Quotation

If you Don't like How the Table is Set, Turn over the Table.

- Someone

Well Said.

I Don't Blame People For Being Two Faced, It's Good Politics Unless You Get Caught.

-Frank Underwood(Kevin Spacey)

House Of Cards

Why I Am The Way I Am?

I Don't Remember Who Said-

If You Tell The Truth You Don't Have To Remember Anything.

That's Why I Don't Care About Remembering Anything.
And At Least I Am Not Living A Lie.

-BHARAT

My Dream...

I Dream Of A Day When My Country INDIA Is Free From Discrimination On The Basis Of Caste, Creed And Community.

Just Thinking...

Girl's Don't Be Hypocrite....
Either Stop Talking About Women Empowerment Or Take A Solid Step Forward For Yourself Without Depending On Others.

युवा!

"युवा"

देख युवा क्या हो गया तेरे देश का हाल,
कुर्सी पर बैठे नेता लुट रहें हैं माल|
क्यूँ तेरा खून अब ठंडा पड़ गया,
क्यूँ तेरे मन से भगत सिंह निकल गया|
क्यूँ तू आज भी यही सोचता है,
तेरी जगह कोई और लड़े|
बदलाव तो हो जाये,
पर कुर्बानी कोई ओर करे|
तू ही है जो लड़ सकता है,
तुझे ही  लड़ना होगा|
तू ही है जो कर सकता है,
तुझे कर के दिखाना होगा|
अरे! मत देख बैठ के,
अपने देश को लुटता हुआ|
खड़ा हो और दिखा दे सबको,
समाज बदलता हुआ|

-भारत

bhrt221@gmail.com

Quotation

Once You Decide To Become Something, You Cannot Be Half The Thing.

-Arnab Goswami

“आज़ादी का मतलब”

“आज़ादी का मतलब”

बैठा हूँ मैं सोचता आज़ादी का मतलब,
मुझको कोई बतला दो भाई आज़ादी का मतलब|
क्या सिर्फ अंग्रेज़ों का चले जाना आज़ादी है?
क्या काले अंग्रेज़ों का राज करना आज़ादी है?

आज़ादी के नाम पर यहाँ धरम लड़ाये जाते हैं,
लड़ने वाले नासमझ फिर भी लडते ही जाते हैं|
पुरानी गलतियों से हम कुछ सीख नहीं ले पाते हैं,
तभी ’64, ’84, ’02 के बाद ’13 हो जाते हैं|

हर जंग में मरने वाला तो बस आम इंसान होता है,
भला 4 साल के बच्चे का क्या कसूर होता है|
वही 4 साल का बच्चा कल का भविष्य होता,
देश-विदेश में जाकर वही भारत का नाम ऊँचा करता|

आज़ादी के नाम पर हम सबको छला जाता है,
देश का रक्षक ही फिर भक्षक बन जाता है|
जब जनता का नौकर कुर्सी को सिंहासन समझ बैठता है,
कार्यकाल ख़त्म होते-होते आधा देश बेच जाता है|

बाकि का आधा देश जब अपना हक़ मांगता है,

लाठियाँ मार-मार उसे फिर शांत कराया जाता है|
नौजवान भी डरकर अब सामने नहीं आते हैं,
नाजाने क्यों वे अपने कर्त्तव्य से कतराते हैं|

-भारत

bhrt221@gmail.com

Quotation

I don't give you space because you need it, I give you space because I need space.

-Bharat
bhrt221@gmail.com

Happy Mother's Day

I Am Nothing And Will Be Nothing Without You #Maa!

#MaavanThandiyanChaavan #UltimateSupport

 #HappyMothersDay

Medieval Education System In India - Priya Ray

MEDIEVAL EDUCATION SYSTEM IN INDIA

Education- the 9 letter word may seem complex at once. Education has different meaning for different people. A proper definition of education is NOT the delivery of information; it is cognitive mapping of reliable access to optimal states of mind. EDUCATION is not the study of the sciences to transform the world but it is the knowledge to be acquired to become a better human being. Therefore, the medieval education system in India taught Indians to work on various fundamentals to live a healthy and happy life forever.

The most important contribution of ancient India not only for India but also for the world is in the field of education. It may also be remembered that education is not an abstract term. It is manifested in the cultural economic, individual, philosophical, scientific, social and spiritual advancement. In other words, education is the means for developing the mind for the betterment of the individual and society. Seen from this perspective, the following views of great scholars and thinkers deserve mention.

