The University of Nalanda c3: Contents

The University of Nālandā c3

Language: English

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PREFACE .. vii INTRODUCTION .. ix LIST OF PLATES AND MAPS .. xviii BIBLIOGRAPHY .. xix ABBREVIATIONS .. xxvi

The application of the word 'University' to the educational institutions at Nālandā—1, Primary meaning of the word 'University'—1, Its secondary meanings—1, Its present significance—1, The aim of education—2, Need of Theology in the curriculum—3, Was there a parallel institution like a University in India?—3, Significance of the word 'Upaniṣad'—3, The aim of education in India—4, Āśramas and Vihāras—4.

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CHAPTER II

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PART I. THE BACKGROUND OF THE UNIVERSITY OF NĀLANDĀ—, 5

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Conditions necessary for the rise of a University—5, Need of literature—5, The literature which the University of Nālandā inherited—6, Its division into Buddhist and non-Buddhist—6, Curriculum that was prevalent prior to the foundation of the University—6, A survey of the landmarks in the history of Indian education—6, The Pāṇini-age and its curriculum—7, Contribution to the curriculum of the Pāṇini-age by—. The sāmkhya-system—10, The primitive Buddhism—12, Yoga, Nyāya and Vaiśeṣika — 13-16, Philosophical systems of Nāgārjuna, Asaṅga and Vasubandhu—16-20, The rise of Buddhist Logic—21, The University of Nālandā founded at a time when Indian thought had attained an acme of perfection—22.

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PART II. TRANSFORMATION OF SAṄGHĀRAMAS INTO TEMPLES OF LEARNING—, 24

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Nālandā—A Buddhist saṅghārāma—24, The Buddhist Saṅgha—24, Its history—25, The rain-retreat—25, The purpose of vihāras—27, The nature of Buddhist saṅgha—29-31, Changes in the nature of Buddhism cause changes in the aims of Buddhist *vihāras*—31, Study of secular arts and sciences introduced in the Buddhist *vihāras*—31, Two kinds of students—32, Monasteries in Europe and India—32, Indian converted into Houses of Learning—32.

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CHAPTER III

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THE RISE OF THE UNIVERSITY AND ITS GROWTH UNDER KINGS OF VARIOUS DYNASTIES—, 33

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Traditional and legendary accounts in Indian History—33, Hiuen Tsiang's legendary account of the foundation of *sanghārāmas* at Nālandā—33, Its consideration—34, The etymological explanation of the name 'Nālandā'—35, Nālandā, a sacred place oft visited by Buddha and Gosāla—36, Aśoka, Nāgārjuna and Nālandā—37, Fa-hien speaks of Nalagrāma and not Nālandā—38, Reasons—38-39, Summary of the causes why Nālandā of all places in Magadha became a seat of learning—40-41, Hiuen Tsiang's account of the various kings who built *sanghārāmas* at Nālandā—41-45, Examination of the soothsayer's prophecy—42, Identification of the kings mentioned by Hiuen Tsiang—46-51, The date of the royal-rise of Nālandā—51-53, Other kings who patronised Nālandā—53-61, Description of the Nālandā buildings—62-64.

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CHAPTER IV

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STUDIES OF NĀLANDĀ—, 65

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Hiuen Tsiang's account of curriculum followed at Nālandā—65, Nālandā, a teaching University—66, Method of examination—66-67, Study of Theology compulsory—67, Nālandā, a centre of 'Sky-flower' doctrine—68-69, Efforts made by its pandits to popularize it—69-72, Śāntideva's *Śikṣa-Samuccaya*—70-72, Study of Logic as important as Theology—72, Contribution of the pandits of Nālandā to the development of Logic—73-78, Nālandā's efforts to spread its teachings by composing encyclopædical works—78, Śāntarakṣita's *Tattva-saṅgraha*—78, *Sāṃkhya's Satkāryavāda* and its refutation by Śāntarakṣita—80-82, Importance of *Tattvasaṅgraha*—82, Śāntarakṣita's other works and style—83-84, Kamalaśīla—84-85, Study of Astronomy at Nālandā—85, Tantra, another important item of the curriculum—86, Different views with regard to the origin of *Tāntrism*—86-87, *Tāntrism* indigenous to Buddhism—87, Factors that brought about *Tāntrism*—88-90, The doctrines of *Karuṇā* and *Mahāsukhavāda*—88-89, Earliest work on *Tantra*—91, The aims of the *Tāntrics*—91, Mantras and Dhāraṇīs and their importance in *Tāntrism*—92-94, Evaluation of *Tāntric* culture—95-100, Real significance of the *Tāntric* terms and practices—97-98, *Tāntric* and Upaniṣadic cultures compared—100.

