Mag11032013 PDF

Annual Hall Magazine
IQBAL
2011-2012
Editor-in-Chief
M. Kashif Mir
Allama Iqbal Hall

Aligarh Muslim University, Aligarh (U.P.)
Editorial Board
(English Section)
Chief Patron
Lt. Gen. Zameeruddin Shah

Hon'ble Vice Chancellor
Patron
Habib Ahmad
Provost
Censor (English)
Mazhar Husain
General Warden
Editor-in-Chief
M. Kashif Mir
Sub-Editor
M. Rahimullah
Class XII
Class XII
Printed at International Printing Press, Aligarh #09358217353
Iqbal
2012
IQBAL
2012
CONTENTS
)
M essages
E Vice Chancellor
E Registrar
E Provost
E Censor
E Teacher in Charge
) A Brief Sketch of Allama Iqbal
Sarham Ahmad
01
) Sir Dr. Mohammed Allama Iqbal
Mohd. Rahimullah
03
) Secret of Success
Saim Qamar
07
) Spot an Alig in Crowd
Meraj Habib Ansari

Shahbaz Zafar
08
Adnan Anwer
09
) Peace Hath Her Victories No Less

Renowned Than War
iii
Iqbal
2012
) Positive Quotes
Shahab Malik
09
) Education
Syed Akhlaqur Rahman
10
) Modern Student
Waseem Shoaib
10
) Glamour of India
Zeeshan Nezami Ansari
11
) The Heavens are Blue....
Mohd. Adeel Alam
12
) Ode to Humanity
Mohd. Waseem Shoaib
13
) River of Thoughts
Mohd. Kashif Mir
13
) The Thought
Tanveer ul Islam
14
) Away from Home
Danish Ansari
14
) My Mother
Ahmad
15
) Open Letter to Bill Gates
Samrin Javed
16
) Valuable Words
Mohd. Dilshad Siddique
16
) Scientific Develpoment and Our Nation
Fatima Hasan
17
) Career Planning in Todays Competitive Era
M. Saad Hameed
19
) Some Politicians and Alumni of A.M.U.
Mohd. Rahimullah
22
) On the Sudden Death of Beloved
Arhaan ur Rehman
24
) Snakes
Gulrez
25
) O Minous 11
Abdul Saman Qadri
26
) Interesting facts Regarding English Language Danish Ahmad
iv
26
Iqbal
2012
) Chemistry Through Poetry
Danish Ahmad
27
) The Seven Secrets of Success Lying in our Room
27
) A Divine Virtue
Shalabh Sharma
27
) Success Behind A to Z
Mohd. Adeel Alam
28
) Women
Ali Faran Gulrez
29
) Quotations
Adnan Anwer
29
) Life so Far
Shah Anwara Khan
30
) What is Life ?
Adnan Anwer
30
) .Unexpected
Uvais Mustafa
31
) A Mothers Love
Gayas Ahmad
31
) Allamains
Uvais Mustafa
32
) And You Came Back
Tanveer-ul-Islam
32
Development : Reservation
Arpit Agrawal
33
) Corruption : Can We Curb it?
Danish Akhtar
34
) Jokes
Mohd. Nehal Salik
35
) Brain Drain - A Threat to Indias Dream
Rehan Mateen
36
) Role of Youth in Politics
Shalabh Sharma
38
) Unknown Desire
Shah Anwara Khan
39
) Corruption in Public Life
Shabbir Ahmed
40
) The Oil Drops
Samir Alam
41
) Major Factor for Hindrance of
Iqbal
2012
) Communal Harmony
Faiz Ahmed Khan
43
) Empowerment of Women Through Education
Dr. Naila Rashid
46
) Arab Spring: Where is it Leading
Mohd. Ahmad
54
) Khilafah : The Answer
Abdul Rahman Sheri
57
) Qualities of a Hero
Md. Samir Alam
60
) Knowledge in Islam
S. M. Altamush
62
) In Search of Happiness...
Zeeshan Ali
65
) The End of Education is Character
Amees Abdullah
66
) The Rate of Gold and Silver, its effect on

World Economy and Modern Banking System Syed Abdullah Zaini
67
) Education System of India
Waqaruddin Siddiqui
70
) Islam the Religion of the Future
Umar Amin Reshil
75
) Sir Syeds Ideas on Woman Education
Arif Ali Khan
76
) Muslims in India: Challenges and Opportunities
Md. Sadaf Nasir
90
) Early Journalistic Endeavours of Sir Syed
Shafey Kidwai
96
) Qurratul-ain Hyder
Shazia Abdul Rehman
122
) Provost & Wardens
126
) Office Staff
127
) Sub-Ordinate Staff
128
) Dining Hall Staff
130
) A.M.U., Tarana
Asrar-ul-Haq Majaaz
vi
134
Iqbal
2012
A BRIEF SKETCH OF ALLAMA IQBAL

Sarham Ahmad
A.I. Hall
in Pakistan, in 1877. He received his
early education in that city, where
one of his teachers was Mir Hasan
an accomplished scholar who
commanded a knowledge of several
Islamic languages Mir Hasan gave
Iqbal a thorough training in the rich
Islamic literary tradition. His
influence on Iqbal was formative.
Many years later (1922) when the
English Governor of Punjab proposed
to the British crown that Iqbal be
knighted in acknowledgement of his
literary accomplishment, Iqbal asked
Mir Hasan also be awarded a title.
To the government remark that Mir
Hasan had not authored any book,
Iqbal responded that he Iqbal was
the book Mir Hasan had produced.
Mir Hasan received the title of
Shamsal-ulama (Son of Scholar).
Muhammad Iqbal (1877-1938)

is one of the preeminent-writers of
Indo-Pakistan subcontinent. Indeed
the attention he has received from
numerous writers, translators and
critics from western as well as Islamic
countries testifies to his stature as a
world literary figure. While his
primary reputation is that of a poet.
Iqbal has not lacked admirers for his
philosophical thought. He has in fact
been called the more-serious scholar
philosophical thinker of modern
times. The frequently used
appellation of "Poet-philosopher" is
thus well deserved. The hyphen in
the phrase is all important. Iqbal's
poetry and philosophy do not existin isolation from each other, they are
integrally related. His poetry serves
as a vehicle for his thought. Iqbal
wrote poetry in Urdu and Persian,
and several collections in each
language exist.
For higher education Iqbal went

to Lahore (1895), where he enrolled
in Government College, in 1899
Iqbal was born in Sialkot. In the obtained a degree in law (1898). In
present day province of the Punjab Lahore, a major center of academic
1
Iqbal
2012
(1920) by Professor Reynold

Nicholson of Cambridge. The book
introduced Iqbal to the west. Asrari-Khudi was followed by several other
volumes.
and literacy activity, Iqbal soon made

a name for himself as a poet. One
of the teachers of government college
Iqbal admired most was Sir Thomas
Arnold. Arnold too, had great
affection for Iqbal, he helped Iqbal
in his career as a teacher and also
encouraged him to undertake several
research projects. When Arnold
returned to England in 1904, Iqbal
wrote a touching poem in which he
expressed his resolve to follow
Arnold to England. The very next
year, in fact Iqbal left for study at
Cambridge. His choice of Cambridge
was reputed for the study not only
of European philosophy but also of
Arabic and Persian. In his three years
of stay abroad, Iqbal obtained a B.A.
from barrister at London Middle
Temple (1906) and earned a Ph.D.
from Munich University (1908). After
returning to Lahore in 1908 Iqbal
taught philosophy at Government
College for a few years. In 1911 he
resigned from Government Service
and set up legal practice. Meanwhile
he continued to write poetry in Urdu
and Persian, Asrar-i-Khudi (Persian)
was published in 1915 translated to
English as the secret of the self
Rumuz-i-Bikhudi
(1918),
Payam-i-Mashriq (1913), Bang-iDara (1924) etc.
O that our autumn - Stricken
garden
had
A flower - bud like this!
O that in our ashes would be
found,
O lord
A spark like this!
In our desert is hidden many a
deer still.
Many of flash of lighting.
Iqbal is capable of writing biting
satire. Two examples give one
another adversary, in which satan
argues that he deserves a better rival
than Adam and Scorpion land, which
criticizes slave mentally.
Iqbal
2012
SIR DR. MOHAMMED ALLAMA IQBAL

Mohd. Rahimullah
A.I. Hall
As I am living in Allama Iqbal

Hall, one of the residential halls of
Aligarh Muslim University, then is
my responsibility that I should know
and think about the name of this
residential hall. So, I have decided
to write about that great personality
on whose name the name of hall is.
But my little knowledge and broken
words are not suitable to describe
that personality. No matter, I am
writing some valuable things of Sir
Dr. Mohammed Allama Iqbal's life.
covered Religion, Philosophy, Art,

Politics, Economics, the revival of
Muslim life and universal
brotherhood of man.
BIRTH AND EDUCATION :
Allama Iqbal was born in 1875

in Siyalcote (now in Pakistan). His
forefathers were Kashmiri Brahman
(Hindu). They accepted Islam and
migrated to Siyacote. Iqbal
completed his primary education
from Siyalcote and B.A. from
Mission College. In Lahore Mr. Mir
Hasan taught him Arabic and
Persian to higher level and Prof.
Arnold created the interest of
philosophy in Allama Iqbal. After
that Allama Iqbal went to Europe
in 1905 for higher education, he
stayed there till 1908. During that
period he passed the examination
of Barrit Law and wrote a book on
Philosophy of Iran and got the degree
of doctorate from University of
Germany.
You also know about Sir Iqbal

and if you don't know then you
should know at least about his work
and thoughts for the Muslim
Community. We know that Iqbal
was a great poet only which is
wrong. Allam Iqbal was an heir to
a very rich literary, mystic,
philosophical and religious tradition.
He imbibed and assimilated all that
was best in the past and present
Islamic and Oriental thought and
culture. His range of interests
3
Iqbal
2012
is self-realization and self-knowledge.

He charts and stages through which
Iqbal wrote a lot of books,
the 'Self' has to pass before finally
letters, poetry, poems, prose in
arriving at its point of perfection,
different languages. His some books
enabling the knower of the 'Self' to
are given below become the vice-regent of Allah on
Ilmul Iqtisad (Urdu)
1903 earth/Khalifatullah fi'lard.
The Knowledge of Economics
In Rumuz-i Bekhudi, Iqbal
(His first book in Urdu)
proves that Islamic way of life is the
Bang-e-Dara (Urdu)
1924 best code of conduct for a nations
(First Urdu Poetry)
viability. A person must keep his
individual characteristics intact but
Bal-e-Jibril (Urdu)
1935 once this is achieved he should
Asrar-e-Khudi (Persian)
1915 sacrifice his personal ambitions for
the needs of the nations. Man cannot
(First Poetic Work)
realize the 'Self' out of society.
Rumuz-e-Bekhudi (Persian) 1915
IQBAL'S ENGLISH WORKS :
Payam-e-Mashriq (Persian) 1923
Iqbal wrote two books in
Zubur-e-Ajam (Persian)
1927 English. The first being the
Development of Metaphysics in
Javid Nama (Persian)
1932 Persia in which continuity of Persian
thought is discussed and Sufism is
Pas Cheh bayed Kasd
dealt with in detail. In Iqbal's view
ai Aqwan-e-Sharq (Persian) 1936
true Islamic Sufism awakens the
Armughan-e-Hijaz (Persian)1938 slumbering soul to a higher idea of
life.
In Asrar-i Khudi, Iqbal has
explained his philosophy of 'Self'. He
The second book, The
proves by various means that the Reconstruction of Religious
whole universe obeys the will of the Thought in Islam, is the collection
'Self'. Iqbal condemns self- of Iqbal's six features which he
destruction. For him the aim of life delivered at M adras, Hyderabad
IQBAL'S WORKS :
Iqbal
2012
Cambridge. . I advise
you to guard against atheism and
materialism. The biggest
blunder made by Europe was the
separation of Church and State.
This deprived their culture of
moral soul and diverted it to the
atheistic materialism. I had
twenty-five years ago seen
through the drawbacks of this
civilization and therefore had
made some prophecies. They
had been delivered by my tongue
although I did not quite
understand them. This happened
in 1907..After six or
seven years, my prophecies
came true, word by word. The
European war of 1914 was an
outcome of the aforesaid
mistakes made by the European
nations in the separation of the
Church and the State.
and Aligarh. These were first

published from Lahore in 1930 and
then by Oxford University Press in
1934. Some of the main subjects are
"Knowledge
and
Religious
Experience", "The Concept of God
and the Meaning of Prayer", "The
Human Ego", "Predestination and
Free Will", "The Spirit of Muslim
Culture", "The Principle of
Movement in Islam (Iftihad)". These
issued are discussed in a thought
provoking manner in the light of
Islam and the modern age.
IQBAL THE VISIONARY :
Iqbal joined the London branch

of All India Muslim League while he
was studying law and philosophy in
England. It was in London when he
had a mystical experience. In March
1907 he expressed in a beautiful
ghazal. For Iqbal it was a divinely
in Dec. 1931, when he was invited
to Cambridge to address the
students. Iqbal was in London
participating in Second Round Table
Conference in 1931. At Cambridge,
he referred what he proclaimed in
1906.
It should be stressed that Iqbal

felt he had received a spiritual
message in 1907 which even to him
was, at that juncture, not clear. Its
full import downed on him later. The
verses quoted above show that Iqbal
had taken a bold decision about
I would like to after a few himself as well. Keeping in view that
pieces of advice to the youngmen contemporary circumstances, he had
who are at present studying at decided to give a lead to the Muslim
5
Iqbal
2012
best our earthly lives can be

lived here below.
Unmah and bring it out of the dark

dungeon of slavery to the shining vasts
of Independence. This theme was
repeated later in poems such as
"Abdul Qadir Ke Nam", "Shem-oShair", "Jawab-i-Shikwa", etc. He
never lost heart. His first and foremost
concern, naturally, were the Indian
Muslims. He was certain that the day
of Islamic resurgence was about to
down and the Muslims of the South
Asia subcontinent were destined to
play a prominent role in it.
For a few years he served as a

professor of Philosophy and Oriental
Learning at the Government College,
Lahore and the Punjab University
Oriental College. Last four years of
his life he practiced at the Lahore
High Court Bar.
Allama Iqbal came to

Aligarh Muslim University on
Nov. 24, 1928 and was
In spite of his heavy political conferred with the Life
and social commitments he had time Membership of the AMU
for poetry, a poetry which made Students' Union.
philosophy sign. A.K. Brohi says Iqbal insists on remembering
Dr. Iqbal is undoubtedly a the past, doing well in the present
renowned poet-philosopher of and preparing for the future. His
Islam and may have in his lesson is that one should be dynamic,
writings a never failing source full of zest for action and full of love
of inspiration, delight and and life. At the end, by addressing
aesthetic wonder. He has made his son Javid, he speaks to young
signal contribution to our people at large and provides
understanding of the Holy write guidance to "New Generation".
of Islam and offered his
evaluation of the remarkable
example of which the life of the
Prophet of Islam (PBUH) has
presented to the world at large
and the high water mark of
excellence, it provides of how
6
Iqbal
2012
SECRET OF SUCCESS
Saim Qamar
Class XI - [Commerce]
A. I. Hall
As a chinese proverb says, "An

inch of gold cannot buy an inch of
time." Time is infinitely precious for
success. First thing is that, for getting
success the value of time is much
more important although we know
that each hour actually has sixty
minutes and each minute, sixty
seconds Seeing. The present scenario
of the world, how the world is going
fast, each second is very important
for the youngsters, because "they can
make their tomorrow better by living
well today." Which means that they
have to utilize time as much as they
can. They can give most of their
prime hours of the laws of creative
thinking because for attaining success
they should know each & everything
about their surroundings as the child
of today is the father of tomorrow.
creativity out and show to the world.

Coming on to my third point - be
cool & confident, develop confidence
in your Personality and when this
confidence will develop in you then
your personality doubles. Slow on to
the last point, have courage. If you
keep your eyes fixed on your goal
and try to get that by making your
best efforts then certainly you can
achieve your goal because, to be a
winner, we need to struggle and make
our goal possible. Every question
bears an answer but one has to
search for it, with patience and hard
work which together strengthens the
path to success.
"Thoughts lead to action,
Action leads to achievement
Coming to the second point Achievement leads to fulfilment."

which is creativity. Each & every
male/female has an "Art of Creativity"
or in other words talent, smoothness
(here not by looks) some have an
art of writing, singing, acting,
painting, leadership etc. Take your
7
Iqbal
2012
SPOT AN ALIG IN CROWD

Meraj Habib Ansari
Class - XII
Shahbaz Zafar
Class - XII
Dear Readers, as we all know

that Aligarh Muslim University is
famous for its tradition and culture
and so as Aligs. This quality
distinguishes an Alig in the crowd of
thousands. But there are some other
interesting and common facts about
Aligs which make them different.
Without taking any other precious
minute of yours.
Someone who respects senior,

older people irrespective of
their status like waiter,
rickshaw pullers or porters.
Someone who can crack the
humorous one line while
watching a movie in a theatre.
Someone who can talk about
any topic under the sun with
the same interest and intensity
as for his hobby horse.
Let me pen down some of the

traits- "AN ALIG IS"
Someone who speaks good urdu.
Someone who uses words like

jugaad, bhasad, dealing, intro,
backing, dhaba, chay, +2,
PVC, LIU and mass bunk in
his/her conversations.
Someone who greets people

with a loud 'Asalaam Alaikum'
without feeling shy about
revealing his identity.
Someone who addresses other

unknown people of his age with
"Party" as in "Aur Party Kal Kis
Subject Ka Sessional hai?"
Someone who carries an AMU

tarana ringtone or tarana itself
on his cellphone.
Someone who responds to

Someone whose imagination is
'Asalaam Alaikum' with a
fascinated as soon as he hears
'Asalaam Alaikum' and not
'ABDULLAH HALL".
obvious 'Walekums Salaam'.
So my dear readers, I think these
Someone who is young but qualities are enough to spot an Alig
wears sherwani, may be in a crowd at any place in the world.
without a cap.
8
Iqbal
2012
Peace Hath Her

