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Our Vision"Women Empowerment through Higher Education"

Our Mission

l To provide quality education to girl students irrespective of caste, creed, religion, and diversesocio-economic status.

l To equip and empower students with relevant knowledge, competence and creativity to facelocal and global challenges.

l To develop a responsible and sensitive youth force who have social commitments towardsthe larger section of the society.

l To develop a commitment towards the conservation of Environment with a goal towardssustainable development.

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Principal’s Note

It is heartening to see that this academic journal, Academia:Basanti Devi College, the first of its kind to be published by thecollege has finally come into existence. It brings to light some of theextensive research work that members of the teaching facultyundertake in addition to their routine work as a continuous and ongoingacademic engagement. The two successive reports of the NAACteam which visited the college (in 2004 and 2012) have endorsedthis as one of the most commendable features of the college. Whilethis volume is representative of the high quality of the researchwork undertaken it is by no means an exhaustive representation.The scholarly work of young teachers have been given preference;more volumes will follow, I am sure, and these will together providea more comprehensive picture of the rich academic activity thatflourishes here.

Dr. Indrila Guha

Principal

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ACADEMIA: Basanti Devi College

Editorial

Basanti Devi College has always enjoyed a rich tradition of research and retrospection. Thispractice of doing something beyond teaching alone was lauded by the NAAC peer team way backin 2004 during its first visit. Our teachers have published in reputed national and internationaljournals with high impact factors.

So, why do we launch another journal? What is the idea behind “Academia: BasantiDevi College”? This is because we feel that the young and enthusiastic faculty members of ourcollege need a platform to express their academic ideas, a gateway to enter the fascinating worldof research. Keeping that purpose in mind our debut issue of “Academia: Basanti Devi College”presents the articles and project work of our teachers, more emphasis being given to the beginnerswho have just started doing independent research.

Department of Philosophy has made the highest contribution in terms of number of papers,there being a total of five .No doubt in the quest for knowledge as their name implies(philo: love,sophos: wisdom), they delved into the problems of child education, concentration and thoughtprocesses, nature from different perspectives, ecofeminism and so on.

From the Department of English there are three papers. I am sure they will make afascinating read. The more conventional paradigms of English literature like Charles Dickens andD.H Lawrence share space with literature sprouted from the agony of the Partition.

Department of Political Science contributed three papers one of them is based on rigorousfield work and others are extensive reviews. Department of Psychology came with a well researchedpaper on the underrated topic of women health and wellbeing. Women’s Studies Departmentcontributed an interesting work on performing arts. There is a short article from the Department ofBengali which treats the ubiquitous water in a different ways. Department of Sanskrit contributedtwo papers one of them, is on the esoteric topic of Manuscriptology the other deals with Sanskritrhetoric as evidenced in the poetry of the great Kalidasa. From the department of educationcomes a very pertinent topic which traces the course of the history of women’s education in India.There is also a book review in the present compilation.

From the scientific discipline there are two papers. Department of Physics is representedby a paper on the strong nuclear forces as Quark binding potential. Department of Chemistrypresented a review paper on surfactants acting as vesicles for nano material synthesis.

The authors, as they come from so many different disciplines have been allowed thefreedom to express their work in the language, style and pattern of their choice. Minimumrestructuring has been done. In later issues we wish to uphold a concurrent theme, where wemight be able to present a more uniform array of articles. For now, let’s enjoy reading the papersas they come.

Dr. Sumana ChatterjeeOn the behalf of the editorial board

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Table of contents

1. Women’s education in India-an overview…………… Ramona Datta 5

2. “There Must Be More Money!” : Employing the Gothic Economy in 9D.H. Lawrence’s The Rocking Horse Winner …… Uma Biswas

3. The ‘Hollow Men’ in Charles Dickens’s Novels on Education: Critical 13Perspectives ………………………… Ralla Guha Niyogi

4. Partition and After- The Dreadful Saga …………. Abidita Goswami 28

5. Urban Environmental Sustainability and Good Governance: An Indian 33Experience…. Ankhi Sen (Sanyal)

6. Coal mining operations in Orissa (sample area : Hingula ocp) : 45Analysing problems of land acquisition, resettlement andrehabilitation……… Ruma Ghosh Dastidar

7. Gendered socialization: Patriarchal attitudes towards 70Bharatanatyam ….. Nandini Mukherjee

8. A Study of Bhâratârthapradîpikâ on Dânadharma of 77Vaiyâsika-Mahâhârata…….. Pranati Jana

9. Perceived Health Conditions of the Rural Elderly Women of West 88Bengal- An Inequality in Health and Well-Being …. Moumita Ghosh

10. Philosophy of nature …………… Tania Das 104

11. Quark Binding Potential in QGP....... Shukla Acharya Pal 110

12. Soft Catanionic Vesicles for Hard Nanomaterial 113Synthesis......... Soumyadipta Rakshit

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Women’s education in India – an overview

Dr. Ramona Datta Associate Professor, Department of Education

ramonadatta@yahoo.com

Women’s education was largely encouraged in ancient Indian society. They were providededucational opportunity comparable to men. The social evils like ‘purdah’, ‘sati’, enforcedwidowhood and child-marriage crept into the Indian society much later and resulted in the degradationof their status. Under the British rule, the East India Company was reluctant to take up theresponsibility of girl’s education for a long time so as not to offend the natives on social customs.By the end of the 19th century, some progressive Indians and English men like Raja RammohanRoy, Iswar Chandra Vidyasagar, David Hare and Annie Besant worked for making women awareof education.

It is only after independence that the issue of women’s education was taken up seriously by thegovernment. Women’s education becomes very essential when we accept that the mother is thebest teacher for her child. Swami Vivekananda believed that there is no scope for the progress ofa country where the women are un educated. Jawaharlal Nehru rightly observed that when weeducate a boy, we educate a single individual, but when we educate a girl we educate a family.

Soon after independence, the University Education Commission (1948-49) under the chairmanshipof Dr. Radhakrishnan laid special emphasis on the education of women. Some of its majorrecommendations were:-

a) The education of women should be in conformity with the requirements of women in orderto make them successful and good housewives.

b) Women should be given maximum facilities for education.

c) Women should be encouraged to acquire education in home science including homeeconomics and home management.

d) Women should be well informed about their rights and duties pertaining to the society andnations.

The Secondary Education Commission (1952-53) under the chairmanship of Dr. L. S. Mudaliarrecommended diversification of courses at secondary and higher secondary stages with specialfacilities for teaching Home Science to girls. On the recommendation of the Planning Commission(1957), the National Committee on Women’s Education (1958-59) headed by Mrs. DurgabaiDeshmukh, was appointed to examine the problems of girls education in India. Some its majorrecommendations were:-

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a) The education of girls should be regarded as a major problem of education and determinedeffort should be made to bridge the wide gap between education of boys and girls.

b) A National Council for the Education of Girls should be set up and a separate unit forwomen’s education should be set up at the centre.

c) In each State, a woman should be appointed as Joint Director and be placed in charge ofgirl’s education.

d) There should be identical curricula for boys and girls at the primary stage and differentiationmay be made at the secondary stage.

National Council of Women’s Education appointed Hansa Mehta Committee in 1962 to suggestmeasures for the improvement of women’s education. Some its recommendations were:-

i) Separate primary schools or middle schools for girls should be started where there is suchdemand and where there is adequate enrolment.

ii) Number of women teachers should be increased in primary schools.

iii) There should be common curriculum for boys and girls at the primary and middle stages.

iv) Girls should be provided with necessary facilities like scholarship, free transport and stipends.

The chairman of the National Council for Women’s Education appointed a committee in 1963under the chairmanship of Sri M.Bhaktabatsalam, the then Chief Minister of Tamilnadu, to suggestways and means of achieving substantial progress in women’s education. Some of itsrecommendations were establishing girls’ school in all areas, entrusting states to take up theresponsibility of creating public opinion in favour of women education, appointment of womenteacher in primary school and providing education to adult women.

The Education Commission (1964-66) or Kothari Commission specially emphasized on the educationof girls. The commission observed that for full development of our human resources and formoulding the character of children during the most impressionable years of infancy, the educationof women is of greater importance than that of men. As per the data presented by the commission,in 1901, the percentage of literacy among women was only 0.8. The number of girls enrolled forevery 100 boys was only 12 at the primary stage and 4 at the secondary. The total enrolment inhigher education was only 264 including 76 girls studying in Medical Colleges and 11 in college ofeducation. Much faster progress was made during the next 50 years, both in raising their socialstatus and in developing their education. The National Policy on Education (1968), which wassubsequently, formulated echoes the proposals of Kothari Commission. It observed that educationof girls should receive emphasis, not only on the grounds of social justice but also because itaccelerates social transformation. Consequently, the gap between the educational level of boysand girls had decreased at all stages from 1947 to 1965; and further narrowed down between 1965and 1985.

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The progress of education was reviewed in 1985, and it was found that the gap between theeducation of male and female population was still very large. The government took note of thesituation and made specific proposal for development of women’s education in the National Policyon education, 1986. It stated that the National System of Education will play a positive, interventionistrole in the empowerment of women. Education will be used as an agent of basic change in thestatus of women. It will foster the development of new values through redesigned curricula, textbooks, the training and orientation of teacher, decision-makers and administrators. The removal ofwomen’s illiteracy and obstacles inhibiting their access to and retention in elementary educationwill receive overriding priority. Major emphasis will be laid on women’s participation in vocational,technical and professional education at different level. During the last 69 years since independence,the government of India has been striving hard to achieve its target in different aspects of educationincluding that of women in terms of literacy rate, enrollment of girls at school stage and theirparticipation in the educative process.

Though the government of India has made earnest efforts, since independence, to improve theeducational status of women and met with considerable success yet there is much to be done tobring them at par with men. There are certain factors, which hamper the progress of girls, both atschool and college level. First, a large number of girls of school going age are not enrolled inschools because they have to assist their mothers in domestic work. It has been reported that of allthe non-enrolled children, 70% are girls. While the enrolment ratio of boys is around 100%, it isonly about 83% for girls at the primary stage. The attitude of parents, especially in rural areas isnot favourable to girls’ education.

These beliefs have given rise to another problem of ‘child marriage’ which is still prevalent in someregion. Even as child marriage remains a legal offence, it continues to be prevalent in MadhyaPradesh, where 16.4% of the girls, most of them from rural areas, are married off between the ageof 10 and 14. According Human Development Report 1998, 16.6% of the rural girls and 11% ofthe urban girls in the 10 to 14 age group are married. The Child Marriage Restraint Act, 1978,raised a minimum age of marriage to 21 years for boys and 18 years for girls. But in violation ofthese laws, the evil of child marriage still persists. This is a great problem affecting the educationof girls.

The economic dependence of women on men is a great barrier threatening their self respect. Thedominance of male members of the family over female members can be explained in terms ofeconomic dependence. The incidences of wife beating, wife abuse, physical exploitation by men,killings for dowry and similar other acts of violence against women occurrs because of this reason.Attempts have been made to educate girls in such a way that they become economically independent.On the one hand this will develop confidence in them and on the other; they will be able to assisttheir families economically. This will lead to an overall improvement of the quality of life.

Apart from these the problems illiteracy, poverty, insufficient girls schools, lack of proper transportin rural areas and appropriate school rooms are deterrents in primary education. They still threatthe development of women education in India.

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In conclusion, we can add that women of contemporary India are becoming very conscious oftheir social, economic, intellectual, mental and spiritual development. In spite of all the odds theyare trying to gain social and economic parity with men. Therefore, they cannot be deprived ofeducation at any cost and greater attention should be paid to the problems of training and developmentof women. It may be pointed out that there cannot be educated men without educated women.Hence, the education of girls should be emphasized not only on grounds of social justice, but alsobecause it accelerates economic and social transformation.

References:-

1. Aggarwal, J.C. ‘Landmarks in the History of Modern Indian Education.’ – Vikas PublishingHouse, New Delhi, 2005.

2. Chauhan, C.P. S. ‘Modern Indian Education – Policies, Progress and Problems’ 2004.

3. S. Samuel Ravi. ‘A Comprehensive Study of Education’ – PHI Learning Pvt. Ltd, NewDelhi,

2011.

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“There Must Be More Money!” : Employing the GothicEconomy in D.H. Lawrence’s The Rocking Horse Winner

Uma BiswasGuest Lecturer, Department of English

umabiswas7@gmail.com

Judith Halberstam explains the term ‘Gothic Economy’ as a condition in which the ‘logic’ ofcapitalism transforms “even the most supernatural of images into material images of capitalismitself.” (Halberstam,102). It is therefore not coincidental that several fictions written during thenineteenth and early twentieth century reflected a reality that was essentially constructed bycapitalism. The Gothic narrative has time and often stressed the fact that ‘fear’ is neither anisolated occurrence nor an exclusive personal experience but a ubiquitous and widely sharedreality and this idea finds resonance in Walter Bagehot’s declaration in 1864, when he lent theword ‘panic’ an economic connotation that reflected a general state of anxiety produced by theunstable Victorian economy. He said- “It has not been sufficiently observed how very peculiar andtechnical is the sense in which we now talk of panic”. It would naturally signify a general destructionof all confidence, a universal distrust, a cessation of credit in general. But a panic has now cometo mean a state in which there is a confidence in The Bank of England, and nothing but The Bankof England.” (Bagehot, 435).

In this study I want to argue a how D.H. Lawrence’s short story The Rocking Horse Winneremploys the gothic tropes to register and assess the intense panic produced by the unstable economyand how the gothic economy also causes various ideological modes and ontological entities tohaunt their others.

Lawrence’s popularity as an artist rests primarily as a novelist. Although he wrote more than sixtytales, yet this remarkable achievement is totally overshadowed by his novels. It is interesting tonote here that this disparity reflects not only the relative importance of the novels as a genre overthe short story but also the terms on which the tales were produced. Lawrence himself oftenrepresented his tales as a way of making ‘running money’. During the late nineteenth and earlytwentieth century, the vogue of writing short stories opened a very lucrative market and Lawrencemanaged to get his stories published in a number of English and American literary journals. If aparticular tale got published in different journals, Lawrence would benefit from it twice. Thisreflects a how both the production and the produced tale were bound more within and informed bya moneycentric system instead of being solely directed by the artist’s aesthetic sensibilities.

Charles Kindleberger reflecting on the relation between capitalism and nineteenth century fictionnotes that the artist did not shy away from using the language of panic, frenzy and crisis to describethe triumphs and terrors of capitalism. (Kindleberger, 27) D.H. Lawrence although writing in theearly twenties, is no exception. Using explicit and subliminal gothic tropes, Lawrence employs a

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language in The Rocking Horse Winner that insists on capitalism’s effects on body and thepsyche thereby conveying an emotional and even bodily response to panic.

Written in 1926, The Rocking Horse Winner was a contribution to the Cynthia Asquith anthologyof ghost stories. The story is about little Paul whose house seems to be haunted with the ‘unspokenphrase’- “There must be more money!” (Wallace,136) During the eighteenth century, when Gothic,as an architectural term, entered the western lexicon, the concept of home was beginning toreflect the values of the rising bourgeoisie. Buildings thus became a metaphor of commenting onclass politics and related structures of power and knowledge. (Cavallano,86) By the twentiethcentury, in a number of texts, the Gothic mansion is replaced by the bourgeois house which itselfbecomes the locus of disorder and take on monstrous dimensions to erupt with devastatingrepercussions on its owner’s certainties and values. The haunted house hence becomes the siteupon which the collective anxieties converge. Hence although Paul’s family lived in a pleasanthouse with a garden in front and discreet servants which made them feel superior to others in theneighbourhood, yet “they felt always an anxiety in the house.” (Wallace,135) Given the context,the whispered phrase, “There must be more money!” hardly seems to be a supernatural phenomenon.Rather it is the actual crystallization of a pervasive materialism echoing Judith Halberstam’s conceptof ‘gothic economy’ and is a sign of the extent to which the lust for money can get embedded inhuman consciousness and start haunting the psyche. (Wallace, XVI) With the rise of capitalism,there was a paradigm shift towards seeing everything first and foremost through the logic of ‘theeconomy’. As a result, instead of the currency system being subservient to the comfortableemployment of the people, the people’s comfort became obsequious to a supply of money. Thefact that the house seemed to repeatedly whisper for more money although nobody said it aloud isan index to the shared sense of panic arising out of the compulsion to dissemble and keep up theimage of a prosperous middle class position without having the requisite resources to do so. Thehouse is then a reflection of the characters’ tormented minds where evil seems to lurk at everycorner.

However the evil is consciously kept suppressed by the repressive model of the facade that Paul’sfamily keeps up. It is first discerned in Paul’s mother, Hester. Lawrence informs us that she is awoman of beauty and yet within a few lines it gets clear that her beauty is as superficial as thesocial position that she maintains. She had married for love which had soon turned into dust andshe has bonny children but they were not born out of love. Rather she believes that they have been‘thrust’ upon her. The verb ‘thrust’ has been chosen by Lawrence very shrewdly. KnowingLawrence, it would not be very difficult to infer that Hester’s dissatisfaction with her domestic lifehad largely been sexual which causes her to turn frigid. In a letter to John Middleton Murry,Lawrence had once written that- “A woman unsatisfied must have luxuries”. This is an aptdescription of Hester for we find both her and her husband having expensive tastes. Hester’shusband is hardly mentioned otherwise. All that we get to know is that he “went into town to someoffice” and though he had “good prospects” yet they “never materialised”. (Wallace,135) Failingto provide the material luxuries that Hester needed, he almost ceases to exist for her. In a capitalistsociety where families had taken money to be the nexus of affection, the husband’s ‘luck’ isconsidered to be directly proportional to his capability of successfully providing the material comforts

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to his family. Denying vital emotions and having committed to external money, ‘luck’ for Hesterhas come to symbolise a kind of self deception by which she justifies her dissatisfaction in life. Ina vain attempt to keep up an idealised appearance, Hester fails to come across not only as a lovingwife but also fails desperately to prove herself to be a good mother. Although she feigns to be moregentle and anxious for her children, yet she “always felt the centre of her heart go hard”(Wallace,135) when her children were present. Hence for little Paul, ‘luck’ would have symbolisedan affirmation of love and warmth from his mother which he is awfully denied. In his desperationto get an approval from his mother, Paul ironically discovers that ‘luck’ in this cold materialisticworld is simply “what causes you to have money”.(Wallace,136)

Paul’s attempt at replacing his father is then informed by not only a natural Oedipal urge but alsoby his desire to acquire ‘luck’ and thereby earn his mother’s affection. Money per se thereforedoes not have any significance for Paul. Rather it becomes the medium of his substitution of thefather figure by asserting that he is lucky while his father was not; indirectly insisting that he hasa better claim for the mother’s affection. Lawrence here uses the potent fictional device of theinnocent child’s perspective to devastating effect. By exercising his supreme will, Paul developsan uncanny power to pick the winning horse at the races by riding his rocking horse and henceearn money. Ironically, the money that he earns does not give him the desired effect. When hegifts his mother five thousand pounds on her birthday, he hopes that it would alleviate the panic andrelease the household of the haunted whisperings, thereby unleashing the vital emotions. Butsurprisingly the gift only aggravates the situation. His present makes his mother colder, harder andmore engrossed in materialism—”The house had been ‘whispering’ worse than ever lately, and,even in spite of his luck, Paul could not bear up against it.” (Wallace,143) Money as a symbolicsubstitute only sharpened the craving it was meant to satisfy. The house and its inmates had sointernalised the money monster that even Paul’s supernatural mediation could not ward off theevil.

Many critics have pointed out that Paul’s riding the horse to acquire supernatural knowledge hasaffinities with the popular motif in gothic tales where the hero bargains with the devil in exchangeof personal gain or forbidden knowledge. When Paul rocks himself into the magical and prophetictrance, his eyes glare blue and strange and he speaks to no one. His sisters dread him as he staresinto the horse’s wooden face: “Its red mouth was slightly open, its big eye was wide and glassybright.” (Wallace,137) As the story progresses, he becomes “wild-eyed and strange...his big blueeyes blazing with a sort of madness.” We hear again and again of the uncanny blaze of the blueeyes, until at the time of his collapse they become “like blue stones” (Wallace,147). Evidently thenin the process of exorcising the evil, Paul in turn is possessed by the same devil. The horse standsfor the symbol of greed, lust, materialism and sexual danger and as Paul gradually internalises it, hebecomes more and more stealthy. However the onlookers interpret his secretive nature from theirown mundane perspective. Whereas his mother misreads his nervous condition, attributing thedamage to the vice of gambling rather than to the money system to which she is enslaved, Bassettconsiders Paul to be almost a seer, a visionary and is religiously reverent towards him and UncleOscar, being the most insensitive of the lot, exploits Paul’s fragile mental state for his own financialgains. Nobody tried either to understand Paul’s desperate need for human love and companionship

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or tried to live from their own vital centres; which alone could have rid the house of its whisperings.Paul gains ‘luck’, but only at the cost of his own fragile life. But what he fails to gain is what hecraved for most, his mother’s love and affection but all that his mother has for him at the time ofhis collapse is a superficial concern emanating from a frozen heart. Paul’s family draws a viciouscircle of evil materialism which tightens over the child and in his attempt to control this sprawlingmonster and exorcise it, he himself is destroyed. In worshipping the new god of Mammon, thecapitalist society turned all activities towards the principles of mechanism and calculation andtherefore Lawrence gives the last word to Uncle Oscar- “My God, Hester, you’re eighty oddthousand to the good, and a poor devil of a son to the bad. But, poor devil, poor devil, he’s best goneout of a life where he rides his rocking-horse to find a winner.” (Wallace,148) The child has timeand again been employed as the figure through which societies endeavour to domesticate theirdarkest fears and they are relentlessly persecuted, victimized and abandoned into unknown dangersby the adults to protect themselves. As adults exploit the curiosity and naive adventurousness ofchildren to keep their own nightmares at bay, children themselves confront the dark on their ownterms in a struggle to understand and name the fear. (Cavallano, 212-213) Hence “Paul’s secret ofsecrets was his wooden horse, that which had no name.” (Wallace,145) The title then becomesironic in this context. We realise that the story is not about a winner of a rocking horse but therocking horse winning over Paul. The horse symbolising the materialistic acquisitive instinct ofhuman beings emerges as the real winner in this capitalist-bourgeoisie society which prioritisesmoney over the deeper emotions of love and warmth of human companionship. In his attempt toconfront the frightening entity of money, Paul endeavours to control the external by a knowledgewhich destroys him. Money thus becomes the new monster of modern capitalist society which issimultaneously desired and feared but little do we realize that in offering ourselves as its devotees,we have allowed the economy to appropriate gothic dimensions, enslaving us and engulfing societyby taking as its toll the lives of innocent people like Paul.

Works cited

1) Bagehot Walter, “The Money Market No. III: What A Panic Is and How It Might BeMitigated” in The Collected Works of Walter Bagehot, ed.Norman St. John-Stevas London: TheEconomist, 1978: IX: 435). Print

2) Cavallano, Dani, The Gothic Vision: Three Centuries of Horror, Terror andFear,Continum,2002. Print

3) George J. Zytaruk and James T. Boulton ,eds. The Letters of D.H. Lawrence, CambridgeUniversity Press,1981. Print

4) Halberstam Judith, Skin Show: Gothic Horror and the Technology of Monsters DurhamDuke University Press, 1995, 102).Print

5) Kindleberger Charles P. Manias, Panics and Crashes: A History of Financial Crisis, NewYork: Basic Books, 1978, p 27. Print

6) Wallace Jeff. Introduction The Virgin and the Gypsy and Other Stories. By D.H. LawrenceWordsworth Editions Limited Hertfordshire 2004 XV-XVI. Print. (All textual references are fromthis edition.)

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The ‘Hollow Men’ in Charles Dickens’s Novels onEducation: Critical Perspectives

Dr. Ralla Guha NiyogiAssociate Professor, Department of English

guhaniyogi_ralla@rediffmail.com

Charles Dickens was gravely concerned by the deliberate attempt of a section of ‘intellectuals’ ofcontemporary Victorian society to implement the precepts of a distorted Utilitarianism in theeducation system, thereby obliterating all traces of sentiment, imagination and fancy from theminds of the younger generation. This would, he believed, prove detrimental to society. He expressedhis concern at the growing mechanization of his age that seemed to engulf the human mind, and heurged for social awareness regarding this silent malaise:

In an utilitarian age, of all other times, it is a matter of grave importance that Fairytalesshould be respected … a nation without fancy, without some romance, never did, nevercan, never will, hold a great place under the sun…1

One other, more personal reason for concerning himself with the prevalent mechanical system ofeducation and its consequences on the human mind, the oppression of children and the hardships ofthe poor, was Dickens’s own experience in his childhood as a worker in a blacking factory:

“No words can express the secret agony of my soul as I sunk into this companionship …

[ I ] felt my early hopes of growing up to be a learned and distinguished man, crushed inmy breast…What would I have given, … to have been sent back to any other school, tohave been taught something anywhere!”2

As he grew up, he became determined that never again would he allow himself to be exposed tosuch degradation as he had faced when forced to earn his livelihood at the warehouse :

… the blacking warehouse that made him a man of insuperable resolve and deadlydetermination, also made him for life a sympathizer with all suffering and with all victimsof injustice.3

The sustained and sincere efforts of Dickens to initiate social change regarding the suffering ofthe masses and their sadly neglected facilities of education find expression in the five hundred

letters that the novelist exchanged with Angela Burdett Coutts:

From these letters … one may plainly infer how clearly Dickens realised the urgent needfor popular education and what he thought the aims of that education should be; howimportant he realised art to be for the heart and the imagination; how vigorously he insisted

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upon decent living conditions for the poor, … how noble and all-embracing was his demandfor social justice.4

These letters contain the account of his visits to the ‘Ragged Schools’ and his realisation of thesocial necessity for their existence. The Ragged Schools were volunteer organizations whichprovided free evening instruction to poor children in the slums. They were founded twenty yearsbefore by a shoe-maker of Portsmouth and a chimney sweep of Windsor, and gradually theyspread all over England. The Field Lane School was guided by a young lawyer’s clerk calledSamuel Starey,who appealed to Miss Coutts for financial help. In 1843, Dickens, along with LordShaftesbury formed the Ragged School Union “to give permanence, regularity and vigour to existingRagged Schools and to promote the formation of new ones throughout the metropolis.”5 Furthermore,writing in Household Words from 1850 gave Dickens additional opportunities for bringing informationabout the Ragged Schools before the public. Particularly during its first few years, HouseholdWords was very active in trying to strengthen broadly conceived support for preventive education,with a number of articles on ragged schools, industrial schools, ragged dormitories, emigrationschemes and reformatory programmes, although the necessity of state intervention was increasinglyemphasized. However, in spite of agreeing with Shaftesbury that had it not been for these schools,almost each of the students trained in them “would have been a vagabond or thief”,6 Dickens waskeenly aware of the drawbacks of these schools supported by the Evangelicals.7 His attention wasfirst drawn to the Ragged Schools when he perceived the Field Lane School, that was “pitifullystruggling for life, under every disadvantage. It had no means, … no sizeable rooms, … it attractedwithin its walls a fluctuating swarm of faces – young in years but youthful in nothing else – thatscowled Hope out of countenance.”8 Regarding the teachers in this school, Dickens is oftensympathetic, expressing his sincere admiration of their valiant efforts to continue to discharge theirduties despite great odds :

The masters are extremely quiet, honest, good men. You may suppose they are, to bethere at all. It is enough to break one’s heart to get at the place : to say nothing of gettingat the children’s minds afterwards. The moral courage of the teachers is beyond all praise.They are surrounded by every possible adversity, and every disheartening circumstancethat can be imagined. Their office is worthy of the apostles.9

In spite of his appreciation of the teachers, who often supported the school financially, and despiteextending his co-operation initially to the Evangelicals in the running of these schools, Dickensstrongly differed from Reverend G. J. Hall’s belief that in the Ragged Schools, “our work is essentiallymissionary.”10 In his letter to Samuel R. Starey, treasurer of the Ragged School in Field Lane,Saffron Hill, Dickens stressed the importance of cleanliness in these schools, and expressed hisdispleasure at the religious education imparted to the students :

“It occurred to me, when I was there, as being of the most immense importance that ifpracticable, the boys should have an opportunity of washing themselves before beginningtheir task… will you ascertain at about what cost a washing place – a large trough or sink,… with a good supply of running water, soap and towels could be put up ?...it seems to me

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of vital importance that no persons, however well intentioned, should perplex the minds ofthese unfortunate creatures with religious mysteries that [they] …could but imperfectlyunderstand” [ 24 September, 1843 ].11

Dickens had expressed his disapproval of this “missionary” tendency of the Evangelicals in a letterto Miss Coutts:

“To gain [the children’s ] attention in any way, is a difficulty, quite gigantic. To impressthem, even with the idea of a God, when their own condition is so desolate, becomes amonstrous task … [They] know nothing of affection, care, or kindness of any sort … Andhere it is that the viciousness of insisting on creeds and forms in educating such miserablebeings, is most apparent.”12

Their criticism of this over-emphasis on religion in the Ragged Schools was not without basis. Thepoorer sections of Victorian society were appallingly illiterate and ignorant, since, apart fromcatechism, there had been no endeavour on a national level, to introduce secular education, till1833. The Sunday Schools, which were attended by large sections of the poor, usually concentratedon teaching from religious Scriptures. Ironically, even in this sphere , there was an extreme ignoranceon the part of the children:

One child went to Sunday school regularly for five years; does not know who Jesus Christwas : he died on the Cross to save out Saviour; has never heard of St. Peter or St. Paul.[When asked who Christ was, some answered] ‘He was Adam’, ‘He was an Apostle’,‘He was a King of London long ago.’13

Dickens was equally vocal about the apparent indifference of the upper classes regarding thesqualor and filth that were almost synonymous with the existence of these schools and the generalapathy among the students. Many references in his novels echo the exact situation prevailing inLondon. For instance, of the Field Lane school, he confesses:

“I blush to quote Oliver Twist for an authority, but it stands on that ground, and is preciselysuch a place as the Jew lived in. The school is held in three most wretched rooms on thefirst floor of a rotten house : every plank, and timber, and brick and lath, and piece ofplaster of which shakes as you walk. One room is devoted to the girls, two to the boys.The former are much the better looking – I cannot say better dressed for there is no suchthing as dress among the seventy pupils; certainly not the elements of a whole suit ofclothes, among them all.”14

In sharp contrast to the state of Ragged schools in London was the account of the well-reputedRauhe Haus (the Rough House) institution in Hamburg run by Pastor Wichern and his wife andseven young clergymen who took care of about a hundred children of which seventy were boysand thirty were girls, most of them being sent there instead of being sent to gaol. However, thoughthey received religious instruction there, they were also given vocational training:

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The thirty girls and five deaconesses … cook, wash, and perform all the humble duties ofa woman. The boys have a printing-press, and some are trained as printers; some learnbookbinding; some study … tailoring; others make shoes; others bake; there are carpenters,there are boys learning to make lithographs and woodcuts. Gardening and agriculture islearned by them all. Half of the boys are at work always, while the others are at school.Each, when he leaves the institution, is bound apprentice to the trade that he has studied.… Every boy has his plot of ground, but he is allowed only to grow flowers in it, for it isdesigned to make the outcast learn to love the beautiful. The children are not marshaledabout, and set down like a regiment before a mile of dinner.… [ At ] the institution …there is no wall,there are no locked gates to frown down at the home among the flowers.15

In Household Words as elsewhere, Dickens forcefully argued for the cause of the poor childrenand for reform in the education system, especially in the Ragged Schools:

“Umbrellas to mend, and chairs to mend, and clocks to mend, are called in our streetsdaily. Who shall count up the numbers of thousands of children [in the] streets, whosevoice of ignorance cries aloud as the voice of wisdom once did, and is as little regarded;who go to pieces for want of mending and die unrepaired !”16

Through his novels dealing with education, Dickens attempted to expose the hollowness that laywithin the contemporary education system, and the ineffectuality of the so-called “teachers” of theVictorian age. Indeed, we may say of them:

We are the hollow men/ We are the stuffed menLeaning together/ Headpiece filled with straw. Alas !Our dried voices, when/ We whisper togetherAre quiet and meaningless/ As wind in dry grassRemember us – if at all – not as lost/ Violent souls, but only

As the hollow men/ The stuffed men.17

Dickens endeavoured to show how these “teachers”, instead of inspiring in their students thedesire for knowledge, succeeded only in arousing in them a feeling of apathy and frustration.Dickens projects not only the students, but also their teachers as victims of a misdirected educationsystem, the former being the recipients, and the latter, the exponents of what may be referred to as“non-education.”John Ruskin’s views on “non-education”, as compared to what he regards aseducation are noteworthy in this regard :

… you might read all the books in the British Museum … and remain an utterly ‘illiterate’,uneducated person; but … if you read ten pages of a good book letter by letter, … withreal accuracy, - you are forevermore in some measure an educated person. The entiredifference between education and non-education (as regards the merely intellectual partof it) consists in this accuracy … an uneducated person may know, by memory, manylanguages, and talk them all, and yet truly know not a word of any, - not a word even of hisown.18

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In many novels of Charles Dickens, we may see how the over-emphasis on facts and the tendencyto attain mastery over as many subjects as possible, leads, ironically, not to education in the truestsense of the term, but to “non-education”- that is, knowledge which is both intellectually andmorally unfulfilling.

Dickens was dismayed by the national apathy for undertaking what he felt was an appropriateeducation for children. He strongly believed that the distribution of knowledge among all sectionsof society would bring about social amity and progress :

“I have long been, in my sphere, a zealous advocate for the diffusion of knowledge amongall classes and conditions of men; because I do believe … that the more a man knows, themore humbly, and with a more faithful spirit he comes back to the fountain of all knowledgeand takes to his heart the great sacred precept, ‘On earth peace, goodwill toward men.’… [I hope] that great precept … will rise higher and higher above the beating of hammers,the roar of wheels, [and] the rattle of machinery …”19

Dickens was the first important novelist, (though not the pioneer) in using literature for reformationof the education system. Wordsworth, in his Excursion, had already emphasized the responsibilityof the state in conducting a regulated system of education

… this imperial Realm/ While she exacts all allegiance [must] admit an obligation, on herpart, to teach/ Them who are born to serve her and obey; Binding herself by statute tosecure/ For all children whom her soil maintains the rudiments of letters.20

Dickens, likewise, was of the opinion that the state should ensure that all children received aminimum of schooling, should be prepared to pay for it, and should supervise the standard ofteaching. “[He] was haunted by ghosts of children, who cried to him aloud for aid and for redress,saying that … they too had known indifferences, lack of training, want of care and education, andhad been balked thereby, even of a chance of a strong and happy manhood. Their suffering, andthe tragedy of their neglect, obsessed Dickens.”21 Furthermore, he insisted that true educationshould not consist of a meaningless memorizing of facts, figures and mathematical calculations.

Dickens strongly advocated the building up of a pleasant atmosphere in schools, where wholesomeeducation could be imparted through adequate expression of fancy and imagination. He categoricallycomments on this in many of his letters and speeches :

I don’t like that sort of school of which we have a notable example in Kent, … where thechildish imagination is utterly discouraged, and where those bright childish faces, … aregloomily and grimly scared out of countenance; where I have never seen among thepupils, whether boys or girls, anything but little parrots and small calculating machines.22

Thomas Carlyle [1795-1881], also advocated that human values are not amenable to mathematicalcalculations as seen in his Characteristics with its attack on “system – makers and builders oflogical card castles.”23There was a considerable interaction between these two distinguished literary

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figures and Dickens went so far as to admit that “I am always reading you faithfully and trying togo your way,” and again, “… no man knows your books better than I.”24

Carlyle’s criticism of the “gerund-grinding” approach to Classics teaching reminds one of Dickens’scriticism of Mr. Gradgrind’s educational methods. The very similarity of the name Gradgrind to theterm “gerund-grinding” seems significant. Herr Teufelsdrockh recalls his school days as a timehaving been “utterly wasted”, crammed as he had been with “innumerable dead vocables”, byteachers “without knowledge of man’s nature or of boys”:

“How can an inanimate, mechanical, Gerund-grinder … foster the growth of anything;much more of the Mind, which grows, not like a vegetable (by having its roots littered withetymological compost) but like a spirit, thought kindling itself at the fire of living thought ?How shall he give kindling in whose inward man there is no live coal, but all is burnt out toa dead, grammatical cinder?”25

Three schools in Dickens’s novels illustrate what he felt to be the principal drawbacks inthe education system – namely, Dotheboy’s Hall, Doctor Blimber’s Academy and Mr.Gradgrind’s School in Coketown.

In Dotheboy’s Hall in Yorkshire, the proprietor and headmaster, Mr. Squeers aims at exploiting hisstudents. This characterization is based on the one-eyed William Shaw whom Dickens had met onan incognito trip to Yorkshire, especially to see some of these notorious schools.26 The portrayal ofthe atrocities of Dotheboy’s Hall was perhaps the first effort of Dickens at exposing the monstrousindifference to education in England and the neglect of it by the state. In Nicholas Nickelby; thehorror of these Yorkshire schools is diluted by some grotesque comedy – as when Nicholas isbeing shown by Squeers the unique methods of teaching followed by the school. The students arereferred to as ‘half-a-dozen scarecrows, out at knees and elbows.’ One of them is ‘cleaning theblack parlour window’ and Squeers approves of this one the grounds that :

“We go upon the practical mode of teaching, Nickleby. C-l-e-a-n, clean, verb active, tomake bright, to scour. W-i-n, Win, d-e-r, winder, a casement. When the Boy knows this outof the book, he goes out and does it … bottiney, noun substantive, a knowledge of plants.When he has learned [this] he goes and [weeds the garden.]”27

Here then, is the “non-education” that Ruskin warns against – for Mr. Squeers is surely an exampleof the uneducated person with pretensions to knowledge, but who does not possess accurateknowledge of the language that he speaks – and pretends to teach. Dickens, through his fiction,letters and speeches, continually stressed the necessity for a different atmosphere in the existingschools :

“… the sort of school that I do like … is a school established by the members of anindustrious and useful order, which supplies the comforts and graces of life at every familiarturning in the road of our existence; … it is a place of education… a children’s school,which is at the same time no less a children’s home, a home not to be confided to the care

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of cold or ignorant strangers, … but to be from generation to generation administered bymen living in precisely such homes as those poor children have lost.”28

In stark contrast to these expectations is Dr. Blimber’s Academy in Dombey and Son, whereDickens exposes the unsympathetic attitude of the teachers towards the young students. Adeliberately oppressive atmosphere prevails here, and the children, burdened with a heavy syllabus,are expected to behave as adults. Paul Dombey, only six when he arrives at the school, wears ahat, while the other pupils wear ‘the largest possible shirt collars and stiffest possible cravats.’29

The aim, here, is not to nurture the innocence of childhood but to deaden the very spirit of thechildren, and Mr. Blimber, the Headmaster, is Dickens’s mouthpiece of a ‘cold and ignorant stranger.’His interview of Paul is significant :

“Ha!” said Dr. Blimber. “Shall we make a man of him?”“I had rather be a child”, replied Paul.[The Headmaster’s reply speaks volumes] :“Indeed !” said the Doctor, “Why ?”30

This marked indifference and deliberate callousness of the “teachers” towards their young “students”,and the tendency to treat children as adults, regardless of the former’s inability to comprehendwhat these adults say, is vividly portrayed in Chadband’s speech to Jo in Bleak House.

“My young friend”, says Chadband, “you are to us a pearl, you are to us a diamond, … agem, … a jewel. And why, my young friend “” “I don’t know, “ replies Jo. “I don’t knownothing.” “My young friend” says Chadband, “it is because you know nothing that you areto us a gem and jewel. For what are you, my young friend? Are you a beast of the field?No. A bird of the air? No. A fish of the sea or rivers? No. You are a human boy, my youngfriend. A human boy. O glorious to be human boy! And why glorious, my young friend?Because you are capable of receiving the lessons of wisdom, because you are capable ofprofiting by this discourse which I now deliver for your good, because you are not a stick,or a staff, … or a stone, or a post, or a pillar.

O running stream of sparkling joyTo be a soaring human boy !”

At this … state of the discourse, Jo, who seems to have been gradually going out of hismind,smears his right arm over his face, and gives a terrible yawn. Mrs. Snagsby indignantly expressesher belief that he is limb of the arch-fiend. 31

The ‘abominable nonsense’32 of Chadband’s discourses does little to impress or help Jo, whileChadband himself is a fair example of T.S. Eliot’s ‘hollow men’, his ‘headpiece filled with straw’,his voice ‘quiet and meaningless’ to his penniless “student” who is concerned more with how toobtain his next meal, and is also too young to comprehend what he is forced to listen to. Thistendency among many Victorian “teachers” of indulging in “non-education” is highlighted by anoted German educationist who commented in 1851 that children had little of:

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[that] unrestrained joyousness, the poetry of boyhood and youth, which we see continuallyspringing up afresh amongst us … from as early a period as their twelfth year,[boys inEngland] were treated in all respects as men.33

Significantly, the stalwarts of Victorian society were fully aware of the revolutionary ideas ofeducationists such as Froebel, but they were unfortunately impervious to these new trends ineducation.34 Thus Mrs. Pipchin states with distaste, “there is a great deal of nonsense – and worse– talked about young people not being pressed too hard at first, and being tempted on … It neverwas thought of in my time, and it has no business to be thought of now. My opinion is ‘keep’ em atit.” It is with her enthusiastic support that Paul proceeds to Blimber’s, where, she hears, “there’snothing but learning going on from morning to night”35 The books that Paul expected to studythere :

comprised a little English, and a deal of Latin – names of things, declensions of articles andsubstantives, exercises thereon, and preliminary rules – a trifle of orthography, a glance ofancient history, … a few tables, two or three weights and measures, and a little generalinformation.36

Miss Blimber who takes his lessons, is looked upon by Paul ‘as a kind of learned Guy Faux …stuffed full of scholastic straw.’37

Dickens lashes out directly against such “teachers” and their attitudes in Hard Times when hepresents M’choakumchild, doggedly engaged in ‘Murdering the Innocents’:

He had been put through an immense variety of paces, and had answered volumes ofhead-breaking questions. Orthography etymology, syntax and prosody, biography, astronomy,geography, and general cosmology … algebra, land surveying … vocal music .. were all atthe ends of his ten chilled fingers.

He is a true example of Ruskin’s “uneducated person.” Dickens adds with irony this furthercomment on M’choakumchild’s “learnedness” – ‘If he had only learnt a little less, how infinitelybetter he might have taught much more.’38

The “teachers” of Dickens’ novels are, however, not the only projections of distorted minds andattitudes. Students too, as in Nicholas Nickelby, prove to be disappointing, as when Nicholas confrontshis pupils for the first time :

… the last faint traces of hope, the remotest glimmering of any good to be derived fromhis efforts in this den, faded from the mind of Nicholas as he looked in dismay around!Pale and haggard faces, lank and bony figures, children with countenance of old men,deformities … , boys of stunted growth … every ugliness or distortion that told of … onehorrible endurance of cruelty and neglect.39

Dickens depicts this physical deformity and seemingly paves the way for more horrifying deformityof the spirit which he portrays so vividly in Hard Times and in Our Mutual Friend. The talk given by

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the unnamed “Government officer” about the “Principles of Taste” prepares the ground for suchdistortion of human spirit :

‘You are not to see anywhere, what you don’t see in fact; you are not to have anywhere,what you don’t have in fact. What is called Taste, is only another name for Fact. … Youare to be in all things regulated and governed,’ said the gentleman, ‘by fact. We hope tohave, before long, a board of fact, composed of commissioners of fact, who will force thepeople to be a people of fact, and of nothing but fact. You must discard the word Fancyaltogether. You have nothing to do with it. You are not to have, in any object of use orornament, what would be a contradiction in fact. … This is the new discovery. This is fact.This is Taste.40

This mechanical ‘gerund-grinding’ education provides an excellent example of a misapplied utilitariansystem of education which had become popular in the Victorian age.It is little wonder then, that insuch a school, the “educated” teachers would lay great emphasis on facts and definitions. WhenSissy Jupe is asked to define a horse, the girl, who has spent herchildhood amongst horses, fails togive a satisfactory answer, while Bitzer, the ideal pupil, mechanically rattles off the definition :

Quadruped. Graminivorous. Forty teeth, namely twenty four grinders, four eye- teeth, andtwelve incisive. Sheds coats in the spring; in marshy countries sheds hoofs too. Hoofshard, but requiring to be shod with iron. Age known by marks in mouth…”

Bitzer’s staccato, exact and unemotional definition recalls modern day computers that mechanicallyproduce information at the push of a button and reinforces in contrast, the imaginative and delightfulchildhood Sissy Jupe spent amidst the circus acrobats. According to Dr. John Manning, the passionfor such definitions seem to have originated from the ‘object lessons’ of the noted educationistPestalozzi, who had devised this technique to encourage children to observe accurately, analyse,and correctly describe various natural phenomena. Needless to say, this original idea soon becamedistorted, and Dr. Manning notes that little children, not two weeks in school, were ‘taught thatcertain parts of a sheep are “principal” others “secondary” … One hears from infant mouths suchterms as graminivorous and chalybeats, iridescent and amorphous, serrated and folliaceous’41 Thedistortion of the system devised by Pestalozzi42 drew Dickens’s attention, and over a period ofsixteen years he twice satirized such definitions, first in Nicholas Nickelby, where he presents itwith a grotesque humour, and later, with biting satire, in Hard Times. By this time the “regulareducation system” so admired by Mr. Squeers and influencing the teaching methods of variousschools in Victorian England, had developed glaring defects arising from the distortion of thePestalozzian principle.

The climax of “non-education”, however, is found in Our Mutual Friend, which gives perhaps thefullest exposure to the level to which human nature will sink if misguided by a distorted Utilitarianism.Here, through the depiction of the teacher-turned-murderer, Bradley Headstone, Dickens presentsa far more despicable and dangerous character than that of the other teacher-characters in hisnovels. Charley Hexam’s school presents a confusion of teaching methods :

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Its atmosphere was oppressive and disagreeable … it was crowded, noisy and confusing… An exceedingly and confoundingly perplexing jumble of a school … where black spiritsand grey, red spirits and white, jumbled jumbled jumbled jumbled, jumbled every night … .

Headstone, the teacher in the school, similar to Mr. Squeers and M’choakumchild :

had acquired mechanically a great stone of teacher’s knowledge. He could do mentalarithmetic mechanically, sing at sight mechanically, … from is early childhood up, his mindhad been a place of mechanical stowage … history here, geography there, astronomy tothe right, political economy to the left – natural history, the physical sciences, figures,music, the lower mathematics and what not all in their several places…

Headstone’s “education” dehumanizes him and Dickens, through the depiction of the former’sdegeneration warns the reader regarding the terrifying depths to which human nature may sinkwhen unable to lead a well-balanced life. The ‘suppression’ of Headstone’s ‘animal’ instincts, of‘what was fiery (though smouldering) in him’,43surfaces in a distorted manner through his hatredof Eugene Wrayburn and his passion for Lizzie Hexam. He gradually degenerates from the decentschoolmaster to the murderous villain. Confronted and challenged by his former pupil CharleyHexam, who suspects him of having a hand in the murder of Eugene Wrayburn, he:

shrank … on the floor, and grovelled there, with the palms of his hand tight-clasping hishot temples, in unutterable misery, and unrelieved by a single tear.44

Headstone cannot arouse respect either as a teacher or as a human being, and his despicable actarouses unrestrained disgust in the mind of his pupil. His “education” has left him ill at ease,awkward, and finally obsessed and neurotic, a striking contrast to Lizzie who has a natural graceeven without “education”.

Other instances of “non-education” by villainous teachers may be found in Oliver Twist in Fagin’s“education” of the young pick-pockets :

… the two boys followed [Fagin] closely about; getting out of his sight, so nimbly, … thatit was impossible to follow their motions … If the old gentleman felt a hand in any one ofhis pockets, he cried out where it was; and then the game began all over again.

Later, when this “education” is put into practice, in real life, it only serves to evoke terror inOliver’s young mind.45

A different kind of terror is aroused in young David Copperfield’s mind, too, subjected as he is toMr. Murdstone’s cruel brutality when dealing with David’s lesson. As David himself confesses,‘the influence of the Murdstone’s upon me was like the fascination of two snakes on a wretchedyoung bird … The natural result of this treatment was to make me sullen, dull, and dogged.’46Whenafter being beaten by Mr. Murdstone, and having been driven, in his frustration to bite the latter’shand, David is finally banished to Salem House, he has to suffer the indignity and humiliation of

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carrying a board on his back inscribed, “take care of him. He bites”, according to Mr. Murdstone’sinstructions.

Education at Salem House comes in the guise of lessons taken by Mr. Creakle, who :

Had a delight in cutting at the boys, which was like the satisfaction of a craving appetite.… I know him to have been an incapable brute who had no … right to be possessed o thegreat trust he held …Miserable little propitiators of a remorseless idol, how abject wewere to him! What a launch in life … to be so mean and servile to a man of such parts andpretentions!47

Dickens condemned in unequivocal terms such cruelty towards children. At a dinner on behalf ofa Children’s Hospital in Great Ormond Street, in 1858, he declared, “any heart which could toughenits affections and sympathies against those dear little people must be wanting in so many humanizingexperiences of innocence and tenderness, as to be quite an unsafe monstrosity among men.”48

Alongside this realistic exposure of social trends, and “non-education” or ignorance, Dickens presentsthrough his novels, what he upholds as true education – that is, the inculcation of the gentleremotions of love, understanding and sympathy in human nature. Dickens’s novels present a criticaland realistic picture of the various trends of his age.

Notes and References:

1. Dickens, in Household Words, article on Frauds on the Fairies, 1 Oct. 1853.

2. John Forster, The Life of Charles Dickens, 1872-74 (rpt. U.K. : Everyman’s Library,1927) augmented with notes by A.J. Hoppe, 2 volumes, 1969, 47, pp. 9-10, 25-6.

3. Edgar Johnson, Charles Dickens, His Tragedy and Triumph (London : Victor Gollancz,1953), p. 7.

4. Jackson asserts, “Dickens always thought of himself as one of the common people.” [T.A. Jackson, Charles Dickens : The Progress of a Radical (New York : InternationalPublishers, 1938), p. 11.

5.”Ragged School Union Minute Book, Apr. 1844 to Nov. 1846" (Shaftesbury Society MS) 11Apr. 1844, p. 1. From Norris Pope, Dickens and Charity, (London and Basingtoke :Macmillan, 1978) p. 154.

6. Dickens, to Southwood Smith, 15 Dec, 1840 in The Letters of Charles Dickens, ed.Madeleine House, Graham Storey and Kathleen Tillotson (Oxford : The Pilgrim Edition,1965), Vol. 2, pp. 164 ff; 1 Feb, 1843, p.435 and note.

7. Ibid., 10 Mar, 1843, p. 461.

8. J.W.I. Ley, “A Sledgehammer Blow : How the Chimes came to be written” in TheDickensian, ed. Michael Slater (1923), Vil. 19, pp. 86-89.

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9. Dickens, to Miss Coutts, 16 Sept., 1843, in The Heart of Charles Dickens, (West-port,Connecticut, U.S.A. Greenwood Press, Publishers, 1976), pp. 51-3.

10. Rev. George James Hall, Sought and Saved. A Prize Essay on Ragged Schools and KindredInstitutions (1855), p. 54. From Norris Pope, Dickens and Charity. London and Basingtoke: Macmillan, 1978, p. 156.

11. Selected Letters of Charles Dickens, ed. and arranged by David Paroissien (London : TheMacmillan Press Ltd., 1985), pp. 186-87.

12. Dickens, to Miss Coutts, 16 Sept., 1843, in The Heart of Charles Dickens, ed. EdgarJohnson (West-port, Connecticut, U.S.A. Greenwood Press, Publishers, 1976),. p. 51.

13. The Heart of Charles Dickens, op. cit., p. 52, note.

14. Dickens to Miss Coutts, in The Heart of Charles Dickens, op. cit., p. 50.

15. Household Words, “How Charity Begins At Home Near Hamburg”, Vol. 4, No. 95, Jan17, 1852, pp. 401-02.

16. Household Words, “Boys to Mend”, Vol. V, No. 129, Sept. 11, 1852, p. 597.

17. T.S. Eliot, “The Hollow Men”, from Collected Poems, 1909-1962 (London : Faber andFaber, 1963), p. 89.

18. John Ruskin, Sesame and Lilies, Lecture I, “Sesame: Of King’s Treasuries”, Dec. 6, 1864,at Rusholme Town Hall, Manchester, Section 15.

19. K.J. Fielding, The Speeches of Charles Dickens, (Oxford : Oxford University Press, 1960),Speech on the opening of the Free Library : Manchester, 2 Sep, 1852, p. 153.

20. William Wordsworth, Excursion, IX.

21. W. Walter Crotch, Charles Dickens : Social Reformer, (London : Chapman and Hall,1913), pp. 65-6.

22. K.J. Fielding, Speeches, op. cit., Speech at the Fourth Anniversary Dinner at LondonTavern, on Warehousemen and Clerks’ Schools, on 5 November, 1857, p. 241. Also seeHousehold Words, “Health and Education”, Vol. XIV, No. 343, Oct. 18, 1856, pp. 313-17,on a detailed report on girls’ schools of these times.

23. Thomas Carlyle, Works (The Shilling Edition, 1889), “Chartism”, Vol. II: “Characteristics”,Critical Essays, Vol. IV, pp. 3-6.

24. A detailed study of the Carlyle – Dickens relationship is to be found in William Oddie,Dickens and Carlyle : the Question of Influence (Cambridge, 1972). Also see MichaelGoldberg, Carlyle and Dickens (Athens, University of Georgia Press, 1972).

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25. Carlyle, Works, op. cit., Sartor Resartus I, X; “Signs of the Times”, Critical Essays, Vol.II,iii, 234.

26. Edgar Johnson provides us with some of the most gruesome details of William Shaw’sestablishment in Yorkshire : “[in the school] two children became totally blind … throughinfection and gross neglect … the boys were given maggoty food … they were oftenbeaten, … ten boys had lost their sight there and been given no medical treatment.”Charles Dickens : His Tragedy and Triumph, op. cit., Vol. I, p. 217.

27. Nicholas Nickelby, pp. 90-9

28. The Speeches of Charles Dickens, ed. K.j. Fielding, op. cit., p. 242.

29. Dickens, Letters, ed. W. Dexter, (London, 1938) Vol. I, pp. 824-25

30. Dombey and Son, p. 145.

31. Bleak House, pp. 269-70

32. Ibid., p. 270.

33. W.D. Arnold, trans. German Letters on English Education, by Leopold Weise, pp. 46-7.

34. Friedrich Froebel, the German founder of the “kindergarten” system was an eminenteducational reformer in the nineteenth century. His first “garden of children” or“kindergarten” was opened in 1837 in Blankenburg, Thuringia, Here, children receivedpsychological training by means of play and occupation. His method gained enormouspopularity, and in 1851, under the supervision of Bertha Range and her sister, both pupils ofFroebel, the first Kindergarten in London was opened. Charles Dickens visited this school,and wrote of it in Household Words. Though English teachers were impressed by thepractical ideas of Froebel’s teaching methods, they at first failed to implement his theory.[Encyclopaedia Britannica, Vol. IX, pp. 50-51].

35. Dombey and Son, p. 139.

36. Ibid., p. 161.

37. Ibid, p. 162.

38. Hard Times, p. 8.

39. Nicholas Nickelby, p. 88. An article in Household Words draws a similar picture of Dr.Blose’s Free School, where, “Pale as maggots, in unwholesome-looking clothes, the childrenswarm, heavily busy at their work, no look of joyous curiosity, no wide bright eyes ofwonder rests upon us; we have interrupted no thing; have fallen on another dream. A tall,dirty youth, or man, dressed seedily, and garnished with moustaches, bends over a formcovered with small weary-llking children; our entrance does not cause him to lift up his

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head. … the little place grows large before us in the midst of sickliness which its roughwalls enclose… . We have yet to recover from the shock of an enexpected and oppressivepicture.” ‘A Free (and Easy) School’, Vol. IV, no. 86, Nov. 15, 1851, p. 171.

40. Hard Times, pp. 6-7.

41. John Manning, “Charles Dickens and the Oswego system”, Journal of the History ofIdeas, XVIII, 1957, pp. 480-83.

42. Pestalozzi’s educational principle was based on “sense impression”: accuracy of observationwill lead to accuracy of thought; thus words or ideas attain meaning when related toconcrete objects. His curriculum emphasised student activities like drawing, writing, music,physical education and other such practical activities. [Encyclopaedia Britannica, Vol .XVII, p. 726.]

43. Our Mutual Friend, pp. 214-15, 217.

44. Ibid, p. 713. A detailed study of the education received by Charlie Hexam from BradleyHeadstone and its consequences may be found in Raina, op. cit., pp. 130-136. Also seeRobert S. Baker, “Imagination and Literacy in Dickens’s Our Mutual Friend”, Criticism 18(1976): 57-72, for a full analysis of the theme of education in the novel.

45. Oliver Twist, p. 62. Also see Philip Collins, Dickens and Crime (New York : St. Martin’sPress, 1962).

46. David Copperfield, p. 55.

47. Ibid, pp. 89-90. Anderson Malvin Rearick III, in his study, Loss and Reclamation in “DavidCopperfield”, “depicts David’s own process of creating order out of his chaotic and painfulpast … the five different moments of his crisis in which his sense of self is in real peril.”[Dissertation Abstracts International, op. cit., Vol. 53, No. 8, March 1993, p. 3219-A].

48. K.J. Fielding, Speeches, op. cit., p. 248. Also see J. Hillis Miller’s view regarding theinhuman treatment given to children in workhouses – three meals of gruel a day, asDickens so vividly portrays in Oliver Twist. [ J. Hillis Miller, Charles Dickens : The Worldof His Novels (Bloomington Indiana University Press, 1958), pp 49050.]

Bio – Note:

Dr. Ralla Guha Niyogi, M.A., B.Ed., M. Phil., Ph.D, is Associate Professor in the Department ofEnglish, Basanti Devi College, Kolkata, India. She was also a Guest Faculty, Post GraduateProgramme, Lady Brabourne College and a former Guest Faculty, Post Graduate Programme,Presidency College, Kolkata. An alumnus of Presidency College and Calcutta University, sheobtained her Ph. D. from Jadavpur University. Her area of specialization is Charles Dickens and

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the Victorian Age. She has compiled and edited selections of essays entitled Romanticism and itsLegacies published by Fine Prints, Kolkata in 2009 and Women’s Words published by El AlmaPublications, Kolkata in 2012. She has also written many books for children, specially designed forthe school curriculum and translated Bengali poems into English, in Signposts published by Rupa& Co. She has published academic papers in national and international journals on Charles Dickens,as well as on aspects of the Mahabharata. She has recently presented papers on the Mahabharataat two International Conferences at Assam University, India, and Ryerson University, Toronto,Canada and had also been invited to chair sessions at both these conferences. She has been aninvited resource person to speak on the Mahabharata at a National Seminar at Basanti DeviCollege, Kolkata in 2012. She was Principal Investigator of UGC Approved and Funded MinorResearch Project, February 2013 [PHW-36/12-13 ERO dated 5th February 2013] entitled Fromthe Bakhtinian Carnivalesque to the Foulcauldian ‘Discipline’: A Recapitulation of the Journey(s)in Children’s Literature with reference to Lewis Carroll’s Alice Novels and J.M. Barrie’s PeterPan, submitted May, 2015.

Her areas of interest include the works of Charles Dickens and the Victorian age, Feminism andGender Studies, Children’s Literature as well as a study of classical Indian femininity as portrayedin Indian mythology.

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Partition and After- The Dreadful Saga

Abidita GoswamiGuest Lecturer, Department of English

abiditagoswami@gmail.com

Partition is after all only an old fortress of crumbled masonry- held together with a plasterof fiction.

Eamon de Valera.1

It has been witnessed that, for various nations in Africa, Asia and South America, modernity hassomewhat been historically criticised by the rule and dominance of native cultures by non-natives,usually by Europeans. Modernity has thus been “colonial modernity”2 for many regions of the non-white world. It was an exploitative mechanism- economic exploitation of resources, the use ofnative people, the conquest of territory and markets based on racial, cultural, political andtechnological differences. The dominance was vehemently protested by the natives of these nationswhich resulted in massacres, rebellious movements and bloodshed. The dream of a better worldproved to be the driving force for the natives. But the situations became worse after Independence.

In India, European colonial dominance was supposedly ended and the country was liberated onAugust 15, 1947. In return, the unity of the country was compromised and the country was dividedinto two independent states of India and Pakistan.The popular ideologies and discourses whichwere formed to eradicate colonization from India were soon directed towards the division of Indiawhich resulted in the formation of, not one Pakistan, but several Pakistans in the minds of people.The popular sentiments of the pre-Partitioned Indians against the British rule were directed towardseach other and ironically, this was done by the political decisions of a handful of Indians with thehelp of the British rulers. The literary works and the critical approaches of the early twentiethcentury bring out clear images of the political scenario of pre-partitioned India.

The Home and the World a novel by Rabindranath Tagore is an interesting allegory of Indianpolitics in the early twentieth century. Being a man of clear modern thoughts and a believer offreedom in its real sense, Nikhil introduces his wife Bimala to Sandip, an active leader in theSwadeshi movement. Bimala soon becomes immersed in the revolutionary fervour of Swadeshiand finds herself torn between the duties of home and the world. Viewed purely as a socio politicalnovel, Tagore’s ”The Home and the World” makes a sharp distinction between, Nikhilesh,representing the pure passion for constructive work in swadeshi (nationalism), and Sandip,representing its greed and destructive energy .Nikhilesh worships nothing but the truth which isgreater than the country; for Sandip, the success of the moment matters and he strives to achieveit by all possible means.For Nikhilesh, the Ideal is the principal ingredient in the real; for Sandip, theIdeal is tolerable only when it is a means to attain the Real. Bimala, the central character of thenovel, who has been given a large number of autobiographical narratives than the other two principle

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characters, is torn between these two contending forces which exercise a powerful fascinationover her mind.The Home and the World sharply points at the hollowness of the political ideologieswhen, at the end of the novel, Sandip flees the situation and it is Nikhilesh who goes to town tocalm matters during the riot and is shot in the head.

Some literary works bring out the honest struggles of people to get rid of colonial dominance.While ideologies formulated to gain Independence had their own flaws, the general mass tried tofollow the principles positively with the aim to stand up against the colonial torture. Raja Rao’s firstnovel Kanthapura, written in 1938, shows the struggle of Moorthy, who imbibed the principles ofGandhi and practiced them vehemently in order to bring relief to the people of Kanthapura fromsocial struggle. Through the events in the novel, Raja Rao gives a detailed description of thestruggle of Indians to fight not only the British but also the orthodox Indian principles like casteismwhich was prevalent in pre-partitioned India.

In some selected speeches and writings of Bhagat Singh, one can clearly identify the tone ofdisappointment shared by several freedom fighters on realizing the futility of the acceptedideologies.While writing an introduction to Dreamland, on request by Ram Saran Das, he writes:“In the political field The Dreamland occupies a very important place. In the prevailing circumstancesit is filling up a very important gap in the movement. As a matter of fact all the political movementsof our country that have hitherto played an important role in our modern history, had been lackingthe ideal at the achievement of which they aimed.”3Independence of India was the need of thehour but none was aware of the impending disasters following Independence.

The tales of the traumatic experiences suffered after the Partition of India are expressed differentlyin different literary texts of India, Pakistan and Bangladesh. In 1981, Salman Rushdie’s Midnight’sChildren was published which addresses the reality of the legacy of partition. Saleem, the story’sprotagonist who is born at the stroke of midnight on August 15th, 1947, is handcuffed to history andbecomes the perfect example of the country’s continual political victimization. After coming out ofhis mother’s womb, which is a metaphor for the relative comfort of British rule, he searches formeaning that leads him to create a past that is self-centered and also holds himself responsible forthe important events in national history. Nationalism was of utmost importance as it united thecolonized Indian masses against the British. But soon Indians started categorizing themselves onthe basis of religion. Jawaharlal Nehru’s view of a New India seemed to be a disillusionment. Thisnovel somewhat brings out the skepticism of Rushdie towards the theory of nation and nationalism.The text gives us a clear view of the hypocrisy and failure of discourses which led to widespreadsuffering not for a short span of time but for the years to come.

The Diasporic writer who has been able to convey, with much force and conviction, the violentambiguities of communal conflict caused due to partition, is none other than Saadat Hasan Manto.He clearly brings out the madness of this Great Divide and also the horror and delineation causedto the people as they were uprooted from their homeland. Not only that, the slaughter of men andwomen, the molestations and the entire scenario of satanic inhumanity can be clearly felt throughhis writings. The worst sufferers were the women who became the victims of frustrations poured

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out by men during the pandemonium. Through his short stories, we can hear the shrieks of thesevictims, the echoes of which can still be felt due to the persistence of colonial minds even duringthe post-colonial times.

Manto’s short story Toba Tek Singh is a powerful satire and a bitter indictment of the politicalprocesses and behaviour patterns that resulted in Partition. The story is told by an omniscientnarrator who speaks as a Pakistani and seems to be a Lahori. Based on the exchange of Muslim,Sikh and Hindu lunatics after the Partition, it brings out the relationship between India andPakistan.The Dog of Tithwal gives a microcosmic view of the hateful struggle of Muslims andHindus in India and Pakistan. The murder of the friendly dog by the leaders of Indian and Pakistanisoldiers show the victimization of the innocent civilians who were suddenly alienated from theirown motherland on the basis of religion. KholDo is one of the controversial stories of Mantodepicting the effects of violence during the partition of India, especially on women. Manto does notsee the perpetrators as Hindustani or Pakistani, he just sees and depicts them as human beingswith all their wilderness and barbarity. ThandaGosht is another such short story which showshow bestial the people had turned into, during and after Partition.

A historical novel that depicts all the political events surrounding Partition and also provides ahuman dimension that brings out a sense of reality and believability is Khushwant Singh’s A Trainto Pakistan. This novel can be considered as a character study that gives a better understandingof the cultural and social conditions of the time and place and also shows how the corrupt politicalsystem with their false ideologies led to this sad event.

Similarly, in the works of Amrita Pritam, we find the anguish felt by her during the horrors ofPartition. Born in an undivided India, she saw the evolution of the divided nation from a closerangle. In her poem, “AjjakhaanWaris Shah Nun” (I Say UntoWaris Shah), the Punjabi poet andwriter expresses the horrors of partition and her anguish caused by the massacres. She appeals toWaris Shah, the historic Punjabi poet, to rise from his grave and record the tragedies that Punjabwas going through. In her autobiography named The Revenue Stamp, we can get an overview ofthe life of a woman entrapped in the horrors of Partition and the pain of leaving one’s homeland notby choice but by compulsion. Even her other works equally bring out what the process of colonizationhas done socially, politically and mentally.

There are several other works that express the horros of the Great Divide.While BhishamShahni’sTamas is set in the backdrop of riot-stricken Pakistan at the time of Partition anddeals with the plight of emigrant Sikh and Hindu families to India, Shauna Singh Baldwin’s WhattheBody Remembers is set in the Indian state of Punjab amid the mourning tension that precedesthe event of Partition. In A Bend in the Ganges by Manohar Malgonkar, we get a detaileddescription of the Swadeshi Movement, the activities of the freedom fighters, the outbreak of theSecond World War, the Bombay dock explosion and the division of India in 1947. Ice-Candy Manby Bapsi Sindhwa is the first novel by a woman novelist from Pakistan in which she describes theconditions of people in Lahore. The novel is a masterpiece as it relates the political events throughthe eyes of a child, thus helping in seeing the scenario from a fresh perspective. Sunlight on a

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Broken Column by Attia Hosain is an autobiographical novel by a fictional character named Lailawho reflects the changes an individual suffers amidst the political changes. As she herself suffersfrom a personal crisis, her country also suffers an identity crisis. Her revolt against the traditionalvalues of her family represents India’s revolt against its rulers while undergoing a drastic change.The novel holds a mirror to the partition politics through the character of Laila. Another work thatcan never be neglected is the poem “Subh-e-Azadi” by Faiz Ahmad Faiz. The poet writes it on theeve of Indian Independence with a dark note of disillusionment that he as well as the people ofIndia suffers, when they realize that this is not the result they had wanted. This poem is a clearreflection of the disheartenment caused due to the hypocrisy of the discourses.The non-fictionbook by Larry Collins and Dominique Lapierre named “Freedom at Midnight”, gives a detailedaccount of the British Raj, the princely states’ reactions to Independence and the massacres ofPartition. This can be considered as a result of deep research which is often found lacking in theworks of other historians.

The disastrous effects of partition can be explained as a psychological after effect of colonialismon the colonised. Even though colonialism was eradicated, it could not be removed from the mindsof the people. It created in people, what can be termed as alterity. Indians and Pakistanis, like thecitizens of other Third World Countries, felt like “the other”iv and this created widespread frustrationand confusion. Frantz Fanon’s The Wretched of the Earth is an insight into the psychology ofcolonialism. Fanon argued that colonialism dehumanized the native. It drove the colonized to madnessby rejecting any individual claims of the native. The Colonizer and the Colonized by Albert Memmidissects the minds of both oppressor and oppressed and reveals the truth about the colonial situation.It shows the psychological effects of colonization, destroying the institutions and thus the memoryof the colonized, cutting them off from their language and debasing it, preventing its growth. Theseviews help us to reason the widespread havoc which started from the Partition and is continuingeven today in the name of Terrorism.

Contemporary writers and activists describe the horrors of terrorist attacks prevalent in severalregions of India, Pakistan and Bangladesh. The stories of massacre of the present times arealmost identifiable with the stories of massacre during and after Partition, except for the usage ofa few modern weapons. The reason is almost the same. Identity crisis and lack of settlement makeseveral people adopt ways of destruction, violence and intimidation, thus terrorizing the innocent.The life of MalalaYousafzai clearly reveals the horrifying picture that is still continuing in Pakistan.It clearly points out how women suffer the most in times of crisis and how they are the first targetsof terrorization. Afghan-born American novelist and physician, Khaled Hosseini brings out theplight of innocent civilians at the hands of terrorists in Afghanistan. Similarly, Taslima Nasrinwrites about the tortures on women in the name of religion, another scenario that can be witnessedsince the time of Partition.

There are several questions or issues that can be raised for further study in this connection. Bystudying the problem of terrorism in details, we can see how the theory of existentialism can bestretched and applied to explain it. This can be done by studying the literary works that depict

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terrorism. Not only that, we can also study about the wars of Independence fought in other countriesand how they are similar to the War of Independence in India. A psychological study of the writerswho retell the stories of Partition of India and a discussion of the theories of Post colonialism canbring light upon the contemporary problems of War. In a sense, 1947, has yet to come to an end.

iSeeNicholas Mansergh, Nationalism and Independence: Selected Irish Papers (Ireland: Cork UniversityPress, 1997) pg 223.iiSee Pramod K. Nayar, Contemporary Literary and Cultural Theory (India: Dorling Kindersley, 2010) pg154.iiiSee D. N. Gupta, Bhagat Singh: Selected Speeches and Writings (India: National Book Trust, 2007) pg 68.ivSee Clive Hazell,Alterity; The Experience of the Other (Indiana: AuthorHouse, 2009) pg xvii.

References

Mansergh, Nicholas. Nationalism and Independence: Selected Irish Papers.Ireland: Cork University Press,1997.

Nayar, Pramod K.Contemporary Literary and Cultural Theory. India: Dorling Kindersley, 2010.

Gupta, D.N.Bhagat Singh: Selected Speeches and Writings. India: National Book Trust, 2007.

Hazell, Clive.Alterity; The Experience of the Other. Indiana: AuthorHouse, 2009 .

Baldwin, Shauna Singh. What The Body Remembers. Canada: Vintage, 2000.

Hosain, Attia. Sunlight on a Broken Column. India: Penguin Books, 1992.

Malgonkar, Manohar. A Bend in the Ganges.India: India Ink, 2009.

Malhotra, R.P. Arora, Kuldeep.Encyclopaedic Dictionary of Punjabi Literature, Volume 1.India: GlobalVision Publishing House, 2003.

Pritam, Amrita. The Revenue Stamp.India: Tarang Paperbacks House, 1994.

Rushdie, Salman. Midnight’s Children. London: Vintage Books, 2011.

Shahni, Bhisham. Tamas.India: Penguin Books, 2001.

Sidhwa, Bapsi. Ice-Candy Man. India: Penguin Books, 1989.

Singh, Khushwant. Train to Pakistan. India: Penguin Books, 2009.

Hasan, Khalid. Bitter Fruit: The Very Best of SaadatHasanManto. India: Penguin Books, 2008.

Lapierre, Dominique. Collins, Larry. Freedom At Midnight. India: Vikas Publishing House, 1976.

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Urban Environmental Sustainability and GoodGovernance: An Indian Experience

Ankhi Sen ( Sanyal)Assistant Professor, Department of Political Science

ankhi.sen@gmail.com

The issue of environmental sustainability and sustainability of mankind when put into the ambit oflocal government certain new dimensions crop up. The role of urban local bodies has been identifiedas crucial to the issue of attaining urban environmental sustainability. It has been observed at theEarth Summit that the role urban local bodies is of immense significance as to the attainment of thegoals of environmental governance and building of institutional capital in the fold of social capital.

The purpose of the paper is to examine the incidence of local initiative in India in the field of localenvironmental sustainability and local sustainable development. The paper is divided into threesections: Section I shall focus on the UN HABITAT and its worldwide impact in the realization ofthe LA 21 as a caveat for urbanization and environmental sustainability and how it has evolved theidea of urban environmental sustainability and good governance. Section II shall focus on how farthe urban local bodies in India have strived to achieve the standards put forward by the UnitedNations Habitat in ensuring environmental sustainability through ‘local initiatives’ to materialize theidea of ‘think globally, act locally’ and shall search the formal structures available within theconstitutional set up to accommodate the ideas of environmental sustainability and sustainabledevelopment. As Janicke and Weidner identifies the factors like structures, situations, actors,strategies and time as the road to the success in environmental governance, how far these conditionshas been achieved by the local government to initiate pro-environment sustainable urban development.Section III shall find out the parameters enduring participatory democracy at the level of localgovernment and take up the case study of the Kolkata Municipal Corporation in ensuring theissues of environmental sustainability and sustainable development and how far ‘soft governance’has been incorporated.

