Thursday, March 28, 2013

For Honest Bureaucrats --On the website of ETA -- Easy To Act


For Honest Bureaucrats
On the website of ETA -- Easy To Act
By Leena Mehendale , A very senior bureaucrat, writer, teacher
"To a simple question – what is the cure for corruption?" there is a simple answer -- “honesty”. But as soon as this question touches then governmental frame work, neither the question nor its answer remains simple. They both acquire a much bigger dimension – but not in the same manner. The corruption within Government cannot be tackled by honesty alone. That corruption has a solid support of authority and arrogance which is not always available to the honest officer. It is in this presumption of support, where most of the senior, honest bureaucrats make mistake, and suffer for it."
Today all aspects of social fabric including governance is hit by corruption, no one appears to know how to curb the omnipresent menace. If at all, a ray of hope comes from the direction in which, as per people's perception, there sits an honest officer working in his small or big post. And if this honest officer is at a higher level then the ray seems a little brighter.
Is that ray of hope sufficient only to keep the perception of light alive or does it have the strength to destroy the darkness and disappointment completely? That is the main question.
Today, if a common person is asked to choose between an honest officer, who does not deliver and a corrupt officer who may deliver at cost -- but may also ruin the case if the cost is not paid – whom should the common person choose? – For common man, both the choices mean suffering only. On the other hand, if an Officer wants to claim that she/he is honest, then there could be embarrassment because today the honesty of a bureaucrat has become synonymous with inaction – whatever be the cause.
To a simple question – what is the cure for corruption?" there is a simple answer -- “honesty”. But as soon as this question touches then governmental frame work, neither the question nor its answer remains simple. They both acquire a much bigger dimension – but not in the same manner. The corruption within Government cannot be tackled by honesty alone. That corruption has a solid support of authority and arrogance which is not always available to the honest officer. It is in this presumption of support, where most of the senior, honest bureaucrats make mistake, and suffer for it.
The honest bureaucrats must understand that authority of their position is not as much a strong – enough foundation, as it is for the corrupt. Hence the honest bureaucrats will have to look beyond their own honesty and the authority given by position. They will have to nurture five more aspect within administration. Fortunately, their authority can be a useful tool for such nurturing.
These aspects are motivation, team-spirit, monitoring, training and coordination. Call it the Panchsheela of governance if you like. They are totally lacking in today's system of governance. Hence the system does not yield good results of the work done by honest officers.
Take for example, the issue of team work. It is said that in Govt. the right hand does not know what the left hand does. Hence no possibility of coordination or of team work. The recent terrorist attacks on Mumbai and the heavy casualties suffered is an example of lack of team work.
Once I was heading an Industrial Development Corporation and we undertook a program of economic rehabilitation of devdasi women through vocational and entrepreneurial training. We were quizzed and hindered by both the departments. The department of Industries kept advising that devadasis should be left for department of women to tackle. The department of women kept resenting the idea that officer of another department was suggesting anything for devdasis which was 'their' domain!. They had a program of encouraging the devdasis to get married – whereupon under one of their schemes, they would give a grant of Rs. ten thousand for buying Mangalsutra.

That, according to the department of Women was sufficient and they did not need advice or interference from anyone in department of Industries. In the existing schemes of both the departments, there was no thinking of economic rehabilitation, or entrepreneural development or capacity building for devadasis. For the same reason, both of them would also not grant any budget to our corporation to carry out those programs.
In government we have a system of something called Rules of business, under which jobs are assigned to various ministries whereupon, they and they alone are authorized to carry out those jobs. This system pre-supposes a Total absence of any need of team-work, it does not understand the need of Integrated Approach. Every senior Officer is completely endoctrined in this system and assiduously guards her/his Turf.
That doctrine then results in such examples which can be seen in all activities of government. More recently when there was terrorist attack on Mumbai on 26/11, there was a similar lack of co-ordination between the administration, the police, the military, the media, the hospitals etc. which resulted in delay in ending the crisis and also the loss of precious lives of our committed police and army officials, apart from the loss of lives of many citizen.
Along with such complete lack of team spirit there is also lack of recognition that some training is needed to build up Team Spirit. The proof of its lack is that only rarely a senior officer is ready to take up responsibility. They undoubtedly categorize themselves as responsible, but this responsibility begins only with the files coming to their desk and ends with they writing their comments and sending the file out. The responsibility remains as long as they are in the office room – once outside, it seems to end. In any case, their responsibility does not include completion of task. And, if the staff under them is lacking any training, then identifying such lack is also not felt as their responsibility by Senior Officers. I have heard many senior bureaucrats to say that if staff is lacking any training it is the headache of the staff and "we are not there to train the staff."
All the middle and lower level staff in Govt. lacks both training and motivation. The monitoring of on-going Govt. Schemes, and to rectify the errors during implementation is the prime job of the middle level officers. In old days, when there were no computers, monitoring was rather difficult. Even then, during the post-independence era, during the decades of sixties and seventies, many committed enthusiastic officers, very painstakingly designed good monitoring systems. As the number of files as well as schemes increased, those systems have become bulky, voluminous and difficult to handle manually. The computer can take care of these aspects very effectively provided it is told in its own language, what we want to monitor. Those senior officers who have, with little efforts, learnt the spread-sheet type soft-wares such as excel or lotus, know well that monitoring through such programs is very easy. They effectively use such techniques for their personal data management such as monitoring of salary, loan – repayment, bank-balance. Yet, rarely I have seen them initiating their middle level officers to internalize such techniques and design a good data-base or monitoring system for the schemes of their Department. They neither create awareness of such possibility, nor demand it, nor feel responsible for it.
There is yet another example of lack of coordination. Once while working in petroleum Ministry, one of my mandates was to create mass awareness for petroleum conservation. I was told not to include the topics of water conservation or electricity conservation or environmental and ecology aspects but to concentrate only on Petrolium conservation. Don't we spend diesel while pumping out underground water? Won't we save it if we conserved water? -- Such questions are not to be raised for fear of merging the turf–boundaries which are considered more sacrosanct when compared to promotion of coordination or team work. Another Officer said – we can't direct a program towards children or teenagers because they do not consume any petrol diesel or LPG.
The examples galore.
For years, I have closely seen all these attitudes of the honest and dishonest officers – I have been a part of the same system – a part of their fraternity. From my side I have tried some small and big experiments to introduce these five aspects. What kept up my enthusiasm throughout was one constant question – "A system which has given me my job, my professional career, some perks, some success, some respect and some chance to work for the people – how much do I owe to the system towards its improvement?” The same question applies to all the honest officers. They owe it not only to the system but also to the country to work for these Panchsheela. Without those, the corruption can neither be fought, nor controlled.
About Author 
 I consider myself as an accomplished Administrator, Thinker and Writer (for children too). Acquainted with all parts of India and travelled over 400 out of 650 districts in India. Proficient in Hindi, Marathi Bengali and understand Assamese, Oriya, Punjabi Gujrati Nepali, Maithili and Bhojpuri too.
After completing M.Sc Physics and working as lecturer for a year, joined the IAS in 1974.
I joined Indian Administrative Service in July, 1974, Maharashtra cadre. Working as a Senior Civil Servant since then on various postings, discharging responsibilities of Planning, Implementations, Execution, Law and Order, Coordination and Monitoring and as a Quasi-Judiciary Officer under several Acts.
Member Administration CAT Banglore
Last posting Additional Chief Secretary, GAD (General Administration Department) April 08 onwards

To study in detail


Subject: Re: An Interview with I. Q. Rassooli, Islam Expert.

