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RKM Rahara - Rkmissionrahara.org
+"o)AL^h(‚ a)&. +o'A^o¤) 5^IÞ<^ a+0Wo'%" ‹5^IÞ<^ )o/Wa)A^‰ +""#¸^o Ô A^'A^o2^o ó éðð ïïè ëÂ׿MÂî æ±áèî ö±ÂóÉ õõþ±òÄ ¿òËõ±ñî îððè ó îððç F î ð ð è óî ð ð ç ï /› ›/ a jytEF †•oFoý„u- î ð ð è óî ð ð ç î Ramakrishna Mission Boys Home P.O.RAHARA, KOLKATA - 700 118 WEST BENGAL, INDIA Phone : 2568-2850 & 3219 22- 11 8 Dated .........................200.... î ð ð è óî ð ð ç í V V V •oÎ(†'lohf î ð ð è óî ð ð ç ì h•t„tE ’ Í ß¿õî± ¶õgÂ-w÷í ß±¿ýòÏ-Îå±éÂá Ý ¿õËúø¸ ¿òõg Some Puzzles to Make You think of î ð ð è óî ð ð ç ë êç éï éï λ-«´¬- ±º ¬¸» Ó¿¼¸§¿³·µ Û¨¿³·²¿¬·±² Ø·¹¸»-¬ Ó¿®µ- ±º ¬¸» ͬ«¼»²¬- ·² Ü·ºº»®»²¬ §»¿®Î»-«´¬- ± º ¬¸» Ó¿¼¸§¿³·µ п®· µ-¸¿ ±º Ñ®°¸¿² ͬ«¼ »²¬- éî Ø·¹¸»-¬ Ó¿®µ- ±º ¬¸» Ñ®°¸¿² ͬ«¼»²¬- ·² Ü·ºº¬ò§®-ò éî λ-«´¬- ±º ¬¸» Ø·¹¸»® Í»½±²¼¿®§ Û¨¿³òîððè éî English Section Education éí Í©¿³· Ю»³»-¸¿²¿²¼¿ Í¿º» Ù«¿®¼·²¹ д¿²»¬ “Û¿®¬¸’ éè Ü·°¿µ Ü¿¬¬¿ øÌ»¿½¸»®÷ ß Ê·-·¬ ¬± Õ¿³¿µ¸§¿ Ì»³°´» éç ß®²¿¾ Í¿³¿²¬¿ Ü·²±-¿«®èð Í«¾¸¿¶·¬ ݸ¿µ®¿¾±®¬§ Ø·¹¸ ·- ¬¸» ‘Ø»¿ª»²• èï Ϋ¼®¿Ð®¿-¿¼Ù¸±-¸ ο¾·²¼®¿²¿¬¸ Ì¿¹±®» ú É»-¬»®² Ó«-·½ èî Ö§±¬·®³±§ п«´ ɸ¿¬ ·- ´·º»á èê Ó®·²³¿§ б¼¿®ôÌ»¿½¸»® α´» ±º ͽ¸±´- ·² -¸¿°·²¹ ±«® ´·ª»- èé ݸ·®¿§¿¬¿ ݸ¿¬¬±°¿¼¸§¿§ î ð ð è óî ð ð ç ê î ð ð è óî ð ð ç é î ð ð è óî ð ð ç è î ð ð è óî ð ð ç ç Æ» ^oÍ ^oÍ æoF„ î ð ð è óî ð ð ç ïð (•t`F •oh(^f î ð ð è óî ð ð ç ïï î ð ð è óî ð ð ç ïî (F›hñ\ î ð ð è óî ð ð ç ïí î ð ð è óî ð ð ç ïì î ð ð è óî ð ð ç ïë î ð ð è óî ð ð ç ïê î ð ð è óî ð ð ç ïé î ð ð è óî ð ð ç ïè î ð ð è óî ð ð ç ïç æoF = + + î ð ð è óî ð ð ç îð î ð ð è óî ð ð ç îï Problem formulate î ð ð è óî ð ð ç îî î ð ð è óî ð ð ç îí 1 t î ð ð è óî ð ð ç îì best selling FRO2 biomass- ó| î ð ð è óî ð ð ç îë Philosophy of Vivekananda - Ÿ/ Spiritual knowledge is the only thing that can remove our miseries forever, and other knowledge satisfies wants only for a time. 3 Educational thought of Vivekananda) Ÿ/ ú8ÏtE’Tuf 1Definition of Education Education is the manifestation of perfection already in man. î ð ð è óî ð ð ç îê i) Perfection ii) Manifestation (Aims of Education) The end of all education, all training should be man making. 3 •Luoe h† (i) (iii) (v) (vii) (ii) (iv) (vi) Role of the teacher) : 5Tyagi can be a good teacher. A teacher must be dedicated to his profession and teach with devotion and purity of mind and heart. 3 î ð ð è óî ð ð ç îé 1CurriculumCurriculum -f (i) (ii) (iii) (iv) (v) (vi) (vii) Methods of teaching) ›/ (i) Self Education (ii) Meditation |†œ Concentration- (iii) (iv) Mas Education - Ÿ/ î ð ð è óî ð ð ç îè Women Education There is no hope of rise for that family or country where there is no education of women, where they live in sadness. For this reason, they have to raised first. Oh, India, do not forget the ideal of womenhood Sita, Sabitri and Damayanti. 3 (i) (ii) (iii) î ð ð è óî ð ð ç îç ff Some Puzzles to Make You Think of ff 2 1. 2. 2(Xt 8 †iu`7Í — 4 3. 4. 1,2,3,4,5,6,7,8,9 5. 7 1 4 ¯8f 6. 10(Xt Coin ŠŒt 5 4 Lo`Œtf 7. 3 8. 9. Coin 8(Xt 58 1 1000 Do you know? 2178 — 108901089 î ð ð è óî ð ð ç íð Coin 1. 5ß 2. Ø 3 Û2 Þ Ú Ü Ù Í¯«¿®»- ó ßÞÝÜô Ì®·¿²¹´»- ó ßÛØô ÛÚÙØ ÞÛÚô ÚÝÙô ØÜÙ Ý 3. 27 4. 139854276 = (11826)2 Ý ß 5. AB, BC, CD, DB Ü Þ 10(Xt Coin (O) 6. 4 ß Ý 7. AB, CD,EF Û Ú Þ Ü 8. 6 (Xt Player, So, (ii) Match = (5+4+3+2+1) = 15(Xt 2 VF Player 3 Match 3 VF Player 5 Match ŠV`M 1 15 = 5x3 (i) (ii) Player 2(Xt Match 888+88+8+8+8 = 1000 î ð ð è óî ð ð ç íï Coin •o`^f ô Man is the architect of his own fortune. Hope springs eternal in the human breast. 3 î ð ð è óî ð ð ç íî 0 Religion without science is lame, science without religion is dead. 3 5The best lack all conviction, the worst are full of passionate intensity. Man is a man for all that. [ öõgÂö¿îÂËû±¿áî±ûþëÂ×Bä¿õö±Ëáöï÷¦±ò±¿ñß±õþÏ ] î ð ð è óî ð ð ç íí ô All work and no play makes jack dull boy. Indoor Game, î ð ð è óî ð ð ç íì Outdoor Game, Outdoor Game [ öõgÂö¿îÂËû±¿áî±ûþ¿ò¥§¿õö±Ëáöï÷¦±ò±¿ñß±õþÏ ] Lower class î ð ð è óî ð ð ç íë education î ð ð è óî ð ð ç íê [ öõgÂö¿îÂËû±¿áî±ûþ÷ñÉ¿õö±Ëáöï÷¦±ò±¿ñß±õþÏ ] î ð ð è óî ð ð ç íé ô î ð ð è óî ð ð ç íè î ð ð è óî ð ð ç íç ô î ð ð è óî ð ð ç ìð 0 C 0 C î ð ð è óî ð ð ç ìï (hò|hò|h î ð ð è óî ð ð ç ìî îÂïÉüÓSÕ±òjõ±æ±õþÂó¿Sß± N“oNo ñÒ±ñ±õþëÂ×Mõþ 85 ó±î±ûþ î ð ð è óî ð ð ç ìí ›/ î ð ð è óî ð ð ç ìì î ð ð è óî ð ð ç ìë t î ð ð è óî ð ð ç ìê Dramatic Irony The Good will not give us everything at one and the same time. 33f In battle you are better than I, but in counsel I am much better than you, for I am older and of greater knowledge. 33 Flash back †o Medias res Epic Simile îÂïÉüÓS 1 Îý±÷±õþ õþäÂò±ü÷áèüÅñ±Ñqõþ?