Albert Einstein:-

“We owe a lot to the Indians who taught us how to count without which no worthwhile scientific discovery could have made.”

Mark Twain, an American Writer:-

“India is the cradle of the human race. Most valuable and the most instructive materials in the history of man are treasured up in India only.”

Lancelot Hagen, in his publication Mathematics for the Millions:-

“There has been no more revolutionary contribution than the one which the Hindus made when they invented zero.”

Education in India during Vedic, Buddhist & Medieval Periods

Sources of the Vedic Age education: Vedic Literature

No study of the source of Indian culture, education, philosophy and thought is complete without an adequate acquaintance and understanding of the ‘Vedic Literature’. The Vedic literature represents the most important and intrinsic part of life of the India people.

The Vedic literature consists of the following

1.      Four Vedas

2.      Six Vedangas

3.      Four Upvedas

4.   Four Brahmanas

5.      One hundred and eighty Upanishads

6.      Six systems of philosophy

7.      Bhagwad Gita

8.      Three Smritis

Main features of the Vedic Education

Free education in Ancient India:- In ancient India teaching was considered to be holy duty which a Brahman was bound to discharge irrespective of consideration of the fee teacher were expected to devote their lives to the cause of teaching in the missionary spirit of self-sacrifice, and the society laid down the principal that both the public and state should help the learned teachers & educational institutions very liberally. Society realized that “Vidyadana” or the gift in the cause of education was to be the best of gifts, possessing a higher religious merit than even the gift of land. On the occasion of religious feats, students and teachers were invited and donations were given liberally.

1.  No state control on education:- Rulers of the country had very little directly to do   with education. It was a private affairs of the people managed entirely by Brahmans.

2. High status of Teachers:- Teachers were a highly honoured class-honoured by even by kings. Kings rose from thrones to receive great teachers such as Narada, Vashishtha and Vishwamitra.

3. Teachers as Parents: - Teachers behaved as parent to their pupils and pupils behaved as members of the teachers’ family. The attitude of the pupil was to be one of complete submission.

4. Residential Schools:- Teachers and pupils lived together and so identified themselves with one another.

5. Immediate aim:- Vocational: The immediate aim of education, however, was to prepare the different casts of people for their actual needs of life.

6. Curriculum:- The subjects of instruction varied according to the vocational needs of the different castes from the Vedas and Vedangas in case of Brahmanas, to the art of warfare in the case of Kshatriyas, and to agriculture and trade, arts & crafts in the case of Vaishyas.

7. Methods of Instruction:- The methods of instruction generally consisted of recitation by the teachers and repetition by pupil, followed by explanation by the teacher , questioning by the pupil, and discussion between the teacher and the pupil.

8. Individual teaching:- Pupils were tough individually not en masse by the class method

9. Method of study:- The method of study consisted in listening to the teacher, reflection on what has been listened to and its constant revision and discussion.

10. Role of Travel in Education:- Travel was regarded as necessary to give a finish tough to education.

11. Sanskrit as the Medium of Instruction: - The medium of instruction was Sanskrit.

12. Self-control & Self–Discipline: - It was considered to be the best discipline. However Corporal punishment was not altogether ruled out.

13. Wide spread education of women:- In the earlier Vedic, and Upanishad times, girls were free to go through the “Upanayana’ ceremony , live a life of celibacy, studied Vedas, vedangas and other subjects along with their brother pupils.

14. Ultimate aim of education-self-Realization:- The ultimate aim of education in ancient India was not knowledge as preparation of life in this world or for life beyond but for complete realization of self-for liberating of the soul from fetters of life, both present and future. That knowledge was real, which led to emancipation-led from unreality to reality, from darkeness to light, from death to immortality.

Aims, Ideals and Objectives of Vedic Education

1. Ultimate objective as moksha or self-realization:- Ancient Indians believed that education should prepare and individual in such a way as to prepare him to attain the objective of liberation, i.e. to be one with the almighty and to be free from the cycle of births & deaths.

2. Infusion of Piety & Religiousness:- In ancient India religion played a prominent part. Education aimed at the infusion of piety and religiousness in the minds of the pupils.

3. Education for worldliness:- Vocational aim :- Happiness in other world was given more stress than the happiness in this world. This world according to them, was unreal & full of fetters. The highest wisdom was a release from these betters.