Before we delve into a concise discussion of urban and environmental sustainability let us have aglimpse over some global and regional facts and figures which would enable us to consider thenecessity of an enduring approach towards urbanization and its impact on environment. The followingfacts and figures reveals that globalization has left deep impact on urban proliferation and urbancenters have evolved as the lucrative domain of economic networking and business hub and thepersisting trend shall follow in future as well.

At the global level

In 1800, only 2 per cent of the world population was urbanized.

In 1950, only 30 per cent of the world population was urbanized.

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In 2000, 47 per cent of the world population was urbanized.

More than half of the world population will be living in urban areas by 2008.

By 2030, it is expected that 61 per cent of the world population will live in urban areas.

Almost 180,000 people are added to the urban population each day.

It is estimated that there are almost a billion poor people in the world; of this over 750million live in urban areas without adequate shelter or basic services.

In 1950, New York City was the only city with a population of over 10 million inhabitants.

By 2015, it is expected that there will be 22 cities with populations over 10 million.

Of the 22 cities expected to have population of more than 10 million by 2015, 17 will be indeveloping countries. 13 of these are situated in the Asia-Pacific region.

At the regional level

The urban population of developing countries is expected to reach 50 per cent by 2020.

The population of urban areas in less developed countries will double from 1.9 billion in2000 to 3.9billion in 2030. The urban population of developed countries is expected toincrease very slowly, from 0.9 billion in 2000 to 1 billion in 2030.

The urbanization process in developed countries has stabilized with about 75 per cent ofthe population living in urban areas. By 2030, 84 per cent of the population in developedcountries will be living in urban areas.

In 1999, 36.2 per cent of the Asian population was urbanized with the urban growth rate atapproximately 3.77 per cent.

The urban population of developing countries is expected to reach 50 per cent in 2020.

By 2030 Asia will have higher numbers of urban dwellers than any other major area of theworld, except Africa.1

The growing economic network among the countries has made urbanization invincible. As a matterof fact cities are emerging as crucial actors in carrying forward the impromptu of globalization.The 21st century has been recognized as ‘The Urban Millennium’ by the United Nations formerSecretary of State, Kofi Annan to indicate as well as appreciate the fact that the world is becomingincreasingly urbanized. Simultaneously he has been prudent enough to raise the moot point that‘since urbanization offers both promise (as hubs of dynamism, change and opportunity) as well asperil (as centers of exploitation, disease and unemployment) efforts to squarely meet the challengesand maximize the opportunities afforded by urbanization is essential. It is critical that such effortsadopt a holistic view of achieving sustainable development’.2 It is believed that with the rapidexpansion of the cities the assurance of sustainability of mankind is at stake and the immediateresponse from the local government is to initiate ‘best practices’ to ensure environmentalsustainability. These ‘best practices’ rest on the successful combination of the ‘governance’ and‘decentralization’ and ensure ‘soft governance’ (co-operative forms of local government activity)as reflected through the Habitat Agenda also known as the Local Agenda 21.The United Nations

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through the LA 21 propels ‘new ways of working’ at the level of local government that combinesprocess of citizen’s participation and civic engagement as key elements of ‘soft governance’.

LA 21 born in the womb of the Earth Summit embodies the principle of ‘think globally, act locally’which means that the roots of environmental sustainability should mingle the actions of localcommunity and the local government in the realm of pollution, resource and energy waste,environmental degradation and the destruction of the global commons provoking the local authorityto enter into a dialogue with its citizens, local organizations and private enterprise through consultationand consensus building to wield best strategies. This shall develop ‘civicness’ among the communityin the sustainability initiatives and ensure collective responsibility over environmental issues amongthe stakeholders. This approach known as the ‘new localism’ rests on the ‘new sustainabilityagenda’ which identifies good governance at the local level as a necessary precondition therebyupholding the lofty ideals of inclusive and participatory democracy. The Millennium DevelopmentDeclaration and the Millennium Development Goals also capture the essence of ‘environmentalsustainability’.

UN- Habitat Agenda draws attention o the notion of ‘livability’.3Livability demands political choiceand deliberate policy design to determine goods in the public domain and the adequate distributionof national public goods. To achieve this end the Habitat Global campaign on Urban Governancewas floated which signals new and strategic approach of promoting accountable and transparenturban governance which shall respond to all sectors of the society and eradicate all forms ofexclusion. Livability was merged with the expectations of ‘quality of life’4.The UN Habitat therebymerged the demand for environmental sustainability with the norms of good governance. “UN-HABITAT promotes good urban governance as been inextricably linked to the welfare of thecitizenry. Based on the principles of urban citizenship it should affirm that no man, woman or childcan be denied access to the necessities of urban life, including adequate shelter, security of tenure,safe sanitation, a clean environment and mobility.” Subsequently sustainable development seemsto have gained a ubiquitous presence in policy debates but the concept suffers from a certaindegree of ambiguity. It restricts its acceptability from many different local and global perspectives,from many cultures and regions. Sustainable development’s lack of conceptual clarity createsdiverse, and sometimes conflicting, interpretations of how the notion should be put into practiceand who should materialize it. However there is no denying the fact that “whilst national andsupra- national governments clearly have a role in the pursuit of sustainable development, it isequally clear that local governments plays a crucial part. Local authorities are agents forimplementing national and international policy: they can act as initiators of new ideas and approaches(from within the institution) but they also have the capacity to facilitate and support local communityaction and initiatives for environmental sustainability.”5

United Nations has identified three interlinked aspects of good governance vis-à-vis urbanenvironmental sustainability- (a) integration and intersectorality meaning integration of decision-making over environmental, economic and social values and policy co-ordination between crucialsectors of resources: (b) partnership and participation meaning partnerships between public

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authorities, international agencies, business groups and civil society and participation of thestakeholders in sustainable development: and (c) accountability and transparency meaningaccountability of local authorities to the cicizens and access to information pertaining to decisionsand actions. The notion of sustainable development has been endowed with legal niceties by theInternational Legal Association. ILA identifies the principles of good governance as essential tothe progressive development and codification of international law relating to sustainable development.It commits states and international organizations:

(a) to adopt democratic and transparent decision-making procedures and financial accountability;

(b) to take effective measures to combat official or other corruption;

(c) to respect the principle of due process in their procedures and to observe the rule of law andhuman rights; and

(d) to implement a public procurement approach according to the WTO Code on PublicProcurement.6

Apart from the ILA the European Commission has also endeavored to legalize the notion ofsustainable development. In a report published by the EC the general principles of the Law ofSustainable Development7 have been framed in as

1. Principle of public environmental order

2. Principle of sustainability

3. Principle of carrying capacity

4. Principle of obligatory restoration of disturbed ecosystem

5. Principle of biodiversity

6. Principle of natural heritage

7. Principle of the restrained development of fragile ecosystem

8. Principle of spatial planning

9. Principle of cultural heritage

10. Principle of sustainable urban environment

11. Principle of aesthetic value of nature

12. Principle of environmental awareness

These principles legally ensure the phenomena of urban environmental sustainability and implicitlyuphold the lofty ideals of good urban governance. ‘The Global Campaign on Good UrbanGovernance’(2000) emphasizes the act of state- citizen relationship as an essential pre-requisite tothe achievement of sustainable human development and sustainable human settlements for efficientgovernance of towns , cities and metropolitan areas. It is the strategic point for the achievement ofsustainable urban development particularly for the informal settlements –the slums prevailing underprecarious environmental conditions and they can be achieved only through ‘representation’ and‘participation’. Habitat Agenda identifies the sources of good environmental governance as-

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Decentralization of responsibilities and resources to local authorities ensuring theiraccountability

Participation of civil society in identifying local priorities

Partnership between state and non-state actors to achieve common goals

Capacity building in urban development and decision- making

The Local Agenda 21 under the heading ‘Basis for Action’ justifies the importance of the role oflocal authorities in the process of sustainable development and good urban governance. Underparagraph 28.1 it claims that “ Because so many of the problems and solutions being addressed byAgenda 21 have their roots in local activities, the participation and co-operation of local authoritieswill be a determining factor in fulfilling its objectives. Local authorities construct, operate andmaintain economic, social and environmental infrastructure, oversee planning processes, establishlocal environmental policies and regulations, and assist in implementing national and sub- nationalenvironmental policies. As the level of governance closest to the people, they play a vital role ineducating, mobilizing and responding to the public to promote sustainable development.”8 Theprocess for achieving the postulates of local sustainable development has been discussed in paragraph3 which iterates that “each local authority should enter into a dialogue with its citizens” to “acquirethe information needed for formulating the best strategies.”9 This has a two pronged impact. Atone level ‘consultation’ generates awareness among the households about the sustainabledevelopment issues and in the next level it wins support from the local community which enhancesthe chances of success of the policies adopted. Different countries have come up with differentapproaches in their experimentation with LA 21.

Brazil has achieved a holistic vision in ensuring community participation by initiating ParticipatoryBudgeting (PB). Porto Algere is the pioneering city in Southern Brazil and an international referencepoint in PB. Other cities experimenting with PB are Recife, Belern, Santro Andre, Campinas,Alvorada, Buenos Aires, Ilo, Puerto Asis etc spread across North and South America. PB hasemerged as a source of communication channel between inhabitants and the municipality, pointingto the generation of ‘lien social’ as they call or ‘social bond’. In many cases the PB is linked to themunicipality’s finance department.10 While PB generally encompass 2-10per cent11of the overallimplemented budget but in ‘advanced’ form of PB whole budget is accessible for discussion. Itensures social control of the municipal public resources. Such experiments with inclusive modelsof environmental sustainability may effectively cut across religious or cultural dimensions. Theprocess allows the population to become aware of the municipal resources, their limits and originsas well as the budgetary restrictions12. PB is a classic instance of direct participation13 at thecommunity level leading to successive social mingling.

UK has adopted the ‘Best Value’ practice as a step forward to good governance. Best Valuepractices demands the local authorities to deliver services in the ‘most effective, economic andefficient means available’ ensuring cost-effectivity.14.UK Government through Best Valueframework has sought to materialize integrated working of the local communities. Under BestValue practices the local authority publishes an annual Best Value Performance Plan –a public

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document of the authority’s past and present performances indicating the targets set and thetargets achieved finally. To ensure quality service and a quality life the local authorities identifycertain Community Strategies. Such Community Strategies focus on the articulation of the aspirations,needs and priorities of the local communities and accordingly shape their existing and future activityto achieve sustainable development.15

Local Agenda 21 resonates ‘soft governance’- a process of securing ‘more co-operative forms oflocal government activity, which is inclusive, participatory and democratic’16. ‘Soft governance’encompasses ‘new ways of working’ at the level of local government. The benchmarks achievedby Brazil through Participatory Budgeting or UK through Best Value practices accrues to thebelief that the notion of soft governance popularized by LA 21 has gained much ground in theEuropean and Latin American countries. Even in some of the Arabian State of Morocco andAfrican states like Burkina Faso and Kenya have witnessed a sea change since theirexperimentation with the realization of the LA 21.South Korea has emerged with the idea of‘collaborative government’17 to achieve goals of sustainable development.

We shall now look into how the Government of India has been coping with the challenges of urbanmetabolism18 and ecological footprint19 to ensure the safety of environment and sustainabledevelopment. As a matter of fact the structures of urban government were installed through the74th Amendment Act of the Constitution of India to adequately address the population demands fora backlog of services that have not been met by the Central government.

This act has become a valuable tool to address the problems of environmental sustainability as itensures the opportunity of decentralization of power and decision-making. The moot point hasbecome the need to ensure three basic conditions- quality of life, advance services and urbangrowth without hampering the continuity of economic and social activity across the regional, culturaland religious lines. Ideally the 74th Constitutional Amendment act is a milestone in this respect .Itupholds clearly defined political, institutional and economic objectives. Among these are worthmentioning the idea of transfer of power to the people for civic services, increased autonomy andaccountability in municipal affairs and ensuring efficiency in production and delivery local publicgoods and services.20But its realization in ensuring ‘best practice’ to cultivate state-citizenrelationship vis- a-vis protecting urban environment has been conspicuous by its absence. Theformula driven grants practiced by the state government or by the Central government to guaranteeefficiency of the ULBs has become a cause of serious concern as it is demeaning the spirit ofautonomy to be enjoyed by the ULBs.

In the Directive Principles of the State Policy Article 48 A was incorporated as 42nd Amendmentwhich holds that “the state shall endeavor to protect and improve the environment and to safeguardthe forests and wild life of the country.”21A new chapter on fundamental duties was added inArticle 51-A which provided that it shall be the duty of every citizen of India to protect andimprove the natural environment including forest, lakes, rivers and wild life and to have compassionfor the living creatures. The Ministry of Environment and Forests was started in January 1985 andthe Department of Environment was started in November 1981.Various urban environmental issues

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were identified with the establishment of the Ministry of Urban Development in May 1952.22Theseissues can be read as follows:

Land management

Housing

Water supply

Sanitation

Drainage

Solid and hazardous waste management

Transport and air pollution

Greenhouse gas emission

Accident risk

Disaster management

The website brings a vivid detail of the future action plans of the Ministry and under the title ofUrban Environmental Management, Community Health and Public Safety the Local Agenda forthe urban environmental management has been clearly iterated. It reflects the stand of Governmentof India in relation to sustainable development and environmental sustainability. “…the environmentalquestion has become urgent and has to be properly understood and squarely met, there is need fora proper understanding of the contexts in terms of the evolution of the constitutional reforms onenvironment in India, the local authorities’ initiative in support of Agenda 21 of the Rio WorldConference on Environment and Development, and the national strategy for wider applicationthereof in the light of the Central Acts on the environmental aspects. It is also necessary toappreciate the overlapping jurisdictions and functions as covered in the environment laws, theplanning laws and the municipal laws.”23The Ministry also reflects on the objectives of theenvironment management and the possible action plans.

The objectives for environment management at the local level have been identified as following:

(a) Preparation of environmental management strategy and action plan,

(b) Carrying out of studies on vulnerability and risk assessment,

(c) Establishing adequate institutional and regulatory framework to plan and implement theenvironmental management plan,

(d) Enhancing the capability of the concerned agencies for better management of the environment,

(e) Research and training activities to better equip the municipal personnel for realization of theabove mentioned objectives.

The possible components of an action plan have been included as following:

(a) Environmentally sound solid waste management system,

(b) Toxic waste collection and disposal,

(c) Waste recycling and recovery,

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(d) Low cost sanitation,

(e) Wise use of wetlands,

(f) Cattle shed removal from prime urban areas,

(g) Slum improvement,

(h) Possible slum resettlement,

(i) Urban heritage conservation,

(j) Urban forestry, landscaping of river banks, parks and open spaces,

(k) Urban agriculture, and

(l) Promotion of community awareness and education.

Apart from this the 74th Constitutional Amendment Act in Chapter XXIX, clause 277, defines theduties of a Municipality in relation to the local agenda for urban environmental management byinvolving professional agencies and community based organizations whereas clause 278 deals withthe functions in relation to urban environmental management by the Municipalities themselves orthrough other institutional arrangements, and for submission of a report on the environmentalstatus of the municipal area.

Over the years the Parliament has enacted some major environmental Laws like

The Water (Prevention and Control of Pollution) Act,1974

The Water(Prevention and Control of Pollution) Cess Act, 1977, later amended in 1991

The Air( Prevention and Control of Pollution) Act, 1981, amended in 1987

The Environment (Protection )Act, 1986

The National Environmental Tribunal Act, 1995

The national Environmental Appellate Authority act, 1997

These laws came up as a response to the United Nations Conference on Environment andDevelopment held at Rio de Janeiro in June, 1992 and the United Nations Conference on theHuman Environment held at Stockholm in June, 1972 whereby India pioneered in implementingnational laws to restrict environmental degradation. In 2008 India and South East Asian Countriesjointly published the Delhi Declaration on ‘The Impact of Climate Change on Health’.24Prior tothis in 2002 Delhi and ILA took joint initiative to frame the legal parameters of sustainabledevelopment and good urban governance. Accordingly ILA has laid down the following principlesensuring environmental sustainability.

The duty of States to ensure sustainable use of natural resources;

The principle of equity and the eradication of poverty;

The principle of the precautionary approach to human health, natural resources andecosystems;

The principle of public participation and access to information and justice;

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The principle of good governance;

The principle of common but differentiated obligations;

The principle of integration and interrelationship, in particular in relation to human rightsand social, economic and environmental objectives25

India has carried well with the expectations of the Habitat II and has received Dubai InternationalAward for Best Practices in 1998, 13 New Best Practices and 7 good practices in 1996 in theHabitat Best Practices initiatives. These include urban experience in environment and public healthin Surat, energy management initiatives in Ahmadabad, innovative urban partnerships, in Ahmadabad,Community participation for clean surroundings by EXONORA in Chennai, Cost effectiveenvironment friendly shelter development strategy and environmentally sound and productive useof city garbage in Bangalore and poverty alleviation through community participation inKolkata.26The Clean and Green Program of Hyderabad city also received wide acclamation as aclassic example of multisectoral and participatory program for environment protection.27

The response of the Indian state towards mitigating environmental sustainability proves thaturbanization has emerged as a powerful force in India and it is worth mentioning that 11 cities havebeen identified in India which will in future emerge as megacities with abnormal explosion inpopulation. Kolkata and Mumbai are two among them. This indicates that in near future Kolkata isgoing to experience huge rate of urban metabolism and Ecological footing which Mohit Bhattacharyadescribes as “carrying capacity”.28In Kolkata under the aegis of the state government the Worldbank assisted Calcutta Urban Development Program (CUDP III) was initiated way back in 1983.Sideby side the state government initiated an array of legislation and institutional reforms like

Enactment of the Kolkata Municipal Corporation Act replacing the Calcutta MunicipalAct of 1951 to provide for a cabinet form of government.

Replacing the Bengal Municipal Act by the West Bengal Municipal Act 1993.

Establishment of the Directorate of Local Bodies(DLB) and the Municipal EngineeringDirectorate(MED) at the state level and the Municipal Development Program Directorateto extend necessary assistance to the ULBs.

Establishment of the Municipal Finance Commission

Along with the CUDP III other major projects which are being run by the ULBs are Kolkata SlumImprovement Project (KSIP) assisted by the DFID and the India Population Project (IPP)- VIIIassisted by the World Bank. Kolkata Environment improvement program has been taken up by theKolkata Municipal Corporation in assistance with the World Bank. A glimpse over the West BengalMunicipal Act, 1993 would exhibit the reality that the whole affair of the municipal government hasbeen kept under the purview of the state government. Consequently the state government hasexercised complete sway over the ULBs thereby adding political colour to their actions solelydetermined by the state government initiatives. This has hauled the participatory face of the ULBsand they were reduced to mere representative bodies engrossed in political perversion. Most ofthe participatory faces of the municipal authorities have been reduces to sheer misnomer.

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The Kolkata Municipal Corporation has no doubt left considerable mark on the progress chart. In1959 the WHO team visited Kolkata to review the public health, water supply, sewerage anddrainage problem in Kolkata and the adjoining areas. The team placed a vivid picture of the realsituation stating that sanitary situation was below the minimum level of standard, the provision forthe safe and drinking water was inadequate; a meager population of the slum area experienced thedaily removal of the human waste29. However the situation has achieved a considerable degree ofsatisfaction over the next four and half decades under the KEIP and KUSP. But that subsequentprogress has been stalled is due to the fact that stake-holders participation has been inhibited. Thewhole spirit moves away from the standards determined by the LA 21 and Habitat II. In a conferenceon Urban Management: Local Government and Community Action organized by the Institute ofSocial Sciences a statesman representing the West Bengal Government expressed genuine concernabout the complexities of coordinating local governments with the community groups and his choiceof such co-ordination in the case of solid waste management remained confined only to the role ofthe households in helping the KMC workers to collect the solid waste from the premise. Thisnotions stand out to the instances of community participation exhibited through the actions ofEXONRA. Nevertheless such community participation is gradually making themselves visible inthe transport sector where the young NCC Cadets and other youth dressed in the KMC logo aremanaging the day to day traffic under the supervision and guidance of Kolkata Police. They arepaid in a contract basis to monitor the traffic at the crucial junctions.30 They are being prodused indisaster management.

It has been claimed often that the ULBs are also sources of environmental pollution as theirinefficiency in achieving the Master Plans cause much damage to the society at large. Hence aproper environment management system should be adopted to correct the vitiating impact of theULBs. Effective management of the environment at the local and the regional levels should followwell charted management methods like environment monitoring, environmental audit, environmentalimpact assessment and environmental management system. It has been further flaunted that themunicipal corporations should strive to acquire an international EMS standard like ISO 14001which demands the existence of a precise environmental policy, an assessment of environmentalaspects and legal obligations, public internal audits which can result in improved environmentalperformances.31However the idea should be how to incorporate popular participation for theattainment of quality of life and best practices for rendering better services to the stakeholders.The idea can be three pronged- first, a powerful state government and a subservient municipalauthority, second, a powerful municipal government and a limited state authority and the the third,a soft governance or collaborative government incorporating citizens in the decision making processto avoid conflictual situations and ensure good governance reaping cumulative wholesome benefit.For example the idea of participatory democracy in urban governance through the management ofward committee meant to realize people’s initiative in local actions has been largely undermined bythe Kolkata Municipal Corporation. The concept of community participation through the wardcommittee has been reduced to mere irregular practice. In most localities people are not evenaware of the existence of ward committees which can in reality do a wonder in ensuringenvironmental sustainability if given equipped nourishment.

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Public participation is essential to sustainable development and good governance in that it is acondition for responsive, transparent and accountable governments as well a condition for theactive engagement of equally responsive, transparent and accountable civil society organizations,including industrial concerns and trade unions. The vital role of women in sustainable developmentshould be recognized. Public participation in the context of sustainable development requires effectiveprotection of the human right to hold and express opinions and to seek, receive and impart ideas. Italso requires a right of access to appropriate, comprehensible and timely information held bygovernments and industrial concerns on economic and social policies regarding the sustainable useof natural resources and the protection of the environment, without imposing undue financial burdensupon the applicants and with due consideration for privacy and adequate protection of businessconfidentiality. The empowerment of peoples in the context of sustainable development requiresaccess to effective judicial or administrative procedures in the State where the measure has beentaken to challenge such measure and to claim compensation. States should ensure that wheretrans-boundary harm has been, or is likely to be, caused, individuals and peoples affected havenon-discriminatory access to the same judicial and administrative procedures as would individualsand peoples of the State in which the harm is caused.

(Footnotes)1 Sources: Urban Agglomerations 2003 UNDESA, Population Division 2004 (ST/ESA/SER.A/232) WorldUrbanization Prospects: The 2003 Revision, UNDESA, Population Division 2004 (and Press release).(www.unhabitat.org/mediacentre/backgrounders.asp.)2 Source: Urban Environmental Governance: For Sustainable Development in Asia and the Pacific: A RegionalOverview. United Nations Publication, United Nations, 2005.3 Livability refers to those spatial, social and environmental characteristics and qualities that uniquelycontribute to peopl’s sense of personal and collective well being and to their sense of satisfaction in beingthe residents of a particular settlement. Official submission of Dr. Anna Tibaijuka, Executive Director of UN-HABITAT, under Secretary General of the United Nations for inclusion in the summery of the EnvironmentalRoundtable on ensuring sustainability and access: the case of water and sanitation, Helsinki Conference, 9th

September, 2005.Prepared by David C. Tipping (www.sndp.undp.org/gpgn/pdfs/helsinki_conference.pdf.)4 Quality of life is defined in terms of the satisfaction of preferences relating to utility and choice andsubjective well being. For details see Lim, Lan Yuan, Belinda K.P. Yuen, Christine Low, Urban Quality of Life:Critical Issues and Options, School Building and Real Estate, National University of Singapore, 1999.5 Buckingham, Susan, Local Environmental Sustainability, Woodhead Publishing Ltd, 2003.6 Source: ILA New Delhi Declaration of Principles of International Law Relating to Sustainable Development,2 April 2002.The 70th Conference of the International Law Association, held in New Delhi, India, 2–6 April2002, http://www.springerlink.com/content/v52m758047k73q41/7 Source: The Law of Sustainable Development: General Principles. A report produced by the EuropeanCommission by Michael Decleris (http://www.woodlandleague.org/documents/sustainability/sustlaw.pdf)8 Source: UNCED,19929 Source: UNCED,199210 Cabannes, Yves, Participatory Governance Environment and Urbanization Vol 16 No. 1 April 2004.11 Ibid,p.3412 Ibid,p.36

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13 Ibid,p.4214 Buckingham,2003,p.715 Ibid,p.816 Ibid, p.7517 South Korea defines collaborative government as “a new form of governance which involves all distinctstakeholders in a working relationship with each other through regular dialogue and interaction in pursuit ofa common goal. Among various governance fields, collaborative governance is a representative concept forunderstanding modern governance related to urban planning, because it is evident that most contemporaryissues are highly complicated, so they cannot be solved by a single actor alone.” in Kim, Taebyung ,Collaborative governance for sustainable development in urban planning in South Korea, Centre forUrban and Regional Studies, Birmingham Business School, University of Birmingham (http://www.universitas21.com/GRC/GRC2009/Kim.pdf accessed on 24.12.2010)18 Urban metabolism is defined as the sum total of the technical and socio-economic processes that occur incities, resulting in growth, production of energy and elimination of waste. It provide suitable measures of themagnitude of resource exploitation and waste generation and provides for policy makers to understand themetabolism of cities .For details see The Encyclopedia of Earth. www.coearth.org/article/urban_metabolism.19 The concept was developed in 1992 by Dr. William Rees and M. Wackerangel of the University of BritishColumbia. It refers to the area of land needed to provide the resources used and absorb the wastes producesby a community.20 For details see Majumdar, Paramita, Decentralization: Challenges to Urban Local Governments, NagarlokVol XXXVIII, No. 3 July-September, 2006, p.221 Sharma, Anjali Krishnan, Sustainability in Developing and Developed Nations- Focus in India, NagarlokVol XXXVIII, No. 3 July-September, 2006, p.4122 Source: Website of Ministry of Urban Development, Government of India.http://www.urbanindia.nic.in/theministry/ministry_page.htm23 Source Website of Ministry of Urban Development, GoI24 Source: http://www.searo.who.int/LinkFiles/SDE_NDDS.pdf accessed on 24.12.2010.25Source:ht tp: / /www.worldfuturecouncil .org/f i leadmin/user_upload/papers/Art icle_on_Sustainable_Development_L aw_Principles.pdf accessed on 25.12.2010.26 Sharma, Anjali Krishnan, Sustainability in Developing and Developed Nations- Focus in India, NagarlokVol XXXVIII, No. 3 July-September, 2006, p.4227 Ghosh, Archana, Urban Environment Management: Local Government and Community Action in ArchanaGhosh(ed) Urban Environment Management: Local Government and Community Action, Concept PublishingCompany, New Delhi, 2003 published for Institute of Social Science and Friedrich Ebert Stiftung.28 Bhattacharya, Mohit, Urban Environment Management: A Local Governance Perspective in ArchanaGhosh(ed) Urban Environment Management: Local Government and Community Action, Concept PublishingCompany, New Delhi, 2003 published for Institute of Social Science and Friedrich Ebert Stiftung.29 Bardhan Roy, Maitreyee, Calcutta Slums: Public Policy in Retrospect, Minerva Associates (Publications)Pvt Ltd.,199430 Dasgupta, Asim, Urban Environmental Management: Some Observations, in Archana Ghosh(ed) UrbanEnvironment Management: Local Government and Community Action, Concept Publishing Company, NewDelhi ,2003 published for Institute of Social Science and Friedrich Ebert Stiftung.31 Kumar, Loveleen, Applicability of Environmental Management System on a Municipal Corporation toImprove Urban Environment, Nagarlok Vol. XXXV, No. 4, October- December, 2003.

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COAL MINING OPERATIONS IN ORISSA (Samplearea : HINGULA OCP) : ANALYSING PROBLEMSOF LAND ACQUISITION, RESETTLEMENT AND

REHABILITATION

Ruma Ghosh DastidarAssociate Professor, Deptartment of Political Science

It cannot be denied that development projects are a crucial factor in the upward mobility of anation and these projects have ranged from the conventional to non-conventional resourcemobilization. In fact there are numerous instances worldwide where mining projects have beenencouraged for the development of the local communities through the generation of employmentand economic well-being (Ejdemo and Soderholm, 2011; McMohan and Remy,2001; Stilwellet.al,2000; Ye, 2008: Brunschweiler,2006). It is generally believed that mineral rich backwardregions of the world should invest more in mining activities in order to remove poverty and destitution.Mining projects have also generated non-mining related employment through estimated multipliereffects. Based on the review of literature both in the global and the Indian perspective so far itcould be inferred that mining is an important economic activity and inevitably forms a major edificeupon which the overall development of any economy with natural resources rest. Nonetheless, onthe contrary, there exist numerous studies which testify that the countries having high mineraldependence and natural resource abundance tends to have lower economic performance andsocial well-being (Torvik,2009, Bjorvatu and Selvik, 2007, Yuxian and Chen 2011, as discussed inSaswat Kishor Mishra and Padmanabha Hota, Mining, Environment and Human Being: Case ofOdisha ). Popularly referred to as the ‘resource curse theory’ in development literature the under-rate of development was evident in countries like Bolivia, Mexico and Venezuela and other LatinAmerican Countries despite being abundant resource countries (Sachs and Warner, 1999).

With globalization, mining has become an important source of investment and profit, for the publicas well as the private sector. However as a result of these projects, development discourse hascome to be inevitably linked to the question of displacement and resettlement (MIDR), the twoissues which have emerged as a major risk from the point of view of socio-economic sustainability.

The World Bank in its Group Policy on Involuntary Resettlement (Operational Policy 4. 12,approved 23rd Oct. 2010 ) pointed out :

“Bank experience indicates that involuntary resettlement under development projects, if unmitigated,often gives rise to severe social, economic and environmental risks: productive systems aredismantled; people face impoverishment when their productive assets or income sources are lost;people are relocated to environment where their productive skills may be less applicable and the

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competition for resources greater ; community institutions and social networks are weakened; kingroups are dispersed; and cultural identity, traditional authority and the potential for mutual help arediminished or lost.”

Thus the mining affected people face problems similar to those of persons displaced or deprived ofsustenance without physical relocation (PAP) by other types of projects but its environmentalimpact seems to be greater than that of other projects (Michael Cernia , 2000 ). It also implies thatthe social impact of mining goes far beyond loss of land. Various policies have emanated from therealization of the need to prevent further impoverishment of the poor in the mining areas. Studiesand experiences of involuntary resettlement and rehabilitation packages offered by the miningauthorities during the last few decades show the near impossibility of restoring the DP/PAPs totheir former economic and social conditions (Singh, 1989 ).

The World Rainforest Movement in a Report published in 2004, makes a comprehensive andpoignant review on the social and environmental impact of mining ( including coal mining ) at theinternational level. Interestingly, most of these reports and studies limit their extent to the problemsassociated with coal mining with limited emphasis on the pros and cons of land acquisition policies.Coal , is India’s most important mineral catering to a third of its energy needs. The size of its coalmines has grown from an average of 150 acres in the 1960s, to 800 acres in the 1980s and to some1500 acres today because the last three decades have witnessed a shift from underground toopencast mines. Opencast mines require more land and displace more persons but create fewerjobs than underground mines do.

The Geological Survey of India estimates that on 1st Jan, 2000, India’s coal reserves down to adepth of 1200mts was 2,11,59361 million tonnes. Its exploitation results in much land loss anddisplacement. Coal India Limited (CIL), the largest coal mining undertaking in India and itssubsidiaries, used land to the extent of 73371.47 area in hectares resulting in multiple social andeconomic liability. (Singh et el., 2007 ). Landlessness takes the form of downward mobility fromlarge to medium landholders from medium or small to marginal and small and marginal farmers tolandless. In Orissa , for eg., among the displaced families, 16.7% of the tribal and 13% of the DalitDPs became landless against 3-6% (Fernandez et el., 2001 ) , and in Assam from 15.56 to24.38% (Fernandez and Bharali 2006 ) . The International Labour Organizations data onTalcher and Jharkhand shows that the tribals and Dalits suffer the impact of joblessness anddownward occupational mobility more than the others do. Vasundhara (2006 ), an NGO, workingamongst the PAPs in Orissa, reported on the direct and indirect impact of mining on the health ofthe mining community in general and women’s health in particular in the Talabira mines , it effectsthe environment and ecology of the region.

The Final Report of Social Mitigation Project for Rehabilitation and Resettlement in Coal SectorDisplacement through FCPI of PAPs and IPDPs, June 2002, by YARR, Orissa identified theconstraints of policy implementation of the mining authority. Emphasis has been laid on the questionof land acquisition and problems relating to land access and conversely the socio-political andeconomic sentiments underpinning the PAPs.

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According to a report published in the Business Economics (July 31, 2011) -

‘In seven years between, 2000-01 and 2007-08, while the total reporting area for land utilization hadincreased by 4.9 lakh hectares, the area under non-agricultural use had increased 20.3 lakh hectares.Area under non-agricultural uses included all land occupied by buildings, roads and railways orunder water, eg. rivers and canals, and other land put to uses other than agriculture. The share of landunder non-agricultural uses in total reporting area has gone up from 7.8% to 8.5% during the period.’

This is to note that the rise in land under non-agriculture uses has basically resulted in the reductionof the quantum of agriculture land. It was further reported that the share of net sown area in totalreporting area has declined from 46.3% in 2000-01 to 46.1% in 2007-08. This decline indicatedthat the share of land available for cultivation itself has declined. This decline was not caused bythe rise in current fallow (land that is not cultivated in a particular or current year.)

II

The most abundant and available fossil fuel on earth, coal (essentially Carbon) has been mainlyused as a combustion fuel for generations. Coal of all types (lignite, bituminous and anthracite)contain Sulphur to a certain degree. Though Sulphur is considered to be one of the worst forms ofpollutants and causes extensive damage to human health and vegetation, the use of coal continuesto gain advantage in the industrial sector specially in such heavy industry such as iron and steelmaking. Moreover despite other sources of energy, coal is still the prevalent mode of domesticconsumption.

Until recent times major portion of coal came from the underground mines. However at presentthere are a large number of opencast mines providing for nearly 80% of coal supply in the country.In fact, India has a long history of coal mining beginning since 1774, with M/S Sumner and Heatleyof the East India Company operating in the Raniganj coalfield area along the Western bank of riverDamodar. It was the introduction of the steam locomotive in 1853 that provided the fillip forincreased

production of coal on a commercial basis. Production level reached to 30mts by 1946 from 29mtsin 1942. The need for a systematic and coordinated effort towards a scientific development of a coalindustry was realized after the country received independence. The setting up of the National CoalDevelopment Corporation (NCDC), a Government of India Undertaking, was the first in the direction.

However unscientific mining practices, poor working conditions of labour and inadequate capitalinvestment in most of the private owned coal mines required a reassessment of the Government’spolicy in this regard. In fact from its inception, commercial coal mining in India had been governedby the requirements of domestic consumption specially of the steel industry. Under suchcircumstances the nationalisation process was undertaken in two phases – first, with the coking coalmines in 1971-1972 and then with the non-coking coal mines in 1973. Presently the Coal Mines(Nationalisation) Act, 1973) is the central legislation determining the eligibility of coal mining in India.

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The coal deposits workable under the current techno-economics of mining of the country occur intwo distinct stratigraphic horizons : Gondwana and Tertiaries. The total spread of Gondwanaformations in the country is about 64000sq.km. Barring a few isolated basins , which are notconsidered economically viable at present, the aerial covering of 57 Gondwana coalfields is about49470 sq.km. out of which 36290 sq.km is prognosticated to be coal bearing . Excluding theregions of coal fields which have deep seated coal deposits the potential area which may containcoal seam is about 15101 sq.km. The total basinal area of 14 tertiary coal fields is about 1650sq.km.out of which about 1477 sq.km. area is prognosticated to contain coal seams. However only180 sq.km. area is currently considered as economically viable.(CIL Report, 2014),

Coal India Limited is the single largest coal producing Company in the world and the largestcorporate employer with a manpower of 3,71,546 (as on 1st April 2012 ). As per the Director’sReport, CIL, 2012, CIL operates through 81 mining areas spread over 08 provincial States of India.Coal India has 467 mines of which 273 are underground, 164 opencast and 30 mixed mines. CIL

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further operates 17 coal washeries (12 coking coal and 5 non-coking coal ) and also manages 200other establishments.

COAL PRODUCTION AND DEMAND

Of the total land area of 3.29 million sq.km (India) about 16,000sq.km i.e 0.45% area is coalbearing. Out of this coal bearing area, active coal mining area is 2500 sq. km. Maximum landdegradation in coal mining is caused by open cast mining which is presently confined to 20% ofcoal bearing land. Thus the area where land degradation has taken place and is likely to take placeis around 0.2% of the land mass. Surface mining has soared considerably accounting for nearly160 million tonnes production of coal per annum. Of the 588 mines in India, 355 are underground,but opencast pits account for 75% of production and employs only 16% of the total mining workforce. Importantly though productivity is higher in the open cast sector, the pace of growth cannotbe sustained for long, since stripping ratios will increase and mining operations run into land accessand other environmental problems.

According to the Provisional Coal Statistics (2011-12) : (Source : Provisional Coal Statistics (2011-12), Coal Controllers Organization, Govt. of India, Ministry of Coal, Kolkata)

Overall coal demand and supply as estimated by :

The Planning Commission of India had assessed the demand of raw coal for 2011-2012 as 696.03million tonnes (MT) (including colliery consumption and export).

Against this demand, indigenous supply was expected at 559.00 MT and materialization throughimport was to be at 137.03MT. .

Actual supply of raw coal was at 535.152MT (not including colliery consumption) from indigenoussources, whereas import upto Oct.2011 is 69.491MT, comprising of 18.190MT of coking and43.300MT of non-coking coal, during the year 2011-2012.

I INVENTORY OF GEOLOGICAL RESOURCES OF COAL IN INDIA As a result ofexploration carried out up to the maximum depth of 1200 metre by the GSI, CMPDI, SCCL,

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MECL, DGM(Maharashtra) and DGM(Chhattisgarh) etc., a cumulative total of 2,93,497 MillionTonnes of Geological Resources of Coal have so far been estimated in the country as on 1.4.2012.The estimates of coal resources in the country given in Million Tonnes is given below :

According to the CSE Report, the State of Odisha along with that of Chattisgarh and Jharkhand isthe most mineral bearing State. But for all its mineral wealth, the State performs very poorly interms of human development indicators. The CSE Report points out that all the mineral rich districtsof the State feature in the list of 150 most backward districts of the country. Orissa has thedubious distinction of clearing the maximum amount of forest land for mining in the country.

So far as the land utilization pattern of Orissa is concerned, of the total area, 5813000 hectares areforest area, 482000 hectares are having miscellaneous trees and groves, 443000 hectares arehaving permanent pasture, 392000 hectares are cultivable waste, 999000 hectares are put to non-agricultural use, 843000 hectares are barren and uncultivable land, 485000 hectares are currentlyfallow,434000 hectares are other fallow and the rest 5680000 are the net area sown. So far as theoperational holding of land is concerned, the land is divided into five categories i.e marginal, small,semi-medium, medium and large. of the total land holders, 54.08% are marginal holders, 27.89%are small holders, 13.71% are semi-medium holders, 3.93% are medium holders and 0.38% arelarge holders. Since all the communities of the state are patrilineal, land holding records are notmaintained in the name of the female members.

(2012-13) Government of Odisha.(Economic % 20 Survey_ 2012-2013. pdf )

Odisha is rich in minerals and their exploration level has been increasing over the years. The rateof exploration of the minerals/ ores in the State has been less than 01% in all cases till 2009-2010except for Chromite and Iron ore. While Iron ore production has increased during 2009-2010 by3.21% chromite production has increased by 22.22%.

The overall picture of mineral production in the State during the period 2003-2004 and 2009-2010has been represented in Table A.

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Of total forest land cleared for mining in India Odisha accounts for 17%. The State’s waterresources are as stressed, contrary to the the belief that Odisha is water surplus. Odisha’s secondlargest river, the Brahmani, is one of the 10 most polluted rivers in India – “due to the large scalemining operations on its banks”.

However Odisha is also facing the flak of authorizing illegal mining without the required stipulations.Though the State Government has emphasized on rapid industrialization of the State, the mode ofoperation has demonstrated a flagrant violation of rules and regulations.

Abundant reserves of high grade iron ore, coal, bauxite, chromite along with other minerals such aslimestone, dolomite, tin, nickel, granite, gemstone, graphite and others are also available in thestate. In recent years the mining and quarrying sub-sector has been contributing about 7% towardsOdisha’s real GSDP at 2004-05 prices Within the state, coal constitutes the lion’s share (87%)of all mineral deposits, followed by iron ore and bauxite as may be seen from Fig 1. & Fig. 2 below:

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(Angul has the highest reserve of coal in Odisha followed by Jharsuguda, Sundargarh & Sambalpur).

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District wise breakup of mineral extraction activities is illustrated in Fig.3. It may be observed thatabout 47% of coal has been extracted in Angul district and the rest from Jharsuguda, Sundargarhand Sambalpur districts.

GEOLOGY OF COALFIELDS OF ORISSA

Out of the 47 Gondwana and 14 Tertiarry coalfields for the National Inventory of coal the state ofOrissa hosts two large coal fields of India namely Talcher and Ib-Valley Coalfields. Systematicand sustained exploration by G.S.I and other exploratory agencies during the last two decadesupdated the coal resources of Orissa, thereby elevating its rank from sixth to second in terms ofstate wise coal resources. A glimpse of the coalfield distribution of Indian coal resource indicatethat nearly 44% of total coal resources of the country are shared by four coalfields namely Talcher,Raniganj , Ib-river and Jharia of which two are from Orissa and contribute 24% of thetotal National coal inventory Talcher coalfields, the largest coalfields in the country is locatedin the Brahmani Valley to the North of Mahanadi river. Major part of the coalfield falls in Anguldistrict of Orissa State, with parts spreading over to the neighbouring district of Dhenkanal, Deogarhand Sambalpur of Orissa. Talcher coalfield is one of the major coalfields containing huge reservesof power grade non-coking coal. The total area of the coalfield is 1860 sq.km., whereas thepotential area is 1580 sq.km. The total geological reserve is 36868.12 million tonnes, which constitutes18.7% of the country’s total reserve.

At present there are 07 numbers of open cast mines and 03 numbers of underground mines inoperation in the mentioned area.

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To meet the growing demand of coal, especially in the power sector, Coal India Limited hasplanned to increase its production capacity by expanding its project area which has resulted in theshifting of settled villages, farmlands and other socio-cultural establishments. Coal mining areas inIndia and abroad offer not only favourable positive impacts on the economy, but at the same timecause some unfavourable and degraded effects on the settled economy, society and culture.

To study the related problems HINGULA OCP has been taken into consideration following reportsof repeated stirs and stalling of production.

1. The question of development vis a vis land acquisition comes into focus as also the policy of thedifferent nodal agencies require substantive analysis. Primarily and specifically - to analyse theland acquisition policies framed by the acquiring authorities and problems relating to implementation

2. Looking from the perspective of the indigenous people of this area, it is an attempt to study thelong and short term rehabilitation programmes introduced by the acquiring agency and their efficacyin the future.

Coal mining is a site specific activity and land is the primary input in coal projects. Acquisition ofland involves simultaneously the question of displacement, resettlement and rehabilitation of thedisplaced communities. Under such circumstances both the Centre and the respective StateGovernment as well the acquiring authority remains responsible and liable for the acts of acquisition.What requires imminent consideration is a uniform land acquisition policy, the absence of whichhas created severe policy implementation problems.

Existing R&R policies in India

1.National Rehabilitation and Resettlement Policy,2007- Ministry of Rural Development, Governmentof India.

2. R&R policies of various coal producing states of India.

3. R&R policy of CIL- modified till date

PRESENT LAND ACQUISITION POLICY (ODISHA)

The Odisha Industrial Development Corporation (IDCO) is the nodal agency for identifying andacquiring land both from government and private parties at strategic locations for industrial purpose.IDCO extends help in identification of project site and the collection of plan and schedule of landfrom the revenue authorities. According to IDCO. while selecting the site care is taken to avoidforest, communal, homestead land as far as possible (recent reports emerging in the wake of theShah Commission Report on the mining scam in Odisha has indicted the Government of Odisha onthe blatant violation of environmental norms ). Preference is given to government land for allotment.

Land acquisition in Odisha is governed by the Orissa Land Acquisition Amendment Act 1945, andOrissa Resettlement and Rehabilitation Policy 2006.

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Clearing the doubts over the role of IDCO to acquire land for mining projects when its primaryresponsibility is to buy land for industries, the state government has said, ‘there is nothing wrong inland buying for coal mining as mineral excavation is also an industrial activity.’ The Union Ministryof Coal has allocated 32 coal blocks to 56 companies, both PSUs and private firms in Odisha.These coal blocks have a total reserve of 15,212 million tonnes.

All the 332 coal blocks are spread over an area of 325sq.km and the implementation of theseprojects would involve displacement of around two lakh people. (Business Standard Nov.2012).

Basic Features of Orissa Land Acquisition and Amendment Act, 1945 and Orissa Resettlementand Rehabilitation Policy 2006.

In a starred question (no. 259) in the Lok Sabha, on the R & R Policy for mining projects, by ShriMansukhbhai D. Vasava to Shri S. Alagiri, answered on 30th March, 2012 – ‘What are the salientfeatures of the R & R Policy of the State Governments of Orissa, Andhra Pradesh and Jharkhand?’– (Supplementaries for starred question no. 259) :

1. Identity cards issued to each displaced family.

2. Land acquisition through direct negotiation and if that fails then through State Government.

3. All R & R matters for project overseen by a committee constituted in the Government.

4. For mining projects, following to be provided :

(a) Employment to one of family.

(b) skill development

(c) one time cash payment for families that do not want employment ranging from Rs 1-11lakh To Rs. 5-5.2 lakhs.

(d) Convertible preference shares upto a maximum of 50% of one time cash assistance.

(e) House building assistance upto Rs. 150000 per family.

(f) Maintenance allowance of Rs. 2300 per month per family for one year.

(g) Transport allowance of Rs. 2300 per family.

(h) 25% higher compensation in case of settlement outside the district.

(i) Rehabilitation grant to be indexed to WPI.

(Source : Ministry of Mines, Government of India )

Land acquisition policy of Coal India Ltd.

In accordance with the existing regulations of land acquisition as prevalent in India, the publicsector major Coal India Ltd.(a Maharatna Company), has acquired coal bearing areas in parts ofOrissa through its subsidiary Mahanadi Coalfields Ltd.(MCL).

Acquisition proceedings are undertaken by the Company (Mahanadi Coalfields Ltd.) in accordancewith the Coal Bearing Areas (Acquisition and Development ) Act, 1957 (CBA), and the Land

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Acquisition Act, 1894, and in certain cases by direct purchase after negotiations with the landowners. Underground as well as Surface –un-worked/virgin coal bearing land can be acquiredunder these Acts.

The Standing Committee on Coal and Steel (2010-2011), Ministry of Coal in its Report laid downthe procedural norms as :

‘Whenever any land in any locality/area is to be acquired a notification under the CBA / and or,the LAA Acts, to that effect is published in the Official Gazette wherein the extent of land, sorequired, is notified. In case of any objection to the acquisition of such land, the interested person(s)can file his/her objection within 30 days from the date of publication of such notification. It ispertinent to note that the coal reserves of the country are mostly in the far flung areas inhabited bythe tribal communities, most backward and weaker sections of the society.’ (Para 1.10)

‘Notification for acquisition of land under different sections of CBA Act (1957) is published by theCentral Government in the Official Gazette while the notification for acquisition of land underdifferent sections of Land Acquisition Act (LA) Act, 1894 is published by the State Government inthe Official Gazette.

Apart from the above Gazette notification the notice of acquisition under the CBA Act iscommunicated amongst the land owners by proclaiming by beat of drums in the locality. For widerpublicity regarding land acquisition, copies of the notices are affixed in conspicuous places likelocal schools, panchayat offices, temples etc.{Source : Standing Committee on Coal and Steel(2010-2011), (Fifteenth Lok Sabha), Ministry of Coal, Seventh Report, Lok Sabha Secretariat,New Delhi, Dec. 2010. Recommendation, (Sl. No. 2, para.22)

The New R&R Policy of CIL, Press Information Bureau, Government of India,Ministry of Coal 17-May-2012 19:16

Parliamentary Consultative Committee on Coal Meets, Coal India Limited has introduced a liberalisednew Resettlement and Rehabilitation Policy, 2012.

The objective of the new policy as informed by Coal Minister, to the Members of Parliamentattached to his Ministry, is to provide greater flexibility in resettlement and rehabilitation of peopleaffected by coal mining projects i.e. Projects. It attempts to consolidate the different resettlementand rehabilitation practices that are being followed by CIL subsidiaries as per the different Stateland Acquisition Acts to determine the rehabilitation packages.

AREA OF STUDY - HINGULA OPENCAST MINES under TALCHER COALFIELDS (Coal mining authority- MCL a subsidiary of CIL), Location : ORISSA

Key facts :

Status : Producer

Type of work : Open - Pit

Location : India ( 17 km NE of Sikhyakpada )

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Commodities : Coal

Water Impact

Water requirement (m 3/ per day) : 1760

Source : Ground water and mine dump water.

Land requirement

Total land requirement (ha) : 544

Land use agricultural (ha) : 138.98

Land use wasteland (ha) : 391.48

Land use water bodies (ha) : 5.99

Land use comments : 7.95 ha in settlements

People Affected by the Project : The Project involves R & R for 663 PAPs from 05 villages -Gopalprasad, Kusumpal, Anantagadia, Malibandha, and Nuamuhin.

Sample households surveyed covering 01 village affected by the OCP. After displacement theProject Affected People have been resettled in different locations in and around the OCP. Howevermore than resettlement the problem is more of land acquisition since most of the families haveresented or refused to vacate their homes on several grounds. The village Gopalprasad has beenselected as the site of survey as the maximum number of agitations and complains against landacquisition, rehabilitation and resettlement have been witnessed in this area.

Caste category – mostly belong to Hindu and Karana castes. Most of them are backward castecategories belonging to Chasa, Gauda, Guria Teli etc followed by Scheduled Castes mostly belongingto Dhaba, Pana, Khajuria etc. A major percentage of the General caste – Khatriya was also found.

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Economic activities – mainly agriculture and other land related activities. A small percentage ofthe population is engaged in trades other than agriculture such as cobbler, goldsmith, carpenter,shopkeeper etc.

The HINGULA AREA ( Talcher coalfields ) is facing all the related problems associated withcoal mining activities involving environmental as well as socio-economic degradation. The acquisitionproblems are basically linked to R&R issues including non-availability of valid title documents,demand for higher compensation over and above that prescribed in the land acquisition rules,resistance to shifting to rehabilitation site even after receiving full compensation amount. Increasingdemand for coal requires an expansion or speeding up of coal exploration, production and processing.An ongoing social challenge for the coal –industry is the problem of mining induced Displacementand Rehabilitation in the present study area.

There are 15 villages in the core zone of the Hingula OCP which are affected by these activitiesof coal mining. Out of the total villages the acquiring agency has proposed to resettle the 15villages/villagers i.e., 1425 PAFs (additional PAFs to be displaced due to Hingula II ExpansionProject for 15 MTY is 115) as rehabilitation in a phased manner to facilitate uninterrupted productionand expansion of the Hingula OCP. In the views of the acquiring agency this will enhance socio-economic benefits to the local population by way of direct and indirect employment; improvementin infrastructure and growth in ancillary facilities in those villages. But the difficulty lies in the factthat not only do the village folk lose their dwelling but they are also deprived of the land and naturalresources that constituted their economic survival base. Displacement of villages along with theirlong standing or traditional economic-social-religious and cultural beliefs and practices are not onlyuprooted, but equally breakup the social and cultural bondage of the entire community leading tosocial problems.

MAJOR OBSERVATIONS

MCL follows the R& R policy of CIL in which inter alia , it has been mentioned that the subsidiarycompanies will follow the R & R policy of the state Government if the same is beneficial to theoustees. Accordingly the R & R benefits are provided as per R & R policies of the Government ofOrissa (2006). The R&R package includes (1) land compensation (2)compensation for structuresand built-up area (3)Plot of land for constructing house in the rehabilitation sites (village equippedwith all modern amenities) or payment of money to the optees interested to settle elsewhere and(4) job to the members of the affected families. (Smile :MCL Samachar, Year 6, Issue 1, Jan-Mar2007, p. 81).

I. Problems in land acquisition : Views of the Acquiring Agency

A major problem faced by the Company is the delay in the acquisition of land and associatedproblems of rehabilitation which leads to time and cost over-run of the coal projects.(Alsocorroborated in the Annual Report, Ministry of Coal, Govt. of India, 2011-2012, para6.3).

Tenancy Land

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1. State Govt. maintains the land records which are the primary requisite for preparing the landacquisition proposal. These land records commonly referred to as Record of Rights (RoR) areoften found not updated causing problem in ascertaining the actual ownership and title of the landand exchange value. (Annual Report, Ministry of Coal, Govt. of India, 2002-2003). The issue ofpatta to persons from the already acquired land of MCL by the State Government officials (Odisha)has further complicated the situation.

Instance 1 : Chharla village which falls under Belpahar OCP (Mahanadi Coalfields Ltd.), accountedfor a total of 1209.42 acres of land including 388.50 acres of tenancy land out of which 375.86acres of agriculture land was acquired in 1983 leaving 12.64 acres of homestead land. In1991 this12.64 acres of homestead land was acquired and full compensation was deposited with the Stategovernment. 225 persons from 154 PAFs (Project Affected Families) were provided employmentand the 154 PAFs were allotted plots in the rehabilitation site each measuring 10 decimals.

1,The Chharla case being considered settled without any dispute faced new complications, whenvillagers without vacating their houses demanded a job to each youth above 18 years of age.

Additionally, the issue of patta by State Government officials without verifying records, to personswhose land had already been acquired by MCL led to further complication. Such type of problemhas been recurring in different coalfields without any substantive rectification. Lack of coordinationbetween the acquiring agency and the State Government offices and irresponsible action on thepart of the latter is responsible for such hindrances in the acquisition process.

2. Delay occurs in processing the acquisition proposal at various levels of the State Govt. andpreliminary notification after completion of all the formalities such as joint measurement, scrutinyof proposal etc. takes considerable time. Also the time over-run of the project adds to the uncertaintyin taking actual physical possession of the land.

3. Resistance is offered by the tenants on the demand of employment which is beyond the normsat the time of taking delivery of possession of land although required statutory and other provisionsare fully observed.

Instance 2 :

According to Puspa Swain (name changed on request), an agitator who lost their homestead andagricultural land to the coalmine almost a decade ago and later came under category I of landoustees under the State Government’s policy which guarantees job for the displaced has beendenied job even after fulfilling all the requirements of the State Government. Upon scrutiny by ajoint committee comprising of Angul District Administration and MCL authorities they were foundto be eligible for jobs. Though called for an interview and medical test a few years back they wereagain denied the jobs on the ground that they were non-matriculates. Similar cases have also beencited by other displaced families which do not have

eligible male members to take up the job. Failing to find suitable redressal they finally decided tostop work on their land.

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Government land

1. Authentication of Government land by the State Government is required to ascertain the actualownership of the area. Authentication work is carried out by the concerned Officer of Circle /Tahshil of the District and its delay affect the acquisition process.

2. Delay in diversion of forest land and associated problems of rehabilitation is a major reason forthe slippage in the implementation of the projects. Dispute about ownership of land between theRevenue and the Forest Department in some cases delay the transfer.

3. Possession of Government land sometimes could not be taken due to large scale encroachmentover such land. State Government is required to handover the land to the acquiring agency freefrom all encumbrances.

The biggest challenge according to the former Chairman of CIL, S.Narsing Rao is getting thevillagers to agree to give up land that needs to be acquired for mining something he says , hasbecome ‘significantly more complex’ during the past five years’. (The Times of India, Bhubaneswar,April 29th,2012 ).

Forest land

1. Delay in the grant of environment and forest clearance and the restrictions in exploration inforest area by the Ministry of Environment and Forest is a major impediment. Considerable delaytakes place in handing over the forest land after its release by the Center/State Government.Delay occurs in issuing the NOC. A time frame for giving possession of the released land isrequired.

II.

1. Maneuvering by the land oustees : It has been found that there are many cases when theland oustees/PAPs who have been provided employment by the acquiring agency (Employer),purposefully resort to tactics to evade evacuation of their acquired lands despite being providedadequate compensation.

A major finding from this survey has revealed that a majority of the land oustees, by virtue ofadequate compensation against the land acquired have a burgeoning bank balance (courtesy theland acquiring agency).

2. Moreover the rehabilitation benefits such as housing, medical and health facilities, education,roads, transport and communication, other infra-structural and basic amenities at the rehabilitationtownships have enabled upward social mobility and transformed their basis of economic security.

By way of employment against land these land oustees enjoy better standard of living as comparedto their earlier ones. It has been observed that most of the land owners opt for voluntary ratherthan involuntary displacement given the option of employment benefits by the acquiring agency.

3. According to sources, MCL was ready to give jobs to the land losers provided the villagersvacate their homes. But in the opinion of the striking villagers, they would not demolish their

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houses until the rehabilitation site is ready. Moreover, they rejected MCL’s demand to first demolishtheir homes before getting offers of appointment.

Also the villagers instead of vacating their houses now demand a job to each youth above 18 yearsof age defying purposefully the eligibility criteria. It is the demand for job which has become thesingularly main cause for most of the disturbances. There has been sporadic incidents of closure ofmining operations by the villagers demanding acquisition of their land and related employmentopportunities.

Instance 3 : Solda village measuring approximately 2350 acres lies partly in Konark Block (2160acres) and partly (190acres) in Balaram OCP. 190 acres of land acquired for Balaram OCP wasfully settled without any dispute. The villagers demand for acquisition of the rest of the land overKonark Block by MCL resulted in a stalemate affecting the operations in Balaram and Hingulamine for 27 days on this count.

Instance 4 : The Hingula coal mine is crucial as it produces a daily average of 20,000 tons of coalto meet the growing demands of the power sector. Moreover stalling of Hingula mine productionand dispatch means the closure of another mega mine. The villagers of Gopalprasad had decidedto go for an indefinite agitation to paralyze the mines because of the non-clearance of 201 jobs fortheir rehabilitation. The job list, according to the villagers was submitted to the MCL by the AngulDistrict Collector for final approval.

As per policy stipulations, those who lose their dwellings, homestead land and 1/3rd of his tenancyland come under Category ‘A’ oustees and are guaranteed for employment. MCL authoritiesrefuse to approve the list pointing out certain cases of anomalies where categorization has beendiluted and irregularities have occurred. They have raised the question – how a dwelling,homestead land and agricultural land can be possible over an area of 0.007 decimal ofland. Angul District official sources maintain that the list is correct. They maintain that irrespectiveof the land lost they come under category ‘A’ as per the policy. Division of land occurred whentotal land of a recorded tenant is divided among eligible families under the tenant law.

The fear of prolonged agitations and mines closure have forced the coal mining authorities tosuccumb to the insatiable demands for undue advantages made by the PAPs. The politics ofmanipulations and growing opportunism have divided people into ‘interest groups’.

3. The Annual Report, Ministry of Coal, Government of India 2011-2012 mentions that :

“Presently the land acquisition process is becoming very difficult due to severe competition amongthe acquiring agencies. The competitive scenario arising out of acquisition of land by several otheragencies in the near-by areas of coal projects of the CIL has created a complex situation.

Different agencies of other sectors as well as captive are found to effect a smooth passage undersimilar circumstances though large scale displacements and felling of forests have received tacitsupport of the State machinery. Interestingly the total compensation package offered by theseCompanies is far below as compared to that of MCL. Compensation packages of the private

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sector coal mine owners, by direct negotiations with the land owners are offering much higher rateof land compensation compared to the compensation rate offered by CIL Coal Company’s as perprevailing rates calculated on the basis of the Coal Bearing Act(1957) and the Land AcquisitionAct, 1894 (as amended in 1984).”

It was found that inspite of repeated requests from MCL no/limited cooperation is received fromthe State Government agencies to settle these issues. On the other hand the private companiesoperating in the State (Odisha) or in the near-by areas of coal projects of MCL/CIL do not offeremployment and R&R benefits to the Project Affected People (PAPs) so displaced in their totalcompensation package. These private companies get full support of the state machinery and speciallythe local administration in their land acquisition process. The mining company(MCL) has clearlymentioned that the mining operations have not only been hampered by repeated agitations againstland acquisition but that the company has no extra land at its disposal for expansion.

The private mining companies, on the other hand have not only been allotted mining leases at afavourable rate but that these companies have been able to purchase much more land than isstrictly required for a project.The lackadaisical attitude of State Governmental officials and willfulindulgence in corruption of the same may be largely blamed for creating such impediments in thefunctioning of the public sector organizations. (The large number of scams in the mining sector inOdisha, as revealed in 2013-2014, substantiates the argument.)

View on land acquisition in Odisha :

‘Two major issues on land acquisition in Odisha are the Posco and the Vedanta Projects. ForPosco, there is no reason why it should have claimed 4000 acres. To build up the steel plant, ithardly requires 500-1000 acres of land. If it claimed only the required amount, the problem of landacquisition would be solved in Odisha. Vedanta has claimed more than 5000 acres with theconglomeration of a university. It is claiming area for its project in the prime location of the state –near the capital Bhubaneswar and the famous spot Puri. Vedanta can go to Western Odisha whereland is available in plenty.’ (Captain H. Mohapatra, Chairman, Orissa Assembly of Small andMedium Entrepreneurs’ Association, Business Economics, July 31,2011,p37)

It has been further argued, that the reason behind the selection of such prime locations is that theland price is much higher here and is likely to increase manifold in the future. The companies willprofit from such ventures by selling the land to the developers. The Vedanta alumina mining refineryhas been refused mining rights in the Niyamagiri hills (Odisha), by the tribal councils resistingsevere governmental pressure in 2013-14.

4. It was observed that the affected communities are not aware about the policies/laws and theyare often biased /misled by some middle-men or groups. As a result they always suspect thecompany. This is mainly due to lack of transparency in operation, non-participatory decision makingprocess with blue print approach, nepotism, favoritism, lack of concern to the public issues, mis-utilisation of natural resources without considering humanitarian aspects as unauthorized owner,non-permissible pollution in and around the development projects/mines operational area.

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5.World Bank financed projects – Benefits which should have been accrued surrounding theacquired lands or projects was less than satisfactory in terms of the performances on the part ofthe acquiring agency/ NGO or the local government. None of the projects of the Environmentaland Social Mitigation Plans such as poultry farming, pisciculture, diary farming, small-scale industrialinitiatives like carpet weaving, tailoring, training and development in areas such as apprenticeship,driving, mechanics, are found to be in operation as on date. Long term effect which should havepercolated to the PAPs failed to take shape due to the lack of dedication and initiative on the partof the respective agencies. The hype generated to garner financial support from the World Bank,ADB and other financial institutions was short lived, i.e all the initiatives/enthusiasm came to anend with the reimbursement by the said banks of the expenditures incurred on the aforementionedESMP projects.

Hence it was observed that in most of the cases the dedication required for proper rehabilitation ofthe PAPS is basically lacking amongst the different agencies involved in land acquisition and R&Rprocess.

However, though some praiseworthy efforts by the mining agency are to be noticed, ‘waiting for aregular job in the project’, syndrome has created major hurdles in the rehabilitation of the PAPs.Many PAPs deliberately avoid accepting alternative benefit from the project, fearing that suchacceptance may reduce their prospect of being absorbed in the project on a regular basis. Hencecreating alternative options for sustainable existence becomes a formidable challenge for the projectand the initial enthusiasm to undertake /initiate development programmes has turned into a liabilityfor the project. Interestingly many PAPs who were offered manual jobs in the Project either by theProject officials or the contractors refused to accept the same due to their social prestige andstatus in the pre-acquisition stage.

In fact Coal India has been tied down by snarly regulations and political populism, as well as byconcerns about the environment and the rights of the displaced farmers.

6. Lack of uniform approach by different states throws further challenge to a Company like CILwhose operations are spread over 08 states. Presence of multiple mine operators at the samelocation both from public and private sectors with their own policies and strategies make the issuemore complex.

7. Most importantly, in the absence of a specific National Law prohibiting purchase of land, settlementof population and construction activity in prospective mining area or coalfield, land mafia andvested interests also emerge, taking advantage of considerable time lag since the coal is firstproved and a mine is designed and land taken into possession by the mining company.

Views of the Project Affected People (PAPs) :

1.The productive land before acquisition is in most cases a collective source of livelihood, in thesense that it provided for the subsistence of not only the owners of the land but to other stakeholderstoo. The indirectly affected families like the agricultural labourers, carpenters, blacksmith, cobbler

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and so on, i.e., those depending on the owners land are deprived of any compensation or other longterm benefits as a part of the rehabilitation and resettlement process. This has led to the problemof joblessness, unemployment or underemployment. Loss of access to leaseholds and share-croppingopportunities and loss of wage employment have resulted in increasing discontent. Small operatorslose their business, their place of business and their customers.

2. Land acquisition for infrastructural projects (mining) results in the shifting of the PAPs to newlocations where application of traditional skills or opportunities do not exist or take time to develop.It is to be noted that the PAPs are not a uniform category in the sense that prior to displacement,they were divided on the basis of social, economic and gender categorization. Post displacementstatus is accordingly determined. The displaced having sizeable lands or educational / occupationalskills and are younger in age are at an advantage compared to the marginal farmers or unskilledlabourers. Those who succeed in converting the compensation money into productive capital (foreg. purchasing land for land or setting up shops in the mining area or operating tractors, dumpers ortrolleys on contract) gain from the displacement.

The main dissent voiced by the PAPs against the acquiring agency is the failure of providing a‘regular job’ to the displaced. The new mining operations offer limited employment opportunities.As mining becomes less labour-intensive, the demand is for skilled labour for unskilled locals.Though recent R& R efforts have initiated skill upgradation and training programmes for theyoung, the trained PAPs however expect the projects to provide them with regular jobs. Ratherthan compensation it is the livelihood which is more important, as they argue that the compensationwill get exhausted in a few years.

3. A sense of marginalization is evident amongst majority of the PAPs (specially the senior category).Many of the PAFs’ lost their social standing which they had enjoyed prior to the acquisition of theirland. A displaced PAF having acres of land and enjoying the status of a landlord in the community,was reduced to the same status of an ordinary PAP as the benefits of rehabilitation applied equallyto all the displaced irrespective of their pre-acquisition status. This is considered as denigrating totheir social prestige and power and has reinstated their urge to retain the land unless compensationand rehabilitation packages conform to their desired specifications.

4. A major grievance of favoritism and nepotism against some of the R & R officials has beenrepeatedly voiced by the PAPs. In the distribution/allocation of manual jobs in the post acquisitionperiod, the acrimonious relationship between the officials and the PAPs prior to land acquisitiongains upper hand. Also brought to notice was the need to satisfy the whims/desires of some of theofficials and contractors at the project which though derogatory in nature was essentially requiredin getting casual jobs.

5. The Open cast mining project severely results in land degradation mainly due to soil erosion,dump-pits/excavation, waste dumps etc. Even though the mining agencies undertake land reclamation,loss of vegetation and productivity of land cannot be compensated for. . Even if land is available itis not suitable for cultivation due to lack of irrigation facilities and reclamation. It was observed

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that the PAPs are not keen to revive their land based living. The interest of the younger generationPAPs was more on non-farm employment since in their opinion ‘agriculture does not fetch themgood income’. Finally, the cost of land increases immediately with the announcement of the settingof new projects making it impossible /difficult for the PAPs to purchase in the open market.

6. In fact the PAPs have emerged as the most important bargaining stakeholders in the entireprocess. They need not only be informed but also consulted on matters of land acquisition, entitlementof compensation and choice of resettlement option. Practically speaking the PAPs, in almost all thecases (in the area of study) have become the decisive factor in any attempt to initiate constructivedialogue towards the early settlement of dispute.

7. Though the concerned Project has provided /and is trying to restore common property resourcessuch as ponds, wells, grazing lands, forests, community centers, panchayats/village meeting spaces,temples etc. the PAPs are taking time to adjust to their new habitat (working and living environment)which they consider to be hostile to them. Most of them rued that involuntary dislocation has infact broken the community into nuclear structures forcing individuals into competition fordevelopment gains. While some have been able to sustain themselves in the competition, othershave fallen on hard times.

8. The family bondage and cohesiveness has ruptured in many of these families in the post acquisitionphase. Firstly the younger generation is more interested in modern amenities and technologies andprefer a smooth life free from the hassles of farming or rearing of animals or the collection offorest fuel. Most of the rehabilitated families have LPG connection in their houses and other civicfacilities and no more prefer to defecate in the open. Secondly, the disbursement of compensationmoney among the stakeholders have very often led to family disputes, which in the past wouldhave been solved by the community/panchayat. However in the present situation such conflict ofinterest often leads to litigation and intra-family hostilities.

9. The women in the traditional system have very little knowledge or experience of mining generatedemployment, which in the long run results in several medical induced distress.

The huge amount of compensation received by the stakeholders has only helped in increasingcases of drunkenness, domestic violence and prostitution. In most of the cases reported, the individualshaving no prior knowledge of banking found it more judicious to spend the money in gambling/drinking thereby creating economic hardships for the family.

10. As a matter of fact, out of the total land acquired for the industrial or development project onlya small percentage belong to the ST population. Representation in the public hearings conductedby the Government agencies are found to be inadequate. Considering their location in the socialstratification system accompanied with illiteracy result in the failure in articulating their demandsand objectives.

RECOMMENDATIONS

The issue of land acquisition has become very crucial and sensitive in recent times and warrants

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active participation of all the concerned stakeholders – the mining companies, Government andnon-government organizations and representatives of the affected communities.

The generated database provided critical input for formulating viable and pragmatic RehabilitationAction Plan for the PAPs in line with their entitlements. The study probed into the attitudinaldimensions of the PAFs to understand their present and future orientations. The Rehabilitation andResettlement options as desired by the PAFs have been studied both in quantitative and qualitativeterms. The information’s have been analysed in terms of various socio-economic parameters.

Key areas of rehabilitation focus during implementation should be on –

(1) Resettlement of displaced PAPs,

(2) Economic rehabilitation of the PAPs through different income generation projects.

The identification /final acquisition of the relocation site should be based on participatory methodsundertaken by the Company. It should involve the participation of and discussion with the villagers(who are to be displaced) sufficiently ahead of land acquisition.

Since the amenities to be provided vary from site to site as per the State’s policy/guidelines and theinfrastructure that existed prior to the demolition, it is advisable to develop infrastructure facilitiesconducive to the parameters that defined the socio-economic-political structures of the displacedprior to acquisition.

As already noted the PAPs have emerged to be the single determining factor in the smooth runningof the project. Transparency regarding the construction of the mining project is required to gain theconfidence of the PAPs. This is essentially for getting their full cooperation in the physical acquisitionof legally acquired land. Since the PAPs are more interested in non-farming rehabilitation programmeinitiative should be taken – (1) to prioritize the PAPs interested in the training. (2) to providetraining in skill development/trades beneficial to the PAPs in development of self entrepreneurship.

3. Suitable amendments may be considered in CBA Act so that compensation earlier approvedmay be reassessed considering the prevalent market rates of the adjoining area at the time ofdelivering the physical possession of land. For fresh cases, compensation rates may be assessedbased upon the prevalent market rates of the adjoining area at the time of delivering the physicalpossession of land .

4. Long term lease of land : Rather than purchasing land, it could be leased on a long term basis.This could ensure that the asset continues to belong to the land owner and the land is also assuredof a long term regular source of income. However it needs to be ensured that the land is returnedto the owner in the same or better condition in which it was leased.

5. In cases where land values are likely to appreciate in the near future, all those who stand to losetheir livelihoods could be offered a part of the developed land. This will enable the PAPs tocommercially utilize the resources to generate livelihood.

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6. State Govt. should be involved for developing infrastructure like power supply and road to theproject site. State Government officers should be engaged on deputation to coal companies toexpedite land acquisition and compensation arrangements. Often, land records with State Authoritiesare inaccurate or incomplete. This leads to delays in processing acquisition of land and disputesover ownership and size of land plots. Updating and computerisation of land records supportedthrough survey of land is essential. State Govt. should make suitable legislation to stop constructionon coal bearing land.

10. Monitoring- For carrying out the above functions effectively, formation of appropriate committeesconsisting of representations from key Ministries, the State Government, the coal mining authorityand the project affected people is suggested.

Conclusion : It was observed that the efforts by the Project Implementation Authority in takingphysical possession of legally acquired land have been repeatedly thwarted by the PAPs. It needsto be mentioned in this respect, that the notion of anti-land acquisition created by a section ofactivists (thriving on this single agenda), political interference by political parties, leaders and pressuregroups has helped to create a severely unfavourable situation which may not be advantageous forthe PAPs in the long run. This is not to demonstrate undue support in favour of the ProjectImplementation Authority but logistical evidence from collected data point in this direction. It hasbeen observed that in Hingula plantation % in the year 2010 has been reduced marginally inrespect to 2009, inspite of increase in plantation area. This has occurred primarily due to increasein total mined out area. Interestingly, what is to be noted the mining Company failed to increase itsproduction primarily due to frequent disruption in the production-supply process by the land displaced.As also the total mined out area remained restricted since the operational area could not be extendedas the MCL authorities failed to acquire the already acquired land due to severe resistance by thedisplaced and limited cooperation from the State Government agencies.

