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

52 EDUCATION IN ANCIENT INDIA [Ch.
fairly good teaching experience to his credit by the time
he left his alma mater. The absence of training colleges
therefore did not materially tell upon the efficiency
of the teachers at least as far as higher education was
concerned.
Qualifications of the Teacher : Since the teacher
was held in high veneration, he was naturally expected to
possess several qualifications. The student was to look
upon the teacher as the ideal person and regulate his own
conduct by the example of his teacher. The latter there-
fore was expected to be a pious person of very high
character. He was to be patient and treat his students
impartially. Above all he was to be well grounded in his
own branch of knowledge; he was to continue his read-
ing throughout his life.¹ Profound scholarship however
was not sufficient for the teacher. He must have a fluent
delivery, readiness of wit, presence of mind, a great stock
of interesting anecdotes and must be able to expound
the most difficult texts without any difficulty or delay.²
In a word, he should be not only a scholar but also an
adept in teaching; then only he would be a great teacher,
as pointed out by Kālidāsa.³ The teacher must further be
able to inspire as well as to instruct; his piety, character,
(Continued from the last page)
Nālandā and Valabhi, I-tsing says that they passed two or
three years in these Universities, instructed by their teachers and
instructing others. I-tsing, p. 177
1 यावज्जीवमधीते विप्रः ।
2 प्रवृत्तवाक् चित्रकथः ऊहवान् प्रतिभानवान् ।
आशु ग्रन्थस्य वक्ता च यः स पण्डित उच्यते ॥
V. 33. 33
3 शिष्टा क्रिया कस्यचिदात्मसंस्था संक्रान्तिरन्यस्य विशेषरूपा ।
यस्योभयं साधु स शिक्षकाणां धुरि प्रतिष्ठापयितव्य एव ॥
Mālavikāgnimitram, Act I.