Victories No Less
Renowned Than War
Positive Quotes
Shahaab Malik
A.I. Hall
Adnan Anwer
Class XI - [PCM]
Generally speaking, victory is
associated with war. It is commonly used
to describe success attending on a
struggle-a battle-a war. Here Milton has
used it in the sense of 'achievement'
since struggles and wars have
dominated human history and
historians have preserved their records
of victories in battles and wars. The
achievements of war are more
spectacular than the achievements of
peace-times. As CEM Joad has put it :
"The past of mankind has been pretty
beastly" a business of gorging, bossing
and bullying. And "our history is a
record of human crimes and
misfortunes." to use a phrase of Gibbons.
Do you know what happens when

you give a procratinator a good
idea? Nothing!
Success is what you attract by the
person you become.
You have to Be before you can Do
and Do before you can Have.
The test we must set for ourselves is
not to march alone but to march in
such a way that others wish to join us.
Lots of people want to ride with you
in the Limo, but what you want is
someone who will take the bus
when the limo breaks down.
Formal education will make you a
living. Self education will make you a
fortune. It isnt what the book costs. Its
what it will cost you if you dont read it.
You must be the change you want
to see in the world.
The future has several names. For
the weak, it is the impossible. For
the faint hearted, it is the unknown.
For the thoughtful & valient, it is the
ideal.
There is nothing more genuine than
breaking away from the chorus to
learn the sound of your own voice.
Use what talents you possess, the
words will be very silent if no birds
sing there except those that sing best.
An excuse is worse & more terrible
than a lie, for an excuse is a lie
guarded.
Victories of war have proved

inimical to all that civilization stands for
i.e., religion and morality, art and beauty
and pursuits of prosperity and plenty
peaceful pursuits have been frequently
interrupted by war. Even at present
these glittering-not glorious-victories of
war sometimes seem to be irresistible.
But if humanity is lured by them, they
may very well lead it to the destruction
of all that man has slowly accumulated
through thousands of years of
intermittent wars. They might prove the
graveyard of glories, victories of peace or
to be more precise, civilization itself.
9
Iqbal
2012
Modern Student
EDUCATION
Syed Akhlaqur Rahman
Room - 30
Mohd. Waseem Shoaib

Allama Iqbal Hall
"Education's purpose is to I play cricket and read comics

replace an empty mind with an What is there in Chemistry-Physics
I chew tobacco & sing lyrics
open one"
I ignore History and avoid Civics
The above statement rightly Classes of Maths are headache great
says that education's purpose is to I never forget to arrive too late.
fill all kinds of knowledge into an Biology deals in living, non living
empty or a vacant mind. Education I deal in copying & cheating
builds the efficiency and increases the My general knowledge very strong
ability of a man. Education is a Chennai is strong and Madras is wrong
system which differentiates between Geography is full and dense forest
human and animal. Education brings That is why I have no interest
perfectness and gives a chance to My knowledge of English is quite good
interlink with the ocean of knowledge. I know the story of Robin Hood
I wear Jeans and action shoes
Knowledge shows your ability
I am fit for the fashion-shows
as education reflects your character.
I am fair in complexion-tall in size
A famous Chinese says that, "If you I am student in cine-star guise
have plan for a year sow grains, I go to the movie twice a day
if you have plan for 10 year plant I keep my guardians look the other way
a tree but, if you have plan for High living & simple thinking
100 year educate the people".
Are the principles of my living
Now day by day education is My friends are lost in heavy books
growing very fast. Government of But I am lost in catches & hooks
India has planned for having co- I am never regular in the class
I know the technique how to pass.
education in India with providing all
My teaching aid is T.V. screen
types of facilities.
I learn through dancing dazzling scene
"Countrymen's pride, India's I have the hope and getting success
pride."
I have approach, link & access
10
Iqbal
2012
GLAMOUR OF INDIA
Zeeshan Nezami Ansari
Allama Iqbal Hall
We, the people of India are the Great Himalayan for defence just
sanctioned by special and antique like army. Prophet Nuh's (AS) boat
treasure.
came and stopped here. Iqbal said
onAllah ordered human beings in
Quran 'To you be your religion and
Parbat Who Sab Se Uncha
to me my religion.' A great Hadith
Hamsaaya Aasman ka
narrator Bukari (RA) explained 'Love
Woh Santary Humaara
in my country is my faith'. So Iqbal
said on Who Paasbaan Humaara
Mazhab Nahin Sikhaata
The Chinese man Hiven-Tisang

came to Nalanda (Bihar) for
Aapas Mein Beir Rakhna
education. And Lord Buddha
Hindi Hain Hum
received enlightment in Bodh Gaya
Watan Hain Hindustan Hamara
(Bihar). A Great Mathematician
Aryabaata researched at Teregana
Prophet SAW said 'I feel cool
(Bihar).
breeze coming from the direction of
Hind.' Iqbal said upon 'Living in Hind
Buddha, Aryabaata, Chisti,
atmosphere is like living in heaven. Nanak, Vivekananad, Iqbal, Sir Syed
So I am praising the followings lines and Nehru (founder of NAM) these
of Iqbal.
great personalities are here and
regulated in a smooth way and they
Ghubat Mein Ho Agar Hum
met the world fame leaders and
Rehta Hai Dil Watan Mein
organized various organizations and
programs appearing in those as a
Samjhon Walim Hamein Bhi
delight for set up of peace and
Dil Ho Jahaan Hamaara
securities all over the world.
The great nation China made
Many countries Greek, Afganis,
wall for her defence. Allah gifted us Iranian, Turkey and European's
11
Iqbal
2012
people such as Alexander in 327

Kuchh Baat Hai Ke
Hasti Mitti Nahin Hamari
B.C., Mahmood Gaznabi in 977 and
Sadion Raha Hai Dushman
after (17 times), Mohammad Gauri in
Daur-e-Zamaan Hamaara
1191 and 1192, and East India
Company in 1800 came over the
Oh! Allah lastly, I beg from you,
time to attack and administer here. that you create within me Love and
Some neighbouring attacks on Respect of Prophet SAW and make
me able to serve the nation just like
Arunchal Pradesh by China in 1962
Iqbal wants.
and the problem isn't solved until
Ho Mere Dum Se
now, Jammu and Kashmir by
Yeh Mere Watan Ki Zeenat
Pakistan and exploitation of Tamil in
Jistarha Phool se
Sri Lanka in recent time. Iqbal said
Hoti Hai Chaman Ki Zeenat
The Heavens are Blue....

Mohd. Adeel Alam
Class - XI [ATX]
The heavens are blue, proclaiming to you,
The glory of God, the Creator.
At sunset or night, there are
Beautiful sights. Yes! they show glory of God.
Author of beauty, God on high, it is for you that I sigh.
As long as I live my world I shall give, to You Lord my God, most high
And all of my days, I will sing to your place, I will adore You, God most
high. The songs of the bird, natures wideness is herd, Yes! they sing for the
Glory of God.
Author of beauty God on high. It is for you that I sigh.
As long as I live my world I shall give to you Lord my God, most High.
12
Iqbal
2012
Ode to Humanity
River of Thoughts
Mohd. Waseem Shoaib

Allama Iqbal Hall
Mohd. Kashif Mir

[BTF]
I am crushed in every war,

At the hands of a pseudo peace star.
I sob in slums in lovely pose,
Where death blooms as lily, rose.
I weep by the side of a poor patient,
Who discovers in death, the final
treatment
I groan in the land of the strange,
Where strong are wise and weak are
fools.
I live in the tears of those gazelle eyes
Whose poverty keeps away the suitable guys.
I am denuded in commercial, love
zone,
Where Romoes date Juliets on the
phone.
When cobbler caughs in dirty dark
hovels
I weap to hear laughter in the castles
When liars get honour & the upright
disgrace,
With a heavy heart O!! I conceal my
face.
When poorman dies for want of
bread,
I feel vanquished & bow my head.
April among the months, is no more the
cruelest
All months to me are as deadliest.
Near the end was a river

Flowing......dazzling, rushing
a river of a spering, of thoughts.
Curious enough, over the rocks
brushing hard, flowing deep
was that a halred of time?, but moves on
Night falls dusk to dawn, dark to dumb
on the bank, even not one, atleast not
me
a spring working, making a river of
thoughts?
Green, Blue ..........what are these?
No!, I believe but, will it get changed?
Yes!, it got indeed, camouflagru of with
ideas.
Static, serene and rober, may be for me
Ushering of cry, it may be for me
down stream..., it makes a stop, its not
static, its for you!
Fearless but fuming, running and
gushing, long way down
Down but where, through the banks
Yes, thought conserved, but not its
warmth.
Honking like a motor, what?
No it is the amalgum of thought and
water
A day in night, on my window, I felt
floating.
Thus my river of thought.
13
Iqbal
2012
Away from Home
THE THOUGHT
Tanveer ul Islam
Class XII - [PCM]
Danish Ansari
Class XI - [PCM]
Laid on my bed
I kept on thinking
Stray thoughts, useless stuff
And afterwards eyes froze
I went into a thought
A deep thought
The thought about life
The thought what if
What if I die today
What if this is my last day
What had I come with
What am I taking with me
To my lord the all power
Who gifted me bounties
My parents, and all this
I have came from there
And have to go back
This is not my forever abode
I have to leave all this one day.
What if I remain silent that day
What if I have nothing to say
When my lord asks me
What I have taken from here
& he will he surely will.
I thought & thought endlessly
My lord forgive me
For the sins I have committed
For my disobediences
Surely I am not
One of your good servants
I thought & thought
I thought without an end
Eyes were wet when I was left alone,

It took me time to understand
that my parents had gone;
A bag on shoulder, a suitcase in hand,
I was stepping into a new land,
I kept my luggage on the bed,
Stretched my body and I laid,
Tears were still in my eyes,
Something was hurting me deep inside;
My life would change now, I thought,
This is where my destiny had brought;
I once again recalled the promise I have
made,
My aim here is to achieve something
great;
Though difficult yet I have to stay here,
I wiped my tears and made myself cheer;
Whatever fun and enjoyment here I own,
Still it hurts me being away from home!
14
Iqbal
2012
My Mother
Ahmad
Class XII - [ATX-I]
My mom is the only one,
Who cares for me and brings me fun.
Had she not been with me,
I would not have become such a tree.
Whose branches are spread here and there.
Wherever I move in this world,
I thank God for this special pearl.
For she has been someone in my life,
Who has taught me a lesson to sacrifice.
The most important for me is none other.
But, my mother, my mother, my mother
She is my God, she is my divine.
who cares nothing for herself, but keeps
me fine.
She
makes
me
smile.
and shoots my trouble which mound
and pile.
She soothes and relaxes me from pain.
Without a desire for any advatages
or gain.
Thus the most important for me is
none other.
but my mother, my mother, my mother
In my life she acquires a special
position,
because she serves me with passion
compassion
and
devotion.
Her life itself is a story of a big feat.

so she does not let me easily accept defeat.
It is due to her prophetic deeds,
that heaven lies below her feet,
So the most important for me is none
other
but my mother, my mother, my mother
To me she is a mentor and a guide
always ready to corrrect me and
make things alright,
After God the most important
position goes to her.
For God is our creator and she is
our originator.
We all fall short of words
to describe the mothers worths
To me if someone is the dearest; its
none other
than my mother, my mother, my
mother.
15
Iqbal
2012
Open Letter to Bill Gates

Samrin Javed
Class VI
Dear Bill Gates,
This letter is from Mr. Santa
Singh from Punjab. We have got a
computer in our home and we face
some problem, which I want to bring
to your kind notice.
clicking started running and he has

run upto Amritsar from Chandigarh.
So, we request you to change that to
SIT. So that, we can click that by
sitting.
One doubt is that can I click
Recycle Bin because I have a scooter
in my home. As there is separate
option as Rescooter bin available in
the system.
After connecting to internet

we planned to open an email
account. But whenever we fill form
of hotmail in password, field only (*)
comes. But in rest of the field
The last one is my wife has
whatever we typed comes but we lost the door key of our house. So, I
faced problem only in password field. searched for the same in search
We checked with Hardware option of start icon. But I did not
vendor and he said that there is no find the same there also, is it bug?
problem in keyboard. Because of this
Rest in next letter.
we have opened the email account Yours
with password (*).
Anonymously
But I request you to check this Santa Singh
as we ourself don't know what is the
password!
Valuable Words
The next one is, we are unable

to enter anything after we shut down
Class XII - [Commerce]
the computer. There is button for
start, but no for pause. Stop as in Empty pockets teach you million of
stereo recorder. We request you to things in life but filled pocket spoils
you in million ways.
add some in future.
There is an option as RUN in Its better to have an open enemy
menu. This one of my neighbor after than a doubtful friend.
16
Iqbal
2012
SCIENTIFIC DEVELPOMENT AND

OUR NA
TION
NATION
Fatima Hasan
X-D, A.M.U. Girls High School
Introduction:
The present age is the age of
scientific development. It has influenced
every walk of life of human beings. The
existence of human lives even for a
while without the use of scientific
development is not possible. There is
hardly any aspect of modern life which
is not dominated by science. Without
any doubt, one can realize that science
is the most outstanding factor in human
life. One can imagine, if removal of
science from the present life, one would
find oneself helpless like new born
babies. It reflects that science has
provided to the people with all possible
comfort and happiness.
Science is a great boon to
mankind in countless ways. Scientific
progress has led to the development of
rapid means of transport like railways
on land, ships on sea, aeroplanes in air
and rockets in space enable us to travel
in a very short possible time. Our daily
journeys have became quicker because
of these scientific means of transport.
Travelling is a daily need for the people
and scientific transporting system has
made it swifter and more comfortable.
The discovery of different kinds of
energy has revolutionized human life.
These energies have made the life easy
and comfortable. Without power energy
no industry can run as a consequence

major production will collapse. The
whole
transportation
and
communication system both broadly
depend upon petroleum and gas
energy. Most of the families use gas
energy as a fuel.
The invention of radio, television
contribute greatly to our entertainment.
Telephone, Telegraphy wireless and
Mobile phone are the swiftest means of
communication. Messages can be
flashed across continents and sea in the
twinkling of an eye. One can talk to his
friend or relative who is at a great
distance from him through the phone.
As a result, the globe has thus shrunk
and entire world has become a small
family.
Scientific advancement has led to
a considerable relief of physical
suffering. Remedies and cures have
been invented for most of the
dangerous diseases surgery has made
a remarkable progress. Due to scientific
advances countless of human lives are
being saved from the jaws of death.
Scientific investigation into human
disease has yielded wonderful results.
Medicine and surgery have made a
great progress. Immunity against
17
Iqbal
2012
disease like plague, cholera and

typhoid can be guaranteed by means
of inoculations.
Science and Our Nation:
Our nation which aims to develop
technologically and industrially has to
develop and provide certain basic
facilities and infrastructure. India has
developed over the last few years. Since
nearly 80% of population lives in rural
areas therefore rural upliftment is a
priority sector for national development.
So, a large number of scientific
development programmes for rural
sector have been sponsored under the
governmental agencies of CSIR, ICAR,
ICMR and other agencies. So the basic
objectives of these programmes are to
generate rural technology to meet local
needs.
As far as other field is conserved
latest computer facilities have been
developed to meet the requirements of
hardware as well as software. These
facilities have been utilized for various
kinds of testing in different kinds of
fields, like for air, water pollution, deep
sea research, mining and other things.
The large scale production of a
wide variety of chemicals of drugs and
for preservatives in different types of
foods are essential for the study of
plants, animals even human beings.
These tasks require complex
experiments to know the effects on
different generations. Necessary
facilities have, therefore been
established to test and find remedies in
the use of insecticides in agriculture

sector and life saving drugs.
Science and Our Society:
Science is responsible for the
tremendous destruction that can be
caused by a modern war. Countless
scientific weapons of destruction have
been used for killing humanity. Fastest
means of transport are used for
bombing in habited localities and killing
millions of people. The invention of
atom bomb, and hydrogen bomb and
different kinds of missiles are used for
mass destruction. Therefore science is
today undoubtedly the hand made of
destruction.
One can observe that the green
revolution has caused a major
transformation in agriculture sector.
Mechanization of agriculture sector has
brought a new sense of confidence in
the society. In the same way, the
introduction of transformation,
communication system also changed
the horizon and culture of the society
into a new dimension of development.
No doubt about it, human beings have
tremendous benefit from scientific
development in all walks of life. In the
last, without rational thinking and
spiritual consideration life of the human
beings has became barren. Thus,
scientific development creates distance
between the existing materialistic life
and real life.
18
Iqbal
2012
CAREER PLANNING IN TOD

AYS
TODA
COMPETITIVE ERA
M. Saad Hameed
Starting out to make
money is the greatest mistake in
life. Do what you feel you have
a flair for doing, and if you are
good enough at it, the money will
come.
Greer Garson
Today's youth plan their
Career in a very hasty way & as a
result take impulsive career
decisions.
In order to excel in todays
scenario, it is necessary to have the
amalgamation of Interests plus
abilities.
Today's youth is very fortunate
to be born in an era, where, good
careers are available as per their
interests, abilities & the personality
as a whole. Personality is of
different kinds, like Authoritative,
Service oriented, Creative,
Technical etc., and today, likewise
careers are also available both at
undergraduate and post graduate
level. The student of today is very

fortunate that he can choose his/
her career according to the need,
interest & abilities.
But, the competition today is
very tough and the career planning
needs to be perfect. Dreams are to
be converted into aims, in order to
achieve success in due time. As they
say "Dreaming without strategy is
waste of time", one must identify a
dream, but the dream has to be
realistic and time bound, because
it is the aim which is achieved, not
the dream. In order to identify your
aim & strategy to accomplish it,
you need to undergo a process,
which is called "Career Planning".
The procedure of career planning
that the student should follow can
be mentioned below:
The first stage of career
planning is Self Actualization i.e.
identifying your interest, your
abilities, your strengths &
weakness, and then conducting a
19
Iqbal
2012
SWOT analysis i.e. matching your

strengths & weakness, with the
identified career options, that
matches your personal profile.
Once you identify your career
options (at least three) the next
stage is to make necessary Queries,
about how you can achieve your
desired target or aim. Prepare
yourself for the desired target; try
to learn all the necessary traits and
knowledge required. Develop a
tendency of Learning and be always
ready for improvement as you will
agree that success in life will come
on its own terms and conditions,
not as per our wishes as we know
that life is full of ups and downs
and it may be sometimes difficult
to go on, but you should develop
an attitude which says "when the
going gets tough, the tough gets
going", i.e. Positive attitude.
Positive attitude plays a very
vital role in your success, because
it helps you to fight the hard times
in a more positive frame of mind
and hence, good results do come.
As some body has rightly said, that
"a Man is a product of his thoughts,
whatever he thinks he becomes".
So, always try to see the brighter

side of life. Next comes Honesty,
which says, that whatever efforts
you do, should be with full Honesty
and commitment. Honesty is the
foundation stone of one's character,
so if you are honest to yourself,
then only you will be honest
towards your goal. The next
important aspect is Time
Management. As you know, God
has made us different in every
aspect but he has made one thing
common for all of us, and what is
TIME. So you have to make the
best use of the available time i.e.
24 hours and that is the success
mantra of almost all the great
people, ranging from Nelson
Mandela to Bill Gates. I would also
like to suggest, that to keep your
pace going, you need to love your
goal like a small baby and have to
nurture it with full interest &
devotion, and have to be focused
throughout. Most people, who fail
in life, don't fail because they lack
in talent or abilities, but because
they fail to concentrate & focus
their energies in one single
direction, for e.g., a magnifying
glass if kept on moving will do no
20
Iqbal
2012
harm on the paper, but if it is kept

on one place that too for only a
couple of seconds, it will burns
down the paper; such is the power
of focused approach. So, please be
focused on your goal and that too
with interest and devotion. Make
your mission statement & put it at
a prime location in your room, read
it daily and motivate yourself to
plan and work accordingly (be
accountable to yourself)
In the end, I would like to

mention, that, despite of all the
efforts, be patient, as God will
deliver you, when the time is ripe,
and he will only dispose your
proposal, if it is at all better for you,
because He is the Best Planner. I
would like to quote a saying by
Theodre Roosevelt, who said
"Sometimes an Opportunity comes
under the disguise of a Failure". So
don't worry about small failures,
keep on working hard, and take the
failure as experiences, learn from
them, I am sure it will take you to
success. So man can only propose,
God will dispose, but the
PROPOSAL
HAS
TO
BE
PERFECT.
As, I mentioned earlier, lots of

ups & downs do come during the
entire process of career success,
there are some ways through which
you can handle the related stress
and study pressures:
Some Dos, in a nut shell:
Be Grateful of What You Have

