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Takshashila - Part 1
The Ramayana narrates how Bharata, founded two famous cities—Takshashila for son Taksha & Pushkalavati (Peshawar) for son Pushkala after conquering Gandharva Desa. It was at Takshashila, that Vaisampayana first narrated the Mahabharata to Janmajeya.
Takshashila - Part 1
The Ramayana narrates how Bharata, founded two famous cities—Takshashila for son Taksha & Pushkalavati (Peshawar) for son Pushkala after conquering Gandharva Desa. It was at Takshashila, that Vaisampayana first narrated the Mahabharata to Janmajeya.
2/n
Mujma-t-Tawarikh a 12th c. Persian translation of a lost Sanskrit work says: "30,000 Brahmans & families were settled near Sindh by Duryodhana, of Hastinapur” ( Al-Hind, the Making of the Indo-Islamic World By André Wink) This was to create a center of academic excellence.
Mujma-t-Tawarikh a 12th c. Persian translation of a lost Sanskrit work says: "30,000 Brahmans & families were settled near Sindh by Duryodhana, of Hastinapur” ( Al-Hind, the Making of the Indo-Islamic World By André Wink) This was to create a center of academic excellence.
3/n
Acharya Dhaumya at Takshashila is mentioned in Mahabharata, which was 23 generations before Buddha. If we take 60Y /generation, we get 23 * 60 = 1380 years. From Buddha’s accepted date of 500 BC, we add 1380 years to get 1880 BCE as the latest limit for Vedic Takshashila.
Acharya Dhaumya at Takshashila is mentioned in Mahabharata, which was 23 generations before Buddha. If we take 60Y /generation, we get 23 * 60 = 1380 years. From Buddha’s accepted date of 500 BC, we add 1380 years to get 1880 BCE as the latest limit for Vedic Takshashila.
4/n
Takshashila was a Vedic university for more than a 1000 years before Buddhism. The ancient site went through numerous changes & most remnants of the Vedic times were built over or lost. What stands today are much later ruins of the era when Buddhist influence took over.
Takshashila was a Vedic university for more than a 1000 years before Buddhism. The ancient site went through numerous changes & most remnants of the Vedic times were built over or lost. What stands today are much later ruins of the era when Buddhist influence took over.
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Therefore we must rely more on written records than archaeology to decipher what Takshashila was like in its 1300 year+ Vedic incarnation. Luckily the pre-Buddhist Jatakas give us plenty of information about Takshashila.
Therefore we must rely more on written records than archaeology to decipher what Takshashila was like in its 1300 year+ Vedic incarnation. Luckily the pre-Buddhist Jatakas give us plenty of information about Takshashila.
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The primary subjects of study at the University consisted of the 4 Vedas, 6 Vedangas & at least 18 Shilpas. Additions & deletions were made to the list of subjects later depending on religious, political and social changes during the University’s 2000 plus years of existence
The primary subjects of study at the University consisted of the 4 Vedas, 6 Vedangas & at least 18 Shilpas. Additions & deletions were made to the list of subjects later depending on religious, political and social changes during the University’s 2000 plus years of existence
7/n
Takshashila was one of the world’s most unique universities. Its fame depended exclusively on the expertise of star professors (Acharyas) who excelled in their specialized subjects. It was the ultimate powerhouse of knowledge in its time & drew seekers like a magnet.
Takshashila was one of the world’s most unique universities. Its fame depended exclusively on the expertise of star professors (Acharyas) who excelled in their specialized subjects. It was the ultimate powerhouse of knowledge in its time & drew seekers like a magnet.
8/n
Acharyas were the foundation of Takshashila. They had complete autonomy in determining eligibility, curriculum, standards & assessment of students. So they could do independent research, explore new frontiers of knowledge & mentor exceptional students who changed history.
Acharyas were the foundation of Takshashila. They had complete autonomy in determining eligibility, curriculum, standards & assessment of students. So they could do independent research, explore new frontiers of knowledge & mentor exceptional students who changed history.
9/n
Students who completed their secondary education by 16 to 20 years were eligible to apply. Thousands of aspirants came all the way from Banaras, Rajagriha, Mithila, Ujjain, Kosala, Madhya Desa, Kuru & Dravida Desa. The university had recruitment centers all over India.
Students who completed their secondary education by 16 to 20 years were eligible to apply. Thousands of aspirants came all the way from Banaras, Rajagriha, Mithila, Ujjain, Kosala, Madhya Desa, Kuru & Dravida Desa. The university had recruitment centers all over India.
10/n
Only 20% of students who applied were admitted. Each student applied directly to an Acharya or Gurukula. A Gurukula consisted of multi storied buildings to accommodate around 70 resident students. Some had multiple buildings & taught over 500 students at a time.
Only 20% of students who applied were admitted. Each student applied directly to an Acharya or Gurukula. A Gurukula consisted of multi storied buildings to accommodate around 70 resident students. Some had multiple buildings & taught over 500 students at a time.
