Buddhist Studies for Young Students-

Primary Level
Danuse Murty

Buddhist Council of New South Wales

Strictly for free distribution only
Buddhist Studies for Young Students-
Primary Level
Danuse Murty

Buddhist Council of New South Wales

Strictly for free distribution only

2
 Preface to Second Edition

This introductory book is based on the earlier workbook “Buddhist

Studies for Children”, published electronically by the Buddha Dharma
Education Association in year 2001, and on the first edition of the
‘Buddhist Studies for Young Students – Primary Level’ published by
the Buddhist Council and Corporate Body of the Buddha Educational
Foundation in 2003. It is an outcome of about 40 years of my study
and practice of Yoga, Mahayana Buddhism, Christianity, Natural
Science, Theravada Buddhism and Education, in this but overlapping
order.

I thank Graeme Lyall of the Buddhist Council of New South Wales

and Venerable Pannyavaro and Phil Thompson of the Buddha Dharma
Education Association for their kind support during the earlier stages
of this work. I also thank the current Buddhist Council volunteers
Brian White, Anita Lau, Eileen Sellers and the website team for their
kind support to improve the first edition of this book and make it
available for free distribution online.

Namo Tassa Bhagavato Arahato Samma Sambuddhassa.

(Homage to the Blessed One, the Consummate One,
the Supremely Enlightened One.)

May this work help to bring peace to all.

Danuse Murty, PhD

Sydney 2012

3
 Introduction for Parents and Teachers

The workbook “Buddhist Studies for Young Students - Primary

Level” is intended for children in the upper primary school (more than
10 years old), or beginners in the secondary school. It assumes
elementary understanding of oneself and life around, which children
acquire naturally by living and by studying natural science, history
and personal development at school.

It has been designed to be used together with a biography of the

Buddha (see References) and it covers life of the Buddha, his
teachings and Buddhist history and culture at an introductory level.

The main aims of this workbook are to help students: 1.develop basic
knowledge of the Buddhist religious tradition and realise the true
value of the Buddha’s teachings to themselves and others, 2. by
applying the teachings in their daily lives, become well established in
a peaceful way of living - at this stage, in the precepts, good bodily
and study habits and practice of loving-kindness.

As we progress spiritually, our experience and understanding of life

and the Buddha’s teaching changes, deepens and widens. Because any
written explanation gives only a limited view of the Buddha’s
message, I tried to keep the theory to minimum. Instead I put
emphasis on questions and activities for students to do, so that they
develop their own faculties and come to realise the answers by
themselves.

Just as the basic ethical boundaries to conduct, so the study of the

earliest Buddhist scriptures and application of the Buddha’s advice in
our daily life, are an absolute foundation for our Buddhist practice,
and also for instructing others. In the References, I have included a
short selection of Buddhist resources, which I have found most helpful
in my personal life.

4
Teachers are welcome to use contents of this workbook as their wish,
to construct their own lessons. However, they should acknowledge
this material using the commonly accepted education standard.

5
 Contents

Preface 3
Introduction for parents and teachers 4
Contents 6
Lesson 1. Introduction to Buddhism 7
Lesson 2. Life Story of the Buddha – Childhood 12
Lesson 3. Life Story of the Buddha - Married Life 15
Lesson 4. Life Story for the Buddha – In Search of Truth 17
Lesson 5. Life Story of the Buddha – The First Discourse 20
Lesson 6. Good and Bad, and Five Precepts 24
Lesson 7. Impermanence of Life 28
Lesson 8: Loving-kindness 32
Lesson 9: Law of Kamma 35
Lesson 10: The Triple Gem 37
Lesson 11: History of the Dhamma and Sangha 42
Lesson 12: Buddhist Holy Sites, Festivals and Rituals 50
Lesson 13: Buddhist Architecture and Art 55
References 59
Appendix 61

6
 Lesson 1: Introduction to Buddhism

☺ Dear students, welcome to the Buddhist studies!

In this first lesson you will learn some basic facts about the Buddhist
religious tradition: what is Buddhism, who is a Buddha, who is a
Buddhist, where do Buddhists live, and finally why study Buddhism.
In the following lessons you will learn about and investigate the
Buddha’s life, his teachings, and Buddhist history and culture. But
most importantly, you will be asked to apply what you have learnt in
your daily life. So let us begin with a very short overview of
Buddhism.

What is Buddhism?

Buddhism is a peaceful religion started by Gotama Buddha. It has

very little record of any external conflicts with other religious groups
or individuals. In its original and essential form, it is a peaceful way of
life taught by the Buddha. It does not require a belief in a Supernatural
being, or unquestioning belief in the Buddha and his teachings. But
like any scientific teaching or a medicine, it requires an open mind
and some trust or faith, to examine the Buddha’s teachings and apply
them in your daily life.

Who is Buddha?

A title ‘Buddha’ means ‘Awakened One’ or one who is awake to the

Universal Truth. Based on the earliest Buddhist scriptures, a Buddha

7
is one who has attained the Supreme Enlightenment, not known to him
before. This means he has attained the three highest or supreme
realisations, and by himself. According to the scriptures, he: 1)
remembered his previous lives; 2) with divine vision he saw others
dying and being reborn according to the Law of Kamma (Law of
volitional, or intentional, actions) and 3) fully realised the 4 Noble
Truths: truth of suffering, origin of suffering, cessation of suffering
and the way leading to the cessation of suffering – The Noble
Eightfold Path.

As a result of that, the Buddha understands life fully, loves everyone

and can teach others skillfully truth about reality, and the way to
freedom from suffering. The first historical Buddha lived and taught
about 2500 years ago in India. His name was Siddhattha Gotama
Buddha. Like a scientist, he discovered the Universal truths, unknown
before, and then started the Buddhist tradition and taught others the
way of peace.

Who is a Buddhist?

A Buddhist is a follower of the Buddha. In its full sense, it means he

or she takes a refuge, or a protection, in the Triple Gem, studies the
Buddha’s teachings and practices what he taught. Triple Gem, or
Three Jewels, is: 1. Buddha, the teacher; 2. Dhamma, the teachings of
the Buddha, the Universal Truth; and 3. Sangha, meaning here the
noble, or spiritual, Sangha - all Buddha’s students who have realised
the 4 Noble Truths.

There are 2 main Buddhist traditions: Theravada and Mahayana. Also

well known is Vajrayana tradition. But because it is an offshoot of the
Mahayana tradition, we shall not treat it separately in this text. The
scriptures of the Theravada tradition are written in Pali language,
while the scriptures of the Mahayana tradition are written in Sanskrit
language. So we have Kamma, Dhamma and Nibbana (in Pali) and
Karma, Dharma and Nirvana (in Sanskrit). Theravada scriptures are
the oldest. They were first written down 400 years after the Buddha’s
death. Mahayana scriptures were put down in writing 200 to 400 years
later.

8
In spite of various differences, both Theravada and Mahayana
traditions treasure the Triple Gem. Both traditions accept Gotama
Buddha as the founder of Buddhism, and 4 Noble Truths and the law
of Kamma, as the core teachings. Both have a monastic Sangha, but
their robes and some rules of conduct slightly vary.

Where do Buddhists live?