4. Character formation:- Education must from character. Mere intellect was not of worth if the person was devoid of not much morality. Morality or the right behavior was the higher “Dharma”. Education was regarded as a means of inculcating values such as strict obedience to elders, truthfulness, honesty and temperance.

5. Development of all round personality:- Ancient Indians believed that personality should be developed through education. Personality was developed through the following methods:-

(a)    Self-restraint

(b)   Self-confidence

(c)    Self-respect

(d)   Discrimination and judgement

6. Stress on Social duties:- A student was not to lead self-centered life. He was to perform his duties as a son, as a husband, as a father & many other capacities conscientiously and efficiently in the society. His wealth was not for his own sake as for his family, he must be hospitable and charitable. All professions laid stress on civil responsibilities.

7. Promotion of Social Efficiency and Welfare:- The promotion of social efficiency & welfare was an equally important aim of education. Education was not imported simply for the sake of culture or for the purpose of developing mental powers but for the purpose of training every member of society in the profession which he expected to follow. Society had accepted the theory of division of work which was later on governed by the principle of heredity. Each family trained its children in its own profession. The purpose was to make each individual society efficient.

8. Preservation and promotion of culture:- the preservation and promotion of national culture and heritage was also stressed. “The services of the whole community were conscripted for the purpose of the preservation of the Vedic literature. Every person had to learn at least a portion of his sacred literacy heritage.” A section of Brahman as had to devote the whole of their life to the cause of learning to commit the Vedas to memory in order to ensure preservation.

Education of Women

The Vedas give a very honourable & respectable status to women. They were eligible for higher education for the study of the Vedas and the performance of administrative and other important jobs mostly performed by men even today.

Boys should go to the schools meant for boys and girls should go to the schools where there are women teachers. The women should have opportunity to attain knowledge of the Vedas from all the four concerns.

Role of Mother in Education:

A mother should impart education to her children so as to broaden their horizon. At this stage good manners are to be taught so that the children behave properly with the elders and in assemblies.

                                                                                           

Teachers as Spiritual as well as Intellectual Guide

Teacher occupied a pivotal position in the Vedic System of education. The teacher was a parent surrogate (Parent Substitute), a facilitator of learning, exemplar and inspirer, confident, detector friend and philosopher moral educator, reformer, evaluator, character and personality builder, importer if knowledge & wisdom and above all a guru, religious & spiritual guide. The relationship between the teachers and pupil was regarded as filial in character. Teacher was the spiritual father of his pupils. In addition to imparting intellectual knowledge to them, he was also morally responsible. He was always to keep a guard over the conduct of his pupils. He must let them know what to cultivate and what to avoid. He must instruct them as how to sleep and as to what food they may take and what they may reject. He should advise them as to the people whose company they should keep and as to which of the villages and localities they should frequent. During the Vedic period learning was transmitted orally from one generation to another. Great importance was attached to the proper accent and pronunciation in the Vedic recitation & these could be correctly learnt only from the lips of a properly qualified teacher. The spiritual solution depended almost entirely upon the proper guidance of a competent teacher.

Process of Instruction

There were three steps in instruction:

 1. Sravana 

2. Manana 

3. Nididhyasana.

Sravana is listening to words texts as they uttered by the teacher.

Manana is the process of deliberation or reflection of the topic taught.

Nididhyasana represents the highest stage.

Admission and Evaluation System

There seems to be no direct reference available to spell out the methodology followed by the Acharya to judge the adequacy of knowledge of his pupils. Yaskas and Sayana, famous commentators on the Vedas, have inferred from the Rig Veda hymn that the students were given three grades as under:

1.      Maha Prazanan grade:- Students of very high ability.

2.      Madhyama Prazanan grade:- Students of high ability.

3.      Alpa Prazanan grade:- Students of low ability.

Autonomy of Educational Institutions

Teachers in the Vedic period were autonomous in their work and they followed various methods of admission and assessment. A teacher was the sole pedagogic authority to decide whether the student was fit for admission & also to decide whether he had completed his studies.

Studentship

There is a long hymn in the ‘Atharva Veda’ describing the ceremony pertaining to studentship. The initiation ceremony was called Upanayana which lasted three days. It laid down the foundation of a planned life. The pupil owed his first birth-physical to his parents & the second birth spiritual to his teacher. The rite of Upanayana was meant to purify body and mind and to make one fit for receiving education.

After ‘Upanayana’ the pupil entered into a state of ‘Brahmacharya’ indicating that it was a mode of life, and a system of education. The ‘Brahmachari’ as the aspirant for education was now called lived according to prescribed regulations, i.e., physical discipline as well as spiritual discipline.

