Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

Introduction of English into Buddhist Schools of Vietnam: Problems and Its Solutions

Ven. Phan Anh Duoc Research Scholar, Gautam Buddha University, Greater Noida, Uttar Pradesh,

I. INTRODUCTION The predominant form of in is predominantly of Vietnam is a combination of and . the form; the tradition is well Zen practice, with its emphasis on meditation is recognized and is experiencing a growing interest mostly pursued among the monks and nuns, while especially in the practice of meditation since 1920. Pure Land philosophy and practice is preferred by Buddhist entered Vietnam in two the lay-people. significant waves. The first was a missionary wave The 11th to the 15th century, unlike its of Mahayana scholars from India in the first South East Asian neighbors to follow the century CE. From olden days, the South China Sea Theravada tradition, Vietnam was strongly border, known as Indochina, had commercial links impacted by the Chinese and is first one to with India and it was a popular place visited by integrate Buddhist, Taoist and Confucian traditions. many Indian Buddhist missionary monks on their As a result, many Taoist symbols and meditation way to China. By the end of the 2nd century, tools became mainstreamed into Vietnamese Vietnam developed a major Buddhist center, called Buddhist thought. The most part of Vietnamese Luy-Lau center. A number of Mahayana and scholars at that time were only Buddhist monks the Agamas were translated into Chinese script at who knew Chinese and perfectly well. that center. The second wave of Buddhist thought Buddhism continued to exert a dominating occurred about two hundred years later when influence under the Tran dynasty. Even one of Theravada was introduced in the region. Both of them, king Trần Nhân Tôn , after having abdicated these schools of Buddhist thought co-existed and retired to a monastery, founded a new sect throughout Vietnam. In the 6th and 7th century Thiền (Zen) or that of Forest of Bamboo that Mahayana flourished, and century reached to the continue to exist up to now. Buddhism declined peak in the 12th. and yielded to Confucianism only at the end of 13th When Vietnam was established as an century. One continued to see the decline of independent state in 939 at the fall of the T'ang Buddhism until 1963. dynasty, it was the Buddhist monks who, being the In the 1920s and 1930s, there were a sole true holders of knowledge, helped the first number of movements in Vietnam for the revival dynasties to consolidate their power. Under the and modernization of Buddhist activities. This earlier Le and Ly dynasties, Vietnamese literature includes the re-organization of Mahayana and a was constituted a great deal of learned poetry and growing interest in Theravadin meditation and of Buddhist inspiration composed by monks. Canon. In the 1960s and 1970s, a number of The monk Van Hanh helped king Ly Cong Vietnamese were sent overseas for Uan to get rid of the Dinh decadents and found the further training, mostly in Thailand and some in Sri Ly dynasty (1009-1225). Van Hanh was not only a Lanka and India. talented politician but also a poet. The Ly dynasty Nowadays, Buddhists are located almost owed it rise to the influence and counsel of this everywhere in Vietnam, from North to South. monk, which explained why Buddhism would Buddhism is the single largest religion in Vietnam. become the state religion. Many of the sovereigns However, English books on Vietnamese are still of this dynasty belonged to the sects Thien (Ch'an modest in number. The most imporant reason for in Chinese). They granted great favors to this can be seen by the limitation of “Buddhist Buddhism, in particular Lý Thái Tôn, who, in English” in Buddhist schools of Vietnam. It meets 1031, after his victory over Champa, had over one lots of difficulties for the introdcution of Buddhist hundred fifty monasteries built. In spite of the English in Buddhist Schools nowdays. This paper beneficial influence of Buddhism, for the needs of will be done for the attempt of finding out various a methodical organization and an effective problems of the introduction of English into administration of the country, the Ly dynasty had Buddist Schools of Vietnam and then making the to adopt the Chinese model at all echelons of relevant solutions. Besides that, I also make a good administration. interaction of education between Vietnamese

