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

238 EDUCATION IN ANCIENT INDIA [Ch.
and adopted to see that students did not stop their
studies at the end of their courses. Educational sys-
tem continued to be successful in forming character,
building up personality, extending the bounds of know-
ledge and preserving the heritage of the past. It
undoubtedly promoted social happiness and efficiency ;
it enabled India to be at the vanguard of progress in
the contemporary world and repel and subjugate the
powerful Greek enemy.
THE AGE OF THE DHARMAŚĀSTRA
(c. 200 B. C. to c. 500 A. D.)
Characteristics of the Age: This period may
be described as the age of critical reflection and
specialisation. The achievements of the preceding
creative period were critically examined and special
systems like the Sāṁkhya and the Yoga, the Nyāya
and the Vaiśeshika, the Vedānta and the Mahāyāna
Buddhism were evolved; this undoubtedly marked
considerable progress in critical thought. The creative
vein however was still active, though in a less marked
degree than before. Its activity was particularly
noteworthy in the realm of classical literature and
sacred law, painting and sculpture, mathematics and
astronomy. A considerable part of the religious
literature was now canonised, but Hindus still had an
open, free and enquiring mind. Philosophical systems
continued to be called orthodox, though they had no
place in them even for God. Heterodox systems like the
Jainism and the Buddhism were studied by the Hindus
and the theories and dogmas of Hinduism were
analysed and examined by the Jains and the Buddhists;
this led to considerable progress in logic and meta-
physics. Greeks were no doubt regarded as unholy