Self Respect Movement Under Periyar

Total Page:16

File Type:pdf, Size:1020Kb

Self Respect Movement Under Periyar AEGAEUM JOURNAL ISSN NO: 0776-3808 SELF RESPECT MOVEMENT UNDER PERIYAR M. Nala Assistant Professor of History Sri Sarada College for Women (Autonomous), Salem- 16 Self Respect Movement represented the Dravidian reaction against the Aryan domination in the Southern Society. It also armed at liberating the society from the evils of religious, customs and caste system. They tried to give equal status to the downtrodden and give the social dignity, Self Respect Movement was directed by the Dravidian communities against the Brahmanas. The movement wanted a new cultural society more based on reason rather than tradition. It aimed at giving respect to the instead of to a Brahmin. By the 19th Century Tamil renaissance gained strength because of the new interest in the study of the classical culture. The European scholars like Caldwell Beschi and Pope took a leading part in promoting this trend. C.V. Meenakshi Sundaram and Swaminatha Iyer through their wirtings and discourse contributed to the ancient glory of the Tamil. The resourceful poem of Bharathidasan, a disciple of Subramania Bharati noted for their style, beauty and force. C.N. Annadurai popularized a prose style noted for its symphony. These scholars did much revolutionise the thinking of the people and liberate Tamil language from brahminical influence. Thus they tried resist alien influence especially Aryan Sanskrit and to create a new order. The chief grievance of the Dravidian communities was their failure to obtain a fair share in the administration. Among then only the caste Hindus received education in the schools and colleges, founded by the British and the Christian missionaries many became servants of the Government, of these many were Brahmins. As a result other educated people in different communities entertained bitter feelings against the Brahmins that they were standing in the way of their progress. Volume 8, Issue 7, 2020 http://aegaeum.com/ Page No: 337 AEGAEUM JOURNAL ISSN NO: 0776-3808 The Anti-brahmin movement was led by E.V.Ramasami Naicker (1879- 1973) belonged to Erode, hailing from the Naicker community of Kannada descent. He turned his attention towards the untouchable. He was eager to find an explanation for their miserable condition. Hence he bagan to study all religious text. He was dissatisfied with the works because of their inconsistencies. Even sages and saints failed to satisfy his eagerness. Later he decided to work on his own for the freedom and welfare of the society and eradication of untouchability. He joined the Congress Party and worked among the common people and led the Non-cooperation Movement in 1920. In 1922 was elected president of the Tamil Nadu Congress committee. He found the party not suited to his way of thinking and ideals. The leadership of the party was not much linked with the common society. Further his identification with the struggle for social justice was viewed with suspicion. In Kerala the Ezhavas and other untouchable were forbidden for worshipping in the temples and entering the public streets. These people were determined to assert their rights and the consequence was the 1924 Satyagraha at Vaikom. When Naicker heard about the harassment of these people, he hurried to their place and courted arrest. His wife Nagammai also joined the movement. The struggle continued till the government of Travancore (a state then) yielded and opened the temple road to all unrespective of caste or creed. E.V. Ramasamy equally attacked V.V.S. Iyer and Sermadevi Gurukulam Ashram which was supported by Congress Party with funds. There was communal discrimination. He also disagreed with Mahatma Gandhi who also stood for the untouchable and temple entry. He brought a resolution in the party for providing equal opportunity for education and employment for the depressed communities but it got defeated, by the pro Brahmin grouped healed by T.V. Volume 8, Issue 7, 2020 http://aegaeum.com/ Page No: 338 AEGAEUM JOURNAL ISSN NO: 0776-3808 Kalyanasundara Mudaliar, protesting against this defeat Naicker left the Congress Party. In 1925 Naicker started the Self Respect Movement. The basis of this was rational thinking self respect, self confidence and to enable the people to enjoy political and social freedom. No religion but reason. It also aimed at infusing a sense of dignity among the people of the Dravidians. Hence he began attacking and destroying the existing cultural heritage. He aimed at the destruction of the time old of caste, religion, zamindari and princely order. He wanted to eradicate untouchability, inequality distractions based on status and sex, Aryan domination and Hindi imperialism implantation his other aims were inter communal after self respect marriage with no priest or ritual and also liberation. No doubt for his new views and revolutions he suffered pubble attacks and also