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

IV] EDUCATIONAL ORGANISATION AND FINANCE 81 India. It was the duty of Brahmanas, who were the custodians of ancient culture and learning, to teach all qualified students free of any charge. If a student was poor, the teacher could not refuse him admission; he had to teach him in return for personal service and in expec- tation of some lump sum to be received later, when he had finished his education and was in a position to collect subscription for the purpose. As far as well-to-do persons were concerned, they were expected to pay the maximum they could do to the teacher. Government also was expected to enable the teachers to impart free education by giving them land grants and pensions. It was also expected to give rich endowments to public institutions in order to enable them to offer not only free instruction but also free boarding and lodging. The available evidence shows that this arrangement fostered a proper sense of responsibility and worked on the whole quite satisfactorily. Admission Procedure: In ancient Indian educa- tional system there were no examinations, diplomas and migration certificates; every student, therefore, who sought admission to a higher course, had to undergo a severe test to prove that he was fit for it. The duty to provide free education that was imposed upon teachers and insti- tutions must also have naturally resulted in making the admission test a stiff one. The test was partly moral and partly intellectual. Morally disqualified students were summarily rejected (Nirukta, II. 4). In ordinary schools dullards were given a trial and advised discontinuance of studies, when it was discovered that they could not im- prove. In famous centres like Nālandā, where the rush was great, the admission test was very stiff; only two or three out of ten could succeed in getting admission¹. Both at Nālandā and Vikramāśīlā, there were special

1. Watters, II, p. 165; Beal, II. 170-1. 6