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

Buddhist Schools and other Buddhist Schools In the second year, little monks and nuns abroad, especially for the useful link among these will focus on important subject as follows: schools. - Dasa Sikkhapada (The Ten Training Rules) and its commentary. II. CONTENT - Wisdom Words of Most Venerable 1. BUDDHIST SCHOOLS IN VIETNAM Qui Son. School here means an educational - Basic Buddhist Teachings. institution, not a sect in Buddhism. Buddhist - Short in India. schools in Vietnam can be classified into four main - Discourse on Last Words of The levels: elementary class, Buddhist high school, Buddha (in Agama Pitaka) college and university. - Discourse on Eight Enlightenments of The Vietnam Buddhist Great Man. Congregation now has four Buddhist Universities - Commentary. in Hanoi, Hue, Ho Chi Minh City (Mahayana - Selected Jataka Stories. tradition) and Can Tho (Theravada tradition), six - . Buddhist colleges, thirty Buddhist high schools and - . hundreds of elementary classes which enrol tens of b. Buddhist High School: thousands of monks and nuns. Nearly two hundred In Vietnam, there are thirty Buddhist Buddhist graduates earned doctorates abroad. schools. Different schools give different Nowadays, Vietnam has a strong academic programs in terms of structure of development of the Buddhist education and subject and time of study. Here, I just mention training. Thanks to these training programmes, about common subject taught in these schools. Buddhist monks and nuns’ qualification has been In the first year, monks and nuns will raised, helping to strengthen the Vietnam Buddhist study the following disciplines: Sangha Congregation, develop and protect - Discourse on Last Words of The traditional cultural values of Buddhism in Vietnam. Buddha. During the past twenty five years, - Discourse on Ten Good Actions. Vietnamese Buddhist schools have developed - Wisdom Words of Most Venerable constantly to meet the increasing demand for Qui Son. training qualified Buddhist personnel for the - Discourse on Eight Enlightenments of Vietnam Buddhist Sangha Congregation chapters Great Man. across the country. All Buddhist monks and nuns - Dharmagupta work harder to build a stronger the Buddhist - Buddhist Epistemology. Sangha and actively participate in patriotic - Elementary Buddhist Textbooks in emulation movements for national development Chinese language. and construction under the motto “Dhamma- - Basic features of Buddhist Nation-Modern”. Philosophy. - History of Indian Buddhism. 2. CURRICULLUM OF THE - A study on Only-Consciousness SYLLABUS doctrine. a. Elementary Class: - Bodhicitta Commentary. The elementary classes of Buddhist - Chinese language. Studies are organized in most disticts of all - Vietnamese language. provinces in Vietnam. The educational program has In the second year, basic subjects should spent two year with the basic attention of be studied as follows: elementary level in Buddhist doctrines as well as - . rules. - (Chinese version of In the first year: little monks and nuns will the Pali counterpart: Milindapanha). study important subject as follows: - Sutra of Forty Two Chapters. - Essential Regulations in daily life. - Introduction to Pali Sutta Pitaka. - Standard Activities in daily life. - Introduction to Agama Pitaka. - Basic Buddhist teachings. - Amitabha Sutra. - Life of the Buddha. - Introduction to Vinaya Pitaka. - Dhammapada. - A study on Only-Consciousness - Selected Jataka Stories. doctrine. - Moral Stories in Great Sage - History of . Discourse (in Chinese version of - Chinese language. Agama Sutra), not found in Pali - Vietnamese language. Tipitaka. The program of the third year is as below:

