DAMODARAM SANJIVAYYA NATIONAL LAW
UNIVERSITY
VISAKHAPATNAM, ANDHRA PRADESH
SUBJECT
HISTORY
PROJECT TITLE
UNIVERSITY SYSTEM IN ANCIENT INDIA
NAME OF THE FACULTY
DR.Viswachandra Nath Madasu
NAME OF THE CANDIDATE
ALLU SAI SARAYU
1
ROLL NUMBER
2018007
SEMESTER
SEMESTER - 1
ACKNOWLEDGEMENT
I Want to express my gratitude to DR.Viswachandra Nath
Madasu Sir, who gave me this opportunity to research on
University system in Ancient India which helped me in learning
in studying the history of Ancient Universities and its system of
working of India thoroughly.
2
Secondly, I would like to thank the team DSNLU, who provided
me assistance through various online resources to accomplish this
project.
ALLU SAI SARAYU
2018007
SEMESTER-1
3
INDEX
1. Introduction
…………………………………………………………..
2. Gurukula
system………………………………………………………
3. ANCIENT UNIVERSITIES IN INDIA
i. TAKSHASILA………………………………………
………..
ii. NALANDA……………………………………………
………
iii. VALABHI……………………………………………
………..
iv. VIKRAMASILA………………………………………
………
4
v. PUSHAPAGIRI
UNIVRSITY………………………………..
vi. ODANTAPURI
UNIVERSITY………………………………
vii. SOMAPURA
UNIVERSITY…………………………………
viii. JAGADDALA
UNIVERSITY………………………………..
4. Common
points…………………………………………………………
…
5. Conclusion……………………………………………………
……………
6. Bibliography…………………………………………………
……………
5
INTRODUCTION
India has a rich tradition of learning and education right from
the past .There were handed over generations either through oral
or written medium.
Ancient Indian education is also to be understood as
being ultimately the outcome of the Indian theory of knowledge
as part of the corresponding scheme of life and values.
Universities are important institutions in our national life and they
represents main stream of a person’s intellectual activities.
Before arrival of Aryans nothing is known about educational
system. But there is no proof or evidence to show that the Ancient
Aryans had a well-developed system of higher education .The
education institution of the ancient period was “Gurukula” .The
gurukula’s catered for the intellectual and educational needs of
ancient Indian people .there are many subjects like vedas , the
rituals , literature ,astronomy , medicine and other subjects are
learned by students .While gurukula’s imparted something in the
nature of collegiate education, the parshids may be said to be
6
served as universities of those days .These parshids were
assemblies of learned bharamins.1
Boys and Girls used to live in separate hostels. Boys got their
educations from gents who are known as Rishi’s. Girls collected
their knowledge of Education from and only women sages called
Rishikas and Brahmavadinis.
In this Vedic period, the following objectives were ascribed to
education.
1. To control senses
2. To gain knowledge
3. for character development
4. for the development of personality
5. To gain social awareness
6. To preserve the culture
1
www.archive.com
7
THE GURUKULA SYSTEM:-
The study of the education system in Vedic period and
Brahmanical education system makes it clear that in those days
the residence of the teachers (gurus) were the educational
institutions called Gurukula’s. Guru means teacher .Kula means
family and clan. There the teacher and the students lived together
as the members of the single family. In Ancient India ,in Vedic
and Buddhist periods ,well organised educational institutions like
that of modern age had not come into being .In those days ,some
monasteries and huge scared places had been established .It is
said that the learned persons from different places used to
assemble there and debts and discussion took place .Inspired by
the Buddhist system ,in Hindu temple and monasteries too ,the
educational institutions were started.
The gurukula’s system which is necessitated the stay of students
away from his house of a teacher was one of the most important
features of ancient India education. Smrits says that the student
should live under the supervision of his teacher after his
Upanayana. The rules which require the students to rise earlier
8
and sleep later than his teacher, to show him alms gathered at
midday and to attend to the night service of his agnihotra.2
The gurukula’s were located in forests away from the din of the
city life. .The same was the case with the teachers like Valmiki,
Kanva, Sandipani who used to stay in forests to teach hundreds of
students in subjects like grammar, astronomy and civics, in
addition to vedas, religion and philosophy3
2
educational-system.blogspot.com/2013/09/vedic-education-gurukula-system-of.html
3
https://www.quora.com/How-was-the-Gurukul-education-system-in-ancient-India
9
TAKSHASHILA:
HISTORY:
Oldest among universities in Ancient India .It is known as a centre
of learning in early 700BC. From times immemorial Takshasila
has been an important centre of Brahmanical education. During
the Buddhist period, its fame controlled in Northern India. It
attracted hundreds of students from various countries of the
world. They came there to quench the thirst of their knowledge.