Buddhism started in India around 500 B.C., and it was a major

religion there until approximately 500 A.D. However, today most
Indians are Hindus. At present, Theravada Buddhism is a major
religion in Sri Lanka, Thailand, Burma, Laos and Cambodia.
Mahayana Buddhism is a major religion in China, Korea, Japan,
Vietnam, Tibet, Nepal and Bhutan. Both Mahayana and Theravada
schools are growing in popularity in the west.

9
Why learn about Buddhism?

It is good to learn about Buddhism, because the Buddha taught a way

to peace and happiness for everyone. If we take his advice and
cultivate the path he taught, we find lasting personal peace and
security, and we grow in understanding of ourselves and world around
us. If everyone followed the Buddha’s advice, there would be no wars,
no violence or crime, we could trust other people more, and feel much
safer anywhere we live and anywhere we go. Many wild and domestic
animals would also feel much safer and happier, and most of the
environmental problems would disappear.

☺ Would it not be a much nicer place to live?

"?
1.
a) Use a dictionary, encyclopedia or other reference to discuss the
difference between a religion and a way of life. Look up at least two
different dictionary or encyclopedic definitions of ‘religion’, ‘Buddha’
and ‘awakening’ and discuss them with others in your class.
b) Why is it not sufficient just to believe in the Buddha’s teachings
and not practice it, to find peace and happiness?

10
c) Use your school atlas or Internet resources to find out how many
people in the world are classified as Buddhists, and what proportion of
the world population it is.
2. Use your school atlas or other resources to discuss the current
global situation – wars, poverty, extinction of many species and
pollution. Why do you think we have such big global problems?

!?
Do you think we need ancient religious teachings to stop all wars, the
global scale poverty and pollution, or are modern science and
technology sufficient for that?

11
 Lesson 2: Life Story of the Buddha – Childhood

"?
1. Who was Siddhattha? Where was he born, where did he live, and
who were his parents?
2. What was he like? Why did he sometimes feel unhappy?
3. Briefly tell or read to others the story about a wounded swan, and
then discuss it.
4. Describe what happened during the farming ceremony, which
Siddhattha attended with his father.
5. What subjects did Siddhattha have to study at school, and what did
he like doing in his free time?
6. Use an encyclopedia, or other sources, to find out about children
education in Ancient India. What did the boys and girls in different
social groups had to learn, and who were their teachers?

☺?
1.
a) Describe your early childhood. Where were you born, where did
you live and what did you like to do?
b) Describe your family and neighbors.
2. Name and describe the subjects you have to study at school. What
are your favorite subjects and why? What do you like doing during
your free time?
3. What things make you feel happy and what things make you feel
unhappy?

12
 Indian History

During the Buddha’s days Indian society was divided into 5 main
groups (or social classes). Each group had traditional occupations and
a person’s social status depended on the group to which he or she
belonged. These groups in the order of rank were:

• Brahmins (the priests and scholars)

• Kshatrias (the rulers and warriors)
• Vaisyas (the merchants and other professionals)
• Sudras (labourers and servants)
• Untouchables (slaves and others who had to do the most menial
jobs, such as removing garbage, cleaning sewers and digging
graves).

The first 4 classes were called castes and formed a closed caste
system. Untouchables were outside of this caste system, and so they
were also called outcastes. Membership in each class was established
at birth and was almost impossible to change. Friendships and
marriages between members of different castes rarely occurred.

Although these days untouchables have legally equal rights to all the
other Indian citizens, caste system still continues, but is less strict than
during the Buddha’s days (World Encyclopedia of People and Places,
1995, World Book Inc.).

13
☺?
1. What group was Siddhattha born into? Do you think it was a fair
society to live in? Discuss.
2. If you were an Indian politician, priest or a teacher what would you
do to eliminate the prejudice among the existing caste groups?

!?
Use your school atlas to find some statistics on India, your country,
and several other countries you would like to know about. Compare
their populations, standard of living, and other human statistics.
Discuss some possible reasons for such large differences.

14
 Lesson 3: Life Story of the Buddha – Married Life

"?
1.
a) Why and whom did Siddhattha marry?
b) Describe the ancient Sakya marriage customs.
2. Why was Siddhattha not content with comfortable life in the
palace?
3. What 4 sights did he see on his travels outside the palace, and how
did they affect him?
4. Why did he decide to leave his family? Do you think he loved his
family?

☺?
1. What do all living creatures (beings) have in common?
2. What do you do when you get sick?
3. What do you feel when you see sick or very old people?

15
4. Has anyone you know recently died? If so, how did you feel about
that?

♥ Life is dear to all living beings and many have much shorter
lives than people do.

☺?
1. How long does each of the creatures pictured below live? Describe
their lifecycles.

2. How long do people live and what does it depend on?

3. Describe a typical human lifecycle.

16
 Lesson 4: Life Story of the Buddha –
In Search of Truth

"?
1. Where did Siddhattha go after he left the palace?
2. Discuss the story of the wounded lamb and fire ceremony. What did
Siddhattha tell the king Bimbisara and why?
3. Who were Siddhattha’s meditation teachers, what did they teach
him, and why did he leave them?
4. What is asceticism and why did people practice it?
5. Describe Siddhattha’s life as an ascetic. What happened to him at
the end?
6. What very important qualities did Siddhattha show before he
became Buddha?

17
"?
1. What did Siddhattha discover while sitting under the Bodhi tree,
and how did he discover it?
2. What is the law of Kamma?

!
3. Why is the Buddha pictured with a circle around his head?

♥ Before the coming of the Buddha, many people participated in

religious ceremonies where thousands of animals were killed and
sacrificed to gods. Siddhattha did not support such practices. Instead
he practiced kindness and compassion to all beings and searched for
the way leading to the end of all suffering.

☺?
1. Have you ever saved an animal from dying or harm? If so, what
animal and why was it in trouble? Write a short story or draw a picture
about it. When finished, share it with others.
2.
a) Do you sometimes overeat, eat unhealthy food, or skip meals? Do
you sometimes get very tired from your schoolwork?
b) Do you think it is good to go to extremes, and overdo things? If not,
why not?

18
3. Do you like natural science at school? What are your favorite topics
and why?
4. What is meditation? Try a short meditation on breathing (ask your
teacher, or use the Appendix of this book for instructions).

!?
1. Why did the prehistoric people begin using fire, and how did they
make it?
2. Use your library or Internet resources to find out about lives of
several famous scientists (e.g. Galileo, Newton, Darwin and others).
What did all those scientists have in common? How do we benefit
from their discoveries?
3. How can we benefit from the Buddha’s discoveries?

19
 Lesson 5: Life Story of the Buddha –
The First Discourse

"?
1. What did the Buddha do after he attained the Supreme
Enlightenment?
2. Why did he decide to teach others? Who did he decide to teach first
and why?
3. Describe what happened when he met his old ascetic friends.
4. What was the Buddha’s first discourse called and why?

# The Buddha taught people the 4 Noble Truths:

The Noble Truth of Suffering
The Buddha taught that birth, sickness, old age, death, not getting
what we desire or getting what we do not desire is suffering.

The Noble Truth of the Origin of Suffering

The Buddha taught that the origin (cause) of suffering is craving
(selfish desire). He also said that this selfish desire is a result of
ignorance.

The Noble Truth of the End of Suffering

The Buddha taught that the end of suffering is the end of the craving
(selfishness). This also means the end of greed, hate and delusion.
This end is called Nibbana. It is the highest happiness and peace.

