Priyanka chawla m.

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Education in India during Vedic and Buddhist Periods 1 OBJECTIVES 1.1 To impart knowledge about education during Vedic ,and Buddhist periods. 1.2 To make them aware of different feature of education during these periods. 1.3 To enable them to understand the relevance of education during those periods in current scenario. 1.4 To enable them to distinguish between Vedic education and Buddhist education. 2 Introduction The most important contribution of ancient ndia not onl! for ndia but also for the world is in the field of education. t ma! also be remembered that education is not an abstract term. t is manifested in the cultural economic, individual, philosophical, scientific, social and spiritual advancement. n other words, education is the means for developing the mind for the betterment of the individual and societ!. "een from this perspective, the following views of great scholars and thinkers deserve mention. Albert Einstein:#$e owe a lot to the ndians who taught us how to count without which no worthwhile scientific discover! could have made.% ar! T"ain# an A$erican %riter:# ndia is the cradle of the human race. &ost valuable and the most instructive materials in the histor! of man are treasured up in ndia onl!.% &ancelot 'agen# in his (ublication athe$atics )or the illions:#There has been no more revolutionar! contribution than the one which the 'indus made when the! invented (ero.% * Education in India during Vedic + Buddhist Periods *,1 Sources o) the Vedic Age education: Vedic &iterature )o stud! of the source of ndian culture, education, philosoph! and thought is complete without an ade*uate ac*uaintance and understanding of the +Vedic ,iterature. The Vedic literature represents the most important and intrinsic part of life of the ndia people. *,1,1 The Vedic literature consists o) the )ollo"ing 1. -our Vedas 2. "i. Vedangas 3. -our /pvedas 4. -our Brahmanas 0. 1ne hundred and eight! /panishads 2. "i. s!stems of philosoph! 3. Bhagwad 4ita 5. Three "mritis *,1,2 ain )eatures o) the Vedic Education -ree education in Ancient India:- n ancient ndia teaching was considered to be hol! dut! which a Brahman was bound to discharge irrespective of consideration of the fee teacher were e.pected to devote their lives to the cause of teaching in the missionar! spirit of self6sacrifice, and the societ! laid down the principal that both the public and state should help the learned teachers 7 educational institutions ver! liberall!. "ociet! reali(ed that #Vid!adana% or the gift in

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the cause of education was to be the best of gifts, possessing a higher religious merit than even the gift of land. 1n the occasion of religious feats, students and teachers were invited and donations were given liberall!. 1, .o state control on education:- 8ulers of the countr! had ver! little directl! to do with education. t was a private affairs of the people managed entirel! b! Brahmans. 2, 'igh status o) Teachers:- Teachers were a highl! honoured class6honoured b! even b! kings. 9ings rose from thrones to receive great teachers such as )arada, Vashishtha and Vishwamitra. *, Teachers as Parents: - Teachers behaved as parent to their pupils and pupils behaved as members of the teachers famil!. The attitude of the pupil was to be one of complete submission. /, 0esidential Schools:- Teachers and pupils lived together and so identified themselves with one another. 1, I$$ediate ai$:- Vocational: The immediate aim of education, however, was to prepare the different casts of people for their actual needs of life. 2, Curriculu$:- The sub;ects of instruction varied according to the vocational needs of the different castes from the Vedas and Vedangas in case of Brahmanas, to the art of warfare in the case of 9shatri!as, and to agriculture and trade, arts 7 crafts in the case of Vaish!as. 3, ethods o) Instruction:- The methods of instruction generall! consisted of recitation b! the teachers and repetition b! pupil, followed b! e.planation b! the teacher , *uestioning b! the pupil, and discussion between the teacher and the pupil. 4, Indi5idual teaching:- <upils were tough individuall! not en masse b! the class method 6, ethod o) stud7:- The method of stud! consisted in listening to the teacher, reflection on what has been listened to and its constant revision and discussion. 