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REFERENCE: 1 July 1997

Dear Mr. Sanyal,

I am writing, belatedly, in reply to your letter of 8 February to the Secretary- General, with which you enclosed a selection of audio cassettes of renderings of the work of Rabindranath Tagore. The Secretary-General has asked me to thank you for sending these to him. As you can imagine, he has been extremely busy in the first months after his assumption of office, but I have been able to listen to your tapes on his behalf.

Permit me to say how'much I admire your enterprise and commend you on your initiative. Tagore was a giant of our century and your idea is most original. I note your interest in disseminating your efforts more widely. You may wish to bring the tapes to the attention of the United Nations Educational, Scientific and Cultural Organization (7 place de Fontenoy, 75352 Paris 07-SP, France).

If I might take the liberty of one comment on the cassettes, I think it is rather unfortunate that the English reader cannot even pronounce the title "Gitanjali" correctly. This detracts from the otherwise positive impression made by your high production standards. I hope you will take this as a constructive comment from a well-wisher.

With best wishes,

Yours sincerely,

Shashi Tharoor xecutive Assistant to the Secretary-General

Mr. Alok Sanyal CD40, Sector 1 Salt Lake City Calcutta 700 064 INDIA M1BHH

Alok Sanyal ph. D. Mailing Address : Department of Physics, Jadavpur University CD 40, SECTOR I SALT LAKE CITY W] CALCUTTA-700064 INDIA

Telephone +91 33 337 5037/337 59U8 +91 33 U40 8656 UNITED N-ew Y*vK MY 10017

Indian poets especially the Bengali poet Rabindranath Tagore lead the list of Asian writers who'have been most translated into the languages of the world. Tagore's own translations (from Bengali into English) of one hundred and three lyrics from the book, Gitanjali, won for him the Nobel Prize for literature in 1913. Apart from the vast literary and art works Tagore composed about three thousand songs.

I have produced the accompanying audio & video cassettes which contain recitations of Tagore's songs that I have rendered into English, French, Bengali, German, Spanish, Russian and other languages. The sound of music in different languages is very appealing for recreation, inspiration, solace and peace of mind of people of different countries. Such music can contribute greatly to world peace and general all around therapeutic help. I have also been successful in providing unique video cassettes on Tagore's songs.

lyiay request you to examine the accompanying cassettes and materials and c^jp(||][^u^cate^j;^me your opinion of how this humble effort to disseminate this cultural treasure to mankind may be best accomplished;

M (94* Sincerely

ALOK SANYAL Attachments. University of Miami Cord Gable? Florida 33124 SCHOOL OF MUSIC P.O. Box 248165 (305) 284-2433 December 13, 1983

Professor Alok Sanyal Department of Physics Jadavpur University 8/1, Badur Bagan Lane Calcutta-700 009 India Dear Professor Sanyal: I was very pleased to receive your letter of November 28 concerning the proposed "Exchange of Music". It seems to me that this is a bit of a positive way in which to more broadly disseminate Indian music. Certainly, the American layman's understanding of that music will be greatly enhanced by the fact that the music which you are proposing to send us will be sung in English translation. It should also open up new vistas of understanding on the part of our undergraduate students. One of our current projects is to design a graduate degree program in ethnomusicology. Because of our location this program will most likely specialize in musics of Latin American and Caribbean countries, however, it would be a mistake for us to limit our ethnomusicology offerings only to those countries. Thus in planning for the curriculum for that program we would most certainly include Indian music as a component. I suspect that the implementation of this degree will be two or three years hence. I will look forward very much to meeting Dr. Das and to the tapes and dies that you elect to send with him. Perhaps there are recordings of our performing ensembles here at the University of Miami that you would like for us to send you.

William Hipp Dean

WHislm

A Private. Independent. International University An Equal Opportunity / Affirmative Action Employer THE UNIVERSITY OF BRITISH COLUMBIA

Department of Asian Studies Asian Centre 1871 West Mall Vancouver, B.C. Canada V6T 1W5 Tel: (604) 228-3881 Fax:(604)222-8937

31 January 1991

Dr. Alok Sanyal Department of Physics Jadavpur University 8/1 Badur Bagan Lane Calcutta 700009 West Bengal INDIA Dear Dr. Sanyal: The Office of the Dean of Arts has forwarded to our Department your cassette of Rabindra Sangit. Thank you very much. I have enjoyed listening to it, and with your permission, will keep it on file for our various classes in Indian studies. We have little opportunity to hear Rabindra Sangit in Vancouver; our Bengali community is very small. We do not have an "Indian Letters and Music Wing". We do have a Department of Asian Studies, in which (along with Chinese, Japanese, Korean, and Indonesian) we teach courses in Sanskrit, Hindi, Urdu, and Punjabi (alas, no Bengali!). There are two members of faculty who occasionally teach courses on Indian music: Dr. Alan Thrasher of the Department of Music, an ethnomusicologist who once studied Karnatic vocal music; and Dr. Kathryn Hansen of this Department, who teaches Hindi literature but is also a fine sitarist, having been a pupil of Nikhil Banerjee. Dr. Hansen is on study leave in Bombay this year; I am sure she will be interested in your cassette when she returns. Thank you, and I hope to meet you in Calcutta one day. Sincerely, L '/ K.E. Bryant Associate Professor Concordia UNIVERSITY

Centre for International Academic Cooperation

August 6, 1992 Professor Alok Sanyal, Ph.D. Department of Pysics Jadavpur University CD 40, Sector 1 Salt Lake City Calcutta - 700064 INDIA Dear Professor Sanyal,

Thank you for your letter dated July 27, 1992. The first cassettes that you sent me were indeed of great interest to our university community, especially to the faculty members involved in the planification of Concordia University's upcoming South Asia Program. I would welcome the opportunity of receiving more of them. Regarding Concordia's interest in Bengali language and litterature courses and Indian Fine Arts, I feel that instruction in those subjects might provide a welcome addition to the curriculum of our aforementioned South Asia Program. I would appreciate receiving more information on your perceptions of how Concordia University and Jadavpur University could cooperate in order to realize that objective.

Sincerely,

Bruce Director CIAC

7141 Sherbrooke Street West Montreal, Quebec H4B 1R6 JADAVPUR UNIVERSITY CALCUTTA-700 032, INDIA

Telephone I 72-4044 ( Exta, 13)

Professor A. N. Basu DEAN, FACULTY OF SCIENCE February 18, 1993,

The way Dr. Sanyal has prepared the cassettes which contain recitation • of the lyrics of Gitanjali in English and Bengali, is unique and pioneering and may be regarded as a kind of invention in this field.

Worthy of note are the facts that

firstly, the original Bengali lyrics are rich in rhyme and rhythm exude a charming melodiousness which would appeal to all, whether one follows Bengali or not, and which may not come through fully in a translation, and

secondly, the English translations, too, are by none other than the poet himself and, so, must be seen as his own, original creation.

These two features are almost unique to Gitanjali and so its presentation in both Bengali and English as Dr. Sanyal has done, is the best and most natural way of placing it before an audience that knows no Bengali. Not only that, in the process the richness of the Bengali language, and its music, are also portrayed through the cassettes. That Tagore himself was also the author of the English Gitanjali, though English was not his mother-tongue, which is unique in Nobel Prize history, is also brought home to the common people through 'Dr. Sanyal's cassettes. Dr. Sanyal's effort is, therefore, very correct and path-breaking too. The art and culture of the common people throughout the world would be enriched with this easy way of learning the great ideas and poems of Tagore, both in original Bengali and translated English. People of other countries and the people of other states of our own country, would also enjoy the richness of Tagore's original Bengali poems and the Bengali language with the help of such cassettes. Probably, no other Nobel Prize winning works have been presented in such a simple and popular way for the benefit of mankind.

The recitations in Dr. Sanyal's cassettes are not pieces of mere mechanical rendering but rather a response of the heart to deep feelings evoked by the lyrics. Being spontaneous and natural expressions, they are true art. All art is somewhat subjective, being an individual's unique perception and response, and so I request that Dr. Sanyal's cassettes be judged from this point of view and not based on any preconceived criteria. We are, after all, considering artistic creations of great depth and so the best way would be to adopt a sympathetic approach with an open and free mind. CURRICULUM VITAE

Name : ALOK SANYAL Address : CD-40, Sector-I Salt Lake City Calcutta-700 064 INDIA Fax No. : 91 33 4408656 Nationality:Indian Telephone No. : 91 33 3502759/3502414/3375037/3375948 Date of Birth : 26 August 1938 Service : Department of Physics, Jadavpur University, Calcutta since 1964 till date. Membership : Jadavpur University Teachers Association, ASIATIC SOCIETY, Calcutta. Education : In St.Paul's School, Calcutta; Scottish Church College, Calcutta; Vidyasagar College, Calcutta. M.Sc. in Physics from Jadavpur University, Calcutta. Ph.D. in Environment from Jadavpur University, Calcutta. Publications : Several papers and articles published in National and International Journals. Languages : Bengali, Hindi, English. Special Experience : Research and development programs, Lecture-demonstration in Music and related subjects. Singer; Composer; Producer of audio and video cassettes etc. A Disc which contains 6 songs (sung by Alok Sanyal) of Rabindranath Tagore, was released in 1986. A cassette which contains 10 songs (sung by Alok Sanyal in Hindi language) of Rabindranath Tagore, was produced by Alok Sanyal in 1987. A cassette which contains the reciation of 25 lyrics of Gitanjali in English and in original Bengali language, was produced by Alok Sanyal in 1994. Here lyrics in original Bengali language was recited by Alok Sanyal. It may be mentioned that Rabindranath Tagore was awarded Nobel Prize for the book Gitanjali which contains 103 lyrics. 20 cassettes which contain Rabindranath's songs (sung by Alok Sanyal in Bengali, English, German languages), have been produced by Alok Sanyal. These cassettes also contain the recitation of the lyrics in French, English, German and Bengali languages. A few unique video cassettes are also produced by Alok Sanyal. Such cassettes should open up new vistas of understanding on different parts in many countries; layman's understanding of that music will be greatly enhanced by the fact that the music has been sung and recited in English, German, French translation; this is also a bit of a positive way in which to more broadly disseminate Indian music. A song is the combination of music, language, literature, philosophy etc. So appropriate departments of Universities and Institutions may examine the cassettes. Such cassettes also -help exchange and promotion of music, arts and culture; useful for Therapy; useful for handicapped. The charming words, thoughts, music compositions are very appealing to the people of different countries for inspiration, solace, peace and understanding. Propositions : Alok Sanyal is willing to participate in lecture-demonstration, research, performance and other suitable programs. Alok Sanyal is also willing to collaborate with any appropriate company for the commercial production of such audio and video records and tapes. « « "eo

