By- National Association of Youth (An evolution of Shabdvidya Sewa Sansthan)

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Appreciation Letter for Chhatra Sammelan 2012
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Email : bhaveshvinay@live.com
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We are a unit of Shabdvidya Sewa Sansthan (A registered body under Societies Registered
Act 21 of 1860 with Govt. of India with Reg. No. 1415/2009-2010). ShabdVidya Sewa Sansthan is a
Voluntary Organization consisting of Young, Dedicated, and enthusiast work for welfare or poor
needy and disabled people of our country.
Creation of socially sensitive society where helping the needy becomes a style our existence.
Making youth society who knows their values and responsibility towards their family and country.
YOU CAN do everything for your nation because you are an Indian and every Indian is very
special.
We National Association of Youth are an Youth Organisation. Our Vision is to be the Largest
Social Youth Group of India. In National Association of Youth, "Youth" means not only the persons
who are young but the meaning is' the people whose thinking is young and have courage to do
something for welfare of the Nation.
* Youth Guidance
* Explain them about National Interest
* Save teens from wrong Path of evils
* Aware Youth, adolescent and children to understand themselves and about their duties
towards country.
* To welcome senior people whose heart is still young, to our group and take guidance from
them to ensure their presence is Social welfare activities.
National Association of Youth planned to make local level communication centre in different cities,
towns, alumni, departments or institutions with the name "YUVA CLUB" to connect local people of
that particulars area or community. YUVA CLUB is for making communication easy and direct at
local level for NAY members and YUVA CLUB also treated as new generation Initiative. YUVA CLUB
organises local level activities.
We wish to work for :
Our Objective :
Yuva Club :
Contact : (U.P.-9451118800), (Delhi-9013250808)
E-mail : shabdvidya@gmail.com, yuvaclub@live.com
Visit : www.facebook.com/shabdvidya, www.shabdvidya.blogspot.com, www. yuvaclub.blogsnot.com
If you want to be with Us fill the following information from and Be with us....................
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Join Us...
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Website : www.praxisclasses.in E-mail : info@praxisclasses.in
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4
Swami Vivekananda's message of social service for the Youth of India
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Youth is that wonderful time in life when energy is limitless, human
creativity is at its best and the 'never say die' spirit is at its peak. Today, one keeps
seeing and reading about the achievements of hundreds of young people in
practically all spheres of life. Demographically, the India of today is at its youngest
best. Nearly 78% of our country's population is less than 40 years old. Imagine the
potential energy in these millions of young Indians and you can then fathom the
fact that we could face any challenge as a Nation. But are we doing anything to
internalize and understand the potential of this enormous power that could make
us one of the leading Nations in the world, not just in material terms but also in
every conceivable way that the human mind can think of?
Youth is also an impressionable age wherein we try to model our life
against that of a 'role model' or 'icon'. This is the time when one is ready to take on
tasks however onerous they are; the time when our ideals can drive and
determine one's actions; the time when we believe that we can do anything under
the sun. This is the time when we are easily motivated by the environment and by
what we see and value around us. A few years ago, one reputed International
magazine had written that India is possibly the only nation with so many young and
educated people. They had written about a situation wherein India would have retired young people in a few years from
now. While it does make one feel warm that our young are so capable of creating enormous wealth in such a short period of
time, it also makes one wonder if 'making wealth' is the only value that is driving our young today. India is a land of
tremendous contradictions. On one hand, one sees such enormous prosperity and wealth while on the other hand one-
third of Indians go without a second meal every day. While India's scientific achievements in the field of telecommunication,
information technology and space is enviable, it makes one's heart bleed when you know that only 10% of rural Indians
have sanitation facilities and 22% of them are able to get potable water to drink. Even today nearly 42% of our children in
the villages find it difficult to access schooling while many children are still labouring away in the fields and factories to make
their family's ends meet. While we are able to find solutions to all kinds of technical and software problems all over the
world, we still are grappling with having nearly 25% of the world's poor in our country. While we are finding more young
achievers in the field of sports, music, arts, technology and wealth creation, we find very few young people leading us in the
political and social arenas. Finding solutions to the complex social, economic, infrastructural, political and poverty-related
problems is indeed a great challenge. This challenge needs enormous energy, a fresh perspective, a grandiose vision and
superhuman effort. While on the one hand, we could safely say that our youth has the ability to meet and face up to these
challenges, we also need to accept the difficult fact that this is not high on the list of their priorities. How do we get our young
whose role models and icons today are mostly from the economic, technology, music, cinema and sports arenas to
consider Nation-building as an important facet of our productive lives? How do we get them to address the myriad problems
facing us? While there is no one correct way to do this, I feel that we need to begin by understanding our youth and the
environment in which we live presently.
