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JAINA SYSTEM OF EDUCATION
the scholars These were framed on sound psychological and sociological principles,and were not forced upon all regardless of the miental differences of the reccpients According to Manu the twice born scholars were given the latitude to drop out after 36 18 and 9 years of study of the thrce Vedas Consequently according to this scheme one might drop out of the Vedic school after 12 6 and years of study Only on rare occasions brilliant scholars who dedicated their lives to the cause of learning devoted themselves to the study of the whole range of the four Vedas extending to 48 years accori ing to the Smrti It is quite likely that the scholars of average intelli gence and modest ambition did not study the range of the encyclopaedic courses of Vedic studies
The Ksatriyas necessarily pud scanty attention to the study of the Vedas devoung their serious care to solid positive and practical sciences such as politics science of tactics physical education painting music and languages as a preparation for their life s calling The Vaisyas likewise reserved their serious care for the study of the practical arts and sciences with special reference to varta sastras agriculture cattle-raising, commerce trade and industry Naturally these tho groups of scholars spent their minimuin time in the Vedic school with a special stress on the course of studies required for their vocations Briefly speaking the curricula in the Brahmapic school were remark ably adjusted to the mental and social needs of the scholars and the courses were more philosophical and less practical for the Brahmins and more practical and less philosophical for the h satriyas and the Varsyas In other words personality and society were the standards of education The Brahmanic education was carefully designed to preserve the then political and social structure of the country-ie education was framed after the pattern of the state It is patent that the Vedic educaion took a thorough account of the facts of human nature it had its basis in the very psychology of man as a practical positive being whose education to be of any good, must not be an ain) nothing but a real help guiduig him onward and forward to the path of self realisation through self elevation Then again it was thoroughly alive to the important eco nomic principle of the Division of Labour which was really at the root of the institution of caste-an institution with which the educational philosophy of India was so integrally connected
