प्राचीन भारत में शिक्षा (डॉ. ए.एस. अल्तेकर - गुरुकुल एवं बौद्ध विहार शिक्षण इतिहास)

16 EDUCATION IN ANCIENT INDIA [Ch.
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.
Promotion of Social Efficiency and Happiness:
The promotion of social efficiency and happiness was the
fifth aim of the educational system. It was sought to be
realised by the proper training of the rising generation in
the different branches of knowledge, professions and
industries. Education was not imparted merely for the
sake of culture or for the purpose of developing mental
and intellectual powers and faculties. Indirectly, though
effectively, it no doubt promoted these aims, but primarily
it was imparted for the purpose of training every indivi-
dual for the calling which he was expected to follow.
Society had accepted the theory of division of work,
which was mainly governed in later times by the principle
of heredity. Exceptional talent could always select the
profession it liked; Brahmanas and Vaishyas as kings
and fighters, Kshatriyas and even Shudras as philosophers
and religious teachers, make their appearance throughout
the Indian history. It was however deemed to be in the
interest of the average man that he should follow his
family's calling. The educational system sought to
qualify the members of the rising generation for their
more or less pre-determined spheres of life. Each trade,
guild and family trained its children in its own profession.
This system may have sacrificed the individual inclinations
of a few, but it was undoubtedly in the interest of many.
Differentiation of functions and their specialisation in