novelty and colonial art historyshodh chetnashodh cehtna - year-3 (jul - year - 3y to sept., 2017)...

SHODH CHETNA - YEAR-3 (JULY TO SEPT., 2017) VOL.3, ISSN : 2350-04417 9SHODH CEHTNA - YEAR - 3 ISSN : 2350-0441(JULY TO SEPT., 2017) VOL. 3

NOVELTY AND COLONIAL ART HISTORY

Ritu Chawla*

Year-2017Vol. 3

[9]

The philosophy of ‘purity’, with its

ethical implication, was essential to

modernism. Its assessment of representational

art was enthused by the Platonic division

between fact and appearance. Its extreme

form was the concept of the complete ethics

of intellectual art. The related expressions;

‘formalized illustration’ and ‘lack of power’

were a vital foil to the ‘pure’ and robust

formalism, the very converse of persuasive

and precious narrative art. The word ‘power’

also recommends noticeable gender

implications. Archer’s primitives craving

found the ‘power’, lacking in Gaganendranath’s

painting, in profusion in India’s ethnic

sculptures. Primitivism had conferred on

* Shri J.J.T. University, Jhunhunu, Rajasthan

ABSTRACT

The current writing is a preeminent assessment to convey the rise of

modernist art in India. The first phase of Modernism, which was an artistic

expression of resistance to colonial rule, came to an end around 1947, the

year of Indian independence.Before we proceed, let us remind ourselves of

the useful distinction between modernity as a global phenomenon with wide

political, economic and social implications, and the more specific aesthetic

movement known as modernism, which has engaged fruitfully and critically

with the predicament of modernity. The modernists idolized rural India as

the true site of the nation, evolving artistic primitivism as an antithesis to

colonial urban values.

SHODH CHETNA - YEAR-3 (JULY TO SEPT., 2017) VOL.3, ISSN : 2350-0441 10

modernist art reproach, the concept of virility

as standing for bold easiness, as conflicting

to the weakness of complex ‘feminine’

subjective painting. The English art

historian’s inclination for Indian ethnic art

in assessment with Indian modernist art did

not rest exclusively on loyalty to the avant

garde. Ideas of virility have been a convincing

symbol of supremacy relations in colonial

history, a metaphor derivative from

anthropology and its legend of the eternal

‘primitive’ communities nestling in British

protection. Archer’s idealism of tribal

sculptures as the authentic art of India

highlights his uncertainty about Indian

nationalism, which he had to challenge as a

colonial civil servant. One of the determined

declarations of the British Raj was that the

nationalist movement was misleading. There

are of course equivalents between the new

nationalist sermon of primitivism and

Archer’s idealism of tribal India. However,

in distinction to the anticolonial primitivism

of Mahatma Gandhi, for occurrence, Archer’s

primitivism was grist to his colonialist mill.

Cubists set out to abolish illusionism

by placing things within a picture formally,

and by forming conûicting associations of

light and shadow. Thereby artists

reestablished the interior unity of a picture

so that it was no longer a gap to the outside

world. The consequences of its innovative

form did not affect other artists, Western and

nonWestern, so much as its ûexible non

ûgurative syntax could be put to different

uses. The ûexible philological of Cubism,

with its wrecked surfaces, released a new

energy in Gaganendranath, empowering him

to rise up a painterly enchanted world.

The Indian artist signifies the

decontextualizing propensity of our age – a

propensity shared as much by artists in the

center as in the margins, a tendency we come

across again and again: elegances past and

present can be taken out of their original

settings for completely new modernist

schemes. In short, Cubism assisted as a point

of departure for Gaganendranath, the specific

Western ‘device’ yielding a rich new crop in

the Indian context. Though its radical

language released a new energy in the Bengali

artist, Cubism was just a passing phase in

India. It was primitivism that would rule the

decades of the1920s and 30s.


INDIAN AND GLOBAL PRIMITIVISM

The new ‘ruralism’ was the specific

Indian expression of a worldwide response

to modernity–the romantic longing of a

multifaceted society for the ease of pre

modern existence. The crisis of the industrial

age, which was drawn back to Enlightenment

rationality, made nineteenthcentury idealists

hold primitivism with passion. If modernism

was the trademark of the colonialindustrial

age in the West, primitivism proceeded as its

integrity and alter ego, moderating the

widespread progressivism flowing through its

veins. Yet one cannot overlook the inner

strains and contradictions within the notion

of primitivism.

The word primitivism is abounding

with uncertainties and contradictions. It is

these uncertainties that are open to a rich

variation of possibilities, proposing the

colonized convinced approaches of

empowerment. Mahatma Gandhi was the

most insightful ‘primitivist’ critic of the West

in the twentieth century. In 1909, his

innovatory booklet, Hind Swarajor Indian

Home Rule, set out his anticolonial

confrontation centered on an assessment of

Western civilization as a slave to the machine.

In the West, the very ûexibility of

primitivism presented endless potentials,

extending from ‘going native’, to an essential

inquiring of Western positivism. For the

avantgarde, the artistic sermon of

primitivism opened up the prospect of

aesthetic globalization as part of art historical

perception. It is the vision of primitivism as

a substitute to Western ‘rationality’ assured

by nonWestern thought that shaped the

crucial bond between Western and Indian

primitivists. Few artists observed the

peculiarity between the primitive and the

modern as the variance between spiritual and

material scopes of human existence.

The Expressionists, who saw

primitivism as a worldwide miracle, pursued

to bring out the primitive aspect of European

culture, in their analysis of rationality. One

ûnds interesting matches here with

Rabindranath Tagore’s own quest for

spirituality as a substitute to colonial

materialism. The matter of the abstract artists’

precise debt to Eastern thought relics

contentious. It has not been assisted by the

fact that Eastern principles were often ûltered

through the questionable canons and

practices of Theosophy.


What the abstract artists signified

here was the concern about the crisis of

Western materialism, from which the world,

they felt, could be liberated by the sanctity

of nonrepresentational art, a mysticism

allocated to nonChristian Eastern thought,

facilitated partly, though not completely,

through Theosophy. The abstract painters

were not ignorant of the doubtful aspects of

Theosophy, but for them it assisted as a

valuable entry point for Indian thought. Their

reply to these nonWestern philosophies was

not a simple one of inûuence but rather a

complex dialectical procedures that

reconûgured these new ideas in the light of

their artistic requirements and cultural

experience. It was exactly the questioning of

the teleological conviction of modernity

voiced by primitivism that provided Indian

artists the influence to fashion their own

distinctiveness. This was less easy with

academic naturalism, the art most clearly

identiûed with the triumphalist Western

empires.

This searching of ‘Western’

rationality across the world for varied reasons

stimulates us to review more deeply the

global matters of cultural borders in our time.

Because of its variable nature, with instable

meanings and signiûcance, primitivism as a

method of critical modernism offered rich

and diverse possibilities to Indian artists.

Rabindranath’s primitivism was a spirited

exploration of the Unconscious. Amrita Sher

Gil anticipated a tragic vision of rural India

that represented as a surrogate for her divided

identity. In some respects the most

multifaceted artistic replies were the

ecological primitivism at Tagore’s university

in Shantiniketan and Jamini Roy’s fusion of

art and politics in an alternate vision of Indian

identity.Intensely inûuential in the works of

early Indian modernists, primitivism gave a

new prestige to marginal culture previously

overlooked in Indian national life, creating

notable artistic terms. To be sure, this leading

perception of the value of the subalterns was

essentially from the standpoint of otherness,

but no less genuine for that. The most

powerful period of this multifaceted idea in

art was from the 1920s to the early ’40s, but

the leaning sustained beyond 1947 and even

today its influential note motivates artists.


[ 26 ]

REFERENCES

1. W. G. Archer, India and Modern Art

(London, 1959), p. 43.

2. H. Foster, ‘Primitive Scenes’, Critical

Inquiry, xx/1 (Autumn 1993), pp.

71–2.

3. E. W. Said, ‘Orientalism Reconsidered’,

Reûections on Exile and Other Essays

(Cambridge, MA, 2000), p. 203.

4. David Pan, The Primitive Renaissance

(Lincoln, ne, and London, 2001), pp.

100–01.

5. F. Pellizzi, ‘Anthropology and

Primitivism’, Res, xliv (Autumn

2003), pp. 8–9.

6. D. Rycroft, Representing Rebellion:

Visual Aspects of Counter Insurgency

in Colonial India (New Delhi, 2006).


Economical Importance of Andrographis Peniculata

Dr. Suresh Kumar Tiwari*

Dr. Shri Niwas Mishra**

Year-2017Vol. 3

ABSTRACT

The plant commonly used by the local people for the treatment of common

cold, Liver disorders and some skin disease. Andrographis peniculata nees

is an herbaceous plant which are commonly known as “King of Bitters”

and belonging to family Acanthacroe. The arial parts of the plants screened

for their phytochemical properties, result of the phytochemical screening

showed that are store house of phytochemicals such as Alkloid, tanins,

flavonoids, steroids, terpendoids, protein, Sugar, Gum, quinones were the

activity compound present in the plant, the main contents andrograholoid

have antioxident and effective in many human disease.

Key words : Andrographis peniculata, Screening,

* Guest Faculty. Govt. Art & Commarce P.G. College, Majhuli, Sidhi (M.P.)

** Professor of Botany. A.B.B. Hindu University, Bhopal (M.P.)

Introduction :

Ayurvedic Indian and traditional chinese

system are living great traditions and have

important roles in Bioprospecting of new

medicines from medicinal plants. Medicinal

plant are an important sources for the various

treatment of many disease by Ayurvedic

medicine. Ayurvedic medicines are usually

adopted to an Individual constitution.

Ayurvedic relics one of the most ancient and

so for living traditions practiced widely in

India.

It is hereby and erect herb which grows

mainly as under herb in trophical moist

deciduas forest. It is one of the most widely

used plant in Aurvedic formulations and

[ 14 ]


homeopathic system of medicine. The

application of medicinal plants specially in

traditional medicine is currently well

acknowledged and established as a viable

profession. Andrographis peniculata is a

traditional medicinal annual herb and widely

distrubuted in Madhya Pradesh India which

are known as Kalmegh this plant is a Richest

sources of Bioactive constituents of plant

extract. This phytoextract can protect human

against disease. It is mostly used for the

treatment of fever, antimalerial activity (Dua

et al 2004 and Mishra et al 2009) breathing

problem, skin disorder ulser and worms and

also liver disorder and diabetes becuase the

Hypoglycemic effect of A. paniculata due to

insuline release from pancriatic cells

(Wibudi et al 2008), the medicinal value of

this plant is due to the presence of active

ingredients viz Andrographolide and Neo

andrographolide which are derivatives of

diterpendoids they were known to show

medicinal activity as well as exhibiting

physiological properties the various

phytochemical compound detected are

known to have benificial important in

medicinal science.

Andrographis paniculata contains

diterpens, Loctones and flavonoids mostly

present in the root but have also in a leaves,

arial parts contain alkens, keetones and

aldehydes the bitter principals in the leaves

were due to presence of the andrographoloide

named Kalmegin, dioxyandrographolide,

neoandrographolide and

dihydroandrograholide were isolate form the

arial parts. The leaves and stem were Rich in

flavonoids, gums, mucililages and tannins

(Zhao 2014). The medicinal value depends

of the presence of chemical substance and

their role in human body. The popular

hepatoprotactive Indian herbal drug Kalmagh

(Andrographis paniculata) can be

standardized by high pressure

chromatographic determination of its major

active constituents Andrographolide, the

leaves of the herb were found to contain the

highest amount (2.39% w/w) of

Andrographalide and the seed to contain the

lowest.

Methodology :

1. Plant material : Andrographis

paniculata leaves were collected in

the month of January 2017 and leaves

were washed 34 times with distilled

water and dried in an oven 500C

ground and stared in air tight

polythene bag.


2. Extraction Procedures : 200gm of

dried leaves powder was subjected to

extraction with 200ml methanol for

48 hours. The methanol extract was

collected, filtered and concentrated in

vacuums under reduced pressure and

dried in dessicator and stored for

further analysis. The concentrated

methanol extract was further

subjected to phytochemical screening.

3. Plant sampling and preparation :

Fresh leaves of Andrographis

paniculata were obtained form

different parts of Vindhya region of

Madhya Pradesh State, they were

identified according to the description

in literature and were further

authenticated at herbarium.

4. Phytochemical Testing : Phyto

chemical screening was carried out

using standard method to detect the

bioactive compounds. (Dhananjay et

al 2015)

· Test for flavonoids - Test substance

is alcohol, a few Magnesium and

a few drop of Con. Hcl were

added and boiled for 58 minutes

red colour shows the presence of

flavonoids.

· Test for tannins - Test substance

mixed with boric lead acetate

solution white collorization show

the presence of tannin.

· Test for Triterpenoids - Test

substance with tin and Thionyl

chloride were added and boiled

red colourization show that

indicate triterpenoids.

· Test for Steroids - 1 gram

substance was disolved in a few

drop of acetic acid and acetic

aldehyde warmed and cooled

under the tap water and drop of

sulfuric acid were added along the

sides of the test tube presence of

green colour shows the positive

test for steroids.

· Test for Alkloids - Substance

with few drop of 2NHcl with two

drop of Mayr’s Regent formation

of white coloured indicates the

alkloids.

· Test for quinones - Substance

and Sodium hydroxide was

added Blue green or red colour

indicates the presence of quinone.

· Test for gum (deterination of

gum) - Substance and a few water

added. formation of swells and

adhesives indicates the presence

of gum.


· Deterimination of proteins -

The test solution the Biuret

reagent is added. The blue reagent

turns violet indigate presence of

proteins.

· Determination of Suger - The

substance was mixed with equal

volume of fehlings A and B

solutions, heated or water wath

formetion of red colour is the

indication of presence of sugar.

Analysis of phytochemicals components

The leaf extract of A. paniculata were

analysed for the presence of alkloid,

Terpendoids, steroids, flavonoids, Tannins,

Quinones, Protein, Sugar and Gum. The

phytochemical screening on quantative

analysis so that the leaves are phytochemical

confer antimicrobial activity on the plant

extract (According to Youhing et al 2011)

and antibacterial Sukesh et al (2011). The

phytochemicals of some medicinally

important for use to treat infections and some

diseases.

S.No. Phytochemicals Petroleum Ether

Methenol Water

1. Alkloids +

2. Triterpenoids +

3. Steroids + +

4. Flavonoids +

5. Tannins +

6. Quinones +

7. Protein + +

8. Sugar +

9. Gum

Table No.1

Observation Table of Phytochemical Analysis

+ = Presence – = Absence


The phytochemical screening on

quantative analysis so that the leaves and

stem of A. Peniculata are Rich in flavonnoids,

Alkaloids, steroids, phenols and tannin.

These phytochemical confer Antimicrobial

activity on the plant extract. The phyto

chemicals of some medicinally important for

use to treat infections and some diseases. The

various Phytochemical compounds detacted

are known to have beneficial importance in

medicinal science as below table No.2 fla

vonoids have been Refferred to us Natures

biological response modifiers because of their

inheritant ability to modify the body’s reac

tion to allergic and various and they showed

their anti alergic, anti inflammatory, Antimi

crobial and anticancer activities. Alkloids

have been use to treat diseases like maleria

pain killers and managing heart disease/dis

order Steroids are known to be important for

their against microbial activity they are also

used in herbal medicine and cosmetics. Phe

nolic compounds are the largest group of

phytochemicals and accounts for most of the

antioxident activity in plants or plants prod

ucts. Tannins can inhibit the growth of mi

croorganism and act as an Antifungal agent

at higher concentration by coagulating the

protoplasm of the microorganism. Saponin

is used as mild detergent and in intracellular

histochemical staining it is also used to al

low antibody access in intercellular protein.

Table No. 2

S.No. Phytochemical Medicinal Value

1. Steroids Antimicrobial activity and also use in csometics.

2. Terpendioids Viral, Bacterial and fungal infections.

3. Sugar Sources of food energy, providing sweetness and also use in

dehydration.

4. Protein Use in Nutrition and Important components of every cell in the

body and useful for repair of tissue and also use in make of

enzyme and hormones.

5. Qunones Skin irritation, domestic and allergic reactions if applied to the

skin.

6. Gum Useful for Reduced irritation and inflammation.

7. Alkloids Use in mealeria, pain killer and managing heart disorder

8. Tannins Inhibit the growth of microorganism and antifungal disease.

9. Flavonoids Antialergic anti inflammatory antimicrobial anticancer activities


Result and Discussion :

The result of Phytochemical analysis

of the extract is present Alkloid, Tannins,

flavonoids, steroids terpendoids, Sugar,

Protein and Gum. They are many

Phytochemical found in plants either the

product of plant metabolism or synthesized

for different purpose. The phytochemical are

useful for difference purpose. The

Phytochemical are useful for defense of many

disease as like alkloids are use in maleria,

pain killers and heart disease/disorder, tannin

are use in inhibit growth of microorganism,

flavonoids are use in antialergic,

antiinflammatory, anticancer activities

steroids are use in antimicrobial activities.

The sugar are sources of food energy,

sweetness providing and also use in

dehydration and the protein are useful for

nutrition and important components of every

cell in the body and also useful for repair of

tissue, make of enzyme and hormones. The

gum are useful for irritation, inflammation.

The Andrographolide, is the main

constituents and it also active principal of

the plant with Neoandrographolide,14

deoxy11,12Didehydroandrographolide,14

Deoxiandrographolide and andrographoside

are found. The Andrographolide are Anti

Inflammatory (Sheeja et al 2006),

Hepatoprotactive (Jarukam Jam & Nemoto

(2008) Antioxident (Ojha et al 2009,

Antipyretic (Rammohan 2009), anticancer

(Kumar et al 2004), Anthelmintic (Padma et

at 2011) Antiviral (against Chikungunya)

(Wintachai et al 2015) Antihyperglycaemic

(Rammohan 2009).

14Deoxy11,12didehydroandro

grapholide are antiyretic (Deng et al 1982)

AntiInflammetary and antioxidant activities

(Parichatikanond et al 2010) anticancer

activity (Geethanjili 2008) and cardiova

scular activity (Sheeja et al 2007)

The Neoandrographolide are antipyretic

activity (Deng 1978) AntiInflammetary and

antioxident activities (Batkhuu et al 2002)

and hipatoprotactive (Mohamed Saleem

2010). 14 Deoxyandrographolide are

antipyretic, AntiInflammetary activity (Deng

1978) Anticancer activity aslo (Kumar at al

2004) and Andrographiside are hepato

protactive activity (Kapil et al 1993).

Medicinal Value of Andrographis paniculata

• Kalmegh is used as antibacterial, anti

parasitic and antifungal.

• It is used as a blood purifier and

enhances immunity.

• It protects the liver and used as a Liver

tonic.


• Andrographis paniculata is an

antioxidant and antiinflammatory in

nature.

• It is used for the treatment of cancer

and HIV.

• The regular use of Andrographis

paniculata is helpful to cure cough,

cold, sinusitis and body pain.

• Traditionally, Andrographis

paniculata is used in the treatment of

leprosy and cholera.

• The tonic is used against weakness

to add strength and vigour to the

body.

• The extract of Kalmegh is used in the

treatment of slow digestion, bowel

irritation and irregular menstrual

syndrome.

• It is used against various skin

infection, scabies, boil and patches.

• The Kalmegh syrup is also used

against fever and malaria.

• Andrographis paniculata is used

against the respiratory infection.

• The bitter extract of the leaves is

useful in killing worms in the

stomach.

• The entire plant is very useful in the

treatment of snake and scorpion bite.

• It is used against heart disease and

reduces high blood sugar.

• The juice is antipyretic and also used

to treat diarrhoea.

• The entire plant is helpful for the

treatment of filarial, influenza and

bronchitis.

• The plant is strongly avoided during

pregnancy because of its antifertility

property.

• Kalmegh juice is used to cure ulcer

traditionally.

• It has also been proved as anti

hepatoxic and antityphoid.

• Because of its bitterness, Andrographis

paniculata is also used as an anti

diabetic herb.

• The Chinese use this herb for

the treatment of throat.

• Charaka Samhita quotes the plant in

the treatment of jaundice.

Conclusion :

Very important Phytochemical were

obtained in andrographis peniculata. The

plant A. peniculata can be use as potent drug

explainting the anticancer, anti infection,

antidiabetes, anti heart disease, antiallergic

activities of the plant.


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1833218350.


Pt. Deendayal Upadhyaya - A Man of Millennium

Dr. Rajesh Kumar*

Year-2017Vol. 3

Pandit Deendayal Upadhyaya fondly called as ‘Deena’ was born on September 25,

1916 in a village Nagla Chanderabhan in district Mathura of Uttar Pradesh.1 His father

Bhagwati Prasad was one of the grandsons of great astrologer Pandit Hariram Upadhyaya.