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| YoRfc NV \oo\ - , 19g.T / ^^^VA^vU- ' Dear ^ K^\ AwvlAN I segk your support to create INTERNATIONAL INSTITUTES at Salt Lake, Calcutta, and other suitable locations on the pattern of "Patha Bhabana" of Santiniketan, the unique institution created and established by Rabindranath Tagore, the great Nobel laureate poet. Open-air classes should be undertaken there alongside normal classroom classes; this will reduce costs which is a matter of paramount importance to a country like ours. In this connection, it is important to take note of the fact that "Patha Bhabana" (School) of Santiniketan has about 12 hundred students on its rolls today and, since 1901, they have been conducting all classes in the open, on grass-covered lands, in the shade of trees. Many celebrated scholars, literatti, scientists, artists, musicians have attended this school, most are well established today. In all institutions throughout the world, classes are usuaully conducted within the confines of classrooms. I suggest that, climatic conditions permitting, classes be also held in the midst of nature, in all its charm, under trees, beside brooks, in meadoows, so that the dynamic and living natural environment can stimulate the students into an alert and cheerful mood and soothe and refresh their mind and psyche; this will lead to keener receptivity, improved learning and better teaching. So, students will learn better and teachers will teach better in such an atmosphere. If all goes well, such institutes may well attract students and teachers from other countries, developing or advanced. This will be of benefit to mankind in several ways, including national integration, excellence in various spheres and world peace. Indeed, Rabindranath Tagore has already shown the way. The attached paper 'Environmental Influences on Health1 supports this idea. Such INTERNATIONAL INSTITUTES could have a normal school wing and an academy. We know, Santiniketan has attracted many renowned scholars from different countries; some have made it their second home. It is possible that, given such a facility, eminent scholars from other countries may also happily live and work in the INTERNATIONAL INSTITUTE, engaged in their scholarly pursuits that will, in turn, promote inter-cultural understanding and global harmony. Adequately equipped, the institute could welcome scientists, even Nobel laureates, to pursue research projects and teaching. The captivating natural beauty, the rich human and natural resources of India and the magic of her varied yet benign climate will add to the attraction. The institute must have a Language Centre where various languages will be taught to students and serious translation work undertaken by enthusiastic scholars; after all, translation of works into various languages is one sure route to inter-cultural camaraderie. e programs depicted in the attached papers may be considered for implementation. I shall be glad to discuss the matter with you. Thank you. Attachments SincerelZc^sy ALOK SANYAL J-'--RL.7f >, V,''. " h

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i'Alok Sanyal ' Gurudev in Hindi .•if.Baking the long jump from Meteorology to music is a feat .'few'have attempted: one of the •>sjel£Ct number is Lahore-born vAjok Sanyal, 51, a professor of '.physics at Jadavpur University 'who has created a world record .of. ^orts by recording a rare • '^cassette containing Hindi ver- -Xjbns of 10 sublime songs of ^abindranath Tagore. The -translations by noted Sanskrit ,;scholar Pushpendu Dasgupta, -vyhich have been approved by i.the Visva Bharati music board, include Yeh sravan vela and -tDekho dekho dekho sukratara.

hysics, world peace and Tagore. Can the three ever go together? Certainly,'if AlokSanyal, a professor in the.'department of physics, •Jadavpur University. ' Calcutta, is to be believed. Sanyal is of the opinion that Indian music, particularly Tagore's songs, would go a long way in bringing enlightenment to the people of the world. "That is why I intend to propagate and popularise basic Indian music, particularly Tagore's songs," says Professor Sanyal. As a first step, he has recently brought out a taped cassette of ten Tagore songs in Hindi. "The Hindi songs would help national integration and enrich our art and culture," he says.

3UNOAY 2—a July 1969 lok Sanyal is not a Rabindranath Tagore propagate the sublime Awell-known singer. would have been very Indian philosophical ideas Indeed, we had not even proud of. He has depicted in the songs of heard of the singer who is translated a number of Tagore and other great also a teacher of physics Tagore's Bengali songs Indian poets in English, in Jadavpur University, into Hindi and sung them Hindi and other Calcutta. Sanyal has himself. Said Sanyal about languages. This would recently done what even his work: "I intend to help not only national integration but also enrich the culture of the human society."

SUNDAY MAM.. March 25-? 1. 1990 musiiHftiic^irfct To•rffcB*r near&ft*st*4n' w\

INTERNATIONAL CENTER (1C)

INTERNATIONAL HCME : I suggest that "INTEKNftTICNM, HCHE" be created at suitable places. In such HOMES both young and retired persons can keep themselves busy and smiling through the various activities of nWERNATICNAL HCME. This can attract both young and retired scientists, litterati, poets, professors, teachers and eminent persons of different branches of Arts, Science, Technolo- gy from different countries, to come and live in these Homes, for a short period or a long period. They can enjoy and engage themselves in their research, academic, teaching and other creative activities; social work, vocational education and other activities including preservation, propagation and utilization of endangered and useful plants, Yoga physical exercise. Health studies, Bee keeping (Apiary), Dairy (milk and milk-products), experiments on Food and Pharmaceutical products, Horticulture, Tissue - culture, Music etc. , IHCEENATIONAL FAEM IANDS : This can be created at suitable sites, offering investors i acre, 1 acre, 10 acres, 100 acres, 1000 acres of Farm Units planted with hybrid Mango, Bael, and other useful horticultural, medicinal and other plants. Investors can offer appropriate payment to own such Farm Lands. These Farm Lands can generate income for investors and also produce fruits, medicinal and other useful products for the benefit of the common people and for export. Several project descriptions from commercial companies working along this line (eg. VGP, Parasrampuria, Indc—French Biotech, Desert Gold) are enclosed. INTERNATIONAL RESEARCH & TREATMENT OF YOGA, EXERCISE FCft HEALTH : It is gener- ally accepted by large sections of people in the world to-clay that Yoga has beneficial effects on the physical and mental health of humans. Besides, there is a wide-spread search on for alternative therapeutic, medical regimes; hence the current popularity of alternative medicines, aerobics, calisthenics, naturopathy and the like. The popularity of Yoga is said to be on the upswing now and the reason for this may not be just a passing fad but a truer and deeper perception of certain beneficial qualities that it is seen to have. Unfortunately, though Yoga schools have mushroomed in recent times, hardly any scientific studies have been conducted on the beneficial effects of Yoga on the physical and mental health of humans. I suggest that Institutes be established at suitable Centers for studies and investigations of Yoga, and may be on allied therapeutic and medical procedures. Dr. Gourishankar Mukherjee — an MBBS from Calcutta and MD on physical medicine from Germany, an expert teacher of Yoga physical exercise — has provisionally consented to contribute his time and expertise to the research activities of such Institutes. It is not unlikely that Yoga would have much to offer for the well - being of the handicapped; a special cell in the proposed Institutes may be exclusively assigned the job of conducting research in this area. Alok Sanyal Ph. D. Mailing Address : Department of Physics, Jadavput University CD 40, SECTOR I SALT LAKE . CITY CALCUTTA-700064 INDIA INTERNATIONAL CENTER Page - 2

The ideas depicted in the attached paper titled "Environmental Influenc- es on Health" nay be useful for the development of health, intelligence and efficiency of the students and contnon people; and as therapy for certain diseases. I suggest you arrange research, development programs on the subject for its systematic utilization. I shall cooperate for the purpose. I suggest HEALTH CARE OCMPLEXES including most modern and well-equipped Diagnostic Centers and Centers for Allopathic, Honoepathic, Ayurvedic, Yoga, Naturopathy treatment may be created. Common people of many countries may cone to this HEALTH CARE COMPLEXES for their own treatment and for serving others. VOCATIONAL COURSES AND NATURE STUDY COURSE may be started. INTERNATIONAL CENTERS may arrange different vocational education, such as. Food Processing, Horticulture, Tissue-Culture, Bee keeping (Apiary), Dairy (milk and milk products), Yoga exercise and preservation, propagation, utilization of endangered and useful plants. ************

I presume that every school already has an Ex-students / Alumni Associa- tion; if not, they should form one quickly. Usually Alumni Associations engage themselves in organizing occasional/annual get-together, for old times sake. But, it would be better if the alumni of an institute could come together for a more meaningful purpose under the auspices of the Alumni Association. The Alumni Association of any Institute (University, College, School etc.) could, for instance, firstly, compile a directory of ex-students, and secondly, initiate and run small or medium-scale projects for the benefits of the society. The alumni of any Institute are now surely scattered throughout the world. Many of than would, today, be resourceful, talented and accomplished. If they could breathe new life into the old school-ties and simultaneously join hands for a common endaavor for the good of people, why not ? The Journal of Japanese Association of Physical Medicine Balneology and Climatology Vol. 47 No. 2 February 1984

109

Environmental Influences on Health

ALOK. SANYAL

Physics Department Jadavpur University (Calcutta - 700 032)

The human body is a product of nature as much as is the environment around it. It is natural therefore to expect that the body should respond very positively to the environmental conditions. In fact civilized man is becoming increasingly insular and is ignoring the great importance and need of exposing the body to varying environmental conditions. En- vironmental variations produce sensations in various body organs which get transmitted throughout the body and evoke similarly varying responses which may be extremely vital to the body. A variable environment keeps the body sensitive and active and thereby en- sures its health. Detailed studies will most possibly establish causal relations between environmental conditions on the one hand and chemical abnormalities in the body on the other hand, like hypertension, bloodsugar, asthma, and the like. Overprotection of the body can very well sap its intrinsic powers for control of diseases ; scientific investigations in this field may lead to profound and valuable revelations. The western school of medicine depends increasingly on chemicals. In the process it has taken great strides in the study of physiological responses to chemicals but hardly any systematic study worth the name has been made in the matter of physical stimuli on the body. Some empirical knowledge exists but much more research is called for. There is a growing attempt on our part to control our immediate atmosphere. In an air-conditioned room, the temperature, air-pressure, humidity, oxygen-content etc. are maintained at medically approved levels. A so-called "ideal" atmosphere is created that does not change ; it is a "static" environment. In short spells such stagnant, controlled environmental conditions may suit a person, but he would tend to feel increasingly uncom- fortable if he has to put up with those conditions for longer periods. This indicates that the so-called "ideal" situation is not really ideal and may gradually have adverse effects on the body. A brief excursion into natural varying atmosphere may bring considerable relief and prepare him for another spell of "ideal" atmosphere. Insignificant though these facts may appear to be, they play an important role as to the health of humans and may, ultimately, have a bearing on their very existence. Imagine you are in a park or in the countryside surrounded by nature. You will experience all kinds of varying environmental conditions : air of different temperatures and speeds will strike your skin, it will carry different smells to your nose. Rustling leaves and 110 ALO. K SANYAL rippling waters will cast a myriad different impressions on the retina of your eyes. Sounds, equally rich in variety, will stimulate your auditory faculty or, perhaps, a soothing stillness will calm your nerves. This everchanging environment stimulates every organ, every nerve into dynamic alertness. The body needs a dynamic environment, it loves it, revels in it. It is something with which the body has lived and grown over the millenia. Variations in external physical conditions induce corresponding variations inside the body, like in heart-beat rates, respiration rates etc. Internal conditions assume a dynamic state in resonance with the external conditions. Salubrious external variations produce body-responses, and thereby build up a resistance to disease and ailments. Variations in smell, like the smell of soil, vegetation, flowers, may have curative properties. Similarly natural sounds like the chirping of birds, or the flutter of leaves may also have beneficial properties. Cases are on record of involuntary allergic reactions to even particular human voices. A close study of these matters will undoubtedly lead to useful findings. Sedentary pursuits confine one to one's desk and thereby impose a stationary environment on him. While this may be welcomed by some as it creates conditions conducive to intellectual efforts, it actually shields one from the much needed environmental variations and occasionally forces one to take to artificial measures like smoking, drinking etc. Such measures create artificial fluctuations inside the body (heart beat rate etc.) and helps one feel relaxed and recuperated. Excessive drinking of tea, coffee is also a result of being confined to static conditions. The body seeks the help of chemicals to generate dynamic internal conditions, but this practice is harmful in the long run as it is not natural or spontaneous. One may abhor the practice of walking barefoot in cold climes, but in warmer climes one certainly enjoys walking barefoot or in sandals. The softness or coarseness underfoot felt at each step, the coolth or the warmth, reach one's veins and nerves through the soles of one's feet. This induces corresponding favourable effects in the body. I am reminded of an incident where a boy, chronically suffering from bleeding of the nose, was cured by a treatment comprising pulling at his hair in small bunches for about fifteen minutes. Recently the Press carried reports of a blind man who recovered his eye- sight after an accidental fall. These instances are, most certainly, a strong pointer to the fact that a vast untapped resource for cure of ailments is awaiting discovery. The body is an integrated system of physical and chemical components, each is de- pendent on the other. Scientific investigations into the physical aspects of physiology would benefit us greatly.