20
The Noble Truth of the Way Leading to the End of Suffering
The Buddha taught that the way leading to the end of suffering is a
middle way between the two extremes of self-indulgence and self-
injury. It is the Noble Eightfold Path, and it consists of right
understanding, right thought, right speech, right action, right
livelihood, right effort, right mindfulness and right concentration.

The Buddha was like a scientist or a medical doctor, who not only
recognised the suffering in the world, but discovered the deep causes
of it, freed or cured himself, and taught others the way to free
themselves. His teaching is like a medicine, that when used properly
can bring peace and freedom.

The Buddha’s teaching is symbolised by the Wheel of the Dhamma:

☺?
1. Do you think it is important to think about the 4 Noble Truths?
Why?
2. What are some things in your life that made you suffer or unhappy?
Name and discuss some.

21
3.
a) List some words that have similar meaning as ‘craving’.
b) Why do some people kill or hurt other people or animals?
c) Discuss why some people create violent stories, games and movies.
4.
a) Name a few things that make you feel happy.
b) Draw a picture of a happy person or of a happy place.
c) What is peace? What does peace mean to you?
d) Write a poem about peace or draw a picture of a peaceful place.
5.
a) Why is the way out of suffering called the Noble Eightfold Path?
b) What does right and wrong mean to you? Give examples.
c) How do we get started on the Noble Eightfold Path?
d) A gardener cultivates (grows) flowers, fruits and vegetables. How
does (s)he do it?
e) How do we cultivate understanding? Give some ideas.

6. What do you have to do, if you want to:

play a musical instrument?
paint pictures?
play a sport well?
use a computer?
build a house?
understand how plants and animals live?
heal people?

live in a peaceful world? !

7. Draw the Wheel of the Dhamma. Why does it have 8 spokes?

8. Read the Buddha’s First Discourse, in the Buddhist scriptures or in

The Book of Protection (see References). Discuss it first at home with
your parents or friends, and then in the class with other students.

22
QUIZ on the best way

" What is the best way to keep your room and house tidy?

# What is the best way to keep healthy until you are very old?

" What is the best way to improve in your schoolwork and

exams?

$ What is the best way to keep your neighborhood and country

free from litter?

% What is the best way to keep the oceans free from pollution?

! What is the best way to stop and prevent the global warming?

23
 Lesson 6: Good and Bad, and Five Precepts

"?
1. Describe the famous Buddhist meeting held at Venuvana
monastery, near Rajagaha. In which ways did it differ from modern
meetings?
2. What 3 things did the Buddha tell his students to practice and teach
others?

☺?
1. What does good and bad mean to you?
2. What are defilements and how do we purify our minds?
3. List and describe some good actions and bad actions. Give reasons
for your choice.

24
"?
1.
a) Read the story about Sigala and 5 precepts. Describe the ritual
young Sigala was performing, when the Buddha saw him. What did
the Buddha say about that ritual to Sigala?
b) What 5 things did the Buddha advise Sigala not to do? What are
they collectively called?
c) Why did Sigala kneel and bow to the Buddha?

2.
a) Read the story about Devadatta, Siddhattha and the wounded swan.
How did Siddhattha treat the swan, and why?
b) Read the story about Siddhattha, the wounded lamb and fire-
worshipers. What did Siddhattha tell the king Bimbissara and other
fire-worshipers, and why?
c) Read the story about the Buddha and Devadatta. How did the
Buddha respond to Devadatta’s attempts to kill him, to introduce
stricter rules of conduct, and to divide the Sangha?

# The 5 Precepts:
To get started on the Path of peace, the Noble Eightfold Path, the
Buddha gave people 5 rules of conduct. They are called 5 precepts.
While translators vary in translating these rules, for you I interpret
them to mean:

# To abstain from intentionally harming living beings

# To abstain from taking what is not given
# To abstain from sexual misconduct
# To abstain from lying and unkind speech
# To abstain from intoxicating drinks and drugs.
The first rule is an ideal, which is not possible to fully practice
physically. When we grow food, or protect our families, we may kill

25
or injure animals, so that we or other people may live in health.
Whether we harm the animals, or someone else does it for us, we are
equally responsible.

So how can we then apply these rules in our lives? We can apply them
unconditionally to all people. And we draw personal boundaries, that
we feel comfortable or at peace with, towards other species. Because
most people have broken these rules towards other people when in
crisis or difficult situations, the global cycles of violence and lying
have continued. There is much we can learn about how to treat others
from the life of the Buddha, his noble students, and from lives of other
great spiritual teachers – what they taught and what they did.

☺?
1.
a) Do you think it is important to have rules of behaviour? Do you
have rules at home and at school? Describe them. Are they good rules
and why?
b) Discuss the rules you had at home when you were little, and how
they have changed since then. Why did they change?
2. Discuss each precept:
a) What does each precept mean to you? Give examples and their
opposites.
b) Describe how you benefit from living by those five rules of
conduct.

3. Discuss healthy lifestyle and healthy way of eating:

a) What is a healthy lifestyle or a healthy way of living? Do you live
in a healthy way?
b) Name various wrong (unhealthy) foods that people eat, and say
why they are unhealthy.
c) What are healthy foods for us, and why should we eat them?
d) What is a healthy way of eating? Do you eat in a healthy way? If
not, how can you improve your way of eating?
e) What would the supermarkets look like, if people stopped making
and buying unhealthy foods and ate in a healthy way? What would
disappear, what would decrease and what would increase?

26
4. Learn some yoga exercises (yoga asanas). Ask your parents to buy
you a book on yoga and then help you do the exercises, or ask your
Buddhist teacher for help. Especially learn the stretching exercise
“Salutation to the Sun” (Surya namaskar), and try to practice it every
morning.

5. What is an eco-friendly way of life? Reflect on and discuss the

meaning and what you can do to make your own life more eco-
friendly.

6. Imagine yourself in the following 6 occupations, and for each think

about what you would do, to reduce harm to other beings. Then
discuss it with others.
a) a farmer – what animals would you keep and what would you grow,
and how would you do it?
b) a food or medical scientist – what experiments would you do, and
what food and drugs would you make?
c) a shop manager – what things would you not sell and what things
would you sell?
d) a film producer or a musician – what kind of films would you
make, or what kind of music would you make, and why?
e) a computer games designer – what kind of games would you make
and why?
f) a medical doctor – what advice would you give to your patients
about prevention and healthy lifestyle, and what medicines would you
give them?

!?
1. How do you like being treated by others? And how do you think we
should treat other people and animals?
2. Discuss how living by the 5 precepts can make your school, your
country and the whole world a safer and nicer place to be.
3. Describe what this world would be like without any wars, crime,
fighting, theft, sexual misconduct, lying and harsh speech, and illegal
drugs. Use words, draw it, or both.

27
 Lesson 7: Impermanence of Life

"?
1. What did the little Siddhattha see during the Farming ceremony he
attended with his father, and what did he think about?
2. Years later, what 4 sights did Siddhatha see on his visits outside the
palace, and how did it affect him? When he thought about those 4
sights, what do you think he realised?

☺?
1.
a) Describe the 4 main stages in peoples lives (childhood,
adolescence, maturity and old age) and what people do and learn
during each stage. Discuss how his or her body form, ability to move,
ability to speak and do various things, and understanding of life
changes.
b) What is the maximum human lifespan and what does it depend on?
2. Describe how you have changed since you were a baby. Do you
sometimes wonder what it will be like when you are very old?
3. One day your grandparents, and then much later also your parents
will pass away. What do you feel about that?