Deendayal’s mother Rampyari was a religious woman. Deena had one younger brother,

Shivdayal fondly called as ‘Shibu’, who was two years younger than him. Bhagwati Prasad

was employed in railways and his job kept him out most of the time. Deendayal was hardly

two and a half years old when his father sent him with his mother Rampyari and brother

Shivdayal to his maternal grandfather Chuni Lal Shukla who was working as a station master

in railways at Dhankia in Rajasthan. Deendayal left his paternal house at this tender age and

never returned to live there.

He was hardly three years old when his father passed away. His widowed mother

was much shocked by her husband’s death. Her health deteriorated and she contracted

tuberculosis, which was an incurable disease at that time. She also died after protracted

illness leaving behind two orphans, Deendayal and Shivdayal. At that time Deendayal was

seven years old and Shivdayal, just five. The death of their mother shocked them deeply.

Chuni Lal Shukla, the maternal grandfather was also deeply shocked. He relinquished his

job and came to his native village GudKaMandyee near Fatehpur Sikri in district Agra of

Uttar Pradesh along with Deendayal and Shivdayal. Both the children got ample love and

affection from their maternal grandparents.

Deendayal and Shivdayal attained the age of nine and seven years respectively but

no arrangement for their schooling could be made because of the worries at home and odd

circumstances.2 In July 1925, Chuni Lal sent both the children along with their Uncle, Radha

* Associate Professor & Head Department of History D.S. College, Aligarh202001, U.P.

[ 24 ]


Raman to Gangapur in Rajasthan for

schooling. Deendayal was admitted to the

primary class and his regular schooling

started. In September 1926, Chuni Lal also

died. Grievously hurt Deendayal was looked

after by his Uncle, Radha Raman.

Radha Raman also fell a prey to

tuberculosis. He went to Lucknow for

treatment. Though barely eleven, Deendayal,

nursed his uncle with great care. Radha

Raman’s health improved gradually. In March

1927, Deendayal returned to Gangapur and

continued his studies. He stood first in his

class. He passed up to the fourth standard

from Gangapur. In August 1929, he went to

Kotla in Rajasthan for further schooling and

studied there up to the Seventh standard. In

1932, he went to Rajgarh in district Alwar of

Rajasthan, where he passed the eighth and

ninth standards.

When Deendayal was studying in the

ninth standard, his younger brother Shivdayal

fell seriously ill. All efforts were made to save

his life but in vain and he died of typhoid in

November 1934. This incident left Deendayal

all alone. During this year, Deendayal got

another tragic blow from the death of his

maternal grandmother. Radha Raman came

to Sikar in Rajasthan after his transfer.

Deendayal accompanied his uncle and joined

Kalyan High School there. He stood first class

first in the tenth standard examination

conducted by the Ajmer Board of School

Education, securing distinction in every

subject, and setting a new record of marks.

For his success, Maharaja Kalyan Singh of

Sikar gave him a gold medal, rupees two

hundred and fifty for books and a monthly

scholarship of rupees ten. Deendayal went

to Pilani in 1935 for his intermediate

education. He joined Birla College Pilani.

Here, he founded ‘Zero Association’ to guide

his fellow students in studies who failed to

secure even one mark in the house

examination. In 1937, he passed the

intermediate board examination with

distinction in every subject and again set a

new record. Pleased with his achievement

Ghanshyam Das Birla, just like the Maharaja

of Sikar, presented Deendayal a gold medal,

rupees two hundred and fifty and a monthly

scholarship of rupees ten. For further studies,

Deendayal went to Kanpur and joined

‘Sanatan Dharam College’. He stayed at

college hostel, and was befriended by Sunder

Singh Bhandari3 and Balwant Mahashabde.4

At the instance of the latter Deendayal joined

R.S.S. in 1937. He came in contact with Dr.

Hedgewar, the founder of the R.S.S.

Gradually his interest in R.S.S. activities

grew and he started devoting time to this

organisation. Thus, Deendayal started his


public life from Kanpur. He passed B.A. in

1939 with first class and joined St. Joan’s

College at Agra for post graduation in English

literature and also continued his activities in

R.S.S. He passed M.A. first year examination

obtaining first class.

During this postgraduate studies, his

cousin Rama Devi fell seriously ill and was

taken to Agra for treatment. Deendayal took

the responsibility of taking her care. All

efforts to save her life proved futile.

Deendayal felt highly grieved and depressed.

He could not devote time to his studies and

did not appear in M.A. second year

examination. His studies were interrupted.

His uncle, Radha Raman was not happy with

the discontinuation of his M.A. studies. He

asked Deendayal to appear in the

Administrative Service Examination.

Deendayal successfully took the examination.

“When he went for interview ..... all other

candidates were wearing fine suits, while he

alone was in a ‘dhoti’ and ‘kurta’ with a cap

on his head. The candidates made fun of him

and remarked, ‘Panditji has come’. This was

the first time he was called Panditji”.5 He was

at the top of the list of selected candidates

but did not join the service. Government job

had no fascination for him. On the insistence

of his uncle Deendayal joined B.T. course at

Paryag. He stayed in the hostel and also got

engaged in R.S.S. work. He passes B.T. in

1941 and it was the last degree of his

academic career.

His uncle advised him to join a good

job and get married. Deendayal was a brilliant

student. He got opportunities to get a job and

lead a comfortable life. He was selected for

an administrative post and was offered a job

of Headmaster in a higher secondary school

but he was not interested in the offer. Bapurao

Moghe writes, “When he (Deendayal) did not

appear interested the school committee

thought that perhaps the starting salary was

not enough for him. So he was offered three

or four increments in the beginning.” 6

However, Deendayal gave a remarkable reply

: “My requirements are two dhotis, two kurtas

and two meals a day. For this I do not require

more than 30 rupees a month. What will I do

with all the money you offer?”7 Thus

Deendayal turned down the extraordinary

chance of Headmastership. This showed not

only his firm determination but also his

extraordinary sense of sacrifice.

Now the question arises as to what

led him to decline the offer of job and what

was the objective of his life? It is observed

that Deendayal was influenced by the R.S.S.

and remained attached with its activities from

his college days. He made up his mind to

work for the R.S.S. Initially, he wanted to do


a job as well as utilize his energies for the

organizational work of the R.S.S. He wrote,

“I too was at first thinking of taking up a job

in some school and also attending to the

Sangh work of the place simultaneously. I

was thinking on those lines when I came to

Lucknow.” 8 He added, “But in Lucknow, I

was able to study the current situation and to

form an idea of the vast field of work ahead,

and I got the advice that instead of working

in one particular town I would have to work

in a whole district. That is how the paucity

of available workers in the dormant Hindu

Samaj has to be made up.” 9

He was disturbed by the conditions,

which were prevailing in the country at that

time. Thus he remarked, “Take the case of

the highest personality in India and then

consider the actual situation in which he finds

himself. Muslim goondas may at a single

stroke, besmirch the honour and reputation

of the highest citizen. Our sisters and

daughters are carried away by the Muslims,

they are victims of assaults by British soldiers

in broad daylight and we, who are never tired

of boasting of our honour and our exalted

position in society, are obliged to look on in

utter helplessness. We can do nothing to

check all this. The utmost we can do is to

publish it in papers as a sensational news item

under banner headlines. Or, it may be

reflected in an article by Mahatmaji in the

‘Harijan’.” 10 According to Deendayal, that

was because our society was “weak and

degenerate, devoid of power and steeped in

selfishness. Every one of us is engrossed in

his personal interests and is inclined to think

about himself alone. If a man is sailing in a

leaking boat, he may carry his load as high

above his head as possible, but it is bound to

sink along with him. This is exactly the

situation in which the Hindu Samaj finds

itself today.”11 Emphasizing the need of the

hour he said, “Today, begging bowl in hand,

the Samaj is seeking alms from us. If we

continue to be indifferent to its demands a

day may come when we may, willy nilly, have

to part with a great deal that we most dearly

love.”12

In view of the above circumstances,

Deendayal wanted to provide his services for

the upliftment of the country to make her

virile, valiant, strong and prosperous.

According to him, the only way to strengthen

their country was to organise the society in

accordance with the ideas and principles of

R.S.S. Deendayal was greatly influenced and

inspired by the ideology of R.S.S. He was

determined to work for the R.S.S., but when

he realized that he could not discharge both

the responsibilities of a job and R.S.S. work

simultaneously in a satisfactory manner then


with a specific objective in life, he dedicated

his entire life fully for the work and mission

of the R.S.S. He left the idea of doing a job

and the work of the R.S.S. became his priority

and an objective of life. Shanti Bhushan has

written, “Deendayalji always wanted to

dedicate his life to the country, because he

believed that service of the country was not

possible after taking up a government job

while the country was in bondage. So he

dedicated his life to the service of the country,

and for this he chose the medium of the

Rashtriya Swayamsevak Sangh.” 13

It is noteworthy that during forties

when he became a full time worker of the

R.S.S., the struggle for freedom movement

in India was at its peak. Deendayal was

against the alien rule, however he did not

participate in the freedom struggle under the

leadership of Mahatma Gandhi. He was

desperately concerned to realize the objective

of organizing Hindu society as per the

programme and policy of the R.S.S. To him,

strengthening of R.S.S. work would help to

realize the desired goal of all round social

development. Therefore, he dedicated

himself enthusiastically and diligently to the

R.S.S. and preferred a different way of life.

In the year 1940, Muslim

fundamentalism was very intense. The

Muslim League demanded separate state for

the Muslims. Deendayal opposed the demand

for partition of India. He worked to combat

Muslim fundamentalism and to integrate the

Hindu Society.14 The founder of R.S.S., Dr.

Hedgewar died in 1940. Madhav Sadashivrao

Goalwalkar became the supremo of R.S.S.

Deendayal worked under his leadership. He

worked as Pracharak (organiser) of R.S.S. in

district Lakhmipur of Uttar Pradesh till 1944

and was promoted to joint provincial

organiser in the organisational hierarchy of

R.S.S. in Uttar Pradesh and continued till

1951. He worked and strove very hard to

strengthen R.S.S. While remaining on

various positions of organisational hierarchy,

he earned repute and acclaim in the

organization because of his hard work,

dedication, sincerity, organizing skills and

capacity, loyalty and commitment towards the

R.S.S. Nanaji Deshmukh has written,

“Deendayal was gifted with a manyfaceted

personality. He was an extraordinary

successful organizer and had the knack of

keeping people together. His role in the

growth and development of the Rashtriya

Swayamsevak Sangh in Uttar Pradesh was

very significant.” 15

Deendayal also steered and geared up

the organisational work by professing the

ideas of R.S.S. by exhibiting academic talent

through different journals. In 1945,16 he


founded “Rashtra Dharam Prakashan” in

Lucknow and launched a monthly journal

Rashtra Dharma. He also launched the

weekly Panchajanya in 1948 and daily

Swadesh during 1949 – 50. Of these

periodicals only Panchajanya achieved the

status of an allIndia weekly Journal and is

now published from Delhi. The monthly,

Rashtra Dharma continued to be published

from Lucknow but the daily Swadesh is

replaced by Tarun Bharat and is published

from Lucknow. 17 Deendayal Upadhyaya

wrote two books namely Samrat

Chandaragupta and Jagat Guru Sankracharya,

which were published in 1946 and 1947

respectively. Later, he expressed his ideas in

a number of philosophical essays and

speeches, 18 which are contained in the books

and booklets such as Integral Humanism,

Rashtra Jeevan Ki Disha, Bharatiya Arth Niti

Vikas Ki Ek Disha, Akhand Bharat Aur

Muslim Samasaya, Hindu Sanskriti Ki

Visheshta, The Two Plans, Political Diary,

Devaluation : A Great Fall, His Presidential

Address, etc.

In 1947, India got independence. The

Congress Party headed the government.

Differences between Congress and R.S.S.

surfaced on some issues. After the death of

Mahatma Gandhi, the relation between

Congress and R.S.S. became highly soured.

The latter was accused of murdering

Mahatma Gandhi, but its leaders disclaimed

any involvement in this heinous crime. The

government imposed a ban on R.S.S. and

ordered an inquiry. The accusation was not

proved, therefore, the ban on R.S.S. and its

activities was lifted. But differences between

R.S.S. and Congress still continued to

worsen, and the climax came in 1950. On

April 8, 1950 the Nehru Liaquat Ali

agreement was signed. 19 R.S.S. dubbed the

pact as unilateral. The government was

accused of surrendering Indian interests to

Pakistan. R.S.S. opposed the agreement tooth

and nail.

Dr. Shyama Prasad Mukherji, the

minister of industries in the Nehru

government also opposed the agreement

strongly. He resigned from the cabinet and

joined the opposition. Dr. Mukherji started

criticising the government vehemently and

demanded that Kashmir be declared as an

integral part of India without the special

privileges guaranteed under the instrument

of accession. He began to realize the necessity

of forming an alternative to the Congress on

all India basis. R.S.S. too felt a need to form

a political party in India, which could protect

its interests in political field in general and

in legislature in particular. Vasant Nargolker

has written, “it seems that those who wanted


to protect the Hindu interests and promote

the Hindu culture exclusively, began to feel

the need for a political front to propagate their

views through elections and representation

in the legislature. Deendayal himself was one

of them.”20 There was a need of dedicated

young men to take up this work. Deendayal

was regarded as very important person in the

R.S.S. He was considered the future architect

and a vehicle of carrying out and promoting

the principles and programmes of the R.S.S.

in political field. Therefore, Deendayal and

a handful of other selected workers were put

at the disposal of Dr. S.P. Mukherji.21 It is

observed that Deendayal was uninterested in

politics. Highlighting this fact, M.S.

Golwarlkar has remarked, “Deendayalji had

not the slightest inclination towards politics.

In the past years he said to me several times

: ‘This is a nasty affair into which you have

placed me. Permit me again to do work of a

pracharak.’ I said, ‘whom else can I put into

this nasty affair? Only a man, with such deep

and unfaltering faith in organization work,

can remain in this nasty affair and still be

unaffected by it; he only can clean it up. None

else can do it.’22 Nevertheless , at the

insistence of M.S. Golwarlkar, he joined a

political party. In September 1951, Deendayal

Upadhyaya and Dr. S.P. Mukherji launched

the Uttar Pradesh unit of B.J.S. in Lucknow.

A month later, on October 21, 1951 an all

India convention was held in Delhi to form

an All India Bharatiya Jan Sangh. Dr. S.P.

Mukherji was elected as its founder president.

The first national level conference of B.J.S.

was held in Kanpur from Dec. 29–31, 1952.23 Deendayal was made its General Secretary.

In this session of B.J.S., Deendayal was also

entrusted with the responsibility of running

the Satyagraha24 on Kashmir. The movement

started with the slogan – Ek Vidhan, Ek

Nishan, Ek Pradhan (One constitution, One

flag and One Prime Minister). This

movement was against the Act 370 of Indian

constitution, which guarantees special status

to Jammu and Kashmir. Dr. Mukherji led a

batch of Satyagrahis towards Jammu and

Kashmir. He was arrested and put in Srinagar

jail where he died after a few days.

Deendayal also contested a

parliamentary election during his tenure as

General Secretary of B.J.S. He contested

1963 byelections from Jonpur parliamentary

constituency unsuccessfully.25 During this

year he also toured the United States, U.K.

and some European and African countries. 26

During this tour he met various people and

addressed press conferences. He addressed

the annual function of R.S.S. in Nairobi in

Africa.27 In August, 1964 he released a

significant document “Integral Humanism,


The basis of B.J.S programme”28 in the five

days study camp of B.J.S. held in Gwalior.

The statement of “Principles and Policy” ,

which contains extracts from the document

drafted by Deendayal Upadhyaya was

adopted by the Akhil Bhartiya Pratinidhi

Sabha of B.J.S. in its meeting at Vijayawada

held w.e.f. 2325 Jan., 1965. 29 The various

tenets of his Integral Humanism were

contained in the four lectures delivered by

him in Mumbai from 2225 April 1965. 30

On June 30, 1965 India and Pakistan

signed the Kutch Agreement.31 Deendayal

opposed the pact and organised a ‘Delhi

Chalo’ campaign against the agreement to

impress upon the government. He

demonstrated against this in Delhi on August

16, 1965. 32 He said, “It was an act of gross

betrayal of national rights and interests. Its

terms are derogatory to a selfrespecting

nation”. 33 He added, “What will the

government do if the Tribunal gives a verdict

against India? Will they go back upon the

agreement or surrender 3500 square miles of

India territory to Pakistan.”34

Deendayal Upadhyaya remained the

General Secretary of B.J.S. for fifteen years

(195367). After the death of the founder

President, Deendayal was elevated to the

position of President in the Calicut session

of B.J.S., held in December 2931, 1967. 35

B.J.S. could not get his steward leadership

as a President for a long time. He was found

dead on February 11, 1968 at Mughal Sarai.

He was allegedly murdered and the mystery

of his death still remains unsolved. Deendayal

remained President of B.J.S. for only forty

three days.

His untiring efforts made B.J.S. a

strong political force to be reckoned with.

Though, he was uninterested to work in a

political party even then he discharged his

duties effectively to buildup and strengthen

the network of B.J.S. throughout India.

Sunder Singh Bhandari has said, “The

Bharatiya Jan Sangh became famous for its

organizational strength. The credit of this

reputation went mostly, to Deendayalji. By

building it up brick by brick, unit by unit, he

made the Jana Sangh a fortress of strength

and gave it its reputation. It was his

tremendous dedication and inexhaustible

capacity for contact with the people that wove

a countrywide organizational network for

the Jana Sangh.” 36

Deendayal’s efforts are widely

acclaimed in political life of India. He earned

repute not only as a sincere and dedicated

worker but also as a foremost ideologue of

the party. He was not an armchair philosopher

in an ivory tower but also an important

activist and ideologue of a political party, who


was interested in converting his ideas into

the stuff of reality. He said, “we do have

before our eyes a vision of a great future of

this country; we are not mere visionaries but

are karmayogis, resolved to translate our

vision into reality.” 37

Notes and References

1. Mahesh Chander Sharma, Deendayal

Upadhyaya : Kartritva Evam Vichar

(New Delhi : Vashudha Publication,

1994), p.l.

2. For details see, Ibid., pp. 45.

3. Sunder Singh Bhandari is a resident of

Udaipur in Rajasthan. A teacher turned

Pracharak of R.S.S., who joined

politics. He became General Secretary

of B.J.S. after Deendayal’s death and

remained VicePresident of B.J.P. for a

long time. He remained the Governor

of Bihar and Gujarat.

4. Sh. Balwant Mahashabde a college

fellow of Deendayal, had contacts with

R.S.S. He permanently settled at

Vileparle in Mumbai.

5. “Life in Outline,” in Pandit Deendayal

Upadhyaya : A Profile, ed. Sudhakar

Raje (New Delhi : Deendayal Research

Institute, 1972), p. 7.

6. Bapurao Moghe, “Man of Many

Qualities,” in Destination, ed. Sudhakar

Raje (New Delhi : Deendayal Research

Institute, 1978), p. 70.

7. Ibid.

8. For details see, “Letter to Maternal

Uncle,” Organiser, 21, No.36 (April 14,

1968), 910. Also see, the letter written

by Deendayal Upadhyaya to his uncle

Radha Raman, “A Memorable Letter,”

in Pandit Deendayal Upadhyaya : A

Profile, ed. Sudhakar Raje (New Delhi :

Deendayal Research Institute, 1972),

pp. 161166.

9. Ibid.

10. Ibid.

11. Ibid.

12. Ibid.

13. Shanti Bhusan, “Vicharak and

Pracharak,” in Destination, op. Cit., p. 77.

14. For details see “Letter to Maternal

Uncle,” Organiser, op. cit. Also see, the

letter written by Deendayal Upadhyaya

to his Uncle Radha Raman, “A

Memorable Letter,” in Pandit

Deendayal Upadhyaya : A Profile, ed.

Sudhakar Raje, op. cit.

15. Nanaji Deshmukh, “The Man and the

Thought,” in Destination, op. cit., p. 32.

16. Mahesh Chander Sharma, op. cit., pp.

3031.

17. “Life in outline,” in Pandit Deendayal

Upadhyaya : A Profile ed. Sudhakar

Raje, op. cit., p. 9.


18. Mahesh Chander Sharma, op.cit., p. 30.

19. NehruLiaqat Pact, also called Delhi

Pact, made on April 8, 1950, following

the state of tension that had arisen

between India and Pakistan in East

Pakistan (now Bangladesh) after

economic relations between the two

countries had been severed in

December 1949. An estimated

1,000,000 people – Hindus from East

Pakistan and Muslims from West

Bengal – crossed the borders during

1950. In spite of the opposition of his

colleague Vallabhbhai Patel, Jawaharlal

Nehru, the Prime Minister of India,

concluded a Pact with Liaqat Ali Khan,

Prime Minister of Pakistan, whereby

refugees were allowed to return

unmolested to dispose of their property,

abducted women and looted property

were to be returned, forced conversions

were unrecognised, and minority rights

were confirmed. Minority commissions

were established to implement these

terms, and confidence was, in fact,

restored for a time.