A Shocking Interview with Rassooli, Islam Expert.

By Clare Lopez.
March 21, 2013

The Iraqi-born native Arabic-speaker who goes by the name "I. Q. Rassooli" has lived in Europe since his university days studying engineering in England. His mind is an inquiring and a questioning one, characteristics not much appreciated among the conformist Muslim community of his origins. And so he stayed in the West and, for the next 23 years, undertook "as thorough a study of Islam as humanly possible," as he says.
His research and analysis about Muhammad, the Qur'an, Hadiths, Shariah, Arab and Islamic history, and a comparative, contrasting study of those with the Hebrew Bible, the New Testament, Zoroastrian (Persian) beliefs, pagan Arab religions and more culminated in a thesis that no publisher would print. Instead, al-Rassooli created a website, 'inthenameofallah'. that now contains over 780 chapters. He also put up over 280 audio/video chapters on YouTube that collectively received over 1.59 million visitors and 3,976 subscribers in the two years before YouTube removed took them down. Luckily, al-Rassooli had them all backed up on his blog site and he then put them back up on YouTube under another name.
Al-Rassooli also founded a movement called theUmmat al Kuffar (Nation of Infidels) that he hopes will develop and grow, given that some 80% of all humanity are not Muslims but rather the object of Islamic supremacist conquest intentions. He says his mission is the exposure of the facts and reality about Islam, based on the primary Arabic language sources themselves.
Writer Clare Lopez recently was granted the opportunity to interview I.Q. al-Rassooli about Islam. Here are his replies to her questions. 
1. Is there such a thing as "moderate Islam" ?
It is very difficult for decent, well-meaning Americans and Europeans - who truly believe the propaganda of Muslims that Islam is only a religion and as such must have redeeming characteristics - to be told by myself and others who know Islam from the inside that the truth is quite different.
Unfortunately, most Americans - as well as most of humanity - have been misled because Muhammadan Islam is not merely a religion but a cult belief system, the cult of Muhammad.
Believing Muslims must follow Sharia. It is obligatory for all Muslims, everywhere, for all time. Sharia - based upon Muhammad's Quran and Sunna (Muhammad's acts, deeds, thoughts, behavior, etc. as recorded in the hadiths and Sira) - explicitly commands deceit, hatred, misogyny, racism, and warmongering against non-Muslims. There is no other "religion" that does this and this is why I say that Islam cannot be considered merely a "religion" like any other - and it most certainly cannot be called "moderate".
For this is the command from Allah to all Muslims, as recorded in the Qur'an:
Al Tauba 9:29 "Fight those who believe not in Allah nor the Last Day nor hold that forbidden which hath been forbidden by Allah and his apostle [Muhammad] nor acknowledge the religion of truth [ISLAM] (even if they are) of the People of the Book [Christians & Jews] until they pay the Jizya [onerous Tax for not being a Muslim] with willing submission and feel themselves humiliated"
Muhammad 47:4 "Therefore when ye meet the Unbelievers smite at their necks; at length when ye have thoroughly subdued them bind a bond firmly (on them): thereafter (is the time for) either generosity or ransom"
2. How about "moderate Muslims" ?
There is no such thing as a ‘moderate Muslim'. Every Muslim - especially the males - is fundamentally a JIHADI. That is, one who will fight Unbelievers (currently 80% of humanity including ALL Christians, Buddhists, Hindus, Jews, Atheists, Agnostics, etc.) - any and all those who do not follow Muhammad.
Sharia gives the Unbelievers the following three choices:
(A) Convert to Islam (whether we like it or not)
(B) Be subject to Islam as Dhimmis in humiliation and degradation forever
(C) Be Exterminated
Al Imran 3:85 " If anyone desires a religion other than Islam (submission to Allah) never will it be accepted of him ..."
Al Tauba 9:33 "It is He (Allah) who hath sent His apostle (Muhammad) with guidance and the religion of truth (Islam) to proclaim it over all other religions..."
3. Why should defenders of Western civilization be concerned about core Islamic doctrine, law, and scripture?
Very simple. Sharia is the nemesis of Democracy. Sharia is the destroyer of all known freedoms. Sharia is anathema to genuine individual liberty and must NEVER take root on the soil of any nation that is not Islamic. Under Sharia, not even a blade of grass can grow.
4. Is the classic Islam of Muhammad and his companions and the early scholars compatible with Western-style liberal democracy?
For those who have still not understood what I am revealing, there is no concept of Democracy either in the psyche or the language of Islam. That is why the Arabs and Muslims use the Arabized Greek word for "democracy," calling it "DEMOQRATIYAH"!
There is absolutely nothing ‘liberal' about either Sharia or Muhammadan Islam. Muhammad, after all, declared to his followers
Sahih Al-Bukhari Hadith 4.73 Narrated by Abdullah bin Abi Aufa
Allah's Apostle said, "Know that Paradise is under the shades of swords."
In fact, believing Muslims are not allowed to so much as question Islam, again per the Qur'an:
O ye who believe! ask not questions about things which, if made plain to you, may cause you trouble  -- Q 5:101
...the command of Allah is a decree determined  -- Q 33:38
5. If people, Muslims and non-Muslims alike, took the time to read and study the Qur'an, what would they learn?
