I. As per the prevailing beliefs and the British documents, the Indigenous education means the religion based education but this is not the appropriate interpretation of the Indigenous education because education in India since times immemorial, has been logical with scientific outlook along with the religion impact on it though its scientific aspect remained limited with the passage of time and it was inspired mainly by religion, acquisition of knowledge, individual well being and search for means of livelihood. In Rajputana the population comprised mainly the Hindus, the Jains and the Muslims, hence education system too was based on occupation, caste, and religion. Family was the primary centre of education.

II. The Indigenous Education System: There were many educational institutions to impart the Indigenous education. 

Education was of two forms – 

1. Informal education – Family was the main school of the informal education. 

2. Formal Education – It started after the religious rites i.e. Upnayan in the Hindus and the Bismillah in the Muslims.

According to the Archives collections and drafted deeds of the ancient scholars formal education can be classified as-

(a) Primary Education and 

(b) Higher Education

(a) Primary Education: 

1. Centers of Primary education were Pathshala and Chatshala for the Hindus, Upasara and Vanika for the Jains and Maktaba for the Muslims, besides, temples, masjid courtyard, chaupal, some renowned person’s or teachers house, and in some places, shops were also the centers of primary education. 

2. Teachers were known as Guru and Joshiji in Pathsala and Chatshala, Acharya and Mahant in the Math and Asthal, Bhattark in Upasara and Maulavi and Ulema in Maktab and Madrassa. 

3. Curriculum – 

(i) Religious and 

(ii) Non-religious. 

(i)Religious Education: 

It was imparted in the stories of gods and goddesses, festivals, life utility goods, worshipping materials and methods, names of fruits, cloths, ornamentation and moral education. In the Muslim Madrassas, the curriculum included study of Quran, Fatiha, Hakikat, Karima, dates etc. 

(ii) Non-Religious Education: 

It was limited to reading, writing and Arithmetic. Knowledge was imparted in the languages of Hindi and Sanskrit in Pathshala, Hindi and Prakrat in Upasara and Persian and Urdu in Maktaba were taught. Local language and Urdu language were also taught in Rajasthan educational institutions. 

4. Teaching methods were rhythmic and melodious, unlike today’s pictorial methods. Arithmetic: 

The first stage course included counting from 1 to 100 and tables from ½ to 10. The second stage included the teaching of tables of 2 ½ and 1 ½ and from 10 onwards as well as measurements weights, formulas of multiplication, interest, amount, quotient and also method of Book-Keeping. Book-Keeping was also known as Mahajani or Vaniawati script. The symbolic language was in use to avoid the grammatical complexities. 

(b) Higher Education: 

It was also religious and non-religious education. 

1. Religious Education: 

Religious education was concerned with the spiritual education. Education was imparted in rites-rituals in the Maths, study of any particular branch of religion, the Vedas and the Scriptures in Asthals, and the Islamic Law, Ilahi etc in Madrassas. 

2. Non-Religious Education: 

The curriculum of high education included . Geography, History, language, Geometry, Algebra, Arithmetic, Astronomy and Ayurvedic and Yunani medicines. As regards technical education Jantar- Mantar of Jaipur was a great achievement. Other examples of technical education can be quoted from huge palaces, forts, Jal Mahal, canals, bridges, wells, stepwells etc. in the engineering field etc.