10
Being situated at the distance of 20 miles in the west of
Rawalpindi, Takshasila was the capital of Gandhar Kingdom.
According to Valmiki Ramayana, prince Bharat founded this city
and appointed his son Taksha as the ruler of the territory
.Numerous stupas, viharas and temples helped to found out the
exact location of the city.4 Takshasila is now referred as
TAXILA .In Pali it is known as Takkasila. The present address of
the University is Rawalpindi district, Punjab, Pakistan
Administration:
There was no organized institution or university, but education
was imparted on family system. Takshasila was also not an
organized university. It may be called an educational centre of
different subjects, where special and higher studies were carried
on. It came to be known as a famous centre of higher education
because several learned teachers who were recognised as
authorities on various subjects. Their excellence could attract
thousands of students from different parts of sub-continent in
4
http://content.inflibnet.ac.in/data-server/eacharya-
documents/548158e2e41301125fd790cf_INFIEP_72/77/ET/72-77-ET-V1-S1__l_.pdf
11
spite of dangerous journey which they had to undergo. There is
nothing by the way of co-ordination of the work done by teachers
nor was there any external authority like kings or the local
leaders to direct activities .Every teacher was very talented ,they
have an institutions in himself and does his work with complete
happiness .Teachers enjoyed complete autonomy in his work .All
the rules in institute are set by the teacher .his authority was final
fixing up the duration of the course , in directing the courses of
studies ,books to be read ,selecting and rejecting students ,
making rules that should be followed day by day and guide lines
for day to day work. Without his help and guidance, no education
is possible .He is in fact indispensable.the students therefore must
be very grateful to his /her teacher. Teacher is the person who
takes charge of immature children and make them worthy and
useful citizens in society was naturally held in high reverence.5
Normally specialization in various subjects of study took eight
years, but the period could be reduced or enlarged, according to
the intellectual ability of students and the amount of energy and
the application shown by them. There were also some instances
5
https://archive.org/details/in.ernet.dli.2015.207505/page/n33 last opened on 9 october.
12
where teachers get students to abandon their studies because they
could not adapt.
Students who completed their studies did not receive certificates
or diplomas written because it was believed that knowledge was
its own reward.
Finance:-
No student was required to pay fees compulsory. Nonpayment
of fees did not result in the expulsion of the institution or any
differential treatment. In fact stipulation that fees must be paid he
was vehemently condemned.
Knowledge was considered too sacred to be exchanged for money
and Hindu scriptures contain specific mandates against those who
charge money to students. An employee master, i.e., a teacher
who charges a mandatory basis should be treated, according to the
scripture Manu, as unfit for the company at the table. The spiritual
position, renunciation and deep knowledge of teachers inspired
many wealthy people to give volunteer help in various ways these
institutions. Some wealthy parents do also given generous
financial assistance. This was given either at the beginning or end
of the studies of their children. Those who had not paid fee could
13
carry out their studies as long as they liked and enjoyed the same
rights .Kings also helped the cause by direct and indirect financial
assistance without exerting any control over these
institutions. The teacher's authority was complete and
absolute. It is true that each student completed his studies paid
something his teacher through Dakshina, but the amount paid was
therefore insufficient to cover the costs of their education. 6
Courses taught :-
There was a wide variety of courses offered at Takshasila, both
scientific or technical and literary subjects. The term used to
denote these two types of courses were the Vedas and the Silpas
.The number of vedas studied in universities is mentioned as three
, but it is difficult to explain why the fourth Veda and most
probably the Atharvaveda should have been dropped from the list.
It was so perhaps because the content of the Atharvaveda was
more or less secular in nature and the topic treated there in were
also included in various other branches of study. In fact it is
impossible to drop the Atharvaveda , because the minister for
6
file:///D:/history/project/universites%20in%20Ancient%20India.pdf
14
religious affairs the purohitha according to manusmrti had to be
an expert in Atharvaveda .
