The cultural life of a learning institution particularly a residential one has its own magnitude for its continuous existence and to acquire prestigious position among other contemporary establishments. On the other side, its academic and extra curricular activities also reflect the real nature of instruction provided there. The everyday living pattern also helps a lot in the inclusive development of students and makes them a complete man and responsible citizen. It is also quite relevant in the case of the ancient Indian education system especially with the organized educational centers mostly operated in the vicinity of Buddhist ras a vih a mah such as a land a N University; the oldest, the largest and the coordinator of all contemporary universities.

The early Indian education reflected an age of creativity and intellectual freedom. The continuous curiosity to comprehend the natural and the worldly affair made the ancient Indian educational system to reach its apogee, which reflected in its organized or university educational centers. Early Indian education witnessed two main stages in its development, viz., the gurukulas or the Vedic school system and the monastery or university education system. The gurukula was mainly the center for primary education that later evolved also into a college such as Taxila. But the ras a vih a mah being centers for institutionalized education mainly focused on higher education. The main universities of ancient India were a land a N , Vikra -mas'i-la Odantapuri-, Valabhi-, etc. The a land a N University was the coordinator of this institutional educational system.

N ras a vih a mah were a learning place, which could be treated at par with the modern advanced study centers. This was the next stage of development in ancient Indian education after gurukula education, it symbolized the beginning of organized instruction with adaptation of salient features of Vedic schools, an unorganized educational system. This Buddhist higher study center has acquired an international prestige with attracting students from Asia and Europe by successfully achieving its objectives. The devoted monk students and scholars were always engaged in re-exploring and researching deeply the Buddhist philosophy. Generally Buddhist monks confined themselves to the study of their sacred scriptures only; they implied the learning and teachings of the 'Tripitakas' (collection of Buddha's sermons). The widely recognized a land a N scholars have contributed a lot directly and indirectly to the expansion and popularization of Buddhism not only in India but also in South Asian countries.

Here, we shall go into the details of daily life of a land a N University. The activities of resident monks become very important in the sense to know the nature of its educational system. This highly moral and spiritual life was on the one side connected with the gaining of knowledge and on the other hand deeply rooted in the devotion for Buddhism. As an ancient learning center, the cultural life of a land a N presents a beautiful combination of study and veneration. As a premier Buddhist study center, examining the output of a land a N 's life also becomes important; it will be done at the end. We shall look into a land a N 's input to various fields such as education, society, religion, philosophy, etc.

History and Culture Journal, Nalanda University, Indian Educational System, Vedic School System, Unorganized Educational System, Educational Centers, Buddhism, Brahmanical Varna Systems, Cultural Stream, Commentarial Literatures., Philosophic Systems, Buddhist Logic.