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.
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