The issue needs to be addressed from the time of planning, during the execution and after theclosure of the mine. A uniform and balanced approach would enable the government and miningcompanies to ensure a hassle free land acquisition, resettlement and rehabilitation process.

References :

1. Agnihotri, A. 1996. “The Orissa Resettlement and Rehabilitation of Project-Affected PersonsPolicy, 1994—An Analysis of its Robustness with Reference to Impoverishment Risk Model.” InA. B. Ota and A. Agnihotri, (eds.), Involuntary Displacement in Dam Projects pp.19-42. NewDelhi: Prachi Prakashan.

2. Ahmed, Nesar andKuntala Lahiri-Dutt, Engendering Mining Communities: Examining the MissingGender Concerns in Coal Mining Displacement and Rehabilitation in India , in Gender , Technologyand Development, Sage, New Delhi, 2007.

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3. Asian Development Bank (ADB). 1998. Handbook on Resettlement. A Guide to Good Practice.Manila: Office of Environment and Social Development, ADB.

4.Basu, Malika. 1994. “The Basic Needs Approach in Displacement Situations.” Mainstream,July.

.5. Behura, N. K. and P.K. Nayak. 1993. “Involuntary Displacement and the Changing Frontiersof Kinship: A Study of Resettlement in Orissa” In M. Cernea and S. Guggenheim, (eds.),Anthropological Approaches to Resettlement: Policy, Practice, Theory, Colorado, Boulder: WestviewPress.

6.Cernea, Michael M. 1986. Involuntary Resettlement in Bank-Assisted Projects: A Review of theApplication of Bank Policies and Procedures in FY 1979-1985 Projects, Agriculture and RuralDevelopment Department, Washington, DC: World Bank

7.——Cernea, Michael M. 1990. Poverty Risks from Population Displacement In Water ResourcesDevelopment, HIID Development Discussion Paper No. 355, Harvard University, Cambridge,MA.

8.——Cernea, Michael M. 1995a. “Social Integration and Population Displacement: TheContribution Of Social Science,” International Social Science Journal. 143:1:91-112.

9.——Cernia, Michael M., Involuntary Resettlement in Developmental Projects, Policy

Guidelines in World –Bank Financed Projects, World Bank, Washington D.C., 1994.

10.Directorate of Mining and Geology, Mineral Statistics of Orissa, 1994-’95, Department of Steeland Mines, Bhubaneswar, Orissa, 1996.

11.Downing, Theodore E. 1996 “Mitigating Social Impoverishment when People are InvoluntarilyDisplaced. “ In C. McDowell (ed.) ,Understanding Impoverishment. Providence, Oxford: BerghahnBooks.

12..Downing, Theodore , Avoiding New Poverty : Mining Induced Displacement and Resettlement,International Institute of Environment and Development, 2002.

13. Eriksen, John H. 1999. “Comparing the Economic Planning for Voluntary and InvoluntaryResettlement Projects.” In M. Cernea (ed.) Washington, DC: The World Bank.

13. Fernandez, Walter, Mines , Mining and Displacement in Singh et el .,(ed.), Managing the Socialand Environmental Consequences of Coal Mining in India, The Indian School of Mines University,Dhanbad, 2007

14 ——— , Development Induced Displacement in India, in S. C. Dube (ed. ), Antiquity andModernity in Tribal India : Continuity and Change Amongst the Tribals, Vol. 1 Inter India Publishers,N. Delhi, 1998.

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13.____, and Anthony Raj, Development and Displacement in Tribal Areas of Orissa, IndianSocial Institution, Delhi, 1992.

14.———, 2000. “ From Marginalisation to Sharing the Project Benefits.” In M. Cernea and C.McDowell (eds.) Risk and Reconstructing Livelihoods, Washington, DC: The World Bank.

15.———, J. C. Das, and S. Rao. 1989. “Displacement and Rehabilitation: An Estimate of Extentand Prospects.” In Fernandes W. and E. G Thukral (eds). Development, Displacement andRehabilitation. New Delhi: Indian Social Institute.

16.Nayak, Ranjit.. “Risks Associated with Landlessness: An Exploration Towards Socially FriendlyDisplacement and Resettlement,” In M. Cernea and C. McDowell (eds), Risks and Reconstruction,Washington, DC: The World Bank.. 2000

17. YARR, Final Report of Social Mitigation Project for Rehabilitation and Resettlement in CoalSector Displacement through FCPI of PAPs and IPDPs, June, 2002

Internet sources:

1.http://assets.cambridge.org/97805218/17639/excerpt/9780521817639_excerpt.pdf0521817633 - The Dynamics of Socio-Economic Development: An IntroductionAdnam Szirmai,Cambridge University Press

2. Mining, Social and Environmental Movement, World Rainforest Movement, March, 2004.

3.Pandey, Balaji. “Impoverishment Risks: A Case Study of Five Villages in Coal Mining Areas ofTalcher, Orissa.” Paper presented at the Workshop on Involuntary Resettlement and ImpoverishmentRisks, New Delhi, 1996.

4. TERI, Final Draft Report of Area wise Environmental Quality Management (AEQM ) Plan forthe Mining Belt of Goa State, Tata Energy Research Institute, New Delhi,1997.

5. 6th, State of India’s Environment Report, Centre for Science and Environment, N. Delhi, 2006

6. Vasundhara, Social, Economic and Health Impact Assessment due to Coal Mining- A CaseStudy of Talabira Coal Mines in Orissa, 2006.

8.MAPS OF INDIA.COM

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Gendered Socialization: Patriarchal AttitudesTowards Bharatanatyam

Nandini Mukherjee Lecturer – Basanti Devi College

nandinimukherjee82@gmail.com

Present study tries to give focus on the factors which are changing patriarchal attitude which iswell evident in this segment of Indian culture. As such, the art form of dance has become anenvironment for women to discuss debate and evaluate issues and their outcomes to build up theconnection between knowledge and action. However, to negotiate the culture-market successfully,it needs to earn the social support in a way that will permit to maintain its artistic importance.

Harmonious styles and traditions play important roles in the construction and expression ofcultural identity. At the same time, the status of the traditional anonymous dances is changingwith new notion of artistic set up. In this scenario, how do the Bharatanatyam Dancers survivewith their cultural legacy?

Secondly, the power politics between existing dance form and changing nature.

Thirdly, artistic traditions are also deliberately re-described and reinvented to create newaudiences and markets for them. Hence how patriarchy imposes restrictions and promotes thechanging form of dance?

The traditional language of dance dynamics presents men as carriers, enablers, and restrictors ofthe female movements; while women are the ones being enabled, guided, supported, and restricted.In many cases, we are observing that women are being projected as a commodity in many dances(like belly dance, strip tease etc).1 Mass media is largely constructed around the spectacle principle,ideologically coded with patriarchal hierarchy, domination, and power struggles. Feminist art, tothis day, is more concerned with deconstructing, mocking, mimicking, exaggerating and exposingpatriarchy for what it is, rather than constructing positive and inspiring visions of femininity.2 Basicallydance is considered as feminine field but history shows that it is very much male dominated andindirectly controlled by the need of our society.

Society always tries to create gender hegemony. It representing the conceptualized manhood thattypically projected the dominant position of men and subordinate position of women. W.C. McGrewtold that – “Culture is considered to be group – specific behavior that is acquired, at least is part,from social influences.” 3 Therefore, some functions and classifications are socially accepted as‘feminine’ and ‘masculine’. Thus, in every society, gender roles are considered to be sociallyconstructed for individuals of a specific sex in the context of various cultural set ups. 4 For thatreason, male and female are typically projected by others as binary and opposites of each other.Even in dance, we also notice that kind of discriminations. One way to interpret Simone de

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Beauvoir’s state that one is not born but rather becomes a woman is to take it as a claim aboutgender socialization: females become women through a procedure whereby they get femininequalities and learn feminine behavior.5 Masculinity and femininity are products of social support bywhich individuals are brought up in a different way. Therefore, this notion of gender constructionreflects in the field of dance also.

Figure 1: Gender roles

We basically believe that women are weaker and sensitive than men. Even in classical dance, thispart is not indistinct. There is a story that Shiva is the king of dance. His dancing symbolizes thecreation, preservation and destruction (sristi, sthithi, laya). 6 We do not know how long dance isconsidered primitive, but it can be deduced from the behavior of primitive tribes and the dancerstook the best from their tradition.7 We further observe that gender discrimination is also prevailingin the field of dance and these divisions exist in classical, folk and modern dance. In addition to age,gender is one of the universal dimensions on which status differences are based. Unlike sex, whichis a biological concept, gender is a social construct specifying the socially and culturally prescribedroles that men and women are to follow. According to Gerda Lerner in The Creation of Patriarchy,gender is the “costume, a mask, a straitjacket in which men and women dance their unequaldance”.8 The reality of women’s lives remains invisible and this invisibility persists at all levelsbeginning with the family to the nation. Although geographically men and women share the samespace, they live in different worlds. The mere fact that “Women hold up half the sky”- does notappear to give them a position of dignity and equality.

Dance in India has seep into several other realms like poetry, sculpture, architecture, literature,music and theatre. The earliest archaeological evidence is a beautiful statuette of a dancing girl;dated around 6000 B.C. Bharata’s Natya Shastra (believed to be penned between second centuryB.C. and second century A.D.). In India it was a custom prevalent in Southern part of the country.

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In this system, girls were dedicated to temples in the name of gods and goddesses. The girls werethen onwards known as ‘Devadasis’ meaning servant of god. These Devadasis were supposed tolive the life of celibacy. All the requirements of Devadasis were fulfilled by the grants given to thetemples. In temple they used to spend their time in worshipping the god and by singing and dancingfor the god. Some kings used to invite temple dancers to perform at their court for the pleasure ofcourtiers.

Figure 2: Temple dancers

Figure 3: Origin of Bharatanatyam

As the temples became poorer and lost their patron kings (and, in some cases, were destroyed),the Devadasis were forced into a life of poverty, misery, and, in some cases, prostitution. During

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the British rule (1858 – 1947), they banned Sadir in India, confusing it with nautch dance whichwas performed by prostitutes. “The devadasi seemingly lost a battle in which she was ironicallyrelegated to the sidelines. In 1930, Bill No. 5 was passed by which Devadasis were absolved oftheir services to the temples; their material interests were then converted to land grants or deeds(pattas) to be administered by the government. Devadasis had previously been allotted temple landshares as part of their dedication and service. Furthermore, men could not previously inherit theseshares (as could the dedicated sisters), the process of converting traditional rights to public land(attached to office) into private taxable property favored the men over their womenfolk as mencontrolled the marketplace and could purchase the previously unavailable land. Furthermore, aspart of this “liberating” process, the “freed” devadasi was often forced to convert her remainingwealth into a dowry in order to attract a husband and, thereby, acquire social respectability. In1947, the Congress Ministry dealt a final death blow to the devadasi, passing the Madras DevadasisAct which officially abolished all temple dedications”9.

Figure 4: Dancers performing at court for the pleasure of courtiers.

Rukiminidevi Arundale, a member of a dominant Brahmin family, is credited with reviving the artform and bringing it to the stage in the year 1933 (first time performance of the dance form calledSadir). In 1936 she founded Kalakshetra (an academy of dance and music) and started teaching asimplified style of her own creation called Kalakshetra style. She was trying to re shape this danceform with a new wide aspect. So that dancers give a platform to show their talent and obtaindeserved social support. The knowledge of Bharatanatyam in Indian society encouraged a varietyof styles of the dance to be familiar such as Pandanallur, Vazhuvur, and Thanjavur.Bharatanatyam slowly got the international recognition too. Today’s Bharatanatyam is basicallyamalgamation of four style i.e. Sadir Natyam ,Bhagavata Melam ,Kuravanji and Kuchipudi.Itis one of the popular dance forms of India. “Significantly, when the dance is disconnected from itsdivine potential, it may sit as an inanimate object, ready for commoditization and control. Most ofthe time, the theme involves shedding dependence on the male. Even in today most of the teachers,composers, choreographers, musicians, and organizers are male. Different types of changes are

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noticed in the dance pattern. However, a shift is happening to patriarchal attitudes too. But deviationfrom the norm by a woman either in her personal or dance life is not looked at very favorably evenin the era of development. As a result, dancers are trying to survive with the patriarchal societalsetup. The temple erotic dancer or the devadasi’s dasi attam which was abolished was revived andsanctioned Brahminical decorum as Bharatanatyam. Preserved with domestic, religious and socialacceptance, it enjoys the spotlight and remains an interesting twist in the world of dance performersin India. The paradox is that the dance itself underwent a change, from the erotic to the sociallyaccepted dance stature”10

Figure 5: Modern Bharatanatyam dance style

In present day, dancers require the skill which will entertain the audience according to their needs.Today, dance is performed in theatres and rarely in temples, in front of the audiences of variednature. Electric lights have replaced in place of oil lamps. The duration of performances has beenshortened so that the audiences can catch the last bus home. Ancient sculptures portray womenbare above the waist, with a loosely-draped dhoti-style garment tied below. But nowadays costumesare altered. This is reflected in the tight costumes that emphasize important body parts, the positionsand stances that the woman is expected to take, the speed at which she is expected to perform tothe loud banging of the mridangam and the themes. Media coverage has also been expanded. Toearn money, dancers start teaching early in their careers. These situations have created a descendingcurve of declining standard. However, a conflict between “Atma-anubhavam” and “Rasanubhava”is up-and-coming. The patriarchal society always tries to portray women as an obedient andsubmissive one.

With the development of market and the globalization of media, the blow of popular culture eventuallyhas a disruptive influence both upon the folk and elite forms of traditional culture. Culture is then

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increasingly converted into commodity. Not it’s content but its packaging and marketability thatmatters the most. Bharatanatyam is now open for innovation and creation. It is not bad but problemis inappropriate innovations destroy the artistic form and rhythm. Though the Nattuvaranas are thecustodian of it but their numbers are falling. Thus a gap is visible in that segment. Popular culturealienates not only the artist from his art forms but also art from its organic link with the community.The two institutes which get deeply influenced by these changes are family and community. Thoughdance is concerned as a female domain, but patriarchal norms exist directly or indirectly, therefore,women are always being emphasized by the man making process. Dance in general, andBharatanatyam in particular, are not exceptional.

Therefore, the scope of the research lies to find out the causes which are responsible to createbinary between male and female. Therefore, female dancers are facing some difficulties to adjustthemselves in this hegemonic gendered structure. Furthermore, the notion of gender is questionedby the theorists and researchers. At the end, the scope of works here provides a new lens into theintellectual, theoretical, and cultural lives of the dancers. It will provide a wide range of understandingby which research feedback will create a chance for further enquiry and analysis.

Figure 6: Bharatanatyam dance figure

End Notes: -

1 UrmimalaSarkarMunsi, A Century of Negotiations: The Changing Sphere of the Woman Dancer in IndiaNewDelhi:Primus Books. 2011.2 Modern Dance and Gender Relations, posted on March 11, 2010 by Kat Sark, http://suitesculturelles.wordpress.com/2010/03/11/hello-world/3 20th Century discourses from Wikipedia. https://mail.google.com/mail/h/1um6 imab204bu/view=att&th=130742d38a975a2d…..11/6/2011

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4 Satyabrata Chakraborty (Edt.), Political Sociology, Macmillion India Ltd., New Delhi, 2005.

5 V.Geetha,Gender Stree 2001.6 Margaret Mead, GENDER AND SOCIETY, http://www.trinity.edu/mkearl/gender.html.7 Manjulika Roy Chowdhury, Nritye Bharat, Kolkata – G.M. Library, 19688 Narayan Shovona, Indian Classical Dances, Shubi Publication, 2005.9 The Journal of Religion and Theatre, Pamyla A. Stiehl, ‘Bharata Natyam: A Dialogical Interrogation ofFeminist Voices in Search of the Divine Dance’.Vol. 3, No. 2, page 275-302, Fall 2004 http://www.rtjournal.org.10 From erotic to religious: Journey of dancers from pre-Independent times, Sudha G Tilak, HindustanTimes, Mumbai| Updated: Oct 18, 2014 06:38 IST.

References

1. Satyabrata Chakraborty (Edt.), Political Sociology, Macmillion India Ltd., New Delhi, 2005.

2. Willium M.Clements, The Greenwood Encyclopedia of World Folklore and FolkLife (Vol. – 2),Greenwood press, Westport, Connecticut, London.

3.Manjulika Roy Chowdhury, Nritye Bharat, Kolkata – G.M. Library, 1968.

4.Narayan Shovona, Indian Classical Dances, Shubi Publication, 2005.

5. Asutosh Bhattacharya, Banglar Lok Shanskriti, National Book Trust of India, (4th edition) 2005.

6. UrmimalaSarkarMunsi, A Century of Negotiations: The Changing Sphere of the Woman Dancer inIndia, New Delhi: Primus Books. 2011.

7.Cheryl Suzack, Shari M.Huhndorf Jeanne, Perrault, and Jean Barman (Eds.). Indigenous Women andFeminism: Politics, Activism, Culture. Vancouver: University of British Columbia Press, 2010.

8. Khokar, Mohan, “NATYA Bhagavata Mela and Kuchipudi.” Classical and Folk Dances of India. Bombay:Marg Publications, 1963.

9.Rukmini Devi Arundale Birth Centenary Volume. Chennai: The Kalakshetra Foundation, 2004.

10. Kothari, Sunil, Bharata Natyam. Mumbai: Marg Publications, 2000.

Picture Sources

1. http://www.slideshare.net/WatHistory/1208-sociology

2. http://acceleratedmotion.org/wordpress/wp-content/uploads/2014/12/image_2a.jpg

3. http://www.coroflot.com/shalini_krishnan/Bharatanatyam-Emoticons-at-NID

4. http://ngmaindia.gov.in/images/showcase/european/pic4-big.jpg

5. https://0bharatanatyam.files.wordpress.com/2009/08/bharatanatyam_012_s.jpg

6. http://www.icpabangalore.com/uploads/icpabangalore/Bharatanatyam.png

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Pranati JanaGuest Lecturer, Department of Sanskrit

pranatijana8@gmail.com

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Perceived Health Conditions of the Rural Elderly Womenof West Bengal- An Inequality in Health and Well-Being

Moumita GhoshFaculty, Dept of Psychology

moumitag9@gmail.com

ABSTRACT

The present paper tries to explore the perceived health conditions and wellbeing of rural elderlywomen from two villages of Nadia District namely, Bablabon and Chougachha, West Bengal. Thestudy was conducted using a semi-structure interview schedule conceiving Non-ProbabilityPurposive Sampling. Findings of the present study had put forwarded multiple serious issues on thepresent status of the rural elderly women. The two villages depicted a polarized condition in severalindicators like life expectancy, female mortality rate, child and maternal health and an overalldecline in the health status of the elderly women where the status was poorer in Chougachhavillage. The observed higher percentage of illiterate elderly women (42%) had indicated stronginfluence of gender discriminations (Male literacy-86%). Widowhood of elderly women was anotherprevalently evident fact indicating high-age difference marriage and lesser number of re-marriagewhich is prevalent in rural Indian (S Shahar et.al., 1999). A higher mortality rate in elderly women(80%) was found commonly in both the villages. Severe illnesses like Tuberculosis, Senile Cataract,and Osteoporosis were found on chronic level in these elderly women. Additionally, more femaleelderly women were found to suffer from disabilities like poor eye-sight, walking and hearingproblems than their male counterparts. Finally, mal-nutrition, anemia, hypertensions diabetes andother chronic illnesses also evident to hit the female counter part of all ages of these two villages.The study also experienced a strong lack in availability of health services in case of inpatient andoutpatient departments of the nearby hospitals especially for the aged persons who during interviewreported problems like scarcity of beds, specialized doctors and other emergency health facilities.

Keywords: Elderly, female mortality, illiterate, widow, maternal health, anemia, disability.

BACKGROUND

The health of Indian women is a thought provoking issue intrinsically linked to their status insociety when health defines itself as an outcome of social existence. Researches on women’sstatus found that the contributions that the Indian women make to their families often are overlooked,and instead they are viewed as economic burdens and such negligence reaches its peak whenIndian women reach their final stage of life cycle – OLD AGE. Old age is the closing period in thelife span. It is a period where people “move away” from previously desirable times of “usefulness”

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(Hurloc, 2003). Though old age is the universal phenomenon with varying degrees of probability, itis overlooked as fundamental aspects of social structure and social dynamics. It is a multidimensionalprocess; where, a person’s activities, attitude towards life, a relationship to the family and thework, biological capacities and physical fitness are all conditioned by the position in the age structureof the particular society in which he lives.

OLD – AGE: Some Defining Features:

Age sixty is usually considered the dividing line between middle age and old age. However,from the socio-cultural point of view, chronological age is recognized as a poor criterion touse in marking off the beginning of old age because across the globe, with variations inculture, living arrangements and divergence in environmental conditions, definition of oldage also varies. For example, the process of aging starts faster among the rural elderly whoare engaged in physical activities rather than the urban counterpart.

A Period of Decline in physical and mental capacities

A phase of life with numerous stereotypes

A time with negative social attitude

A stage having minority group statusA period when role changes occurs massivelyA phase with Poor Adjustments

(Source – Developmental Psychology, E.B. Hurloc, 2003)

Old-age, irrespective of place, culture and other factors, is accompanied by the followingdevelopmental tasks:

a. Adjusting to decreasing physical strength and health.

b. Adjusting to retirement and reduced income

c. Adjusting to death of spouse

d. Establishing an explicit affiliation with members of own age group

e. Adapting to social roles in a flexible way

Demographic Ageing: A Present Scenario of Elderly Population:

Aging of population is a major aspect of the process of demographic transition. Presently, bothglobally and nationally it is reported that, older individuals forming large share of the total population.Demographic ageing is a global phenomenon and by 2025, the world’s population is expected toinclude more than 830 million people at an age of 65. With a comparatively young population, Indiais still poised to become home to the second largest number of older persons in the world. Accordingto census 2001 conducted by NSSO India, 75% of elderly persons were living in rural areas ofwhich 59% were women. Demographers, researchers, and responsible citizens have started to

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think about the aged population and its problems because of the demographic transition in manycountries of the third world now taking place in a much shorter period of time. Aging of thepopulation will be one of the major challenges of the near future.

The recent emphasis on studies pertaining to the elderly in the developing world had attributed totheir increasing numbers and deteriorating conditions in health and wellbeing. The lives of manyolder people are affected more frequently by the social and economic insecurity that accompanydemographic and development process (World Bank 1994). The growth of individualism and desireof the independence and autonomy of the young generation affect the status of the elderly (Serowand Estes, C. and Associates, 2001).

Now, considering Indian context, there exists a divergence between rural and urban orientations interms of socio-economic status, perceived physical, mental and social health, culture and family,and parent-child relations.

In India according to the 2001 census estimates the elderly constitute about 7.45 per cent of thetotal population. India is one of the few countries where the elderly sex ratio favors males.Dependency ratio for the old has been rising from 10.5 in 1961 to 11.8 in 1991 and is projected to

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be 16.1 by 2021(Rajan et al., 1999). According to recent statistics related to elderly people in India(according to census 2001), it was observed that as many as 75% of elderly persons were living inrural areas. About 48.2% of elderly persons were women, out of whom 55% were widows. A totalof 73% of elderly persons were illiterate and dependent on physical labor. One-third was reportedto be living below the poverty line, i.e., 66% of older persons were in a vulnerable situation withoutadequate food, clothing, or shelter. About 90% of the elderly were from the unorganized sector,i.e., they have no regular source of income.

Perceived health conditions and problems faced by the elderly people:

“Health Is A Complete State of Mental, Physical and Social Well-Being and Not Merely the Absence of Disease or Infirmity”

– World Health Organization, 1984

One of the major concerns about an aging population is the health and health care. With a dramaticraise in the elderly population, the quality of health of the same becomes very crucial to thinkabout, because old- age is a vulnerable period where people face manifold adjustive demands mostlikely, physical, psychological and social etc. Especially in developing countries like India, whereold- age is perceived as burden to families, elderlies find a general threat of survival, which is duepartly to physical and mental decline and partly to lack of social recognitions deriving from socialgroups.

Hazards in Old-Age:However, psychologists, sociologists, geriatricians and other social scientists commonly classifysuch hazards under the following tree chart:

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Frequently Reported Old-Age Health Problems in India:

In India, the elderly people suffer from communicable as well as non- communicable diseases.Such diseases are classified under the following broad heads:

Problems due to the ageing process

Problems associated with long-term illness

Psychological Problems

Socio-Economic Problems

A) Problems due to the ageing process

a) Senile cataract

b) Glaucoma

c) Nerve deafness

d) Osteoporosis affecting mobility

e) Failure of special senses

f) Bronchitis

g) Alzheimer’s disease

h) Rheumatism etc.

B) Problems associated with long-term illness

Certain chronic diseases are more frequent among the older people than in the younger people.These are:

a) Degenerative Diseases of Heart and Blood vessels

b) Cancer

c) Diabetes

d) Diseases of Locomotor System

e) Genitourinary System

C) Psychological Problems

It comprises of

a) Emotional Disorders- It is a result of social maladjustments. Failure to adapt can result inbitterness, inner withdrawal, depression, weariness of life and even suicide.

b) Sexual Adjustment – After the age of 40, there is cessation of reproduction by women anddiminution of sexual activity on the part of men. As a result, physical and emotional disturbancesmay occur. Jealousy, Irritability are very common and frequent.

D) Socio-Economic Problems

The socio-economic problems of the elderly are aggravated by factors such as the lack of social

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security and inadequate facilities for health care, rehabilitation, and recreation. Also, in most of thedeveloping countries, pension and social security is restricted to those who have worked in thepublic sector or the organized sector of industry. Many surveys have shown that retired elderlypeople are confronted with the problems of financial insecurity and loneliness. The 60th NationalSample Survey (January-June 2004) collected data on the old age dependency ratio. It was foundto be higher in rural areas than in urban areas. With regard to the state of economic development,a higher number of males in rural areas, 313 per 1000, were fully dependent as compared with 297per 1000 males in urban areas. For the aged female, an opposite trend was observed (706 per 1000for females in rural areas compared with 757 for females in urban areas). On average 30% malesand 73% females in geriatric group are economically dependent, usually on their children.

Hence, given this status of nation in general and the state in particular, the present paperurged to investigate perceived health conditions and overall wellbeing of the rural elderlywomen from two villages of Nadia District, West Bengal.

Need for The Study:

1. India’s rapid demographic growth in the older female population creates issues thathardly perceived yet; this must be addressed for social and economic development.

2. Besides this, the migrations (from rural to urban or to another rural area) of young adultsleave elderly people specially the dependant females lonely and support-less.

3. Due to several socio-cultural dynamics like inability to access the health care systemsdue to poor economic conditions and dependency in decision making ability, health ofthe rural elderly women is severely affected which in turn affect their “Health SeekingBehavior’.

Objectives Of The Study:

A. Broad Objective: Understanding perceived health and wellbeing of the rural elderly womenfrom Nadia District, West Bengal.

B. Specific Objectives: To understand the effect of different socio-economic variables on theperceived health and well-being of the rural elderly women from two villages of Nadia districtof West Bengal focusing on the following points:

a) Income status

b) Age variations

c) Caste variations

d) Gender differences

e) Decision making

f) Loneliness

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METHODOLOGY

Geographical Location and Coverage:

1. Name Of The State: West Bengal.

2. Name Of The District: Nadia

3. Name Of The Block: Krishnagunj.

4. Name Of The Gram Panchayat: Krishnagunj

Village Total House Holds House Holds Members Total Elderly people

Bablabon 96 486 126

Chougachha 100 387 122

Total 196 873 248

Method:

Mainly qualitative method with some case study analysis was followed for conducting the presentstudy and analyzing the results, some basic quantitative measures like frequency count (f) percentage(%) were taken into consideration.

Selection of place:

With a view to understand the overall health condition perceived by the elderly women in ruralareas, two villages of Majdia in Krishnaguanj sub-division under Nadia District were taken withinthe field of study. Situated beside the river Churni, the villages in Majdia –Bablabon and Chougaccha- hold significance in this regard as they are populated by the people cutting across lines of religionand castes.

Sample: Elderly men and women aged above 60 years having different socio-economicbackground.

Sampling Technique:

Non-Probability Purposive Sampling Technique.

Sample Characteristics:

a) All respondents were aged above 50 years

b) All of them were residents of Nadia in general and the villages in particular

c) All respondents were able to communicate verbally.

d) All the respondents knew Bengali language.

Study Tool: A Semi – Structured Interview Schedule (Qualitative Study Tool) was purposively

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designed by M.Phil. Students (Batch-IV) and three faculty members of IDSK, University ofCalcutta, (2009).

Collection Of Data:

STEP I: Data were collected following a prior visit and discussion with members of gram Panchayatand with the help of the key informants.

STEP II: On the spot, consents were taken from the respondents and the purpose of the researchwere clearly explained to them. After that, information were collected by the researchers followingthe Semi-Structured Interview Schedule

STEP III: The data were checked on the spot to ascertain whether the respondents were attemptedall the statements or not.

STEP IV: In this way, a total of 196 house-holds and 248 male and female elderly people wereinterviewed

Analysis Of The Data:

STEP I: All the interview schedules were subjected to thorough in-house editing.

STEP II: For comparison of the data obtained through semi-structured interview schedule, frequenciesand percentages were calculated and represented in tables, pie charts and bar charts.

Time Frame:

The study was carried out during the months of October –November, 2009.

Ethical Issues Considered:

First, objectives of the study were explained to the respondents.

Second, subjects were told if they don’t wish to take part, they could withdraw themselves fromthe study.

Third, respondents were ensured about the confidentiality of their responses.

Limitations Of The Study:

1. Small Sample size :

The present study covered a limited number of elderly people from Nadia District Of West Bengal.

2. Village Based Study :

The present study was carried out to encounter only village based respondents, the behavior,shaping of personality and the total personality of whom might have been different from respondentsresiding is urban and semi-urban areas of the same. Additional studies with larger sample sizescovering elderly people of both rural and urban areas should be conducted to have a clearer pictureof the situation.

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RESULTS

In the present study, data obtained with the help of a semi-structured interview schedule from agroup of 248 elderly people (137 males and 111 females) (aging above 50 years) have been processed,analyzed, and presented under the following two broad sections:

SECTION I: Demographic and Socio-Economic factors related information.

SECTION II: Perceived health conditions of the elderly people from Nadia..

SECTION I: DEMOGRAPHIC AND SOCIO-ECONOMIC FACTORS RELATED INFORMATION

Table 1: Age Wise Distribution of the Sample In Two Villages

From a look into the above table, it is seen that, majority of the considered sample (37%, irrespectiveof gender) belonged to an age range of 50years – 59years sharing its major part with male counterpart(63.80%). The above result is represented in a bar diagram below:

Figure 1: Bar Diagram of Age Wise Distribution Of The Sample In Two Villages

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Table 2: Distribution of the Elderly population of the villages On The Basis Of Education

Table-2 represents educational status of the elderly population in the two villages in which, majorityof females (85.60%) were found to be illiterate than that of the male elderlies (44.40%) whichexhibited a strong presence of Gender Discrimination (D. Deb, 2002) in the two villages viz.,Bablabon and Chougachha.

Figure 2: Pie Diagram showing the % of Illiteracy among Rural Elderly People

Table 3: Distribution Elderly population of the villages on the Basis of Marital Status

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Table–3 indicates marital status wise distribution of the elderly population in the two villagesaccording to which, majority of the women (51.4%) were widow than their male counter-parts(9.6%). Besides this, a main point to note here is that, 1.8% of women elderly unlike the men areun-married.

Table 4: Caste Wise Distribution of the Elderly population of the villages

The above table shows that, all 37 Muslim elderly people are inhabitants of Bablabone only Besidesthis, majority of the SC population (85.25%) and all the ST elderly people (14.75%) belonged toChougachha than Bablabon (69.84% and 0% respectively).

Table 6: Monthly Income Wise Distribution Of The Elderly population of the villages

Considering the above table of income wise distribution of the elderly population in the two villages,it can be said that, economic condition of the rural elderly people of Chogachha is much worse thanBablabon, as majority of the population of the former (46% and 59% respectively) belonged to lowincome group i.e., <1500Rs.-3000Rs (per month) than the latter (15.8% and 38.1% respectively).Otherwise stated, more elderly people from Bablabon (16.7%) were belonged to high incomegroup i.e., >500Rs./month than that of the Chougachha ( only 5.7%).

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Figure 3: Bar Diagram Showing Income Status of the Elderly Villagers

SECTION II:SECTION II:SECTION II:SECTION II:SECTION II: PER PER PER PER PERCEIVED HEALCEIVED HEALCEIVED HEALCEIVED HEALCEIVED HEALTH TH TH TH TH AND AND AND AND AND WELLBEING OF ELDERLWELLBEING OF ELDERLWELLBEING OF ELDERLWELLBEING OF ELDERLWELLBEING OF ELDERLYYYYYWWWWWOMEN:OMEN:OMEN:OMEN:OMEN: A COMPLETE STA COMPLETE STA COMPLETE STA COMPLETE STA COMPLETE STAAAAATE OF INEQTE OF INEQTE OF INEQTE OF INEQTE OF INEQUUUUUALITYALITYALITYALITYALITY

This section helps to explore and interpret the data on conditions of perceived health and wellbeingof the elderly villagers from Bablabon and Chougachha villages of Nadia, West Bengal consideringtheir gender orientation, age, income, decision making and feeling of loneliness.

Table7: Gender Wise Distribution of the elderly Villagers Undergone Illness during last

six months:

Health condition of the elderly villagers from Bablabon and Chougachha has been evidenced asvery poor because majority of the same (79.8%) had undergone illnesses during last six months.

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Furthermore, no gross gender differences have been indicated here as both male (81.8%) andfemale (81.1%) elderly people had almost equally undergone chronic illness during last three months.It is also diagramatically represented in Figure – 4.

Figure 4: Bar Diagram Showing Reported Illness and Gender Differences of TheElderly Villagers

Table8: Effect of Income On Perceived Health Conditions Of The Elderly Villagers:

Income in old age has found out to be an influencing variable in the present study because, theoverall perceived heath status of the majority of elderlies having income is reported as average(62.5%). On the other side, most of the elderlies who reported poor health status were not havingany income (58.1%). On the contrary, a little more portion of elderly villagers, who in spite of nothaving income reported good health status (50%) than that of those having a valid income (33.3%).

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Figure 5: Diagram Showing Effect of Income on Perceived Health Elderly Villagers

Table9: Perceived Feeling of Loneliness in Male and Female Elderly people acrossvilages:

The above table, on the contrary, during interview, a greater portion of elderly people (65.73%)reported ‘no’ to the feeling of loneliness. Amongst the respondents experiencing loneliness (34.27%),aged women (Female: 37.84%, Male:31.39%) were found to have a greater share than theircounterparts.

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Figure 5: Diagram showing greater evidence of Loneliness feeling in women elderly

DISCUSSION AND CONCLUSION

Polarized Socio-Economic Characteristics of The Two Villages:

The two villages have documented a polarized condition, where on one pole, Bablabon showedsignificance of comparatively better socio-economic conditions. On the other pole, villageChougachha, being socio-economically poor, documented an over all decline in life expectancyand health of elderly women.

Illiteracy of elderly women:

The observed higher percentage of illiterate elderly women had indicated strong influence ofgender discriminations which is a frequently reported socio-cultural phenomenon in developingcountries in general and India in particular.

Widowhood of elderly women:

Results showed higher percentage of widowhood of elderly women than men indicating high-age difference marriage and lesser number of re-marriage which is prevalent in Indian ruralites(S Shahar et.al.,1999).

Illness of the Elderly People:

Majority of the women elderly people were found to suffer from severe illness like Tuberculosis,Senile Cataract, Osteoporosis which indicated a strong prevalence of mal-nutrition, anemia,

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hypertensions diabetes and other chronic illnesses. Such problems are more prevalent in ruralareas, due to lack of education, awareness and proper health care, where women elderlylacking autonomy of decision making; economic independence and accessibility to healthresources become more susceptible to health problems and illnesses much before the onset ofold age all of which contribute towards increasing vulnerabilities of the old age.

Old age without Loneliness:

The surprising part of the study is in the revelation of the findings for the feeling of lonelinesswhich was reported to be negligible in these elderly men and women. Majority of these agedpeople expressed that they do not get time to feel lonely as they have so many jobs to dostarting from self care to giving care to their own grand children and that of the neighbors.Such findings may give a different outlook for these rural elderly people which is more positivethan the urban aged.

In a nutshell, the present study findings and its discussions has made an attempt to portrayseveral salient features regarding the health and wellbeing of the rural elderly women of WestBengal where the living environment, age, gender and other socio-economic conditions werefound to have immense impact on their overall livelihood. A large proportion of elderly womenperceived their health as not good as men. Prevalence of Widowhood, Illiteracy, malnutritionwere commonly reported in women pointing a threat to survival. Elderly women having somedisability reported poor health status. The wellbeing, on the contrary, was found to be in asomewhat better condition as loneliness as a predictor of the same reported among lessernumber of these elderly people although elderly women showed more signs of loneliness thantheir male counterparts.

REFERENCES

Amato, P.R. (1989), Family process and the competence of Old-age, Journal of Old-Age,I(1): 39-53 Hurloc. E.B.(2003), Developmental Psychology, A Life Span Approach, 388-396 Lena. A, Ashok. K, Padma. A, Kamath. V, (2011) Department of Community Medicine,Kasturba Medical College, Manipal, India Asthana, M.Dr. (2005). Alienation in relation to gender, socioeconomic status and streams ofstudy. Journal of Community Guidance and Research. 22(1): 41-46 Sheela DrJ, Jayamala. M., (2008), Centre for Women’s Studies, PSGR, Krishnammal Collegefor Women, Peelamedu, Coimbatore – 641 004, sheelawilson_11@yahoo.co.in,drjmala@yahoo.co.in. Kinsella K and Suzman R. Demographic dimensions of population ageing in developingcountries. Am J Hum Biol 1992; 4:3-8. Shahar. S; Earland. J; Rahman S, (2001) Singapore Medical Journal J Vol 42(5) : 208-213. Schneider W.T.(1988), Encyclopedia of Psychology and Neurology, Vol – 1. 231-254.

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PHILOSOPHY OF NATURE

Tania DasAssistant Professor, Department of Philosophy

tania.das123@outlook.com

The term natural philosophy, or the philosophy of nature, has several applications, according to itshistorical context. Before the development of modern science, “natural philosophy” referred to theobjective study of nature and the physical universe, and is considered the counterpart, or theprecursor, of what is now called natural science, especially physics.

Naturphilosophie, a German philosophical movement prevalent from 1790 until about 1830, ischiefly associated with Friedrich Schelling and G.W.F. Hegel, and championed the concept of anorganic and dynamic physical world, instead of the mechanism and atomism of the materialists.

Most recently, developments in physics and biology have initiated philosophical discussions on awhole new range of topics, mostly concerning the relationship of humans with nature and humanity’sperception of natural reality. Modern natural philosophy explores the fundamental nature of naturalreality and its implications for mankind, and includes fields such as environmental ethics, thephilosophy of biology, and the philosophy of physics.

Nature has two inter-related meanings in philosophy. On the one hand, it means the set of all thingswhich are natural, or subject to the normal working of the laws of nature. On the other hand, itmeans the essential properties and causes of individual things.

How to understand the meaning and significance of nature has been a consistent theme of discussionwithin the history of Western Civilization, in the philosophical fields of metaphysics and epistemology,as well as in theology and science. The study of natural things and the regular laws which seem togovern them, as opposed to discussion about what it means to be natural, is the area of naturalscience.

The word “nature” derives from Latin nâtûra, a philosophical term derived from the verb for birth,which was used as a translation for the earlier ancient Greek term phusis which was derivedfrom the verb for natural growth, for example that of a plant. Already in classical times, philosophicaluse of these words combined two related meanings which have in common that they refer to theway in which things happen by themselves, “naturally”, without “interference” from humandeliberation, divine intervention, or anything outside of what is considered normal for the naturalthings being considered.

Understandings of nature depend on the subject and age of the work where they appear. Forexample, Aristotle’s explanation of natural properties differs from what is meant by naturalproperties in modern philosophical and scientific works, which can also differ from other scientific

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and conventional usage. Here we can talk about some theories of philosophy which produceknowledge from nature but in some different ways. For example realism, idealism and etc.

Contemporary philosophical realism is the belief that some aspects of reality areontologically independent of our conceptual schemes, perceptions, linguistic practices, beliefs, etc.Realism may be spoken of with respect to other minds, the past, the future, universals, mathematicalentities (such as natural numbers), moral categories, the material world, and thought. Realism canalso be promoted in an unqualified sense, in which case it asserts the mind-independent existenceof the world, as opposed to skepticism and solipsism. Philosophers who profess realism often claimthat truth consists in a correspondence between cognitive representations and reality.

Realists tend to believe that whatever we believe now is only an approximation of realitybut that the accuracy and fullness of understanding can be improved. In some contexts, realism iscontrasted with idealism. Today it is more usually contrasted with anti-realism, for example inthe philosophy of science. Naive realism, also known as direct realism, is a philosophy of mind rootedin a common sense theory of perception that claims that the senses provide us with directawareness of the external world. In contrast, some forms of idealism assert that no world existsapart from mind-dependent ideas and some forms of skepticism say we cannot trust our senses.The naive realist view is that objects have properties, such as texture, smell, taste and colour, thatare usually perceived absolutely correct. We perceive them as they really are.

Scientific realism is, at the most general level, the view that the world described by sciencein the real world, as it is, independent of what we might take it to be. Within philosophy of science,it is often framed as an answer to the question “How is the success of science to be explained?”The debate over what the success of science involves centers primarily on the status of unobservable entities apparently talked about by scientific theories. Generally, those who are scientific realistsassert that one can make reliable claims about unobservables (viz., that they have thesame ontological status) as observables. Analytical philosopher generally have a commitment toscientific realism, in the sense of regarding the scientific method as a reliable guide to the nature ofreality. The main alternative to scientific realism is instrumentalism .

On the other hand there is another theory,i.e., Idealism. Idealism is the group of philosophieswhich assert that reality, or reality as we can know it, is fundamentally mentally constructed, orotherwise immaterial. Epistemologically, idealism manifests as a skepticism about the possibility ofknowing any mind-independent thing. In a sociological sense, idealism emphasizes how humanideas—especially beliefs and values—shape society. As an ontological doctrine, idealism goesfurther, asserting that all entities are composed of mind or spirit. Idealism thusrejects physicalist and dualist theories that fail to ascribe priority to the mind.

The earliest extant arguments that the world of experience is grounded in the mentalderive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gavepanentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. Incontrast, the Yogâcâra school, which arose within Mahayana Buddhism in India in the 4th century

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CE, based its “mind-only” idealism to a greater extent on phenomenological analyses of personalexperience. This turn toward the subjective anticipated empiricists such as George Berkeley, whorevived idealism in 18th-century Europe by employing skeptical arguments against materialism.

Beginning with Immanuel Kant, German idealists such as G. W. F. Hegel, Johann GottliebFichte, Friedrich Wilhelm Joseph Schelling, and Arthur Schopenhauer dominated 19th-centuryphilosophy. This tradition, which emphasized the mental or “ideal” character of all phenomena,gave birth to idealistic and subjectivist schools ranging from British idealism tophenomenalism to existentialism. The historical influence of this branch of idealism remains centraleven to the schools that rejected its metaphysical assumptions, such as Marxism,pragmatism and positivism.

By the word “Philosophy of Nature” we mean a theory of this nature environment explaining it inits entirely. For example we take materialism. According to this theory it can refer either to thesimple preoccupation with the material world, as opposed to intellectual or spiritual concepts, or tothe theory that physical matter is all there is. This theory is far more than a simple focus onmaterial possessions. It states that everything in the universe is matter, without any true spiritual orintellectual existence. Materialism can also refer to a doctrine that material success and progressare the highest values in life. This doctrine appears to be prevalent in western society today.Materialism can also refer to the term, Cultural Materialism.

Materialism and its theories can be traced as far back as the poem The Nature of Things, writtenin the first century B.C. by Lucretius. Other defining works include The System of Nature by Pauld’Holbach, Force and Matter by Ludwig Buchner, and the more recent research done by RichardVitzthum, An Affirmative History and Definition (1996).

Materialism as a philosophy is held by those who maintain that existence is explainable solely inmaterial terms, with no accounting of spirit or consciousness. Individuals who hold to this beliefsee the universe as a huge device held together by pieces of matter functioning in subjection tonaturalistic laws. Since materialism denies all concepts of Special Creation, it relies on the Theoryof Evolution to explain itself, making beliefs in materialism and evolution interdependent.

The first question this world view should cause most of us to ask is, “If all that exists is matter only,where did the natural laws that govern it come from?” New scientific discoveries in the areas ofbiological complexity, cosmological design, quantum physics, and information theory bring thesematerialistic assumptions into doubt. A massive quantity of evidence demonstrates that the universeand its material aspects are connected by a network of energy, design and information. We nowsee much more than matter - we see the result of conscious creation.

Materialism, at its simpler level, involves the focus on material “things” as opposed to that which isspiritual or intellectual in nature. We live in a world surrounded by and composed of matter. It isnatural, therefore, that we may become distracted from spiritual or intellectual pursuits by materialpossessions, but this is frequently where problems occur. We can become obsessed by a desire toobtain them, or simply frustrated by the need to maintain them.

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The questions this attitude should cause us to ask are, “Are material things really more importantthan anything else? Is material success the highest goal? If things are all there are, what’s life allabout? Why am I here at all? If life is really just about materialism, why should I even try to live amoral life? What does it matter how I treat others or how I live, as long as I have what I want?Why does what I believe about the origin of life matter?”

In a court of criminal law, a conviction arrived at by any jury requires proof beyond a shadow of adoubt. Current theories of materialism appear to be clouded by shadows and doubts. We needn’tconclude that it is necessary to take a completely opposite view. After all, as C.S. Lewis once said,“God … likes matter. He invented it.” Consider, instead, how what you choose to believe affectshow you live, for as Lewis also said, “different beliefs about the universe lead to different behavior.”What we believe must either be true or false. Before settling on the position you choose, you oweit to yourself to keep seeking the truth about life, death and the universe.

Materialism is a world view based on a naturalistic understanding of reality. In materialism, thenatural world is all there is. There is no supernatural—neither spirit nor soul nor God. There is only“nature”: the cosmic matrix of matter and energy operating according to physical laws. Reality iswhat is objective, observable and reproducible. For the materialist, the science is “in”: everythingas a product of physical processes. On the surface of things, this would seem correct.

Our everyday experience is one of matter and energy: we program iPods, plant trees, drive cars,and marvel at stars; we struggle against an unseen force as we climb the stairs; we are stung bya hidden power after touching the door knob; and an invisible, intangible force guides our compassneedle to true north.

There may again be “Philosophy of Nature” which is not interested in such reduction of one aspectof nature to the other.It is asserted that matter,life,mind,spirit and the laws governing them arequalitatively different .All of them are real as different stages in the life –history of the universe.The world is a dynamic, evolving reality and matter,life ,mind and spirit are successive levels thatnature has reached in its progressive development .Since the days of Darwin who applied the lawof evolution to the biological phenomena , evolution has become one of the fundamental categoriesof explaining the manifoldness of the universe. Darwin’s Theory of Evolution is the widely heldnotion that all life is related and has descended from a common ancestor: the birds and the bananas,the fishes and the flowers — all related. Darwin’s general theory presumes the development oflife from non-life and stresses a purely naturalistic (undirected) “descent with modification”. Thatis, complex creatures evolve from more simplistic ancestors naturally over time. In a nutshell, asrandom genetic mutations occur within an organism’s genetic code, the beneficial mutations arepreserved because they aid survival — a process known as “natural selection.” These beneficialmutations are passed on to the next generation. Over time, beneficial mutations accumulate andthe result is an entirely different organism (not just a variation of the original, but an entirelydifferent creature).

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While Darwin’s Theory of Evolution is a relatively young archetype, the evolutionary world viewitself is as old as antiquity. Ancient Greek philosophers such as Anaximander postulated thedevelopment of life from non-life and the evolutionary descent of man from animal. Charles Darwinsimply brought something new to the old philosophy — a plausible mechanism called “naturalselection.” Natural selection acts to preserve and accumulate minor advantageous genetic mutations.Suppose a member of a species developed a functional advantage (it grew wings and learned tofly). Its offspring would inherit that advantage and pass it on to their offspring. The inferior(disadvantaged) members of the same species would gradually die out, leaving only the superior(advantaged) members of the species. Natural selection is the preservation of a functional advantagethat enables a species to compete better in the wild. Natural selection is the naturalistic equivalentto domestic breeding. Over the centuries, human breeders have produced dramatic changes indomestic animal populations by selecting individuals to breed. Breeders eliminate undesirable traitsgradually over time. Similarly, natural selection eliminates inferior species gradually over time.

Darwin’s Theory of Evolution is a slow gradual process. Darwin wrote, “…Natural selection actsonly by taking advantage of slight successive variations; she can never take a great and suddenleap, but must advance by short and sure, though slow steps.” Thus, Darwin conceded that, “If itcould be demonstrated that any complex organ existed, which could not possibly have been formedby numerous, successive, slight modifications, my theory would absolutely break down.” Such acomplex organ would be known as an “irreducibly complex system”. An irreducibly complexsystem is one composed of multiple parts, all of which are necessary for the system to function. Ifeven one part is missing, the entire system will fail to function. Every individual part is integral.Thus, such a system could not have evolved slowly, piece by piece. The common mousetrap is aneveryday non-biological example of irreducible complexity. It is composed of five basic parts: acatch (to hold the bait), a powerful spring, a thin rod called “the hammer,” a holding bar to securethe hammer in place, and a platform to mount the trap. If any one of these parts is missing, themechanism will not work. Each individual part is integral. The mousetrap is irreducibly complex.

As distinguished from the ancient or medieval outlook. This evolutionary philosophy of Natureregards matter, life, mind and spirit as different stages that are progressively revealed through thesuccessive acts of the cosmic drama. It is also believed that since evolution is essentially teleological,The final cause or the end must be the highest form of reality with reference to which we mustinterpret the whole of the universe, Spirit is the highest stratum reached by cosmic evolution so far.Here we can remember the theory of Absolute Idealism.

Absolute idealism is an ontologically monistic philosophy ”chiefly associated with G. W. F.Hegel and Friedric Schelling, both German idealist philosophers of the 19th century, Josiah Royce,an American philosopher, and others, but, in its essentials, the product of Hegel.” It is Hegel’saccount of how being is ultimately comprehensible as an all-inclusive whole. Hegel asserted thatin order for the thinking subject (human reason or consciousness) to be able to know its object (theworld) at all, there must be in some sense an identity of thought and being. Otherwise, the subject

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would never have access to the object and we would have no certainty about any of our knowledgeof the world. To account for the differences between thought and being, however, as well as therichness and diversity of each, the unity of thought and being cannot be expressed as the abstractidentity “A=A”. Absolute idealism is the attempt to demonstrate this unity using a new “speculative”philosophical method, which requires new concepts and rules of logic. According to Hegel, theabsolute ground of being is essentially a dynamic, historical process of necessity that unfolds byitself in the form of increasingly complex forms of being and of consciousness, ultimately givingrise to all the diversity in the world and in the concepts with which we think and make sense of theworld.

The absolute idealist position was dominant in nineteenth century England and Germany, whileexerting significantly less influence in the United States. The absolute idealist position should bedistinguished from the subjective idealism of Berkeley, the transcendental idealism of Kant, orthe post-Kantian transcendental idealism of Fichte and early Schelling.

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Quark Binding Potential in QGP

S. Acharya (Pal) Department of Physics

shuklaacharya123@gmail.com

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Soft Catanionic Vesicles for Hard NanomaterialSynthesis

Dr. Soumyadipta RakshitGuest Lecturer, Department of Chemistry

soumyajurocks@gmail.com

We have summarized the role of self-assembled structures of catanionic surfactants in varioustemplated nanomaterial syntheses. Three basic self-assembly of this recently developed surfactantsystem have been addressed in this review. The effect of these different catanionic systems on theshape and dimension of synthesized nanomaterials have also been discussed here. So far catanionicsystems have been used for synthesis of highly crystalline and well dispersed metallic and metaloxide nanoparticles. However other different nanomaterials along with polymeric nanoparticlesare also been considered by different groups to be synthesized within the catanionic vesiculartemplates and we therefore felt the importance to sum up the works done so far in this regard.

Introduction:

Surfactants have become a very important substance family, demonstrated by their widespreadapplications in all fields of chemical, pharmaceutical and agricultural industries. Their attractivenesslies in their amphiphilic nature, i.e. they possess a hydrophilic part, also called polar headgroup onthe one side, and a lipophilic part on the other side [1].In general,with increasing concentrationsurfactants assemble to form micelles above the system-specific critical micelle concentration(cmc),followed by the formation of various mesophases and, finally, crystal formation. But depending onthe different parameters like temperature, pressure, ionic strength, nature of the counterions, areasize per surfactant head group, and length and number of alkyl chain per surfactant micelles growand take a shape distinctly different from spheroids [1,2]. There are several types of surfactantsdistinguished by the nature of the headgroup. Generally ionic surfactants (cationic, anionic) havepositively or negatively charged headgroups, unlike non-ionic surfactants without any headgroupcharges. Surfactants with two opposite charges are called zwitterionic [3]. Mixtures of anionicand cationic surfactants in water produce the so-called ‘‘catanionic’’ mixture which has been inthe centre of attention of scientists in recent days [4-9]. Catanionic surfactants, which are associationsof oppositely charged surfactants, can therefore be seen as a particular case of polycatenarsurfactants. The co-adjustment of electrostatic effects and surfactant molecular geometry allowsa rich diversity of phase behaviour. It has been reported that catanionic surfactants can self-assemble into variety of microstructures such as equilibrium vesicles [10-13], worm-like micelles[14], disks [15] or regular hollow icosahedra [16] depending upon the composition of the aqueoussystem.Among different soft drug delivery systems, catanionic vesicles have recently attractedattention towards vectorised hydrophilic and hydrophobic substances and likewise insure protectionof encapsulated drugs, reduction of their toxicity and improvement of their efficiency with duration.In this regard it is worth mentioning that in the present social, economical and environmental

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situation, designing of sustainable and cheaper material and processes are more and moreencouraged. So, preparing nanomaterials within the mixture of heterogeneous molecules whichcan self-assemble easily is considered quite fascinating rather than the homogeneous system. Dueto the strong synergism between the oppositely charged head groups,catanionic surfactants canself-assemble both at the air/water interface and also in the bulk solution [4,17-20] with no chemicalmodifications or reactions [20,21].In last ten years we have seen an enormous change in theapproach towards nanomaterials synthesis. Soft chemical synthetic procedures easily outperformedthe conventional solid reaction process to realize precise control over i) synthesis procedure, ii)shape, size and dimension, and iii) properties of the synthesized nanomaterials [22,23]. Generally insoft chemical approach, micelles of normal surfactants (both ionic and non-ionic) and polymerswith and without micelle forming ability have been employed for shape controlled nanomaterialsynthesis [24-26]. These templates have the ability to direct the shape and size of nanomaterials byrestricting the aggregation of particles and also by modifying various reaction parameters liketemperature, pH, solvent, acidity, reaction time etc. Soft templates basically allow the delicatebuilding of novel nanostructures with tunable properties and surface chemistry. The use ofcatanionics or coacervates as templates is increasing rapidly due to their fascinating differentphases in aqueous and non-aqueous media. A slightest change in the composition can producevarious microstructures with characteristic geometries ranging from spherical to cylindrical toplanar structures. Different phases can be achieved by a single catanionic mixture which isunattainable through a single conventional surfactant. Among the different phases scientists exploitedmainly bilayer lamellar phases, wormlike micellar phase and vesicle form. This soft chemicalmethodology has triggered substantial interest due to its self-assembling tunability and bio-mimeticapproach.

A comprehensive understanding of thetemplating roles of softcatanionic vesicles isemphasised,including detailed procedures of vesicle templating,the confirmation of syntheticmechanisms, and the properties of the expected materials, which we expect to further promoteusing soft matter in hard materials applications.

Synthesis of Hard Nanocrystals within the Vesicular templates:

Vesicles are very popular amongst scientists as one of the most convincing model for biologicalmembrane systems and their growing practise in pharmaceutical industry for their outstandingability towards vectorization of hydrophilic and lipophilic substances [27]. Vesicles have generallyspherical, enclosed and hollow structures with a curved bilayer comprising of both hydrophobicand hydrophilic region. The most well-known vesicle is liposomes, mainly comprised of phospholipids(phosphoglycerides and sphingolipids) and cholesterol. However poor physical and chemical stabilityof the liposomes due to aggregation/flocculation, fusion/coalescence, and lipid ester bond hydrolysisaffect the shelf life of liposomes and these factors lead to the formation of unusable large-sizedobjects and leakage of encapsulated drugs. It is also worth mentioning that synthetic procedures ofliposomes require organic solvents which might induce toxicity in the system [27-33]. But in caseof catanionic surfactant, when both cationic and anionic surfactants pair with each other thepacking parameterP (V/a

0L, whereVis the volume of thehydrophobic part of thesurfactant, a

0 is the

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equilibrium surface area per molecule at the aggregate interface and L is the length of the hydrophobicchain) gets substantially reduced and along with that the bending energy of the catanionic bilayershows two deep minima on each side of equimolarity. So, vesicles can be formed very easily withlow curvature. The modulus of P suggests the type of structure/shape that surfactants tend toassume upon aggregation. Vesicles form when the packing parameter reaches an optimal valueleading to the formation of a close double layer [34-37]. In the field of materials chemistry confinedcompartments of catanionic vesicles (mimicking the confinement in cells or in the extracellularspace) are becoming more popular for nanomaterial synthesis [38]. Nanomaterials can be synthesizedwithin the three regions of a catanionic vesicle, i) hydrophilic core, ii) membrane restricted bilayersand iii) hydrophilic outer surface. For hydrophilic core region, the water pool within the core isquite different than the bulk aqueous phase. One of the first reports in nanomaterial synthesiswithin the vesicle chamber was by Bose et al. in 1995. They produced magnetic ã-ferrite withinthe catanionic vesicle of cetyltrimethylammonium bromide (CTAB) and dodecylbenzene sulfonicacid (HDBS) [39]. However in presence of CTAB and sodium octyl sulphate (SOS) a less controlwas achieved as Fe

3O

4 was formed both within the core and also in bulk solution, as evident from

TEM pictures [40]. For the synthesis of nanomaterials within the constrained chamber of catanionicvesicles one must take into account two major concerns. First of all the cations should be removedor desalted from the external environment of the vesicles through dialization or ion exchangeprocess. This procedure result in an immediate osmotic swelling of the oppositely charged ions(anions) into the core region of the vesicles to produce desired nanoparticles.The second point isthat the formed vesicle should be stable enough to maintain its morphology and structure during thepool. This strategy has not a handful of references. Although there are some reports availablebased on lipid vesicles [38,41-44], the chamber of catanionic vesicles are yet to receive properattention as the microreactor for nanomaterial synthesis. We believe unilammelar vesicles composedof catanionic surfactants are rational choice for adopting the above strategy.

Fig 1

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Figure I: Schematic routes of the three principal uses of soft vesicles in the synthesis of hardmaterials: I, reaction compartmentalization; II,membrane-restricted microreactor; III, surface-reactive templating and synthesis.

Another procedure involving restricted catanionic bilayers has gained immense interest for thesynthesis of hydrophobic nanomaterials. This strategy is mainly becoming popular as it can actboth as a constrained reactor for polymerization reaction and for hollow silica nanospheres. In thehydrophobic bilayer the monomers are well distributed to form well defined polymer networks toyield hollow polymer capsules. The stability and the spacing of the bilayers were found to be themajor controlling factor. Spontaneous formation of bilayers loaded with the monomers and monomersloaded by diffusion within the bilayer resulted in the hollow polymer nanocapsules with samedimension and morphology [45,46]. Vesicle bilayer has been used for preparing silica materials forvery long time. In this procedure silicon alkoxides {generally tetramethylorthosilicate (TMOS)}are hydrolyzed, and the resulting silicic acid polymerizes upon condensation to form silica.Howeverso far, scientists generally emphasized on the vesicles made of diblock copolymers for this purpose[23,47]. Very recently there are few reports, which have been published where catanionic vesiclebilayer have been used [48-57]. The hydrophobic interaction gets the water insoluble siliconprecursor to get totally solubilized within the bilayer and then the bilayer surfacedirects silicadeposition by orienting nucleation andgrowth of silica from the surrounding solution. Variation ofthe ratio of the cationic and anionic surfactant also can result in different silica structures exceptthe hollow one.

The outer surface of catanionic vesicles have also been proved as potential templates fornanomaterials. These active external layers are generally used for hollow oxide synthesis. Hollowstructure can be achieved if the ions are evenly distributed around the outer surface of the vesicleand which is only possible for charged vesicular surface. In this particular approach catanionicssurpass the conventional lipid vesicles and depending on the morphology of the vesicles one caneasily modulate the shape of the hollow structures as here vesicle act as a filler material [58,59].However without proper precision different structures are developed apart from the hollow ones[60].

Conclusion:

This report narrates recent developments in the use of soft catanionic vesicles for hard nanomaterialfabrication and characterization. Understanding the ways to control the vesicle templating systemis very important to study the physical chemistry of hard materials/softmatter organization. Vesicleshave provided various means tosynthesize different functional materials. However, success in thistemplating area hinges largely on the stability of the vesiclesemployed. Therefore, the study of thedifferent factors (including solvent selection, composition,temperature, pH, the presence of salts,and pressure) that influence thephase behavior of amphiphilic molecules is another important issue.In fact,using amphiphilic molecular aggregates as templates for material synthesis is also a studyof the phase behavior of amphiphilic molecules.As stated succinctly by Kaleretal.,”Template

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synthesis is not only a powerful means for materials synthesis, but it can also contribute to thedetermination and analysis of self-organized morphologies [48].”

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banerjeeanindita86@gmail.com

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xyüy ÏòÓ˚ fl∫yfliƒ ~ÓÇ xyö Ï®Ó˚ Óƒyâyï˛ •Î˚– !¢«˛y §¡∫ ϶˛Ä ~•z ܲÌy áy Ïê˛– Îï˛ê% Ü% ˆÜ˛Ó°üye !¢«˛y xÌ≈yÍ xï˛ƒyÓ¢ƒÜ˛

ï˛y•yÓ˚•z ü Ïôƒ !¢÷!òà Ïܲ ~ܲyhsˇ !öÓk˛ Ó˚y!á Ï° ܲáö•z ï˛y•y ÏòÓ˚ üö Î ÏÌ‹T ˛õ!Ó˚üy Ïî Óy!í ¸ Ïï˛ ˛õy ÏÓ˚ öy– xï˛ƒyÓ¢ƒÜ˛

!¢«˛yÓ˚ §!•ï˛ fl∫yô#ö ˛õyë˛ öy !ü¢y•z Ï° ˆåÈ Ï° û˛y Ï°y ܲ!Ó˚Î˚y üyö%£Ï ••z Ïï˛ ˛õy ÏÓ˚öyÈÙÙÙÈÓÎ˚É≤ÃyÆ ••z Ï°Ä Ó%!k˛Ó,!_ §¡∫ ϶˛

ˆ§ x Ïöܲê˛y ˛õ!Ó˚üy Ïî Óy°Ü˛ Ìy!ܲÎ˚y•z ÎyÎ˚– !ܲv ò%û≈ yàe´ Ïü xyüy ÏòÓ˚ •y Ïï˛ !ܲå%Èüye §üÎ˚ öy•z– Îï˛ ¢#â  ˛õy!Ó˚

!Ó Ïò¢#Î˚ û˛y£Ïy !¢«˛y ܲ!Ó˚Î˚y ˛õy§ !òÎ˚y ܲy Ïç ≤Ã!Ó‹T ••z Ïï˛ ••z ÏÓ– ܲy Ïç•z !¢÷ܲy° ••z Ïï˛ í zk≈ Ÿªy ϧ ò!«˛ Ïî Óy Ïü

ò,܉ ˛õyï˛ öy ܲ!Ó˚Î˚y ˛õí ¸y ü%áfli ܲ!Ó˚Î˚y ÎyÄÎ˚y åÈyí ¸y xyÓ˚ ˆÜ˛y Ïöy !ܲå%ÈÓ˚ §üÎ˚ ˛õyÄÎ˚y ÎyÎ˚ öy–ÛÛ3

ˆï˛yï˛y˛õy!áÓ˚ üï˛ ˛õí ¸y ü%áfli ܲÓ˚y Ä ˛õÓ˚#«˛yÓ˚ áyï˛yÎ˚ ˆ§•z ü%áfli ܲÓ˚y !Ó Ïòƒ Ïܲ ÎÌy§Ω˛Ó !ö˛õ%îï˛yÓ˚ § ÏD ˛õ!Ó˚ ÏÓ¢ö

ܲ ÏÓ˚ xy§y Î!ò !¢«˛y •Î˚ ï˛ ÏÓ fl∫yô#ö !ã˛hsˇyÓ˚ !Óܲy¢ §Ω˛Ó öÎ˚– ú˛ Ï° !Óòƒy!¢«˛yÓ˚ !û˛ï˛ xï˛ƒhsˇ öí ¸Ó Ïí ¸ • ÏÎ˚ Îy ÏFåÈ–

Ó˚Ó#wöy ÏÌÓ˚ ü Ïï˛ Ó•z õí ¸yê˛y ˆÎ !¢«˛yÓ˚ ~ܲê˛y §%!Óôyçöܲ §•yÎ˚üyeÈÙÙÙÈï˛y û% Ï° xyüÓ˚y Ó•z õí ¸yê˛y Ïܲ•z !¢«˛yÓ˚ ~ܲüye

í z õyÎ˚ Ó Ï° !ë˛Ü˛ ܲ ÏÓ˚ !ö•z– !ܲv Ó•zÈÙÈ~ ˛õí ¸y !Ó£Ï ÏÎ˚Ó˚ § ÏD ü ÏöÓ˚ ˆÎyà •ÄÎ˚y í z!ã˛ï˛ÈÙÙÙÈöï% Óy üö ~ÓÇ çà Ïï˛Ó˚ üy Ïé˛

Ó•z ~ ϧ ˛õí ¸ Ï° çà Ïï˛Ó˚ § ÏD ≤Ãï˛ƒ«˛ ˆÎy ÏàÓ˚ fl∫yòÈÙÈ¢!_´ x Ïöܲ ܲ Ïü ÎyÎ˚– ü ÏöÓ˚ fl∫yû˛y!Óܲ fl∫yô#ö¢!_´ ü ÏÓ˚ ÎyÎ˚–4

Ó˚Ó#wöyÌ üyï, û˛y£ÏyÓ˚ üyôƒ Ïü !¢«˛y°y Ïû˛Ó˚ ˛õ«˛˛õyï˛# !åÈ Ï°ö– !¢÷ܲy° ˆÌ Ïܲ •zÇ ÏÓ˚!çÓ˚ üï˛ !Ó Ïò!¢ û˛y£ÏyÓ˚ ˆÓyé˛y

!¢÷Ó flÒ Ï¶˛ ã˛y!˛õ ÏÎ ˆòÄÎyÓ !ï˛!ö ˆâyÓ !Ó ÏÓyô# !åÈ Ï°ö– ÓÓ#wöyÌ ˆÜ˛Ôï% ܲ ܲ ÏÓ Ó Ï° ÏåÈö ÚÚˆû˛yç ÏöÓ üyey ˛õ!Ó˛õyܲ¢!_´Ó

§#üy åÈyí ¸y•zÎ˚y ˆà Ï° ï˛y•y Ïï˛ °yû˛ öy•z ÓÓ˚M˛È «˛!ï˛– xyüy ÏòÓ˚ ~•z ò!Ó˚o ˆò Ï¢Ó˚ ˆåÈ Ï° ÏòÓ˚ xy•y ÏÓ˚Ó˚ ˛õ!Ó˚üyî ˆÎüö•z

ˆ•yܲñ •zÇÓ˚y!ç !¢«˛yÓ˚ òy ÏÎ˚ ˛õ!í ¸Î˚y ˛õí ¸y÷öyê˛y ˆÎ !öÓ˚!ï˛¢Î˚ =Ó˚&ï˛Ó˚ ••zÎ˚y ˛õ!í ¸Î˚y ÏåÈ ï˛y•y fl∫#ܲyÓ˚ ܲ!Ó˚ Ïï˛•z ••z ÏÓ–ÛÛ5

üyï, û˛y£ÏyÓ üyôƒ Ïü ˆÎ !¢«˛y°y Ïû˛Ó §)e˛õyï˛ â Ïê˛ñ ï˛y !¢÷Ó Ü˛y ÏåÈ §•ç ÏÓyôƒ •Î– ÓÓ#wöyÌ !ö ÏçÓ Óƒ!_´àï˛ x!û˛K˛ï˛y

í z ÏÕ‘á ܲ ÏÓ˚ ç#Óöflø,!ï˛ Ïï˛ Ó Ï° ÏåÈöÈÙÙÙÈÚÚˆåÈ Ï° ÏÓ°yÎ˚ ÓyÇ°y ˛õ!í ¸ Ïï˛!åÈ°yü Ó!°Î˚y•z §ühflÏ üöê˛y Ïܲ ã˛y°öy ܲÓ˚y §Ω˛Ó

••zÎ˚y!åÈ°–ÛÛ6

ÓÓ#wöyÌ !ö Ïç §¡õ)î≈ ÓyÇ°yû˛y£ÏyÓ üyôƒ Ïü•z ÷Ó& ܲ ÏÓ!åÈ Ï°ö û) Ïày°ñ •z!ï˛•y§ñ à!îï˛ Ä !ܲå%È ˛õ!Óüyî ≤ÃyÜ, ï˛ !ÓK˛yö–

≤ÃyÎ Óy ÏÓy ÓåÈÓ ÓΧ ˛õÎ≈hsˇ !ï˛!ö •zÇÓy!ç Ó!ç≈ï˛ !¢«˛yÓ ˛õ ÏÌ•z ˆ•Ñ Ïê˛!åÈ Ï°ö– ˆÜ˛Ó° ≤ÃyÌ!üܲ ˛õÎ≈y ÏΕz öÎñ !ÓŸª!Óòƒy°Î

hflÏ ÏÓÄ ÓÓ#wöyÌ ÓyÇ°y û˛y£ÏyÎ !Óòƒyã˛ã≈ yÓ Ü˛Ìy Ó Ï° ÏåÈö– !ï˛!ö xyhsˇ!Óܲ û˛y ÏÓ ˆã˛ ÏÎ!åÈ Ï°öñ ˆò Ï¢ ~ܲ!ê˛ ÓyÇ°y !ÓŸª!Óòƒy°Î

≤Ã!ï˛!¤˛ï˛ ˆ•yܲ ˆÎáy Ïö !ö¡ ˆÌ Ïܲ í zFã˛ï˛ü §ühflÏ !Óû˛y Ïà•z !¢«˛yÓ˚ ~ܲüye Óy•ö • ÏÓ üyï, û˛y£Ïy–7

Ó˚Ó#wöyÌ •zÇÓ˚y!ç !¢«˛yÓ˚ !Ó ÏÓ˚yô# !åÈ Ï°ö öy– !ï˛!ö ˆã˛ ÏÎ˚!åÈ Ï°öñ ≤ÃÌ Ïü üyï, û˛y£ÏyÓ˚ !û˛ï˛!ê˛ Ïܲ üçÓ%ï˛ Ü˛Ó˚ Ïï˛– !ï˛!ö

!ÓŸªy§ ܲÓ˚ Ïï˛ö ˆÎ ~ܲÓyÓ˚ üyï, û˛y£ÏyÎ˚ Ó˚ã˛öyÓ˚ xû˛ƒy§ xyÎ˚_ • ÏÎ˚ ˆà Ï° ï˛yÓ˚ õÓ˚ ÎÌy§ü ÏÎ˚ xöƒ û˛y£Ïy xyÎ˚_ ܲ ÏÓ˚

ˆ§!ê˛ Ïܲ ÓƒÓ•yÓ˚ ܲÓ˚ Ïï˛ x§%!Óôy • ÏÓ öy–

123

¢y!hsˇ!ö ÏÜ˛ï˛ Ïö !Óòƒy°Î !¢«˛yÓ !ö¡hflÏ ÏÓ x!û˛û˛yÓܲ ÏòÓ xy@ˇÃ Ï• ÓÓ#wöyÌ Ïܲ •zÇÓy!ç !¢«˛yòy ÏöÓ ÓƒÓfliy !ö Ïï˛ • ÏÎ!åÈ°–

!ï˛!ö û˛yÓ Ï°ö •zÇÓ˚y!ç Îáö ˆ¢áy Ïï˛•z • ÏÓ ï˛áö ï˛y §•ç fl∫yû˛y!Óܲ ≤Ãîy°# Ïï˛ ˆ¢áy Ïöy í z!ã˛ï˛– !ܲv ÓyÇ°yû˛y£ÏyÓ˚

ˆÎy Ïà •zÇÓ˚y!ç ˆ¢áyÓyÓ˚ í z õ ÏÎyà# Ó•z ï˛áö !åÈ°öy– ~çöƒ !ï˛!ö ≤ÃÌü •zÇÓ˚y!ç !¢«˛yÌ≈# ÏòÓ˚ çöƒ ˆÓ¢ ܲ ÏÎ˚ܲ!ê˛