A study of various references shows that the following crafts were
taught in the university: Conveyancing or Law ,Accountancy ,
Agriculture ,Mathematics , commerce, Cattle breeding, Carpentry
, Smithy , Medicine and Surgery , Archery and allied Military arts
,Astrology, Astronomy , Divination ,Snake charming, Magic, Art
of finding hidden treasures ,Music ,Dancing and Painting .It is
obvious that the number eighteen need not be taken too literally.
The course must have remained unchanged throughout the period
of existence of the university .There were certainly some as a
result of religious ,political and social changes which came during
its existence of about fifteen hundred years.7
Admission:-
Admission was free of all castes except Chandalas (the fifth
caste). There were no restrictions on the choice of issues left
entirely to students. What students learn in college is based on
"knowledge for knowledge" dictum. The achievement was not to
be used as an instrument for a living, it was never a problem in
ancient India. This is how we find a complete democracy
7
file:///D:/history/project/72-77-ET-V1-S1__l_.pdf
15
prevailing in this university. The different classes and castes
merged into democracy learning. The democracy was
strengthened by the existence of a common code of rules and
observances prescribed for students, regardless of their social or
economic situation. Students can be admitted freely to any
course.
Admission never became a problem for those who had requisite
qualifications, namely, freedom from jealousy, straight
forwardness and self control .In fact ,teachers were thirsting for
pupils and offering prayers for file receiving such pupils . One
such prayer got translated is “O Creator , just as water flows to
the lower level , just as months pass incessantly, so many
Brahmscharins come to me”.8
Some famous students :-
Panini traditions mention that the greatest grammarian of
Sanskrit language, was a student of this university and Chanakya
, (also known as Kautilya) Minister Chandra Gupta Mourya .
Jivaka the famous physician, also described as a student of this
university. He was well known for his surgery. In the case of a
rich merchant who suffered from a disease of the head, noted that
8
file:///D:/history/project/universites%20in%20Ancient%20India.pdf
16
bound him quickly to his bed, cut through the skin of the head,
the flesh on either side of the incision parted, he took out two
worms wound , and then closed up the sides of the wound stitched
to the skin .
NALANDA UNIVERSITY (425 TO 1205 AD)
Intoduction:
In the province of
Bihar , situated at a
distance of 40 miles
southwest of modern
Patna and seven
miles north of
Rajgriha ,Nalanda was a famous cultural and educational center
of Northern India .A small village grew into magnitude by its
importance .It enjoyed a considerable degree of fame and
17
importance for Buddhist monks owning to it’s being the birth
place of sariputta’s, a favorite disciple of Lord Buddha9 .
History:
There are several explanations for meaning of the name given
to the place. According to a theory of Nalanda was the name of a
Naga (cobra) who lived in a warehouse near the mango tree south
of sangharama. A second story says that the name was the result
of the unceasing charity given by Bodhisattva who was staying in
this place. The third explanation is based on an etymological
analysis of the word which means endowments incessantly
flowed to the institution.
Long before the Christian era the place was observed as a
religious center. This was the place
Which it was sanctified by the stay of Buddha and his disciples
(523 BC to 477 C. B) and had witnessed a series of debates on
Buddhist doctrines. This was also the place where Mahavira, the
Jain Tirthankara met Gosala . This was the place of the discussion
held by Nagarjuna and others in the early centuries of the
Christian era. Asoka had built a temple and a Vihara in this
9
file:///D:/history/project/72-77-ET-V1-S1__l_.pdf
18
place. The University was founded by Sakraditya and expanded
by his son, Buddhaguptaraja, and his successor,
Tathagataguptaraja. Thus, the place had been a great religious and
educational center in the days of Nagarjuna in the second century
AD, and even before, in the days of Buddha Almost throughout
the period of existence of this university, it had the rare privilege
of enjoying royal patronage.10
Admission:-
Nalanda , like other universities of its kind was an institution that
provides education is only higher and therefore the admission was
restricted to those with the necessary background to pursue
graduate studies. In particular, the institution was known as a
place where men learned from all parts of the country and
neighboring countries combined to get their doubts resolved and
achieve mastery in the art of dispute. Many scholars arrived in
large numbers from China, Korea, Tibet and Tokhara .Some of
the scholars came to ensure manuscripts on Buddhism .Those
who wanted to gain entrance to university had to undergo a very
strict examination. HiuenTsiang noted that only twenty percent of
10
file:///D:/history/project/universites%20in%20Ancient%20India.pdf
19
those who came seeking admission came out successfully in the
examination and remaining had to go back.11
Boarding and lodging arrangements for students :-
Buddhist institutions in all accommodation and meals are
provided free. It has been noted in some places that ' teacher as he
took no fees made the student work in ashrama. 'This applies only
to Buddhist teachers and also in the days of Buddhism when
donations were not pouring in. In later days perhaps fees was not
resisted on any treatment given to students who were rich and
paid fees. Buddhists are required students to go begging does not
indicate the poverty of the institutions where they received their
education. The institutions were rich in wealth and materials. So
there must have been some other reason behind it. Begging was
prescribed because of their educational benefits as was the case
in Hindu institutions .There student asked not for himself but for
the support of their school. Its educational value lies in the fact
that occurs in students a spirit of humility and resignation.
