There are several outstanding books on Ancient Indian Education by Altekar, Das, Keay, Mookerjee that competently documented the System of Ancient Indian Education in all its details. A critical analysis from the angle of its relevance and applicability in modern times, however, was missing. This book meaningfully fills that void. It provides a rational and critical analysis of the ancient Indian Education System and identify such dimensions that are applicable in modern times. Author, as a teacher and headmaster of a village high school, actually practiced much of what he professed here. This is not a dry intellectual exercise; it is based on author’s experiments, experience and concerns. Author was significantly concerned abnout the social decadence of our times. His basic contention, in this book, is that certain aspects of ancient Indian education are still relevant and practiceable, and can arrest the social decadence. Originally, this was not authored as a book. It was penned out of sheer enthusiasm of the author to inspire his son, a postgraduate student of education in the late 1960s. Author’s son decided to share this treasure with other. Scholars and students of the education system of India will find this book enlightening.
ABOUT THE AUTHOR Marmar Mukhopadhyay
Prof. Marmar Mukhopadhyay is Joint Director of National Institute of Educational Planning and Administration (NIEPA), New Delhi. He has written extensively on education. His contemporary research interest is on ethics and values in education. Some of his major recent books are Total Quality Management in Education, Indian Education: Development Since Independence, Governance of School Education. Secondary Education: The Challenges Ahead.
ABOUT THE AUTHOR Nrisinha Prasad Mukhopadhyay
Late Sri Nrisinha Prasad Mukhopadhyay was a lifelong learner and the founding headmaster of Udang High School in 1933. An erudite scholar and an exemplary classroom teacher, he not only enlightened and transformed the life of his students, but also transformed the entire rural community. With Distinction in Arts from Calcutta University in early 1920s, indeed a rare distinction those days, then job market would welcome him with open arms; he had all the choices within the teaching profession from the most prestigious schools in Calcutta to such rural corners. He chose rural society out of his conviction to be able to serve those ‘who need most’ his variety of talents of scholarship, commitment and conscience. He conducted his life with meticulous care to keep it clean to be able to meet the standards ordained by the Divine.
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