Suresh Limbachiya

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Participation certificate from Gujarat Granthalaya Seva Sangh, Ahmedabad (GGSS)

Posted by Suresh Limbachiya on 01/02/2013

certificate

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News about 29th Gujarat Granthalaya Seva Sangh, Seminar, Bhuj on 28 to 30 Jan 2013…….Published in Kutchmitra dated 29-1-2013

Posted by Suresh Limbachiya on 31/01/2013

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Year 2013 — Celebration — International Year of Water Cooperation

Posted by Suresh Limbachiya on 26/01/2013

2013_poster_English

Year 2013

International Year of Water Cooperation

Why we celebrate Year 2013 as International Year of Water Cooperation

In December 2010, the United Nations General Assembly declared 2013 as the United Nations International Year of Water Cooperation . In reflection of this declaration, the 2013 World Water Day, which will take place on 22 March 2013, also will be dedicated to water cooperation. Therefore, UN-Water has called upon UNESCO to lead the 2013 United Nations International Year on Water Cooperation, in particular because of the Organization’s unique multidisciplinary approach which blends the natural and social sciences, education, culture and communication. Given the intrinsic nature of water as a transversal and universal element, the United Nations International Year on Water Cooperation naturally would embrace and touch upon all these aspects.

The objective of this International Year is to raise awareness, both on the potential for increased cooperation, and on the challenges facing water management in light of the increase in demand for water access, allocation and services. The Year will highlight the history of successful water cooperation initiatives, as well as identify burning issues on water education, water diplomacy, transboundary water management, financing cooperation, national/international legal frameworks, and the linkages with the Millennium Development Goals. It also will provide an opportunity to capitalize on the momentum created at the United Nations Conference on Sustainable Development and to support the formulation of new objectives that will contribute towards developing water resources that are truly sustainable.

Did you know?

  • At the international level water appears to provide reasons for transboundary cooperation rather than war. Looking back over the past 50 years, there have been some 37 cases of reported violence between states over water—and most of the episodes have involved only minor skirmishes. Meanwhile, more than 200 water treaties have been negotiated. Some of these treaties—such as the Indus Basin Treaty between India and Pakistan—have remained in operation even during armed conflict.
  • One clear message from the record is that even the most hostile enemies have a capacity for cooperation on water. Most governments recognize that violence over water is seldom a strategically workable or economically viable option. The institutions that they create to avert conflict have shown extraordinary resilience. The considerable time taken to negotiate the establishment of these institutions—10 years for the Indus Treaty, 20 years for the Nile Basin Initiative, 40 years for the Jordan agreement—bears testimony to the sensitivity of the issues.
  • Disaster can be a catalyst for cooperation. It was not until the Chernobyl disaster, which led to radioactive caesium deposits in reservoirs and increased risk of exposure to radioactivity all the way down to the Black Sea, that governments responded to the challenge of improving river quality.
  • Where cooperation fails to develop or breaks down, all countries stand to lose—and the poor stand to lose the most. Failures in cooperation can cause social and ecological disasters, as in Lake Chad and the Aral Sea. They also expose smaller, vulnerable countries to the threat of unilateral actions by larger, more powerful neighbours.

The benefits of cooperation

  • Gains from cooperation can include the costs averted by reducing tensions and disputes between neighbours. Strained interstate relations linked to water management can inhibit regional cooperation across a broad front, including trade, transport, telecommunications and labour markets. Obvious examples include the Euphrates, Indus and Jordan Basins.
  • Cooperative approaches to river systems can also generate less tangible political benefits. The Nile Basin Initiative links Egypt politically and economically to poor countries in Sub-Saharan Africa. These links have the potential to create spillover benefits. For example, the political standing that Egypt has acquired through the Nile Basin Initiative could reinforce its emergence as a partner and champion of African interests at the World Trade Organization.
  • Cooperation at the basin level can promote efficient techniques for water storage and distribution, expanding irrigation acreage. The Indus Waters Treaty of 1960 was the precursor to the massive expansion of irrigation works in India, which in turn played an important role in the green revolution.
  • Cooperation between municipalities and private providers can stimulate resource mobilization. The Tamil Nadu Urban Development Fund, established by state authorities in 1996, developed the Water and Sanitation Pooled Fund—a 300 million rupee facility generated through bond markets for 14 small municipalities—with a partial credit guarantee from the US Agency for International Development.

Cooperation provides a foundation for change

  • Decentralized cooperation. The decentralized international financing approach developed in France is an example. New legislation in 2005—the Oudin Santini law— established a framework for decentralized cooperation in water and sanitation covering six French basin agencies. Local authorities can now dedicate up to 1% of their water and sanitation budgets to international development programmes. In 2005 around $37 million was committed. If other high income countries were to adopt this type of scheme, it could generate about $3 billion a year by one estimate, an important new flow of financing for water and sanitation.
  • In urban slums with large and highly concentrated populations, the success of any community initiative depends on individual participation, especially for improved sanitation. Orangi is a large, low-income informal settlement in Karachi, Pakistan. Home to more than a million people, it is a success story of the power of communities to expand access to sanitation. The Orangi Pilot Project, which began as a small community-led initiative, scaled up through cooperation with local governments. Scaling up matters because small isolated projects cannot spark or sustain national progress. At the same time, the energy and innovation of community actions can strengthen government capacity to deliver change.

UN initiatives that are helping to raise the issue…

  • 22 March 2013: World Water Day 2013 on Water Cooperation. On 22 March 2013 World Water Day will be celebrated under the theme “Water Cooperation”. The Day is organized as part of the International Year of Water Cooperation. The aim of the celebrations is to raise awareness on the importance of freshwater and advocating for the sustainable management of freshwater resources with a special focus on water cooperation, its challenges and benefits.

2013_poster_Hindi

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Human Rights Day Celebration at Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 23/01/2013

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Human Rights Day Celebration at Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 23/01/2013

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We are again in the Times of India (Saurashtra Kutch Plus edition) on 19-1-2013

Posted by Suresh Limbachiya on 19/01/2013

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SOCIAL REACH OUT OF AN SCHOOL By Adani DAV Public School, Mundra-Kutch

Posted by Suresh Limbachiya on 16/01/2013

IMG_6377The students of class X of Adani DAV Public School, Mundra ,had a novel project this year. Inspired by their Social Science teacher,Mr. Sebastian  T.V., the students raised Rs 22000/-which otherwise would have been spend bursting crackers at Diwali. The money was used to buy blankets. These blankets were distributed to the destitute and the poor construction workers. In the biting cold these blankets certainly provided warmth and comforts to two hundreds poor persons who did not even had a proper shed above their heads.

To generate the fund they created a play which was performed for the school promoting the message of playing Diwali safely and calling to celebrate festivals more meaningfully.

The projects achieved many objectives. The students were motivated to save money. The concept of judicious use of the resource of money was another lesion. This also saved them from being polluters of the environment. This gave birth to a vigorous idea that how they as students can be environmental protectors and implant in them a flame of alleviating the poverty in the way they could.This also doubled their joy of celebrating festivals.

The experience they learned while distributing the blankets in the freezing cold in the month of January has prompted them to carry out this noble act in a large scale in the next year.

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Sebastian T V :

Posted by Suresh Limbachiya on 15/01/2013

Sebastian T. V.

Adani DAV Public School, Mundra – Kutch (Gujarat)

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Students of K R Sanghi Public School, Sanghipuram at Adani School Mundra for Inter School Quiz Competition 8-12-2012

Posted by Suresh Limbachiya on 12/12/2012

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Students of K R Sanghi Public School, Sanghipuram at Adani School Mundra for Inter School Quiz Competition 8-12-2012

Posted by Suresh Limbachiya on 12/12/2012

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Students of K R Sanghi Public School, Sanghipuram at Adani School Mundra for Inter School Quiz Competition 8-12-2012

Posted by Suresh Limbachiya on 12/12/2012

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Students of K R Sanghi Public School, Sanghipuram at Adani School Mundra for Inter School Quiz Competition 8-12-2012

Posted by Suresh Limbachiya on 12/12/2012

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K R Sanghi Public School Student for Inter School Quiz Competition held on 8-12-2012 at Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 11/12/2012

Inter School Quiz Competiton held at Adani School Mundra on 8-12-2012 sponcerd by Axis Bank , Mundra. There are 6 schools teams from kutch district with Adani DAV Public School. My previous school studnets of K R Sanghi Public School, Sanghipuram also participant. The end of the result, KRSPS is Runner up Team declared with major point.The KRSPS team escorted by Ms. Purohit, Teacher of Sanghi School.

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Again we are in The Times of India (18-8-2012 , Page No: 11, Saurashtra Kutch Plus edition) Report regarding Scholastic Books Fair At Adani DAV Public School .

Posted by Suresh Limbachiya on 18/08/2012

Adani DAV Public School, Mundra- Kutch

Book Fair 2012

The Scholastic Book Fair was organized on 13-8-2012 to 15-8-2012 by Scholastic Publication in multi-purpose hall. They provide exciting opportunities for students, teachers and parents to acquaint themselves with some of the latest books. In book fair books were displayed according to age group and genre. Other than books the publication is also sold stationary and posters.

The colorfully decorated fair had a host of fun activities like a lucky draw, crafts and quizzing activities. The racks, activities and posters were related to the theme to make the students’ experience fun and memorable.

The book fair had about 1000 titles. On purchase of any book 15 % discount was offered to the students and the teachers. They carried the best books from every genre, so that the children would always be happy with the book they chose.

During the book fair, there was a special browsing sessions where the students could spend as much time looking at the books before choosing to select one.

School library got incentive books worth Rs.9000 from scholastics publications.

Suresh Limbachiya

Librarian

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Thank You from My Student Shraddha Mehta : She got 93.6 % in class 12th CBSE examination 2012

Posted by Suresh Limbachiya on 13/06/2012

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Adani DAV Public School Library Activities 2012-2013

Posted by Suresh Limbachiya on 05/06/2012

Adani DAV Public School

Mundra – Kutch

Library Activities for Session 2012 – 2013

 The major objectives of Adani DAV Public School Library are to:-

(1)   Provide the students with appropriate library materials both printed as  well as audio visual and services for the overall growth and development    of the personality of the students.

(2)   Develop and inculcate love, enjoyment and   pleasures of reading among the students.

(3)   Assist the students to become skillful users of library and provide the students open access to all library resources.

(4)   To make them grow as resource persons.

(5)   To inculcate the value of writing.

 The committee decided to conduct various activities during current session:-

Monthwise & Classwise Pre plan of Library Activities

No

Library Activities

Class

Month of Conduction

1

Books Club

2nd to 8th

July – August 2012

2

DEAR Time

2nd to 8th

August – September2012

3

Book Fair

All Students

October 2012

4

Reading out to Pet

1st (All 4 division)

November 2012

5

Evening Story Time

5th

February  2013

6

We Dare to Care

1st & 2nd

Every week

7

Book Review

All students

Every week

8

Update of Bulletin board

For all Students

Every Day

9

Question of the Day

For all Students

Every Day

Posted By : Suresh Limbachiya, Librarian

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હિર લિમ્બાચીયા (Heer Limbachiya – Palanpur)

Posted by Suresh Limbachiya on 18/05/2012

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We are in Times of India (Saurashtra Kutch Plus) Page No 11 on 3-3-2012 as Report of “Evening Story Time for Kids” activity by Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 03/03/2012

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REPORT : Evening Story Time @ Adani DAV Public School, Mundra on 24-2-2012

Posted by Suresh Limbachiya on 29/02/2012

EVENING STORY TIME

24-2-2012

Introduction:-

One of the most amazing ways to communicate ideas is through a story. Stories that were told from the resourceful lips of grandmothers enriched the minds of children to be useful contributors to the society in which they lived.

Books are our best friend. Books are our source to converse with the great minds. Books help in the development of language. It is books that teach us to refine our pleasures when young and to recall them with satisfaction, when we are old. Reading always helps us organize our thoughts. In today’s fast life we have lost touch with the wonderful worlds of books. (Thanks to the onslaught of T.V. and Computers)

Books also had their roles in refining character and remolding the goals of ever progressive human beings in their unending journey as they traverse though the sands of time.

The school is proud of its rich and varied reading habits. The tradition which is rich needs to be enriched further. To promote reading habits that will enliven and enlighten everyone, the school organizes Evening Story Time.

Evening Story Time was held in Adani DAV Public School on 24-2-2012 between 6 p.m to 7.15 p.m. It was a successful event.

 Objective:

To inculcate the habit of reading books among children and to revive the rich tradition of story telling at home.

 Report:-

The parents along with their children came to school in the evening wearing casual dresses. The programme was from 6.00 pm to 7 pm in the school premises. Books read out to students by some enthusiastic teachers. The children relished this food to the ears with hot chocolate. Parents were encouraged to continue this wonderful transmission of knowledge at their home. The school will follow up this spark ignited in the young minds by issuing quality books and discussing about them with children.

Class: 5th

The reasons class 5th was chosen:

  • This was the right age to begin the habit of reading. The parents can read stories to the children and the children themselves can read stories every night.
  • Availability of books in the library – the library at present can cater to the needs of the students from the above standards.
  • The class V has a lesson in their Social Science text book encouraging them to read stories..

 Teachers Responsible for Organizing the Event

  1. Suresh Limbachiya            Librarian
  2. Seby T.                                         Teacher
  3. Parimal Parmar                     Teacher                

 Arrangement:-

  • Different committees of teachers were formed. Each committee was given a responsibility.
  • Light at four different sports were organized. All the locations were separate from one another yet easily reached by the students.
  • Hot chocolate is served to children after the story reading session.
  • 6 story readers were kept ready. They all had books with them with well selected stories which they were to read during the sessions. 
  • The groups sat on durries. The readers were free to use a chair if needed.

Time table:-

  • A proper time table was prepared for all the teachers’ readers.
  • The readers were changed after every 30 minutes.

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Evening Story Time @ Adani DAV Public School, Mundra-Kutch on 24-2-2012

Posted by Suresh Limbachiya on 29/02/2012

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Evening Story Time @ Adani DAV Public School, Mundra-Kutch on 24-2-2012

Posted by Suresh Limbachiya on 29/02/2012

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Evening Story Time @ Adani DAV Public School, Mundra-Kutch on 24-2-2012

Posted by Suresh Limbachiya on 29/02/2012

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Evening Story Time @ Adani DAV Public School, Mundra-Kutch on 24-2-2012

Posted by Suresh Limbachiya on 29/02/2012

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दिवास्वप्न By गिजु भाई बधेका (In हिन्दी) ===== Divaswapna By Gijubhai Badheka (In English) Free Hindi eBooks Download

Posted by Suresh Limbachiya on 14/02/2012

 

दिवास्वप्न By गिजु भाई बधेका (In हिन्दी).pdf

Divaswapna By Gijubhai Badheka (In English).pdf

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Best Educational eBooks in English (Absulately FREE Download)

Posted by Suresh Limbachiya on 14/02/2012

Dear Valuable Reader

Please click on following links and download it, It is only for you.

An Experiment in Education By Sybil Marshal.pdf

Experience in Education By John Dewey.pdf

How Children Fail By John Holt.pdf

How Children Learn By John Holt.pdf

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” मेरा जीवन ही मेरा सन्देश है “

Posted by Suresh Limbachiya on 08/02/2012

” मेरा जीवन ही मेरा सन्देश है “

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Free eBooks of Trevor Hopkins in English

Posted by Suresh Limbachiya on 08/02/2012

Bridge at war By Trevor Hopkins.pdf

Bridge of stone and magic By Trevor Hopkins.pdf

Death on the new bridge By Trevor Hopkins.pdf

New bridge to lyndesfarne By Trevor Hopkins.pdf

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Care of Women : Sanskrit subhashit

Posted by Suresh Limbachiya on 04/02/2012

पिता रक्षति कौमारे भर्ता रक्षति यौवने ।

 पुत्रो रक्षति वार्धक्ये न स्त्री स्वातन्त्र्यमर्हति ॥

 In childhood, a woman is protected by her father, by her husband in her youth and by her sons in her old age. A woman should never be left alone to fend for herself.

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મનેખ માટી ના By જયંતી ભાઈ પટેલ : ગુજરાતી eBook

Posted by Suresh Limbachiya on 25/01/2012

મનેખ માટી ના By જયંતી ભાઈ પટેલ.pdf

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Gandhiji address on September 26, 1896, in Bombay on the grievances of South African Indians.

Posted by Suresh Limbachiya on 23/01/2012

Father of the Nation

Mohan Das Karam Chand Gandhi 

1869 – 1948

Mohandas Karamchand Gandhi was born on October 2, 1869 at Porbandar. He received his education at Kathiawar High School, London University and Inner Temple. He went to South Africa (1893) as a Muslim firm’s lawyer. He founded the Natal Indian Congress in 1894 and Phoenix Settlement and he came back to India in 1915. In 1920, he started the Non-cooperation and Boycott Movements. He was imprisoned several times. Gandhi was Congress president in 1924.

The Civil Disobedience Movement was inaugurated with the Dandi (Salt) March in 1930. Attended the Round Table Conference in September 1931 but met with failure. He started the Quit India Movement in August 1942. He had held negotiations with Jinnah in 1944 which were unsuccessful. Widespread communal riots impelled him to Naokhali and Bihar in 1946-47. On June 14, 1947, he advised the Congress Working Committee to accept partition. Gandhi was assassinated on January 30, 1948. He is considered a Mahatma (great soul) by millions of Indians and others.A prolific writer and journalist, his autobiography Story of My Experiment with Truth (1927) has been read by millions of Indians and foreigners and has been translated into several languages. His Collected Works runs into a 100 volumes. He also started several journals: Indian Opinion (weekly) in 1903 in South Africa; Young India (1919-32); Harijan (1932-40; 46-48), and also the Gujarati edition of the Harijan as Harijan Bandhu (1933).

Gandhiji delivered the following address on September 26, 1896, in Bombay.

It was on the grievances of South African Indians.

I stand before you today, as representing the signatories to this document, who pose as rep­resentatives of the 100,000 British Indians at present residing in South Africa-a country which has sprung into sudden prominence owing to vast gold fields of Johannesburg and the late Jameson Raid. This is my sole quali­fication. I am a person of few words. The cause, however, for which I am to plead before you this evening, is so great that I venture to think that you all overlook the faults of the speaker or, rather, the reader of this paper.

The interests of 100,000 Indians are closely bound up with the interests of the 300 million of India. The question of the grievances of the Indians in South Africa affects the future well-being and the future immigration of Indians of India. I therefore, humbly venture to think that this question should be, if it is not already, one of the questions of the day in India. With these preliminary remarks, I shall now place before you, as shortly as possible, the whole position of affairs in South Africa as affecting the British Indians in that country. South Africa, for our present purposes, is divided into the following States: the British Colony of the Cape of Good Hope, The British Colony of Natal, The British Colony of Zululand, the Transvaal or the South African Republic, the Orange Free State, The Chartered Territories or Rhodesia, and the Portuguese Territories of Delagoa Bay and Beira. In South Africa, apart from the Portuguese Territories, there are nearly 100,000 Indians, of whom the greater part belongs to the laboring class, drawn from the laboring population of Madras and Bengal, speaking the Tamil or Telugu and the Hindi languages respectively. A small number belongs to the trading class, chiefly drawn from the Bombay Presi­dency.

A general feeling throughout South Africa is that of hatred towards Indians, encouraged by the newspapers and connived at, even countenanced by, the legislators. Every Indian, without exception, is a coolie in the estimation of the general body of the Europeans. Store-keepers are “coolie store-keep­ers”. Indian clerks and school-masters are “coolie clerks” and “coolie school-masters”. Naturally, neither the traders nor the English-educated Indians are treated with any degree of respect. Wealth and abilities in an Indian count for naught in that country except to serve the interests of the European Colonists. We are the “Asian dirt to be heartily cursed.” We are “squalid coolies with truth less tongues.” We are “the real canker that is eating into the very vitals of the community.” We are “parasites, semi – barbarous Asiatic.” “We live upon rice and we are chockfull of vice.” Statute books describe the Indians as belonging to the “aboriginal or semi-barbarous race of Asia,” while, as a matter of fact, there is hardly one Indian in South Africa belonging to the aboriginal stock. The Santhals of Assam will be as useless in South Africa as the natives of that country.

The Pretoria Chamber of Commerce thinks that our “religion teaches us to consider all women as soul­less and Christians a natural prey.” According to the same authority, “the whole community in South Africa is exposed to the dangers engendered by the filthy habits and immoral practices of these people.” Yet, as a matter of fact, there has happened not a single case of leprosy amongst the Indians in South Africa. And Dr. Veale of Pretoria thinks the “lowest class Indians live better and in better habitations with more regard to sanitation than the lowest class Whites, and he, furthermore, puts on record that “while every nationality had one or more of its members at some time in the lazaretto, there was not a single Indian attacked.” In most parts of South Africa, we may not stir out of our houses after 9 p.m.-unless we are armed with passes from our employers.

An exception, however, is made in favor of those Indians who wear the Memon costume. Hotels shut their doors against us. We cannot make use of the tram­cars unmolested. The coaches are not for us. Between Barberton and Pretoria in the Transvaal, and Johannesburg and Charlestown, when the latter were not connected by railway, the Indians, as a rule, were not allowed to sit inside the coaches, but are and were compelled to take their seats by the side of the driver. This, on a frosty morning in the Transvaal, where winter is very severe, is a sore trial apart from the indignity which it involves. The coach-travelling involves long journeys and, at stated intervals, accommodation and food are provided for passengers. No Indian is allowed accommodation or a seat at the dining table in these places; at the most, he can purchase food from behind the kitchen ­room and manage the best way he can. Instances of untold miseries suffered by the Indians can be quoted by hundreds. Public baths are not for the Indians. The High Schools are not open to the Indians. A fortnight before I left Natal, an Indian student applied for admission to the Durban High School and his application was rejected. Even the primary schools are not quite open to the Indians. An Indian Missionary school­master was driven out of an English Church in Verulam, a small village in Natal.