ò Îâ±ø¸¼ 2¿òõDZ¿äÂîÂæÏõòÏü÷áèò¿äÂËßÂî±Îâ±ø¸,ß±¿÷òÏöß±úòϼ î ð ð è óî ð ð ç ìé ô Comet Holmes Ûý×Õ÷ÓùÉîÂïÉ&¿ùõþæòÉÕ±òjË÷ù±ò±÷ßÂÂó±¿ÂßÂÂó¿Sß±ËßÂÕ±÷±õþÂóÂÎïËß ñòÉõ±ðæ±ò±ù±÷ î ð ð è óî ð ð ç ìè 3km î ð ð è óî ð ð ç ìç 56km 3980 14 Œto†uFô 40 1919 U-238 Chain Reaction •Xto`Fo î ð ð è óî ð ð ç ëð 235 | Chain Reaction 239 1942 (†¯Èt U 235 †o P-239 1 U 235 †oP-239 150 4200 1 =1 50ó40 Thermo Nuclear Bomb 50,000 XtF î ð ð è óî ð ð ç ëï T. N. T. 6 9 66000 500 î ð ð è óî ð ð ç ëî ô |Œt(Xt ^(†f î ð ð è óî ð ð ç ëí î ð ð è óî ð ð ç ëì î ð ð è óî ð ð ç ëë PSLVC-II î ð ð è óî ð ð ç ëê ISRO NASA h¶„tEF †•oFoV„uô î ð ð è óî ð ð ç ëé But Beautiful. ket Local Sikkim-Small M. G. Mar- Hotel OrchidM. G. Market- | Marketing Children Park. Heaven of Natural Beauty. Hanuman Tok |†œ Kyonglasha Water Falls. Tsongo Lake Nathula Pass. Snow Fall. Snow FallSnow Fall î ð ð è óî ð ð ç ëè Rumtek Monastery. Santi View Point Research Institute of Tinetology. Do Drul Chorten Monastery. Namnang View Point. Namnang Botanical Garden. Children Park. î ð ð è óî ð ð ç ëç CERN- Cluster î ð ð è óî ð ð ç êð Zeitshrift furphysic Singularity an undifferentiated soup of mater and radiation. Cosmic Soup î ð ð è óî ð ð ç êï He4 He4 deuterium bottleneck He4 nothingness- î ð ð è óî ð ð ç êî The Human Seasons Early Youth Spy — Detective. î ð ð è óî ð ð ç êí And by such dreaming high is nearest into heaven : quiet coves.33 JJ î ð ð è óî ð ð ç êì hearts- hoMt 17 7 of hearts Self forcing card 52 7 of hearts 7 of hearts 52 7 Seven Galley devid. hellmagic. blackmist @ gmail. com | E-mail * ëÂ×Âó¿õþëÂ×Mî±ü&¿ùÛßÂ÷±Sû±ðÅü±÷áèÏ¿õËSî±Ëðõþß±Ëåý׿ßÂòËîÂÂó±Ýûþ±û±ûþ¼ î ð ð è óî ð ð ç êë 5Centre for pedagogical studies in Mathematics (CPSM) Achivement can Diagnostic Test in Mathematics (ADTM)TDMT-`Mt A++ VIII- A ++ TDMT The TelegraphAcademic Perfarmance by a School A School that Cares The Best The Patton Award for The Telegraph Education FoundationHonour of an Educationist î ð ð è óî ð ð ç êê Scholarship RKM Institute of Culture, Scholarship 1VI, Eng. Medium VIII V, Eng. Medium V, Beng. Medium VI, Beng. Medium IX -f VII-\ ì- Academic Science Culture and Promotion Society Certificate of Merit + + |ŒtVF ŠiURt A Aô (MtFVF B A+ô Š•toÊVF A — |ŒtVF B ŠiURt A+ A êë VF çð%- î ð ð è óî ð ð ç êé 5÷ Î|íÏ ÎïËß 6 Î|íÏ õ±Ñù± ÷±ñÉ÷ % ïêèð4îîðð ïêìî4îîðð 5÷ Î|íÏ ÎïËß 6 Î|íÏ ý×Ñõþ±æÏ ÷±ñÉ÷ ïèïè4îíðð ïéèí4îíðð / éêòíê% / éìòêì% / éçòðì% / ééòéð% % 6 Î|íÏ ÎïËß 7÷ Î|íÏ ïçëî4îíðð ïçìð4îíðð ïçðì4îíðð 7÷ Î|íÏ ÎïËß 8÷ Î|íÏ îìëï4îçðð îìïë4îçðð îíçí4îçðð 8÷ Î|íÏ ÎïËß 9÷ Î|íÏ îëíê4îçðð îëðë4îçðð V„u îìêð4îçðð 9÷ Î|íÏ ÎïËß 10÷ Î|íÏ îïîì4îêðð / èìòèé% / èìòíë% / èîòéè% / èìòëî% / èíòîè% / èîòíî% / èéòìë% / èêòíè% / èìòèí% / èïòêç% % îðéë4îêðð 10÷ Î|íÏ ÎïËß î ð ð è óî ð ð ç êè / éçòèï% ÎïËß Z±ðú Î|íÏ ¿õ:±ò ¿õö±á èîì4ïððð / èîòðì% ééë4ïððð / ééòðë% ééì4ïððð / ééòðì% ÎïËß Z±ðú Î|íÏ ßÂù± ¿õö±á èîì4ïððð / èîòðì% ééë4ïððð / ééòðë% ìíç4ïððð / ìíòðç% Îå±éÂËðõþ ¿õö±á 5÷ Ý 6 Î|íÏ ÷ñÉ ¿õö±á 7÷ Ý 8÷ Î|íÏ õhÂËðõþ ¿õö±á 9÷,10÷Â,11 Ý 12Î|íÏ õhÂËðõþ ¿õö±á 9÷,10÷,11 Ý 12 Î|íÏ Îå±éÂËðõþ ¿õö±á 5÷ Ý 6 Î|íÏ 6 Î|íÏ ÷ñÉ ¿õö±á 7÷ Ý 8÷ Î|íÏ Îå±éÂËðõþ ¿õö±á 5÷ Ý 6 Î|íÏ •(F`ŒtMt ŠhF4 î ð ð è óî ð ð ç êç õhÂËðõþ ¿õö±á 9÷,10÷Â,11 Ý 12Î|íÏ õhÂËðõþ ¿õö±á 9÷,10÷Â,11 Ý 12Î|íÏ Îå±éÂËðõþ ¿õö±á 5÷ Ý 6 Î|íÏ Š¤T„ ÷ñÉ ¿õö±á 7÷ Ý 8÷ Î|íÏ õhÂËðõþ ¿õö±á 9÷,10÷Â,11 Ý 12Î|íÏ Îå±éÂËðõþ ¿õö±á 5÷ Ý ø¸Â Î|íÏ ÷ñÉ ¿õö±á 7÷ Ý 8÷ Î|íÏ Îå±éÂËðõþ ¿õö±á 5÷ Ý 6 Î|íÏ Š¤T„ ÷ñÉ ¿õö±á 7÷ Ý 8÷ Î|íÏ ¿õö±á 5÷ Î|íÏ ÎïËß Z±ðú Î|íÏ Š¤T„ î ð ð è óî ð ð ç éð results of the madhyamik examination Year 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Appeared: Passed : 1st Division: 2nd Division: Passed with Star Marks: 218 180 218 180 214 180 04 - 188 188 188 - 197 197 197 - 214 188 214 188 213 188 01 - 188 224 137 188 224 137 188 224 136 01 176 184 176 184 170 184 06 - 194 194 194 - 222 222 222 - 168 159 168 159 168 159 - 100 115 137 150 149 172 88 113 125 157 139 186 160 161 151 Number of Letters obtained : 519 597 770 734 668 819 410 542 549 679 623 853 677 880 876 Position in order of merit: 5th 5th, 8th, 12th 9th - 19th 10th 9th 9th 16th 11th Percentage of students passing in First Div. 98.2 100 99.53 100 100 100 99.53 96.59 100 100 100 100 100 100 100 highest marks of the students in different years Year Name of the Students Marks Obtained 1988 Sri Abhirup Mukhopadhyay (1st) 817 Year Name of the Students 1999 Sri Subhabrata Nandi (9th) 1989 Sri Sutanu Samanta (H) 797 2000 Sri Shirsendu Nandi 1990 Sri Mayuk Acharya (H) 7th 818 2001 Sri Binanda Sengupta (19th) 1991 Sri Subhashis Chanda (13th) 806 2002 Sri Shaswata Moitra 1992 Sri Subhabrata Ghosh (10th) 813 1993 Sri Abhratanu Chatterjee (9th) 829 1994 Sri Balarka Choudhury (5th) 838 1995 Sri Debasish Majumdar (H) 813 1996 Sri Subhrajyoti Sarkar (5th) 842 1997 Sri Soumendra Das Sarma (8th) 1998 Sri Debajyoti Kar (12th) 748 746 Marks Obtained Sri Soumyajit Roy 2003 Sri Sayantan Saha 748 731 740 741 741 754 2004 Sri Arnamoy Bhattacharya (10th) 762 2005 Sri Sayantan Saha 757 2006 Sri Aritra Mukherjee 758 2007 Sri Abhirup Sarkar 780 Sri Ritasman Baisya 2008 Sri Sourin Saha 780 776 N.B. - ײ ¬¸ » §»¿® ïçèèô ¿ -¬« »¼ ²¬ ± º ¬¸ » -½´± ¸ ¬± °°»¼ ¬¸ » ´· -¬ ± º -« »½ --º« ´ ½ ¿²¼¿¼· ¬»- -»½ ®« ·²¹ çðòéèû ³¿®µ- · ² ¬¸ » ¿¹®¹ »¹ ¿¬»ò î ð ð è óî ð ð ç éï results of the madhyamik pariksha of the orphan students Year 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Total Students 15 19 36 20 24 20 18 26 22 23 18 26 23 20 18 