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They gathered valuable information regarding the medicinal pro¬ perties of minerals, of plants and animal substances and their chemical analysis and decomposition. Their method of deter¬ mining the origin and nature of diseases was remarkable and bespeaks a very keen observation. In Suri/ery the Indians seem to have attained a special proficiency. ‘According to Susruta\ says Dr P. C. Roy, “the dissection of dead bodies is a sine qua non to the student of Surgery and this high authority lays particular stress on knowledge ARTHA-SASTRA. gained from experiment and observation. V1 Even at the present day the. European surgeons have borrowed from the Hindus the operation of rhinoplasty or the formation of artificial noses. There were many writers on the subject of medicine ; but the most important were Charaka and Susruta . Their works were translated into Arabic at the close of the eighth century and were intro¬ duced by the Arabs into Europe where they continued to exert their influence down to the 17th century. Music : This science may be traced to the vedic times. Vedic literature contains numerous allusions to musical instruments. The earliest mention of the names of the seven notes of the musical scale is found in the Chhandas and the Siksha, Here only fragments of the writings cited in the scholia of the dramatic literature have been preserv¬ ed. Some of these writings were rendered into Persian and Arabic. Artha-Sastra! —In this also the Hindus attained great achievements. Chanakva's 1 P. C. Roy—A Hietory of Hindu Gheraistry,*p.‘ 1Q5 MIN IST/fy, - G 0t*> book is the most remarkable of the books on the subject. Technical Arts :—The achievements of the Hindus in this direction were great. Even in the first centuries b. c. and a.p technology ( Varta ) was amply patronised and the Govern¬ ment had a special department to see to it. The Indians from the earliest times had enjoyed celebrity in the production of de¬ licate woven fabrics, in the mixing of colours, in the working of metals and precious stones, in the preparation of essences and in all manner of technical arts. Law The rules laid down in the Grihya and Dkarma Sutras show clearly that the Hindus attainedQdistinct achieve¬ ments in this branch of science. Painting, Sculpture and Architec ture: —Indian art, like astronomy and geometry, received its inspiration from religion. It was used, says Havell, ‘for the interpretation of the esoteric teachings of philosophy and r ligion’. 1 It was not in the early times, as it is now, a specialised study 1 Tho Idcftlfl of Indian Art—p. 176. NATURE STUDY. 11 divorced from religion and ignored by the universities. It was an integral part of national life and thought. In portrait-painting the Hindus seemed to have excelled in the olden times. In sculpture, they attained such celebrity that reliefs carved upon stone depicting various scenes are still regarded as the most admir¬ able monuments of the Hindu intellect. The achievements attained in architecture were still greater. Nature Study 1 : — The Hindus were pre-eminently observers of nature. Bub while the modern scientist studies her ways and means to make her serve the material needs of mankind, the Hindus dived deep into her secrets for the intimation she gave them of a higher spiritual life. 2 The whole of the Yoyo, system had its origin in the study of nature. It arose from the study of the habits of frogs, serpents and tortoises. The Hindus emphasised the study of nature so that the individual might be led 1 Ibid pp 1O7-108 ; 158-183 a Srimfib bhagvat Canto VII. 32-36 Markencleo Furan chap, XXVII to believe in the existence of God by realising the spiritual nature of all things. In fact, his deep religious instinct inspired the Hindu to seek in every aspect of nature a symbol of worship and an attribute of the Divine. His intense feeling of reverence and abiding love of nature found expression in and developed all Hindu Art and Literature. Thus, says Havell, “ It seems to me that those who refuse to recognise the intense love of nature with which Hindu thought is penetrated must miss entirely the beauty of the great Hindu poets, of Valrniki and Kalidasa, as well as the beauty ot Hindu Art.” Physics The Vaisesika system of Kanada was the first attempt made in India to inquire into the laws of matter and force, of combination and disintegration. Kanada, >ays Dr. P. C. Roy, ‘chiefly occupied him¬ self with the study of the properties of matter. The atomic theory, as propounded by him, has many points in common with that, of the Greek philosopher, Democritus. His theory of the propagation of sound cannot fail to excite our wonder and admiration even at this distant date. No less remarkable is his statement that light and heat are only different forms of the same essential substance\ He also speaks of gravity as the cause of falling'. References :—1 2 3. 