এবং প্রান্তিক ২য় খন্ড

~ÓÇ ˛≤Ãy!
hs˛Ñ˛
A Peer-Reviewed Multi-Disciplinary Academic Journal
SJIF Approved Impact Factor : 8.111
Vol. 11th Issue 25th, Jan., 2024
!mì˛#Î˚ Ö[˛
¢¡ôyîÑ˛
ˆ¢ÔÓ˚¶˛ Óõ≈ò
~ÓÇ ≤Ãy!hs˛Ñ˛
â˛![˛ˆÏÓ!v˛¸Î˚yñ ¢yÓ˚îy˛ôÕ‘#ñ ˆ˛ôyÉ ÈÙÈ ˆÑ˛‹T˛ô%Ó˚ñ Ñ˛úÑ˛yì˛y ÈÙÈ 700102
Ebong Prantik
A Peer-Reviewed Multi-Disciplinary Academic Journal
SJIF Approved Impact Factor : 8.111
[ISSN : 2582-3841(O), 2348-487X(P)],
Published & Edited by Dr. Ashis Roy, Chandiberiya,
Saradapalli, Kestopur, Kolkata - 700102, and
Printed by Ananya, Burobattala, Sonarpur, Kolkata - 150,
Vol. 11th Issue 25th, 29th Jan., 2024, Rs. 850/-
E-mail : ebongprantik@gmail.com
Website : www.ebongprantik.in
≤ÃÑ˛yü
11 ì˛õ Ó°Ï≈ Á 25 ì˛õ ¢ÇÖƒy
29 ãyò%Îy˚ !Ó˚ñ 2024
ISSN : 2582-3841 (Online)

2348-487X (Print)
DOI : 10.5281/zenodo.5517966
Ñ˛!˛ôÓ˚y£z›˛
¢¡ôyîÑ˛ñ ~ÓÇ ≤Ãy!hs˛Ñ˛
≤ÃÑ˛yüÑ˛
~ÓÇ ≤Ãy!hs˛Ñ˛
xy!ü¢ Ó˚yÎ˚
ˆÓ˚!ã‹Tyv≈˛ x!ö˛¢
â˛![˛ˆÏÓ!v˛¸Î˚yñ ¢yÓ˚îy˛ôÕ‘#ñ ˆ˛ôyÉ ÈÙÈ ˆÑ˛‹T˛ô%Ó˚ñ Ñ˛úÑ˛yì˛y ÈÙÈ 700 102
ˆö˛yò ÈÙÈ 9804923182
¢y!Ó≈Ñ˛ ¢£Î˚ì˛y ÈÙÈ ˆ¢ÔÓ˚¶˛ Óõ≈ò
ˆö˛yò ÈÙÈ 8250595647
õ%oí
xòòƒy
Ó%ˆÏv˛¸y Ó›˛ì˛úyñ ˆ¢yòyÓ˚˛ô%Ó˚ñ Ñ˛úÑ˛yì˛y ÈÙÈ 700 150
ˆö˛yò ÈÙÈ 9163931465
õ)úƒ : 850 ›˛yÑ˛y
2|
. , . ,! " #, ! $ %& #,
.' # , .( ) , . * ,
. , +
$,&
. -. /0 + ( 2 -, 32 4 0 +)
. ( 6 7 ($8 ( 9, + : ; 4 0 +)
. <* ( = > 0 2 -, ? 4 0 +)
. ( 0 ( @- (' + 2 -, ( 4 0 +)
.' 0 ( 2 -, (-6A . 4 0 +)
.' 4 (; > 2 -, 32 4 0 +)
. (> ? ( 2 -, -B C 4 0 +)
. 0D ( 2 -, ( ># 4 0 +)
. E F ( 2 -, GH $ 0 # )
. + + (; 2 -, I . 4 0 +)
.' ( $J & 2 -, K . L+ 4 0 +)
.' * M( 2 -, . $0 8 4 0 +)
. G N+ * ( = > 0 2 -, 4 0 +)
.; ? (; 2 -, ( 2, O 4 0 +)
P
+( 2 -, ? . 9- $ > 0 +)
.' + ( 2 -, # $ > 0 +)
$ Q R> ( 2 -, J ( ( S )
. ' + (T , ( $J & 2 -, ( U ( 2+ )
. ?$ , (?9 > . . , * )
.$ ;( - $ $2= ,* )
9 P -( 6 2
>- P - . DP +
/ P - . ?$ +
| 3
ˆúÖy ˛ôy‡˛yˆÏòyÓ˚ !Ó°ÏˆÏÎ˚ Ñ˛ˆÏÎ˚Ñ˛!›˛ K˛yì˛Óƒ !Ó°ÏÎ˚
1. ¢y!£ì˛ƒ Á ¢Çfl,Ò!ì˛ !Ó°ÏÎ˚Ñ˛ ÜˆÏÓ°Ïíyïõ≈# ≤ÃÓı˛ ˛ôy‡˛yˆÏì˛ £ˆÏÓ– 2000 - 2500

ü∑ ¢ÇÖƒy ~ÓÇ ¢ˆÏD 400/500 üˆÏ∑Ó˚ ¢yÓ˚yÍ¢yÓ˚ ˛ôy‡˛yˆÏì˛ £ˆÏÓ–
2. ˆ˛ôãˆÏõÑ˛yÓ˚/ÁÎ˚yv≈˛ ö˛y£zˆÏú ˆúÖy ˛ôy‡˛yˆÏòy ÎyˆÏÓ– 14 ö˛ˆÏr›˛ ˆúÖy ˛ôy‡˛yˆÏì˛ £ˆÏÓ
~ÓÇ ¢ˆÏD !˛ô !v ~ö˛ Á ¢ö˛›˛ Ñ˛!˛ô SˆúÖy !òÓ≈y!â˛ì˛ £ˆÏúV ˛ôy‡˛yˆÏì˛ £ˆÏÓ– £yˆÏì˛
ˆúÖy £ˆÏú õy!ã≈ò¢£ ˛ô!Ó˚FäÈß¨ ˆúÖy ˛ôy‡˛yˆÏÓò–
3. xõˆÏòyò#ì˛ ˆúÖy ˆö˛Ó˚Í ˛ôy‡˛yˆÏòy £ˆÏÓ òy– ˆúÖyÓ˚ ˛Ñ˛!˛ô ˆÓ˚ˆÏÖ ˆúÖy ˛ôy‡˛yˆÏÓò–
4. ˛ô)ˆÏÓ≈ ≤ÃÑ˛y!üì˛ ˆÑ˛yˆÏòy ˆúÖy ˛≤ÃÑ˛yü Ñ˛Ó˚y £Î˚ òy–
5. ˆÑ˛yˆÏòy ˆúÖy äÈy˛ôyÓ˚ ãˆÏòƒ !òÓ≈y!â˛ì˛ £ˆÏÎ˚ˆÏäÈ !Ñ˛òy ì˛y ãyòˆÏì˛ 3/4 õy¢ ¢õÎ˚
úyÜˆÏì˛ ˛ôyˆÏÓ˚–
ˆúÖy ˛ôy‡˛yˆÏòyÓ˚ !‡˛Ñ˛yòy

≤Ãïyò Ñ˛yÎ≈yúÎ˚
â˛![˛ˆÏÓ!v˛¸Î˚yñ ¢yÓ˚îy˛ôÕ‘#ñ ˆ˛ôyÉ ÈÙÈ ˆÑ˛‹T˛ô%Ó˚ñ Ñ˛úÑ˛yì˛y ÈÙÈ 700102
ˆö˛yò : 9804923182
Registered Address
Ebong Prantik, Chandiberiya, Saradapalli,
Kestopur, Kolkata - 700102
Ph. No. : 9804923182
E-mail : ebongprantik@gmail.com
ÓyM˛È x!ö˛¢
¶˛ÜÓyò˛ô%Ó˚ñ !Ó. ~£zâ˛. £zv˛zñ ÓyÓ˚yí¢# ÈÙÈ 221005 / Ó%ˆÏv˛¸y Ó›˛ì˛úyñ ˆ¢yòyÓ˚˛ô%Ó˚ñ
Ñ˛úÑ˛yì˛y ÈÙÈ 700150
˛ô!eÑ˛yÓ˚ Óy!°Ï≈Ñ˛ @˘Ãy£Ñ˛õ)úƒ 1500 ›˛yÑ˛y ~ÓÇ
v˛yÑ˛ˆÏÎyˆÏÜ ˛ô!eÑ˛y ˛ôy‡˛yˆÏì˛ £ˆÏú v˛yÑ˛ ÖÓ˚â˛ @˘Ãy£Ñ˛ˆÏÑ˛ Ó£ò Ñ˛Ó˚ˆÏì˛ £ˆÏÓ
≤Ãy!Æfl˛iyò
ˆîÛã ˛ôyÓ!úüy¢≈ñ Ñ˛úÑ˛yì˛y / ôy!ì˛Ó˚yõ Ó%Ñ˛fi›˛úñ Ñ˛ˆÏúã !fi›˛∆›˛ / ïƒyò!Ó®,,%ñ Ñ˛úÑ˛yì˛y /
~ÓÇ ˛ô!eÑ˛y îÆÓ˚
˛!Óhfl˛Ïy!Ó˚ì˛ ãyòˆÏì˛ ˆîÖ%ò
Website : www.ebongprantik.in
4|
= 7
( (> >W (X : G O9Z

8 3 + [\
] $ + : D'
^G ; > ' _
8 à
$$ b @ c ( J D
: @ 3 C
$ ? a`
d- - # 0 + ‘ + ’: D
Jg ?
( h 0 i`
I ?/ #<* - G
? > j 0 \k
+ $ _ / : $$ ($, /
' ( ka
( > @ : ; 0( 2
($8 j l`
3 D m : ,
n$ 8o lp
? $0 q r G 0- D >; - + 9
( 62 (T , sp
] $ ? '0 -; t+
u +@ D$ ( >
v2 $ , (T , pl
@ 0 .: Z - *
F h -0 [wk
| 5
2 : ( +D 2 ,* 8 >;+ x ...
? $ 4 [[a
h + @+ F > 0 -
h + y [``
2 z > : . 3 Cm
‘ $’ @ ‘ -{’
$ # [a[
Z <>- ‘;| } ( $’ 0 ;
- $ [ap
2 + $ ( J D # (9 - 3 ! G "
:; [il
-{ / * + ( 8 ~ +
GH = ' = ‘ ( D 0 • (€ ’
-{ : m ' 2
. D. . > F [k`
-* • > ' ‚ :2 , ( J D D 0 ƒ,*
! $ [lw
M- ( + % $J „ ([s[s-[pil) : C0 2 I ƒ,*
+ E (T , [ls
2 _ '/ ?# : . K .
h 7 [sl
K G ,
> h 7 [p\
I < @ y… † : c
+@ +
* `ww
$ - ; :$ b ( 6
' 0 $
; 8 `wk
6|
' +2= ,* (x D- { h 7 + ( )
' + `[w
( 6/ ‘> 8 ’ : > + @m @ +2
( > 8 `[s
‘y ’: * P v- … 0 ?80
‡ • ``l
# Practical ( D $ 9
? ( 8 ài
? : ' 0( ${
d 2• 90 ìa
E 3 ' C:' -… @ > - D A
Z C (T , `\w
h$ & ? 3 C
h$
? 0 `\\
‘ Mr ’ D0 7 P 2
> `ki
- >‚0 > (C J C2 + /: u = 0+
$ +
! ) `la
3 C : > 2, , > 2
(8 `s`
3 • /0 + + ‘! $ 2 ’
+ `p`
y •‘ : „" A m
+ E 2• 9 aww
2- C ’ (x D-{ : ($ , -($ , P '2 r +
$ (
h> aw\
| 7
( J D “C + =* . D ( )
” a`w
c :' E 3
( a`k
… I ‘D + ’: D /
• > 8 7
( 6 aaa
F > : (x D - {
! • $
2- C # aas
– $$ 2• : D 9
! ( ; ai\
I $ ( $- 2B 9 : D-{ ' 0' 0!
* a\l
'„ — (8 o
t al[
$$ 2 … & ; >
(D˜ D ( ™ @ $
( 6$ t al\
: ' 0 : 8 /0 + ‘ 8 ; 8’ 0
( 6 2 • /0 + asa
+ ?# ( ( ‡G > C
<:$ ass
$v = 8 D 3 (x D-{
(’+ ( 6/ app
J* K ? ^G : D Jš 9
+ ( C iwk
( (x D- { : - ( +
# 8 i[a
8|
7 ;( :› >0 @ > 0
GH 7 i`w
œ ?# $ @ > œ -
0… iaw
' TA ; + ? : „ " ƒ,* @ ( o
C A; (x D- { 8
# • ial
d GH @ ! # ( + $J - .
2 + $ $%
h • ii\
‘h >- ’+ F8 m- , B @ 0• ${ – D
" ' Ÿ,*
' + i\`
/ (T , ‘$ +’ : D? (- Q 2W ; C
š + ik[
/ '20 + G H- #
'2 ikk
- ( $- 2B r : K .
? D Jš 9
' 4 ila
3 Cm ‘ .’ 0 + ¡ .
' ( C isa
( 6¢ @ K 0 $J
t ip`
Yoga and Positive Psychology - a personal experience
Shaona Sengupta ipk
UNVEILED VOICES OF WOMEN : THE
EVOLUTION OF WOMEN’S RIGHT IN COLONIAL BENGAL
Rudrani Bhattacharya \w[
| 9
GLOBALIZATION AND THE PREPARATION OF SKILLED,
QUALITY TEACHERS : NEED OF THE HOUR
Shree Chatterjee \[\
th
Women issues in the 19 century India
Abinash Sengupta \ì
IMPACT OF COVID-19 ON EDUCATION SYSTEM-EVIDENCE
FROM A SURVEY ON UNDERGRADUATE AND
POST GRADUATE STUDENTS IN KOLKATA
Sourav Das \aa
A JOURNEY TOWARDS FINDING OWN
LANGUAGE OF PROTEST : MICHAEL
MADHUSUDAN DUTT
Prama Bhattacharjee \ii
Kumārila Bhaṭṭa : A Hindu Philosopher
Sudipta Sau \\a
PEACE : MEANING AND CONCEPT
Santanu Ger \ka
Early Childhood Education : The Montessori
Approach and the Reggio Emilia Theory
Subrata Acharyya
Nasiruddin Khan \ks
Locational Factors of Food Park, case study on
Sankrail Food Park, Howrah
Sumana Das \lp
CULTURAL ATTRIBUTES OF THE KURMI MAHATOS :
REFLECTIONS FROM KARAM PUJA
Sanchita Bhattacharya \sk
10 |
Raja Ram Mohan Roy : The pioneer of scientific

religious reformer to the Indian Society
Somnath Roy \pi
Migration – an Overview on Terminology and
Historical discourse
Sudipta Sardar kwa
Rise And Growth of The Middle Class and
Socio – Economic Hegemony in the 19th And
20th Century Cooch Behar
Gour Kishore Dey k[`
Development of Electricity in Colonial
Darjeeling : 1895-1947
Nimai Mandal k`w
Values and Ethics
Paramita Datta k`s
| 11
12 |
P +
> 2A z >= ? >+C Õ

— ; (’QÕ “ >@+ ' J+ C Õ
? ?Ö ( … - , Õ 9
/0 / z@ ? $ ( 8 C0Õ
( x + + +, - ,* ! + ;
" $ C Õ _ , A ; -A
( „ A × 0Õ ? > ' 0 Õ
‘‘ ’’ ( ; ? Ø * TD Õ
14 |
| 15
!" #
$ %&' ( , * $,
!+ , ' #, -
.(: / & 0 1 % 234 56

.# 7 1 # &' # /& 8 /9 : 7 %06 4
(; 0 ' '< =( 6(>?6
2#4 0 @? < AB ' $ ! !C D( # ? E( '
# -F *> ( G 4 H
*I ; J( ' 4 % K %
G ? 1 J( ' J(L ( G 4 >
8 M %*' % L 0 A N ;6 < '
=( 6 D( #? G 4 0 # 0 $ ? % ' %&' # O
'. % *P ; 1 J( ' %(> 6 -F - #
'Q G 4 A $ # 1 R J( '
% - ! /D( % S 1 1 S %T 4
> -U: / & , , - J( ' , 8 M , AB ' $4
> A !
- ' V & # (0X: YZ[\) 0
&^- < - ; -F 4 ! - ! # $ - , 1 -` '
! 1 H 0 ‘ I 0’; H ! ;
? - ‘d? - & &' ’4 - e , 0 5 - 5 ,
> ' & % .#, &' I 0 - f, 0 -! , 1 -` '
& < Jg * 2' A- H ; ' h ( '4 -
- ij ; <# - 0 Q , 8 - 0
f < %L - , k 0' < % . # (7 006 ' -0
% l6m, -(j 2 n 6 C 0f ! #
$* * > 6 # J M G4 '-0 56 (; ( e # e $
! G '* o 4 H $ F-J( ' 0 ,
2- # < 0 # - % ' p < q4
16 |
(f*> ! H r A ! < : J( ' (YZ\s)-
- Q J(L ( # G4 0 I < % Q^-
% T2 $* t ( <# # 1 J( ' 4 - ' *
0- , 1 - 0 , u - , -/ & - G1
=( 6(>?6 * & G 4
0 1 $h g %&' #4 / & <
6 *h ^ L '# AB ' $
(; 1 4 #v *2 A : &' # 0 #
! J X2 5 f, 1 ! 1 A( 0 ( Q E( - - -
-2 ? j -w 7 1 # x H ( # (7 Jl 4 # ' ( 0 (?
&' 0 %06 y. / & 4 % *P
I G ( % ? J= # G4
' 0 E( '
% z ! G H r A ! J( ' 4
Q (f*> J( ' ? 0 C , {- &' I
2 A- -A N < ( ? , ( Q % ' ! -% ! ,
6 , 0 =( , & ? 2
AB ' $ I % > |* & G 4 - (-( -
A( f -U; } ' ~ % $* < 4
3 J( ' f ?< Q %* 'R G4 ! #
2 < 4 0 # G $* 6p-
*2, A G # $h ~ 1 4
AG % V # ! # Jl r -F- • 0 ?- 4
% - 6 : 1& # €
JK < M, 6- # &$7
4 ! # J• 0 ` '1 # < M 2
€ 4 * 1 -U 3 -U S E( '
$7 G I 0 < 0‚ . (f4
J( ' 7 & ? AB ' $ <
6 A N Q *> o 2 AB ' $ $F1
J(L ( # G4
- ' 0 ( 0 !C !
ƒ 0$ ? J( ' > J(0 '4 - /&
- $R # AB ' $ ' 5f % z
| 17
J( ' f ! 4 YZ\„ f (C #
5f f $F G( #4 ( YZ\[ $F f J( ' D(
YZ\s … - #4 . .
# AB ' $ # J† 64 J( ' ! #
? ( - JM G, JM G /& - /‡
Q # 0 ' # & ? 2 AB ' $ ! !C4 1 J( ' ( 7
?' ! ˆC ' 0= # *> # - G 4 E( ' !M #
J( ' % z f ! ˆC 6? 1‰ ( 2? G 4 -2
( 6 % -' - = 0‚ ( L ? ' 0= #
! ˆC f 6? JM ( 4 ( 6 # - '
! ˆC 6 ! 2 0j 1 ; ; : -6 J( ' f ! ˆ C
D( # G 4
A $ !CD(4
(f*> ! 1 J( ' !K - -* $
( 6 # ; # ( 6 Q 4 J( ' f (
( (f*> <# ( % 23 G4 -
- ' J(L ( #G ? 0 C , {- &' I 0
A- -A N , ( Q A , 6 , 0
=( , ? - AB ( '$ /& %06
A- # AB ' $ 4 J( ' f (f*> ! #G - f
% ' $ H- -4 J( ' " # ! C ‘ 7’ 1
/‰ ( 4 *1 &' 7 6 q4 k-- ;
%t ( # 7<M 4 $ $ 0 ( < ;
A ! 4 ‘ 7’ f %(G:, ( < 1 #1
0 f #4 ?6 #: ‘5 0 !( 7 4
( # 0 $ (7 4 Š # > | % *> < Ae , 7
6 7 ( # A 4’Y 7 0 % ‹ = G:( 5 f4
( ' 7 *1 # ^ 0 7 # ( 74 7 # #
# 1 ! ! * 1 (B $t 34 $t G# ! G 1
G < >C 7 G 6 ( #4 - 3
7 ^ n 6 5 *> < # ! G ( 7 N
# < M4 0 - ^ / % * ! #4 0 ' $H
; # ( H! 1 > Œ 1 (h2 # - G $#
4 # # Af G ;# 7 0X #4 # 7
18 |
; ; 1 x ( 7 1 A -f G /*
#; • ? < S4 1 0 ' 7 Ž % ; , <
1 AH 7 f # 74 $t ' A t * (7
4 # #4 G - J 0 G - -< ? 4
YZ\Y !6 4 - '( ! G % $ < /& A: 4
1 A: •J $ $ H # - 0 ( <4 - 0‚
( L ( 5f ; 4 7 = G # - G
5f G, 1 ( L A* 4 ! t t
7 J( • 0 #4 7 * J(L ( * :
>! # <M 7 * 4 ' 5f #4 ( 7 #
* # # # 4 3 2 $ A G4 0 '
* # ( 7, k #4 ‘ #4 7 '
$ - # #4 f < $0 5 ( #4... 7
$ H # 5 7 7 #4 % * $H # ! -
6 0# G4 H 0 # <# , 5 # ; #
„
2“ ” *v 4 ! # *v A * 34
J( ' "# ! C 7 G 1 -4 7
% * ( $H # ! - < 6 ( 6
G4 1 - t • < 3 S - 0 - 4
f, 2, ; i i 7 f$ $ # < M4 k!C -
– 0— A G • Q #4 %$ ?
2 6! “ 26? ' G4 J l$ < J I0 # 7 1 ‰
‘0# ’ H # # 4 - < % '
A ' 71 # ~ -(; 4 7 ' ; 0 (H ! - !6
C - # #• ; t 4w < 1 ' #
9/ 0 ?6 # 6 n 6 7% $ #:
7 0 A $ H ( < M4 ˜ ” ;
4
2 5 # AH& ( Q k ' x H ( # (7 4
A“ 4 “ 4 J J ™ ! 4 2 !K #4 A 7
G 4 $ #G #?$R4 0 Q (7 3 3< <
(7 7 4 A ( - 5 4< < J H! 4
š
< ( # G4
| 19
$H # % ' ' ; < 0 $ ( 7
#4 7 (C &> , , 1 # ; 4 #
A , - f 0 @ ! # #4
0 & (7 ' ? 4 t & 26 #, 7
(C &> 7 ( M # #4 / & A A “? ; 7:
7 ; ¯◌O ◌ G4 “‰ “‰ -
t 4 ` - ; 0 4 0 # tf 4
J7 7 & & Jg 4 7 # $ Hf
“‰ “‰ - # $ G4 ` - H ( #1 $H M
Jg # 4 A! 7 # ;1
4 $H # “ ! /‡1 * 4 ' p
(7 G, -Uf < , G /& 4[
- ' “ • A“ # 5 q
# < M4 • (;5 f ! # #
3 0 4 ! ' -&26?- f 04 0 ?( ?
( # • H! ! 4 ‘% Q^ (v, 7# #G
! ! ( -4 -, ! ! 2 !
$ # D( #G %! 2 4’ž E( ' 6 * *#Ÿ %
-' ?6 4 ' $H # 1 -
f j? 5f J K G 4( Q k ' Ae ?
*# # (f . ( &' # G 4 G
H JM j , A Ÿ 5 0 ( ! !(& - 4
# %( ' 1 ?6 < # J( ' 4 % x -i
f != 6 - 5 f # #, -
G f H JM 1 - < ( !( & 4
G * # G 4 f ! $ < 1
JM 4- ’ G M o # $ G4 7 t
% &6 (; - f ( #4 fL G x 1
( 4 #1 f ( # G f 7G 4 *#
- != < H ( 4 % 7 # $ # G % *> 4
s
t' t' ! #G 4
1 -' ?6 % ' 6 <Š # 4 % F # 1 -' E( '
(. F < D 4 & ? 2 1 0 #$ # ;
- 0 - G - 4 1 0 ( 0 # -2 <, ( 0 #
20 |
# , J 13 1 ' ( #4’\ * 6 I
&' - - % Q ^ - , ! 1 J† #4 ‘
$H # 1 !C“ 1 # - !C4 % j
# -1 D( * 2 # ( L 0 G 4
?0 A f Q !C ( 1 J( ' :
% L 1 ( ; 4 < f # J=
J M G4 ' G & “ 4 5 A“ #4 - f
A& A & f ! ( #4 - * 7 0 #4 -# f
-4 *# (# 4 (
; $7 # M4 ¡ 0$ ; f tH 4
- $ ¢ -t # -U 5 * # < 4 G # JM
; 4 f J 5 ( 4
%S < ’ 0 # H0 A 4 5 ; f
# ! #4 # A t A 4... # $j-
£
G$ , H - $ # #4 0 1 # ' n J= #4
Q < ( Q k ' # € P H Q !C
* 1 %Ÿ 4‘ ?0 M , % *5 D( ,
! C > Q $ e# - 6( 7 AB-J• J( '
Z
0 -6 G p-6 4’ *# Q 1
#<M 9 ; ;6 *> ( M4
/& n> ?6 7 1 k $ ‘ 2’ %
J - 0 ' $ H& %( & ? #4 ( 7 # t #
k $' & A 74 $ H -¤ '# t0-
-¤ - Ae ? ! #4 } ( L % >
; # t0 < .C ; ( # A 4 ; < A• #
Ž# (# 7 5 A•# #4 (G 1 !6 1f -¤(.
& <# 7 7 JM H7 #4 j( # 7 t0 <
H! , 7 GH7 & G 1 %w #
J( L 4 JK % ; 4
K $ 0 j $ G 1 “ ' 4 7
i& 1 #, 0 #( ? #4 - t0
n 6 ! J( #:
A f ? < M #4 < 1 ‰ 1 ? f
J (. ( 4 7 %& 14 < 0 0
| 21
' - & ‰4 < $ -H / & 0 ' 0
0 J (. 7 G4 < A! t f <# - & &
4 7 1‰ 1 1 ( 4 7
Y¥
i& C 1 #4
1 ' 7 ! # 4 M 1 % * 0f
t G 4 ( < $ H- / & 0 ' ' / ;6
; 0 ' 0 J= $6 G4 $H /& 7
G 7 GH7 & 14 1 f 6 * H 0,
' -& ? 0 ', $ H -¤ 0 ' 7 A
7 GH7 06 # G4
7 AB ' $ 0 # k! ' 0 $ ? J X ! 4
# $H - f G ;6 A z G7 •?
21 -¤ $# A 4 - D( $H 2 7
AB ' $ # # < M4 / & %06 '# 7 1 AB ' $
AB & ( ; # #4 3 ! ' ; ;61:
J( ' # 7 J= $6 G ?-
* 1 AB " ! ; # (¦ G $ G 0 #
§ 4 $H # Q 3 0 & # 7 <M
7 § % $ #<M > 6 4 7 %(
A N < 0 - . $ 6 *> -,
YY
-F- 4
J( ' E( ' /& ! ~ 6
( - , 13 D( - 4 (.
1 J( ' &' # | A $, /‰ G ' $
1 ! C % ¨ &' # tf # G 4 7
AB ' $ > 0 # k! ' 0 $ ? 4 J( ' !C
2 7 1, f 8 q 7 14 J( ' f Q %3
( ©f # G I ? 0 A 7 < % 56 !C4 2#
( F , ! C# < A3 ( ! 6 ^
J( ' f - /& f% ' ( ? # G4
$h ~ 0 # 0 $ ? % ' %&' #4
0 I 1 0$ ? 1 %(> 6 - # > 6 G
J( ' 4 '. *I 1 J( ' $H #
2 n , # AB ' $, 0 & ? O A N
22 |
¢ # A 6 # G4 1 J( ' & - 7 ^- -
G ( 0 #4 ^ % e 7 0 7 GH7
Ž ' # H! 0 '4 AB ' $ B'
7 # <M $H # ; - 0 - /&
*> o 0 ' 0 % & A•#L 4 J( ' 7
A ‹ ? # # AB ' $ # % 06 A 1
/& 4 $H # 7 ( & ? %& /& - /‡
Q # 0 ' '#, f1 # < M / & X % '
-4
;' > C:
Y. , , % ' , • , „¥Ys, (. £
„. “ , (. \ž
š. “ , (. £s
[. “ , (. Y¥£
ž. ƒ A # ª , < - J( ' , 0 - ,
• , „¥Y[, (. s\
s. , , (> 6 , (. YY¥
\. A 00, ‘ : ?6 ’, $F ; 26 ž ' s
( n : !: A # ), 0- , t«# „¥Yž, (. £ž
£. , , (> 6 , (. YYY
Z. t JK , - J( ' : 2# < -FD(, ,
• , „¥YZ, (. šYZ
Y¥. , , (> 6 , (. Y[Y
YY. , 0= 5 2, - ', A0 , • , „¥¥Z, (. ššs
| 23
E( - # ( : f %! !6
• 1 % S
06
$ %&' ( , 1 *$
f H ( ' #
.(: ¢ f- * E( - G AH ( 3
% & 4 ¢ f- * 0& # < # ( -
• G 7 # (7 # 4 - ! <# % ' .?
G ‘% * 0 ’4 % -' 1 J ' $ ( f1 G -
! 4 ( -U f # * 0 , ! 7* , !71* , (h2
1 ' #4 # f -U 'R *v *v4 1
S > A !' 2# -* ( • >! * #?
# ( * !71* *0 ( ! * ?
¢ f- • < • S * ( &' 5 f G?
' ( * & ( 7 G?- 1 - JI H0 #
; 1 S4
> ! -U: ¢ f-; E( - ; ; ( ; *0 ; !71* ; 4
*® # A ; 1 ( 60 ! $ <,
& ?f ! G r -4 i& ¢ f- ¯ : A <# 1 (
0 # 1 4 * - -1 ¢ f- ° 0' Q ,
1 G7 ( • 4 ¢ f- * E( - G AH
( 3 % & 4 ¢ f- * 0& # <
# ( - • G 7 # (7 # 4 - !
<# % ' .? G ‘% * 0 ’4 % -' 1 J ' $ ( f 1 G
- ! 4 ( -U f # * 0 , ! 7* ,
!71* , (h2 1 ' #4 # f - U 'R
*v *v4 *0 A. } *0 , A " ;
‘! 7* ’ # ( <# #— “ f G ‹ , 5! ! 7* ,/
( 7 M G 1 ( 7 #, AH& 4”A - !71* ij
#G < 1 ( <# # 4 ( n ( ? ; G ;'
24 |
( <# #, ` *I - 6 4 % ,
1 0 * A ( ; ; ;6 % ;6 ( * 0 ij
#4 - 0 ( % -' % ' & H ! G 4 $ 6 !
%µ 0 *0 4A ( $ 6 ( <
4 YZ¥„ " ; G , “ $ ! 7* #
A 4” $ 6 !, A < 6 f# j 0 f #
( 4 1 %µ G % *0 $ 7
(> ?64 $* 6 0 7 f $ 7 ; &6 .C 0
!H J ' G 1 %µ 4 ( % -' ( 6 ; 4
G <# 0 A - 1 ( ; 1 K f t—
A #0 ¶ ( $ 4 % *0 , $ A G
1 ( -2 - ‰ A & ? 4 ,
A # 2 # $3 & $ 7 ! & r K 74 <
$0 · , < 1J ( # 3 1 A > ‰6 4 (
A *0 &' A f t ! ( 74
( > A # 0 f 1 ‘%t- 1f’, 7 ; H& # <# 4 G f
— * ! k , - t -- ( t ( - # ! %F
A“ ™ ( C) ' ' G v # ( 0 #$ #4
v ( 6 ( #f H f & #, 0 #
h: 6 J( * $ 4 % ' 3 ( A #0 v f1
“j^(> ?6 0 #$ 4 1 S > A !' 2# -*
( • > ! * #? # ( * !7 1*
*0 ( ! * ? ¢ f- • < •
S * ( &' 5 f G? ' ( * &
( 7 G?- 1 - JI H0 # ; 1 S4
h: 6 J( * $ 3 3 JX L ( - * 0 A #0 <
07 # $ #G 1 ' ¸ ' ¹ A: 34 1 (; & 1 J -
- , -2 *® # $ ¢ f- • f -2 !º # JM
1 0 #$ # <# <# A # 0 , ( 4 *® #
A ; 1 ( 1 60 ! $ <, & ? f ! G
r -4 6 A ij AM -J - - ; 14
*® # ¢f ( G * — f AJf <# -
<# % % 4 ( &' I 0 A ( % -4 1
AJf ( # < M 0 #41
| 25
A - !71* ij # G < 1 ( <# # 4
( n ( ? ; G ;' ( <# #, ` *I
- 6 4 % , 1 0 * A ( ; ; ;6 % ;6
( * 0 ij #4 J J , ( A t
A ¼ 4 f J1 1 ~ - - ( J K ( <# #4
1 0 ‘ ( ’ -U G ;' ‘ ( ’ -U ; %;6 H f <# 4 A ’ ’-
‰ > ' ‘4 ( 1 !71* 4 } *0
? ‘ ’ 4 5 # r 2 7 #,
1 ‘ ’-U ' 4 7 1 $ # <# <# , Q H#
! 4 1J ( & ? ( # ¯ , !o M ¸ # (
# 4 A * # J( -, # A < ; ;6 #, *0
2
! 7* #- 4
- U %;6 ¾2? < D(
‘( ’ f ¿µ -U4 %;6 <# - <# A k
r K7 4 <# - <# 0 & ? ( 6 f % '
& <# ;1 !'4 , ( ,6 f
# %; 0 5 *> 1 !71* %; *0 A -6 0 #$ 4
‘!71* ’4 A % 1 1 f 3 ( ! 4 A J J AG
-U f n 6 0 1 4 7 !71 ( ! !
G: $ 3 <# ; # !71* - U J=( I4
-i ! H& <# 1 ‰ !71* 4 A -
1 J( - ; *0 !71* ij 1
( <# # 4 f 1 0 A ( 5f 1 % #4
Y£sY - Œ - !" # ƒ6 $ % *& ‘-U ;6 - ’
*0 !71* f 1 JK 14 !" C ‘ 3
% *& ’ (YZ¥s)- !71* *0 f -U1 A G4 P "
‘ 3 * 2 % *& ’ (YZY\)- !71* -U f A G4 *0
-U f !71* %;6 A G, A * 14 ! ?
:' ( &' # ‘ 3 # -U 2’ (YZš„)- f -U1 A G4 f % *& 1
Picnic -U f *0 %;6 -U % *6 # G4 *0 <
!71* -U f • G f 1 # G, } 1
JK # 4 ª, !" ' $ Y£s[ Ä U ‘-U R ’ f
% *& i& ‘%’ A '. -U % *6 4 ( - ( - ‘-U ’
( - JK # ) f … -U f ?#
26 |
4 ‘!71* ’ -U f % *6 < * 0 -U f 14
6 > % *& JK # G, " ; ‘! 7* ’
-U f ; ' G YZ¥„ Ä U ( $ ! 7* #
A )4 1 ! 7* !71* A *0 # ‰ $
Qt #-
J f J H&* ,
J & I G 1 ( 71 $ 4
' $ ‘!71* ’ ' Y£ZY Ä U4 ‘ * 0 ’ -U f " ;
' G YZYY Ä U (A0 A * 0 )4 Œ $" ; 6
Ÿ < - ‘ , 2’ ~ - * $ (YZ¥\) *0 - ;
JK (1 0 Pic-nic)4 } ( - ( - G , ‘A
-< *0 -w ƒ # ! 4 * 0 ---(?' - ! - # $
*0 - & … (M J -2^ 0 ( #4’ ‰,
*0 f & 6 # A! J( -A$ ; 1 ! G 4
3 < (> 0 # *0 ; ! AG <
JK G 4 < ? < < : < 1!o 4
< A$ * ; #4 0 ( - -< <M
14 < 0 4 1 H (0 # > >
#4 < , ;< % * $ J= $6
' ? 4 A0 ; C--! K- G A $ % & $
( & < %!6 $f *0 4
; # ; 7 # 1 J ( -2 4 #,
3
G 4 & ? (h2 & <M ( 1 ( 4
* 26 ( 1 !!6
* ( 1 2# G ' 0 # G4 $ f '
H ‘J1 % ' 0’ … ¢ f- % 0 %3 (
*> ; & G 44 1 $ 1 # „¥Y[
5
µ: A Ç 1 # , ' ¢ f- * J( - #A ;
*0 < # A 4' x7 1J ( # * # f
& ?1 ; : ' , ( f, w ! ( ?
¡ G7 $ A $ !' (f # ( e - # *0
), A f f %; , 0, $- , f
f f4 A t &' ; A t Ê A < - # 00 ( 0 0 #)4
| 27
1 *0 “ ( f " & A #0 * *
4 ? ( <# # 0 t ¢ A¸ $ : A #
6
%' ¸ %* ' ¢ f- 0 1 #4 f “ • ; & &
Ì # 1f f Í; #, J( 0 ; * f ,
e— Î & # 0 ' t3 4 A 1 J 6-( * '
( - Ï -' n1 ( .' G A *0 ' -6 )4
•! $, ( 1, ¸ , *( ( — G A
( <# ( 4 1 0 J -- # Ð f
$G , ( > , 0' -( t, ( f f, t A f ——
! 14 H Y£sY 1 % J Ï ' 0 ¹–
7
, [¥ 0 ( !1 ! f ( 1, ! f — ! ,
f H —, ! 0 !0 A 7 7 ÏÓ ( 4 6
' ¸J1 ! h ( <# ' ¸J1! # M H1 *® #
( , # $0 t t ( Jj f - (
( <# ' ¸J1!4 ¢ f- 0 A ( 1 0
0 , h t A % -'1 Ï f4
E( - # (
( -U f # * 0 , ! 7* , !71* , (h2 1 '
#4 # f -U 'R *v *v4 ¢ f- *
0& # < # ( - • G 7 # (7
# 4 - ! <# % ' .? G ‘% * 0 ’4
% -' 1 J ' $ ( f1 G - ! 4 -
0 ( % -' % ' & H ! G 4 $ 6 ! %µ
0 *0 4 A ( $ 6 ( <
4 YZ¥„ " ; G , “ $ ! 7* #
A 4” $ 6 !, A < 6 f# j 0 f #
( 4 1 %µ G % *0 $ 7
(> ?64 $* 6 0 7 f $ 7 ; &6 .C 0
!H J ' G 1 %µ 4 ( % -' ( 6 ; 4
G <# 0 A - 1 ( ; 1 K f t—
A #0 ¶ ( $ 4 % *0 , $ A G
1 ( -2 - ‰ A & ? 4 ,
A # 2 # $3 & $ 7 ! & r K 74 <
8
$0 · , < 1J ( # 3 1A > ‰6 4
28 |
G7 -* 0 0 7 < A 4 % -' ( '¸
t— 1 3 4 f# j 0 <# 0 A - ' "
( -J= ! , M - G < - A$ ( -
0 ( < H ' " -* 0 A ¨
#G 1 0 < ¢ f- 0* ( 4
9
$ j, i # , ' G1 ; 4
-- x x (¦ G ( ’f & # #
! G4 ( i ‘ D (? ’ $ F ( , % ' #?
$ 3 ( &' # ‘ * 0 ' ( ’4 ( i ! C 0 JH! 2,
% ! 1 ( 1 !( - 7 k f f ¿- # f '
$ 6 ( A 4% ' f -' 0 ; f6
J M “1A f ; A < ! f —- G 7 # *0 #4 ! 7,
, ( G #4 f1 0 v ( F 4 3
$K <4 ! 0 f - f G’A ! H JM ; -
10
G # !
1 & f * & (7 0 <
! +(& # ‘ v 1’- 4 ( f Hf # ,
$ —, A —, f , *0 A - f f
f ' -* 4 3 (' f, % ' < 4 0 '
¿f •! -f6 ¢ <# ( - ( - F ( f
x ; # G4 A f 1 - 4 !
( f, i A A -(f A - ( !ˆ 74 3 G !( <
7, ( 6 - 4 # Ff #G ! 7,
11
“ *0, A < f f !f ;4
E( - # (
E( - % ( ; f, Í “
( 4 ( J= , JÐ ( 4 (f (potluck) (
G 1 0 #4 ¢ f- # — (colonialists) 0 ' “one of the
chief forms of social activity”-% ' & 0 6 (4 “the
British took their willful picnicking with them when they colonized
india,”- ¢ f- * J( - $7 # ; 1 0 (
f ; # G , f1 G 1 $ #
(Megan Elias) „¥Y[ - 1- Lunch: A History 4
( x7 • f (busket) ; 1J ( # * #
| 29
•?: M ¸ ' (ham) < f (tongue), ( M, — !
(Steamroller Chicken) ( $ t f“ (fillet) f f
*0 A $ !' ô <# ), A f f (rissoles),
0 (sausages), - $j i# f ( , f
f f # ' ,A t A , < < - ( k
12
f x A! , $f t ' #; 4
1 ( G f •? '( - '( 4 0 t
¢ (Jennifer Brennan) (curry) $ (bugles)- Ìy
(snacks) ?6 G 4 ¢ f- 0 # f‹ ; v
1- ; G 4 ?6 Gf - “snow white tablecloths,
silver cutlery, crystal glasses and finger bowls”- f Í;, *
f , e— Î A &# f -' n ( -
( ! -( ! 1 ( # J( L ; 4 < 1 (
13
• f - %t C4
!71* < " ;M
*0 # ; -2 14 % ‘ *0 ’ 3 ;
( ! 5f # G “j " ; M 4 YZYY - ‘%! # ,’
f “j -U & - *0 4 ! J( '
A- A 1 - : ( Š # $H ; #4
" ; ‘! 7* ’ # ( <# #—“ f G ‹ , 5!
! 7* ,/ ( 7 M G 1 ( 7 #, AH& 4” ‘ ! ’ J( '
i *0 J ? G " ;, 1G 4
$ - # 0 (C # A G, -! # 0
$ $ ! A v& # 4 ( y ;
R — ! - , A 0, G f G f (2 - 4 <
14
v ij 4
( -2 # , ( A
*0 &' A f t ! ( 74 ( >
A # 0 f 1 ‘%t- 1f’, 7 ; H & # <# 4 G f — * ! k ,
- t -- ( t ( - # ! %F A“ ™ ( C)
' ' G v # ( 0 #$ #4 v ( 6
( #f H f & #, 0 # h: 6
J( * $ 4 - 0^ A - #
G ‘( ’ 4 1 ( '( f H * J( * $
30 |
4 , •f * 6 # < ( 7 , 03 5H2 0 #$ #
$ # <# , 0 - - --' n ( , , - 1 ' H #; 4
3 “‰ r f 4 l # f, !6 3 # $#
( v 4 1 ( - ! f H 0 - ; 1 #
G 4 f ' -. # A 2 &' ; f
G 7 # (7 4 ft # “G # # H
< 0 #$ # < $ 7 ! 4 v '( H ,
( - f< J( L ; 4 f A AJ f 4 % '
A ( A #0 v f 1 “j^(> ?6 0 #$ 4
G ' *' 4 7G 6 < (> 6 - # * ,
! # 0 #G $ 1 <4 ( f
* (7 14 } } A0< 0 v <# &'1
Af (h & ? ( 6 A : H0( % 4
>C -
6 :
1) ‘The sumptuous tale of picnics’, retrieved from
https://www.innfinity.in/lifestyle/picnic-in-history/, accessed on
18/02/2023.
2) ‘!71* J= H 0’, retrieved from https://banglalive.com/the-
history-and-myth-surrounding-the-concept-of-picnic/, December 22,
2020.
3) Bonito Sonador, ‘History of Picnics in India’, retrieved from
https://www.pixstory.com/story/history-of-picnics-in-india/134083,
accessed on 18/02/2023.
4) Margaret MacMillan, Women of the Raj: The Mothers, Wives, and
Daughters of the British Empire in India, Random House Trade, New
York, 2005.
5) Megan Elias, Lunch: A History (The Meals Series), Rowman & Littlefield,
London, 2014.
6) Jennifer Brennan, Curries and Bugles: A Memoir and Cook Book of the
British Raj, Penguin India, New Delhi, 2000.
7) Isabella Beeton, Mrs. Beeton's Book of Household Management, Empire
Books, London, 2011 (Reprint, First Published in 1861)
| 31
8) Kalpana Sunder, ‘Reviving the joy of the great Indian picnic’, retrieved
from https://lifestyle.livemint.com/news/big-story/reviving-the-joy-of-
the-great-indian-picnic-111645462503929.html, accessed on 18/02/2023.
9) Priyadarshini Chatterjee, ‘The history and diversity of picnic food in India,
from the Mahabharata to the British Raj’, retrieved from
https://scroll.in/magazine/1031070/the-history-and-diversity-of-picnic-food-in-
india-from-the-mahabharata-to-the-british-
raj#:~:text=Vatsayana's%20Kamasutra%2C%20composed%20around%203rd,as%2
0a%20token%20of%20remembrance. 27 Aug, 2022.
10) % * ( #L, ‘ - - G * 0 ’, retrieved from
https://www.anandabazar.com/rabibashoriyo/as-time-goes-the-concept-
of-picnic-has-been-changed/cid/1396024, Y 0 # „¥„š ,
11) # “~, ‘ * ; ¢ f- 0: * 26 *0 1 <
k !C'’, retrieved from
https://www.bongodorshon.com/home/story_detail/mahabharata-to-
british-india-changing-tastes-in-picnic-food, Yš z , „¥„„
12) Rachel Walker, ‘A History of the Great British Picnic’, retrieved from
https://www.bestwestern.co.uk/travel-stories/article/a-history-of-the-
great-british-picnic, accessed on 18/02/2023.
13) Isabella Beeton, Mrs. Beeton's Book of Household Management, Empire
Books, London, 2011 (Reprint, First Published in 1861)
14) “t - # , ‘% !71* ’, retrieved from
https://www.prothomalo.com/onnoalo/treatise/%E0%A6%85%E0%A6%B2
%E0%A6%B8%E0%A6%AC%E0%A7%87%E0%A6%B2%E0%A6%BE%E0%A6%B0
-
%E0%A6%9A%E0%A7%9C%E0%A7%81%E0%A6%87%E0%A6%AD%E0%A6%BE
%E0%A6%A4%E0%A6%BF, December 20, 2019.
32 |
-- U 0 < 0‚ .( f
0j < " ;
- A0
—f 0 f! , * $,
!" $7 - K ‹ ' #
& % ' &' '4 ! < &' $ 0 -

0‚ -%;6‚ ! C ( !# ( A ` $ ' A #
- 4 ' 0 ' * /D(4 0
f Ž # ; 4 - J (. 1
6 ¢ ( 4 J - - 0 $ ? < ( Ž ' -.
A 7 ;, h ' ;, ' ; * j
A: < & ! 1 ' 0 07 f # <M
$ 7 J MG & & 4 & (C ' ( 3 , Y£s„) *2 H 0
( , / @' I 0#$ 5 2 4 (j 2 ! f# I J(
A5 1 '4 Ÿ ! " J( ' & 3 < r
' ; < Ÿ .?- *3 ? & ? <
: : ' &' # 0 . # ! # G4 -
- U * 0‚ A: * $ 7 < M 4 Y££ž
0 # q ( & & -r 2 &' 0‚
! $ 7 JM , '0 G ; % f1 > 4
- - U ij * 0 # A: ; 0‚
A: e ¢ # < M4 YZ¥ž 3*3 & A: 1 0
! # < M4 & ? 2< # 1 A: 4 1 0
- 2?- ! 1 ; 4 YZYZ < f A1 ( - #;
! # t , ! 6 &, ! - Q , A(
2& P 1 A1 A< # ( 74 1 (> 6 ' $ , , - !"
, 7, :' ( &' #, - 5 2, .? R
( &' #, $( 5 2, 0 , , % ,
52 , 5 2, # ! # 0 • A: , ' #
< '? L ( #G 4 - - 0 $? <
Jv# # $? ; &' ! G # -. A (# <
.?- $o % e 06$ % #4 M 7 # G
| 33
/D(4 1 &' -. - • 0$ % # /# ^
. G 0 4 1 0 < 0‚ .( f
' 1 ; " ; M (Y£sY-YZ[Y)< 0j 1
(Y£ZZ-YZ\s) J # ! !C JM G H
! Jl G A( 0 4 ' ; 1 u' 3
0j 0 1 M 71 # ' & 1 H #
G 4 • ; $ -. H f %F1 5 f G 4 ;
, # $ , YZY\ ; YZ„¥ ( 6
G 4 J # ' ; ; t *2
-. , -- - ' @ $ 3 !!6 '!!6 < $G 4
1* / ? -. < 0 ( ; (M # 0j
' 0$ H L f ( #G 4 1 (M 0
" ; 3 1 ; Jˆ # 0j 4
YZYZ - ‘ Jo AB ’ # 0j ' &
> C( , YZ[„ ( 6 4 ( Q¼ ? u
# ‰v #4 ; , %- ? 0j [Z
3 0 G 4 j? 0j 1 JX ,
k 0 ( H ‘ '; ’ (YZ„„)< ‘ ’ $F f &'
‘ H& ’ J( ' (YZ„\) &' # t f J M G4 ‘ '; ’ $F / -
* < k *P ?6 ( <# #4 # '
Ì (C € # * - ‘ #G 1
Ì ` Q - f A( GH 7 $ # G 1 A0 ! #<
# A 0X*> ! ( G4’ (‘ ; ’ – '; )4
* % & ( #G , ? Ì & 1#G 1 D(
0X*> * - G 4 A( 0 $? Š # x * 1
0j / - 0 #G , - % - ™ #G 4
" ; ‘ 5 < hu’ $ F (Y£Z[) - -*> 2 ? ' 0Ç j
? A ! 4 } - -*> 2 ? < (M &'
1 0 0X # / - 2 * 6 #4 YZ[Y
‘ ’ $F &' # , € ? * *
/ - 6 ( < - # <M (M ! 4 Ó
% H! Q *$ < (G( # - ‘A -
# 1 A( ? # . A
34 |
& 6 & 4’ 0 ! A© ! ,
- G & 6 ‰ # #4
/ - A: (YZ¥ž-YZYY), % $ A: (YZ„¥-„„) < A1
% ' A: (YZš¥) . ( f - JI 4 1 . ( f -
/& A: < 0‚ A: 0j < " ;
' & - G H AB /D(4 -w
@ Ó " ; 1 ;6 4 ‘5 1 ’
J( ' (YZYs) G / - D( : ( ! C &' # t f J M G4
‘! %&' #’ J( ' (YZš[) ! (… Ó % $ # &> ”
" ; ;6 4 - © f * 2'= €
! 4 2 & n ” , ' Ó " ; ! G 4
‘/ $6 G G’ S k C# G , ‘ 1 # Ó
6 ( $h - f$ $ tf G4... } A x - '(
1 J I0 > ' zS : 4’ ( ' 0 Çf -
f # ( f6 G “ '#
( #G , ? ‘` ' 0 Çf ' $ * J ! f =
2 0 4 ;' A•# # 1 q “~ ' % A
1 # *' 2 JK <H ! G 4...‘! %&' #’ # 1
A - (7 # 4 f 0 ;6 # 6 -
Y
$# A ! 0 ' $H ; $ 4’ " ; H *v
@ Ó JXI & G 4
%( $S0 ^ % $ A: < < ƒ A <
-< A ^ ( ! t A: 0j AL -
G 4* -w Ó &' / 0 $M < / & A # 1
, 0j 4 Qt A 6 ^ • &' $ # .?-
J‰ ' 6 A: (> ?6 ;6 G 0j 4
YZ„Y H ' ! ‘ (-’ &'
A 06 -1 ! < * 26 # t A:
% ( !# ( <# #4 G 1 - ( # 0j k Ó !
‘ u ’ < ‘* $ ’ 3 , 0 ' 0j ( ' %06 4
YZ„„ £ ôz - ‘A : # A$ ’ f 1 0
j € <# # f 0# ~
~ o <# #4 0 0j % - ij " ;
H !M % - ' % & 4 3 (C ; " ;
| 35
G , ‘ 0j 1 Presidency Jail M # f
( M #G 4 G “give up hunger strike, our literature claims
you”4 0 ; memo G The addresee not found; %;6 = < A
message !# 4 0j Ê 0 ; << Ž#1
0 , ; # A G4 % 0j 1 AB ' # < &
! # 4’ - /& 0 ' -w , 0j ‘A k ’
S H u ! 1 - 5 f G4 H G % 0
A ;6 $' #4 1 0 - # %
, Ó 0 $# 4 0j * 2 #, ‘ - ! #, 1 (j2
* # A5 A G, u A G4 - * i& ! 0 1
t , A5 < , < ( , u
4’„ %;6' = 0j -w &' #1 / & * h&
! 4 " ; @ 1 ;6 4 ‘! %&' #’
‘5 1 ’ J( ' &' # @ j € # G4
‘ 6 C ’ (YZ„s) S % $6 ‘A |G7 ’ S 0j
j? 0 A 0 #G - 6 $# A 0 '4
¢ A5 1 0 6 4 " ; ‘ 0(C’ ( C #
A& 5 H! ; G , 0 H!
0#$ $#G 4 A$ &' # 0 $7 ; G 4
" ; ‘ 1 0 A 1 0 0 ^’ 1 $ l
% ? # 0j ‘ 1 /& ; 1 0’ S ?
G 4 1 S 0j / & ?, / 0 * A N -
G 41 0 $ ; # $? @ q , 1 2
/ & , 0 *> # % ?6 4 0j 1 G , ‘0 $ % !
0 $ ! AB ! 4’ . - “~ ‘ 6 C’ S n 6 G ,
‘ 1 S Q q 0‚ ! , /* * $ ' <
$* ! ‚- ¤ f < J Ð-'( @ < (M
* A 26? < 7 #4 ‘ 1 ! 0‚ <
0 ! JÐ ( 0 ' AB - G %
( ?1 t #G - ; “ f ' > '
š
G7< f -2 ` > ' %/ # 4’
0 # <# $ ' o '; " ; 1f J( &
'$ 41 ' o ( 6 1 ' o ( f6 # 2¤ f •
( 7 #, “ ! t 6 ' J(L ( h- 4 6 " ;
36 |
0 !M -‘ - &' ; A - 6 6 !
# ; , H A A J( # % ' ! -1 j
, H . * µ # 4’
(„„0 1,YZ„¥, o )4 0j , ‘ - # ! 4
1 ‹ Q¨ 7 1 !> 7 1 Jˆ *
1 p > 6 1# ! 0 $# < M4 < #
* , A > 26 0 ! 0$ 1 0K 1
A *6 Q 7 3 ;4 # ‹ Q¨ A $ # ‹
* #4 1 0 ' A 6 J M# ( 7# $ 1 4
A % P *$ 1 4 1 A0 A > #
0 $ ?, 1 A5 # ~! AB ƒ 0 $ 1# , 1 >
? - # 4’[ 0 # <# $ ' o - &p *
0 $# 0 '1 0j D( ™ # 4 % '! % '!
‹ &' 0 6 , 1 -& ' L A A J( ! 6 4 1
, ‘ 1 “H # 0 '1 A0 # # 1
( 6 f ( n ij 1# $# G4 1 *> n !( #
. A /‰ @ 1! C- f 2 % # 5? #
- $ ! # ; , A
14’ 1 2 A0 5 H7 1 , % '! ƒ ! #
71 # &' %( 6 $ 54 ‘& 65f’ S• 0 2
( - H7 # 0#$ $ # G ' 4 H , • • J
5f ' &' #4 0j ' F < A $ '
' 4 . - “~ G , ‘ - ' & ?# H ;
Jl #G , H &' 0j % ' 4 H ' 6 3
% 3 ( !# t 0X * 4 H ' f A $‰ <
F R f < J( q #4 ' & Q¨
/D( • - J( 0j !o* AL - 4 % * G
| 37
• 0 0$ ? & &' & *' A 14’ž 2 •? -
• •? J &' #1 ' ! 4 0 -
( # ; { I & ? 24 $? @ 0 $ ? 1
1 k 2 ' > 4 A0 . ( f< 6 4 0j
, ‘! 2 Q = & # 7* 3 # ; 5 ( # t #<
(f * # 7* 1 ( 4... G # &-A f1
( # , %;! 1 & -! 1# 0 ( # J( ( #
C- ( 6 # <# ! f 1# 4’s '-k - < ( 6
0 u' 3 71 ! 0j Š # % 9Q ; J( •
( 2 6- !C4 5 ; 6 x
• ? D( u ; , f H0 1# 006 1 ? 7
71 A 4... %* $ x % ' <# 1
u ; xH 4 Jv A 1J (1 1 ;
! 4 J( 1 - q , 1 $? @
e' 1 - 6 6, 1 • 0 <. % 4’\ 1
A - 0 A AL ( , u A“
™ # • 0 2 %& A # 71 # , 4 * 6
1 :- C # 71 # # - ‘ ( 7 -( 7
* . 1 0º f H7 1# A# * 1 A :-
H& 14 * h& A 1 - ( 7 * 14 A0 7 * 1
( ' ) 1# 1 1 " #, 1 .'
£
# A *1 , ( p $ A 3 4’ YZ„s
# V # 3 0j ‘ o H -# ’4 ,
^ A 0j *2# € #G * - ‘ * 1 :!
! h ! e Ž# ! A0 A $o f 1#
?6 , ;' , / ;6! ( # ? * # *1 *1 #
Z
4’ A0 < 3 4
1 0 j /& A # 71 # 2 ( 7 €Q
? $ " ;4 1 7 1 # 1 0 *
0 * # 6 4 :- ` ' - 1
1 0 f # ( 4 YšY[ ‘ ’ (C # G -
‘A - 9 &' C ,A 2,
38 |
1 •, %& 64’ G 1 ( # 0 # -
ƒ *( *2 ? G - ‘ f o ‰
- ; J( x G4 - = 1# $ , A :<
1 - 10 J( # 1 Ì *$ G4 ; ( A0<
A 5 f G4’ 2 % !6. J X ! 0 '1 1 6,
A0 0 ( .< 0j 4 YššZ ‘ ’ (C # -
‘ '’ S " ; G , ‘* 26 '? ! 1 :-
#, . 4 . -M
( <# ' $ . #, J*#( . 0 . 4’ 1 *
* %( $ &'1 #G ( p Jv# ! M,
V ? A { I 0$ ? &' #1 ! 0 ?4
‘< 0 ’ #(YZ[„) ¢ ' ( 7 2 0#$ $#G 4
• •? 1 *' % $ , 1 0 ( 04 • 0 2
A & $ - 0 , 2' 0 7
H f
*' $ # # #4 2- - F % $ # 1( • 4 M
M 0 , & f, $ 6? *' $# # #4
‘ ;6Ÿ ’- ( # 3 A ! # ' 3 G -
‘ ' A -6 ? } 1 H& 0
(; 2 ;# * <M 4 1 2
A0 *# G 2 14 1 H& # A AL 14 H&
G ;' A•# 1 4 A 1 4 ;' ( ;
# ' q , i& ( ; % ? i 4 '
! ' ! 4 ;6 C 4’ - 6
' q .' f 2 ! 1 ƒ - C D(
# -( 4 1 D( H ( JM , ( 7 2
0$ ? >! 4
‘GH= $6’ S 0j ', %p-' G # :-
0 $7 H & A G, > J=( f &' #1 0
% $ ¨ 4 & 6 ; 2' ^ 0 $ ? &' #1 J* # $; H
! 4 " ; H ‘ :- ’ S G , ‘ $7
G 4 ( p t= < A ( p G G
G 4... } # ?1 & 6 %* J # JM
; V # Hf 7 ( p M < H! ij 4 1 H
, J( .' < J( .' 6 A ( p 3 < . =-
| 39
A ( ! 14 A (-( - ! , G G A , 1 ( ,
Y¥
2 1 2 A( 04’ ‘!o ’ f (YZš£)
0 ! %‰' !o ' & h *.
(( 6 A : ? &' #; % ƒ %S ;
A # #A 4
i& C (H ;$ ' GC & ; ; - 5f ,
! - < F - !!6 07 " ; H -.
2# S &' G 4 ‘ -. t ’ S G , ‘% ' -'
-. /& (M -1 G * # 2 1 ( –
#9 ~ 1 < I zS % f ( ? ; # 1 #4’
' ' # -. H G ? < @ 1 -.
3 -i $ %* ; # 1 J( •1 -.
2# S € # G4 0j < J( • G -. ' L
k 4 ‘0 # -. ’ S 0j G , ‘A -. ( J ,
A 0 - e 1 0 $, 0 # 4 -.
G - 1 1 ( , 1 1 A -. 4’ -. ' L
1 ¤ f A0< 0 4 l# -6 ( ;1 ( -. ; ;6
-4
0j %( u' 3 71 1 0 $#
$G 4 $ ; v 2 @ ?6 0 ( G ;
% * G 4 ‘ '.& ’ J( ' (YZš¥) { I ( 0 @
Q !C & G 4 !H 7 u ( & #
( H! f G # &' f G 1 % # w- G # 4
G f* 1 (' H % , J( 1 .v I #^4 % v
L M # < M 4 f 1t # Ae 0 h# -
f # & ( #, ' ' %* ' ( # #
3- ‘ 0X % & # & (# i # ! ! # $ G4 i¼
. ? ” % # -i H A ” ! #< i¼ #
: & A- # ; v ; #4 A H 4 v H! ;
4 < $ f( t G4 < -1 !H ! # ,
AK $ A ( , < G G4 < H! 4’
u' @? A % # A 6 Š # ' 4
# # ' ;6 # 01 J( •
#4 u' 6 $ A (q H& $ fH f ! ( '
40 |
$# # ! 1 !C – 0j (> 6 6 '
4 " ; J( ' 1 u' !C 14 ‘- Q’ $ F t f J M G
u 6 0 k : % !C, t ' x$7 <
( ? - u' !C ( M A 4
- - e .• 0‚ < 0 ( L
" ; < 0j H # #G 6 . #4
i !i ( # H %w f - # G % '!
- Gv *v #, 2 x 0$ ? >! #4 ?6 - * * -
G # 2 #G H , A A0< A
! (; ? 4 0j $ < " 3 G7 %! < Q•4
A Š # ? @ ` l# 3 x ? & # ! Ì #
! G4 l H ' G < , *#
A G 1 3 •J A # JÐ ( µ ,
(; - #4 0 f H ! A
( ;# /D(4 1# ( # A ; ! , 0 ( # <
6 &' # $ 5f ( 1 t H /‡4
;' > C:
Y. / $6 G G – k C# 4 0 # , „¥Y\, 1 ( - ,
\4 (-YY[4
„. A k – 0j ! (0X- 26 • ?) l # o4
• , , „¥YY4 (-[Yš4
š. . - “~- ‘ 0j ! ’, * 1¢ , -Y„,
Yšs\4 (-„\¥4
[. # ‹ Q¨ – 0j ! (0X- 26 • ?) ; o4
• , 0 , „¥Y„4 (-š\Z4
ž. . - “~- ‘ 0j ! ’, * 1¢ , -Y„4
Yšs\4 (-„s£4
s. ‘& 65f’ S, 0j ! 4 0X- 26 • ?, ; o,
, • 4 0 ,„¥Y„4 (-š£„
\. `4 (-š£š4
£. ' ' ... 0j ! 4 0X- 26 • ?, ;
o, , • 4 0 ,„¥Y„4 (-š£ž4
Z. $4 (-š\š4 `4
| 41
Y¥. :- , " ! , o Yš, Yšs£, ( Ž 3 4 Œ
/ f 4 (-šs\ 4
…(R :
Y. " ! (C # - o), Yšs£, ( Ž 3 4Œ /
f 4
„. 0j ! (0X - 26 • ?) ; o4 0 „¥Y„, •
, • Y¥¥¥4
š. 0j ! (0X- 26 • ?) l # o4 •
Y¥¥¥, , „¥YY4
š. 0j ! (0X - 26 • ?) ~ o4 „¥Y„, •
, • Y¥¥¥4
[. k C# 4 / $6 G G4 0 # , „¥Y\, 1 ( - ,
\4
ž. - “~4 0j ! 4* 1¢ , -Y„4 * u,
Yšs\4
42 |
Œ$ $ : ' !# ‘ 0# ’: f
.B A !
¢ k '
%&' ( , • * $,
t !H 0
.( : ! * # • '& % ' * G
0# *$ %- -2 2# ‘ & * A•#
$ $ : ! 4 ‘$ $ :’ 'f 0 # 3 3 'f
!# , # 6 % 14 ? • ' $ $ :
0# G7< A < # 0 0# J K ( <# # ‘G:9 > C ’
0# , ‘k ’ ‘( >2 ’ f' 0# , ‘!" ’% Ÿ … ?
0# < ‘ v 5 ’ f' 0# 4 l - - 3
$ $ : 0# 0 # ; - 4 0# H '
Œ & 1 # L #G 4 ‘ 9 Œ & 3 Œ -% *
• 1 - ' > J(0 '4 ' f l - $6 * , „£s f
¾ „[ f $ - A G4
> ! -U : $ $ :, o ', 0# , k ', • ', 4
> A ! :
• ' -, $? %, 5 2, * , * 6 ,
* , * *> , 5, . ", , ?, Œ 26 * 3
0# / 91 ! A * 26 ' ( Q •
- Q , H &' 0# % ! '#
0# * < * '( H 1 $ ' ( 6 * #
' % 0 #$ #G
' * # A 6* 2 ' & 0# (> 6 ; 1 ij #
$ #G # Ä # l - - 1 ' & #
* > ' ‘$ $ :’ '1 % * 'D ( AB -
G 2# : % - 1 k ', ( 6
• ' < %( ( * # *2 k ' ! L# < %
? J= D ( $ $ :- ' q ( ? 7#
G '1 % ¨ 1 l - - * >
| 43
$ ' -6 D ( ‘$ $ :’ 6 •q $ ' 6 * G ,
6• ? .' $ ( 6 # 1 …
0 # 1 ‘$ $ :’ ' 0 # 3 3 1 ' !# , H
0XL # #< % ' ' • '# 6 % 1
( ) 0# ?:
l - - U |? o f (C Œ& 0#
# 0 (o G # H ( o ' < ^ ' Q
G Y„¥s Ä U ‘ ?6 ’ f …
1 … (> ?6 3 • ? ( o - 6 < (o I - 6 n #
6 ; YZšš ; - # %&' ( . - !"
:' ( &' #- 6 n t 6 . . ( &' # ; -
?6 f • ? 6 A (1 1
?6 „[¥¥ f • ( <# # “ ž f (; ( 6
0 #G &' # ž¥¥ f !# ( <# # ,
“ ! # D ( # ž¥¥ A (1 &' #
š¥¥- - 3 - %;6 = $h7 3 …f žf ( 6
* 0 #G –
Y) % ( ) %;6 = * $,
„) -3 %;6 = * $,
š) ! f %;6 = ‘ Q * $,
[) %( - %;6 = ' 0 G * $,
ž) Jˆ ! %;6 = J -( *$
1 ?6 % “ ¾ C &' $ # '
#, A& ¨ C’ 0# ( ! G ,
A ‘ v 5 ’ f ! # 0# $ $ : 0# #
< ( , } H - - 1 … # 3 -
(h G G , 2# : AG 3e J K ' , • '
$ $ : 0# G7< A < # 0 0# ( <# #
44 |
‘G:9 > C’ 0# , ‘k ’ ‘( > 2 ’ f' 0# , ‘!" ’
% … ? < ‘ v 5 ’ f' 0#
G:9 > C 0# A A : &6 ' € …
‘& ' ’ ' f % * “~ H ‘ ! ’ f JK G
% * “ ~ A *6 A - U, A 0# (> 6 6 26f
' G:9 > C J( f f ! G 1 26 f
# A - U ; % <# # $ $ :
0# G:9 > C 0# 10 1 A '
‘k ’ ‘( > 2 ’ Ÿ f 1 f f J 72' ;
A ¼ <# ( $ $ : 0# < k 0# &'
% *v^ < H J= -^ # <M ? A ¼ (H ; f < 7#
%. 1 f f !# A f &'1 ( # ; –
“ !C !µ !µ ! ! Ž = ?
( >2 ' o & /‰ ‰f
*3 3*3 - : : #
š
$ q Œ0# ( o ?9 I6 6 ”
!µ ? ' # !I! = ? ! % ' o /‰
& , 3 # %( 3*3 ' # A : # , ( o !> 7 ?
[
Œ0# 1 !C ' *
f f & 9 ! # G ŒŒ0$v ; J Ð -' f
0$v ; : 1 ; %* #G A x ( :'
> C& 0 z & &' –
‘% *$ * $ -0 -- #> ' ! h o $6j7€0 '
ž
9 0 9 ’ %;6 = % * : f !" '
(J( * $') - - *$ > #$? J= I
s
1# G
J 72' ; ~ (H ; f ( < 7# < 0$v ; : % * #
0# ' * * ; : 0 $ $ $ : 0# <
k 0# 1 , } ?6 … 0#
# šY f ¾ &' ž f ¾ $ $ : ' ; <#
k ( >2 f ; f< ¾ <# # ,
* ( & 56 Y£ = (Q # :
; (o % $! G , % # k
( >2 0# 0 (; G7 1 3 #
| 45
$ $ : 0# ' *2 & < R , }
( >2 *2 & # % 0# J= -#
1 J= - # 0# A $ $ : 0# ,
( >2 0# $ $ : 0# ' > <# #
1 <# 0 ' J f !# 0# #G 1
( >2 < ( >2 0# zS ; A - G 0 #
J 72' 0 (j 2 I < f ‘$ $ :’ !
‘% * $ $ :’ A G 1 ‘% * $ $ :’ 'f ( 0$v ;
: 0# $ $ : ( $ } ( 6 0
(j u # i& C ‘$ $ :’ $ ? 1 # 0
(j u A - G 0$v ; : C ‘$ $ :’ $
; % # 1 # 0# $ $ :1 C … 6
( #G 1 A - 3 ;
‘ v 5 ’ f < ‘!" ’ % … ? %( 0
0# J K ( <# #, ¨ 9 1 $ $ : 0# #
‘ v 5 ’ f f #? ; % z ! v 5 0# (
< C 1 ho ' $C# ¢ ? G , “j
G •, J( & G ( > 2 26 1 $ $ : 0#
G G # 6 G 0 # Y„ž\ Ä U ! #
(o 0 ? ‘ > ’ ‘ * 2 ’ … ‘ v 5 ’
; ¾ J ; % % 1 *6 %;6 = JI
8 %& G !" % … ; ( !#
( <# # {J ‰–
“( > 2 26 * !"
& '• # &
0# 0 —Œ X 30X 9
\
> ( > 2 26 ' 0# $6 9 ”
; % # ‘ ?6 ’ … H ¾ J #G
1 $ $ : 0# (> 6 0# $ ? &' J
? $ $ : 0# H … ( !# #G *0 <
& (C —
“Œ * 0 * ' Œ0# '
£
( - # S ” Œ$ $ : ^ ‘ ”
46 |
( ) A *6 < *> :
! * 26 *> A$ $ , d 2, &, , * , ,
* ' # 0# . C< ?6 # F # , <
A * H l -- U & <# # H l -
- U $?' <# (G ` (f*> M
( !# % $ <# $ $ : 0# 3 &( |?
* 3 G –– ; / <# # H
?6 # ' # , }% /
0# 0 I A 0 ( % f1
*6 , 1 “ ` ;'(> ?6 # 1 J=
A ‘* ’ 0 # ! … & * Q • ?
( <# # &' J K $' :* 2 # ! $# #
*0 * • *2# ! ; !e I ?
* 6 ( Ž 3 Œ% #- H *2#
* (R ' < * < $ 'D( ( <#
# 1 * 0 # A < … ( <# # – $ l !
‘ V # (’, 8 ( ! ‘* 0#’ &'
Z
‘ V # (’- # & # G Yžžš-ž[ Ä U, %;6 = 2 7-
- U &'* $ A *0 * # A ~ -
- U 1 * J( A % - - U ‘* & ’
' f ! # 0 !e I H … 0# J= #
G –
“0$v ; ( ‚- ! = *&
: "1 ' ¢ ? 9 Y
C= l0 0 0# 1 # 9
' *' 9 - 9 (j 2 I (> 0 9 „ ”Y¥
0# n 6 *0 > * f G$# 2%-(
: ( <# # –
“ ! * # rH $ $ : J0 $
' -$ $
% ( %*' ‚ 7‚
Œ & ? v H ‚Ž A‚
r2 [- ]o ( 0
YY
k0 !(‚ o o , A ”
| 47
# 0 H * & f : "Y„ < ! 0 ;
G } |? K
! ' 1 > 0 07 < % *0 0
(q ( 2 1 ', • < -F . C jf < j! 6
01 G 0 ° f, - , *, 0 , 0 #$ <
% ' 0 0 * < 0$ 0 # *3
0 *# ( 2? $ G A *0 ' '( 0
$; < 6 ( ! 0 ' #0 0 - Q,
°- , - ( * '( ¾ ! 0 '< 0 * I
( G7< Q 0 0 < ' $
G H $ •q # 0 * '!!6
$ $ : ; $6 |? 0 * 3 ( H!0
JK AG–
“ !9 (K # ' ( & 9 :*6i $
0 0# - ?9 ¾ 5' D ¶
-3 I = # !‚ ! 6' $ 6
p 6 )( # 9# & &# | ( 9 ”Yš
%;6 = J ( & ' (K , 0# i :*6 !
0 ,- ?¶ ( ! 0 ' ¾ 5', -3 =<( ! # A! 6'
$ &6 p&6 J 1 0 &# # & 1 ( H!0
|? 0 * 3 G -# ' * 2 0 6
(q ( 2 % (o 1 ( H! 0 C JK
0 ! ! f — ' - * , * -
C JK # 1 ( H!0 # G & <# #
0# |? 0 * (µ % ' G 1 3 %
$/ l ( 0 * l f ¾ . G –
“ $ 6 Ž - ? 0# J ( 9
0Ž (‚µ |? ' ! ”
&# 0 #G
0# |? 0 * 3 G H ? ( <# #
Œ& ?6 ; ?6 … Œ& 0#
# šY f ¾ G H &' $ $ : ; žf ¾
#G 1 ( H! f ¾ – s/YY, YY/š[, Y„/Y¥, Y„/Y„ Y„/Y[
48 |
“ G 7 0# % ' ¾ “ G &' f ¾
J ‰–
“ | *03 03 F F¶
•#9 & 3 3 $ 3# 3 #
$h 7" 0 0 * (6 -
' ;6 . ( ( ) # ”Y[
¾ f $h 7" |? - # G |? -Q >
¾ ; # # 0# |? * G |?
0 * 3 $ ; ; ? # 0# l - - U 1 6
G
0# |? 0 * G ; ? <
G ? % ' ;< ; $h 7" |? 0 *#
G ?$ $ : f ¾ H *> JK G –
“ ?6 0# ?
: "- u ¨ - ? ? ”Yž
%;6 = : "D( u J (> ?6! " ' # : " 0 Œ0#
% # Œ 1 ( ' ?6 %;6 = Œ0#
: " G 1 : " 6 : f (Ž 3 *>
0 # % L 1 : $ $ : 0# *> 1
$ $ : ' 0 # 3 3 1 : " % L #< &
# J 72' < ; (o : " ; Œ0# < H 0
0 0' % L : " “A Descriptive Catalog
of Sanskrit Manuscripts of Orissa”– … * , J 0# J f
Œ ; ( C Œ0# < $ $ : 3 f Q S
G 1 S 0# # # 0 < 0# *v
? J 72' #G ( ( ; %& %& :
f 0# : " 6- # G G7 G > 6
; %;6 = * • 6$ ? ; 0# n 6 (h ? & ?
< 72 –– < #G G 7 < 7- ' 0# ( * ;
0# < 72' –– 1 < 72'
Œ ; (C A < G , ; #< f AG
‘ : ’ k ; (o &' % 0# r *
%;6 = ;
| 49
ŒŒ$ $ : 'f ! <# # ( ( 1 * *
G7 # ( 7G * 26 *v ' $ $ : l * #G
i& C 56 0 # #, 0# G |?
0 * 3 G Œ& ‘ ?6 ’ … ; 0
# 0# šY f ¾ &' ž f $ $ : ;
„s f &' # f 0 |? ‘ 3
3 0 JK G 0# 3 07
(Ž 3 *> 0 %0# 6 : # £ž¥
G & = &' $ $ : 0# ‹ …
#A G 1 : < (Ž 3 - k .C 1
‘0# - H ’ ( ! 1 # k &- v' 3 3
J * % ' ' V # * < & ? ;6 C < ! ( ?
A 1 & 6 -< ! *> 1 : " 6
: f1 0# 0X*> –– 1 f r0 ;6
($) 0 ; :
0# % # < 0# 0 n 6 % %F1 0
# H … ; 0# ( *0
& H 0 # S ( - –
“Œ * 0 * ' Œ0# '
( - # S ” Œ$ $ : ^ ‘ ”Ys
%;6 = J Œ *0 E 0 Œ0#
Œ$ $ : ' ( - # S ” 0 j 0# ¨
0 n 6 - G 0 # G 0 # H -& <
f ; # H 0X (µ # G k--
H ( - ( $ H Gf % ' (v % L #
% #G D( ; C - f .
! ; M ( • • *2, ', '- w,
-6 - w, - w * %&'# G 0 0$v ; ! ?
%(6? G I6 $ $ 1 , 3 0 , ( H
#G % ( ! ;6 ( & 6'* nv
% ( ! ij G I6 D ( $ $1 A ¨
G
50 |
0# ( ( , H … r 0 #$ # J K
G –
‘( ! ?! ?!e I6 ’Y\
‘0# ( ?0# * *? - ’Y£
YZ
‘ ( 0’
1 Q J ; 0 # ( G 0# (
f J J % -' ‘( ’ % ;6 | & & G
$ $ : - $6 - ¾ ‘0# ( ?-0# - ’ 1 '
( ' - ( 0# ( # G ‘ : "- u ¨ -
„¥
? ? ’ – 1 -2? f J J G ‘ ?’ H A
( ,A % G ? 0# ( #
(5) :
0# < ( z S $ $ : G7 % ' …“ ; 0 #
“ !e I ‘* ’, *0 ‘* ’, *>
‘0# ! C’ #& • ‘ i * #’
A•# 1 Q … 0# ; ! # G, ? 1
0# ? % ' %† .? - # 0‚ 9 ¢ ?
n # Œ& (j 2 I 0$v ; l f '
* ¢ ? ' f ( ; & -(
G ( -. , $ , 0 * ( -6 #G (
( $' # JM H # 0$v ;
J= $6 I F # Œ& (j 2 I A # H
Œ0$v ; ' - , 0# A 0 , .?
$ ( '$ . A•# # G , H ' V 1
' ( ¢ ? n 1 A - (# ' ( 0#
f $ # 0$v ; A - P ( 0# 1 S
A ƒ ¢ ? H ' #!
1L '$ ( # ; * ; ¢ ? 0$v ; AP (
; ( # ' 0# < * H % ‰ ; (
¢ ? $ $ # 0# ; i ( 0# f L
( 1 1 / 0# 6 ' > #
( H % * # 0P ( JI – ( A
A( ! ? (6? G f Œ0$v ; AP % A(
A '$ < A A( '$ A #- - '
| 51
A( ! ? A( < G7 A A G 6 '
1–
“( (6 A 0$v ; AP
/ 1 P
'$ A G 7
# ' ! ? ”„Y
; i 0# * $ 0$v ; AP % ';
#, 1 J( # ( ( ? ? $ ' 6
w ( & & # # 0 ( (
Œ & & $
1 Œ & & %( j? # Œ0# Œ & < &
& 6' ( (> ?6 * ' ‘ŒŒ$ $ :’ 1 'f ! G
1 …f ! # f! = 5f # G …f ! # Œ0#
Œ o # Œ & - ;6 H Œ! ? ( , 1
L 0# Ÿ! - $ % ! < “‹
„„
$ o - o ” ( 6 ( (( & A ( G
( (H ; S Ì I u $ L#
0# D( /# Œ / Q ( f (> ? # – “
„š
( (K ” i& 1 # -2 <# ( ( , 0 '
' % q * ' 6 ( 0# '# • 0 '
5 $ ( < 0 / ( #
0# Ì 7 - ( ‹
,( H <# (> 6 ,( < ‹ H /
0# 1 C # • 0 ' 5 $ J ? (
( • 5 $# J 1 H x ( *$
/# $ G ( (; 0# AG–
“ ( (K ( p -6 & ' ‘$ $ :’ ' f 0# -2
0# . “? : f 5f A 0 (
; 0# H ( ( 3 G $ ( 0
A &' > 6 & 6 q J Ð -' & µ# 0 ' A ( ?
t G u $ #G } * $' 2 H J Ð-'
! ;6 ( : < 0#( $ #G & µ#
I } ( -2 '$? ( ; &' H Ae ? H Q u
52 |
?(> 6 H A ( # $ #G H ( 0 ( ; &'L A
0# 0 0& i#2 L G
G ( ` Q '“ 0 ( ¢0 ( ! # JK 0&
J( L #G 0# ( ¢0 -& /& ( 1 '“
! ( G 1 # % # 1 1 '“ - 9
& # ( , } ; ! # -6 (> 6
%;6 # # #G 0 0 % !
0 & 0' ( 6 A 0 ' #G A #
h0 ' -6 ; . ( #? *
6
0# H ( ( 7 ; (> 6 0&
$ # ( % ‹ = AB5 AB5
? 0 1 ‘* ’ … A G, 0# ;' ' ! (#
( ? ( ( '$ G , ( - 2 0# H ‘ ’
• ? #( #0 –
“ ;' $H 1 ' !
? ( A$ l
i C ( ? #$ 1
? %( & #
**************
*# n ( !
0 r ? •
$H ! ? ( 7# 0
$H 1 0 !
R @ .
?6 i 1 ( ? µ
& $ f
„[
1! # <M ”
( 0# 0 0X*> : ' 6
0 f %
f A G , 0# *$ ; Ì
*$ ; : " ; % - e- > % L G t *$ ;
0# f Q # G ––
#0 1, A 1 A ( 6 0# *$ ;
| 53
1 Q ƒ #G 1 % 1 *$ ; f -
: (- # #
0# -( ( '$ ( -6 G 0 ' H
0# 3 $h JK # 3 (? ( 3 ( -6
zS #& • ! ‘ i * #’ … ; 0 # –
? • ¢ ? $h 7" |? * # J( L # –A
0 - 3 -F & - w ( o A J 72' 3 -F <
(o ; $ # 0# # 0 ( " G ; 0#(C
#1 A( 0' G A 3 - w ( Q ( J
A( 0' ; H A j 1 # 0 *#
0 J Ð J( L G , ¢ ? A( f 3
( - j , A i ¢ ? ? • f (M R $ A (
3 f ( - <# 3 31 fL %, $ G ( “
x 7 (7 , J( L *'$? ‘ & &’
$ , 1 5f A$ < - <
( 0 $ 0 |? ¢ ? ? • 0#(C
J ' 0# ( ( $3 Ì t (; 0 -U
i 7 7 0 * J( L Q 5f i ( , A
< A / 0# 0 L # 1 0#(C <# < %& 1
J Ð -' , ' A 0 3 - w
( 0 ( 1 1 0#(C <# %& A(
A / 0# (M A < A / < ; $
, ¢ ? , A( / “? ! ( ,
A( f $ A ( j ; i ( $S $ A (
, $3 Q ! h G “ (
fL * 7G 1 -' AŽ 6 # $
, 1 ¢ ? '1 - # H 1 A A$ 6 -6 G
A( &' 0# ( 0 , -w ! l &6
? • , A w ; -w ! !1
? 0' G w r“? (j 2 > 6 ; i
54 |
( ( M # 0# A ' L G i 0#
, $ G ( x 7 ( 7 G, f / * '( ,
( x 7 f /* , } 1 “ ( x7
(7 %/ * , %F %F x7 (7 0# ? •
, A( A 3 ( - j ` (C $Gf ( #
( 0X # ' L j ? • , 1 0
( 0# 0P A( ( ? 0# 'H
( $ A ( 3 31 $ G f ! (
* $ ! 0#€ - $ ? • ( 0# /
! $
0# j? Š # < ( & 6 2 G 0
0 % & -* $1 C J( < & 6 5 2? 1 f# #G
k V # &' H '# ( *$ *
6 } 9 2#
H * ' 0 I & D ( ( <# # , f ( <#
J( *6 , ? 1
;' > C :
Y) ?6
„) $ $ : - s/YY, YY/š[, Y„/Y¥, Y„/Y„, Y„/Y[ - 1 žf
š) 0# < Œ$ $ :, (. Yss
[) , (. Yss
ž) , (. Yss
s) , (. Yss
\) , (. šZ
£) $ $ : - Y„/„Z
Z) History of Dharmaśāstra, Vol-I, p. 660
Y¥) $ $ : < 0# $ q , (. YY„
YY) , (. YY„
Y„) : " $ H<, * ‚ H * 0 0
* # 0 # ! ‚#
Yš) $ $ : - Y/[
Y[) ?6 - š/YY/ž
Yž) $ $ : - š/Y¥
Ys) - Y„/„Z
| 55
Y\) - Y/„
Y£) - Y¥/Y¥
YZ) - YY/„Y
„¥) - š/Y¥
„Y) * ,l -
„„) $ $ : - Y¥/£
„š) - Y¥/£
„[) * ,l -
# …(R :
0 k! '! n. & $ : ; 9 & - ,
YZ£š
$ 3 ( &' #, -¨ ; $h7 # k -6 < & 9 (Q ( ?, YZZZ
$ 3 ( &' #, : : $h7 # k -6 *> 9 , YZZ\
! + ( &' #, 0# K9 '% , YZ\š
0# $ $ : n, : :' ( &' #,, j : ( &' # 9 -,
„¥¥£
0# ŒŒ$ $ : n, ! ? $/ 9 • (Q * ¸ ,
Y[¥¥ 3 U (š# .)
0# ŒŒ$ $ : n, 9 • (• * ¸ , Y[Ys
3U
“~, - $ $ : < 0# $q 9 1 ¸# ( / - 0, Yš£Y
3U
*+ ! 6, % C > 7!¸ Œ I6 9 ’0 ( - , YZss
( &' #, 0# < Œ$ $ : 9 ’0 ( - , „¥¥\
: ( &' #, % ' 1 I 9 6? 0Ê . .,
„¥¥£
: ( &' #, ; k 3 9 , YZZž
Œ& ?6 n. -!" :' ( &' # : t 6. . .
( &' #, YZsž u
Œ * 0 * $ 9 $ .( , „¥¥\
Œ 0 ŒŒ* n. Œ ( ( &' # 9 %.# 1 ¢ ,
YšZZ 3 U
, 3 ' 1 9A :( - 6, „¥YY
Kane, P.V. History of Dharmaśāstra (Vol. I). Poona: Bhandarkar Oriental
Research Institute, 1930. Print.
56 |
JI A& 6 :“? $
A0 JÐ '
%&' ( , *$
- –— . 0, '?, #
.(: - JI A& - 6 : “?4

$ # - & ( t A J(
# AGv G j #, G -B &
A # #4 6 : “? $ .'
x # ; # 0 $ Jg J( L 0‚
! f & 2# # JM ! #G 4 *v #/ -
! < *2 A : e# # # G4 G 7 ( 6 H
# * # % *> - #G 4
# A G Ì- A 6 # , ( w $? #
4 * # G * #
G (¦G ! #G 4 &' # 0 : I ;
# AB " ! C - 5f # G 4
> -U: - B &, j?, A 6 # , $ ? , AB " 4
> A ! :
JI A& ?(j2 6 : “?, AH! 7 %.
0( J7 # G ( # ( #4 $ # - & 1
( t A J( #G 4 A A‰v
G j? #, G - B &, A
# #4 6 : “? # ; 0 $ Jg J( L
0‚ ! f & 2# # JM ! # G 4 YZ[\
-* $ JI YZž„ * 2 A: A 0 # 0 f
I 5f , A 1A: " 6 :“? r
# G4 i& * 2 A: #, YZ\Z ( - 0 A <
f ( 6 4 1 I $?A : %
J1$ ?, !o J l # p-6 6 : “? I 4
-F : < 0 5 q* J(L ( G 4 H #
/ - ! * e# # # G4 YZ\ž 3 S 0
| 57
6 ' o ( H 1 ‹ ?# # -'
% L G 4 1 < - G -2*
A G4
6 : “? 6 : - “? !h& , 0X YZ[ž
Ä— U „Y - 0 , - C + J( 0 - 4
: - “? # ( 4 -. 0 ij
+ #4 ' – ( . A $1 !h& n ‘JI A -’
C ; - f (C # 6 : “? ; ‘
o ’ - ( #4 ( YZs[ Ä U A : 0 ;
A1. . ( .# . ; ; * $ (- 4 : -
! #G G 4 0 ' • , ' # t 6 * $
* 6 0 ' ‘ ij 4 } M= :- 3 ij * 6
— ; H f <# #4 ( YZsZ 1 *f
0 ; . (- 4 0 0 ij ; 1 #
0 ( A N# A # (7 4 I f , % '
- 1 ( L * # ; AB -
JX -“ “f tf j ij 4 1 #
0 &'< % J† . -
‘A0 ’ < ‘ ƒ ’ (C 4
-- G# - *> o 0‚ * “j^(> ?64 !K - -
* $ ( ( L 8 0X ( 6 5f #
4 f 8 * # 1 * $ * # (> 6 ( L < ( Ž
( L ! #4 (> 6 ( L *> o k 2 ', ( 7 , %;6‚
< 0 ' & f # J M4 / #I - ;
# A( 0 4 ; 1 - A: &
>! #4 2# k !C' < A 3 ( 6 # - 1 #
4 1 - & 6 : “? -F : < 0
5 * J(L ( G 4 H # / - ! , 0‚ ! ,
! < ! * e# # # G4 YZ\ž Ä— U 3 S
- 0 6 ' o ( H 1 ‹ ?#
# -' % L ? G 4 1 < -
G -2* A G4
• GC L# 6 : “? # 0 07 # ( 7 4
YZ\¥ Ä— U 6 : “? ; ' … ‘ i ! 1’ - #4
58 |
G# - A: , < , ' $ % *P 1 ' … >
J(0 '4 H -2 * 2 , ', J( - !C F &' 1
! G4 I JX 5f , 7 1- ' ( ' #
J M G4 , G # ‘ '$ ( /& %06 ¨ 4 H
‘r # ’ f J(L ( -2^, ` . (f ?6 , & ?
2 ( , AB $ ( < ( 6 # ?6 6 : “? & G 4
G :
“A 7 (¦G ( ,
A - G# 5 5 G#
f # H 7 # G4
J ! ( A ,
– $ f™ $# 0 G ;
A“ ! # # G , 0 —-
J M1
A 0( f & ! #G ,
0 (G ; H& !=
J MG 4
A 1 2 ! ; ‹ ?
# # G4”
(r # )
i& ‘r # ’ #, ‘0 ?6 M 0: ’, ‘/ - ’, ‘ ’, ‘% ~ ’,
i ! 1’, ‘ 2’ * # (M - < #
Jl #G ‘! ’, ‘% *' -# ’, ‘ lm ’ & #
? G u 4 ‘ 2’ # 0 : G# A G #4
1 # µ . *“? ” Jˆ # < M4 J †v
A 2; 4 % $6 . # # tf(7 4 :
“A # 2 1, 2“ % ' ,
Hf ( , ( , -2 ; <-
5 #,
2“ % ' , ( f h7
( #4”
YZ\„ Ä— U 6 : “? l # ' … ‘ Ó ’ -
#4 1 ' ‘A # w’, ‘ " ; H -’, ; % ;’, ‘A“ ’, *
#/ - ! /. G 4 G 7 ‘ 56 56 0 ’ (YZ\[)
| 59
' … ‘A G /‡ G ’ # /& '- / - 0#$
4 6 : A f ' ‘/ & -U f * A
’4 3 S * 2? # YZ\Y Ä— U # & #G
§ > %/ H ~( # Hf0 µ H7
;4 - :
“ A ,
/& 4
1 ; ‘/ & ’ -U f A 4”
i& 0 #, YZs£ ‘ ; “‰’
4 A j- > C1 ‘ *# ’ < ‘ 0
Q 6 # ' -6 AL ’ P ( G 4
6 ! *> G YZ£š -2 4 A $1
0 , ' ‘ < ? % ( 5 f $ G4 ;
( 6 # , < h -'- & A ” •6 4 ‘ 56 56
0 ’ (YZ\[), ‘k! C * ’ (YZ\ž), ‘ S A ’ (YZ\ž), ‘A :
’ (YZ\s) ' … 0 ; ‰v AB , 06
%& 4 t /D( D( F ( 6 #4
* 2? & 6 ( 6 # J M G !CD( #4
6 : “? AB z 0 A N ( 6 ‹ < /‡
4 ‘ f 0 ’ (YZ\£) ' … ; 1 “?
p 0‚ ' AB - 5 f4 0 J( $ 3
% 6# 3 - F 1 f / (… 4 ‘ 0 @’ (YZ\Z), ‘! 2 *> 2
'’ (YZ£Y), ‘ > 9- ’ (YZ£š) * ' # -F % (.
' ! 1 & ' #G 4 ! * 1 ' ‘
? , 2# : 14 ‘ 0 o’, ‘ 0 '
: ’, ‘A A0 !1 A ’, ‘ ' 6 ’, # 0 2 3
A ( * # “? ( 6 # AB/D( - F D( * G4
0‚ ' $? 0 f 0 # 0
0D 1 ; A 0 4 0 # # 6 : “?
( M ! I Š # p-6 ;6 # G 4
6 : -% ! % '4 ‘ ’ -
H f 1< - #4 H < ( 7 x #,
< % ' ( (> 4 0 : - 6 : “?< 2
< J † 0$ f 0 % *> G 4
60 |
i& &' ; 4 -, , 0, , <
H& H& ! # G 4 ‘A A0 !1 A ’
# 1 G :
“ A < $ (t
* ,
6 ( # 1 $ (
f $ (
$ A G, A # -
0 ; 4
A H ; G4”
¹ < #-1 4 ¨$ !º ( <#
# ‘ > ’, ‘ ’, ‘ i w ’, ‘w ’ * #4 ‘ i
w ’ # k ; ?6 ; ; 3 *0 AB$ * 2?
3 t f < M: ‘ G ( <# % * 0 ™ 0' ( (, (
# # A ’0 1 $ & - G
p 9 0 ; h , /‡ ; 9/‡, ; $ ', $ '
; A ¸ ! 'A ’4
i& #, ‘ 56 56 0 ’ ( # Jˆ ? ' # #
< M:
“A j? 1, # & 6 14 A h !#
A * 1 A &'*>
(> 0 $' 0 #, A
, 0 -' 4 h /‡ * $' 4
A°( 1 ~ A 4”
(% ' A )
A 1 # * 2 ! ! ' < F !C 6 ? : -1
! A• # -6 - (#G ( 6 0# ; 4
C 2# # t YZ£\ - ‘ <
’ ' … *> # G :
‘A * * # G * #
G (¦G ! #G ; '( • < - *
f % *v I # ( ? #G , 2# f< ( M Gp ’4
1 & ? ' t #G f #4 A A
# & ? Jˆ : F ! C ( !# ( 14 6 :
| 61
H < n 6 % 06 /‰ ! - ( G
< 2# 6 ? t 4 A
2# # f # 0 & < ?2 '- F 2
. 4 f :
“ A“ G ( ,A J # ! 0
A - (M %- $ G !
i # A G, A 56 M !# ,
> 6 # $ G G # #4 - A“ # i # AG
0¢ g i # A G, G G
' 1, ( H( G ,
f t7 ' ; 0&
57 - A G4 -i - - ,
G1 x , ? , J I0
Q0 & '4 4”
(% - $ G !)
6 : “? % # “ - $h # ` '4 H 0 ~
/& , , 0 # ! , 0‚ ! , 1 ` '
& ( 6# & 6 #4 Ó ,
4 $ # - & A ( t
J( #G 4 & ? 2 0 /( . H ” Jˆ 4
r ' , !C 2 # (> ?6 H * 4 2#‚ !C', / 9©> 6 , A $
; $ H .? # k - '4 1 ?1 ¨ H
r (M , 0 # - 264 H -F # % ' ¨ ,
% ' & %* G4
# …:
Y. C( M , ~, A& ' ( !#, : ’0 ( -,
„¥„¥4
„. !e 6 , , A& l # ( 6 #, : P -,
„¥Ys4
š. -“~, % R , :' ( &' #, , A& 1 ,
: ’0 ( - , „¥Ys4
[. •, % - , A& D( , : ’0
( - , „¥„¥4
62 |
ž. 0 , Ì , (— 60 < JI A& ! ,
: ’0 ( - , „¥Y£4
s. ( &' #, j?, % A -, : P -,
„¥„„4
\. , 0 , 1# , , ,• : ; -, „¥Y„4
£. “?, 6 :, ! (Y-š ¸) • : - , „¥YZ4
Z. “?, 6 :, ,• : - , „¥Y„4
Y¥. “?, 6 :, 0 1" , • : 1 0 - , „¥Y\4
| 63
6 # -6 e S & :
-- -2 &6
%
%&' ( , * $,
-( 1 & > ' #, (j #
.(: S ' & # 0 e S, 0

0 # * & JX2 ; ; -6 4 - . 0
1 & ? S &' J - - H # Q 0
; 7
H 0 ' - $ #G 4 *2 ; $ ' '
k-- ; 6 ( 6 $ '* 2 ! # ( .- .
# G 0‚ S ! “ &' % ' •q ! – ;
( 4 ( ( ,6 ( L S *2, 1 1
& ? S ' JÐ ( # 0
G4 t /D( % * * % $ A: ; ij
6 *v A : ( 6 – Q (; k # G4
1 Q (; &' 6 # % (; % ' 4
; ', 6 - 3 -F- '< : <
& / @ 1 … ! 4 } 1 -6
*v #, J( ., -F- ' ; - • n 6
A ! < ' G ( ? ( < ( 6 ~4 A 1
( 6 ! C = &' # 6 # : & ?#
J( <# ( 4
> ! --U : S, - - , (;, 0 , 6 #
'4
n> ?6 $ 2? (C
E( - - ' L# G - - -- j ,
( 6 %;6 = - - -2 &6 1 .' ‘ # JM -#
- $64 -* $ . , % ' L , - @ % 0 , Jl ‘
' , %( , I 2 & & ( 6
$# <# – 1 - - -2 &6 0‚
A: -2 C G 4 1 # i& C k Ó
64 |
A: 0# A , 3 G M 0‚ > ' &
% .#4 0 2 0 ', ; ‹ # ‘ 2’ 2 j
0 G ‘ ’- - 4 G# - (Ž 3 J
0‚ e# ( 0 0 % #? 0‚
1 *v& 6 %&' # > ! 4 - - -2 &6 ! S“
1 JI # ' t 4
⧠ 0 e S: -- -2 &6 (YZž¥-YZZZ)
% o 3 - ; i& ( Ž 3 – 1 .~ ( !# # & ? ,
/& A/ * G 4 1 Ÿ! /D( , 2# " ;
f '‹ ? ( 4
‘/ - ’ $ 3-*3 & A: -2 " ; ‘ ( #’
(YšYž) - 26 f S ' G , ‘..... f <
# *$ # :- f f
/ @ # t # 1 - o - * 26
Y
A f< ; 4’
%* # > # % Lf & ( 7 G , YZ[\
A$— * - ( 2 # 6 6 '
J( • G 4 i& *h $ % ;61 #, ! & A -6 6
. C< o 0 - I A f< A G : 4
*h $ ; % * 3 - A# G £ž 0 $6 1 ,
A C (h C- 0 $6 1 # A *> 6 ( Ž 34
k! ' # G > ' % # &'
#% ' - % Q^- #G ; *h $ I ( 6% '
*h $ I, 2 ( 6 % ' 2, 0 &
( 6 % ' & AB - G4
0‚ , 0 , , 8 , Q ; . .
2 (> 6 ( Q ; 0X*> ( '$ (Ž 3 ( 7 &'
# G4 Jl ‘ ( ! 1 # z 1 $ - (H !
- 6 & 0j , 0 f 0‚ ' # H7 #4
1 , 0f 0j % L *
S ' &'< .? #4 - - -2 &6 0 <
# ( 6“ S ' & ( !# G4
0, %;6 * 3 0‚ 0 ! !C Gf <
0 e S & # G4 1 %&' # 1 G 6 !
| 65
S n 6 A ! 4 A ! & 0 ' S“ # f
* $ *$ ( 4 –
. 0‚ e S
..% > 0‚ S
$. 6 # -6$ S
5. • , $? @ < Ó e 0‚ S
. $? &' , $?A : < 0 2# S
6 $ 2? ( C J K 6 # -6$ S & n 6
A ! 4 .C 6 ! G S # <# # G4
⧠ 6 ! 6 # -6$ S
-- -2 &6 6 # e S r ' #4 G#
; # - ( 6 0 (… *
$ #G 4 1 1 * S . C< .? #4 1 Q
S“ &' - G S 0‚ -6 ! 0 '1 ! 4
' “ -2 <% 14 } $ 2? ( C 1( 6 6 #
e S 1& ? G S< % *6 # G4 C
1 •? S & 0 '1 1 % *6 4 1 & ? S“
&' J K $' –
Y. ( ;6 5 2 ! ‘ •? , •? , 8 < Ó ’(YZžš)
6 3 •? 1 1 ! - 4 ; ‹
<# #4 S ( ;6 5 2, 6 - 3 1 -. “j^
=( 6 H S … ‘ •? , •? , 8 < Ó ’- x !
G 4 6 z S 6 -6 % # • ?
•? ' ' G 4 t H Sf (. # f
6 * & * 2' # J M G4
6 < 3 I -. =( 6 “j^ x •?
•? x #, zS p & ? #0 4 A !
1A 0 *v • ? % Q^ '. GA *v • ? &'
< G4 } 1 • ? z S > ;f p * 0 #0 4
A 0 G 0 *v (- #4 &'
#G , 0 , 0 , . 0
* 4 G7 #G %t 0 1 Q 6! 4 1
*v • ? % *6 4 &' / ;6 5 ! G, 5 D(
66 |
? G4 - # J M G •? 4 • ?, • ?/ ;6 lm, • ?
– #1 0 GA 6 0 ' L4
} •? A x ? j- J —- $ #
I * 2 ? („ % ® , YZ„¥) 1 - JI #G
1* , ‘ & ?* •? A x ? • ? % ;6 x#
' L, t 0 f %- A f % - • AB ' =
( 4 0 f % - Q 0 AB ' = #A (1 0
< 2 •? 4 0 f %- Q < -# , (H 0
%& # % ' %- 0 ' f A ( 1 (H 0( <
„
• • ? 4’
J=( J( # > ' $ 3 • ? J= '.
$ > C # G4 6 0 - & # J=( -Q (¦ G !
J=( $ 1 #0 # 0 , , @(
H! 4 “ #; J=( J( # > 4 S ,A <
'( * ( , J=( J( # > , ‘0 , , 0 , 0
š
n , H! , J=( @, J=( L ,! ! < ' L 4’
} 2 • G7, 0 • - G 7 J=( J( # > t 4
J=( J( # > &' J=( @ AG (> 6 •
t % 06 ‘, A < .( µ • 4 J=( J( # >
• - #$ # 1 ij # J=( e# 4 & @ 0
(H 0( J=( ij 0 ' #0 # , @( ,
H! , A @( 6 ? , '=- * 4 } 1
J=( ‘ ( 64
(H 0( J=( ij
0 0 0 $ – J=(
ij ( 4 J=( J( # > 0
f •? & ? ;# # ; J( • ?4 1
(H 0( •? # 06 # • ?4 A J=( J( # > 0
#$ # A f • ?4 & ? ; # #
! • ?4 1 • •? # # • ?4
A J=( J( # > 3 n 6 # &6 # •?
% L 4 J=( J( # > ? 1 - JI &'
#G 0 > •? ' 4 @ 0 ' L# 0 1
& J=( J( #4 1 0 0 • ?4 1
| 67
0 t > 0 ' 0 $ # 2 • ?4 0
J( ' $ h 0 1 2 - 2? 4
0 -2 •? A 2 - 2 • ?4
& @ 0 ' L # J=( J( # > J( & ,
(H 0( q , 1 J=( Q J( 4 A
1 J=( J( # > t > 0 1 • 9/,
J=( J( # > G1 14 (H 0( H - 2?
4 J=( J( # ; µ 1 % ;
H! 0 '• 0 # (H 0( G 0 • - e#
-2 ? S &' #4 (H 0( -2
• ?, A • - 2 • ?4
00 & < &6 2# f k 2 # J=( 4 1
0 J=( ' L# 0 & ? f -2 5( L %&
# G, J=( J( # > 3 n 6 – 1 &' H0
0 *v • ? * <# * If 4
H ‘ = J ' $’ ( f $ ) - 26 S •? f
(> ?6 3 P #G 4 G , ‘ • ?“ “ =
0 ( p &' *v *6 ` & # &6
f 0 J=( ' L# L % # , J=( J( # >
3 n 6 % # (% & - . C 1 n 6 A1 l L <
> C ), • 0 $M *> % # t /D(
0 n % - C 1 % - %06
( l 4 • ?“ 0 & ? “ 5( f 6
0 -%;6‚ ' L# ( p % L ( ;6 ' j %(
[
5(“ • AB ' = ( 4
} • ? A *6 5f (> 6 & 0 G ?
6 - 3 ! ‘ J — ( f6 ' t —’ ; %&' #
>! 1 # G, ‘A0 ( 6 0 $G 1
ž
•? 1 4’ 1 1 (Y£[\-[£)
1 x 4 ( $6 !> 7 A ¼ t A J —
& 0 %;6 = 0 J( h; z A J(0 #
0 * $M 1 - D( f1 JX , $ 0
•? G 14
68 |
6 ' ( – ‘ J — ' t — ’- Y£££ 1 0
• ? *> 0 #$ # 3 , ‘..... 0 1
(0 J( h; z A J(0 # 0 % (
; ) •? 1 1 , -2 < - 2 , - < ( 7 •?
s
1 4’
1 A h; 0 -& # % % L J†
1 • ? A *6 4 0 .C 6 # %
*' e - •? •? A ! #G
– 1 *I 1 1 S ! # G4
„. " ; ( &' # ! ‘ 6 < ’ (YZs¥)
6 , 6 % z 0, 8 %;6 - &
2# P ƒ * ' ' ¨ 4 ‘ 6 -. !# M
k , < (o - ( C 0 A ¨ G
Marxiologists – -¤* *0 ! 1 , -¤ C
1 A0 0 f 1 0$= x # 6 # $(
\
#( 6 ! # # G4’
0 J=( I, - < ' /& e v !!6 #
6 *> n 6 S " ; ( &' # H ‘ 6 <
’ S …A ! G 4
š. R 5 2 ! ‘% Q , $? @ < 6 ’ (YZsš)
1 S …f J Ð-', YZs¥ Ä U - 0H ( C6- r 6
1 ‘The Critic of Dialectical Reason’- J Ð-' 2# ‘ *2#
(M J( L 4 1 1 f J Ð-' # 1 -6 –
%Q < 6 &' T# & # ! 4
'( C6- ! - #, : 14 } * 2 # C6- '
0 &' J(L ( 1 - 04 G7, %Q <
6 $> *2# 0 &' - < 0 &' #4
; ( S R 52 . C ;( ! G 4
[. ! + ( &' # ! ‘ 6 # . # ’ (YZs[)
‘ 6 ’ < ‘ ’ A0< f ( f 2#4 06 # * -6 l
* < - 06 $ #, ‘ 6 ’ % . C1
r “j^(> ?6 - # $ G ; ( - ( -,
, 07 A: !e 6 ! ‘ 6 0 ’ (YZs[)
0 - ' ' ‘ *3 #$ 6 < 3
#G 4 H 1 lm > ‘ -6 6 A0 ( ! 4
1 6 ; ' ? S & > !e 6 H
‘ 6 0 ’ S … ( - G 4 S > 2#
6 * 3 n 6 /‰ & ? k 4 1 6 > '
S f 2# A ! 3 ' ' G 4 ; , 0
- l # , A ;6 (H 0 -4
s. '" #? 0 ! ‘ 6 # ' < • ’ (YZsž)
• JI & k P > ' ! l -* 6# % -
( '$ 6 %- ? < M ( . J(L ( #
1 ( ; D( f S '" #? 0 H S …
6 # ' < • - &' 6 < 3 6
JI ? e# %&'# &' #G 4
\. * I ! ‘ J —A: 1 % S ’ (YZZZ)
/& -JI * 0 J — A: *
( 6 #e ¾2? S * I H S … ‘ J —
A: 1 % S ’- J — A: ` * 2'
! G 4 0‚ 1 “j^ % / 64
0‚ /& %06 <, J — G & G
0 < 0 # & ? 4 0‚ /& %06 &' #
5f , 2 A N A - Q # 4 % - 0f
0 0 ' %;6‚ /& 4 A 1 1 k
0 @ &' # 0 # $ # <# (; 4 f 1
6 ` - l m # ( L t 6 ' 6
*vD(4 J — , /& %;6 i& 0‚ /&
#, 3 3 %;6‚ /& <4
70 |
A < p G , ‘A , l #f 1 & ; 4’
f ( /& A: 0 # A: l #
( 64 * J — G /& A: 0 @ %06 ( 6
56 & A : 4 %;6 = J — 0‚ /& <
%;6‚ /& 2# ’ f / & A: % * 0' &
$?' ; 4
JK ( * J — ( f6 ‘Yž %$ — (
* 2' 0 $ # <’ 1 A JK # f ; <
6 ' 6 4 “ –
Y. / & C ( ; -2 #4
„. 0 ; % !1 4
š. > -F“ 0 # ? 4
[. • 0 & ? J( $ 4
ž. ' 5 '# ! 41 ' 4
1 1 G /& ( 6 ( L 3 3 (> ?6 6 ' 6 f
& ?4
Yž %$ — YZ[\- ‘/ & ’ (C n # n o
*( ; 7 G , ‘% ' d? (> ?6 ( - &
( # G ? ....... ( 1# G A 0 , 10 '1 J=
G4 ( 1 1, A0 A : J= &'< ; !I‹ ?
A J( 1 * # ; # 1, AB 2 !
A ! (; A 4’£
6 # , 0 & ? 6 P -*I
, .4 * -6 A 06 # ( 0 &' I • ? ) -6
j 1 6 # - P •q^ ? G4
, r 2 A0 1 6 , . ' k 2# 0 < 0$=
! - ¾2? ( %;6‚ # J( $ 7
<M J( M (super-structure), %;6 = 0 , A1 , -6 , & ,6 ',
: 1 ' -& < ! - ¾2? ( 4
; ', 6 - 3 -F- '< : <
& / @ 1 … ! 4 } 1 -6
*v #, J( ., -F- ' ; - • n 6
A ! < ' G ( ? ( < ( 6 ~4 A 1
| 71
( 6 ! C = &' # 6 # : & ?#
J( <# ( 4
;' > C:
Y. M , " ;, " ( #", YšYž, http://www.rabindra-
rachanabali.nltr.org. 30 March 2018.
„. Lenin, V. I. Collected Works, Vol. 18 . Moscow : Progress
Peblishers , 1976. pp. 222-23
š. 5 2, ( ;6., • ?, • ? , 8 < Ó , , '-
0 Ê, YZžš, (. „£4
[. Lenin, V. I. A Great Beginning, Collected Works, Volume 20.
Moscow : Progress Publishers, 1976. pp. 409
ž. Engels, Karl Marx and Friedrich. Manifesto of the Communist
Party. Moscow : Progress Publishers, 1969. pp. 98
s. Ibid. pp. 2
\. ( &' #, " ;, 6 < , , # ( - 6,
YZs¥, (. Yž4
£. 7, ;, " F", / & (YZ[\), (.„4
72 |
0 < 0 0j 1 '
*
- JÐ
$ 2 , * $,
H! , ' #
&' $ # & 6 •#
.(: ' -2 A ' > '
& # #4 A& $ 1 ' % ' “j^(> ?6 0 #$
4 % A& JI A& ' Q 6 &' ,
A7 % e / #
0 0 AB - 4 1 #
, I 0 , 4 A& $
&' >! < A $1 # G 4 $ 3 ( &' #
G H (> 6 > 4 < A $ A& '
i& -$S #, 6/ &' # (M JX
G 0 4 1 H A ( !#,
‘ ^ ’ 4 H 0 0j 1 '<
!C D ( #4 ‘ u ’ D( ( ! #< ¹
2# ' ! < %06 4
> ! / > -U : h , , ( (, , J 6- , , , z , $ (-
! ?4
> A ! : (Discussion)
' f 1 ' ( $? # – • ' ',
-' ' 4 ( 6 -' ' f !º # A
• ' ' > 1 x #4 ' >! 1 # ' &' #4
$ ' 'A % ( , A& $4
" ; M '- ' 1 H A *> 6
#G H % & -1 "- * # * # G 4
H 1 * i& H #, JI &'< ( 7 G 4 }
" * % 1 ; * 4 H
H 0/ 6 ' $ / @ ( !# # ' 0 L
| 73
• . #G 4 1 & &' J K $' ’ f –
0 < 0 0j 1 4
0 ' -$S # - A
% - .? #4 % ' 0 0j 1 ' u < Ó
& H! j?- 0 % - JÐ ~ G 4 1 ’0 &'
' $ Q < %8- & n 6 G 4 ; ' ; < ( 6
1 ' # -¤ # ( ? #G 4
' $ n 6 1 $ # J* # k - ' < >
f A ! 1 .~ S ! # G4 0 ' ’0
& ( J H * ( !# <#
! # G4
0 ( ( ( G 4
- ( <# < D( &' % 3 < 6 - G 4
G , ‘The lovers are the traitors who seek to penetrate the
whole world and drudgery which could otherwise speedily reach and
end…’4 0 1& ? ( $# D( -
4 1 —
‘ : 0 A ;'
' ! : A & 4’
‘ ’ < ‘ P ’ -& A•#
#G 4 1 ‘/( -( ’ ' … ‘( (’ ; -2
( ;e G —
; ( :
‘( ( ; ' 1– $ # G d 2, % —
$ #G , A # 0 j — & !
# ; -& - ,
' ( *? ' '# %( -!’
-2 ( :
‘( ( ; 1– $ # G d 2, % —
$ # G, A # 0 j & !
# ; -& - P !
' ( *— ( %( -!’
1 "- < 0 "
G , ’ 0 " ( $#
74 |
q ( #G " ; “~ < 0 0j 1 3
0 H $ C(7 4 1 "- #
% &6 < % &6 F -# H J(L ( G
0 & G 4 " ; M f
‘ !C ’ ' … ‘J 6- ’ % - -2—
‘ , ', &> , : D( ,
: J 6- !
$ q S' • /?6 µ f
$ ™ S' ( ,
l& # 0 7 ( V . ° C(
‹ ' ! • - '
Q• %&6 4’
1 ( . 0 –
‘ < $ ?, < 5 ?— 1f $ * * !
’ 1 — 'x ( Hf t 4
f A G $S &, 1 % —
( - ? ( - — &> - %& 4’
-$S #, &> %& %& %;6 = < q $S- &
A/ &'1 n 6 4 1 0 '
F H& H& (7 ! 4 1 n 6
-$S #4 4
i& " ;M , # -Ÿ ! 6 $6 ( <
0 &( 0 # G —
‘ # ’ * 2
A( .- ( 0# f
* ,< , $6 (
Q @ ?
& & !’
—( $ )
0 G % F #4 D( ( ; D(- -
$S 1 ¨ $ 0 '4 1 H G &> F ‘ #4 1
H qA , •? 2 0 '—
‘ , , 6 & ,
v' ,
| 75
GH 7 t % tH
* ( ?
&> H7 < ! ? 4’
k $ : ‘!( , ; 0 ’
0 ‘‹ -$ ’ ' … % *6 ‘ < 0 ’
4 1 G C-G C & < 3 G4
JK & ‘-' ’ ' G 4 —
‘ - ?6 - -' -D ( J M G - ’, ‘-' D(-: x # G
JX 1–’, ‘-' - 3 & ?- & ’, ‘ $ G -' , ¢0*>
(> ( -( -’4
A 1 # & & JK < G 4 —
‘ & t $ ; ; $ , 1 ?’
‘ : > G 7' & ! ! ?!’
1 # k (
&- % 23“ G4 ‘ 0 ( G - 7 z 0' =Ì -
? ’, z % ;6 & 1 x #, '( : 14
A < “ -U 1 # ' Š # G, “ < k % 23 ' Š
#4 , ‘ # $ G A0 % : # ;’ ‘-> ' ' : ’,
‘! 0 , J k ’, ‘ k ”( A0< 1 (> ?6 -
( ’, ‘ : ! ( ’4 # ' Š ‘ 0 ™ D(, * < M
$ $ !’ ( 7 ( 7, ‘$ $ 4 • (G 4 ! %3
! (4’ A ‘ ? # ? #, - & ’ (7 (7 k (
‘ ? Hr -' ’4 ‘ # ( ’ 1 k # -U S
0 ‘ <0 ’ # ' G —
‘ # ( ' 5! ! —’4 -2 & .?L #
/ 4 1 1 f -2 1* —-
‘A 0 0 D( &- (# —
? # #, - & !
i ? , / G —
#, .? * , 0 AH& - &> !
0 !#* .? ( ,
%! # ~ /‡- 4
<1 i — 6 * ( !—
.- G . !
76 |
0 J # @- ,
* i& — , J 4’
0 0j 1 ' * 9
0 0j 1 A $< G, 1 0 , ( ! ‘ u ’ D (4
%;6 1 # i&1 u < G 4 J.
# $ 2# & < G 4
“ u - * - #G < ;
G 4 ‘A 0 ¹ .C < -2 L
A G4 0 0j 1 # & ? 9 - •? D( #?
Y
, 0 % ' # 4’ A > 9 # 31 A !
4
1 3 ; 1 (7 H ' ‘ u ’ ;4
, ‘A ! 6 , 6 , - ’, ‘A *#, A % *- ( (; /
A 6 ,/ A * ! !’, ‘A u *“, *$ H
1 ( !º’, ‘ # A f 0’, A &> 06 f’, ‘A 1 Í ’, ‘A
€ ’ 1 1 1 1 #A —
‘A $( - # ! ! ,G - - % ,
A !( # * , H - !7 4’
A 1 1 # 2 7- J ' , & '4 1
,
‘A S ?, <- # º,
A 2 7- Š - 0 - J ' , A & '!’
; h Q - ';6
#G A5 ( #G H < H Q•
# , H ; ( - # G?
—
‘( 1 A0< # G* , !
&' $ , -( <-( G 4
A -( , <-( ,
&' H & (; ,
<-( G#- j < G ,
A j, ( 1 G # G H# 4
— $( # ( S : )4
| 77
‘ ! H( ’ ' … & &' ‘ - ?’ # H
/D( - G 1* —
‘ A #* 1 A 4
A D(– * G 4
A( 0 7
A - * -A
# S'
( %j? ,—
* * 14
A A # G * #,
A A- 1 M = A #4
1A xA
% 0< H-
A (> 0 A #0
? 4
A ? 0# ', ! 4
A #* 1- A
A D(, – * G 4’
0 0j 1 * H ‘ S- : ’ ' ‘%- ’
# : * - # G4 H
$7 !#G 4 1 1 " ; M
‘ : ’ A H ‘ - 3? ’ ,
‘ - 3 ’ !º G 4 1 G %-J A
0 0j 1 ' ! 2# f A ! -2 —-
‘ :
/‡- !
A % $ #,
A ( <# -( <# - 0$ #!
: ….
A - 3? ,
78 |
% - h , ! - 3 !
: ….
- -0 < $ A0<- -A !
A : , * ….
$ ( -! ? , ! - # !
- H % ,—
& 4
' ?- ( ™
l ( * 7 <# $ 4’
— %- ( S- : )4
;' > C:
Y. 0j : * < D( - A! 6 0 - P - - Z/š,
; 0 Çf, : \¥¥ ¥¥Z - ; P - • ?:
0 # , „¥Ys
…( R:
.A …—
Y. ‘A& '’ - 0 - * - Yš/Y Ÿ
! f 0' Çf, : \š - ( 6u?: A2 Y[„ž, 0 1 „¥Y£
„. ‘ µ ’ - 0 0j 1 - . . 1 ¢ / [„ & ?/
- \¥¥¥¥s - !^ -= • ?, • ?, YšZ£
. # …—
Y. ‘ 0 ' ’- I* 2( n )- * -
Yš/Y Ÿ ! f 0' Çf, : \š - ( 6u?: t • Y[„ž, !6
„¥YZ
„. ‘ 0j -! ’ - “~ - - ’0 ( -, :
\¥¥¥\š - ! ;6 • ?: „¥¥\, k - Y[Y[
| 79
" f M : 0, 0
ª- H
%&' ( , *$
$ ' #
.( : " ; M D( < f & >!