(cherish your past success and
what do have at present)
Goal Identification through

self Actualization
Share your stress or problems

with an elder, friend or
counselor.
Help someone or contribute to

other's life, it will make you
happy and cheerful.
Desired goal
Avoid the company

Negative people.
of
21
Preparation to acquire the
Proper strategy
Honest Efforts
Learning Tendency
Firm Belief in God and in your
abilities.
Patience.
Iqbal
2012
SO
ME POLITICIANS AND
SOME
AL
UMNI OF AA.M.U.
.M.U.
ALUMNI
Mohd. Rahimullah
Class-XII (Comm.)
Dr. Zakir Husain, former

President of India (1967-1969),
freedom fighter and former
vice-chancellor of Aligarh
Muslim University.
Mohammad Hamid Ansari,
Vice President of India (2010Till date), academician, former
diplomat, and former vicechancellor of Aligarh Muslim
University.
Nawab Zada Liaquat Ali Khan,
First Prime Minister of
Pakistan (1947-1951) and
freedom fighter.
Khwaja Nazimuddin, Prime
Minister of Pakistan (19511953).
Ayub Khan, President of
Pakistan (1958-1969).
Fazal
Ilahi
Chaudhary,
President
of
Pakistan
(1973-1978)
22
Muhammad Mansur Ali, Prime

Minsiter of Bangladesh (Aug.
1975-1975)
Akhter Husain, Indian Civil
Service (1924), governor of
West Pakistan.
Ali Ashraf Fatmi, former Minister
of State, government of India.
Arif Mohammad Khan,
Member of Parliament, former
cabinet Minister, govt. of India.
Khan Habibullah Khan Marwat
(1901-1978), jurist and
politician, first chairman of
senate of Pakistan (1972-1977)
Malik Ghulam Muhammad,
Governor General of Pakistan.
Maulana Muhammad Ali
Jauhar, leader of All India
Muslim League.
Prof. Mohammad Habib,
Historian and freedom fighter.
Iqbal
2012
Mohsina Kidwai, leader of

Indian National Congress Party,
Member of Rajya Sabha
elected from Chhattisgarh.
Mufti Muhammad Sayeed,
founder of Jammu and
Kashmir Peoples Democratic
Party, chief minister of
Jammu & Kashmir.
Rafi Ahmad Kidwai, freedom
fighter and first communication
minister of Indepedent India,
Govt. of India.
Zafar Iqbal, former hockey

player, Indian Team Captain
and and Olympian.
Naseeruddin Shah, Hindi/Urdu
film Actor.
Asrarul Haq Majaz, urdu poet
and writer of AMU Tarana.
Lala Amarnath, former Indian
Cricketer & Team Captain.
Ishwari Prasad, historian, first
graduate of Mohammedan
Anglo Oriental College.
Saleem Iqbal Sherwani, former

Union Minister of State, Govt.
of India.
Habib Tanvir, Indian Urdu/

Hindi Playwriter and director,
poet and actor.
Sheikh Abdullah, Prime

Minister of Kashmir and later
served as Chief Minister of
Kashmir.
Saeed Jaffrey, Hindi Urdu film

actor.
Jamal Khwaja, Member of

Parliament, 2nd Lok Sabha.
Javed Akhter, lyricist and script
writer of Salim-Jawed fame of
Sholay.
Zubeida, Urdu/Hindi film
actress, starred in First Indian
talkie Alam Ara.
23
Basharat Peer, journalist,

author
&
political
commentator.
Hakim Syed Zillur Rahman,
Unani Physician and founder of
Ibn Sina Academy of Medieval
Medicine and Sciences.
Ishrat
Husain
Usmani,
Pakistani bureaucrat and an
atomic physicist, played an
Iqbal
2012
important role in Pakistans

road to nuclear technology to
space technology.
Dhyan Chand, former field
Hockey player, team captain
and Olympian.
Mustaq Ali, former Indian
Cricketer.
Syed Zafar Mahmood, Officer
on Special Duty, Governement
of India, Indian Prime
Ministers Sachar Committtee.
Ranking
Aligarh Muslim University has
been ranked 8 th among 100
research institutions in India by
National Institute of Science
Communication
And
Information
Resources
(NISCAIR) and it was
published in Current Science,
Vol. 96, No. 12, 25 June 2009.
ON THE SUDDEN
DEATH OF BELOVED
Arhaan ur Rehman
Class - XI [ATX-1]
Allama Iqbal Hall.
ALUMNI MEETINGS World Alumni Summit

AMU World Alumni Summit
was organised on 18-19 Oct.
2008. Alumni from 26
countries participated in the
programme. Aligarians met
their old friends, classmates
and teachers. Mohammad
Hamid Ansari was part of the
meet. The Vice Chancellor Pro.
P.K. Abdul Azis welcomed the
Alumni and proposed an AMU
Alumni Endowment Fund for
activities of alumni in the
University.
24
Quick and unexpected was the call

Your sudden death shocks us all.
Only those who have lost can tell
The loss of a dear one without a
farewell.
We didnt see you close your eyes.
We didnt see you die
All we heard was you were gone
without a last good bye!
Iqbal
2012
SNAKES
Gulrez
Class: XI ATX
SSSC BOYS NRSC
Although it is said that snakes are

'cold blooded,' it is more accurate to
say that they are unable to regulate
their body temperatures by
generating heat. During the active
season they are rarely cold and are
surprisingly good at regulating their
temperatures through behaviour.
Snakes can warm themselves by
basking in the sun, lying under rocks
or boards that are in the sun, or by
lying on rocks and pavement that
hold heat after dark. When air
temperature is too hot, they seek
shelter in small mammal burrows
under rocks and occasionally in cool
cellars.
Snakes are the most modern
of reptiles, first appearing in the fossil
record during the time of the
dinosaurs. It is thought that they
evolved from ground dueling or
burrowing lizards that exploited the
survival advantages to be found in a
cylindrical legless body. They gave
up external ears and developed clear
scales to shield their even-open eyes
from dust and damage. They evolved
elongated internal organs, specialized

muscles and resilient, scaled skins of
varied pattern and colour that
provided camouflage and some
limited protection from predators and
the elements. They also evolved a
host of instinctive behaviours that
enabled them to find and catch prey,
hide from predators, reproduce and
survive in a great variety of climates.
Funneling beneath dirt and sand,
swimming in the seas, climbing in the
crowns of trees and crawling on the
land, snakes became integral
component of varied ecosystems
throughout the world. Some evolved
infrared heat sensors to find prey in
the darkness of night or burrow.
Some developed venoms (and the
apparatus to deliver them) of such
exquisite complexity and design that
unlike most biochemical substancesthey cannot yet be manufactured
through biotechnology or genetic
engineering. In short, snakes are
incredibly successful, unique and
remarkable animals, well deserving
our respect and admiration.
25
Iqbal
2012
OMINOUS 11
Abdul Saman Qadri
Class XII (Commerce)
What did the Number 11 to
do with terriost attack on U.S.A?
Number 11 is linked with
bigger terriost attack, exampes are :
Date of Attack : ELEVENTH

DAY OF THE NINTH MONTH
= 9 + 1 + 1 = 11
September 11 is the 254

day of the year.
th
= 2 + 5 + 4 = 11
After September 11 there are

111 days left to end of year.
TWIN W.T.C. Tower standing

side by side representing Number
11
The first plane hit the tower

was Flight 11
The New York City = 11

Letters
The Pentagon = 11 Letters
Flight 11 - 92 on board
Danish Ahmad
Class XII - [PCB]
The word Queue is the only
word in the English Language
that is still pronounced the
same way when the last four
letters are removed.
Go is shortest complete
sentence in the English
Language.
The letter most is used in the
English is E and the letter Q
is least used.
There is a seven letter word in
the English language that
contains ten words without rearranging any of its letter therein, the, there, he, in, rein,
her, here, ere, therein, herein
Letters a, b, c & d do not
appear anywhere in the spelling
of 1 to 99. (Letter d comes
for first time in Hundred)
= 9 +1= 11
Interesting facts Regarding

English Language
Flight 77 - 65 on board
Letter c does not appear

anywhere in the spellings of
entire english language.
= 6 +5=11
Last but not least
George W. Bush = 11 Letters
26
Iqbal
2012
CHEMISTR
Y THROUGH POETR
Y
CHEMISTRY
POETRY
Danish Ahmad
Class XII - [PCB]
If you find chemistry bore
Have few drops of H2SO4
If you feel light and free,
You better take some CaCO3
And if you, take both of them,
It is true, you will be full of CO2
The other products would be CaSO4
and wates,
No matter, if you are Dads only
Son or Daughter
And if you, by chance happened to
Smell the gas HCl
You will jump about, forgetting dewnum.
Like water evoiting with sodium
If you hear the atoms called isotopes.
About your future you will have no hopes,
So folks, tie your belt
And put every bit of chemistry in your head.
The Seven Secrets of

Success lying in our Room
A DIVINE VIRTUE

Class XII - [Commerce]
Shalabh Sharma
Class - XI [ATX]
Hall : N.R.S.C.
There's no one on earth,
Who has made no mistake
Those who err are originals,
While others are fake
The fault and the guilty,
Would soon go down the drain
But the prize of a forgiving soul
Shall always remain
An eye for an eye,
May sometimes work fine
But to punish is always human
And to forgive is divine!
Roof says
Fan says
Clock says
: Aim is high
: Be cool
: Every minute is
precious
Mirror says : Reflect before you
act
Window says
:
See the world
Calendar says : Be updated
Door says
:
Push hard to
achieve your
goals
27
Iqbal
2012
SUCCESS BEHIND A TO Z
Mohd. Adeel Alam
Class XI - [ATX]
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
An honest man is the noblest work of God.

Better to be alone, than in a bad company.
Character is the crown of glory.
Defeat the defeat before the defeat defeats you.
Eagerness is the success behind hard works.
Failure is the stepping stone to success.
God made man, man made money, money made man mad.
Honour is the reward of virtue.
Inspiration is foundation of personality.
Join hands to glorify your nation.
Knowledge is power which makes a real man.
Life is long if you know how to use it.
Make hay while the sun shines.
Nothing great is ever achieved without enthusiasm.
Opportunity knocks but once.
Peace cannot be achieved by force, it can only be achieved by
understanding.
Quitter never win, winners never quit.
Reach for stars even if you have to stand on cactus.
Success is the progressive realisation of worthy goal.
There is nothing good or bad but thinking makes it so.
United we stand divided we fall.
Value the parents because we are because they were.
Where there is a will, there is a way.
Xmas will remind you of Jesus.
Youth is the wisdom of personality.
Zest is the breath of life.
28
Iqbal
2012
WOMEN
QUOT
ATIONS
QUOTA
Ali Faran Gulrez

Class XI - [ATX]
Adnan Anwer
Class XI - [PCM]
Women is a very important

creation of God. No one can imagine
this world without women. I feel that
if men are physically stronger than
women, then women are also
mentally and emotionally stronger
than men. The men who think
women are much inferior to them,
then I feel that they have forgotten
that they are in this world also
because of a woman. In many parts
of the world women are treated as
slaves and they are not given equal
rights like men. In some places they
are aborted before they are born. In
some parts of Rajasthan in our
country when a girl is born a big piece
of sweet is put into her mouth and
she is choked to death. If these things
would not have happened then we
don't know we would have got how
many ladies like Indira Gandhi, Kiran
Bedi and Kalpana Chawla. If God
has made both men and women as
human beings then who are we to
decide that who is superior and who
is inferior. God has given different
powers to both men and women,
through which they both can create
wonders.
Actions speak louder than

words.
29
Grace will last, favour will blast.

Winners dont do different
things, they do the things
differently.
When you do the common
things in life in an uncommon
way, you will command the
attention of the world.
Knowledge is free but you have
to bring your container.
Knowledge is treasure, but
practise the key to it.
He that is down needs fear no
fall.
Nothing succeeds like success
and nothing fails like failure.
There is no substitute for hard
work.
The wisest of the wise may err.
Diamonds shine because they
do not speak.
Iqbal
2012
Life so Far
What is Life ?
Adnan Anwer
Class XI - [PCM]
Shah Anwara Khan

Lif is a Challenge - Meet it
Far behind the fear of loss

there is a hope like a spark
Dont lose it with one turn of pitch and toss
Dont even leave a hopeless mark.
Life is a Struggle - Accept it

Life is a Sorrow
Walk alone if needed, discouraged

No one to accompany you in sorrow
leave others and get yourself encouraged
Stand alone whether lifes path is wide or
narrow.
For getting a chance you wait for days
Cant you make opportunities for yourself
wake up and search out for needy ways
At least you can say ya! I did myself
- Overcome it
Life is a Mystery - Unfold it

Life is a Tragedy - Face it
Life is a Joy
- Spread it
Life is a Love
- Love it
Life is a Duty
- Perform it
Life is a Romance - Enjoy it

Life is a Gamble - Watch it
Life is a Song
- Sing it
Go and break down every wall

get up to raise your voice
Dont give up till you fall
or at last find a path of your choice
Life is a Bliss
- Embrace it
Life is a Game
- Play it
Life is a Dream
- Realize it
Dont be lazy to get your right

Do you know its good to be bad
If needed, for yourself you just fight
Then only you can say!
If you are bad then I am your Dad
Life is a Beauty
- Admire it
Seats are limited, else where least are hopes

No matter to many hearts break for scopes
If life a deal of profit and loss
Then risk your life with one turn of pitch and toss.
Life is an Advendture-Dare it
Life is a Journey - Complete it

Life is a Promise - Fulfil it
Life is a Puzzle
- Solve it
Life is an opportunity-Grasp it
Life is a Gods gift - Cherish it
30
Iqbal
2012
A MOTHERS LOVE
UNEXPECTED
Gayas Ahmad
Class - XI-A [Commerce]
Uvais Mustafa
Class - XII [PCM]
Like Everyday, it was a day that saw
me,
No gift on earth is greater,
Getting in that school, and coming

out at the same pace;
The joy that comes from knowing,
No treasure held above,
A mothers endlesss love.
Asking myself, Uvais, Was it worth

coming today?
In spite of how its tested,

It grows from year to year,
But today happened something new,
Providing strength and comfort
Something like violent shake.

At the Gate of +2, as I reached,
It gently draws us near.

It warns and it protects us,
saw two little boys hidden between

the macho Guys with bikes,
and guides us from a far,
lean thin and wretched with a bundle

of coloured pamphlets in their hands.
Like a bright and shining star.
Shedding light upon us,
And when all things are measured,
I neared to enquire, it read- Come,

join our classes for a real time
Education
Not one shall rise above,

or be compared in value,
Ah! how quickly questioned my

conscience,
To a mothers endless love.
How can they give you Education

they Brag of, whilst eating the
childhood of these innocents??
31
Iqbal
2012
And You Came Back
Allamains
Tanveer Ul Islam
ClassXII/ P.C.M./ GE6544
Room No. 80
Uvais Mustafa
Class - XII [PCM]
Asked an Old man to me;
And you came & came back
Who are thou? Seen in this shroud

To me as I waited too long
storey, corssing the road all the time, You arrived with pleasures
stumbling by day and howling by night.
& I welcomed with my heart
Napping in the day light, nagging in the You came when all betrayed
dark night
All had left me alone
You remembered your promise
To which I humbly replied -
The promise of the day you left me
We are those youngsters, who arent

much young, yet not too old.
When leaves left the tree
We are called sinisters for the sin we

Flowers the gardens & people me
know not.
Sun had stopped coming
& left us shivering
We are those who by now eat to live
and not for taste, full of chaste we are. But you came 'DEAR WINTER'
You came you didn't forget
We are the undisputed army, who smile

You came with all favour
much more when a physics practical
Thick fog, warm wollens
gets signed, or when attendance comes
ample, rather than a billion reasons you and bonfires, cool airs
As nippy air caressed the sunlight
can think of for the boys of our age,
cause we are now a little obssessed You caressed me the same way
Dear winter, you came
with what we have......
& I welcomed, welcomed
Cause we are Allamaians........
32
Iqbal
2012
MAJOR FACTOR FOR HINDRANCE OF

DEVELOPMENT : RESERVATION
Arpit Agrawal
Class - XI
Reservation is one of the not yet passed 5th standard?
curses of hindrance of growth of
The child who can study up
nation. When capable youth is
to 12th class and has solid economic
denied opportunities because of caste
condition has no need of reservation.
or religion, he feels inferior and also
I can't understand "Why the
his patriotism wanes.
people in the society are
Reservation is thought to
understanding themselves?"
provide upliftment of weaker
The government is trying to
sections. But minority reservation will
not lead to any upliftment of weaker raise this issue to secure the muslim
sections of Muslims. It will only tear vote banks.
the society in parts. It will break the
The government has to
secularism of our nation.
provide free and fair education to
Constitution has provided muslim children. The government
equal rights to all people in the should not give things just for granted.
country. In early days of
The jobs and seats should be
Independence reservation was for
granted to able persons irrespective
only 10 to 20 years but for vote banks the
of their caste, creed, gender and
government has extended it after every
religion. The government can provide
10 to 20 years.
reservation on the basis of economic
The Reservation in India only condition not on religion or caste.
provides profit to those sections Also, the family that has got benefit
which were educated and uplifted. from reservation should not get
How the reservation in government benefit again.
jobs will provide any uplift to that
section of society whose child has
33
Iqbal
2012
CORRUPTION : CAN WE CURB IT?