Mailing Address : ALOK SANYAL

CD 40, Sector 1, Salt Lake City, Calcutta - 700 064, INDIA. .The. rversity Of Department of Uiolofty Bucritel College of Arts ami Sciences Akron. OH 1-1325-3908 216-972-7155

April 16, 1991

Dr. Alok Sanyal, Ph.D. Department of Physics Jadavpur University 8/1 Badur Bagan Lane Calcutta-700009, India

Dear Dr. Sanyal:

Your letter of March 12th and the attached article on "Save Plants from Extinction" from The Hindustan Times of September 30, 1990 addressed to President William Muse of The University of Akron was referred to me for reply.

Your article was not only timely but also addressed to a very serious problem world -wide and even in your country. For the past two summers, I have been attempting to conduct research in pollination ecology in the field in Kashmir and Himachal Pradesh on Pedicularis species. It is shocking what devastation has occurred on these plants by reason of massive grazing in nontane regions. The forests and meadows of northern India, as those of Nepal, are fast becoming wastelands. The scientific and medicinal value of many plants is being systematically ignored in favor of short-term benefits for a limited group of people.

The University of Akron does not have a program for the cultivation of rare plants, but the Biology Department is developing a Biodiversity Group that will coordinate studies on rare and endangered species and inventory studies on native plants. Since inventory studies would be very appropriate for university collaboration, it may be possible in the future to combine our efforts in the interest of saving native species in India. As chairman of our Biodiversity Group, I would like to pursue further the idea of collaboration. Rather -than cultivating native plants, it appears preferable to preserve large tracts of native habitat in which such plants can.survive and propagate on their own.

I expect to continue my research in the Him alaya and would be happy to discuss possible collaboration with your institution.

Sincerely yours,

Lazarus Walter Macior, Ph.D. Professor of Biology

sirv ot .Akion is an tijua] Kt'ui-anori j.id Kni|>loMiicrn Imtiuinun EGREE CALCUTTA "Garbage has always been a persistent and pernicious problem in Calcutta," he says, Alok Sanyal's efforts a bit disgusted. "My idea was to introduce to utilise waste products and fashion out of them someth- compulsory labour ing useful for the needful." and social service in Labour was no problem: school children appeared out the educational of nothing to lend their ener- institutions of West getic hands. Bengal is based on a Aluminium strips of medicine covers, toothpaste broader perspective of tubes, stainless steel razor making Calcutta blades, exhausted batteries of clean zinc and zinc chloride were gathered the first day. Their worth added up to over Rs 1,000. But this was chicken- t was the brainwave of feed: "Even today, items* a bored student. Aloke worth Rs 5 lakh are wasted in I Sanyal was probably our city every day." yawning away those twilight What initially appeared to post-exam hours when he was be another well-meaning hit by a bat on his head. Sud- gimmick snowballed into an denly •'flashed" the idea that endeavour that roped in other manpower could be utilised schools all over the city. The for the benefit of the world at revenue today accruing from large. Thus was bom another the "Waste not want not" true altruist whose mission scheme is used to buy books impossible was to clean up and old clothes for the poor. that cesspool of courageous The programmes, "Night humanity that is Calcutta. schools for the poor," in Don A professor of physics in Bosco has attracted over Jadavpur University today, 1,500 students, all eager to Sanyal realised the need for learn. vocational training for the Sanyal is 5o years old to- purpose of social service as day but his energy hasn't early as 1958. "1 was young dimmed. And he is not riding and I knew that there is always a high wave, So what if he in- something beyond a regular troduced social service in the academic routine, I suggested Actually, the thought that we students between the ages of siudents' curricula? He wants in writing to the then prime were a privileged 'few-who 14 and 22 was not only made, the city to regain its former minister, Jawaharlal Nehru, were able to get education- compulsory but added to the beauty and grandeur, 'The . and mentioned a few projects evoked a feeling of guilt academic curricula in all-high government should come that I had on my mind. My amongst us." schools. forward, as a few commercial main objective was to lay It was on Sanyal's initiative Sanyal kept nursing the houses have, and make a stress on community deve- that the education ministry idea of making use of the ton- brave effort in this direction," lopment, especially minor ir- headed by Dr. K.t. Shrimali nage of resources that are he says. "A clean city does rigation and tendirig to the sat down to. \york out a wasted every day in lethargy, matter. But, probably, more poor. It was hardly a decade scheme to introduce com- down to the bones. Accor- important is the revenue that since India had gained free- pulsory labour and social dingly, in the mid-seventies he comes out of it/which we can dom, and we really had the service in the educational in- launched his "Waste not want sincerely utilise for the poor feeling that we should be do- stitutions in the country. The not" scheme under the patro- and the destitute. ing something for the poor, idea of combining social ser- nage of Don Bosco School in surrounding us from all sides. vice and physical training for Central Calcutta. Arindam Nag A SUNDAYMAffi THE HINDUSTAN TIMES SEPTEMBER 30, 1990 Save plants from extinction Many plant species of medicinal value mgy not be available in future, writes ALOK SANYAL

o'VER-EXPLOITATION, destruction of habitat, over- grazing and indiscriminate human interference are mainly responsible for the loss of species, required for the preparation of many essential drugs. An esti- mated 25,000 plant species are land. "A vast number of plants, varieties of rice were" gfbwn in threatened as it grows in'an area threatened with extinction, insects especially, are likely to India in 1950. But now only ab- of Darjeeling and Meghalaya, according to a report released by become extinct without their out a few hundred of varieties vulnerable to landslides and the Europe-based International even becoming known to scien- are grown. forest clearance. Union for Conservation of Na- ce", he said. One of the important plants Very useful medicines can be ''AcoruSjCalamus" locally called ture. If these species disappear, In the last few years, new re- prepared from "Rauwolfia ser- the loss to humanity can be irre- "Safed Bach", which grew abun- search has led the mainstream pentina" of "Sarpagandha" was dantly in Kashmir, Manipur and parable. biologists to raise their/estimates found to be extremely rare be- Nagalam}, only a few years back, The Botanical Survey of India of the species on earth from 1.7 cause of intensive exploitation. is now being imported to meet has prepared an inventory stat- million already known to five to Variations within the species the medicinal demand of the ing the present condition of 3Q million. As a result, the. main- might have already been lost. country. The insectivorous plant Over 3,000 plant species are endangered in our country. The "Drosera sp." is famous for its world's top biologists warn that unless something is done by medicinal properties. The plant 1 has become rare due to over- the Governments to reverse the process the worla will lose exploitation. many species that almost certainly could have provided new The useful plant "Atropa acu- minate" or "Sag-angur" has be- drugs, new food sources and many other opportunities for come rare. The plant was found economic development. jn the Western Himalayas. More than 40 of the 90 species listed as plants useful in "Saussurea lappa" or "Kuth", which grows in high altitude of modern medicine in Asia, Africa and Latin America are the Himalayas, has become rare. available only from the wild. The root of the plant is the source of certain medicines. these plants. It is now revealed stream biologists are now largely The tuber of "Dioscorea de- "Podophyllum hexandrum" that over 3,000 plant species are convinced that the current rates Itoidea", commonly known as or "Papra" occurs in interior endangered in our country. The of extinction are, if anything, "Kins", used to cure rheumatic Western ranges of the Hima- world's top biologists warn that higher than was forecast years illness and for ophthalmic prob- layas, has become rare due to unless something is done by the ago. lems, is facing extinction be- over-exploitation. Mr Peter Raven, head of the cause of over—collection. The Every plant Species is Important Governments to reverse the pro- plant species was found in the cess the world will lose many Missouri Botanical Garden in St. Wild plants and animals pro- Louis, where about 100 new spe- western Himalayas, Punjab and species that almost certainly Kashmir. vide new genetic material for im- could have provided new drugs, cies of plants are discovered ev- The important plant "delphi- provement. For example, in new food sources and many ery year, estimates that more nium pauciflorum" grown in 1963, a gene of a wild rice of other opportunities, for econo- than 29,000 square miles of tro- West Bengal and Sikkim was in Uttar Pradesh saved about 30 mic development. 'Those we pical forest are being cut down all- probability extinct due to in- million hectares of paddy. know about are only the tip of each year. discriminate felling of trees and Genetic diversity in plants is the iceberg", said Mr Lucas, Extensive use of only a few human interference. necessary to secure supplies of who is also keeper of the herbar- selected varieties would cause food, fibre and certain drugs and ium at the world famous Royal extinction of many natural /\.N orchid species "Di- .to advance scientific and incjust- Botanical Garden, Kew, Eng- varieties of plants. About 30,000 plomeris Hirsuta" is seriously' rial innovation. THE HINDUSTAN TIMES SEPTEMBER 30, 1990

species can be discovered every year. But so far negligible effort has been made in this direction. i. • ' Existing botanical ^gardens and botany departments of all universities and colleges should undertake comprehensive research work to discover new plant species and their uses. Common people, particularly readers, may form botanical associations and small botanical gardens in their respective locali- ties. In these associations and gardens common people and ex- perts should work jointly to discover, preserve-, develop and disseminate the botanical treasure. Common people and students of urban and rural areas should get the opportunity to know about the vast treasure of plants (including medicinal plants) of the country. The fruits and leaves of certain common plants have nutritional and medicinal properties, but because of lack of knowledge people are denied their benefits. Gardens should be developed and created where not only are these plants grown, but people are given relevant information about their properties and also how to cultivate them -in home Terrace garden: Saving grace gardens. In these gardens gui- The genetic base of modern Only a small proportion of the genetic variety is the destruction dance for the use of horticulture food production has grown world's plants and animals have of habitat by reckless construc- in programmes of therapy and dangerously narrow, following been investigated for their value tion activities, pollution and rehabilitation may be arranged. intensive selection for high per- as sources for pharmaceutical over-exploitation of natural re- From both.the environmental as formance. products. sources. well as the commercial point of More than 40 of the 90 species The introduction of exotic view, such gardens should prove listed as plants useful in modern species can also have adverse a worthwhile project. LANY wild and domesti- medicine in Asia, Africa and effects on native species in many cated varieties of crop plants are Latin America are available only ways, including competition for In the roof or balcony ofevery extinct and many more, are in from the wild. Preservation of food and transmission of dis- house plants should be grown in danger. Primitive crops and their these species is essential for eases and parasites. tubs. wild relatives are often the only maintaining indigenous- phar- Let us save the Indigenous and useful plants source of evolving varieties resis- maceuctical industries. treasure of plants should be grown in the road- tant to pest and disease. The most serious threat in< In India thousands of plant side.

Alok Sanyal- Mailing Address; CD 40, SECTOR I, SALT LAKE CITY, CALCUTTA-700064, INDIA Phone : 231454

L-40. ROAD NO. 20 I P S (Retd) SHRIKRISHNA NAGAR „ „, ,, , , .. ' ' PATNA-BOO 001 [ INDIA ] Ex-Director General of DPolice.