Curriculum

According to recent researches, following disciplines were included in the curriculum in the graded forms in accordance with the stages of education.

1.      Anthropology

2.      Astronomy

3.      Economics

4.      Epistemology

5.      Eschatology

6.      Ethnology

7.      Geology

8.      Human eugenics

9.      Mathematics

10.  Military Science

The system of education was well-organized. It was suited to the needs of the society education was considered as the greatest gift in ancient India. It was aimed at the development of personality of an individual to his maximum extent. Education helped in the realization of spiritual & moral values, besides preparing for worldly pursuits. It was freely available to all those who wanted the relations between teachers and the pupils were based on love and affection. They were very cordial & intimate.

EDUCATION DURING BUDHIST PERIOD

The monasteries were the centers of education during the Buddhist period. Besides monasteries, there were no other organizations for imparting education. Only the Buddhist could receive religious and other types of education. Other persons were deprived of this facility. There was no place for Yajna in the Buddhist system. Buddhist period in Indian education roughly starts from 600 B.C and last for about 1200 years till 600A.D.  During Vedic period education was mostly individualistic effort whereas during Buddhist period institutional organization is one of the chief characteristics of education.

Buddhist education was based on the teaching of Gautam Buddha. These teachings were so important that they remained a source of inspiration for individual as well as social development in India. The influence of Buddhist teachings cannot be undermined even during later period.

Aims of education

The chief aims of Buddhist education had been the following:-

(1)   Development of education: - The chief aim of Buddhist education was all round development of child’s personality. This included his physical, mental, moral and intellectual development.

(2)   Formation of character: - During this period, in the organization of education, special emphasis was laid on the formation of character of the students. Student life was hard and rigorous. They observed celibacy.

(3)   Religious education: - In the Buddhist era, religion was given top priority and education was imparted through it. The chief aim of education was propagation of religion and inculcation of religious feelings and education served as a mean to achieve salvation or nirvana.

(4)   Preparation for life: - In this system of education, there was a provision for imparting wordily and practical knowledge along with religious education so that when the students entered normal life they may be able to earn their livelihood.

Four noble truths

Buddha was primarily an ethical teacher and reformer, not a metaphysician. The message of his enlightenment points to man the way of life that leads beyond suffering. The four noble truths are:-

(1)   There is suffering.

(2)   There is cause of suffering (Dukhasamaudaya).

(3)   There is cessation of suffering (Dukhanirodha).

(4)   There is a way leading to the cessation of suffering (Dukhanirodh- marg).

Pabbaja ceremony

Pabbaja was an accepted ceremony of the Buddhist monasteries. Pabbaja means going out . According to this ceremony the students after being admitted to a monastery had to renounce all his worldly and family relationship. An individual belonging to any caste could be admitted to a monastery and after being admitted he did not belong to any caste. For pabbaja ceremony the individual had  to get his head fully shaved and put on yellow clothes. In this shape he was presented before the presiding Bhikshu. On  presentation this individual would pray for admission to the monastery. On his prayer the head Bikshu would administer three basic advices:

(1)   I take refuse with Budha.

(2)   I take refuge with religion.

(3)   I take refuge with the order.

The aspirant for admission used to pronounce these advices very distinctly. Then his admission was permitted. On being admitted the individual was called a Sharman.

Upasampada ceremony

After pabbaja the Buddhist monk had to undergo the Upasampada ceremony. This ceremony was different from pabbaja ceremony. It was after receiving education for twelve years, that it is at the age of twenty years,Upasampada ceremony was performed. The Sharman has to present himself in front before all other monks of the monastery. One could be admitted for this ceremony only when the majority of the monks voted in favour of the same. After this ceremony the Sharman was regarded as full- fledge member of the monastery. On this occasion all his worldly and family relationships ended.

Responsibility of teacher

Both the teacher and the student were responsible to the monastery or the Budhist order. But regarding education, clothes , food and residence of the student monk, the teacher was wholly responsible. The teacher was also responsible for any treatment of the student whenever he fell ill. The teacher used to bestow all the affection to his student and used to educate his through lecture and question answer method.

Daily routine of students (Diuchariya)

The student was expected to serve his teacher with all devotion. On rising in the morning the student will arrange everything for the daily routine of the teacher. He will cook his food and clean his clothes and utensils. Whatever he acquired through begging alms, he would place before teacher. The student had to prepare himself to receive education at any time whenever the teacher required him.