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

- Majjhima Nikaya. o Mandarin Chinese. - Majjhima Agama. Second Year: - A Critical Study of Buddhist - Dharmagupta Vinaya Pitaka. Philosophy. - History of Vietnamese Buddhism. o Western Philosophy. - Life of Sangha. o Maxist-Leninist Philosophy. - Vijnaptimatra Sastra. o Environmental Science. - Chinese language. o Sociology. - Vietnamse language. o Mandarin Chinese. c. Buddhist college: o History of Chinese Tripitaka The educational program of the first year Literature. will teach students the following subjects: o History of Pali Literature. - Surangama Sūtra. o History of Sanskrit - Majjhima Nikaya. Literature. - Abhidhammakosastra. o Introduction to Management. - History of World Civilizations. o Introduction to Psychology. - Vijnaptimatra Siddhi Sastra. o Mandarin Chinese. - Chinese language. Third Year: - A Critical Study of Digha Nikaya. - Vietnamese language. - . The second year of program: - Abhidhammatthasangaha. - Saddharmapundarika sutra. - Abhidharmakosabhasya Satra. - . - Mahayana Buddhist Thought. - History of Western Civilization. - English. - History of Buddhism in South-East - Classical Chinese. Asia. - Mahayanaasraddhotpada Sastra. - History of Chinese Buddhism. - Buddhist Epistemology. - Vijñaptimatratāsiddhi Sastra. - Buddhist Socio-Political - Mahāyānaśraddhotpādaśāstra (The Philosophy. Awakening of Faith in Mahayana). - Introduction to Buddhist Logic. - Chinese language. - English. The program of the third year of Buddhist - Classical Chinese. colleges as follows: Fourth Year: - A Critical Study of - Vimalakirti Nidesa Sutra. Saddharmapundarika Sutra. - Surangama Sutra. o Philosophy of Religions. - Vinaya Rules. o Vijnaptimatra Siddhi Satra. - Satyasiddhisastra. o Samayabhedopakaranacakka - Introduction to Buddhist logic. Sastra. - Abhidhamma Pitaka. o Classical Chinese. - Buddhist Psychology. o A Critical Study of - Mahaprajnaparamita Sastra. Vajracchedika - History of Vietnamese Buddhism. Sutra. - Literature of Ly-Tran Dynasty. o A Critical Study of - Chinese language. Mulamadhyamikakarka - Introduction to Pali language. Sastra. d. Buddhist University: o A Critical Study of First Year: - The Life of the Buddha. Satyasiddhi Sastra. o The Heart of Buddha’s o Theravada and Mahayana Teachings. Buddhism. o Meditation: Theory and o Classical Chinese Practice. 3. LACUNA/DEMERITS o Vietnamse Writing. All these programs have reflected the o Research Methodology. whole discipline in as well as in o Mandarin Chinese. Mahayana Buddhism. However, this system of o History of Vietnamese education has still various demerits which should Buddhism. be corrected. It is necessary to deal with some main o Indian Philosophy. lacunas in curriculum of the syllabus. o History of Vietnam. First of all, it is a fact that there are lots of o History of Indian Buddhism. repetitions of subjects in a Buddhist school in o History of Chinese particular and in all levels of Buddhist schools in Philosophy. general. Many discourses are taught again and

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in again from the level of elementary class to 4. IMPORTANCE OF ENGLISH IN Buddhist high school, even in level of university. It VIETNAMESE BUDDHIST can be said that one can study in Buddhist high SCHOOLS schools without attending elementary classes. Two English may not be the most spoken levels of Buddhist levels of high school and language in the world, but it is the official language university are similar in aspects of numerous in a large number of countries. It is estimated that discourses. Thus, in Vietnam, a monk can study in the number of people in the world that use in a Buddhist university after finishing the level of English to communicate on a regular basis is two Buddhist Hight School, needless to study in billion Buddhist colleges. In recent years, English is more and more Besides that, Vietnam was a part of popular in the world. It attracts people due to the Imperial China for over a millennium, from 111 interestingness in its tune and structure. However, BC to 938 AD. The Vietnamese became beside the tune and the structure, this language is independent from Imperial China in AD 938, learned and studied by a higher number of people following the Vietnamese victory in the Battle of with every passing day because of its importances Bạch Đằng River. Therefore, Vietnam had a great in this modern world: a mean to communicate. impact by Chinese culture as well as language. Nowadays, English is called International Chinese language is compulsory in all Buddhist Language and it is also the second laguage of many schools of every level. Most of in countries in the world. Therefore, we can realize Chinese language are translated into Vietnamese the importace in communication of this language. and then recited in common people. Even in names When we know English, we can come to and of Buddhist pagogas are also written in Chinese. communicate with the citizens of most of counties This leads to the difficulties for the porpularization in this globe, without any confusion in expressing towards common people. our feelings and thinkings. In addition, most of disciplines are taught In brief, we can not deny the importances in Sino-Viet, a kind of ancient Chinese script with of English language in this modern world. This pronunciation of Vietnamese. It is a difficult language helps us to express thingkings and language for common people. It is only used in feelings, to talk, to exchange views, and to contract system of Buddhist education and secular scholars. between person and person though wherever we Thus, Chinese has a predominent place in Buddhist live. Furthermore, in the world that English is educational system. considered as the main language. Hence, we can Moreover, in terms of an aspect of predict that English language will continue to generalization of the academic program, these develop and bring us more advantages in the near schools have not given the full syllabus for all future, English will be the only language in the subjects. In Vinaya Pitaka, most of rules are world. focused on Chinese monk’s rules and regulations. Language is the source of communication. In Sutta Pitaka, the program only pays attention to It is the way through which we share our ideas and two main parts Digha Nikaya (Digha Agama) and thoughts with others. There are uncountable Majjhima Nikaya (Majjhia Agama) along with languages in this world. Because every country has Dhammapada and Jatakas. Thus, the rest of Sutta their own national language, then they have Pitaka will be lack. As for Abhidhamma Pitaka, it different local languages spoken and understood by is only studied in Theravada University whereas their people in different regions. Mahayana schools only deal with the content of There are several factors that make us to Dhammasanghani with analysis of Citta, Cetasika, learn English Language to go through in the current Rupa and Nibbana. time. First of all, it has International Standard, that It can be said that it is very repetition of is why everyone needs to learn English in order to the program that students can jump to Buddhist get in touch on International Level. If we see high school and then Buddhist university without Educational field, we will find much of the syllabus studying in the level of Buddhist college. Besides is written in English. Children are taught and that, lots of difficult subjects are applied in the encouraged to learn English on starting levels. And level of high school and university. And the most accordingly, as they promote to the next levels they deferential problem in Vietnmes Buddhist schools study almost all the subjects in English. We see the is the lack of making popular English in the level Internet and finds more than 90% of websites of elementary and high school. Nowadays, some written and created in English. And even when we Buddhist high schools have been taken english into see some sites in other languages, they also give consideration. However, it is only in the step of you the option to translate in English. All the secular English but much more on Buddhist research and studies you find will be written and English. typed in English. All the information regarding each and everything contains English Language.