20. Vasant Nargolkar, “Gandhi, Lohia and

Deendayal,” in Gandhi, Lohia &

Deendayal, ed. P. Parameswaran (New

Delhi : Deendayal Research Institute,

1978), p. 10.



Raje, op. Cit., p. 11.

22. D.B. Thengadi, Pandit Deendayal

Upadhyaya Ideology and Perception :

An Inquest (New Delhi : Suruchi

Prakashan, 1988), p. 12.

23. Mahesh Chander Sharma, op. cit., p. 70.



Raje, op. cit.

25. Mahesh Chander Sharma, op. cit., p. 97.

26. D.B. Thengadi, His Legacy : Our

Mission (Calicut : The Jayabharat

Publications, 1973), p. 7.

27. For details see, Mahesh Chander

Sharma, op. cit., pp. 99101.

28. For details see, Deendayal Upadhyaya,

Organiser, 18, No. 2 (August 24, 1964),

710.


“Principles and Policies,” in Deendayal

Upadhyaya’s Integral Humanism :

Basic Documents, Interpretations,

Contextualisation & Comparison,”

Manthan, 12, Nos. 79 (JulySept.

1991), 716.

30. Ibid.

31. In 1965 a dispute arose over the India

Pakistan boundary line towards the

western end of the Rann of Kutch.


Fighting broke out in April and ended

only when Great Britain intervened to

secure a ceasefire. On June 30, 1965

at 12:40 P.M. an agreement between

India and Pakistan was signed at New

Delhi. This agreement has been called

a ceasefire agreement. It was also

related to the settlement of the future

boundary of the KutchSindh area. It

prescribed the method of arbitration for

the settlement of boundary dispute.

According to the agreement the depute

was referred to an international tribunal.

Deendayal Upadhyaya was against the

pact and described it as an act of great

betrayal with the interests of India. For

details see, Deendayal Upadhyaya,

“The Great Betrayal,” Organizer, 18,

No.48 (July 11, 1965), 215. Also see,

Deendayal Upadhyaya, “Delhi Chalo,”

Organizer, 18, No. 52 (Aug. 8, 1965), 12.


“Throw Out the Kutch Pact,” Organizer,

18, No. 52 (Aug. 8, 1965), 12.

33. Ibid.


“The Great Betrayal,” Organizer, 18,

No. 48 (July 11, 1965), 215.


“Full Text of B.J.S. Presidential

Address,” Organiser, 21, No. 21 (Dec.

31, 1967), 714.

36. Sunder Singh Bhandari, “Unique Blend

of Thinker and Leader,” in Destination,

op. cit., p. 75.


“Full Text of B.J.S. Presidential

Address,” Organiser, opt. cit.


A Comparative Study of Rural And Urban MaleStudents In Relation To Emotional Maturity

Dr. Ektha Chauhan*

Year-2017Vol. 3

ABSTRACT

Present research paper attempts to compare levels of Emotional Maturity

of rural and urban Male school students (Age group 14-18). Adolescence is

characterized by faster biological and slower psychological maturation.

The outstanding features of adolescence are insecurity and awkwardness

which often makes a comical effect. We call a person psychologically mature

after he has reached a certain level of intelligence and emotional outlook.

When the development of a person is undisturbed, biological and

psychological maturation progress more or less parallel with each other.

For this study a sample of 200 rural male students (N=200) and 200 urban

Male students were selected with the help of stratified random sampling

method from Ghaziabad and Gautam Budh Nagar of Uttar Pradesh, India.

Emotional Maturity Scale by Dr.R.P Singh was used. Emotional Maturity

Scale assesses students on Emotional Strain, Emotional Depression, Social

Distance, Personality Disorder, Lack of Ascendency and total Emotional

Maturity. On Emotional Maturity Urban and Rural male students were

compared with the help of statistical Analysis: mean, standard deviation

and t value. Analyses of data revealed significant differences at .05 levels

exist on Emotional Strain and Social distance dimension of Emotional

Maturity but no significant difference either at .05 or .01 levels found between

urban male and rural male students on total Emotional Maturity.

Keywords- Emotional Maturity, Emotional Competence, Education,

Schools Students.

[ 35 ]


Emotional competence can be defined as

an individual difference in how effectively

people deal with emotions and emotionally

charged problems (Ciarrochi et al., 2003;

Saarni, 1997). We have deliberately avoided

the use of ‘emotional intelligence’ (EI)

because there is much debate about what

should be classified as intelligence (Mayer

et al., 2001). Many researchers use the term

EI to refer to selfreport measures similar to

those used in this study (Petrides et al., 2004;

Schutte et al., 2002). However, others believe

that in order for something to be classified as

intelligence it ought to be measured using an

ability test with right or wrong answers

(Mayer et al ., 2001). Given that we make no

assumption that these individual differences

necessarily reflect a type of ‘intelligence’, we

used the more neutral ‘emotional

competence’ term (Saarni, 1999). It should

be noted that ability based EI measures and

selfreport EI measures tend to correlate only

weakly (Brackett &Geher, in press; Ciarrochi

et al., 2001). The measures in this study assess

emotional competence on different

dimensions of it and levels of anxiety

amongst male and female college going

population in relation to mode of population.

Research has shown that stress, anxiety, and

depression correlate with each other but are

distinguishable, and have potentially different

causes (Crawford & Henry,2003; Lovibond

& Lovibond, 1995).

Emotional competence has been believed

as an ability to monitor and regularize

emotions & difficulty identifying feelings in

turn is likely to influence emotion

management. (Bach & Bach, 1995; Bagby et

al., 1994; Taylor, 2000). When people do not

know what they are feeling, they are less able

to resolve their emotional problems in

constructive ways, turning instead to

destructive forms of management such as

alcohol abuse etc. (Cox et al., 1994; Taylor,

2000). It has also been studied that people

who lack emotional competence are more

prone to anxiety.

As family life no longer offers growing

numbers of children a sure footing in life,

schools are left as the one place communities

can turn to for correctiveness to children’s

deficiencies in emotional and social

competence. That is not to say that schools

alone can stand in for all the social institutions

that too often are in or nearing collapse. But

since virtually every child goes to school (at

least at the outset), it offers a place to reach

children with basic lessons for living that they

may never get otherwise. Emotional literacy

implies an expanded mandate for schools,

taking up the slack for failing families in

socializing children (Goleman, 1995). This

daunting task requires two major changes;

that teachers go beyond their traditional

mission and that people in the communities


become more involved with schools. This

day, school education put more emphasis on

the learning of knowledge rather than on

students frame of mind. Yet students feel

nervous anxious, frustrated, depressed and

abased when instructors ignore their

emotions.

This paper attempts to investigate the

difference between rural and urban male

students (Age:14 to 18 years) with respect to

Emotional Maturity.

Few important studies related to

Emotional Maturity are as follows

Namdar, Sahebihagh,,Ebrahimi and

Rahmani (2008) found in their study that

there is a significant relationship between

emotional intelligence score and the students’

satisfaction with life, it seems that improving

the quality and quantity of counseling

programes for increasing the students’

satisfaction from life, may improve the

students’ emotional intelligence. However,

lack of research evidences about relationship

between demographic factors and emotional

intelligence needs further studies.

Abdullah and Chong (2008), in their

research findings indicated that emotional

intelligence contributed the highest overall

effect on students’ academic achievement. In

conclusion, this study shows that students’

psychological attributes such as emotional

intelligence, coping, and social support have

a positive impact on academic achievement

through their overall adjustment as mediator.

Joshi and Thingujam (2009) they

examined the relationship between emotional

intelligence and marital adjustment over and

above personality dimensions and social

desirability. Results indicated that overall

emotional intelligence’s correlation with

overall marital adjustment remained

significant after controlling for social

desirability, extraversion, agreeableness and

conscientiousness. Perception of emotion’s

correlation with overall marital adjustment,

consensus, remained significant after

controlling for extraversion and openness.

Managing selfemotion’s correlation with

overall marital adjustment, satisfaction and

cohesion remained significant after

controlling for social desirability.

Girdhar A,Saxena S. (2010) in this study

on emotional intelligence it was found that

emotional intelligence is, unlike IQ can be

improved throughout the life. In a

serendipitous fashion, life often gives

innumerable chances to tone our emotional

competence. In a normal course of a lifetime

emotional intelligence tends to increase as

we learn to be more aware of feelings,

effectively handle distressing emotions, to

listen and empathize. To a greater extent,

people become more mature as they become

more sensitive to the feelings of the other.


Cliffe J. (2011) explored the relationship

between emotional intelligence and

educational leadership by drawing on the

responses of seven female secondary school

head teachers to emotional intelligence

domains as defined by Goleman(1995).

While ‘positive’ correlations were found,

notably that these head teachers had been able

to, knowingly or subconsciously, make

intelligent use of emotions; the issue of

‘negative’ aspects or the ‘dark side’ of

emotional intelligence is considered.

HYPOTHESIS

There is no significant difference between

urban and rural male students with regard to

Emotional Maturity.

METHOD

SAMPLE

The present study sample consisted of

200 rural and 200 urban male students within

the age group 14 to 18. Random stratified

sampling method was used for the present

study.

TOOL USED

Emotional competency Scale developed

by Dr.R.P Singh

This test was developed in 1994 by Dr.

R.P Singh, Reader, Psychology Department,

ShriVarshney Degree College, Aligarh.

Initially 100 items were selected which were

then presented to experts for scrutiny.

According to the final decision of experts

only 60 item remained the part of the test

belonging to five different aspects of

Emotional Competency like Emotional

Strain, Emotional Depression, Social

Distance, Personality Disorder, and Lack Of

Ascendancy. Description of these five

dimensions of Emotional Competence is as

follows:

EMOTIONAL STRAIN

Some persons are highly aware of their

own emotions and their thoughts about them,

but they do not remain in control of their

emotions. In this aspect it has been narrated,

how can an individual control his emotional

strain and behave according to normal

conditions. Symptoms of Emotional Strain

are irritability, stubbornness, and inability to

solve day to day problems, dependency on

others for day to day functioning.

EMOTIONAL DEPRESSION

We are already aware of the fact that we

often try to manage our emotions to regulate

their nature, intensity & expression

(e.g.Zillman, 1996). In this aspect it is stated

when one fails to achieve his goal then he

loses his heart and also remains in destructive

activities which are stressful and distressful.

Symptoms of Emotional Depression are

inferiority complex, instability, attacking and

violent behaviour, negativism and self

centeredness.


SOCIAL DISTANCE

It indicates how individuals fail to

establish cordial relation with his

surroundings and also remains in aloofness.

Symptoms of Social distance are lack of

social skills; hatred, isolation, arrogance,

lying, and weakness are found.

PERSONALITY DISORDER

In this aspect many destructive feelings

and activities have been seen in individual

where he fails to bring integration in his

personality. Symptoms of personality

disorder are irrational fears, sadness, and

immorality etc.

LACK OF ASCENDANCY

In this aspect it is indicated that governed

and guided by this aspect he remains away

from the society, rarely takes part in society

and social activities. Generally he remains

in loneliness. Symptoms indicating Lack of

Ascendancy are tendency to depend on

others, selfcenteredness, lack of interest in

substances.

Items in the test did measure the degree

of presence of above mentioned five

dimensions of Emotional Competence. And

out of total 60 items in the test, each

dimension of Emotional competence was

measured by 12 items each.

According to Goleman (1995), such

differences are other differences in emotional

competency or as same researcher would

phase it, differences are in interpersonal

intelligence (Hatch,1990).

Subjects were instructed to tick [ ] any

one of the following five category, found

most suitable for them like (i) Extremely

high, (ii) High, (iii) Neutral (iv) Low, & (v)

Very low. Subjects were instructed to respond

promptly as they feel at the moment without

deliberate thinking. They were informed of

the confidentiality of the responses.

SCORING OF THE TEST

In the present test Subjects were

instructed to tick [ ] any one of the following

five category, found most suitable for them

like (i) Extremely high, (ii) High, (iii)

Neutral (iv) Low, & (v) Very low wherein

scores were allotted as follows; score of 5

for Extremely high, score of 4 for High, score

of 3 for neutral, score of 2 for Less, and score

of 1 for Very low. An important thing to be

remembered in this is that the high scores on

the test indicate Low Emotional Competency

and Low scores on the test implies High

Emotional Competency.

RELIABILITY OF THE TEST-

Reliability of the present test is measured

with the help of “ test retest” and “internal

consistency” methods. This test was

conducted on 160 college going and non

college going students who were above 15


years of age. A time gap of three weeks was

taken between test and retest conduction of

this test. Scores found on both the occasions

shows .86 correlation which was computed

with the help of “Product Moment correlation

method”.

As mentioned earlier reliability of the test

was also measured with the help of internal

consistency method. Correlation between

Scores on reliability for total area of

Emotional Competency and five different

areas of Emotional Competence is as follows

Dimension Correlation Emotional Strain .82 Emotional Depression .75 Social Distance .72 Personality Disorder .84 Lack Of Ascendancy .76

SCORES ON INDIVIDUAL AREA

TOTAL SCORES DESCRIPTION

12 60 Extremely stable 1324 61120 Stable 2536 121180 Normally stable 3748 181240 Unstable 4960 241300 Extremely unstable

VALIDITY OF THE TEST

Validity of this test was measured with

the help of SamayojanSuchi made by

Psychology Department of ShriVarshney

Degree College. It was discovered by the

scores on emotional dimensions, emotional

strain and emotional depression of

SamayojanSuchi that positive correlation

exists and this correlation is respectively .78

and .82 which was based on the scores of 50

students. High correlation was also found

between the dimensions of social distance

and social area which was .76.

NORMS OF THE TEST

Norms of this test are based on the scores

of 500 males and 500 female above the age

of 15; belonging to rural and urban, educated

and uneducated, middle and low socio

economic status.

Description of the norms is as follows

RESULT AND DISCUSSION

Result of the collected sample is presentthrough the below mentioned table, followed

by the interpretation, analyses and discussion

on the obtained scores.

There is no significant difference between

urban and rural school going male students

with regard to Emotional Maturity.


Table 1: Results to compare Emotional

Maturity between urban and rural college

going male students with the help of mean,

S.D, S.E.D and tvalue.

URBAN MALE RURAL MALE S.E.D ‘t’

Dimensions of Emotional Maturity

Nos. Mean Stand. Dev.

Nos. Mean Stand. Dev.

Emotional Strain

200 28.93 6.85 200 26.58 7.27 0.63 *3.73

Emotional Depression

200 25.62 7.87 200 25.8 8.27 1.13 0.15

Social Distance

200 29.73 7.4 200 27.87 6.74 0.55 *3.38

Personality Disorder

200 24.47 7.87 200 25.83 8.17 1.53 0.68

Lack Of Ascendancy

200 25.71 7.72 200 23.3 8.47 1.32 1.82

Total 200 134.9 30.58 200 128.82 32.17 4.23 1.43

CHART 5.5: Showing the differences between urban and rural male students on Emotional

Maturity in terms of Mean, S.D


Above hypothesis and chart presents the

comparison between urban and rural male on

emotional maturity. Upon interpreting the raw

scores it was found that mean scores of urban

and rural male students that there is no

significant difference even at .05 levels on

emotional depression, personality disorders,

lack of ascendency and total emotional

maturity. These similarities indicate

commonalities found in the attitude,

thoughts, belief systems and emotional

competency of urban and rural male students.

Based on our findings it can be understood

that the way urban and rural males think and

feel is not different. India still has a

patriarchal society where the position

occupied by male is of prominence and it

prevails both across urban and rural social

context. This is the reason why out of total

six factors of emotional maturity no

significant difference was found. Upbringing

of a male child in both urban and rural

environment is different from females; they

are given more importance in comparison to

females irrespective of the geographical or

demographics of that particular society.

Therefore they seem to have a similar kind

of outlook towards life and similar emotional

regulation. Hence no difference is found

between urban male and rural male on

emotional depression, personality disorder,

lack of ascendency and total emotional

maturity even at .05 levels.

However on emotional strain and social

distance difference exists at .01 levels. These

findings suggest although urban and rural

male have differences at .01 levels on two

factors of emotional maturity namely

emotional strain and social distance. Mean

scores of urban males on both emotional

strain and social distance is higher indicating

lower control on emotional strain and social

distance in comparison to rural male students.

It is evident through many researches that life

generally in urban areas is more strenuous

and socially distant especially for males

living in these areas. Even today in majority

of families in Indian male of the family is

the bread earner, leading him to live a

competitive, challenging and socially

reclusive life. In urban areas majority of work

force is found in service sector, therefore in

ever growing population of this country if is

very challenging to create a niche or to even

entering the right work force. On the other

hand in rural areas although today’s male

students look forward to an urban lifestyle

still they have their family’s agricultural

livelihood to fall back on if in case they fail

to make a place for themselves in cities; hence

male students in rural areas have lower

emotional strain and social distance.


Although no significant difference even at .05

levels is found on total emotional maturity

between urban and rural male students.

REFERENCES

Abdullah, Maria Chong (2008,) PhD

thesis, University Putra Malaysia

investigating the role of students’ overall

adjustment as a mediator in predicting the

relationship between emotional intelligence,

coping, and social support with academic

achievement in the university

Hossein Namdar, Mohammad

Sahebihagh Hossein Ebrahimi, Azad

Rahmani (2008) .They studied nursing

students in Tabriz School of nursing and

midwifery (144) selected by sample using

census method to assess the emotional

intelligence, using BarOn EQI inventory.

Cliffe (2011), a study on emotional

intelligence and educational leadership,

published on internet

Joshi and Thingujam (2009), A study the

relationship between emotional intelligence

and marital adjustment over and above

personality dimensions and social

desirability, published on internet

Girdhar (2010), study of emotional

intelligence and intelligence


Common Man and R.K. Laxman

Vineet Kumar Gupta*

Year-2017Vol. 3

* Ph. D. Scholar Rgd. No. 22516023 JJT University Jhujhunu (Raj.)

(Courtesy: R.K. Laxman’ cartoons)

ABSTRACT

The common man has become the political figure. He is vote-bank

currency. He does not have any role in making the policies of development.

He is lulled at the time of elections. Laxman immortalized the common

man in his cartoons. The common man has social-political concern. He

becomes an object of political consciousness and communication.

(Key words: common man, cartoon, social concern and communication).

[ 44 ]


The idea of common man:-Shiv Visvanathan (2015) writes in an

article that Laxman’s common man was an

Indian rendering of the New Testament:

Blessed are the meek, they shall inherit the

earth. He further says that the common man

has a touch of U. Thant, a Buddhist sense of

waiting quietly for the world to unfold.

Laxman’s common man is never bored. He

always seemed awed and surprised, as if he

was discovering the world every day. 1.

The common man is a political

currency. It is most likely to be in news, as

every political party utters it many times at

the time of election and financial year

budgets. But what exactly is the meaning of

common man or Aam Adami as described in

Hindi? The question arises whether the

common man is the silent, mustachioed old

man with a wisp of white hair, dressed in

dhoti and jacket, such as the creation of

“Times of India” cartoonist, R.K.Laxman or

“Budhiya Das Manikpuri, the hapless farmer

in the movie, “Peepli Live”, who finds

himself considering suicide as an escape from

the debt trap or the person of rural folk from

droughtstricken region who arrives at big

city in seeking employment. ( Courtesy: The

Wall street Journal, Indian Edition, Monday,

February 02, 2015).

The common man may be described

by different people differently, based on their

personal ideologies but the common man is

a politician’s hero. Common man is one who

finds place in the election manifesto and

innovation in rhetoric. Politicians begged

him and ripped their heart out to show his

place there. They are forgotten after election,

only to remember after five years later. It is

not easy being a common man. ( Courtesy:

http://Forbesindia.com/ printcontent/262).

Congress party at the time of Nehru

and Indira Gandhi considered common man

as a member of the weaker sections of the

society; Dalist, tribals and so on. At the time

of Dr. Man Mohan Singh, the common man

represented anybody who is below upper

middle class. As for the Marxist party, the

common man represents the toiling masses

of this country. According to them, Common

men are those people who do not have the

source of income except their labor. Those

who are below the national average level of

income are considered the common man

.Basudeb Achoria, a senior member of the

Communist Party of India defines the

common man as:

“Those who are below the poverty line, in

India, common man are peasants, agricultural

laborers and middle class who all constitute

over 85% of the country’s population” (

Courtesy: http://

blogs.wsj.com.imdiarealtime/2011/02/24/

whoisindia’scommonman.)