1st Division 15 19 35 20 24 20 18 23 22 23 18 26 23 20 18 2nd Division X X 01 X X Star Marks 01 02 06 08 08 06 01 03 07 11 07 15 17 19 13 Letter Marks 17 18 61 42 55 30 24 34 46 36 35 78 60 60 73 X X X X 03 X X X X X highest marks of the orphan students in different years Year Name of the Students 1991 1992 1993 1994 1995 1996 1997 1998 1999 Sri Koushik Bardhan Sri Sumit Banerjee Sri Debasish Das Sri Debasish Sur Sri Soumen Bose Sri Narayan Banerjee Sri Asim Mondal Sri Subhradev Ball Sri Goutam Ghosh Marks Obtained 704 669 691 692 695 717 710 677 687 Year Name of the Students Marks Obtained 2000 2001 2002 2003 2004 2005 2006 2007 2008 Sri Biswajit Mondal Sri Subhadip Shil Sri Salil Jana Sri Manas Mondal Sri Tanmay Nath Sri Sudipta Debnath Aniruddha Pal Sukhendu Halder Ujjwal Saren 600 675 669 668 641 689 696 724 718 RESULTS OF THE HIGHER SECONDARY EXAMINATION - 2008 Total No. of Students Appeared i) Science Group ii) Arts Group Total A+ Total A Total B Total C Total D 100 in Mathematics (Sahisnu Majumder) : : : : : : : : : 83 80 03 196 303 056 021 001 001 IN ORDER OF MERIT (S.C. Group) 01 Shankhadeep Dey 433 [A+ 06, B 01 02 Sahishnu Mazumder 428 [A+ 04, A 02] î ð ð è óî ð ð ç éî EDUCATION Swami Premeshananda Every human being is a part of global humanity. The fortunes of every individual good or ill contribute to the fortunes of the entire human race. Whatever is good or bad for one person has good or bad effect on the entire human race. Just as when something harmful enters a single cell of a living body, there is disturbance in the whole body and its entire vital energy proceeds to set things right, similarly the degeneration of a single individual degenerates the whole of humankind. It is the duty of the entire humanity to try to repair the damage. But, at no time have gross-minded people been able to understand this. ... Bhagavan [Sri Krishna] has said that to see the undivided amidst the divided is true knowledge. Will it ever be possible for humankind to realize this? Every person is a part of his or her family, every family is a part of the local community, and every community is a part of the village to which it belongs. Thus every person is a part of the village to which it belongs. Thus every person is part of the entire human race. It it impossible to teach this lesson to a person from his or her childhood? When a neighbours house catches fire, does it not behove all the people in the neighbourhood to rush to douse the fire? If a village boys character is spolit, is it not everyones duty to try to reform his character for the good of all the boys of the village? A contagious discease in a distant village can spread to my own village; is it not the duty of all villagers to strive to prevent this? India sufiered a terrible plague epidemic [towards the end of the nineteenth century]. Did it not first break out in Bombay? Scarcity of food turned the Dutch and the Portuguese into pirates. And the English in their greed swallowed India and many other lands. If humans dont join together and think about the welfare of all, they will never be able to get rid of the beastly habit of biing each other. therefore, reaching the social equality of all human beings should be an essential component of education at present. Moreover, in the absence of education there remains no difference between humans and beasts and this is plainly obvious in all the present-day global circumstances. To properly understand the significance of social equality, a sharp power of discrimination is essential. There have been many attempts to establish equality among humans. The Buddhists and the Mohammedans made maximum progress in this matter. î ð ð è óî ð ð ç éí But any attempt to establish equality on the basis of a dogmatic credal religion putting a stop; to all ways of expression of the human spirit for that purpose, is the greatest disservice to humanity. There are glaring instances in history exemplifying this fact. For this reason we need to know the truth about human existence and introduce a system of education based on that truth. First and foremost, we have to try to understand how we can raise every person keeping his or her distinctive personality intact. Progress in human life occurs through various stages. We have to let everybody proceed along the path of evolution by giving them the education that is in accordance with the stage they are in. Keeping this in mind, the Vedic seers formulated a fourfold division of responsiblity and accordingly introduced four different guilds (or vanas) in society. Within each Varna, again, the work assigned to every peson was determined by the persons stage of evolution. We see the presence of these four strata within any group. Thus, even among the Santhal tribes [ who have been outside the pale of traditional Vedic society] there are always a few intellingent members who settle internal disputes and some brave ones who exert themselves in providing protection to the group. There