Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.49.3

c7.49.3

He seems, in fact, to be taking the line so often taken by practical men of affairs, and to deprecate mere book-learning as contrasted with the acquisition of practical knowledge. The curriculum which he lays down contains a preponderance of scientific subjects, but these were, no doubt, those usually taught in the *madrasahs*. We can, however, hardly suppose that any one *madrasah* taught them all, or that many students could get a thorough grasp of such a wide range of subjects. The order of subjects in Akbar’s scheme seems to give a preference to those which were of practical utility, which suits the character of Akbar, who was himself an inventor and encouraged the mechanical arts. It is to be noted, however, that the subject of morals heads the list, and theology was also included. The short reference at the end of the document to Hindu education shows Akbar’s interest in that also. It apparently only records what was the usual practice in teaching Sanskrit students, and the emperor would hardly have dared to work out reforms for the Brāhmanic education, but the injunction that ‘no one should be allowed to neglect those things which the present time requires’ may be taken as a suggestion that the practical side of education should not be neglected.