Danish Akhtar
Class XI (PCB)
When I think about corruption,
I think about me and you, I think
about us and the society, and I also
think about those corrupt persons,
who are fighting for corrupting the
corruption. Corruption is not a
pebble that you can pick up and
throw.
Corruption is one million times
bigger than the Everest, and the same
amount of times, deeper than the
deepest oceans. But as a matter of
fact, corruption is not a physical
structure and is now in our DNA and
is following within us, in our blood
and our heart is pumping it. By
looking at others we cannot see
corruption rather we have to look
within us to see the mightiness of
corruption. The entire body of the
society is corrupt, and just we cannot
alone blame the politicians,
executives, judiciary, business men
or anyone else for promoting
corruption.
we really curb it? And the answer is,

yes! We can but not a big YES.
Yes! we can eradicate
corruption from India. But let me
make it crystal clear to you that we
cannot just eradicate it, by changing
laws, by doing hunger strikes, and
street fighters on the road, nor we
can eradicate it by the virtue of some
persons who are fighting for
removing corruption from India. And
let me also tell you that all the
dramas you watch on television and
stories you read on the internet are
not and never going to help you in
any way to fight against corruption.
So what to do? Well, let me
suggest some of the possible ways
to fight and win over corruption. And
yes, let me make it clear that we
cannot eradicate corruption at the
stroke of midnight, it will definitely
take the necessary amount of time.
1.
Change in Law
Some people think that by

So here a question arises, can
we make India corruption free? Can making certain changes in law and
34
Iqbal
2012
making a new one by refreshing the

old law, they can diminish the tower
of corruption. But this will not help
a lot! There are many holes in Law
and those holes are for eternity, so
by tweaking from here & there
nothing great could be achieved. But
definitely it will help, so we must bring
the necessary changes in our
municipal law.
corruption than many western

countries. In fact, the day when
people will say, 'What is corruption?
Pardon, we have never heard of it',
will be the day of wisdom for India.
We need to hypnotize ourselves, our
society, men and women, children
and every breathing soul of India, to
hate corruption and also to hate
corrupt people. We should tell our
younger brothers and sisters that in
2. Introduction of New Laws
our country two kind of people live
No amount of punishment, no one kind is good like us and the other
amount of penalties can engulf kind is corrupt.
corruption from head to toe. At first,
It's a fight! A fight between India
we need to set back the broken pillars
and Real India, and we all should be
of the judiciary and make sure that
a part of it and try to win. In order
the already established penalties are
to give profit to Mankind and to build
implemented in the right way. Every
a new nation with loyalty and
person who does cognizable offences
respect.
should be punished without delay. So,
at this level of esteem evils, some
new laws will certainly help to some
JOKES
extent, and that some extent, seems
Mohd. Nehal Salik
better than no extents.
Class-XII (A.I. Hall)
3. Bringing awareness among They strictly avoid these 6 (Six) Cs
Common Room
C
people
C
Computer Cell
We must bring awareness
C
Cigerettes
amoung people about corruption.
Canteen
Well, this seems to me a big joke. C
Cricket
We Indians, with the blessings of C
Chatting
God, are much more aware about C
35
Iqbal
2012
Brain Drain - A Threat to

Indias Dream
Rehan Mateen
Class XII (PCB)
A.I. Hall
Brain Drain or Human saying that India doesn't have career
Capital Flight is a large emigration opportunities. One acceptable survey
of individuals with technical skills or regarding Brain Drain reveals India
knowledge, normally due to conflict, loses about $5 billion a year because
lack of opportunities, political of the emigration of IItians, computer
instability or health risks. Brain Drain experts, medical professionals and
has actually become a problem and management students to US and
a
subject
of
worry
for
the other western countries. This
underdeveloped and developing migration even broadens the gap

countries like India and Sri Lanka.
70%
students
in
between the rich and poor countries.
these
Brain Drain is advantageous
countries think that there are much to the beneficiary countries and loss
better opportunities outside India to to the countries of origin, because it
work but they forget that this act deprives these countries from
actually is affecting the per capita innovations of their subjects. Such
income and hence the national countries as a result have become
income of their own motherland. culturally and technologically
Students study here, take all the dependent on the west. The converse
knowledge from their native countries phenomenon of Brain Drain, which
and when it comes to do something occurs when there is a large scale
for their nation and add to the immigration of technically qualified
nation's income, they go abroad students but unfortunately this
36
Iqbal
2012
phenomenon is significantly lower as wonderful nation and work under as

compared to its reverse one in case an employee of another nation who
doesn't even understand the Indian
of India.
Brain Drain can be stopped
by providing individuals who have
expertise with career opportunities
and giving them chances to prove
their capabilities. So Indians
especially the youths have to
understand that today India is no less
than any other advanced country in
the world. India has become the
corporate junction for hundreds of
MNCs and the world's leading
software and IT giants such as
Google, Yahoo, Facebook, Twitter,
Adobe etc. India has made drastic
culture and Indian sentiments? We

don't have to go and eat in our
neighbour's house when our own
mother cooks such delicious food.
Hence, what is the need to go to any
other country to work when our own
country provides us such handsome
job opportunities? We just need to
search a little more and do a little
more hardwork and then one day all
Indians
dream once again.
employment,
merchandise and yet not to forget

the recent organizing of the IPL
Premier
employed
India will be the 'Golden Bird' of our
science and technology, education,
(Indian
be
according to their capabilities and
advancements in all the spheres;

entertainment,
would
League),
Commonwealth Games and the

Indian Grand Prix-2011 which made
Indian flag to dazzle in the sky of
foreign countries. Now, then, why,
do we need to go out of this
37
Iqbal
2012
ROLE OF YOUTH IN POLITICS

Shalabh Sharma
Class XI - [ATX]
Hall-N.R.S.C.
Youths are the backbone of any

country. They are the pillars upon
which the edifice of nation stands.
Naturally, if they are strong in
character, the country will also be
strong; and if they suffer from
weakness, the country will become
weak. A country's march on the path
of development and greater prosperity
depends largely upon the
contribution of its youths. Especially
in a developing country like ours,
where a democratic set up requires
mass participation, the youths have
to play a pivotal role in almost all
walks of life, politics being no
exception.
Politics as it stands today in our
country, has become synonymous
with
corruption,
falsehood,
fraudulence, graft, hypocracy, shame
and everything that goes with these.
In the present scenario, the
politicians, with their nefarious
designs and activities, have virtually
made a mockery of democracy.
These ill mannered, selfish and
unreasonable people have brought
politics to such a sad pass that it has

come to be identified as a dirty game
in the country.
The present political situation in
the country demands large scale
participation of youths, who
inalienably are better educated, less
prejudiced, less corrupt and more
energetic and efficient. Preventing
the youths from participating in
politics would not do any good. On
the contrary, it may aggravate the
problems all the more. This puts a
special responsibility on the
shoulders of the youth of the country.
Youth can, and should play
dominant, positive, and if necessary,
an active role too. They can cleanse
the present political quagmire
through fresh ideas and reforms.
They can help the country get rid of
the evils of communalism and
casteism. They can most effectively
spread modern education in every
nook and corner of the country. They
can make the planning system more
effective so as to achieve economic
growth with social justice. They can
38
Iqbal
2012
introduce a scientific temper all, the future is their. They are the
throughout the country. They can masters of tomorrow.
effectively reduce, if not completely
Only the youth can prove the
eradicate, corruption in high places. truth of Swami Vivekanand's sayingThe youth can give a new
dimension and a constructive shape
to national politics. There is no
reason why the youth of the country
should not be given a decisive role
in shaping their own destiny. After
"My hope of youth of character and

intelligence, renouncing everything
for the service of others, who can
sacrifice their lives in working out my
ideas and doing good to themselves
and to the country at large."
UNKNOWN DESIRE
Shah Anwara Khan
Why dont I know what I want to be?
Why dont I feel why I should be?
Is my life worthy to admire,
Or am I the one with unknown desire?
I feel suffocated tied up in chains,

But for sure eternally the pride I must maintain.
I dont want to lie rather I would love to die,
Before the time comes Ill say the world goodbye!
No one to help me bear the pain, coz I dont know?

No guess to say whether loss or gain. why my life is bound up with hopeless wire,
Nothing to risk upon lifes game, Is that something else or my own unknown desire!
Instead everytime having the fear of losing fame.
Why dont I know what I want to be?
Am I the worst perjurer on this earth, Why dont I feel why I should be?
Or the one left with unhappy memories since birth. Is my life worthy of admire?
Shall I continue to be one to everytime argue? Or am I the one left with unknown desire!
Or to be very frank I shall further pursue.
Ya! I commit mistakes being a human being,
Then say! Its wrong to fly high without wings.
My mistakes are due to human nature,
but It doesnt mean that I am bad of character.
39
Iqbal
2012
CORRUPTION IN PUBLIC LIFE

Shabbir Ahmed
Class XII (Commerce)
The cancer of corruption has
been into the vitals of Indian Society.
The moral standards of the people
in a large percentage of cases are at
a low ebb. It has already done
immense damage to Indian society.
Righteousness, virtue, honesty and
fair play are at a discount.
Expediency of the worst sort is having
a field day. In every field of life
opportunism has replaced moral
consideration. Those who hold on to
truth, righteousness and virtue are
ridiculed as simpletons. The virtuous
lead a difficult life. They are ignored
and blackmailed. It has been seen
that some people, when they entered
the police department, swore to be
honest but they found it impossible
to continue to be so, thanks to the
pressure from the higher officials who
expect something from their
subordinates. In such a climate even
the most honest has to yield to
temptations.
from time immemorial in one form

or the other. The practice of giving
baksheesh to the peons, sentries and
other low paid employees by those
who managed to get their work done
through their agency was very much
prevalent in British days.
Social
corruption
like
adulteration, weighing less had
always existed in almost every
society. What causes concern is that
corruption in the Indian society today
has reached its climax and has
embraced people in every field of life.
It has already crossed safe limits. It
is weakening the body politic and
under-mining the sanctity of the law
governing the society. Besides it has
assumed variegated forms and leaves
not a corner unaffected by it.
Corruption in public life is not

an absolutely new thing in the present
times. It has existed in the society
40
Iqbal
2012
THE OIL DROPS

Samir Alam
Once a man lived in a sub-urban

village of Uttar Pradesh. He was a
school master of the only school in
the village. He lived there with his only
son and three daughters. His village
was famous for its wide variety of
sugarcane. So, merchants from far
off places came to the village to buy
sugarcane Everyone respected the
village school master. The inhabitants
of the village were too busy in their
farming to learn something from the
master.
There was only one person in the
village who was curious to learn. He
was the master's only son, Arya was
like a person who grasped everything
which he learnt from his surroundings.
He learned alphabets and simple
numeric relations from his father. The
fact that 'o' when used before doesn't
affect a number but when used after
enlarges it ten times fascinated him.
It became a habit of Arya to interact
with the merchants who came to their
village. He learned many new things
about trade. Then he started raising
many intelligent questions which were
neither answered by his father nor by
the village priest (supposed to be most
intelligent in a village). It suddenly
dawned on him that how less he knew.

The more he leaned the more he
discovered about his ignorance.
Then Arya decided to search the
answer of the questions which
haunted his mind. He thought of going
outside the village in search of his
answers that he didn't have enough
money to go out of the village. Then
a wealthy trader came to his village.
Arya interacted with the trader. The
trader was a blessed man with good
nature and was impressed by the boy's
wit and was willing to take the boy as
a helper with him as Arya was having
a good knowledge of Sugar trade. The
boy sought permission from his father
and his father half heartedly sent the
boy as he knew that the child was
gifted and he could not be confined
in that small village.
Arya with his brilliant mind made
many changes in the traditional sugar
market and furnished the trade of the
wealthy merchant. Slowly, he set up
his own trade and flourished. Soon
he became a wealthy man. He forgot
about the questions of the past and
also about his family and his village.
His father was suffering from an
incurable disease and the income of
41
Iqbal
2012
his father was meagre to serve for his

own and three sisters of Arya while
Arya on the other side enjoyed a lavish
life.
After a long time, on a foreign land
he heard about a man who was
believed by the people to be the wisest
living person on the earth. He decided
to visit the town which was owned by
the wise man he thought of getting
answer to all the questions which
haunted him in the past. He visited
the man and was surprised by the
simplicity of the person. He was
helping his family in the household
works though he was so rich and wise.
The first question that Arya asked
was "What is the reason that people
from far off places come to seek
wisdom from you?"
The man answered with
unfathomable friendliness, "First see
my fascinating city and then I will tell
the secret behind my wisdom" and
he gave him a spoon with few drops
of oil and said that while seeing the
city a single drop of oil should not
fall.
After few hours Arya arrived
with the spoon and said, "I have seen
the town and the drops of oil are also
intact."
The wise man again with his
unreasoned simplicity asked "Have
you seen the calligraphy on the dome
of rock? Oh how eloquent it is!"
Arya didn't answer.

"Did you see the beautiful waterfall
behind my castle?" The wise man
asked again. Then Arya realised that
in paying attention to the oil drops he
was deprived of seeing the beauty of
the town. Arya left the castle of the
wise man and came again after some
time and said, "I was amazed by the
calligraphy of the dome and I also
saw the tomb which was made of
yellow marble."
The wise man asked with
firmness "Where are the oil drops
which I gave you?" Arya saw that the
spoon was empty and there was
nothing in it. Arya felt that in seeing
the fantasies of the town the oil spilled
unnoticed from his spoon. Then the
wise man said, "Search for the
fascinations of this world but don't
forget your family and the village that
nourished you "the oil drops". This is
the only way that you can achieve
true wisdom."
Arya realized his mistake and
returned to his village. He worked for
the development of his village and he
and his family lived happily ever after.
After few years some people
believed that in a modern village of
U.P. a person lived who was the
wisest person on the earth!.
42
Iqbal
2012
COMMUNAL HARMONY
Faiz Ahmed Khan
Class - XI ATX-I
A.I. Hall R.No. 209
"Mazhab nahi sikhata aapas me
bair rakhna, Hindi hai hum, Watan
hai Hindustan Hamara". This
famous quotation of a great
ideologist Dr. Mohd. Iqbal of the 20th
century, emphasized on communal
tensions faced by Indian at that time
and this proverb would serve as an
excerpt for uniting the Indians, who
are bounded by communal
disparities, was thought by Iqbal.
We are surrounded by
communal disparities, since the eve
of independence. The killing of the
father of Nation M.K. Gandhi on
30th January, 1948, by an R.S.S.
trained Nathuram Godse to the
recent 26/11 Mumbai terror attacks
by the Let group are all instances of
communal intolerant attitudes of a
certain group of people or rather a
mass as a whole.
Communal riots and tensions
are caused on the basis of indifferent
attitudes and ideologies, which a
person holds. But, we cannot live

joyously in a communal tensed
country. Some alternatives needs to
be undertaken for the establishment
of communal harmony, which would
instill a sense of affection and
brotherhood among Indians.
Our government have strict
laws, which envisages for an end to
communal disparities. But, in spite
of having such strict laws, we are
unable to extinguish the fire of
communalism within our minds. This
communal bias would only come to
an end, when all of our citizens would
realize the importance of harmonious
country. Harmony and no internal
struggle would lead to the
development of this country. The very
root of communalism needs to be
uprooted from our society through
available reforms. But unfortunately,
it is not suddenly possible in a country
like ours, where people are carrying
different
perceptions
and
idiosyncrasies on every aspect of life,
43
Iqbal
2012
be it with social, economical or indicates the biggest failure of

political, on communal lines.
NFCH, as it was unable to bring a
reform at every place. Basically, the
Coming to the point of social
vulnerable society lacked its
tensions, we find that most of our
foundation. Thus, uniform change in
people are confronted with
all parts of the country needs to be
communal tensions on a day to day
brought up.
basis. Taking the recent instance of
Varanasi district of Uttar Pradesh,
Indians have been experiencing
where Shia-Muslims wanted a political tensions, since the eve of
separate land for buriyal, dividing Independence onwards. Many people
themselves from the Sunni Muslims, were killed due to provincial
although both are of the same massacres, regarding partition. The
religion. Thus here we find that killing of the father of our Nation
communal distinction has undergone M.K. Gandhi by fascist Godse exsuch a diverse field, that people of a Prime Minister Indira Gandhi and the
single religion are dividing
youngest Prime Minister of India Mr.
themselves. Communal instincts
Rajiv Gandhi are all popular
have turned their mutual perceptions
instances of communalism, which
into rivalries.
Indians are facing. Now a days,
Our government in 1992, under many political parties are criticizing
the ministry of Home Affairs, others, raising issues of communal
launched the National Foundation of pasts. The R.S.S. and Shiv Sena and
Communal Harmony (NFCH), some other extremist political parties
which is a social agency that would are known for spreading communal
instill a sense of brotherhood and tensions within our people. But our
patriotism in Indian minds. From government have not done anything
Kashmir to Kanyakumari, it has been to them, rather than sending letters
accepted by the state governments, of warning.
and they are working actively by
In such a secular country like
making participate more people in
NFCH, but, still eve experienced the India, such parties should be banned
2002, Gujrat communal riots. This or surely penalized. Political
44
Iqbal
2012
communalism is so diversely
prevalent in our country, that it is
hard to write much in papers. They
are worth reacting.
lagging around a singular issue of

post. These institutions are deflecting
people towards communal tensions
rather than a harmonious growth.
Communal tensions in India

would not come to an end until each
individual, himself tries to culminate
a sense of brotherhood and
patriotism in himself by acting
humbly and modestly with his
Media and NGO's have done neighbours. So, each individual must
much to curb communalism. But strive hard to replace communal
more often they have led to its biases into harmony.
growth. Media people are now
Media and NGO's along with
showing more on communal tensions
of the post, which basically such as the government have to work as a
the Gujrat riot. This is creating team, rather than deflecting away
awareness, but too much of it would from each other and bring regular
certainly be criticized. So, media amendments in their work, which
needs to regulate such shows and would create an essence of place and
concentrate more on for eradicating harmony among every Indians. It
communalism. We have been should be done in such a way, that
experiencing a very few NGO's for our country stands as an example to
this cause of instilling brotherhood our neighbours.
among Indian rather we are having
most of the NGO's dealing with a
particular post riot, such as the Babri
Masjid demolition. This is, in itself
souring seed of communal disparity
among our people. So, NGO's
should work efficiently on for looking
towards the present, rather than
In spite of many reforms
individual communal tensions exist
in our minds, thus strict penalty
against communalism should be the
code of every citizen.
45
Iqbal
2012
EMPOWERMENT OF WOMEN
THROUGH EDUCATION
Dr. Naila Rashid
PGT (Psychology), SSS (Boys)
Aligarm Muslim University, Aligarh
Education is the key factor in