‘- = ’ f &' 1 f 1 A ; (1 $ # ! C
‘M ’ 1 S .u ( 1 1 M ! Cf
‘ 0, 0’ %;6 = ? ; !C ! C /D(, $ ,
6 $ *v < § 3 zS > C & !
> ! -U : D( < f , J , Œ ” , %.#!" !h& ,
%8 , : #, ehµl (, (µ , J( , % , JK
*>
‘ > %-; #
(H ” $ #
J H7 # AG?
A
f
$# ! !’
-‘ J ’; ‘ -i * ;’
M /* < A G J k $ 1 1 ‘(; ! 0
% * .(’ Q f ‘( ; 5 f M’, ‘5 1 ’,
‘“ “ $ ’1 'A G ! (H 0’, ‘ 1 1 (
( # G f’ M ! C f J Ð -' 1 " f % $ $?
( -
‘.......... !
A ? *1 H ! -
A (# Gf
.................
A # - < $7
* (M
80 |
A G ! 1,
A - ( 1,
A ( # M
> AG?
l A$ & !,
J A 1 1
Q &’
< M *’ ,
* - $ $ '
-‘ J ’; ‘ -i * ;’
" ;M D( < f & > ! ‘- = ’ f
&' 1 f 1 A ; (1 $ # ! C ‘M ’
M ! Cf A A - # A$ * 3 $ - Q S
- 2 J -J I #
M ! C ‘ $ J= *> ’
" ; 07 H M 7 10 3 ? 2 .=
( #G -
0 Œ ” , ‘ H ( * S’-“ H ( ,6 ' 3
G f “7“ 7, 6 1 t f ” $
A • G ....$ zS A Œ ” # -2' G H f
$ G -‘ # G 7 H ¢0 ’ 1 $ f A - 1
0 ' A 5 5 f # 1# 71 A $ & ,
x f $ & x H , ‘ # G 7 ’H ,
f # J M# 0 $ ; 7# -
! ## M # * $ # J= #
! ”
[‘0 ‹ ’ : ‘Œ ” ’ %&' #]
% '0 %.#!" !h& , ‘ 0' ( M S’-“ J†f $ 1 H
L G $ # ( , # 1# $ #
1 - zS • A( I < H J= %.= ; 3
3 01 z S< % H & G
f J , 1 J , k &-%‚ & G G (1 , %0§
f( f> - U € # A $ # ”
[‘0 ‹ ’ : ‘%.#!" !h& ’ %&' #]
| 81
- 1 1 ! C (M $# 3 3 0 %* < H 0 (# A
$ # - %* I f1 AB - A $ -*> # ! C
&', ‘M ’
M ?
‘0 ‹ ’ … ‘Œ ” ’ %&' # " ; M Œ ”
zS G -‘ (( z1 A f -%8 A* C
06 - H /* ;< f AH- G ...... 1 f A
( , , A < S G A 3
H # ’-A 0 ( %;6 = M ! C‚ - ' M
1 - • ( C, 3 H ' -
( zS< $ 7 < M # <M - A " ;
M 1 ! C H f # ' #,
0 zS 1 1 f'! C f ? - ‘M ’ i& 1
#, * ! C f $7 , f % ' ' ! C (M 3<
k H - 0- n 6
" f M J( L
Y - = (YZ¥£)
„ 0 (YZY¥)
š 5 (YZY„)
[ %! # (YZY„)
ž “j (YZY£)
s %D( (YZ„¥)
\ d? - & (YZ„¥)
0 2 M
,* 6 d - Q ( 6 # ( H! f f - ‘ -2 26?’, ‘- = ’,
‘ ’, ‘ : ’, ‘t • ’ ( ¢ ! 6• - = J( . G C l
%* <# 0 ' ! # ‘- = ’ 1 f 1 ; M ! C
. = ( <# # A ‘- = ’ f J( 0 #1 " ;
- = D( ‘d? - &’ ! G 1f f 1 M
, ' #, : # ! ! ( D (1 , J( :,
v' , ., , - , (‘- = ’ % (L ) (M G< &
#G H 1 /D ( - A G v' J - ‘ 0$ M 6
#1 0X ? G, ª, 31 zS ( # #
G , # ( G f G f G “ G<
82 |
& ( 7G, A A 1 tH ?’ - 1 J l " ; (M
! ! ! Cf M G , zS
M ! C (> ?6 - # G ‘ 0’ f &' H D(
A ( #G -
(Y) -6 G- ‘..... A 0 S’ M 0<
G - ‘ 0 0# Q 1 f G-A0 ( 6 f (# ( •
..... S J ( • #?’ %;6 = M 0
S* *0 G 0 3 M n 6 #G .'
G 3 J - ‘ ( A G! 0
0 (;f 1 ! G M= r A 1 (;
H0 7 #’ k ( ' 3 M '*
& 1 ‘Jg ?’ … D( $ / ' zS G -
' ' l•¨ B l6 # '
A ‘ •¨’ z S G - ‘ •¨ $ , -2 @ ? 9’
M 3 0 S^ ‘ ’-< #, ' •¨ B '-< #, M
0 $> ' # 0 • < * T M SD (
J(L ( > A G J( 2 ' S06 & ' 1J *
(„) 0 S 1 M 1 A = #G ‘ R
l ’, ‘J= > C& ’
(š) -6 /#z * # 0 ( !# #G ‘ 0 ( ’ -
‘........A 1 A0 ( -( #( M# #G ’
([) f' 1 f M ( .( f L( G
? AG M 1 J , G M j? 3-
‘ M j? AH! z A G’, H ( H! ( H! f G
3- ‘A ( H! G $ , f 1 ’
(ž) $ $ <M % D( -AG-
( ) ‘ D( * # *’ M ‘* ’
( ) ‘ * ( -*’ M ‘ x ’
($) ‘* * ’ M ‘ ’
(s) M ! A&' B nv, P , , A : #,
- -i
‘ 5 ’ M t -& H 1 - & ? ? - ;
% % L 0 ' 5 S ; < 0 G > ( 7
, ; 1<# , # &, , 7 3,
| 83
.? #0 G M ? 1<# , & , , 7
$o 0 > A A G } e G
0 f< S # $ M 1 #1 t - M
A *6 t * 5 M < 1* 5 G - &
% L % 5 S % L 1 5 F
‘ ehµl (’? A M 1 D( & I G - ‘ <
* (1 ’
‘%! # ’ f M D( & # G -P $6 (µ ,
A! 6, J( ! 6, J( &' # < A# -. ;6 G - w & /D(
‘“j’ 1 “j1 A - A *> 6 G 7 AB- , 6 $6
- ( i G ‘ M ’ * $6 *6 G
‘ $ H 1M ’- 1 (; & *$ * J( •
M 1 3 ( !# &'1 ' *$ = /D ( G #
M ! C t A “j - M ( (µ
M ( M G ? “j M ,
01 0 /D( n 6 G -‘ 0 < !# A ! ‰
A M , A A A - # ! !# A “j’ -
( (µ J – ‘ A 11’ A - ( i f
$ ‘ 0 2’, ‘ 2’, ‘ 2’, ‘ .? 2’, ‘ ?
2’, ‘ 2’-D( M & (7G
% ' M
J (" ; *+ ! 6 ‘ " f' ( e ’# G - ‘%S J M
! C 1% ' D(’ 1 %S J 1 !" < 7 S #,
“ (; ! ‘ 0 ’, ‘ 5 ’, ‘%! # ’, ‘- = ’ f
M &' ' *> A G ‘t • ’ %S J < 'P
- L> l % "# ' # , % #1
'. #- 1 J %S, G 1 %;6 ?
AG (- “ A G %S *# x
} ! <# %Q 1 %S J # > 6 $
%S &' A 1 % & %S A A *#
1” f$ -
(Y) ‘& S& & ’
(„) ‘ 1 G’
(š) ‘ t $ H; A 0# ’
84 |
([) ‘ 0# 0# 0# ’
(ž) ‘ # 1 ( ’- “ < AG 1 % 6 1 -,
l 0$= -0 '0 #
‘ & ’ f A ! 3 J (" ; *+ ! 6 J -
“..... ' -6 , & , ( * , A : # (j2 ‘- = ’ 1 A ¨
# ‘ & ’ ( 6 f 1 G G ( 6 D( ( 1,
‘ O & ’ &' 1 ‘M ’ ! C 0‚ D( f1 - & '
* # G....” – ‘ & ’ f & R# % ' ! 0 AB
AB - % ' ! , %( 9 -2 # ? G & R#
*6 < > 6 0- % ' # j % #, u
> 0 (C ” f$ 4 -
(Y) ‘A $ ( 7 2 x7 #’
(„) ‘A , A , *, A , A ’
(š) ‘* 1 ; ; ’
([) ‘A H& & 1 & ’
(ž) ‘A (7# (7# ( # 7# '( ’
(s) ‘ 1 ?’
(\) ‘ - 1 ( ’
(£) ‘* G- ! <’
(Z) ‘ - A # ’
(Y¥) ‘A“ A * 1’
(YY) ‘i& H &1 0t ’
(Y„) ‘ t 1 (7 ’
(Yš) ‘ 0 0 j 0’
- “ L> < 0 7 3 >|
% "# - , 3% & R# % ' ! #< 07- k
A•# # , *6 # ' ; G, 2 % I G
'# & 6 1 #G % ! G, 0 G ' '
G-‘0$=f ? # f - S 1 ; 1
' ? A .... o A ( <# f (7 < 1 ;
J( ......... * ; < ! ( 1 ; A
G M #........ 2 & # AG & ’
-2 f # > > 6 & R# k $ A$ # ; % * 0= (; ! G 1
(; D( 0 '1 & R# k $ A$
| 85
} ‘ M ’ $ #, # ! C < H 3 ‘%S J ’ <
‘& R#’ ! C f t = A G-M “j$¨ ! C #, f
- 3 3 1 f ! C (M 3 H M+ zS<
k # G, & R# < %S J 3 # %S J z S !"
G- ‘` J f !( ; , ; # , * $G <
f % .?’- M zS ; - #
J( L 1 J=tK # < M ? A G ‘%! # ’ f ,
- ( i (µ -< H i& i&1 ‘ M ’
#G ? A :
A ‘ & ’ f & R# i& 1 q #G M
q G , 1 3 f f 5 ? A G
% -' @ < ? lm ‘ & ’ f 2# 1 M
J , ? , 0, , $ ! C % (. & R # -*
? ! C J( L f 1 '
- 1M , & R# < %S J Gk -' 0 ' ‘ 1
! C’ ‘ 1 0 # ! C’ ! C 1 * % -'
" ; ‘ h M ? f’ J( ' # ! Cf 3 ‘M ’
( ( - # (
" ; 0 <M
‘- = ’, ‘ 0 ’, ‘ 5 ’, ‘%! # ’- “ > f A 1
f “ D( # 0 '1 ! CM A *6
‘- ’ S ‘- = ’ f ‘* & #’ z S " ;
M G –‘ -2 -2 t -t <# #-A A - (;
-2 -2 d J= ! G 1 J= 2 % ' • 1#
% &' ? ( ;6 0 f i < = A :
1 µ #’ – ‘- = ’ f M ! Cf A : 3
! G
‘ 0’ f 2# zO S ‘%D( *> # " ; G -
‘..... * -2 D ( -2 L -2 u ' 1, * -,
, A( % A : H J( • #- f 1
?6 1# G’ - 0 1 /D( f f M J &'1 t f
JMG
‘ 5 ’ f zS ? $ 3 ( &' # f (C " ; M
G -“ ‘ 5 ’ M= A % &' A $ 3
86 |
0 $ J M G ...... f A $ G * ! ! 1 ,
A$ (; .? - 2 9
J@ ( !# ( ” - M 1 1 f t -
i #G 1
‘%! # ’ f * ; zS :' ( &' #
" ; G -“& 6 - 0 ', $ 0 '1 A! ;
} & 6 1 Q A! # % e # 7
1# J M, ..... (> 6 # “ %! 1# i¼ (; ( 7# ;
........... 1 i¼ (;f 1 # ƒ # & S
( '$ # B (( # #” -
M “j - 1 & 1 S #G H A5
0 ' , 7 0 '1 J Ð-' ' $ , ;6
- H &' ; % # ( " ;-<
‘ Ÿ &' f k-- h 6 #’ ! C M
&' 0 ‰v h- % ; $G M ! Cf
# J M G H Alter Ego.
-2 ;'
(Y) ‘- = ’ M 5 # A ! # G (µ
M A G < M-‘ , $F , f # A0
M ( H! ’ %; ‘ f # M , A0 ( j # ! ’-
1 (µ M, f , ( H! , ( j - -
' M ‘ # #
(„) ‘ 0 ’ f #, M 3 0 n 6 #G
M 1 ?6 # G 0 /D( < } H & &'
;< f %(> ?6 G 1 H < 3 , -6 < µ 0 3(;
#G
(„) ‘ 0 ’ f M 0 0 -6 3 0 (> 6( !# 1
lm 5 !C 0 f % *P &' # 0 3 ( !# L (
#G f A ' ‘-< f 1 0 ' M f' (C <
f &' 9 : & ' * G -6
J(
Y£Z„ Ä 9 - 1 ; f (C " ; M 1:
G -“ -- 0 : JX 0 %# : Jg
$ j? G1 H 0 ( 1 (' H ! J( (' H!, %'
| 87
J( %' - ! C !7 7 !H ! 0
( # # ; ; # P ! ”-
" ; H Idea- 6/ f M ! Cf &' -2 !
!1 < # JMG ‘ 0 : JX 0 %# :
Jg $ j?’
-A 5 2 H ‘ C < " f ’ … !C $ #G
" ; f * ! C 'Q #–
, , ! f' ! C #, " ; f #1 ;
G & ? > I p-6 ; , ( p < p-6 ,
I 1 l #G ! C“ %- C (1 I * , f
& (7 > * A µ " 1 !> 7 > > 6 (¦G
A $< % •J # I % Žµ '
- *I #-M ! C f< f I GH # G,
% ' '! C 3 ( p e# $G f' I 1 <&
(7G ! C Gf % -, M f ‘ 0’, ‘ f 0’,
f ( < $ &' # G 'G # • ,
‰v < %&6 ! ‹ ‘D( ; 0$=’ ! C f i& C
% 3-“% 1 f 2 J* # ( p .-A(
A( ( p ; $'” A % ' ;
88 |
$ # 1 ‘ f - 1 (; $ #
3 $ A G’ 0 ‘ l& ! ?’, 0 : /D(,
2f (M ‘A Q ! < ! > # C
0 1 f A 26? ’ # # i& C ‘ n ’6 L (
&'
…( R :
Y4 J (" ; *+ ! 6, " f' ( e , ( &6 (µ • ?, A2
Y[¥ž, < #¹ n ,
„4 " ; M , " ! , ! ;6 ¸, Y„ž "0X0#
J( . - * • ?, * u YšZ[, ,* , 4
š4 " ; M , " ! , (µ ¸, Y„ž "0X0#
J( . - * • ?, (h2 YšZ[, ,* , 4
[4 " ;M , " ! , 2q ¸, Y„ž "0X0# J( .
- * • ?, k - YšZž, ,* , 4
ž4 " ; M , " ! , ~ ¸, Y„ž "0X0#
J( . - * • ?, A , YšZž, ,* , 4
s4 " ; M , " ! , % ¸, Y„ž "0X0#
J( . - * • ?, t • YšZž, ,* , 4
| 89
A -' ¨ D( '- f 1 $ #
( 6 !
h* 52
—f 0 f! , -6 * $,
5f 0, 5 f, #
.(: % Q 5 &' ; < 1 $ 0 < %Q

-6 ( !# 4 H -6 % Q^ # A !
$# I %Q ^ f A ; G 4 f A
&' ; f % ¨ # % Q^4 1 $ I
¨ ; G 4 &' ! A -' ¨ '4
' / <# 1 ; ;6 % Q ^ 7 .? 1 $ 4
1 $ G ' Ž } ' % Ž 4 ' J l$
2 0 A G 14 ' A -' ¨ &'
¨ ' ¨ - 5 f4 G I J! ' /
&' # ;6 % Q^ % <# 4
> ! -U: I, % ¨ , ', J l$, ;6 % Q^4
> A ! :
1 $ & ? 0 %Q -6 ( ! 4 %Q -6
" # 2# ‘ ' 24 ' 2 e# > 6 % Q^ %;6 = '
2 ' ( 0 4 %Q G -6 1 ' 2
-6 4 % Q -6 < 0 %Q V # % * 6
0 G H , ‘A 0 %Q ’ 1 ‘A
%Q -2 •? '’ ; / 4 ( 6 %Q
! ‘A A 1 A -2 •? % *6
!1 G A A h (G: ’4 %Q V # % *6
0 4 1D( 1 $ 0 < %Q -6 ,
%Q ^ -6 G 4 H > 1 Being and Time % Q^
#A ! G 4
1 $ Being and Time > A !' 2# ‘Being’
% ;6 '4 1 ! -6 ; ‘Being’ f ‘concept’
‘ '#’ D ( 4 1 $ G f n> ?6 * & 4 ?
90 |
G I '# D ( 1 I ' ' <# 4
1 ( 6 ‘Being’ % ;6 ; ;6 ' ' $# f -2
? G 4 ‘Being’ %;6 D( G 4 H G
‘Being’ < ‘Existence’ 1 ;4 ? % Q^ I &#
' ' 4 ? I % Q^ A G ; # ,
( G I A G %;6 = f % Q^- 4 % Q^
> % Q^ 1 x # G 4 H 107 % Q^ x
-2 0 6 -U ' G , f ‘Dasein’4 & ?
1 0 A # ‘Being-in-the-World’4 %;6 = ‘Being’ ;
‘0$ ’ < G 4 f ; p 1 x # H -6
% Q ^ . C 0$ *> # G4 1 $ G I ‘Dasein’
0$ ; ‰v I #, ‘0$ - n I ’4
1 $ ‘Dasein’ % Q^ > M ¾2? 0 ' 1
%Q ^ &' ( ;6 ' G - i) Ontical existence < ii) Ontological
existence4 ‘Ontical’ 1 k : % Q^ x #4 %(
‘Ontological’- ‘Dasein’ 1 -2 f 6- ‘Dasein’
I being n 6 - J (? ( 4 1 $ G C
‘Dasein’ 1 ‘Ontological existence’ A G4 ? C I1
0 I n 6 - ( 4% ' 2 2 G 7 0$ A
G % Q^ ‘Ontical existence’4 1 1 $ G ,
“Dasein is ontically distinctive in that it is ontological.”4 2#
Solomon H From Rationalism to Existentialism 1 G , “Only
Dasein is ontological, although everything that exist is ontic.
“Dasein’s ontological structure” refers to the particular characteristic
of Dasein such that it asks question about Being.”1 4
‘Ontical existence’ n 6 M. King H Heidegger’s Philosophy
… G , “The adjective “ontic” is the counterpart to
“ontological”: it characterizes beings, not their being. Anything that
in any way “exists” is ontic. The synonym for ontic is “existent,”
the word to be understood in the traditional sense of real existence,
and not in Heidegger’s special sense. Approximations to ontic are:
real, concrete, empirical, given in experience… Heidegger uses the
2
word ontic constantly, applying it to man as well as to things.”
%;6 = ‘ontic’ ‘Ontological’ -2?4 1 0$ G % Q^-
| 91
. C ‘ontic’ -2? f 0'4 1 $ (> 6 ‘ontic’
;6 -U #$ ‘existent’ 4 } ‘existent’
‘ontic’ ;6 #$ A 4 ‘ontic’ ;6
-U ‘Existentiell’ ' G i& C I ‘ontical’
% Q^ >! - “Existentiell is only approximately parallel to
ontic and has a much more restricted meaning, applying only to
man.”3 4 1 $ ‘Ontical existence’ 2 0$ % ' '
I #$ G , * % Q^- 4
1 1 % Q^ n 6 1 $ > ; , 2 G7 1
0$ A I AG % Q^ ‘Ontical existence’4 2 G7
A 0$ A I AG 1 C f A $
k - ' A G4 % ' C I 1 ‘Ontical existence’ A G1
A ‘Ontological existence’ < A G4 C I1 0 % Q^
n 6 - ( 4 C I1 - J ( &' G
! #4 1 I1 C 0 ; 0$ A -' , # $
n 6 2# % ( 4 1 I ‘Ontical’ ‘Ontological’
1 % Q^1 A G4 1 M. King G , “Heidegger frequently
applies the simple terms ontology and ontic to man.”4
Being and Time … 1 $ ‘Dasein’ k - ' o $#
0$ ‘ ‘ A ’ ‘Care’ %* G 4
G ‘Dasein’ % ' ' " # k - ', - 0$ - I, ',
/& 1 ' ‘Care’ ; G4 ‘Care’ ‘Dasein’
r 6 ! 2# (intentionality) ; #4 ?
r 6 1 $ < ‘Dasein’ 6 1 0$
2# ƒ #4 } J* # &' ( ;6 ' A G4 Solomon G
1 $ ‘Care’ % - ' %-P 0- “Care is
intentionality, but with a new emphasis on the more ‘practical’ and
‘non cognitive’ acts which were neglected by Husserl.”5
1 $ G ‘Care’ ‘Dasein’ Q $M M 4 1
Solomon G , “In Being and Time, Dasein is further defined as
care (Sorge); all other structures of Dasein are introduced as
structures of care.”64 2# 1 $ H Being and Time G ,
“Care, as a primordial structural totality, lies ‘before’ [“vor”] every
factical ‘attitude’ and ‘situation’ of Dasein, and it does so
92 |
existentially a priori; this means that it always lies in them.”74 %;6 =
‘Care’ ‘Dasein’ f (> 6 9 A , ‘Dasein’ Q % L
< A! ? 6- 4
1 $ G 2 ‘Care’ ‘ A ’ i& C 0$
% ' ' ‘ #, 2 0 n 6< - 4 C
2 1 0 I n 6 - . A G4 2 -
‘A ?’ 1 - JI $# ' 2 0 &' ;
% Q^ > M A ¼ . #4 1
% Q^ > M - i) ‘Existenz’ % ¨ # % Q^, ii) ‘Facticity’
Q ;' iii) ‘Fallenness’ k ( 4 “
%Q ^ (> 6 9 M G 4 G “ 1
‘categories’ 4 ? categories h “ (> 6 9
< “ } 1 0$ ‘Dasein’ ' % ' ' I .C #4
t <1 % Q^ > M ‘Categories’ h
# 4 “ ‘Dasein’ (> 6 9 M 4 1 M
1 $ ‘Existentialia’ G A ‘Existentials’
G 4 2 # Solomon G , “These three structures are called
existentialia or sometimes existentials as well as “existential
structures.” They are a priori characteristics of Dasein; they are not
to be confused with categories which are also a priori characteristics
but which apply to objects or entities within the world other than
Dasein.”84 1 % Q^ > M ‘Dasein’ k - '
!º 4 “ %Q ^ *v •? * $ ( ,
&' ‘Dasein’ % Q^ o # % Q^ & 4 1 $
G ‘Dasein’ 1 $M $ M ¾2 ? &' 1
%Q ^ /D( 0 4
Solomon G , “The concept of Existenz refers to that a
priori or existential structure of Dasein that is a “projection of
possibilities”.”94 %;6 = ‘Existenz’ 1 $ ‘Dasein’ “
(> 6 9 A x ‘Dasein’ “ (> 6 9 ¨
% * .(? 4 1 ¨ “ % * .( ?
% S l 1 A ‘Dasein’ %Q ^ /D( A ¼
. 4 1 G , “The essence of Dasein consists of its
Existenz”10 %;6 = ‘Dasein’ I AG % ¨ #
| 93
%Q ^ &'4 1 $ ‘Existenz’ x # G ‘Dasein’ &'
; % ¨ 1 ¨ “ G <# '( n> ?6
/& 4
A < G ‘Dasein’ 0$ G 0 , %0
0$ e# 4 0$ ( 6 ( F
Q # ! #4 2 # 0$ % ' ' I ; ‘Dasein’
( ;6 ' A G4 G ‘Dasein’ &' % ¨ #G 1
¨ “ *v 0 '1 *v 2 < *v *v #4 1
# G, “Dasein is (“in each case,” that is, for each person) “its own
possibility.” This means that we should not expect to find a general
set of potentialities or capacities for all human beings.”11 1 $
G 2 &' % ¨ ; < > f h •?
% $6 ( - ; ;6 ;6 % Q ^ ¨ % ; ;6
% ;6 % Q ^ ¨ 4
Solomon H From Rationalism to Existentialism 1 G ,
1 $ 1 ' J - “The essence of Dasein consists of its
Existenz”- f ; 1 C6 H ' J f- “Existence precedes
essence” f # G 4 %;6 = C6 ' J - “Existence precedes
essence” f 1 $ ; <# 4 ( 6 1 $ H
Latter on Humanism … C6 1 J f 06 G ,
G C6 H J ‘Existence’ -U f ; $ % ;6 ' G ,
t ‘Existence’ -U f ‘ 2# .C ( 4
} 1 $ G ‘Existence’ -U f f p < -2 %;6 A G4
1 $ G ‘Existence’ -U f C I . C1 0'4 1
G , “The Existenz of man is his essence.”4 %;6 = I
I % ¨ ‘Existenz’4 1 1 $ -6
I x $ 2 &' ; % ¨ x 4
( 1 % ¨ ; ‰, 1
¨ “ 4 2# 1 $ 2 &' ;
¨ ; G -
Y. ‘Possible Possibility’ ¨ ' ¨ , „. ‘Impossible Possibility’
% ¨ ' ¨ š. ‘Necessary Possibility’ A -' ¨ 4
Y. ‘Possible Possibility’ ¨ ' ¨ 9 ¨ ' ¨ 2
0 & ¨ %;6 = 2 & * # JM ! #4 1
94 |
¨ “ % ( 4 1 ¨ “ 1 ¨ 4 - J
! #, J P ! #, J -. !# 1 ' 4 1
¨ 2 . C # <M ¨ 4
„. ‘Impossible Possibility’ % ¨ ' ¨ 9 & ¨ “
2 .C 1 # <M ¨ # % ¨ ' ¨ 4 - 2
% ^ * ! #, (> ?6 0 ! #, “ 1 2 . C <#
¨ #4 1 “ % ¨ ' ¨ 4
š. ‘Necessary Possibility’ A -' ¨ 9 f &
¨ ¨ ' < # A % ¨ ' < #, f A -' ¨ 4 1
¨ ' ! <# ! <# J( *6 4 1
¨ / <# 1 0 ! 6 '4 0 1
A -' ¨ f '4 ' A -' ¨ 4 '
0 A 1, J / j j 4 ' /
<# 1 ; ;6 % Q ^ 7 . 1 $ 4 1 $ G
' Ž } ' % Ž 4 2 6 1 Ž# < % Ž#
! ; 4 ' J l$ 2 0 A G 14 '
A -' ¨ &' ¨ ' ¨ - 5 f4 } '
A ( 4 ' A 0/ ¨ 4 ' A
; A #, #4
' Jl$ ; / G 4 G 4 1 $ *#
‘fear’ ‘-Ÿ ’ ‘A Ÿ’ ‘dread’ &' ( ;6 ' G 4 H G
‘*#’ ‘A Ÿ’ #4 ‘*#’ G ; *#, 1 ‘*#’
2# A 1 % L 4 % ' ‘A Ÿ ’ 2# 1 ; , 1
A Ÿ ' * ; #4 1 ‘dread’ & ? &' '
“ -2 J l $ & ? < A G4 1 J l$ ' ' J l$4 1
' 2 Q ¨ ‘ -2’ ‘end’4 1 $ 1 ‘ -2’ ‘end’
-U f H Being and Time … 1 * ' G 4 ; % ;6
‘ -2’ ‘end’ -2 x #G 2 k '
5 f4 % ' ‘ -2’ ‘end’ -U f 1 $ “‘goal’ of life” 0
! .' G 4 f 0 ‘goal’ .' G ?
/ <# &' #1 2 ;6 ; ;6
% Q^ > ! #4 G 1 ' A ( 4 1
' Jl$ &' A .~ 14 ' 2 %
0 ¨ 4 1 $ G 1 ! ¨ ' / &'
| 95
I ;6 % Q^ ( ( 4 A ' /
* 2' $# 4
9 1 $ %Q ^ & ; ' & ? < *
07 4 ' %Q ^ ! .'4 2 ' / &' &
& * 2' $# 4 1 ' 2 %
0 ¨ 4 G A ' J l$ / (
;6 % Q^ ( ( % '; # % ;6 % Q ^
% 4
;' > C:
Y. Robert C. Solomon, From Rationalism to Existentialism (New
York: Haspers & Row Publishers, 1972), 199.
„. Magda King, Heidegger’s Philosophy (New York: The Macmillan
Company,1964), 64.
š. King, Heidegger’s Philosophy, 71
[. King, Heidegger’s Philosophy, 65
ž. Solomon, From Rationalism to Existentialism, 207.
s. Solomon, From Rationalism to Existentialism, 206
\. John Macquarrie & Edward Robinson, Being and Time, trans.
(New York: Hasper & Row Publishers, 1962), 19.
£. Solomon, From Rationalism to Existentialism, 209
Z. Solomon, From Rationalism to Existentialism, 210
Y¥. Solomon, From Rationalism to Existentialism, 210
YY. Solomon, From Rationalism to Existentialism, 210
…(R :
Y. Barrett, Willam. Irrational Man. London: Heinemann, 1961.
„. Dreyfus, Hubert L. Being-in-the-World. Cambridge: The MIT
Press, 1972.
š. Grene, Marjorie, Introduction to Existentialism. Chicago, U.S.A:
The University of Chicago, 1948.
[. Heidegger, Martin. Being and Time. Trans. John Macquarrie &
Edward Robinson. New York: Hasper & Row Publishers, 1962.
ž. King, Magda. Heidegger’s Philosophy. New York: The Macmillan
Company, 1964.
96 |
s. Macquarrie, John. Existentialism. New York: Penguin Press, 1972.
\. Solomon, R. C. From Rationalism to Existentialism. New York:
Haspers & Row Publishers, 1972.
£. Warnock, Mary. Existentialism. New York: Oxford University
Press, 1978.
Z. , /‡ . % Q -6 < * P . 0Ç f, \š:
*( - ,6 „¥¥š.
| 97
E( - A %' -1 ¸# V #<
¢ f-
i* - 2 5 2
$ 2 ,1 *$
0 0j , ' #
.(: %' -1 ¸# f • 0 , ( ;
1J ( # A # ; * #4 ( 6 $0 * A$ (
; 1 10 >! #4 1 # ; %' -1 ¸# * 26 *v
6 o ; # ( 7, $ G G
f 6 .C4 * 26 ¢ f- - >! #0
(# > C & %' -1 ¸# ¢ f- $ 4
¢ f- - >! ; -2 ( 6 ¢ f- ( 2 %' -
1 ¸# f “j^(> ?6 *> ( #4 < % # 1
•0 k ¢ f- - 6 µ # G,
; ¼ <# # G4 ^< ( f ¢ f-
A $ ' #G #0 ( 2 #
G4 1 V # (j2 (-( - < ¢ f-
/‰ , 6, * ( 2 G4 %' -1 ¸# '
; f G+ V # < ¢ f- > '
( 2 G4 1 $ 2? & 6 Sf 1 f 1 &
# G4
> ! -U: %' -1 ¸# , 1J -# , ¢ f-, , 4
? ¸ 0 o ( ? # ; - #0 ¢ f-
*> < 'D( * #4 1 # ; #0
%' -1 ¸# V # ; < % 1 ( 2 ; # ( 74
% ' * 26 ¢ f- J( - L( (> 6 • 0 D ( %' -
1 ¸# V # 0X #4 6R YZYY A i
1J ( # ( < * # %' -1 ¸# A q
i
/ #4 1 / (> 6 1 V # Half-cast, Eurasian, Indo-
Britons, East-Indian * ( ! G 4ii ( . %' -1 ¸#
# ; * # A ; 1J (# %;6 =
98 |
1 0, ( 6 $0, < : 0, t * 4iii f Gf V # <
E( - A 6 o Jg J( L G .? #4 < %
# 6 o M > '# = - , < ;
# * 26 ¢ f- - JX2 # ; -2 ( 6 1 •0 f
; ; ( 2 . C< % ' “j^(> ?6 *>
( G 4
* # J( - %' -1 ¸# 0 >! # ( 6 $0
A$ ( ; 4 t /D( .C ( 2 >! 1 #
; ij #4 * 26 1 0 - >! (> 6 ; 1 #
1J ( # 1J -# %' -1 ¸# .C 0 q
G 4 ~ - - U >! ; -# *v -
J( L .' #4 5 ° 0' % ' ' - # 0'“
( ! ; - ' L # 1J (# (-( -
1J -# % ' “j^(> ?6 *> G 4 1 3 ‘1J (#
%' *µ 1 6 1 ¸# ’ #G = # 5
- G ' 1J (# ( 2 , &' %
%' -1 ¸# V # ; G 4iv 1 # # -0
E 30 5 0 ' 1 & Y¥¥ 0 :
v
& G 4
( 6 1 • 0 f !, t 1— 1 ¸# n
1 ( 2 G4 1 0 & ' q ; ; 1
V #< ¢ f- 0 ( 2 G4
Y\[s u 0 ¹ 006 t f6 ¹ * ; 1 0
(Ž ( ? t 6^ q ( 1 0 * # ;
$7 #4 1 ij # 1 0 0 ' * #
vi
$7 04 ( 6 Y\[Z t f6 ¹ 006
1 0 ( j 1 %' -1 ¸# < J K $'
*> ( G 4 t /D( %' -1 ¸# 1 $h ¢ f-
^ <# $ #4 1 # ¢ f-
$ M D( <# “j^(> ?6 *> ( G 1 0 0 0
—$ Ê, * # 0 #4 3 0
%' -1 ¸# % *P %06 # 1 % *P J(
* 1 # *v ^ $ ( #4 1
# ¢ f- (-( - -# *v - “ <
| 99
( 2 ij 4 } 1 # %' -1 ¸# V #
vii
1 n Jˆ Q ^ (¦G ( G 4
Y\Z£ Y[1 0 f & ? A - z 0 JK
viii
< D f % t • ; <# 4 1
5 2? ( ; % t • ; !hÐ G 1J -# G
$ 4 1* 1J -# 6 L
.? f ; ( .( #4 t /D( # 3
# • ; Y\£„ ; Y£„¥ &' sZš 0
#G , Q GC ! ;6 - G 4 1
ix
D # G 4 –( 06¹ 0 ! 6 ;
Y£„ž J 0X #, < 0 1J -# G 4 Y£šZ
$ ' ¸ (6 G 4 Y£ž\ 06 # 6 G ,
1 # -# f6 u # %( ? #G 4
( 6 L 4 # 0 ¹ A <#
; ; '¸ ¨ 0 & < *v
*v G 4 f J0 G7< 1 A 6 '¸ “ *v 0
% q 0 '< ' 4x
1—1 ¸# n / ;6 #0 # %' -
1 ¸# ; 1 <# #G %
# G4 ?* 26 n #0 “j^ 7#
#G 4 A # n 0 ¹ 1 * *v -
- G ' ¢ f- < %' 1 ¸# * # - & %&
# ! 4 l # 1 3- M ij # ¢ f-
%' -1 ¸# k ' % ' %& ! G n
G t A 0 ' f 5 2? 0 # G 4 1 5 2?
A # n $ , 5
$?' 4xi * # (
i G G 1 0 j %w & ?
; ' ? * 4 %' -1 ¸# 0 * 6 *
# A1 % * C 006 ; j ( ^ ; 71
G 4 ( 6 ¢ f- A @? 0
“j^ ! ( # ¢ f- $
xii
4 %( 6 # # ¢ f-
j %/ 4 0 $ T # 5 2? G
100 |
0 (. ( '$ o( 4 }
' *# * ( 4 Y£¥š ; Y£¥ž
! * # &' % ' 0 0Ê z
¸ G ' t¹ ^ ; #^ ( G 4xiii
n - = 0‚ < %;6‚ ( L ;
%' -1 ¸# A 0 / ;6 ' G4
% ' A $ %' -1 ¸# 6 L
$ f JX ! G 4 1 0 #0 %' -
1 ¸# $ <0 0 ' 0/ $ < J=
G 4 ( 6 1 0 ¸ -1 - !t Y£¥£ $
* 26 ¢ f- 0 ¹ ; %' -1 ¸# % ' <# A -
xiv
0 4 t %' -1 ¸# f 7 %- 6 # ( 74
< # %' -1 ¸# ( f *v f > 6
¢ f- $ G ^ ; ( 2 G4
# ; ; *v 0‚ A;6 0 ( L !( 1
xv
• V #f *3 < ! ( 6 5 f # G4 J - - U
& ¢ f- - L # - 0 ' ( 0
! 4 t /D( 1 (• G1 0 l
#@? ! ! 4 .C ¢ f- < %' 1 ¸#
1J -# l 1 ( L #@? ! 4 A
#0 1 L # - ( 2
%' -1 ¸# #$ % ' q
1 #^ ( 4 l ¢ f- 0 .
xvi
2# f Ž G 4
A # Y£ž\ u # %' -1 ¸#
1 0 (. % z G ;6 ? 3 < % ?6 # G 4
1 ^ t /D( 1J -# < %' -1 ¸# %' #- A *
xvii
f 1J -# 0 ¹ $M 0 #G 4 ¢ f-
%' -1 ¸# % (; * H0 $ & ' f % ?6
# 1J (# ; %' -1 ¸# ; 1J -# A
4 ? % 1J -# • 0 2# f $ (
1J (# ( ! # %- ? G 4 .C ;'
( - G ( J*# 1 1J (# # G4
t 1J ( # P % # 1 ' - M #
| 101
( 74 6 %'
-1 ¸# n 6 f 2# '
- *$ 6 1J -# G 1J (# k '
-& 4xviii ? 1J ( # k ' - *$ . C * #
p -6 G 4t ; #
-$ k - ' JI & /D( 1 (- ; # G4 A 1
J( - 0 # 1J ( # G % > G , %(
1J -# - 7 <# # 1 0 # G f > G
4 t * # J( - 0 # < ( - 1J ( #
# %' -1 ¸# 0 * # ( 4 t !
¢ f- < %' -1 ¸# “j^ J( •
G 4
YZY[ A$ — ; , >! #, 1 # %' -
1 ¸# ¢ f- %- ? 0 ' / 9©> 6* $# A 4
1 # %' -1 ¸# n# $ t ; Q # # , -
( 2 <# 0 ' %' -1 ¸# 0 'A f 0 ¹k
xix
4 ¢ f- 6(. 1 Q ' ' 4 1 •
( < JÐ ( %' -1 ¸# e# ( 2 $# G
YZYs $ 1 V # ; # £¥¥¥ 0 ¢ f-
*v 1J f 0 %' -1 ¸# ( !# $( 1J (#
D( $ G 4 t /D( 1 ( ' %' -1 ¸#
xx
( !# V # f ; ~ # ( 7G 4 1 • V #f ; ; 1
& A - *
xxi
A G 4 ( - 2 YZYs Yž !6 6(. ¢ f-
% ‰ ' %3 f %' -1 ¸# $7 %
xxii
#4 ( %' -1 ¸# *v 1J f “ $ 7 < M4 “
&' x H \\ # tÏ A f6 ; %' -1 ¸# 'f
G ; 0 #4 1 # %' -1 ¸# 'f ; % ' ' 1J f
“ ; , ^ 71 G 4xxiii
; , # %' -1 ¸# V # f 7 % - *v
; # 71 G 4 % %' -1 ¸#
1J (# ( !# # %- # !º % ¨
<, ; - G 0 (; #4 1 0 %' -
1 ¸# 3 j : ( 6* * , 0 : & k
$ 4 1 A 0 t R.A.F.
102 |
$ G 4xxiv - ¢ f- - 6 # , J0 %t 6
G , , *v A # 71 G
xxv
&' %' -1 ¸# V # 6 ; * 4 1 #
(-( - 1 V # < #, ( — , f t *
xxvi
*v ( 2 *> G % $?'4 } 9 2#
( 6 f 7 %- ^ - #4 1 2# f #
¢ f- - < ; J G 4
; , 1 l # , #< %' -1 ¸# V #
t ; $ . C / 9©> 6 #4 1 # 1
V # ; - - %t * # , # 1 ¸# *
xxvii
# 1 ¸# # t 6 ^ #G 4 ¢f # #
0 ; ! 0 %' -1 ¸# # # t 6 ; 0 G 4
1 # . q 6 ' ( < ( 2
G 4 - %' -1 ¸# %' #- ' (C ' #
E 1f 06¹ D.F.M. (1 f %t D.F.C. ( • %06
4 (1 f %t ( 6 Ef # A 6 t f '¹
¸ $ G # # t 6 % ' 4( 6
# ^ 0 ' % %' -1 ¸# 1 M.C., D.C.M. M.M. ( •
xxviii
ƒ #G 4 l # , # # %' -1 ¸#
1J ( # ( ! # * # - ( 6 0 - $
' G -4 0 - ( ? * # -
# % - - G 4 ¿ Ÿ %' ¹ l # , # *
#$ 1J ( # 06 Ê - %t # F1 - -
xxix
( . %' -1 ¸# G 4
¢ f- %' -1 ¸# V # 2# f
A ! # %' -1 ¸# # % * 1 %
# 4 < *v* ¢ f- # G 4
; , >! # %' -1 ¸# n# $ t ;
¸ !t GA # A ( 2 <# 0 '
xxx
%' -1 ¸# # # 6 f 1J f $M 4 <
¢ f- ( (. # 2# f % # , < ( 6
% ' q 1 #^ ( G 4 1 # ¢ f-
# f 7 %- 1 V # ; G 4
% A $ ' *6 < G4 1 # 6
| 103
( 2 # $ #G &' # \¥ - - G 1
xxxi
V # ; 4 /‰ ( 2 & $M 6 *v
- %' -1 ¸# 6 0 • 0 # ƒ -6
4xxxii
%' -1 ¸# ' ^ A (
# ; n 0 * *
q ( G 10 %' -1 ¸# 0 '
! 6 0Ê % '0 0 f6 — * - 4 ! 06 0 Ê
z A 6 Y£¥£ ; Y£¥Z $ ^ #G 4 A f6
—* - G 3 A 6 0 0 , Y£šš $ (
xxxiii
¸ #^ G 4 J1 # $ 6 %, $7
G # f %- 4 0 • G ( ;
• f6— ; 0( 4 % • 6 f
H 0# 0 ¹ ? # G 4 Y£¥š ; $# #
¢ f- (. # ij 4 Y£„£ (> 6 ¢ f-
xxxiv
( 6 t f '¹ 6 <# #4 % - - U $7 0
6 &' % ' G 1 0 ( < 0M # 0
64 ( 6 ( H! 0 # f $7
YZ¥š ¢ f- # 0 ' Q 4 AB #
0 0 0 6 Y£ž\ ' ( %t ¸ #^
G 3 ( ¸ u 5 2? 4 6 t —
# 0X ? , Y£šž n 0 ' '- ¢$ '
$7 4 (C J1 # f6 t — < 6
xxxv
G 4
* # J( - ¢ f- - q (> 6 ; %' -1 ¸#
*v ( 2 G4 ¢ f- - >! ;
( f ¢ f- e# % - ? G4 $G
-# - - %& 6 < ¢ f- #0
7 #G ¢ f- $ G4 < *v #
¢ f- 6(. 0 #0 ' G A ;
# G4 < 1 V # A $ ; ¢ f- #0 6
$# G #^ q ( G4 i& C (j2 1
# %' -1 ¸# < 6, /‰ * *v* ¢ f-
( - ; ( 2 # G4 ¢ f- 1 e#
104 |
*> ( < ; %/ # , 1 • V #
= ¢ f- - l i& C µ #G 1 #, % #
(' 6 f < <# # 4
;' > C :
i
S. Muthiah and Harry MacLure, The Anglo-Indians A500-year History (New
Delhi: Niyogi books, 2017),1.
ii
Frank Anthony, Britain’s Betrayal in India: The Study of the Anglo-Indian
Community (Bombay: Allied Publishers, 1969),2 .
iii
The Eurasian (2nd May 1908), 45.
iv
Sarmistha De, Marginal Europeans in Colonial India: 1860-1920 (Kolkata:
Thema, 2008), 46.
v
।
vi
Delhi: Niyogi books, 2017),116.
vii
।
viii
Valrie E.R. Anderson, “The Eurasian Problem in Nineteenth Century India”
(PhD unpublished thesis, The University of London,2011), 208.
, „¥£-Z ।
ix
, „YY-šš ।
x
xi
Herbert Alick Stark, Hostages to India or The Life-Story of the Anglo-
Indian Race(The Calcutta Fine Art Cottage, 1926), 84-89.
xii
।
xiii
।
xiv
Herbert Alick Stark, Hostages to India or The Life-Story of the
Anglo-Indian Race(The Calcutta Fine Art Cottage, 1926), 86-87.
xv th
The Eurasian, 19 December 1908, 75-76.
xvi
Valrie E.R. Anderson, “The Eurasian Problem in Nineteenth Century India”
(PhD unpublished thesis, The University of London,2011), 203-4.
, „„Y ।
xvii
xviii
।
, „„£ ।
xix
xx
Community (Bombay: Allied Publishers, 1969), 122-24 .
| 105
xxi
Megan S. Mills (2001) A most remarkable community: Anglo-Indian
contributions to sport in India, Contemporary South Asia, (Routledge, July
2010), 225.
xxii
Community (Bombay: Allied Publishers, 1969),123.
xxiii
।
xxiv
$%&।
xxv
$%' ।
xxvi
Delhi: Niyogi books, 2017),31-34.
xxvii
xxviii
$)$-)%।
xxix
।
xxx
$%%-%)।
xxxi th
The Statesman, 25 January 1929.
xxxii
xxxiii
xxxiv
।
YY£-„[ ।
xxxv
106 |
!",
$ % & , '& ( ) *+
, : -. / $0 + & 1 + & %+ * + 23
“2 5 ” 7 %+, " * 2 $ & 1 & !"
89 + 9: ; * <1= * , & !" - "
> ? 1 + /* " @ ? %+, 3 A 1 / B C *
$ /, + / , , $0 + -1= ? 1 + & D* )
: 2 * 2)/ + % E $ , 3= & 9 2 *
/ / 2 / 8= )/ %E & B C ) F , 35 )
1 A 8 * 2% *= $ & &+ : 5 G
5) A ) * $ % H /! A1 + I
J B : K, 5 ) BL 2 $ 8*, 5)
MH + H NOC @ " * P %*, 2 $ !+ +$
" Q , - *? %*:
@ ? /R : , , , , %S=1 ," 2 5 :
$ % - UV ? ) 8*, F - 8, & !
: 2W UV, " UV, X) + UV, U V 23 )
A % A Y 1 2 $: = ! <& = Z %* $
[ U V @ * 3" % 0 9 2;* 3 : K 3 ) =! ,
, =! 0& + $ AZ $ % 1 A =3 + 1
\ % , ) = O! = ] - 1 " :
=! B Z - M!" – $ )= H 2,_ 2
[c]
/` a % ? ) :
0 / / * + e -)/" M ;* 23
? a* 2)F ) + 8*, J& $ &@ % + 0 . 8 * O )*:
$ O ) $ F A * , “$+ 2 *”, 2 0 2 0 * “$+
* H ”: % 3= 0 , 0 / / U + " $ O )
/ %+: * %S * = 8_ 8 * 2 F $ 5 $
/, * & 3= e & 1 f /" 8 * : /, ) 1
| 107
3 8_ ) $ 3= g ) , ) + 8 * , h3= = i - 1 "Q
O , " $ j9 = * 8 * , 7 @ _ D * %* D* )
9+ 8* : 1 /, , , ) $ =! H
5 0 *k - ") )* 2? + 8 * H : = H 8*
A , l - ) m : + + 8_ ) $ O , 2% *= $
& &+ : %S = * O 8 _ G ) , NO /!
% ++ 5) ‘ + ’ * % : ‘$+ 2 *’ * 23 O )*
$ % =F =F %+ - 8 , 5 $ % * $ + ,
:
$ *, * 2)F 3 0 / / Z &
$ % $ @ 2 ? , @ 2 - p 3= % ?q :
$ / $0 23 0) > ? 1 + ) g /
%+, 2r0 * + * : s H/ & 1 2 * % +
D* $ $ /, = 3 *& : ; * $0 -1=
? 1 , g, + ), `J 1 &B D* ) $
?+ M H: ? / * / , D* $ & 1 + & & & % :
?* 1 3= + ? & ) ) +, D * / , 3= ` ),
`J 1 t )B L& 9 .: 7 %+ = , =
/, , = % , = -)/" : @_ %+
: * uL % +, 3 5 - S * 1
+ 8* 1" = 9: - " * )B v& 2 H 5? + F $
, 3) 8= H -* ) : $ O ) + *$ A 1
& 8 * : ? _N F D* 5 8 * A U +:
G w % )B v &B N -e3" x+ % + 8* 5 )
? _ 3 1 ? _ "3= $ )= *"&: % 5 * 2* F 23 8*
2 H +: 2 & y B z % S 1 + * 2M ! 23 G*&
2 8 * , % ?' 2M ! = * %9 A H
[{]
: K | 2* ? $ O )* * ? _ G
- & J B :
$ % A1 + F=* * * 5
A ) 2*F : %S= &)
= i O 5) ) F : 3 ) , %S=1 "
5) 8= 0Z -? " 3+ : | *
A1 + 5 ) H / * A ) 8*: K /! 8= F
108 |
*, +: 2 G * 2 8* S% 2 $, K 5 2
1 O $ . ? A &3 9 =* : 2 / 8=
5) A ) %+0.8 " :
O )* + $ %S= 0} W &=` 8 * ,
% * 23 % = 5 ) -)/" Z 2 " * &
-/ 8* , 2 $ 5) A " * 2* * 2 H $ 8* : _
~* 8* $ ‘-)/"’: • % A * / * ` A =3 + 5 8*
2 l€: [ & % + -)/" ?= 9 /
23 )@ 3" 2 * 9 , $ % 2 )B L
A& 2 $: * 8= H % * 2 * 9 =* " % +8 *
5 , 2 * -) /" 2 $: K 2 H /* 8* : s•
2 2 / ?' 2 c‚ƒ„ * “Young Bengal This is for you”
= [ A =3 + * 2 * 5 9 9 * * 2 $ A =3 +
[•]
: /, 0€ | A * , 2 N* [
+ 5 " % : e /, / NOC ) + 8 *
, K2 F $ &! 0 2 8* 2 /: B& ! 1 /,
+ 5 $ M : - 2 $ %+ 9 -
2 / : c‚•c * “Reformer” _ + * &!+ t $
/ NO C A / 5 J 8 * : c‚•• * ?"
“t x! ” _ $ * % + 8*: K [ * &!
1 /, 2 ), 5 Z% : 5 =j $
23 $ &! A 1 NOC - 5) ] /
8 2 l€ 8*: $ &! iB AQ - = 2
5 2 ˜ A 1 ™ / / & + A "
& , Z[ 8*, = j 0. : ] 23 8* *
3+ : 2 G 1 _ ] 8 * 0)+?' -r ,
3 * & ! 0€ 3 L NOC - 8 * : c‚•‚ *
* F 8 * – 23 = %@ " ) / =! &! . /F ,
2 = %@ " 5 ) C /B š* ? ) 2) / / % ),
A " : K 0 / / 1" * / A
+ = 0)+?' - r 3= ` ) ` = & w 3"
A 1 = : ;* , H 5) -
2)+:
| 109
c‚›„ )/ 2 ) 1 ?= " M H 3 +:
2 G O ) " 3= ` % + 2 ˜
@ " _+ A = %+ 9 $ 5) B " ˜@ " % + 8*:
) , œ = F 1 + c‚•ž * % m % -N * ) / Ÿ*
% 2) $ B t +8 * :
& %3 = i % A 31 / = *= )
[›]
2 +8 * c‚žc *‘ ’ 0 1* & 8* : ? 5) _ c‚•ƒ
* 2 $ * H * *$ s 3= ` % $ Z
[•]
˜) 0 H % : 1 / ) )¡
[ƒ]
2 % * + 0} 2 F % : = * %9 i=* /,
% : * 2M ! : 1 ?', / ?' 2) , 2 S
Bz 2 =H *¢ % 3= ` % + 8 * : ;* J & & $
5 s H/ ) - A = % + 3 : c‚›• * * ‘ s H/
$ y+ 2 $ H’ 0 U 1 & ! * 2M ! & !" $ /
? 2% , H$ - & 8* : & !"
s H/ s H/ ˜ " 8€ 2% , 2
" * +8 * : Bz A / = * / )= " ,
? £+ S [ A1 B! )= £ , 2 ˜ / O
[ž]
) 2 } % +8 * : K2 ˜ A1 c‚•ž *
2 =H *¢ ? ) Z% 8* t x! _
[‚]
3 + ˜ " 8€ 8 * : c‚›• * c• 2;¤+ 2 * %
_ 2 3 + 23 ) , œ = F 1 + 2 ˜ / £
¥ H ?= | $/ = * / 2 0w B L * :
%/?' 2) “Sketch of the Condition of Hindoo women” 2*F +
%S=/ ® ¥ H- ?= 0 F | , = * ¯H )
2Jl ? , $ %S= 5) &€ A 1 % + 8 * :[°]
? 5) _ *? ! ) F ; 5 2) ) - 1
B! 1 Z S 8* : *8 * $ /,
& * ) 3 L B! ) ) % + 0 . 8 : $ * N*
1 =! s H/ ) *? )* = ) ? 1 2
˜@ " l€ 2)+, 3 ; * 5 ) ` N* - % + 9:
• % = , 5) @ * )= "* 8* $ 23 5 )
e & ) /" & A 1= = " + 0) ) )B L& ˜B `
2? + 8 * : K H ™ / ± . + 23 \ + $
110 |
5 0 *k : ) 5 = " + 0) "
8* A ) ™ / / J " , A 1 5
/ 8* : A = 2 G 9 " 8*
[c„]
F $:
• % + 2M ! 5 “ m % ” Z A / A 1
H 2 ! : 5 , 5 A =
&* 8* , &=* +,
8 8 2 &=*: H &=* ‘ ’ A & : O 1 " %* &=*
, $ % 1 " %* O ) 2 $ &=* J & * J : &= *
&²[@ 0 &=" * $ 9 2 * 3 +, /!
$ % A &= * & 2 )= ? H < -E / : $+
2 * &* & = 2 $ $ + H < " * *
-E / : ‘&=*’ - ‘ ’ +: O )* &=*
8* , K F ) -W+ 2 ,
-? : G 23 [ ?* 5 2 8 +8 * ,
1 2 23 2? * 5 =j : 1 1
=j 2 8 * : K 2 $ &* = H $ % 8 , %": $ &= *
+ 2 ³ 5 ) f/" : 23
G 5 Z 8* ,2 $ G
[cc]
5 Z 8* ,2 $ + 2M ! % : 1
-) * 2 ?* - 8 : 3= 2 3= 3_ Q, $
1 s H* I 1 8 : =£ ? %+ 0.8
2 $ M , >? ˜ 2* 8 2)% : $ ´) ˜
a 8* + * : 2* >? @ * 3" 5
9 ) +8 * &" +: K h * M= 9 ) / ²>?
=! 2 $ j 5 = ;* F ? *& 8 . * 3+ :
& = -/µ + £ J " t 2 ) 23 _
2/ * B L 8 * $ A& +: 5 ) * <
% + 8*, )* %. * % 9 - &" % + 8, 3 )
Pt % 0w 2) / • % Q 8€ % + 3
1, 1 " 1, -£ & ` $ ) A [C 3" : K 3=
* % 9 )* ) $ &+ % ¶ = H 0 , "+
[c{]
Z )B v ) AZ % +8 * : / !" - * 2 , 2
$ Z ?* 8* : £ F 8* ) *
= s = fL: = \ " A>? m + A &&@ 8* : B )=
| 111
-M A 9 2) % ? )+ % : ] -M - 2
-M + & M= -l€ * H J &"
+ % +8 * : - ) UV 2 / s % + 8* 2 ) :
) , /+-&+ 9 - " ), A ) & D ·/µ 2 * %*,
$ )= $ + ?_ • ? % + 8* $+ 2 * 3= :
8* $• 1 0¸ : [c•]
2 ) )+ ? * * &@
AJ 3+ : | 5 ) NOC A : 2
* !+H % , 2 H + & 2 $ %
: $ % *, $ %* A 2F 5 , . & F=5 2 F 2 "
/, + & ! w 0€ 2 *: 2 , _ 3 L % $ ?+
2)+ " * ! ) 0U= :
@_ :
• 2M !, +; m% , A+ , * ž„„„„°, 2 º~ c°•ž,
B G cž
• ) B G c‚
• “Keshub Chandra Sen (1838-1884), the Brahmo Samaj,
st
www.thebrahmosamaj.net , last checked 31 December, 2023
• 2M !, È 7 , ), œ = F 1 +, * , c•{› R,
B G c{•-c{ƒ
• Islam, Sirajul, “Mitra, Peary Chand,” In Islam, Sirajul, Jamal,
Ahmed A. (eds). Bnaglapedia, National Encyclopedia of
Bangladesh (second ed.) Asiatic Society of Bangladesh.
• Choudhury, Anjana, Kelkar, R.R.; “Radhanath Sikdar: Through
the Haze of Time and Neglect”, Wordpress
• Sengupta, Nitish, History of the Bengali-Speaking People, UBS
Publishers Distributors Pvt. Ltd., ISBN 978-8174766090, 1st
January, 2008, page 229
• N% +, ," ? Ù 1 +, = œ , -1= & !" $ % cž„ž-
c°ƒ›, Z & */ ," ISBN 81-8064-11-2, * {„{c, B G •ƒ•
112 |
• ) B G •ƒ{
• Sarkar, Sumit, A Critique of Colonial India, Papyrus 2 Ganendra
Mitra Lane, Calcutta, 700004, 7th July, 1985, page 19
• 2M !, +; m% ……….. B G c°
• ) B G {„
• ) B G {„-{c
| 113
=& : 2 + H =& ! F %$+ 8*...

- / (
% A1 , * &
È * " * ,h *
' . = /Y Z )/" B ? *$ A l)
A = : A + 1 +- ‘ ) ' ’ Z H 9 *$
' B -2 1 % @_ H =j 3 + F= % : O5 / -
B ) -& ) )/" , 5w- + - ‘ * & ’ 0 Bz *
&Ù ? 3" B A = ) ‘2 Þ*- " ’ A $ -2 ß 1
+ " + "-2/ * & ' 0 ->// ! )= 2)/ + % * *,
? *) ? * =á . : 5 2 9 5 9 * +
=p ("£ B H - )@ / Z 89 D H ,
2 $, / * - )@ * %Þ %9 A " â =
) M" 2 Þ ; /* $)%- ) = - , ? 1 , - j 0-0) - / -
A * 2u 1 --- M - $ B 9 Q - 9+ 8*
' : B $ 23 % + 0 . 8* 5 U + ! A &t 2 $
23 - 0 *k 2 ã 88 * ! 23 ( % + 0 . 8 * 23,
‘ B 8 2 l€ % *$ B = : * - S J " 2 äL % *
c
- ; - 2 $: 23 ; - -) - $&’ ! A
$ $ %+ - % % +2 8 5 % A 8=
? _ ; H ,A * ~ & ! =
?P = Z > å G 8* = & ! : ,
=& : - $ 2 Þ $ ( ' F= 2 / 2, _ * )
, _ ? _ &" @_ YH 2 F 8 * ‘ = & ’:
YH / % + 8* ‘ 1 ’ _ 2 Þ! c{°°- F +:
&+µ -+ A 1 ) + Y H <O 8*
' : ‘2 + H 3F = & ! F %$+ 8* F 2 2 2
%$ : % )= H 9 2 = / =% 2) + %$+ 8*, $
{
* A = 1 % 28 H 2 + H =& ! F:’
K & % ‘ =& ! ’ - 7 @ % * ‘ B 23 %
& ! A& @ + 2)+: 23 % %$+ +: ) *æ ,
2* 2 * %*, j , F , O " –- [ /+ ? )
114 |
?* ; –- S * – ˜ % %$+ =m / + *
•
? [k ´)+– 0 = * H - + & D+ & D+ 9:’
- * ) * + @ " â , 2 H '
B J& 0) 1 ?_ 23 2) F 8 * , 2
, A &M 2 5 0 . 8* 5 ™ !)
- S 1 ? + ( : - $ 2 9 A &M $ 5 Y - B = )
A l) ç A %+ 2 + % + 0 . 8* = &
? _ : å 2 2 +H 2) F 8* ¥ HJI *: Y
2 ) * )/ Z £ A/, $ [| F )+
' * 8 * : ‘2 , =_ A , A /I 2) F
--- 2 A ˜@ " 2) F * 2 H 23 /!I *è
*+ :’› Y )= - + 8 * , ) ) + ‘ a,
å =& 5% A 2 + ) A , 23 H= 2 /
& * ; K % &" *µ t + %
•
9 ` 8 * :’ K 2 3 $-2% - -2 $ 8= 1$ (
‘) +’ 2 A % + - µ 9 - - $) *
= ! = & 23 A = & - 5? $ , H
2& 2)F ;= w 23 J & & $ + 2 0: / Q +2
= & 23 7) ) 8 2 j, 2 $ 2 H H 8
)O 0 , _, Y <O $ = s 2 ) A &M 5 2)
' : =& 1 )B L 2 -9 * F- :
Z $% * 23 _ -W+ % + . H1 _ H 9 – &B
2 é _: ‘... 1 q 3F j 2 * F $ 3 $ , B % £ M= $ , F
, 2F+ -2 Þ Q , w [ " jF +
+ &+ @ "1 , F Om % / *2 * H2
B H 2 2 + = F = F ?= + + ---
= [ " 2 Þ m, - - ,=m Ol + +:’ƒ
- * 2 * 8 9 2 * B % * )= ’ H A * & 8*
"% A : "/ = *- $ )= H =! $ 23
ž
2 * * = & ‘ %z= @ " ! )/ )B L ’ 2 2H 2
3 + A ` 2 ) ! =& 2M A Y-A Y h / M! "
=* $ 23 ê 2) 2?L = & ! - 89
=& - * 8* H8 * H 9* / :
| 115
- $& $ B - < * 9 0 . 8* ‘ " U %
‚
/R% % ’ =& J w- :
‘ = & ’- Y H 9 * 2 j 3 + -F & $ 2*F
) : AO = = F 1 + $ YH ˜ " *8 , ‘ $ " + 23
´)+ , 23 O , 23 = & 2 % ?+ $, B ´) + :
[ a , @ % 2*F 5 B ´) + * 2 % $ 2
2 +H 0 0 9 ) + 8 :’°
= & 2 0 2 $: $ 2 1%+ B - 8 ! Y = & _ =!
* 2 5 $ ) 28 H 28 * A " : K Z +, %
·/ R A H + 3" =& _ F 23 " /
B $! B æ $ 23 /R% = & ´) + /! B
%? 3"$ C / :
* = P* 2 A ? %* = & , B 7+ (‘ ¡’ Y)
$ & B : B 7+ $ =& h* / ) Z
/ )+ 5 ?* 28 Ù ) H - $ J w *
: " ;5 2 F H $ 23 _/ !
$ Y ' @ B @ " 2 * 0
Z% 8 B 2 $ ; ‘ =F & - 7 * 3% A &! $
% 2? F & ! A 0) A *f/" & --- A H Jl - /
c„
, 0)+ [ 8+ * [k &@ :’
- B J + $ $ = & $ 23 ) 2) % A = & 8
23Þ = * ,2 ) " ' B I Y$ 5 8
A : ‘23 2 - H @ " 2 - H = m %$ H
2 + 2u - + % A E @ A "? + 2? / `
@ " + = * 8: 2 - - 2) F 8, & 8, ë 8,
cc
=j 8 :’
23Þ - C A % A =7 ? / 2 )
A * =& @ " _ /+ B % U F= * ?' * 1Þ B jF
) 5 9+ 8*: 23Þ % , =* , ! ) 1 2 F=5 8*: -
Y - $ <O % + 8* )" / B 2 * 2 +
$ B J > ` * X) 2 9 9:
A) 1 A % N* ) = = & "/ = * 8*, 9 *
/< H 8*, - 8* * 2 5 $ ) A " 28 H 28 * 3" !
116 |
=& 2 5 = * * + + 23 +$ A )@ 8 2; * 2? +
* ) :
' $ ,=m -F H 2 $ A " Y 2* -2)
+ K F= 2* F ! $ A " 28 * H ˜ " * 8 :
‘ 1 /F --- 8 2; *+ 8 1 : $% A H + %
H 3 +: A q ) $% + $ 3= ` 2)F 3 $ :
$ 0 * , =& % % + , w %$ : 23-2 $ 3= ` ,
H $* & *: 8 1 + % $ " ,
2WG --- $ =& 3" ) = j : $ *$ = & =& * ,
- - H= A ` -) 3 + =& ‘ = ’ *+ :’c{
H % 2 ) =& - $
H -e3" 2) $ %+ - 1 8 A *Þ "
A ! 3) 2 & 2 H * 2 ,3 )
)= g * H -e3" P MH ; 3 2) F A %+
* 1 % ‘ $ 2 , - ) = & 23 , % 2
c•
:’
$ 28 * H , $ U % A % H $ A $ 23
) =& < <O 8* A * * -ì ! -% å %
% + =& % -[ H * = ! A % * *+
* ) I AÙ * + 2 * µ 23 = A íw )
- p O % + 23 J+ !
' Y * F 8 , = %@ " Jî *= ' 8€ &€ [
H -8 9 2;* 2? +$ * F 8 ; H ‘ % %$ : %
$ A \ : - * 8= $ A \ +, K = = /@ *
/ 7+ ï M - + 7+ 8 2 5 $ ) 28 *
c›
8= $ -e3" 8 :’
) -µ + $ + 2 9 3 l* = & : ) +Z[ -
? J& & $ 2 9 0. 8* 0 : 3 2* S <O
% + 2 8* Z : ‘ - , -M < 3 +:
å l* A £ , )= $ 2 * $ 8& F +, % /¥ 8*:
c•
® =O ! [ /" %$*: 8= ) ) / 2 *:’
; * ) : A * ~$ )/3 _ 0ð 3
<O % + 2 * å : = H 8= 23 MH ? * 8 2 H = j
* <& ! = + / -r & Añ ò & H ´)+
| 117
+ ‘ H A )"L -/µ - / 2 8= ) %$ ] "ó
K % - + ; --- ?,= 2 *+ 5% )
=F ) ? %+ - H =j 2?L , K 5% 8= = j $+
* :’ cƒ
- ô 1 $ $ H ) A q 3F 8 2; * 8
1 + /N* 2 5 $ ) 9 2 $ A " 28 * H - = & A& / +
8 /, ‘ % + %*, “ 2 =, 2 + 2 8,
=$ + 3 l ? 2) F - ) &= * 2 :’’ ’cž J & & $ $
- * 23, å A /L H * +
~Q £ ; 8 2) /:
Y l , %ö ? * $ *$ 2 3 _ + 81 $
= + / 8* : - =& ? ‘ " % 1 ) 23
+ +, * ‘- 2 8 2) ! + 8* ’, = &
c‚
2 + ) ? %*’ ; - 8 *+
* 2 : å ) m /+ B % = 2 8* F :
=& 2 ) + 8 = F ) + 2 5 ) 8* 2 * -
% 2 +H ê ) + å <p * 9+ 9 8*
) Añ *: Z 2 ? ) + - ) H 2 + *M
c°
+ ‘ *- F ) ’ A "w " =* 1+ & )= H * 9+
1 - = * + 2 * 2 5 ) 8* = & - 2 $ ) <÷ U )/ 2 $
{„
" *= H + 9 8* ‘ ? ? ) H /ò/3 +’ ! 23 1 ,
$ P @ )= $ h 9 + 1 2 <1= * 2? + 8*, ‘ =
- 3$ )+ , : - )= H h 9 $+ = - 1 +
{c
F :’
K B 2 0$ 23 % = 1 F* =& $A /!
8* 1 $ <& % £ %* )@ /% * + +
+: 23F 2 0 $ * =& - * O 7 1: 3 $
A 3" ‘ ’ 2 1 =& 3F 2)F 8* , ;
= & 2 5 ) 8* A j - % = 8
Z% 3 2 9 + 8* - 2 / : 2 2)F - _H
‘% + 2) F * , ‘23 ´)+ - - + l) \ + %$+
{{
0 .+ 8 2 $ ´)+ - ) *- $ % * :’
J& & $A : % < ˜€ %* = & ¡ ’F 1$
(< 9 $ =j * 1@ H 2 : A ? &
118 |
?,=- " , e %+ $ H *
U + ) Z% ˜€ M - * =& J :
2 + ?Þ1= *8 , ' ‘...28 H Y 0 £ $
{•
/A +$ -E )B L - * + 0ø :’
= ) =- + 3= ` %+ “‘ YN l’ A 1 / 0 <1=
% ù B +, A £ ~ 1 9, A " w MH w 3"
! + 2*F - ) $ 0 +$ ? ’2 2 * :”{›
23 $ ‘ =& ’ Y B 2 * A %+
-W+: B =! F J ·ú@ " F : 9 %?3":
23 f f % A / : B
Aø= H ; 23F 2 ã 8 B 28 9 23 <1= L$ %+ 28 9 3 +
1$ % ? ç :
‘8= H’ Y ;H A ‘ M ’- A * = ? =` /
2 + 8, ? 8= H 2 + 8 : K + B = - í A& $
Y A , A % +, & 9~ 2 +H 23 1 %
23 % )O ç !
H ( B 1 = & 23 £ H 8*, 2 F 8= $2
8* $ J& : K 2 F 2 0w H % + 3F $ =!
" 9 % + 8 --- F $ 2 @ * A %* , F
% + 8: & A 3" % + 0 . 8 A 3g : A % +
$ O ç $ ' 2) F + 8 5 Y: F J
0 , = & 23 A H F / = * : K *) H
% 9 + 23 3 )@ ; $ % , * H 28 H Y 2 -
2 : $ % 2& 3 + )= ’? H Añ * 5
. = 2*F $ 28 H Y H + + 2 3 + , 23F )59 + .
%+ % 23, 2/! % + 2% * 2 2/!, K * "
=& = + B jF ; - * 1 2% * –
2 0 + :
H =j e 2 2÷/ J %+ 23,
= + =& 3 ) 2 ) ; - 1 %+ ; , F =&
· S % % + 0. G= A % + / : 23 2 2 +H
) 3 + * - - )+ - + 8* $
2 Þ @ ( H , ) =! + 2 l€ % + +$ 2
? % + + 8* Q % - A % +:
| 119
‘... B B F+ % , ,, ,
{•
A + 2 * ,... 2 A _ 2) F $:’ --- '
*8 * *) ‘/ = * ’ Q: ù 5 ˜ " H
&! : % 0) % % $ * 3 +, ‘ = & ’ Y H :
= e : ] H !+ $ Y . ) H $l
: Y 2 & &@ - ? _- F K
+: *, !+ 2 é ? _N * J ¡ 23 * ?
8 Y - 2 éN * !
)= $ ) ) A " w = / =% - 8 =& - =& !
¡ 3"- ˜ " 2 j , J& & $ $ N* 0 , + K
89 - _ )= ’ H ? _ ) + 8 2*F ; = & å
2 5 $) 9 28 H 28 * A " - : - H
*~ /! = 98 K H )ù )+8
(A / = & - Y $ 3) 2 2 $ / *
, 3 )- 2? F ‘ A " ’ %+ ) - &* = F
H H % ‘ ’ !), - å- H · S%
" H -+ $ = *8 s : @*
? _ = & 8 9 $ )= ’ H _ = ! ? _ 2, _$ ù L 8
' ,A ? ) + 8 =& =! ‘ *- F ) ’ A "w "
=* 1+ & )= H 3" K ) 2 ? _ $ -* )
23 ! ë , 2 2*F $ A &O ?
Y " /* /L )"/ !
*, !+, = & -? 2 ' (A @ )
23 23 ? _N * 2)F 2 8 MH ? ] % * K ) 89
A ? _N * ?+ )"/ /! - A ` 2 J ?q
23 ' : F 2 0 !+ H *+ * *
A / + " ?* : 9 ? * 23, ‘ ` ’
H K + $ H $ 8* : H A "
+ - + œ - S 89 J g& =! ) +8 * ) ; 3
A - - * A 3, = AS - % : 3 H $ ‘ = l’ 23
3, = û ) +, ? JlS 2 1 % F -
A, : A ? 2 8-2 8 ) + J 2) ' -
0ü ý H J * 2 a 9 )
2 / )"/ H / ! 2M H S F $ 8S
120 |
3, = B [ 23 û 2 $ ´)+% A1 ,
2 9*, 2 5 $ )" ) : A H $ Y =& =& J
? _ ) 2, _ 23 çH ßþ 2*F 2 H * F=5 +
3 l ‘ ` ’ $ *, !A / % 2 - t + 23
% $% - ) $ :
@_ :
c) + 1 +, ‘28 H Y 1 ’ , ) ' , ó- %
( ·) * H , * , B + /: M c›„ƒ ( / : /F
c•ž•), B · c‚:
{) ' . = , ‘ = & ’, YNl(? FP _), (& , * ,
" /! = = "m : / F c›„c( FP / c•••) , B · c{c:
•) •, B · c{{:
›) •, B · c{c:
•) •:
ƒ) •, B · c{{:
ž) •:
‚) •, B · c{c:
°) AO = = F 1 +, ‘ ' ’, * = * ,2)’ */ ,
* , U + i : " c›„ƒ ( 2)’ i : -(
c›„{), B · ž„:
c„) ' . = , ‘ = & ’, YNl(? FP _) , (& , * ,
" /! = = "m : / F c›„c( FP / c•••) , B · c{c:
cc) • , B · c{•:
c{) •:
c•) •:
c›) •:
c•) • , B · c{•-c{›:
cƒ) • , B · c{›:
cž) •:
c‚) •:
c°) •:
{„) •:
{c) •:
| 121
{{) •:
{•) 2 + ?Þ1= , ‘ / + /Y’, ' : 28 H Y
- /Y, % * , * , i : AZ% + c›„› , B · ž›:
{›) = ) = , ‘ YN l’ ? ’, ' : % , 0
*/ " · *·, * , =
? " = m : M c•‚° ( / : /F
B
c°••) , · ƒ{:
{•) ' . = , ‘/ = * ’, ? % , '- ? * ( B + FP) ,
(& , * , c{• ' 7 + 0 *, / = *&
i , /, W c•°• ( = = "m : / F c›„{), B · ž{‚:
122 |
+) + * 0 % * * *= 0 = )
+) ; =*
! , * & ,
* ( ) *+
, :
-1= * % &€1 /Y % * +) + * 0 %:
+) + * 0 % 7Z% , c•-$ - c°{{ *, A1= * )/
?ÙZ : ? = @ _ +) + * 0 % 28 H * 2 $ &€ + +
ä 8 : &€ , 8 : 2 $ , A &t
/ %+8 % 1 ) +: -1= * % /Y
%* e & 8* *& : +) + * 0 %
‘* * *= ’ H 0 23F ) 2)F % + 8 3= æ[
£ Z * = ! A "> A H , A /, , A ? A )
1 " + 2 59 & ) ` Z * + A/,
=! ) A ? =3 + "% 8 : <1= _
A "> * & ) 2 $ 23 ) $ 1 " + 2 59 -W+ + 8 $
+, / , ? " 2, _ $ 1 " 2 9 % +
8 : (3= " + Z * = ! 23 A "> A H
<O %+ H Z ?_ $ 0 1 ) + ;= H 0 . 8:
A/, , A ? =! ) F= % & $ 1 " + AQ ( ? +
)+ C ?* \ , $ ‘* * *= ’ 0 1 ) + +) + * 0 %
F= = S & = *1 8 :
@ ? /R: 1 " + 2 9 5 , AQ ( , 3= æ[ £ , - ,
) m , A /, , A ? :
@* ` :
+) + * 0 % @ _$ / *: ? @ _$ * ) /
&€ £ 5 %+: 8 _ £ 2 $ & & 2)F
=3 5 % + 8*: +) + * 0 % $ 9 < 2/!
2 H _ % ˜) &@ * : 2? F ý= F
2)F U + (3= &+ £ * )/ Z :
A "> H " Z , A /, & Z N* & *
| 123
* L ) l: A ) A "> H * 9Z =!
H A / 3F &€ Q ? ) 28 H 8= H 8 )= ' = . A €
Q : $ @ $ " /Y 3g & / ; * /% 8=
* F £ %+, 2 F Z =! - )= ' = . A € Q :
- * 3g & /% ? 2) + * 1 - 8*:
$ * 23 A&` Z = 8 H 2; 5H 9 : * )/ Z $
8* )= ' H B %w G H %S= A H = * : 0&+ G
1 1 "+ X ) - F * 2 / & Z $
8* 1 " + A = / / K Z =! B 8* % *:
* )/ &€ ™ Z - + 1 0 ? *
+) + * 0 % 5 ) 1 ] , 5 0 N* Z =!
1 A + 5 % ? _$ 1 + ` = ! A *" A ?" _
H* F=5 2 8* + * 0 % : 89 +) + * 0 %
8* ? 2*F , ` = ! <1= / . ) $ ?
2W H ) H & & ! 8 :
+*0 % 2 H H0 * F 8 * - '* * *= ' '? 5 ) A ' ' 5)
) 5 ) ': + * 0 % 5 '* * *= ' 0 23 = * A1= ! Z *
[ ?_ = * 1 8 , - ) * 8$ )= · %
* % + 8: 23 . + 1 ) + 2)/ &` %+ 2) / =!
1 X) + & & 07 + Z 8, . 2 $
+ H B% G 23 AQ1 " + ( @ * -M % %
2) F + 8 + * 0 %: * 0 $ @ " 1 " + AQ l€ £
O 0 , 28 H Y , H ** - ) %+
1 8*, 5 H $ 2 + - ,
+*0 % 3 + F A ] $Z % * =!
1 " & - L- B G / 2/ ! &+ , 2
˜ " +*0 % 3 L )B L 0 A& Z *
?_ = * 1 , % + 8 * : '* * *= ' 0 / *
+ 2 0 H / %+ 2 * 2 - 2 0
r * "2 :
+) + * 0 % 2 1 " ( U 3 ) S= _ -l€
, %* %+ $ % % = * 1
: 3 + AQ = - i , ( 2 9 * A ] $ \ $ 1
?_ = * 1 : +*0 % ˜ " * + *8 -
124 |
“ , 3/, F , A " 2 H $ - *F % H -
c
:- 3 %+8- $ * F 8.....”
5 $ '* * *= ' 0 H $ Z B %w G @*
-M % % " + 8: A *? . 2 Þ/ *
) 2 0 H )= "*: - + [ *? 1
+ * 0 % 23 % = *1 8* $A :0 H /
%* M 2 - " % $ ` 8*: 8= )
'* * *= ' 0 H B 1 &!+ = m % + ; * ( ý= F
B %w $ Z G JI ;= H .: $ * )/ $0
+ *& : 89 " 2*F ) ™ ) .
[ A £ = * 1 $ 0 H: $ 0 & x!
) /, G, ¡ Z % 0 F +
™ +*0 % @ " * Z B %w G ?_ - )
= * 1 8 : A1= * )/ @ " @ " £ ,2 F % , *
1 " = * & &€ 1 " + / %+
B ?_ A µ % + 8 '* * *= ' 0 :
0 <O +8 ) JZ " O ?_: A ">
H 1 $ &+µ M 2F* + 3= `
+ , &€ 3F &€ 2 / + 3= ` % + 9
% + 8, F ) &€ 2 / + + Z * A / , , 1 "& O 1
= ! 2 8 + 8:
“/ % h* Aa * S ) 2 + 9
= * 21 5+ H - / 3" 23 *= H *= H, £ /!
F= F= " ?L F: M 8= 2 $: & & ,
{
2/!:”
$ B %w G A/, 1 & " O = ! ) M" * £*
%û Z : 23 %û i=* G %+ - * S= _
/ : /% ' 2 h)@ A £ $ Z : $ Z % *
=! ) $ * : ) ) ) + <1= _
A "> ? %) $ @ *, $Z / :2
B¡ _ . £ % $ Z 2 2 8
+ 8*: 1 " A " ? %) $ )= $$
?* * * : $ %û Z ) / H + & :
0 <OH %+ $& W )= = : 2 $ + [ ) +
| 125
/ ): $ [ / 1 , _ 8 1 8* % )
)= $ & $: & $ ) / %û Z : '* * *= ' 0 2)F
3+ ) %û / JZ ?+ = * 1 : 2 F 0 F
8, 23 Z /! 2 A& 8* , F ) 2
M H 8* , " 1 " A =/ Z ? * % -
‘/ ! 2? + H 2 /’ * Z = *¡ %+ . Z :
2 ; 5 0. 0. $ A F ` 2 2%; 2/! %+: K
) Z 89 - * %'* ?y ,=1 9 + &€ &€
2 /+ / * ) A 2 /+ + 1 " =5 1 "
+ + : * )/ A u Z )B / 2)F 3 +
2 = * A1= ! Z 2 =
%S A1= ! Z : '* * *= ' 0
* * *= B ) 1 " + ) H &@ %
? q %+: $ + A uZ 1 =! 1 " (
* =3 + ) ä : 1 " + )
%û Z / G * & $ B $ * * *= 0
? !+ % + 0 . 8:
c. ) æ /! /L %û Z 1
* , %+, -1= =5 ) £ 2 - *$
%û 9 : %û Z )= ' H [ - &`
: H W %'*- B ! 3 0w ) 3" A /Z%
,- H 2W %'* &@ - ˜ A1 , A1 : %û
Z F * ) 2W A &@ "`, •/ / ` A 1 %* 9
): 2 A1 %+ F * , Z - 5?H 1
=! ) 23 % 2 F * : 89
2W J " F * ) U"1 + Z% :
‘* * *= ’ 0 +*0 % * Z ?_ = * 1
+ ˜B ` 1 " H = * 1 8 : 0 1 )+
B 1 " ? 1 " JI 0 7 ? 2) F + 8 - ) :
" 1 " &y Z % * =! )@
A "% /@ 2 * ?_: + * 0 % - 2) F + 8 J " x!
% 1 " + 1 " æ 1 1 =! & ) J "
% : 1 " + AQ ( 8 = *1 + + * 0 % (" " Z
- +* = % ) 1 1 fL )+8 : $
" A 8= + %'* Z 1 =! 1 " )+ / "
126 |
F *9 $ 3 A "> ) )+ ) / `/ * % +
: - A & ! * %û Z ) %l
% `: 1 " 2) % $ ) + 1 =! @ H 2 Þ/ * /
2/ ! 2 Þ/*: ) $ 2Jl ? , *& / = *& -?
w * [ J ? ) %3 / 2 G @ " A = /
1 " - + = * / 2/ ! 1 " ?_ % ?
3 +: @ " [ * 1 = ! AQ& ) 2 + ä
%* ?y MB & 1 " A 1 " 23 A?* + £ 2& D 2;* / `
2) F + 8*, * ? _ $ % 0 . 8:
{. + * 0 % '* * *= ' 0 H ? _ 1 0 : 0
2 2/! 3" [ ? _ MH € / M H 8: $ 0
2 '+ ? _ % ) = * 1 % + 8: )? _ $0 1
2 ' + ? _ %'* ): ) 2 ' $ 0 % @ * !+
% % + 8: ) A [C , Z 9 % 9 )= "
£ 8= * H+ - %û / B 2 5?
. Z *¡ %+: ')= + + Jl & 5? '
M 2F* + *¡ $ 2F* 23 &+ %
2 ˜ " 2 + e : = H&@ 9 . $
? _H + 1 " 2 8 2 +: A / R (
- 2 /, ~* %û Z % * 1 & " O
Z ) 2 : W 9 * • Z %
) 3F 8 1 8* F ) )@ 2 *, 23 œ
[ )+ @ " )59 + 2 A £ +: )
%û Z r= A ?q 2 ) l *:
) * 23 2 Jî 2)/ 2 + 2 F 8- $ ñ
)+ Z 1 =! % * / ù % ?q
: %û Z / ) - A NOC @ ": 2 $
8 / % ) $ = 1 / 2)F ) /
&= * 3 +: " ) - ) A % + 2? + 2? + 2) F: 8 "
2) &+ %+ , K /$ 1 / ! fL & 9
., !w - + %+- 2 ) )B L 2 $:" %û Z ) 8
) & @ " BL *, 9 % 9 2 = F / 8*,
2 F 8* 2 * & 1 = = & 8, O-8 *-M - 9: K Jî )/
| 127
2 + 2 @ %@ " %û ?* 8: t ? $
* - ) = j 8* 23-
“)= + + l*& )= '2 * 2F + 5? 23 2F* 2F*
•
3 l, 2 2F* M :”
)Z + *, 8, Z =! 1 1 " - `
F : Z = ! 3 / < 8, )
/Z =! 1 " )+/ A1 G 8:
) A &" + t % + 8 2 - / ù Z $ % - *
1 =! 2 8 2 + H $ . : $ ?*8 Z =! % -
* =3 + 1 " + A =/ + A "> = +) 9
2 * " + A ¡ B B ¡ 2F 5 <O: F=
AY * 1$ %û A1 ) 2F ) & a
, %+: = ? = ) F * B +% % %
: K =? = ) A £ ˜ " F * 8 "
: AY * 1$ ? 2 ) l) %*-
“j * + * * * *= U - B %* 8 . 2 :”›
- [ - [ &€ Z =! 8 " ,_ % + 0.* $ :
/ * ; & / * % + 0.* ): - 2 $ % + 0.* :
% A& Q ;* *, ) H ) , 8* "
= ? : )"/ A %* ~ A ;* %+ ?
/ 1 @* : - 1 [ ) + " G= % S= _
U1 2 1 : -E G , 2 *+ ) , 8*
/1E : ) A t )/" ;* ) %
8 ; ?$ 1 : A Ÿ* $ 2 2
O / %+: ) 0 , - +* = % 8 2
9 - 2?L + ) F * )+ ® 1
- * £ : - +* = % ) 1 "
UV % % %* O 23 / m % * %+ @ H-
= % 3 Z ) ˜ " 8€ 1 :
%û Z /` G + 1@ " ) 23 ), 2 +
2 N * 23 A& 2 ? ): % ? 2 Þ/ * A )[
, A £ ) µ= / 8: Z )P = P "
% +g G *, 2 / -1Mß 1 -
2 H F ˜€ 8: AZ @* / * 23
128 |
2 1 )+8 : -1= + O - i=* G +
2 2 Þ/ * ?* 8: ü ) [ A = )
+ + 8: ), ) =w € C =H = ?+,
2 $ 1 &@ 2 j 3 +: ) -1 E %* `
= !: ? _ = *8 :
B %£ * % * / " ) ) ¡ 23Þ 1 % 2) F Ÿ * 0 . 8*,
) $ + M - K % ) B¡ :
1 2 / 0 8* : -
“ % - 8 A& -8? * : =! & *
•
* :”
$ B
A ¡ U 9 %+ ) % = + ) % 2 ÞS 3" - B L
%+: )= ·F 2 ? A 8* + 2)+ 2 N - * 9 / 9:
2 Þ ! %9 5 / % % = 3F 1 0.
F F9 -N 0 * - *+ 2 $ 2 N D / 9 % =
07= ` * 51 h 0 * 2) F " ) 2? F AQ ? ?
:" ) A ¡ B %· / * )B L /MH
F * ® A * D 9 * 2 2 + -
=S - %*= ) = H) ? ) 8= 5 + 2 % + - Aø= 2 * )
% ) + F $ ) A &" @ ) N * 2*F
- ) +8 : ) *= k )B L - / 2) F = á % *
8 + . % + : ; 2 * 28 *
- " =S 2) F 2 % 0. - !:" - A +2
U + 2)F * * %. w = 1 2 23 -; 1
): $% :
“)= + H 9 ?_ 23F 2 F -
ƒ
2 * -* ) & ;=* 2; H:”
) * @ @ [ Z Aµ + * 0 % ), A :
=* A " µ= / & | 5 23 ` µH
B L %+ 2 $ ) + : A B¡ = &=,= + 9 )
2 Þv C 0 % + A =& 2 @ " 0 & : "
0 & * 8$ * ˜ :" A ) A B¡
B ¡ 2 /+ ) U + + / * 2) F %+
. 23 9 * 8 : " =* 'M M ) 5 9 % = * +, -
-/ / - Q&= &= " * '2 * % =S % j
| 129
< ? = á %+: K % 2M & \ / 2 %
23 A t : $ 2 % 2 U"1 + + 2)+: K $
2 + H J& ? * l* &=` F ?5 + S +
) % + 8 s , 9~ 3"[: M 1 € 2 1: 2
A =& "* 2 + H 23 ; H* 1 + ) 8:"
A % + 2 % / € %+ ˜ ï *- "
+ * ? = ) ) + ) 8* ?" $ ) &= C -
28 9 % / $ * ) 5 9 + 8: - % Z %
$ = ) - p : $ ) %+ %
A B _ - Q=& € E +:
* UV * / - ) 2?L 3 $ " %+,
$ 2 G= / 1 + % + .: 2/! 2?L % ) *
A 2F ) , ) & a 2?L : * 2
9 - )/ 2)+: K ) - )/ 0 , +
M= + 9 * : ,¡ ) 2 2 + 2?L *
) = F = = , , MH + ) 23 % : K 2?
3 +: j9 * /* B L 1 2 AQ 2 51 F
)= " * , 2 A , * - " ) 2/ :
K ) % ? " + " %+: /* B L 2/ ! 2
+ 2) F * 2 % ) 2) + )= · % *= - B +
2* - 8: * / [) ) ]= = H* 0 ) %
+ , 0w ï " $ ) ]+ - ]+ ) ? _H [
% + ;= H 0 . 8: ) -1 E ? _ ;= H +
2 * + +) + * 0 % A ;*: * 2 *+ ) 23 H
)Z 8 At * ) A " & A %
3g ) + A " +:
0 2/ ! - 2) F )= " * +g - 2?L +
2/! 3" ) " %+, <1= $ + /* j9 B L Z [ 2, ; *
æ ù %* ) •/ , ë ý= F %+: ) 1
2)F 2)+ H UV + 2 ã8 H - " A =& ,
K 2/! 3" 2 * 2 + : 2 ; ) 59 + 8= $ 2 %
+: Z %% 2 ;=w + 2)+ - =j ,
AQ , = i 2/ ! /` % % +: 2F ) 0
) ( AH* % 23 , 2 H 23, ) 8â
130 |
1 " -1 " B æ 1 2 +, +) + * 0 % & ! + 2 1 "
- 8 2 = i , AQ ( 3= 3= 1 &@ % * Z =!
- 8 ) $ %: $ ) ` = !: - )/
$ = !: Jl*& 2 5? 2?L + *¡ Z /* = ! 23
- A 1= ˜ " ? :2 -
“2F ) S 2 "1 AQ: 5
&=*ä ; 2) : 5 O A
% :”ž
0 ) A &" % ") , A/ A B¡ A U"V
-E $ +*0 ;= H + = * 8 / Y = /* + ? _ 23
= " 2 ] : 8â1 " J " ? * A& = H Þ/*,
£ 2 *+ =? " ) , , A& + , G=
% + + )/" & $ ) ? _ = * 1 ;* % + 8
™ : $ A " 8 * % /L - :
@ _:
c) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B- •
{) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B -°:
•) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B -cž:
›) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B - cž:
•) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B -°‚:
ƒ) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B -cc‚:
ž) ** *= , +) +*0 , ? + / , $ &H * H , c{ µ
? H " ± H, ö -ž„„„ž•, B -cc°:
| 131
&) j * % : '
. = ‘)= / ’ ‘ = * Y’
/ *S
! , * &
1- %- ( ) *+
, : 0 / / U + 1" % +3 _ + %S= + )
%S=- = * ˜ " A + * A *? : 2 $ +
2 ' . = )B L& -* ) = 3 : )= $
) B & 2) F , 2) F 8 * )B L ) +:
1 " + 2F * A& ? - p : - )
- *? !+ ' . = ‘)= / ’ ‘ = * Y’ YU + 23&
%S=- = * ˜ " 51 H - AH=H 2 F 8 * ! :
@ ? /R : , " , 2F * , -? , i , 2&) &), * , ) :
@* - * ? :
' . = * / 2 H8 . = 9 iB P*
&€ A = / 1: " + ) ) "
* )/ ) = , /* $)%, ) M" + H '
- @* " *, 3 +: @ " B , =! "
2 ÞS3" + [B 2 *: * /
1 " + 2? ˜ " 23 8* " + " *&
:0 // % H 1 • % 2 , 23F %S=
- *9 % + 8* 2 $ 2 / ' % 1 8= 8=
+ + 2? F 9: 0 / / 2/! ) )= $ 0 ‘ 0 . =
% H’(c‚‚•) ‘ !"’(c‚‚ž) 0 • % 2 , H 1 µ
& = fL: " + ' . = $ !+ H 0 * k ?
& $ 0 2 28 H Y ? + / : 5 28 H Y
? 0w B L 8* @ " * B = !: 5 2 / + H
28 H Y = * H 0. - : 0 2, _ !+ H 0 .
@
8 * MH / / ,¡ l€& : ' . = * 1 "
0 ( 1 " : %S=- = * B & 2) F :
1 " -? - % ) H NOC 2) , NOC ) + 8 :
132 |
$ 5 28 H Y %S= 23 = * s ( = * Y) % 2
+ 8, 2 =_ . 1 U %S= %+8
()= / ):
- 3) ' 28 H Y 9 . % * 2 F 2)F
5 2 / + H 28 H Y = * !+ H 0 . 8: 2 F
- 2)F , + H 28 H Y = * !+ H , &
8 - + H 28 H Y 8 , & : ' 28 H Y = *
!+ H , & 82 $ [ 28 H YN * %*- ‘ = = H’ ( / F-
G c{°{), ‘) *+ ’ ( M c{°‚), ‘ &*’ (& m - ( c{°°),
‘ = * + * ’ (AZ% + c{°°), ‘ @ ’ (AZ% + c•„„), ‘,= 1 ! ’
(W c•„{), ‘)= / ’ ( / F c•„•), ‘ * = Y’ (-! v c•ƒ{): = *
!+ H , A " w ,¡ l€& 23 [ 28 H Y 0 . 8
2 N * %*- ‘ $+ =" ’ (c{°‚), ‘ % ’ (AZ % + c•„•),
‘)B L) ’ (2 Þ! c•„•), ‘<&)B L’ (- ( c•„ž), ‘ ’ (- ( c•›ƒ),
‘* H ’ (- ( c•›ž) &B : = * , & 0. -
YN * <1= _ = * ) $ * %+ , = * ) / / %S= )
0. 8: ' . = )= $ ) *+ )+ X
51 H /` 8 : 1 " % <1= _ 1 " + -? i
* , * 8 1 " + 2F * æ" : 1 " + 2&) &) '
. = + v ) + 8, $ 3F $ 2&) & ) 2) F 8
O *8 : ' 5 [ MH 3 + H MH
*8 $& : “- 3F ) 2 [+ / * F
) 2) F, - + 5 . F + + + F H = *
2 F ) + 8: 3F t * , ‘ 2 ’ F 2 * , 23- ý
= * . F + A1 + ) $ £: ` /
% A ? =j + ) % - B : 2 A ) 1 ?*
8; A ) = * 2 8, %S= 2 8: -2 *
- = * 8, - - A 8: ) 2
) * 8, ‘- & $, 2 - , J % ,
B = ?* % :’ F %. w 2) F A , ** H H
= 2; + ) + *, - B : - í % + *,
f / ) 59 1H 2 +: 1 $ -2 * -
h) [ ;5 H 1 : H 28 H +: F A @* A * * :
c
`B a 0 2?5 ? + ) *$ % + 3 + :” %S=- = *
| 133
˜ " &€ !+ &€ + 0 8 Q % &€
_ _ +: - ‘)= / ’ ‘ = * Y’ Y )= H ! 1
) + @* - * ? + / :
‘)= / ’ % m % 2 , H " 2 Y: Y %
" % + 8 2 / ** m =_ A " 2 : 23 =_
2 / * * - !" 3= / &$ + 2 ! 8â / )
3= =F 2 / * * 5? * 2 / * * ?+ t
: 2 f) 8 8â / =_ ?+ / *
s• 2 / ** B = =F 3 % * 2F + 1 " L % + 8 *
* ) / -M F : 2 / * * 23 % = 1 " + ë = *,
$ = _ h 1 U -? , i , ( %S= 1 "
1 : = _ 3F 1 + *& 2 / * * )/"
+ F -/ % / + %+: 23 2 / * * ) -? ,
% , i | s• * ?+ ) + 8 2 2/ !
&= H+ &= H+ ® 2 Þ_ Þ_ + ® * A &=Ù % / Z%
8: Y 1 ' . = 1 "+ 2 , H + 8 : ? )= $
) 2 * 2?L 8 Y : YH ' 2?
; *: Y <O $ Y * 8 : “) " * + , 2) F* 2 M B L
)/ ) -l€: M % %$ $l %+ , M 1 - A l
{
7:” Y F I -W+ +8 : F ) "* H A £
_, 2 M B L %S = = * I ,- M %l = , +
0 / 2 2 + M 2 2 A " % l !+ H +
& ? : A "w ' . = %S= = * ˜ " H -5? 23
$ *8 2 H 1 * 2) + 2?L 8 :
- Y • % 2 , H: Y )= / Y * F 8 c‚°‚
R K Y + * cž•ž R : F ë %l Y %
m % 2 , H - * 2 ? - % m % , ,
23F & + 2 ) =" O /@ ? " )+ s H/
H ) / 8*: $ %S= = * 0&+
X) + m % * % + 8*: ? ) )= $ m % * % +
8 )= ) 2 $ H J " 8*, 2 H %* 1 " + A ) H: F
H %* A * % 2 !+ K 9 ë
8*: ' . = $ J " * % + !+ H $ )= $ *
2, _ A + 8 : ‘2* % ’ Q ' . = * 8 : “23
134 |
$ %0 23 ) J )/ %. w - ) A H H
%$+ 8*: 2 ) - 2) / = * ) 8= AJ & 0}J $ -E +
*+ , & $ *+ , <O 8* …- ) 1 8*
•
K 8* :” * 2, _ $ &! + : Y =_
2 % 0€ 2 F Y 1 "+ 2 9 H = * 2? + 8 :
1 & 1 " % l, 3 1 ?* A "w = ! 7 23 -?
i ( + + ? *: =_ 2 / * * - !" h 1
U %S= 8: $ %S= -) /" % +
8 % = +8 ) / @ " =O ! 2 s•
2 + 8*: 2 $ s • " + 2 -) /"
3 8* 2 !+ H Y A = £ : - ) = j A = 1
%+ , 23 % = 2 + 8* $ 2 23 = * -) /" 3
8* H * $ 3 +: A " w * + + 8*: % *
F )= H !+ fL, 1 " I 2, _ . 1 3 +8
2 A [C H -E , 2, _ + 2 + !+ H 3 :
A ) 2 / * * 1 *, 3+ 1 " ? "J ´)+ )
2 /@ : Y 23F )= $ ) 2 * ?L + 2 8*
2 F " %+8 : Y 0 % 2 !+ H fL 8 :
“ $ @ 3" * A B w)B / 1 2 $ 2 M l€ % -
*+ %$* : - ( - " =+/ % - H
1@ &@ W + H Y FP ? + 8* - 2 $ = *
s• , 2 $ , 2 $ 3 = 2 8= $ %+ %:”› A " w
+ , @ 3" * [ £ %S= = *
= ˜ " !+ H Y 8 2 Ml € $ % + 8: Y )= $
= ˜ " G 2? + 8 * 5 Y 2? +: K
[ 2) F 8 2 !+ H 21 5+ = + / * 21 5+ / + % + 8:
‘ = * Y’ ? H @ " 28 H Y +, Y F 9 _
' 2/! Y ? ?L : ' YH = F = F * *
. = * F : YN l ? = " F P ‘ Y F 9 ’ -F ) +
H A &="` % + 8: Y H * A£ £ H 0w B L ? :
? / )/ - " [ U + (3= ) - + [ J1
- S* 2 , H, * * 2)/ A£ £ ý= F :
/ /1 " 2 ' F= , ) , `, &B M H %+: s H/
) ) 1 " + &) )+8 0i " + 3 ;* @ & UF P
| 135
J1 ¡: 1 " + & &! & 9 2)+: -? "J
1 " + 2? % ) H 0 , 1 " A& !+ H 0)M H
2?L 8 : Y * -? % = * 1 " I
= j + ) * 1 " -? " @*
J % -9~ _: 23 1 " = ! -W+
) =! = £& 5? )+ , 2 H -) 2 1 "$ +:
B B% I * %* *= ) / ) M
-W+ 2 +: -W+ 2) + 2?L * !+ +
2)+ : 1 % + / ) * + -+ : _ . %+
2 ?F * S 2/ . 2 28 *: _ 09 ?P % * A " *
2* * 2) F / ) ä = ò= _ * % ~Q . : ) 23
-8 H 2 , 2 - 8 2& = *+ : $ = )B L 2 =S
* , 8* ( :
+ J B% 3 * = * )" 1=
% 9: ) * -] _ % 2& = *+ 8_& 2)+:
+ B % F5 * 0 9 + 3 +
£ : * = * 9 23 U1 U V 9 3 +: % F5
-([ *, “ = j 8 = %S=s • 2 +, = * M 23 ?
% l: K H 2 F- 3 3 " = * , 1 " G s•
•
ý , - M = %S= 9 $ :” % F '5 0 ` 1
)+ Y = j + ) * 3 ‘3 "’ 1 " G =! * 1 " ý
? *: K $ ‘3 "’ 1 " =! F JY % + + 1 " +
P: 3$ % * % F5 + -([ % + 9 2 *
?+ , 2 8 23 ? +: - * * 3 " 1 " G =! €1
+ *$ U1 Z[: % F5 * 9
2 ã 8 ) + F9 U A , : * / ) 9+ 1
€ H * M = * 2 + : 3= `, “0 + 2 $ ! - )
23 %S= M , F 2 2 0 ; 2 , j 2 - )
ƒ
3 :” / ) $ 0` / / R ) 5 9 + 23 H
* A , F : ' . = 1 "+ , /* ) 0 / *8 :
“ =! = ! *+ 3 % ) A& %, f A1 3%
= = & + F $ B - 3% * $
- 2* , Z% - 1 =!
/L i 3% ) 1 - 8- =! " -
5? $+ ? * 3% ) ") $ " %$+ %+- =! C %
136 |
% ) )= * " %$ $ %$ : 3 % $ FP + F+ 8,
• A , 2&) = 3 % ) 2 /, ) A A1 % %$
ž
% 2 ) pB $ :” %S= , / * JI 0 7 ?
)+8 Y :
* 2/! 3" % F '5 9 -W+ 2 +: 9 %*
= %*, 2 F =
%S1 " -? - G * 3 +: % F 5'
= =_ 8 * : = * ¯ %S= -? * S [ !+ H
- $ @ " µ ?' ? Ù 1 + ‘ %’ 0 1 $: ¯ H
™ 23 1 = 2 %* S [ 8*: µ ? ' 8 2
Y $ H 2 2 + : - + *
2 = ) 2 M* ) 23 % ˜ " 8* $ % ý :
* % F '5 9 9 % * *: 23Þ - 2 ã8 *
2) %: % F 5' 2 28 * + ˜ " 9 .: %
F 5 2 %8 + + 2 " M H: $ %S= s •
%+ = * 28 * &* = 5 * : 1 " % -? -
-? = ! J1 Q BL : 1 " 2F * 28 9 $
* % F '5 2 + 8, “ , - 1 " 2 $, - 3
& * 2 & $ - 1 ": 23 1 " ? ) -
& * 2 a 8, A t -[ = 9 / - 2; * 2 F
) + 8, 2 1 " 1 - 2 2) € 2 ) 2)F 2 *= :
2 F 2) - ) A 8 2 - - &* =
: - & * 2 *= , , 2 M : *=
% & 2 + @ * - 8: 23 2) - -W+ ) + 8 2 $
& * ý 1 5 $ - = : $ - 2) -
‚
%S= : = * :”
" + * I %+ . ‘2 % ’: A " w 2
-? , i , , ? = = = * % + 3 +: $ @ " '
. = ‘)= / ’ Y 2 % 0 € -? , i % s•
=* * 2 / * * M % 2)F : 2 $ +
2 - *? YH ' . = )@ -/ 23 H 8, 2 *
% 2) F + 8 :
Y- H !+ /! w 3" @ ": * ? _H A H µ ?'
‘2) 2?Þ1= ’ 0 ;= : µ ?' ? Ù 1 + ;= 2)
2?Þ1= 0 MH + - ;= I A " w B% 2
| 137
p 1 "- F 2 B% + = B : ' . = *
? _ H 2/! 3" % F5 s A = %+: 23 % F5 [ )= £ =! )
)59 + ) 0 8, * + 2) F 2 +
)* % 2 , : - *? ? /H 3) @ " 28 H Y +,
F 9 _ = @* AJ 3+ : @ " Y 2 * %+ -
A 8= + 23 :
- *? 2/ ! * 3 +, )= H Y -F & $ =m .-
.: )= / Y H 0 / / 2/! ) 2*F = * Y YH
/ / ? / )/ : $ ) M" + ' . = 1 " + 2?
" ) H fL & *, 3 +: ó J 1 2 - 3" %S=-
= * )= $ ) + 23& 1 " + 2&) & ) ! f ? = )"
-l€, 2 + + ' X " - ) = & 5? -/
23 +:
@_ :
c. %O* % ,( * ), ' . = = * Z, @ " , * ,
=+ {„cƒ, B G - c•›
{. ' . = , YNl, (& , * , c›{›, B G - •c°
"
•. ' . = , * , (& , * , -! v c›{{, B G - •ž
›. ' . = , YNl, (& , * , " c›{›, B G - •{‚
•. N`, B G - ‚c{
ƒ. N`, B G - ‚c•
ž. %O* % ,( * ), ' . = = * Z, @ " , * ,
=+ {„cƒ, B G - ‚c
‚. ' . = , YNl, (& , * , " c›{›, B G - ‚c•
%+ Z :
c) ' . = , YNl, (& , * , c›{› : "
{) ' . = , * , (& , * , -! v c›{{ :
•) %O* % , ' . = = * Z( * ), @ " , * ,
=+ {„cƒ:
›) 2 * = /), ' BL " @ " , A , r , 2;¤+
{„c•:
•) µ %, & ' * )/, *, * , =+
{„c{:
138 |
ƒ) - =* $ * , ' = * ??" , ) / , * , *
{„c°:
ž) A & 2?Þ1= , $ * ' A , _ 2M !, * ,
AZ% + c›{ƒ:
‚) , % 2 , * 1 %S=- = * 3= ` 1 &
iB , , * , {„{c:
°) S S 1 +, D* + %S=- = * ˜ " UV 1, =
* / , * , = {„{•:
c„) % œ +, '- % &@ , 0 */ ", * ,
/ F c›cƒ:
cc) & = = F 1 +, ' , - S, * , & m c›{•:
c{) - =è , = * - * % , ?O* ,r ,; c›c‚:
c•) = ) =, ' : % , 0 */ ", * , G
c•ƒ°:
| 139
= ) N%- ‘$ ) 2) /’ 0
$
/ "
! , * & ,
* ( ) *+
, : - F 0 N* 1 H < * 33
G %* $ 0 : 2 + + /* A / = 9 + 8
) : $ ‘ -’ & ! + *, - $ $ ) $
% + 8: B ,ä = = ) N% ‘$ 2 2) 2) /’ 0 $
= * 1 8 : &@ &@ ! S 1 + ‘? 5 ) % 9’
0 $ $) 3 +: = ) N%’ 7 c°•ƒ * {° 2/
= : /? ' N% 8* œ= * 2) : ‘$ 2 ’ %*
$ 23 : $ B [ -1= ? =! ) O -)/":
$ ) 1 "NO 8 * ‘ H - ’: ‘ H - ’2 ‘ -’ & ! + * %
* $ : <1= 1 " +, , A "> &€ ) ) + *$
$ 8* 2/! : $) ) < 8* 9 ˜): 3 3
2 / ) <2 1 $ : $) I -8‘ $’
%* $ ) 2) : ‘ $’ 28 * 8*: B + 8 * 8*
‘ H ’: H %l $) @ " = O!: $ B +
28 * H ? * . ) + 8* 3 2 ?! ) "%
:
@ ? /R : $ 2 , $, - , $, + , 2 + , 1 "NO,
) <:
@* -*? :
- F 0 N* 1 H < * 33 G %* $
0 : ?* 3= ` & Q 2 + - $ G -5 9
1 2 F8 5) • % iB : 2 + + /* A /
= 9 +8 ) : $ & ), =)
33 3 : 2! 9/ / R 0 " 2F 5
M= M= " 2&Þ * A £ 2 ã8 +: $ 23 & ! + *
2 H %* ‘ -’: $ $) $ % + 8: F ) 2
140 |
" $ F + *,: $0 + ) 1 " 2* "
$ ) 2) / + 2 ã 8 : c°{• * ‘2 + ’ / !" H $
* F8 * : 2* F - “/ ) )+ $ 1
=S : 5) 8 8 9 , ) 8 8 % 9: = . 2 )%
e w )/ 51 = *, = * / A 2 =* $ ? *
:” &@ &@ ! S 1 + ‘? 5 ) % 9’ 0 $)
3 +: B 2 , ä = = ) N% ‘$ ) 2) /’ 0
$ = *1 * : * Bz / /< *
23 2 G H +8 2 F = ) N%- 7: + H 8* c°•ƒ *
{° = / !" : 8* œ= * 2) /? '
N%:
$0 0w + ) = | $ % 21 5+ / $
- 8: F e 3+ : A t 1 23 $ @*
‘ *H ’ ‘% H ’2) " µ 0 : c‚›„ : *y ? ?" /
2 $ H )= " ) 2 ã8 $ ) 2) /: 5 ) )=
% * · *= 0$ ] ; 2 & y 2 : ‘ç &* ?" A y
/ 2* ’ H $ 2* F · ] ;: $ $ + $) ~Q
23 " -8 \ 2 H$ % * $) * " : · ] ;
* F 8 -“ $ )= 1, F , 1= F +: * O , 8 * 2&9
F +: 5 ) B ! " $ & A @ + - 8: ( 23,
1 F) / 0 &" * = ! )= * " % + 3 +: •
F ) A& <1= _ % 9 0 ) ,$ \ :”
· ] A 2 & y 2 K $ /!
A& r= : s H/ + * Z; 2 $H )
23 /; é $ $ ) 2) / 2 A 23
: H $ 2* F -. / 5? / $H ‘ $ * y’:
é % 5 $ 0 F 8 $ M &+ %
0 : 5 _ H H= 23 ? * 23 8*
$) * 2 H 5 $ 0 F : 2 $ $)
W / 8 é % : * F 8 - “- ~ * 8* $)
2)/: 23 ) 2)/: A & ) 2)/: < ` )= á + : )
% *~ *~ : & W W í + - 2? + $
O&@ ) ) 3F J & Jl + & ! + &
| 141
* = -/ - H ) 5 9 +: ) -? 1 \ 3"
3" ) ! F %+ ;3 A $ / %":”
= ) N% 5 ‘$ ) 2) /’ 0 23 $
= * 1 2 H$ %* $ Q - * ? !+: ‘$ ’ %* $ 23 :
$ $ B [ -1= ? =! ) O -)/":
- ) 2) / &€ 0 ) 1 &€ * = = % ) + 3+
23 5 0 =* = % ) ‘ % ’, = S 2 *, 2 Þ *,
0* ) 23 2) + * , . 2 $ $ ) 1 " + = * = % ‘ H- ’:
‘ H- ’ 8 * ?,= 7 8* H _ 2? F +: 1
$) = * = % ) ‘ -’ & ! + * % ‘* $ ’: $
1 "NO * $ & 8* = ) = : <1= 1 " +, , A ">
&€ ) ) + * $ $ 8* 2/! : $ ) 1 "NO ‘ H
- ’ )= H ® 8*: 2 $ )= $ ® $ H 28 * 8*: 9 28 * 8*
2 H= 28 H 28 * 8* 2* : ‘ H - ’ B = )= $ 28 *
1 M H: $ )= $ & & % + 3 + ) 1 ` ,+
3= 2 0 .: $ 3= = 3 2 $ s H/ ‘2* ’ ) )
G 2) F + , 2 $: ) "E 8* ‘ & $ A y O*’:
- * s H/ $) 2 % ?$ : 2? + 8* $)
? -&@ )F* $) ) F: 3F $ =j
* F 2) % * )= $ , _ % + s H/ ) 3=
* : K 2 $ 3= A F $ % *:
‘$ ) 2) /’ 0 , $ = O! ) H 1
& 2)F 3 +: H // £ , U + H 23 £ ; B + H %* B £ :
- ) 2) / + /< * 28 * M= 9 8= 2*
$ ‘28 * M= * 9 = 9 * " * 2) /’ &€ = = = 9 , &@
&+ 2) F + M= 9 - ) : /< * 2 $ Y ? _
- ) A ? /< * 2 $ / 9 2 9 23 : K $ +
) /< ) F $ &+ 2) F + 9 2 *:
C- A % Y *: + +-
“ + +
$+ - $é ó - *
H 2 ó
H $ ",
142 |
H $ éNH= :”c
H %*-
/< - !
9 % + .:
9 % + ., - 2 :
" 2 9 . = ,
0# 2 O , 0# 2 + 9 % :
9% 0# * é :
9%+ - %3 , *-& , % ) :
2 $ /< % H /F *$ $ + ) ‘] *’- /< %
)= % -) 0 = * ) % % 1 % 5H 2/F +, +-
“H H= 2 H= + $ -+ -$
H H= 2 H= + $ -+ $ -+ $
2H H-$ 2H H -$”{
$ %*-
%5 H ! %5 H! %5 H!
- 28 Ù 2F %5 H: ? *,
% 5 H - : - [, - [ % 5 H, - [ - [:
- * + 23 ) ) 0 28 * 2 + ) =!
) +C 2 $, $ 28 * 2 + ) =! ) +C )
0 : /< ) + * $ * - + + )
2 $þ *: $ 28 * 2 + ) 28 H * 2 $ 8 *-2&9 ? )+
/, / <O %+: H= 9 % *$ 28 * ? * . + O ? 3+
9 ) , --H 8 + % *$ ) * * [
9 H ;= H 2) + %+: * ;= H 3 3 9 %+ 2 $
=S * ? %+: $ 2 + = % *$ A 2 + )
• + 28 * ) / F O 23 ) %
?L %+: $ O 23 3 ) [ )
) + : K 1 Q % 23Þ A1 )
: 28 * 2 + 0& + $ 2 $: - * H 1
2 A + 1 2 $ $ : 8= €w A = G $ 28 *
2 +) H =
/! A G : 8= €w ‘ -’ /R % l
‘ H ’: $ 28 * ) 23 £ 3 + - $ 28 * 8= €w
%+: 2 + ) 8= €w %+ + - : $ 8= €w + $ 28 *
| 143
: 3 8= €w % Q= - ) +,
2F +: 3 2 2 ] $ ) 3g + %+ 9: *-
“ &O 2 1@ D% F :
- 23 % ** H= F
•
- = ** " :”
@ "-- . 23 Aa * $) 2 F )= H = 2)F 3 +: $ )= H
= %* ‘-* ’ ‘- * $’: ‘-* ’ %* !" , - ‘- * $’ %* <F
F : !" *H <O %+ &~ ) - 2/! %+ 2 : 2 2
A¢ 3" - % + < $ : 2 ? "% $ $
0 , ) !" &@ B ! ) : !" 3F
% 9 +, 2) * ** F+ & - H 2r 3 + ?
? v = M : F $ F= / %+: ) ) <
=9 =9 . A M Q, & * - : !" *
0ß 2 + 0ß 2 O H&@ 2 M 8+ 9 B &@
2?% H A 2)F +: $ + Z $) $) , , 2% )
2 * 3 +: % % W < 0 / = A9 B B
+ )= "* ) 2F 5 : $ Q + =j 23 )
_ ) <) + = M 2 + 9 + 8:
$ !" =F 2 / ) 0 & : =F ) - ; -
:
$) ) <$ %* ) 2WG ˜): 3 3 ) <
2 1 : 3 a/H < 2 $ * ? %+:
) < ˜ " $ =S 3= , = = O!, = S = F ) M
23 - 2 0 / $: H %*-
“ * + 2 Ù
&H, + $*= $H O * -*
›
$ H :”
3 %*, “ 2%! 2 ? 2) F &= * , 2 j5 9 * ?= *
2 5 0H F * * 09 é- 9 é 2) F +; &= * 8* , 2
)- < H )* H 2) F$, 23- )* ) 9 2& )= " 9 + )= "
? *, 3 A & - l€ F: - - *
/ ) $ :”
$ = O! ) 1 0w A = G %* ? H: H %l
‘-* * 2* -H ’ H 8= €w 8= ) - $ A = G H %+: U + H
144 |
‘ H ’ H %* - * 8= €w A = G 3 $ = O! 23 A & !`
: B + H %* ‘ $* ’ $ + $ = O! O 23
%+: $) ‘$* ’ -e3" - )F* : ? = " H %*
‘$0 H ’ $ + O 23 <O %+ +i 23 : H
%* $) = = B % J B + 0w :
$) 1 %* <? : $) I - 8 23
$ %* $ ) 2) : $ $ 28 * 8*: 2 $ 28 *
$ H 0 % )+ 8* : 28 * 2 + 8* 1 = 3 2
/ "% : U + 28 * $ )+ 8* H
/ *: 3 2 ?! ) "% : - B +
) +8 * H ? * . 3 2 <? "%
: $ B + 28 * H 8* ‘ H '’ $
H '$ % l $) @ " = O!: 2 $ 2 $ $ 5)
<? B + -e3" J 1 , + 33 . 3
- 8: A A -) ) 8 A 23 . 2 $ $
( 23 H %* ) : + H 0 2 )* / * )+
-M : <? "% : $ 23 )
1 H A + 2/ 3 +-
“ ( ! = - ? * : - 3= 3 _ + 2 + 8: %
/ F; /; = ? *: $ $ 2
23 *8 - 3= * = - 2F
: - - 3) 2 5 ? 3$ 3 - 3=
2 2 $: $: - ) 1
2 2 F ) % $: ? * , / F, (
•
, = ? * - :”
+ $ $) + " r A = G %+: $) ˜
* ) <: * $-$: H : 1
$) + + % 5?H < ) %+ 28 * ) 2 + 9
2 : ) %+ )= H & % + $, H AY + *),
H = O! 2&9 , H 2 + 2&9 , , 1= - )= H 2&9 ? 9 :
$) 2 + + + F MH= : 2 $ *
‘$ S * H ’: - * + H A / A * ): +
+ H 9 ˜ 2&9 ? " F %+:
+ D * %+: 0 = = A
| 145
%* 2 + $ 0 = = )+ A : + )
2 + * = = 8H$ + 2)+: $ 1 +
- 8, 23 $ 3) F + , 2
3 F= / ® F : $ J1 <1= ; +
® ) $ 2 /: + 0 ‘] *’- ) + + 9
2) + %+: - 0 * 5) 9 2) + %+:
$ =+ -)= + - 8: $ J h h
2)F H F= $ " : $ 8 & " H +
A : + Q F= 7 $ J1 )= $ , :
8= 8= 2, _ )= - , 1 23 2) ! %+ 5 ‘] *’- 9 / :
® 3 ) 2) ! %+ = A 2) + %+ - J 3 ) 2) ! %+
%* 1 2) + %+: - 3) 2 H %*
® 9 . + 2) + %+: - J + + 2 + , 23
) + 8* 2; ) %+ J : J ™ 3) • ® &"
28 * 2 + % + %*- 2 $ 2; ) %+ : K 28 * 2 +
J ˜ % + 3 +: $ )- < A @*
˜ :
$) 2 + 2) / 2 + ) 28 * ) 2? + 2 / (
8 " : %* $ 28 * + F= ) , $
% ) )= ·F F= 2 /: Q " -
“- -) &€ B &@ 1 M= 2 9 $
% : % - 2) F " .: *-
2 / % " : 2 / -% % " .:
* -2 / % " : - 2 $ h " 8
" , 2% ( ! - H ) %*
A ) - M %+
%* - - -) B -&@
ƒ
=
1 M 2 9 %+ :”
& / $ ) & !w A µ H: 2H H&
* $ H H ; %* * $) 0 H $
*F8 $H ‘ $’: $ H H B )* 3 lA 23F
-1= & , /, , ? w / ®, A®/®, 2 $*, ˜= H
A _ ) + 8: 2 $ + + ) 5 9 + $ ‘ $’ )+
146 |
)+ % / ) * ? % + H = F" 89
- 8= +: 23F B ! 8: 8 < * : $ $
+ = ( , • AQ -5 9 * $
0 ) B 2 eq % + 3 : @ " - s H/ $)
S% I 2? F 2) F 8: s H/ @ " - 0 / & "
? *" *+H * F + 8 * 23 ‘ $) - = - + ?+
è 1 0 * : ) F $
- ) 3 G / `/ * H2 % F % : 2 Aa * 23F )
2 $ Aa *:’ ? *" *+H $) ? + 0 " ? &@ 2 9
, % +8 * : @ " - 2 s H/ ? * 3 $)
J1 2 + - )Þ & * % :2 F +
+:
@ _:-
c. ‘$ ) 2) /’, = ) N%, / ?" c°‚‚, /
= 1 < /F 2), 2)’ */ c• µ ? H " H, *
ž„„„ž•, B G .{{
{. ) , B G .{›
•. ) , B G .{ƒ
›. ) , B G .•ƒ
•. ) , B G .•ƒ
ƒ. ) , B G .ƒ›
| 147
& + )/" 2 , H ) S 23 '

J BL |
O$)
2 H * H? , )/" & ,
· &= ' ) íB % ) *+, @ " 1"
, : - $ ! @ * - H" * - * ? @ * !+ %* & +
)/" 2 , H ) S 23 ' J & BL | F
-* 8 ? @ " ! B L ]+ + " 2 ?
9 2? ? 2 Þ* 0 ) 0w %+8 )
$ %* @ * 0 / : ) S 23 ' , B L @* A ) +:
3 B ,, B L : $ BL +/` " )B L
A "? + : % )B L BL : $ * 8 , s•
+ 0 1 3= ` % * L At 0 % ? 2 B L <O %+: $ L
At 0 % ? $ ( * %+: = ( %* BL ": . $
5 * %+: 23 % = At ( / , 2 $/
) +$ a BL 8 , 2 % = ( 0 ) * %+: -
B L ]+ + 2 Þ* 0 ) % 0w <O %+ @ &@ :
3" +] 0w %+ @ / , £@* &@ , a / £@* / :
@ ? /R : ? , At , A w, £ , A F* 1 , 2 /, A>U , A + , ,
L, L, w, AFP:
&@ :
) S 23 ' J %* A>U ) : A>U )
/µ ? 3" ) /" & 1 3( 8 * : ?* , - =
L + 2! 9/ / R 5 - &" % + 8*: ‘2 ) - Z%’
‘2 ) ’ ‘/µ +’ &B F @ " Z ? 8* :
0 F Z 1 ‘2 ) ’ Z H P %* A ) 2 + 8*: 3
A>U 2 ) )/" H 0w B L Z : Z H @ * !+ ˜ "
c
*8 - “ s>• < ? ” A "w s• • I < ? $
2 ) w 3": = A>U & $ / 8 : - @* $
A>U ) ) S 23 ' A = $ BL -) %
148 |
BL | F ! 2?L 8 ) ! @ * - H" *:
& B L ]+ <O % + 8? 0 ) 0w % + 8?
BL " 2 ? 9 2? ? &B t = 1 )+ - ) !+ H
0 £ 8:
1 , ?* A =3 + & + )/" -D + BL -) %
BL | + 2 / - *? % + - 8 ? * 2 : /! ,
? " , F 2 ) &B /!& 0 F 3 : ? " X) + ,
, , A ) &B ? H 9&@ 2 0ø : 23 ! B %f
{
) )/ P * (ž{ @ `) * 8 * - “A · ) + ” A " w A w
A? % 2? 0w : 8 9 &Ù * 8 - “A w 9 "· w
•
? ·" :” = 9J& $ B L * @ : F )/" % !" * 23
2) F + 8 B $ 1 : |, H N ]+ + A ` B $
` I A "w I / % + 8: 9 A ? B $
@* : A ) , 2 ) 0 ! ) & JI 2 ) )/" & 1 &€
2u % ? * 8: 5 9A , ? A 1 NOC ) + 8 :
;* JI ? % J B 2 + 8: - * $ 1 2 !
9 &@ +8 2 ) £ _ + : ñ , íB + £
? $ @* % ?q % + 8: ñ £ A "w +
0 ! )(•/c/c) 0 F % + 8- “3 $ &@ + , 23
›
, 3w + A & / ” A " w $ [ &@ 3 2 B L %+, 3 £
%+ 3 I *+ ¡ %+ % * s•: íB £
È ø ) + * % + 8- “A% " & · " " ”•(c„/‚),
"&@ ”ƒ(ž/c„) A " w - ( ( ) * BL , -
( ( ) [ &@ * : + £ s• @ _ 0 F - 8
ž
“ 7 ) 3 ·” A " w s•$ %* BL ", £ " *+ " : 8 9
‚
A>U ) -? 3" /µ “ , " /R ” $ s• @ _ H U 5 ‘/µ & ! ’
*8 * - BL @ " s•- + 0 1 3= ` "t "/ ` %+ ,
8* : F ‘ , ’ /R A " ? Y: A>U ) ) S
23 ' /µ ? 3" A = + 0 1 3= ` ? BL
*8 : $ + /L ? $ ( I B% % + 8 : *8 -
°
“A F* 1 ” $ 0` U J& $ ? JI ( $ BL
I ) 8 : 89 3F ( JI ˜ " *,
) + 8 , 2 $ *, 0 F - 8 23, “$+ L· 0w B L 1 +
| 149
< | 1 : )= % ? "tC- "( C " + BC ) N
A ` A 3" w ( $ ? )/ , * t & C w:”c„
0` *, ‘ w ’ ) U ( $ I J
8 : <1= $ +, B L % + /L ? JI ( 0 )
I B % % + 8: - ) í F % ) S
23 ' , AFP }) S s•$ %* _ A [C/ *, 3 _ *
A 1 : $ s•$ %* B _ ù:: BL ä +
: 23 % = At 3": ; * B L %* A ) + ;*: + *
BL ? / `: 3 w +, A w +, w A w 0&+$ +,
) ) *, A "? + : At 1 )= $ - L At L
At : L At 0 % ? %* ( L At 0 % ? %*
t: L At ( 0 1 % ++ < | 1 , L
At t 0 1 % ++ * | 1 : 8 9 At |, ·, ·
N /L: At - , )= H / ` " : $
s• &€ * 8= A ù: $ C " ) 2 , %
) 2 +: % ) 2 BL : ) S 23 ' , ·
1 , / ` 3= ` L At 0 % ? 2 A "w ( 2
B L <O %+ @ a&@ I : - /, += , 2 , *, B , 3
A a B : " 3" + ] ] @ / £@*&@ B L %+: @ /
%* at '+, a , a " '+, = : £@*&@ %* , , A ,
2 , Ow 2 : 3 , a ]+ U 0w %+: - $ a B
£@*&@ 2 &€ 2* £@*/ 0w %+: 8 9 BL | a /
0 F 8 : ? B L ]+ = [ & - * ? %*:
BL | :
A a B @ &@ a 7 _ 0w ·- ) S 23 ' BL "
‘2 ) ’ Z A 8 - · 1 , / `3= ` At
U 0 % ? ( 2 - /, - / 2 += , += 2 2 ·,
2 · 2 *, * 2 B 0w € B L %+: $ ! + ñ
+ 0 !) 0 F 8 : $ !+ ñ %*- “ í U
í)E - /· \= ·: - / U += ·: + ²·: A ² ·: Aø ·
cc
B :”
) S 23 ' At 0 % ? 2 0w € - / )
a&@ @ &@ * 8 : $ &@ N * A a B * %+: - 7_
150 |
* %+ : $ A £ + - / < , += < $ ): ‘< ’ * %*,
0w € - / ) A 2 &@ W : ; * - / <1= _
/R E , += <1= _ f/" E , 2 <1= _ I E , * <1= _ E
B <1= _ Q E %+: - $ @ &@ 2 $ @ / £@*&@
0w %+:
@ / 0w ·- ) S 23 ' £@*&@ @ / 0w
‘2 ) ’ * 8 - $ - / &B @ &@ 2 @ / £@*&@
N * 0w € %+: £@*&@ * , , A , 2 , = Ow 2 &B 2 j +:
- @ / %* H A + /L * / : H A + %*- 5? H
t '+, 5? H " '+, 5? H , = : $ H A + !+
J ) ‘ a)/ ’ 2 *8 -
“ = " '+ a> " 1+ :
/ ¡)/ &· @ = ? ::”c{
A " w at '+, a " '+, a , = - $ ¡)/ H A + U
@ / . %+: * / * %+: K t = % l, &
@ / 0w % + 8? I " 1 ? - * ? % + 8:
t '+ 0w ·- ?,=, ," , ì C – 5? H %* t '+: -
At H N %* |, · ·: | A / - / (/RC) 2
2W _ 0w € %+: | A / += 2 f /" '+ C '+ 0w € %+:
| A/ 2 2 =
?, 0w € %+: | A/ * 2 ì 0w €
%+: | A/ B 2 * '+ 0w € %+:
" ' + 0w ·- , , ), += , 0 £ - $ N * " '+ *:
· 1 - /A/2 $ '+, · 1 += A / 2 , ·
1 2 A/ 2 ), · 1 * A/ 2 += , · 1 B
A/ 2 0 £ 0w € %+: %* 3 U =! * A "w %*
/ R? 1 : $ 1 £@* / ì+ A £ : %* 3 U
= ! -) ) A "w ù : $ A £ £@* / %[ A :
) %* 3 U =! %+ $ %* ): ) £@* / ? A £
: += %* 3 U =! * / , $ %*
+= : += £@* / * " " A £ : 0 £ %* 3 U ®
= O! f B ¡ $ %* 0 £: 0 £ ® = O ! £@* / A
23 * A £ :
| 151
a += 0w ·- , A , , 0) – $ N * %* a += : 3
- ) ) % ? = )" % %+: %* AZ ) / A £ 23
+= ) $ %* :A %* += &B £ " 23 +=
? ) $ %* A : %* [ / ¡ 23 +=
") $ %* : 0) %* ï ) / £ 23 += ")
$ %* 0) : - %* / 1 F) + ù
+= $ %* : $ a += 5? H - / ) a&@
* ·A/2 0w € %+:
= ?+:- A · e+ E B $ %* = :
?+:- µY YE A · B *:
$ = 1 ? A% A £ : ? %* í E A ·
B : - A% %* "E A · B ‘- ’ $ I A &
A · B : , = , ? A% $? H /E : - /)
* | /2 0w € %+: B , $A · :- *
= ! 23 $ 9* . * %+, - =! € *
51= * %+, B , 2 =! I $ : 2
A · %* e+, /+, í A% I !+ B 2& )
= , , ? A% I 2&) J %+: A · ?
& 1 " J 8 : ‘2 ) &!’ Z *8 -
“ = % e :
/ + e + 2? "· í !+ $ ::”c•
) S 23 ' $ ? 2&) J : ? =
A% A &="` = $ )= H 2&) J 8 : 89
J ) A · $ )= H 2&) J 8 :
a)/ *8 -
“ · > " B &) +1 :
/"I U= · €e+ E ::”c›
A " w a % &@ | / L 2 A · 0w € %+: B 2& ) $
A · )= $ = :
$ @ / L L 2& ) )= - Z , 23 &
B ,N * LI * %+ &€ * S = L * /+ * %+
A =I & [ * L @ / N* % &" =
!+I L @ / * %+: - 23 2 B ,N * -* )
152 |
-* ) & B , * %+, A = I & H @ /
-* ) = !+I A = !+ % + + H
@ / L @ / * %+:
% &":- L @ / 0 % ? @_ E *: $ I ?
= _ E * %+ $ =_ E [ L @ / A = @ : $ = _ E $ %*
% &": $ % &" H 0 1 - 8: $ H 0 1 %* H2 /
t +, + + 2 /: - $ H 2 / %* 5 @ / :
23 % = £@* a A , @ $ @ / * %+: = % &"
@ JI : $ % &"$ HI £@* a A =& : 2 $
A =& % &" - 8 * JîC: - 23 % =
JîJI @ JI 2 $ $ £@* a *+ £ :
·- A ) , L @ / 0 % ? * %+: 2 +
A · U 0 % $ : A · H 2 + A "
Jl: @ &@ * | / 2 0w € % + 8: $
@ / %* H 2 / 3 - t +, + +: @ £@*
/ A , @ : £@* / A = &@ !+ + * Jî:
A %* £@* / *+£ :
$ L @ / 0 % ? =_ E L @ / 0 % ?
0& +$ Jî * B U @ ! + A =&
: = _ E Jî %* *+ BL 1 " A £ Jî %*
= != ¡ 1 " A £: ) S 23 ' * 8 L L
2& ) -* ) % * - * = _ E A &€: 5 , 23 &
A l€ - / B , A l€ - / A &€ %+, 2 L @ / 0 %
? =_ E L @ / 0 % ? A &€ %+: -
£@*&@ & 0w %+8 2 $ ) H= - * :
a B £@* &@ 0w ·- ) S 23 ' J ) A = £@*
&@ 0w ]+ ˜ " " ) + 8 : J ) 5 ‘ a)/ ’ Z
0 B )+8 -
“ U1 1 + ?> ? = 1" = ·:
c•
J J U + >/ 3" w a a 2 ::”
A "w H % &@ )= $ A 1" & , 1" N * - ?
& & , H &@ A 1" ? & H&
| 153
A /L ? &@ U + A 1" H W - / ) % &@ a B
a£@*&@ %+:
) S 23 ' * 8 - “£@*&= = a B ”cƒ A " w 5? H £@*&@
N* a B A "w a ]+ 1 0w € %+: $ 5? H £@*&@ %*-
, , A , 2 , Ow, 2 : ë % l, a ]+ ?- 1 & ,
a&@ /! W a ]+ * %+: H= fL&
- *? 3 :
- / ) &B 5? H &@ H )= $& & , 2 $
& U + A1"& A & N* W %+:
$ I 23 ]+ $ a ]+ * %+: 2 j = 1 H
8 % 3 = * 1 %*-
a ]+
- / += A ² * B 0w € a B £@* &@
c/{ c/‚ c/‚ c/‚ c/‚ 2
c/‚ c/{ c/‚ c/‚ c/‚ Ow
c/‚ c/‚ c/{ c/‚ c/‚ 2
c/‚ c/‚ c/‚ c/{ c/‚ A
c/‚ c/‚ c/‚ c/‚ c/{ ,
) S 23 ' $ a B £@*&@ /L N 0 F 8 : 5
, A ë * $ = 23- a ]+ + a @ &@ W
%+ : 0w € H £@*&@ $ ? H &@ N A& ` % +
0? , K 2 %+ : $ A £+ Z H /! / L
* 8 : 3F @ &@ W ; * a£@*&@ 0w € %+: F
A £+ W 23 @ &@ A/A &@ =* + 2 /
1 +, 0w € £@*&@ H 2 $ &@ $ / %+: 23 - 3 )
W @ - / &@ A/A &@ =* + 2 /
1 + % * 0w € £@*&@ - / / %+: A &@ 2, _
$ /L $ 3 : a B £@*&@ N ˜ " * 8 23,
A a B @ &@ A ` N N * a B £@*&@ A & ` %+ /
%+: 23 - @ &@ - / N %* /R, 3 $ A £ + A `: - / $
A `(/R) N £@*&@ - / A & ` %+ / %+: £@* +=
- / N /R += J N f/" $ )= H N / %+: -
£@* A ² @ " &@ N /R, f/" A² J N I $ H N
154 |
/ %+: - £@* * @ " &@ N /R, f/", I * J N
$ ? H N / %+: 8 9 £@* B @ " &@ N /R, f/",
I , B J N Q $ 5? H N / %+:
89 2 0 2 0 a ]+ ˜ " /+ -/µ $
a ]+ ˜ " Z _ Bw ñ 0 F
8 : 8 S 0 ! ) - 8- “ _ B _ B > ”cž
A "w 2 , A , A€ $ H &@ _ B * % + 8: -
$ _ Bw %* H &@ )= $ & & , U +
& )= & & / ) )+ A &@
A1" / W : 23 -
_ Bw ]+
c/{ 2 + c/› A + c/› A€ = £@* 2
c/{ A + c/› 2 + c/› A€ = £@* A
c/{ A€ + c/› 2 + c/› A = £@* A€
@ / A + /L 2 / @ % + - * ? :
a /·- 1 & ‘2 /’ * F 2 j +: ) S 23 ' 8
‘2 /’ %* ? -l ) - =j % : ) S 23 ' 5
‘2 ) ’ Z BL | a / * 8 : $ a / %*- A€ +,
+, +, t + - S +: $ a / N * < ?
-l ) - B F: 5 B JI = j 2)+ : ; *
B -E / % : 0 ! ) $ a / -E ‘M ’ *
% + 8: $ a / ˜ " J ) *8 -
“2)%)& · · )& ·:
· " 2& ` N% 2 + ˜ ::”c‚
A " w A€ + 2 / A& + /, + 2 / A& +
2 /, + 2 / A& " A " w t + 2 /, t + 2 /
A& - S + 2 / : F ‘N% ’ * 2 / ˜ 2 j
% + 8:
A€ + 2 /·- a B £@*&@ 2 s• P A " ? £@*/ BL
%+: $ ? £@*/ %*- += , AP , 2J) 0 øè: $
£@*/ A€ + 2 / * %+: $ £@*/ 0w A€
F) ù 1 * 3 + A€ 2 $ $ / 0w € %+: - $
£@*/ $ ‘A% ’ 2 1 $ < ? / % : 23
| 155
A® 23 F 1 * 2)F 3 + , 2 ? £@*/ *= +
: $ $ £@*/ A€ + 2 /I A€ + 2 / *
%+: $ A€ + 2 / ‘ a)/ ’ Z * % + 8-
“ B &=` € U 3" è % €> 1" :
2)%· 2 %€ + E ó 2? æ" )& ·::”c°
A "w B " &=`- A€ 23 3" A " w <] 2/ , 2
0w € $ £@* 2)% A € U $ B ¡ %+: $ 2)% A€ + 2 / * %+:
K -E +: 7 @ " A& 2)F 3 +:
+ 2 /·- @ " - * ? % + 8 23, A a B a % &@ -* )
-* ) · A/ 2 " '+ N * -* ) -* ) & 0w € %+: -
A a B a % &@ -* ) -* ) · A/ 2 a N * -* )
-* ) & 0w € %+: ) S 23 ' * 8 - “ ) a " '>+·
{„
% w + /· & :” A " w $ a " '+N * *
%* + 2 / * %+: $ 2 / 1 $
+: - 2 / * -l ) , F 2 / MH &B
-E = %+: ; * -E B JI 8 r 9 3 +: - ·
A / 2 0w € %+ * A " w 3" * ]+ E : ‘ a)/ ’ Z *
% + 8-
“ @ " 2) % * 3l€, 3· " ·:
+= · + E ? " w::”{c
A " w 23 a += [ 2)% ¡, 2) % * a , ?,= ) $ ' + 2
I A £ $ %* + 2 /: $ +2 / ? % 9
;* -E +:
+ 2 /·- + 2 / ˜ " ) S 23 ' * 8 - “ ù t '>+·
% w + /· & :”{{ at ' + * %*
+ 2 / * %+: at '+ %* + 2 / A + :
· N U ? * %+ $ $ $ '+ ?a* 9: - $2 / U
-l ) ? A% A& 2/F +: ; * 1
? a* 1 2)F 3 +: +2 / ‘ a)/ ’ Z * % + 8-
“A% 2) % 2 % )Þ ? 3·:
{•
) £+ ä E +·::”
A " w 3 A€ + ) 2 /I / ‘- ’ $ I A & B% )
‘- ’ = + 2 / *:
156 |
t + 2 /·- at '+ = * %* t + 2 /
*: ) S 23 ' * 8 - “$+ = t '>+· %
{›
t + / & :” = | ; * 3F = t ' + €1 -
F $ | A/ / %+, $ t +: - $2 /
A + N* -Et -l ) F ;* s• B JI
=j : * % + 8 -E>? 3F t + 2 / U 0 % %+
F % * %+: - $2 /U 0 % $
= F )= · F & % + : $ $% * * %
*: a)/ Z * % + 8-
“* = ¡Þ = " 1 î= + ) F Z :
?l + 1 " E t +/R& ó::”{•
23 = = != ¡ A £ + * %+, Z A £ + F AZ& 3" ) 2
[/ A £ t + 2 / * %+:
- S + 2 /·- B ,, s• - SJI : A ) / L At 0 %
? - S A =& : 2 / -l ) $
- S + 2 / * %+: $ - S K < -E - S 8 + _:
$ - S , £ + , ) M"£ + +:
0 F3 23, ) S 23 S t , $l ]+ / ` / :
a / A " H 2 / 3 - t + 2 / t /` , +
2 / $l / ` + 2 / ]+ / ` * 0 F 8 : -
t I 23 t + 2 / " I J % + 8:
t 89 2 B "C ˜€ , A "w t
U $ B "C ˜€ : $ " * % + 8: 8 9 $l I 23
+ 2 / I J % + 8: + 2 / $
=F : €1 2 * 2W _ ) ) ]+ ˜€ , %+ :
$ !+ ñ - 8: B %) 0 ! ) * % + 8- “A _
A&@ )/" , A _ A&@ WÞ 2% / , /B ”{ƒ
A " w 2* A + * - - 8* 2 $ 2) F , -
% + 8* 2 $ < : = € 1 )/" , W %+: $
* % + 8: - ]+ I 23 + 2 / ]+ JI
I J % + 8: $ 2 / a "' + A £ % *
$ = F MH , ]+ % *$ A MH N * ]+ / * %+: $
]+ JI * % + 8: $ H 2 / $ A " w t +, +
| 157
+ 2 / * / @ / * %+: 8 9 A )= $ H 2 / 3 -
A€ + 2 / £@*/ - S + 2 / / * %+:
"/!- -* 8, £@* / 0 :
s• P A " £@* / 0w ·- ) S 23 ' , $
a B £* &@ 2 &€ 2* s• P A " ? £@*/
A€- ) B L %+: 2* * F s• P c› H 2* *
% + 8: $ c› H 2* 1 &@ ·, &= ·, J·, %·, ·, · $
H 2* " A / A £ A *, *, = *, *, * *, % *
* $ H 2* . A / A £ : æ" A / A £ H 2*
A 0 A £ : 23 - &@ · 0 =
& ·, & · = 0 J·,
J· 0 %· $ ): - . A / A £ H 2* A
?A £ : 23 - A * ? *, * ? = *, = * ?
*, * ? * * $ ): = " ;* =! ";* 2&
æ" A / 2* ¡ %+: - " ;* = ! . A / 2* ¡
%+:
@ "$ * % + 8, a B £@*&@ 2 £@*/ B L %+:
“2 ) ” * 8 - “? = "1 £@*/ += - AP - J ) - 0 øè-
{ž
-F :” $ @ / ? 3 - += , AP , J ) 0 øè:
+= %* += 2 7 23 / 23 - = !, < &B : AP
%* ~ 2 / 23 F, B
& : J ) %* M /-
*+ A £ 2 / = B
23 - 0 , / & : - 0 øè %* 3 &@
2&) 0w € %+ 23 B ,, * , B &B :
$ £@*/ L L 2& ) )= $ : Z @ " 0`
* / + )B L = * 1 *8 - L £@*/ U 0 % ?
( * %+: $ ( ? * / ‘A% ’ A " w ‘ $ - ’
A& : - $ ( $ H * %+:
H / $ ‘ $ - ’ $ I A& : - H = O! *
/ ‘ $ - ’ I A &€ , ;*
H / & / % $ ( H
* %+:
A ) , L £@*/ U 0 % ? ( * %+: F
‘ (’ / R A " %* ‘ "’: @ £@*/ = ? % + ‘ "’ A " H 3= ` %+:
A "w F * % l L £@*/ U 0 % ? L @ /
158 |
-E A & $ £@*/ -E A & *$ ( *
%+:
Z , Z * at '+, a " '+ A ·
? H J1 & 3" , +: $ H $ '+ A 1 2)
1 3" ˜€ : $ !+ H 2)F %*-
$ '+ 2) "
2W _ ) W
C += f/"
?,= -) )/"
ì O J)
A (U+ *
A² ?
$' -)
) 0 '
+= 3 "
0 £ - S
?' µY- Y
= & e+
A% /µ "; - -
? A? = A = Q
0 % :-
/ ! * 3 + 23, ) S 23 ' 23 ñ A = - ) $
?_ + 2 Þ* 0 ) B , - /, A ², += , *, 2?
&B BL F )+8 ,2 =! / at '+, a " '+,
a a / 0w F )+8 : BL %
)B L ** " )B L ä *8 : *8
BL + 3" ;*: $ At 0 % ? ( I J
* A&% 8 : $ - *? 1 H
" A1 *, 3 +: ) S 23 ' ( BL
*8 : K & + + )/" = BL * % + 8:
89 F )/" B * % + 8: $F - ) S
23 ' A )= H 1 2)F l: ) S
23 ' , ? JI : - A ) B = 9
| 159
JI : = ë % l- 2 H A 1 Z% 23 9
2? ?- - * + F ) 23Þ ` & U G : K
A ) , - 23, & + )/" @ * & %* 2 ) 0 !):
89 È ø ) J 23 :ñ * % + 8- “3
$ &@ + , 23 , 3w + A & / ” A " w 3 2
$ &@ " 0w € %+, 0w € % + 3 £ %+ $ &@ " I
3 * %+ % * s•: 8 9 + * % + 8- "&@ ”-
A "w - A "w ( [ &@ * : 8 9 s• @ _
“ , " /R ” $ @ _ & ! /µ ? 3" ( BL *0 F
8 : = 2)F 3 l 23, ñ , + íB $ £ ? JI
( * % + 8: 8 9 2 ) J %+ 23, 9 3"
, 2 $, 2 $ , _ 2? $ - 8: - 23 % = / ® *
% + 8- 3F ñ 3= ` 1 2)F 3 +, F ñ $ A 1 * %+:
/® %* 2WG : - 23 % = / ® ) S 23 '
+ 8: = ) S 23 ' H Z% A 1 2W+:
@ _:
c. ?] " , 2* .‘ ) S3 ' B 2 ) ·’(A = )), * ,
e = [ , {„cc, B . žƒ:
{. / ® , ) , œ . ‘? " )/" ’, * , e =[ !"w,
{„c•, B . °‚:
•. / ® , ) , œ . ‘? " )/" ’, * , e =[ !"w,
{„c•, B . °‚:
›. J , (I S (A = ) F ). J , ?)M S = . j ,
2 ) / È- S. + ? 3" ( / 1 ˜ ) ). ‘2 ) )/" ’,
A1 +, * , 0 U1 3"*+, {„c°, B . °‚:
•. J , = ) S. ‘È ø ¸ ’( F A = )), * , 0 U1
B
3" *+, {„c° . ƒ°ž:
ƒ. J , = ) S. ‘È ø ¸ ’( F A = )), * , 0 U1
3" *+, {„c° B . •••:
ž. J , ( S. ‘s• @ _’ ( F )" / ), * , 0 U1 3"*+,
{„c‚, B . •ƒ:
160 |
‚. J , ( S. ‘s• @ _’ ( F )" / ), * , 0 U1 3"*+,

{„c‚, B . ƒ›:
°. s•? , 2 1 >? . ‘2 ) H H /) = )’, * ,
) PJ ) ) -W , ) , ( B z M, c›cƒ, . cƒ: B
c„. = F 1 +, 0 ' . ‘2 ) ’(A @ ) ), * , = - % -
S , c••°, B . {‚:
cc. ‘2 ) Z * 0 !w’ ( * A = ), / FP), 2 * ", * ,
B z / $ H0H A *? , {„c•, B . cc„:
c{. J , / S(A = ) ). ‘ ) J B a)/ ’, * , 0 U1
3" *+, c°°°, B . „°:
c•. 2 N¡ , -? 3" 2 . ‘2 ) ·’(A = )), * , B = ,
{„c•, B . °ƒ
c›. J / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, . „‚: B
c•. J / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, B . cc:
cƒ. = F 1 +, 0 ' . ‘2 ) ’(A = )), = - % - S , *
c••°, B . ƒc:
cž. ?] " , 2* . ‘‘ ) S 3 ' B 2 ) ’, e =[ ,
* , {„cc, B . c••:
c‚. J , / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, B .ƒž:
c°. J , / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, . ƒ‚: B
{„. *, )&œ . ‘2 ) ’(A = )), * , B = [ & P , c›cž,
B . c•{:
{c. J , / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, B . ƒ‚:
{{. ?] " , 2* . ‘‘ ) S 3 ' B 2 ) ’, * , e
= [ , {„cc, B G c•‚:
{•. J , / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, B G ƒ°:
| 161
{›. *, )&œ . ‘2 ) ’(A = )), * , B = [ & P , c›cž,

B . c{‚:
{•. J , / S. ‘ ) J B a)/ ’, * , 0 U1 3" *+,
c°°°, .ƒ°: B
{ƒ. ‘2 ) Z * 0 !w’ ( * A = ), / FP), 2 * ", * ,
B z / $ H0H A *? , {„c•, B . ••›:
{ž. ?] " , 2* . ‘‘ ) S 3 ' B 2 ) ’, * , e
= [ , {„cc, B . c•ƒ:
162 |
! " # !$ ‘$ & ' ( ) ’

