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

254 EDUCATION IN ANCIENT INDIA [Ch. It is, however, but fair to observe that in Europe too, reason had to beat a hasty and precipitate retreat when in conflict with the dicta of scriptures down to the beginning of the modern age. Galileo had to suffer for his astronomical discoveries. Throughout the Middle Ages, educationalists were more anxious to impart traditional theories and formulæ than to train minds, capable of forming their own conclusions. Medieval philosophers and commentators were utilising reason only to prove that the scriptural hypotheses were correct. It was Lüther who first vindicated the cause of reason by declaring that what is contrary to reason must be certainly much more contrary to God. But Lüther too became a renegade towards the end of his life and declared, 'The more subtle and accurate is the reason, the more poisonous is the beast, with many Dragon's heads is it against God and all his work.' The truth was that the Reformers were unwilling to concede to others the right to interpret scriptures, which they claimed for themselves. If therefore reason was at a discount in India from the beginning of Middle Ages, (c. 500 A.D.) we must also note that the same was the case in Europe down to the beginning of the modern age. We should not further forget that reason was given full scope by the Hindu scholars and thinkers for more than about 1500 years, when it was superseded by the exigencies of the religious situation. The his- torian, however, cannot help regretting that supersession of reason should have taken place among a people, who had given full scope to it for several centuries. Intellect Creative in the earlier Period : Enrich- ment of the culture of the past along with its preservation continued to be the goal of the Indian educational system for several centuries. Intellect and reason were for a long time given full scope, originality was encouraged,