imprisonments. Still his conviction was unshakable. The following are the focal themes in the Social Revolution study of the Self-Respect Movement. Concept of the Self-Respect Movement and its growth: From the beginning of its inception, the Self-respect Movement involved itself in creating totally a new society without making any efforts to reform the existing old ceremonial and traditional society. It considered that in their idea of creating a new social order, there is no place for any minor reforms. That is why Periyar compared the old social order with the well giving water through its fountains. Moreover, Periyar explained about the difference between reforms and total abolition and claimed that he is an abolitionist and not a reformist. Mixing medicines in the water of the well or pumping out the entire water of the well is a work of reformation. But closing the well and digging a new well is a work of abolition. Periyar said that he claimed himself as an abolitionist only in this manner. Felting the need to remove the drawbacks in the society in the name of social reformation, the Self-Respect Movement Volume 8, Issue 7, 2020 http://aegaeum.com/ Page No: 339 AEGAEUM JOURNAL ISSN NO: 0776-3808 undertook the task of removing or demolishing such drawbacks and obstacles prevailing in the society on the basis of god, religion, puranas and Ithihasas. The principles, the Periyar Self-respect Movement undertook to campaign for the past 90 years, like rejection of god, rejection of caste, stringent in spending for marriages, opposition to the ambition of wearing more number of jewels, asserting women’s rights, demolition of temples, opposition to the mentality of earning more and more properties, have become the elements instigating the people to follow them. Periyar stood firmly in his attempts to get the society liberated from the heriditary and traditional grips and to make it a economically developed one. The origin of the Self Respect Movement : The Dravidian people were ill-treated in the name of religion, gods, vedas, sasthras, rites and rituals. The oppressed people had to face many attrocities from the upper caste people. To relieve them from such indignation and to cultivate a sense of self-respect, equality and fraternity among them, Periyar started this Self-respect Movement in the year 1925. Due to the domination of the Brahmins, the Dravidian people had to lead a life like a worm. The self-respect Movement started by Periyar to relieve our people from such indignation and ill treatment, was welcomed by the public and earned their appreciation. There is a vast difference between the self-respect the foreigners are having and our people are having. Their sense of equality is aimed only for their economic development . But our sense of self-respect and equality are aimed at various spheres of political, social, educational knowledge, profession, scientific and economic fields. The ambition of Periyar was that our people should form their lives on the basis of their development in the above spheres most suitable for human beings. Volume 8, Issue 7, 2020 http://aegaeum.com/ Page No: 340 AEGAEUM JOURNAL ISSN NO: 0776-3808 Philosophy of the Self-Respect Movement Self- respect is nothing but respecting one’s own knowledge and wisdom. Refusing to accept the ideas unsuitable for the common sense of the people is Self-respect. Accepting something merely for the reason that all those things find place in Vedas, Puranas, Ithihasas, told by rishis, followed by our ancestors and came generation after generation heriditarily, can not be considered as giving respect to ones’ own self thinking. Independent thinking and taking of decision is considered self-thinking and self-respect. It is not because that all the decisions taken after self-thinking will always be correct. Though the ideas and decisions emanating from self-thinking may not be correct, if a man has got the power and boldness to think independently, he is considered as a person having Self-Respect. One’s feeling of self giving respect to the self knowledge, ability to think and take decisions independantly is the power of Self-respect. Though the decisions taken and the principles followed are flawed, if the power of independant thinking and boldness is involved in those decisions and principles, they points out the talents and boldness inherent in the principle of self-respect. Atheism is a part and parcel of the Self-respect philosophy. “The man who created god is a fool, The man who propagates the concept of god is a scoundrel The man who worships god is a barbarian.” Periyar inscribed strongly the concept of atheism in the philosophy of self-respect itself. As the concept of atheism has naturally taken place along with the self-respect movement, the concept of religion, sasthras, puranas, ithihasas and the practice of rites, rituals, celebrations, festivals were totally neglected by the followers of the self-respect movement.
