Ordination and Early Years in The Sangha, 1879-1892
On 27 June 1879, Vajirañana received his full ordination as a monk in the Royal Chapel with Prince Pavareś (aged 71) as his preceptor. Another senior monk, Phra Candragocaraguṇa (Candrarańsī), abbot of Wat Makuṭakṣatriya, assisted in the ceremony (as kammavācācariya).
After the ordination ceremony, Vajirañana spent the first Rains in Wat Pavaraniveśa studying Pali (e.g. with the Dhammapada commentary) and Buddhist scripture . One of his former Pali teachers, Phra Pariyatidharrmadhātā ("Chang") was his teacher.
After the Rains, in November 1879, Vajirañana moved to Wat Makuṭakṣatriya (then called Wat Nāmabaññati). There he studied Pali (the Mańgalatthadīpanī) under Chaokhun Phra Brahmamunī (Kittisāra).
On 3 January 1880, Vajirañana was reordinated in the orthodox Dhammayuttika manner on a raft, Chaokhun Dharrmatrailoka (Ṭhānacāra) being his preceptor. He continued to live in Wat Makuṭakṣatriya as a pupil and personal attendant of Phra Candragocaraguṇa, and as a Pali student of Phra Brahmamunī.
On 25 December 1881, Vajirañana began his Pali exam, the supreme patriarch being his examiner.
Read more about this topic: Vajirananavarorasa
Famous quotes containing the words ordination, early and/or years:
“Two clergymen disputing whether ordination would be valid without the imposition of both hands, the more formal one said, Do you think the Holy Dove could fly down with only one wing?”
—Horace Walpole (17171797)
“No two men see the world exactly alike, and different temperaments will apply in different ways a principle that they both acknowledge. The same man will, indeed, often see and judge the same things differently on different occasions: early convictions must give way to more mature ones. Nevertheless, may not the opinions that a man holds and expresses withstand all trials, if he only remains true to himself and others?”
—Johann Wolfgang Von Goethe (17491832)
“Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.”
—Dorothy H. Cohen (20th century)