I have spent more than 30 years on these subjects and not once did I attempt to change the indoctrinated mind of a follower of Muhammad, knowing full well it would be extremely difficult.
Most important of all, Americans must understand that any Muslim who leaves the faith would be killed by his own ‘loving' family and or friends. Even in our Western democracies, most of those who leave Islam must do so in secrecy.
"Whoever changes his Islamic religion, then kill him." - Bukhari 9.84.57
"When a person who has reached puberty and is sane voluntarily apostasizes from Islam, he deserves to be killed."  -- Reliance of the Traveller, A Classic Manual of Islamic Sacred Law (08.1)
"If they [Muslims] had gotten rid of the punishment [often death] for apostasy, Islam would not exist today."  Yousef al-Qaradawi, Senior Jurist of the Muslim Brotherhood, on Egyptian TV
Any decent and fair-minded person reading Muhammad's Quran must come to only ONE conclusion: It is a rambling, incoherent, jumbled scripture of hatred and enmity that no true God would have ever revealed to anyone.
6. What is the most important thing Westerners should know about the life of the Muslim prophet Muhammad ?
First and foremost, Muhammad should not be called a "prophet" because there is nowhere in his Qur'an and Hadith that he prophesized anything. Instead, in the Qur'an, the hadiths, and the Sira (biography of Muhammad), we read in the original Islamic scriptures themselves that Muhammad committed crimes against humanity on a massive scale: these scriptures themselves recount that Muhammad ordered assassinations of the elderly and nursing mothers because they ridiculed him; that he raped and enslaved captured women; that he personally participated in the mass killing of POWs; that he led a military campaign of genocide against the Jewish tribes of the Arabian Peninsula; and that he married a six-year-old and raped her at aged nine (his child bride, Aisha). I say this not because of anger or a mere wish to be insulting. I do so based entirely on the Islamic records themselves that I can quote in chapter and verse to support my assertions.
For example, each of these assertions may be found precisely as described in the Sirat (biographies) of Muhammad, as written by faithful Muslims. One of the most authoritative of those biographies comes to us from the Muslim historian Ibn Ishak, as translated by Alfred Guillaume: "The Life of Muhammad." It is available on Amazon.com at amazon.com/Life-Muhammad-I-Ishaq/dp/0196360331
7. Is there a significant number of Muslims in the world today who are willing to contradict, either publicly or within their own communities, Islamic teachings on things like the death penalty for adultery, apostasy, or homosexuality?
No Muslim can live more than a few seconds if he/she in any way shape or form contradicts anything in Muhammad's Quran or says anything against him. Only a handful of apostates from Islam can do so in our democracies.
Please understand that the instant any follower of Muhammad criticizes anything about their cult belief system, that person becomes instantly an infidel worthy of death and destruction.
Again, to cite from the Reliance of the Traveler: A Classic Manual of Islamic Sacred Law:
Acts That Entail Leaving Islam
08.7 (3) to speak words that imply unbelief...
      (4) to revile Allah or His messenger...
    (7) to deny any verse of the Koran or anything which by scholarly consensus belongs to it...
  (14) to deny the obligatory character of something which by the consensus of Muslims...is part of Islam...
8. What can or should free people do to ensure that their societies do not fall under the domination of Islamic Law (shariah) ?
Each and every American who cherishes their Constitution and FREEDOM (of thought, belief, association, politics, religion, thought, etc.) must not allow any judge or administration to allow Islamic Law (shariah) the slightest chance of taking root on American soil because Sharia is like a virulent virus, the most deadly known to humankind.
My conclusions based on over 30 years of studies are:
1. Islam is NOT a Religion but most definitely a CULT belief system as well as a legal, military, political, and social system of totalitarian control.
2. Allah is most assuredly NOT the same as the God of Jesus, Moses and Abraham because Allah is only the NAME of the supreme moon god of Pagan Arabia centuries before Muhammad and his Quran and represented to this day in the Kaba'a by an ancient meteorite called the Black Stone.
3. Jihad is most definitely NOT a spiritual struggle to commune with God but eternal WAR against all Unbelievers until all humanity is subject to Sharia.
4. No god called Allah nor any angel called Gabriel ever revealed a single verse to Muhammad because every letter, word, verse and Chapter in the Quran is the product of Muhammad's imaginings, the secretions of his depraved mind, his Alter Ego, his Autobiography, but very cleverly projected into the unsuspecting mouths of Allah and Gabriel to give them the aura of sanctity and divinity.
5. It is by Divine Will (Qidra Ilahyyah) and divine Justice (Haq Ilahi) that the very Hadiths that explain to the followers of Muhammad his Quran and Sunna, are the very same that utterly DISCREDIT Muhammad as a prophet and the ALLEGED divine origin of his Quran.
6. Although my statements may sound outrageous and hyperbolic to those hearing and seeing them for the first time, I can and do (as in this interview) corroborate every single assertion that I make with citations from the Islamic scriptures themselves. 
Clare M. Lopez a senior fellow at the Clarion Fund, is a strategic policy and intelligence expert with a focus on Middle East, national defense, and counterterrorism issues. 

