प्राचीन भारत में शिक्षा (डॉ. ए.एस. अल्तेकर - गुरुकुल एवं बौद्ध विहार शिक्षण इतिहास)

IV] EDUCATIONAL ORGANISATION AND FINANCE 93 great hold over the public mind in ancient times and this spiritual exaltation of Vidyādāna secured so wide and ample a response to the cause of education, both from the public and the government, that it used to become possible to impart free education at least to all poor students, wishing to derive its benefits. Help by Society; the Quota of Ordinary Men: There is ample evidence to show that society was always anxious to help the cause of education in a variety of ways. Even the poorest family was required to support the cause of education by giving a morsel of food to the poor and hungry student coming to beg food at the door at midday; to turn away such a student was pronounced to be the gravest of sins.¹ Men of ordinary means used to support the cause of education in a variety of ways. They used to offer presents only to learned Brahmanas on the occasion of Śrāddha; these presents were fairly numerous and frequent for the Śrāddha was performed in ancient times once in a month and not once in a year, as is the case now. On the occasion of religious feasts as large a number of students and teachers as possible was invited: the citizens of Taxila, for instance, were particular to follow this practice (Jātaka No. 498). On auspicious occasions like Upanayana and marriage, families used to give donations in cash or kind to teachers and educational institutions.² The Quota of Richer Citizens: Rich persons used to help the cause of education in more substantial ways. They would often engage the services of a teacher ¹ स्त्रीणां प्रत्याचक्षाणां समाहितो ब्रह्मचारी इष्टं दत्तं हुतं प्रजां पशून्ब्रह्मवर्चस- मन्नाद्यं वृङ्क्ते । Ap. Dh. S., I. 1, 3, 24-25 G. Br., 2. 5-7 has a similar warning. ² The citizens of Salotgi, for instance, used to follow this practice; see E. I., IV, p. 60.