˛õyë˛ƒ˛õ%hflÏܲ Ó˚ã˛öy ܲ ÏÓ˚!åÈ Ï°ö– ˆÎüö •zÇ ÏÓ˚!ç ˆ§y˛õyö Sˆüyê˛ ò%•z á[˛Vñ •zÇ ÏÓ˚!ç ◊&!ï˛ !¢«˛y– •zÇ ÏÓ˚!ç ˆ§y˛õyö ≤ÃÌ Ïü

ˆÓy°˛õ%Ó Ó ·˛ã˛Î≈ƒy◊ ÏüÓ çöƒ Ó!ã˛ï˛ • Ï°Ä ~•z Ó•z~Ó §yú˛°ƒ ˆò Ïá ÓÓ#wöyÌ ˛õÓÓï≈ #ܲy Ï° ~•z Ó•z xöƒyöƒ !Óòƒy° ÏÎÄ

˛õí ¸y Ïöy ˆ•yܲÈÙÙÙÈ~Ó˚*˛õ •zFåÈy ≤Ãܲy¢ ܲ ÏÓ˚ö–

≤Ãyã˛#ö û˛yÓ˚ Ïï˛Ó˚ !¢«˛yòyö ˛õk˛!ï˛ Ó˚Ó#wöyÌ Ïܲ xï˛ƒhsˇ xyÜ, ‹T ܲÓ˚ï˛– !ï˛!ö ü Ïö ܲ ÏÓ˚ ÏåÈöñ !ã˛Ó˚!òö ˆÎö í zòyÓ˚ !ÓŸª

≤ÃÜ, !ï˛Ó˚ â!ö¤˛ §ÇflÀ ÏÓ ˆÌ Ïܲ•z û˛yÓ˚ï˛Ó Ï£Ï≈Ó˚ üö à Ïí ¸ í z Ïë˛ ÏåÈ– çà Ïï˛Ó˚ çí ¸ÈÙÈí z!qò ˆã˛ï˛ ÏöÓ˚ § ÏD !ö Ïç Ïܲ ~ܲyhsˇû˛y ÏÓ

ÓƒyÆ Ü˛ ÏÓ ˆòÄÎy û˛yÓï˛Ó Ï£Ï≈Ó fl∫û˛yÓ!§k˛ • ÏÎ ÏåÈ–8 ÓÓ#wöyÌ !° Ïá ÏåÈöÈÙÙÙÈÚÚüö Îáö Óy!í˛ Ïï˛ Ìy Ïܲ ï˛áö ï˛y•yÓ ã˛y!Ó!ò Ïܲ

~ܲê˛y Ó,•Í xÓܲy¢ Ìyܲy ã˛y•z– !ÓŸª≤ÃÜ, !ï˛Ó˚ ü Ïôƒ ˆ§•z xÓܲy¢ !Ó¢y°û˛y ÏÓ !Ó!ã˛eû˛y ÏÓ §%®Ó˚û˛y ÏÓ !ÓÓ˚yçüyö– ˆÜ˛y Ïöy

ü Ïï˛ §y Ïí ¸ öÎ˚ê˛yÈÙÈò¢ê˛yÓ˚ ü Ïôƒ ï˛yí ¸yï˛y!í ¸ xß !à!°Î˚y !Óòƒy!¢«˛yÓ˚ •!Ó˚îÓy!í ¸Ó˚ ü Ïôƒ •y!çÓ˚y !òÎ˚y ܲá Ïöy•z ˆåÈ Ï° ÏòÓ˚

≤ÃÜ, !ï˛ §%fliû˛y ÏÓ !Óܲy¢°yû˛ ܲ!Ó˚ Ïï˛ ˛õy ÏÓ˚ öy– !¢«˛y Ïܲ ˆòÎ˚y° !òÎ˚y !â!Ó˚Î˚yñ ˆàê˛ !òÎ˚y Ó˚&k˛ ܲ!Ó˚Î˚yñ òy ÏÓ˚yÎ˚yö !òÎ˚y

˛õy•yÓ˚y Ó§y•zÎ˚y ¢y!hflÏ myÓ˚y ܲ^ˇê˛!Ü˛ï˛ Ü˛!Ó˚Î˚yñ â^ˇê˛y myÓ˚y ï˛yí ¸y !òÎ˚y üyöÓç#Ó ÏöÓ˚ xyÓ˚ ÏΩ˛ ~ !ܲ !öÓ˚yö Ï®Ó˚ §,!‹T ܲÓ˚y

••zÎ˚y ÏåÈ–ÛÛ9

ï˛y•z Ó˚Ó#wöyÌ ü Ïö ܲ ÏÓ˚!åÈ Ï°ö !¢«˛yÓ˚ çöƒ =Ó˚&à,• Ä ï˛ Ï õyÓ ÏöÓ˚ ≤à ÏÎ˚yçö#Î˚ï˛y xy ÏåÈ– =Ó˚&à,• ܲáö•z ˆÎö ~ܲ

Residential boarding ~Ó˚ ˆã˛•yÓ˚y öy ˆöÎ˚ ÓÓ˚Ç xyÓy!§Ü˛ !Óòƒy°Î˚!ê˛ • ÏÓ xy◊!üܲ Óy ã˛ï% ‹õyë˛#Ó˚ üï˛ ˆÎáy Ïö

˛õ%Ñ!ÌÓ˚ ˛õí ¸yê˛y•z Óí ¸ ܲÌy öÎ˚ !ܲv ã˛yÓ˚!ò Ïܲ ~ܲê˛y xôƒÎ˚öÈÙÈxôƒy˛õöyÓ˚ •yÄÎ˚y Ó•z ÏÓÈÙÙÙÈ=Ó˚& !ö ÏçÄ ˛õí ¸y !ö ÏÎ˚ ÓƒhflÏ

Ìyܲ ÏÓö xyÓ˚ ç#ÓöÎyey • ÏÓ §yòy!§ Ïô– ç#ÓöÎyey §•ç §Ó˚° •ÄÎ˚yê˛y á%Ó çÓ˚&Ó˚# ܲyÓ˚î ç#Ó ÏöÓ˚ xyÓ˚Ω˛Ü˛y Ï°

!ÓÜ, !ï˛Ó˚ §ühflÏ Ü, !eü ܲyÓ˚î ˆÌ Ïܲ fl∫û˛yÓ Ïܲ ≤ÃÜ, !ï˛fli Ó˚yáy òÓ˚ܲyÓ˚– ö#!ï˛˛õyë˛ !¢«˛y ˆòÄÎ˚yÓ˚ çöƒ ö#!ï˛!¢«˛yÓ˚ û˛yÓ˚#

û˛yÓ˚# Ó•z ï˛ï˛ §•yÎ˚ܲ öÎ˚ Îï˛ê˛y §yôyÓ˚î ç#ÓöÎy˛õ ÏöÓ˚ xû˛ƒy§ ˆÌ Ïܲ•z ï˛y àë˛ö • Ïï˛ ˛õy ÏÓ˚– ˆÜ˛Ó° K˛yöàû≈ í z õ Ïò¢

•Î˚ !¢÷ ÏòÓ˚ üyÌyÓ˚ í z õÓ˚ !ò ÏÎ˚ !í˛!ä ÏÎ˚ ã˛ Ï° Îy ÏÓ xÌÓy ï˛y Ïܲ xyâyï˛ Ü˛Ó˚ ÏÓÈÙÙÙÈ~ Ïï˛ ö#!ï˛ !¢«˛y ˆòÄÎ˚yÓ˚ ˆã˛‹TyÄ ÓƒÌ≈

• ÏÓ xyÓ˚ §üÎ˚Ä ö‹T • ÏÓ– ï˛yÓ˚ ˛õ!Ó˚Ó Ïï≈ xy◊üÈÙÈ!Óòƒy° ÏÎ˚ Ó ·˛ã˛Î≈ƒ ˛õy° ÏöÓ˚ myÓ˚y ˆåÈ Ï° ÏòÓ˚ !û˛ï˛ ÏÓ˚Ó˚ ¢!_´ Ïܲ çy!à ÏÎ˚

ˆï˛y°y §Ω˛Ó– ï˛y•z xyò¢≈ !Óòy°Î˚ Î!ò fliy˛õö ܲÓ˚ Ïï˛ •Î˚ ï˛ ÏÓ ï˛y ˆ°yܲy°Î˚ ˆÌ Ïܲ ò) ÏÓ˚ñ !öç≈ Ïöñ ü%_´ xyܲy¢ Ä í zòyÓ˚

≤Ãyhsˇ ÏÓ˚ àyåÈ˛õy°yÓ˚ ü Ïôƒ •ÄÎ˚y í z!ã˛ï˛–

Ó˚Ó#wöyÌ ˆÎ ≤Ãyã˛#ö û˛yÓ˚ï˛#Î˚ !¢«˛yò¢≈ Ïܲ ◊k˛y ܲÓ˚ Ïï˛ö ï˛y §• Ïç•z ˆÓyé˛y ÎyÎ˚– xyò¢≈ xy◊ü !Óòƒy° ÏÎ˚Ó˚ ã˛!Ó˚e ˆÜ˛üö

•ÄÎ˚y í z!ã˛ï˛ ˆ§ !Ó£Ï ÏÎ˚ !ï˛!ö ÚÚxy◊ ÏüÓ˚ Ó˚*˛õ Ä !Óܲy¢ÛÛ öyüܲ ≤ÃÓ Ï¶˛ !ÓhflÏy!Ó˚ï˛ xy Ï°yã˛öy ܲ ÏÓ˚ ÏåÈ–

xyd!öû≈ Ó˚ï˛y üyö% Ï£ÏÓ˚ ~ܲê˛y Óí ¸ =î xyÓ˚ ï˛yÓ˚ ˛õyë˛Ä ~•z åÈyeyÓfliyÎ˚ ÷Ó˚& •ÄÎ˚y í z!ã˛ï˛– !ï˛!ö ã˛y•z Ïï˛öñ xyò¢≈

!Óòƒy° ÏÎ˚ ú˛§ Ï°Ó˚ ç!ü Ìyܲ ÏÓ xyÓ˚ ˆ§áy Ïö åÈyeÓ˚yÄ ã˛y£ÏyÓy ÏòÓ˚ ܲy Ïç •yï˛ °yày ÏÓ– ˆ§áy Ïö ˆàyÓ˚& Ìyܲ ÏÓ xyÓ˚

åÈyeÓ˚y ˆàyÈÙÈ˛õy° Ïö xÇ¢ ˆö ÏÓ– ˆ°áy˛õí ¸yÓ˚ xÓ§ ÏÓ˚ åÈyeÓ˚y !öç •y Ïï˛ Óyày ÏöÓ˚ ܲyç ܲÓ˚ ÏÓÈÙÙÙÈày ÏåÈ ç° ˆò ÏÓ üy!ê˛

á%Ñí ¸ ÏÓ–10 ˆÜ˛Ó° ˛õ%Ñ!Ìàï˛ !Óòƒy öÎ˚ !ܲv Ó%!k˛Ó˚ !Óܲy Ï¢Ó˚ § ÏD § ÏD ¢Ó˚#Ó˚ àë˛öÄ ≤à ÏÎ˚yçö–

124

åÈyeÓy ˆÜ˛yÌyÎ Ó Ï§ ˛õí˛y Ï¢yöy Ü˛Ó ÏÓ ˆ§ !Ó£Ï ÏÎ ÓÓ#wöyÌ ü Ïö ܲ ÏÓ ÏåÈö ˆÎ xöÜ) ° }ï% Ïï˛ ï˛yÓy åÈyÎyüÎ ày ÏåÈÓ ö# Ïã˛

Ó Ï§ Üœ y§ ܲÓ˚ ÏÓ– !¢«˛yÓ˚ !ܲå%È xÇ¢ ï˛yÓ˚y xôƒy˛õ ÏܲÓ˚ § ÏD ï˛Ó˚& Ï◊î#Ó˚ ü Ïôƒ ˆÓí ¸y Ïï˛ ˆÓí ¸y Ïï˛ §üyôy ܲÓ˚ ÏÓñ §¶˛ƒyÓ˚

xÓܲy Ï¢ ï˛yÓ˚y ö«˛eã˛ã≈ yñ §D#ï˛ã˛ã≈ y ܲÓ˚ ÏÓÈÙÙÙÈ˛õ%Ó˚yîܲÌy Óy •z!ï˛•y§ ÷ö ÏÓ–11 x˛õÓ˚yô ܲÓ˚ Ï° åÈye ÏòÓ˚ ¢y!hsˇ!Óôy ÏöÓ˚

˛õ!Ó˚Ó Ïï≈ !ï˛!ö ≤ÃyÎ˚!ÿ˛_ ˛õy° ÏöÓ˚ ܲÌy Ó Ï° ÏåÈö– ¢y!hflÏ Ä ≤ÃyÎ˚!ÿ˛ Ï_Ó˚ ü Ïôƒ ü)°àï˛ ˛õyÌ≈ܲƒ xy ÏåÈ– ¢y!hflÏ ˆö Ïü xy ϧ

Óy•z ÏÓ˚Ó˚ ˆÌ Ïܲ !ܲv ≤ÃyÎ˚!ÿ˛ Ï_Ó˚ ˆÓyô çy Ïà !ö ÏçÓ˚ xhsˇ ÏÓ˚Ó˚ ˆÌ Ïܲ– Ó˚Ó#wöy ÏÌÓ˚ ü Ïï˛ ò[˛ fl∫#ܲyÓ˚ ܲÓ˚y !ö ÏçÓ˚•z

ܲï≈ Óƒ ~ÓÇ ï˛y öy ܲÓ˚ Ï° ˆÎ @’y!ö Ïüyã˛ö •Î˚ öy ~•z !¢«˛y Óy°ƒÜ˛y° ˆÌ Ïܲ•z •ÄÎ˚y í z!ã˛ï˛–12

ÚÚÓ˚y!¢Î˚yÓ˚ !ã˛!ë˛ÛÛ ˆï˛ Ó˚Ó#wöyÌ !° Ïá ÏåÈö ˆÎ Ó˚y!¢Î˚yÎ˚ ˛õy ÏÎ˚y!öÎ˚yÓ˚ ܲ!üí zö öy Ïü ˆÎ§Ó xy◊ü fliy!˛õï˛ • ÏÎ˚ ÏåÈ ï˛y

x Ïöܲê˛y ¢y!hsˇ!ö ÏÜ˛ï˛ ÏöÓ˚ üï˛ÈÙÙÙȈ§áyöܲyÓ˚ åÈyeåÈye#Ó˚y ¢y!hsˇ!ö ÏÜ˛ï˛ ÏöÓ˚ xy◊ü!Óòƒy° ÏÎ˚Ó˚ Ó ï˛#Óy°Ü˛ñ Ó ï˛#Óy!°Ü˛y ÏòÓ˚

üï˛– ˆ§áy Ïö x˛õÓ˚y ÏôÓ˚ çöƒ ¢y!hflÏ ˆö•zÈÙÙÙȧÓy•z x˛õÓ˚y ÏôÓ˚ çöƒ !ö ÏçÓ˚y•z !ö Ïç Ïܲ ¢y!hflÏ ˆòÎ˚–13

!¢«˛y˛õk˛!ï˛Ó˚ ~ܲ!ò Ïܲ ˆÎüö åÈyeñ xy ÏÓ˚ܲ!ò Ïܲ ˆï˛üö !¢«˛Ü˛– !¢«˛yòyö Ïܲ ç#!Óܲyüye Ó˚* Ï õ !Óã˛yÓ˚ ܲ ÏÓ˚ !¢«˛Ü˛ï˛y

ܲÓ˚y Ïܲ Ó˚Ó#wöyÌ â,îy ܲ ÏÓ˚ ÏåÈö– !ï˛!ö ~ Ïܲ ÚÚ!¢«˛yÈÙÙÙȈòyܲyöòy!Ó˚ÛÛ Ó Ï° ÏåÈö–14 !¢«˛Ü˛ Ïܲ Ú=Ó˚&Û • Ïï˛ • ÏÓ– !ï˛!ö

ˆÓï˛ ÏöÓ˚ !Ó!öü ÏÎ˚ !Óòƒy !Óe´Î˚ ܲ ÏÓ˚•z òy!Î˚c §üy˛õö ܲÓ˚ ÏÓö öy–

˛õ!Ó˚Ó Ïï≈ !¢«˛y=Ó˚& åÈye Ïܲ ~üö Ó› òyö ܲÓ˚ ÏÓö Îy ˛õîƒoÓƒ öÎ˚ó Îy ü) Ï°ƒÓ˚ xï˛#ï˛– §%ï˛Ó˚yÇ åÈy ÏeÓ˚ ܲy ÏåÈ !ï˛!ö

¢y§ ÏöÓ˚ myÓ˚y öÎ˚ñ ô Ïü≈Ó˚ !Óôy Ïö fl∫û˛y ÏÓÓ˚ !öÎ˚ Ïü û˛!_´@ˇÃ• ÏîÓ˚ ˆÎyàƒ • ÏÎ˚ í zë˛ ÏÓö–15 ≤Ãyã˛#öܲy Ï° !¢«˛y !åÈ° =Ó˚&ü%á#

xÌ≈yÍ =Ó˚& ü% Ïá ü% Ïá åÈye Ïܲ !¢«˛y !ò Ïï˛öÈÙÙÙÈåÈye ï˛y áyï˛yÓ˚ ˛õyï˛yÎ˚ öÎ˚ñ ï˛yÓ˚ ü ÏöÓ˚ ü Ïôƒ !° Ïá Ó˚yáï˛– ˆ§•z ÓƒÓfliy

ܲyÎ≈ƒÜ˛Ó˚ ܲÓ˚y öy ˆà Ï°Ä Ó˚Ó#wöyÌ åÈye ÏòÓ˚ Ó•z ˛õí ¸yÓ˚ xy!ï˛¢Îƒ ˆÌ Ïܲ Ó˚«˛y ܲÓ˚ Ïï˛ ˆã˛ ÏÎ˚ ÏåÈö– ï˛y ÏòÓ˚ ÎÌy§Ω˛Ó ˛õ%Ñ!ÌÓ˚

xye´üî ˆÌ Ïܲ Ó˚«˛y ܲÓ˚ Ïï˛ • ÏÓ– ~Ó˚ çöƒ !ï˛!ö Ó Ï° ÏåÈöñ åÈye ÏòÓ˚ x ÏöƒÓ˚ Ó˚ã˛öy ˛õí ¸ Ïï˛ ˆòÄÎ˚yÓ˚ ˛õ!Ó˚Ó Ïï≈ ñ =Ó˚&Ó˚

ܲy ÏåÈ ˆ¢áy !Ó£ÏÎ˚!ê˛ !ò ÏÎ˚ ï˛yÓ˚y !ö ÏçÓ˚y•z @ˇÃsi Ó˚ã˛öy ܲÓ˚ ÏÓÈÙÙÙÈ~•z fl∫Ó˚!ã˛ï˛ @ˇÃsi•z • ÏÓ ï˛y ÏòÓ˚ @ˇÃsi–16 ~üö • Ï° ï˛yÓ˚y ü Ïö

ܲÓ˚ ÏÓ öy ˆÎ Ó•z= Ï°y xyܲy¢ ˆÌ Ïܲ ˛õí ¸y ˆÓòÓyܲƒ– Ó•z= Ï°y !ܲ ܲ ÏÓ˚ ˜ï˛Ó˚# • Ïï˛ Ìy Ïܲ ï˛y ≤ÃÌü ˆÌ Ïܲ•z x Ï“ x Ï“

e´ Ïü e´ Ïü ï˛yÓ˚y !ö Ïç ÏòÓ˚ ü ÏöÓ˚ ü Ïôƒ xö%û˛Ó ܲÓ˚ Ïï˛ Ìyܲ ÏÓ– ï˛áö ï˛yÓ˚y Ó•z ~Ó˚ ÎÌyÌ≈ ú˛° °yû˛ ܲÓ˚ ÏÓ xÌã˛ Ó•z

˛õí ¸yÓ˚ x¶˛¢y§ö ˆÌ Ïܲ ü%!_´°yû˛ ܲÓ˚ ÏÓ– ~Ó˚ ú˛ Ï° Óy°Ü˛ x“ ˆÎê% Ü% !¢á ÏÓñ ï˛Í«˛îyÍ ï˛y ≤à ÏÎ˚yà ܲÓ˚ Ïï˛ !¢á ÏÓ–

!¢÷Ó˚ üö x“ ˆÎê% Ü% !¢«˛yÓ˚ í z õÓ˚ ܲï,≈ c ܲÓ˚ Ïï˛ ˛õy ÏÓ˚ÈÙÙÙÈx“ • Ï°Ä ˆ§ê˛y•z xy§° !¢«˛y–

Óy°ƒÜ˛y Ï° ˆÎ !¢«˛y°yû˛ ܲÓ˚y ÎyÎ˚ñ ï˛y•z û˛!Ó£ÏƒÍ ç#Ó ÏöÓ˚ !¢«˛yÓ˚ !û˛!_ ˜ï˛Ó˚# ܲ ÏÓ˚– ˆ§ !û˛ï˛!ê˛ Î!ò üçÓ%ï˛ •Î˚ñ ï˛ ÏÓ

û˛!ӣσ Ïï˛Ó˚ •züyÓ˚ï˛!ê˛ §%à!ë˛ï˛ • ÏÓ– ≤Ãã˛!°ï˛ !¢«˛yÓƒÓfliyÎ˚ !¢«˛yÓ˚ ò%!Ó≈£Ï• í zͲõ#í ¸ö §•ƒ ܲ ÏÓ˚ ¢y§ Ïöñ ï˛yí ¸ Ïö ˆÜ˛yˆÏöy

!¢÷ ˆÎ !¢«˛y°yû˛ ܲ ÏÓ˚ ï˛y Ïï˛ °y Ïû˛Ó˚ ˆã˛ ÏÎ˚ ˆ°yܲ§y ÏöÓ˚ ˛õ!Ó˚üyî•z ˆÓ¢# Ìy Ïܲ– Ó˚Ó#wöyÌ ïÑ yÓ˚ !Ó!û˛ß Ó˚ã˛öyÎ˚ ˆ§•z

Ü, !eü ˆ°áy˛õí ¸y Îy !¢÷ Ïܲ ˆ˛õ£Ïî ܲ ÏÓ˚ñ ï˛yÓ˚ !ÓÓ˚& Ïk˛ ܲ°ü ô ÏÓ˚ ÏåÈö– !ï˛!ö ≤Ã!ï˛¤˛y ܲ ÏÓ˚!åÈ Ï°ö ïÑ yÓ˚ xyò¢≈ !Óòƒy°Î˚

Îy ˆ§Ü˛y° ˆÌ Ïܲ xyç ˛õÎ≈hsˇ xyüy ÏòÓ˚ àÓ≈–

ï˛Ìƒ§)e ≠

1. Ú!ÓŸªû˛yÓ˚ï˛#Ûñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ ã˛ï% j≈¢ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 256–

2. ÚˆåÈ Ï° ÏÓ°yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ e ÏÎ˚yò¢ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 737–

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3. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 565–

4. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 596–

5. ÚåÈyeÓ,!_Ó˚ ˛õyë˛ƒ˛õ%hflÏܲÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ §Æò¢ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 344–

6. Úç#Óöflø,!ï˛Ûñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ öÓü á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 432–

7. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ ˆ£Ïyí ¸¢ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 343–

8. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 580–

9. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 581–

10. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 582–

11. ï˛ ÏòÓñ ˛õ,. 582–

11. ï˛ ÏòÓñ ˛õ,. 582–

13. ÚÓ˚y!¢Î˚yÓ˚ !ã˛!ë˛Ûñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ ò¢ü á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 572–

14. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 583–

15. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 584–

16. Ú!¢«˛yÛñ Ó˚Ó#wÓ˚ã˛öyÓ°#ñ £Ï¤˛ á[˛ñ !ÓŸªû˛yÓ˚ï˛#ñ 1417ñ ˛õ,. 600–

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ü)°ƒ ÏÓyô ≠ ÓÓ#wÈÙȧüyçò¢≈ ÏöÓ ˆ≤Ã!«˛ Ïï˛

!ü!•Ó˚ öflÒÓ˚

§•ÈÙÈxôƒy˛õܲñ Ó˚y‹T…!ÓK˛yö !Óû˛yà

mihirnaskar@gmail.com

ü)°ƒ ÏÓyô Ó° Ïï˛ ˆÓyé˛yÎ˚ üyö% Ï£ÏÓ˚ xhsˇ!ö≈!•ï˛ =îyÓ°# Îy üyö%£Ï Ïܲ ˛õyÓ˚flõ!Ó˚ܲ §¡õ ÏÜ≈ Ó˚ Ó¶˛ Ïö xyÓ∏˛ • Ïï˛ !¢«˛y ˆòÎ˚ñ

Îy xy•z ÏöÓ˚ !öÎ˚sf ÏîÓ˚ Óy•z ÏÓ˚ ~ÓÇ ÎyÓ˚ xÓfliyö ö#!ï˛ ÏÓy ÏôÓ˚ í z Ïk≈ – Ó˚Ó#wöy ÏÌÓ˚ ü Ïï˛ñ ÚÚü)°ƒ ÏÓyô •° Óƒ!_´Ó˚ Óƒ!_´c

!Óܲy Ï¢Ó˚ xhsˇ!ö≈!•ï˛ =î Óy §ï˛ƒ Îy Óƒ!_´§_y Ïܲ ü•yüyö ÏÓÓ˚ §_yÎ˚ ˛õ!Ó˚îï˛ Ü˛ ÏÓ˚– Ó‡ Î% ÏàÓ˚ Ó‡ ˆÜ˛y!ê˛ ˆ°y ÏܲÓ˚ ˆò•

!ü!° ÏÎ˚ üyö% Ï£ÏÓ˚ §_y– ˆ§•z Ó,•Í §_yÓ˚ § ÏD ˆÎ ˛õ!Ó˚üy Ïî §yüO§ƒ â Ïê˛ Óƒ!_´àï˛ üyö%£Ï ˆ§•z ˛õ!Ó˚üy Ïî ÎÌyÌ≈ üyö%£Ï

• ÏÎ˚ Ä Ïë˛ ˆ§•z §_y Ïܲ öyü ˆòÄÎ˚y ˆÎ Ïï˛ ˛õy ÏÓ˚ ü•yüyöÓ–ÛÛ1

§üyç!û˛!_ܲ ü)°ƒ ÏÓyô xÓ«˛ ÏÎ˚Ó˚ !ÓÓï≈ ö Ä Ó˚Ó#wöyÌ

üyöÓ §üy ÏçÓ ˙!ï˛•y!§Ü˛ !ÓÓï≈ ÏöÓ ôyÓyÎ ≤ÃÌüï˛ xy!òü §yüƒÓyò# §üy Ïç üyö%£Ï ˆày¤˛#Ók˛ û˛y ÏÓ Óy§ ܲÓï˛– ç#Ó ÏöÓ

!öÓ˚y˛õ_y Ä áyòƒ §Ç@ˇÃ Ï•Ó˚ ï˛y!à Ïò ˆÎÔÌ ç#Óö !åÈ° =Ó˚&c˛õ)î≈– §üy Ïç x§yüƒñ ˆ◊!î Ïû˛ò Óy ˆ◊!î Ï¢y£Ïî !åÈ° öy–

òy§ÈÙȧüyçÓƒÓfliyÎ˚ ˆòáy !ò° üyö!Óܲ §¡õ ÏÜ≈ Sòy§ÈÙÈüy!°Ü˛ Ä òy§V §ÇÜ˛ê˛– ˆÜ˛ööy Óƒ!_´àï˛ §¡õ!_ §,!‹T •°ñ

ˆ◊!î Ïû˛ò Ä ˆ◊!î Ï¢y£Ïî ˆòáy !ò°– ôöï˛y!sfܲ §üyçÓƒÓfliyÎ üyö!Óܲ ü)°ƒ ÏÓy ÏôÓ ã˛Óü §ÇÜ˛ê˛ ˆòáy ÎyΖ §üyçï˛y!sfܲ

§üyçÓƒÓfliy •° ôöï˛y!sfܲ §üyçÓƒÓfliy ˆÌ Ïܲ §yüƒÓyò# §üyçÓƒÓfliyÎ˚ í z_Ó˚ ÏîÓ˚ ~ܲ!ê˛ üôƒÓï≈ # ˛õÎ≈yÎ˚ !Ó Ï¢£Ï– ~•z

˛õÎ≈y ÏÎ˚ §Ó≈•yÓ˚y ˆ◊!îÓ˚ ~ܲöyÎ˚ܲc ≤Ã!ï˛!¤˛ï˛ •Î˚– Ó˚y‹T…«˛üï˛y §Ó≈•yÓ˚y ˆ◊!îÓ˚ òá Ï° Ìy Ïܲ– ï˛ ÏÓ ˆ◊!î §Çâ Ï£Ï≈Ó˚

˛õ!Ó˛õ)î≈ xÓ§yö â Ïê˛ öy– xyÓ §yüƒÓyò# §üyçÓƒÓfliyÎ ˆ◊!î Ïû˛ò Ä ˆ◊!î Ï¢y£Ïî öy Ìyܲ Ï°Ä üyö% Ï£ÏÓ Óƒ!_´c !Óܲy Ï¢Ó

§•yÎ˚ܲ !•§y ÏÓ Ú˛õ)î≈yD üyö%£ÏÛ Óy ‘Complete Man’ à Ïí ¸ ˆï˛y°yÓ˚ ˆ«˛ Ïe ÎÌyÌ≈ öÎ˚– xÌ≈yÍ xy!òü §yüƒÓyò#

§üyçÓƒÓfliyÓ˚ ܲÌy Óyò !ò Ï°ñ §üyç !Óܲy Ï¢Ó˚ ˛õÓ˚Óï≈ # hflÏÓ˚ !•§y ÏÓ òy§ §üyç•z ˆ•yܲ Óy §yühsˇï˛y!sfܲ §üyçñ xyÓyÓ˚

§üyçï˛y!sfܲ §üyç Óy §yüƒÓyò# §üyçÈÙÙÙÈ§Ü˛° §üy Ïç•z ü)°ƒ ÏÓy ÏôÓ˚ xÓ«˛Î˚ • Ïï˛ • Ïï˛ ï˛y ≤ÃyÎ˚ ï˛°y!ö Ïï˛ ˆë˛ Ïܲ ÏåÈ–

xyÓ˚ Óï≈ üyö ˛õ%Ñ!çÓyò# §üyçÓƒÓfliyÎ˚ üyö!Óܲ ü)°ƒ ÏÓy ÏôÓ˚ §ÇÜ˛ê˛ Ú§üyçÈÙȧÇܲê˛Û • ÏÎ˚ òÑy!í ¸ ÏÎ˚ ÏåÈ ˆÜ˛ööy ~•z §üy Ïç

üyö% Ï£ÏÓ˚ ˛õ!Ó˚ã˛Î˚ òÑyí ¸yÎ˚ ÈÙÈ ï˛yÓ˚ !¢«˛y öÎ˚ñ ï˛yÓ˚ ˆüôy öÎ˚ñ ï˛yÓ˚ ≤Ã!ï˛û˛y öÎ˚ñ ï˛yÓ˚ üyö!Óܲ =îyÓ°# öÎ˚ñ ÓÓ˚Ç ~§ ÏÓÓ˚

!Ó˛õÓ˚# Ïï˛ ï˛yÓ˚ Ü˛ï˛ xÌ≈ xy ÏåÈ– xÌ≈yÍ ~ܲ!ê˛ üye !Óã˛y ÏÓ˚Ó˚ üyöò[˛ !•§y ÏÓ xÌ≈ üyö% Ï£ÏÓ˚ ö#!ï˛ ÏÓyôñ ˆ§Ô®Î≈ ÏÓyôñ

ü)°ƒ ÏÓyôñ ˙!ï˛•ƒ ÏÓyô ÈÙÈ §Ó !ܲå%È Ïܲ =Ñ!í ¸ ÏÎ˚ !ò ÏFåÈ– •z!ï˛•y ϧ Ó% Ïç≈yÎ˚y ÏòÓ˚ xy!Óû≈ y ÏÓÓ˚ ˛õ) ÏÓ≈ §üy Ïç üyö!Óܲ ü)°ƒ ÏÓyô

•y!öÓ˚ û˛Î˚yÓ• Ó˚*˛õ ˆòáy ÎyÎ˚!ö– Ó˚Ó#wöy ÏÌÓ˚ ܲÌyÎ˚ñ ÚÚü%öyú˛yÓ˚ ˆ°y Ïû˛ñ «˛üï˛yÓ˚ xï˛ƒyܲyCyÎ˚ñ üyö% Ï£ÏÓ˚ §ï˛ƒ xyç §Ó≈e

ˆÎüö xyFåÈß • ÏÎ˚ ÏåÈñ ~üö xyÓ˚ ܲáö•z •Î˚ !ö–ÛÛ2

ܲy°≈ üyÜ≈ § üyö% Ï£ÏÓ˚ §Ó §ü§ƒy Ïܲ•z !Óã˛yÓ˚ ܲ ÏÓ˚ ÏåÈö •z!ï˛•y ϧÓ˚ xy Ï°y Ïܲñ !ï˛!ö ˆò!á ÏÎ˚ ÏåÈö ≤Ãyã˛#ö §üy Ïç üyö%£Ï Îáö

Ü, !£Ïܲy ÏÎ≈Ó˚ üyôƒ Ïü ç#Óö ôyÓ˚î ܲÓ˚ï˛ ï˛áö ç!ü !åÈ° §Ü˛ Ï°Ó˚ñ í zͲõyòö ܲyÎ≈ • Ïï˛y ˆày¤˛#Ók˛û˛y ÏÓñ ú˛§° !Ó!° • Ïï˛y

§üyö û˛y Ïà– üyÜ≈ § ~Ó˚ û˛y£ÏyÎ˚ ÚÚ≤Ãyã˛#ö ÏòÓ˚ ü Ïôƒ xyüÓ˚y ~ܲÓyÓ˚Ä ~ ≤ß¿ í zay!˛õï˛ • Ïï˛ ˆò!áöy ˆÎñ û) ÈÙȧ¡õ!_ ˆÜ˛yö

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Ó˚*˛õê˛y @ˇÃ•î ܲÓ˚ Ï° §Ó Ïã˛ ÏÎ˚ ˆÓ!¢ ôö §,!‹T • ÏÓ– ôö ï˛áöÄ í zͲõyò ÏöÓ˚ í z Ïj¢ƒ !•§y ÏÓ xy!Óû)≈ ï˛ •Î˚!ö– ï˛áö §Ó

!ã˛hsˇy !ö ÏÎ˚y!çï˛ !åÈ° ~•z ≤à ϟ¿ ˆÎñ §¡õ!_Ó˚ ˆÜ˛yö Ó˚*˛õ @ˇÃ•î ܲÓ˚ Ï° ˆ◊¤˛ öyà!Ó˚ܲ §,!‹T • ÏÓ–ÛÛ3

Ó˚Ó#wöyÌ É ˛õ%Ñ!çÓyò# §üyç Ä ü)°ƒ ÏÓyô

üyö!Óܲ ü)°ƒ ÏÓyô ܲ°ƒyîü)°Ü˛ §üyçàë˛ ÏöÓ ~ܲܲ ÈÙÈ ~ܲÌy §ï˛Ü≈ ܲ ÏÓ !ò ÏÎ ÓÓ#wöyÌ ˛õ%Ñ!çÓyò# §üy Ïç üyöÓÈÙÈü)°ƒ ÏÓy ÏôÓ

˛õòò!°ï˛ •ÄÎy Ïܲ xye´üî ܲ ÏÓ ÏåÈö– ÓÓ#wöy ÏÌÓ Ü˛ÌyÎ ÚÚ~áö ôö !ç!ö§ê˛y §üy ÏçÓ xöƒ §Ü˛° §¡õò Ïܲ•z åÈy!í˛ ÏÎ

!à ÏÎ˚ ~üö ~ܲê˛y !Ó˛õ%° x§yüƒ §,!‹T ܲÓ˚ ÏåÈ Îy Ïï˛ §üy ÏçÓ˚ ≤Ãyî ˛õ#!í ¸ï˛ñ üyöÓÈÙÈ≤ÃÜ, !ï˛ x!û˛û) ï˛ • ÏÎ˚ ˛õí ¸ ÏåÈ– ôö

xyç ˆÎö üyöÓÈÙÈ¢!_´Ó˚ §#üy °Aâö ܲ ÏÓ˚ òyöÓ¢!_´ • ÏÎ˚ òÑyí ¸y Ï°y– xyçܲy°Ü˛yÓ˚ !ò ÏöÓ˚ Ó˚y‹T…ö#!ï˛Ó˚ ü) Ï° Ó˚yç≤Ãï˛y Ï õÓ˚

ˆ°yû˛ ˆö•zñ ôö xç≈ ÏöÓ˚ çöƒ Óy!îçƒ !ÓhflÏy ÏÓ˚Ó˚ ˆ°yû˛ xy ÏåÈ– ~áöܲyÓ˚ §ühflÏ §û˛ƒï˛y•z ô ÏöÓ˚ ˛õÓ˚y!◊ï˛– ï˛y•z ÷ô%%

ô ÏöÓ xç≈ö öÎ ô ÏöÓ ˛õ)çy ≤ÃÓ° • ÏÎ í z Ïë˛ ÏåÈ– üyö%£Ï üyö% Ï£ÏÓ ~ï˛ Óí˛ ¢e& xyÓ ˆÜ˛yö !òö !åÈ° öy ܲyÓî ôö Ï°y Ïû˛Ó˚

ü Ïï˛y ~üö !ö¤% Ó˚ ~ÓÇ xöƒyÎ˚ õÓ˚yÎ˚î ≤ÃÓ,!_ xyÓ˚ ˆö•z–ÛÛ4

xÌ≈§Ó≈fl∫ ˆ¢y£Ïî!û˛!_ܲ ˛õ%Ñ!çÓyò# §üyçÓƒÓfliyÎ˚ !ܲû˛y ÏÓ üyö!Óܲ ü)°ƒ ÏÓy ÏôÓ˚ ã˛Ó˚ü xÓ«˛Î˚ â Ïê˛ ÏåÈñ Ó˚Ó#wöyÌ ïÑ yÓ˚

Úˆòöy˛õyÄöyÛñ Úx˛õ!Ó˚!ã˛ï˛yÛñ Ú˜•ühsˇ#Û Óy ÚÎ ÏK˛Ÿª ÏÓ˚Ó˚ ÎK˛Û ≤Ãû, !ï˛ à Ï“ ˆò!á ÏÎ˚ ÏåÈö– Úˆòöy˛õyÄöyÛ Ä Ú˜•ühsˇ#Û à Ï“

xyüÓ˚y ˆò Ïá!åÈ Ü˛öƒy˛õ Ï«˛Ó˚ x˛õüy!öï˛ •ÄÎ˚yÓ˚ ü)° ܲyÓ˚î !åÈ° xÌ≈– xy!Ì≈ܲ ܲyÓ˚ Ïî•z ܲöƒy Ä !˛õï˛yÓ˚ í z õ ÏÓ˚ ˆö Ïü

~ ϧ!åÈ° !ö¤% Ó˚ !öÎ≈yï˛ö– ü)°ƒ ÏÓy ÏôÓ˚ ã˛Ó˚ü xÓ«˛Î˚ üy˛õ Ïï˛ Ó˚Ó#wöy ÏÌÓ˚ ÓƒÓ•yÓ˚ ܲÓ˚y ÚÓy˛õ Î!ò ˛õ%Ó˚y òyü !ò Ïï˛y ˆï˛y

ˆü ÏÎ˚ ˛õ%Ó˚y Îb ˛õy•zï˛Ûñ Ú!˛õï˛yÓ˚ x!ôܲyÓ˚ ˛õ ÏîÓ˚ ê˛yܲyÓ˚ ˛õ!Ó˚Ó Ïï≈ Ó¶˛Ü˛ Ó˚yáyÛñ Úxy!ü !ܲ ˆÜ˛Ó° ~ܲê˛y ê˛yܲyÓ˚ Ì!°

Îï˛«˛î ê˛yܲy xy ÏåÈ ï˛ï˛«˛î xyüyÓ òyüÛñ Ú~Óy ÏÓ !Ó¢ •yçyÓ ê˛yܲy ˛õî •y Ïï˛ •y Ïï˛ xyòyÎÛ ≤Ãû, !ï˛ ÓƒÓ§y!Îܲ ˆ°ö Ïò ÏöÓ

û˛y£Ïy•z Î ÏÌ‹T– xyÓ˚ ÚÎ ÏK˛Ÿª ÏÓ˚Ó˚ ÎK˛ÛÈÙÈˆï˛ Ó˚Ó#wöyÌ ˆòáy ÏFåÈö ôö#Ó˚y ˆÎ ò!Ó˚o ÏòÓ˚ ÷ô% xÌ≈ Ïö!ï˛Ü˛ ܲyÓ˚ Ïî !öÎ≈yï˛ö

ܲ ÏÓ˚ ï˛y öÎ˚– ôö# ÏòÓ˚ xhsˇ ÏÓ˚ §Ó §üÎ˚ °%E˛y!Î˚ï˛ Ìy Ïܲ ò!Ó˚o ÏòÓ˚ !ö˛õ#í ¸ö ܲÓ˚yÓ˚ ~ܲ !ÓÜ, ï˛ °y°§yñ ~ܲ í z@ˇÃ

§ƒy!í˛çü– xÌ≈yÍ xÌ≈ÈÙȧÓ≈fl∫ §üy ÏçÓ˚ ü Ïôƒ à Ïí ¸ Äë˛y !ÓÜ, ï˛ ü)° ÏÓyô–

xÌ≈ !û˛!_ܲ §üy Ïç xÌ≈ Ï°yû˛ !ç!ö§ê˛y üyö% Ï£ÏÓ˚ üö Ïܲ ~üö û˛y ÏÓ xyFåÈß Ä ˆüy•@ˇÃhflÏ Ü˛ ÏÓ˚ ˆú˛ Ï° ˆÎñ üyö% Ï£ÏÓ˚ § ÏD

üyö% Ï£ÏÓ üyö!Óܲ §¡õÜ≈ =!° ܲ°%!£Ïï˛ • ÏÎ ÎyÎñ üyöÓ §üy ÏçÓ ˜ö!ï˛Ü˛ Ä üyö!Óܲ ç#Ó ÏöÓ ~ܲ §y!Ó≈ܲ xôɲõï˛ö â Ïê˛

ÈÙÈ ~Ó˚ܲü•z ü Ïö ܲÓ˚ Ïï˛ö Ó˚Ó#wöyÌ– Ó˚Ó#wöy ÏÌÓ˚ ܲÌyÎ˚ “What is becoming a constant source of disasterfor humanity is the incessant hypnotism of money and its secret action upon the mind, it hascarried to our society a distinct deviation from its moral orbit, its mental balance being upset

and its aspirations brought down to the dust.”5

!ܲv Ó˚Ó#wöyÌ §yühsˇï˛sf Ä ˛õ%Ñ!çÓy ÏòÓ˚ !Óܲ“ !•§y ÏÓ û˛!ӣσ Ïï˛ Ó˚y!¢Î˚yÎ˚ à Ïí ¸ Äë˛y §üyçï˛y!sfܲ §üyç Ïܲ üyö!Óܲ

ü)°ƒ ÏÓy ÏôÓ˚ ÎÌyÎÌ ≤Ãܲy¢ âê˛yÓ˚ !òܲ ˆÌ Ïܲ e&!ê˛•#ö Ó Ï° ü Ïö ܲ ÏÓ˚ö !ö– ˆ§ Ï«˛ Ïe Ó˚Ó#wöy ÏÌÓ˚ ü Ïï˛ñ ÚÚ~Ó˚ ü Ïôƒ ˆÎ

à°ò !ܲå%È•z ˆö•zñ ï˛y Ó!° ˆöñ =Ó˚&ï˛Ó˚ à°ò xy ÏåÈ– ˆ§ ç Ïöƒ ~ܲ!òö ~ ÏòÓ˚ !Ó˛õò âê˛ ÏÓ– §Ç Ï«˛ Ï õ ˆ§ à°ò • ÏFåÈñ

!¢«˛y!Ó!ô !ò ÏÎ˚ ~Ó˚y åÈÑyã˛ Óy!ö ÏÎ˚ ÏåÈ !ܲv åÈÑy Ïã˛ ì˛y°y üö%£Ïƒc ܲá Ïöy ˆêÑ Ïܲ öy ÈÙÈ §ç#Ó ü ÏöÓ˚ ï˛ Ï_¥Ó˚ § ÏD !Óòƒyï˛_¥ Î!ò

öy ˆü Ï° ï˛y• Ï° •Î˚ ~ܲ!òö åÈÑyã˛ • ÏÓ ˆú˛ Ï° ã% Ó˚üyÓ˚ñ öÎ˚ üyö% Ï£ÏÓ˚ üö Îy ÏÓ ü ÏÓ˚ xyí ¸‹T • ÏÎ˚ñ !ܲÇÓy ܲ Ï°Ó˚ ˛õ%ï% ° • ÏÎ˚

òÑyí ¸y ÏÓ–ÛÛ6

128

Ó˚Ó#wyö%§yÓ˚# §üyç Ä ü)°ƒ ÏÓyô

üyö% Ï£ÏÓ˚ Óƒ!_´c á![˛ï˛ñ xÓ Ï•!°ï˛ñ !Ó!FåÈß •ÄÎ˚yÓ˚ ܲyÓ˚ Ïî Ó˚Ó#wöyÌ ˛õ%Ñ!çÓyò# §û˛ƒï˛y Ïܲ ˆü Ïö !ö Ïï˛ ˛õy ÏÓ˚ö !ö–

xyÓyÓ •z!ï˛•y Ï§Ó í z ÏŒê˛y ˛õ ÏÌ ˆ•Ñ Ïê˛ ~ܲ Ü% §ÇflÒyÓyFåÈßñ ôü≈y¶˛ñ !ÓK˛yö ÈÙÈ ˆã˛ï˛öy•#öñ fli!ÓÓ §yühsˇï˛y!sfܲ §üy Ïç•z !ú˛ ÏÓ

ÎyÄÎ˚yÄ ïÑ yÓ˚ ü Ïï˛ xyô%!öܲ üyö% Ï£ÏÓ˚ ˛õ Ï«˛ x§Ω˛Ó !åÈ° ÈÙÈ ˆÜ˛ööy ˆ§•z ≤ß¿•#ö Ü) ˛õü[% ܲ Î)ÌÓk˛ §üy Ïç üyö% Ï£ÏÓ˚

Óƒ!_´c à!ë˛ï˛ •ÄÎ˚yÓ˚ ˛õ!Ó˚ ÏÓ¢•z ˆö•zñ ü)°ƒ ÏÓyô ˆï˛y ò)Ó˚ xhflÏ– ï˛y•z üyö!Óܲ ü)°ƒ ÏÓyô Ó˚!«˛ï˛ Ä ≤Ãܲy¢ ˆ˛õ Ïï˛ ˛õy ÏÓ˚

~üö §üyçÈÙȧû˛ƒï˛yÓ˚ ܲÌy Ó˚Ó#wöyÌ Ó Ï° ÏåÈöñ ˆÎ §üyç §û˛ƒï˛yÓ˚ !û˛!_ •° ÈÙÈ

ÚÚüyö% Ï£ÏÓ˚ ôü≈•z ~•z ˆÎñ ˆ§ x Ïö Ïܲ !ü Ï° ~ܲe Óy§ ܲÓ˚ Ïï˛ ã˛yÎ˚ñ ~ܲ°y üyö%£Ï ܲá Ïöy•z ˛õ)î≈üyö%£Ï • Ïï˛ ˛õy ÏÓ˚ öy–

x Ïö ÏܲÓ˚ ˆÎy Ïà ï˛ ÏÓ•z ˆ§ !ö Ïç Ïܲ ˆ£Ïy°y xyöy ˆ˛õ ÏÎ˚ Ìy Ïܲ– ò° ÏÓÑ Ïô Ìyܲyñ ò° ÏÓÑ Ïô ܲyç ܲÓ˚y üyö% Ï£ÏÓ˚ ôü≈ Ó Ï°•z

ˆ§•z ôü≈ §¡õ)î≈û˛y ÏÓ ˛õy°ö ܲÓ˚y Ïï˛•z üyö% Ï£ÏÓ˚ ܲ°ƒyîñ ï˛yÓ˚ í zß!ï˛– fl∫ô Ïü≈Ó˚ xyܲ£Ï≈ Ïî üyö%£Ï ~•z ˆÎ x Ïö Ïܲ ~ܲ • ÏÎ˚

Óy§ ܲ ÏÓ˚ñ ï˛yÓ˚•z = Ïî ≤à Ïï˛ƒÜ˛ üyö%£Ï Ó‡ üyö% Ï£ÏÓ˚ ¢!_´Ó˚ ú˛° °yû˛ ܲ ÏÓ˚ñ ~üö ~ܲ §û˛ƒï˛y ˆÎ xÓfliyÎ˚ üyö% Ï£ÏÓ˚ ~üö

~ܲ!ê˛ ˆÎy ÏàÓ˚ ˆ«˛e ˜ï˛!Ó˚ •Î˚ ˆÎáy Ïö ≤Ã!ï˛ üyö% Ï£ÏÓ˚ ¢!_´ §Ü˛° üyö%£Ï Ïܲ ¢!_´ ˆòÎ˚ ~ÓÇ §Ü˛° üyö% Ï£ÏÓ˚ ¢!_´ ≤Ã!ï˛

üyö%£Ï Ïܲ ¢!_´üyö ܲ ÏÓ˚ ˆï˛y Ï°– ~üö !¢«˛y!û˛!_ܲ §û˛ƒï˛y ˆÎáy Ïö üyö% Ï£ÏÓ˚ Óƒ!_´ ÏcÓ˚ §Ó≈ Ïï˛yü%á# !Óܲy¢ âê˛ ÏÓñ âê˛ ÏÓ

üyö% Ï£ÏÓ˚ §!e´Î˚ï˛yÓ˚ !Óܲy¢ñ xÌ≈yÍ ˆ§•z !¢«˛y ˆÎ !¢«˛y ≤ÃÜ, !ï˛Ó˚ §y!ß Ïôƒ üyö% Ï£ÏÓ˚ ü)°ƒ ÏÓyô=!° Ïܲ !Óܲ!¢ï˛ • Ïï˛

§y•y΃ ܲ ÏÓ˚–ÛÛ7

ï˛y•z ÓÓ#wöyÌ üyö!Óܲ ü)°ƒ ÏÓy ÏôÓ ã˛Óü xÓ«˛ ÏÎÓ ˛õ%Ñ!çÓyò# §üyç Ïܲ ˆÎüö ï˛#Ó  !ôE˛yÓ çy!ö ÏÎ ÏåÈö !ë˛Ü˛ ˆï˛üö û˛y ÏÓ

üyö!Óܲ ü)°ƒ ÏÓyô ≤Ãܲy Ï¢Ó˚ xö% õÎ%_´ §üyçï˛y!sfܲ §üyç Ïܲ Óç≈ö ܲÓ˚ Ïï˛ ˆã˛ ÏÎ˚ ÏåÈö– ü)°ƒ ÏÓyôç!öï˛ Ó˚Ó#wöy ÏÌÓ˚

ܲy!Cï˛ §üyç •Î˚ ~ܲ åÈ Ï®yüÎ˚ §üyç ˆÎáy Ïö üà ÏçÓ˚ § ÏD •y Ïï˛Ó˚ ˆÎyàñ !ã˛hsˇyÓ˚ § ÏD ܲ Ïü≈Ó˚ ˆÎyàñ ܲ Ïü≈Ó˚ § ÏD

•zFåÈyÓ˚ ˆÎyàñ flÀ‹TyÓ˚ § ÏD §,!‹TÓ˚ ˆÎyàñ Óƒ!_´Ó˚ § ÏD §üy ÏçÓ˚ ˆÎyà Ä ˛õ!Õ‘Ó˚ § ÏD ¢• ÏÓ˚Ó˚ ˆÎy ÏàÓ˚ ü Ïôƒ•z !ò ÏÎ˚

x˛õ§,ï˛ • ÏÓ xyç ÏܲÓ˚ åÈ®•#öñ §%Ó˚•#öñ !Ó!FåÈßï˛y!Üœ ‹T §û˛ƒï˛yÓ˚ §ÇÜ˛ê˛– ~Ó˚ ˆÎÈÙÈˆÜ˛yö ~ܲ!ê˛ !ò Ïܲ Î!ò x!ï˛!Ó˚_´

ˆéÑ yܲ ˛õ Ïí ¸ Óy ˆÜ˛yö ~ܲ!ê˛ !òܲ Î!ò xÓ Ï•!°ï˛ •Î˚ ï˛y• Ï°•z ˆòáy ˆò ÏÓ üyö% Ï£ÏÓ˚ ~ܲ ÏéÑ yܲy ≤ÃÓîï˛yñ ˆÎ ≤ÃÓîï˛y

§yüy!çܲ åÈ Ï®Ó˚ ï˛y° ˆÜ˛ Ïê˛ ˆò ÏÓ– Ó˚Ó#wöyÌ ˆã˛ ÏÎ˚!åÈ Ï°ö ~üö ~ܲ §üyç ˆÎáy Ïö ˛õ%Ñ!çÓyò# ˆ¢y£Ï ÏîÓ˚ ã˛y Ï õ ü%öyú˛yÓ˚

xyí ¸y Ï° üyö!Óܲ ü)°ƒ ÏÓy ÏôÓ˚ ˆçƒy!ï˛ü≈Î˚ §ï˛ƒ Ó˚y‡@ˇÃhflÏ • ÏÓ öyñ xyÓyÓ˚ §üyçï˛y!sfܲ xyü°yï˛ ÏsfÓ˚ òy˛õ Ïê˛ üyö% Ï£ÏÓ˚

ü)°ƒ ÏÓyô ܲ Ï°Ó˚ ˛õ%ï% Ï° ˛õ!Ó˚îï˛ • ÏÓ öy–

ï˛Ìƒ§)e ≠

1. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ ÚÓyÇ°y û˛y£Ïy ˛õ!Ó˚ã˛Î˚Ûñ !ÓŸªû˛yÓ˚ï˛#ñ 1961ñ ˛õ,¤˛y ÈÙÈ 13ÈÙÈ14

2. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ Ú˛õ!ÿ˛ü Îye#Ó˚ í˛yÎ˚y!Ó˚Ûñ !ÓŸªû˛yÓ˚ï˛#ñ 1987ñ ˛õ,¤˛y ÈÙÈ 123

3. ܲy°≈ üyÜ≈ § ‘Precapitalist Economy Formation’, London, 1964

4. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ Ú§üÓyÎ˚ö#!ï˛Ûñ ˛õ,¤˛y ÈÙÈ 28ÈÙÈ37

5. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ ‘Lectures and addresses’, Viswa Bharati, 1970, P-67

6. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ ÚÓ˚y!¢Î˚yÓ˚ !ã˛!ë˛Ûñ !ÓŸªû˛yÓ˚ï˛#ñ 1982ñ ˛õ,¤˛y ÈÙÈ 11ÈÙÈ12

7. Ó˚Ó#wöyÌ ë˛yÜ% Ó˚ñ Ú§üÓyÎ˚ö#!ï˛Ûñ !ÓŸªû˛yÓ˚ï˛#ñ 1983ñ ˛õ,¤˛y ÈÙÈ 27

129

í˛z˛õüy ܲy!°òy§§ƒ≠ ≤çD x!û˛K˛yöÈÙÈ¢Ü%˛hsˇ°ü

x!˛õ≈ï˛y öyÌ

§• xôƒy!˛õܲyñ §Çfl,Òï˛ !Óû˛yà

arpita.nath111@gmail.com

§Çfl,Òï˛ Ü˛yÓƒçà Ïï˛ Ü˛!Ó Ü˛y!°òy§ ≤Ãôyöï˛ü öyü– §Çfl,Òï˛ §y!•ï˛ƒ öyê˛Ü˛ñ ܲyÓƒñ § ÏÓ Ïï˛•z ïÑ yÓ˚ ˛õòã˛yÓ˚îy °«˛î#Î˚– ïÑ yÓ˚

Ó˚ã˛öy§Ω˛yˆÏÓ˚ !ï˛ö!ê˛ öyê˛Ü˛ñ ò%!ê˛ ü•yܲyÓƒñ ò%!ê˛ à#!ï˛Óyܲƒ !Óòƒüyö– ï˛ˆÏÓ Ü˛!Ó Ü˛y!°òyˆÏ§Ó˚ çö!≤ÃÎ˚ï˛yÓ˚ xöƒï˛ü ≤Ãôyö

ܲyÓ˚î ïÑ˛yÓ˚ ܲy°çÎ˚# §,!‹T Úx!û˛K˛yöÈÙÈ¢Ü%˛hsˇ°ü‰Ûñ öyê˛Ü˛!ê˛– ïÑ˛yÓ˚ áƒy!ï˛ §¡õˆÏÜ≈˛ Ó°y •Î˚ ÈÙÈ Úܲy!°òy§§ƒ

§Ó≈fl∫ü!û˛K˛yö¢Ü%˛hsˇ°ü‰Û– ܲ!Ó ïÑ˛yÓ˚ ܲ!Óc¢!_´Ó˚ myÓ˚y ܲy!•ö# !ÓöƒyˆÏ§Ó˚ §ˆÏD §ˆÏD ܲyÓƒàï˛ ˆ§Ô®Î≈ §yôö ܲˆÏÓ˚ ~ÓÇ

!Ó!Óô x°ÇܲyÓ˚ ≤ÈÏÎ˚yˆÏàÓ˚ üyôƒˆÏü öyê˛Ü˛!ê˛ˆÏܲ ܲy°çÎ˚# ܲˆÏÓ˚ ï%˛ˆÏ°ˆÏåÈö– ܲyˆÏÓƒ ˆ§Ô®Î≈!ÓôyˆÏöÓ˚ §yôö§ü)ˆÏ•Ó˚ üˆÏôƒ

xöƒï˛ü •° x°ÇܲyÓ˚≤ÈÏÎ˚yà– §Çfl,ÒˆÏï˛ Úx°ü‰Û ¢ˆÏ∑Ó˚ xÌ≈ û)˛£Ïî– xï˛~Ó x°ü‰ Óy û)˛£Ïî ܲÓ˚y •Î˚ ÎyÓ˚ myÓ˚y ï˛y•z

x°ÇܲyÓ˚– ≤Ãyã˛#ö xy°Çܲy!Ó˚ܲàî x°ÇܲyÓ˚ §¡∫ ϶˛ !ӈϢ£Ï xyˆÏ°yã˛öy ܲˆÏÓ˚ˆÏåÈö– ~ˆÏòÓ˚ üˆÏôƒ òu˛# Ä Óyüö ܲyˆÏÓƒ

ÓƒÓ•*ï˛ x°ÇܲyÓ !Ó£Ï ÏÎ !Ó Ï¢£Ï =Ó&c §•Ü˛y ÏÓ xy Ï°yã˛öy ܲ ÏÓ ÏåÈö– ò[˛# x°Çܲy ÏÓÓ §ÇK˛y !ò Ï°öÈÙÈ ÚܲyÓƒ Ï¢yû˛yܲÓyö‰

ôü≈yö‰ x°B˛yÓ˚yö‰ ≤Ãã˛«˛ Ïï˛Û–ÈÙÈܲyÓƒò¢≈ S2†1V–

xÌ≈yÍ ˆÎ §Ü˛° ôˆÏü≈Ó˚ myÓ˚y ܲyˆÏÓƒÓ˚ ˆ¢yû˛y çß√yÎ˚ñ ï˛yÓ˚y x°ÇܲyÓ˚ ӈϰ ܲ!Ìï˛ •Î˚– ~!ê˛ x°ÇܲyˆÏÓ˚Ó˚ §yüyöƒ °«˛î

ÎyÓ˚ myÓ˚y ܲyÓƒàï˛ ˆ§Ô®Î≈ Ïܲ ˆÓyé˛yÎ˚– ò[˛#Ó˚ üï˛yö%ÎyÎ˚# ܲyÓƒàï˛ =î=!°Ä ܲy ÏÓƒÓ˚ x°ÇܲyÓ˚– xyÓyÓ˚ xö%≤Ãy§ñ í z õüy

≤Ãû, !ï˛Ä ܲyÓƒÓ˚ !Ó Ï¢£Ï x°ÇܲyÓ˚– ܲyÓ˚î ~§Ü˛°•z ≤ÃÜ, ï˛˛õ Ï«˛ ܲyÓƒ ϧԮÎ≈!ÓôyÎ˚ܲ ôü≈–

x˛õÓ˚ xy°Çܲy!Ó˚ܲ xyã˛yÎ≈ Óyüö ~•z !ӣψÏÎ˚ xyˆÏ°yܲ˛õyï˛ Ü˛ˆÏÓ˚ˆÏåÈö ÚܲyÓƒy°ÇܲyÓ˚§)eÓ,!_Û @ˇÃˆÏsi ÈÙÈ Úˆ§Ô®Î≈ü°ÇܲyÓ˚ÉÛ

S1†1†2V– ïÑ yÓ üï˛yö%ÎyÎ# ܲy ÏÓƒÓ ˆ§Ô®Î≈•z x°ÇܲyÓ– Ó,!_ Ïï˛ §!ÓhflÏy ÏÓ Ó Ï° ÏåÈö ÈÙÈ Úx°ÇÜ, !ï˛Ó°ÇܲyÓÉÛ– ܲÓîÓ%ƒÍ˛õ_ƒy

˛õ%öÉ Ü˛y ÏÓƒÓ˚ ˆÎ ˆÜ˛yö ≤ÃܲyÓ˚ ˆ§Ô®Î≈!ÓôyÎ˚ܲ ôü≈ó !Ó Ï¢£Ïy ÏÌ≈ xö%≤Ãy§ñ í z õüy!ò ¢∑y°ÇܲyÓ˚ Ä xÌ≈y°ÇܲyÓ˚ ≤à ÏÎ˚y ÏàÓ˚

myÓ˚y !Ó Ï¢£Ï ˆ§Ô®Î≈– xÌ≈yÍ ïÑ yÓ˚ ü Ïï˛ í z õüy!ò x°ÇܲyÓ˚ ܲy ÏÓƒÓ˚ Ó!•Ó˚D ôü≈ñ ÈÙÈÚܲyÓƒ§ƒ ¢∑y ÏÌ≈Ô ¢Ó˚#Ó˚ü‰ñ Ó˚§y!òÿ˛ydyñ

=îy ˆ¢ÔÎ≈yòÎ˚ •zÓñ ˆòy£ÏyÉ Ü˛yîcy!òÓÍñ Ó˚#ï˛Î˚É xÓÎ˚Ó§Çfliyö!ӈϢ£ÏÓÍñ x°ÇܲyÓ˚yÿ˛ ܲê˛Ü˛Ü%˛[˛°y!òÓÍ–ÛÈÙȧy!•ï˛ƒò˛õ≈î

S1†2ÈÙÈÓ,!_V– x°ÇܲyÓ˚ §ÇK˛yÎ˚ !ï˛!ö Ó Ï° ÏåÈö ÈÙÈÚÓ˚§yò#ö‰ í z õÜ% Ó≈ ÏhsˇyÛ °B˛yÓ˚yÓ˚y xDòy!òÓÍÛ–ÈÙȧy!•ï˛ƒò˛õ≈î S10†1V–

xyÓyÓ˚ xyã˛yÎ≈ û˛yü• x°ÇܲyÓ˚ §¡∫ ϶˛ ӈϰˆÏåÈö ÈÙÈ

ÚÓ˚ õܲy!òÉ x°B˛yÓ˚hflϧƒy Ïöƒ Ó≈‡ Ïôy!òï˛É–

ö ܲyhsˇü!˛õ !öû)≈ £ÏÇ !Óû˛y!ï˛ Ó!öï˛yööü‰––Û Ü˛yÓƒy°B˛yÓ˚ S1†13V–

xÌ≈yÍ Ü˛yˆÏÓƒÓ˚ x°ÇܲyÓ˚ •° Ó˚*˛õܲy!ò– Ó!öï˛y Óy öyÓ˚#Ó˚ ü%á §%®Ó˚ •ˆÏ°Ä x°ÇܲyÓ˚•#ö ˆÎüö ˆ¢yû˛y ˛õyÎ˚öyñ

x°ÇܲyÓ˚!Ó•#ö ܲyÓƒÄ ˆï˛ü!ö ˆ§Ô®Î≈¢y°# •Î˚öy–

xï˛~Ó ~ܲÌy xöfl∫#ܲyÎ≈ ˆÎ ܲyˆÏÓƒÓ˚ ˆ§Ô®Î≈Ó,!k˛ˆÏï˛ í˛z˛õüy!ò x°ÇܲyˆÏÓ˚Ó˚ û)˛!üܲy ≤ÃyÎ˚ §ühflÏ xy°Çܲy!Ó˚ܲàî fl∫#ܲyÓ˚

ܲ ÏÓ˚ ÏåÈö– x°ÇܲyÓ˚¢y ÏflfÓ˚ ~•z Ó˚#!ï˛ xö%ÎyÎ˚# §Çfl,Òï˛ Ü˛y ÏÓƒñ öyê˛ Ïܲ x°ÇܲyÓ˚ ≤à ÏÎ˚yà Óy‡°ƒ ˛õ!Ó˚°!«˛ï˛ •Î˚–

130

˛õy!Ó˚û˛y!£Ïܲ x°ÇܲyÓ˚§ü)ˆÏ•Ó˚ üˆÏôƒ í˛z˛õüy°ÇܲyÓ˚ §Ü˛° x°ÇܲyˆÏÓ˚Ó˚ ≤Ãyîfl∫Ó˚*˛õ– xy°Çܲy!Ó˚ܲ xØÎ˚ò#!«˛ï˛ í˛z˛õüyˆÏܲ

ܲyÓƒÓ˚Dü ÏM˛È !Ó!ã˛e û) !üܲyÎ˚ xÓï˛#î≈ §•*ò ÏÎ˚Ó˚ !ã˛_!Ó Ïöyòöܲy!Ó˚î# ~ܲ öê˛# Ó Ï° ÏåÈö– ïÑ yÓ˚ û˛y£ÏyÎ˚ ÈÙÈ

Úí z õ Ïüܲy ˜¢°)£Ï# §¡±yÆy !ã˛eû) !üܲy Ïû˛òyÍ–

Ó˚OÎ˚!ï˛ Ü˛yÓƒÓ˚ ÏD ö,ï˛ƒhsˇ# ï˛!mòyÇ ˆã˛ï˛É––Û

So‹TÓƒ x°ÇܲyÓ˚!Ó!ã˛hsˇyó !Ó˛õòû˛Oö ˛õy°ó ˛õ,¤˛y 28V

xyã˛yÎ≈ !ÓŸªöyÌ ï˛y•z §yò,¢ƒü)°Ü˛ x°ÇܲyˆÏÓ˚Ó˚ xyˆÏ°yã˛öyÓ˚ ≤ÃyÓ˚ˆÏΩ˛•z í˛z˛õyüy°ÇܲyˆÏÓ˚Ó˚ °«˛î ≤Ãòyö˛õ)Ó≈ܲ ï˛yÓ˚ !ӈϟ’£Ïî

ܲ ÏÓ˚ ÏåÈöÈÙÈ Ú§yüƒÇ Óyã˛ƒü ÏÓôü≈ƒÇ Óy Ïܲƒ Ïܲƒ í z õüym ÏÎ˚yÉÛÈÙÈ §y!•ï˛ƒò˛õ≈î Sò¢üV–

xÌ≈yÍ !ÓÓ˚&k˛ôˆÏü≈Ó˚ í˛zˆÏÕ‘á öy ܲˆÏÓ˚ ~ܲ!ê˛ ÓyˆÏܲƒ ò%!ê˛ !Óçyï˛#Î˚ ˛õòyˆÏÌ≈Ó˚ Î!ò §yò,¢ƒˆÏܲ flõ‹TÓ˚*ˆÏ˛õ ≤Ã!ï˛˛õyòö ܲÓ˚y •Î˚

ï˛y• Ï° í z õüy°ÇܲyÓ˚ •Î˚–

í z õüyÓ˚ ã˛yÓ˚!ê˛ xD ÈÙÈ í z õ ÏüÎ˚ñ í z õüyöñ §yôyÓ˚îôü≈ñ §yò,¢ƒÓyã˛Ü˛¢∑– ~•z ã˛yÓ˚!ê˛ x ÏDÓ˚ ˆÎ ˆÜ˛y Ïöy ~ܲ!ê˛Ó˚ xö% õ!fli!ï˛Ó˚

!û˛!_ Ïï˛ í z õüy ˛õ) Ïî≈y˛õüy Ä °% ÏÆy˛õüy Ïû˛ Ïò ò%•z≤ÃܲyÓ˚– xyÓyÓ˚ §yò,¢ƒÓyã˛Ü˛ ¢ Ï∑Ó˚ ≤à ÏÎ˚y ÏàÓ˚ ï˛yÓ˚ï˛ Ïüƒ í z õüy Ïܲ xy ÏÓ˚y

ò%•zû˛y Ïà û˛yà ܲÓ˚y •Î˚ ÈÙȈ◊Ôï˛# Ä xyÌ≈#– xï˛É˛õÓ˚ ܲ!Ó !Î!ö ܲyÓƒñ öyê˛Ü˛ Ó˚ã˛öy ܲ ÏÓ˚öñ !ï˛!ö ïÑ yÓ˚ ܲyÓƒ ˆ§Ô®Î≈yÎ˚ ÏöÓ˚

çöƒ !Ó!Óô x°ÇܲyÓ˚ ≤ÈÏÎ˚yˆÏà §ˆÏã˛‹T ÌyˆÏܲö– ܲ!Ó Ü˛y!°òy§Ä ~•z ôyÓ˚yö%ÎyÎ˚# ïÑ˛yÓ˚ Ó˚ã˛öy§ü)ˆÏ• í˛z˛õüy§• öyöy!Óô

¢∑y°ÇܲyÓ˚ ~ÓÇ xÌ≈y°Çܲy ÏÓ˚Ó˚ ≤à ÏÎ˚yà ܲ ÏÓ˚ ÏåÈö– ÎyÓ˚ myÓ˚y ïÑ yÓ˚ fl∫yû˛y!Óܲ ˆ§Ô®Î≈¢y°# ܲyÓƒ x!ôܲï˛Ó˚ ˆ¢yû˛y!ï˛¢yÎ˚#

• ÏÎ ÏåÈ–

ܲy!°òy§ ïÑ˛yÓ˚ Úx!û˛K˛yö¢Ü%˛hsˇ°ü‰Û öyê˛ˆÏܲ !Ó!û˛ß¨ x°ÇܲyˆÏÓ˚Ó˚ ÓƒÓ•yÓ˚ ܲˆÏÓ˚ˆÏåÈö– !ܲv §ü@ˇÃ öyê˛ˆÏܲÓ˚ ≤ÈÏï˛ƒÜ˛ xˆÏB˛

í z õüy°Çܲy ÏÓ˚Ó˚ í z õ!fli!ï˛ Ó˚ ÏÎ˚ ÏåÈ ~ÓÇ ≤à ÏÎ˚yààï˛ ˆ§Ô®Î≈ xöƒyöƒ x°ÇܲyÓ˚ ≤à ÏÎ˚y ÏàÓ˚ ï% °öyÎ˚ x!ôܲï˛Ó˚ ˆ¢yû˛y¢y°#–

xy Ï°yã˛ƒ ≤ÃÓ Ï¶˛ ~•z öyê˛ Ïܲ ≤ÃÎ%_´ í z õüy°ÇܲyÓ˚Î%_´ ˆŸ’yܲ=!°Ó˚ ≤Ã!ï˛ xy Ï°yܲ˛õyï˛ Ü˛Ó˚y•z ü%რí z Ïj¢ƒ–

x!û˛K˛yö¢Ü%˛hsˇ°ü‰ öyê˛ˆÏܲÓ˚ xB˛yö%ÎyÎ˚# í˛z˛õüy≤ÈÏÎ˚yˆÏàÓ˚ ò,‹Tyhsˇ ≠ ~•z öyê˛ˆÏܲ §yï˛!ê˛ xB˛ !Óòƒüyö– ≤ÃÌüyB˛ ˆÌˆÏܲ

§ÆüyB˛ ˛õÎ≈hsˇ ܲy!°òy ϧÓ˚ í z õüy ≤à ÏÎ˚y ÏàÓ˚ !öò¢≈ö ÎÌy ÈÙÈ

≤ÃÌüyˆÏB˛ ÓƒÓ•*ï˛ í˛z˛õüy ≠ ~•z xˆÏB˛ ˆüyê˛ ˆŸ’yܲ§Çáƒy ~ܲ!e¢– ~áyˆÏö í˛z˛õüyÎ%_´ ˆŸ’yˆÏܲÓ˚ §Çáƒy ˛õÑyã˛!ê˛– ~åÈyí˛¸y

í˛z˛õüyàû≈˛ x°ÇܲyˆÏÓ˚Ó˚ ≤ÈÏÎ˚yà ˆòáy ÎyÎ˚ ˆÓ¢ ܲˆÏÎ˚ܲ!ê˛ ˆŸ’yˆÏܲ– í˛z˛õüy°ÇܲyÓ˚Î%_´ ˆŸ’yܲ=!° •° ÎÌye´ˆÏü 1†5ñ

1†10ñ 1†19ñ 1†29ñ 1†31 §ÇáƒÜ˛ ˆŸ’yܲ§ü)•–

öyê˛ ÏܲÓ˚ ≤ÃhflÏyÓöyÇ Ï¢ ≤ÃÌüy ÏB˛Ó˚ ˛õM Èü ÏŸ’y Ïܲ §)eôy ÏÓ˚Ó˚ xö% ÏÓ˚y Ïô öê˛# ï˛y Ïܲ àyö ˆ¢yöy Ï° ày ÏöÓ˚ ˛õÓ˚ §)eôyÓ˚ ày ÏöÓ˚