Recommended publications
  • CONTEMPORARY INDIA and EDUCATION.Pdf
    BHARATHIDASAN UNIVERSITY TIRUCHIRAPPALLI – 620 024 CENTRE FOR DISTANCE EDUCATION CONTEMPORARY INDIA AND EDUCATION B.Ed. I YEAR (Copyright reserved) For Private Circulation only Chairman Dr.V.M.Muthukumar Vice-Chancellor Bharathidasan University Tiruchirapplli-620 024 Vice-Chairman Dr.C.Thiruchelvam Registrar Bharathidasan University Tiruchirapplli-620 024 Course Director Dr. R. Babu Rajendran Director i/c Centre for Distance Education Bharathidasan University Tiruchirapplli-620 024 Course Material Co-ordinator Dr.K.Anandan Professor & Head, Dept .of Education Centre for Distance Education Bharathidasan University Tiruchirapplli-620 024 Author Dr.R.Portia Asst.Professor Alagappa University College of Education Karaikudi,Sivaganga(Dt.) The Syllabus adopted from 2015-16 onwards Core - II: CONTEMPORARY INDIA AND EDUCATION Internal Assessment: 25 Total Marks: 100 External Assessment: 75 Examination Duration: 3 hrs. Objectives: After the completion of this course the student teacher will be able 1. To understand the concept and aims of Education. 2. To develop understanding about the social realities of Indian society and its impact on education 3. To learn the concepts of social Change and social transformation in relation to education 4. To understand the educational contributions of the Indian cum western thinkers 5. To know the different values enshrined in the constitution of India and its impact on education 6. To identify the contemporary issues in education and its educational implications 7. To understand the historical developments in policy framework related to education Course Content: UNIT-I Concept and Aims Education Meaning and definitions of Education-Formal, non-formal and informal education Various levels of Education-Objectives-pre-primary, primary, secondary and higher secondary education and various statuary boards of education -Aims of Education in Contemporary Indian society Determinants of Aims of Education.
    [Show full text]
  • SNO APP.No Name Contact Address Reason 1 AP-1 K
    SNO APP.No Name Contact Address Reason 1 AP-1 K. Pandeeswaran No.2/545, Then Colony, Vilampatti Post, Intercaste Marriage certificate not enclosed Sivakasi, Virudhunagar – 626 124 2 AP-2 P. Karthigai Selvi No.2/545, Then Colony, Vilampatti Post, Only one ID proof attached. Sivakasi, Virudhunagar – 626 124 3 AP-8 N. Esakkiappan No.37/45E, Nandhagopalapuram, Above age Thoothukudi – 628 002. 4 AP-25 M. Dinesh No.4/133, Kothamalai Road,Vadaku Only one ID proof attached. Street,Vadugam Post,Rasipuram Taluk, Namakkal – 637 407. 5 AP-26 K. Venkatesh No.4/47, Kettupatti, Only one ID proof attached. Dokkupodhanahalli, Dharmapuri – 636 807. 6 AP-28 P. Manipandi 1stStreet, 24thWard, Self attestation not found in the enclosures Sivaji Nagar, and photo Theni – 625 531. 7 AP-49 K. Sobanbabu No.10/4, T.K.Garden, 3rdStreet, Korukkupet, Self attestation not found in the enclosures Chennai – 600 021. and photo 8 AP-58 S. Barkavi No.168, Sivaji Nagar, Veerampattinam, Community Certificate Wrongly enclosed Pondicherry – 605 007. 9 AP-60 V.A.Kishor Kumar No.19, Thilagar nagar, Ist st, Kaladipet, Only one ID proof attached. Thiruvottiyur, Chennai -600 019 10 AP-61 D.Anbalagan No.8/171, Church Street, Only one ID proof attached. Komathimuthupuram Post, Panaiyoor(via) Changarankovil Taluk, Tirunelveli, 627 761. 11 AP-64 S. Arun kannan No. 15D, Poonga Nagar, Kaladipet, Only one ID proof attached. Thiruvottiyur, Ch – 600 019 12 AP-69 K. Lavanya Priyadharshini No, 35, A Block, Nochi Nagar, Mylapore, Only one ID proof attached. Chennai – 600 004 13 AP-70 G.