Tuesday, March 5, 2013

water governance

http://focusglobalreporter.com/2013-01/page12.asp

DrArvind Kumar 
Good governance, especially at grassroots level, is a sine qua non for ensuring sustainable development. The Night Camp programme launched in Haryana, with Kaithal district being the first to implement it in August 2012, is a stepping stone towards good governance. Kaithal has become the first district in the state to organise night camps and the concept is soon gaining popularity owing to the number of benefits it is providing to people. This night camp is organised on two Fridays of every month in villages. During this programme, the district administration devotes a whole night just to hear and resolve the problems of villagers on the spot. Started in the month of August 2012, night camps have successfully been conducted in Aahu, Budha-Khera Azim Garh, Chausala and other villages of the district.
The programme has become such a hit that people of others villages are also demanding organisation of such camps in their villages. In order to make the programme a success, the administration is also taking help of NGOs. In order to understand the essence of this unique programme, the Editor interviewed the Additional Deputy Commissioner of Kaithal district, Sh Dinesh Singh Yadav (who is the sculpturist of this format) and following excerpts from that interview are reproduced below:
FGR: What is the underlying philosophy behind the Night Camp Programme? 
Ans: The underlying philosophy behind the Night Camp Programme is to resolve public problems on the spot, strengthen the bonds between the people and administration, make people aware of the welfare schemes initiated by the state government and change the mindset of elected representatives of Panchayati Raj Institutions by holding motivational seminars at block level.
The Night Camp Programme, initiated by the Chief Minister of Haryana, consists of spending at least a night at a village every month by district administration to bridge the gap between the people and the administration. The Chief Minister had given such directions to all the deputy commissioners and superintendents of police in a meeting held on 7 July 2012. Kaithal has become the first district in the state to kick start the novel concept of night camps and it is rapidly gaining popularity owing to the number of benefits it is providing to people.
FGR: What are the main objectives of the Night Camp Programme? 
Ans: The main objectives of this Night Camp Programme inter alia include: bridging the gap between the administration and citizens; interacting with the villagers and sort out the local problems with local participation;  making an integrated effort to save girl child, promoting girl education, ensuring opportunities at equal level to the girls in the society and to maintain the dignity of women; improving the living standards of the weaker sections, particularly Dalits, through extensive sanitation programmes in their residential pockets; making the people aware about their duties regarding respecting women from all sections of society, to treat girl and boy child at par to ensure their education and making available to the children the various opportunities of healthy grooming etc.
This programme is also designed to inculcate virtue of social harmony amongst the people. It aims at making people aware of the benefits of various welfare schemes at grassroots level, especially to the deprived sections of the society as well as to motivate the less privileged citizens for coming out of the situation by means of education and make efforts for self-employment etc. The other objectives of this programme inter alia include: clearing the pendency of any kind and to render the relief of various schemes at the door step of the citizens; making the converged efforts with the police, judiciary and various NGOs; providing free legal aid in the village itself and to motivate the citizens against electricity theft and water theft, and to make them aware about electricity and water conservation.
FGR: What are the major programmes being launched under the Night Camp Programme to attain its objectives? 
Ans:  The Four-fold programmes have been launched under the Night Camp Programme and these include: awareness programme, night camping, special legal aid services camps in the village itself and conducting of various seminars and interaction programmes in association with Police Administration, NGOs and various social organizations.
FGR: Will you briefly describe about Awareness Programmes recently held in Kaithal district? 
Ans: Between August and November 2012, 6 Panch and Sarpanch Sammellans (one at each Block headquarters) were organized in Kaithal district. These Sammellans were attended by Zila Parishad members, Block Samiti members, Sarpanches, Panches, Patwaris, Gram Sachivs, Nambardars and full team of District Administration of Kaithal with district heads of various departments. This afforded opportunity for making a very significant interaction thereby helping in attaining the objective of awareness in a very real and informal way. Another highlight of these Sammellans was that the participants were also given full chance to give the feedback and express their expectations and to understand the role of each component of the society. About 3000 people took part in these six Sammellans and various participants assured to extend their cooperation and support.
FGR: How many Night Camps have been held by the District Administration between August and November 2012? 
Ans:  The District Administration, in a very converged and focused manner, has been organizing full day and night camping in the villages itself where all the departments have been participating by setting up service counters, exhibition counters, relief disposals etc. The following Night Camps have been organized by the District Administration:
Sr No.
Date
VIllage
Block
1.
3 Aug  2012
Ahun
Pundri
2.
24 Aug 2012
Budha Khera
Kaithal
3.
14 Sept 2012
Ajimgarh
Guhla
4.
21 Sept 2012
Santokh Majra
Rajound
5.
5 Oct 2012
Chousala
Kalayat
6.
26 Oct 2012
Khanpur
Siwan
7.
9 Nov 2012
Sakra
Pundri
8.
23 Nov 2012
Chandana
Kaithal

FGR: What have been the main achievements during these Night Camp Programmes? 
Ans: These Night Camps have yielded very fruitful results for the benefit of the local people where these camps were organized. In the first place, financial assistance to 1914 beneficiaries was extended under Indira Gandhi Priyadarshani Vivah Shagun Yojana. Besides, financial assistance amounting to Rs. 8.55 Lakh was extended to 19 beneficiaries under Indira Awaas Yojana.  Besides, 2734 new water connections and 331 new electricity connections were provided to the people. 3635 villagers availed of medical assistance, including medical check-up. 1440 persons availed of on spot veterinary check up of the animals.

Apart from these, Old Age Pension (Samman Bhatta) was sancrioned for 298 persons. The number of ration card recipients was 153 while those who were issued Learner Licence included 291 persons. The free legal aid facility was availed of by 1950 persons.

Another laudable achievement of these Night Camps has been equal emphasis on environment and water conservation through plantation of approximately 3200 plants and sensitization of the villagers about water conservation and sanitation.
FGR: What is the future of these Night Camp Programme? 
Ans:  These Night Camp programmes have evoked very positive response from the rural people and thus far they have been very successfully launched in Kaithal district. Other districts of Haryana are adopting these programmes. The future of these Night Camp programmes is very bright because such programmes instill confidence among the rural people and inculcate in them a sense of belonging. The officers of the District Administration also learn first hand knowledge of the problems being faced by the people.
 New Initiatives: -
  • Special meeting of Gram sabha is conducted by A.D.0 himself along with DDPO.
  • Making of learning license.     
  • Making of votes focusing on girls (who just has attained the age of 18 years.)
  • Vocational guidance session.
  • Distribution of High Breed fruit plants in every house in some villages to fight with problem of mal nutrition in poor families.
  • Spot inspection to frame the coming plan of development works as per local priority and needs.
Transparency: - 
To support the spirit of transparency (even without forcing people to go for RTI) 20-30 copies of various kinds of information from Govt. record is distributed in Gram sabha like:
  1. BPL list of the village.
  2. I.A.Y (Indira Aawass Yojna) waiting list.
  3. List of beneficiaries who availed subsidy based loans or received subsidy based agricultural tools etc.
  4. Objections are also invited and decided after spot inspection regarding non-eligible person in BPL list.
However, other districts now are following this more but not getting the real colours as their format and commitment are lagging real convergence. Most of those districts could do two three camps only.

Achievements of the Night Camps District: Kaithal



1st2nd3rd4th5th6th1st phase
Block
PundriKaithalGuhlaRajoundKalayatSiwanTotal
Village
AhunBudhakheraAzeemgarhSantokh MajraChausalaKhanpur

S. No.
Name of the Activity03/08/201224/08/201214/09/201221/09/201205/10/201219/10/2012

1.
Indira Gandhi Priya Dardhani Shagun Yojana**7 (Rs. 3,10,000)5 (Rs. 1,55,000)2 (Rs. 62,000)52 (Rs. 12,83,000)65 (Rs. 15,15,000)14 (Rs. 2,96,000)145 (Rs. 36,21,000)
2.
Indira Awas Yojana3 (Rs. 75,000)………16 (Rs. 4,00,000)…….……..19
3.
Medical Checkup & Medical Assistance (Health Deptt.)2364505532956113902535
4.
Release & Regularization of
Water Connection
1681583731713453821271
5.
Release & Regularization of
Electricity Connection
0500024823271
6.
Sanction of Old Age Pension
(Samman Allowance)
Exhibition94120162627189
7.
Veterinary Check up (Animal Husbandry)2582833552502711971073
8.
Issuance/ Replacement of
Mutilated Ration Cards
……..……..40202021101
9.
Issuance of Births & Deaths
Registration Certificates
…….…......3…….……..……..3
10.
Free Legal Aid by District Legal
Services Authority
……..…......1000500450Exhibition1950
11.
Mutation Sanctioned0012016028

Plantation during the Morning Session : 3200                     
                                                                                                               

 


Monday, March 4, 2013

Rishi-Krishi Sanskriti : A 3-tier Eco-friendly life-style with sustained societal progress


Rishi-Krishi Sanskriti
A 3-tier Eco-friendly life-style with sustained societal progress

