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.