    [Show full text]
  • BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure Under CBCS (Applicable to the Ca
    BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure under CBCS (applicable to the candidates admitted from the academic year 2010 -2011 onwards) Sem. Part Course Ins. Credit Exam Marks Total Hrs Hours Int. Extn. I Language Course – I (LC) – 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - I (ELC) 6 3 3 25 75 100 I III Core Course – I (CC) History of India 5 4 3 25 75 100 from Pre history to 1206 AD Core Course – II (CC) History of India 5 4 3 25 75 100 from 1206 -1707 AD First Allied Course –I (AC) – Modern 5 3 3 25 75 100 Governments I First Allied Course –II (AC) – Modern 3 - @ - - - Governments – II Total 30 17 500 I Language Course – II (LC) - 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course – II (ELC) 6 3 3 25 75 100 II III Core Course – III(CC) History of Tamil 6 4 3 25 75 100 nadu upto 1801 AD First Allied Course – II (CC) - Modern 2 3 3 25 75 100 Governments – II First Allied Course – III (AC) – 5 4 3 25 75 100 Introduction to Tourism Environmental Studies 3 2 3 25 75 100 IV Value Education 2 2 3 25 75 100 Total 30 21 700 I Language Course – III (LC) 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - III (ELC) 6 3 3 25 75 100 III III Core Course – IV (CC) – History of 6 5 3 25 75 100 Modern India from 1707 - 1857AD Second Allied Course – I (AC) – Public 6 3 3 25 75 100 Administration I Second Allied Course – II (AC) - Public 4 - @ - -- -- Administration II IV Non Major Elective I – for those who 2 2 3 25 75 100 studied Tamil under
    [Show full text]
  • Research Contributions of Faculty Members in State Universities of Tamil Nadu
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln November 2020 Research Contributions of Faculty members in State Universities of Tamil Nadu Jeyapragash Balasubramani Bharathidasan University, [email protected] Muthuraj Anbalagan Bharathidasan University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Balasubramani, Jeyapragash and Anbalagan, Muthuraj, "Research Contributions of Faculty members in State Universities of Tamil Nadu" (2020). Library Philosophy and Practice (e-journal). 4546. https://digitalcommons.unl.edu/libphilprac/4546 Research Contributions of Faculty members in State Universities of Tamil Nadu Dr.B.Jeyapragash1 Associate Professor, Department of Library and Information Science, Bharathidasan University, Tiruchirappalli, Tamil Nadu, India. Email : [email protected] A.Muthuraj2 Ph.D Research Scholar, Department of Library and Information Science, Bharathidasan University, Tiruchirappalli, Tamil Nadu, India. Email: [email protected] Abstract This study focuses on faculty member’s research productivity in State Universities of Tamil Nadu. The faculty member’s details were collected from 8 State Universities such as Alagappa University, Annamalai University, Bharathiar University, Bharathidasan University, Madurai Kamaraj University, Manonmaniam Sundaranar University, Periyar University and University of Madras. The Research productivity data were collected from Web of Science Database. It is found that total 1949 faculty members in different positions are available in State Universities of Tamil Nadu. It is also found that Annamalai University has highest number (654) of faculty members when compared to other universities. It is further analyzed that Annamalai University has published 3375 publications from Web of Science database by the present faculty members.
    [Show full text]
  • Ma-Womens-Studies 79.Pdf
    UNIVERSITY OF MADRAS M.A .DEGREE COURSE IN WOMEN'S STUDIES CHOICE-BASED CREDIT SYSTEM DEPARTMENT OF WOMEN STUDIES UNIVERSITY OF MADRAS REGULATIONS (With effect from the academic year 2016–17) 1. CONDITIONS FOR ADMISSION Any Bachelor (Under-graduate) Degree holder of the University of Madras or any other University or a qualification accepted by the Syndicate of this University as equivalent thereto. 2. DURATION OF THE COURSE The course of the Degree of Master of Arts in Women's Studies shall consist of four semesters over two academic years. Each semester will have a minimum of 90 working days and each day will have five working hours. Teaching is organized into a modular pattern of credit courses. Credit is normally related to the number of instructional hours a teacher teaches a particular subject. It is also related to the number of hours a student spends learning a subject or carrying out an activity. 3. EXAMINATION AND EVALUATION 3.1.Continuous Internal Assessment (CIA) • Sessional Test I will be conducted during the sixth week of each semester for the syllabus covered till then. • Sessional Test II will be conducted during the eleventh week of each semester for the syllabus covered between the seventh and eleventh week of that semester. • Sessional tests (of one to two hours duration) may employ one or more assessment tools such as assignments and seminars suitable to the subject. Students will be informed in advance about the nature of the assessment and shall have to compulsorily attend the two sessional tests, failing which they will not be allowed to appear for the End-semester examination.