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

There is another factor that make English lots of talks. It plays a very important role very important in this world is that it is the easiest in spread of Buddhism over the world as well as language of the world to learn. With good Vietnamese Buddhism. understanding and communication in English, we b. Thich Minh Chau (1918 - 2012): can travel around the globe. We get assistance and Most Venerable Maha Thera Thích Minh help in English in every part of world. Châu was born Đinh Văn Nam in 1918 at Kim The purpose of education is to better a Thành Village, Quảng Nam Povince. His father got person’s life through knowledge and assist them his doctoral degree at the age of 21 (in 1913, under later in life. English is an excellent means to King Duy Tân). Influenced by the family’s introduce Vietnam, its land, people and culture and educational and academic tradition from early the history and development of Vietnamese childhood, he was an avid and hard-working Buddhism and fostering the Vietnam Buddhist learner whose wisdom developed beyond his age. Sangha’s integration into the international Buddhist While studying the Tripitaka in Chinese, community. he found that there were various ways to represent the Pali and Sanskrit Buddhist terminology, which 5. PERSONALITY AND THEIR made the texts more difficult to understand. That EFFORT was why he consulted his Master and the Buddhist a. Thich Nhat Hanh (1926 - now): Studies Association in Central An nam, and asked Thich Nhat Hanh is widely for their permission, so that he could go abroad and regarded as one of the great spiritual teachers of the study the Tripitaka in Sri-lanka and India. He 20th century Vietnam in particular and over the vowed to translate the original Tripitaka into world in general. He was born in 1926, in central Vietnamese to contribute to Vietnam Buddhism. Vietnam, and he felt drawn to monkhood even as a In 1952 with the Sangha’s and his child. Master’s permission, he left Vietnam for Sri-Lanka Aged 16, he entered Tu Hieu monastery to study Pali and English in Colombo. Three years and received the name Thich Nhat Hanh. In the later the University of Sri-Lanka gave him the title monastery, he underwent a thorough training in Dharma Teacher (Saddammcariya). After that he Zen and the Mahayana school of Buddhism. He went to India and received further training at Bihar received full ordination in 1949 and a year later he University, which belongs to the famous Nava co-founded the An Quang Temple in Saigon. Mahavihara. In 1958 he completed his In 1956 he was appointed editor-in-chief Bachelor’s degree in Pali and English, and finished of Vietnamese Buddhism – the periodical of the All his Master of Arts degree in Pali and Abhidhamma Vietnam Buddhist Association. In 1959 he left as his class velodictorian. Vietnam to study Buddhism at Columbia Three years later in September 1961, he University in New York. But he was summoned to became the first Vietnamese monk to earn his return home after two years to assist in the Doctoral degree in India with an excellent thesis, Buddhist peace effort. The Chinese Madhyama Àgama and the Pàli During the next few years he founded La Mahjjhima Nikàya - A Comparative Study. The Boi Press, and established Van Hanh Buddhist Indian President at the time conferred the degree to University in Saigon as well as the School of Youth him with a lot of admiration. From 1962 to 1963 for Social Service. This movement trained groups he was teaching at Bihar University. During these of Buddhist peaceworkers in rural areas. years he wrote three works in English: H'suan In 1964 he founded the Tiep Hien Order T'sang, The Pilgrim and Scholar; Fa-Hsien, the (The ) based on the principles Unassuming Pilgrim; and Milindapanha and of which emphasises social Nàgasenabhikhusùtra - A Comparative Study. responsibility and peacework. He settled in Paris In 1964 he returned to Vietnam. To and established the Buddhist Peace Delegation. express his gratitude to Buddha, and his Master and He is considered as the first person who other teachers, he dedicated his life to Buddhist gave a plan to apply foreign languages in Van hanh tasks, such as translating the Tripitaka from Pali Buddhist University, especially English and into Vietnamese, opening a Buddhist University French. However, at that time, this idea is not named Van Hanh, and much more. He was accepted by some of subjective reasons. Most of assigned many positions: Vice-President of the venerables wanted to protect the od ways of Saigon College (1964-1965), teaching and learning through ancient Chinese Rector of Van Hanh University, Chairman of the language and Vietnamese only. This made the Culture and Education Task Force in the United limits of development of Vietnamese Buddhism Vietnam Buddhist Sangha (1965-1975). later. When Vietnam became a united country, He has published more than hundred between 1975 and 1976, he passed on his books, including more than forty in English and responsibilities about Van Hanh University to the

