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

Chapter III THE TEACHER AND THE STUDENT. Teacher deeply revered-His training-His qualifications-High code of his profession-Duties of the teacher-His income-Student's duties- Relations between teachers and students-Student's daily life-His duty to beg daily food-Rules of discipline-Were they unreasonable? Introduction : We have now seen what were the ideals, postulates and principles of the ancient Indian educa- tional system. Now we propose to discuss the topics and problems connected with the qualifications of the teacher, the ideals which animated him, the position that was accorded to him in society, the nature of the relationship that existed between him and his students and the import- ant features of the student life. These are important topics, as they have a vital bearing on the success or failure of the educational system. Importance of the Teacher : The importance which in modern times is attached to the Institution or the Alma Mater was in ancient days attached to the teacher in India. This was but natural, for organised educational institutions came rather late into existence in this country, as was also the case in the West. The person who takes charge of immature children and makes them worthy and useful citizens in society was naturally held in high reverence. It was the function of the teacher to lead the student from the darkness of ignorance to the light of knowledge. The lamp of learning is concealed under a cover, says one thinker; the teacher removes it and lets out the light.¹ The student therefore must be very grateful

1. Cf. यथा घटप्रतिच्छन्ना रत्नराजा महाप्रभाः । अकिंचित्करतां प्राप्तास्तद्वद्विद्याश्चतुर्दश ॥ Quoted by Aparāka on Yaj. I, 212