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

IV] EDUCATIONAL ORGANISATION AND FINANCE 81
India. It was the duty of Brahmanas, who were the
custodians of ancient culture and learning, to teach all
qualified students free of any charge. If a student was
poor, the teacher could not refuse him admission; he had
to teach him in return for personal service and in expec-
tation of some lump sum to be received later, when he
had finished his education and was in a position to collect
subscription for the purpose. As far as well-to-do persons
were concerned, they were expected to pay the maximum
they could do to the teacher. Government also was
expected to enable the teachers to impart free education
by giving them land grants and pensions. It was also
expected to give rich endowments to public institutions in
order to enable them to offer not only free instruction but
also free boarding and lodging. The available evidence
shows that this arrangement fostered a proper sense of
responsibility and worked on the whole quite satisfactorily.
Admission Procedure: In ancient Indian educa-
tional system there were no examinations, diplomas and
migration certificates; every student, therefore, who sought
admission to a higher course, had to undergo a severe
test to prove that he was fit for it. The duty to provide
free education that was imposed upon teachers and insti-
tutions must also have naturally resulted in making the
admission test a stiff one. The test was partly moral and
partly intellectual. Morally disqualified students were
summarily rejected (Nirukta, II. 4). In ordinary schools
dullards were given a trial and advised discontinuance
of studies, when it was discovered that they could not im-
prove. In famous centres like Nālandā, where the rush
was great, the admission test was very stiff; only two or
three out of ten could succeed in getting admission¹.
Both at Nālandā and Vikramāśīlā, there were special

1. Watters, II, p. 165; Beal, II. 170-1.
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