28
# Impermanence of life (change, anicca)
The Buddha taught that not only all things, but also all living beings
are impermanent. They arise (come into being), change and pass
away. They have beginning and end. Whatever has a beginning also
has an end, that is a law of nature.

☺?
If you find the questions below too difficult, then just answer what
you can and ask others to help you.
1. Describe what each of the non-living things listed below is made of,
how it changes and how long it can last:
a) Earth
b) Sun
c) rocks, water, air, fire, wood
c) molecules
d) atoms
e) subatomic particles (e.g. protons, electrons)
f) light energy (describe the colour spectrum, and its characteristics)
g) a colour photo in a magazine, and a picture on a TV screen
(describe the component colours, and how is the picture made).

2. Describe the following animals (their body parts, how they change
through life, and how long do they live): a snail, crab, butterfly, fish,
frog, lizard, bird, dog, monkey.
3. Describe yourself (your body, mind and consciousness). Do you
know how long will each part of you last? Can you find any part of
you that is not changing, is permanent, may last forever?
4. The Buddha taught that living beings are reborn and can remember
their previous lives. But what part of the being did he teach is reborn?
Ask your parents or a Buddhist teacher to help you answer this
question.

29
! Do you know that?
Your body is made of millions of tiny cells, like bricks that make up a
house. These tiny cells are made of molecules and the molecules are
made of atoms. Atoms are in turn made of even smaller particles, and
these are composed of energy. The energy itself is made of a spectrum
of photons with characteristic wavelengths and frequencies. So the
whole body is just a complex energy structure. Your body changes all
the time, and each day some cells die and are replaced by new ones.
So every few years you have a brand new body.

Many scientists teach that our Universe began with Big Bang (or big
explosion of energy) several billion years ago. Following that,
subatomic particles, atoms, elements and molecules were formed, and
stars and planets were born. One of those stars was Sun and one of
those planets was Earth. Then as the Earth cooled, solid earth, oceans
and atmosphere formed, all made of many different atoms and
molecules. Then over many millions of years complex molecules
(macromolecules) formed in the oceans out of the simple molecules.
These macromolecules then gradually developed to form single celled
(uni-cellular) organisms. These one-celled organisms not only
multiplied, but also changed and grouped to form multi-cellular
organisms – bodies of plants, animals, and after many millions of
years also people. So the life forms slowly developed, or evolved,
over hundreds of millions of years.

Scientists also study how galaxies, stars and planets are born and die.
Based on that, they predict that many millions of years from now, the
Sun will grow bigger, become very red and then slowly die, turning
into a ball of hot ash. They call such a ball of ash White Dwarf. When
that happens, all life on Earth will also gradually die and Earth will
become a frozen planet.

30
? ? ?

Based on their present understanding, scientists also teach that the

Universe is still expanding, but one day it will begin to contract.
However they are not really sure what will happen at the end, nor how
the Big Bang started.

As with other great scientific theories, theory of the origin of our

Universe is based on a strong basis of collective observation of the
natural world, and analysis of the data. It cannot be fully proven, but
until evidence is shown against it, for practical purposes we can
assume it is true.

!?
Can possibly any thing or any person be unchanging and last forever
in the Universe that is constantly changing, and has a beginning and
an end?

31
 Lesson 8: Loving-kindness

"?
1. Review the Buddha’s life story and briefly describe the situations
when Siddhattha showed loving-kindness and compassion towards
animals and people.
2. Tell others the story about the wounded lamb and fire-worshipers.
What qualities did Siddhattha show then?
3. Describe various situations, or incidents, where the Buddha showed
loving-kindness towards people.
4. Describe the mental qualities of his students and illustrate this by
examples.

# Loving-kindness (friendliness, good-will, metta)

Buddha advised people to be loving and kind to all living beings.

32
Just as the precepts, so the loving-kindness is an absolute basis for the
whole spiritual training, and also for all the other pure states of mind.
When we love or care about a person or an animal, we then naturally
feel compassion towards her or him if (s)he is suffering, and
sympathetic joy when (s)he is succeeding in good things. When (s)he
is in difficulty, we realise that excitement or dejection are hindrances
and that we must be calm or equanimous to really see clearly what to
do, and we make an effort to calm our mind.

We are all born with natural kindness towards ourselves, and those
who love us (our parents, siblings, children and grandchildren), and
also with knowing that all people like to be loved. So we begin with
that, and we cultivate this loving-kindness towards everyone. We live
by the 5 precepts and try to be kind to everyone in our daily life, as
situations arise. We can learn much about this from the Buddha’s life,
lives of his students, and also from the spiritual teachers of other
traditions.

The Buddha encouraged many of his young students, including his

son Rahula, to practice loving-kindness meditation. The loving-
kindness meditation as commonly taught, is an introductory
meditation practice, which requires simple imagining and thinking.
Typically, we wish to ourselves and others various good things to
experience. While it is very good to do, like prayers, this traditional
method is only a beginning practice. It is of little help to anyone, if it
is not followed by real actions. More advanced practice consists not
only of wishing, but also thinking about what we can do to make our

33
wishes come true, and then doing it. You can find more information
on Buddhist meditation in the Appendix.

☺?
1.
a) What does a true friend do and does not do to his friend?
b) How do you like others treating you? How should you then treat
others? Discuss, giving examples.
2. Try the loving-kindness meditations described in the Appendix.
3. Do some of these activities:
a) Make a few gifts for your siblings or friends (cards, pictures, toys),
or save some of your pocket money and buy them little gifts.
b) Offer your parents help with housework and shopping.
c) Invite your friends for lunch and Buddhist discussion. Then offer
them some healthy food, and after share your experiences and help
each other to understand various things from the Buddhist lessons.
4.
a) Read life stories of Jesus Christ, Mohammed and other great
spiritual teachers, and discuss with your friends their lives and advice
to people on how to live in peace.
b) Read about the origins of the Christmas celebrations, Santa Claus
and gifts giving. Use an online encyclopedia (see References, p.60), or
any other resources you find.
5. Ask your teacher or parents to help you find a Buddhist email friend
overseas. Share your email conversations with your parents and
friends.

!?
Discuss how practice of loving-kindness to all beings can help to
make this world a better place to live for everyone.

34
 Lesson 9: Law of Kamma

"?
1. What kind of vision did Siddhattha gain while meditating under the
Bodhi tree? What did he see?
2. What did the Buddha teach about life after death and rebirth?
3. Where did the Buddha die? Why did he choose that place?
4. Describe what happened during the Buddha’s last day.
5. What were the Buddha’s last words?
6. Was the Buddha afraid of death? Justify your answer.

7. What is Parinibbana? $
# Law of Kamma
Kamma means volitional (intentional) actions. These actions are
thinking, speech and bodily actions. The Law of Kamma is the law of
the volitional actions. It determines our future lives, be it today,
tomorrow or after death. Basically, the Buddha taught that good
actions lead to freedom from suffering, happiness and Nibbana, and
bad actions lead to more suffering, unhappiness and away from
Nibbana.

