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.