they were thought fit to enter the state of the householder.
Thus in the ancient India the school was there where was the life itself. There the students were brought up, not in the academic atmosphere of scholarship and learning, or in the maimed life of monastic seclusion, but in the atmosphere of living aspiration. They took the cattle to pasture, collected firewood, gathered fruit, cultivated kindness to all creatures, and grew in their spirit with their own teachers' spiritual growth. This was possible because the primary object of these places was not teaching but giving shelter to those who lived their life in God.
That this traditional relationship of the masters and disciples is not a mere romantic fiction is proved by the relic we still possess of the indigenous system of education which has preserved its independence for centuries, to be about to succumb at last to the hand of the foreign bureaucratic control. These chatuspathis, which is the Sanskrit name for the university, have not the savour of the school about them. The students live in their master's home like the children of the house, without having to pay for their board and lodging or tuition. The teacher prosecutes his own study, living a life