are some who have a knack for procuring food and clothing and the rest remain ready to labour at the behest of their chiefs. Every organized group needs these four types of people and they are present in every society. Whenever a society lacks any one of these types, it goes to ruin. Viewing human life from another perspective, the wise divided individual life into four stations or ashrama to facilitate human evolution. At present, in the absence of any teaching or discussion on this issue, all four ashramas have become defunct. The education system in our country was based on the teaching method. The British introduced the system of examinations in the educational setup of India to help them run the administration. Ever since, the same has been continuing all over India, full steam ahead. .... However, bringing back the teaching method of the old sort does not seem possible now. The people of the country, both educated and uneducated, would oppose any transgression of the system introduced by the British. Besides, where will one find people capable of teaching according to the ancient method? .... [Moreover,] teachers following the teaching method have to put in a lot of hard work, at least initially. In these troubled times, it would require heroic effort to introduce true education and put it into practice. Therefore, to introduce man-making î ð ð è óî ð ð ç éì education in todays India, wise, resolute and bold workers need to be produced first. How will those who do not know the truth about Creation, the truth about human life, and other such matters understand the concept of evolution of life? In India, we find true humanity occasionally manifested among the educate as a result of good deeds of previous births. But that the greatness inherent in every person can be manifested through education is considered mere sage advice. Swami Vivekananda has said. Education is the manifestation of the perfection already in man. Had we believed these words, we would certainly have made proper arrangements for human development in our schools. Revered Gouri Ma established a hostel for girl students. Her disciple Durga Puri is still running it. Once Holy Mother Sri Sarada Devi visited this institution. She was very pleased to learn about the rules and regulation there. But she could not approve of the practice of sending the students home during summer and [autumnal] puja vacation, as decided by the British government. She said that the discipline imbided by the girls while staying in the ashrama was disrupted when they went home. As a result, they do not realize the positive effects of practising discipline, not do they feel any need for it. What is born of the union of man and woman is only the gross body; the same happens with animals too. For this reason, the followers of the Vedic tradition tried to free themselves from their animal nature by uniting their beings with those of the sages. In the Vedic tradition, arrangements were made to raise the mind of the child above body-consciousness before is attained puberty and developed the conviction I am the employer. For this reason all Hindus called themselves twice-born(duija). This was a psychological process of sublimation of human life. Nowadays, this is called investiture with sacred thread. .... The term upanayana originally meant taking the pupil to the teacher for the purpose of education. The student would sever relations with parents and gain admission to the society of sages and hermits. Education involved moulding and forging the gross and subtle bodies of students to make perfect householders and reliable citizens. At one time such a system of education prevailed in India and it was due to this that the country was able to manifest her erstwhile glory. To those who believe in wild imitation of the English, this system may sound utopian, but from what we gather by studying the ruins of ancient India, we believe that it is still possible to reintroduce the ancient system, and that it would be the best way for developing humanity. î ð ð è óî ð ð ç éë In our educational institution, where we start working with students who have passed the secondary school examinations, do we ever enquire what experiences they have already gained through their eleven senses [five organs of perception, five of action, and the mind? Life-experiences may have created certain leaking holes in their psyche. Unless these are detected and plugged, how can this examinationoriented system of education improve a persons character? There is no end to distress in India. The poet sang, Who can narrate this long tale? The sorrow is as deep and immense as the ocean. Education is the only way of relieving this distress. In 1912, Revered Kapil Maharaj made the following remark : I find this to be the distinctive mark of the (monastic) disciples of Sri Ramakrishna : they show skill in whatever work they lay their hands on. .... The original purpose of education was to make the