Note: This article is taken from the book of Acharya Pt. Dharma Deva Vidyamartand)
1.1 The Present day scenario
The education today has touched the lowest ebb. Educational standards have fallen. Schools and colleges are completely oblivious of their main goal which, according to vedas, is the overall development of personality and creation of good human beings and citizens of the world.
Most of education being imparted in educational institutions is geared to prepare the young boys and girls to get jobs—and as the latest figures for unemployment show, it is failing even to achieve this end.
No doubt, greater number of boys and girls are today going to schools but instead of becoming more civilized, cultured, disciplined and truthful, they are only becoming more and more prone to crime, indiscipline and corruption.
One of the main reasons for this unhappy trend is the neglect of moral or ethical instructions in not only the educational institutes but also at home.
The only hope to reverse this trend lies in going back to vedas and looking for the ideals and values which were set at the time of creation and to attempt to inculcate them among the students who are the citizens of tomorrow and on whom rests the future of our nation.
1.2 Purpose of education
There are many mantras in vedas which clearly illustrate the true concept of education which had been adopted by the acharyas in their ashrams in the ancient times and which Swami Shraddhanand Saraswati was the first to put in operation in modern times at Gurukul Kangri, founded by him near Haridwar.
According to vedas, the overall development of students is the main purpose of education. The very foundation of such education was observance of brahmcharya (celibacy) which is directly related to the building of character. A man without character is stated in vedas to heunfit for the acquisition of knowledge.
Brahmachalya is not only about strict observance of celibacy till the education is completed but, is also in a broader sense, about the union of an individual with God.
The teachers were called acharyas because they motivated their students through their personal example and instructions to lead a life of high moral character.
In Yajurveda, an acharya while addressing a student says: -
“Through good education, I purify your speech, breath, eyes, ears, navel etc. besides your character.” (71 6-14)
Another mantra from Rigveda reinforces this concept of education. In this mantra given below, a prayer has been offered to God, not only for material wealth and prosperity, but also for the prowess of the mind and the intellect and complete freedom from all ailments : -
इन्द्र॒ श्रेष्ठा॑नि॒ द्रवि॑णानि धेहि॒ चित्तिं॒ दक्ष॑स्य सुभग॒त्वम॒स्मे ।
पोषं॑ रयी॒णामरि॑ष्टिं त॒नूनां॑ स्वा॒द्मानं॑ वा॒चः सु॑दिन॒त्वमह्ना॑म् ॥
(2-21-6)
The vedas not only inspire us to acquire an all-round development
through proper education but also to motivate our sons and grandsons
to achieve this objective –
बलं॑ धेहि त॒नूषु॑ नो॒ बल॑मिन्द्रान॒ळुत्सु॑ नः ।
बलं॑ तो॒काय॒ तन॑याय जी॒वसे॒ त्वं हि ब॑ल॒दा असि॑ ॥
(3-53-18)
The following mantra from the Atharveda also lays stress on the overall development of the mind and intellect along with the enhancement of the physical powers of different parts of the body : -
मनसे चेतसे धिय आकूतय उत चित्तये ।
मत्यै श्रुताय चक्षसे विधेम हविषा वयम् ॥
(6-41.1)
The same idea also occurs in another mantra from the Yajurveda (14-17) where a prayer has been offered to God for prolonging the life along with strengthening of eyes, ears and the tongue etc. : -
In Rigveda, one of the well-known mantras woos the devas (the knowledgeable persons) to so bless us that we may hear, see and seek only what is good for us and is conducive to our welfare.
The above vedic concept has been fully endorsed by the leading thinkers, educationist and philosophers.
For instance, says Plato, “Education is the natural and harmonious development of the power of character, mind and body."
In the words of Aristotle, " Education is the creation of a sound mind in a sound body."
Sri Aurobindo defines true education as one which "helps to bring about to full advantage, make ready for the full purpose and scope of human life, all that is in the individual man and which at the same time helps him to enter into his right relation with the life, mind and soul of humanity of which he himself is a unit and his people or nation a living, a separate and yet inseparable members."
Defining education in his characteristic way, Swami Dayanand says: "The purpose of education should be the building or formation of character
True education is that which develops and enhances courage and other qualities and values and makes us conscious of higher goals of life".