Data... .?.?.».?.•. .?4....

Dear Dr. Sanyal,

Thank you for your letter dated the 9th August, 1994 regarding conservation of useful plants and those of endangered species. The enclosures to your letter are only advertisement of the company and hardly of any use to me as they would not need my advice regarding plantations.

For your information I may mention that in my village home in Madhubani district of North Bihar I have raised two plantations - one of about 100 varieties of mangoes and the other of 300 fruits, spices and other varieties of trees. I have also planted about 300 species of herbal and medicinal plants. My intention is not only environmental but also to conserve these plants like the species in Noah's Ark.

However, if any one or organisation wants my advice they are free to approach me.

With good wishes,

Yours sincerely,

Dr. Alok Sanyal CD 40, Sector 1 Salt Lake City Calcutta 700 064 THE STATESMAN, THURSDAY NOVEMBER 3, 1994 For The Sake Of Good Earth HE ecological balance of the earth is being threatened by Useful plants are constantly under the human habits and habitation. It is high time we sit up and Tacted sensibly. Students may form organizations and call threat of extinction. Students can do a lot them Good Earth Associations in schools to initiate and pursue creative activities, cultural, scientific and recreational. to save them, says Alok Sonyoi This will benefit society, mankind and nature too. Teachers, students and guardians and parents, as volunteers, may work jointly for it. Some of the objectives of the associations are: * To make students more responsible and responsive to society; * To direct their creative energies towards fruitful pursuits; •*• To generate awareness among the populace about the natural surroundings; * To foster a spirit of joyful service; * And in the process, to serve society. Students, as a team, can do so much, to protect this world. One of the association's activities could be to preserve, disseminate and utilize endangered, unnoticed and useful plants. Plantations may be developed for this purpose at convenient and appropriate locations. Facilities such as tissue culture may be provided. Making people aware of the benefits of various kinds of fruits, vegetables, pulses and herbs may also be taken up. This will gradually develop in the people a preference for nutritious food, health and hygiene. Good Earth Associations can lend a helping hand in saving endangered species of plants. New species can be discovered too. Dr Peter Raven, head of the Missouri Botanical Garden in St Louis, USA where about 100 new species of plants are discovered every year; estimates that more than 29,000 square miles of tropical forest are being cut down each year. The effort made in our country so far is not sufficient. The existing botanical gardens and botany departments in India may well team up with students to create a movement to discover and save the plants. Students and common people may set up small local botanical gardens; the nutritional, medicinal and other benefits of plants may be studied and understood there. Good Earth Associations can also step in with saplings and the cultivation knowhow. They may encourage all to grow plants in balconies and rooftops in pots and tubs; more ambitiously, soilless cultivation like hydroponics may be encouraged. Roadside plants and trees also need their care. The Botanical Survey of India has prepared an inventory stating the present condition of useful plants. It is learnt that more than 3,000 plant species are endangered in our country. Biologists the world over warn that unless something is done by the Governments to reverse the process, the world will lose many species of flora that could have provided new drugs, food sources and many other opportunities for economic development. An extensive use of only a few selected varieties would lead to an extinction of many natural varieties of plants. About 30,000 varieties of rice were grown in India in 1950. But now only about a few hundred varieties are grown. The genetic base of modern food production has become dangerously narrow, following an intensive selection for a high performance. Many varieties of crop plants are extinct and many more are in danger. Primitive crops and their wild relatives are often the only source of evolving types resistant to pest and disease. The most serious threat to the genetic variety is the destruction of habitat by reckless construction activities, pollution and overexploitation of natural resources. Children, future citizens of the country, are requested to Nature is our most trusted friend. Can't we try and save her from spare some time and thoughts to this acute problem. Their cooperation and support can bring about a lot of change for destruction? A sketch by Christine Tina D'Rozario the world. For a greener, purer and friendlier world.

Alok Sanyal Mailing Address : CD 40, SECTOR I, SALT LAKE CITY, CALCUTTA-700064, INDIA (Department of Physics, Jadavpur University)

A Profile

\ Foreword

I have great pleasure in presenting this profile of Visva- Bharati's evolution, structure, and pattern of academic activities. The need for such a publication, offering a general introduction to this University, has been felt for a long time. This need is not only in terms of an obvious utilitarian purpose.

Every University needs to look back and ahead to situate itself in the larger context of that continuing endeavour of which it is a part. More than seventy years ago the Founder Acharya, Rabindranath Tagore, in announcing to the world the birth of "An Eastern University" had said : "this institution should be a perpetual creation by the cooperative enthusiasm of teachers and students." I recall an unpublished letter in our archives, written by him hi 1922, where he wrote of the origins and future of the University : "It was an incessant lesson to me and the institution grew with the growth of my own mind and life. With the increase of its population and widening of range, elements have constantly been intruding which go against its spirit of freedom and spontaneity. The consequent struggle has been helpful in strengthening and making us realise the fundamental truth which is in the heart of our ashram. But that which keeps up my enthusiasm is the fact that we have not yet come to a conclusion and therefore our task is not a perpetual repetition of a plan perfected once for all."

We may draw encouragement and inspiration from this prophetic insight into the long struggle that institution building involves, a process of "perpetual creation". An attempt has been made in the following pages to convey the spirit behind this endeavour. General information about the University and its constituent institutions has been presented in a form likely to be useful to students, visitors, and others who would like to have a broad perspective of the University.

A Committee consisting of Professors Subrata Chakravarty, A. K. Dey, SanatKar, Binay Bhushan Karmakar and Shyamal Kumar Sarkar (with the secretarial assistance of the Assistant Registrar in charge of the Academic Section) put together the relevant information and edited it into a publishable shape. I am grateful to the members of this Committee. I also thank the Adhyakshas and members of the Faculty who helped towards completing this task.

Sabyasachi Bhattacharya Vice-Chancellor Visva-Bharati

AIMS AND OBJECTIVES OF VISVA-BHARATE as formulated by the Founder Acharya Rabindranath Tagore

^o study the mind of Man in its realization of different aspects of truth from diverse points of view.

To bring into more intimate relation with one another, through patient study and research, the different cultures of the East on the basis of their underlying unity.

To approach the West from the standpoint of such a unity of the life and thought of Asia.

To seek to realize in a common fellowship of study the meeting of the East and the West, and thus ultimately to strengthen the fundamental conditions of world peace through the establishment of free communication of ideas between the two hemi- spheres.

And, with such ideals in view, to provide at Santiniketain a Centre of Culture where research into and study of the religion, literature, history, science and art of Hindu, Buddhist, Jain, Islamic, Sikh, Christian and other civilizations may be pursued along with the culture of the West, with that simplicity in externals which is necessary for true spiritual realization, in amity, good fellowship and co-operation between the thinkers and scholars of both Eastern and Western countries, free from all an- tagonisms of race, nationality, creed or caste. he history of the evolution of Visva-Bharati during the lifetime of its founder, TRabindranath Tagore, offers an insight into what this institution was intended to achieve. The first salient fact about this institution is that Rabindranath founded a school for children at Santihiketan and it was around this nucleus that the structure of an unconventional university developed through a deeply thoughtful nurturing process.

In 1863, on a seven-acre plot at the site of the present institution, Debendranath Tagore, the Poet's father, built a small retreat for meditation, and in 1887 he dedi- cated, by a trust deed, the land and buildings, to establishing an asrama where seekers after truth - irrespective of their formal religious affiliations, sect, creed and caste - could come and meditate in seclusion. The trust deed also provided for the establishment of a Brahma Vidyalaya and a library. Rabindranath's school Brah- macharyasrama which started functioning formally from 23 December 1901(7 Pous 1308 B.S.), with no more than five students on the roll, was, in part, a fulfilment of the wishes of his father who was a considerable figure of his time in the field of educational reforms. From 1925 this school came to be known as Patha Bhavana.

The school was a conscious repudiation of the system introduced in India by the British rulers and Rabindranath initially sought to realize both the external features and the intrinsic values of the ancient .education of the Indian people. The school and its curriculum, therefore, constituted a departure from everything the rest of the country was emulating. Simplicity hi externals was a cardinal principle. Classes were held in open air in the shade of trees where man and nature entered into an immediate harmonious relationship. Teachers and students shared the single integral socio-cultural life. The curriculum was varied and unconventional and joyful creative self-expressions in terms of music, painting and dramatic performances etc. received equal educational emphasis. Beyond the accepted limits of intellectual and academic pursuits, opportunities were created for invigorating and sustaining the manifold faculties of the human personality.

The school had no other income but a small annuity from the trust. In fact, till almost the last days of the Poet, Visva-Bharati never quite ceased to be his personal financial responsibility. Even in his old age Rabindranath went out on exacting tours presenting cultural performances in order to raise funds with which to run Visva-Bharati.

j The growth of Visva-Bharati

After Rabindranath had received the Nobel Prize in 1913, he was invited to numerous visits over all the continents and he came closely to know a large part of the world and its people. After his visit to Japan in 1916 he felt the need for an institution which would be a centre for Eastern culture. By 1917 the range of his experience and the restlessness of his exploration led to his own self-clarification regarding the idea of a centre of Indian culture at Santiniketan. This was the second stage in the evolution of this institution. The centre as conceived by _him was to provide "for the co-ordinated study of the different cultures". As "music and the fine arts are among the highest means of national self-expression... in the proposed Centre of our culture, music arid art inust haye prominent seats of honour". "Our Centre of Culture should not only be a centre of the intellectual life of India but the centre of our economic life as well. It must cultivate land, breed cattle, to feed itself and its students it must produce all necessaries, devising the best means and using the best materials, calling science^ to aid... such an institution must group around it all the neighbouring villages and unite them with itself in all the economic endeavours". Participating thus in all the major spheres of Indian life, the institution would attain a representative character and enter into ,an encounter with the rest of the world: On 22 December 1918 Rabindranath explained his ideas about the creation of an institution which would be a centre for the eastern cultures, concentrating the varied ideas of art and civiliza- tion which the various countries of Asia have contributed. There the Western culture should be studied alongside various Eastern cultures for mutual enlightenment and enrichment, and thereby, to approach the goaJLof realizing the fundamentafunity of man. ^ .i1 . The institution chose for its motto the Vedic text:

'Yatra visvani bhavatyekanidarh'

(Where the world makes a home in a single nest)

On 23 December 1921 Visva-Bharati became a registered public body which adopted a constitution of its own. The aims and objects as set forth on the occasion have since then remained^ the objectives of Visva-Bharati.

In 1923, the Department of Higher Studies became Uttar Vibhaga to be renamed Vidya Bhavana in 1926. Hindu philosophy, medieval mysticism, Islamic culture, Zoroastrian philosophy, Bengali literature and history, Hindustani literature, Vedic

' '\ and Classical Sanskrit, Pali, Prakrit, Chinese, Tibetan, Persian, Arabic, German, Latin and Hindi formed its areas of study and research.

Vidya Bhavana or the Institution of Higher Studies and Research was the institutional manifestation of the ideal of the proposed centre of comprehensive studies of the cultures of the East and the West. The centre was viewed principally as a community of scholars, Indian as well as foreign, who would be engaged more in the creation of knowledge than in its dissemination. At this stage, a number of foreign scholars responded to Rabindranath's invitation, stayed for varying periods and worked at the centre. Sylvain Levi of Sorbonne was the first visiting professor. Those who followed included Moritz Winternitz, V. Lesny of Prague, Carlo Formichi and Giuseppe Tucci of Home, Sten Kbnow of Oslo. They added a new dimension to the work that was b^ihg carried on by a remarkable group of Indian scholars and creative artists of rare dedication the services of some of whom Rabindranath had secured even from the days of the Brahmacharyasrama.