The Government of Natal have been pining to hold a “coolie conference”, as it has been officially called, in order to secure uniformity in Indian legislation throughout South Africa, and in order to present a united front against the blandishments of the Home Government on behalf of the Indians. Such is the general feeling against the Indians in South Africa, except the Portuguese Territories, where he is respected and has no grievance apart from the general population. You can easily imagine how difficult it must be for a respectable Indian to exist in such a country. I am sure, Gentlemen, that if our president went to South Africa, he would find it, to use a colloquial phrase, “mighty hard” to secure accommodation in a hotel, and he would not feel very comfortable in a first-class railway carriage in Natal, and after reaching Volksrust, he would be put out unceremo­niously from his first-class compartment and accommodated in a tin compartment where Kaffirs are packed like sheep.

I may, however, assure him that if he ever came to South Africa, and we wish our great men did come to these un­comfortable quarters, if only to see and realize the plight in which their fellow-countrymen are, we shall more than make up for these inconveniences, which we cannot help, by according him a right royal welcome, so united, so enthusiastic we are, at any rate for the present. Ours is one continual struggle against a degradation sought to be inflicted upon us by the Europeans, who desire to degrade us to the level of the raw Kaffir whose occupation is hunting, and whose sole ambition is to collect a certain number of cattle to buy a wife with and, then, pass his life in indolence and nakedness. The aim of the Christian Governments, so we read, is to raise people whom they come in contact with or whom they control. It is otherwise in South Africa. There, the deliberately expressed object is not to allow the Indian to rise higher in the scale of civilization but to lower him to the position of the Kaffir; in the words of the Attorney General of Natal, “to keep him forever a hewer of wood and drawer of water,” “not to let him form part of South African nation what is going to be built.” In the words of another legislator in Natal, “to make the Indian’s life more comfortable in his native land than in the Colony of Natal.” The struggle against such degradation is so severe that our whole energy is spent in resistance.

Consequently, we have very little left in us to attempt to make any reforms from within. I must now come to the particular States and show how the governments in the different States have combined with the masses to persecute the Indian to make “the British Indian an impossibility.” The Colony of Natal, which is a, self – governing British Colony with a Legislative Assembly consisting of 37 members elected by the voters, and a Legislative Council consisting of twelve members nominated by the Governor, who comes from England as the Queen’s representative, has a European population of 50,000, a native or Zulu population of 400,000 and an Indian population of 51,000. Assisted immigration of Indians was decided upon in 1860, when, in the words of a member of the Legislative Assembly of Natal, “the progress and almost the existence of the Colony hung in the balance,” and when the Zulu was found to be too indolent to work. Now the chief industries and sanitation· of the whole Colony of Natal are entirely dependent upon Indian labour.

The Indians have made Natal “the garden of South Africa.” In the words of another eminent Natalian, “Indian immigration brought prosperity, prices rose, people were no longer content to grow or sell produce for a song.” Of the 51, 000 Indians, 30,000 are those that have served out their indenture and are now variously engaged as free laborers, gardeners, hawkers, fruiterers, or petty traders. A few have, also, by their industry, educated themselves into fitness for the posts of school-masters, interpreters and general clerks in spite of adverse circumstances; 16,000 are at present serving their indenture, and about 5,000 are traders and merchants or their assistants who came first on their own means. These latter belong to the Bombay Presidency and most of them are Memon Mohammedans. A few are Parsees also, notable among whom is Mr. Rustomjee of Durban who in his generosity would do credit to Sir Dinshaw. No poor man goes to his doors without having his inner man satisfied. No Parsee lands on the Durban shores but is sumptuously treated by Mr. Rustomjee. And even he is not free from molestation. Even he is a “coolie”. Two gentlemen are ship owners and large land proprietors. But they are “coolie ship owners” and their ships are called “coolie-ships.” Apart from the common interest that every Indian feels in every other Indian, the three chief Presidencies are especially interested in this question.If the Bombay Presidency has not sent equally large number of her sons to South Africa, she makes up for that by the greater influence and wealth of her sons who have really constituted themselves the guardians of the interests of their less fortunate brethren from the sister Presidencies. And it may be that in India also, Bombay will lead in endeavoring to help the Indians in South Africa out of their hardships. The preamble of the Bill of 1894 stated that Asiatics were not accustomed to representative institutions.

The real object of the Bill, however, was not to disfranchise Indians because they were not fit, but because the European Colonists wanted to degrade the Indians and to assert their right to enter into class legislation, to accord a treatment to the Indians different from that accorded to the Europeans. This was patent not only from the speeches made by the members on the second reading of the Bill but also from the newspapers. They also said it was expedient to disfranchise the Indian under the plea that the Indian vote might swamp the European. But even this plea is and was untenable. In 1891, there were only 251 Indian voters as against nearly 10,000 European voters.

The majority of Indians are too poor to command property qualifications. And the Indians in Natal have never meddled in politics and do not want political power. All these facts are admitted by The Natal Mercury, which is the Government organ in Natal. I must refer to you my little pamphlet published in India for corroborative extracts. We memorialized the local Parliament and showed that the Indians were not unacquainted with the representative institutions. We were, however, unsuccessful. We then memorialized Lord Ripon, the then Secretary of State for the Colonies, After two years’ correspondence, the Bill of 1894 was withdrawn this year and has been replaced by another which, while not so bad as the one repealed” is bad enough. It provides that “the natives or descendants, in the male line, of natives of countries which have not hitherto possessed elective representative institution founded on the parliamentary franchise, shall not be placed on any Voters’ List unless they shall first obtain an order from the Governor-in-Council exempting them from the operation of the Act.” It also exempts from its operation those persons that are rightly contained in any Voters’ List.

This Bill was submitted to Mr. Chamberlain for approval before being introduced in the Legislative Assembly. In the papers published, Mr. Chamberlain seems to be of the opinion that India does not possess elective representative institutions founded on the parliamentary franchise. With the great deference to these views, we submitted to Mr. Chamberlain in a memorial, for we did not succeed before the Natal Parliament, that for the purposes of the Bill that is, legally speaking, India did and do possess elective representative institutions founded on the parliamentary franchise. Such is the opinion expressed by the London Times, such is the opinion of the newspapers in Natal and such is also the opinion of the members who voted for the Bill, as also of an able jurist in Natal. We are very anxious to know the opinion of the legal luminaries here.

The object in passing such a Bill is to play a game of ‘Toss up’ to harass the Indian community. Many members of the Natal Assembly, otherwise hostile to the Indian thought that the Bill would involve the Indian community in endless litigation and cause ferment among them. The Government organ says in effect: “We can have this Bill and no other. If we succeed, that is, if India is declared a country not possessing the institutions referred to in the Bill, well and good. If not, then, too, we lose nothing. We shall try another; we shall raise the property qualification and impose an educational test. If such a Bill is objected to, even then we need not be afraid, for, where is the cause? We know that the Indians can never swamp us.” If I had the time, I could give you the exact words which are much stronger. Those who take a special interest can look them up from the Green Pamphlet.

Thus then, ‘we are a proper subject for vivisection under the Natal Pasteur’s deadly scalpel and knife.The only difference is that the Paris Pasteur did it with a view to do good. Our Natal Pasteur does for the sake of amusement to be derived from the operation out of sheer wantonness. This memorial is now under consideration by Mr. Chamberlain. I cannot lay too much stress on the fact that the position in India is entirely different from the position in Natal. Eminent men in India have asked me the question, “Why do you want the franchise in Natal when you have only a visionary franchise in India, if at all?” Our humble reply is that in Natal it is not we who want the franchise, it is the Europeans who want to deprive us of the right we have been enjoying in Natal. That makes all the difference. The deprivation will involve degradation. There is no such thing in India. The representative institutions in India are slowly, but surely, being liberalized. Such institutions are being gradually closed against us in Natal. Again, as the London Times puts it,

“The Indian in India has precisely the same franchise as the Englishman enjoys.” ‘Not so in Natal. What is sauce for the European goose is not sauce for the Indian gander there. Moreover, the disfranchising in Natal is not a political move but a merely commercial policy-a policy adopted to check the immigration of the respectable Indian. Being a British subject, he should be able to claim the same privileges as the other British subjects enjoy in a certain British State or Colony, just as an Indian going to England would be able to avail himself of the Institutions of England to as full an extent as any Englishman. The fact, however, is that there is no fear of the Indian vote swamping the European; what they want is class legislation. The class legislation with regard to franchise is only the thin end of the wedge. They contemplate depriving the Indians of the Municipal franchise also.

A statement to that effect was made by the Attorney-General, in reply to the suggestion made by a member that the Indians should be deprived of the Municipal franchise; too, at the same time the first Franchise Bill was introduced. Another member sug­gested that, while they were dealing with the Indian question, Civil Service should be closed to the Indians. In the Cape Colony also, which has a government exactly similar to Natal’s, the condition of the Indians is growing worse. Lately, the Cape Parliament has passed a Bill which authorizes the East London Municipality to frame by-laws prohibiting Indians from walking on the footpaths and com­pelling them to live in specific locations which, as a rule, are unhealthy swamps unfit for human habitation and certainly useless for purposes of trade. In Zululand, a Crown Colony and therefore, directly under the control of the Home Government, regulations have been passed with regard to the townships of Nondweni and Eshowe to the effect that the Indians cannot own or acquire land in those townships, although, in that of Melmoth in the same country, the Indians own property worth £2,000. In the Transvaal, which is a Dutch Republic, the seat of Jameson Raid and the EI Dorado of the gold-hunters of the Western World, there are over 5,000 Indians, many of whom are merchants and store-keepers. Others are hawkers, waiters, and household servants.

The Convention between the Home Government and the Transvaal Government secures the trading and property rights of “all persons other than natives” and under it the Indians were trading freely up to 1885. In that year, however, after some correspondence with the Home Government, the Transvaal Volksraad passed a law which took away from the Indians the right of trading, except in specified locations, and owning landed property, and imposed a registration fee of £3 on every Indian intending to settle in that country. I must again beg to refer the curious to the Green Pamphlet for the whole history of the protracted negotiations which culminated in the matter being entrusted to an arbitrator. The decision of the arbitrator being virtually against the Indians, a memorial was addressed to the Right Honorable, the Secretary of the State for the Colonies, with the result that the award of the arbitrator has been accepted, though the justice of the complaint of the Indians has been fully admitted. The system of passes prevails in the Transvaal in a very cruel form.

While, in other parts of South Africa, it is the railway officials who make the lot of the 1st and 2nd class passengers on the railways intolerable, the Transvaal people have gone one better in that there the law prohibits the Indians from travelling in 1st or 2nd class. They are, irrespective of position, huddled together in the same com­partment with the natives of South Africa. The Gold Mining law made it criminal for the Indians to buy native gold. And if the Transvaal Government are allowed to have their own way, they would, while treating them as mere chattels,’ compel the Indians to render military service. The thing is monstrous on the face of it, for, as the London Times puts it, “We might now see a levy of British Indians subjects driven at the point of the Transvaal bayonets against the bayonets of British troops.” The Orange Free State, the other Dutch Republic in South Africa, beats the record in showing its hatred towards Indians. It has, to put in the words of its chief organ, simply made the “British Indians an impos­sibility by classing him with the Kaffir.” It denies the Indian the right not only to trade, farm or own landed property, but even to reside there, except under special, insulting circumstances. Such, very shortly, is the position of the Indians in the various States in South Africa. The same Indian, who is so much hated in the various States above-mentioned, is very much liked and respected only 300 miles from Natal, i.e. in Delagoa Bay. The real cause of all this prejudice may be expressed in the words of the leading organ in South Africa, namely, the Cape Times, when it was under the editorship of the prince of South African journalists,
Mr. St. Leger: “It is the position of these merchants which is productive of no little hostility to this day. And it is in considering their position that their rivals in trade have sought to inflict upon them, through the medium of the State, what looks, on the face of it, something very like an injustice for the benefit of self.”
Continues the same organ:

“The injustice to the Indians is so glaring that one is almost ashamed of one’s countrymen in wishing to have these men treated as natives, (i.e. of South Africa), simply because of their success in trade. The very reason that they have been so successful against the dominant race is sufficient to raise them above that degrading level.”
If this was true in 1889, when the above was written, it is undoubtedly so now, because the Legislatures of South Africa have shown phenomenal activity in passing measures restricting the liberty of the Queen’s Indian subjects. To stem the tide of this opposition against us, we have formed an organization on a humble scale so that we may take the necessary steps to have our grievances removed. We believe that much of the ill-feeling is due to want of proper knowledge about the Indians in India. We, therefore, endeav­our, so far as the populace is concerned, to educate public opinion by imparting the necessary information with regard to the legal opinion in England and the public opinion here by placing our position before them. As you know, both the Conservatives and the Liberals have supported us in England without distinction.

The London Times has given eight leading articles to our cause in the very sympathetic spirit. This alone has raised us a step higher in the estimation of the Europeans in South Africa, and has considerably affected for the better the tone of the newspapers there. I may state our position a little more clearly as to our demands. We are aware that the insults and indignities, that we are subjected to at the hands of the populace, cannot be directly removed by the intervention of the Home Gov­ernment. We do not appeal to it for any such intervention. We bring them to the notice of the public, so that the fair-minded of all communities and the press may, by expressing their disapproval, materially reduce their rigors and, possibly, eradicate them ultimately. But we certainly do appeal, and we hope not vainly, to the Home Government for protection against reproduction of such ill-feeling in Colonial legislation.

We certainly beseech the Home Government to disallow all the acts of the Legislative bodies of the Colonies restricting our freedom in any shape or form. And this brings me to the question, namely, how far can the Home Government interfere with such action on the part of the Colonies and the allied States. As for Zululand, there can be no question, since it is a Crown Colony directly governed from Downing Street through a Governor. It is not a self-governing or responsibly-governed Colony as the Colonies of Natal and the Cape of Good Hope are. With regard to the latter, clause 7 of the Constitution Act of Natal enacts that Her Majesty may disallow any Act of the local Parliament within two years, even after it has become law having received the Governor’s assent. That is one safeguard against oppressive measures by the Colonies. The Royal instructions to the Governor enumerate certain Bills which cannot be assented by the Governor without her Majesty’s previous sanction. Among such are Bills which have for their subject class legislation.

I shall venture to give an instance in point. The Immigration Law Amendment Bill referred to above has been assented to by the Governor, but it can come into force only after Her Majesty has sanctioned it. It has not yet been sanctioned. Thus, then, it will be noticed that Her Majesty’s intervention is direct and precise. While it is true that the Home Government is slow to interfere with the Acts of the Colonial Legislatures, there are instances where it has not hesitated to put its foot down on occasions less urgent than the present one. As you are aware, the repeal of the first Franchise Bill was due to such wholesome intervention. What is more, Colonists are ever afraid of it. And as a result of sympathy expressed in England and the sympathetic answers given by Mr. Chamberlain to the deputation that awaited on him some months ago, most of the papers in South Africa, at any rate in Natal, have veered round or think that the Immigration and other such Bills will not receive the Royal assent. As to the Transvaal, there is the Convention. As to the Orange Free State, I can only say that it is an unfriendly act on the part of a friendly State to shut her doors against any portion of Her Majesty’s subjects. And as such, I humbly think it can be effectively checked. Gentlemen, the latest advices from South Africa show that the Europeans are actively canvassing the ruin of the Indians. They are agitating against the introduction of Indian artisans and what not. All this should serve as a warning and an impetus. We are hemmed in on all sides in South Africa. We are yet infants. We have a right to appeal to you for protection. We place our position before you, and now the responsibility will rest to a very great extent on your shoulders, if the yoke of oppression is not removed from our necks. Being under it we can only cry out in anguish. It is for you, our elder and freer brethren, to remove it. I am sure we shall not have cried out in vain.

(Speech at Weavers’ Conference, Nagpur on December 25, 1920)

Though I am extremely busy with other work, I could not refuse the invitation to preside over this Conference. True, I am not a weaver by profession, but I regard myself as a farmer-weaver. In the court also I have stated this as my profession. I think that the regeneration of India will be difficult, if not impossible, without the uplift of its weavers. And the subject, therefore, came up for discussion at the last Congress. At the time that India passed into subjection, there was no other country in the world which produced cloth in the same quantity and of the same quality as it did. All this cloth was being produced when there was not a single mill here. From khadi to Dacca muslin, every variety of cloth was available then. There was enough to meet the country’s requirements of cloth and leave a surplus which was exported. Foreigners were drawn to this country as visitors. The man who invented the sacred spinning-wheel had shown a greater genius than Hargreaves (inventor of the spinning-jenny), and greater than anyone else in the country ever did. In the days of our pros­perity, there was a spinning-mill in every home.Brahma saw that if India was to remain free her women should be persuaded to look upon it as their sacred duty to produce some yam (everyday). That is why it happened that he did not create a distinct community whose function would be to spin but made that obligatory on all women. Our downfall began with the coming of the East India Company.

From that time, weavers and spinners started giving up their profession. As in Champaran the people were obliged to part with their indigo crop, so [in those times] they were pressed to give yam, so much so that in sheer desperation people cut off their fingers. After this, started the imports from Lancashire. If you wish to bring about regeneration of dharma, you should atone for the past and revive the old professions of spinning and weaving. Be­cause we have forsaken the path of dharma, we have been doing evil things in the name of Swadeshi. I, therefore, ask people to produce more yarn and more cloth so that they may protect dharma. If they do not do this, we shall certainly have to import cloth from outside. Shri Fazalbhoy and Shri Wadia tell us that for fifty years more we shall not be in a position to produce all the cloth we need. Shri Gokhale had argued that this would be impossible for a hundred years. They are mistaken. They do not know that every home in the country can have a spinning-wheel and a loom. So long as spinning and weaving have not been taken up, it is no service to the country to open Swadeshi stores; it is actually a sin to do so. The handkerchief given to me} is made with foreign yarn. I see a very small number of weavers here. Of the three classes of them, I do not see any members of the untouchable communities. A gentleman wrote to inform me that such members would not be admitted. I told him that in that case I also would leave the place.

The next time you hold a conference, invite weavers of this class. Your manner of carrying on your profession is not the right one. If you follow it for the benefit of the country, you should produce additional yam, or have it produced by others, and weave that. You will find it difficult to weave this yam, but you should not mind it. If young boys and girls spin daily for one hour, all the cotton we produce can be turned into yam. It would not be right for me to ask you to produce fine cloth for the country at this time. A fire of sorrow is raging at present and I want, if I can, to bum the men and women of India to ashes in this fire. I must tell the weavers that it is a matter of grief that the cloth which they wear is not produced by them.

(Speech at “Antyaj” Conference, Nagpur, December 25, 1920)

I feel very happy in taking the chair at this meeting. I am very glad to see present here such a large number of people belonging to non-Antyaj communities. I have been studying the conditions of the Antyaj com­munities for many years now. On this matter, I differ from our great reformers. I do not follow the same method of work as they do. I have been thinking over their method of work ever since my return to India, but I have not felt that the work I have been doing is inadequate or that the work of others is better than mine. It is possible, of course that my work is inadequate, but my faith is that it is not. My method of work is this. The practice of untouchability IS a sin and should be eradicated. I look upon it as my duty to eradicate this sin; it is, however, to be eradicated on the initiative of the other Hindus, not the Antyajas. The practice of untouchability is an excrescence on Hinduism. I said once in Madras that I saw terrible Satanism in our Empire and that, if I could not mend it, I wanted to end it; likewise, I believe that the practice of untouchability is a great Satanism in Hinduism.

The late Mr. Gokhale, on being acquainted with all the facts about our position in South Africa, asked why it should surprise us that our condition was so miserable. Just as we look upon the Antyajas as untouchables, so the Europeans look upon all of us, Hindus and Muslims, as untouchables. We may not reside in their midst, nor enjoy the rights which they do. The whites of South Africa have reduced Indians to the same miserable plight to which we Hindus have reduced the Antyajas. In the Colonies of the Empire, outside India, the conduct of the whites [towards Indians] is exactly like that of the Hindus towards the Antyajas. It was this which prompted Shri Gokhale to say that we were tasting the fruit of the Satanism practiced by Hindu society, that it had committed a great sin, had been guilty of extreme Satanism, and that this was the reason for our wretched plight in South Africa. I immediately agreed. What he said was perfectly right. My subsequent experience has confirmed it. I am a Hindu myself and I claim to be an orthodox one. It is my further claim that I am a sanatani Hindu. At present I am engaged in a great dispute with the Hindus in Gujarat. They, especially the Vaishnavas, reject my claim to be called a sanatani Hindu, but I cling to it and assert that I am one.

