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verbose, readers could have had a better chance of appreciating what has been presented. Nevertheless, it is an addition to the study of Jain religion and the treatment of its philosophy on the basis of biological sciences.
Jaina System of Education. D.C. Dasgupta. Motilal Banarsidass, 1999 (1979). Pp. 128. ISBN 81-208-1576-9.
The monograph is a collection of lectures based exclusively on Jain literature. The earliest reference to Jaina education is found from the times, life and teachings of Rşabha, the first tirthankara, who imparted art and arithmetic to his daughters Sundari and Brāmhi. As such Jainism has prescribed four sikşavratas - sāmāyika (meditation), deśāvakāśika (nonwandering), poșadha (periodic fasting) dāna (charity) which are fundamental and essential for character building.
Jaina System of Education by Debendra Chandra Dasgupta was the result of his investigations into the field of ancient Indian education and his ten lectures, of which, only eight could be categorized to deal with the topic.
Interestingly, the book brings to light very salient and significant information on Jaina education system in ancient India. It discloses that monasteries in India were first organized by the Jains whom the Buddhists later followed. The operation of the Jaina monastic university was conducted under three important and distinct departments - Jaina scripture, Vedic study and Art. All the twelve Jaina Āngas scripture, as has been pointed out on the basis of Anuyogadvāra text, were taught in well known monasteries situated at Campā, Rājgsha, Vaiśālī, Benares, Srāvastī, Manicaiya, Bāravai (Dwārakā), Polāsapura and only eleven Argas were taught at Kșitipratişthā monastery situated on the bank of river Godāvarī. Higher academic excellence as in modern doctoral degree was in place with a requisite of originality and research into primary sources of materials at State library or libraries attached to the institutions. According to Dasgupta, “Acārya Kundakunda composed his thesis in the State library.” Admission to the university had no caste or sex restrictions. Nuns, lay women and princes were also studied in the same institution. Principal objective was to equip students with required
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