Education in ancient India began with the transmission of knowledge via the upanishads and dharma shastras. This is where the history of education may be found. The notion of gurukulas, in which students lived in the ashram of their instructor for a certain number of years as part of their education, is considered to be the single most significant educational innovation that ancient India brought to the world. It was unheard of to charge a price for education; but, there existed a notion known as gurudakshina, in which the student donated presents to the instructor based on the ability of the learner. In addition to their studies and preparation for the civil services test, students at the ashram were required to help out with the everyday duties that needed to be done. A few of these gurukuls went on to become very successful universities. The level of academic excellence attained by Indian institutions such as Takshashila and Nalanda made them well-known around the globe. The objective of education was not merely reading, but rather the subjective assimilation of knowledge and experience. This meant that the focus of ancient Indian education was on knowledge, the obtaining of experience, and students exhibiting the knowledge obtained through discourses in a concourse of scholars. Other goals of study were the sublimation of impulses, development of spirituality, growth of character, and expansion of personality. Writing, agriculture, commerce, cottage industries, animal husbandry, archery, and various forms of magic (knowledge of reviving the dead, knowledge of animal cries and sounds, prophecy, control over sensual activities, the bodily gestures, medicine, and so on) were all part of the curriculum for education during this time period. Other subjects included agriculture, medicine, and cottage industries. However, as time went on, the educational system had a tendency toward being discriminatory, and education increasingly became out of reach for some demographics of the population, especially women. The significance of religion continued to grow throughout time. The most significant information needed for the IAS test, including logic and reason, was gradually pushed to the periphery. The school system got infected with beliefs, and astrology, which had any rational foundation, was included into the curriculum. The arrival of Muslims did not have an effect on the education system of Hinduism, which persisted in its own unique manner. The Muslims came up with their own method of education on their own. Both Arabic and Persian were used throughout the course of study. Additionally, theology had a significant role in shaping this curriculum. On the other hand, administrative necessities on the side of both the Hindu subjects and the Muslim rulers led to the Persian language being taught to the Hindu population. Additionally, as a consequence of this contact, the Urdu language was developed. At the period of the British colonization of India, education was conducted on a communal level and was greatly influenced by religious principles both in terms of the curriculum and the persons receiving it. Access to education was severely hampered as a result of societal constraints, a lack of knowledge, and an inadequate supply of educational establishments. As a result, the vast majority of Indians living at this period were unable to read or write and practiced various forms of superstition.
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