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

10 EDUCATION IN ANCIENT INDIA [Ch.
career, only a microscopic minority used to remain life-
long Brahmachārins, pursuing the spiritual quest: the
vast majority was expected to become and did become
householders. The direct aim of all education, whether
literary or professional, was to make the student fit to
become a useful and pious member of society.
Formation of Character: The illumination and
power, which men and women received from educa-
tion, was primarily intended to transform and ennoble
their nature. The formation of character by the proper
development of the moral feeling was therefore the
second aim of education. Like Locke, ancient Indian
thinkers held that mere intellectual attainments were of
less consequence than the development of a proper moral
feeling and character. The Vedas being held as revealed,
educationalists naturally regarded their preservation as
of utmost national importance; yet they unhesitatingly
declare that a person of good character with a mere
smattering of the Vedic knowledge is to be preferred
to a scholar, who though well versed in the Vedas, is
impure in his life, thoughts and habits.¹ Montaigne
has observed, "Cry out, 'there is a learned man' and
people will flock round him."; cry out 'there is a good
man', and people will not look at him." Indian thinkers
were aware of this natural human tendency and wanted
to counteract it by pointing out that character was more
important than learning. One thinker goes to the extent
of saying that he alone is learned who is righteous.²
This opinion tallies remarkably with that of Socrates,
who held that virtue is knowledge. Evil effects of
1 सावित्रीमात्रसारोपि, वरं विप्रः सुयन्त्रितः ।
नायन्त्रितस्त्रिवेदोपि सर्वाशी सर्वविक्रयी ॥ Manu, II. 118.
2 धर्मं हि यो वर्धयते स पण्डितः । Mbh., XII. 321.78.