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# Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c8.76

Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c8.76

- **Language:** English

### [c8.76](https://indike.org/pramana/ins.science.keay-1918.c8.76)

Although the Hindu primary vernacular schools were unconnected with the Brāhmanic schools of higher learning, they probably derived many of their ideas of teaching as well as their methods from those schools; but as the Brāhmanic learning tended more and more to be separated from the ordinary concerns of life, they supplied a popular want which would not otherwise have been met. And if they did not concern themselves very much with the teaching of religion, it must be remembered that there has always been in India a wide diffusion of moral truths and religious ideas by means of the allegories and fables (like those of the \*Panchatantra\* and the \*Hitopadeśa\*), and the epic poems (\*Rāmāyaṇa\*, etc.), which are handed down from generation to generation by means of the family and the social intercourse of the people as they gather in the evening, after the day's work is done, for gossip and song and story.

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## Linked texts (3)

- [Hitopadeśa](https://indike.org/pramana/in.lit.short_stories.hitopadesa) — Nārāyaṇa, Sanskrit
- [Pañcatantra](https://indike.org/pramana/in.lit.short_stories.pancatantra) — Viṣṇuśarman, Sanskrit
- [Vālmīkirāmāyaṇa](https://indike.org/pramana/in.lit.ramayana.valmiki) — Vālmīki, Sanskrit

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Source: [https://indike.org/pramana/ins.science.keay-1918.c8.76](https://indike.org/pramana/ins.science.keay-1918.c8.76) · Pramāṇa
