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

1] THE CONCEPTION AND IDEALS OF EDUCATION 11
divorcing power from virtue, intellectual and scientific
progress from moral and spiritual values, which are
being so vividly illustrated in the west in the modern
age, were well realised by ancient Indians; they have
therefore insisted that, while a man is being educated,
his regard for morality ought to be developed, his feeling
of good will towards human beings ought to be strength-
ened and his control over his mind ought to be perfected,
so that he can follow the beacon light of his conscience.¹
In other words, education ought to develop man's ideal
nature by giving him a sure moral feeling and by
enabling him to control his original animal nature. The
tree of education ought to flower in wisdom as well as
in virtue, in knowledge as well as in manners.
How Character was to be Formed: Direct
injunctions to develop a sense of moral rectitude were
scattered over almost every page of books intended for
students; they were also orally given to them by their
teachers every now and then. Apart from them, how-
ever, the very atmosphere in which students lived, was
calculated to give a proper turn to their character. They
were under the direct and personal supervision of their
teacher, who was to watch not only over their intellectual
progress but also over their moral behaviour. Ancient
Indians held that good character cannot be divorced
from good manners; the teacher was to see that in their
every day life students followed the rules of etiquette
and good manners towards their seniors, equals and
inferiors. These rules afforded an imperceptible but
effective help in the formation of character. The rituals
¹ Compare the view of Herbert: The aim of education should
be to instill such ideas as will develop both the understanding of the
moral order and a conscientious spirit in carrying it out. Great
Educationalists, pp, 175-6.