This is one great evil in Hindu society. There are many others, but those you may eradicate, if not today, after a thousand years and the delay may be forgiven. This practice, however, of regarding the Antyajas as untouchables is intolerable to me. I cannot endure it. The Hindus owe it as a duty to make a determined effort to purify Hinduism and eradicate this practice of untouchability. I have said to the Hindus, and say it again today, that till Hindu .society is purged of this sin, and Swaraj is impossibility. If you trust my words, I tell you that I am more pained by this evil being a part of the Hindus’ religion than the Antyajas are by their being treated as untouchables. While the practice remains in Hindu society, I feel ashamed and feel unhappy even to call myself a Hindu. The speakers, who preceded me and spoke to you in Marathi, made a kind of attack [on me]. I would be [they said] worthy of the title [Mahatma] which the country has conferred on me – but which I have not accepted-only when Hinduism was purged of the evil of untouchability. When I am pouring out my heart, please do not interrupt me with applause. I ask you, tell me if you can, and am there any method of work by following which one individual may end a very old practice? If anyone could show me such a way, I would end the thing today. But it is a difficult task to get Hindu society to admit its error and correct it. I put into practice what I say.

I have had to suffer much in trying to carry my wife with me in what I have been doing. By referring to my ordeals I want to show to you, Antyajas and Hindus, that this is a task full of great dif­ficulties. I don’t wish to suggest that we should on that account give it up. Only we should take thought about the method of work. This is my reason for not approving of your resolutions. You want to pass a resolution to the effect that the Antyajas should be free to enter all the temples. How is this possible? So long as Varnashram – dharma occupies the central place in Hinduism, it is in vain that you ask that every Hindu should be free to enter a temple right now. It is impossible to get society to accept this. It is not prepared for this yet.

I know from experience that there are many temples which some other communities besides the Antyajas are also forbidden to enter. Some of the temples in Madras are not open even to me. I don’t feel unhappy about this. I am not even prepared to say that this betrays the Hindus’ narrow outlook or that it is a wrong they are committing. Maybe it is, but we should consider the line of thinking behind it. If their action is inspired by consideration of discipline, I would not say that everyone should be free to go into any temple. There are a variety of sects in India and I do not want to see them wiped out. Hindu society has not fallen because of sects or on account of Varnashram. It has fallen because we have forgotten the beauty and the discipline which lie behind Varnashram. You should understand that Varnashram-dharma has nothing to do with the practice of untouchability. To say that the former is evil, that it is a sin, is to apply Western standards, and I do not accept them. It is by accepting them that India has fallen. I do not want to have the blessings and the goodwill of the Antyajas for what I have not done and, therefore, I wish to make it plain to you on this occasion that I have associated myself with these proceedings most reluctantly.

For I am with the Antyajas and the reformers in wanting to eradicate the evil of untouchability, but I do not go along with them in the other things which you and they want to be done. I cannot tell a Hindu-for I do not believe in it – which he may freely eat and drink in the company of any other Hindus or that all Hindus should freely intermarry. This is not necessary. A man who refrains from these things, I say, may be a man of self-control or he may even be a man of license. I believe that it is with a view to self-control that people refrain from them. I myself eat and drink in the company of Antyajas. I have adopted the daughter of an Antyaj family and she is dearer to me than my very life. I should not, however, tell Hindu society that it might abandon its self-control. I believe that society has a place even for one like me. It has a place for anyone who lives as I do, without being a Sanayasis. Just as I would eat something offered by a Muslim, if it was otherwise acceptable, so I would accept anything offered by an Antyaj. But I should not like to compel other Hindus to do likewise, for it would mean their casting off self-control, the self-control which protects Hindu society.

To abolish Varnashram or the restrictions about eating and drinking and to eradicate the evil of untouchability – these two are not quite the same thing. One is Satanism, the other means self – control. I am a student and I have been studying this matter. If, therefore, I ever feel that I have been mistaken, I will forthwith admit my error; at the moment, however, I am ready to declare that I see nothing but hypocrisy, nothing but Satanism, in those who have been defending the practice of untouchability. It is Satanism which they are defending. I have explained my limitations and the task to which I have addressed myself, as also my method of work. I do not believe that by working among the Antyajas and educating them, the reformers will succeed in eradicating the practice of untouchability. I know quite a few people who speak much on platforms but hang back when the occasion may require them to touch [an AntyajJ. This method is not mine and I want to tell you that it is not the way to bring about reforms. On the other hand, those who argue that they will change their practice when Hindu society has corrected its error also weary me with their talk. I have been telling the Antyajas that I for one would most certainly offer non-co­operation against a sin of this kind.

I may tell all those other than Antyajas present here that, should all our efforts to eradicate this evil fail, it may even be that, alone, I shall offer non-co-operation against this sin of society-against Hindu society. I don’t think it so difficult to end the Satanism of the Empire. That Satanism is of a worldly nature. The Satanism of untouchability has taken on the colour of religion. Hindus are convinced that it is a sin to touch the Antyajas. It is a difficult task to make them see reason. We are so much in the grip of lethargy and inertia, so deeply sunk in misery that we can’t even think. Our religious heads, too, are so deeply sunk in ignorance that it is impossible to explain things to them. Eradicating the evil of untouchability means in fact persuading Hindu society of its need. It will be impossible for the Antyajas to destroy the crores of Hindus and end the evil of untouchability. If the practice is enjoined in the Vedas or the Manusmriti, they ought to be replaced. But where are the men who will write new scriptures?

I am a man of shortcomings myself, how can I lay down a moral and ethical code for the Hindus? I may only persuade them to do what I want by making myself worthy of their compassion. The task· is full of difficulties. However, if our reformers only realize that to seek to eradicate this evil by destroying Hindu society is a futile attempt, they will be convinced that they will achieve their purpose only by being patient. I tell you, my Antyaj friends; you are as much Hindus as I am, as much entitled to the privileges of Hinduism as I am. If you understand it properly, you have in your own hands the weapons you need, much as we have in our own hands the weapons we need to see an end of the Empire. Just as begging will not avail us for this purpose, so also the means of ending the practice of untouchability is in the hands of the Antyajas themselves. If they ask me to teach them non-co-operation, I am ready to start this very evening. Non-co-operation is a process of self – purification. India is different from other lands and, therefore, we do not seek to get what we want by making things hot for the British. What, then, is the way to purify ourselves? Hindus say that the Antyajas drink, that they eat anything and everything, that they do not observe rules of personal cleanliness, that they kill cows.

I do not believe that all this is true. No one who claims to be a Hindu can eat beef. If the Antyajas want to employ non-co-operation, they should give up drinking and eating beef or, at any rate, killing cows. I do not ask the tanners to give up their work. Englishmen do this work but we don’t mind saluting them. These days even Brahmins do it. I see no unclean in doing sanitary work. I have myself done that work for a long time and I like doing it. My mother taught me that it is holy work. Though it means handling unclean things, the work itself is holy. Anyone who does it and looks upon it as holy work will go to heaven. You can remain in the Hindu fold without giving it up. If anyone offers you left­over food or cooked food, you should refuse to accept it and ask him to give you grains instead. Be clean in your habits. When you have finished your work of cleaning latrines, change your dress. Though doing this work, you should observe as much cleanliness as my mother did. You will ask me how you are to get clothes into which you may change; you should, in that case, tell the Hindus that you will not work unless you get Rs. 15 or 20 or 30, whatever you think you need, you can tell them that you perform an essential service for society, in the same way that carpenters and blacksmiths do. Make yourselves fearless. I know the Antyajas of Gujarat, know their nature. I teach them this same thing, that they should end the evil of untouchability by their own strength, that they should live as thorough – going Hindus so that other Hindus may honor them instead of despising them.

I want to get the thing done through you or through Hindu society itself. I ask you to make yourselves fit for the rights which you demand. By saying so, I do not wish to suggest that you are not already fit. When I ask the country to be fit for Swaraj, I do not imply that it is unfit. I only ask it to be fitter than it is. I tell the Antyajas, likewise, that they have a right to be free, to be the equals of any other Hindu; I ask them, however, to do tapashcharya and be fitter for these things. Speaking of tapashcharya, I should like to tell you of two incidents in my life. After I had started the Satyagraha Ashram in Ahmedabad, I admitted to it an Antyaj friend, named Dudhabhai, and his wife. How did our Hindus behave at the time? Dudhabhai’s wife was not allowed to draw water from the well which we had been using. I told them that, in that case, I, too, would not avail myself of that well. I had a share in the use of that well. But I let it go.

How did Dudhabhai behave? He remained perfectly calm, bearing the abuse in silence. With this tapashcharya, the difficulty was overcome in three days, the people having realized that Dudhabhai, too, was free to draw water from that well. This same Dudhabhai’s daughter, Lakshmi, lives in my house, moving like [Goddess] Lakshmi indeed. If all of you learnt to do the tapashcharya which Dudhabhai did, your suffering would be over this very day. And now I address myself to Hindus other than Antyajas and tell them that they should be brave and get rid of this sin of theirs. I believe that I am a religious man. You may even say that I am superstitious. I believe that so long as you have not rid yourselves of this sin, have not begged forgiveness of the Antyajas, you will be visited with no end of misfortunes. Know that the practice of untouchability is a sin. If you can, by your own voluntary effort, purge yourselves of the evils in you, you will have freedom for the asking. I will cite another instance to show the flexibility of Hinduism. When I returned from South Africa, I had, accompanying me, a boy named Naidu belonging to the Panchama community. Shri Natesan is a sincere worker in the cause of the Antyajas.

Once I was to stay in his house when I was in Madras on my way to Ahmedabad. Many friends asked me if I knew what I was doing. Natesan’s mother [they said] was so orthodox in her ideas that it would be the death of the old lady to know that I was accompanied by an Antyaj boy. I told them that I would prefer to avoid Natesan’s house rather than send away the boy elsewhere. Natesan, however, is a straightforward man. He went to his mother and told her the real fact. She said the boy was welcome. She had understood that a boy accompanying me could not lack cleanliness. I, too, had seen that he did not. We stayed in his house and drew our water from the very same well which the lady was using. What does this incident prove? That like Natesan, other caste Hindus can succeed, by the purity of their character and their straightforwardness, in winning over their mothers and sisters. The point is that this problem can be solved only through the sincerity of caste Hindus and the tapashcharya of the Antyajas. I pray to God to give wisdom and patience to the Antyajas so that they may not turn away from the path of dharma. On behalf of the Hindus, I pray to God that He may save Hindu society from this sin, from this Satanism.

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कृष्णा शास्त्री भाटवडेकर रचित “सुभाषित रत्नाकर”

Posted by Suresh Limbachiya on 13/01/2012

कृष्णा शास्त्री भाटवडेकर रचित सुभाषित रत्नाकर.pdf

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गीतांजली by टागोर

Posted by Suresh Limbachiya on 11/01/2012

गीतांजली by टागोर.pdf

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चमत्कार चन्द्रिका हिंदी

Posted by Suresh Limbachiya on 07/01/2012

चमत्कार चन्द्रिका हिंदी.pdf

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श्री प्रेम संपुट __ हिंदी

Posted by Suresh Limbachiya on 07/01/2012

प्रेम संपुट.pdf

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भगवद गीता हिंदी

Posted by Suresh Limbachiya on 04/01/2012

Bhagavad Gita_Hindi.pdf

Posted By :-

सुरेश लिम्बाचीया
ग्रंथपाल
अदानी डी. ए. वी. पब्लिक स्कूल
मुंद्रा – कच्छ (गुजरात)

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शरद जोशी के व्यंग्य लेख

Posted by Suresh Limbachiya on 03/01/2012

Sharad Joshi Ke Vyangya Lekh.pdf

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2011 in review : Best Blog of Suresh Limbachiya

Posted by Suresh Limbachiya on 02/01/2012

 

Here’s an excerpt:

The concert hall at the Syndey Opera House holds 2,700 people. This blog was viewed about 31,000 times in 2011. If it were a concert at Sydney Opera House, it would take about 11 sold-out performances for that many people to see it.

Click here to see the complete report.

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ANMOL VACHAN in Hindi

Posted by Suresh Limbachiya on 17/12/2011

Hindi Anmol Vachan.pdf

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Thoughts of Swami Vivekananda in Hindi

Posted by Suresh Limbachiya on 17/12/2011

Quotation by Swami Vivekananad.pdf

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MADHUSHALA by Harivansh Rai Bachchan : Hindi eBook

Posted by Suresh Limbachiya on 17/12/2011

Madhushala by Harivansh Rai Bachchan.pdf

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दिवास्वप्न by Gijubhai Badheka in Hindi ebook

Posted by Suresh Limbachiya on 15/12/2011

Divaswapna By Gijubhai Badheka.pdf

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Divaswapna [ दिवास्वप्न ] by Gijubhai Badheka in English ebook

Posted by Suresh Limbachiya on 15/12/2011

Divaswapna By Gijubhai Badheka.pdf

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GODAN By Premchand (Hindi eBook)

Posted by Suresh Limbachiya on 14/12/2011

Godan 01.pdf

Godan 02.pdf

Godan 03.pdf

Godan 04.pdf

Godan 05.pdf

Godan 06.pdf

Godan 07.pdf

Godan 08.pdf

Godan 09.pdf

Godan 10.pdf

Godan 11.pdf

Godan 12.pdf

Godan 13.pdf

Godan 14.pdf

Godan 15.pdf

Godan 16.pdf

Godan 17.pdf

Godan 18.pdf

Godan 19.pdf

Godan 20.pdf

Godan 21.pdf

Godan 22.pdf

Godan 23.pdf

Godan 24.pdf

Godan 25.pdf

Godan 26.pdf

Godan 27.pdf

Godan 28.pdf

Godan 29.pdf

Godan 30.pdf

Godan 31.pdf

Godan 32.pdf

Godan 33.pdf

Godan 34.pdf

Godan 35.pdf

Godan 36.pdf

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Rahim Ke Dohe (Hindi ebook)

Posted by Suresh Limbachiya on 14/12/2011

Rahim Ke Dohe.pdf

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Kabir Ke Dohe (Hindi ebook)

Posted by Suresh Limbachiya on 14/12/2011

Kabir ke Dohe.pdf

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पुनर्जन्म की वैज्ञानिक पुष्टि (Born Again by Walter Semkiw )

Posted by Suresh Limbachiya on 13/12/2011

BORN AGAIN

पुनर्जन्म की वैज्ञानिक पुष्टि
लेखक- डॉवाल्टरसेमकिव
अनुवादक- राजेन्द्रअग्रवालएवंडॉसंध्यागर्ग

 

मृत्यु मनुष्य के लिये हमेशा ही एक अनबूझ पहेली रही है। मृत्यु के बाद आत्मा का क्या होता है, क्या मरने के बाद आत्मा दोबारा जन्म लेती है, क्या मनुष्य अपने कर्मों का फल भोगने के लिये बार-बार जन्म लेता है और क्या किसी मनुष्य को अपना पिछला जन्म याद रह सकता है- ऐसे ही न जाने कितने प्रश्न हमारे मानस् में कुलबुलाते रहते हैं। ऐसे ही तमाम प्रश्नों का हल खोजती एक पुस्तक है बोर्न अगेन। अमरीकी चिकित्सक डॉ वॉल्टर सेमकिव ने विश्व के तमाम देशों के ऐसे मामलों पर शोध किया है, जिनमें किसी को उसके पिछले जन्म की स्मृतियाँ याद हों। भारत की प्रसिद्ध राजनैतिक, सिने और अन्य हस्तियों के पूर्वजन्मों की भी लेखक ने खोज की है। मूलतः अंग्रेज़ी भाषा में लिखी गयी इस पुस्तक का हिंदी अनुवाद राजेन्द्र अग्रवाल और डॉ संध्या गर्ग ने किया है।

इस पुस्तक में हिंदी पाठकों को पुनर्जन्म के सिद्धांत और उसके प्रमाणों की जानकारी तो मिलेगी ही, साथ ही साथ भारत और पाकिस्तान में जन्मीं जानी-मानी हस्तियों के पूर्वजन्मों के विषय में भी रोचक और अश्चर्यजनक तथ्य जानने को मिलेंगे। एपीजे अबुल कलाम, अमिताभ बच्चन, जवाहर लाल नेहरू, इंदिरा गांधी, शाहरुख़ ख़ान और बेनज़ीर भुट्टो समेत कई हस्तियों के पूर्व जीवन की प्रामाणिक कहानी इस पुस्तक में आप पढ़ सकेंगे। जिन लोगों पर लेखक ने शोध किया है उनके चित्रों, आदतों, सोच और जीवनशैली में समानता के प्रमाण भी पुस्तक में समाविष्ट किये गये हैं। लेखक ने सिद्ध किया है कि आत्माएँ एक जन्म से दूसरे जन्म तक लिंग, राष्ट्रीयता और धर्म परिवर्तन भी करती हैं। लेखक का मानना है कि यदि इस तथ्य को सभी जान और मान लें तो शायद इस धरती पर भौगोलिक विविधता, धर्म, भाषा और अन्य भेद-भाव को समाप्त करने में सहायता मिल सके। पुस्तक पठनीय होने के साथ-साथ संग्रहणीय भी है।

 

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Tahuko Vasant No by Krushna Dev Arya

Posted by Suresh Limbachiya on 13/12/2011

Tahuko Vasant No_Krushna Dev Arya.pdf

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Shobha Somnath ki Serial based on book of Acharya Chatursen’s Somnath Mahalaya

Posted by Suresh Limbachiya on 12/12/2011

Reopening a remarkable chapter lost in the by-lanes of Bharuch and passed on as a legend by mothers to their daughters in Gujarat,  ‘Shobha Somnath  Ki’, a historical drama that narrates the awe-inspiring story of India’s unsung girl Shobha who stood tall and strong in the face of a fiery invasion by Mughal emperor Mahmud of Ghazni. No! She didn’t wield the sword, she wasn’t exactly the master of guerrilla warfare …

Born to a mother who succumbs to the pain of delivering her, Shobha is bereft of parental love all through her childhood, particularly from a bitter father who holds her solely responsible for her mother’s death. But the eternally hopeful and bright-eyed Shobha isn’t one to give up easily. The story follows her journey as she learns all about love, life, valour and sacrifice from her closest relatives, the noble King Daddachalukya and his beautiful wife Maharani Gayatri Devi of Bharuch. The beauty of her bond with cousin Chaula as the two girls blossom into strikingly attractive women and the twists and turns of fate that drive Shobha to emerge as a torch-bearing heroine of her time form the crux of this tale. Her shrewd game-plan for saving her beloved homeland from the clutches of Mahmud Ghaznavi will be remembered by generations in the land of the Narmada.

Acharya Chatursen is a celebrated author in Hindi literature. Somnath Mahapaya novel is based on the historical events leading to the destruction of Somnath temple by invading armies. It is a comprehensive and dispassionate record with an interesting narrative. Acharya Chatursen Shastri was born in a small village Chandokh in the Bulandsaher (UP) state on the 26th August, 1891. His father was Punditt Kewal Ram Thakur and mother was Nanhee Devi. His birth name was Chaturbhuj. Chaturbhuj finished his primary education in a school in Sikandarabad. Then he got admitted to Sanskrit College, Jaipur. From here he received the degrees of Ayurvedacharya in Ayurveda and Shastri in Sanskrit in the year 1915. He also received the degree of Ayurvedacharya from Ayurveda Vidyapeetha.

 

After finishing his education he came to Delhi to start his practice as an ayurvedic physician. He opened his own ayurvedic dispensary in Delhi but it did not run well and he had to close it down. He joined a rich man’s charitable dispensary at the salary of Rupees 25 per month. Later in 1917, he joined DAV college, Lahore (now in Pakistan) as senior professor of Ayurveda. The management at the DAV college, Lahore was insulting to him, therefore, he resigned and went to Ajmer to help his father-in-law in his dispensary. Working at this dispensary, he started to write and soon became famous as a story writer and novelist. His first novel Hridaya-Ki-Parakh  was published in 1918. It did not bring him any recognition. His second book, SAtyagraha Aur Asahyoga was published in 1921. Contrary to the title, this book collided with the ideas of Gandhi who was a prominent political figure in India in those days. This brought immense attention to Acharya Chatursen Shastri. These were followed by many historical novels, stories and ayurvedic books.

 

Acharya Chatursen Shastri took his last breath on the 2nd February, 1960.

 

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Science & Maths Fair @ Adani DAV Public School, Mundra on 4-12-2011

Posted by Suresh Limbachiya on 09/12/2011

Adani DAV Public School, Mundra – Kutch
Science & Maths Fair
4-12-2011

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Bulletin Board of Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 07/12/2011

Every day we put new articles, columns of career guidance, innovative and educative information etc. on bulletin board for the reference of students and teachers to be benefitted out of them.

Posted By : Suresh Limbachya, Librarian, Adani DAV Public School, Mundra – Kutch

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Pre Plan of Science & Maths Fair @ Adani DAV Public School, Mundra on 4-12-2011

Posted by Suresh Limbachiya on 05/12/2011

Pre Plan of Science & Maths Fair on 4-12-2011 at Adani DAV Public School, Mundra.

Pre Plan for Science & Maths Fair

 

 

 

 

Event Manager

Mr. Mukti Naath Singh

Science & Maths Teacher

Adani DAV Public School, Mundra – Kutch

 

Posted By : Suresh Limbachiya, Librarian, Adani DAV Public School 4-12-2011

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You are cordially invited to Science & Mathematics Fair @ Adani DAV Public School, Mundra on 4-12-2012

Posted by Suresh Limbachiya on 02/12/2011

Mr. Mukti Nath Singh

(Maths & Science Teacher)

Organiser of  Science & Mathematics Fair 2011

Adani DAV Public School, Mundra – Kutch

 

 

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Library Activity Session 2011-2012 : Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 01/12/2011

Lib Activity 2011_Brief Report.pdf

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We Dare to Care Reading Activity @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 01/12/2011

We Dare to Care Reading Activity
Decembr 2011

The senior students in their proxy periods are encouraged to go to the pre-primary classes and help those students to improve their reading skill.

