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