: , # -
. &. . /$ 0
/ 1# ' , - ,
34 5 67 8 - ,9 / &
: : ;1 / ' , < / ' , / ' =$

< > $ # ;? 8 @A/ - 4" -B - 4
/ ' , !6 ? "1 8 :C > D " ;? 8
:C # !$ / '8 C @E ?
! " # ! $ ‘$ & ' (
) ’ & , " # -! ! 'F 6G / 8@ 6 ?
H I 4 1 $"G J @ K? < 8
6' 8 /' / L ? 8 71 6 C
@M ; : CI , 8 ' N & O? P <Q 1
# : 9 1 @ O ? D =R ;4
/ < ? S 8 1 P @M ; F 6
1 P? @M ; 1 8 P @ 6' : C ;4 TUS
?
:C E V 4 ' 4 1 6 W $ X>
? @ 6' & 8 Y @ > / O? <K D @M ;
1 # $"G P > ? ) Y $ /
# / / I ;Z ' Y? ' F 1 8 / E V 4 '
; / O 6 @ ? I <[ \ / ' /
T O? @M ; 8 / I $ I , $ ' )
& & $ ? ' ! " /! " 8 / 4 ] ^" ] ,
' X $ @M ; / ? @M ;I _/ 1
? ;Z Y 6 @M ; ' $
E V 4 ' / P -' F P J ? @ $
@ 6 8 4 & ;4- ! ' ?
| 163
! ;`
• 1 P TUS?
• a " b4 - I P ]c P d4 ?
! @ 6
e / / ' , ; ; ;1 / ' , ; ,
ZU / O $"G , ? ZU < 8 / /
P F/ / ? ' F /I 8f I
8? ! " # !$
‘$ & ' ( ) ’ & gG 4 # @
> $ O? & 4 # ? h& & 8 8?
O& !C # < 1 I & C N& i
$ O? # $ , , 8 & ,
- / # ;? " @ 6 O- P ;
6G / ?
‘$ & ' ( ) ’ & 71 4 @M ;
9 1 P? 8 9 1 / "
' $ -' I 1 & $ ,
] j O ?
4 ? $"G # < 1 ' ] $
, - " O? ] $ / 4 I $"G O
6 / ? H , > @ K? @
<k -' ]$' 1 < ' 4 / @\
/! "? < l \ 4 8 /' / 6 - 5 R ?
" P 1 6 & ' $! 4 ? W I , $! 4
! $ 1 ? ]c 4 /1 @6 P8 P / ?
G 1 ; - " 4 &8 / n /
] , O <, -1 W $ > O -' - 4'o? -' <-
Y @6 I , 8 - 8 -' I
D $ ? " <" P 1 <- @ 5 /f
" ; 4 G? $ I 8 !C Z C '8
1 K 8? 4 1 I $ I 8 , / -
\ ;1 ? 4 1 <- k , 1 I 8 - 8
k ? G ' & 1 ? D
164 |
I Y Y ; O $ S ' 1 / / ?
$ ' / 4 I 8 O $ S @ O? ' 4 ]6
8 $ S , - I $"G <I
< $I ? < 8 8 6G I $ S #- 9 / 8
gG - / ; a? @ $ 71 6 C @M ;
8$ S <P <P- ? P <Q ]p1 @M ; q
1 P TUS , &? 1 r " , r
r ? < ; 1 N <Q ]p1 O
# < 1 ? D I - / O
, - ?
1 , , 8 # ' # #
4 O 8 / ? s j '
' 4 8 1 6 \ J @ K /I ] 6 ? 8 J <
#=1 "1 - / # <" D D ? <Q
$ " ]p1 @M ; 1 @ ; H Y#
; ' 1 - O ?” 8- 1 ] - '
# : ; - O <K :C ? gG 4 @M ;
# -! " O # ' x - –“I <K 8 O, '
O I ;Z >?” Y @M ; 1 $;" P" ' ,
& 8 ]F P z q < ? #{ 8 1 $;"
=R @M ; - / O # <" @N ? ; 1
;F I O8 6 j 1 ? & 4 1 1
$ " / ? I ; 1 $ " | $
C 1 ? 8 ' @M ; =1 ? 8 @ O
1 # : ]$' 9 1 O ;
@ 4" 1 / O ? ; 1 N P ; F } ;4 / ZU
? < <K :C ' , 8 <K :C8
6! > - @/ – “<K-! Y > ; / >
> T K/ ? / 8 ? ~F <
@ 6 , @ / ‘#' & ; ’ $ X >
P ?” @ 9 ] < 1 ? D $I /
| 165
! " 1 ? @M ; O O I 8, $I
I O 8? ; 1 I $ $ O > / X | a a ] p;'/1 - N > …! "
# 6 N ?” 1 P fB / 
;„ P? ;„ 6~ † ]0 ,
8 P O I$ X ?” A < ] # ' 6
6 / / q < 8 4 P" ! ' , & ? @M ;
:C 6 I , P $ ?
P ;/ ? O =a I ] I 8?
<Q ]p1 1 U: -! Z /I &
@M ; " q ? D @
I < $ ' ] # : 8 ] • 1
= " 1 $ T & # / G O? a D
@M ; - 6 ] • O? 8 1
# : @ 'I O ; @ / f—“ - , <K
- / ? @O '? X6
P ? & ; & @ O? 1 ?” ]p1‡
9 8 @ $ # W $ X> ? / ?
]c I @M ; 8] • O?
@ 6 P $ @ O 8 H $"G
J @ K? #A /' - 8 / ? @M ;
: CI , 8 N& N & O? < ]6 O 1 - ,
1 @ G / x ; 8 @M ; -
P <C O? @ 8 - =R H ? 8
} 1 S Y - I ] 8? j ‰
O@ 6 'Y C? ) P a 8
166 |
]$‚ @M ; # : O & 6 ? s = a$
J ? 8 q a $ P @
U > - P ]p ]Šc < 1 / 'f ' @M ;
1 # / D $ O ?
q ; 1 N <Q ]p1 6 j 1 ? <Q ! <"
#a /I 1 8 @ @ @ ‹
? > Œ O @M ; " # -! FF -
# - —“•X, @ #A /' $Q> f …. $
q …< $I , •$ 4 @ $ $! O
s •H 8 - <Q $ O ? & @ P O&
f ? q <Q I @ O> < f?” 1 P
TUS & @M ; ,
$ O ? I 4 @‰ I /' < … " j
# &8 ; " :? < 8 ; " 6' 8 " ?
@M ; 1 :C ' 4 O ]$ / =R / ?
‘$ & ' ( ) ’ @ & $ ;4-
@ $ $ G @ 4" ? a " b4 4 1 &
FF " O , ] j O ?
@M ; 6 C ' $ ZU O F ' 4 , "1
8 # „ $ O -' 6 ‘ 8 /
O ? 4 P 6 # ;'8 4? -" P ;Z ‘ / @ O 8? < < • 141, - / ' -'
' ;: $ O ? ] 4 '? 4 # /
-' > ], ? #P6 8 ;: 1 :C " ;
A/ ?
-' #A Y Y @ @ Œ OO ; ; `1 ?
• # ' ]B / 4 1 " <F > , <F
" @ /I @ K? #P6 I 4 ;4 6 4 , "
< 4# : 4 6 8 ;4 P ? #P" 9 4 ',
| 167
9 4 ', " E 9 4 '@ I / a - ? 4
4 8 E - I FF 6 $;" @ $
@ 6' &?
b 1 / < K 6! > - @/ /I @M ; A D O
j :', s – j ? ; 1 I $ $ â
@M ; < A P @ I # $"G P 8 8
' ( ) 6 / U— # / / Y, ;Z '?
I : <k / ' # : O? / & "
$f 8- —“@M ; X& $ ? 6/ $ /
N < 1 ? # : - $/ q Xq / O?
/ < & 4 5 8 X O? q < f &
˜ P ' O&D& O?” 8 / $ ” # / / $
@M ; U ] ” / ? q 6G 1?
6 P " @M ; / & 8 , #
? & ) & & ™ @ 8 / O
& & $ ? s O <P <P & & O ? D & & ™
$ K ? / < / “; 8?
@M ; 1 W @ b 1 - ? & & ™ ' &
& $ I8 / ' & & A/ ? “; P $
8 / I ;Z $ I ? _/ # / š & '
@ ? 8 # / š @M ; Y
ZU —“ $ & @ x ; š & #6
4 P X , 6 & ? $ 6
/ ?” $ I U & O& j /I 8 / Y @M ;
P " ZU / ? $ ” N 8 / j- 8
6X ? ›= 1 $œ ‰ O --“@ @ ? @ @
#• # j $ $ $ $ , @ I ? &
@ $ ? “ < I,
< I”! Z 6 8 P ? & 1? & / ,6 1 , 8
- ? 8 - & @ O?” :C 8 / - 4" @
&? 4I " ž & > @ 4 ! ' $ ?
168 |
D " , X ‰ Ÿ / O< < ? -' 8
6 ]B < Œ OI @ @ 8 #J P ?
-' 8 6 ‘ O 6 @e $ $ $ O X
?
W / 8 #J ‘ 8 / P ]c P 1?
]c I $ O X / ? 48 :C ' ;4
P ? & 6 U $ X> / 4 8? ' c
4 1 4 > X / O
• ? P $1 # j / 4 8? X
h 1 I $ X> O 4 UK -! ?
A /' , A /' , J I =1 ? --
O, ‘‘@ , P O s 8 @6 -# L
UK O O? /' X, @ , @ 4
/ ?… s O …/' X, < @ < - O &
< @ - ?” <: @\ 8 / @ ;:
X6P ? s ' ! " /! " 6 K P O?
N / I @M ; 6 # :
C @M ; / $ O? - 4'o ]¡
:' 8 # / E - ¢ ?
" I # : 1 L $ O " A? O—“@
# ' ' I 4 … / 1 - 8 /
@ H … @8 ?” O: '8 8 / & < ,
' ' $ < , #P", " / < O E -$
&8 4 ' ] @ ? 4 X6 P ]6 4
/ 8? E - -' 8 , P $ ?
b4 8 / @M ;I 1 $ O 9 ;
$ T ? = # ' 6 I ]X6 # / ; I / O?
1 # : 9 1 O O # /
8—“ 6 , / Œ O @M ; P <Q - &
| 169
b 1 @ ? # / / 1 6 $} P 1
$ ] • I $ / O? # ' ;Z
@X > @ @ 8? …! " b /1 6 c
O# / 8 ;Z ?
j 8 / , b4 / ' $ > ],
? , ! k # ;'8 I ž Q‚ S ! " ' / ?
-' ]B # j Œ OI 8 ;: & # "
" ? ¤~ ' F X F I
F$ X ] , #P6 - > ' ; $ X> 4
4 6 ¥ ? 8 /n - P
F $ ? :C P / ‘$ & ' ( ) ’
& " &-! ? N # / / @E O
@M ; O? ]- O >8 = a$ ?
@M ; ]š ;Z b ? @ @M ;
;Z c I b 9 / ;Z & , ?
< $ 68 O 4 j- X6 P '
E -$ 1 4 ? @M ; Y ;Z 8
$;' "1 , -' 4 4 6 ;: 8
ŒO $ ? " - 1 ' j / # ' ' ]š 4
Y 4 @‰ O $¦ '? < $I 8 /I
]6 @ $ ;: ? ' e '7 P $c ‘ / ’
# ' E O X O ? N
/ O $ ” ? $ "1 1 I -
] , O @; @ x # / ? '7 P $ c ‘ / ’
‘$ & ' ( ) ’ O& 8 ;: 8
"1 Œ O $ <, $8 4 -$ -$ 8?
< 6 ;F 8 @‰ 6! > Ÿ ? 8 ;F ;P
8 j ‰ C :' /I ] 6 ?
• ]K ;T ' ,- > P, C I N4
; " } }, , §¨§§ P ]o / O?
170 |
k / $ # j :- 4" : &
& ' g4
= ; "
= 1 4 I J
: : 1 @e 1 ; ; ; `1 > P 8?
© ; - 1 $1 A 1 ': 1 # ;A/
D / <, - 1 & Y- : 9 4 '/1
> ] $' 1? = 1 - " ‡ › -& L /
1- U4 ; " "6 bª1 I " 6 /I #
# " ? $ •I <, k S ! L
1 $ # ;A/ C 8 ? «¬-«--§ P ZU §¨¨®
<" - "6 1$ S / O «¨ ; ; ? ¥
§¨¨¬ "6 - 1$ S / > ««.¬ ; ;
Œ 6 O? -B ' - $ I $ < <, I 1
S / 8 ? 71 I ' k -T I 8 6C I
< ?
@ S ! V L / A ¯ I Q
"6 T I / $ ' @ : P / O? - 1
°± I °® ; 1 ' A 1 I Q "6
; I] / $ ' ±± ; ; @ : P
/ I & <P <P- <" / ? U4 k / $ 8
V # ;A/ / ? $ < f < -B
' ¯ Q - , - I - / $ 8
: - - I / ? 8 ' k
I ! ' " ?
!6 ;`: k (democracy), / (women), 1 (politics),
S (participation), k (patriarchal)?
k ' j & # ' $ 6Ä / 1 @

# ;A/ ? - 4" k ' j I # ;A/ 4 & "$
& TUS ! " 4 / 6 Ä / O? - 1 k 1
U4 - 1 # ;A/ / ’& "$ TUS ! " a P I - 1
| 171
1$ # ;A/ / ’& s &8 8 a 8 O ? Å = 1
- 4" 1 1 $ # ;A/ 8 1 K O ? = 1
- 4" 1 1 $ # ;A/ C / ’& s ]0 < '
/ 8 K O, < $I – C ? ¥ - 1 1
1 # ;A/ I 1 K8 P O? 1 ; Æ P I ;4 P
/ : ? ' & a 8 : $ I V
: && / : ;14" x? a ' : D
V , P s o <" ! " 4 & / :
< 1 L 1 C # \ 8 V a "
? : 8 9 - < 1 ž;" ?
P 6 : # \ V :
" = k' I 9 ‡ / ? I8 9 : R $; I ;4
-B? s : 9 ‡/ / 6 I # - '?
@ $ ' j ] $ T ' " # /
/ Y # j ? k ' L 6 #
Y # j I ' / ? @ 8 6
V ' 71 j 1 ? #P6 ‘ 1 ' & " Y
6Ä ? & @6 8 b U Y -" gG / ?
U4 H @ 1 - < P $& "? U4 ; F
: ;1 Y 1 " ; a $ 1 c /
1 =1 ? # : 1 È , / ;1 , # " 1 @$;"
/ @ ' ? U4 ;Q<"- 1<", $"G? 1 Qx<", j ;1 ,
" '- " 6 Ä ? ]- … " 1 1? # j I #
ž "1? < U 4 8 1 / ? @ 1
-" U4 6 1S " / I 1 " K U4
# ? U4 < F;1 @ 1 < F/1 b 6 Ä ? 8 U4 /
@ , 1 #J ? U4 ! n 1 ? 8 # j &
61 ? V :C ] j $ $ ? #' “ &
<, 1 ' ‘< F;1 ’ ‘9 c’ 8 X I <
?“rational soul is not present at all in a slave, in a female it is
«
inoperative, [and] in a child undeveloped”? #' “ & < F;1
9 T I @‰ < P <F O ? @ @ Î
# “ 6 'I 8 !C X 8? X F ' # < 1, “•H
$G O Z U4 8 U 4 1 # a ”?§
172 |
1 1 # ;A/ C " & TUS ! " ! 6 /
"6 1 # ;A/ ? 4 -B ž 1 ;
< ? S.D.Muni " 1 ‘Women in the Electoral Process’;14" &
J / O, “ "6 - 1 / $ # ;A/ / ”?±
L.W.Milbrath M.L.Goel 1 ‘Political Participation’ AØ 8
®
F ' ; / O? "6 / $ # ;A/ / /I
/ / O, - - 1 / : ;1
£ /' /1? #P" o PI < - 1 / $ V # ;A/ :C
& k ' j 6 O, < / $ Ù^" 1
$ " " $ 1 O?
P # : <, 1 P "6 1 1
1 # ;A/ # & / & # ' TUS ! " k
# ? 1 s @ > 8 8 ;4 # & - ?
"6 : C - &$ # P I $1N"
¯ O ? "6 1 1 # ;A/ # I $ O #
I # O ? U4 k 1$ "6 1 1
# ;A/ 4 & / ? 1 -& I
"6 1 1 # ;A/ # =1 $I :C ;
/ $; ' " P ' ; 1 -& # " ? " $1
k Ú 1 $ -& H , 8 «¬«° U;
h ;4 $ ; 1 $ -& $ / I8
; P gG a ' ;1 $;T I 1 $ -& v
/ ? "1 > O ' ' ; < $; P ;
… " O , 8 $;T I 1 $ -& L / ? @
; /c I 6 • Ú 61 I «¬±Û 61 k
1 $ -& P I «¬±° 61 @\ , b 1
H<K, ' $1 h 8 ' $ 61 1$ «¬®° <"
-& '# : / ? I «¬®- b 1 H<K ; 4
1 $ -& $I / ? < $I «¬§Ü <F ' 1 -&
-
# " , P ; <F ' /c ] ; - 1 ] / $;
8 1 ' U4 I 1 $ -& $ / ? ;4 <"
«¬-¨ - " 1 ‡ › -& #; / 1$
-& $ / P P 1 "6 1 1
# ;A/ < k ] ?Û 1 A I
| 173
@x P -& I 1 # ;A/ # # "
8 "6 1 1 \ -!
@ ?
s W / -& P "6 1 1 1 \ -!
Ÿ 1 ? 1 1 -! @ $Q ? 8
W 7 1 1 # ;A/ 4 " $
$ O? D 1 1 # ;A/ : #- >
] , O? $ 4, ;4 1 1 # ;A/ 4
1 F ' ; O ? $ # < 1- ( ) 1 / #-'
] <F L ? / 8 / $ " :C,
1 V \ # ;A/ ? ( ) /
1 T < ' #- O? 8 =- - 8 T
< ' U4 $ b 6 / P ? ( ) / #-'
L 1 1 & @ " > > $ 1 -
1 B / :C U4 $ b # / - 6
/ ? (N) 1 1 # ;A/ $ 1 B
/ ? ¥ 1 $ / " 6 U- …$ P
I j I x / I ,? s 8 / " O > $ #P 8
/ " # / 1 <$ 1 > > / $ 1
I j -e < #; , # 4 I ' "
/ ], ? (e) 1 # ;A/ ' < ; 1 I ;F
- 1 ' : / ? # E
I $v $ - ' #j ? (6) U4
UK V ; #; # <"? @
; = P" 1 <$ U 4 8 6 / , / /
' @8 - # 'C ;4 S $ 8?
: CI U4 / "1 b - I 6 / ? (O)
U4 - 1 / @ ? s 1
:C @ j P 1 V c 8
@ ;' ? ( ) Æ1 =- 6 C @ $ /
"1 # ; ; "1 ? 8 $ I / 8 "1 -
< ? 8 'P 6 6" / Æ1 V
°
# ;A/ 1? (q) -B E I $ 1 /
# ;A/ ? < - , ! &V 9$ ' ," 6 ,
174 |
~ - ? 8 $ 1 ; P J $I<
Ÿ 1 ? 1 / E : I qX • ? (Ý) ;Z $
=- K I ]o 4" _ /8 … $ / ? # '$ 1
/ # ;A/ ;Z $ _/ P ¯ /
D =R ;Z $ ' , ', / , b4 - # o T K , <
- 4' Ú : " # Y 6Ä / @ ?
/ $ UK 1$ 8 a F ' •I " ,
1 I V \ # ;A/ :C / $ $ < ?
A 6 O k ] , < V
\ <P <P- M , # ;A/ < @ $
: $ < $I / 8 4 T ? 8 :
- $1 k ; :C / $ # $ @ " =1 ?
1 - 1 $1 @ x # ;A/ ' < D -!
O , = 1 I I <P <P V -! R
$ $: 6 O ?
«¬-° ; / ¯ @8 ? j 1 = c; ' j
<" j 1 # ;A/ I K A/ : I
-" ;1 ? - 1 ' <# ; 1, $ @P" :C
$ " # A $ $ # ;A/ ' 1 k ; ' j / C?
j U4 ; 1 < =- a :
@ j , 8 ' P «¬-¬ Ca - c ; ' j
/ I ;Z $ ]B # ' $ / S $"; $I
/ O ? ; ; D; / D ] / $ '
@ $- S $"; $I / O ¯ @8 # ?
s ; F; 1 L1 P" I L 4 @$ :C / S
- I : - ? @ 8 J $! 1
] p ;' «¬°Ü @ / $ ' : ' j / ? s -B
' 8 : ' j @ «¬¬§ °± ;
/ $ ' ¯ & a & @ - 1 ; @
: / ? @ 8 # < 1 ¯ : @
/ " 6 / @ P ? P <" / $ '
: @ T U4 $ ' $ / O > / <I D U4
" 6 / $ '$ / ? P ' <, " 6
/ $ Ü¨ ; ; 8 V : ! " # -• O ?
| 175
V $ U4 $ ' $ Æ1, #P /I 8 O $ C
< ' ? 4 Institute of Social Science # " " 'P O ,
“During the election campaigning, these women were always
projected as someone’s wife, mother, sister or widow……….. they
attributed their victory in the elections to the political party or its
leaders or the status of the male member in the family”Ü < $ ; ;
; O £ /' # U4 ! C8 1
6 / , 1 = 'F = 1 c P $I / ?
j 1 1 : :C P <" /I & O @v<"
; 8 =- ? " 6 /I I P $ Z & ] :
O> # ; / ¯ #D < ? @ & 'I $
F ' ; 'P" / ¯ #P /- & $
F ' ; ? s i 8 # j " / O / $
' / O V P 6 ?
j 1 = c; / $ 8 #A ; ; - I
- "6 I 8 D ' O D ? $8 $; v Y
& "6 D D g4 4 & @ žG / ], ? «¬¬Û
v Y - "6 / " 6 / > < '¬
8 8 P " 6 / ? §¨¨« 8 ' K /
§Ü < ' «- O " 6 ? §¨¨Û §Ü P 8 '
/ ±° , < ' «¬ ? 8 : C ;4- ] 0 < ' /
/ $ /- 8 âÎ P"1 O ? «¬¬Û «Û
, §¨¨« «¬ §¨¨Û §¬ / âÎ
/ " 6 / ? "1 §¨««, §¨«Û §¨§« v Y
- "6 / $ ' O <P \ ±Ü, ®- ®Ü ?
#P" o / $ ; ; / 8 & " 6 <P \ ¬.°«, «¨.§
««.±® (source : TCPD-SPINPER Indian legislators dataset)?@
- "6 " 6 / O / $ ? 8 / $$
' «§ ; ; ?
8 A g4 P / 8# < <, ' 1
/ $ \ " # ;A/ / K 6 O? 8 ! " k -
@ Ú k1 I ! " k1 R = ' / $ O? s W
P 8 < $8 $; < # 6G •I > @O /
: &? $ I - ±± ; ; / $ : 4 8
176 |
& @x ZU 8 «¬¬- P ? a @ 6
& $ ™ & # $ O ? s & @8
/ ? - k / @ ; O
/ , $1N" $ 8 & # $ $ @x 6 < f?
s •I 8] ~ ]8 8 & '
] $' ? 8< 8 & - ]ç / O 8
#O <" / ? / : 8 $1N"
& / <Z / $ : /f s , $1 k \
: 8 # 1/ # ' : " - / $ :C# ?
/ : 71 - 8 < $& s : Y
9 4 ' !6 ? @ &I @ $ - $ $ <, @ $
$; ; ' j k # 8 U4 k X6 ; ' j
6 @A/1? 8 #O D , /f /
: &? #P6 = 1 O $; # \ / < I I @ $
$; / $ # j N -B '
< PG - " ? H @A /I 8 ' ]c c
K 8 6 O? - $1 ]$ #P" 1 /I # ;'8
' $ & @ '? @ O < ? - # 1
8 U4 k ; / < f P ] <F ;:
X6 ? @ 8 $: S ? $ P
q $ ' <$ @ / 8 8
] <F < 1 @e @ ; #A $I ] 6
/ $ ? $ - < ; / " 6 / 8
$ ¯ P ? Ca - c ¯ ' j /
I ;Z G, = j' 6 , @x , : :C
< G O , - I D $ @ , <$
@ & 6 / $ ; - 4' P - $ <" 1
$ <é /8?
@ @ < 8 1 S K P ; <"
1 #Y < $ # N4" P $ Y 9 4 ' ! '
| 177
j ? U4 k < / , @ ' 6Ä ,
P / $ @ # & 8 $R/ ' ? @ 8 W
< 1 U4 k Ú , / #
Z C ' " @ $Q k K ? ' TUS ! "
v 8? s ; ; <K, / , ž b4 -" 1 UK
6 U 1? 8 S $ 1- U4 ]- 8;
' - ? «¬¬® 8~ ;' ~ \& &" & 1
¬
O & / , ‘every second on the list a woman’ #P" o &"
S S W P & U 4 / # ;'8 b 1 &/
/ ? 8 1 @ V 6 / / , @
' - V I #; / ? $; 8
& ;4 / 1, •$ , $; , $ "1 I
$ " < - 1 1 A D O, P F
# ' ] / ; FR 1 1 @ ' - 1 # ;A/
/ D 8 < '/ $; $ P P 1?
P' ! C :
«. 6\ "1, 1, (§¨««), ( … :), 1 P 1: •= , ] "1 ; , . ±¨¨-±¨-?
§. £, . ±¨¨-±¨-?
±. 6\ "1, ;, (§¨«°), - I 1 , ;1 ; ,
.®Ü¨-®ÜÛ?
®. / C, # $ , (§¨«§), - ; ' j I 1 , €$ ; ,
› ( v ), .«¨§°-«¨-§?
-. N 4, / Z, (§¨«¨), - ; ' j I 1 , C , .--°--°Û?
Û. , ' , («®§-), 1 $, Y 1 I 1 : -
, .«¨Ü-««±?
°. £, .Ü¨-ÜÛ?
Ü. £, .««®-««¬?
¬. £, .Ü±?
«¨. 6\ "1, ;, (§¨«°), - I 1 , ;1 ; , .
®°---¨Ü?
««. x' ' , ' 1, (§¨«§), 1 @ < $ X > : #J @
$; , C ; , .«§--«®®?
«§. 6\ "1, 1, (§¨««),( … :), 1 P 1: •= , ] "1 ; , .±¨¨-±¨-?
178 |
• 1 Æ1 ;: a («Ü«Ü-«¬®°) :
P' - c g4
5 N4
4 ,8 / - ,
' 1 H $'
: : © ; @ - Æ1 ;: a ] p ;' ;'
$' j Q ; 1$ 8 '? † ; 1 8&
< &" «Ü«Ü ’“ ` • 1 6X6> P «® O C1
$' L ; & P / $' ? # 4
X$ $ O / $' L ', # M
'F I 1 ;: ' #P" $ O ? •H 67 $'
/ ; «Ü-° -„ P «Ü-Ü ' • 1
§« & $' j O ? - Æ1 ;:
@A/ ¯ / I › / $ $" 8 @ 4K O ; 8
$" P ;4 ;: P - / O # }
Æ1 ;: ~ ; ? 8 ;: :C • 1 TUS ! "
-! O ]c > / 1 - ? Æ1 ;: a ; 1$
# $ , $' /; / # ' ' M 'F I 4 6G ,
]c > / 1 - # $ , " &; \
a - @ 6 / O ]F J?
! 6 ;` : • 1, ;: , ; 1, / 1 -, ~ ; , $' ?
&; 8“ 8 † … - 4" ' $; ; È '

> ? È ' a P "
X ; $ & - - :'
I ;: : C $ ? j ;: ; 6 1 # j P
- «Ü«± 6 &" #' ™ ®± ;: : C O : & '
P N4 / ? 8 Y $; ; 1$ " 6 I
;: a ' # & = 1 $I / ? - Æ1 ;: a
] p ;' ;' $' j Q ; 1$ 8 '? †
; 1 8& < &" «Ü«Ü ’“ ` • 1 6X6> ;/
P «® & O C1 < $' L O , & P $;
P = k $' ' ]8 #' ~ ? # ;' «Ü«Ü
| 179
«§ 8 @ “ ’ ' o 1 … $' & ;4
<" J $ O ?
1 C & J P < «Ü¨° ’“ `
ê / ;" ' & $' L O ?
ê ; 1 «Ü«Û-«° ’“ ` X $ & O $ › q
> $ P ë & > ' ' j O ,
s = k $' j ? «Ü§± ê
; 1 $ b $& &- / › ZU / O ? & 71 $' ,
# & ’G A 1 $' ? $' $ & «Ü±--±Ü $ 6 O ?
71 $' & «ÜÜ O C1 ’“ A 1 $' & «® O C1
O ? > : ;: P"1 $ I #-' ;Z $ P
8, P P , 8 8 / , •; ] P
8 ' $ ; / ? "1 $ 8 ; / , 8
] &“ Î, Iì &“ Î, 8 † 8]P ' - -!
> ; / , & ; I $ $I / ? #
1 ’“ , <X ; 1 › ;: O X$ 8
› T ;: / / ?
; 1 $' j ; ; O C1 $ ; - ;:
$ ] <F ' j ? O>I › / ;: # $
$ ! ' ;: @ 6G X O ? ; 1 L
$' T O 1: ' j / , 1: ]c1 " /
O C1 $ $8 @ , 6 @ › $I / ? «Ü§® -8
0 > & 1: ' j / < ;" '
= O C1 $ Æ, , ; 8 ' $ ] / $ O ? 8
$ / 9 U , , I ' 8 ' $ ; " $;"
O ,< $ - ] j # sG / O ? ; 1$
] p;' „ J 8 $;1 4 x/ I # H P X$ 6G
- D ' / ? X$ L $' T " O>
; : , í , ]š < $ ?
’“ ; 1 Æ1- ;: !6 I 8“ 8 † …
I 8 ;: ]$ 1 O ? P o •H 67 $'
/ ; Æ1- ;: # ' 6 O H < 1
;: / - 1 ]B / ? 8
T Æ1 ;: a ' $' j ] $' 1 / ? «Ü-°
180 |
P $ O& & / /' ~ / @ , Æ1 ;:
a # ' @A/1 O ? /' ~ / $' /< j
<, < A 4 $' 9 ' $ , 8 A $'
j / ? 8 $: Y › ! / 8î ™ & / A T
O P C ? ' $& C O • 1 / P
# " $ /& A P Y P # " A P ?
1 C& O " A P ?Û @ $ C & &
/ O& & O , , O& & / $ a &8 (
? ' j A 1 $' j ' $ O ?
«Ü-° -„ P «Ü-Ü - 8 '
$' / ; /' ~ / /< • 1, " , $ 1
$ ±- & $' j ? 8 $' T '
6 / Ü®- & ? • 1 $' & -
°
@ “ «Ü-Ü ~ ; &; &" P $c / ?
1-«
A L 6
§® ; -„ , «Ü-° §¬ &
$ §Û ; -„ , «Ü-° §¨ &
9 X6 « ~ „ , «Ü-° ±§ &
$ Z8 °8 ~ „ , «Ü-° ±§ &
† °8 ~ „ , «Ü-° §¨ &
/ «-8 ~ „ , «Ü-° §¨ &
/ «-8 ~ „ , «Ü-° §¨ &
’ > ±¨ ; , «Ü-Ü «Û &
]$ § 6", «Ü-Ü §- &
1 «Û8 6", «Ü-Ü §- &
@ §Ü ; 6", «Ü-Ü ±- &
; « , «Ü-Ü §¨ &
/; « , «Ü-Ü §- &
1 / « , «Ü-Ü §¨ &
> ®, , «Ü-Ü §- &
$† -8 , «Ü-Ü §- &
$ « , «Ü-Ü §- &
| 181
] « , «Ü-Ü §- &
$ ( «¨8 , «Ü-Ü ±« &
«§8 , «Ü-Ü §- &
$ «-8 , «Ü-Ü §¨ &
P' ! C: -8 @ “ @ «Ü-Ü ~ ; &; P $c
&"?
I 1 & :' $ < < $' / ; /' ~
/ /< • 1, " , $ 1 I $1 < ±- &
$' j O ' • 1 8 §® ; -„ «Ü-°
’“ ` P «- , «Ü-Ü ’“ ` ' & §« & $' L
/ ? P $' T 6 ï $I / I «Ü-°
/ ” / @ P" # & / <' $ #=1 ?
D $' / ; “ 1 ;: L ” & -† 9
8 > 67, / /$ í ' F @ P" / <'
Æ1 ;: 8 # & - O ?
- Æ1 ;: @A/ ¯ / I › / $
$" 8 @ 4K O ? 8 $" P ;4 ;:
' j P - / O # } Æ1 ;: ~ ; ?
4 6 -- P / $; «Ü®¨ ’“ ` - Î /
x ' - 1 Æ1 ;: 4 J? • 1 «ÜÛ±
’“ ` / / 6' & " b L ]c > / 1 - # } Æ1
;: 4 " $' ;4 ; 1 ? $ ” O C-O C1 $ ; : ,
# / , / „ /1 # j $ Æ I I4 , $ ”
/ $ / , › $ ' Æ1 ;: ]o / $ O
8 - # ' :'? / 1 - ! " L j 1 $' I
› ( <& ' L «ÜÛ± Dð )
$& L 8 $ S O ? 6 T ]c > Æ1 ;:
R D ' † / O < Y ;: «ÜÛ®-Û-
;: 4" 1 P ? 6x < O C1 ' §¨, ®§, B
±§ P › «¨± ]c > O C1 ' O
«¨Û? Æ1 ;: ]o / K ' • 1 I / I> 1: I ZU
«ÜÛ- P 8 L ?
182 |
1-§
P 1: ( b 1 1:
1 1:
O ñ ) ( ñ )
1: P"1 '
1: P"1 ' 1: P"1 '
«ÜÛ- §Û × ×
«ÜÛÛ §Û «± ×
«ÜÛ° «« «¬ °
P' ! C: $' ñP #' &" #D $' ]c > / 1 - , «ÜÛÜ-
«ÜÛ¬ " $c P'?
«ÜÛ- - " c 1: A/ P O @& &
$' & §Û P 1: , b 1 O ±¬ '
§Û ñ P 1: , «± ñ b 1
1: O ? 1 O P , b 1 ;4 1: $ ; 8 - ,
O # } P # } ,\ # ;1 "1
«®
1: #P" o 6 P" 1: c - ?
# } 1 1: : C / 1 - @; R D ?
O $ ;: : C # -- $ @A/ P I $
;: :C $ ]o / O ? «Ü°¨-°« 4" 1 Æ1
«-
;: Y 8 # -• P O / 1 -? " ,
X > , • 1, / I> , 8 T Æ1 ;: # : ]B O ,
O ]c > / 1 - /< ?«Û 8 Æ1 ;: a
• 1 ]c > / 1 - TUS #=1 < ?
Ù ; ; P " ; 1 $ ] $' b 1 " ZU
$' /; ] $' /< / $ ' ;: ' j
/ I Æ1 ;: I @; R ' j A/ ?
I a 4 ] : 1 ;: # ;A/ , # '
/ 6 K? «Ü°«-°§ ]8 /Î &"
# < 1, • 1 §§ & $' O ? &" # < 1 «Ü°§
±« ; 6" $' & O C1 ' O Û±® ? $
| 183
› O ]c >, ? "1 O • 1 ;/
ê N& › ? ]c > N& › $& O
$ & /c $' ? 8 › $ & «Ü°«-°§ ;4 $
 ; ? O > I ¬-¬ O C1 > ;
&› §¨ > F ? #P" o O C1 ' O ®ÜÜ§
? 8 › T ' «® & O # $ /1 «®- & O
/ <' ‡? $' T ; - 8 U4 ;: b 6 / ?
; 1 $ «Ü & $' O < ' «± & O # $ /1
X6 & O / <' ‡ $' ?
1-±
O › ' O C1 '
«Ü°«-°§ §§ & Û±®
«¬¨Ü-¨¬ «-¬ & ±-°±
P' ! C: «Ü°«-°§ ~ ¤] ~ ¤] / Î &" • ~ ó™
& $c P'?
#P" o «Ü°«-°§ ]8 /Î &" # < 1, • 1
& $' O §§ & O C1 ' O Û±® ? «¬¨Ü-¨¬
$' ' > $ X> «-¬ & ±Û ' / ±-°± #P" o C
±° O ' $' ' °§§.° ; ; O C1 ' -Û±.-
; ; K O? s «¬¨«, «¬«« I «¬§« & &" :'
$ < <, U4 $ / $ ' ;: / K O
< PG8 ?
1-®
& ;: & ;: & ;:
O "
' U4 /
/x ¬°,±±« ¬¨,°¨® Û,Û§°
«¬¨«
«±,°¨® «±,«¬Ü -¨Û
/x «¨-,Û¬Û ¬-,°±§ ¬,¬Û®
«¬««
«-,ÛÜÜ «®,¬Û° °§«
/x «,§§,«¬Ü «,¨Ü,¨¨- «®,«¬±
«¬§«
«°,±§± «°,§¨« °§°
184 |
P' ! C: «¬¨«, «¬«« I «¬§« ~ )™ & $c &" # < 1
; : /x •$ ' ?
«¬¨« & &" # < 1 • 1 & ; : /x
' O ¬°,±±« ' O «±,°¨® ? /x $
' ;: U4 ' O ¬¨,°¨® Æ1 ' O ÛÛ§° ?
$ ' ;: U4 O «±,«¬Ü ;: / O C
-¨Û ?«¬ #P" o ' P @ &8 q O <, U4 $
/ $ ' ;: / O < PG8 ? ;4
/ $ ' ;: @ 8- ŒO ? C /
6 #- ? «¬«« &" # • 1 &
;: ' « : - / Û¬Û O /x «- / ÛÜÜ
O ? & ;: ' ¬¬Û® O /x /
& ;: ' ' / ' O C °§« ?§¨ «¬§«
&" # < 1 & ; : ' « : §§ / «¬Ü O
/x, C «° / ±§± O ? /x $ ' ;: /
' O «® / «¬± $ ' O °§° ? &
' ±.± ; ; O ; : /x / , C $; @& ; ;
O ;: / ?§« ' P & žG < / $
' ;: / K I 8 K O # ' 1 …B?
1--
& ;: & ;: ;: ;:
O
U4 / U4 / / /
«¬±« «,±®,ÜÛ« §¨,«®¬ §§.°Ü ; ; ®.¨¨ ; ;
««.±Û
«¬®« §,®°,«®¬ °§,Û±¬ ±±.®Û ; ;
; ;
P' ! C: «¬±« I «¬®« î &" # < 1 $c P'?
/ $ ' ;: / K P «¬±« O T
P ? «¬±« ' # < 1 ;: U4 ' O « : ±® /
ÜÛ« ;: / ' O §¨ / Ü°® ? #P" o §§.°Ü
; ; O ;: U4 6 ; ; O ;: / ? «¬®«
' # < 1 ;: U4 ' O § : ®° / «-¬
;: / ' O °§ / Û±¬ ? #P" o & ' ±±.®Û
§§
; ; O ;: U4 ««.±Û ; ; O ;: / ? C
| 185
6 ; ; P ««.±Û ; ; K Æ1 ;: a & ]¡ $ ?
#P" o «¬±« P «¬®« ' / $ ;: / ] 0 < '- K
? O /< , ;4 j 1 ;
4 ' 6 K?
] ]F @ 6 P & žG < Ù ; ; b 1 " P
&; Æ1 ;: X @A/ ¯ O , D 1 1
$' ' 8 Y $' O C1 ' K P ?
Ù ; ; P "I Æ1 ;: a - ; 1$ / ?
8 Æ1 ;: a X $ TUS I #=1 < ? Z
; 1 P o •H 67 $' /; j 1
$ I 4I Æ1 ;: ] 0 < ' -! O ?
M 1 'F & q : / < 1 ;: O>
a ]B ‹ ? ' $ q < <, <
O Æ1 ;: I - O? «¬±« '
«¬®« ' ! - <68 $ < < «¨ O Æ1
;: a / 6 ; ; P ««.±Û ; ; Œ O O? 1 ;:
a P P $ < < 1 - - x, , -- 6 ; ,
X @ N / P ? 1 = 1 A
# ;A/ ZU ? • ;: 1 @x S $
- &8 1 ;: P" ?
P' ! C:
«. William Adam, Reports on the state of education in Bengal
(1835-1838), edited by Anath Nath Basu, Calcutta University
Press, 1941, p.67
§. 1 C , «±¨Û, @ Æ1 ;: 8 c, :«Û-
±. Reports on the state of education in Bengal (1835-1838), op.cit.,
p.68
®. 1 C, • 1 8 / I Y , -«, †
/] , , «¬Û§, :±Û¬
-. 7 P x' ' , / ' Y / , Bethune College and School
Centenary Volume 1849-1949, Sree Saraswati Press Limited, 1951,
p.195
Û. 1 C, TF, :±°«
186 |
°. Education Consultation Report, 1858, p.95
Ü. 1 C, TF, :±°±
¬. - 4", $; 4", P †, $; I # } $
' ;: , 17 P , @4 œ, «±±¨, :Ü§
«¨. Bethune College and School Centenary Volume 1849-1949,
op.cit., Social and Educational Movement for Women and by
Women 1820-1950, Latika Ghosh, p:129
««. S.S. O’Malley, Monmohan Chakravarti, Bengal District Gazetteers:
Hooghly, The Bengal Secretariat Book Depot, 1912, p.238
«§. , / 1 - : Æ1 ;: I o 1 Y ,
/ ' , «¬Ü°, :±®
«±. < ;67 , ' › , H- 1, «¬-Ü, :°Û-°°
«®. The Annual Report )75th ,76th ,77th ,78th( of the
UttarparaHitakari Sabha, 41-1938, p.70
«-. The Eight Annual Report of the OotterparaHitakari Sabha for
the year, 1870-1871, p.13
«Û. 1 C , «§ÜÜ, Y $ ; ;: I Æ1 ;: , «ÜÜ¨-Ü«,
:±®®
«°. W.W Hunter, A Statistical Account of Bengal, Vol.lll, First
published, Trubner& co., London, 1876, First reprinted, D.K
publishing house, Delhi, 1973, p.405
«Ü. S.S. O’Malley, op.cit., p.237
«¬. Bengal District Gazetteer, Hooghly district statistics 1901-1902,
vol. A, The Bengal Secretariat Book Depot, Calcutta, 1902, p.23-
24
§¨. Bengal District Gazetteer, Hooghly district statistics 1901-1902 to
1911-1912, vol. B, The Bengal Secretariat Book Depot, Calcutta,
1913, p.26
§«. Bengal District Gazetteer, Hooghly district statistics, 1911-1912
to 1920-21, vol. B, The Bengal Secretariat Book Depot, Calcutta,
1923, p.26
§§. Statistical Abstract West Bengal, 1958, Superintendent
Government Printing, West Bengal Government Press, Alipore,
1960, p.109
| 187
- J1 # @x : Y v Y
9 C
4 ,8 / - ,
17 - 1 H $'
:‡ : - 4" J1 # @x !6 & " ?

P , < $ G- Y J1 $ # T @8
=1 $ 1 $; @x ZU / «¬Ü¨ – $; ; s
# @ P 8, = 1 P 8 :‡ - / I
$; J1 $ @ x 6 O ? - 4" J1 @ x
! & - - < ? T / – «) = 1 "1 $ G
J1 $ @ x («¬®° - «¬ÜÛ); §) -" J (cross-disability)
<F , T @x («¬ÜÛ - «¬¬-); I ±) «¬¬- ‘ J1
@8 ’ "1 @ x («¬¬- - §¨«Û)? @ 6' J - J1
# @x !6 I -B ; v Y - >O
:C ‘ v Y ' J1 M 1 ’ < ;4 -!
/ O? Y ] 0 < ', # 8 ‘ J1’ ; ` "
‘ ž "1’ ;` & ' / : $ ; s @ 6' J ‘ J1’ ;` &
# j J (social barrier) q ' / / O, : C
'F ; 1 : #: 4 & 6' ?
! ;` : J , I @x , J1 #
@x , v Y ' J1 M 1, J1 # @8 ?
- J1 # @x !6 ! $G J1 $ @ x
' ? :C ' “ 67 T‡ I ‘¤ 8 r
#' ; ’ – <" ;4 ] 0 $ 1 ? ‘¤ 8
r #' ; ’ L / «¬®Û ’“ `? ‘¤ 8 r
#' ; ’– U4 O ' “ 67 T‡? $1N" $ 8
j - O ? $ G/1 ' F / = 67 T‡
D ' # " O ; ' 1:
#G j # O ? › 1 ;4 ~î
# ' _ / ? † P -#' &-
188 |
' “ / ? O '
;4•? ê T‡ ' “ / /8 &" ' & ?
' “ &" $ ' / $: 7 P $ /
- S "1 $: 1N & 7
P v Y - / " 6 / ? ' “ T‡
/8 &" v Y #' ~ - & / I $ S
O ? "1 #' ~ - & T‡ ‘ v Y ' J1 M 1’ -
/- - / «¬¬¨– $; J1 @8 > 9 : CI
«
TUS ! " -! A/ ?
- $G J1 $ @ x : C «¬°¨– $; $01
$ G/1 $ -! ;4 ] 0 $ 1 ? " <F Ú ,
J1 $ =, = 1 I = k # @x (self-advocacy
movement) @$ «¬°¨ $01 ;G $8 $ G J1 ' F ê
# c I ê I/ Q $01 > ' ';
D~ ; # ¤ 8†'? D~ ; «¬°¨ P 8 $ <" ZU
I $ P ]0 < ' " ! 61 O «¬°° 71
‘# D = ’ (office memorandum) 7 ?«¬°° -
$; J1 $ ]B 71 1 6 ±
; ; : a & a ; ? 8 a «; ;
#j \ J1; $ G \ J1 I E \ J1
$ ' 71 – I ~ $ 6 : a
/ ? 8 : a a O # I $ ,
J1 $ ' 8 : ' j O 1,
C D; I ] O> @ ' E 1 ' : ' j
=1 O ? : ; ' J1 $
: 4 & «¬¬- J1 @8 ; ' D ! / , #P" o
§
«¬°¨ – $; @x D ' / §- O ?
8 ' M ( «¬Ü« '@ " J1 ' F $
O ' (International Year of Disabled Persons) N 4 ? «¬°°
#D † 16 1 : @x 'P" «¬Ü«
@ " J1 o @x 1 ? '@ "
J1 ' F $ O ' – " ! 61 : - $; J1
$ ]B & ‘ '; #' ; h ’ – N4 ? 8
N4 J1 $ : 4 & O P O $; J1
| 189
$ # : & ! " Y I ; F; 1 @8 4 &?
#' ; h a T i $ 1 $; J1 q
> @x S $ P $01 ' ' ; D~ ; # ¤ 8†'
I - > $ ; , T ? «¬Ü° 8 @x O&
D ' - ; §±¬ $ G/1 ' F - 6 $ ? 8
±
N& D~ ; S ;F K ?
«¬ÜÛ 71 &" F 6 /U
8 # 1 & & , $; J1 $ #
: ' & > @8 (draft law) 9 '? ‘ “ /U
8 &’ «¬ÜÜ P $ &" ; , a
J1 $ ' ® ; ; : a / 8 :
Z C 71 1 6 1 – I ~ $8 , a $ 8 8
: @I @ a $I / ; 71 1 6 1 $
O>I ' 1I # a (government undertaking) L I
1 j 'I 8 / ?Z C 6 : 8 ,
8 &" J1 $ ' & ' I " Y1 @8 (comprehensive
disability legislation) ;I / ?®
‘ “ /U 8 &’– a 8 D~ ; @x
1 - ? D~ ; L 4 U «¬ÜÜ
„ b- 4" M …$ / } " 6 / U
žG < P J1 @8 @x 8 $ '
" ! 61 / 6 O? U S D~ ; $ ' «¬ÜÜ
~ „ ZU - ' 1 & :- @ x @ ?
D~ ; P <F / ‘# 8 † D~ ; #D ¤ 8†’I ‘ ' ;
¤ 8† 8 P #' ; ’ I $ $; ' 1 ; , T ? $1N"
@x «¬Ü¬ 1 J1 ' k1
7 1 1 O ; ?8 ' 1 J1
N &? 7 H P / L / J1
@8 ; $ 1 - / ? -. . / ' k1
; P $ D~ ; ‘ J1 ’
; ' $ ? «¬¬¨ – ~ „ ;4 @ &
; ; k1 $‡ I & $ ? "1
D~ ; «¬¬± q q J1 @8 ; ' 71
1 " " $ O $ ZU $01 &
190 |
$ -I @ / ? «¬¬® @ “ ;4 $ @ I
D~ ; $01 @ & > : - @ ? 8 $
> $ # „ ‘ “ /U 8 &’ – a J1
@8 ; , @x •X ; $I / ? $1N" 6 , • $D
@ 6 , # j :-, $ O , $ 9 , ,
@x , - 1 $ ]- : @ 6 O>8 8
$ #P" o ±« ~ „ , «¬¬- J1 ' F $ ' & @8
?-
] ]F @ 6 P 1 <- J1 # @x
P - ZU / O $G J1 $ b ? #P" o - J1 $
@x P <" O & ‘ $"G J <F @ x ’
(impairment specific movement)< «¬ÜÜ ‘ “ /U 8
&’ – &" ; 8 & ‘ " J <F @ x ’
(cross-disability movement) / ? - ‘ " J ’
@x @ 6 :C P ;4 - ] 0 ' < - 4" P ‘ "
J ’ <F , < J1 $ # ZU
O / «¬ÜÛ L ‘ v Y ' J1
Û
M 1’? @ «¬¬- J1 @8 ; : C $01 ‘ "
J ’ (cross-disability) , ‘~ & 8 ’ – ;4
-! O ? «¬¬® $01 ‘ ~ & 8 ’ L / ? 1
J1 D ] †; A ~ ™ -$ @ $ ' " J1
# @x x ~ /] ' “ ~ &" /
]o / $01 ~ & 8 , / ?°
! " @ 6 / O < ‘ v Y ' J1 M 1’ – L
/ O «¬ÜÛ ; s @ «¬Ü® 8 j ‘$ : ;/
J1 M 1’ $: <$ — J1 $
' P" & :” , / @‰ ; ? ‘$ : ;/ J1
M 1’ – P TUS ! " O J1 $ ' $"G ‘ J
; C’ - & 1 K UK @x ? ,
…$ / Y <$ J1 $ P $
q O J1 $ ' <& < 1 < @O
- C ] / 1 ‘ J ; C’; @ 8
; C K & O & I :; ; C
- ' J1 $ ]o 6 $ I ' / ?‘ J ; C’
| 191
$I ! " < ~F : 1: / , $ : :C 8 $ S
O & ( Y / I ? , P \ @x O
«¬Ü® 8 Y / # -< ? Y S M 1
$;' 1 @x > ; ", # j : -, 6 P ?
;4 @ x / R < ; I / :
@x J 6G ; J1 $ ] ; ,6 "
? ]F N& O v Y 8 / a J <F
'F $ P , @x , < & $! 1 - O ? 8
@x N& $ $ C ; / v Y J1
I $ @‰1 $ ' 6¯ ' 9 / ; M 1 "
P <F / 8f ; ; P P8 # - / v Y ' 1
& /o , ? $1N" @ @ 6 I M 1 S "
v Y A ' 1 # ' ; «¬ÜÛ
Q 1 < 7 ; ‘$ : ;/ J1 M 1’ @‰ ;
Ü
‘ v Y ' J1 M 1’ / ?
J1 M 1 P $ <" ; - 8 O v Y
a I ' 1 / J1 $ < R - O
N& ? : C «¬Ü¬ Û 6", ! " h ~
$ M 1 " @ J1 $ ;4 M 8 TUS ! "?
]F M ' P «¨ / J1 ' F < $ ?
M ' F O v Y ' k1 ' ? Y O
, < J1 $ &" D & 1 : N4 $ / ,
/ 1 a ] <F ' j I ï $ ?¬
8 ' M ( «¬Ü± P «¬¬§ , 8 $; H
J1 $ @P" ]B ' ‘ J1 $ $; ’ (Decade of
Disabled Persons) / N4 ? 8 ;4 —, #P" o «¬¬§
« ~ „ $; 61 ;/ @ M
/ ‘ N 4 C’ (Beijing Declaration) : ?
/ - 8 N4 C =: ' / N4 C $"G
# & J1 # @8 ; ? «¬¬§ ]F
# L ‘ , M ’ (N.G.O. summit) - P
S ‘ v Y ' J1 M 1’ – /- - I
v Y âÎ P ;: k1 @` 1?«¨
192 |
] ]F N& : @ $ 8 - «¬¬-
‘The Persons with Disabilities (Equal Opportunities, Protection
of Rights and Full Participation) Act’ & J1 @8 ;
? >N > & @8 ; @8 & / &
& ! ", $ " I # <" 1 @8 ; 8 @8 a J
# -"FI / ? @8 & @ I & > O J ,
I • " : C 8 @8 J ‘ ~ ~ ’ –
# ?«« : C ] 0 < ' «¬¬- @8 ; # @ 8
«¬¬¨ ‘ v Y ' J1 M 1’ J ‘ ~ ’ -
-" & > @8 a ] p ;' l
“~ & ‘ '; - ;r’ @ ? ]F - ; J1
M 1 P P ;G ' F, < Y , P 6 ' ,
' “ 67 T‡, #' ~ - & ( 1 T‡, @` 1 # ;A/
? ] ]F M $01 ' ' ; D~ ; # ¤ 8†' –
…$ 4 U # ' ' , S ", < . .
/ , @ . Y= 1 ] j O ? ]F M ;4 ] j O
71 -. . / ' k1 ê ; ? 8
M J1 M 1 /- - I /8 &" ;G
@8 1 1 I ;4• ' “ 67 T‡ J ‘
~ ’ – -c & J1 # @8 6 ? 8 >
@8 & M /1 / 71 ' k1 ê ;
/ $ M 1 D P 8 > @8
# & @8 9 # / ?«§
8 ' M ( §¨¨Û H J1 '
I : ] p ;' ‘ J1 # - ; ’ (United Nations’
Convention on Rights of Persons with Disability UNCRPD)? §¨¨°
8 - ; < $ ; / , $ ! 1 T P
( ' $ =: 1 $; T ' P @8
'? $ - I @8 $ 1 @x $ P ? §¨¨°
- ‘ J1 # - ; ’ – $ =: s
- ; ! 1 P ( ' @8 @ -
> O ? - ; ! 1 O O
< $; " -Q S : ? 8 ' ‘ v Y ' J1 M 1’,
M 1 , 6 - ' 1 1 a & J1 #
| 193
@x 1 j 9 6G ZU ?‘ v Y ' J1 M 1’ –
] $' l “~ §¨«¨ §¨ I §« Dð 1
& M ‘ '; h &D " D 8 # $' ~ ì’ . .@ . ~.
L / ? 8 M $; «± & ' I 7; #¯
P < $ ? 8 , P - ' 1 @x O §¨«¨
‘ $ # -< ’ " ! 61? - P , : :
J1 $ ' $01 > / ; $ $ 1 O # =c @8
; / ? v Y P M 1 ± / Y
S ±¨ : & 6 & & ) -> X / I> G;
P $01 ] p ;' < C ZU ? ]c -
@ - / $01 QO ]$' $01 < @x
" ! 61 < $ ? " ! 61 F ' , …$ ê
Y , - -. ,ê I ?«±
@x 6 > 7 / ±¨ , §¨«¨
‘8 † 8 î &]& #D ’ – ~ ™ ~™
- 6 ' & > @8 9 ' & , ?
8 & ]š $j @ O > I -B ,
I O ? 8 &@ " 8 @8 a $ ;
§¨«§ 8]. . . ' & a > @8 &
6 ' , / ? §¨«± 71 < @8 &
/ ; , @v<" - > @8 • a $ >
< ? & z / @ «¬¬- & -$ /1 $ "
@8 @ 6 ? 8 ' 8 N& $ . .@ . ~.
@x I $; ' 1 , >? §¨«® &
' - ; 1 $ , ;4 $ &
@ 6 ; P # ;4 & $
“' † & , / ? 8 ' §¨«® ~ „ A
S 1 8]. . . N &?«®
§¨«® ~ „ 8]. . . 7
$1 S 7 . ~. . & : @ ? §¨«- ±
~ „ ‘ H J1 $ ’ – ¢ . .@ . ~. §¨«¨
$01 @ & @x " ! 61 ? ±- : & '
& & ) - X> / I> P J1 M 1 ± /
$01 QO ? ~ „ $01 6 , Z C v Y ,
194 |
. .@ . ~. $01, >, , "& , ' $;, Y I
# ' $; P / " ! 61 < $ ? " ! 61 ; 4
. .@ . ~. $ 71 ' 6 I
k1 ê P I 6 X$ & P : $ $ C ; ?
# ; 4 §¨«Û ~ „ . ~. . ‘Rights of
Persons with Disability Act’ & ! "Y J1 @8 ; ?
]F @8 & ~™ & # a A/ M
( ‘ J1 # - ; ’- §¨¨° $ ! 1
T # &8 ; P P8 ;4 / >8 – @ x &
«-
# ' ?
P' ! C:
«. Y , . ( … $ ) (§¨§§)? F ; @ – – J <F
'F $ , I $ 6 ? C . . .§§°– §®«.
§. Chander, J. (2011). Movement of the Organized Blind in India:
Passive Recipients to Active Advocates of their Rights.
( . ~. D.)
±. TF?
®. Bhambhani, M. (2004).From Charity to Self-advocacy : The
Emergence of Disability Rights Movement in India. ( . ~. D.)
-. Chander, J. (2011). ]K ?
Û. Y , . ( … $ ) (§¨§§). ]K ?
°. Bhambhani, M. (2004). ]K ?
Ü. Y , . ( 'F : o , §- „ , §¨§±)
¬. TF?
«¨. TF?
««. The Persons with Disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995. (1995). - – §, # ' –
«,‘Extra Ordinary Gazette of India’, @8 , ' I … 4
k ,- ?
«§. Y , . ( … $ ) (§¨§§). ]K ?
«±. TF?
«®. Y , . ( 'F : o , §- „ , §¨§±)
«-. TF?
| 195
v 4
/ 9 C
/ 1# ' ,8 / -
7 P D ]8
: : 4 :C < < @ > P 8 O

K; 1? $1 " L1I K / O 8 4
:C P ? $;- / - ' $ G v
4 I 7 < 4T X 6O 8 >O #
&? 8 & P ]c ' o 1 , L1
> O 4 :C 6 P P ; O& -B P? <
P 6 , @Z TUS $ , <P <P <" 6 #-
, - 4' # & Y1 D @ $ v ?
;` ! 6 : 4 :C, - , $' &, 6, # – - 4' ?
! @ 6 :
# ' … $ :C / 4 - † ? 8 4 :C < = P" <F O 8 4 :C I
4 $ Y? @ N ! " : & 4 -! /1
: I # ' ' = @ 4$ 8 -! I ; > Y
O fB < ? s «¬®° " -c $;- P
- 8 a … " -B- W K P … " • & G
? < & P F / @ $ v I? < $I
A : P ; o67 - UK \ -!
S A ; 8 - ] p ;'
N & / ?.. «¬®° §¨ ; ; o67 -
196 |
1 @ / Y ; o67 & 6F / ? < 6F &
] p;' O " $; & = 1 Ú / ? = 1 $; Ú - 4"
«
# # ; Y … " " ?.." < / ;4 <" ; o67
I @ / $ = a / ? 8 8
- ' $ $8 8 ' L1 ' N /
> 8 ?
> 4 … " -c > I, P > I, 4
$ … " "1 - - / I 4 #P"V … " ‘ 8
- - ' $ <- G / ' ¥ O $8
8 4 : C? Y < - o 1 P ; F; 1
; & ; , < $ '8 > ] ,O • $1' 7 ?
$;- D 8 a ; 7T =- 8 > v '?
: 8 & T ' 1 X6 #P" o X6 & ]o $
:CT > a - ? X6 & #- & T $;-
±
"1 =- - 8 - ZU ? # $ , # -F $'
-† , ] " - 4 :C • ; ! " a -F /I D
$ 4 ' I < … " / ?
8 F ' P" I < «¬®Ü «- 6" o 1 $' 6 D0 67
& F ' - '.. & $D I 1 @ 6 ê<F
<, v Y ' § & ; ' Û- : 8 ;
D I / ? 8 ! " # † & ' Û &, -B
; $ °- : ; $ / ? s -
' ]bc v Y / 6 < ? $ >
# " < ?D v Y $'; ' @ ? #P6 ;
I $ , v Y # K ? < ! "
- ' " : /c ; 7 • ' 1
' H" "1 ; ¯ / ? ;
®
D v Y - " Î # ; I / ?' 8 a
& D $ ; :C & T I "6 1 <
| 197
: Aa / f , - & Y -B- <F # ' '
; 1 I O : Aa? @ $ '$ 4 ' ;4 6 , ,
O 8 ' $ ' / /
v ? «¬®¬ Y1 , k @8 # < 1 6 & '
1 - $'; '-F P & @ , O ? 8 8
j < @ & 64 < 8 ] p ;' Y1 ,
k @8 ; / >?- - & ]o $
= -" /I :' & 6 41 $ /1 - & 64 ]o / $ ?
' 4 @ $ ] <F &, 1 6 41 $ ' /
$"; $ ? & 6 41 $ & 64 <
@ / I •‡ / ?
& ' ] <F $ $ N& $' ! ? ' 6 41 $
Û
] b— /I 8? & ]o $ ' O > $I
-† & $ $ ? $'; ' ]o $ ' & >? $
& T X6 , # ' $ ' $ $'; ' < / / , ,
8 $ & : C8 - ' o 1 # j v :
, / >? 8 O Y8 $;- ]{! ]b ¥ ' $ -
> v P ? @ ]b ¥ $ # - ' >
? O> 7 - -B ' P @
E $ 6 @ P 8 O ?
v - # j < ;4 - O
P < , v </ 8 • ' " O
8 4 - #P"V … " :C P # J ;4
$ / ? $'; ' N & & ' 6 4-F U
/ >? : C • 6 4 @I @ 6G ZU / ?
6 4 @I @ • # $ / $ / ?
@ v Y # ' O& $ I $ < >@ I <QP
' j $ : ; I $ D
# 6 - 4 E 1 P ]{! $ O O 6 O ?
198 |
«¬®° v Y $ @8 $ " :
°
- ; 1 L1 / @ -! " / O ? - •:C \ ; 8
- ; 1 $ $ >P I 6 4-F / ? O > <" \
@ " N& $ < ?
• 4 @I @ P P 4 :C 6
' j TUS > P ? 4 ]o $ K :' - " Î 6 ]
TUS @ O $: ? o 1 / 6 ê<F D0 67
<, 6 $‡ 6 ] > TUS $ ? F ' P
< «¬®¬ P -¨ §°§ & 6 A/ ?
' §Ü & I8 …! " / «¨¨ & ; & …! "
/ ? «¬-¨ P -« I8 1 @ -¨¨ & A/
/ I8 $ §- : & <" / ? I8 P ± :
6-F > °° / & ; ' ]o $ <
@; / ? 6 I $‡ < «¨- & …! " b ®®
/ & ±« / & ; ' ]o $ / @;
/ ? O ‘ I …’ ‘ ;" •8 ’ PI
/ ?Ü 8 F ' # @ & 4 $ o 1 8
6 I … ; ZU / f? "1 < 6
# ' -! ? 8 I … b ]c '
& 6 < & ‹ @O P ] : P < ? <
D - / @ 1 $ #P" o " I - 4' ? o: I &
- 4' P P ZU /I -B 6 A/ I $;1
<F I 4 $ A- P v Y \ ; #A /
P ? • : C -B 6 @ $Q & <Q F T ] :
P < ? @ , "6 4 : - I
] : P ? @ o 1 & /! " # \ 8 C :'
/ $ X> ? @ "1 $ 8, I8 a • v Y
@P"- - › - P -! - ; I < PG - ? • :C
8 - 6 / $ $ ?
@ I8 < C / P 8 @ v Y $ 8?
< # C , 1 , 4 ' / / / \ ; J'
/ 6 O? >O ' 1 , 4, 8 ' $ ?< P
6 O @ $ $c 8 ; 1 , / I , & P
v Y -! - ? # – - 4' $ 8 @ $ <C
| 199
P $ $ S d O? : $;’; ^ :§/«
@Z 4 ;1 °¨¨¨¨¬; L §Ü?
±? $c, - 4; ‘- @ P" ]B ’; @ x ; 8 -& &~,
, «¬Ü°; L - «°?
®? '@ x C ; «Û /±/ «¬®Ü; ‘ v Y 6] ] k
' j o /8 - 4$ # / 6 N4 '
“D &" ?
-? @ x C , «Ü/ ±/«¬®Ü
Û? The Statesman; 18/2/1950; 'Jute Regulation Act to be repeated.
°? , ; ‘ 4 > ’; ‘ $ $ v$ ’,
61 #' † … , , «¬¬Û, b 1 - , L °«?
Ü? The Statesman; 17.03.1950; 'Emphasis on Irrigation' Staff
Reporter.
200 |
c $ T I Do : V 6 I
6 1
"
4 , ! / ' 7,
H- 1
: (Abstract) : < #A :C V =
& TUS ! " 4 ? s - 1 ] / $ ; &
V 1 T I V - #A / $ ? © ;
; / P F I I 8 ] / $; 6 ,
- 4 - 41 4 $ $ 6 "
6 O , q 6 O $ V # ? 8 :
$; F< K $ , / 8 c $ T
" '† @ x : & 6 O$ ] '- Do
- , 6G / O " J? - 1 ] / $ ;
$& P : & 6 / I $& A Ø ' V = :'
': A ‡ / $ < ? 8 @x T I =
O 1 O ? # # " @x I I / ],O
G 4 = P" K ] ? " J @ 6' AØ$ & :
V 6 # " A 1- 6 1 ![ $ T
J $ g4 6G / O?
! 6 ;` (Keywords): $; F<K, " '† @ x , 6
1 ,] / $; / '?
! @ 6 (Discussion)
$; ";4 4 O 9 ;G' O < -c 4
ž Y S ? ‘9 6 C' ' £ '’ @ $ # 6
& ;` J? s ! / '-66" 1 O <
& £ ' ŒO 8 ' ?£ ' ; ; 9 6C'I O,
& - 6 ? " J ' 8 @ O O …! " P
$& " I P $& -4 P -Q #¯ / ' ? & /
$; F A ': $ , ;/1$ 1 / 8 $
c $ T («¬ÜÛ)? @ & / " '† @ x O$
| 201
-4 ] ' Do (§¨«¬)? ] 0 ' 8 ] ' &
, ' ; 1 6\ "1 # $ @E I / O? # $ / '
, = O 1 K 8 < , 8 a 1 K =1 8
@ 6 ; / f? P 8 W @ , 8 !
@ 6 -c ? , $& 6 8- 1 ] / $; V
= W ': A $ P P ‘= 1 ’ ? =
$ 1 @$ ' # , - , / I, =R I D &
] , O $& 6 ? 8 A ":C D / I $& : &8 8
A T £ / TUS ?
! "1 «¬®°- - 4" - / $ & P Ú , / I
Z C "1 £ '8 < < PG , q e $ 1 / ? -B
v a 1 ! " a 1$ # !6 ' O?
I $ ‘@ - ’, I ‘ X& I f ’ ]0 / O?
8 P P - - 4 - 41 4$ ] ; = - 4 ]$"
6 $I 6G O? s - 4 ] @N @ e @
1 $;" / P ? «¬-§ N& / -#-'ç , <
D -4 $ 1 ' / ; L? -48 C
' O ? V - I 6 ¯ ; / / O e $
< ' «¬°«- v a ; - ;4 #A /' F< K
qX > O @ e ? c $ T 8 # — -"
8 $ ? # ' $ , O$ Do ] ' : & <$
6 / , / $ < ] ' & ! v Y $ " I —
" ' 1I# ' ' P ' $ 1 7 >
I, @ x 6 / O? ] 0 < ' 4 , ‘ " ’ ; ` ]o c
! &; $ ' ? &; $ / 1 "
; O 4 <F # 8 / 1 /
‘ " Î’? "1 8 ‘ " ’ ;` &8 - 1 1
- 4 - 41 4$ 6 ;` / $ X> ? &; @ «¬¨° -"
Î › P " ' † $ 1 / ? «¬-§ ‘# 8 † "
’ o 1 k1 I/ /U O P ' $ 1 &
$ ? «¬°°-Ü«- ' v Y $ " I —
#¯ T & #& ~ ó™ ]î , a $ ? s
I P ' $ 1 $ ‹ / ? @; P !8
$; ' " '† @ x / ‰ R ? N - S
202 |
" '; ; âÎ # ' \ / I ,? N N4
< " '† @ & D ? =- - 8
8 N4 @ ]c / I ,? «¬ÜÛ-ÜÜ- '/
/ 4 / 8 @x ? ! 8 " N& 1 8
6 / O Do ] ' &? $ & 6 : & # & P / I
c W & $ & : C8 & ' -! O? O > $ &
: C8 © ; ; $ / P F I I < –
= W $ P O, I : 1 ?
< -@ x O 8 V 6 ? /
8 c $ T O$ Do $& 6 8
H" N& 4 !/ : gG 6 C $ ' V
6 ; : < ? ;4 9;; 9 ; $ " 6 CT
' V #-'ç < # = $ ! " #' ~ -¯ / O
@ ? c $ T - $8 U I P P 8
@ B #-'ç 4 # ' ]o / $ < ? ;4 > O U
P P 8 4 I / ? $; U j $
@= $ PI P P ? U V 6 @
P 8 O& ; O -B V 8 C , ' $ <
a < < F< K ' ? s Do - !
6 CT :C V ! "• < O ? $" I
$ 8 O / › > ;Z? D $ : @x ![
4 T q ‹ O ? ' I @x P > # ' '
'F $ ' o 1 v Y ; $ 8 $
: O ? ;Z - & O> & > > >8 '
¥ /f -
$" O D D ,
“@ O $ P & ? P ?
- x I I, / ? ' ' O> $ O ,
q O ?”
› > ;Z $ O ' x 6 = ¯ O
? s ¯ 8 < ,† P - @x „J
6 , ]š " : $ • TUS $ $ O
W/1 @ '8 $ 1 O? s "1 @x Lbª ZU /I
$ $1 1 4 T - - 8 q : / O
| 203
? D < , V 6 $ ' @x ':
# -• ' $ 8 O?
c $ T Do $ & : &8 <K &# '
A - K / O? ZU / , O 8 ' $ '
@x ZU / I $ 1 - @x 6 ,
/ >? D ;Æ h P O ' / @x 1 ?
c $ T # ! " a 1 - NX4 T F <K
) $I ' … ZU ? ) ;4 | - / $; # ' '
O& O& $ ;4 ;4 $ S $I / ? 8 # < 1 I
A ~/ , I v a ;$ / ' $} / N& I
N& D O F / 1 <K ? 1 qX #
: Y 8 $ O? D o - :C - '…
P 8 o ZU / ? I I "1 $ / ;
/ , @ I @ D / 1 Y †<K N& / ?
@x 1 / 6 ' 8 #Æ;Æ s ;4 # `
/ 1 @ #Æ Y I, ?# ' $ ,@x 1$
$ 'I ZU / Lbª, < D @ x ;4 # ` D '
$ ?
@x S Y <$ @ , / c $ T -
"‰ S @ $ 6 > ? V - Y J ;
/ " 1 F F < K $ 8J < I ': A
- S $ ? D -B -B S # 1
F A ZU / ? s S@ $ / I :' s &8 O ? @
8 :' ;4 # ` # 6 P O < K ? Z <K 8 ,
"a 4 $ ; # < 1 < <- O, F < K $ ;
P 6G O? # ;', ! " a 1$ ' , @ - $ L
/ O ? s F 1 N K 4 'I
O ? Do - :C " '† @ x < <" 6C @ $
-B a -B Sj 1 ' F $ : < ? s ]ša Y
a < < O ? D ] a
$ = P" K ' & > I a @x 1 $ '
A 6 < ? s $ $ 8? ž
Lb ª $ '8 ZU / ? # ' $ @ x <
] , 6 , ]# ' - D $ & 6G P ?
204 |
@x ! ] p;' P $;
F A < ; &8 : O , < D :' # 6 P
: ] @N / O F <K , " '† @ x j
O ? Lb ª D $ N ; 8 ; ‘ / ] ,O ?
D @x - &8 ^ / O ? # ' <"
„ J, > 8 K „ JI x/ ; P -
6D , “ / @ ,- 6 ?
@x Z 8 I / ? $ 8 N "
$ ? …c " ? - / @x ?
@f , -/ " '† / , ? '
¯ #D & 6 < ? ~I # D
-e < ? / - e - e? 8
" - > ?”
8 a # P 8@x /1 / >? b 1 @\ P
@x 1$ $ 1 :8 , / >?
P 1 8 / 6 8 / 8 C / O?
8 / / P ‘victor’s perspective’ #P" o < 1 8 !
$ 8 / 6 P ? D @ ;' - 8 8 a
8 / P < : S ‹ ? s c $ T Do
8 6 6 8 / 6 8 8 / J $ ?
$; F< K U4 $ ; ; / I ': I : -
# ;A/ O ? / 1 b # # '6 ; / O
/ ? s F<K „ J 1 $ $ G- Y O $;" ;
I < ? $ $ / 8 8 P F< K
8 / TUS ! " $ ? " '† @ x : CI P I
@x ;14" S$ x1 O > ': A 8 / &
6 > ? D ] ' @ 6 / I O$ Do -
$ ! a P @x < 8 / @ $ 8,
} x/ TUS ! "? ! 8 / @x 8 • 1 A/
6 > ? $ $ " ' † = 4 '
- @ # O& O& " ' † 1 O , 1 - 4'
6 O © ' O$ ? &8 a x a@ '/ O
4? s @ 8 ' j < ":C D / , $;" 8
@ $ 8 ! " a $ " - 8 @x T ' $ ?
c $ T I Do 8 A - $: ; 8 /
TUS ! " : $"; ? £ ' V
= P" K ' - & OX> / , I 8 $& 6 : &
$ < ? $G =R , «¬®°- @ ! " a 1 O ,@ = 1
- v a 1$ 6 / ‘@ - ’ e ?
# '$ , Do ] ' 'I " ' ž b4 :
< ? D V fB V
Œ O $I <" # ‹ / I ,? $ & 6 8 gG P
# ' $ ;1 Y X$ 8 < # -• -4R $
O ?
/ AØ (Reference)
8 , / ? c $ T ? J 1 ; 1, D # «®¨¬?
, O $ ? D o ? # $ ; 1 6\ "1? D , §¨«¬?
x' ' ,@ , … $ ? Y " ' †? @ x ; ", «¬Ü°?
& , oD / ? ;/1$ 1 / 8 AØ? ] $' , «¬¬-?
, #-1 , … $ ? $;? @ x ; ", «¬¬®?
Bagchi, Romit. Gorkhaland: Crisis of Statehood. Sage India, 2012.
Lama Mahendra P. Gorkhaland Movement : Quest for an Identity.
Published by Dept. of Information and Cultural Affairs Darjeeling
Gorkha Hill Council, 1996.
206 |
;1 8 : ; `1 61 Q $
# ' $;"
8$
4 , -4 I / ' - ,
1 - 4 F H $'
: (Abstract): Q $ $ 1 › # ' ] $ ?
@$ 4 P ZU ' H , › X$
-' , 1 6 " O? T ;1 - I <
8 / @ O& j $ ›
] $ '? T ;1 - 8 1 4 1 ]ç - ,
9$ x 6 I , , #P6 £ /' < ; … <
1 Y -1 - … " ? Q $ 1 8
&# ' @ @ 6 8 J ' $ ?
! ;` (keyward): Q $ $ 1, 1 1 I Y 4
8 P?
! @ 6 (discussion):
$ : 6 !; x # ' ' ;1
8 ? 8 j & ! • P @ 4" 1 ‘ 8 ’
/& < ! " ? & @ $> P $8
& <" a ?
8 – 8 # ' Q $ 1, <
# 8 / & / O ‘ 8 / &’? /x- $8
•$ / j ? a $’ ; $ < & >
; x @ O, O& $! @ O x , @ #
; $I @ O? ' % , q
# j O $ 1 8 x ? 8 ‘ 8 ’ j 1 O ‘ ’
X $ ‘ > ’? s , X Y @ @& $ 1 !
/ ? @& ' 8 X , x Y # L ? q
$ 1 8 X $ ; #P" o ~ $ 6 I $ 6
- — @ O? ' ‘ Æ (; >1) X$ ;
‘ / O ? 8 x " / / ,
| 207
¯ 6\ " 1 --? / $ 8 $ 1 @ , $ $
" @ O? °& P «§ & <" ®&
P Ü & <" ? 8 $ 1 ! $"G 8?
& D GB - ” $ @ ? & D $ 8
! / ? x $: $ 8 / Š $I
/ ? O P @&& <" ; >1 1 / $ P X
«
-F ?
8 8 ? X £ / # J < - 8
Y # ' # L C1 $ 1? < / ! " P
Y 1 " O , O -B -B $-" $ $ ?
Y N 8 4 O C - O 9$
, @ </ 4 $ @ $ - • " ' ‘ ’ – 8
@ ;1 ? 8 -F , $ P ]K
' 8 $ 1R / O? 8
O ? : -F :o
O > " $ 1
/ O? @ 8 8 $ 1 6 … " X$ '
O X ; ? :C 1: O 8 P 61 x I 8
8 x ? $ 1 8 8 & : "1, $
@ $ P 4 ]K ? >8 A $ 1 R ; >„ > !
/ ? 8 ! ' $ / I @ e ! / Q4
N Zë
: P ? '
N P e
@ , • $!
$! P !
$ @ $ 1
8 x ? 8
&
8 / & 6S ,
;
9 1 / 8 7 ? /x ]- •$ 4
J ! "/ I, & ?
208 |
8 x $ S - @O & / , ;4
/x •$ ] ? :C 1: O < 8
x $ S- O D $ ] ? & «Ü
P §¨ O @ P, D X$ $
8 $ Z , # ;' - $ 1 $ ! 6" /
? •$ › $ 1 ! ! $ @ / ?
X$ Y c 1 ‘ ’ P 8 6 / /
‘ 8 ’ / O?
Y $ 1 8 -F @ I Y
§
O , 8X Y < $ 1 @O X I 8 /$ O ,
< $I x " / 4 # / -B ' P
' $ 1 P 8 @ "-! / O? 8
$ 1 6 … "I 4 'I -B @ O?
X , @ V , , q& ,
/> , 6 X$ I @ ? < $I $ 1 /I ' -B
-B -F O ! / P ? 4 - -1
I ! , 8 ' 4I ]š
6 8 ? I I, / 1 X A P A ] > /
< ? q L $ 1? > $ 1 / > ? @
/ @ $ , $ @ $ P C 4 ?
q> D $ 1 @ V ? ; ' $ 1 / /> />? q&
/ 4 ; 1 $ 1? ' I " $ 1? 6 X$ / 6cZ K,
• @ $ 1? PI X @ PI X ?
;1 < 8 x @O & # L ? $ 1$
> ; x $G x ? ; O ; >1, > $
/ P 6 >? 8 $ 1$ x P N & $I @ O?
& X> 1 ]6 @ $ 1$ P ? X$ /
P I ' @ O? x /
-F 8 X $ /I ' < , ! " / 8
$ 1$ ; / T $ < ? :C 1: O $ 1
8 ! • $! $! P @ , e @ , !
$ ? " 8 ! " O $ P $ 8 \ -!
$ < ? 8 O8 $ 1 8 < A A/?
| 209
;1 / & < & • 8 x a @ '
" / "6 / ?
$ 1 8 x 8 /
… " < & :C 1:
O, • O ! " 8 x
Z C & & | ]
- cj /8 O ?
P @&6 $ >
$ N N ' $ 1
# L / O ? " &
\& " ] &
OI $I x $;'-
$ 1 8 I # ' ' $ 1$
@ O? x - I 8 ' ! "
/ ? 8 x " - o , 4 : – $
8 , … $ - 9; 7 P 9 $', X $ • &
/< x " 6 / ? x $: 8 $N1
1 I Q 6 <" # TUS ! "? Y Q
$ 1 # 1 < I Š Š < 8
7 8 P? @ 8 -' < $ P $ 8 /
$ / P < ?
P' ! C (References):
«? :o ; – ¯ 6\ "1( " x / ), = 1 –
H P 6\ 1" , - -- O , 8 / & ;1 8 $N1
$ : §® , - 8 §- # “ §¨§±, $ « &?
§? :o ; – : ( ' 1), - °- O , ,
8 / &, ;1 , $ : §® , , - 8 §° # “
§¨§±, J' ° & ?
210 |
# -!4 $ O& 9 6C ( " 6 )

# "
4 , - ,
' 1 H $' , ' 1, $1
: : # -! 4 $ ' & $U
& & - c -! > $ O ? @6 <"
/ ; Aj 1 O @ $ O ? 8 @ $ <
@$;" O #- P < ? O I
-B $ ;" $U / ? ;4 # „ O & O -
- 4'o < #J $ ? @ 8 =1
6 C/ & I O Æ1 ? &‘ q 4 '
1 1 '( 4 / 1 O ? 6 C
-! 4 8f ' $ 'P" / O ? Z 8
-! 4 6 X I q ? '= " EL'
@ $ $8 6 C I b Y 6 O ? $
]8 ;/ 8 I Y … " j ? &8 $
" # ' O ? I b ž ž
- I } $… ' 1 1 1 $ 1 F
O ? ‘ 1 ’ @ $ < 1 I " 7
> ] , O? 8 @ $ < > ;$! <
, $ : <I ‹ I / ? ] : =1 $
A/ / / ?
! 6 ;`: @$;" , / ; Aj 1 , " ', , ', D] ,
Ø1, $ ”?
! F ':
< 4 8 < O 8 O & <
?@ 8 O & / ], C ] $ / EL 1 8f
; F? # -! 4 $ 8 ] p';' O ? O &
6X x / 6 ? # -! 4 $ " • ' @ :'
? 6 C $ P - $ 6 ?
| 211
# -! 4 $ O& O& / / P
? 8 8 X O & > / " D
:' < ? @ $ 8 < O& T ;` $
Y $ ? # -! 4 $ O & ' ; ,
@ <" X6 & ; / O ' ¯ ' («¬Û§), '$1 N
C («¬Û-), ' EL ' («¬ÜÛ), ' A' («®¨«), ' ' ~ D / I# ' '
' (§¨¨¨)? O > I -B C C @ c & I < ?
8 a T C C P ]K I ; G ?
# -! 4 $ 6 o S O? 6 o S G '
? X & 8 #- < X > 8
?
' ' @ $ 8 #' “' Î &6 @6 <"
/ ; Aj 1 O ? @6 <" 6 @ C $ $
O? 8 & a - 4 6 ? O ?
4& O / ? > I O O, # '8? > O
D “ ~ -; 8f O 8( / ? s # P" #-
8( /I ]š @; ! / ? 8 Æ / O?
= ! /I O& -8 -4 = $
P ? - 4 ]š 1 L $ :'8 1 C :' /
< ? 8f O & - 8 - 4 @8 > ? s 8 $
$ a $ -$ S P 6 ' $ ? > O "
' $ / @ , '? $ C <
' 6 ' O ? 1 $ Z $ # / ?
$ / Q ? > -8 @ O ,O ' ™ ' ?
-4 $ <= O O a /
? $ D] › “ : @8 /I
8 ‹ ? ' j ; @j O ? $
'P" ' 1 8 $ 1 ? < $
@ P" # j - < $ @‰1 -= Y <F ]š $j "6 1 8
@8 $ ], ? Ø1 ;: < O $
O # 1/ ? - 4' -4 < G P' = $
' a Y 6 $ 68
- 8? $ ; @8 $ 6 < ? Æ1
212 |
| 6 < ? $ @- 8 > P
O ? s I ;4 : / Q <
$ < f > O 1 I $ ?I $ Y P
' P O 8 $ / / ? 8 O T 8
/ Q E 1; $ / O ? 8 a O $
$ -B Ox / Q $ @x =1
P" ? @x 1 O ~ O> @ # ' O
- ?
- 4 $ -"1 =- 4 O ? 8 <
# ' # ' P $! O ?$ ” <k
- I 8 # ' <F ? 8 $
] ] " 6 O ? o ] ] " 8 ,
O < @ $ @$;" 'F 6 $ P ?# ' $
@6 <" $8 O / # / S ? / $} ?
8 Y ; " Æ1 I C ! $ S / ? @6 <" '
$ @ $ @$;" L 'F 6 @ $
?
@ $ 8 < & $U &
& - c -! > $ O ? 8 @ $ <
@$;" > O #- P < '
O? O -B $;" $U / ;4 # „
O& O - 4 - 4' I #J ' $ < O>I @
8 $ 8 << $ 1 1 1 j Y
O, =1 8 6 C / , @6 <"
Æ1? < $ & / I P # j I #= - / I 1 1
O?# ' $ O Æ1 # „
1 - L $ O? 8 @ $ 8 < ,
! @ I a 'F ! ; j O
$œ ? @N @/ / O s I $ 1
^ ? $ # aS ] X 6 O?
' & q 4 ' 1 1 '( 4 / 1
O @ $ < 8f I # f , 6 I I
L $ ? 6 C ] -! 4 8f
| 213
' $ 'P" / O? 6 O C 7
6 1 1 N& ? s K 4
8 O? Z 8 -! 4 6
I q ? < O& O I # # '
‡ / O? = P" O @$;" f
/ O? 6 o ;$ ' O 8 ?
1 / I : 1 / O q -! 4 , 8 O
8 $ I P # ' P" ? # j / I '
@ <" # ' $6 O? -! 4 @$;" j S
$I ' ! n 1 6G 6 O? @ 8
K 1 O > 'F # 1 N4 / O 8 ?
'= " EL' @ $ $8 6 C Y 6
O I b ? U4 b 8$ ?
@ „ >O /? b I /
› &; 6 6" > ; O ? b $ O 8 £ /'
: O $ " 4 ? $ ]8 ;/ 8 I
Y8 … " j , &8 $ " /
$X> O ? # ' 6 C b I 8 £ /' #
6"Î # D ?#P6 8 b 8 £ /' -
$} / 6 $ O ? 8 b 7
£ /' " ' $ 1 " 6 $
6 O ?
$8 6 C b I $… ' 1 " $
@ $ $ O 7 -' 4 1
;! ' O> $ žG O ?b I ž ž
- I } $… ' 1 1 1 $ F
O ? $ < - £ /' - O
8 - @ O # D / O? N
ZU O # 4? b 8 F OI >?
1 I b 8 F ; P ? 8
F # N& 6 1 c 8 >
6 ?
214 |
$I A ' ; a' O D # -!
e e / ] , O ? $I ; $ O = " /
] ,O ? $ 8 $I / 9 P 8
$… 6 N &? 8 Q -” $& 8 & O < K? 8
& Y > a& 8 8 -” ;1 $ P
? 8 $… / $ 1 & #- ! "
/ ? 1 B ' $ 1 ; OX ?
/ 6 C 1 X6 x $G
/ O ? $ I b 1
P I > > 1 ] - ? I $ O P
•I $ 1 @ x O ? # '$ / < 1 @‰1 -
= 6 ; F& <" 8 I 1 &
/! " - - ] - O ? ;• 1
' $ 6 O X6P ' F ; ?
6 C ' $ $ 6 O X6P #$ ' 8f
O8 X ? @ $ _( 1 - 8 8
$… > D @ ? $8 O / ' P 1& '8
- , = "8 < '? 6 D I 1 ‹ >?
/ 8 $… c - 1 ' -¨ & &
$ P" O ? P 6 ,& b ;
I 4B @fB $ –
“b 8 = "? s P
< & ? 8 -1 $ ' >
«
< < - 8# 1 $ ' # ?”
‡ @ $ 8 < -" / ? s
PI / P 9$ / Y 8? s
‡ & 6, ' $ 8 8 ‹ 8Y $ O ?
< $1N" / 1 -" 8
$ 1 O #P6 ‡ P @ $ -" 1? 8 G/
< 
] , O? 1 Y " $ … " O ? " $
] @ )' & 1 ? )' & T ; ; P $ '
# Y … " > I ,? " $ O& P 8 @$ -
> O ? " = 1 > $ O = ->
)' & & #; $ $ O ? " O& P 8 $
@ - O?$ $ 8 ' $ „
# 1 ~ I $ 1 < 8
; P & # - O? $ "
O $ , ? 8 '
& } Y @fB $ ? " < X$
X$ #• / O ; O 1 ? =-
# j D @ O 1 ? O "
- ! " $ O ? P 8 " 1 EK
- ?
1 O 1 4? l & )' & & # ;
P ? & ~& / ? 1
6 œ e 6; ? 1 ' " <
" $ < 1 N @O ? " #= a
/ ? 1 N O P # ' › ? /, o
/ O $ ? 8 O & Y " 6/ < # &
O? " @A/1 / I , 8 O … " 6G ? >
-8 #' P O $ ? s I8 #'
O P I 8 / 8 O 8? " / 8 O &
1 J I / ? > #' O $
8 @ ? - @ $ )' &
O& $ & $ ? $ | $ 1 Y P
6 " $ O , $ O
' # O ? $ Y P "
8& < $ 8 O ? $ " @
< @‰/ ' O ? < @‰/ ' O
216 |
" O O ? ' N& < 8 / '
& O D 8? " < 8 P a N& D
68 I I " / < ? "
@‰/ ' $ Y PI < 1 N $ O &
- ? $ & N& ' PI < & < !C X ? "
- $ 68 8@ “ & / O? " O I
# O < @ ' ' # : O? "
1 $ / < 6 !C / 6 # j?
; N I 6; > P / ? " $ <
1 $G @O, 6 I ? " < • < 6
]c 1 P @ “ @
6 ? " q < 1 8 P
TUS $ f? & < ? " / < 1 6
O? 1 6; & < 8 ; O P ? "
$1 8 6 P $ @v<" / < 6 8
$ ? 8 žG / < < # ' & 1 ?
“ a‹ / " 6
Y 1 6 8 $ ?... 6 $&
8 O' 8\ ; 1 / ] ,O 8
@‰/ ' O ?... '8,
'8 , 1 I $$, , „J
§
j $ ?”
1 8/ " ? " / = 1 1
8 ? ; ; $ & )' & 4 # - O ? s
> ;$! < , $ : P
; $ O ? - 4' P - <
| 217
# / 6 I @> O ? @ <
- O P $ O 1 } Y?
8 I # ; 'F = k 6
$ O ?
P' ! C:
«) # -! 4 $ , # -! 4 $ 6 A-®, $’ ;,
«± 5 6' & 1" ó&, °±, §¨¨°, L -±ÜÜ ?
§) # -! 4 $ , # -! 4 $ 6 A-°, $’ ;,
«± 5 6' & "1 ó&, °±, §¨¨¬, L -®®± ?
218 |
$ 6Q 1 ‘/ ’:/ I, 1 I
-
/$
@ k # ' , - ,
x / $'
: : P $ 6Q 1 '/ ' (§¨«-)

' \ "1 6 ? < 9;; I 9 ; 1 & &
O @ O? & P , @‰ 1 1, $8
-B = $ AØ! ŒO < @ - O ,
, $ 1 P # A/ O =f ,
8 @6 @ z / ñ ? = P 8
/ O < #a S P ? ' $;' C / - ;
/I $ 6Q 1 - $ '/ '? '/ '
] j # O , @ D -@ # ! " 9 ; ,
< @O / -< I < # ! ' 6Ä? 8 8 @‰ 6 /1
@‰ 1 1, 6 I ; R P? X X6 O
#P" o «¬§° ë I - " /I P ) ; ; $
~î 4 O N& † † - O ? 8
Y = 1 ! " ;/ + a " P $
f$T @ 6 / O? - 6 p- „ f$
! " U 4 -& #P" o A ' ; " " $ O I # ;G #
f$ T ~î I 8 ~ /x / “ P $
@ x I =$ 1 # -• " ? 8 , #' 8† ,
P , , /x, - P < @ O,
› I $' ? ;/ , ;: , P j , J @ P
P 8 /I , ë D X $ $ , ñ $I
' o 6 - @ x- ! " $ ' $ 4 O
<Q 1 x " ' $ '/ ' ‡ / O?
! ;`: P , @‰ 1 1, ;/ , 8 , #' 8† , P , ,
/x, ?
| 219
17 I = 1 "1 $ 6Q 1 '/ ' (§¨«-)
' \ "1 6 ? < 9;; I 9 ; 1 & &
O @ O? & P , @‰ 1 1, $8 -B
= $ AØ! Y ¤ " P < —' 1 / ' $ 6Q 1
'/ ' @v<" ]K ? < T‡ X I 8 N& ?
ŒO < @ - O , , $
1 P # A/ O =f , 8 @6 @ z
/ ñ ? = P 8 / O <
#a S P ? ' $;' C / - ; /I $
6Q 1 - $ '/ '? '/ '
] j # O , @ D -@ # ! " 9 ; , <
@O/ -< I < # ! ' 6Ä? 8 8 @‰ 6 /1 @‰ 1 1,
6 I ; R P '?
X X6 O #P" o «¬§° ë I - " /I
P ) ; ; $ ~î 4 O N& † †
- O ? 8 Y = 1 ! " ;/ + a "
P $ f$T @ 6 / O? - 6 p- „
f$ ! " U 4 -& #P" o A ' ; " " $ O
I # ;G # f$ T ~î I 8 ~ /x / “
P $ @ x I =$ 1 # -• " ?
/;67 6Q 1 «¬«± 17 P < O
› 8 O . ?8f O • 4 /I
s - ' & ]š $j # D $? "1 $
6Q 1 - „ I ‡ 8f #P" o 8î > ;
8f P I 8f 8 ' $ O ?@ z
O , 8 C ;: = 1 $I $ 6Q 1
, ] / / O ? Û¨¨ & X6 , $8
-8 I - & x f $ 6Q 1 >I, ?
6" 1 /I &" " 7676/1 „
$ P < ? ;/ & ! "- v @> >- $&
8 6 O? ' ; O ? 8 -B E 1 I
-B $; E ]c $ : ? $: $ /
/ >, ]š $j " ? I
< ' O s $ @ < #D
220 |
$;" ,1 -” , ] I8 > # f
; ? ]c 9 ? ]c > &
E 1 , e , /xa ? / >
# ' / , I P / / ? ' & &8 '
? #P" o X $' $ 8 / < ? D
8 P $ x O O N &" " #x /
z - fB 8 O $R/? ; … 8 I
O& $I ' j O ? 8 # '6 ; f$I
# 6 8 e / ], , $ < $ $$"; 8 O 6
;?"«
;/ #' 8† «§-«® O $ ~ 8
6 = 1 /
&" " @E $ = 1 - B I '?
#¯ ]c > / '† P D ~I C > O ?
$$ $ Y ~I Z ;1 ], <Q @ ,
# j I $ P @ J $ O ?
e / Z 6 •Aj b 1 f $ ; 4 8, # j
$ / $ @ $U < 6 $ O &
| 221
1 Y _ ZK 8N O ? J$ O Y
@ " - " › #' Y @ / O, Y
'~ Î O, 6 " ' @ 1 / ? 8 O
1 1 # ; F › J$ O "
„ ? D @ $ 6 / / ], ? @
$ 8 &8 # — & Y @ $?"±
P #' 8† I 8 8 6 ;/ N
> f $ Y@ 8 ‘ s 8 ' ,
U4 '8 $ O, â ' ] & Y
N L/ 8# ' $ 8@ G/ $ 8 qX
®
> 6 ’? 8 $ D " 8 $ 6 6 #'
/x , I? 8 P ? <K 8
#ó 6 < ? # @ 9 '$ @
6 < , ] ] 8 ' †?
" / / ' h 1 D& , P 8 6
O 8 @8 Y 1$ O P 8 > O
&; ;? 8 P J $ /
> ' $ "I < ? / > 6 a $ O ? ( /
P / & O , @ O ! " P v @ < C1 &
O v $ ? < C1 & @ ] TU 17 P , ? #'
8† ç & # &AD O& @ I
/A a 1 1 $ $ | > < D &
6X D $ O , h' &D " O P 6! > &
~ -e D T TU O- " $'/
? @ 8 6 T , 6 x? P
? D & , & $ ? & D 6
-
$ ?" O O ' 1' › I I 6 p O
17 P $ , "1 17 $;" ' ' 8& ;$
" $ O ?
<F ;/ > I ;/ ]B / I
& ' ) ' j O ? ' &" " O & ?
222 |
> $ " x P O& $! O P $ a? $ I8 a
U4 T D P L ! " 6
< ? P D I < , $;- O O
& ” ? / O
$ ; N& ? A 8 q O ? A 4
, ! " Y $1 /I $1 O - ?
' N 4 Z O ! " Y P; " -
'' J1 - Y N > f? @ A P 6 O
@ A ?D ? 1 , $ , J1 @E Y1
@ I# $ Y Y6 O , 6 j 1 4I? J1 / f? 8
O I8 O | O < $ P " Z /
< # e , ‹ Ú1 = - ? $ 8 /, o
@ • , / , 8 @$ N\ X/ ? ,
< ; U ? P & , @] TU \ ? ,
@ ' I # / f? A 8 O & N ,
< X; / ], < / ? & / > ,
‹1 /' ? / I ‹1 X6 8 ? X $ D ? P&
P' ? <- X ; I ], / & # ' f , O
Û
> 8 a! 1 ' > / ?'' " -
"D $ # ' ' - ' O8 ' ' & / O ~ TU \
? ! " Y1 8 1 K # : v Y ' , 8 T I?
°
$; P $ ~ “ O ?" o 1
' $1 #D I # ' 6 / I
U4 \ P c $ $ 8 #ž;' #Z 6 '
" I 6 O / / $1 6 O ?
| 223
@ P" # ' P I # ' … 8 $a 8
Y O - " $ -I & - D ,
P L < ? /, o a $ $ $
- $' 8 < ? $ # P / >? / $
Y P , &" "I P ? &" /
$ 8 &" " P $ > ; ' j
$ ? $ )î ; … ]† ; ? O&
/ … ]† O 8 $ ? / O8 $'
… ]† &" " O , ? , # ' 8 P ? 8
Ü
' $@ $ ' $1 $; I $ ?"
$ @ $ C 6 X6 $ $ > @ x $ O ?
> >I $ > $ ]› /j > < O 6
@T ' OX > $ ? P 6 $' / > / ?
$ P O $! & & " P ?
-” , & O&Aa O ? 8 O < :'
' qX q ' ? #• & O
q qX Y $ I X$ D $
/-Y ? qX q ; O O ; ? h' O 6 I x
-Y $ J 6Q ?
;/ )I , Q 1D << L1T '
# ' O 8 $ $ ? $ x O '
@ '? & 8 '& 6 $ O s $
$ & /I / O ? < < / #
- O @ $ ?
;/ 1 9 ; - <Q J: /1 M ' - I
& I ? › 1 4 / I ~ ;
#P" o •8 › $ O ? P $ & =$ -
?
o 1 8& @ $' X ! -" 61 £ /' $ " !
/ ? $; 1 $ e | | & $
/ $! /0 <" e 1 $ $' ; $
224 |
? " -"6 X$ & D 6 / ? $
e U4 $ & , $ - # < 1 >; >
P , š $ â @ / D ' Î $I / ? @ $ I
¬
/ , 'I X $ $8? / , & O = $; < ?"
; 6 ; & " & ,
> @ C 9 1 ? $ " x ' † ;&; "& P
9 $' P$ X6 # $ a U4 / -„ / O ? U O
8” ] " Ø ‘8 /] ' ;` & v I8 O &
«¨
’? 6 OX P a 0 O& x
@ ,e - G $ $ | > , $ O '
, ' 8 : & ?
, 6 p „ f $ «°-«Ü O , $$
] :A Y 6 N &? A U >, > ] 4
I O , & a , O8 U <" 6 N &? A
$ 8 q 8 6 N &? A 4 #J H , › I
- D & ] , O? Y ] - '? $; O
A ' ; 6 $ O , , @ x, $ , , X8, 6 X
O > , XI $ ž > > / / @ €$ G # -
O 8 "1 1 O ' V ''?
› 1 # ’“ ;: ' P ' 8 > $ '
P & "1 1 1 " P F $ O ?' /x
?', ' e ?' ' $ 8 / 8
?' 8 P T 4 @N #P6 < 6 /
O ? @‰ H > ' ë 8 I,
q q $! PI ) , $ ? 8 $
#' 8† I $; $; - D O
 K
/ 66" $ ! " ‘ , $ 8 @I A
««
Y ’ P ' $ ?
H $' @I ' ) ; 1: / & >
/ › , D D & ; $$ > 6 @ ?
& A - "Congratulations for Result, come sharp— Baba."«§ ~î
| 225
- " /I < ;/ O > 6 @ ;/ ?
- " / 8 ~ /x / “ ? # ' &" & &] & ë Û
'6 > I & 8 , P 9 C 17 P O
8 # $ T Z ~ > '
X P < ? O> e # ' $ ' O ê x' ' ,
67 T‡, P 9 C, P , /7 P , Q 1 P
; Æ1, 8] N4 , /, ;- 'F '?
~î 8 ~ /x / “ ]¡ $ T P I
# 6 ' I O ? ' & / ~8 / $ P
''For Brahmin's only'' ' O - " / I& ?
' / , O 8 /“ D / ? #P" o / 8&
I ; / ? s / ' $ I 'For Brahminy
only' < é & / ? ? '$ $ ', < @ $ Y8
O , ]c $ , e @ O& O ,
$I '? # ;8 / / / ], , < $'-6 O
$ È $ : ? $ 8 O C
8 ~ /x / “ ' 8 / & Z ? # 8 / ,
• ' 'F • ]¡ ' z
$ " N &O 8 /“ ? s 16 ' N& O
1 $N"& ? < $ X /“ & ' 6
O ?"«± N $ / , X J • 67 N 4, • 7 P ' /
; / “ O > @a O O8 @ & 8 -&
> ? ;/ , ;: , P j , J @ P
P 8 /I , ë D X $ $ , ñ $I
' o 6 - @ x- ! " $ ' $ 4 O <Q
1 x " ' $ '/ ' ‡ / O?
P' ! C:
«. $ 6Q 1, '/ ', @ x ; " 8 -& &~, ¯
” , §¨§§, -±Ü?
§. TF, -°°?
±. TF, -°Ü?
®. TF, -°Ü?
226 |
-. TF, -«¨-?
Û. TF, -Ü¨?
°. TF, -Ü¨-Ü«?
Ü. TF, -Ü§-Ü±?
¬. TF, -«±°?
«¨. TF, -«®¬?
««. TF, -«¬Û?
«§. TF, -§¨®?
«±. TF, -§®§?
| 227
‘D ’: 1 $… 1 Z- o ' @ '
6 (
4 , -
;1 /x H $' , 1
: : @ P / ' 1 K? 1 $ $1
8 P / ' / ' " 1 <
$: P 6 C / O,
P 1 … I"$: P 6 C / O?
1 ‘D
’] ' & X 1 / ' T" ' ;4-
] 0 < '? & X> O # „ 1 $… 1 A
P 6C @ 6' ‘D ’] ' ] 1 '? @ 6' ] ' 1 <
@v<" ; 9 ' I / " P I 1 1 ‰
] j O , &8 8 4 J g4 6G ?
! ;`: 1 , ] ' , ‘D ’, 1 $… , 1 A ,
Z, Z o '?
! J:
-' G @$ — P 4 / <' 1 / Z- ;4
-! @ : ? Z- -! < TUS ! "
@ 61 / 'T I P ? /x " @ AØ
‘3 .$’ - 1 / ' 61 $;" / ' / ?
6 @ «¨¨¨ - «-¨¨ ’“ " `? ! 8—
“<V S $] — } ' /?
#H C 1 ; = a??”« (-/®/««)
#P" o, < ; - " , / $ , / # —, ( ) j a
I P , #H d , C d , < K d -1 d
' ' - ?
@ 6' k & C 1 … $ -! I TU S
8Y / O? & O "- 1 61 AØ ‘3 .$’ P &
]$ / ? -4 6 " 61 / ' AØ ‘6<" $’ Z
… " $8 & $ ]0 < ?
228 |
“$ / $ Î 4 #??
§
$ @ @ X q?” (6<" : ±±) ( &Î )
#P" o, $ $ D < ? $ @ -1 /
J? žG } Z P / , s 1 <
C žGU $' $ ?
, ] $;" T P q < , 61 4 1
Z < PG TUS O ? @ $ I Z- TUS <
# ; / 4 9$ x 1 6<" @
6 -B / ' " žG? < 17 P , ‘ - ’; -
' ‘@$ 1’; ; o67 6 ' ‘ /;’; ;5 x' '
‘ / >’ - # G " ; ; 9 $ aD ‘ ’; /
@ / ‘@ ' @ 1 ’; I $ $ ‘ 8’ - ] 0 $
? 8 $G T O > I, Z Y = ' P / ' 1
‘•H @ ’ ] ' & ;4 ] 0 $ ? ] ' & «¬¬Û
’“ ` P ; /I , §¨¨° ‘D ’
; / ? 1 8 ] ' < " $1 1 "1
1 6C R / O 8 #¯ -! - , $- $1, O ,
Z I @v<" / " Pj O?
& # ' 'a ‘D ’ ] ' 7 O •H / ?
@ •H / 7 O @ I $ & $ '? P
•H Æ1 - 1 b 1 1 1 1 & X>
O ? s@ $ # j? •H /
C C # / ? ; "
“ ? s K ' &
, f ? < D =R •H / N @ #P" - - 1
6 > ?
K - C C 8 ]$ 1 •H
# P G $ ? $ •H
g4 P ? # $ C & , <P P"
X ? / “# D ~ “-
#D "6 18 / , #~" & T
@‰ o O? s •H / 8 < - c/1 #6 8
q < ? 8 N& ! 8 $ , ' O \ ; $;' /
I ,?
| 229
! j I :B c 6 •H / ;,
# / I :- A P ? •H ', = @ a ' P" '
/ D P ? •H 8 / ; I 9 ;' N @
$1N" $ $} Y1 Æ1 - 1? - 1 •H 0 $ —
“ <$ 8-8 @ , @X > & 8 @ , ] 8
±
- $; O ?” P 8 ZU / o 7
1 $… •H I - 1 #{ $ … '- 1 / 1? @ 8
J 8 / 1 8 & g4 $ 6G O?
•H I - 1 1 1 j P $
ZU ? •H - - 1 / #- @ O, I
G @ O? s $ 1 ; @ O, ' & O @ O, @ 8
O N 8 1 $… X6P @; @ O?
s •H - - 1 ; j 1 / ? ' $ $ # 'C
P ?D A P P O : ; 1 #P" 'F ><
•H C O &? $ ] p;' •H / @ P" j <
~ Y A …B
4 /j $ & $ D O & I a $ ? •H 8
a # ¥ / , ? P & P8
®
@ “ 6 ?” N & Y Y8 •H 8 a 6
$ ?
•H ; … O, •H ! " U4 8 '
T> > I $ N N $1 ] " >~ Y
$ &$ $ O ? •H / ! " U4 $ …$
$ & @ …$; 1? 8 $ & $ 8 •H $ " j
< ;4 „ O & I > 6 ? - ' 8
U / •H O 8 ? žG 8 $ ,
“@X > O & @ 6 8? <$ @ 8-8 @ ,
@X > & 8 @ ,] 8@ Æ1 -" $; O ? q 1
-
$X> & , ]& @ 6 8, 8 /?” •H 8 F ' '
$ / $ 1= < žG, O &
S I ; / O?
, O b 1 a & @ /~ “ # 1; (
P ?D A ‘D / 8 › ’- /~ “ # 1; ( I
< q O & I a $ ? •H : CI a
230 |
6 $ ? •H & P8 - P ? <
‘D / 8 › ’- $ X > # 1; ( 8 a $ f, 8
› L O •H < PG # $ O? › L !
] $' F $ ' # ' / •H / ? # $ 1$
•H / žG? I › D ]† „ / ›
8 M ? @ 8 › 8 /~ “ # 1; ( •H
$ $" < ;4 „ X> O & 8 6 ?
‡ : 8 @2 •H /' ? 8 •H 3 P
- @ $ = —“ <$ @ 8-8 @ , 8
$ >&8 @ ? ] 8 @ Æ1 -" $; O ? 8
Û
@ 8 6 # 1;, 8 / “ ?” žG 8 q < , O & < •H
$ ' / ] , O? & < o 7 : ; 1$
U K •H # >8 N4 ?
/ 1 @ P ? O 1 a &
@ 6C N& \ ' $ ? $1 6 X> O &
/, o8 U p; / < ? •H B B X P ? @ $
#{ @I ~ P ? < z #P" $ X> “I
”°? s PI J ? ;! ' / N D Æ1 - 1 B
Ü
-e > “ P ?” - 1 8 F ' '
$ žG / < @ # ' ] 8 O 8 $ ,
$ C ? O / 8 N& q $ 8 o
8 1 $… S -1 I # ž;"1? O & @ O P ,
/ I, - 1 -" ?
# ;4 O & J I < 6U X >? $ & $
: $ O & # O? 8 X > $I / O?
O & F ' $ @> 8 & I @&
@ ?@ 4>< k J 8? $ ” K-$…
D $ ;4 „ O & / 4><k?
$ - 1 @ D # j?
' <& ¯ #P" O # @ 8 ;4 / O? ; 4 $ T
>- ;1 $ $ -$ : ' ] -" 6 O ? - 1 a
•I B B N & X P , @ = 1 $ P ?
; 4 'P" / & $$" •H $ 8N P
< ? $ ”' 6 R @ $ 8 - 1 ?
| 231
•H $ $ ”' 8 6 R $ I ]$ 1 O ? s
@ 8 N& 6 @e $ $ $ $ $ j ?
8 U # j •H O 8 ? $4- $
• ;! ' / •H ] j / 6 U X >? X > x O &
;& $ $ •H C @ > < ? •H -
P , “ / 8 ]6 ? & O O-$
$ > & !”¬ O / T < # - P ? O
G # - P ? O>8 O & O>
$I $ ? •H X > X; @ > P ,
“# 1 & $I P 8 6 U , U O > $ I?”«¨
N& \ / …c : : I / / <" < ? s
, 8 - 1 & ] j / ]c‡ @ / I
- / ; / ? s D / $! 1? ~ / ;?
6 / ] j / $ &$ 8 ? - P $ &
D A #¯ ? # } ; / ;4 / @ @
««
8 8 a ,” 6 ?“ •H @ ]c $ ?
}; ` N D @ ?
@ , c I : ; 1$ UK $ ” >8 "$ 8 # ?
;4 $ ” 'F& - ' I j <$ ! / ? :C D D
"$ 8 : / P ? < / O ; o67 6 ' ‘ /;’
D : C? $ ” 4 D Ý A $ $" : ; 1 /x
$ I "A 1 : O / 4 X> /; \
' / O ? 9 $ aD ‘ ’ / 8I ! j I
6\1 8 $ O / # U 8
/ $ ' / O ? I $ $ ‘ 8’ / p I
; / U& 8$ / P :
'P" / O ? W / , ; o6 7 D < , 9 $ aD
/ 8 < , I $$ / p I < , D A
K •H / ?
; - a N& \ •H -1 - D ?
: ; 1 $ / j I $ ”' $ "4/ •H # P -e D ?
•H < / , =1 ? s/
/ •H 1 A / < K Æ1 - 1? $ ”' 5 &,
: ; 1$ 6 e P I S- S-@‰ <" $ - 1 O
232 |
# ; TUS ! "? 8 @ 8 @X6 $ <é O &
6 O $ ? •H ~ P , “$' , 6 $ &?” “
«§
8 & & ?” s P •H @ ž;" ? ,
]o P @ I @ @ x $ ?
-1 bª I / ; ? •H 8 b bª ; $ '@ KP
? \ ; ; / > P ? < ': - > •H - - 1
$ … '? •H - - 1 $ … ' ZU / V ', 6 I /? 1
«±?
O ‘ o - /’ O & … " $
…! " 1 1?
•H ! j P F 6 ?
' 8 $ ”' P F? @ 8 F &8 ] ? X >
O & 6 $ & ] " ? s - 1 4 •H P
/ / ? $ ”' < 8 -$ X $ , - 1
! '8 @‰ M " $ $ &$ O #
O & \ ? 8 , “T>- > I $ & &
/ I8 $X> & ?” “ / I 8‘ ! & I 8
6 ?”«® s •H , “] @ 6 8 6 ”«-? 8 - 1 I
, K / ?
8 ;4 / •H - - 1 ;4 $ … ' /, $ ;4 $ … '
" ? ;4 / •H - 1 $1N" $ … ' 1 / 1? $1N" 1 P
/< C1 •H I - 1 P …! " -B 1? - 1 < C P
> > $ , P „ O &? @ •H
„ / # 1 }= I ;! ' ? ZU / a # \
# a $ •H / # # -< C ?
1 I 1 / j @v<" ; R
$ O X ‘D ’] ' ?] ' 6 C " I 1 6C
R @v<" $: 6 $ O ? A - & ;4
#¯ 4 7 $ -$} , @ x- $ , $ ”'-# /
# ! " $: Y ; O ? ] ' 1 $… •H - - 1
8 U @ $ G $ , - ' , 8? s 8 a
4 8 1 ‘D ’] ' & O €$ ž;"1 I A /1?
| 233
P' ! C:
«. 3 .$ -/®/««
§. ~. " $ ; : ‘6<" 1 \ ’, $’ ¤ ; , «± 5 6' & "1 ó&,
– °¨¨¨°±, $; › ~ „ §¨«®, L - §¨¨
±. 1 : ‘D ’, U Î ," «±Ü, , –
°¨¨¨¨®, P U › 8 §¨¨°, L – §Ü
®. ! " F, ‘D ’, – ±±
-. ! " F, ‘D ’, – ±®
Û. ! " F, ‘D ’, – ®«
°. ! " F, ‘D ’, – ®¬
Ü. ! " F, ‘D ’, – -¨
¬. ! " F, ‘D ’, – -±
«¨. ! " F, ‘D ’, – -®
««. ! " F, ‘D ’, – -Ü
«§. ! " F, ‘D ’, – Û±
«±. ! " F, ‘D ’, – °Ü
«®. ! " F, ‘D ’, – Ü«
«-. ! " F, ‘D ’, – Ü«
234 |
x Practical $ &
$ ;" <" 6
@
“& ~~ &6 , $;" - ,
/ 1 . . , ;"$ $
;: x #Vb $;" ê b - O ? , 8-
• A/ , “ C 8 ', P' ? @ ?” a ,
x , C ? a #Vb ]
$ O ? x, '- $ $1, j ,
8 $' / =1 $ O ? / 8 6 •
D =R ? 4 = k ;F $ S & R / =1
$I ? S T P #Vb $ $;" 9
' O, < - › P ;a O? 9$ x
1 ? I @ ' ‰ ]- 8 #Vb $ $;"
' / O ? 8 8 O X K$1‡ $ $;" D ?
! ;`: $ , #Vb $ , '- $ $1, , ?
= 1 x / Ù ; ; `1 © ; - 4" <
/ ' F @ -" / O X$ ' # ' ? ;G 1
- 1 • - • - ;: - › - " @ ' ‰ $1 ‡
Q ¡ 1 P $;" < 141 @ I - 4" 6 1
/ O - X$ '= 1 x # $ ' =1 <"? P
" $ <, = 1 x O ' 1 B' 1,
$ Ø1 F ? s @v <" P 8 <, $ '
# '$ A/ O ? # 1 # /
, 4 $! O = 1 x " • = j 1 1
#-16 ? $1N" © ; ; " ;: e O ;: <
1 G = 1 ;: 6 @x !6
O ? ’“ ; 1 I &; ; L1 < < - 4"
• - • - " P @ ' ‰ # 6 ‡, - 4" ;:
'< ‘ 1 n 1 (Downward filtration theory)’, ] ~
~ ' 6, / Î ; - ‘ 1: ’ 'a 8 = 1
| 235
x # ' ‰ ;: / P - 4" ;: ' j
' @ ! " ! k Z O ? ;: ' j A ;
' ;: › P ? ;: ] p;' I / ,
;: K , ,\ I ;: / /I ] 6 Æ1 ;: ' j … "I
;4 $"; $ ?
= 1 x 7 P $c? «ÜÜ® X ' / ?
#P" G - ? # $ <" b @ 6G ?
Ù ; ; `1 # ' EL $ ;" / " &" žî («Ü§¨ – «¬¨±)
‘Education: Intellectual, Moral and Physical' a & ‘ ;: ’
# $ ? O>I «ÜÜÛ O $ ;: <" 1 / ?
•H 67 $' ) & 8 “ &]; 6X ; ;:
/ $ S ?@ # <, ;: $;"
I ;: $ K „J X & 14 @ > / ? O C 1
O ' / " &" žî #• $ H 1 / O ? žî
Y X C O ? 8 C žî 6 I
O ? P , = 1 x O ' / " &" žî
b - / O ? s ê / $ ž ;"
v '$;" I / " &" žî P •$! O ? ;:
L O $ $;" $œ - c ] , < $;" ; f—
4 # "/ ! " ;8 ;: ? 8 ! " - / / " o
/ O 4 Z C @/ 8 6 , < • ž ;" @
P 8 O, ] @ T $ / ? '
- @ 1 , $TU B ', 6<" I ' F S ;?
= 1 x 1 $;" ' } 7 ? ] 4$ P 8
;: O ? ] 4$ :' / 4 a g4 ,
' a ! " <" $ $ # ; 4 4 !œ ' 6 $
?= 1 x 4 ] 4 $ $G ' 8 $ ? 4 $/-
@; -@ – &8 # / ? s # ' " :
@$ 1 ? 4 <$ 8 ' - / 'T 8 >
6 / E P P 6' ? 'F ' …! "
K 8 ] s ' I $ $ '/ ?
, 4 9$ c $ $ 4 = P" / '? / , N , -,
$‹ b k /I : =- ? = 1 x H
4 $ S-] • ' - #-' O? 4 EL '
236 |
1 "a < / ? = 1 x
1 $;" 8 ]0 ‘ -" $ ’ (Practical
Vedanta)? O > = 1 x 1 $;" ‘#- ’ & G j
# @ O? X , / I ;F c "a 8 4 #A
/ <' ? 8 ' 'F , #P , ;:
" : C8 ]$' , / -" # ;1 P ? X
1 $;" # ' •— 4 # ; 1 @‰ < "; F
@ , 6 F, 6 =f, X 8 4 ' $ ?
O , “] " ;: 6 ? P @‰ $' —£ P 8 < & ! &,
$ , I T/ @ , @ F ' , ? < •
- x / F <" I < , ' 9 4 ]B / ?
# ;'8 / ? F, 9 ', ' / EL @$;"; s ‘= ' ' " '
C / - o'? " 8 @‰ $' ' # L I 4 /- /
/8 X6 < ? 4 # < ; F / O, / ]bK /8 4
#B Æ j /8 @ ‹ O8 # ?” “ 8
;F ] b /8 b b < 8 ? b 1 8 Y $' ;: $
/8 ?”
$ … " = 1 x “ ] •” “ a 1 ”
4 &8 - “ ' $ ” 6 ?= 1 x
< Practical $ P , 8 • " j @ O? 1 " '
# / 6 ? = 1 1 < “ • 1 4 I ž/ /
" ' / ” 7 P I 7 C <
@- P #P" o < : 7 C F ,
• 1 4 I B' 1, " ‡ / I 8 "D
b - # --! / > ? 1 ; • @$;"
= 1 1@ $ $ O ? / \ " 1 < @$;"
/ = 1 1 " @$;"? 8@ = 1 1 "< ?
6 #Vb $ #P" Z C Z-• 66" ? , 1
@ $ " ', " < / ? 8 " ' " '
D – P ? 8 •8 / ;5 $ 8 B' @$;"?
1 z " @$ ;", #-1 Æ - ' A 8 /
= 1 x 1 $;" Q ? = 1 1 < ( 4 $
8 Y - O X TU, $ O P ?
' " 1 ’ – 8 •& , } / ? , 1
| 237
;Z, # ; $ # ‹ , 9 • / " 1 ? 8
' $ 8 = 1 1 - - P $ O ?
9 ' $ /x $;" ! ] 1 '? 8 • & @ = 1 x
' 8? $ # ' ' 1 # : EL # ' ' "
4 O ! M $ 1 ?
= 1 1 <, 6 P' # 6 @ O8 / ?
= 1 1 P ]K $8: @‰ # 6 EL 8
! ' 8 #P"/1 / >? < 1 c 8
# ' ' ” / P # 8 1? 8 1& @
]š c O P ? x 1 ZK , , 1
@ , o ? 4 " EL @ / 1 Š-! ,
8 = 1 1 68 8 Š-! P " # A $ ?
X $; @$;", $; P #ž;' $! 1 ', ;: a
', #P"V ]B ' / 8 ? X ' o
" Y <F $; > 6 O ?
/ $ (Utilitarianism) A/ ? ] < $ #=1 O ?
4 4 ; #P" / , 48 ;?
# 8 H P @ $ 9 @6 …! " / 8 ]{! /
? 8 Y @ “Philosophy of the Upanishads” AØ
P & ]K $8 : $ , @ ]š 9 @$ ;"
J 8? 8 ;1 @ - < # • 1
/ O, # • & < 9 @$;" / # 'š 8 4 x/
# ; 8? s 8 # • & @ : 1 < F<F ]c
8 8? @ ‘ ’ C @ -$} & # -
@ ‘ ’@ ;1 -$} # - ? 8
8 $";}
$ ‘ • ’ k 8 W O? 8 k & • I
9 @$ ;" d N & O?
The highest and the purest morality is the immediate
consequence of the Vedanta. The Gospeh fits quite. Correctly
as the highest law of morality. Love your neighbour as
yourself. But why should I do so, since by the order of the
nature, I fell pain and pleasure only in myself and not in my
neighbour? The answer in not in the Bible-But is in the
238 |
Vedas, in the great formula, That thou art Tvat Twamasi’
which gives in three words, Metaphysics and morals
together.
Y ,@ - $ P 66" !C
/ ? $ - I $;" @ -
} = $ ? @‰1 - , -, $ 8 ' $ L
' $ $ - } L 6G 6 ? /
= 1 x8 O b 1 ' F, < # ' D - $ -
I $;" @ - " I N& O ? $ 66"
L R $ ,$ & : C8 = 1 x / P Z
< O , 8 , Q S : I < O ? $
66" / ' ' - 4' $ ? s x X “ '
$ ” ' $ $ $;" ' ' I - 4' ?
/ $ - ' < L T Š $ O ,
< c1 "I / ? s = 1 x $ - I
' < , I ; L , < , , j
& 8 # \ @ Z < & @O 8 , H /1U /
a - O?
8 / P , , , L • 8 & $ P 8
x] ;; Y1 # ' ' $ P # ;
D P" O ? $ 66" : C = 1 x8 –
• P H- $ $;" 6 ,
• # ' / - " ] < 1 $ $;" ' '
,
• $ @‰ F I X P a 1 K 1 Y
<F ?
x ' $ ! - I 9 ;G' T q
P “ $ ” … " @ $ P ? @ 6 :C 8
@ P 8 $ … " & :‡ @ 6 , @ '
$ <" 6 @ ? - 61 AØ O $? 8 $ 6 &
- -F O - 3 $, $, <‘ $, #P" $? ' & $
@ 6 & - O ? < , s
8 ;F @ ? I R # j ?
W / , $ •H / O, @ &I
/ O, 8 8 & 1 ' O ? /
o , @ $? - 8 & , W & ]c X $
;Æ 7 /x " & $ Š / O ? <P - («.) 9b $,
(§.) 9b Vb $ ;G Vb $ (±.) #Vb $? 9b $ F O
6 <", 9b Vb $ F O ê , #Vb $ F
O TU ; 6 <"? 8± & $ oI … "
/ O , $ I < ? 9b $ / O , •H o
, @ $ ? 9b P & #P"8 / , $8 #P" o 8 $ # •H
o @ $ P ? •H @ x =R C -F ' $ 8
$;" I < ? 9b Vb $ …! " @ $ P / ?
/ O , o P @ $ P ? 8 / O?
s o 8 ? † ] 4$ 4 & q ' & -
]$ / $I / ? / , > $/ P "
9 ? £ > $/ P @ $ ? £ >
$/ 8 & R # ;? s 8 > < ?
, 8 1 o 8 , " R ? #Vb
P & #P" / $8 , ? #Vb $ , o @ $
• , 8? 8 '? ; 6 <" O , “ ', o P' ” #P" o
P # aS 8? o <& @ $ P I& O> @
O8 ?
o $ " ;1 ? 8 'F - o
¥T $ P ? O o 8 -
$ ? 8 o P' O > @ O8 ? ,
; 6 <" #Vb $ o I •H @ $ # aS =1 I, 8
$ o < 1 4 … " & ]$ 1 Š
$ 'F o P fB $ ? - 1 @ ' ‰ 1
; 6 <" #Vb $ - O P ;? 8 $ b -
/ 8 @ $ $; & @ ' ‰ L1 B' 1$ G / O ,
240 |
< o P $ fB , " T/ Y $
@ K @‰ F - •H — / O ?
/ 8 O ? 8 $ b -
/ 8 • B' 1 o P' / ' @ O ?
$ $;" :C = 1 x ] ]0 & ž
1 ' ' d $ & / ' ' $ ?
9b $ •H @ $ #a S • 9b Vb $ I #Vb $ •H I
# -B • $ & d - o, 1
4 '8 •H ; N & P ? <C 1 , C ; ? ' 4 I
1 '8 $ S P ? 8 ‡ $ S /o T 1 b
< ? , <• “@‰ ” R 1 '8
# j O , 8 1 I 8 •H ? 8
' , 1 <8 , 8 O •H ? @ I
, •H - ' , Y / <I 8? •H 8
'8 O ? 8 o8 •H ? I ' ' $ 8
•H / P ? $ $;" ' ' : C ! "F $ T
1 I o … " & ]$ 1 Š $ O ? 1 I o
… " ]B $ I B' 1 9 O ?= 1 x $
$;" - 4' I ' ' o … " < 1 ]$ 1 I ]B
# N& ? o I •H … " < 1 ; # ?
$ $;" = 1 x 8 - 4' I ' ' 8 “ ' $ ”
6 / ?
x Z $ ' '8 $ , 4 ' & '
8D I ] $' 1 / ? $ < $ , Y ,
" - T/ 6: # 34 $ '8 @ K O ,
8 $ & ? 1 Y $ -
< N& a 1 ? ' & ' 8D '
$ 8 ' & ' &8 “ ' & ' $ ” 6 ? = 1
x8 P ' $ ' ' $ , o P fB /
@‰ F = P" O> @ O8 ? F ' P
fB /I 8? •H X ' Y <I I
$ 8? 1 I '8 •H O ? 8 1 '
' z " < / ? = 1 x 8 ' $ a
- $ B' 1 Š $ ,< , Y @‰ F
| 241
— / , ' P , '
$ ? «Ü¬° ’} , o ' I ;:
' ; L ? 8 4 x #-
O , C ;: 8 4 # $ S /} ; N& ?
'8 < / # j , 8 x -$ I
"V 4 ' $ 1 6 4 £ ' P ? 1 I o
• # ;, 8 9 $ - = 1 ' & ' 8D d $
P ? 8 d / - 4 Y 4 , - 1
1 $ ;" Y v ' • , 9 $ €$ Y 8
$/ ?@ ' ‰ 1 @‰ : $ x G : P
? 8 4 #- O - “@‰ : P" b 6” #P" o
' N& :? 6 > P, ' & ' $
' $ = 1 x B' J N& ?
B' # ', " T/ #J P & $ K
" 'j L ? $ ! - 8/ ? x 1 ,
9 4 ' " ! ' $; 1 @‰ k $ ,
8- 8 = 1 x ' $ - ' & ' R $ ?
= 1 x ' $ -1 - <" 6 &
;4 $ :' < - d $1 - I @$;", < " Y " ,
4 Y 4 , 6' Y v ' P ? @‰ F
$ G F, < ' F ' $ L1 ' I /o
' P ? $1 $;" I @$;", < a
9 4 ' #=1 -Y D 4 P ?
•H • I 1 @$;", < # / , 1 > , $ ”, # ; : ,
: " 4 F / $ K " ' @ $ $1 :
? 8 @ 6 P @ q - = 1 x
$ < ' ' $ , &8 / “ ' $ ”, @ 8 ' $
- I $;" " ' / :C < , &8
“ ' & ' $ ” 6 / ?
P' ! C:
1? Complete works of Swami Vivekananda, Advaita Ashrama,
Kolkata 1989, Vol.VII.
242 |
2? Radjakrishnan, S. The Ethics of Vedanta, “International Journal
of Ethics”, Vol-24(2), 1914.
3? Ibid,
4? Vivekananda: The Yogas and other Works, Chosen and with a
biography by Swami Nikhilananda (New York: Rama Krishna-
Vivekananda Centre, 1984)
5? Ibid, p.44
6? N 4, x6 , 1 - 1 $;" , A - ; , §¨§¨?
7? x ' , ;, ; ; `1 8 / , $;
AØ (}
1? N 4, x6 , 1 - 1 $;" , A - ; , §¨§¨?
2? x ' , ;, ; ; `1 8 / ?
3? Complete works of Swami Vivekananda, Advaita Ashrama,
Kolkata 1989, Vol. VII.
4? Kumar Lal, Basant, Motilal Banarasidass publishers Private
Limited Delhi, Second Revise Edition Reprint 2002.
5? Radjakrishnan, S. The Ethics of Vedanta, “International Journal
of Ethics”, Vol-24(2), 1914.
6? Vivekananda: The Yogas and other Works, Chosen and with a
biography by Swami Nikhilananda (New York: Rama Krishna-
Vivekananda Centre, 1984)
| 243
@ : # ' ;
ê - 6 <"'
_ c , 1 Y1 - ( Y1 )
17- 1 H $'
: : › ;4S / @O ' ' ‘Folk’ P &

'? › P FolkCulture- Š 4 , $
6 I "? › ] $ ' # ' ] $ /
; ? ; A 1 1 D ? A 1 1 <C, "1
@6 -# L , A 1 ]o 8 ' $ 6C, $ 6C I - › <" R 8
; ? ; # ' & ]$ / / @ ?
@ @ ; < 4 / # - ' F?
# 1 # -• < ; , 8 Y D& I,
" # aS? @ / e 1 1 @6 -# L # ;? P"
P 8 @6 & / ? < , <$ / , / @ G / '
8 6C # -"F P ? 1 < a N& T ;T
- , 8 - D ' # & ;
; '- † &D P ? " # -@ <
$ $X> 8 ; & 1 1 # aS / O? @ 6'
J ' @ ; @ 6 6G
/ ?
! ;` : ; ,@ ,; @ , " < @ aS?
› ;4S / @O ' ' P & '? › Š

4 , $ 6 I "? £ /' /c A 1
G1 "1 I H , @6 -@6 I # L , 1 -< 1,
; I $ 8 ' $ ] -c > ], › / -4
› / ? › ] $ ' # ' ] $ /
; ? ; A 1 1 D ? A 1 1 <C,
"1 @6 -# L , A 1 ]o 8 ' $ 6C, $ 6C I - › <"
R 8 ; ? &; 8 ; & # ' @Y ?
› 6C R 8 / ; ? ; D @ &" ]$ / /
] >4' B P &, 1N & &, X > N > , U ; 8 ' $?
244 |
‘Folk in ethnology is the common people who share a basic store for
old tradition.’ #P" o, £ /' # ;1$ < 4, •
-4 Folk #-/ ? @ ; / , c
@ x ] • -1 /} ;? 4 $ X6P $
< <"\ P , - Qx<" I @ x& 8 ; ?
x ] j 4 / c?
@ / $ 8 4 9 C,
; -@; , N - > " @ O? 8 " C
F O 4 < F N &, < 4 ; x
;? ]$ / =R < , & & / X >, $ & e
; / ? & q >, J 1 I @ / U <"? ; -
@; : CI < ; XP , U , ; > 6$ e
8 ' $? 8 ; $;" ? O > I, 9$ x 8 I
O O< Z 8 4 'F @ x P 9 ? < , & $
9 , X 8 > ; 8 ' $? ; # '
& ]$ / / @ ? @ ; <
4 / # - ' F? # 1 # -• < ; ,
8 Y D& I, " # aS? 1 6C #5
:C@ # ' TUS ! " & ' ?
@ ]o c
4 •$ 4 O -B -@6
P ?' ' O 8f ! ' P" q ?
@ @ #P @ › ;` '@ … ' P ]{! , <
#P" 'h “ ' ' & $I '? † , @ ;` &
‹ O @ P ? '@ ' '@8 #P X $I ?'
& P - / # ;1 ? 61 ; 4 AØ
@ ]0 I < , < $I PI PI Y 1 ] 0 I < ?
Y 1 b $ ; q ? ; " P & žG
<, Y 1 O @ ? / 8 Y 1 ;` P 8 @
" Y 1" O? $„ 1 I ( 1 › AØ 8 ; #
9; 1 I Q; „J " I < ? @ …! " ' ' I
< "1 I # ' ' A Ø?
| 245
@ ; R , ? # † 8 I ! Y Y8
@ -@<" ]o c 6Ä ? †
<, @ ]c - / O #ó L1 O P ,
< @<" $ @ # ! " P 8 $; ? X$ , "1
@6 „ I £ /' ; ! / (@ /), : 4< , ; '
6 ]o $ I # $ > c ]{! ?@ / e 1 1
@6 -# L # ;? P" P 8 @6 & / ? < , <$
/ , / @ G / ' 8 6C # -F " P ? 1 <
a N& T ;T - , 8 - D ' #
& ; ; '- † &D P ?
-” -$ @ ”, $1, X& " , /4,
, 8 , - , @ > OC P -” , 1 O
@X / @ 9 'L 87 $ ] p ;' @& & /<
@ ; @X / P G ' -
6C D & / @ ' ?
@9 ] $
8 ; ! ] $ /f6 TX > , 6 TX > $
9 1 6 †, Z TX > 9 1 e, , , > &, & 1
> & 8 ' $? q ] 8 @ / ? & #
T/ 6 C ' $ #P - @X / ? PI PI $
â 6 $ , A ' 9$ x /j ( < ,
& /X> 8 ' $ I @ @X 1 6 @ O? 1
P 8 / "1 I # L $ ] p ;'8 ;
# ;1 @ O ? 8f ; @ 1
P ,
"@ @X & 1
@ / "
"@ @X & 1
@ / ?"
! " @ \ ZU @ ; O @6 -# L I 6 O <
6\ ‡ ?
246 |
8 / @
£ /', A / $ â & X >N $
@ @X ? x O P : ! - #6" ; ;
@;1 " $ I P" 1 / 8 @ ' / ? /
o C, C > & ¥ I @ ;
@X ? "1 , # ;1 & ) @ &" ' 1 K / ?
@ O : ' ; < $ , q ¥ ' €
/ ; ! " ' $ $; / ' € c $;" ;
' T 6C ' € a D '& " # ' '
;? ' ; T /x ' Ø • $ ]o "1
T 6C ? ; ; `1 ' ' @ ‡/ < ?
£ /' - , P E $ & $, @ -c /
' € / ? / @ 6 ( ; 6 ) & 9
> - , / 6 ' / ; 9
? < $I ' € e $, # ' ' e ' / @ / $
X$ e 9 / $ $ & < / ?
" @ ; 9 “ e, 5 #ñ 8~ 9
“ ' / # 6 $ < ?
@ ; 9; 1
-9; 1 @ T ' “8 8 ~ '& " 9 c,
# -" c, Y , ( 8 &D) ' ' /
/ ? 1 I -c &D ' / < - 1( 2&
X8), $ D ( > D ), , ;8, , ! <" I 6 X$, , O 8 ' $?
, $ 1 [1 1 ? £ /' /1 @ ~ 8 I …$ I
K 9 ;G' O?
-B •$ /
@ -B 9; 1
' / ? XI
] •$ /
e •$
-B @ ;
@X ? /x I
•$ 9; 1 I P" ' O -«
O? & •$ / @ -B : & ' ' , <
| 247
D ; 9; 1 9 6C' @ ? XI •$ / '
$;" 1 1 -# &DT ; @X ? /x /
;, " ]o T P <F "1 &D / @
; @X ?
; @ O -§
; < &
; 6 / O '
17 P , @ # -"F
O ? X -8 # 17 P
; & 9 • # '
O ' '-
]0 O < O &D
/ 'D 1 1
O ? D -4 ; @ ~ 8 ] & 8
'L'Alpona ou les decorations rituelles au Bengale' O ?
: / 8 ; 1 61 9 $ 1 "
? 17 P , 1 $ 1 - @ ; ;
'@ k ? < $I £ /' /1 Q; T $;"1 O , 1
= & # ' 9; 1 > O ? x 1919
; - # ': / ? 1 $ 1 @ 9
$ O ; @A/ 9 O ? :' O
< @ T P R #5 O? /
R -# &D ' / a 1 Ha ] j
/ $ @X < $ ;T / P $
1-! 9; 1 , P ?
x ; @ 6C & 9; 1 9
O < @ ; ' c ! ] $ O
? 6 O & # / / -1 , @ O
$ ? ![ ; @ @X a ; $ < O
6C ? 8 ; ~ # ' 17 P , P ZU
/ O x ']š ; ' / @ " ' ;4
/ O ? = 1 N4 X 8 '~ 8 - Î 8 , ; : @
— #' ñ Î 8 #' P & ' 8 P ; @
<C " O ?
248 |
@ - 1 ; @ -
" $ ' / 8 @ - " O , < $I O # ' $ 6
# - O — &DT O # ;1 '
b @ c < ? ; 1$ b ; ; 9; 1
; $: ? ;41 8 < @ I 1 6 C
P ; 1 O6 O?" -
x # 17 P , $ ; £ /' /1 @
&D ' / O ?= 1 < ; 1, 6 šC " ' o
6C, 8 f$ • T @ ; D " P -B
&DT # -"F O ? D: '$' - '-
; I X O ?O ] b 1 $ ;' ; ; O “
$ / O @ @X 1 $ ? 8 ; D "& @ ; 1< 1
I# O , < ; @ ; D &A D
~ Î; 'I ;4- O ? ; 1 D &AD $ 1
$ 6C " o; @ &DT # -"F
O ? x ' Q 1 $ 1 Æ ' ; " ?
I , ; / ; 1$ & &DT ;8
$ ;" / ?
" < @ TUS
8† '; ) “ D @&" #' † 6 / & (INTACH) $ 6
D ] †; F I "; 6 ' ; 1$ @ ; ;:
$I / ? 2016 , & H- 1 H $' 6U - , -
_ $ ' D ] †; " # -"F / ? ;: P"1 $ @&" D " !
4 T ; ; O &D ~ 8 ; / ? ; 1
H X $$ , C † O P @ … " ; O
"; ; 8 61 ; D " … " 6 O> $
$;‚ O ?@ ,@ I$ " ! @6 -
# L "1 ]o & TUS ! " # ;? ; O@ ;
O <
| 249
61 8 ; # aS \ 8 & @ 1 / f? ' O,
/ O • P P8 / O P > P
@6 T I? & ; D " Q; : 'I : ? I
; R & "1 I › o <" /
] , O? H ; 1 @ @X , < &
' - - / / <' O?
P'3 :
«? @ – 0 T‡
§? 6C ; 01 1I@ – D0 $
±? – # 17 P ,
®? ; – ~} U 6\ "1
9 $' P'3 :
«? https://banglalive.com/bengal-alpana
§? https://bengali.news18.com/photogallery/life-style/alpana-
rangoli-would-bring-money-with-good-luck-to-your-family-arc-
1158365.html
250 |
5 67 # P:# " oI
/ " & >
K P" N 4
4 , - ,
' 1 H $'
:‡ : ] ' P P" © ' / 5 67

