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

28 EDUCATION IN ANCIENT INDIA [Ch. teacher in Taxila, when giving physical punishment to a royal student from Benares, who would not give up his stealing habits in spite of repeated exhortations, exclaims that the use of the rod cannot be altogether given up by a teacher (Jā., No. 252). He takes up the position of Manu and Gautama, which represents the via media, and seems to have been generally followed in ancient India.¹ The Taxila teacher seems to have held views similar to those of Locke, who permits corporal punishment for moral remissness. Corporal Punishment Elsewhere: In ancient times corporal punishment was the order of the day. It was given in Sparta not only as a corrective, but also as a means of making students hardier. In the schools of this city, there were rather whipping exercises than the imposition of corporal punishment. Other schools in ancient times did not go to the extreme length of Sparta, but permitted a liberal use of the rod. The same was the case with the Europe of the Middle Ages and it was but natural. At a time when man was regarded as a vessel of sin, and when he hoped to become fit for heaven only through a bitter struggle with the flesh, extreme views about the place of punishment naturally prevailed among educationalists. The reaction started only with Rousseau. Importance of Habits: One of the best ways to secure ready cooperation from students was to encourage proper habits; great importance was therefore attached to the formation of proper habits by the student during his education course. It was realised that habits consti- tuted a second nature and those formed during the pliable

---

¹ 1. In Medieval India, as in Medieval Europe, corporal punishment was liberally administered in village schools. The old ideals were for- gotten by this time.