Curriculum

The curriculum was chiefly spiritual in nature. It was because the chief aim of education was to attain salvation. So the study of the religious books was most important. This type of curriculum was meant only for the monks. Besides these spinning, weaving, printing of the clothes, tailoring, sketching, accountancy, medicines, surgery and coinage were the other subjects of Budhist education.

Expulsion of pupils

The teacher of a budhist monastery were empowered to expel any student on charge of misconduct or any type of  serious disobedience. However, the student was expelled only when it was definitely ascertained that he lacked faith and respect for the teacher and the other things related to the sanctity of the monastery. After the death of the teacher or when the teacher changed his religion or left the monastery for elsewhere, the students also deserted the monastery. The education of the concerned students ended then and there.

Method of teaching

Budhist education aimed at purity of character. Like Vedic education it was training for moral character rather than psychological development of the students. One has to attain the stage of Bodhisattva. Mental and moral development was emphasized. Following were the methods:-

1. Verbal education: Through the art of writing had been well developed up to Budhist period yet, due to shortage and no availability of writing materials, verbal education was prevalent as it was in Vedic age.  The teacher used to give lessons to the novices who learnt them by heart. The teacher used to put questions on the learning the lesson by heart.

2. Discussion: In order to win discussion or Shastrartha and impress the general public, it was necessary to improve the power of discussion. This was also needed to satisfy the critics and opposing groups and establish one’s own cult. Thus, rules were framed for discussion.

3. Prominence of logic: The importance of discussion encouraged the logic in the Budhist period. The controversial matters could not be decided without logical argument. Logic was also useful in the development of the mental power and knowledge.

4. Tours: The main of the Budhist monks was to propagate Buddhism .Hence some Acharyas like Sariputta, Mahayaggalva, Aniruddha, Rahula, etc gave the importance to tours for educating people.

 5. Conference: Conferences were arranged on every full moon and 1st day of month in the Budhist sanghs. The monks of different sanghs assembled and put forward their doubts freely. The attendance of every monk was compulsory in such conference.

6. Meditation in solitude: Some Budhist monks were more interested in isolated spiritual meditation in lonely forests and caves. Only those monks were considered fit for lonely meditation who had fully renounced the worldly attraction and had spent enough time in the sanghs and had gained the efficiency for solitary medications.

Assembly of learned people

On the beginning and close of every month learned people used to assemble together. This type of assembly together was a very important part of Budhist education. The purpose of this assembly was to maintain the moral standards of all the monks, because the total education was based on morality. It was compulsory for all the monks to be present in this assemble so much so that even ill monks used to try to attend it anyhow. If due to illness it was not possible for monk to come, then assembly was held near his residence. This assembly was quite democratic and it has immense moral impact on all concerned.

The nature of mass education

The monasteries or Buddha Vihars were the chief centres of learning and only the Budhist monks could be admitted to them for education. Thus there was no planned arrangement for mass education as such during the period. It forms this position it would be wrong to construce that the Budhist monks were unkindful of the education of the people in general. So at the time of begging alms the monks used to remove the religious doubts of the people through their interesting conversation or short and alp lectures. Thus the people in general received moral and religious education from the monks.

Women education

Women education during the Budhist period was at its lowest ebb, as the women folk were despised in the sense that lord Buddha had regarded them as the source of all evils. So he had advised during his regarded them as the source of all evils. So he had advised during his life time not to admit women in monasteries. But after some time due to the insistence of his dear pupil Anand, Buddha had permitted about 500 women along with his stepmother for admission in Vihars with many restriction and reservation.

Vocation Education

Vocation education was not ignored during the budhist system of education. The monks of Vihar were taught spinning, weaving and sewing in order that they meet their clothing requirement. They were taught architecture as well. Education in architecture enabled them to build up new Vihars or repair the old ones. Similarly the householders following Buddhism but living outside Vihar were given training in different type of and also earn their livelihood.

Role of Teacher in Budhist system

Budhist philosophy admit the possible of attaining peace here and now, though, it start with a pessimistic note. Teacher, therefore, need not have any cry of despair. Bhikshus were the teacher. Budhist vihar as or monasteries have their methods of Imitation and training for the apprentices. The preceptor must give his disciple, all possible intellectual and spiritual help and guidance. There was mutual esteem between the teacher and the pupil. There relations were like father and son. The teacher was regarded as spiritual father or intellectual father of the student.

