Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.66
Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.66
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- English
c7.66
You taught us that the whole of Franguistan (Europe) was no more than some inconsiderable island, of which the most powerful monarch was formerly the king of Portugal, then he of Holland, and afterwards the king of England. In regard to the other sovereigns of Franguistan, such as the king of France and him of Andalusia, you told me that they resembled our petty *rājas*, and that the potentates of Hindustān eclipsed the glory of all other kings; that they alone were Humāyūns, Akbars, Jahāngīrs or Shāh Jahāns; the Happy, the Great, the Conquerors of the World and the Kings of the World ¹; and that Persia, Usbec, Kashgar, Tartary, and Cathay, Pegu, Siam, China, trembled at the names of the kings of the Indies. Admirable geographer! deeply-read historian! Was it not incumbent upon my preceptor to make me acquainted with thè distinguishing features of every nation of the earth; its resources and strength; its mode of warfare, its manners, religion, form of government, and wherein its interests principally consist; and by a regular course of historical reading to render me familiar with the origin of states, their progress and decline; the events, accidents, or errors, owing to which such great changes and mighty revolutions have been effected? Far from having imparted to me a profound and comprehensive knowledge of the history of mankind, scarcely did I learn from you the names of my ancestors, the renowned founders of this empire. You kept me in total ignorance of their lives, of the events which preceded, and the extraordinary talents that enabled them to achieve their extensive conquests. A familiarity with the languages of surrounding nations may be indispensable in a king; but you would teach me to read and write Arabic, doubtless conceiving that you placed me under an everlasting obligation for sacrificing so large a portion of time to the study of a language wherein no one can hope to become proficient without ten or twelve years of close application.