       Here, I intend to bring before your eyes a picture of Indian life-style, well in past, that had a unique 3-tier module for life's journey, which allowed societal development and eco-conservation as twin, complementary goals, rather than two competing goals. In my opinion it is the crux of our sanskriti which was termed Rishi-Krishi Sanskriti.  It was a life-style that would achieve pursuit of knowledge, research, their application, industrial progress through applied technology, creation of wealth, living with nature, conservation of forest, flora, fauna, wild-life and natural resources – the hills, the rivers, the entire eco-systems. It was a life-style with a three-tier habitation module as contrasted with the present two-tier habitation module. Today we have urban life-style and rural life-style, and a vast disconnect between the two.  As against this, we had a life-style long time in past where we had three life-styles – the urban, the rural and the forest-based life style and the 3 were intimately connected with each other as they were catering to the needs of various phases in one's life.  Thus, forest habitation was natural, routine part of society's life-style. 
     Deep inside the forests, lived the learned seers and conducted schools called gurukuls. All learning happened in gurukuls – whether for the prince or for a poor child. The learning also happened by actually living a forest life style. The gurukuls taught how to keep their needs to the minimum, but at the same time also taught various methods of production, foremost being agriculture and animal husbandry. Many more skills were learnt as every student had to participate in all aspects of management of the gurukul. These students were the short-term visitors to the forest life-style, but there were also some permanent forest-dwellers. Today we call them tribals or adivasis. But they were, in realty the protectors and preservers of forest who mingled with the inmates of gurukul.
    The gurukuls were also the sites for great research laboratories. A research always requires proving through application.  The application needed development of appliances which is the role, not so much of the proponent of a research finding but of a skilled person who can conceive design and construct the appliance. When the idea of a wheel appeared for the first time before a seer, he needed someone to actually construct a perfectly circular wooden wheel that could roll on the ground and move forward. Thus the seer needed a carpenter. Later he also needed a blacksmith to join two wheels through an iron-rod and spokes for the purpose of stability. Some other time down the line, these seers discovered the process of mining iron, or silver or gold and refining them. But they needed masons to construct the furnaces. When they discovered the process of spinning yarn from cotton, they needed the  blacksmith  to design an manufacture the Takli. And when they discovered the process of weaving, they needed carpenter to build the Karagha . The rural areas which were estimated like small jewels on all sides of the forest were for production, both in the agriculture sector as well as the so-called industrial or manufacturing sector. Villages were inhabited by farmers as well as skilled people in at least 12 trades – they were called the BARA -
Balutedors. They included carpenter, blacksmith, gold-smith, weaver, barber, doctor, turner and so on.
      The urban areas were basically trade-centres  but also the power-centres.  They were far and few. The kings, the courts, the markets, the army, the tradersand also the entertainment, the banks were located in urban areas. But all the youngsters, be it a son of a King, or of a trader or of a farmer or of a balutedar needed to go to the forest and live a life of forester for sake of learning and acquiring vidya. Thus, there was a continuous and cyclic flow of  inmates from forest to rural to urban and back to forest areas.
      The village-geography was integrated with the forest geography. Some inner area in the village was for residences – that was called gram – sthan now the Gaomthan. Then came the surrounding farm land area. Then came the grazing land for the village animals. Then came the forest land allocated to the village for the purpose of collecting minor forest produces. Those village forests merged with bigger deep forests which were not anyone's ownership.  In a way, they were free-for all, but not to be exploited wantonly. In any case they were the seats of gurukuls where education, research and appliance development – all three took place. Youngsters entered around the age of 8 and left around the age of 25 to join their families  in pursuit of higher achievements. Many went back to the rural areas to join the production-sector. Some learned war-skills and went to join army. A few remained back to continue as researchers.
      However, those who went out came back again. The individual life-cycle was to be lived in four phases. As a student – in forests for 16 years, then as a grihastha for next 25 years – spending a life of productivity, and creating wealth, then again another 25 years back in forests – spending life as a scholar, a researcher, a philosopher,  to permit deeper insights of knowledge. Then the fourth phase was of Sanyas – to go back again to the society – but this time to spread knowledge, information, communication and harmony. Thus there was a continuous change in the pattern of individual’s  life-style shifting between forest, the rural and the urban environment. And the most important aspect was that learning happened in forest – schools in close proximity with nature. So, an intimate participation in life style of the permanent forest dwellers, including the animal, the flaura, fauna, the rivers, streams and hills was not a new thing. And this inculcated  a deep love and responsibility towards the eco-systems. This life style did not allow human being to be the exploiter of the eco-systems and yet development continued.
         What  change will be needed today in our understanding so that forests can be and should be as natural habitat for us, as are the urban or rural areas. We must learnt to switch over quickly from one life-style to another and learnt to enjoy them. At the same time, there should be two more continuous exchanges – one between research and application and another  between sanyasis and grihasthas. Without these exchanges happening harmoniously, the twin objects of societal development and preservation of ecology will remain competing and not complimentary. 
                                                    ***********
सुबोध कुमार द्वारा वेदोंके उद्धरण --
Dear Leena ji,
I find your note on Indian three tier social system very scholarly and correct presentation of Vedic culture. In Vedas two words सन्यास, and मोक्ष are not found at all. Vedas talk of only ब्रह्मचर्य , , गृहस्थ, and वानप्रस्थ.  Sanyaas  and Moksh are creation of Upanishads Vedant- truly  calling it end of Vedas.  
I am taking the opportunity to share here.with you, what Vedas say about Vanprasth. 
With best regards, 