During Budhist period the place of teacher in the scheme of education was very important. There were the categories of teachers – Acharyas and Upadhayas. According to Sutras Literature Acharya may admit according to his unfettered discretion, a number of pupils, who would have to live with him at this house, for a minimum period of twelve years. He would not accept any fees from the pupils under this instruction. The progress shown by pupil was the only factor that determined the continence of his apprenticeship.

Student in Budhist system of education

The Budhist system like the Brahmanical, enjoins upon the pupil the duty of serving this preceptor as a part of education. The pupils is to rise early in morning from the bed and give his teacher teeth-cleanser and water to rinse his mouth with; then, preparing a seat for him, serve him rice- milk in rinse his mouth with; then, preparing as seat for him, serve him rice milk in rinsed jug, and after his drinking it, wash the vessel and sweep the place. Afterwards he is to equip him for his begging round by giving him fresh undergarments, girdle, his two upper garments, and his alms- bowl rinsed and filled with water and then is to dress and equip himself similarly if he wants to accompany his teacher but must not walk too far from or near wants to accompany his teacher but must not walk too far from or near wants to accompany his teacher but must not walk too far from or near him. He is not to interrupt his teacher in speaking, even if he makes a mistake. There were also rules for the expulsion of a pupil by his teacher. In five cases a Saddhiviharika ought to be turned away; when he does not feel great affection for his Upajjhaya, nor great inclination towards him, nor much shame, nor great reverence, nor great devotion.

The present education experiment like basic education, Vishwa Bharti ,Aurobindo Ashram, Gurukul Kangri and Banasthali Vidyapeeth,etc., are the glaring examples of our ancient system of education in the country. In the words of S.K.Mukerjee, “They were started with the object of reviving the ancient institution of Brahamacharya, of revitalizing ancient Indian philosophy and literature and of producing good citizens and preachers of Vedic religion.” While delivering his address in the Dada Bhai Naurozi lectures series L.S. Mudaliar, a renowned Indian educationist had said “Let our young Indian realize the heritage that is there. May the young generation imbibe the true spirit of India and follow it in all their endeavours.”

EDUCATION DURING MEDIEVAL PERIOD

The period under review covers the system of education in India from about the 10th century A.D. to the middle of the 18th century, i.e. before the British rule.

Chief characteristics of Muslim education:-

Aims of education:

(a)    Developing love for Muslim culture and religion.

(b)   Enabling the individual for Islamic life.

(c)    Preparing the students for the next world.

(d)   Equipping the students for a vocation.

(e)    Preparing individuals for running administration.

(1)   Patronage of the rulers: The rulers helped in the spread of education. They built educational institutions and universities. They endowed them with the funds. Big landlord also provided financial help for the spread of education. The rulers patronized the men of learning.

(2)   No state control: The rules neither claim any authority over the educational institutions nor interfered with their management.

(3)   Religion dominated education: In the words of S.N. MUKERJI, “The whole educational system was saturated with the religious ideals which influenced the aim, the contents of study, and even the daily life of the pupils.” The pupils acquired knowledge as a religious obligation.

-Priya Ray

raypriya28@gmail.com

A Step Forward About Being The Change!

A Step Forward About Being The Change!

After 2-3 drinks my friends were showing my bff’s relatives that they were happy in their happiness by dancing on the occasion of my best friend’s brother’s marriage(I don’t care if that’s sounds weird) After being exhausted all of us went to sleep, where we had a great laughter before sleeping. We all decided to leave the next morning and when we reached Bahadurgarh the nearest bus stand from the wedding house, we were heading towards Sonipat via Kharkhoda so we board a bus to Kharkhoda which started moving in a few minutes.
Bus conductor came towards us and asked for tickets, we gave him money and then to my surprise he moved towards other passenger without giving us tickets. We waited for a while, but when we thought he was not going to give us tickets then a friend sitting next to me called him and asked for tickets. He answered with a smile, ‘‘what is the need of tickets, If I am there’’. Then he sat with us and started influencing us with his shitty talk and told us about his salary (Rs. 8,000) which was very fucking low in this too expensive country like India. Listening him talk I suggested that he should do some part time work to support his extra expenses (In my Opinion, some of them were useless) And He replied, ‘‘Brother I have started many businesses, but not a single one of them profits, after that I bribed an officer Rs. 500,000 and got this job as a conductor in Haryana Roadways which is not even permanent. I have spent tons of money of my family on me to earn money but, I always saw losses and losses’’. He stopped for a while and then started again, ‘‘When I was of your age, I also thought of eradicating corruption from this country but when it comes to hot food all that thoughts become cold’’.