6 ' ' H x ? Ù ; ; `1 ;4 — X @ -"
Y / ' @ ' R $ ? 6' I v ' - Y1
/ '66" 1 / e €$ @h ; ;
] ' $ ] Š 6 N& ? / ' P $ < ? O> ' c
1 7 6 -Y- > , < @ ;
# ¯ ? 6'- v ' N , k - ' , 1
'F S " , ! ' 9 1 ', - P 8 5 ] '
G / O ; O # 6 C ? $ ' # P ;4-
1 ? # P PI j $"G ], ?
# b O? O P I < O8 8?
# " oI / " @ > 6 C & ;! ' # : O?
! 6 ;`: & > , j 1, ;: , #P", # , , Y , ;! ' - ?
# P 6 / , 1 ] ' ? @
- U4? 4 @A/ $ < ?
j " O, == 1 8 86 ?
<Q !6 " Y P I # #J
‘ O? 1 / 6I I# P = O?
$8 c @G L > O? $ =- oI
# '$ / ! " / "H- 8 $8 # x8 j v
| 251
/ ? I H Y1 1 ' j @
] $' 1 / 6 I 'P" / O # P? 1 <
# F, 8 H ;4 <" ;! ' $1 " O?
] ' P " $ < , ; 1 o j ;-
# P ' HZ > 1 6
# -N @ ? Y I ' … " 9 / I ;4
f $ <" / ? ' # P 5 8 $ 1 / ?
Y // K $ Y? $ <Q ;
c # P Y ; : Y ? 8 N&
: ~ ! " ; 1 ‡ Q/ ; $
‘ 6 ’ ;` : / , # P ! " Y ? < # P
Y €$ /o j $ O , "1 /1 @6
P ? 8 8 @‰ ¢ " / #
, > $ ' / ‘ 1’ ] ' # P? P 8
' $8 c & > ZU / — $ < = 6 o
# $ 8 P" o? # x8
: / ' e # P?
‘ 1’ ] ' # P N N $1 " /I
U4? #P", 6<" , ;: , R P •I PI j 1 /
? O 8 ]c X O , ;4 <" qO O8
6 ? <;, ' I / 9 / ? ,
P 1 I- 5; <; L ? @ I ‘
! " j! K’– $ <; @A/ 8? I
6 , @ 4 < O 6 , O /
' $ &? 4 6I - I Y # P
„J 8, O 8 / ] : 8 ¥ ?
# P 1 I ; : /I •I PI ; >
, / 6G I PI j 1 / —“ P I j 1 /8 8?
s 8 j 1 /8 8 1 # : #
/ ? @ O – , …$, , $' , • , O 8
«
#- O ?”
# P ;! ' - 1 ! O Y ?
8 1 a - ZU? N 8 = P 6 ?
;4 <" # P ! -" I / I, ? # P
252 |
5 ' # ; $ 1 I / ? 'P" 8 8
\ : : ; K O? Y 1
8 =- / ? Y P I #
@ I $ O? ' $ 8 \ ; 6c
@ > N & O? 8 O ]c X O • ,
]c 8 , ? < 1 O ; 4
/ O— “ O ' X 8 ? 8 # , # ' é ,
8/ @ P"1 O 8? < & $ : 1 :” 1&
Y # Q; j , # • - , < Pj
,# é - -— ;, @ ' ¥ O8
§
8?”
# P $& 4 : : O, &
;: # & 'P" ? ;: $ P < PG $( # "
I $ P …! " 2 ? - 1 I v ' / ' •
# • P I 1 / q ; $ ;/ ? # " o I
/ " I ' @ > G / O "C—“ $} / ,
@ / ? / " "- # " @ "?
@ ' 8 @ 1 /8 ? > o o # "
±
?@ 8 P < ?”
# P 6 C ' b Y Y = I 2& / O?
6 O O ' j 1 / , s ? 6 >
/ —@‰ 7 =- ? # " o I / " o & > PI
P / $ ? 8 4 ; 1 <F / O 1?
Y # $1 " # P = $ O 1 @E
? 1 1 b 1 1? 1 # 1 I … c ]K 7
# P 1 N& O # ' ; N& ? @ 8 !C 8
1 O # " # -; ? Y @N ] ;
/ 1 ' L 6 O ? 8 8 1
]o / $ < ? 1 I #P"V :C L
8 C :' / ] , O ? 8 :' ! 8 1
#j 9 / O?
# P 1 1 @ 8 @ # 1
/ O $ O? @ $ / O F Y? $
1 @ # $ Y $8 q > # / / ] , O?
| 253
# 1 Y @ " Y ' P" ' - O?
Y "1 6 / ] , O ;61 7 o / ? j
1 / 68 I Ox / Y ? ;61 7
…c # ' ] &I P Y ?
@ 8 # P 1 ; P ]o ] $' 1 / O?
# P 1 P c Y 6 @E
I x C 1 ? $ <
6 O , 8 4& < # -; @ x C
# P? $ Y O P I $ , # $ 1
$ R # P , 8 $8 N& @‰ O # P ? <
# P # 1 O- - = $ ZU O, # 6 8
= -Y6 / O? Y - 1 ' @E
9 6 I ;4 /! " G / O, < P
# P? ' ;4 ]š O —“ "C
X - 8 ? 8 @; ? < $ ; # — 8, $;
®
8J @/ /8 ! • O " $ ?”
< # P $ a # " 6 O "1
8 4 &8 a J OB -1 ;! ' ŒO O? a @; ,
" $ •H 6 @‰ " O? a @; -Y /
#J / O? -Y 6 / O,
Æ1 X$ I 'P" / O? <k O 8
] , O—“@ - Y ? 1 X $ O, Y X $ O? 8/
Æ1 , 6: D ; @ 6: > O – s 1 P
@ €$ - /8 $ ^ ], O ? Y X $ O, @
X $ O–@ ;61 7 8 $; ! ? #J !”-
] F N& ' $ # P 6 C # " o I / "
& > R & ': < ? P P ;4 # 6 C G
" 2& / O? @‰ g4 ' $ 6 O—
1 6 , ;4 q O P" O8 8? 4 < 6 ,
&I 8 P P ?@ '8 / P @ $?
1 I O? @ 8 - / 8 P
O, 8 ;4 @N & $ O?
# P $8 1 - O $ $ 8 / O?
$ I ;617 ! ' O O? # P
254 |
‡ - † ;! '? ;4 <" 6 , 1 3 ! " # - < /1
žx U4 O > @ O ? ;4 I 9 ' d '
$ ;! ' Ù4 -! <" / O 5 C# P?
P' ! C :
«. 5 67 6 ' ,] ' A, / ' , «®¨¬, L Û«Û
§. $ , L Û«Ü
±. $ , L Û«Û
®. $ , L Û-§
-. $ , L Û-«
/ AØ :
«. ; 6 ' , ] ' } Y , U ; 1, §¨¨§
§. 1 5 67 5 6 7 1, AØ ;, §¨¨-
| 255
9; 1 • @ 1 7 P 6\ "1
9; 1 6
@6 ' $
4 , -
;1 /x H $'
: : ; ; '- 8 / ;G /
1 7 P 6\ "1? X # „ a 1 I o?
4 , Ox, # ;` ' $ X = k' 6
$ O ? 8 = k 6G / O @ 6' J?
'F 'F -6 < -4 ' ; /
' 9 / X = 9; 1? / ' I / ' 9; 1 \
K @ 6 , -4 • < ; / / 9; 1 • ?
& -4 • & D ; ? ! ] ; ; !6 / I
! " - ; ; ? 9; 1 … " @ 6 - 1
# < 1 P O YI ] , @ ? s 1 9; 1
4 ? 1 / $ 6 ;G - Y? 8 1 @
@¯ 'I @ K? # ' $ 9; 1
'F ' ; q / P ? 9; 1 g4
'F • ;4- ' $I / ? / ' 9; 1
" ! < & 4 ;4- P T / - "6 ,
6' , , ]{ - 4 ?
! 6 ;`: 9; 1, “ 8 , "6 , 6' , @$;" , , , ]{ ,
?
! @ 6 :
1 7 P 6\ "1 ŠA/ / # -F $; D $
# " 6x A «¬ ; # ™ «¬§® ?
7 P 6\ "1 I D0 1?
' q ' P @ … " P' @/
P , s ' -4 … " @ ;4 <é /8 ?
</ - -4 ' ' R ; P /
-4 b $ 8 #x / ŒO ‹ / P ? 8
256 |
@ -4 • & ;4 ; 9; 1 • / <' 1 7 P
6\ "1 = k 9 ;G'T ;4- @ 6 $ ?
9; 1 • 'F 6 6 'F - I
; 1 8 q ? ' '
'F S O < ? 9; 1 • ' $ @ 8 -B g4
P ? 9; 1 • < / - 4 • 8 &#; 8 ^ , ;`,
' < ' P 8 ' I
j P? ' 6 • -B -B ; ` ' /
P Qx<" : ' ' , 1 I " N&
P ? 8 ;` ' 8 ' $ 4 7 8 9; 1 • @ 6 K
/ P ? 9; 1 • < a 4 @ 6 / T
/ " 6 , @$;" , , 6' , , ]{ , 8 ' $?
‘Stylistics’ ;` & ' / «Ü®Û P #ñ D ~" 8
#- j ? 6 9 ! ' > ' ; Æ
& - D 8 #- ? «ÜÛ¨ ’“ `
‘“ 8 “ ’ ;` & / ' 9; 1 • # P" ;4' I ;4 # -B R
P ' € / $ < ? 6 R I - '( # P" ;` & D
/ ' #- j P «Ü°§ ’“ `? «ÜÜ§ ’“ ` P
8 ‘“ 8 “ ’ ;` & ZU / ?
' & ‘“ 8 ’ ; ` Y … " 8 ‘“ 8 ’ ;` &? ‘“ 8 ’-
#P" 6Q & I ' !6 ? "1 # P"
• N & ‘“ 8 ’ #P" / O 6 K " ‘“ 8 ’?
8 ‘“ 8 ’ ;` & -4 1 / 8 ; $
O 6 / ? # 6 “8 ‘ 1 ’
: 1 O ? ‘Style’- < $ 1 / O& #žG P
< ? 1 ;` & P" # P" ' € / P ? 1
K , P I 8 ' $ I q / P ? # '$ › 1 $1
@ 1 1 -B C < < O ? / ' 6 Š
4 ] : “8 “ ¥ $1 g4 ' Š
] $ 8 ;4- ' $ P ? 8 ^ , ;`, ', #P"
' FS ;4- TUS - P ? › ^ $ $
Style- ' > ? 8 6 1 # : ‘9; 1’ -4 & 8
;4 R A/ O ?
| 257
8 ‘Style’ ;` & -4 / 9; 1 ;` & • 6 ?
/ 6 x' ' ‘ Y1 ;` 4’ # - 9; 1 $ & #P" $ I
< ?
. ;1 =- . •‡ -$?
@ • 7 / $ ‘ Y - 4 # - ’ A Ø 9; 1 ; ` #P" /
. b' / 6 Q; . 6 1 ?
8 a $ 6 • 7 / $ #- ;4 #P" & 9; 1
# - : C ;4- < ' 6 ?
#G $; ; <8 ~ O –
‘- 4 6 ; ( Language is the dress of thought) “8
; " ( Style is the particular cut and fashion of the dress)’«
X -4 ;4 " “8 / …! " 4 7 , 4
" Y Y “8 I " / ? “8 / 'F U6
# :? "1 “8 … " 8 $ G- Y " N &, < D
# 8 - / ' 'F • ;4 ; 8 “8 =1
O ? 8 “8 … " 'DX (Buffon) O- ‘style is the man
himself’§? ; / (Schopenhauer) - ‘physioghomy of mind’±.
v ' 9; 1 • 66" ! $& " O &
-4 • # '& / ' 6 ?] ;; ! " / ' 6
' $ 9; 1 @ 6 !C N &? s ] ; ; 6 $; I
žo (Leo Spitzer) P - 4 • ' 9; 1 6 #A / ?
-4 • 1 X @ 6 P Langue Parlo- Y
]ç ? Langue O -4 & R < 'F
' / „ < - 4 @$;" ‹ $ ? # '$
Parole q ' € -4 ? 8 # 9; 1 /
Langue- # " s -4 ] $ "6 T j
< ' , / & Parole- # " / P ? 8 9; 1 !
Langue- @E I Parole- I #=1 ? 4 ;4
# J / O Charles Bally.
; ; `1 ' 6 / ' F I.A Richards, T.S Eliat,
F.R Leavis ! ' F b 8 ' † 9; 1 • 66" ZU / ? 6 ~" <
6 !6 O $ O - ‘ ' &
\& ’? «¬§¬ ’“ ` P ‘Practical criticism: A study of
Literary Judgement’ & AØ ; ? # :
258 |
> , ;4 TUS @ ? 6 ~" ‘Documentation’
‘Analysis’ 8 $8 Ø b 6 P #A / ?
X 6 $; ZU @ # ' - 4 • 1 /' (Z.S
Harris)«¬-« ’“ ` ‘Methods in Structural Linguistics’ &
AØ & ; I8 8 «¬-« ’“ ` )' (G.L Tragar)
X ‘Outline of English Structure’ AØ & ; ? 8 $8 AØ
; ' $ # $ ( Structuralism)- & ! " -
?# $ 7 8 ' , g4 ' 1 K
6 !C / ? ' , g4 8 ; `1 ; 4 $
«¬-° ’“ ` /' ;4' 6 › ‘Syntactic Structures’ &
AØ ; ? 8 A Ø8 P Transformational and generative
Grammar … " @ 6 / ? T.G Grammar- b ' $
/ -
S = Sentence N.P = Noun Phrase

V.P = Verb Phrase Det = Article
8- 9; 1 • $ ]Š 6 / -4 • P
# 9; 1 • ! $& 4 ;4- TUS - «.
" 1 < 1 ' (Transformation and generative grammar)
§. ' I ; ` #P" (semantic)
®
‘Style is to the writer what colour is to the printer’ &
O Stephen Ullman X ‘meaning and style’ A Ø? 6C ; 1 e
8 O 9; 1 -! & / O X ? - 1
@ 'F 9; 1 8- ' $ I X 1 … "
O ‘ 1 4 = 6C ' L ’ P ! P žG
/ I , < 9; 1 / & 'F 4 ? s 8 'F 9; 1 -
; ] , 1 q @ $ O žG / ? 8
6 P 6 6 ' , I ;` ' /
$ P @ @ ] ] P ;' P
6' ? - ; 1 / ' < 6 1 @ '
| 259
=1 ? ;` ' $ $ - / ' ;
P - ? 8 ;` / I , $ - '( C ?
@ " ! - 4 • ; ` $ & # P" P / O Lexical
meaning and structural meaning?@ # ' $ P $ ;` I
$& - -F < full word Function word. @
9; 1 • 8 ;` ^ , R I #P" $ 6 P ?
9; 1 • ^ @ 6 $& 4 ] @ / O? «.
primary onomatopoeia §. Secondary onomatopoeia.
‘Meaning and style’ A Ø Stephen Ullman O —
‘Onomatopoeia, sound symbolism, phonaesthetic effects and kindred
phenomena are part of the fabric of poetry, and although a recent
monograph has uttered a salutory waring against auto suggestion
and fanciful speculations, there remains one of the most active area
of style study.’-
9; 1 @ 6 :C @ < & 4 TUS ! " -!
T / -4 • a • -4 • ? ;
'F a • - 6 9; 1 G ?D
; I a• - 4 ' / 1 9; 1 $ $ ?
\ ;1 P Memory, motivation, perception 8 ' $ 4 T ? 8
4 T b 8 ;4 9; 1 > I ,? ! O
" 6 ( Choice), @$;" , P 6' ( Deviation), ]{ ( Focussing),
( Foregrounding) - 4 ?
" 6 ( Choice ):
@ < -4 P P #P" o < / Q -4 8
Q -4 / ' X$ ' ' ' / P ?
' :C / ' ;4 ;4 ;` ' / P <
/ ' ;`? ' Qx<" K '8 ;4? 8 '
;` P ? < ' $ ' -4 Q -4 P -B
R A/ ?-4 ' $ @ , # -! , $} , /4", 4 $,
$ - 4 R $ P ?@ 8 a O C
/ ' G P ? 8 T Q; # „
/ ? < P & / "6 ? 8 " 6 $8 / 9 I
@d ? @ $ ;` - 8 •;` ; O? X
' ] <F & ;` O # ' ;` ] : < ?
260 |
1 8 ;` "6 \ & / 9 "6 ? C
;` 6 8/ ? " 6 8 ;` & ? [ ‘ XI 4" ’, A-«, L - «« ]
;4':
«. @; > /
- ? [ ‘A1 A P" ’, A- «, L - «- ]
§. / â D & I , ;Z ! <" ? [ ‘ ! " ’, A- «, L - §¨]
\ :
«. P Y ? [ ‘;1 Ä’, A- «, L - «Ü ]
§. /Y @ x ];1 ? [‘# d4 ’, A- «, L -§°]
\ ;4 :
«. — / $ < ? [ ‘ x ’, A- «, L - -§ ]
§. Ca
6 @ ? [ ‘ / ’, A- «, L - -- ]
6' ( Deviation ):
& -4 ' , & $"G P ? 8 #
8 I8 - 4 ' , / P ? < - ' =- ,
O " - -" \ ? ' 8 <$ '
, / / ' @$;" , ? s / '
# P 8 #=1 ' , P ? D
@$;" , P $ ' 6' / < ? 8 \ & 8 9; 1 •
-4 / 6' ? 6' Y P @ 6 -4 • 1
J.Mukarovsky? X -4 / ' # ' '
P ; <"a 6' ? , ! - c 8 6' ? / '
<F ' ;`T 6' N & $ # j ? < ", ," \ $
j " N & P ? =- # j @$;" , < < $&
P 6' D 8 $& j " P ? @ #
s, , - ;` $ I ZU / P ?
6' " :
| 261
«. @$;" , - a ;' a O?
6' - O a ;' a ? [ ‘] Y ’, A-
§, L - «± ]
§.@$;" , - ” /! " 8 Z @ ;4 P" ?
6' - ” /! "Z 8 ;4 P" @ ?[‘ P" ’, A-
§, L - «- ]
±. @$;" , - - ' I4 @ O?
6' - ' I4 @ O - ?[‘ 6 ’, A- §,
L - «° ]
( Foregrounding ):
X ' < 4 ;4- TUS $ 6
' # j v $ 4 M j P ? D <
4 & ] TUS @ /f 8 4 & , ] j / ?
6' ' $ 8 ] p;' ! P
/ ' ? 6' ' $ $ < G /
# '$ G/ P ]{ ?
1 7 P 6\ "1 P T ]$ / $I
/ -
«. > I8 4& j / @O
a ; > X>
/ &- e $- ? [‘ > 4 &’, A- ±, L - §®°]
§. O@ /
H- N ? [‘ J' ’, A- -, L - «Ü ]
\ :
«. J' @O
$1 ? [‘ $1 ’, A- -, L - §¨]
§. O 6 -
8 & , [‘/ &- D ’, A- -, L - Ü± ]
]{ (Focussing):
X '< 4 ] ;4- TUS @
P ] $ <F P ? ] $
<F D #- 4 & , M ]{ / P ?
8 ]{ ; ` b , eF ‘ b @ O$-< 6 Ä b I
/ ?
262 |
T ]$ / / <' ]{ & $ / -
«. O& O> <
& q > O ? [ ‘ # ' ’, A-« L -
§¨± ]
‘ O& ’, ‘ & ’ ;` $ & < O > $I O ' $
‘ O& ’ ‘ & ’ ;` $ & ]{ / O?
§. CT
N O ?
= T
” ,O
/ I ,? [ ‘<K : C / ’, A- «, L - §¨Ü ]
P eF 1 eF C & 8 ;`
' / / O <T / ‘ CT ’ ‘= T ’? I8 ;` $ & ]
;4 TUS @ '8 8- eF ‘ O ?
±. I P 6 8? [‘N $ ’, A- «, L - §§±]
‘ ’ ;` & b "1 ‘ I’ ;` & ] ;4-
TUS @ 6G / O?
(parallelism):
;4 - 4 ' / 1 < 8 '& "
' ' / ' $ 9 / ? $' $' ]- 6
'8 $ < ? … " P K @ 6
&; - 4 • 1 /' ~ 6? 6 UF I # "
O ? 8 # O ;; $ ? -1 - 4 &
6 $ < UF , ? 8 B $ I
# " / ? " :C 'T
@ , (D.S) # P" P" ' P # ' TUS ! "? < $ $ & ' /' ,
8 / P s@ , # P" P" ' P I8 ' $&
<$ 8 Operator- b k / / I8 ' $& '
O & < ?
O ' , \ " < •
/ <' I / / Parallel constant and operator binding theory
P.C.O.B Theory? O ' &#;P k
Operator # # ;T parallel constant / ' € / ? &
| 263
#; < k operator -! # # ;T
<F binding <F P ?
]$ / -
«. a X > O Parallel Constant
a~ q O Parallel Constant
a O- /- Parallel Constant
$ > O ,
@ O: 8 @ ? Operator
[ ‘" EXIT’, A- «, L - «-§ ]
§. P 1 a , - 8 $ Operator
$ 6X 6 I, ? Parallel Constant
$ : Parallel Constant
$! < I?
[‘ ' q>’, A - §, L - -Ü ]
«¨. 8 > Operator
< T / O ,@ Parallel Constant
T N , Parallel Constant
T 6 - , ,@ Parallel Constant
T 6S , Parallel Constant
T X >, @ Parallel Constant
T x, Parallel Constant
[‘ >’, A- ±, L - «§- ]
P' ! C:
@ AØ:
«. 6\ "1 1 7 P, ‘ A-«’,«¬¬§, @ x ; ", ,
§. 6\ "1 1 7 P, ‘ A-§’,«¬Ü-, @ x ; ", ,
±. 6\ "1 1 7 P, ‘ A-±’,«¬¬±, @ x ; ", ,
®. 6\ "1 1 7 P, ‘ A--’,§¨¨Ü, @ x ; ", ,
/ AØ :
«. ,# ! " , 9; 1 • , , $’ ; , «¬Ü¬, L -«-
§. $ , L - «Û
±. $ , L - «Û
®. 8 , ; ,@ -4 • @ -4, ,
@ / ] , §¨¨¨, L - §°±
-. $ , L - §°Û
264 |
‘ ’
! , ,
#$ % & ,' ( )
* : %, ‘ - . /’ '0 ' - !1
2 3 4 51, 6 3 4 51, 7 , '6 8 9 , % :,
; < < , 6 3 4 51, 6 4 3 = -, > , ?@ / ,
6 , A 8 6B 4 3 = -, '% 6 , C' D E #F
G - ) 5 ‘ ’H 1 I E
A '5 ' H‘ ’ J4 - K LMNO H‘ ’
1 J4 K % H A %
. - < -H G # P ' G ' Q 5 -,
441 = - ' KH
< ‘ ’ 1R /1 - H
0 G % - LMSS ' H A <
K J G J4 1 KT -
- 1 I - KH
J 4 %U : , , 7 , -,
H
‘ ’ J4 -K LMNO H ‘ ’ . J 1
‘ ’ J4 1 < - KH 7 VW@ J .1 < .1
K A% 6 :
< 4T K ; Y W 5- I E
’ K I '0 - 6 J ‘ ’ 6Z -K
’ K I <H...
LMNO Q Q 1 1 / %, ' 8
K' 6( - K H - 6 K . / J J \1
I H ' ]^ T ‘ _’
L
A - H
| 265
‘ K' ’ !1 2 3 4 51, 6 3 4 51, 7 , '6 8
9 , % :, ; < < , 6 3 4 51, 6 4 3 = -,
> , ?@ / , 6 , A 8 6B 4 3 = -, '% 6 ,
C' D E #F GH ‘ ’ ‘ _’ A - % A
- I `. K - K ‘A % 6 a -’Hb Y
LMNO ' ]^ Lc, LN E LS G %, 4 -I
‘ _’ A - H LM ' ]^ ( ‘ 0 ’ (
A - 6 H 0 A - - Ld A e LMNM Hc G E
.‘ ’ - H 7 ’ A 7 f .5 :
6Z '5 L ' LMNO ' ' ? ' )
- K -L ' LMNO < ? 6Z '5 L ' ' )
- K LMSi H... LMSi K
-E ( ) , I L ' -' <
N
6 Z KH L ' %!H
A01 B LMSi ' '0 A% 6 a -’ '0 ‘ ’
. -K H A % ‘ ’ . <
) K H < 7A% 6 .= 5 :
.. 6 - K ‘ %j - ’, ‘ %j a -’
I H = 2 3 4 51
'5, I ' 4 ' G < – I
a - K – '5 - ' G l l
/ / A - , ' G , A - – I E '
H I E ' ' < < H m '5
‘ ’ ' H G I 6n '5, 0
S
H ... < , ) I K, ' H
%o 6Z ) '5 . - 0 ) ‘ ’
'* E < / / K H o= ‘ ’ . 2 3 4 51
K p ' GK :
‘' G, ' 0 6 Il ' - K, Y 6
d
? <6 < 6 G 0 G -6 H
‘ ’ 6 A % % -K ‘ ’ <H
) q 0 rE % - 4 K K K H
- s# < < #t 4 -
266 |
‘ ’ D ` 6- - KH ‘ ’
= - 441 /1 < GT 6 E- 5 H
0 < I ‘ ’ 0 G - I 4
' H . < G ' % - H
= . % - - !- * 5- :
L) I % ' E- H
b) - % H
c) - v m wG H
N) - J4 GH
S) ' x '0 % -K % p
6 H
d) l J m wG H
‘ ’ 0 G - < K’ VW@ J .1 ! - ' < m wG ' <H
A01 B 0 G f p H % G
E- 5 - %4 8 0 ' V F ‘ ’ y F A %H
LN
% G K ‘L ' , LMSSH’ G '0 < 1z - ‘ ’
0 % - K LMSS L ' H 7 { - G - A
7 ‘I 0 ’-- G K :
'%! 51 ‘ ’ { - G ' H 0 G
K - KH 0 G - I A I% I | 0
o - K H K mB ' ‘ ’ - '4z
H}
A % mB 0 o - K 7 :
‘9 -, F -, - – I Il
mB < '5-' %j x Al 0 0-H’O
4 ' =1 . - H ‘ ’ 0 G
{ - G E % , J4 , v m wG
' <H ' A01 J , % E %x { - G - E- 5 -H { -
G < % m ~% 16 :
% m I – ' % 0 0-
7 K '% 4z -H Y o=
% 6 < - – 5T < - ' K
| 267
= •j - - K T
M
D ` <I 51 4 <H
< G < 4 1 - A 7 = -
:
< G - ‘ ’ { - % H I
A <v - I 6 % , 5 =
I 0 I 6 I 0 I
6 , '5G 6 < p I I 4 4
'5 H - < I ) K '0 !€ •
I ‘ ’ % H 1 G ' W ‘ ‚ ^ ’ Sd-
Li
H
A01 B 9 , , 9 - !€ H ‘ ’
G 4ƒ - G { H J4 -K # -
G H ' < 7 J4 E 0 K -H Y , v E %
m wG # - G E ' G ' H _ 51 1
% 0 '0 E % 0 1z ' E- 5 -H
' * { - # - G - LMSd 51 1
m wG - KH I '5 ‘! € ’ A01 B LMSd <
{ - # - G % - KH { - G - 51 1
„ % % ‘ A ’ „ ' E- - KH <
„ '%! A A6 7 ‘ t’, 0
A - G ‘b ' ’Sd’H { - G LMSd '
% -K H I { - G - A 7 = - 6 -K ‘ 1
G ' W ‘ ‚ ^ ’ Sd- ’H A01 B # - G LMSd ‚ ^
< % - K H A04 < A
T “‘ ’ : % G 51 J 4” y 0 G
LL
‘ G • 0’ , v % 0 6 -K H
' . 0 m wG H I < T ‘ 7:
‘ ’ ’l‡6 v :
0 G ; 4 01 G '0 '0 T- % G
Lb
51 7 H
0 ˆ / KH !- 7 -
.= 5 :
268 |
... G !- ‰ ' G J4 , 4 2 , 4 2
< m wG 2 % I j A
!-H 6 Š =H ' < Š = 2 ‰ -K
‘ ’ 5 ) – ‹ H
< 2 4 - '5 D # l . K H J :
Lc
- Œ '/ ! 0< K H
A01 B ‘'/ ! 0’ K H I ' G <
0 0 • / KH ‘'/ ! 0’ ' . 0 H I
J - % 0 < = ' H 4 01 G ' '0
A G J .1H ' G ' 7 H < G
'0 < • p 0 < m wG E v ' E-
' <H 4 01 G '0 T- % G (L ' LMS} – ' ]^ LM}i) 51
K 7 H K % G '0 • • % G (' ]^ LM}L
– ' LM}O) 51 %, K H Y ' % G '0 4- _
G (A e LMdM – A e LMOi) 51 G V -@
K 4t 2 '/ !H • % ^ G (A e LM}O) '
m wG K Y K 4t 2 '/ !H _ G '0
% G (6 LM}M – ' ]^ biiM) 51 K
-H ! 3 G (' ]^ LMON) - 7 ' ! '/ !
' G E- 5 -H OO '0 MS G (A e LMM} – ' biiL)
51 5 ' G 5- 2 G = - I K- \<
G '0 % G (A e biiL – ' ]^ biiM) 51 1
% ' G '0 % % G (' biLi –
' ]^ biLM) 51 K H
1 Ao ' ‘ H
Lcc ^ (A e bibc) G % K H ‘ ’
0 '0 G 51 ' v - m wG
' <H ^ G - 0 v m wG -H J 51
-H 1 v T K G '4‘= , ' ! '/ !, -,
A ! '4‘= , # ’ % 7 = -, J .1& , <8 -, . ,' “
'/ !, ' -, 01 ' H A . K G '4‘= ,
-H { - G '0 4 1% G 51 % K
VFH • % G '0 T-! 3 G 51 % K '/ !H
! 3 G '0 % '! G 51 G 61H 1 -
| 269
% G = - % K H % 7
A < 5C K , '5 - ' ! '/ !, % , ‹ 6 I
GH - 0 - I E ”z - E ), 7
m wG K :
/ P y‹ J !. G = - - K ' <
% - H ‘ ’ ' K ,
t@ = H ‘ ’ ‹ G = - K
5 HLN
‘ ’ „ 0 l % H „
l G <Š = H% G < 6 H T
1 4• 1 GK :
0 „ l < E H <
6 A 7 4- 0 - „ l =
LS
H
1 ‘ ’ 6 A < „ l 6
H !- 1' ‘ GK :
K ’ G '5 ' - G E ' ,
' < 6 A: / / „ '6 ( I
I H -K , ' - % 1 J H < 7
6 -K :
8 > - I 16 - K 6
I 6 , # , E % # 6
! 7 / P ' % 5
' -K H ' -, > - A=
270 |
- — %- E _= K H _ - -
I ' G ( ˜ J4 - H 7 I -5 E- 0
' G -0 0 H 6 '0 p
– - I K& !- - ' G
' E- HL}
< ‘ ’ dO ^ G - (bb ' ]^ LMO}) G
‘ 7‘ ’ H’ J4 < )
= H 1 LMOO < y < l‡ I % -
'0 , l‡ J ' G D- -H < y < I E
p ' G % G - (' ]^ biic) ‘
: % G 51 J 4’ % H < = 51 - ‘ %!
56 ’ G Œ. r = -@ ' H <
56 G '0 < ‘ < G 5 ’
I ' G ' H 7 6 51 OM
^ G - G -:
< G %z A % ‘ ’ a - 56 !-
0 6 Al = ' E- - KH < j
• Š 6 -K y ‹
H I 4 w% K J 1 m * G - < 6
--< 4 ! K # „ 6 -K H
LO
I E T K # „H
o= ‘ ’ - ‘ y 1’ E J4 ‰ K }d ^
G -H A % J 4 A J .1H ‘ y 1’ - G m wG
H ) 1 ! • -K H T 1
‘ ’ -' % < %! G % - KH T 1
0 G < K 0 7 6Z% !1
G H G ‘ %! - f . G ’H G I
8 0) m . 86Z =1% !1 K ' < -H ' %
y< 1Œ. - K H LbN ^ G (A e biLS) ‘5 %!
G ’ % K H ' '5 5 !- %!
G - . ' G ' H 5 I
< K H 1 '* - '• (
K – G = -, , ' 4 3 = -, G
'4‘= , % % (, I 9 , ' ‘ , A% 6 , %
| 271
'/ !, G '% - , ' , 0 , A% ,
WŒ 4• 1 , % ‚H
E % '* ' % K ;G
- K H %! ' G 5 J 1E K H 7 6 -K :
!- =1 . '5 6 m 1 < -H Y 1z -
E- ™ = - E ) – - I , ' E- 2 G • %
'G - ' - , A - A - ( 0 –
': Wt - ~% - 5 A Wq
' G H '%! % 5 = E 5 -, Œ. - G A 6 F -
LM
(- = ' šA * - H
‘ ’ 0 LiN ^ G P 5 ' -K e -
' - '0 H '0 5 K m w 7
‚ H A01 B % '* I 01 5 < K
5- . < - G K K - K ‘Published
with the financial Assistance of Sangeet Natak Akademi, New Delhi.’
% I , - Q
' K , LbS ^ G - G :
A „ I K 5T , T ²- , - 56 6
< % , -< 6 5 K( _ -
H '* 6 < #z G -, Y
= !- =1 . - 6 ' G -@ - -
' G I - '5 ) 6 C' K( Q H
Œ. - m 1 5 - '5 –
E K 6 50 - _ - 5 , ' <
bi
q1 'G ‰ 0 < H
E I E - G % K H Lcb ^ (' ]^
biLM) G 51 K H < - 1 %!
G - ' G -K ) KH 5 5³
H 1
' G ´ G = -, AW. , G = -, ' ‘
, W% ' , - * , A , > 6B -, s (,
6 , {6 & = -, ' V -, ' ‘ %• G = -, %
, A G G = -, A o ' ‘ , - 6 , A , ' %
4 3 = -, % %, ' / 3 4 51, A %• 9 , ' %• ,A
272 |
-, A 8- ) , % , W: , G = -, -4&
G = -, 48 . , t - t, ' ‘ 3 4 51 GH
0 J :
L. A % 6 , “’ 0 ’ '0 ‘ C ’”, , G -L, ' LMSS,
# . cd
b. A % 6 , “%, I ”, %J Œ , LN, % B
LNiN, # . L}d
c. „ ,‘ A ’, , G -L, ' LMSS, # . O
N. A 7 , “' ( 0 ”, , G -cO, ' LM}b, # . L}
S. A % 6 , “%, I ”, %J Œ , LN, % B
LNiN, # . L}d
d. 7 , “9 :-B”, , G -L, ' LMSS, # . NO
}. A 7 , “I 0 ”, , G -b, ' LMSd, # . }S
O. 7 , “9 :-B”, , G -L, ' LMSS, # . N}
M. A 7 , “I 0 ”, , G -b, ' LMSd, # . }O
Li. A 7 ,“ - ”, , G -b, ' LMSd, # . Oc
LL. ,“ :% G 51 J 4”, , G -
Lii, A e biic, # . cLL
Lb. , ‘ 7: ‘ ’ ’, , , L '
LMOO, # . bb
Lc. -, “ J ”, ‘ 7: ‘ ’ ’, , , L '
LMOO, # .L
LN.
LS. 4• 1 , “I % ”, , G -LbS, # LN
Ld. ' ‘ ,‘ 5 ’, , F !1 % , 6 <, biLS, # . Oi
L}. , “A * I ”, & , # - !1, bibL, # .
b}
LO. -, “ -”, , G -OM, ' LMMO, # . }
LM. ,“ -”, , G -Lbb, A e biLN, # . O
bi. ,“ -”, , G -LbS, ' biLd, # . }
| 273
1x '0 * 01 - š =:
a J -
% 1 -
D= ! E y
D 6 µ
D= ! E y
*F : 51 / • % ' (< 4 KH K < *

5- 6 D D I¶ - {
51 % vH '5‘ 6 #
VW I/ E G A = 4 KH K ( E D #1
9 =!1 . % vH A = C % p ' E- 6
- š = I< LOdi 4 -H < · = I< K =
- K, 5 _ ! - A 5C A = % p = ' E- - KH mC
y - š = .1 _= 1I 4 - K '5 =
V 51 = 01 J < 7
< = V a l .5 1 = . D
4z - KH
J 4 %U : , 1x , *, - š =H
J y:
4 '0 W!
6 ` 0 - *
0 - Wq • % = . KH -
%! 1 0, 0 = G ,
¸. , _= % , 51 , %o , '5‘ 6
# , P , < . 51 % -H 5 E m %
% U “ % '5 6 s I& J / K
* - 4 , 6 A - '0
* , < ! - ¹> 48 , 6 - G
C 1 Al. J -K H 4z : '0 E
0 . & = I< 1 -H D =
1 - = m_ E 6 A - E
274 |
A = '0 * ' E- 6 _ I< 1
-H o= < - _ - _ I< %=
I< 9 * '* %! VW@ ' E- - KH
- A = % p - š = '5 I< V - K, ' V
:
A = J : A -
D >o ( ' 6 { G -H - š = biM = - <
= G ‘A = 5 ·’L -H A = 5 š =
'5 !-V ' V - L) # .
% I/ H b) # 5 V { -H c) 5 '
6 - 0- ' -H N) 5 :T - -H
# A = '5 š -H · = bMM = - -K
' 5 'Q I( '0 V -, 5
# -H ' # / 6 5 1 G -
' G '6 ( - 5 # - < H =
A -< G m wG 5 A =H A < º -
• % 7 7 D >o ( ' G
A =E 0 H I A - '
- A» 5 / - ' ' '• # / -H .
6 A “¼ A» ½ ' · - 0- '
b
-H” š 5C A 5C A = 5 ¾ š ·
-H
'5‘ 6 # : /1 = - 6 . 0 6
= - T ( - KH < . 0 I< 9 y
4z K . 0 = I< LMdLH E 6 < 0
4 1 -E * 5 -H A '* ' G 5 v ' -
' E- -, ' - ' 6 A01¿ ( -H
I A '* ' G 5 - < “ . 0 6 A ' -
51 E % -H ' # 5 =À %
I/ . / A0 K = ' . #
c
/ H 5 ' # ' ( ' % * 4ƒ 0 H”
' G 5- # I D D I¶ - {
51 % - KH # 5 D D ' I¶ -
P { / <= # '5‘ # -H - š =
| 275
cib E ciN- = { '5‘ # 51 *. - I< <
= = - ) %p = 1 KH “':‘6 I<
-K' m 5 A ( -H <A =
N
A 5C GT 6 ' < < I< 0 6H” K ( E “ #
# 5 A 01 6 '5‘ 6 - 0 < # 7
A 5C A = K š ' E- , 5 ( ,
5 ¾ š 51 H”S < 7 I - K, '5‘
6 < · 5 4 ' E- = / E < # '5‘ #
. LMOc % = I< = H = . '5‘
. # A = 6 ' . E- 5 - , < I
A %< x . m 1 A H < !-
m Á Â G !-V A = --
L. # D I4 -I4 . = -H
b. IV ' '4z H
c. - 5 E- H
N. 7' G ' E- H
mC x V 5 / 0 < = ' E- , #
'5‘ .< / KH
I¶ 4 : I< ' ' ': '
d
A =, “' I¶ '4z E A =” H 5 '
=J I¶ , ' m 5 I¶ 4 ' -, -
š = cid ^ = - A = C % p = - KH I¶ 6
A % H !< DÃ = B - 5 -H ( E)
' DÃ, I% ' Ä < I¶ 4 H '
; K( <v Wq ' C 5 ' 51 q ,
' <* 5 ; - ' < I¶ 0' K
' -H < x 5 ' # -' <* A = C
I % p H š = I< cid = - -K
I¶ - 4 6 A = C % K 51 š š 0
H · = ciS = - - K I) K -s ' , ,
A Q, # C 5 I¶ - 4 -, ' < *
' 5 I¶ ': , A 5C C : T ' E- 51
H A '* 51 % - I¶ K
/ -< / ' G 5 -H ' % * 5 - '5
276 |
51 1 0 - - A 5 6 -, '6
(- '4z - %o( • A 4 H K(E
51 D - I 6 ' -, I
% E 51 , ' ': E ' -H
mC / 5 0 - - 6 - ' * A = C % p
' E- = - K < · = I< H
¸. '6 1 :
51 = '6 - 1 š -A = -
š = A H D 5 1 / 6
‚C K - 5- ' < * , - š = cLc ^ = -
-K ; K(< 1 / E A =H Å = .
m '6 ' E- E A =H ¸.
A =V 6 A = C š š - 5 5 ¾ A0
% K 51 H < 76 E H
- š = cLN ^ = - -K ' 1
- 5 # / ' * < A = A 5C C
5 ¾ · š H
- · = cLS ^ = - -K 6Z J 1
5 6 6Z E- '0 ' = A -' 6 -H
6Z 5 # / m~% 6 -, <*
· = A 5 - A 5C A = % p ' E- 0 0 % K 51
š š 6 H
cLd ^ = - -K ' C A = J %o
# / - ' <* š · H K(E ' D 5
1 ¼ ' 0 ' # / - ' <* #
I %o # < š = = A 5 - A 5C C %
K · 5 ¾ š0 H
I/ : % I/ = H
- š = I/ 1 - K '5 “' % 0
}
' 1 < < I/ = (” H I -K 6
C 5 A { 0 - ' < '* ' < !- I/
' Q -H ' T4 / '0 ' ' E- A = E
I/ .H - š = cLM ^ = - < I/ 1
| 277
.1 - KH D 5 7 m mC I4 .
V 0 E' < I< IE = H
· = cbi ^ = - VW I/ !- - KH <
VW I/ D D I¶ - { / 0 H < VW
I/ = '5 !-V ' V - '4 G # z y - 5 E-
I/ ., I/ Š . %C y ' E- ,
' G 0 : - ' E- , T ( : ' Ä ': , I/
6 _ “% 0 ' E- < I<
A 1CH
cbL ^ = - - K <v J 1 I/ 0H 5 ' C
' <v I/ A0 5 ' < C 6 :
I/ E- , - K '6 E ' < 6 H
cbb ^ = - - K <v J 1 VW I/ 0H '
5 ' m <v VW I/ W.
5`. -H G ' < I/ <v # I/ -H
cbc = - -K' C <v # 5 '
'6 E 6 6 6 ' A 5C C % p = - KH
. < A K - ' G 5- ' 9 51 , /!
51 0 H < A = 6 A 5C C cbc ^
= K š A0 6 AU 6 A0 m --
· š -H
cbc ^ = - - K 'Dv - 6 A¼ - 5 '
I/ - ' < I< A 1CH A 5C 5
¶ A¼ - A01 B K 4 - . ' E- '4z '
': ' < '* A 5C C WqA 5 6 5 -H
cbS ^ = - - K <v # VW I/ / 6 % pH
<v # ' C5 ' VW I/
A01 · · š -H
cbd ^ = - - K <v J 1 6 A¼ { VW I/
0H ' 5 ' m <v J 1 6 A¼ -
I/ ,V K - I/ ' ‰ IV -
* A ‚ * * '4z ' < '* A 5C
C % K AU · š - A01 š E 5 ¾
š š -H
278 |
A - = ' E- A - & 6 % p : -
6 A '* < * 5- . D
I¶ - I ' G K, ( '0 ' v ,
0 % 51 v ' * cNL ^ = A 5 - 5C
C š A0 Sii 6 H
- š = cNb ^ = - -K 5 /
= - y G - ' < * A 5C C % p =
-K K 51 šH
9 =!1. : I = . 9
=!1.H E / '5‘ A 4 7 ; E ¾ !-
6( , # ` 5 A= 1z 6 H
'* '5‘ 1 = ' Q ( ; 7 1 H
=!1. - ‘ ; .’ . - 6 # % H
¾ ; = { # V 6 1
I¶ - p ) % 6 H ¾ ;
= ' 8 & IK '5‘ m -`. 9 =
'* % A H < = : ' G 5 - I< c}S
= -H “ 6 '5‘ ; K 1 * J
'5 J * <”— < 51 * . m 1 % 4
- : ' G E- 5 -H '5‘ m -`.,
a - 4 * ' (6 = ( I q 0
=!1 . '* VW@ J .1 J < -`.H <
'5‘ A¿ = A =l . '0 * -, Y ' 9 =
'5‘ '* ' I t ' - H oq -Aoq = .
m '6 4 - ' - A G , A #% ! = ' (6
9 = '* A= „ - - ' C . 4-
G -, '5‘ 1 A EH < - V G a - #1
=6 6 - 6 m -`. P
6 H ' A7 % A7 < 4ƒ
-H 5 E A % ' % 9 =!1 . !- - A I<
KH Y I ' % < I< 9 -K *
D # - KH I 6 D ¼ 7 '5‘
I # z =!1. 4 - H Y - š = c}S ^
= - I K D 5 ¼ <v Wq - '5‘ '
| 279
=!1. 4 H c}d ^ = - I K A 5C C ' ! p
4 K K- ' E- -H
t A : 6 A '* < * 5-
5 6D t 0 0 ' A
A01¿ 7 ' E- -H t '6 D
6 - ' -H NiS ^ = - - K 5 # /
t A z ' - < # ` 6 W! H <
A = 6 A 5C K š E I 01 6 H
¼ 6 0 A x- - : 1 - W!
0 ¼ 0 rE I - / - * 5 -H < /
E 51 I H 6 < A = 6
· = NMN ^ = - - K ¼ ' T 4 0 A x- -
š - A =H 6 A = A 5C C K 51
· š < 7 6 E H NMS ^
= - m wG -K - 0 ' ' <
C E % p ' E- H
D D I¶ - { P : - š - K,
“ 5 D D I¶ - { P
O
% -” E ' š - A =H LMOc - ·
9 P I< 1 -H I ' % '5‘ ' D
' 6 m 51
0 H 51 '5 T D T D I¶ -
{ 51 E P D v '0 '
51 % p ' E- 6 NMO- - š = ':‘6 I<
4 - KH - š = LOdi - ( A= - D D
I¶ - { P 0 m wG E 1 - NMO ^ =
A 1C H NMO = - - K '5 D D I¶ - 5
51 K 51 š ·
6 E H < 51 P = '5 V
m wG - ' V - ( ) '5 <v # I4 . 5 I¶
4 VW I/ 6 , A7, D x 6
/ 5 (% )m - '* H (G)
- '* '5G 0 1 '5 C <
= J . 6 7 1 '5 E C ' ' I<
280 |
J . m~% - -H '5‘ . # Wq
(< 6 <= .- -K H ':‘6 % = I<
LMOcH < < I< { I¶ !- E A
9 - . I< LLc- = 5C - KH < LLc-
'5‘ . # A 5G Ç - '5, 6 C '5‘
' 6 < 6 # -K # I E< <
= C { P - % -K ' '5‘
0 1 ' <* I A '5 < = 51 '5‘
.< # - K, ' * < · = 56 H
1x = I< '5 p %! %U È - K '5 -
% l A01¿ l # %U G ' E- - K < I<
A 5- # ' I< 6 = 6 -
4 - 6É I I H 1x I<
= I K '5 I # c = _ *
' % - 6 4< 4 - 6É
o E 4 •- _ 1 R di = q '/ !.
x H ' C
4 - 6É % % = A: K I
E 4< H < I< 4 - 6É ' E-
1% 5 * C C 1 5
W q ':‘6 51 4 K ( '6 , 6 # % p
= x - KH 1x I< I 1% '
A= ' E- - KH <V Z - = J 1% 5 { 4
= ' E- * l J 6 1 y 1%
H < I< 4 # - I x
0 x ' 6 * 1% H ' <*
* # #0 x 6 -6 - ( =
0 H K(E - K A , 1% ' E- * 5 6É #
I 01 A ' E- 6 * 1%
H < I< = - * = ' E- - KH
' * 51 = 6 - š = A 8
- = !1 - '0 -@ I KH
- ' * 1 6 , 6¿ , A01¿ E s#
' * - š = ' % K %= - KH < %= V
| 281
= % 6 x 7 2 J .1 - š =
*- ) % 9 - KH mC y -
š = .1 _ = 1 I 4 - K '5 = V
51 = 01 J H < 7 6 6
#q 7 7 < I< A :T : '0 < 5 -H A = <
:T : = A 4 7 H I 6 6 <
I< A01 B ' < < I< 5 - :
I¶ --D6 _ A p 5 ' - 5 -H < 1
* - š = ) - 5 1 6
1 4 -6 - KH 6 p ! - š =
1 = < # = 6 P H
0 ?.:
L. = biM, - · =H
b. Surinder Kumar vs. The State of Punjab, Date of Judgement: 6
January, 2020, Bench: Mohan M. Shantanagoudar, R.S. Reddy,
https://indiankanoon.org/doc/175073356/, Accessed: 22th March
2023.
c. = ciN, - š =H
N. State Of Punjab vs Iqbal Singh and Ors, Date of Judgement: 10
May, 1991, Equivalent citations: 1991 AIR 1532, 1991 SCR (2) 790,
Bench: Ahmadi, A.M. (J), https://www.lawinsider.in/judgment/
th
state-of-punjab-vs-iqbal-singh-and-ors, Accessed: 14 March
2023.
S. Shyam Lal And Ors vs State of Haryana and Anr, Date of
Judgement: 6 October, 2020, Judge: A. G. MASIH, J. (ORAL),
https://indiankanoon.org/doc/74675494/, Accessed: 11th March
2023.
d. = cid, - š =H
}. = cLM, - š =H
O. = NMO- , - š =H
282 |
8 0 4• 1 : 6 ! , 6
'G 1
A= ,
-l · / 0 1 -
4· J - - 8 0 T ‘4· E ’
y G K —“4· 6 ! , 6 H ... K
' G E % K ) - G <- H”L 8 0 4• 1 '
J - -E I 0 mR . , 8 0
6 ! , 6 H '5A50 01 - .1- <
<I 4 J H
8 0 4• 1 4 w % % _= = x - , =
E A C - H _= < . '5, 4 w % J =
K %! %1 * T ' G -E - K ”z
D* H Y 8 0 ' %! %1 * - -K 1 %!
6 %1 *H < 8 0 - m) ' K 6 1 J
H
% % % 8 t I= I¶ %H
I= è % I= 6 s .H D <
1= I= A A „ H % $ ' E
=8 0 1 = IG H 6 & E = 4
²-<H LM}S > 5- - C # - 8 0
4• 1 E r !- T4 y = H 5 =
y ‘ ) ’ % !1 H < y 8 0 é!. ' G-K
'5, 1= - E ) J ’ .H . %U .
<. .H A 4 ,A % '6 -' %U
A C A - 1= - E )H '5 , = 8 0 t
$ ' - H I .E A -
1= - E )H '5 , 6 & % H Y 8 0
< ’ ' 0< T H = 8, $ ' - - A 4
A 4 - ' %U '5 1=
' , ' 6 & = . ) #t E
K (- A ' I % E I % A –! . 6 G H
| 283
< !- 8 0 4• 1 A ”z H {=
*B 6 —
“ ' ! 0 I - E- 5 , '5 !
7 I *B 4- G / H ' K 0E
E- 5 , '5 I A 4 , 5 - I ' < H
' p 0 I - ' <, '5 p = I -
H”b
T ' G -E I K ™ %—
“ < H I 4 1 '4 G ' G ' G
#0 - ‚ '0 p A =
5- K ' G v, ™>
5- K l . K ,
5- K G K, T -
0' v 5 - K,
< H” < / * 6- 6
< 8 0 4 - »-94 mT ' T 4 %
'4 6 6 1 6 '4 G ' G ! = ' .
T 0 0 ) '0 C ' - KH
#0 G 5 -, ' E # =
I ^ < ’'- .1 - B I I %5 A
' <H Y 8 0 4• 1 ' E # ' 8 4 E
I I %5 'ê = - 6 -' H —
“ T4 '4 - K A . , ' ë
=J IŒ1 ' ë ë '0 H !- ! I 1D '
/ '5 5 ì ‚% , A 2 í , A 0 I %5 ,
' '0 'Dv - = 1 ' K -K H
T( '4 - K ² 6 m
c
'5G A î 4t-4 • ' A ' <H”
8 0 T - ' !- A . 6 ' ; A04
4 '5 ' !- I m / K &
A - . -H A % - C ' % =
D # KH '5 =8 0 —
“ 0 {= 0 0 4J (
K A ;
284 |
! T( . 6(
0 4 4• ;” % > /A 1É
8 0 mR . A %- C 01 ; 8 0
T A 4 - -H ' 1 8 0 m Á
< 6D I - Iï H 8 0 ' - -,
D -— < # FH T ' < 7' ë E 1x .H—
“ - , ' G EH
(/ 'G G ,
m) m- 4, 6 %
6T< - Q (—
p ,
' G EH
0 -H”
' G E/ 5o
‘ 0 -’— 6, E I mR .
8 0 . -, 6 KH < ) < C
mR . '0 ' E = A . 0 —‘
0 -...’H
' '5 p K , E : ' ' '
-5 - K '5 - 5 -— ' 0E 6 -K D q
>p mR .—
“I *B
K '5, * . E-
I mt / 5 H
K, y /1 K -
KT ( GT ( 5 H
y - ( 0 A % Ay H
5 È -0 ' H
5 È -0 ' H
5 È -0 ' H”
= IT= / Ay &
8 0 ' y , Y ' ‘ -H T - -
% .1 I y #z E = ( H T - G »
| 285
' K E I - H '5 ' K Al6 q
—
“...% ð l , '5 mñ ·
š9 ½E 1
` R . K& 6 E 67 -—”
4 ( ' / 4 ( '
' J T -A -A - Aò '6 D
- m ) KH < T 0 E '%! mR . ‘ ’H
# -E T - ' I -I %5 A
% ' <H 8 0 6 & A C I¶ » E
™ % ' <H 7 8 0 ‘ y ’ 6 & ‘/ ’ #
f . -H 8 0 - # '5 4 I -K
4 % '4 G ' G # H '5G # z - %1 < G , A C
' 4 ™ % ' <H T ' % K - K I %
7H '5 —
. “— 4 -
' / % (G G ' G
I> G G ' ~ 6 o - v
I %H ”
/ # ó z/ - (
<. “ - Iv ' 4
- 6\
4 - -
I %6( ' m
' ' GK
J 51 - 4 H”
<- # z ' <- # z/5 -
. “I ' G K '5,
I % ' / 6 KH Y
D 1 61 ' <
' / 4 1 A %-
Å 5 v
6 (H”
{ K ( -/67 mZ
286 |
/ < ' < 'G I % 4 T( -H <
' = - 8 0 - KI % 7H *. - '5,
I % 0 - I % E I % 'G T 6 , I %
.1 - '5 !- A . K , '5 —% (, ,
, 4 , 6 (, 61 # I 9 & 6-6 7
E »H A04 .1 I²51 V. - ! - · -
m ) KH
' %! ? %! I !1. E A 0 H <
%! ? - A - I - . Q 5 H
8 0 '5 !1 , 6 & ' — 8 0 -' %
= H !1 -' 6E)% B I —
“ !1 K, G I %
K, I K I > H”
-L/ 67 mZ
I —
“I > < '4 G ' E)' ~ K ,
4• 4
0 m -‚ '
m ( 5-
' / 6 ,I >
I 7 '= - # % '4 G ; G
' G <H”
I> / /ë
% B ? . ; A7 6 ( 1 7 ¼ E ' ‘&51 - K , ' < 7
# q EH E 6 #q - ˆ 6 —
“I , < Q5 ,
4 0 'G
' / — # p, 'G G H”
#q 6 / * 6 - 6
< 8 0 - ? % BH I K 8 0 6 E 6
! H E ! 5 - 6 E '5
- m) '5 < A G 4 2 l . K 8 0H
mq# CV 6 I mR . ' 0 < '5 .
= H
| 287
8 0 G 4- < » 6 G , < x 6
! H G G 6 J -E A .1H 8 0
6Z LMbN- H : ' ( E) % - J - '5,
5 * * IT4 '0 6 5C G A , -H .
6 C' j A= H !- 8 06 —
“ 6 T 6D È - m Z 4 ' G H Y
< '5 o= C K ™G G 0< ? I
N
- H ... E 6 !<H”
‰ * 8 0 K I p 6 !H < 4 %
p K Œz , ' Œz , - &, o -Ao A% E
- E H (-5 ÇE) H ( -E 5 H
% % 0 A=1 K ' % -, 9 > '0 6
E 51 - H ’- 5q, : % C mô E
Iõ % % ' % = , D= I& , a - 7
1* K Aö IT= ' K < 0 # H 0 #
! - %j - < 7 51- I ÷ 0 T #z
= '4z K H ² - '0 oW
! I= E T - = - ' -K H
- 7 -661 A 1 #0 .1 ‘E -n ·' H
% Ä '5 , = 8 0 t, $ , 6 & % G
T - 4 j =x - ' < 1 .
'4 n -K H - 6 = !- % ' -K -H
A - E ! . 6 1= - m ) KH
5 qt 6 E 5 ` #0 4 4 6 !- %
, - < K T A H Y 8 0 ' -4 j
IŠ- - D q - ' < IT= #0 .1 -K T
-—
“ , I ' < W. ( Ay
T ( - - KH ,
T ( - - K, I '4 - ' G K I %
E) E I6H
-, I A / # K K - KIŠ-H
I '5 <
288 |
I D % % '5G <—
o= Ay , o= Ay
Ay '6 I K ' ‘ ! — < -H” ' ‘ ! / Ay &
E ! ) ‘I % E ) E I6'
= ‘Ay ’ ‘o= Ay ’ # %U %U 5‘
Ay '5 : - K , I
'4 -E ”z E ø -= ( KH
8 0 0 6 ' % K ' % - 5C K H
6 6 ! - 50 50 G % H 8 0
G t - 7 t I²51
5 ‘ - ’ 6Z —
“ !V G ' ( 5 v H
' ( Aö -H
) 4 < G
' Ä5 v J =H
' G I G ?
: , %, Œ, 9 ,' , 1*, 7 —
4w % ' <
D Ã I ™D Ã V
< I ' G KH
' G K, K K m -K K
6
më % '/ ( , ' G K,
= 1 É ì < m K( - - K
4 4 C
' É G , 7 4% I
'KT( 4ù H” 4 w % V /4 w % V
6 -, 6E - @ H
8 0 # @ < '5
-K H G < 5%H
7 m wG '5, 8 0 - È 6 ! A
•1 V. K T P mR . .H - = -
T F E ) I 6 * -K T
< ú - T mR . .H ’ m . !- ø - m) —
| 289
.“ p ' <' %< ,
<' / 7 67 =
E p ' <H” 67 mZ / 67 mZ
! 5 < (< W ' , ' '5 J 16 Z /# . I
6- 01 v - W < # F mR . A ”z -
m ) KH
<. “ 14 ' 8 ' Q ,
! ' H
'5 : 6 - o - I K,
<G T
Œ ' / / ,
'
T 1 4 ' 8 A 1C -H” , 7/ /ë
* - '5, 6 0- G ' 1D ' 6¿ '
G% G -K H I < 6 - (< ' = - A 6 =
K —
“ 8 0 4• 1 0ù ( H T (
oW '5 m û 4 5 E- 5 - , '%! 51
S
- < -H”
6 51- 5 < 0 ' ¿ 1
H 7- ( 6 E6 - '6 K H <5 ' Ä
0 6 ™G ² 6( - '0 * (
4z -— < I% 8 0 .
—
“ G 6
4 1 I J û #% H
#q 5 ' '% ,
'G 'G ' (E) p ,
' 0E GGT TH” / ë/ /ë
6 ( < 0 0 ' % G ) K '5
' üK 4 T mR . 1= '5 01 0
Q ’ ( H E { - ' K - H
K ( ÇA - Ä (H < I #z
@ – {1= ý ‚ ' Ä 'G 7 6 —
290 |
“ (o v ' Œ, KT ( ': H
1%: I % ' G K,
' G E ,
0' p QG ': EH
' '5‘ ' G-
4 < K,
% ( m (I H
G Ä 'G H ' 7 5 EH '
# ' H” ' ' / * 6- 6
# 0E K 8 0 -; # - I
' I = ( T -H # 6 A%
'6 K H ' < 7 # I f ^ yE 4 —
“' G ' G ' 5 v ~ -H
K '5, < K(
'5-' J 1 /ë ' 6 '5 H
6 I * ' <H ( (
V - ': * (H” = < / A '
# -, T - 6 -< 0 K ' %H A01 B 8 0 #
0 - 6 0 , 6 # < z- = 9{ 0
6 -< 6- '0 K 1 —
. “Ay =
6 < < '4 G < A » %G 'þ
# G m 61
6 K,‘ : 5 E’H
6 I G E
6 ' G - H”6 / - (
<. I - K
< #0
4 T K 'G - I
% ' <H
) * I H
... ... ... ...
6 w '0
%J T -
| 291
% ‚ K( -
# G : 5 vH” * -/ 67 mZ
6 1 < I¶ - I% 8 0 I¶ 4-H <
6 5 - {= -{ - .1 , !_ - 0 -' E - - 51-
# AD E 6E # mR . > —
“ p '5 q !_ ` %G5 H
p # q ™G , 5 <H
p = 1 A01 _ H
p %j j H
p = 15 6 m 1' ( -
´ H H
< < G
J 51 E ) # z ( ' G -H” < , </
< 8 0 J - 5G
- '5—
“I= 1= I . K ( ': %
I FH - = 1
H < 51 - '0 T # t ) 6 G
K '‚ I H I= 1 5T - K , T -
d
Ä ,' ~ - - #z ... El .5 H”
G 50 01 J - ' I ' A = - H
m wG- 2:
L. ) , 8 0: 4 , 8 4 - { - Gš, 0 s .-
LcNO, > , , # P -LLL
b. *B , <I # !: 8 0 4• 1 , '
, 8 0 4• 1 G , < LNLO, # P - L}d
c. 7 = -, “ : 8 0 ) I K )• ,
' , 8 0 4• 1 G , < LNLO, # P - LO
N. G = -, W.: 4 w % E < , '” , , biLi,
#P - N
S. ,A .1 : 4 w % 4 4 / < , 7- , ,
biiM, # P - Mb
d. 4 , 8 0 4• 1 , l- L, I & % 1,
, biLi
292 |
843 = - - ‘D % ’
6 -
A= , ,
4 T4 6, 4 T4 ,
I= m %- % % A 8
4 3 = -H G E 4 I - I H A - “
H 8 4 3 = - '5 - G oW ,
' < - ' * I 6 -6 H I %# ð &,
A 0 >5q oW E '%!H - K 8 43 = -
6ZH ' GK - { - >5qH 8 43 = - 0 D=
l A % 7 5C '0 E ' % E- '0 I
H ' % 6 5`. - K 1 H 1 ‡ ‡
7 5C K H 843 = - *B K —
‘5G s ( G I ' n 1 E)
KH 5G I ( - K G I '4z K
6 * m n H'
( & G-LMOi)
‡ 1 J = < LMNb '0 ‘A .’ - -
G oW H= = ‡ 6 '0 6 -
' H G E A - Š- ' H 8 4 3 = - {4 K&
H < T - m ) K {4 %J H • - - 5q
* T K , < = H
LMNd-N} • - a - 7, D= l , %
I & , LMSM '0 G E G I& , 4 - 5q (LMdb),
%, 6 A 4 , I ! I& # K T
!- ‰H T ' G #
t *= , $ , '% !. mB ( Wq 6l K H
T - m ) I ˆz 4 , % 1 A 4 , ·
G %= 1 H
0 6 ' G 6 A .1 - K H
K E- I 1 E E- * 5 -H
.V *. - ‘' - I ’, ‘' T0 4ƒ', ‘ ' 4 <
' ’
| 293
T 0 6 l‡ — ‘l 4 ’, ‘ . 6 ’, ‘ G& ' # H
‘ . 6 ’ '0 T - K D= o= % I 0 H
6 E- Iî 6 - K H T # > K / q
6 < A 4 Wq WG ( T H G E I% H
0 -' , A -, '% ! . K G E 0 H
8 43 = - ' % , a - 7 þ - (
- G oW 6 -H *B K —
‘4 w % 6 = E ' % Wq = H’ 8
43 = - <= AD A % ' <H <
5 m Á K * A -, A 4 Wq WG ( T ,
-H < = / q 6 E- Iî
6 -K H
843 = -6 4 0 7I ,
x q , Wq = K H ‘D %’
-A # K = K < —
‘A #
A # ,A
I D % C K, I D %H’
' % D= F J 1 ' K '5 !1 I ,
'5G ' % , '% !., '4 G Ä 0 H Y 1 - 8
43 = - D= ' ' , ‘ G& ’ ‘' ’ -
I( ' % p 4 = K —
‘' 6 H6 <H I ' -
IK C T 6 G G H
' - - ....... H’
' %- E- ' H ‚ E
4 6 ' % 4 '0 K ': - KH < 5`. - '0
' % 0 -K H4 , I• . , I A A%
4 G 4 -K H ' < - '% 4 - 6- -H
A01¿ ) ' 7 ( E ( 0
D % 6 . H - 6- K G E
5q 01 H ‘5 q W q’ - = K —
‘ #0 ' 0E I (I %
' 0E I / - 0 K, : 6 ' <H'
294 |
5q - 6 , , ' %, % ÷ 1 4 H <
< ÷ ‰ = 4 H ' T4 0 6 4T ' %E
'5 ‰ I K H ‘I !1’ - = K —
‘ 6 I 5 -, < ¹!1 I '{!
I % !C
6 , '= T- - - % -
• Ay -H
4 !(5`, 4 '
5q E 1* I ” G 4 'G 'G H'
!1 < #% ' G 4 H '4 - K : I H
Y o= ' G 4 1*, 6 -'6 C4* % , /-
- , ' C*- A 4 !1 C C - KH < ' G
5 - o= C 'ê , • = . ! '4 , G , G ,
6 6 # T !- - m ) KH < 7 T
- 7 - E ) ‘mt ( : 6 ’ —
‘ C C o= C’ ' G ' G < '4 G Ay - 5 -H
%* -K C T ( , / '4- '4‘ ’H
' < - * 4ƒ K Â mwG .' GG
6 m Á 5 -H ‘ ! G’-LMdN’, ‘ · =(V I 4B
’ (LMdN), ‘þ l 4 A ( - E ( -’ (LM}c), ‘ !
'G / ( : -’ (LM}c) ' 'K I % ' G K’ (LM}O) < H
1 B -E 1 = . A =
D= - != „ 6 0 H x Wq Ç 6„
, % 'Š. ' ! ( H 8 4 3 = - ' G- m )
KA 4 ! 0H : D '6 '5 - KH '6 '0
' '6 & ’ - mR . K —
‘ % = 6-÷
'% H
o o
/ I 5 -?’
8 43 = -A - Wq '6 ' E G E 0
H q Wq I6 K H
| 295
< 7 8 0 4• 1 ‘m 7 6’ - C 7
-E)—
‘
< ' G K '5, 6 m 7, E
< vH
............................
.............................
E s , E -;
' m 6 qA ! K y - K;
' m _ ' 6, ' m
# 01 , m , • ;’
8 43 = - A x 8 43 = - ' G —
‘ ,' 6’ - 4 .—
‘ !' 6
' % 'K ( ' % K!
,' 6< K?’
8 0 4• 1 61 - 6 m Ç K -K H
A 8 43 = - ! 0 '4 - K H
( DÃ ' G K H 8 43 = - ' GK 1 Ä ' 6 ‚ ,
o K o= 0 H ' GK ! DÃ - 'G I
Ä 1 H ' % D= E- '% ! . 4
' G, 8 43 = - = “ =À 6 - K H -
' DÃ ' G H / Ay = - ' ) <, '
' I E ' % - • , '5G ! @ ' J 0 , ' ' 5 -H
8 43 = - - -K 5 GK < A01 H )
p T( - 6 ' ' I* -
= K —
‘K % 6 < GH
I 5 6 !'
> , 4 / - % -, Ay • 0 E /1x -
H m Á K '%! 6 <H 4 5 q - K
GK ' —
‘4 6Z, ' % ' % %ð 6,
'% 5 - ! H'
296 |
843 = - K D % H T K , , ' P K<
= - H - ! % T( - K H • K
G E 0 , 6 q '0 I H ! DÃ
- 'Š. G , :- 4 K IG ' K H !1
4 , 8 43 = - ' ' GK - ‘ ’
H 7 ‘ ’ - m wG —
‘ ! - 'G
! DÃ = > ; -
! pø È - -
'4 - I , D = D %H'
' < - A01 B D = 1 - = . ! K /I % J
'5 0 H 8 4 3 = -E = . ! K K 4 I H T
- mR 0 —
‘......I < '5 H
I < 6 I <
6 6 @!’
8 43 = - ! ™G ' G 4 '0 , - ' 
4 f .- mC —
‘I '5
0 = H'
) 8 43 = - T A ‘I²51 y’
- = K ' ! p 4 —
‘I²51 y I %
'5 I 6 T=
(, G -H’
I K 6 , D % ' H T ' G- m) K
D % p 4 H G E) 6 I %1 K 6 -
' H * K = . ! ' T4 0 A= 5 G 1 K
< I6 mT4 G I KH A - mT 4 - 4
| 297
' G ' - '% ! 'Š. mBG 6 ‚ -K H ' GK ' %
: = . ! K_ J - / 'G T6 6 E
:™D l /% /( ' ( 0 H I E ' G K *= .-
! 7 2 ( H ) 6 = . !
È - 1 :T m ) K < —
‘ , ‚ G '
' % - '5 ) - G GH'
(‘ p T4 )
8 43 = - * K D= ' % = . ! 6D
V @ ' E- - H = . ! 6 '= < ' - ` ( E-
8 43 = - 6 I H 4 o= · ,
Ä - I G ' TK H < 6 K Ç—
‘ ( ' % (?
' % ( < ( ?’
(‘ ( K’)
= . ! I¶-6 . 8 4 3 = - ' G- m) KH
m G 0 VT 6 6 T 4 - G m - 'G T 6, 8
43 = - 6¿ A x K ) H '/
T ' G- m ) I ! 0H ! J = 5G
A *- 0 G ' Ä ( ! % '0 K H 5
' % = 1 I % DÃ ' G % 1 8
4 3 = - G K A» õ 7 —
‘ ` % -,
-I
I %' :?’
9D 4 % ! ™G 5`. ' Q '4z , 6 *
{ ' %• oW H I o= 4 - CH 8
43 = - - 6 C - I D= H G '
A , 4 o= o 6 I 1 , 6 È - 1H
D % 5T · '4 G = ( p- K( - K -
0 C H 8 43 = - < < Â
= —
‘ C C o= C, ' G ' G < '4 G Ay - 5 -
%* K C T ( , / , '4- ,
298 |
'4‘ ) & -!’
...................................................
...................................................
' m : -K %: m KT ( - K4; %’
(‘mt ( , 6 ’)
6 = D % A y K H T '4 -
mZ 4 -K ' % ! 0H ' % ! ' % J ,
mñ ! BH ' % - ' GK H 6 <,
l‡ ! ) - , • ) E G /
6 H G < T ‘6Z J I6’ 7 -E)—
‘5 # zI ` 5E
' D % W J H'
8 4 3 = - o= ! < , !1, !1
< A ' % -E 4 K H #0 5G A - /
-K G > Ax - ( KH I6 1 6 Z T( -
8 4 3 = - ‘ 6 I 5 -’ l .5 —
“ 6 I 5- 6 -,
6 - 6 -
< 6 I , E< 6 5 -
6 ( -
- H”
8 43 = - - '% !. ( , I = p K , I6E I
' ( 6 K_ ' (- I H 4 o E- 5 - 6
H 4 K ! ýD Wq ' E- H 6 K
6 A *-, 6 J = ' x ' <H ' o= 4 - , H
, ' 6 . A= '0 • G -H
1* • 0 o - 6 0 4 - 0 H
8 43 = - > '% !., A 4 A / H
G 6 I 6 -H G 6 -
T= - K G E- H < G E- 5 0
= . ! m I= p 0 , - ' %1
p - H 8 43 = - K 6, ' %, > ( · H
I6 ) p T( - 8 43 = - 6 . %
| 299
' G oW KH ! DÃ p - 6 < 8 43 = -
I 1 -K H %ð '/ ! 50 1< K —
“ t Aj I '0 p % 6 ( m) 0 *Œ
GK , p š I A 4 Wq ' % K( - ( 0
T ' < A % 1 ²-< ' Ä
': , ' Ä ': K& A s , %j ' G
K& E G E . '/ !. !< 04
9 & - K( - ' , I 4
G I 9 -H T < ' ñ m .
' GH”
- l‡ 2 :
(L) ‘ D ’– = 3 4 51
(b) ‘ ' , ’— W. G = -
(c) ‘ < ’— ‚™ ' % I4 51
(N) ‘I= ’ < ’— 43 = -
(S) ‘ { F’— 6 6
300 |
: ó : pr ( )
-• 3 4 51
! , 7 ! E ,
> -
* : : K 4 4 êz H ' < K T D `
9 %z H D .< 6 #z T j m
= - = K 6 – 6 E 4 H 5 E
T m E 'K j I 7 E ' G ¿% f K
4 E ) H 9 „ s - T #z 0
' T K H : ' G K Aö ”# H I ' < ”# - A U ' < 6 5- H 6 5-
0 EH E j ) pr ( )
' -H
J 4 %U : , pr, 4 , ' , ¹!1 , { , mE ., . H
4 4 êz <4 T G = - E :
: H ' G G 6 T 04 K x '0 oW E
0 T I¶ % - w - -
51 - '5G T êz '5 # p# H Y 0
6 I¶ % 0 : m – 'K
j
) J m -K H T m E 'K j 4 I7
E
' G ¿% G < K '5 4 < T m -
'K j I 4 - 5 0z f- % K H 0 j ‘'4 G
' ’ LMbc ‘ ’ - % E !- 9 4 A
'K j T % / K ‘% 4 )’' ' 8 H 5 E
' < ‘% 4 )’ ' P = '0 E K D ` = H # *
| 301
6 4 0 A „ A= < 6 ' GK
1 # z -, '5 ' G = %K 6 êz „ m -
™”# H ' < # z -< 6 4 % ' GK GT - GT -,
'5G 6 0 I %- % K ( - K - 0 'K '0 'K !-E T
#z ( - 5- H ' < p 'K 'K !-V < T
m E 'K jV '5 = K ' < ' G
= - G E ™G - 6 < < A J '0 <
J @ 6- G * -K H : T ' G j-m V )
I¶ % K 6D K D ` 9 %z E I 7 -H T 4
'K jV * I- 'K E9 4 '0 6 K
: m)K , m) K 6 H 7
A % < m wG : '5 - 1 I¶ % K ' < -
8t 6 '5 . K ²
I ø# E „ 5 6 A I !1. E A .
4z '5 K ' < K 6 E - Ax p 4
= 4z D ` = H Y < '¼ = = '0 E D `
- m )K : H . T 0 A= % 4 '*
6 E' <6 8 p %
= l 1 1 E P K % 7-
' ‘ = l K H m ~% - • %< / - ( )
6 ( - ' E- H : D B - m E p
4 4 0 ' G (- - 6D D ` I 7
9 K 6 - 6 BE p = '* H
0 '* AöJ 9 #z K H T j –
m V = - 6 4 I7 = K H
: D '5 ‘'4 G ' ’, ‘ ( o ’, ‘ K’ #
'K 'K jV ) ' -K , < ' - K ‘x ’, ‘67 ’, ‘‚ ’
# B m EH 1 < T #z = m 6 - '0 K
! T 6 H
'5 I I 4 !- : 'K j 8 < T
m V m wG E 0 < -, 'K j :
I¶ %/ K D ` H T 'K j< '5 6 E
E T A J V < õ K )
KH : 'K j m)I 4 ' < C-
302 |
!, 5 6 4 • 6Z '0 # 51 < •- % 0 -
A #% KH ! - 5 = ' E I K %- E I K, 5
'5 ' < o E ' -, 6 - ²t
6 6 < J H #z I A C J D ™ %
D ! ' (, , G -, /# . , ' 5 -, 6 D
= -, 5`. - 7 -, ' % ' H I
0 = < I I H 5 5 = 4 - E
< < 6 H j : - 4 6 < E) - ( -
E W. : < AöJ ' ( = -6
'5 - 7 4- ) H ‘ = ’-E ' < = <
A m .H
j K- v C ‘ = ’ j ' * 4 K
6 '0 J I A . # H: j 1 4 {-
= - ' < I A . # < =@ H 5
A C J ™ %E 0 I H I ' < I ™ %<
j . < - E ) j J4 H 6 7 - -
m H < 7 ) j - 4 # ' ' ( E) I
6 A& H T 6D - - 6 H '5 6 -
' - I . ™ % 6 E ' < -6
6 4 0 K E- < 6 -H A - - T ' <
6 6D K - H
6 1 % 1 w < ' ( E) % y
/ 0 % 6 ( - - 0 #$7
% H 0 %1 < ' ( H % '5 (
' (- 6 % , < ' E 6 E- < v -
o T ( ' ( 0 H - -
p ' E ' K T I¶ 1. < -H T
6 I | -H Y < 0 = - T 6
1z 4 4 - H ) * - - K ' - H
. 01 5G < ' T - ' - G < 6 %-
- T H '0 6 6 *- :
- ' ( - H < 6 '5 . : E-
'% ! = = 7 6 ' üK ' -
# H oW - - I ' -' -I '6 - '
| 303
5 E- H T ' < 6 - I 6
0 0 I - - ' - G .1 , -H
Y ' < p A p@< I 1 0 ' 8
<H - E ) '5 < T 6DH '5G ' E # - t
A p@ 0 0 < HI G < j . J4 -
5 -H - E # 6D - 7 7 6 E 4 6D K& E
H 5 • - - 6 '* EH - 6D = -
t ' ' I ¼ < q 0 H
# - t 1 = G ' H 6Z ' E- 7
6Z ' - T # tH *Œ %o = = 0 oW
A '— , I , p 6 (H D < 1 I
6 E H I G < =À G-
A= = - tH Y 4 < E 4 H
'* E • - H '0 '5 ' · 6 E
K ( ' < - 1D A = ' - T 6 < è 6
t , T < '4 G H Y T 6 '5
A= = ' < ' = A J ' T 6 E '
H I= p - T 6 *Œ < -E) T
{ H : D • %< # l 0 H 5
% 1 - ' 4 #% 4- ' - - T 6 H
m ~% – T I= H 5 5 ! 5G < 6
#t ( % 1 - 6 ' = %J -K G < - 1
- KH '* E • - H 6
%o % pD . š 6 -H Y E 6 # 1
6 & 4 - H ' 4 - '0 J 4
5 E- I •, 4 T -H “ I 1 7 6 '%!
J 1 51 • – - '‚ 5 E- = - '5 A C
% / ( - ' - D- j 0 EH = ) H
6 <v ' < I 1 ‚ ( -K ? 5
'5 K “ ,A K 6 7 E
“ 5`. H Y 6 ' '
- ' -K H < j ) 6 5- , 6 D
6 6 '4 G ' G A C D H
o= - = ' E- 5 - '5, 6 % = . .– 6
304 |
6 5`. - ' T - -K T ' ¼ tH
. 6 J .1 # t = -H 5 - 6-' %-
- - m q1H Y j 0 '0 '%! A U < < 6( 0 -
I | - E I 1 4B , T 6 , % 1 H
< - E) l 4 t 0 . J ' 8H o=
' < ' E A C % - '% !H : D # J 1
- 51 4B 5 E- # % %o- '
J - H
I ! 1 5< ' ' G < ' E
x <6 AD H '* E •
- H : E T 6 6 ¿4 I= < AD
‘ W! 1l - -' < I ’,
. ' #z < I A J E A C AD
' # * 6 < AD -H A = K
1l ' < I A J ™ % - . HI 5 !
6 A 51 IK 0< : = '4 - K 1 ,
' m 0 I . - - 0 4 K H 5 -,
'K j : D ` T j < - # z H '5G j
A - ‰ 'K E 6 # B E ' = %
A 51 H < ‘ ’ j '%! “ #% %o-
E J < ” – = - ) '5 p
/ ' < ' = mö / -H 0 )
I 0 H ) ( 4 pr 4
6 7H '5 G ' ' = - ' E t
E- , -H : . - '6 E * < ' E
1 - H 6 8 E ' <
. < 4- -E) H ) '% ! pÁ - 0 ) H
l‡?. :
LH : : ‘ ’, : 'ŠP j, . %j, , biLiH
bH , J : 6 % 3 4 51, # : } – LMH
cH ‹ J '4‘= : 'K j E j , ‚ .1 6
< ‚, , s ., biLi-LLH
| 305
0 Š 'K j : '% ! -'% ! 1

A -
6 % '
A= , ,
' ‘( 7 > -
9
! , ,
' ‘( 7 > -
* : %% t % 6E “A /
• - H < *Á - x 0
Š I / 'K j = H 4 6 A „ - # q 0
j !- 9 4 A H“ 6 , 6 I¶ 8 D 01 ,
6 , % 4 - x, ! 7 q - =,
' - 6 > - s , - < !- 0 j
( KH T I j J l 6 H .l 6
E l . 6 G K '0 ' GK H l . 6 '4 ê E
( m Á K H < T j p#
6( -K ² A• Â #t ! 6 l
4 H *. - !- 0 j < !-¿ 4 = T j
VW@ J .1 '% ! -'% ! 1 A .H C 6
A „ '0 m Á K = - Œ 1%! 0 #
! = '% !. . - KH A x E A x ' 6 ' m
'% ! ' m '% ! H E > < '% !. •- G y
, J 4 » '0 A *. 51 v_ < '% !. •- 4
0 H '% ! -'% ! 1 < r T ' % - 'K j
4 - p ; m x K H 1 y
0 '% ! -'% ! 1 !- jV - p I 4
- KH < 51 - jV – ‘ .’, ‘ ! ù ’, ‘ (m ’, ‘ % E
% ’, ‘'4 A ’, ‘ T) '4 G’ < H
J 4 %U : ! A 1 6 '% ! t , '% ! -'% ! 1,
v_ 4 '% !. •- H
306 |
J4 : #z J 4 » '0 < % C 4 1 '% !.

KH '% ! -'% ! 1 < '5 - I KH Y 0
Š 6 J 51 *. % C V . < p A
A p ' G ' -K H < T j !- 1 . '% ! -'% !
{ 1 !- A KH 0 j '% ! E
'% ! 1 . _H < 1 _ < 6D
#z 7 G j 4 - p 6 6 I
J 4 - -K H ' GK 6 '% ! -'% ! <
'Š . < E ! Ap @ t J < '% !. .
- KH ' A x EA x ' < t / , ²ƒ
- 5 - H I »- F ! A 4 p
0 H < '% !. %# ð 7 0 Š C I 4 -
6 -K -
“I ' < 1 > 6 !H I E
'% !. C - DÃ ' GH Y < !- I =
< K =y - - KH =y <G < '5, ! '5
'% !. C 6 0 K, 6Z '0 < # 51
- < ' = v_ '% ! . < H '
1 ! < ' -, ' ' A 4 % 6 6 B I
mö 6 B '% !. < ' T 4 - KH ' < '% !. y !
' ' T4 0 < H '% !. ' ' G v, !
A -6 - # tH < #t ! 6 A• -,
%G %G ' ( 0 H ' < #t ( - ! '% !. H
! ' < #t 5 0 , ' 5
' < '4 - 1 '% !. H , #0 '0
'% !. J1 , ! '0 < '% ! . .
J1 H5 ' •- - ' < . J1 5 -,
! ' T4 0 ' ? - , !
6 6 B , mö 6 B '% !. W * ' <, ! '% !.
< H Y ' ' p , -H 6 6 B< '
mö 6 B ' , ' 5 1 '% !.
. < ' T4 1 0 , ' < . { ( -< '
5 E- 1 ! E '% !. H ! '% ! . E<
| 307
6 #t 6 6 '- - , ! ' -
- , ' - ? '% !. •- y
, ! '0 '% ! . #t < ™%! J1
, I ' * ! A p@ < _ - ( , ' ,
6 6 B I mö 6 B J 1 '% !. !
T4 < H 6 6 mö 6 E A . !
'5 ( 4 - *., 5 y 5 -E ' G
-6 < ' ! 6 6 B E mö 6 B J 1 '% !.
L
=H '0 ' , ' ' < ' <H”
0 ' GK ' 1 '% !. , '5 = 'Š .
{ '% ! - º - ( - K, A01¿ # q A x 1
0 0 ' E A - '% ! J - A .1 -H T < 'Š.
=x - jV = m wG 5 – ‘ .’, ‘ ! ù ’, ‘ (m ’, ‘ %
E % ’, ‘'4 A ’ # H
0 Š j VW@ J .1 '% ! -'% ! 1
.H T j '% ! E '% ! '5 < I¶ < _ H5 01
- I * ‘ .’ (LMML, A z ) jH 0
A j ‘ .’H < j A 7 T j A '
j< - -H A ‘ .’-' ‰ ` ‚ %# ð
! - ‘G -G ’ j A K H ‘ .’ j ' 8 - !-
'% !.4•, 5 I 6 4• I 1 0 H < j ' G
'% ! . 4 D ` # z . '0 ' G '4 - K H
6 < l % 6 6 % '%!
mt = H ` % , '% !. E A 4 l ! -
- `p - 0 H % 6 D
6 , 7 % K EH ' <
T- A ' - 6 z K' H* E - E- 6
T- 6 Wq - l H .
E E # z (H . ' - K ) AD
- '% !., A 4 . 1D -H
A_ x A ^ 4 / 6 '0 4•
mv H : . A # / , 'K < G þ - K
'0 ) : ( - K '0 ( 5 -, . ( 6
6 T- 4 5 -H I A - . 6 T4
308 |
% C4T < n ‘' - ’ 6 = -H '5 .
D - ^ - (, x 4 1 % 6) þ - A % !
' E * - . -H , A ™ r A x-
G H '% !. 51 . l ²ƒ - 5 -H
G j #t J .1 -K, ' – I= `
6 = Š. J '% !. •- # tH 1 m
'% !. – 5 4 4 , '5G '% ! '% ! .
l H
j A #t -K . '% !. •- 4 H % C4T V(
‘' -’ 6 5C 0 - . ‚.E 5 •
'0 ' ' - . 0 '/ ( ( 6 ‘' -’ @
'0 C HA ™ 6 A <v % C E q '6 • '0 '
- 6< V( 'G H V( ' ‘ . A01¿
Dv E t ' G ' -H ™D A - . ) B< ' 4 =
- E )H I 01 #q 0 0 - '% ! , A 4 .
A #t 1 / , ' 6 '% ! J - x H 5 E
9%% A 4 E- f# , 6 #1 51 E 5`. '
H # G '4 - K .H Y '
6 ' 01 -H ' < .< /1 2 J '• = E '* %
K 5` ½ J! # 05 A .1 - 1
(- (-m = -H . D C–
“ - , 5G 5 -, 5 -, / % IT= ,
K, 1y E 5`. - o- 0 H -, G
' *.< V H G š '5 5 H
í - ': , ' I K(H
( ™G - K I H - ! A 6 ' ! I K
' G ' < % 5 ! I <=
% R, ' < K’ ' '0 < T KH A o=< T KH
#% ' G ' 4 0
| 309
H I í % K’ T 0 <
b
/ '5 I H”
'5‘ 6 =1 A - 1 % - 5 E- '5 .1
0 j -K IT m) -H I ' < # % %1 .
5` ½ È - I & J # z -H * - j m - .
A 4 ' r 1 m K %=
”# IV 6 4 m ~ %H G < . A 1 9 % 4 t
y E- 5 -H < j . 9 % 4 p -. ' G 6
' 6 G q H - 6 A 4 -E
E- . < ‘ 6 V- ’ 14 6 <
51 KH 6 - 5C ' G ( -
¼ ' KH 6 ' ' - T= ' -, m 'K (
' E- 6 A -- -E H A % ! W - - l 'K ( 4 5 E-
q ' -H A x - ' % '/ 6 !B j 0
. 6 -H ' l 'K ( 4 ' . I ¼ ,
– ' < I• % . #% H 6 ' 6
- ‘ .’ j I , F ' < # •- '5 .1
j -K '5 B ' -H . D C < !-
”z –
“ ’ K ' ( - : I ' T K ' ( -H 0
E ’ K 0 ' ( - ' K %C T =H
- < (- ' H Y ' % H ’
0 ! T =H '6 ( - GT 4 ' T = < K 0H
*. ' = ' - ' % G ' K E H # 6(
' - 6H G ( ( 0 , ‘I T<=
. ? T<= ? ‘A ' H - <H’ E
9 G G - 4 4 ’ ': H
E G = VT 6 <H A - E GG
') ' T = <H A ( K - E '0 A =
K 0 ' T 4 - ' T 4 - Iv T =H IT4 ' - G
K oW - KH Y í 51 ( 4( 0 I
' m -< ' < E H I I Aj< 6 K H I( '0
G V( - K - GH G G V(
- '5 I ( ' - - ' - G- - I , )
310 |
' G 0 6 -H ' %
G <H K T , 1, '4 G, G, 7, A· ! - K<
< H V( ) y I =À K H y
4 < I ( -H I , ) ! ' T K
c
! T (V E < y '5 H”
! ( ( 5`. K 6H . <
P , 6/ ' '% ! t “ % KH
G < ' G < #t _ K H '5G ' '% ! 'Š . =
. '5 6E '% ! -K '% ! 6 ' 6H j
#t 5 J = '% !. – 5 j J .1 KH 0 ‘ .’
j !- 1 . D ` <G <, '% ! t = - Œ 1%!
! = F A x- 0 , - ' ' m '% ! I ' m '% ! H
'% ! -'% ! < 6 { x < ‘ .’ j A
KH ‘ .’ j 1 %z y = 3 4 51
7f . '5 –
“A x 1 '% ! 6 E P '% ! H….
l . ` !V ! -
- 5 -, . A ) # H 01 'K j
”N
a G < ' G - KH
‘ T) '4 G’ (LOOb, 1 ) j '5 . < H A01¿
#q 7 7 < 6D ' % 'K ( 6 ; A61
Œ 6 x ' '4 - KH 6¿ 51 A = 6 • -
' ^ '4 - K H = - ' Œ 6 . C
51 % KH ' < 7 ' K 6 A 6 , 6
D6 , D= 1 H < G < ^= ' C
- KH G <G < <H - 0 T) ' KH
6 E A01¿ A xE K < H ' < A x
1 7 7 '% ! J - mt .1 - KH G ' '% !.
KH ' Š '0 ' ' G- ' -
' ' KH G E v E #q ' .
T - KH Œ E *= K p -K 4
J =H Y 5G ^ : K ' < J 1< G ' - m
A= G 1 '4 - KH I G < <- P E9 % 4 -
| 311
1 G G K - '5 <G - G T) )
' < H
< j <G - G T) #% #1 G
#% .1 ' G ' G < 51 - - KH
6 Â #t ! !t . T) 4ƒ KH
T) A 6 H ! C t ., 5G G % •
5 -H < A - H ! # F -H T)
- < . < G - ´ '4 G -
A C !- 5`. 51 EA - % H j F
#1 G # %E ' G ' < < - R . / KH Â t
! A 6 mR t { - '% ! 51 E (
-H Y < j ' G j & 1 1. K H ' G-K
' mR t - Â t A !E A x 1 7 7
6 D6 0 '4 - Â # t ! '% !. H * ,
'5‘ ( D 014 01 T= ' 1 G E H
‘ ! ù ’ (LMMi, F 1 ) j E '% ! -'% ! 1
I 01 ) # H J1 y A ! B - 5- – <
j IG < * H j ' G - -
9%% '0 < E W. < 6 T T- ) K ( - KH
: =1 6 A x . ) (/ ( - ' - Œ
A04 1) W! T= / 7H I 01 v
0 E /- 6 K = H Y ë
6Z '0 E / = J @ ( 0 H I4 W.
6Z 7 6 / E W. A¿ =
1 0 H W. 0 - / W
1 H x D / W. A - ' j
H YI f ) # / 'K ( W. -I
T =H : - A A=1 Œ 7
l 6 A 0 H • D #
A x I W. - E )H Œ A - - ^ x -
A: 5 I 61 6 -H A z W. A x ' G
J % . ‚.E x 6 % ) 6 3
' -, ' % < W ( 9 6 • ' x ' -H
5 - 6 m E Š A01¿ ‹ #q
312 |
/ H : # „ 6 ‚E ( _ H
A: `_ I % ( '0 . ‚. E J1
Š y -, 5 T 9%% - f# m ' -H 51 j
GH j I . 0 -- H % ( '0
I p 0 y • % ! C - m ) K . ‚.E % KH
- < % J = ( - A x
1 E I 0- - ½ E ' % = E- 6 ' '5 q A ^
K ' G % Wq - 5 -H !- l A = 6 j
'0 K A % mq# = –
“ % K * K H - T G 'K T- K ,
Y = 'G - : - v GH '4 G ' G - 6 H
( W. K K '4 GH < T 6 (
% H K -K T - 6 -H G , <
!1 ) - H G 5 o- 0 ), T
' 5 E- A , -H < ' G H
A„ - ' ‘ ' = H , ‘ -H À - =
< T < ' ' I KH’
‘' ?
‘ 4B K = 'G< - H ' y m T G
H’
o o ¹!B ' T E ) %H 0 V '5 G4 -
) ) IE- 6 0 6H K ' ' A = '4 G
4 -' H ' G, ' & ' <H
< '4 G ’' I W. K H K K '4 G ' '5
& &6 ' G - %H '5 ’ K I '
' < '4 G ’ H '5 • *B #
'0 T4 I - T( -K -6 6
S
H”
1 m '% !. - '5 '% ! . I ! - H
! . m ! A '% !., '5G A = '0 •
A C G K H .
- < x ;G -E ' 5` A H
' <-< ( - E )H < I4 . # @ ' K_ _
P È - A % H o= < - I 01 Dv E
| 313
t ! = '% !. '5 #t 6 . / - A
E ' < 1 / H % =”# - Ay - D 01 ! 5
{ - G % E A - E) <
J 1H A x - W. 6Z - I< 6 (
6 W. 1 /H D #
D 01 –! B ' - A= I - I< 0 ' K ' -, I
H m ~% Š 6 ' E- H 6< D 1
‚E K ' <m~% 0 C K–
“ 6 1 A ? _ _ , Q T - , 'G G 6, <-
K (/T … , K ' GK B zH ~ -
I> ! A W- K ' - H m< < I
< H< Q ' 6 ? ë ’ <s
5 -H < ( ’' H ' < I 4 <H”d
' ‘ J % !- % Ç 6
6 A x m_ 0 – “A ~ K A - H’’}
j F < % ) E '6 = À ' -H C
A01 K - 5 -, 5 '% ! . < 4 0 A x '
'% ! E ' r 6 . 0 mR ý '/ !. H < 7 '% ! -
'% ! 1 í P H D ' <
.< % ( '0 I J1 y P E 51 Š.
AD p !C - E ) % H
‘ (m ’ (biiL, A z ) jE < 4 ' GH % I
/1 55 ( ( 1 K,
(m _ A % 1, ( E- 6 A . v , W4
_ I• . ¶ •- E A 4 A P -H (m
A 4 - - < % '0 K J ' -% %
K K ( - 4 I H 6 DÃ ( Q1 % J .1
% % V DÃ A 0 H '5
( (m A 0 A 4 K < 6 ( (
' E- j A J ! E K H Y % p 7
6 mö <v A% 4 ' H ( A% ' (
4 -H 0 ( ' E- . 6 %
( A J .1 6 _ 6 A01 m 61 m - 5 C T( -H
( ( m x A % 9 E % E-
314 |
I%• - % < p = HD < T =
= ' G ' -H '5 (m A 4 A P -
'6 ( 1. K T ( ( ' E- A j - <v t J
1 A E- 6 A 7 J 1 % K <
mö <v . 6 4 -H 7 F <v 0 D
K C –
“ 6 ' - H Ay ' % G /! 0
™% UH G Aõ - E ), I I E DÃ
- KH
- ? % I = Ay G ( '4z H
G G G : ' - H # - ,
I (m 4 <H A K’ 6 E 4 <H” O
0 I 4 - K '% !. ! 6 -6 -
# t '% !. ! T4 H ‘ (m ’ j T ' <
<: H ( 0 - (m '5 A 4 , 51
-K ( 1. ' E (m - ( -` '4 - KH
( m A . A 4 , E * %1 = -
@ G J A '4 - K – 5 # 4- H
A ( = - 9 % 4 I & E #F I | #F
'4 - KH A 4 ' < ' G m
'4 - K A 1 I H
‘% E % ’ j '% !. •- A = !H ‘
G T4 - > J !1 G -’ C y = - Œ,
A 6 -A 6 , I = - 1 , m÷1p -A=p 1%! 'Š .
! '% !. '5 J .1 1 0 -
* . D 6 C 6 p A „ -
/ 0 K –
“ K - I µ E- I ' - - ' - V.
( I - K H KE- E ' - 4 K
' T K V.H ! > H Ç 6
M
7' : 6 - : ' 0 -, ?
% E % j ‚ % < ' G p 6 ' G A
: 6 µ E- KE- < =H < j Â #t <
' ‘% J % % A % '% !. K I
| 315
- H • 62 'K ( % %
61 A % % '0 J ( 4 KH '5G
G / ( E) H % < A• l . .1 -
j J4 H 6 / @ E- : ï I 4ƒ !
( 9 6 V 'Q -Q ( I K - J .1 - 9 1 pÁ %
#z KH 5 A % A -H ( T 4 '/T! I K - .1 : T J
6 _ G- G Ip H ' G < % 6 <
‚ % I H 5 E ' < 67 A % G ‚ ‚ o
- H Y 0 < < ' G '0 ‚ % H G
W. '4 G - % - A % G - 67
'K ( ' - % ' E< 67 % != H <
I4 . < f -H < - ' < 67 '0 ‚ %
H A % •q < 9 E 6 1 . G
% 0 H : - A % % - ‚ 67
'K ( ' -H # A % A = G % 6
0 -E m A 5 , % E % F
-@ 0 f . -H Y ' - H pø #
IK 4 - A % m H : W - A % <
‚ % ( - '5 4 -, Y G m
<- A 4 ' ' % ‚ = -H
A % - ‚ G C K, ² #
'0 T 4 - KH Y '%! T - G -, <
A % < % K – ‚ G '
H .A % %- 6 Z K ‚ G - <- ' ! .
q 0 A p ‚ G '5 A• 0 , ' < A• -
G - 0 H Y A % ( » 67 '0
' ‚ ‚ o - H I < %- > 51
- KH
Â #t ! 6 = . 6 A6ê 4 ' % l . H
> ' j G a - m wG I KH‘ G % ’ 5 =
' %H % E % j <- a - ' m wG 0 E
G % '5 ' % j '0 6 5 -H Y G %
-, G I( ! % < < j A p H < j 0
'% ! . • 4 = K – A % G 1
316 |
6 - < 0 . K, 0 4
I - K, <- < ‘% . '% ! . A H '
= - Œ A x 1 1 - E ) A0 1 '4 - ' %
1 < '% !. , 5 ' Œ Â #t !E = t =
'Š . E '% !. K ( H • < j IG < p -.H
0 ‘'4 A ’ ( LMMi, ' %) j '4G G j
‘' # ’ (the death of a clerk) j K- - KH
‘' # ’ j . •÷1 A = -
I = '0 < '4 - ' 6 51- '
I A %! # -H ‘'4 A ’ j !-E <H '
A x û ' K, G A=p . m÷1p # - KH <
1 % - = < ' = - ' G j
% ‘A ’ %U K H
‘'4G A ’ j - ' G 'Š .{ ' 8 # t
A 01 '% ! 1 A % K H mR x
A: % 6 - . <6 4 K ' G
0 T ( - (H Y 0 4 ' 4 K H
< - < I 1 - ( = %
(- - I= 4 K ( ': H ( - ' E- 6
A %4 - 6 =< % K * 4 -H E !-
„ ² 0 H I < ² 0 F '* '
A: -E K * 4 -H 1
I ' H : <m - ' 2 l !-
6 -H 2 <m - ' 6 % !- -
–
“' G , F 5 ” 1 = 0 ,
I 4 ?’
‘' 4< ?
‘ E< I 5 H E
5 ’H
‘I I6 m) K H ' G , - I
'5 I I -’H
‘ 6 ' 0 6 - ’6 <H Q ( Q T
?’
| 317
E 4 5 E A *. 0 <
%H
0 Q Q KH ( A - K 6 H”Li
Y E ”t - H ' ' % ( 6 -6
' G '% = 01 ' %G 1I <
) -H - E< ) I < ' %G
‚ 5 1 ) - ' -H = . I # -
( - ' E- %= ' ‘% l ( 5 E- y KH
D < !- I 6 I = . , l A: 441 !-
- E )H !- 6 6 % mq1p { s# -H
4 0 4 #z : % ' A x -
(H G < '%! - m <m - ' 2
- 6 - % F , Q TQ D % 0 *
' 6 H 2 E % 0 0 G· 4 Â = -
“ 2 , - I I I
HI K <' ) K ?
% - A¿=51 : - , 'I ' v
0? ' ?
‘ E K < K ' ?
‘ I²51!’ % •B m t 6 , ‘ 6 =
H - : I K< ?
2 '4 G G %C , ‘I , I 7 'G G 0
KH I 7 'G I% H’
% '4 G G A - m) H E ' 6
- ,’ I o= o= I A K H I
'G G K, E I ' E ' <H’…..
‘E< < ' I H ’= I4 .
H = I K, 6 ( ' -H '4 'KT (H ( -H
I = I K, o= '/ '4 G o - o - G -
Q -H > ” %1 < E< ! C ' #
LL
A 51'H”
A %A - ' Q 4 - # A 01 ' m
' ' < Y ' m< 0 > H 51 , (
% I f „ - 5 -H K ' A !7
318 |
6 A 1 51 - / - '5 j J4 % # =
- F -H G A=p . <m - 4 •÷1 A: #
- KH 5 '% ! 1 I = .H < j 7 y
' ' K –
“I E A -A=™p 1 , = - Œ 1 , # B
' * '% ! -'% ! 1 J .1 4 = < jH
I < A 4 . A , º , A 4
, - ' G : * A= o= '% ! -
E EA ' < 'Š . A ™ # 1 H”Lb
‘ 0 Š 'K j’ l‡ J % ' G 6 j 1
6 -K , T j T6 T6I J 7' GA 7
K- ' T 6D %1 – 5 A • I
”%1 H 0 '% ! -'% ! r 1 jV T ' <D C
01 : ' G <H l . 6 ' * 6 Â 1-
! 6 j I= E j A 7 -K
) 6 – ! A 1 '% ! tH 5 !
6 # t, D . 6Z 4 4 H
0 J :
LH . 6 ( ), A # (Lid), I 4 ™ 0
Š, ': - biid # P - cSLH
bH 0 Š, 'ŠP j, ' 6 % 1, { - s ., biL}, # P - LNOH
cH , # P - LdLH
NH = 3 4 51, (- 'K j, A # ! , ' ,
‚ ^ biiS, # P -LicH
SH 0 Š, 'ŠP j, ' 6 % 1, { - s ., biL},
# P - bibH
dH , # P - bibH
}H , # P - bicH
OH 0 Š, ' •% j, ' 6 % 1, 0 %, biLi,
# P – bMcH
MH . 6 ( ), A # (Lid), ‘ G T4 - >
J! G -’, 0 Š, ': - biid # P - cdSH
| 319
LiH 0 Š, ' •% j, ' 6 % 1, 0 %, biLi,
# P – LcMH
LLH 0 Š, ' •% j, ' 6 % 1, 0 %, biLi,
# P – LNNH
LbH ' ' , 'K j : r E - # (b-), W. % ,
0 #
%, 6 - biLL, P - bdiH
320 |
' * Z0 - J .1 7 ( 1 4 )
mñ
! , ,
=- - > -
* : Z0 - I= 6 P H T 0 1
V = VW@ J .1 J K H V =
1 4 ' ‘ . = - I ' * ' G
'4z < V VW@ J .1 E ' G '4z
H
J 4 %U: B, W, Œ , % C, ! . , ' 6H
< o= ' ‘ . -, 1 = G @
K Z0 -H % % * T A x H
LMbc '0 oW /1 di K - T = H < <
- = - _ '5 * ' K, ) <
_ - _ = - ' * ' G - KH ' - 0 Z0
-' % !1 y 848 & = - Z0 - 1 K - “'
%jêz 4 - T * H % E 4w %
% ' % 6 - C '5 I K , Z0
- '0 v_ 0 H T ' ‘ . E í
= - ' < I = '4 - K H '' '- % %
* , =À , ' '- .-A ô < 7 , '4 T '- 4 T
' ‘W! I ' % '- % ' % B Q <
L
mR H”
LMbc ‘ C ‚ ’ • = - # *
Z0 - I 1 H Y ' < - • %1 K 6 ,
• A -' G A p - %1 , < A - '* :
E- - • 4 0 ) < Y • % % J .1 7
4 H #z 0 01 J .1 7 ‘4 T ’H
T J .1 7 oW H LMbc '0 LMcO 51 0 1
' ‘ . T = A = = K H < - =
!1 q A x , 6 . C5 q ' ( K, C5 q C
| 321
I& ' - K mt mZ 5 H < A x 0 ' ‘ .
= - : - , * - I( H
6 T A @ '5 6 %! * ' < •
5 oW Y ' < ' ‘ . = -<H K ( E A 'Š.
E 4 K , D= J 1 '5 , ) ' D= mt EH
D= J 1 1 '5 ' ‘ . '* ' G ' K %!@,
) D= 1 6 , ' %¶ = '* %!@ ' G
' KH 0 1 '5 - ‘4 T ’, '' ’, ‘ ' #
H { - 1 '5 -‘ ', ' TE Œ ,' = 1/ '
# H
I < y '4 T ', '' ' E ' ' - I I 4
H
0 1 '5‘ - ' %4 '5 ™ % T
: / KH I { - 1E ' G -K B 6 A x
0H < 6 A • C@ - m ) K H E
l ‡ A6 '/ ! K – “ W %# 7 A E /1 %p
* '5 p# G , úD -6 • '4 G # z
' ! Y 7 % I K v_ ' ‘ FH < K Z0 --
b
Ä = • C@H”
1- 4 K H 5 ' Q 5 -, - -
K B I t H '5 - Z0 - ‘ '
A - != „ H 0- 6 Z0 - I¶ % 6 0
! = 6 6„ 6Z H I G m4
I¶ % - w 5 H E 6 w
H < w 5 7 '5 ' G 6
6 6 .1 A x Œ '/ !. K H
• - T 6 oWH ' C ‚ ' =
-H Y • ' < - 6 6 ) : E- -
Z0 - J .1 7 4 - H 4 '4 T '
H =5 1 = l 4 I T
< H % % U = Ä 4t l % /
I %1H ' < I %1 p - 4T E ' 4 = -
I= %/ H
322 |
% C 4T '47 ( A 4- H y
=– EQ - KH F ‚7 = 6 ‚ K, K- # / KH
A % ! *& E - KH E =J ' 6 - - KH
E 4T A , A # H A % ! '— K 6 )
j 6- / H 4 T l '5 l .
- KH -m)K A = H
A 2 J .1 K H
4T ' Œ ' 4 = - '
4 ' * 4 5 H 6 0- -
“... <v H' ‘ . 7 '0 4 T E'
IG ' K - 4T Œ Ä 4 =
4 H”c 4T - m) Ä Œ 4 , 5
'5 ' ‘ . C -K A !
6 - m Z! = - m ) KH ' *
A VW@ J .1 - m ) KH
Ä F 7 - ' G 9
- A 4 '' ' H <
< '9 ' - 4 0 H 9
(' ‘ . ) ' %¶ = I E- 5 -H
6 0 - - “I 0 í 0 - ' ‘ . I .
- 6¿ 4 % “ l . H I 0
' %¶ = '' ', ? ' - l '5 4 <7 -K
N
< t j H” # ' 6 <8 6-,
A D 1 6 A = , '%! 51 ? ! = 4 ' x 1 #
# ' = P < p# H
' % - - . A ”z - m ) KH
' J 5 1 A . - ' K A H '4z - '
mq * - KH # B l 6 ‰ K
= 4H 0 -:-“ 6 - ‰ 6- 4 -, 6- 4 <....4 < o= 6-... '0
E< J 51 '5 I6 mq - ,6 v # . ' G,
' -' mq -A = # ' I ' <
S
' J H” < m C = ”z * v ' '5 =
# < = H ' m A '5 I = D <
< 6 I= 0 C - KH I = 4 < mC
| 323
D= 6 6 l E- Iî 6 - K H I
= ' - 5 E- 5 6 ‚
, I m) H ' < - m C - “I ‚ %4 ,
mR . H I6 -, 5 ' < ' %= A
A 4 ' J * ' J %# ð % K_ ...' <
I% ...' < I% < ‚ H I 6 A*- ' , I 6 A
' , I 6 6- W H”d < 6- Iî '5 = '0
D= 6- Iî H I = 4 mC '5 = 4 6 A*-,
A '4 - K ) < Ä 0 l 6 6- '4 - K ,
C '4 - K H I = 4 ' x -6 -K # =
6 , ' - = 4 - KH < / = - % %C P
A 4 E 1 ( Wq l 6 1 - T( '5 '
D ‰ 0 , < D= A 61 -
' G '4 - K H 0- < D , 6- 6 - I ,
= K 6 - I% 6 ' G '4 - K H 0- !-
'5 %z , ' * & ' G '4z
- KH
' ' 5 T A #z A %1 H
' ‘ . I . 4 H ' ' '5 Œ - A
'0 A PH ' Q 5- I %' ' %
A - !q = -H Y != „ - H Wq
4 K H 0 -:- “ ‘
0- A < K H L ': - 0 - Az %
A - Ä != „ • ' ' - -H
¾ %! <- K , A - '5 o= A - -,
Ä ( 7 E '5 - K ”z ' Q - .....
I Š q- I4 51 ‚ . % ' VF ' ' -
}
x j 7 - I< - Ç mô - K H”
-K - .1 - -' 4 %
A . - KH ' 6 % 6 ml 6 - P
A 4 4 -5 ( H @' 4 5 7 5C
• H< = & 6 KH A 5
% A ( '4 - K H 1%
W . A¼ K 5 H 4& J KH 4&
324 |
6 ' 1 =E A 4 P 4- E- 5 -H 1
A {1 , @ - J 0 ¼ E !. 6
y ' E- , 1 , • E •. # , A %! p
4z 01 6Z - # $ H ”z ' Q
5- G = Wq <7 -K
H = C = 6Z -K < 6
% H 5 I( ' Q '4 - K H '5
2 J .1 - m ) K, V EA q : m ) KH V “
I• . ¶ - m ) K, %! = V H 5 E- < D , .
= V 4 K Œ 6 6W < H
B ' = - Q ' K I ,1 <
A - != „ 6 K H < != „ W q 5G I & 4 K
G 51 - : '0 - '5, ' '
' ‘ . I #z 6 -' 8 -H c 41 LMcL-
Bengal Concil- -:-“ while admitting that the bengali drama; ‘
O
karagar' or prison...was a mythological one...”
I ² '5 # 6 7
'5 - KH c 41 LMcL- ' < bengal council- E
6 -K H ' :-“The home member added that ostensibly the
play did not relate to present-day politics, but actually, its bearing
on preset-day politics beyond doubt.”M
m I 4 E 0 '5 '5, B
6 0 -K * -, * H < - ' <
-< 6 0- 0 . -K H
6 'I Z0 ' % !1 y G K :-“
< 6 Wq ' 6 6 5 m - K , ' ‘ . í
G% - - = - < H ' ' < -
=< C <7 - KH ' %< - y =
Li
I mö * - I KH 'Š <7 = 1 C ) ) Q H”
'' ' = - B 6 0 m)
K , ' ' J .1 P ' - KH
A %! '5 '5 ' '5
' * ' - , ) < I Z0 -E T
= H m C ' ‘ . ' G - 6,
| 325
6 ' * H 5 0- ' ‘ . ' ‘ . '0
6 6 . = . - m ) KH 6 - = mZ!
6 I% I ' G - K H
0 J :-
L) & = - 848, ‘ - 0 Z0 -’, 7 Z0 -,
² 7 I , 0 %, ': - biib, #
, P : LSO
b) '/ ! A 6 , E , ' '6 %, 0 %,
biii, , # P : LMN
c) - Z0, ‘ Ä = . • E I ', Z0 - l‡ ,b- Gš,
0 % , , # P : Ndb
N) - Z0, ‘ Ä = . • E I ', Z0 - l‡ ,b- Gš,
0 % , , # P : NdN
S) Z0 - l‡ , dP Gš, 0 % , 0 %, 6 q
6 LcdS, , # P : Ldc
d) Z0 - l‡ , dP Gš, 0 % , 0 %, 6 q
6 LcdS, #
, P : L}N
}) { - s . ' G 0, , !P s .
O) An extract from advance, bengal council, , !P s .
M)
Li) 6, 'I Z0 ' 7 Z0 -, ² 7
I , 0 %, ': - biib, , # P : LSS
326 |
6 ¿ :A • 48
1 '
A= ,
6 -
* (Abstract) : A - m x 6 ¿
I= - 6 Al . 0 H 6 .
2 = - è • 48 4 3 = - 0
' ‘ - < , ' %- s# E 6 6 J .1 m % %
6 . I A !C - KH A • 48
1 - A - 6 ¿ A ' ‘ -
< , 6 , 6 6 , s# , 6 6 # m x
K m V H A - m = 0
m qA A ' ‘ E 6H < < %-
I= A -K < , ' E j
A5 y H í · 6 ¿ A - m
'5 x G IK , m • 48
43 = - H 1 I 4 A % 6 ¿ 4 A -
í m J I 4 7 A - <
í x .1- , H
J 4 %U (Key Word): A - m , A ' ‘ , í VW@,
è %!@H
J I 4 (Discussion)
J
“ % A 1C E- A % - %*
1 E mR %* 6 6= - K
A ^ H : ,' = A - K mR %* l ., -A x
7- š _= = A - ‹ #q
= I | V. ( - ' -H m % % t -I %
% A - %* 5 K< 6 % · G '
6 . 2 %= - A 0 H
- A I ‘AW . -’ E ‘'6 ’
| 327
' 8 ' %* 5 = I= A - ' (
t , -K H < 1 48 I E- (LOd}-LMcO), 0
' T " W- (LO}L-LMNd), 0 ' 6 W- (LOdN-LMcO) G Al
' G A - I= % 0 H
I= A - - %G J4 < - - KH %!
A - m = - 6 ¿ (LOd}-LMNi) m
• 48 4 3 = - ( LOcO–LOMN) # % í J - 6 H
A - m mq
m < 51 4 ' G 5 - '5, - { 4
0 m % ' • 48 4 3 = - < 6 ! - ' G
‘Rajmohan’s Wife’ (LOdN) m H 4 0 E -
!- 4 0 01 m !- • 48 4 3 = -
‘ 1% & ’ (LOdS) m H J 1 1 -
! J m I 1 J 1 - ! !
4 * 5 -H < 7 ² s# p
.< 6m I !- m 4 * -H
' 0E % l‡ A '4z - K -H m .
5 -, ‘: . E W. .’ , A - , E (I - !-
A - KH
- ! J < m I 1 * 5-
V6 , ) m 1 H V6 ! &% ' ' G ‘ .
'/ ’ % - LOdd H > - x = )
6- I ' ë m = oW -H 4z
LOdO -. E ‘ 2 /!’ ' ë m
% -HA m 1 mö A J 1 E LOdM
6 I '‚ ' G ‘ #-m -mW ’ m % -H
m % % = < E (I, A - , y A - !
m I 1 / H
A - J 4 $n % H - %* p
'0 ) p 4 E = ! '0 A J l‡ 4 = -
I= A - 6-5 oW -H ‘AW . -’ (LONd) ' 8
< 5 I E % 0 H LOSi-SL ‘AW . -’ -
% - 0 A J l‡ ‘5 5 ’H A 0 E,
“m 4 A -H A % K I %
328 |
' % K A l‡ % H '5 ‘ ’, ‘ % ' %
0 ’, ‘: . E W. ’ # H < l‡V ' š .1 -
r = 4 E % H , ‹ .1 - 0 A HA
7 J 4 I ' 48 W- ' G ‘' ’ (LO}d) %!
m wG 5 H A ™ 1 = VW@ J .1 l‡ ' : 4
‘ =;1 m ’H Nb P # < *Œ p - % - LOON H <
- ‘'6 ’ (LOOM) E ‘ 6 ’ (LOMi) A - %
= = - T( -H ‘ 6 ’ - 0 ' T " W- ‘ ’
‘'6 ’ - 0 ' 6 W- ‘ ’ m % -H G
'0 A - m 50 50 04 H
m 4-
6 4 A ^ 6 ¿ - ‘ 6 - ’ (LOMN)
m 4 H í m 6 m -H
# ' ‘&51, mB - , .- # m
6 6 ! 6 7 A –z KH G .- J
0 '5 # # E A !: H 6 6 - 4
m < I= #z ‘ 6- ’ m 0 H 1
A - m = 0 ' T " W- , 0 ' 6 W- , &
3 4 51, %' D G !- # @' G-K H
‘ ’ (LMii) m ' 8 è 6 ¿
A 6¿ E 6 A x 4 .1 '4 - K H
” E 6 A 4 '5 % - K,
' A 9 $ = 1 E 1 ¶ : - KH Y A
51, q E ' ‘% ' A K H A ' ‘
0E m I 4zH A *‘ ’m
' 8 '5 .- m x -K < E j , p E
' ” - KH
< EA G G 4 ' 0 m 1
‘ & 'Œ ’ (LMiM) m 4 - KH A m
í H 6 m A 4 '5
< m ”z : H m !- 6 Œ t
E t- Œ 0 l D= I& A A G
4 H .-, t % p, 5q, AD
A x “% 6 I¶ 61 - - š 4 H
| 329
7 A ' ‘ . , 5q l , 6 x , I4 -I4 ., = 1,
I , 'G = # % m A 6 '
m x - KH 0 ' 6 W- ' G ‘ ’ m !- ‰
< E ‘ & 'Œ ’- 7 J 01 I KH 0
' 6 W- K .- K J 0 Y 6 ¿ - K
< E ' ‘G 1 < I - K m ~% , 5
6 - < ' * m x G
/ 8 K A ^ H
6 48 ‘ 7 ’ (LMbS) m
m 6 H‘ 7 ’ < IŠ .- m G H m 7 ,
6- , % , < # 4 V D ` % -KA 6
E 6 16 J -H A - # , , D x , # 51, 6
, 7 # <m < K (- x
KH * - E* A=™ m - QG 6 6- -
m)Km G !-H
4 ` A y A 9 $ = 1- 7
‘ &> & ’ (LMbd) m A !-H mt * A•
&> & ' 8 < m J 4 - KH 0
0 A @ < m _ -K = H /
= 6 % , ' I• . # < !- 0 E 4 4
A %C = E 9 $ = - m - < < m
- KH
A 6 48 - VW@ J .1 í
7 ‘ ;1 ’ (LMb}) m !-H 5 q A - 9 & E- ,
48 A , A 4 A ! 1% - ,
\ , # A• ! - < í 4 A
. % - KH A % ! “ % <n < ·- ' A A =l .
- lx ! A : I 5 -H < m
- ;1 4 = - A 1 ' % E6 0
Q # - KH
‘ ¿ ’ (LMci) m = - E .-
G !-H m = 4 7, 1B 7, 6 ˆz E-
7, ' T < 7, 5 5q 51 - = ' 0 E '5
9 $ - A= ¶ 1 % KH < m 7 ¿ , ' 6 , = , ' ,
330 |
mt V- # %1 7 A & m - KH 1
G ' %1 '5 A 6 - ½ H
è %z
- A x 5 6 ¿ < 6 E- û
s í V - • 48 % <
IŠ A ^ 4 m V A= - ' G
'0 A - < E 6 - # ' * m 4 .
= 6l -H ‘ & 'Œ ’ m J è 6 ¿
”z < G K ,
“ 6 0 E- û s V , • 48 4 61
m V ( K H . . . E- û s ' < High land (m4 x )
Low land ( 4 x ) < ) (K H -K - - '
A -6 ' # , ' '
s · High land, Low land, Hill, Dales, Lakes <
I K, ' A < / J .1; Y '
< p D ' ‘&51 ( - A < m G
E- û s • 4 61 m
% ' 0 -?”
' . ¿ - m Iv_ ' G KH 4
< - G E j 4 V A= 6
KH #z , % , 7 , - , # 7
m wG 5 H 5 E 48 , t, t # ' % K4 <
- % Y -6 A ‘ ’ m -
* , ‘ ;1 ’ m ;1 - , ‘ 7 ’ m B - 7
.- V m < -I q G A ' %
- KH
m = < < - E 6 - ' .
• 48 4 3 = - K '0 ' - 0 H ‘A -
' 6 ¿ ’ l ‡ m 848 ' G W < A= - 50 01
q K ,
“. . . è ¿ - m s %! (K H <
m 7- è • 43 = - m V (E
' . ' - K H < 6 ‘' ’- I 4 • 48 0
m ‘ 1% & ’ ' G I %1 ‘ #. ’,
| 331
‘5 7 -’, ‘ = ’E ' G H 4 m ‘ š ’
G mB # z H 6 4 ' . ‘ ! # *’,
‘48 %G ’ ‘ #$ m< ’ ' G -H ' % ¶ = J
‘I & )’, ‘ 6 ’; p r J ‘ 6 ’ ' G -H < l‡
' , , ! j 451 9 4 < ) 4 I #z
H ¿ s E • 4 8 l‡V %! A= - K
½ - K ”H( # .-N)
A - - , mB , í , J6 - q < 6 - í
Šq A m - KH ‘ 7 ’, ‘
6- ’ # m A - 7, ‘ &> & ’ m
0 7, ‘ ¿ ’ m 1B 7, = _
6 Šq = < % ' - KH ‘ ;1 ’ m 9 $ =
. , &> & #$ ¶ 9 $ = 1 'ŠP@ _ , ‘ ¿
’ m 9 $ = 1 G , I & D E & D 0,
‘ &> & ’ m 4 = V & m x - KH
‘ 6 ¿ : 6 E ’ l ‡ ‚. & ' D & = 1-
G GK ,
“= 1 %! x ¿ - m A m wG 5 H
9 $ = 1< - V = KH - , - A
4 lp % lp A0 6 5q 01
¹> E I¶ 1. 6 % K”H ( # .-}O)
m
# A 01 A - m t x 6 ¿ - = H
' < 5 m ' G = ¿ - %z I
x - KH - • 48 7 ‘A • 48’
-H I A * A - m 50 50 x ' m ' m
‘A - m 6 ’E 0 H I “ % m E- û
s 4 7 m 4 7 H ‘ & 'Œ ’
m J è 6 ¿ ' < 7 0 GK H
< s 7 4 - ' m ' m I ‘A s ’
IG -0 H
: ,A A ' ‘ -< ,A - 6 t, A - 6
E s# A I= 5 0 6 ¿ - m <
Q # -K H , l - 6 . mB { 7-
332 |
m • 48 4 3 = - m '4 J 1
K H A * A 6 A - m 6 ¿ E -
A -A - E6 6 P -
I K H ‘A - J .1 < ’ l‡ < 0
% 1 ¿ 7 è 6 ¿ - 4 í J -
GK ,
“A ' ¿ < 6 6@ J 1 1 A01 B A
6 @ '%! % A 6¿ , = 1 -, 6 #
4 D -6 m E - A -6 E - l
4 Q A• K H J 7 m V
# J A . J 7 .1 % 6
Q A - 6 ' ‘ 0 '% < = '4z
' G 5 -”H ( # .-cOb)
- l‡ (References)
L) ¿ , ( .): I= A - 4-, , ‚ (, A ,
biib
b) ' D , & : 6 ¿ : 6 E , , ‚ (, A ,
LMMb
c) ' T " W- , 0( .): 6 - l , A % ! , V- ,
A , LMdM
N) ' E , > :A - G , 48 %, V- , A , biiO
S) , 9% : I= A - < , 48 %, V- ,
A , LMMb
d) ' G W, m 848: A - ' 6 ¿ , t W- š
' , V- , A , LMSO
}) % 1 , 8 0: A - m J ,' ‘ ë š % ( )
., V- , A , LMOb
O) % 1 ¿ , 0: A - J .1 < , % , (, A ,
biii
( y m w G mq# V J A - '0 y #1 -A )
| 333
mB t ‘ - ’: = 6
Œ G
' ‘
A 0 A= , . . 6
I , ²
* :' - ' x LO}d- ' 4B ,

' ‘ 6 '% 6 x % I . E %- x H
< x ' 0- “ % 4 ' A J , 5
- )3E -, < % 'lF H
< = è % % , T6 , a - E m%# ð s# ,
6 . D %-'4 ' * 'Š . E C D Ã % % B
6 K p 4 E p { @ é! < !- ‰H
mB t G < % j I7 7 I ! -
* * 4 - ' K H 0- I7 I
s# ' = '0 E m . '5 y K , '
5 m V E 0- • - K H '
- ' I7 = E '5 2 -K .
= ' 0E ' 'G 'G m x '5 - K, )
' = õ % C, “ Œ '5
1 < v_ H I '% ! - ' < Œ
v_ I( ' Ä * = ' - %1 H -
2 - mB t '5 = <” - #z K , 1
-E & 6 ' 'Š . %j E '5 G1 ' %% C
I/ - I , W q ( < 4 - 5 E- ' < - < I6E
4 = H
J 4 %U : 6 , , , {!, I H
E A mB t 4 E 4 G '
- ' ' 0 - '- 56 - 0 •x - Lb I n
LM}L % 8 • = . 7 - % !1
m *H 1 - LM}c- 6 6 - !
0 % H LO}d -` E “ %
334 |
-` /# . - W q ý = - 5 E- %j - 0- 6D
< mB t ' - ' ' G '4 - K H I “ %
= -• 6 - ' G “ % ' % %• -
(K < 0- '6 ( ý ' = m~% “ %
( ‚1 01 LO}d ‚ ^ Aé A6
G ' -`.' I< 1 K H %j D= r z
T ý ' = < K < I< 4 m ~% H <
G y GK " = . - % !1
. ' < I²51 !V - 5T Plp 6 ' -
<, 6E 5 T - K A E º HH 5 T B ~
#P ! - 0 - E = G - G - K ( <H 5 T
o% C G î ;G - (- = 6 È --
L
' - K Œ J 1"H
' - ' x LO}d- ' 4B ,
' ‘ 6 '% 6 x % I . E %- x H
< x ' 0- “ % 4 ' A , 5
- )3E -, < % 'lF H
< = è % % , T6 , a - E m%# ð s# ,
6 . D %-'4 ' * 'Š . E C D Ã % % B
6 K p 4 E p { é! < !- ‰H
% J ' % 0- ('l ' 7
0 - )- ' ' 8 I 1 - KH , <m -
. 7 A% - m 61 '0 < = - B ~ -
E) % % 6 )B = - 5 E- < J G1 < - m) _
7 - #P ! ; 5 = -, * E- <
6 51 #q - > K H < '/ Ay , 6
1 A < < ^ -K ' - '
A %H
J4 < ' . = E : ] E ' 0 0 0
= - 2 - ' < 5 < E !
I - -K H 0 <
(' n ' G -
"9 9 !9 9 š!"
'l ' 7 A
| 335
'% 6
l· %1 : Attention Please
I K: Coming
' 8 '4‘=
" -J "b
< A ' ('% 6 'l ' 7 A )-
8 #$ 6 = - E %* - * I %1, K <
VW@ H < A % * B ~ 8 #$ T % -
A = !. H < 6< - G mB
c
- E ) - "I G G H I6 < K H" 8 #$
6 -6 • 48 4 3 = - 51 ( G
4 -
" HH ' ' -?
HH m • 48 < G ! ' .HH ' G ' I '‚
N
6É ' ,V ?"
K(E < = B ~ < G „ I '5 < = J
tI ' ' G< 'A „ % ('-
< = J t H o= < - y ' = % '-'
7 Å E K - - < I "4J (
S
Aé H % T( - ' G 5 - H"
' -' 0 ' 0 0 K B ~ #$ T
0 - E- ' . = = ' 01 ' <; 1= = J
'4 - ' < 6 G ' K A ' % l .5 H A , <
mR % * , I %1 , s ‡ =@ K % öJ Y
‚ 6E ‡ - 0H ' T6 51 - 0 /# .
" ( : K, K ‚1 <H , VW6 =J
¾ - ? G '= T- 'K ( , 'K m ³ -
d
• • ¾ - ?"
”# E & D % È - ' ' ! E
< 6 I( D5 ³ - ' G K, 5 ™ % / K
' 5q' E ' ' = H ' . m C '% ! C =
}
• 5- '4 G '4 G 0 !" - 0A < ”z H
V % G < ' {= lp -H 0 K - -
/ 5 E- -• 1* I . Aö & þ - =
336 |
% K - 0- "I G -4 , , 4 F - 5 vH
' % %j ÷ K, T mv _ - K, W= p
* KH < G -A_ ' ( - 4 v % <
O
1*!" I %1 C @ A = 4 E Y Ç -, ' E
= . ! < > @H'
'4 - ' '0 6 4 - ' . =
4 H m % % % '/ ! G C@ I ( ' <
4 I ' z1 I I %1 G , -, . 4
m % % I %1 E I %1 / !1 ( m) 4 ”%1
1 , A0 1 = - 6 - G '5 -
5 - 6 K ' < =< ' . =
4 H ' ' ' E ' ' -, ' F ' A01 B ' 6 H
-E I ' - {! H 0 - -% j 6
' 5 = D 01 '5 I 6H 6
( ' A %• ' 51 ' T= - ' - 8 # $ KH
"0 - 6 , K, 5 H" = . )
• - %* -- * --W 4 G A %• '
/ - . = , - ' 6 ' - '0 E ' % K
H ' . = 4 I= , & 4-E
G E- 5 -H 0 0 &- G Q /! ' K-" @? '
Li
s H K E < -, I 4 ( A -H
'5 A - I( D5 ³ GK Œ H '5
' . = ' -`. I< '- - ' ' ' = %'
•x q ' --- ' % ' 5 í 'l ' % Ä
- 6 H G ' %' ) T< ' <H % ' ! <™! -
LL
- ' 9 7 ( H" ' < ' . = < A x- ' ( 9
m x 0- ' = % '- - D õJ 1
' '- E )-"5 *. 0 %- ' %
' <G ( T 0 , *. < E- - ' ! q '
Lb
G H" < mR . 7 7 - '5
<” - . - 5 -, 7' = 4 E J 1 '5
. - 5- I ! 4 H
mB t G < % j I7 7I !
- * * 4 - ' K H 0- I7 I
| 337
s# ' = '0 E m . '5 y K , '
5 m V E 0- • - K H '
- ' I7 = E '5 2 - K; .
= ' 0E ' 'G 'G m x '5 - K, )
' = %! % C, “ Œ '5 1 <
v_ H I '% ! - ' < Œ v_
I( ' Ä * = ' - %1 H - 2 -
mB t '5 = <” - #z K , 1 -E
&6 ' 'Š . %j E '5 G1 ' %% C I/
- I , W q ( < 4 - 5 E- ' < - < I6E
4 = H
0 J :
L) ' - ', mB t, 6 - ! , LMdc, ,
G qA %H
b) í, # -M
c) í, # -SL
N) í, # - Sc
S) í, # - SL
d) í, # -Od-O}
}) í, # - LbL
O) í, # -OO
M) í, # -Lic
Li) í, # -Lib
LL) í, # -LLO
Lb) í, # - LbM
l‡ 2:
L) ' - ', mB t, 6 - ! , LMdc, H
b) ' - ', mB t, ‚. w , Q
% , biLS, • H
c) ' - : <” - ', ‚. A J 1 ' , 7- ,
, biLLH
338 |
6 w : 'K j
D ` %
0 &
! , ,
T4 > -
* : 6 - < - . G
= %j < '4 ,6 E H T o=
• %j t , A ! ¿% G m 1 H T
4 A = .@ A 1 !- 14 E 4
= -= . < K #z - =H 'K j
< T 4 ‘ w ’ 'K j ™ & 0
< '5 4 . K < H '5 - T( -
I 4 j ' K ' ' j. % 1 - 4
'5 < H = -K / J %1 E I=
'4 s H w I T46 = .' - < 6 6
'4 - K H Y 5G < ' 6 I- m x 6 m Á
'4 - K G < K 6 I GT 6 - H
A 6 A - ”zH =E ' 6 ¾
6 ' < GT 6 - , K< '5 01 H ' =
W! _= K 7 ' x -@ * 5- H
C w 6 - DÃ ' G oW ) <, I 1 ,
÷ - K j 6 (H j oW '0 ' G 0 ”z
6 E j F -K < I 6 01
'% 7 ' 'G E = , '5G D -¼ 1
m x H '5 I % % { - % E A -
-I ‘ w ’ j <
< m x D ` = J4
K I 4 = é!.< y *H
J 4 %U: w , , 'K j ,D ` % H
| 339
J I 4 :
0 4 4 6 'K j '5 I ;G
mZ 4 K T I 1 1 '5 G K Y -H
' %- x , 6 -A01¿ '0 oW ' % D= mZ
E _ I& Ax %- x G G <
-K H T 1 1 E = '0 6 -
@ ID '4 - K ) H '5 6
V - G ' % K& A < 6 H LcSO ‘4 7’
- 9 % G-I> G - T G j ‘ w ’ I¶ % H
1 1 jV 4 ! ¿% E % = K E-
' E !- ‰ '0 j = '5 ™ ' G-K
< D -H j oW -K )
<-
“I- - G ; IT4 -< G ' K, 50 50
: , A ”zH 5 E '5 'K I- ;
B rE I * ' G 5 -, 5G < '5G < ¹!B : T ' G
' G / , T T / -' H”L
w 6 < ' G '0 < j J 4 5 '0 6 !B
'0 I6 '5 * H G‹ * K W! 4
H D . = ' <, ' '5 ‹ ' -H
6 l - = I ( #z 4 KH
6 I T46 ' - 6 K m x • '
G H ' I- - ‘m *{-’, ‘' % , ’ GT 6< - H
= '5 : - K . 0 -
A =1 , 9 %, G ' E- , Q G ' E- -
K ' - ' H I- T( - < ' I ' <
w GT 6 - H ! E I ' G '5 < w
= -< I 6 -K H C w j ) <
*.x - H ! --
“'5‘ 6 A 5 - K E< <' 6
- K , EG < ' ' =< Ä
b
I= H”
C ' •÷1 I %, ' ' #z ' 6
#% % - '5‘ - m ) K A0K ' G '
340 |
0 & m wG H w 6 < - A4
' H I < ' 9%% f# 4 . < I & <H w
0 - 4 6 -K -
“ w 5 , f# E A ' %
'5 I ' G, ' ' j ' % ' 4- <H J
c
%, J .1 *- ' ' G vH”
- W! = 1 T '0 < '5 w 6ZH I 01
< w 4 - ' KH '5 I A p < <
%1 ' G = K I =H Ä ' - 4
I 4 = 5G ' < G < ' - '5 o= # =J
- E W! 4 '4 G I7 - ' G-K H
< j 6 A x 0 m wG -6 -K -
“l '5 '4 G 0 ' T 5 *. ' G 0 , ' G -
' < ' G H”N
W! # = t% 5 E - E • 4
¼ ' & - '5 - H W ! ' , '5‘
= I= H < '5 ' - . , . %
4 6 '4z '4 G G ' G K ”z, )
' 6 ': ? - % K J 1 4 j I6E '5
a / ' / H 4 ' - j ' !- -
'5 !- m x K Y %J . , DÃ-5`. E
6 B ' E- G < ' G 5 -H 6 0
I= 6 G < = . !- E ' - ' 0E '
( 0 AD m - ' <H w = ï
J4 -K 5 = I A 01 6- 0 E < 7 ”z K
' G -
“ l , 0 -
A04 4- , 'K <
' E - Y ' • < - ¾ . A0 A
S
' . / m ) H”
Y W! _= ' '4 - K H j = '5 ”z -K
{ - ' G 5- w ' '4 - K 6 H < ' G 5-
A W! '5‘ m K ) < ' 0 E .1 - H
% % , A2 , “6 , I & G K K I6 A
| 341
7 - I KH A04 w 4< ' C H =
m * w % lpH 5 E % % w -
'4 - K I w ( = ' I H
I ' 5G I 6 !q K I
J 1 '5‘ ' 9 9 4H w - / 4 {
m Á 6Z - KH < # 0 7 '5 p '5 5 K_
'4 - KH ' % . 6 ¾ 1 0 0
6 = E '5 1 D H W! -
Å H < 5 B W! = '5 W! F A –!.
K ' GT 6 ' - K '% =H
I 6 < j = -K H < 0 4 oW
- K G '0 <H 5 E j '% ! H 5G w
% lp 6 . G ' - A 1 '5 <
- ' ' - Q D H /1 = '5 W! K
• -K = 01 I * ( K <
6 5G - I GT 6 v G < '% ' G _
• - KH '% m x - GK -
“'% '4 G A I ( K, '4 G G
' G 5 W! F, '5 F, '5 ' . '5 ' /
0 0 4 I( ' G , #z
d
<H”
4 ! --
“ » 0 4 /1> - 0 ' - '5
'% 7 w ' G - = -K = .
W! FH w I '% '5 ' Ä4 5 E-
6 W* 0 ™ 7 H DÃ ' (
6 T ( - 6 < GT6 K ' T 4 0 A ‚ Ä H”}
'% ‘ W! F ’ = w 6< 6 = - KH =
2 I * '5 01 ' '4 - K < m wG --
“'% ” %1 = ' m$ , m$
- 6 -H w m$ ' K
O
' K H”
G '5 G r < I= '5 -
- KH ' 1 W !- W ! 0 y@ '0
342 |
/ ' !-< -H j w E '% = y@
'0 ' ( ' E- < ' -H '% J / K
W! w A #F H '5 ' '4 - W!
'0 • H 6 4 E ' ' ' <,
% 4 E 6 = H 4 A - < I6
= 1 KH I 6 m
'5 4T '4 - KH I6 '% ' G 4
-K G E 6 4 - '% 6 ¿% 1H ' G
0 --
“ w , I6 ' - '5 ' '% 6 6 -6
' = H G '% 6 -, ' G 5 -,
K <, I q , H - m6 ' <-% ( E-
M
E- ,”
# ' ‘&51 - % J 1 = #z K j H: y,
I %- * , : m 4T I K % 5 ;G
Li
6 '5 m6 ( = K, ‘ G w : - - 0, ' H’ =
= ' #z q K '% '4 GH * < 6 =
A6 Q ( E- - KH = ( K 6 ÇH
G ' G '5 / m wG K T # z% E
& '5 # K ' Q 5 -H G K -
“ w , '% = ' I K
I , T 4 4( ' Ä , Ä %U < Aj '5
' 6( A04 2 -6 K H
'% I = w K, '
- - K, ' ý ^ , 4^ 4^ 4^
LL
'% - - KH”
'0 I A < ' ' m< ² = - ' (
E) H E I4 . ' H I ) <G <
j @H = . ) j ( 4 ' m) <H I E A
- ' G 5G 6 -
“ '% G -, ‘ < ' I - 'G ?
Lb
I - ?’”
mt w 0 6 -K ” = ‘D ’ E ‘ m’
m x '5 ' f- ' <H I j w -'%
| 343
6 A A '5 1 < õ H
6 ' G 0< '5 < - 4 = 0
H' G G 'K j = . G .1 61 -
IT T ‡ I01- 6 % % = t 6
'0 C % ' G-K H w = p A K -
K oW 6l - KH p 6 – = '
- 6 ” 4^ = - A .1 4 01
KH j ' # '5‘ 4 4- ' A 01
E- 5 - H '* '5 5 K/ K < 01 6
- m Á = - m KH < w G ‘ m’ %U o
'% I 4^ K G ™ # w ' KH
= E !- ‰ '5 Aj< I K
AD m - ' <H T C D ` D* G &
' GK < -H 'ê T '5 ™
' G-K ”zH o= < j - T j %
A . 0 0 6D 9% j D ` - : -K 5
0 D ` 0 % ' G-K 5 -H % ! %z 4
€- 7 = - m wG 5 --
“... w • (< 6 ‘ : ’'
m H j oW < I- -
6 ¾ '5 .1 ' ' G , ' 01 6 ¾ , 01
A ‰ ' oW < 6 - ' H j
% ! ' G 5 -, p 6 ¾ , DÃ
j 01 ' G < I 01 '%
7 ' -' 'G -, D -¼ A - ' 6 D
Lc
' -H”
0 J
L) ‘ 7 = -’, , ‘ j l : 6 ’, 0
s . I n LMMi, % Œ. 41 biLO, I & % 1 ™
™, NS ' - ' , }iiiiM, # ™ S}
b) #
, ™ SM
344 |
c) & = - / , ‘ , K < ’, 0
s . ‚ ^ biiS, # - Œ. ^ biLS, I & % 1
™ ™, NS ' - ' , }iiiiM, # ™LMb
N) ‘ 7 = -’, , ‘ j l : 6 ’, 0
s . I n LMMi, % Œ. 41 biLO, I & % 1 ™
™, NS ' - ' , #
}iiiiM, ™ SM
S)
d) , # ™ dN
}) 4• '/ !, ‘ j:6 6 mö ’, 0 %
% < biLd, 4- % 1, cO/b- 6 , •
#
LLii, ™ LL}
O) ‘ 7 = -’, , ‘ j l : 6 ’, 0
s . I n LMMi, % Œ. 41 biLO, I & % 1 ™
™, NS ' - ' , }iiiiM, # ™ dN
M) , # ™ dS
Li)
LL)
Lb) , # ™ dd
Lc) Z- 7 = -, ‘ 6 : 6 E ’, 0
s b} ' ]^ bibb, { - Œ. L 6 - ,bibc,
:- , ' 0 m , ' ‚, w, , -
}iiLbd, # ™ Lcd
| 345
• %% Œ 6:
51 4
D ' <
! ,' ë : I n ‚ · m 6- ,
> -
* : è % % ” %1 I '0 < Ä 6
/ K H %! / , < 6 5G -
1 8 P , %- ' ” %1 I H
” %1 - '5 ( J , -
6 ( m) H 6 '4 l . 6 '0 J .1 # 0
K H' 6 l ' K 6 K ' 6'H 6
I4 , 4t # t, ‘% , ' % J ! , ' % -I% E 6 5 .
4 -K l ' '4 G H = 4 51 A E A •
E < 6 E P - K H < 6 % * mR E = t
< 'Š. ² m ¿ , E 5C = {
K H < 'Š. ' % 6 , A01¿ E 6¿ x
1 K %! = I %1 ( * -
D ' T( E ‡ I K < 'Š. m x -
4 2 H
%U J 4 : • %% , ,m % % , 6, Œ 6H
< • % % 4 '4 6E 1 '*

