Korean Buddhism: History—Condition—Art — John Shaqi
Korean Buddhism: History—Condition—ArtStarr, Frederick
Religion
Korean Buddhism: History—Condition—Art
Starr, Frederick
Art -- Korea; Buddhism -- Korea; Buddhist art
The balance of the population in a monastery is devoted to religious
living. These include three different kinds of persons—priests, acolytes
and orphans. The monasteries have always been orphan asylums. When a
child in the country around is left without parents or other proper
guardians he is usually sent to the mountain monastery; unless the
unexpected happens he will grow up in the way of religion and become a
priest or monk when the time arrives.
Many young men come in from the outside world for purposes of
instruction. They look forward to becoming monks, but during their
period of study they let their hair grow long, dress as outsiders and
are regarded as still belonging to the world. Most of them, however,
carry out their intention and remain permanently in the monastery.
Thirdly, there are the regular monks and priests. They are dressed, of
course, in characteristic style, and their heads are shaved. They live
on vegetarian food and are vowed to celibacy. At some of the more
important monasteries there is a resident teacher, but most of them
depend upon a teacher sent from the head temple. The greeting given him
when he arrives is beautiful to see. All know when he is expected, and
at the hour they go in procession, dressed in their best robes, out to
the farthest gate to meet him. When he arrives all but the head priest
prostrate themselves so that they actually grovel in the dust. Then,
accompanying him, with the head priest walking before, the whole company
goes back to the monastery and the teaching almost immediately begins.
He barely takes a little refreshment and rests a bit before he
undertakes his duties. During the period of his stay the teaching
continues throughout the day. One class or group comes in after another;
the teaching is sometimes from books, sometimes from the teacher’s own
experience and knowledge.
[Illustration: PLATE XV
Sari monument to Muhak: Hoiam-sa
[Page 73]]
Are the monasteries really places of great learning; are they centers of
deep piety? It is hard to tell and much depends on one’s definition.
Public-domain text, read in full here on John Shaqi.
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