≤âǧy ܲ ÏÓ˚ Ó Ï° ÏåÈö ÈÙÈ

Úï˛Óy!flø à#ï˛Ó˚y Ïàî •y!Ó˚îy ≤çû˛Ç •*ï˛É–

~£Ï Ó˚y ÏçÓ ò%£ÏƒhsˇÉ §yÓ˚ ÏDöy!ï˛Ó˚Ç•§y––Û

xÌ≈yÍ ˆï˛yüyÓ §D#ï˛üyô% ÏÎ≈ xy!ü ~üöû˛y ÏÓ xyÜ, ‹T !åÈ°yü ˆÎüö ü,àÎyÓï˛ Óyçy ò%£Ïƒhsˇ •!Ó ÏîÓ myÓy xyÜ, ‹T • ÏÎ!åÈ Ï°ö–

~áy Ïö §)eôy ÏÓ˚Ó˚ xÓfliyÓ˚ §y ÏÌ ò%£Ïƒ ÏhsˇÓ˚ ï% °öyÎ˚ í z õüy°ÇܲyÓ˚ • ÏÎ˚ ÏåÈ–

131

~•z xˆÏB˛ !mï˛#Î˚ í˛z˛õüyÓ˚ ≤ÈÏÎ˚yà ˆòáy ÎyÎ˚ ò¢üˆÏŸ’yˆÏܲñ ˆÎáyˆÏö ü,àÎ˚yÓ˚ï˛ Ó˚yçy •!Ó˚î !¢Ü˛yÓ˚ ܲÓ˚ˆÏï˛ í˛zòƒï˛ •ˆÏ°

ܲ Ȫy◊ ÏüÓ ï˛˛õfl∫# ˜Óáyö§ !ö Ï£Ïô ܲ ÏÓ Ó° Ï°öÈÙÈ Úö á°% ö á°% ÓyîÉ §!߲õy Ïï˛ƒy Îü!fløö‰ ...Û •zï˛ƒy!ò– ~áy Ïö •!Óî!¢÷Ó

§yˆÏÌ ï%˛°yÓ˚y!¢Ó˚ ~ÓÇ Ó˚yçyÓ˚ ÓyˆÏîÓ˚ §yˆÏÌ x!@¿Ó˚ §yò,¢ƒ Óî≈öyÎ˚ í˛z˛õüy ≤ÃÎ%_´ •ˆÏÎ˚ˆÏåÈ– ~áyö •!Ó˚î!¢÷Ó˚ ¢yÓ˚#!Ó˚ܲ

ˆÜ˛yü°ï˛y•z ≤ÃôyöÓ˚* Ï õ Óî≈ö#Î˚ !Ó£ÏÎ˚–

ï, ï˛#Î˚ í z õüyÓ˚ ≤à ÏÎ˚yà ˆòáy ÎyÎ˚ |!ö¢ï˛ü ˆŸ’y Ïܲ ˆÎáy Ïö öy!Î˚ܲy ¢Ü% hsˇ°y Ïï˛ ˆò Ïá ü%?˛ Ó˚yçy ï˛yÓ˚ ¢yÓ˚#!Ó˚ܲ °yÓ ÏîƒÓ˚

Óƒyáƒy ܲ ÏÓ˚ ÏåÈö ÈÙÈ ÚxôÓ˚É !ܲ§°Î˚Ó˚yàÉ ˆÜ˛yü°!Óê˛˛õyö%ܲy!Ó˚ ÏîÔ Óy•) ...–Û •zï˛ƒy!ò ˆŸ’y Ïܲ ¢Ü% hsˇ°yÓ˚ xôÓ˚ Ïܲ !ܲ§°Î˚ñ ò%•z

Óy‡ Ïܲ ˆÜ˛yü°Ó,«˛¢yáy ~ÓÇ ˆò• ϧԮÎ≈ Ïܲ Ü% §% ÏüÓ˚ §y ÏÌ ï% °öy ܲÓ˚yÎ˚ í z õüy°ÇܲyÓ˚ • ÏÎ˚ ÏåÈ–

ã˛ï% Ì≈ í z õüyÎ%_´ ˆŸ’yܲ •° |ö!e¢ï˛ü ˆŸ’yܲñ ˆÎáy Ïö ˛õí ¸hsˇ !Óܲy Ï° xy◊ ÏüÓ˚ ≤ÃyÜ, !ï˛Ü˛ Óî≈öyÎ˚ í z õüyÓ˚ ÓƒÓ•yÓ˚ ܲÓ˚y

•ˆÏÎ˚ˆÏåÈ– ÈÙÈ

˛õM˛Èü í z õüyÓ˚ ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ ~•z x ÏB˛Ó˚ x!hsˇü ˆŸ’y Ïܲ xÌ≈yÍ ~ܲ!e¢ï˛ü ˆŸ’y Ïܲ ˆÎáy Ïö Ó˚yçy ò%£Ïƒhsˇ xy◊ü ˆÌ Ïܲ

!ú˛ ÏÓ˚ Îy ÏFåÈö– !ܲv ¢Ü% hsˇ°yÓ˚ ≤Ã!ï˛ x!û˛!ö!Ó‹T ïÑ yÓ˚ üö !ܲå%È Ïï˛•z xy◊ü ï˛ƒyà ܲ ÏÓ˚ xy§ Ïï˛ §«˛ü • ÏFåÈöy–ÈÙÈ

Ó˚yçy fl∫àˆÏï˛y!_´ ܲÓ˚ˆÏåÈö ÈÙÈ

ÚàFåÈ!ï˛ ˛õ%Ó˚É ¢Ó˚#Ó˚Ç ôyÓ!ï˛ ˛õÿ˛yò§Ç!fliï˛Ç ˆã˛ï˛É–

ã˛#öyÇ÷ܲ!üÓ ˆÜ˛ Ïï˛yÉ ≤Ã!ï˛Óyï˛Ç ö#Î˚üyö§ƒ––Û

~áyˆÏö ¢Ü%˛hsˇ°yÓ˚ ≤Ã!ï˛ xyÜ,˛‹T Ó˚yçyÓ˚ üˆÏöÓ˚ ï%˛°öy ܲÓ˚y •ˆÏÎ˚ˆÏåÈ ã˛#öˆÏò¢#Î˚ ˛õï˛yܲyÓ˚ §yˆÏÌñ ˆÎüö ܲˆÏÓ˚ Ó˚Ì ~!àˆÏÎ˚

ˆàˆÏ°Ä ˛õï˛yܲy •yÄÎ˚yÎ˚ ˆòyò%°ƒüyö •Î˚ñ ˆï˛üö Ó˚yçyÓ˚ üyö!§Ü˛ xÓfliyÓ˚ ˆòy°yã˛° ˆÓyé˛yˆÏï˛ ~Ó˚*˛õ í˛z˛õüyÓ˚ ≤ÈÏÎ˚yà

ܲ ÏÓ˚ ÏåÈö ܲ!Ó–

!mï˛#Î˚yˆÏB˛ ÓƒÓ•*ï˛ í˛z˛õüy ≠ !mï˛#Î˚yˆÏB˛ ˆŸ’yܲ§Çáƒy Ü%˛!í˛¸– ~áyˆÏö í˛z˛õüyÓ˚ ≤ÈÏÎ˚yà •ˆÏÎ˚ˆÏåÈ ˛õÑyã˛!ê˛ ˆŸ’yˆÏܲ ÎÌye´ˆÏü

2†4ñ 2†7ñ 2†8ñ 2†15 ~ÓÇ 2†17–

ÚxöÓÓ˚ï˛ ôö%ç≈ƒyfl≥˛y°öe% Ó˚ õ)Ó≈Ç ...–Û •zï˛ƒy!ò !mï˛#Î˚ x ÏB˛Ó˚ ã˛ï% Ì≈ ˆŸ’y Ïܲ Ó˚yçy ò%£Ïƒ ÏhsˇÓ˚ §y ÏÌ !à!Ó˚ã˛Ó˚ öyà Óy ˛õyÓ≈ï˛ƒ

•y!ï˛Ó˚ ï%˛°öyÎ˚ í˛z˛õüy ≤ÃÎ%_´–

Ú¢ü≤Ãôy Ïö£Ï% ï˛ Ï õyô Ïö£Ï% ...–Û •zï˛ƒy!ò §Æü ˆŸ’y Ïܲ ï˛ Ï õyôö }!£ÏÓ˚ §y ÏÌ §)Î≈ܲyhsˇü!îÓ˚ §yò,¢ƒ Óî≈öyÎ˚ í z õüy°ÇܲyÓ˚–

Ú§%Ó˚Î%Ó!ï˛Û !ܲ° ...–Û •zï˛ƒy!ò x‹Tü ˆŸ’y Ïܲ ü%!öܲöƒy ¢Ü% hsˇ°yÓ˚ §y ÏÌ öÓüy!°Ü˛yÓ˚ ï% °öyÎ˚ í z õüy–

Ú˜öï˛!Fã˛eÇ ÎòÎ˚ü%ò!ô¢ƒyüyò#öyÇ ô!Ó˚e#ü‰ ...–Û •zï˛ƒy!ò ˛õM˛Èò¢ï˛ü ˆŸ’yˆÏܲ Ó˚yçy ò%£ÏƒˆÏhsˇÓ˚ Ó#Ó˚cÓƒOܲ Óy‡mˆÏÎ˚Ó˚ §yˆÏÌ

öà ÏÓ˚Ó˚ ≤à ÏÓ¢my ÏÓ˚Ó˚ ܲÓy Ïê˛Ó˚ ï% °öyÎ˚ í z õüy–

ÚÜ,˛ï˛ƒˆÏÎ˚y!û≈˛ß¨ˆÏò¢cyò‰ ...–Û •zï˛ƒy!ò §Æò¢ ˆŸ’y Ïܲ öyÎ˚ˆÏܲÓ˚ !môy@ˇÃhflÏ üˆÏöÓ˚ §yˆÏÌ Óyôy≤ÃyÆ !môy!Óû˛_´ öò#Ó˚ ˆflÀyˆÏï˛Ó˚

§yò,¢ƒÜ˛Ì Ïö í z õüy • ÏÎ˚ ÏåÈ–

ï, ï˛#Î˚y ÏB˛ ≤ÃÎ%_´ í z õüy ≠ ~•z x ÏB˛ ˆüyê˛ ˆŸ’yܲ§Çáƒy ã˛!Óù¢– ˆ§áy Ïö í z õüy°Çܲy ÏÓ˚Ó˚ ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ ã˛yÓ˚!ê˛ ˆŸ’y Ïܲ

ÎÌye´ˆÏü 3†7ñ 3†9ñ 3†21ñ 3†24–

132

Úˆ¢yã˛ƒy ã˛ üòö!Üœ Ï‹TÎ˚üy°«˛ƒ Ïï˛ ...–Û •zï˛ƒy!ò §Æü ˆŸ’y Ïܲ ܲyü˛õ#!í ¸ï˛y ¢Ü% hsˇ°y Ïܲ ÓyÎ%ï˛y!í ¸ï˛y ÷‹Ò üyôÓ#°ï˛yÓ˚ §y ÏÌ

ï% °öyÎ˚ í z õüy–

ÚfløÓ˚ ~Ó ï˛y˛õ Ï•ï% !ö≈Ó≈y˛õ!Î˚ï˛y ...–Û •zï˛ƒy!ò öÓü ˆŸ’y Ïܲ ܲyü Ïò ÏÓÓ˚ ¢y!hsˇ!Óôy ÏöÓ˚ §y ÏÌ ˆüâyFåÈß !ò ÏöÓ˚ ï% °öy ܲÓ˚y

• ÏÎ ÏåÈ–

Úx˛õ!Ó˚«˛ï˛ ˆÜ˛yü°§ƒ ÎyÓÍ ...–Û •zï˛ƒy!ò ~Ü%˛¢ï˛ü ˆŸ’yˆÏܲ öy!Î˚ܲyÓ˚ xôÓ˚ˆÏܲ öÓÜ%˛§%ü xyÓ˚ öyÎ˚ܲˆÏܲ ºüˆÏÓ˚Ó˚ §yˆÏÌ

ï% °öy ܲÓ˚y • ÏÎ˚ ÏåÈ–

~•z ≤çˆÏD Ó°y ÎyÎ˚ ˛õM˛ÈüyˆÏB˛ Ó˚yçyÓ˚ flf# •Ç§˛õ!òܲyÓ˚ àyˆÏö Ó˚yçyÓ˚ üô%ܲÓ˚Ó,!_Ó˚ ˆÎ ܲÌy ˛õyÄÎ˚y ÎyÎ˚ ~áyˆÏö Ó˚yçy

fl∫Î˚Ç £Ïê‰ ˛õ ÏòÓ˚ üï˛ öÓÜ% §% ÏüÓ˚ Ó˚§@ˇÃ• ÏîÓ˚ í z õüy !ò ÏFåÈö ÎyÓ˚ myÓ˚y Ó˚yçyÓ˚ üô%ܲÓ˚Ó,!_ §ü!Ì≈ï˛ • ÏÎ˚ ÏåÈ–

~•z x!hsˇü ˆŸ’yܲ!ê˛ xyܲy¢û˛y!£Ïï˛ xÌ≈yÍ ˆö˛õ̃ ˆÌˆÏܲ í˛zFã˛y!Ó˚ï˛ ÈÙÈ Ú§yÎ˚hsˇˆÏö §Óöܲü≈!î §Ç≤ÃÓ,ˆÏ_ ...–Û •zï˛ƒy!ò

ã˛!Óù¢ï˛ü ˆŸ’y Ïܲ xy◊ ÏüÓ˚ ÎK˛ !Óö‹TܲyÓ˚# !˛õD°Ó Ïî≈Ó˚ Ó˚y«˛§ ÏòÓ˚ §y¶˛ƒÜ˛y°#ö ˆü ÏâÓ˚ §y ÏÌ ï% °öy ܲÓ˚y • ÏÎ˚ ÏåÈ–

ã˛ï%˛Ì≈yˆÏB˛ ÓƒÓ•*ï˛ í˛z˛õüy ≠ ~•z xˆÏB˛ ˆŸ’yܲ§Çáƒy Óy•z¢!ê˛– ã˛ï%˛Ì≈yˆÏB˛ í˛z˛õüyÎ%_´ ˆŸ’yܲ=!° •° ÎÌye´ˆÏü ÈÙÈ 4†4ñ

4†5ñ 4†7 ~•z !ï˛ö!ê˛ ˆŸ’yܲ–

Úò%£ÏƒˆÏhsˇöy!•ï˛Ç ˆï˛ˆÏçy òôyöyÇ û)˛ï˛ˆÏÎ˚ û)˛ÓÉ ...–ÛÈÙÈ ã˛ï%˛Ì≈ ˆŸ’yˆÏܲ xhsˇÉ§_¥y ¢Ü%˛hsˇ°yˆÏܲ ¢ü#Ó,ˆÏ«˛Ó˚ §yˆÏÌ ï%˛°öy ܲÓ˚y

• ÏÎ˚ ÏåÈ– Ó°y • ÏÎ˚ ÏåÈ ˆÎ ò%£ÏƒˆÏhsˇÓ˚ ˆï˛ç ˆ§ !öˆÏçÓ˚ üˆÏôƒ ôyÓ˚î ܲˆÏÓ˚ˆÏåÈñ ï˛y•z ˆ§ x!@¿àû≈˛y ¢ü#Ó,«˛fl∫Ó˚*˛õy–

xï˛É˛õÓ˚ ˛õ!ï˛à, Ï• ÎyÓyÓ˚ ≤ÃyE˛y Ï° ¢Ü% hsˇ°y Ïܲ §%§!Iï˛ Ü˛Ó˚yÓ˚ çöƒ !Ó!Óô x°ÇܲyÓ˚ñ x°_´ •zï˛ƒy!ò Óö ÏòÓï˛y ÏòÓ˚ òyö

≤ç ÏD }!£ÏÜ% üyÓ˚mÎ˚ ˆÎ Óî≈öy ≤Ãòyö ܲ ÏÓ˚ ÏåÈ ÈÙÈÚˆ«˛ÔüÇ ˆÜ˛ö!ã˛!ò®% õy[% ï˛Ó˚&öy üyD°ƒüy!Ó‹,Òï˛Ç ...–Û ~•z ˛õM˛Èü ˆŸ’y Ïܲ

Ó,_ƒö%≤Ãy§y°Çܲy ÏÓ˚Ó˚ ≤à ÏÎ˚yà ˆÎüö xy ÏåÈñ ˆï˛ü!ö öï% ö ˛õÕ‘Ó !öà≈ï˛ •ÓyÓ˚ §y ÏÌ ˆòÓï˛yÓ˚ •hflÏ !öà≈ï˛ •ÄÎ˚yÓ˚ ï% °öyÎ˚

í z õüy°ÇܲyÓ˚ • ÏÎ˚ ÏåÈ–

˛õ!ï˛à, Ï• Îyeyܲy Ï° ¢Ü% hsˇ°y Ïܲ !˛õï˛y ܲ Ï ÈªÓ˚ xy¢#Ó≈yî# ÈÙÈ

ÚÎÎy Ïï˛!Ó˚Ó ¢!ü≈¤˛y û˛ï%≈ Ó≈‡üï˛y û˛Ó–

§%ï˛Ç cü!˛õ §¡ÀyçyÇ ˆ§Ó ˛õ%Ó˚&üÓy≤¿%!•––Û S4†7V

~áyˆÏö í˛z˛õˆÏüÎ˚ ¢Ü%˛hsˇ°yÓ˚ fl∫yü# xyòÓ˚°yû˛ Ä ˛õ%e≤Ãy!Æñ í˛z˛õüyö ÎÎy!ï˛Ó˚ flf# ¢!ü≈¤˛yÓ˚ fl∫yü# xyò!Ó˚î# •ÄÎ˚y ~ÓÇ

˛õ%Ó˚&ï% °ƒ ˛õ%e≤Ãy!Æ°y Ïû˛Ó˚ §yò,¢ƒ Óî≈öyÎ˚ í z õüy ≤ÃÎ%_´ • ÏÎ˚ ÏåÈ–

˛õM˛Èüy ÏB˛ ÓƒÓ•*ï˛ í z õüy ≠ ˛õM˛Èüy ÏB˛ ˆŸ’yܲ§Çáƒy ~ܲ!e¢!ê˛– ~áy Ïö í z õüyÓ˚ ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ ˆüyê˛ åÈÎ˚!ê˛ ˆŸ’y Ïܲ– ~Ó˚y

ÎÌye´ˆÏü 5†5ñ 5†6ñ 5†13ñ 5†19ñ 5†20 ~ÓÇ 5†21 öÇ ˆŸ’yܲ§ü)•–

ˆ§áyˆÏö Ú≤ÃçyÉ ≤ÃçyÉ fl∫y •zÓ ...–Û ~•z ˛õM˛Èü ˆŸ’yܲ!ê˛ˆÏï˛ ≤Ãçy˛õy°öÓ˚*˛õ ܲï≈˛Óƒ˛õy°ˆÏö Ó˚yçy ò%£Ïƒhsˇ ˆÎö §)Î≈ï%˛°ƒñ

!öÓ˚°§û˛yˆÏÓ !ï˛!ö ≤Ãçy˛õy°ˆÏö Ó˚ï˛– ~•zÓ˚*˛õ Óî≈öyÎ˚ í˛z˛õüyÓ˚ ÎÌyÎÌ ≤ÈÏÎ˚yà ò,‹T •Î˚–

xö%Ó*˛õ xy ÏÓy ~ܲ!ê˛ ˆŸ’y Ïܲ S£Ï¤˛ ˆŸ’yܲV Óyçܲï≈ Óƒ˛õy° ÏöÓ ü Ïï˛y ܲ‹TÜ˛Ó Ü˛y ÏÎ≈Ó § ÏD ˆÓÔo!öÓyÓ ÏîÓ çöƒ åÈeôyÓ ÏîÓ

ï% °öy ≤ç ÏD í z õüy ≤ÃÎ%_´ • ÏÎ˚ ÏåÈ ÈÙÈÚÅͧ%ܲƒüyeüÓ§yÎ˚Î˚!ï˛ ≤Ã!ï˛¤˛y !Üœ Ÿ¿y!ï˛ °∏˛˛õ!Ó˚ õy°öÓ,!_ ÏÓ˚Ó ...–Û •zï˛ƒy!ò

133

˛õM Èüy ÏB˛ flø,!ï˛º‹T Óyçy ¢Ü% hsˇ°y Ïܲ !ö ÏçÓ flf# Ó Ï° !ã˛ö Ïï˛ ˛õyÓ ÏåÈö öyñ ¢Ü% hsˇ°y Ïï˛ ≤Ãï˛ƒyáƒy ÏöÓ ˛õ) ÏÓ≈ Îáö xÓ=Z˛îÓï˛#

öyÓ˚#ˆÏܲ ü%!öàˆÏîÓ˚ §yˆÏÌ Ó˚yç§û˛yÎ˚ ˆòáˆÏ° ï˛áö Ó˚yçy !öˆÏç•z üˆÏö üˆÏö !ã˛hsˇy ܲÓ˚ˆÏï˛ °yàˆÏ°ö ˆÜ˛ ~•z Ó˚üî# ˆ§•z

§üÎ˚ܲy°#ö Ó˚yçyÓ˚ í z!_´!ê˛ í z õüy°Çܲy ÏÓ˚Ó˚ ˜Ó!¢‹TƒÎ%_´ ÈÙÈ

Úܲy !fl∫òÓ=Z˛îÓï˛# öy!ï˛˛õ!Ófl≥% ê˛¢Ó#Ó°yÓîƒy–

ü Ïôƒ ï˛ Ï õyôöyöyÇ !ܲ§°Î˚!üÓ ˛õy[% ˛õeyîyü‰––Û S5†13V

xy◊üÓy§# ÏòÓ üy Ïé˛ í z õ!fliï˛ ¢Ü% hsˇ°y ˆÎö ç#î≈ õ ÏeÓ üy Ïé˛ öÓ !ܲ§° ÏÎÓ §y ÏÌ ï%°ö#Ζ ~ ~ܲ xöÓòƒ í z õüy≤à ÏÎy ÏàÓ

í zòy•Óî–

~•z xˆÏB˛Ó˚ |!ö¢ §ÇáƒÜ˛ ˆŸ’y Ïܲ flø,!ï˛º‹T Ó˚yçy !öˆÏçˆÏܲ ºüˆÏÓ˚Ó˚ §yˆÏÌ ï%˛°öy ܲˆÏÓ˚ˆÏåÈöñ ˆÎ Ü%˛®Ü%˛§%ˆÏü çˆÏü Ìyܲy

!¢!¢ ÏÓ˚Ó˚ ܲyÓ˚ Ïî ï˛yÓ˚ üô%˛õyˆÏö ÓƒÌ≈– ܲyÓ˚î flø,!ï˛º‹T Ó˚yçy ¢Ü%˛hsˇ°yˆÏܲ flf#Ó˚*ˆÏ˛õ @ˇÃ•î ܲÓ˚ˆÏï˛ x§üÌ≈–

ÚÜ,˛ï˛y!û˛ü¢≈yüö%üöƒüyöÉ §%ï˛y cÎ˚y öyü ü%!ö!Ó≈üyöƒÉ ...–Û S5†20V ~•z ˆŸ’yˆÏܲ ܲ^Ȫ!¢£ÏƒmÎ˚ ¢Ü%˛hsˇ°y ≤Ãï˛ƒyáyöç!öï˛

ܲyÓ˚ Ïî Ó˚yçy Ïܲ ò§%ƒÓ˚ §y ÏÌ ï% °öy ܲ ÏÓ˚ ÏåÈö–

Ó˚yçy ò%£Ïƒhsˇ ¢Ü% hsˇ°y Ïܲ !ü̃yÓy!òö# ˆû˛ ÏÓ ï˛y Ïܲ ≤Ãï˛ƒyáƒyö ܲ ÏÓ˚ ÏåÈö ~ÓÇ ï˛y Ïܲ ÚÜ% °Çܲ Ï£ÏÓ !§¶% ÉÛ S5†21V xÌ≈yÍ

˛õyí˛¸û˛yDy öò#Ó˚ §yˆÏÌ ï%˛°öy ܲˆÏÓ˚ˆÏåÈö ˆÎ ç°ˆÏܲ ˛õ!B˛° ܲˆÏÓ˚ ˆï˛yˆÏ°ñ ˆï˛ü!ö ¢Ü%˛hsˇ°yÄ !öˆÏçÓ˚ ÓÇ¢ˆÏܲ ܲ°!B˛ï˛

ܲÓ˚ˆÏåÈ ÓˆÏ° í˛zˆÏÕ‘á ܲˆÏÓ˚ˆÏåÈö– ~•zÓ˚*˛õ ï%˛°öyÎ˚ í˛z˛õüyÓ˚ ÓƒÓ•yÓ˚ •ˆÏÎ˚ˆÏåÈ–

£Ï¤˛y ÏB˛ ÓƒÓ•*ï˛ í z õüy°ÇܲyÓ˚ ≠ âê˛öyã˛ Ïe´ £Ï¤˛y ÏB˛ ˛õ%öÓ˚yÎ˚ flø,!ï˛ !ú˛ ÏÓ˚ ˆ˛õ ÏÎ˚ ÏåÈö öyÎ˚ܲ ò%£Ïƒhsˇ– ï˛áö !ï˛!ö ¢Ü% hsˇ°y Ïܲ

˛õ!Ó˚ï˛ƒyàç!öï˛ xö%ï˛y Ï õ xö% õïÛ– ~•z x ÏB˛ ˆüyê˛ ˆŸ’yܲ§Çáƒy Ó!e¢!ê˛– ~áy Ïö í z õüyÓ˚ ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ ˛õÑyã˛!ê˛ ˆŸ’y Ïܲ

ÈÙÈ6†7ñ 6†9ñ 6†11ñ 6†24 ~ÓÇ 6†27 öÇ ˆŸ’yˆÏܲ–

§Æü ˆŸ’y Ïܲ ¢Ü% hsˇ°y !ÓÓ˚ Ï• ܲyï˛Ó˚ Ó˚yçy ï˛y Ïܲ •!Ó˚îöÎ˚öy ÈÙÈÚ§yÓ˚Dƒy«˛yÛ Ó Ï° í z ÏÕ‘á ܲ ÏÓ˚ ÏåÈö–

x!û˛K˛yö xD%Ó˚#Î˚ܲ!ê˛ˆÏܲ !ú˛ˆÏÓ˚ ˆ˛õˆÏÎ˚ xyÇ!ê˛ˆÏܲ í˛zˆÏj¢ƒ ܲˆÏÓ˚ ӈϰˆÏåÈö ˆÎ ïÑ˛yÓ˚ fl∫“˛õ%ˆÏîƒÓ˚ üˆÏï˛y•z xyÇ!ê˛!ê˛Ó˚ ˛õ%îƒ

xï˛ƒhsˇ fl∫“ñ ܲyÓ˚î ˆ§Ä ¢Ü% hsˇ°y ˆÌ Ïܲ !Ó!FåÈß • ÏÎ˚ ÏåÈñ Ó˚yçy ˆÎüö ¢Ü% hsˇ°y Ïܲ •y!Ó˚ ÏÎ˚ ÏåÈö– S6†9 ~ÓÇ 6†11V

~åÈyí ¸y 6†24 ~ÓÇ 6†27 öÇ ˆŸ’y ÏÜ˛Ä í z õüyÓ˚ ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ– ˆÎáy Ïö 6†24 öÇ ˆŸ’y Ïܲ í z õüyÓ˚ ≤à ÏÎ˚y ÏàÓ˚ §y ÏÌ

ܲyÓƒ!°D Ä ◊&ï˛ƒö%≤Ãy ϧÓ˚ Ä ≤à ÏÎ˚yà • ÏÎ˚ ÏåÈ– xyÓyÓ˚ 6†27 öÇ ˆŸ’y Ïܲ ≤çD !û˛ß– ˆ§áy Ïö •zw ˆ≤Ã!Ó˚ï˛ ò)ï˛ Ó˚yçy Ïܲ

ˆe´y!ôï˛ Ü˛Ó˚yÓ˚ çöƒ x°ˆÏ«˛ƒ ˆÌˆÏܲ !Óò)£ÏܲˆÏܲ xye´üî ܲˆÏÓ˚ˆÏåÈö– !ï˛!ö !öˆÏçˆÏܲ !¢Ü˛yÓ˚Ó˚ï˛ ÓƒyˆÏâ Ó˚ §yˆÏÌ ï%˛°öy

ܲ ÏÓ˚ ÏåÈö– ~!ê˛Ä í z õüyÓ˚ í zòy•Ó˚î–

§Æüy ÏB˛ ≤ÃÎ%_´ í z õüy°ÇܲyÓ˚ ≠ öyê˛ ÏܲÓ˚ x!hsˇüy ÏB˛ xÌ≈yÍ §Æüy ÏB˛ ˛õÑÎ˚!e¢!ê˛ ˆŸ’yܲ !Óòƒüyö– ~•z x ÏB˛ í z õüy°ÇܲyÓ˚

xyˆÏåÈ ÎÌye´ˆÏü 7†3ñ 7†15ñ 7†16ñ 7†17ñ 7†18 ~ÓÇ 7†32 öÇ ˆŸ’yˆÏܲ–

~•z xˆÏB˛Ó˚ x!ôܲyÇ¢ ˆŸ’yˆÏܲÓ˚ ˆ≤ë˛y˛õê˛ üyÓ˚#ã˛y◊ü– ˆÎáyˆÏö Ó˚yçy ò%£ÏƒˆÏhsˇÓ˚ §yˆÏÌ §˛õ%e ¢Ü%˛hsˇ°yÓ˚ !ü°öò,¢ƒ Ó!î≈ï˛

•ˆÏÎ˚ˆÏåÈ– fl∫à≈ ˆÌˆÏܲ ≤Ãï˛ƒyàï˛ Ó˚yçy üyÓ˚#ã˛y◊ˆÏü !öç˛õ%e !¢÷ §Ó≈òüöˆÏܲ ˆòáˆÏ°öñ ÎyÓ˚ ˛õ!Ó˚ã˛Î˚ ïÑ˛yÓ˚ ܲyˆÏåÈ xK˛yï˛–

!¢÷!ê˛ˆÏܲ ˆòˆÏá ïÑ˛yÓ˚ ˆÓyô •° ˆÎö ˆ§ x!@¿fl≥%˛!°D Sí˛z˛õüyÈÙÈ 7†15V– Îáö ï˛y˛õ§#ˆÏòÓ˚ ܲyåÈ ˆÌˆÏܲ ˆá°öy ˛õyÓyÓ˚

134

xy¢yÎ Óy°Ü˛ §Ó≈òüö •hflÏ≤çy!Óï˛ Ü˛ ÏÓ ÏåÈ ï˛áö Óyçy ï˛yÓ •yï˛=!° Ïܲ ï%°öy ܲ ÏÓ ÏåÈö ˛õ ÏòƒÓ §y ÏÌ ÈÙÈÚ!û˛ß!ü ÏÓܲ˛õB˛çü‰Û

S7†16V– •y§ƒÓ˚ï˛ !¢÷!ê˛Ó˚ òhsˇ=!° Ïܲ Ó˚yçy ï% °öy ܲ ÏÓ˚ ÏåÈö ú% Ï°Ó˚ Ü%Ñ !í ¸Ó˚ §y ÏÌ ÈÙÈÚxy°«˛ƒòhsˇü%Ü% °yö‰ !ö!ü_•y ϧÉÛ

S7†17V– Ó˚yçy ˆòáˆÏ°ö !¢÷!ê˛ ï˛ˆÏ˛õyÓöy!◊ï˛ ~ܲ!ê˛ !§Ç•!¢÷Ó˚ ˆÜ˛¢Ó˚ ôˆÏÓ˚ ï˛yˆÏܲ í˛zͲõ#í˛¸ö ܲÓ˚ˆÏåÈ– Ó˚yçy ï˛yˆÏܲ

!ö Ï£Ïô ܲ ÏÓ Ó Ï° ÏåÈö ˆÜ˛í z Ïê˛ §y˛õ ˆÎüö ã˛®öàyåÈ Ïܲ ò)!£Ïï˛ Ü˛ ÏÓñ ˆ§•zû˛y ÏÓ ï% !ü xy◊ü ˛õ!Ó ÏÓ¢ ò)!£Ïï˛ Ü˛ÓåÈ S7†18V–

xÓ Ï¢ Ï£Ï âê˛öye´ Ïü ¢Ü% hsˇ°yÓ˚ §y ÏÌ Ó˚yçyÓ˚ ˛õ%ö!ü≈° ÏöÓ˚ ü%•) Ïï≈ üyÓ˚#ã˛ }!£Ï ¢Ü% hsˇ°y Ïܲ í z õ Ïò¢ !ò ÏÎ˚ Ó Ï° ÏåÈöÈÙÈ

Ú¢y˛õyò!§ ≤Ã!ï˛•ï˛y flø,!ï˛ ÏÓ˚yôÓ˚& Ï«˛

û˛ï≈ Î≈≈ Ï õï˛ï˛ü!§ ≤ÃÓ%ï˛y ï˛ ÏÓÓ–

åÈyÎ˚y ö ü)Fã≈ !ï˛ ü Ï°y˛õ•ï˛≤çy Ïò

÷ Ïk˛ ï% ò˛õ≈îï˛ Ï° §%°û˛yÓܲy¢y––Û S7†32V

xÌ≈yÍ x!û˛¢yˆÏ˛õ ˆï˛yüyÓ˚ fl∫yü#Ó˚ flø,!ï˛ˆÏ°y˛õ ˛õyÄÎ˚yÎ˚ ï%˛!ü !öò≈Î˚û˛yˆÏÓ ≤Ãï˛ƒyáƒyï˛ •ˆÏÎ˚!åȈϰ– ˆ§•z ˆüy• ò)Ó˚ •ˆÏÎ˚ˆÏåÈñ

fl∫yü#Ó˚ í˛z˛õÓ˚ ~áö ˆï˛yüyÓ˚•z ܲï,≈˛c– ò˛õ≈ˆÏî üy!°öƒ ÌyܲˆÏ° ï˛yˆÏï˛ ≤Ã!ï˛!Ó¡∫ ˛õˆÏí˛¸öyñ !öü≈° ò˛õ≈ˆÏî ï˛y §•ˆÏç•z ˛õˆÏí˛¸–

~áy Ïö flø,!ï˛º‹T Ó˚yçyÓ˚ Ó%!k˛ Ïܲ ü!°ö ò˛õ≈ ÏîÓ˚ § ÏD ï% °öyÎ˚ ~ÓÇ ˛õ%öÓ˚yÎ˚ flø,!ï˛ çyà!Ó˚ï˛ Ó˚yçy Ïܲ fl∫FåÈ ò˛õ≈ ÏîÓ˚ § ÏD

§yò,¢ƒ fliy˛õ Ïö í z õüy°Çܲy ÏÓ˚Ó˚ ≤à ÏÎ˚yà xöÓòƒ–

ˆ¢£ÏܲÌy≠ §ü@à Úx!û˛K˛yöÈÙÈ¢Ü% hsˇ°ü‰Û öyê˛ Ïܲ í z õüy°ÇܲyÓ åÈyí˛yÄ xÌ≈yhsˇÓöƒy§ñ fl∫û˛y ÏÓy!_´ñ Ó*˛õܲñ í zÍ Ï≤ë˛yñ ܲyÓƒy°ÇܲyÓñ

˛õ!ÓܲÓñ !öò¢≈öyñ x≤Ûï˛≤âǧyñ xö%≤Ãy§y!ò Ó‡!Óô x°ÇܲyÓ ≤à ÏÎy ÏàÓ myÓy öyê˛ƒ ϧԮÎ≈ §,!‹T ܲ ÏÓ ÏåÈö ܲ!Ó Ü˛y!°òy§–

ï˛ˆÏÓ ~ܲÌy xöfl∫#ܲyÎ≈ ˆÎñ í˛z˛õüy°ÇܲyˆÏÓ˚Ó˚ ΈÏÌy˛õÎ%_´ ≤ÈÏÎ˚yààï˛ ˜ö˛õ%ˆÏîƒÓ˚ !òܲ ˆÌˆÏܲ ܲy!°òy§ §Çfl,Òï˛ §y!•ˆÏï˛ƒ

ˆ◊¤˛– ܲyÓ˚î ÎÌyˆÏÎyàƒ ˛õ!Ó˚ˆÏÓ¢yö%ÎyÎ˚# ܲ!Ó í˛z˛õˆÏüˆÏÎ˚Ó˚ §ˆÏD ÎÌyÌ≈ í˛z˛õüyˆÏöÓ˚ ï%˛°öy ܲˆÏÓ˚ xöÓòƒ í˛z˛õüy°ÇܲyˆÏÓ˚Ó˚

≤à ÏÎyà Ü˛Ó Ïï˛ !§k˛•hflÏ– §Çfl,Òï˛ §y!• Ïï˛ƒÓ xöƒyöƒ ܲ!Óà ÏîÓ Óã˛öyÎ ~•z !Ó Ï¢£Ïc ˛õ!Ó°!«˛ï˛ •Îöy– xï˛~Ó í z õüy°ÇܲyÓ

≤ÈÏÎ˚yà Ü%˛¢°ï˛yÎ˚ ܲy!°òy§•z §ˆÏÓ≈y_ü– ˆ§•z ܲyÓ˚ˆÏî ïÑ˛yÓ˚ §¡∫ ϶˛ ≤âǧy ܲˆÏÓ˚ Ó°y •Î˚ ÈÙÈÚí˛z˛õüy ܲy!°òy§§ƒÛ–

!ö Ïò≈!¢Ü˛y ≠

ã˛e´Ó_≈#ñ §ï˛ƒöyÓyÎîñ x!û˛K˛yö¢Ü% hsˇ°ü‰ñ §Çfl,Òï˛ ˛õ%hflÏܲ û˛y[˛yÓñ ≤ÃÌü §ÇflÒÓî 1988ñ !mï˛#Î §ÇflÒÓî 1992ñ ܲ°Ü˛yï˛y–

ã˛ ÏRy˛õyôƒyÎ˚ñ çÎ˚◊#ó x°ÇܲyÓ˚ §y!• Ïï˛ƒÓ˚ §ü,k˛ •z!ï˛•y§ñ §Çfl,Òï˛ ˛õ%hflÏܲ û˛y[˛yÓ˚ñ ï, ï˛#Î˚ ˛õ!Ó˚Ó!ï≈ ï˛ §ÇflÒÓ˚î 1420

ÓDy∑ñ ˆÜ˛y°Ü˛yï˛y–

òy¢=Æñ §%ô#Ó˚Ü% üyÓ˚ñ ܲyÓƒy Ï°yܲñ ˆòç ˛õyÓ!°!¢Çó ≤ÃÌü §ÇflÒÓ˚î 1998ñ ܲ°Ü˛yï˛y–

˛õy°ñ !Ó˛õòû˛Oöñ x°ÇܲyÓ˚ÈÙÈ!Ó!ã˛hsˇy S§y!•ï˛ƒò˛õ≈îÈÙÈò¢ü ˛õ!Ó˚ ÏFåÈòVó §Çfl,Òï˛ ˛õ%hflÏܲ û˛y[˛yÓ˚ñ !mï˛#Î˚ §ÇflÒÓ˚îñ 1408

ÓDy∑ñ ˆÜ˛y°Ü˛yï˛y–

Ó Ï®ƒy˛õyôƒyÎ˚ñ ô# ÏÓ˚wöyÌó §Çfl,Òï˛ x°ÇܲyÓ˚¢yflf ï˛_¥ Ä §ü#«˛yñ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íó ≤ÃÌü ≤Ãܲy¢ 2012ñ

ˆÜ˛y°Ü˛yï˛y–

Ó Ï®ƒy˛õyôƒyÎ˚ñ §% ÏÓ˚¢ã˛wñ ܲy!°òy§ §ü#«˛yñ üö#£Ïyó ≤ÃÌü ≤Ãܲy¢ 1996–

ü% Ïáy˛õyôƒyÎ˚ñ Ó˚üyÓ˚Oöñ Ó˚§§ü#«˛yó §Çfl,Òï˛ ˛õ%hflÏܲ û˛y[˛yÓ˚ñ ≤ÃÌü ≤Ãܲy¢ 1368 ÓDy∑ñ ˆÜ˛y°Ü˛yï˛y–

135

ç° ≠ Ó˚*˛õ Ä ˜Ó!ã˛eƒÈÙÙÙÈ ˆ°yܲüyöˆÏ§Ó˚ ò,!‹TˆÏï˛

í˛. •zwyî# ò_ÈÙÈ¢ï˛˛õÌ#

xôƒy!˛õܲyñ ÓyÇ°y !Óû˛yà

idsatpathi@gmail.com

x!ï˛ ≤Ãyã˛#öܲy° ˆÌˆÏܲ ç° xyüyˆÏòÓ˚ §Çfl,Ò!ï˛Ó˚ ~ܲê˛y xD– ç° åÈyí˛¸y ç#ÓˆÏöÓ˚ x!hflÏc ܲ“öy ܲÓ˚y ÎyÎ˚ öy– ï˛y•z

xyüÓ˚y ˆò!á ˆÎ Óí ¸ Óí ¸ öò#Ó˚ à!ï˛˛õ ÏÌ à Ïí ¸ í z Ïë˛ ÏåÈ üyöÓ§û˛ƒï˛y– Ü, !£Ï Ï«˛ Ïe ç° ˆÎüö x!Ó ÏFåÈòƒ ˆï˛ü!ö §üyç Ä

§Çfl,Ò!ï˛Ó˚ ˆ«˛ ÏeÄ ç°ÈÙÈ~Ó˚ í z õ!fli!ï˛ x˛õ!Ó˚•yÎ≈–

ˆ°yܲ§Çfl,Ò!ï˛Ó˚ xy!DöyÎ˚ çˆÏ°Ó˚ xö%£ÏD í˛zˆÏë˛ ~ˆÏ§ˆÏåÈ öyöyû˛yˆÏÓñ ˆÜ˛yÌyÄ ç° üD°§)ã˛Ü˛ û˛yÓöyÓ˚ §ˆÏD °#ö •ˆÏFåÈñ

ˆÜ˛yÌyÄ ç°ˆÏܲ §Ó≈öy¢y ӈϰ ày°ü®Ä ܲÓ˚y •ˆÏFåÈ– ˆÜ˛yÌyÄ üçyÓ˚ åȈϰ ~ܲê˛y !öü≈ü §ˆÏï˛ƒÓ˚ ≤Ãܲy¢ âê˛ˆÏåÈ çˆÏ°Ó˚

≤ç ÏD– ç° Ïܲ ç#Ó ÏöÓ˚ ≤Ã!ï˛!ê˛ ü%•) Ïï≈ Ó˚ âê˛öyñ ã˛!Ó˚e ˛õ!Ó˚ ÏÓ¢ ≤Ãû, !ï˛Ó˚ § ÏD ~ܲyd ܲ ÏÓ˚ ˆòáy • ÏÎ˚ ÏåÈ– ˆ°yܲç#Ó ÏöÓ˚

xï˛ƒhsˇ ܲy ÏåÈÓ˚ !ç!ö§ öò#ñ öy°yñ ˛õ%Ü% Ó˚ñ áy°ñ !Ó° !öï˛ƒ ≤à ÏÎ˚yçö åÈyí ¸yÄ ç Ï°Ó˚ § ÏD Î%_´ • ÏÎ˚ xy ÏåÈ ã˛y£Ï §Çe´yhsˇ

öyöy Ü, !£Ï ܲyç– Ó,!‹Tñ ˆüâñ Óyï˛y§ñ ç° ˆ°yܲç#Ó ÏöÓ˚ § ÏD Äï˛ Ï≤Ãyï˛ ç!í ¸ ÏÎ˚ xy ÏåÈ– ï˛yÓ˚•z ≤Ã!ï˛ú˛°ö â Ïê˛ ÏåÈ öyöy

ôÑyôyñ ≤ÃÓyò Ä åÈí˛¸yÎ˚–

xyüÓy ôÑyôyÓ ÓƒÓ•yÓ Ü˛!Ó xÓ§Ó !Ó Ïöyò ÏöÓ üyôƒ Ïü Ó%!k˛ ˛õÓ#«˛yÓ çöƒ– ôÑyôy xy§ Ï° !ö ÏçÓ x!û˛K˛ï˛y Ïܲ !Ó!ã˛eû˛y ÏÓ

≤Ãܲy¢ ܲÓ˚yÓ˚ ~ܲê˛y !Ó Ï¢£Ï xy!Dܲ– x!û˛K˛ï˛yˆÏܲ !ӈϢ£Ïû˛yˆÏÓ ≤ÃܲyˆÏ¢Ó˚ §)ˆÏe•z ôÑyôyÓ˚ xyd≤Ãܲy¢–

Îáö ˆÜ˛y Ïöy Óyܲƒ Ó‡Ó˚ x!û˛K˛ï˛yÓ˚ Óy xö%û) !ï˛Ó˚ ≤Ã!ï˛!ö!ôc ܲ ÏÓ˚ ~ÓÇ ï˛y åÈ Ï®yüÎ˚ Ä Ó˚ ϧy_#î≈ •Î˚ ï˛áö•z ï˛y ≤ÃÓyò

!•ˆÏ§ˆÏÓ fl∫#Ü,˛!ï˛ ˆ˛õˆÏï˛ ˛õyˆÏÓ˚– ≤ÃÓyò ÓƒÓ•yˆÏÓ˚Ó˚ üˆÏôƒ !òˆÏÎ˚ ܲyˆÏçÓ˚ úÑ˛yˆÏܲ úÑ˛yˆÏܲ !öˆÏçˆÏܲ Óy x˛õÓ˚ˆÏܲ §ˆÏã˛ï˛ö ܲÓ˚y

•Î˚–

xyÓ˚ åÈí˛¸y ܲyê˛y Óy Ó°yÓ˚ üyôƒˆÏü xyüÓ˚y Ó˚§ í˛z˛õˆÏû˛yà Óy !ÓˆÏöyòö ܲ!Ó˚– öyöy ÓƒÓ•y!Ó˚ܲ í˛zˆÏj¢ƒˆÏܲ fl∫yû˛y!Óܲ ü)!ï≈˛

!òˆÏï˛ ü%ˆÏá ü%ˆÏá•z åÈí˛¸yÓ˚ §,!‹T ~ÓÇ ≤Ãã˛yÓ˚–

ç° !ܲ û˛yˆÏÓ åÈí˛¸yñ ôÑyôyñ ≤ÃÓyˆÏò =Ó˚&c˛õ)î≈ •ˆÏÎ˚ í˛zˆÏë˛ˆÏåÈ ~ÓÇ Ü˛ï˛ !Ó!ã˛e ò,!‹TˆÏܲyî ˆÌˆÏܲ ç°ˆÏܲ Óƒyáƒy ܲÓ˚y •ˆÏÎ˚ ÏåÈ

ˆ§ !Ó£ÏÎ˚!ê˛ Ïï˛ ~ܲê% ò,!‹T ˆòÄÎ˚y ˆÎ Ïï˛ ˛õy ÏÓ˚– Ü, !£Ï Ï«˛ Ïe ç° ˆÎ Ü˛ï˛ ≤à ÏÎ˚yçö#Î˚ ï˛y ö# Ïã˛Ó˚ ≤ÃÓyò=!° Ïï˛ Ó°y • ÏÎ˚ ÏåÈ

ÈÙÈ öyöyû˛y ÏÓñ öyöy x!û˛K˛ï˛yÓ˚ xy Ï°y Ïܲ–

v !òˆÏö ˆÓ˚yò Ó˚yˆÏï˛ ç°ñ ï˛yˆÏï˛ ÓyˆÏí˛¸ ôyˆÏöÓ˚ Ó°–

v ˜Ó¢yˆÏáÓ˚ ≤ÃÌü çˆÏ° xyí˛z¢ ôyö !m=î ú˛ˆÏ°––

v ܲy!ï≈˛ˆÏܲÓ˚ í˛zˆÏöy çˆÏ°ñ ò%ˆÏöy ôyö áöy ӈϰ–

v xyü xyüí ¸y !¢ü)°ñ ú˛y= ÏöÓ˚ ç Ï° !öü≈)°–

136

v !ܲ ܲÓ˚ Ÿª÷Ó˚ ˆ°áyˆÏçyܲyñ ˆüˆÏâ•z Ó%é˛ˆÏÓ çˆÏ°Ó˚ ˆ°áy–

v áÓ˚y û%Ñ˛ˆÏÎ˚ ì˛y°!Ó ç°ñ §Ü˛° üyˆÏ§•z ˛õy!Ó ú˛°–

xyÓyÓ˚ Îáö Ó°y •Î˚ ÈÙÈ

v ò)Ó˚ ˆ¢yû˛y ˆï˛y !öÜ˛ê˛ ç°

!öÜ˛ê˛ ˆ¢yû˛y ˆï˛y Ó˚§yï˛°–

~áy Ïö ã˛wü[˛ Ï°Ó˚ ˆ¢yû˛yÓ˚ ܲÌy Ó°y •Î˚!ö Ó°y • ÏÎ˚ ÏåÈ ãÑ y ÏòÓ˚ ˆ¢yû˛y ò) ÏÓ˚ Ìyܲ Ï° ï˛yí ¸yï˛y!í ¸ Ó,!‹TÓ˚ §Ω˛yÓöy xyÓ˚ Î!ò

ˆ¢yû˛y !öܲ Ïê˛ ï˛ ÏÓ xöyÓ,!‹T •Î˚–

ç° Óy Ó£Ï≈yÓ˚ ܲÌy ~üöû˛yˆÏÓÄ Ó°y •ˆÏÎ˚ˆÏåÈ ÈÙÈ

v Î!ò Ó Ï£Ï≈ xyà Ïö Ó˚yçy ÎyÎ˚ üyà Ïö

Î!ò ӈϣÏ≈ ˛õ%ˆÏ£Ïñ ܲ!í˛¸ •Î˚ ï%˛ˆÏ£Ï

Î!ò Ó Ï£Ï≈ üy ÏâÓ˚ ˆ¢£Ïñ

ôöƒ Ó˚yçyÓ˚ ˛õ%îƒ Ïò¢––

ˆò¢ ˛õyí˛¸yàÑyˆÏÎ˚ Ó£Ï≈yÓ˚ í˛z˛õˆÏÓ˚ !öû≈˛Ó˚ ܲÓ˚ˆÏï˛ •Î˚ §ÇÓͧˆÏÓ˚Ó˚ ã˛y£Ï Ä ˛õyˆÏöÓ˚ ܲyˆÏç– ï˛y•z Ó£Ï≈y ˆ°yܲç#ÓˆÏöÓ˚•z ≤Ãyî

fl∫Ó˚*˛õñ ˆÜ˛ööy Ó,!‹TÓ˚ çˆÏ°•z §Ó Ó˚ˆÏ«˛– öy •ˆÏ° ú˛§° ÷!ܲˆÏÎ˚ ÎyÎ˚ñ ôö≤ÃyˆÏîÓ˚ «˛!ï˛ •Î˚– ï˛y•z åÈí˛¸yÎ˚ Ó°y •ˆÏÎ˚ˆÏåÈ ÈÙÈ

v !ã˛öy Ó Ï° !ã˛ö !ã˛öy!öñ

ôyö ӈϰ xyê%˛ ˛õy!ö

ܲ°y ӈϰ à°y ˛õy!ö–

!ã˛öy ã˛yˆÏ£Ï !ã˛ö !ã˛ˆÏö çˆÏ°•z ܲyˆÏç ã˛ˆÏ°– ˆï˛ü!ö ܲ°yÓˆÏö à°y ç° Ä ôyˆÏöÓ˚ ˆ«˛ˆÏï˛ •Ñyê%˛ ˛õ!Ó˚üyî ç° òÓ˚ܲyÓ˚–

xyÓyÓ˚ñ

v xyÎ˚ Ó,!‹T ˆéÑ Ï õ†ôyö ˆò ÏÓy ˆü Ï õ

ˆ°Ó%Ó˚ ˛õyï˛y ܲÓ˚üã˛y†Îy Ó,!‹T ˆÌˆÏü Îy–

Ó,!‹TÓ˚ !Ó!öüˆÏÎ˚ ôyö í˛zͧˆÏà≈Ó˚ ܲÌy Ó°y •ˆÏÎ˚ˆÏåÈ– xöyÓ,!‹T Ä x!ï˛Ó,!‹T ò%•z•z üyö%ˆÏ£ÏÓ˚ ˆã˛yˆÏá ç° xyˆÏö– ï˛y•z Ó,!‹TÓ˚

≤ÃyÌ≈öy Ä !öÎ˚sfî ò%•z•z í˛zFã˛y!Ó˚ï˛ •Î˚ ~•z ôÓ˚ˆÏöÓ˚ åÈí˛¸yÓ˚ üyôƒˆÏü– ç° Ü˛áöÄ Ü˛áöÄ xüD°Ä ÓˆÏÎ˚ xyöˆÏï˛ ˛õyˆÏÓ˚–

v ç° ç°y çD°†~•z !ï˛ö ç°˛õy•z=!í˛¸Ó˚ xüD°–

v ~ܲÓyÓ˚ ˆá Ï° !•ç Ï°Ó˚ ˛õy!ö†Î Ïü üyö% Ï£Ï ê˛yöyê˛y!ö–

ôÑyôyÓ˚ üˆÏôƒ çˆÏ°Ó˚ ≤çD ôÓ˚y ˛õˆÏí˛¸ !Ó!û˛ß¨ x!û˛K˛ï˛yÓ˚ xyˆÏ°yˆÏܲ ÈÙÈ

v âˆÏÓ˚Ó˚ !û˛ï˛Ó˚ âÓ˚ñ ï˛yÓ˚ !û˛ï˛Ó˚ âÓ˚

ï˛yÓ˚ !û˛ï˛Ó˚ ç°ñ !ܲê˛y ••zÓ Ó°⁄ SöyÓ˚ˆÏܲ°V

137

v ~üö ˆ¢y Ï°yܲ çy!ö†ày ÏåÈÓ˚ xyàyÎ˚ ˛õy!ö SöyÓ˚ Ïܲ°V

v ܲy!ë˛Ó˚ §ˆÏD öˆÏí˛¸ ã˛ˆÏí˛¸ çˆÏ° x!ôÓy§

ú˛° öy•z ú%˛° öy•z ôˆÏÓ˚ ÓyˆÏÓ˚y üy§ ÈÙÈ S˛õyöV

˛õyˆÏöÓ˚ ÓÓ˚ç ˛õyê˛ Ü˛y!ë˛ !òˆÏÎ˚ ˜ï˛!Ó˚ •Î˚– çˆÏ°Ó˚ ≤ÈÏÎ˚yçö •Î˚– ú˛° Ä ú%˛° •Î˚ öy !ܲv ÓyˆÏÓ˚yüy§•z ˛õyö ˛õyï˛y •Î˚–

ˆÜ˛yˆÏöy ˆÜ˛ˆÏöy ôÑyôyÓ˚ üôƒ !òˆÏÎ˚ ˜ÓK˛y!öܲ §ï˛ƒ ≤Ãܲy¢ ˛õyÎ˚–

v §ü%ˆÏo çß√ xyüyÓ˚ Ìy!ܲ §ÓyÓ˚ âˆÏÓ˚

~ܲê%˛ ˛õy!öÓ˚ ˛õÓ˚¢ ˆ˛õˆÏ° ï˛áö Îy•z üˆÏÓ˚– S°ÓîV

°Óî §ü% ÏoÓ˚ ç Ï°Ó˚ ˆÌ Ïܲ çß√yÎ˚ !ܲv ç Ï°Ó˚ §yüyöƒï˛ü §Çflõ Ï¢≈ SxÌ≈yÍ Ó˚y§yÎ˚!öܲ !e´Î˚yÓ˚ ú˛ Ï°V xy§y üye•z ï˛y

àˆÏ° ÎyÎ˚–

v Îy ˆòÎ˚ ï˛y•z áy•z†ç° !òˆÏ° üˆÏÓ˚ Îy•z Sxy=öV

≤Ãyî#çàˆÏï˛Ó˚ öyöy ܲÌy ôÑyôy ≤çˆÏD ã˛ˆÏ° xyˆÏ§ çˆÏ°Ó˚ ≤Ã!ï˛û˛yˆÏ§–

v ܲyˆÏ°y ܲã%˛ çˆÏ° û˛yˆÏ§ñ •yí˛¸ ˆö•z ï˛yÓ˚ üyǧ xyˆÏåÈ SˆçÑyܲV

v â ÏÓ˚Ó˚ ü Ïôƒ çß√ xyüyÓ˚†ç Ï°Ó˚ ü Ïôƒ Óy§

˛õy Ïí ¸ Îáö â% ÏÓ˚ ˆÓí ¸y•z†Ó ÏÎ˚ ˆÓí ¸y•z Óy§ S¢yü%ܲV

v ï% !ü ç Ï°ñ xy!ü í˛yˆÏ°†ˆòáy •ˆÏÓ üÓ˚îܲyˆÏ°–

SüyåÈ Ä °Çܲy É Ó˚yߨyÓ˚ §üÎ˚V

ç°ˆÏܲ ˆÜ˛w ܲˆÏÓ˚ öyöy ˆ˛õÔÓ˚y!îܲ âê˛öy Ó!î≈ï˛ •Î˚ ôÑyôy ≤ÃÓyˆÏòÓ˚ üˆÏôƒ !òˆÏÎ˚–

v ˆÜ˛yö ˆòÓï˛y flf# Ïܲ†üyÌyÎ˚ ܲ•z ÏÓ˚ öy Ïã˛

ˆ≤à ÏüÓ˚ çöƒ ˆÜ˛yö ˆòÓï˛y†Ó˚y!_ ÏÓ˚ ç° ˆ§Ñ Ïã˛ Sü•y ÏòÓV

v §ü%ˆÏo ç° öy•z @ˇÃyˆÏü °yˆÏà ˆì˛í˛z–

Óy Ï õÓ˚ !Ó ÏÎ˚ •Î˚ öy•z ˆåÈ Ï° ~ Ïö ÏåÈ Óí z S}£Ïƒ¢,Dü%!öV

ˆÜ˛yˆÏöy ˆÜ˛yˆÏöy ôÑyôyñ ≤ÃÓyò Óy åÈí˛¸yÎ˚ ç° ~ˆÏ§ˆÏåÈ öyÓ˚#Ó˚ ܲÓ˚&î ç#Óö Óy û˛yˆÏàƒÓ˚ xö%§yÓ˚# •ˆÏÎ˚–

v ˆü ÏÎ˚ ˆåÈ Ï° ܲyòyÓ˚ ˆí˛°y†ô˛õy§ ܲˆÏÓ˚ çˆÏ° ˆú˛°y

v û˛y Ï°y ܲÌy ü Ïö ˛õí ¸° xÑyã˛y Ïï˛ xÑyã˛y Ïï˛

ë˛yÜ% Ó˚ !é˛ Ïܲ !ö ÏÎ˚ ˆà° öyã˛y Ïï˛ öyã˛y Ïï˛

ë˛yܲÓ˚&ö ˆày ë˛yܲÓ˚&öÈÙÈ

ç Ï°Ó˚ !û˛ï˛Ó˚ ˆï˛yüy ÏòÓ˚ !ܲ Ü% ê% ü xy ÏåÈ⁄

Óô)Ó˚ !öü≈üï˛yÓ˚ ã˛Ó˚üï˛ü ≤Ãܲy¢ âê˛° ç Ï°Ó˚ !û˛ï˛Ó˚ ˆï˛yüy ÏòÓ˚ !ܲ Ü% ê% ü xy ÏåÈ ~•z ܲê˛y Ï«˛–

à,•fliy!°Ó˚ m®μ ܲ°ˆÏ• öyÓ˚# ˆÎ Ü˛ï˛ Ü˛!ë˛ö •ˆÏÎ˚ ˛õí˛¸ˆÏï˛ ˛õyˆÏÓ˚ í˛z˛õˆÏÓ˚y_´ ≤ÃÓyò!ê˛ ï˛yÓ˚ çμ°hsˇ !öò¢≈ö–

138

v ˛õy!á ˛õy!á ˛õy!áñ §ï˛#öˆÏܲ ˆöÛ ÎyÎ˚ àDyÎ˚

È ÙÈxy!ü ӈϧ ˆò!á–

çˆÏ°Ó˚ üˆÏôƒ ü,ï%˛ƒÓ˚ •yï˛åÈy!ö ˆòáy ÎyÎ˚ ö#ˆÏã˛Ó˚ x˛õ)Ó≈ åÈí˛¸y!ê˛Ó˚ üˆÏôƒ– Ÿª÷Ó˚ Óy!í˛¸ˆÏï˛ !öÎ≈y!ï˛ï˛ ~ܲ!ê˛ ˆüˆÏÎ˚Ó˚ üü≈y!hsˇÜ˛

˛õ!Ó˚î!ï˛ åÈí ¸y!ê˛Ó˚ !Ó£ÏÎ˚–

v Ä ˛õyˆÏÓ˚ˆÏï˛ Ü˛yˆÏ°y Ó˚ä Ó,!‹T ˛õˆÏí˛¸ é˛ü é˛üñ

~ ˛õyˆÏÓ˚ˆÏï˛ °¡∫y àyåÈ!ê˛ Ó˚yäy ê%˛Ü˛ê%˛Ü˛ ܲˆÏÓ˚

=îÓï˛# û˛y•z xyüyÓ˚ üö ˆÜ˛üö ܲˆÏÓ˚–

~ üy§ê˛y Îyܲ !ò!ò ˆÜÑ˛ˆÏò ÜÑ˛!ܲˆÏÎ˚ñ

Ä üyˆÏ§ˆÏï˛ !öˆÏÎ˚ ÎyÓ ˛õy°!ܲ §y!çˆÏÎ˚ÈÙÈ

•yí˛¸ •° û˛yçy û˛yçy üy§ •ˆÏ°y ò!í˛¸–

xyÎ˚ ˆÓ˚ xyÎ˚ öò#Ó˚ çˆÏ° éÑ˛y˛õ !òˆÏÎ˚ ü!Ó˚–

xyÓ˚ ~ܲ!ê˛ åÈí˛¸yÈÙÈ

v Ó,!‹T ˛õˆÏí˛¸ ê˛y˛õ%Ó˚ ê%˛˛õ%Ó˚ öˆÏòÎ˚ ~° ÓyöÈÙÈ

!¢Óë˛yÜ% ÏÓ˚Ó˚ !Ó ÏÎ˚ •° !ï˛ö ܲ Ïöƒ òyö–

åÈí ¸y!ê˛ xy˛õyï˛ ˆÜ˛Ôï% ܲܲÓ˚ ü Ïö • Ï°Ä ~Ó˚ xhsˇÓ˚D !Ó£ÏyòüÎ˚ï˛y ˆày˛õö Ìy Ïܲ öy– ˆ§Ü˛y Ï°Ó˚ ˆ•yüÓ˚y ˆã˛yüÓ˚y ˛õ!Ó˚Óy ÏÓ˚Ó˚

~ܲ ~ܲçö ˛õ%Ó˚&ˆÏ£ÏÓ˚ ~ܲy!ôܲ flf# ÌyÜ˛ï˛– åÈí˛¸yÓ˚ xhsˇÓ˚y° ˆÌˆÏܲ öyÓ˚#ç#ÓˆÏöÓ˚ ~ܲ ܲÓ˚&î xy!ï≈˛ xyüyˆÏòÓ˚ ܲyˆÏö ~ˆÏ§

Óy Ïç–

ˆ°yܲüyö§ ç#Óö Îy˛õ ÏöÓ˚ §Ó˚°ï˛ü ˆÓ˚áy Ïï˛Ä °â%§% ÏÓ˚ x Ïöܲ àû˛#Ó˚ Óyï≈ y !ò ÏÎ˚ Ìy Ïܲ– ˆ§áy Ïö !Ó!û˛ß ˆ˛õ¢yÓ˚ üyö%£Ï

ˆÎö °«˛ƒ Ìy Ïܲ ˆï˛ü!ö Ìy Ïܲ !Ó!û˛ß¨ çy Ïï˛Ó˚ Óy ô Ïü≈Ó˚ ˆ°y Ïܲ ÏòÓ˚ ò%Ó≈°ï˛yÓ˚ !òܲ=!°Ä–

v ܲyˆÏÎ˚ï˛ üˆÏÓ˚ çˆÏ° û˛yˆÏ§†Ü˛yܲ ӈϰ ˆÜ˛yö åȈϰ xyˆÏåÈ–

v üÓ˚y Óyü%ö ày Ïä û˛y ϧ†!ãÖ Ïí ¸ ò•z ~Ó˚ öy Ïü í z Ïë˛ xy ϧ–

ò#â≈ x!û˛K˛ï˛yÎ˚ ~üö xˆÏöܲ ˆ°yܲ ÌyˆÏܲ ÎyˆÏܲ Óy ÎyˆÏòÓ˚ˆÏܲ !ã˛ˆÏö !öˆÏï˛ xyÓ˚ û%˛° •Î˚ öy– ï˛y•z Ó°y •Î˚ ÈÙÈ

v ÜÑ˛yê˛y àyˆÏåÈ ç° !òˆÏ° ÜÑ˛yê˛y ˆÓˆÏí˛¸ ÎyÎ˚ñ §˛õ≈ˆÏܲ áyÄÎ˚yˆÏ° ò%?˛ !Ó£Ï í˛zà‰Ó˚yÎ˚–

v ܲyö ¢Õ‘y ˆû˛ï˛Ó˚ ˆàÑyçy†ò#â° ˆâyüê˛y öyÓ˚#

˛õyöy ˛õ%Ü%˛ˆÏÓ˚Ó˚ ¢#ï˛° ç°†Óí˛¸ ü®Ü˛yÓ˚#–

~åÈyí ¸yÄ !Ó!û˛ß ôÓ˚ ÏöÓ˚ üyö% Ï£ÏÓ˚ ã˛!Ó˚e Óy ˜Ó!¢‹Tƒ §¡õ ÏÜ≈ öyöy ôÑyôy ≤ÃÓyò ˆòáy ÎyÎ˚ ÎyÓ˚ ü) Ï°Ä xy ÏåÈ ç°ÈÙÈ

v xyô àyà!Ó˚ ç°ñ ܲˆÏÓ˚ åÈ° åÈ°

v xâ!ê˛Ó˚ â!ê˛ •°ñ ç° ˆáˆÏÎ˚ ≤Ãyîê˛y ˆà°–

139

v ç°ñ xy=öñ üöñ ӈϢ Ü˛ï˛«˛î

!ܲå%È !ܲå%È ≤ÃÓyˆÏò !ܲ ܲÓ˚y í˛z!ã˛ï˛ Óy xö%!ã˛ï˛ ˆ§ Óƒy˛õyˆÏÓ˚ !¢«˛y ˆòÄÎ˚y xyˆÏåÈ–

v áy!° ˆ˛õˆÏê˛ ç°†û˛Ó˚y ˆ˛õˆÏê˛ ú˛°–

v ú˛° ˆáˆÏÎ˚ ç° áyÎ˚†Îü ӈϰ xyÎ˚ xyÎ˚–

ç° §¡õ!Ü≈ ï˛ !ܲå%È !ܲå%È ≤ÃÓy ÏòÓ˚ xÇ¢ !Ó Ï¢£Ï §y!•!ï˛ƒÜ˛ ÏòÓ˚ Ó˚ã˛öyÎ˚ ≤Ãܲy¢ ˆ˛õ ÏÎ˚ ÏåÈ– ܲáöÄ xyÓyÓ˚ ≤Ã!ï˛!ò ÏöÓ˚ ç#Óö

Îy˛õ Ïö ÓƒÓ•*ï˛ • ÏÎ˚ ÏåÈ ~ÓÇ òyÓ˚&îû˛y ÏÓ xyüy ÏòÓ˚ xyã˛Ó˚îñ ˛õ!Ó˚ ÏÓ¢ ~ÓÇ ˛õ!Ó˚!fli!ï˛Ó˚ § ÏD !ü Ï° ˆà ÏåÈ–

v ç° í˛zÑã%˛ñ ç° ö#ã%˛ Sˆáy§yü%ˆÏòÓ˚ üö Ó˚yáyV

v çˆÏ° Ü%˛ü#Ó˚ í˛yDyÎ˚ Óyâ Sí˛zû˛Î˚ §B˛ê˛V

v •y!ï˛ ˆâyí˛¸y ˆà° ï˛°ñ ü¢y ӈϰ Ü˛ï˛ ç°

v öyÓ˚#Ó˚ Ó° ˆã˛yˆÏáÓ˚ ç°

v §yï˛ âyˆÏê˛Ó˚ ç° áyÄÎ˚y

v àû˛#Ó˚ ç Ï°Ó˚ üyåÈ

v í%˛ˆÏÓ í%˛ˆÏÓ ç° áyÄÎ˚y

v áy° ˆÜ˛ˆÏê˛ Ü%˛ü#Ó˚ xyöy

v ô!Ó˚ üyåÈ öy å%ÈÑ•z ˛õy!ö–

ܲáöÄ Ü˛áöÄ Ó˚•§ƒüÎ˚ï˛yÓ˚ §%®Ó˚ ÓƒOöyÎ˚ ôÓ˚y ˛õˆÏí˛¸ !Ó!ã˛e ç#ÓˆÏöÓ˚ öyöy §%Ó˚–

v ˆåÈyR ~ܲê˛y ˛õ%Ü%˛ˆÏÓ˚†Ü˛•z û%˛Ó˚ û%˛Ó˚ ܲˆÏÓ˚

ܲyÓ˚ ÓyÓyÓ˚ §yôƒ xy ÏåȆçy° ˆú˛° Ïï˛ ˛õy ÏÓ˚⁄ S•Ñy!í ¸ Ïï˛ û˛yï˛ ˆú˛yê˛yV

v ã˛yÓ˚ Ïܲy Ïî ˛õ%Ü% Ó˚!ê˛ ç Ï° ê% Óê% Ó Ü˛ ÏÓ˚

~üö §%®Ó˚# ܲöƒy çˆÏ° í%˛ˆÏÓ üˆÏÓ˚– S≤Ã!ï˛üyV

v ˛õ%Ü%˛ˆÏÓ˚Ó˚ üˆÏôƒ ï˛y° àyåÈñ Ó ·˛yÎ˚ ܲˆÏÓ˚ˆÏåÈ Óy§y

ˆÜ˛í˛z áyˆÏFåÈöñ ˆÜ˛í˛z !öˆÏÎ˚ˆÏåÈöñ ˆÜ˛í˛z ܲˆÏÓ˚ˆÏåÈö xy¢y–

‡ ÏܲyÓ˚ ˆáy Ï°Ó˚ ç° Ïܲ ˛õ%Ü% Ó˚ Ó°y • ÏÎ˚ ÏåÈ– ö°ê˛y •° ï˛y°àyåÈ– Ó ·˛y • Ï°ö x!@¿ ÏòÓï˛y– ‡Ñ ÏܲyÓ˚ üyÌyÎ˚ ˆÎ ܲ° ÏܲÓ˚

xy=ö ï˛y Ïܲ !ö Ïò≈¢ ܲÓ˚ ÏåÈ–

v Ó˚yçyÓ˚ @’yˆÏ§ Ó˚yçy•z ç° ˛õyö ܲÓ˚ˆÏï˛ ˛õyˆÏÓ˚ öy ÈÙÈ Ü%Ñ˛ˆÏÎ˚y–

v xyˆÏåÈ ú˛°ñ xyˆÏåÈ ç°ñ üy!ê˛˛õyï˛y Ó˚§

x!ü° xyö° ÎyÓ˚ ò% ÏÎ˚Ó˚ ˛õÓ˚¢– Sˆ°yܲ§Çfl,Ò!ï˛V

ˆ°yܲüyö ϧÓ˚ !Ó!ã˛e à!ï˛ ≤ÃÜ, !ï˛Ó˚ Ó˚*˛õ ÏÓ˚áy ôÓ˚y ˛õ Ïí ¸ ç Ï°Ó˚ ≤Ã!ï˛!Ó Ï¡∫– ~üö ܲ ÏÓ˚•z ˆ°yܲüyö ϧÓ˚ ò,!‹T Ïܲy ÏîÓ˚ öyöy

xyˆÏ°yˆÏܲ çˆÏ°Ó˚ öyöy Ó˚*˛õ Ä ˜Ó!ã˛eƒ ôÓ˚y ˆòÎ˚ ç° §¡õ!Ü≈˛ï˛ öyöy åÈí˛¸yñ ≤ÃÓyò Ä ôÑyôyÎ˚–

140

öyÓ# Ä ≤ÃÜ, !ï˛

ò%à≈yÓ˚yö# òy§

xôƒy!˛õܲyñ ò¢≈ö !Óû˛yà

≤ÃÌyàï˛ ôyÓ˚îy xö%§y ÏÓ˚ ˆÎ Ï•ï% ˛õ%Ó˚&£Ï x Ï õ«˛y öyÓ˚# ܲü ¢!_´¢y°#ñ ܲü !Óã˛yÓ˚¢#°ñ ܲü §,çö¢#°ñ ï˛y•z öyÓ˚# •°

˛õ%Ó˚&£Ï !öû≈ Ó˚– ˛õyÿ˛yï˛ƒ ò¢≈ Ïö ˆ≤’ Ïê˛y ~ÓÇ xƒy!Ó˚fiê˛ê˛ Ï°Ó˚ §üÎ˚ ˆÌ Ïܲ•z ~•z öyÓ˚#ÈÙÈ õ%Ó˚& Ï£ÏÓ˚ ü Ïôƒ !Ó Ïû˛ ÏòÓ˚ í z ÏÕ‘á ˛õyÄÎ˚y

ÎyÎ˚– ÚöyÓ˚# öy ܲ ÏÓ˚ñ ˛õ%Ó˚&£Ï ܲ ÏÓ˚ ÏåÈöÛÈÙÙÙÈ~•z Î%!_´ ˆò!á ÏÎ˚ ˆ≤’ Ïê˛y ˆòÓï˛y ÏòÓ˚ ôöƒÓyò çy!ö ÏÎ˚ ÏåÈö– xƒy!Ó˚fiê˛ê˛° Ó Ï° ÏåÈö