Swamiji addressed the issue by simplifying the whole problem of existence. He made National reconstruction with
the ideals of 'Tyaga' and 'Seva' the most important purpose of living for the young. To the more discerning, he made this way
of life a 'spiritual pursuit'. The transience of human achievement and the impermanence of material wealth were of critical
consideration to this thinking. What he attempted to do was to show us a higher reason to live, a higher ideal to live for and a
higher state to reach within the limitations and boundaries of a human existence. He has, in very simple terms given the
youth a higher ideal to strive for and in this striving he found answers to the material problems of the suffering millions. All
that he wanted our youth to have was an ability to 'feel'. He wanted that feeling for our downtrodden and the poor which
would make us sleepless and make our heads reel and our hearts stop. In doing so, he had assured us that an indomitable
power would come to us and we will be able to throw away all our self-concerns and place ourselves as servants of society
and use our inner energy and will to transcend the problems of our human brethren. The only qualification that Swamiji
wanted our youth to have was this wonderful ability to 'feel'. To those who wanted to go beyond just feeling and take to
concrete action he gave this potent mantra. The power of the 3 P's Purity, Patience and Perseverance. These three
words in my opinion are the qualities that every young person desiring to do social work needs to possess. Purity in thought
word and deed. Patience to understand the dynamics of any community development activity and the fact that Society is
always slow to understand and quick to label all such efforts. One also needs great perseverance to work in the complex
settings of Indian society. Working with the realities of social, economic and political diversity needs enormous
perseverance. Otherwise one could easily get fatigued and demotivated.
Swamiji was a great observer of the human mind and the human society at large. He understood that undertaking
any social change needed enormous energy and will. Hence he called upon the youth to not only build up their mental
energies, but their physical ones as well. He wanted 'muscles of iron' as well as 'nerves of steel.' He wanted the youth to
possess indomitable will and the strength to drink up the ocean. What he wanted was to prepare the youth both physically
and mentally to face the challenges that would lie ahead of social workers. He was also practical enough in warning the
young of the pitfalls ahead and the way Society reacts to such endeavours. To quote him:
Planning for good education for children in villages
By Dr. APJ Abdulkalam (www.abdulkalam.com)
I would like to recall a question asked by Master Kuldeep Yadav of Class X from Etawah
during my visit to Saifai, he asked me: "Mr. President, villages are also full of talent but facilities are
available in the towns and cities only. Have you planned something for these children so that they can
get good education in villages"?
I was glad to see a child?s concern for his rural counterparts. We need to address this
problem, which has multiple dimensions. It tells us about the non-availability of infrastructural
facilities in schools, the problem of syllabi followed in the school and the non-availability of quality
teachers.
Job opportunities being national, the syllabus should be structured in such a manner that it
should meet changing societal needs, fulfill the needs of the occupation and inculcate high moral values among students in addition to
learning skills. The delivery of quality education is possible only through quality teachers. The teacher has to be a committed teacher who
loves teaching and children. The teacher also has to be equipped with all the knowledge required for effective teaching. The self-esteem of
the teacher must be high and the teacher must have the quality to become a role model for children. Some element of competitive reward is
to be done based on performance. This competency has to be built up throughout the country through a massive teachers education
programme delivered through a tele-education system and continuously updated. This can be funded and implemented by a consortium of
Government and educational institutions with the corporate sector providing value added services.
