Samipya 1991 Vol 08 Ank 01 02

Author(s): Pravinchandra C Parikh, Bhartiben Shelat
Publisher: Bholabhai Jeshingbhai Adhyayan Sanshodhan Vidyabhavan

Page 22

works, and investigated the satras and instras as well. They opposed the heretics and explained away disputations. Thus they became famous throughout Jambudvipa and received great respect. The Buddhist University at Valabhi seems to provide for secondary education for the internal students as well as for instructions in subjects of heretic (non-Buddhist) doctrines. The Buddhist monasteries at Valabhi welcomed immigrant mendicants of all the eighteen nikayas (schools) but the internal mendicants were adherents of the Sammatiya school and followed the Hinayana. It, therefore, follows that this university was especially devoted to the studies of the Sammatiya school.
Unlike the Nalanda university which was much devoted to the Mahayana, the Valabhi university was especially interested in the Hinayana. The Valabhi University vied with the Nalanda university in many respects. However, it has left few names of eminent acharyas corresponding to those of Nalanda. Gunamati and Sthiramati composed treatises during their sojourn at the great monastery near Valabhi, but they hailed from Nalanda and probably flourished before the beginning of the Maitraks period.
As for the system of education, Western India must have followed the tradional methods that prevailed in the country in those times. The student approached the teacher personally and received his lesson Individually. The tutorial system facilitated the personal contact between the teacher and the taught. Great emphasis was laid on the method of memorising through repeated recitations. It was often facilitated through the supply of works composed in verse even in the case of scientific literature. I-tsing notes of intelligent men who could commit to memory whatevar they heard even only once.
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No one was ever given a new lesson unless the old one was thoroughly mastered. There was no collective promotion of students to a new class. The intelligent students could proceed rapidly and complete the courses of study earlier while the others had to so on repeating their lessons until they could satisfy the teacher about their mastery over them. Even while receiving new lessons, students were expected to revise the old ones. Even when instructions were given to students in grouns, the teacher took care to maintain personal contact with his disciples, who were encouraged to approach him individually and get his difficulties solved. During the period of studentshin great emphasis was laid on simplicity and temperance. The student had to refrain from all sorts of luxurious modes of life. The disciple was trained in the discipline of the body and the mind, and was required to observe all the rules and regulations for seemly behaviour, moral character, pbysical labour and strenuous study. He held great reverence for his preceptor and the preceptor treated him with great affection. Thus the relations between the teacher and the taught were cordial,
[Sampуa: April, 91-March, 1992