35
☺?
1.
a) Name and describe some well-known natural laws (e.g. law of
gravity, laws of motion).
b) Describe some natural non-living cycles (day cycles, moon cycles,
annual cycles), and living cycles (e.g. breathing (in-out), day (day-
night), life (birth-death)).
2. Reflect on and describe how your life depends on others and on
your own actions..
3. Describe the Law of Kamma and discuss the 3 kammas (bodily
actions, speech and thinking):
a) Give examples of intentional and not intentional bodily actions, and
their consequences.
b) Give examples of good speech and bad speech towards others, and
their consequences.
c) Give examples of good thoughts and bad thoughts about yourself
and about others, and their consequences.

4. Can you possibly prove to yourself or others that there is no life

after death? Can you prove there is life after death? If so, how?
5. If we do not really know what happens to us after death, what is a
wise way to live, and why?

!?
1. Investigate what various people believe happens after death. Ask
your parents, friends, and teachers, or use Internet resources, to find
out. Share your findings with others.
a) What do your parents and friends believe, and why?
b) What did ancient Egyptians, Indians and Greeks believe?
c) What did some great religious teachers teach about life after death?
2. Why is it good to reflect on the law of Kamma? How can we and
others benefit from that?

36
 Lesson 10: Triple Gem -
Buddha, Dhamma and Sangha

# Triple Gem
All Buddhists respect and treasure the Triple Gem, or the Three
Jewels:

# Buddha (the teacher of the Dhamma and the founder of the

Sangha)
# Dhamma (teaching of the Buddha, the Universal Truth)
# Sangha (the noble or spiritual sangha, the spiritual community of
persons who have realised the 4 Noble Truths).

Below is a scriptural description of the qualities of the Buddha,

Dhamma and the spiritual Sangha:

“Such Indeed is the Blessed One, Arahant (Consummate

One), supremely enlightened, endowed with knowledge
and virtue, welcome being, knower of worlds, the peerless
trainer of persons, teacher of gods and men, the Buddha,
the Blessed One.”

“Well expounded is the Dhamma by the Blessed One, a

Dhamma to be realized by oneself and gives immediate

37
 results, a Dhamma which invites investigation and leads up
to Nibbana, a Dhamma to be understood by the wise each
for himself.”

“Of good conduct is the Order of Disciples of the Blessed

One, of upright conduct is the Order of Disciples of the
Blessed One, of wise conduct is the Order of Disciples of
the Blessed One, of dutiful conduct is the Order of
Disciples of the Blessed One. This Order of Disciples of
the Blessed One -- namely those four pairs of persons, the
eight kinds of individuals - is worthy of offerings, is
worthy of hospitality, is worthy of gifts, is worthy of
reverential salutations, is an incomparable field of merit for
the world.”

"?
1. Review the Buddha’s biography, and then discuss his teachings,
experiences and qualities:
a) Describe the Buddha’s daily routine and main teachings, to others.
b) What did he meditate on and think about; what emotions did he
experience; was he conceited or proud; did he cling to anything in the
world?
c) What things was the Buddha fully freed from?
d) What are the 2 most important qualities of the Buddha, and why do
you think so? What other words do we use to describe these qualities?

2. Use a biography of the Buddha, and other resources (see the

References) to:
a) review life stories of the Buddha’s students: Sariputta, Moggallana,
Ananda, Devadata, King Suddhodana and Maha Pajapatti.
b) describe some qualities of the noble disciples and discuss how they
developed them.

38
# Taking a refuge in the Triple Gem
Commonly, the first two steps in the process of becoming a student of
the Buddha, are taking a refuge in the Triple Gem and taking on the 5
Precepts. Following the ancient tradition, many people take refuge in
the Triple Gem by reciting:

Buddham saranam gacchami,

Dhammam saranam gacchami,
Sangham saranam gacchami

I go for refuge to the Buddha (Teacher)

I go for refuge to the Dhamma (the Teaching)
I go for refuge to the Sangha (the Taught)

☺?
1.
a) What does taking a refuge in the Buddha, Dhamma and Sangha
mean to you?
b) What are some benefits of taking refuge in the Triple Gem?
2. Which of these three refuges do you think is most important and
why? Who does the Buddha take refuge in?

39
# Sangha
The word Sangha is most commonly used to mean a community of
Buddhist monks and nuns. However, the spiritual Sangha consists of
all Buddha’s students who have realised the 4 Noble Truths. They
may be monks or nuns, but also lay people. While they differ in the
depth of their experience and understanding, they all know that their
life is impermanent and they cultivate understanding and love. To
become a part of the spiritual Sangha, one needs to practice the
Dhamma and realise the 4 Noble Truths. This realisation then shows
in one’s actions.

The most advanced, or mature, of these persons are called Arahants in

the Theravada tradition and Bodhisattvas in the Mahayana tradition.
According to the scriptures, an Arahant has perfect understanding and
love for all beings, and will not be born again. In the Mahayana
tradition, Bodhisattva is also very advanced in understanding of life
and love for others, but willingly continues to be reborn to save other
beings from suffering. In the Theravada tradition a Bodhisattva is an
individual who strives to attain the Supreme Enlightenment.

While the Theravada and Mahayana ideals are little different, the
Noble Eightfold Path and helping others to be free from suffering is
emphasised in both traditions. The following extract from the
discourse ‘Metta Sutta’ illustrates a spiritual practice and ideal of the
noble living taught by the Buddha and his students:

40
 “Whatever living beings there may be - feeble or strong (or
the seekers and the attained), long, stout, or of medium
size, short, small, large, those seen or those unseen, those
dwelling far or near, those who are born as well as those
yet to be born - may all beings have happy minds.

Let one not deceive another nor despise anyone anywhere.

In anger or ill-will let one not wish another ill.

Just as a mother would protect her only child with her life
even so let one cultivate a boundless love towards all
beings.

Let one radiate boundless love towards the entire world -

above, below, and across - unhindered, without ill-will,
without enmity.

Standing, walking, sitting or reclining, as long as one is

awake, let one develop this mindfulness. This, they say, is
‘Noble Living’ here.”

☺?
1. Visit a local Buddhist center, a temple or a monastery, and ask the
Buddhist practitioners, monks and nuns, about their lives and how
they have benefited from the Buddha’s teaching.
2. From what you have learnt about the Buddha, Dhamma and
Sangha, what do you think about the Buddha and his students?

!?
1. How can everyone, Buddhists and non-Buddhists alike, benefit
from learning about the Triple Gem?
2. How can the Buddhist religious tradition help to stop religious
conflicts, and make this world a better place to live for everyone?

41
 Lesson 11: History of the Dhamma and Sangha

# Missionary work
The Buddha began teaching the Dhamma, at Isipatana (modern
Sarnath, near Varanasi), more than 2500 years ago, when he was 35
years old. He gave his first discourse to 5 of his old friends who
practiced asceticism. They became his first students and the first
members of the Buddhist Sangha. Soon more people joined the
Sangha and under the Buddha’s guidance many became fully
enlightened (Arahants). For the next 45 years, the Buddha and his
ordained students wandered through Northern India teaching people
the Dhamma. By the time of his final passing away, thousands of
people had become his followers.

The Buddha passed away at Kusinara, when he was 80 years old.

Three months after his death, 500 Arahants assembled at Rajagaha
to recite the Dhamma and rules of conduct for monks and nuns
(Vinaya) as they remembered them. This meeting is called First
Buddhist Council. All the Arahants belonged to the school of elders
(Theravada). About two hundred years after the Buddha’s death,
two main schools of Buddhism developed in India - Theravada and
Mahayana. They differ in some interpretations of the Buddha’s
teachings, where Mahayana is less strict in their interpretations.