I A61 K H E •
-, '0 < 0
= = . 1 I= J4
-K 4 H
A A• = ' 8 - 0 I= q6
6 mö -H 0- 5 - '5, ² %* E ² mB
x % '5 6 5 . #z K , = Ä
& 6 4 6 0 ' 7 7 ' G 4 J .1 A*
-K H • % % Ä & 6 6 E< < ï
= = / -K H 0 A x- % 1 1 E %* 7
6( C 1 – - q6 'Š. mö - 0 - <
K & a - CH è % % = ² %* s#
346 |
E „ „ p %* 6 - K J
1 H ² %* = '5 I01 6 %C % / -K
' 8 < l - 6 1 •- oW - K H
Œ ( E) # t .< K < % <n < ·- '
7 A - .6 E ² = %* 4 51 (è % %
% = ) A .6 x ': mô H
- J t “ #q : < A• K 6
% - E) H 0 % C5 Œ
™ & -, 5 - 5 - I 6
, ² -%* , = # q Š. 'Š . = = /4 -K H
6 . = A% -K Œ { <
4 - K H K ( E, “ % 6 A _ 6 mö E
(' 6' ' a -' < - QG ) K Œ
/ H Œ E- K K ² mt <m - J =
l l . (5 E !- - < 0 ); %*
0 I J E- ( : D Wq A 5 )
E- ' = A0 è % * '0 4 E- H 5G
Œ ² { -K ( 9 , ' %
G < '0 ), E K ' < 6 5T ² Wq
# •- ' G - K , Œ ' G { 4- ) 4
% % ² . WqG * x -K H
% U A01 6 C 51 ; H A
= . Œ6 ' Q È -, Y '
C ' Q - 5 6 #t #1 @ A x m
H 6 6 mR 1
m wG ' H I ' 7 ' ‚ , J E JD
= 6 K = . ) 61 51 - C E A
% 6 6 6 4 A x K H %U
í % 'Š . - 6 mR 1 0 C
' Q È ' H
I) % = A = K - , ' E- , -
% H ' - 14 7 H
6 '0 % '5 1 -K K %
Ä & J K VW@ J .1H I) % T ( -
| 347
'%) 6 VW@ ' E L}Sc '0
= '5 0 H m % % '0 % 6 1
I 0 H ” 6 •- •- = - -.
/ K H .1E- 6 m mô : J 1 .-
' E- 0 H <m - 7 I 01 '
4 0 '5 L}M} LOLS = A01 ' -
4 t K 6 •- K H
í A -E = ' '
% % 5 0z 1 K H o= Ay ' T( { 4
- - í I= = G
'4z K H = & 6 ' K H <m -
%* „ T Il K H ¼ %* 4 Al. J
-K H s ' < , 1 4 ' < , %-
' < 7 5C K H 5 _ ) 7
LOc} G#z U 6 P 6 D 01 *
# % < ·- -% P H & *.% ) J
4ƒ E ' 8 0 ) 7 r = 5
: s# 6 - J4 - K H A01¿ '0 Ä
6 .6 T 6 '5 5 #z K : 6 1
I % #z -K H < ' P - < K H &
6 K , ² %* - % * ' 6 1 7 T
6( - (K H í T “ Œ ” A K H
A è % % x- 4 6 A0 I< 7 5C
K 5T T = A _ ) , - t, 4 T 4• 1 ,
( GH m % % - ² %* E „ „ 441
6 E s# '5 1 -, T A < 7 5C K H
m %% - ' %- ! '5 - LH
A 6 Œ , (6 - # % % 7 5C mR
A= T 4 6 E K H <m - 7 T / P
1 G H bH = t # x Œ 5 K = # t6 A01
E s# '4 '0 T A 6 < K H cH 6
K & Š , 6 , # , < Â 1 ! 5
mR 1 - ! H
348 |
- ) A 6 a - 6 %z 6
' P ' G H D ` 6 A x 1 < VW@ H
LObc Ld< ': - & 6 E s# 441 6 5
-K T 6 6 ' ‘( % - Œ
4ƒ K Hm %% A % Ä = t 'Š. 6 Œ E
A Œ < < H Œ = %*
= t A 6 K H
“ Œ ” IG % • E- : 6< A61 '5 H
= . “ %., 9 , -x A0 B mR .1 ! Œ 4ƒ
H A .1 !E = E %* A61 ' Œ '
a - C H '5 LObc ' ‘( - 6 P
= > w E % 0 w 6 .1 . K H
K(E < a - = Y - m wG E- 5 -H
5 E Œ a - & mR .1 - 6- ' GK H Y
6 5 - < 6 14 E / A 6 A . H .1 .
Y - 'Š. ! mR .1 mR t 6 = A . '4z
H 1 = - Œ a - A 1C E- 0 4
K H Y mR .1 - A04 A % * Œ Y Œ 'Š. C H
‘ ' ? K Aö 6 H “ < / <- ,
- m( <- , ( < ' G- , ' , 6, . < 6 <- ,
:-IG <, T4 # o - 7 I - E
I - < G( ' , % — 5 # -
< 7 <- ' ‘ 5 I -
I H” T -) A B m - A 01 61
A 6 J P -K T %= < ‘ ’ -
' A - H ‘ -’' , ‘ ( -'' T
6 6 G 4 H I E ' - ! ' K -
< T ™D - - K H
- ‘ ( <’ ' G 5 - H A04
I m wG 5 !- K < ‘ ( <’H #
‘ ’ IK 6 - ‘ ’, ‘% ’ I ‘ < ’H
' V = ( v ‘ < ’H ‘ < ’ - Ä 4 H
0 - I K QT H QT Ä 4 4 H ‚ ÄG- H Y
' Ä H QT 0 A% H (< -
| 349
' <‘ < ’ <A% H (< ) '0 oW
-K , ) 5- H , ™ ' / I oW - K H
- 0 H ‘K )’ K = .7 H
' < (< - = m C I #P ! K ) 6<H
‘K ’ I6E T ‚ < qH T K ‘Io ! ' ’H T
K ‘ ' ’H ‘K ’ K - < T4-' H
‘K ’ K ( H T 'K <- K ‘ 0 0’H ‘ 0 0’E T
‚ I6E G H T ‚ ‘ ’H ‘K ’ K 7 -,
' H I ‘ ’ K - H A01 - T K C pH
Š q T G 6 G 4 K T4 G H ‘K )’ K
G ‘ 1 0- ’ 6 - -H ' G % 6 m) ‘
( <’H ' ' - oW - '%! 4 -H ‘ ’ E
0 'G 4 H (< - G %*. ‘G : ’H
Q %1 ) !- ‘' - ’H LOcN ‘K ’
7 (< -K ‘ 0 w ’ H ‘ ’ K ‘9 0
-’H ( < ' % 6 m ) K H ‘ 0 ’ G oW K H Y '%!
51 ' -K /1 - ( H ‘ -’ I ‘K ’
(< K 4- 4 H - K 6 < ) I
- ' (% %* -H LOSc ‘ - 4T ’
7 ( < - K ‘ 68 -. - ’ + ‘ - 4T ’
6- K H c} '6 ( G (< - = ‘ - 4 T ’ b} '6 ( G
6 K H‘ ’ K ‘ -. ' D ’H ' % - ( < oW - K H
'%! - K ' I( < -H ‘¹> 48 VF’ - (< G 6
- I K+ I6 ‘K )’E ' <, ‘ ( <’E ' <! G <,
I6E I K! <! ' m IK ( G T4 -, I
' mIK' - - K!
= 1- 6 mB I & % 6 6 A 4
'0 4 KH A ‘ J6 ’ 7 m) H Az %
% U G < ' ( -K H . < 6 I -
6 5G G ‘I 6’ H ‘ J6 ’ -I 6
- <- w ( 6 ‘ 7 # ’ H K '5
' - ! 6 , ‘ J 6 ’ T / E ' I H
G T & 6 ' 'G ' H _ ,
350 |
I - 6 (' H ‘— 5 ’, ‘ 5 ’, ‘ J 6 ’,
‘ 1 J 6 ’ - < -V < K T H
/ ( E( K = A7H 6
T ' A01, Š I - G 4 H
Ä < 6 /( 'Q T K H ' m K& - ,
' m - , I ' m o= o= K& H 1 6’ I %• ( '5 /( /( H '
/ ( E( 6 m) W H ' /( , '
- 4 w wH '0 #z ! !, Q ( Q T , H
' ,/ ( 7 T 6 ( - ': 6 ; H /( ( -
' ( 'K K H - '5 ‘' % 1 ’ - ‘ -
¹ 6’ 6 5 , 4 0- T - ‘ ’H
K ³ '4 - ‘m ³ ’ K ' % I H ‘ ¹ 6 ’< K
‘ m ³ ’H ' - 6 ‘ ¹ 6’ - ‘I ’,
‘ ’, ‘ ’, ‘ - ’, ‘ ’, ‘' % ’, ‘ ’,
‘ ( ’, ‘' 6 ’, ‘ 7 ’, ‘ 6 ’, ‘ _6 ’, ‘I%W ’,
‘:<6 µ’, ‘' ‘ ’ ‘ 4- Ä’H '5 W!% 6 W!
' ., 1¾ Q- - -K
6 I4 . -H 6 ¼ T A& ‘ ’
G 4< , ‘ - -' ’ . , A T
< 6 = ( ( 6 < 9 6 ‘A ’'
-! A& 5 '0 4 G , I *0 ! A04
T 6 6 6 K6 ! ‘I
’' - ' w < K H K
‘4J ( . t’ 'K ‘ t’ ‘ * ’H 6 / 'K ( ' <
‘ * ¹ 6’' - ( 0 ‘ ’+ ' < ‘ ’ E A
E ' K H Y ‘ ’ ‘ ’' - ‚ ' '• G-
A ') 5 v H: T (K ‘ ’
E H % = ' E- 6 T '6 q v H ‘ ’
‘4J ( .’ '5 < T % = ' E- 5 ' - -K H
‘ ’ '5 ‘ &- ’ 6 5 , ‘
| 351
m ³ ’' -, ' T * K , ‘‘ 6
- KH I ' E Šq ( +
9 9% 0 E 9D 4 K < 6 4 9 %z H
6 A& ' - G A J 51”% , I 6 H
7 ( H A I 5 * E 0 H
( '0 ' % - 0 < ' 5 I 6 *. K H &
Šq A= E ' <H’’ 6 ,' < * K
‘'% 6 #$ ' ’ 'K EH A04 ‘ # $ 'K 6 # $’E
‘ ¹ 6’' ‘m ³ ’ ' GK H E 6 6 5 K
‘I= &-I= ’! 6< '5-A = ‘ ’ A = '/ !
-K , ' < A = ‘ 6 $’ ' < # ? < ‘ ’
E' 6 - K H ‘ (% ’ 6 ‘ ! -’ 6 6 '0
‘ ’ Šq -K H ‘ ’ T 5
'0 mq ' - G% -K H ‘ ! -’' T I
*. K T 4% 6 H ‘ !
-’ ' < - ‘ / ’ 1 & 9 ' E- x
K H - j 1 A <6 , E #t '
' H ‘ ’' -E = 4 ! !H
‘ 1 6’ m * T ( H T 5T 4
, T 6 H LOLM Ld< A e
G 9 6 % - K - ‘‘ - K
1 ' -H 4 B G% - 6 Œ T
6 ' ' G -K 6 KH’’ LOLM 6
¹6 ' 6 ! 6 < G
J H ‘ #$ ' t ’ ‘' ' ’ ' 4 I 4 #z
K J ‘“% %’ '0 QT & 1 H T
K ‘ 4- Ä’H ' K LObd / H
s# .1 - , A v A7H
4 %U < o K, ( K, ' G KH , , 5 -
< s# = (K H 4 J4 - I6
'0 I( <% K I , I H Y mB t E p 6
I K - '5 , 6 B 6¿ A x
A01¿ ' * H 1756 I 1 6 m ' ‘ H
<n < ·- ' 0 = = W. H '% ! 6:
352 |
> / - % 5 q 1757 6- - H 1
K ' I % * K “ % <H
< * p ': K 1 H = = %1 '0
- ' 6 = H '6‘ ( 0 Å
H Ay ‚ 0 %1 H
I " " K %! m =, A K(
%U I '5 H = . A %*
A 6 = <m = H <n < ·- ' * - Q
K < 6 A G %
= < “ % 4 mB ' -H EG #q
HI m =9 - '5 6 , -, - '4‘= , -
< H “ % I A 6 'Š. 9 H %* E %
4- K - ' A01H ' m ' m I 6 14 -
4 A01 m 61 -' H 4 G
D.1 5 5 -H - E ' ‘G - 01 %UH . E-
= % 1 K E< ' ‘ G H o= A01 m 61 - A01 - 5
H < m = D 01 < K H “ %
'4 - K % 4 9 H < -K H (,
* < 6, % % (, - E( , * - 6
I 'G - K < = 6
6 H
_ ' G '0 I 6 ' ¼-
' < D ' G' G H
<6 * 0 4 H • 48 4 - G
K 5 J 1 mB m ~% J 1 6 , # . A = * 6
, m ³ A = D D 6 G E- '
) ' < H %* , í , % 0 %¼
‘ ’' 1 G K ,” %- / <- , / ( m( <- ,
( < ' G- , ' , 6, . # 6 <- , , : IG( <, :
IG( <, T4 # o - 7 # # E
I - < G( E '/ ! ( '
% — 5 # - < 7 7 <-
' ‘ '5 I 5< H” G I K H
, t, ' 48 , 6 6 # $, _
| 353
J 1 W! K , 1 -. ) , 6 G - - '4
% H K = , K( I A 6 - m )K
H '6 ( T ) ( E - ' G K-
K H { 0) E ' ‘G 6 %! 4
K H
K _, • 4 E K ' - '5 Io !
E 0 0H T 50 • (K ) E ' % 4 K H
Io ! K T - 'ŠP ' = A H '5
K % , ' K H < K < Y K
6 H ' ‘G G G 51 - ' ‘K H
' m - 6 6 G 4 K ' ' m ' ! ' (
- 10 l ' `. G E- vH ' m - ' K *
m( - vH ' 5- K = 6 ‚ - - G H
' 5 - 6 # $ 48 ' ! T - * ' % G 4
- - K H 0- K C G4 H 7
E '% 5 H
6 <8 -. - ( - - * G 4
K ' 5 -H < 4T w w
- 4B < p ' 6 -K GT ' 6 - |'/ (
( 6 6 m( - H ( K
' , : , , # , E J , ' ‘G , 6 H
( ' ( m) * * G 4 % '0 I
oW H K(E ' '0 I 6 % GK '
441 H Io ! ' K , '% 6 6 (
) ( A01 B - H < 0- t
x H ( % '/ ! = I - = - ' H
o= ' , , 5 1 4 R A01 5 E
#P ! K( , K H ' - %j E s# 6 B
KA ?. H
I) % '% ! m % % ' (- è % -
< %U * ' %- a - ! , %! I<
4 - E 6D x- - K , '5 p 6- - A= %
; - A0 6 ( '0 : -
- K H LObc $ z U 4 . & = - 7¶ < G ,
354 |
' -'H ' < < - ' - m -
‡ m wG K H I 6 A ' ^y
G - ' - ( ! -, ) , 6- 4 , ' & , - .
/ < ' ‡ A ^ ( - K H G ™ ' E- E ' - -
< ' % K H ' E- K 4 ' H' %z C
- P ' E- K >p 14 H -
' G , 6 , '* %! 6 1 -@
H
< 6 ” %1 T I4 ˆz - K , Y ' ( '0 <
' ‘% A ^ K , 5 T ˆz 4 Wq
P 6 ' m K H ( ( š -
6 W ' ! - - '• E 4 ´ ) x - K H <
A= = %1 LObL $ z U } 6 < G
' 4 1.'- p, K -K H ' 6„ , 3 4 51 %-
-H mt : < - '5 , -H < .
I E ` < 4 A , )
m < - H ) E p - K z <-
3 4 51 ' - H ‘ ’- 4 Gš 0 0 '5 m %
% - 0 6 K IT K , - v G I
G % I( , Q ' - H T 4 • %
”z v I 0 0 K ' Ä '6 m) K 4 .
& = -H K - I LObc ‘ -’- ‘ !-
Œ = ’ % !1 4 - 5 0 I ': K E H
7 m wG 5 , 4T ‘I / ’ I _
‘ T4 % ’- 0H 6 ^ y % 0 %¼ GK -
“ E Dj < 6 %* 4 = 1 Ix <- '
G< H
% 50 01 % • % ”z v m % %
oW '0 H ‹ % IT (/ < 6Z -K 0
- ‘ , %1 ’- H A % K I ' GK H
'> 7 6 K < 6 - 4 H ”z C E
'> 7 6 W! ' v E ' A 4 0 4 -
' ! (K , 6 EH - s# E !-
> - !. A= 1 0 -, “ G I
| 355
A -, ² '5, 4 1. ‘ m G ’- ' G 0
' < ‘ v_ A„ ' ’ I 4 . & = -H” m % %
% V ' G 7 1D -H y 6 & = -, T ‘
m : { 1.’ < - GK , m % % { - =1 '0 I
Œ , < % U 'Š . B 51 6 J ”z oW
— ‘ 7, Œ - CH… ‘ ’ 0
4-„ , ‘ Œ ’ 4 „ H’ m % % %* Œ
A ™ %J ) B- 4 K -H % %
' ‘ ’ A 01 ' Q = t Ä H LObL- 1 bii K I E
A < - 0 GK H
%! 6 - G '5, ‘ s# ’ I G
‘ .- s# ’ -H # s# v ‘ .- s# ’,
'5 % ' #@ - K ‘ 6 -’, ‘¹> 48 ’ G
! H 5 E mR % * - < 6< m % % U '%! '0
% % U 1 - 51 , 9 „ , I< 6 , 6 E
D= - l 9 K H % t E 4 –- < / - KH
' % m_ E < 1 KH < '%! 51 = K %
'0 < 6 x H
0 J :
L. '/ !, - -- % < # t, % ,biLb,
b. , ‚™, A - : 4 .1 '0 . . ‚. . 51 J .1 7
< ,S}- • , }iiiid
c. % ¼ . % 0 -- ( E B 7 6, m 6 % 1
. .
N. & = -, 4 .-- E , 2 %
m bSHb ' ' , LcNN
S. , ‚™, A --cii K : J E < 0, ,
S}- • , }iiiid
d. -, - J !.-- - 6 E A01¿ J - , ‹
}c ¶ y ‚ -M
}. & = -, --I= A G 7
O. '4‘= , A -A 4 % , LMdN
M. , , <& -- 4 G4 G , LcNi
356 |
Li. G = -, m 8 0 -- / < # t, LMbS
LL. s# 6 < , LMdLH
Lb. ) . * 8 0- -4 : ,' I , Lcc}
LN. & = -, VW _ - ~, Lb}S
LS. ,D - - 4 <
LO. , ‹, '5 % --¼ %* 0
| 357
t % ' %- _5 :
j A A D
.1
! , , >
* : t % 'K j < % I&

2 , 5 ' G - , I • % *Á %-
661 ; < I 4 % 4 jV l 6 8 — t
% t 'K j A= % 4 ( = .< q J -H
I %
E- 4 '* %z % %! - .
G j 1 4 E- - m ~z % 4 _ = jV m * <
'0 5 -H * . y I t % ' G ‘' %’ -
% < A 4 j(50 • Aˆ - ‘% ’
4 0 t ‘:- ': ‚ m ’) I 4 = < % _ D , A
5 Q ' H 7 m wG , Aˆ - 4 0 t 'K j
441 6 4 -H < < y J 1C < ' G 1
50 , 0- 4 E mwG - KH
J4 %U : t % , 'K j, ‘' %’ , _D ,A 5 H
J I 4 :
%! 9 % - 6¿ -A01¿ E 6 x .
% 4 E . (‘trend’) G - E )H
: D ' < . V < A= % * - %z %
4 = G š H Y J 1 =1 ' E š
t ' E 4 I 4 q E
' E- -6 '5 1 4 A 51 - (, ' <
% E- 4 = K q E - 5 -H '5 t %
'K j j t % • I 4 V < 5 = ,
' G ' G A J 1 1 % / % I& (‘LMd}
'0 LMdM— < I & , LM}i '0 LM}b— < I &
L
' Ä5 H’) – VW@ - K 4 HD = 6
I 4 E K '5, ‘... 'K j t % : ' -
b
-' < I& I ( 6 6 #z 7 5CH’ I 4
358 |
% 'K j # 1 4 l 6 1 0E
0 H ‰ ‘ % l I l !< ' % '* *-
÷p '4 - m) K < 1 j, l - % '/ 6 G
c
= -< '5 I oW - ' KH’ A01 B t %
'K j G % I& 2 l 6 8 — <
'0 t 'K j I 4 : I 4 14
J 1C < = 'K jV < ' VW@ - -; T 14
A= % j #t * -H : < % ' G _ =
jV ' % '* I 4 A - # P - I q '0
f# A - ' K 5 -H < . I f# -K
, - 'K j EH * . y I < Dj 4 A=
f# - 6 'K j —Aˆ - 4 0 t ‘' %’ - 1z
- 1(LcOb)- ' G j (50 • ‘% ’, ‘:-
': ‚ m ’) I 4 = t 'K j 4 41 J 1C < .
< _ ' E D '% 5 - 5 #0 ' E K E- 5 -
-< A –! . '4z H * I 0 I 4 j Aˆ -
‘% ’ (‘' %’ d 94 LcOb)H
...' G oW '0 * G '4 - K, <
j -H...' ' ( '0 < š ' ' ? ' _
= !-, 4 , % .1 = '4z ?
A K ' 50 = '4z K 5
' G 7 I ' G - 5 -H ... _ ' 6 6 ' G
'4z - I .E 0 H < 6
54< '4 - K I H _= 1 4 = 6 = E
N
01 H
‘ < j ’ G 6 ' E š I q 4 E- ,
‘ _ ' 6 6’ j 4 = 6 ‘ =’ E ‘ 01 ’ * - »,
9 4 y < 'K j J - (6Z: Lb ^ LMcd,
S
% G I6 ( -) , ' G G 6 5 Aˆ - 4 H
‰ * ' % - A= ( 0 ' ë . 6 ( ,
5 > -) < ' G ‘' %’ - 0 ‘ 6 (
I¶ %1 ’ (L} ' LMdM ) j % ' -
'/ ! D = C { % -Hd Y
‘I% ’ F < % E ' G < 7 { - j G
| 359
Á H 1 K ‘' %’ - ‘ G È ! %’ (LM}i;
}
' G j I ‘ ’= 1 ) , ‘ ’ (LM}L; ' G
O
!- ‘ '5‘ j’) D ` ' 6 6 j GK ,
5 'K j Aˆ - 9 4 - - ”=1 A - A C
' K ) KH ‘È - %U’, ‘ t - I Y ’, ‘I
6 ’ # l ‡ ' G Aˆ - 'K j G -H
'K j 441 6 Aˆ - G E - A 4 H I
Aˆ - jl ‡ 0 6 ' K, '5V —‘% G ’ (
M
' G 0 jl‡) , ‘ ' G , ’(‘ E '/ ! % 1 ™ ™’,
0 %: L 6 - biiN) ‘ j l (L )’H l ‡ Al ‡
’= j -I G E 51 Aˆ - • • % 'K j y
' - KH 7• - J 1 - K, G I E - j
% 0 m wG —‘ ) B # z ’ (‘I & 6 ’,
% - LcOc), ‘6 ’ (‘' %’, % - LcOc), ‘' ¹ ’ (‘' %’,
% - LcO}), ‘ 6 G’ (‘I & 6 ’, !1 G LcOM), ‘
’ (‘5 ’, % - LcMi), ‘ _ ’ (‘I & 6 ’, % -
LcMb), ‘<8 6 ’ (‘I & 6 ’, !1 G LcMS),
‘<K j’ (‘I & 6 ’, % - LNii), ‘ - ’ (‘I & 6
’, % - LNiN), ‘'K ’ (‘I & 6 ’, % -
LNid), ‘ ' G ’ (‘ 0 ’ SS !1, 0 G , 1 LNLi/
Ae biic) < H * . y %! G '0 Aˆ - J 1 C
jV = ‘% ’ j I I 4H
. '0 < < j - 1 = . E-
5 -H ‰ * '%! % I _ (5G ‘ : '0
'= T- E) - % 'ê m ) I K '0 H p
= Q 0 - I 6 H -% 4 ( - '
/ ., 6 0 ... %% ( %U... , ‚ K 0 -,
Li
( ... ( ... ( ...) '0 I , - ' < y -(5G ‘4
LL
'6 þ K p -H’) I 4 j '%! - KH ' '0
I* 01< ‘% ’- H : j J ,
'5G '0 < j A = 4 mR %* 6 %
6 5 -H % ) y ( s , ' = , = , oˆ , ,
< ) K K ) ' E l ' (- I %G I 4 j
mB H 0 W! 0 1„ 0 (‘omniscient narrator’)-
360 |
# z . (‘point of view’)- # < j '0 6 ,
‘ G4 ’ 6 D H 4 E {= '5 # A7H '
4 4 % y 0 1 = 0 H ‘ ' . 4 4
Lb
0 H’ ) 7 6 A01¿ E % 9 ! .
= = D {= E 4 , .
H J y ( ( ‘ ' ( K ( -;
'0 I I ' 4 ' G ’Lc < ù 0 ‘ ! (’ (,
'% ! ‘ - ’ - y p 6 -H Y 6 E- < p
l y ˆ . A „ {= lp E 4
D I J 1 / - I 4 j A . *
I H
j oW y I '0 p = ‘ 4
LN
Ax -’ A * ' G 5 -H I : ‘
LS
)·! , 6 y’ — = ' m =
I ? E ? '%! 51 ‘I: ’
< %- m{ 0 H < Ax E
%-, A l 0 y ' ( I 6 m t6 =
.I / ' H A % ! 5G ‘ K K
Ld
K (- ) =’ ' K( - ( G '0 ' s , < ,
= oˆ T( -H '0 < G ' 8
4 y I E 1z —< , = E
oˆ - I 1 - . Al - KH 0 1 0
0 6 l I < ½ # K H l I -
) / 67 , ) ( ' ‘( ‘ (, ( W 0, (5 T -
T% I( A # % - K), ' < 7 ) · E- - : y é!
I G ‚ < A J H l # '5G < '
K, ' G ‘ ( / Ä % (, , = = % ’- ¾
‘ ) 6 ( Q T -’ ( ‘: T 4 ’- < ½ H Y
< Q -< D 4 '4 G : - ' - ' H <
= E I ': K 0 —‘ = ' 0 - J - K
' T = KH ': < # Q Q %U m) KH % ( Ä ' Ä
L}
: %H ' - H 0 K H’ < = <
I4 ' 6 (
‘4( E’ E- - ' K K H = 0 7 I Q -
| 361
K H ' G 5 -, = 0 ‘6 < 6 ’ 4< E
* ‘5 ™!’ K ( K< H = I4 . G D ™õJ 1 E
{= ; Y G E 4 {= lpH A 0 .1 '0
6 , A G ‘ K K ’ '4 oˆ D x ‘< ’ -
À KH
j ' G, p = A G ‘' ‘ J '4 G’ ' -
( A G 5 H 5 0 l I = ., 6 -
% ‘'K ! ' ‘ J ’ -m K y H < -<
'0 — ' E) W. =J #z I #z -
< * J < E = < l ' E 'K -
'0 5 ” K H * .< 6 %
- H = ' 7 ”z < , ‘GT6 I ' 0- 5 ,
K< ' - KH ' , <?’LO G < '%! -H ‘/
K K '/ Gš mT4 6 ’ = 4 (' G ½ oˆ E
< E = J 1 0 '6 ' )3 K , ‘: < ! : < ! ,
LM
I E 6 H’ 6 '0 E ' G 5 v, • % 6
5 I 4 j ' 8 & - m) KH 6 / <
y x H / ' E- Ä -
IT K , ) = K : ' - J 51 p ' G K 5 !-
# z I !1. H < = - 7 4 y 4--
1 V( - , I / 6 4
5 G E- - E- 7 - ' E- K I 4
' 8 & - E )H J K , %! K ' - ' . ' ? ' -
< , = oˆ < - 6 = Q ( oW - 5 -H
< A A7 1% E 4 ) Q '5
< 6 ' . j
'4 - KH < 7 s —‘ <E , oˆ E H = 7
bi
' H E A% ' ’ o ‘Q ’ E) = G I
C 01 K 5 -H IT K - 6 < Q (
'Š J - 0 ' % m K ' G 5 -H < x
s m J .1 ù A 5 0 5C—‘ • < G 0
bL
o K, < '5 % ' T 0K H - = ' VWH’ 1
A x G s ' 50 50 < ; p x 6 '
K ‘ % ’ 0 .— ( 0 ‘ J 51 p : < = oˆ ’,
362 |
) ‘< = oˆ ’-E K, 5 I 4 j F
* A B 51 J .1H < 7 I : , I G m wG
K '5, Aˆ - ‘% ’ j 1 ‘ E '/ ! ™ ™’
'0 % ‘ ' G , ’ ( 0 % : L 6 - biiN) jl ‡
‘< = oˆ ’ < -H
G E- - E- / < ' % K - -
/ ' -H ‘% ' % % E- ’ ' G = I o
6 '* ' G s ‘' ‘! ' ‚ - K, I- 4 I-...H’bb
-H ‘' E- 6 z ’-- '5 ' - = EH 4 ' 0E
: 0 E < I % J 1C
H ½ E 7 ' <v ; Y
' H = ‘ ’ Ax - 0 4 0
H K*. 4 :
m x -H ' V Ä : V . I #z H oˆ (-
K - : E, A 01 -H s <v J .
6 0 m - 6 '4z ' E l . %
A p - . '%! 51 K- - < E oˆ {
B1 -H - = '5 ™%U Iî 6 -H I
E B*. B ( V - 6 ' 6 : ' (
- ' -H ' G 5 v % 'K s '5 6 ; y
0 1 = ‘ 4 4 ' .’ 0 l 'K
A - ' G - KH < 0 I4 . 4 E 6( '
- -H I6Z 4 6D % *
- - KH I E m wG , 0 l ‘ 6 ’ y
' '5 %- K , : 1 ' < <
* I J K 5 -H 5 < ' < , = oˆ 6
' E- : V % 7 »
‘I ’ K, I0 . -K G H ') T ,
'4 G ‘ - *’- I ' • -K H
’ / ' ( G E- - ( : G E-
'% ! I E ' ( - H y ( 67 -
- ‚ G E- x H% 'K -' -, y ‚
G - G E- A 0 - “ - H %! < =
W. A x (4 - ‚ 'G - ( 6 - ': < I
| 363
= 6 ( T4 - A =1 6 < < ': ) ' G
( < - ' - oˆ H B
I4 . D ™õJ 1 G * H
) = K K-- 0 0 - 5G '
( - I , 5G #z m J », ) G I E J
) = x { 67 '4 G (H 0
'0 6 5 -, m ~z x ‘ G )’ 4 H J 6-
0 , ' G - : Ip 0 E, 1 6-
: T < - KH ‰ .1 - 6 - 1 s ‘<ë n’ 6
< - < ' ( J E< x '5 6 - ' H 0
s oˆ 0 H '0 K- 0 = K
I , '5G '0 = ' T 5 E- & 7(‘'=m - m) K,
K, ' Ä 5 vH 7 ' < Q Q %U H’)bc-' * ' H
A ' ) 0 6 6 ' A G J
K- (< H< = 6 4 - - -4
0 , < 5G K ' üK -, 6 5 - - '6 T ' KH
j' GA % p —‘5 , ) - ' KH '6 T ' G ' m - -
bN
?’ < / C = - 6 I EA - E) <
- % '0 ' - I ‘A > 0 .’
A J H K A D A „ H ‰ *( 6 K )
<l ' E 'K - G '0 5 E- <v % '0 oW
- IT ' - K ' 8 < , = E oˆ ' ‘ J *
- E) , ' : ' E- , oˆ P ‚
G E- 6 A m - mö , ‘%C ’ ‘A -’ '6 T ( ˆ
< 5`. m % = G 4 , {= lp, 6 < 6
• %A • '5 - 4 9 % z mñ -m)K 5 -H
J 1C / - < A '0 K- ( <
G ) '5 A v % H < 0 % %
H m - = ‘AD p ’ 0 E ' Q 5- <
364 |
9 ™% U A % I6 A „ 2 A 6
é!. KH K*. : - 5 E-
I%• - ( ': = ( 5- =H y - 6
A * . A x- 0 6 -H =
K %! I l I 6
‘ ²-<’ {= I mt ' - H % -
y : ' '4 G p K / 'G
0 H' <K ‘< = oˆ ’H A * G IT K
' G s ' E- ' H : J - ' G < j I
mt . H
E A= A6 t 4 0 t (6Z: LMc}, A 6 t
' G - # Vv _ - - T -
bS
% - K) - ‘:- ': ‚ m ’ (Lc 94 LcOb) I 1
I 4 jH ‘ 61 ' ’, ‚ m - 5 • ^ LbcNN *
- ‘': - ': ‚ m ’ 4 - K, ' I< ' < 'ì
G - x - , ‘ p ’ 2 = (< < j J
!- ‰H j J m 6 <V ( 'n% H oW < I
B 6 <V ( .1 < —‘ #* p# ) 1-
V p T%- T= ( 6 ( E) < 7 v o=H’bd
I6 '5 6 6 <V ( % I ' G, < j
‰ I , -K 5 -H ( : , ˆ . 5 ( 0 ,
< I )- 6 * . j
# - KH 6 !- < = 0 ‘A ™x 0 ’
-('5 * A x 0 ' < * <
b}
' E J ) H % ‘Q Q (- 4 ' ’
'0 I 4 w% 51 < j H = 1 -
’/1 4 w% = m 6 <V ( 'n% 0 , < I
A x / 5 -/ mt W ! # z . '0 G .1
- KH ' < J < j m) K 'ì G 6 E
* = . ! 0 5 _ K Wq
%! j 0 E <- = #t H p ‘ 61 ' ’-
| 365
G (< ' 8 j - 0 '0 < 4 ‘' % ’
9 0 , / I 1 5 m t t # q ' - 4J ( -H
# p • =1 < ‘' % ’-< A * # /1 I- G
.= 1 j ‘:- ': ‚ m ’- 4 %C 5 -, . j '%!
51 ) 5 E Il = G '* J 1 C ‘' % ’ E
: #z A % J A VW@ .1J H !-
I 4 *H
j ' G, 'n% ' üK < 0 'K 3
( ( 0 — ‘'n% < V - ' G H’bO G
f . -)H ‰ 6 ï : E- W AU ' ü K -
'ì 6- - - ' E- & p 0 K T4
' ‘A * # p '4 Dx ’ H o= < -, •
4< A C ’ - E x ' E- ' - ' H
' Q 5- A B J 1 'ì G = . 5 K
' V 4( • m m 61 = H J 1C
m~% 0 —‘ < ' ' 6 ' %
' % < I ' - - ( ' K '0 4 -
bM
I - H’ '0 E * E- 5 -H j I E Al 6 5 -,
o= x - < -, ' I< 5 K •
G Aj - 'K '0 ! < ' %H = E 5 0z
5 * -H < ' % 7 5C 'K 7 0 E
<- 0 0 '0 E .' :
'n% = '5 - 6 G - ' KH...
7 G - G '6 Q ( -K H ' 0 : -
-K I 'K H % - Q(
Q (H ' < '0 I E 'n% 5 < , E E < ‚ - I H
4 K— 0 1 - K, ' HI G - %
'K H E I % V I K, (
ci
!
A„ J 1 C 'K C '0 < 4 ' % ' % K m)
K I H '5 , L. B - ) G ! <
' % 7 5C K G '0 ' < 1 = . E- 5 -H
b. A _ 0 I v, 5 = 'n% 4@
<‚ - A % C- 6 5 vH
366 |
c. o= < -, A= - J 1C < =
' ! ! 0 E 6 5 -, 5 '%! 51 51 - ' ü K K H
N. I < K '0 - A= - 5 B
* 7 5 A 1 - (< - H
B - ‘ 61 ' ’- ' I< G = m 61
0 16 A04 A R H 4 0 t ! 4 = 1
m 61 A < j A p 4
= K H
I 4 j 0 , < I — < 5 4 -
%! I # z I !1. H ( '0 ': .1
ˆ . 4 - ' -H I - ( 6 : mT4 =J
6 '0 < (‘Japanese art of flower arrangement.’)– 6 j
0 ‘A=1õ ' A 4 o : ' K’ l =
- . #t 4- E- 5 -H < % % ‘ -'5‘
# q’ ‘Q Q # P '0 m ) I ’ %
W. A = G š 6 - A0 ‘ Ä 2 % ( Iv ’
. -% I T4 = . 5 E ½ %
' - KH < 6 ½ < j F 2 - ' H
' < 7 I I ; Y J 1 m wG - J x
0 <- 0 = I• . 7 H
j - J4 6 % E- (5 0 E < 7 'n%
' ü K ' -) 0 E K 5 ( '0 A CI I
- Wq ' G I H 4 G E- 6
% E- 6 A C 4 E- A - I 0 ' 6 6
‘' 4 G I - ' ' ! I E I * ' E-
- - )B 4 G < ' , ¾ !—5 „ 0, < 0
cL
5 # ( -< - K, A C 4 - - - - ’ 4
' , '5G '0 A -EI ! 4 9 %z õ -
E )H 0 ' < 7 <- 4 # E 1 D 4-
EI <, ‘ 61 ' ’- A= 6 I 1
( ' = -H j ' G, A x -
' I< A G A - I= . 0
'ì 0 rE 6- ² 6 <
% . _ -H V = C 7 • & p
| 367
0 < ‘ 61 ' ’ K( A I '0 <‚ -
G * - ) <; Y ' < -< 1 #z -
: 0 6 51 _ - E )! I 7 5C
6 'K 0 < A= # 'K ( • m )
0 I t6 - :
... ' z <‚ - ' < G '0 'ì m )
I KH Œ - KH I G E I H Œ
' 'K ’ - G v 6- G ' G I
5E , G K 'K ( !—' I ? 'ì
cb
I C t?
0 < ”z !. 'K I¶ ; / - I • % 6Z ' -H
G 'K ' G '0 - ' ‘G t (‘I ' GK
m - ‚- v H... 0- 6 , I
cc
' 4 H’) 4 ' E 0 E 6 4 01
: I H 0 E- 6 'ì '0
' < = -4 0 ' - ‘ -4 K - J ’1
/ ': H I¶ * 6 0 5 '5 ' E -• (
'4z ' G, 6 -6 -4 y! < = 6 0 QT -
cN
( ‘ o- R ?— Ä 6!’ 4B ‘A6 < =
K ( — - `’H J 1 C 'K { - ' E %U
mR . J 1< 0 0 '4 - E /! 4 -
' V K - E) I < A , % * - ‘ -'n A š 6 ’
:- 4 0 'K 4 H A 7 0 6
I• . ‘ ’ E A ‘ ê K-% ’ m ':
' -H I ) < = 6 { ‚ I/ %
4 0 I( (
T - '4 ‘ /1 % ’H <-
B % 4 - I• . K 7 - K = -H ‰
= ' 6 < - ‘) š ’ A04 1 mR .—‘ 6 I<
cS
< — 'G - ': ' ’ J 1C ( - ' -, 5
: = - H A= - < ( < - '%! 51 6- -
0 E < - <H G < j '%! - ; E ) 6
A * 4 H /( 5G I 4 w%, 0 % 4
‘ -• ’ m t6 5G D p 1 v I ' < 7 ‘‘ < %# ð
cd
K ' K ': ‘': - ': ‚ m ’’’ = = 4 I , , G
368 |
0 6 ('5 6 6 QT - (< A61 )-
-' G ‘ (, G - T % ( IT4 I 6( -
c}
I T ( -’ ‘Q Q ’ ' - 0 ' GH ' - 0
< p * 6- - ( 6 ™G % y
- J @ ' G 0 G A ' - , ‘)
cO
I K, ) I K, I ; E I 6 - I KH’ 0 < 0-
< I G 4 E- -4 E - , 5 A01 4 ) Q A =
- H p ™ (< - = A= 6
A -- J 1C 'K ( - 0 , ‘ I • E m)
cM
0 - o- ( H Q / I H’ < 2
= j '%! K 4 0 tH
I 4 %! < -, t % A= %
'K j '5G % I& 7 » 5 , ml
A0 % K 4 - K, ' G - ‘' %’ - % Aˆ
- ‘% ’ 4 0 t ‘': - ': ‚ m ’ j t
G !- ‰ ' G : 5 A - %z -
m ) KH
0 J :
L. 4• 1 , 'K j: t -I % % , 'K j !--I%-, p
., -M, # - Œ.: I n, biLd, # . }}H
b. H
c. Š . , 'K
j = : % % % !1 J , Š .
'K j 51 4 % % , p ., -M,
0 %: ' biiO, # . T 4%H
N. Aˆ -, 6 ' G -' G , - '/ ! ' % G
LcON, # . LbbH
S. Œ. ' G 4 , J J !. G = - E %
( 5 : 8 ) D- 1 4 'ŠP j, { - Gš, ‚
% m , -}c, { - s ., % A w G , # .ó
dcdH
d. ‘‘' % I KH - '/ ! ' ' G '‚
G < mB 5 -K H K , ‘' ' G ( K, G !
I E ' G —’ Š- ' - K ‹ KEH y-
| 369
I I '‚ /1 - = , ' < ' G I
é!. E 4 I6E H - ' E <
H 6 G- K '4 - m t6 4
A „ I !’’, Aˆ -, j ' G G ™G,
' ‘ , % - LNLb, # ó. LOMH
}. Aˆ -, J 1 C ' % #
G , . LbcH
O. H
M. Œ. ' G 4 , J 1 C D- 1 4 'ŠP j, # . dcdH
Li. Aˆ -, % ,' % , d 94 LcOb, # . ScMH
LL. , # . SNOH
Lb. , # . SNiH
Lc. H
LN. , # . ScMH
LS. H
Ld. , # . SNiH
L}. H
LO. , # . SNbH
LM. , # . SNcH
bi. , # . SNNH
bL. H
bb. , # . SNSH
bc. , # . SNdH
bN. , # . SNOH
bS. Œ. - !B- , LLi !1, N G ,
LNLi, # . NdLH
bd. 4 0 t, :- ': ‚m , ' % , Lc 94 LcOb, # . dLLH
b}. A , IG r, ' ’6 %, -}c, { - Œ.: 41
biLN, # . }SH
bO. 4 0 t, :- ': ‚ m , J 1 C, ' % , # . dLLH
bM. , # . dLbH
ci. , # . dbLH
cL. 4 0 t, :- ': ‚ m , J 1 C, ' % , # . dLLH
cb. , # . dbNH
cc. H
370 |
cN. , # . dbSH
cS. H
cd. H
c}. H
cO. H
cM. H
| 371
Ap @ 6 'G T6
·
A= , .6
• 1 6
% ' m -I
' A4
= = ' - 5E
' T=
% 6B T I < '% H 6 A p @ 'G T 6
6 < -H 7 % 0 0 ,
Y 5 J . - 'K ( - / ' T= ' H
- ) 5 C5C -H 6 -K&= = - 5 E- < 6 H
< T " < .- ' l‡ =
K- ( ! % C '6 H ' E ' - K -
'% ! - / ': -
' T= E K
< 4 -, % #z
( I % v_, A J 51
C I : m ;'
' T ' T y, : # H
0 < 6 0 H '%!
< #0 6 1 0 K H
< / : # . H J 1< I # K
: H T4 < # 7 % 4< H
K K' H' E
A x- K K ( 6 r H # K :
'4 -E 0 ' G H
0- / G- A01 6 G H 4 6
G G < m) 6 - ' G * K 6 Q
K 4 H' 4 H
- 6 m) T( - K H ^B : ' G <
H Q m) K ,' -
372 |
4 < A_, ¼, 4 B
0 ' T6 ) T<, •B G
7 K DÃH
= ' <H '4z K ' V ' H Y
01 -K H K #0 < H 0
H < Ç ' G '%!
K -
Y -
, #0 '0 E ?
Ç 5G m ) I G 5`. “ I = H 'þ '
- ™G - K -
' IV I K
' < IV ! ' <
IK *.
' Q ' m -' <
J 1< ½ v , Y = = þ 5`. m
' Q K H 6E '5 - Q K -H IV
J 1< *- - 5 v H 6 '• E IV '
H 4 z - -
m6 (
• ' '5
6 -%
I% '5
IV ' 6 ' -, I 6 H 4< K IV 6
-% ,' ' , -H G Q < y v ,
A - 5`. - K ' '5 I 6 -< % H
< K È - Q
Q G
'5 I%
E '5 IV G
7 0 '5 G I , ' '6 6 '6 ?
'0 I - G E 0 4 H 5G < I
-K G < ™G ' Ä (K H K -
< K È - Q
| 373
Q G
'5 I%
E '5 IV G
< 51 Q ' - H 5
, 6 E I IV ' H Y
' m5 6 ™G ' = , T < 5`. K
' G '4 G GH 6 < È - Q
' GK H < 6 I H Y 5
È - Q K È - Q K ? - H 5 0
V -
! È -IK
' Q ' m -' <
&- -
'4 G 6 '%! '5 ' <
! È - 6 A J 0 ' Q m - ' <H &
- ! È - 0 H < 5 '4 G 6 6 È -
6( -, È - E '4 G 6 o H K
È - I6 # -H ' 6 < I6 '4 G 6 ': -H '4 G
6 '%! ' <H ™G '5 A H 0 y@
'4 - K H y '4 - K H ' y' - T C -
y 04 4 y
'4 - K , %• '
È -- oˆ T ( C -
GK ,
' KT ( ':
y ' E- 0 K ' 6 K H Y ' < 0 =
y '4 - K H y ' ' - , - K %• ' H
- 0 T4 6 GK , ' E
™ H ' E K ( ': H '5 ' E <
7 6 6( - K H * < ' 5 v H p
) KK ( H E) -
6 KT - KT - 4 p )
0 ? 4 • I -5 E-
„ 8-A J - # H
374 |
# '5 Iî K ' < I # '0 E
J 0 '4 - K H 6 ' T4 0 '4 - K - H 'I¶
I¶ -' - K # 0 '0 4 ' E ™G 5
- T A ! K ' T4 0 H I 'I 6 ' -
/ - v ' / A x- ' G - E 5 A G : -
' -H
' G ‚ - 5-
I '6 <-
5 ' *.
/ ' G : 5E A
- E 6- H J 1< ' K
'5 J ') vH Q Q( E ), C I =
-H j 6 A f# ( ' ( Y GT 6
H l‡ = - o= ™G ' = K H !
• K < # 0 'K ( 4 '5 H
-' K6 I
DÃ E
K /1 ( H
< 6 GT 6 ' ( - K =H ' 0E
'5 6 x H ' T40 '4 - K I 6
K, < # 0 KH % 6B K - "6 T ,
m - I "H < m - - 6 0 , <' : ' -
-
A * ' Q
( E W '4 G 6 H
A * T( - -6 6 ' GK 6 GT 6 '
'4 - K H 6 A p @ 'G T 6 ¾ '0 K T ' % -H
| 375
%% 4 B „ < ' n
m ' mö E %
' ‘% ·
— t ,< ,
² 7 - > -
* : „ m_ 0 0 4 B % ¼E 1 / K
% % H - 1 D= 
I ': K , I 0 : ' n m ' < “m 6Z )
d} > { - 0 0 ' n m ' 6Z - K H
< : K 5 = – ‚™ ! G = -H
' < - - ² ' % V 4 B ) E- rE
 ' -K
5 mö # H
J %U: 4 B „ , ' n m ' , I< :, ‚ ™ ! G = -,
„ E 5 CH
t % D= 0 %- 0 : ' n m ' 6Z
- K H I= - * 4 B „ !. {
LM}O bS'% 6 < < · 4n % E4 '6
= 6 - ' % 5 6Z - K S m· Lb
Im E6 %o , > 0 ' n m ' < “ m HL
> < 0 ' n m ' < · p = %
b
0 ' G - '5 A D R K < H
) < q 0 %- = 0 ' n m ' 6Z
0 6 5- > 0 ' n m ' 6 Z ) d} , <
376 |
c
G 0 % ‘Calcutta Doordarshan’H 5 ' ' % <4< ':
-K , B - (- 6 < W I s <
A K H
IVF ' n m - I= 4 B q '5 5
' % A* . A ' . D
1= . , - ' '* < q = % < #
q ‚^ . E o• . !C . 1%! I # 6) %
N
-H ¼ 6 7 A = A% ‚^ %- (ovary) G
'0 < ‚^ . ™ . -H I pø ) 4 '4 G ' K
IK < l ‡H G '0 mB _ - : n 1 E
:m < 6 (Leutanizing Hormone), ‚^ . 9 E .
-H ' Q Q - = . '5 ' ‚^ %- '0
‚^ . ™ . -H í ‚^ . : - ' - 4 I 0
<m (Uterus) 6 - H < - 5 o• . 7 í ‚^ .
- < # z - – 9. ! ( Zygote )H < 9. ! IŠ- ' -
1 % -H G 4 z E # qH J 1 7 %o 6Z ' - - 4 w% F
S
H Y p !- E 6 K , % % -
² ' % V - 6 %* K A 01 , 4 B
'* - 6 - m_ l, E!= E 5 C ' < ' < K Hd
I A 6 E K H % K I E
% 5 6 A%* Aj % * = < -
4 K H < 4 - E- '5 H 0 ) '5, ' 5
%o # E - - # ' % K H}
0 G '5, 7 7 A x _ E %*
6 6 - %o G A Å ' (5 v H - K ' G
5 ,' - m A ¼ 4 K( , - J 1 J 6 -
A = E - G - ' - D ™ #t - *Œ 6
¿\1 '4z H < ' ' G -
O
: ' n m ' %! - 6 H y @ A .
, - A G 5 : - y - 5 -, x
ED ‚^ %- 1 %- 0 rE = . A*
, y - '0 % % % ' G 5 -H % 4 B -
: - A% ' - - % A% % %
| 377
6 ( (side to side anastomosis) ' '4z - I% 0 : -
D H Y p A % : G ' %
- HI G G A '* J .1 : - y0 H
„ I% G : - x < = 5
(Fallopian Tube Transplantation) 6 G : I H A %
' I% A = < y : - 6 #z
y @ = 6 „ ' I K H 5 ‚^ . % <
o• . 7 / 5 - (Fertilization) I I # 6) x
- : - < = A • , HM %
< ! E . ! x . (in vitro fertilization embryo
transfer) 1 0 : < š < ‚C - ‚™ ì 'n E ‚™
1 E- ‚1 H > 0 6 6Z - bS '% 6 < LM}O ·
% '0 ' ( % < J E H %o < “m H
' m : - K J .1 KŒ H ‚^ %- '0
‚^ . 1% - 5 p K J .1 WqH #6 ) <
!. # % 1= / LM}} ^ %
GH D %o 6Z 0 K LM}O I n
N G Y '%! J 1 A % QT 6 K < <
Li
4 B „ H < 6 - ' % 5 ' E- - K H
‚™ G = < - K '5 A Ä 4 B K <
' n m ' 6Z -K , E - K H -
K ™ 0 E < ' < ' -K ,
H ' n m ' '* ‚ ™ G = - A ^ K < ì
: 1 < 6% , A01 B ‚^ . E o• . % < # q !C
, < ' 4 )·- G ' % K # 6) %
-K H 5 6 , YI ‘ 6 K
LL
H 6 -6 K ) A= - I /1 Š H < '*
' . : - m 0 - D q E- A , K H
LM}O 6Z I '0 < LM}N '0 4 K T
4 B , ‚™ G = - < r = 4 B ' J 51 -
0 T <4 6 ( m ' 6 ' ‚ì )
<2 % ' E- -H A01 B m ' ‚ì E -
n % 6 H 5 I6 G < = ., Y t %
378 |
- K j H ? 4• '0
’ = A 6 ' E- - ' E-
- <4 6 ( m ' E ' ‚ì ) H G
I< : = E ( ‚^ .) l E K 5 0z z = H K
' ED # q , K ' ' E 5`, E I < # - >
Lc
' %H
‚™ G = - ' * - 'K 3 A % =
E '0 G 6 < q (5 < J 1 - ) -‚ T4
‚^ . l H T4 ‚^ . (I : , . ‚^ . ' I G
'4 G ' G ' Q 5- , : < ‚^ 0 ) 7 l
m ~% ' E . 5 !C 5 -, %
H l K_ -H < J 1
# : m -‚ : l ” 1 6- %
( # ) = % - - 4 \% /1 < m G -H
' % K %! ' = < m c} ‚ l
= < m c} ‚ l ' ë l ‚ G -H
<• s * ' G - 6< V '0 (A01 B ‚^ . E o• .
!C 9 E- 6 < ) I 1 I ' % 6 '
' ! 9 -K H 6 ' 6< V QG '0 'G T6
' Ä I ' !9 H A01 B '0 ' Q '
: 1 < 6% •- : H = = -H E
K %! ' '; 6 ¸. I A - -
q Sc 51 G - <‚ < ì 6 =H I E
- = ¸. - ( 1< -‚ ) <• 6 -
<m x -H D - - I H
- 51 *., 0 = < I : H '%! ¸. x - LM}O
LS
bi 6 - < I * 1 xH ) -
' < A Ä A01 B ‹ ' I E- 6Z ' , LM}O
c Ae H 1 0 6 %o ' - A
‚- Ç K Sc freeze G ¸. O < • ^ -, G
<m implant ? / / ' ‚ %‚ -
' ;6 G ? ' m ' m freeze '6
| 379
- , I KH A04 J .1 freeze
geneticchange y - 5 -HLN
‚™ ! G = - 7 T4 : l
- 6 % G A01 B ¸. < m (A - -
q ) Sc 51 G -K H < J 1 ' n m ' < “m
6 ‚ ™ ‚E- ‚1 E 'n 7 ‚™ G = - 01 K ET 4
m = < o• . -< ‚^ . !C K , Aj
<m x -H Y ‚ ™ G = - q K I , A01 B
Sc <ì 6 s G 1z q ˆ *.
T I D - # 6) %
H ' '0 ' G I 7 o= ' ,
- < < %! q 1 0 . E - K H <
q @ E A @V 6 ( - - (L) E m%
A01 B < ? 4• A V ‚^ . # z <4 6 ( m
' 6 ' ‚ì ) , (b) '5 0 - ‚^ . ø %
6 E q I ø , (c) ˆ. - G 4•
LS
x H < q : A ' %H y @ 7
0 < G '5 y @ = H L. 0 (Primary), A01 B
I G E 1= . , b. ' ‘. (Secondary) I -
1= . K , 1 y @ ' G - KH ' G ' K ' - - (
7 7 y @ (H T- % 1= . * ' 5 - T< %
51 F . 4w % - H ., - ( ‚^ .
Ld
# 1 / H 6 !. 1 9 „ 9 m -
4 2 J .1 K 5 0 y @ 4 B % = lp
K H 5< , LMdi LM}i - % ! oocyte
fertilization - / 1 !. 51 - ' ü K K '5 !
L}
pocytes - in vitro fertilization (IVF) , - KH
m C _ 0 I 4 = - I ' G K '5 ™
6 IVF 4 B q 0 %! m wG 5 ,
4 B „ < ' ' G Al '5 * 5 -, ) -
0 0 a A = y @ ' (K E _
' ‚ 1 A 5- 6 5 -H 6 5 1 A •
LO
' =E % 1 y @ ( KH > < Li
380 |
'0 LS % %H y @ '0 C ' A ' n m
' - 0 H t % '0 I6E A < ' n m '
-A = . - KH = . '5 A '4z E
LM
01 H 0 A x - E! = = 4 B ' - H
5 - 6 ' n m ' ' - %1 - 0
bi
4 B H
' n m ' - 6 A < -K s

E = . - KH A < ' n m ' 6Z - ' n
m =H < = . J .1 E A p H ' n m ' # m -
6Z ' E- ' %o -H ' n m J 4 B q , ' n m
' 6Z - J 4 B q = { 6< # m -
= 1- = 0 E < '* Y ' n m '
!- ' < ' J ' <, . 6 D 1= .
6 - ' ( E) %o 6 . E ' n m ' 6 .
bL
<H A = . - ' n m '
1 % 6 ' G ' -, Y 4 B
6 -K , 6 ˆ = . K( - - K y@ 4 B -H
A y @ 4 B ' 8 ‘ 01’ I - 6 A P 4 B
' ‘ Gp '5 y @ !- <6 -I 5
bb
% ' '0 ' % H y @ 4 B '* IVF 4-
51 q , < '5 A É - q V
- K, o= ' GH I< : K' 51 '4z '5 H ‚™
' ‘ Gp 6 - K '5 I K -- % < 4 B q -
-K ' E -K , I ' E % * - H Y
- 5 (, J (, I< : : Si-di
% %, I IUI '* LS-bi % %H ' - ' -, D -¼
4 % ‚m : , E m% - E- - 6 • %
6 - - 5 v, I < 5 4 0 I 6Z
R '5 # 0 q 6Z , < !-
bc
6 ˆ = . J -6 %* E 4 H
D= t 4 B „ < ‚™ ! G = -
5 #z A J H B - I01- 6 x
| 381
‚™ ! G = - A 1 D # '* = A - -
( -K H I= 4 B 2 K(< < ·
4 B „ ' n m ' I< : q '5 I 1
/ -K K I E I= H I 4 - ² 7 { ‚.
G = - !. A¿ „ E t E, 1 ‚. .
. I & , T !. { . '5, 0 9 „
' n m ' 6 ‚. ! G = -H : 1 0
% K 1 ² 7 9 = '/ !.
H 5 I= 4 B „ 0 % -K H
0 J :
L. Katharine Dow, ‘Looking into the Test Tube: The Birth of IVF
on British Television’, National Library of Medicine, Cambridge
University Press, Vol-63(2), 2019, P-190
b. First ‘Test Tube Baby’ Louise Brown Turns 40: A Look Back|
TODAY, https://youtu.be/xW5-CrIAwjs (Accessed on 4 June
2022)
c. Dr. Mukherjee Subhas, Architect of Indian’s First Test Tube
Baby, edited by Prof. Sumit Mukherjee, Dr. S.C. Lodh, Dr.
Subhas Mukherjee Memorial Repodctive Biology Research
Centre, 2001, p. 104-105
N. Aditya Bharadwaj, ‘The Indian IVF saga: a contested history’,
National Library of Medicine, Elsevier Ltd, Vol-2(2016), p.54-61.
S. ,‘ - :. : ' n m ' ’, „ E „ ,
Ni !1, 4 01 G , , LMO}, # : LNN
d. í, # : LNN-LNS
}. -. 4• 1 , ‘' n m ' ’, „ E „ , bc% !1, dP
G , 6 , LM}i, # : cNd-cN}
O. í, # : cNd-cN}
M. Dow, Ibid., P.192
382 |
Li. ' - t, ' n m ' mö f# - ‚™ ! G = -,
' , 6 < “ , biLO, # : bO-bM
LL. Discussion with Dr. Alok Kumar Moulik , [MBBS, D.GO.M.S.,
FellowM.A.S(INDIA), Faculty – DNB(Gen. Surgery)] , Barasat : 14
July 2022.
Lb. Dr. Srabani Mukherjee, Dr. Rajvi H. Mehta, ‘Dr. Subhas
Mukherjee A visionary and pioneer ofIVE’ ICMR – National
Institute for Research in Reproductive Health, p.1-5.
Lc. Avlikant J. Dhawale, ‘Dr. Subhas Mukherjee and India's First
Test Tube Baby’, Pharma Tutor Magazine, Vol- 2 (2012), P-
101-103.
LN. Mukherjee, Ibid., p.104-109
LS. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC61140213/
Accessed on 17 July 2022.
Ld. Mukherjee, Lodh, Ibid., p.107
L}. Bharadwaj, Ibid., P.58-59 bi.
LO. Amrita Bazar Patrika, 7Oct, 1978, P.5-7
LM. https://youtu.be/00sMj2D3YuQ Accessed on 23 July 2022.
bi. Moulik, Ibid.
bL. https://www.jugantor.com/lifestyle/134027/%E0%A6%9F%E0%
A7%87%E0%A6%B8%E0%A7%8D%E0%A6%9F-
%E0%A6%9F%E0%A6%BF%E0%A6%89%E0%A6%AC-
%E0%A6%AC%E0%A7%87%E0%A6%AC%E0%A6%BF-
%E0%A6%A8%E0%A6%BF%E0%A7%9F%E0%A7%87-
%E0%A6%AF%E0%A6%A4-%E0%A6%AD%E0%A7%81%E0%A6%B2-
%E0%A6%A7%E0%A6%BE%E0%A6%B0%E0%A6%A3%E0%A6%BE
Accessed on 27 July 2022.
bb. ICMR – NIRRCH, Ibid.
| 383
W A : G = -
‘ G 4 < G’ m
“6 ' ‘ 43 = -
D= ! E y
* :6 &' < < K , W - z - 5 E- 0,

# z A I & < - J .1 ' - # z> ? #z ,
I T46 '0 J .1 I ? %j I 6 {
6 , %1 , s 4 ? < p
Ç mt G a GT 6 ' E- '4z K G = - ‘ G 4<
G’ m '0 H
%j <I '4 G I A K ,' - , G K(
9 & K H I K , . I I
Q H ' - , . I 5 x 6 , 5 K
Q, %j = GT 6 6 ‚ mZ H I G K ( ? m C <
%! . . K( I < '5 H < 7 G
G = - 6 %j , I 61 G _ 4 H ' G E T
6 BH # z T A I A „ T H
J 4 %U : G = -, G 4 < G, ' % E %, %j , ' , v ,
K H
J I 4 :
“'5 % A ' IT , ' G K J 1 4-
L
' <H” — 4 K D 1 & , o= 4 <
' ? '5 ' %j K< I <H ‘ G 4 < G’ I
DÃ y Ä 5 ' < #t H 1 E - y ,
' C #0 ^ ' G - %j 4 ( K m ( 6 6—
“' ^ < '0 6 6 < J m( m( 4 ' < H
b
' , -H K - m t6 EH”
m ' G '0 < oWH ¿ G
-H K ' G V '5 T #z , %j IT4( '5 : - '
A CV < E <H f# ( I m6 T ' 6H
384 |
‘ ’ 5 H J A % ' G < D C—“mt
' < %j 'ê '0 - J I j
c
- T K % , '6 , 5o, A , 661 „
G , %1 , < , G :% , ' % , ,
G , ' T % , ' , 6 n , '•- — ,
A- I ' - ^ 4 ), 5 ' G , D- , A T
¼ H = G 6 ( l —“o= IT , A K< H QT - ( A
6 ê , - ' ' üK , - % GT 6 E-
N
5 I H” 6 m < 0 -K H
I < o —“ ' 0 K ) K ?” —
“ , K- ' <, %1 5 H”S ' ^ < ' G
%j 0 K %1 H I - '6 7, I 1 6
E 1 J <‚ 5 Ip , '6 0 —“' 4 K
d
E % ' p, ' H” K . ' - %j H '6 )
- < ·- G ' - 6H ‘ 6’ A
‘I& 6 ’H 4 4 5 E- -I 4 < 0 A H
I²51, 4 < %j -, %j- È - _ A H <, J %
< ·- , G '5 ‘' p’ - 5 - %j J H mB -
6{ -B% E G 7 - I Y %j H 6 6
A 5- 4 V 7H -' = ' E- '0 , ') T
D - D 51 I A D C H' 6 ' < 0 GH
' 6 G ' < 0 Ä 4 K H %j pø 0
‘% -’ V ' m û (H
I #t # t '0 5 J @ 1 5C, ' G
( ( ' ! '4 -E D / H K
! - , 61 . H ' G ' G ! Y mq —
“Q Q % T 4 ' E- ' Ä ' A J ' 0 -!”}
' 6 -' H
- 5oH ' T ' ì IT - %j H
m A A% 6( 5 K H - o , - <
y È - A 6 (< !V A I²51
' H 5o % % ¹ E 6 ' G mô - J
H 5o %j 7 % 5- - %j EH J .1 m
| 385
' % ' ì IT - E- <v 5 E K ' , E
D 01 ' T G IT oW ' H : E I „
<H • - º % % %j ( ' DÃ— %1 DÃH
¹ ' E- ' - E) - H I -6
4 0 %1 H Y ' o= mô , j mô , %j
mô , ' < A / mR .—Every act of creation is first of all
an act of destruction—' 0 -?
I ' G <—“¹> # W. 6- D 1 6 ' Ä
O
4 - ' H” %1 5 K D - # H
Y < # ' % -, # E H %j ' <
# < - H %j t % < - H 8 0
' < # % m H G '5 T - ' K
—' G f- ' < ' G H = A”z K E-
5- < T =H 'K ( m : ! - '4z G H
Ä - 'K ( ' p: E- A . H Y
6 K< 6 H
A I ., Y 4J ( A < I 6Z ' -
ì 6‚ H 8 0E I K <H ¼ - -
l v T I¶/ E- '4z H
- ( H ' E- ' E- G ' ( / 0,
0, ' < 4 4 0 —“I I : <
-H - ! -, - %ð 4 % ' %—”M
oE 4 5 - '%! 51 H # 0 K, ' A K, ' p
< ·- K p ?. - G - oH y @ %1 ' G 5 -
' T %j H o %1 %j < 6 0 '
Li
¹> —“I ' - K < ·- H”
I ¹> # - ' -H I¶ - ? ' '0
' ˆ . 4 <0 HA 1% 5 0 - ' H ./
' &, % , W. -— 6 , ÷p < !V
< ( -, I < % 0 ' 6 AG %j ,
' , ' ? . I 6 Art is a lie that makes us
relize the truth.
“6 (- 5 -; I E ( 5 <!/I % * - 6
LL
%C - % C 4 <H” ‘=J š ’ ‘6 ’ mq# <
386 |
m % H m I¶ - Ä %j '% ! H
A _ l KH 6 '4 G ' G K %j 1
. H 4J ( p K , s ë # %H mt GT 6
' -K s 661 I T ¼ 6 ' I% - 'K :
4 4- H !1 '0 ' - K ' l — #
—“6 l <E E- <: ' 0 n C ' H”Lb
% - G '5 4 % - ' K, 'K - ': K %j I %H
DÃ : '%!H 6 Q E %J H - ' K
p 0H ' T / I ' ‘ J 6 K %j '5
Lc
—“ ‘ G 4 <, G?’ I ' ?” G '5 6 K<
6 '/ !. , 4 - m ) KH I¶ y 6 < GT 6
E- 5 v ' 0 EH 6 A p@< # H < ( —“' T ¿
G I »- - ' KH K F -'ê H ' ' Ä ' K H
LN
- Q ( %U K ( I ' %U ' < # 0 !”
I < o < 1 mR .—“• %, Az %, I E I E
K - 5 E, ' G < < H %j , þ -5`. - 6 -
< H”LS %j G = - 7 '5 K % % U EH
= ' K -K 6, H A ^ K 4) ,
C 4) 6 ) %j -K I <H G
16 D C J - lm 6( #z K 0 ' 6,
/ K H % A E < '4 G ' K H ‰
1 < W A : ‘ G 4 < G’H
0 J :
L. ‘ j l’; 8 0 ) ; — % ; % ;
< biLN; < - ‘ ’ A % ‘ ’ 4 % '0 I # ; #P -
}NMH
b. ‘ G 4 < G’; G = -; 0 s .- < LNiS;
# P -LMH (A ™ < ‘ .4 . ’ m wG - K)H
c. ; # P -SH
| 387
N. ‘ W. ' j’; % , 0 s . ^ biid;
<- - 4‘= ' G j ‘' G’ '0 I J ; # P -S}H
S. .4 . ; # P -NOH
d. ; # P -cNH
}. ; # P -dSH
O. ; # P -cONH
M. ; # P cddH
Li. ; # P c}bH
LL. ; # P -}H
Lb. ; # P -c}
Lc. ; # P -MH
LN. ; # P -cONH
LS. ; # P -NibH
388 |
! " , $ !,
% & ' () * )
'*! , '
* * - : $ )/ *0 1 0 2 34 5
67 8 ' - * 9, : 3; <
= >*? @ 1 0 2 & A 7
1* A ! * B/ C
D ? 2> $? 7 1 0 2
' $ 7 * / 1 E 0 */ 2
! *6 7 / C 6 6 7 B/ * ' 0 *
, DC F F/ 6 7
G " * > 3 H6 7
*? @ I: J !K, 2 * '0 , $! * , , / G ' 7
“ ! $
$ ! ! ”N
= $ G 1 0 2
/ 6 7 3 $ !O G PQ
/ ' R : 6 7 S (NTUV WX),V
2>! O 2 (NTYU-YY WX), -2 $ @[ \ (NUV] WX)
: * ^ _, ! ` a-
R : 6 7 8 ' - a ? 3; <
$[ = *
> ?@ A! B 7 1* A ! *
B/ *`[ */ 2 O C
A! 7
1 0 2* 34 5 b 6 7 G
* c 7 < "> R J '! F @
& 67 B/ c 7* 0 A d
! O 3H 6 6 e J ' !7
| 389
3 " G $[ =
>*? @ 1 & A 7 0* 9 1/ (NUUY)
/ * )2> C 9 !c A! 7
) 1 0 2 5 ">2 7 G )
J !K $? 1 * 2 A !'
f
7 1/ (NYNT) 1' * 0*
*$ 7 C *` > 0* * >5 6 7
J !K 0* D * G 1 b > B 7
& -, ' , e , > g / '
]
* * *' C 0* 1 $>d 7 J !K $
* PQ 2 *c , -* R
*0 * $? > * / 7
-* / G *0 * 1 b & ? 2> $
h
7 G * 3 '! 7
Q ‘$ ! * ’- "> 1 / (Vk- lm , NYNU) ! K
– * 1 b 'G 1
! o A 71 l *? 7p G
" * > * / 7 G )
10* 7 G) 1 > 1 *7 G
T
" * 1 7 F q ,* 6 1 0 2G
U
1 * @ 7 1 ' 6
J !K 6 * > ' ! *[' * , )r 7
Y
/ >@ 2 G 1 C H7 c ! A& & 5
& ‘! K ’, ‘! K ’, ‘! K ’ & 7 F
Nk
,* 6 ' 3 7 J !K G , *G 1 X K
& 6 7
1* A ! * 3 > 2 *
$ 7 @< s *t R ‘ >
’ (NYVN) u 7 F v * *c
* @ B 7 $[
w 1 u G = *$ ) Xx? > $ A!
NN
7 C *$ * 1 0 2 C 7
' " *$ C 7 G$ $[ *
* > !c , *, * , *,
390 |
* @y/ & 7 ) J !K G * (NYVN
NYVh)7 G 5 d " $
7 NYVN- J ! K *$ 5 0* > 1 @%
* * / >2 $ * F A * ! 2 ‘ ) ’
NV
7 ) "< F *$ /'
3 R 3 '! 7 % * *$ D F * )
Gr Q *$ 7 G *$ g z, , , - ,
Nf
$ & ) ${ * 1 7 G * a
N]
*$ * & )| * O O }6 7 &'
0* 2 ~ F ‘ > - ’ b
Nh
' • 7 *& @y/ ,
* z , *, *y O, / *, - *,
P , G & & -2 $[
!O 7 NYfk- & y Q 1 r Q -2
Np
! O C H7 & s @ 6 7 !H ? , @
3 '! Q * t /' C 0* € * *• >
*7 6 O @ 2 * J / ! 0 /'C
NT
/ *‚ 7 ‘) c > '’ 0 ƒ „
–
“. . . J !K / A>' '
0 * *$' †2 $d 3 , C1 '* 1 /
*$' †2 $d * @F , A ‡
*ˆ . . . AF d 6, G|
G 1 - Q 9 1
NU
7”
> 3 R F * a * !H
3 '! 7 @ ‘ * ’ !H 0 0
> @ 7* 0 F !H ? B
* z 7 & , Q , $! * H B
*& @y/ 7 ‰ !H ? '‘
%’ ! O 7 F O 0* @ Š $
@E > 7 * O *c 0 0 t @y
, : ' > C * d „
NY
7 > C Gr Q AŠ 7 0 /'
| 391
AC * */ 2 F ‹Œ , l C @
Vk
)! 7 $! G/ AŠ 1 / *7 *
‘@ 2 ’!O , AF 0 0 t J / ! C Q /'
/ * tQ 7 " @ > C )| *
*0 - 2 7* / G "
: ' C @y > @ Š 7 H @ > C 0l
7 */ 2 " O Q • 70 0
@ * G D 6 1 * 7 ‘ F 0*
> ’ & 6 (kN.kf.fV) –
“ * / $ @ % ŽAd - G
. . . 0 0 0* @ O | 7 l
1‚ /' & G 3€* $ -
VN
G 67”
1* A ! * G3 ‰> /
$ 7 1 0 2 G d 6 7
F o O, o O G3 ‰> / A!
5 b 7VV ! l 0 G3
‰> * ‰• * 2 6, G F Q' • 7
Vf
F * ‰• o FQ & 7 G 1 '
V]
1 0 2 1/ g ‘ r / 2 7 F C
G 1 ' ' / 2 6 7 * '0
1 '@ F@ b 2 G $c
Vh
A! 7 * !H @ t Q N]] / 1 '
*$ 7 H@ > C *$ K 7 $
tO O & 2 G 1 ' 7 * "
*$ 6 7 0 2 G $ c ? &' $ g G ,
* , 1 ' G 7 / * F B O NYfV- NV @> F
‰ ! % 2 G $c 7 ‰ G , !
$? ’' , A * , $ 2 * & G 1 ' A!
Vp
7 B/ G 1 ' * '0 * 1 @ C
D ? 2> $? 6 7 O 0* @ D
6 *7 @ ' E *
* * , G $“ @ A>, - 2 , ' ! , * /
G ‰ ”Q * 7VT $! " > ! C
392 |
G - @ 7VU G 1 '
• > D ? 2> >*? @ 6 ‘ 1$ *’ ‘ *’
3 A 7 ‘ 1$ *’- $[ * A>
3< >*? @ C 7 G >*? @ r ? &' $? 6
G , 2 *, $ G ?& 7 F
“ *$ D @y R *$ 2 * G Q ( G,
NYfk)7 F Q> 3< F 0l 7
$[ * (]H G, NYfV) 3 A ? &' $?
1 0 2 *K G , c , *y O, / *
& 7
$ 6 O 1 0 2 3; & } 66 7
PQ * 1@ C ' 0* * a *
A> , , C – , ‰ t , Q 0 l 1 l*, —
1E */ 7 VY- * ˜9 , NY]V & % *
O d- * 0 *? Š 7 & 1 $A
C D ? 2> $? 7 $! E 2 $!
* , *, / *, g *, 1[ ? 2> *, -
c , @‚ t ", *K & FO , G , * ' G ,
g , * Q - $ * , ‰ , ! ,
@ , * , & *, 2 , * / G ,
F O - $ @E > , " - $y ? & 10!2'
$? 6 7 ™ ~ * * ‰ e
X* * * c Ad 6 7 J - '
- 7 * ‘! ’- * *' 6 ' €š
VY
*7 * /O ' d! * C 6 7 ‘$ ! * ’ C ‘ '€
’- * E * *' 6 " - 2 7 "
* " ‘ ‰ ”Q ’ > @ 6 7 * Q ‘$ ! * ’-
' z 1 l* 6 * / G 7 1 ' * * @
Š H 6 ** Q * " ‘ ‰ ”Q ’ * 7
)/ *0 1 0 2 /' Q O 1 6
/ 7 ' / * 1* X& o
A 7 F / d &F 6 d*0 7 ‰
* & A , Q Q @ )/
*0 ' † 7 !H ? 3€*!> G 7
| 393
‘$ ! * ’- D ? 2> * *' 6 ! 7 6OC › , c
, *3 O, ' ! , $ ' > 1 & >
* * ' > & 1 ' D )- &6 7 * /O
* * ' > *` > & 6 –
“ ~ ‚ 2> G ) / "
A& ! FO *& G 1 > ? $
O 7 C G 102 $? * 2
fk
* '! ">2 * 5 6 7”
B/ 0* 2 * 3 5 Q> @ *C
fN
/ *& / ' - 6 7 ~ c
Q $ ! *` (NY]N) t *$ ,
fV
G * a *$ C / 3 b F O 6 7 g / ' Aœ2
d F oF O6 7 '*!
/ G > / *l *` > • 7
)/ *0 J ' !C $ A 7
F * 5$ c R : G / F )/
*0 A! 6 7 F 0* )| * † 6 , 1[
ff
! 6 * Bž" 6 7 G 1 ' *
t Q E 2 H & ' > !c C @ *$
f]
@ * A' 6 * Š 7 &
! AF 6 F * 3 w& A !' $?
6 7 B/ CG c J '! 7
* A | F@ 6 F
& 7 * /O, ! !) & F †R
6 G! /' –
“ * yO
c * Š * q 77
& $ 3F @
* ! * ! *G 3 H A @F @ 77
, FQQ /
fh
* * 6 77”
& * ' 7 F 6 * 1 l*
& 0* H 7 * * d
*0 A! 2 7 0 = *\ A!
394 |
A> F ' 7fp > 1 '@ * @ F
3 *6 7
1 0 2 Q
1 '@ , Q d, 0l , H @ > B @ 6G
7 C Q A 7 b FO 6 A
fT
* Q C 2 7 G
1 ' A! F 1 2> 1 '@ )
6 7 G 1 ' 6 3 > O'
fU
7 7 *$'
* Gr 1 ' @ w 3Ÿ ' >
fY
7 NYff- fN- @> *‘' ‰ * ~ *$ D A *$ ,
A! * 0l 7 F
*K G C ! * ! 0l
/' F ? lQ 7 * '0 %
]k
* ' & G , ‘ & * 6’7
Qd O 6 *y O7 > ‰
d C / F 0l 7 @ *c F
* 67 –
“ G $¡ A & 0l
, &
G 6? * ',
t - G?”]N
5 ) <C * 7 ' ! F B
' *c A @G , @ > * - { *G
A 7 DC * / FO
7 F $ G - A 7 A 0l 6
G d oF O6 7 ! 6
-Š7 &' > * @A> 6 $! * C
* ? & 7 B/ 0 ! / @
3 R 6 , b C F X&, 1$ , Aœ2 *` >
1 ! 6 7 G 1 $• F $ "'€ > ƒ * * A'
]V
6 7 $ 6 O 1 '@ 2 *- 6
7 & Q Tf / "> A 1 ' ' 6
J ! K 7]f
| 395
1 0 2 /' @ 3 £" tQ 7 *¤
O G $“ @ A> g C > *c 6 7 ¥ 0*
A! > '! 7 C * *
$[ 6F & & •/ ¦ 6 7 ¥ F • * *
G * 2> F/ $ c A 7 * * 3 $!
]]
B 7 $! $! * C > '!
A ! 7 *& @y/ A! C '
/ *\& 7 ¥ Q * BO
]h
@y/ C * *- 7 G$
/ * /' / 2 $ c 6 7 2 g 1 /
F *`[ " o O, o { 7 F - l* , O
* * 5 7 C o O, o –
“ Q 2 / 5 6; " 2
/ , & Q 6 ‰ 7 2 G
]p
1 ' ’’7
F 0 c 6 6
‘*€ ’7]T G $ d 6 7
)/ 1 * 0
$ 6 * 7 / 3 R B/
O 6[ * , F (*& @y/ C /
*) F BO C * 6 7
1 ' 7 1 0 2 1 / *' 5 6,
* O $c 6, * * 0 ~ 6, / !
6, H @ 6, @ 6, 0l 6 1* X& * ' C
" A! 67 " FO
X& 5 /' l @ A C *ˆ * 7
* > * " FO 6 7 F G
1 b A d O 6 1 - & 7
@% F v (@ ) *` > ! A 6
& & *c 7 F $" –
“A v - > C @ /
- ) &
* C d ' *ˆ 7
/ -G- , 1 * 2
396 |
X&- 5 2 6 C &Q6 7 * '
]U
v 6 ¨2C A 57”
!K )/ *0 A * > * / 6
& * > 7 G * > 3 H 6 7 B/ G
F $? - " * / 34 5 7 A )/
@ * ) 3 R 6
* / > 3€* 67]Y
*? Š > :
N7 ~, 7) c <> ', NfVU c I7
V7 & /' , A ! 7 ‘ , , NYUV7 . Y7
f7 Forbes, Geraldine. Women in Modern India, Cambridge, 1996.
p. 127.
]7 Forbes, Geraldine. Women in Colonial India: Essays on Politics,
Medicine, and Historiography, New Delhi, 2005. p. 28.
h7 Basu, Aparna. The Role of Women in The Indian Struggle for
Freedom. On B. R. Nanda (Edt.) Indian Women: From Purdah
to Modernity, New Delhi, 1986. p. 185.
p7 !K, * @ F 7 ! K @ *ˆ &{-f, , NYTk7 .
VVU7
T7 @ Q' /' , $ * 7 !K 5 , , NYU]7 . NN7
U7 t " , / s (*` )7 @ c : Ö )/ >, ,
VkNh7 . VU]7
Y7 Sarkar, Tanika. Politics and Women in Bengal: The Conditions
and Meaning of Participation. On Sekhar Bandyopadhyay (Edt.)
National Movement in India: A Reader. New Delhi, 2021. p.
263.
Nk7 ~, 7 )/ *0 , , NYpf7 .
Vkp7
NN7 ! , A ! @%7 c , , NfpN c I7
. Vk7
NV7 *, * 7 )/ *0 , , NYU]7 . ff]7
Nf7 )/ *0 , . ffN7
| 397
N]7 *,* 7 )/ !2* 0 & ,
, NYTh7 . fY7
Nh7 <, * 7 d*0 3 - , , VkNh7 . Vp7
Np7 )/ !2* 0 & 7 . fY7
NT7 2 * X ! 2 ! 2, , VkNk7 . VV7
NU7 ) c <> ' 7 . UN7
NY7 d*0 3 - 7 . pk7
Vk7 Pal, Rina. Women of Midnapore in Indian Freedom Struggle,
Kolkata, 1996. p. 60.
VN7 Women of Midnapore in Indian Freedom Struggle. p. 146.
VV7 Sarkar, Tanika, Bengal: 1928 – 1934, New Delhi, 1987. p. 88.
Vf7 * ' , s ,) , , NYY]7 . NkU7
V]7 Chatterjee, Srilata. Congress Politics in Bengal 1919 – 1939,
London, 2002. p. 171.
Vh7 ) 7 . NY7
Vp7 , G@%7 ‰ G , , NYTp7 . h]7
VT7 z, 7 X )/ , , VkkN7
. Tk7
VU7 Kaur, Manmohan. Women in India’s Freedom Struggle, new
Delhi, 1968. p. 174.
VY7 d*0 3 - 7 . h]7
fk7 Dhara, Sushil Kumar. Prabaha, Vol. 1, Mahisadal, 1389 B.S. p.
27.
fN7 2 * X ! 2 ! 27 . NNY7
fV7 ~, 7 d 1- , , NYh]7 . NVV7
ff7 Women of Midnapore in Indian Freedom Struggle. p. 37.
f]7 )/ *0 7 . UN7
fh7 Women of Midnapore in Indian Freedom Struggle. p. 164.
fp7 Women of Midnapore in Indian Freedom Struggle. p. 126.
fT7 Women of Midnapore in Indian Freedom Struggle. p. 37.
fU7 Sarkar, Tanika. Politics and Women in Bengal: The Conditions
and Meaning of Participation. On Sekhar Bandyopadhyay (Edt.)
National Movement in India: A Reader. New Delhi, 2021. p.
262.
398 |
fY7 †, 1 (*` )7 1 $d F G <, , VkN]7
. NVV7
]k7 ) 7 . VT7
]N7 Women of Midnapore in Indian Freedom Struggle. p. 63.
]V7 *, 2 7 ‹ oß , , Nfhh c I7 . TY7
]f7 Samanta, Satish Chandra and others. August Revolution and
Two years’ National Govt. In Midnapore Part – 1(Tamluk),
Kolkata, 1946. p. 62.
]]7 , 1 C 1 '7 àA ! 1 , , NYYV7
. f]7
]h7 Women of Midnapore in Indian Freedom Struggle. p. 46.
]p7 )/ *0 7 . UN7
]T7 * ' , s ,) , , NYY]7 . Y7
]U7 *0 " @%, , NfYk c I7 . Yf7
]Y7 Š , * &', NffY c I7 . ]N7
| 399
B * ? & Q > @
% 6 Q!á
† @y/
! " , $!
'2 , '
* * - : B * '- - $ * @ D ? 2>
$? * 7* r /' Q B * $
1 2 2 b }6 7 % %* '
& A ' O9 1 B ' 0 2 * *'
$ 3H *6 F & /'7 ‘ ! [’ !á Q & A B
Q B ' - • 3 * Š 67 ‘& ’ ! á 3
B )/ $ /' CH ' d! & Q A>
* 6 & 1 , / 2 3 7 b 2
l * $? $[ * '*' *\&
*G lQ 2 2 @Š C A ‘6 Q’
!á Q /'7
*@ I: % , 6 Q!á, B, * , -, * O9 , c g " '7
? K:
% 6 Q! á 1 - Q A> -2 & A * *&- X &
? 2> ! Q ? $ <$? r 3 b 6 F !á 7 G
- " A /' 3 H * 6 $[ * * *' *
1 b 7 % 6 Q! á * ~ â 3 -
B 7 ~ â " A * • @ , B C
* $ O @ 7 ‘ ! [’, ‘& ’ ‘6 Q’ G Q
> @ 6 Q! á * "2 B A * Q [ 1 b *5 6
-2 @5 6 @' K7
% ' $ G *& 1 $• 3H
7 *c‘ ’- &6 —
E > â Q A& o * 1 b G
xQ G 3 H 6 *& 1 G Š
/ 7...1 / 6 G *ä 1B @ C
400 |
1 6 A, 6 Q * @ G
a 6 * QG
7 * , €* , G €* ,
€* – €* QG G 7
- /' 6,
€* $" ' A F 1†R
F • G 3< 7N
% G > â G > ‘ ! [’ !á Q & 6 7 ‘ ! [’
!á Q /' & A ' B * b @Š7 ! á
2> @ Š { †2 - * 6Š 6 >" 7 3d
- e C F 3$ G 6Š E , 1 >€
A 6Š å 6 1 P
' 2 Bæ 2> C *- 6 7 A C 6Š
$d ¥ 6Š F A $[ 1 '
7 6Š O ' G -
- 1v Q 6 6 Š 2 7 * c ! á 2> -
...* / 2 @ Q
$ *; ç ' 5G
) , - , Q F@ G '
å 7
2 @ b t 7V
G G { B 2 ‘ ! [’7 B
6Š * * , O C $ 7 B @ Š
' 6Š * ' 6 $ C è 7
5 & 0 23 - 6Q B * & 6 , G
B G & { & l ' B ‘ ! [’
2 B * * 1 a 7 è B -
* 6Š G • 3 ** ' G $ "2 Aœ2 7
G !á Q Q B A * 1 b @é A
/ * *' E 7 ' G / Q
B * Q )b * * ! A 7
{ - € * 6 , A *\ 1 >
1 *\ 7 6Š > b @é
*& t G J ~ 7 A { &
| 401
@ ' 2 6 ‘ $Q ’ &
B ê * * * ' ' * A a $
" 7 á 1 ~ 6Š O /' ? 2>
@ 7 G - R $ C3 * / ' G A B
- - E G$ C H7
1 B 2 ![ C C Q 2C -
A 7* c$ $[ " 2 *, & - ŠC G /
1 ' 7 G & A 6Q 6 & & /'
> ' , G > ' ? * • G 7 B
c @ *` > 1 ! , * @ c
@ > " 1 ' B B/ Š B * G & 7 * c
@ , c / ', † 2! 1 b G ' B & 7 * &
" Q * G Ad * 67 G *c 1$ ? 2>
B * & 6 , *G tQ & {
& ‘ ! [’7 1 > € 6 C B &
1 0 2 6 , A l )r 2 /' *
@é @5 3 * /' 7 G / tQ 2
" 61 - !y2 3 * " C Q B -
2 B $ & /' c $ & , ¥ * •
o 6 " b 1 - 3€ 5 G ‘ ! [’ Q
t g C * a3 * 27
c-g " ' C B * O9 C $< @ Q
% 6 Q!á ‘& ’7 ‘& ’ !á Q ? " • - & A
3 Q B * Š & & O * >Š ‘ O, O’,
‘ , l ’ & & $ > 7 G & y J
/ *\& A& 3 K & & C G / &
&7 * * ~ tQ 3 Q G Q &
6 *G & * >- 2 *c C H7 G &
A @ H' G H 2 G &
) œ $ 73 Š 6 * C
G & QC 3 *c ,B O b 6 7 ¥ G & Q
% G3 * / * Q7
@' !á Q ë" 2 & A B ' * * Q
@Š7 3 1 - 3 - $ [ C 2 3
402 |
$ - 1 > " / *\& 7 ¥ *
1 E 3H , G Š 6 *G 3 7
' * b Q O 27 Q B g
~ â 1 b * ? >G 1 > € ? 2> tQ !G
AC ! - *`[ * A! * * * '
1 > 7 G & A G B ' /' $
*‚ tQ 7 ! áC & A -
! , “ &*, *& F@O
Q O* ; * O 7 '
& 3 & @ * 7’’
æ€ ` 3 b G 7 & o , *
A& A G 6, *& > 7
" , 1 / , ìQ ,
f
1 $€>* 1 & G G 7
3 ! @ Š Q -2 , !á 6 G @ ŠQ ,
! & & C * > * &' / ' H G
7 1 >€ * 1 G > @ , * & @ G -
* / 7@ Š q ! *`? 2> $ H -2
3H 6 3 ƒ A 7 G 3 ) '
! C $ a 67 ' 1 >G -2 7
& * >ŠG -2 $ @ C A 7 G
3 5 1 O 3H C !
' * A! / 67 1 > € ! 6
5 * ) 1 67
10! * * G & G & Q E 3
)/ $ /' C H7 & Q ‰ G ' d! $
! 7 G “A O @ ! 6, C 6A ” “ A
O A & & & ’’
G ' ' /' 3 ! l AC >
& 7 ! - 1 > / / *
/ *â C @ 6 A - 1 > g / ' A! &
A 7 3 ) ' í ,* 6 7 €
* ! ! B ' *G ! & C 1 /3
@ & Q & 67 B/ & O C G * " Q
| 403
/' Q B )/ $ aî C 67 € *
-2 ?' $ )/ A> 6 7 B
C G 1* ' C 1 @ 7 G !á "
6 ' A ‘*? ^ í • / K ? 2>’ & Q 6 *Q
O Œ* ‘ = "’ 3 G7 *c †R
2 ! c /' ' 6 -
* 3 2 * A' & !$ AC A
G !á Q @ 3 27 3 | &
& Q O C /' A u 6,
A -2 ¡ Q * >c2 "2 G
lQ 6, 3 - - @ [ 1xQ
Œ !á Q /' l Q O 67 5
$ > * , 1 @ 1 c Q * € d '
* — ‘& ’ 6 Q! á G y 2 2 ¦ 7]
g )$ , b 2 *G 2 '- C -
$ * "2 2 @Š & A ‘6 Q’ ! á l Q @ Š Q /'
7 lQ G )| C > 7 * Š g g
>2 lQ /' g )$ ' 7 !á B G &
/' lQ G )$ Q - A A& * > lQ
C Q { H !O A b l
G H A d 3 : tQ *G $ &
/> 7 ¥ G$ 1 & A A& l Q $G & G
H @ * G & 7 lQ C & @ Š g '
- A lQ A & O 1 A ! C 3|‹ )$ &
G* C ' !7 H G 2G & '1 C
6 & G - lQ Q 6 @ Qt 7 &
/' *? ^ - D - A 7 G A& l Q
ˆ lQ ! & O & @ 6 *& C
? & @ G lQ H *\
6 7
lQ /' AC A 3€* 6 y6
*G 3€* ï * E —' 2 ! 67
}6 G lQ QC >
67 0 d * O CH G * 2Q *
404 |
1 b - “t /' Gr 1 , G Fl 6 O ! 6
h
7 C /' Q O G *G 0 O 7”
$ 0 , & * > 1$ / lQ @
C 2- 1 € lQ O ! QC *¥5 6
7 O 1 | A $ G! > " lQ
1 $ 67 * g A š $ ? >
& 2> 6 lQ /' -
" , - @yð €* 6
G G7 $ C G, C ! 7 š C
3: , *c*&C " > 7
& /- / C ' , C 'H
ŠG !ñ$ 7... g ' å)
5 * * * * @ A , * '
1 / 7g Ay 1
" A , ¥ G* )$ 1 A>
p
ì QC A 1* ' / 7
â G l 1 , * ' * 1 E A | 7
& * 6 3 : 3H G ß G lQ
G 1*b O 3 ð ' AŠ 6 , ¥ * AŠ O A>
A 7* * *&- X& lQ AŠ 61 7
lQ 0 /' A A> *`[ b 6 *&
* lQ 6 B/ 1*\ ò 7 1*\ B
-C * ' H 7 * lQ 6 >"
3H6 2 * ' g 1 2> 6 Q t C G š
t Q 7 G lQ ' & A A ‘6 Q 6’,
'Q G 1 ? 2> Š2 |7 ‘6 Q’ !á Q
*` > %- "• ' 6 -
lQ C † 2 3 óô 1/ 3ó G
@' C x G ! 7 & *ˆ
% @ A, B *u - 1 ?
' 7 B 1 ? $G -
†u - $, )$ C 1$ B - 2
T
2 G 7
| 405
%Bæ A t @ & & 5 F * 5 *ˆ
5 G o A 7 B t G
C Q B * *' *\& *G * *'
B æ $ 3: tQ %* ' * @ *•5
6 & A 7 F - @ * C @ $ "2 $ G
*` >Ad7 G B * * *' * tQ " B@ Š
$ l 5 6 @' !á 7 ' - •
3€ O , c g " ' C B ' * Aœ2
) @' d B š ? ' * s*' -
* 6 /' % B æ 3 î 1* '
- @ 7
'*? Š:
N. % H , ‘ %- @ ’, &{, ,$ , , * $
* â 2, † 2 NfYp, u ]VV
V. % H , ‘ %- @ ’, 15 &{, ,$ , , * $
* â 2, l õ NfYh, u hkV
f. % H , ‘ %- @ ’, &{, ,$ , , * $
* â 2, † 2 NfYp, u ]kf
]. 2 ! c /' , ‘ % ’, Ö-* ', ,
g & Nfhf u VN-VV
h. % H , ‘ %- @ ’, &{, ,$ , , * $
* â 2, † 2 NfYp, u f]T
p. % H , ‘ %- @ ’, &{, ,$ , , * $
* â 2, † 2 NfYp, u f]p-f]T
T. , ‘ % 6 Q!á’, Š C t ", ,
$ : NfpN, u ph
406 |
-2 8 * *â :
Q * -~ A> @
*
! " , *• l * – ‰ 1' z 3 ,
'*! , '
* * - : 1/ 8 c F@ Q , A E - , F O, 8
/> , 8 , o O0 C $? 8 * 0 $
-2 8 1 !> 7 G 1‚ 3< 8 C -2 8 *
6 o O&{ C C O '• 7ö * -2 8
* A> @ * / > c Q !O
6 7 ? 1 $d , F O C $? Š 2
/' c Q !H 6 7 > c C
1 aD G7 -2 8 O C c 2> 1 C
& c @ 7 G K ? o O0 , F O C $?
$[ * *â $[ " 7
*@ I: *, * â , ! , c, O ? , , F 7
-2 8 1 * *â * R 1‚ 7 & * FC ,
z , $? , , , O, , CF C C O G ' *
!u * 67 * * !u @A> @
*â l C A 7 * â 1$ A / / > *
a * > C e - ŠG G * *â )
C1 1-÷ 67 " * !u / > @
/ X & A 7 -2 8 $[ / !
* / > ) C @ D ) - 1 ' 2 7
0 * 1‚ " */ 2 ! ! O C H7
/ G * / > , * 1 ' D ? 2> 1c7 ? ! 6
@G ! 1 aD & A 7 6 O e e , C *
! 6 @C ! ! O CH > 7 * / > , *
-Š ! 6 * " € A> 67 F / > ! 6
&- &, C l ' æ 7 g@Š * 3 A !
! 6 C l 1 >2 7 -2
| 407
8 $? , , O, C * €* 7 1 '
* FC /' G Q @ 7 lõ * Bê - •
*? @ 7 A> ! 6
Cl * ' 7
* FC C z * *`d C * A>
! G r 7 * FC Š ! 6 @
! O CH ò 7 ! @ * @ O 3 ! 6 @
C tO Q ? >a? 1 b 7! 1 / u *<
! ! O C F *c ! O7 G */ 2
r ? > 7 1 6 a & { 1 aD
$[ c r * !2' 7 * / >
? > ? @ G7 F / c 3 * 1/
cG 1 F $[ 3 * ? , A - O, C
!6 C $[ /' 3 b 7 *
1/ * 6C! Š * !2
7 -2 8 0 ' !
3 b C 67 * C ! * @ O > ' A
* ! A / > @ -1 u ? F )
@ 71 ' !
P ø2 A / > A> *` 7 * "
! ? @> 7 6O * / / >
3€* ! 1 'G " ? @>
7* > £ C *E @ ! " € A> 67
c &$ ! " ? C 7
` Š ! 3 b ! >
> 7
-2 8 * / > 3€* /' "
D ? 2>7 G ! 6 ‰ & r 3 * 7
? Š 3€* * ' ? 1 u
7* / 2 $ : * Bê - ,>
-2 8 * 1/' " 0 *\ 3 ' !
7 * FC >5 7 ?
, * " 1 ‰ *E 10 2 * A>
* * FC 7 $[ $
408 |
67 X r Gc C ! "
3 ' ! ? 7 @ Q O AC ,
$ ! $> 1 @ *R C * 1ß ! G '
! Gc 7 G r b ' d! 3 ' !
7
$: * 3 A ‘ C ’ * / @
Q -2 8 * / > 1 ' †u 3€* 7 ,>
* ? > * C ‰ • 7
F g Q ‰ /' 0 * à & Q *0
* C / , G C * " 6O C 7
>5 C ‰ /' † C
67 >5 * ' C ‰ O 3H *? A>
/' & A * G 1ß ! t Q7
! A> *K' C ‰ 3H o & '!
1 u *` 7 ! *K' c Q ‰
Q *Q * /' ‰ & 67
* * ) G ‰ Q 3F@ Q
/' 7 * Aù • C
‰ ‰ @ Q C * $ * &7 Q
C ‰ o¡ C Q FQ Ad * & C 7
A *` C A> G 93 *
7 * / ? $[ C
* - * '! 7 * *? A>
3 !G ‰ Q 1 * > C 67
/' 6 @ " 1 ' > 7
3 -' • C ‰ /' $[ C
/' " A> - C 7$ :
* 1 >€ A * * " € A>
67 g 'u * *' , "q * 1ß 2 C
10 2 * l* / t A> C & &
" > & $: * 1 ' D ? 2> * @ 7$ : *
& y: C 1 A> ~ 5 HG l* 5 AC '
*ˆ 7 G 5 /' A> ~ 2 l* $
3 ð ' $: * *ˆ 3 A 7*ú C 0 $ $:
| 409
* 3 A -Š / > ' & A 7
/' A @ " " , * 1$? ? > l C A *
" Š* G7
> * 1 *' A& ? CH & -2
8 * !u F * 7
3€* C F / 3 A 7 6 0
F@ ' F ' 7 * FC /' G Q
* G 1/ @ 7 > , 10 2, y" C t * A
B$ * FC * G 3 A 7 > * 1 u F
? Q A> 67 ! ! 2, •
! ? ! ? 1 u " ! &FQ
FO &FQ 7 F • * * !
! , " FO 1 e
67 F 3 -' * O C $[ ¡ !
C / 1 ß 2 ** è 7
1 *' * ! t â /' F
u *? @ 7 0 1 ! B š
7 Q F@ / Q * $[
¡ /' ‰ ! , 6 C FO ! 6 C 7 $ $[ ¡
* ! B 1 ? > *y A> * C H7 *K' , @ ,
? > t *, @ O H C Q û Q /' &
! , 6 C FO 2 7 2 G ‘! @ ’
@ 7 F ‘ ! 2’ ‘! ! 2’- 6
1 >€ * ! - C ' /' ! B * !
& 7 F ! B ! 2 H &C C
67 • 1 >€ * ! ? ! ? *`
7 ! ? -Š e ! 6 Q & H r !
t /' ? @> 7 *! /' ‰ FQ
* l F C Q ! r *
? 7 A ! FO " F 1 'G t
? 7 t ? Q ¡ !
Š O " ! /' * $-2
7 F • ŠC ' ! ! 2 1 u 7
" O 3H Q & FQ F * ! 1 " F/
410 |
! &FQ FO &FQ 1 u 7 * 3;) 'Aœ 7 $
B E ! 3<d l & FQ @ t B 7
' F C Q " " 3€* 7 " A> -2 8
* / @ d7 G F /' ! B !
†R C • • 7 1 ' ! &FQ FO &FQ 1 '
3ð ' A ! " > * ë5 ! 1 "Q & A>
$? *- ' d A@G 7
$? g 5' & -2 8 / 6Q Q
O 67 b $" ‰ @ 7 * / > ,* 1 A
* O c *b 7 -2 8
Q &' O ? - o O0 O 1 !> G
O, ! ‰ * O, ‰ * O, * O; F O F/
1 !> * OG ' 7 6 "q * • G
O ? 1 u 7 G O ? ! *~
!‰ * O ? 7 G O ? * ë5 1‚ /' * @
7 G ? o O0 ,> > ' o O&{
1* &' " ! t Q7 t * & F/ *
O ? 7 N t "> * 3 -' $?
* G ? * O ? 7 O ? /'C
" | C A 7 ? A> ~ 5 "q
* 1/ ‰ O ? @> *` 7
-2 8 * 1
1 ' / > 3€* 7 * FC /' ? *F *
* @ 7 6 g & ? 2> 1 A' /' O A y
* FC "> 3€* B *F 7
B *F 3 ð ' B/ Š 7 *F 3 -' * FC ">
1/ ! * FC * *
*`d / /> 7 B/ Š * FC G , O,
C O * /'C 3€* @ 67 o O0
N ü 1 !> F 0 1/ * 6
*E 0 * à c R$ A 7 F O
F/ ü FQ 0 6 t *
* FC * c ,> > c * 7
| 411
-2 8 1/ * $[ * !u / >
C 6 3€* *`d 67 /' y" *E
? 2' à Q* 1 ' 7 Q* B/ Š * 3€* 7
* ë5 1‚ /'C Q* 1 ' 7 Q* ? y
*' 7 > ? > /' Q* 3 * 7
C Q* ? > 67 O @ 0 $? *ú
C F O G N ü w ‰c 0 O * Q*
C *& r ? > 1 aD 7 *E * FC
* 7 G 3 -' 3 ð ' @FO , O C
H $! * 7 -2 8 1 $: *
Q &' y 3€* $ ? 7 > 6 0
* $ ? 7 - $ C Q* ? > /'
r $ G7 * > O G ? $ C Q* ? A
7 * ' $ C Q* ? *
? > * > C 7 6 O G 1‚ $[ * !u /'
) 6 3€* @ 67 /' * FC * , !
* ; ? ; O ! ? 1 ' 7 ,
, F C 3€* ' C * >
C 3€* G7
* 0 -2 8 g S / > ' $ 67
* * C g S > A 5 $ & A 7 1 *
0 G *\ 3 ' ! 6 * > 7
* O 3H O @Š *9 ** è
* ‚ 3 b 67 1 ! * C *
' 7 G 1‚ A> * J !6 7
C †R " *â P ø2 3 b & A 7
/ > $ * íC * / > * *`d F )
3€* 1/ G e ) & *- 67 ,
C F P ø2 g S !) * *
) GA / > @ C *` 7* >
FO * / >$ - * " D ? 2>7 * Q
G F ) - c 3 ð ' FO 7
? > " J *¥ 5 / ' @ FO '
3 7 ' 3€* ! 7 *ú C
412 |
0 $ ! /> 7 • - / > $ * íC
-2 8 * A> $ ? > 3 * !u
r 7 & C A> G 1‚ * / > * 0 $
? / ' 7
'*? Š
N7 B * , c C o O&{ > , ,
? > , • :2, VkNV7
V7 & †, * FC * *â C*0 , , *â
C * *â %, ' C *â $ !, 8 c * ,
:2, VkNT7
f7 ‰. , $G / , $! , " , N]N]
c I7
]7 !) , * q *â , ,
, • :2, VkNp7
h7 t ? $FG, " % >2, F O X Q Q, :2, VkVN7
p7 A ! @% *, G *, C • &{, • :2,
1[ ? 2> , , N]Vp c I7
T7 / % â, * * C >2, :2, 'C*â
$ !, 8 c * , , VkNT7
U7 / % â, 8 c * * , &{, *~ ,
â , , VkNU7
Y7 *æ $y (*` ), / > , *, - ? C , •
:2, Q Q , F O , VkVN7
Nk7 *P & /' , o O0 *` C * â , ,
l , , VkVN7
NN7 , (*` ), 1 2'* o O0 , :2, * :
o O0 , o O0 * , VkVV7
NV7 - , o O0 C c *â @ , &{,
:2, ‰ *> * $>*, , VkNY7
| 413
* 6 Q! á :* !{
* & >
! " , $ !,
'2 , '
* * - : • /> * * C b 1 Q
! 67 G
!€ *` > Q 1A @ $ C O / /
? $? 67 - O @
* &' R 67 2 6 " C **
D F/ *- 7 G " *< ,
* ' 3 b 6Q $[ Š 6, "
* ! á7 A @ Š 1ß 6 *
@ 1 QG ! ! 6, A H $ ! 6
1$ ) 7
*? @ : @ / G * )/ @ 7
? @
!{ * A 2 2 6 — * !O 2 A!
A! / B * 67 "C B 6
1 ' @ 67 $ 3 - !{ G *
!O d ! 2 tQ X* * " ,
* ' G X* * , u å * 7 " œ
* ' b A )/ @ , ‰ Q @ @ 7 ‘r * 0’
G $? 1 6 F r Q d 67
, Š , $ ý $ */ 2 "7
' > , 1* , F G *- 7 [ 3R ' b
G 7 X* F G 7 @ 6 g G
6 - r G 3 Q 2 !F — A g G
d $* 7
1 d ! 2 G * 6 / 2
67 6 * g / ' * / 2 7 )
' BO 3€* * '@@> B * ' r
u 7 tQ @ E *G * &' * ' %
414 |
*c @ 7 G @ / / QG t u CH A /
C * íC % b 7
FO / G| •
tQ * C* ' A u O l 6 7 NYfU * *G &'
` % C / 2 t £0 2 6 7 &'
` t £0 2 * % H , €@% @ “ /' ,
@y/ , R *, & * ' * [/' *
$ ! * ? * 67 " / 2
* *, ! £ G 6 6 ; A F
*< q 6 E 3H6
$ "' 7 D C !, A d, R
ë"2 - 6 F 1* '7 B/ &, "
&, • , • *` G G Q
!Q G — G 6 F 3 ' ! g & ! u ‘*G’-
G , A ‘*G ’7 G ? œ 6 E Q$ 3G l *,
) -* 7
B/ - > 1 0 2 /' * X* *
$ * R , F @ * 'C Q O 1 O 6 —
, !á, 3 ' *, ý 2 * >ŠG7 F ! "2 " C
/'A ! ¡ @% * 5 2 2 1
*c7 @% @ / D * "
* C 5 2 2, $ $ "' @ 6 7
F Q !á0ƒ ‘* B ’, C ‘*~ {’ * % - H7
B/ y 2 r 2G , !á / C F
6 $ 7 ‘* B ’0ƒ Q >—
> : y 2
> G: >
> : /
‘* B ’ !á0 ƒ 1 !> !á NYT] NYYh W– I /'
&7 0 ƒ $2 1 & $ •5— “... ' O O
G , G A>- e * >) " " AR ' !
H FG O 27 * ^ G 1 ^ G7 * G :y G,
O G ? > &, A X& G £7 X & ? 'G
' @ 2 2 7 $ G Q !á &
| 415
! 6 ( ) ' t 7 þ
1 !> , 6 á tQ Ad 67
2G Ad ! 67 ' ! A
7 !á B/ H - Q á *ˆ /
N
Š7” 2 C $ " @ Š yA>- A> *`[ !
!y 1 C 67 !á *G
' A' !y l 67
‘ 2’ ! á B G 6 — “ *G * ', A @ 7/
V
t Q A, * * ' 7” ' *, >
2, $ ? tQ A 7 * 2* !y 2>
7 A 2 *G 6
2 *G 6 G @ * ' G â 67 2
ß * 6 l AC > , ¥ *
*c l A 1) 7 *`? 2> * •>/
H @O 6 * 3 b 7 @%C * &
& G , ¥ ? O O * 3R A
AR, 2 /, / > * b 6G 7 @% ,> ! @
G &' ? & * "
— “...* -2 ' , Q * ' & O ! /
f
o O è - t[ ?” * C 6O C Š
, l* F 3H - “ & *
¨ " G! ... 3G ' 2 ¨" ! , 6
]
*G @ -‰ – ' Q 7” J*\
F@ * G 3< Q G 7 , G 3<
7 F F @ @ — “ ",
? | X, C ! & !... ,
& !”h o 3@ 1 / * $ "'€
* 1 * 7
> ‘ w’ ! á w * -*
' ? >2& 7 G /*? < ‘ c '’- A ? >2& @
6, * ? >2& G A !' 3< *? 7 /*?
w 1 >€ ? 2 > &C , - * 1 Q )
67 û O ? >2& ò @%
a 67 * oB @% @ ! ? >2&
416 |
* c B/ @ 6 - “ w *c F & $
p
! 67 H “ -G > * Q ' Q 67” 1 @ ? >2& & @%C
A O A 7 ? >2& & * Ž @%
! ‚ 6, 6 7 @% u
6 ? >2& ^2 6 7 ¥ ^2
? >2& ‘ -* c ’ 1 7 ^2 / 2
|Š 1 / B/ Š " 7 ^2 " œ $? 7
6 " 2 •7 C A Ay @
^2—“…eF ! û !v û !
T
CQ " 1) | ' o , y " ' /7”
^2 6 C 1 ? >2& 7 * 6 1 -
G 1 !$ - *5 67 G l A C ? >
* G G H , ‚ $G * / !6 — “ G
) , G , 3G $> A !' 7 X*
'! 7 ... A * A! *, G @@% '!
U
•/ 7 G H 7” ? >2& 3 d * $ "'
Gc * G •5 A 7 !á A $ - ^2
@ Š @ 6 & $ $ 7
> ‘* ’ !á Q & G D ? 2>7 †
* * * 1 >5 & ! 67 * £ <
• ! 6— “* -Š — - Š F £7 ¥ - Š, * '
Q 3 , Š 6O7 * ' * ' -Š "l !
...* * ? 8 3, A F *y A> !
6 ? ¥ AF 2> F * A 7 ? : 2 , @{ ,
Y
A- 6G C *ˆ 7” £ * ' $ C
1$ D & 6 7 * ' "OAœ r @% 3 b
6 7* ‚ , , > , 1/ > @% 1
6 7 ‚ ) ! l A 1) 6 7 !á
& 6 *G 1 / @% * '
"OAœ 6 7 ! l @% R• - ’ t u 3 5 *c
! @ * 7 G ! @ * 3ð ' H
o 1* / 7 A•*$ C 1à - C *c
3H E /, 1 * 1 A /' * 1 $*` —“ ' "
A 1 A /' ? ' — A * G, A * G—
| 417
*K ”Nk * ' " C ? >G @% F & Q
Q * * * * *? Oc * ? P t? 2>' ä *c
! 7 * r ', 2 )| *
7 A @E 7 ! á " A& & A @%
* "> , & o 1* / *
' "OAœ Q * 67 2 @% • *
t Q6 , * * , / & * tQ <
/ @% " @ 6 , / @ 6 *` >
" $ — @ Gr * " @E
* 6— *$' G * 1 - G G * ' 3 tQ
@ 6 7
‘* B ’- !á @%, ^2 C
@ Š ,& A> 6 7 "
‘* ’ !á * - ' " Q7 ‘* ’ 3 ' * w
* ~ & 6 /? o O o * 3/ C A 7 *
* ' r * * @% ¡ 6 7 G r 2
& X* * * @ 7
* AŠ B / O !O
* }66 7 A Ÿ-Q ,B O A , G ý 2 ,
)/ A G 1$'a7 H *< , t Q AC
* C = , tQ 6 F !á C @ &
O 7 * * * @Š $“ @ A>, , Š, 2 * ?&
* ' / ! á, 3 ' *C C A ) / , @
7 ¥ * ! á r )/ @ * &' G
1/ 7 C Q " F !á 6— @
!€ C ) 1 $• 7 F ! á @ Š $ !G F @ , K
C ) !á 3 b , A> >
7 A& 3 b *& C ! á /' F 1 '
3 b * G o A 7 C $ * , G
t Q AC / tQ ! á /' H 6
* $ 6 7‘ >’, ‘ /' $ ß ’, ‘ Q' ˆ’, ‘ ’,
‘ œ2 - ’, ‘ ’, !á A 5 7 $2 1 ‘ >’- !á
*` > G 6 F !á O ! , A C
F G * G >, !á Q @ŠC á 7 & !á
418 |
*? @ C 6 F 3 w& — “ ’ 7
œ G @ , F * &' t ¥ d t QG7
œ , 1 7 F ' 2G ! " * * G
b7 !€ ? 2> ‘3G Ÿ $ •’-
7 ...* , o F* ^ _, * 2,
$ , !$>/ 2 , F * G 7 @ 1 '
Q g 7”NN * ‘ >’- !á0 ƒ !á &
A' C G œ ** ? 2,>
7 ‘ œ2 - ’ ! áC ~ , , @ / â -
& ,A Q> G 7‘ ’ ! áC /
, @ C G â O — G £
œ ** 7 t -* * G A 2>, , *' 4
G !á G 27 ‘ ’ !á * ) 6 'd
C C • 7 BO * c O
l * 67 B/ B O G , ) * • Q *
* * 6 & " @ 67 B Q * 8A>
, * — “ ! 6? * BG Š7 * BG
NV
B$ß 7 1 R7 C C ! ?” !á
G &7 ä , " P *
1†R G7 : " œ * R7
@? O A> , X&, Aœ2 !á& Q 7
* C 6 Q$ ,*7 G G
A 7 ‘ B ' ’ !á Q A 27 Q ' * £
CA ) C ,B O $ * ' ' '
67 20 l ! , 9 '*
* ' 7 C tQ *c 7 ¥ G 1 b
@ b 7 * ! , 6O
6 G@ 7
% H ‘* ' ’ 0ƒ / *c !
‘ / '’ K 6 — ‘ Q Q A Q $
7’ $ !{ 1 !G ! 67 A @ F
* 0 * ' O7 " F !á t l *6
1 @ 1* ' - 5$ c7 F C $ "2 * !
| 419
¥ @ - @ G FO - F G7 A
G 3H6 / * ' 7
'*? Š:
N7 * , ‘!á* 0 V’, ’ , TkkkTf,
: G , NYYT, t N]kf, >:2 : ‰ *9 VkNY,
10 2 N]Vp, u – VkY7
V7 , u – VNN7
f7 , u – VNT7
]7 , u – VNT7
h7 , u – VNU7
p7 , u – VVV7
T7 , u – VVp7
U7 , u – VVY7
Y7 , u – VfY7
Nk7 , u – V]p7
NN7 , u – Vpf7
NV7 * , ‘!á* 0 ]’, ’ , TkkkTf,
: Vkkh, g & N]NV, *â 2: VkNY, t
N]Vh, u – VNT7
* 0ƒ:
N7 $“ @ A> * , ‘ H’, a 2, TkkkkY,
Vkkk7
V7 * ~ w , ‘v c > 2’, 0ƒ $ , ,
G VkkV7
f7 @E > */ (*` ), ‘ á’, 1- ,
Tkkkkp, @> VkNk7
]7 $“ @ A> * , ‘ ’, a 2, TkkkkY,
!– VkNV7
420 | ~ÓÇ ≤Ãy!hs˛Ñ˛
!e˛õ%Ó˚yÓ˚ °Çï˛Ó˚y•z ˆï˛Ó˚ ≠ ˙!ï˛ˆÏ•ƒ G §y!•ˆÏï˛ƒ

