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

28 EDUCATION IN ANCIENT INDIA [Ch.
teacher in Taxila, when giving physical punishment
to a royal student from Benares, who would not give up
his stealing habits in spite of repeated exhortations,
exclaims that the use of the rod cannot be altogether
given up by a teacher (Jā., No. 252). He takes up the
position of Manu and Gautama, which represents the
via media, and seems to have been generally followed in
ancient India.¹ The Taxila teacher seems to have held
views similar to those of Locke, who permits corporal
punishment for moral remissness.
Corporal Punishment Elsewhere: In ancient times
corporal punishment was the order of the day. It was
given in Sparta not only as a corrective, but also as a
means of making students hardier. In the schools of
this city, there were rather whipping exercises than the
imposition of corporal punishment. Other schools in
ancient times did not go to the extreme length of Sparta,
but permitted a liberal use of the rod. The same was
the case with the Europe of the Middle Ages and it was
but natural. At a time when man was regarded as a
vessel of sin, and when he hoped to become fit for heaven
only through a bitter struggle with the flesh, extreme
views about the place of punishment naturally prevailed
among educationalists. The reaction started only with
Rousseau.
Importance of Habits: One of the best ways to
secure ready cooperation from students was to encourage
proper habits; great importance was therefore attached
to the formation of proper habits by the student during
his education course. It was realised that habits consti-
tuted a second nature and those formed during the pliable

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¹ 1. In Medieval India, as in Medieval Europe, corporal punishment
was liberally administered in village schools. The old ideals were for-
gotten by this time.