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

Ministry of Education. In 1976 he retreated to the generation and those educated in the former South University second site located in Phu Nhuan Vietnam, where it was a principal language in District, and turned it into Van Hanh Buddhist administration, education and commerce; Vietnam Studies Institute. It was then at this Institute that he remains a full member of the Francophonie, and wholeheartedly focused on his translation the education has revived some interest in the Tripitaka from Pali into Vietnamese. He also language. Russian – and to a much lesser extent resumed teaching Buddhist Dharma to monks, nuns German, Czech and Polish – are known among and laypeople. Thanks to his suggestion, for the some Vietnamese whose families had ties with the first time after Vietnam became a united country, Soviet bloc during the Cold War. regular Dharma classes for Buddhists had become In recent years, as Vietnam’s contacts available for everyone after the hours and on with Western nations have increased, English has Sunday mornings. Since then the Buddhism studies become more popular as a second language. The movement started to warm up, and developed with study of English is now obligatory in most schools, Sunday morning classes. either alongside or in many cases, replacing Although he was very busy with the French. Japanese, Chinese and Korean have also Sangha tasks, Congress responsibilities, and grown in popularity as Vietnam’s links with other training monks and nuns, he continued to translate East Asian nations have strengthened. and give Dharma talks. Since his return to However, there are still various difficulties Vietnam, he had never neglected writing and for the introduction of Buddhist English into translating, and was a prolific scholar. His works Buddhist schools due to the fact that on the one include: The Pali-VietnameseTranslations of the hand majority of Buddhist schools are influenced following Pali Suttas: Dīgha Nikāya, Majjhima by Chinese Language or domination of Chinese in Nikāya, Samyutta Nikāya, Anguttara Nikāya, all discourses and on the other hand the prejudice Khuddaka Nikāya (Dhammapada; Udana; towards English that it has brought benefits into Itivuttaka; Vimanavatthu; Theragatha;Therigatha; translations of Buddha teachings and spread of Jataka) and Pali-Vietnamese Translation of Buddhism. Abhidhamma Atthasangaha. He is considered as Nowadays, it can be said due to lack of Xuan Zang of Vietnam. Buddhist english in Vietnamese Buddhist schools However, during his time, Van Hanh the attraction of Vietnamese Buddhism towards Buddhist University is not found the deparment of foreigners is regarded as a limited level. Therefore, English as well as the department of Intenational the most relevant solution for the development of Buddhist Studies. This leads the lack of foreign Buddhist English in Buddhist schools is to students to come and study Buddhism in Vietnam. compose special textbooks of Buddhist English for 6. ENGLISH INTRODUCED INTO all levels of Buddhist Schools in Vietnam. BUDDHIST SCHOOLS: PROBLEMS AND ITS SOLUTIONS The official national language of Vietnam III. CONCLUSION is Vietnamese (Tiếng Việt). In its early history, With the spirit of engaged Buddhism, Vietnamese writing used Chinese characters. In the Vietnamese Buddhism has a tendency to engage 13th century, the Vietnamese developed their own into all activities of society as well as in worldly set of characters, referred to as Chữ nôm. The folk life. English is regarded as a common language to epic Truyện Kiều ("The Tale of Kieu", originally communicate and contact among nations, peoples, known as Đoạn trường tân thanh ) by Nguyễn Du countries, religions and so on. Budhist English was written in Chữ nôm. Quốc ngữ, the romanized should be a compulsory subject in all Buddhist Vietnamese alphabet used for spoken Vietnamese, schools in Vietnam to improve the language skills was developed in the 17th century by the Jesuit for the spread of Vietnamese Buddhism towards Alexandre de Rhodes and several other Catholic the world in particular and all other aspects in missionaries. Quốc ngữ became widely popular and general. brought literacy to the Vietnamese masses during It can be said that Buddhist english is an the French colonial period. essential need for the study of Buddhism based on Vietnam’s minority groups speak a variety the most porpular language nowadays. It will create of languages, including Tày, Mường, Cham, the similarities of the aspect of languages leading Khmer, Chinese, Nùng, and H'Mông. The to the harmony of Buddhist International Montagnard peoples of the Central Highlands also community. speak a number of distinct languages. A number of In brief, a textbook on Buddhist english is sign languages have developed in the cities. the most necessary duty for the Buddhist The French language, a legacy of colonial educational teachers to porpulize Vietnamse rule, is spoken by many educated Vietnamese as a Buddhism. Through this aspect, people over the second language, especially among the older