    [Show full text]
  • Region 10 Student Branches
    Student Branches in R10 with Counselor & Chair contact August 2015 Par SPO SPO Name SPO ID Officers Full Name Officers Email Address Name Position Start Date Desc Australian Australian Natl Univ STB08001 Chair Miranda Zhang 01/01/2015 [email protected] Capital Terr Counselor LIAM E WALDRON 02/19/2013 [email protected] Section Univ Of New South Wales STB09141 Chair Meng Xu 01/01/2015 [email protected] SB Counselor Craig R Benson 08/19/2011 [email protected] Bangalore Acharya Institute of STB12671 Chair Lachhmi Prasad Sah 02/19/2013 [email protected] Section Technology SB Counselor MAHESHAPPA HARAVE 02/19/2013 [email protected] DEVANNA Adichunchanagiri Institute STB98331 Counselor Anil Kumar 05/06/2011 [email protected] of Technology SB Amrita School of STB63931 Chair Siddharth Gupta 05/03/2005 [email protected] Engineering Bangalore Counselor chaitanya kumar 05/03/2005 [email protected] SB Amrutha Institute of Eng STB08291 Chair Darshan Virupaksha 06/13/2011 [email protected] and Mgmt Sciences SB Counselor Rajagopal Ramdas Coorg 06/13/2011 [email protected] B V B College of Eng & STB62711 Chair SUHAIL N 01/01/2013 [email protected] Tech, Vidyanagar Counselor Rajeshwari M Banakar 03/09/2011 [email protected] B. M. Sreenivasalah STB04431 Chair Yashunandan Sureka 04/11/2015 [email protected] College of Engineering Counselor Meena Parathodiyil Menon 03/01/2014 [email protected] SB BMS Institute of STB14611 Chair Aranya Khinvasara 11/11/2013 [email protected]
    [Show full text]
  • Inspiring Songs on Women Empowerment by Mahakavi Subramania Bharati
    IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 21, Issue 10, Ver. 11 (October.2016) PP 24-28 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Inspiring Songs on Women Empowerment by Mahakavi Subramania Bharati Shobha Ramesh Carnatic Classical Musician, All India Radio Artist and Performer,B.Ed,M.Phil,Cultural Studies and Music,Jain University,Bangalore,India Abstract:-In early India, in the name of tradition, men had for long suppressed women and had deprived them of their rightful place in society. Even in the mid-nineteenth century, women had absolutely negligible rights in Indian society and had to be subjugated to their husbands and others in society.Literacy among women was not given any importance in Indian society as a woman’s role as a male caretaker, wife or mother only took precedence. Even today, in many remote villages and very conservative households, women are supposed to cover their heads with the ‘pallu’(one portion) of their saris (the traditional attire of women in India)in the presence of elders and are not allowed to voice their opinions freely or even express their desires freely in their household. This great Indian freedom fighter and poet Mahakavi Subramania Bharati brought to light the oppression against women in the male-dominated Indian society through his awe-inspiring songs on women empowerment wherein he envisaged a new strong woman of the future, who he termed as a ‘new-age woman’. He envisaged the new-age woman as one who brakes free from all the chains that bind her to customs,traditions and age-old beliefs, as one who marches ahead confidently to find an identity of her own, one who walks hand in hand with her male counterpart, equal to him in all walks of life Keywords: Women, male-domination, Mahakavi Subramania Bharati, new-age woman, empowerment I.
