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

II] SOME EDUCATIONAL PRINCIPLES AND POSTULATES 31 those of Nābhānedishṭa and Kṛishṇa showing that students were being actually sent to reside with their preceptors. Of course this was recommended only in the case of students of higher education. The evidence of the Jātakas shows that they used to leave their homes, not perhaps immediately after their Upanayana, but at about the age of 14 or 15 when they were old enough to look after themselves in a distant place. It is also likely that parents living in the same locality with the teacher, or belonging to the same place where the educational institute was located, may not have always sent their wards to stay with their preceptors or in boarding houses. But such cases could not have been many. On the other hand there is evidence to show that rich persons used to deliberately send their children to distant places, even when there were famous teachers in their own towns, because they were anxious that they should reap the benefits of the Gurukula system. Gurukula System why Recommended: The recognition of the importance of association and imitation was one of the main reasons for the great emphasis laid on the Gurukula system. Direct, personal and continuous con- tact with a teacher of noble character naturally produces great effect on the mind of the scholar during the pliable period of childhood and adolescence. The close associa- tion with elderly scholars, who had made progress in education and won the applause of their teachers, naturally (Continued from the last page) It is interesting to note that the Law of Limitation was relaxed in favour of students staying away from their homes at Guru- kulas; cf. ब्रह्मचारी चरेत्कश्चिद्व्रतं षट्त्रिंशदाब्दिकम् । समावृत्तो व्रती कुर्यात्स्वधनान्वेषणं ततः ॥ पंचाशदाब्दिको भोगस्तद्धनस्यापहारकः ॥ Kātyāyana in Pa. M. Vol. III, i, p. 148.