Now bus stops and 2-3 more passengers came and he went towards them to ask them for their tickets and sat near them. And a loud discussion started between me and my friend about the complete scenario and the way that man was doing corruption which I felt was wrong, because I thought of minimizing the corruption in our country and I was very much obsessed with Mahatma Gandhi’s idea of ‘being the change’ but by letting him do corruption in front of my eyes I was supporting him do so which was not right. After seeing us discussing on that topic I don’t know what changed him but he came towards me and handed me tickets and with some anger in his eyes and said, ‘‘Take It!’’ and went towards driver’s seat.

I was happy at that point of time that I didn’t become part of this corruption web at least for once. When we were leaving the bus, the conductor was standing on the door and He gave me a bad look and said, ‘‘Are you happy now?’’ I smiled and replied, ‘‘Very Much’’ and left the bus with a sort of proud feeling on all of us.

I considered that incident as my very first and smallest victory against corruption and people doing it.

-Bharat

bhrt221@gmail.com

वो भगत सिंह हमारा था!

"वो भगत सिंह हमारा था"

जो अंग्रेजों से लड़ गया,

भारतीयता पर जो मर गया|

आँखों का वो तारा था,

वो भगत सिंह हमारा था|

गया था जो फांसी का सहरा सजा के,

लाया था फिर आज़ादी को ब्याह के|

असूलों पर जो कायम रहा,

वो ना हिला, जो डटा रहा|

वो भगत सिंह प्यारा था,

वो भगत सिंह हमारा था|

क्रांति पढ़ी, क्रांति लिखी, क्रांति की जिसने,

बहरों को जगाने को सभा हिलाई जिसने|

वो भगत सिंह प्यारा था,

वो भगत सिंह हमारा था|

समय की ज़रूरत देख उसने कदम जो उठाया,

देख हिम्मत उसकी देश ने आगे उसे बढ़ाया|

हिला के रख दिया राज अंग्रेजों का,

कर दिखाया वो-जो कोई न कर सका|

वो भगत सिंह प्यारा था,

वो भगत सिंह हमारा था|

जो दर्द उसके दिल में वतन का समां गया,

जिसके लिए वो सूली पे चढ़ गया|

जो सदा सच के लिए है लड़ा,

मर के भी जो नहीं है मरा|

वो भगत सिंह प्यारा था,

वो भगत सिंह हमारा था|

आँखों के सामने देश को जलते देखा जिसने,

वही आग बुझाने के लिए शहादत दे दी उसने|

नहीं बुझी वह आग उसकी कुर्बानी के बाद भी,

भभक रही है वह वर्तमान में भी|

वह आग बुझाने का मात्र प्रयास करना होगा,

जीवित कर उसकी सोच को आगे बढ़ाना होगा|

-भारत

bhrt221@gmail.com

About Revolution!!

Humanity needs a revolution.

Is the Death Penalty Effective??

Is the Death Penalty Effective??

The very first thing we need to know is – What A death penalty (Capital Punishment) actually means?? It means punishing a person for the crime he had done in his past by killing him through any suitable way. And now I am Quoting a brief history of death penalty via DPIC: “The first established death penalty laws date as far back as the 18th Century B.C. in the Code of King Hammurabi of Babylon, which justified and used the death penalty for 25 different types of crimes. The death penalty was also in the 17th Century B.C.’s Draconian Code of Athens, which made death the only punishment for all crimes, as well as in the 5th Century B.C.’s Roman law of the Twelve Tablets. Death sentences were carried out by means such as crucifixion, drowning, beating to death, burning alive, and impalement.”

Now some questions which arises in my mind and what I think about them --
Is death Penalty morally right? Is It Necessary to fight fire with fire?No killing a man is not morally right, although now it is morally accepted by the society that killing a man who kills a man is right. And fighting a fire only increases the fire; we need water to fight a fire.

Is death penalty actually reduces crime rates?
I myself along with hundreds of surveys say that nations without the death penalty have had consistently lower murder rates than those where they punish a person by hanging him, shooting him and beating him to death.

Even if the death penalty did reduce crime rates, Will it then be acceptable?
I don’t think so, I am a peace loving man and I love every human equally but that does not mean I want that person to roam free who had done that crime, he should be punished for the crime-he had done, but not by capital punishment.