42
Buddhist missionary activity outside of India began during King
Asokha’s reign around 250 B.C. Buddhist missionaries introduced
successfully the Buddha’s teachings first to Ceylon (modern Sri
Lanka). Over the next few centuries, as monks and nuns from the
Theravada and Mahayana schools carried the Buddha’s teaching to
various other Asian countries, Theravada and Mahayana traditions
slowly developed. After 500 A.D. Buddhism gradually declined in
India. Among the contributing factors were unfavorable political
conditions, loss of support or opposition from the rulers, loss of
enthusiasm among the Sangha, and increased popularity of Hinduism
and other religions. Presently, only about 1% of Indians are Buddhists,
and most of them follow the Mahayana tradition.

43
While missionaries were also sent to western countries, as far as
Egypt, Syria and Macedonia, because of a strong influence of other
religions, Buddhism did not become established there. Serious study
of Buddhism in the West began only in the early 19th century. By the
end of the 20th century, both Theravada and Mahayana had spread to
many western countries. Buddhism is becoming popular among young
people in United States, Western Europe and Australia.

At present, Theravada Buddhism is a major religion in Sri Lanka,

Thailand, Burma, Laos and Cambodia. Mahayana Buddhism is a
major religion in China, Korea, Japan, Vietnam, Tibet, Nepal and
Bhutan. Both Mahayana and Theravada schools are growing in
popularity in the west. In spite of various differences, both Theravada
and Mahayana traditions treasure the Triple Gem. Both traditions
accept Gotama Buddha as the founder of Buddhism, and the 4 Noble
Truths and the law of Kamma, as the core teachings. Both have
monastic Sangha, but their robes and some rules of conduct slightly
vary.

"?
1. Use Internet or other resources to find out more about the division
of the Sangha into Theravada and Mahayana schools. What are the
main differences between them?
2. Read about King Asokha’s life and his contributions to the
Buddhist tradition.
3. Find out about history of Buddhism in Sri Lanka, China, Tibet or
other countries of your choice. Prepare a short report about one of
them.

# Propagation of the Dhamma

For the first 400 years the Buddha’s teachings was recited and
memorised by the monks and nuns. Though writing was known in
India at that time, it was not customary to record sacred teachings in
writing. So for 4 centuries the Dhamma was passed on orally.

44
The Theravada scriptures were first written down 100 B.C., in Ceylon
(Sri Lanka), on plant leaves. They form the Theravada, or Pali, Canon.
It is written in Pali language. The Mahayana scriptures were written
down between 100 A.D. and 300 A.D., in Sanskrit lanuguage. They
form the Mahayana Canon. So we have Kamma, Dhamma, and
Nibbana, in Pali; and Karma, Dharma and Nirvana, in Sanskrit. Both
Canons contain some teachings and discourses that are very similar,
and also some that are different.

"?
1. Use Internet or other resources, to obtain more information about
the Buddhist scriptures and complete the following tasks.
a) What are the 3 divisions of the Buddhist Scriptures called and what
is in each?
b) Read the introduction part of The Book of Protection, Discourse on
Blessings, The Jewel Discourse and the first discourse of the Buddha
(Setting in Motion the Wheel of Truth). Then ask your parents or a
teacher to help you understand them.
c) Read a few chapters from the Dhammapada – the chapter on the
Buddha and a few other of your choice, and discuss them with other
students.
d) Visit a local Buddhist temple and ask the novices, monks or nuns to
show you the Scriptures and tell you more about them.

# Development of the Sangha

As described previously, the Sangha of the Triple Gem is a spiritual
community of the Buddha’s followers who have realised the 4 Noble
Truths, at least to some degree. The name Sangha is however most

45
commonly used to mean a monastic community or order, of monks
and nuns. According to the records, during the Buddha’s life this
Sangha consisted almost entirely of the enlightened individuals, and
many of them Arahants. To become a part of the monastic order, one
had to ask for a permission and be accepted, or ordained, by the
Buddha or his authorised disciples. This tradition continues to this
day.

1. Monastic ordination

During the Buddha’s mission, the ordination gradually developed

from a simple consent to join the Buddhist order, to a more complex
public ceremony.

The first few hundred students were personally ordained by the

Buddha. They simply asked him for a permission to join the order, and
he accepted and invited them in. Later, as the Sangha grew, it was not
possible for all students to see the Buddha, so the Buddha instructed
his best students to ordain some of them. The newcomers had to shave
their heads, and in the case of men beards, and put on robes. They had
to formally take a refuge in the Buddha, Dhamma and Sangha by
reciting Three Refuges. Later, when some less mature people wanted
to join the Order, 10 precepts were added to the Three Refuges. Later
still, after lay people complained of the behaviour of some monks,
more detailed rules of conduct were introduced for monks and nuns
who completed their novice training. So the total number of rules
increased from 10 to more than 200.

46
2. Daily lives of monks and nuns

After the ordination, monks and nuns had to leave their families and
live in monasteries. They had to become celibate, keep their heads
shaved and wear robes. This tradition continues to this day. The
aspirant becomes a novice (samanera) first and after a period of
novice training, if he or she wishes so, can become a fully ordained
monk or nun (bhikkhu or bhikkhuni). However, he or she must be at
least 20 years old, and pass a general examination on the Dhamma.

Novice training is similar to an apprenticeship. Novices are expected

to obey 10 precepts, obtain their food by begging, do monastic chores
and help monks and nuns, study and recite the scriptures, and
meditate. In addition to the duties listed for the novices, monks and
nuns are expected to obey more than 200 rules of conduct, train
novices, teach the Dhamma to lay students, and conduct religious
ceremonies.

"?
1. Use Internet or other resources, to complete the following tasks:
a) Describe lives of some of the Buddha’s early disciples, and their
main contributions to the Buddhist tradition. What qualities did they
all have in common, and how did they differ?
b) Read life stories, of your choice, of now living Buddhist teachers,
and share them with other students.
2.
a) Read the Ten Training Precepts and The Four-fold Reflection of a
Monk from ‘The Book of Protection’ to discuss daily life of novices.
b) Discuss a fifth life requisite, necessary in a literate society -
education and teaching materials. What are the basic materials we
need to study and teach the Dhamma?
3. Visit a local temple or a monastery and ask the novices, monks or
nuns to show you around and tell you about their daily lives. Discuss
your findings with others in your group.

47
☺?
1. What parts of the Buddhist history and scriptures did you find most
interesting and why?
2. Would you like to live like the Buddhist novices, or monks or nuns,
do? What would you like to do when you leave school, and why?

3.
a) What rules of conduct do you live by? What rules do you have at
school and at home?
b) What duties do you have apart from your schoolwork?
c) What is your daily routine: during the school terms; on the
weekends; during school holidays?
4.
a) Go through your things, separate what you don’t really need and
give it away to a charity. Then clean and tidy your room.
b) Make a small bag to hold needles and threads. Then repair some of
your, or your sibling’s, clothing.
c) Make a Buddhist book, using simple materials such as paper, pens,
pencils and threads.

!?
1. Why is it important to know the main history of the humankind?
What can we learn from it, and how can we benefit from this
knowledge in our daily lives?
2. Why is it important to know the main history of the Buddhism and
the oldest scriptures?
How can this knowledge help to bring peace among the Buddhist
communities, and world wide?