any social change. All educationists,
social reformists agree with the
statement that without education one
society cannot be liberated from
darkness. Empowerment of women
is actually the empowerment of the
society. By educating women we are
actually educating a family. Woman
I the companion of man, gifted with
equal mental capacities. She has the
right to participate in every minute
detail in the activities of man and
she has an equal right of freedom
and liberty with him. By sheer force
of a vicious custom, even the most
ignorant and worthless men have
been enjoying a superiority over
women, which they do not deserve
and ought not to have. Many of our
movements stop halfway because of
the conditions of our women.
country going to progress? There is

a need to rehabilitate them to a place
of honour. To focus attention on the
problem concerning women all the
world over, the decade 1975-86 was
declared the International Women's
Decade. In the same spirit 2001-2002
was dedicated to 'Women's
Empowerment stressed on seeking
meaningful equality in social rights,
elimination of discrimination in
employment and universal education
of women the lack of which tends to
perpetuate the unequal status quo.
Empowerment of women, meaning
thereby adequate access to
resources, power and decisionmaking is a prerequisite towards
gender justice. Such a situation can
come about when there is equal
participation in making at family,
society and other institutions of
government. It needs to be recognized
If women are ignored and not that any strategy which aims to
educated enough then how is our empower women must be based on
46
Iqbal
2012
The social trend of India leaves

an understanding of, and to
overcome the causes of the lack of the vestige of sheer discrimination of
power which lie behind it.
sex. Women in India society
irrespective of religion, territory and
The draft National Policy for the
language
suffer
from
sex
Empowerment of Women (1996)
discrimination and find them placed
observes that "A synergy of
in subordination of men. They
development measures will be
become the men's possession or
affected and affirmative action
property. This sex discrimination has
designed
for
the
holistic
been deep rooted in society from
empowerment of women. Women
time to immemorial. The position of
will be given complete and equal
all women of India is not the same
access to and control over, factors
in society. The problems of women
contributing to such empowerment,
of backward community are not the
particularly health, education,
same as of women of upper caste
information, life-long learning for self
community. There is need for
development, vocational skills,
improving the condition of women
income earning opportunities,
in the weakest sector-the rural, slum
technical services, land and other
Muslim and tribal population.
forms of property, including through,
common property resources, credit, POLICIES
/
PLANS
/
technology and market, etc" "Equal PROGRAMMES
&
ACTS
access to education for women and SUPPORTING
THE
girls will be ensured. Measured will EDUCATION FOR WOMEN
be taken to eliminate discrimination,
Women have always been given
universalize education, eradicate
illiteracy, create a gender-sensitive a privileged status in law. Be it
educational system, increase criminal law, constitutional law or
enrolment and retention rates of girls family law, women have always
and improve the quality of education found favour from Indian Law
to facilitate to life-long learning as makers. It was always believed that
well as development of skills by women need to be given special
status so as to ensure its upliftment
women."
47
Iqbal
2012
and prosperity which would bring

prosperity for the whole society. The
concept of women empowerment is
enshrined in the Indian Constitution
in its Preamble, Fundamental Rights,
Fundamental Duties and Directive
Principles. The numbers of articles
of Indian Constitution guarantee
greater freedom for women
empowerment. It contains a number
of provisions for the empowerment
of women such as the following.
Article 14: Equality before law
Article 39 (d) guarantees nondiscrimination in payment of salary

and wages for women on the
principle of equal pay for equal work,
irrespective of sex.
Article 42 requires state to make
provisions for securing just and
humane condition of work and for
maternity relief.
Article 51 (A) (e) ensures to
promote harmony and to renounce
practices derogatory to the dignity of
women.
Article 15 (1) provides for no

The Indian Penal Code lists out
discrimination by the state on the various offences against women and
grounds of religion, race, caste, sex ensures that due justice should
received by aggrieved women and
and place of birth.
provides for exemplary deterrent
Article 15 (3) makes it punishment for the guilty.
mandatory for the state to make
The Indian Criminal Law
special provision for women and
guarantees safety to women against
children.
marital crimes, physical crimes and
Article 16 envisages equality of crimes against her modesty.
opportunity and gives status to
The Indian Succession Act 1956
women or workplace and in the
provides equal right to women to
matter of seeking empowerment.
inherit property from her father and
Article 39 (a) speaks out about her father in law.
state policy to be directed to securing
The Indian Marriage Act 1955
the right to an adequate means of was also directed to strengthen the
livelihood for men and women.
rights of the women in matrimony.
48
Iqbal
2012
The government made a

number of efforts to raise the status
of women. It enacted legislations to
improve the condition of women and
provide better opportunities for their
development. There were the main
acts passed by the government.
1955 : The Hindu Cade Bill
highlights areas such as education,

health nutrition, legal system,
institutional mechanism, resource
management,
panchayatiraj
institutions, etc. which can enable
women in all walks of life.
EDUCATION AND RESERVATION:
GIVING SAFETY, SECURITY IN
SOCIETY
1961 : The Dowry (Prohibition) Act
For quite some time, we are

1961 : The Maternity Benefits Act hearing of 33 percent reservation for
women in different spheres like
1971 : M.T.P. (legalizing of abortion)
political / education / employment
fronts. At the panchyatiraj level, the
1976 : Equal Remuneration Act
government has already made
1986 : The Child Labour (The amendments and the women have
Prohibition and Regulation Act)
been given 33 percent reservation at
the panchayat level.
NATIONAL POLICY FOR THE
The place of women in Free
EMPOWERMENT OF WOMEN,
India is becoming more and more
2001 INDIA
secure with the change of times.
The development of Women Women have a significant role in
and Child Department of Indian shaping the behavior and mental
Government
evolved
a make up of the younger generation.
comprehensive policy in 2001, Vivekanand said, 'if you want the
aiming at empowering women nation to prosper include women in
towards social justice, gender every aspect of life.' It is necessary
equality, developing capabilities, to create an environment for women
including those related to to seek knowledge and information
professional,
science
and in order to make informed choice at
technology and entrepreneurship. It the own place.
49
Iqbal
2012
IMPACT OF EDUCATING IMPACT ON POPULATION

GIRLS AND WOMEN
GROWTH
Finding from a World Bank
study of 20 developing countries
indicate the countries which allocated
substantial resources to female
primary education experienced
higher economic productivity, lower
fertility rates, lower infant and
maternal mortality and improved
levels of life, expectancy for both men
and women, compared to countries
with lower levels of women's
educational attainment. Investing in
the education of women and girls
normally yields the highest return.
More specifically; educating women
has a significant impact on multiple
facets of society.
IMPACT ON ECONOMIC
PRODUCTIVITY
An abundance of empirical
evidence exists showing the
relationship between women's
education and a slowdown in
population growth, recognized as the
major brake on progress towards
EFA. Educating girls is three times
more likely to lower family size than
educating boys.
IMPACT
ON
MORTALITY AND
WELL-BEING
CHILD
FAMILY
The children of educated

mothers have higher survival rates
through infancy and childhood.
Relatively modest levels of education
results in very significant declines in
child mortality. Because education is
highly correlated with openness to
new ideas and innovation, educated
mothers are more likely to follow
sound hygienic and nutritional
practices, and seek medical help
when their children are ill.
Studies in India confirm that

women who had completed high
school earned one and half times
more than those without any
education, and women with technical
training earned three times more
than illiterate women. To be better IMPACT ON ACCESS TO
valued, women's productive EDUCATION
contributions must also be recognized
Educated mothers understand
at the highest level, in her example
the value of educating their children,
national accounts.
50
Iqbal
2012
both daughters and sons. They are

likely to take a greater interest in their
children's work, and can help them
in acquiring basic literacy and
numeracy skills. In TLC districts,
elementary school admission figures
registered sharp increases.
Experience around the world
shows that educating women and
empowering them with a stronger rule
enhances the quality of not merely
their own lives but also contributes
to economic growth, survival, health
of all members of the family, reduces
fertility and helps slow population
growth.
STRATEGIES FOR WOMEN
EMPOWERMENT
competent in education, will -power,

courage and adaptability. These
aspects are discussed as follows:
a) Education : History of
civilization of the world has proved
that education is the first and foremost
requirement of human development
of personality and status. Hence
women can equalize themselves with
men if they excel in education.
Without proper education even if they
enjoy the rights and facilities will
hardly be benifited. The present state
of women population in India clearly
indicates that they need education
first. Education helps the women to
maintain high moral character and
warns them against the ensuing
oddities. Education helps in improving
the economic status also. Children of
educated mother prosper fast and
maintain social etiquette better than
others. The educational system is the
only institution which can counteract
the deep foundations of the inequality
of the sexes that are built in the minds
of men and women through the
socialization process (Nagendra,
2007: 140).
The past experience of Indian

politics proves that political
reservation for women is not
essential to improve the status of
women. Even without reservation we
hand many dynamic women
politicians in pre-independence and
post-independence period in India.
Even without political reservation
women in Indian society can improve
their personalities and achieve equal b) Will-Power: Discrimination
status and rights in every field with can make a person improved and
men only when they become able to raise status equal to others.
51
Iqbal
2012
day education? Educational reviews

parcipatory debates/discussions to
cull out positive ideas and negative
signals are to be held/organized
operate without class, caste, sex or
religion (Shah, 2002: 8) the following
c) Courage: In Indian Hindu as measures are suggested to be
well as Muslim societies in remote adopted in totality and uniformity in
areas, women lose courage from the a big way.
childhood and become dependable
a) Free
education: Free
o man. In many occasions women
are found displayed indomitable education should be introduced for
courage and velour which is no less girls up to secondary stage by all
than a man can play. This genius is states.
common in all the females but the
b) Separate
institutions:
surrounding environment suppress
Wherever there is a demand for
them from development. The women
of the day need to develop their genius separate institutions for girls even at
not by suppressing the genius but by the elementary stage, these should
be established.
generating in them the bravery.
If Indian women create will power
i.e. the power of determination in
them they can reach to a peak of
elevation. Hence women can to
aspire for betterment without
determination.
d) Adaptability: They are

indolent
or
reluctant
to
accommodate themselves in the new
disposition. The women should
develop in them adaptability because
adaptability contributes lot to a
person's success and a successful
woman in all respects commands
reverence, dignity and high status in
society equivalent to man.
c) Access to education:
Schooling facilities should be
provided to the girls nearer to their
place of residence (within easy
walking distance)
d) Transport, Hostel facilities

and Residential Schools:
Adequate transport arrangements
should be free for girls to school if it
STRATEGIES TO PROMOTE is situated more than 1 Km. from
FEMALE EDUCATION
their habitations. Free or cheap
What can be done to alleviate the facilities may be provided to girls of
problems face by women in present secondary and Higher level
52
Iqbal
2012
education. Residential schools may attending girls of 16-14 age group,

be established for tribals and residents who can not afford to attend classes
of terrain areas.
under institutionalized forma system
e) Child-care centre and with rigid and uniform hours, should
Balwadis: Establishment of child be developed.
care centers or Balwadis as a part
of the elementary education system i) Job oriented courses: A need
is necessary to enable girls to bring has been felt to provide short-term
their younger brothers and sisters certificate training courses of
with them for whose care they have terminal nature, separately for urban
been charged with responsibility.
and rural areas, in identified trades
and vocations for equipping the
f) Increase the number of
Women teachers: Women teachers needy women for the employment
should attract more girls to schools. market. They should also equip
They serve as role models to their women to continue their education
students. Special facilities may have through correspondence course.
to be provided to women teachers
General education is very
for posting them in rural areas such
as teacher's quarters, posting of important not only for men but also
husband and wife at one place as for women because it is the
teachers, allowance should be given education that makes men's and
for their service. Under India's women's living interesting and
Operation blackboard, 59 percent of intelligent. It also makes a person a
the teachers appointed were women. good citizen of his society. Learning
g) Incentives:
Adequate how to solve problems is par of the
provision of incentives in the form of process of empowerment, a process
freeships, free supply of books calling for a holistic approach to
stationery, uniforms and midday development and poverty alleviation.
meals, attendance scholarships and The effectiveness of such a strategy
stipends and opportunity where will be enhanced if all society,
necessary, should be made.
including men, change their outlook
h) Non Formal Education: Nor and attitudes towards traditional
formal education for the non patterns of power relations.
53
Iqbal
2012
ARAB SPRING:
WHERE IS IT LEADING
Mohd. Ahmad
B.Sc. Final Year
(Physics)
"America does not get to

choose if a freedom revolution
should begin or end in the Middle
East or elsewhere. It only gets to
choose what side it is on." This oped is adapted from a speech Mr.
George W. Bush delivered May 15
at the Bush Institute's Celebration
of Human Freedom.
It was sparked by the first
protests that occurred in Tunisia,
on 18 December 2010 in Sidi
Bouzid, following Mohammad
Bouazizi's self-immolation in
protest of police corruption and ill
treatment. With the success of the
protests in Tunisia, a wave of unrest
sparked by the Tunisian "Burning
Man" struck Algeria, Jordan Egypt
and Yemen. The largest, most
organized demonstrations have
often occurred on a "day of rage",
usually Friday afternoon prayers.
The protests have also triggered

similar unrest outside the region.
Numerous so-called factors have
led to the protests, including
dictatorship or absolute monarchy,
human
rights
violations,
government corruption, economic
decline, unemployment, extreme
pover ty, and a number of
demographic structures.
Arab
needed
to
be
revolutionized, but the way it
happened left many in an eerie
state. Gross National Income, HDI
values and HDI rank were also
rendered the causes. Pondering on
these points first, these were the
causes then it is most astonishing
to find these countries leading, at
least India, which means we can
expect something like that in India
too. A thousand of mobs gathered
around P.M's office to oust the
54
Iqbal
2012
government,
with
UNSC's
helicopters hovering over the roof
to their assistance. On HDI ranks,
Libya is on 53 out of 169 countries,
Bahrain 39, Tunisia 81, Egypt 101,
Syria 111, and Yemen manages
with 133, still ahead of India which
is at 146. On GNI basis all these
countries are leading by India.
Other causes told were
Government corruption, unemployment and extreme pover ty.
Government corruption is a regular
feature in every country, be it a
democracy
or
autocracy,
Unemployment cannot be a cause
for such a successful upheaval
when you could find similar
proportions of unemployed in India
too. Extreme pover ty is more
prominent in Islamic countries like
Sudan, Somalia, Ghana which are
yet to receive any kind of dis-respect
and
agitation
for
their
Governments. Gender inequality
was also adjuged a cause, for a
face to face survey cum interview
which can be found at http://
mews.org/data/survey-summary/
1004 clearly shows a slight increase
of 5%, when asked "Men make
better political career?" and a mere

6% increase when asked "University
education is more important for
boys?" between 2000 to 2011,
which are negligent enough for such
an uprising.
Before independence Indian
revolutionaries, after flurry of
sacrifices, Plethora of managed
revolts and surfeit of movements
gained the fruitful and much
deserved independence. The period
between official Independence Day
and Republic day is more than two
years, in which the constitution was
framed. This was a normal duration
to for carry out such a colossal task.
It is very interesting to note the
duration of outburst of revolt to the
formation of new Prime Minister in
Egypt is from a mere January 25
to March 5. Is this not compelling
us to think of some exter nal,
superpowers that are here to assist
to extract their vested interest? If a
thousands of angry mobs on the
roads were enough to change the
government then jan lokpal bill
wouldn't have faced such harsh
opposition. A man set him self on
fire against the government and that
55
Iqbal
2012
caused the government to revert in results in these countries are

Tunisia. Is this some kind of non- perhaps pointing towards a major
sense or what?
loss the Muslim world could incur
in this speedy act. The leaders all
On 17 March, United Nations
over the world should think on this
Security Council Resolution 1973
seriously as to where this Arab
was adopted, authorizing a no-fly
spring is leading. Is it going solely
zone over Libya, and "all necessary
measures" to protect civilians. Two towards the benefit of these
days later, France, the United countries or some vested interests
States and the United Kingdom are also hiding in between?
intervened in Libya with a bombing
campaign against pro-Gaddafi
forces. A coalition of 27 states from
Europe and the Middle East soon
joined the intervention. Was that a
thaw at the plight of these countries
or a pure diplomatic behavior of
UNSC's top guns?
Coming back to Mr. George W.
Bush's statement, incidentally this
time too, America would decide the
direction of these disturbances
exclusively in rich Muslim dominant
countries. It is never necessary to
pay attention towards the gender
inequality, poverty, unemployment,
HDI and GNI of poor Islamic
countries like Ghana, Sudan and
Somalia.
Revolutions are necessary
everywhere, but the consistent
56
Iqbal
2012
KHILAFAH : THE ANSWER

