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IV, 1, 9.
THE MODEL TEACHER.
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learning !." He should strive to bring him forward, saying to himself: "How can I keep him from going back ?" He should determine in himself to make him strong in knowledge, saying to himself: "I will make him mighty." He should love him, never desert him in necessity, never neglect him in anything he ought to do for him, always befriend him—so far as he can rightly do so 2—when he does wrong. These, Sir, are the twenty-five good qualities in a teacher. Treat me altogether in accordance therewith. Doubt, Lord, has overcome me. There are apparent contradictions in the word of the Conqueror. About them strife will hereafter arise; and in future times it will be hard to find a teacher with insight such as yours. Throw light for me on these dilemmas, to the downfall of the adversaries.'
9. Then the Elder agreed to what he had said, and in his turn set out the ten good qualities which ought to be found in a lay disciple: 'These ten, O king, are the virtues of a lay disciple. He suffers like pain and feels like joy as the Order does. He takes the Doctrine (Dhamma) as his master. He delights in giving so far as he is able to give. On seeing the religion (Dhamma) of the Conqueror decay, he does his best to revive it. He holds right views. Having no passion for excitement 3, he runs
So also in the Vinaya (Mahâvagga I, 25, 6). * In the well-known passage in the Vinaya in which the mutual duties of pupils and teachers are set out in full (Mahâvagga I, 25, 26, translated in the Vinaya Texts,' vol. I, pp. 154 and foll.) there is a similar injunction (25, 22=26, 10) which throws light on the meaning of dhammena here.
o Apagata-kothala-mangaliko. "Laying aside the erroneous views and discipline called kohala and mangalika,' says the Sinhalese.
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