CBSE Class 8 English Chapter 8- Ancient Education System of India Important Question Answers from It so Happened Book
Class 8 Ancient Education System of India Question Answers – Looking for Ancient Education System of India Important questions and answers for CBSE Class 8 English It so Happened Book Chapter 8? Look no further! Our comprehensive compilation of important questions will help you brush up on your subject knowledge. Practicing Class 8 English question answers can significantly improve your performance in the exam. Improve your chances of scoring high marks by exploring Chapter 8: Ancient Education System of India now. The questions listed below are based on the latest CBSE exam pattern, wherein we have given Text book Questions (NCERT Solutions) to the chapter’s Extract-based Questions and Extra Question Answers
Also, practising with different kinds of questions can help students learn new ways to solve problems that they may not have seen before. This can ultimately lead to a deeper understanding of the subject matter and better performance on exams.
- Ancient Education System of India Text Book Questions
- Ancient Education System of India Extract Based Questions
- Ancient Education System of India Extra Question Answers
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Class 8 English Ancient Education System of India Text Book Questions – NCERT Solutions
1. Why were travellers attracted towards India?
Ans. Travellers from various regions having different climates and cultures began to visit parts of India from early times. To them, India was a land of wonder. Apart from this, the fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide.
2. What were the sources of the ancient education system?
Ans. The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Some of the findings and writings of Aryabhata, Panini, Katyayana and Patanjali, Charaka and Sushruta were also some of the sources of learning. Sources of learning were also drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).
3. What were the features of the education system in ancient India?
Ans. The features of education system in ancient India are enumerated as-
- The education system in ancient India focused on the holistic development of the individual by taking care of both the inner and the outer self.
- The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations. Students were taught to appreciate the balance between human beings and nature.
- Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life.
- Education system focused both on learning and physical development. In other words, the emphasis was on a healthy mind and healthy body.
- Education in India has a heritage of being pragmatic, achievable and complementary to life.Apart from the religious teachings and learning from the works of famous scholars, physical education was also considered extremely crucial.
- The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning
- In order to assess pupils’ learning, shastrartha (learned debates) were organised.
- Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer learning, like you have group/peer work.
- Teaching was largely oral and students remembered and meditated upon what was taught in the class.
- During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one’s inner potential.
4. What was the role of the guru in pupils’ lives?
Ans. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one’s inner potential. The gurukul was also the place where the relationship of the guru and shishya strengthened with time. Thus, their emphasis was not only on the outer dimensions of discipline but also on enriching inner dimensions of the personality.
5. Where did nuns and monks receive their education?
Ans. Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge.
6. What is Panini known for?
Ans. Among the noted pupils of Takshashila were the legendary Indian grammarian, Panini. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi
7. Which university did Xuan Zang and I-Qing study at?
Ans. The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century CE when it was widely known as Nala.
8. Which subject did Xuan Zang study in India?
Ans. Xuan Zang became a student of Nalanda to study yogashastra
9. How did society help in the education of students?
Ans. At that time, knowledge was considered sacred and no fee was charged. Contributions towards education were considered the highest form of donation. All members of the society contributed in some form or the other. Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land.
Class 8 English Ancient Education System of India Chapter 8 Extract Based Questions
Read the following extract and answer the questions that follow-
A. The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. You must have heard the names of Aryabhata, Panini, Katyayana and Patanjali. Their writings and the medical treatises of Charaka and Sushruta were also some of the sources of learning. Distinction was also drawn between Shastras (learned disciplines) and Kavyas (imaginative and creative literature). Sources of learning were drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).
Q1. Which medical treatises were a source of learning?
Ans. Treatises by Charaka and Sushruta were sources of learning for medical studies.
Q2. What is the difference between Shastras and Kavyas?
Ans. Shastras are learned disciplines while Kavyas are imaginative and creative literature.
Q3. Which disciplines formed the sources of learning?
Ans. Itihas, Anviksiki, mimasa, shilpashastra, arthashastra, varta and dhanurvidya.
Q4. Which textx formed the basis of ancient system of education?
Ans. The Vedas, Brahmanas, Upanishads and Dharmasutras.
Q5. Name some of the writers of ancient texts.
Ans. Aryabhata, Panini, Katyayana and Patanjali.
B. Physical education too was an important curricular area and pupils participated in krida (games, recreational activities), vyayamaprakara (exercises), dhanurvidya (archery) for acquiring martial skills, and yogasadhana (training the mind and body) among others. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning.