Abdul Rahman Sheri
Class - XII
Allah, the supreme wants
that people should worship Him
alone. It means that people should
derive their concepts, values, laws,
ruling system and everything from
ALLAH i.e. through Quran and
Sunnah of Prophet (SAW) Our
KALIMAH itself says that "LA
ILAHA ILLALLAH" means there is
no deity but ALLAH.
Islam provides the Muslims
not only Imaan but also the solutions
to all the problems as well. When
we muslims applied these solutions
i.e. SHARIYAH and conduct all
their affairs according to Islamic
shariyah, we were the mightiest
nation and most civilized society on
the planet. But when we sneaked
our adherence to Islam, we declined
both as a people and a state i.e.
when we abandoned our faith in
Islam and its system we actually
planned our failure and humiliation.
Our revival can only occur when we
return to Islam by choosing our head
as a KHALIFAH.
KHALIFAH is the responsible

body who represents divine laws
(SHARIYAH) and propagation of
Islam and KHILAFAT is the name
given to Islamic ruling system which
is distinguishable from all other
ruling systems.
Islam demands that all the
Muslims should adhere totally to the
Islamic system. If we see our
miserable and pitiable condition in
the world, whether it is of Palestine
or of Afghanistan or of our condition
in America during 9/11. We realise
that it is the curse of time on us.
This is ALLAH's land so why should
we allow some chosen people to rule
the world.
The
establishment
of
KHALIFAH for muslims is an
obligation on all muslims all over
the world. There is no choice in the
matter. To be ignorant or neglect this
duty is one of the greatest sins for
which ALLAH will punish us
severely.
57
Iqbal
2012
Our sacred books of Hadith

also talk about KHILAFAH. In
Muslim, there is a hadith by Hisham
Bin Urwa (RA) reported on the
authority of ABU HURAIRAH (RA)
that the Prophet (SAW) said :
ALLAH was conveyed in most

decisive way in Surah 5, verse 49.
"And rule between them by

that which ALLAH revealed to you,
and do not follow their whims, and
beware that they may deviate you
"Leaders will take charge of away from some of which ALLAH
you after me, there the pious revealed to you".
(leader) will lead you with his piety
Thus, this verse calls upon
and the impious with impiety, so
Muslims to establish the rule of
listen to them and obey them in
ALLAH (SWT) and the appointment
everything which conforms with
of KHALIFAH does not mean other
truth. If they acted rightly it is your
than the establishing the rule of
credit, and if they acted wrongly it
ALLAH.
is counted for you and against them".
So, from here we got a clear
sign that KHILAFAH is not an
arbitrary or autocratic ruling system.
It is the divine law in which even
the poorest man can raise his hands
against the wrong and this is an
obligation for him. The need of the
hour is that we should have a
KHALIFAH who not only merely
guides all the muslims but also fights
for HAQ.
ALLAH (SWT) commanded
the Prophet (SAW) to rule the
affairs of Muslims by which He
revealed to him, this command of
It is an obligation for every

muslim and to refrain from this
obligation is a great sin. Now a days
we can easily see the miserable
condition of Muslims here and there
very easily. But his pitiable condition
will be altered soon INSHALLAH as
per the Hadith.
Imam Ahmad narrated that
the Prophet (SAW) said "The prophethood will be
among you as long as ALLAH wills,
then He will eliminate it if He so
wills. Then a KHALIFAH on the
model of prophethood will prevail
58
Iqbal
2012
so as long as ALLAH wills, then HE

will eliminate it if He so wills. Then
there will be a biting monarchy as
long as ALLAH wills, then He will
eliminate it if He so wills. There will
be an oppressive monarchy as long
as ALLAH wills, then He will
eliminate it if He so wills. THEN A
KHALIFAH ON THE WAY OF
PROPHETHOOD WILL PREVAIL
AND HE KEPT SILENT."
This kind of feeling will

definitely establish a firm determined
UMMAH, which will then erupt and
replace the non-Islamic regimes with
the state of KHILAFAH.
"This is the land of ALLAH
(SWT), let there be the rule of
ALLAH".
This Hadith is one of the signs

of KHILAFAH, because it gives
information about unseen. What is
mentioned in the HADITH is
prophethood, biting monarchy and
oppressive monarchy is being
verified. The thing which is still left
to be verified is the last part of
Hadith i.e. the RETURN OF
RIGHTLY GUIDED KHALIFAH.
But it requires a collective
work and unity among muslims and
every muslim being should feel it as
its duty mixing with people in cafes,
shops, universities and mosques, the
believers must implant hope in
ALLAH (SWT) and ability to stand
against the FALSE and non-Islamic
regimes.
59
Iqbal
2012
QUALITIES OF A HERO
Md. Samir Alam
A.I. Hall
"It was March 1815 Napolean
The newspaper was just
was returning from his exile on the respecting the attitude of society that
island of Elba. It is amusing to see bowed before a conquering hero."
how newspaper reported his return.
The above extract pinches our
The headlines of newspaper' speakmind to think that what is the
March 9 - The monster has formula behind the success of a
escaped from the place of hero? Why can't everyone become
banishment.
a hero? What are the qualities that
make the hero so powerful?
March 10 - The corrosion ogre
has landed at cope jlean.
The most important quality that
an ideal hero should possess is
March 13 - The tyrant is now at
leadership. Its importance is rightly
Lyon.
depicted by the words of Philip II.
March 19 - Bonaparte is "An army of deer led by a lion is
advancing by forced marches, more to be heard than an army of
but it is impossible that he can lion led by a deer". A hero is
somebody who is selfless, who is
reach Paris.
generous in spirit, who just tries to
March 21 - The emperor give back as much as possible and
Napolean is at Fountain Bleau.
help people. A hero is someone who
March 22 - Yesterday evening,
His Majesty, the emperor made
his public entry and arrived at
tuileries. Nothing can exceed the
universal joy.
saves people and who really deeply

cares. The ears of a hero must ring
with the voices of people. A hero is
someone we can admire without
apology.
60
Iqbal
2012
Now comes the question that

what are the qualities that separate
the hero from the general crowd. A
hero is an ordinary individual who
binds the strength to preserve and
endure in spite of overwhelming
obstacles. A hero is no braver than
an ordinary but he is brave five
minutes longer. Self reliance is what
an ideal hero takes pride off. A hero
doesn't look on other's faces when
he is in danger. An example of selfreliability, the greek hero, Sulla told
"No friend ever served me and no
enemy ever wronged me whom I

have not repaid in full."
A hero lives to be the ruler of
life, not a slave, to meet life as a
powerful conqueror and nothing
exterior will ever take command of
him. He need not to be undefeated
but he must be undaunted. These
are the qualities which enrich the
glory of a hero.
"Death is nothing but to live
defeated and inglorious is to die
daily."
61
Iqbal
2012
In the name of Allah, the most Beneficent & Merciful
KNOWLEDGE IN ISLAM
S. M. Altamush
Class XII
"The Most beneficent!

It is HE, WHO has taught the Qur'an
& created man:" (Qura,n (55:1-3)
"Ye are the best people,
evolved for mankind. Enjoining what
is forbidding what is wrong and
believing in Allah." (Qur'an 3:104)
"Let there arise out of you a
band of people, inviting all to good,
forbidding what is wrong: they are
the ones to felicity." (Qur'an 3:104)
Knowledge of Islam and its

rulings and principles along with all
kinds of knowledge be it of science,
arts, literature is obligatory for every
Muslim, male and female, to the
extent that he or she needs to
establish proper belief, worship and
behavior and conduct in accordance
with that which Allah wants.
These are the first verses of

the Qura'n to be revealed around
610 CE, in the month of
Ramadhan. Allah, the most
Merciful when addressed HIS
beloved slave & messenger
Muhammad (saw) and HIS beloved
ummah, for the first time of
nothing but to read, study and
gather knowledge. Knowledge has
been made of utmost importance
in Islam. In other words seeking
knowledge is obligatory or fardh
for each & every human being in
general, & the Muslims in
particular.
Narrated Abu Musa : The

Prophet said, "The example of
guidance and knowledge with
which Allah has sent me is like
abundant rain falling on the earth,
some of which was fertile soil that
"Proclaim (Read)! In the name of thy absorbed rain water and brought
LORD." (Quran 96-12)
forth vegetation and grass in
62
Iqbal
2012
abundance. (And) another portion

of it was hard and held the rain
water and Allah benefited the
people with it and they utilized it
for drinking, making their animals
drink from it and for irrigation of
the land for cultivation. (And) a
portion of it was barren which
could neither hold the water nor
bring forth vegetation (then that
land gave no benefits). The first is
the example of the person who
comprehends Allah's religion and
gets benefit (from the knowledge)
which Allah has revealed through
me (the Prophets and learn and
then teaches others the last
example is that of a person who
does not care for it and does not
take Allah's guidance revealed
through me (He is like that barren
land.)" (Bukhari: Volume 1, Book
3, Number 79)
of the approx 6600 verses of

Qur'an almost 1100 verses deal
with scientific facts related to the
physical science, botany, zoology,
chemistry & geology.
The Prophet (pbuh) said:
"Seeking knowledge is a duty on
every Muslim." (Ibn Majaah : 224).
As far as this hadeeth goes
or the Quranic verses mentioned
above, there is no reference to the
type of knowledge. So, it is the duty
of each and every Muslim or a
human being to attain all types of
knowledge he can.
Narrated Abul'l-Darda' (rz)
said: I heard the Messenger of
Allah (peace and blessings of Allah
be upon him) say: "The scholars
are the heirs of the Prophets. The
Prophets did not leave behind
dinars or dirhams, rather they left
behind a heritage of knowledge,
and the one who acquires it
acquires an abundant portion."
(Abu Dawood : 3641)
Islam doesn't differentiate

between religious and worldly
knowledge. Knowledge or Ilm has
never been limited to Qur'an &
hadeeth, but Muslims are free to
Seeking knowledge is
gather all kinds of knowledge, and
research. Commentators say that obligatory for each and every
63
Iqbal
2012
Muslim. And everyone in pursuit (Buk hari: Volume 1, Book 3,

of knowledge has been compared Number 73, and Fateh-al-Bari
to the heir of the Prophets (pbut). page 177 Vol. 1).
Now regarding spreading
This is a sincere effort to
knowledge, we again have several create awareness about what Islam
hadeeth. I have tried to round on says about knowledge. But out of
about a few.
constrains of time & space, I am
unable to express ever ything I
Narrated Abu Huraira(rz):
wished to share. But, I hope my
"Circulate knowledge and teach the
readers would accept my work &
ignorant, for knowledge does not
appreciate it.
vanish except when it is kept
secretly (to oneself)." (Saheeh alLast but not least May Allah
Bukhari: Volume 1, Book 3, accept my service & grant us
Number 98)
wisdom & knowledge and make us
worth to serve the ummah in
So, it is the duty of Muslims
particular & the whole of the
to spread knowledge, teach people
humanity in general. Amen!
of what ever good they know.
Naratted 'Abdullah bin
Mas'ud: The Prophet said, "Do not
wish to be like anyone except in
two cases. (The first is) A person,
whom Allah has given wealth and
he spends it righteously; (the
second is) the one whom Allah
has given wisdom (the Holy
Qur'an) and he acts according to
it and teaches it to others."
64
Iqbal
2012
IN SEARCH OF HAPPINESS...
Zeeshan Ali
Class XI (Commerce)
A.I. Hall
"Meaningless! Meaningless!"
says the preacher, "Utterly
meaningless!
Everything
is
meaningless!" How true these words
are!
our kids should be an intellectual or

an artist! Another couple of years and
many of us will be holidaying on the
moon!! Well, I guess it's already
underway.
How blessed man is! God has

put him in charge of all the other
beings, exalting him to that superior
position and gifting him with all sorts
of things, giving him strength to toil
a remarkable mind and most of all,
giving him the ability to distinguish
between right and wrong. But, do we
really live up to his expectation?
So you see we are blessed by

the almighty God and sorts of things
of our life. Apparently we do all this
to secure the most sought after things
in our life true inner peace and
happiness.
The answer to this is related

to how or whether we exercise these
gifts. We have come a long way from
the invention of the wheel. You and I
are natives of an era, which
commands a position to alter the very
nature of our existence. Things that
were previously thought of as
impossible are now made possible.
Science and technology have
equipped us with means to make sure
that our off springs are born with
absolutely no deformity whatsoever!
In fact we can now choose whether
Now here comes a question?

Are we happy? Truly, Truly happy?
I wonder! How many of us
can say,
"I am happy" after a day's
work!
The problem is, we are all
caught in this hectic web of activities
that we perform, thinking that what
we do for ourselves will fetch us what
we want the most-important and
happiness! here our goal seems to
be well defined and definite but where
we go wrong is in choosing the path
to attain it. The trouble is, our souls
are isolated and remain separated
65
Iqbal
2012
from the rest of our being. We have

comfortably packed ourselves like
closed boxes thinking that we will be
quite happy there. But we are never
happy, because, what we get is not
what we want. The fact is, what we
want is attainable, but we refuse to
go the only way that will take us
there. We get what we want when
we follow three golden rules-respect
God, respect nature and give to other
what they can't get in their life.
saying, "Happiness is like a butterfly,

if you run after it, it will fly away.
But when you sit somewhere quietly
it comes and rests on your shoulder".
So, quite going after
happiness, simply do what you ought
to do and happiness will come in
search of you
"The most superior deed
before Allah is to satiate the thirst of
the thirsty, even if an animal".
Prophet Mohammad
At this point I remember the
The End of Education

is Character
Amees Abdullah
A.I. Hall
All philosophers and saints have
concluded that the main purpose of
education is to improve character. It
is possible by acquiring knowledge
and learning how to discipline the
body, the mind and the spirit. Ruskin
says - "Education does not mean
teaching people to know what they
do not know. It means teaching them
to behave as they do not but should
behave". The aim of Education is to
develop a balanced personality of
man so that he may remain cool and

undisturbed while facing the ups and
downs of life. Education, whether
informal or formal, should help him
lead a peaceful and fruitful life. Thus
he may contribute to the welfare of
society in some fields. All that makes
him civilized, cultured and a man of
character is education. If an
educated person fails to live up to
this high ideal, the purpose of
education is defeated. "Each one
teach one" is good motto to be
adopted. We must join the adult
literacy mission of Govt. of India to
help in the spread of literacy.
66
Iqbal
2011-2012
The Rate of Gold and Silver, its effect on World

Economy and Modern Banking System
Syed Abdullah Zaini
B.A. 3rd Year
(Economics)
In this 21st Century, we have
the most advanced and modern
banking system in the history of the
world. We have the easiest and the
best banking systems. We have our
own credit and debit cards. We have
the facility to withdraw money
anytime from an ATM or through
internet banking. Money has become
more than just a need perhaps, even
a reason to fight for. However, the
reality that even though we keep
saying it is the most advanced system
and even if the banking authorities
keep giving you the assurance for
your hard earned money, it's not safe
at all. You never know when the
country might go under recession.
You can't even predict when a hacker
might hack your bank accounts
online while you are transacting
money over the internet. You can't
do anything if you are at an ATM
and there is a power cut. Do you
have a surety that the person whom
the bank is investing your money in
will return it and the bank won't get
bankrupt? How would it be if you
had a savings account with YOUR

money, but due to inflation, all is
gone? And the best part is you had
done no wrong and had no fault in
keeping your money in the "Banks".
You were innocent enough but the
prevailing system caught you up.
In today's world, Gold and Silver
play a major role in our day to day
life as jewelry and otherwise. The
one's finding the title of this article
interesting or funny may not know
this, but the times we are living in,
Gold and Silver, play a much bigger
role in the world economy than you
ever thought. Before going further
deep, let's have a little understanding
about the money and banking
system.
When trading began in this
world, there was barter system, in
which people used to exchange
goods according to their needs and
demands. But it was very difficult to
find a co-incidence of wants and then
the human mind thought of a
medium of exchange. A medium that
67
Iqbal
2012
had a common value and was

accepted by one and all and hence,
there were gold standards in use.
These standards included gold or
silver depending upon the standards
set by the governing body of the
country. The usage of these metallic
coins is known as Gold coin
standards. Gold standard was
adopted firstly by England in 1921
and by 1936, all the countries left
this, reason being that it was very
difficult to handle precious metal as
a medium of exchange and secondly
that when the coins moved from
hand to hand, the metal used to wear
out and the value used to decrease.
These things altogether, plus the
weight of the gold coins, opened up
the minds of the moneylenders who
used to keep the gold and issued a
"Receipt", which was like a cheque
in our times. Travellers travelling to
Europe and neighboring countries for
trade or other purposes used to take
these receipts with them. On
reaching the destination, they used
to get back their money from the
collaborative. Up till here all was
good because people were getting
back their gold from the receipt. But
the problem rose when these
moneylenders started issuing receipts
which were accepted like the bank
notes. From there this system of
paper money started. Then the
banks took their shape and we finally

have a modern banking system
where everyday transactions of
millions take place.
The prices of Gold and Silver
do affect the economy of a country
and this was true when banking
initially started and paper money
took its shape, as there was a
hundred percent Gold backing of the
banking notes issued by the
authorities. But, as the system
started to grow, the loopholes were
discovered and instead of issuing
money against the amount of the
gold kept, the bank notes issued from
the governing authorities were more
than the gold kept with the banks.
This deception was very alarming for
the countries because this created a
situation of inflation, a reason being
that the supply of money which was
released from the central banks was
more than the supply of commodities
in the market. Hence the purchasing
power of the people went up and the
world got to know of the term
"Inflation" and we are still victims of
it.
We are living in the era of
globalization, where our planet earth
is known as a global village and we
are under the same umbrella so the
significance of Gold and Silver and
its rates affect the world economy
68
Iqbal
2012
on a whole. In India as well, there is

a backing of assets worth Rs. 200
Crore out of which 115 Crore rupees
is in the form of Gold bars (Bullion)
and rest is in cash or the bonds and
shares of government. However, the
influence of foreign currency and
exchange on ones economy is so
much that if the US is facing the
problem of inflation, just because
they did not have a backing to return
money to the people, the world
economies are in trouble. The prices
of gold and silver don't affect any
economy that much now because
there isn't much gold backing to the
paper currency. As the prices of gold
and silver increase, the worth of these
precious metals will increase and less
amount of it would be worth the
same money required as backing to
the notes.
Times are not far when this
world will have money but no wallets
to keep them as there will be debit
and credit cards and we will have
virtual money. As a result to this
virtual money, we already have a
concept of HOT MONEY where
investors put their money in
economy and after they have earned
and filled up their coffers, they move
the money out of the country to
another within a fraction of seconds
to gain their profits there and when
they have picked up money from
there, they move on further to the

prospering economy. In the times to
come, we will have accounts to
handle the money but no real money
would be there as the transactions
would take place with your card or
finger prints. World economy's will
then need no backing or the same
where we will have Antilla, the
costliest home in India and Mumbai
and the owner Mukesh Ambani
paying only a month's power bills of
Rs. 70 lakhs and in the very same
city we have Dharavi, the largest
slum in this world. There will be a
wide difference between the rich and
poor. This is just one example out of
many. The havoc and wars have to
take place as in this global village
where everyone is addressed as each
other's brother; still one brother is
living a luxurious and lavish life and
the other not even getting the basic
necessities of life. Do we need to go
back to the basics and start off again
and see where we went wrong or do
we still have innovative minds to
think and bring about a change? The
choice is ours
69
Iqbal
2012
EDUCATION SYSTEM
OF INDIA
Waqaruddin Siddiqui
B.Sc.2nd Year (Physics Main)
Marris Hostel V.M. Hall
Education builds the man so

it builds the nation. Why is India still
a developing country and what is
stopping it from being a developed
country? This particular question
strikes me every time when I read
something about India's education
system. I see India's education
system as a stumbling block towards
its objectives of achieving inclusive
growth.
Let me inform you about
certain starting facts. India is going
to experience a paradox of nearly 90
million people joining the workforce
but most of them will lack requisite
skills and the mindset for productive
employment according to a report in
DNA. India has about 550 million
people under the age of 25 years out
of which only 11% are enrolled in
tertiary institutions compared to the
world average of 23%.
I wouldn't be laying too much