HISTORY QUIZ

1. When and where did the Buddha pass away?

2. When did the Buddhist Sangha separate into two main schools, and
why?
3. How long did Buddhism flourish in India, and why did it die out?

48
4. Who was King Asokha and how did he contribute to the spread of
Buddhism?
5. List the countries in which a)Theravada, b) Mahayana and c)
Vajrayana Buddhist tradition is a main religion.
6. How was the Dhamma propagated during the Buddha’s life and
after he passed away?
7. What is the difference between Canon, Scriptures and Baskets?
8. What is Tipitaka and what does it consists of?
9. What is Sangha and when and how did it begin?
10. What is the difference between a novice and a monk?

49
Lesson 12: Buddhist Holy Sites, Festivals and Rituals

# Buddhist holy sites

Buddhist holy sites are places sacred to Buddhists, where important
events in the Buddha’s life or lives of the Sangha took place. The 4
most important sites are situated in India. They are:

% Lumbini, where the Buddha was born. It is marked by a pillar.

% Bodhgaya, where the Buddha attained Supreme Enlightenment.
It is marked by a brick and stone stupa.
% Sarnath (ancient Issipatana near Varanasi), where the Buddha
gave his first discourse. It is marked by a brick stupa.
% Kusinara. where the Buddha attained Parinibbana. It is marked
by a brick stupa.

Great stupa at Bodhgaya

☺?
1. Use Internet resources or a library:
a) Obtain more information on the 4 most important Buddhist Holy
sites. Share it with others.
b) Find out about the main Buddhist holy sites outside of India, and
present your findings to others.

50
2.
a) Why is it good to visit the Buddhist holy sites?
b) Is it necessary to visit those places to be a good Buddhist?

# Buddhist festivals
Buddhist festivals (pujas) are celebrations held to commemorate
(remember) important events in the Buddha’s life and the lives of his
noble disciples. The two most important celebrations are Visakha and
Dhammacakka pujas.

% Visakha Puja (Vesak) commemorates the Buddha’s birth,

Supreme Enlightenment and passing away into Parinibbana, on the
full moon of the sixth lunar month (May).

% Dhammacakka Puja (Asalha Puja) commemorates the Buddha

giving his first discourse called Dhammacakkappavattana (“Setting
into motion the wheel of truth”), on the full moon of the eighth lunar
month (approximately July).

During these celebrations, many Buddhists visit temples, monasteries

or sacred sites, and perform simple rituals to express their love for the
Buddha, Dhamma and Sangha. However, some devotees visit temples
and perform simple rituals throughout the year.

Below is a brief scriptural description of reverence, valued by the

Buddha most:

“They who fulfill the greater and lesser duties, they who are correct in
life, walking according to the precepts – it is they who rightly honour,
reverence and venerate the Tathagata, the Perfect One, with the
worthiest homage. Therefore, Ananda, be steady in the fulfillment of
the greater and lesser duties, and be correct in life, walking according

51
to the precepts. Thus Ananda you should train yourselves.”
(Mahaparinibbana Sutta, Digha Nikaya)

%% $% $ % $ %$ % %
☺?
1. Describe the most important qualities of the Buddha.
2. Make Vesak cards and other gifts, and give or send them to your
friends.
3. Participate in a Vesak celebration in a local Buddhist center, temple
or monastery. Then share your experiences with others. You may like
to take a few photos, write a story or describe your experiences to
others.
4. Have you participated in any other Buddhist festivals? If so,
describe what you saw and did.

# Buddhist rituals
Rituals and observing various rites are a common practice among
people of all countries. For example, giving gifts on special occasions
such as birthdays, Christmas or Mother’s Day, or laying flowers on
the graves of the loved ones.

52
Buddhist rituals commonly consist of giving offerings and chanting in
front of shrines with Buddha’s statues, in gratitude to the Buddha. The
three most common offerings are flowers (especially lotus flowers),
incense, and light (as candles or lanterns).

Apart from the rituals in memory of the Buddha or his noble disciples,
there are Buddhist religious rituals connected with birth, marriage and
death, which vary from country to country. But common to these are
saying prayers suitable for each event, such as wishing well in the
case of death to the departed. Chanting Buddhist stanzas is believed to
give protection to those who recite or listen to them.

☺?
1.
a) Discuss why people put flowers, incense or lights in front of the
Buddha’s statues.
b) What do flowers and lit up candles remind you of?
c) Do you know some Buddhist chants? If so, chant some to others in
your group, and explain their purpose.
2. Describe various rituals you saw during the Vesak celebrations.
3. Discuss what value the Buddhist shrines and rituals had in the past,
and what value do they still have now.

53
!?
1. Compare the Vesak celebration with other world religious festivals.
How does, or can, this celebration benefit all Buddhists and other
cultural groups?
2. What tree does the leaf below come from? What is the scientific
name for that species? Use Internet resources or other resources to
find out more about this plant.

54
 Lesson 13: Buddhist Architecture and Art

# Buddhist architecture
The most important Buddhist architectural works are mounds, temples
and monasteries.

Mounds

Mounds are called stupas in India, dagobas in Sri Lanka, and pagodas
in Burma, Thailand, China and Tibet. They were built to hold relics of
the Buddha or his chief disciples, and also to mark important events
from life of the Buddha or his students. King Ashoka is believed to
have built 84 000 stupas all over India. The 3 most important stupas
are in India, at Bodhgaya, Sarnath and Kusinara. The first stupa is
made of stone and bricks, and the other two of bricks.

Great stupa at Bodhgaya Dhamekh stupa at Sarnath Stupa at Kusinara

55
Temples and monasteries

A temple is a place where monks or nuns live, and Buddhist religious

ceremonies are held. A large temple is called a monastery. It typically
consists of monks (or nuns) quarters; a shrine hall, where sacred
objects such as relics and statues are kept; and a teaching hall, where
Dhamma talks are given and meetings are held. Some temples also
have a stupa and Bodhi tree.

☺?
1.
Use the Internet, library, or other resources, to collect some pictures of
Buddhist architecture. Then create a picture album with short
comments on what is on each picture. Make either a traditional paper-
album, a computer album (a slide presentation of computer images,
using MS-PowerPoint or other software), or add a page with pictures
to your website. What value did the temples and stupas have in the
past for the Buddha’s followers?
2. Visit a local temple or a monastery. Ask the monks and nuns for
some information on the history of their monastery and Buddhist
tradition. Then prepare a short report on what you have seen and
learnt, and share your experiences with others in your Buddhist group.

# Buddhist art (sculpture and paintings)

In the early Buddhist tradition people were forbidden to worship, or
make offerings to, a Buddha image. The Bodhi tree, the Wheel of the
Dhamma, the Buddha’s seat and the Buddha’s footprints, and other
objects, were used as symbols to be worshiped instead. This tradition
continued until about first century AD.

Among other symbols, made to remember the Buddha, were stone

pillars. King Ashoka erected many stone pillars inscribed with
Buddhist texts and royal instructions. The most important pillar is at
Lumbini, the Buddha’s birthplace. This pillar is made of stone and has
an inscription about the king carved on it. Originally, it also had an

56
image of a horse on the top of it, to commemorate that the Buddha
was born there. Buddha’s images were rare during this early period.
First Buddha’s statues were found in the old Gandhara, on the border
between Pakistan and Afganistan. They are about 2200 years old.

