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.