Ancient Indian Education (Brahmanical and Buddhist) c12.s6.30

c12.s6.30

**Freedom of Honorary Teachers.** It may also be noted in this connection that, on account of the absence of any economic relationship between the teacher and the taught, the independence of the former as regards the choice and admission of the latter was complete and absolute. A most thoroughgoing test of mental and moral fitness was imposed on the student whose fulfilment of same gained him admission and not any other consideration. The spirit of the system is beautifully expressed in the following passages from Manu [ii, 112-15]: "*Even in times of dire distress, a teacher of the Veda should rather die with his knowledge than sow it in barren soil.* Sacred Learning approached a Brāhmaṇa and said to him: 'I am thy treasure, preserve me, deliver me not to a scorner' [nor to a wicked man, nor to one of uncontrolled passions' (Vishṇu, xxix, 9; Vasishṭha, ii, 8]; so (preserved) I shall become strong. But deliver me, as to the keeper of thy treasure, to a Brāhmaṇa whom thou shalt know to be pure, of subdued senses, chaste and attentive." The same spirit is expressed by Baudhāyana [i, 2, 4, 2]: "As fire consumes dry grass, even so the Veda asked for but not honoured destroys the inquirer." In a word, the passport for admission to such Brahmanical schools was constituted by the inherent fitness of the pupil for the Vedic studies, a fitness of which the recognized tests were a desire and aptitude for learning and a spirit of obedience and discipline. Before admitting the student, the teacher would satisfy himself that he has in him the vital principle of growth, an inherent responsiveness to moral stimulus and that he is not like dull, dead, inert matter incapable of any expansion.