There is an urgent need that every school should have basic amenities such as a good building equipped with ventilation and lighting. The
rooms should be airy and have spacious classrooms. The school should also have a library, laboratories including the latest Information
Technology tools and infrastructure, safe drinking water, clean toilets and a playground. This is possible by earmarking the additional 2 to 3
per cent of GDP.
All good work has to go through three stages. First comes ridicule, then the stage of opposition and finally comes acceptance.
What the young need is the purity, patience and the perseverance to go through these stages in whatever they do. Society,
though slow and sometimes treacherous in its reactions, finally comes around and accepts the good work that goes on for its
own sake.
The young today are extremely result oriented and need to understand the reasons for what they need to do as well
as the benefits of what they do. To them Swamiji had a simple formula. He laid down in clear and simple terms the three levels
of service that one can do. The first is that of the Physical taking care of the human body and undertaking activities to
ameliorate human physical suffering. Running hospitals, orphanages, old-age homes and various income generation
programs would qualify for this level. The next higher level was that of Intellectual service. Running schools, colleges and
awareness and empowerment programs would operate at this level. And finally for the evolved he prescribed the highest
level of Spiritual service. He did not forget to warn us of the pitfalls of undertaking such service activities. He understood the
human ego and its extraordinary potential for creating problems. He repeatedly warns us against placing ourselves higher
than what we should. His famous quote of not standing on the pedestal and offering the poor man five cents is legendary. He
clearly wanted the young to undertake these activities, not merely for the betterment of society but for the evolution and
growth of the person undertaking the same. This to me is clearly the end of what he extolled the young towards. He saw the
'means' of serving society leading on to the 'end' of spiritual growth of the person doing it. And he so beautifully advised us to
'Serve God in man'. All his philosophy so elegantly and simplistically packed into one statement, in such simple and lucid
language that makes it at once achievable and attractive to the youth. This ideal not only looks within the reach of each one of
us but makes it so emotionally appealing and motivating to undertake.
Understanding Swami Vivekananda and his message and putting it across to our youth would be the simplest way in
which I feel that we could address many of the problems that India is facing today. Each young person could begin with
himself; prepare himself for the work ahead by ensuring that his personality is well-shaped and rounded. He needs to ensure
that his physical, mental, social and psychological faculties are well tuned to the work ahead. The young need direction and
what greater focus than that of serving others! One also needs to understand that social service does not automatically
translate as giving up all the worldly responsibilities and sitting half-clad and starving in a remote village. It begins with
arousing one's social conscience and translating this in practical terms into social action. One needs to be pragmatic and
keep one's needs and limitations in mind before embarking on any such activity. One needs to begin with oneself first and
then gradually expand this reach concentrically to include more and more deserving persons. This is one of the ways that the
success and practicality of our social actions can be demonstrated to the youth of today. Each young person can continue to
be what he is a technocrat, a scientist, an engineer or a doctor, etc. There is so much within the circle of our own small lives
that we could do something about. The idea is to start with these small changes and incrementally build on them. This could
easily be the recipe for larger and greater tasks ahead. Being a good and honest technocrat, scientist, engineer and a doctor
itself is a good beginning. We could then expand to include more and more lives that we touch in our everyday existence. For
those fortunate who are willing, capable and not limited by the demands of family and everyday mundane existence, they
could take on more permanent projects and surge ahead in making social work their full-time aspiration. Balancing 'work and
life' as good managers put it, need not be limited to the work atmosphere alone. We could easily extend this to the social
realm too. By doing this, thousands of qualified and willing youth can be co-opted into spending quality time in more higher
and nobler ventures. And finally what matters the most is the understanding that in undertaking social activities lies the
answer not only to the problems of people around us, but also to our own inner problems and dilemmas.
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Youths are the most important asset of any society, and of any movement. It is observed that in implementing
new ideas, youth play an active part because they are always full of energy, courageous to take risk and have a passion to
achieve the unachievable. These unique qualities made the youth an important asset for any state.
However, it is up to the state how it receives the fruitful works of youths and provides them the healthy environment to
explore themselves in various sectors and contribute in the overall development of state.