 

Suresh Limbachiya, Librarian

Adani DAV Public School, Mundra – Kutch (Gujarat)

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Library Visitors on Principal’s meeting @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 28/11/2011

 

Suresh Limbachiya, Librarian, Adani DAV Public School, Mundra – Kutch

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Reading Out to Pet Activity 2011 @ Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 26/11/2011

Report
READING OUT TO PET

This activity is designed to allow kids the chance to read to a non-judgmental listener, one who will accept the story exactly as they read it. For many children, this allows them a rare chance to experience stress free reading. Once they are in this situation, children find themselves relaxing and having fun while reading. They come to think of themselves as good readers which help in building their self-esteem and make them eager to read. And they read and read which improves their reading skill. All of these elements work together to increase a child’s motivation to read, which is an essential elements in becoming a successful a reader through “Reading out to Pet”

On 21-11-2011 to 24-11-2011 students of class 1 (All four sections) brought soft toys (Teddy bears, Babies, Lion, etc.) from their homes. The students were led to their various venues like multipurpose hall, school garden, Science Park etc.

There they read their chosen stories to their pet. The students enthusiastically exercised this wonderful habit of reading. They also felt confident and privileged to read to somebody without fear.

Following were the books they chose to read them:-

1. Books written by Dr. Seuss.

2. Read with Barbie’s series by Euro Kids Publications

3. Little workmate series by Lady Bird Publications.

4. Key words with Lady Bird Publications

5. Read it yourself by Vikas Publishing House

This activity was enjoyed by the students. We acknowledge gratefully the support extended by the pre-primary co-ordinator Mrs. Anagha shinde, the class teachers, assistant teachers and the principal Mr. K. J. Jose.

Following table shows the schedule of this activity.

Date Class Section Class Teacher Asst. Teacher Place
21-11-2011 1 Aloeveras Mrs. Muthu Kumari Miss Tessy Wilson Multi-Purpose Hall
22-11-2011 1 Celosias Mrs. Madhavi Kelkar Miss Tessy Wilson Multi-Purpose Hall
23-11-2011 1 Clovers Mrs. Geeta Joshi Miss Tessy Wilson Multi-Purpose Hall
24-11-2011 1 Sweet Peas Mrs. R V Lehri Miss Tessy Wilson Multi-Purpose Hall

Students’ minds were sweetened at the end of this activity with their fovourite toffees which were welcomed heartily by them. Detailed report and photograph of the activity are uploaded on internet. Please click at www.sureshlibrarian.wordpress.com

Members of Library Committee

Suresh Limbachiya                                                              Seby T. V.                                                                                                Parimal Parmar

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Reading out to Pet Activity in Class 1st Sweet Peas @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 24/11/2011

On 24-11-2011, Monday, the Library Committee organized READING OUT TO PET activity for Class 1 Sweet Peas with the help of the class teacher Mrs. R V Laheri and the assistant teacher Miss. Tessy Wilson. The event was held in the school multi-purpose hall. The programme was held from 8 am to 9 am. Mrs Anagha Shinde co-coordinator (Pre Primary Section) and our school Principal Mr. K. J. Jose encouraged this activity with their presence.

The students brought their toy pets like teddy bear, dolls etc. Each student took a place of his or her choice and read books to his or her pet. The school library provided them enough varieties of books to read. All children loved this exercise. They joyfully read the book loudly to their pets.

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Reading out to Pet Activity in Class 1st Clovers @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 23/11/2011

On 23-11-2011, Monday, the Library Committee organized READING OUT TO PET activity for Class 1 Clovers with the help of the class teacher Mrs. Geeta Joshi and the assistant teacher Miss. Tessy Wilson. The event was held in the school multi-purpose hall. The programme was held from 8 am to 9 am. Mrs Anagha Shinde co-coordinator (Pre Primary Section) and our school Principal Mr. K. J. Jose encouraged this activity with their presence.

The students brought their toy pets like teddy bear, dolls etc. Each student took a place of his or her choice and read books to his or her pet. The school library provided them enough varieties of books to read. All children loved this exercise. They joyfully read the book loudly to their pets.

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Suresh Limbachiya

Posted by Suresh Limbachiya on 23/11/2011

Suresh Limbachiya
Librarian

Adani DAV Public School, Mundra – Kutch (Gujarat)

srlimbachiya@gmail.com

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Reading out to Pet Activity in Class 1st Celosias @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 22/11/2011

On 22-11-2011, Monday, the Library Committee   organized READING OUT TO PET activity for Class 1 Celosias  with the help of the class teacher Mrs. Madhi Kelkar and the assistant teacher Miss. Tessy Wilson. The event was held in the school multi-purpose hall. The programme was held from 8 am to 9 am.  Mrs Anagha Shinde co-coordinator (Pre Primary Section) and our school Principal Mr. K. J. Jose encouraged this activity with their presence.

The students brought their toy pets like teddy bear, dolls etc. Each student took a place of his or her choice and read books to his or her pet. The school library provided them enough varieties of books to read. All children loved this exercise. They joyfully read the book loudly to their pets.

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Reading out to pet in Class 1 Aloeveras @ Adani DAV Public School on 21-11-2011

Posted by Suresh Limbachiya on 21/11/2011

On 21-11-2011, Monday, the Library Committee   organized READING OUT TO PET activity for Class 1st  Aloeveras   with the help of the Class Teacher Mrs. Muthu Kumari and the Assistant Teacher Miss. Tessy Wilson. The event was held in the school multi-purpose hall. The programme was held from 8 am to 9 am.  Mrs Anagha Shinde co-coordinator (Pre Primary Section) and our school Principal Mr. K. J. Jose encouraged this activity with their presence.

The students brought their toy pets like teddy bear, dolls etc. Each student took a place of his or her choice and read books to his or her pet. The school library provided them enough varieties of books to read. All children loved this exercise. They joyfully read the book loudly to their pets.

                                                                                                     

                                                                

Suresh Limbachiya,      Librarian,

Adani DAV Public School, Mundra – Kutch (Gujarat)    21-11-2011

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DEAR Time Reading activity @ Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 15/11/2011

DEAR Time (Drop Everything  And Read) Activity

2011-2012

Report of DEAR Time Activity

    • The library committee continued the activity, DEAR TIME, which the committee has been doing since 2006.
    • This year all the students of standard V and VI were selected for this activity. As decided earlier, the students read books with their family members for one week. The duration of reading the books was from 1st September 2011 to 21st October  2011. Minimum time for reading book was  20 – 40 minutes.
    • Before 24 September 2010 all the students were issued books of their choice from the library so that they enjoyed reading and developed reading habit.
    • The students were given feedback forms to be filled in by their parents. The forms reflected the timing of their activity and the remarks about their activity.
    • The parents were happy to see that their children’s interest in reading. They felt that the activity of reading allowed them to have fruitful interaction with their children. On the whole it could be said that both parents and children enjoyed reading books and their experience was very enriching.

Suresh Limbachiya, Librarian,

Adani DAV Public School,

 Mundra – Kutch (Gujarat)

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Scholastic Book Fair 2011 @ Adani DAV Public School, Mundra – Kutch

Posted by Suresh Limbachiya on 09/11/2011

Book Fair 2011

The Scholastic Book Fair was organized on 29-10-2011 to 21-10-2011 by scholastic in our new multi-purpose hall. They provide exciting opportunities for students, teachers and parents to acquaint themselves with some of the latest books. In book fair books were displayed according to age group and genre. There were also exciting books-plus items, stationary and posters.

The colourfully-decorated fair had a host of fun activities like a lucky draw, crafts and quizzing activities. The racks, activities and posters were related to the theme to make the students’ experience fun and memorable.

The book fair had about 1000 titles. On purchase of any book 10 % discount was offered to the students and 15% to the teachers. They carried the best books from every genre, so that the children would always be happy with the book they chose.

During the book fair, there was a special browsing sessions where the students could spend as much time as they like looking at the books and select to buy. Books worth Rs. 35,000 were sold in this fair. There was also a draw for the lucky buyer. Sinjory Bose of class 7th won the draw and she was gifted with a beautiful book worth Rs.250

School library got incentive books worth Rs. 5000 from scholastics publications.

Scholastic Book Fair  Representative Mr Chirag Dave is very co operative with students and parents as well as school staff.

                                                  

  

 

Scholastic Book Fair  Representative   Mr. Chirag Dave 

Posted By :    Suresh Limbachiya,     Librarian,       Adani DAV Public School, Mundra – Kutch (Guj)

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“A Tale of Two Indians” Books By Maharshi Patel (Proud of Gujarat)

Posted by Suresh Limbachiya on 20/10/2011

A Tale of Two Indians By Maharshi Patel

A Tale of Two Indians is the riveting account of one young man’s deep dive into a world of materialism, the self-destruction that ensued, and of the weathered old hand that finally pulled him out of his pit.

In an inspirational narrative story, Maharshi Patel, an adolescent from a wealthy family studying at Duke University experiences the downfall that a life based around transient pleasures brings. In a truly moving account, he is forced to seek the help of his grandfather, someone representing a lifestyle and set of values that is the exact opposite of everything Maharshi had built his life around, and exactly what finally drags him out of the grave he had dug for himself.

The advice and the wisdom that his grandfather gives represent eternal truths that apply to almost everyone. The story may be of one adolescent, but the help it gives and the lessons it teaches apply to us all, and if followed, will undoubtedly improve our lives for the better.

Maharshi Patel is a first generation immigrant currently living in the United States. He was born in India, spent elementary school in England, and has lived in various states in the US before settling in Charlotte, North Carolina. He is a proud alumnus of Duke University. It was during a five month journey back to his roots in Ahmedabad (Gujarat) that he gained the inspiration to write the true story you are about to read: about two generations split by more than miles

I think is proud of Gujarat.

Posted By : Suresh Limbachiya

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Revolution 2020 Love, Corruption, Ambition By Chetan Bhagat : Book Review : Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 19/10/2011

Revolution 2020 Love, Corruption, Ambition

By 

Chetan Bhagat

 With a tagline that reads – Love. Corruption. Ambition, you would assume that Chetan Bhagat  was swayed by the current revolution that has gripped the country. But author of 2 States and Five Point Someone clarifies that his new book, Revolution 2020, is “foremost a love story, in fact a love triangle, as both Gopal and Raghav love the same girl (Aarti). Corruption, particularly in the education sector, is the backdrop of the story.”

Bhagat’s stint as a motivational speaker, which really came about by accident, took him on travels across the country. His interactions with young people from over 50 cities that he visited inspired him to work on a story about them. Thus came about a story about three young people from Varanasi.  Bhagat explores their aspirations and ambitions and how far they’re willing to go to get what they want. But Bhagat promises that, in keeping with his style, the story will appeal to most anyone.

The Much expected CB’s Fifth Novel is out and I put my hands on the Book on 10th Oct 2011.Revolution 2020-Love, Corruption, Ambition. The title is effective and the cover is also well designed. I was Quite Excited and opened the Book and in the end I am not disappointed. As the Book cover tells, this is a triangular love story in the backdrop of corruption. The Whole story is happening in Varanasi.

Gopal, Arti and Raghav, the three were best friends since School days. Arti a Beautiful girl wanted to become airhostess, Raghav wanted to get into IIT and also wanted to make changes in the society, Gopal has no choice because his father is a farmer and he wanted him to do Engineering to solve all his money problems. So both prepared and written the IIE Entrance exam. When the results were out Raghav cracked the exam and entered IIT.Gopal’s Rank didn’t help him to get into IIT and his father wanted him to try again. Meanwhile Gopal loved Arti.Gopal went to Kota for IIT Preparation. The Latter happenings with a little twist will make u Engaging.So what is Revolution 2020? What Gopal has done after his Failure? Whose Girl is Arti? I don’t want reveal such things, better buy a copy and read.

“I think by now my readers know that no matter how serious the issue is, I make my stories light and entertaining. The issues with the education system and the levels of corruption in the country are obviously grave concerns, but as a storyteller I have to balance it with the need to make a gripping, entertaining story,” he says on his website. Readers who’ve been following the author know that he’s not one to preach. “I want the reader to get them upon reading the book, rather than me spelling it out. However, I want to emphasize that when even the education system becomes corrupt, it can have far reaching negative consequences on society. I hope Revolution 2020 provokes some thought in that direction.”

Chetan Chooses Varanasi for this story plot which I quite liked it. Chetan chooses the boat for Gopal- Arti love location which you can see it in the cover.” Kota” the place which I am not known before came to know only form this book. At some times Arti Character is quite confusing, couldn’t able to judge. I liked the first part, Varanasi, Kota, that college happenings etc. There is not much Revolution here, Raghav part is less compare to Gopal. The first 200 pages are quite good and I liked, that doesn’t mean the latter pages are bad. The first 200 -250 are good and the rest are not bad.

After the success of 2 States, two of his books having been made into films and his columns becoming very viral, expectations from Bhagat are climbing upwards every day. But he’s used to it and his test readers of Revolution 2020 have given him encouraging feedback. Next, the author is looking to take a break, “consolidate all the various activities I do, and cut out some stuff as I need more spare time in my life to think.”

Some of my favourite Lines :-

“When people achieve something, they become self-obsessed.”
“Telling your parents you’ve failed at something is harder than the actual failure”
“Easy to advice when you are the topper”
“Engineering is not Everything”

Suresh Limbachiya, Librarian, Adani DAV Public School, Mundra – Kutch    19-10-2011

 

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Biography of STEVE JOBS by Walter Isaacson (Steve Jobs By Walter Isaacson) to be released on 24-10-2011

Posted by Suresh Limbachiya on 08/10/2011

Biography : Steve Jobs By Walter Isaacson  to be released on 24-10-2011

The official Steve Jobs Biography will be released on 24 October after being rushed forward because of the Apple  co-founder’s death.

The authorized biography Steve Jobs is written by Walter Isaacson, the former managing editor of Time magazine. Customer pre-purchases have already made it the number one bestseller at Amazon. Publishing house Simon & Schuster had originally planned to release it on 21 November.

Isaacson has told how Jobs, in pain and too weak to climb stairs a few weeks before his death, wanted his children to understand why he wasn’t always there for them. “I wanted my kids to know me,” Isaacson quoted Jobs as saying in their final interview at Jobs’ home in Palo Alto, California. “I wasn’t always there for them and I wanted them to know why and to understand what I did.”

Isaacson said he visited Jobs for the last time a few weeks ago and found him curled up in some pain in a downstairs bedroom. Jobs had moved there because he was too weak to go up and down stairs “but his mind was still sharp and his humour vibrant”, Isaacson writes in an essay that will be published in Time magazine’s 17 October edition.

Jobs died on Wednesday at the age of 56 after suffering a rare form of pancreatic cancer.

Simon & Schuster’s synopsis says the book is based on more than 40 interviews with Jobs conducted over two years – as well as interviews with more than a hundred family members, friends, adversaries, competitors, and colleagues. “Although Jobs co-operated with this book, he asked for no control over what was written nor even the right to read it before it was published. He put nothing off-limits. He encouraged the people he knew to speak honestly. And Jobs speaks candidly, sometimes brutally so, about the people he worked with and competed against.

“Jobs could drive those around him to fury and despair. But his personality and products were interrelated, just as Apple’s hardware and software tended to be, as if part of an integrated system. His tale is instructive and cautionary, filled with lessons about innovation, character, leadership and values.”

Another publisher, Bluewater production, has said it is rushing out a special edition e-book of its forthcoming comic book on Jobs. The 32-page comic titled Steve Jobs: Founder of Apple is initially being sold on the NOOK and Kindle readers. The print edition is due for release at the end of October, with a portion of the profits from both issues going to the American Cancer Society.

Author   :    Walter Isaacson

Walter Isaacson, the CEO of the Aspen Institute, has been chairman of CNN and the managing editor of Time magazine. He is the author of Benjamin Franklin: An American Life and of Kissinger: A Biography, and the coauthor of The Wise Men: Six Friends and the World They Made. He lives in Washington, D.C., with his wife and daughter.

 

Posted By : Suresh Limbachiya, Librarian, Adani DAV Public School, Mundra – Kutch

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Scholastic Book Club @ Adani DAV Public School, Mundra – Kutch (2011- 2012)

Posted by Suresh Limbachiya on 29/09/2011

Report of Book Club      2011 – 2012

To develop the reading habit among students every year the Library Committee conducts various activities like “Reading out to Pet”, “DEAR Time”, “Book Exhibitions” etc. We have established a “Book Club” to encourage children to read. The Book Club provides students a list of books published by Scholastic Publishers. Children and parents will select the book(s) of their choice and place their orders for the same. Since it is their own choice, children love to read them and learn to value these books.

Scholastic Publishers specialize in children’s literature. Books published by them are well-designed in terms of content, context and time. The quality of print also is acclaimed worldwide. The publishers promote reading habits by providing incentives in forms of books. This year they rewarded us with books worth Rs.3000/- as incentive. These books are selected by Library Committee.

Book  Review

To encourage reading books with understanding students are guided to make a review of the books they purchased. They read these books with enthusiasm and happily write reviews of the books they read. These reviews are shared in the presence of the Principal Mr. K. J. Jose.

Book Reviews of the students can also be found on internet. Please have time to go through it and post your comment.

Suresh Limbachiya    (Librarian)                                 Seby T ( S. Sc. Teacher)                                                    Parimal Parmar (Eng. Teacher)

Posted By : Suresh Limbachiya, Librarian, Adani DAV Public School, Mundra – Kutch (Gujarat)    Date: 29-9-2011

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Celebration of International year of forest 2011at Adani DAV Public School

Posted by Suresh Limbachiya on 18/08/2011

Of all the legacies we can leave behind, a rich surroundings is the most important one. The first step towards ensuring this would be to conserve and protect the forests Indian as well as world over.  This is a move that will not only contribute to sustainable growth but also fight global worming while providing a nurturing habitat for wildlife. To encourage global action towards this end, the United Nations Organization has declared the year 2011 as the year of forests. We at Adani DAV Public school are committed to this cause as we believe that every person that follows deserves to live in a world they can love. 

Suresh Limbachiya, Librarian

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Mukti Bandhan by Harkishan Mehta : ebook free download

Posted by Suresh Limbachiya on 10/08/2011

Mukti Bandhan by Harkishan Mehta  

Click on : –

https://sureshlibrarian.wordpress.com/mukti-bandhan

 

 

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Piaget’s Path Jean Piaget (1896-1980 )

Posted by Suresh Limbachiya on 02/08/2011

Jean Piaget (1896-1980 ) was a biologist who originally studied molluscs but shifted to studying children’s cognitive process,by observing them and talking and listening to them while they worked on the exercises he set.This he did by observing his two children for 15 years.Ultimately,he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development.During the 1970s and 1980s,Piaget’s works also inspired the transformation of European and American education,including both theory and practice,leading to a more ‘child-centered ’ approach.

Piaget both yearns for, and fears, being emotionally vulnerable with others and experiencing deep emotional intimacy. Trusting others and letting himself be known in a deep way does not come easily to Jean, and sexual inhibitions may result from this. Jean Piaget is very self-protective and may be compulsively secretive. Learning to relinquish control in personal relationships, and to be completely open, is an important task for Piaget.   

Jean Piaget takes both his work and his health very seriously, but he may demand so much of his at work that he compromise his health. Jean can become a workaholic, not so much because he has lofty ambitions, but because he never feels like he has done enough. Jean Piaget is overly responsible or overly conscientious at work, so much so that he may not enjoy it at all.

Piaget can also get overly involved in self-improvement or his health, and he tends to be a bit of a hypochondriac.

Jean Piaget tends to be his own worst enemy, demanding inhuman perfection of himself and harshly criticizing or persecuting himself when he does not measure up. Perhaps circumstances or relationships in his life have been extremely difficult and demanding, reinforcing Jean’s belief that he must struggle alone. He is capable of tremendous effort and of overcoming great odds and handicaps. Through these efforts Jean Piaget develops his power and inner strength. However, Jean Piaget should not make life harder than it is. He must give himself permission to let up sometimes, and to realize that he is only human.

Now we will discuss patterns of behavior which Jean Piaget instinctively and habitually reverts to when under stress – a mostly subconscious process that he is apt to over indulge in because it is so familiar and hence easy for him. The direction Jean Piaget needs to follow in order to develop balance, greater awareness, and wholeness is also described.

Jean Piaget’s path lies in cultivating idealism and humanitarian feelings, being concerned with how Piaget’s actions impact the world at large, perhaps becoming more aware of the social implications of Piaget’s life style and personal choices or becoming active politically. Participating in organizations that support Piaget’s ideals is one way to do this. When under stress he is likely to become overly focused on himself and his own little world. Instead of “how will this benefit or hurt me?” Piaget’s focus needs to shift to “how will this affect us all?”.

Ideally, Jean Piaget needs to strike a balance between doing for himself and doing for others, by discovering how Piaget’s unique gifts can benefit others. It is in his public life and career that Jean Piaget is most likely to wrestle with these issues. The latter will impact Piaget’s reputation and standing in his community or professional circle, as well as how Jean Piaget achieves his important life goals and aspirations. The specific habits which are likely to hold Jean Piaget back, or which he is prone to overdo, especially during stressful periods, include:

Excessive thinking, rationalizing or talking, the overuse or misuse of Piaget’s intellectual abilities and the tendency to allow his energy to be dissipated in trivial activities. The tendency for self-indulgence, laziness, and over-reliance on the generosity or affection of others, as well as making love relationships, social life and superficial pleasures more important than anything else in his life.

