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

50 EDUCATION IN ANCIENT INDIA [Ch.
accent and pronunciation in the Vedic recitation, and
these could be properly learnt only from the lips of a
properly qualified teacher. The continuous transmission of
the store of the Vedic knowledge, which society regarded
as priceless, was possible only through the instrument-
ality of the teacher and his importance therefore could
not be exaggerated. With the rise of the mystical systems
of philosophy in the age of the Upanishads, the reverence
for the Guru became still more intensified ; for spiritual
salvation depended almost entirely upon his proper
guidance.¹ This deification of the philosophical Guru
was not without its reaction in favour of the ordinary
teacher who taught disinterestedly without stipulating for
any fees. We should further remember that books being
dear and rare, the student had generally to rely upon his
teacher alone to a much greater degree than is the case
now.² in the case of professions, even when books exist
in plenty, a good deal more has to be learnt from the
teacher. So a competent and sympathetic teacher, who
would unreservedly place at the disposal of his pupil the
essence of all his experience, could hardly be over-
venerated by the artisan apprentice working under him.
The glorification of the teacher must have produced
great psychological influence on students, for childhood
is the hey day of personal influence.

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1 नैषा मतिस्तर्केणापनेया प्रोक्तान्येनैव सुज्ञानाय प्रेष्ठ । K. Up., II, 9.
तद्विज्ञानाय गुरुमेवाभिगच्छेत्समित्पाणिः श्रोत्रियं ब्रह्मनिष्ठम् ।:
Mun. Up, 1, 2, 3.
2 Mss. were often unreliable; so there was a prejudice against
students, who had not read under a teacher: cf:—
पुस्तकप्रत्ययाधीतं नाधीतं गुरुसंनिधौ ।
भ्राजते न सभामध्ये जारगर्भ इव स्त्रियः ॥
Nārada quoted by Pa. Mā., at I, 38.