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

VI] HIGHER LITERARY EDUCATION 169
courses there. Passing examinations and getting
degrees, which dominate the present system of educa-
tion, played hardly any part in ancient India. It was
not the allurement of the degrees or the prizes but the
thirst of knowledge or the desire to preserve the
national heritage which was the main spring of the
educational effort and activity.
Competition kept within Limits : The absence
of annual examinations with prizes and scholarships
for the top boys naturally kept the element of competi-
tion within proper limits. Bright and promising
students were however selected as monitors and
entrusted with the teaching of lower classes. So they
also got their reward. The absence of alluring prizes
and scholarships however naturaly did not make them
burn midnight oil, often to the great detriment of
their health.
No Degree to serve as a Shield : Students in
ancient India had not to pass through the fiery ordeal
of examinations ; their lot, however, was by no means
more enviable than that of the modern students. Armed
with his irrevocable degree, the modern graduate can
afford to forget all that he had learnt, and no one can
question his competence. The scholar in ancient India
could not take shelter behind the buttress of a degree.
He had to keep his scholarship fresh and up-to-date,
for he was liable to be challenged at any moment for
a literary affray (Śāstrārtha), and society used to
judge his merit by the way in which he aquitted
himself in such discussions. All that he had learnt,
he had to keep ready at the tip of his tongue ; he
could neither point to his diploma nor ask for time to
refer to his note-books.