He is very social, loves artistic events and entertainment, and has the ability to show his feelings without reservation. Jean Piaget probably found joy in learning things early in life and he keeps in close relationships with his family and other relations.

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Srushti Limbachiya : Adani DAV Public School, Mundra

Posted by Suresh Limbachiya on 30/07/2011

Srushti Limbachiya, Class : VII (Periwinkles)

Adani DAV Public School, Mundra – Kutch

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Swami Vivekananda : “Call to the Youth For Nation Building”

Posted by Suresh Limbachiya on 30/04/2011

 Swami Vivekananda 

 “Call to the Youth For Nation Building”

 

  •  He is an atheist who does not believe in himself. The old religions said that he was an atheist who did not believe in God. The new religion says that he is an atheist who does not believe in himself. 

 

  • The history of the world is the history of a few men who had faith in themselves. That faith calls the divinity within. You can do anything. You fail only when you do not strive sufficiently to manifest infinite power. As soon as a man or a nation loses faith, death comes.

 

  • Faith, faith, faith in ourselves, faith, faith in God, this is the secret of greatness. If you have faith in all the three hundred and thirty millions of your mythological Gods, and in all the Gods which foreigners have now and again introduced into       your midst, and still have no faith in yourselves, there is no salvation for you.    

 

  • Never think there is anything impossible for the soul. It is greatest hearsay to think so. If there is sin, this is the only sin – to say that you are weak, or others are weak.
  • Be free; hope for nothing from anyone. I am sure, if you look back upon your lives, you will find that you were always trying to get help from others, which never came. All the help that has come was from within yourselves.

 

  • Never say, ‘No’, never say, ‘I cannot’, for you are infinite. Even time and space are as nothing compared with your nature. You can do anything and everything, you are almighty.

 

  • Ye are the children of God, the sharers of immortal bliss, holy and perfect beings. Ye divinities on earth – sinners! It is a sin to call a man so; it is a standing libel on human nature. Come up, O lions, and shake off the delusion that you are sheep; you are souls immortal, spirits free blest and eternal.

 

  • Never mind the struggles, the mistakes. I never heard a cow tell a lie, but it is only a cow – never a man. So never mind these failures, these little backslidings; hold the ideal a thousand times; and if you fail a thousand times make the attempt once more.

 

  • The remedy for weakness is not brooding over weakness, but thinking of strength. Teach men of strength that is already within them.

 

  • If there is one word you find coming like a bomb from the Upnishads, bursting like a bomb-shell upon masses of ignorance, it is the word, fearlessness.

 

  • If you look, you will find that I have never quoted anything but the Upnishads. And of the Upnishads, it is only that one idea, strength. The quintessence of the Vedas and Vedanta and all lies in that word.  

 

  • Be strong, my young friends, that is my advice to you. You will be nearer to heaven through football than through study of the Gita. These are bold words, but I have to say them, for I love you. I know where the shoe pinches. I have gained a little experience. You will understand the Gita better with your biceps, your muscles, a little stronger.

 

  • This is one question I put to every men…..Are you strong? Do you feel strength? – For I know it is the truth alone that gives strength…….Strength is the medicine for the world’s disease.

 

  • This is great fact; Strength is life; weakness is death. Strength is felicity, life eternal, immortal; weakness is constant strain and misery, weakness is death.    

 

  • To succeed, you must have tremendous perseverance, tremendous will. ‘I will drink the ocean’, says the persevering soul, ‘at my will, mountains will crumble up.’ Have that sort of energy, that sort of will; work hard, and you will reach the goal.

 

  • Men, men, these are wanted; everything else will be ready, but strong, vigorous, believing young men, sincere to the backbone, are wanted. A hundred such and the world become revolutionized.

 

  • Are not drums made in the country? Are not trumpets and kettle-drums available inIndia? Make the boys hear the deep-toned sound of these instruments. Hearing from boyhood the sound of these effeminate forms of music, …… the country is well-nigh converted into a country of women.

 

  • Death is better than a vegetating ignorant life; it is better to die on the battle-field than to live a life of defeat.

 

  • Come; do something heroic, Brother, what if you do not attain mukti, what if you suffer damnation a few times? Is the saying untrue: ‘There are some saints who, full of holiness in thought, word, and deed, please the whole world by their numerous beneficent acts, and who develop their own hearts by magnifying an atom of virtue in others as if it were as great a mountain.’

 

  • Can anything be done unless everybody exerts himself to his utmost? ‘It is the man of action, the lion-heart that the Goddess of Wealth resorts to.’ No need of looking behind. FORWARD! We want infinite energy, infinite zeal, infinite courage, and infinite patience, then, only will great things be achieved.             

  

  • Be not in despair; the way is very difficult, like walking on the edge of a razor; yet despair not, arise, awake, and find the ideal, the goal.

 

  • Why weepest thou, brother? There is neither death, nor disease for thee. Why weepest thou, brother? There is neither misery, nor misfortune for thee. Why weepest thou, brother? Neither change nor death was predicted of thee. Thou art Existence Absolute. …… Be your own self.

 

  • Let people say whatever they like, stick to your own convictions, and rest assured, the world will be at your feet. They say, ‘have faith in this fellow, or that fellow’, but I say, ‘Have faith in yourself – all power is in you – be conscious and bring it out. Say, ‘I can do everything’. ‘Even the poison of snake is powerless, if you can firmly deny it.’

 

  • Once when I was in Varanasi, I was passing through a place where there was a large tank of water on one side and high wall on the other. It was in the grounds where there were many monkeys. The monkeys of Varanasi are huge brutes and sometimes surly. They now took it into their heads not to allow me to pass through their street, so they howled and shrieked and clutched at my feet as I passed. As they pressed closer, I began to run, but the faster I ran, the faster came the monkeys, and they began to bite at me. It seemed impossible to escape, but just then I met a stranger who called to me, ‘Face the brutes’. I turned and faced the monkeys, and they fell back and finally fled. That is the lesson for all life – face the terrible, face it boldly.

 

  • Stand up and fight! Not one step, back, that is the idea. Fight it out, whatever comes. Let the stars move from the spheres! Let the whole world stand against us! Death means only a change of garment. What of it? Thus fight! You gain nothing by becoming cowards. Taking a step backward, you do not avoid any misfortune. You have cried to all Gods in the world. Has miseries ceased? ….The Gods come to help you when you have succeeded. So what is the use? Die game. You are infinite, deathless, birth less. Because you are infinite spirit, it does not befit you to be a slave. Arise! Awake! Stand up and fight!

 

  • Take up one idea. Make that one idea your life – think of it, dream of it, and live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea alone. This is the way to success. ….. If we really want to be blessed, and make others blessed, we must go deeper.

 

  • All the great prophets, saints, and the seers of the world – what did they do? In one span of life, they lived the whole life of humanity, traversed the whole length of time that it takes the ordinary humanity to come to perfection. In one life, they perfect themselves; they have no thought for anything else, never live a moment for any other idea, and thus the way is shortened for them. This is what is meant by concentration, intensifying the power of assimilation, thus shortening the time.

 

  • The more this power of concentration, the more knowledge is acquired, because this is the one and only method of acquiring knowledge. Even the lowest shoeblack, if he gives more concentration, will black shoes better; the cook with concentration will cook a meal all the better. In making money, or in worshipping God, or in doing anything, the better the power of concentration, the better will that thing be done. This is the one call, the one knock, which opens the gates of nature, and lets out the floods of light.

 

  • How has all the knowledge in the world been gained but the concentration of the powers of mind? The world is ready to give its secrets, if we only know how to knock, how to give it the necessary blow. The strength and force of the blow come through concentration. There is no limit to the power of the human mind. The more concentration it is, the more power is brought to bean on one point; that is the secret.

 

  • No force can be created; it can only be directed. Therefore, we must learn to control the grand powers that are already in our hands, and by will power make them spiritual, instead of animal. Thus it is clearly seen that chastity is the cornerstone of all morality and of all religions.

 

  • Free! We, who cannot, for a moment, govern our own minds, nay, cannot hold our minds on a subject, focus, it on a point to the exclusion of everything else, for a moment! Yet we call ourselves free. Think of it…The mind uncontrolled and unguided will drag us down, down, forever – rend us, kill us; and the mind controlled and guided will save us, free us.

 

  • The main difference between men and the animals is the difference in their power of concentration. All success in any line of work is the result of this. ….. The difference in the power of concentration also constitutes the difference between man and man. Compare the lowest with the highest man. The difference is in the degree of concentration.

 

  • Ninety percent of thought-force is wasted by the ordinary human being, therefore he is constantly committing blunders; the trained man or mind never makes a mistake.

 

  • What work you do except from the men of little hearts? Nothing in the world! You must have an iron will if you would cross the ocean. You must be strong enough to pierce mountains.

 

  • Good and evil thoughts are each a potent power, and they fill the universe. As vibration continues, so thought remains in the form of thought until translated into action. For example, force is latent in the arm until he strikes a blow, when he translates it into activity. We are the heirs of good and evil thought. If we make ourselves pure and the instruments of good thoughts, these will enter us. The good soul will not be receptive to evil thoughts.  

 

  • In the history of mankind, you will find that there come Messengers, and that from their very birth there mission is found and formed. The whole plan is there, laid down; and you see them swerving not one inch from that. Because they come with a mission, they come with a message… When they speak, each word is direct; it bursts like a bomb-shell. What is in the word, unless it has the Power behind? What matters is what language you speak, and how you arrange your language? What matters it whether you speak correct grammar or with fine rhetoric? What matters it whether your language is ornamental or not? The question is: Whether or not you have anything to give? It is a question of giving and taking, and not listening. Have you anything to give? – That is the first question. If you have, then, give.

 

  • Whatever you do, devote your whole mind, heart and soul to it. I once met a great sannyasi, who cleansed his brass cooking utensils, making them shine like gold, with as much care and attention as he bestowed on his worship and meditation.

 

  • How to attain purity living this life? Shall we all go to the forest caves? What good it would do? If the mind is not under control, it is no use living in a cave because the same mind will bring disturbances there. We will find twenty devils in the cave because all the devils are in mind. If the mind is under control, we can have the cave anywhere, wherever we are. It is our own mental attitude which makes the world what it is for us. Our thoughts make things beautiful, our thoughts make things ugly. The whole world is in our own minds. Learn to see things in proper light.

 

  • What do I care if Mohammed was a good man, or Buddha! Does that alter my own goodness or evil? Let us be good for our own sake and our own responsibility! Not because somebody way back there was good!

 

  • We are responsible for what we are, and whatever we wish ourselves to be, we have the power to make ourselves. If what we are now has been the result of our own past actions, it certainly follows that whatever we wish to be in future can be produced by our present actions; so we have to know how to act.

 

  • This human body is the greatest body in the universe, and the human being the greatest being. Man is higher than all animals, than all angels; none is greater than man.

 

  • Man is man, so long as he is struggling to rise above nature, and his nature is both internal and external. ……. And if we read the history of nations between the lines, we shall always find that the rise of a nation comes with an increase in the number of such men; and the fall begins when the pursuit after the Infinite, however vain the Utilitarian may call it, has ceased. That is to say, the mainspring of the strength of every race lies in its spirituality, and the death of that race begins the day that spirituality wanes and materialism gains ground.

 

  • This world is the great gymnasium where we come to make ourselves strong.    

 

  • All healthy social changes are the manifestations of the spiritual forces working within, and if these are strong and well adjusted. Society will arrange itself accordingly. Each individual has to work out his own salvation; there is no other way, and so also with nations. ….. It is very easy to point out the defects of institutions, all being more or less imperfect, but he is the real benefactor of humanity who helps the individual to overcome his imperfections under whatever institutions he may live. The individuals being raised, the nation and its institutions are bound to rise.

 

  • You have to grow from inside out. None can teach you, none can make you spiritual. There is no other teacher but your own soul

 

  • Men in general lay all the blame of life on their fellowmen, or, failing that, on God, or they conjure up a ghost, and say it is fate. Where is fate, and who is fate? We reap what we sow. We are the makers of our own fate. None else has the blame, none has the praise. The wind is blowing; and those vessels whose sails are unfurled catch it, and go forward on their way, but those which have their sails furled do not catch the wind. Is the fault of the wind?

 

  • Say, ‘This misery that I am suffering is of my own doing, and that very thing proves that it will have to be undone by me alone.’ That which I created, I can demolish; that which is created by someone else, I shall never be able to destroy. Therefore, stand up, be bold, and be strong. Take the whole responsibility on your own shoulders, and know that you are the creator of your own destiny. All the strength and succor you want is within you.  

 

  • Make your own future. ‘Let the dead past bury its dead.’ The infinite future is before you, and you must always remember that each word, thought and deed lays up a store for you, and that as the bad thoughts and bad works are ready to spring upon like tigers, so also there is the inspiring hope that the good thoughts and good deeds are ready with the power of hundred thousand angels to defend you always and for ever.  

 

  • ‘Ours not to reason why, ours but to do and die.’ Be of good cheer and believe that we are selected by the Lord to do great things, and we will do them.

 

  • Unfortunately, in this life, the vast majority of persons are groping through this dark life without any ideal at all. If a man with an ideal makes a thousand mistakes, I am sure that the man without an ideal makes fifty thousand.  Therefore, it is better to have an ideal.

 

  • Man begins to struggle and fight against nature. He makes many mistakes, he suffers. But eventually, he conquers nature and realizes his freedom. When he is free, nature becomes his slave.

 

  • I disagree with the idea that freedom is obedience to the law of nature. I do not understand what that means. According to history of human progress, it is disobedience to nature that has constituted that progress.

 

  • For the world can be good and pure, only if our lives are good and pure. It is an effect, and we are the means. Therefore, let us purify ourselves. Let us make ourselves perfect.

 

  • What is the use of fighting and complaining? That will not help us to better things. He who grumbles at the little thing that has fallen to his lot to do, will grumble at everything. Always grumbling, he will lead a miserable life, and everything will be a failure. But that man, who does his duty as he goes, putting his shoulder to the wheel, will see the light, and higher and higher duties will fall to his share.     

   

  • Do not fly away from the wheels of the world-machine, but stand aside it and learn the secret of work. Through proper work done inside, it is also possible to come out.

 

  • Every thought that we think, every deed we do, after a, certain becomes fine, goes into seed form, so to speak, and lives in the fine body in a potential form, and after a time, it emerges again and bears its results. These results condition the life of man. Thus he moulds his own life. Man is not bound by any laws excepting those which he makes for himself.

 

  • My ideal, indeed, can be put into a few words, and that is: to preach unto mankind their Divinity and how to make it manifest in every movement of life.

 

  • Purity, patience, and perseverance are the three essentials to success, and above all – love.

 

  • Life is ever expanding, contraction is death. The self-seeking man who is looking after his personal comforts and leading a lazy life – there is no room for him even in hell.  

 

  • I am sure God will pardon a man who will use his reason and cannot believe, rather than a man who believes blindly instead of using his faculties He has given him. ……. We must reason; and when reason proves to us the truth of these prophets and great men and about whom the ancient books speak in every country, we shall believe in them. We shall believe in them when we see such prophets among ourselves. We shall then find that they were not peculiar men, but only illustrations of certain principals.

 

  • Why should you not try to hit the mark? We become wiser through failures. Time is infinite. Look at the wall. Did the wall ever tell a lie? It is always the wall. Man tells a lie – and becomes a God, too. It is better to do something; never mind even if it proves to be wrong; it is better than doing nothing. The cow never tells a lie; but she remains a cow, all the time. Do something!

 

  • Go on doing good, thinking holy thoughts continuously that is the only way to suppress base impressions. Never say any man is hopeless, because he only represents a character, a bundle of habits, which can be checked by new and better ones. Character is repeated habits, and repeated habits alone can reform character. …. The chaste brain has tremendous energy and gigantic will power.

 

  • We can overcome the difficulty by constant practice. We must learn that nothing can happen to us, unless we make ourselves susceptible to it.

 

  • I was once travelling in the Himalayas and the long road stretched before us. We poor monks cannot get anybody to carry us, so we had to make all the way on foot. There was an old man with us. …… He said, ‘Oh, Sir, how to cross it; I cannot walk any more; my chest will break.’ I said to him, ‘Look down at your feet.’ He did so, and I said, ‘The road that is under your feet is that you have passed and is the same road that you see before you; it will be soon under your feet.’ The highest things are under your feet, because you are Divine Stars.

 

  • ‘It is the coward and the fool who says, “This is my fate”’ – so says the Sanskrit proverb. But it is the strong man who stands up and says, ‘I will make my own fate’. It is people who are getting old who talk of fate. Young men generally do not come to astrology.

 

  • If you really want to judge the character of a man, look not at his great performances. Every fool may become a hero at one time or another. Watch a man do his most common actions; those are indeed the things which will tell you the real character of a great man. Great occasions rouse even the lowest of human beings to some kind of greatness, but he alone is the really great man whose character is great always, the same wherever he be.

 

  • Every good thought that we send to the world, without thinking of any return, will be stored up there and break one link in the chain, and make us purer and purer, until we become the purest of mortals

 

  • If you project hatred and jealousy, they will rebound on you with compound interest. No power can avert them; when once you put them in motion, you will have to bear them. Remembering this will prevent you from doing wicked things.

 

  • Everything is conscious which rebels against nature: there, consciousness is manifested. Just try to kill a little ant, even it will once resist to save its life. Where there is struggle, where there is rebellion, there is the sign of life, their consciousness is manifested.

 

  • Isn’t it man that makes money? Where did you ever hear of money making man? If you can make your thoughts and words perfectly at one, if you can, I say, make yourself one in speech and action, money will pour in at your feet of itself, like water

 

  • The road to the Good is the roughest and steepest in the universe. It is a wonder that so many succeed no wonder so many falls. Character has to be established through a thousand stumbles.

 

  • Each work has to pass through these stages – ridicule, opposition, and then acceptance. Each man who thinks ahead of his time is sure to be misunderstood. So the opposition and persecution are welcome, only I have to be steady and pure and must have immense faith in God, and all these will vanish.

 

  • Each soul is potentially divine. The goal is to manifest this divinity within by controlling nature, external and internal. Do this either by work, or worship, or psychic control, or philosophy – by one, or more, or all of these – and be free. This is the whole of religion. Doctrines, or dogmas, or rituals, or books, or temples, or forms, are but secondary details.

 

  • Each one thinks his method is best. Very good! But remember, it may be good for you. One food which is very indigestible to one is very digestible to another. Because it is very good for you, do not jump to the conclusion that your method is everybody’s method, that Jack’s coat fits John and Mary. All the uneducated, uncultured, unthinking men and women have been put into that sort of strait jacket! Think for yourselves. Become atheists! Become materialists! That would be better. Exercise the mind! What right, have you to say that this man’s method is wrong? It may be wrong for you. That is to say, if you undertake the method, you will be degraded; but that does not mean that he will be degraded. Therefore, if you have knowledge and see a man weak, do not condemn him. Go to his level and help him if you can. He must grow. I can put five bucket-fuls of knowledge into his head in five hours. But what good will it do? He will be a little worse than before.

 

  • Go and preach to all: ‘Arise, awake, sleep no more; within each of you, there is power to remove all wants and all miseries. Believe this, and that power will be manifested.’ …… If you can think that infinite power, infinite knowledge, and indomitable energy lie within you, and if you can bring out that power, you also can become like me.

 

  • Education is the manifestation of the perfection already in man.

 

  • What is education? Is it book-learning? No. Is it diverse knowledge? Not even that. The training by which the current and expression of will are brought under control and become fruitful is called education.

 

  • To me the very essence of education is concentration of mind, not the collecting facts. If I had to do my education over again, and had any voice in the matter, I would not study facts at all. I would develop the power of concentration and detachment, and then with a perfect instrument I could collect facts at will.    

   

  • The education which does not help the common mass of people to equip themselves for the struggle for life, which does not bring out strength of character, a spirit of philanthropy, and the courage of a lion – is it worth the name? Real education is that which enables one to stand on his, own legs.

 

  • Education is not the amount of information that is put into your brain and runs riot there, undigested all your life. We must have life-building, man-making, character-making, assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library.

 

  • Knowledge is inherent in man; no knowledge comes from outside; it is all inside. …. We sayNewtondiscovered gravitation. Was it sitting anywhere in a corner waiting for him? It was in his mind; the time came and he found it out. All knowledge that the world has ever received comes from the mind, the infinite library of the universe is in your own mind. The external world is simply the suggestion, the occasion, which sets you to study your own mind.

 

  • Every one wants to command, and no one wants to obey; and this is owing to the absence of that wonderful brahmacharya system of yore. First, learn to obey. The command will come by itself. Always first learn to be a servant and then you will be fit to be a master.

 

  • Education, education, education, education alone! Travelling through many cities of Europeand observing in them the comforts and education of even the poor people, there was brought to my mind the state of our own poor people, and I used to shed tears. What made the difference? Education was the answer I got
  • What we want is the shraddha. Unfortunately, it has nearly vanished from India, and this is why we are in our present state. What makes the difference between man and man is the difference in this shraddha and nothing else. What makes one man great and another weak and low is this shraddha.

 

  • Give up the awful disease that is creeping into our national blood, that idea of ridiculing everything, that loss of seriousness. Give that up. Be strong and have this shraddha, and everything else is bound to follow.