In 1937 Cheena Bhavana, the department of Sino-Indian studies was established, and even today it remains, by any standard, a remarkable symbol of cultural collaboration. Iri 1939 the Hiidi Bhavana with certain distinct projects of studies was founded.

Kala Bhavana which was originally ihe institution for both Fine Arts and Music came formally into existence in 1921 but in 1934 it branched off into two independent institutions, Kala Bhavana and Sangit Bhavana each with its own distinct discipline. In generating more informed cultured interests and .more ample educational components these two institutions played pioneering roles in our country.

Sriniketan

The Institute of Rural Reconstruction was founded in 1922 at Surul at a distance of about three kilometres from Santiniketan. It was formally inaugurated on 6 February 1922 with Leonard Elmhirst as its first Director. Thus the second but contiguous campus of Visva-Bharati came to be located in 1923 at a site which assumed the name of Sriniketan. It took over the work of training in handicrafts already begun by the Silpa Bhavana but the chief object was that of bringing back life in its completeness to the villages and help people solve their own problems instead of a solution being imposed on them from outside. An emphasis was laid on a scientific study of the village problems before a solution was attempted. In consonance with such ideas about reconstruction of village life, a new type of school meant mainly for the children of neighbouring villages who would eventually bring the offering of their acquired knowledge for the welfare of the village community was also conceived. This school, Siksha Satra, was started in Santiniketan in 1924 but was shifted to Sriniketan in 1927. The Loka-Siksha Samsad, an organization for the propagation of non-formal education amongst those who had no access to usual educational opportunities, was started in 1936. Siksha Charcha for training village school teachers followed next year.

A few more institutions were added after RabindranauYs death on 8 August 1941. Rabindra Bhavana, the archive on Rabindranath and the institute exclusively devoted to study and research on him was established in 1942. In 1948 Vinaya Bhavana, a teachers'training institution, came into being.

A Central University, 1951

In May 1951 Visva-Bharati was declared to be a Central University and "an institution of national importance" by an Act of Parliament. It was granted the status of a unitary, teaching and residential university. The status and function of all the major institutions have been redefined in successive Amendment Acts and the University has continued to grow by the accretion of new institutions in response to needs newly felt.

Curriculum, teaching and examination began to assume the form prevalent in other Indian universities. The old Vidya Bhavana started Honours and M.A. courses~of the usual type. Siksha Bhavana given originally the responsibility of conducting undergraduate courses was split off from Vidya Bhavana. In 1972 when the Bhavanas were restructured faculty-wise, Vidya Bhavana became the faculty of Humanities and Siksha Bhavana, that of Science. The erstwhile departments of Sriniketan have been amalgamated into Palli Samgathana Vibhaga, with the exception of the independent faculty of Agriculture, Palli Siksha Bhavana which came into existence in 1960. In 1976 Uttar Siksha Sadana, the university's unit for higher secondary education was started. An Agro-Economic Research Centre supported by the Ministry of Agriculture, has since 1954 remained attached to the university.

What began modestly as a school has today expanded into a modem university with multifarious pursuits and disciplines with an emphasis which will always remain on the cultivation of excellence and the retention of an ever alive experimental character. A way of life

From the very beginning Rabindranath tried to foster a self-sufficient social life along with new values of creative as well as participatory culture. The most joyful expressions of the community are the festivals which at different times of the year celebrate the cycle of the seasons and the diverse manifestations of nature. Dance and song presented on such occasions draw as much upon Rabindranath as the cultural resources of all parts of India. The community comes together in these festivals and for the young students in particular, it is an unobtrusive process of cultural enrichment.

Certain cultural events and festivals have come down as a legacy from the inception of the institution. The open-air devotional service that is held on 7 Pous (on or about 22 December) every year under the Chhatim tree where Debendranath once meditated is an occasion of particular significance for the institution since it is the foundation day of the asrama. In accordance with the trust deed, a 3-day rnela (festive fair)—the widely known Pousmela^-is held to mark the occasion. Another three-day village fair, called Maghmela is held early in February every year at Sriniketan.

There is a prayer-hall, referred to as Mandir, where every Wednesday a non- denominational community prayer service is held. This prayer-hall is the place of congregation for all important occasions of commemoration for the community. It was the founder's belief that the moral influence radiating from here would afford a silent but constant guidance to the members of the community. All hi all San- tiniketan is the name for an attitude, a value, a way of life which suffuses an educational process, contains it, sustains it, yet transcends it. GENERAL INFORMATION

Location

Visva-Bharati is ensconced in a rural setting in the district of Birbhum, about 160 km from Calcutta. The nearest railway station is Bolpur (Santiniketan) on the Eastern Railway (Sahebganj loop) and the air-terminal Calcutta Airport. The University campus at Santiniketan, which is about 3 km from the railway station can be reached in a little over two hours from Calcutta by a fast tram. By road it is about 46 km off G.T. Road from Panagarh via IlambazarThe University has two campuses, one at Santiniketan and the other at Sriniketan, which is about 3 km from Santiniketan. The institutional buildings and academic departments are distributed hi the two campuses.

Mailing Addresses

Centra! Office and other Institutions and offices in Santiniketan '•[•• Visva-Bharati P.O. Santiniketan Dist. Birbhum, West Bengal, India Pin 731 235

Telegraph Office: Santiniketan

Telephone: Visva-Bharati PBX Bolpur (03463) 52,751 to 52756 (6 lines)

Telex(Central Office): 203-201 RABI IN Electronic Mail: [email protected] Fax :+91 (3463) 52672 Institutions and offices in Sriniketan :

Visva-Bharati P.O. Sriniketan Dist. Birbhum, West Bengal, India Pin 731236

Telegraph Office: Sriniketan

Climate

Placed on the fringe of the Chhotanagpur plateau, Santiniketan has a hot dry summer followed by rains from July to September with an average rainfall of 140 cm and a short bracing whiter. The maximum temperature in summer exceeds 40*C and the minimum in winter is about 10°C.

Guest Houses

The University has three guest houses with catering arrangements of their own. These are open to guests of the University, guardians of students and visitors but accommodation has to be applied for in advance. Particulars about charges and other information may be obtained from the Public Relations Officer, Visva-Bharati.

Academic Session and Vacation

Academic session of the University is from 1 July to 30 June and teaching begins as soon as the admission is over. The language courses usually begin in September. The University has a summer vacation of 45 days normally from May 1 to the middle of June and an autumn recess of 30 days during October-November. For the schools the durations may be slightly different.

The University remains closed on Wednesdays (instead of Sundays). Admissions

Public notification is made through major newspapers usually in May, inviting application for admission to various courses of the University. Forms are available from the Adhyaksha of the Bhavana concerned on payment of a fee by Postal Order drawn in favour of the Registrar, Visva-Bharati and enclosing a self-addressed stamped envelope. An information brochure giving details of the academic requirements for admission to a particular course and of the other documents required for submitting an application is supplied along with me application form. The last date for receiving completed application forms is usually June 30, but the exact date is notified through newspapers. For school sections and B.Ed, and M.Ed. programmes of the University, separate notifications are made and they follow different time schedules. Details may be obtained from the respective Adhyakshas. The Admission criteria for the different courses are decided upon by the Central Admission Com- mittee from time to time. Special categories of candidates, such as S.C./S.T., physi- cally handicapped.etc. are admitted as per Government of India rules and in accordance with the quota of seats earmarked for them.

Medium of Instruction

The medium of instruction at the University level is ordinarily English. The medium at the school level, however, is Bengali.

Foreign Students

Students from abroad are welcome at Visva-Bharati. They may join any regular course of the University or certain specific courses specially designed for the foreign casual students. Before joining any course of the University they must satisfy the academic requirements set for the course and obtain clearance from the Ministry of Education, Govt. of India, for studying in India. They should apply early so that all formalities can be completed by April, and they may join the course in August. They may have application forms gratis any time of the year on request from the Assistant Registrar(Academic), Visva-Bharati.

Besides all regular courses for which they will have to go through the selection procedure meant for the other candidates, there is a provision for one-year certificate course for foreign casual students who have passed the Higher Secondary Examina tion or its equivalent and satisfy certain criteria set for admission to the cows' concerned. The courses are offered in the following subjects:

a. A survey of Indian History and Culture; Modern Indian Culture wit! special reference to Rabindranath and Mahatma Gandhi; Indiai Philosophy; Ancient Indian Philosophy and Culture; Bengali/ Hindi Oriya/ Tibetan/ Sanskrit Language and literature; Rabindra Literature Indian Classics b. Rabindra Sangit; Dance; Hindusthani Classical Music(Vocal and In strumental and c. Indian Art

Details for admission requirements may be had of the Adhyaksha of Vidya Bhavana Sangit Bhavana and Kala Bhavana for subjects (a), (b) and (c) above respectively.

There is also a Research Fellowship programme for foreign students. Researcl students recommended by any Government or University and with specific program mes for investigation approved by proper authorities and accepted by Visva-Bharat are provided with research facilities and guidance. They will be required to stay her< at least for one academic session which is of about one year's duration.

Language courses in Vidya Bhavana

There is a provision for a two-year certificate course, followed by a one-year diplomi course and a one-3'ear advanced diploma course in several Indian and Foreigi languages. Details are furnished in anolher section.

Visiting Programmes and Endowment Lectures

The University has an active programme for inviting academics from outside. Visitinj Professors, Resident Artists, Resident Writers and Fellows spend from two weeks t( one year on the campus. Though they work in the departments of their specialization occasions are created for interaction with the whole community.

10 There is a provision for a number of endowment lectures which are organized round the year.

Medical Aid The Pearson Memorial Hospital, attached to the University has a 50-bed indoor and an outdoor department with a pathological lab and limited investigation facility. The University has a riumber of medical officers, a few specialist doctors and a number of part-tune specialists. The University also maintains an outdoor dispensary at Sriniketan and the Andrews Memorial Dispensary at Santiniketan for the residents of the neighbouring villages.

Students' Welfare, Amenities, Scholarships, Fellowships etc.

/. Board and lodging : At present, the University has hostel accommodation for about 900 girls and 850 boys. Board is provided by the caterers at the refectories by arrangement with the students. At present, there is some scarcity of hostel accommodation. Students admitted to the first year are not guaranteed hostel accommodation.

i/. Merit scholarship/stipend etc.: There are a number of University merit scholarships awarded on the basis of merit and stipend on the basis of merit-cum-means available for both undergraduate and postgraduate students, as well as for the students pursuing Pre-degree programme at U.S.S. The number of such scholarships, stipends and the free studentships available in each Bhavana and the academic or other requirement for being eligible for such benefits may be obtained from the Adhyaksha of the Bhavana concerned.

iii.-Research Fellowships : The University has a number of research fellowships in different fields awarded by the U.G.C. and the other funding agencies, such as, CSIR, DST, DAE, ICAR, ICSSR etc. The candidates shall have to satisfy the requirement for award of such fellowships for which advertisements are made from time to time. For further information, candidates are required to contact the Adhyaksha of the Bhavana concerned or the Assistant Registrar(Academic), Visva- Bharati.