body and mind suitable for work. But we are driven by animal instincts and spend our lives trying to eke out a living. There is no real change in our inner lives, our egos. It is ridiculous to try to study the Upanishads immediately after learning the alphabet. Similarly, who can pass judgement about the reality or unreality of the world without first having experienced it well? Therefore, how to lead perfectly moral life is the first thing that one needs to learn. Next, one must earn wealth to procure the objects of enjoyment that one desires. After finishing with this kind of enjoyment, one has to reject this changeful world, like a disposable leaf-plat at the end of a meal, by transcending the instruments of enjoyment the gross and subtle bodies and rise to the blissful level of consciousness, anandamaya kosha. This is the scientific procedure for getting the best out of life. No task can be accomplished by merely chalking out a perfect scheme. Gathering suitable workers is as important as the scheme itself. Rather, if the scheme happens to be defective, competent workers can rectify it on the basis of their practical experience. On the other hand, even if the scheme were perfect, dearth of suitable workers would render it an abject failure. Yet, at present, imparting education has become as essential as relief work for the faminestricken the world over; more so in India. It would not be difficult to achieve this if a few courageous persons put their minds to this task, in Swami Vivekanandas î ð ð è óî ð ð ç éê name. Swaniji has repeatedly spoken about man-making education and averred that it is possible to manifest inherent human perfection through education. It will surely be possible to realize this ideal in practice provided we have faith in his teachings about education and try to follow the path shown by him. The main functions of education are to make the body robust to develop physical strength to make the mind capable of reaching out everywhere, and to sharpen the intellect. To get people to do the things necessary for the maintenance of society and training them for that purpose is the entire secret of education. Indias downfall is due to its education being entrusted to unworthy people. The first priority now is to select a few stout-hearted persons and to entrust them with the task of putting before society the ideal form of education and the method of building total human beings. Unless total human beings stand before society and manifest a high ideal in their lives, common people would never accept such an ideal. Therefore, pioneers would have to possess infinite courage, full faith in the ideal, and limitless patience. For various reasons it does not seem possible that under the prevailing conditions in India householders would be able to introduce and establish a radically new system of education. But if the management of national education is to be entrusted to monks, then they would have to restrain their proclivity for foisting the loincloth (kaupina) on their pupils. The ideal for common people that has been badly proclaimed by men of wisdom is beautifully described in the poetic language of the Devi Mahatmyam: Bestow upon me beauty victory, and fame; annihilate my enemies. Give me a lovely wife after my heart. When the people in society find that the alumini of an educational institution stand proudly before society, enjoying life boldly, and living healthy lives, then will they be attracted towards that particular type of education. The children of such alumni will reestablish the knowledge of Brahmanin Society and thus save humankind. î ð ð è óî ð ð ç éé Safe Guarding Planet Earth Dipak Datta (Teacher) If the Earth was planning a holiday, it would need to think very seriously about buying a new pair of sunglassess. For its ozone layer the 20 km thick umbrella of ozone gas that lies some 15 to 35km above the planets surface and acts like a pair of sunglasses filtering out most of the suns harmful ultraviolet rays - is looking more than little worse for wear. The ozone layer protects us from exposure to the suns ultraviolet radiation. When the ozone layer thins, high levels of UV radiation reach the Earths surface and threaten our health and the environment dramatically. For every one percent reduction in the ozone layer, there is a two percent rise in the incidence of non-melanoma skin cancer, as well as an increase in the incidence of cataracts and blindness. The main culprits among the substances which harm ozone layer are Chlorofluorocarbon (CFC) compounds. Although CFC s do not harm the environment near the ground, they slowly travel upwards to the ozone layer where the UV light breaks them down into chlorine atoms that eat away at the ozone like invisible locusts. Bind to their effects, industry and consumers continued to pump CFC s into the air until scientists noticed that their atmospheric levels were increasing at the same time as the ozone layer was being