Formal Education System in Ancient India
by Sushmita Nath | 2016 | 63,563 words
This page relates 鈥楴alanda Vihara university鈥� of the study on the (formal) education system in Ancient India with reference to Vedic and Buddhist period, investiging educational institutions and universities which existed during this time. Professional educational methods were found in ancient Sanskrit literature (Brahamanas, Dharma-Shastras, Puranas, Jatakas, etc.), including rules, ceremonies and duties of pupils in ancient India.
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The 狈腻濒补苍诲腻 痴颈丑腻谤补 university
狈腻濒补苍诲腻 痴颈丑腻谤补 was the largest Buddhist Monastic University in ancient India. The fame and glory of 狈腻濒补苍诲腻 go beyond in ancient India.
狈腻濒补苍诲腻 was a typical Buddhist University. Some scholars mention it was a Brahmanical educational Centre and not as Buddhist educational Centre[1]. But whatever the case, as a University, it became famous in Buddhist period. It was situated in forty miles away of Patna and seven miles north of 搁腻箩补驳峁沨补 in Bihar[2].
In the beginning 狈腻濒补苍诲腻 was a small village. People called this place as 狈腻濒补 and had no identity. But by and by the place was famous and 础艣辞办补 was the founder of 狈腻濒补苍诲腻 痴颈丑腻谤补[3]. 狈腻濒补苍诲腻 was not a royal capital of any state and it also was not connected with the Buddhas life. But it suddenly rising and became famous sit of learning in fifth century A.D. is still a mystery. There were various explanations to this point. According to one theory that Bodhistava was living at this place. The second explanation is that, 狈腻濒补苍诲腻 was the birth place of 艢腻谤颈辫耻迟迟补, a favourite disciple of Lord Buddha[4]. The second explanation is more acceptable than the first one. Because when Asoka the great visited the place in connection with seeing the Caitya of 艢腻谤颈辫耻迟迟补, he got a 痴颈丑腻谤补 to be constructed there. But as an educational Centre, the place did not become important. By the beginning of fourth century A.D, it became educationally important. The two important Buddhist person named 狈腻驳腻谤箩耻苍补 and his disciple 膧rya Deva, lived at 狈腻濒补苍诲腻 which indicates the importance of the place for growing up[5]. But at first 狈腻濒补苍诲腻 had not achieved paramount educational importance in India. Its real importance began with 450 A.D. For the next three centuries, it remained at the highest point.[6].
In the description of Hiuen Tsang, we find that 狈腻濒补苍诲腻 was a very big Monastic University. The University covered large area. According to the report of archaeological excavations, the university actually covered an area of one mile long by half mile broad[7]. The entire Monastic buildings were constructed according to pre-conceived plan. The entire university area was marked off by a big and strong enclosing wall having only one gateway. The central college was provided seven large halls and three hundred rooms. Other monastery buildings were arranged in row according to plan. The 驰补艣辞惫补谤尘补苍 inscription tells us, toward to such great heights that they appeared to reach the clouds[8].
The admission in 狈腻濒补苍诲腻 was very strict.The quality of education in 狈腻濒补苍诲腻 was a very high level. The students from all parts of India and also from foreign countries were anxious to study in 狈腻濒补苍诲腻. According to Hiuen Tsang the entrance examination of 狈腻濒补苍诲腻 was so hard that only twenty percent student could succeed and remaining had to go back in disappointment. The probable age of admission in 狈腻濒补苍诲腻 was twenty because 狈腻濒补苍诲腻 generally provided higher education or post graduates studies. The highest academic degree of 狈腻濒补苍诲腻 was 鈥楩ellowship of 狈腻濒补苍诲腻鈥�. The 狈腻濒补苍诲腻 also provided primary education where young pupils were freely admitted. These pupils had to attend preparatory courses for several years[9].
After the admission in 狈腻濒补苍诲腻, the students were provided with food, clothes, education and medicine free of charge. No tuition fee or any other fee was collected for the student. All these were managed both by the state and the people[10].