emphasis on the drawbacks of India's
public education system because it
has been an issue well debated over
in the past and the main flaws have
already been pointed out before. I
will be focusing on how the education
system's failure is leading to another
social issue of income inequality and
force, suggest certain policies to
improve India's education system
and reduce inequality.
The really critical aspect of
Indian public education system is its
low quality. The actual quantity of
schooling that children experience
and the quality of teaching they
receive are extremely insufficient in
government schools. A common
feature in all government schools is
the poor quality of education. with
weak infrastructure and inadequate
pedagogic attention.
70
Iqbal
2012
What the government is not

realizing right now is that education
which is a source of human capital
can create wide income inequalities.
It will be surprising to see how income
inequalities are created within the
same group of educated people. Let
me illustrate this with the help of an
example:
Let us take P be an
individual who has had no
primary or higher education. His
human capital is zero and hence
it bears no returns. Let Q be an
individual who completed his
MBA from S. P Jain College and
let R be an individual who
completed his MBA from IIM
Ahmadabad. The average rate of
return for an MBA student is
7.5% (hypothetical). Q gets a
rate of return of 5% and R gets a
rate of return of 10% due to the
difference in the reputation and
quality of the management
school. Let the income of P, Q
and R be 1. In a period of 10
years. P will be having the same
income as he does not possess
human capital. For the same
time period Q will earn an
income of (1+0.05) ^10=1.63

and R will earn an income of
(1+0.10) ^10=2.59. Now let us
see what happens when the rate
of return on human capital
doubles. Earning of P will not
change since he does not have any
human capital. Now Q is going to
earn (1+0.10)^10=1.63 and R
is
going
to
earn
(1+0.20)^10=6.19.
Flabbergasting! As soon as return
on human capital increases
proportionately income inequality
increases. With return on human
capital doubling. Q'S income
increases by 59% and R's income
increases by 139%.
The above example just shows
the effect of the quality of human
capital on income inequality. So if
the government does not improve
education system particularly in rural
areas the rich will become richer and
the poor will get poorer.
Hence, it is imperative for
the government to correct the
blemishes in India's education
system which will also be a step
towards reducing income
inequality.
71
Iqbal
2012
Certain policy measures need

to be taken by the government. The
basic thrust of government education
spending today must surely be to
ensure that all children have access
to government schools and to raise
the quality of education in those
schools. One of the ways in which
the problem of poor quality of
education can be tackled is through
common schooling. This essentially
means sharing of resources between
private and public schools. Shift
system is one of the ways through
which common schooling can be
achieved. the private schools can
use the resources during the first half
of the day and the government school
can use it during the second half. It
is important to remember that the
quality of education is directly linked
to the resources available and it is
important for the government to
improve resource allocation to bring
about qualitative changes in the field
of education. Common schooling is
one of the ways in which government
can use limited resources in an
efficient way and thus improve
resource allocation.
quality of teachers in government

schools. Government schools are
unable to attract good quality
teachers due to inadequate teaching
facilities and low salaries. The
government currently spends only 3%
of its GDP on education which is
inadequate and insufficient. To
improve the quality of education, the
government needs to spend more
money from its coffers on education.
Most economists feel that the

only panacea to the ills of the public
schooling system is the voucher
scheme. Under the voucher system,
parents are allowed to choose a
school for their children and they get
full or partial reimbursement for the
expenses from the government. But
however, the voucher system will
further aggravate the problem of
poor quality of education in
government schools. Such a system
will shift resources from government
schools to private schools. This will
worsen the situation of government
schools which are already underfunded. Moreover, if the same
amount given as vouchers can be
Another reason for poor used to build infrastructure in schools
quality of education is the poor then the government can realize
72
Iqbal
2012
economics of scale. For exampleThe centre for civil society is

providing vouchers worth Rs. 4000
per annum to 308 girls. This means
that the total amount of money given
as vouchers is Rs. 1232000. If the
same amount can be used to
construct a school and employ high
quality teachers who are paid well
then a larger section of the society
will enjoy the benefit of education. A
school can definitely accommodate
a minimum of 1000 students. What
I feel the main problem is that the
youngsters in India, do not have the
freedom of selecting their career, it
is said. They are forced to become
engineers, doctors, MBA's and IAS
officers, it is said. Yes, agree. But
that is not the problem. The problem
is, youngsters in India do not have
the vision to think beyond. Neither
their parents, nor their grandparents
had that vision. This is where the root
the problem is generations have gone
through a system which sucks. Now
the beauty is even the law-makers
and educators of today's India are
products of that age old system. That
is why no less than a revolution is
needed in the education system in
India.
What do we expect from such a

revolution?
A revolution means big changes. We
expect the revolution in education to
bring lots of changes. These changes
will result into:
1. Best talents of the country
working in the education sector.
Today, education is not the
career of choice, but it is the career
of compromise. If you are a teacher,
people sympathize, they curse the
prevalent unemployment in the
country. Education is one of the
highest profit making 'industries' in the
service sector, but its workers are the
least paid compared to those working
in somewhat glamorous sectors like
the IT industry. This has to change.
2. A world class
infrastructure.
The experience of shopping at
malls is better than the old dirty
bazaars. The experience of travelling
in a metro train is much better than
suffering in the city buses. The
experience of driving on four or six
lane highways is much better the
same way. The same way,
infrastructure has a meaning in
73
Iqbal
2012
education. World class universities

and schools with world class libraries,
laboratories and classrooms, in a
world class building make a world
class infrastructure for education.
3. Greater investments
into
education, public as well as
private.
We need world class
infrastructure and best talents in all
schools and universities of India.
These resources should not remain
limited to a handful of IIT's or IIM's.
Each village should have a school
with all resources and facilities. Each
university should have whatever it
needs for a better education. This
would require huge money and
hence, huge investments.
4. Education which encourages
innovation and creativity.
When farmers in the villages
of Punjab make a vehicle from the
diesel engine and name it Maruta (A
male version of Maruti), that is
innovation. When villagers of
Rajasthan and Gujarat transform the
Bike 'Enfield Bullet' into a local autorickshaw, that is creativity. How
many automobile engineering
students could do likewise? The
question is, how many?
5. Education which encourages

entrepreneurship.
In a Hindi movie 'Nayak', the father
of the actress refuses to permit for
her marriage with the actor because
he is not a government servant. At
last, he permits, but then the Actor
had become the chief minister of the
state. This mindset of the society,
particularly of the middle class, has
to be changed. You are not a
respectful person if after education
you start a business, as that is seen
as a failure in getting a job. It is the
task of the education system to
change this mindset. It also has to
inspire the youth for the necessary
courage
and
vision
for
entrepreneurship.
I hope government takes
certain appropriate policy
measures
to
improve
the
education system otherwise

inequalities are going to be
widespread and India's basic
capabilities will remain stunted.
Let us strengthen the case for a
stronger education system.
74
Iqbal
2012
ISLAM THE RELIGION OF THE FUTURE

Umar Amin Reshil
Class- XI, Roll No. 1907
Room No. 213 BTF (A.I. Hall)
Islam is recognized as the only
religion capable of offering. Humanity
the realistic system of life which
coordinates and harmonizes its progress
material innovation and spiritual
exaltation. Some people declared war
against Islam.
However this war does not
invoke us lose our absolute confidence
in Islam as the religion of the future.
Through out its history, Islam
has endured and with stood the adverse
conditions and oppositions more
crucial than a present protection of
Islamic countries by Islam against the
attacks of Tartars, Crusaders, anticolonials struggle against Italian
invasion of Cyrenaica & Tripolitania are
some evidences.
unshakable conviction that islam will

be religion of the future.
The issue that needs our
consideration is that we have ahead of
us a bitter, strenuous, prolonged
struggle to free at natural order from
man made shackles & to establish it
over & above other orders.
The need of the hour is to
prepare ourselves to the level of true
religion by exaltation, genuine & deep
faith in God.
We must exalt ourselves by

assimilating our contemporary culture
& civilization, but as mastering it after
thorough examination & discriminating
choice as sure knowledge and
experience give us the power of choice.
We must exalt ourselves by
Islam had always won because comprehension of wellsprings of human
of its simplicity, clarity and existence and its sources of inspiration.
comprehensiveness that are embodied Then, we can reject or retain those
in its insistence on worship of Allah. aspects of this civilization that we deem,
Due to these properties of Islam the proper. This will demand long bitter,
jealous enemies declared war against strenuous conflict, but it will be
it. But the lofty design of this religious enlightened struggle & genuine one
system & natural role of mankind for too.
such a system lead us to conclude with
75
Iqbal
2012
SIR SYEDS IDEAS ON WOMAN

EDUCATION
Dr. Arif Ali Khan
4/251, Salma Cottage,
Kela Nagar, Aligarh
The soul was like a star, and dwelt apart
Thouh hast a voice whose sound was like the sea:
Pure as the naked heavens, majestic, free
(Wordsworth)
The poet's encomium to Milton

may,
perhaps,
be
more
appropriately applied to Sir Syed
who distinguished himself as a
versatile, generous, a revolutionary
thinker and above all an enlightened
educationist
among
his
contemporaries. He was the first
Muslim leader who clearly saw the
writings on the wall in the wake of
1857 fiasco leading to the
entrenchment of the British Empire
in India. His dynamic personality
endowed with exceptional visionary
power, his revolutionar y ideas
coupled with his pragmatic
approach and sincere dedication
with the cause of education made
him a leader among the architects
of modern India.
1.
political spheres during early 19th

century. Sir Syed was a typical
product of this century's feudal
society. Being a son of noble family
which had prominent position in
the Mughal Court, he was
convinced that it was unless
gloating over past glories of
forefathers, Muslims should realize
the harsh realities of the changed
political scenario. While Muslim
scholars, intelligentsia and
theologians, appeared to be
adamant on pressing the debris of
the post 1857 catastrophe, Sir Syed
came forward to urge Muslims to
emerge from their cocoons and
face the harsher realities of life
valiantly.
Background
Sir Syed being brought up on

He experienced momentous old values and traditions and facing
changes in social, economic and the rapid transition and change,
76
Iqbal
2012
was finding himself on the horns of

dilemma. While transition pulled
him in one direction, modernity
pushed him in another. It was his
perennial credit that Sir Syed faced
the situation squarely and took the
bull by horns. Realizing the fact that
rank superstition, dire ignorance and
blind orthodoxy were the chief
impediments in the progress of
Indian Muslim society, he felt that
there were two alternatives before
the Muslims: either to accept things
in the passive manner and be
resigned to the vagaries of cruel
destiny or face challenges of the time
with strong will-power and firm
resolve. He chose the later path.
This later on, inspired him in
emerging a new-man-crusader and
nation-builder. The catastrophe of
1857, as a matter of fact, was the
turning point in his life. He was
farsighted enough to plan and
execute his reforms with courage
and fortitude. The ideal was to be
achieved not by confrontation but
by cooperation, even compromise
with the British government. Prof.
Haroon Khan Sherwani, in his Sir
Syed memorial lecture delivered in
1969, observed that Sir Syed's
social relationship with British in
India was "based on the logic of
self-interest"
Sir Syed's views on education

cover most aspects of life,
although, like Plato, Rousseau and
Dewy, he did not write any
comprehensive book, exclusively,
on education. Yet, in his essays,
letters, public speeches and his
evidences before Education
(Hunter) Commission, 1882, he
talked rationally and effectively on
education and training, civilization
and culture, manners and
etiquettes, conventions and
traditions. He discussed and spoke
on means and methods of
education, educational autonomy,
woman education religious
education, curriculum, child
education, character-building and
technical education. His concept of
'life-education' is a unique
contribution to the history of
education.
In his rational term, Sir Syed
mobilized the Muslims to receive
English education. But as a true
religious man, he insisted that in
the case of Muslims, the western
education should be harmonized
with the value system of Islam. It
was the impact of this philosophy
that Sir Syed ventured to infuse
Islamic spirit in his educational
scheme and sought a synthesis of
77
Iqbal
2012
the best in the Oriental and

Occidental learning, a combination
of Islamic studies with Arts and
Sciences of the modern world; a
symbiosis of the material and
moral values; and, a fusion of the
tradition with experiment. Sir Syed
started his views about the
education of women in the issues
of Aligarh Institute Gazette of 1868
and 1871. As a true Muslim, he
has expressed his views on the
education of woman in full
accordance with the Divine and
the Pro p h e t i c injunctions
regarding the status and position
of woman in Islam. Keeping in view
all these considerations, the
present paper explores Sir Syed's
ideas on woman education. The
paper has been divided into two
sections: Section-I, discusses the
status and education of Muslim
woman in Islam while Section-II,
explains Sir Syed's ideas on woman
education.
Section - I
2. STATUS AND EDUCATION
OF WOMAN IN ISLAM
The status of man and woman
in a society and the system of their
education
are
inseparably
interrelated. Their social status and
the nature of their mutual relationship

determine the nature and scope of
their education. The differences
between the Muslim and the nonMuslim system of education are
primarily due to the differences
between their social positions and
relationships. It is really a matter of
great gratification and assurance that
the social status of man and woman
in the Muslim society has been
ordained by God Himself and sent to
it through Prophet Mohammad
(PBUH) who has wisely interpreted
and implemented it through his
Ahadis. Unfortunately, with the
passage of time, the Muslim
community has gone astray from
divine path and involved itself in
unnecessary reasoning. Consequently,
the matters of faith are being
scrutinized against the touchstone of
reason. The logicians have forgotten
that reason never leads to a
unanimous elucidation of any
problem and is often deluding. This
assumption raises three questions: (1)
what is the original status of woman
in the Muslim society. (2) what are
the consequent salient features of
female education in the Muslim
community, and (3) what are the
problems which reasoners have
created for the Muslim society and
how to solve them?
78
Iqbal
(i)
2012
Status
4.
First of all let us try to

understand the implications of the
following injunctions of the Holy
Quran regarding the status and
education of man and woman in
the Muslim Society:
Men are the protectors and

maintainers of women,
because God has given the
one more (strength) than the
other, and because they
support them from their
means,
Therefore,
the
righteous women are devoutly
obedient, and guard in (in
the husband's) absence what
God would have them guard
(IV: 34)
1.
And women shall have rights

similar to the rights against
them, according to what is
equitable; But men have a
degree (of advantage) over
From the above verses of Holy
them. And God is Exalted in
Quran, it is concluded that:
Power, Wise (II:228).
2.
The Believer, men and

women, are protectors one of
another: they enjoin what is
just, and forbid what is evil:
they observe regular prayers,
practice regular charity, and
obey God and His Apostle. On
them will God pour His mercy:
for God is Exalted in power,
Wise (IX: 71)
3.
God hath promised to

Believers, men and women,
Gardens under which rivers
flow, to dwell therein, and
beautiful mansions in Gardens
of everlasting bliss. But the
greatest bliss is the Good
Pleasure of God: that is the
supreme felicity (IX: 72).
1.
79
The status and the relative

positions of man and woman
in Islam have been distinctly
specified in the above verses.
According to Verse II: 228,
Muslim man and Muslim
woman have similar rights
regarding the 'equitable', but
the verses makes it quite clear
that there is a difference of
one degree between man and
woman. In other words, man
is superior to woman by one
degree. Thus, they are similar
or equal only relatively or
proportionally and not
absolutely. As their difference
of one degree is divine or
natural, it should be willingly
accepted by both the partners
Iqbal
and plan their roles and life- 3.

styles accordingly. The divine
difference of one degree
necessitates
proper
understanding and adjustment
between these partners and
not misunderstanding, quarrel
and hostility.
2.
Verse IV: 34 clarifies further

the difference of one degree
between man and woman by
furnishing the reason for man's
superiority over woman.
According to the verse, men
are superior to women on
account of their superior
strength and means and
enable them to protect,
maintain and support their 4.
women-folk. It is this
superiority of man which
differentiates his duties from
those of woman's. The main
functions of man are the
protection, maintenance and
support of woman whereas
those of woman are to obey
man and guard his property
in his absence. These duties
of woman confine her role 5.
primarily to the four-walls of
her home. It is particularly
emphasizable here that these
distinct and respective roles of
woman make them protector
of one another.
80
2012
Verses IX: 71-72 state

specially that the difference of
one degree between man and
woman is restricted to their
social or worldly affairs only.
So far as their religious,
spiritual and other worldly
status is concerned, they are
perfectly equal and alike.
Faithful Muslim woman, like
faithful Muslim man, enjoins
the just and forbids the evil,
observes regular prayers,
practices regular charity,
obeys God and His Apsotle
and receives God's Mercy and
enters Gods' Gardens.
Islam differentiates between
man and woman in the social
and worldly matters only and
declares that man is superior
to woman by one degree on
account of his superior
strength and means. However,
Muslim man and woman are
equal in religious and other
worldly matters.
The difference of one degree
between man and woman
enjoins separate social status,
duties, life-styles, systems of
training and education, and
places of work. Muslim woman
Iqbal
2012
is the queen of her home where 2.

she has to perform her
multifarious functions as wife
and mother. In brief, she is the
maker of home. Muslim man,
on the other hand, is the king 3.
of the world outside his home.
He has to conquer the world
for God and Islam. God has
given him superior strength
and means for this purpose.
(ii) Education
Islam not only provides 4.
guidance for living life but also
clearly tells about dangers which
may astray an individual or society
from the right path. The right path
is only possible through right 5.
education and training whereby
Islam gives paramount importance.
The very first verse which was
revealed
to
the
Prophet
Mohammad (PBUH) talks as
follows:
1.
"Say
(Unto
them,
O
Mohammad): Are those who
know equal with those who
know not? But only man of
understanding will pay heed"
"It is He who has sent among
the unlettered an apostle from
among themselves to rehearse
to them His signs to sanctify
them and to instruct them in
scripture and wisdom although they had been before
in manifest error"
"God will exalt those who
believe among you and those
who have knowledge to high
ranks. God is informed of what
ye do".
"Nor should the believers all
go fourth together: if a
contingent
from
every
expedition remained behind,
they could devote themselves
to studies in religious and
admonish the people when
they return to them That
thus they may learn to guard
themselves against evil".
"Read in the name of Thy lord

who createth; He createth man
from a clot. Read: And thy lord
Having read the verses of
is the Most Bounteous, who Quran, we can refer to the written
teacheth by the pen, teacheth records of Ahadis. Ahadis are the
man and which we knew not" second source of guidance in Islam.
81
Iqbal
2012
They are sayings of Prophet

