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