 

  • The only service to be done for our lower classes is to give them education, to develop their lost individuality. ……. Give them ideas – that is the only help they require, and then the rest must follow as the effect. Ours is to put the chemicals together, the crystallization comes in the law of nature. ….. Now if the mountain does not come to Mohammed, Mohammed must go to mountain. If the poor boy cannot come to education, education must go to him
  • We want that education by which character is formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet.  
  • Is that education, as a result of which the well being continuously choked by force through generations, is now well-nigh killed out; under whose sway, why mention new ideas, even the old ones are disappearing one by one; is that education which is slowly making man a machine? It is more blessed, in my opinion, even to go wrong, impelled by one’s free will and intelligence, than to be good as automation.
  • What we want are western science coupled with Vedanta, brahmacharya as the guiding motto, and also shraddha and faith in one’s own self. ….. Vedanta says that within man is all knowledge – even in a boy it is so – and it requires only awakening, and that much is the work of a teacher. …… But the root is religion. Religion is as rice, and everything else, like the curries. Taking only curries causes indigestion, and so is the case with taking rice alone.
  • Do you see, simply by observance of strict brahmacharya (continence), all learning can be mastered in a very short time – one has an unfailing memory of what one hears or knows but once. It is owing to this want of continence that everything is on the brink of ruin in our country.
  • My idea of education is personal contact with the teacher – gurugraha – vasa. Without the personal life of a teacher, there should be no education. Take your universities, what have they done during the fifty years (this was said in 1897) of their existence? They have not produced one original man. They are merely examining body. The idea of the sacrifice for the common weal is not yet developed in our nation.
  • Truth does not pay homage to any society, ancient and modern. Society has to pay homage to Truth or die. Societies should be molded upon the truth, and truth has not to adjust itself to the society. …. That society is the greatest, where the highest truths become practical. That is my opinion; and society is not fit for the highest truths, make it so; and the sooner, the better.

 

  • I say, liberate, undo the shackles of people as much as you can. ….. When you would be able to sacrifice all desire for happiness for the sake of society, then you would be the Buddha, then you would be free.
  •  Three things are necessary to make ever man great, every nation great.    1. Conviction of the powers of goodness. 2. Absence of jealousy and suspicion.  3. Helping all who are trying to be and do well.
  •   If your ideal is matter, matter shalt thou be. Behold! Our ideal is the Spirit. That alone exists. Nothing else exists, and like Him, we live fore ever
  • The Hindu man drinks religiously, sleeps religiously, walks religiously, marries religiously, robs religiously. …… Each nation has a mission for the world. So long as that mission is not hurt, that nation lives, despite every difficulty. But as soon as its mission is destroyed, the nation collapses.

 

  • Do you not find in history, that the first death sign of a nation has been ? When that has entered, the end of the race is in sight.
  • Now we are not much more moral than the animals. We are only held down by the whips of society. If society said today. ‘I will not punish you if you steal’, we should just make a rush for each other’s property. It is the policeman that makes us moral. It is social opinion that makes us moral, and really, we are little better than animals.
  • The majority of sects will be transient, and last only as bubbles, because the leaders are not usually men of character. Perfect love, the heart never reacting, this is what builds character. There is no allegiance possible where there is no character in the leader, and perfect purity ensures the most lasting allegiance and confidence. Take up an idea, devote yourself to it, struggle on in patience, and the sun will rise for you.
  • We are asked: What good is your religion to society? Society is made a test of truth. Now this is very illogical. Society is only a stage of growth through which we are passing. ….. If the social state were permanent, it would be the same as if the baby remained a baby. There can be no perfect man-baby; the words are a contradiction in terms, so there can be no perfect society. Man must and will grow out of such early stages. …… My Master used to say, ‘Why don’t you help your own lotus flower to bloom? The bees will then come of themselves.’
  • Do not recognize wickedness in others. Wickedness is ignorance, weakness. What is the good of telling people they are weak? Criticism and destruction are of no avail. We must give them something higher; tell them of their own glorious nature, their birthright.
  • What I say is not ‘Reform’, but ‘Move on’. Nothing is too bad to reform. Adaptability is the whole mystery of life – the principle underneath, which serves to unfold it. Adjustment or adaptation is the outcome of the self-pitted against external forces tending to suppress it. He who adjusts himself best lives the longest. Even if I do not preach this, society is changing, it must change.
  • Nothing else is necessary but these – love, sincerity, and patience. What is life, but growth, i.e. expansion, i.e. loves. Therefore, all love is life, it is the only law of life, all selfishness is death, and this is true here and hereafter. It is life to do well, and it is death not do good to others. Ninety percent of human brutes you see are dead are ghosts – for none lives, my boys, but he who loves.
  • On one side, new India is saying, ‘If we only adopt western ideas, western language, western food, western dress, and western manners, we shall be as strong and powerful as the western nations’; on the other, old India is saying, ‘Fools! By imitation, others’ ideas never become one’s own; nothing, unless earned, is your own. Does the ass in the lion’s skin become the lion? On one side, newIndiais saying, ‘What the western nations do is surely good, otherwise, how did they become so great? On the other side, oldIndiais saying, ‘The flash of lightning is intensely bright, but only for a moment; look out boys, it is dazzling your eyes. Beware!
  • Social life in the West is like a peal of laughter; but underneath, it is a wail. It ends in a sob. The fun and frivolity are all on the surface: really it is full of tragic intensity. Now here, it is sad and gloomy on the outside, but underneath are carelessness and merriment.
  • As far back as the days of the Upnishads, we have thrown the challenge to the world: ‘Not by progeny, not by wealth, but by renunciation alone immortality is reached.’ Race after race has taken the challenge up and tried their utmost to solve the world-riddle on the plane of desires. They have all failed in the past – the old ones have become extinct under the weight of wickedness and misery, which lust for power and gold brings in its train, and the new ones are tottering to their fall. The question has yet to be decided whether peace will survive or war; whether patience will survive or non-forbearance; whether goodness will survive or wickedness; whether muscle will survive or brain; whether worldliness will survive or spirituality. We have solved our problem ages ago. …. Our solution is unworldliness – renunciation.

 

  • One of the greatest lessons I have learned in my life is to pay as much attention to the means of work as to its end. ….. I have always been learning great lessons from that one principle, and it appears to me that all the secret of success is there: to pay as much attention to the means as to the end.
  • Our duty to others means helping others; doing good to the world. Why should we do good to the world? Apparently to help the world, but really to help ourselves. ….. Do not stand on a high pedestal and take five cents in your hand and say, ‘Here, my poor man,’ but be grateful that the poor man is there, so that by making a gift to him, you are able to help yourself. It is not the receiver that is blessed, but it is the giver. Be thankful that you are allowed to exercise your power of benevolence and mercy in the world, and thus become pure and perfect.
  • It is the level headed man, the calm man, of good judgment and cool nerves, of great sympathy and love, and who does good work and so does good to himself. 
  • Great work requires great and persistent effort for a long time. Neither need we trouble ourselves, if a few fail. It is in the nature of things that many should fall, that troubles should come, that tremendous difficulties should arise, that selfishness and all the other devils in the human heart should struggle hard, when they are about to be driven out by the fire of spirituality.

 

  • In doing evil, we injure ourselves and others also. In doing good, we do good to ourselves and to others as well. ….. According to Karmayoga, the action one has done cannot be destroyed until it has borne its fruit; no power in nature can stop it from yielding its results. If I do an evil action, I must suffer for it; there is no power in this universe to stop or to stay it. Similarly, if I do a good action, there is no power in the universe which can stop its bearing good results.  
  • The watchword of all well-being, of all moral good, is not ‘I’ but ‘Thou’. Who cares whether there is heaven or a hell, which cares if there is a soul or not, who cares if there is an unchangeable or not? Here is the world, and it is full of misery. Go out into it as Buddha did, and struggle to lessen it or die in the attempt. Forget yourselves; this is the first lesson to be learnt, whether you are a theist or an atheist, whether you are an agnostic or a Vedantist, a Christian or a Mohammedan. 
  • Buddha is the only prophet who said, ‘I do not care to know your various theories about God. What is the use of discussing all the subtle doctrines about the soul? Do well and be good. And this will take you to the freedom and to whatever truth there is.’ …… He works best who works without any motive, neither for money, nor for fame, nor for anything else; and when a man can do that, he will be a Buddha, and out of him will come the power to work in such a manner as will transform the world.
  • Selfishness is the chief sin, thinking of ourselves first. He who thinks, ‘I will eat first, I will have more money than others, and I will possess everything,’ he who thinks, ‘I will go to heaven before others, I will get to heaven before others, I will get mukti before others’, is the selfish man. The unselfish man says, ‘I will be last, I do not care to go to heaven, I will even go to hell, if by doings so I can help my brothers.’ This unselfishness is the test of religion. He who has more of this unselfishness is more spiritual and nearer to Siva.
  • You cannot help anyone, you can only serve; serve the children of the Lord, serve the Lord Himself, if you have the privilege. If the Lord grants that you can help any one of His children, blessed you are; do not think too much of yourselves. Blessed you are that, that privilege was given to you when others had it not. Do it only as a worship. CW III 246
  • Blessed are we that we are given the privilege of working for Him, not of helping Him. Cut out this word help from your mind. You cannot help; it is blaspheming. You are here yourself at His pleasure. Do you mean to say, you help Him? You worship. When you give a morsel of food to the dog, you worship the dog as God. God is in that dog. He is all and in all.
  • After so much austerity, I have understood this as the real truth – God is present in every jiva; there is no other God beside that. ‘Who serves jiva, serves God indeed.’
  • If in this hell of a world, one can bring a little joy and peace even for a day into the heart of single person, that much alone is true; this I have learnt after suffering all my life; all else is mere moonshine.
  • One idea that I see clear as daylight is that misery is caused by ignorance and nothing else. Who will give the world light? Sacrifice in the past has been the Law; it will be, alas, for the ages to come. The earth’s bravest and best will have to sacrifice themselves for the good of many, for the welfare of all. Buddhas by the hundred are necessary with eternal love and pity.

 

  • Let us calmly and in manly fashion go to work, instead of dissipating our energy in unnecessary fretting and fuming. I, for one, thoroughly believe that no power in the universe can withhold from anyone anything he really deserves. The past was great no doubt, but I sincerely believe that the future will be more glorious still.
  • Behold how men are already in the jaws of the shark of infatuation! Oh, listen to their piteous heart-rending wails. Advance! Forward! O ye brave souls, to set free those that are in fetters, to lessen the burden of woe of the miserable, and to illumine the abysmal darkness of ignorant hearts. Look, how the Vedanta proclaims by beat of drums, ‘Be fearless!’
  • The only way of getting our divine nature manifested is by helping others to do the same. If there is inequality in nature, still there must be equal chance for all – or if greater for some and for some less – the weaker should be given more chance than the strong. In other words, a Brahmana is not much in need of education as a Chandala. If the son of a Brahmana needs one teacher, that of a Chandala needs ten. For greater help must be given to him whom nature has not endowed with an acute intellect from birth. It is a madman who carries coals to Newcastle. The poor, the downtrodden, the ignorant – let these be your God.   
  • This is the gist of all worship – to be pure and to do well to others. He who sees Siva in the poor, in the weak, and in the diseased, really worships Siva; and if he sees Siva only in the image, his worship is but preliminary.

 

  • The life of Buddha shows that even a man who does not believe in God, has no metaphysics, belongs to no sect, and does not go to any church, or temple, and is a confused materialist, even he can attain to the highest. …. He was the only man who was ever ready to give up his life for animals, to stop a sacrifice. He once said to a king: ‘If the sacrifice of lamb helps you to go to heaven, sacrificing a man will help you better; so sacrifice me.’ The king was astonished.
  • ‘The good live for others alone. The wise man should sacrifice him for others.’ I can secure my own good only by doing your good. There is no other way, none whatsoever.
  • Go from village to village, do good to humanity and to the world at large. Go to hell yourself to buy salvation for others. …… ‘When death is certain, it is better to die for a good cause.’
  • Throughout the history of the world, you find great men make great sacrifices and the mass of mankind enjoy the benefit. If you want to give up everything for your own salvation, it is nothing. Do you want to forgo even your own salvation for the good of the world? You are God, think of that.

 

  • The world is not for cowards. Do not try to fly. Look not for success or failure. Join yourself to the perfectly unselfish will and work on. Know that mind which is born to succeed join itself to a determined will and perseveres. ….. Live in the midst of the battle of life. Anyone can keep calm in a cave or when asleep. Stand in the whirl and madness of action and reach the center. If you have found the center, you cannot be moved.
  • A hundred thousand men and women, fired with the zeal of holiness, fortified with eternal faith in Lord, and nerved to lion’s courage by their sympathy for the poor and the fallen and the downtrodden, will go over the length and breadth of the land, preaching the gospel of salvation, the gospel of help, the gospel of social raising-up – the gospel of equality.
  • My boy, if you have any respect for my words, the first thing I will advice you to do is to throw open all the doors and windows of your room. In your quarter there are lots of poor people sunk in degradation and misery. You will have to go to them and serve them with your zeal and enthusiasm. Arrange to distribute medicines to those who are sick, and nurse them with all care, supply food to him who is starving, teach with as much as lies in you to the ignorant; and if you begin to serve your brethren in this wise, I tell you, my child, you will surely get peace and consolation

 

  • Where is that martial spirit which, at the very outset, requires one to know how to serve and obey, and not to practice self-restraint? The martial spirit is not self-assertion, but self-sacrifice. One must be ready to advance and lay down one’s life at the word of command, before he can command the hearts and lives of others. One must sacrifice himself first.
  • It is fear alone that is death. You have to go beyond all fear. So from this day, be fearless. Off at once, to lay down your life for your own liberation and for the good of others. What good it is carrying along a load of bones and flesh!      

    

  • Trust not the so-called rich; they are more dead than alive. The hope lies in you – in the meek, the lowly, but the faithful. Have faith in the Lord; no policy, it is nothing. Feel for the miserable and look up for help – it shall come. ….. I may perish of cold or hunger in this land, but I bequeath to you, young men, and this sympathy, this struggle for the poor, the ignorant, and the oppressed. ….. Vow, then to devote your whole lives to the cause of redemption of these three hundred millions, going down and down every day.
  • The history of world is of six men of faith, six men of deep pure character. We need to have three things: the heart to feel, the brain to conceive, the hand to work. Make yourself a dynamo. Feel, first for the world. …… Ask yourself, does your mind react in hatred or jealousy? Good works are continually are being undone by the tons of hatred and anger which are being poured out on the world. If you are pure, if you are strong, you, one man, are equal to the whole world.
  • Will such a day come when this life will go for the sake of others’ good? The world is not a child’s play – and great men are those who build highways for others with their heart’s blood. This has been taking place through eternity, that one builds a bridge by laying down his own body, and thousands of others cross the river through its help. Be it so! Be it so!
  • Religion is the idea which is raising a brute unto man and a man unto God.       
  • The definition of God and man: Man is an infinite circle whose circumference is no where, but the center is located in one spot; and God is an infinite circle whose circumference is nowhere but center is everywhere.

 

  • The difference between God and the devil is in nothing except in unselfishness and selfishness. The devil knows as much as God, is as powerful as God; only he has no holiness – that makes him a devil. Apply the same idea to the modern world: excess of knowledge and power, without holiness, makes human beings devil.
  • Virtue is that which tends to our improvement, and vice is to our degeneration. Man is made of three qualities – brutal, human and godly. That which tends to increase the divinity in you is virtue, and that which tends to increase brutality in you is vice. You must kill the brutal nature and become human, that is, loving and charitable. You must transcend that too and become pure bliss, Sachchidanananda, fire without burning, wonderfully loving, but without the weakness of human love, without the feeling of misery.
  • Unselfishness is God. One may live on a throne, in a golden palace, and be perfectly unselfish; and then he is in God.      

 

Suresh Limbachiya

 

 

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International Year of Forests 2011 : Celebration in India

Posted by Suresh Limbachiya on 21/04/2011

The United Nations General Assembly designated 2011 the International Year of Forests to raise understanding on sustainable management, saving and sustainable growth of all types of forests.

Forests for People” is the main theme of the Year, highlighting the full of life association between forests and the people who depend on them.

Forests 2011 provides an extraordinary opportunity to bring concentration to the interconnectivity between people and forests.  National, regional and local organizations around the world are encouraged to plan Forests 2011 events in line with their own interests and, in particular, to reach out to those in fields not traditionally considered directly related to forests. In fact, forests are important to nearly all kinds of human activity: providing shelter to people and locale to biodiversity; as a source of food, medicine and clean water; and play a vital role in maintaining a stable global environment and atmosphere.

The map below shows indicative location of the forests in India

Everything Green, Trees and what goes on under the trees, Understanding the Northern Ontario forest, Observations of the Natural Environment, Learning and teaching, Listening talking and listening again, Growing strong straight and healthy, Taking care of the saplings.

The basic objectives of the National Forest Policy, 1988 are  (1) maintenance of environmental stability  (2) preservation of the remaining natural forests; (3) checking soil erosion and in catchment areas to mitigate floods and droughts   (4) a substantial increase in forest cover through forestation and social forestry programmes  (5) meeting the fuel wood, fodder, NWFP and small timber needs of the rural population  (6) increasing the productivity of forests to meet essential national needs  (7) encouraging efficient utilization of forest products and maximizing substitution of wood  (8) Creation of a people’s movement, involving women, for achieving these objectives.

The campaign’s theme seeks to connect the concept of trees and forests to health in the everyday lives of Indian citizens. Trees impact our health in several areas. The campaign’s focus is on the role trees and forests play in: (1) Clean Air and Water (2) Ecosystem Health (3) Economic Health (4) Community/Personal Health.

Challenges to the Forestry Sector in India:

 With 17% of world’s population, and 18% livestock population over 2.4% of world’s total geographical area, India’s forests are facing severe biotic pressures as nearly 40% of domestic fuel wood needs of the people and 30% of fodder needs of the cattle population in the country are met from forests. The demand and the supply gap of timber, fuel wood and fodder is widening. Shifting cultivation (slash & burn cultivation) practiced over about 1.2 m ha., though associated with socio-cultural, legal and bio-physical characteristics, is also cause of degradation of forests predominately in eastern & north- eastern India. To deal with the stupendous task to overcome the problems forests are facing, National Forest Commission has recommended allocation of minimum 2.5% of national budget to the forestry sector.

Suresh Limbachiya, Librarian

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Anna Hazare with Swami Vivekananda’s Book ; “Call to the Youth For Nation Building”

Posted by Suresh Limbachiya on 08/04/2011

 

The dream of India as a strong nation will not be realized without self-reliant, self-sufficient villages, this can be achieved only though social commitment and involvement of the common man.”

                                                                        Anna Hazare

Anna Hazare ( Kisan Baburao Hazare) as we all know is a community protester who has dedicated his life to the cause of domestic health of the nation. His fight is not only classified to defending the environment but extends to confronting the corruption, casteism, communalism, criminalization and illiteracy.

Born into a humble family on June 15, 1938 in Ahmadnagar district (in Maharashtra), circumstances forced him to take up a petty job, while still in the seventh grade. He then set up his own florists shop and later in April 1960 he appeared in the Army recruitment interviews and was selected. A turning point in his life was the narrow escape in a Pakistani air strike wherein all his colleagues died. Perhaps, this was indication from God of the great things he was yet to achieve.

He was deeply influenced by the ideology of Swami Vivekananda, whose book; “Call to the Youth For Nation Building” initiated him to social service. This desire to live beyond his narrow self interest later drove him to seek voluntary retirement from the Army in 1975 and come back to serve his own village.

Anna says, “You cannot expect a hungry man to live by principles“.

Anna rightly thought that Development is marred by corruption and started a new venture in 1991 called Bhrashtachar Virodhi Jan Aandolan (BVJA) or public movement against corruption.In 2011, Anna Hazare led a movement for passing a stronger anti-corruption Lokpal bill in the Indian Parliament. As a part of this movement.

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Great Soul: Mahatma Gandhi and His Struggle with India” by Joseph Lelyveld Banned in Gujarat

Posted by Suresh Limbachiya on 04/04/2011

A hot book on Mahatma Gandhi was prohibited in his native state of Gujarat on 30th March 2011, by Chief Minister Narendra Modi saying its contents were perverse and defamed the icon of non-violence. A resolution to ban it was moved in the assembly by Modi and was passed unanimously. The book, ‘Great Soul: Mahatma Gandhi and His Struggle with India’, by Pulitzer winning journalist Joseph Lelyveld, created a controversy after reviewers said it suggested that the Mahatma was a bisexual. 

 While Lelyveld has reportedly denied ever writing that Gandhi was a bisexual, Modi said he has displayed a perverted mentality in writing the book and hurt the sentiments of the masses.  ‘This publication defames the Mahatma and there is rising anger not only in Gujarat but in the entire country. The perversion shown in the writings not only deserves to be condemned in the strongest possible terms but cannot be tolerated. I know that the members of this august house share my feelings,’ he added.  The chief minister said, ‘I would like to inform the house that the Gujarat government has decided to ban the publication, printing or distribution of the book in the state with immediate effect.’  Modi said that Mahatma Gandhi was not only a very revered figure in India but his entire life was devoted to the welfare of mankind. ‘The writer has indulged in the most reprehensible act by hurting the sentiments of millions of people and must, therefore, tender a public apology.’  ‘Not only this but this assembly also appeals to the government of India to ban the book with urgent effect in the country. The resolution was passed collectively.