18, 0ole o) Tra5el in Education:- Travel was regarded as necessar! to give a finish tough to education. 11, Sans!rit as the ediu$ o) Instruction:- The medium of instruction was "anskrit. 12, Sel)-control + Sel)9:isci(line:- t was considered to be the best discipline. 'owever =orporal punishment was not altogether ruled out. 1*, %ide s(read education o) "o$en:- n the earlier Vedic, and /panishad times, girls were free to go through the #/pana!ana ceremon! , live a life of celibac!, studied Vedas, vedangas and other sub;ects along with their brother pupils. 1/, ;lti$ate ai$ o) education-sel)-0eali<ation:- The ultimate aim of education in ancient ndia was not knowledge as preparation of life in this world or for life be!ond but for complete reali(ation of self6for liberatin of the soul from fetters of life, both present and future. That knowledge was real, which led to emancipation6led from unrealit! to realit!, from darkeness to light, from death to immortalit!. *,1,* Ai$s# Ideals and Ob=ecti5es o) Vedic Education 1, ;lti$ate ob=ecti5e as $o!sha or sel)-realisation:- >ncient ndians believed that education should prepare and individual in such a wa! as to prepare him to attain the ob;ective of liberation, i.e. to be one with the almight! and to be free from the c!cle of births 7 deaths. 1, In)usion o) Piet7 + 0eligiousness:- n ancient ndia religion pla!ed a prominent part. ?ducation aimed at the infusion of piet! and religiousness in the minds of the pupils. 2, Education )or "orldliness:- Vocational aim :6 'appiness in other world was given more stress than the happiness in this world. This world according to them, was unreal 7 full of fetters. The highest wisdom was a release from these betters.

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*, Character )or$ation:- ?ducation must from character. &ere intellect was not of worth if the person was devoid of not much moralit!. &oralit! or the right behavior was the higher #@harma%. ?ducation was regarded as a means of inculcating values such as strict obedience to elders, truthfulness, honest! and temperance. /, :e5elo($ent o) all round (ersonalit7:- >ncient ndians believed that personalit! should be developed through education. <ersonalit! was developed through the following methods:6 AaB "elf6restraint AbB "elf6confidence AcB "elf6respect AdB @iscrimination and ;udgement 1, Stress on Social duties:- > student was not to lead self6centered life. 'e was to perform his duties as a son, as a husband, as a father 7 man! other capacities conscientiousl! and efficientl! in the societ!. 'is wealth was not for his own sake as for his famil!, he must be hospitable and charitable. >ll professions laid stress on civil responsibilities. 2, Pro$otion o) Social E))icienc7 and %el)are:- The promotion of social efficienc! 7 welfare was an e*uall! important aim of education. ?ducation was not imported simpl! for the sake of culture or for the purpose of developing mental powers but for the purpose of training ever! member of societ! in the profession which he e.pected to follow. "ociet! had accepted the theor! of division of work which was later on governed b! the principle of heredit!. ?ach famil! trained its children in its own profession. The purpose was to make each individual societ! efficient. 3, Preser5ation and (ro$otion o) culture:- the preservation and promotion of national culture and heritage was also stressed. #The services of the whole communit! were conscripted for the purpose of the preservation of the Vedic literature. ?ver! person had to learn at least a portion of his sacred literac! heritage.% > section of Brahman as had to devote the whole of their life to the cause of learning to commit the Vedas to memor! in order to ensure preservation. *,1,/ Education o) %o$en The Vedas give a ver! honorable 7 respectable status to women. The! were eligible for higher education for the stud! of the Vedas and the performance of administrative and other important ;obs mostl! performed b! men even toda!. Bo!s should go to the schools meant for bo!s and girls should go to the schools where there are women teachers. The women should have opportunit! to attain knowledge of the Vedas from all the four concerns. *,1,1 0ole o) other in Education > mother should impart education to her children so as to broaden their hori(on. >t this stage good manners are to be taught so that the children behave