It all seemed so natural. Observing the teaching methods and qualifications here, I became convinced that many of the blessings enjoyed by the human world today are owed to this very system. On one hand, the root of thousands of disputes and hardships—mutual inequality—had been eliminated, and on the other, there was such an all-encompassing, virtuous education; then why should not the world of humans surpass even the imagined heavens of old?

As before, I continued to inspect one or two departments of the school each day. After doing this for twelve days, I was able to take a cursory look at all of them. The education in the infant and children’s classes covers many subjects (though the natural inclinations of the students are always given full consideration), but such a mixed curriculum does not exist in the youth class. To ensure the smooth functioning of worldly affairs, and also because of the natural curiosity of human beings, the first two classes provide a somewhat all-encompassing education. However, for those entering the youth class, there are numerous schools, each dedicated to a particular branch of knowledge. Now, the student studies only that subject toward which his natural inclination lies, and which he has already studied primarily—giving lesser attention to others—in previous years. Although such students are very few, there are indeed some who remain ignorant of practical knowledge, simply because, lacking interest, they are not compelled to exert themselves in that direction.

At Nalanda University, there are fifteen separate schools for different subjects, renowned by the names of Language-Archaeology, Astronomy, Philosophy, Science, Literature, Music, Painting, Architecture (Civil Engineering), Ayurveda, Botany, Zoology, Agriculture, Mechanical Engineering, and Education. The teachers are experts in their respective fields. In the Language-Archaeology school, students are introduced to the primary sources of history and their...

The methods of collecting are now described. This is not the twentieth century, but the twenty-second. Materials lying beneath the earth, sand, or the oceans have been found here in abundance. Much light has been shed upon the religions, customs, and histories of many ancient peoples. Numerous artifacts indicative of the ancient civilizations of India, Egypt, Assyria, Chaldea, Iran, Mexico, Brazil, and many other countries have come into our hands. The nation has spared no effort in acquiring and preserving these materials. Where hundreds of thousands of people are engaged in excavating ancient ruins and constructing secure places for the protection of these objects, thousands of scholars are laboring day and night to unravel their mysteries.

For the ancient civilization and history of India, searches have been carried out as far as Central Asia, Tibet, the Himalayas, Java, Bali, Siam, Sumatra, and Lanka (Ceylon). In this endeavor, the Nalanda University has played the most significant—indeed, the central—role. Alongside the School of Archaeology, there is here a vast museum of these historical materials; it contains not only relics of ancient India, but also artifacts from the histories of Assyria, Egypt, Mexico, and other lands. Replicas of objects of this kind, found in