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

14 EDUCATION IN ANCIENT INDIA [Ch.
reliance is the mother of self-confidence, and the Hindu
educational system seeks to develop it in a variety of
ways, as we shall see in the following pages. Uncertainty
of the future prospect did not damp the student's self-con-
fidence. If he was following a professional course, his
career was already determined. There was no overcrowd-
ing or cut-throat competition in professions. If he
was taking religious and liberal education, poverty was
to be the ideal of his life. His needs ought to be, and
as a matter of fact were, few, and the state and society
supplied them well.
Influence of Self-restraint: The element of
self-restraint, that was emphasised by the educational
system, further served to enrich the student's personality.
Self-restraint that was emphasised was distinctly different
from self-repression. Simplicity in life and habits was
all that was insisted upon. The student was to have a
full meal, only it was to be a simple one. The student
was to have sufficient clothing, only it was not to be
foppish. The student was to have his recreations, only
they were not to be frivolous. He was to lead a life of
perfect chastity, but that was only to enable him to be an
efficient and healthy householder when he married. It will
be thus seen that what the educationalists aimed at did not
result in self-repression, but only promoted self-restraint
that was so essential for the development of a proper
personality. Nor was this self-restraint enforced by
Spartan ways of correction and punishment. The teacher
was required to use persuasion and spare the rod as far
as possible. He was liable to be prosecuted if he used
undue force. Self-discipline was developed mainly by
the formation of proper habits during the educational
course.
Discrimination and Judgment Developed: It may