11 iv. Games are considered a part of education in Visva-Bharati. The Univer- sity has a physical education and recreation unit for outdoor games. The unit organises an annual sports meet and other sports events throughout the year. It is also in charge of training the University team for games at the inter-university level. Facilities for indoor games are also available in the hostels.

v. The University N.C.C. unit (50 Bengal Battalion), organises weekly parades, exercises and annual camps. The NSS unit of the University also arranges village service programmes and special camps.

vi. There are several book banks from which students can take books on loan for a long period.

vii. The students' information and counselling centre collects information on employment and on courses of study offered by Universities within the country and abroad.

The University Library

The University Library consists of the Central Library at Santiniketan with a collection of over 3,25,000 volumes and twelve sectional libraries, namely, Rabindra Bhavana, Dept. of Philosophy and Religion, Cheena Bhavana, Hindi Bhavana, Kala Bhavana, Palli Samgathana Vibhaga, Palli Siksha Bhavana, Samindra Sishu Palhagar, Sangit Bhavana, Vinaya Bhavana, Siksha Bhavana, Siksha Satra with a total collection of about 2,41,000 volumes. In addition, there are a number of Seminar Libraries attached to different departments.

(?. Currently, the University Library subscribes to 441 journals & periodicals, besides quite a large number are received as gifts through exchange. The libraries function on the open-access system and the Reading Room of the Central Library remains open from 7 a.m. to 8 p.m. on all working days. A member of the University Library can use the Central Library as well as the sectional libraries. There is also a provision by means, of which inter-library loans within the country can be arranged through the Central Library. The University Library has its own xeroxing and microfilming facilities.

12 Manuscript Collection

The University has a rich collection of manuscripts in Bengali, Sanskrit, Pali, Hindi, Chinese* Tibetan, Oriya, Arabic, Persian & Urdu.

Computer Facilities

The Visva-Bharati Computer Centre, which is now being brought under the proposed Department of Computer Science and Applications, has Sirius-32 mini computer with UNIX, NEXUS-3500 AI Work Station with AEGIS, UNIX (AT&T, Berkeley) and 8 No. PC-AT and 6 No. PC-XT with MS-DOS operating system, besides other facilities like TI Laser Printer and B/W HP Scanner. The electronic mail under the ERNET project of the Department of Electronics, Government of India through a V.42 compatible modem is connected to the SHAKTI for inland and overseas communications. The Centre is open for all accredited users of the University.

Degrees, Diplomas & Certificates awarded by the University

The University awards the following degrees, diplomas and certificates at the annual convocation of the University:

Desikottama(honoris causa) D.Litt/D.Sc. Ph.D. Bachelors degree and Masters degree in Arts, Science, Agriculture, Social Work, Education, Fine Arts, Music, and Masters degree in Rural Development, Anthropol- ogy. Diplomas and Certificates hi various disciplines (see the following pages under each Bhavana or Institute). School leaving certificate and Pre-degree certificate(10+2 level).

The University also awards annually the Gagan-Abani Puraskar and Rathindra Puraskar at the annual convocation.

"ffiffjgg^HjiiJp'MK!!^^ Publications of the University

Visva-Bharati publishes the following journals :

The Visva-Bharati Quarterly The Visva-Bharati Patrika (Bengali/Hindi) — Quarterly. The Visva-Bharati Journal of Research The Visva-Bharati News The Rabindra Viksha

Of the above the Patrika is due to start as a new series. The University has a research publication section and a publishing department, known as Visva-Bharati Granthana- Vibhaga, situated in Calcutta. It brings out about 75 titles per year including new titles and text books. Its gross annual sale of books is over one crore of rupees.

Contact

The following officials of the University may be contacted for matters mentioned Sgainsteach.

Oeiieral Information about Public Relations Officer Visva-Bharati and Santiniketan

Atl matters relating to Foreign (a) Assistant Registrar(Academic) Students (b) Foreign Students Adviser

Students' AMenities, Welfare Dean of Students' Welfare etc.

Matters relating to students' dis- Proctor cipline etc.

All academic matters Adhyaksha of the Bhavana concerned

All other correspondences with Registrar the University

14 INSTITUTIONAL STRUCTURE

isva-Bharati University, declared as "an institution of national importance" and Va "unitary, teaching and residential university" by an Act of Parliament of 1951, has the President of India as the PafidarsakaCVisitor) and the Governor of West Bengal as the/Vad/ja«a(RectQf). The President of India appoints the Acharya(Cbm- cellor) and the f/pac/iarpa(Vice-Chancellor) of the University. The Act of 1951, with certain amendments made by parliament thereafter,, and the Statutes of Visva-Bharati constitute the basis of the powers and functions of the university and its constituent authorities. The chief decision-making bodies of the university are the Samsad(Co\nt), the Karma&z/mYi(Execufive Council), the Siksha Samiti(Acadeaac Council), the Artha Stf7n/rj(Finance Committee), and the various Institute Boards and Patha Sa/m'ris (Boards of Studies).

Visva-Bharati comprises the following faculties and institutions:

Vidya Bhavana (Institute of Humanities and Social Sciences) Siksha Bhavana (Institute of Science) Kala Bhavana (Institute of Fine Arts) Sangit Bhavana (Institute of Music & Performing Arts) Rabindra". Bhavana (Institute ofTagore Studies, Museum & Archives) Vinaya Bhavana {Institute of Education) ' Palli Samgathana Vibhaga (Institute of Rural Reconstruction) Pafli Siksha Bhavana (institute of Agricultural Studies) Patha Bhavana (Institute for Secondary Education) Siksha Satra (Institute for Secondary Education) Uttar Siksha Sadana (Institute for Higher Secondary Education) Agro-Economic Research Centre (A research centre sponsored by the Ministry of Agriculture integrated with Visva-Bharati) Siksha Charcha(Tra/nmg Centre for school teachers, affiliated to Visva-Bharati)

A profile of these institutions follows. Further details may be obtained from the Adhyaksha(fTmcipal) of each Bhavana or from the Karma &zc/»'va(Registrar).

15 VIDYABHAVANA (Institute of Humanities and Social Sciences)

idya Bhavana, the oldest of the Bhavanas at Santiniketan, was originally known Vas the Uttara Vibhagn(Department of Higher Studies and Research) which sought to serve as the functional base for-"the linking strip between India and the world". It began with an experiment, namely, that "there is no regular course of studies prescribed for the students, it depends entirely on the requirements of individual cases to suit their needs".

Among the languages and literatures taught initially were Sanskrit, Prakrit, Pali, Tibetan, Chinese, Avesta, Persian, Arabic, Bengali, English, German and French. Instructions were given on Logic, Philosophy, Nyaya, Vedanta, Dharma Shastra, Greek Political Economy and Sociology. Apart from this, facilities for original research were available in Indo-Aryan Linguistics, Indian Philosophy, Buddhism, Jainism and Indian Mysticism.

Visiting professors and scholars from all over the world joined the Indian luminaries at Vidya Bhavana where exchange of ideas opened up new areas of research, to which significant contributions were made. Asian studies were consolidated by the opening of Cheena Bhavana and introduction of Japanese Studies; Hindi Bhavana and Islamic Studies also formed an integral part of the new structure.

Since 1951 with the transformation of Visva-Bharati into a Central University by an Act of Parliament, emphasis shifted to conventional teaching courses. Whereas Vidya Bhavana was entrusted with the running of Postgraduate courses and research programmes in Arts & Science, Siksha Bhavana ran the Undergraduate course. With the restructuring of the Institutes, Vidya Bhavana was constituted into a faculty of Humanities and Social Sciences. In the 1984 Visva-Bharati Amendment Act, Vidya Bhavana has been designated as the Institute of Humanities and Social Sciences.

t New language units, both Indian and foreign have continued to be opened in Vidya Bhavana to expand its scope of academic pursuits.

16 Vidya Bhavana now comprises the departments of:

i. Ancient Indian History, Culture and Archaeology ii. Arabic, Persian and Urdu iii. Bengali iv. Chinese v. Economics and Politics vi. English and Other Modern European Languages vii. Geography viii. Hindi ix. History x. Indo-Tibetan Studies xi. Japanese xii. Oriya xiii. Philosophy and Comparative Religion xiv. Sanskrit, Pali and Prakrit

The following courses of studies are now offered at Vidya Bhavana.

i. Three-year B.A.(Honours) courses in Ancient Indian History, Culture & Archaeology, Bengali, Economics, English, Geography, Hindi, History, Mathematics, Oriya, Philosophy, Comparative Religion, Sanskrit. No student is allowed to pursue a Pass course. Students are to offer Honours course in any one of the aboyementioned subjects along with two general subjects—General English and one Modern Indian Language like Bengali, Hindi or alternative English and one subsidiary subject from any one of the above. Two more subjects like Politics and Education are also available in subsidiary courses. A course in Tagore Studies is compulsory for all students. u. Four-year B.A.(Honours) Course in Chinese

111. Two-year M.A. Course in Ancient Indian History, Culture and Archaeol- ogy, Bengali, Chinese, Economics, English, Geography, Hindi, History, IndprTibetan Studies, Mathematics, Oriya, Philosophy, Comparative Religion, Sanskrit iv. Two-year Certificate Courses in Bengali, Santhali, Assamese, Oriya, Hindi, Tamil, Maralhi Sanskrit, Pali, Arabic, Persian, Urdu, Chinese, Japanese, Tibetan, German, Russian, Italian and French

17 v. One-year Diploma Courses in Bengali, Santhali, Assamese, Oriya, Hindi, Tamil, Marathi, Sanskrit, Pali, Arabic, Persian, Urdu, Chinese, Japanese, Tibetan, German, Russian, Italian and French

vi. One-year Advanced Diploma Course in Tibetan and Russian

vii. One-year Certificate Courses for foreign Casual students in (1) A survey of Indian History and Culture; (2) Modern Indian Culture with special reference to Rabindranath and Mahatma Gandhi; (3) Indian Philosophy; (4) Ancient Indian History and Culture; (5) Bengali; (6) Hindi; (7) Oriya; (8) Tibetan; (9) Sanskrit language and literature; (10) Rabindra Litera- ture; (11) Indian Classics

Ph.D Programmes : Programmes leading to Ph.D. degree are conducted in the following Departments in the areas of study indicated below:

Department of Ancient Indian History, Culture and Archaeology

• Study of religions pertaining to the area of ancient Indian history and culture

• Cross-cultural studies in religious history in an inter-disciplinary perspective

• Aspects of early South Asian history with emphasis on regional studies

« Indian Archaeology, and history of early Indian art, architecture and culture

• A pre-research degree survey course hi Indian History and Culture specially designed for foreign students is also offered in this Department

Department of Arabic, Persian and Islamic Studies

• Sufism, Comparative study of Sufism with Vedanta, Vaishnavism and Bhakti movement

• Persian and Urdu language and literature - poetry, fiction, drama and literary criticism

• Political, social and literary history of Persia

18 • Islamic History and Culture - Comparative study of Islam and other religions

• Study of manuscripts

Department of Bengali

• Old Bengali language and literature - MSS. and textual studies - Comparative studies - Socio-religio-political and historical perspective - Various literary trends & their style, diction, rhetoric and prosody - literary evaluation - life and work of authors of different schools

• Modern Bengali (Nineteenth century) - Renaissance and Bengal socio-religio- political movement - reformation and reconciliation European modernism - trends (neo-classical, romantic, realistic, mystical, historical and social) - Genre (Poetry, fiction, drama, essay etc.) -life, time and work of authors-impact of Indian classical and European ideas on Bengali literature

• Modern Bengali (Twentieth century) - Poetry, Novel, Short story, Drama - their growth and trend, genre and type .^ • Rabindranath - life, works, ideas and ideals, literary content, form, craft, technique - MSS.-based textual studies

• Other authors - textual studies, craft, prosody

• Comparative philology and styu'stics

• Comparative literature (a) with other Indian literature and (b) with European literature

• Folk literature

Department of Chinese

• Chinese philosophy and religion

• Contemporary Chinese politics, Chinese economy and Chinese literature

• Ancient and modern Chinese history

• Chinese Buddhism

19 History of Sino-Indian cultural relationship

Department of Economics & Politics

• Economic theory, Economic history, Public Economics, Planning and Develop- ment Economics, Money and Finance, Agricultural, Industrial, Marketing, Labour economics and Econometrics. Study of Indian & comparative economic problems with reference to any or more of the above.

