Away from the cocoon of home and the comfort of family, what is life and day-to-day routine like for a young Gurukula student? Amidst the unavoidable sway and distractions of modern lifestyle, how do these children manage to maintain traditional rigour and blossom into upholders of dharma? What opportunities does the future hold for them and how can Vidyasetu help in the endeavor? In a candid conversation with the founder of Sāṅga Svādhyāya Foundation, Dr. Hari Sītārāmamūrti Salakṣaṇa Ghanapāṭhī*, Vidyasetu team attempts to decode the answers to some of these questions. 

(*A Salakṣaṇa Ghanapāṭhī is one who has grasped the six Vedic limbs, which help in deciphering the meaning of hymns, alongside mastering recitation in the Ghana format)

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At first glance, Sri Datta Avadhoota Sanga Veda Gurukulam can be mistaken for yet another regular apartment. This particular Guru-shishya set up (called ikai/इकाई in Hindi) is not located in a sprawling campus or ashram, but is in the fourth floor of a nondescript apartment complex located in the bustling Chanda Nagar area of Hyderabad. While Dr. Hari and family have taken up one apartment unit on the fourth floor, the four children (including his eldest son aged ten) under his tutelage occupy the adjacent unit. We sit down for a conversation with Dr. Hari over a steaming cup of coffee offered by his wife, the gurupatni.

Vidyasetu: Namaste Dr. Hari garu! Please tell us a little bit about the Foundation and the gurukula. What are its objectives and what do you hope to achieve?

Dr. Hari: The Foundation has three objectives. Traditional Veda Vidya for the four residential children, research on various bhashyas & vedangas, and finally, prachara or publicity for our ancient wisdom through lectures, videos, publications and so on. While the first objective is already underway through this gurukula, the others are in the process of taking off.

V: Let us discuss about the Veda Vidya aspects in detail, Hari garu. Not much is known in the outside world about children studying in traditional set up like these, Can you give us a glimpse of their day-to-day routine?

Dr. Hari: The children wake up at 5.00 every morning and get two hours for their morning ablutions, sandhya vandanam and other work including washing their clothes, cleaning the house and so on. After this, Veda parayanam begins and continues through the rest of the day, except for short breaks for food, a brief nap in the noon and some playtime in the evening. During dusk the children also recite Vishnu sahasranama.

V: This is impressive. In fact, we recently read that students in Japan clean their own classrooms every day and even serve lunch to classmates — and it's called “souji” (cleaning time) It is not seen as punishment but as a powerful lesson in responsibility, respect, and community.  It also fosters humility and teamwork, erasing any sense of entitlement. We hear so much about these things happening abroad but don’t realize that in our own country, in our very backyard, there are institutions that diligently follow these amazing practices.

Dr. Hari: Yes. This rigor is part of any gurukula and the discipline it builds serves them well much later also. So coming back to your question, apart from these tasks, most of their day is centred around learning and chanting Vedas. The schedule is planned such that they not only learn new lessons periodically, but also get to revise whatever is taught. Vedic studies demand this kind of time and effort.

V: We are witnessing the unbroken tradition of upholding an ancient learning paddhati that has been continuing for millennia despite the ups and downs the country has seen. This is truly wonderful. How do you see their lives shaping post their studies here?

Dr. Hari: I think there are a lot of opportunities for them post their studies here. As a gurukula student myself who went on to do post graduate studies and PhD, I can vouch for that. There are also several classmates of mine, fellow gurukula students, who have similarly accomplished many successes after their studies in gurukulas.

V: We need to ask you this. As a gurukula student who went on to study so much more in the mainstream, what challenges did you face? For example, the use of computers would have been a new and challenging aspect during your higher studies and PhD?

Dr. Hari: Yes, I did. As for computers, I saw it as a tool that could aid me, and had to learn by myself how to use this tool.

V: In fact, the computer can be more than just a simple tool. Let us say, if one masters the art of software usage, like building code, for example, using computers, there can be no limits to the number of complex tasks we can do. We can even apply it in the area of traditional knowledge like Sanskrit grammar. It can be quite powerful.

Dr. Hari: Indeed, and that is where I see that Vidyasetu helping. By equipping children with modern education, we can prepare them better to pursue opportunities once they complete gurukula studies.

V: The fundamental question is – with such a rigorous schedule and Vedic studies that occupy most of the children’s time, how can we fit in the mainstream subject studies without overwhelming the children? At this point we need to clarify to you that we are not here to disrupt or dilute their focus on Vedic learning. We are only here to offer complementary services that will broaden their spectrum of opportunities in future and help them further .

Dr. Hari: I fully concur. And I believe there is a way to fit in modern studies with Vedic studies. While every gurukula may choose to do this differently, here in Sanga, we follow a specific system. In a paksha (fortnight) there are four days that we call anadhyayana, or the days when Vedic studies don’t happen. Those are Full/New moon, padyami (next day after the Full/New moon), ashtami and chaturdashi. These are the days when children don’t doany new Vedic studies and your team can plan a timetable in such a way that we can teach them modern subjects during these anadhyayana days.

V: That is helpful to know. Would that be enough time? Also, how do we teach these classes, are the children comfortable in English?

Dr. Hari: While the lessons themselves can be taught in a mix of English and Telugu, we can focus on English also as a separate subject, especially spoken English that can help build their confidence in English communication. We can start and see how it evolves and adjust the schedule as needed.

V: Ok, we shall take that approach. How about provision for online classes, as needed, since our teachers are all around the country.

Dr. Hari: The essential digital Infrastructure is already available. All we need is a big monitor with internet connectivity and camera arrangements, as you can see it all here. The children can easily understand what is taught and you should be able to interact well with them in an effective way.

V: Sure, thank you Dr. Hari! Looks like we are all set. We’d want to add that not only have you been open and welcoming to us, but you have also put in efforts in making sure both the children and us are set to succeed in this endeavor. Gurukula children are the torch bearers of dharma, while the modern world provides ample tools and opportunities for these children to flourish. We want them to integrate well in the mainstream and bring the much-needed dharmika and shastrika qualities and wisdom to present day society. Our mission is to make sure there are no institutional islands anymore and all these different parts are well integrated.

Dr. Hari: I am happy to see this and wish you the very best in your mission to accomplish this.

V: We shall continue to strive together to make these children succeed. Thank you very much, Dr. Hari garu for your wishes, time and inputs! Namaste.