ç#ÓlÜ,˛£è ˛õye
§•ˆÏÎyà# xôƒy˛õÜ˛ñ ÓyÇúy !Ó¶˛yÜñ
!ÓÉ!ÓÉ~ÙÉ Ü˛ˆÏ°çñ xyàÓ˚ï˛°yñ !e˛õ%Ó˚y
≤ÃÜ,˛!ï˛Ó˚ !Ó!Ë˛ß¨ í˛z˛õÜ˛Ó˚ˆÏîÓ˚ ÙˆÏôƒ Ó˚ˆÏÎ˚ˆÏSÈ ~Ü˛ ~Ü˛!ê˛ ≤ÃyîÙÎ˚ §_yñ ~•z !ÓŸªyˆÏ§ Ùyl%£Ï
§%ò)Ó˚ xï˛#ˆÏï˛ ≤ÃÜ,˛!ï˛Ó˚ !Ó!Ë˛ß¨ Ó˚*ˆÏ˛õÓ˚ xyÓ˚yôly Ü˛ÏˆÏÓ˚ˆÏSÈñ !Ó!Ë˛ß¨ Ó˚*˛õˆÏÜ˛ ˛õ)çy !lˆÏÓòl
Ü˛ÏˆÏÓ˚ˆÏSÈ ~ÓÇ ~•z !Ó!Ë˛ß¨ Ó˚*ˆÏ˛õÓ˚ Ü˛yˆÏSÈ Ó¢ƒï˛y fl∫#Ü˛yÓ˚ Ü˛ˆÏÓ˚ˆÏSÈ– ï˛y•z •Î˚ˆÏï˛y ˆ§§ÙˆÏÎ˚Ó˚
Ùyl%£Ï §Ó≈≤ÃyîÓyò (Animism)ÈüÈ~ !ÓŸªy§# •ˆÏÎ˚ ï˛yÓ˚ §Ë˛ƒï˛yˆÏÜ˛ ô#ˆÏÓ˚ ô#ˆÏÓ˚ í˛zß¨!ï˛Ó˚
˛õˆÏÌñ §Ù,!k˛Ó˚ ˛õˆÏÌ ~ÓÇ x@˝Ãà!ï˛Ó˚ ˛õˆÏÌ ~!àˆÏÎ˚ !lˆÏÎ˚ ˆàˆÏSÈ– Ùyl%£Ï ≤ÃÜ,˛!ï˛Ó˚
§Ó!Ü˛S%ÈˆÏÜ˛ !ÓŸªy§ Ü˛ˆÏÓ˚ˆÏSÈ ï˛yÓ˚ Î%!_´Ó%!k˛ !òˆÏÎ˚ñ Ü˛yÓ˚îÈüüüÈÈ≤ÃÜ,˛!ï˛ •° ï˛yÓ˚ Ü˛yˆÏSÈ ÓÑyã˛yÓ˚
xy◊Î˚ñ ≤ÃÜ,˛!ï˛Ó˚ ˆÜ˛yˆÏ° ˆ§ xy!◊ï˛ñ ≤ÃÜ,˛!ï˛Ó˚ hflÏlƒ§%ôy ˛õyl Ü˛ˆÏÓ˚ ˆ§ !¢÷§hs˝yˆÏlÓ˚
ÙˆÏï˛y °y!°ï˛ •ˆÏÎ˚ Óí˛¸ •ˆÏÎ˚ˆÏSÈñ §%ï˛Ó˚yÇ ≤ÃÜ,˛!ï˛•z ï˛yÓ˚ ≤ÃçˆÏß√Ó˚ ˛õÓ˚ ≤Ãçß√ˆÏÜ˛ Ó˚«˛y
Ü˛Ó˚ˆÏÓÈüüüÈ~•z !ÓŸªyˆÏ§ Ùyl%£Ï ˛õ)çy Ü˛ˆÏÓ˚ˆÏSÈ lò#ˆÏÜ˛ñ Ó,«˛ˆÏÜ˛ñ ˛õy•yí˛¸üÈ˛õÓ≈ï˛ˆÏÜ˛–
lò#ÈüÈÓ,«˛ÈüÈ˛õy•yí˛¸ ˛õÓ≈ï˛ ï˛y•z fliyl ˆ˛õˆÏÎ˚ˆÏSÈ Ùll¢#° Ùyl%ˆÏ£ÏÓ˚ !¢“Ü˛ˆÏÙ≈ñ §y!•ï˛ƒÜ˛ˆÏÙ≈–
˛õy•yí˛¸ÈüÈ˛õÓ≈ï˛ Ùyl%ˆ£Ï ÓÏ ˚ Ü˛yˆÏSÈ ˆòÓï˛yfl∫Ó*˚ ˛õÈÈüüüÈ~•z Ü˛yÓ˚ˆîÏ !•Ùy°Î˚ˆÜÏ ˛ Ó°y •Î˚ ˆòÓï˛ydy–
÷ô% Ë˛yÓ˚ï˛Ó£Ï≈ ˆÜ˛l ˛õ,!ÌÓ#Ó˚ §Ó≈e lòÈüÈlò#ñ ˛õy•yí˛¸ÈüÈ˛õÓ≈ï˛ñ Ó,«˛ •zï˛ƒy!ò ˛õ)!çï˛ •Î˚–
˛õy•yí˛¸ÈüÈˆÜ˛ Ó°y •Î˚ ÚˆÙÔlÈüÈÙ%áÓ˚ÛÈ–È ˛õy•yí˛¸ ˆÙÔl ôƒylàΩ˛#Ó˚ }!£ÏÓ˚ ÙˆÏï˛y xÓfliyl
Ü˛ˆÏÓ–˚ !lhfl∏Ï ˛ï˛y•z ˛õy•yˆÏí˛¸Ó˚ Ù)° §%Ó–˚ xyÓ˚ Ù%áÓ˚ Ó°yÓ˚ ˆ˛õSÈˆlÏ Ó˚ˆÎÏ ˆ˚ SÏ È xy˛õyï˛ !lhfl∏Ï ˛ï˛yÓ˚
ˆ˛õSÈˆÏl ÌyÜ˛y ï˛yÓ˚ Ó%ˆÏÜ˛ °y!°ï˛ÈüÈ˛õy!°ï˛ ≤Ãyî#ˆÏòÓ˚ ç#ÓlÈüÈ§Ç@˝ÃyÙ xÌ≈yÍ Ó°y ˆÎˆÏï˛
˛õyˆÏÓ˚ ï˛yˆÏòÓ˚ ç#Ól ≤ÃÓyˆÏ•Ó˚ ≤ÃyîÙÎ˚ í˛zFSÈ°ï˛yÓ˚ Ü˛Ìy– x§Çáƒ ˛õ÷ÈüÈ˛õy!áÈüÈÜ˛#ê˛ÈüÈ˛õï˛Dñ
§Ó˚#§,˛õ SÈyí˛¸y §Ë˛ƒï˛yÓ˚ !˛õ°§%ç Ùyl%ˆ£Ï ÓÏ ˚ xÓfliyl ˛õy•yí˛¸ˆÜÏ ˛ Ù%áÓ˚ Ü˛ˆÏÓ˚ Ó˚yˆÏá– ˛õy•yˆÏí˛¸Ó˚
Ù%áÓ˚ï˛yÓ˚ ˆ˛õSÈˆÏl Ó˚ˆÏÎ˚ˆÏSÈ ï˛yÓ˚ §¡õòÈüüüÈï˛yÓ˚ Ó%ˆÏÜ˛Ó˚ ˆË˛ï˛Ó˚ xyÜ˛!Ó˚Ü˛ §¡õò xyÓ˚
ï˛yÓ˚ Ó%ˆÏÜ˛Ó˚ Óy•zˆÏÓ˚ Ólç §¡õòÈüüüÈ~•z §¡õˆÏòÓ˚ í˛z˛õÓ˚ !lË≈˛¢#° ≤Ãyî#Ü%˛°– ˆSÈyR˛õyÓ≈ï˛#
!e˛õ%Ó˚yÓ˚ ˛õy•yí˛¸# í˛z˛õçy!ï˛ G xÈüÈí˛z˛õçy!ï˛ Ùyl%£Ïçl !e˛õ%Ó˚yÓ˚ ˛õy•yí˛¸ˆÏ◊!îˆÏÜ˛ ˆòÓï˛y
!•ˆÏ§ˆÏÓ ˛õ)çy G ◊k˛y !lˆÏÓòl Ü˛ˆÏÓ˚l– !e˛õ%Ó˚y Ó˚yˆÏçƒ ≤Ãôyl ˛õy•yí˛¸ˆÏ◊!î Ó˚ˆÏÎ˚ˆÏSÈ
˛õÑyã˛!ê˛ÈüüüÈç%¡õ%•zê˛yÇñ ¢yáyÇê˛yÇñ °Çï˛Ó˚y•zñ xyë˛yˆÏÓ˚yÙ%í˛¸y G Óí˛¸Ù%í˛¸y ˛õy•yí˛¸– ~SÈyí˛¸y ò%!ê˛
˛õy•yˆÏí˛¸Ó˚ ˛õ!Ó˚ã˛Î˚ ˛õy•zñ ˆÎ ò%!ê˛ ˛õy•yí˛¸ !e˛õ%Ó˚y Ó˚yˆÏçƒÓ˚ í˛z_ˆÏÓ˚ G ò!«˛ˆÏî Ó˚ˆÏÎ˚ˆÏSÈñ ˆÎ
ò%!ê˛ ˛õy•yˆÏí˛¸Ó˚ x!hflÏc í˛z˛õˆÏÓ˚y_´ ˛õÑyã˛!ê˛Ó˚ ÙˆÏôƒ °Çï˛Ó˚y•zñ xyë˛yˆÏÓ˚yÙ%í˛¸y G Óí˛¸Ù%í˛¸y
~ÓÇ ≤Ãy!hs˛Ñ˛ | 421
˛õy•yˆÏí˛¸Ó˚ §yˆÏÌ Î%_´ •ˆÏÎ˚ xyˆÏSÈñ ˆ§•z ò%!ê˛ •°ÈüüüÈí˛z_ˆÏÓ˚ |lˆÏÜ˛y!ê˛ ˛õy•yí˛¸ ÎyÓ˚ ˛õ)Ó≈lyÙ
!SÈ° Ó˚â%l®l ˛õÓ≈ï˛ ~ÓÇ ò!«˛ˆÏî Ü˛y°yV˛y!Ó˚ ˛õy•yí˛¸–
°Çï˛Ó˚y•z ˛õy•yí˛¸ §yï˛!ê˛ ˛õy•yˆÏí˛¸Ó˚ ÙˆÏôƒ xllƒñ Ü˛yÓ˚îÈ üüüÈï˛yÓ˚ ˆ§Ô®Î≈ ˆÎl
ï˛yˆÏÜ˛ ˛~Ü˛!ê˛ ≤ÃyîÙÎ˚ §_y òyl Ü˛ˆÏÓˆ˚ SÏ È– °Çï˛Ó˚y•z ˆÎl !•Ùy°Î˚ ˛õÓ≈ï˛Ùy°yÓ˚ Ü˛yMÈ˛lçAâyÓ˚
ÙˆÏï˛y Ó˚*˛õÙÎ˚– !òˆÏlÓ˚ !Ó!Ë˛ß¨ §ÙˆÏÎ˚ ï˛yÓ˚ Ó˚*ˆÏ˛õÓ˚ ˆ¢yË˛y í˛z˛õˆÏË˛yà Ü˛Ó˚yÓ˚ ÙˆÏï˛y–
°Çï˛Ó˚y•z ˛õy•yí˛¸ˆÏÜ˛ fliyl#Î˚ Ùyl%£Ï °ÇÌÓ˚y•z !•ˆÏ§ˆÏÓ §ˆÏ¡∫yôl Ü˛ˆÏÓ˚l– ï˛yÓ˚ Ó%ˆÏÜ˛ Ó˚ˆÏÎ˚ˆÏSÈ
âl ÓlË)˛!Ù G í˛zÑã%˛ÈüÈl#ã%˛ í˛z˛õï˛ƒÜ˛y– !e˛õ%Ó˚yÓ˚ !ï˛l!ê˛ !Óáƒyï˛ lò#Ó˚ ≤Ãï˛ƒ«˛ G ˛õˆÏÓ˚y«˛
í˛zÍ§Ë)˛!Ù •° °Çï˛Ó˚y•z– ˆáyÎ˚y•zñ ˆàyÙï˛# G ô°y•z ~•z !ï˛l lò# ˆÎl !ï˛l ˆÓylñ
°Çï˛Ó˚y•z ˛õy•yí˛¸ ï˛yˆÏòÓ˚ !˛õï,˛Ë)˛!Ù– °Çï˛Ó˚y•z !e˛õ%Ó˚yÓ˚ xlƒylƒ ˛õy•yˆÏí˛¸Ó˚ ï%˛°lyÎ˚
xˆÏlÜ˛ê˛y•z çlÓ‡°– ˆ§ ~ˆÏÜ˛ÓyˆÏÓ˚ !lç≈l lÎ˚ÈüüüÈï˛yÓ˚ Ó%ˆÏÜ˛ xy◊Î˚ !lˆÏÎ˚ˆÏSÈl !Ó˚Î˚yÇñ
Ü%˛!Ü˛ñ •y°yÙñ !e˛õ%Ó˚#ñ ã˛yÜ˛Ùy ≤ÃË,˛!ï˛ çlçy!ï˛ˆÏày¤˛#Ó˚ Ùyl%ˆÏ£Ó˚yÏ– ï˛ySÈyí˛¸y ˆò¢Ë˛yˆÏàÓ˚
˛õÓ˚ ≤Ãã%˛Ó˚ §ÇáƒÜ˛ í˛zmy› Óy.y!° §¡±òyˆÏÎ˚Ó˚ Ùyl%£Ï °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ ˛õyòˆÏòˆÏ¢
Ó§Óy§ Ü˛ÏÓ˚ˆÏSÈl– í˛z˛õçy!ï˛ˆÏòÓ˚ ôÙ≈ !ÓŸªyˆÏ§ ≤Ãyã˛#l §Ó≈≤ÃyîÓyˆÏòÓ˚ x!hflÏc Ó˚ˆÏÎ˚ˆÏSÈñ
ï˛ˆÏÓ ~ÑÓ˚y !•®%ôˆÏÙ≈Ó˚ §ÇflõˆÏ¢≈ ~ˆÏ§ ≤Ãyã˛#lÜ˛y° ˆÌˆÏÜ˛•z !•®%ôˆÏÙ≈ !ÓŸªy§#– Óï≈˛ÙyˆÏl
~ÑˆÏòÓ˚ ÙˆÏôƒ xˆÏlˆÏÜ˛ !áfiê˛yl ôˆÏÙ≈ ò#!«˛ï˛ •ˆÏÎ˚ˆÏSÈl– °Çï˛Ó˚y•z ˛õy•yí˛¸ !e˛õ%Ó˚yÓ˚ ò%!ê˛
çl˛õò ˛õ)ˆÏÓ≈ ô°y•z Óy xyÙÓy§y ~ÓÇ ˛õ!Ÿã˛ˆÏÙ Ùl%Ó˚ ÙyˆÏV˛ xÓfliyl Ü˛ˆÏÓ˚ˆÏSÈ– í˛z_Ó˚
ò!«˛ˆÏî !Óhfl,Ïï˛ ~•z ˛õy•yˆÏí˛¸Ó˚ ˜òâ≈ƒ 48 !Ü˛ˆÏ°y!Ùê˛yÓ˚– ~•z ˛õy•yˆÏí˛¸Ó˚ §ˆÏÓ≈yFã˛ ã)˛í˛¸yÓ˚
lyÙ ˆÊ˛Ç˛õ%•z å1581 Ê%˛ê˛ä– °Çï˛Ó˚y•zÓ˚ Ó%ˆÏÜ˛ G ˛õyòˆÏòˆÏ¢ ˆÓ¢ Ü˛ˆÏÎ˚Ü˛!ê˛ ˆSÈyˆÏê˛yÈüÈÓí˛¸
çl˛õò Ó˚ˆÎÏ ˆ˚ SÏ Èñ ˆÎÙlÈüüüÈÙl%ñ SÈyGÙl%ñ ÙySÈ!°ñ ˜SÈ°ƒyÇê˛yñ Ùy!lÜ˛˛õ%Óñ˚ xyÙÓy§y ≤ÃË˛, !ï˛–
°Çï˛Ó˚y•z˛ ˛õy•yˆÏí˛¸Ó˚ Ó%ˆÏÜ˛ çlçy!ï˛ˆÏòÓ˚ í˛z˛õç#!ÓÜ˛y •° ç%Ùã˛y£Ï– ç%ˆÏÙÓ˚ ôyl•z ≤Ãôyl
Ê˛§°– ~SÈyí˛¸y !ï˛°ñ Ü˛y˛õ≈y§ñ ˛Ü%˛ÙˆÏí˛¸yñ °yí˛zñ !§Ùñ ÓÓ˚Ó!ê˛ñ ˆÓ=l ˆï˛y Ó˚ˆÎÏ ˆ˚ SÏ È– Óï≈˛ÙyˆÏl
xy§yÙÈüÈxyàÓ˚ï˛°y çyï˛#Î˚ §í˛¸Ü˛ ~ÓÇ xy§yÙ •ˆÏÎ˚ xyàÓ˚ï˛°y §• §yÓ&Ù ˛õÎ≈hs˝ !Óhfl,Ïï˛
ˆÓ˚°°y•zl °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ Ó%ˆÏÜ˛Ó˚ í˛z˛õÓ˚ !ã˛ˆÏÓ˚ ~ÓÇ Ó%ˆÏÜ˛Ó˚ ˆË˛ï˛ˆÏÓ˚ ~ˆÏÊÑ˛yí˛¸ GˆÏÊÑ˛yí˛¸
Ü˛ˆÏÓ˚ !e˛õ%Ó˚y Ó˚yˆÏçƒÓ˚ ˆÎyàyˆÏÎyà ÓƒÓfliyˆÏÜ˛ í˛zß¨ï˛ Ü˛ˆÏÓ˚ˆÏSÈ– ~•z í˛zß¨ï˛ ˆÎyàyˆÏÎyà
ÓƒÓfliy xyç ˆÌˆÏÜ˛ !Ó¢ÈüÈ!e¢ ÓSÈÓ˚ xyˆÏà ~ï˛ê˛y !SÈ° ly–
í˛zÍ§Ó G ˆÙ°yÙÎ˚ !e˛õ%Ó˚y Ó˚yˆÏçƒÓ˚ xlƒï˛Ù ~Ü˛!ê˛ §ÇˆÏÎyçl •° °Çï˛Ó˚y•z
ˆï˛Ó˚ Óy °Çï˛Ó˚y•z ˆÙ°y– °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ Ó%ˆÏÜ˛ Ó§Óy§Ó˚ï˛ çlçy!ï˛ §¡±òyÎ˚
°ÇÌÓ˚y•z Óy °Çï˛Ó˚y•zˆÜÏ ˛ ˆòÓï˛yK˛yˆÏl˛ ˛õ)çy !lˆÏÓòl Ü˛ˆÏÓl˚ – °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸•z Ó˚ˆÎÏ ˆ˚ SÏ È
°Çï˛Ó˚y•z ˆòÓï˛yÓ˚ Ù!®Ó˚– ˆ§•z Ù!®ˆÏÓ˚ Ó˚ˆÎÏ ˆ˚ SÏ Èl °Çï˛Ó˚y•z ˆòÓï˛yÓ˚ flf# ˆòÓ# ¢Cï˛y!í˛¸î#
422 | ~ÓÇ ≤Ãy!hs˛Ñ˛
G ïÑ˛yˆÏòÓ˚ ˛õ%e Ü˛y°yç#Ól– !•®%ˆÏòÓ˚ ˆòÓï˛y !¢ˆÏÓÓ˚ §yˆÏÌ °Çï˛Ó˚y•z ˆòÓï˛yˆÏÜ˛ ~Ü˛
Ü˛ˆÏÓ˚ ˆòˆÏál ~áylÜ˛yÓ˚ çy!ï˛ G í˛z˛õçy!ï˛ §¡±òyˆÏÎ˚Ó˚ Ùyl%ˆÏ£ÏÓ˚y– ï˛y•z ïÑ˛yˆÏòÓ˚ Ü˛yˆÏSÈ
°Çï˛Ó˚y•z •ˆÏ°l ÓyÓy °ÇÌÓ˚y•z– Ü˛!Ìï˛ xyˆÏSÈñ 1967 §yˆÏ° SÈyGÙl% xMÈ˛ˆÏ° °Çï˛Ó˚y•z
˛õy•yˆÏí˛¸Ó˚ ˛õyòˆÏòˆÏ¢ Ó§Óy§Ü˛yÓ˚# Ü˛“ˆÏÙy•l ˆÓ˚yÎ˚yçy fl∫≤¿y!ò‹T •ˆÏÎ˚ fliyl#Î˚ Ùyl%£ÏˆÏòÓ˚
§•ˆÏÎy!àï˛yÎ˚ !¢Óã˛ï%˛ò≈¢# í˛z˛õ°ˆÏ«˛ƒ ◊# ◊# ÓyÓy °Çï˛Ó˚y•z ˆÙ°y G ˛õ)çyÓ˚ xyˆÏÎ˚yçl
Ü˛ˆÏÓ˚!SÈˆÏ°l– ˆ§•z !•ˆÏ§ˆÏÓ 53 ÓSÈˆÏÓ˚ ˛õòy˛õ≈î Ü˛Ó˚° ÓyÓy °Çï˛Ó˚y•z ˆÙ°y G í˛zÍ§Ó–
ˆ§áyˆÏl ÓyÓy °Çï˛Ó˚y•zÓ˚ Ù!®Ó˚G fliy!˛õï˛ •ˆÏÎ˚ˆÏSÈ– ˆ§áyˆÏl !¢Óã˛ï%˛ò≈¢# í˛z˛õ°ˆÏ«˛ƒ
çy!ï˛ í˛z˛õçy!ï˛ §¡±òyˆÏÎÓ˚ ˚ Ùyl%£ˆÏ òÏ Ó˚ §ÙyàÙ •Î˚ñ ~Ùl!Ü˛ ≤Ã!ï˛ˆÏÓ¢# xy§yÙñ ˆÙây°Î˚
~ÓÇ ˛õyŸª≈Óï≈˛# ÓyÇ°yˆÏò¢ ˆÌˆÏÜ˛ Ó‡ ôÙ≈≤Ãyî Óƒ!_´Ï xyˆÏ§l ˛õ)çy !lˆÏÓòl Ü˛Ó˚ˆÏï˛– ◊#
◊# ÓyÓy °Çï˛Ó˚y•z ˆÙ°yÓ˚ §yˆÏÌ fliyl#Î˚ Ùyl%£ÏˆÏòÓ˚ xyˆÏÓˆÏàÓ˚ xhs˝ ˆl•z– xyÙÓ˚y ~•z
ˆÙ°y §¡õˆÏÜ≈˛ çylˆÏï˛ ˆ˛õˆÏÓ˚!SÈ fliyl#Î˚ x!ôÓy§# !Ó!¢‹T §ÙyçˆÏ§Ó# V%˛°l!ÓÜ˛y¢
Óí˛YÎ˚yñ •Ç§Ü%˛ÙyÓ˚ !e˛õ%Ó˚yñ ˛õpÓ˚Ol ã˛yÜ˛Ùyñ Ù•_¥Ó˚Ol ã˛yÜ˛Ùyñ Ó˚ï˛lçÎ˚ !e˛õ%Ó˚yñ ÙyôÓ
Óí˛YÎy˚ ñ Ó˚*˛õˆÏÙy•l !e˛õ%Óy˚ ≤ÃÙˆ% áÏ Ó˚ Ü˛ySÈ ˆÌˆÏÜ˛– ~•z ˆÙ°y §Çâ!ê˛ï˛ •Î˚ fliyl#Î˚ ≤Ã¢y§ˆÏlÓ˚
§•ˆÏÎy!àï˛yÎ˚ ~ÓÇ fliyl#Î˚ Ùyl%£ˆÏ òÏ Ó˚ xyˆÏÎy˚ çˆÏl– !e˛õ%Óy˚ §Ó˚Ü˛yˆÏÓÓ˚ ˚ ≤Ãï˛ƒ«˛ §•ˆÏÎy!àï˛y
xyÙÓ˚y ~•z ˆÙ°y Óy í˛zÍ§Ó Ü˛!Ù!ê˛Ó˚ ≤Ã!ï˛ ~ ˛õÎ≈hs˝ ˆò!ályñ !Ü˛v !e˛õ%Ó˚y §Ó˚Ü˛yˆÏÓ˚Ó˚
xyˆÏÎ˚yçˆÏl °Çï˛y•z ˆï˛Ó˚ xl%!¤˛ï˛ •Î˚ °Çï˛Ó˚y•z ˛õy•yí˛¸ §!ß¨!•ï˛ í˛z˛õçy!ï˛ xô%ƒ!£Ïï˛
fliyl=!°ˆÏï˛ ≤Ã!ï˛ ÓSÈÓ˚ ˛õÎ≈yÎ˚e´!ÙÜ˛ Ë˛yˆÏÓ– ô%ÙySÈí˛¸yñ ÙySÈ!°ñ ˜SÈ°ƒyÇê˛yñ Ùy!lÜ˛˛õ%Ó˚ñ
SÈyGÙl% xMÈ˛ˆÏ°Ó˚ ˆÎ §ÙhflÏ fliyˆÏl í˛z˛õçy!ï˛ xÇˆÏ¢Ó˚ Ùyl%£Ïçl Ó˚ˆÏÎ˚ˆÏSÈlñ ïÑ˛yˆÏòÓ˚•z
xyl® òyˆÏlÓ˚ í˛zˆÏjˆÏ¢ƒ ˆ§•z §ÙhflÏ fliyˆÏl !e˛õ%Ó˚y §Ó˚Ü˛yˆÏÓ˚Ó˚ ï˛Ìƒ G §Çfl,Ò!ï˛ òÆÓ˚ñ
fliyl#Î˚ !e˛õ%Ó˚y fl∫¢y!§ï˛ ˆç°y˛õ!Ó˚£Ïò G ≤Ã¢y§ˆÏlÓ˚ §•ˆÏÎy!àï˛yÎ˚ !Óàï˛ ≤ÃyÎ˚ 12
ÓSÈÓ˚ ôˆÏÓ˚ °Çï˛Ó˚y•z ˆï˛Ó˚ xl%!¤˛ï˛ •ˆÏï˛ ˆòáy ÎyÎ˚– ~Ü˛ !òˆÏlÓ˚ çlƒ ~•z ˆÙ°yÓ˚
xyˆÏÎ˚yçÜ˛àî fliyl#Î˚ Ùyl%£ÏˆÏòÓ˚ ~ÓÇ ò)Ó˚ ˆÌˆÏÜ˛ xyàï˛ çlçy!ï˛ˆÏòÓ˚ xyl® òyˆÏlÓ˚
çlƒ !Ó®%Ùye Ü˛y˛õ≈îƒ Ó˚yˆÏál ly– §yÓ˚yÓ˚y!e ôˆÏÓ˚ ˆÙ°y ÓˆÏ§– §yÇfl,Ò!ï˛Ü˛ ÙˆÏMÈ˛ lyã˛ÈüÈàyl
§• lylyl §yÇfl,Ò!ï˛Ü˛ ˛õ!Ó˚ˆÓÏ ¢ly °«˛ Ü˛Ó˚yÓ˚ ÙˆÏï˛y– ï˛ySÈyí˛¸y §•flÀy!ôÜ˛ Ùyl%ˆ£Ï ÓÏ ˚ §ÙyàˆÏÙ
ˆÙ°y ≤ÃyDî •ˆÏÎ˚ GˆÏë˛ §¡õ)î≈ xlƒÓ˚*˛õ– !Ó!Ë˛ß¨ ˆòyÜ˛yl˛õyê˛ !lˆÏÎ˚ ò)Ó˚ ò)Ó˚yhs˝ ˆÌˆÏÜ˛
ÓƒÓ§yÎ˚#Ó˚y xyˆÏ§lñ ÓƒÓ§y Ü˛ˆÏÓ˚lñ ˆÙ°yÓ˚ xyl® !lˆÏÎ˚ Óy!í˛¸ ˆÊ˛ˆÏÓ˚l– ~•z ˆÙ°y
ˆòáˆÏ° ˆÓyV˛y ÎyÎ˚ çy!ï˛ÈüÈí˛z˛õçy!ï˛ §¡±òyˆÏÎ˚Ó˚ Ó¶˛l Ü˛ï˛ê˛y ò,ì˛¸ ~ÓÇ Ü˛ï˛ê˛y ≤ÃyîÓhs˝–
~Ü˛ §ÙˆÏÎ˚ !e˛õ%Ó˚y Ó˚yˆÏçƒ âˆÏê˛ ã˛°y í˛z@˝Ã˛õsiy ˆÎ çy!ï˛ÈüÈí˛z˛õçy!ï˛Ó˚ §¡±#!ï˛Ó˚ xyò¢≈ˆÏÜ˛
xy•ï˛ Ü˛ˆÏÓ˚!SÈ°ÈüüüÈ ~•z ˆÙ°y ï˛yÓ˚•z ≤Ã!ï˛Óyò– !e˛õ%Ó˚y §Ó˚Ü˛yˆÏÓ˚Ó˚ í˛zˆÏj¢ƒ ~•z ôÓ˚ˆÏlÓ˚
~ÓÇ ≤Ãy!hs˛Ñ˛ | 423
ˆÙ°y xyˆÏÎ˚yçl Ü˛ˆÏÓ˚ Ùyl%ˆÏ£ÏÓ˚ ÙˆÏl l~èÌ≈Ü˛ !òÜ˛ Ù%ˆÏSÈ ˆòGÎ˚y– Ùyl%ˆÏ£ÏÓ˚ ÙˆÏl §¡±#!ï˛
G ºyï,˛ˆÏcÓ˚ Ó¶˛l §%ò,ì˛¸ Ü˛Ó˚ˆÏï˛ •ˆÏ° ã˛y•z ~•z ôÓ˚ˆÏlÓ˚ ˆÙ°y– xyŸã˛Î≈ °yˆÏàÈüüüÈˆÎ
§ÙhflÏ xMÈ˛ˆÏ°Ó˚ Î%Ó §¡±òyÎ˚ !Ó˛õÓ˚#ï˛ ˆflÀyˆÏï˛ ~Ü˛ §ÙÎ˚ àyÈüÈË˛y!§ˆÏÎ˚ !SÈ°ñ !Ó˛õˆÏÌ
˛õ!Ó˚ã˛y!°ï˛ •ˆÏÎ˚!SÈ°ñ ˆ§•z §ÙhflÏ xMÈ˛ˆÏ° ˛õÎ≈yÎ˚e´!ÙÜ˛ Ë˛yˆÏÓ ÓSÈˆÏÓ˚ °Çï˛Ó˚y•z ˆï˛Ó˚
xl%!¤˛ï˛ •ˆÏFSÈ–
xyÙÓ˚y Ó°yÓ˚ ˆã˛‹Ty ˛Ü˛ˆÏÓ˚!SÈ ˆÎ °Çï˛Ó˚y•z ˆï˛Ó˚ xyˆÏÎ˚yçˆÏlÓ˚ ÙˆÏôƒ ˆÎÙl Ó˚ˆÏÎ˚ˆÏSÈ
~Ü˛!ê˛ §yÇfl,Ò!ï˛Ü˛ ≤ÃÎ˚y§ñ ˆï˛Ù!l Ó˚ˆÏÎ˚ˆÏSÈ çlçy!ï˛ §ÙyˆÏçÓ˚ ÙˆÏôƒ ~Ü˛!ê˛ ôÙ≈#Î˚
Ë˛yÓyˆÏÓàˆÏÜ˛ ÙÎ≈yòy ˆòÓyÓ˚ ˆã˛‹Ty– ïÑ˛yˆÏòÓ˚ Ü˛yˆÏSÈ °Çï˛Ó˚y•z •ˆÏ°l xÓ˚îƒÈüÈ˛õy•yˆÏí˛¸Ó˚
ˆòÓï˛yñ !Î!l !•®%ˆÏòÓ˚ !¢ˆÏÓÓ˚ §yˆÏÌ x!Ë˛ß¨ §_yÓ˚ x!ôÜ˛yÓ˚#– °Çï˛Ó˚y•zˆÏÜ˛ ïÑ˛yÓ˚y ïÑ˛yˆÏòÓ˚
≤Ãôyl ˆòÓï˛y Ùï˛y•zÜ˛ï˛ˆÏÓ˚Ó˚ §yˆÏÌG Ü˛áˆÏly Ü˛áˆÏly !Ù!°ˆÏÎ˚ ˆÊ˛ˆÏ°ˆÏSÈl– ~•z ˆòÓï˛y
§¡õˆÏÜ≈˛ !Ó!¢‹T àˆÏÓ£ÏÜ˛ çylyˆÏFSÈlÈüüüÈ
ÚÚˆ°yÜ˛Ü˛Ìy xl%ÎyÎ˚# °ÇÌÓ˚y•z lyÙÜ˛ ÓlˆÏòÓï˛yÓ˚ lyˆÏÙ ~•z ˛õy•yˆÏí˛¸Ó˚
lyÙ ~ˆÏ§ˆÏSÈ– °ÇÌÓ˚y•z ˛õy•yí˛¸ˆÏ◊!îÓ˚ §Ù@˝Ã xMÈ˛° ç%ˆÏí˛¸ °ÇÌÓ˚y•z
ˆòÓï˛yÓ˚ Ó˚yçc !SÈ°– §ÙhflÏ ˛õ÷˛õyá#Ó˚ ˛õ!Ó˚eyï˛y ÓˆÏ° °ÇÌÓ˚y•z ˆòÓï˛y
§%!Ó!òï˛– ~Ü˛y•z ˆ§ ~•z xMÈ˛ˆÏ°Ó˚ xô#ŸªÓ˚– °ÇÌÓ˚y•z á%Ó ˆáÎ˚y°#
ˆòÓï˛yÈüüüÈlyly Ó˚*˛õ @˝Ã•î Ü˛Ó˚ï˛ÈüüüÈÙyl%ˆÏ£ÏÓ˚ Ó˚*˛õG !lï˛ÈüüüÈï˛ˆÏÓ á%Ó
òÎ˚y°%– ˛õ÷˛õyá#ñ Ùl%£Ïƒñ ≤Ãyî# §Ü˛ˆÏ°Ó˚ Ó˚«˛Ü˛ !SÈ° ~•z ˆòÓï˛y–
ÚÚ§%ï˛Ó˚yÇ ≤ÃyÜ,˛!ï˛Ü˛ ò%ˆÎÏ y≈ à ~ÓÇ !•ÇflÀ Ólƒ≤Ãyî#Ó˚ •yï˛ ˆÌˆÏÜ˛ Ó˚«˛y ˆ˛õˆÏï˛
°ÇÌÓ˚y•z ˆòÓï˛yˆÏÜ˛ ˛õ)çy Ü˛Ó˚ˆÏï˛ •ˆÏÓ– ç%!ÙÎ˚yˆÏòÓ˚ Ü˛yˆÏSÈ ï˛y•z °ÇÌÓ˚y•z
ˆòÓï˛y à,•ˆÏòÓï˛y ÓˆÏ° ˛õ!Ó˚à!îï˛ ~ÓÇ ˛õ)!çï˛– °ÇÌÓ˚y•z ˆòÓï˛yÓ˚
xy¢#Ó≈yò °yË˛ Ü˛Ó˚ˆÏ° ˆÜ˛yˆÏly ç%!ÙÎ˚y §%Ê˛§° ˆÌˆÏÜ˛ Ó!MÈ˛ï˛ •Î˚ ly–ÛÛå1ä
àˆÏÓ£ÏÜ˛ §%ˆÏÓ˚l ˆòÓÓÙ≈î °ÇÌÓ˚y•z ˛õ%Ó˚yî xyˆÏ°yã˛ly ≤Ã§ˆÏD °ÇÌÓ˚y•z ˆòÓï˛y
§¡õˆÏÜ≈˛ ˆÎË˛yˆÏÓ !ÓˆÏŸ’£Ïî Ü˛Ó˚ˆÏ°lÈüüüÈï˛yˆÏï˛ ~•z ˆòÓï˛y §¡õˆÏÜ≈˛ flõ‹T ôyÓ˚îy ˆÎÙl
˛õyGÎ˚y ÎyÎ˚ñ ˆï˛Ù!l flø,!ï˛˛õˆÏê˛ ˆË˛ˆÏ§ xyˆÏ§ Ù•yl §y!•!ï˛ƒÜ˛ !ÓË)˛!ï˛Ë)˛£Ïî
ÓˆÏ®ƒy˛õyôƒyˆÏÎ˚Ó˚ ÚxyÓ˚îƒÜ˛Û í˛z˛õlƒyˆÏ§Ó˚ Ü˛Ìy– ÚxyÓ˚îƒÜ˛ÛÈüÈ~ xyÙÓ˚y ~•z °ÇÌÓ˚y•zÓ˚
ÙˆÏï˛y ~Ü˛çl ˆ°yÜ˛ˆÏòÓï˛yÓ˚ ˛õ!Ó˚ã˛Î˚ ˛õy•zñ !Î!l !¢Ü˛y!Ó˚Ó˚ •yï˛ ˆÌˆÏÜ˛ Ó%ˆÏly
Ù!•£Ï=ˆÏ°yˆÏÜ˛ Ó˚«˛y Ü˛Ó˚ˆÏï˛lñ !ï˛!l •ˆÏ°l ÚêÑ˛yí˛¸ÓyˆÏÓ˚yÛ–
°ÇÌÓ˚y•z ˆòÓï˛y §¡õˆÏÜ≈˛ í˛z˛õçyï˛#Î˚ §ÙyˆÏç xˆÏlÜ˛ Ó˚Ü˛ˆÏÙÓ˚ !ÓŸªy§ Ó˚ˆÏÎ˚ˆÏSÈ–
~•z !ÓŸªy§ §)ˆÏe !Ü˛¡∫ò!hs˝ Óy ˆ°yÜ˛Ü˛ÌyÓ˚ x!hflÏc xyÙÓ˚y ˛õy•z– ≤Ãã˛!°ï˛ ˆ°yÜ˛Ü˛Ìy!ê˛
424 | ~ÓÇ ≤Ãy!hs˛Ñ˛
•° ≠
ÚÚ°ÇÌÓ˚y•z ˆòÓï˛yÓ˚ §Ù§yÙ!Î˚Ü˛ Ü˛yˆÏ° Ó%í˛¸y§y ˆòÓï˛yÓ˚ ˛õb# •yã%˛Ü˛Ùy
ˆòÓ# ˆáÎ˚y°ÓˆÏ¢ ~Ü˛ !Ó˚Îy˚ Ç Ó˚Ùî#Ó˚ Ü˛lƒyÓ˚*ˆÏ˛õ çß√@˝Ã•î Ü˛ˆÏÓñ˚ Ü˛lƒy!ê˛Ó˚
lyÙ ¢Cï˛y!í˛¸î#– ¢Cï˛y!í˛¸î# Ó˚*ˆÏ˛õ =ˆÏî xï%˛°l#Î˚y •ˆÏÎ˚ ˆÎÔÓˆÏl ˛õy
!òÓyÓ˚ §ˆÏD §ˆÏD °ÇÌÓ˚y•z !Ó˚Î˚yÇ Î%ÓˆÏÜ˛Ó˚ SÈpˆÏÓˆÏ¢ !Ó˚Î˚yÇ ò¡õ!ï˛Ó˚
@˝ÃyˆÏÙ •y!çÓ˚ •Î˚– °ÇÌÓ˚y•z G ¢Cï˛y!í˛¸î#È È˛õÓ˚flõÓ˚ ˛õÓ˚flõÓ˚ˆÏÜ˛
Ë˛y°ˆÏÓˆÏ§ ˛õ!Ó˚îÎ˚§)ˆÏe xyÓk˛ •ÏˆÏ°yñ xï˛/˛õÓ˚ ~Ü˛ÓSÈÓ˚ ¢Cï˛y!í˛¸î#Ó˚
ÙyÈüÈÓyÓyÓ˚ Óyí˛¸#ˆÏï˛ Ü˛y!ê˛ˆÏÎ˚ !lç Óy!í˛¸ˆÏï˛ ÎyÓyÓ˚ •zFSÈy ≤ÃÜ˛y¢ Ü˛Ó˚°–
çyÙy•z ÎyeyÓ˚ ≤ÃyE˛yˆÏ° !Ó˚Î˚yÇ ò¡õ!ï˛ xˆÏlÜ˛ §D# §yÌ# ˛õy!ë˛ˆÏÎ˚ Îyey
Ü˛Ó˚yˆÏ°yÈüüüÈ!Ü˛S%È«˛î ÎyÓyÓ˚ ˛õÓ˚ ˆòÓˆÏòÓ# ò¡õ!ï˛ ~Ùl o&ï˛ˆÏÓˆÏà
˛õyÈüÈ˛Óy!í˛¸ˆÏÎ˚ !òˆÏï˛ °yà° ˆÎñ Ü˛yˆÏÓ˚y ˛õˆÏ«˛ ˛õyÕ‘y ˆòÓyÓ˚ §yôƒ !SÈ°ly–
ˆòáˆÏï˛ ˆòáˆÏï˛ §ÓyÓ˚ ˆã˛yˆÏáÓ˚ §yÙˆÏl °ÇÌÓ˚y•z G ¢Cï˛y!í˛¸î# xò,¢ƒ
•ˆÏÎ˚ ˆà°– ï˛y ≤Ãï˛ƒ«˛ Ü˛ˆÏÓ˚ §Óy•z Ó%V˛ˆÏï˛ ˛õyÓ˚° ˙ ò¡õ!ï˛ ˆòÓï˛y ly
•ˆÏÎ˚ ˛õyˆÏÓ˚ ly– ÓSÈÓ˚ ò%ˆÏÎ˚Ü˛ ÓƒÓôyˆÏl °ÇÌÓ˚y•z ˛õ%lÓ˚yÎ˚ flf#ˆÏÜ˛ !lˆÏÎ˚
Ÿª÷Ó˚y°ˆÏÎ˚ •y!çÓ˚ •ˆÏ°y– ¢Cï˛y!í˛¸î#Ó˚ ÓyÓy í˛zË˛Î˚ˆÏÜ˛ §yòˆÏÓ˚ xË˛ƒÌ≈ly
çylyˆÏ°y–ÉÉÉ Ü˛ˆÏÎ˚Ü˛ ÓSÈÓ˚ ÓyˆÏò ï˛yˆÏòÓ˚ ~Ü˛ §hs˝yl çß√°yË˛ Ü˛ˆÏÓ˚–
§hs˝yˆÏlÓ˚ lyÙ Ü˛y°yç#Ól Ó˚yáy •Î˚– ~Ü˛Ùye ˛õ%e §hs˝yl Ü˛y°yç#ÓlˆÏÜ˛
!lˆÏÎ˚ °ÇÌÓ˚y•z G ¢Cï˛y!í˛¸î# ˛õÓ˚Ù§%ˆÏá °ÇÌÓ˚y•z ˛õÓ≈ï˛ xMÈ˛ˆÏ° Óy§
Ü˛Ó˚ˆÏï˛ °yà°–ÛÛå2ä
!e˛õ%Ó˚# §¡±òyˆÏÎ˚Ó˚ Ùyl%ˆÏ£ÏÓ˚y !ÓŸªy§ Ü˛ˆÏÓ˚l ~•z °ÇÌÓ˚y•z ˆòÓï˛y ïÑ˛yˆÏòÓ˚ Ó%í˛¸y§y
ˆòÓï˛yÓ˚•z xÓï˛yÓ˚– xyÓyÓ˚ ïÑ˛yÓ˚y Ùï˛y•zÜ˛ï˛ˆÏÓ˚Ó˚ §yˆÏÌ °ÇÌÓ˚y•z ˆòÓï˛yˆÏÜ˛ ~Ü˛ Ü˛ˆÏÓ˚
ˆòˆÏál– §%ï˛Ó˚yÇ °ÇÌÓ˚y•z ˛õy•yˆÏí˛¸Ó˚ °ÇÌÓ˚y•z Ù!®ˆÏÓ˚ ÓyÓy °ÇÌÓ˚y•zñ ˆòÓ# ¢Cï˛y!í˛¸î#
~ÓÇ Ü˛y°yç#ÓˆÏlÓ˚ ˆÎ ˛õ%ˆÏçy •Î˚ÈüüüÈï˛y ~•z ˆ°yÜ˛Ü˛Ìy !lË≈˛Ó˚ï˛yˆÏÜ˛ flõ‹T Ü˛ˆÏÓ˚–
~ÓyÓ˚ xy!§ °ÇÌÓ˚y•z ˛õy•yí˛¸ˆÏÜ˛ xÓ°¡∫l Ü˛ˆÏÓ˚ ~ÓÇ ˛õy•yˆÏí˛¸ Ó§Óy§Ó˚ï˛
í˛z˛õçy!ï˛ çlˆÏày¤˛#Ó˚ ç%Ù ç#ÓlˆÏÜ˛ xl%§Ó˚î Ü˛ˆÏÓ˚ xyô%!lÜ˛ §y!•ï˛ƒ ≤Ã§ˆÏD– ≤ÃÌˆÏÙ
í˛zFã˛yÓ˚î Ü˛Ó˚ˆÏï˛ •Î˚ !e˛õ%Ó˚y Ó˚yˆÏçƒÓ˚ ~Ü˛çl Ù•yl Ü˛ÌyÜ˛yÓ˚ !ÓÙ° !§ÇˆÏ•Ó˚ Ú°Çï˛Ó˚y•zÛ
í˛z˛õlƒyˆÏ§Ó˚ Ü˛Ìy– 1984 !áfiê˛yˆÏ∑ ˆ°áy !ÓÙ° !§ÇˆÏ•Ó˚ Ú°Çï˛Ó˚y•zÛ í˛z˛õlƒy§ !e˛õ%Ó˚y
Ó˚yˆÏçƒÓ˚ §y!•ï˛ƒ§yôlyÓ˚ çàˆÏï˛ ~Ü˛!ê˛ í˛zIµ° §,!‹T Ó°ˆÏï˛•z •Î˚– ~•z í˛z˛õlƒyˆÏ§ ˆ°áÜ˛
°Çï˛Ó˚y•z ˛õy•yˆÏí˛¸ Ó§Óy§Ü˛yÓ˚# !Ó˚Î˚yÇ çlçy!ï˛ §ÙyˆÏçÓ˚ ç#Ól§Ç@˝ÃyÙñ ç#ÓlÎyeyñ
~ÓÇ ≤Ãy!hs˛Ñ˛ | 425
áyòƒyË˛ƒy§ñ !ÓŸªy§ÈüÈ§ÇflÒyÓ˚ñ ˆ°yÜ˛yã˛yÓ˚ñ ˆ°yÜ˛!ÓŸªy§ ≤ÃË,˛!ï˛ §yÇfl,Ò!ï˛Ü˛ ˙!ï˛•ƒˆÏÜ˛

§ÇˆÏÓòl¢#° xl%Ë)˛!ï˛ˆÏï˛ !l˛õ%îï˛yÓ˚ §yˆÏÌ í˛z˛õfliy˛õl Ü˛ˆÏÓ˚ˆÏSÈl– ˆ°áÜ˛ Ú°Çï˛Ó˚y•zÛ
í˛z˛õlƒyˆÏ§Ó˚ Ë)˛!ÙÜ˛yÎ˚ çy!lˆÏÎ˚ˆÏSÈlÈüüüÈ
ÚÚ !Ó!ã˛e ˛õyá#Ó˚ àyˆÏlñ Ólƒ çvÓ˚ Ü˛°Ó˚ˆÏÓñ Ùyl%ˆÏ£ÏÓ˚ •y!§Ü˛yßÿÓ˚
xyˆÏÓˆÏàñ ò%/ˆÏáñ SÈí˛¸yÓ˚ Ü˛° Ü˛°yl#ˆÏï˛ Ü,˛£èl#° ÓˆÏlÓ˚ !lhflÏ∏˛ï˛yÎ˚
Ù%á!Ó˚ï˛ Ó˚•§ƒÙÎ˚ °Çï˛Ó˚y•z ˛õy•yí˛¸–ÉÉÉÛÛ å3ä
ˆ°áÜ˛ ~•z °Çï˛Ó˚y•z ˛õy•yí˛¸ˆÏÜ˛ xB˛l Ü˛ˆÏÓ˚ˆÏSÈl ≤ÃÜ,˛!ï˛Ó˚ ~Ü˛!ê˛ ≤ÃyîÙÎ˚ §_y
!•ˆÏ§ˆÏÓ– ˆ°áˆÏÜ˛Ó˚ ≤ÃyO° àòƒË˛y£Ïyñ ÓyhflÏÓ ˛õÎ≈ˆÏÓ«˛î¢#°ï˛y °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚
Ó˚*˛õ Óî≈lyÎ˚ ÎÌyÎÌË˛yˆÏÓ ôÓ˚y ˛õˆÏí˛¸– í˛z˛õlƒyˆÏ§Ó˚ ~ˆÏÜ˛ÓyˆÏÓ˚ ÷Ó˚&ˆÏï˛ !ï˛!l !°ˆÏáˆÏSÈlÈüüüÈ
ÚÚ°Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ í˛zÑã%˛ !ê˛°yÓ˚ àyˆÏÎ˚ !Óhfl,Ïï˛ ç%Ù ˆ«˛ï˛– ˛õy•yˆÏí˛¸Ó˚
ì˛y°%ˆÏï˛ §yòy Ü˛y˛õy§ Ê%˛° Óyï˛yˆÏ§Ó˚ ˆì˛í˛zˆÏÎ˚ ˆì˛í˛zˆÏÎ˚ lyˆÏã˛– Ü˛y˛õy§
ˆ«˛ˆÏï˛Ó˚ í˛z˛õˆÏÓ˚ Ë˛y§ˆÏSÈ !ï˛° àyˆÏSÈÓ˚ ˆÌyÜ˛y ˆÌyÜ˛y Ê˛°– xyÓ˚ ~ˆÏÜ˛ÓyˆÏÓ˚
l#ã%˛ •ˆÏÎ˚ ç%ˆÏÙÓ˚ °y°ñ §Ó%çñ •°%ò Ó˚. ôÓ˚y Ù!Ó˚ã˛– Ü˛y˛õyˆÏ§Ó˚ §yòy
Gí˛¸lyÓ˚ l#ˆÏã˛ ˛õy•yí˛¸# çyÙyñ !Ó!ã˛e Ó˚ÇˆÏÎ˚Ó˚ Óy•yÓ˚– !ê˛°yÓ˚ ÙyV˛áyˆÏl
xí˛¸•Ó˚ àySÈñ í˛zÑã%˛ í˛y°=!° Óyï˛yˆÏ§ lí˛¸ˆÏSÈ– ˆÜ˛yÌyG xyÓyÓ˚ !ã˛lyÓ˚ñ
áyÜ˛°%ñ Ü%˛Ùí˛¸yñ °ï˛y ÌˆÏÓ˚ ÌˆÏÓ˚–ÛÛ å4ä
ˆ°áÜ˛ çlçy!ï˛ §ÙyˆÏçÓ˚ ç%ÙÈüÈç#ÓˆÏlÓ˚ Ü˛ˆÏë˛yÓ˚ ˛õ!Ó˚◊Ùñ xy¢yÈüÈ•ï˛y¢yñ
xyl®ÈüÈˆÓòlyÓ˚ Ü˛Ìy ˆÎÙl Óî≈ly !òˆÏÎ˚ˆÏSÈlñ ˆï˛Ù!l ~Ü˛ ˆ◊!îÓ˚ Ùyl%ˆÏ£ÏÓ˚ ≤Ã!ï˛ ˆ¢y£Ïî
G ÓMÈ˛lyÓ˚ Ü˛ÌyG í˛zˆÏÕ‘á Ü˛ˆÏÓ˚ˆÏSÈl– ~•z §ÙhflÏ !Ü˛S%ÈÓ˚ ÙyˆÏV˛ ≤Ãôyl ˆÎ Ü˛y!•!l!ê˛
ï˛Ó˚ï˛Ó˚ à!ï˛ˆÏï˛ ~!àˆÏÎ˚ ã˛ˆÏ°ˆÏSÈñ ˆ§!ê˛ •° ~•z í˛z˛õlƒyˆÏ§Ó˚ lyÎ˚Ü˛ÈüÈly!Î˚Ü˛y çÓ˚Ü˛yÙ%!l
G §yˆÏçÓ˚&ˆÏ.Ó˚ ˆ≤ÃÙÈüÈ˛õ!Ó˚îÎ˚ G ï˛yˆÏòÓ˚ ˛õ%e §hs˝yl Ó˚yÇÌyÇ•yÓ˚ çß√°yˆÏË˛Ó˚ Ü˛Ìy–
ˆ°áÜ˛ §%ˆÏÜ˛Ô¢ˆÏ° lyÎ˚Ü˛ÈüÈly!Î˚Ü˛yÓ˚ §¡õˆÏÜ≈˛Ó˚ Óî≈ly ≤Ã§ˆÏD !Ó˚Î˚yÇ §ÙyˆÏçÓ˚ §yÇfl,Ò!ï˛Ü˛
ç#ÓlˆÏÜ˛ ˆÎÙl xyˆÏ°y!Ü˛ï˛ Ü˛ˆÏÓ˚ˆÏSÈlñ ˆï˛Ù!l ï˛yˆÏòÓ˚ x!¢«˛y G xK˛ï˛yÓ˚ x¶˛Ü˛yÓ˚
ˆÌˆÏÜ˛ í˛z_Ó˚ˆÏîÓ˚ ~Ü˛!ê˛ xyˆÏ°yÜ˛˛õÌ !lÙ≈yˆÏîÓ˚ ˆã˛‹Ty Ü˛ˆÏÓ˚ˆÏSÈl– ï˛y•z fl∫yË˛y!ÓÜ˛Ë˛yˆÏÓ
ˆòáy ˆàˆÏSÈ ç%!ÙÎ˚y ç#ÓˆÏl ~ˆÏ§ˆÏSÈ ˛õ!Ó˚Óï≈˛ˆÏlÓ˚ ˆçyÎ˚yÓ˚– ï˛yˆÏòÓ˚ §ÙyˆÏç
fl∫yfliƒÈüÈ!¢«˛yÈüÈáyòƒ ≤ÃÜ˛“ ã˛y°% •Î˚ §Ó˚Ü˛yˆÏÓ˚Ó˚ !ÓˆÏ¢£Ï ˛õ!Ó˚Ü˛“lyÓ˚ Ü˛yÓ˚ˆÏî– ï˛y•z xyÙÓ˚y
~•z í˛z˛õlƒyˆÏ§Ó˚ ˆ¢£Ï°ˆÏ@¿ §yˆÏçÓ˚&.ˆÏÜ˛ !lˆÏçÓ˚ §hs˝yˆÏlÓ˚ fl%Ò° !¢«˛y §¡õˆÏÜ≈˛ fl∫≤¿y°%
•ˆÏÎ˚ ˆÎˆÏï˛ ˆò!á– ˆ°áˆÏÜ˛Ó˚ Ü˛ÌyÎ˚ÈüüüÈ
ÚÚçÓ˚Ü˛yÙ%!lñ •y§Ùy•zñ §yˆÏçÓ˚&. ï˛ál à°ySÈí˛¸y ˛õyí˛¸yÓ˚ !òˆÏÜ˛ ˆ•ÑˆÏê˛
426 | ~ÓÇ ≤Ãy!hs˛Ñ˛
ÎyˆÏFSÈ– §yˆÏçÓ˚&ˆÏ.Ó˚ ˆÜ˛yˆÏ° xyˆÏôy xyˆÏôy Ü˛Ìy Ó°y !¢÷!ê˛– §yˆÏçÓ˚&.

ï˛áˆÏly •zflÒ% ˆ°Ï Ó˚ í˛zë˛yˆÏl Ü˛!ã˛ Ü˛!ã˛ ˆSÈˆ°
Ï ˆÏòÓ˚ Ü˛Ìy Ë˛yÓˆÏSÈñ Ü˛yˆÏl ÓyçˆÏSÈ
ò)Ó˚ ˆÌˆÏÜ˛ •zfl%ÒˆÏ°Ó˚ ˆ§•z ˆSÈˆÏ° ˆË˛y°yˆÏly ÓÑy!¢Ó˚ í˛yÜ˛– ˛õy•yˆÏí˛¸Ó˚
í˛z˛õï˛ƒÜ˛yÎ˚ ≤Ã!ï˛ôÁ!lï˛ !ã˛Ó˚ x¶˛Ü˛yˆÏÓ˚ â%!ÙˆÏÎ˚ ÌyÜ˛y ˛õy•yˆÏí˛¸Ó˚ !¢÷ˆÏòÓ˚
â%Ù Ë˛y!DˆÏÎ˚– Ó˚!Dl fl∫ˆÏ≤¿Ó˚ ˆâyˆÏÓ˚ !ÓˆÏË˛yÓ˚ ï˛ál §yˆÏçÓ˚&.– ˆã˛yˆÏá
ˆÎl ò#Æ •ˆÏÎ˚ xy§ˆÏSÈ xlyàï˛ Ë˛!Ó£ÏƒˆÏï˛Ó˚ SÈ!Ó– ˆÜ˛yˆÏ°Ó˚ ˆSÈˆÏ°ê˛y
ï˛yÓ˚ ~Ù!l Ü˛ˆÏÓ˚ ÓÑy!¢Ó˚ í˛yˆÏÜ˛ S%ÈˆÏê˛ ÎyˆÏÓ– •zfl%ÒˆÏ°Ó˚ ÙÎ˚òyˆÏl Ü˛!ã˛ •yï˛
ò%Û!ê˛ xyÜ˛yˆÏ¢Ó˚ !òˆÏÜ˛ ï%˛ˆÏ° ÌyÜ˛ˆÏÓñ ˛õyÌÓ˚ ÊÑ%˛ˆÏí˛¸ Ü˛!ã˛ ây§ ˆÎÙl
x˛õyÓ˚ !ÓfløˆÏÎ˚ §)ˆÏÎ≈ƒÓ˚ !òˆÏÜ˛ ï˛yÜ˛yÎ˚–ÛÛ å5ä
Ü˛ÌyÜ˛yÓ˚ !ÓÙ° !§ÇˆÏ•Ó˚ °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ ˛õê˛Ë)˛!ÙˆÏï˛ ˆ°áy ~Ü˛!ê˛ Óí˛¸à“
•° ÚÜ˛Ó˚y!ã˛ ˆÌˆÏÜ˛ °Çï˛Ó˚y•zÛ– ~•z àˆÏ“Ó˚ ÙˆÏôƒG ˛≤ÃFSÈß¨Ë˛yˆÏÓ çlçy!ï˛ §¡±òyˆÏÎ˚Ó˚
≤Ã!ï˛ ÓMÈ˛ly G ˆ¢y£ÏˆÏîÓ˚ Ü˛Ìy í˛zˆÏÕ‘á xyˆÏSÈ– ~•z ÓMÈ˛ly G ˆ¢y£ÏˆÏîÓ˚ çlƒ ï˛yÓ˚y ˆÎ
Ü˛ï˛Ü˛yÇˆÏ¢ òyÎ˚# ˆ§ !Ó£ÏÎ˚!ê˛G !ï˛!l xyË˛y!§ï˛ Ü˛ˆÏÓ˚ˆÏSÈl– à“!ê˛ Ó˚!ã˛ï˛ •ˆÏÎ˚ˆÏSÈ ~Ü˛!ê˛
˙!ï˛•y!§Ü˛ ˆ≤Ã«˛y˛õˆÏê˛– ˆ≤Ã«˛y˛õê˛!ê˛Ó˚ Ü˛Ìy ˆ°áÜ˛ ≤ÃÌˆÏÙ•z çy!lˆÏÎ˚ˆÏSÈlÈüüüÈ
ÚÚ1953 §yˆÏ°Ó˚ Ùyã≈˛ ÙyˆÏ§ Ü˛Ó˚y!ã˛ ˆÌˆÏÜ˛ xyàï˛ ~Ü˛!ê˛ !ÓÙyl !e˛õ%Ó˚yÓ˚
°Çï˛Ó˚y•z ˛õy•yˆÏí˛¸ ˆË˛ˆÏ. ˛õˆÏí˛¸– ô)§Ó˚ xï˛#ˆÏï˛Ó˚ ˆ§•z Ü˛y!•l# áÑ%ˆÏç
xyly Óí˛¸ Ü˛!ë˛l– xyÙyÓ˚ !˛õï,˛ˆÏòˆÏÓÓ˚ Ù%ˆÏá ˆ¢yly ˆ§•z Ü˛y!•l#ˆÏÜ˛•z
ˆçyí˛¸y !òˆÏï˛ ˆã˛ˆÏÎ˚!SÈÈüüüÈxlƒˆÏòÓ˚ Ù%ˆÏá ˆ¢yly ¢yáyÈüÈ≤Ã¢yáy !Óhfl,Ïï˛
âê˛lyÓ˚ §yˆÏÌ– ˆÜ˛yl §Ó˚Ü˛y!Ó˚ ˆÓ˚Ü˛í≈˛ ˆòáyÓ˚ §%ˆÏÎyà •Î˚!l– Ë%˛°ºy!hs˝
ÌyÜ˛y á%Ó•z fl∫yË˛y!ÓÜ˛–ÛÛ å6ä
1989 §yˆÏ° ˆ°áy ~•z à“!ê˛Ó˚ àˆÏË≈˛ Ó˚ˆÏÎ˚ˆÏSÈ ~Ü˛!ê˛ ˙!ï˛•y!§Ü˛ §ï˛ƒñ xyÓ˚
àˆÏ“Ó˚ Ü˛y!•!l Ó%lˆÏl Ó˚ˆÏÎ˚ˆÏSÈ ˆ°áˆÏÜ˛Ó˚ §,!‹T¢#° ≤Ã!ï˛Ë˛yÓ˚ fl∫y«˛Ó˚ÈüüüÈï˛Ó% à“!ê˛Ó˚ ÙˆÏôƒ
!ÓˆÏ¢£Ï §yÙy!çÜ˛ G Ó˚yç˜Ïl!ï˛Ü˛ ò¢≈l ≤Ã!ï˛Ê˛!°ï˛ Ü˛Ó˚ˆÏï˛ ˆ°áÜ˛ !Ó®%Ùye Ü˛y˛õ≈îƒ
Ü˛ˆÏÓ˚l!l– ~ àˆÏ“ à!Ó˚Ó xy!òÓy§# Î%ÓÜ˛ Ü˛y!ï≈˛Ü˛ ï˛yÓ˚ §•çÈüÈ§Ó˚°ÈüÈxË˛yˆÏÓÓ˚ ç#Ól
ˆÌˆÏÜ˛ •ë˛yÍ !SÈê˛ˆÏÜ˛ ˛õˆÏí˛¸ x§ÇÎï˛ ç#ÓˆÏlÓ˚ ˛õˆÏÌ •Ñyê˛ˆÏï˛ ÷Ó˚& Ü˛ˆÏÓ˚– Ü˛Ó˚y!ã˛ ˆÌˆÏÜ˛
˛õ)Ó≈ ˛õy!Ü˛hflÏyˆÏl xy§y ~Ü˛!ê˛ !ÓÙyl •ë˛yÍ â)!î≈V˛ˆÏí˛¸Ó˚ ˆÜ˛yˆÏ˛õ ˛õˆÏí˛¸ xÓï˛Ó˚î Ü˛Ó˚ˆÏï˛ ly
ˆ˛õˆÏÓ˚ §Ó˚y§!Ó˚ !e˛õ%Ó˚yÓ˚ ˜Ü˛°y§•ˆÏÓ˚Ó˚ xyÜ˛y¢ •ˆÏÎ˚ °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸ ò%!ê˛ àç≈l àyˆÏSÈ
ôyE˛y ˆÙˆÏÓ˚ ê%˛Ü˛ˆÏÓ˚y ê%˛Ü˛ˆÏÓ˚y •ˆÏÎ˚ ÎyÎ˚– !ÓÙyˆÏl ÌyÜ˛y ˆSÈã˛!Õ‘¢çl Îye#Ó˚ ÙˆÏôƒ ~Ü˛çl
Ù!•°y ˆÜ˛yˆÏlye´ˆÏÙ ÓÑyˆÏã˛– ˆ§•z !ÓÙyˆÏl ÌyÜ˛y ï˛y° ï˛y° ˆ§yly Ü˛y!ï≈˛Ü˛ Ü%˛!í˛¸ˆÏÎ˚ ˆ˛õˆÏÎ˚
~ÓÇ ≤Ãy!hs˛Ñ˛ | 427
•ˆÏÎ˚ ÎyÎ˚ Úˆ§yly Ü˛y!ï≈˛Ü˛Û– ˆÎ !SÈ° ≤ÃÌˆÏÙ ç%!ÙÎ˚yñ ˛õˆÏÓ˚ Ùy!V˛ ˆ§ •ˆÏÎ˚ ˆà° ˆ§ylyÓ˚
Ùy!°Ü˛– !Ü˛v ˆ§ ˆ§ylyÓ˚ Ù)°ƒ Ó%ˆÏV˛ í˛zë˛ˆÏï˛ ˛õyˆÏÓ˚!lñ ï˛y•z Óy.y!° Ù•yçlñ ˛õ%!°¢
x!Ê˛§yÓ˚ñ òy°y°ñ í˛yÜ˛yï˛ˆÏòÓ˚ áØˆÏÓ˚ ˛õˆÏí˛¸ §Ó≈fl∫ •y!Ó˚ˆÏÎ˚ ~ˆÏÜ˛ÓyˆÏÓ˚ !Ë˛áy!Ó˚ •ˆÏÎ˚
ÎyÎ˚– Ü˛y!ï≈˛Ü˛ ˛õÓ˚¢˛õyÌˆÏÓ˚Ó˚ ˛õÓ˚¢ ˆ˛õˆÏÎ˚G ï˛yÓ˚ Ù)°ƒ !òˆÏï˛ ˛õyˆÏÓ˚!lñ ï˛y•z ï˛yÓ˚ ç#ÓˆÏl
ˆlˆÏÙ xyˆÏ§È ò%/á– àˆÏ“Ó˚ x!hs˝Ù °ˆÏ@¿ à“Ü˛yÓ˚ çylyˆÏFSÈlÈüüüÈ
ÚÚ!l‹õy˛õ xÓ˚îƒ §hs˝ylñ ˆ§ylyÓ˚ ˛õy•yí˛¸ ÙyÌyÎ˚ ~ˆÏ°G ¢ï˛y∑# ôˆÏÓ˚
ˆÎ Ùyl%£Ï â%ˆÏÙÓ˚ ˆâyˆÏÓ˚ ˛õˆÏí˛¸ xyˆÏSÈñ ˆ§ â%Ù Ë˛y.%Ü˛ñ ï˛yÓ˚y ˆçˆÏà
í˛zë%˛Ü˛ñ x@˝Ã§Ó˚ï˛Ù Ùyl%ˆÏ£ÏÓ˚y Î!ò ï˛y ly ã˛yÎ˚ •yçyÓ˚ Ü˛y!ï≈˛Ü˛ Î%ˆÏà Î%ˆÏà
˛õˆÏÌ ˛õˆÏÌ ~Ùl Ü˛ˆÏÓ˚•z â%Ó˚ˆÏÓ–ÛÛ å7ä
°Çï˛Ó˚y•z ˛õy•yí˛¸ˆÏÜ˛ ˛õê˛Ë)˛!Ù Ü˛ˆÏÓ˚ 1996 §yˆÏ° !e˛õ%Ó˚yÓ˚ ï˛ÍÜ˛y°#l Ù%áƒÙsf#
l,ˆÏ˛õl ã˛e´Óï≈˛# !°áˆÏ°l ~Ü˛!ê˛ í˛z˛õlƒy§ÈüüüÈÚ°Çï˛Ó˚y•z xyÙyÓ˚ âÓ˚Û– í˛z˛õlƒy§!ê˛Ó˚ Ó!•/
Ó˚ˆÏD °Çï˛Ó˚y•z ˛õy•yÏí˛¸ ˆÎÙl Ó˚ˆÏÎ˚ˆÏSÈ ˆï˛Ù!l xhs˝/Ó˚ˆÏD Ó˚ˆÏÎ˚ˆÏSÈ ~Ü˛!ê˛ Ó˚yç˜Ïl!ï˛Ü˛
ˆã˛ï˛ly– ï˛y•z í˛z˛õlƒy§!ê˛ •ˆÏÎ˚ í˛zˆÏë˛ˆÏSÈ ˆ°áˆÏÜ˛Ó˚ í˛zˆÏjˆÏ¢ƒÓ˚ ~ÓÇ ïÑ˛yÓ˚ Ó˚yç˜Ïl!ï˛Ü˛
ò¢≈ˆÏlÓ˚ Óy•l– ˆò¢ !ÓË˛yˆÏàÓ˚ ˆ≤Ã«˛y˛õˆÏê˛ !e˛õ%Ó˚y Ó˚yˆÏçƒ ã˛ˆÏ° xyˆÏ§l Ó‡ í˛zmy›
Óy.y!°ñ ïÑ˛yÓ˚y çlçy!ï˛ˆÏòÓ˚ Ü˛ySÈyÜ˛y!SÈ Ó§Óy§ Ü˛Ó˚ˆÏï˛ ÌyˆÏÜ˛l ç#Ól G ç#!ÓÜ˛yÓ˚
ï˛y!àˆÏò– Ê˛ˆÏ° !Ü˛S%È Ùyl%£Ï Ë%˛° Ë˛yÓlyÓ˚ Ó¢Óï≈˛# •ˆÏÎ˚ !e˛õ%Ó˚# G Óy.y!°ˆÏòÓ˚ ÙˆÏôƒ
ÓƒÓôyl ˜ï˛!Ó˚ Ü˛ˆÏÓ˚– ï˛yÓ˚y ÙˆÏl Ü˛Ó˚ˆÏï˛ ÌyˆÏÜ˛ ˆÎ !e˛õ%Ó˚#ˆÏòÓ˚ xË˛yÓÈüÈxlê˛ˆÏlÓ˚ ˆ˛õSÈˆÏl
Ó˚ˆÏÎ˚ˆÏSÈ ~•z •yçyÓ˚ •yçyÓ˚ í˛zmy› Ùyl%ˆÏ£ÏÓ˚ •yï˛– ~Ó˚y !e˛õ%Ó˚#ˆÏòÓ˚ ˆ¢y£Ïî Ü˛Ó˚ˆÏSÈñ
ÓMÈ˛ly Ü˛Ó˚ˆÏSÈñ Ê˛ˆÏ° !e˛õ%Ó˚#Ó˚y Ü˛álG ˆÜ˛yl ÙˆÏï˛•z x@˝Ãà!ï˛Ó˚ ˛õˆÏÌ ~!àˆÏÎ˚ ˆÎˆÏï˛
˛õyÓ˚ˆÏÓ ly– ~•z ôyÓ˚îyê˛y ˆÎ §ï˛ƒ lÎ˚ñ ï˛y Å˛õlƒy!§Ü˛ ˛õ%Cyl%˛õ%C !ÓˆÏŸ’£ÏˆÏîÓ˚ ÙyôƒˆÏÙ
ˆòáyˆÏlyÓ˚ ˆã˛‹Ty Ü˛ˆÏÓ˚ˆÏSÈl– ~•z í˛z˛õlƒyˆÏ§ Óyò°ñ Ùô%!ï˛ñ Ó˚î!çÍñ ˆ«˛yˆÏ˛õÇÓ˚yÎ˚ñ Ü˛y!Ùl#ñ
!lï˛y•zñ !l!á°ñ Óyî#ñ x!Ë˛Ó˚yÙ ≤ÃË,˛!ï˛ ã˛!Ó˚e ˆ°áˆÏÜ˛Ó˚ ˆ°ál#Ó˚ flõˆÏ¢≈ í˛zIµ° •ˆÏÎ˚
í˛zˆÏë˛ˆÏSÈ– ˆ°áÜ˛ l,ˆÏ˛õl ã˛e´Óï≈˛# í˛z˛õlƒyˆÏ§Ó˚ ˆ¢£Ï°ˆÏ@¿ ˛õyë˛ˆÏÜ˛Ó˚ ˆã˛yˆÏá xy.%° !òˆÏÎ˚
flõ‹T Ü˛ˆÏÓ˚ˆÏSÈl ˆÎ xy!òÓy§# G Óy.y!°Ó˚ ÙˆÏôƒ ˆÜ˛ylG ¢e&ï˛y ˆl•zñ !Ü˛v §ÙyˆÏç
ˆ¢y£ÏîÜ˛yÓ˚# lyˆÏÙÓ˚ ~Ü˛!ê˛ ˆ◊!î Ó˚ˆÏÎ˚ˆÏSÈ üüüÈˆÎ ˆ◊!î xy!òÓy§# G Óy.y!° í˛zË˛Î˚
§¡±òyˆÏÎ˚Ó˚ ÙˆÏôƒ Ó˚ˆÏÎ˚ˆÏSÈ– !ï˛!l ˆ¢y£ÏÜ˛ÈüÈˆ¢y!£ÏˆÏï˛Ó˚ ÓƒÓôylê˛y flõ‹T Ü˛ˆÏÓ˚ ˆòÓyÓ˚
ˆã˛‹Ty Ü˛Ó˚ˆÏ°l ïÑ˛yÓ˚ Ú°Çï˛Ó˚y•z xyÙyÓ˚ âÓ˚Û í˛z˛õlƒyˆÏ§–
°Çï˛Ó˚y•z ˛õy•yí˛¸ˆÏÜ˛ xl%£ÏD Ü˛ˆÏÓ˚ ~Ü˛yˆÏ°Ó˚ ~Ü˛çl Ó!°¤˛ Ü˛!Ó !ÓçÎ˚ ˆòÓÓÙ≈y
ïÑ˛yÓ˚ !Óáƒyï˛ Ü˛yÓƒ@˝Ãsi Ú°Çï˛Ó˚yÎ˚y!l ~Ü˛°ÓƒÛ !°áˆÏ°l– ~•z Ü˛yÓƒ@˝ÃˆÏsiÓ˚ lyÙ Ü˛!Óï˛y
428 | ~ÓÇ ≤Ãy!hs˛Ñ˛
Ú°Çï˛Ó˚yÎ˚!l ~Ü˛°ÓƒÛ å°Çï˛Ó˚yˆÏÎÓ˚ ˚ ~Ü˛°ÓƒäÈüÈ~Ó˚ !Ó£ÏÎÓ˚ ›ˆÏï˛ Ó˚ˆÎÏ ˆ˚ SÏ È ˆ˛õÔÓ˚y!îÜ˛ âê˛ly–

ˆ˛õÔÓ˚y!îÜ˛È Èâê˛ly ~áyˆÏl ~Ü˛!ê˛ Ó˚*˛õÜ˛yˆÏÌ≈È xyË˛y!§ï˛ •ˆÏÎ˚ˆÏSÈ– ~Ü˛°ˆÏÓƒÓ˚ §Ù)• Ó#Ó˚ôÙ≈
ÌyÜ˛y §ˆÏ_¥G ï˛ÌyÜ˛!Ìï˛ Óî≈Óyò# §ÙyˆÏçÓ˚ ≤Ã!ï˛!l!ô ôyîyã˛yÎ≈ ï˛yˆÏÜ˛ xfl∫#Ü˛yÓ˚ Ü˛ˆÏÓ˚l
~ÓÇ ï˛yÓ˚ «˛ye§%°Ë˛ Ó#Ó˚ôÙ≈ ã˛eýhs˝ Ü˛ˆÏÓ˚ •Ó˚î Ü˛ˆÏÓ˚ ˆll ÎyˆÏï˛ ˆ§ Ó#ˆÏÓ˚Ó˚ ˛õ!Ó˚ã˛Î˚ ly
˛õyÎ˚– ˆï˛Ù!l ˆ¢y!£Ïï˛ !l˛õ#!í˛¸ï˛ çlçy!ï˛ §ÙyˆÏç Î!ò ˆÜ˛í˛z xy˛õl ≤Ã!ï˛Ë˛yÓ˚ fl∫y«˛Ó˚
Ó˚yáyÓ˚ çlƒ §yÊ˛ˆÏ°ƒÓ˚ í˛zFã˛ã)˛í˛¸yÎ˚ xyˆÏÓ˚y•ˆÏlÓ˚ ˆã˛‹Ty Ü˛ˆÏÓ˚ ï˛y•ˆÏ° ï˛yÓ˚ ˛õˆÏ«˛ §Ω˛Ó
•ˆÏÓly §yÊ˛ˆÏ°ƒÓ˚ ã)˛í˛¸y flõ¢≈ Ü˛Ó˚yÈüüüÈÜ˛yÓ˚î ˆ§ °Çï˛Ó˚y•zÓ˚ í˛zFã˛ã)˛í˛¸y flõ¢≈Ü˛yÓ˚# xhsƒç
~Ü˛°Óƒ •GÎ˚yÓ˚ Ü˛yÓ˚ˆÏî x!Ë˛Ùl%ƒÓ˚ ÙˆÏï˛y §ÆÓ˚Ì# ˆÓ!‹Tï˛ •ˆÏÎ˚ ï˛yˆÏÜ˛ !l/ˆÏ¢!£Ïï˛
•ˆÏï˛ •ˆÏÓ– Óî≈˜Ó£ÏÙƒ §ÙyˆÏçÓ˚ !lòyÓ˚&î ˛õ!Ó˚îyÙ ~•z Ü˛!Óï˛yÎ˚ Ó˚*˛õˆÏÜ˛Ó˚ SÈˆÏ° Ü˛!Ó
ˆ˛õÔÓ˚y!îÜ˛ âê˛ly í˛zˆÏÕ‘á Ü˛ˆÏÓ˚ °Çï˛Ó˚y•z ˛õy•yí˛¸ˆÏÜ˛ xl%£ÏD Ü˛ˆÏÓ˚ ˆÓyV˛yˆÏlyÓ˚ ˆã˛‹Ty
Ü˛ˆÏÓ˚ˆÏSÈl– Ü˛!Óï˛y!ê˛Ó˚ !Ü˛S%È !Ü˛S%È xÇ¢ í˛zˆÏÕ‘á Ü˛Ó˚yÓ˚ ˆã˛‹Ty Ü˛Ó˚!SÈÈüüüÈ
ÚÚ~Ü˛°Óƒ lÔ.Óy x!ÓÙÎ˚lÛ ˆ§
llÛ !Ü˛!ï˛.àÔ•z ã˛yÜ˛çyÜ˛ ÌÔÎ˚Ùy!l áÔ•z
lÔ.Óy•z ÓyÜ˛§y Óyï˛y•z°y•zÌy!l
ò%Ó˚ç%òl ç%!ò§!ÌÓ˚ ˛õà°y•zx ˆÜ˛ly
llÛ Ê˛y•z Ü˛Ó˚Óly ÓyàÔ•z ã˛yÜ˛°y•z ò%Ü˛–
~Ü˛°Óƒ ï˛yÙ!l Ù%ã%˛.°yÇ Ü˛y§yl
°Çï˛Ó˚yÎ˚ Ó%ã%˛Ü˛ ÉÉÉÉ
ÓÓ˚à!l ï˛DÛ Ó%Ó˚Ç Ó%Ó˚&Ç !Ó˚ÈüÈã%˛Ù
°yÙy!l álÙy álÙy x
ˆÓÓyÜ˛ ï˛yÓ˚y!Ê˛Ü˛ ˛õˆÏÎ˚lï˛Û
ˆÓàÓ˚ Ó%§Ó˚Û
§.Ê˛y.àÛ ˆã˛Î˚yÓ˚
lÜ˛ Ü˛ï˛Ó˚Û !Ê˛ï˛yÈ Ü˛Ôã˛yàÛ
xÓ˚ç%lñ ò%Ó˚ç%òl ï˛y•z ò%Ó˚&îyã˛yÓ˚çÛ §.
ï˛.àÛ Ù%Ó&˚ Ü˛°y•z
lÔ. §àÎ˚ Ê%˛Ó˚& °Çï˛Ó˚yÎ˚!l Ó%ã%˛Ü˛
Óy§yÎ˚Ô•z ï˛y°yÇly•z !l!l Î˚y!§Ùy Ó%Ó˚y–ÛÛ å8ä
åË˛yÓyl%Óyò ≠ ~Ü˛°Óƒ ï%˛!Ù x!Ë˛Ùl%ƒÓ˚ ÙˆÏï˛y ã˛e´Ó)ƒˆÏ• xyê˛ˆÏÜ˛ xyS– Î%!ô!¤˛Ó˚
~ÓÇ ≤Ãy!hs˛Ñ˛ | 429
G ò%ˆÏÎ≈yôˆÏlÓ˚y ˆÜ˛Ó° ¢e&ï˛y Ë%˛Ï!°ˆÏÎ˚ ˆï˛yÙyÓ˚ çlƒ !Ó!SÈˆÏÎ˚ Ó˚yˆÏá Ù,ï%˛ƒÓ˚ çy°– ï%˛!Ù
~Ü˛ÓyÓ˚ °Çï˛Ó˚y•zˆÏÎ˚Ó˚ !¢áˆÏÓ˚ í˛zë˛ˆÏï˛ ˛õyÓ˚ˆÏ°ñ ˆ§áyˆÏl Ó˚yáy ˆã˛y.yÎ˚ Ùò ˛õyl Ü˛Ó˚ˆÏï˛
˛õyÓ˚ˆÏ° ˆï˛yÙyÓ˚ fl∫≤¿ §Ê˛° •ˆÏÓñ ˆòáˆÏÓ lï%˛l §)ˆÏÎ≈yòÎ˚– ÉÉÉ xç≈%ˆÏlÓ˚y Óí˛¸•z !•Ç§%Ü˛–
ï˛yÓ˚y x!°ÈüÈà!°ÈüÈê˛∆y!Ê˛Ü˛ ˛õˆÏÎ˚ˆÏrê˛ Ó˚ˆÏÎ˚ˆÏSÈñ ˆê˛!Ó° §• ˆã˛Î˚yˆÏÓ˚ ÓˆÏ§ xyˆÏSÈ– xç≈%lñ
ôyîyã˛yÎ≈ G ò%ˆÏÎ≈yôl §òy §ï˛Ü≈˛ xyˆÏSÈ– Îál ï%˛!Ù °Çï˛Ó˚y•z ˛õy•yˆÏí˛¸Ó˚ ã)˛í˛¸y flõ¢≈
Ü˛Ó˚ˆÏÓ ï˛ál•z ï˛yÓ˚y ˆÜ˛ˆÏê˛ ˆlˆÏÓ ˆï˛yÙyÓ˚ Ó%ˆÏí˛¸y xy.%°–ä
°Çï˛Ó˚y•z ˛õy•yí˛¸ ˆÎl !e˛õ%Ó˚yÓ˚ çy!ï˛ÈüÈí˛z˛õçy!ï˛Ó˚ ç#ÓlÈüÈ§Çfl,Ò!ï˛ˆÏï˛ ~ˆÏÜ˛ÓyˆÏÓ˚
˛õ!Ó˚˛õ)Ó˚Ü˛ •ˆÏÎ˚ xyˆÏSÈ– ˛õ!Ó˚˛õ)Ó˚Ü˛ •ˆÏÎ˚ xyˆÏSÈ ÓˆÏ° °Çï˛Ó˚y•z ˛õy•yí˛¸ •ˆÏÎ˚ GˆÏë˛ Ü˛áˆÏly
ˆòÓï˛yñ Ü˛áˆÏly ç#ÓˆÏlÓ˚ xy◊Î˚ñ Ü˛áˆÏly §yÊ˛°ƒÈüÈÓƒÌ≈ï˛yÓ˚ ˆÜ˛w!Ó®%ñ xyÓyÓ˚ Ü˛áˆÏly
Óy •ˆÏÎ˚ ÎyÎ˚ °Çï˛Ó˚y•z ˆï˛Ó˚ Óy °Çï˛Ó˚y•z ˆÙ°y G í˛zÍ§ˆÏÓÓ˚ xDl– °Çï˛Ó˚y•z å°ÇÌÓ˚y•zä
lyˆÏÙÓ˚ ÙˆÏôƒ ˆÎÙl °%!Ü˛ˆÏÎ˚ Ó˚ˆÏÎ˚ˆÏSÈ Ó˚•§ƒÙÎ˚ï˛yñ ˆï˛Ù!l °Çï˛Ó˚y•zˆÏÜ˛ xÓ°¡∫l Ü˛ˆÏÓ˚
Ë)˛!Ù¤˛ •ˆÏÎ˚ˆÏSÈ ÓyÇ°y G Ü˛Ü˛ÓÓ˚Ü˛ §y!•ˆÏï˛ƒÓ˚ Ù•yl §,!‹TÜ˛Ù≈– ï˛y•z °Çï˛Ó˚y•z ˆÎl •ˆÏÎ˚
í˛zˆÏë˛ˆÏSÈ §yôyÓ˚î Ùyl%£Ï G ˛õyë˛Ü˛§ÙyˆÏçÓ˚ Ü˛yˆÏSÈ !ÓˆÏ¢£Ï ≤Ãy!ÆÓ˚ ≤Ãï˛#Ü˛ ≤Ã!ï˛Ùy–
ï˛Ìƒ§)e ≠
1. ˆòÓÓÙ≈îñ §%ˆÏÓ˚lñ !e˛õ%Ó˚yÓ˚ í˛z˛õçy!ï˛ §Çfl,Ò!ï˛ñ ˛õ,É 48
2. ï˛ˆÏòÓñ ˛õ,É 48ÈüÈ49
3. !§Ç•ñ !ÓÙ°ñ °Çï˛Ó˚y•zñ ˛õ,É2
4. !§Ç•ñ !ÓÙ°ñ °Çï˛Ó˚y•zñ ˛õ,É7
5. ï˛ˆÏòÓñ ˛õ,É71
6. !§Ç•ñ !¢!¢Ó˚Ü%˛ÙyÓ˚ñ !ÓÙ° !§ÇˆÏ•Ó˚ à“ÈüÈí˛z˛õlƒy§≠ Ü˛Ìy§y!•ˆÏï˛ƒ lï%˛l!òàhs˝ñ ˛õ,É50
7. !§Ç•ñ !¢!¢Ó˚Ü%˛ÙyÓ˚ñ !ÓÙ° !§ÇˆÏ•Ó˚ à“ÈüÈí˛z˛õlƒy§≠ Ü˛Ìy§y!•ˆÏï˛ƒ lï%˛l!òàhs˝ñ ˛õ,É53
8. ˆòÓÓÙ≈yñ lˆÏÓ˚¢ã˛wñ Ü˛Ü˛ÓÓ˚Ü˛ Ë˛y£ÏyÈüÈ§y!•ˆÏï˛ƒÓ˚ e´Ù!ÓÜ˛y¢ñ ˛õ,É 87
¢£yÎ˚Ñ˛ @˘Ãs˛i≠
1. !e˛ô%Ó˚yÓ˚ v˛z˛ôãy!ì˛ ¢Çfl˛,Ò!ì˛ ÈÙÈ ¢%ˆÏÓ˚ò ˆîÓÓõ≈òñ K˛yò !Ó!â˛eyñ xyÜÓ˚ì˛úy–
2. úÇì˛Ó˚y£z ÈÙÈ !Óõú !¢Ç£ñ òÓâ˛®òy ≤ÃÑ˛yüò#ñ xyÜÓ˚ì˛úy–
3. !Óõú !¢ÇˆÏ£Ó˚ Ü“ÈÙÈv˛z˛ôòƒy¢≠ Ñ˛Ìy¢y!£ˆÏì˛ƒ òÓ!îÜhs˛ñ !ü!üÓ˚Ñ˛% õyÓ˚ !¢Ç£ñ òÓâ˛®òy
≤ÃÑ˛yüò#ñ xyÜÓ˚ì˛úy
4. Ñ˛Ñ˛ÓÓ˚Ñ˛ ¢y!£ˆÏì˛ƒÓ˚ ¶˛y°Ïy¢y!£ˆÏì˛ƒÓ˚ e´õ!ÓÑ˛yü ÈÙÈ òˆÏÓü˚ â˛w ˆîÓÓõ≈yñ òÓâ˛®òy
≤ÃÑ˛yüò#ñ xyÜÓ˚ì˛úy–
430 |
! , #$ %
& ' ( &
)* : , % $ - .! /0
1 $ & 23 45 6
, - 7& ! 6 $ 8 $ - &9: ;
, 6 $ % 6 $ ! <= > &
7 ? !@ 6 ! !0 A ! & % ! & !@ 6
! <= > & !@ $ 75 7 6 $ !
 S 5T ! $ $ ( ! @ ! 7 B !
- ! @ - 5 6 : ! @ $ 0 U ; $ $
6 7 ? 7> ! V , F- ! - 7 A 0 ,W
X 7Y 7!Z , 6 ! $ $ 7 $ 7 U
[- $- 6 $ & \ $ $ - !@
> $ 7 ? $ ]^_ $ - 7$ 6 ! $ ` - 5
7 ? $ & GA0 ! Ja & , JOJP $ ? G
7b $ c - b D % $ - 7:* 6
7 # # ` 7& 5 6
d R : e , 2 : , c* $, f! ,
D ,1 $ 6
% $ _ 1 $ #$ e %d g
$ ch3!d ;6 i e > 0 j
# !k , 6J 45 75 T #
0 $ 5 252 -6K %d !( )$
- j , " 2 U m > * -
$R G !A-$ n 0 % $ _ D] T G 0 - , 6 $ #
| 431
2 1) #$ . !) 6 % $ _ 1 - ,6o
D _ ) bn D$ $h; % $
, 6 1 X $ b $h; . ; 7& -
- 6 ! ! D ! , D !>, % $
p
&1 !> : ; , 6 7& $ ch3!d ;
%d : ; , 6 $ > 7> # c*
$ @ .q $ ]h , $h; &9
& . <$ , 6 #
- 7 ? 7> & 5 - 75, i%i- - 7> #
c* $ @ .q $ > 6 $ ?, , “ e
a
)$ # 7 # i% i 5 6 $ ! $”
- 5 !
u_ ; .! - G v$ _- 0
& 7 ? 7 - -& 6 > - # & 75, f!
- ]h 7> F %w G 0, 5 7 c $ #
8 x $ , y$ v$ c 5 >B ch3 -
> 6V ,- k z ! ! # 75 { b F G 0, $ $
| - U- %d : ; , 6 & k !}
M
F 7 $<3 , 6 - b &
- - _ U- - . q, 6
P
A $ F % ! ! @ , 6 JPaM- F
d ! 7> # ]h - , | $ 7 , _
6O & _ , ? _ $ > %k $ 7 ? 7 B
, 75, & ; F & ~$ ,
& $ F 0 7 ( ! ;$
$ ! $6 y % $ 7 B 7 --
0 • ! < $ G 06 $ F v$ €$% ! $
&9 : 7 $ @ $ $ 5 , 6 45
•< $ > 7> 7 ? 5 -, JPaM- F ‚ $A _% % $
-, 6 # $ JPaM- F
J„
0 ƒ! # 7 ?, 6
JO„o QY R ! 7 i % …- b … †$ -6
JPOa-7$ # b … ! †$ - , 6 JO„o- ‡
( > ! -, $ 7G _, ! m$ { , %d !( >
432 |
, <= } # # ‡ 75 7 - . ˆ
! 6 # 7 $ • $ ‘ ! $h; &9
JJ
75 & ;$ 6 i
2 & _- 0 $ $% 526 $ $† -
JK
7> # ! _ ch3 ! 6 - ! _
! b 7 $& &Š 2 - 6 ` -
$ ! 7 $< 3 @ .q 7 ? 7 $&
); & - 5 - -6Jo ! ‡ b 7 $& $A
- , x q 7? #$ _- ! $ 6Jp
Ja
# , # ! - q @ q6 i%i-
- !B -6 ? 7 .‹
7 > :Œ 0 _ & -$ % 6 JO„P- JM & Š$
# 2 ? 75 ) • - > $ <$ m
JV
5 Ž m 7 - . $6 JO„a- ! 7> %{
&- - c* $ @ .q $ > 6 JO„P- $ $- $ $
JM
@ q6
<= > & 0 ch3!d ; 7 ( - q
5 , D{$ $ $ <= > & %$ -
,} 7> : ! U- $ 6 75 ( > 7
, 7 -, • 7 ? # .ˆ - <= > & %$
JP
6 U <= > & 0 ? 7 ( ! ;$ -6
# ); & <= > & % $ $ 6JO $
: ; ! 5 >B $ • $6 ! “7 (
! 7:* b ? 0
K„
x $ - ! @6 y 7) } 7 ? 5 -, < = > &
B- ! - 7& - q6 5
# & ! ! c* % q & , y $
7> # : ; U- & > 6 !x &
$ > 6 , q ? , 7, 7? #$ $ > 6 %d ! (
† 7 $< 3 7& - q6KJ X. )
{ ! $ 7 ? “Bhupesh. Babu attracted us to his asceticism
and patriotic fervour and few of us used to get regularly in touch
with him " ? $ % ( @ - $A : Œ %d
j , 75, .k i > & % 7& c ,@
| 433
7& 7 # - & 7 ( $ ,
.k i 7& c - 2 ? % % @ q6KK
& & $ 7) } # 7& - 5 A T 7 $ $A
# $? @’ - $ $ b$, 7& #
&9[ ? # $ > 6
> & # 7& 7 H
7 5 >B ; ,6Ko
8 $ 7 , 7 7 H 6Kp
JPOV QY R &9 8 $ -6 8 $ & \ X - ¨
& # Y 0. - 7 , } , 6 JOJp-Ja QY R $ !
<= > & ,} , 6 ? # ` $
© 6Ka q$ ! 7 $
i - _ %d : ; 6 7 $ !
& > _ ,} > - 7 $< 3 $ % !
'Divisional Organiser'- -3% : ; 6 $ % ! TNJ
KV
College- % $ 6 $ 7 ? # ! $ 6
7 $ i 75 6 .% -# $ ( & < )
52 6 JOJV QY R $ TNJ & 7> # ! ) - .k ; 6 #
, ± $ A ! !q -6 ! - $ % ! -
KM
-6 ! 7 ,. $ & #\ 7& 6 ! $A
7:* 7 B $ 6 &# $ A 7 H 0 7 !
7X - ! q -6KP 7 H 0 7X - ! .%- $ b
?m5T -6 c* ! -6 $ ( ! @ -
\ ! - 75 ; - , $ 5 >B © 6 $ ?, , “
, ? 7> 7 & , 7 ? $ -6 [ -
7 0 @ q ]- ,6 ? ] •$6 7 0 ,} \
, ' -, 7 $ ! ² $# ! , 6
? 5 -6 $ ); @ q ,0 6 ³ • @ -
$ \ 0 7 !@ ,, 75 0 6 7> 75
7, 0 i , 7 , # 7 # ‘7? ”6
7? # X $ 6 X $# 7 & @$ ´ , '
434 |
'6 @ B $ [ 7 ?6 i $ 7 06 - $
- µ .k ! ? 7 6 7 A¶ - !@ ,, % 0 $
oJ
q- \6 ! ¶ B A - 7$ • ! -6oK
% $, # - $ ( ! @ -% $ ) # ! $
7:* $A ! ) , 7b • ! - 6 7
q ! $A !d i q ! % - !q -6 &
` $ & - 7 ! ! i
c - -6 _ 2 - @# - 5 6
i c T [- ! $A !$ - - 5 -6 !$ 5?
$ [- & 7 _ d $c 0 , $? # !
· ! · $ $B <
7$ 6 $ 5 - -$
.k -, , ' 2 , $ $ 'oo -
0 # & G 06 # D$ 75
d - ! I T- , $ .n? ?, “
< $ !d ) ; D $0 ¸ 6 c* $ 7 !
& ¹ & & $0 # & - -
7 1 2 : 6` $ & ! i @ #- 75 5 -
7 $ & $A # > º5 T 7 _ ”6op
7& 5 >B ch3!d ;6 $-
75 - d - 7 # - 7> # 7& -
c* ( @ .q $ > 6 i% i - 8 -
_% U- - q6
_- 0 5 > $ ch3 % 6 0 h3!d ; _-
! $ ( - $ 75 5 6 ! $ !5 -
& ,` % ! 7 ( 75 d } - A@ - )}
%d B •< $ > - IT i# . n ?$ - ,6
d} :
J. 7 H$ , 7 ? » , ` - - &$ 0
& $ U \ 0 ! q$ -6 ` #$ X
$ #$ \ K„J„- $6
K. Manini Chatterjee, Do and Die Picador, 2010 P.285-87.
o. %d !( )$ -, % $ S , $ , %d FB 6
| 435
8. %d !( > k, ‚$ - 1 $ : % $ JOPo ‹ ;, %d
FB 6
a. & i! - c* 7 (, , !< . Ka6
V. S.B. Choudhury, Civil Disturbances in Indian Mutinies.
M. Md. Khairul Anam, Political Consciousness of the people of
Murshidabad (WB) and the Great Revolt of 1857, in C Palit A
Roy (ed) Excavating the Revolt of 1857 B R Publication Delhi p.
27.
P. Ibid
O. , F 7 @ , , > - FB 6
J„. 7 H$ , i F b 7 ?, . . m ¨ : ¨ ,
K„JJ6
JJ. Md Khairul Anam. Indian Freedom movement and
Murshidabad District 1905, 1947 KP Bagchi 2008, p. 50-51.
JK. Ibid p. 53. Jo. Ibid
Jo. Ibid
Jp. Ibid
Ja. Ibid
JV. Ibid
JM. Ibid
JP. Ibid p.149-50
JO. Ibid p.150
K„. Ibid 151.
KJ. Ibid
KK. Krishnanath Collegbe Centenary Commemoration Volume,
1853-1953 p.10, 11, 267 269.
Ko. % ( @, & , $ , JoVJ !< . MV 6
Kp. , c2 6
Ka. v
KV. Raman Singh, Dacca Anusilan's Nationalists of Bhagalpur
(1900-1920) in The Quarterly Review of Historical Studies vol.
XLXI nos. 384 March, 2007.
KM. c26
KP. v
436 |
KO. $ ! @ , 45 >, &$ JoMP!< . J„M
o„. v !< . JJJ-JJo6
oJ. v !< . JJ„6
oK. v !< . JJK6
oo. v !< . JJo6
op. v !< . JJo6
| 437
G@ # - : x Ø u_;
7 A > @# $ 7, 0 • ?
‡
_ , % ,
7 ! &( 0 )
)* : 7I† 7, 0 • G@ #6 $
$ & $ ! !; , $ - 6 $
7 ? $ .q , & _ & & , & , ‹< $
&Š $ _-- -6 ! ! - $
E } - & 6 $ ¶ • !@,
& 5! 5 !6 $ -$ & @# 7 A > x }
$ , 6 $ - q &
A -! 7> 7 - % ; - .q ,, 5 > $
- 7 $ $0 ! $ , 7 7 c #
# \ _-6
d R: G@ #, , , & 7I; , 7, 0 •,
2 > , x Ø &0 $, X# >, \ º , - ‹ ,
7 $ 6
d :
> $ $ 2 > G@ #67, 0 •
.! .%- 7) }# $ b & , 6$ 7, 0 • & $#
@ 7! - , 6 $ 5? $ & $ ! !; , $?
!€ i- & $ $ 7 , [ $ > Ù³ !$ ,0
[$ , 6 $ : 7& $ <_ $ 7> $? 7 #
!- % _ 6 7 - , ! #
-6%d [ $> ? & $ ;, & ,& x , &
$ _- # 7 ? 7 ? _- - . q , 6 $
d $ : Ú 7I; _ & 5! x } $ $
, 6 7 # } !@, E } - I & _ 75 - , ,
7& , @, 7 > , , %< $ _& 6 _ %
F > ! & $ $ $ ? • _- -
438 |
. q ,6 G@ # - 7 ? 5- † 7 ? % >
I 2 —‘‘...: & - $ B% $ !Ü
7 .# ¹ 7 ? 6 : & $
J
# 6’’
7 %d > G@ # (JOaM-K„Jp) !d 7 !
7& > $ h Ý; ! : &9: ; , 6
$ )} E 0 -, - 7&
•6 G@ # $ 0 7> 7 - 75 & I;
_ A$ > $ 6 $ & 5 5 $) , 7 #
x %Þ$ -# $ %m % - -, 6 $ & 0
% 7 H $ 7 ? $ 7 ? 675? ¹ ] } 7 H
7 # $!> - 75 $ -6 ¹ 7 ? 7 $ > ,
> ] 7 B 0 #67$ & & - @ - 5 -, - $6 ,
&, / $ , 0 $ 5 ¹, G@ # 1- , $
7 † # & 6 $# $ : E& † 7 q ! > d .@ ß
ƒ! $ ) , 6 ] , \ - Üà ! $ % _ .!
7& $ _ & 6 E } - _ ! ! $ _%
!$ , & .! 6 & - ‹
7 @& A - U à 7 5- 0
7 ? 7 ? -6 G@ #- ? 7, 0 • , Ú k _
& : 6 $ @# 7 A > • , $ A 7 ? -6 $
d $ 7 # 0 _ > 7 , , 5 $ g? 5e; 7%
%0 0 $ ! - 6 7> 7 , h), ]á 0 A @
6 2 $ % ©B 75 $ ! ,
‘‘ 7 # _ # $ 7 B , 5 &
$ _ - &9 ! % * & 7% , 6
? - 7! @ q & 5 !8 - $ &- G 7 @- b & g?-
F & 5 $ i, > 5 & , $ &-
& !5 . $ !, G 0 - $ # #, , A , •
7 #6 : ƒ!-E } , & - ‹< $, : 7 $ - .ˆ * _
K
7 A > ¶ ¶X ³ # . ˆB6’’
$ & $ &- ‹ , & $- > $,7 ‹< $ %{
_ $ &0 _ &- - ,6 < k #
& !d $ ¶ > & %Þ$ ! )$ $ $ ƒ!
| 439
, 6 ¶x - # & < &@ -,
&6 â ( ã ! -, ( > q , $ â ! -, º$
7 - 7, A- , 7 - 6$ º$ 7 $
$U 6 $ , & $) 6 8 -
, $ ƒ!- $ 7 _; - x } 6 $# $
- ¶ & A $ 7! , 6 $ & 5 ! 5e;
7 A > @# 7 ?- © .![ ! , 6 ,-
7 _ ! 7> 7 ? 5 - ¶ 7 ? 0 & $
$ d 7ß $ i $ ² $ i ! ?,
Ú - 0 _ 67 ? ² ! &
•6 _$ ) 5- 6 5 $ &
‹ , $ -% -6 $ †
q ! [ $, $ F, µ -5e; $ d - !@ 6
DÞ d - ¹A! - ! @ !Œ -, $$ - A -7 ?, , ;
7 6 # 2 , 0 b A0 ! - $ ,A &
@ $ , , 7 %d 2 7, 0 • G@ # 6
? # $ 1$e$ _36 , @ $ ? d ä% &0 xØ
); $ 7 ? 5
-, 6 $A 7 ? % $ !q } 7 -
% $ 7 ? -6
\ $ - 0 • !5 _- 0
u_; 7 B 6 ‘ 2 &' • G@ # &
[ j $ $ !q 6 : • Ú -
_ \ - º % &@ - - , $ • ©B } -$
- ,6 # \ ‹ - q } #6 X # >
_$ | - : $ % ,6 5 5 # & 75
$ % * [ - > 6$ # ! [ $ 5- 0$ -
q6 • 7 ? 5 - 7 <$ 7 ( ]h - & ch . ! $6 $
<$ ; 7 ; %#& - 7 X# 7 _ ! -6 ;
7 < $ $ 7, .! ¹ A ! - ! @ ); A 7
- 7 ? & , 6 JK , - - !#! $ @
7 % 7 ? $ - , & ch ,$ 7 # B < - %- ! - 6$ #
- g 7 ? & ch % $ - , ,‘ A G 0 7 - $
o
2 ! - 7 > 7> ?' # d æ 7% & & ch .‹ $
440 |
: 7 $ : ,@ ¶ 7 -6 -
& & \ 7 - -6 i$ • , % 7 -
X# ! ! ; $6 7 # 7 - $ - 7 _ !5 q &
\ º , 1 $ - ,, $ $
# ! 7> 2 $! 6 $# 7 A ,, ‘‘ >
75 $ ! , 06 $ ! !@ 6 $# …6 $ & !
& % - $ ! #6’’p $ % 5 ! , $
7 ? -6 ¶ , $ 7 ? .q , 67 < $ ;
: $ 7> 2 -, 6 ,@ • 7 ? -,
$ 75 & ch : 7 ¶ 7$ - è
7 ; - 7 ! $ 5 ,6
• â$ 0 } $ -, $ -,
$- 7 $ - .é $ , 6 7 %0 0 $
!q 75 $ ! 2 6
• > -, ‘‘I ; ¹ ¹ - q 5? cA 7? $ A@ -
$? $ - ! @ 7 ,$ 7 % 7 #, B 7 #67 75
a
!) 1% 7 6’’ % $ q $ 6 F$ ,
, & % ,7 6$ # $ & %-
! - A 7 - $ -x !> 7% ,61 $> !h_ &
$ ê! I$ - $ $ 7 5 ---- ‘‘ , $ ? 7 ?$
& 6 $ 0 7, - 7 - _ 0 _ %- !
V
x! - 0 % $ - 0 5 - 7 6’’
‘]? , . <) ' • 0 $ ? d ä% j$ & 7 , ²
-!h_ &0 ‚ ë > , 6 $- & 0 ! @ ©B
- . q , •6 $ > - ‘‘7 - _ ] % $ - ,0 ? -6’’M $ #
$- ? - 1 ! ] 7, @ !h _ G A $ 5 -6
7 ? 7 ? & 5! 6$ ! ] $- 5 - 7 $
! % $ > 6 $# $ ‚$ - -
- 6 0 7 - .q , @ & , 7! @ 0 $ 0 , ! !@ ! ]
> $- 7 ? , -- 0 0 q $ 6 x Ø &0 $-
| 441
7$ $ . q ;, $# $ · & --- ‘‘7 - _ $
P
-?7 > - $ [ - ? @ A ?’’ ,# ¹ $ ! $- 6
7ß $ & ? ? ìB $- D $
6 $# 7 ! ] ,, ‘‘$ , 0 7 ?, A ?6 #0 -
O
7 !! , #0 ! 6’’
‘7 ' • 7 - g Ø 7 ( &
-3 ! @ ,6 • 0 $ 7 ? 7 > 75 ! q # @
- 7 , 6 ¶ ¶ )$ !h_ Ú - 7% ~
, 7% 7 , 6 7 7 7% &
D ‡ &- ? $ - # $ d$ \ ` ! - 7 ?
7 -6 & - h! !h_ - ? ¹ 5- #
5e; 6 0 & 5e; -# 0 -6 7 ) @ ] í&
7b , @ 7 .! - > 6 $
# ²0 > 6 7$ h; 0
$ • .![ ! , 6 # 7 ? &
@ , q & : : ; , 6 & #
â$ $ 52 $ %d $ , 7% » !@
$ A 5 -, 6 D º E$ , # •
6 ¶ & !@- & 7, >
j & @ - ! @6 , ! 7! 0 !$
; % 6 $ $ 5 - $ _ !
- ,67 7 Y 7> b $Þ 7 b 6
!) $ - $ 7> & $ ! 0
7 - - 7! $ ,67 ‚ $ $ - % - Ž-
A @ 5 -, $ D º 7% » 7 $ & :$ & 7
7, , ‘‘$ 7% i !@ @ - 75 ,>
6’’J„
} ch 7 A > @ # ©B
- . q , • 0 $6 1 S # ! , 7 U
6 & 0 > & 7 - $ $ $ $ -, 6
_$ # & â ,A @ 7 - _ ? , $ $ && $ - â
, 7b & -3 $ 6 •0 $ G@ # 0 $
7G _; 7 , 6 5? , ‘ 7 , ? A0 7 ,
7 . 7, A 6'JJ # i . 2, ‘7 A 0 - q #, y %
442 |
7 - # 7$ 7 A 0 - 6'JK # . 2 ! q
$ 7, A- - 5 -6 _ $ % A $ 7 ? -6
‘. @' •0 $ $ & 7 ?-, 6 5 A
A > #$ , &0 $6 $ # $ - 75 $
> ,7 ! $$ < $ - - 6 • A $ % - 7 -
& q 75 ,,7$ , $, ‚ë ‚ $
7î - $ ¶ )$ _ 0 !@ & 6
% - $ @ & -3 7 -
7î -6 $ 7!0 & 6 y - ! % - %i-
7 6$ # # 75 $ - > 6 ?
b - q & : 6 q % $ & 7 ! @,
% !B - ? : $ -6 -, q ! I
2 • $ µ ! @ - ,6 >$ $ 7 ? 7î - $ - 7% ,---
‘ $ $ @ $ @ 7 -0 $ ) - ,-- 0 % $# 75 ²
7 6 $ $ . $ $ !- ? $ &
Jo
7 - ¶ b $ )$ > ?
&& $ ? - $/ $ $ , ---
‘% $ $ ( ) % $ & 6 $ & > $
Jp
7 -% n c - ! $ --’ > 0 7î - $
7 >A , $ 6
‘! € ! ] ' • & º - ‹ , F$ q
& : 75 b 0 . q ,, 7$ G$ 7 ,
j 6 • # j # ƒ! 7 ? $ ! - 5 -6
ð 5ñ, ! 5 [ 7, A & g B% 6
& 7, A $ '7 ? 6 G 7, [ - - !$< 7î \
%_ > ¹ ! .‹ $ & &9 } ? 6
• _ );- # }6 $ : 8 Ú 7I;
_ - $ © 7! - ,6 Þ % $ q
‹ 7 & $ 7! ,6 $ # [ 7, ? $ -
1 , ---‘… , # $ 7, - !$ 6
Ja
c &7 ? q 6'
| 443
} %_ > > @ 0; 5 7 ( $ m
-& - ,, $ ! µ } $ 2 %_ >
•$ • i c 7 X & 5 -6 y @0 $ !> A@ -
6 > - , “5 ! ? - -- 7, 0 -
JV
!$ 7 ?6 75 - 5 !” # 2 7 ¹ 5-
& ! ‹ 7? & %$ d
7ß $ ,6
i$, # X # > 7 & $ q 75 $ ! 6
¶. ; 7 ? 5 -, 75? _ 1 > ô_ & $ ; X# $
!) - ,A 0 - 7 -6 0 & ) 7 ? 5 -, #
X# > - } Ú & - #6 #
$ - 1- !h_$ e & > ¹ 6
$> d } :
J. % > I, - • \ 7 , -
JpJK,!< † ? -KJO-K„
K. I ; ! , ‘ G@ # - .! : /$& hT $',7 ,
? JpJa,!< † ? -K„K
o. G@ #,‘ { 0 • ',% _ $, # K„„O, $ -M„„
„„O, !< † ? - KV
p. $ , !< † ? -KP
a. $ ,!<† ? -Mp
V. $ ,!<† ? -MM
M. $ ,!<† ? -KMM
P. $ ,!<† ? -KMP
O. $ ,!<† ? -KP„
J„. $ ,!<† ? -oO„
JJ. $ ,!<† ? -oO„
JK. $ ,!<† ? -oO„
Jo. G@ #,‘ 7I† •', 7 '& ! , $ !x 7 & -
K„„p, !< † ? -Pa
Jp. $ , !< † ? -Po
Ja. $ , !< † ? -KaO
JV. $ , !< † ? -KVK
444 |
- :Œ :
J. I ; ! ,‘ 7, 0 • !5 $ ', ) , 7
K„„P, $ -V
K. $! %ã 5, ‘7, 0 • \ (.k )', 7 '& ! ,
$, > Y K„JM
| 445
' <= 1 7 -$
) $- i % $- S
E $ •
! , ‹< $ % ,
- -, $
)! : $ ) $ Ø ! õ# 6 x x % % $-
$g ‚ 6 7 ; º _ö 1- E B é 6 ¶
7 # S $> S2 G!> $U
& 1 - .é 6 S 1% • 6 $> ! % 7 #
; & ! $ $ - - , 75 $A
÷ $ i ' <= 1 $ 6
‹< $% _ - $ , % S d $Ø $> $ > $A
) & % _ -6 _ö ! % _ R, % ,
!T $, .! õ- # # ; 7 .! , . ;,
>! > , ; , 5 @ $ ; _ & 6 $
7 !} ' <= 1 $< k 7 )- ? ,
75 Š‚$ ,! % _ $ Ø _- •\
- ,6
d R : ? , 75 , Š‚$ , ' < =, 1 ,
< ; ! _ø, •\- k , â 5, º 56
d :
%d : ‹< $% _ ] % $ - -, !< > 7 )$ $ %_6
% $ ._ 4 7> # %_- $ -, $ - S , $,
$Ø6 % $ - S ! -7 # • # $é 6 <ù
$ .k ú $- ‘ ’ R 0 û{ - ,6 $ )
$ Ø ! õ# 6 S 1% • 6 S 7 )> & ;
5 % $ ! , E , 7 ) 26 % , $ Ø 7 #
.k !) 7 €-, y !)
$$ & -6 $> ! &Þ , 7 ) > > $Ø ; >
;& & S % _$ $Ø & , 5A , $A
446 |
$ ' <= ! (JPoV-JPPV) $A 5 _
1 (JPVo-JO„K)6
÷ $ & ; ! # # 23 i i% _ -
S d , % $Ø & % 7!Z , -, .! -;
? .! , . ; ‚ , ? • > ,
>! > 6 #% ‹< $% _ - $ S $Ø 7 -$ - ,
$A 6 ' <= 1- , 75 7 ) 7 - q ,- “… 75
7 ) 7 $ 2 ôº , 7> 7> 6 $
J
7 ) - 6”
$# 7 & ) 7$ # $ ‚ - ! )# • 6 $ A )
, >%_- 5 , 7!Z , 5 - - 6 , !€$
=$ %_- ! - Ø 1 .! õ,-
“ $# 6 ch > > % % %_#
K
6”
% $- ‘7 -$’ R0 ¹- > 6 #
| -‘ x ;’ ! $6 7% 1, &@ $
$ 7> # & -, 7 & x< $, 7 # ># $ 7 -$6
y $ \ R0 _$g ‘7 ’ > & ; & ‘ -$’
> * ># < $6
- x :
o
% $- x x , # #% %2-‘ x x B $g’6
7 ; º 5 , $ x (‘ x # $ $5 x g’)6
! 7 ; 1 5 , $ x (‘ x # $ $5
x g’)6 ? , 75 , -, E _ , !d 7 x - -
| -6 ! , 7 HT, E& - x - | -6 $ \
_-- ? , 75 Š‚$-7 - 6 · $ ! , 7 }
x - - | -c 7 6 .k - _ ( (1
!d I ) $' < = .2 ; 5 6 ôº (
7 ? - , ,$ - $ ch &Þ - ( 2 -‘
x $ !@ ,’6 $ ] ch .! ,- “ 0 , x x, x0 #
p
7 ?” ! $ 7 # ( < B%i x $
D ,- “7 ‡ ? # 0 !> ,6 0 !> # & ,
$ # : & $ g? ,, B ,– $, y • \ 7 0# %
6 ‘5 Ž ? & ý; < 3 G< $ ! ’6 g? , 0 y
| 447
& 6 5 0 0 ? ! $ 7% - ; #
\ 0 ) –7 .é 0# ) 6 # $ ,
a
$ , 0, y # $ %- ! â ,6”
' < = • ? 75 c;}- $Ø :
_@ $ ? 75 6 # ‚- ‘ $e’6 # #
ch 3 i .![ !$ - , }c ; $Ø6 ? # $Ø
– !h_ < $6 < $ Ø, &g $ g, # $ 0 c ; }$ ƒ!6
# c;} - 1% , 5 < k %{ %{6 Øc ; 1% $, & c ;
1% $ $ c ; 1% _ 6 Øc ; 5 , &c ; 5
<k $ c; 5 ;6 # $ c ; < k # 75, ! ©
! © %%d $ , ! © ! © 5 ! © $
6
“ $ $ _ D g <k - >g 6
%% I-& > < k-€ c; g66”
( ? – JK)
< $ 75 .! ?1ƒ! $ # Ø6 Ø G 6 &g 1-
> U- ! 6 $ g & X ;6 ch
$ g Ø ! $ 6
“ Ø G B !B• &g6
ch ; $ g ! ï > $ < kg66”
( ? – Jo)
75 7 )$ Ø c;}- $ ch3 $ - ,6
V
k <k d # 75 –‘75 €k < k g’ 6 k Ø, &g
$ g, # $ c ; < B6 # Ø c ; 5 $ k
x % - ,6 k%d 6 k%d !A 6 # !8
k%d 5> U –
J6 )*- )* [ - k &g $ c ; % %{ _ - $ $
-6
K6 d æ- d æ [- k $ c ; $ dæ [ 2 &g % 7>
jd ; 2 - , ! ; - % k B -6
p6 :- # [ - Ø ! !d ; ) 5 -6
a6 hT- k x < k hT -6
448 |
? 75 ;$ # c;}- & !5 ' < = .! [$
$ X $ • –
“ Ø &x g $ c;# 7 6 0 • ] –‘ 0 7 !>
5 ² 6 - $ & X $ 6 $ $ 1 7 @ 6
& 7 7 0 7 ? ? # > ? A@ -
0$ 6 $? & 7 , 7 7 0 ? $ !
7 A ? 7b 5 6 $? $ $–! 7 A #? 7 ? 7
7 6 ,); ! $ & b , ‘ , 7$
7 , ?’ , 7$ \ ? #’6 $ \ ? -7 0 ,
‘ i i , 7$ - x- $ ²’6 ); !
x- ,‘ # x 5 , v 7$ @ 7 ? 5 ²’6 $? 7 0
7 , ‘ #, .! , ? ! ,
@ !5 5 ’6 7 , ‘ , ? 5 7& #, ! 70
! 6’
‘ # ;6 # Ø &x g $ c; X $, & $ØÞ
7 @ -6 $ c; & $ 5 -6 & c; T 6 y
Øc;, &x g 7> A -6 Øc ; I- 7! –7U # $ c;
7> ) -6 Øc; & \ 7 6 y Øc;
7 , $ØÞ $ ! 6 y 7 # ! 5 ! > $ 7 -6 -
, # 7 ?, 7$ @ # 7 ? 5 -6 75? /þÞ 7 ? 7> Øc;
M
d ’6”
? 75 ! % _ c;}- #% ƒ! •² .![ !$
- ,6 0 <k 7 ? 5 75 Øc; 5$# 1%
7 7 , 75 hT k%d $ Øc ; 7 -; > -
X $ 7 ? _T6 c;} - - - ; /þ }c; $ $6
1 c;} - ? $ - , ,- “ ? $
< $ $ 0 .! q$- ‹< $% _ - v .! } - Ø, &g
$ g6 & $ # $ , U- $ &@$ $
! 6 $ c; ); \ d $ , &g $, _;
P
_;ƒ ! $, Ø # #c ; [ 6”
7 Þ ¨ ¨ •\ ? - â 5- º 5 ' < =-
:
7 # ¨- ¨ Þ ¨6 7 ¨ •
!d - | - .! _ I-
| 449
$ †$ - , 7 6 > 7 Þ ¨ •
@ .q, # | -6 i Þ •\ ƒ!? $
! © > ! © - ? Þ 2 ? # &Þ
.k Š‚$ ƒ! 5 â $A _ 5 º (Q B -
B $ ) < ; ! _ .! ? ; 5 6
< ; ! _ø .! _ c $ 6 < $ $>
< $$ < # .! _ [ ]ð5& ;
.! _ 0 d - , 5Þ - º ; - - > -6
$ # .! _ ? Þ ¨ 5 â # .! _
% _ %d $ > # >Þ •\ . n? $ - ,,-
“7 - _@ - ; d 3 ; , < Ø ! ;$ < ; 6
O
$ ¨ • \ % - $”6 Þ •\ ; - • #
% _ ‘ •\% _ ’ ? $6 # •\-% _ .! â 5 $
_ º 5 k , 5 ‘ •\- k ’ ! $6
Þ •\ ? $ - º 5 # \ .! $ - , 75,
Þ $ ! , > ! j - .! 5 6 á $
‚ k] T j $ , 7 # ]T k Þ -,-
“ ! $ D ] T$g6
DÞ 3 ) {3 D 6
( •\- $ JJoo)
Qg B $ # # Š‚$ 5 ‚ ? $ -Þ •\
! $ !d ; ( (Q g } - $ ), (Q g $ $ )
? 5 ‚ ?$ - ,6 ÷ $ 5
' < =! $ - _ 1 ? $ 5%
,6 ' <= , , “ ) }, $ $ $ Þ
-6 ch , , # , # 6 $
á .! 7 ( ; x b , $ K6pM)6
$ $ - 7 0 5 -6 % X 2 $ !@ f_ 7? $
J„
7? $ 75 7 7 5 -”6
â 5, º 5 $< . n ?$ ‘ k] T’ ' <= >-
‘ - 7 0 5 - ’6 ‘ ’ _- 2 ?$ -1 & , ,-
“ , y & \ 7b ; \ @ %- 6 &
%d -, [ %$ - - ,, # -
!< > 7 c # 06 ? 7 # • ; ? ‘ - < $ D
450 |
& , D < $ & -6 ( $ ! >3 )6 D ) & # < $
-& 6 # & 7 > #6 D 5 $ Þ % $ !
JJ
Þ ‚ # D & 2 $ ! # # - & ”6
.! :
! _ 75 $ ! , ÷ $ ' <= ! 1
S 75 % $Ø 7 & 7 ) > ,@ -
-, , & $A ! @ $Ø &Þ S ! $Ø % $
> -6 S $Ø % A $ , _ 2 & 6
' <= ! , ! 1ƒ! ? $ - , “!
# 6Þ ! 7 ! 6 5 Þ $ * –‘
# ’6 5 7 75 ] ôº % 7 ) 7 6
7 . ! $ - ?A@ - ¹@ 7 7? A@ - 7 ¹@ 7 v
!$ $# 7b 7 -6 7 . ¹ @ 7 7 ? 7 - 5 !@ h
JK
6] ! & ¹@ 7 $ 7 ? , ”6
' <= 1 7 ) > - &$ -, 6
Q g !d g a„„ R % T ‘7 ’ % & ; &
$ 7 > % _ - 75 ) , , 7 #% # ÷
$ # # 75 , ; _ & ! $Ø
.![ !$ - ,, 7 -$ - , @$ , ; _ & 6
$> d } :
J. ' - >$ '' < = > < $, <= 7 ) ! _ ,
(! , $ , K- ?m, !< † ? -VV„ 6
K. 1 ; , .‚ 5 -6 ?m, !< † ? -
K„K6
o. ! ; - d} p p V„6
p. ' - >$ '' < = > < $, <= 7 ) ! _ ,
(! , $ , K- ?m, !< † ? -Vpp 6
a. 1 ; , .‚ 5 -6 ‚$ - ?m, !< † ? -
VK6
V. 75 d }, ! -K6
M. '' <= > < $ (' - >$), . ‚ 5 -6 > ?m, !< † ? -
Kpo6
P. 1 ; , ?m, !< † ? -OM6
| 451
O. < ; ! _ø6 d ;- ? -$ >6 7 $ 0 # %0
0X6 > ?m, !< † ? -o6
J„ ' - >$ '' < = > < $, <= 7 ) ! _ ,
(! , $ , > ?¨, !< † ? -KKo6
JJ. 1 ; , .‚ 5 -, > ?¨, !< † ? -
Vo6
JJ. ' - >$ '' < = > < $, <= 7 ) ! _ ,
(! , $ , $<$ - ?m, !< † ? -JJao6
- :Œ:
' - >$ '' < = > < $, <= 7 ) ! _ , (! ,
$ , K„JK6
'' < = > < $ (' - >$), . ‚ 5 -, $ , K„Jp6
1 ; ,.‚ 5 -, $ , K„JK6
< ; ! _ø, d ;- ? 7 $ > ( j ), 7 $ 0 # %0
0X, K„JJ6
%ã 5 (, 5 º 5 $ •\- k (7 - ),
2 , $ , JoaM i R6
? , !d ; ( 7 8- ? %d _;- $ 5 ( â $), ! € i &
!x !_ , K„„M 6
! $• , !d ; ( 7 8- ? %d _;- $ 5 ( â $), ! € i &
!x !_ , K„„a6
! $• 75 d }, 1 7 ( ? $ ), . ‚ 5 -, $ , K„Ja6
7 1 $ >, Š‚$ > , ‹< $ !x % m , $ , K„JV6
$, % $- ), $ , K„JJ6
452 |
‘E $ ’- . n ?$ ! q-! , B { •
•– 0 &$ Ø z_;
&-
! , %
-
E $ ! , - , !d 7 !
||
||
» & 5 - ! q-! , B { • • % •-6 » 75
! $ & $, 7 ; 7> , $ A ? • 6
! G 0 6 v$ I$ 7 & $ # ¶ } E }
<T ? % ¶ ? ! - 7 6 > q , » & $ 1$e & $
!d # & , $U ,6 # _- $ 7 H ! -
7) }, ? # 5 >B -6 » : % .{$$ ‹< $ 75 ! q-
! , B{ • • 6 7 # ! - €-# : % $ 1$e
& $ k i 52 - ,6 v $ .k » 7 • ,
† %Þ 6 ! q-! , B { • •, c 7 •6 # • -
G G , !n 0 0 ; : ;# ? 6 » ;
&1 • c 6 » < ; 7 ?, ! n-
; 6 \ • » ; » h, ! !è ƒ! - 75, :
» & $ $ A 5> > 7% & $ , 6 ? : ; ] ){ <k
7% 1 -, $ 1 ~6 $ - ! - 7 -6
• » $ - $ - 5 : ; 6 } 1 % !
- ? - \ 5 : ; [ ! !ƒ! 7$ 6
; » & ! q-! • $ ƒ!, $ » $ 6
7 » ? : ; ! 7 1 »
d $- ; © î ,6 , _$ 5 ßB
# • • ! q-! €5& % ¶)}
 # -, ) ) ! n- 0 $0 G 7 -7 -
| 453
- , / $ - Ú -- ! » 2- • • 6 $ A !; # • ;6
A < B# % ! 7 ?, 5 ; • - $- 0 6
‘E $ ’ - ‘ & ?’ ! - • • 3
!q 6
‘E $ ’ – JOKo $ -6 & $ _ !
$ 0 ! • 6 -, 6 á ' (7 $ 0
‘ á< $ ñ? \ ’! , 75 2 , , $ > - 6
: !n & _$ Ú - _ 7 H$ # 
‘ º b ’, ‘ • ’ ‘ D- •< $ < B’ . n? , 6
> q , $ $ 7 A \ 00 b % €-#6
‘E $ ’- ! q ! . n? - ,6 $ ? ? 7
! q-! 1 $ $ » D •< $ - ! @6 $ ! q-!
-6 - & - & ! ; &9 -6 7 7$ ,#,
y - » $ $ 7?& c@6 A ¹ $ 7?& –
5 $ 7 % 6 ,@ ) , , , , #, 7 - , , !q ,
! - , q# c » • ! q-! < ! 0 0#0•
7 ? ,6 ‘E $ ’ á< $ ! c $ ! q-! . n?
- ,6 ! q! $ ! q6 ! q E$ .! ; 6 % & -,
b - , 7 @ $ 7! # c@, , %< $ .! ;
5 ! q E$ -6 y : - _ 7 % - 0 !q
‘$ !q ’6 _ $ ! , # ! $ 7 A , $ ‘7 ’ 7
$ @ , 7! @ !q %< $ E$ -6 ‘E $ ’- ‘7 -
! ’- $ !q . n? - ,6
|| #||
! q-! :
» ] ]á 7% & , » ! q-! B{ •
]% ; ; & , 6 7 c & - 7 ,6 ( > q
$ A ‘ e; % ’ \ ?, - “ e; ! $g B {
$A ! - ! - 5 #$6 $ • 7$ g! ; A
& # -6 0 , $ & 7
- 0 0 ,, @ , ) • % 0 ,$
(J)
, $ $A T x ! #$#6”
» !q ! & $6 » !q ! ] # $<*
, !q ! $ i 7 H 5 52 - ,6 » 7 -$
454 |
& i † ! q E$ -6 ! q !d &
.! ; ƒ! $ -6 7!H_ ! q E$ <B -6 5
\ • ! $ ) 7 ‘E $ ’
! c $ ! q-! ; _% & @6 $ !q
. n? ‘E $ ’ ! c $ ) 5 -6
‘ ¶- ’ ! - _ # - . n? ,-
“G , #_ # \ ?# $ 7 6
#& 7 ? 7 _7 ? \ 7 ? ”66(K)
< $ 75? 5, 7 ? & ) $ ) $6 - )$ ² 67 _
) d - q 2 & 6 - d $ ¶- ) í & 6
‘ -’ ! - !q ! . n? - ,6 7 !q
! c . n? 5 -
i) ! !q (ii) ! $ !q (iii) !q (iv) $ ( !q ) (v)
7! - # ( ! ) %< $6 7 : - $> %> ; $
- ! - ) 5 ²6 - !A %# - i !A @ $ A
7? $ , 6 !A %# - S A ? - ² 6 5 { $
! , ? ©B6 ! q E$ ! !q - ? $6
- # !q 1 7 > $6 ! q .! % 1 ~ - .q$6 A
! q -# ! - - ,6
“] $ ? # 7 ?# %& 6
! !q ? # - % 66
! $ !q !q $ (! 6
(o)
7! - # ? # $ ` ` ”66
‘ -’ ! - 7 .! ) ! q E$ i . n ?$ - ,6
! q E$ & , i ‹ ‘ - ’ ! - ! - 5 ²6 ä
A - G @ @ - 7 > 6 % ‘ # ’
! q E$ 6 & 0 7 0 $ ‘ ’ ‘ ’ R 7
“.k # . !q 0- 6
(p)
$ - ”66
Ú2 ;c $ 7 - , . n? ,6 ? 7 €5
3 2 ! - -, 67 - & ? g?
7 , ; $ ! 5 .{ $ , 6 7>
| 455
% – g? ! ?, j b ! -6
! 7 ? -
“7 - I q q i& 6
$ > q 7 ? $ X & 66
$ > q 7 ? g? ! ?6
$ > q 5? % ? 66
$ > q 5 !- 6
> q ”66 (a)
( > ‘ i’ $- ?, -
“ b q, & q, q 7 -! ! @6
$ q, ,7 $ ! @”6(V)
( > ‘ i’ $!d ƒ! 75 7 ,}c $ ! @ ,6
7 $- d $- 7 6
‘ â ’ !- !ñ -} â 7 ?, 7 ! 6
E = - % ? ,6 5 $ -} 7 ! ) ,
?# - , -
“7 ! ? -} & 6
7î % ? - - â ) - - ”66 (M)
‘ â ’ ! - e % ,6 e 5 7 - E$ >
. n ?$ - ,6 5 ! e 0 - 7 - E$ ] $ $
-,-
“ 0 - -7 - e 6
] ;X $ x 7 - $ ”66 (P)
7!H _ 7 - 75 » $ $ &- 7 - 1
# 7 ¹ 5 -6, ‘ & ? ’ ! - 7 ! q-! ;
,6 ! q! E$ - i ‹ . n? , ! 6
d 5 7b 0 & ? î 7 \ - -
! q E$ , 6 7 # ! q-! Úƒ! –
‘ n !0 ’ ( ! 0 ), ! - , (! ! q, ! @ ( $ ! q),
) ! , 7! - ( ! - ) %< $6 7 ?, -
" n !0 # ! 0 $ 0- 6”
………………………………………………….
! - ! { \ 5 $ 66
& $ !q \ $6
456 |
(! ( $6
# ! @ 7! - 6
$’ - &# ; > 66
) ! ) $ % -6
$- % & - 66” (O)
& $ ! q ~$ , & ?6 ! q \ $ % !
> $ \ ! 6 - $ 75 6 ! q E$ !T $ . n?
, 7 6 ) % ) ! E$ $6 [ 7 # ) ! $
% & 7 - $6
,@ ' & ?' ! - ) . n? - , -
“ #G > - - ,) 6
7 # - #, &9 % ”66 (J„)
‘ ’ ! - ! n& 0 ch3!d ; - ! q . n? ! -
5 ², $ $ ! q6 % F $ ! , 7 # ! $ ‘7 ’ -
@ ! q, 7! @ ! q %< $ 1 $ ! q E$ ! n-
; 6 F !n G G - 7 ? ? b0.q
-
“% F $ !q ? # $ B 6
(JJ)
- ? & ”66
: -; 6 ! h !< > % 5 -6 $ G G &-
&- R q6 G G 7! $ ä !d & -6 $ , $ {
@ ! q -6 - - G 5 !- ~$ - , @
5 7? @ ~$ -6 ä !d & 7% ~$ - -
“&- & !@ $G G 6
- - { @ !q 66
! - ? \7 ! ;6
ä !d & 7 ä ;”66 (JK)
‘ ’ 7 - | - . n? ,6 7 - & - #
~$ 6 ,@ - | - . n? ,6 - B --
“ %# - q# -6
(Jo)
& & 7 - # & -”66
[% # > < 0 ! }]
‘7 - ’ ‘ ! ’- $ ! q . n?
- ,6 ! }$ , $ A 5! }ƒ! ;
| 457
ƒ! â , 7 6 $ !q E? - $ 1 &
A@ $ $ ? 6 7, ã & 6 & & 5 - 6 < $ 7>
@ - q ² 6 & ² G 0 7 ,6
7 & z_ ; ! ) ! 0 ;-
“ #& -$ !X # - E?6
,è $ $ - ? , - \ E ”66 (Jp)
$ !q & 7$ ~$ - 6 $ !q 7 #
& 7$ 7 6 %d $%d _; ! - '$ ' • 7 # •< $
!q ? ? % 6$ @, $ !q , $ 7! @
!q , $ c@ !q , $ h 0 – c I ; 7 _ 7> 7 0 % F &@
!n G G $ \ ,@ $ 6 _; <
¹ _ & 7 @
b $ <_ 6 0#0• X X & #- 7 ! @ b $ !n
6 $? $ 7! @ !q \ - - $ 0 @6 @#
7> 7! @ !q % » -. @# - ! 7 -
. • ; , ; _ •< $% $ - !@ 6
‘E $ ’ - 0! - -,7 !q! ; 6
|| $ ||
• •:
• • • 7 _ - · q 1% 6 & 7> - $ _ !d
(7 $> - $A ‘ - • ! -’ ( > JoKO i R)-
:Œ • • ? • . n? , 6 $ $ A : Œ ‘? •’
\ ]h $# ? , – “!d @ @ 7% & 5 E !; % $
? - _ ‘? •’ % $ #$ ! , $ # 7I;
(Ja)
• ‘? •’ # ”6 • • • ~ $ !0$
# •- , 75, ? ~ 1 - $ ý$ b >
‘ ~’ $ 6 $> % $ $ •$ $
> ? ~ U- ; ƒ! j • ;
, 6
5 • • 0#0• 6 i \ •
! - ,6 ? - » \ ; •$ .ï$ - - -, 6
» ? h ! $ - ,6 7 7 # \ • ,#
& - * - 7 ,6 b Y bX, ! 0& $ ? : - ,6
458 |
7 - ,, 7 - & 1•$ , _$ ) ) b \
& ); !< $ g! ; - - 7 , 6
& - ; 526 b $ 5 \ 7 # 1 \
?A & ! - 5 - 6 • \ 7 ); - :
? ~ -6 7 • 1 7! $ 5 $ :Œ 5
,@ 7 .! - - 7 #6 ‘E $ ’ ‘ -’ !
‘ & ?’ ! - 7 • • ! -7 ?7 , 6
‘E $ ’ ‘ - ’ -! $ d $ • • . n? ,6
» $ >-$ & $6 » # $ >-$ v $ d } *6 ]
{ { -, 7 $ >- - » 0 !d ; i , ! - 5 ² ' - '
! -6 $ > @ $ $ ! ? 7 - & 7 0- $ & $
? -6 ? - - 7 0- % ! ! - 7 - -6 < d
! &- 7 , , &- 7 $ ! 0 -6 $ 7>
$ & !? - 7 6 ' -' ! - $> %> & 75
{ { -,7 c Úƒ!-
%&, ‘ $ • ’ ( $ • ), , h- ( , 7¹ 52
• ), E , ï @, ] , 7! @ , ] $ , @ % & %< $6 5
\ 7 # 1 7 % -$ b 6 7
?, -
“ %& • $ 6
, h- \ & • 66
#ã # , # , ? 6
% # \7 - & 66
\ 7 , } & $6
] , !#@ \ 7 $ 66
…………………………………………………………
] $ ?# 7 ?# %& 6
(JV)
! !q ? # - % ”66
7 \ - !d ; , $ $ ! ]T
! } $ 6 c i ‹ 6 ; \ !d ] $ !
$ 6 7% .q î $ 6 ]T, \ G
$ 6 A $ 2 !@ ! $ 6 & - { G 7 H$
$ 6 & ? $ , %{ ! { , 6
» $ > -$ _ $ & ? ! $ ); -6 $>
| 459
%> & & ,0 - G ! á , 6 $ -,
Aq ! @6 ‘ è # % $’ -, 6 $ $ -, ! $ 6
» \ • $ $ •< $ , ‘ & ?’ ! - -
“7% $ . q- 7% 6
]T 5- \ G 66
. # \ 7 #0 ! 6
i ! - G & 66
n !0 # ! 0 $ 0- 6
# 0- 0- 66
7& #$ \ , & $6
! - ! { \ 5 $ 66
# ! @ 7! - 6
$’ - &# ; > ”66(JM)
[‘ #’ {]
» 7 {G & # - - 5 - •< $ > -
!5 $ - ,6 0 @ ,6 ( >q ?, -
“75 < Ž ! ! 0 < ; ] $ ! -, 75 • \ $ A
7 ƒ! 5ñ .! > , 75 $ • - $A ]% i © 8
, $ # !) k $ $# > $6
# & - 7 # 5 $! < $ $ • , 7 #
•c• ! à $ ! < , ‡& )õ < ! á ; R,
. - - $ -. & . ! 7 75 & %
(JP)
}. $ #- . q6”
J6 q ( >, e; % – \, (- , j - / &( >

! - & , i- $ ! _ , $> ‹ ;, G -
JpKK !< g poJ
K6 7 (, E $ , ¶- ! (7 _ -- ¶- . 2),
$ º -, $ , JOOo, !< g JV
o6 !d 2, - ! ( $ > % > ), !< g VJ
p6 !d 2, - ! ( ), !< g VM
a6 !d 2, - ! ( , ‘ i’ $, :Œ- , (- , ‚ ?m,
º% $ , JKa$ &9&- .! ) $ % ‹ ;, 7!H_-Jp„K,
!< : JK
M6 7 (, E $ , â ! ( -),
$ º -, $ , JOOo, !< g KVO
P6 !d 2, â ! ( 75H ! !;) !d g KMp
O6 !d 2, & ? ! , !< g ooJ
J„6 !d 2, & ? ! , !< g oo„
JJ6 !d 2, ! ( ! ), !< g JVK
JK6 !d 2, ! ( ! ), !< g JVK
Jo6 !d 2, ! ( ), !< g JVV
Jp6 !d 2, 7 - ! , !< g oMM
Ja6 7 $ >, (, •-! -, ? •, ; ?, $,
JpKa, ( > – JoKO i R), !< g- JMJ
JV6 7 (, E $ , - ! ( $> % > ),
$ º -, $ , JOOo, !< g VJ
JM6 !d 2, & ? ! , !< g ooJ
JP6 q ( >, < ; – \, (-:Œ , j -/ &( >
! - & , i- $ ! _ , $ , JpKK, !< g
pKV
| 461
7G _ ‘ $ - ’ : 0 7 †
%» #$ >
* -
) , % ,
)- !q # ‹ , <= , -
)! : 7G _ ‘ $ - ’ .! 0 7, 0 ! %d
8 ! : ( <_ & !0%d - $6 X
, 7, 0 - @ ! @, ! > , 7 † k $ƒ! G
7 ( .! 8 $6 B 7 & $
& $ k ! - . n ?$ %d & 7 † 7 † k # 75
$ -$6 7 † ? ] — .! &@ $ .! [ $6 ! ,
»- º ] $ 7 † ! ! º >Š $ - ! %
0 ‡? - - _ 7 † %i ] <$ - $
% # G 0 .! ! *6 7 † % » ! ! %i
] 2 $ & 6 & 7> . ? $ - ] & 7> $
- 6
d R : %d & 7 †, 7 † k, 7 º , 7 $, 7 †
k6
!8 $ 7I† 7 ? 7G _ (JO„O-JOP„) ¶ }
& %Þ$ %Þ 7 ? 5 $ A > $ < $ 6 $A
‘ $ - ’ (JOaP) .! d %k ! : 7 # :
&6 # .! x; ! && *
$% $ -6 # .! $> >$ .!& $ - 7 † %d & &&
} ©B6
‘ $ - ’ (JOaP) .! ! ] ,@ &1 &
7 #, & ô 7 2 6 $ # ‘ô 7 2 ,
J
A- & 6’ >Š $ 7> ; &
$ ;6 ; q U 6 $
q , ! . $ -6 ] G %d & 7 † %2
& $ ; I 6 # .! 7 ? 7, 0 ! %d
8 < _& ‹< $ _ B # .! [$ , 6
462 |
‘ ! & & A, 75 A - _ # _6 ! 0 0,
! & _, ! 7 - @ A -, ! G ,- !
! $7 ? 06
&i ! % , y 7) $ 0 7 % , A@
0 i 7, @ 7 - , y i 7 $ $ - ,6 q %d & &
7, ã 0 .! # !6 & $ 7! A 7 7! 7 #6
... ] $ # ] G 6 ] , q -, 0- 6’K
7! - 1$e ! : _ B 7 † k- º 6
#7 † $ j< 2 $ - ;- , & $!86
‚$ - º5 T k - 7> # .! 7 ) !0 1 % $ _
> ~ $! < $6 ! 7 ? 7G _ $
$ i - 0 } ; $ ! ;$ - 7 ?-, 6
% $ S , $ 5 T k ! [ $ $ ‘ & % $ ’, ‘! ’ - 5-
$ x $ ; - , 6 ‘...! @ @ .! > # G
%$ 7> 7 - b 7 .q$ ! 6 $ 0 , 75 $
75 $# 0 7, ! 67 » , b , 0
7 ? – 0 7, 6’o .! & , ?• 1 % ; !_ ; & b
ô 7 2 ‘ ? ’ - ,@ $ > 6 q- G , 7$$
& $ x3 ) > - q 7 !& 6
#% # ; # _ ! >Š $ !@
} b 0 q6 # .! ô 7 2 % $%d 6
‘ô 7 2 0 q , ! $, 7 # q , !8
7& @ 0 ?0 ,6 0 ô 7 2 j k6 7 # ? 0
?@ , bA bA - @-
,@ - ! @ > 75 7 - @, 7 c ô 7 2 j k6 75 ô
7 2 & $, 7$ ô 7 2 # 7 - @$ ! A-
_ _ ? 06 - > 6’p
& # : 7 % ] $ - 5 -6
] $ ‘ & ’ 7> . ? $ $ - $6
7& ? 0 - ] - !@ ; X
5 $ @ - 7 -6 ] 7 † $ - ! ‹ # A @ $
-6 75 7 # 7 † 7 $ # $ - q6 ] G
% 6
| 463
‘- $ 06 7 # $ @, $ # 75 @
7,# , 7,# $ 7 6 @ A 7, @ - 7 # 75 &i
a
%$ -` , @ 7 . 7 ? $ ! - #6’
] º 6 º ! 6
‘ ! 7 # 7 , ! $ # 5 >B, ! 7 _ ,
V
%- , $ º 6’
.! , ! @, &i $ # & D
}$ , 7G _6 $ # ] $ ‹ º i 75
5- ; < $ !6
‘ $¹ ! !A , 7 #7 6
7 # &, A Xi 7 # , 7 ` 7 # , ! ?
7 - A 7 # 7%& -7%& 6 @ 7 # ¹ & 0
, ] - ?0? 0 - 5 - 6 ! > 0 c q 7 #
!A , $# , @ - @ -, 7?& 7¹ !¹ ! -
& @ -, ! ! !5 - ,6 #G &i 0 $
M
,6’
# € ; & ! 7 ? $
>Š $ : , ? !@ 6 ? %;
&i $< _$ -, q > $@ - ?
- 5 -6 #% # ! @ }$$ - q ; % $ %
7 _ ;6 7 # 7 _ ; - 7 † &Š ? – 75 7 †
- 7 †- ? 6 ‘& $ _ - & $ g? 7> 7 0 d
P
- , 75, & $ 7 - & .A - ,…’ ;
& % $ 7 6 $# 7 , 7 - G0
- ,6 ! #$ $ % 6 -$ e !@ % !
U $ / þ;6 #% g R ; & : !
º ‹ 7> $ $ > ‘ ! ’, ‘7 » ’, ‘ @ ! @ ’, ‘&
h’6
.!5! ! @ i 52 - !@ !A & • %$
7 _;6 ! < $ ! % 7 7 ?- - #A0
7? 6$ i 52 - @ @ 7! ? - ? & /
$ 0 - – 0 !0 0 # ð# 6
‘ ! .k 0 75 • U $ 0 R
@- - ! $ A! - 6... @ !€ 7 # G
464 |
%@ m - 0 ? 7& .! @ - - @ @ -
? E$ - - ,6... # A $ $ - & 0 6
- 0 ! - A - h q , , µ , b.&,
O
$ ! # 0 m - & ;6’
; G0 7 † <æ A 6 - 5- º 6
- ‹ & 5! %{$ - - B T v A , 75
7 † $ , ? $ 7 † ? 2 $ $ Gd ; - 7 -6 I $
$ $ -7 –
‘- A @ ? , A @ , G 7 0 ¶@
J„
, 7 0 - - , 7 0 6’
? % & $! 8 & $- , ? - , A @ $ ;
- ] $ /% $ # [ 6 ‘... ! #? &
JJ
h #? » 7 ? , ?’
y ] & G A # 75 > - 5 -6 ] _;
$ QB $ & $ $ 6 Y %?
7! 0 , h? 7 ? 1 7 • A 7 - – ‘ A, Y
$ # 75 $ - & 6 0 0 0 $ _
& - 75 & , .! ! q - - ,6 !
& 0 !A , ? -!@ ?, ? x - G
75 ! _; # X - $ G - 5 & E$
JK
- ,6’
$ 7 † ? % ? ] !_ _ 3
$ .! .! - 5 -6 7 _ !5 -
† :x ] X ß $ & A ! 7 -6
.! ! 7 ? , & > . ² 75H>
i -%k && # i$ $ 5
U- , 7 <_ 7 • 7 7 ? 5 6 $#
‘ $ - ’ .! 75 0 0 - 7 ? 7 -, $ .k ; !> ?A & ! -
5- 6 $ ‘5> ># * $, % $ - E • E !; .!
7G _ $ 2 .! 6 -$! <_ & ƒ! -$
& .! 75 -& 7 ? 7 , .! 7) } $
Jo
$ 6’
| 465
$> d } :
J) 7G _, , $ - Fg, 7G _ : o, 7G _, .k , >,
( j g), > / , $ , JOOO, !< : JKK
K) $ , !< : JJP
o) $ , !< : JKM, JKP
p) $ , !< : Jo„
a) $ , !< : K„P
V) $ , !< : JJP
M) $ , !< : Jpo
P) $ , !< : JPO
O) $ , !< : Jpo, Jpp
J„) $ , !< : JOJ
JJ) $ , !< : JOJ
JK) $ , !< : JVo
Jo) U $, ;, > $ 7 & , !€ i &
!x !_ , !< : oOO
466 |
% - < =-
% &$ m
7Y0 XX & 0
% ,7 X» &
)* : ‘ ’ ; 0 < =- & 9 !d 7> , 6

