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

V] EDUCATIONAL CENTRES AND INSTITUTIONS 129 and when all these books came under the observation of the Mussalmans, they summoned a number of Hindus that they might give them information respecting the import of these books; but the whole of the Hindus had been killed. On becoming acquainted (with the contents of those books), it was found that the whole fortress and city was a college'.¹ Śākya-śrī-bhadra and a few others, who escaped the general slaughter, fled to Tibet. Such was the tragic end of this famous college. OTHER BUDDHIST CENTRES OF LEARNING Other Monasteries as Centres of Learning : From stray and casual references in the Life and Travells of Yuan Chwang, we learn that (1) Jayendra monastery near the capital of Kashmir, (2 & 3) Chinapati and Jallandar monasteries in the Punjab, (4) Matipur monastery in Bijnor district, U. P., (5) Bhadra monastery near Kanauj, (6) a monastery in Hiraṇya (?) country, and (7) and another at Amraoti in Andhra country were notable centres of learning in the 7th century.² At most of these monasteries Yuan Chwang stayed for several months in order to study Buddhist works and get their copies. Their presiding abbots were distinguished authors, widely known in the country. At the time of Yuan Chwang's visit in the 7th century we must remember that Buddhism was on the decline in the country, and yet so many monasteries were flourishing centres of Buddhist learning. Budhism continued to be strong in Bihar and Bengal down to the 12th century A. D. and we find monasteries in that province like those at Odantapuri and Jagadalla Vihar (founded by king

1. Raverty's translation of Tabākāt-i-Nāsiri, Vol. I, p. 552; (1881).
2. See Life, pp. 69-70, 77, 81, 84, 127 and 137 respectively. 9