    [Show full text]
  • A Dalit Feminist Perspective International Journal Of
    INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in (Impact Factor: 5.9745) (ICI) KY PUBLICATIONS RESEARCH ARTICLE ARTICLE Vol. 8. Issue.2. 2021 (April-June) BAMA’S JUST ONE WORD: A DALIT FEMINIST PERSPECTIVE MUNMONI SAIKIA Assistant Professor of English, Borholla College E-mail: [email protected] ABSTRACT This paper attempts a study on how Tamil dalit writer Bama delineates subjugation and exploitation of Dalit women and the way how they protest to all these kinds of injustice with special references to select short stories from her anthology of short stories “Just One Word”, translated into English by Malini Sheshadri in 2018. Being Article information a dalit feminist writer Bama introduces her readers to the lived experiences of dalit Received:29/4/2021 women with an ironical overtone interrogating the layers of marginalization and the Accepted: 03/6/2021 Published online:11/06/2021 female space they have been provided by the caste oriented patriarchal society. A doi: 10.33329/ijelr.8.2.178 dalit feminist perspective has been undertaken to study Bama’s select short stories from her Just One Word. Key words: dalit, feminism, exploitation, caste, patriarchy Introduction A Dalit woman is always at the margins of caste and gender; and hence they are doubly marginalized in Indian social scenario. But Dalit women’s marginality was never supposed to be an issue of utmost concern either for the mainstream feminists or for the Dalit movements against caste based discriminations; and as a consequence of it dalit women initiated a movement of their own through which they tried to raise a voice of protest against all kinds of discriminations as well as exploitations.
    [Show full text]
  • BHARATHIDASAN GOVERNMENT COLLEGE for WOMEN (Autonomous) DEPARTMENT of PHYSICAL EDUCATION CONSOLIDATED REPORT of from 2014-2018
    BHARATHIDASAN GOVERNMENT COLLEGE FOR WOMEN (Autonomous) DEPARTMENT OF PHYSICAL EDUCATION CONSOLIDATED REPORT OF FROM 2014-2018 1. ANNUAL SPORTS REPORT 2013-2014 The Sports teams of our college Volley Ball, Basket Ball, Kho-Kho, hand ball, Cricket, Badminton, Ball badminton, Kabaddi, Table tennis, Chess, Athletics, and Taekwondo have brought us glory and medals. P.Jayalakshmi of III Plant Science, K.Kanimozhi of II B.COM, D.Saranya of II BCS and A.Thamizharasi of I BCS participated in the Inter University Cricket Tournament conducted by University of Karnataka. The team captained by A.Astalakshmi of II Economics was placed fourth overall. Antony Johnsy Rebecca.D of III Plant Science, Priya.K of I Economics, Suganthi.K of I Plant Science, Amala.A of II History Participated at the Inter University Kho-Kho Tournament at Udupi, Karnataka. Jhansi Rani.J of III B.com and Eswari.D of II Economics participated in South Zone Inter University Hand Ball Tournament. Eswari.D of II Economics and Bhuvaneswari.S of I History participated in South Zone Inter University Hockey Tournament. A.Thamizharasi of I BCS. participated in the Inter University Volley Ball Tournament at S.R.M.,Chennai.She along with P.Jayalakshmi of III Plant Science, D.Eswari of II Economics,K.Kanimozhi of II B.com,A.Keerthika of I History,D.Saranya of II BCS participated in the National Volley Ball Tournament at Jaipur. P.Rajeswari and Antony Johnsy Rebecca of III Plant Science,M.Tamilselvi of III Tamil who won Gold medals at Intercollegiate tournament Participated at the All India Inter University Taekwondo Tournament held at Chennai.