India's former President, Dr Radhakrishnan, has said that mere mechanical and technical knowledge, unaccompanied by other qualities of character, might bring people to the brink of ruin. In his view, the supreme ends of education are refinement of taste and development of character and social conscience so that a new race of Indian nationhood will arise.
1.3 Teacher-taught relationship
Those who have had the fortune of studying in the Gurukul Kangari (or similar gurztkuls I ashrams) are bound to be dismayed and upset over the deteriorating relationship between the teacher and the taught in the modern times.
At the Gurukul Kangari, under the guidance of its founder Swami
Shraddhanand, the students were treated as his own children and utmost care was extended to them by him.
He not only kept constant touch with his students, guided and inspired them but also took full charge of even their personal problems. Many a time, he himself sat by their side even at night when they fell ill and were admitted in the campus hospital.
In doing all this, Swami Shraddhanand was following the vedic ideal in which a guru is compared to a parent and the gurukul to the mother's womb. In this gurukul (and also ancient ashrams) the gurus were not only expected to impart bookish knowledge but also the fundamentals of good character, conduct and behavior. They were the real guides who showed them the path of spiritual and material progress and prosperity.
This is the reason why a great emphasis is laid in vedas on the character of the gurus and acharyas.
Themselves the observers of brahmacharya (celibacy), they are expected to initiate the students to follow them into their footsteps
आचार्यो ब्रह्मचारी ब्रह्मचारी प्रजापति:
(11-5-16)
Describing some other significant characteristics of the acharyas, Rigveda says that they should be unconquerable, strong willed, brilliant and knower of universal truths: -
क॒विं श॑शासुः क॒वयोऽद॑ब्धा निधा॒रय॑न्तो॒ दुर्या॑स्वा॒योः ।
अत॒स्त्वं दृश्याँ॑ अग्न ए॒तान्प॒ड्भिः प॑श्ये॒रद्भु॑ताँ अ॒र्य एवै॑: ॥
(4-2-12)
To these characteristics, Rigveda has added a few more. The acharyas should be excellent in knowledge and humility, fully matured and experienced, resourceful and observers of celibacy, expert in their respective fields and also specialized in some secret knowledge unknown to others besides being strong in body and mind:
साम॑ द्वि॒बर्हा॒ महि॑ ति॒ग्मभृ॑ष्टिः स॒हस्र॑रेता वृष॒भस्तुवि॑ष्मान् ।
प॒दं न गोरप॑गूळ्हं विवि॒द्वान॒ग्निर्मह्यं॒ प्रेदु॑ वोचन्मनी॒षाम् ॥
(4-5-3)
No doubt the acharyas ought to be like that if they are to help achieve their students the objective of the education as outlined in the vedas.
Several problems now facing our educational institutions will automatically disappear if such acharyas take command of the educational set ups.
Far from being what they ought to be, many a teacher in the modern time are not only ignorant, lethargic, vindictive, selfish, crude and unconcerned about the interests of the students, they even lack good character. This is evident from the newspaper reports carrying allegations of sexual harassment and abuse of their own students besides indulging in several other corrupt practices and irregularities to make money.
Their only concern is to make money by any means and lead a life of luxury much above their means.
1.4 Co-education
As mentioned above, vedas have emphatically stressed strict observance of brahmacharya both for the acharyas and their disciples as part of the vedic system of education.
But it has been observed time and again that co-education being imparted in our educational institutions in the modern times, particularly on the pattern of the west, is not conducive to the atmosphere in which observance of brahinachalya is feasible.
Opposition to co-education in the modern times is made to look orthodox and outlandish. Its advocates justify the perpetuation of this system on the following grounds
a. Psychological — it prevents boys and girls from developing undue complexes and helps them behave in a more natural way preparing them to work together in a more harmonious way in their work plan.
b. Financial — it saves money by having common buildings, staff and the infrastructure which goes with such educational institutions.
c. Administrative — it avoids duplication of efforts on the part of the educationists and administrative authorities in structuring the courses and syllabi for boys and girls separately
Unfortunately, these advocates of co-educational system totally ignore the ground realities involved in such system.
For instance, they do not take into account the biological differences among the two sexes which attract them to each other, particularly in adolescence and the spirit of adventurism, romance and exploration which leads them to make experiments with each other’s' bodies with disastrous consequences.