On the other hand the BJP believes that the

common man is one who is not economically


well off and is affected by even a slight

change in prices. He does not have access

for good education, health and other such

necessities. Nor does he have the money to

pay for them.

Prakash Javadekar, Human

Resources Minister, Govt. of India said:

“Common man is anybody who has

a stake in the system but does not have

effective SAY, mainly those in the

unorganized sector and the marginalized

section of the society.” (Ibid).

Pratap Bhanu Mehta of the centre for

Policy research believes:”It is rhetorical

invocation and has been kept vague precisely

so that most people pass of it.” ( Courtesy:

http://forbesindia.com/printcontent/2012).

Thus the common man is an average

citizen, as contrasted with the social, political

or cultural elite. The common man is the

person who holds little, pays the taxes,

demands that rule of law is enforced, and

requires little from its government other than

protection from those that would upset their

lives.

In the journey of seventy years of

democracy in India, development has not

reached to the threshold of the poor. In the

name of development, we find village roads

full of potholes, never to be built again,

dilapidated buildings in the name of health

centers, devoid of any health worker, school

building without any boundary wall and

toilets for girl childtelling the story of

Education for all movement. The reality is

very grim as half of school going children

are dropout of school or never attended

school. The task of education is taken over

by religious fanatics in Mosque and other

places. The source of political power is the

common man, through whose vote politicians

reach to the ruling chair. In the Delhi

Assembly Election, 2015, Arvind Kejriwal

reached to the corridors of power through the

vote of Aam Adami. As the common man

has the power to ascend the politician to

political power, they also have the power to

dethrone the politician from power. If the

common men organize themselves and raise

their voice, no power can withstand them. If

the common man roars, the corridors of

parliament collapse. It is therefore imperative

for political parties ascending to power, to

amuse their currency of power.

The development planning for the

common man is not real. It has become

institutional process in which the people for

whom the development planning is made, has

no say. Such development efforts make

people more and more dependent on

impersonal and distant institution. They feel

more and more rejected and dejected from

centers of decision making and meaningful

action. Their creative nature and desires are

never manifested in worthwhile activities.

People feel compelled to seek relief through

petitions to authorities and letters of

introduction from influential persons. The


Common Man feels fed up with system. It is

true that in democracy, the political power

rests with common man. The movement

must come from the common man. Even a

single person can raise a voice and later on

more people join and such voice become

movement. Moreover, the so-called

intellectuals or the elite, bureaucrats

should take the initiative to reach the

common man, not to control him but to

liberate him, not to manipulate him but

to make him participate as an equal, in

defining goals, setting targets and

implementing plans and to turn

development for common man from

Rhetoric to reality. (Courtesy: IJMSS, Vol. 03,

Issue01 , January, 2015. ISNN: 23211784.)

(Coutesy: “Jest In Time” Times of India

group) Photo 01

Common man and R.K.Laxman:-


Rasipuram Krishnaswami Iyer

Laxman was born on 24th October, 1921 in

Mysore and his father was a school

headmaster. Laxman was the youngest of the

six sons,( R.K. Pattabhi, R.K. Balram, R.K.

Srinivasan, R.K. Ramchandran, and R.K.

Narayan who later became the famous

English writer. He has one sister also. “I was

the youngest of six sons “. (“Tunnel of Time”,

Page 4) .2

What fascinated Laxman most to his

devoted readers was undoubtedly his

signature creation: the Common Man. The

bespectacled character seems to have walked

in to Laxman’ cartoons spontaneously.

Dharmendra Bhandari (2009) writes in his

book “R.K. Laxman: the uncommon man”

about the character of the common man who

became the icon cartoon in the lives of the

common Indians speaking their pains and

grievances. 3. In the initial years, Laxman

experimented with the personality of the

common man, his appearance and attire.

Through the cartoon of common man, he

wanted to express his views on contemporary

social and political realities. With the passage

of time, he changed the figure of the common

man. In 1950s, the character wore a cap and

would sometime be like Common Man. In

1951, the common man was sketched with a

cap, coat and dhoti. In 1952, he was dressed

like a gentleman with a suit and tie. In 1953,

he was sketched with the dress of Charlie

Chaplin, the famous actor in English movies

with black cap and black coat. In the coming

years, his character was sketched with a lot

of hair wearing checked pants with or without

cap. This figure remain figured in the coming

years.

Laxman expressed his views on life

through his cartoon column “You said it”

with the image of the common man. The open

secret as who the common man is none other

than the cartoonist himself. In 1954, Laxman

drew a cartoon titled “Some Holiday Snaps”

in London. There is drawing of the common

man with the famous statue of Eros clearly

equaled with the self image of Laxman

himself a clear acknowledge of his identity.


(Courtesy: Internet)Photo03

He himself represented the common

man’s image like many other Indian Citizen,

and drew images on the subjects inspired by

daily happening incidents.

Ritu Khanduri (2014) analyses the

character of the common man:

“Through the common man

witnessing, we, the reader also witness

democracy in action, how the bureaucracy

works, why democracy fails, what are the

challenges for a developing agenda for a new

democracy. The common man sees politics

in action through all these years.”4 The

silence of the common man is more powerful

than eloquence.

Sociopolitical discourse on R.K.

Laxman’,s common man:-

The pocket cartoons featuring the

common man made an entry in to Indian

consciousness in 1951through a comic daily

strip called “ you said It” in “The Times Of

India”. The comic strip was an attempt to

catch the myriad images of postindependent

India through the lances of the common man.

The simplicity with which it was sketched

changed the Indian psyche. The graphic

engagements became a massive social

narrative. It is inspiring to see how a simple

bespectacled dhoticlad middleaged man

with an amused expression became the visual

narrative of Indian society and culture. The


sketch of the common man is drawn against

various background, such as jampacked

streets, poverty stricken farmers, flood

affected villages and the suffering mankind.

His common man echoes the fears, hopes,

and frustrations of an ordinary Indian. He is

an onlooker on the winds of change taking

place in the emerging nation. The injured

common man sensibility fell shocked at the

vanity of celebrity crushing down people in

a fancy car or at the rise of price of essential

commodities. The famous cartoon of the

common man about spaceprogram has

classic illustration of humor with strong

social undercurrent. He comments: “This is

our man! He can survive without water, food,

light, air, shelter.”

(Courtesy: Laxman’s cartoons) photo04

It reminds as how Indian citizens continue to

live in a society compromising with basic

needs of life. The common man is becomes

a visual narrative of a society adjusting with

an unstable economy and a rickety political

system. The common man becomes an object

of social awakening, political consciousness


and communication. In 1988, the Indian

Postal Services issued a Commemorative

postage stamp noting the newspapers (T he

(Courtesy: “Jest in Time” Times of India

Group) 21st century version of the common man.)

References :-

1. VisavnathanShiv, ”Philosopher

Cartoonist” Http/Indianexpress.com/

Section/Opinion/Columns. 28 January,

2015.

2. Laxman, R.K.: “The Tunnel of Time”

Penguin Books, 1998. ISBN 9780143

424741.

Times of India), 150th anniversary using the

image of the Common man. It also repeated

the gesture in 2013 for the newspaper’s 175th

anniversary.

3. Bhandari Dharmendra: “R.K. Laxamn,

The Uncommon Man” 2009. Thomson

Press (India) Ltd, Mumbai. ISBN 978

8190860604.

4. Khanduri Ritu: “ Caricaturing culture in

India” 2014. Cambridge University Press,

ISBN 9781107043329.

5. Laxman, R.k.: “The very best of the

Common man” 2012 Penguin Books.

ISBN 9780143418719


Role of Pharmacy In Sustainable Development

Dr. Piyush M. Maurya*

Year-2017Vol. 3

INTRODUCTION:

A few decades ago a concern was raised

that there are many pharmaceuticals present

in the aquatic environment. Many scientists

have recommended that many different

human pharmaceuticals were present in

effluents of sewage treatment works

(STWs).Through some discoveries there

were many questions raised like:

How many different human pharma

ceuticals are present in the aquatic

environment?

What are the concentrations of those

pharmaceuticals in rivers?

Which human pharmaceuticals adversely

affect aquatic organisms, and what are

those effects?

What are the consequences, to individual

organisms and to populations, of those

effects?

* Assistant Professor & Head, Department of Chemical Sciences, Shri J.J.T. University,

Jhunjhunu, Rajasthan333001

ABSTRACT

Sustainability means utilizing our resources in an efficient and renewable

manner. Sustainable Pharmacy addresses sustainable health care &

pharmacy issues identified by government steering group on the improving

use of medicines (for better outcomes and reduced waste). Pharmaceuticals

in environment – three problems to be focused on are-Many pharmaceuticals

are present in the environment. Some pharmaceuticals have shown adverse

effects on wildlife. Drinking water is being contaminated with human

pharmaceuticals. Possible solutions to the given problems are-Develop

‘green’ pharmaceuticals. Prevent pharmaceuticals reaching the

environment. Improve efficiency of sewage treatment works (STWs).

Keywords: Pharmaceuticals, chemicals, environment.

[ 52 ]


Do mixtures of pharmaceuticals cause

effects that individual pharmaceuticals

do not?

Could pharmaceuticals interact with

other chemicals present in the

environment to cause unexpected

effects?

Are some pharmaceuticals partially

degraded in the environment to “dead

end” transformation products, and do

any of these cause effects?

Due to the above questions are used,

following three problems were identified:

Many pharmaceuticals are present in the

environment.

Some pharmaceuticals have been shown

to have adverse effects on wildlife.

Drinking water may be contaminated

with human pharmaceuticals.

MATERIAL AND METHODS

Problems due to Pharmaceuticals in

the Environment:

Many Pharmaceuticals Are Present

in the Environment:-

A large number of pharmaceuticals are

present in the aquatic environment. So far,

about 100 different pharmaceuticals have

been detected in the aquatic environment.

Those pharmaceuticals cover many different

the apeutic classes, including an algesics,

beta-blockers, and selective eroton in

reuptake inhibitors (SSRIs), fibrates, anti-

epileptics, anti-hypertensive and steroids.

This suggests that many pharmaceuticals are

not completely removed during waste water

treatment at STWs. Further, in very densely

populated countries, with small rivers, many

STWs discharge effluent in to the same river,

which could mean that chemical concentrations

in rivers are higher than expected.

Various processes might remove human

pharmaceuticals from rivers. For example,

the beta blocker propanol is very susceptible

to photolysis. Other pharmaceuticals might

undergo biodegradation. All these processes

will lower the concentrations of pharmaceuticals

in rivers. But by how much is largely

unknown presently.

Some Pharmaceuticals Have Been

Shown to Have Adverse Effects on Wildlife:-

There are presently at least two examples of

pharmaceuticals adversely affecting wildlife:

EE2 (17á ethinylestradiol) and diclofenac

sodium (NSAIDs).

RESULT AND DISCUSSION

Feminization of Fish by EE2:

In this case, EE2 probably plays a role in the


feminization of male fish that has been

reported from many countries. These

feminized fish were associated with exposure

to STW effluent, suggesting that estrogenic

chemicals in effluents were the cause.

Acute Poisoning of Oriental Vultures by

Diclofenac:-

The populations of all 3 species of

vultures in this part of the world have crashed

dramatically in the last decade. All3 species

have declined by 97%, or more. The birds

have been poisoned by diclofenac (NSAID)

used by veterinarians for the treatment of

inflammation, pain, and fever in domestic

live stock (especially cows). Vultures

unintentionally ingested diclofenac when

feeding on carcasses of live stock that had

been treated with the drug shortly before

their deaths. The above two cases shows that

pharmaceuticals have been showing adverse

effects on the wildlife due to which the

wildlife is in danger and getting extinct.

Drinking Water May Be Contaminated

with Human Pharmaceuticals:-

The evidence that there are human

pharmaceuticals in the drinking water supply

(potable water) is not particularly strong

presently. Some have reported being able to

detect some human pharmaceuticals in

potable water. If this potable water containing

low concentration of pharmaceuticals is

ingested by pregnant woman then it will

affect the fetus.

Concentrations are likely to be extremely

low: perhaps on average a few monograms

per liter. These extremely low concentrations

will prove an analytical challenge and mean

that it will probably be quite a few years

before enough reliable at a are available to

enable the general situation to be known.

Possible solutions to the problems created

by Pharmaceuticals in the Environment

Develop “Greener” Pharmaceuticals:

To be effective (inpatients),

pharmaceuticals generally need to be

relatively resistant to degradation.

Pharmaceuticals need to be “tough”, but this

characteristic is undesirable once the

pharmaceutical reach the environment,

because it will prolong their existence in the

environment.

For example, fluorine is often in

corporate into pharmaceuticals. The carbon-

fluorine bond is extremely strong, and hence

makes the pharmaceuticals much more

stable and resistant to degradation. This


increases the bioavailability of the

pharmaceutical: an asset in the patient, but a

major disadvantage in the environment. So,

“greener” pharmaceuticals probably should

not contain fluorine (or other halogen) atoms.

Prevent Pharmaceuticals Reaching the

Environment:

It is excretion of pharmaceuticals by

people, in their urine and/or faeces that

primarily accounts for the presence of human

pharmaceuticals in the aquatic environment

of many countries. Redesigning toilets, so that

urine does not enter the sewer system, would

significantly reduce the amounts of human

pharmaceuticals entering the sewerage

system, and hence the aquatic environment.

Unused pharmaceuticals are often disposed

of down the toilet. This route where by

human pharmaceuticals enter the aquatic

environment could fairly easily be

substantially reduced if unused pharmaceuticals

were returned to pharmacies, or collected in

another way.

Improve the Efficiency of STWs:

In developed countries, nearly all waste

water passes through STWs before it is

discharged to the aquatic environment.

Waste water treatment at STWs is already

very effective at removing pharmaceuticals;

concentrations of many are reduced by 90%,

or more, in STWs. various types of tertiary

treatment (e.g. addition of activated

charcoal, ozonation, and chlorination) are

also likely to reduce concentrations of

pharmaceuticals in effluent. If it is inevitable

that environmentally undesirable pharma

ceuticals will get in to the sewer system, then

improving the efficiency of waste water

treatment in STWs is probably the only

viable strategy to prevent these

pharmaceuticals reaching the aquatic

environment in concentrations high enough

to do harm.

CONCLUSION: The presence of

human and veterinary pharmaceuticals in the

environment is a relative new issue. West ill

do not know the magnitude of the issue, or

the size of the problem. We do not know

which pharmaceuticals are reaching the

environment, how they can get there (in the

carcasses of dead live stock was a real

surprise), which animals will receive

exposure, and what the effects of that

exposure will be. All these unknowns only

serve to illustrate that “greener” pharma

ceuticals are needed, so that the current

problems caused by pharmaceuticals in the


environment are minimized, or even

prevented, before they have a chance to

occur.

Many challenges lie ahead in the

movement towards “greener” pharmacy and

need to be vigorously addressed.

REFERENCES :-

1. Batt A L, Kostich M S, Lazorchak J

M (2008) Analysis of ecologically

relevant pharmaceuticals in waste

water and surface water using

selective solidphase extraction and

UPLCMS/MS. Anal Chem

80,5021–5030

2. Bound J P, Voulvoulis N (2005)

Household disposal of pharma

ceuticals as a pathway for aquatic

contamination in the United

Kingdom. Environ Health

Perspect113,1705–1711

3. Green R E, Taggart M A, Das D, Pain

D J, Kumas C S, Cunnigham A A,

Cuthbert R (2006) Collapse of Asi an

vulture populations: Risks of

mortality from residues of the

veterinary drug diclofenac in

carcasses of treated cattle. J Appl

Ecol43,949–956

4. Jobling S, Nolan M, Tyler C R,

Brighty G, Sumpter J P (1998) Wide

spread sexual disruption in wildfish.

Environ Sci Technol 32,2498–2506

5. Ternes T A, Meisen heimer M, Mc

DowellD, Sacher F, Brauch HJ,

HaistGulde B, Preuss G, Wilme U,

And ZuleiSeibert N (2002) Removal

of pharmaceuticals during drinking

water treatment. Environ Sci Technol

36,3855–3863


Present Position of India Considering Negative Sideof the Coin

Trilok Chand Singh*

Year-2017Vol. 3

(FAILURE OF SYSTEM)

India has a democratic form of

Government. There is world’s largest

democracy. On deeply analysing of our

democratic parliamentary system and the

constitution in theory, nothing is fond wrong

therein. But India has been passing through

a fault finding face when centrifugal forces

threatened India’s unity; communal

violence’s at large, ethnic crises are raised in

North, NorthEast and some other parts of

the country, hacking of prices in market. One

tends to believe that India is breaking.

Manifold economic problems constitute a

major internal threat to the survival of

democracy. There is rapid deterioration in

moral standards in implementation/

maintaining laws & orders. The fundamental

forces assail the Indian polity. Religious

divisiveness is wellknown disease in this

country. The principal of caste divisiveness

could lead to a social breakdown.

India is at the cross roads. Although we

have passed 49 years period after

independence and started with the great “tryst

with destiny” but we are still at such a point

not knowing where to go. There exists some

governments of different parties in the State

along with government of groups in

coalitions. Though there have been the

government of different parties in centre as

well as in several states yet non of them has

given us a clear answer to our phenomenal

problems.

India, with a foreign debt of about $ 91.8

billion is the third largest debtor among

developing countries according to the

released world debt table (199495). It is next

only to Brazil and Mexico. By implication it

means that every Indian is carrying a foreign[ 57 ]


debt of about $ 102 (Rs. 3200). The

apprehension in some Indian minds that

country may be in a debt trap, a situation in

which more and more borrowing are required

to service the debt. The total indebtedness of

the union government touched whopping Rs.

5,58,421 crore as on March 31st , 1994 say’s

the report of comptroller and Auditor General

presented in the Lok Sabha.

The aggregate net market borrowing of

the Central Government amounted to Rs.

20,074 Crore in 199495 while the 199596

budget has placed aggregate net market

borrowing at Rs. 27087 Crore. It is as per

report of the Reserve Bank of India which

has expressed serious concern over the

proposed of the economy falling into an

internal debt trap.

POLITICAL MORALITY- Breakdown

of an illicit Consensus :-

At long last, the operative ‘moral’

consensus in Indian politics concerning the

legitimacy of corruption finds itself in a crises

of its own making, besieged by professionalized

CBI responsive to robust vigilance of an

activist Supreme court. The complete

incoherence of leaders and parties in

comprehensible but when media, and leading

public opinionators, express devious concern

about current developments, the hapless

Indian citizens have a just cause to be

alarmed.

(1) The times of India, New Delhi, May

3, 1995

For far too long they have bearing the cost

of corruption as a way of sustaining

democracy. For them to be told, by those who

should know better, that all the hawala

happing are merely ‘political gimmicks’ by

a desperately aged leader to feather his own

nest is to add an insult to the injury. They are

concerned with clean public life, not with the

fickle fortunes of their leaders.

NO LEGAL ACTION:-

Since independence, nearly 200 judicial

commissions of enquiry have indicted public

personages on corruption. But virtually no

legal action has followed. In 1973,

Jayprakash Narayan led Indian people in a

total revolution insisting on corruption free

public life. In 1985, the young congress

President, had the temerity to bemoan at the

congress centenary, “the brokers of power and

influence ….. riding at the back of the ruling

party workers” who convert a “mass


movement” into a “feudal oligarchy” who

make business and industry “sheltered

battalions of law breakers and tax evaders”,

who manipulate a bureaucracy into a “fence

that ate away the crop”. He lamented loudly

the “sorry, unedifying spectacle of…. Total

incapacity, corruption, nepotism, hypocrisy”

which has “disfigured our political

landscape”. Eleven years down the road,

even the slight possibility of transfiguration

of this landscape is, surprisingly, held out as

a possible threat to Indian democracy, by no

less than a person than Mr. Nani Palikhivala,

otherwise a rule of law wallah.

The illicit consensus allowed the growth

of a folkore of corruption, to be exploited for

distinctly partisan ends. But care had to be

taken that to make difficult, even impossible,

to establish the facts of corruption. The 1947

Prevention of Corruption Act was too weak

and deficient an instrument for combating

corruption in high places. In 1988 when it

was totally revised, all parties ensured, in the

heyday of Bofors, to retain those features

which allowed virtual impunity to the top

echelons of civil servants and politicians. The

importance of the hawala developments lies

in judiciary to meticulously try the accused

and deny all motions, which are bound to

follow, for the withdrawal from prosecution

“in public interest” such withdrawal may

serve is the restoration of politics of impunity

for corruption in high places.

The citizenvictims of corruption in high

place understand fully well that anti

corruption scanvenging has to be, by

definition, propelled by dark and dire political

motives. But they jubilate at the current

political crisis because this is on situation

where, contrary to the political adage, they

will not be the grass when elephant fight.

