[Pramāṇa](https://indike.org/pramana/) › [Studies](https://indike.org/pramana/ins) › [Science, technology and education](https://indike.org/pramana/ins.science) › [Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals](https://indike.org/pramana/ins.science.keay-1918) › c4.56 # Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c4.56 Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c4.56 - **Language:** English ### [c4.56](https://indike.org/pramana/ins.science.keay-1918.c4.56) The period of studentship was, however, looked upon not only as a time of learning, but as a time of vigorous discipline. There are some instances in the Upanishads where no teaching was given for several years after studentship had begun,³ but these seem to be exceptional cases. Pupils had to work for their teacher in house and field, attending to his sacred fires,⁴ looking after his cattle,⁵ and collecting alms for him.⁶ The pupil also accompanied his teacher and awaited his commands.¹ ‘In the leisure time left from the duties to be performed for the \*guru\*’² the Veda was studied. - [Previous: c4.55](https://indike.org/pramana/ins.science.keay-1918.c4.55) - [Next: c4.57](https://indike.org/pramana/ins.science.keay-1918.c4.57) - [Up: c4](https://indike.org/pramana/ins.science.keay-1918.c4) --- Source: [https://indike.org/pramana/ins.science.keay-1918.c4.56](https://indike.org/pramana/ins.science.keay-1918.c4.56) · Pramāṇa