• Socio-political and economic ideas of leading thinkers of modern India.

Department of English and Other Modern European Languages

• English literature of the seventeenth century including Shakespeare against the perspective of the European Renaissance

• English literature of the early and late nineteenth century and their European affiliations

• Historical and comparative study of critical theories

• Modernism

• The work is intended to be interdisciplinary, multilingual and cross-cultural in nature.

Department of Geography

• Agricultural Geography and Development, Regional planning, physico-social environmental issues, Population and Settlement Geography, Remote Sensing and terrain evaluation, Geomorphology & Climatology

Department of Hindi

• Medieval Hindi Literature: Bhakti Kavya and Sant Literature

• Brajabhasa and Brajabuli Literature

• Literary History

1 ,^ 'i. vr*MY-iW4>'h&iVf

Linguistics, Poetics, Criticism, Lexicography, Study of human values and Humanism in Hindi Literature

Comparative literature(Hindi, Bengali, Oriya, Assamese, Marathi, Urdu). Com- parative studies in Hindi and Bengali with special reference to Tagore

Department of History

• India and her neighbouring countries - medieval and modern times-political, economic, social and cultural history, agrarian life, peasants and agricultural labour, industrial development, trade, maritime activities, political biography, sociological trends, historiography, history of ideas

Department of Indo-Tibetan Studies

• Buddhist studies - Buddhist philosophy & Comparative religion - Tibetan classical Buddhist texts (Tanjur and Kanjur Collections) - Tibetan Culture, Art, Medicine etc. -Sanskrit and Pali Texts - Comparative study

Department of Japanese Studies

• Buddhist studies of India and Japan

• Comparative study of Sanskrit and Japanese Grammar

• Comparative study of Bengali and Japanese Literature

• Japanese Language

• History of Japanese culture

• Japanese Philosophy

21 Department of Oriya

• Oriya language and literature - Study of manuscripts and texts - different trends - drama, fiction, poetry, linguistics, prose-folk literature - Comparative studies with-other'Indian languages such as Bengali, Hindi, etc.

Department of Philosophy & Religion • •• *~ Philosophy: • Philosophy and methodology of Science, Philosophy of Language, Phenomenology and Existentialism, and all the branches of Indian Philosophy, Iridian Philosophers' speculations hi contemporary philosophy

.CdmpaTraiive:Keligion { • Interaction between the major religions, actual field studies towards the growth of a sociology and phenomenology of religion, philosophy of art and culture with a focus on the contributions of Rabindranath Tagore

Department of Sanskrit, Pali & Prakrit

• Reconstruction, translation and study of ancient published/unpublished texts in Sanskrit(yedic and Classical),Pali or Prakrit with manuscripts from its sectional library or from outside

• Literary criticism, linguistic and grammatical studies, Indian religion and Philosophy including Buddhism, social sciences in the said languages ''.-;•'•'..-.. . / • inter disciplinary studies of the above nature involving Tibetan, Chinese, Japanese etc

• Preparatioaof Descriptive Catalogues of manuscripts

For admission guidelines, See "General Information"

X ~^ •*^Jrl- -, •$&. : b ^4 'f'-rsa •"'^FSl SKSHABHAVANA (Institute of Science)

his was originally an undergraduate College for teaching the Humanities, Lan- Tguage courses arid Mathematics. The five Science Departments—Chemistry, Mathematics, Physics, Botany and Zoology opened between 1961 and 1963. The M.Sc. course in Mathematics was introduced in 1963 and hi other science subjects hi 1968. These Postgraduate programmes were under Vidya Bhavana. Finally in 1972 all the Science departments were brought under Siksha Eha\ana(Faculty of Science) which is how the'institute of Science.

In this relatively new Faculty interdisciplinary Programmes like Life Sciences, En- vironmental Sciences, Computer Applications etc. have been developed. Several research projects in some frontier areas of Science, sponsored by various agencies including UGC, CSIR, ICAR, ICMR, DST, DAE, Department of Non-Conventional Energy Sources etc, are in progress in this Faculty. _

The Department of Physics has established a federation arrangement with the Inter- national Centre for Theoretical Physics, Trieste, Italy. Under this arrangement, three teachers of the department visit I.C.T..P every year.

A Biomass Research Centre of Visva^-Bharati under joint collaboration between Botany department and Palli Siksha Bhavana has been sanctioned by the Government of India.

A Science Seminar Complex sanctioned by the Department of Science & Technology, Government of India is coming up.

23 Courses of Study :

Three-year undergraduate courses leading to B.Sc. degree in Physics, Chemistry, Mathematics, Botany (Life Science) and Zoology (Life Science).

Students are required to take one Honours and two subsidiary subjects according to the following combinations:

Honours Subject Subsidiary Subjects

Physics Mathematics and Chemistry or Life Science Chemistry Mathematics and Physics or Life Science Mathematics Physics and Chemistry or Life Science Botany(Life Science) Chemistry and Physics or Mathematics Zoology(Life Science) Chemistry and Physics or Mathematics

11. Two year postgraduate courses leading to M.Sc. degree hi Physics, Chemistry, Mathematics, Botany and Zoology.

Specialisation

Physics Atomic Physics, X-ray Crystal Structure Analysis, Theoretical Particle physics, Few Body Dynamics, Solid State Physics and Biophysics Chemistry Inorganic, Organic and Physical Chemistry Mathematics Advanced Topology, Advanced Functional Analysis, Solid Mechanics, Dynamical Meteorology and Oceanography, Biomathematics, Quantum Mechanics and Computer Science Botany Plant Biosystematics, Palynology and Aerobiology, Mycology and Plant Pathology, Plant Physiology, Biochemistry & Molecular Biology, Cytogenetics & Plant Breeding, Microbiology, Pharmacognosy & Tissue Culture, Environmental Botany, Phycology Zoology Environmental Biochemistry & Toxicology, Fisheries, Entomology, Soil Zoology, Parasitology & Nematology, Endocrinology iii. Ph.D. Programmes Research work under a supervisor leading to Ph.D. degree iv. PGDCA One-Year Postgraduate Diploma in Computer Science & Applications

Research areas

Physics Theoretical Atomic and Molecular Physics, Nuclear Theory, Elementary Particle Theory, Non-linear Dynamics, Biophysics, Solid State Theory, Radia- tion Theory, Quantum Mechanics, Electronics, X- ray Crystallography

Chemistry Analytical Chemistry, Solvent Extraction, Ion exchange, Trace element uptake by aquatic plants and fish, Co-ordination Chemistry, Chemistry of Natural Products, Quantum Chemistry; Surface & Electrochemistry, Solution Chemistry

Mathematics Solid Mechanics, Fluid Mechanics, Quantum Mechanics, Biomathematics, Computer Science, Geophysics, Topological groups, Fixed point Theory, Operations Research

Zoology Environmental Physiology, Biochemistry, Parasitol- , ogy, Nematology, Endocrinology, Fisheries, En- tomology

Botany Cytogenetics, Tissue Cultures, Mycology, Pathol- ogy, Microbiology, Plant Physiology, Taxonomy, Phycology, Environmental Botany, Aerobiology, Palynology

25 Computer Centre

Visva-Bharati Computer Centre is a B-level Computer Centre according to UGC norms."

The Centre assists in the courses in computer application and numerical analysis for B.Sc.(Honours) Third year students of Physics and Mathematics departments as well as for M.Sc.(Mathematics). It conducts courses on Computer Applications in Life Science for B.Sc.(Life Science) Second year and Final Semester of the M.Sc.(Ag.) students, vocational course on computer programming for Class XII students of Uttar Siksha Sadana (Higher Secondary School), Extracurricular computer awareness course for class IX students of Patha Bhavana(Secondary School) and several short courses.

The Centre offers service facilities to the University departments as and when necessary. It supported the Tagore Concordance Project and transferred the data to UNIX-based super-micro computer system for further processing. The Centre also provides facilities for running the PGDCA programme. KALABHAVANA (Institute of Fine Arts)

ala Bhavana is a centre for visual art training and research. Indian artistic Krenaissance was initiated by Rabindranath Tagore and Abanindranath Tagore and nurtured through decades by a galaxy of talents : Nandalal Bose, Benodebihari Mukherjee, Ramkinkar Baiz and others. The latter helped in the growth of Kala Bhavana into a school where modern, Eastern and Western cultural trends get into meaningful interaction.

The academic programme introduces the students to all necessary traditional and modern skills through studio courses and to Art History and Aesthetics through lectures, discussion and exhibitions, group activities and work environment that combines informality with personal commitment.

The Bhavana has at present five major streams of study : Painting, Sculpture, Design, Graphic Art and Art History. ~

Courses of Study : i. Five-year under graduate courses leading to B.Fine Arts degree in Paint- ing, Sculpture, Design,'Graphic Art and Art History ii. Five-year Diploma Courses leading to Diploma in Fine Arts and Crafts in Painting, Sculpture, Graphic Art'or Design Two-year postgraduate courses leading to JVLFine Arts degree in Painting, Sculpture, Graphic Art and History of Art Two-year Post-Diploma courses leading to Post-Diploma in Painting, Sculpture and Graphic Art (Printmaking) Two-year certificate course in Design One-year Foreign casual Students' Course in Indian Art

The Bhavana also conducts Ph.D. Programmes in the major areas of study mentioned above.

27 SANGTT BHAVANA (institute of Music, Dance & Drama)

angit Bhavana imparts training in Rabindra-Sangit, Hindusthani Classical Vocal Sand Instrumental Music (Sitar, Tabla and Pakhawaz), Manipuri and Kathakali Dance Styles, Drama and Tagore's own Music-Dramas and Dance-Dramas. For exceptionally talented Postgraduates, there is provision for research. Furthermore, Sangit Bhavana takes a leading role along with other Bhavanas, in the major functions, festivals, mandir services of the University community.

Sangit Bhavana carries on the rich tradition built up by pioneers including Dinendranath Tagore, Bhimrao Sastri, Indira Debi Chaudhurani.

There are two departments: i. Rabindra-Sangit, Dance and Drama ii. Hindusthani Classical Music.

