Let Us All Work For the Greatness Of India

The Aryan System of Education in Ancient India


1. The Secret of the Greatness of Ancient Indian Culture

What was the secret of that gigantic intellectuality, spirituality and superhuman moral force which we see pulsating in the Ramayana and Mahabharata, in the ancient philosophy, in the supreme poetry, art, sculpture and architecture of India? What was at the basis of the incomparable public works and engineering achievements, the opulent and exquisite industries, the great triumphs of science, scholarship, jurisprudence, logic, metaphysics, the unique social structure? What supported the heroism and self-abandonment of the Kshatriya, the Sikh and the Rajput, the unconquerable national vitality and endurance? What was it that stood behind that civilisation second to none, in the massiveness of its outlines or the perfection of its details? Without a great and unique discipline involving a perfect education of soul and mind, a result so immense and persistent would have been impossible. It would be an error to look for the secret of Aryan success in the details of the instruction given in the old Ashrams and universities so far as they have come down to us.

We must know what was the principle and basis on which the details were founded. We shall find the secret of their success in a profound knowledge of human psychology and its subtle application to the methods of intellectual training and instruction.

2. The Basis – The Discipline of Brahmacharya

At the basis of the old Aryan system was the all-important discipline of Brahmacharya. The first necessity for the building up of a great intellectual superstructure is to provide a foundation strong enough to bear it. Those systems of education which start from an insufficient knowledge of man, think they have provided a satisfactory foundation when they have supplied the student with a large or well-selected mass of information on the various subjects which comprise the best part of human culture at the time. The school gives the materials, it is for the student to use them, this is the formula. But the error here is fundamental. Information cannot be the foundation of intelligence, it can only be part of the material out of which the knower builds knowledge, the starting-point, the nucleus of fresh discovery and enlarged creation. An education that confines itself to imparting knowledge, is no education. The various faculties of memory, judgment, imagination, perception, reasoning, which build the edifice of thought and knowledge for the knower, must not only be equipped with their fit and sufficient tools and materials, but trained to bring fresh materials and use more skilfully those of which they are in possession. And the foundation of the structure they have to build, can only be the provision of a fund of force and energy sufficient to bear the demands of a continually growing activity of the memory, judgment and creative power. Where is that energy to be found?

The ancient Aryans knew that man was not separate from the universe, but only a homogeneous part of it, as a wave is part of the ocean. An infinite energy, Prakriti, Maya or Shakti, pervades the world, pours itself into every name and form, and the clod, the plant, the insect, the animal, the man are, in their phenomenal existence, merely more or less efficient adharas of this Energy.We are each of us a dynamo into which waves of that energy have been generated and stored, and are being perpetually conserved, used up and replenished. The same force which moves in the star and the planet, moves in us, and all our thought and action are merely its play and born of the complexity of its functionings. There are processes by which man can increase his capacity as an adhara. There are other processes by which he can clear of obstructions the channel of communication between himself and the universal energy and bring greater and greater stores of it pouring into his soul and brain and body. This continual improvement of the adhara and increase in quantity and complexity of action of the informing energy, is the whole aim of evolution.When that energy is the highest in kind and the fullest in amount of which the human adhara is capable, and the adhara itself is trained utterly to bear the inrush and play of the energy, then is a man siddha, the fulfilled or perfect man, his evolution is over and he has completed in the individual that utmost development which the mass of humanity is labouring towards through the ages.

If this theory be correct, the energy at the basis of the operation of intelligence must be in ourselves and it must be capable of greater expansion and richer use to an extent practically unlimited. And this also must be a sound principle, that the more we can increase and enrich the energy, the greater will be the potentially the range, power and activity of the functions of our mind and the consequent vigour of our intellectuality and the greatness of our achievement. This was the first principle on which the ancient Aryans based their education and one of the chief processes which they used for the increased storage of energy, was the practice of Brahmacharya.