11
file:///D:/history/project/universites%20in%20Ancient%20India.pdf
20
Daily performance of begging makes the ego becoming less and
with it all desires and passions that do not sprout ungovernable as
their roots wither. A sense of balance and harmony brings even
more the contrast between the behavior of their own group and
men in the world, and this confirms once again their faith in their
own group or order.12
Courses of study: -
The curriculum of the university was very thorough and embraced
all subjects, Buddhist and as well as Buddhist, Mahayana and
Hinayana. Only a few of these many issues were treated as
mandatory. Mahayana study and knowledge of all eighteen
schools of Buddhism are prescribed as compulsory
subjects. Among the subjects taught in a logical voluntarily
played an important role. However, looking at the important place
that the dialectic busy during those days, they must have played a
very important role in college. Logic systems acceptable to
several other schools of thought were also studied .Tantra was a
very popular topic at this university because it speaks of many
12
Universities in India by D.G.Apte
21
scholars who write works in Tantra, other study and still
others by copying and translating them into the languages of the
north. Tantras dealing with the use of syllables and words
mystical and magic. The practice of Mudras, Mantras, Yoga and
Samadhi was not present in early Buddhism, Buddha or any cult
or any prescribed gods and goddesses. The Tantras became
especially popular, as it allows freedom of action which was
banned by the early Buddhism to the followers the new
cult. Other topics studied in this University were the Vedas and
six assistants. Medicine, Grammar, Sankhya, Philology, Law,
Philosophy and other miscellaneous materials subjects. They
were drawn from different fields of knowledge, Brahmanical and
Buddhist sacred and secular, philosophical and practical, science
and the arts. There were some institutions for primary education
by the university in which they were admitted age of six. Such
students learned Sabdavidya or grammar of the Sanskrit
language, because knowledge of Sanskrit was essential for both
Buddhists and Hindus who were studying in college. After
studying elementary grammar course for six months, the student
is required to study the Sutrapatha and Dhātupāṭha Panini's
grammar. At the age of ten he was taught the book into three
22
Khilas who gave a thorough knowledge of grammar. The student
can master this in three years.
Kshatriya students could learn the art of archery, along with other
sastras as Medicine, Veda, Vedangas , Sankhya , Nyaya (logic)
and Vaiseshika (atomic theory of the world).13
Administration of the University: -
At the head of the university was a Bhikkhu who has character,
who was elected by the various Sanghas comprising the
federation. This Bhikkhu controlled and directed the work of the
administration of the affairs of the university, academic and
otherwise through two councils designated for that purpose. The
first seemed to issues such as the admission of students to college,
regulation of courses of various materials, distribution of work
among teachers, conducting examinations at appropriate
intervals, taking care of the collection and maintenance of
manuscripts and available for copying manuscripts that were
heavily in demand in those days. The other council attended the
financial aspect, the construction and repair of buildings, security
and food supply to domestic, arrangements clothing and
13
file:///D:/history/project/2015.207505.Education-In.pdf
23
medicines, rooming students and teachers according to their
status and distribution among residents menial related to the
operation of the university .. lease land to farmers, the collection
and storage of corn received from tenants and distribution among
the various messes work was an important duty of the council.