    [Show full text]
  • Final Result of Swami Vivekananda.Xlsx
    Final Result of Swami Vivekananda Single Girl Child Scholarship for Research in Social Sciences (2014-15) S. No. Candidate ID Name Univ. Name Ph.D Subject Result 1 SVSGC-2014-15- PRIYANKA DAS University of Calcutta Anthropology Selected GE-WES-904 2 SVSGC-2014-15- SOUMYA TAMIL UNIVERSITY ANTROPOLOGY Selected GE-KER-942 DEVASIA THANJAVUR 3 SVSGC-2014-15- MS. TANUSREE DECCAN COLLEGE POST ARCHAEOLOGY Selected GE-WES-1065 PANDIT GRADUATE AND RESEARCH INSTITUTE 4 SVSGC-2014-15- SHUBHASREE University of Calcutta BUSINESS Selected GE-WES-978 BHADRA MANAGEMENT 5 SVSGC-2014-15- ANANYA UNIVERSITY OF COGNITIVE Selected GE-WES-955 MONDAL CALCUTTA PSYCHOLOGY 6 SVSGC-2014-15- DIVYA THAPA Kumaun University Drawing and Selected OB-UTT-827 Painting 7 SVSGC-2014-15- CHANDRALEKH UNIVERSITY OF KERALA ECONOMICS Selected GE-KER-1029 A. P THIRUVANANTHAPURAM 8 SVSGC-2014-15- DEBASHRI TMBU BHAGALPUR ECONOMICS Selected GE-BIH-734 HALDAR 9 SVSGC-2014-15- DYUTI SINHA UNIVERSITY OF Economics Selected GE-WES-919 BURDWAN 10 SVSGC-2014-15- ISHITA SINGH university of jammu economics Selected GE-JAM-1023 11 SVSGC-2014-15- MEGHASHREE MANGALORE UNIVERSITY ECONOMICS Selected OB-KAR-912 M S 12 SVSGC-2014-15- SANGHAMITRA Gauhati University Economics Selected GE-ASS-71 HAZARIKA 13 SVSGC-2014-15- SUPRIYA DDU Gorakhpur university Economics Selected GE-UTT-836 SARKAR gorakhpur 14 SVSGC-2014-15- AARTHI University of Mumbai Education Selected GE-MAH-691 CHANDRU 15 SVSGC-2014-15- ASHA KUMARI B Regional Institute of Education, Education Selected GE-KAR-656 University of Mysore 16
    [Show full text]
  • Reputation of C
    The Reputation of C. Subramania Bharati 1921 to the Present P. K. Sundararajan C. Subramania Bharati was born in 1882, and died at the young age of 39 years in 1921. Bharati did not enjoy a lot of public attention during his short lifetime. His life was not a life of noticeable, or spectacular, or sensational events. He was born the son of a prosperous middle- class Brahmin; lost his mother when he was barely 5; was brought up by relatives on the maternal side of his family; married at 15; put himself through the semblance of a university education; as a passionate advocate for India’s liberty, exiled himself to Pondicherry; courted persecution at the hands of the British; was sporadically employed as a journalist; until death claimed him due to a casual illness. But, during this eventless life, Destiny conspired to create through Bharati the 20th-century Renaissance in Tamil language and literature. The aim of this brief article is to study this phenomenon, and to assess the reputation of Bharati during the past century and a quarter. Young Subbiah had a gift for words, and was known to make poetry at 6 or 7 years of age. As a boy, he seems to have made friends among the learned pundits of the Zamindari of Ettayapuram. A group of admirers endowed the young Subbiah with the title Bharati, which means Saraswati, the Goddess of knowledge. It is noteworthy that Subbiah carried the title Bharati for the rest of his life, and, in fact, came to be known by the title and its adaptations, Bharati and Bharatiyar.
    [Show full text]
  • Independence Day
    INDEPENDENCE DAY ‘Swaraj is my Birthright and I shall have it’- Bal Gangadhar Tilak India celebrates its Independence Day on 15th August every year. Independence Day reminds us of all the sacrifices that were made by our freedom fighters to make India free from British rule. On 15th August 1947, India was declared independent from British colonialism and became the largest democracy in the world. "Tryst with Destiny" was an English-language speech delivered by Jawaharlal Nehru, the first Prime Minister of India, to the Indian Constituent Assembly in the Parliament, on the eve of India's Independence, towards midnight on 14 August 1947. The speech spoke on the aspects that transcended Indian history. It is considered to be one of the greatest speeches of the 20th century and to be a landmark oration that captures the essence of the triumphant culmination of the Indian independence movement against British colonial rule in India. The Indian independence movement was a series of historic events with the ultimate aim of ending British rule in India. The movement spanned from 1857 to 1947. The first nationalistic revolutionary movement for Indian independence emerged from Bengal. It later took root in the newly formed Indian National Congress with prominent moderate leaders seeking only their fundamental right to appear for Indian Civil Service examinations in British India, as well as more rights (economical in nature) for the people of the soil. The early part of the 20th century saw a more radical approach towards political self-rule proposed by leaders such as the Lal Bal Pal triumvirate, Aurobindo Ghosh and V.
    [Show full text]