Government has the most important role in creating a healthy environment and formulating policies which can improve
the efficiency of existing system as well as develop new avenues for coming generation. Any successful government
should have a policy to tackle problems in education, health, illiteracy, poverty and other issues. Development of any
state can be measured through its economy distribution, employment and mortality rate. How much state has invested in
establishing the industries, corporate groups and service sector determines the efficiency and competence of the state
government.
It is found that when participation moves from service sector towards entrepreneurship, the state moves on higher path of
development. In present situation, most of the youth are unemployed and it may become one of the major factors of their
dissatisfaction from state government. As per a RTI information filed by me two years ago, Directorate of Employment &
Training revealed the information that they could provide employment only to 0.8% persons out of total enrolled
registrations of unemployment. This situation itself reveals the fact of economical backwardness of the state. This is also responsible for some more
indirect effect such as increasing crime rates, politicization of everything, decreasing moral values, stress, frustration and many more. No state and
No society can move ahead on the path of development without making an environment of satisfaction and happiness for youths.
It is also true that state cannot provide as much jobs and certainly it will not like to increase weight on government's pocket. Thus
encouraging youth to develop as entrepreneurs can be fruitful for any state. This may be achieved gradually by developing educational infrastructure
(which further needs upgradation), start short term training courses of higher standards and providing them assistance to set up their own business
units. Colleges & Universities have a unique role in setting up R&D units, training centres, technical and management consultancies etc. Brain
storming sessions should be organised; corporate should help in marketing of products developed by new entrepreneurs.
Youth of our areas must develop their approach towards new horizons. In fact, they should move in new roles. Youths may become
successful nature photographer or documentary makers, travellers, mountaineers, faishon designers, choregraphers, sportsmen etc. R&D
institutions developed by individuals/organisations on climate change, wildlife and rivers may also be fruitful for young entrepreneurs. Setting up of
mobile schools, health clinics, establishing NGOs and micro finance may also help them to contribute in social sectors. Independent technical and
managerial solutions may be provided by local youths to the companies who are interested in setting up their own units in the valley. Options are
unlimited; the only requirement is the will and initiative of the government and non-government organisations to start these programs.
Recognise your potential and join the hands, your initiatives will send the message around the world for a better standard livings, better
economy, and a peaceful life and coming generation will be a product and incentive of your honest initiatives towards development.