eroded. Indeed, scientific monitoring has shown that the ozone layer has been decreasing for the past two decades or more. On average, global losses have totalled about five percent since the mid-1960s. Since the late 1970s an ozone hole has formed in Antartica each Southern Hemisphere spring, in which upto 60 percent of the total ozone is depleted ozone losses are now also being observed over the Arctic, North America Europe and Japan. So it was with this in mind that the worlds leaders met in 1987 and signed the Montreal Protocal. It not only introduced a gradual phasing out of CFC but banned the further release of other ozne depleting substances such as methyl chloroform, carbon tetrachloride and halons. We are living in danger, but we hope a grand time will come when Industry must use less damaging process and products at the same time as it cuts down on atmospheric releases from exciting equipment. Then only we hope we will be kissed by a rose bathed in morning dew. î ð ð è óî ð ð ç éè A Visit to Kamakhya Temple Arnab Samanta, Class - VI In Hindu mythology there are fifty-one sacred places that received the several pieces of Satis (Devi Durgas) body. Devi Kamaskha is one of them. Her seat is located on the top hill of Kamaskhya in Guwahati. Guwahati is the gate way to North-East India. It is the capital of Assam, home of the one-horned rhinocros. The Bramhaputa flows here. On auspicous Bengali Nababarsha this year, I started for the Kamaskhya temple with my parents. We went to Guwahati by the Kanchenjangha Exp. We reached Guwahati next day at about 5 am. and put up in Bharat Sevashram Sangha. The next morning, we went to the Kamaskhya hill. The hill is full of temples and trees we enjoyed the enchanting beauties of the hill. The main temple was nicely decorated. Thousands of the Hindu pilgrims were in a long quere. We stood in this queur. The queue moved foward at a snails pace towards the inner apartment (cave) of Devi Kamaskhya. I stepped down and entered into that apartment. Here I could find no idol or image of Devi. She is covered with red piece of cloth. I touched and worshipped her with earnest devotion. I did not take the help of Bramhin or priests. I collected oozed water in a bottle. Such oozed water is very sacred. It is a belief of the Hindu pilgrims from the time immemorial. We slowly came out of the cave. The cave offered us truly an excellent experience. Many pilgrims gathered here after taking bath in the Bramhhaputra. The Bramhaputra is considered very sacred to Hindu pilgrims. On the hill top I found many beautiful shops. Next day, we visite some worth seeing places like Vashist Ashrama, Navagraha and Janardhan Temples. We returned home with a vivid memory and an enjoyable experience of this place. î ð ð è óî ð ð ç éç DINOSAURS Subhajit Chakraborty, Class - V Dianosaur is a Latin word which means terrible lizard (deinos-terribles, sauros-lizard). The name dinosaur was given to these creatures by Sir Richard Owen, in 1789. Dinosaurs were related to reptiles like crocodiles, snakes etc. But they also seem to be related to birds. The age of Dinosaurs began with the Triassio period (251-200 million years ago). They ruled over the earth throughout the Mesozoic Era (Jurassic period 251-200 m.y.a., Jurassic period 200-144 m.y.a. and the creataclous period 144-65 m.y.a.). Some of the important Limosaurs were : i) Tyrannosaurus - Rex :-The most ferocious meat-eating dinosaur of the cretaceous period. It had two massive jaws with saw-edged teeth, some upto 18 cm. long. Its foot-claws were curved and were used for slashing its victim. It also had two small arms in front. Its fossils had been found in Montana, North America. ii) Triceratops :- Tericeratops was a plant-eating dinosaur which roamed through the forests in herds. Its head and neck were protected by a large frill of solid bone while its three large horns on the head were good defence horns on the head against flesheaters. iii) Stegosaurus :- Stegosaurus, a plant-eating dinosaur had tall plates of bone on its humped back. Perhaps these soaked up the suns heat, so that the Stegosaurus could be warm and more active. It had a spiky tail to defend against the flesh-eaters. iv) Brachiosaurus :- One of the biggest dinosaurs of the Jurassic period was Brachiosaurus. It was 25mtr. long and heavier than 10 elephants! It had strong, chiselshaped teeth to chop leaves off conifer trees and cycads. Today, many scientists believe that birds have evolued from dinosaurs. Very recently, the fossils of the creature which was the missing link between birds and dinosaurs have been discovered. It is called Giganotoraptor. Extinction of Dinosaurs :- At the end of the cretaceous period, the dinosaurs became extinct. Scientists believe that perhaps a meteorite, a huge rock from space had smashed on the earth about 65 million years ago. Or a massive volcano may have erupted vast î ð ð è óî ð ð ç èð amount of ash and dust. It a giant meteorite hit the earth, it