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CHAPTER V

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FAMOUS PANDITS OF NALANDA—, 102

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Significance of the word 'Pandita'—102, Traditionally Nāgārjuna and Āryadeva, Pandits of Nālandā—103, Asaṅga and Vasubandhu—103-104, Diṅnāga—104-105, Sthiramati and Dharmapāla—105-109, Śīlabhadra succeeds Dharmapāla — 109-112, Consideration of Dharmakīrti's victory over Kumārila and Śaṅkara—112-115, Śāntideva and the great miracle—115-117, Śāntarakṣita, Padmasambhava and Kamalaśīla—117-122, Vīradeva—123, Harṣa's tribute to the Pandits of Nālandā—125, Customs and manners of the Pandits—125-127.

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CHAPTER VI

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RITUALISM OF NALANDA BUDDHISM—, 128

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Practical side of the study of Theology—128, Worship of images—128, The morning bath—128-129, Ablution of the Holy Image—129, Caityavandana in the evening—129-131, Iconographical description of the images found at Nālandā—131-139, Buddha and Bodhisattvas—132-133, The goddesses Hāritī and Tārā—134-135, Gods and goddesses of the later Mahāyāna pantheon—135-138, Images of the Hindu pantheon found at Nālandā—138-139, Is there any relation between the Hindu and the Buddhist pantheon?—139, Changes in the ritualism of Nālandā—140.

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CHAPTER VII

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STUDENT LIFE—, 141

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The Buddhist Student—141, A student's education before he entered Nālandā—142-145, Nālandā, a University of Universities—145, Method of teaching at Nālandā—146-147, Nature of the Matriculation Examination—147-148, The age at which a student entered Nālandā—148-149,—The state of discipline—149-152, Relation between the teacher and the taught—152-155, Dress of the student—155-158, Meals—158-160, Morality—160-162, Amusements—162-166, Dice-playing, a favourite pastime of the students—165, The number of students at Nālandā and other Universities—166-169, Aims and prospects of students—170-175, The value of Nālandā education—175-178.

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CHAPTER VIII

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CONTEMPORARY UNIVERSITIES—, 179

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Valabhi on the western coast—179-180, Vikramaśīlā—Its rise—181, Various views as to its location—181-182, Its founders—182, Description of the buildings—182-183, Its famous Pandits—183, Atiśa—183-184, His visit to Tibet—184-185, Its historicity—185, A peep into the student-life—187-188, Other Universities, Odantapuri and Jagaddala — 189, Comparison between Nālandā and Vikramaśilā—189-190.

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CHAPTER IX

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NĀLANDĀ—AN INTERNATIONAL UNIVERSITY—, 191

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International students' concourse at Nālandā—191, Hiuen Tsiang at Nālandā—191-194, His refutation of the Sāṃkhya system—194-197, Other Chinese travellers who visited Nālandā according to I-Tsing—197, Those who came by the Northern route—197-198, Those who came by the Southern route—198-199, I-Tsing at Nālandā—199-200, Tibetan minister's son at Nālandā—201, Scholars of Nālandā to foreign countries—201-203, Nālandā, the greatest centre of learning in India—203, Students flocked to it from all parts of India—203-204, The all-sidedness of Nālandā—205, What Nālandā did as centre of learning—206.

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CHAPTER X

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THE END OF NĀLANDĀ—, 207

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Why could not Nālandā be rebuilt after its destruction by the Mohammedans—207-208, Reasons—208, The gradual unpopularity and downfall of Buddhism—208, Extraneous and internal causes of the downfall—208, Loss of royal patronage—208-209, Cultural degeneration—209-210, Śaṅkara's refutation of its philosophy—210-211, Destruction of the visible existence of Buddhism, viz., the Buddhist monasteries—211-212, Bakhtiyar Khilji attacks the Fort of Bihar—212, The date of destruction of the monasteries at Nālandā—212-214, Causes of the failure of Nālandā's regeneration after its destruction by the Mohammedans—214.

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CHAPTER XI

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NĀLANDĀ TO-DAY—, 216

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The present site of Nālandā—216, Its archæological classification—217, Monastery No. 1, perhaps the oldest building at Nālandā—217, Were there storeyed buildings at Nālandā?—218, Monastery No. 1A—219-220, Stūpa site No. 3—220-221, The stone-temple—222-225, The University area—225, An attempt to identify the buildings mentioned by Hiuen Tsiang with the buildings that are unearthed—225-228.

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CHAPTER XII

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REVEALED FROM ITS FINDS—, 229

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Position of Nālandā in the development of Indian Art—229, Characteristics of the Pāla or Nālandā Art—230-232, The area influenced by the Nālandā Art—232-235, Nālandā and the Indo-Javanese Art—233-235, The architectural specimens of Nālandā buildings—235-238, Arched niches—238, Schools of arts and crafts at Nālandā—238.

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CHAPTER XIII

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CONCLUSION—, 239

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Nālandā upheld the ideals of the East and the West—239, Nālandā, a Temple of God—239, Nālandā fulfils Newman's conception of a University—239-240, How far Nālandā equipped the students to face the realities of life—240-241, Nālandā, the most magnificent Temple of Learning in Jambudvīpa—241.

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APPENDIX .. .. .. 243 INDEX .. .. .. .. 247