Jaina System of Education

Author(s): Debendra Chandra Das Gupta
Publisher: Bharti Mahavidyalaya

Page 13

PREFACE.
In picsunung this book to the public which icpicsents a voyage of discovery not allogeihei devoid of an clement of romance, the authoi feels undai obligation to add a low noids as 10 ils genesis and development culmmaling ma series of ren lccines on “Jama System of Educacon" through the generosity of Ni Shanu Prasad Jam, and under the auspices of the Bharati Maliõudyalaya In cousc of his investigalions into the held of lncient Indian Education, the authoi met willi a sen suggestiic paragraphs in Jama litcialinc and he went to M1 SC Scal, M.1.B.L, the (veneral Seciclany of the Indian Rescaich Institute and the Bhārati Mahāvıdyalaya foi a kid inuioduction to the local libraries contaming saci cd lucrauunc of the Jamas Accidentally the mutual con crsalon lunch on the possibility of composing a li calise on Jama cducation. Somchon, Mr Scal made the formidable proposal of delicing a cousc of Icciucs on ilc thenic The baie hint turned into a proposal, and thic proposal has been lanslated into action-hasty, labou sous, and accmcly dillicul-on thic mciils and demerits of which it is for the hind i cadeis lo judge
An alleinpı has been made on the basis of scanty materials, made all thc moic scanty by liic liansscience of most of the nelevant malei als fiom the libiaues to sasc-custody ciscwhcic lo sui vey the theme from sercial angles of visjon-psychological, sociological and geographical
Thculc "Jama Syslem of Education" which the book bcais might be moic appropriately acplaced by “Educational Systems found in Jamna Lile aline", in as much as the Brahmanical, the secular (Ait-school) and the Vocational Education have also been dealt with It is a historical fact that there was no water-light compaitments in the realm of thought in India separating Jainisin, Buddlusm and other cognate schemes of life and religion They all contibuted liai moniously 10waids the development of culture as a whole Necessauly the contilbutions of these sevei al systems in the field of education were inseparably mixed up, and it would have been suicidal to separate them. Hence we have attempted to exhibit the whole picture of the educa. tional life of India in its several sources and supplementing them by cognate avenues of infoi mation.