Most common forms of later Buddhist art are Buddha’s statues and
scenes from the Buddha’s life and Jataka tales. These scenes were
carved in stone, or painted on temple walls. The Buddha was most
commonly portrayed seated in a meditation position, meditating or
teaching; standing with one hand raised; and reclining on his right
side.

☺?
1.
a) Make little figurines of the Buddha and his students, using paper or
plasticine. Use these to create scenes from the Buddha’s life.
b) Draw some scenes from the Buddha’s life. Use these to make a
short picture book for little children.

57
2. Use Internet or other resources, to collect some pictures of Buddhist
artworks, from early and later period, and discuss them with other
students. What benefit did such art works have for their authors? How
do other people benefit from them?
3. Visit an exhibition of Buddhist or Asian art. Then discuss it in the
class.

&
1. Create a personal website and add to it a web-page with your
favorite Buddhist things, including your work, and favorite web-links.
Let your friends know about it. To develop your website, you can use
simple tools such as a word-processor or free online software.
2. Create a website for your Buddhist group, and link it with other
Buddhist education websites.

58
 REFERENCES

Books

Buddharakkhita, A., 1985. The Dhammapada: The Buddha’s Path of

Wisdom. Buddhist Publication Society, Sri Lanka.

Gunapayuta, Hai J., Lu Z.A. and Lee Y.F., 1998. A Pictorial

Biography of Sakyamuni Buddha. The Corporate Body of the Buddha
Educational Foundation, Taiwan, Taipei.

Murty D., 2004. Biography of Sakyamuni Buddha for Children.

BodhiTree, Internet, http://www.buddhistcouncil.org/bodhitree

Murty D., 2001. Buddhist Studies for Children. Buddha Dharma

Education Association, Australia, Sydney.

Murty D., 2010. Buddhist Studies for Young Students – Secondary

Level. BodhiTree, Internet, http://www.buddhistcouncil.org/bodhitree

Narada Ven., 1995. Buddhism in a Nutshell. Buddhist Publication

Society, Sri Lanka, Kandy.

Phangchan C. Ven., 1997. Buddhism for Young Students. The

Corporate Body of the Buddha Educational Foundation, Taiwan,
Taipei.

Piyadassi Ven., 1995. The Buddha, His Life and Teachings. The
Wheel Publication No 5 A/B Buddhist Publication Society, Sri Lanka,
Kandy.

Piyadassi Ven., 1981. The Book of Protection. Buddhist Publication

Society, Sri Lanka, Kandy.

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Piyasilo Ven., 1973. Introduction to Buddhism. An Illustrated
Exposition in Simple Language for the Beginner. Chuan Printing
Press, Bangkok.

Graphics

Buddha Dharma Education Association: Dhamma wheel and a Lotus

flower.

Microsoft Office 2000: Bodhi tree and various other pictures.

Websites
Access to Insight: http://www.accesstoinsight.org

BodhiTree: http://www.buddhistcouncil.org/bodhitree

BuddhaNet: http://www.buddhanet.net

Buddhist Channel: http://www.buddhistchannel.tv

Buddhist Council of New South Wales:

http://www.buddhistcouncil.org

Buddhist Publication Society: http://www.bps.lk

Encyclopedia Wikipedia: http://www.wikipedia.org

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 APPENDIX

The Five Training Precepts

% I undertake to abide by the precept to abstain from intentionally

harming living beings.
% I undertake to abide by the precept to abstain from taking what
is not given.
% I undertake to abide by the precept to abstain from sexual
misconduct.
% I undertake to abide by the precept to abstain from lying and
unkind speech.
% I undertake to abide by the precept to abstain from intoxicating
drinks and drugs.

Meditation on breathing

Meditation on breathing (anapana sati) is an ancient method of

relaxing our body and mind, and experiencing inner calm. It was
practiced in India even before the Buddha. By practicing it we not
only experience inner calm but also gain some insight into our body
and mind. Below is a simple practice for you to try, called bare-
mindfulness of breathing. It is called that, because we just observe the
breathing, we do not force the breathing, count or use mantras to rest
our attention on the breath. Some people prefer to observe their

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breathing at the abdomen, others at the nose or elsewhere. It is up to
you, wherever you find it easier to observe. But be consistent.

1. Sit down or lie down comfortably, and close your eyes.

2. Now turn your attention to your nose and just observe (feel) your
breathing there - the in and out flow of the breath.
3. If your attention wanders off to other things, then just gently bring
it back to the breath.
4. Do this for at least 2 minutes. Then open your eyes and slowly
return to an active state.

Loving-kindness meditation

Traditional loving-kindness meditation is basically wishing ourselves

and all living beings well-being, happiness and other good things. In
other words, we send out thoughts of good-will towards ourselves and
towards others as well. Whatever good things we wish to ourselves,
we also wish to others.

While there are many ways of practicing this meditation, many are
based on the discourse by the Buddha, called Metta Sutta (see
Appendix). But of cause, you can create your own, related to what you
wish to experience or accomplish in your life. It is like a song, that
you can sing to yourself and others.

Below are two simple practices for you to try:

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1. Sit down or lie down comfortably, close your eyes, and let your
body and mind relax.
2. Now turn your attention to yourself and say, in your mind: “May I
be well, may I be happy”.
3. Then turn your attention to your friend and also wish him or her
well: “May you be well, may you be happy”.
4. Finally turn your attention to all beings in the world, and say: “May
all beings be well, may all beings be happy”.
5. Finish by saying: “Peace, peace, peace”.
6. Remain sitting or lying down, resting for a while.

%
1. Sit down or lie down comfortably, close your eyes, and let your
body and mind relax.
2. Now turn your attention to yourself and say, in your mind: “May I
be well, may I be at peace, may I be liberated, may I attain Nibbana”.
3. Then turn your attention to your friend and also wish him or her
well: “May you be well, may you be at peace, may you be liberated,
may you attain Nibbana”.
4. Finally turn your attention to all beings in the world, and say: “May
all beings be well, may all beings be at peace, may all beings be
liberated, may all beings attain Nibbana”.
5. Finish by saying: “Peace, peace, peace”.
6. Remain sitting or lying down, resting for a while.

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 Song of Protection
(An adaptation of the discourse Protection of Aggregates,
Khandha Sutta)

My love to the footless

And to the bipeds my love too,
My love to the quadrupeds
And to the many-footed my love too.
Let not the footless do me harm,
Nor those that have two feet,
Let not the quadrupeds do me harm
Nor those with many feet.

All beings, all living creatures,

May good fortune befall them all,
May not the least harm on them befall.

Infinite in virtue is Buddha,

Infinite is the Dhamma,
Infinite is the Sangha.

So please leave me in peace,

So please leave me in peace,
So please leave me in peace.

Song of loving-kindness
(An adaptation of the discourse on loving-kindness, Metta Sutta)

Whatever living beings there may be - feeble or strong (or

the seekers and the attained), long, stout, or of medium
size, short, small, large, those seen or those unseen, those
dwelling far or near, those who are born as well as those
yet to be born - may all beings have happy minds.

Let one not deceive another nor despise anyone anywhere.

In anger or ill-will let one not wish another ill.

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Just as a mother would protect her only child with her life
even so let one cultivate a boundless love towards all
beings.

Let one radiate boundless love towards the entire world -

above, below, and across - unhindered, without ill-will,
without enmity.

Standing, walking, sitting or reclining, as long as one is

awake, let one develop this mindfulness. This, they say, is
‘Noble Living’ here.

'

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