularly emphatic are the words in the convocation address, emphasising these duties.¹ Professions had their own codes of honour, which laid stress on the civic responsibilities of their members. The physician was required to relieve disease and distress even at the cost of his life. The warrior had his own high code of honour, and could attack his opponent only when the latter was ready. Social structure in ancient India was to a great extent independent of government. Governments may come and go, but social and village life and national culture were not much affected by these changes. It was probably this circumstance that was responsible for the non-inclusion of patriotism among the civic duties, inculcated by the Educational System.