Each teacher was independent of the federation as regards the
maintenance of discipline and the federation could inflict
punishment on their students directly only in the case of serious
crimes such as the destruction of life, steal, commit impurity,
lying , drink, defaming the Buddha, Dhamma and Sangha,
holding false doctrines and bad behaviors bhikkhunis
Teachers and students:-
It is stated that at 10,000 monks staying in Nalanda. Of these
1,510 were teachers and the remaining 8,500 were students from
different levels of achievement and studying of various topics. It
has been noted that they were an average of one hundred lectures
or debates every day. In an average number of pupils per teacher
was seven or eight and it must have been very convenient to give
individual attention to students.14
14
file:///D:/history/project/2015.207505.Education-In.pdf
24
Libraries
The university had a large collection of manuscripts on various
subjects in different languages. This was a great help in the
dissemination of knowledge, because we found numerous
mentions of scholars from abroad copying manuscripts hundreds
of these libraries and having taking them to their countries.
Nalanda teachers: -
Nalanda’s learned men were famous throughout the
country. They defeated many pandits Belonging to other religions
and converted to Buddhism. Among the list we can also include
the Chinese traveler Hiuen Tsiang at this university acquired
knowledge of the doctrines, of Bhutas Nirgranthas, Sankhyasand
Vaiseshikas higher than those of Buddhism,.
It is said that a thousand pandits of Nalanda University were
present at the meeting held in Kanyakubja by Sri Harsha to
investigate the treaty Hiuen Tsiang. Famous masters who lived in
or were assosiated with Nalanda are Nagarjuna, Arya deva,
file:///D:/history/project/2015.207505.Education-In.pdf
25
Vasubandhu, Dharmapala, Shilabhadra, Santideva, Kamasila,
Bhuddakiriti etc.1516
Decline and Fall of the university: -
The university worked with great vigor until 1100 when his
greatness began to be overshadowed by Vikramasila began to
receive a greater share of royal patronage. The university received
the final tragic blow in the hands of Bakhtiyar Khilji Muslim
invaders under the late twelfth century and no one of the monks
remained to tell the sad story of its destruction. The library which
was priceless was destroyed.17
Valabhi (600 AD to 1200 AD): -
History:-
Valabhi University is located in Saurashtra in western India. The
place is identical to the old state Wala. That. It was an important
center of Buddhist learning, and championed the cause of
15
file:///D:/history/project/universites%20in%20Ancient%20India.pdf
16
file:///D:/history/project/72-77-ET-V1-S1__l_.pdf
17
www.digitalbookindex.com
26
Hinayana. For some time it had become a rival to Nalanda in
academia, Valabhi was the capital of the Maitraka kings during
the period 480-775 AD and was born of the charity of these kings.
Located on the seashore, which was then an important port for
international trade.
Courses: -
Although Valabhi championed the cause of Hinayana was not
exclusive. Along with the teaching of Buddhist doctrines
Brahmanical also used science to be taught at this place. We find
references to the Brahmana students from the Gangetic plains to
learn at this university. Beyond religious issues, he had also given
instruction on issues like Niti (Political science. Statesman), Varta
(business, agriculture) Administration.Theology, Law,
Economics and Accounting. In some cases, students, after
studying at this university were employed by kings to help in the
government of his kingdom,
Fame:-
Valabhi fame had spread throughout northern India to the extent
that the KathaSaritSagara tells the story of a Brahmin, who
preferred to send his son to Valabhi instead of Nalanda or
27
Benares. Very little, however, is known to us about the famous
professors and scholars who lived there, except for the names of
two of his pandits, viz. Gunamati and Sthiramati.However, the
fact is that the seal of approval of the doctrines preached by
various scholars authorized by the pandits Valabhi was highly
valued in learned assemblies.
Students
In about half of the 7th century, when Hiuen Tsiang visited the
site, had 6,000 monks studying at university. 100 monasteries
were provided for them
Noted points:-
City of Valabhi was very prosperous and there were many
milliners who gave funds that is financial help to the development
of society .it ran in a good financial condition until 755AD.Due
to invasion of the Arabs some portions of Valabhi was destroyed
but even then the university was running as an important
educational and cultural center of western India till 12th century.