RV10.4
राजा का वानप्रस्थगुरुकुल प्रशिक्षण की आधारभूत वैदिक  योजना Retirement of Politicians, expert  sportsmen, Academicians etc.
10.4ऋषि:-त्रित आप्त्य:, देवता- अग्निRig Veda Book 10 Hymn 4
(वेदार्थ - दीपक निरुक्त भाष्याधरित- भाष्यकार श्री चंद्र्मणि विद्यालंकार पालीरत्न , के आधार पर)सूक्त का देवता 'अग्नि:' है.अग्नि से यहां अभिप्राय वनस्थ आश्रमी है, जिस को प्रत्न राजन्कह कर सम्बोधित किया है . (प्रत्न राजन्‌) वृद्ध राजन्वनस्थ; क्योंकि वह वनस्थ अग्नि-प्रधान होता है. वह गृहस्थ के अन्य सब सामान छोड कर यज्ञोपकरणो को ले कर ही वन में जाता है ,वहां पांचों, यज्ञ तथा अन्य पक्षेष्टि याग आदि करता है. अत: वनी को 'अग्निकहा गया.समाज के वरिष्ट विद्वान वानप्रस्थ आश्रम का  निर्वाह  वनों मे आवास स्थापित कर के अपने  जीवन के  बहुमूल्य अनुभव  और ज्ञान को समाज, राष्ट्र, पर्यावरण, के  लिए  किस प्रकार समाज को उपलब्ध कराते थे यह इस ऋग्वेदीय उपदेश का विषय है वानप्रस्थी राजा. समाज के अनुभवी वरिष्ट-नेतागण, शिक्षाविद ,भिन्न भिन्न क्षेत्रों में निपुणगृहस्थाश्रम निवृत्त जनों का वानप्रस्थ आश्रम धारण करके गुरुकुल जैसी  शिक्षा प्रणाली में कैसे योगदान होता है यह इस वेद सूक्त का विषय है.
1.प्र ते यक्षि प्र त इयर्मि मन्म भुवो यथा वन्द्यो नोहवेषु |
धन्वन्निव प्रपा असि त्वमग्न इयक्षवे पूरवे प्रत्न राजन ||10.4.1
 हे वनस्थ में तेरी संगति करता हूं, और तेरे मन को प्राप्त करता हूं.जिस से आप हे वंदनीय वृद्ध राजन स्वाध्याय शिक्षा यज्ञ. यागादि से इस ( आप का इस वनांचल में आवास  समाज, पर्यावरण राष्ट्र के लिए) मरु भूमि मे एक जल के स्रोत जैसे हों.
 Summer camps for specialized multidiscipline knowledge, sports academies, think tanks.

2.यं त्वा जनासो अभि संचरन्ति गाव उष्णमिव व्रजं यविष्ठ |
दूतो देवानामसि मर्त्यानामन्तर्महाँश्चरसि रोचनेन ||RV10.4.2 
हे ज्ञान प्रापक तथा अज्ञान नाशक वनस्थ जैसे शीत-काल  के समय गर्म गोशाला में गायें आ कर रहती हैं  वैसे ही आप के पास अविद्या से बचने के लिए विद्यार्थी लोग आ कर रहते हैं , आप खिलाडी युवाजनों को दुष्कर्मों से निवारण करने वाले हो. आप के महान सानिद्यमें दीप्तिऔर प्रीति के साथ युवा विद्यार्थी रहते हैं. -
 3.शिशुं न त्वा जेन्यं वर्धयन्ती माता बिभर्तिसचनस्यमाना |
धनोरधि प्रवता यासि हर्यञ जिगीषसे पशुरिवावसृष्ट: ||RV10.4.3
जैसे माता अपने बच्चे की वृद्धि करते हुए उसे पालती है, उसी प्रकार हे वनस्थ अपने चित्त वृत्तियों पर जितेंद्रिय हो कर  वेद ज्ञान में संयुक्त हो कर  समाज की उन्नति के लिए समाज के भविष्य का निर्माण करें.
4.मूरा अमूर न वयं चिकित्वो महित्वमग्ने त्वमङग वित्से |
शये वव्रिश्चरति जिह्वयादन रेरिह्यते युवतिंविश्पतिः सन्‌ ||RV10.4.4
हम साधरण लोग मूढ हैं, आप वनस्थ  संसार का अनुभव प्राप्त करके अमूढ है, और अपने ज्ञान का महत्व समझते हैं, अपनी वाणी द्वारा शिक्षा देते हुए अपने वनस्थ आश्रममे विचरते हो. प्रजा पालक
होते हुए आप स्वयं ब्रह्मसे मिलाने वाली ब्रह्मविद्या का निरंतर आस्वादन करते हो.
5.कूचिज्जायते सनयासु नव्यो वने तस्थौ पलितो धूमकेतुः |
अस्नातापो वृषभो न प्र वेति सचेतसो यं प्रणयन्त मर्ताः || RV10.4.5
जब किसी के पुत्र के पुत्र का जन्म हो जाए, उस के बाल पक कर सफेद हो जाएं, तब उस का  वनस्थ आश्रम में  निवास  उचित है. तब वानप्रस्थियों को  समान चित्त वाले विद्यार्थी उपलब्ध कराये जाएं. जिस से वे उन विद्यार्थियों  को अशुद्ध कर्मों के त्याग कर शुद्ध आचरण धारण करके वीर्यवान ब्रह्मचारी बनाए.

6.तनूत्यजेव तस्करा वनर्गु रशनाभिर्दशभिरभ्यधीताम्‌ |
इयं ते अग्ने नव्यसी मनीषा युक्ष्वा रथंन शुचयद्भिरङ्गै: || RV10.4.6
हे वनस्थ ! अपने शारीरिक सुख की  परवाह किये बिना आप के पवित्र हाथ यज्ञ कर्मों को भली भांति धारण करने की मानसिक इच्छा  से आप के संकल्प की पूर्ति के लिए इस रथ रूपी शरीर को इस पुण्य कार्य में सन्युक्त करें.
7.ब्रह्म च ते जातवेदो नमश्चेयं च गीः सदमिद्वर्धनी भूत्‌ |
रक्षा णो अग्ने तनयानि तोका रक्षोत नस्तन्वो: अप्रयुच्छन ||  RV10.4.7
हे विद्वान्वनस्थ ! परमेश्वरार्चन, नम्रता और यह वेद वाणी आप को सदैव वृद्धि देनेवाले हों. आप प्रमाद रहित हो कर हमारे पुत्र  तथा पौत्रों की के विद्या दान  द्वारा समाज की रक्षा कीजिये.

