प्राचीन भारत में शिक्षा (डॉ. ए.एस. अल्तेकर - गुरुकुल एवं बौद्ध विहार शिक्षण इतिहास)

Chapter V. SOME EDUCATIONAL CENTRES AND INSTITUTIONS. Different types of educational centres-Taxila-Effects of political vicissitudes on its educational system-Not a university of the modern type, but a cluster of private colleges-Strength of private colleges-Great fame of Taxila-Boarding and lodging arrangements- Subjects of study-Its later history and destruction-Benares-Its early educational activity-As a centre of Buddhist learning-As a centre of Hindu learning-Literary and educational activity under the Muslim rule-Nālandā University-Its rise in c. 400 A.D.-Lay-out of its campus-Buildings-Boarding and lodging arrangements- Number of scholars-High standard of scholarship and piety-Rush for admission from India and abroad-Library facilities-Lecture arrangements-Catholic and comprehensive curriculum-Adminis- trative machinery-Work in Tibet-Destruction of the University- Valabhi University-Vikramaśilā University-Other Buddhist centres of learning-Hindu temple colleges-At Salotgi, Ennayiram, Tirumuk- kudal, Tiruvorriyur and Malkapuram-Some other temple schools and colleges-Agrahāra villages as centres of higher education-Tols. Different Types of Educational Centres :—It has been already shown in the last chapter how educational institutions came into existence in ancient India rather late in her history. Education was for a long time imparted by private teachers on their own responsibility. These were no doubt scattered all over the country, but they used to congregate in large numbers in certain places on account of the facilities they received there in their work. Such places were usually capitals of kingdoms or famous holy places (tīrthas). Kings and feudal chiefs were as a rule patrons of learning, and so learned Brahmanas were naturally attracted to their courts. It was this circumstance that made cities like Taxila, Pātaliputra, Kanauj, Mithilā and Dharā in northern India and Malkhed, Kalyāṇī and Tanjore in southern India famous centres of education. Holy places have