properl! with the elders and in assemblies. *,1,2 Teachers as S(iritual as "ell as Intellectual >uide Teacher occupied a pivotal position in the Vedic "!stem of education. The teacher was a parent surrogate A<arent "ubstituteB, a facilitator of learning, e.emplar and inspirer, confident, detector friend and philosopher moral educator, reformer, evaluator, character and personalit! builder, importer if knowledge 7 wisdom and above all a guru, religious 7 spiritual guide. The relationship between the teachers and pupil was regarded as filial in character. Teacher was the spiritual father of his pupils. n addition to imparting intellectual knowledge to them, he was also

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morall! responsible. 'e was alwa!s to keep a guard over the conduct of his pupils. 'e must let them know what to cultivate and what to avoid. 'e must instruct them as how to sleep and as to what food the! ma! take and what the! ma! re;ect. 'e should advise them as to the people whose compan! the! should keep and as to which of the villages and localities the! should fre*uent. @uring the Vedic period learning was transmitted orall! from one generation to another. 4reat importance was attached to the proper accent and pronunciation in the Vedic recitation 7 these could be correctl! learnt onl! from the lips of a properl! *ualified teacher. The spiritual solution depended almost entirel! upon the proper guidance of a competent teacher. *,1,3 Process o) Instruction There were three steps in instruction: 1. "ravana 2. &anana 3. )ididh!asana. "ravana is listening to words te.ts as the! uttered b! the teacher. &anana is the process of deliberation or reflection of the topic taught. )ididh!asana represents the highest stage. *,1,4 Ad$ission and E5aluation S7ste$ There seems to be no direct reference available to spell out the methodolog! followed b! the >char!a to ;udge the ade*uac! of knowledge of his pupils. Caskas and "a!ana, famous commentators on the Vedas, have inferred from the 8ig Veda h!mn that the students were given three grades as under: 1. &aha <ra(anan grade:6 "tudents of ver! high abilit!. 2. &adh!ama <ra(anan grade:6 "tudents of high abilit!. 3. >lpa <ra(anan grade:6 "tudents of low abilit!. *,1,6 Autono$7 o) Educational Institutions Teachers in the Vedic period were autonomous in their work and the! followed various methods of admission and assessment. > teacher was the sole pedagogic authorit! to decide whether the student was fit for admission 7 also to decide whether he had completed his studies. *,1,18 Studentshi( There is a long h!mn in the +>tharva Veda describing the ceremon! pertaining to studentship. The initiation ceremon! was called /pana!ana which lasted three da!s. t laid down the foundation of a planned life. The pupil owed his first birth6ph!sical to his parents 7 the second birth spiritual to his teacher. The rite of /pana!ana was meant to purif! bod! and mind and to make one fit for receiving education. >fter +/pana!ana the pupil entered into a state of +Brahmachar!a indicating that it was a mode of life, and a s!stem of education. The +Brahmachari as the aspirant for education was now called lived according to prescribed regulations, i.e., ph!sical discipline as well as spiritual discipline. *,1,11 Curriculu$ >ccording to recent researches, following disciplines were included in the curriculum in the graded forms in accordance with the stages of education. 1. >nthropolog! 2. >stronom! 3. ?conomics 4. ?pistemolog! 0. ?schatolog! 2. ?thnolog! 0

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3. 4eolog! 5. 'uman eugenics D. &athematics 1E. &ilitar! "cience The s!stem of education was well6organi(ed. t was suited to the needs of the societ! education was considered as the greatest gift in ancient ndia. t was aimed at the development of personalit! of an individual to his ma.imum e.tent. ?ducation helped in the reali(ation of spiritual 7 moral values, besides preparing for worldl! pursuits. t was freel! available to all those who wanted the relations between teachers and the pupils were based on love and affection. The! were ver! cordial 7 intimate. *,2 E:;CATIO. :;0I.> B;:'IST PE0IO: The monasteries were the centers of education during the Buddhist period. Besides monasteries, there were no other organi(ation for imparting education. 1nl! the Buddhist could receive religious and other t!pes of education. 