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Once admitted students had the choice of becoming a resident or day scholar. In addition to studies, they had to do daily practical chores like cooking, cleaning, farming, performing rituals, writing manuscripts & mentoring others to keep the Gurukula running.
Once admitted students had the choice of becoming a resident or day scholar. In addition to studies, they had to do daily practical chores like cooking, cleaning, farming, performing rituals, writing manuscripts & mentoring others to keep the Gurukula running.
12/n
A typical Gurukula consisted of multi storied residential buildings with surrounding gardens & farms. There was an accompanying temple, cattle shed, assembly room, manuscript library, communal bathrooms, kitchen & dining hall & separate rooms for each student.
A typical Gurukula consisted of multi storied residential buildings with surrounding gardens & farms. There was an accompanying temple, cattle shed, assembly room, manuscript library, communal bathrooms, kitchen & dining hall & separate rooms for each student.
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Each student’s room had a niche for lamps, and a window offering a source of fresh air and natural light.The rooms were plastered and decorated with paintings. Poorer students could also choose to do jobs for money by day and finish studies at night if the Acharya agreed.
Each student’s room had a niche for lamps, and a window offering a source of fresh air and natural light.The rooms were plastered and decorated with paintings. Poorer students could also choose to do jobs for money by day and finish studies at night if the Acharya agreed.
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The Guru usually had a separate residence on the same premises. Most complexes were built around a courtyard with a pool. These large square pools contained water for ritual washings. Each compound had its own big kitchen, dining hall and a well for water.
The Guru usually had a separate residence on the same premises. Most complexes were built around a courtyard with a pool. These large square pools contained water for ritual washings. Each compound had its own big kitchen, dining hall and a well for water.
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They also had rainwater collection systems to channel rainwater into the pool from the roof over wooden extensions. Some complexes contained grand stately monuments as tribute to the memory of earlier Acharyas. These were specially decorated on anniversaries.
They also had rainwater collection systems to channel rainwater into the pool from the roof over wooden extensions. Some complexes contained grand stately monuments as tribute to the memory of earlier Acharyas. These were specially decorated on anniversaries.
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There were no fees required for courses. All necessary financial assistance was supplied by community volunteers to Acharyas who provided free boarding and lodging to all the students. Non-payment of fees never resulted in expulsion or differential treatment.
There were no fees required for courses. All necessary financial assistance was supplied by community volunteers to Acharyas who provided free boarding and lodging to all the students. Non-payment of fees never resulted in expulsion or differential treatment.
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Any Acharya stipulating a fee as payment for instruction was vehemently condemned. Knowledge was considered too sacred to be bartered for money and Hindu scriptures such as Manu Smriti contained specific injunctions against teachers charging money to students.
Any Acharya stipulating a fee as payment for instruction was vehemently condemned. Knowledge was considered too sacred to be bartered for money and Hindu scriptures such as Manu Smriti contained specific injunctions against teachers charging money to students.
18/n
The community of wealthy patrons, traders guilds & craftspeople provided voluntary funds & practical support to the Gurus of the University. Kings also contributed money, but without exercising any control over Acharyas, whose authority was complete and absolute.
The community of wealthy patrons, traders guilds & craftspeople provided voluntary funds & practical support to the Gurus of the University. Kings also contributed money, but without exercising any control over Acharyas, whose authority was complete and absolute.
19/n
Since society compensated the Acharyas, every student received free education, lodging, boarding & necessities. Admission was free to all castes without restrictions to all subjects. The university’s culture was based on the idea of "Knowledge for knowledge's sake alone".
Since society compensated the Acharyas, every student received free education, lodging, boarding & necessities. Admission was free to all castes without restrictions to all subjects. The university’s culture was based on the idea of "Knowledge for knowledge's sake alone".
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Female students were accepted for all courses by the university. Panini refers to female students specializing in Vedic sciences & martial arts. There were also female instructors. However, genders were segregated and residences, dining, & schedules were arranged separately
Female students were accepted for all courses by the university. Panini refers to female students specializing in Vedic sciences & martial arts. There were also female instructors. However, genders were segregated and residences, dining, & schedules were arranged separately
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The terms consisted of 2 semesters lasting 4.5 months each with a mid-year 3 month vacation. Hindu religious festivals, full moon days & natural disasters were all holidays. Additionally, students could ask for time off from the Acharya for illness or family tragedies.
The terms consisted of 2 semesters lasting 4.5 months each with a mid-year 3 month vacation. Hindu religious festivals, full moon days & natural disasters were all holidays. Additionally, students could ask for time off from the Acharya for illness or family tragedies.