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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-7, 2016 ISSN: 2454-1362, http://www.onlinejournal.in world shall understand deeply and profoundly Vietnamse Buddhism. BIBLOGRAPHY

1. Karrnow. Stanley, Vietnam: A History, Penguin, 1997. 2. McMahon, Robert J. Major Problems in the History of the Vietnam War: Documents and Essays. 1995. 3. Tucker, Spencer (ed.). Encyclopedia of the Vietnam War. 2001. 4. Elise Anne DeVido. “Buddhism for This World: The Buddhist Revival in Vietnam, 1920 to 1951, and Its Legacy.” 5. Philip Taylor (ed), Modernity and Re- enchantment: Religion in Post- revolutionary Vietnam. Institute of Southeast Asian Studies: Singapore, 2007. 6. Nguyen Lang, Viet Nam Phat Giao Su Luan, vol 1 (History of Buddhism in Vietnam). 1973. 7. Andrew Skilton, A Concise History of Buddhism, 1994. 8. Le Minh Qui, Hoa Thuong Ho-Tong (Biography of Maha Thera Ho-Tong), 1981. 9. Nguyen Van Hieu, Cong Tac Xay Dung Phat Giao Nguyen Thuy tai Viet Nam (On The Work of Establishing Theravada Buddhism in Vietnam), 1971. 10. Thich Dong Bon, Tieu Su Danh Tang Viet Nam (Biography of Famous Vietnamese Monks), 1996. 11. Budden Gyoshi. Buddhism in Vietnam: the Southern Record of the Transmission of the Lamp, Murdoch University, Western Australia, 1979. 12. Ngo Sy Lien. Dai Viet su ky toan thu (Complete Recorded History of the Great Viet), comp. 1479; Kham Dinh Viet Su Thong Giam Cuong Muc (General History of Vietnam by Imperial Order of the Nguyen Dynasty, comp. 1856-1881). 13. Le Manh That. Luc Do Tap Kinh va Lich Su Khoi Nguyen Dan Toc Ta (Collection of stories classified according to the order of the Six Perfections [tr. Nakamura] and the Historical Origin of Our People). Saigon: Van Hanh University. Press, 1972.

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