$# , ? , ! > _- 7 7 #6
$ % - ? $$ $ $
7 ¹ - – 7 , 7 , ! , 7, A- ,A -, ? ?
,& $ , & ‹ , @• $c ; - † ,
e! q %< $6 $ - $$ ! > -, 5$0
; -6 # }0 á < =- 6
< =- # _-c $U $ ;
.9 , , 75 7 ( $ [ -, _ _
;6 ? $A & Þ % , x & $ $
$ 7! , 6 ôº ; , 6 5 - $b $
-, $ ƒ!- ‘ ôº ’6 # _- 0 ?
7 B ,6
_- d R: , ôº , & 7 , ôº , ;6
\ d $! _-
!< > $ ‘ ’ R0 G 5$ $ ; E$ - ,, $ 7 -
& - E$ -, – > 1 5- 6 7 ) }
5- i & ! $ c 7 µ . q ,6 $ #
1% % # · .q - 7G 0 ! ² ? .k
5 - # 7G 0 7 ( $ [ , _6 _ ¹ @
& -, - 8 & 6 _ ; %
& 7I† ! -6 $ # _ # 7 $6
7 &h , 8 6 & _
\ - % , 5 $ , 5? $? - > ] - -
D$ B > 6 % $ ô_ c 7µ
6 & ‘ ’ Þ 6 c y d > -6
? $ $ !d ; ; 6 . # - ,
$ - 5 ¹ #0 - , ? 7 ?
q ,$ i > 6 y €5 _- $ $ -$
# G0 7 ? 5 -6 c 2 & $ @ , 7$ @ ,#
7 ,{ } 7 #6 $ > $! ,# €-#
! ? %d $ $ : , T 6 b
- - & , 7 ?- 7 $
D 0 7 ? ²6 $# , 75, “ $ d ‹ ; $
< $ ! $$ - U $ 7 3 #- 5 # $ 6
' <= 75, - 8 3 , @ ! } ; #6”
% $ 5 D 7 ƒ ! ! $6 b D
% $ _ _ { A@ $ % % , 6 $#
% $ _ _ 7 A > 0 $ • 6 y $ $
0 7 ? 7 $ & 0 ?$ A $² 7 ? 5 -6 75?
$ , - , 6 > & > # 75,
<$ Þ , $$ ? - 7$ > > 6
- # _- 0 ? & 7 ¹ 5- , - - % $
-6 y #0 -- _ - @
% $ # 6 7 } $Ø $ 0 _
, 7 ¹ $ #6 > ! ' ' <= , !@
# &- - ] -, 7 0 & -& 6 0
; > $ _- $$ . G0 7 - 7 B
,6 > $ <= , , “ôº % $ $
> $ 6” ‚$ -$ 1 , , “ _ #, _ #;
#- 5 # 6” # # 
&9 7 - 0 2 $Ø 5 _- $ ;
0 $ 3 } 7 -6 # }$ - &9 7 - 7 #
, 5 $Ø > ] - 7! $ ] $ 7 ? - 7 # e
à 0 , 75 à # $ , -©
7> 6 $ , & 7> 6 7 ) }
468 |
$ ! , * .T $# $A )F q @
A
< , 75 A@ & 7 $ -,
& *7 ß d5 * - $ - q6
7 # ? $ : ! 5 , $
! ‚- Þ ¹ ) 5 -6 ‚- Þ ? -
@ ! $ ‘ _’6 ôº 1- ôº 6
$# $ 7$ $ !>, 7$ !> % $ _
] -, 7 # d ; - ôº !} , $ 7$
& 7 ?$ & 1ƒ! 7 > 7% ! ² ? 5
! - 7 0 i 6 y , A 7 7) } 6 # ‚-
Þ 6 $ _ < $ 3 ! hT • < =
, 7 ? 5 6 ôº ~ ~6 75 Þ 7 # ôº 7 > -
7 > -6 75 Þ 7 & ôº 7 > - 7 > -6 $ 0 Þ 6 ôº
$ $ 0 Þ 6 $# q , 7 q
$- T6 <= E , E = , 2 , ! ; $ e2 #
, 6 ,@ , QY , 6 ? >
! , 6 /þ; > 7 HT $ ] $
$ 7!Z - , - ‘5$ $ $$ !>’6 $ > # $! 6 }
IT - % % 5 -6 5 5 QB
5 $ _ _ 75 >c ] - , ,7 # >c
$ <$ ] -, 6 $ $ 7 -, $# q
$ 7 q 0 \ $ 6 $ % 7 } 0 !Œ
7 #, & !Œ ,6 $ # & $ .! † > > $
IT $ 6 % X -$ $ ƒ! $ 6
5 b º/þ m d $ 0 ß d5 - _ %$ $
6 $ 7 # !d ; , “ kg ! $ 8 x •-/ -
7 $ d } ; # 6” - 7 •- /þ m 7> %{ , }
7 #, jd ; & d} d $ $# : >$ ,6 &# 75 ! >#
_ 1 ; h 7 7 7$ 7 # $ ,# 5 - 6 5 d >
5$ ‘ $ $$ !>’6 $ % !> 0 -6 $ $
$ !>6 5 75 ! > h , 7 7 # !> • #$ %B )
7!Z, $ ! 6 > & $ !> $! 6$
& $ !> # - !> $
! 6 0 % <= 7 -6 ! $
| 469
$ IT $ , $ # ‚- % 1 > $,
x º 5 % @$ - _ 0 >
_ b c 0$ - -, { * $6 $ A $
_ #, -5 6 _ 6 7 7$ ,
2 7$ %$ - ,6 . q A@ 7%$ * 7 3
6 ! ! , ! ! @ ! !6 2 $# 6 $
!h_$ ! !6 0 - , - , - ,5 - , - , -
, % - -6 }# %F < æ - !>
$ ! 6 $ ); 7 , _ 3 , 7 3 , 6
) X 0 0 7% » - ! @ - , E $ 7 )6
7 ? E { , 7 ? 5 T
â , 7 ? & , 7 ? 5 2 d $ : 6 %{ _
7 ? # < B% i 7 0 ì -6 ; $A 75 75
 >
! - $ 7 6$ ; $A & ! ) _ ;
6 _ $ < } % _ ; #
$ A ôº )6 <B$ ; 7 !>
& ; -, > > & $> > & ;
6 5 & $ _- 7) } , , 75
> & $ ; _ ; i j 7 #, 7 -,
$ ! !6 _ 5? ) Þ$ %- \ X > ) $
µ - ,0b0 ,7 5e; $ $ ,7 _; [ [ $?
2 $7 ) 2 7 1 >! $ -, ! ! 06 $
$ ! , 7 } & $ ? 7 $ _- -6
i 7 B 67 $7 6 $A
$ 2 5 $ 5 7) } - : º
D 7 $ & - $ ‹< $ $B 7! _; 6 $
& q ?6 $ ) $ ? h0 $ $
! 6 g? ? 7b 0 $ ! 6 ? ´ 7 à .ï ;
> ?6
? 0 <= > 5 - ? 7! 0 - 6
<= 7I† .k # ># 2 , -
470 |
& - - Þ & 7 # } 6 $# $A $
!_ d$ : % ôº 7 #6 ôº , _ 6
ôº 7! $ 7 _ 7 $ 6 -; †
,6 7 # ; F -; 7 $ 6 { { $ ,
I- I- $ 6 ? 7 %k Š‚$ 7 0 $
-6 75 E $ $Ø ? $ -7 0 & 7 6 # i
$ ! , $ ( > #
7 $ $b -, - ‘ ’6 ( > , ,
7 $ - %< $ $ 7 # ; 7 &
. q ,6 5 # j $ & ! $ $ %_
“ ¶ƒ ! ‡ ? 7$ - , @ 7 > ?A & , ôº / & 7 75# & 7 #
& 7 , ôº 6” $ ; $ 7 $
, } 0# ;$ -6 < $! ) & ) $ _
$ 0 - - ,6 _ F {
S $ % _;% $ ,6 $ ] , ) ) -
7 { _ {, 5 < $! ) % 6 F # { $A
A - ,6 $ $ 7 ? -, _ [ .! [$ 7 $
} .! 6 5 7 # 7 $ !d & $ ! 7 #
$ 6 $ $ m $# $ 7 -, , ‘
.! _ $ $ .! #’6 $ # % ôº 7
7 %{6 $ # $ , “ h! ôº ! $
7 ôº !d & 7 > - 6” $ -;
7 - % ôº % !> 7 ? - , 6
7 $ - ôº g ; º
#$ $ < 6 $ 7 _ G , 6
$A 7 - 7 ! $6 _ - g?
$ ? ? $A $ , ôº 7F 6 $ , , 75 ôº
' q { $! $ 1 7 ? > º
6 # i <= > 5 -, 7 ? ¹ # % ,
7 ? ? # $ 7 #6 $ , $ ôº !d & -6
& _ - ? q 0 - $ E$ !&
$ ! , $ _ - 75 % ôº , $0 ; -
75 ôº ,, 7 # ôº 7$ !& $ ! ! > 0
# 5? ,, $? # i 0 j 7$ ? $#
| 471
6& $ i 0 j ,6 $ # & $ d ,#
& 6 <= Ø .k 6 $# $
!Œ - !> $ $ F ! A@ - , 6 & $
x $ .! õ , 6 $A $ .! _ ) 7 - $
! 6 5 & $ $ 7! , “) $ _ >
7 S7 ? $ ! 6”
m 7 ([ [ - , _
_ & ? ;6 ; _ $ 7> $
$ 7 -, 6 _ $ ! ) 7 . $ =$ !>
6 $# $ - h & q ! >6 & ‹ $
7 ; - &$ h E _ d ; $† &6 >-
5- \ & 7 <$ & ;6 0# $ # q$
- ; - & & 6 7 $ - 0#
d >6 $ % # ôº _ D $ $ 7 $ \
, 6 , T , 5 ], & $, 'Š $ 75 d e ;
, $ d > 6 ' < = _
7 # # ! > !> 6 $A $ 7 - 7, 0 -6
7, 0 @ ) -6 ) & i 6
_ $ ? , <T , 7 3 G0 -6 $ $ A ôº
0 %{ % 7 & ,6 _ $A , 7 ôº - 1- ôº 6 _
!d ;$ 1 > $ ch3 -, 6 y & ? 1
6 _ < $! ) -; # $ $ •$ - , 0# $ A $Ø
d >6
_ $ ! , <= $
& ôº 7 $ 6 $# $A & 7 75
; @ . q , $ $ $A T 7! - , ,
ôº _6 ; ; ôº 7 $ i - j
& @$6 ôº $Ø 0 $Ø 5 _ ; 5- 6 #
; %$ $ !> $! 6 - , 7 %, 8 ,
$ $ ; 75 &7 0 º %$ ; ,
$ $ ! < =- ;6 $ $A
_ %d !> 7> - q !> $ 7 ?-, 6
> d$ % - , – ‘ ôº ’6 $ # # $
472 |
75 !< > $0 _ % $ ! , 7 #
!< > 7 %d $ ! ;$ 6
- :Œ
J. • ,1 6 5 67 $ g . ‚ , JOOP6
K. %F, ( j )6 & & 67 $g # ,
JpKp6
o. , 1 6 g ?m-V6 7 $g . ‚ ,
K„Jo6
p. ,1 6 - 8- 6 7 $ g . ‚ , JOOV6
a. ,' 6'' < = > 67 $ g . ‚ , K„JV6
V. 7 º ,1 6$ > < $6 7 $g , JpKJ6
M. !d ; D , 1 6 5 67 $ g . ‚ , K„Ja6
| 473
Ú 7! $ %{$ ƒ! : !€ i
0 )* !5
º
! , #$ % ,
; ? -, 7 ! n%! , ¹ @:
)!:- b Y 0 , – ‘ & $ 0#
& ,- (J) . ! ! , (K) { G & (o) >
(kinder, kirche, kueche)’6 $ # $ ‚$ - 5T -
j 7u , , ‘ { G b 5 ’ (Go back to kitchen )6
$? # º&@7 07 0 0 .!52 & -, 6
b - $ ! - 0
b Y 2 !$ G 0 , 6 y 7 ? $ ! #, 7 &
1 $ 7! $ 7) } ‡? $ -6
& 7! $ 7) } q 5 !- 6 $ >— 7 $
& y & Þ , > $ I #$ #
$0 7 -, $ $A -% ]h , 6 ] }
& $ 7) } 7 # $> % $ _ 7) } # >
6 -1 $ ! # [ , ? !6 1 $ ! #
$ ) 5 -6 I % k • ) } $ # 7 ? 5 - !h _
! ! ] I 52 -6 $> % $ -
] I %{ ? 52 !h_
$ - $ & 7 - $6 I; 7 B ,
] ! I 7 - $ $ - A@ -, 6 1 $
! $ $ 7$ 7 ! $ $ - 6 _; \
$ # 7 ) !0 7 ? Ú 7! $ %{$ I &
| - $ ƒ! I & . 0 $
7 B - ,6
d R: Ú , I , I & , b ± , f! , •8 , I ,
]I , , < k 7! 6
474 |
d
. $ 4 $ 0 •
$ c $ ? 7I; I & _ 52 , 6 $
1[ ' ! $ $ 6 $ $ ! ,
$ %- 6 Ja-JP G³ $ & $ $6 JPPJ JPOJ
b ± # I • ] I - 7) } , _
! -, 6 % $- I [ ! )$ $ [
.{ $ & )$ k _ 7 Š$_ - ]h - JPM„-
6 - $ I ! & /þ &
‹ JPM„ » 0 I - ‘I & G’
J
0 q [! 6 # q d , I
-E - , & , ! ; % #$ ! 6
x# , I $ -$ , ! \ D % $ _-
I $ - 6 I )$ .ˆ ! &
‘% $ I & ’ 0 !} 6 ‘7
&0 7 j ’ & &¨ _- % 5
, 6 # Š$_ - ! € % $ ) 5 -6
JPMP 7 & ! &I & - & • #
%- 0 $ - -, 6 $ b 6 !
•$ -; 7 & 7 ? ¨ I $ $ @ .ˆ JPP„
K
‘ \’ 0 #i- q ‚% _ ! } 6 #
Š$_ & ;$ ) 5- X &- ‚ >
i $ T& 6 $ I .{ $ •
. n? 5 , JPP„- 6 # $ # •)}
-!h_ ]I 52 -6 . $ % 7> $
7 @ !5 %{ • 52 I 0 7 0 0 ! ? 7>
& 5 -— JPOp QY R pJa 0 b ± $ E I , o,pO,PJ„
& 6 JO„K QY R JaoM 0 b ± $ E I , o,pJ,Vop & 6 JOJP
QY R opoV 0 b ± $ E I , JJ,KK,OJK & 6o
| 475
. $ 7 _ 7> $ 7 @ !5 !0 • 52
I , -
QY R I ?
JPOV MP,JJp &
QY R
JO„o J,JP,O„p &
QY R
JO„V J,ap,OVK &
QY R
! - • 52 I , -
• QY R I ?
- JPOp o„,MMo &
- JO„p Ma,„pO &
JPO„ p,„V,„PO &
JO„„ VV,pP,OMJ &
! ! ? ; 75, %{ • 52 I ? %
p
U g ê$ $ $ @ , 6
. $ 7 _% I %{ • E Ja 7> JV G³
& $ $6 ? ? JP G³ & $ $6 b ± $
• [ > - I & - @-
7 - -6 ] I G - & $ $6 JO„P QY R
‘Labour Commission- ! 0 7> & 5 - 75, $ -$ ? -
@ & - , Jp G 6 7 • #- JK G³ 7> Ja G³ 6 $
7> $ & á ? - , a a0 7> } J„0
!5 & $6 ? I , - # S 6 JO„P- 7
! 0 - 75, ? c $ o„ 7> p„ % , ]
I 6 JPPJ JPOJ - # & - -e; 75 # c !
a
-, , 7 c $ 6
% $ • 3 z$ - , f!
7 _ -6 $ # % $ I 7I; 75 7 _; - [
-, $ # ¨ I 7 _; 7 - 7 $ / %-
476 |
, 6 # - % $- I & ! $ 1[ , 6 75
&- - $ & $ 7 ? # - $ ` $ ! $ 6 !
_2 , 6 ? - 5e! $ - & - -#
I G0 $; ; !5 $6 #
V
, ]I 6 I & 7 B - , 6 -
$ 0 Ja-JV G³ & $, $ 7>
] I !5 7 # 7!$ 6 $ - &
$6 ] I !h_ & - } & 7 -
$6 @ $ & & 7 & 7 - $ 6 I > [
, $ ? !6 $ & $ Úx , 6 7 0 f!
5 # I & - 0 7> - , 6 D.H. Buchanan $ A
‘The Development of Capitalistic Enterprise in India’ :Œ
7 ? - , 75 JPV„-O„ !5 I 7 $ 7 <T G0 6
b # • & $ I -7 q { [ $ ! $
M
6
% $ •8 # I $g #-$<$ - ý ; && $
, 6 1% Ú & %- > [ ;I & 5!
$ B - . q, 6 $ -& - ? F d ,
7, A- 6 $ $ 7 [ ! ! $ - 6
I [ c , $ 1[ , G• 7 6 75 x $ $
P
> $ $ 7> 5 , 6 I # $
1 [ )$ , $ D ! @, 6 ! -
& 7 [ > - ! ! _$ & !
? I , 0 #b - X U - 75$6 ¶ I .!52
-& - ? 7! - ! B & $ 7 % $6 > & -% $
I 7I; & & ? , 6 &- & $ G< ; 7 ?
7 ?$6 $ , & 7I; 6O $ 7 & 5
!k , ; - 7 5 - , 6 &
- $ , -6 1 [ , , #$ 7 5 # $
!- 6 3, 3 8 -, $ 6 % $ _ I
7I; # - [ 7> 2 % & hT $
75 $ -, 6 ] I [ ,
0& 6 !h _ ! ; & 5 -! I $
| 477
& !- 6 q$ I ) } 7! q$ 7) } $ # 8$
7> ,6
I g j & Þ %{ ? - #
0 _- - A @ - ,, 5 ? # m 0 # 7 A- 06
> ; !$<$ e & i %k I %& E _
; 7 - I U- - 3 0# ` ! @ 5 -6
& ; ; # E _ jd ; - 6 >Š $ $>
! ? 75 7 - I - $ 0 @ ;
I I j 1 T 7 ) $ > i %k
I %& 7) } - 7 - # , 5 0# >
J„
6 &# G & > -3- { , G
! ‹ , ï $> [ 7 ? ! <T 7
#$ 7 - # ! > 6 7 - # &c 7, &
# $ 7, 0 7 ? -6 $ # 7 - & c 7! 1 < $
- # ; 7 - 7, 7> # ! -6
7 0 8 & ? I U- - 3
(Work Participation rates) %{ 7! - 7 $0 : ; c
JJ
# >- & ! $ ch3!d ; d ! ;$ ²6 #
_-# ¶ ? $ — $g c % $ - 7) }
, > 8 %k _3c 7) }# $ $ % » #$ >
$ $% & @$6 # x 0 • )- - - : ; > $ $ 75
è 7 c ! c % $ 6
$> ! 7 7 7) } 75 , !0 - .k $ •, ,0
& 7! 6 y # 7 ? 7 75 # x
& 7> - 7 - U- ]h -6 ? x$
• - 1[ ! [ $, !k % I U- -
/$ $ 6 • 75 - c , 7 - &
75 7À $ %i & 7 - , 7> , - $ 6 -
Jo
• - ? c % .! [ $ _T 6 [-
478 |
5? 7! - 7 - !, 0, 7 # - & ; ? @$
& 7 7 - ? . n? 5 % @ ,6 i
!€ i <_ ! & > 1 .! - 7 #6
!€ i <_ ! 7 - & ! :
!€ i <_ ! 7 - %{ ? & $ -6 -
1 $ ! 7> ]h $ !5 # $ #% )
5 -6Jp
< _ U &:
b . ! ( ) uB & !]!
J) & 7 J) ?@ 0 J) A !
K) 7 - K) !] ? : G 0 K) !
o) , 7$ o) @ - 7 ? o) , !
p) 0 p) A @, @, c@ E$ ? p) h- ,
); !
a) ¹@ a) , & 7 $ a) _!
#$
V) ! á V) , _
M) ] M) & _
#$
P) 7 T
O) %i
J„) , c, -
? #$ 6
< _ %d $ &:
< [ & < # &
J) { { J) A 7 $ &
K) ] ! K) $ $
A 7
o) -‹ [ 7 ? o) < E$ %{ & U
#$ 6
p) G ! á
a) µ :
V) ! - & :
M) GA 0 7 -
P) @G 5ñ q ? #$ 6
| 479
! 7 - @ @ c $ # & . !
[ b $ $ 7! - 75 5
E$ -6 : 7, @ $ # & > c $
Ja
$ & ! - & 6 JOKJ QY R ! ? 7> &
5 -, 7 - % $ oO - %{ 7! i
52 7> , 6 B - .ï )$ , ), #
Þ U % c > 52 , 6 5 V & #
7! -, VP & , ) Þ U % c $
JV
7! - 52 , 6
Ú c $ ! 7 % ? -. ! •
& -, 6 # % # & $ @ > ¹
b ± ? c $6 , 0, - ? • $ < -$
•c $ ] [-% ) I - & $ 6
q$ 7) } •c $ ! ? $ , 6 @, $ A$,
, ; • ? I & $ 6JM .
$ $ % $ %{ $> >$ & $
F ! k ! c $ < !
& 7 , - , 6 JOKJ ? M„oM6
,@ , 7! 75 - ¹ @ & , #, , -
7 < k (75H ) 7! 7 , 7 -6 # ! $ , 7 •,
! , F& %$ [ < 7! 7 75H _% x
% , 6JP ‘Bombay Prostitution Committee’ - $ ,
JOKJ 7 •# $ 7 < k (75H ) ? o„ 7> p„ &
- A@ -, 6 $ ? 5 >B# , 5 -6
# 7! - & - , ! &
0! ; 0d 2 #6 . $ q c &
.A $ & ! 5$? , $$0 y $
7) } , 6JO $ $ ! $ G 06 $
& _ hT &, , T& ; _
5 $ !k $ ² 5 ,
_-6
q$ • I . $ 7 _ ! $
d - %d $ < T ! -6 JOJJ - o„„ - & ?
q$ • I ? , K.J - 6 JOJJ 7> JOKJ -
480 |
52 - , a,Ma,a„„ & I 6 ! 0, $ S, 0 •, -
•, ? •, ? -7) } I ? < T ! -6 y ) }
$ E _ $ -6 $ O„ & # ,
% I 6 7 • #- ? c $ p & I J &
$- $ a & I J & , 6 & 7) } i
K„
E _ _% ! )$ -6 $ 7 @ !h_, S
] - $ 75 & 7 - $ $ 0 7 - -
_: JOJJ-Jp _: JOJP-JO
I 0 !# 0 !#
!h_ V0 J o !# V0 a O !#
p 0 JJ a !# a0 J a !#
] K 0 Jo M !# o0 J a !#
Rege Committee- 7 - ! ? JOpM - •
!h_, ]I & 0 7 - -
I ! I @$ E
& :
& %$ &
!h_ V V JK
a a J„
] o o V
7> 7 ¹ 5 - 75 1 $ ! I _ ]
I E _ 7> ? 0 $ 7 6 5 & , 1[-
! , & [ .{ $, ? F , [ , - [ ,
$ 7, -7 - 7 ? !@ 7? d 5 - 1² 5
$ ! - . $ , $ 75 $ ! ² $ # ¶ 6
$# > 1 .! - 7 # 75, % $ I & | - O„
$ 7 q$ 7) } &c i 526 #
6 0 [-, [- 6
q$ 7) } $ ? † : < _ &
i 526 , 5 < %k • &
> 6 1- 52 & 6 A 7 $ & $ & #
> 6 JOOJ ] ! ? !h_
5> U o.oM $ p.VK $ < %k • > 52 , 6
| 481
# , 7> & 5 -, % $ $ & ? O„.VV
$ > Ka.OK 7 0 & ? q$ 7) } 7! c $ &
, 6 O 7 0 <_ , M 7 0 & , p 7 0 1 &
K7 0 ; • $6KJ
5 % $- #$ , , ,A $ , , $A$
<% $ %{ < k& | - > . n? ,6 75
7! i 7 52 - , 7 c , @ •, $ A$ •, 7!
E$ •, /-X & &, •, @ E$ , #0 % 0 -
KK
I &6 # # $! & $-.!& $-& & $ >
: 7I; %26 , @ ? G ? Ú! Ú -
j{ I # & 5 >B ! ; 52 , 6
$> d }:
J. 7 , ‘% $ I # $ , JPo„–JOO„, 7 . !.
¨7 j , $ , JOOa, !< .JaP-JVp6
K. $ , !< .JMK-JMp6
o. $ 6
p. Nirban Basu, The working Class Movement: A study of Jute
Mills of Bengal:1937-1947, K. P. Bagchi & Co., Calcutta, 1994,
pp. 127-133.
a. Ibid.
V. R.P. Dutta, India Today, People’s Publication House, Bombay,
1949, pp.202- 205.
M. D.H. Buchanan, The Development of Capitalistic Enterprise in
India, McMillian Co., 1934. pp.187-208.
P. , ! , ( j .), q$ I
$ , • • , $ , K„„K,
!< .Vo-VP6
O. R. P. Dutta, op.cit.
J„. Mukul Mukhopadhyay, Women and Work in India, Oxford
University Press, 1990, pp.211-216.
JJ. Ibid.
JK. loc.cit.
482 |
Jo. , % $ #$ Ú I : . 7> $ ,
$ , $ , K„Jo, !< .VK-JKV6
Jp. ! -, ! , & 7 - , $ , K„„M, !< .MP-PJ6
Ja. $ 6
JV. 7 , !d 26
JM. , !d 2, !< .Jpa-JVP6
JP. $ , !< .JPo6
JO. ? ! -, 2 , $ , JOOo, !< .Oa-
OM6
K„. 7 , !d 26
KJ. , !d 2, !< .JPO-JOM6
KK. $ 6
| 483
( >q ‘ $ i’ .!
- g i$
!$ 7 >
_ , % ,
; º -, ;, -
)* : $ % $ - g i$ R 0 7$ & 5} 0
² i - . q ,6 $ - $> - 5 2 5 Þ
.{ $ ,6 /þ m % % & & 75
7© Y ! q - ,, 7$ º .k 7> );, !d 7> ! €
- 75 7 &- - - G³ 7!Z , 75 $ ! 6 !< > 75 7
&- ? - 7 ¨ 7! - 5 #6 $> ! #
g i$ & 75 ¹$ ! 7$ 7> 7 - $
! 6 $# $ & # g i$ - % _; i -
. q ,6 g i$ - !€$ $ 7 ? ? - ,6
$ 1 $ ! $ g i$ - 7 ? ? $A
( > q , .! g i$ i .q $ 7 ?6 #
# .! ‘ $ i’6 75? }0 - g i$ $
- ,6
d R: g i$ , 3, D \ 6
d \:
“ _ 0 , 7 1$e
7 i 526 0 750 > 7 0
J
x 6”
( >q ‘ - q’7$ # > 0 ! #6 > 0 $ 6
75 $# 0 1$e$ ,, 750 jd ; &16 7$ , i
% % 526 ; & & 6 y 7) } g i$
- & 75 ; $ % _; 7 H$d % $! 6 &
0 7 $ 7> -6 g i$ $ d $ 7 ¹ -
& ²{$ - 5 % _; - & 6 7 # ;
5 $ g i ? #, $ & 7 7 0 - -
484 |
! i 52 > $ #6 $ &
- % - - 75 $ #6 > $ 75 7 %- ! #6
g i$ 3 #x 0 d $‘ b -’ $! 6 y
g i$ #% 7 ? 0 % 7 ?$ ! 6
& > 0 7 }7 - -6 7 7 - 0
@ - 7$ 6 0 23 < T $ G0 $ &
6 <& $ <T 6 !> 7 ? -6
g i$ i $ - > & $ ,
g i$ R 0 > ? # & $ g i$ R 0 0 ƒ! ,, solitude
loneliness. _ 5? &, & i > $ !, #
> 7 5? 0 ! -, $? $ solitude 6
_ 5? 7 , ‚ B !- > & > ?A & ! - , $?
_ 75 [ $ # 6 0 ? ! % 7b 6 #
[ $ - _ D $ $ -, 7 - &$
> , $ G q $ - , E & $ ? $
! 6 0 0 g?!d ; 7 6 7 , ! - 7> #
% 6 ? _ & - 7b 6 Solitude 0 T 6
? _ & ?A & ! -6 # g i$ D- á
- -6 % 1²$ 6 0 0 d $6
? d $ & z_; 6 & <T 6 0
D D-Þ , % ; , ? $ !> 5 -
!> E$ 7 -6
solitude, lonliness 7> @ ,6 0 & 7 A
> 0 %Þ$ 75? 7 . & - > $ ! 6
# & $ x7 7> & ²{ & D
D á !> 7 & 4 ? $ ! 6 lonliness-7
FOMO (fear of missing out) solitude-7 ROMO (relife of
missing out) $ ! 6 & lonliness 7> solitude
5} 6 ‘' $’ ‘ 5 ’ _† -
7 ? $ ! #, ' < = & , ,
| 485
“75 5• $ $$ D [$g6
5$ k D ! : g66J„66
(_† -/ 5 )
: 75 ƒæ 2 ! / þ 52 - $ A 7 ,
D - &$ ; $ & [
$ % $A %d $
K
6 $ 2 ! : $ 6”
$ ? 7 ?, ' <= & , 75, 7I† 2 $A
-e; & [ [ 6 > & [
[ _ $ 7I†3 ; $! 6
Solitude - !€ $ %{ $A $ $ - , 6 %{
7 ? $A $ solitude % , 67 7X %X 7>
$ A ‘Walden’ : Œ !8 - solitude - % , 6
7 ? ? % solitude ? 6 $ solitude
# 7> , 7 ? 7> $ $A %Þ$ ; , 6 $
solitude-7 - $ 7 ? $ 7 - , 6 75? _ $ &
& $² 7 ? $ ! -6 0 2 . 6
7%$ ! ²{$ 6 D .{ $ 6 7 ? ? #
g i$ 0 $ [ 6 $ 0 &
! ; 0 .! -6
0 $A g i$ # $ 0 - , 6
0 7 ! - ‚ % _; % $ - , 6 y $
7 ! - 7 $ ! 6 $ $ &
jd ; -6 & 7 7 > #> 6 # >
7? A& - # 0 @ . q, 6 0 % _; & 0 6 $ #
# 0 % ¹$! 6 <$ , $ ! -
-, 6 $ ? 6 & $ x
7 ! 7 ? 7> $ $ ?$ - , 6 b 2 $& $
% _; g i , 6 $ # g i$ $ - D{$ -
, 6 $ $ A “Beyond Good And Evil” : Œ solitude
j , ,
486 |
“Choose the good solitude, the free, wanton,
lightsome solitude, which also gives you the
right still to remain good in any sense
whatsoever !”o
$ $ , & < æ% $† $ 7 , g i$ & 0
$ .! ;6 $ $ & .{ $ & % @ 7>
> # &h 6 & 23 ! $ & > % _;
&h 6 7 . 5? g i > $? # 7 & & x3
j · $ ! 6 0 % $ 5} $ 5
6
# i . $ 7X
- X > $ -6 $ A d $ x3 !$ “ b b
0 & ” -6 y x3 i 75 $ g i$
@ j ,, $ # 1 % % # $A g i$ i .q
,6 7, 0 7> # - X & 3 7 0 ,6 $ A
$ % #-7 , y # -, 6 7 7
$A %# 7 A , 6 , $A % _; % 7b , 6 b $ A
$b G 0 ,6
$ $ , 75 _ % 1 7 # } x3 $
! 6 & #² $ & . $6 ! & ! !@
& 7 T 7 - . $ -6 > & & $
6 & & ?A& $ 6 1 % & -% 7 -
) $# x3 d e6 1 % -% $ - $ ôº
x3 1 6 $ & x x3 , , $# ,
7 - $ ôº $ º ?$ , 6 $ $ A “And in
The Sickness Unto Death” : Œ solitude - &- - $
?, ,
“Generally the need of solitude is a sign that
there is spirit in a man after all, and it is a
p
measure for what spirit there is .”
# spirit 7 $ d $ D 2 7 ? $ 7 - , 6 solitude -
7 $ & D ‹ & 7 ¹ $ $-
$ 6 x3 75 [ $ , 7 0 } solitude q $ ! 6
| 487
& , g i$ , ! [$
% 7 ? , 7 0 jd ;% ! % ,6 x
#1 T 7 > 6
7 ? 5 g i$ d .! - } ;
E B ) 5 -6 # .! , }c D ), !! ,
$ !, 1 2 z_ ; & j $ .! õ $ 7!Z, $
-6 ? _ % $, d B, [ &
, )- $† , !5 - &- ) 5 -6 - ? $
- $ g? 7U ¹? A@ - $ ! , 1
! , 7 ð 7 #6
# x $ g i$ 5e; $ U- -, 5e; . d $
7 ? - ,6 ? - - 7 ³ d$ G %d $ - , , $ 6 _ JOpo ! $ 6
7 # - » 7 ? 7 ;[ - q, }, , b
.! c 6 ‘ 7 ’, ‘ 7 ’, ‘ b ’; } ‘ - ’, ‘ & b
& ’ #$ .! c $ g i$ d$ - ,6 ‘ - ’ -
7 $A x 3 0 7> D - . q ,6 ‘ & b & ’
- > ;- $ $ 7> 2 7! $ %! $ -6
b ‘ - ’, ‘ ’ ‘7 0 b ’- x3 0
g i$ é > ) ƒ! % ,6
.! > $ 7 ! - ‘!$
#$ >’ } g i$ ) 5 -6 0 }-
‘ -’ 7 $A > ‘7 X 0 Ù X ’- > $ x3 0 $
- ,6 ‘ $ á ;’ .! & g i$ - U 6 $
1 2, ‘ i , & j @ .q $ ! 6’
$ > % @ ‘ ; ’, ‘ 0’, ‘ !ì ’ .! g i$ ƒ! -;
> % 7 ? 7 ,6 ‘ 0’- $ $ º & 75%
488 |
5H 2 G 7% 7 $ $ x3 0 5> 5>%
! @ ,6 ‘ ’ ‘! $ ’ .! 0 # i _%
. n? 5 6 i , .! . n? 75 $ ! ,
75c $ ? $) % , ? ²{% # ƒ! -; G 0 ,6
75 -- & c* ‘ T >’; T ‘7 ! 7 ’, ‘7 _
! m !’; 7& $ ( ‘ ! ’, ‘7 7 - @’; ‘& $
< $’, ‘!d ; !d ;’, ‘b -’; _ 7G _ ‘ 7 - ’,
‘ ? 7 ? ’; ‘ _’; -; i ! - ‘ \ ’; 7 >
%ã 5 ‘5$ ‚ $$ ; ’; i! - ‘ > 7b ’; -;
i! - ‘ & ’; _ ? ! - ‘G; ! ’, ‘! ! ’
#$ 6 7 ?- g i$ # 0
U x , - 7b ,6
$ > q , g i$ < $ 7 H ) 6 $# »
$ # % - # % $ -, 6 . $ #
â ( ‘ & ß$ ’ ‘ & ’ .!
‘ & #- ’ . 2 $ g i$ $ ) 5 -6 , @
( > q ‘ $ i’ .! }0 #
g i$ ƒ! 7 ? $ ! #6 .! 0 0 -& q #, ,
' 6 # 0 & 0 ! ( x , ch ,
D- á ) 7 ? - ,6 ! ch & -
& q #, , &#6 > ! ch & q #
& 6 $ x < $ _ , 6 ôº º i $A
$ !T $ 0 , # ƒ!,
“ôº 5 > $ T $ # 7 -;
7 # T $ , 75, ôº #;
$ ôº $ , 75, ôº #6”a
$ x $ $ ) - , 6 $ A <$ !
_3 : ; , 6 $ %2 F 2
-, 6 y © %2 " $
7 07 6 , & ) -, 6
8$ & $ h; $ , 6 # $# -
7 ƒ! $ -, 6 y 7 ? 5} $# 0
5- 6 ' ! 7 ? D á ! > 5} ,6 #
| 489
!> g i !> 6 # ! $A & !d ;$ 7! - ,6 $ # $
7 , ,
“5 A ?A & $ , $ A @ -
, $# #6 , $
- ,$ $ - 5 6”V
h; ?! - $A ‘ $ .! !A k , :
JOKo-JOOM’ : Œ ( > q ‘ $ i’ .! - &- -
?, ,
“ $ ¹ 7 . 7 #6
%_- 5 -, D- á
D .# 0 -7 6$ g i
!> 7, @ ,, ! ) $
$ - ,6 $ x $ 7> $†
º , 52 % !&0% 7> %2 %
E = $ ! > !> 6 y 7 ? # 7>
5- 6 & - d 1 ,,
ch 7 ,6 ? 7 [$ ,
- ,, & $ 7 ? & 7
!> ƒ ! >, g i 3 !> D %
M
- - ,6”
$ .! D á & 75 g i$ 7> : ; ,
$ # & $ ‘solitude’ $ ! 6 # 3 _
&# ; 6 ;% ‘ % 0’ g 2
g i$ -& - 6 g i $ [ - ! @6 75 ‘ %-
X’ & $ !? ,, 5 > , 5 -6
7, 0 ] 75 G !@ 7 - G ! @ $ -, 7$ , _
& E -E - - & -6 y 5 - ! [$
i 7 A , $ ? # $ ! 6 y
5? jd ; b A > 7> jd ; > , $? 5
& 5} , - g i$ > $
) $ , 2, < & $ .{ $ $! 6
490 |
$> d }:
J6 - q, ( > q , ( ?¨, º% $ ,
$ , JM b $ JpKK, !< † - V„„
K6 ' $ 5> 5>, % 2 7 Y, • # p„„„pO, !< † -KP„
o6 Friedrich Nietzsche, Beyond Good And Evil (Translated by
Helen Zimmern), The Modern Library, New York, United States
of America by H. Wolff. !< † - o„
p6 S. Kierkegaard, The Sickness Unto Death, translated with an
introduction by Walter Lowrie, Princeton university Press,
Princeton, New Jersey, United States of America, 1941. !< † -J„K
a6 ( > q , ( ( $> ?¨), º% $ , $ JM,
!; F; % F JpKK6 !< † -pKV
V6 ( > q , ( ( $> ?¨), º% $ , $ JM,
!; F; % F JpKK6 !< † - pVK
M6 h; ?! -, $ .! !A k
, gJOKo-JOOM, 7 ’& ! , $ ! $ !8 ‹ ;,
7Ù(- K„JV6 !< † -JP
:Œ!•
:Œ
( > q , ( ( $> ?¨), º% $ , $ JM, !; F;
% F JpKK6
- :Œ
h; ?! -, $ .! !A k , gJOKo-
JOOM, 7 ’& ! , $ ! $ !8 ‹ ;, 7Ù(- K„JV6
!< † -JP
< =ƒ! U $, > $ $ ! q, $ , $ - V, >
‹ ;& - K„„P6
í , $ .! , h , $ -V,
$> ‹ ; %• K„JP6
| 491
! , .! !€$, - , $ -Mo, >
& - K„JJ6
( > i! -, ²{$ $ ²{$ % _ ( ‚$ - ?¨),
X ! , $ - MO, > & - JOPP6
492 |
7!H) & !€$ )

¨
! , #$ % ,
- &
% $ ! ' , =! ;, ! ;, -;, < $

% _ ! ;, 7 H 0 > S, &$ i; , %< $ :Œ 7> 5 - 75,
J
7!H) ; 7 0 0% 5!d 5 7> # ,6 % $ 7>
& 5 - 75 & !} ; i, i, i, !) ) !d % $ #
K
!A 0 [ $ , 6 > %H â <$
o
, ! 643 Q : !) ƒ! $- , 6
v$ • - $ » #$ : Œ . n? , 75
» 7 @ #$ # $ , æ-!)- i %< $ & ! ? &
7 H , >- # !d & , - † , %-, º , ‹
p
%< $ # $ 6 $ % $ 5 , %{[ $ x %
/ þ; %G $ # !)-& † !, - ! @, 6
7!H)& $ %d , !) 65 -$ # !)
7> $ @$ - , & & ) $ ,@ - ! @
%{ 6 b > 0 : $ % ! $ $ i - !@
& ! $$ & $ƒ ! ! $ ! -6 & $ 7 , 7 - , ,
H < _ &6 ] - 5 $ [ 7 ! $
- 6 & $ 7 @ & & @ - ! @6
# % ! _$g 5 # . $ - !)& $ ]
# $ - f! QB % QB $
 # 7!H)
& ) $ ! 6 ) 7 $ 7 $ 26 )
# $0 & $ $ x3 7 H @ $ ) -6 f!
!€$ ) %{ 7!H) & _% % $
, 6 . $ ‚$ - 7!H) & ) 75 G 0, $
1882 Q : # ¨- X ! 0 . n? ! - 5 -6 Progress of
Education Bengal 1912-13 to 1916-17, First Quinwennial Review by W.
W. Harvel, Calcutta University Commission Report 1917-18 %< $ 7>
& 5 - 75 ÷ $ 7 _ $ > 7!H) & †
!€$ ) _ G 0, 6 !€$ ) )$ ' $>
T , ! , # ; , 7 H m ,
| 493
7 , &( > , )- - , * A ,
( > ;, %d _; ( ‹ ? , _ . n? 6 1921 Q : 7 … ;
a
7> & 5 - 75 & $ 7!H) & † )$ ? , 138 & 6
! m$ ! 7!H)) }- & ) ‹< $
& & 0 & $ $ , 6 1906 $ Vernacular
Mastership Examination! , 6 ! & & ]h
1908 Q : 7> 6 ! & ! : ? $ & @ 7&. . 7
‹ ) & ! 0 # ‹ #… !± !
: ; 6 ! 0 - ) $ 6 $! 1920-1924 Q :
!5 $ ); - 7 X !m $ -3 ! , 6 1925 Q .
$ &: ! A $ 0 # & ‹ $† 5 .ˆ ,
1& $ )$ ‹ @ 7$ 6 - & > %
- Ø - [! $ ¶ 0 $ : ! ì $ >
V
: , 6 )}$ _% 5 $ , $ % 4 ! m$
( %# ! $ ; 6 # - > <$ ,}
, ! m$ 7 H , ! m$ ! - , ! m$ • $ ñ,
$ 7 ‹ , $ ( , > m ?6 $ # -
> 5 ,} b %k $ 75 ! & & $ )$
‹ @ 7$ 75 B -, 7 )} $ 0#
b - , 6 1936 Q . ! A $ : 5 $- !
) )- !, - > 7!H)& $ 5 ! 5 @ $ $ $† E
- 75? !º $ : c -á , } _† 7I; !5 ) % 5
! -6
# ; , 7!H)-) }- & > : & -0 > . .6
7!H)) }- & ) 7& - $ ‹< $ ‹ >
- -, # # ; 6 # ; , )$
‹ ! 6 } JK , - # ; Ú > ! )-
.k ; 6 ! $ # & - %k 1895 Q .
$ \ $ $U > % +… ! 6 %k $ 5
# Y 0. . . !5 7 $ !@] x 7
1 - / þ;6 # / þ; $ 7 % & & - <=
% ‘7 & ³ $’ 7> ¶ #! } [ - , 6 1900
Q. 7 ! 0 # Y 0. 7> . .! # ; 6
7!H)& $ & ; ) $ <T . ˆ # ; $ :
0 - E - [! , 6 JO„O Q . d ,
M
m , ; ‹ ? 5 $ - @ 7$ ‘/ $ ) }- $6
494 |
1910 Q . ‘/ $ ) }- \ ’ 0 !} X- m 7> 6
$ - !A 0 # & - [! 6 B &
; $ # - $ G & $ ,} 0 .ï # &
- [! , 6 # ; $ $ &
& ! : $ ´ # Y 0. $† 6 1919 Q . Y , 0 $†
P
‘ 5 !H) /þ 5 I ’ 0 ,} 6 7!H)) }- & ¶
B 2 # ,} $† 7) } > 5 $ @-
-, 6
7 ; , ; } 5 _6 $ $ †$
‘& $ ’, ‘/ $ ) }- ! -’, ‘/ $ ) }- $’, 7!H)) }- & )
& ; _ . n? 5 %d : ; , 6 ‹ ) 7 _ $
0 ‹ ) $ - $ & d }! $6 ! $ . @-
i - 7 X !m $ -3 ! 6 ¹ @- # &
- 6 7 _ $@ # & - ( - 34 , ) $ ! )
$ G & ! * G 06
I $> T , 7!H)) }- & > +… !
26 & $ , & $ ( , / $ ) }- ! - ;- 1& $ 7 H
z_ 7 B 7$ & ) G 0 - 7!H) & .{-
. 6
7!H)& $ ) 7 $ <T $ ( > ; %d _ . n? 6
$ 7I† ‘7?& ; !q ’ $† 6 $ 7 - 0
v$ :Œ 75 - A short History and Ethnology of the
Cultivating Pods, 7?& , 7!H)) }- , 7!H)) }- !6 :Œc
7!H) & ) & ; . n? 5 7 ? ,6
&( > , ? 7& 7!H)) }- & >
: & -06 1922 Q . &( > q ‘? 7!H)) }- , } G’6 $
, # $ j 6 7!H)) }- & ), ‹ ;, $
& >- & 7) } _ %d : ; , # , } G6 1926
Q . &( > % ! .> ‹ $† 7!H)) }- , }-
5 ! _ 6 ? & 7 X $ > [- $ !A 0 > ‹
$† , 6
7 H m 7!H)) }- & ) & ; . n? 5
6 7 H m 2& .! õ , 75 8 7) }
.!52 .{$ ) $† % ,6 G 0º º !
5 $- 7 H m 7 ;- . ‘G 0º &- _;
’6 & $ 0 & $† 1 7 ? $ & $†
| 495
& $ ð ! I B - -, 6 & - $
$ 1• # º ! $ †$ - 7 H m
O
- (JOVP)6
* A 7! - , & X2 6 7 ! ) - .k ; -
S -; • 6 1924 7> 6 X 2 ! ) - b i
.k ; - $ D \ 7 X ‘ b ’ ? ]h 6
) X. ] ? - ;- 0
& $† ! ,. : ; $ .! ) )0
J„
6 1 $ ! 1965 Q . $ †$ - * A &6 &0
! , - !@ 7!H) | - , }, } ) : $$ & 0
7 ? ,6
%d _; ( ‹ M.Sc. X: % & - & - &$ 6
$ # 7 B- & ! $ ´ # Y 0. %d $ .{ $ $ -6
)- - , & !A > ñ! m$6 - $ & !A > $ :
, 6 5 7 @ & !A > º% $ : -6 i - $
! _ $ % #/ $ ¶ !A > )$ ,6 )-
- _; d :Œ ‘!0 !0- ’ 7> $ A .é $% ! - 7 6
d ( B.A., B.L. M.A. ! 6 # )
!€ ! 7!H) & ) 7 $ & ; _. 6 B-
7!H)-) }- & ) , ‹< $, d & :$ - , 6
$> d }:
J. , !) & $ #$ , $ K„J„, !< -oo6
K. !< -KO
o. , .k i # $ , !< -Va
p. • -, » #$ ! , $ , JpJp5
a. , !) & $ #$ , $ K„J„, !< -JOK
V. $ , !< -JVM
M. d & 0 ‹ , 7!H)) }- $ , 7!H)) }- .{- ! _ 6 : Kp ! ,
K„„P, !< -pM
P. ; , !) & $ #$ , $ , K„J„, !< -JMa
O. $ , !< -KVO
J„. d & 0 ‹ , c2, !< -MK
496 |
Yoga and Positive Psychology - a personal
experience
Shaona Sengupta
Assistant Professor, Dept. of Psychology
Dr. A. P. J. Abdul Kalam Government College
Abstract: Yoga is a spiritual discipline which is based on subtle science.

It focuses on the balance between mind and body.Positive Psychology is
the scientific study of what makes life most worth living or the scientific
study of positive human functioning and flourishing on multiple levels
that include the biological, personal, relational, institutional, cultural and
global dimensions of life. My introduction to principles of Positive
Psychology and Yoga, has changed my perception and way of life. I have
grown a sense of gratefulness towards my life and it has become easy to
accept my strengths and shortcomings. It is a personal journey of few
years where I have felt changes within me both physically and mentally.
Keywords: Positive Psychology, Yoga, Autoethnography.
Discussion:
Yoga is a spiritual discipline which is based on subtle science. It focuses
on the balance between mind and body. It is an art and science of healthy
living. Yoga uplifts the consciousness to a higher level and helps connect
with the Divine.(1) It is a way of life and it helps us to get connected to
our inner self and also with outer world at large.
Positive Psychology is the scientific study of what makes life most
worth living or the scientific study of positive human functioning and
flourishing on multiple levels that include the biological, personal,
relational, institutional, cultural and global dimensions of life.(2)
According to Martin Seligman, the five core elements of Positive
Psychology are Positive Emotions, Engagement, Relationships, Meaning
in life and Accomplishments. (3)It is a holistic approach to life and
focuses on strength building, ability enhancement and engagement in a
meaningful and happy life. It emphasizes the need for positive subjective
| 497
experience, positive individual characteristics and positive social
organization and communities.
Both yoga and positive psychology, takes a holistic approach and
focuses on the relationship between body and mind. They focus on the
process of building strengths and inner happiness and wellbeing. They
talk about our connection with society and the environment around. As
our growth and accomplishments are not individualistic in nature, they
are related to our wellbeing and our relationship with others.
Yogic tradition advocates about various practices which help us to
lead a disciplined life and move towards self-actualization like Yama
(moral code), Niyama (self-discipline), Asanas (postures or poses),
Pranayama (mindfulness of breathing), Pratyahara (detachment from
senses), Dharana (concentration), Dhyanna (meditation or positive,
mindful focus on the present), Savasana (state of rest) and Samadhi
(ecstasy). (4) So does Positive Psychology, with the concepts like self-
control, self-discipline and self-awareness and could be viewed as related
to the positive psychology concept of flow, i.e., of being entirely engaged
and involved in the moment.(5)Practices like mindfulness (Positive
Psychology) and meditation (Yoga) promote both physical and
psychological wellbeing, thus leading to a path of positive emotions and
achievements.Ashtanga yoga not only purifies the mind, but also helps in
experiencing the state of deepest absorption or samadhi.Use of
mindfulness in yoga helps to be fully present in “what is,” instead of
“what should be.” This allows the practice of Yoga to be fluid, respectful
and non-violent, as it nurtures well-being in the practitioner.
During yoga practice, individuals are able to increase awareness
and attention (6), it leads to an increase in empathy and to connect
awareness with higher levels of compassion, gratitude, and respect
toward both human and nonhuman relationships, ideas and beliefs (7).
Similarly positive psychology, with focus on increase in mindfulness
helps to enhance wellbeing and awareness of self and environment, along
with disciplining the mind and emotions (8).
According to Ken Wilber the notion of Panchakoshain yogic
literature is actually the different layers mind. He points out that different
therapies arising from different schools of psychology are actually
498 |
efficient in treating at some level of mind or some level of kosha. Yoga,
being holistic in nature, offers a comprehensive means to enhance the
Psychology of wellbeing, by achieving mastery at all levels of human
personality. (9)
So yoga and positive Psychology walks in similar paths, carving
the road of wellbeing and happiness for human beings. They emphasize
the need of discipline in body and mind and also the importance of
emotions, relationships and forming connection between the inner soul
and the outer world or the greater unified soul.
Me being a student of clinical psychology, was fascinated by the
functions and most importantly the malfunctions of mind. The underlying
factors that operate to produce hallucinations or delusions or compulsive
acts or depressive cognitions have always attracted my attention.
However my introduction to Positive Psychology had opened a new door,
where I found people focussing on the normal functions of the mind and
emphasizing on ways to enhance them. So this branch of Psychology was
dealing with the adaptivethinking, feeling and behaviour. I found Positive
Psychology entrancing and wanted to know more about it. It stressed
upon positive subjective experience as well as positive collective
experience as a community or organization. It further emphasized on
emotions and relationships. The core concepts of resilience, mental flow,
authentic happiness, gratitude and self-efficacy made it more relatable
with our daily experiences. These are the qualities that help us to deal
with our daily life hassles. It is not the disordered state that bothers us on
daily basis (unless we are suffering from one), it is the hurdles of daily
life that we find difficult to deal with. However if we can follow the core
concepts and can strengthen ourselves accordingly, it becomes easier to
deal with the daily challenges. At times when we have low mood due to
the feeling of unworthiness (not a diagnosed depression), then our
strength of self-efficacy, our power of resilience, our sense of gratitude
might help us to fight back and finally find authentic happiness. My
understanding of Positive Psychology led me to introduce it to my life. I
had both explicit and implicit learning about the way of life, Positive
Psychology was advocating. I started practising ‘gratitude visit’ which
gave me hope and happiness as I could see beyond my problems. I started
| 499
to focus more on the positive aspects of relationships. My acceptance
increased towards the not so easy and maladaptive behaviours of people
around me. My acceptance of my short comings had helped in dealing
with low self-esteem and also find scope for improvement. I started to
give more importance to the positive experiences I had throughout each
day, rather than focussing on the distresses, which I used to do earlier.
The learnings of positive psychology, gave me scope in improve my
happiness and my strengths.
I was introduced to Ashtangayoga about a year and a half ago.
Initially it was an alternative form of exercise to me, to deal with my
health issues. However as my practice of yoga continued I gradually
experienced changes not only in my body but also mentally. The changes
were slow and gradual. I found that I was more relaxed and had more
clarity in my thoughts. My concentration ability which was lower after
my depressive episode was improving gradually. My perception about
life was changing as I was able to connect to things beyond me. I slowly
learnt the art of letting go and experience emotions in its true form. My
body started responding in a calmer and relaxed way when faced stressful
situations. My travel to mountains made me realize the difference, as
hiking was a lot easier than my earlier trips.So my body and mind started
to respond in ways which were new to me. I started to lead a disciplined
life (in comparison to my pervious erratic schedules), so I practiced
Niyama, Asanasand Pranayama, this improved my Dharanaand Dhyanna.
My perceptiveness about life experiences changed as I felt more grateful
and started to become less judgemental about my emotions and was more
open to my abilities and shortcomings. But there are days when I find it
difficult to fight back and I lose my path. I feel weak and lack my
strengths. But my resilience to overcome these days have improved. I
keep choosing the path of indiscipline now and then, but I try hard to go
back and have control over my senses. I have found a way to look up to
and move forward, even if I lose my path and run out of practice, I know
what my goal is and in which direction I need to move.
500 |
REFERENCE:
1. Lakshmi, R. R. R., Oinam, E., &Gazalaxmi Devi, K. (2023). Yogic
Spirituality and Positive Psychology vis-à-vis the Mental Health of
Adolescents During COVID-19. Pastoral Psychology, 1-7.
2. Seligman, M. E., &Csikszentmihalyi, M. (2000). Positive
psychology: An introduction (Vol. 55, No. 1, p. 5). American
Psychological Association.
3. Seligman, M. E. (2002). Positive psychology, positive prevention,
and positive therapy. Handbook of positive psychology, 2(2002),
3-12.
4. Bhavanani, A.B., 2011. Understanding the science of yoga. Int.
Yoga Scientif. J. SENSE 1, 334e344
5. Ivtzan, I., &Papantoniou, A. (2014). Yoga meets positive
psychology: Examining the integration of hedonic (gratitude) and
eudaimonic (meaning) wellbeing in relation to the extent of yoga
practice. Journal of bodywork and movement therapies, 18(2), 183-
189.
6. Germer, C.K., Siegel, R.D., Fulton, P.R., 2005. Mindfulness and
Psychotherapy. The Guilford Press, New York.
7. Radford, M.A., 2000. Turning the heart inside-out: the vision of
reality according to Kashmir aivism and Vajrayana. Human. Soc.
Sci. 61 (5-A), 1899.
8. Levine, M., 2000. The Positive Psychology of Buddhism and
Yoga: Paths to a Mature Happiness. Lawrence Erlbaum, Mahwah,
NJ.
9. Salagame, K. K. (2014). Positive psychology and Indian
psychology: Birds of the same feather. Psychological Studies,
59(2), 116-118.
| 501
UNVEILED VOICES OF WOMEN : THE
EVOLUTION OF WOMEN’S RIGHT IN
COLONIAL BENGAL
Rudrani Bhattacharya
Assistant Professor, Department of History
A B N Seal College (Govt.)
Cooch Behar, West Bengal
Abstract: The debate over the remarriage of widows serves as an

appropriate entry-pointto the women’s question which agitated the public
mind in the nineteenth century and the early part of twentieth-century
Bengal. In colonial Bengal,the dedicated efforts of Raja Ram Mohan
Roy, Iswar Chandra Vidyasagar, Keshub Chandra Sen, etc. raised
awareness among the womenfolk. The emergence of upper-class Hindu
Brahmo women from the seclusion of the antahpur or zenana necessitated
the mediation of their male patrons in the design of a new lifestyle and
new image of womanhood envisaged by the reformers of nineteenth and
early part of twentieth-century Bengal. But only a small elite group of
women actually could break away the chains from the traditional life
patterns to take advantage of the new opportunities that were made open
to them. The majority of them, however, guided by the values, attitudes,
and practices they had internalized, continued to accept the conventional
pattern of life and behavior for Hindu women. However, the reversal of
the liberal movement for the upliftment could neither go back into the
purdah nor commit themselves totally to domestic roles. They were also
unable to give up theirautonomy, the taste of which they had already
enjoyed. As a result, these women became increasingly conscious of their
rights. These women received some educationthat they were ready to
accept new ideas, began to express their opinions, develop some degree
of personal autonomy and individuality, and that they began to participate
in social, political, and economic activities, which undoubtedly shows
that they were exposed to the process of modernization, irrespective of its
degree. With this background here is ahumble attempt to study some
issues of women who spoke about themselves and showed examples of
502 |
how their effective attempt to protest against the age-long beliefs and
customs suppressing the status and dignity of a woman.
Keywords: Purdah, Bhadramahila, Bhadralok, Antahpur, Zenana.
In the late 1800s, changes began to occur within the purdah system.
However, these changes predominantly aligned with the process of
embracing Western practices, which was linked to increased social
standing during British governance. Among the bhadramahila,
particularly those belonging to groups such as Christian and Brahmo
women, the most progressive individuals sought to completely abandon
purdah as a means of affirming their unique group identities.A
combination of external pressure and responses from Bengali society
brought about changes in purdah. During the nineteenth century, the
pattern of women’s lives began to change. In reality, the concept of the
‘perfect wife’ was being redefined. First, there were modifications in the
appropriate activities for a female at different stages of her life. Second,
the appropriate arena for female action was expanded. And third, there
was a new and growing approval of individualism. As a consequence of
changes set in motion by the British conquest of India, by the end of the
nineteenth century,several women were educated, articulate, mobile, and
In the late 1800s, changes began to occur within the purdah system.
However, these changes predominantly aligned with the process of
embracing Western practices, which was linked to increased social
standing during British governance. Among the bhadramahila,
particularly those belonging to groups such as Christian and Brahmo
women, the most progressive individuals sought to completely abandon
purdah as a means of affirming their unique group identities. Increasingly
involved in public activities. In the rural setting, life was dominated by
the householdfor both men and women. As families moved from their
village homes to the cities, they increased their contact with “foreigners”
and witnessed the erosion of traditional household activity. Like boys of
an earlier generation, some of these girls attended educational
institutions, social gatherings unrelated to family affairs, and new
religious ceremonies. These “new women”, as they were called, were part
of a modernizing movement that sought to modify gender relations in the
| 503
direction of greater equality between men and women. The awareness of
high-caste or higher-class women who were oppressed resulted in various
groups making efforts to redefine the role of women in the family,
community, and the broader domains of public and political engagement.
Although the issues of early marriage or widowhood primarily affected
privileged women, the endeavour to redefine their position held
significance for women as a whole. The politicians and social reformers
had expected that the example of elite women, either in breaking away or
in adopting new roles would filter down and be emulated by women of
other castes and classes (Jha and Pujari 1996, 15-16). But only a small
elite group of women broke away from the traditional life pattern to take
advantage of the new opportunities that were being made available to
them. The majority of them, however, guided by the values, attitudes, and
practices they had internalized, continued to accept the conventional
pattern of life and behaviour for Hindu women. The important fact is not
in the number of women who deviated from the norm, but that the
alternative was acceptable to society, particularly among the upper
echelons.
Despite many hazards, travel was advocated as a way of
broadening the mind beyond a narrow provincial outlook. It was regarded
as an educational experience providing a means of learning about other
regions and customs. Travel gave women a much wider sphere of
interest, as well as an opportunity to observe the living conditions of
women in other regions and to compare them with their own. In the face
of increasing modernization among the “progressive” section of educated
Bengali women, traditional values were crumbling. Bengali women who
were, only a decade ago, expected not to leave their husband’s homes for
any place other than their paternal homes, started to go abroad in the late
1860s. This first happened in 1869, when Govinda Chandra Dutt, a native
Christian of a conservative, but well-known Hindu family of Calcutta,
took his wife and two daughters to Europe (Bamabodhini 1869, 400-02).
Brahmo women were among the first to realize the educational benefits
of travel. In 1871, SoudaminiMazumder, and MahamayaBasu visited
North West and Western India. Towards the end of the nineteenth century
the puja holiday of 1900 which she looked forward to as an escape from
504 |
the normal conventions of the ‘antahpur’ (Roy 1900, 3,9). Only a very
few ‘bhadramahila’ was able to travel beyond Indian borders, but this
minority had significance beyond its number. While SatyandraNath
Tagore was a student in London in 1863, he had hoped that his wife
Jnanadanandini would be the one to take that ‘first great step’. He had
written, asking his father’s permission to let her go to England, but
DebendraNath (his father) refused to permitit on that occasion. However,
Satyandranath eventually succeeded in taking her out of the antahpur and
away with him when he returned to India as an I.C.S. officer. He also
fulfilled his dream of sending her to England. In 1877 Jnanadanandini
went to England with her three children. Her stay in England seems to
have been of less benefit to her countrywomen than Satyandranath had
hoped earlier. After her return, her main innovation was to introduce the
celebration of ‘birthday parties in the Tagore family and other Brahmo
homes. Jnanada’s visit was not as controversial as that of Rajkumari
Banerjee in1871. The ground had already been broken, so orthodox
indignation over the issue may have been dissipated. However, her
freedom to go to England showed that within the Tagore family the strict
purdah enforced by Debendranath in the early 1860s had been
substantially modified (Sarala Devi 1975, 49-53). The examples of
women visiting Europe were not limited to the Brahmos and Christians
alone. Traditional Hindu women too followed. A striking example was
that of W.C.Banerjee’s wife Hemangini Debi, who went to England and
later turned into an ‘accomplished’ lady (Sanyal 1889, 24). A small but
growing number of Bengali women continued to visit England for studies
as well as for social purposes. The expense of such a journey restricted it
to the wealthy bhadralok elite. Suniti Devi first visited England with her
husband in 1887. Ramesh Chandra Dutta’s wife accompanied him to
England in 1886. Through travel, they gained a broader experience of life
and enhanced confidence in their ability to deal with the world outside
the “antahpur”. On the level of ideals, travel to other regions and other
countries gave bhadramahila a wider perspective on their own lives by
fostering a consciousness of nationhood and exposing them to alternative
ways of life in which purdah was less central.
| 505
The socio-political consciousness of this century prepared the
massesto think seriously and effectively bout the emancipation of Indian
women from their social bondages. The life of Hindu women was
influenced decisively by early marriage,austerity,and widowhood.
Although these issues were an immediate concern to elite women, the
deal and its consequences were of importance to the women's community
as a whole. Women were made aware of the possibility of a different
structure and pattern of life which could be equally sanctioned by the
smritisin their personal life. The new women, educated and politically
active, would demonstrate to the Indian western public that new and
alternative role models were an acceptable form of activity for
respectable women. Women the world over constitute a vast potential
human resource. A conservative attitude prefers to draw a dividing line
between the interests and occupation of the man and the women- but
what the women can effectively do at home, given the opportunity they
can also suitably do for the community. “Emancipation of Women” the
term may seem now somewhat anachronistic, but this emancipation has
come only after long years of bitter struggle. The middle-class women,
comprising a good population of the society have stepped out of their
privacy and got into the fray of public competition for wage earning. This
indeed is a new phenomenon and middle-class women have changed the
social pattern of modern India. Most women, modern, medieval or
ancient, s the case may be, look for a comfortable home, a living, devoted
husband, and a few children tottering around the little snug nest that she
builds for herself. But women’s lib does not connote it. She wants to be
recognized as a fullbeing, intellectually emotionally, and culturally. If
there is any challenge from the modern woman, from the woman of
today, it is this, a challenge for recognition. If the wife is cognized as ‘the
wife’ certainly there is no problem from the man’s fair partner. If she is
relegated to the status of a second-class citizen in the household, she
revolts, she cries for legal separation living. Her challenge to modern
society has been that of her unique status in the household and her social
status as a working partner in the social surroundings. Where she works
and when she works, she works independently of her husband and she
looks for the recognition of her status, as much, as in her sphere of work
506 |
in a bigger social context. All the difference that is there between her and
her older counterpart is that the granny could give undivided attention to
the family whereas the modern woman has her attention divided between
the home and the place of work, along with a different world attached to
it.(Dasgupta 1978, 86) Changes in the domestic and political spheres
were closely connected with the spread of female formal education.
Political participation by women, reforms in berthing, and changing
marital relations resulted in the implications of purdah being re-
negotiated to give women more control over their lives. Education was
not always a pre-condition for these developments, but it enabled women
to gain self-confidence and argue their case against male opposition
which until then had profited from being moreeloquent and better
informed. They were slowly but surely overcome by a sense of
dissatisfaction relating to the fulfilment of their own lives within the
context of the zenana or the family. Once they had some education, they
could no longer think in the same way as the women of the preceding
generation. Moreover, the ones who had tasted life outside the zenana
found it impossible to shut themselves again inside it. They, therefore,
started to look beyond domestic chores for the realization of their hopes
and aspirations. They for the first time came to nurture the idea that like
all men women were also born free and equal and that it was a traditional
male-defined society that had kept them chained. Indeed, they not only
conceived of women’s rights but soon developed their concept of
freedom as well. Educated young daughter-in-law had a stronger leg to
stand on against their mother-in-law and others of their in-law's families,
which explains resistance by older women to formalized female
education.
Bengali women’s concept of freedom or emancipation is rather a
modern phenomenon. Although they were totally secluded and even
abused, early nineteenth-century sources suggest that they were quite
content with their position in the family as well as in society. Possibly the
example of European women and the teaching of the modernized Bengali
young men made them conscious of the world outside the four walls of
their zenana and of the minimum social and legal rights they were
entitled to as human beings. The first woman who indicated women’s
| 507
rights was Kailasbasini Debi. In her two books on the degraded social
position of Bengali women and on female education, she claimed that
God had created men and women as equal and that men had put women
in chains. She further claimed that it was to perpetuate women’s slavery
that men kept them uneducated(Kailasbasini 1865,11-12). In this way
Sarada Debi also argued, she says, ‘men regarded women as low as
animals. Men, she claimed, believed that women would become unchaste
and consequently bring disgrace on their families unless they were kept in
a cage.’ She called this contention baseless and ridiculous and demanded
that women should be given their rightful position in society(Sarada
1866, 9-10). Many women accused men of being responsible for the
deterioration of women’s social status through their speeches and
writings women emerged among the womenfolk against the
institutionalized oppression of their sex and they claim equal status,
rights, and power as to men (Bharati 1997.204).
Nevertheless, one must not overlook the tremendous changes in
women’s perceptions that occurred during this period. They did step out
from the cloisters of their homes into the male preserve of politics and
power. The ethos of housework as a woman’s only work and
wifehood/motherhood as the supreme fulfilment of her life underwent an
alteration since it was proclaimed that women also had important
obligations to the motherland, outside the parameter of the home.
Moreover, the age-old notion of women’s total inferiority to men began
to be slowly eroded. Women had proved that they were capable of
fighting alongside men. While the political struggle was on, women
leaders as well as the rank and file political workers became increasingly
aware of their disabilities as women and were eager to be free from them.
K.N. Panikkar, observes, that because of women’s involvement in social
and political areas,’women did become increasingly conscious of their
subordination and attempted to liberate themselves from the patriarchal
ideology which they had internalized through the exclusive domestic
experience of sexual and nurturing functions’(Panikkar 1987, 7). As
noted earlier, the awareness produced by the anti-colonial struggle was
reflected in the world of women. Perception of the need to organize
emerged, and this was reflected in the creation of women’s associations.
508 |
In the nineteenth century, men organized women’s associations on their
behalf. Only one or two women, like Swarna Kumari Debi of Calcutta
and Pandita Ramabai of Poona, had initiated a women’s association.
Sakhi Samity was established in 1885 and Sharda Sadan in1892. The
women’s movement in India was both a necessary antecedent and a
consequence of the changing social and political environment.
Educational and social reforms for women formed an integral part of
modernizing the country and society. Women organized themselves in a
variety of ways to improve their position within Hindu society. As the
freedom movement progressed, and women participated in it, they
thought of organizing their network. From the early twentieth century,
women political leaders determinedly attempted this task. They received
an increasing response from other women, who were becoming
progressively aware of the devaluation of women in society. Most of
these organizations were concerned primarily with issues of gender. The
pioneering women’s organization at the all-India level, the Bharat Stri
Mahamandal (All India Women’s Organization) was initiated in 1910 by
Sarala Debi Choudhurani. It was the first organization run by women to
be committed to augmenting women's power. To achieve this objective,
the Bharat Stri Mahamandal attempted to establish links between women
intellectuals and activists. It strove to spread education among women
and to fight against the institutions of purdah and child marriage. The
Bengal branch was looked after by Krishnabhabani Das. While Sarala
Debi was away in Lahore, in fact, socially speaking, the women were
becoming more and more active and at the same time were enlarging the
sphere of their activities. They realized that they certainly had some roles
to play outside the sphere of their families, without which their lives
would remain unfulfilled. It was at this stage that some women were
politicized. This first began during the Ilbert Bill agitation in 1883. For
the more sensitive women, however, participation in the freedom
movement meant a protracted struggle against two deferent badges of
servility: colonialism and patriarchy.
During the late nineteenth century,some women questioned the
validity of the popular belief that breaking seclusion or talking to men
would mean that women would become unchaste. They claimed that it
| 509
was a baseless allegation. They pointed out, that even though European
women did not abide by the custom of female seclusion, not all of them
were unchaste. Krishnabhabini Das, who lived for quite a few years in
England, moreover,claimed that most Englishwomen could truly be
called chaste. She argued in favour of freeing women from the zenana.
Krishnabhabini Das said that breaking female seclusion or allowing
women to mix with men would not make them unchaste. She asked the
countrymen to free their women. She then called Bengali women to rise
(Krishnabhabini 1885, 152). The women who were previously at ease at
the social gathering were becoming more and more comfortable in such
situations. These women realized that attending such functions was one
of the ways to become civilized. The modernized women argued that the
upliftment of women was synonymous with civilization. However,
Bengali women’s concept of freedom was quite superficial in that they
questioned their perpetual subordination but regarded the breaking of
seclusion as their main way to freedom. The more important issues, like
bearing a large number of children, endless housework from dawn to
midnight, participation in social activities, and complete economic
dependence on husband or other male relations, remained unquestioned
until recently. However, some development in this regard took place
during later decades when so men became more conscious of their
economic roles. This possibly started Begum Rokeya. The question of
equality, nevertheless, attracted their attention. Although most of them
conceded that men and women should not be regarded as men’s toys. The
more “progressive” women, however, were not as apologetic. They
claimed that women should be treated as equal to men in every respect
and given all rights that men enjoyed. They questioned the propriety of
seclusion, which had kept them behind the walls of the zenana and was
immediately apparent. They also noticed the economic dependence which
had kept both their body and soul in perpetual fetters. A self-
consciousness and enhanced importance were imparted to traditional
roles, as befitted the rising expectations of the educated women who had
to fill them. They willingly accepted the burdens and responsibilities
inherent in reshaping familiar roles in their gladness at being released
from many of the spread of female education and of the overall social
510 |
change that was taking place in the nineteenthcentury including increased
economic pressure on families, women started to accept jobs in the last
two decades of that country. Especially, with the expansion of female
education among women, they started to think as individuals. Their desire
to enhance their well-being and their4 consciousness regarding their right
to self-determination was growing as well.
In 1877 Miss ChandramukhiBasu, a pupil of the Native Christian
Girl’s School at Dehradun applied to the University of Calcutta for
permission to appear in the Entrance Examination of the University. The
pressure of D.Ganguly and others on the Government for full recognition
resulted in a set of rules governing the admission of women to
examination for the degree in Arts in 1878. The requirements for the
Entrance Arts Examination were to be the same as for men. It was in the
year 1882, that two women candidates- ChandramukhiBasu and
KadambiniGanguly – passed the B.A.degree at the annual convocation of
1883. Chandramukhi went on with further study, to become the first
woman M.A. in 1884 and Kadambini went on to Medical College (Ray
1955, 35). By the end of the century, twenty-seven girls had B.A.
degrees. The best-educated women at this stage, the 1850s, and 1860s
were the ones who had their education privately at home from either their
husbands or, in some cases, from their parents. The name of Kailasbasini
Debi can be mentioned here. Before her marriage, she did not know how
to read or write. But, at the instance of her Brahmo husband, she learned
how to read or write (Kailasbasini Debi 1863, 1-11). Similar were the
cases of Kumudini, Nistarini Debi, Saudamini Debi, Jnanadanandini
Debi, Swarnalata Ghosh, Hemangini Debi etc. They were all illiterate
before their marriage and were educated by their husbands. Although
women of Bengali bhadralokfamilies had widely accepted female
education by the end of the last century, their ideal of education was quite
different from that of modern feminists. They still adhered to traditional
values established by men and only wanted to become the kind of women
that educated men were trying to find. They considered that they had no
other option but to have an education and to become “modern” wives and
better mothers in a male-defined world. Even during the last two decades
of the nineteenth century, though a handful of women, like
| 511
Chandramukhi, KaminiSen, and Kumudini Das, had accepted salaried,
Bengali women still did not contend that education would give them
economic independence. It was not unique to Bengal alone. In many
other countries, women wanted education with no economic objectives.
Despite much opposition and problem from so many directions, women
realized the value of education, and by 1880 many bhadramahilawere
literate, especially in the cities. Census figures show a steady rise in the
number and percentage of female literates for Calcutta over the period
1871-1901. It pointed out that there was a gradual extension of female
education during the latter half of the nineteenth century although the
total percentage of the female population receiving an education was still
extremely small. Raja RadhakantaDevBahadur, in his report, said-
“several native girls educated by the female society were examined,
whose proficiency in reading and spelling gave great pleasure.” In 1842,
there were fifty female schools in the different parts of Calcutta with
nearly 800 pupils on their rolls. In his “StriSikshaVidhayaka”, he
attempted to show, that female education had been customary with the
Hindus for a long time, and that even recently many Hindu females of
higher classes had won much celebrity for their attainments and
accomplishments. Among these, he named Rani Bhavani of
Murshidabad, like other eminent scholars of the male sects she appeared
at the meetings of pundits and discussed Shastric matters. He also
mentioned a third Brahman lady, named Shyamasundari, who had
attained great proficiency in the “Nyaya philosophy” (Mitra 1902, 222-
223) But despite this, there was no organized movement on their part to
educate the female population of Bengal and to elevate their position in
the society by new enactments, like the Married Women’s Property Act
or divorce action. On the contrary, they still prayed to men to give them
the light of learning and thereby raise them to men’s level. They were
quite content with and eager to receive the kind of education that men
arranged for them to turn them into better wives and better mothers, or,in
other words, to play their traditional roles and to be exploited as wives
and mothers by men. Finally, it may be noted that female education was
hardly accepted by anyone in the 1850s, even though the Bethune School
was established in 1849. During the 1860s and 1870s, the number of
512 |
girls’ schools and the number of girls receiving education increased. The
standard of female education was still very low. However, the Brahmo
women who received education either from their respective husbands or
from the zenanaeducation program organized by the BamabodhiniSabha
attained a better standard.
After the Vedic period, unmarried women could not live in society
in a respectable and socially approved way. But now women are feeling
that marriage is not the only goal in life. The effect of liberal education,
the value attached to the development of personality, and the urge for
economic independence are some of the main causes which are
responsible for generating this new outlook(Jha & Pujari 1996,246).
Moreover, they had been unorthodox concerning social customs like
female seclusion, female illiteracy, and early marriage. it became difficult
for them to find a husband. They possibly choose to take up jobs until
they were married. One might mention the name of such highly educated
women in this category as Chandramukhi Bose, Kamini Sen, Kumudini
Khastagir, and Sarala Debi who accepted teaching positions, and
Bidhumukhi Bose and Jamini Sen who began to practice medicine.
Among the above-mentioned, none of these women succeeded in finding
a husband before the age of thirty. Chandramukhi was still unmarried at
the age of Forty-one, while her younger sister, Bidhumukhi, who was one
of the first women M B, remained so throughout her life. Kamini Sen,
married when she was thirty. Her younger sister Jamini Sen remained
unmarried. Hemaprabha Bose, Lajjabati Bose, Radharani Lahiri and
Saralabala Ghosh also seemed to have remained unmarried. They
encouraged several hundred educated women of Bengal to work by the
turn of the century. The fact that now many women can afford to live an
unmarried life itself proves the change that has come about both in their
subjective and objective environment.Those women, who suffer from ill-
treatment from husbands and their relations-in-law, are slowly becoming
aware of this solution. The struggle between the daughter-in-law and
mother-in-law in collaboration with the sister-in-law is the theme on
which a considerable amount of vernacular literature is based. Today a
new contradiction has appeared. On the one hand, ideologically the
educated strata support the separate individual family while due to
| 513
economic difficulties they would like to stay in a joint family. Further
middle-class women who are constrained to go out for earning face the
domestic problems of looking after the child and the strains of household
work. She wants to aid in this difficulty and naturally, joint family life
appears as a veritable boon. Now it was revealed that though many
women yet did not turn to earn still most of them felt this was a necessity.
It must be noted in a society where the birth of a daughter itself was
regarded as a curse, where her only activity was domestic work and
childbearing. Where she was married to a stranger in whose selection, she
had outgrown childhood and where her personality was tied to the apron
string of somebody, she could naturally have no aim except that of
marriage. But with the spread of education, the increasing opportunities
opened up for economic independence and with the spread of new ideas
of equality and self-respect, women for the first time are acquiring the
freedom to choose their aim in life. This progressive trend may be absent
in the rural setting where most of the Indian population resides. There are
still millions of families where a woman does not enjoy the same freedom
as a man. Even today socially a woman is merely a vehicle for the
continuing of the race. The modern women are slowly breaking through
the shell of a narrow domestic existence and are beginning to participate
in the larger life of the nation and even humanity.
References:
1. BamabodhiniPatrika, Oct-Nov,1869, notes on Govinda Chandra
Dutt, Calcutta Review, Vol CXV(1902)
2. Das Krishnabhabini, Englande Banga Mahila, S.P. Sarbadhikari,
Calcutta, 1885
3. Dasgupta Manashi, etc., Role and Status of Women in Indian
Society, Firma KLM Pvt. Ltd, Calcutta, 1978
4. Debi, Kailashbasini. Hindu MahilarHinabastha, Gupta Press,
Calcutta,1863.
5. Debi Sarada, Bangadeshye Lokdiger Ki Ki Bishoye Kusanskar
Achhe, Bama Bodhini Patrika, Oct-Nov, 1866
6. Debi, Sarala. JibanerJharapata(Bengali), Calcutta, 1975.
514 |
7. Forbes, Geraldine. Women in Modern India, Cambridge University
Press, 1998.
8. Jha,Uma Shankar and Pujari, Premlata.(ed). Indian Women Today,
Vol. I, Kanishka Publishers, New Delhi, 1996
9. Mitra, Subal Chandra. Ishwar Chandra Vidyasagar, Story of His Life
and Work, Ashish Publishing House, New Delhi, 1902
10. Panikkar K N, ‘Introductions’, Studies in History, Vol-3, No.1,1987
11. Ray, Bharati(ed). From the Seams of History Essays on Indian
Women, Oxford University Press, 1997
12. Ray,Chhabi. BanglarNariAndolon (Bengali), Calcutta, 1955.
13. Roy, Rakhal Chandra.JibanBindu(Bengali), Calcutta,1880.
14. Roy, Sarasibala. “MurshidabadBhraman”, Antahpur, Chinsura,
1900.
15. Sanyal, R.G. A General Biography of Bengal Celebrities Both Living
and Dead, Calcutta,1889
| 515
GLOBALIZATION AND THE PREPARATION
OF SKILLED, QUALITY TEACHERS :
NEED OF THE HOUR
Shree Chatterjee
Assistant Professor, Department of Education
Netaji Satabarshiki Mahavidyalaya
Abstract: Teachers are the architect of a nation. According to Dr. S.

Radhakrishnan, “the quality of nations depends upon the quality of its
citizens quality of citizens depends upon the quality of their education
and the quality of their education depends on the quality of teachers.” No
nation can rise above the level of its teachers. Education is a key to
enlighten the civilization. It is the source of the growth and development
of any country’s social, economic, and political institutions. Globalization
is a new term that influences all aspects of society including education.
No country can live in isolation without seeking impact of global trends.
The age of globalization has brought in revolutionary changes before the
teachers, students and society. Like all other professions, globalization is
also affecting teacher education. Teacher education plays a pivotal role in
constructing and reconstructing the society and determining quality of life
of the nation.
Objectives:Therefore the objectives of the study are to discuss the
challenges of teacher education and also focus the skills and qualities of
teachers to meet the challenges of globalization.
Methodologies: In this paper researcher has attempted to focus on
challenges before teachers in the era of globalization and also points out
the skills & qualities that a competent teacher might have. For the
purpose of the study researcher has used secondary data from internet,
journals and reference book etc.
Implication: In this globalized world the young generations have
to compare worldwide and the teachers having the responsibility to
prepare the young generation. For that teacher’s skill, quality is the key
point for ensuring the quality of education. Preparing skilled, quality
516 |
teachers has become a global challenge to all nations. Therefore there is a
dire need to find out the skillful and qualified teachers.
Key words: Globalization, challenges of teacher education, skilled
teacher, quality teacher.
INTRODUCTION:
The contemporary era is characterized by globalization, knowledge
explosion, and technological advancements, transforming the world into a
global village. In this interconnected landscape, no country can exist in
isolation, necessitating an embrace of global trends across all aspects of
life. Education, as a pivotal tool in global development, bears significant
influence in the age of knowledge explosion (Misra & Bajpai, 2011). The
ongoing processes of liberalization and globalization present both
opportunities and challenges, emphasizing the importance of education in
the 21st century.
Amidst rapid global changes, knowledge and skills have emerged
as essential elements for human development. The quality of education
hinges on the competence of teachers, who play a central role in the
educational process. Positioned as catalysts for change, teachers are
expected to act as conservators ensuring continuity and social
transformers driving individual and national progress. The National
Policy on Education (1986) underscores the need for a highly educated
and motivated manpower to address challenges in modernization and
globalization.
In the pursuit of national progress, the education system must
produce citizens equipped with global perspectives. The universal
currency of quality holds paramount significance in education. The
effectiveness of educational efforts relies on the competence of teachers;
thus, investing in quality teacher education is imperative for the
enhancement of teaching and learning.
Teacher education serves as the core of all educational disciplines,
shaping prospective teachers. Teachers, considered the backbone of the
education system, hold the key to transmitting knowledge, skills, and
values. It is crucial to recruit capable individuals into the teaching
| 517
profession, providing them with high-quality pre-service teacher
education and opportunities for continuous development.
Recognizing the influence of teachers on education, the Education
Commission of India (1964-66) asserts, "No system can rise above the
status of its teacher." This sentiment aligns with the Delors report (1996),
emphasizing the indispensable link between teacher quality and overall
education and learning outcomes. In light of these considerations, this
study aims to explore the challenges in teacher education and underscore
the skills and qualities necessary for teachers to navigate the demands of
globalization.
GLOBALIZATION AND IMPACT OF TEACHER EDUCATION:

Globalization is the process of integrating nation-states by eliminating
restrictions on the movement of material and financial resources, labor,
technology, knowledge, and ideas. It involves outward-oriented policies
aimed at benefiting all countries globally, fostering economic growth,
prosperity, and democratic freedom. This interconnectedness spans
economic, political, and cultural systems worldwide, promoting closer
contact, personal exchange, mutual understanding, and the creation of a
global civilization.
Education, a crucial sector in any economy, is not immune to the
implications of globalization. The goal of education is overall
development, enlightenment of the mind, broadening vision, and
character-building for the benefit of individuals, society, and the nation.
Like other professions, globalization is impacting teacher education,
necessitating a paradigm shift. The teacher's role becomes pivotal in this
globalized environment, requiring them to think globally and act locally
in education matters.
Teacher education must adapt to the changing role of teachers,
emphasizing constant upgrading and modernization of knowledge and
skills. The content and methodology of teacher education need reform to
incorporate various skills, qualities, and competencies, ensuring the
preparation of ideal teachers. The ideal teacher in a globalized world
must be an expert in a subject area and adept in using Information
Technology in teaching-learning situations.
518 |
As education undergoes constant changes due to
internationalization and technological advancements, teacher education
should reflect this global outlook. The internationalization of higher
education aligns with changes in the international system, calling for
reforms in the aims of teacher education to equip young teachers to cope
effectively with global challenges.
Quality and excellence are paramount in the new millennium,
emphasizing the selection of the best human material and providing them
with the highest quality education. Quality teacher education is crucial,
focusing on competent teachers, an ideal student-teacher ratio, and
adequate infrastructure. In India, despite significant expansion in higher
education, the quality has deteriorated, requiring a renewed emphasis on
professional preparation for teacher educators.
Maintaining quality in teacher performance depends on the
professional competencies of teacher educators. Teacher education in the
age of globalization needs to be innovative and future-oriented to meet
evolving societal demands. Emphasis should be on building confidence
through competence, interlinking theory and application, and fostering
multi-skills among teachers, enabling them to use technology in teaching-
learning processes and participate in creating new knowledge. Effective
teacher education should prepare new teachers for the complex and
demanding role of accomplished teaching, encompassing subject matter
mastery and effective teaching strategies for diverse students.
Strategies for Quality Assurance in Teacher Education:
• Addressing Challenges and Fostering Excellence
In the landscape of education, particularly in teacher education, ensuring
quality is paramount to meet the demands of a rapidly evolving global
environment. As private institutions increasingly participate in this
domain, the need for robust quality assurance strategies becomes
imperative. Quality in education is often described in terms of expense,
goodness, beauty, truth, idealness, and, rarely, status and positional
advantage.
• Attracting Talent
One of the foremost challenges is attracting talented individuals to the
teaching profession. Currently, there is a scarcity of merit holders opting
| 519
for teaching careers. It is crucial to appeal to self-motivated and inspired
individuals who possess the qualities necessary for effective teaching.
• Research in Teacher Education
The expanding scope of teacher education calls for extensive research
and studies. This research should envision the role of teacher education in
the context of globalization. Addressing policy issues, curriculum
development, evaluation systems, and incorporating technological
advancements are vital components of research in this field.
• Adaptability
Teachers must be adaptable to the socio-economic and cultural diversities
of students, preparing them to compete at the international level.
Flexibility and cultural awareness are essential qualities to succeed in the
global sphere.
• Use of Integrated Technology
Incorporating technology into teaching practices is a growing challenge.
Establishing effective strategies to develop teachers' skills in using
technology as an instructional tool is imperative for enhancing the
learning experience.
• Technology and Competency-Based Curriculum
The introduction of Information and Communication Technology (ICT)
in teacher education is crucial. A competency-based curriculum,
emphasizing the application of knowledge through observable tasks,
should guide teacher training programs.
• Professionalism
Elevating the education standard necessitates teachers with a global
perspective, well-prepared, provided with ongoing professional
development, and appropriate support. Professionalism is key to
achieving excellence in education.
• Improvement in the Quality of Course Content
Revamping the teacher education curriculum to align with current needs
is essential. Emphasizing practical activities, innovative teaching
methods, and integrating various skills, competencies, and abilities are
crucial for effective teacher training.
520 |
• Infrastructural Facilities
Teacher education institutions must provide infrastructure of international
standards. This includes well-equipped buildings, classrooms,
laboratories, and other facilities necessary for a conducive learning
environment.
• Admission Modalities
Admission processes should be based on merit, either through marks
obtained in qualifying examinations or entrance examinations conducted
by universities or state governments. Ensuring transparency and fairness
in the selection process is critical.
• Organization of Effective Student Support Services
Developing effective student support services is essential to cater to the
diverse needs of students. Providing counseling, mentorship, and
guidance contributes to a holistic learning experience.
• Provision of Educational Administration
Efficient educational administration is pivotal to achieving educational
goals. Effective administrative practices ensure the smooth functioning of
teacher education programs.
• Restructuring the Teacher Education Programme
Categorizing teacher education into pre-primary, primary, secondary, and
higher stages allows for tailored programs that meet the specific
requirements of each stage. Continuity and flexibility in curriculum
design are crucial considerations.
• Selection of Candidates for Teacher Education
Selecting candidates based on academic qualifications, written tests, and
interviews is vital. Assessing teaching aptitudes, knowledge of child
psychology, and reasoning power ensures the selection of competent
individuals committed to the teaching profession.
• Incorporation of Information Technology in Teacher Education
Embracing e-education and integrating ICT into teacher education
programs is imperative. Developing techno-pedagogical skills among
trainees ensures proficiency in using technology for interactive and
effective teaching-learning methods.
• Value-Orientation to Teacher Education
| 521
Reorienting teacher education to incorporate values is crucial. A value-
oriented system prepares teachers to respond to emerging societal needs
and instills ethical values in education.
• Reorganization of Curriculum
Quality teacher education demands a relevant, interdisciplinary, and up-
to-date curriculum. Stressing practical activities, innovative teaching
methods, and incorporating art, health, and physical education contribute
to a comprehensive learning experience.
• Improvement in Evaluation System
A uniform, comprehensive, and participative evaluation system is
essential for assessing teacher trainees effectively. Incorporating multiple
criteria and tools ensures a balanced evaluation that provides timely
feedback for performance improvement.
• In-Service Education of Teachers
In-service programs play a pivotal role in keeping teachers up-to-date
with advancements in knowledge and teaching skills. Offering periodic
refresher courses, professional enrichment, and orientation in emerging
areas ensures teachers can effectively meet new challenges.
• Standard of Teacher Education Institutes
Regulatory bodies like NCTE, UGC, and NAAC establish quality
affiliation norms and supervisory standards for teacher education
institutions. Ensuring adherence to these norms is essential to maintain
and elevate the standards of teacher education.
SUGGESTION FOR QUALITY MAINTENANCE:
There should be a unified system of teacher education in the
country,
There should be a regulatory body which must be autonomous
and non discriminatory in nature.
There should be gender equity in teacher education
There should be continuous in-service programmes for the
teachers in order to make the teachers in order to make the
teachers cope with the latest development.
The curriculum of teacher education should be prepared by
NCTE for all institutions with inbuilt flexibility suiting to the
regional requirements.
522 |
There should be intensive and extensive practice teaching
programs in the schools.
There should be uniform pattern of evaluative procedure for
the country.
Computer literacy should be made compulsory for teacher
educators and trainees.
Various academic programmes should be organized for teacher
education.
The teacher educators should use the recent teaching
methodology.
Personality development and body language training
programmes should be given to the student teachers.
Teacher education should be vocationalized.
Greater emphasis should be given on research.
The teacher should be trained to use the technology.
Teachers have to face the new features like accountability,
performance appraisal, evaluation of teachers by the students
etc.
Teacher should have up to date knowledge, new methods, and
techniques. The duty of the teacher is to work for the
betterment of the society.
CONCLUSION:
Education is instrumental in addressing global challenges and
maintaining peace. The rapid development of science and technology has
led to inevitable global challenges, necessitating high-quality human
resources. The key to ensuring education quality lies in the competence
of teachers. Swami Vivekananda highlighted the importance of a
teacher's character and purity of heart. A true teacher connects with
students on a deep level, understanding through their eyes and ears.
Teacher education faces challenges, requiring teachers to acquire
professional competencies, commitment, and empowerment. The
International Commission on Education for the 21st Century stresses the
need to rethink teacher education, emphasizing qualities that facilitate a
fresh teaching approach. In the era of knowledge explosion, teachers
must continually learn, staying updated on trends, ideas, and practices to
| 523
effectively meet the advanced intellect and curiosity of modern students.
Rabindranath Tagore's words emphasize the perpetual learning journey
for teachers. Teacher education should be tailored to equip teachers for
21st-century challenges, ensuring they are skilled, qualified, and
competent.
REFERENCE:
Bhalerao, P., Kasture, B. (2012). Globalization and Teacher Education.
An International peer reviewed, Scholarly Research Journal for
Interdisciplinary studies.
Chaurasia, G., Roy Choudhury, N. (Eds). (2006). Teacher Education for
Twenty First. Century Bhopal: Council for Teacher Education.
Devecioglu, Y. Kurt, I. (2013). Educating Teachers for the Global World.
International Journal of Humanities and Social Science Vol, 3.N019.
Gandhe, S. K. (2005). Globalizing Education – perception and
processes. Behar, S. C.: (Ed.).Pune Indian Institute of Education.
Kaur, S. (Oct 2010). Edutracks. Hyderabad: Neelkamal Publications Pvt.
Ltd.
Misra, S. &Bajpai, A. (2011).Implication of Globalization on Education.
Retrieved on December 15, from http://ssrn.com/abstract=1800740.
Pratham, R. (2006). ASER 2005 - Annual Status of Education Report.,
Pratham, New Delhi, February 2006.
Pratham, R. (2007). ASER 2006-Annual Status of Education Report.,
Pratham, New Delhi, January 2007.
Singh, M. S. (Ed.) (2007). Challenges in Teacher Education. New
Delhi: Adhyayan Publishers & Distributors.
Vartak, L. R. (2004). Role of teacher education in the context of LPG.
24th Annual Conference on challenges of 21st century. Nashik:
Y.C.M.O.U.
524 |
Women issues in the 19th century India
Abinash Sengupta
Assistant Professor, Department of History,
Kharagpur College
Abstract: Historical investigation of women’s position reveals that

women have always enjoyed little freedom in patriarchal social systems
and are considered as second gender in the society. Gender has been
central to India’s experience of colonialism. A historical observation of
the attempt to change the social position and status of Indian women in
the 19th century reveals the influence of many reactionary ideas along
with progressive forces. The 19th century witnessed the defining of the
position of women in Indian society. The intention of British was to
highlight the plight and depressing condition of women to justify their
rule in India. Through the reform movements the colonialists aimed to
civilize Indians by criticizing Indian traditions. The women’s question
was a struggle between the colonial state and the traditional India society.
Reformers tried to eradicate the bad customs with the help of colonialists
and an orthodox group of people always protest against the reforms
activities. Women’s freedom and emancipation were arranged within the
patriarchal society. Women were a symbol of purity and the nationalist
perceived Indian women as greatest means of preserving Indian heritage
and cultural identity.
Key words: Reformer, Colonialist, Women, Tradition, India.
Since 18th century, Indians have developed an interrelationship with the

colonial rulers to change the attitudes towards women. In the early 19th
century it took a much clearer shape through several reform movements.
The colonialists aimed to civilize them by criticizing Indian traditions.
However, there was much debate over how the project would be
implemented. The women’s question was a struggle between the colonial
state and the traditions of the defeated people of the country. Nationalism
is not just a political struggle for power, it is associated with the political
independence of the country or nation and is associated with virtually
every aspect of material and spiritual life.Throughout the 19th century,
| 525
Indian social reformers and newly established organizations made efforts
for legal measures and set up educational programmes to remove the
evils. One of the straight consequences of British rule in India was
possibly the emergence of social reform movements in the nineteenth
century which were spearheaded by a freshly evolved, colonised middle
class.1 At this time, Indian reformers were in touch with the European
idea of liberty and equality through the English education and this ideas
extended to the women’s question and converted into a social
movement.2
Partha Chatterjee believes that India's nationalist ideology was
based on two conflicting ideas, which were material and spiritual. The
19th century nationalists believed that imitation of the West in all
respects was not only unnecessary but also undesirable because the East
was superior to the West in the spiritual world.3 In material life the West
may be accepted but in spiritual terms it will preserve its own Eastern
culture. This material and spiritual ideas can again be divided into inner
and outer world and practically it was indoor and outdoor. As a result,
SanatanDharma was protected in the 19th century by the protection of
privacyof house to keep the patriarchal system alive. Indians never
allowed colonialist to enter in the inner space that was the native's very
own and woman was a necessary part of this "inside".4
Women were supposed to preserve indigenous culture, purity and
rituals. A tendency to show the Hindu women as an ideal of morality is
observed, and she is held up as one of the ideals of preserving indigenous
culture by keeping her confined to the home and free from all Western
influences. HimaniBannerji felt that the Bengali nationalists did not fully
succeed in doing this. They partially accepted civil society and engaged
in a type of politics that Gramsci called transformism, and which
provided a passive movement. But they had a political achievement of
their own in creating moral and cultural orders, which shaped and
regulated their personal lives and asserted themselves against submission
to colonial modernity and claimed cultural supremacy, albeit limited at
home.5
The European peoples had many mysteries about Indian culture
and religious practices. To characterize the country's heritage as barbaric
526 |
and depraved, colonial critics cited a long list of atrocities committed by
men against Indian women.7 The colonialists felt that India's position was
lower than the higher civilizations of the world because of the miserable
condition of its women.8 A central element in the ideological justification
of British rule in India was anarchy, lawlessness and a degraded native
social order. They treated it as a civilizing mission. The condemnation
and criticism of many of our traditional customs like child marriage, sati,
the rejection of education to women, were felt to be disgraceful for our
society and it pointed out by the colonialists very correctly. The first
generations of the reformers were anxious to remove those traditional
systems. ‘’Very few reformers had gone beyond the need to copy the
west, and initiate to address some of the other instruments that were used
to dominate and oppress women.’’9
Utilitarian like James Mill believed that Indian women were
oppressed by religion and men and women's position is rooted in religion.
He wrote that women’s were not considered worthy of freedom in Indian
society.10 In a male dominated society, women were forced to follow the
rules and male society maintained its dominance regarding the traditional
practices like child marriage, caste system, illiteracy, widowhood etc. 11
As a result, any issue of women’s emancipation was a challenge to a
male-dominated society and a cause for the destruction of social peace,
such as the practice of sati-immolation.12 Indian reformers also wanted to
strengthen the position of women by abandoning various bad practices
like Sati, child marriage etc. In the nineteenth century, all the
intellectuals, social reformers, administrators, writers were aware of the
importance of changing the status of women andvarious efforts were
made to strengthen the position of India women. “A variety of social
cultural, politico-economical revolutionary changes were brought about
by the British.”13 But neither the colonists nor the Indian reformers had
the means to go outside the religious traditions. Women's willingness and
unwillingness did not get any value there.14
When the British arrived in India, the practice of sati-immolation was one
of the parts of the Hindu society and culture of India. According to the
European tourists, this practice was the ultimate cruel treatment of the
society towards the women. Colonial ruler abolished the practice of
| 527
Sati.Feminist historian Lata Mani has shown in her research that it was
the colonial discourse or precept that accepted the authority of the
Brahmanical religious texts and was subservient to all Hindu texts. That
system was banned as there were no instructions found in the texts in
favor of sati-daha. According to Lata Mani, British feared a public outcry
in abolishing it. On the one hand, they want to abolish it, on the other
hand, they were very reluctant to raise their noses in the native society.
Many contemporary sources reveals that, it was also a motive to get the
property of the widow by the relatives of the sati.15 Very consciously
Hindus called it religious because people will follow religious
instructions without hesitation.
Ram Mohan Roy's first book on sati was published in 1818 and he
wrote many important essays on Sati between 1818 and 1832. Ram
Mohan believed that forcing a widow to be thrown on the funeral pyre
was anti-scriptural. However, according toLata Mani, Ram Mohan did
not give as much importance to the brutal burning of sati as he give to the
scripture in his writings for the abolishing of Sati.16 Actually, as an
argument, Ram Mohan considered the explanation of scriptures more
reasonable than the humanitarian appeal to the orthodox native society.
However, some of Ram Mohan’s early writings were voiced
humanitarian pleas and expressions for improving the status and dignity
of oppressed Indian women.17 Like Ram Mohan many nationalists
supported the abolition of sati-immolation such as Mrityunjay
Vidyalankar, who was a liberal reformer, opposed the burning of widows.
Rather, he opined on the dignified widowhood of high caste Hindu
women.18 But in these arguments, no importance was given to women as
individuals and women's views were not even taken into account in this
discussion. The main focus was on tradition, not to the women.
Widow marriage was one of the most important issue in the
women's liberation movement. The reformers arranged widow marriage
to relieve the suffering of widows in the family. Many Indian intellectuals
used the press and stage to campaign in its support. They cited the
validity of scriptures in favor of widow marriage. Vidyasagar played a
crucial role in this regard and his interest and efforts were equally active
in ideals and practical.19 Vidyasagar petitioned the government to legalize
528 |
thewidow remarriage. The early colonialists did not regard widow
marriage as seriously as sati and they left it up to native society.
Vidyasagar campaigned for the introduction of widow marriage, but
many other educated Bengalis like Bhudev Banerjee opposed it. In his
essays,'Samajik Prabandha', and ‘ParibarikPrabandha', Bhudev opposed
the widow remarriage. Many others followed Bhudev, but by introducing
the law in 1856, the government convinced the public that the law was
framed in accordance with the rules and regulations of the Shastras.
Bankim Chandra Chattopadhyay commented in his essay ‘Samya’
that widow marriage should be prevalent, but he could not accept it from
the point of view of mind as stated by Professor Tapan Roy Chowdhury.
His bold reaction to widow marriage was at odds with his rational mind.
His personality was multifaceted. Due to the complexity of his
personality, it can be said that there was a lack of continuity in his
mindset. He had a strict attitude towards the discrimination between men
and women till the publication of ‘Samya’. But the treatment of women
in Hindu society disturbed him.In this regard, he mentioned the doctrine
of equality and insulted the countrymen. He also criticized
Dharmashashtras and raised the question that, ‘if this is Dharmashashtra,
then what is non-Dharmashashtra?20
Bhudev Mukhopadhyay was a supporter of child marriage.
Bhudev said that child marriage is not an integral part of Hinduism, and
not applicable in all cases, but it is essential for India's agrarian society.21
As an orthodox Hindu Bengali, he wanted to confine the girls to the
native traditions for preserving the dignity of the house.Historian Dipesh
Chakraborty talks about the concept of Lakshmi and A-Lakshmi where
Lakshmi is the symbol of power and opulence and A-Lakshmi is treated
as opposite of it. It was also believed that if the girls did not do the
housework properly or if they did not follow the family rituals properly,
the family would be destroyed, even girls thought so.22 In traditional
Hinduism, women's education was considered dangerous and immoral.
There was even a superstition among women that education would bring
widowhood in her life.23 It was believed that women's education will
bring them out of the home and for that reasons a paid attendant was
deployed at that place. As a result, in the middle of the 19th century,
| 529
Bengali families did not able to educate the girls properly. As a result no
girls were able to search a job for her and had to depend on her
guardian.24 In the late 19th century, the Ladies' Missionary Society
recruited British missionary women to educate Indian women and
Missionary women came forward to educate the women confined in the
Zenana.25
Keshab Chandra Sen thought and tried best for the betterment of
women. He emphasized on the necessity of women education and
planned to set up an institution to eliminate their suffering. Keshab Sen
was a strong critic of child marriage and polygamy. In 1862, he formed
the Brahmo-Bandhu Sabha for the advancement of women, when women
did not have the opportunity to socialize in male society and only a few
upper class women had the opportunity to take education. Sen wrote that
if women are educated, they will understand the value of truth, religion
and science. As a result, India will be truly restructured.26
From the mid-nineteenth century, various periodicals and books
began to be written in favor of women's freedom and women's
education.Social scientist Partha Chatterjee has argued that one of the
most important reasons for the growing demand for women's education in
the nineteenth century was the educational literature and availability of
Bengali sources that suitable to educate women in Bengal.27 Many
institutions were established in Bengal during this time for the purpose of
women emancipation. For example, Bamabodhini Sabha was established
in 1863 under the leadership of Umesh Chandra Dutta and Vijay Krishna
Goswami of BrahmoSamaj. 28 By the end of the 19th century, Bengali
had started to publish many magazines that featured women-centric
issues.
Indians did not want toenter modern western consciousness in their
society. Because old values, patterns of caste discrimination were
collapsing one by one under the influence of Western ideas. They wanted
to maintain the old religious practices, the influence of Brahmanical
religion. As a result, the position of women was subordinate. Various
social practices and religious traditions have always degraded women and
forced them to be subordinate to men in all matters. So women were not
aware of their freedom due to illiteracy, ignorance and economic
530 |
subjugation. The colonial rulers, representatives of progressive Indians,
thought enough to emancipate Indian women, but they could not
completely oppose the anti-reformers. Women had to adhere to the
boundary line between home and outside while participating in the mass
movement. Efforts to improve the status of women were also so weak till
the middle of the 20th century.
References:
1. Guha, A. (2016). The ‘Masculine’ Female: The Rise of Women
Doctors in Colonial India, c. 1870- 1940.Social Scientist, 44(6), 49.
2. Pande, R.(2018) The History of Feminism and Doing Gender in
India. EstudosFeministas, 26(3) 1-17
3. Chatterjee, P.(1989) Colonialism, Nationalism, and Colonialized
Women: The Contest in India. American Ethnologist, 16(4), 623-
625
4. Ibid., 623-625
5. Bannerji, H. (2000) Projects of Hegemony: Towards a Critique of
Subaltern Studies Resolution of the Women’s Question.Economic
and Political Weekly, 35(11), 910
6. Said, E. (1979)Orientalism. New York: Vintage Books, 1979, 78
7. Chatterjee, P. (1989) Colonialism, Nationalism, and Colonialized
Women: The Contest in India. American Ethnologist, 16(4), 622
8. Chakrabarty, D. (1993)The Difference: Deferral of (A) Colonial
Modernity: Public Debates on Domesticity in British
Bengal.History Work Shop, Oxford Journal, Colonial and Post-
Colonial History (Autumn) 36,54
9. Mazumdar, V. (2009). Emergence of the women’s question in
India and the role of women’s studies. Centre for Women's
Development Studies,1https://www.cwds.ac.in › uploads › 2016/09)
10. Chatterjee, P. (1989): 622-623
11. Sangari, K and Vaid, S. (ed). (1989)Recasting Women: Essays in
Indian Colonial History.New Delhi: Kali for Women, 118
| 531
12. Mani, L. (1987) Contentious Tradition, The Debate on Sati in
Colonial India.Cultural Critique, The Nature and Context of
Minority Discourse II (Autumn) 7, 2
13. Sharma, P. (1980). Status of Women in India: An Annotated
bibliography. A Dissertation. Aligarh:AligarhMuslim University.
(https://core.ac.uk/download/pdf/144520591.pdf)
14. Banerjee, S. (2006). Palashi to Partition, New Delhi: Orient
Longman, 2006, 190
15. Mani, L. (1987):125
16. Ibid: 136
17. Sarkar, S. (2000). Orientalism revisited: Saidian Frameworks in the
Writing of modern Indian history, In Chaturvedi, V (Ed.)Mapping
Subaltern studies and the Post-Colonial(P.248). New York: Verso.
18. Bagchi, J. (1993).Socialising the Girl Child in Colonial Bengal.
EPW, (28) 41, 214
19. Tripathi, A. (1998). Vidyasagar: The Traditional Modernizer.
Calcutta: Punascha, 85
20. Roy Chowdhury, T. (1995).Europe Punardarshan. Kolkata:
Ananda, 131
21. Roy Chowdhury, T. (1995), 131
22. Chakrabarty, D. (1993), 61
23. Forbes, G. (1996).The New Cambridge History of India, IV-2,
Women in Modem India. London: Cambridge,33
24. Borthwick, M. (1984). The Changing Role of Women in Bengal:
1849-1905. Princeton: Princeton University Press, 61
25. Forbes, G. (1986).In Search of the Pure Heathen' Missionary
Women in Nineteenth Century India.EPW, (21) 17, 2
26. Sen, K. (2004) Lessons in Self-Fashioning: BamabodhiniPatrika
and the Education of Women in Colonial Bengal. Victorian
Periodicals Review, (37) 2, 177-178
27. Chatterjee, P. (1989). The Nationalist Resolution of the Women's
Question, InSangari, K andVaid, S (Ed.), Recasting Women:
532 |
Essays in Indian Colonial History(P.245). New Delhi: Kali for
Women
28. Sen, K. (2004). Lessons in Self-Fashioning: BamabodhiniPatrika
and the Education of Women in Colonial Bengal, Victorian
Periodicals Review. (37)2, 177
| 533
IMPACT OF COVID-19 ON EDUCATION
SYSTEM-EVIDENCE FROM A SURVEY ON
UNDERGRADUATE AND POST GRADUATE
STUDENTS IN KOLKATA
Sourav Das
Assistant Professor, Department of Geography,
Asutosh College, Kolkata
1. ABSTRACT: The spread of pandemic COVID-19 has drastically

disrupted every aspect of human life including education. In many
educational institutions around the world, campuses are closed and
teaching-learning has moved online.In order to understand the impact of
the COVID-19 pandemic on higher education 177 students of different
colleges and universities in Kolkata, West Bengal has been surveyed
using structured questionnaire based survey schedule in online mode to
recover the causal impact of the pandemic on students' current and
expected outcomes. Due to the pandemic, all school, colleges and
universities are declared to be closed. This is disrupting the whole
education system. Policy makers are facing many problems in making the
policy related to the education system. Teaching is taking place from
offline to online. During the lockdown period, around 70 percent of
learners wear involved in e-learning. Most of the learners were used
Android mobile for attending e-learning. Students have been facing
various problems related to depression anxiety, poor internet
connectivity, and unfavourable study environment in at home. Students
from remote areas and marginalized sections mainly face enormous
challenges for the study during this pandemic. The study suggests
targeted interventions to create a positive space for study among students
from the vulnerable section of society. Strategies are urgently needed to
build a resilient education system in the state that will ensure to develop
the skill for employability and the productivity of the young minds. Due
to this transformation in teaching methodology, students, teachers and
534 |
parents are facing many problems. The present paper addresses the
various consequences of the COVID-19 in education system.
2. KEYWORDS: Covid 19, Education System, Online Classes, E-
Learning, Online Tools, Social Media
3. INTRODUCTION:
The novel corona virus disease (covid-19) first appeared in Wuhan city
China in 2020. Spreading of covid 19, WHO declared It as ‘pandemic' on
March 2020. Most of the governments around the world have initiated by
imposing lockdown social physical distancing avoiding face to face
teaching learning and restrictions on immigration. UNESCO 2020 has
reported that around 320 million learners are affected in India. The first
covid-19 positive case has been reported in India Kerala on 30 January
2020 as of 18 June 2020 India has reported 160384 active cases.194324
recovered cases. And 12237 death cases. The shutdown of universities
has also affected the student’s learning in universities. In order to ensure
the continuity in institutes and universities, one immediate measure is
essential. To conduct the class smoothly, online teaching methodology is
adopted. Learning management software and open-source digital learning
solutions are adopted by the universities to run online classes. The
Government of India along with various state government have initiated
different strategies to control the spread of disease. The educational
institution due to the impact on education during the lockdown teachers
are instructed to teach online learning platforms. During this lock down
period the closing of educational institution hampered the education
system and the teaching learning process. The present study aims to
identify the learning status mode of learning and problems related to
study during the lockdown amongst the covid-19 pandemic.
4. THE STUDY AREA:
Kolkata is one of the most diverse cities based on the infrastructure. The
main study area covers in Kolkata. The Kolkata district having the
latitudes and longitudes of 22°33’ N and 88°20’E respectively. Kolkata is
a city of intellectuals, there have nine universities and most of the
colleges in Kolkata are affiliated to the university of Calcutta which
| 535
wasestablished in the year 1857, and other important universities are
Jadavpur University, Rabindra Bharati University, presidency University
etc.
5. OBJECTIVES:
The main objective is to find out the perception of undergraduate and
post graduate students on the impact of covid-19 pandemic. The specific
objectives are: -
1. To find out if online education is the alternative measures for
conventional class teaching and learning for future appearances on any
pandemic.
2. To find out impact of covid 19 pandemic on the undergraduate and
post graduates’ students of Kolkata.
3. How the positive impact helpful to student, parents and teachers in the
scenario of the online education.
4. How to reduce the negative impact of COVID-19 on students for their
smooth education.
6. RESEARCH METHODOLOGY:
In this research paper the data for the present study is collected mainly
through primary sourcesbased on online survey using properly
formulated google form send to various students across Kolkata through
whatsapp and email andhave collected 178 responsesfrom the students
mainly studied undergraduate and post graduate studies in different
colleges and universities in Kolkata(West Bengal) and analysed using
descriptive statistics method and interpreted to come to the conclusion.
7. LITERATURE REVIEW:
Covid-19 responsive teaching of undergraduate architecture programs in
India. Learnings for post pandemic education, Varma, A and Jafri, SM.
(2020) this paper focus on online teaching learning of architecture
program in pandemic situation. How the students dealing with the
situation, the online review of education. Perception of undergraduate
students on the impact of covid-19 pandemic on higher institution
development in federal capital territory Abuja, Nigeria, Jegede D. (2020)
according to this paper he selects the study by survey type prepared a
questionnaire into two parts a and b. He discussed the demography the
online data collect. Hamadan H. S, Modal Lal A. H Tanasha M, Mansour
536 |
H A, (2021) this research paper talks about students’ mental health
anxiety, depression in the pandemic situation. Chouhan P, Das P, Barman
B, Mallick R, Zaveri A, shah J, Roy A, Paul P, Kapadia N, (2020) these
paper focus on impact on the learning status during pandemic situation.
They prepared a questionnaire and discussed about which part of students
suffers most. They said from remote areas and marginalized sections
mainly faced the major problem during pandemic situation. Covid-19
pandemic – A review and assessing higher education institution
undergraduate students’ mental health, James S, Pang P TN, Kasim M A
M (2020) according to this paper undergraduate students are face mental
health symptoms point, psychological and social factors, impatient and
outpatient psychiatric settings.
Raju (2020) argued that there is a need to adopt innovative teaching
for continuing education and to overcome mental stress and anxieties
during the Lockdown. The outbreak of Covid-19 results in the digital
revolution in the higher education system through online lectures,
teleconferencing, digital open books. Online examination and interaction
at virtual environments. Copeland W.E (2021) discussed that students are
much worried about the final semester examination. If the examination is
to be taken in offline mode, then it will be creating a fear in the minds of
students as there are accustomed with the online mode of examination.
The findings show that the pandemic affected the mental health of the
entire sample and self-reports showed students of Colour in particular
were disproportionately affected by financial stressors.Kapadia. N .et all
(2020) said during lockdown period, around 70 percent of learners were
involved in e-learning. Most of the learners were used Android mobile
for attending e-learning. Students have been facing various problems
related to depression anxiety, poor internet connection, and un favourable
study environment at home. Students from remote areas and marginalized
sections mainly face enormous challenges for the study during this
pandemic which created a mental stress among them. Sai Karthik. J et all
(2020) said pandemic is increasing demand for mental health services.
Bereavement isolation, loss of income and fear are triggering mental
health conditions or exacerbating existing ones. Many people may be
facing increased levels of alcohol and drug use, insomnia and anxiety.
| 537
Meanwhile, covid-19 itself can lead to neurological and mental
complications. Such as delirium agitation and stroke, people with pre-
existing mental, neurological or substance use disorders are also more
vulnerable to SARS-COV-2 infection they may stand a higher risk of
severe outcomes and even it effects on education.
8. RESULTS AND DISCUSSION:
The profile of the study participants of 178 students, almost two thirds of
them were aged below 22 years with a median age of 21 years. The
number of male and female students was not equal in the sample. It is
evidence that 84.18 percent female and 15.8 percent male responded the
survey. The majority of them were affiliated to the Hindu religion. Most
of the students wear from the arts academy background.
From online survey it is evident that 53.37 percent students use
Google meet, 37.08 percent students are using Webex, 4.49 percent
students are using Google classroom, 2.81 percentstudents are used Cisco
meeting, 1.12 percent students are used zoom devices for study. Finally,
it can be concluded that student prefer Google meet, WebEx meeting
over zoom. Cisco meeting as the mode of study device.
From online survey it is evident that 84.8% female and 15.82%
male responded the survey. The number of male and female students was
not equal in the sample. Among the surveyed students, most of the
respondent’s 90.68 percent used Android mobile for attending e-Learning
and another 9.32% of students used their laptops for classes.
From online survey it is evident that most of the respondents, 47.
19 percentwere faced technical issues, out of 177, 78 students reported
that their economic condition will be affected by the covid-19 pandemic
and 47 students reported that low family income was impact on their
education. Out of 177, 120 students are not agreed for this suicidal
tendency. And 51 students are agreed for the suicidal tendency caused by
extra expenditure.
In this lockdown period it was reported that learners were mostly
suffering from stress depression and anxiety. The students were also
facing the problems related to poor Internet connection at home. Also,
students (60.67percent) were faced helplessness and hopelessness. Out of
177, most of the respondents(46.07percent) were prefer for online mode
538 |
classes and 25.84 percent responding were not preferred for online mode
classes.
In this locked down period it was reported that learners were
mostly suffering from stress depression and anxiety. The students were
also facing the problems related to poor Internet connection at home.
Also, students (60.67percent) were faced helplessness and hopelessness.
In this lockdown period, it was reported that learners were mostly
suffering from stress, depression, and anxiety (42 percent). The students
were also facing problems related to poor internet connectivity (32.4
percent), followed by the absence of a favourable environment to study at
home (12.6 percent). Students residing in rural and remote areas may face
poor internet connectivity. Moreover, poor economic conditions might be
a reason for the unfavourable environment and lack of separate room for
their study.It should be mentioned that the online learning process is
often discriminatory. Our study also found that many students face
enormous challenges in e-learning and a substantial proportion of
students could not attend online classes. Students from remote areas and
marginalized sections mainly denied online learning due to the lack of
electricity and poor internet connectivity. Poverty further exacerbates the
problem of the digital learning process in this unwanted crisis period.
Among the surveyed students who were attending online classes
120, only 26 (14.1 percent) students were attending online classes daily,
while 54 percent of them were attending online classes less than 3 days
per week. Most of the respondents (85.8 percent) used android mobile for
attending e-learning and another 14.2 percent of students used their
laptops or computer for e-learning purposes. Although 73.7 percent of
students used their android mobile for e-learning and 5.3 percent of
students hired gadgets from family members to attend classes at the time
of their learning. Fewer (0.9 percent) students had enriched the subjective
knowledge by hiring e-learning gadgets from neighbours. The initiation
or conducting digital teaching by teachers using various digital platforms
during this lockdown period due to COVID-19 indicates the continuation
of the teaching-learning process in this critical situation. University Grant
Commission (UGC) and the Higher Education Department of West
Bengal instructed to the academic institutions to continue the teaching
| 539
learning process through digital platforms. In such a situation, teachers
are informing their students to participate in digital classes. In the present
study, about 13.4 percent of students reported that their home tutors
contacted them for digital learning. Another 15.5 percent of students are
interested to involve in digital learning by a conversation with their
friends. It is also reported that most of the learners (73.7 percent) were
not involved in any digital platforms for the study before the COVID-19
outbreak.
Positive impact on education system: Though the outbreak of COVID-
19 has created many negative impacts on education, educational
institutions of India have accepted the challenges and trying their best to
provide seamless support services to the students during the pandemic.
Indian education system got the opportunity for transformation from
traditional system to a new era. The following points may be considered
as the positive impacts.
Develop the use of soft copy of learning material- In lockdown
situation, students were not able to collect the hard copies of study
materials and hence most of the students used soft copy materials for
reference.
Improvement in collaborative work- There is a new opportunity
where collaborative teaching and learning can take on new forms.
Rise in online meetings- The pandemic has created a massive rise
in teleconferencing, virtual meetings, webinars and e-conferencing
opportunities.
Enhanced digital literacy- The pandemic situation induced people
to learn and use digital technology and resulted in increasing the digital
literacy.
Improved the use of electronic media for sharing information-
Learning materials are shared among the students easily and the related
queries are resolved through e-mail, SMS, phone calls and using different
social medias like WhatsApp or Facebook.
Worldwide exposure- Educators and learners are getting
opportunities to interact with peers from around the world. Learners
adapted to an international community.
540 |
Better time management- Students are able to manage their time
more efficiently in online education during pandemics.
Demand for Open and Distance Learning- During the pandemic
situation, most of the students preferred Open and Distance Learning
mode as it encourages self- learning providing opportunities to learn from
diverse resources and customized learning as per their needs.
Negative impact on education system: Indian education system has
suffered a lot due to the outbreak of COVID-19. It has created many
negative impacts on education and some of them are as pointed below:
Educational activity hampered- Schools are closed and classes
have been suspended. Different boards have already postponed the annual
examinations and entrance tests across India.
Unpreparedness of teachers and students - Teachers and students
are unprepared for online education; they were not ready for this sudden
transition from face-to-face learning to online learning.
Parents’ role- In urban area some educated parents are able to
guide but some may not have the adequate level of education needed to
teach children in the house.
Digital gadgets: Especially in rural area many students have
limited or no internet access and many students may not be able to afford
computer, laptop or supporting mobile phones in their homes, online
teaching-learning may create a digital divide among students. The
lockdown has hit the poor students very hard in India as most of them are
unable to explore online learning according to various reports.
Create Difference: This online teaching-learning method creates a
big gap between rich vs poor and urban vs rural students.
Unprepared teachers/students for online education- Not all
teachers/students are good at it or at least not all of them were ready for
this sudden transition from face-to-face learning to online learning. Most
of the teachers are just conducting lectures on video platforms such as
Zoom; Google meet etc. which may not be real online learning without
any dedicated online learning platform.
| 541
9. OBSERVATION AND FINDINGS:
a. Online classes constitute a new form of teaching and also represent
a learning curve of teachers.
b. Students reported the suicidal tendency for economical problem
during the pandemic.
c. Study reveals that out of 178 respondents 83.71percent respondents
missed the usual class activities of offline mode like excursion, field
work, study trip, laboratory exposure.
d. According the survey, respondents faced difficult to communicate
with teachers without maintaining eye contact and physical presence of
them.
e. In this lockdown period, most learners suffering from stress,
depression, anxiety,poor internet connection, helplessness, hopelessness.
In this online survey we find out students of undergraduate and post
graduate, facing technical problems.
10. SUGGESTIONS:
a. India should accept the Full technology for development of education.
b. The Govt should enact sound laws for private schools so that there will
be no exploitation with the teachers.
c. Internet is a fundamental right of citizen so it should be open for all
without any discrimination.
d. Government must invest more and more on education.
11. CONCLUSION:
COVID-19 has impacted immensely to the education sector of India.
Though it has created many challenges, various opportunities are also
evolved. To do this, the paper uses primary survey data collected via a
questionnaire from the students of various undergraduate and post
graduate colleges belonging to university of Calcutta. the students are
facing it is observed that out of 177 there 78 students reported the
economic problem during pandemic. 90.68 percent students do not have a
laptop or desktop to use for online classes. Online classes constitute a
new form of teaching and also represent a learning curve for teachers.
This pandemic has taught us that how to tackle the unwanted situation
that’s why education sector has been gaining a lot. The present study
assessed the learning status of undergraduate and postgraduate students
542 |
during this pandemic. Although a substantial proportion of students are
using digital platforms for learning, many of them face huge challenges
in online study. Our study has suggested the following recommendation
to the government, policymakers, and institutional authorities: There
should be made a uniform academic plan for the universities and colleges
and also initiate a proper Education Continuity Plan to continue the
learning process during this pandemic. The infrastructural facilities
should be availed to the education institutions which can regulate the
digital learning process during future health emergencies. There is a need
to ensure adequate funding for the improvement of the education system
and to provide capacity development training to the stakeholders of
higher education institutions. Interventions should be initiated through a
targeted approach to create a positive space for study among the students
from the vulnerable section of society. Finally, the vital multi-prolonged
strategies are urgently needed to build a resilient education system in the
state that will ensure to develop the skill for employability and the
productivity of the young minds.
12. REFERENCES:
Agargun MY, Kara H, Solmaz M. 1997. Sleep disturbances and suicidal
behaviour in patients with major depression. Journal of Clinical
Psychiatry 58:245–251.
Agarwal V, Gupta L, Davalbhakta S, Misra D, Agarwal V, Goel AJ.
2020. Undergraduate medical students in India are underprepared to be
the young taskforce against Covid-19 amid prevalent fears. MedRxiv
DOI 10.1101/2020.04.11.20061333.
Ahamed, Showkat and Ahamed, Naseer. (2021), “Impact of Covid 19 on
Education in India”, Kala: The Journal of Indian Art History Congress”
ISSN: 0975-79, Vol: 26, No: 2
Ahmed N, Khan A, Naveed HA, Moizuddin SM, Khan J. 2020b.
Concerns of undergraduate medical students towards an outbreak of
COVID-19. International Journal of Current Medical and Pharmaceutical
Research 6(3):5055–5062.
Majumdar P, Biswas A, Sahu S. 2020. COVID-19 pandemic and
lockdown: cause of sleep disruption, depression, somatic pain, and
| 543
increased screen exposure of office workers and students of India.
Chronobiology International 13:1–10 DOI
10.1080/07420528.2020.1786107.
Rahul, Mukesh (2021), “An Analysis of Covid 19 Impacts on Indian
Education System”, Educational Resurgence Journal, Vol-2, Issue-
5(ISSN 2581-9001)
Tarkar, Preeti (2020), “Impact of Covid 19 on Education System”,
International Journal of Advanced Science and Technology”, Vol: 29,
No: 9S, pp. 3812-3814
544 |
A JOURNEY TOWARDS FINDING OWN
LANGUAGE OF PROTEST : MICHAEL
MADHUSUDAN DUTT
Prama Bhattacharjee
Assistant Professor, Department of English
Netaji Satabarshiki Mahavidyalaya
Abstract: The Bengal Renaissance of the Nineteenth century was largely

an urban affair.It had a huge impact on the contemporary religious
practices, social customs and literature in Bengal. A new sense of
humanism, nationalism, individualism and a renewed approach to the
traditional literature and culture was on the rise. While Raja Rammohan
Roy brought in the first churning in the stagnant social scene of the
Nineteenth century Bengal, the most visible influence of the Renaissance
was on literature. But it remained within a small privileged minority,
creating a new class hierarchy in the process.Michael Madhusudan Dutt
(1824-1873), the bright young scholar of the Hindu College and an
enthusiastic second-generation member of the Young Bengal, was a
product of this Anglicist education who turned his attention eventually to
Bengali. The language once renounced for the sake of materialistic
benefit, fought back and claimed its proper place as the language of
resistance.This essay attempts to sketch his journey toward finding out
his own voice of protest against the colonial hegemony.
Keywords: Resistance, hegemony, colonialism, voice of protest,
Meghnad Badh kavya.
Bengal renaissance: the Nineteenth century awakenings

The Bengal Renaissance of the Nineteenth century was largely an urban
affair. Prof. Swapan Chakravorty had argued that it did not touch the
subalterns and women in general.The occurrence, nevertheless,had a big
impact on the contemporary religious practices, social customs and
literature in Bengal.
There can be several possibilities of the outcome of a close
encounter between two cultures in a context of colonial aggression. The
| 545
burden of colonial subservience may breed in some section of the
colonized a kind of compensatory self-satisfaction by glorifying the
powerful in all possible terms. On the other hand, the same sense of
inferiority may result in an exaggerated and disproportionate glorification
of their national heritage. At times these two trends are found side by
side. There may also be a third condition too, when the two cultures are
compared judiciously and an attempt is being made to take the best
elements from both. We can detect all these trends in the history of the
Nineteenth century Bengal, mostly in Calcutta and in its immediate
neighbourhood.
Looking from a convenient distance in time, all these reactions to
the British cultural aggression, in the least, show how preoccupied was
the colonized country with the apparently advanced culture being thrust
upon them. Bengal was not the same anymore. A new sense of
humanism, nationalism, individualism and a renewed approach to the
traditional literature and culture was on the rise. While Raja Rammohan
Roy brought in the first churning in the stagnant social scene of the
Nineteenth century Bengal, the most visible influence of the Renaissance
was on literature. It could be noted that the new Anglicist education,
which generated great enthusiasm, confined its reaches mostly within the
facilities of the city. And it remained within a small privileged minority,
creating a new class hierarchy in the process. Michael Madhusudan Dutt
(1824-1873), the bright young scholar of the Hindu College and an
enthusiastic second-generation member of the Young Bengal, was a
product of this Anglicist education whoturned his attention eventually to
Bengali.
The literary journey of an Anglophile
Dutt was born at a time when the urban elites of Bengal were gradually
awakening to the fact that the new language of administration henceforth
would be English, as Persian had lost its relevance with the switch of
administrative power from the Muslim rulers to the British. Rajnarain
Dutta, father of Madhusudan and a successful practitioner of law at the
Calcutta courts took a prudent decision to bring his family permanently to
Calcutta from a remote village in Jessore and get his son admitted in an
English medium school. Madhusudan enrolled in the Hindu College in
546 |
1837, six years after Henry Louise Vivian Derozio had resigned from the
institution, but his impact on the students, former as well as present, was
still fresh. Two years earlier, in 1835, Thomas Babington Macaulay had
issued his Minute on education. The question, whether English or one of
the South Asian languages should become the sanctioned medium of
instruction, was at the centre of that ongoing Orientalist-Anglicist
controversy. Macaulay put an end to it by vehemently arguing for English
in all the educational institutions as the primary medium of instruction.
He had a clearly chalked out plan for the future of these young men being
educated in these institutions. He promoted English higher education in
India in order to “form a class who may be interpreters between us and
the millions whom we govern; a class of persons, Indian in blood and
colour, but English in taste, in opinions, in morals and in intellect”.
Clinton B. Seely observed that “Michael Madhusudan Dutt
epitomized the perfect Macaulayan product, acculturated to English
tastes, notably in literature”. It was only to be expected that Dutt began
his literary career by writing in English. In the Hindu College he was a
strikingly ardent student of English literature, and his primary interest lay
with the works of the Romantic poets, especially Byron. Dutt began
writing English poems from his early days in the college, and a few
essays were also published. A few poems show the obvious impact of the
Romantics, and a sense of loyalty to his own country is found in some of
these poems.
Although Madhusudan was not explicitly patriotic in his writings,
the impact of Derozio, coloured with his romantic imagination and a
youthful spirit, gave his writings a flavour of national pride. In 1843 he
published a longer poem, King Porus, illustrating the familiar tale of the
bravery of an Indian king. He mourned the sad, vanquished state of the
country in its lost glory in the poem and the lack of brave heroes—“the
noble hearts that bled for freedom”.
The Captive Ladie : a literary epic in English
His next important literary work, “The Captive Ladie,"(1849) came in a
very different context. In the intervening years, he had embraced
Christianity which had resulted in an alienation from his family, Hindu
communities of Calcutta, and his friends. On top of that he had been
| 547
thrown out of the Hindu college which brought his academic career to a
halt. He enrolled into the Bishop’s College and faced racist antagonism.
He had suddenly relocated himself to Madras, a strange city for him with
even more hostilities coming from the Christian communities. He had
accepted jobs as teacher at Anglo-Indian schools and faced racial
discriminations in spite of having a Christian name. He had married
Rebecca McTavish, a woman of British origin against much antagonism
from the British communities there, and was going through financial
uncertainties. With all these experiences that left a bitter taste in his
mouth, the only constant factor in his mind was an ardent pursuit of the
European literature and an ambition to be ranked with the greatest British
poets.
The subtitle of “The Captive Ladie"was “An Indian Tale in two

cantos”. Dutt took as its subject the elopement of Prithviraja, the king of
the Delhi region, and the princess of Kanauj, who was the captive of the
first canto. He had used Indian material before in his poetry. But the
prominence given here to the South Asian thematic matter hinted at a
comparative change of priorities taking place in Dutt himself, from
aspiring to become a noted poet in English to that of devoting his creative
energies to writing in his South Asian mother tongue. He was by no
means turning his back on English literature, but he was looking more
favourably toward Bengali at this point in his life. In February of 1849,
prior to the publication of "Captive," Dutt wrote a letter to Gourdas
Bysack, his most trusted friend for life, requesting copies of the Bengali
retellings of both the Ramayana and the Mahabharata.
The poor reception of his ambitious project in Calcutta and abroad
had a considerable impact on his decisions that followed. Quite contrary
to his hope that this work would establish him as a major young poet
writing in English, his well-wishers and friends were of the opinion that
he should rather attempt to enrich his own mother tongue. J.E.D.Bethune
advised him to give up writing in English and put his talents to work in
Bengali literature:
“…he (Dutt) could render far greater service to his country and
have a better chance of achieving a lasting reputation for himself, if he
548 |
will employ his taste and talents, which he has cultivated by the study of
English, in improving the standard and adding to the stock of poems of
his own language…” (159-60)
It was a big blow to the hopes of a budding poet who had dared to
dream big. His state of a colonized subject was never so obvious at it was
now. Perhaps it was a mixture of his reviewed career prospects and his
rekindled interest in the Sanskrit literature that brought him back to
Calcutta as abruptly as was his journey from it to Madras.
Homeward bound :Bengali compositions
After coming back to settle in Calcutta from Madras in 1856, Dutt’s first
literary work was a translation of the drama Ratnabali from Bengali into
English. This was his first encounter with the Bengali drama prevalent at
that time. Dutt was not satisfied with the standard of the Bengali theatre
being staged at that time, which was unsophisticated, unrefined and to
some extent, interspersed with vulgarity. Dutt himself was well versed in
English, Greek, Latin as well as in Sanskrit, Bengali and Tamil. His
exposure to this big range of language and literature prepared a platform
for the refined taste that he brought into the Bengali stage. As if to show
the audience a better model of drama in Bengali literature, Dutt’s play
Sermista (1858) combined the structure of the classical Greek tragedies
with the rhetoric of the Sanskrit literature in Bengali. He took his
experimentations further with his successive works and mixed Sanskrit
rhetorics with the rhyme schemes inspired by the Greek heroic poetry.
His Tilottama Sambhab Kavya (1860) became the first Bengali poem
written in blank verse(Amitrakshar chhanda in Bengali) to great critical
acclaim. Thus, it was the beginning of a new era: the Anglicised Bengali
now concentrating upon using his own mother tongue to approach the
ideas from the Indian mythology with a wider perspective, nourished with
his extensive readings of Greek and European philosophy and literature.
Meghnad Badh Kavya: A Bengali epic in blank verse
The consecutive success of all these Bengali works finally helped Dutt in
concentrating his effort and talents into Meghnad Badh Kavya, an epic
written in Bengali blank verse. Meghnad Badh Kavya reflected the
sentiments and major trends of the renaissance nationalism in its
adherence as well as in departures from the original Sanskrit text,
| 549
TheRamayana by Valmiki. He chose the particular episode from
Ramayana which described the death of Meghnad in the hands of
Lakshmana in an unethical combat. Dutt inverted the point of view of the
narrator as seen in the original Sanskrit text, and told the tale from the
side of the vanquished, the Rakshashas, rather than the victor, the Aryans.
In the course of the events which roughly cover two days and a half, we
experience a tale of valour, nationalistic sentiments, heroic ideals and
humanism- qualities that we can hardly associate with a clan of
aboriginals fighting the Aryans-a clan called Rakshashas by Balmiki
which translates into base, man-eating demons full of subhuman instincts.
In a letter to his friend, Rajnarayan Bose, Dutt said:
“I despise Ram and his rabble, but the idea of Ravan elevates and
kindles my imagination; he was a grand fellow.” (489)
This proud proclamation indicated how this text was going to be
very different from a typical Aryan text like The Ramayana of Valmiki.
The Rama in Valmiki is no less than the human incarnation of Vishnu
himself, arriving in the mortal world to relieve the earth of its sins, while
Ravana is the evil incarnate. But in Meghnad Badh Kavya, we find the
traits of humanism more in the Rakshasas than in the humans represented
by Rama and his army. Far from the idea of base, mean and dark- skinned
cannibals, it is the Rakshasas who, in the course of the poem, display the
humanist ethics more than their human adversaries. In the course of the
entire poem, we hardly find anyone from the Rakshashas to be vile,
violent or mean. Rather, we see a loving father, a dutiful husband and a
noble king in the form of Ravana, who sheds tears of desperation at the
demise of his dear sons and his soldiers.
In Meghnad, the son of Ravana, we see an epic hero with noble
qualities who takes pride in his Rakshasha origin, loves his wife, trusts in
the heroic codes of valour and has a striking sense of duty for his nation.
In this context, we can remember how the Anglicist educationists were of
the opinion that there was nothing worthy in the Indian civilization as a
whole in comparison to those of Europe, as India was a country full of
ignorance and superstitions.
550 |
Meghnad Badh Kavya: Anti-colonial trends
Valmiki stopped at nothing to colour the Rakshashaswith demonic
qualities, in keeping with what Ania Loombatells us, in relation to
European colonization:
“ ‘cannibalism’ is not simply the practice of human beings eating
their own kind, not just another synonym for the older term
anthropophagy. The latter term referred to savages eating their own kind,
but cannibalism indicated the threat that these savages could turn against
and devour Europeans.” (73)
By signifying the aboriginals of the southern part of India,not yet
explored by the Aryan invaders, as ‘cannibals’, Valmiki was voicing the
typical colonizer’s apprehension of a dark, unknown land and its hostile
inhabitants.When Madhusudan endowed his Rakshasaswith the noble,
heroic qualities fit for a culturally progressive, well-structured nation, we
could not miss his subtle but extended allegory of a civilized country
fighting against the bigger power, and the latter’s colonial hegemony.
Nirad C. Chaudhuri, however, finds in this glorification of Ravana and
his clan against the cunning, sly, weak and devious Rama and his
followers, a Homeric association:
“…When we were thinking of demons and of gods(for Rama wasa
god, and incarnation of Vishnu himself), Dutt was thinking of the Trojans
and the Achaeans. Ravana was to him another Priam, Ravana’s Son
Meghnad a second Hector, and Ravana’s city, which to us was the
Citadel of Evil, was to Dutt a second Holy Troy.” (188)
Although this takes the association to a different territory
altogether, this interpretation of the story also comprehensively
establishes Dutt’s preference to tell the tale from the angle of the smaller
nation which may not necessarily be as uncivilized and evil as they are
portrayed in the tales of the victor.
The language of resistance