28
VIKRAMASILA (800 AD to 1203 AD)
History:-
The Vikramasila Vihara (Buddhist monastery) was a famous seat
of learning located on a hill on the banks of the Ganges in northern
Magadha (Bihar). The place was right next to Nalanda, although
the exact location cannot be determined Vihara. Dr. SC
Vidyabhiishana identified with Sultanganj in Bhagalpur district
and Cunningham with the village near Silao Badagaon. It was
founded by King Dharma Pala in the eighth century of our era has
given liberal endowments to the university to provide for
boarding and free accommodation to residents and nonresident
monks residing there. Throughout the existence of the university
29
until 1203 AD when his tragic end came, the successors of King
Dharma Pala continued to give generous donations to the
institution.
Administration:-
There were boards in charge of different tasks related to day to
day work of the university; a chief Abbot served as president of
these various boards. There was complete academic autonomy
and teachers responsible for the different departments were
responsible for academic work in their departments. In order to
ensure a high level of student learning they were admitted to the
university only if they satisfied the test given by the teachers. Six
teachers watched the six doors leading to the university were met.
During the period of Chanukah (955-983 AD), the following six
eminent logicians were published for work. Ratnakarasanti was
placed at the east gate, Vagisvarakirti in the west, Naropa in the
north, Prajnakaramati, in the south, in the Ratnavajra
Jnanasrimitra first central door and the second door.
30
Courses taught:
Like other universities, this university also provided unique
specialized instruction in various subjects at the university level.
The expected level of student achievement must have been to see
high because admission is limited to those who aspired to become
Buddhist monks who were to preach the gospel in distant lands
Buddhist. The institution represented in the form of Mahayana
Buddhism, a more assertive worship as its name suggests.
Buddhist textbooks belonging to these two branches of Buddhism
must have been taught there. Along these are also taught all
important branches of Hindu learning, although they could not be
classified as a Buddhist in nature. This can be explained by the
fact that Buddhism is not a completely new religion as some
believe. Some of the common details Buddhism and Hinduism
are Brahmanical practices or begging, nonviolence, insistence
on correct habits and mastery of ceremonies. The courses do not
cover all branches of Hindu science but special emphasis was put
on Grammar, Logic, Metaphysics and Ritualism. It has paid
particular joined Tantras consisting of religious doctrines
magical and mystical formulas for the worship of deities or the
31
attainment of supreme power. It is not difficult to understand why
many of the important issues included in the Indian education
were abandoned. The courses taught in Hindu institutions
Vaidya’s issues like fourteen, eighteen Silpas covered and sixty-
four arts covering all the knowledge necessary for a homeowner
. Buddhism was generally averse to any worldly pleasure or for
the life of a homeowner.The authorities of this university used to
confer the title of Pandita who had finished their courses in
college
Teachers and Students:-
Teachers of university are well known not only in India but also
beyond her frontiers for the depth and width of their learning .It
is as a result of this University had developed literary and cultural
contacts with Tibet . Scholars from Tibet were particularly
interested in the Tantras , for the teaching with special
arrangement’s made by the university. The number of scholars
coming from other parts of India also not small. It has been said
32
that in Twelfth century there were 3000 monk scholars studying
at this university.
The destruction of Vikramasila: -
The tragic end of this university occurred in 1203A.D. Bakhtiyar
Khilji at the hands of an officer Kutub-ud-din. All Buddhist
monks who reside in the place had a shaved head and all were
killed. It is reported that when the invaders came through the
university library, they wanted to know the content of the books
and looked for someone to give them the necessary information.
. It is said that the invaders mistook the buildings to a fortress and
only later realized that it was a Vihara.
Pushpagiri University-
33
Pushpagiri University was established in the ancient kingdom of
Kalinga (modern Odisha) and spread across the districts of
Cuttack and Jaipur. It was established in the 3rd century and
flourished during the next 800 years until the 11th century . The
campus is spread over three adjoining hills - Lalitgiri, Ratnagiri
and Udayagiri. This was one of the most important centers of
higher education in ancient India, along with the universities of
Takshasila, Nalanda and Vikramashila. The Chinese traveler
Xuanzang (Huien Tsang) visited the university. It is itself the
oldest Buddhist establishments in the world. Recently some
images of Emperor Asoka have been discovered here, and it has
been suggested that the Pushpagiri University was established by
Emperor Asoka himself.