Rather, the current political bloodletting will

help the greening of a truly democratic India.

For far too long, Indian people have

experienced, helplessly, corruption as the

daily microfacism of political power. It is

unbecoming that the media and public

opinionators should continue to display there

voyeuristic fascination with

This pornography of political power.

Rather, they educate public opinion in ways

through which struggle against corruption in

public life can begain, in an obscenely

globalizing India, where sycophancy of

multinationals is begging to acquire the

dimensions of a civic virtue.


Such public education campaigns would

high light ways which other democratic

societies, including Italy, Japan, Korea,

Mexico and The United States, have sought

to deal with the problem. The post Watergate

Ethics in government Act now impales as

much Mr. Bill (and Ms. Hillary) Clinton as

well as the speaker Mr. Newt. Glingrich. The

holders of the highest public offices in the

USA are not immune from independent

investigation and prosecution.

FATS BRUSHED ASIDE:

In India, the law has been systematically

underdeveloped. The result is that while

allegations of corruption flourish vigorously,

indeed, to a point where politics of scandals

make politics itself a scandal, fats may never

be established under due process of law. For

example, several well conceived proposal for

any ombudsman have floundered because not

a single Prime minister was willing to submit

to an independent authority. The Santhaman

Committee, as far back as 1964, recommended

that all public personages should be required

to file a statement of income and assets. The

many same recommendations of India’s first

(and last). National law commission on

corruption gathers dust.

Political actors in India have also found

it expedient to ignore, and even sabotage,

large number of prescriptions for state

funding of election expenses. They have

refused to draw any lesions from other

democracies. Nor are they subject to the laws

of the land; apart from there recognization

under the representation of people Act, they

exist wholly outside pale of law. Neither

registered as cooperative societies, or as

charitable foundations, trusts or corporations,

they escape all legal regulation which bind

other associations. Their annual accounts are

not subject to public audit, and they pay no

taxes. Their vested interest lies in promoting

the folklore of corruptibility which

constitutes a symbolic capital generating

windfall at the hustings. For, facts, as and

when established, may demonstrate to the

Indian people the truth that the emperor has

no clothes.

POSITION OF CORRUPTION:-

Mode, a leading market research agency,

which conducted a poll on corruption for the

Times of India, interviewed a random sample

of 1,554 adults, evenly distributed across the

six metros of Delhi, Bombay, Calcutta,

Madras, Bangalore and Hyderabad between

January 5 and 7, 1995.


The respondents were asked to rate

various categories of professionals on a scale

of 1 to 10 (1 most corrupt, 10 least corrupt).

The result are revealing: politicians go right

to the top of the pecking order, with 92 per

cent respondents placing them in the top three

points of the points of the scale policemen,

government servant and business rank next

in that order, and lawyers, judges and bank

officials occupy the middle of the scale.

The result reveals an allpervasive lack

of confidence in the moral fibre of the nation

as whole and particularly in the integrity of

government. Also, despite the dismantling of

the Licensepermitquota raj and the removal

of some “tainted” ministers, people are from

convinced that enough is being done to clean

the Augean stables.

Over 85 per cent say corruption has

increased over the last three to four years

since the Rao government came to power.

Evidently, liberalisation has not turned

out to be the view that further economic

liberalistation will ultimately reduce

corruption. Significantly, 85 per cent endorse

the statement that “to eradicate corruption we

have to begin as the top”.

The message of the poll is that economic

reforms is potentially a factor that can reduce

corruption, but for this potential to be

realised, cleansing of public life should get

equal priority on the national agenda.

Reference :-

The Constitution of India Vol. 1 & 2 By

Author Mr. M.C. Jain Kagzi

Introduction to the Constitution of India

By Author Mr. Basu Durga Das

Working A Democratic Constitution : The

India Experience By Author Mr. Austin,

Granville.

Democratic and India By Author Mr.

Shalendra D. Sharma .

Emergent India By Author Mr. Rizvi

Gowher.

Contesting India By Author Mr. David

Ludden.

The Clash Within: Democracy, Religious

Violence, and India’s Future By Author

Mr. Martha C. Nussbaum.

Daily News Paper the Hindu, Amar Ujala,

Dainik Jagran, Hindustan and Times of

India”.


Impact of brick-kiln dust on growth and yield ofchickpea in presence of root-knot bacteria and root-

knot nematodes

Kamal Singh*

Dinesh Kumar Singh**

Year-2017Vol. 3

The positive effects of R. leguminosarum on the growth and yield of

chickpea plants were masked significantly by root-knot nematodes. Brick

kiln dust amendment increased the plant growth and yield characters

continuously up to 60% levels compared to controls (i.e. brick kiln dust

unamended treatments). However their maximum value was found at 20%

dust amendments. Onward to 60%, there was steep decrease in the abovesaid

characters. Amongst all the brick kiln dust amended treatments, higher

values of the characters were shown throughout by R. leguminosarum treated

plants compared to M. incognita inoculated or uninoculated plants. However

in bacteria and nematode inoculated joint treatments, different characters

were found stranded somewhere between the bacteria and nematode

inoculated individual treatments.

Key words: Brick kiln dust, Meloidogyne incognita, Rhizobium

leguminosarum, chickpea

ABSTRACT

* Associate Professor & Head Section of Environment Nematology Department of Botany

D.S. College, Aligarh

** Assistant Professor Department of Botany Shri JJT University Jhunjhunu, Rajasthan[ 62 ]


INTRODUCTION

The different crop plants responded

differently to utilizable plant nutrients present

in brick kiln dust. They were proved

beneficial for plant growth and yield at the

lower levels (Singh and Prakash, 2008; Rizvi

and Khan, 2009), however, reverse happened

at higher levels (Chang et al., 1977; Singh et

al., 2007; Singh, 2011). Brassica juncea and

Linumusitatissimum showed good growth

and yield only in soil amended with lower

levels of brick kiln dust however not at higher

ones (Upadhyay, 2004). These particulates

actually change the physicochemical

properties of the soil (Khan et al., 1997). The

favouritism or adversaries to plant growth

and yield due to these particulates, thus

reclines upon the proportion in which they

(particulates) are present in the soil as

addendum. Their lower amount usually

favours growth and yield of plants but at

higher levels they have an adverse impactson

the plants.

Chickpea (Cicerarietinum L.) is the

world’s third most important leguminous

crop (Dhar and Gupta, 1998). World

production of chick pea has averaged about

8 million metric tons in the recent years

(Anonymous, 2007). India ranked first in

terms of chickpea production and

consumption throughout the world. About

65% of global area with 68% of global

production of chickpea is contributed by India

(Reddy and Mishra, 2010). Chickpea is

supposed to be an important dietary item

which suppliments some peculiar nutrients,

in particular, to the vegetarian population. It

is a source of high quality protein, and is

known as “a poor man’s meat” (Isabel and

Garmen, 2003; Rincon et al., 1998).

Chickpea is rich source of complex

carbohydrates, vitamins and minerals (Wang

et al., 2010).

The effect of particulate air

pollutants, especially the brick kiln dust, on

the growth and yield of legumes and their

subsequent resultant impact on the nematode

parasitism in terms of their reproduction,

biology and damages caused to the

parasitized crop (i.e. chickpea) have however,

received relatively little study. There is a good

chance to generate some kind of rapport in

between the particulates and the rootknot

nematodes on the host plants. The

performance of growth and yield of

Cicerarietinum (L.), a major leguminous

crop, should be evaluated against the brick

kiln dust like particulate. The utilization of


particulates in agriculture, as fertilizer cum

nematicide in the field, would not only solve

the problem of their disposal but also increase

the growth and productivity of growing plants

either by way of improving the physico

chemical properties of the soil to an optimal

level or suppressing the rootknot nematode

disease.

Rootknot nematodes are the major

biological constraints that reduce per capita

growth and yield of leguminous and non

leguminous crops (Rehmanet al., 2011). Out

of more than 90 known species, four species

of rootknot nematode viz. Meloidogyne

incognita (Kofoid and White) Chitwood, M.

javanica (Treub) Chitwood, M. arenaria

(Neal) chitwood and M. haplachitwood, are

considered the dominating species due to

their worldwide distribution, extensive host

range and the damage quantified to

differentparasitised host crops. The average

crop yield losses are estimated to be about

25% which ranged upto 60% in the individual

fields (Sasser, 1980; Sasser and Carter, 1982).

Rootknot nematodes also have a tendency

to develop the relationship with rootnodule

bacteria on the leguminous plants (Singh et

al., 1996; Siddiquiet al., 2001).

The main objective of the present

work is to assess the effects of brick kiln dust

on growth and yield of rootknot nematode

(Meloidogyne incognita race 1) infected and

rootnodule bacteria (Rhizobium leguminosarum)

inoculated chickpea [Cicerarietinum(L.) cv.

P391] plants.

MATERIALS AND METHODS

Root-knot nematode culture

Meloidogyne incognita (Kofoid and White)

chitwood race 1, is one of the commonest

rootknot nematode species in the Aligarh and

the adjoining area. This major species of root

knot nematode was used in the experiment

for experimental purpose. Roots of tomato

or egg plant were surveyed in the agriculture

fields for the rootknot nematode infection.

The rootknot nematode infected roots were

collected from the field and brought to the

laboratory by putting their in polypacks in

order to not to allow them (root) to dry. The

species of rootknot nematode present in the

collected samples were identified on the basis

of the characteristics of the perineal patterns

of the females. After species identification,

roots infected with M. incognita were

chopped and added to the pots containing

seedlings of tomato, Lycopersiconesculentum

Mill (cv. Pusa Ruby) or eggplant,

Solanummelongena L. (cv. PusaKranti)

growing in steam sterilized field soil.


Seeds of tomato or eggplant were first

of all surface sterilized by putting in 0.01%

HgCl2 for 15 min and washed thoroughly in

sterilized water afterward. Thereafter, surface

sterilized seeds were sown in autoclaved soil

filled clay pots having 30 cm diameter, in

order to get adequate number of seedlings for

further experimental use. Three to four days

old seedlings were carefully uprooted from

the parental stock and transplanted to the clay

pots duly filled with autoclaved field soil.

Single egg mass of the nematode, obtained

from the roots of plants maintaining pure

population of M. incognita, was injected in

the soil by making a hole near the roots of

each seedling in the pot. This way, single egg

mass culture of M. incognita was established

within 45 to 50 days after inoculation.

Subculturing was done in the similar fashion

after every 2 to 3 months by inoculating new

tomato or eggplant seedlings with at least 15

egg masses per pot, each obtained from a

single egg mass culture in order to maintain

sufficient inoculum for further experimental

studies.

Plant Culture and nematode inoculation

Seeds of chickpea, Cicerarietinum(L.) cv. P

391 were procured from Chola Seed Centre,

G.T. Road, Aligarh, U.P., India. Seeds were

soaked in water for 24 h and then surface

sterilized by 0.01% mercuric chloride (HgCl2

for 15 minutes. Five seeds of chickpea were

sown separately in each clay pot (having

upper diameter as 30 cm.) after surface

sterilization. But prior to seeding, the clay

pots were filled with autoclaved sandy loam

field soil, having the physicochemical

properties as referred below under the

heading of brick kiln dust. Seedlings of

chickpea were thinned to one in order to

maintain single healthy seedling per pot

which were used for further experimental

study. The pots were arranged on the

glasshouse benches of botanical garden of

D.S. College, Aligarh at 27±2°C and watered

regularly after certain time intervals. The

plants were harvested 120 days after sowing.

For inoculation of M. incognita, the

soil around the roots was carefully moved

aside without damaging the roots. The

nematode suspension containing the second

stage juveniles (J2) of M. incognita,was taken

in micropipette controller and poured around

the roots of seedlings. After the addition of

juvenile suspension, the soil was replaced.

Inoculum density was 2000 J2 per pot. The

inoculation was done after two weeks of seed

germination.


Root-nodule bacteria

Commercial culture of Rhizobium

leguminosarum strain Jordan, obtained from

the Agriculture Farm House, Quarsi,

Ramghat Road, Aligarh (U.P.), was used in

the experiment. Prior to sowing, seeds of

chickpea were treated with a mixture of

sugar, water and R. leguminosarumculture,

followed by drying in shade for half an hour.

Brick kiln dust

The experiment was conducted in the glass

house fabricated at the Botanical garden, D.S.

College, Aligarh (U.P.), India. The college

campus is situated 15 km away from the

source of brick kiln dust. Brick kiln dust in

the experiment was obtained from the brick

kiln situated at ManzoorGarhi, Aligarh used.

Random sampling of brick kiln was done

from brick kiln dust pond. Sampled brick kiln

dust was brought to the laboratory in different

gunny bags. Then a composite sample was

made by mixing the separately sampled brick

kiln dust. This composite mixture was

sterilized by putting the mixture filled bags,

in the autoclave. For the experiment to be

done, the soil was collected from the

agricultural field of suburban Aligarh. The

soil was collected from 20 to 30 cm depth,

after scrapping the upper flora and litter. The

soil was sandy loam field soil (66% sand,

24% silt, 8% clay, 2% OM and pH as 7.7).

This field soil was filled in gunny bags and

was steam sterilized in the autoclave before

incorporating with different levels of brick

kiln dust. The pressure of the autoclave was

maintained 20 lb continuously upto 20

minutes. After drying, the autoclaved field

soil is mixed with brick kiln dust. The

autoclaved field soil and brick kiln dust were

mixed in the following proportions to get

4000 gm (4 kg) of mixture for each treatment

separately.

Brick kiln Brick kiln Field soil Total mixture dust % level dust weight weight weight

0% = 0.000 g + 4000 g 4 kg

20% = 800 g + 3200 g 4 kg

40% = 1600 g + 2400 g 4 kg

60% = 2400 g + 1600 g 4 kg

80% = 3200 g + 800 g 4 kg

100% = 4000 g + 0.000 g 4 kg


After proper mixing, clay pots were

filled with 4 kg of each type of mixture.

Treatment without brick kiln dust served as

control. Each treatment was replicated five

times. So the total 120 pots were prepared

for the experiment (24 treatments x 5

replicates). The following were the brick kiln

dust unamended (4 set with five replicates)

and amended (20 set with five replicates)

treatments.

Treatments

Brick kiln dust unamended (controlled)

treatments

Plant

Plant + bacteria (= R. leguminosarum)

Plant + nematode (= M. incognita)

Plant + bacteria + nematode

Brick kiln dust amended treatments

Plant + 20% brick kiln dust

Plant + 20% brick kiln dust + bacteria

Plant + 20% brick kiln dust + nematode

Plant + 20% brick kiln dust + bacteria +

nematode

Plant + 40% brick kilndust




nematode

Plant + 60% brick kilndust




nematode





nematode





nematode

After the termination of experiment

(120 days after sowing), growth and yield

were determined as per the procedure

described below. All the data were analysed

by using the Fischer (1950) two factorial

method. At the time of analysis, the data was

splitted into two factors i.e. F1 and F

2. The

factor with brick kiln dust treatment is

considered as F1 and that with different

nematode and/or bacteria is considered as F2.

The L.S.D. was calculated for F1 and F

2

separately as well as for F1 x F

2 collectively.

Plant growth parameters

• Length of shoot

• Length of root


• Fresh weight of shoot

• Fresh weight of root

• Dry weight of shoot

• Dry weight of root

Plant yield parameters

• Number of flowers

• Number of fruits

• Number of seeds

• Weight of seed

Plant growth and yield parameters

As has been told earlier that plants

were harvested after 120 days of sowing. But

before the termination of the experiment, an

adequate amount of water was added to the

pots to soften the soil in order to uproot the

plants without excessive loss of roots.

Uprooted plants were brought to the

laboratory by putting them in polythene bags.

Thereafter, lengths of the shoot and root were

measured in centimeter (cm) up to the two

decimal places. Shoot length was taken from

the point of emergence of the root to the shoot

apex, while root length was recorded from

root emergence to longest root. Fresh weight

of shoot and root was also measured

immediately after uprooting by weighing

them in an electrical balance. Their fresh

weight was recorded in grams (g). Afterwards

both shoot and root were wrapped in blotting

sheets and were dried in a hot air oven

maintained at 80oC for 24 hours. Dry weight

of plants was then determined separately for

shoot and root. Like fresh weight, dry weight

was also recorded in grams (g) in the

electrical balance, which gives the accuracy

upto various decimal points but rounded up

maximally upto two decimal points. Plant

yield in terms of flowering, fruiting and

number and weight of seeds, was determined.

Number of flowers and pods have been

started to count from the date of their

onsetting and were counted 5 times at 7 day

intervals upto the end of the experiment and

an average was calculated. Number of seeds

were counted separately for all the replicates

of each treatment. The average was then

calculated as per procedure. Seed weight was

also determined by weighing the seeds

separately for each replicate of the treatment.

Thereafter, an average of the replicated values

were taken as seed weightthreshold frequency

level on the other.

RESULT

Different plant growth parameters

taken into consideration were lengths, fresh

and dry weights of shoot and root

respectively. All plant growth parameters

were enhanced by rootnodule bacteria but


were reduced by rootknot nematodes. The

damage caused to growth parameters by root

knot nematode was masked significantly by

the rootnodule bacteria in all the treatments.

Brick kiln dust affected the growth

of chickpea plants. All the considered growth

parameters increased upto 60% compared to

controls, being greatest at 20% brick kiln dust

levels. At 60% dust level, the growth was

found somewhat superior than controls (i.e.

dust unamended treatments) although

insignificant. Gradual decline in growth was

observed in 60% beyond amendments i.e. 80

and 100%. Minimum growth was recorded

in 100% brick kiln dust amended treatments.

Rootnodule bacteria (R. leguminosarum)

improved the chickpeas growth even in brick

kiln dust amendments. Growth was recorded

to be increased continuously from 20% to

60% dust levels in bacteria inoculated

treatments although it was not gradual.

Growth was gradually enhanced upto 20%

dust levels, but gradual reduction was not

recorded in 20% onward treatments upto

60%, although the growth was still greater

than controls. Higher level (i.e. 80 and 100%)

dust additions reduced the chickpeas growth

drastically.

Amongst dust treated plants,

chickpeas showed amelioration in growth

upto 60% additions in rootnodule bacteria

+ rootknot nematode joint treatments being

maximum at 20%. Onwards to 60%, brick

kiln dust reduced the growth steeply even in

presence of both the microorganisms.

Treatments having jointly inoculated by root

nodule bacteria and rootknot nematode,

showed the growth patterns less than root

nodule bacteria treated but more than root

knot nematode inoculated treatments. Similar

trend in growth of chickpeas was recorded

even in presence of brick kiln dust

amendments (Table 16).

Like growth, yield parameters were

also reduced by rootknot nematode

infection. But such reductions were masked

to some extent by the brick kiln dust

particularly up to 60% levels. Although 20%

dust addition masked the negative effects of

nematode maximally on yield. That is why,

yield was increased drastically at 20% level

dust additions even in presence of nematodes.

Such effects of dust were also visible at 40

and 60% dust additions but were not so

significant as they were at 20%. Higher levels

of dust were, as usual, proved detrimental to

yield parameters.

Yieldwise chickpea plants, in


collective nematode and bacterial treatments,

showed that yield parameters values were

found sandwitched in between nematode

inoculated and bacteria inoculated

treatments. The yield was also increased in

joint treatments upto 60% dust levels, but was

drastically increased at 20% and then gradual

reduction occurred upto 60%. Although the

yield was still greater than controls. Higher

levels of dust were again proved detrimental

to yield parameters irrespective of the

presence of rootnodule bacteria and/or root

knot nematode. The yield was found

minimum in 100% dust amendments and

moreover at that level the yield values

showed the insignificant difference between

the nematode and/or bacteria inoculated or

uninoculated treatments (Tables 710).

