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

1] THE CONCEPTION AND IDEALS OF EDUCATION 15
be further pointed out that the powers of discrimination and
judgment, so necessary for the development of proper
personality, were well developed in students taking liberal
education and specialising in logic, law, philosophy,
poetics or literature. These branches of study bristled
with controversies and the student had to understand both
the sides, form his own judgment and defend his position
in literary debates. It was only with the Vedic students
that education became mechanical training of memory.
This became inevitable in later times when the literature
to be preserved became very extensive and the modern
means for its preservation in the form of paper and print-
ing were unavailable. In earlier days even Vedic students
were trained in interpreting the hymns they used to
commit to memory.
Stress on Social Duties: The inculcation of civic
and social duties, which was the fourth aim of the
educational system, was particularly emphasised. The
graduate was not to lead a self-centred life. He must
teach his lore to the rising generation even when there
was no prospect of a fee. He was enjoined perpetuation
of race and culture by raising and educating progeny.
He was to perform his duties as a son, a husband, and
a father conscientiously and efficiently. His wealth was
not to be utilised solely for his own or his family's wants ;
he must be hospitable and charitable. Particularly
emphatic are the words in the convocation address,
emphasising these duties.¹ Professions had their own
codes of honour. which laid stress on the civic responsi-
bilities of their members. The physician was required to
relieve disease and distress even at the cost of his life.
The warrior had his own high code of honour, and could
Tai. Up., I, 11.