34
University of Odantapuri: -
University of Odantapuri was established by Dharma Pala of Pala
dynasty during the late eighth century Magadha (which is today
in Bihar) and flourished for 400 years until the 12th century The
famous Acharya Sri Ganga who was professor of the
Vikramashila University was a graduate of Odantapuri
University. According to old records were about 12,000
Tibetan students studying at this university.
A number of monasteries grew up during the Pala period in
ancient Bengal and Magadha . According to Tibetan sources , five
great Mahaviharas stood out :Vikramashila ,the premier
university era; Nalanda, past its prime but still illustrious,
Somapura Mahavihara, Odantapuri, and Jaggadala
35
Somapura University: -
Somapura Mahavihara was established by Dharma Pala of Pala
dynasty during the late eighth century in Bengal and flourished
for 400 years until the 12th century. The spread of the University
more than 27 acres of land which the main complex was 21 acres
was one of the largest of its kind. It was an important learning
center for Buddha Dharma (Buddhism), Jain Dharma (Jainism)
and Santana Dharma (Hinduism). Even today you can find
ornamental terracotta on its exterior walls that show the influence
of these three traditions.
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Jagaddala University:-
Jagaddala university was a monastery and set of learnings in
Varendra, a geographical unit present in north Bengal of
Bangladesh . It was discovered by King Ramapala of Pala
Dynasty .Large construction works are done under Pala Kings.
A large number of monasteries or viharas were established in
ancient Bengal and Magadha during the four centuries of Pala rule
in North-eastern India .Dharma Pala is said to have founded 50
viharas himself ,including Vikramashila , the premier university
of the Era
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COMMON POINTS
Few common points in Ancient Universities:
After knowing about all the Universities we can find few common
points in every UNIVERSITY
The administration works done in each and every university is
maximum the same .the selection of students who have to study
in that particular universities is selected by Teachers themselves.
Teachers were treated next to god .They were given very much
importance’s .Teachers of all the Universities are very intelligent
and they were experts in in that particular subjects We can treat
them like university of that subject itself.
Joining in any University is a challenging task to every
student .Students used to come from far places to get a seat in
university crossing so many hurdle’s, travelling for thousands of
miles .They used to stay with Teachers in the university itself
.Both boys and girls had a separate hostels and teachers .
Administration things are also have common points. Few
Courses are common. The most common is teaching of
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Brahmanical study. There is no fee structure in the universities.
The rich used to pay by their willingness. Accommodations was
also free for students and scholars. New books were written by
the teachers which are being helped by students .students used
help their teachers in research work.
POINT TO BE NOTED:
There are few differences when compared to Ancient university
system and present university system
In ancient universities total concentration was on establishment
of the existence of God, hell and heaven. They taught the student
that existence of God is through very deep logical analysis and
discussion. All the seminars and conferences in Ancient time ran
on single subject, which is about existence and nature of God.
Today, scholars spend lot of time on seminars and debts dealing
with developments of new materials ,machines’ and application
of energy.
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CONCLUSION:-
Universities play important role in our national life and they
represents main stream of a person’s intellectual activities. The
main purpose of the ancient universities was to attain knowledge
and wisdom. Gurus were treated as treated as gods and they were
well respected by the students. All the students were treated
equally without discrimination by the gurus
Other universities that existed in ancient India are Jagaddala in
Bengal, Nagarjunakonda in Andhra Pradesh. Benares in Uttar
Pradesh (8th century to modern times), Kanchipuram in Tamil
Nadu, Manyakheta in Karnataka, Puspagiri and Ratnagiri in
Orissa are some of the important schools in ancient India. Benares
has been another famous educational center but it did not attain
preeminence till middle ages. The higher education in those days
was free or with basic charges. Scholars were even provided with
free lodging. This was the remarkable feature of ancient Indian
higher education
Considering and keeping in mind all the factors,
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I conclude that there was a drastic change in University system
when compared to ancient times and now. There are few
advantages as well as few disadvantages
BIBILOGRAPHY
Books
Universities in ancient India by D.G.Apte
Websites
www.archive.com
PDF:
file:///D:/history/project/72-77-ET-V1-S1__l_.pdf
file:///D:/history/project/2015.207505.Education-In.pdf
file:///D:/history/project/universites%20in%20Ancient%20India.
pdf
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