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

VI] HIGHER LITERARY EDUCATION 167
method would not produce the ideal scholar at the
end of the course automatically. Time also was
an important factor. Maturity of intellect and
scholarship would become possible only by the lapse
of years properly utilised in reading and reflection
by an intelligent student.¹
EXAMINATIONS
No Annual or Final Examinations : We have
already seen that there were no annual or periodical
examinations in ancient India. New lessons were
given to students only when the teacher was satisfied
after a searching oral examination that the old one
was thoroughly mastered. The end of the education
course was not marked by any lengthy and exhaustive
examination, but by the pupil reciting and explaining
the last lesson.² The modern practice to submit the
student to what is known as Śulākā-parīkṣā, where
he is asked to explain the problems discussed on a page
opened at random, is not mentioned in ancient books.
Even if it goes back to ancient times, it can hardly be
compared to the modern system of examination. At
the end of his education the scholar was presented
to the local learned assembly, where occasionally some
questions were asked.³ This presentation took place
when the Samāvartana (convocation) ceremony was
over.⁴ It is therefore clear that the eligibility of a
student for Samāvartana or receiving the degree did
not depend upon the opinion of the assembly, but
upon the opinion of his teacher.

1. आचार्यात्पादमादत्ते पादं शिष्यः स्वमेधया ।
   पादं सब्रह्मचारिभ्यः पादं कालक्रमेण तु ॥ Subhāshitam.
2. Mil. Pan.. I, p. 18.
3. Br. U., VI, 2, 1 and 2.
4. Dr. Gr. S., III 1, 26; Āp. Gr. S., I, 11, 5.