Towards New Horizons
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at rt nr =a+
q= n rn fz ztra t t zr ar rr r zrft =nr fa rt o rar r+ n = fr zrftr rt n fz
rn rr r rn= t =rnrf =tar q errr fa fta = ar f=t +rt zrr r rn=rt fr= =+r r+
rr t t err .- rt q fa f=n r n +rt =frnfa r t fa rt rrrrf-a rrar r rt z=t
ttar an n rar r z=t -t =r q =ra, - t n o r =t, o f=rt q -r ftt fn t zrntz arr z=t
=r r nr-ar fn =t err t=rar r+ =+rt r r fq r rr r r r fa ftn =rt fzrrr r r q nrnzrr
arr =n r t r rtnfrr= =rr z ar t t rt farr r rt t t ernar r n t=rar r+
=rnrf ftrr n rr = err .- r n ar zt=rrt rrar r f r t t =t zzrr (f= rn nfa +rt ra r) =
+rt rar rt+ fz z= frt =rt fzrrr n r t rr ar r t ar a tar rt r, nr r rt f+r+rr rn r +rt
=rtn tar r+ q= r f-r t n zrftr, frnzrftr r fr tr r rar r r z=tr fq trr r ztt r r ta
r rt zrr q =nr z= nrtrf-a rrar r+
+rrta t +zo trz rrzt n = rr t ==r ++.os (++.os.) farra r fn = ::. ==r zo =r = n zn rnr t r
r f r zrrrar r f +rrta n fr - zrrr t ar n r rrfa =rfr r+ rr r r - =trt ftrt r ftr
= fnar r z= rtr z= =r t =trar n rr rat r f= rtr +rrta t r rrfa fr r-r n t rrfa r
tn rtr trt r rr r frrerr r er rr, f= r er rr, ft= r r rr +rrtat r rrfa rt nr =rnr r trt r+ n =
rnr = r +rt ftfa rrn+ zzrrtr art t fr rrat fr frrr r-z, tzrr ft= n =tar ffr= nrntfrr
trnrn, tt ent rtrr fnta nt rt fz, r rtrrt zro rt nrf-z =rtrr q trnt fr-z fr t
zrr r rn trrr fr+ fz rn f tat fter n ra t ar =rnrfa rr q faffrr t nt rt r+
rtr =terr n rr r zrft .- rnrt r rtr =terr q rr trz n +ra rnzr z =a r+ fz
- -nfz t q-q rr farr trfa t q zrtar r z -nfz t zrrt t= z rt fta t ar zr r
=rrn rtr =a rt =rrnt rrnr rt = fq r rr r f r r rrr nrt q nr r =rz r+
=nr q zrr fa rr r zrft .- f= atr = -t t zrt - fzr =rr =t q =-zt ffrzn r r
=at r z=t atr rn= =trtr q nrat r zrr q =nr fq q zrnt rrrt =ar r + r =nr = ra
=t=rar r rt frtr r z=tr a rr n nrt r +r tar r+ =ferta n r ar r r r rt zrr t fzrrr q zrrr r
ftfaa t n =ern r =fq z= rt atr = rt=rfra t t =ta r+
o o=to fn
;qok oxZ dk mRrjnkf;ROk
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9
tat f =+rt =fr z ftrt q rfar r
rt tf =+rt =ztr t at =
r f fzr + t zo++ = rta r,
at = r =+rt - trt t rr+rrnrq+
o=toqoq=o rt tf tat
f =fr +rt a r rnr (Registration) rt trr,
z-r =fa fr rar r f r +s nta zo+z a r tr +
r =rn zo+z t =ar fq rrfz rr+r rnrq+
zrr t rrzt fq rq =rrrrr n = nt f-rt zr rrr r ff-ra t r rr r ar rr rr +ssz rt z=tr f.=zr
++z rrnr+ +ssz rt arfa r rt f= zrr r = n qr=r= fzr f rn rrz rrr rfrq rt rn rtafar n ffrr
=trt n n = r, rt r rr rnr rnfa rr = n +rt z=rr r =ar r+ = rz r ert rt trrt
r-zr r nq+ rtrrzr r f=f=r ar trr, r tot n nt, ntn z tn z =t nrt +rt rr nt+ r
rzrr r nrtr +rr +rt nt rna t fz=rr nr rr+ =rrrrr r f=f=r rnr rt+ =rrn r-zr rr f r
+rr rt rz rr f nrrt t = rf= fr+ f= = r rtr +rt rq+
z=tr nrtr rr ++z trr r n nr rr t +rrta t rr t rnr t =ar r + = = t rrtt n +rrtatr
r =nr rta t fq nftr, == rt t nrart f t zr r tr r+ = zzr fq trz fat= r +rrta
+rr nr+ rr ffrr =trt +rrta r r ta rt tr rrat rt rt nrrt t r zt rr f rt zrr nr rrr = ft
rfr rrr n r r rq+ f =trt =terr rrr n t=rr rrat rt f +rrtat faffrr = ttrt t fzr+
=t t z=t fr q n ffrr =rr r zferr, qfrrr n fnat nra r z=ra rt art =+rrrr rrz fr-z r
r ''fzrt r'' r rtr fzr+ rt rr r =nr art t at rt rr+