Regarding his disillusionary stay at London to his dearest friend, Gour
Bysack through a letter that stated, “If there be any one among us,
anxious to leave a name behind him, and not pass away into oblivion like
a brute, let him devote himself to his mother-tongue. That is his
| 551
legitimate sphere, his proper element.” This pain of disconnect with one’s
own roots was a haunting feeling that gradually became apparent to Dutt.
His short life and career had a tempestuous graph of recognition and
ostracization by his own countrymen. A man of uncertain disposition, his
acute love of an affluent lifestyle and excessive drinking habits had
earned him ruthless criticism in his lifetime. His literary reputations were
mostly eclipsed by the stories of his extravagance and arrogance. The
literary career itself started suffering under his complete lack of
discipline. But even though Bengal had turned its face from him, he was
gradually embracing his mother tongue as his mode of expression. In
sonnet after sonnet in Bengali that he wrote ( Chaturdashpadi Kabitaboli)
while living in a desolate state in England and France, in his pursuit to
become a Barrister, he talked about his rekindled love for his mother
tongue and his country of birth. He compared himself as a wretched
beggar who had renounced the love and care of his mother to go and beg
at the doors of foreign countries. In this metaphor, his mother tongue and
its rich heritage became the treasure trove that he had previously failed to
recognize. Like a prodigal son, he had returned to the home of his
mother, and got rewarded.His own inherited language finally became his
weapon to counter the Imperialistic power. The language once renounced
for the sake of materialistic benefit, fought back and claimed its proper
place as the language of resistance.
References
Bose, Yogindranath. Michael Madhusudan Dattera jivana-carita (The
Life of Michael Madhusudan Dutt), 5th ed,; Calcutta: Chakravarti,
Chatterjee, &Co., 1925.; letter of J.E.D. Bethune to Gour Dass Bysack
dated 20 July 1849. Print.
Chakravorty, Swapan. “Rehearsing the Renaissance: Some Symptomatic
Texts from Nineteenth-Century Bengal” in Renaissance Reborn: In
Search of a Historical Paradigm, ed. Sukanta Chaudhuri, Chronicle
Books, Kolkata, 2010. Print.
Chaudhuri, Nirad C. The Autobiography of an Unknown Indian, New
York:Macmillan, 1951. Print.
552 |
Chaudhuri,Pramatha. “Sabuj Patrer Mukhopatra” in Nana
katha.Calcutta:Author,1919.Print.
Das,Gyanendramohan. ed. Meghnad Badh Kavya, 1910, Allahabad, rpt.
Ed. Ujjwalkumar Majumder, Meghnad Badh Kavya Charcha,
Kolkata:Sonar Toree, 2004. Print.
Loomba, Ania, Colonialism/Postcolonialism: London: Routledge, 1998.
Print.
Sarkar, Jadunath, “End of Muslim Rule”, The History of Bengal, vol 2,
Dhaka: University of Dacca, 1958 rpt.1972. Print.
Seely, Clinton B. “The Raja’s New Clothes: Redressing Ravana in
Meghnadavadha Kavya” inMany Ramayanas.Ed. P.Richman.Berkeley:
University of California, 1991.Print.
Wolpert, Stanley.A New History of India, third ed. (New York: Oxford
University Press, 1989). Print.
| 553
Kumārila Bhaṭṭa : A Hindu Philosopher
Sudipta Sau
Assistant Professor, Department of Bengali
Nagar College, Murshidabad , West Bengal
Abstract: Kumārila Bhaṭṭa, a prominent Hindu philosopher and scholar

of the Mimamsa schoolof philosophy, played a pivotal role in shaping the
intellectual landscape of early medieval India. This article explores his
life, philosophical contributions, and enduring impact on Mimamsa’s
thought. The controversy surrounding his birthplace, his defense of Vedic
ritualism, and his interactions with other philosophical traditions,
particularly Buddhism, were also examined.
Key Words: Kumārila Bhaṭṭa, Hindu philosophy, Mimamsa School,
PūrvaMīmāmsā, Mimamsaslokavarttika, Tantravartika, Tuptika,
Buddhism.
Kumārila Bhaṭṭa, a luminary in the realm of Hindu philosophy, has left an

indelible mark through his profound works, particularly his commentaries
on Jaimini's Purva Mimamsa Sutras. This literature review provides a
comprehensive analysis of the key works attributed to Kumārila Bhaṭṭa,
unraveling the intricate philosophical tapestry woven by this eminent
scholar.The birthplace of Kumārila Bhaṭṭa, an eminent Hindu philosopher
and Mimamsa scholar, remains uncertain, giving rise to intriguing
debates among scholars and historians. This academic article explores the
various theories surrounding Kumārila Bhaṭṭa's birthplace, drawing on
historical accounts, philosophical texts, and regional cultural influences
to shed light on the enigmatic origins of this influential figure. The
divergent accounts presented by historical sources contribute to the
mystery surrounding Kumārila Bhaṭṭa's birthplace. Taranatha, a 16th-
century Buddhist scholar, asserted that Kumārila hailed from South India
and engaged in polemics against Buddhists and Jains in the southern
regions. In stark contrast, Anandagiri's Shankara-Vijaya claims that
Kumārila emerged from "the North," implicating a different geographical
origin. Another compelling theory posits Kumārila's roots in eastern
India, specifically Kamarupa, present-day Assam. Sesa’s Sarvasiddhanta-
554 |
rahasya designates him with the eastern title "Bhattacharya," suggesting
a connection to the cultural and economic milieu of Assam. References to
Kumārila's familiarity with the production of silk, a prominent industry in
Assam, add weight to this hypothesis.A third theory proposes Mithila, a
region with cultural affinities to Bengal and Assam, as Kumārila Bhaṭṭa's
birthplace. This hypothesis is supported by the existence of another
renowned scholar associated with Mithila: Mandana Misra. The shared
cultural elements between Mithila, Bengal, and Assam offer a plausible
backdrop for Kumārila'searly life Kumārila's writings, hinting at
familiarity with silk production and presenting a valuable clue to unravel
his geographical origins. The prevalence of silk manufacturing in Assam
aligns with the eastern India hypothesis, strengthening the argument for
his association with this region. The specifics of Kumarila's familial
background are not clearly documented in historical records. However,
Tibetan accounts suggest that he was a family-oriented individual. It is
claimed that he owned a substantial estate consisting of numerous rice
fields and a retinue of 500 male and 500 female slaves, which further
implies his status as a recipient of royal patronage. P.S. Sharma told
‘Bhabhuti, who calls himself Kumarila’s pupil, lived in the court of
Yasovarma of Kanauj who flourished about 730A.D.’1
Analyzing the historical context surrounding Kumārila's life and
the debates he engaged in against Buddhists and Jains provides additional
layers of understanding. The regional dynamics and intellectual climate
during his time offered insights into the complexities of his background.
In conclusion, the quest to ascertain Kumārila Bhaṭṭa's birthplace
involves navigating multiple theories and historical accounts. While
Taranatha leans toward South India and Anandagiri hints at the north, the
eastern India and Mithila hypotheses introduce new dimensions. The
intersection of cultural influences, economic activities such as silk
production, and historical debates enriches the exploration of Kumārila's
enigmatic origins, challenging scholars to delve deeper into the
geographical mystery surrounding this influential figure in Hindu
philosophy. Further research and interdisciplinary investigations are
warranted to unravel the truth behind Kumārila Bhaṭṭa's birthplace and its
implications for understanding his philosophical contribution.
| 555
This review critically examines various scholarly perspectives on
Kumārila Bhaṭṭa's work. It considers the debates surrounding his views
on personal God, the apauruṣeyā concept, and his role in the broader
landscape of Indian philosophy. Notably, it discusses alternative views,
such as those presented by Taber (2010), providing a nuanced
understanding of Kumārila's intellectual legacy, which synthesizes
existing scholarship on the works of Kumārila Bhaṭṭa and offers a
comprehensive overview of his contributions to Mimamsa philosophy. By
unraveling the intricate philosophical tapestry woven through
Mimamsaslokavarttika, Tantravartika, andTuptika, it provides insights
into Kumārila's nuanced perspectives on Vedic injunctions, ritualism, and
his engagement with rival philosophical traditions. The enduring impact
of Kumārila Bhaṭṭa on Hindu philosophy becomes evident through the
richness and depth of his works, which continues to shape scholarly
discourse and intellectual inquiry.
Slokavarttika, authored by Kumarila Bhatta, is a monumental
treatise in the field of Mimamsa that provides a metrical and glossarial
exposition that delves deep into the intricacies of the Mimamsa system of
Hindu philosophy. The very nomenclature, derived from "shloka"
(Sanskrit verse) and "varttika" (explanatory gloss), reflects its nature as a
comprehensive commentary on the Sabara Bhasya. The significance of
Slokavarttika is further underscored by its role as the inaugural segment
of a tripartite commentary on the renowned Sabara Bhasya, which in turn
is the sole surviving commentary on the 2,652 sutras authored by Jaimini
around 200 BCE. These sutras form the foundational aphorisms of the
Mimamsa system and contribute to the corpus of Hindu philosophical
thought. Kumarila Bhatta's work exhibits a meticulous exploration of the
Mimamsa doctrines, unraveling the complexities inherent in Jaimini's
sutras through a lens of detailed metrical verses and illuminating glosses.
The scholarly depth and rigor displayed in Slokavarttika underscores
Kumarila Bhatta's intellectual prowess and his commitment to elucidating
the nuances of Mimamsa. One notable aspect of Slokavarttika is its
emphasis on the ritualistic and linguistic dimensions of Mimamsa,
providing a comprehensive understanding of the philosophical
underpinnings that govern Vedic rituals and the interpretation of Vedic
556 |
texts. This work engages in a critical analysis of competing philosophical
perspectives, engaging in polemics, and intricate debates to establish the
Mimamsa viewpoint. However, despite its scholarly merit, Slokavarttika
is not without critique. Some scholars argue that the dense and highly
technical nature of the text may pose a challenge to those unfamiliar with
Mimamsa or lacking proficiency in Sanskrit. Intricate linguistic and
ritualistic discussions may limit its accessibility to a broader audience,
confining its readership primarily to scholars and experts in the field. In
conclusion, Slokavarttika remains a foundational text in the study of
Mimamsa philosophy, contributing significantly to the understanding of
Jaimini's sutras through metrical verses and explanatory glosses.
Although it has earned acclaim for its scholarly rigor, its dense and
technical nature may pose challenges for a wider readership. Nonetheless,
Kumarila Bhatta's work is a testament to the intellectual richness of the
Mimamsa tradition, offering valuable insights into the intricacies of
Vedic rituals and linguistic interpretations.
Another Notable Work of Kumarila Bhatta is Truptika. The
Tuptika is a profound and comprehensive commentary on Shabara's
commentary on Jaimini's Mimamsa Sutras, specifically addressing Books
4–9 of the Mimamsa Sutras. Mimamsa is a classical Indian philosophical
school that focuses primarily on the interpretation of Vedic texts and
rituals. Shabara's commentary, known as Bhashya, is a crucial text within
the Mimamsa tradition, providing detailed explanations and insights into
the intricate philosophical concepts presented in Jaimini's Sutras. The
Tuptika, often referred to as the "Full Exposition," plays a vital role in
further elucidating and expanding upon Shabara's commentary.The
Tuptika is attributed to the renowned Mimamsa philosopher Kumarila
Bhatta, who lived in ancient India, possibly during the 7th century CE.
Kumarila Bhatta is celebrated for his significant contributions to the
Mimamsa tradition and Tuptika stands as a testament to his scholarly
prowess. The text reflects the intellectual climate of its time, engaging
with the Mimamsa school's intricate debates on ritualistic practices,
linguistic philosophy, and the nature of Vedic authority.The Tuptika is
structured in accordance with the organization of Shabara's Bhashya,
focusing specifically on Books 4–9 of Jaimini's Mimamsa Sutras. These
| 557
books delve into various aspects of ritualistic interpretations, sacrificial
ceremonies, and the nature of Vedic injunctions. Tuptika, as its name
suggests, provides a thorough and exhaustive examination of Shabara's
commentary, offering detailed elucidations, clarifications, and logical
analyses of Mimamsa doctrines. Ritualistic Hermeneutics theTuptika
extensively explores the principles of ritualistic hermeneutics, examining
how Vedic texts should be interpreted and applied in the context of
sacrificial rituals. Kumarila Bhatta critically engages with the nuances of
linguistic philosophy to establish the authoritative nature of Vedic
injunctions. The Tuptika delves into epistemological and ontological
aspects, addressing questions related to the nature of knowledge, reality,
and existence of entities posited in Vedic injunctions. Kumarila Bhatta's
insights contribute to a broader understanding of the metaphysics of
Mimamsa. Kumarila Bhatta engages in debates with rival philosophical
schools, particularly Buddhist and Nyaya-Vaisesika traditions. These
interactions illuminate the distinctive features of Mimamsa thought and
its responses to challenges posed by other schools of Indian philosophy.
The Tuptika also addresses ethical and moral dimensions inherent in
Vedic rituals. Kumarila Bhatta explores the connection between ritualistic
practices and ethical conduct, shedding light on the Mimamsa perspective
on virtue and duty. The Tuptika, as a comprehensive commentary on
Shabara's Bhashya, plays a pivotal role in advancing the Mimamsa
tradition's understanding of Jaimini's Mimamsa Sutras. Kumarila Bhatta's
scholarly acumen and rigorous analysis contribute significantly to the rich
tapestry of classical Indian philosophical discourse, making it a valuable
resource for scholars and practitioners interested in Mimamsa’s
philosophy and Vedic studies.
The Mimamsa School of Hindu philosophy, more accurately
known as PūrvaMīmāmsā,occupies a distinctive place within the broader
spectrum of Indian philosophical thought. This analytical and critical
view aims to delve into the foundational aspects of Mimamsa, including
its historical development, key contributors, and significant contributions
to Hindu thought.Mimamsa, as the term suggests, focuses on "prior
inquiry" (PūrvaMīmāmsā), directing its attention to the early portions of
the Vedas, namely the Samhitas and Brāhmanas. This orientation
558 |
underscores its commitment to unravel the intricacies of Vedic rituals and
interpretation of sacred texts. Jaimini, the earliest commentator on
Mimamsa during the third to first centuries B.C.E., laid the groundwork
for subsequent scholars, including Śābara (fifth century), Kumarila
Bhatta, and Prabhākara (c. 700 C.E.). Mimamsa’s contributions to Hindu
thought are multifaceted. Its engagement with logic and epistemology has
left an indelible mark, influencing the broader intellectual discourse
within Hindu philosophical tradition. Furthermore, Mimamsa's close
alignment with the Hindu legal system underscores its practical
relevance, as it seeks to establish the nature of dharma (duty) through the
meticulous hermeneutics of the Vedas. The distinguished Sanskrit
Scholar Dhirendra Nath Pal explicitly said the different opinion. He said
that ‘TheMīmāmsāphilosophy is divided into two parts, namely the
PurbaMimansha and the Uttar Mimansha, the latter being well known by
the name of Vedanta…. Purva Mimansha as a matter of fact is not a
Philosophy; it is a rather defence of Vedic rites and rituals. Its purpose is
to determine the sense of revelation.’2 Purva Mimamsa, one of the six
classical schools of Indian philosophy, is distinguished by its focus on
ritualistic interpretation of the Vedas. At the core of Purva Mimamsa
philosophy lies the authoritative text known as the "Sutras" authored by
Jaimini. This academic note explores key aspects of Jaimini's Sutras,
including their structure, divisions, and references to other ancient
authorities, such as Atreya, Bandari, Badarayana, Labuky, and
Aitisayana. Jaimini's Sutras are arranged systematically into twelve
lectures, providing a structured framework for the exploration of
Mimamsa philosophy. Each lecture was further divided into four
chapters, with the exception of the 3rd, 6th, and 10th lectures, which
contained twice as many chapters. This meticulous organization
contributes to the coherence and accessibility of the philosophical
discourse, and the entire collection of Jaimini's Sutras comprises 60
chapters. Each chapter is subdivided into sections, cases, and topics,
reflecting a hierarchical organization. The total number of sutras in
Jaimini's work is enumerated at 2652, forming the backbone of Mimamsa
philosophical teachings. The Sutras are further grouped into Adhikarans,
which are specific topics or discussions within a chapter. In total,
| 559
Jaimini's Sutras contained 915 Adhikarans, each addressing specific
aspects of Vedic interpretation, ritualistic practices, and metaphysical
inquiries. This subdivision facilitates a detailed examination of the
various dimensions of Mimamsa philosophy.Jaimini's Sutras refer to
several ancient authorities who are quoted as authoritative sources. These
included Atreya, Bandari, Badarayana, Labuky, and Aitisayana. The
inclusion of these references emphasizes tradition's commitment to a rich
lineage of philosophical thought and highlights the interconnectedness of
Mimamsa with broader intellectual currents in ancient India. Jaimini's
Sutras form the cornerstone of Purva Mimamsa philosophy, offering a
systematic and comprehensive exploration of Vedic rituals and their
interpretations. The intricate organizational structure, with its lectures,
chapters, sections, and Adhikarans, provides a roadmap for scholars and
practitioners to navigate Mimamsa’s complexities. The inclusion of
references to esteemed authorities further contextualizes Sutras within the
broader intellectual landscape of ancient India, underscoring the depth
and richness of the Purva Mimamsa tradition.
Kumārila Bhaṭṭa's philosophical legacy is deeply rooted in the
Mimamsa school, emphasizing the supreme validity of Vedic injunctions
and ritualistic practices. Kumārila Bhaṭṭa is renowned for his significant
contributions to Mimamsa philosophy, particularly through his magnum
opus, the Mimamsaslokavarttika. This commentary on Sabara's
interpretation of Jaimini's Purva Mimamsa Sutras serves as a
comprehensive exploration of Vedic rituals and their philosophical
underpinnings. His adherence to the Pūrva-Mīmāṃsā tradition and his
status as a confirmed ritualist were key aspects of his philosophical
stance. Scholars categorize Kumārila's philosophy as existential realism,
but there is divergence in his views on personal God. ManikkaVachakar
posited that Bhaṭṭa advocated for a personal God, while other scholars
present varying perspectives on this matter. This article critically
examines these divergent views and seeks to clarify Kumārila's stance on
the existence and nature of God within the Mimamsa framework.
Kumārila's defense of Vedic ritualism against medieval Buddhist
idealism is the focal point of his philosophical contributions. The eminent
scholar D.N. Jha said that ‘Outside the school of Nyaya, Brahmanical
560 |
thinkers like Kumarila Bhatta and Shankara attacked Buddhism and
Jainism, according to the latter, the Buddha indulged in incoherent
prattling… deliberately and hatefully leading mankind into
confusion.’3The apauruṣeyā concept, asserting that the Vedas are
unauthored, becomes a crucial element in Kumārila's argumentation. This
article explores his rationale for this stance and its implications in the
broader context of inter-philosophical debates during his time.While the
Mimamsa School encompasses both atheistic and theistic tenets, it has
demonstrated scant interest in the systematic exploration of existence or
deities. Rather, it posits the soul as an eternal, omnipresent, and
inherently active spiritual essence, directing its focus towards the
epistemology and metaphysics of dharma. Within the Mimamsa
framework, God exists only nominally; thus, dharma pertains to ritual
and social duty, divorced from the considerations of devas or gods. The
Mīmānsakas uphold the belief in the Vedas as "eternal, authorless, [and]
infallible," regarding the Vedic vidhis—ritual injunctions or mantras—as
normative kāriyas or acts, deeming them paramount and invaluable.
Despite viewing the Upanishads and other texts on self-knowledge and
spirituality as supplementary, the Mimamsa School diverges from this
philosophical stance in Vedanta. Their thorough analysis of language and
linguistics has left indelible marks on other Hindu schools, although their
perspectives remain unshared. Mīmānsakas asserted that a language's
purpose and power lie in clearly defining what is appropriate, right, and
just. In contrast, Vedāntins broadened the scope and value of language,
considering it as a tool for composition, development, and derivation. The
Mimamsa School contends that an orderly, law-driven, and procedural
life constitutes the central purpose and noblest necessity of dharma and
society, with divine (theistic) means of maintenance serving that end
rather than being viewed as ends in themselves. This concept positions
the Mimamsa School as a form of philosophical realism. Jaimini's
Mimamsa Sutra stands out as a significant text within this school of
thought.
Legend has it that Kumārila went to Nalanda, a renowned 4th-

Century University, to study Buddhism with the intention of refuting
| 561
Buddhist doctrines in favor of Vedic religion. This article investigates the
circumstances surrounding his expulsion from Nalanda, notably his
protest against his teacher Dharmakirti's ridicule of Vedic rituals. The
legend of his survival, despite being thrown off the university tower, adds
a mythical dimension to Kumārila's steadfast commitment to the Vedic
principles. As per the scholarly work of Kumarila, multiple hypotheses
could be proposed at this juncture. The distinguished Scholar Jhon Tabe
said ‘the apparent relation of purvapaksa of sunyavada and
pramanvarttikaKumarilaused in composing purvapaksa which we have
seen seems to extended beyond the thought of Diganaga were also source
for Dharmakirti. Another hypothesis -which I consider much less likely in
light evidence the Dharmakirti sometimes seems to be reframing to
Kumaril’s view … which he learned second-hand from other Buddhists
Teacher.’ 4
A critical examination of Mimamsa reveals its distinctive tenets,
characterized by ritualism (orthopraxy), anti-asceticism, and anti-
mysticism. Mimamsa places paramount importance on the correct
performance of Vedic rituals, emphasizing the efficacy of prescribed
duties as a means to achieve the desired outcomes. This emphasis on
ritualism aligns with the school's commitment to orthopraxis,
underscoring the practical application of religious duties in the pursuit of
a righteous life. The anti-ascetic and anti-mystic stance of Mimamsa sets
it apart from other philosophical traditions, particularly those advocating
renunciation and mystical experience. Mimamsa's rejection of ascetic
practices and its emphasis on the performance of rituals as the path to
fulfilment and righteousness showcases its divergence from schools that
prioritize otherworldly pursuits. One noteworthy aspect of Mimamsa's
historical impact is its arguments against Buddhism. The critique offered
by Mimamsa scholars may have played a role in the decline in Buddhism
in India. The emphasis on Vedic ritualism, coupled with a robust defence
of orthopraxy, positioned Mimamsa as a formidable intellectual force in
the face of Buddhist challenges. In conclusion, Mimamsa, or
PūrvaMīmāmsā, is a significant school in Hindu philosophy, contributing
not only to the understanding of Vedic rituals but also to shaping the
broader contours of Hindu thought. Its meticulous hermeneutics,
562 |
commitment to ritualism, and critical engagement with other
philosophical traditions have left an enduring legacy, marking Mimamsa
as a distinctive and influential strand of the rich tapestry of Indian
philosophical discourse.
This article concludes by providing an overview of Kumārila
Bhaṭṭa's notable works, including Mimamsaslokavarttika, Tantravartika,
and Tuptika. These commentaries on Jaimini's Mimamsa Sutras serve as
foundational texts for understanding Mimamsa philosophy and
Kumārila's nuanced perspectives on Vedic injunctions. In summary, this
academic article offers a comprehensive exploration of Kumārila Bhaṭṭa's
life, philosophical contributions, and interactions with rival schools of
thought, shedding light on his enduring influence on Mimamsa
philosophy and the intellectual milieu of early medieval India.
End Note
1. Sharma P.S. Anthology of Kumarila Bhatta’s Works, Motilal
Banarasi Das, New Delhi, 1980, p. 15
2. Pal Dhirendra Nath, The Hindu Philosophy, Oriental Publishing Co.,
India, 1910,p. 144.
3. Jha D.N., Social Scientist, Brahmanical intolerance in Early
India,May- July 2016, Vol.-44, pp.3-10.
4. Taber Jhon, Kumarila’s Buddhist, Journal of Indian Philosophy,
June-2010, vol. 38, Special issue on Buddhist Theories of awareness
(Svasmvedana): Reception and Critique, published by- Springer, p. 294.
Work Cited
1. Bimal Krishna Matilal, The Word and the world: India’s
contribution to the study of language, Oxford University Press,1990.
2. Dhirendra Nath Pal, The Hindu Philosophy, Oriental Publishing Co.,
India, 1910
3. Introduction to Purva-Mimamsa, Trans. by G. Jha, Asiatic Society
of Bengal, 1909.
4. Jhon Taber, trans., A Hindu Critique Buddhists Philosophy,
Routledge, Landon, New York, 2005.
5. Kumaril Bhatta, Trans. By Ganganath Jha, Solokvarttika, The
Asiatic Society of India, 1985.
6. P.S. Sharma, Anthology of Kumarila Bhatta’s Works, Motilal
Banarasi Das, New Delhi, 1980.
| 563
PEACE : MEANING AND CONCEPT
Santanu Ger
Assistant Professor, Department of Philosophy
Ranaghat College, Ranaghat, Nadia
Abstract: People always want peace in their daily life. We wake up and
say we were sleeping peacefully. After eating good food we say we ate
peacefully. Parents have peace of mind seeing their child's good exam
result. If someone's dies after a long illness, it is said that the person died
at peace. Above all we wish for the peace of someone's soul after death.
That is, peace is constantly being sought. We want to live in peace and
also die in peace.
So then, why seek peace? Then,peace does not exist itself in our
life? Is peace a matter of achievement? Is there peace at all?
Key word: Peace, War, Harmony, Violence, Truth.
Meaning of Peace: What is in our body keeps the nervous system

healthy and stable, that is, when our nervous system is not disturbed, then
normal stability is maintained. So, in a word, peace is a balanced state of
mind.
When a child asks his mother to bring the moon to his hand,
mother then begins to explain to him that how will she bring the moon?
The moon is not made of clay, that she will make it of, the moon does not
live on the tree, from that tree she will give it, yet the child does not want
to understand.
Only a mother knows the inner peace of hearing the sound of her
baby's cry after birth. This peace is the calming state of the mother's
disturbed nervous system. But this is not only the relief of the disturbed
condition of her nervous system. This peace is peace of mind, peace of
life, seeing that her child has seen the light of the world, the mother finds
supreme peace. Behind this success lies long agony, sufferings,
excruciating pain. And all this is past for her today. Hundreds of
hardships are overcome. All her troubles are gone. Finally she got peace,
peace and only peace.
564 |
In short, what people want, that is, when the needs of the people
are fulfilled, they get peace. And if not, they do not find peace. When
there is a gap between what people want and what they get, they do not
find peace.
These needs are sometimes material, sometimes physical and

sometimes psychological. Problems are closely related to life. The path of
life is not paved with flowers, there are many obstacles in life. These
problems are sometime individual, sometimes collective, sometimes
moral and sometimes spiritual. So, there are different types of peace.
Such as individual peace, collective or social peace, moral peace, spiritual
peace, global peace etc.
There is a conflict as there is harmony between the various. Real -
unreal, truth - untruth, light - darkness - we see their difference and also
the lack of feeling of the difference. But when time stands still, when an
existential crisis occurs, then the right way or means can reach our goal.
Sri Ramakrishna says, " , ", but the goal is one, those
who forget the goal, quarrel over the difference in the path. Those who
avoid these differences of opinion and path, reach their goal and find
peace. Those who are able to know the difference between real
achievement and apparent achievement, they are the ones who find peace
in seeing the truth with a single glance and those who are able to see the
truth at a glance, attain peace.
Concept of Peace:In our daily life we constantly see or hear
something that troubles and disturbs our mind. Humans are social
creatures. Human civilization has progressed through evolution since
primitive times. However, some unsociable events are still happening to
our society. Such as corruption, looting, casteism, provincialism,
regionalism, greed for wealth, murder, violence, envy, fraud etc. All these
things which are unethical and acts which the society does not approve
are obstacle to peace.
War, strife and revenge do not allow people to live healthy. This
unhealthy social condition disturbs the equilibrium both in the individual
mind and the collective mind. So, in general, peace means a society
without war, without hatred and a society devoid of immoral acts. A
| 565
society that will not be provoked terrorism and communalism, where the
wind of good wisdom will blow, where people will be gifted with the
spirit of good will, they will give birth to a new civilization. That
civilization is full of comfort, peace and well being. Socrates, Plato,
Budhha, Christ, Sri Ramakrishna, Rabindranath, Vivekananda, Gandhiji,
Sri Aurobindo, each and every one of them have wanted to talk about
such a society in deep tones throughout the ages.
The question is why the message of peace has been preached

throughout the ages? So, is there no peace? Is peace be built up? Then
what is needed to establish peace?
We know that the suppression of evil is the observance of creation.
Actually our society is not heaven. There is turmoil in the society. That
is, without the word 'turmoil' , it is not possible to determine the meaning
of the word 'peace'. Although the word'war' is known as the opposite of
the word 'peace' and the contradiction term of 'peace' is 'chaos'.
So, peace will be established only when unrest is removed. "
Mother we are your peace beloved quiet boy/You are not afraid
mother/We know how to protest ".--Yes, violence can be prevented
through protest. But that peace is temporary. Again the society can
become turbulent at any moment based on another issue. Therefore
peacemaking is impossible until the true meaning of peace is known.
Peace is true. The truth is one and the realisation of this truth is
peace. A nation's progress and prosperity depend on peace. Peace is being
established in one's true self. But how is the sense of true self possible?
We see that when two sides face a win-lose situation, the side that
wins feels a kind of peace. Again, it can be seen that when both sides face
a lose-lose situation rather than thinking about winning, and as a result
both sides lose their strength, yet they feel a kind of peace. Another is a
win-win situation where both parties understand the outcome or value of
competition or conflict and find peace based on mutual compromise or
cooperation. This kind of peace is desirable. And for this we need
patience, solidarity, harmony, awareness, proper education and
understanding.
566 |
Conclusion:Understanding this win - win situation is the sense of
truth that is the true self. This is an integral truth, this truth is not reason
or intelligent, it is intuition. Realisation of peace is only when this
intuitive truth is realised.
There is a sense of ego in win - loss and loss - loss situation. But
there is no sense of ego in a win - win situation. Ego is driven by instinct.
In a win - win situation, instinct dissipates. There is only one sense here,
'I am you, and you are me'.
Even if there are two sides in a win - win situation, in fact, the two
sides are not two parts or divisions for the purpose of establishing truth
or peace, but only two aspects or forms of the same truth. The two sides
are not opposities. But are one in two. And which is one is truth and what
is true is peace. Realisation of this truth is peace.
References:
1. Philosophical Perspectives of Peace – Howard P. Kainz
2. Peace, War and Defence – (ed.) Johan Galtung
3. The Moral and Political Writings of Mahatma Gandhi—(ed.) R.
Iyer
4. Conflict Resolution and Gandhian Ethics --Thomas Weber, Gandhi
Peace Foundation, New Delhi, 1991.
5. Gandhi, Gandhism and Gandhians – Thomas Weber, Roli Books,
2006.
6. Peace Education: The Concept, Principles and Practices around the
World – (eds.) Gabriel Solomon and Baruch Nevo, .
7. Comprehensive Peace Education—Betty Reardon, Teachers College
Press, 1988.
8. Peace, Culture and Society—(eds.) Elise Boulding, Clovis
Brigagao, and Kevin Clements
9. ‘Perpetual Peace’ – Immanuel Kant, in Immanuel Kant, Political
Writings of Kant, (ed.) Hans Reiss, Cambridge, Cambridge
University Press, 1977.
10. Kant’s Political Writings –(ed.) Hans Reiss, 1977.
| 567
11. Three Decades of Peace Education Around the World – (ed.) Robin
J. Burns and Robert Aspeslagh, New York and London, garland
Publishing, 1996.
12. Conflict: Resolution and Prevention – J.W. Burton, New York,
Martin’s Press, 1990.
13. Peace by Peaceful Means: Peace and Conflict, Development and
Civilization –Johan Galtung, London, Sage, 1996.
568 |
Early Childhood Education : The Montessori
Approach and the Reggio Emilia Theory
Subrata Acharyya
State Aided College Teacher, Department of Education,
Ramananda College, Bishnupur, Bankura
Nasiruddin Khan
Post Graduate, Department of Education,
Aliah University, Kolkata
Abstract: A new approach to improve the learning capability of young

children Childhood Education: The Montessori Approach and the Reggio
Emilia Theory. The purpose of early formative years schooling is to
prepare a surroundings for a kid to expand highly freely without adult
intervention. The Reggio Emilia principle is to get to know youngsters in
a unique way. Compared to the unique statement, I reconsidered my
function on children’s autonomy and the teacher’s function, and now I
agree with that freshmen deserve much less supervision..In the correct
surroundings and below a few guidance, they're able to considerable
innovative endeavours without plenty intervention from adults. The
undertaking method, which replaces a conventional curriculum, in
addition helps their autonomy, and the reality that one subject matter can
produce sudden effects complements engagement. Moreover, the method
is well suited with the cause I presented, as a infant is nearly assured to
enhance by some means whilst being concerned in innovative
undertakings. I can't are expecting whether or not my up to date
philosophy will stand the check of time, however I will try and put in
force it in a neighbourhood putting whilst thinking about cultural
differences.
Keywords: Childhood Education, Emilia Theory, Autonomy, Infant,
Montessori Approach.
Introduction
After reading numerous techniques to early life schooling and reflecting
on my preliminary statement, I can outline my perspectives extra clearly.
| 569
I resonated the maximum with the Montessori Theory, in particular
concerning such factors because the motive and the teacher’s role, despite
the fact that the Reggio Emilia one additionally gives positive insights
that praise my philosophy. It has now no longer modified much, however
I did rethink my role on how concerned an educator need to be within
side the whole process. I already valued a few diploma of autonomy for
children, advocating for no incentives and prioritizing a younger learner’s
energetic role, and the referred to techniques emphasize its significance
even extra. I will now no longer always consider the whole thing
Montessori and Reggio Emilia theorists proposed at the same time as
discussing my philosophy, thinking about their flaws and exclusive
contexts, however I will deliver them credit score wherein it's miles due.
Purpose
The first class relating early formative years schooling I will give an
explanation for is its reason. My information of it does now no longer
derive lots from what Montessori suggested, so I will use her technique as
a reference factor. I might describe the purpose within side the following
words: to prepare a surroundings for a kid to expand highly freely,
without lots intervention from adults. I will talk every detail of the reason
to spotlight its significance and defining function in shaping different
factors of early formative years schooling.
First of all, an educator organizes a sure surroundings this is cut
loose a baby’s family. While such factors as what constitutes the quality
situations for mastering could be mentioned later, it's miles obtrusive that
any instructional organization precise surroundings. While they may be
much like home surroundings, a clean delineation among the 2 worlds is
vital. One ought to know no longer always be advanced to the different;
the domains (a schooling organization and home) exist for special
reasons. Furthermore, a baby can stay without the former, so it ought to
provide something that might compel mother and father to remember
early formative years schooling as an option. Thus, setting up useful
surroundings in which numerous youngsters are gift is critical to make
the procedure possible. Moreover, such situations are prepared to assist
one expand and gift a separate area from home, in which it won't be the
number one purpose.
570 |
Another factor is what is supposed with the aid of using
improvement within side the context of early formative years schooling.
In a huge sense, it is able to cowl everything, from enhancing a baby’s
motor talents to coaching them a way to behave. Different institutions
may also emphasize a specific sphere or goal they all in a holistic
technique. While I might pick the latter, my imaginative and prescient is
that it does now no longer be counted number what precisely an educator
prioritizes. The maximum crucial final results are a baby enhancing in a
few way, although an extrude is minor. For instance, mastering a brand
new phrase or displaying a formerly unseen conduct might rely as such.
Conversely, inflicting damage or negatively contributing to a present
problem a learner may also have is towards the reason. Thus, early
formative years schooling ought to enhance youngsters and assist them
experience as though they accomplished something.
Lastly, the “highly free” issue of the reason announcement ought to
know no longer be disregarded. The theorists may be radical at the same
time as describing how impartial youngsters are, and I consider that such
a technique borderlines neglect. While I aid Montessori’s perception that
improvement ought to be free, as households already limitation
individuals, who deserve a few autonomy, an educator isn't passive;
otherwise, the organization of early formative years schooling seems
pointless. Overall, I view the reason as enhancing youngsters in unique
surroundings at the same time as giving them the vital freedom.
Learning Theory
While expressing my unique concept of ways youngsters learn, I
imagined surroundings this is in the direction of an standard college than
to an early adolescence training organization. Thus, I estimated a extra
formal method, cantered at the trainer’s character and responsibilities,
and cautioned such patterns that belong to a better stage, despite the fact
that they're nevertheless applicable. After perusing statistics bearing on
the Reggio Emilia principle, my know-how of the getting to know
technique enriched, and I locate the constructivist foundation the perfect
clarification of ways a younger learner must behave. Thus, I will observe
the stated method whilst discussing the getting to know category.
| 571
As mentioned, the Reggio Emilia principle fashioned my know-
how of ways youngsters learn. For instance, such factors as equality and
negotiation are applicable to me, as a trainer additionally profits
something from the technique and considers diverse views presented to
them. Learners are recommended to speak due to the fact absolutely
gazing any other individual is insufficient. As the getting to know
technique is project-based, in an effort to be mentioned in element within
side the curriculum section, youngsters regularly speak with others,
representing the prevailing know-how and obtaining new statistics. Such
standards as design, discourse, and documentation assist facilitate the
method. For instance, the primary one display how youngsters plan and
method projects; a shiny instance could be an animal drawing with a view
to function a foundation for developing a dressing up or a sculpture.
Discourse way that younger rookies derive sure meanings whilst speaking
and confront every different with diverse ideas, protecting their position.
Lastly, documentation refers to what instructors and dad and mom do –
making significant notes of youngsters’ sports. Learners can later use
them to enhance project-associated discussions and products. Thus, after
Reggio Emilia theorists, I fee negotiated getting to know and its
standards.
While operating on projects, youngsters do now no longer simply
speak, that's an critical clarification. They discover the surroundings the
use of all their senses and explicit themselves through “the hundred
languages.” The latter calls for such sports as drawing, crafting, and
acting, which continually play a significant function in advancing a
project. However, they're now no longer executed in silence, because the
discourse nevertheless takes place whilst acting them. It is primarily
answerable for offering mundane hobbies with a sense, despite the fact
that a trainer additionally frames the complete technique. The concept
that youngsters are independent sufficient to deal with complex
undertakings is what makes the getting to know principle well matched
with my philosophy. They may be considerable innovative forces with
the proper surroundings and tools, which must be prepared and organized
with the aid of using a trainer. Another factor that can't be not noted is
that the network as an entire is likewise concerned within side the
572 |
technique, so different youngsters aren't the most effective supply of
statistics. Although I help their participation theoretically, I am uncertain
of a way to enforce it in a nearby setting, thinking about its peculiarities.
Generally, I sell a innovative method coupled with significant
communiqué to finish a project.
Environment
I discover the Reggio Emilia method complete and percentage a number
of its sentiments as a long way because the gaining knowledge of
surroundings is concerned. I additionally trust that early life training is
something wherein the network has to invest, beginning from the primary
constructing and its whereabouts. The former have to be particularly
designed for instructional motives and feature enough lighting fixtures,
plants, and different vital centres. Ideal lecture rooms are spacious, with
large home windows that may be opened without difficulty. Halls may be
similarly extensive for exhibitions, significant breaks, and capacity
activities. As for the construction’s whereabouts, I absolutely guide the
concept that it have to now no longer be relegated to a marginal spot
however occupy a seen factor within side the network, with a view to
replicate the mind-set in the direction of the establishment. The favoured
environment is welcoming, completed through the mixture of great
aesthetics and do-it-yourself. The furnishings, donated through the
network in a pristine condition, have to be inviting, and the partitions
may be blanketed through youngsters’ artistic endeavours or different
innovative products. They will functions a record to the network and an
indication of private achievements. Overall, a whole lot interest has to
take delivery of to the construction’s whereabouts and interior.
The lecture room’s association is likewise essential as youngsters
will spend maximum in their time there. Following the Reggio Emilia
method, I trust that newbie’s have to shape smaller agencies that means
that a room is in addition subdivided, despite the fact that such walls do
now no longer should be in-built. They probably consist of decorations,
furnishings items, and different bendy manner which can functions a
border among smaller areas. Children from specific agencies have to
nevertheless be capable of see each other and feature and know-how that
they belong to a larger entity. The partitions also are adorned with their
| 573
innovative output, that is continuously updated, and no desire is given to
a specific work. Besides the gallery, a lecture room can also additionally
have a few photo aids, written reminders, and different beneficial
information. The use of colours, which includes furnishings, additionally
performs a function in improving the lighting fixtures and contributing to
a welcoming environment. Generally, the lecture room’s association has
to facilitate organization formation and communication, create vivid and
fantastic surroundings, and replicate youngsters’ activities.
I could additionally spotlight different applicable rooms and
centres that represent the general surroundings. The constructing have to
have a library, which complies with the current guidelines and has
computers, a workshop, an area for primary innovative ventures, and a
massive eating room, in which the complete college can in shape for
unique occasions. Large areas are important to sell the sensation of
togetherness, which have to be found in everyone, which includes
instructors and parents. Ideally, an early life training constructing is a
miniature of the network that establishes it. Lastly, plants are vital outside
and inside of the organization. Children have to have get entry to nature if
you want to respect it, and fitness worries also are really well worth
considering. In conclusion, different rooms within side the constructing
are spacious and consist of an internal garden.
Curriculum
As a ways because the curriculum is concerned, my perspectives mirror
the Reggio Emilia method as it prioritizes flexibility and avoids the
pitfalls related to following a positive plan. The gaining knowledge of
method is comparable to a non-linear journey. Rather than dividing the
whole thing through subjects, the minimum coaching object is a task,
which may be random. What topics is that a baby takes an hobby in
something and desires to discover further, and the method is constructed
round assisting them attain a non-public goal. The curriculum exists
within side the feel that a trainer is usually organized for any state of
affairs and has the essential substances and organizational means. For
instance, an entire institution may be interested by doing the equal task,
so it's miles crucial to convert the distance for his or her wishes. Some
undertakings may be short, finished in a single day, relying on how
574 |
energetic and engaged youngsters are. Meanwhile, it's miles viable to
have long-time period tasks which are much like conventional curricula,
despite the fact that they may nonetheless be distinctive. Overall, a
curriculum ought to be bendy, and a task-primarily based totally method
may be appropriate for coaching goals.
An instance of a long-time period task is one dedicated to animals.
An educator might also additionally have a few thoughts of what
subtopics and gear are the maximum suitable to take a look at it.
However, this type of task might be majorly fashioned through
youngsters, and the final results are possibly to be unpredictable. They
have distinctive ideas referring to animals, and every small institution or
maybe a person will display a completely unique know-how of the
subject. For instance, it is able to be stimulated through a baby’s
preferred toy, and whilst adults will provide steerage throughout a few
stages, maximum activities, which include discussions, drawings, and
information-gathering, might be decided through inexperienced persons.
Moreover, instructors and mother and father might also additionally
supervise the task through recording the whole thing youngsters do and
make tips primarily based totally at the findings; nonetheless, their
involvement ought to be diffused to facilitate the sensation of
achievement. Throughout the task period, it's miles viable to shape new
businesses, break up them, and reunite again, which displays the
method’s bendy nature. The very last product is unpredictable, various
from a retelling of what one found out concerning the subject to an
animal sculpture. Overall, the task approach may be a legitimate
alternative for a curriculum.
Role of the Teacher
In my preliminary philosophy assertion, I defined an educator as a person
who has values, organizes and manages the gaining knowledge of
surroundings, guarantees youngsters’ safety, and acts as a great function
model. I emphasized that a trainer ought to have integrity, dignity,
benevolence, and admire for equality. Simultaneously, I keep in mind
intervention viable, from organizing inexperienced persons in businesses
to chiding them for creating a mistake. Although the bulk of my
perspectives expressed formerly continue to be true, I will emphasize
| 575
what has modified after gaining knowledge of greater approximately the
Montessori Method, which made me rethink the educator’s function and
the quantity of autonomy youngsters ought to have.
First of all, I recommend the perception that a trainer ought to be
adventurous and open to new thoughts. Out of all professions, educators
are preferably the maximum forward-thinking, that's pondered in lots of
components in their work. What Montessori may want to imply is they
ought to undertake her method, previous through today’s standards,
despite the fact that the overall concept stays relevant. Following the
accustomed methods to train youngsters is probably the surest, however
every era is distinctive, and their specialty ought to be cultivated as
opposed to uprooted. Consequently, I revise my authentic assertion
concerning errors due to the fact now no longer the whole thing is really
well worth correcting. I additionally recommended difficult
inexperienced persons for misbehaving, which seemed greater humane
and democratic than scolding them. However, now I agree with that
different youngsters ought to be the judges of whether or not a person
carried out themselves inappropriately. I become already in opposition to
the concept that inexperienced persons’ fine motivation is hooked up to
the trainer. Thus, the equal common sense ought to practice to its terrible
aspect, thinking about that it is able to be taken in a greater touchy
manner. Altogether, an educator is an open-minded and non-judgmental
person, letting youngsters determine whether or not a person behaves
inappropriately.
Following the Montessori Method, I agree with that a trainer ought
to be a great observer and facilitator. I already alluded to that whilst
discussing the significance of being aware about suitable gaining
knowledge of patterns and handling the surroundings well. Only through
commentary can a trainer decide whether or not a baby improves, and
facilitation guarantees that the method occurs. Still, a few conditions
require a greater energetic function, in particular if a learner’s lifestyles
are threatened. I am additionally satisfied that trainer-learner
communiqué ought to occur, despite the fact that each aspects are
required to behave as equals. Generally, I agree with that much less
intervention may be higher, now no longer helping the perception that an
576 |
educator is meant to be a function model, as youngsters are loose to their
idols or effectively stay without them.
Guidance
As maximum of my philosophy is primarily based totally at the Reggio
Emilia theory, it's miles logical that the steerage class additionally
follows the pattern, thinking about its near courting with the gaining
knowledge of class and the task approach. Some strategies were in brief
mentioned, which include the usage of documentation to facilitate
conversations and innovative activities. I will expound on them,
explaining how they make a contribution to the gaining knowledge of
aspect. I discover the Reggio Emilia steerage enormously uninstructive
and purposeful, except its compatibility with different categories.
Within the constructivist method, steerage is supposed to facilitate
autonomy in youngsters, making them self-disciplined and self-directed.
For instance, a trainer might not at once inform their inexperienced
persons what to do whilst operating on a task, however they may inspire a
discussion. Consequently, youngsters will determine on something and
experience a feel of private accomplishment, despite the fact that an
educator initiated the complete conversation. The equal precept applies to
innovative ventures – a learner might also additionally understand what
to do with the furnished substances, despite the fact that one wishes an
out of doors intervention to enhance their abilities. Therefore, a trainer
will assist a baby through informing them of a higher manner to apply a
device or a specific technique. A demonstration may also be useful, as
inexperienced persons are alleged to own tremendous observational
abilities in wonderfully prepared surroundings. Generally, tasks ought to
be guided in a diffused manner, as instructors and different adults provide
new tips concerning the subject due to the fact youngsters generally tend
to lose focus. Still, such interventions are simplest a hit after they consist
of positive concepts that inexperienced persons can comply with
independently. Fundamentally, all steerage includes passing comments,
despite the fact that they specially pressure the gaining knowledge of
method.
| 577
Conclusion
In this statement, I expressed my perspectives at the considerable
academic classes following the Montessori Method and the Reggio
Emilia theory. While I typically trusted the latter, the cause and the
teacher’s function are formulated in line with the former. They do now no
longer always contradict every other, and I highlighted the factors of war
of words to make my philosophy extra or much less consistent.
Compared to the unique statement, I reconsidered my function on
children’s autonomy and the teacher’s function, and now I agree with
those freshmen deserve much less supervision. In the correct
surroundings and below a few guidance, they're able to considerable
innovative endeavours without plenty intervention from adults. The
undertaking method, which replaces a conventional curriculum, in
addition helps their autonomy, and the reality that one subject matter can
produce sudden effects complements engagement. Moreover, the method
is well suited with the cause I presented, as a infant is nearly assured to
enhance by some means whilst being concerned in innovative
undertakings. I can't are expecting whether or not my up to date
philosophy will stand the check of time, however I will try and put in
force it in a neighbourhood putting whilst thinking about cultural
differences.
Reference:
1. Barnett, W.S. (1993) Benefit-cost analysis of preschool education:
Findings from a 25-year follow-up. American Journal of
Orthopsychiatry, 63, 500-508.
2. Bredekamp, S. (Ed.). (1987). developmentally appropriate practice
in early childhood programs serving children from birth through
age 8. Washington, DC: National Association for the Education of
Young Children.
3. Karweit, N.S., & Wasik, B.A. (1994). Extra-year kindergarten
programs and transitional first grades. In R.E. Slavin, N.L.
Karweit, & B.A. Wasik (Eds.), Preventing early school failure:
Research, policy and practice (pp. 102-121). Boston: Allyn &
Bacon.
578 |
4. Larner, M. (1992). Realistic expectations: Review of evaluation
findings. In M. Larner, R. Halpern, & O. Harkavy (Eds.), Fair start
for children (pp. 218-245). New Haven, CT: Yale University Press
5. Mitchell, A., Seligson, M., & Marx, F. (1989). Early childhood
programs and the public schools: Between promise and practice.
Dover, MA: Auburn House.
6. Snow, C.E., Burns, M.S., & Griffin, P. (1988). Preventing reading
difficulties in young children. Washington, DC: National Academy
Press.
7. NCERT (2006) Position Paper, National Focus Group on Early
Childhood Education, NCERT, New Delhi. Retrieved from
https://tinyurl.com/tdlbdhe
8. Swaminathan, M. 1992: ‘Training for Childcare Workers in India’,
Coordinator's Notebook, No. 12, Motreal: The Consultative Group
on ECCD.
9. Muralidharan R., Stimulation Activities for Young Children,
NCERT.
10. Thakkar Aruna. Significance of Early Childhood Education ECE
Instrumental Material Series. National Council of Educational
Research and Training.
| 579
Locational Factors of Food Park, case study on
Sankrail Food Park, Howrah
Sumana Das
Research Scholar, Department of Geography,
West Bengal State University
Abstract- One of the most important aspects of regional as well as

economic geography is determining the location factors of industries.
Many researchers have discussed the locational factors of different
manufacturing industries, but they didn’t discuss about Food Park.
Among different manufacturing industries, food processing industry is
most important and distinctive industries in West Bengal, and food park
is an extended part of this industry.Like other industries its location
depends on different physical and socio-economic factors. Our purpose in
this paper is to discuss the different favourable factors for the location of
Food Park with special reference to Sankrail Food Park. In this paper we
used mixed method, which includes both qualitative and quantitative
technique. It is observed that large demand, convenient supply of inputs,
good transportation system and favourable raw materials linkage
contributed to the formation of this food park in semi urban part of
Sankrail.
Keywords- Agglomeration, External economies, Forward and Backward
linkage, PPP Model.
Introduction-
India is one of the agriculturally based countries in the world with its
wide variability of climate and soil, produces large range of horticultural
crops such as fruits, vegetables, potatoes, and spices (GoI 2002). After
the green revolution based on high-yielding seeds and chemical
fertilizers, production increased many times. Based on these surplus food
productions, Indian Government hence planned to expand a food
processing industry on a large scale. In this early time, it faced many
problems among them most important was the wastage of food products
during transportation between the farm and the production center. To
overcome this problem, Government of India in collaboration with the
Ministry of Food Processing Industry planned to set up Food Parks. Food
Park is a system that brings together producers, sellers, and retailers in
one place and provides a direct linkage among them (MoFPI, 1994). In
the late 20thcentury, many Food Parks were set up in different parts of
580 |
India, including West Bengal. Sankrail food park is one of the largest
food park in West Bengal which successfully operating since 2005. In
this paper, we want to discuss the locational factors of Food Parks with
special reference to Sankrail Food Park.
Literature Review-
For this study we have studied some literature related with this topic,
which helped us to get an idea. Also, some relevant literature that is much
pertinent to the present study is reviewed thoroughly.
Rohin Malhotrain (2001) discussed the concept of food processing
industry and Food Park and their locational factors, in his paper.
According to him Food Park is an extended part of food processing
industry, which brings producers, customers
ustomers and retailer under an
umbrella.
K. Laxminarayana Rao (2001) in his paper with title “Agro industrial
park experienced in India” described the formation of Food Park with
special reference to India.
E. Annevelink, A. Vink & A. Smith(2003) elaborated ed the idea of food
parks in their paper with title “Food
Food Park, a case study of an integrated
sustainable agro production park system designed with agro innovation
framework”. According to them food park deals with a design which
integrated different production
ction processes, such as arable production, food
production, pig husbandry, slaughter houses and horticultural production.
Study Area-
There are 9 food parks in
West Bengal among them
one is Mega Food Park
(Jangipur food park), which
is operated by the Central
Government and the others
are maintained by the State
Government
(www.mofpi.gov.in). For
this study, we have selected
Sankrail food park because
it is the largest state
operational Food Park in
West Bengal.Following ing figure represents the location of the study area
with its three separate divisions at Kandua in Howrah.
Objectives-
The main objectives of this paper are-
| 581
• To identify the different factors which affect the location of food
parks in general.
• To analyze the favorable factors for the location of the food park in
Sankrail, Howrah.
Methodology-
For this paper, data and information have been collected from primary as
well as secondary sources. As a secondary source, the website of the
Ministry of Food Processing
sing Industry, WBIDC, the District Handbook,
and other published news in newspapers were used. For this research,
mixed research method is used, which include both qualitative and
quantitative techniques. We have selected samples by stratified sampling
method, where the first strata is the people inside the park and 2nd is the
people outside the park. The primary information and data were collected
by a semi-structured
structured questionnaire survey with the managers and the
local people who are directly or indirectly y engaged with this park. The
software QGIS 3.16 is used to show the location of this food park and
along with location of the favorable factors.
Results and Findings- Fig 2. Principal Factors Involved in Sankrail Food Park
A region becomes
a better location
for the industry if
the area has a
bigger market,
greater availability
of raw materials,
lower production
cost, low transport
cost, greater
prospects, greater
favours from
management, and
greater encouragement from the government
vernment (Smith, 1971). However, in
practice, we do not find all factors in favour of a particular location. In
the real world some factors make a place favourable while others make a
particular place unfavourable. The figure shows the relationship between
the manufacturing industry and its surroundings. Source- Chart prepared
Based on Primary Survey, 2022
Least Transport Cost-
This food park is located in a nodal part of Sankrail, which is situated on
4-lane NH-6 (renumbered as NH-16 in 2010), the construction of its 6- 6
582 |
lane is in progress. This route of over 1949 km is from Surat to Kolkata
and connects different states and cities of Gujrat, Maharashtra,
Chhattisgarh, Odisha, Jharkhand, Sambalpur, Raipur, Nagpur, and other
districts in West Bengal i.e., East Medinipur, West Medinipur, and
Kolkata. This highway also connects the other blocks of Howrah like
Bagnan, Uluberia, Panchla, and Jagacha. It is also connected with the
different cities of West Bengal by railways. Through the Southeastern
Railway, this food park is connected to Medinipur, Kharagpur, Haldia,
Amta, etc. It is comparatively nearer to the Kolkata port (28 km distance)
and Haldia port (almost 104 km distance), It is also close to Netaji
Subhas International Airport. This high accessibility of this zone reduced
the transport cost, which has created favorable conditions for establishing
Food Park in the region.
Availability of necessary technology-
The necessary technologies for the setup of any food park are a
warehouse, cold storage, building for training of workers and a modern
godown with all facilities. In the case of Sankrail Food Park, there are
many warehouses, cold stores, and godowns available. Besides the own
warehouses, the rental warehouses and godowns are also available here.
The rent of these warehouses is comparatively lower than other parts of
Howrah. The semi-furnished and unfurnished rental warehouses with low
rent are available in Dhulagori, Sankrail, Jalalpur, Ramachandrapur, and
Ranihati. There are two multipurpose cold storage with a capacity of
10,3412 quintals (Director of Agri Marketing, 2011).
Labour supply-
Due to industrial agglomeration, the labour cost is also cheaper than any
part of Howrah. It attracts many skilled and semi-skilled workers from
periphery regions, which creates intra-regional and inter-regional
migration. The availability of workers is one of the important causes of
the development of this park. Most of the workers come from Amta,
Jayanagar, Panchla, Hooghly, Dankuni, and Kolkata. Mainly due to the
seasonal un-employment most of the jariworkers (Jari workers means
who are engaged with the art of decorating clothes by weaving golden
and silver threads) and local farmers recently have been engaged in this
food park.
Supply of raw materials-

In the case of Sankrail Food Park, the availability of raw materials is
more significant than other factors. The main raw materials of this park
| 583
are tomatoes, potatoes, wheat, edible oil, spices, etc. Its weight-losing
nature supports the location of this park near the raw material center
(According to Weber, 1909). As Food Park is crop-based it is mostly
located in a different agro-climatic zone based on a surplus of production.
Howrah is located in the Gangetic alluvial zone with deep fertile soil,
favorable climatic factors, and new alluvial soil which helps to produce
surplus production. The main crops in this district are brinjal, cauliflower,
tomato, jackfruits, and potatoes. The availability of raw materials from
the local area and the surrounding districts, led to the development of the
different phases of the food park here. There is a scope to get adequate
raw materials from the neighboring states through the National Highway-
6. Many raw materials like potatoes, gram flour, and oil are brought
cheaply from Punjab, Gujrat, Rajasthan, Pune, and also from other parts
of West Bengal.
Land availability-
It is an important attribute in the locational analysis of any industry or
project. An open large place in a good location with all facilities is a basic
factor in establishing a food park. As land is a limited natural resource, it
is very difficult to get adequate land for any food park. A large open
space is required for the setup of any food park with all modern
infrastructure and facilities. In a food park, the land is required for the
producing, sorting, grading, packaging unit, warehouses, godowns, and
cold storage which is nearly 100 acres. This land is also needed for the
storage of materials, and parking of cars, trucks, and internal vehicles
(Smith, 1971). The total area of this food park is approximately 140
acres. Sankrail previously was totally a rural area with wet land that was
less suitable for agriculture making it very easy to get a large open space
for the formation of a food park.
An abundant supply of water and power-
The supply of labor and a good communication system is an important
factor in developing any industry but nowadays anotherimportant factor
in commercial success is a supply of unerupted electricity at an affordable
cost (Elsie Yates, 1938). The uninterrupted power supply by WBSEB
(substation of WBSEDCL) is one of the important factors in the
development of this Food Park. In this Food Park, the power supply
capacity by the WBSEDCL substation is 30 MVA or Mega Volt Amp
(wbpower.gov.in). The east-west canal which flows at the back side of
the food park also supplied the necessary amount of fresh water. Besides
the natural water system, there are many overhead water tanks with a
capacity to contain almost 5 liters of water. This comprehensive drainage
584 |
and sewerage system boosts to set up this food park in Sankrail (Primary
survey).
Capital Investment-
The government, as well as private investment, is one of the important
factors in the development of this food park. The state government has
taken different steps to increase investment in this park. The sufficient
capital investment helps to set up and extend this food park. In the year
2007, K K Birla had set up a food park in phase-I at Sankrail with a joint
venture partner investing 100 crore rupees. Gopal Krishna, managing
director of WBIDC said, this food park phase-II was set up on a potato
processing unit by Fritto Ley and PepsiCo. with an investment of Rs 100
crores.
Government Initiatives-
Sankrail’s is a large operated food park run by the State Government; the
Government has encouraged the development of Growth centers through
the West Bengal Industrial Infrastructure Development Corporation
(WBIIDC). The infrastructure facilities provided in this Centre include
developed land, an industrial shed, water supply, power supply, street
lighting, internal drainage, and a sewerage system by the state
government. Other facilities such as telephone, bank, fire stations, and
police outposts are also being contemplated for the new growth Centre
(nriwestbengal.gov.in).The government has taken several initiatives lately
to improve the support facilities for the food processing sector to attract
and retain investment (Times of India ,2014).
Conclusion-
Sankrail Food Park is one of the biggest operating food park in West
Bengal with three different phases. From the above discussion, it is clear
that the good internal infrastructure, transportation facilities, and huge
investment and governmental support act as positive factors in achieving
the full potential of this park. Besides different positive factors it has
faced many problems like political conflict, lack of loan facilities and
lack of investment.
References-
• D.H. Sharp and H.B. Chubb. Factors Affecting Industrial Location,
Official Architecture and Planning. 28; (1965), pp.40-43.
• Government of West Bengal. (2011), Director of Agri Marketing,
[online] Available at: https://wbagrimarketingboard.gov.in/(Accessed
on 5th October,2022).
| 585
• Government of India. (1994), Ministry of food processing industries,
[online] Available at: http://www.mofpi.gov.in/(Accessed on 20
July,2022).
• Government of India (2001): industrial policy -2001, (New Delhi:
Ministry of Commerce and Industry). Available at:
http://www.mofpi.gov.in/(Accessed on 10 August,2022)
July,2022).
August,2022).
August,2022).
• M, Sidhu, (2005) Fruits and Vegetable Processing Industry in India,
Economic and Political Weekly.40 (28); pp. 3056-3061.
• Office Memorandum. (2021): Setting Up Special Fund of Rs. 2000
Crore NABARD [ONLINE]. Available at: www.mofpi.gov.in
(Accessed on 20 September,2021).
• Sen, Saibal. ‘WB Govt Clears Investment Proposal for Food Park in
Sankrail’, The Times of India, Calcutta, 13 January 2014, p.09.
• Venables, J. (2008): New Economic Geography, [online] Available at
https://www.researchgate.net/publication/229027563 (Accessed on
10th November,2022).
• West Bengal Industrial Development Corporation (2005): Number of
food parks in West Bengal [online] Available at:www.wbidc.com
(Accessed on 12th July,2022).
• Yates, E. (1938) Modern Factors of Industrial Location,
Geographical Association. 23(2); pp.106-112.
586 |
CULTURAL ATTRIBUTES OF THE KURMI
MAHATOS : REFLECTIONS
FROM KARAM PUJA
Sanchita Bhattacharya
Research Scholar,
Centre for Adivasi Studies and Museum,
Vidyasagar University
Abstract: India is land of various cultures and traditions and also has a
substantial indigenous population engaged in diverse livelihood-
sustaining activities. The religious belief system of the various
indigenous community, are entirely dependent on various natural
resources, a major step towards biodiversity conservation. Karam tree
was the first that came into prominence which earns huge medicinal
importance. Cultural alienation of young people, modernization, along
with several other factors paved the path of erosion of the various
traditional values of tribes but still this community continue their age old
custom of worshipping Karam tree in the form of Karam Puja.
Keywords: Biodiversity, Culture, Karam Puja, Modernization, Tribes.
Introduction
Since time immemorial the Tribal people in India as well as in other parts
of the world have been known for their unique cultural identities owing to
their close connection to nature and natural objects including trees and
plants which have profound economic prominence as well as have
immense cultural importance. These have religious as well as health
importance among the whole tribal India. The Indian subcontinent is a
vast repository of medicinal plants that have immense traditional
medicine, which even forms a rich source of knowledge for the medical
field (Brains, 2017). India is a land reflecting variety of physical and
cultural attributes. Its rich biodiversity supports the health of ecosystems
and the services they provide to the society. The nature-based traditional
festivals celebrated by indigenous people are significant in terms of
socio-economic and cultural stabilization that plays immense role in
| 587
biodiversity conservation as well as in the preservation of socio cultural
heritage (Banerjee, 2014).
Objectives
The major objectives of the study are to reflect the cultural attributes of
the Kurmi Mahatos focussing on the Karam Puja. This study further
highlights the story associated with this Puja, various steps of celebration,
the restrictions imposed on during celebration. The study concludes with
the impact of this cultural attribute towards nature.
Review of Literature
The importance of biodiversity is identified globally. Several works focus
on the inter relationship between man and environment. Totemism
practiced among different tribes is a major step towards protection and
conservation of many plant and animal species and this concept of
totemism relates the interrelation of indigenous people with nature.
(Alawa and Ray, 2018; Murugesan, 2014; Sarma and Barpujari, 2011;
Timung and Singh, 2016). Different geographical places have their own
totems based on flora, fauna and topographical features of that particular
place (Bains, 2017). The tribal believe in the conservation of plant and
animal species. The various cultural attributes ensures the protection and
conservation of flora and fauna in, of which some are threatened or in the
category of endangered species (Minz, 2017; Sarma and Mukherjee,
2019). Sacred groves are the replica of societal and cultural
consciousness of the indigenous community. Cutting and felling of trees,
lopping a branch or even plucking a leaf in the grove is strictly
prohibited. This is a traditional way that facilitates the conservation of
species in their own natural habitat (Ekka, 2018). The present status
throughout the world is a matter of great concern owing to
overexploitation, development, Governmental policies etc. which has
paved the path of declination (Daye and Healey, 2015; Kandariet al.,
2014). The role of religious and traditional belief systems in the
conservation of natural resources by indigenous communities has been
appreciated throughout the world (Bhagwat and Rutte, 2006; Niroula and
Singh, 2015; Reimerson, 2013; Sinthumule and Mashau, 2020). Presently
the conservation of biodiversity has been overlooked due to the advent of
commercial interests in most parts of the world. Further, the weakening
588 |
of traditionally inherited bio cultural practices over time are the major
reasons behind irregularities and concerns in the conservation and
management of natural resources (Ekka, 2018; Manjula and Norman,
2017.).After reviewing the literature it is clear that very less work has
been done focussing on the famous Karam Puja conducted by the Kurmi
Mahatos along with its contribution towards nature.
Cultural attributes of the Kurmi Mahatos: Karam Puja
Kurmi Mahatos are the most important agriculturist community those
dwell in eastern India mainly in Jharkhand, part of West Bengal and
Orissa. Their religious belief is a major step towards biodiversity
conservation. Karam Puja is a nature worship festival and is very sacred
among the indigenous peoples residing in the Indian states of Jharkhand
mainly prominent in Bihar, Chhattisgarh, Madhya Pradesh, Odisha, West
Bengal, and Assam. It is associated with the harvest, symbolized through
a Karam tree, worshipped as Karam Devta. Nine type of seeds namely
rice, wheat, corn etc which is called Jawa are planted in a basket. Girl
generally takes care of these for seven to nine days. They fast throughout
the day and go to the jungle accompanied by groups of drummers and cut
one or more branches of the Karam tree after worshiping it. Unmarried,
young girls carry the branches of the Karam tree which they have
obtained from the jungle and sing in praise of the deity. Later these are
planted in the centre of the ground surrounded with cow-dung and
decorated with flowers. Pahan, a village priest offers germinated grains
and liquor to the deity. After puja, in the next morning the Karam branch
is immersed in the river water. The festival also has a close link to nature
as the people worship trees during this festival and pray before Mother
Nature to keep their farmlands green and ensure a rich harvest. Even the
Govt has declared a sectional holiday on this particular day.
Story behind the festival:
There are multiple versions of the festival. The most common story is
discussed as below. Two brothers were leaving peacefully. They used to
perform this puja every year, but in a particular year, one of the brothers
took hot rice, and it is a belief that Karam God was upset, and from that
day, his life went under colossal problem. His entire agricultural land was
wasted, and got engaged himself in his brother’s home for a job. Their
| 589
food was finished before reaching his plate during distribution. He kept
waiting for food and finally decided to waste his brother’s crop. While he
went to destroy the crops, somebody chanted that he had broken the laws
of Karam God, so he should travel seven oceans to reach the Almighty; to
overcome the situation. While travelling he felt thirsty and found a water
body. He found it filled with bees, and the water body requested him to
ask the Almighty why it is filled with insects. He felt hungry and found a
Fiicus Carica tree to eat the fruit, but found it filled with insects. Then he
reached a hut and found that the leg of an older woman was in fire, but it
was not burnt. Then Kormu again started walking, where he found a
crocodile in a water body it could not immerse himself in the water. After
reaching the other shore, he met the Almighty, where he confessed all his
wrong deeds along with whatever happened throughout his journey.
Karam God told him to conduct his puja following all rules and
regulations. While travelling on the crocodile’s back, he said that the
crocodile had eaten many people, including a female wearing ornament.
If he could donate those, then only he would be able to immerse himself
in water. He suddenly vomited all jewellery to distribute it among the
needy people. He reached the old lady and stated that she once kicked
somebody, so her leg was on fire, and requested for donating the needy.
Then he reached the tree and kept the jewellery beneath the tree, to keep
the fruits insects free. Then Kormu went to the water body and donated
gold and returned back after drinking water from that river. Kormu,
during the month of Bhadra, extracted branches of the Karam tree and
celebrated the festival with considerable donations. In this way, his life
changed, and the festival earned renowned prominence.
Karam Puja: The unmarried young girls of the villages follow this
festival as below.
Day of “Sandesh”: The date before the event's commencement is locally
known as Sandesh: Generally, on this particular day, everybody chants
“AAJ SANDESH, KAAL BAAR, PORSU PANNA”. Usually, various
designs are made on the eastern wall of the houses where the tree is
mainly planted.
Day of “Baar”: Generally, every member carries out fasting on this
particular day. In the afternoon, people generally go to nearby water
590 |
bodies for bathing and dedicate the same to God. The people chant
“KAAL GELO SANDESH, AAJ BAAR, KAAL PANNA”. During the
evening everybody enjoys singing and dancing. Karma Dance, one of the
oldest dance forms in India is a way of welcoming the spring and forming
a circle through their movements around a tree venerated as Karma. The
dancers generally wear ethnic costumes and jewellery that cites an
example of a ritual that identifies the tribal community.
Day of “Panna”: This day indicates the end of Karam Puja. The fast is
broken by eating food mixed with several vegetables; ultimately, the leaf
on which the food is taken is immersed in water. This dish is termed a
“Panna”. Turmeric is entirely restricted in the preparation of this kind of
food. Intake of sweet, bitter food items is strictly forbidden. It is a belief
that during fasting, if anybody intakes water, it blinks during the lighting
of the lamp. Salt should not touch one’s hand. Even roasted food is also
strictly prohibited.
Major restrictions imposed:
The major restrictions followed during this festival are from the very
beginning day of Jawa, the girls are not allowed to sleep on cot/ bedstead
as this would facilitate the saplings to grow in a bending position. They
are not allowed to take a bath bending heads backwardly as the Jawa
could collapse to a landslip. Even are not allowed to eat any burnt and
sweet things. If a Jawa participant requires salt while having a meal, she
should not take the salt on her own hand as this would melt the Jawa.
They do not defecate in a wet place because in that case, a kind of worm
that is cow dung worm in the soil might fortify soil on that area.
Urination in a standing position is strictly prohibited as they believe that
it creates a hole in the earth. Eating curd is strictly prohibited during
Karam Puja because they think that it produces fungus in their Jawa.
Karam Puja is a step undertaken by the Kurmi Mahatos in utilisation of
the natural resources to its fullest. This on the other hand facilitates the
conservation of this species which is a step towards biodiversity
conservation.
Conclusion
Karma festival symbolizes spiritual and religious festival closely
associated with the harvest. This festival is symbolized through a Karam
| 591
tree, generally worshipped as Karam Devta and has earned prominence in
recent times. Being a harvest festival it has a close link to nature. People
worship trees during this festival as a source of livelihood, and they pray
for a green and rich harvest. Biodiversity and culture are interrelated.
Cultural diversity helps in the promotion of conservation of the natural
resources (Posey, 1999). Biological diversity and natural ecosystems are
interrelated to the economy, identity, cultural and spiritual values, as well
as the social organization of indigenous people (Stoll-Kleemann, 2001;
Miller, 2005; Lindström et al., 2006; Marshall et al., 2007). Several
'indigenous' groups around the world have protected several species and
habitats through their cultural beliefs which on the other hand facilitates
in the conservation of biodiversity. Forest ecosystem and protection of
species and habitats are important aspects which reflect cultural beliefs
and helps in biodiversity conservation. Some studies even revealed that
many indigenous communities depend directly on natural ecological
systems for their sustenance (Halim et al., 2012). Lack of support at the
local level has been linked to the inadequate knowledge of the general
public about biodiversity (Hunter and Brehm, 2003). Thus traditional
knowledge, practices and beliefs helps in the establishment of
biodiversity conservation and environmental obligations.
Bibliography.
Alawa, K. S., and S. Ray. (2018). “Some Plant Associated of Tribal Clans
of Dhar District, Madhya Pradesh, India and Their Role in Conservation.”
Bioscience Discovery 9 (2): 260–263.
Bains, W. (2017). “Conservation of Environment through Traditional
Knowledge and Wisdom with Special Reference to Beliefs and Practices
in Tribal India: An Overview.” Journal of Multidisciplinary Studies in
Archaeology 5: 224–243.
Banerjee, A. (2014). “Traditional Nature-Based Culture and Forest
Festivals of Chhotanagpur Plateau Areas, India.” In Proceedings of the
National Seminar On Traditional Knowledge and Social Practices:
Promoting Biodiversity Conservation, 69–177. New Delhi: Zoological
Survey of India.
592 |
Bhagwat, S.A., and C. Rutte. (2006). “Sacred Groves: Potential for
Biodiversity Management.” Frontiers in Ecology and the Environment. 4
(10): 519–524.
Daye, D.D., and J.R. Healey. (2015). “Healey Impacts of Land-Use
Change on Sacred Forests at the Landscape Scale.” Global Ecology and
Conservation 3: 349–358. doi:10.1016/j.gecco. 2014.12.009.
Ekka, R. (2018). “Sacred Groves: Tradition of Biodiversity Conservation
in Northern Chhattisgarh.” ARIPEX - Indian Journal of Research 7 (2):
159–160.
Hunter LM, Brehm JM. (2003). Brief Comment: Qualitative insight into
public knowledge of, and concern with, biodiversity. Human Ecology 31
(2): 309-320.
Kandari, L. S., V.K. Bisht, M. Bhardwaj, and A.K. Thakur. (2014).
“Conservation and Management of Sacred Groves, Myths and Beliefs of
Tribal Communities: A Case Study from North-India.” Environmental
Systems Research 3 (1): 2–10.
Manjula, V., and T. Selvin Jebaraj Norman. (2017). “Sacred Grooves: the
Drug Store of Herbal Medicine.” The Pharma Innovation Journal 6 (9):
462–464.
Minz, D. (2017). The Religious History of Munda and Oraon Tribes.
New Delhi: Kalpaz Publications.
Narasimham, S., and D.V. Subbarao. (2018). “Impact of Mining on
Tribal Socio-Economic and Environmental Risks in India.” Economic
Affair 63 (1): 191–202.
Niroula, G., and N.B. Singh. (2015). “Religion and Conservation: A
Review of Use and Protection of Sacred Plants and Animals in Nepal.”
Journal of Institute of Science and Technology 20 (2): 61–66.
Reimerson, E. (2013). “Between Nature and Culture: Exploring Space for
Indigenous Agency in the Convention on Biological Diversity.”
Environmental Politics 22 (6): 992–1009.
Sarma, U.K., and I. Barpujari. (2011). “Eco-Cosmologies and
Biodiversity Conservation: Continuity and Change among the Karbis of
Assam.” International Indigenous Policy Journal 2 (4): 1–10.
| 593
Sinthumule, N.I., and M.L. Mashau. (2020). “Traditional Ecological
Knowledge and Practices for Forest Conservation in Thathe Vondo in
Limpopo Province, South Africa.” Global Ecology and Conservation 22
e00910: 1–11. doi:10.1016/j.gecco.2020.e00910.
Timung, L., and Kh. N. Singh. (2016). “Totemic Beliefs and Biodiversity
Conservation among the Karbis of Assam, India.” Research on
Humanities and Social Sciences 6 (11): 26–30.
594 |
Raja Ram Mohan Roy : The pioneer of scientific
religious reformer to the Indian Society
Somnath Roy
Assistant Professor, Department of Chemistry
Maharajadhiraj Uday Chand Women's College
Abstract: Raja Ram Mohan Roy was a leading figure in the Renaissance
and one of the most well-known Indian and Bengali thinkers of all time.
When Bengali and Indian society as a whole were ruled by superstition,
poverty, women's harassment, neglect, and tyranny, as well as other
societal evils, Ram Mohan Roy came to prominence in the eighteenth
century. The long history of Muslim domination in India has had a
negative impact on women's rights, education, and social standing.
Although some education was established by the colonial rulers to
support their trade and rule, there were still a lot of issues under the East
India Company's administration. There was an aura of untouchability
surrounding the caste system, and the social structure was divided among
many races, religions, and castes. Both the high and low caste systems
had an impact on women's life and access to education. The purpose of
this essay is to show how significant Ram Mohan Roy was at the time,
contributing to the creation of a modern society and dismantling
discrimination in the old one. Conversely, he managed to bring about a
revolutionary change in the Indian educational system and safeguard the
rights and lives of women. The goal of the research is to outline and
assess Raja Ram Mohan Roy's contributions to Indian culture. To reach a
conclusion, the study employed a documentary and analytical
methodology.
Keywords: Social Reform, Political reform, Educational reform,
Religion and Women's Rights.
Introduction:
The untiring social reformer Raja Ram Mohan Roy heralded in the era of
enlightenment and liberal reformist modernization in India, earning him
the title "father of Modern India's Renaissance." Bengal was the
| 595
birthplace of Raja Ram Mohan Roy, who was born on May 22, 1772. His
early education included studying Persian and Arabic in Patna, where he
read the Quran, works of Sufi mystic poets, and Arabic translations of
Plato's works and Aristotle. In Banaras, he learned Sanskrit and read the
Vedas and Upnishads. From 1803 to 1814 he worked for the East India
Company as personal ‘diwan’, first at Woodforde, then at Digby. In
1814, he resigned and moved to Calcutta to devote his life to religious,
social and political reforms. In November 1830, he sailed for England to
be there to prevent the possible repeal of the law banning ‘Sati’. Ram
Mohan Roy was given the title 'Raja' by the official Mughal emperor of
Delhi, Akbar II, the first of them to present their grievances before the
British king. In his speech titled 'Inauguration of the modern era in
India', Tagore called Ram Mohan 'a shining star in the firmament of
Indian history'.
Ram Mohan Roy was greatly influenced by modern Western
thought and emphasized rationalism and a modern scientific approach.
Ram Mohan Roy's immediate problem was the religious and social
decline in his native Bengal. He believes that fundamentalist religions
have become a cause of harm and disadvantage to social life, and a
source of instability and confusion for the people, instead of aiming at
improving the situation society. Raja Ram Mohan Roy concluded that
religious reform was both social reform and political modernization.
Ram Mohan believes that every sinner must atone for his sins and this
must be done through self-purification and repentance and not through
sacrifices and rituals. He believed in the social equality of all humanity
and was therefore a strong opponent of the caste system. Ram Mohan
was attracted to Islamic monotheism. He says that monotheism is also
the basic message of Vedanta. His idea of a single, unitary God was a
corrective to the polytheism of mainstream Hinduism and the
trinitarianism of Christianity. He believes that monotheism advocates a
universal model for humanity.
Raja Ram Mohan Roy believed that unless women were liberated
from inhuman forms of oppression such as illiteracy, child marriage, sati,
purdah, Hindu society could not progress. He described sati as a
violation of all human and social sensibilities and a symptom of the moral
596 |
decline of a race. He established women's rights or East-West educational
integration, helping contemporary Bengal or India to prosper. He worked
hard to protect the freedom of Indians. He is known as the "father of the
Bengal Renaissance". So, another important turning point in world
history, known as the Renaissance in modern Asia, may have
significantly changed Indian thought, intellectualism and worldview
around the world from the mid-19th century onwards. Contemporary
Hindustan is marked by the intellectual revolution of this particular
period.
Ideologies of Raja Ram Mohan Roy:
Ram Mohan Roy, who was influenced by contemporary western
philosophy, placed a strong emphasis on reason and modern science. He
thought that religious dogmas have turned into sources of harm, conflict,
disruption to social life, and confusion for the populace rather than
working to improve the state of society. He held that self-purification and
repentance are the only ways to atone for one's sins; rituals and sacrifices
cannot. Additionally, he thought that political modernization and social
reform are synonymous with religious reform. The deteriorating social
and religious landscape of his native Bengal was his immediate concern.
He firmly believed that all people are socially equal and opposed the
caste system.
His concept of a single, unitarian god served as a rebuttal to both
Christian trinitarianism and the polytheism of orthodox Hinduism. He
emphasized that women must be freed from inhumane forms of
oppression such as child marriage, Sati, illiteracy, purdah, and so on for
Hindu society to advance. According to him, sati is a sign of a race's
moral degradation and a violation of all humanitarian and social
sentiments.
In addition to fighting the missionaries' harsh criticism of
Hinduism, he worked to rid Hinduism of the abuses that had seeped into
it. In a nutshell, that was Raja Rammohan Roy. He enthusiastically
supported the inclusion of western science and technology in India's
curricula, pioneered English education, and advanced enlightened
journalism there because he understood that society could not be
improved by horrible traditions that oppressed women without education.
| 597
Social reforms: Raja Ram Mohan Roy contribution
Rammohan Roy visited the UK in 1830 to make sure that Lord William
Bentinck's Sati Regulation Act of 1829, which outlawed the practice of
Sati, was upheld. He also started cultural exchanges while he was in
England, meeting with parliamentarians and writing books on Indian law
and economics.
Consider the brutal social atrocity known as Sati, in which young
widows as young as 12 were made to jump onto the pyre of their
deceased husbands in order to perform Sati. As a child, Raja Rammohan
Roy saw this horrible scene when his own sister-in-law was forcibly
burned at the stake of his own brother. He promised to put an end to these
crimes against women. He made it known that if the Sati Abolishing
Reform Bill was not passed by the Parliament, he would leave the British
Empire. A woman who was "true on her ideals" was called a Sati. A
woman who was virtuous and pious would be called Sati. The word
"Sati" comes from the ancient Indian language, and it means "truth."
Originally meaning "virtuous woman," sati has come to represent both
the act of a widow and the victim self-immolation. According to Hindu
mythology, Sati was Lord Shiva's wife who burned herself alive on the
sacred pyre. In response to her father's rejection of Shiva's invitation to
the Gods' assembly, she took this action. She was reduced to ashes after
invoking a yogic fire out of sheer mortification. Like the original sati,
self-sacrifice is transformed into a "Divine example of wifely devotion."
It was Raja Ram Mohan Roy who was the first Indian man to object to
this tradition.
One of the first Indian edited newspapers, the Samvad Kaumudi,
was a Bengali journal that he founded and edited. Raja Rammohan Roy,
who spearheaded the Brahmo Samaj and Bengal Renaissance
movements, effectively introduced contemporary ideas to Bengali
society, which continue to have a significant impact on women's
empowerment to this day.
He was a highly educated man who was essentially a democrat and
a humanist. In addition to mastering European languages like English,
French, Latin, Greek, and Hebrew, he studied oriental languages like
Arabic, Persian, and Sanskrit. He was greatly influenced by the liberal
598 |
and rationalist doctrines of the West, the deism of Sufism, the ethical
teachings of Christianity, and the monotheism and anti-idolatry of Islam
in his religio-philosophical social outlook. He outlined his theory of
monotheism in a Persian treatise titled Tuhfat-ul-Muwahidin, also known
as "A Gift to Monotheists," which was published in 1803. He had a
strong desire to see social evils like polygamy, child marriage, and sati
eradicated. As a result, he enthusiastically backed Governor-General
Lord William Bentick when the letter establishing laws and doing away
with Sati was passed in 1829.
Rammohan Roy is a champion of women's rights in our eyes. He
opposed the prevalent belief that women were morally or intellectually
inferior to men and denounced the enslavement of women. He criticized
child marriage, rigid caste systems, and polygamy. He was one of the first
to advocate for modern education, which he saw as a key tool for
advancing modern ideas throughout the nation, and he pushed for women
to have the right to inherit and own property in order to improve their
status.
Political and Economic reformer:
The British System of Constitutional Government bestowed upon its
citizens a host of civil liberties that impressed and delighted Raja Ram
Mohan Roy. He wished to provide the Indian people with the advantages
of that form of governance. He denounced the repressive methods
employed by Bengali zamindars. He insisted that the minimum rent be
fixed. He demanded that taxes on lands that are exempt from taxes be
removed and that export duties on Indian goods be lowered. He spoke out
against the trading rights held by the East India Company.
He criticised the British government's unfair policies, particularly
the limitations on press freedom. He backed the Indian free press
movement with his writings and actions. Ram Mohan discovered three
journals after Lord Hastings lifted press censorship in 1819: The
Brahmanical Magazine (1821); Samvad Kaumudi (1821), a Bengali
weekly; and Mirat-ul-Akbar, a Persian weekly.
He insisted on equal treatment for Europeans and Indians. He
favored the decoupling of the judiciary and the executive branches, as
well as the Indianization of superior services.
| 599
Educational Contribution:
He established numerous schools to provide Indians with an English-
language education in Western science. He thought that the conventional
Indian educational system was inferior to education in the English
language. In 1817, he helped David Hare to find the Hindu College, and
at Roy's English school, Voltaire's philosophy and mechanics were
taught. He established a school with an English curriculum in 1822. He
founded Vedanta College in 1825, offering classes in Western social and
physical sciences as well as Indian knowledge.
Raja Ram Mohan Roy – Literary Work:
• Year 1804 – Tuhfat-ul-Muwahhidin
• Year 1815 – Vedanta Gantha
• Year 1816 – Kenopanishads, Translation of an abridgment of the
Vedanta Sara, Ishopanishad
• Year 1817 – Kathopanishad
• Year 1818 – A Conference between the Advocate for, and an
Opponent of Practice of Burning Widows Alive (Bengali and
English)
• Year 1819 – Mundaka Upanishad
• Year 1820 – The Precepts of Jesus- The Guide to Peace and
Happiness, A Defence of Hindu Theism
• Year 1826 – Bengali Grammar
• Year 1829 – History of Indian Philosophy, The Universal Religion
• Year 1833 – Gaudiya Vyakaran
Brahmo Samaj:
Raja Ram Mohan Roy established the Brahmo Sabha in 1828. Brahmo
Sabha is also referred to as Brahmo Samaj. Worshiping the everlasting
god was the main goal of Brahmo Samaj. It was opposed to sacrifices,
rituals, and the priesthood. It was centered on scripture reading,
meditation, and prayer. Brahmo Samaj was essentially founded to expose
religious hypocrisies.
In contemporary India, it was the first intellectual reform
movement in which social evils were denounced and efforts were
600 |
undertaken to eradicate them from society. It caused rationalism and
enlightenment to flourish in India, which aided the nationalist movement
inadvertently.
All religions are one, according to the Brahmo Samaj.
Rabindranath Tagore, Pt. Sivnath Shastri, Keshub Chandra Sen, and
Debendranath Tagore—the father of Rabindranath Tagore—were
prominent members of Brahmo Samaj. The Brahma Sabha was divided
into two groups later in 1866: Adi Brahmo Samaj, headed by
Debendranath Tagore, and Brahmo Samaj of India, led by Keshub
Chandra Sen. Indian society was largely unaware of the urgent problems
that were afflicting it at the time until Raja Ram Mohan Roy and his
Brahmo Samaj became involved. All social, religious, and political
movements in contemporary India originated from it.
Conclusion:
Raja Ram Mohan Roy was one of the few people in his day to get the true
meaning of the modern era. He realized that independence isolation is not
the goal of human civilization; rather, it is a brotherhood of
interdependence between individuals and nations. His mission was to
fully awaken Indians to their distinct cultural identities and to assist them
in comprehending the realities specific to their respective civilizations in
the spirit of cooperative understanding. Roy was a living example of a
revolutionary and a freedom fighter. Although he never publicly
advocated for India's independence, he did fight for Indians' civil rights
and disapproved of the notion that Europeans were a superior race. After
Roy's death, Brahmo Samaj was supervised for a while by Dwaraka Nath
Tagore. Indians still treasure and recall Roy's motivational words.
Raja Ram Mohan Roy was a robust and rational thinker who
brought fresh perspectives and original ideas to illuminate the gloomy
Indian civilization of the nineteenth century. Bengal is therefore regarded
as one of the forefathers of the Renaissance. For being a trailblazer in
Indian society, culture, and education, he continues to be revered.
Rabindranath thus claimed that Ram Mohan Roy "inaugurated the
modern period in India." One foreign biographer who has written about
Ram Mohan claims that he is the prophet of the new India.
| 601
His contribution to the advancement of society as a whole will
always be valued. His goal was to establish a prosperous and well-off
India. There is now a new understanding of Bengali society, culture, and
religious transformation as a result of her beliefs regarding women's
rights and education. He is India's representative in the eyes of
enlightened future generations. Rabindranath Tagore called Raja Ram
Mohan Roy a "Bharatpathik" because of his extraordinary achievements.
Thus, despite all that has been written about him, Ram Mohan Roy's
contributions to Indian society and society around the world remain
highly relevant today. It's important to remember Mrs. Cole's statement
regarding Raja Ram Mohan Roy, "His role was that of an Enlightener."
References:
[1] De, A., & Banerjee, m. (2015). Nineteenth century Bengal
renaissance and raja ram Mohan Roy: present perspective. Volume
iv march 2015, 2277, 184-192
[2] Kumar, S. (2016). Contribution of socio-religious reform
movement to attain the social justice in Indian society.
International journal of advances in social sciences, 4(2), 107- 110
[3] Mallick, P. D. Contribution of raja ram Mohan Roy in the field
of journalism and literature: a critical analysis.
[4] Mandal, M., & Behera, s. K. (2015). Rajas ram Mohan Roy as an
educational reformer: an evaluation. International journal of
humanities & social science studies.
[5] Nazir, P. (2011). Raja Ram Mohan Roy: social reform and
empowerment of women.
[6] Roy, R. R. M. (2007). Rajas ram Mohan Roy (p. 285). Dk print
world.
[7] Shahare, U. P., & sheikh, v. T. (2018). Raja rams Mohan Roy as
great reformer towards making of modern India. Research
inspiration: an international multidisciplinary ejournal, 3(iii), 01-
06.
[8] Shairgojri, A. A. (2022). The pragmatic role and heights of women
in nation building. Journal of women empowerment and studies
(JWES) ISSN: 2799-1253, 2(03), 31-37.
602 |
[9] Shastri, A. (2018). Raja rams Mohan Roy: the great emperor of
modern India. Amish kumar Verma, 53.
[10] Siddhartha, M. (2018). A study on raja rams Mohan Roy and
abolition of sati system in India. International journal of social
science and economic research, 3(12).
[11] Sircar, J. (2020). Ram Mohan Roy: his contribution to the making
of India. Studies in people’s history, 7(1), 53-64.
[12] Sohan Lal, D. A. V. A comparative study of educational thoughts
of raja rams Mohan Roy and Swami Dayanand Saraswat with
special reference to education of women. Educational research
volume–xv, 26.
[13] Vimala, M. S. (2018). Raja Ram Mohan Roy–father of modern
India.
[14] Vivekananda, s. The Indian renaissance-raja Ram Mohan Roy.
Modern Indian political thought, 1.
[15] Waghmare, N. (2017). Raja Ram Mohan Roy and Brahma Samaj.
[16] Yousuf, M. (2020). Rajas ram Mohan Roy and Bengal press in the
early nineteenth century: A critical study. International journal of
multidisciplinary educational research, 10(1), 4.
| 603
Migration – an Overview on Terminology and
Historical discourse
Sudipta Sardar
Vice Principal,
Rabindra Bharati Mahavidyalaya
Abstract : Migration is a worldwide debated issue; it is of great

importance to have a well-defined and clear representation of what this
phenomenon means for the individuals, for state-nations and for society
as a whole. There are more international migrants today than ever before,
and their number is certain to increase for the foreseeable future.
Migration is inextricably linked with other important global issues,
including development, poverty, and human rights. Migration is present
key concerns for global health progress. Despite this, a transparent
method for identifying and understanding the relationship between
migration and other contextual factors remains a knowledge gap. Beside
economic, social inequalities and political conflicts a significant new
trend is the increasing number of female migrants, but these women are
especially vulnerable to hardship, discrimination, and abuse. Large-scale
movements of voluntary and forced migrants have uprooted millions of
people worldwide. Many thinkers considering the age we live in as the
"age of migrations". Correspondingly, there has been an increased
amount of attention given in both scholarship as well as pedagogy to the
complexities of these movements of people, caused by varied reasons
ranging from economic opportunity, ethnic violence, to social and
political persecution.
Introduction
Migration has been a constant and persistent feature in the history of
humankind, being among the most important and pressing global issues
of our time. Due to the fact that global warming cannot be stopped and
the average world temperature increases and melts the glaciers in the
polar region, a stronger disaster and natural causes title has been added to
these factors. Moreover, the individuals who migrate are not easy to
604 |
classify due to the fact that they come under different circumstances,
from different environments and with different individual characteristics.
Accordingly, understanding the causes and consequences of migration, as
well as acquiring theoretical and practical skills are essential for both
tackling the challenges that arise and developing effective policies to
protect migrants.
We live in a constantly changing world, where migrants have a
significant impact on the economic, political and social agendas of
sovereign states, intergovernmental agencies and civil society groups
Simultaneously migration, means a transnational human mobility, which
is an important aspect of globalizationi . In recent decades, globalization
is usually taken to mean the “latest wave” of globalization rather than a
longue dare process spanning centuries. In the former meaning,
globalization is defined as the acceleration of global economic, political,
cultural, and environmental interconnectedness and interdependency over
the past several decades, with different authors placing different starting
times to it.ii The aims of this paper are to provide a critical review of
existing migration literature; from this, we also suggest modifications to
existing conceptualisation of migration by providing a new conceptual
model of the system of migration determinants.iii The relationship
between climate change and migration has been researched for over three
decades, and yet remains fragmented and fraught with the attribution, is
migrants forcibly displaced because of climate change or other factors?
Keywords : Climate Migration, Gender and Migration, Migration and
income inequality, Violence and Migration.
A Critical Review of Climate Migration Literature

There is hardly any dispute among scientists that the climate change has
emerged as one of the most devastating threats to the mankind. In
particular, it is sometimes difficult to differentiate between refugees that
are driven by environmental factors and those that are impelled by
economic problems’. In the study on migration, the classic
conceptualization of push and pull factors provided the initial but the
most potent basis of explanations about why people migrateiv.
Historically viewed, the environmental change and natural disaster have
| 605
always been a push factor of migration. Climate change is likely to affect
migration through a number of socio-economic and political drivers and
its direct effect is confounded by the overlapping nature of climate
change and socio-economic conditions. However, it must be emphasized
that it would be wrong to attribute migration as a monocausal
phenomenon rather it would be appropriate to attribute migration
resulting from a multi-causality of the interwoven and embedded nature
of socio-economic, political and environmental factors expressed through
a livelihood strategyv.
Migration could be a possible adaptive mechanism but several
studies also show that migration is socio-economically selective; this
means that not everybody affected by climate change would be privileged
to migrate and escape its wrath. However, the potential role of migration
and remittances sent by migrants may play a very important role in
mitigating human distress arising in the event of climate change. It helps
transfer surplus Labour from agriculture to non-agriculture sector,
increasing the efficiency of Labour use and enhancing productivity and
reduction in poverty. The adaptive capacity of migration and consequent
remittances need to be leveraged with other ongoing Programmes at the
place of origin to increase migration efficiency and its development,
while there should be exclusive policies for the protection against the
vulnerability of migrants at the place of destination which are mostly the
urban areas. The migrants are one of the most vulnerable groups that need
to be protected through suitable urban policy and planning.
Therefore, it seems unlikely that proposals on population
movement arising from climate change will gain the necessary political
support in the near future with regard to drafting, amending, endorsing or
adopting an entirely new legal framework. As a result, injustice,
adaptation and mitigation strategies, as well as reallocation decisions
have evolved to become concerns across the globe. Nevertheless, climate
change and human rights are strongly interlinked and the concept of
climate justice may offer a way to conceptualize these links. Some
authors argue that there is also some limitation in theoretical development
and so in recent years there has been a push to promote a more
606 |
sophisticated theoretical understanding of how climate change may
interact with other drivers of migration.vi
Gender and Migration
The gender relations and migration, they have established themselves
independently of each other. The area of migration studies, like gender
studies, is not characterized by a singular discipline-specific perspective
but rather by multidisciplinary and interdisciplinary approaches.
Paradoxically, however, gender relations are in fact indispensable when it
comes to describing the relationship between a majority society and
migrant communitiesvii. The difficult relationship between migration
studies and gender studies also involves the dominance of a bipolar
differential theoretical paradigm in both these fields that considers the
migrant, and in particular the female migrant, as the respective Other, as a
deviation, and as someone lower in the hierarchy. Migration is neither a
modern nor a postmodern phenomenon; in fact, migration movements
across the boundaries of countries, states, and ethnicities have always
been a driver in human history. However, the conclusion that
feminization has become one of the major trends in migration movements
that used to be predominantly male implies that female migration among
these movements is a new phenomenon when actually it has always been
an aspect of population migrations. The policymakers have come to
acknowledge that a large proportion of migrants are women, although
even today there are migration studies and statistics that use exclusively
male samples or do not consider the migrants’ gender at all.
Stephen Castles and Marc J. Miller’s book “The Age of Migration”
was probably the first study to increase awareness of gender-specific
aspects of migration. In it, the two authors show that this new age is
characterized by a feminization of migration by providing statistics that
show that worldwide, women outnumber men in transnational migration
processes—an observation that has since been confirmed by several
international large-scale studies. First, the work relationships into which
women migrate include feminized occupational fields such as domestic
work and care, the entertainment industry, and sex work, as well as
feminized occupations in agriculture or catering. Second, one would
expect that the spouses or partners of women who are migrating on their
| 607
own and are earning most of the income of their families back in their
country of origin would take over these women’s traditional domestic
work responsibilities. Third, the increase in the proportion of female
migrants is also related to changes in the gender orders, the organization
of the welfare state and the economic conditions in the countries of
arrival.
Women Migration in South Asia
South Asia, including Bangladesh, India, Nepal, Pakistan and Sri Lanka,
encompasses source, transit and destination areas for women who migrate
for employment. An increasing number of female migrants from South
Asian countries are getting jobs in the newly emerging manufacturing
sector, and as domestic workers in Gulf countriesviii . However, the ban
on female workers is thought to promote the illegal migration of women
through informal channels Sri Lanka is the only country in South Asia
which promotes female labor migration.ix Women with disabilities
reported facing heightened difficulties in migrating from affected areas
and seeking employment to rebuild, their lives. However, a growing
number of women in South Asia are migrating in search of better
livelihood opportunities to support their families. But Women who
migrate for employment may face contradictory responses from their
families and communities ranging from increased dependency to
stigmatization. The impact of stigmatization upon women’s ability to
protect their rights can be profound.
Migration and income inequality a case study from rural Uttar
Pradesh
Migration has become an integral feature of rural households in
developing economies. Although few attempts have been made to
understand the linkages between migration and inequality in developing
countries, the studies on the relationship between the two are negligible
in rural Uttar Pradesh. In rural areas of developing economies in the
presence of imperfect capital markets, migration via remittances is an
understood contract between the migrant and the household. Literature
also shows that income is one of the major determinants of undertaking
migration decisions by households in rural areas. Migration is associated
with the financial cost of moving out and thus is not undertaken by the
608 |
poorest households. It can be observed that migration has reduced income
inequality in all social groups. From descriptive analysis as well, it was
found that the rate of migration is highest in OBC households, and the
Gini coefficient also shows that the highest income inequality is in OBC
households. Migration doesn’t reduce income inequality in all villages
whereas when Gini coefficient of income with and without remittances
across social groups is considered, the relationship is positive. Moreover,
more non-farm opportunities shall be encouraged to reduce huge
inequalities among various social groups and thus enhancing equal access
to resources, be it land, education or income.x
Violence and Migration: a case study of Partition in Bengal
One can never be sure of the meaning of violence, of what constitutes it.
Violence might seem to be a fixed referral, riots being its practice. But
reading riots is not a straightforward exercise. It involves simplifications
of sorts, ascribed to spaces where the riots occurred and of the actors
involved. The fear of violence and atrocities in all garbs amount to
violence. Violence is one whole. The fear and the trauma that made men
and women leave their hearth and home were what Chhabi Das, in her
narrative, in Jagori Bandyopadhyay’s essay, ‘Meyeli Jibon’, calls
‘hutash’xi . The kind of violence that the years around the Partition
experienced was not what the modern mind would like to associate with
the birth of a modern state. The fear of violence, therefore, became, in
official parlance, a category different from actual violence, a lesser
category, to be precise. The notion of betrayal and the sense of being let
down was hemmed into the plan of the Partition. xii On 15 December
1949, a train from Dhaka to Comilla was stopped at Khalilabad, between
Bhairab and Narsinghdi and all the Hindu passengers were ordered out.
They were then lined up by a paddy field and the women were
separated.xiii The migrants felt that what was going on against them was
not simply the work of the hooligans and murderers; the official circle
was also involved in it. However, even though faith in the government
authorities was lost, surprisingly, faith in private individuals remained
even in times of the greatest crises. It has been the case with the
migration pattern in Bengal, that whenever there were talks of the final
roll call, a fresh wave of migration would topple the plans.
| 609
However, in the specific case of literature about migration in our
country, it is vital to acknowledge that there is a strong ideological and
rhetorical component that often, and unfortunately, tends to divide and
therefore restore a strong concept of border, at least on a metaphorical
and symbolic level. In this context, the narration of the figure of the
migrant is still mainly structured according to conventional binary
patterns, on the model of the fundamental identity dichotomy, even
though the evaluation, whether implicit or not, develops in different
levels, ranging from the acceptance and the enhancement of differences
as a source of value and, as a consequence, of human, cultural, linguistic
enrichment of a new collective heritage or opportunities, which would be
otherwise neither recognizable nor accessible, to the denial of anyone
different, labeled as invaders, usurpers or even apostates wanting to erase
the customs and traditions of the country of destination to impose their
own. xiv Historically, the economic prosperity and political stability of the
developed regions has been the context that has been an attraction factor
for migrants. On the other hand, nations that send migrants often benefit
from the remittances that result from higher wages in the countries of
destination, but tend to experience the “brain drain” of skilled and
educated professionals, thus generating a negative impact on their
population, as well as on the economic development of the state.
Conclusion
Stories, defined as narration, through various means and codes, related to
different contents, intertwine with the daily life of individuals, groups and
societies in such a recurring and pervasive way so as to often turn, in this
routine, into a production and reception process that is so ordinary and
apparently banal so as to remain at the border of awareness. However, the
awareness and the direct experimentation of different models of culture
and values provokes culture shock that affects both the individual and the
group at different levels, modifying their perception, representation and,
as a consequence, narration. At the same time, the migrants that decide to
share themselves, their identity and experience must take into account
their love for their country and perhaps their feeling of homesickness, as
well as their roots and therefore their own language, which, in this sense,
may be the favoured means of expression.
610 |
END NOTES:
i
Castles S, De Haas H, Miller M (2013) The age of migration:
international population movements in the modern world, 5th edn.
Palgrave Macmillan, London PP 16-20.
ii
Steger M (2009) Globalization: a very short introduction. Oxford
University Press,pp 28-30.
iii
Warner, K. Hamza, M; Oliver-Smith, A.; Renaud, F.Julca, “A Climate
change, environmental degradation and migration” 2009, PP: 55, 689–
715.
iv
Heberle, R. (1938) “The causes of rural-urban migration: A survey of
German theories”, American Journal of Sociology, Vol. 43, No. 6, pp.
932–950.
v
( Mazumdar, I., N. Neetha and I. Agnihotri (2013) “Migration and
gender in India”, Economic and Political Weekly , Vol. 48, No. 10, pp.
54–64.)
vi
( Neumann, K.; Hilderink, H. Opportunities and challenges for
investigating the environment-migration nexus. Hum. Ecol. 2015, 43,
309–322.)
vii
Lutz and Huth-Hildebrandt 1998: “Gender and Migration:
Transnational and Intersectional prospects Routledge Publication, PP: 10-
13
viii
(Siddiqui, T, Migration and Gender in Asia, Paper No. 6, published by
United Nations Economic and Social Commission for Asia and the
Pacific, Bangkok, 2008. PP: 1-6)
ix
( Wickramasekara, Piyasiri, International Migration and Employment in
the Post-Reforms Economy of Sri Lanka, International Migration Papers
No. 107, published by International Labour Organization, Geneva, 2010,
PP 16-18)
x
S. Irudaya Rajan “India Migration Report 2019”, Published by
Routledge, (2019)PP: 345-360.)
xi
Jagari Bandyopadhyay, Meyeli Jibon, Bhagabagir Porer Jug, in Semanti
Ghosh, ed., Deshbhag: Smriti ar Stabdhata, Kolkata: Gangchil, 2008, p.
95
xii
Tista Das, ‘The Partition, the Refugees and the Narrative of Violence’,
The Calcutta Historical Journal, Vol. XXIX, No. 1–2, January–
December, 2009, pp. 121–132
xiii
Maloy Krishna Dhar, Train to India: Memories of Another Bengal,
New Delhi: Penguin Books, 2009, p. 200
| 611
xiv
Bhagat, R.B, Assessing the measurement of internal migration in
India. Asia Pacific Migration Journal, 17(1), 91–102.), 2008
Reference:
Bardsley, D. K. and G. J. Hugo (2010) “Migration and climate change:
“Examining thresholds of change to guide effective adaptation decision-
making”, Population and Environment” Published by Routledge (2010) ,
Vol. 32, No. 2–3, pp. 238–262.
Warner,K. (2011) “Environmental change and migration: Methodological
considerations from ground-breaking global survey”, published by
Population and Environment (2013), Vol. 33, No. 1, pp. 3–27.
Khalid Koser “International migration a Very Short Introduction”
Published in the United States by Oxford University Press Inc., New
York 2007. PP – 16-26
Dimitra Manou, Andrew Baldwin, Dug Cubie, Anja Mihr and Teresa
Thorp “ Climate Change, Migration and Human Rights Law and Policy
Perspectives” Published by Rautledge (2017) PP- 3-9
Anna Rita Calabrò, “Borders, Migration and Globalization: An
Interdisciplinary Perspective” published 2022 by Routledge PP: 237-250.
Migration – an Overview on Terminology, Causes and Effects Article ,
January 2020 Georgiana Florentina Tataru, published by Trinity College
Dublin pp-2-18.
Rebecca Parrish “A Critical Analysis of the Drivers of Human Migration
Patterns in the Presence of Climate Change: “A New Conceptual Model”
Published by International Journal of Environmental Research and Public
Health” Published: 19 August 2020.
“Climate Change, Vulnerability and Migration” Edited by S. Irudaya
Rajan and R. B. Bhagat Published by Rautledge 2018, PP 1-14
Ghosh, Partha S., Migrants, Refugees and the Stateless in South Asia,
SAGE Publications, New Delhi, 2016, p. 2
“Unattached Women, Able-Bodied Men Partition, Migration and
Resettlement in Bengal” edited by Tista Das Published by Rautledge
2023, PP 21-32.
612 |
Rise And Growth of The Middle Class and

Socio – Economic Hegemony in the 19th And 20th
Century Cooch Behar
Gour Kishore Dey
Research Scholar, Department of History
University of North Bengal
Abstract:The socio-economic history of the colonial India has been

emphasized by the historians, over the years. The emergence of the
middle class in India was the direct consequence of the British rule,
establishment of a new social economy, spread of Western education,
new job opportunities etc. This educated new class played a crucial role
in the field of education, society, economy, politics and movement in
colonial India and gradually they became the mouthpiece of the society.
In this article mainly I focused,how to rise and growth of the middle class
and socio-economic changes in the Cooch Behar. Before Cooch Behar
was a tribal state and they maintained their indigenous style but after the
penetrations of colonial culture in Cooch Behar state, created lots of job
opportunity.The highly educated middle class people came to Cooch
Behar mainly from the Eastern and Western part of Bengal for their jobs
and better life. Gradually this educated people permanently settled here,
established their hegemony on the society and economy of the Cooch
Behar by their intelligence, skill and culture.
Key Words: Middle class, Cooch Behar, Education, Culture, Economy,
Movement.
Introduction: The middle class appearedeverywhere in the world. In

Europe after the break down of feudalism and industrialization created a
new class which played a pivotal role in European society.xivBut in India
the middle class has been appeared after the advent of British rule. The
part of the country, which was control by the British earlier, where the
new class appeared in first, in this matter Bengal became the first because
of the first capital of British India.xivThe Western education system in 19th
| 613
century played a crucial role to the emergence of the middle class in

Bengal, mainly the upper caste Hindus accepted the Western education.
The new emerging English educated Bengali bhadrolok was hardly
intelligence, they averse to physical labours. Lord Dufferin took a
different view and contemptuously called them “babu” politicians,
representing only “microscopic minority”.xiv The social scientists give
different opinion on the middle class, Cambridge historian Anil sheal and
Jhon Broom field termed the English educated as ‘Elite’.Another
approach developed by Italian scholar Antonio Gramsci, his famous
concept of ‘Hegemony.’ Gramsci writes that, “The methodological
criterion on which our own study must be based is that the supremacy of
a social group manifestsitself in two ways, as a ‘domination’ and as a
‘intellectual and moral leadership.’xivSimilarlyIn the social structure of
Cooch Behar, the indigenous people of the Cooch Behar are the subject to
the hegemony of themiddle-class people; they created hegemony by their
intelligentsia, education, skill and culture and they also taken the
responsibility of social leadership in Cooch Behar.
Historical Background of Cooch Behar:Cooch Behar had a great
history it inherited the legacies ofPragjyotishpur, Kamrupa and Kamta
Koch Kingdom. According to Khan Amanatulla Ahmed, Koch Kingdom
founded by the Viswa Singha in 1496.xivThe treaty with East India
Company on 5th April 1773, Koch Kingdom became a princely state,
from this time the British administration dominated in Cooch Behar
indirectly.xiv To bring out the fruits of developments the imperialist power
and the Maharaja of Cooch Behar had taken some major steps. They
renovate the administration system, education, land revenue policy of the
state. The new administration system demanded lots of high educated,
skill full man but which was absence in Cooch Behar. The British
resident of the statefilled all the high official post by the upper caste
Hindu’s who were mostly came from Rangpur, Ducca, Mymensingh,
Assam and southern part of Bengal. The out-sider people began to live
permanently in Cooch Behar, even they buy Jote’s, dominant all the high
official post, lead the society and economy of the Cooch Behar and
created a hegemony on the indigenous people of the state.xiv
614 |
Spread of Modern Education: The British Govt. of India spread

modern education system in colonial India as a part of their hegemony, as
well as large number of school and colleges also established by the
Christian missionaries and enlightened Indian’s.xivBut in Cooch Behar the
modern education began to late, the people of Cooch Behar go to
patshala, tolls or muktab. The Maharaja of Cooch Behar brought native
Brahmans into the country from Knoj, Mithila, Assam. They settled in
Cooch Behar and contributed to the field of education.xiv The people of
Cooch Behar had thanks full to the queen mother Maharani Brindeswari
Devi for the establishment of the first vernacular school in Cooch Behar
town in 1857, this was the first step to introduced modern education in
Cooch Behar. An English school established in 1861, Maharani Suniti
Devi wife of Maharaja Nripendra Narayan was anenthusiastic, pious and
kindhearted lady to female education,she established Suniti academy
school in 1890 for girls. In the field of higher education, the first step was
establishment of Victoria College in 1888 by Maharaj Nripendra
Narayan, this step also changed the fundamental pattern of education
system of Cooch Behar state.xiv Lots of education administrator and
teacher recruited from British Bengal, and they played an important role
to spread of modern education in Cooch Behar. It is true that after the
growth and development of modern education in Cooch Behar, created a
new class among the Rajbanshi community.
Spread of culture: The new emerging middle class in colonial
India set a new paradigm inthe society by their lifestyle, culture and
education. Partha Chatterjee in his article ‘The Subalternity of national
elite’ showed the colonial middle class, in Calcutta no less than in other
centres of colonial power, was simultaneously placed in a position of sub
ordination in one relation and a position of dominance in another. For the
middle-class people of the Calcutta 19th century, economic and political
dominance was fact but side by side they started cultural leadership of the
indigenous colonised people.xivThe marriage between Maharaja
Nripendra Narayan and Suniti Devi, daughter of Keshab Chandra Sen
was an important landmark in the cultural history of Cooch Behar,
because of the marriage conducted by the Brahmo law. Gradually the
| 615
Brahmo law take the place in Royal family of Cooch Behar. The Brahmo
movement spread in Cooch Behar, lots of activities organised by the
member of this group.xivThe population of the Cooch Behar rapidly
changed mainly after the post partition and during the 1971 Bangladesh
war, lots of refugees took shelter in Cooch Behar. The chief minister of
West Bengal complained that “The upper and middle class Hindu
families came here hungry and starved, having lost all including their
hope of finding subsistence in this new place.” In Cooch Behar the
situation was horrible, the number of East Bengali migrant was 227827
among only 7709 refuges got govt. sponsored refugee camps and most of
them permanently settled here.xiv The large number of migrated people
played an important role to change the cultural formation in Cooch Behar
and gradually they taken cultural leadership in the social structure. The
contact with upper caste Hindu gentry, the Rajbanshi people slowly
changed themselves, the educated Rajbanshi people adopted their culture,
change their lifestyle, language, food habit etc. xiv
Control OF Economy: The economic system of India mainly
based on agriculture and land. During thecolonial period, the English
traders invest their capital in India, created new communication system,
introducing commercial crops, renovate land revenue policy etc. Boost
the economic system of India. Prof. Sugata Bose argued that in Northern
part of Bengal their rich farmer and share-cropper system continued. In
Cooch Behar Jotedari – Adhiari system was the main element in the
agrarian system.xivThe new land revenue policy paved the way for the
rich farmer or wealthy person of the society to reach as a dominant class
and economically highest social status among the common masses. In
The land man relationship of the state the Jotedar became the dominant
class and created their hegemony on the peasants, the Adhiar only taken
half of the produced and their economic condition going to very bad.xiv.
After the First World War, the Great Depression in 1929 and the famine
of Bengal affected the economic condition of the state and change the
ownership of land. The small Jotedar who are mostly affected by this
situation, they sold their land to the upper caste Hindu gentry.Gradually
the land control of the state goes to out sider of the state from the
616 |
Rajbanshi community.xiv The introduction of Railway system,

construction of new roads, farming new commercial crops like- tea,
tobacco, jute etc. Attracted the capitalist in Cooch Behar. The Marwari,
Gujrati and Bengali businessman invest their capital in the commercial
sector of Cooch Behar. The impact of neo colonial economy, emerged a
new business class who are mostly came from outside of Cooch Behar
still dominant in the economy of Cooch Behar.xiv
Movements:The important side of the middle class in colonial
India was to participate in politics, political movement and they also give
leadership in the freedom struggle movement. But in the Cooch Behar,
the political movement or freedom struggle movement was mostly
absence during the rules of maharaja.xivThe nineteen century Indiahad
been witnessed caste movement, lots of people who are suppressed by the
upper castes and belongs to low in social hierarchy try to find out their
social rights and uplift their position in the social strata by the
Sanskritization. Gail Omvet in her study of the Maharashtra non-
Brahman movement, as distorted but important expression of class
tensions which might at times go radically beyond the Sanskritization
model of mere ‘positional mobility.’xiv The wave of caste movement’s
sake the mind of Rajbanshi educated people. The Rajbanshi leadership try
to change their lower caste stigma and they appealed to the authority for
their kshatriya status. They started Kshatriya Movement led by Thakur
Panchanan Burma, Harikishore Adhikari, Madhusudhan Roy and many
other people. In the year 1910 they founded an organisation in Rangpur,
finally in the census report of 1911 Rajbanshi people are entitled as a
Rajbanshi Kshatriya. Thakur Panchanan Burma not only confined at this
movement, but his concern also spread to the development of the
Rajbanshi community.But it is fact that the Royal did not support his
movement, even he refused from the Royal of Cooch Behar for a job,
finally he left Cooch Behar and settled in Rangpur.xiv But in the second
half of the twentieth century, the political scenario began to change, socio
economic deprivation and class consciousness among the Rajbanshi
people, created lots of new organisation like-Hitasadhani Sabha,
| 617
G.C.P.A, K.P.P. etc. The main aim of this organisation was to defend the
interest of the son of the soil.
Conclusion: From the above discussion it can be said that the new
colonial administration system demanded a higher educated, intelligence
class, who are assisted the work of British. But the higher educated, skill
full people are mostly absence among the Rajbanshi people of Cooch
Behar, because of their lack of interest in education and whitecollar jobs.
Theabsence of educated and intelligentsia, the maharaja of Cooch Behar
filled all the high official post by the higher educated upper castes Hindus
from the Eastern and Western Bengal. The upper caste people played an
important role to the spread of education, and they became a dominant
class in the land revenue system. In the field of culture, the upper caste
people created hegemony on the Rajbanshi people, even the new
emerging Rajbanshi middle class also followed the lifestyle and cultural
activities of the upper caste gentry. The socio- economic deprivation,
large number of refuges, out of land control createdpolitical tension in the
Cooch Behar.
Notes and Reference:

1 Kamal Chandra Pathak, peasant unrest and uprising in the
Brahmaputra valley of Assam: A case study of erstwhile Kamrup,
Darang and Nowgong (1858-1894), Ph.D. Dissertation, University
of North Bengal, 2010, p.153.
2 A.R. Desai, Social Background of Indian nationalism, Oxford
University Press, Bombay, 1948, p.157.
3 Sekhar Bandyopadhyay, From Plassey to Partition and after: A
History of Modern India, Orient BlackSwan Private Limited,
Hyderabad, 2020, p.217.
4 Dylan J riley, Hegemony, Democracy, and passive Revolution in
Grammsci’s Prison Noteboos, California Italian Studies, Italian
Studies Multicampus Research Group, UC office of the President,
California Italian Studies, 2(2), 2011, p.4,
https://sociology.berkeley.edu/sites/default/files/faculty/Riley/hegem
onydemocracy.pdf, accessed on 03-01-2024.
618 |
5 Khan Chowdhury Amanatulla Ahmed, A History of Cooch Behar,

1936 (in Bengali Version), 1985, Pustak Bipanani, Calcutta, p.420.
6 Sarat Chandra Ghosal, A History of Cooch Behar, Cooch Behar State
Press, 1937, Cooch Behar, p.390.
7 Prajna paramita Sarkar, An Historical re-reading of evolving land-
man relationship in the Princely State Cooch Behar (1772-1949):
Contextualizing Political economy of regional history in perspective,
Ph.D. Thesis, University of North Bengal, 2013, P. 179.
8 Alka Sharma, Social Issues in Colonial India, Globus Press, Delhi,
2015, p.9.
9 Harendra Narayan Chowdhury, The Cooch Behar State and its Land
Revenue Settlement, The Cooch Behar State Press, Cooch Behar,
1879, p.122.
10 Ibid., pp.324-325.
11 Partha Chatterjee, The Subalternity of a Nationalist Elite, this Book c
hapter found in Sanjay Joshi (ed.), The Middle Class in Colonial
India, Oxford University Press, New Delhi, 2010, P. 95,
https://jan.ucc.nau.edu/~sj6/Middle%20Class%20Course/Joshi%20
Volume/Sanjay%20Joshi%20Chapter%209.pdf, accessed on 02-01-
2024.
12 Suniti Devee, The Autobiography of An Indian Princess, London,
1921, pp. 54-67.
13 Rup Kumar Barman, Partition of India and its impact on Schedules
Castes of Bengal, Abhijeet Publication, New Delhi, 2012, pp.145-
146.
14 P. Sarkar, op.cit., p.188.
15 Sugata Bose, Agrarian Bengal, Economy, Social Structure and
Politics, 1919-1947, Cambridge University Press, Cambridge, 1987,
p. 12.
16 Prajna Parmita Sarkar, Marginalization of the Rajbanshi Community
of the princely State of Cooch Behar: Exploring Contours and
Complexities, this Book chapter found in Anil kumar Sarkar (ed.),
Historians and Historiography of Bengal and North East India
| 619
Dimensions and Perspectives, Abhijeet Publications, New Delhi,

2015, p.57.
17 Sujit Ghosh, Industries, Trade and Trading Communities of North
Bengal 1833-1933: A Study of Economic History, Ph.D. Dissertation,
University OF North Bengal, 2010, p.57.
18 Bhagbati Charan Bandyopadhyay, Cooch Beharer Itihas, Cooch
Behar, 1882, p.160.
19 Sumit Sarkar, ‘Popular’ Movements and ‘Middle Class’ Leadership
in Late Colonial India: Perspective and problems of a ‘History from
Below’, Aakar Books, Delhi, Republished in 2015, p.43.
20 Madhab Chandra Adhikari, Rajbanshi Samaj o Manishi Panchanan
Burma (Pratham Khanda), Reader Service, Kolkata, 2014, pp.91-96.
620 |
Development of Electricity in Colonial
Darjeeling : 1895-1947
Nimai Mandal
Research Scholar, Department of History,
University of North Bengal
Abstract:In the development of contemporary India, the nineteenth

century was a crucial era. The timing and location of European conquests
were influenced by technological advancements, which also influenced
colonialism’s economic relationships.From the 1880s till the present,
electrical power has been a useful tool for ushering in an urban industrial
era over the world. The availability of electricity was influenced by
economic factors, technological advancements, and a variety of local
community and regional variables, including geography, flora, fauna,
demographics, politics, and culture. The colonialism of India played a
huge role in Western techno-scientific discourse. Electricity, with its
elaborate infrastructure of lines, generating stations, and poles, emerged
as Bengal’s most notable industrial age symbol of progress by the middle
of the 20th century. The Calcutta Electric Supply Corporation Limited
(CESC) played an important role to provide electricity in Calcutta and its
surrounding areas; it also developed many thermal power plants in
various places.
Keywords: Electricity, CESC, Colonialism,Hydro Electricity,
Sidrapong.
Introduction
Energy is one of the crucial inputs for the economic development of a
country. In the case of a developing country like India, the energy sector
plays critical role because of the increasing needs, requiring huge
investment and planning to meet sustainability. Practically every aspect
of economic and human development depends on having access to
reliable and inexpensive power. This has prompted several developing
countries to experiment with liberalizing the power sector in order to
improve the functionality of their underperforming power sectors. Since
| 621
the late nineteenth century, electricity has been the “foundational
apparatus” that has made modern existence possible. The foundational
infrastructure that supports numerous other types of infrastructure is
electricity1. In India, basically Bengal electricity emerged by the middle
of the 20th century as the most recognizable sign of progress during the
industrial age thanks to its sophisticated infrastructure of wires,
generation-stations, and poles. Here, Calcutta Electric Supply
Corporation played a crucial role. It ran generation facilities and supplied
electricity to businesses and households. According to Srinivas Rao and
John Lourdusamy, the colonial authority solely employed electrification
to retain colonial rule and give colonists a more affluent lifestyle than
their colonial subjects2. Even Suvobrata Sarkar asserts that the colonial
government employed electricity primarily for administrative, military,
and industrial purposes in his study of electrification and the
"development of industry, utilities, and research in colonial Calcutta”3.
The present article in this backdrop of colonial India wants to study the
development of electricity inDarjeeling and highlight the scientific role of
the electricity in the life of Bengal.
Electricity Implementation in Bengal during the Colonial Periods :
For an economy to grow, the supply of electricity must be enough. In the
highly industrialized Western countries, electrification wasn’t a “thing”
that came in from the outside and had a “effect”; rather, it was an internal
process impacted by its social setting. But when it got to India, it still
carried colonial baggage. Here, the electrification process consists of two
steps. The colonial government was the first to implement this technology
since it benefited the British Empire. Second, this technology’s inherent
characteristics had a profound impact on society and the economy.
Despite being a part of our society, not all social classes have the same
impact on the development of electricity. Indian society engaged in a
discussion on electricity between 1880 and 1940, society where some
opinions prevailed over others.Politics, spectacle, transportation, a
driving force, and financial gain all played a role in electrification4.
Thomas P. Hughes created the four-stage process for system creation and
growth, which comprises invention and development, technology
transfer, system growth, and system momentum, in his groundbreaking
622 |
work on the development of the electricity system in the three highly
industrialized cities5. Calcutta was the capital of British India until 1911,
so the British first started using electricity in Calcutta in the second half
of nineteenth century “The model for the development of electricity in
Calcutta was basically designed keeping in mind the interests of the
colonial government. But the local context played an equally significant
role in determining the development of electricity”. Colonel Crompton
received an invitation from the creation of a “appropriate” Electric
Lighting Act with the assistance of the Indian government. Rookes, one
of the pioneers who laid the groundwork for the British electrical industry
was Evelyn Bell Crompton. He was not only an inventor, but also a
businessman, engineer, and soldier. He helped the Indian government
draught the first electricity act, experimented with building the first
hydroelectric generating unit in Darjeeling, and began the production of
thermal power in Calcutta. The Electricity Act of 1887 can only be
referred to as a “General Act” because all it did was grant the Governor
General in Council the power to issue regulations for the protection of
people and property as well as the prevention of harm to telegraph lines
from devices or equipment used in the production or supply of
electricity6.
Western Technology
There are two methods to create the history of electricity in a colonized
nation. Considering the various facets of the history of electricity from
the colonial establishment’s point of view would be one approach, given
it was the implanter and significant contributor. Second, all technology,
whether native or foreign, is highly susceptible to the influence of the
context in which it is used. The Britishgovernment received income from
electricity in two ways: first, through the production and distribution of
energy, which was a significant source of income; and second, through
the importation of electrical technology and the accompanying business
by British corporations. Modern technology systems were introduced to
the colonies during the nineteenth and twentieth centuries, and each one
was accompanied by an agenda that pointed in some manner to Daniel
Headrick’s “tools of empire” thesis7. The various technological systems
performed obvious roles as tools of the colonial enterprise, from ships
| 623
that were the first point of contact with colonies abroad like India to large
hydroelectricity projects that improved revenue generation. As a source
of revenue for British companies, electricity assisted in the expansion of
business. As a result, from the latter two decades of the nineteenth
century until India’s independence, electricity had been crucial to the
maintenance of British power in India.The colonial authority established
a “technology grid” incorporating technologies including roads, trains,
telegraph, and telephone links, as well as irrigation and hydroelectric
projects, as noted by Gyan Prakash8. This grid aided the colonial
government in consolidating its hold on authority, taking advantage of
available resources, and transporting money. Electricity plays a unique
function in this system because it has the “power” to run numerous other
technologies. In addition to being a component of the “grid,” it also
provided the “technology grid” with power9.
Electricity in Darjeeling
Due to Colonel Crompton’s vast understanding of India, especially in
official circles, he was able to overcome a number of obstacles, including
local superstitions and prejudices against the use of electricity. He
performed a number of perilous expeditions to investigate remote
sections of the city in order to create feasibility studies for industrial
growth and electrification. In order to avoid the severe summer heat of
Calcutta, the Britons used to relocate to the “salubrious environment” of
the hill station Darjeeling, which is situated at a height of around 2000
meters. Crompton worked to give Darjeeling the honor of having India’s
first water-turbine-driven hydroelectric producing station. John
Willoughby Meares, then the engineer in charge of the Sidrapong
Hydroelectric Project in Darjeeling and, later in his career, the electrical
adviser to the Government of India, stressed how increased use of
electricity was advantageous to both consumers and electricity suppliers
during a lecture at the Civil Engineering College in Sibpur in March
190010. Shidrapong was the first hydroelectricity project in Bengal as
well as in India, later many hydro powers plant developed in many rivers
in North Bengal. Two turbo-dynamos with 100 HP each were situated
between the hospital and Kotwalla Jhoras in the Centre of the power
plant, which was erected at Sidrapong in 1897 and was three miles and
624 |
3500 feet lower than the town11. Although the Electricity Act of 1887 was
the first law to regulate topics relating to electricity, this was only a
“General Act” without any guidelines for the issuance of permits to
private business owners for the production and distribution of electricity.
The Bengal Legislative Council didn’t pass the Calcutta Electric Lighting
Act 1895 until after four more years of negotiations with the Indian
government. Through the Calcutta Electric Lighting Act of 1895, the
market was made more competitive. At first, numerous businesses
requested energy supply licenses. Messrs Kilburn & Company, the Indian
Electric Company Limited’s agents, presented the Bengal Government
with their plan in March 1896 “for the delivery of electric light and power
to Calcutta, including the functioning of the Calcutta Tramways by
electricity”12. Following the Act’s passage, the Bengal Government
requested bids for the “direct supply” and “accumulated” systems to feed
the Belvedere at Alipore with electricity. The Act originally only applied
to Calcutta, but it may have been expanded to cover other cities, as it was
in the situations of Howrah, Dacca, and Darjeeling13.
The Darjeeling Municipality built a hydroelectric power station
at Sidrapong in 1897 at a time when modern China and Japan were
unaware that power could be generated from water. For supplying
electricity to Darjeeling town and its surroundings, the Sidrabong Hydro-
Electric Power Station, the first of its sort in Asia, featured eight sub-
stations. The money made from the sale of electricity was used to pay the
salaries of the employees of the municipality, but after the Sidrabong
power plant was taken over by the West Bengal State Electricity Board in
1979, it started to suffer as a victim of the political and administrative
power14. This station, which was built in 1897 by Messrs. Kilburn &
Company of Calcutta and is the first of its sort in India, was taken over by
the municipality and significantly expanded on occasion. At the moment,
there are 4 alternators with a combined 400 kilowat capacity that produce
electricity at 2,330 volts, single-phase, and 83.3 periods. This is sent to
eight sub-stations in the Darjeeling and Ghum towns, where it is changed
to 230 volts using static transformers. In the huge slips that occurred in
September 1899, the original plant, which cost Rs. 1,20,000, was buried.
For the two-month period that repairs were being made, the town was
| 625
completely in the dark15. Phaji Hydel Power Station, the first private
power project launched by Narabhup Rai and Padma Sunder Malla,
which began three-phase power generation in 1935, experienced a similar
fate16. With all this power produced, it was discovered that the Sidrapong
plant, which earned a net profit of rupees 70,000 in 1913–14, was unable
to satisfy the expanding needs of the town and the two cantonments.As a
result, on July 24th, 1914, Lord Carmichael was invited to the Power
Station to see the new plan for the supply of current to the Lebong and
Jalapahar Cantonments, which is estimated to cost Rs. 1,70,000,000 when
established at Phulbazar in the valley, one of the high-roads to
Sikkim17.The above plan, however, was put on hold while a much larger
plan that will fully address the needs of the tea gardens throughout the
district, right down to Dam Dim (Jalpaiguri, Duars) on the east and
Nuxalbari (Siliguri district) on the west, including the town of Siliguri,
was fully considered.
With this goal in mind, Mr. Stonebridge, whose services were
specifically retained, spent the entire winter of 1914–1915 touring the
Tista Valley. Recently, he submitted proposals and plans for the first of
the four proposed stations, namely the construction of one at the
confluence of the Little and Great Rangneet rivers close to the Tukvar
Tea Estate at an estimated cost of Rs. 3,50, 000/- Because the entire plan
is so broad, it follows that it will take some time before it can be
completed in its entirety. But once it’s finished, tea gardens, which
currently rely on the forest for their fuel supply, will have a clean and
affordable motive power at their disposal, which should significantly
lower the working costs and subsequent cost of production1. More than
150 kilometers away from the source of generation, in the plains of North
Bengal, is where the power generated in this way in Darjeeling’s hilly
region is transported uninterruptedly18. Several tea factories have been
constructed in locations where it is possible to fully utilize the water
power present in the estates’ mountain streams. In many estates, there is
no water power available at any location where a factory could have been
built securely. In such cases, it is inevitable that eventually electricity will
be used to transmit power from the turbine to the factory. Already, one or
two estates have invested in the system, and the only thing stopping the
626 |
rest is a lack of technical expertise in electric machinery. When the
factories saw that their costs were reduce by two third due to the use of
electric water power machine, they began to use electric machinery more
widely in their factories20.
Conclusion
Electricity is an essential input among the fundamental infrastructure
services for developmental demands. Both economic and social needs are
met by the use of electricity. A prerequisite is having access to sufficient
and reasonably priced power services with a view to a society’s
socioeconomic progress. Power supply, especially in rural regions, plays
a significant role in quickening growth in a nation like India where
agriculture is the main economic activity. After all, the society gradually
entered the world of light from the dark world due to electric lights..
Electricity plays a crucial rule for the overall development of any nation.
But the Colonial government use electricity as a tool of imperialism.
Their primary motive was to absorb the Indian economy by any way.
Thus, they think about power sector as it is the main energy source of
agriculture, irrigation, industry, transport and communication system,
including telegraph, railway. Even they spread the electricity system
irrespectively to both urban industrial centers and rural agriculturalbelts
inBengal to enhance the production. However, there is a dichotomy
between the opinions of several researchers regarding the impact of
electrification in Bengal. Chatterjee21(2018) opined that the colonial
government applied colonial strategy by implementing western idea of
modern technology to upgrade Indian socio-economic status but actually
it was a political mechanism which harm the sentiment of middle-class
people of rural Bengal. However, electricity has its own importance in
terms of the socio-economic and livelihood development of a region and
the people by increasing the ease of industrial growth, transport
development, employment generation, and development of quality of life.
Notes and References

1. Chatterjee,Elizabeth. 2018"Insulated wires: The precarious rise of
West Bengal’s power sector. In Mapping Power: The Political
| 627
Economy of Electricity in India’s States”, Oxford University Press,
pp.2-3.
2. Rao, Srinivas and Lourdusamy, John. 20101. “Colonialism and
the Development of Electricity: The Case of Madras Presidency,
1900-47”, Science Technology & Society, pp.28-40.
3. Sarkar, Suvobrata. 2015. “Domesticating electric power: Growth of
industry, utilities and research in colonial Calcutta” , The Indian
Economic & Social History Review, p.356
4. Sarkar, Suvobrata. 2017. “The Electrification of Colonial Calcutta:
Role of the Innovators, Bureaucrats and Foreign Business
Organization, 1880-1940”, Studies in History, pp.2-8
5. Sarkar, Suvobrata.2020. Let there be Light: Engineering,
Entrepreneurship and Electricity in Colonial Bengal, 1880-1945
(New Delhi, Thomson Press India Ltd.
6. Ibid., p.12
7. Ibid., p.29
8. Prakash, Gyan. 1999. “Another Reason: Science and the
Imagination of Modern India”, Princeton University Press, p.3
9. Ibid., p. 30
10. Ibid., p.4
11. Ibid., p.121
12. Ibid., p.8
13. Ibid., p.7
14. Bomjan. D.S. 2008. “Dooars Place under Bengali’s Neo- Colonial
Rule” Darjeeling, Bikash Jana Sahitya Kendra, p.40
15. Dozey. E.C. A Concise History of Drjeeling District Since 1835,
Calcutta, p.97
16. Ibid., p.40
17. Ibid., p.18
18. Ibid., p.19
19. Ibid., p. 41
20. O’Malley, L.S.S. Darjeeling District Gazetteers, p.83
21. Ibid., p.5
628 |
Values and Ethics
Paramita Datta
Assistant Professor, Dept. of Philosophy
J.K College, Purulia
ABSTRACT: Society is a group of individuals involved in active and

persistent social interaction . The members of the society shares a
common social or spatial territory in a ordered community. Ethics and
values are two pillars of society which build credibility , leadership skills
in the member of society . They also improves the power of making
decision and provide a long time gains.
Now, value is the degree of importance of something on action .
The goal of values is determining the best way to live a meaningful life .
It also taught about meaningful action for an individual . Moral values
includes acceptance ,charity , compassion , rights , fidelity , forgiveness ,
generosity , gratitude , self discipline etc. Some kinds of values are
essential to develop an individual in society . They are – Social , Cultural,
Ethical , Global and Spiritual Values.
On the otherhand Ethics is a system of moral principles which
defines what is right and wrong for the individuals and society. Ethical
conceptions derived from many kinds of beliefs for exam . God and
Religion , human conscience , example of good human being , political
power etc. Ethical values like honesty, trustworthiness and responsibility
helps in ethical dilemmas. Ethics includes human values. It gives the
direction for socially and spiritually enriched human life. It denotes our
rights in civil society and also our responsibility. People make right
decisions and leads their lives through moral principles.
Both Ethics and Values played a vital role in society through
establish social harmony, eradicate communal violence and ego clash
between nation. Thus a peaceful world established.
KEYWORDS: Values, Social, Culture, Institution, Political, Morality,
Education.
| 629
INTRODUCTION:
The social and political system based upon the ethics and morality of the
people of the society . Society is a group of individuals involved in active
and persistent social interaction . The members of the society shares a
common social territory in a ordered community. Ethics and Values are
two pillars of society . They build credibility leadership skills in the
members of the society . Value is the degree of importance of something
on action. The goal of values is to determine the best way to live a
meaningful life. It also taught about meaningful action for an individual.
Morality of a person reflected in ethics. Ethical person knows the
difference between right and wrong action. Being a branch of philosophy
ethics concerned with human conduct. It deals with the behaviour of
individuals in society. It reflects on human behaviour like – freedom ,
justice and responsibility. It is a code of conduct that helps a man to be a
good citizen.
In Santana Dharma values reflects in Purusarthas. There are four
kinds of purusarthas in Vedic age. They are Dharma, Artha, Kama and
Moksha. These are the inherent values of the universe. Dharma stands for
righteousness which refers moral values. Artha for economic values.
Kama for pleasure, love and psychological values. Moksha for liberation
and spiritual values. Hence, purusarthas ensure the duty of the people in a
balanced society. There are some kind of values which are essential to
develop an individual in society. They are: -
A. Social values:- Communication is the most important thing in
society. Love, affection, friendship hospitality, justice, tolerance etc. are
very important values for a healthy society.
B. Cultural values:- Cultural values are concerned with right and
wrong, good and bad, customs and behaviour. These values are reflected
in language, ethics, aesthetics, education, law economics and all kind of
social organization.
C. Ethical values:- It is the backbone of a society. Respect for others
and themselves, avoid unnecessary problems with others, avoid cheating
etc. are included in ethical values.
630 |
D. Global values:- It is the universal values that specify the sense of
the human condition. It can be experienced as life, joy, brotherhood,
sympathy, truth and eternity.
E. Spiritual values:- This is the ultimate moral value. It is called
‘Moksha’ in Vedic Dharma. The values of truth, righteousness, peace,
love and non-violence are found In this value. Purity, meditation, yoga,
discipline, self-control is the kind of spiritual values. We should try to
achieve these values to become eternal happy individual.
The above-mentioned values inspired human being to live a better
life. Moral and Ethical values play an essential role in the society. They
help to build an individual with respect, kindness and compassion.
Role of Ethics and Values in Society:-
Human being includes in a social order. This begins from family and
extend to human race. A good human life requires exertion good
judgements, temper and similar things. This requires a good society. The
aim of a good society is to develop its people with inner excellence.
Value oriented thoughts can make our society more precious. Honesty,
truthfulness, good conduct, kindness etc. are necessary attributes that
reflects in the nature of the individual of a good society.
Values and ethics play a vital role in the society through ages.
After crime, oppressions and political violence it helps to repair the
relations of the society. Thus, it established social harmony. Ethical
values are important for avoiding communal violence among the different
religion in the society. They stopped ego clash between nations.
Moreover, it establishes social justice. Social justice requires that all
people should have equal access to wealth, health, justice privileges and
opportunities regardless of their legal, political, economic or other
circumstances. Gender equality, women empowerment is also possible
through these principles.
So, society cannot survive without ethical conduct. Ethics are not
enforceable by themselves. Hence, ethical standards are incorporated as
laws. For example, an individual can evaluate his own morality by
looking his own life critically. A peaceful, harmonious society is possible
only through ethics, as it guides and act as a self-governing system.
| 631
Books and References:
1. Singer, Peter (1979), ‘Practical Ethics’.
2. Abraham, M. (2017), ‘Value Education and Women’s
Empowerment’.
3. Chakrabarty, S.K. (2006), ‘Human Values and Ethics’.
4. Scanton, T.M. (1998), ‘What we owe Each other’.
5. Martine, Glenn (2007), ‘Human Values and Ethics in the
workplace’.
6. Barahate, Y (2014) ‘Role of a teacher in imparting Value
Education’.
7. Moore, G.E. , ‘Principia Ethica’ (1960).
2582 3844 2348 4870

এবং প্রান্তিক ২য় খন্ড

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

এবং প্রান্তিক ২য় খন্ড

Uploaded by

Copyright:

Available Formats

~ÓÇ ˛≤Ãy!

ISSN : 2582-3841 (Online)

1. ¢y!£ì˛ƒ Á ¢Çfl,Ò!ì˛ !Ó°ÏÎ˚Ñ˛ ÜˆÏÓ°Ïíyïõ≈# ≤ÃÓı˛ ˛ôy‡˛yˆÏì˛ £ˆÏÓ– 2000 - 2500

ˆúÖy ˛ôy‡˛yˆÏòyÓ˚ !‡˛Ñ˛yòy

( (> >W (X : G O9Z

Raja Ram Mohan Roy : The pioneer of scientific

> 2A z >= ? >+C Õ

.(: / & 0 1 % 234 56

& % ' &' '4 ! < &' $ 0 -

.(: - JI A& - 6 : “?4

.(: S ' & # 0 e S, 0

.( : " ; M D( < f & >!

.(: % Q 5 &' ; < 1 $ 0 < %Q

=& : 2 + H =& ! F %$+ 8*...

& + )/" 2 , H ) S 23 '

‚. J , ( S. ‘s• @ _’ ( F )" / ), * , 0 U1 3"*+,

{›. *, )&œ . ‘2 ) ’(A = )), * , B = [ & P , c›cž,

! " # !$ ‘$ & ' ( ) ’

: : ;1 / ' , < / ' , / ' =$

k ' j & # ' $ 6Ä / 1 @

&; 8“ 8 † … - 4" ' $; ; È '

:‡ : - 4" J1 # @x !6 & " ?

: : 4 :C < < @ > P 8 O

# -!4 $ O& 9 6C ( " 6 )

: : P $ 6Q 1 '/ ' (§¨«-)

: : › ;4S / @O ' ' ‘Folk’ P &

› ;4S / @O ' ' P & '? › Š

:‡ : ] ' P P" © ' / 5 67

S = Sentence N.P = Noun Phrase

*F : 51 / • % ' (< 4 KH K < *

0 Š 'K j : '% ! -'% ! 1

J4 : #z J 4 » '0 < % C 4 1 '% !.

* :' - ' x LO}d- ' 4B ,

< • % % 4 '4 6E 1 '*

* : t % 'K j < % I&

' n m ' - 6 A < -K s

* :6 &' < < K , W - z - 5 E- 0,

!e˛õ%Ó˚yÓ˚ °Çï˛Ó˚y•z ˆï˛Ó˚ ≠ ˙!ï˛ˆÏ•ƒ G §y!•ˆÏï˛ƒ

áyòƒyË˛ƒy§ñ !ÓŸªy§ÈüÈ§ÇﬂÒyÓ˚ñ ˆ°yÜ˛yã˛yÓ˚ñ ˆ°yÜ˛!ÓŸªy§ ≤ÃË,˛!ï˛ §yÇﬂ,Ò!ï˛Ü˛ ˙!ï˛•ƒˆÏÜ˛

ÎyˆÏFSÈ– §yˆÏçÓ˚&ˆÏ.Ó˚ ˆÜ˛yˆÏ° xyˆÏôy xyˆÏôy Ü˛Ìy Ó°y !¢÷!ê˛– §yˆÏçÓ˚&.

Ú°Çï˛Ó˚yÎ˚!l ~Ü˛°ÓƒÛ å°Çï˛Ó˚yˆÏÎÓ˚ ˚ ~Ü˛°ÓƒäÈüÈ~Ó˚ !Ó£ÏÎÓ˚ ›ˆÏï˛ Ó˚ˆÎÏ ˆ˚ SÏ È ˆ˛õÔÓ˚y!îÜ˛ âê˛ly–

J6 q ( >, e; % – \, (- , j - / &( >

)* : ‘ ’ ; 0 < =- & 9 !d 7> , 6

7!H) & !€$ )

% $ ! ' , =! ;, ! ;, -;, < $

Abstract: Yoga is a spiritual discipline which is based on subtle science.

Abstract: The debate over the remarriage of widows serves as an

Abstract: Teachers are the architect of a nation. According to Dr. S.

GLOBALIZATION AND IMPACT OF TEACHER EDUCATION:

Abstract: Historical investigation of women’s position reveals that

Since 18th century, Indians have developed an interrelationship with the

1. ABSTRACT: The spread of pandemic COVID-19 has drastically

Abstract: The Bengal Renaissance of the Nineteenth century was largely

Bengal renaissance: the Nineteenth century awakenings

The subtitle of “The Captive Ladie"was “An Indian Tale in two

The language of resistance

Abstract: Kumārila Bhaṭṭa, a prominent Hindu philosopher and scholar

Kumārila Bhaṭṭa, a luminary in the realm of Hindu philosophy, has left an

Legend has it that Kumārila went to Nalanda, a renowned 4th-

Meaning of Peace: What is in our body keeps the nervous system

These needs are sometimes material, sometimes physical and

The question is why the message of peace has been preached

Abstract: A new approach to improve the learning capability of young

Abstract- One of the most important aspects of regional as well as

{›. , )&œ . ‘2 ) ’(A = )), , B = [ & P , c›cž,

F : 51 / • % ' (< 4 KH K <