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Mukti Bandhan Serial on base of novel of Harkishan Maheta

Posted by Suresh Limbachiya on 12/01/2011

‘Mukti Bandhan’  serial is based on gujarati author Shri  Harikishan Mehta’s famous novel ‘Salvation bond’ (Mukti Bandhan). It  is based on real story of business men Shri Dhirubhai Ambani , The founder of Reliance Industries Limited

The story is about Ishwarlal Motilal Virani who is not a God fearing man and rather believes in his abilities to become successful in life. His life takes a major turn when a young girl from London, played by Esha Kansara comes into his life and changes his outlook towards life.

On the other hand Mukti Bandhan is story of I. M. Virani and his  success in business with the help of his wife Charulata Viarani. He is India’s fourth largest industrialist, but he is terrified by ambitious woman named Devaki, Devaki is being seen as the next I. M. Viarani.

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Hindi web site: Hindi ki Bindi

Posted by Suresh Limbachiya on 10/12/2010

Dear Friends

Please visit at   www.infinity-ventures.com/hindi and find lot of hindi literature .

It is very useful website for school students. If you are interested for same, please click above mentioned link or find through google search enginee.

Suresh Limbachiya, Librarian

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Foreign Magazine & Journal

Posted by Suresh Limbachiya on 07/12/2010

  • The Economist (Weekly
  • Business Week (Global ) Weekly
  • Time ( Weekly)
  • U.S. Today (260 issue)
  • Far Eastern Economic Review (Monthly)
  • National Geographic (Monthly)
  • Computer Graphic World (Monthly)
  • Computer Graphic World (Monthly)
  • PC World (Monthly)
  • Network Magazine (Monthly)
  • Popular Science (Monthly)
  • Popular mechanics (Monthly)
  • Fortune (Int.) (Fortnight)
  • Harward Business Review (Monthly)
  • MIT Sloan Management Review (Quarterly)
  • Computer Graphics World (Monthly)
  • Wireless Business & Technology (Monthly)
  • Pen Computing (Bi Monthly)
  • Forbes- Global (26 Issue per year)
  • Mobile Business (Bi-Monthly)
  • Smart Money (Monthly)
  • Euromoney (Monthly)
  • Asiamoney (10 issue per year)
  • Journal of Marketing Research (Quarterly)
  • Journal of Marketing (Quarterly) 
  • Journal of Public Policy & Market (Half year)
  • Journal of International market (Quarterly)
  • Marketing News (20 Issue per Year)
  • Marking Management (Bi-Monthly)
  • Marketing Research (Quarterly)
  • Marketing Health Services  (Quarterly)
  • Desk Top Engineering (Monthly)
  • Sales & Marketing Management (Monthly)
  • Oil & Gas Journal (Weekly)
  • Institutional Investor 
  • Corporate Finance
  • Project Finance (10 issue per year)
  • Journal of Portfolio Management (Quarterly)
  • Journal of Fixed Income (Quarterly)
  • Journal of Investing (Quarterly)
  • Journal of Finance (Bi-monthly) 
  • Real Estate Finance (Quarterly)
  • Commercial Lending Review
  • Quality Progress (Monthly)
  • Journal of Quality Technology (Quarterly)
  • Quality Management Journal (Quarterly)
  • Software Quality Professional (Quarterly)
  • Information Week ( Weekly)
  • Folio (17 issue)
  • News Week ( Weekly)
  • H.R. Focus (Monthly)
  • Organizational Dynamics (Quarterly)
  • Fortune-US Edition (26 issue)

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What is eBook ?

Posted by Suresh Limbachiya on 06/12/2010

An eBook is an ELECTRONIC version of a usual publish book that can be read by using a individual computer or by using an eBook reader

Users can purchase an eBook on disk or CD, but the most popular method of in receipt of an eBook is to purchase a downloadable file of the eBook from a web site to be read from the user’s computer or reading device.

Even if it is not required to use a reader application or device in order to read an eBook, they are popular because they enable options similar to those of a paper book – readers can bookmark pages, make notes, highlight passages, and save selected text. In addition to these familiar possibilities, eBook readers also include built-in dictionaries, and alterable font sizes and styles. Normally, an eBook  reader hand-held device weighs from about twenty-two ounces to three or four pounds and can store from four thousand to over half a million pages of text and graphics.

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Book Fair (2010-2011)

Posted by Suresh Limbachiya on 25/11/2010

 

 Book Fair 2010

 

The Scholastic Book Fair was organized on 28-10-2010 to 30-10-2010 by scholastic in our new multi-purpose hall. They provide exciting opportunities for students, teachers and parents to acquaint themselves with some of the latest books. In book fair books were displayed according to age group and genre. There were also exciting books-plus items, stationary and posters.

The colourfully-decorated fair had a host of fun activities like a lucky draw, crafts and quizzing activities. The racks, activities and posters were related to the theme to make the students’ experience fun and memorable.

The book fair had about 1000 titles. On purchase of any book 10 % discount was offered to the students and 15% to the teachers. They carried the best books from every genre, so that the children would always be happy with the book they chose.

During the book fair, there was a special browsing sessions where the students could spend as much time as they like looking at the books and select to buy.

Suresh Limbachiya, Librarian

 

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DEAR TIME (2010-2011)

Posted by Suresh Limbachiya on 25/11/2010

Drop Everything else And Reading Time

  • The library committee continued the activity DEAR TIME which the committee started  last year.
  • This year all the students of standard V were selected for this activity. As decided earlier, they read books with their family members for one week. The duration of reading the books was from 24 September 2010 to 30 September 2010. Minimum time for reading book was ten minutes.
  • Before 24 September 2010 all the students were issued books of their choice from the library so that they enjoyed reading and developed reading habit.
  • The students were given feedback forms to be filled in by their parents. The forms reflected the timing of their activity and the remarks about their activity.
  •  The parents were happy to see their children’s interest in reading. They felt that the activity of reading allowed them to have fruitful interaction with their children. On the whole it could be said that both parents and children enjoyed reading books and their experience was very enriching.
  • 

Suresh Limbachiya

Librarian

 

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Book Club (2010-2011)

Posted by Suresh Limbachiya on 25/11/2010


BOOK CLUB  2010-2011

To develop the Reading habit among students; every year we conduct various activities like “reading to your pet”, “pyjama story time”, “book exhibitions” etc. We have established a “Book Club” to encourage children to read. Children get a list of books published by Scholastic publishers. Children and parents will mark the book(s) of their choice and place their orders for the same. Since it is their own choice, children love to read them and learn to value these books. You can help in their selection by discussing and explaining them what those books contain. If would be a good idea to read along with your child.

Scholastic Publishers specialize in children’s literature. Books published by them are well-designed in terms of content and age specific material; the print quality also is acclaimed world wide, and they do not sell through regular channels. In big cities they put up their own stalls in schools. As Mundra happens to be slightly off way, they will not be able to put their stall here. However, looking at our orders we may be able to convince them to do the same later. They will send the books in individual packets to children.

Suresh Limbachiya, Librarian

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Certificate from KDAV School Jamnagar

Posted by Suresh Limbachiya on 22/10/2010

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Report of the workshop on “From Isolation to Collaboration: Libraries and Librarians in the changed perspective” at KDAV, Jamnagar

Posted by Suresh Limbachiya on 21/08/2010

 

 Venue: KDAV, Jamnagar                                                              Date: 7-8-2010 

Report of the workshop on  

“From Isolation to Collaboration: Libraries and Librarians in the changed perspective” 

KDAV, Jamnagar, organized a workshop for school librarian on 7th August on the topic “From Isolation to Collaboration: Libraries and Librarians in the changed perspective” I got a chance for participation in the workshop. There was not any resource person for the workshop, but for the participants. The main objective of the workshop was to derive at new strategies to improve the efficiencies of the functioning of school librarians

The first session started on 8.30 a.m. with breakfast and tea in KDAV School library. After that we shifted to the main conference room. First session was inaugurations by KDAV Principal Mr. S. Sundaram. He spoke in his inaugural speech that a librarian of today needs to be a master of all subjects even should be adept at the latest information technology. The information on the internet may not be authentic information but the information in the library is a refined and authentic one. 

After the principal speech the participants introduced themselves to each other. Later, Mr Mohanty, the librarian of KDAV distributed articles to the participants. They were on “From Isolation to Collaboration”, “Libraries and Librarians in the Changed Perspective”. After that he differentiated the difference between need of traditional librarian and need of today librarian. Today our role is very challenging. The contributions that the librarians do to the growth of the institutes might not be visible, but we need to step out in the development of school curriculum, implement better ways to familiarize with the curriculum link with the subjects to ensure active and judicious uses of resources.  

Mr.Kaushik Purohit, the manager of Reliance Learning Centre, Presented a paper on ‘School Librarian Making a Difference’ He viewed on his paper about the new scenario where a librarian is working today. Librarian is the heart of the school. He emphasized that according to the needs of the time librarians should change their roles. 

Mr Purohit asked the participants about their work in their school. The participants responded to this query. Mr. Suresh Limbachiya articulated his functioning in the school like collection of information and retrieval of the same and developing the reading habits among students, staffs and parents. He also told about the conducting of Pyjama story Time, Reading out to PET, Book Club, Book Fair, Book Reading Club, Book Review, DEAR Time etc.  I had not prepared for the presentation but demonstrate then on my blog www.sureshlibrarian.wordpress.com  And I showed all of our activities through LCD projector and guided them to make a blog of their own. 

Mr. Dibakar Mohanty, Spoke about the role of Librarians in the Changed Outlook. 

Mr. Vinod Harimkari told that the basic essence of a librarian is to keeping updating themelves. 

Mrs. Rita Subramaniam explained about how they conducted classroom library. 

Mr. Bhushan Kumar Tyagi told about how to engage the students in the  library.    

Ms. Jayashree Limbaciya asked a very interesting question how many of us enjoyed this profession and at the end of the day how many of us felt satisfied about our job. 

Mr Purohit guided us how to make virtual library only for school premises. According to her the role of a librarian 

I think our role as librarian is to discriminate use of information and use ethical use of storage materials retrieved. She also added that collaboration of electronic materials and hard copy is must for refined information. 

Mr S. Sundaram sent us a latest article “Dawn of the New Literacy by Rick Allen”  

At the end of the session we visited the KDAV School. 

The workshop made me resolve to introduce the following programme in our school library. 

(1)        Resources management through Virtual library in school net working. 

(2)        Audio Visual Resources Management and Resource Feedback. 

(3)        Display of New Arrival. 

(4)        Separate reading section for Pre primary classes 

The meeting concluded with the promise of contacting each other    through the net and sharing any new information with regard to the working of the library with each other. 

I wish to express my gratitude to the management for allowing me to enrich myself by attending this workshop for school librarians. 

Mr. S. Sundaram, Principal, & Librarians 

   

Posted By : Suresh Limbachiya, Librarian,  Mundra (Kutch)

 

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Participants of Librarians workshop at KDAV Jamnagar

Posted by Suresh Limbachiya on 15/08/2010

One day workshop for librarians of Saurashtra -Kutch region  CBSE schools, a first of its kind for librarians, was organized at     K.D. Ambani Vidyamandir, Reliance at Jamnagar on 7-8-2010 , Saturday, on subject “From Isolation to Collaboration: Libraries and Librarians in the changed perspective”

 

Mr. Dibakar Mohanty, Librarian,  K D Ambani Vidya Mandir, Reliance Greens
 
 
 
 

 Mr. Bhushan Kumar Tyagi, Librarian, Ambuja Vidya Niketan, Ambuja Nagar

 Ms. Jayshree Limbaciya, Librarian, Delhi Public School, Rajkot

 Mr. Vinod Harimkar, Librarian, Sainik School, Balachadi

Mrs. Rita Subramaniam, Librarian, Nand Vidya Niketan (ESSAR School), Jamnagar

 

Suresh Limbachiya,  Librarian,  Mundra-Kutch

 

Mr. Kaushik Purohit, Technical Librarian, Reliance Industries, Jamnagar

Mrs. Sushmita Mitra Co-Ordinator,  Nand Vidya Niketan (ESSAR School, Jamnagar)

Mr. Rajendra Singh Malwal, English Teacher, Aditya Birla Public School, Veraval

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Team Work by Library Committee 

Posted by Suresh Limbachiya on 30/04/2010

You have a right to perform your prescribed duty, but you are not entitled to the fruits of achievement, Never consider yourself the cause of the results of your activities, and never be attached to not doing your duty.
 

                        All should have a goal. But pursuing the goal doggedly and achieving it is more important than mere setting of a goal. The library committee works to achieve the end with the spirit of ‘nishkama karma yoga.’ The committee does not wish to corner glory out the various activities it organizes. The events are held just because they can be held and it is our duty to hold them. Therefore various activities are organized in school by the committee

 In academic session 2009-2010 we were organized following:- 

(1)          Pyjama Story Time:  Pyjama Story Time was held in the school on 1-10-2009. The aim of the event was to encourage reading an develop love for books. The parents along with their children came to school in the evening wearing pyjama. The stories were read out to students by some enthusiastic teachers. The children relished this food to the ears with popcorn and hot chocolate.

(2)          Book Club: Scholastic Publishers specialize in children’s literature. Books published by them are well-designed in terms of content and age specific material. The print quality also is acclaimed world wide, and they do not sell through regular channels. In big cities they put up their own stalls in schools 

 

(3)          Book fair: The Scholastic Book Fair was organized on 11-11-2009 to 13-11-2009 by Library Committee in the multi-purpose hall. The aim was to provide exciting opportunities for students, teachers and parents to acquaint themselves with some of the latest books. In book fair, books were displayed according to age group and genre

 (4)          DEAR Time: Dear Time (Drop Everything and Read) was also organized by the library committee. It was not so-new movement. Yet an explanation as how it worked would do no harm. At any given time d the teacher said “Drop Everything and Read” and the students did just that.

Pre Plan for academic session 2010-2011

 (1)         New Reference Section    A new reference section in library for class 11th  and 12th was created this year. Students of the classes could spend their free time in browsing through the pages of various reference books of their interest without taking away the books from the library. A feasible study environment was provided for this purpose with suitable furniture and creation of a special section for books.

 (2)         Cartography Quiz  We plan to conduct Cartography Quiz for class VIII to X in the coming year too with the help of Indian National Cartography Association and Indian Space Research Organization. We are also looking forward to conduct various other activities in the coming months after the summer vacation.

 All the activities taking place in the school become great successes due to the active and diligent participation of the Library Committee. Our committee members Mr. Sebastian T.V. and   Mr. Parimal Parmar are very helpful and enthusiastic for conducting various activities in school library. Their keen interest and timely and wise suggestions have made the library a better place to be in and I take this opportunity to extent my gratitude to them and wish them to continue to contribute to the creative growth of Library.

 Permanent Members of Library Committee :

  

Mr Sebastian T V, SSt Teacher 

 

   

 

 

 

Mr Parimal Parmar, English Teacher 

 

 

 

 

 

Posted By : Suresh Limbachiya, Librarian

Date: 1-5-2010

 

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Reading is best habit for all

Posted by Suresh Limbachiya on 05/03/2010

                    Reading is one of the best hobbies a person can have. But it’s saddening to know that majority of us aren’t introduce to the marvelous world of books. If you are one of the non-book readers who feels you “don’t need no stinking books”, here are some reason to start the habit…before you are left at the back!

  • Reading is an active mental practice
  • Reading improves your lexicon
  • Gives you a glance into other culture and seats of the world
  • Improves awareness and meeting point
  • Builds confidence
  • Improves remembrance
  • Improves your power
  • Improves mind’s eye
  • Reduces world-weariness

Reading is one of the best ways to entertain your self besides the TV and internet. It’s been one of my past regrets to not read a book. Now, I felt that reading books helps you in many ways of life. If I were to read books for fun, I would have been a little smarter.

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Importance of Reading the Newspaper

Posted by Suresh Limbachiya on 04/03/2010

                    Newspapers inform readers on current events. People who read the newspaper are well aware of global and local issues. Newspapers are also important when deciding who to vote for.

                   As a source of news, the newspaper is almost necessary to those whose thirst for information is greedy. They contain news on events in distant corners of the earth.

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Good News for Sanskrit Loving People

Posted by Suresh Limbachiya on 15/02/2010

Recently Dr. Ramesh Pokhariyal, Chief Minister of Uttarakhand state, start Sanskrit as Second Official Language, It is good effort by Uttarakhand  state. For the first time in the world on the historic occasion of the Sanskrit been given the status of Second Official Language. Really we congratulate to Dr Ramesh Pokhariyal, the people of Uttarakhand and the Sanskrit loving people allover the country and abroad.

Dr. Ramesh Pokhariyal is also chair person of Uttarakhand Sanskrit academy. And him best effort for Sanskrit language.

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Badminton Tournament

Posted by Suresh Limbachiya on 08/02/2010

Above news published by “Kutchmitra” news paper (Kutch edition on 8-2-2010)

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Reading out to PET

Posted by Suresh Limbachiya on 27/01/2010

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Changing the role of School Library

Posted by Suresh Limbachiya on 26/01/2010

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Consequence of ICT in education and literacy – an Idea

Posted by Suresh Limbachiya on 26/01/2010

Definition

Information and communication technology (ICT) is manage the knowledge to illustrate a range of technologies for gathering, storing, retrieving, processing, analyzing and transmitting information by the computer. In the common usage it is frequently assumed that ICT is identical with IT (Information Technology). ICT in fact cover any medium to record information as magnetic disk, optical disks, flash memory, internet, etc. and maybe also paper records. Technology for communicating through voice and sound or images – microphone, camera, loudspeaker, telephone to cellular phones. I think it is major technology for exploitation and communication of knowledge base information.

 History

A history of information technology and systems has four basic periods characterized by a principal technology used to solve the input, processing, output and communication evils of the time (1) Premechanical – 3000 B.C. – 1450 A.D. (2) Mechanical – 1450 – 1840 (3) Electromechanical – 1840 – 1940 and (4) Electronic – 1940 – present. Thus, present scenarios are very progressive for information technology as well as upcoming time. We heard day to day new researches are going on IT.

 Why ICT?

With the beginning of the internet, the World Wide Web and E-mail, the field of information technology has been extended to ICT (Information and Communication Technology). ICT has provided a unique ability to distribute and access the information. Few organizations can exist or increase without leveraging ICT. However, while we enjoy the fruit of numerable successful uses of ICT, like other modernization pressure and opportunities are encountered along the way, which may not have formerly been predictable.

Function of ICT

Information and communication technology has a role in the learning and teaching method as a teaching tool. This role is of less significance than the potential of ICT to enhance the inquiry and problem solving processes, and should be transparent to the learner in much the same as the whiteboard or chalk.

Movement on ICT

As movement for ICT was started earlier, but it is not progressive because there are certain reason for same as IT section is not got fulfill approval from government side. But day to day information technology in December 2000 to advanced social movement in the field of ICT. It works on promoting gender equality through ICT, and also supports the women’s electronic network training  of the Asian women’s resource exchange. WENT offers an annual workshop on electronic networking, open to women and organizations, which help to build skills in women’s organizations and networks in Asia.

 Movement for ICT in United Nations

In 2001 the United Nations Information and Communication Technologies Task Force was formed to address a variety of ICT4D topics. The task force held semi-annual meetings focusing on specific themes, including a global forum on internet domination; a global forum on an enabling environment; and a global forum on harnessing the potential of ICT in education. A new group, called the global alliance for ICT and development. In November 2002, UN Secretary Kofi Annan issued a call for Silicon Valley to create the computers and communications systems that would enable villages to several generations of technology and enter the information age directly.

ICT in India

India has made large strides in recent time on national ICT policy. India is frequently reforming to try to maintain the growth and success India has already achieved. India has taken major steps since 1988 when a world market policy was developed. India has continually focused on software development for export, telecommunications policy reform and the privatization of the phone companies. While many of their policies are enlightened and fostering environments that would allow for more ICT investment India still have many other problems with ICT impulse. India carries a great difference between users of ICT. There is a social divide between many of the classes. Their old methods have not been completely washed away. Many people still believe in the caste system and treat others based on their caste. These problems lead to a more closed off climate where ICT can not increase as greatly. India has long been tied down by government regulation. Recent liberalization of key industries has let market forces take action and quick change has proceeded in the ICT scenery of India. Throughout the change there have been published policies on the national level. India has made attempts to bring about more ICT relations with the people through E-government. Allowing Indian citizens to use the internet to perform tasks like getting and submitting forms. There have been case studies done on the benefits of E-government in India using the computerization of land records etc.

 Potency and limitation of ICT in India

India has recently become a source of power in technology. It has brought about change in fast way trying to catch up to countries like the US. India has made many changes to policy since it was independence. India is looked at in a new light as a source of software capability. Outstanding technologies parks help support the strength of India’s technology setting. The policy changes have helped affect a brighter future for ICT in India. The continued high status of India’s education has allowed for the development of a highly capable staff. The government has made great strides in interact with citizens using ICT. ICT production in India has greater than before very significantly. Software export has become one of main business. We have seen a large flow of an ICT culture in India. Most teens have cell phones. The vertical size of the ICT market in India has a lot of upside potential.

 There have been many problems that have come along with these great developments. India has been flooded with corruption. It stems far and wide and is fairly difficult to control. It has created problems for E-government interface with citizens. The infrastructure has also caused a divide between the rich and the poor. This is also bolstered by the caste system which is still taken to heart by some in India. Political feuds still run their course causing development to slow down. Privacy is still uncontrolled because of unsuitable enforcement of copyright laws. Many of these factors create prevent individuals from wanting to invest in India, but the trade off for the low costs hasn’t stopped them.