In order to assess pupils’ learning, shastrartha (learned debates) were organised. Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer learning, like you have group/peer work.
Q1. What does the term ‘krida’ mean?
Ans. Games and recreational activities.
Q2. What all was included in physical education?
Ans. Krida, Vyayamaprakara, Dhanurvidya and Yogasadhana
Q3. Pupils worked with ______ to gain proficiency. (servants / gurus)
Ans. Gurus
Q4. What is modern day term for ‘Shastrartha’?
Ans. Debates
Q5. When did pupils guide other pupils?
Ans. When they reached an advanced stage of learning.
C. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. Temples were also the centres of learning and took interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge. Teaching was largely oral and students remembered and meditated upon what was taught in the class.
Gurukuls, also known as ashrams, were the residential places of learning. Many of these were named after the sages. Situated in forests, in serene and peaceful surroundings, hundreds of students used to learn together in gurukuls. Women too had access to education during the early Vedic period. Among the prominent women Vedic scholars, we find references to Maitreyi, Viswambhara, Apala, Gargi and Lopamudra, to name a few.
Q1. How was education imparted in ancient India?
Ans. It was imparted through temples, pathshalas, tols, chatuspadis, gurukuls and at home.
Q2. Where did students attain higher education?
Ans. At Viharas and universities.
Q3. What was the medium of education?
Ans. Oral
Q4. Another name for ‘gurukul’ is ________
Ans. Ashram
Q5. Where were the gurukuls generally located?
Ans. In forests, in serene and peaceful surroundings.
D. Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period. Around these viharas, other educational centres of higher learning developed, which attracted students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries.
VIHARAS AND UNIVERSITIES
The Jataka tales, accounts given by Xuan Zang and I-Qing (Chinese scholars), as well as other sources tell us that kings and society took active interest in promoting education. As a result many famous educational centres came into existence. Among the most notable universities that evolved during this period were situated at Takshashila, Nalanda, Valabhi, Vikramshila, Odantapuri and Jagaddala. These universities developed in connection with the viharas. Those at Benaras, Navadeep and Kanchi developed in connection with temples and became centres of community life in the places where they were situated.
Q1. Where did monks meditate?
Ans. In monasteries or viharas.
Q2. Students from which of the following country were attracted to the viharas?
A. Japan
B. Ceylon
C. Australia
D. Mauritius
Ans. B. Ceylon
Q3. Xuan Zang and I-Qing were ______ scholars. (Chinese / Japanese)
Ans. Chinese
Q4. Mention 4 locations of notable universities of ancient times.
Ans. Takshashila, Nalanda, Valabhi, Vikramshila.
Q5. Mention the places where universities developed in connection with temples.
Ans. Benaras, Navadeep and Kanchi
Class 8 Ancient Education System of India Extra Question Answers
Answer the following questions-
Q1. Write a note on Panini.
Ans. Takshashila became famous as a place of learning due to its teachers’ expertise. Among Takshashila university’s noted pupils were the legendary Indian grammarian, Panini. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi.
Q2. Where is Takshashila located? Why did it acquire fame?
Ans. Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980. Archaeologist Alexander Cunningham discovered its ruins in the mid-19th century.
Its fame rested on the University, where Chanakya is said to have composed his Arthashastra.
Q3. Where is Nalanda located? Why did it acquire fame?
Ans. The ancient Nalanda was a centre of learning from the 5th century CE to 12th century CE. Located in present day Rajgir, Bihar, India, Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara, a world heritage site. The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century CE. Xuan Zang himself became a student of Nalanda to study yogashastra. He has mentioned that the Chancellor of Nalanda, Shilabhadra, was the highest living authority in yoga. Students at Nalanda studied the Vedas and were also trained in fine arts, medicine, mathematics, astronomy, politics and the art of warfare.
Q4. What were ‘Agraharas’? Where were these located?
Ans. Agraharas served as centers of learning and teaching in South India. An agrahara was a bigger institution, a whole settlement of learned Brahmins, with its own powers of government and was maintained by generous donations from the society.
Q5. Comment on education for women during the ancient times in India.
Ans. Women too had access to education during the early Vedic period. Among the prominent women Vedic scholars, we find references to Maitreyi, Viswambhara, Apala, Gargi and Lopamudra, to name a few.
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