DISCUSSION

Chickpea plants showed enhanced

growth in the soils amended with progressive

20 to 60% brick kiln dust. Although the

greatest growth was shown by the plants

grown in 20% compared to 40 or 60% dust

amended grown plants. However the growth

at these levels were still greater than controls

i.e. dust unamended soils. Utilizable plant

nutrients are found in the brick kiln dust

(Gupta and Narayan, 2010) and its addition

can enrich the soil in macro and micro

nutrients which may have favourable effects

on the crop productivity (Rizvi and Khan,

2009). Seedlings like Brassica juncea and

Linumusitatissimum have shown the

luxuriant growth in the brick kiln dust

amended soils (Upadhyay, 2004). Addition

of brick kiln dust improves the different

physicochemical properties (as also evident

from their evaluated values) like porosity,

water holding capacity, cation exchange

capacity and pH (Khan et al., 2007) which

may ameliorate the plant growth and yield

Plant growth and other characters of

chickpea plants with R. leguminosarum from

20 to 60% levels were relatively better than

chickpea plants not inoculated by R.

leguminosarum. Although best growth was

shown by 20% dust amended nodulated

plants. Brick kiln dust at 40 and 60% levels,

also improved the different parameters

compared to controls. These improvements

were comparatively less in the presence of

rootknot nematode. Chickpea plants jointly

inoculated with R. leguminosarum and M.

incognita in 20, 40 and 60% brick kiln dust

amendments showed a significant

enhancement in all these parameters

compared to the inoculated plants grown in


non amended soils. However, such effects

were not clearly visible at 80% dust levels

and they were diminished to insignificant

levels at 100% dust levels. Thus the plants

showed insignificant differences amongst the

different treatments with or without the root

nodule bacteria and/or rootknot nematode

at 100% dust levels. So it is obvious that the

interactive effects of rootnodule bacteria and

rootknot nematodes were adversely affected

by the higher levels (i.e. 80 and 100%) of

brick kiln dust, particularly at the 100%

levels. Higher levels of brick kiln dust might

have become suppressive for the rootnodule

bacteria and/or the rootknot nematode

activities through the accumulation of toxic

heavy metals. Many heavy metals,

supplemented by any soil addendum, are

reported to be detrimental to

Heteroderaglycines and M. incognita

(Zasadaet al., 2008). The adverse impact of

heavy metals or toxic substances,

accumulated beyond the bearable limit, on

the microbial organism (such as the rootknot

nematode and/or the rootnodule bacteria) are

well documented in the literature (Siddiqui

and Singh, 2005; Singh et al., 2010).

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Khan, H.R., Rahman, K., AbdurRouf, A.J.M.,

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on plant growth, photosynthetic

pigments and leaf blight of wheat.

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Siddiqui, Z.A. and Singh, L.P. (2005).Effects

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Singh, K. (2011). Growth, yield and rootknot

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Saquib, M. (2007).Soil application of

fly ash on growth, yield and

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M. (2010). Morphological and

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(1996).Interaction of fly ash and root

knot nematode on growth and yield

of cowpea in presence or absence of

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T., Melakeberhan, H., Koenning, S.R.

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alkaline stabilized biosolids to

manage nematodes: case studies on

soybean cyst and rootknot

nematodes – A Review article. Plant

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Treatments Brick kiln dust

0 20 40 60 80 100 Mean

P 30.30 37.25* 34.68* 31.70* 25.28ns 20.96ns 30.03

P + R 39.17* 45.18* 42.25* 40.87* 27.32ns 23.82ns 36.44@

P +Mi 25.72ns 33.32* 28.78ns 25.85ns 21.62ns 18.35ns 25.52@

P + R + Mi 29.00ns

36.78* 30.96

ns 29.08

ns 24.63

ns 19.81

ns 28.38

@

Mean 31.05 38.13# 34.17# 31.75# 24.71# 20.74#

CD at 5% of lower surface – Brick dust (F1) = 0.507, Treatment (F

2) = 0.621, Interaction (F

1 x F

2) = 1.242

Table 2. Effect of brick kiln dust amendment on the root length of chickpea plants (in cm)


0 20 40 60 80 100 Mean

P 12.26 14.25* 13.86* 12.50ns 11.12ns 9.35ns 12.15

P + R 16.85* 18.73

* 17.46

* 16.90

* 13.75

* 11.46

ns 15.85

@

P +Mi 9.46ns 12.14ns 11.24ns 9.50ns 8.86ns 8.22ns 9.82@

P + R + Mi 14.60* 16.25* 15.02* 14.90* 11.14ns 9.64ns 13.49@

Mean 13.29 15.34# 14.40# 13.04# 11.22# 9.67#

CD at 5% of lower surface – Brick dust (F1) = 0.216, Treatment (F2) = 0.264, Interaction (F1 x F2) = 0.529

Table 1. Effect of brick kiln dust amendment on the shoot length of chickpea plants

(in cm)


Table 3. Effect of brick kiln dust amendment on the shoot fresh weight of chickpea plants (in gm)


0 20 40 60 80 100 Mean

P 35.21 37.55* 36.36ns 35.25ns 28.75ns 25.50ns 33.10

P + R 47.72* 50.50* 48.24* 47.50* 35.25ns 31.30ns 43.42@


P + R + Mi 39.20* 42.50* 41.75* 39.75* 25.25ns 20.75ns 34.87@

Mean 37.72 41.20# 39.40# 37.95ns 27.56# 23.90#


Table 4. Effect of brick kiln dust amendment on the root fresh weight of chickpea plants (in gm)


0 20 40 60 80 100 Mean

P 23.90 24.62ns 24.10ns 23.95ns 12.62ns 8.16ns 19.51

P + R 28.67* 30.68* 29.10* 28.70* 9.74ns 7.10ns 22.25@


P + R + Mi 26.12* 27.82* 26.58* 26.28* 9.12ns 6.62ns 20.42@

Mean 25.02 26.44# 25.40# 24.89ns 10.04# 6.72#


Table 5. Effect of brick kiln dust amendment on the shoot dry weight of chickpea plants (in gm)


0 20 40 60 80 100 Mean

P 9.18 10.20* 9.40ns 9.20ns 7.50ns 7.00ns 8.67

P + R 11.93* 12.60* 12.00* 11.94* 9.40ns 8.80ns 10.99@


P + R + Mi 10.86* 11.95* 11.00* 10.90* 8.00ns 7.25ns 9.89@

Mean 9.77 10.94# 10.31# 9.50# 7.78# 7.21#



Table 6. Effect of brick kiln dust amendment on the root dry weight of chickpea plants (in gm)


0 20 40 60 80 100 Mean

P 5.98 6.50* 6.00ns 5.99ns 4.90ns 4.75ns 5.56

P + R 8.23* 10.20* 8.75* 5.35* 7.50* 7.00* 8.28@

P +Mi 4.10ns

6.25* 4.20

ns 4.14

ns 3.25

ns 2.95

ns 4.11

@

P + R + Mi 7.14* 9.00* 7.25* 7.15* 5.75ns 5.50ns 6.86@

Mean 6.36 7.99# 6.55# 5.91# 5.35# 5.05#


Table 7. Effect of brick kiln dust amendment on the flowering of chickpea plants


0 20 40 60 80 100 Mean

P 25.10 32.40* 27.80* 26.60* 18.40ns 15.00ns 24.22

P + R 32.20* 40.25* 35.76* 33.60* 23.65ns 19.75ns 30.87@

P +Mi 22.40ns 28.74* 24.40ns 23.50ns 13.00ns 10.40ns 20.41@

P + R + Mi 26.45* 34.50* 29.20* 26.90ns 18.40ns 14.00ns 24.66ns

Mean 26.54 33.97# 29.29# 27.28# 18.36# 14.79#


Table 8. Effect of brick kiln dust amendment on the fruiting of chickpea plants


0 20 40 60 80 100 Mean

P 22.15 29.75* 25.80* 23.00ns 15.86ns 12.00ns 21.43

P + R 30.65* 37.26* 32.26* 30.90* 21.55ns 16.65ns 28.16@

P +Mi 20.75ns 26.46* 24.86* 21.00ns 12.00ns 8.60ns 18.95@

P + R + Mi 24.60* 32.70* 27.65* 24.90* 16.46ns 12.65ns 23.01@

Mean 24.54 31.54# 27.64# 24.65ns 16.47# 12.48#



Table 9. Effect of brick kiln dust amendment on the number of seeds of chickpea plants


0 20 40 60 80 100 Mean

P 26.00 34.26* 29.38* 26.10ns 19.66ns 15.08ns 25.01

P + R 35.40* 42.20* 36.63* 35.50* 25.84ns 18.65ns 32.30@

P +Mi 22.60ns

30.24* 25.86

ns 23.00

ns 16.44

ns 10.60

ns 21.46

@

P + R + Mi 29.50* 36.62* 32.74* 29.55* 20.42ns 15.65ns 27.36@

Mean 28.38 35.83# 31.15# 28.25ns 20.59# 15.00#


Table 10. Effect of brick kiln dust amendment on the seed weight of chickpea plants (in gm)


0 20 40 60 80 100 Mean

P 3.67 6.48* 4.45* 3.94* 2.21ns 1.50ns 3.71

P + R 4.60* 8.05* 5.40* 4.72* 2.84ns 1.98ns 4.76@

P +Mi 2.89ns 5.75* 3.90* 2.90ns 1.56ns 1.04ns 2.92@

P + R + Mi 4.28* 6.90* 4.67* 4.30* 2.21ns 1.40ns 3.94@

Mean 4.11 6.79# 4.61# 3.81# 2.20# 1.48#


* = data significant with 0% brick kiln dust and at P treatment only at P = 0.05

ns = Not significant

@ = data significant within a column at P=0.05

# = data significant in a raw at P =0.05

P = chickpea plant, R = Rhizobium leguminosarum, Mi = Meloidogyne incognita


The Toxic Effect of Effluent on Growth Rate ofVegetable Plant (Glycime-Max) In Near Coal Mine

Aerea. (Sanjay Gandhi Thermal Power Station)

Anil Kumar*

U.K. Mishra**

Year-2017Vol. 3

INTRODUCTION :

The effluent samples taken near coal

mine area are found to be ALKALINE in

nature. containing higher value of B.O.D. and

C.O.D. The effluent also having measurable

amount of NO3, excess amount of some

soluble salt of MgSO4, MgCO

3, CaSO

4 and Men

Biodegradable chemicals like chloropromazine,

Hydrochloride, per chloroperazine maleate

and Tri fluropromazine Hydrochloride.

The higher Concentration of effluent

found from effected area (CHAURI) The

growth rate of Glycine max found very

significantly poor.

In Glycinemax the mean root length

increased in lower concentration of the

effluent but decrease in higher concentration

the order of Toxic effect resultant in higher

concentration of effluent are. Allumcepa >

vina sinesis > Glycinemax

It was determined that the effluent is

highly deleterious for the germination of

Glycinemax as correlation coefficient “r” is

calculated and found negative correlation.

For Glycinemax (Soyabeen)

—— 10%

Tomato —

20 40 %

Methie 60%

Instrumentation and Methodology :

The Toxic NonBio degradable

chemicals in coal mines wastes (Effluent)

Can be purified by two methods.

I. ULTRA FILTRATION

II. BY ACTIVATION CHARCOAL

METHOD.

* Deptt. of Chemistry, I.V.P.G. College, Jewa Rewa (M.P.)

** Deptt. of Geology Govt. Science College Rewa (M.P.)

[ 78 ]


Several trace elements are found in

polluted water. The most of among are Pb,

Cd, Hg, metalloids, like As, Sb, and Se.

Heavy metal bind the cell membrane

affecting Transport process through the cell

wall. They also tend toprecipitate PO4

3 Bio

compound or catalyse the decomposition of

such compound.

Some Toxic Chloroniated organics present in effluent are :

Initial Cone g/L

ALDRIN 48

DIELDRIN 17

ENDRIN 62

AROCHORE 41

Synthetic organic IonExchange Resin are very useful for removal of effluent.

[CH2CH(C

6H

5)]

x [CH

2CH [C

6H

4(CHCH

2)]]

y

( The sources of Heavy metal in surface water)

Purified Water

Industrial Water discharge

Strom Water RUNOFF

SEWAGE SEWAGE

TREATMENT

River DAM TANK STREAM

Styrene Divinyl Benzene Copolymer


Coal mines area particularly those

which have been abnormally discharge

substantial quantities of H2 SO

4 and Fe(OH)

3

These result from oxidation of FeS2 in Pyrite

which occur in large amount in under of

round seams having coal.

2FeS2 + 2H

2O + 7O

2 2Fe+2 + 4HSO

4

4Fe+2 + O2 +2H+ 4Fe +++ + 2H

2O

pH of effluent is denoted have 3.5

but the process is catalysed by Fe Bacterium

this Bacillus Ferro oxidons.

Bacillus Ferroxidoxy

FeS2 + 4Fe +++ + 8H

2O 15Fe+3 + 2 SO

4–2 + 16 H+

The most effective prevention to remove Acid mine water is to use CaCO3 rock.

CaCO3 + 2H+ + SO

4–2 Ca ++2 + Ca+2 + SO

4–2 + H

2O + CO

2

Rock

The most chlorinated pesticides remove by adsorption of Resin at its surface while

Catimic and Anionic in exchange resion can remove imic dye present in effluent :


COOH M COOM H

Secondary Amine group , Cationic Ion exchange Resin

By the membrane teachnique are eliminate pesticides found in effluent Reverse

Osmosis method

Effluent Applied Pressure

Membrane- 2 - 10000 cm.

Osmotic Pressure Purified Water

Result and discussion

The Average percentage of

Germination of seedings of Glycine max.

(Soyabeen) vegetable plant.

The percentage of effluent.

% of effluent Germination

percentage

10% 53%

20% 59%

40% 51%

60% 43%

80% 35%

100% 27%

Contral

Cn Germination

The correlative coefficient ‘n’ = 0.96

The practical data shaves that on 10% effluent

The percentage germination of Glycine

max are found same as central germination

but mean length of seedling increased.

The % of effluent Average root

length. Days (c.m.)

10% .32

20% 4.06

40% 3.85

60% 3.54

80% 3.12

100% 4.28

“r” value = 0.99

In Glucine max the root length has been

Significantly promoted effected as 10%

effluent. While if percentage of effluent

increased up 80 100%


The Average length of Glycine max of

10 days old deceased from 10.98 le.

8.10 cm because of increase in the percentage

can central of the effluent from 10 100%.

In case of 40 days old Gly cine max plant

the mean length promontory effluent at 10%

Concentration but from 20 100%

concentration. The average length showed.

The in hibitory effluent when concave its

growth in control condition of 21.64 cm.

Conclusion

The excess Amount of Cation, Ca++, mg++,

Hg+, Pb++, and Anion eo32, Po

43, HCO

3, and

other Toxie chemical in effluent in near coal

mine area directly effect the adsorptron of

water by root and other metabolic Activities

like photosynthesis, Resulting decreased

growth rate of seedlings. Effluent prevents

Activity of Hydrolytie enzymes which.

Required and accountable for germination of

seed despite germination the Aerobic

Respiration essential for the growth and

development of young seeding ground to be

decreased on account of lerger B.O.D. The

Higher concentration of Nacl, Na2So

4 restrict

to uptake of Ca, mg and phosphate.

Table I Physical parameter

Glycine max S.L. % of effluent Sugar mg Non Sugar mg protein mg

1 10% 2.65 6.30 0.90 2 20% 2.65 6.30 0.90 3 40% 2.60 5.77 0.86 4 60% 2.53 5.59 0.82 5 80% 2.53 5.52 0.75

References :-

(1) H.J. Vaux ‘’water quality’’ E.V. Vol. 43.

No 32001p.

(2) BxxH (1962). The effect of effluent on

the rate of photosynthesis 15 (1020)

(3) Boney A.D. (1971) coalmine manner

pollution bulletin.

(4) Singh D.K. (1982) The effect of effluent

en germination of clyeine max.

(5) Pandey and: Singh D.K. and Singh C.P.

(1960) pollution study an river around

industrial Area.

(6) Bring man a and Kutin (1959) The toxic

effect of waster water on aqualit bacteria.

(7) Koltz 1m. (1959) protein Hydration

(8) Khare N. and Shukla C.S. (1993)

cieobios 20140142.


Status of Public Library in India

Priti Gupta*

Year-2017Vol. 3

This paper is an overview of Public

Library development in India from ancient

times to the present day. It describes

inititatives undertaken by private foundations

& by local state & central government &

details the particular characterstices of India

scciety & their relationship to Library &

infromation system. The main optimally

Libraries especially public libraries are often

considered on essential part of having

educated literate purposes as well.

Introduction:

Library, movement is a saga of

organized growth & development of libraries

giving the details of establishment

maintenance & functioning of libraries in a

geographical proximity. Thus the public

library services become of the people by the

people & for the people Dr. Sr. Rangnathan

defined the public library as @ any library

established &/or maintained by a local library

authority, including travelling libraries &

services, 5 any library, open to the public free

of charge & maintained & manage by the

government or by the government or by any

local body I & C and library notified by the

government as a public library. No country

in the world can progress without providing

free public library. The growth &

development of public library system in India

may be studied by categorizing it broadly

into 3 groups.

1. Ancient lib

2. Medieval lib

3. Modern lib

1. Ancient period (before 1200 AD)

The hiostory of the development of

the public many be said to be as old as that

of education in India.

“The earliest writer & recorded

materials found in India re the inscriptions

on store pillars of King Ashoka (300 BC) in

[ 83 ]


scriptions could be called the first outside

open libraries” Pandey SK Sharma stated that

“In India, since the ancient times libraries

have been functioning as light houses for

those who wanted to read & to extend the

boundaries of various disciplines.

2. Medical Period (12001775AD)

Muslims mostly rule the Medical

period of India historically it is also

known as Mughal period. “Thus

period of Mughal is considered as the

“golden period” of India history for

its education a literary & library

activities Babur king of Kabul

invaded India & annexed Delhi to his

kingdom. He established the first

Mughal inperial library in 1526.

Babur inherited manuscripts from his

father & kept in his library & also

collected book from different

socurces of his kingdom. Babur died

in 1530 & was succeded by his son

Humayun.

3. The first landmark in the independecne

history of the public library system

in India is the enactment of delivery

& registration of publications Act of

Bombay gov. in May 1808.

4. The British Period (17571947)

The Britis hers came to india prmanly

to establish trade & commerce. A number of

Academic institution were established the

during the british period by the est India

company & by the christian missionaries.

Every public library instituted

through the state’s financial assistance was

to be named as circulating library 1906, he

went to America as an observer a student

desirous of acquiring all the knowledge &

experience that could enable him to make his

own state a model are in india.

University of Madras created the post

of University Librarian in 1923 & Dr. SR

Rangathan joined the post on 4 Jan. 1924,

Rangnathan published his “Five Laws of

Library Science” in 1931, “Colon

Classification” in 1993 “Classified catalong

coded” in 1934.

Establishment of the imperial Library :

First 3 decaded of the 20th centuary

can be marked as the golden period of indian

library system on 31st Jan 1902 the imperial

library Act was passed & Lord 13. The

another 2 important landmark in the pre

independent history of public library in india

are

National Library A after

independence in 1948 the name of imperial


library was changed to the National library ,

the calcutta public library & an imperial

library framed in 18881 were amalgamated

in 1903 to become the imperial library of

colonial india & finally named the same as

National Library by the Central Gov. of India

in 1948. Such a well organized & efficiently

run lib.

On 1st Feb. 1953 the National Library

was opened to the public inaugurated by

Maulana Abdul Kalam Azad. Shri B.S.

Kesavan was appointed as the first librarian

of the nation library.

Delhi Public Library The

establishment of the Delhi Public Library

impanelment of the Union Gov. in Public

Library Movement enactment of public

Library Laws are some of the main issues

which contributed towards the improvement

& expansion of Public Library after

independence.

Library Legislation in India :

The UNESCO Public Lib. Manifesto

1972 stated that “The Public should be

established under the clean mandate of Law”

which is substained by the IFLA/UNESCO

Public Library manifesto to 1994. According

to Ranganthan the second Law “ Every reder

his/her book” can be properly carried out only

by legislation. Model library Act for

constituent states of India (1930), Bangal

(1931), Bombay (1946) ; Unions Constituent

state (1950) ; Union (1957) ;West Bengal

(1958) ;Kerala (1959) ; Mysore (1961) which

become Act in 1956;

There have different efforts to work

out lib. Legislation models in india. In the

pre independent & post independent of india

there have been five models of public lib.

States with Library Legislation:

1. Arunachal Pradesh

2. Assam

3. Bihar

4. Himanchal Pradesh

5. Jharkhand

6. Jammu & Kashmir

7. Madhya Pradesh & Chattisgarh

8. Meghalaya

9. Nagaland

10. punjab

11. Sikkim

12. Tripura

13. Uttar Pradesh

14. Andaman & Nicobar island

15. Dadar & Nagar Haveli

16. Daman & Diu

17. Lakshedweep

18. Pondichery


Application of Modern Technology

The New information evolution has

absolutely emphasizing the processioals to

redifine the concept & role library &

Libraries. The time is ripe to convert the

public library as community information

resources centres sea rather than a mere

collection of books.

Conclusion :-

It is an established fact that the contact

libraries organized by British High Commission

Service in india.

1. Growth & Development of Public Library

System in india.

2. UNESCO (2001): The public Library

Service, UNESCO Guideline for

Development Munchen KG Saur.