ÚöyÓ# ܲï˛Ü˛=!° §ò‰=î ˆÌ Ïܲ Ó!M Èï˛ÛÈÙÙÙÈxƒy!Ófiê˛ê˛° ~û˛y ÏÓ öyÓ# §¡õ ÏÜ≈ ïÑ yÓ x!û˛üï˛ Óƒ_´ ܲ ÏÓ ÏåÈö– ê˛üy§ xƒyÜ% •zöy§

öyÓ˚# Ïܲ Úx§¡õ)î≈ ˛õ%Ó˚&£ÏÛ Ó˚* Ï õ !ã˛!•´ï˛ ܲ ÏÓ˚ ÏåÈö– ~üö!ܲ ≤Ãy Ïã˛ƒÓ˚ û˛yÓöy Ïï˛Ä öyÓ˚# §¡õ ÏÜ≈ ~ܲ•z x!û˛üï˛ ˛õyÄÎ˚y ÎyÎ˚–

üö%ÈÙȧÇ!•ï˛yÎ˚ öyÓ˚#Ó˚ §ü@ˇÃ ç#Óö Ïܲ•z ˛õÓ˚yô#ö xÌ≈yÍ ˛õ%Ó˚& Ï£ÏÓ˚ xô#öÓ˚* Ï õ Óî≈öy ܲÓ˚y • ÏÎ˚ ÏåÈÈÙÙÙÈÓy Ï°ƒ !˛õï˛yÓ˚ xô#öñ

ˆÎÔÓ Ïö fl∫yü#Ó˚ xô#ö ~ÓÇ Óyô≈ Ïܲƒ ˛õ% ÏeÓ˚ xô#öñ ˛õ%Ó˚& Ï£ÏÓ˚ xô#ö Ó˚* Ï õ ܲü≈ §yô ÏöÓ˚ ü Ïôƒ•z öyÓ˚# ~ÓÇ ˛õ%Ó˚& Ï£ÏÓ˚ ï˛Ìy

§ü@ˇÃ §üy ÏçÓ˚ üD°–

öyÓ# Ïܲ ÷ô% ˛õ%Ó& Ï£ÏÓ xô#ö ˆÓ Ïá•z ˛õ%Ó&£Ïï˛y!sfܲ §üyç «˛yhsˇ •Î!ö– öyÓ# Ïܲ öyöyû˛y ÏÓ !öÎ≈yï˛ö ܲ ÏÓ ÏåÈ ˛õ%Ó&£Ï– Óï≈ üy Ïö

öyÓ˚# !Ó Ï¢£Ï ôÓ˚ ÏöÓ˚ !ö@ˇÃ Ï•Ó˚ §¡ø%á#ö •Î˚ó ô£Ï≈î ~ÓÇ xöƒyöƒ ôÓ˚ ÏöÓ˚ ˆÎÔö !ö˛õ#í ¸öó öyÓ˚#ÈÙȺ*î •ï˛ƒyñ í˛y•z!ö •ï˛ƒyñ

§ï˛#ñ ˛õî≤ÃÌyñ Óô) !öÎ≈yï˛öÈÙÙÙÈ~•z ôÓ˚ ÏöÓ˚ !ö@ˇÃ• ~ÓÇ ~Ó˚ ú˛ Ï° §ü§ü ÏÎ˚Ó˚ ~ܲ x!öÿ˛Î˚ï˛yÓ˚ ˆÓyô Îy öyÓ˚#Ó˚ ü Ïôƒ çüy

• Ïï˛ Ìy Ïܲñ öyÓ˚# Ïܲ à, Ï• xyÓk˛ Ó˚y Ïáñ xÌ≈ Ïö!ï˛Ü˛ !òܲ ˆÌ Ïܲ ˆ¢y!£Ïï˛ Ü˛ ÏÓ˚ ~ÓÇ §yüy!çܲû˛y ÏÓ ò!üï˛ Ó˚y Ïá– ï˛y•z

Ó°y ÎyÎ˚ñ öyÓ˚# !ö@ˇÃ Ï•Ó˚ ˆÜ˛yö fliyÎ˚# §ÇK˛y ˆö•z– ܲy°ñ fliyö Ä ˛õye ˆû˛ Ïò ï˛y !û˛ß !û˛ß •Î˚– ~ܲ•z ôÓ˚ ÏöÓ˚ xyã˛Ó˚î Óy

ܲyç ˆÜ˛yöÄ §ü ÏÎ˚ Óy §üy Ïç !ö@ˇÃ• !•§y ÏÓ !Ó ÏÓ!ã˛ï˛ öy • ÏÎ˚ §üyç §Çfl,Ò!ï˛Ó˚•z xD !•§y ÏÓ !Ó ÏÓ!ã˛ï˛ • ÏÎ˚ ÏåÈ–

˛õÓ˚Óï≈ #ܲy Ï° ˆ§•z xyã˛Ó˚î•z xyÓyÓ˚ §üyç Ïû˛ Ïò !ö@ˇÃ Ï•Ó˚ xhsˇû%≈ _´ • ÏÎ˚ ÏåÈ–

öyÓ˚#Ó˚ IJõÓ˚ ˛õ%Ó˚& Ï£ÏÓ˚ ~•z ≤Ãû% có ≤ÃÜ, !ï˛Ó˚ IJõÓ˚ üyö% Ï£ÏÓ˚ ≤Ãû% ÏcÓ˚ §üï% °ƒ– ≤Ãyã˛#öܲy° ˆÌ Ïܲ•z ~Ó˚ !öò¢≈ö ˆòá Ïï˛

˛õyÄÎ˚y ÎyÎ˚– ܲyÓ˚î ≤Ãyã˛#öܲy Ï° Ó˚yçöƒÓ Ïà≈Ó˚ ~ܲ xöƒï˛ü xyö®°y Ïû˛Ó˚ í z õܲÓ˚î !åÈ° ü,àÎ˚y– ü,àÎ˚y Óy !¢Ü˛yÓ˚ ܲ ÏÓ˚

˛õ÷•ï˛ƒy ܲÓ˚y Ïܲ ˆÜ˛í z ˆòy Ï£ÏÓ˚ Ó Ï° ü Ïö ܲÓ˚ Ïï˛y öy– ~•z û˛y ÏÓ Ó˚yçyÓ˚yçí ¸y Ä ˛õ ÏÓ˚ !¢Ü˛yÓ˚# ÏòÓ˚ xy Ïüyò xy‚yò Óy

!Ó°y§Óƒ§ ÏöÓ˚ çöƒ Ó‡ ≤Ãyî# Ä ˛õy!áÓ˚ ç#Óö•y!ö • ÏÎ˚ ÏåÈ– ~Ó˚ õÓ˚ §û˛ƒï˛yÓ˚ x@ˇÃà!ï˛Ó˚ § ÏD § ÏD üyö%£Ï çD° Ä

Óöû) !ü ˆåÈòö ܲ ÏÓ˚ Ó§!ï˛ fliy˛õö ܲ ÏÓ˚ ÏåÈñ Óí ¸ Óí ¸ ܲ°Ü˛yÓ˚áyöy ˜ï˛Ó˚# ܲ ÏÓ˚ ÏåÈÈÙÙÙȧû˛ƒï˛yÓ˚ x@ˇÃà!ï˛ ˛õ!Ó˚ ÏÓ Ï¢Ó˚ í z õÓ˚

x Ïöܲáy!ö xy@ˇÃy§# û) !üܲy ˛õy°ö ܲ ÏÓ˚ ÏåÈ– §û˛ƒï˛yÓ˚ Îï˛•z !Óܲy¢ §yôö â Ïê˛ ÏåÈñ ≤ÃyÜ, !ï˛Ü˛ §¡õ ÏòÓ˚Ä ï˛ï˛•z !Óöy¢

§yôö • ÏÎ˚ ÏåÈ– xÌã˛ ˆÎ üyö%£Ï §û˛ƒ !åÈ° öyñ ˆÎ üyö%£Ï Óöƒ˛õ÷Ó˚ § ÏD ~ܲ•zû˛y ÏÓ çD Ï° Óy§ ܲÓ˚ Ïï˛yñ ˆ§•z üyö% Ï£ÏÓ˚

myÓ˚y ≤ÃÜ, !ï˛Ó˚ ˆÜ˛yö «˛!ï˛§yôö •Î˚!ö–

àyåÈ˛õy°y Îáö !ö Ïç ˆÌ Ïܲ çß√yÎ˚ ï˛áö ≤ÃÜ, !ï˛ §ü,k˛ •Î˚ñ !ܲv Îáö Ü, !£Ïܲy ÏÎ≈ƒÓ˚ üyôƒ Ïü xyüÓ˚y ˆÜ˛yö !ܲå%È í zͲõyòö

ܲ!Ó˚ñ ï˛y §û˛ƒ üyö% Ï£ÏÓ˚ ˜ö˛õ%îƒ Ïܲ !ö Ïò≈¢ ܲ ÏÓ˚– xyüÓ˚y Ü, !£Ïܲ Ïü≈Ó˚ öyöy ≤Ã!e´Î˚y ˆÎ §%!ö!ò≈‹Tû˛y ÏÓ xö%§Ó˚î ܲ!Ó˚ ï˛y ˆï˛y

141

§û˛ƒ • ÏÎ˚ Äë˛yÓ˚•z ˛õ!Ó˚ã˛yÎ˚ܲ– §û˛ƒï˛yÓ˚ !Óܲy¢ âê˛y ÏöyÓ˚ çöƒ çD° ˆÜ˛ Ïê˛ ˆú˛°y ~ܲ!ê˛ xyÓ!¢ƒÜ˛ ܲyç– çD° öy

ܲyê˛ Ï° ã˛y£ÏyÓyò §Ω˛Ó öÎ˚ñ !ÓK˛yö Ä ≤ÃÎ%!_´Ó˚ ˆü°Ó¶˛ Ïö !¢“ àë˛ö ܲÓ˚yÄ §Ω˛Ó öÎ˚– ï˛y•z Ü, !£Ï Óy !¢“ÈÙȧû˛ƒï˛yÓ˚ ~•z

ò%•z hflÏΩ˛•z !ܲv Óöû) !ü í z ÏFåÈò ܲÓ˚y Ïï˛•z í zͧy!•ï˛ ܲ ÏÓ˚– ≤ÃÎ%!_´Ó˚ ܲ°ƒy Ïî üyö%£Ï ï˛yÓ˚ ˜òö!®ö ç#Ó Ïö ˆÎ öyöy §%á

§%!Óôy ˆû˛yà ܲ ÏÓ˚ ï˛y !ܲv ܲá Ïöy•z §Ω˛Ó öÎ˚ñ ≤ÃyÜ, !ï˛Ü˛ §¡õò Ïܲ fl∫yû˛y!Óܲû˛y ÏÓ Óy x!ÓÜ, ï˛û˛y ÏÓ ˆÓ˚ Ïáó ˆÎüöÈÙÙÙÈÓyí ¸#

Óyöy Ïï˛ •zÑê˛ òÓ˚ܲyÓ˚ñ ˆ§•z •zÑ Ïê˛Ó˚ çöƒ üy!ê˛ á%Ñ Ïí ¸ ÜÑ yã˛yüy!ê˛ ˆÌ Ïܲ ˆ˛õyí ¸yüy!ê˛Ó˚ •zÖê˛ ˜ï˛Ó˚# ܲÓ˚y òÓ˚ܲyÓ˚ñ xyÓ˚ ï˛y ܲÓ˚ Ïï˛

ˆà Ï° û) !ü Ïܲ x!ÓÜ, ï˛ xÓfliyÎ˚ ˆÓ˚ Ïá ˆòÄÎ˚y §Ω˛Ó öÎ˚– xÌ≈yÍ xyüÓ˚y e´üyàï˛ xyÓ˚Ä û˛y Ï°y Ìyܲy Ä xyÓ˚y Ïü ÌyܲyÓ˚

çöƒ ≤ÃÜ, !ï˛ Ïܲ xyüy ÏòÓ˚ ≤à ÏÎ˚yçö xö%§y ÏÓ˚ ÓƒÓ•yÓ˚ ܲÓ˚!åÈ– ~ܲ ܲÌyÎ˚ ≤ÃyÜ, !ï˛Ü˛ öyöy í z õyòy ÏöÓ˚ í z õÓ˚ §û˛ƒ üyö% Ï£ÏÓ˚

ÓÓ≈ ÏÓ˚y!ã˛ï˛ xye´üî â Ïê˛ ÏåÈ ô# ÏÓ˚ ô# ÏÓ˚ Î%à Î%à ô ÏÓ˚–

~•z û˛y ÏÓ ≤Ã!ï˛!öÎ˚ï˛•z ã˛° ÏåÈ ≤ÃÜ, !ï˛Ó˚ IJõÓ˚ üyö% Ï£ÏÓ˚ ˆ¢y£ÏîÈÙÈ!ö˛õ#í ¸ö xyÓ˚ öyÓ˚#Ó˚ IJõÓ˚ ˛õ%Ó˚& Ï£ÏÓ˚ ˆ¢y£ÏîÈÙÈ!ö˛õ#í ¸öÈÙÙÙÈ~•z

ò%•z ÏÎ˚Ó˚ !˛õåÈ Ïö ~ܲ•z ôÓ˚ ÏöÓ˚ ˛õ%Ó˚&£Ïï˛y!sfܲ xÓòüöÈÙÈ≤Ãû% ÏcÓ˚ üï˛yò¢≈ ܲyç ܲÓ˚ ÏåÈ– ˛õ!Ó˚ ÏÓ Ï¢Ó˚ ≤Ã!ï˛!ê˛ ˆ«˛ Ïe ÚöyÓ˚#Û

§Çáƒy°â% ≤Ãyî# !ܲÇÓy Ú≤ÃÜ, !ï˛Û §Ü˛ Ï°•z xÓò!üï˛– Ú≤ÃÜ, !ï˛Û ~ÓÇ ÚöyÓ˚#Û í zû˛ ÏÎ˚•z üyöÓ §üy ÏçÓ˚ ≤Ã!ï˛!ê˛ §yÇfl,Ò!ï˛Ü˛

!e´Î˚yܲ°y Ï õ ˆÜ˛Ó°üye Úí z õyÎ˚Û !•§y ÏÓ ÓƒÓ•*ï˛ •Î˚ó ÎyÓ˚ ≤ÃÜ, ‹T í zòy•Ó˚î ˆòáy ÎyÎ˚ ÚåÈ!ÓÛ ˆï˛y°yñ ÚåÈ!ÓÓ˚ üy!°Ü˛yöyÛ

~ÓÇ ÚåÈ!Ó ÓƒÓ•y ÏÓ˚Ó˚ ˆ«˛ ÏeÛ– ~•z ˛õ!Ó˚!fli!ï˛ Ïï˛ òÑy!í ¸ ÏÎ˚ ~ܲ í z Ïmà §M˛Èy!Ó˚ï˛ • ÏÎ˚ ÏåÈ öyÓ˚#Óyò# ˛õ!Ó˚ ÏÓ¢ï˛y!_¥Ü˛ ÏòÓ˚ñ ï˛y

•° Î!ò ˛õ%Ó˚&£Ï Ïܲ!wܲï˛y Ïܲ !öü)≈° ܲÓ˚ Ïï˛ öy ˛õyÓ˚y ÎyÎ˚ ï˛y• Ï° ˛õ!Ó˚ ÏÓ¢ Ä öyÓ˚# í zû˛Î˚ Ïܲ•z Ó˚«˛y ܲÓ˚y Îy ÏÓ öy– ïÑ y ÏòÓ˚

ˆ§•z xhsˇò,≈!‹T ˆÌ Ïܲ•z ˛õ!Ó ÏÓ¢ ò¢≈ Ïö ~ܲ öï%ö ¢yáy Î%_´ • ÏÎ ÏåÈ– ï˛y •° Óy›öyÓ#Óyò (Ecofeminism)– Óy›öyÓ#Óyò#Óy

ü Ïö ܲ ÏÓ˚ñ !ö!ò≈‹T ç#Óï˛y!_¥Ü˛ Ä §yüy!çܲ û) !üܲyÓ˚ ˆòÔ° Ïï˛ öyÓ˚#Ó˚ ü Ïôƒ ≤ÃÜ, !ï˛Ó˚ ~ܲ §•çyï˛ xy@ˇÃ• xy ÏåÈñ Îy

˛õ!Ó˚ ÏÓ¢ §ÇÓ˚«˛ Ïî §•yÎ˚ܲ–

~•z Óy›öyÓ˚#Óyò •° ˆ§•z ï˛_¥ ˆÎáy Ïö ü Ïö ܲÓ˚y •Î˚ öyÓ˚#Ó˚ IJõÓ˚ ˛õ%Ó˚& Ï£ÏÓ˚ ≤Ãû% c ~ÓÇ ≤ÃÜ, !ï˛Ó˚ í z õÓ˚ üyö% Ï£ÏÓ˚

≤Ãû% cÈÙÙÙÈ~•z ò%•z ÏÎ˚Ó˚ ü Ïôƒ ~ܲê˛y ˆÎyà§)e xy ÏåÈ– öyÓ˚#Óyò Ä Óy›Óyò ˛õÓ˚flõÓ˚ §¡õ!Ü≈ ï˛ ~ÓÇ ~•z ò%•z !ã˛hsˇy ôyÓ˚yÓ˚

§yôyÓ˚î °«˛ƒ •° ˛õ%Ó˚&£Ïï˛y!sfܲ ÓƒÓfliyÓ˚ ü Ïôƒ ˆÎ ≤Ãû% cܲy!üï˛yÓ˚ üï˛yò¢≈ñ ˆÎ !ã˛hsˇyܲyë˛y Ïüy Ó˚ ÏÎ˚ ÏåÈ ï˛y Ïܲ x!ï˛e´ü ܲ ÏÓ˚

~üö ~ܲ !ÓŸªÓ#«˛y ï˛Ìy xyã˛Ó˚î!Ó!ôÓ˚ §)ã˛öy ܲÓ˚y ÎyÓ˚ ü Ïôƒ xÓòü ÏöÓ˚ ˆÜ˛y Ïöy í z õyòyö Ìyܲ ÏÓ öy– ~•z û˛yÓöy ˆÌ Ïܲ•z

Óy›öyÓ˚#Óy ÏòÓ˚ çß√–

ܲy ÏÓ˚ö ˆç ÄÎ˚y ÏÓ˚ö ˆòáy ÏFåÈöñ öyÓ˚# ~ÓÇ ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ xhsˇï˛≠ xyê˛≤ÃܲyÓ˚ ˆÎyà§)e Óy §yò, Ï¢ƒÓ˚ í z õ!fli!ï˛ °«˛ƒ ܲÓ˚y

ÎyÎ˚– ~•z §yò,¢ƒ §)e=!° ܲáöÄ ˛õÓ˚flõ ÏÓ˚Ó˚ ˛õ!Ó˚ õ)Ó˚ܲñ ܲáöÄ Óy ˛õÓ˚flõÓ˚ !Ó ÏÓ˚yô#– ~=!° •° ≠ÈÙÈ

1. ˙!ï˛•y!§Ü˛ §¡õÜ≈ §)e ≠ öyÓ˚# ~ÓÇ ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ ~•z ˆÎyà§)e!ê˛ Ü˛yÎ≈ܲyÓ˚î ôü≈#– ˆÜ˛y Ïöy ˆÜ˛y Ïöy !ã˛hsˇy!Óò‰

xyö%üy!öܲ ã˛yÓ˚ •yçyÓ˚ ˛õÑyã˛¢ï˛ ÓåÈÓ˚ ˛õ) ÏÓ≈ܲyÓ˚ •zí z ÏÓ˚!¢Î˚y ˆÌ Ïܲ xyàï˛ ÎyÎyÓÓ˚ í z õçy!ï˛Ó˚ myÓ˚y •z Ï®yÈÙÈ•zí z ÏÓ˚y˛õ#Î˚

§üy ÏçÓ˚ xye´ü ÏîÓ˚ ≤çD í zay˛õö ܲ ÏÓ˚ ÏåÈö ~ÓÇ ühsˇÓƒ ܲ ÏÓ˚ ÏåÈö ï˛áö ˆÌ Ïܲ•z ~ܲ !Ó Ï¢£Ï ôÓ˚ ÏîÓ˚ ≤Ãû% cܲy!üï˛yçyï˛

xÓòü ÏöÓ §)e˛õyï˛ â Ïê˛ ÏåÈ– ~•z xye´ü ÏîÓ xy Ïà ˛õÎ≈hsˇ •z Ï®yÈÙÈ•zí z ÏÓy˛õ#Î §üyç !åÈ° ü)°ï˛ üyï, ï˛y!sfܲ ~ÓÇ Ü, !£Ï!öû≈ Ó–

xyÓyÓ˚ ~ܲò° !ã˛hsˇy!Óò‰ ü Ïö ܲ ÏÓ˚öñ @ˇÃ#ܲ ò¢≈ ÏöÓ˚ ˆÎ Î%!_´Óy!òï˛y ~ÓÇ ˜mï˛Óyò ï˛yÓ˚ ü Ïôƒ•z öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ

§¡õ ÏÜ≈ Ó˚ ˙!ï˛•y!§Ü˛ Óƒyáƒy ˛õyÄÎ˚y ÎyÎ˚– xöƒ!ò Ïܲ ܲƒy ÏÓ˚y!°ö üy Ïã≈ rê˛ ≤Ãü%á öyÓ˚#Óyò# ü Ïö ܲ ÏÓ˚öñ ˆ£Ïyí ¸¢ ~ÓÇ §Æò¢

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¢ï˛y∑# Ïï˛ !ÓK˛yö Ä §Çfl,Ò!ï˛ çà Ïï˛ ˆÎ§Ó ˜Ó≤’!Óܲ ˛õ!Ó˚Óï≈ ö §Çà!ë˛ï˛ •Î˚ ï˛y ˆÌ Ïܲ•z öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ IJõÓ˚ ≤Ãû% ÏcÓ˚

§)e˛õyï˛ â Ïê˛ ÏåÈ– ~•z §üÎ˚ ˆÌ Ïܲ•z üyö%£Ï Ä ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ ˛õ%Ó˚ Ïöy §• ÏÎy!àï˛yÓ˚ §¡õ ÏÜ≈ Ó˚ ˛õ!Ó˚Ó Ïï≈ Ó˚*˛õyhsˇÓ˚Óyò# Îy!sfܲ

!ÓK˛yöÈÙÈò¢≈ ÏöÓ §)ã˛öy • ÏÎ ÏåÈ– ˙!ï˛•y!§Ü˛ û˛y ÏÓ ~•z !ÓK˛yöò¢≈ö•z ≤ÃÜ, !ï˛Ó Î ÏÌFåÈ ˆ¢y£Ïî Ïܲ e´ü¢≠ ˜Óôï˛y òyö ܲ ÏÓ ÏåÈ–

öyÓ˚#Ó˚ xô#öï˛yÓ˚ §)e˛õyï˛Ä ˆ§•z §üÎ˚ ˆÌ Ïܲ•z–

2. ôyÓ˚îyàï˛ ˆÎyà§)e ≠ ~•z ôyÓ˚îyàï˛ ˛õ!Ó˚ܲyë˛y ÏüyÓ˚ ü Ïôƒ ˛õ%Ó˚&£Ï§%°û˛ !ã˛hsˇyû˛yÓöy ï˛Ìy ˛õ%Ó˚&£Ïï˛ ÏsfÓ˚ í z õyòyö

Ó˚ ÏÎ˚ ÏåÈ– öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ IJõÓ˚ xÓòü ÏöÓ˚ ôyÓ˚îyàï˛ !û˛!_ Ó˚ ÏÎ˚ ÏåÈ ü)°ƒÈÙȘmï˛Óyò Ä ü) Ï°ƒÓ˚ í zFã˛ ö#ã˛ !Óöƒy ϧÓ˚ ü Ïôƒ–

~Ó˚ ~ܲ!ê˛ Ó,•_Ó˚ ˆ≤ë˛y˛õê˛ •° !°DÓyòñ Óî≈ ˜Ó£ÏüƒÓyòñ ˆ◊î#Óyò ï˛Ìy ≤ÃÜ, !ï˛ÓyòÈÙÙÙÈÎyÓï˛#Î˚ xÓòüöü)°Ü˛ üï˛Óy ÏòÓ˚

§yôyÓ˚î ˜Ó!¢‹Tƒ– ~•z ôyÓ˚îyàï˛ ˛õ!Ó˚ܲyë˛y Ïüy ï˛áö•z !ö˛õ#í ¸öü)°Ü˛ ˛õ!Ó˚ܲyë˛y Ïüy Ïï˛ ˛õ!Ó˚îï˛ •Î˚ Îáö ï˛y ≤Ãû% c ~ÓÇ

!ö˛õ#í ¸ ÏöÓ˚ §¡õ ÏÜ≈ Ó˚ ˆÎÔ!_´Ü˛ï˛y ≤Ã!ï˛˛õyò Ïö ÓƒÓ•*ï˛ •Î˚– ~•z ˛õ!Ó˚ܲyë˛y Ïüy ˛õ%Ó˚&£Ïï˛y!sfܲñ ˆÜ˛ööy x Ïöܲ §üÎ˚ ï˛y Ïܲ

˛õ%Ó˚& Ï£ÏÓ˚ myÓ˚y öyÓ˚#Ó˚ xÓòü ÏöÓ˚ ˆÎÔ!_´Ü˛ï˛y ≤Ã!ï˛˛õyò Ïö ÓƒÓ•yÓ˚ ܲÓ˚y •Î˚– xyÓyÓ˚ ˆÎÔö ˛õ!Ó˚ã˛Î˚ ~ÓÇ !°D ˛õ!Ó˚ã˛Î˚ ~•z

ò%•z ÏÎ˚Ó˚ ü ÏôƒÜ˛yÓ˚ ôyÓ˚îyàï˛ !û˛!_Ó˚ ≤Ã!ï˛ xyüy ÏòÓ˚ ü Ïöy ÏÎyà xyܲ£Ï≈î ܲ ÏÓ˚– ü Ïö ܲÓ˚y •Î˚ñ §hsˇyöôyÓ˚î Ä §hsˇyö

≤Ã!ï˛˛õy° ÏöÓ˚ ü Ïï˛y ˆò•àï˛ x!û˛K˛ï˛y ˛õ%Ó˚& Ï£ÏÓ˚ ï% °öyÎ˚ öyÓ˚# Ïܲ ≤ÃÜ, !ï˛Ó˚ x Ïöܲ ܲyåÈyܲy!åÈ ~ Ïö ˆòÎ˚– ˆÎÔöï˛y Ä

!° ÏDÓ ~•z ˛õyÌ≈ܲƒ ≤ÃÜ, !ï˛Ó ≤Ã!ï˛ ò,!‹Tû˛D#Ó ˆ«˛ Ïe ˛õ%Ó& Ï£ÏÓ ï%°öyÎ öyÓ#Ó ~ܲ fl∫ï˛sf ˆã˛ï˛öy Ïܲ ≤Ãܲy¢ ܲ ÏÓñ ôyÓîyàï˛û˛y ÏÓ

Îy ï˛Ìyܲ!Ìï˛ !Ó ÏŸ’£Ïîôü≈# ˜öÓ≈ƒ!_´Ü˛ ˛õ%Ó˚&£Ïy!° x!û˛K˛ï˛yÓ˚ !Ó˛õÓ˚#ï˛–

3. x!û˛K˛ï˛yü)°Ü˛ ˆÎyà§)e ≠ ˆÓ¢ !ܲå%È Óy›öyÓ˚#Óyò# öyÓ˚#Ó˚ xÓòü Ïö ~ÓÇ ≤ÃÜ, !ï˛Ó˚ ôùÇ Ï§Ó˚ ü Ïôƒ §¡õÜ≈

§) ÏeÓ˚ Óƒyáƒy !ò Ïï˛ !à ÏÎ˚ x!û˛K˛ï˛yü)°Ü˛ ï˛Ìƒ ≤Ãüy ÏîÓ˚ ≤Ã!ï˛ xyüy ÏòÓ˚ ü Ïöy ÏÎyà xyܲ£Ï≈î ܲ ÏÓ˚ ÏåÈö– ïÑ y ÏòÓ˚ ü Ïôƒ

x Ïö Ïܲ öyÓ˚#ñ !¢÷ñ Óî≈àï˛ §Çáƒy°â% ~ÓÇ ò!Ó˚oÓ˚y ˆÎ ôÓ˚ ÏöÓ˚ fl∫yfliƒ §ü§ƒy ~ÓÇ é%Ñ !ܲÓ˚ ü Ïôƒ ˆÓÑ Ïã˛ Ìy Ïܲ ˆ§ §¡õ ÏÜ≈

ï˛Ìƒ §Ó˚ÓÓ˚y• ܲ ÏÓ˚öñ !ܲû˛y ÏÓ Ü˛#ê˛öy¢Ü˛ñ !Ó£Ïy_´ Óç≈ƒ ~ÓÇ xöƒyöƒ ò)£Ïî=!° ~ ÏòÓ˚ ¢Ó˚# ÏÓ˚Ó˚ IJõÓ˚ ≤Ãû˛yÓ !ÓhflÏyÓ˚ ܲ ÏÓ˚

ï˛yÓ˚ ܲÌy Ó Ï° ÏåÈö– xöƒyöƒ Óy›öyÓ˚#Óyò#Ó˚y ≤ÃÌü !Ó ÏŸªÓ˚ í zßÎ˚ö ܲü≈§)!ã˛ !ܲû˛y ÏÓ ï, ï˛#Î˚ !Ó ÏŸªÓ˚ üyö%£Ïçö ï˛Ìy öyÓ˚#Ó˚

IJõÓ ≤Ãû˛yÓ !ÓhflÏyÓ Ü˛ ÏÓ ˆ§ §¡õ ÏÜ≈ xyüy ÏòÓ ü Ïöy ÏÎyà xyܲ£Ï≈î ܲ ÏÓ˚ ÏåÈö– ~Ñ ÏòÓ ü Ïôƒ ÎÑyÓy ≤Ãyî#Ó x!ôܲyÓ §¡õ ÏÜ≈

§ Ïã˛ï˛ö ïÑ yÓ˚y ≤Ãyî#Ó˚ IJõÓ˚ ˛õÓ˚#«˛yÈÙÈ!öÓ˚#«˛yñ ˛õ÷!¢Ü˛yÓ˚ ܲÓ˚yñ üyǧ áyÄÎ˚y •zï˛ƒy!ò Ïܲ ˛õ%Ó˚&£Ïï˛y!sfܲ ôƒyö ôyÓ˚îy ï˛Ìy !Ó!ô

!öÎ˚ ÏüÓ˚ § ÏD §¡õ!Ü≈ ï˛ Ó˚* Ï õ Ó% Ïé˛ ÏåÈö– ˆÜ˛í z ˆÜ˛í z öyÓ˚#Ó˚ IJõÓ˚ ˜ò!•Ü˛ !öÎ≈yï˛ö Ä ˛õ Ïö≈y@ˇÃy!ú˛ Ïܲ öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚

!ÓÓ˚& Ïk˛ ˛õ%Ó˚&£Ïy!° !ö@ˇÃ• !•§y ÏÓ Óƒyáƒy ܲ ÏÓ˚ ÏåÈö–

4. §yÇ Ïܲ!ï˛Ü˛ ˆÎyà§)e ≠ ~ܲò° Óy›öyÓ˚#Óyò# ôü≈ñ {ŸªÓ˚ï˛_¥ñ !¢“ܲ°yñ §y!•ï˛ƒ •zï˛ƒy!òÓ˚ ü Ïôƒ öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚

ˆÎ xÓü)°ƒyÎ˚ö ܲÓ˚y • ÏÎ˚ Ìy Ïܲ ï˛yÓ˚ ≤Ã!ï˛ xyüy ÏòÓ˚ ò,!‹T xyܲ£Ï≈î ܲ ÏÓ˚ ÏåÈö– öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ ˆÎ ˆÎyà§)e ï˛y öyÓ˚#Ó˚

xydï˛ Ï_¥Ó˚ Ó˚yçö#!ï˛ Ïܲ §yü Ïö xy Ïö– ≤Ãã˛!°ï˛ û˛y£ÏyÎ˚ öyÓ˚# Ïܲ ˆÎ Ú≤ÃÜ, !ï˛ üyï˛yÛ !•§y ÏÓ Óî≈öy ܲÓ˚y •Î˚ ï˛y xÓòüö Ïܲ

x!ï˛e´ü ܲ ÏÓ˚ öyÓ˚# Ïܲ fl∫yô#ö ܲÓ˚ Ïï˛ ˛õy ÏÓ˚!ö– öyÓ˚# Ïܲ x Ïöܲ §üÎ˚ üö% ϣσï˛Ó˚ ≤Ãyî#Ó˚ û˛y£ÏyÎ˚ñ ˆÎüöÈÙÙÙÈàyû˛#ñ ü%Ó˚à#ñ

Ü% Ü% Ó˚ñ §y˛õ •zï˛ƒy!ò û˛y£ÏyÎ˚ Óî≈öy ܲÓ˚y •Î˚ ≠ ≤ÃÜ, !ï˛Ó˚ ô£Ï≈îñ ≤ÃÜ, !ï˛ Ïܲ çÎ˚ ܲÓ˚y •zï˛ƒy!ò– ~áy Ïö ü)°Ü˛ Ó_´Óƒ •° ˆÎñ

û˛y£Ïy Îy ≤ÃÜ, !ï˛ Ïܲ öyÓ˚#cy!Î˚ï˛ Ü˛ ÏÓ˚ ~ÓÇ öyÓ˚# Ïܲ ≤ÃÜ, !ï˛cy!Î˚ï˛ Ü˛ ÏÓ˚ ~ÓÇ ~Ó˚ ü Ïôƒ !ò ÏÎ˚ í zû˛ ÏÎ˚Ó˚ xÓòüö âê˛y Ïöy •Î˚ó

˛õ!Ó˚ Ï¢ Ï£Ï ï˛y ÏòÓ˚ IJõÓ˚ ≤Ãû% c ܲÓ˚y Ïܲ Î%!_´!§k˛ ܲÓ˚yÓ˚ ˆã˛‹Ty •Î˚–

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5. K˛yöï˛y!_¥Ü˛ ˆÎyà§)e ≠ öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ ~ܲ K˛yöï˛y!_¥Ü˛ ˆÎyà§)eÄ Ó˚ ÏÎ˚ ÏåÈ– §üܲy°#ö öyÓ˚#Óyò#Ó˚y

Î%!_´ñ ˆÓÔ!k˛Ü˛ï˛yñ K˛yö ~ÓÇ çà Ïï˛Ó˚ fl∫Ó˚*˛õ §¡õ ÏÜ≈ ã˛ Ï° xy§y ôƒyöôyÓ˚îy=!° Ïܲ ≤ß¿!ã˛ Ï•´Ó˚ ü% Ïá òÑyí ¸ ܲ!Ó˚ ÏÎ˚ ÏåÈö–

ˆÎüöÈÙÙÙÈû˛ƒy° ≤’yüí zí˛ ühsˇÓƒ ܲ ÏÓ˚ ÏåÈöñ §y ÏÓܲ# ôƒyöôyÓ˚îy ï˛Ìy §ÇK˛y=!° K˛yï˛y Ïܲ ˆK˛Î˚ ≤ÃÜ, !ï˛ ˆÌ Ïܲ xy°yòy

ܲ ÏÓ˚ ÏåÈ ~ÓÇ ≤ÃÜ, !ï˛ Ïܲ !öåÈܲ Îsf !•§y ÏÓ û˛yÓ Ïï˛ !¢!á ÏÎ˚ ÏåÈ– ï˛y•z K˛yï˛yÓ˚ fl∫Ó˚*˛õ §¡õ ÏÜ≈ öï% ö ܲ ÏÓ˚ û˛yÓöy !ã˛hsˇy ܲÓ˚y

òÓ˚ܲyÓ˚– K˛yöÈÙȧÇàë˛ ÏöÓ˚ ˆ«˛ Ïe ˆK˛Î˚ !Ó£Ï ÏÎ˚Ó˚ xÓfliyö §¡õ ÏÜ≈ ≤ß¿ í zë˛ Ïï˛ ˛õy ÏÓ˚ ~ÓÇ xyüÓ˚y °«˛ƒ ܲÓ˚!åÈ ‘Feminist

Standpoint Epistemology’ ~•z §Ó !Ó£ÏÎ˚=!° §¡õ ÏÜ≈ öï% ö ܲ ÏÓ˚ xy Ï°yܲ˛õyï˛ Ü˛Ó˚ ÏåÈ– öyÓ˚#§üy ÏçÓ˚ fliyö#Î˚

≤ÃÎ%!_´Ó˚ ÓƒÓ•yÓ˚ñ ç°§Ç@ˇÃ•ñ Ü, !£Ïܲyç Ä áyòƒoÓƒ í zͲõyòö §Çe´yhsˇ ï˛Ìƒ=!° öyÓ˚#Ó˚ K˛yöàï˛ x@ˇÃày!üï˛y Ïܲ ï% Ï° ô ÏÓ˚

~ÓÇ ~ܲ•z § ÏD ‘Feminist Standpoint Epistemology’ ~Ó˚ ≤à ÏÎ˚yçö#Î˚ï˛y Ïܲ ï% Ï° ô ÏÓ˚–

6. Ó˚yç Ïö!ï˛Ü˛ ˆÎyà§)e ≠ Ú•z Ïܲy Ïú˛!ü!öçüÛ ¢∑!ê˛ ú  y ÏB˛yç !í˛ xyÄ ÏÓö ≤ÃÌü ÓƒÓ•yÓ˚ ܲ ÏÓ˚öñ Óy›û˛yÓöyÓ˚

çà Ïï˛ !Ó≤’Ó âê˛y ÏöyÓ˚ ˆ«˛ Ïe öyÓ˚#Ó˚ û) !üܲyÓ˚ ≤Ã!ï˛ xyüy ÏòÓ˚ ü Ïöy ÏÎyà xyܲ£Ï≈î ܲÓ˚ Ïï˛ • ÏÓ– ï˛y•z ≤ÃÌü ˆÌ Ïܲ•z

Óy›öyÓ˚#Óyò ï, îü)°hflÏ ÏÓ˚Ó˚ Ó˚yç Ïö!ï˛Ü˛ xy Ï®y°ö=!°Ó˚ § ÏD Î%_´ • ÏÎ˚ xy ÏåÈ– öyÓ˚#Ó˚ fl∫yfliƒñ ≤ÃÜ, !ï˛Ó˚ fl∫yfliƒñ ≤ÃÎ%!_´Ó˚

ÓƒÓ•yÓ˚ñ í zßÎ˚öñ ¢y!hsˇÓyò •zï˛ƒy!ò xy Ï®y°ö=!°Ó˚ § ÏD !ö Ïç Ïܲ Î%_´ ˆÓ˚ Ïá ˆòáy ÏöyÓ˚ ˆã˛‹Ty ܲ ÏÓ˚– ~•z §Ó !ܲå%ÈÓ˚ ü Ïôƒ

xÓòü ÏöÓ˚ Ó˚yçö#!ï˛ ï˛Ìy ≤Ãû% cܲy!üï˛y ܲyç ܲ ÏÓ˚ ã˛ Ï°– !ÓŸªÓƒy˛õ# öyÓ˚#Ó˚ !ö¡üy ÏöÓ˚ ç#ÓöÈÙÈÎy˛õö ÓƒÓfliy §¡õ ÏÜ≈ ≤ß¿

ï% Ï° ≤Ãã˛!°ï˛ Ó˚yçö#!ï˛Ó˚ ï˛_¥=!°Ó˚ ü Ïôƒ ˛õ%Ó˚&£Ï Ïܲ!wܲï˛yÓ˚ !Ó£ÏÎ˚!ê˛ §yü Ïö ~ Ïö ÏåÈ–

7. ˜ö!ï˛Ü˛ ˆÎyà§)e ≠ xyç ˛õÎ≈hsˇ öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ ˆÎyà§)e !Ó£Ï ÏÎ˚ ˆÎ§Ó òy¢≈!öܲ ˆ°áy Ï°!á §yü Ïö ~ ϧ ÏåÈ

ˆ§=!°Ó ˆÓ!¢Ó û˛yàê˛y•z ˛õ!Ó ÏÓ¢ ö#!ï˛¢yflf ˆÌ Ïܲ– öyÓ#ñ ˛õ÷ ~ÓÇ ≤ÃÜ, !ï˛ §¡õ ÏÜ≈ ˆÎ !Ó!û˛ß ôƒyöÈÙÈôyÓîy Ó˚ ÏÎ ÏåÈ ˆ§•z

!Ó£Ï ÏÎ˚ öyÓ˚#Óyò# ö#!ï˛¢y ÏflfÓ˚ !Ó ÏŸ’£Ï ÏîÓ˚ òyÓ# Ó˚y Ïá– ~•z ܲyÓ˚ Ïî•z Óy›öyÓ˚#Óyò ˛õ!Ó˚ ÏÓ¢ÈÙÈö#!ï˛¢yflf öy Ïü ~üö ö#!ï˛ï˛_¥

ï˛Ìy xyã˛Ó˚î!Ó!ô à Ïí ¸ ï% ° Ïï˛ ã˛yÎ˚ ÎyÓ˚ ü Ïôƒ ˛õ%Ó˚&£Ïï˛y!sfܲÈÙÈ!°DÈÙȈ≤Ã!«˛ï˛ Ìyܲ ÏÓ öyñ Ìyܲ ÏÓ öy xÓòüöÈÙÈ!ö˛õ#í ¸ ÏöÓ˚

ˆÜ˛yö í z õyòyö– ܲƒy ÏÓ˚y°ÈÙÈ!à!°àƒy ÏöÓ˚ òÓ˚ ÏòÓ˚ ö#!ï˛ï˛_¥ (Care ethics)ñ ≤’yüí z Ïí˛Ó˚ §¡õ ÏÜ≈ Ó˚ ö#!ï˛¢yflf (Kinship

ethics) ~•z ôÓ˚ ÏîÓ˚ ö#!ï˛¢yflfÈÙÈ~Ó˚ ò,‹Tyhsˇ–

8. ï˛_¥àï˛ ˆÎyà§)e ≠ öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ ü Ïôƒ ~•z !Ó!û˛ß ≤ÃܲyÓ˚ ˆÎyà§)e í zû˛Î˚ Ï«˛ Ïe•z !Ó!û˛ß ôÓ˚ ÏöÓ˚ ܲáöÄ Óy

˛õÓflõÓ !ÓÓ&k˛ ï˛y!_¥Ü˛ xÓfliy ÏöÓ çß√ !ò ÏÎ ÏåÈ– x Ïöܲ ˆ«˛ Ïe•z §üܲy°#ö ˛õ!Ó ÏÓ¢È ö#!ï˛¢yflfÈÙÈ~Ó ï˛_¥=!° Ïܲ•z ≤Ã!ï˛!Ó!¡∫ï˛

ܲ ÏÓ˚ ÏåÈ– òy¢≈!öܲ ö#!ï˛ ï˛_¥=!°Ó˚ ü Ïôƒ ˆÎüö xy ÏåÈ §y ÏÓ!ܲ ˜ö!ï˛Ü˛ xydÓyò ~ÓÇ í z õ ÏÎy!àï˛yÓyò öy Ïü ˛õ!Ó˚îyüÓyò#

ï˛_¥§ü)•ó ˆï˛ü!ö xy ÏåÈ Ü˛yrê˛#Î x!ôܲyÓ!û˛!_ܲ Óy §ò‰=î!û˛!_ܲ ܲï≈ ÓƒÓyò# ö#!ï˛ï˛_¥=!°– ~ܲ•z § ÏD öyÓ#Óyò#ñ x!hflÏÓyò#ñ

üy:≈Óyò# ≤Ãû, !ï˛ ö#!ï˛ï˛y!_¥Ü˛ ÏòÓ˚ ˆ§•z §Ó ï˛_¥ Îy §y ÏÓܲ# ˛õ!Ó˚îyüÓyò ï˛Ìy ܲï≈ ÓƒÓyò#ï˛_¥ §¡õ ÏÜ≈ öyöyôÓ˚ ÏöÓ˚ ≤ß¿

í zay˛õö ܲ ÏÓ– ~ܲ•z Óܲüû˛y ÏÓ xyüÓy ˛õ!Ó ÏÓ¢ ö#!ï˛¢y ÏflfÄ ~ܲ!ò Ïܲ °«˛ƒ ܲÓ!åÈ ˜ö!ï˛Ü˛ xydÓyòñ Óy›í z õ ÏÎy!àï˛yÓyòñ

í z õ ÏÎy!àï˛yÓyòñ ≤Ãyî#ÈÙÈü%!_´ï˛_¥ ~ÓÇ xöƒ!ò Ïܲ x!ôܲyÓ˚!û˛!_ܲ ≤Ãyî#ü%!_´ ï˛_¥ Ä öy ÏÎ˚Ó# ö#!ï˛¢y ÏflfÓ˚ ü Ïï˛y ܲï≈ ÓƒÓyò#

ï˛_¥§ü)•–

Óy›öyÓ˚#Óy ÏòÓ˚ ܲ ÏÎ˚ܲçö !Ó!¢‹T ≤ÃÓ_´y • Ï°öÈÙÙÙÈú  y ÏB˛yç !í˛Û xyÄ ÏÓöñ ܲƒy ÏÓ˚!°ö üy Ïã≈ rê˛ñ ܲy ÏÓ˚ö ˆç ÄÎ˚y ÏÓ˚ö–

ú  y ÏB˛yç !í˛ xyÄ ÏÓö ≤ÃÌü ‘ecofeminism’ ~•z x!û˛ôy!ê˛ ≤ÃÌü ≤Ãã˛°ö ܲ ÏÓ˚ö– !ï˛!ö 1947 á #‹Ty Ï∑ Úˆú˛!ü!öçü

144

xÓ ˆí˛ÌÛ @ˇÃ Ïsi Úòƒ ê˛y•zü ú˛Ó˚ •z Ïܲy Ïú˛!ü!öçüÛ öy Ïü ~ܲ!ê˛ xôƒÎ˚ ≤Ãܲy¢ ܲ ÏÓ˚ö ˆÎáy Ïö !ï˛!ö ≤ÃÌü öyÓ˚#Óyò Ä

Óy›Óy ÏòÓ˚ ü Ïôƒ §yò, Ï¢ƒÓ˚ !Ó£ÏÎ˚!ê˛ í zay˛õö ܲ ÏÓ˚ö– !ï˛!ö ã˛y•z Ïï˛ö xyüy ÏòÓ˚ ~•z ˛õ,!ÌÓ# à Ïí ¸ í zë% ܲ ~ ÏܲÓy ÏÓ˚ öï% ö

Ó* Ï õ– xöƒÌyÎ ≤ÃÜ, !ï˛Ó ôùÇ Ï§Ó § ÏD § ÏD xyüÓyÄ !öÉ Ï¢£Ï • ÏÎ ÎyÓ– !ï˛!ö ˛õ!Ó ÏÓ¢ ôùÇ Ï§Ó ÎyÓï˛#Î òyÎ ã˛y!˛õ ÏÎ ÏåÈö

˛õ%Ó˚&£Ïï˛ ÏsfÓ˚ IJõÓ˚– Î%à Î%à ô ÏÓ˚ ã˛ Ï° xy§y ~•z ˛õ%Ó˚&£Ïï˛sf Ïܲ ôùǧ ܲÓ˚ Ïï˛ öy ˛õyÓ˚ Ï° öyÓ˚#Ó˚ ˆÎüö ü%!_´ ˆö•z ˆï˛ü!ö

üyöÓÈÙȧüy ÏçÓ˚Ä ü%!_´ ˆö•z–

ܲƒy ÏÓ˚!°ö üy Ïã≈ rê˛ ïÑ yÓ˚ ‘The Death of Nature : Women, Ecology and the Scientific Revolution’ @ˇÃ Ïsi

˛õM Èò¢ ¢ï˛y∑# ˆÌ Ïܲ §Æò¢ ¢ï˛y∑#Ó ü Ïôƒ •zí z ÏÓy Ï õÓ !ÓK˛y ÏöÓ xy!Ó‹ÒyÓ §ü) Ï•Ó •z!ï˛•y§ ˛õÎ≈y Ï°yã˛öy ܲ ÏÓ ˆò!á ÏÎ ÏåÈö

ˆÎ §ü@ˇÃï˛yÓyò# !ÓŸªÓ#«˛y ˆÌ Ïܲ Îy!sfܲ !ÓŸªÓ#«˛yÎ˚ Ó˚*˛õyhsˇÓ˚•z öyÓ˚# Ä ≤ÃÜ, !ï˛Ó˚ xÓü)°ƒyÎ˚ ÏöÓ˚ Óy!•Ü˛y¢!_´ !•§y ÏÓ Ü˛yç

ܲ ÏÓ ÏåÈ– !ï˛!ö Ó Ï°öñ ˛õ,!ÌÓ# Ïܲ!wܲ çàÍÓ#«˛y ˆÌ Ïܲ §)Î≈ Ïܲ!wܲ çàÍÓ#«˛yÎ ˛õ!ÓÓï≈ ö =Ó&c˛õ)î≈ âê˛öy– ˛õ,!ÌÓ# Ïܲ!wܲ

!ÓŸªÓ#«˛yÎ˚ ˛õ,!ÌÓ# Ïܲ ˛õ!Ó˚ã˛Î≈yܲyÓ˚# üyï˛y Ä x!öÎ˚sfî ÏÎyàƒ §_yÈÙÙÙÈ~•z ò%•zÓ˚*˛õ !Ó ÏÓã˛öy ܲÓ˚y • Ïï˛y– Îáö ~•z !ÓŸªÓ#«˛y

§)Î≈ Ïܲ!wܲï˛yÓy Ïò Ó˚*˛õyhsˇ!Ó˚ï˛ •° ï˛áö öyÓ˚# Ïܲ!wܲ !ÓŸªû˛yÓöyÓ˚ fliy Ïö ˛õ%Ó˚&£Ï Ïܲ!wܲ !ÓŸªû˛yÓöyÓ˚ xy!Óû≈ yÓ âê˛°– ~•z

ܲyÓ˚î ò% ÏÓ≈yôƒ öÎ˚ ≠ §)Î≈ Ïܲ ≤ÃÌyàï˛ û˛y ÏÓ ˛õ%Ó˚& Ï£Ïy˛õü !Ó ÏÓã˛öy ܲÓ˚y •Î˚– ~ܲ•z § ÏD !e´Î˚yÓ_y Ïܲ ˆ˛õÔÓ˚& Ï£ÏÓ˚ § ÏD ~ÓÇ

!ö!‹;˛Î˚ï˛y Ïܲ öyÓ˚# ÏcÓ˚ § ÏD §¡õ!Ü≈ ï˛ Ü˛ ÏÓ˚ ˆòáyÓ˚ Ó˚#!ï˛ ˆ£Ïyí ¸¢ ¢ï˛y∑# Ïï˛ ˛õ%öÓ˚&ay!˛õï˛ •Î˚–

ܲy ÏÓ˚ö ˆç ÄÎ˚y ÏÓ˚ö ‘The Power and Promise of Ecological Feminism’ ≤ÃÓ Ï¶˛ ~•z !Ó£Ï ÏÎ˚ xy Ï°yܲ˛õyï˛

ܲ ÏÓ˚ ÏåÈö– ïÑ yÓ˚ ü Ïï˛ ≤Ãû% cÓyò ˆ¢£Ï ˛õÎ≈hsˇ ~ܲ !ö˛õ#í ¸ü)°Ü˛ ôyÓ˚îyàï˛ ˛õ!Ó˚ܲyë˛y ÏüyÓ˚ í z õÓ˚ !öû≈ Ó˚ ܲ ÏÓ˚– ~•z ôyÓ˚îyàï˛

˛õ!Ó˚ܲyë˛y Ïüy•z ~ܲ!ò Ïܲ ˛õ%Ó˚& Ï£ÏÓ˚ myÓ˚y öyÓ˚#Ó˚ IJõÓ˚ xÓòüö !ö˛õ#í ¸ ÏöÓ˚ Óƒyáƒy ˆòÎ˚ Ä ˆÎÔ!_´Ü˛ï˛y ≤Ã!ï˛˛õyòö ܲ ÏÓ˚–

ü)°ï˛ ~•z ôyÓ˚îyàï˛ ˛õ!Ó˚ܲyë˛y Ïüy•z ≤ÃÜ, !ï˛Ó˚ IJõÓ˚ üyö% Ï£ÏÓ˚ ≤Ãû% cܲy!üï˛y Ïܲ §üÌ≈ö ܲ ÏÓ˚–

ï˛ ÏÓ ≤ÃÜ, !ï˛ Óy öyÓ˚#Ó˚ ~•z x§•yÎ˚ xÓfliyÓ˚ ü Ïôƒ•z !ö Ïç Ïܲ °%!ܲ ÏÎ˚ Ó˚yá Ï° ã˛° ÏÓ öy– ï˛y ˆÌ Ïܲ ˆÓ!Ó˚ ÏÎ˚ xy§yÓ˚ ˛õÌ

á%Ñç Ïï˛ • ÏÓ– ≤ÃÜ, !ï˛Ó˚ ò% Ïê˛y ˛õ!Ó˚ã˛Î˚ xyüÓ˚y ˛õy•zÈÙÙÙÈï˛yÓ˚ xy!ò ˛õ!Ó˚ã˛Î˚ Óy ≤ÃÜ, !ï˛Ó˚ xyd§ Ïã˛ï˛öï˛y!Ó•#ö ˛õ!Ó˚ã˛Î˚ñ xyÓ˚ ï˛yÓ˚

Ó˚*˛õyhsˇ!Ó˚ï˛ ˛õ!Ó˚ã˛Î˚ Îy ≤ÃÜ, !ï˛Ó˚ xyd§ Ïã˛ï˛öï˛y Î%_´ ˛õ!Ó˚ã˛Î˚– !ÓÓï≈ ÏöÓ˚ ˆ≤ë˛y˛õ Ïê˛ üyö%£Ï xy§yÓ˚ xy ÏàÓ˚ Ó˚*˛õ Ïܲ Î!ò

Úxy!ò ≤ÃÜ, !ï˛Û ï˛y• Ï° Ó°y ÎyÎ˚ ~•z xy!ò ≤ÃÜ, !ï˛Ó˚ Ó˚*˛õyhsˇ ÏÓ˚Ó˚ ü Ïôƒ !ò ÏÎ˚ çß√ !ö° üyö%£ÏÈÙÙÙȈΠfl∫Ó˚*˛õ ˆÎÔ!_´Ü˛ Óy

ÚÓƒy¢öy°Û–

Ó˚Ó#wöyÌ ë˛yÜ% Ó˚Ä ~ܲ•z ܲÌy Ó Ï° ÏåÈö ≠

Ú˛õ,!ÌÓ# Ïï˛ ÓÓ≈Ó˚ üyö%£Ï çvÓ˚ ˛õÎ≈y ÏÎ˚– ˆÜ˛Ó°üye ï˛˛õ§ƒyÓ˚ !û˛ï˛Ó˚ !ò ÏÎ˚ ˆ§ • ÏÎ˚ ÏåÈ K˛yö# üyö%£Ï– xyÓ˚Ä ï˛˛õ§ƒy §yü Ïö

xy ÏåÈñ xyÓ˚Ä fli(°c Óç≈ö ܲÓ˚ Ïï˛ • ÏÓ...–Û

SÚˆ¢£Ï ܲÌyÛñ ÚÚ!ï˛ö §D#ÛÛV

ˆÎ Ï•ï% ≤ÃÜ, !ï˛Ó˚ Î%!_´ ÓƒÓ•y ÏÓ˚Ó˚ «˛üï˛y ˆö•z ï˛y•z üyö%£Ï Ïܲ•z ï˛yÓ˚ §%Ó%!k˛ !ò ÏÎ˚ ≤ÃÜ, !ï˛ Ïܲ Ó˚«˛y ܲÓ˚ Ïï˛ • ÏÓ– ~ܲ•zû˛y ÏÓ

öyÓ˚#Ó˚ ˆ«˛ Ïe Úçy Ïày üyï˛y ܲöƒy Óô) çyÎ˚y û˛@¿#Û ~•z í z!_´Ó˚ ï˛yͲõÎ≈ •° Óï≈ üy Ïö öyÓ˚# Ïܲ ˆÎ x!ç≈ï˛ «˛üï˛y ˆòÄÎ˚y

• ÏÎ˚ ÏåÈ ~ÓÇ ï˛yÓ˚ !Óܲy Ï¢ e´ü¢≠•z í zß!ï˛ Ü˛Ó˚y • ÏFåÈ ï˛yÓ˚ ü)° ܲyÓ˚î •° ≤Ãy Ïã˛ƒÓ˚ ôü≈@ˇÃsi Ä ¢yflf@ˇÃ Ïsi !Ó Ï¢£Ïï˛≠

üö%§Ç!•ï˛yÎ˚ öyÓ˚#Ó˚ ˆÎ xÓfliy ÏöÓ˚ ܲÌy Ó°y xy ÏåÈ ï˛yÓ˚ ˆÌ Ïܲ öyÓ˚#Ó˚ xÓfliy ÏöÓ˚ í zß!ï˛– Î!òÄ öyÓ˚#Óyò#Ó˚y öyÓ˚#Ó˚

145

xô#öï˛yÓ˚ fl∫Ó˚*˛õ Ä ï˛yÓ˚ ˆÌ Ïܲ ü%!_´Ó˚ í z õyÎ˚ §¡õ ÏÜ≈ ~ܲüï˛ ööñ ï˛Ìy!˛õ §Ü˛ Ï°•z fl∫#ܲyÓ˚ ܲ ÏÓ˚ö ˆÎ !°D!û˛!_ܲ

ˆ¢y£Ïî xöƒyÎ˚ ~ÓÇ ~Ó˚ xÓ§yö çÓ˚&Ó˚#– ˛õ!Ó˚ ÏÓ¢ ôùǧ Óy ≤ÃÜ, !ï˛Ó˚ ˆ¢y£Ïî öyÓ˚#Óyò# !Ó£ÏÎ˚ ~•z ܲyÓ˚ Ïî ˆÎ ≤ÃÜ, !ï˛Ó˚

IJõÓ˚ üyö% Ï£ÏÓ˚ ˆÎ xöƒyÎ˚ xye´üî Ä xy@ˇÃy§ö Ïܲ !ë˛Ü˛üï˛ Ó%é˛ Ï° ˛õ%Ó˚&£Ïï˛ ÏsfÓ˚ ÎÑyï˛yܲ Ï° !ö Ï‹õ!£Ïï˛ öyÓ˚#Ó˚ xÓfliyö Ïܲ

xy ÏÓ˚y û˛y Ï°yû˛y ÏÓ ˆÓyé˛y ÎyÎ˚– xöƒ !ò Ïܲñ öyÓ˚#Ó˚ xô#öï˛yÓ˚ !Ó£ÏÎ˚!ê˛ !ë˛Ü˛ !ë˛Ü˛ Ó%é˛ Ï° ˛õ!Ó˚ ÏÓ¢ !Ó˛õÎ≈ ÏÎ˚Ó˚ ˛õê˛û) !ü ï˛Ìy

ܲyÓ˚î ÏÜ˛Ä ˆÓyé˛y ÎyÎ˚– ò,‹Tyhsˇfl∫Ó˚*˛õñ Î ÏÌFåÈ Ó,«˛!öôö ~ÓÇ •zí zܲƒy!°≤Wzy ϧÓ˚ ü Ïï˛y ~ܲüy!eܲ ≤Ãçy!ï˛Ó˚ Ó, Ï«˛Ó˚ üyô Ïü

§yüy° ˆòÄÎyÓ ≤à Ïã˛‹Ty öyÓ#Óyò# !Ó£ÏÎñ ˆÜ˛ööyñ !Ó!û˛ß ≤Ãçy!ï˛Ó fliyö#Î Ó,«˛=Õ√Î%_´ ≤ÃÜ, !ï˛Ó xÓ ÏîƒÓ !Óöy Ï¢ ç#ÓöôyÓ ÏîÓ

ö)ƒöï˛ü ÓƒÓfliyê% Ü% Ä !Óö‹T •ÄÎ˚yÎ˚ @ˇÃyü#î öyÓ˚#Ó˚yñ !Ó Ï¢£Ï ܲ ÏÓ˚ ÎyÓ˚y «˛!ï˛@ˇÃhflÏ xÓ˚ Ïîƒ Óy §Ç°@¿ xM˛È Ï° Óy§ ܲ ÏÓ˚öñ

ïÑ yÓ˚y §yÇây!ï˛Ü˛ û˛y ÏÓ «˛!ï˛@ˇÃhflÏ •ö– ˜Ó!ã˛eƒüÎ˚ fl∫yû˛y!Óܲ xÓ˚îƒ ï˛y ÏòÓ˚ áyòƒñ çμy°y!öñ à,•fliy!°ñ xy§ÓyÓy!òñ ˆû˛£Ïçñ

ˆàyáyòƒ ≤Ãû, !ï˛ §Ó˚ÓÓ˚y• ܲ ÏÓ˚– Ü, !eüû˛y ÏÓ ˜ï˛!Ó˚ ܲÓ˚y ~ܲ ≤Ãçy!ï˛Ó˚ Ó, Ï«˛Ó˚ xÓ˚îƒ Îy §Ó˚ÓÓ˚y• ܲÓ˚ Ïï˛ x«˛ü– ï˛ ÏÓ

~ê˛yÄ !ë˛Ü˛ ˆÎñ ˛õ%Ó˚&£Ïï˛ ÏsfÓ˚ fli Ï° öyÓ˚#ï˛ Ïsf ≤Ã!ï˛!¤˛ï˛ • Ï°•z ÎyÓï˛#Î˚ §ü§ƒyÓ˚ §üyôyö • ÏÓ öy– !í˛ÛxyÄ ÏÓö ~Ó˚ ü Ïï˛y

xy!üÄ ü Ïö ܲ!Ó˚ ~Ó˚ ˛õ!Ó˚Ó Ïï≈ ~ܲ öï% ö üyöÓï˛yÓy ÏòÓ˚ fl∫≤¿ ˆÎáy Ïö «˛üï˛yï˛sf !ÓòyÎ˚ ˆö ÏÓ ~ÓÇ ï˛yÓ˚ çyÎ˚àyÎ˚

§üyöï˛sf ≤Ã!ï˛!¤˛ï˛ • ÏÓñ üyö%£Ï ï˛áö üyö%£Ï !•§y ÏÓ•z !Ó ÏÓ!ã˛ï˛ • ÏÓñ ˛õ%Ó˚&£Ï Óy öyÓ˚# !•§y ÏÓ öÎ˚–

ï˛Ìƒ§)e ≠

1. ܲB˛Ó˚ !§Ç•ñ ÚÚüö%!§Ç•ï˛y ~ÓÇ öyÓ˚#ÛÛñ Ó˚ƒy!í˛Ü˛ƒy° •z Ï¡±¢öñ ܲ°Ü˛yï˛yñ !mï˛#Î˚ ≤Ãܲy¢ñ ö Ïû˛¡∫Ó˚ 2010–

2. Ó˚yç◊# Ó§%ñ ÚÚöyÓ˚#ÓyòÛÛñ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ ܲ°Ü˛yï˛yñ ≤ÃÌü ≤Ãܲy¢ñ ö Ïû˛¡∫Ó˚ñ 2012–

3. Francoise d’Eavbonne : “The Time for Ecofeminism” (Trans by Ruth Hottell) CarolynMerchant(ed) Ecology : Key Concepts in Critical Theory, Rawat Publication, Jaipur &

New Delhi, 1996.

4. Karen J. Waren, “The Power and Promise of Ecological Feminism”.

5. Simone de Beavoir, “The Second Sex”, Vintage Press, 1989.

6. Shefali Moitra, Feminist Thought : Androcentrism, Communication and Objectivity,Munshiram Manoharlal Publishers in Association with Centre of Advanced Study inPhilosophy, Jadavpur University, Kolkata, 2002.