threw up clouds of dust to block the suns heat. Volcanic ash and dust would do the same without the suns warmth, plants withered away. Dinosaurs died of cold and hunger. However, the scientists of today are rediscovering the fossils of dinosaurs. The scientists who dig for fossil are known as paleontologists. Thus, we can say the dinosaurs were the most fascinating creatures on earth. Many films based on dinosaurs were also created like Steven Spillbergs Jurassic Park. High is the Heaven Rudra Prasad Ghosh, Class VI High, High very high Far above this sky Is the place Called the heaven Where, after death Goes the wise men So pleasant, So nice All good, no vice So calm, so charm It has no harm It is amazing, it is quiet It is clear, all is bright Truth reigns there, is no lies After death goes the vice. Oh! Gatekeeper open the gate Dont Worry, Im Gods Mate. î ð ð è óî ð ð ç èï Rabindranath Tagore & Western Music Jyotirmoy Paul, Class XI In the case of literature or in music, Rabindranth Tagore was always influenced by his elder brother Jyotirindranath Tagore. Jyotirindranath was fond of composing music on his favourite piano. Indian classical music was expressed in a new style by his piano. Everyday his fingers created some new tunes and Rabindranth listened to thos tunes with rapt attention. He tried to write lyrics on thos tunes. From those days of very childhood, Rabindranath became a lover of music and also started to learn music. As there was an intimate relation between music and Tagore family, Rabindranath was not an exception. While learning music little Rabi also started composing songs and throughout the life Rabindranath had composed a number of songs. Among those songs most were basically composed on Indian classical and folk music. But it is not hard to find the influence of Western music in his songs. Only twelve songs have been found which are taken from western songs. There are also some other songs of Rabindranath have found which have the influence of Western music. In the ninteenth century Western music was not at all very much popular in India. Western music was unknown to most of the Indians. But, at that time Rabindranath worked on Western music which was a surprising incident. But Rabindranath Tagore was not the first person in India who worked on Western music for the first time. Raja Sourindranath Thakur and Reverend Krishnadhan Bandopadhyay were the persons who worked on Western music before Rabindranth. They wanted to make a harmony between the both forms of music. Krishnadhan Bandopadhyay experimented with application of European harmony in Indian music. He created some opera in European style and also used the Western chords. In the golden time of Indian music, Rabindranath some how became interested in Western music. only the piano of Jyotirindranath was not the cause of his inclination to the Western music. There was a book in his house, named IRISH MELODIES written by the famous poet Thomas Moore. The book was full of poems and coloured pictures. Rabindranath listened to those poems, recited by Akshay Chandra Chowdhury, a friend of Jyotirindranath. He stated in his autobiography, î ð ð è óî ð ð ç èî At that time he did not know all the melodies of those poems. He wished that he would listen to the music of IRISH MELODIES and would learn and would sing infront of Akshay Chandra. When he went to Britain, he enjoyed the operas of Britain and listened to the European Songs. He was surprised when he observed that European singers sang at a very high pitch without any expression on their faces, while an Indian singer was unable to hide it. But he said, But listening to those European songs for many times, he was also able to get the flavour of European music and started learning the music. In Britain he also listened to the songs of Irish Melodies but he lost his interest in completing his learning the songs of Irish Melodies. He said many things about European musci. According to him, After coming back to India Rabindranath composed his first musical drama Balmiki Prativa ( ò In this drama he used a couple of western songs. Two had been used in the song of dacoits, another one had been used in the tragic song of syloan Goddess. He said about this drama, After Balmiki Prativa he composed another musical drama, Kalmrigaya . There he also used many Western songs. Most of the western songs were specially î ð ð è óî ð ð ç èí used for expressing melancholic strain. He said , Then he wrote Mayar Khela and also used some European tunes. Rabindranath has composed songs under the influence of Western music in between the year 1881 to 1888 AD. His works on Western music influenced the other composers of India. D.L.Roy and other composers also used some Western tunes in their compositions. Now-a-days Indian music and Western music have been harmonized in such a manner that we cannot think one without another. The fusion music has also become very popular all over the world where Indian