3. Ranganathan S.R. (1957) The five Laws

of Library Science Banglore, Sarade

Ranganathan Endowment for library.

http://hdl.handle.net/10603/26785


Growth and Development of Library andInformation Science in Education(In Reference of Madhya Pradesh, India)

Jyoti Singh Parihar*

Year-2017Vol. 3

Introduction :The invention of printing in 1440 provided

a tool for sharing and communicating thoughts

with others in a form which led to the birth

of periodicals (Sharma, 1999). Right from the

time when the first scholarly publication

appeared in 1665 (Journal des Scavans)

(MacDonell, 1999) from Europe, the

escalation of scholarly literature in a variety

of formats is increasing with time. Various

* MeesOeeLeea (Library Science)T.R.S. College Rewa (M.P.)

[ 87 ]

Higher education in each country has its own unique form of system

and varies from streams or branches of knowledge. Higher education is

imparted by universities and in colleges having equal facilities. Academics

in higher education plays an important role in making the society strong as

stated different policies are adopted in different countries similarly Library

and Information Science is a specific subject discipline which support in

all educational branches through library systems. Schools of library science

provide useful professional education universally and develop (Program,

2006) library and information professionals to manage the libraries

efficiently. The Library and Information Science schools have more emphasis

towards developing technical and managerial skills through the Library

And Information Science education. Following paragraphs briefly narrated

the status of Library And Information Science education.

Key Word : Library, Information, Science, Education, Professionals.

ABSTRACT


disciplines all over the world have witnessed

a volcanic growth in their respective fields

in terms of scholarly Chinese Librarianship:

an International Electronic Journal, 29. URL:

http:// www.iclc.us/cliej/cl26WBJ.pdf

publications like journals, magazines,

conference papers, trade publications, and

monographs. Nations all over the world have

noticed an abrupt spurt in scholarly

publications. Not only developed nations but

the developing nations, too, from time to time

and in a variety of forms have realized the

need and importance of scholarly literature

as they bring varied ideas from masterminds

in their respective fields. Scholarly literature

in the field of Library and Information

Science has been growing gradually as new

facets are added to the subject progressively

due to interdisciplinary approach and

information tsunami. The field of Library and

Information Science is no longer confined

to four walls of classification and cataloguing

but has been broadened to embrace new

concepts like automation, information

retrieval, digitization, wikis, metadata,

blogging, podcasts, open access, and other

web related technologies. The present study

aims to trace the growth and development of

library literature so that the trend followed

by scholarly literature in Library Science can

be visualized.

Review Literature -Tsuji et al (2006), pointed out it in his

study that the main theme in Library And

Information Science education Japan was

developed qualified librarians (Shisho) and

assistant librarians (Shishoho) for public

libraries and as well as qualified teacher

librarian (shishokyouyu) for school libraries.

There is no formal education system for

academic and special libraries. In education

field life line learning, library management,

information reference service, information

retrieval, library organization, copy right,

information literacy etc. were more focused.

Wilson (2012), in his article “Fifty years

of Library And Information Science

education” in USA and conducted a survey

of research productivity and Library And

Information Science educators during the

period 19592008. Author narrated the

progress of Library And Information Science

education in USA and stated that prior to

1960s practicing librarians were teaching

Library And Information Science education

according to syllabus and examination

conducted by library associations and similar

status was also in Australia and Library

Association Australia (now Australia library

and information association (ALIA) was


taking care of the education system.. Latter


moved to higher education institute since

1980.

Chu (2006) in his paper “Curricula of

Library And Information Science programs

in the USA: A content analysis” in which the

syllabi was reviewed by author from 45 ALA

accredited Library And Information Science

master programs in USA. This study brought

to the notice that more elective courses

offered in Library And Information Science

education in USA, while number of core

requirement is reduced to few. Author has

also pointed that 10% of The Library And

Information Science courses in USA are

designed in such a way to deal will emerging

subject and latest development in the field

of Library And Information Science. Thus

subjects covered in the syllabus deals with

knowledge organization, reference and

information sources services, management,

research in Library And Information Science,

ICT, collection development, information use

etc. As indicated by author in USA education

system is giving more emphasis on elective

subject like ICT, librarianship, resources and

services, technical services etc.

Joshi M K (2010) and Rana R (2011)


in India is completing a century of its

existence during the period progress have

been achieved in developing Library And

Information Science education to tune with

current practices. Radhakrishanan

Commission, Kothari Commission, National

Knowledge Commission, UGC, NAAC put

more efforts in education sector including

Library And Information Science by

estabhing advisory commission for libraries,

national policy for library etc. Curriculum

Development Commission (CDC) continues

grading and upgraded of Library And

Information Science education in India. The

progress from certificate courses to research

level through regular and distance mode took

leading developing education in India. (Joshi,

2010). There has been enormous growth in

education and higher education around the

globe. Every country worth its name and has

developed a system of education and

infrastructure to educate its people, and India

is no exception. There has been a fast growth

in institution of higher education since the

dawn of twentieth century and more

particularly, after India attained independence

in 1947. The new India started its

development program to achieve the new

educational, cultural and economic objectives


at the national level. Such developments at

these institutions contributed to the

development of more libraries, which in turn

had to accept new responsibilities to meet

society s changing needs and demands.

Libraries are recognized to play an important

role in education, scientific research and

socialeconomic development of a country.

This envisages the need for professionally

qualified personnel to manage and run the

libraries and information centres effectively

and efficiently. In order to feed the growing

number of libraries, more trained library

professionals were needed. For this purpose,

library science departments started springing

up, and library science developed into a

distinct field of specialization with its own

normative principles, theories, techniques,

and practices that were deemed sufficient to

meet the growing dimensions of library

services. Handling of recorded knowledge in

modern libraries has given birth to the

functional aspects of collecting, organizing

and promoting the use of reading materials

relevant to the users through information

transfer activities. These activities, no doubt,

assist in defining the spectrum of studies for

librarianship. The basic tenet of Library And

Information Science education is to provide

balanced training, integrating theory with

practical exercises, and to cover all aspects

of professional work with equal emphasis

embracing new frontier of librarianship.


aims at providing trained manpower to

manage different types of libraries,

information and documentation centres

which, over a period of time have undergone

changes in terms of needs, functions, types

and range of services offered as well as tools

and techniques being used when offering the

services. Research in Library and Information

Science in India is not deep rooted. In the

beginning it was in the form of a trial and

error method. It was Padamashree S R

Ranganathan (18891972) father of library

science who lifted trail librarianship to the

level of a science with the formulation of laws

of library science, and establishment library

schools and research centres. He even graded

them as normative principles, fundamental

laws, canons, principles and postulates.

Ranganathan cut new grounds and blazed

new practices in Library and Information

Science initially by solo research. This is

evidence from the published literature that

Ranganathan era s is characterized by a period

of intellectual contribution to the Library and

Information Science , particularly library

classification. The root of the Library and


Information Science research in India were

off shoots from the country First Library And

Information Science intellectual workshop

(i.e., Department of Library and Information

Science , University of Delhi) instituted by

Dr S R Ranganathan a day of library science

profession in India in 1946. The first research

degree in the Library and Information Science

in the country and even in the commonwealth

countries was awarded by the University of

Delhi in 1957 to D B Krishna Rao for his

thesis „Facet Analysis and Depth

Classification of Agriculture under the

supervision of Dr. S R Ranganathan. Here is

well developed Information and Library

Science at Hari Singh Gour University Sagar

and RGPV University Bhopal in Madhya

Pradesh.

Historical Background & Methodology :

The modern period in the history of

education for librarianship began in the mid

1800s as librarians around the world

recognized that systematic education and

training were required so that proper order

could be brought to the collections that had

been growing in all libraries. The need for

professionally qualified personnel to manage

these libraries effectively and efficiently was

duly recognized during the first half of the

present and consequently, the library

education programme had been started at

several places much before Independence.

The history of the education of library science

in India may be traced far back as the year of

1911 with the starting of a short term training

programme in library science in the Baroda

State, under the patronage of Maharaja

Sayajirao Gaikwad of Baroda, who,

impressed by the splendid work done by

public libraries in the West, secured the

services of an American librarian Mr. W. A.

Borden as Director of the State Library

Department. Mr. Bordon had been a pupil of

Mr. Melvil Dewey, who established the first

library school in the Columbia College, New

York in 1887. In 1915, another student of

Dewey, Mr. A Dickenson, the then librarian

of Punjab University, Lahore started a three

months apprentice training programme for

working librarians. Before Independence,

only five universities namely the Andhra

University, Banaras Hindu University,

Calcutta University and Madras University

were offering diploma course in library

science. Library education was given a new

status and design by Professor S. R.

Ranganathan in 1920, when the first

systematic programme in library education

was started under the auspices of the Madras

Library Association in collaboration with the


Madras University. This library school was

subsequently taken over by the Madras

University in 1931 and in 1937 the course

was converted into Postgraduate (PG)

Diploma in Library Science. This was the first

diploma programme in Library Science in

India. University of Delhi was the first

university to establish a fullfledged

Department of Library Science just before

independence in 1946, and started admitting

students to the PG Diploma in 1947. In 1951,

the diploma was changed to Master in Library

Science (M.Lib.Sc). Later, between 1956 to

1959, six new Library And Information

Science departments were established at

Aligarh Muslim University, M.S. University

of Baroda, Nagpur University, Osmania

University, Pune University and Vikram

University (1960), well developed

Information and Library Science at Hari

Singh Gour University Sagar and RGPV

University Bhopal in Madhya Pradesh. Since

2010s, the number of LIS departments has

continued to increase. After Independence the

stimulus for the growth and development of

libraries and library science education has

come from the progress in and extension of

education, scientific research and

programmes of socioeconomic development

which started in 1951 with the

commencement of the First FiveYear Plan.

As a result of these developments, Library

and Information Science today is a well

recognized discipline of study and research

at the postgraduate level in more than

hundred universities in the country. The

Baroda and Nagpur universities started

training course in library science in 1956 and

the Vikram University in 1957.

Since its inception decades ago, Library

And Information Science education has

grown and developed into a fullfledged

multidisciplinary subject. Library And

Information Science courses at bachelors,

masters and research level are being impacted

by different institutions – university

departments, colleges, library associations

and specialized institutions. There are now

96 universities in India imparting Library and

Information Science education as

independent departments in different levels.

Apart from these departments, there are also

specialized R&D organizations imparting

Library and Information Science education.

Worth mentioning is the two years

Associateship in Documentation and

Information Science (ADIS) imparted by

Documentation Research and Training

Institute (DRTC), Indian Statistical Institute,

Bangalore (Karnataka) and National Institute


of Science Communication and Information

Resources (NISCAIR) formerly INSDOC,

New Delhi which is equivalent to Mater

degree of Library and Information Science

(LIS). In addition to, these universities/

departments there are several other open

universities imparting library education as

distance education. The professional

associations such as Delhi Library

Association (DLA) and the polytechnic

institutions throughout the country are also

imparting LIS education as lower level such

as Certificate/Diploma in Library and

Information Science . With the realization of

the importance of higher education and

research, research in Library education is not

lagging behind like other disciplines. The

University Grants Commission (UGC) and

the Indian Council of Social Science

Research (ICSSR) are promoting to research

activity in Library and Information Science

by awarding scholarships to research and

doctoral students.

Objectives of Library and

Information Science Education:-

The goal of Library and Information

Science education is the preparation of

personnel for the task of successful

performance at different levels of competence

in different types of libraries with an insight

into the role of these libraries in a fast

changing society. It should impart a thorough

grounding in the intellectual foundations of

the profession and competence in the

technical and technological skills required for

their daytoday practice in different

positions. In other words, education for

Library and Information Science should be

both knowledge and theory oriented task or

practice oriented. The two aspects of theory

and practice blend harmoniously in a sound

programme of Library and Information

Science education because on this aspects


depend the effectiveness and success of the

programme. In achieving this objective the

methods of teaching and evaluation

employed are as important as the quality of

the faculty. The main objectives of Library

And Information Science profession are to

provide training for building up leadership

qualities among the Library And Information

Science profession develop knowledge on

the latest techniques of information storage,

transfer and retrieval of information help to

acquire necessary skills in handling

information, accessing and application of

electronic resources, tools and media; and

help to know the latest developments in the

Information Technology (IT) To sum up, the


basic aims of Library and Information

Science education may be as follows

To develop necessary technical skills;

To develop administrative skills;

To develop service orientation;

To develop thorough knowledge of

various sources of information,

necessary to give traditional and

modern library services.

To develop professional awareness.

It was found that research at international

level had orientation towards solving

information problems. In Library And

Information Science many authors reviewed

the research methods used by Library And

Information Science scholars for conducting

effective research and noticed that the among

the different methods in which descriptive

research covering survey, historical

conceptual research element as well as

discussions, mathematical methods, literature

review were the prominent methods. In UK,

Library And Information Science research

was examined by Layzell Ward (1998) and

pointed out the research trends and informed

that research output was low initially and

increased latter after establishment of library

association which setup research committee

1946 and from 1960 Government funding

made available for Library And Information

Science research. Since the establishment

of British Library 1994 the growth in research

gradually increased after 1980 and

information technology, information storage

and retrieval become more popular topics.

From the above global study it is noticed that


progress was slow and different topics were

grouped in to three areas based in traditional

practices and since 1990 area were shifted

towards modernization covering :

1. Library history: Library profession,

Library administration, Library education,

Analysis of libraries, Publishing and

book industries.

2. Library and information services:

Circulation, Collection development,

Information and seeking behavior,

User education.

3. Information storage and retrieval:

Cataloguing, classification and indexing,

Information retrieval, Bibliographic

databases

4. Information seeking behavior: Methods of

information dissemination, Information

sources, Information s e e k i n g

behavior in different subject, Information

use, Information management

5. Scientific and professional communication:

Scientific publication, Citation pattern


andstructures, Methods of communication.

Till 1995 prominent research was

conducted in above areas using different

research methods for conducting research in

Library And Information Science like,

historical method, survey method, qualitative,

evaluation, action (case) research method,

content analysis, citation analysis,

bibliometric methods, secondary analysis

(Literature review) and experimental

research, bibliographic methods etc. The data

collection techniques used by researcher

while conducting the study during 1965

1995 mainly covers questioner, observation,

interview, content analysis, citation analysis,

historical resources analysis and secondary

analysis. In UK research conducted mainly

in the area public library, library management,

user studies, technical processing,

information storage and retrieval etc.

(Meadows 1994, 1995).

At the end of 2001 centre for information

research at university of central England,

Birmingham examines the research

landscape in Library And Information

Science domain. They have reviewed


20022005 and recorded potential gaps in


activities. The survey using questioners

covered Library And Information Science

organizations links public library, universities

libraries, schools and colleges, government

libraries etc. the survey was focused on core

areas in Library And Information Science .

The centre reported that in Library And

Information Science research domain may

be local regional, national and international

have a practice or academic focus.

The present Madhya Pradesh is a state

formed out of four units namely Bhopal,

Vindhya Pradesh, Mahakoshal, and Madhya

Bharat. Library movement became faster

after independence of India. Different types

of libraries were established during the first

five year plan. Four central libraries were

established under a government of India

scheme for establishment and expansion of

a network of libraries in the country during

the first five year plan period. Each of these

regions had its own established at the

different district headquarters of Mahakoshal,

Vindhya Pradesh, Bhopal, and Madhya

Bharat regions. This scheme provided for the

establishment of a state central library at the

seat of the capital, and district libraries at

district headquarters of each district. To

provide library service in the interior villages,

book/deposit centers were to be opened at


convenient places and these centers were to

be served with books by district libraries

through mobile vans, fourteen district

libraries in Mahakoshal region were provided

with jeeps for this purpose. The district

libraries were to serve as nucleus of the entire

scheme. Exchanging of books between

libraries and provision of interlibrary loan

were special features of the scheme. In the

absence of coordination and integration, the

central and district libraries were left to

function as city public libraries only for the

respective cities where they were established.

As a result library jeeps were later on

declared, “all purpose vehicles” by and large

book centers open in villages became

functional since library jeeps were not freely

made available for exchange of books at these

centers.

The fifth Central library at Indore was

established in 1964. The Barmendra library

at Nagod (Satna) was taken over by the

government in 1973. Although there are five

regional libraries at Bhopal, Gwalior, Indore,

Jabalpur, and Rewa, there is still no central

library in the state. A committee was

constituted by the State in 1958 under the

Chairmanship of Shri M.G. Kamikar, I.A.S.,

the then commissioner of Bhopal Division

to present a report on the development of

Maulana Azad Central Library, Bhopal as

State Central Library for the state. The

committee submitted its report to the

government in 1958. The report was later on

published by the government but no further

action appears to have been taken on it.

During Sixth Five Year Plan (198085), 19

district libraries were established in the State.

No efforts were made in respect of

establishment of new public libraries after

198085. The following regional and district

libraries had changed their names :

1. Venkat Vindhya Sadan (1935), Rewa

changed its name to Regional library,

Rewa (1951).

2. Municipal Library (1955), Sehore name

to Government district library, Sehore

(1955).

3. Devendra library (1951), Tikamgarh

changed its name to Government district

library, Tikamgarh (1956).

4. Shri Yadvendra Pustakalaya, Panna

(1928) changed its name to Government

district library, Panna (1956).

5. Saraswati Sadan Pustakalaya, Chhatarpur

(1928) changed its name to Government

district library Chhatarpur (1960).

There is no Public library act in Madhya

Pradesh. The various libraries in the state are

under the control and supervision of either


(a) The Director of Public Instruction, or (b)

The Panchayat and Social Welfare

Department of the government. So far as

urban libraries are concerned, they are under

the over all control of Directorate of Public

Instruction. (The Regional and District

libraries come in this category) There are 49

libraries (5 regional and 44 district) in the

State. These libraries provide library services

for urban area. & The libraries in rural and

tribal areas are looked after by directorate of

Panchayat and Social Welfare. These libraries

provide library service to the rural and tribal.

Result and Discussion :

The Library and Information Science

deals with all aspects of information and

knowledge which includes acquisition of

materials, classification and cataloguing,

searching tools, information retrieval, library

services, preservation and conservation of

documents and so on. The Library and

Information Science closely related to all

other subjects. Nowadays many university

and colleges provides different courses in

Library and Information and its related

subjects. It ranges from certificate course to

PhD. The research trends indicated the

growth at global level and also in India. This

research paper satisfies the objective. This

research paper summarizes the progress in

Library And Information Science education,


at global, national and State level.

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K. “Publications of Australian LIS academics

in databases.(Report)”, Australian Academic

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Ultrasonic Studies on Molecular Interactions inBinary Mixtures of Drug Sulphaguanidine and

Dioxane at 313 K

Devendra Kumar*

Dr. Anjul Singh**

Year-2017Vol. 3

* Department of Chemistry, Shri, J.J.T. University Jhunjhunu, Rajasthan** Department of Chemistry, Shri, J.J.T. University Jhunjhunu, Rajasthan

INTRODUCTION

Ultrasound studies are extensively used

in probing the physicochemical behaviour

of binary liquid mixtures.1-2 Ultrasonic

velocity is gaining importance in understanding

the nature of drugsolvent interaction since

physicochemical properties of the drugs are

of great interest to understand the drug action

at molecular level3-5. Using the measured

values of ultrasonic velocity, viscosity and

density various acoustic and thermodynamic

parameters such as isentropic compressibility,

[ 101 ]

ABSTRACT

Densities, viscosities and ultrasonic velocities of binary mixtures of drug

sulphaguanidine with dioxane over entire composition range have been

measured at 313 K. These data have been utilized to calculate acoustic

parameters viz. isentropic compressibility, lowering isentropic

compressibility, intermolecular free length, specific acoustic impedance,

relative association and solvation number. The results are interpreted in

terms of intermolecular interactions between the component of the mixtures.

Keywords: Ultrasonic velocity,sulphaguanidine, isentropic compressibility,

Dioxane, Specific acoustic impedance.


lowering isentropic compressibility, Shear’s

relaxation time, intermolecular free length

can be computed.6-8These parameters provide

information about solute solute and solute

solvent interactions.Sulphadrugs are the

subject of interest due to its pharmacological

and medicinal utility as antimicrobial agents.

Several researchers9-12 have studied the

molecular interaction of various drugs with

organic solvents. However there is no data

available on the interaction of drug

sulphaguanidine with organic solvents. This

prompted us to undertake the present study.

EXPERIMENTAL:

The ultrasonic velocity was measured

using Ultrasonic Interferometer model F81

containing quartz crystal working at a

frequency of 2 MHz by standard procedure.

The accuracy of ultrasonic velocity

determination in the solution is +0.001%. The

constant temperature of 30oC was maintained

through thermostat. The density was

measured using double walled bicapillary

pyknometer. The viscosity was measured

using Ostwald’s viscometer which was earlier

calibrated.Acoustical parameters were

calculated from the measured values of

density, viscosity and ultrasonic velocity.