3. The Process: The Conversion of the Retas into Ojas

The practice of Brahmacharya is the first and most necessary condition of increasing the force within and turning it to such uses as may benefit the possessor or mankind. All human energy has a physical basis. The mistake made by European materialism is to suppose the basis to be everything and confuse it with the source. The source of life and energy is not material but spiritual, but the basis, the foundation on which the life and energy stand and work, is physical. The ancient Hindus clearly recognised this distinction between karana and pratistha, the north pole and the south pole of being. Earth or gross matter is the pratistha, Brahman or spirit is the karana. To raise up the physical to the spiritual is Brahmacharya, for by the meeting of the two the energy which starts from one and produces the other is enhanced and fulfils itself. This is the metaphysical theory. The application depends on a right understanding of the physical and psychological conformation of the human receptacle of energy. The fundamental physical unit is the retas, in which the tejas, the heat and light and electricity in a man, is involved and hidden. All energy is latent in the retas. This energy may be either expended physically or conserved. All passion, lust, desire wastes the energy by pouring it, either in the gross form or a sublimated subtler form, out of the body. Immorality in act throws it out in the gross form; immorality of thought in the subtle form. In either case there is waste, and unchastity is of the mind and speech as well as of the body. On the other hand, all self-control conserves the energy in the retas, and conservation always brings with it increase. But the needs of the physical body are limited and the excess of energy must create a surplus which has to turn itself to some use other than the physical. According to the ancient theory retas is jala or water; full of light and heat and electricity, in one word, of tejas. The excess of the retas turns first into heat or tapas which stimulates the whole system, and it is for this reason that all forms of selfcontrol and austerity are called tapas or tapasya because they generate the heat or stimulus which is a source of powerful action and success; secondly, it turns to tejas proper, light, the energy which is at the source of all knowledge; thirdly, it turns to vidyut or electricity, which is at the basis of all forceful action whether intellectual or physical. In the vidyut again is involved the ojas, or pranasakti, the primal energy which proceeds from ether. The retas refining from jala to tapas, tejas and vidyut and from vidyut to ojas, fills the system with physical strength, energy and brain-power and in its last form of ojas rises to the brain and informs it with that primal energy which is the most refined form of matter and nearest to spirit. It is ojas that creates a spiritual force or virya, by which a man attains to spiritual knowledge, spiritual love and faith, spiritual strength. It follows that the more we can by Brahmacharya increase the store of tapas, tejas, vidyut and ojas, the more we shall fill ourselves with utter energy for the works of the body, heart, mind and spirit.

4. The Three Gunas and the Development of Sattva

This view of the human soul was not the whole of the knowledge on which ancient Hinduism based its educational discipline. In addition it had the view that all knowledge is within and has to be evoked by education rather than instilled from outside. The constitution of man consists of three principles of nature sattva, rajas and tamas, the comprehensive, active and passive elements of universal action, which, in one of their thousand-fold aspects, manifest as knowledge, passion and ignorance. Tamas is a constitutional dullness or passivity which obscures the knowledge within and creates ignorance, mental inertia, slowness, forgetfulness, disinclination to study, inability to grasp and distinguish. Rajas is an undisciplined activity which obscures knowledge by passion, attachment, prejudgment, predilection and wrong ideas. Sattva is an illumination which reveals the hidden knowledge and brings it to the surface where the observation can grasp and the memory record it. This conception of the constitution of the knowing faculty made the removal of tamas, the disciplining of rajas and the awakening of sattva the main problem of the teacher. He had to train the student to be receptive of illumination from within. The disciplining of rajas was effected by a strict moral discipline which induced a calm, clear, receptive state of mind free from intellectual self-will and pride and the obscuration of passion, the famous discipline of the brahmacarin which was the foundation of Aryan culture and Aryan morals; and the interference of wrong ideas was sought to be removed by strict mental submission to the teacher during the receptive period, when the body of ascertained knowledge or right ideas already in man’s possession was explained to him and committed to memory. The removal of tamas was effected by the discipline of moral purity, which awakened the energy of tejas and electricity in the system and by the power of tapasya trained it to be a reservoir of mental force and clarity. The awakening of illumination was actively effected by the triple method of repetition, meditation and discussion. Avrtti or repetition was meant to fill the recording part of the mind with the Sabda or word, so that the artha or meaning might of itself rise from within: needless to say, a mechanical repetition was not likely to produce this effect. There must be that clear still receptivity and that waiting upon the word or thing with the contemplative part of the mind which is what the ancient Indians meant by dhyana or meditation. All of us have felt, when studying a language, difficulties which seemed insoluble while grappling with a text suddenly melt away and a clear understanding arise without assistance from book or teacher after putting away the book from our mind for a brief period.

Many of us have experienced also the strangeness of taking up a language or subject, after a brief discontinuance, to find that we understand it much better than when we took it up, know the meanings of words we had never met with before and can explain sentences which, before we discontinued the study, would have baffled our understanding. This is because the jñata or knower within has had his attention called to the subject and has been busy in the interval drawing upon the source of knowledge within in connection with it.