The ill-effects of co-education become abundantly clear from newspaper reports and studies both in India and abroad. They show that being together at an immature age coupled with exposure to obscene literature and movies, bad company and drugs has led the youth to moral degradation. The growing number of cases involving sexual indulgence, molestation, rapes, illegitimate children to unwed mothers, kidnapping and violence can be cited as the undeniable proof in support of the above contention. As we pick up the newspapers in the morning, we are filled with disgust and sorrow at such reports particularly of sexual harassment of students by their own teachers.
Even some fathers are frequently reported to have raped their daughters for several months before the matter is reported by the victims to the other members of the family or the police. The policemen and officers who are supposed to be their saviors hardly leave any opportunity to exploit any situation where women are alone or helpless.
An article captioned 'Sex in the US, Mores and Morality' Methodist
Gerald Kennedy writes, "The atmosphere is wide open. There is more promiscuity and it is taken as a matter of course now by people. In my day, they did it but they knew it was wrong. A virgin was considered a down right square. The loss of virginity even resulting. In pregnancy is simply no longer considered as American tragedy.'
Another article published in a US magazine, Pageant, entitled 'How are our morals going from loose to looser, to loosest' brings to light the fact that pre-marital sex among the youth (particularly students) is becoming common in America and divorce rate is increasing alarmingly. It is unfortunate that the co-education system which has yielded such disastrous result in the US and other advanced countries was introduced in India with great fanfare and despite its ill-effects, it has become fashionable to be studying in such institutions which have struck at the very root of morality.
Such a deplorable situation would not have occurred at least in our country if our politicians, administrators and educationists had followed the Vedic concept of education, which clearly stands for complete segregation of the sexes till the education is completed.
The Vedas prescribe this segregation in the educational institutions mainly for two reasons. Firstly, they lay great stress on brahmacharya during the study period, and secondly, they also recommend separate curricula for the girls and boys to meet their special needs.
The vedic concept has full support from our reformers, thinkers and saints like Swami Dayanand Saraswati and Mahatma Gandhi. They had visualized the bad impact of co-education on the morals of the young boys and girls and had, therefore, very clearly warned our educationists against its introduction in the country.
Swami Dayanand in his masterpiece, ‘Satyartha Prakash', suggests that the schools for boys and girls be located miles apart from each other. The staff of schools and hostels for boys and girls including wardens and messengers should be separate. They should live in perfect segregation having no interaction whatsoever with each other during the course of their studies. Both sexes were strictly prohibited, among other things, to see, touch, meet in privacy or speak to each other.
The teachers of these segregated schools were supposed to give necessary direction in good conduct and character to the students under their charge so that they not only excel in knowledge and good character. but also fully develop the prowess of their minds, bodies and soul.
Expressing his views on co-education, Mahatma Gandhi very clearly stated, "Co-education does not seem to have succeeded in the west. I tried it myself years after. I must say it brings about undesirable results"
Recipient of Bharat Ratna, Dr. Bhagwan Das. says in his book 'Science and Social Organization': facts and figures prove conclusively that with co-education, pre-marital virginity and purity are almost impossible for the youths.
1.5 Ideal women education
Vedas have assigned to women the role of good housewives. They are supposed to ensure the well-being and happiness of their husbands and their families.
The husband is supposed to be the main bread-earner while wife is to devote herself to rearing of children and initiating them into three R's and the first lessons in good manners and etiquettes and also. Helping them develop necessary values and qualities (through proper instruction and example); carrying out daily religious rituals and looking after the elders in the family and the guests that drop in unannounced..
Since their roles are different from their husband, women are, according to the vedas, supposed to be getting education in separate ashrams/gurukuls with a different set of syllabi and courses to meet their special requirements.
Emphasis is also supposed to be laid by the lady teachers on training them in such subjects which help them play their role more effectively.
For instance, they are expected to impart knowledge of subjects like hygiene, nutrition, cookery, home science, dietary, ayurveda, child-rearing, nursing, music, art, culture etc. It is obvious that such subjects are often neglected in the co-educational schools.
Since the roles of men and women assigned by the Vedas are basically different, there is no conflict of interest, no rivalry among them, no competition and no mad race to outwit each other or to feel angry or jealous if one of them excels in his / her field.
A lot of conflicts and tensions among the jet age couples will automatically go with both of them carrying out their respective duties and obligations quietly and conscientiously and jointly contributing their maximum to the welfare of the family.
The need for proficiency in cooking for women has been underscored in Yajurveda's 11-56, 11-57, 11-59 mantras.