4. 5. 6 . 8 . The History of Indian Literature—Weber. A History of Sanskrit Literature—A. A. Macdonell. Civilisation in Ancient. India—R. C. Dutta. A History of Hindu Chemistry—P. C. Roy. The Ideals of Indian Art—E. B. Ha veil The Positive ‘Sciences of the Ancient Hindus—Dr. B. N. Seal. Sri matbhagvat. Markendeopuran. 8 VIQNVi 0 ' II The following list gives us a fair idea of the arts and occoraplishmetits current among men at the time of Buddha (567 b.c. —487 b.c.) 1 Physical Exercise :—Leaping, running, wrestling, archery, quick walking, jumping, swimming, riding and boxing. General Sciences and Arts: —Writing, book-writing, arithmetic, poetry, grammar, knowledge of vedic glossary, Nigamas, Pur- anas, It-ihds, Vedas, Nirukta (lexicography), Sikshd (phonetics) Chhanda (metre), yajna ritual and ceremonial, Sankhya, Yoga and Veishashika doctrines, logic (Heiuvidya) political economy (Arthavidya) ethics,surgery (Asiirct), knowledge of the cries of animals and birds, guessing, divining others’ thoughts, explaining enigmas, explaining dreams,know¬ ledge of the characteristics of women, men, horses, cattle and story-telling. 1 Lalita Vitfara. MIN ISTfy AESTHETICS. 11 Aesthetics :—Playing on the Vina, music, dancing, dramatic exhibition, reciting songs, symphony. Hand-work :—Lac-ornaments, wax-work needle-work, basket-work, leaf-cutting, dyeing cloth, tinting jewels. Other accomplishments :—Hair dres- sing, art oi decoration, pantomime, mas¬ querade. Ml NISTft III. The following list of sixty-four Arts or Kolas, 1 which appears in Vatsyayana’s Kama Sutra enables us to form some idea of the accomplishments which were considered appropriate for young ladies in the first centuries b.c. and a d. I. Literary accomplishments. 1. Reading and elocution. 2. Lexicography and Versification. 3. Exercises in enigmatic poetry. 4. Filling up of stanzas of which a portion is told. 5. Guessing unseen letters and things held in a closed fist. 6. Use of secret language. 7. Knowledge of languages. 8. Solution of riddles. 9. Solution of verbal puzzle3. 10. Mimicry. 1 Young ladies alone were recommended to practise them. S'rfdham makes lialadcva and Krishna learn these accomplish¬ ments from their tutor S'andipani, hut many of them are obviously feminine and would not suit a man. misTfy SIXTY-FOUR ARTS. II. A. B. <SL Domestic Arts. (i) Tailoring or sewing. (ii) Making bows, sticks etc. with thread. (iii) Bed making. Culinary Art. (i) Prestidigitation. (ii) Ornamental Cookery. (iii) Preparation of beverages C- Arts relating to Toilet, Dress, Luxuries or Comforts. (i) Marking the cheeks before the ears with saudal and other pastes. (ii) Display of jewellery on the person. (iii) Perfumery. (vi) Making of ornaments of flower for the head. (v) Making of necklaces and gar¬ lands etc. (vi) Staining, dyeing and colour¬ ing of the teeth, cloth and the body. vicmv 4° EDUCATION IN ANCIENT INDIA. <SL (vii) Making use of unguents,. pomades etc. (viii) Coiifure. (ix) Changing the appearance of fabrics. III. Manual work and occupations. (i) Drawing. (ii) Pictorial Art. (iii) Scenic representation. (iv) Modelling. (v) Wood carving. (vi) Making ornamental designs on the Hour with rice-meal and tiowers. (vii) Making beds of dowers. (viii) Making artificial dowers with threads. . (ix) Making of dow r er carriages. IV. Recreative arts. (i) Making fountains. (ii) Jugglery. (iii) Making twist with a spindle ( Turku). misTfy (iv) Cock-fighting, quail-fighting, ram- fighting etc. (v) Teaching of parrots to talk. (vi) Devising different expedients for making the same thing. (vii) Ti-icks. (viii) Dice-playing. (ix) Incantations to attract persons and things. (x) Assuming various forms. (xi) Tricks as taught by Kuchutnara. V Scientific arts. (i) Setting Jewels. (ii) Decoration of houses. (iii) Testing of silver and jewels. (iv) Knowledge of metals. (v) Colouring of gems and beads. (vi) Ascertaining the existence of mines from external appear¬ ances. (vii) Gardening, botany etc. (viii)Making of monograms, logo- graphs and diagrams. (ix) Lapidary art. misTf?r EDUCATION IN ANCIENT INDIA. VI. A. Music. (i) Vocal music. (ii) Instrumental music. (iii) Jaltaranga or ‘playing on china cups containing vary¬ ing quantities of water to regulate the tone.’ (iv) Tattooing. B. Drama —Acting. C. Etiquette VII. Physical Exercises. (1) Juvenile sports. (ii) Physical Exercise. (iii) Dancing. (iv) Art of Warfare. References : — (1) Lalita Vistara by II. L. Mitra. (2) Srimatbh&gvata. MINlSr^ IV Rules regulating the conduct of the disciple towards his preceptor 1.