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

1] THE CONCEPTION AND IDEALS OF EDUCATION 15 be further pointed out that the powers of discrimination and judgment, so necessary for the development of proper personality, were well developed in students taking liberal education and specialising in logic, law, philosophy, poetics or literature. These branches of study bristled with controversies and the student had to understand both the sides, form his own judgment and defend his position in literary debates. It was only with the Vedic students that education became mechanical training of memory. This became inevitable in later times when the literature to be preserved became very extensive and the modern means for its preservation in the form of paper and print- ing were unavailable. In earlier days even Vedic students were trained in interpreting the hymns they used to commit to memory. Stress on Social Duties: The inculcation of civic and social duties, which was the fourth aim of the educational system, was particularly emphasised. The graduate was not to lead a self-centred life. He must teach his lore to the rising generation even when there was no prospect of a fee. He was enjoined perpetuation of race and culture by raising and educating progeny. He was to perform his duties as a son, a husband, and a father conscientiously and efficiently. His wealth was not to be utilised solely for his own or his family's wants ; he must be hospitable and charitable. Particularly emphatic are the words in the convocation address, emphasising these duties.¹ Professions had their own codes of honour. which laid stress on the civic responsi- bilities of their members. The physician was required to relieve disease and distress even at the cost of his life. The warrior had his own high code of honour, and could Tai. Up., I, 11.