सिनीवाली सुकपर्दा सुकुरीरा स्वौपशा ।
सा तुभ्यमदिते मह्योखां दधातु हस्तयो: ।।
(11-56)
उखां कृणोतुशक्त्या बाहुभ्यामदितिर्धिया ।
माता पुत्रं यथोपस्थे साग्निं बिभर्त्तु गर्भ आ ।।
मखस्य शिरोऽसि ।।
(11-57 )
अदित्यै रास्नास्यदितिष्टे बिलं गृभ्णातु ।
कृत्वाय सा महिमुखां मृन्मयीं योनिमग्ने ।।
पुत्रेभ्य: प्रायच्छदादिति: श्रपयानिति ।।
(11-59)
Vedas consider Ayurveda to be of special use to women. Yajurveda's 12-92 mantra clearly prescribes the study of ayurveda for women. In
Yajurvedas 21-36 & 21-31 occurs the expression “सरस्वती भिषक्” which stands for women ayurvedic practitioners.
The reference to the need for proficiency in music for women has been made both in the Rigveda and Samveda where it is specially mentioned that God should be eulogized and praised with the singing of the mantras from the vedas. Obviously, women being more apt in music, are recommended special study of not only vocal but also instrumental music:
अव॑ स्वराति॒ गर्ग॑रो गो॒धा परि॑ सनिष्वणत् ।
पिङ्गा॒ परि॑ चनिष्कद॒दिन्द्रा॑य॒ ब्रह्मोद्य॑तम् ॥
(8-69-9)
"Now loudly let the gergara (violin) sound, let the godha (lute) send its resounding voice, let the string send its tunes around. So God is our hymn upraised."
The vedas also lay a special emphasis on the training in weaving, stitching and tailoring for women.
One of the mantras, occurring in Atharveda, says that it gives special pleasure to a man to wear clothes woven and stitched by his wife:-
वासो यत् पत्नीभिरुतं तन्न: स्योनमुप स्पृशात् ।।
(14-2-51)
Women have been enjoined in Vedic mantras to remain cheerful, relaxed. Poised, speaking sweet words to keep their husbands and family members happy.. Such atmosphere is obviously most conducive to proper growth and development of children who are bound to imbibe this spirit of happiness and joy in their personal lives.
This ideal atmosphere is totally in contrast with what we find in modern homes, where the working couples come home fatigued. Bored and tired by work and other problems in their offices and are hardly inclined to share each other's daily joys and sorrows.
Looking morose and frustrated, the husband sits in one corner and his wife in the other with little interaction among themselves or the children.
On very small provocations, they flare up, generally passing on their tension and anger to their kids. Is the money they earn worth the cost of this unhappiness?
In one of the mantras in Rigveda (2-32-4), man addresses his wife as 'Raka' (full moon) who through her cheerfulness, pleasant and sweet temper, endears herself to everyone at home : -
रा॒काम॒हं सु॒हवां॑ सुष्टु॒ती हु॑वे शृ॒णोतु॑ नः सु॒भगा॒ बोध॑तु॒ त्मना॑ ।
सीव्य॒त्वप॑: सू॒च्याच्छि॑द्यमानया॒ ददा॑तु वी॒रं श॒तदा॑यमु॒क्थ्य॑म् ॥
(2-32-4)
An ideal woman has been described in the Vedas as सरस्वती (1-3-11 in Rigveda) and अदिति (10-17-7 in Rigveda) both meaning well-educated, scholarly and knowledgeable; कुलायिनि (14-2 in Yajurveda) always engaged in the uplift of the family, पुरन्धि (active and agile), योषा(21-22 in Yajurveda) very intelligent and अदीना(Rigveda - 189-10) self-reliant.
It is clear that only such women as described above can help the children grow properly and also save their husbands from going astray and ensure family peace and happiness.
In fact in one of the mantras in Rigveda (2-41-16), a woman has been described as अम्बितमे(the best among the mothers), सरस्वती (full of knowledge) and invoked to free the children and husbands from all foils and foibles.
This mantra clearly points out the special role given by the Vedas to women to ensure that none in the family brings a bad name to it due to any wrong doing:-
अम्बि॑तमे॒ नदी॑तमे॒ देवि॑तमे॒ सर॑स्वति ।
अ॒प्र॒श॒स्ता इ॑व स्मसि॒ प्रश॑स्तिमम्ब नस्कृधि ॥
(2-41-16)
Only when women in modern India realize their special role assigned by the vedas can they become real assets not only uplifting, inspiring and reforming their families, but also the whole of society and the country.