rrtt rtrrz at +z rr rz nrrt t zrr t ar r ''tr r ntr'' r rtr za rq +rrta rzr r-zr r
rrr fr+ rt rn= t a n rr nr t nr r +rrta rzr rt znr rt +rrta t =terr t tnr+ f
rrt r r= = zrrrtt art trt fzr rr rt = ra r zrrr arr rr t r rnrt fq rrra +rt rr =ar r+ rn=
= nrrt t = rrr t =rt =nr rt fn r trr rr+ ar nrrt t +rt rr f ''n zrr t r = rt rn= = zr
r-zr =rzr t znr+'' rt r +rt rr f ''q zrr a a rrz rt rr =ar a t rr rn q z=t t +rtr=r rt
ta+ rn r rt zr rt ra, rrzt rta rt t =a+''
rt trtfa zr n =rrrzt z = +rrta rzr r-zr (nta arfa) t fzr t'' nftn tn rt fr-z nrr=+rr
zrr rt = rn n rt nr tr r+ rzt = r-zr r rn rr rt a rrzt = = =rnrf rt
=rnf arr+ rn= zzrtrzt = =rt rt nr tr r+
anrn rrrr rz nt at +rt r r-zr ar =t ftrrn r rr rr, tat, fr fta rz
at n, nr n =artr rr rf at n, nr n fnzrt rt +rrta rr n r-zr =n rt trrt =trt
t trrr t zt nt+ rrf trrt =trt =rzr -zt ,=rr=r rtnfrr= r nr+
= r-zr n fnr +rt rt f-r ff-ra tr rfrq+ = = r-zr n =na rt rr n nt rt, z-
frrftr n rzrtt r +rr rt at t nt =rr-=rr r-zrrtt ar r= =rr rt rrfa r +rt +rr rr+
+rrta rzr r-zr f= ''nta arfa'' +rt rr nr, q rzr rr, f=n zrr t z, rr t ar rrrfn rt, rt
rfa n r fa = r-zr r = r n nr rr f= r-zr rr r ft = fta fr rt rr n zrr t zr
r rrfnar zt+
r-zr n n+rn +ooo rnr t r nt rt rrr rq, eo,ooo = rzr rn -zt r nq+ f=n = q
nrrt t +rt r, f =rr =trt rz, tr- =rz =tt=r ar zt r nq+ nrrt t r +++ n zftrt fr q at-a
rz arr rt rarr =rr ftrr t fzr nr+
zrt rr rn=t ar n r rt f-r rt nftn tn r t rr r r nrr fn nr+ r rt f=r =t
nr rr z rt n rn ar n r rrtt rt rt r +rt zt r nt+ rn= rt nftn tn n zftr o nt+
nrrt t rrt ft == r nftn tn rt rn= t t ztt fnr t rfrrrr t f anrn rfrrrrr rz
rrn tr+ f n t rt t =trt t r +rrta t taar er n rt+ r=tr r ar r rr = ra
r t fr t zrr err n =rnat rq f rr =r+
++e t rr=ra n rat frr nz r rq f=n rn= r frat =tr t ta rrf= rt+ f nftn
rtfera =tr t nftn tn r tn rtr trr rr+ trtfa frr fz=r nr rr+
rz n f-r n rftar zrr t nrn t zt f= t r fq +e nta ++e artt=r ntt t zt nt f z=t
t tar = =rt =rrrr rr= rr nr rt +rtt nr n fr-z ar rt nftn rra rq+ rf=rtrt r rar rt rr rt+ ttt
++z n q r=tr nrz- r rt z= rz z-rr +rt rfrrrrr t zrr err n =rnat r t f = tr+
aa. zr zrrr n trr f+rrfa rr +rrta rt rftar+
++z r n q frr rr =fq nrar rr f a+rt = zrr t rrzt r t rr nr+ rr +ssz rr=ra rr
rt ++z a =r fan =nrn +rt rr r =ar rr zrr t ar =zr t rt rt r r rzt zrr r rrz trr
rt r n=z r a r+
f=t +rt zrr t nftnr rt ftat r r t=r fq =ta z t = atr r-zr =n-=n t rr rfrq+
f r f+rt tar r z= zrr r t t z= zrr r r zrr fq far =nfa r+
+rrta!
+rrrr nrt rz 'f'
1942 ,d fu.kkZ;d vkUnksyu
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Character cannot be built with mortar and stone. It cannot be built by hands
other than your own. The Principal and the Professor cannot give you character from the
pages of books. Character building comes from their very lives and really speaking, it
must come from within yourselves.
Put all your knowledge, learning and scholarship in one scale and truth and purity in the
other and the latter will by far outweigh the other. The miasma of moral impurity has
today spread among our school going children and like a hidden epidemic is working
havoc among them. All your scholarship, all your study of the scriptures will be in vain if
you fail to translate their teachings into your daily life.....