7. ÚöyÓ˚#˛õ,!ÌÓ# ≠ Ó‡fl∫Ó˚Ûñ §Çܲ°ö Ä §¡õyòöy Óy§Ó# ã˛e´Óï≈ #ñ í zÓ≈# ≤Ãܲy¢öñ ܲ°Ü˛yï˛yñ 5 ˆ§ Ï≤Wz¡∫Ó˚ 2011–

8. ˆ¢ú˛y°# ˜üeñ ÚÚ˜ö!ï˛Ü˛ï˛y Ä öyÓ˚#Óyò òy¢≈!öܲ ˆ≤Ã!«˛ Ïï˛Ó˚ öyöyüyeyÛÛñ !öí z ~ç ˛õyÓ!°¢y§≈ ≤Ãy•z Ïû˛ê˛ !°!ü Ïê˛í˛ñ

ܲ°Ü˛yï˛yñ 1 ˆü 2007–

9. L. P. Arliss, Gender Communication, Prentice Hall, 1991.

10. John Berger, Ways of Seeing, Penguin 1977.

146

öƒyÎ˚ üˆÏï˛ Ü˛ÌyÓ›Ó˚*ˆÏ˛õ ÚÓyòÛÈÙÈ~Ó˚ fl∫Ó˚*˛õ

§%üö ü[˛°

xôƒy˛õܲ S~ú˛.!í˛.!˛õ.Vñ ò¢≈ö !Óû˛yà

msuman557@gmail.com

öƒyÎ˚ò¢≈ Ïö ˆüy«˛ Ïܲ ˛õÓ˚ü˛õ%Ó˚&£ÏyÌ≈Ó˚*ˆÏ˛õ x!û˛!•ï˛ ܲÓ˚y •ˆÏÎ˚ˆÏåÈ– öƒyÎ˚§)eܲyÓ˚ ü•!£Ï≈ˆÏàÔï˛ü ïÑ˛yÓ˚ ÚöƒyÎ˚ò¢≈öÛ öyüܲ @ˇÃˆÏsi

ӈϰˆÏåÈö ≤Ãüyîy!ò ˆ£Ïyí˛¸¢ ˛õòyˆÏÌ≈Ó˚ ï˛_¥K˛yö °yû˛˛õ)Ó≈ܲ ˛õÓ˚ü˛õ%Ó˚&£ÏyÌ≈Ó˚*˛õ ˆüy«˛ Óy !öɈÏ◊Î˚§ °yû˛ §Ω˛Ó˛õÓ˚ •Î˚–1

§%ï˛Ó˚yÇñ í z_´ í z Ïj¢ƒ °y Ïû˛Ó˚ ˆ«˛ Ïe §•yÎ˚ܲ •° öƒyÎ˚¢yflfñ !ܲv öƒyÎ˚¢yflf ˛õy Ïë˛Ó˚ üyôƒ Ïü ï˛_¥K˛yö °yû˛ ܲÓ˚y ˆà Ï°Ä

◊ÓˆÏîÓ˚ §y•yˆÏ΃ K˛yï˛ ~•z ï˛_¥ˆÏܲ !Óã˛yÓ˚ ܲÓ˚y xyÓ¢ƒÜ˛– !Óã˛yÓ˚ •° ˛õˆÏ«˛ ~ÓÇ !Ó˛õˆÏ«˛ Î%!_´Ó˚ ˛õÎ≈yˆÏ°yã˛öy– ~Ó˚*˛õ

Î%!_´Ó˚ ˛õÎ≈y Ï°yã˛öy !ö Ïç ܲÓ˚y §Ω˛Ó xÌÓy fl∫§¡±òyÎ˚û% _´ xöƒyöƒ Óƒ!_´Ó˚ § ÏD !Óã˛y ÏÓ˚ ≤ÃÓ!_≈ï˛ •ÄÎ˚yÄ §Ω˛Ó– ˆÜ˛yö

˛õ%Ó˚&£Ï !öç ï˛_¥K˛yö §¡õyòöy ÏÌ≈ ~•z ≤ÃܲyÓ˚ !Óã˛y ÏÓ˚ ≤ÃÓ!_≈ï˛ • Ïï˛ ˛õy ÏÓ˚ö xÌÓy Ú~•z !Óã˛yÓ˚ܲyÎ≈ myÓ˚y x˛õ ÏÓ˚Ó˚ ï˛_¥K˛yö

°yû˛ ˆ•yÜ˛Û ~•z ≤ÃܲyÓ˚ í˛zˆÏj¢ƒ !öˆÏÎ˚Ä !Óã˛yˆÏÓ˚ ≤ÃÓ!_≈ï˛ •ˆÏï˛ ˛õyˆÏÓ˚ö– ˆÎ ˆ«˛ˆÏe ˆÜ˛yöÄ ˛õ%Ó˚&£Ï x˛õˆÏÓ˚Ó˚ ï˛_¥K˛yö

°yû˛yˆÏÌ≈ x˛õÓ˚ ˛õ%Ó˚&ˆÏ£ÏÓ˚ §ˆÏD !Óã˛yˆÏÓ˚ xÇ¢@ˇÃ•î ܲˆÏÓ˚ö xÌÓy !öˆÏç !öˆÏç•z ˆÎ !Óã˛yÓ˚ ܲˆÏÓ˚ˆÏåÈö ï˛yÓ˚ myÓ˚y x˛õˆÏÓ˚Ó˚

ï˛_¥K˛yö ˆ°yû˛ ˆ•yܲ ~•z ≤ÃܲyÓ˚ í z Ïj¢ƒ !ö ÏÎ˚ !Óã˛yÓ˚ ܲ ÏÓ˚öñ ˆ§ Ï«˛ Ïe !Óã˛yÓ˚ !Ó Ï¢£Ï Óyܲƒ ≤à ÏÎ˚yàü)°Ü˛ •ÄÎ˚y ≤à ÏÎ˚yçöñ

~•z !Óã˛yÓ˚ !Ó Ï¢£Ï•z ÚܲÌyÛ öy Ïü ˛õ!Ó˚!ã˛ï˛–

û˛y£ÏƒÜ˛yÓ˚ ÓyͧƒyÎ˚ˆÏöÓ˚ üˆÏï˛ñ ~•z ÚܲÌyÛ •° !e!Óô– ÎÌyÈÙÙÙÈÚÓyòÛñ Úç“Û ~ÓÇ Ú!Óï˛[˛yÛ– ~ܲÌy ≤Ãܲy¢ ܲˆÏÓ˚ û˛y£ÏƒÜ˛yÓ˚

ÓyͧƒyÎ˚ö Ó Ï° ÏåÈöÈÙÙÙÈ ÚÚ!ï˛flÀÉ Ü˛Ìy û˛Ó!hsˇñ Óy Ïòy ç Ï“y !Óï˛[˛y ˆã˛!ï˛–ÛÛ2

ÚÓyòÛñ Úç“Û ~ÓÇ Ú!Óï˛[˛yÛ Ó˚* Ï õ ܲÌy !e!Óô

•ÄÎ˚yÎ˚ ܲÌyc Ó˚*ˆÏ˛õ ï˛yÓ˚y ~ܲ– ï˛y•z ü•!£Ï≈ !ï˛ö!ê˛ §)ˆÏeÓ˚ üyôƒˆÏü ~ܲ ≤ÃܲÓ˚ˆÏîÓ˚ myÓ˚y ÚܲÌyÛÈÙÈÓ˚ !öÓ˚*˛õî ܲˆÏÓ˚ˆÏåÈö–

Óyã˛flõ!ï˛ !ü◊ Ó Ï° ÏåÈöñ ÚÓ,•ÍܲÌyÛ ≤Ãû, !ï˛Ä ÚܲÌyÛ •ÄÎ˚yÎ˚ ÚܲÌyÛ !e!Óô ~ܲÌy Ó°y ÎyÎ˚ öy– ÚÚöyÎ˚Ç Ü˛Ìyüye!öÎ˚ Ïüy

ˆÎö Ó,•ÍܲÌyò#öyÇ Ü˛ÌycÇ §ƒyï‰˛ñ......................–ÛÛ3

Óy!_≈ܲܲyÓ˚ í˛zˆÏjƒyÍܲÓ˚Ä ÓˆÏ°öÈÙÙÙÈ Ü˛Ìy !e!Óô•z ÈÙÈ ~Ó˚*˛õ !öÎ˚ü

û˛y£ÏƒÜ˛ˆÏÓ˚Ó˚ !ÓÓ!«˛ï˛ öÎ˚– !ܲv !Óã˛yÓ˚Ó›Ó˚ !öÎ˚ü•z !ÓÓ!«˛ï˛– ˆÎ Ó› !Óã˛y!Ó˚ï˛ •Î˚ñ ï˛y í˛z_´ !ï˛ö ≤ÃܲyˆÏÓ˚•z !Óã˛y!Ó˚ï˛

•Î˚–4

ï˛y•z !ï˛!ö ˛õ ÏÓ˚ Ó Ï° ÏåÈöÈÈÙÙÙÈ ÚÚï˛e !Óã˛yÓ˚É Óy Ïòy ç Ï“y !Óï˛ Ï[˛!ï˛–ÛÛ5

û˛y£ÏƒÜ˛y ÏÓ˚y_´ ÚܲÌyÛ ¢∑!ê˛ ˛õy!Ó˚û˛y!£Ïܲ– Óyò#

~ÓÇ ≤Ã!ï˛Óyò#Ó˚ ÚÓyòÛ Úç“Û ~ÓÇ Ú!Óï˛[˛yÛ öyüܲ !e!Óô ܲÌy•z ÚܲÌyÛ ¢ˆÏ∑Ó˚ xÌ≈– §%ï˛Ó˚yÇ ÚܲÌyÛ !e!Óô ~ܲÌyÄ

xÓ¢ƒ•z Ó°y §Ω˛Ó–

ï˛yͲõÎ≈ƒê˛#ܲyܲyÓ˚ Óyã˛flõ!ï˛!ü◊ ÚܲÌyÛÈÙÈÓ˚ §yüyö °«˛î ≤Ãܲy¢ ܲˆÏÓ˚ ӈϰˆÏåÈöÈÙÙÙÈ ÚÚï˛Ìy ã˛ öyöy≤ÃÓ_,´Ü˛y!Óã˛yÓ˚ !Ó£ÏÎ˚y

Óyܲƒ§Çò,!?˛É ܲ ÏÌ!ï˛ §yüyöƒ°«˛îü‰–ÛÛ6 ï˛y!Ü≈ ܲӫ˛yܲyÓ ÓÓòÓyç ~•z ÚܲÌyÛÈÙÈÓ °«˛î ≤Ãܲy¢ ܲ ÏÓ Ó Ï° ÏåÈöÈÙÙÙÈÚÚ!Óã˛yÓ!Ó£Ï ÏÎy

öyöyÓ_, Ïܲy Óyܲƒ!ÓhflÏyÓ˚É–ÛÛ xÌ≈yÍñ !Óã˛yÎ≈ƒ!Ó£Ï ÏÎ˚ x Ïöܲ Ó_´yÓ˚ ÎÌy !öÎ˚ Ïü ܲ!Ìï˛ Óyܲƒ §ü)••z ÚܲÌyÛ–7

§%ï˛Ó˚yÇ ~ܲ•z

Ó_´yÓ˚ !ܲÇÓy ~ܲ•z @ˇÃsiܲyˆÏÓ˚Ó˚ ˛õ)Óù≈˛õ«˛ ~ÓÇ í˛z_Ó˚˛õˆÏ«˛Ó˚ ≤Ã!ï˛˛õyòܲ Óyܲƒ§ü)• ܲÌy öÎ˚– ~ܲÌy ≤Ãܲy¢ ܲˆÏÓ˚•z

û˛y£ÏƒÜ˛yÓ˚ öƒyÎ˚ò¢≈ ÏöÓ˚ ≤ÃÌü á Ï[˛Ó˚ ≤ÃÌü §) ÏeÓ˚ û˛y ϣσ Ó Ï° ÏåÈö ÚÚÓyòÉ á°% öyöy≤ÃÓ_, ܲɖÛÛ8

147

ܲÌyfli Ï° ï˛_¥K˛yö°yû˛ xÌÓy çÎ˚°yû˛ ÈÙÈ ~•z ò%!ê˛ í z Ïj¢ƒ•z Óyò# Óy ≤Ã!ï˛Óyò# !Óã˛y ÏÓ˚ xÇ¢@ˇÃ•î ܲ ÏÓ˚ Ìy Ïܲö– ~•z ò%!ê˛

í z Ïj Ï¢ƒÓ˚ ü Ïôƒ ˆÎ ˆÜ˛yö í z Ïj Ï¢ƒÓ˚ fl∫Ó˚*˛õ ÏÎyàƒ öy • Ï° ï˛y ÚܲÌyÛ Ó˚* Ï õ !Ó ÏÓ!ã˛ï˛ •Î˚ öy– ˆ°Ô!ܲܲ !ÓÓyòfli Ï°Ä Óyò#

~ÓÇ ≤Ã!ï˛Óyò#Ó˚ Óyܲƒ ~Ü˛ï˛ˆÏÓ˚Ó˚ çÎ˚°yˆÏû˛Ó˚ ˆÎyàƒ •Î˚– !ܲv ˆ§•z §ühflÏ ˆ°Ô!ܲܲ !ÓÓyò Óy ˆ°Ô!ܲܲ Óyܲƒ öƒyÎ˚yö%àï˛

öy •ÄÎ˚yÎ˚ ï˛y ÚܲÌyÛÈÙÈÓ˚ °«˛îye´yhsˇ •Î˚ öy– ~ܲÌy ≤Ãܲy¢ ܲˆÏÓ˚ Ó,!_ܲyÓ˚ !ÓŸªöyÌ ÓˆÏ°ˆÏåÈöÈÙÙÙ ÈÚÚï˛e

ï˛_¥!öî≈Î˚!ÓçÎ˚yöƒï˛Ó˚fl∫Ó˚*˛õˆÏÎyàƒöƒyÎ˚yö%àï˛ Óã˛ö §®û≈˛É ܲÌy– ˆ°Ô!ܲܲ !ÓÓyòÓyÓ˚îyÎ˚ öƒyˆÏÎ˚ï˛ƒy!ò–ÛÛ9

˛õ)ˆÏÓ≈y_´ ÚÚܲÌyÛÛ

eˆÏÎ˚Ó˚ üˆÏôƒ Úç“Û ~ÓÇ Ú!Óï˛[˛yÛÈÙÈÓ˚ ˆ«˛ˆÏe Óyò# Óy ≤Ã!ï˛Óyò#Ó˚ çÎ˚°yû˛ ü%რí˛zˆÏj¢ƒ •ˆÏ°Ä ~ˆÏ«˛ˆÏe xˆÏöܲ fliˆÏ°

üôƒflià ÏîÓ˚ ï˛_¥!öî≈Î˚Ä • ÏÎ˚ Ìy Ïܲ– !ܲv ÚÓyòÛ fli Ï° ï˛_¥!öî≈Î˚ÈÙÈ•z •° ü%რí z Ïj¢ƒ– çà#£Ïy¢)öƒ Óyò# ~ÓÇ ≤Ã!ï˛Óyò#Ó˚

ˆÜ˛Ó°üye ï˛_¥!öî≈Î˚ÈÙÈ~Ó˚ í˛zˆÏjˆÏ¢ƒ ˆÎ ÚܲÌyÛñ ï˛y ÚÓyòÛ öyˆÏü ˛õ!Ó˚!ã˛ï˛– !ܲhsˇ çà#£Ï%Ó˚ !Óã˛yÓ˚ˆÏÜ˛Ä ÚÓyòÛ Ó°y •ˆÏÎ˚ˆÏåÈ–

çÎ˚hsˇû˛R ïÑ yÓ˚ ÚÚöƒyÎ˚üOÓ˚#ÛÛ öyüܲ @ˇÃ Ïsi Ó Ï° ÏåÈöÈÙÈ ÚÚÓy Ïò ˆÎö !ܲÓ˚#!ê˛ ÏöÓ §ü ÏÓ˚– Óy Ïò‹∫yÆ ç ÏÎ˚y çÎ˚ Ïhsˇ •z!ï˛ ÎÉ–ÛÛ10

˜çö ˜öÎ˚y!Î˚ܲàîÄ çà#£Ï%Ó˚ !Óã˛yÓ˚ˆÏܲ Óyò!ӈϢ£Ï Ó°ˆÏåÈö– !ܲv ˆàÔï˛ˆÏüy_´ ÚÓyòÛ ¢∑!ê˛ ˛õ)ˆÏÓ≈y_´ xˆÏÌ≈ ˛õy!Ó˚û˛y!£Ïܲ–

û˛y£ÏƒÜ˛yÓ˚ ¢B˛Ó˚ ≤Ãû,˛!ï˛Ä ÚÓyòÛ ¢ˆÏ∑Ó˚ myÓ˚y ˆàÔï˛ˆÏüy_´ ÚÓyòÛ ˆÜ˛•z @ˇÃ•î ܲˆÏÓ˚ˆÏåÈö– ˛õî≈Ü%˛!ë˛Ó˚ !ܲÇÓy Ó,«˛ü)ˆÏ° ӈϧ

ï˛_¥!öî≈ ÏÎ˚Ó˚ í z Ïj Ï¢ƒ =Ó˚& ≤Ãû, !ï˛Ó˚ § ÏD !¢ ϣσÓ˚ ˆÎ ܲÌy ï˛y ÚÓyòÛ öy Ïü í z_´ • ÏÎ˚ ÏåÈ– ï˛y•z ˛õ)Ó≈yã˛yÎ≈ƒàî Ó Ï° ÏåÈöÈÙÙÙÈ

ÚÚï˛e =Ó≈y!ò!û˛É §• ÓyòÉ–ÛÛ11

ܲÌyfliˆÏ° Óyò# ~ÓÇ ≤Ã!ï˛Óyò#Ó˚ ˆÜ˛Ó°üye fl∫ õ«˛ fliy˛õö•z ܲ_≈Óƒ öÎ˚ñ ˛õÓ˚˛õ«˛ á[˛öÄ

xÓ¢ƒ ܲ_≈Óƒ– xöƒÌy ÚÓyòÛ Ó˚*˛õ ܲÌyÓ˚ í˛zˆÏj¢ƒ ˆÎ ï˛_¥!öî≈Î˚ ï˛y !§k˛ •ÄÎ˚y §Ω˛Ó˛õÓ˚ öÎ˚– xyã˛yÎ≈ƒ ¢B˛Ó˚Ä ~•z üï˛

§üÌ≈ö ܲˆÏÓ˚ˆÏåÈö– ü•yû˛yÓ˚ˆÏï˛Ä ˛õy!Ó˚û˛y!£Ïܲ xˆÏÌ≈ ÚÚÓyòÛÛ ¢ˆÏ∑Ó˚ ≤ÈÏÎ˚yà ܲÓ˚y •ˆÏÎ˚ˆÏåÈ– ˆ§áyˆÏö Ó°y •ˆÏÎ˚ˆÏåÈ ÚÓyòÛ

◊#û˛àÓy ÏöÓ !Óû) !ï˛!Ó Ï¢£Ï–

˛õ) ÏÓ≈y_´ !e!Óô ܲÌyÓ˚ fl∫Ó˚*˛õ ~•z ≤ÃÓ Ï¶˛Ó˚ xy Ï°yã˛ƒ!Ó£ÏÎ˚ öÎ˚– ÚܲÌyÛ Ó˚* Ï õ ÚÓyòÛ ~Ó˚ fl∫Ó˚*˛õ•z ~•z ≤ÃÓ Ï¶˛Ó˚ xy Ï°yã˛ƒ!Ó£ÏÎ˚–

öƒyÎ˚§)eyܲyÓ˚ ü•!£Ï≈ ˆàÔï˛ü öƒyÎ˚ò¢≈ ÏöÓ˚ ≤ÃÌü á Ï[˛Ó˚ !mï˛#Î˚ xy!•´ ÏܲÓ˚ ≤ÃÌü §) Ïe ÚÓyòÛ öyüܲ ˛õòy ÏÌ≈Ó˚ °«˛î ≤Ãܲy¢

ܲ ÏÓ˚ Ó Ï° ÏåÈöÈÙÙÙÈ

≤ÃüyîÈÙÈï˛Ü≈ ÈÙȧyô Ïöy˛õy°Ω˛≠ !§k˛yhflÏyÈÙÈ!ÓÓ˚& Ïk˛≠

˛õM˛ÈyÓÎ˚ ÏÓy˛õ˛õß≠ ˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ Ï•y Óyò≠ ––1––42––

xÌ≈yÍñ Îy Ïï˛ ≤Ãüyî Ä ï˛ ÏÜ≈ Ó˚ myÓ˚y Ú§yôöÛ Sfl∫ õ«˛ fliy˛õöV ~ÓÇ Úí z õy°Ω˛Û S˛õÓ˚ õ«˛ á[˛öV •Î˚ñ ~Ó˚*˛õ Ú!§k˛yhsˇyÈÙÈ!ÓÓ˚&k˛Û

Ä ˛õM˛ÈyÓÎ˚ÓÎ%_´ Ú˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ•Û xÌ≈yÍ ÎyˆÏï˛ Óyò# Ä ≤Ã!ï˛Óyò#Ó˚ fl∫#Ü,˛ï˛ !ÓÓ˚&k˛ ô¡ø≈mÎ˚Ó˚*˛õ ˛õ«˛ Ä ≤Ã!ï˛˛õˆÏ«˛Ó˚

˛õ!Ó˚@ˇÃ• •Î˚ñ ~üö Óyܲƒ §ü)• ÚÓyòÛ–12

!Óã˛y ÏÓ˚Ó˚ ~ܲ!ê˛ xyÓ!¢ƒÜ˛ xD •° ˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ•– xyÓ˚ ÚÓyòÛñ ÚܲÌyÛÈÙÈÓ˚*˛õ !Óã˛y ÏÓ˚Ó˚•z ≤ÃܲyÓ˚– §%ï˛Ó˚yÇ ˆ§áy ÏöÄ

˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ• ÌyܲˆÏÓ– ܲyÓ˚î ˛õˆÏ«˛ÈÙÈ!Ó˛õˆÏ«˛ Î%!_´Ó˚ ˛õÎ≈yˆÏ°yã˛öy•z !Óã˛yÓ˚– ~áö ≤ß¿ í˛zë˛ˆÏï˛ ˛õyˆÏÓ˚ñ ˛õ«˛≤Ã!ï˛˛õ«˛

Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ ˛õ«˛≤Ã!ï˛˛õ«˛ Ó°ˆÏï˛ ~ܲ•z ôü≈#ˆÏï˛ fl∫#Ü,˛ï˛ ˛õÓ˚flõÓ˚ !ÓˆÏÓ˚yô# ôü≈ˆÏܲ ˆÓyé˛yˆÏöy •Î˚– !ܲvñ ˛õÓ˚flõÓ˚

!ÓÓ˚&ˆÏk˛ ôü≈mÎ˚ Î!ò ~ܲ•z ôü≈#ˆÏï˛ fl∫#Ü,˛ï˛ öy •Î˚ñ ï˛y•ˆÏ° ï˛y ˛õ«˛≤Ã!ï˛˛õ«˛ •ˆÏï˛ ˛õyˆÏÓ˚ öy–

~áö Î!ò xydyˆÏܲ ôü≈# !•§yˆÏÓ @ˇÃ•î ܲˆÏÓ˚ ï˛yˆÏï˛ !öï˛ƒc Ä x!öï˛ƒc Ó˚*˛õ !ÓÓ˚&k˛ ôü≈mÎ˚ xyˆÏÓ˚y˛õ ܲ!Ó˚ñ ï˛y•ˆÏ° ï˛yÓ˚y

˛õyÓ˚flõ!Ó˚ܲ !ÓÓ˚&k˛cÓ¢ï˛≠ ˛õ«˛≤Ã!ï˛˛õ«˛ !•§y ÏÓ à,•#ï˛ • ÏÓ– !ܲv Î!ò xydyÓ˚*˛õ ôü≈# Ïï˛ !öï˛ƒcôü≈ xy ÏÓ˚y˛õ ܲ!Ó˚ ~ÓÇ

148

K˛yöˆÏܲ x˛õÓ˚ôü≈# !•§yˆÏÓ @ˇÃ•î ܲˆÏÓ˚ ï˛yˆÏï˛ x!öï˛ƒc ôü≈ xyˆÏÓ˚y˛õ ܲ!Ó˚ ï˛y•ˆÏ° !ܲv ˆ§ˆÏ«˛ˆÏe !öï˛ƒcÈÙÈx!öï˛ƒˆÏcÓ˚

˛õyÓ˚flõ!Ó˚ܲ !ÓÓ˚&k˛c §ˆÏ_¥Ä ï˛yÓ˚y ˛õ«˛≤Ã!ï˛˛õ«˛ !•§yˆÏÓ à,•#ï˛ •ˆÏÓ öyñ ˆÎˆÏ•ï%˛ ï˛yˆÏòÓ˚ ôü≈# !û˛ß¨ !û˛ß¨–

xyÓyÓ˚ ~ܲyôy ÏÓ˚ ܲy° Ïû˛ Ïò !ÓÓ˚&k˛ô¡ø≈mÎ˚ ≤Ãüyî!§k˛ • Ï° ï˛yÄ xyÓ˚ ˛õ«˛ÈÙÈ≤Ã!ï˛˛õ«˛ •Î˚ öy– ˆÜ˛ööy ˆÜ˛yö ~ܲ!ê˛ o ÏÓƒ

ˆÎ ܲy Ï° !e´Î˚y çß√yÎ˚ ï˛áö §!e´Î˚ ~ÓÇ ˆÎ ܲy Ï° !e´Î˚y çß√yÎ˚ öy Óy !e´Î˚y !Óö‹T • ÏÎ˚ ˆà ÏåÈ ï˛áö ï˛y !ö!‹;˛Î˚ ÈÙÈ ~ê˛y

≤Ãüyî!§k˛– xyÓ˚ Îy ≤Ãüyî!§k˛ ï˛yÓ˚ xyÓ˚ !Óã˛yˆÏÓ˚Ó˚ ≤ÈÏÎ˚yçö •Î˚ öy ~ÓÇ ï˛yÓ˚ ú˛ˆÏ° ˛õ«˛≤Ã!ï˛˛õ«˛ •Î˚ öy– ~üö!ܲ

!ÓÓ˚&k˛ ôü≈mˆÏÎ˚Ó˚ üˆÏôƒ ~ܲ!ê˛ ôü≈ !öî≈#ï˛ •ˆÏÎ˚ ˆàˆÏ°Äñ ˆ§•z ôü≈mÎ˚ xyÓ˚ ˛õ«˛≤Ã!ï˛˛õ«˛ •Î˚ öy– ï˛y•z í˛zˆÏjƒyï˛Ü˛Ó˚

Ó Ï° ÏåÈö ÈÙÈ ÚÚ~ܲܲy Ï°Ô xöÓ!§ Ïï˛Ô–ÛÛ13

~Ó˚˛õÓ˚ û˛y£ÏƒÜ˛yÓ˚ Ú˛õ!Ó˚@ˇÃ•Û ¢ˆÏ∑Ó˚ xÌ≈ !öî≈Î˚ ܲÓ˚ˆÏï˛ !àˆÏÎ˚ ӈϰˆÏåÈöñ Ú˛õ!Ó˚@ˇÃ•Û xÌ≈ •° Úxû%˛ƒ˛õàˆÏüÓ˚ ÓƒÓfliyÛ Óy

fl∫#ܲy ÏÓÓ ÓƒÓfliy– í z Ïjƒyï˛Ü˛Ó ï˛y Óƒ_´ ܲ ÏÓ Ó Ï° ÏåÈöÈÙÙÙÈ ÚÚï˛ ÏÎy≠ ˛õ!Ó@ˇÃ• •zaΩ˛yÓ!öÎü≠ñ ~ÓÇ ô¡ø≈yÎÇ ô¡ø≈# ÏöÓô Ï¡ø≈!ï˛–ÛÛ

xÌ≈yÍñ ~ܲ!ê˛ !Ó Ï¢£Ï ˆÜ˛yö ôü≈# ˆÜ˛yö !Ó Ï¢£Ï ôü≈!Ó!¢‹T•zñ xöƒôü≈!Ó!¢‹T öÎ˚ñ ~•z û˛y ÏÓ ˆÜ˛yö ôü≈# fl∫#ܲy ÏÓ˚Ó˚ ˆÎ ÓƒÓfliy

Óy !öÎ˚ü ï˛y•z Ú˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ•Û–14

ˆÎüöñ ˆÜ˛yö Óyò# xydy !öï˛ƒcÓ˚*˛õ ôü≈!Ó!¢‹T•zñ x!öï˛ƒcÓ˚*˛õ ôü≈!Ó!¢‹T öÎ˚ ÈÙÈ

~•z Ó˚*˛õ ˛õ«˛ fl∫#ܲyÓ˚ ܲÓ˚ˆÏ° ï˛y •ˆÏÓ Ú˛õ«˛≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ•Û– !ܲvñ !Óã˛yˆÏÓ˚ ò%!ê˛ !ÓÓ˚&k˛üï˛ xÓ°¡∫öܲyÓ˚# Óƒ!_´ Î!ò

ˆÜ˛Ó° ÚÚ˛õ«˛ ≤Ã!ï˛˛õ«˛˛õ!Ó˚@ˇÃ•ÛÛ xÌ≈yÍ fl∫ õ«˛ §yôö ܲ ÏÓ˚ ˆÌ Ïü Ìy Ïܲ ï˛y• Ï° ï˛y !Óã˛yÓ˚ • ÏÓ öyñ !Óã˛y ÏÓ˚Ó˚ ˆ«˛ Ïe Óyò#

≤Ã!ï˛Óyò# Ïܲ ˆÎüö fl∫ õ«˛§yôö ܲÓ˚ Ïï˛ • ÏÓ ˆï˛ü!ö ˛õÓ˚ õ«˛ á[˛öÄ Ü˛Ó˚ Ïï˛ • ÏÓ–

Óyò ï˛Ìy !Óã˛yˆÏÓ˚Ó˚ ˆ«˛ˆÏe ~ܲ˛õ«˛ x˛õÓ˚˛õ«˛ˆÏܲ í˛zˆÏ˛õ«˛y ܲˆÏÓ˚ !öç •zFåÈyüˆÏï˛y Î%!_´ ≤Ãòyö ܲÓ˚ˆÏï˛ ˛õyÓ˚ˆÏÓ öy– ÓÓ˚Ç

ˆ§ Ï«˛ Ïe !Óã˛y ÏÓ˚ ≤ÃÎ%_´ !öÎ˚ü xö%§y ÏÓ˚•z Óyò# Ä ≤Ã!ï˛Óyò# Ïܲ §yôö Ä í z õy°Ω˛ ܲÓ˚ Ïï˛ • ÏÓ– ï˛ ÏÓ ˛õÓ˚ õ Ï«˛Ó˚ ò)£Ïöòyö

xy Ïàñ !öç˛õ Ï«˛Ó˚ ò)£Ï Ïöyk˛yÓ˚ xy Ïà ï˛y !ö ÏÎ˚ üï˛˛õyÌ≈ܲƒ xy ÏåÈ– !ܲvñ ¢ÇܲÓ˚!ü◊ Ó Ï° ÏåÈö ˆÎñ ˆÎ Ï•ï% ˛õÓ˚ õ Ï«˛Ó˚ ˆòy£Ï

í zqyÓö ~ÓÇ fl∫ õ Ï«˛Ó˚ ˆòy Ï£Ïyk˛yÓ˚ í zû˛ ÏÎ˚Ó˚•z ≤Ãyôyöƒ xy ÏåÈñ ˆ§ Ï•ï% ~ ÏòÓ˚ ü Ïôƒ ˛õ)Ó≈y˛õÓ˚ !öÎ˚ü ˆö•z– Îáö Îy fl≥% !Ó˚ï˛

•ˆÏÓ ï˛áö ï˛y ܲÓ˚ˆÏï˛ •ˆÏÓ– Î!ò Óyò#Ó˚ §yôˆÏöÓ˚ §Ω˛Ó ~ÓÇ ≤Ã!ï˛Óyò#Ó˚ í˛z˛õy°ˆÏΩ˛Ó˚ x§Ω˛Ó •Î˚ñ ï˛y•ˆÏ° ~ܲ!ê˛ ˛õˆÏ«˛Ó˚

!öî≈Î˚ •ÄÎ˚yÎ˚ !Óã˛y ÏÓ˚Ó˚ ú˛°°yû˛ •Î˚–

~áö ˛õ«˛ Ä ≤Ã!ï˛˛õˆÏ«˛Ó˚ §yôö ~ÓÇ í˛z˛õy°Ω˛ ˆï˛y Óyò !û˛ß¨ !Óã˛yˆÏÓ˚Ä Ü˛Ó˚y •Î˚– ï˛y•ˆÏ° xöƒ !Óã˛yˆÏÓ˚Ó˚ fli° ˆÌˆÏܲ

ÓyòÓ˚*˛õ !Óã˛yˆÏÓ˚Ó˚ !Ó!¢‹Tï˛y !ܲ⁄ í˛z_ˆÏÓ˚ Ó°y ÎyÎ˚ñ Úç“Û Ä Ú!Óï˛[˛yÎ˚Û ÚåÈ°Ûñ Úçy!ï˛Ûñ Ä §ühflÏ Ú!ö@ˇÃ•fliyöÛÈÙÈ~Ó˚ myÓ˚yÄ

§yôö Ä í˛z˛õy°Ω˛ ܲÓ˚y ÎyÎ˚ñ !ܲv ÓyˆÏò ï˛y ܲÓ˚y ÎyÎ˚ öyñ ÓyˆÏò ˆÜ˛Ó° ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y•z §yôö ~ÓÇ í˛z˛õy°Ω˛

ܲ_≈Óƒ– ~•zçöƒ ü•!£Ï≈ ˛õ) ÏÓ≈y_´ Óy ÏòÓ˚ °«˛ Ïî Ó Ï° ÏåÈö ÈÙÈ ÚÚ≤Ãüyîï˛Ü≈ ¢y Ïöy˛õy°Ω˛É–ÛÛ

≤ß¿ ĈÏë˛ñ ï˛Ü≈˛˛õòyÌ≈ Îáö ˆÜ˛yö ≤Ãüyî•z öÎ˚ñ ï˛áö ï˛ˆÏÜ≈˛Ó˚ myÓ˚y §yôö Ä í˛z˛õy°Ω˛ !ܲÓ˚*ˆÏ˛õ Ó°y ÎyÎ˚⁄ í˛z_ˆÏÓ˚

í˛zˆÏjƒyï˛Ü˛Ó˚ ӈϰöñ ï˛Ü≈˛ ˛õòyÌ≈ ≤Ãüyî öy •ˆÏ°Ä ≤ÃüyˆÏîÓ˚ xö%@ˇÃy•Ü˛ xÌ≈yÍ ≤ÃüyˆÏîÓ˚ !Ó£ÏÎ˚ˆÏܲ !ÓˆÏÓã˛öy ܲˆÏÓ˚ ï˛Ü≈˛

≤ÃüyîˆÏܲ xö%@ˇÃ• ܲˆÏÓ˚ñ §%ï˛Ó˚yÇ ï˛ˆÏÜ≈˛Ó˚ §y•yˆÏ΃ ≤Ãüyî !öç !ӣψÏÎ˚Ó˚ ï˛_¥!öî≈Î˚ í˛zͲõߨ ܲÓ˚yÎ˚ ~•z §)ˆÏe ≤ÃüyˆÏîÓ˚ §ˆÏD

Úï˛Ü≈˛Û Ó°y •ˆÏÎ˚ˆÏåÈ– ~ˆÏ«˛ˆÏe Óyò# ~ÓÇ ≤Ã!ï˛Óyò# ≤ÈÏï˛ƒˆÏܲ•z !öç !öç ˛õ«˛ˆÏܲ §Çfliy!˛õï˛ Ü˛Ó˚yÓ˚ çöƒ ~ÓÇ !ÓÓ˚&k˛

˛õ«˛ Ïܲ á[˛ö ܲÓ˚yÓ˚ çöƒ ˆÎ ˆÎ ≤Ãüyî Ä ï˛ ÏÜ≈ Ó˚ xÓï˛yÓ˚îy ܲÓ˚ ÏÓöñ í zû˛Î˚ õ Ï«˛Ó˚ ˆ«˛ Ïe ï˛y ≤ÃÜ, ï ÈÙÈ≤Ãüyî Ä ≤ÃÜ, ï ÈÙÈï˛Ü≈

• Ïï˛ ˛õy ÏÓ˚ öy– ~Ó˚ ü Ïôƒ ~ܲ!ê˛ ≤Ãüyîñ x˛õÓ˚!ê˛ ≤Ãüyîyû˛y§ñ ~ÓÇ ~ܲ!ê˛ ï˛Ü≈ x˛õÓ˚!ê˛ ï˛Ü≈ yû˛y§– ˆÜ˛ööy ˆ§ Ï«˛ Ïe Î!ò

149

ò%•z!ê˛•z ≤ÃÜ,˛ï˛ ≤Ãüyî Ä ≤ÃÜ,˛ï˛ ï˛Ü≈˛ ӈϰ !ÓˆÏÓ!ã˛ï˛ •ï˛ ï˛y•ˆÏ° í˛zû˛Î˚ ˛õ«˛•z §%!§k˛ •ˆÏÎ˚ ˆÎï˛– ú˛ˆÏ° ï˛yÓ˚y xyÓ˚

!ÓÓ˚&k˛˛õ«˛ ӈϰ !ÓˆÏÓ!ã˛ï˛•z •ˆÏï˛ ˛õyÓ˚ˆÏï˛y öy– ï˛yͲõÎ≈ƒ •° ~•z ˆÎñ Óyò!Óã˛yÓ˚ fliˆÏ° Óyò# Ä ≤Ã!ï˛Óyò#Ó˚ üˆÏôƒ ˆÜ˛í˛z•z

≤Ãï˛yÓ˚ܲ öÎ˚ ӈϰ x≤ÃüyîˆÏܲ ˛x≤Ãüyî ~ÓÇ ï˛Ü≈˛yû˛y§ˆÏܲ ï˛Ü≈˛yû˛y§ ˆçˆÏöÄ ÚÓyòÛ ~Ó˚ ˆ«˛ˆÏe çÎ˚°yû˛yÌ≈ í˛zˆÏjˆÏ¢ƒ

x≤ÃüyîˆÏܲ •zFåÈy˛õ)Ó≈ܲ ≤ÃüyîÓ˚*ˆÏ˛õ ~ÓÇ ï˛Ü≈˛yû˛y§ˆÏܲ •zFåÈy˛õ)Ó≈ܲ ï˛Ü≈˛Ó˚*ˆÏ˛õ í˛z˛õfliy!˛õï˛ Ü˛ˆÏÓ˚ !Óã˛yˆÏÓ˚ ≤ÃÓ,_ •ö öy– !ܲv

ï˛_¥!öî≈Î˚Ó˚*˛õ í˛zˆÏjˆÏ¢ƒ ≤Ãüyîyû˛y§ Ä ï˛Ü≈˛yû˛y§ˆÏܲ ≤ÃÜ,˛ï˛ÈÙÈ≤Ãüyî Ó˚*ˆÏ˛õ Ä ≤ÃÜ,˛ï˛ÈÙÈï˛Ü≈˛ Ó˚*ˆÏ˛õ Ó%ˆÏ鲕z ï˛jμyÓ˚y §yôö Ä

í z õy°Ω˛ ܲÓ˚yÎ˚ ˙ ï˛yͲõ ÏÎ≈ƒ ü•!£Ï≈ í zû˛Î˚ õ Ï«˛•z ÚÚ≤Ãüyîï˛Ü≈ §yô Ïöy˛õy°Ω˛ÉÛÛ Ó Ï° ÏåÈö– §) Ïey_´ ˆ§•z §yôö Ä í z õy°Ω˛

Óƒ!ï˛£ÏD ~ÓÇ xö%Ó¶˛!Ó!¢‹T •ÄÎ˚y xyÓ¢ƒÜ˛– ~ܲÌyÓ˚ ï˛yͲõÎ≈ƒ •°ÈÙÙÙÈ ÓyˆÏòÓ˚ ˆ«˛ˆÏe ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y í˛zû˛Î˚

˛õ Ï«˛•z §yôö ~ÓÇ í z õy°Ω˛ xyÓ¢ƒÜ˛ ~ÓÇ Ü˛y°˛õÎ≈hsˇ ~ܲ˛õ«˛ !öÓ,_ öy •Î˚ñ ˆ§•z ܲy°˛õÎ≈hsˇ §yôö Ä í z õy°Ω˛ ܲ_≈Óƒ–

öï%˛Óy ï˛yÓ˚ myÓ˚y ï˛_¥!öî≈Î˚ §Ω˛Ó •ˆÏÓ öy–

~Ó˚˛õÓ˚ ü•!£Ï≈ ÚÓyòÛÈÙÈ~Ó˚ °«˛ˆÏî ÚÚ!§k˛yhsˇy!ÓÓ˚&k˛≠–ÛÛ ¢ˆÏ∑Ó˚ ≤ÈÏÎ˚yˆÏàÓ˚ myÓ˚y Ó%!é˛ˆÏÎ˚ˆÏåÈö ÚÓyòÛ Ü˛ÌyÎ˚ Úx˛õ!§k˛yhsˇÛ Ä

Úˆ•cyû˛y§Û Ó˚*˛õ Ú!ö@ˇÃ•fliyöÛÈÙÈ~Ó˚ í zqyÓö ܲ_≈Óƒ– xÌ≈yÍ =Ó˚&Ä Î!ò ܲòy!ã˛Í ºüÓ¢ï˛≠ ˆÜ˛yö x˛õ!§k˛yhsˇ Ó Ï°ö xÌÓy

ò%‹TˆÏ•ï%˛Ó˚ myÓ˚y !öç˛õ«˛ fliy˛õö ܲˆÏÓ˚öñ ï˛y •ˆÏ°Ä !¢£Ïƒ ï˛yÓ˚ í˛zˆÏÕ‘á˛õ)Óù≈ܲ ≤Ã!ï˛Óyò ܲÓ˚ˆÏÓö– öy •ˆÏ° ï˛_¥!öî≈Î˚Ó˚*˛õ

í˛zˆÏj¢ƒ•z !§k˛ •ˆÏÓ öy– û˛y£ÏƒÜ˛yÓ˚ ÓyͧƒyÎ˚ˆÏöÓ˚ üˆÏï˛Äñ ÚÚ Ú!ö@ˇÃ•Û ¢ˆÏ∑Ó˚ xÌ≈ •° ˛õÓ˚yçÎ˚– !Óã˛yÓ˚fliˆÏ° Óyò# Óy

≤Ã!ï˛Óyò#Ó˚ ˛õÓ˚yçÎ˚ Îy Ïï˛ Óy§ ܲ ÏÓ˚ xÌ≈yÍ Îy ˛õÓ˚yç ÏÎ˚Ó˚ ÓyhflÏÓ fliyö Óy ܲyÓ˚î Óy ˆ•ï% ï˛y•z Ú!ö@ˇÃ•fliyöÛ– ï˛ ÏÓ ˛õÓ˚yçÎ˚

°yû˛•z !ö@ˇÃ•fliyö öÎ˚– ÓÓ˚Ç !ö@ˇÃ•fliy ÏöÓ˚ ã˛Ó˚üú˛° •° ˛õÓ˚yç ÏÎ˚Ó˚ °yû˛–ÛÛ15

§%ï˛Ó˚yÇ !Óã˛yÓ˚fli Ï° ~•z !ö@ˇÃ•fliy ÏöÓ˚ í zqyÓö

≤Ãy§!Dܲ Ä Ü˛_≈Óƒ–

˛õˆÏÓ˚ ÓyˆÏòÓ˚ °«˛ˆÏî ÚÚ˛õM˛ÈyÓÎ˚ˆÏÓy˛õ˛õߨ≠ÛÛ ~•z ˛õˆÏòÓ˚ myÓ˚y ~ê˛y•z ˆÓyé˛yˆÏöy •ˆÏÎ˚ˆÏåÈ ˆÎñ ÚÓyòÛ Ü˛ÌyÎ˚ ˛õM˛ÈyÓÎ˚Ó ≤ÈÏÎ˚yà

• Ï° ÚÚö%ƒöÛÛ Ä ÚÚx!ôܲÛÛ öyüܲ ÚÚ!ö@ˇÃ•fliyöÛÛ í zqyÓö ܲ_≈Óƒ– ~áy Ïö ÚÚö)ƒöÛÛ Ä ÚÚx!ôܲÛÛ öyüܲ !ö@ˇÃ•fliy ÏöÓ˚ xÌ≈ ~•z

ˆÎ Óyò# Ä ≤Ã!ï˛Óyò# !öç˛õ«˛ fliy˛õö ܲÓ˚ Ïï˛ ˆÎ ˆÜ˛yö ~ܲ!ê˛ xÓÎ˚ ÏÓÓ˚ ≤à ÏÎ˚yà öy ܲÓ˚ Ï°Ä ÚÚö)ƒöÛÛ öyüܲ !ö@ˇÃ•fliyö •Î˚

~ÓÇ ˆ•ï%˛ Ä í˛zòy•Ó˚îÓyܲƒ ~ˆÏܲÓ˚ x!ôܲ Ó°ˆÏ° ÚÚx!ôܲÛÛ öyüܲ !ö@ˇÃ•fliyö •Î˚– í˛zˆÏjƒyï˛Ü˛ˆÏÓ˚Ó˚ üˆÏï˛ñ ˛õM˛ÈyÓÎ˚ÓÎ%_´

ÓyˆÏòÓ˚ ˆ«˛ˆÏe ˆÜ˛yö xÓÎ˚ˆÏÓÓ˚ ö)ƒöï˛y Óy x!ôˆÏܲƒ ˆÜ˛yö ≤Ãüyî ºüÓ¢ï˛ÉÄ •ˆÏï˛ ˛õyˆÏÓ˚– ~•z ܲyÓ˚ˆÏî ÚÚÓyòÛÛ Ü˛ÌyÎ˚

ÚÚö)ƒöÛÛ Ä ÚÚx!ôܲÛÛ öyüܲ !ö@ˇÃ•fliy ÏöÓ˚ í zqyÓö òÓ˚ܲyÓ˚ •Î˚ñ ܲyÓ˚î ≤Ãüy Ïî ˆÜ˛yö ˆòy£Ï Ó%é˛ Ï° ï˛y xÓ¢ƒ•z Ó°y òÓ˚ܲyÓ˚ñ

öy •ˆÏ° ï˛_¥!öî≈ˆÏÎ˚Ó˚ ≤ÈÏÎ˚yçö !§k˛ •Î˚ öy– ï˛ˆÏÓ í˛zˆÏjƒyï˛Ü˛Ó˚ ˛õˆÏÓ˚ û˛y£ÏƒÜ˛yˆÏÓ˚Ó˚ ܲÌyÓ˚ ≤Ã!ï˛Óyò ܲˆÏÓ˚ ӈϰˆÏåÈö ˆÎñ

Ú!§k˛yhsˇy!ÓÓ˚&k˛≠Û öÎ˚ñ ÓÓ˚Ç ÚÚ˛õM˛ÈyÓÎ˚ˆÏÓy˛õ˛õߨÛÛ ~•z ˛õˆÏòÓ˚ myÓ˚y•z ˆÓyé˛y ÎyÎ˚ ˆÎñ ÚÚÓyòÛÛ Ü˛ÌyÎ˚ ÚÚˆ•cyû˛y§ÛÛ Ó˚*˛õ

!ö@ˇÃ•fliyˆÏöÓ˚ í˛zqyÓö ܲï≈˛Óƒ– ܲyÓ˚î ˆÜ˛yö Óyò# Óy ≤Ã!ï˛Óyò# Î!ò fl∫ õ«˛ÈÙÈfliy˛õˆÏöÓ˚ í˛zˆÏjˆÏ¢ƒ ˆÜ˛yö ˆ•cyû˛yˆÏ§Ó˚ ≤ÈÏÎ˚yà

ܲˆÏÓ˚öñ ï˛ˆÏÓ ï˛yÓ˚ Ó°y ˆ§•z xÓÎ˚Ó ≤ÃÜ,˛ï˛ xÓÎ˚Ó •Î˚ öyñ ï˛y •ˆÏÓ ÚÚxÓÎ˚Óyû˛y§ÛÛ– §%ï˛Ó˚yÇ ~•z ÚÚxÓÎ˚ÓÛÛ ¢ˆÏ∑Ó˚

≤ÈÏÎ˚yˆÏàÓ˚ myÓ˚y•z ˆÓyé˛y ÎyÎ˚ ˆÎ ÚÓyòÛ Ü˛ÌyÎ˚ Úˆ•cyû˛y§Û Ó˚*˛õ !ö@ˇÃ•fliyˆÏöÓ˚ í˛zqyÓöÄ Ü˛_≈Óƒ–

xy˛õ!_ ĈÏë˛ñ ï˛ˆÏÓ ÚÚÓyòÛÛ Ü˛ÌyÓ˚ °«˛ˆÏî Ú!§k˛yhsˇy!ÓÓ˚&k˛≠ÛÛ ¢∑ ≤ÈÏÎ˚yˆÏàÓ˚ ≤ÈÏÎ˚yçö ܲ#⁄ ~Ó˚ í˛z_ˆÏÓ˚ í˛zˆÏjƒyï˛Ü˛Ó˚

ӈϰöñ ÚÚÓyòÛÛ Ü˛Ìy !§k˛yˆÏhsˇÓ˚ x!ÓÓ˚&k˛ •ˆÏÓñ ï˛yˆÏï˛ ˆÜ˛yö ÚÚx˛õ!§k˛yhsˇÛÛ Ó°y ÎyˆÏÓ öy– ÈÙÈ ~ê˛y ˆÓyé˛yˆÏï˛•z ü•!£Ï≈

ÚÚ!§k˛yhsˇy!ÓÓ˚&k˛≠ÛÛ ¢ Ï∑Ó˚ ≤à ÏÎ˚yà ܲ ÏÓ˚ ÏåÈö– Îy•z Ï•yܲñ ÚÚÓyòÛÛ Ü˛ÌyÓ˚ í z Ïj¢ƒ ˆÎ ï˛_¥!öî≈Î˚ ˆ§•z í z Ïj¢ƒ !§!k˛Ó˚ çöƒ ˆÎ

x˛õ!§k˛yhsˇñ ˆ•cyû˛y§ñ ö)ƒöñ x!ôܲ •zï˛ƒy!ò !ö@ˇÃ•fliyˆÏöÓ˚ ≤ÈÏÎ˚yçö ï˛y ÓyˆÏòÓ˚ °«˛ˆÏî ≤ÃÎ%_´ ÚÚ!§k˛yhsˇy!ÓÓ˚&k˛≠ÛÛ ~ÓÇ

150

ÚÚ˛õM ÈyÓÎ ÏÓy˛õ˛õßÛÛ ~•z ˛õò ò%!ê˛Ó üyôƒ Ïü ˆÓyé˛y ÎyΖ xy˛õ!_ í zë˛ Ïï˛ ˛õy ÏÓ ˆÎñ Óy ÏòÓ °«˛ Ïî ≤ÃÎ%_´ ÚÚ˛õM ÈyÓÎ ÏÓy˛õ˛õßÉÛÛ

~•z ˛õ ÏòÓ˚ myÓ˚y•z ˆï˛y ≤Ãüyî Ä ï˛ ÏÜ≈ Ó˚ myÓ˚y §yôö Ä í z õy°Ω˛ ˆÓyé˛y Ïöy •Î˚– ܲyÓ˚î ˛õM˛ÈyÓÎ˚ ÏÓÓ˚ ≤à ÏÎ˚yà ܲÓ˚ Ï°•z ï˛yÓ˚

ü)°#û)˛ï˛ ≤Ãüyî Ä ï˛yÓ˚ xö%@ˇÃy•Ü˛ ï˛Ü≈˛ˆÏÜ˛Ä xyÓ!¢ƒÜ˛û˛yˆÏÓ @ˇÃ•î ܲÓ˚y •Î˚– ≤Ãüyî Ä ï˛Ü≈˛ Óƒï˛#ï˛ ˛õM˛ÈyÓÎ˚ÓÎ%_´ ÚÚÓyòÛÛ

§Ω˛Ó •Î˚ öy– !ܲv ï˛y §ˆÏ_¥Ä ü•!£Ï≈ ÓyˆÏòÓ˚ °«˛ˆÏîÓ˚ ≤Ã̈Ïüy_´ ˛õˆÏò ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ ˛õ,Ìܲ í˛zˆÏÕ‘á ܲˆÏÓ˚ˆÏåÈö ˆÜ˛ö⁄

Î!òÄ ~Ó˚ í˛z_ˆÏÓ˚ û˛y£ÏƒÜ˛yÓ˚ ˛õ)ˆÏÓ≈•z ӈϰˆÏåÈö ˆÎñ ≤Ã̈Ïüy_´ ˛õˆÏò ≤Ãüyî Ä ï˛ˆÏÜ≈˛ í˛zˆÏÕ‘ ÏáÓ˚ ܲyÓ˚î •° ÚÚç“ÛÛ Ä

ÚÚ!Óï˛[˛yÛÛ ˆÌˆÏܲ ÓyˆÏòÓ˚ fl∫ï˛sfï˛y ≤Ã!ï˛˛õyòö– ï˛Ó%Ä û˛y£ÏƒÜ˛yÓ˚ ˆàÔî xˆÏÌ≈ í˛z_´ ≤Èϟ¿Ó˚ xyˆÏÓ˚y !ï˛ö!ê˛ ≤ÈÏÎ˚yçö Óƒ_´

ܲ ÏÓ˚ ÏåÈö– ˆ§=!° •°ÈÙÙÙÈ

≤ÃÌüï˛ñ Ú§yôöÛ Ä Úí˛z˛õy°Ω˛Û ~Ó˚ Óƒ!ï˛£ÏD K˛y˛õö– ~áyˆÏö ÚÚÓƒ!ï˛£ÏDÛÛ Ó°ˆÏï˛ í˛zû˛Î˚˛õˆÏ«˛Ó˚ §¡∫¶˛ˆÏܲ ˆÓyé˛yˆÏöy •Î˚–

xÌ≈yÍ ~ Ï«˛ Ïe Óyò# ˆÎüö x!û˛üï˛ ≤Ãüyî Ä ï˛ ÏÜ≈ Ó myÓy !öç˛õ Ï«˛Ó §yôö ˛õÓ˛õ Ï«˛Ó á[˛ö Ü˛Ó ÏÓöñ ˆï˛ü!ö ≤Ã!ï˛Óyò#Ä

ï˛yÓ˚ x!û˛üï˛ ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y !öç˛õˆÏ«˛Ó˚ §yôö ~ÓÇ ˛õÓ˚˛õˆÏ«˛Ó˚ í˛z˛õy°Ω˛ ܲÓ˚ˆÏÓöñ öï%˛Óy Óyò# Ä ≤Ã!ï˛Óyò#

ÎÌye´ Ïü ˛õM˛ÈyÓÎ˚ ÏÓÓ˚ ≤à ÏÎ˚yà ܲ ÏÓ˚ fl∫ fl∫ ˛õ«˛ fliy˛õö ܲÓ˚ Ï° ÚÚÓyòÛÛ Ü˛ÌyÓ˚ ˆÎ ï˛_¥!öî≈Î˚Ó˚*˛õ í z Ïj¢ƒ ï˛y !§k˛ • ÏÓ öy–

§%ï˛Ó˚yÇ í˛z_´Ó˚*˛õ ÚÓƒ!ï˛£ÏDÛ Ó˚*˛õ §yôö Ä í˛z˛õy°Ω˛•z ~•z §)ˆÏe ü•!£Ï≈Ó˚ ≤Ãüyî Ä ï˛Ü≈˛ÈÙÈˆÜ˛ ÓyˆÏòÓ˚ °«˛ˆÏî ˛õ,Ìܲû˛yˆÏÓ

í z ÏÕ‘á ܲÓ˚yÓ˚ xöƒï˛ü ܲyÓ˚î–

!mï˛#Î˚ï˛ñ ˛õM˛ÈyÓÎ˚ˆÏÓÓ˚ ≤ÈÏÎ˚yà Óƒï˛#ï˛Ä ≤ÃüyˆÏîÓ˚ myÓ˚y ï˛_¥!öî≈Î˚ •ˆÏÎ˚ ÌyˆÏܲ– ï˛y•z ï˛_¥!öî≈Î˚yÌ≈ ˆÎ ÚÚÓyòÛÛ Ü˛Ìyñ ï˛y

˛õM˛ÈyÓÎ˚ˆÏÓÓ˚ ≤ÈÏÎ˚yà öy ܲˆÏÓ˚Ä Óyò# Ä ≤Ã!ï˛Óyò# ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y §yôö Ä í˛z˛õy°ˆÏΩ˛Ó˚ üyôƒˆÏü ܲÓ˚ˆÏï˛ ˛õyˆÏÓ˚ö–

~áö ï, ï˛#Î˚ ˆàÔî ≤à ÏÎ˚yçö!ê˛ í z ÏÕ‘ ÏáÓ˚ ˛õ) ÏÓ≈ Ó°y ≤à ÏÎ˚yçö ˆÎñ !e!Óô ܲÌyÓ˚ ü Ïôƒ ÚÚÓyòÛÛ åÈyí ¸yÄ xy ÏÓ˚y ò%!ê˛ Ü˛Ìy •°

ÚÚç“ÛÛ Ä ÚÚ!Óï˛[˛yÛ– ~áyˆÏö ç“ Ä !Óï˛[˛yÓ˚ ܲÌyÄ Ó°y •° ˆÎˆÏ•ï%˛ ~•z ï,˛ï˛#Î˚ ˆàÔî ≤ÈÏÎ˚yçö!ê˛Ó˚ í˛zˆÏÕ‘ ÏáÓ˚ §ˆÏD

§ˆÏD ÚÚÓyòÛÛÈÙÈ~Ó˚ §ˆÏD Úç“Û Ä Ú!Óï˛[˛yÛÈÙÈÓ˚ ï%˛°öyü)°Ü˛ ˛õ!Ó˚ã˛Î˚ ˛õyÄÎ˚y ÎyÎ˚ÈÙÙÙÈ

ï,˛ï˛#Î˚ï˛ñ ü•!£Ï≈Ó˚ ˛õÓ˚Óï≈˛# §)ˆÏeÓ˚ ÚÚåÈ°ÈÙÈçy!ï˛ÈÙÈ!ö@ˇÃ•fliyö§yôˆÏöyˆÏ˛õy°Ω˛ÉÛÛ ~•z ܲÌyÓ˚ myÓ˚y ˆÜ˛í˛z ˆÜ˛í˛z üˆÏö ܲˆÏÓ˚ö ˆÎñ

ÚåÈ°Ûñ Úçy!ï˛Û Ä Ú!ö@ˇÃ•fliyöÛ ~Ó˚ myÓ˚y Îy Ïï˛ §yôö Ä í z õy°Ω˛ •Î˚ñ ï˛y•z Úç“Û ~ÓÇ ≤Ãüyî Ä ï˛ ÏÜ≈ Ó˚ myÓ˚y Îy Ïï˛ §yôö

Ä í z õy°Ω˛ •Î˚ ï˛y•z ÚÓyòÛñ Úç“Û öÎ˚– xyÓ˚ ~•zÓ˚*˛õ ºü!öÓyÓ˚ ÏîÓ˚ çöƒ•z Óy ÏòÓ˚ §) Ïe ≤ÃÌü˛õ Ïò ü•!£Ï≈ ≤Ãüyî Ä ï˛ ÏÜ≈ Ó˚

í z ÏÕ‘á ܲ ÏÓ˚ ÏåÈö– ܲyÓ˚î ï˛y• Ï° ˛õÓ˚Óï≈ # ÚÚÎ ÏÌy Ï_´y˛õ˛õߟåÈ°ÈÙÈçy!ï˛ÈÙÈ!ö@ˇÃ•fliyöÈÙȧyô Ïöy˛õy° ÏΩ˛y ç“ÉÛÛ ––2––43––16

ÈÙÙÙȧ)ˆÏe ÚÚΈÏÌy_´ÛÛ ¢ˆÏ∑Ó˚ myÓ˚y ~•z §)ˆÏey_´ ≤ÃÌü !ӈϢ£ÏîÄ à,•#ï˛ •ÄÎ˚yÓ˚ ú˛ˆÏ° flõ‹T Ó%é˛ˆÏï˛ ˛õyÓ˚y ÎyÎ˚ ˆÎñ Úç“Û

~Ä ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y §yôö Ä í˛z˛õy°Ω˛ ܲ_≈Óƒ– ÓÓ˚Ç çÎ˚°yû˛ •zFå%Èܲ Óyò# Ä ≤Ã!ï˛Óyò# ˆÜ˛yö fliˆÏ° ÚÚÓyòÛÛÈÙÈ~Ó˚

öƒyÎ˚ ≤Ãüyî Ä ï˛ˆÏÜ≈˛Ó˚ myÓ˚y §yôö Ä í˛z˛õy°Ω˛ ܲÓ˚ˆÏ°ñ ï˛yˆÏï˛ ˆÜ˛yöÓ˚*˛õ ÚåÈ°Û Ä Úçy!ï˛ÛÈÙÈ≤ÈÏÎ˚yà öy ܲÓ˚ˆÏ°Ä ï˛y Úç“Û

•ˆÏÓ– xÌ≈yÍ Úç“ÛÈÙÈ~ ÚåÈ°Û Ä Úçy!ï˛ÛÈÙÈÓ˚ ≤ÈÏÎ˚yà xܲï≈˛Óƒ öy •ˆÏ°Ä xÓ¢ƒ ܲï≈˛Óƒ öÎ˚– ~ê˛yÄ í˛z_´ ≤ÃÌü ˛õˆÏòÓ˚ myÓ˚y

§)!ã˛ï˛ • ÏÎ˚ ÏåÈ–

~Ó˚˛õÓ˚ ü•!£Ï≈ ˆàï˛ü Ú!Óï˛[˛yÛÓ˚ °«˛î !òˆÏï˛ !àˆÏÎ˚ ӈϰˆÏåÈöÈÙÙÙÈ ÚÚ§ ≤Ã!ï˛˛õ«˛fliy˛õöy•#ˆÏöy !Óï˛[˛yÛÛ––3––44–– xÌ≈yÍñ

ˆ§•z ç“ñ ≤Ã!ï˛˛õ Ï«˛Ó˚ fliy˛õöy•#ö • Ï° Ú!Óï˛[˛yÛ •Î˚–17

ï˛yͲõÎ≈ƒ ~•z ˆÎñ Óyò# ≤ÃÌ Ïü !öç˛õ«˛ fliy˛õö ܲÓ˚ Ï° !Óï˛[˛yܲyÓ˚#

≤Ã!ï˛Óyò# ˆÜ˛Ó° ï˛yÓ˚ á[˛ö•z ܲ ÏÓ˚ö– !ܲv Óyò#Ó˚ Îy ≤Ã!ï˛˛õ«˛ xÌ≈yÍ ˜Óï˛y![˛ ÏܲÓ˚ !öç˛õ«˛ñ ï˛y !ï˛!ö fliy˛õö ܲ ÏÓ˚ö öy–

151

Î!òÄ §Ó ü Ïï˛•z ˜Óï˛y![˛ ÏܲÓ˚ !öç˛õ«˛ ˆö•z ~Ó˚ܲü !§k˛yhsˇ ܲÓ˚y •Î˚– !ܲvñ û˛y£ÏƒÜ˛yÓ˚ ÓyͧƒyÎ˚ö !Óã˛yÓ˚ myÓ˚y ≤Ã!ï˛˛õߨ

ܲˆÏÓ˚ˆÏåÈö ˆÎñ ˜Óï˛y![˛ˆÏܲÓ˚Ä !öç˛õ«˛ xyˆÏåÈñ öï%˛Óy ï˛yÓ˚ Ú!Óï˛[˛yÛÈÙÈ•z §Ω˛Ó •Î˚ öy– xÓ¢ƒ ü•!£Ï≈ ˆàÔï˛üÄ ïÑ˛yÓ˚ í˛z_´

Ú!Óï˛[˛yÛÈÙÈÓ˚ §)ˆÏe Ú≤Ã!ï˛˛õ«˛Û ¢ˆÏ∑Ó˚ ˛õˆÏÓ˚ Úfliy˛õöyÛ ¢ˆÏ∑Ó˚ ≤ÈÏÎ˚yà ܲˆÏÓ˚ Óƒ_´ ܲˆÏÓ˚ˆÏåÈö ˆÎñ ˜Óï˛y![˛ˆÏܲÓ˚Ä !öç˛õ«˛

xyˆÏåÈ– !ܲv Óyò#Ó˚ ˛õ«˛ á[˛ö ܲÓ˚ˆÏï˛ ˛õyÓ˚ˆÏ° ï˛yÓ˚ ˆ§•z !öç˛õ«˛ xy˛õ!ö•z !§k˛ •ˆÏÓ– ˆ§•z xy¢yÎ˚ !Óï˛[˛yܲyÓ˚#

≤Ã!ï˛Óyò# fl∫ õ«˛ fliy˛õö ܲ ÏÓ˚ö öyñ ˆÜ˛Ó° ≤Ã!ï˛˛õ Ï«˛Ó˚ á[˛ö ܲ ÏÓ˚ö– §%ï˛Ó˚yÇ Úç“Û Ä Ú!Óï˛[˛yÛÈÙÈÓ˚ ü Ïôƒ ü)° ˛õyÌ≈ܲƒ •°

~•z ˆÎñ ˛õ)ˆÏÓù≈y_´ Úç“Û Ü˛ÌyÎ˚ Óyò# Ä ≤Ã!ï˛Óyò# í˛zû˛ˆÏÎ˚•z ÎÌy!öÎ˚ˆÏü ≤Ã!ï˛K˛y!ò ˛õM˛ÈyÓÎ˚Ó ≤ÈÏÎ˚yà ܲˆÏÓ˚ö– !ܲvñ

Ú!Óï˛[˛yÛÎ˚ ≤Ã!ï˛Óyò# !öç˛õ«˛ fliy˛õö ܲˆÏÓ˚ö öy– xyÓ˚ Úç“Û Ä Ú!Óï˛[˛yÛÈÙÈÓ˚ §ˆÏD ÚÓyòÛÈÙÈ~Ó˚ ü)° ˛õyÌ≈ܲƒ •° ~•z ˆÎñ

Úç“Û Ä Ú!Óï˛[˛yÛÈÙÈÎ˚ Óyò# Ä ≤Ã!ï˛Óyò#Ó˚ í˛zû˛ˆÏÎ˚Ó˚ çÎ˚°yû˛•z ü%რí˛zˆÏj¢ƒñ !ܲv ÚÓyòÛÈÙÈ~Ó˚ ˆ«˛ˆÏe ï˛_¥!öî≈Î˚•z •°

í zû˛ ÏÎ˚Ó˚ ~ܲüye í z Ïj¢ƒ–

§ÓˆÏ¢ˆÏ£Ï Ó°ˆÏï˛ •Î˚ ã˛yÓ≈yܲ Óƒï˛#ï˛ §ühflÏ û˛yÓ˚ï˛#Î˚ ò¢≈ˆÏö !öɈÏ◊Î˚§ Óy ü%!_´•z •° ~ܲüye ≤Ãôyö °«˛ƒ– ï˛_¥!öî≈yÎ˚Ì≈

!Óã˛yÓ•z •° ˆ§•z xöƒï˛ü ü%!_´Ó ˛õÌ– ܲyÓî ÎÌyÌ≈ ï˛_¥!öî≈Î Óƒï˛#ï˛ ü%!_´ °yû˛•z §Ω˛Ó öΖ !Óã˛yÓ!Ó Ï¢£ÏÓ*˛õ ܲÌye ÏÎÓ

ü Ïôƒ ÚÓyòÛ•z •° ï˛_¥!öî≈ ÏÎ˚Ó˚ xöƒï˛ü §•yÎ˚ܲ– §%ò#â≈ܲy° ô ÏÓ˚ û˛yÓ˚ï˛#Î˚ ò¢≈ ÏöÓ˚ x§#ü ܲ Ï°ÓÓ˚ Ó,!k˛Ó˚ § ÏD ˆÎ ã˛Ó˚ü

í˛zÍܲ£Ï≈ §y!ôï˛ •ˆÏÎ˚ˆÏåÈñ ï˛yÓ˚ !û˛!_ •° ~•z ï˛_¥!öî≈yÎ˚Ì≈Ó˚*˛õ !Óã˛yÓ˚– ï˛y•z û˛yÓ˚ï˛#Î˚ ò¢≈ˆÏöÓ˚ •z!ï˛•yˆÏ§ ÚÓyòÛ ~Ó˚ x§#ü

=Ó˚&c xÓ¢ƒ fl∫#ܲyÎ≈ƒ– ܲÌyÓ›Ó˚* Ï õ ÚÓyòÛÈÙÈ~Ó˚ ˆ◊¤˛ ÏcÓ˚ fl∫#Ü, !ï˛ fl∫Ó˚*˛õ û˛àÓyö ◊#Ü, £èÄ ◊#üqàÓò‰à#ï˛y Ïï˛ Ó Ï° ÏåÈöÈÙÈ

ÚÚÓyòÉ ≤ÃÓòï˛yü•Ç–ÛÛ

xÌ≈yÍñ ï˛y!Ü≈˛Ü˛àˆÏîÓ˚ ÚÓyòÛñ Úç“Û Ä Ú!Óï˛[˛yÛ öyüܲ ï˛Ü≈˛§ü)ˆÏ•Ó˚ üˆÏôƒ xy!ü ÚÓyòÛ Sï˛_¥!öî≈Î˚yÌ≈ !Óã˛yÓ˚V–18

!ö Ïò≈!¢Ü˛y ≠

1– ÚÚ≤ÃüyîÈÙÈ≤à ÏüÎÈÙȧǢÎÈÙÈ≤à ÏÎyçöÈÙÈò,‹TyhsÈÙÈ!§k˛yhsˇyÓÎÓÈÙÈ ï˛Ü≈ ÈÙÈ!öî≈ÎÈÙÈÓyòÈÙÈç“ÈÙÈ!Óï˛[˛yÈÙÈ •cyû˛y§FåÈ°ÈÙÈçy!ï ÈÙÈ!ö@ÕfliyöyöyÇ

ï˛_¥K˛yöy!ß≠ Ï◊Î˚y§y!ôàüÉÛÛ ÈÙÙÙÈú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ ÈÙÙÙÈöƒyÎ˚ò¢≈öñ x. 1ñ xy. 2ñ ˆàÔï˛üñ §öÈÙÙÙÈ1981ñ ˛õ,É 18–

2– ÓyͧƒyÎ˚ö û˛y£Ïƒ x. 1. xy. 2ñ §)≠ 1 öÇ §) ÏeÓ˚ í z õÓ˚ û) !üܲyû˛y£Ïƒ– öƒyÎ˚ò¢≈öü‰ñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°–

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

3– Óyã˛flõ!ï˛!ü◊ÈÙÙÙÈ öƒyÎ˚Óƒ!_≈ܲï˛yͲõÎ≈ƒê˛#ܲyÈÙÙÙÈ öƒyÎ˚ò¢≈öü‰ñ x. 1 xy. 2ñ §)≠ 1ñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°–

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

4– ÚÚ!Óã˛yÓ˚Ó›!öÎ˚üÉñ Îm› !Óã˛yÎ≈ƒ Ïï˛ ï˛ï‰ !eôy !Óã˛yÎ≈ Ïï˛–ÛÛÈÙÙÙÈ í z Ïjƒyï˛Ü˛Ó˚ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲÈÙÙÙÈ öƒyÎ˚ò¢≈öü‰ñ x. 1ñ xy.

2ñ §)≠ 1ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°– ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

5– í z Ïjƒyï˛Ü˛Ó˚ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲÈÙÙÙÈ öƒyÎ˚ò¢≈öü‰ñ x. 1ñ xy. 2ñ §)≠ 1ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°–

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

6– Óyã˛flõ!ï˛!ü◊ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲ ï˛yͲõÎ≈ƒê˛#ܲyÈÙÙÙÈ öƒyÎ˚ò¢≈öü‰ñ x. 1ñ xy. 2ñ §)≠ÈÙÈ1ñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°–

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

7– ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ÈÙÙÙÈ öƒyÎ˚ò¢≈öñÈÙÙÙÈ x. 1ñ xy. 2ñ §)≠ 1 ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 368–

152

8– ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ÈÙÙÙÈ öƒyÎ˚ò¢≈öñÈÙÙÙÈ x. 1ñ xy. 2ñ §)≠ 1 ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 368–

9– Ó,!_ܲyÓ˚ !ÓŸªöyÌÈÙÈÓ,!_ÈÙÙÙÈ öƒyÎ˚ò¢≈öüñ x. 1ñ xy. 2ñ §)≠ 1ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°– ≤Ãܲy¢fliyö

ÈÙÈ Ü˛°Ü˛yï˛y– §ö‰ ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 343–

10– ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ÈÙÙÙÈ öƒyÎ˚ò¢≈öñÈÙÙÙÈ x. 1ñ xy. 2ñ §)≠ 1ñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ ≤Ãܲy¢fliyö

ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 366–

11– í z Ïjƒyï˛Ü˛Ó˚ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲÈÙÙÙÈ öƒyÎ˚ò¢≈öüñ x. 1ñ xy. 2ñ §)≠ 1ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°–

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö‰ ÈÙÈ xyàfiê˛ 1944ñ ˛õ,É 335–

12– öƒyÎ˚ò¢≈öüñ x. 1ñ xy. 2ñ §)≠ 1ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ü%!™Ó˚yü ü Ïöy•Ó˚°y°– ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛y– §ö‰ ÈÙÈ

xyàfiê˛ 1944ñ ˛õ,É 335–

13– í z Ïjƒyï˛Ü˛Ó˚ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲÈÙÙÙÈ öƒyÎ˚ò¢≈öñ ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ñ x. 1ñ xy. 2ñ §)≠ 1ñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ

˛õ%hflÏܲ ˛õ£Ï≈Íñ ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 370–

14– í z Ïjƒyï˛Ü˛Ó˚ÈÙÙÙÈ öƒyÎ˚Óy!_≈ܲÈÙÙÙÈ öƒyÎ˚ò¢≈öñ ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ñ x. 1ñ xy. 2ñ §)≠ 1ñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ

˛õ%hflÏܲ ˛õ£Ï≈Íñ ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 370–

15– í˛É xööƒy Óƒyöyç≈# ÈÙÈ ôü≈ܲ#!_≈ ~ÓÇ ≤Ãyã˛#ö öƒyÎü Ïï˛Ó m Ï®μÓ ˆÜ˛ Ïw ÚÚ˛õÎ≈ƒö% ÏÎy Ïçƒy Ï õ«˛îÛÛñ ≤Ãܲy¢Ü˛ ÈÙÈ ÓÓ#wû˛yÓï˛#

!ÓŸª!Óòƒy°Î˚ñ ò¢≈ö!Óû˛yàñ ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö ÈÙÈ 2009ÈÙÈ2010ñ ˛õ,É 58–

16– ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ÈÙÙÙÈ öƒyÎ˚ò¢≈öñÈÙÙÙÈ x. 1ñ xy. 2ñ §)≠ 2ñ ˆàÔï˛üñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ

≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 376–

17– ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ÈÙÙÙÈ öƒyÎ˚ò¢≈öñÈÙÙÙÈ x. 1ñ xy. 2ñ §)≠ 3ñ ≤Ãܲy¢Ü˛ ÈÙÈ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈Íñ ≤Ãܲy¢fliyö

ÈÙÈ Ü˛°Ü˛yï˛yñ §ö‰ ÈÙÈ ç%°y•zñ 1981ñ ˛õ,É 382–

18– ◊#çàò#¢ ã˛w ˆây£ÏÈÙÙÙÈ ◊#à#!ï˛ñ !Óû) !ï˛ ÏÎyàñ ˆŸ’yÜ˛È ÈÙÈ 32ñ ≤Ãܲy¢Ü˛ ÈÙÈ ö#!°üy ˆây£Ïñ ≤Ãܲy¢fliyö ÈÙÈ Ü˛°Ü˛yï˛yñ

ˆ≤Ã!§ Ïí˛™# °y•z ÏÓ Ó˚#ñ §ö ÈÙÈ ˜Ó¢yáñ 1394ñ ˛õ,É 354–

153

K˛yö°y Ïû˛Ó çöƒ üöÉ§Ç ÏÎy ÏàÓ û) !üܲy

Ó˚y Ïܲ¢ ü[˛°

≤Ãy_´ö xôƒy˛õܲñ Óy§hsˇ# ÏòÓ# ܲ Ï°ç

§•Ü˛yÓ˚# xôƒy˛õܲñ ò¢≈ö !Óû˛yàñ °y°ÓyÓy ܲ Ï°çñ ˆÓ°%í ¸üë˛

ˆÎ ˆÜ˛yö K˛yö°y Ïû˛Ó˚ ˆ«˛ Ïe üöÉ§Ç ÏÎy ÏàÓ˚ ~ܲ!ê˛ =Ó˚&c˛õ)î≈ û) !üܲy Ó˚ ÏÎ˚ ÏåÈ– ˆÜ˛ööy ˆÎ ˆÜ˛yö ܲy ÏçÓ˚ ˆ«˛ Ïeñ Óy ˛õí ¸yÓ˚

ˆ«˛ Ïe xyüÓ˚y Ó!° ÚüöÛ !ò ÏÎ˚ ˛õí ¸ñ Óy üö °y!à ÏÎ˚ ܲyç!ê˛ Ü˛Ó˚ •zï˛ƒy!ò– xyüÓ˚y ~ܲ•z §ü ÏÎ˚ ˆã˛yá !ò ÏÎ˚ x Ïöܲ !ܲå%È

ˆò!áñ Óy ܲyö !ò ÏÎ˚ x Ïöܲ !ܲå%È ÷!öñ !ܲv §ühflÏ û) !üܲy Ó˚ ÏÎ˚ ÏåÈ– üöÉ§Ç ÏÎyà ¢∑!ê˛ Ïܲ û˛yä Ï° xyüÓ˚y ò%!ê˛ ¢∑ ˛õy•z

ÚüöÛ ~ÓÇ §Ç ÏÎyà– û˛yÓ˚ï˛#Î˚ ò¢≈ Ïö ~•z ¢∑ ò%!ê˛Ó˚ û) !üܲy Î ÏÌ‹T =Ó˚&c˛õ)î≈– öƒyÎ˚ò¢≈ö ≤à Ïîï˛y ü•!£Ï≈ ˆàyï˛ü ˆüy«˛ Óy

ü%!_´°yû˛ ~Ó˚ çöƒ ˆÎ !Ó£ÏÎ˚ =!° Ïܲ ÎÌyÎÌû˛y ÏÓ çyö Ïï˛ • ÏÓ òyÓ# ܲ ÏÓ˚ ÏåÈöñ ï˛yÓ˚ ü Ïôƒ üö •° ~ܲ!ê˛ !Ó£ÏÎ˚–1 xyÓ˚

˜Ó Ï¢!£Ïܲ ò¢≈ Ïö §Ç ÏÎyà Ïܲ ~ܲ!ê˛ §¡∫¶˛ !•§y ÏÓ fl∫#ܲyÓ˚ ܲÓ˚y • ÏÎ˚ ÏåÈñ Îy ˜Ó Ï¢!£Ïܲ ò¢≈ Ïö fl∫#Ü, ï˛ ã˛!Óù¢ ≤ÃܲyÓ˚ = ÏîÓ˚

ü Ïôƒ ~ܲ!ê˛ =î ˛õòyÌ≈–2 §Ç ÏÎyà §¡∫¶˛ ò%!ê˛ oÓƒ ˛õòy ÏÌ≈Ó ü Ïôƒ•z • ÏÎ Ìy Ïܲ– ˜Ó Ï¢!£Ïܲ ò¢≈ Ïö fl∫#Ü, ï˛ öÎ!ê˛ o ÏÓƒÓ ü Ïôƒ

ÚüöÛ •° ~ܲ≤ÃܲyÓ˚ oÓƒ– ï˛y•z üö ~Ó˚ §y ÏÌ §Ç ÏÎyà ˆÜ˛yö oÓƒ ˛õòy ÏÌ≈Ó˚•z • ÏÎ˚ Ìy Ïܲ– ü ÏöÓ˚ § ÏD §Ç ÏÎy ÏàÓ˚

˛õÓ˚«˛ Ïî•z ˆÜ˛yö !Ó£Ï ÏÎ˚Ó˚ K˛yö xyüy ÏòÓ˚ •Î˚–

öƒyÎ˚ü Ïï˛ ≤à Ïï˛ƒÜ˛ ç#Ó Ïò Ï• ~ܲ!ê˛ Ü˛ ÏÓ˚ üö Ìy Ïܲ– ~áö ≤ß¿ •° ÚüöÛ ˆÜ˛ ï˛y xyüÓ˚y ≤Ãï˛ƒ«˛ ܲÓ˚ Ïï˛ ˛õy!Ó˚öyñ ï˛y• Ï°

ü ÏöÓ˚ x!hflÏc !ܲû˛y ÏÓ fl∫#Ü, ï˛– ˜Ó Ï¢!£Ïܲ ò¢≈ Ïö üö Ïܲ xï˛#!wÎ˚ Ó°y • ÏÎ˚ ÏåÈ– ü ÏöÓ˚ ≤Ãï˛ƒ«˛ •Î˚ öyñ ˆÎ Ï•ï% üö xî%

˛õ!Ó˚üyö !Ó!¢‹T– ü ÏöÓ˚ x!hflÏc xö%üy ÏöÓ˚ myÓ˚y !§k˛– Ó°y •Î˚ ÈÙÈ ~ܲ•z §ü ÏÎ˚ ò%!ê˛ !Ó£Ï ÏÎ˚Ó˚ K˛y ÏöÓ˚ í zͲõ!_ öy •ÄÎ˚yÎ˚

ü ÏöÓ˚ x!hflÏc xö%!üï˛ •Î˚–3 xyüÓ˚y çy!ö xyüy ÏòÓ˚ ~ܲ!ê˛ Ó!•!Ó˚!wÎ˚ Ó˚ ÏÎ˚ ÏåÈ ~ÓÇ ≤à Ïï˛ƒÜ˛!ê˛ Ó!•!Ó˚!wÎ˚ Óy•ƒ !Ó£Ï ÏÎ˚Ó˚

ˆÜ˛yö °y Ïû˛Ó˚ çöƒ í z õ ÏÎyà#– ~áö !Ó!û˛ß Ó!•!Ó˚!wÎ˚ Ó˚ ÏÎ˚ ÏåÈ ~ÓÇ ≤à Ïï˛ƒÜ˛!ê˛ Ó!•!Ó˚!wÎ˚ Óy•ƒ !Ó£Ï ÏÎ˚Ó˚ ˆÜ˛yö °y Ïû˛Ó˚

çöƒ í z õ ÏÎyà#– ~áö !Ó!û˛ß Ó!•!wÎ˚ fl∫!Ó£Ï ÏÎ˚Ó˚ § ÏD §ÇÎ%_´ • Ï°Ä xyüy ÏòÓ˚ !Ó!û˛ß !Ó£Ï ÏÎ˚Ó˚ Î%à˛õÍ K˛yö •Î˚ öy–

!ܲv üö xö% õ!Ó˚üyî •ÄÎ˚yÎ˚ ~ܲ•z § ÏD ò%!ê˛ •z!w ÏÎ˚Ó˚ §y ÏÌ §ÇÎ%_´ • Ïï˛ ˛õy ÏÓ˚ öy– ~Ó˚ ˆÌ Ïܲ ü ÏöÓ˚ x!hflÏc xö%!üï˛

