The education system that had been gradually developed in the previous period was maintained during this period with little change. There was no concept of mass education at the time. People learned what they felt was necessary for their survival. Reading and writing were restricted to a small group of people, mostly Brahmans and upper-class people, particularly Kayasthas. In this article, we will discuss Education, Science and Religious Learning (800-1200) which will be helpful for UPSC exam preparation.

Education and Learning

• Education was limited to a small group of people, mostly Brahmanas and upper-class people. Students were required to pay fees or give gifts at the end of their education.
• Those who were unable to pay fees were required to provide personal service to the teacher. The main subjects studied were the various branches of the Vedas and grammar.
• Nalanda, in Bihar, was the most famous of India's secular institutes. Vikramsila and Uddhandapura, both in Bihar, were other such centres. Kashmir was yet another important educational centre.
• During this time, many Saiva sects and centres of learning flourished in Kashmir. A number of important maths were established in southern India, including Madurai and Sringeri.
• Philosophical education was not considered complete until the philosophers visited various centres of learning in various parts of the country and held discussions with the scholars there.
• The study of politics, which included political morality, was popular among the nobility. Kamandaka' Nitisara made significant contributions to this field of study.
• The Kayasthas had their own system of teaching administration, including accountancy.
• Many centres also taught science, including mathematics, astronomy, and medicine. Thus, during the ninth century, the Arab astronomer Abu Maashir of Balkh studied at Banaras for ten years.
• The responsibility for providing education for a craft or profession was generally left to guilds or individual families.

Growth of Science

• Science and technology development slowed during this time period. Surgery declined because dissection of dead bodies was considered fit only for people of low castes. In fact, barbers became surgeons.
• Astrology gradually pushed astronomy aside. However, advances in mathematics were made, and Lilavati of Bhaskara II remained a standard text for a long time.
• The use of minerals, particularly mercury, helped to advance medicine. Many books have been written about plant sciences and animal treatment.
• However, no method for breeding fine quality horses was discovered, leaving India dependent on imports of such horses from Central Asia, including Arabia and Iran.
• With the conquest of these areas by Muslim rulers, the Indian rulers faced numerous challenges in securing a supply of good horses.
• There were numerous reasons for the period's stagnation of Indian science. Experience suggests that the advancement of science is closely related to the advancement of society as a whole.
• Another reason was the Indians' tendency to isolate themselves from the main currents of scientific thought outside of India.
• This is reflected in the writings of al-Biruni, a noted Central Asian scientist and scholar who lived in India for about ten years in the early eleventh century.
• Despite his admiration for Indian science and learning, al-Biruni observed the insular attitude of the country's learned people, namely the Brahmans.

Conclusion

There were numerous reasons for the period's stagnation in Indian science. As we've seen, society was becoming increasingly rigid and narrow during this time period. With growing religious orthodoxy, there had been a setback in urban life and communications. The attitude of the country's learned people, namely the Brahmans was haughty, foolish, vain, self-conceited, and stolid. They were naturally reticent about sharing what they know, and they take great care to keep it from men of another caste among their own people, and even more so from foreigners.