I Tsing, a Chinese traveler who had stayed at 狈腻濒补苍诲腻 for a period of ten years, described that 狈腻濒补苍诲腻 was a very big University. The number of scholars studying at any time at 狈腻濒补苍诲腻 was the order of several thousand. The fame of 狈腻濒补苍诲腻 was mainly due of its teachers[11]. Hiuen Tsang mentions some famous teachers鈥� name like 顿丑补谤尘补辫腻濒补 and 颁补苍诲谤补辫腻濒补, achieved unparalleled perfection in their respective field. 狈腻濒补苍诲腻 had a very huge library called 顿丑补谤尘补驳补帽箩补 (Mart of Religion). This library had three departments known as Ratna-厂腻驳补谤补 (Ocean of Jewels), Ratnaodadhi (Sea of Jewels) and 搁补迟苍补谤补帽箩补办补 (Jewel adorned)[12]. The library had large collections of manuscripts on various subjects in various languages. Hiuen Tsang mentioned that the work belonging to the eighteen sects and other books such as, the Vedas, the 贬别迟耻惫颈诲测腻, Sabdavidya, the 颁颈办颈迟蝉腻惫颈诲测腻, the works on Magic, the 厂腻峁僰丑测补 and the 狈腻测腻测补 and 鈥榤iscellaneous鈥� works were also available in the library. This referred to the fact that library possessed a very rich collection of books鈥揵oth Buddhist and non Buddhist works[13]. According to I Tsing when a Buddhist monk expires at 狈腻濒补苍诲腻, his collection of books was added to the library. This information showed that how gradually 狈腻濒补苍诲腻s Monastic library became a grand store house. After I Tsing, the two Korean monks and another Chinese 叠丑颈办峁 named Ke-Ye came to Nalanda Monastery to study by utilizing its libraries which were rich of the Buddhist as well as non Buddhist works.
狈腻濒补苍诲腻 had a huge library. That is why the curriculum of 狈腻濒补苍诲腻 was so interesting. The 狈腻濒补苍诲腻 was basically the specialized in the study of Mahayana Buddhism[14]. But all the non Buddhist works were also included in the curriculum. Almost every branch of knowledge included in the curriculum of 狈腻濒补苍诲腻. A wide range of subjects like the Vedas, the 贬别迟耻惫颈诲测腻, 厂补产诲补惫颈诲测腻, the 颁颈办颈迟蝉腻惫颈诲测腻, the works on Magic, the 厂腻峁僰丑测补, the Philology, Law, Astronomy, Philosophy, the Sanskrit Grammar of 笔腻峁噄苍颈 were included in the curriculum. Hiuen Tsang mentioned that he himself studied 驰辞驳补-艢腻蝉迟谤补 under the 膧肠腻谤测补 艢颈濒腻产丑补诲谤补. He also studied 狈测腻测补, 贬别迟耻惫颈诲测腻, 厂补产诲补惫颈诲测腻, and the like. But it is also interesting to mention here that 狈腻濒补苍诲腻 not only provided these above mention subjects but the Monastery also provided education in 贬颈苍补测腻苍补 Buddhism. This was the work of the rival school of Buddhism[15].
So, 狈腻濒补苍诲腻 was a principal Centre of learning and illuminated our country for centuries. In the thirteen century, when Muslim invaders came to India, they destroyed the whole University. They did not understand the value of this famous University and destroyed the whole University[16].
Footnotes and references:
[1]:
[2]:
Choudhary, R.K, History of Bihar, Motilal Banarasidass Publisher, Delhi, 1958, P.78, 79.
[3]:
Mookerji, R.K. Ancient Indian Education (Brahmanical and Buddhist), Motilal Banarasi Dass Publishers, Delhi 2011, P XXIV, 558.
[5]:
F.E, Keay Indian Education in Ancient India and later times, Baptist Mission press, Calcutta, 1942, P.147.
[7]:
Altekar, A.S. Education in Ancient India, Vishal Kaushik Printer, Delhi, 2009, P.117.
[8]:
[9]:
Mookerji, R.K. Ancient Indian Education (Brahmanical and Buddhist), Motilal Banarasi Dass Publishers, Delhi 2011,P 564.
[10]:
Altekar, A.S. Education in Ancient India, Vishal Kaushik Printer, Delhi, 2009, P.119.
[11]:
[12]:
[14]:
Barua, Dipak Kumar. Viharas in Ancient India,Indian Publications, Calcutta,1969, P.143-144.
[15]:
Mookerji, R.K. Ancient Indian Education (Brahmanical and Buddhist), Motilal Banarasi Dass Publishers, Delhi 2011,P.566.
[16]:
Altekar, A.S. Education in Ancient India, Vishal Kaushik Printer, Delhi, 2009, P.125.