Rig Veda Book 10 Hymn 146
ऋषिः ऐरम्भदो देवमुनि, देवता अरण्यानी (निरुक्त-पृ. 595)
वानप्रस्थ आश्रम-मुनि  ऋषि- ऐरम्मद देवमुनि -स्वाभाविकतया इडाजन्य (भूमिजन्य) अन्न -कंद मूल फल फूल इत्यादि -पर संतुष्ट रहने वाला वनस्थ अरण्यानी से अभिप्राय- वनस्थ पुरुष( मुनि)  सहचारिणी वनस्था  और वन यह ग्राम या नगर से दूर होता है.
इस सूक्त में वानप्रस्थ आश्रम ग्रहण करने के इच्छुक पति और उस की सहचारिणी पत्नी के सम्वाद द्वारा वानप्रस्थ आश्रम की समाज में स्थिति को दर्शाया गया है. पहले मंत्र में पति अपने साथ वन में जाने की अभिलाषा प्रकट करने वाली पत्नि को निर्जन वन तथा वहां भूमिजन्य अन्न- कंदमूल पर निर्वाह की कठिनाइयों को बता कर अपनी पत्नि को वन में जाने से असम्मति प्रकट करता है. अगले पांचमंत्रों में पत्नी वन जीवन की शोभा का वर्णन करती हैइस विषय पर मनुस्मृति के वचन " संत्यज्य  ग्राम्यमाहारं सर्वं चैव परिच्छदम्‌ ! पुत्रेषु भार्यां निक्षिप्य वनं गच्छेत्सहैव वा !! मनु 6.3 –“ सब ग्राम  के आहार और वस्त्र आदि सब उत्तमोत्तम पदाथों को छोड कर पुत्रों के पास स्त्री को रख अथवा अपने साथ लेके वन में निवास करे.
( सत्यार्थ प्रकाश से) एतद्यह सिद्धांत स्थापित किया है कि वनस्थ की पत्नी यथा रुचि अपने पुत्र के साथ नगर में, या पति के साथ वन में,कहीं भी रह सकती है.
1.अरण्यान्यरण्यान्यसौ या परेव नश्यसि |
कथाग्रामं न पर्छसि न तवा भीरिव विन्दती3 ||RV10.146.1
 हे वनस्थ- पत्नी यह जो तू ग्राम से पराङ्मुख होती हुई वनों की ओर जाती है, सो ग्राम में रहने के लिए मेरी अनुमति क्यों नहीं लेती ? क्या तुझे वहां (वन में) जाने में कुछ भी भय नहीं लगता?
2.वृषारवाय वदते यदुपावति चिच्चिकः |
आघाटिभिरिवधावयन्नरण्यानिर्महीयते || RV10.146.2
(उत्तर में स्त्री कहती है ) अरण्य में वनस्पतियों के स्वर गान में सम्मिलित सूक्ष्म जन्तुओं (झींगुर इत्यादि के) स्वर ऐसे कण्ठप्रिय लगते हैं जैसे विविध गायक सस्वर गायन कर रहे हों.
3.उत गाव इवादन्त्युत वेश्मेव दर्श्यते |
उतो अरण्यानिःसायं शकटीरिव सर्जति || RV10.146.3
गौवों के समानअन्य वन पशु भी अरण्य में चरते दिखाए देते हैं, घनी लताओं की बनावट सुंदर घरों जैसी प्रतीत होती हैं, सायंकाल मे चारे ईंधनसे लदी गाड़ियां वन से निकलती ऐसे लगती हैं जैसे वन्य देवता उन्हें अपने घर को विदा कर रहे हैं.
4.गामङगैष आ ह्वयति दार्वङगैषो अपावधीत |
वसन्नरण्यान्यां सायमक्रुक्षदिति मन्यते || RV10.146.4
(वनस्थ पुरुष कहता है) अरण्य में स्थित (दिन में) एक पुरुष गाय को बुला रहा है, दूसरा लकड़ी काट रहा है, रात्रि में नानाविध के शब्द सुन कर भयभीत हो कर पुकारता है.
5. वा अरण्यानिर्हन्त्यन्यश्चेन नाभिगछति |
स्वादोःफलस्य जग्ध्वाय यथाकामं नि पद्यते || RV10.146.5
(स्त्री कहती है) अरण्य कभी किसी की हिंसा नहीं करता . और अन्य भी यदि उस पर आक्रमण नहीं करता, तब अरण्य उसे मधुर कंद मूल फलों को प्रदान कर के उस के सुखानुसार व्यवस्था करता है.
6.आञ्जनगन्धिं सुरभिं बह्वन्नामक्र्षीवलाम |
पराहमृगाणां मातरमरण्यानिमशंसिषम || RV10.146.6
बिना कृषि के विपुल फलमूल भक्ष्य अन्नादि प्रदान करने और सुगंधि युक्त कस्तूरी मृग की माता रूपि अरन्य की हमें स्तुति करनी उचित है.

