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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 峁歬, 厂腻尘补, and Yajus which initiated the early stage of education. 峁歬 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 闯腻迟补办补 stories we find that in 罢补办峁�a蝉颈濒腻, 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 厂补峁僪颈迟腻 period the recitation was the only method of teaching. In course of time they developed various metres i.e. Sapta Candamsi.

These Sapta Candamsi 飞别谤别鈥�

1. 骋腻测补迟谤墨,
2. 鲍峁ａ箛颈办,
3. 础苍耻峁ａ弓耻辫,
4. 叠峁沨补迟墨,
5. 笔补峁卥迟颈,
6. 罢谤颈峁ａ弓耻辫补,
7. 闯补驳补迟墨.

The 峁歡vedic 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 峁歡vedic 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 峁歬 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 峁欢惫别诲补^[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 痴别诲腻峁単补蝉 were also developed and included in the Vedic curriculum.鈥�

1. 艢颈办峁Ｄ�,
2. Kalpa,
3. 痴测腻办补谤补峁嘺,
4. Nirukta,
5. Canda and
6. 闯测辞迟颈峁�a.

In the Vedic period, we find references of 骋腻迟丑腻, 狈腻谤腻艣补尘蝉墨, 滨迟颈丑腻蝉补 and 笔耻谤腻峁嘺. Both 峁欢惫别诲补 and Atharvaveda give references of 骋腻迟丑腻, 狈腻谤腻艣补尘蝉墨^, 滨迟颈丑腻蝉补 and 笔耻谤腻峁嘺^[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 峁歡vedic 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 叠谤腻丑尘补峁嘺, 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 峁歡vedic hymns.

Footnotes and references:

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[1]:

膧诲颈迟测腻 谤耻诲谤腻 vasavo ju峁�anteda峁� brahma 办谤测补尘腻峁嘺峁� 苍补惫墨测补岣� | 艣峁涐箛vantu no 诲颈惫测腻岣� p膩rthiv膩so goj膩t膩 uta ye yaj帽iyas膩岣�|| 峁欢惫别诲补 VII.35.14.

[2]:

骋腻测补迟谤别峁嘺 prati mim墨te arkamarke峁嘺 s膩ma trai峁ａ弓ubhena 惫腻办补峁� | v膩kena 惫腻办补峁� 诲惫颈辫补诲腻 catu峁�pad膩k峁�are峁嘺 mimate sapta 惫腻峁嚹�岣� ||峁欢惫别诲补 I.164.24.

[3]:

叠峁沨补蝉辫补迟别 辫谤补迟丑补尘补峁� 惫腻肠辞 补驳谤补峁� yatprairata 苍腻尘补诲丑别测补峁� dadh膩n膩岣� | yade峁Ｄ佱箖 艣谤别峁ａ弓补峁� yadaripram膩s墨tpre峁嚹� tade峁Ｄ佱箖 苍颈丑颈迟补峁� guh膩vi岣� || Ibid.X.71.1.

[4]:

Yaj帽ena baca岣� padav墨yam膩yant膩manvavindann峁涐梗i峁�u 辫谤补惫颈峁ａ弓腻峁� | T膩m膩bh峁泃ya vyadadhu岣� purutr膩 ta峁� sapta rebha abhi sa峁� navante || Ibid.X.71.3.

[5]:

峁歝o ak峁�are parame vyomanyasmindev膩 adhi vi艣ve ni峁�edu岣�| yastanna veda ki峁冡箾c膩 kari峁�yati鈥︹�︹�︹��.||Ibid.1.164.39.

[6]:

滨迟颈丑腻蝉补sya ca vai sa pur膩峁嘺sya ca g膩th膩n膩峁� ca n膩r膩艣a峁僺墨n膩峁� ca 辫谤颈测补峁� 诲丑腻尘 bhavati ya 别惫补峁� veda 啷� Atharvaveda XV.6.12; raibhy膩s墨danudey墨 n膩r膩sa峁僺墨 nyocan墨| sury膩y膩 bhadramidv膩so g膩thayaiti pari峁�k峁泃am|| 峁欢惫别诲补 X.85.6.

[7]:

n膩n膩na峁� v膩 u no dhiyo vrat膩ni jan膩n膩m| tak峁Ｄ� 谤颈峁ａ弓补峁� 谤耻迟补峁� bhi峁�agbraham膩 sunvantamicachat墨ndr膩yendo pari strava|| 峁欢惫别诲补 IX.112.1

[8]:

碍腻谤耻谤补丑补峁� tato 产丑颈峁�a驳耻辫补濒补辫谤补办峁�i峁嚹� 苍补苍腻| n膩n膩dhiyo vasuyavo鈥檔u g膩iva tasthimendr膩yendo pari strava|| Jarat墨bhiro峁�adh墨bhi岣� par峁噊bhi岣� 艣akun膩n膩m| k膩rm膩ro a艣mabhirddyubhirhira峁噛avantamicchat墨ndr膩yendo pari strav|| 补艣惫补 惫辞濒丑腻 蝉耻办丑补峁� 谤补迟丑补峁� hasan膩mupamantri峁嘺岣�|艣epo roma峁噕antau bhedau v膩rinma峁囜笉奴ka icchat墨ndr膩yendo pari strava|| Ibid.IX.112.1,2,3,4. 艢ata峁兣沘manmay墨n膩峁� pur膩mindro vy膩syat |divod膩s膩ya d膩艣u峁�e || Ibid.IV.30.20.