1ther persons were deprived of this facilit!. There was no place for Ca;na in the Buddhist s!stem. Buddhist period in ndian education roughl! starts from 2EE B.= and last for about 12EE !ears till 2EE>.@. during Vedic period education was mostl! individualistic effort whereas during Buddhist period institutional organi(ation is one of the chief characteristics of education. Buddhist education was based on the teaching of 4autam Buddha. These teachings were so important that the! remained a source of inspiration for individual as well as social development in ndia. The influence of Buddhist teachings can not be undermined even during later period. *,2,1 Ai$s o) education The chief aims of Buddhist education had been the following :6 ?1@ :e5elo($ent o) education:6 The chief aim of Buddhist education was all round development of childs personalit!. This included his ph!sical , mental, moral and intellectual development. ?2@ -or$ation o) character:6 @uring this period, in the organi(ation of education, special emphasis was laid on the formation of character of the students. "tudent life was hard and rigorous. The! observed celibac!. ?*@ 0eligious education:6 n the Buddhist era, religion was given top priorit! and education was imparted through it. The chief aim of education was propagation of religion and inculcation of religious feelings and education served as a mean to achieve salvation or nirvana. ?/@ Pre(aration )or li)e:6 n this s!stem of education, there was a provision for imparting wordil! and practical knowledge along with religious education so that when the students entered normal life the! ma! be able to earn their livelihood. *,2,* -our noble truths Buddha was primaril! an ethical teacher and reformer, not a metaph!sician. The message of his enlightenment points to man the wa! of life that leads be!ond suffering. The four noble truths are:6 A1B There is suffering. A2B There is cause of suffering A@ukhasamauda!aB. A3B There is cessation of suffering A@ukhanirodhaB. A4B There is a wa! leading to the cessation of suffering A@ukhanirodh6 margB. *,2,/ Pabba=a cere$on7

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<abba;a was an accepted ceremon! of the Buddhist monasteries. <abba;a means going out . >ccording to this ceremon! the students after being admitted to a monaster! had to renounce all his worldl! and famil! relationship. >n individual belonging to an! caste could be admitted to a monaster! and after being admitted he did not belong to an! caste. -or pabba;a ceremon! the individual had to get his head full! shaved and put on !ellow clothes. n this shape he was presented before the presiding Bhikshu. 1n presentation this individual would pra! for admission to the monaster!. 1n his pra!er the head Bikshu would administer three basic advices: A1B take refuse with Budha. A2B take refuge with religion. A3B take refuge with the order. The aspirant for admission used to pronounce these advices ver! distinctl!. Then his admission was permitted. 1n being admitted the individual was called a "harman. *,2,1 ;(asa$(ada cere$on7 >fter pabba;a the Buddhist monk had to undergo the /pasampada ceremon!. This ceremon! was different from pabba;a ceremon!. t was after receiving education for twelve !ears, that it is at the age of twent! !ears,/pasampada ceremon! was performed. The "harman has to present himself in front before all other monks of the monaster!. 1ne could be admitted for this ceremon! onl! when the ma;orit! of the monks voted in favour of the same. >fter this ceremon! the "harman was regarded as full6 fledge member of the monaster!. 1n this occasion all his worldl! and famil! relationships ended. *,2,2 0es(onsibilit7 o) teacher Both the teacher and the student were responsible to the monaster! or the Buddhist order. But regarding education, clothes , food and residence of the student monk, the teacher was wholl! responsible. The teacher was also responsible for an! treatment of the student whenever he fell ill. The teacher used to bestow all the affection to his student and used to educate his through lecture and *uestion answer method. *,2,3 :ail7 routine o) students ?:iuchari7a@ The student was e.pected to serve his teacher with all devotion. 1n rising in the morning the student will arrange ever!thing for the dail! routine of the teacher. 