1.6 Indiscipline
One of the problems that has confronted educationists, administrators and also politicians, is indiscipline among boys and girls in the educational institutions.
The present scenario seems to be stunning, particularly when compared with the ancient times when discipline was given the first priority in the ashrams where students went to receive education with acharyas and gurus as their sole guides. There was no laxity in terms of discipline and the observance of brahmacharya. They were uncompromising.
Let us have a look at what ideal the vedas and other ancient scriptures present for the students and the teachers to see what has gone wrong with us and who is responsible for the undesirable atmosphere in our educational institutions.
Asastambiya Dharam Sutra (17-24) wants the students to be: —
मृदु(Soft spoken and sweet in temperament), शान्त: (peace loving and poised,) धीमान (intelligent), दृधृति(patient), अक्रोधन:(free from anger) and अनुसूय:(without jealousy)
Kanak Grihsutra (1-19) lays down that a student should be favorably inclined towards the acharya, i.e., he should be in complete harmony and peace with him. :
आचार्यस्याप्रतिकूल: ।
Nirukta says (on the authority of the vedas) that a student should treat acharya as his father / mother and never go against him or conspire against him.
And the acharya, according to Rigveda (3-8-4) should be:-
धीरस:(patient), कवय: (knower of fundamentals of all knowledge), स्वाधिय:(doer of noble deeds) etc.
Such a teacher is expected to make a sincere effort to make his students truthful and scholarly guiding them to the path of progress and prosperity.
The observances of discipline and carrying out of teacher’s instructions sincerely and faithfully have also been suggested in another mantra from the Rigveda. The mantra says when this regime is followed; it becomes easier for the student to fulfil his ultimate goal.
अक्षे॑त्रवित्क्षेत्र॒विदं॒ ह्यप्रा॒ट् स प्रैति॑ क्षेत्र॒विदानु॑शिष्टः ।
ए॒तद्वै भ॒द्रम॑नु॒शास॑नस्यो॒त स्रु॒तिं वि॑न्दत्यञ्ज॒सीना॑म् ॥
(10-32-7)
Where are today the students and the teachers who embody these qualities and values?
The students and teachers are undergoing moral degradation and depravity of the worst type and indiscipline can be said to be only an offshoot of this degradation.
The existing degradation of students can be linked directly to the degradation of their teachers who have become commercialized with their main concern not being the welfare and upliftment of their students but making money through fair or foul means and leading a life of pomp and show. Their character has gone down so much that they do not mind even molesting and raping students under their charge.
It is natural, therefore, for students to lose respect for their teachers. But what shocks everyone is that they have even gone to the extent of insulting, beating and even murdering them.
Besides teachers, others who can be held responsible for the gradual erosion of character and fostering of indiscipline among them are T.V channels, cinema houses, advertising agencies and publishing houses which are making available to the youth obscene films, magazines, videos and cassettes which badly impact the youth.
The advertising agencies and mass media are being commonly used by companies to promote their products including cigarettes, spirits, sex drugs (like Viagra) and sex toys. There is no need to mention their ill effects on the youth, particularly students.
The growing consumerism and the latest mall and club culture are also responsible for distracting them from their studies and making them more and more fashion conscious and motivating them to ape the models and actors being hired for building brands and selling and marketing these products.
When a desire to buy such a product is created among the youth without matching resources, they resort to anti-social activities including chain snatching, thefts and even robbery and murders to raise funds to be equal with, if not ahead, of their peers.
Girls from middle class families fall a victim to the call-girl rackets, some of them being run by over-ambitious but characterless persons to make easy money.
While, earlier prostitution was confined to red light areas, today the sex rackets are functioning from luxurious flats in posh colonies; instead of prostitutes, there are call girls and who are educated and charge higher rates. Their customers also come from the higher income groups.
Even some girls, still studying in schools and colleges, have joined the call-girl rackets and put their bodies on sale in 5-star hotels and beauty parlors and even big hospitals.
All this is obviously in contrast with the earlier times when both the acharyas as well as their disciples were supposed to observe brahmacharya and live in complete segregation. Even close family members were discouraged to come and meet their wards as it disturbed their studies and the style of living which was highly disciplined and austere.