सुबोध कुमार
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Destruction of The Indian System of Education by British 
07/04/2015by Mystery Of India
An article published in 'Bharathi', the cultural magazine of IIT-Madras contributed by V.Ravi Kumar (B.Tech, Mech. Engg.) based on a study of Kum.B.Nivedita's "The Tormented Indian Spirit- Redemption or Regression
During the time of the East India Company and later, in the British rule, there seem to have been two motives working in the minds of the rulers: plundering the wealth of this land and the ‘white man’s burden’ of civilizing the natives (the term used by them to refer to all Indians). We shall see, how in order to achieve these ends, the British so cleverly played their cards that even after 60+ years of independence we still continue to exist in a state of stupor, unable (and even unwilling!) to extricate ourselves from one of the greatest hypnoses woven over a whole nation. Perhaps many of us do not know that India was the richest land till the British came here. Whereas Britain’s share in world exports before was only 9% as against India’s share of 19% today our share is only 0.5%. Most of the foreigners came to India in search of her fabulous wealth. Ernest Wood, in the book ‘A Foreigner defends Mother India’ states, “In the middle of the eighteenth century, Phillimore wrote that ‘the droppings of her soil fed distant regions“. No traveller found India poor until the nineteenth century, but foreign merchants and adventurers sought her shores for the almost fabulous wealth, which they could there obtain. ‘To shake the pagoda tree’ became a phrase, somewhat similar to our modern expression ‘to strike oil’.” In India 35% to 50% of village lands were revenue free and that revenue was utilized for running schools, conducting temple festivals, producing medicines, feeding pilgrims, improving irrigation etc. The British in their greed brought down the revenue free lands down to 5%. When there was a protest they assured Indians that the government would create an irrigation department to take care of irrigation, an educational board to take care of education. etc. The initiative of the people was destroyed. But the rulers found to their chagrin, that though they had conquered this nation, it was still strongly rooted in its own culture. They found that as long as the nation was aware and even proud of its traditions, their ‘white man’s burden’ remained as ‘heavy and cumbersome as ever’! India had, at that time, a very well spread system of education and that system had to be made ineffective for their purposes. Now, most of us are taught to believe that the education was in the hands of the Brahmins and in Sanskrit medium and that the other castes had no education. But here are the facts about how the British destroyed the Indian educational system and made one of the most literate nations illiterate. In the Round- table conference in 1931, Mahatma Gandhi in one of his speeches said, “The beautiful tree of education was cut down by you British. Therefore today India is far more illiterate than it was 100 years ago.” Immediately, Philip Hartog, who was a parliamentarian stood up and said, “Mr.Gandhi, it is we who have educated the masses of India. And therefore you must take back your statement and apologise or prove it.” Gandhi said he would prove it. But the debate did not continue for lack of time. Later one of his followers, Shri Dharampal, went to the British museum and examined the reports and archives. He published a book “The Beautiful Tree” where this matter has been discussed in great detail. By 1820, the British had already destroyed the financial resources that supported our educational system- a destruction that they had been carrying out for nearly twenty years. But still the Indians persisted in continuing with their system of education. So, the British decided to find out the intricacies of this system. Therefore a survey was ordered in 1822 and was conducted by the British district collectors. In the survey it was found that the Bengal presidency had 1 lakh village schools, in Madras there was not a single village without a school, in Bombay, if the village population was near 100, the village had a school. Teachers as well as students of all castes were in these schools. The Brahmins accounted 7% to 48% of the teachers, and the rest of the teachers in any district, came from other castes. Further all children had their education in their mother tongue. The equivalent of the present day primary education lasted 4 to 5 years. We all know that it is universal primary education that is important for taking the nation ahead, not just a few getting higher education. The British administrators admired the dedication and capacity of the Indian teachers. By the time the students came out of the schools they had acquired the capacity to be competitive, and to understand and have proper insight into their own culture. One Mr.Bell, a Christian missionary in Madras took the Indian system of education back to England, and introduced it there. Until then, only the children of the nobles were given education there and he started education for the masses in England. So, we gather that it is from India that the British adopted the system for educating the masses. The Cause of Degradation: The Downward Filtration Method. But what happened in India? Foreign Christian missionaries even resented the nominal amount of one lakh rupees kept aside for the education of Indians. The British cut down the financial resources and brought in several regulations one after the other- regulations like “there has to be a ‘pucca’ building etc. That was not the end. They invited T.B. Macaulay to decide how to divert the money, what should be the medium of instruction and the mode of educating the Indian. He made English the medium of instruction and diverted the money for English education. G.D.Trevelyan writes in “Life of Lord Macaulay”(vol 1 pg164) “A new India was born in 1835″. What Alexander, Ashoka and the western missionaries had failed to do was accomplished by Macualay’s educational minutes, decreeing that India was to receive through English education, the language of the West. “The very foundations of her ancient civilization began to rock and sway. Pillar after pillar in the edifice came crashing down.” But Macaulay did a more harmful thing, which is not generally known. He adopted the “downward filtration method” for educating the Indians. What is this method? The problem facing Macaulay was that Indians were numerous and The British were a handful. How were they going to educate the Indians? How could this nation be weakened so that in self-forgetfulness it would support the British Raj? The story goes that once when he was in Ooty, in his residence, he saw an Indian officer coming and touching the feet of a peon sitting outside his office (which was near his residence.) and was obviously surprised. Why was an officer touching the feet of a peon? He was told, “You don’t know, this Indian society is a peculiar one. Here the Brahmins are respected and the peon belongs to that caste.” The changes that Macaulay brought after this are well documented and authenticated in books. The downward filtration method was formulated according to which the forward caste (even this was much later) was given preference in schools. To put it in his own words,” But it is impossible for us with our limited means to educate all in English. We must at present do our best to form a class of persons Indian in blood and colour but English in tastes, in opinion, in morals, and in intellect.’ To gauge how much he succeeded in his mission, we only need to look into the history of the Indian educated classes since that time onwards. The fact is that we have not tackled the Macaulayian issue even after Independence, and graver still, few realise that the problem exists at all. The system of giving preference to Brahmins in the govt. and missionary run schools went on for nearly hundred years. In the meantime other castes practicing any trade had lost their business due to the flooding of Indian markets with British goods and also due to the deliberate strangulation of their business by the British. Due to the land policy of the British, born out of their greed, the farmers had become landless labourers in their own lands, and the landlords the cruel stooges of the British. The systematic destruction of the Indian system of education deprived certain castes of education. Thus over a hundred years these castes had become impoverished and ignorant and the Brahmins who were supposed to lead the society became distorted in their understanding of things, due to foreign education. The Designs of Macaulay Frustrated In Macaulay’s letter dated 12th Oct., 1836, he wrote to his father: “Our English schools are flourishing wonderfully; we find it difficult to provide instruction to all. The effect of this education on Hindus is prodigious. No Hindu who has received an English education ever remains sincerely attached to his religion. It is my firm belief that if our plans of education are followed up, there will not be a single idolater among the respected classes 30 years hence. And this will be effected without our efforts to proselytize; I heartily rejoice in the prospect’ That was the confidence with which they set out. But the missionaries, after years of toiling in vain realised that their efforts of proselytization had not been successful. So after some years there was a conference of missionaries in India in 1882. They sat together and discussed the effects of their education on the Brahmins. They found that though to an extent they were successful in taking away the Brahmins from their ideals, their conversion had not taken place. A decision to slowly target the other castes and tribals in their educational institutions, was taken. Till the British started ruling India most of the castes were educated and prosperous but the delicate policies of the British are responsible for their later condition. The Brahmins who were supposed to set the standards of behaviour in the society were targeted, and when they strayed away from their path they were blamed for the condition of the other castes. The point to note here is that they are responsible not because they kept all the education to themselves, as is generally believed, but because they allowed themselves to be intellectually corrupted by the British and because they entered into all the professions practiced by other castes. They also took on government jobs thus paving the way for competition and hatred among castes in the society. Today they stand discredited in general, and are no longer considered to be the examples to be followed. But although the Brahmins became corrupted, it is to the credit of all the other castes that though they too were targeted, they stood firm, and thus foiled the designs of the British. But as the poison induced by Macaulay continues to weaken this nation, we hardly even care to know about “Indian thinking”, Indian problems and Indian models and solutions to these problems. The best brains and the best energies are concentrated on evolving and applying western models and solutions. We seem to know less and less about our own nation. After all how does a nation die? One way is by physical destruction as the Europeans who settled in America destroyed whole civilizations there. Another is that people lose faith in their own way of life, their philosophies, their principles, their thought currents etc., and the nation is destroyed. Take for example, the Greek and Roman civilizations. What great civilizations they were! But there came a time when the intelligentsia lost faith in their own way of life, in their own wisdom. They adopted a totally different philosophy in their lives and where are these nations and their civilizations now? In a sense, in the museums and monuments! Compare that with India! The land with the most ancient cultural continuity, the oldest living nation Greece did not physically die. People did not die. People now in Greece, Italy and Persia are the descendants of those who were the originators of those great civilizations. But today if we ask them what are the ideals that sustained their nation they would say,” we do not know, it is in the books; it is in the museum; you may refer to it better there.” That is how a nation is destroyed, rather mummified. Now these countries are nothing more than geographical or political entities trying to evolve a nation out of their statehood. How does a nation get weakened? A nation gets weakened when the ignorance of the people about their own roots increases, or when they become ashamed of themselves or of their forefathers. Actually that is where real regression of a nation starts. A nation which wants to forget about itself and imitate other nations cannot redeem itself but is on the path of self-destruction. The regression is there in our nation at present. And if we truly do not want to weaken ourselves as a nation, we need to extricate our educational system out of its Macaulayian traits, and obtain a fresh and untainted understanding of our ideals; for these have held us together as a nation for nearly ten thousand years. Then put them up for renewed enquiry before the younger generations so that if at all they are imbibed, they are expressed with feelings that become stronger, nobler and grander with time.

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