'e will cook his food and clean his clothes and utensils. $hatever he ac*uired through begging alms, he would place before teacher. The student had to prepare himself to receive education at an! time whenever the teacher re*uired him. *,2,4 Curriculu$ The curriculum was chiefl! spiritual in nature. t was because the chief aim of education was to attain salvation. "o the stud! of the religious books was most important. This t!pe of curriculum was meant onl! for the monks. Besides these spinning, weaving, printing of the clothes, tailoring, sketching, accountanc!, medicines, surger! and coinage were the other sub;ects of Budhist education. *,2,6 EA(ulsion o) (u(ils The teacher of a buddhist monaster! were empowered to e.pel an! student on charge of misconduct or an! t!pe of serious disobedience. 'owever, the student was e.pelled onl! when it was definitel! ascertained that he lacked faith and respect for the teacher and the other things related to the sanctit! of the monaster!. >fter the death of the teacher or when the teacher changed his religion or left the monaster! for elsewhere, the students also deserted the monaster!. The education of the concerned students ended then and there. 3

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*,2,18 ethod o) teaching Budhist education aimed at purit! of character. ,ike Vedic education it was training for moral character rather than ps!chological development of the students. 1ne has to attain the stage of Bodhisattva. &ental and moral development was emphasi(ed. -ollowing were the methods:6 1, Verbal education: Through the art of writing had been well developed up to Buddhist period !et, due to shortage and no availabilit! of writing materials, verbal education was prevalent as it was in Vedic age. The teacher used to give lessons to the novices who learnt them b! heart. The teacher used to put *uestions on the learning the lesson b! heart. 2, :iscussion: n order to win discussion or "hastrartha and impress the general public, it was necessar! to improve the power of discussion. This was also needed to satisf! the critics and opposing groups and establish ones own cult. Thus, rules were framed for discussion. *, Pro$inence o) logic: The importance of discussion encouraged the logic in the Buddhist period. The controversial matters could not be decided without logical argument. ,ogic was also useful in the development of the mental power and knowledge. /, Tours: The main of the Budhist monks was to propagate Buddhism .'ence some >char!as like "ariputta, &aha!aggalva, >niruddha, 8ahula, etc gave the importance to tours for educating people. 1, Con)erence: =onferences were arranged on ever! full moon and 1st da! of month in the Budhist sanghs. The monks of different sanghs assembled and put forward their doubts freel!. The attendance of ever! monk was compulsor! in such conference. 2, editation in solitude: "ome Budhist monks were more interested in isolated spiritual meditation in lonel! forests and caves. 1nl! those monks were considered fit for lonel! meditation who had full! renounced the worldl! attraction and had spent enough time in the sanghs and had gained the efficienc! for solitar! medications. *,2,11 Asse$bl7 o) learned (eo(le 1n the beginning and close of ever! month learned people used to assemble together. This t!pe of assembl! together was a ver! important part of Buddhist education. The purpose of this assembl! was to maintain the moral standards of all the monks, because the total education was based on moralit!. t was compulsor! for all the monks to be present in this assemble so much so that even ill monks used to tr! to attend it an!how. f due to illness it was not possible for monk to come, then assembl! was held near his residence. This assembl! was *uite democratic and it has immense moral impact on all concerned. *,2,12 The nature o) $ass education The monasteries or Buddha Vihars were the chief centres of learning and onl! the Budhist monks could be admitted to them for education. Thus there was no planned arrangement for mass education as such during the period. t form this position it would be wrong to construce that the Budhist monks were unkindful of the education of the people in general. "o at the time of begging alms the monks used to remove the religious doubts of the people through their interesting conversation or short and alp lectures. Thus the people in general received moral and religious education from the monks. *,2,1* %o$en education $omen education during the Budhist period was at its lowest ebb, as the women folk were despised in the sense that lord Buddha had regarded them as the source of all evils. "o he had advised during his regarded them as the source of all evils. "o he had advised during his life time not to admit women in monasteries. But after some time due to the insistence of his dear pupil

