Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c7.68

c7.68

Forgetting how many important subjects ought to be embraced in the education of a prince, you acted as if it were chiefly necessary that he should possess great skill in grammar, and such knowledge as belongs to a doctor of law; and thus did you waste the precious hours of my youth in the dry, unprofitable, and never-ending task of learning words.’ Bernier goes on to say that some of the learned men, either wishing to flatter the monarch and add energy to his speech, or actuated by jealousy of the *mulla*, affirm that the king’s reproof did not end here, but that, when he had spoken for a short time on other subjects, he continued his speech as follows :—