The discipline in the present day educational institutes has also been further eroded by the interference of political parties particularly through their financial and organizational support to fight union elections.
In fact the main purpose of the political parties is to create their own vote banks and to use them for demonstration, rallies, protests and other such activities organized by them from time to time.
1.7 Need for moral education
Needless to mention that modern India has undergone a state of complete degradation and degeneration of morals and character.
Now, if there is any hope of pulling our country out of this mess, it lies in inculcation of moral and spiritual education in our schools and colleges from the primary to the higher education levels.
It has already been mentioned how such education was part and parcel of the curricula in the ashrams and gurukuls of the ancient times.
These were the institutions based on the ideals enshrined in the Vedas.But unfortunately with the gradual erosion of our educational standards, religion, morality and spirituality have now taken a back seat and all those ideals have become things of the past.
Though the word 'Secular' used for our Republic in the Indian Constitution was not meant by its authors, to be 'non-religious' or 'irreligious' as clarified even by the former Presidents, Dr. Rajendra Prasad and Dr.Radhakrishnan, it did result in creating confusion not only among the general public but also the educational and administration authorities.
Thus, though the relevant provision of the Indian Constitution is not totally against religious instructions in all the educational institutions, it did result in a setback to it.
In fact, the provision made it clear that no religious education would be imparted in the schools which are fully run from the state exchequer.
Religious education could, however, be imparted in the educational institutions, which have been set up by some endowments or trusts even if run under the overall administration of the state. But this provision has a rider — no such institution will force its students to compulsorily attend the classes for religion instruction or to participate in any conference or workshop in a place of worship attached to it without the consent of his guardian (in case of a minor) or his own conscience (if he is adult).
The constitution makes it clear that the minorities have full freedom to set up and administer educational institution on the basis of religion or language and the state will not make any discrimination in giving grants on this basis provided the above stipulation is adhered to.
The ground reality is that hardly any community except Muslims and Sikhs are setting up such educational institutions where religious education is still being given; others have closed down due to fear and apprehension of stoppage of the government grants (even when there appears to be no solid ground for their fears and apprehensions).
The result of lack of religion, moral and spiritual education has been highlighted in the report submitted by the government appointed committee on Religion and Moral Instructions. The report says, "The education that we are imparting is not purposeful. There is feeling of frustration in the minds of the students even as they pursue their studies, for their future is not clear to them.
"We find a great deal of discontent and disturbance at colleges and universities. Discipline, as generally understood, appears to have vanished. Even persons in authorities are found quarrelling among themselves in many places, thus vitiating the atmosphere in which education is being imparted to our students, who should be devoting their time and attention to studies often appear to be engaged in antisocial activities. Generally speaking all personal touch between the teachers and the taught, has been lost with the result that there is little mutual affection or sympathy. The situation appears to be deteriorating and there is evidently an urgent need for developing a better sense of values and qualities of character among the youth.
This report is self-explanatory and needs no elucidation or comments. All that needs to be said is that things have only gone from bad to worse in the intervening period and drastic steps are needed to rectify the situation and restore the prestige for which India was once known and respected all over the world.
Before presenting the opinion before the readers as to what needs to be done within the constitutional framework, it would not be out of place to give here the relevant statements of well-known leaders in diverse fields stressing the need for imparting moral or spiritual education.
Says Sri Aurobindo, the well-known Yogi of the Pondicherry Ashram."The neglect of moral and religious education is to defile the whole human race".
Mahatama Gandhi, father of the nation, comparing a man without religion to a boat without ores, adds that any attempt to throw religion out of society will be as frustrating and useless as expecting the birth of a child to a sterile woman.
One Western scholar A. Bunsen has gone to the extent of observing that culture of intellect without religion in the heart is only civilized barbarism and disguised animalism.
Lord Justice Denning, one of the judges of the Great Britain, during the course of his lecture in India in 1963 stated that "Morality is the corner stone of law. Morality is the foundation of law. Without it, there could be no law, and without religion, there would be no morality."
CONCLUSION
If we wish to restore the past dignity, decorum and discipline in the present day educational institutions, we will have to go back to the ancient system of education with segregation of the sexes and strict observance of brahmacharya for all.
Care should be taken to recruit teachers of character as they have a great role to play in shaping the destiny of their students.
Students should be not only imparted moral education but also engaged in constructive activities to channelize their energy which is generally wasted in petty things.
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