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>nand, Buddha had permitted about 0EE women along with his stepmother for admission in vihars with man! restriction and reservation. *,2,1/ Vocation Education Vocation education was not ignored during the budhist s!stem of education. The monks of Vihar were taught spinning, weaving and sewing in order that the! meet their clothing re*uirement. The! were taught architecture as well. ?ducation in architecture enabled them to build up new Vihars or repair the old ones. "imilarl! the householders following Buddhism but living outside Vihar were given training in different t!pe of and also earn their livelihood. *,2,11 0ole o) Teacher in Buddhist s7ste$ Buddhist philosoph! admit the possible of attaining peace here and now, though, it start with a pessimistic note. Teacher, therefore, need not have an! cr! of despair. Bhikshus were the teacher. Budhist vihar as or monasteries have their methods of mitation and training for the apprentices. The preceptor must give his disciple, all possible intellectual and spiritual help and guidance. There was mutual esteem between the teacher and the pupil. There relations were like father and son. The teacher was regarded as spiritual father or intellectual father of the student. @uring Budhist period the place of teacher in the scheme of education was ver! important. There were the categories of teachers F >char!as and /padha!as. >ccording to "utras ,iterature >char!a ma! admit according to his unfettered discretion, a number of pupils, who would have to live with him at this house, for a minimum period of twelve !ears. 'e would not accept an! fees from the pupils under this instruction. The progress shown b! pupil was the onl! factor that determined the continence of his apprenticeship. *,2,12 Student in Buddhist s7ste$ o) education The Buddhist s!stem like the Brahmanical, en;oins upon the pupil the dut! of serving this preceptor as a part of education. The pupils is to rise earl! in morning from the bed and give his teacher teeth6cleanser and water to rinse his mouth withG then, preparing a seat for him, serve him rice6 milk in rinse his mouth withG then, preparing as seat for him, serve him rice milk in rinsed ;ug, and after his drinking it, wash the vessel and sweep the place. >fterwards he is to e*uip him for his begging round b! giving him fresh undergarments, girdle, his two upper garments, and his alms6 bowl rinsed and filled with water and then is to dress and e*uip himself similarl! if he wants to accompan! his teacher but must not walk too far from or near wants to accompan! his teacher but must not walk too far from or near wants to accompan! his teacher but must not walk too far from or near him. 'e is not to interrupt his teacher in speaking, even if he makes a mistake. There were also rules for the e.pulsion of a pupil b! his teacher. n five cases a "addhiviharika ought to be turned awa!G when he does not feel great affection for his /pa;;ha!a, nor great inclination towards him, nor much shame, nor great reverence, nor great devotion. The present education e.periment like basic education, Vishwa Bharti ,>urobindo >shram, 4urukul 9angri and Banasthali Vid!apeeth,etc., are the glaring e.amples of our ancient s!stem of education in the countr!. n the words of ".9.&uker;ee, #The! were started with the ob;ect of reviving the ancient institution of Brahamachar!a, of revitali(ing ancient ndian philosoph! and literature and of producing good citi(ens and preachers of Vedic religion.% $hile delivering his address in the @ada Bhai )auro(i lectures series ,.". &udaliar, a renowned ndian educationist had said #,et our !oung ndian reali(e the heritage that is there. &a! the !oung generation imbibe the true spirit of ndia and follow it in all their endeavours.%