If teachers impart all the knowledge in the world to their students but inculcate not truth
and purity among them, they will have betrayed them and instead of raising them set
them on the downward road to perdition. Knowledge without character is a power for evil
only, as seen in the instances of so many talented thieves and 'gentlemen rascals' in the
world.
As to use of the vacation by students, if will they approach the work with zeal, they can
undoubtedly do many things. I enumerate a few of them:
This is but a sample of what is possible to do among the Harijans. It is a list hurriedly made, but a thoughtful student will, I have no
doubt, add many other items.
You are the hope of the future. You will be called upon, when you are discharged from your colleges and schools, to enter upon
public life to lead the poor people of this country. I would, therefore, like you, students, to have a sense of your responsibility and show it in
a much tangible manner. It is a remarkable fact, and a regrettable fact, that in the case of the vast majority of the students, whilst they
entertain noble impulses during their student days, these disappear when they finish their studies. The vast majority of them look out for
loaves and fishes. Surely there is something wrong in this. There is one reason which is obvious. Every educationalist, every one who has
had anything to do with the students, has realized that our educational system is faulty. It does not correspond to the requirements of the
country, certainly not to the requirements of pauper India. There is no correspondence between the education that is given and the home
life and the village life.
These are not necessities of life. There are some who manage to take ten cups of coffee a day. Is it necessary for their healthy
development and for keeping them awake for the performance of their duties? If it is necessary to take coffee or tea to keep them awake,
let them not drink coffee or tea but go to sleep. We must not become slaves to these things. But the majority of the people who drink coffee
or tea are slaves to them. Cigars and cigarettes, whether foreign or indigenous must be avoided.
Cigarette smoking is like an opiate and the cigars that you smoke have a touch of opium about them. They get to your nerves and
you cannot leave them afterwards. How can a single student foul his mouth by converting it into a chimney? If you give up these habits of
smoking cigars and cigarettes and drinking coffee and tea you will find out for yourselves how much you are able to save.
A drunkard in Tolstoy's story is hesitating to execute his design of murder so long as he has not smoked his cigar. But he puffs it, and then
gets up smiling and saying, "What a coward am I !" takes the dagger and does the deed. Tolstoy spoke from experience. And he is much
more against cigars and cigarettes than against drink. But do not make the mistake that between drink and tobacco, drink is a lesser evil.
No. If cigarette is Beelzebub than drink is Satan.
The students should be, above all humble, and correct....The greatest to remain great has to be the lowliest by choice. If I can
speak from my knowledge of Hindu belief, the life of the student is to correspond to the life of a Sanyasi up
to the time his studies end. He is to be under the strictest discipline. He cannot marry, nor indulge in
dissipation. He cannot indulge in drinks and the like. His behaviour is to be a pattern of exemplary self-
resistant.
1. Conduct night and day schools with just a short course, well conceived, to last for
the period of the vacation.
2. Visit Harijan quarters and clean them, taking the assistance of Harijans if they would give it.
3. Taking Harijan children for excursions, showing them sights near the villages and teaching them how to study Nature, and generally
interesting them in their surroundings, giving them by the way a working knowledge of geography and history.
4. Reading to them simple stories from the Ramayana and the Mahabharata.
5. Teaching them simple Bhajans (Devotional Songs).
6. Cleaning the Harijan boys of all the dirt that they would find about their persons and giving both, the grown-ups and the children
simple lessons in hygiene.
