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

VI] HIGHER LITERARY EDUCATION 151
Brahmanas, who could recite hymns, which neither
they themselves nor their hearers could understand.
New branches of learning like philosophy and belles
letters also appealed more powerfully to the intellect
and emotions of the rising generation. In spite of these
adverse and discouraging factors Vaidika Brahmanas
continued to address themselves to the almost
thankless task of memorising the vast Vedic literature,
which could not have been preserved but for their
devotion to duty.
An age of Specialisation : We have already
mentioned the new branches of study that came into
prominence during the preceding period. The present
age made its own contribution to the march of
knowledge by further developing astronomy, astrology,
poetics, classical Sanskrit literature, Dharmaśāstra
(sacred and secular law), logic, and the different
systems of orthodox and heterodox philosophy. As
the help of paper, printing and cheap books was not
available for the preservation and propagation of
knowledge, the age naturally emphasised on speciali-
sation, which gave a great impetus to the development
of the different branches of knowledge.
The Ascendancy of Sanskrit : During the earlier
centuries of this period, upto c. 300 A. D., some
kings like the Sātavāhanas, the Ikshwākus
and the Pallavas had championed the cause of
Prakrit and directed that vernaculars alone should
be used even in their official and public documents.
As however the period advanced, the attraction of
(Continued from the last page.)
to Kālidāsa about their neglect as follows :—अस्माकं समग्रवेदविदामपि
भोजः किमपि नार्पयति । भवादृशां हि यथेष्टं दत्ते । ततोऽस्माभिः कवित्व-
विधानधियात्रागतम् । Kālidāsa then helps them. Bhojaprabandha,
v. 86 and following.