ICT in education

Education plays a vital role in the process of economic development with connects to information and communication technology. Besides being involved in development, it is also an end in itself because it helps people lead better lives. This is where computer- enabled education can accompaniment the teacher in the classroom. Besides, digital library, audio visual room, internet access and the Internet can help enhance and widen the learning process. A school is an ideal location for a Tele Info Centre (TIC) because it is already seen as a support of knowledge. The TIC can be located at every primary and secondary school. During school hours, the computers are used to complement the teacher in providing IT and IT-enabled education to the students. After school hours, the center can provide community services, some of which can be priced. This approach has multiple benefits: · Computers will attract students to schools. As has been said: “You bring computers into schools so that you bring children to schools.” · During school hours, the multiple computers in the TIC become educational terminals for the children, complementing the teacher.

 ICT in Library

Recent librarianship is based not only on service oriented and co-operation models, but also strongly high and dry in the educational model of academic world. Education missions of libraries were born in the early seventies and became even more important in the period of new information and communication technologies through librarians active participation in information and communication literacy processes. Knowledge and assessment of information sources, and the ability to use modern apparatus to find and present information. Proper use of   information literacy can only be achieved through a control of the above skills along with and a considerate of the stipulation of having and finding information. Those educated in information and communication technologies are called information literate students. These are people that are able to judge the quality of information identifies when and how they need information. Recently library provided lot off information through ICT as e-library, online information, internet access, online indexing, CD database, online cataloguing, etc.

ICT in 21st centenary in India

TERI is serving the rural population of about 90 villages, catering to their need for quality information and services. Information is provided to people, who are largely known as ‘information have-nots; the project has undertaken a small step to bridge the ‘digital divide’. The aims of project  is : -Bringing together on one common platform, indigenous knowledge that could contribute to the overall development of the area and Put into practice, a digitized process for collection, collation, and dissemination of knowledge.

Dhirubhai Ambani Institute of Information and Communication Technology, usually abbreviated to DAIICT, is an educational institution situated in Gandhinagar. DAIICT was established in 2001 and the institute is research-oriented, has very good faculty in the areas of information technology.

Dynamic ahead ICT research co-operation between Europe and India and the delegation of the European commission to India, in co-operation with the department of science and technology of the Government of India are organizing a road show in India in July 2008 to promote the 2008 call for proposals launched. The Euro-India ICT co-operation project has three key objectives are (1) to systematically map the ICT RTD competencies’ of India,(2) to support EU-India policy dialogue using the data generated and (3)to disseminate European funding opportunities for Indian ICT.

The National Foundation of India, a nonprofit foundation in India initially offered the village women from the Western state of Gujarat’s underdeveloped region called Kutch to bring out their own newsletter called Ujjas with the help of Kutch mahila vikas sangathan.

India’s drought-prone state Rajasthan, innovative software called “Jal Chitra” is being used by the villagers to identify water-resources in the desert.

Conclusion

India presents a good example of the applications of information and communication technology (ICT) for other developing countries. Presents case studies of three state-sponsored and two corporate initiatives in India dealing with ICT applications in the e-governance project, the online ticket booking facility, online student counseling in education, and telemedicine at Apollo Hospitals. Concludes with recommendations on policy aspects to be considered by other developing countries. Information technology together with communication technology has made life easier on us people. It bridges the communication gaps; it gives rise to more job opportunities. It makes process work faster etc. Information and communication technology simplifies of lives, they help make living a little improved.

(Published in Granthalok Magazine)

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Outsourcing for Library and Information Services: An Idea

Posted by Suresh Limbachiya on 26/01/2010

Harvard Business Review has identified outsourcing as one of the most important management ideas and practices of the past 75 years. So, what is outsourcing?

Outsourcing means to source from outside or in other words getting another person or organisation to provide a service on a contractual basis.

 History of library outsourcing

One of the first organisations to outsource work was the library. Since the Industrial Revolution, companies have grappled with how they can exploit their competitive advantage to increase their markets and their profits. The idea of outsourcing has its roots in the ‘competitive advantage’ theory propagated by Adam Smith in his book ‘The Wealth of Nations’ which was published in the year 1776. This outsourcing process is beneficial to both the outsourcing company and the outsourcing service provider. In an outsourcing relationship, the outsourcing service provider enables the outsourcer to reduce operating costs, increase quality in non core areas of business, save on effort and increase in productivity. In the early 1900s the Library of Congress began providing catalog cards to libraries. In the year 1983 OMB revised Circular A-76 to add federal libraries as one of 14 functions targeted for contracting out, or “privatization.” (Circular A-76 was the legal statement released by OMB (Office of management and Budget) for the performance of commercial activities agencies of Washington DC.)  On 31st of March 1995 Bakers & McKenzie dismissed the entire library staff at the Chicago office only for the sake of outsourcing. Although the Company announced it to be the matter of the re-institution of their law library, to bring the library more into the electronic age. And by the mid and late 1990s a number of private organisations started to outsource their library functions. Outsourcing has grown tremendously with the arrival of the computer and growth of communication technologies. In India too, libraries have for a long time now been outsourcing their functions. For instance, the Ahmedabad Textile Industries Research Association (ATIRA) has appointed ADINET (a network of libraries in and around Ahmedabad) to take care of its library’s physical verification work and rearrangement of the classification and cataloguing of accumulated books. Indira Gandhi Centre for Atomic Research has contracted LibSys for barcoding and implementing Radio Frequency Identification (RFID) to all their documents. Even the Indian Airlines had an outside agency convert all their engineering drawing and related documents from microfilm to CD. Almost all libraries outsource their translation work to agencies like Indian National Scientific Documentation Centre (INSDOC) or to independent translators.

 What functions of a library are outsourced?

The following are some library functions that are generally outsourced:

• Cataloguing

• Classification

• Technical Processing

• Preservation

• Shelving

• Photocopying

• Binding

• Translation

• Library Automation

• Bar Coding

• Members Identity Cards

• Indexing

• Database Management

• Network Management

• Web site designing and maintenance.

 Why outsourcing

The reasons why libraries should outsource their work are given below:

• Library and Information Professional can concentrate on core activities.

• Operating and training costs can be reduced.

• Efficiency can be improved.

• Value-added services can be provided.

• Productivity can be increased in less time.

• Best quality services can be provided.

• Manpower can be saved.

• Customer satisfaction can be ensured.

• Skilled manpower can be bought at lower rates.

 Impact of outsourcing on libraries

A library could have several reasons to outsource its work. Whatever be the reason, the staff must be confided in when the library is considering outsourcing some work. There is often a temptation to outsource work in order to cut costs, but that should not be your soul reason for outsourcing. Outsourcing should be used as a strategic tool to become flexible and competitive as a company.

 Outsourcing library service

Now the libraries of private organisations and many academic libraries, emulating the business sector’s successful outsourcing venture, are outsourcing a major chunk of their non-core activities. This arrangement enables them to invest more time, money and human resources into key activities and building strategies that rejuvenate their growth. But before deciding to outsource some issues need to be addressed carefully and strategically:

• Core competencies

• Quality

• Rising Cost

• Loss of Control

 Criteria for selecting an outsourcing vendor

Before selecting an agency or company to do a job, a library has to look for the following in the company:

• Quality assurance

• Reasonable cost

• Reputation of the company/agency

• Exposure to advanced skill and technology

• Contract terms

• Privacy and Confidentiality

These checks are extremely important if the library doesn’t want poor service meted out to its patrons by the outsourced company.

 Keep watch on outsourcing provider

Apart from selecting the right vendor, to achieve the full benefits of outsourcing, libraries need to pay attention to certain factors.

These are as follows:

• Specifying requirements

• Monitoring of the operations

• Managing internal resistance

 Advantage of outsourcing

Outsourcing is the potential tool to lower overall costs and improve the quality of library services and products.

• Outsourcing leaves the library staff with more time to devote to patrons and improve services for them.

 • Outsourcing can improve production by eliminating backlogs, and cataloging material as it is received.

• Library management can concentrate more on resources, especially human resources, and on public service activities.

• Outsourcing may bring order to technical services operations that have been mismanaged, or have become non-productive.

 Disadvantage of outsourcing

Outsourcing of technical services is not suitable for every library.

• Library staff needs to monitor ongoing costs and continuously assess the value of outsourcing as costs change.

• Staff reallocations require managers to identify ways of reassigning and retraining staff as work disappears and new work is identified.

• Where all library work is outsourced, then familiarity with practice areas of firm, firm culture, partners, and associates is lost.

• No safeguards for intellectual property.

 Outsourcing and school library

Outsourcing and outsourcing in school library services are indeed very critical topics and have gained popularity recently as well as in the past. But needless to say few good school libraries have well understood the importance of outsourcing and school library services, how they complement each other.  Benefited surveys show school librarian can spend up to a third of their time managing a “doing it themselves.” However, outsourcing and school library services are a proven solution for more than 15 percent of Indian schools.

 While it may not be the answer for everyone, the outsourcing and school library activities option gives you the opportunity to free up your time and energy for your primary responsibility – educating children. The basic guiding factors behind outsourcing and school library activities are the benefits of focusing on one thing – the thing you do the best. Outsourcing and library activities can be especially helpful to schools as they consider renewing, re-bidding or canceling an existing program. They also examine the contractor’s performance, especially as it relates to their contractual commitment to the school library.

 Outsourcing can be done for cataloguing, classification, computerization, purchases products or services from an outside supplier. But in school library all works are done by the school librarian, sometime school library has a large collection of books and computers are not there at that time school library wants outsourcing. Commonly, for preparation of database to required outsourcing.  In other words, outsourcing is an organization’s contractual relationship with a specialized outside service provider for work traditionally done internally by that organization. The decision to outsource is a major strategic one for most companies because it involves weighing the potential cost saving against the consequences of a loss in control over the product or service. In my school we have twenty thousand books, and management required immediately school library automation, so that time we prepared database through outsourcing. Recently we are subscribing magazines through outsourcer.

 Outsourcing is a good proposition for libraries to inspect. Despite resistance from some quarters it is growing with the success of several outsourcing projects. If practiced properly library’s valuable resources can be directed and reengineering of library services can be achieved in its true sense. Outsourcing also opens up new avenues to entrepreneurship among the new generation of library professionals, but we also have to consider its feasibility by the number of such professionals. We should also focus our concentration towards staff–user interaction, and personal touch, otherwise the tacit knowledge inherent in the staff will remain unutilised.

 

 [Published in “Teachers Net Magazine]

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More Importance of Periodicals in School Library – An Idea

Posted by Suresh Limbachiya on 26/01/2010

Introduction

Every school library needs a healthy, colourful and knowledgeable periodicals, it is not always clear that, which titles are essential and which are not. Librarians are in an ideal position to make this assessment but they too have not always agreed. As new members saw the list for the first time they too suggested for additional periodicals. Order all the periodicals you need, including directories and other continuations, from one reliable source School librarians deal with varied and complex issues every day … and providing access to the materials needed by students and teachers in this rapidly changing, information-based society. The early 20th century saw new styles of informative magazine such as Beyond Books which included edited versions of articles and stories, and much later packaged these as part of a marketing operation that included record and book clubs.

Definition of Periodicals

 The definition of periodicals means “A periodical publication containing articles by various writers –  a periodical publication intended for general rather than learned or professional readers, and consisting of a miscellany of critical and descriptive articles, essays, works of fiction, etc by Oxford English Dictionary

Product consisting of a paperback periodic publication as a physical object; “tripped over a pile of magazines”

A magazine is a periodical publication containing a variety of articles, generally financed by advertising, purchased by readers, or both. By wikipedia.

Information regarding periodicals, including a definition, examples, and advantages to using periodicals for research and reference.

History of Periodicals

The publication of periodicals are various forms of picture books, songs, news and calendars, was common place throughout the 18th century. However, the term magazine is generally acknowledged to have come into usage with the publication in the 1730s of the Gentleman’s Magazine by Edward Cave. Its aim was to entertain with stories of crime and romance. The early magazines did not confine themselves to leisure interests but were often political or religious in content.  

Periodicals in 20th centaury

The early 20th century had seen new styles of magazine, which included edited versions of information. The end of the Second World War saw a further expansion of the periodicals status and comparative role. New titles emerged to satisfy the needs of increasingly affluent consumers who now had business and technical interests as well as expanding leisure pursuits.

Periodicals in School library

All periodicals are printed with latest knowledge. It is very closely related with school and students. Subject teachers have suggested   to students for more information related to it own subject to find out from related periodicals. Children’s level periodicals mostly kept in the school library   for   use. There are pre primary, primary and secondary school levels magazines. Most importance of magazines is to provide latest knowledge related to subject those who taught in classes. . So that most importance of magazines are for school library for access   latest information

Type of periodicals

Now days   there are various types of magazine are available in the market but which one is most useful and important for us. Particular schools children are more and more go to library and refer the magazine therefore colourful magazine are important in school. The full text for many periodicals is available for school level. Students read more and more and update own knowledge through periodical is must.

Children magazines are more required for school library. Today mostly students define its goal through magazines. They choose themselves that, what do   they become?General knowledge, science and technology, language as well as particular periodicals are subscribed on library. And give more priority to level of students as we as related to curriculums. If subject teacher are refer particular magazine for particular lesson and children come in library and refer same magazine therefore give more advantage to curriculums, students and knowledge.

Relation between periodicals &  school syllabus

The fact that magazines are delivered to library month makes them perfect for unit study work in school. Among those schools who use the unit study method of education as well as syllabus. They units often last one month. Adding in other resources from the periodicals. Library sites are a great way to enforce the lessons taught in the magazine. For example: In class 3rd, there are lesson about Rani Laxmibai, Teacher also indicates to students to refer magazine as Bal Bharti , teachers suggest students to go to  library and read more about Rani Laxmibai. So first it is gate way open for students and get latest knowledge about particular topic which is in indicate by subject teacher. Relation between magazine and school curricular is must so that periodicals are very useful source for students. Particular use of magazine is most importance so that make aware to all students for related magazines

Periodicals on Web

 21st centaury is fully called centaury of computer. So that’s advantage of computer is very helpful to us. Today on web there are so many periodicals and magazines are freely accessible. i.e. http://www.doaj.org,   http://www.onlinemag.net etc. Those open access periodicals are very useful to alls, because it’s totally free access, which have net provision.

Online reading magazines and downloadable magazine are category for periodicals. Online periodical provide better and immediate information based knowledge some same information are not rightly truly but we can believe them. Web based information indicate more and more reference sources.

Recently I have best experience about web based information, we are  searching  about Swami Dayanand , there are so many site file find out by Google, but there are 20 % sites have  provided wrong information about birth palace of swami Dayanand Saraswati. Means, free information some times give wrong direction.

Increase of knowledge through periodicals

What readers bring to the printed page affects their knowledge.  Some insists that, the prior knowledge of readers is the single most important component in the reading process.

  1. Brainstorming.
  2. Hand made magazine.
  3. Picture cutting activities.
  4. Search information.
  5. Index Making.

During the period, teachers ask students to examine together the title of the selection they are about to read.  The teacher lists on the board all the information that comes to mind as students read the periodicals. These pieces of information are then used to further recall, and in the process considerable knowledge will be activated.

Use of periodicals

When students have a purpose for reading periodicals, they find that purpose not only directs their reading towards a goal, but helps to focus their attention and knowledge based information.  Purposes may come from teacher directed questions, questions from class discussions or brainstorming, or from the individual student.  Along with the question, it is a good idea to pose predictions of the outcome and problems which need to be solved from the reading of magazines.  These may be generated by the student or the teacher, but the teacher should use these to guide students in the needed direction for the assigned and increase interest for selection of magazines. Provide current, accurate, authoritative information often before it appears in book form and excellent source for syllabus. Present information in an accessible and appealing format, may be accessible through a print, electronic or online indexing service.

 

Library activity through Periodicals

Build on What They Already Know: Question students as to what they already know regarding the assigned selection.  Expand on the terms and information they already understood.  Elicit a large number of associations from the students to the prior knowledge they already possess and help them to see the connections. Increase Background Information: Increase the amount of background information by providing more in-depth ideas regarding the topic.  This will help the students understand the selection at a higher level.   Real-Life Experiences: Actual experience, Think critically – ask questions. Are ideas and examples clear? Could you explain it to others? Understand the concepts in headings, sub headings, figures, titles etc.

Conclusion

The school library is a provider of information resources selected to meet the curriculum and information needs of the school. Periodicals include all publications issued at regular intervals such as magazines, journals and newspapers, and are an essential component of a school library collection.  They are relevant to curriculum topics, are a valuable resource for students’ recreational reading, and provide professional reading for teachers. (Published in “Teachers Net” Magazine)

 

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Creativity in School Librarian

Posted by Suresh Limbachiya on 25/01/2010

Librarian is most innovative person who develops various systems for arranging information and provides information service. Also provides services that assist and instruct people in the most efficient ways to identify and access any needed information. Normally librarian always lived inside the sources as books, maps, articles as well as web based resource. Librarian have been associated with collections of books, as demonstrated by the etymology of the word “librarian” Modern librarian’s deal with information in many formats, including books, magazines, newspapers, audio recordings, video recordings, maps, photographs and other graphic materials. The librarian is in charge of the school library. School librarians collaborate with classroom teachers to assist students with research and advance the students’ they also perform duties similar to other librarians such as purchasing library materials and maintaining the library collection. They handle the circulating and cataloging of materials, facilitate interlibrary loans; Librarians are often responsible for audio-visual equipment and are sometimes in charge of school Librarians read to children, assist them in selecting books, develop information literacy, and assist with schoolwork. Some school librarians see classes as par library time table.

Role of librarians: Librarian’s jobs focus on three aspects of library service (1) User services (2) Technical services and (3) Administrative services. User service is for readers as well as its recourse users, provide reading material to readers. . Technical service especially for library materials and its arrangement, cataloguing, classification, indexing, database preparation, technical services, such as acquisitions and cataloguing, acquire, prepare, and classify materials so that patrons can find it easily etc. And lastly administrative service for library staff who provide service to reader. Administrative services oversee the management and planning of libraries: they negotiate contracts for services, materials, and equipment; supervise library employees; perform public-relations and fundraising duties; prepare budgets; and direct activities to ensure that everything functions    Librarian called an information officer also. Librarian helps to reader for finding information and uses it effectively for personal and professional purpose. Librarians also recommend materials. Many compile lists of books, periodicals, articles, audiovisual materials, and electronic resources on particular subjects and analyze collections. Librarians are classified according to the type of library in which they work: Librarians in special libraries work in information centers and preparing abstracts and indexes of current periodicals, organizing bibliographies, or analyzing background information and preparing reports on areas of particular interest. Librarians with computer and information systems skills can work as automated-systems, and as information architects, designing information storage and retrieval systems and developing procedures for collecting, organizing, interpreting, and classifying information.

School Librarian: Some librarians work with specific groups, such as children, they called School Librarian. School librarian in an era in which the position is less of a warehouse manager and more of a reference consultant to teachers and students while still retaining the instructional focus that has always been a part of the position. School restructuring requires that the librarian venture from the library to collaborate with teachers and administrators. School librarians expand their areas of influence to include the classroom when they collaborate with classroom teachers to meet the information needs of students. Librarians assist teachers and students to search out their information needs, critically evaluate the materials they locate, and use technological means to synthesize their findings into new knowledge. Librarians must become proficient in the use of the new technologies to promote them and instruct students and teachers in their use. As students become more self-directed learners, the librarian acts as a resource person in the students quest for supporting information and the development of appropriate presentation strategies. 

School librarian as information officer: The information explosion has created far more information than one school library could possibly contain. The librarian is responsible for locating, acquiring, disseminating and tracking information resources of many types, interlibrary loans, maintenance of a computerized library information system.  The librarian manages the budget and evaluates and selects new materials for purchase. As information librarian will supervise and evaluate the performance of technical assistants. Training of these assistants will take a significant amount of time and expertise. Under the supervision of a librarian, paraprofessionals may become highly proficient in database searching, computer catalog maintenance, and other sources.

School librarian as subject teacher: The school librarian in the electronic age expands the services available from the library to include computer-based data and sophisticated information-seeking strategies. Working in concert with classroom teachers and curriculum experts, librarians form a comprehensive team designed to enhance student academic achievement and critical thinking skills necessary for success in lifelong endeavors. i.e.  In one of class, there are lesson about Rani Laxmibai, Teacher taught same lesson as well as indicates to students to refer books for particular topic, teachers suggest students to go to library and read more about Rani Laxmibai. So first it is gate way open for students and get latest knowledge about particular topic which is in indicate by subject teacher. Therefore, Co-operation between teachers and the school librarian is essential in maximizing the potential of the library services. In order to activate for students in the learning process , teachers may cooperate with the library in fields such as, educating them to be critical and creative users of information,  project work and assignments, do reading motivation with students at all levels, for individuals or for groups

Library for students: The students are the main target group of the school library. Cooperation with other members of the school community is important only because it is in the interest of the students. Students can use the library for many different purposes. It should be experienced as an open free learning environment where they can work on all subject assignments. The students’ activities in the library are production of portfolios and material to be presented for students, information finding and using, project work, problem solving tasks, homework support.

Events in the library: such as pyjama story time, exhibitions, author visits, book club, book fair, if there is enough space, students can do literature inspired performances for parents and other students, and the librarian can organise book talks and story telling for the younger students. The librarian shoul