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Harshavardhana Empire - 510-650 AD - Society

India History Map - 612 AD In his early life, Harsha was a devout Saiva but later he became an ardent Hinayana Buddhist. Hiuen Tsang converted him to Mahayana Buddhism. Harsha prohibited the use of animal food in his kingdom and punished those who kill any living being. He erected thousands of stupas and established travellers’ rests all over his kingdom. He also erected monasteries at the sacred places of Buddhists. Once in five years he convened a gathering of representatives of all religions and honoured them with gifts and costly presents. He brought the Buddhist monks together frequently to discuss and examine the Buddhist doctrine.

Harsha organized a religious assembly at Kanauj to honor the Chinese pilgrim Hiuen Tsang towards the close of his reign. He invited representatives of all religious sects. It was attended by 20 kings, 1000 scholars from the Nalanda University, 3000 Hinayanists and Mahayanists, 3000 Brahmins and Jains. The Assembly went on continuously for 23 days. Hiuen Tsang explained the values of Mahayana doctrine and established its superiority over others. However, violence broke out and there were acts of arson. There was also an attempt on the life of Harsha. Soon, it was brought under control and the guilty were punished. On the final day of the Assembly, Hiuen Tsang was honoured with costly presents.

Hiuen Tsang mentions in his account about the conference held at Allahabad, known as Prayag. It was the one among the conferences routinely convened by Harsha once in five years. Harsha gave away his enormous wealth as gifts to the members of all religious sects. According to Hiuen Tsang, Harsha was so lavish that he emptied the treasury and even gave away the clothes and jewels he was wearing. His statement might be one of admiring exaggeration.

Both Bana and Hiuen Tsang portray the social life in the times of Harsha. The fourfold division of the society – Brahmin, Kshatriya, Vysya and Sudra – was prevalent. The Brahmins were the privileged section of the society and they were given land grants by the kings. The Kshatriyas were the ruling class. The Vysyas were mainly traders. Hiuen Tsang mentions that the Sudras practiced agriculture. There existed many sub castes. The position of women was not satisfactory. The institution of Swyamvara (the choice of choosing her husband) had declined. Remarriage of widows was not permitted, particularly among the higher castes. The system of dowry had also become common. The practice of sati was also prevalent. Hiuen Tsang mentions three ways of disposal of the dead – cremation, water burial and exposure in the woods.

The trade and commerce had declined during Harsha’s period. This is evident from the decline of trade centres, less number of coins, and slow activities of merchant guilds. The decline of trade in turn affected the handicrafts industry and agriculture. Since there was no large scale demand for goods, the farmers began to produce only in a limited way. This led to the rise of self-sufficient village economy. In short, there was a sharp economic decline as compared to the economy of the Gupta period.

The art and architecture of Harsha’s period are very few and mostly followed the Gupta style. Hiuen Tsang describes the glory of the monastery with many storeys built by Harsha at Nalanda. He also speaks of a copper statue of Buddha with eight feet in height. The brick temple of Lakshmana at Sirpur with its rich architecture is assigned to the period of Harsha.

Harsha was a great patron of learning. His biographer Banabhatta adorned his royal court. Besides Harshacharita, he wrote Kadambari. Other literary figures in Harsha’s court were Matanga Divakara and the famous Barthrihari, who was the poet, philosopher and grammarian. Harsha himself authored three plays - Ratnavali, Priyadarsika and Nagananda. Harsha patronised the Nalanda University by his liberal endowments. It attained international reputation as a centre of learning during his reign. Hiuen Tsang visited the Nalanda University and remained as a student for some time.

The Chinese travelers of ancient India mentioned a number of educational institutions. The most famous among them were the Hinayana University of Valabhi and the Mahayana University of Nalanda. Hiuen Tsang gives a very valuable account of the Nalanda University. The term Nalanda means “giver of knowledge”. It was founded by Kumaragupta I during the Gupta period. It was patronised by his successors and later by Harsha. The professors of the University were called panditas. Some of its renowned professors were Dingnaga, Dharmapala, Sthiramati and Silabadhra. Dharmapala was a native of Kanchipuram and he became the head of the Nalanda University.

Nalanda University was a residential university and education was free including the boarding and lodging. It was maintained with the revenue derived from 100 to 200 villages endowed by different rulers. Though it was a Mahayana University, different religious subjects like the Vedas, Hinayana doctrine, Sankhya and Yoga philosophies were also taught. In addition to that, general subjects like logic, grammar, astronomy, medicine and art were in the syllabus. It attracted students not only from different parts of India but from different countries of the east. Admission was made by means of an entrance examination. The entrance test was so difficult that not more than thirty percent of the candidates were successful. Discipline was very strict. More than lectures, discussion played an important part and the medium of instruction was Sanskrit.

Recent archeological excavations have brought to light the ruins of the Nalanda University. It shows the grandeur of this centre of learning and confirms the account given by the Chinese pilgrims. It had numerous classrooms and a hostel attached to it. According to Itsing, the Chinese pilgrim, there were 3000 students on its rolls. It had an observatory and a great library housed in three buildings. Its fame rests on the fact that it attracted scholars from various parts of the world. It was an institution of advanced learning and research.



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