Is it fair in terms of crime done by rich and poor?The death penalty targets the economically disadvantaged those who cannot afford to pay for their legal bills. There is a saying in US “Capital Punishment is for those who have no capital and gets the punishment.” And many stats show that is truth.

How much does it costs? Is it necessary to spent taxpayers money on criminals??
The amount of work that is involved in taking the case all the way to the supreme court to try to get a stay of execution (These are called appeals) It can sometimes take years to exhaust all appeals. Most of the prisoners on death row do not have the funds to fight in court, and so we the taxpayers foot the bill. Lawyers charge for every stamp, every piece of paper, and every minute they talk about the case no matter to whom that might be. You add all this up, plus the cost of housing, feeding and keeping a prisoner for years, plus the cost of the actual death and funeral and it can add up quickly. It not only costs a bundle of money for the death penalty, it costs a bundle of money to keep a prisoner in jail for a life term. Either way we the taxpayers foot the bill.

Here are many reasons to support that death penalties are ineffective--

·       There are many other alternative punishments for those who had done the crime one of them is imprisonment to life without parole, in which the prisoner should work for his living in the prison.

·       What if, Death Penalty is given to the innocent? Yes, there are many cases in which judges gave death penalty to those who did not commit the crime. What do we say to his widow and children? Do we erect an apologetic tombstone over his grave?

·       In many cases death penalty gave criminals publicity which they don’t even deserve, and this may cause attention seeker kids to do that crime to get famous which causes harm to themselves and their family only.

·       There is something indecent in the rituals that surround executions and the excitement they provide to the public. We should worry about those who gather outside the prisons to cheer the executioners on; sometimes the crowd started chanting “KILL HIM, KILL HIM.”

·       If we abolish the death penalty in our country, we can be more effective in defending political and religious prisoners who face it abroad.

·       Death penalty costs even higher than to keep the criminal in the prison for life.

·       Death penalty may prolong sufferings of the victims family and close one ones.

·       Capital Punishment does not reduce crime rates. So why should it be necessary.

·       The death penalty fails to recognize that guilty people have the potential to change, denying them the opportunity to ever re-join society.

·       The death penalty punishes the poor.

Many people support death penalty as reparation for the wrong done to a victim’s family; they undergo severe trauma and loss which no one should minimize. Executions do not help these people heal nor do they end their pain; the extended process prior to executions prolongs the agony of the family. Families of murder victims would benefit far more if the funds now being used for the costly process of executions were diverted to counselling and other assistance. The harm was now already been done but encouraging our motives of revenge and avenge which only ends in another killing, extends the chain of violence.

The death penalty is never ever acceptable. It only violates the two of the basic human rights which are right to live and no one should be subject to torture, by the giving death penalty we took away one’s right to life and also subject him to torture sometimes even psychologically by letting him wait for many years to face his death penalty and that wait seems terrifying even if he has done the crime but he is human and should be treated like one. In the end I just want to say that death penalty should be abolished not even from our country but from this world. If it is necessary sometimes then it should be in the rarest of the rare cases.

-Bharat

bhrt221@gmail.com

Author's Note-

**Some of the lines in this articles are references taken from other articles**

Just A Thought!

Everyone I know seems unmotivated. This doesn't bode well for me.

My Country INDIA - Priya Ray

MY COUNTRY INDIA..

with the stroke of the midnight,
a new life, a new stride..
a nation was born tender..
a dawn, an awakening to lead, my country INDIA...

the tricolour fluttering,
the winds favourable now seemed..
the struggle of those who bled,
tears of pain and grief...

a new promise was taken,
the demise of the last one when done..
to free our mother INDIA,
an oath, a pledge then and again taken..

let nothing bond her,
let all heavenly reside..
with all new inspirations,
let the people decide..

sixty years, a long time spent..
the new INDIA, is it better than the best?
a lot lost, than achieved..
yet the mother, caresses it's children,
whether good or beast like..

and when the clock would struck tonight,
i would wait, as we pass into the midnight..
and salute the nation this mother of mine..
to whom we should always oblige..

my INDIA, our INDIA..
a nation no one understood..
of intermingling creed,
of love's tender sweep..

considered, lot has to change,
yet, we live, with fears aside..
lets rise above all,
and show the mighty..

of INDIA, our BHARAT,
the mother,
its love blows with the wind,
i salute u mother, JAI HIND...

-Priya Ray

raypriya28@gmail.com