RESULT AND DISCUSSION:

From the observed calculated values of

density, viscosity and ultrasonic velocity

acoustic parameters such as isentropic

compressibility, lowering isentropic

compressibility, intermolecular free length,

Shear’s relaxation time, specific acoustic

impedance and solvation number were

calculated using the following relations (16).

Isentropic compressibilit

sV

12 ….. (1)

where, V = Ultrasound velocity

= Density

Lowering isentropic compressibility

= s –

so …. (2)

where, s = isentropic compressibility of

drug solution

so = isentropic compressibility of solvent

Intermolecular free length,

Lf = K

s …. (3)

where, K = constant depending on temperature

Shear’s relaxation time, s s

4

3 …. (4)

where, = viscosity

Specific acoustic impedance,

Z = V …. (5)

Solvation number, Sn

nns

s

LNMM

OQPP

1

2 0

1

…. (6)

Where, n1 = number of moles of solvent


n2 = number of moles of solute

The measured values such as ultrasonic

velocity (V), density () and viscosity () of

binary system ofdrug sulphaguanidine with

dioxane are given in Table 1. The calculated

values of parameters: isentropic compressibility,

lowering isentropic compressibility, inter

molecular free length, Shear’s relaxation

time, specific acoustic impedance and

solvation number are listed in Table 2.

Table 1

Values of density (), viscosity () and velocity (V) for Sulphaguanidine +

dioxane system at 313K

Molar conc. of Sulphaguanidine

Ultrasound velocity (V) m/S

Density () g/mL Viscosity () Nm-2

0.0021 1250 0.8407 0.2083

0.0043 1263 0.8429 0.2105

0.0064 1280 0.8450 0.2126

0.0086 1297 0.8472 0.2148

0.0107 1313 0.8493 0.2169

0.0129 1340 0.8515 0.2191

0.0150 1362 0.8536 0.2212

0.0171 1375 0.8557 0.2233

0.0193 1389 0.8579 0.2255

0.0214 1411 0.8600 0.2276 0.0214 1411 0.8600 0.2276

Table 2

Values of Isentropic compressibility (), lowering isentropic compressibility,

Intermolecular free length (Lf), Relaxation time (

s), specific acoustic impedance(Z)

and solvation number(Sn) for Sulphaguanidine + CCl

4 system at 30oC


Molar conc. of Sulphaguanidine (molL-1)

sx10-14 (dynes/cm2)

Lowering isentropic compressibility

Lfx10-

10(m) s Zx10-15 Sn

0.0021 76.12 1.81 0.5600 21.1463 0.5538 0.0043

0.0043 75.69 2.63 0.5583 21.2414 0.5585 0.0085

0.0064 75.25 3.45 0.5566 21.3350 0.5569 0.0127

0.0086 73.14 4.24 0.5549 21.4270 0.5553 0.0169

0.0107 74.40 5.02 0.5532 21.5176 0.5538 0.0210

0.0129 73.98. 5.79 0.5516 21.6067 0.5522 0.0252

0.0150 73.56 6.54 0.5499 21.6943 0.5506 0.0292

0.0171 73.14 7.27 0.5483 21.7805 0.5491 0.0333

0.0193 72.73 8.35 0.5466 21.8653 0.5475 0.0373

0.0214 72.32 8.70 0.5450 21.9486 0.5460 0.0413

Table 1 shows that in Sulphaguanidine

dioxanesystem , ultrasonic velocity increases

with increase in the molar concentration of

Sulphaguanidine which indicates the strong

interaction at higher concentration of drug.

Density and Viscosity also increases with

concentration of drug suggesting increased

association between Sulphaguanidine and

dioxane .

From Table 2it is observed that

isentropic compressibility(βs) decreases with

increase in the concentration of

Sulphaguanidine which indicates the ordered

arrangement of Sulphaguanidine. Intermolecular

free length(Lf)decreases with increase in

concentrations of drug. This decrease in free

length (Lf) shows that solutesolvent

molecules are coming closer in the system.

Decreasing values of isentropic compressibility,

increase in the solvation number (sn) and

specific acoustic impedance (Z), decreases

the intermolecular distance which indicates

that in this system there is relatively less gap

between the molecules and molecular

interactions are associative in nature.13-

14Since both Sulphaguanidine and dioxane

are polar molecules the non linear variation

of ultrasonic velocity with molar

concentration of drug reveals the interaction

between the solute and solvent molecules

through hydrogen bonding.

Conclusion :

The concentration dependencies of

ultrasonic velocity, density and viscosities


have been measured at 313K for Sulpha

guanidinedioxanesystem.The nonlinear

variation of the related parameters isentropic

compressibility, lowering isentropic

compressibility, intermolecular free length,

Shear’s relaxation time, specific acoustic

impedance and solvation number is in

agreement with the complex formation

between Sulphaguanidine and dioxane

through hydrogen bonding.

References :-

1. Ravichandran S &Ramachandran K

(2006) J Pure & Appl. Ultrasonics, 28,

40.

2. Rath D C and Samal K (1994). J Pure

Appl. Ultrason 16, 6.

3. Ali A, Soghra H, Saba S. J

ChemThermodyn. (2006), 38: 136143

4. Mehra R, Malav BB, Gupta A, Internatl

J Pure Appl Phys. (2010), 6 311326

5. Mehra R, Gaur AK, J ChemEngg. Data,

(2008) 53, 863866.

6. Jayamadhuri N, Naidu PS and Prasad

KR, Res J Phar. Biological and

Chemical Sciences (2012), 3, 861875.

7. Naik, Bawankar and Ghodki, J Polymer

and Biopolymer Physics Chemistry,

(2015), 3(1) 15

8. Sharma Poonam, Chauhan S, Chauhan

MS and Sayal VK. Ind J Pure and Appl

Physics (2008), 46, 839843

9. Bharadwaj CK, Anjana, Yadav SS and

Pandey RK, D.S.J (2009) Science

abstract, 15.

10. Thakur SK & Chauhan S, J

ChemPharma Res. (2011) 3(2), 644

657.

11. Godvani N, Movaliya J Gajera R and

Baluja S, RJPBCS, (2010), 1(1) 6775.

12. Mehra Rita and Malav BB, RJPB CS,

(2011) 3(2), 709.

13. Pawar NR, Chimankar OP, Bhandakkar

VD and Padole NN, Mat Sc&Engg,

(2012) 42

14. Priya C. S., Nithya S., Velraj G.,

Kanappan A. N., Int. J. Adv. Sci. Tech.,

(2010), 18, 5973


Educational System in Vedic Period

Dr. Anil Shukla*

Year-2017Vol. 3

In vedic era education had a very

prominent place in society. It was being

considered as pious and important for society.

In the eyes of Aryans, education was the only

means to acquire, prosperity in the field of

physical, mental, spiritual and social,

developments. Education was must for every

body for becoming cultured. In absence of

education people were considered as

uncultured and animal like thing. Education

was an instrument to show new paths and

knowledge to us. Education opens our hidden

qualities and helps people to attain Salvation.

It can be regarded as “Third Eye” of human

beings. Through education only a man gets

rid from debt of Guru and so was the feeling

of people at that time. In short by putting

different logic, we can say that education was

the most important aspect of human life of

that period. Terms such as knowledge,

awakening, humility, modesty etc.are often

used to characterize education in the vedic

period.

The main characteristics of vedic

education can be briefly enumerated as

follows:1

1.Knowledge:Education is knowledge. It

is mans third eye. This aphorism means that

knowledge opens mans inner eye, flooding

him with spiritual and divine light, which

forms the provision for man’s journey

through life. Through education, the

development of every aspect of human life

become possible. Knowledge protects an

individual like a mother, inspires him to

follow the path of good conduct as father

does, and gives the pleasure that one‘s wife

provides. Education leads to the development

of personality. The word “Veda” originates

from the root “vid” which bears the meaning

of knowledge. Sayana declares that the veda

is a means to the obtaining of the adorced

* Principal, Maa Asustbhuja College of Education, Maugang, Rewa (M.P.)

[ 106 ]


that which is worthy of worship, as well as

means to the banishment of the underised,

the evil. Knowledge of the four Vedas

(Rigveda, Yajurveda, Samaveda and

Atharvaveda), along with the knowledge of

Shruti, Smriti, etc; provided an individual,

with new knowledge which broadened his

intellectual horizon.

2.Aims of Education:The ultimate aim of

education in ancient Indian was not

knowledge as preparation for life in this

world or for life beyond, but for complete

realization of self for liberation of the soul

from the chains of life both present and

future. During this period, education had an

idealistic form, in which the teachers

(acharyas) laid stress upon worship of God,

religiousness, spirituality, formation of

character, development of personality,

creation of an aptitude for the development

of culture, nation and society. The immediate

aim of education however was to prepare the

different castes of people for their actual life

through vocational education. Passing of

examination and getting a degree, as

considered to be at present was not the aim

of education the aim was moral, religious and

spiritual. So far as discipline is concerned it

was not external at all but self discipline.

3.Methods of InstructionIt was a pupil

centered education. No single method of

Instruction was adopted, though recitation by

the pupil followed by explanation by the

teacher, was generally followed. Besides

question2 –Answer, Debate and Discussion,

Story telling was also adopted according to

need. There was no classroom teaching.

However monitorial system was prevalent

and senior pupils were appointed to teach

Juniors .Travel was regarded as necessary to

give finishing touch to education so the

methods of teaching generally practiced

during vedic period were mainly Maukhik

(oral and other method was based on Chintan

(thinking or reflection) In the oral method the

students were to memorize the mantras

(Vedic Hymns) and Richayas (Verses of

Rigveda) in order that there might not be

changed wrongly and they might remain

preserved in their original forms. Under the

oral methods these prosodies were thoroughly

taught on which Richayas happened to be

based. Special emphasis was laid on the

various lines of a particular verse, their

pronunciation and meanings. In this oral

method correct pronunciations was specially

emphasized. For this instruction in grammar

and pronunciation was compulsory for all.


Thinking method was another part of the

teaching method. Through this an attempt

was made to preserve the veda mantras (vedic

hymns) and Richayas (vedic verses) Manan

was higher method of teaching than a

thinking .Thorugh Manan the meanings of

vedic mantras the meanings of vedic mantras

were developed and preserved in ones own

mind. This method was used to encourage

the highly intelligent students by guiding

them to make research, similarly in ancient

days, Manan (Reflection) was a method

specially adopted for highly intelligent

students.

4. Medium of InstructionAs these

educational institutions were managed and

organized by Brahmans and all the books

written in Sanskrit, therefore the medium of

instruction was Sanskrit.

5. The ‘Upnayana’ Ritual The word

‘upnayana’ means to take close to, or to being

in touch with. A ceremony called the

upnayana ceremony was performed before

the child was taken to his teacher. This

ceremony was performed at the ages of 8, 11

and 12 for the Brahmins, Kshatriyas and

Vaishyas, respectively.3 The ceremony

signaled the childs transition from infancy

to childhood and his initiation into

educational life. In this context, the term

upanayana means putting the students in

touch with his teacher. With the passage of

time, the ceremony came to be conferred to

the brahmins class only.

7. Duration of Education In the house

of the teacher, the student was required to

Obtain education up to the age of 24, after

which he was expected to enter domestic life

students were divided into three categories:4

These obtaining education up to the age

of 24 –Vasub)


of 36 –Rudrac)


of 48.Auditya.

8. Curriculum Although the education of

this period was dominated by the study of

Vedic Literature, historical study, stories of

heroic lives and discourses on the puranas

also formed a part of the syllabus. Students

had necessarily to obtain knowledge of

metrics. Arithmetic was supplemented by the

knowledge of geometry. Students were given

knowledge of four Vedas –Rigveda,

Yajurveda, Samaveda and Atharvaveda. The

syllabus took within its compass such

subjects as spiritual as well as materialistic

knowledge, Vedas, Vedic grammar, arithmetic


knowledge of gods, knowledge of the

absolute, knowledge of ghosts, astronomy,

logic philosophy ethics, conduct etc. The

richness of the syllabus was responsible of

the creation of Brahman literature in this

period. Commercial education and Mathematics

education is also one of the chief features of

vedic period. The ideas of the scope and

nature of commercial education can be held

from manu. Knowledge of Commercial

geography, needs of the people of various

localities, exchange value and quality of

articles and language spoken at different trade

centre were considered necessary. Theory of

banking was also included in the course.

Though there were no organized educational

institutional training was usually imparted in

the family. As far as Mathematics education

is concerned, ancient Indian quite early

evolved simple system of geometry. Shulva

sutra are the oldest mathematical works

probably compased between 400 BC and 200

A. D. Aryabhata (476.52 BC) is the first great

name in Indian Mathematics. The concept of

Zero also belonged to this period.5

EDUCATION IN POST VEDIC PERIOD

To attain salvation by realizing the truth

has been the aims to education during this

period only that education was regarded true

which helped one be realize this supreme

truth. According to the Upanishads truth‘,

alone is the knowledge and the other worldly

knowledge is untruth. The worldly

knowledge was regarded as ignorance.

Upanishads maintain that one cannot attain

salvation through worldly knowledge

because through this, one becomes involved

in illusion (Maya).6

Chief Features of Post –Vedic

Education1) Upanayan Sanskar, Upanayan

Sanskar was considered important both in the

vedic and post vedic periods. This is evident

at several place in the 18Rigveda. But

different values were adhered to in two

periods. It was not necessary during the vedic

period to have the upanayan ceremony before

starting education. But during the post vedic

period.Upanayan ceremony was considered

necessary for starting education. The

Upanayan ceremony became so important

during the post vedic period,that is was

usually regarded as second birth of the

individual. For the Brahmans this became

very important. Brahmans began to be called

as Dvij (the twice born or born again). It was

after the Upanayan that a Brahaman boy

could be called a Dvij.

2.The Important Place of the Teacher


During this period the teacher (Guru) enjoyed

A predominant place not only in his Gurukul

but in the entire society. He was regarded as

a great guide for all. To his pupils he

showered all love and affection and use to

teach them whatever he knew, but before

doing this he always tested the deservingness

of a particular pupil. During the vedic and

post vedic period the teaches place was

second to that of God only. He was more

respected than king in society. During the

upanishadic period as well, when self study

(Swadhyaya|) was considered as dignified,

the place of Guru in society remained intact.

It was belived that no knowledge could come

without the assistance from the Guru. In other

words, it was believed that attainment of

saluation was not possible without the help

of Guru.

3.Curriculum during postVedic Period

During this period the curriculum included

more subject than during the vedic age. Ved

Mantras (hymns and verses) were principally

taught in the vedic period. During the post

vedic period various types of Literatures were

produced pertaining to the different Vedas.

In addition to religious subjects, many

worldly subjects were also included in the

curriculum. It consisted of Vedas, History,

Puranas, Grammar, Mathematics, Braham

Vidya, Nirukti (etymological interpretation

of words), astronomy, dance, music etc.7

Question answer system prevailed during his

period. Through this system difficult and

abstract ideas were made simple. The terse

spiritual elements were explained. Examples,

stories and help of certain biographies were

also, taken in on e system for elucidating

certain points

4Daily Routines of Students During

post–vedic period the Ashramas (schools)

were generally organized and run by Guru

(preceptors). It was compulsory to adhere to

laid down rules of discipline and conduct.

aPractical Education Practical Education

converted of three parts

1. To beg alms

2. To prepure fire for the yagnakund

3. To look after the animals and other fellow

beings of the ashrama (school) besides they

were also expected to do agricultural work

There were varying alms of all these aspects

of practical education. Begging of alms was

meant to teach profiteers, preparing of fire

for the yajnakund signified mental

development of students. Rearing up

Ashrama animals and doing agricultural work

for self dependency.


b. Mental developmentHearing,

Thinking and Meditation were three parts of

mental education. For full mental development

all there three aspects were considered

necessary. Thinking over the heard things and

perception through meditation were the

accepted methods of mental development.8

This is true even today.

c. Moral DevelopmentLeading a

disciplined and controlled life is the real basis

of moral education. Moral education affects

the conduct of the individual. Only oral

instruction cannot improve one‘s conduct.

Therefore observance of celibacy was

considered necessary for good conduct.

5. Duration of Education Duration of

education during the post vedic period was

almost the same as in the vedic age. This

duration was of about twelve years although

the number of subjects of study were

increased. However there was no uniform

rule for the duration of education me find

examples in which students continued to

story longer than twelve years.

6. Convocation AddressAfter receiving

education for twelve years students used to

assemble near their teacher (Acharya) for

blessing before going home. The Acharya on

this occasion used to give some pieces of

advice for happy and smooth running of their

future life. The teacher used to fell them how

to lead a life of house holder (Grihastha), how

to take care of the society and the nation and

how to serve the humanity as A whole .The

teacher used to tell all these in a ceremony

which was known as samavartan

7. Supreme knowledgeIt was compulsory

for the students to have full faith in teacher.

Only students were considered as deserving

of attaining real knowledge of supreme truth

who has full faith in the teacher.9 So a student

was always in search of a real Guru for

attaining real knowledge.

8. Women’s Education Many changes

were introduced in women education during

post vedic period. This led to fall of women

education. During the vedic age the women

enjoyed equal educational right.10 During post

vedie period they were deprived of the social

and religious rites. They were not allowed to

participate in religious functions. Now they

did not enjoy the same status as before thus

the path for their social & mental

development was blocked. But an upward

trend again appeared in the status of women

during upanishadic period.11 They were given

social & educational rights again & equal

status with men was once again provided.


9.Varna system and Education in Society.

The Varna system in the vedic age was based

on one‘s work or duty (karma). During vedic

period one could choose a particular

profession as he liked and accordingly his

varna was determined. But during the post

vedic period varna came to be determined by

birth.12 Consequently the whole society was

divided in to four varnas –Brahman,

Kshatriyas, Vaishyas, & Shudra.13

However the position of varnas during

the post vedic period had not Degenerated

so much as it is found today.14Educational

Achievements of Vedic age were as follows:15

1. Education emphasized the development

of spirituality the ashram system was adopted

for paying of the individuals debt towards the

Gods, his forefathers, his teacher and society.

2. The minds of the parents were first

prepared to instill in them a desire for the

education of their children. It has been said

that those parents are the enemy of the child

who do not teach their children.

3. Great attention was paid to the

development of childs character. Teachers

laid stress on integral development of the

individuals personality.

4. Social skill was evolved through

training in fulfillment of duties.

5. Efforts were made for the preservation

and propagation of the national culture.

6. Education was free. Its expenses were

borne by the society and the king.

7. White living an Gurukul the child

imbibed education in a favorable environment.

8. Astudent was compelled to obey the

ideals of the Gurukul. He had to shoulder the

burden of existence through begging for alms.

This practice developed humility and

tolerance in the student .

9. In developing the students character

attention was paid to his nature, early

experiences upbringing and circumstance.

10. Self study (Swadhyaya) was considered

more important .

11. The medium of education was divine

pronouncement.

12. The examination was oral one. The

student was required to give oral answers in

a congregation of scholars. It he satisfied

them, he was given a degree or little. The

consensus of the scholars opinion was

essential for obtaining such a title .

13. During this period vocational

education was also in vogue Military,

Science, Agriculture, Animal Husbandry,

Veterinary Science, Medicine etc were among

the subjects taught.Chemistry was also


taught. Arts and Handicrafts were highly

respected. Education in Commerce was very

popular.

Reference :-

1. Dash M. (2000), Education in India:

Problems and Perspectives, Eastern Book

Corporation

2. Ghosh S. C. (2007), History of Education

in India, Eastern Book Corporation.

3. Jain M. (2003) History in the New

NCERT Textbooks Fallacies in the IIIC

Report, Delhi NCERT.

4. Lall M. (2005) The Challenges for India‘s

Education System, Chatham House:

London.

5. Mookerji R. K. (1990) Ancient Indian

Education: Brahmanical and Buddhist

Delhi, Motilal Banasidass Publishers.

6. Ramchandra P. and Ramkumar V. (2005),

Education in India. Eastern Book

Corporation.

7. Rawat, P. L. (1956) History of Indian

Education: Ancient to Modern, Delhi

Bharat Publication.

8. Reyhner J. (2004) History of Indian

Education, Vohra Publishers.

9. Sharma R (2006) History of Indian

Education, Shubhi Publishers.

10. Vashist R. (2005), History of Education

in India. Eastern Book Corporation.

11. Singh, L.C. (1990) Teacher Education in

India: A Resource Book, Delhi, NCERT.

12. Mohanty, J. (2003) Teacher Education

New Delhi, Deep and Deep Publications

Pvt. Ltd.

13. Grover,B.L.(2009) Moder history of

india, Page321.

14. Shukla,R.L.(2004) Modern History,

Page203.

15. Mohanty, J. (2003) Teacher Education

New Delhi, Deep and Deep Publications

Pvt. Ltd.