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Dining arrangements for students were sponsored by community groups year round. Kings competed against each other to provide the best feasts on special days for the student body. On festivals, the students engaged in preparing feasts to show gratitude to the community
Dining arrangements for students were sponsored by community groups year round. Kings competed against each other to provide the best feasts on special days for the student body. On festivals, the students engaged in preparing feasts to show gratitude to the community
23/n
Subjects were explored in depth through both theory & practice. Classes consisted of lectures & discussions followed by practical performances and debates. In subjects like medicine practical demonstrations on specimens were required for promotion.
Subjects were explored in depth through both theory & practice. Classes consisted of lectures & discussions followed by practical performances and debates. In subjects like medicine practical demonstrations on specimens were required for promotion.
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Studies terminated when the teacher was satisfied with the achievement of the student Specialization in various subjects of study usually took 8 years, but could be reduced or lengthened as the Acharya saw fit. The Acharya could expel a student for violation of rules.
Studies terminated when the teacher was satisfied with the achievement of the student Specialization in various subjects of study usually took 8 years, but could be reduced or lengthened as the Acharya saw fit. The Acharya could expel a student for violation of rules.
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There was no examination required for completion of studies. Examinations were considered unnecessary as the emphasis was on critical thinking & analysis. Unless one unit was thoroughly mastered by the student, one was not allowed to proceed to the succeeding portions
There was no examination required for completion of studies. Examinations were considered unnecessary as the emphasis was on critical thinking & analysis. Unless one unit was thoroughly mastered by the student, one was not allowed to proceed to the succeeding portions
26/n
Instead of exams, students had to present their final thesis to an audience of experts to defend their research in debates & question-answer sessions. Acharyas often invited Acharyas from other disciplines to assess the students performance at the final symposium.
Instead of exams, students had to present their final thesis to an audience of experts to defend their research in debates & question-answer sessions. Acharyas often invited Acharyas from other disciplines to assess the students performance at the final symposium.
27/n
There was no convocation ceremony for conferring degrees. No written certificates or diplomas were given as knowledge was its own reward. Every student paid a symbolic Dakshina like shawl, sandals, umbrella, etc. to the teacher as token gratitude at the end of studies.
There was no convocation ceremony for conferring degrees. No written certificates or diplomas were given as knowledge was its own reward. Every student paid a symbolic Dakshina like shawl, sandals, umbrella, etc. to the teacher as token gratitude at the end of studies.
28/n
Poor students routinely asked kings to donate Gurudakshina on their behalf. Failure to fulfill a student’s request for Gurudakshina was regarded as a slur on a king's reputation.Acharyas were also offered significant money during festivals. They were exempted from taxes.
Poor students routinely asked kings to donate Gurudakshina on their behalf. Failure to fulfill a student’s request for Gurudakshina was regarded as a slur on a king's reputation.Acharyas were also offered significant money during festivals. They were exempted from taxes.
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One fascinating recorded example of this practice is that of King Raghu of Ayodhya (Rama’s grandfather) who, in spite of renouncing everything, supplied 14 crores of golden coins to Varatantu's disciple Kautsa, who had approached him to contribute Gurudakshina on his behalf
One fascinating recorded example of this practice is that of King Raghu of Ayodhya (Rama’s grandfather) who, in spite of renouncing everything, supplied 14 crores of golden coins to Varatantu's disciple Kautsa, who had approached him to contribute Gurudakshina on his behalf
30/n
Takshashila produced history’s finest luminaries:
Charaka - father of Ayurveda
Panini - great Sanskrit grammarian
Chanakya - legendary political & economic strategist & author of Arthashastra
Chandragupta Maurya - India’s greatest emperor
Jivaka- physician & neurosurgeon
Takshashila produced history’s finest luminaries:
Charaka - father of Ayurveda
Panini - great Sanskrit grammarian
Chanakya - legendary political & economic strategist & author of Arthashastra
Chandragupta Maurya - India’s greatest emperor
Jivaka- physician & neurosurgeon
31/n
At one time the tally at Takshashila surpassed 20,000 students from India, China, Babylon, Syria and Greece. In part 2, we will investigate the environmental disasters, military onslaughts & cultural invasions that eventually led to the University’s complete decline.
At one time the tally at Takshashila surpassed 20,000 students from India, China, Babylon, Syria and Greece. In part 2, we will investigate the environmental disasters, military onslaughts & cultural invasions that eventually led to the University’s complete decline.
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References:
Radha Kumud Mookerji :Ancient Indian Education
A. S. Altekar: Education in Ancient India
D.G. Apte: Universities in Ancient India
Benoy Kumar Sarkar: Creative India
Gurumurthy. S: Education in South India
Swami Tattwananda: Ancient Indian Culture at a Glance
References:
Radha Kumud Mookerji :Ancient Indian Education
A. S. Altekar: Education in Ancient India
D.G. Apte: Universities in Ancient India
Benoy Kumar Sarkar: Creative India
Gurumurthy. S: Education in South India
Swami Tattwananda: Ancient Indian Culture at a Glance
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