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?/@ Points to re$e$ber 4.1 >ncient education emerged from the Vedas. The! are supposed to be the source of ndian philosoph! of life. Vedas means +to know. 4.2 The basis of ndian culture lies in the Vedas, which are four in number6A1B 8ig Veda A2B "ama Veda A3BCa;ur Veda A4B>tharva Veda. 4.3 $omen were given full status with man during the Vedic age. 4.4 Buddhist education was based on the teaching of 4autam Budha. 4.0 The chief aim of education was spread of Buddhist religion and attainment of nirvana through it. 4.2 <abba;;a was an accepted ceremon! of the Buddhist monasteries.
LIST OF ALL ACTS IN INDIA Additional Duties of Excise (Goods of Special Importance) Act !"#$ Administrati%e &ri'unals Act !"(# Ad%ocates Act !")! A*ricultural +efinance , De%. -orpn.Act !"). Air (Pre%. and -ontrol of Pollution) Act !"(! Apprentices Act !")! !")/ Ar'itration , -onciliation Act !"") Ar'itration Act !"01 alon*with Ar'itration (Protocol and -on%ention) Act !".$2 Architects Act !"$/ with -ouncil of Archi. +ules !"$. 3ankin* Pu'lic 4inancial Institutions , 5e*otia'le Instruments 6aws (Amend.)Act !"(( 3ankin* +e*ulation Act !"0" 3eedi 7orkers 7elfare -ess Act !"$) 3eedi 7orkers 7elfare 4und Act !"$) 3eedi and -i*ar 7orkers (-onditions of Employment) Act !")) 3enami &ransactions (Prohi'ition) Act !"(( 3oilers Act !"/. 3om'ay 6a'our 7elfare 4und Act !"#. 3onded 6a'our System (A'olition) Act !"$) 3uildin* , 8ther -onstruction 7orkers9 7elfare -ess Act !"") -hild 6a'our (Prohi'ition , +e*ul.) Act !"() 3uildin* , 8ther -onstruction 7orkers9(+e*ulation of Employment ,-onditions of Ser%ice) Act !"") 3ureau of Indian Standards Act !"() -a'le &ele%ision 5etworks (+e*ul.) Act !""# -arria*e 'y Air Act !"$/ -arriers Act !()# -entral A*ricultural :ni%ersity Act !""/ -entral Apprent. -ouncil +ules !")! -entral Excise &ariff Act !"(# -entral Excises Act !"00 -entral ;otor <ehicles +ules !"(" -entral Sales &ax Act !"#) -hit 4unds Act !"(/ -hristian ;arria*e Act !($/

Priyanka chawla m.com -ine 7orkers and -inema &heatre 7orkers (+e*ulation of Employment)Act !"(! -inemato*raph Act !"#/ -iti=enship Act !"## !"#) -ode of -i%il Procedure !"1( -ode of -riminal Procedure !"$. -ommission of Sati (Pre%ention) Act !"($ -ommissions of In>uiry Act !"#/ -ompanies Act !"#) -ompany Secretaries Act !"(1 -ompetition Act /11/ -onsumer Protection Act !"() -onsumer Protection Act !"() -ontempt of -ourt Act !"$! -ontract Act !($/ -ontract 6a'our (+e*ulation and A'olition) Act !"$1 -opyri*ht Act !"#$ -ourt 4ees Act !($1 -ustoms Act !")/ Dan*erous ;achines (+e*ul.) Act !"(. Delhi Apartment 8wnership Act !"() Delhi -.P. +ules !"($ Delhi -o?operati%e Societies Act !"$/ Delhi De%elopment Act !"#$ Delhi 4ire Pre%ention and 4ire Safety Act !"() Delhi @u%enile @ustice +ules !"($ Delhi ;unicipal -orporation Act !"#$ Delhi Police Act !"$( Delhi +ent Act !""# Delhi Sales &ax Act !""! Deposit Insurance , -redit Guarantee -orpn. Act !")! Depositories Act !"") Desi*ns Act /111 Dissolution of ;uslim ;arria*es Act !"." Di%orce Act !()" Dock 7orkers (Safety Aealth , 7elfare)Act !"() Dowry Prohi'ition Act !")! Dru*s (Prices -ontrol) 8rder !""# Dru*s and -osmetics Act !"01 Easements Act !((/ Electricity Act /11. Electricity +ules !"#) Electricity (Supply) Act !"0( Emi*ration Act /11. Employees Pension Scheme !""#

Priyanka chawla m.com Employees9 Pro%ident 4unds , ;iscellaneous Pro%isions Act !"#/ Employees State Insurance Act !"0( Employment Exchan*es (-ompulsory 5oti.of <acancies) Act !"#" Employment of -hildren Act !".( En%ironment (Protection) Act !"() E>ual +emuneration Act !"$) Essential -ommodities Act !"## Essential -ommodities Act !"## E%idence Act !($/ Expenditure &ax Act !"($ Export?Import 3ank of India Act !"(! 4actories Act !"0( 4amily -ourts Act !"(0 4ertiliser (-ontrol) 8rder !"(# 4ixation of +ates Act !"#( 4orei*n Awards (+eco*nition and Enforcement) Act !")! and Ar'itration and -onciliation Act !"") 4orei*n -ontri'ution (+e*ulation) Act !"$) 4orei*n Exchan*e ;ana*ement Act !""" 4orei*n Exchan*e +e*ul. Act !"$. 4orei*n ;arria*e Act !")" 4orei*n &rade (De%elopment , +e*ul.)Act !""/ 4reedom of Information Act /11/ General -lauses Act !("$ Geo*raphical Indications of Goods (+e*istration and Protection) Act !""" Go%ernment Grants Act !("# Go%ernment of 5ational -apital &erritory of Delhi Act !""! Go%ernment of 5ational -apital &erritory of Delhi Act !""/ Guardians and 7ards Act !("1 Aindu Adoptions and ;aintenance Act !"#) Aindu ;arria*e Act !"## Aindu ;inority , Guardianship Act !"#) Aindu Succession Act !"#) Aire Purchase Act !"$/ Aotel +eceipts &ax Act !"(1 Immoral &raffic (Pre%ention) Act !"#) Income &ax Act !")!