7. Taking a detailed census in selected areas of the condition of the Harijans.
8. Taking medical aid to the ailing Harijans.
Mahatma Gandhi : To Students
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r +rt zrr =nr = fnrrt ar r rt =nr ar r fa =+ a. fa rt zrr t r rrar r+ f=t =nr
rnft - rrn ar =nr -r rrnr rt =nr -r rrnr ar zrr -r rrnr+ r t nrrfa n +r rn=
rn r t z=t frat rrzt n r+ r r fzr n +rrta t r n rrfa fte n t r
frz =ar r arr t rt rt r rrfa fz rr ar +rrta . t =rr r nftnr r= r =ar r+
r r n +rrta z +rfr = r rr -rr t rt f rq r+ zrr r rrtrr
t r fq rt r r t =fa +rrntzrtt f+rrt rrnt+ r tot rt nr t rrrr q -r t
errr r - f-z r+
z.=r t ra r f r r r = fz+rfna rr nq r+ t =r r =trtn rr n r
=r t frrrtn arr rtn=rrt rr n =r t tr r+ - q =rtrtn r f== zrr t nfa n
=rrn rr, q= rr r rz r =rnrf frr arr a r rtr tr r+
r r r rrtr =rrtt, rrr=rrtt, z= r, rtt, fr=r, trr rfz ff+r- rr n fta rrt t r ftrt r, =nr
r arr zrr r =r rt =rrr t tr r+
nra = a rq r r r n =n n fr = fr r q rr qfa t fq fa rr t at nz trr r+
r t +rrfarzt t rrt +rt = fq rt rz a frnzrt r+ r rr ar ttrnrt ftq trnrtt r zrr rt rz a
=rtn fr r =ar r = z-r nrzrtt =rr q zo fr t r= r trn ftn r rfrrt rr znr+
r t r nfrrrrr n rtt-rtt rrrt =tfa t rz n +rt trfr ttfar r n r+ rrrt rr z,
r, rt, fztr, tt-rt rfz n r nfrrq +rt o-ot frt=r trt r+ =rrr =rr r = rr fnrt t rra
n z +rt t znnnr tr r+ r rrq r =nr n nfrrr r fn trt taar, frrt q =r r na rzr zar trt r+
- t rt rarrrr nr rrat r+ =rt =trt -r nr = rt =t=rar r+ r z=n rtrr = t rt z= -zt tra r+
a. r nfrrr r +rt t frnzrtt =nna rq frrtr r r q =r r tr t =rr-=rr q =n q
rr t, +rfnt, tt q nr = n =nr q zrr fnrr n r nrtr rnzr zr rfrq+
a. rr, rnr, rn nr t zrntzr q -r t rrrrr r tr ta rq +rrta r rrtrr trr t r fq nt
=r rt rrnr+
zro =rt+r rz (ffrfrtft)
vkus okyk Hkkjr ,oa vkt dk ;qok
rr oqoto =-t
zro nrt=rrr
(qn.t.t.q=., qn.q=. (.q.t.)
r, r q nr trn frrrra
f=t- r=t, nrrnrr nfz r-rzt nt
fr zrt zr r .- (r t =ntr)
r r rr r r = = rr+
r n n nr rrr, r = n =r zr+
rtrr rtr r r zr zr+
r t rzzt r rtrr+
t rr+
r t =ntr
r t qr+
r r rr, fr t rr+
r t nr= or+
r t rzzt or+
=rtrr rr+ r = =r rr+
nr t =ntr
nr r rr+
nr r n =rr+
nr -zt =z zrn rrr
nr r =t+
nr r =afna rrr+
n t =ntr
rf-= r zr rrr
n r =t
rr r z rr
rrtrz r or
n r =afna rrr
a r trr
fr tar =rn, f z rrrt
ftrn f=f r trz, rrz, ez+zoeoz, z:s:zs+s
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rr rtr+r rr rtr+r
=tt = err ra a (+o-z qfa)
rz r=rtr (f= frrerr frrtt rr) t, f =rt rrt-tat
=t*ta e-saaezz+1a1, saas=eseae
q=oto frz-= qznt nt nrn t q=t frrerr =trr r f=n frrrr = t z-at
nrfn (+o-z) errr a r rfrr r+ =r raan +rrta =trt =- rz r =zt
qrr (=t.t.q=..) = =rf-ra r+ anr = n fur n =tt = rat err a t frrerr
zt r trt r+ t frrerr = rz t t errq anrr. rtrt a ot rnt+ t n frrerr
+rt rt =nfa frrerr rtr nt nrn = zt rat r+
+tta a= - es.ee * a +z.ee * a+
te - zitett tz tt tz=+t (For Class Nursery to VIII th)
S. P. AUTOMOBILES
NEAR KHAIR INTER COLLEGE-BASTI
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