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

1] THE CONCEPTION AND IDEALS OF EDUCATION 11 divorcing power from virtue, intellectual and scientific progress from moral and spiritual values, which are being so vividly illustrated in the west in the modern age, were well realised by ancient Indians; they have therefore insisted that, while a man is being educated, his regard for morality ought to be developed, his feeling of good will towards human beings ought to be strength- ened and his control over his mind ought to be perfected, so that he can follow the beacon light of his conscience.¹ In other words, education ought to develop man's ideal nature by giving him a sure moral feeling and by enabling him to control his original animal nature. The tree of education ought to flower in wisdom as well as in virtue, in knowledge as well as in manners. How Character was to be Formed: Direct injunctions to develop a sense of moral rectitude were scattered over almost every page of books intended for students; they were also orally given to them by their teachers every now and then. Apart from them, how- ever, the very atmosphere in which students lived, was calculated to give a proper turn to their character. They were under the direct and personal supervision of their teacher, who was to watch not only over their intellectual progress but also over their moral behaviour. Ancient Indians held that good character cannot be divorced from good manners; the teacher was to see that in their every day life students followed the rules of etiquette and good manners towards their seniors, equals and inferiors. These rules afforded an imperceptible but effective help in the formation of character. The rituals ¹ Compare the view of Herbert: The aim of education should be to instill such ideas as will develop both the understanding of the moral order and a conscientious spirit in carrying it out. Great Educationalists, pp, 175-6.