Subjects studied in the Saṃhitā Period

Subjects studied during the Vedic period is an effort to find out an outline of the objective scope of education in those days. The concept of syllabus oriented education, as found in modern days, of course was not there. In course of time i.e., during the post Vedic period, some coinage of the subject came up which is the basis of the chapter.

At the early stage of the Vedas, the Seers acquired knowledge through long austerities and visioned the Ṛk, Sāma, and Yajus which initiated the early stage of education. Ṛk VII/35/14 states that the Seers visualised the new mantras constantly and those were transmitted among the disciples through recitation^[1]. But Buddhism was a new sect and had new education system. They had proper subjects of studies. They follow the Vedic education system. From the Jātaka stories we find that in Takṣasilā, the Vedas are the most important subjects of study. Students always choose Vedas instead of other Buddhistic subjects.

In the first half of the Vedic period, i.e., in the Saṃhitā period the recitation was the only method of teaching. In course of time they developed various metres i.e. Sapta Candamsi.

These Sapta Candamsi were—

1. Gāyatrī,
2. Uṣṇik,
3. Anuṣṭup,
4. Bṛhatī,
5. Paṅkti,
6. Triṣṭupa,
7. Jagatī.

The Ṛgvedic passage I.164.24 very clearly mentioned that the conjunction of the letters produced the seven metres or Sapta Candamsi^[2]. These Sapta Candamsi were the roots of the recitation of any text. We also find that the Ṛgvedic passage X.71.1 mentioned that the child in the first stage uttered those words which were free from defects^[3]. That means, it was the indication for the study of Grammar because without the study of Grammar, the words would not be uttered flawlessly or perfectly. The same sense was conveyed by Ṛk X.71.3 where Vedic words were described as refined words. The speech was refined and created by the mind of the learned scholar through the proper practice of grammar^[4]. So, it is clear that in the first half of the Vedic period, the Grammar and Phonetic were developed as very important subjects of study. It is a matter of fact that the understanding of the meaning of the mantras is necessary. The Ṛgveda^[5] is very clear on this point that the Veda is useless learning to him who just imitates the mantras without understanding the real meaning.

The six Vedāṅgas were also developed and included in the Vedic curriculum.—

1. Śikṣā,
2. Kalpa,
3. Vyākaraṇa,
4. Nirukta,
5. Canda and
6. Jyotiṣa.

In the Vedic period, we find references of Gāthā, Nārāśamsī, Itihāsa and Purāṇa. Both Ṛgveda and Atharvaveda give references of Gāthā, Nārāśamsī^, Itihāsa and Purāṇa^[6]. So these subjects were the part of Vedic curriculum. Like that there was an arrangement for secular and vocational education for the people in Vedic age. From the Ṛgvedic hymns we find reference that during the Vedic age people have various occupations^[7]. For the development of economic life, people in those days choose diverse occupation.

The following hymns^[8] throws light on the economic life of those days, which indicates that people choose various occupations which might have some academic exercises before opting those as occupations:

I am the Physician; papa is the Panegyrist, mamma throws the corn upon the grinding stones; having various occupations, desiring riches we remain (in the world) like cattle (in the stalls): flow Indu for Indra

Various our acts, (various) are the occupations of men; the carpenter desires timber, the Physician disease, the Brāhmaṇa, a worshipper who effuses Soma: flow, Indu for Indra.

With dried plants (are arrows made), with the feathers of birds (and) with glistening stones; the smith seeks a man who has gold: flow Indu, for Indra.

The draught horse (desire) a cart easy (to draw); those who invite guests (desire) merriment; the frog desires water: flow, Indu for Indra.

Indra has over turned a hundred stone built cities for Devodas, the donor of oblations.

From the afore mentioned hymns we presumed that since the people had different occupations; so they definitely received vocational training for the prosperity of their life. So during the age, the following subjects such as Composing of verse, Agriculture, Horticulture, Animal husbandry, Science of Medicine, Science of Building, Hand crafting subjects such as Carpentering, making Carts, Chariots and draught and wagons were developed and may included in the Vedic curriculum as per the reference of the Ṛgvedic hymns.

Footnotes and references:

[1]:

Ādityā rudrā vasavo juṣantedaṃ brahma kryamāṇaṃ navīyaḥ | śṛṇvantu no divyāḥ pārthivāso gojātā uta ye yajñiyasāḥ|| Ṛgveda VII.35.14.

[2]:

Gāyatreṇa prati mimīte arkamarkeṇa sāma traiṣṭubhena vākaṃ | vākena vākaṃ dvipadā catuṣpadākṣareṇa mimate sapta vāṇīḥ ||Ṛgveda I.164.24.

[3]:

Bṛhaspate prathamaṃ vāco agraṃ yatprairata nāmadheyaṃ dadhānāḥ | yadeṣāṃ śreṣṭaṃ yadaripramāsītpreṇā tadeṣāṃ nihitaṃ guhāviḥ || Ibid.X.71.1.

[4]:

Yajñena bacaḥ padavīyamāyantāmanvavindannṛṣiṣu praviṣṭāṃ | Tāmābhṛtya vyadadhuḥ purutrā taṃ sapta rebha abhi saṃ navante || Ibid.X.71.3.

[5]:

Ṛco akṣare parame vyomanyasmindevā adhi viśve niṣeduḥ| yastanna veda kiṃṛcā kariṣyati………….||Ibid.1.164.39.

[6]:

Itihāsasya ca vai sa purāṇasya ca gāthānāṃ ca nārāśaṃsīnāṃ ca priyaṃ dhām bhavati ya evaṃ veda । Atharvaveda XV.6.12; raibhyāsīdanudeyī nārāsaṃsī nyocanī| suryāyā bhadramidvāso gāthayaiti pariṣkṛtam|| Ṛgveda X.85.6.

[7]:

nānānaṃ vā u no dhiyo vratāni janānām| takṣā riṣṭaṃ rutaṃ bhiṣagbrahamā sunvantamicachatīndrāyendo pari strava|| Ṛgveda IX.112.1

[8]:

Kārurahaṃ tato bhiṣagupalaprakṣiṇī nanā| nānādhiyo vasuyavo’nu gāiva tasthimendrāyendo pari strava|| Jaratībhiroṣadhībhiḥ parṇobhiḥ śakunānām| kārmāro aśmabhirddyubhirhiraṇyavantamicchatīndrāyendo pari strav|| aśva volhā sukhaṃ rathaṃ hasanāmupamantriṇaḥ|śepo romaṇvantau bhedau vārinmaṇḍūka icchatīndrāyendo pari strava|| Ibid.IX.112.1,2,3,4. Śataṃśamanmayīnāṃ purāmindro vyāsyat |divodāsāya dāśuṣe || Ibid.IV.30.20.