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