502 SCIENCES AND SOCIAL ARTS. [Part IV. 



promising that lie liimself would reward tliem for their 

 trouble." ^ 



Amongst the propagators of a rehgion whose leading 

 characteristics are its subtlety and thin abstractions, it 

 may naturally be inferred that argument and casuistry 

 held prominent place in the curriculum of instruction. 

 In the story of Mahindo, and the conversion of the island 

 to Buddhism, the following display of logical acumen is 

 ostentatiously paraded as evidence of the highly cultivated 

 intellect of the neophyte king.^ 



For the purpose of ascertaining the capacity of the gifted 

 monarch, Mahindo thus interrogated him : — • 



" Mng ; what is this tree called ? 



" The Ambo. 



" Besides this one, is there any other Ambo-tree ? 



" There are many. 



" Besides this Ambo, and those other Ambo-trees, are 

 there any other trees on the earth ? 



" Lord ; there are many trees, but they are not Ambo- 

 trees. 



" Besides the other Ambo-trees, and the trees that are 

 not Ambo, is there any other ? 



" Gracious Lord, this Ambo-tree. 



" Euler of men, thou art wise ! 



" Hast thou any relations, oh, king ? 



" Lord, I have many. 



" King, are there any persons not thy relations ? 



" There are many who are not my relations. 



" Besides thy relations, and those who are not thy rela- 

 tions, is there, or is there not, any other human being in 

 existence ? 



" Lord, there is myself. 



" Euler of men, Sadhu ! thou art wise." 



The course of education suitable for a prince in the 

 thirteenth century included what was technicaUy termed 

 the eighteen sciences : "1. oratory, 2. general know- 



Rajaratnacari, p. 99. ^ Mahaivanso, ch. xiv. p. 79. 



