Resolving Misunderstanding Of The Bharatiya Chausat Kalas

By Author: Satjit kumar
Total Articles: 129
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The Kalas of ancient Bharat include the 64 forms of fine arts and crafts, which are also called Chausat or Chathusashti Kalas. Unfortunately, it is a misunderstood term, and many people only have erroneous views on it. Just because of the usage of the term Kala, it is thought that it includes only fine arts. But it’s not so. Along with that, there are many other misconceptions related to the Kalas. This article attempts to present a correct picture of what exactly are the Chausath or Chathusashti Kalas.

• Firstly, it needs to be understood that fine arts are just elements of the 64 Kalas, and not all Kalas can be called art forms. Kala is inclusive of many crafts, as well. For instance, fine arts like singing, drama, dancing, and painting are covered under the 64 Kalas. Similarly, carpentry, jewelry works, weaving, and needle works, to name a few, are crafts that come under Kala.
• An interesting question is whether the Chausath Kalas were parts of the ancient Gurukul system of education. The primary scope of the gurukul education was to provide knowledge about the four Vedas, the four Upavedas, and the six ...
... Vedangas. Students having high IQ and intelligence only could grasp the Vidyas. Since the 8 fine arts are closely related to Sama Veda and Gandharvaveda Upaveda – they were mostly essential parts of the Gurukul education.
• Vedic education also catered to the Kshatriya and Vysya varnas, who needed to know the 64 kalas for reasons of administration/taxation and trade or manufacturing businesses. Exposure was likely provided if not formal training in the Chathusashti Kalas.

In this context, it has to be noted that even students who were not possessed with scholastic, mathematical, or logical aptitude had other options for education. They had the freedom to pursue mastery of kalas in demand in the marketplace or based on their interest. These kalas enabled them to make a livelihood in that area.

• A crucial point needs to be understood about the presence of these two forms of education in ancient Bharat. Education seems to be guided to make sure that children of varied intelligence levels have choices for learning. Education was considered sacred and it was tailored for various levels of competence.
• The difference in focus between the Gurukuls and the Kala schools is highlighted above. At the same time, no one was deprived of atmik education or the basics of education as temples also served as patashalas teaching the basics of the 6 Vedangas to all sections of Hindus. British time surveys in various parts of India confirm the same facts which are made popular by Shri Dharampal in his book ‘The Beautiful Tree’. This book is based on surveys of British retrieved from their libraries in the UK by Shri Dharampal.

Values espoused in the Vedas are part of the Puranas and Itihasas. Also, traditional stories, games, and quotations were used to instill values and morals in all sections of the population.

• Learning was based on the apprentice model. The teachers of Kalas are respected even today in modern society. There is one difference, the teachers of Kalas were not prevented from earning high income from their kalas as is the case with Vedic acharyas.
• There is another big myth about Kalas that is entertained by numerous individuals. It is argued that all the Kalas only deal with arts and art forms that can’t be called necessities; they aren’t necessary for society or help earn a living. This is not entirely correct. There is no denying the fact that the Chausath Kalas comprise essential crafts like weaving, tailoring, and blacksmithing to name a few. Not only that arts/crafts like jewelry works, usage of aromatics, and facial make-up can be classified as supporting the luxuries of the rich. Which would help earn a good livelihood.

Simultaneously, crafts such as carpentry, preparation of medical cures, and mechanics are also elements of the 64 kalas. And, having people skilled in these crafts in the neighborhood is a must; everyone requires these services at some time or the other.

• As mentioned at the start of this article, the traditional Bharatiya Chausat Kalas or Chathusashti Kalas are vastly misunderstood. The destruction of financial support for traditional education helped the British to loot more money from India which they did with ruthlessness. The ignorance of the traditional Bharatiya Chausat Kalas or Chathusashti Kalas is a direct consequence of the colonial destruction of our traditional education system through Macaulay education policies.

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