This experience is only possible to those whose sattwic or illuminative element has been powerfully aroused or consciously or unconsciously trained to action by the habit of intellectual clarity and deep study.

The highest reach of the sattwic development is when one can dispense often or habitually with outside aids, the teacher or the text book, grammar and dictionary and learn a subject largely or wholly from within; but this is only possible to the Yogin by a successful prosecution of the discipline of Yoga.

5. The Achievements of the Aryan System

We have stated, as succinctly as is consistent with clearness, the main psychological principles on which the ancient Indians based their scheme of education. By the training of Brahmacharya they placed all the energy of which the system was capable and which could be spared from bodily functions, at the service of the brain. In this way they not only strengthened the medha or grasping power, the dhi or subtlety and swiftness of thought conception, the memory and the creative intellectual force, making the triple force of memory, invention, judgment comprehensive and analytic, but they greatly enlarged the range, no less than the intensity, of the absorbing, storing and generative mental activities. Hence those astonishing feats of memory, various comprehension and versatility of creative work of which only a few extraordinary intellects have been capable in Occidental history, but which in ancient India were common and usual. Mr. Gladstone was considered to be the possessor of an astonishing memory because he could repeat the whole of Homer’s Iliad, beginning from any passage suggested to him and flowing on as long as required; but to a Brahmin of the old times this would have been a proof of a capacity neither unusual nor astonishing, but rather, petty and limited. The many-sidedness of an Eratosthenes or the range of a Herbert Spencer have created in Europe admiring or astonished comment; but the universality of the ordinary curriculum in ancient India was for every student and not for the exceptional few, and it implied, not a tasting of many subjects after the modern plan, but the thorough mastery of all. The original achievement of a Kalidasa accomplishing the highest in every line of poetic creation is so incredible to the European mind that it has been sought to cleave that mighty master of harmonies into a committee of three. Yet it is paralleled by the accomplishment in philosophy of Shankara in a short life of thirty-two years and dwarfed by the universal mastery of all possible spiritual knowledge and experience of Sri Ramakrishna in our own era. These instances are not so common as the others, because pure creative genius is not common; but in Europe they are, with a single modern exception, non-existent. The highest creative intellects in Europe have achieved sovereignty by limitation, by striving to excel only in one field of a single intellectual province or at most in two; when they have been versatile it has been by sacrificing height to breadth. But in India it is the greatest who have been the most versatile and passed from one field of achievement to another without sacrificing an inch of their height or an iota of their creative intensity, easily, unfalteringly, with an assured mastery. This easy and unfailing illumination crowning the unfailing energy created by Brahmacharya was due to the discipline which developed sattva or inner illumination. This illumination makes the acquisition of knowledge and all other intellectual operations easy, spontaneous, swift, decisive and comparatively unfatiguing to body or brain. In these two things lies the secret of Aryan intellectual achievement. Brahmacharya and sattwic development created the brain of India: it was perfected by Yoga.

It is not our contention that the actual system of ancient instruction should be restored in its outward features, a demand often made by fervid lovers of the past. Many of them are not suited to modern requirements. But its fundamental principles are for all The Aryan System of Education in Ancient India time and its discipline can only be replaced by the discovery of a still more effective discipline, such as European education does not offer us. The object of these articles has been to indicate the nature and psychological ideas of the old system and point out its essential relation of cause and effect to the splendid achievement of our ancestors. How its principles can be reapplied or be completed and to some extent replaced by a still deeper psychology and a still more effective discipline is a subject fit for separate treatment.


In India the students generally have great capacities but the system of education represses and destroys these capacities. Look at the method of the classroom, the students must sit there for so many hours and pore over their books: all this is very injurious. What is needed is an atmosphere,  a pervasive atmosphere of learning. The students should imbibe that, find out their own aptitudes and develop along those lines…. Under the proper system of education both the needs – the need of the individual and the need of the nation – can be reconciled….That is the future education of the race if it is to make any real progress.


In any country the best education that can be given to children consists in teaching them what the true nature of their country is and its own qualities, the mission their nation has to fulfil in the world and its true place in the terrestrial concert. To that should be added a wide understanding of the role of other nations, but without the spirit of imitation and without ever losing sight of the genius of one’s own country.

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