and Western music have been harmonized truly. Thus Rabindranath Tagore created a bridge between the Indian and Western music. List of the songs composed by Rabindranath Tagore, under the influence of Western music : Tagores Song 1) 2) Original Song i) Ya Banks and Brayes ii) (composed by Robert Burns) Nancey Lee (composed by Stephen Adams) 3) iii) Auld Long Syne 4) iv) (composed by Robert Burns) Loves Young Dream v) (composed by Thomas Moore) Robin Adir 6) vi) (composed by Lady Caroline Keeple) Drink to Me only (composed by Mozart) 7) vii) The British Grenadiers 8) (A march song) viii) The Vicar of Bray 5) î ð ð è óî ð ð ç èì 9) 10) Go Where The Glory Waits Thee (Song of Irish Melodies, 11) composed by Thomas Moore) 12) Other songs, of Rabindranath where we find the influence of Western Music. i) ii) iii) iv) v) Source : Antarjatik Rabindranath, Composers of West, æÏõò¦Ô¿î êf éf Eo¥r„ Š•tož çf QtoŒt î ð ð è óî ð ð ç èë What is Life? Mrinmay Poddar, Asst.Teacher (Biology) Life is abstract. It can be felt but can not be touched. A living organism is made up of abiotic matters (both organic and inorganic) In Biological aspect, life can be defined as follows :- The Characters of living organism that can be expressed is called life. - The interrelationship between living organism and environment and their expression is called life. - The energy that can be expressed from the protoplasm, a well organised complex organic matter and can response to stimulus and also follow growth, reproduction, metation, evolution etc. is called life. But according to the Mother Life is Life is an opportunity : Life is a beauty : Avail yourself of it. Admire it. Life is a struggle : Accept it. Life is a journey Life is a promise : : Complete it. Fulfil it. Life is a challenge Life is a duty : : Meet it. Perform it Life is a game : Play it. Life is a dream : Realise it. But dont destroy it. Life is precious The Mother So, we should always remember and realise the meaning of life and also take care of it. Like Poet Walt Whitman, you also say I celebrate myself. î ð ð è óî ð ð ç èê Role of Schools in shaping our lives Chirayata Chattopadhyay, Class VI Schools are the stepping stones of the future. School is called the miniature society. The young hearts are set upon going to school and don t miss any opportunity to go to school. Although old, when my grandfather, tells about his days at the school, he seems to have a mental flight in his childhood days. On the other hand, when my sister comes back from school, she narrates the daily experiences frivollies of her. At these very moments I find no difference between them. The physical basis of school, is to give proper education to students. The main aim of education is all round development of a student. So, school and education are interrelated to each other. The purpose of education is to maintain a proper balance between inner and outer emotional and practical aspects of one s personality and life. If it is not done, it will result in an disbalanced development of a personality. We experience our golden moments of life in our schools. Schools are of utmost importance to shape our lives. The main aim of school is to produce useful, intelligent, patriotic, emotionally integrated, morally strong, cultured, scientifically tempered young pupils. The education, imparted in our schools, colleges and universities, should be such as to mould the personalities of the students, to enable them to face the realities of life with courage and confidence. Basic education means that it should be based on work experience. It should not be theoritical or isolated but emotionally related with a students social and family background and relevent to the needs of society. Apart from training the future workforce of India, schools should also give importance to value of discipline in education. We must remember that discipline is the very structural system of our life. Proper education influences our mind spirit and body. The developed countries like Japan, USA, Canada have invested on human oriented education and so their countries progress is astounding. Tear the purpose of creating good and caring students, the influence of the î ð ð è óî ð ð ç èé teachers provides a great background. We are emotionally intigrated withMatermoshay in our mother tongue. Rabindranath Tagore was an irregular boy. He seldom went to school but he was ever dependent on his house-masters. I cannot explain my emotions through the ward Teacher. School is a world of fascination. School means everything School means teachers, school means friends, school means Mission, school is miniature society. It also means getting seolding together and even sharing the playground. During the school-life, out different types of abilities, in the field of extra - carricular activities, are nurtured. So, it can be well defined that both school and education help us to find the base of our career and future prospect. î ð ð è óî ð ð ç èè
