[Pramāṇa](https://indike.org/pramana/) › [Studies](https://indike.org/pramana/ins) › [Science, technology and education](https://indike.org/pramana/ins.science) › [Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals](https://indike.org/pramana/ins.science.keay-1918) › c6.4 # Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c6.4 Ancient Indian Education: An Inquiry into its Origin, Development, and Ideals c6.4 - **Language:** English ### [c6.4](https://indike.org/pramana/ins.science.keay-1918.c6.4) Lay adherents were recognized and duties laid down for their guidance, but it was a logical conclusion from Buddha’s views of life that for rapid progress in spiritual improvement a life of retirement from the world was necessary, and this was urged upon those who wished to be earnest in their pursuit of freedom from earthly desires. A life of meditation in the solitude of a forest was considered to be the best of all, but from the first this was adopted only by the most earnest, and the majority of the monks, or \*bhikkhus\*, lived in companies in monasteries, or \*vihāras\*. These \*vihāras\* formed a characteristic feature of Buddhism, and for many centuries they were widely spread in India. - [Previous: c6.3](https://indike.org/pramana/ins.science.keay-1918.c6.3) - [Next: c6.5](https://indike.org/pramana/ins.science.keay-1918.c6.5) - [Up: c6](https://indike.org/pramana/ins.science.keay-1918.c6) --- Source: [https://indike.org/pramana/ins.science.keay-1918.c6.4](https://indike.org/pramana/ins.science.keay-1918.c6.4) · Pramāṇa