Courses of Study: i. Four-year undergraduate courses leading to B.Mus. degree in Rabindra- Sangit, Dance, Hindusthani Classical Music(Vocal) and Hindusthani Clas- sical Music (Instrumental) ii. Four-year Diploma Courses leading to Diploma in Music and Rabindra- Sangit, Dance, Hindusthani Classical Music (Vocal) and Hindusthani Classical Music (Instrumental) iii. Two-year postgraduate courses leading to M.Mus. degree in Rabindra- Sangit, Dance, Hindusthani Classical Music(Vocal) and Hindusthani Clas- sical Music (Instrumental) iv. Four-year Senior Certificate course in Rabindra-Sangit, Dance, Hindus- thani Classical Music(Vocal/Instrumental)

28 v. Two-year part-time Certificate Courses in Rabindra-Sangit, Hindusthani Classical Music (Vocal/Instrumental), Manipuri Dance and Kathakali Dance vi. One-year Foreign Casual Students' course in Rabindra-Sangit, Dance, Hindusthani Classical Music (Vocal/Instrumental)

The Bhavana also conducts Ph.D. Programmes. RABINDRA BHAVANA (Institute of Tagore Studies)

his non-teaching Bhavana is the treasure house of the manuscripts of TRabindranath, papers of the Tagore family, a collection of painting and sketches by the poet and a few others, Tagore memorabilia including gifts and addresses to the poet from many parts of the world and a large collection of photographs of which periodic exhibitions are held. The audio-visual unit preserves a large collection of discs and cassettes containing readings and songs by the poet himself and others. Films and documentaries on the poet, collected from India and abroad, are also in this wing. / A specialised library contains books used by the poet and a large collection of works on him and his work. A newly built gallery houses a permanent exhibition with photographs and memorabilia of the poet's life, work, travels and other activities. A second permanent gallery for exhibiting original paintings by him is in preparation.

The houses associated with Rabindranath, Udayan, Shyamali, Konark, Udichi and Punascha along with the beautiful gardens are also maintained by the Bhavana.

Above all, Rabindra Bhavana is a unique research centre for Tagore Studies by scholars from all over the world and an important repository of materials used by all students and scholars of modern Indian culture. VINAYABHAVANA (Institute of Education)

abindranath envisaged a system of education which integrated education, cul- Rture and service and also provided for continuous experimentation. Vinaya Bhavana was established in 1948 as a full-fledged teachers' training centre with the objective of bringing out teachers who would lead in infusing service and culture in education through their studies, practice and research.

Vinaya Bhavana offers B.Ed.(since 1943) and MEd.(since 1963) courses in Educa- tion designed to meet the requirements of teachers and other educational personnel who aspire to play a significant and effective role in the work of nationwide educational innovation. It also conducts and provides facilities for educational research leading to the Ph.D. degree. Through its Extension Service Section the Bhavana extends opportunities for further training and guidance in all matters relating to re-organisation of school courses, improvement of school programmes, new methods and techniques etc. to the teachers of secondary schools in Birbhum and other districts of West Bengal.

Courses of Study: i \ i. One-year professional undergraduate course in Education leading to Bachelor of Education(B.Ed.) degree

ii. One-year professional postgraduate course in Education leading to Master of Education(M.Ed.) degree

The Bhavana also conducts Ph.D. programmes on educational research.

31 PALLIS AMGATHANA VIBHAGA (Institute of Rural Reconstruction)

riginally known as the Institute of Rural Reconstruction, Palli Samgathana OVibhaga, was founded by Rabindranath Tagore with the active help of Leonard K. Elmhirst in 1922 at Sriniketan. Ehnhirst was also the first Director of the Institute. The objective was to bring back life in its completeness into the villages making the rural folk self-reliant, acquainted with the cultural tradition of their own country, and competent to make an efficient use of modem resources for the improvement of their physical, intellectual and economic condition. The aim of the Vibhaga is a comprehensive study of rural socio-economic problems and extension work on the basis of such studies. It has the following departments.

Rural Extension Centre

(Department of Adult and Continuing Education and Extension)

It is the oldest department with programmes covering all aspects of rural education centrally^ supported by a well-equipped library, a women's craft centre, an audio- visual unit and a music unit at the village level by the Village Development Societies, Bratibalak organisations, Manila Samitis, rural libraries and a mobile library. The specific aims are the training of the village youth leaders for the promotion of literacy, social and population education, rural library movement, health care and training hi handicrafts for women. Seminars, symposia, mass literacy campaign, folk cultural events, etc. form part of its activities. Moreover, in pursuance of the National Policy on Education the area-based programmes cover Jana Siksha Nilayam, Continuing Education Course and Population Education activities.

32 Silpa Sadana

(Centre of Rural Industries)

This Unit conducts the following courses with its production wing :

i. Three-year Diploma Course in Handloom Weaving and Wood-Work

ii. Two-year Certificate course in Wood-Work; Certifi- cate course in Handloom Weaving and Pottery

iii. One-year Certificate course in Handmade paper production

Palli Charcha Kendra

(Centre for Rural Studies)

Established in 1977, it conducts research into the various socio-economic probfems of rural life. It also serves the Rural Extension Centre through village surveys and evaluation studies in the villages within the operational area of the Centre. The Centre also conducts the following courses :

Two-year M.A courses in (i) Rural Development and (ii) Anthropology. Practical classes and intensive field work in rural areas are essential components of these courses.

Department of Social Work

This department (established in 1963) teaches and conducts research into the Social Welfare aspects of rural development. The department offers (i) Three-year degree course leading to Bachelor of Social Work(B.S.W) and (ii) Two-year postgraduate course (since 1977) leading to Master of Social Work (M.S.W). The department also conducts Ph.D. Programmes.

33 PALLIS1KSHABHAVANA (Institute of Agriculture)

he Institute was established in 1963 as Palli Siksha Sadana (College of Agricul- Tture) andredesignatedPalli Siksha Bhavana (Institute of Agriculture) in 1984 by Visva-Bharati Amendments Act. The aim of the Bhavana is to carry forward the potentialities of the experiments in rural reconstruction of Sriniketan. Research and teaching ami to introduce modern agricultural technology appropriate to the country and to provide education that will relate with life and work, and to produce leaders who can fulfil the educational, social, administrative and technological needs of the countryside.

The Institute provides Teaching, Research and Extension Education. There are some special aspects which are integral part of the curricula, such as, (a) Practical training in Agriculture, Horticulture, Engineering, Dairy and Poultry in addition to subject practicals, (b) field work in the villages surrounding Sriniketan. The students are trained to provide leadership to village communities hi bringing about improvements in agriculture.

Departments of the Bhavana : i. Department of Agronomy, Soil Science, Agricultural Engineering, Plant Physiology, Animal Husbandry and Veterinary Science ii. Department of Crop Improvement, Horticulture and Agricultural Botany iii. Department of Plant Protection iv. Department of Agricultural Extension, Economics and Statistics

34 Courses of study: i. Four-year undergraduate Hons. course leading to B.Sc.(Ag.)degree in Agricultural Science ii. Two-year postgraduate course leading to M.Sc.(Ag.) degree in Agricul- tural Science

Ph.D. programmes are conducted in all these departments. Research projects are sponsored by U.SDeptt. of Agriculture USDA - PERRO, ICAR, UGC, DAE, DST and several Herbicides, Pesticides and Fertiliser industries. All India co-ordinated Weed Control Project (USDA-ICAR) was started in the Seventh Plan period and is continuing. Biomass Research jointly with Botany department has been sanctioned by the Government of India.

The research areas conducted in these departments are: Weed Science, Soil Science, Soil fertility and Fertiliser use, Water Management, Crop Husbandry(Agronomy); Pest management of rice, seed pathology(plant pathology); Insect pest management of rice(Entomology); Genetics and Plant Breeding; Horticulture; Agricultural En- gineering; Agricultural Economics; Agricultural land use pattern in rural areas, appropriate Technology in sub-humid lateritic belts of West Bengal, Sugarcane development(Agricultural Extension). THE SECONDARY & HIGHER SECONDARY SCHOOLS OF THE UNIVERSITY

The University runs three Secondary & Higher Secondary schools :

i. Patha Bhavana {Secondary School at Santiniketari) ii. Siksha Satra (Secondary School at Sriniketan) iii. Uttar Siksha Sadana (Higher Secondary School at Santiniketari)

The Mrinalini Ananda Pathsala, attached to the Patha Bhavana and the Santosh Pathsala, attached to the Siksha Satra are Kindergarten units for children in the age group 4-6.

e. Patha Bhavana

(Institute for Secondary Education)

In 1901 Rabindranath Tagore founded a school for children at Santiniketan, a retreat for meditation built by his father, Debendranath. The school was set up along the model of Indian Ashrama where students live with their teachers and get their education in open air environment in intimate contact with nature. This educational experiment of Tagore attracted national and international attention. Gradually it grew into Patha Bhavana.

This is mainly a residential co-educational school for primary and secondary education, preparing students for the School Certificate examination of Visva-Bharati. Among its special features are close personal contact between the students and the teachers, training in co-operation and self-government with emphasis on unfolding the child's personality through social, literary, artistic, musical and other activities. The courses include Bengali, Sanskrit, Hindi,English, Mathematics, History, Geog- raphy, Nature Study, Home Science, Physical and Life Sciences, Civics and Music. Facilities exist for training in the subjects : drawing and painting, modelling, car- I

penlry, dancing (for boys), gardening, artistic handicrafts and weaving (for girls). Co-curricular activities are given as much priority as the subjects of study.

The medium of instruction is Bengali. But this does not pose any problem for non-Bengali students, who pick up the language fairly quickly through living contact with their social environment at an early age.

Siksha Satra

(Institute for Secondary Education)

Rabindranath established the Siksha Satra at Santiniketan hi 1924 as an experimental school. It was shifted in 1927 to Sriniketan.

It is a non-residential co-educational school with primary and secondary sections. The school maintains a close contact with the social and natural environment and endeavours to produce in the students an integrated personality.

The curriculum is the same as that of the Patha Bhavana at Santiniketan. The pupils are prepared for the school certificate examination of the University.

Uttar Siksha Sadana

(Institute of Higher Secondary Education)

This Higher Secondary School started in 1976 when the 12 year school course was introduced all over India.

Besides English and one major Indian language (Bengali, Hindi or Oriya) which are compulsory, students take up a work-oriented subject and three elective subjects out of English, Bengali, Hindi, Oriya, Sanskrit, Chinese, Japanese, Philosophy, Economics, Political Science, Ancient Indian and World History, Geography, Math- ematics, Physics, Chemistry, Life Science, Painting, Rabindra Sangit, Hindustani Vocal Music, Kathakali Dance and Manipuri Dance. The medium of instruction is Bengali.

37 AGRO-ECONOMIC RESEARCH CENTRE

Agro-Economic Research Centre was established in Visva-Bharati in 1954 under a scheme of the Ministry of Agriculture, Government of India. The Centre is now in the process of being integrated to a Bhavana of the university. The Centre carries out research in the field of Rural Economy and Sociology and gives technical advice to the Central or State Government on such issues as may be referred to it from time to time.

SIKSHACHARCHA

Siksha Charcha is an institution of Sriniketan sponsored by the Government of West Bengal for imparting basic training to the primary school teachers.

The Idea of Visva-Bharati

isva-Bharati is an Idea. The core idea and the evolution of its institutional form Vhave been sketched briefly in the first few pages. The Idea remains a goal towards which the institution must strive. Rabindranath Tagore, in his lecture on An Eastern University, spoke of it as the place "where we can work together in a common pursuit of truth, share together our common heritage, and realise that artists in all parts of the world have created forms of beauty, scientists discovered secrets of the universe, philosophers solved the problems of existence, saints made the truth of the spiritual world organic in their own lives, not merely for some particular race to which they belonged but for all mankind". Visva-Bharati, thus conceived as a part of the eternal quest of mankind, "should be a perpetual creation by the cooperative enthusiasm of teachers and students". In laying down this ideal and in many other ways Rabindranath Tagore sought to impart dynamism to this university. Visva-Bharati is an invitation to "perpetual creation".

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