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LECTURE X
CONCLUSION
Friends,
We propose to present you m this, the last lecture of the sciics with a 1ésumé of the nume lcctuics alicacy delivcicd and nothing moic. The family has been fiom the vciy stail, both a biological and a cultural institution It was the carliest soum of school, imparting cdication soi the cultural uplift of humanity. In course of time, with the growth of the complexitics of civiluation, it came to be superseded by the organized school From the carliest times, the school was almost invariably associated with the church as an agency of education In couise of time the latter absorbcd ilic formcı altogethcı. It was so in Europe It was almost so here in India Tlic Brahmins used lo control both the secular and the religious education of the land
In the second lecture, we noticed how the Vedic and the Art-schools came into being as two distinct instilulions-the formei exclusively for the lwice-born, and the latter for the Sūdias and other members of the lower order in society, though the lwice-boin 100 could join it, if they would There were no proper articulation between these two grades of institutions, and they were running into parallel directions without meeting at any common point. The attendance in the former institutions was compulsory for the lwice-boin especially for the Brahmins, but they had the option to join the latter, and this oplion depended on the postponement of the upanayana ceremony according to Grhya-Sūtrās
This proves conclusively that the Braliinins miglit easily join the alischool The curricula in the Vedic school was encyclopaedic, embracing puiely academic and scientific courses of studies meant for the twice-born as a preparation for their multifarious duties or vocations of life Physical education was not neglected Early-rising, collection of faggots and other manual work done for their teachers assisted in an informal way the physical training of the alumni of the Vedic schools. The Brahmanic curricula offered facilities for mental development of