•Î˚–

xyÓyÓ˚ öƒyÎ˚ Ó Ï¢!£Ïܲ ü Ïï˛ ç#Óydy Ïï˛ K˛yöñ §%áñ ò%Éáñ •zFåÈyñ ˆm£Ïñ ≤ÃÎb ôü≈ñ xô≈ü ~ÓÇ û˛yÓöy öyüܲ öÎ˚!ê˛ !Ó Ï¢£Ï

=î fl∫#ܲyÓ˚ ܲÓ˚y •Î˚– ~•z !Ó Ï¢£Ï =î =!°Ó˚ ü Ïôƒ ôü≈ñ xôü≈ ~ÓÇ û˛yÓöyÓ˚*˛õ §ÇflÒyÓ˚ xï˛#!wÎ˚ñ xyÓ˚ xÓ!¢‹T K˛yöñ

§%áñ ò%Éáy!ò åÈÎ˚!ê˛ !Ó Ï¢£Ï =î ˆ°Ô!ܲܲ üyö§ ≤Ãï˛ƒ«˛ • ÏÎ˚ Ìy Ïܲ– í z_´ ˆ°Ô!ܲܲ ≤Ãï˛ƒ«˛Ó˚*˛õ §y«˛yÍܲy ÏÓ˚ ˆÎ Ï•ï% ܲyÎ≈

~ÓÇ ôycÌ≈Ó˚* Ï õ !e´Î˚y ï˛y•z í z_´ §y«˛yÍܲy ÏÓ˚Ó˚ ܲï≈ y •ÄÎ˚yÓ˚ ܲyÓ˚î • Ïï˛ ˛õy ÏÓ˚ öy– §%ï˛Ó˚yÇ K˛yöñ §%áñ ò%Éáñ •zFåÈyñ ˆm£Ïñ

Îb ~•z åÈÎ˚!ê˛ !Ó Ï¢£Ï =î Ïàyã˛Ó˚ §y«˛yÍܲy ÏÓ˚ ܲyÓ˚îÓ˚* Ï õ ˆÎ oÓƒ!Ó Ï¢£Ï !§k˛ •Î˚ ï˛y•z öƒyÎ˚ ÈÙÈ ˜Ó Ï¢!£Ïܲ §¡øï˛ üö–4

Ó,•òyÓ˚îƒ Ïܲy˛õ!ö£Ï Ïò Ó°y • ÏÎ˚ ÏåÈ ÈÙÈ ã˛«% Ó˚ x Ïàyã˛ ÏÓ˚ xÌ≈yÍ ˆÎ fliyö ã˛«% myÓ˚y ˆòá Ïï˛ ˛õyÄÎ˚y ÎyÎ˚ öyñ ˆ§Ó˚*˛õ fliyö Î!ò

ˆÜ˛í z flõ¢≈ ܲ ÏÓ˚ñ ï˛y• Ï°Ä ˆÜ˛Ó° ü ÏöÓ˚ §y•y Ï΃•z §%flõ‹TÓ˚* Ï õ Ó%é˛ Ïï˛ ˛õyÓ˚y ÎyÎ˚ ˆÎñ ~!ê˛ • ÏhflÏÓ˚ flõ¢≈ !ܲÇÓ ~!ê˛

154

çyö% Ïò Ï¢Ó˚ flõ¢≈– ~Ó˚ myÓ˚y üö öyüܲ xhsˇÉܲÓ˚ ÏîÓ˚ x!hflÏc ≤Ãüy!îï˛ •Î˚– Î!ò xö%û˛Óàï˛ ˛õyÌ≈ܲƒ ˆÓy ÏôÓ˚ í z õyÎ˚fl∫Ó˚*˛õ

üö öy Ìyܲï˛ñ ï˛y• Ï° ÷ô% c!à!w ÏÎ˚Ó˚ §y•y Ï΃ ܲá Ïöy•z ˙Ó˚*˛õ !Ó ÏÓܲ ÏÓyô xÌ≈yÍ flõ¢≈§¡∫¶˛#Î˚ ˛õyÌ≈ܲƒ K˛ö •ï˛ öyñ

§%ï˛Ó˚yÇ Ó%é˛ Ïï˛ • ÏÓ ˆÎñ Îy myÓ˚y ˙Ó˚*˛õ flõ¢≈§¡∫ ϶˛ !Ó ÏÓܲ ÏÓyô !ö‹Tß • ÏÎ˚ Ìy Ïܲñ ï˛y•z üö–3

í z õ!Ó˚í z_´ Ó_´ ÏÓƒÓ˚ myÓ˚y üö xhsˇ!Ó˚!wÎ˚ ~ÓÇ K˛yö °y Ïû˛Ó˚ ˆ«˛ Ïe ü ÏöÓ˚ ˆÎ ~ܲê˛y =Ó˚&c) õî≈ û) !üܲy Ó˚ ÏÎ˚ ÏåÈ ï˛y ˆÓyé˛y

ÎyÎ˚– ü•!£Ï≈ ˆàÔï˛ü Ó Ï° ÏåÈö ≤Ãï˛ƒ«˛ K˛yö °y Ïû˛Ó˚ ˆ«˛ Ïe ≤ÃÌ Ïü xydy ü ÏöÓ˚ § ÏD Î%_´ •Î˚ñ ˛õ ÏÓ˚ üö •z!w ÏÎ˚Ó˚ § ÏD

§ÇÎ%_´ •Î˚ ~ÓÇ ˆ§•z @ˇÃy•ƒ !Ó£ÏÈ ÏÎ˚Ó˚ § ÏD ˆ§•z •z!wÎ˚ §!ßܲ£Ï≈ • Ï°•z ≤Ãï˛ƒ«˛ •Î˚–6 xÌ≈yÍ ÈÙÈ

xydy + üö + •z!wÎ˚ + !Ó£ÏÎ˚ = K˛yö

öyÎ˚ƒ§¡øï˛ K˛y ÏöÓ˚ ≤Ã!e´Î˚y ˛õÎ≈y Ï°yã˛öy ܲÓ˚ Ï° ˆòáy ÎyÎ˚ ˆÎ çöƒK˛y ÏöÓ˚ K˛yï˛y §Ó≈òy ç#Óydy•z SxydyV •Î˚– xyÓ˚ üö

oÓƒÓ˚* Ï õ §Ó≈K˛y ÏöÓ˚•z ܲyÓ˚î •Î˚– xydyÓ˚ § ÏD ü ÏöÓ˚ §Ç ÏÎyà åÈyí ¸y ˆÜ˛yö K˛yö•z í zͲõß •Î˚ öy– ü ÏöÓ˚ § ÏD ˆÎ

•z!w ÏÎ˚Ó˚ §Ç ÏÎyà •Î˚ñ ˆ§•z •z!wÎ˚ç!öï˛ K˛yö•z xyüy ÏòÓ˚ •Î˚–

fl∫yü# !Ó ÏÓܲyö® K˛yö °y Ïû˛Ó˚ ≤ç ÏD Ó Ï° ÏåÈö ÈÙÈ xyüÓ˚y Î!ò üöê˛y Ïܲ •z!wÎ˚=!°Ó˚ § ÏD §ÇÎ%_´ öy ܲ!Ó˚ ï˛y• Ï° xyüÓ˚y

ã˛«% ñ ܲî≈ñ öy!§Ü˛y ≤Ãû, !ï˛ •z!wÎ˚ myÓ˚y ˆÜ˛yö K˛yö•z °yû˛ ܲÓ˚ Ïï˛ ˛õyÓ˚Ó öy– ü ÏöÓ˚ ¢!_´ myÓ˚y•z Ó!•!Ó˚!wÎ˚=!° Ïܲ ÓƒÓ•yÓ˚

ܲÓ˚y • ÏÎ˚ Ìy Ïܲ–7 K˛yö °yû˛Ó˚ ˆ«˛ Ïe Î!ò üö§Ç ÏÎyà öy Ìy Ïܲñ ï˛y• Ï° !ܲÓ˚*˛õ K˛yö • Ïï˛ ˛õy ÏÓ˚ ï˛y Ó° Ïï˛ !à ÏÎ˚

fl∫yü#!ç Ó Ï° ÏåÈö ÈÙÈ ü Ïö ܲÓ˚ xy!ü ˆï˛yüyÓ˚§ ÏD ܲÌy Ó°!åÈñ xyÓ˚ ï% !ü x!ï˛¢Î˚ ü Ïöy ÏÎyà §•Ü˛y ÏÓ˚ xyüyÓ˚ ܲÌy ÷öåÈñ

~üö §üÎ˚ ~áy Ïö ~ܲ!ê˛ â ˇê˛y Óyç°ñ ï% !ü •Î˚ Ïï˛y ˆ§•z â ˇê˛yôù!ö ÷ö Ïï˛ ˛õy ÏÓ öy– ˙ ¢∑ï˛Ó˚D ˆï˛yüyÓ˚ ܲy Ïö ˆ˛õÑÔ ÏåÈ

ܲî≈ õê˛ Ï• °yà°ñ flyÎ%Ó˚ myÓ˚y ˙ §ÇÓyò ü!hflÏ Ï‹Ò ˆ˛õÑÔåÈy°ñ !ܲv ï˛Ìy!˛õ ï% !ü ÷ö Ïï˛ ˆ˛õ Ï°öy ˆÜ˛ö⁄ Î!ò ü!hflÏ Ï‹Ò §ÇÓyò

Ó•ö ˛õÎ≈hsˇ §ühflÏ ≤Ã!e´Î˚y!ê˛ §¡õ)î≈ • ÏÎ˚ Ìy Ïܲñ ï˛ ÏÓ ï% !ü ÷ö Ïï˛ ˆ˛õ Ï°öy ˆÜ˛ö⁄ ï˛y • Ï° ˆòáy ˆà° ˙ ◊Óî ≤Ã!e´Î˚yÓ˚

çöƒ xy ÏÓ˚y !ܲå%È xyÓ¢ƒÜ˛ ÈÙÈ ~ Ï«˛ Ïe üö •z!w ÏÎ˚ Î%_´ !åÈ° öy– üö Îáö •z!wÎ˚ ˆÌ Ïܲ ˛õ,Ìܲ Ìy Ïܲ •z!wÎ˚ ï˛y Ïܲ ˆÜ˛yö

§ÇÓyò ~ Ïö !ò Ïï˛ ˛õy ÏÓ˚ üö ï˛y @ˇÃ•î ܲÓ˚ ÏÓ öy– üö Îáö ï˛y Ïï˛ Î%_´ •Î˚ ï˛áö ˆÜ˛Ó° í z•yÓ˚ ˛õ Ï«˛ ˆÜ˛yö §ÇÓyò @ˇÃ•î

§Ω˛Ó–

Îáö xyüÓ˚y ˆÜ˛yö ˛õ%hflÏ õ ˛õyë˛ Ü˛!Ó˚ ï˛áö xyüy ÏòÓ˚ Ó!•!Ó˚!wÎ˚ =!°Ó˚ !Ó£Ï ÏÎ˚Ó˚ § ÏD §Ç ÏÎyà •Î˚– ˆÎüö ˆã˛yá !ò ÏÎ˚

xyüÓ˚y Ó•z ÏÎ˚Ó˚ åÈy˛õy x«˛Ó˚= Ï°y ˆÎüö ˆò!á ˆï˛ü!ö Ó•z ÏÎ˚Ó˚ ˛õ,¤˛yÓ˚ Ó˚äñ xyܲyÓ˚ñ xyÎ˚ï˛ö •zï˛ƒy!òÄ ˆò!á– Î!ò ~ܲ•z

§ü ÏÎ˚ !Ó!û˛ß !Ó£Ï ÏÎ˚Ó˚ K˛yö °y Ïû˛Ó˚ §Ω˛yÓöy Ìyܲï˛ñ ï˛y• Ï° ~ܲ•z § ÏD xyüy ÏòÓ˚ Ó•z ÏÎ˚Ó˚ !Ó£Ï ÏÎ˚Ó˚ K˛yöñ ˛õ,¤˛yÓ˚ Ó˚•£Ï

xyܲyÓ˚ •zï˛ƒy!òÓ˚ K˛yö •ï˛ñ Ó›ï˛ ï˛y •Î˚ öy– ˆÜ˛ööy Îáö xyüÓ˚y Ó•z ÏÎ˚Ó˚ !Ó£Ï ÏÎ˚ K˛yö °yû˛ ܲ!Ó˚ ï˛áö xöƒyöƒ !Ó£Ï ÏÎ˚Ó˚

K˛yö xyüy ÏòÓ˚ •Î˚ öy– xyÓyÓ˚ Îáö xöƒyöƒ !Ó£Ï ÏÎ˚Ó˚ K˛yö xyüy ÏòÓ˚ •Î˚ ï˛áö Ó•z ÏÎ˚Ó˚ !Ó Ï£ÏÎ˚Ó˚ K˛yö xyüy ÏòÓ˚ •Î˚ öy–

ï˛y•z üöÉ§Ç ÏÎyà Îáö xyüy ÏòÓ˚ •Î˚ ï˛áö•z Ó•z ÏÎ˚Ó˚ !Ó£Ï ÏÎ˚Ó˚ K˛yö xyüy ÏòÓ˚ •Î˚– xyÓyÓ˚ x Ïöܲ §üÎ˚ xyüÓ˚y °«˛ƒ ܲ!Ó˚

Ó•z ˛õí ¸yÓ˚ § ÏD § ÏD xöƒyöƒ !Ó£Ï ÏÎ˚Ó˚ !ã˛hsˇyÄ xyüy ÏòÓ˚ • ÏÎ˚ Ìy Ïܲñ ~Ó˚ ܲyÓ˚î •° ˛õí ¸yÓ˚ ˆ«˛ Ïe üöÉ§Ç ÏÎy ÏàÓ˚ xû˛yÓ–

x Ïöܲ §üÎ˚ ˆÜ˛í z ܲy ÏÓ˚y ܲÌy ˆ¢yöyÓ˚ §üÎ˚ ˛õy Ï¢Ó˚ xöƒ Óƒ!_´ Ïܲ ˆòá Ïï˛ ˛õyÎ˚ öy ~ÓÇ x ÏöƒÓ˚ ܲÌyÄ ÷ö Ïï˛ ˛õy•z öy–

ï˛y•z ˛õ ÏÓ˚ !ï˛!ö Ó Ï°ö ÈÙÈ xöƒüöflÒ !åÈ°yüñ ˆò!á!ö Óy ÷!ö!ö– ~áö ≤ß¿ •° !Ó£ÏÎ˚=!° •z!® ÏÎ˚Ó˚ @ˇÃ•î ÏÎyàƒ • Ï°Ä

xöƒüöflÒ !ܲ Ó˚* Ï õ §Ω˛Ó⁄ ü•!£Ï≈ ܲîyò Ó Ï° ÏåÈö ˆÎñ ˆÎ §üÎ˚ ܲyÓ˚Ä üöñ ï˛yÓ˚ ˆÜ˛yö ~ܲ!ê˛ •z!w ÏÎ˚Ó˚ § ÏD §ÇÎ%_´ • ÏÎ˚

155

Ìy Ïܲñ ï˛áö ï˛y Ïܲ xöƒüöflÒ Ó Ï°–8

ˆ§•z §ü ÏÎ˚ ï˛yÓ˚ xöƒ •z!w ÏÎ˚Ó˚ § ÏD ü ÏöÓ˚ §Ç ÏÎyà öy ÌyܲyÎ˚ñ xöƒ •z!w ÏÎ˚Ó˚ çöƒ

≤Ãï˛ƒ«˛ •Î˚ öy– üö o&ï˛ à!ï˛¢#° •ÄÎ˚yÎ˚ ˆÜ˛yö ~ܲ!ê˛ •z!w ÏÎ˚Ó˚ § ÏD §Ç ÏÎyà •ÄÎ˚yÓ˚ ˛õÓ˚«˛ Ïî•z xöƒ ~ܲ!ê˛ •z!w ÏÎ˚Ó˚

§ ÏD §Ç ÏÎyà • Ïï˛ ˛õy ÏÓ˚–ñ ï˛y•z ~ܲ•z §ü ÏÎ˚ ò% Ïê˛y !Ó£Ï ÏÎ˚Ó˚ K˛yö •Î˚ Ó Ï° Î!ò xyüÓ˚y òyÓ# ܲ!Ó˚ñ ï˛y• Ï° ï˛y xyüy ÏòÓ˚

ˆÎÔàƒ˛õòƒÈÙȺü •Î–

§y¡±!ï˛Ü˛ ܲy Ï°Ó˚ !ܲå%È âê˛öy !Ó ÏŸ’£Ïî ܲÓ˚ Ï° üöÉ§Ç ÏÎy ÏàÓ˚ ˆÎ ~ܲê˛y =Ó˚&c˛õ)î≈ û) !üܲy xy ÏåÈ ï˛yÓ˚ ˛õ!Ó˚ã˛Î˚ ˛õyÄÎ˚y

ÎyÎ˚– ˆÎüö xyüÓ˚y ≤ÃyÎ˚¢•z ÷!öñ Ó˚yhflÏy ˆ˛õ ÏÓ˚y ÏöyÓ˚ §üÎ˚ ˆÜ˛yö Óƒ!_´ ˆüyÓy•z° ˆú˛y Ïö ܲÌy Ó°yÓ˚ çöƒ ò%â≈ê˛öyÓ˚ !¢Ü˛yÓ˚

• ÏÎ˚ ÏåÈö– ï˛yͲõÎ≈ •° ˆ§•z Óƒ!_´Ó˚ üöÉ§Ç ÏÎyà ˆüyÓy•z° ˆú˛yöÈÙÈ~ ÌyܲyÓ˚ çöƒ xöƒyöƒ ˆÜ˛yö !Ó£ÏÎ˚=!° !ï˛!ö í z õ°!∏˛

ܲÓ˚ Ïï˛ ˛õy ÏÓ˚ö !ö– Óy•ƒ •z!wÎ˚=!° xöƒyöƒ !Ó£ÏÎ˚=!° @ˇÃ•î ܲÓ˚ Ï°Äñ •z!w ÏÎ˚Ó˚ § ÏD üöÉ§Ç ÏÎyà öy •ÄÎ˚yÓ˚ çöƒñ ˆ§•z

Óƒ!_´ ò%â≈ê˛öyÓ˚ !¢Ü˛yÓ˚ •ö–

§%ï˛Ó˚yÇ xyüy ÏòÓ˚ K˛yö°y Ïû˛Ó˚ ˆ«˛ Ïe ≤ÃÌü ܲyç •° üöê˛y Ïܲ !fliÓ˚ Ó˚yáyñ ï˛yÓ˚ õÓ˚ ˆÜ˛yö ~ܲ!ê˛ •z!w ÏÎ˚Ó˚ § ÏD §ÇÎ%_´

ܲÓ˚y– üö !Ó£ÏÎ˚!ê˛Ó˚ § ÏD Îï˛«˛î Î%_´ Ìy Ïܲ ï˛ï˛«˛î•z ˆ§•z !Ó£Ï ÏÎ˚Ó˚ K˛yö xyüy ÏòÓ˚ •Î˚– ï˛y•z üöê˛y Ïܲ !fliÓ˚ Ó˚yá Ïï˛

• ÏÓ– ~áö ≤ß¿ •° üö ã˛M˛È° Ìy Ïܲ ˆÜ˛ö⁄ Ü˛ë˛ í z õ!ö£Ï Ïò Ó°y • ÏÎ˚ ÏåÈ üö ã˛M˛È° Ìy Ïܲ ܲyüöy Óy§öyÓ˚ çöƒ– !Ó£ÏÎ˚

ˆÌ Ïܲ üö üö Ïܲ ï% Ï° !ö ÏÎ˚ Î!ò xydy Ïܲ §üy!•ï˛ ܲÓ˚y ÎyÎ˚ ï˛ ÏÓ üö xyÓ˚ ~!òܲ Ä!òܲ ˆåÈyê˛yå%È!ê˛ Ü˛ ÏÓ˚ ˆÓí ¸yÎ˚ öy–

~ Ïܲ•z Ó Ï° !ã˛_÷!k˛– !ã˛_÷!k˛ • Ï° K˛yö xy˛õöy xy˛õ!ö•z ú% Ïê˛ Ä Ï벖9 ï˛yͲõÎ≈ •° Óy•ƒ !Ó£Ï ÏÎ˚Ó˚ ≤Ã!ï˛ ˆÎ xyüy ÏòÓ˚

ܲyüöy Óy§öy Ó˚ ÏÎ˚ ÏåÈ ˆ§=!° Ïܲ ï˛ƒyà ܲÓ˚ Ïï˛ • ÏÓñ ܲyüöy Óy§öy Ìyܲ Ï° xyüy ÏòÓ˚ üö !Ó£ÏÎ˚=°!Ó˚ !ò Ïܲ ôy!Óï˛ •Î˚ñ

x˛õ)î≈ Óy§öy ˛õ)î≈ • Ï°Ä üyö%£Ï !öç Ïܲ §%á# Ó Ï° ü Ïö ܲ ÏÓ˚ ~ÓÇ ï˛y öy • Ï°•z ˆ§ !ö Ïç Ïܲ x§%á# Ó Ï° ˆÓyô ܲ ÏÓ˚–

~•z ò%•z xÓfliy ü Ïö ã˛yM È°ƒ xy Ïö– fl∫yü# !Ó ÏÓܲyö® Ó Ï° ÏåÈö ÈÙÈ Îáö xyüÓ˚y û˛yÓ xy ÏÓà §ÇÎï˛ Ü˛Ó˚ Ïï˛ ˛õy!Ó˚öyñ ï˛áö•z

xyüy ÏòÓ˚ ¢!_´Ó˚ !Ó Ï¢£Ï x˛õÓƒÎ˚ •Î˚ñ xyüy ÏòÓ˚ flyÎ%ü[˛°# !ÓÜ, ï˛ •Î˚ñ üö ã˛M˛È° • ÏÎ˚ Ä Ïë˛ñ !ܲv ܲyÎ≈ƒ á%Ó•z ܲü •Î˚–

ˆÎ ¢!_´ ܲyÎ≈Ó˚* Ï õ ˛õ!Ó˚îï˛ •ÄÎ˚y í z!ã˛Í !åÈ°ñ ï˛y ÷ô% •*òÎ˚y ÏÓ Ïà•z ˛õÎ≈Ó!§ï˛ •Î˚– üö Îáö ¢yhsˇ Ä !fliÓ˚ Ìy Ïܲñ ˆÜ˛Ó°

ï˛áö•z xyüy ÏòÓ˚ §ü%òÎ˚ ¢!_´ê% Ü% §Íܲy ÏÎ≈ !ö ÏÎ˚y!çï˛ • ÏÎ˚ Ìy Ïܲ– !ܲv ≤ß¿ •° ü Ïö !fliÓ˚ï˛y xy§ ÏÓ !ܲ ܲ ÏÓ˚⁄ fl∫yü#!ç

Ó Ï° ÏåÈö •z!wÎ˚=!° ü ÏöÓ˚•z !Ó!û˛ß xÓfliy üye– ü Ïö ܲ ÏÓ˚ xy!ü ~ܲáy!ö ˛õ%hflÏܲ ˆòá!åÈ– ÓyhflÏ!Óܲ ˙ ˛õ%hflÏ ÏܲÓ˚ xyÜ, !ï˛

Óy•z ÏÓ˚ ˆö•zñ ï˛y ü Ïö•z xÓ!fliï˛– Óy•z ÏÓ˚Ó˚ ˆÜ˛yö !ܲå%È ˙ xyÜ, !ï˛ çy!ö ÏÎ˚ ˆòÎ˚ üyeñ ÓyhflÏ!Óܲ Ó˚*˛õ Óy xyÜ, !ï˛ !ã˛ Ï_•z

xy ÏåÈ– ~•z •z!wÎ˚=!° Îy xyüy ÏòÓ˚ §yü Ïö xy§ ÏåÈ ï˛yÓ˚•z § ÏD !ü Ï¢ !à ÏÎ˚ ï˛yÓ˚•z xyܲyÓ˚ @ˇÃ•î ܲÓ˚ ÏåÈ– Î!ò ï% !ü ü ÏöÓ˚

~•z §Ü˛° !û˛ß !û˛ß xyÜ, !ï˛ ôyÓ˚î !öÓyÓ˚î ܲÓ˚ Ïï˛ ˛õyÓ˚ñ ï˛ ÏÓ ˆï˛yüyÓ˚ üö ¢yhsˇ • ÏÓ ~ÓÇ •z!wÎ˚=!° ¢yhsˇ • ÏÓ–10

˛õyï˛O° ˆÎyà§) Ïe Ó°y • ÏÎ˚ ÏåÈ xû˛ƒy ϧÓ˚ myÓ˚y•z ï˛yÓ˚ !fliÓ˚ï˛y •Î˚–11

!ò ÏöÓ˚ ˛õÓ˚ !òö xû˛ƒy§ ܲÓ˚ Ï° üöɧÇÎ ÏüÓ˚ ~•z

!öÓ˚hsˇÓ˚ ˆã˛‹Ty≤ÃÓy• !fliÓ˚ • ÏÎ˚ ÎyÎ˚ ~ÓÇ üö §Ó≈òy ~ܲy@ˇÃ •ÓyÓ˚ ¢!_´ °yû˛ ܲ ÏÓ˚– üö ~ܲy@ˇÃ• • ÏÎ˚ •z!w ÏÎ˚Ó˚ § ÏD §ÇÎ%_´

• Ï°•z xyüy ÏòÓ˚ !Ó£Ï ÏÎ˚Ó˚ ÎÌyÎÌ K˛yö °yû˛ •Î˚–

í zͧ §)e ≠

1– ÚÚxyd ÈÙÈ ¢Ó˚# ÏÓ˚!wÎ˚yÌ≈ ÈÙÈ Ó%!k˛ ÈÙÈ üöÉ ≤ÃÓ,!_ ÈÙÈ ˆòy£Ï ÈÙÈ ˆ≤Ãï˛ƒû˛yÓ ÈÙÈ ú˛° ÈÙÈ ò%ÉáyÓà≈yhflÏ ≤à ÏüÎ˚ü‰ÛÛ öƒyÎ˚ò¢≈ö S≤ÃÌü

á[˛Vñ ü•!£Ï≈ ˆàÔï˛üñ §¡õyòöyñ ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢‰ñ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈òñ ˛õ,É 197

2– ≤âhflÏû˛y£Ïƒüñ §¡õyòöy ÈÙÈ ò![˛fl∫yü# òy ÏüyòÓ˚y◊üÉñ §Çfl,Òï˛ ˛õ%hflÏܲ û˛y[˛yÓ˚ñ ˛õ,É 113

156

3– ÚÚÎ%àç K˛yöyö%Ͳõ!_¡ø≈ö ϧy !°Dü‰ÛÛ öƒyÎ˚ò¢≈öñ ˙ñ ˛õ,É 222

4– ˛õòyÌ≈ï˛_¥!öÓ˚*˛õîñ Ó˚â%öyÌ !¢ ÏÓ˚yü!îñ §¡õyòöyñ !Ó£%è˛õò û˛Ryã˛yÎ≈ñ §Çfl,Òï˛ Ü˛ Ï°çñ ˛õ,É 10

5– ˛Ó,•òyÓ˚îƒ Ïܲy˛õ!ö£Ïò‰ñ §¡õyòöyÈÙÈ ò%à≈yã˛Ó˚î §yÇრÈÙÈ ˆÓòyhsˇ ÈÙÈ ï˛#Ì≈ñ ˆòÓ §y!•ï˛ƒ Ü% !ê˛Ó˚ ≤Ãy•z Ïû˛ê˛ !°!ü Ïê˛í˛ñ ˛õ,É

390

6– öyÎ˚ò¢≈öñ ˙ñ ˛õ,É 106

7– fl∫yü# !Ó ÏÓܲyö Ï®Ó˚ Óyî# Ä Óã˛öñ ã˛ï% Ì≈ á[˛ñ í z Ïmyôö ܲyÎ≈y°Î˚ñ ˛õÈÙÈ£Ï 285

8– öƒyÎ˚ ˛õ!Ó˚ã˛Î˚ñ ú˛!îû) £Ïî ï˛Ü≈ Óyà#¢ñ ˛õ!ÿ˛üÓD Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈òñ ˛õ,É 1959–

9– í z õ!ö£Ïòñ fl∫yü# ˆ°y ÏܲŸªÓ˚yö®ñ xyö®ñ ˛õ,É 87

10– fl∫yü# !Ó ÏÓܲyö ÏòÓ˚ Óyî# Ä Óã˛öñ ≤ÃÌü á[˛ ˙ ˛õ,É 373

11– ÚÚï˛§ƒ ≤âyhsˇÓy!•ï˛y §ÇflÒyÓyÍÛÛ ÈÙÈ ˛õyï˛O° ò¢≈öñ §¡õyòöyñ ◊#˛õ)î≈ã˛w ˆÓòyhsˇã% M% È §yÇáƒû) £Ïî §y!•ï˛ƒyã˛yÎ≈ ˛õ!ÿ˛üÓD

Ó˚yçƒ ˛õ%hflÏܲ ˛õ£Ï≈òñ ˛õ,É 182

157

@ˇÃsi §üy Ï°yã˛öy

°yç%ܲ°ï˛y Sí z õöƒy§ñ Óyç°-# ˆòÓ#ñ xyö® ˛õyÓ!°¢y§≈ñ

ܲ°Ü˛yï˛yñ 1989ñ 30.00V

Ó!î≈ܲy Ó Ï®ƒy˛õyôyÎ˚

xôƒy!˛õܲyñ §üyçï˛_¥ !Óû˛yà

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Î ÏÌ‹T ˛õ!Ó˚îï˛ Ó ÏÎ˚ ϧ Ó˚yç°-# ˆòÓ# !° Ïá!åÈ Ï°ö ïÑ yÓ˚ ~•z ≤ÃÌü í z õöƒy§– à Ï“Ó˚ !Óöƒy§!ê˛ ˆÎüö fl∫yò%ñ ˆï˛üö }ç%–

ü)°ï˛ ܲ!Óï˛y !°á Ïï˛ö Óyç°-# ˆòÓ#– Úˆ•ü ÏhsˇÓ !òöÛñ Úû˛yÓû˛yÓ Ü˛ò ÏüÓ ú%°Û xyÓ ÚÓ_´ xyï˛B˛Û öy ÏüÓ Ü˛!Óï˛y§B˛°ö=!°

ˆÓ!Ó˚ ÏÎ˚ ÏåÈ ïÑ yÓ˚ ≤ÃÌü í z õöƒy§ Ú°yç%ܲ°ï˛yÛÓ˚ xy Ïà– Ü˛!ÓÓ˚ à ÏòƒÓ˚ §%£ÏüyÎ˚ ïÑ yÓ˚ í z õöƒy§!ê˛ û˛Ó˚yê˛– °yç%ܲ°ï˛yÓ˚ xyáƒyö

ܲá Ïöy ï˛yÓ˚ !≤ÃÎ˚ Óy¶˛Ó# à#!ï˛Ü˛yÓ˚ ÓÎ˚y Ïö ˆ°áy– ܲá Ïöy flø,!ï˛ ÏÓ˚yüsi Ïöñ ܲá Ïöy Óy !ï˛ö x!û˛ß•*òÎ˚ Ó¶% Ó˚ xyÓ˚ ~ܲçö

ˆÎñ üO%ñ ï˛yÓ˚ ˆ°áy !ã˛!ë˛Ó˚ •yï˛ ô ÏÓ˚ xyüÓ˚y °yç%ܲ°ï˛y Ïܲ çyö Ïï˛ ÷Ó˚& ܲ!Ó˚–

ÚÚ°yç%ܲ°ï˛yÓ˚ !ã˛!ë˛ x Ïöܲ!òö ˛õy•zöy– !ܲv üO% ~áöÄ !ã˛!ë˛ ˆ° Ïá– ï˛yÓ˚ §Ó !ã˛!ë˛ Ïï˛•z °yç%ܲ°ï˛yÓ˚ ≤çD Ìy ÏܲÛÛÈÙÙÙÈ

~û˛y ÏÓ•z í z õöƒy ϧÓ˚ §)ã˛öy– üO%Ó˚ §Ó !ã˛!법z å%ÈÑ ÏÎ˚ ÎyÎ˚ ï˛y ÏòÓ˚ ≤ÃÌü ç#Ó ÏöÓ˚ ˆ§•z IJõyÓ˚ ÓyÇ°yÓ˚ flø,!ï˛ñ ï˛y ÏòÓ˚

ܲ Ï° ÏçÓ flø,!ï˛– ï˛y•z à#!ï˛Ü˛y Ïܲ ˆ°áy üO%Ó flø,!ï˛ Ïüò%Ó !ã˛!ë˛=!° Ïï˛ !Ó!åÈ ÏÎ Ìy Ïܲ ï˛y ÏòÓ •y!Ó ÏÎ ÎyÄÎy Ó¶% °yç%ܲ°ï˛y Ïܲ

á%Ñ Ïç ˛õyÄÎ˚yÓ˚ xy!ï≈ xyÓ˚ öy á%Ñ Ïç ˛õyÄÎ˚yÓ˚ ˆÓòöy– üO%Ó˚ !ã˛!ë˛ à#!ï˛Ü˛y ÏÜ˛Ä flø,!ï˛ Ïüò%Ó˚ ܲ ÏÓ˚ ˆï˛y Ï°– ï˛yÓ˚ ü Ïö ˛õ Ïí ¸

@ˇÃy ÏüÓ˚ ˆç Ï° Óy!í ¸Ó˚ ˆü ÏÎ˚ °yç%Ó˚ ü Ïï˛y àyåÈàyåÈy!° !ã˛ö Ïï˛y öy ˆ§ Óy üO%– §hsˇ˛õ≈ Ïî §Ó˚& °¡∫y xyä%°= Ï°y üy!ê˛Ó˚

!ÓåÈyöy ˆÌ Ïܲ ï% Ï° xyöï˛– °yç%Ó˚ ˆ§•z ≤ÃÜ, !ï˛ ˛õy Ïë˛ çÓÓ˚ò!hflÏÓ˚ ˆã˛ ÏÎ˚ û˛y Ï°yÓy§y !åÈ° ˆÓ!¢–

Úé˛y Ï°y ÏòÓ˚ üy•zÎ˚yÛ °yç% ï˛yÓ˚ xÑy¢ Ïê˛ à¶˛û˛Ó˚y ˆü ÏåÈy ˜¢¢Ó ˆÌ Ïܲ ˆ°áy˛õí ¸yÎ˚ xy@ˇÃ•#– Ó y·˛ ÏîÓ˚ ˆåÈ Ï° Ó ÏÓ˚ö ˆã˛Ôô%Ó˚#

ˆç° ˆÌ Ïܲ !ú˛ ÏÓ˚ !¢«˛yÓ˚ !•ï˛Ó  Ïï˛ Ó˚yçö#!ï˛Ó˚ xyòï˛ xÌ≈ á%Ñ Ïç ˛õyÎ˚– ï˛yÓ˚ ˜ï˛!Ó˚ ˛õyë˛¢y°yÎ˚ °yç%Ó˚ çyÎ˚ày •Î˚– ˆ§•z

°yç%ܲ°ï˛yÓ˚ xy Ï°yܲ°ï˛y •ÄÎ˚yÓ˚ ÷Ó˚&– Ú!üí˛°Û ˛õÓ˚#«˛y !ò ÏÎ˚ Ó,!_ ˆ˛õ ÏÎ˚ ¢• ÏÓ˚Ó˚ üyï˛y§%®Ó˚# fl%Ò Ï° ˛õí ¸ Ïï˛ xy§y ˛õÎ≈hsˇñ

~üöܲ# üƒy!ê Δ Ïܲ û˛y Ï°y ú˛° ܲÓ˚y ˛õÎ≈hsˇÄ °yç%Ó˚ ˛õ!Ó˚e´üy !ë˛Ü˛ë˛yܲ ã˛°!åÈ°– !ܲv ï˛yÓ˚ ˛õÓ˚ •zrê˛yÓ˚!ü!í˛ ÏÎ˚ Ïê˛ ˆ§ Ïܲu˛

!í˛!û˛¢ö xyÓ˚ !Ó.~. ˛õÓ˚#«˛yÓ˚ xy Ïà•z °yç% !ö ÏáÑyç– ~üö • Ï°y ˆÜ˛ö⁄ ˆ§•z ܲy!•ö#•z °yç%ܲ°ï˛y– ~•z ˆÎ °yç%Ó˚

˛õyÓ˚yÈÙÈöyÈÙÈ˛õyÓ˚yÓ˚ à“ñ ï˛y !ܲv xy ÏòÔ ÷ô% °yç%ܲ°ï˛yÓ˚ ܲy!•ö# öÎ˚– Ó•z!ê˛Ó˚ í zͧà≈ õe ˆÌ Ïܲ ÷Ó˚& ܲ ÏÓ˚ !Óöƒy ϧÓ˚ åÈ Ïe

åÈ Ïe à#!ï˛Ü˛yÈÙÈüO%ÈÙÈ°yç%ܲ°ï˛yÓ˚ ü Ïï˛y ˛õÓ˚yô#ö ÓyÇ°yÎ˚ §üy ÏçÓ˚ !û˛ß !û˛ß hflÏ ÏÓ˚ çß√@ˇÃ•î ܲÓ˚y !ï˛ö!ê˛ ˆü ÏÎ˚ ÏÓ˚ ˛õ!Ó˚ õy ÏŸª≈

ˆò Ï¢Ó˚ fl∫yô#öï˛y xç≈ ÏöÓ˚ xy Ï®y° ÏöÓ˚ xyÓ˚ ï˛yÓ˚ ã˛y˛õyöí zï˛Ó˚ Ó˚y Ï‹T…Ó˚ öyöyö !e´Î˚yܲü≈ñ Ó˚yçö#!ï˛Ó˚ ÓÑyܲ xyÓ˚ í z ÏŒê˛yÓÑyܲ

!ö!•ï˛ Ìy Ïܲ– °yç%Ó˚ •y!Ó˚ ÏÎ˚ ÎyÄÎ˚yÓ˚ ~•z xyáƒyö !ܲ ~ܲ x ÏÌ≈ • ÏÎ˚ Ä Ïë˛ °yç%ÈÙÈà#!ï˛Ü˛yÈÙÈüO% ÏòÓ˚ ˆò¢ê˛y•z !öÓ˚& Ïk˛¢

• ÏÎ˚ ÎyÄÎ˚yÓ˚ •z!ï˛•y§⁄ ˆÎáy Ïö Ó ÏÓ˚ö Óy ≤Ã#!ï˛§%ôyÓ˚ ü Ïï˛y üyö%£Ï ï˛y ÏòÓ˚ §Ó ÷û˛Ó%!k˛ xyÓ˚ fl∫≤¿ !ö ÏÎ˚Ä ˆ¢£Ï ˛õÎ≈hsˇ

!ö‹≥˛°–

158

xyÓyÓ˚ í˛yö!ò Ïܲñ Ó˚yç°-# ÏòÓ# ïÑ yÓ˚ í z õöƒy§!ê˛ Ïܲ öyÓ˚# ˆÜ˛!wܲï˛yÓ˚ ˆÜ˛y Ïöy Óyí ¸yÓy!í ¸ åÈyí ¸y•z ˆ˛õÑÔ ÏåÈ ˆÎ Ïï˛ ˛õy ÏÓ˚ö

ÎÌyÌ≈ öyÓ˚#Óyò# ÓÎ˚y Ïö– °yç%ܲ°ï˛yÓ˚ !öÓ˚& Ïj Ï¢Ó˚ §) Ïe•z ˛õyë˛Ü˛ çyö Ïï˛ ˛õy ÏÓ˚ö §Ç§y ÏÓ˚ñ §üy Ïç ≤Ã#!ï˛§%ôyÓ˚ ü Ïï˛y

¢!_´üÎ˚# xy§ Ï° ܲï˛áy!ö x§•yÎ˚– Ó%é˛ Ïï˛ ˛õy ÏÓ˚öñ §yüy!çܲñ xy!Ì≈ܲ !ܲÇÓy ˛õ!Ó˚ ÏÓ¢àï˛ ≤Ã!ï˛Ü) °ï˛y•z ˆÜ˛Ó° öyÓ˚#Ó˚

ò%û≈ y ÏàƒÓ˚ à“ ÓyöyÎ˚ öy– •yfl%•yöy ü!Õ‘ ÏܲÓ˚ ü Ïï˛y §¡õß â ÏÓ˚Ó˚ ˆü ÏÎ˚ xyÓ˚ °yç%ܲ°ï˛yÓ˚ ü Ïï˛y ≤Ãy!hsˇÜ˛ â ÏÓ˚Ó˚ ˛õ!Ó˚Óy ÏÓ˚Ó˚

ܲöƒy ò%ç ÏöÈÙÈ•z • Ïï˛ ˛õy ÏÓ˚ ~ܲ•z °y°§yÓ˚ !¢Ü˛yÓ˚– ~ܲçö ˛õyà° •Î˚ñ ~ܲçö !öÓ˚& Ïj¢– xyÓyÓ˚ à#!ï˛Ü˛yÓ˚ x!ÓÓy!•ï˛y

!¢!«˛Ü˛y Óí ¸!ò!ò xyÓ˚ ˆçy ϧú˛ í˛y_´y ÏÓ˚Ó˚ üy ˆüü !ò!òü!îñ öyÓ˚#Ó˚ ˛õyÓ˚yÈÙÈöyÈÙÈ˛õyÓ˚yÓ˚ ò%!ê˛ !û˛ß §!¡ø°ö ˛õyë˛Ü˛ Ïܲ ˆã˛öyÎ˚–

~ܲyhsˇ §¡õß !ܲv ã˛Ó˚ü Ó˚«˛î¢#° Óy!í ¸Ó˚ Ó˚*˛õÓï˛# =îÓï˛# ˆü ÏÎ˚ üO%Ó˚ !Ó£ÏyòÄ !ܲ ܲü⁄ xy§ß ˆò¢û˛y ÏàÓ˚ x!åÈ°yÎ˚

ï˛y Ïܲ xy Ïàû˛y Ïà•z ˆÎ §!Ó˚ ÏÎ˚ ˆòÄÎ˚y •Î˚ ï˛yÓ˚ ~ï˛!ò ÏöÓ˚ !öçÓy§ ˆÌ Ïܲñ ˆ§ ˆï˛y xy§ Ï° ï˛yÓ˚ û˛y°Óy§y ˆÌ Ïܲ ï˛y Ïܲ

!Ó!FåÈß Ü˛Ó˚yÓ˚ ï˛y!à Ïò•zÊ í z õöƒy§ Îï˛ ˆ¢ Ï£ÏÓ˚ !ò Ïܲ ˆ˛õÑÔåÈyÎ˚ñ ï˛ï˛•z ü Ïö •Î˚ñ ï˛ ÏÓ !ܲ !e´!ÿ˛Î˚yö í z õçy!ï˛Ó˚ ˆü ÏÎ˚

≤à ÏÓy!ôö# ï˛yÓ˚ í zIμ° §•˛õy!ë˛ö# °yç%ܲ°ï˛yÈÙÈxy Ï°yܲ°ï˛yÓ˚ ˆÌ Ïܲ ܲü •ï˛û˛yàƒ⁄ §üy ÏçÓ˚ hflÏÓ˚ÈÙÈhflÏÓ˚yhsˇ ÏÓ˚ ~ï˛ !Ó£Ï]

§Ó öyÓ˚# ÏòÓ˚ ˆòá Ïï˛ ˆòá Ïï˛ ü Ïö •Î˚ñ ï˛ ÏÓ !ܲ !öÓ˚& Ïj¢ åÈyí ¸y xyÓ˚ ˆÜ˛y Ïöy û˛!Óï˛Óƒ !åÈ° öy °yç%ܲ°ï˛yÓ˚ ç Ïöƒ⁄

í z õöƒy ϧ à#!ï˛Ü˛y xyÓ˚ üO%Ó˚ °yç%ܲ°ï˛y Ïܲ !ú˛ ÏÓ˚ ˛õyÄÎ˚yÓ˚ xy!ï≈ xyüy ÏòÓ˚ û˛#£Ïî û˛yÓyÎ˚– ˆÎ °yç% !ã˛!ë˛ !°á Ïï˛

û˛y Ï°yÓy§ Ïï˛y ï˛yÓ˚ ˆòÓï˛y §üyö Ó ÏÓ˚öòy Ïܲ ≤Ã!ï˛ ¢!öÓyÓ˚ ˆ˛õy‹Tܲy Ïí≈ ñ ï˛yÓ˚ í z_ ÏÓ˚ ˛õyÄÎ˚y Ó ÏÓ˚öòyÓ˚ Óí ¸ !ã˛!ë˛ ˆ§

fl∫Î Ïb =!åÈ ÏÎ˚ Ó˚yá Ïï˛yñ ˆ§•z °yç%ܲ°ï˛y xyÓ˚ !ã˛!ë˛ ˆ° Ïá öy– ܲyí z Ïܲ öy çy!ö ÏÎ˚ ï˛yÓ˚ Ó¶% ÏòÓ˚ ˆú˛ Ï° ã˛ Ï° ˆà ÏåÈ

xöܲò) ÏÓ˚ ˆÜ˛yÌyÎ˚ ï˛y ˆÜ˛í z çy Ïööy– ˆ°!áܲyÓ˚ ÓyÓ˚ÓyÓ˚ xï˛# Ïï˛Ó˚ flø,!ï˛ã˛yÓ˚îy ˆÎáy Ïö °yç%ܲ°ï˛yÓ˚ ≤Ã!ï˛!ê˛ åÈ Ïe åÈ Ïe

åÈ!í ¸ ÏÎ˚ xy ÏåÈñ xyÓyÓ˚ ï˛yÓ˚ Óï≈ üy Ïö !ú˛ ÏÓ˚ xy§y ˆÎáy Ïö °yç% ˆÜ˛Ó°•z flø,!ï˛ñ í z õöƒy§!ê˛ Ïܲ xy ÏÓ˚y ˆÓ!¢ ܲ ÏÓ˚ ˛õyë˛ ÏܲÓ˚

ü ÏöÓ˚ ܲy ÏåÈ !ö ÏÎ˚ ~ ϧ ÏåÈ– Î!òÄ ÓyÓ˚ÓyÓ˚ ~•z §ü ÏÎ˚Ó˚ ê˛yöy Ï õy Ïí ¸ö xyüy ÏòÓ˚ ܲy ÏåÈ x Ïöܲ §üÎ˚ í z õöƒy§!ê˛ Ïܲ ò)Ó˚*•

ܲ ÏÓ˚ ˆï˛y Ï°– !ܲv ˆÜ˛y Ïöy §ü ÏÎ˚•z xyüy ÏòÓ˚ üö Ïܲ §!Ó˚ ÏÎ˚ Ó˚yá Ïï˛ ˛õy ÏÓ˚öy– °yç%ܲ°ï˛yÓ˚ ≤Ã!ï˛!ê˛ xyáƒy Ïö xyüÓ˚y

~ܲyd • ÏÎ˚ ˛õ!í ¸– ü ÏöÓ˚ ü Ïôƒ ÓyÓ˚ÓyÓ˚ ≤ß¿ Ä Ïë˛ !ܲ ˆ•y° °yç%ܲ°ï˛yÓ˚ñ ˆÜ˛yÌyÎ˚ ˆà° ÎyÓ˚ í z_Ó˚ öyÈÙÈçyöy ≤à ϟ¿Ó˚ üï˛ö

!ã˛Ó˚ï˛ ÏÓ˚ xçyöy•z ˆÌ Ïܲ ÎyÎ˚–

°yç%ܲ°ï˛yÓ˚ § ÏD ï˛yÓ˚ ò%•z Óy¶˛Ó# à#!ï˛Ü˛y xyÓ˚ üO%Ó˚ ˛õ!Ó˚ã˛ ÏÎ˚Ó˚ ˛õÓ≈!ê˛Ä ˆ°!áܲy á%Ó §%®Ó˚û˛y ÏÓ Óƒyáƒy ܲ ÏÓ˚ ÏåÈö– Üœ y§

ˆê˛ Ïö ≤ÃÌü ï˛yÓ˚y °yç%ܲ°ï˛yÓ˚ öyü ˆ¢y Ïö– Ó y·˛Óy!°Ü˛y !Óòƒy° ÏÎ˚Ó˚ ò%•z ˆüôyÓ# åÈye#Ó˚ § ÏD ï˛y ÏòÓ˚ ≤Ãôyö !¢!«˛Ü˛y

!ü ϧ§ Ó:# ˛õ!Ó˚ã˛Î˚ ܲÓ˚yö xöyü# fl%Ò Ï°Ó˚ ~ܲ xï˛ƒhsˇ öyü# åÈye#ñ !Ó !°Î˚yrê˛ åÈye# Úxy Ï°yܲ°ï˛y òy Ï¢ÛÓ˚ öy Ïü– üƒy!ê Δܲ

˛õÓ˚#«˛yÓ˚ ú˛°yú˛ Ï° ï˛y•z à#!ï˛Ü˛yñ üO%Ó˚ üï˛ åÈye#Ó˚ § ÏD °yç%ܲ°ï˛y ï˛Ìy xy Ï°yܲ°ï˛y òy Ï¢Ó˚ öy ÏüÓ˚ ˛õy 좀 Î%_´ •Î˚

ˆàÔÓ˚ ÏÓÓ˚ ï˛yÓ˚ܲy !ã˛•´– !ï˛öç Ïö ~ܲ•z Üœ y ϧñ ~ܲ•z ܲ Ï° Ïç û˛!_≈ •Î˚ñ ÷Ó˚& •Î˚ ï˛y ÏòÓ˚ Ó¶% ÏcÓ˚ ˛õÓ≈– ˆÎáy Ïö ~•z

≤Ãôyö !ï˛ö!ê˛ öyÓ˚# ã˛!Ó˚ ÏeÓ˚ ~ܲ xq$ï˛ §¡õ ÏÜ≈ Ó˚ !ã˛e xyüÓ˚y ˛õy•z–

°yç%ܲ°ï˛yÓ˚ ܲ Ï°ç ç#Ó ÏöÓ˚ §)e˛õy Ïï˛Ó˚ § ÏD § ÏD ï˛yÓ˚ xyÓ˚ Ó ÏÓ˚ö ˆã˛Ôô%Ó˚#Ó˚ §¡õ ÏÜ≈ Ó˚ çyÎ˚àyê˛yÄ öï% ö Ó˚*˛õ ôyÓ˚î

ܲ ÏÓ˚– ˆÜ˛y Ïê≈ ~!ú˛ Ïí˛!Óê˛ Ü˛!Ó˚ ÏÎ˚ Ó ÏÓ˚öòy ˆÎüö °yç%ܲ°ï˛yÓ˚ ày Ïç≈ö • ÏÎ˚ Îyöñ ˆï˛ü!ö °yç%Ó˚ •*òÎ˚ ü!® ÏÓ˚ fliyÎ˚#

xy§ö!ê˛ Ïï˛ xyÓ˚Ä àû˛#Ó˚û˛y ÏÓ x!ô!¤˛ï˛ •ö– !ö ÏçÓ˚ xçy Ïhsˇ °yç% ï˛y Ïܲ ܲyüöy ܲÓ˚ Ïï˛ ÷Ó˚& ܲ ÏÓ˚– ÎyÓ˚ ü Ïôƒ ÷ô% !åÈ°

ˆ§Óy ܲÓ˚yÓ˚ xy!ï≈ ñ ˛õ)çy ܲÓ˚yÓ˚ Óy§öy– ˆ°!áܲy ˆ§•z §üy Ïç xÓ!fliï˛ çyï˛ÈÙÈ˛õyï˛ xflõ,¢ƒï˛y Ïܲ xfl∫#ܲyÓ˚ öy ܲ ÏÓ˚

°yç%ܲ°ï˛yÓ˚ ü% Ïá•z Ó Ï° ÏåÈö É ÚÚxy•y xy!ü ˆÎö û˛yÓ!åÈ Ó ÏÓ˚öòy xyüy Ïܲ !Ó ÏÎ˚ ܲÓ˚ ÏÓ– ˆ§ ˛õÌ ˆï˛y Ó¶˛•z– Óyü%öüy

159

ˆÓÑ Ïã˛ Ìyܲ Ïï˛ ï˛yÓ˚ ü Ïö ܲ‹T ˆòÄÎ˚yÓ˚ üyö%£Ï öÎ˚ Ó ÏÓ˚öòy– ˆ§•z ç Ïöƒ•z ˆï˛y ï˛˛õ§ƒy– Ó ÏÓ˚öòyÓ˚ ç Ïöƒ §•çñ í z!ö ˆï˛y

}!£Ïï% °ƒ üyö%£Ï– xyüyÓ˚ ç Ïöƒñ xÓ¢ƒñ á%Ó•z ܲ!ë˛ö– !ܲv §yô Ïï˛•z • ÏÓ ˛õîñ §yôƒ öy • Ï°ÄÛÛ– SÓ˚yç°-# ˆòÓ#ñ

2008 ≠ ˛õ,. 27ÈÙÈ28V

xyÓyÓ˚ ˆ°!áܲy !ö Ïç•z í z õöƒy ϧ Ó Ï° ÏåÈö ÚÚ°yç%Ó˚ ˆ≤Ãü Ä ≤à ÏÎ˚yçöñ love and need, !ü Ï° !ü Ï¢ !à ÏÎ˚!åÈ°–

≤à ÏÎ˚yçö ï˛yÓ˚ !m!Óô– ö#ã% çy Ïï˛Ó˚ à![˛Ó˚ Óy•z ÏÓ˚ ÎyÓyÓ˚ñ | Ïk≈ Äë˛yÓ˚ ≤à ÏÎ˚yçöñ ï˛yÓ˚ öyü í zFã˛y¢y– !ܲv ï˛yÓ˚ ˆã˛ ÏÎ˚

àû˛#Ó˚ ≤à ÏÎ˚yçö K˛yö §M˛È ÏÎ˚Ó˚ñÈÙÙÙÈ Ó•z ÏÎ˚Ó˚ ˛õyï˛y ˛õä!_´ ˆÌ Ïܲ !˛õ˛õ#!°Ü˛yÓ˚ üï˛ö xôƒÓ§yÎ˚ !ö ÏÎ˚ ˛õ%O ˛õ%O K˛yï˛Óƒ Ó›

§Ç@ˇÃ• ܲ ÏÓ˚ ï˛y ÏòÓ˚ hfl)Ï õ#Ü, ï˛û˛y ÏÓ ü!hflÏ Ï‹Ò §y!ç ÏÎ˚ Ó˚yáÓyÓ˚ÛÛ– S˙. ˛õ,. 30V– ï˛yÓ˚ ܲy ÏåÈ ï˛y•z ~ܲê˛y•z °«˛ƒ !åÈ°

ˆ°áy˛õí ¸yÓ˚ ˛õÌ ˆÓ ÏÎ˚ ~!à ÏÎ˚ ÎyÄÎ˚y– ܲ Ï° ÏçÓ˚ ≤ÃÌü Ó Ï£Ï≈Ó˚ °yç% Ïܲ ï˛y•z xyüÓ˚y ˛õy•z xï˛ƒhsˇ ü Ïöy ÏÎyà# åÈye#

!•§y ÏÓñ xôƒy˛õܲ ÏòÓ˚ !≤ÃÎ˚ ˛õye# !•§y ÏÓ– ÷ô% ï˛y•z öÎ˚ñ Úã˛[˛y!°Ü˛yÛ ö,ï˛ƒöy Ïê˛ƒ ã˛[˛y!°Ü˛yÓ˚ ã˛!Ó˚ Ïe °yç%Ó˚ öyã˛ xyÓ˚

x!û˛öÎ˚ §Óy•z Ïܲ ü%?˛ ܲ ÏÓ˚!åÈ°– ˆ°!áܲy °yç% Ïܲ xyüy ÏòÓ˚ ܲy ÏåÈ ï˛ß∫#ñ ¢ƒyüyñ !¢áÓ˚ò¢öy Ó˚* Ï õ •y!çÓ˚ ܲ ÏÓ˚ ÏåÈö– ÎyÓ˚

≤Ã!ï˛ Ü˛ Ï° ÏçÓ˚ x!ôܲyÇ¢ Î%Óܲ ~üö!ܲ ï˛yÓ˚ xï˛ƒhsˇ !≤ÃÎ˚ Óy¶˛Ó# Ó˚!ú˛Ü˛yÓ˚ •Ó% fl∫yü# ö%Ó˚í z!jö xy§_´ • ÏÎ˚ ˛õ Ïí ¸– ÎyÓ˚

ú˛ Ï° °yç% !ö Ïç Ïܲ Ó˚!ú˛Ü˛yÓ˚ ܲy ÏåÈ x˛õÓ˚yô# ü Ïö ܲ ÏÓ˚– °yç%Ó˚ û˛y Ï°yÓy§yñ ö%Ó˚ Ïܲ xfl∫#ܲyÓ˚ ~•z § ÏÓÓ˚ ü Ïôƒ !ò ÏÎ˚•z

°yç%ܲ°ï˛yÓ˚ ܲy!•ö# ~!à ÏÎ˚ ã˛ Ï° e´ü¢–

ܲ Ï° ÏçÓ˚ !mï˛#Î˚ Ó Ï£Ï≈ Ó ÏÓ˚öòy °yç%Ó˚ ÌyܲyÓ˚ Ó Ï®yÓhflÏ ˛õyܲy˛õy!ܲû˛y ÏÓ • Ïfiê˛ Ï°Ó˚ Óò Ï° ≤Ã#!ï˛§%ôy ü!Õ‘ ÏܲÓ˚ Óy!í ¸ Ïï˛ Óy§

ܲÓy Ïܲ ï˛yÓ ò%•z Ó¶% à#!ï˛Ü˛y xyÓ üO%Ó û˛y°û˛y ÏÓ ˆü Ïö öy ˆöÄÎyñ °yç%Ó ≤Ã!ï˛ ï˛y ÏòÓ í zÍܲZ˛yñ û˛y°Óy§yÓ•z Ó!•É≤Ãܲy¢–

ˆÎ ü!Õ‘Ü˛Óy!í ¸ Ïܲ Ó ÏÓ˚öòy °yç%Ó˚ !öû≈ Ó˚ ÏÎyàƒ xy◊Î˚fli° !•§y ÏÓ ˆû˛ ÏÓ!åÈ Ï°öñ ˆ§•z ü!Õ‘Ü˛Óy!í ¸ Ïï˛•z °yç% •y!Ó˚ ÏÎ˚ ˆú˛ Ï°

ï˛yÓ !ö ÏçÓ §Ó!ܲå%È Ïܲ– ü!Õ‘Ü˛Óy!í˛Ó ˆáy°y Ïü°y ˛õ!Ó ÏÓ¢ñ !öï˛ƒ!ò ÏöÓ ˛õy!ê≈ ñ !˛õܲ!öܲ •zï˛ƒy!òÓ !û˛ Ïí˛ °yç%Ó ˛õí˛y Ï¢yöy

xyÓ˚ ܲ Ï°ç ˆàÔî • Ïï˛ ÷Ó˚& ܲ ÏÓ˚ xyÓ˚ ÷Ó˚& •Î˚ ~ܲê% ~ܲê% ܲ ÏÓ˚ °yç%ܲ°ï˛yÓ˚ •y!Ó˚ ÏÎ˚ ÎyÄÎ˚y– í z õöƒy ϧÓ˚ ~•z ˛õ ÏÓ≈

x Ïöܲ öï% ö ã˛!Ó˚ ÏeÓ˚ ˆòáy ˛õy•z xyüÓ˚y ÎyÓ˚y ˆÜ˛í z °yç%ܲ°ï˛yÓ˚ñ ˆÜ˛í z à#!ï˛Ü˛yÓ˚ñ ˆÜ˛í z Óy üO%Ó˚ ü ÏöÓ˚ ܲyåÈyܲy!åÈ–

≤Ã#!ï˛!ò!òÓ˚ fl∫ Ïò¢≤Ã#!ï˛ñ Ó yòyÓ˚ ˆçy ϧ Ïú˛Ó˚ {Ÿª ÏÓ˚ !ö ÏÓ!òï˛ ç#Óö xyüy ÏòÓ˚ å%ÈÑÑ ÏÎ˚ ÎyÎ˚– ˆ°!áܲyÓ˚ ü Ïï˛y xyüy ÏòÓ˚Ä ü Ïö

•Î˚ í˛y_´yÓ˚ Î!ò ~ܲçö §•ç ü ÏöÓ˚ • Ïï˛ö ï˛y• Ï° ˆÓyô•Î˚ °yç% •y!Ó˚ ÏÎ˚ ˆÎï˛ öy– xyÓyÓ˚ ˜üöy ÏܲÓ˚ xyô%!öܲï˛yñ

ܲü%ƒ!öfiê˛ xyò¢≈ à#!ï˛Ü˛y Ïܲ flõ¢≈ ܲÓ˚ Ï°Ä ˆ§ ˛õy ÏÓ˚öy ï˛yÓ˚ í˛y Ïܲ §yí ¸y !ò ÏÎ˚ ˛õ)Ó≈ÓyÇ°yÎ˚ ~ܲy ÌyܲyÓ˚ !§k˛yhsˇ !ö Ïï˛–

~•z ≤Ã!ï˛!ê˛ ã˛!Ó˚eÓ˚ §y•y Ï΃ ˆ°!áܲy xyüy ÏòÓ˚ ˆ˛õÑÔ ÏåÈ ˆòö fl∫yô#öï˛yÈÙÈí z_Ó˚ ˛õ)Ó≈ÓyÇ°yÓ˚ ˆ§•z xçyöyÈÙÈx Ïã˛öy ¢• ÏÓ˚ xyÓ˚

~Ó˚ § ÏD !ü!¢ ÏÎ˚ ˆòö fl∫yô#öï˛y Ä ˆò¢û˛y ÏàÓ˚ ÎsfîyÓ˚ ˆåÈÑyÎ˚y–

°yç%ܲ°ï˛yÓ˚ ü!Õ‘Ü˛Óy!í ¸ Ïï˛ ≤à ÏÓ¢ ܲÓ˚yÓ˚ § ÏD § ÏD ÷Ó˚& •Î˚ ï˛yÓ˚ ç#Ó ÏöÓ˚ §Ó ˆÌ Ïܲ !Óï˛!Ü≈ ï˛ xôƒyÎ˚– ü!Õ‘Ü˛Óy!í ¸Ó˚

üy!°Ü˛ Ó˚yôyܲyhsˇ ü!Õ‘Ü˛ xyÓ˚ ≤Ã#!ï˛§%ôy ü!Õ‘ ÏܲÓ˚ ˛õÓ˚flõÓ˚!Ó ÏÓ˚yô# ç#Óö í z õöƒy ϧ í z Ïë˛ xy ϧ– ≤Ã#!ï˛§%ôyÓ˚ §Ç§yÓ˚ ç#Óö

ˆÌ Ïܲ !ö Ïç Ïܲ §!Ó˚ ÏÎ˚ Ó˚yáyÓ˚ ܲyÓ˚î xyüÓ˚y í z õöƒy ϧÓ˚ ˆ¢£Ï ˛õ ÏÓ≈ ~ ϧ çyö Ïï˛ ˛õy!Ó˚– ü!Õ‘Ü˛Óy!í ¸Ó˚ xy ÏÓ˚ܲ ˆü ÏÎ˚

ˆ•öyÓ˚ í zß√yòöyÓ˚ ܲyÓ˚î xyÓ˚ °yç%Ó˚ •y!Ó˚ ÏÎ˚ ÎyÄÎ˚yÓ˚ ˆ˛õåÈ ÏöÄ ˆÎ ~ܲê˛y•z ܲyÓ˚îÈÙÙÙÈÓ˚yôyܲyhsˇ ü!Õ‘Ü˛ñ ˆ§ê˛yÄ xyüÓ˚y

çyö Ïï˛ ˛õy!Ó˚– !Î!ö ˛õ%Ó˚&£Ïï˛y!sfܲ §üy ÏçÓ˚ ≤Ã!ï˛!ö!ôó ÎyÓ˚ ܲy ÏåÈ öyÓ˚# üy Ïö•z Ó˚_´ÈÙÈüyÇ Ï§Ó˚ ~ܲê˛y ¢Ó˚#Ó˚ñ Îy Ïܲ ÷ô%•z

ˆû˛yà ܲÓ˚y ÎyÎ˚– Ó ÏÓ˚öòy ˆÎáy Ïö °yç% Ïܲ xyܲy Ï¢ ï˛yÓ˚yÓ˚ ü Ïï˛y ò,Æ í zIμ° Ü˛Ó˚ Ïï˛ ˆã˛ ÏÎ˚!åÈ°ñ ˆ§áy Ïö Ó˚yôyܲyhsˇ ü!Õ‘Ü˛

ï˛yÓ˚ ¢Ó˚#Ó˚ÈÙÈüö Ïܲ «˛ï˛ÈÙÈ!Ó«˛ï˛ ܲ ÏÓ˚!åÈ°– ≤Ã#!ï˛!ò!òÓ˚ ܲ Ï‹TÓ˚ ܲÌy ˆû˛ ÏÓ °yç% !öÉ¢ Ï∑ §Ó!ܲå%È §•ƒ ܲ ÏÓ˚!åÈ°–

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Ó yòyÓ ˆçy ϧ Ïú˛Ó üy ˆüü!ò!ò Îáö x!û˛K˛ ò,!‹T Ïï˛ °yç%Ó ¢Ó# ÏÓÓ ˛õ!ÓÓï≈ ö ô ÏÓ ˆú˛ Ï°öñ ï˛áö §hsˇyö xyàü ÏöÓ ˆ§•z

Óyï≈ y Ïܲ °yç% xfl∫#ܲyÓ˚ ܲÓ˚ Ïï˛ ˛õy ÏÓ˚öy– !ܲv ~Ó˚ òyÎ˚ ˆüü!ò!ò Îáö àƒy!Ó  ÏÎ˚ Ï°Ó˚ IJõÓ˚ ã˛y˛õyÎ˚ñ ï˛áö ˆ§ ܲÌy !ü Ï̃

çyöy § Ï_¥Ä °yç% §!ï˛ƒ Ïܲ fl∫#ܲyÓ˚ ܲÓ˚ Ïï˛ ˛õy ÏÓ˚ öy– Î!òÄ ï˛y § Ï_¥Ä àƒy!Ó  ÏÎ˚° ï˛yÓ˚ û˛y°Óy§yÓ˚ ï˛y!à Ïò °yç% Ïܲ ï˛yÓ˚

§hsˇyö§• !Ó ÏÎ Ü˛Ó Ïï˛ í z Ïòƒyà# •Î– !ܲv °yç% ï˛yÓ §hsˇy ÏöÓ !ü Ï̃ !˛õï, ÏcÓ ˆÓyé˛y àƒy!Ó  ÏÎ Ï°Ó Ä˛õÓ ã˛y˛õy Ïï˛ ã˛yÎ!ö–

ÓÓ˚Ç ï˛yÓ˚ ܲy ÏåÈ ˆ◊Î˚ !åÈ° ܲ° ÏB˛Ó˚ ˆÓyé˛y !ö ÏÎ˚ •y!Ó˚ ÏÎ˚ ÎyÄÎ˚y– xÌã˛ í z õöƒy ϧÓ˚ ˆ¢£Ï ˛õÎ≈hsˇ àƒy!Ó  ÏÎ˚° °yç%Ó˚ §¡øyö

ö‹T • Ïï˛ ˆòÎ˚ öy– Ó° Ïï˛ ˛õy ÏÓ˚öy °yç%Ó˚ §hsˇyö ï˛yÓ˚ öÎ˚ñ ÓÓ˚Ç !ö ÏçÓ˚ üyÈÙÈòyòyÓ˚ ܲy ÏåÈ !ã˛Ó˚!ò ÏöÓ˚ üï˛ö x˛õÓ˚yô# • ÏÎ˚

Ìyܲ Ïï˛ ≤Ã›ï˛ Ìy Ïܲ– °yç%Ó˚ x Ï õ«˛yÎ˚ Ìyܲy ~•z àƒy!Ó  ÏÎ˚° í z õöƒy ϧÓ˚ ≤ÃÌü!ò ÏܲÓ˚ ˆã˛öy üyö%£Ï!ê˛Ó˚ ˆÌ Ïܲ xy°yòyñ

~ܲ!ö¤˛ ~ܲ ˆ≤Ã!ü ÏܲÓ˚ ≤Ã!ï˛Ó˚*˛õ–

ˆç Ï°Ó˚ ˆü ÏÎ˚ °yç%ܲ°ï˛y öy!ܲ !Ó!¢‹T ï˛yÓ˚ܲy • ÏÎ˚ çμ°çμ° Ü˛Ó˚ ÏÓ– xyÓ˚ §üy ÏçÓ˚ñ ï˛yÓ˚ ˆò Ï¢Ó˚ üyö%£Ï Ïܲ ï˛yܲy Ïï˛ • ÏÓ

ˆ§•z ï˛yÓ˚yÓ˚ !ò Ïܲ §§æ Ïüñ üyÌy í zÑã% ܲ ÏÓ˚– ~ï˛áy!ö•z öy!ܲ §Ω˛yÓöy !åÈ° é˛y Ï°y ÏòÓ˚ ˆü ÏÎ˚!ê˛Ó˚– !ܲv •yí z•z ÏÎ˚Ó˚ üï˛

çμ Ï° í z Ïë˛ åÈy•z • ÏÎ˚ ˆÜ˛yÌyÎ˚ •y!Ó˚ ÏÎ˚ ˆà° ˆ§– xÌã˛ ˆüôyÓ˚ xû˛yÓ !åÈ° öy ï˛yÓ˚ñ ~üö!ܲ ï˛yÓ˚ ï% °ƒ xyÌ≈§yüy!çܲ

xyÓ Ïï≈ ñ ï˛yÓ˚ üï˛ §yǧy!Ó˚ܲ §yüy!çܲ Ó yï˛ƒï˛yÓ˚ !û˛ï˛ ÏÓ˚ ˛õÌ ã˛°yÓ˚ Îï˛áy!ö §% ÏÎyà ï˛yÓ˚ öyày Ï° ~ ϧ!åÈ°ñ ï˛yÈÙÈÄ Ü˛ü

Óƒ!ï˛e´ü# öÎ˚– ï˛Ó% ˆ§ •y!Ó˚ ÏÎ˚ ˆà°– ˆÜ˛ö⁄ ˆ§ ò!Ó˚o Ó Ï°⁄ ï˛yÓ˚ xö%Ó˚*˛õ §)ã˛öyÓ˚ !Ó®% ˆÌ Ïܲ K˛yöyç≈ ÏöÓ˚ ˛õ ÏÌ !Ó!¢‹T

˛õò Ï«˛ Ï õ ~!à ÏÎ˚ ÎyÄÎ˚y §•ç öÎ˚ Ó Ï°⁄ üy ÏåÈÓ˚ xÑy¢ Ïê˛ à ϶˛û˛Ó˚y ï˛yÓ˚ ˜¢¢ ÏÓÓ˚ !òö Ó˚y Ïï˛ñ K˛yö Óy í zFã˛!¢«˛y ˆï˛y

ò) ÏÓ˚Ó˚ ܲÌyñ §y«˛Ó˚ï˛yÓ˚ ˆÜ˛y Ïöy ˛õ!Ó˚ ÏÓ¢ !åÈ° öy Ó Ï°⁄ öy!ܲ ~•z§Ó ê% ܲ ÏÓ˚y ≤Ãy§!Dܲ ≤ß¿= Ï°y xy§ Ï° ~ܲê˛y Óí ¸

!çK˛y§y !ã˛ Ï•´Ó˚ xÇ¢⁄ Î!ò ˆü ÏÎ˚ öy •ï˛ °yç%ܲ°ï˛y ï˛ ÏÓ !ܲ •yí z•z • ÏÎ˚ ~üö üü≈y!hsˇÜ˛û˛y ÏÓ é˛ ÏÓ˚ ˆÎï˛ ï˛yÓ˚ ç#Óö⁄

xyÓyÓ˚ ˆ°!áܲy Ó˚yç°-# ˆòÓ#Ó˚ Ü, !ï˛c ~áy Ïö•z ˆÎñ °yç%ܲ°ï˛yÓ˚ !öÓ˚& Ïj Ï¢Ó˚ !Ó˛õ%° x¶˛Ü˛y ÏÓ˚ ï˛yÓ˚ ˆÓÑ Ïã˛ Ìyܲy xyÓ˚

ü ÏÓ˚ ÎyÄÎ˚yÓ˚ üôƒÓï≈ # ≤ß¿!ã˛•´ § Ïüï˛•z !ï˛!ö í z õöƒy§ ÷Ó˚& ܲ ÏÓ˚ ÏåÈö ~ÓÇ ˆ¢£Ï ܲ ÏÓ˚ ÏåÈö– ˆÎö !ï˛!ö Ó° Ïï˛ ã˛yöñ Îy

â Ïê˛ ˆà ÏåÈ °yç%ܲ°ï˛yÓ˚ ç#Ó Ïö ï˛yÓ˚ ˛õ ÏÓ˚ ï˛yÓ˚ ˆÓÑ Ïã˛ ÌyܲyÈÙÈöyÈÙÈÌyܲyÓ˚ ≤ß¿!ê˛ ˆàÔî–

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“ A defeated argument which refuses to be obliterated isvery much alive.” Amartya Sen

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Owner : BASANTI DEVI COLLEGEPrinter and Publisher : Dr. Indrila GuhaPrinted at : Monalisa Printer, D/26, Katjunagar, Jadavpur,Kolkata 700032Published at : Basanti Devi College, 147/B, Rashbehari Avenue,Kolkata 700029Editor : Sumana Chatterjee

VOL: 1, ISSUE 1, DL No. 29 ,dated 02/05/2017, free distribution