Mohammad (PBUH) in respect of
knowledge, education etc.
(a) "To acquire knowledge is
binding upon Muslims, men
and women and the placing of
knowledge
with
the
understanding is the hanging
of jewels and pearls and gold
round the neck of the swine". 3.
(Anas Bin Malik, in Ibn
Mahaj).
(b) "Acquiring knowledge is
compulsory of every Muslim
man and woman". (Al-Tibrani)
From the above verses of Holy
Quran and the sayings of Prophet
Mohammad (PBUH) the following
conclusion emerges:
of knowledge, education,
teaching and teacher etc.
Besides, there are several
sayings (Ahadis) of Prophet
Mohammad (PBUH). Where
he emphasized on acquiring
knowledge and education, as
prescribed by Prophet is
supreme gift out of all the gifts.
The verse (Al-Zamar) clearly
makes distinction between
who possess knowledge and
those who do not possess it.
Islam thus grants high status
and
position
to
the
knowledgeable persons. Islam
clearly guides Muslims to
attain knowledge if they want
to in comparison to other
fellow beings.
1.
Firstly, it was (Surah Al-Alaq)

the first revelation and
education was considered so
important for Muslims that the
Prophet was told about
reading, teaching, pen and
knowledge in the very first
message. Secondly, it was
conveyed to that man who
was himself not educated. He
could neither read nor write.
4.
The Quran clearly prescribed

that the knowledge is
important in every moment of
life. Even, if, the people have
to go fighting, a group should
remain behind for the purpose
of studies so that when the
fighters return home, their
minds be attuned again to the
more interests of religious life
under properly instructed
teachers. (Surah Al-Tauba)
2.
The Quran has several verses 5.

which highlight the importance
Training and education of

Muslim man, therefore, should
82
Iqbal
2012
be different from the training

and education of Muslim
woman.
Educational
institutions for Muslim girls
should train and educate them
as wives and mothers for the
making of ideal homes.
Educational institutions for
Muslim boys, on the other
hand, should train and
educate them as men for the
realization of those goals and
objects for which God has
made them superior to
women. The aims, courses of
study, methods of teaching and
premises of girls' training and
education should be different
from those of boys' training
and education. There should
be no co-education at all.
Muslim man and woman
should be treated as two
independent
but
interdependent individuals and
trained
and
educated
accordingly.
(iii) Training and Education of
Muslim Woman
It should be understood clearly
at the outset that training and
education are essential for both
Muslim man and woman. But in
modern times, due mainly to the

European and scientific influences,
a controversy has arisen about
almost all the aspects of man's and
woman's training and education. As
stated above, the disputants are
divided into three groups, namely
(1) the orthodox religionists, (2) the
secular radicalists, and (3) the
liberal moderates. Of these, the
orthodox religionists stand for
complete status-quo ignoring the
demands of the changing times. The
secular radicalists, on the other
hand, stand for complete change
ignoring the demands of the Divine
Scriptures. Each of these two
groups has its own arguments for
and against the stand of its
opposite group. Faith and reason
are the main bases of their
controversy. As I do not subscribe
to any of these stands, I deem it
unnecessary to join them in their
controversy. As a keen student of
Sir
Syed
Ahmad
Khan's
educational
philosophy,
I
wholeheartedly believe that he was
not only a deeply religious and
moderate philosopher and social
reformer but also a great
educationist and his views about
the Muslim woman's education are
still quite realistic, relevant and
workable. The uniqueness of his
83
Iqbal
2012
views is that they are perfectly

tenable on the basis of both faith
and reason. Religiously, like Shah
Waliullah Dehalwi, Sir Syed was
rational thinker, he believed in
Ijtihad (reinterpretation) and
argued about the concept of New
Ilm-a-Kalam. But his ideas on
woman education remained strictly
within the framework of Islamic
injections.
cultural and political conditions of

the Muslim society after the
disastrous events of 1857. The
misconceptions arise because we
impress to remind ourselves of the
stiff opposition that Sir Syed faced
when started his English school for
boys in Aligarh. During that critical
period, orthodox Mullah and
Myopic Muslim intellectuals not
only condemned him as a 'Kristan'
(Christian) but also managed to
obtain 'fatwa' against him for his
Section-II
so-called 'sacrilegious acts'. The
3. SIR SYED ON WOMEN
Awadh Punch made him a regular
EDUCATION
target of its ridicule and Akbar
Allahabadi never failed to satirise
Sir Syed, time and again, has his ideals and reform movements.
been criticized by the champions
Thus, the education of women
of female education and also by his
detractors for not doing anything was ticklish problem and could not
for Muslim 'girls' education. As be solved in the light of socioGujarati observed: 'His outlook cultural conditions of the Muslims.
regarding the achievements this Sir Syed notwithstanding his
(female education) objective was, enthusiasm for women education
however, conservative. He did not acted with great caution and
like the modern system of educating foresight. His strategy was quite
the girls in educational institutions valid with the trends of the time.
whether they are established by Sir Syed, as it is evident, due to
Government or an Islamic the said problems opposed to
association, because this practice conduct the haphazard experiments
will destroy special features of their of female education. Regarding
women education, he accounted
social life". This attitude of critics
as:
in unjustly based on their
ignorance, intentionally or
"Before proceeding to answer
unintentionally, about socio- the question, I beg leave to say that
84
Iqbal
2012
general idea that Mohammedan

ladies of respectable families are
quite ignorant is an entire mistake.
A sort of indigenous education of a
moderate degree prevails among
them, and they study, religion and
moral books in Urdu and Persian,
and with some instances of Arabic.
In families of better classes, there
have been ladies in comparatively
recent times who possessed a high
degree of ability. The poverty of
Mohammadans has been the chief
cause of the decline of female
education among them. It is still a
custom among the well to do and
respectable
families
of
Mohammedans
to
employ
tutoresses (Ustanies and Mullanies)
to get their girls' instructed in the
Holy Quran, and the elementary
theological books in Urdu language.
Sir Syed had to face multicornered challenges from his own
society as regards his movement for
modern education. These challenges
put him at the cross road in thinking
about the issues of female
education. Already, there was strong
resentment even condemnation from
Muslim community, for his
movement to adopt English
education for their sons. Sir Syed
realized it, and decided not to open
another door of danger by opening

the ticklish issue of female
education. Thus, Sir Syed's theory
of Muslim females education enjoys
a backseat as it could not afford the
danger of religious orthodox society
in any respect. Still time and again
he emphasized the importance of
female education in his lectures and
writings. During his visit to Punjab,
he commented:
"The time is not ripe to make
the girls stand in the line with the
school boys. The traditional system
of education by our ancestors will
suit coming generation of girls and
safeguard their rights"
Sir Syed's ideas on women
education can be summarized as
follows:
1.
Meaning and Importance

of Education:
Sir Syed was a great social

reformer and realist educational
thinker. He attached the greatest
importance to education for he was
convinced that it was the only
panacea as all the ills suffered by
the Muslim community after the
Calastrophe of 1857. He defined
education as "the process to bring
out whatever good there is in man
85
Iqbal
2012
(and
woman)".
Education,
according to him civilized one's
oneself, made oneself worthy of the
duty, and prepared oneself for a
vocation. Therefore, Muslim
women, like Muslim men, should
be trained and educated according
to the tenets of Islam and not in a
haphazard way. He clearly
declared that women education
and training are the basic needs for
the progress of men and nation.
3.
Preference to Men's
Education:
According to the modern

educational thinkers, the education
of women should be given preference
over that of men. The University
Education
(Radhakrishnan)
Commission 1948-49, for example,
holds this view. But contrary to this
view, Sir Syed maintained that man's
education should be given preference
over woman's education. He
2. Aims of Woman
supported his view with the argument
Education:
that the education of men
Sir Syed held the view that the automatically led to the education of
ultimate aim of women education women. He argued:
was 'moral training' through the
"The question of women's
means of religious education. education is similar to the question
Moral education alone could bring of philosopher who asked what
them out of darkness and came first, the chicken or the egg?
ignorance. The model of women's Those who maintain that women
moral education should be based education should be given priority
on their specific duties as wives and over men's, are sadly mistaken. The
mothers. As they are the queens of truth of the matter is that Muslim
their household affairs, they should women will not be in a position to
be carefully trained and educated receive education until a large
so that they might discharge those portion of Muslim men have been
duties effectively. Education should fully educated first".
also enable them to rear up their
children in good traditions and train
Sir Syed believed that when
their daughters to be virtuous. In men reached a high standard of
brief, Muslim women should be education and training, they
trained and educated not only as themselves would make their
wives and mothers but also as womenfolk come up to their level
of education.
teachers of their children.
86
Iqbal
4.
2012
Control of Education:
unsuitable to the present conditions

in India. He was not in favour of
Sir Syed argued that the setting up Girls' Schools on the model
modes of living and the needs of of European Girls' School.
families were not the same on
account of different social patterns 6. Curriculum:
and customs. Hence, it was
According to Sir Syed, it was
necessary that the arrangements for
quite
unnecessary to place books
women's education should be in
accordance with the wishes of her before girl students from the
husband and the elders. He was beginning of their education. Even
totally against the interference of at the later stage only such books
the Government in the matter of should be placed before them as
were likely to serve them in their
women education.
capacity as wives and mothers. The
curriculum should acquaint them
5. School and Teachers:
thoroughly with the importance of
Sir Syed was totally against co- their religion and the moral values
education. To him, homes were the of their faith. Muslim girls' schools
best schools for girls' training and should not be set up on the model
education. But their early education of European Girls' School. In other
could take place in the schools which words, the courses of study should
were not far removed from the direct prepare Muslim girls as Muslim girls
control of their parents. He held the and not as European girls.
view that so far as possible girls'
education should be confined to self- 7. Reward and Punishment:
study or it should be imparted
In the matter of girls'
through mutual cooperation of education, Sir Syed was a great
womenfolk. In other words, no male advocate of rewards. He argued
teachers should be allowed to train that their civility eliminated the use
and educate the girl students. Sir of the cane or any other method of
Syed's ideas about the education of punishment. Their generous
women are the same as those of character demanded that in
ancestors. The modern methods of educational matters they should be
female education, either by the inspired through the award of
government or private institution are judicious rewards.
87
Iqbal
8.
2012
Our Strange Dilemma
Due to mainly the impact of

Christian culture, knowledge and
sciences developed through reason
and scientific method, Muslims not
only in India but throughout the
Muslim world, are to face with a
strange dilemma which has assumed
two notable forms - social and
educational. Our loyal religionists
claim that the Holy Quran is a perfect
guidance and is an assured solution
of all the human problems for all
times and climes. Hence, the
knowledge and guidance contained
in Quran are enough for the Muslims.
But a large number of Muslim social
reformers and progressive women
thinkers disagree with this
assumption and prefer Christian
culture and education to their Muslim
counterparts. Sir Syed tried to strike
a balance between the two. But, in
practice, how many of even the most
faithful Muslims follow the precepts
prescribed by him? They say
something; they do something. The
impact and attraction of Christian
culture and education are so
unassailable that they are helpless
before them. In fact, they have been
hypnotized by Christian culture and
education. In theory they are proud
of Muslim culture and education; in
practice they are slaves of Christian

culture and education. In short, they
are trying to ride two horses - Faith
and Reason - They are unable to
take a clear cut stand, and in brief,
this is our dilemma. It is due to this
dilemma that even most sagacious
precepts of Sir Syed Ahmad Khan
are being treated to-day as out-ofdate. Otherwise, what is the rationale
behind the Women's Liberation
Movements? Have the Divine Faith
and the Muslim culture infected in
them? To-day, the decisive question
before the Muslim world is: How can
the Muslim Faith prevail on the
Christian reason and how can the
Muslim imprisoned culture and
education be made more attractive
and useful than the Christian culture
and education? Gentlemen! do we
have a handy answer to this
question? If not, let us look for it.
Conclusion
The implications of the above
discussion made in this paper are
three-fold: (1) Originally, man is
superior to women by "a degree" (2)
education is compulsory to both the
sexes - man and women, and (3) Sir
Syed's ideas on women education are
strictly based on the fundamental
spirit of Islam.
88
Iqbal
2012
Sir Syed seems to believe that

in the light of Islamic injections the
aims and methods of education of
men should be different from those
of women. Since the spheres of
activities and duties of man and
woman are different, the man should
be educated as "man" and woman
as "woman". Woman is the Queen
of her house where she discharges
her duties as wife and mother.
Needless to say that her duties as
wife and mother are no less
important than those of men's duties
to make him superior to women in
any way. As a matter to fact, duties
are duties. They cannot be classified
into superior duties or inferior duties.
Within these Islamic limits, Sir Syed
exorts the following principles of
woman education:
(i)
their curriculum.
(iii) Girls should be sent to such
school only as are within the
direct purview of their parents.
(iv) They should study such subjects
only as they are likely to prepare
them as wives and mothers.
(v) Since the modes of living and
the needs of family differ from
each other, the provision for
female education should be
according to the wishes of the
husbands and elders.
(vi) Government should not
interfere in the matter of female
education.
(vii) Men should be given preference
in the matter of training and
education, as educated and
trained men will themselves
raise the educational level of
women upto their own
educational standard.
The education and training of

women are necessary for their
moral development and
progress. They are equally
important for their national
(viii) Boys and girls should not study
development also.
together in the same school. In
(ii) The aims of their development
other words, co-education has
can be achieved only through
no place in Sir Syed's
religious education. Religious
educational scheme.
education, therefore, should be
the main constituent element of
89
Iqbal
2012
MUSLIMS IN INDIA:
CHALLENGES AND OPPORTUNITIES
Ms Sadaf Nasir
(Editor, Sarojini Naidu Hall Magazine)
Research Scholar, D/o, Sociology & Sociology Work
Aligarh Muslim University, Aligarh
India is a vast and developing

country. People belonging to many
religions have live here since times
immemorial. There also appear
substantial differences in socioeconomic and demographic profiles
of major religious communities in
India, mainly resulting from sociocultural and historical reasons.
Muslims form the largest
minority in India and they are over
138 million according to 2001
Census. It is a common belief that
Muslims, with 14% population of
India are not only the largest minority
community, but also highly noticeable
in the entire length and breadth of
the country. Muslims of India have
contributed tremendously in the
evolution, development and
transformation of society, culture and
civilization of India. Their role in the
freedom struggle of the country is
unparallel. This significant minority
community has been reduced to the

lowest socio-economic stratum in
post-independent India. They lag
behind the scheduled castes in many
walks of life and are continuously
lagging behind day by day. They are
educationally backward, economically poor and politically a powerless
community of the country. More
often than not communal violence is
organized against them in which
innumerable Muslims are maimed
and killed; their women are raped
and their hard earned property is
demolished and looted. They are
forced to live in dingy lanes and
slum. Constitutional guarantees are
dream for them. Government
agencies appear to be indifferent and
discriminatory towards them. No
political party seems to be sincere
for ameliorating their condition and
ensuring the safety and security.
Indeed, they have become a
'Colonized Community.
90
Iqbal
2012
Census data would be the best

source
of
information
for
ascertaining this socio-economic
backwardness of Muslims but,
unfortunately, Indian census
authorities do not publish this type
of data. Yet data available from
different sample surveys conducted
in different parts of the country reveal
that the Muslims have been left out
of the development process.
Marginalized status of Indian
Muslims is not merely confirmed by
individual researchers and surveys of
voluntary organizations but also by
committees of Government. Socioeconomic
and
educational
backwardness of Muslims is self
speaking facts mentioned by the
Gopal Singh committee in 1983,
justice Sachar committee, 2006,
justice
Ranganath
Mishra
commission in 2007 and the Andhra
Pradesh backward class commission.
Majority of the Muslims live in
rural areas. In rural India more than
90% of Indian Muslims are small and
marginal farmers, artisans and
workers. Being engaged in such
occupations makes them poor, while
their educational backwardness and
lack of skills do not allow them to

enter high-income occupations. In
modern industry and trade, Muslims
rarely own big businesses or have
positions in large-scale industry or
business and generally lack strong
entrepreneurial skills. There is not a
single Muslim industrial house among
the 50 that exist in India, and at the
lower end of the scale most Muslims
are poor and backward.
The socio-economic profile of
the Muslims by the Sachar
Committee has been depicted as a
depressing one. In all major socioeconomic indicators, the members of
India's biggest religious minority are,
on the average, worse off than
members of the majority community.
First, they spend less on items of daily
consumption
because
they
apparently earn less. The incidence
of poverty is therefore likely to be
higher among Muslims than Hindus.
Second, literacy rates are
substantially higher among the
Hindus and a Hindu boy or girl who
goes to school is more likely to go
on to college than a Muslim. Third,
working Muslims are to be found
more in casual labour and seassonal
91
Iqbal
2012
occupations than Hindus. Fourth,

among those with access to land a
Hindu household is more likely to be
cultivating larger plots. Fifth,
unemployment rates are higher
among Muslims than Hindus. This
overall profile is true of both men
and women, in rural and urban India
and in all states. Moreover, the
disparity between the majority
religious groups in most cases
widened during the 1990s. The only
positive feature is that the sex ratio
among Muslims is better than among
the Hindus.
After India's independence in
1947 most Muslims decided to stay
in the country despite large-scale
killing and violence. In the heat of
what are known as the partition riots,
not to migrate to Pakistan was a
conscious yet difficult decision for
most individuals and families. Those
who remained in India boldly faced
the onslaught of communal violence
or the threat of it. Yet, by and the
large, Muslims chose to ally with
secular forces. Gradually, discrimination, social stagnation and
educational dispossession put
together resulted in economic
backwardness of the Muslims in large
parts of the country.
Discrimination in various walks

of life and police repression during
communal riots demoralized Muslims
and caused loss of confidence in
secular forces and resulted in
withdrawal symptoms and a
blockade mentality. However,
ironically when the Hindu right
reactionary forces managed to grab
political power they also found
radical communal elements among
Hindus as their natural allies.
Since
the
dawn
of
independence, the Government of
India dominated by the Aryan
Brahmins, adopted discriminatory
measures against the Muslims. The
Constitution of India, drafted by Dr.
B.R. Ambedkar, guarantees fundamental rights to all communities of
Indio. Article 15(1) says, 'The State
shall not discriminate against any
citizen on grounds of religion, race,
caste, sex, place of birth or any of
them.' The records of the Central and
State Governments during the last
half a century of independence aptly
prove that the constitutional
provisions have been honoured more
by their violation than by their
observance. That the Hindu leaders
92
Iqbal
2012
were not sincere in giving

fundamental rights to the non-Hindus
was evident from the fact that no
sooner had these and other rights
been given then checks and obstacles
were created through the Directive
Principle added to the Constitution.
The Directive Principle says that
Government will strive for 'National
Integration' and for which a common
Civil Code will be adopted. This Civil
Code meant only Hindu Code as it
became evident from various acts of
the Government. In other words, to
the non-Hindu communities, the
Common Civil Code meant only a
measure for Hinduaisation of all the
citizens of the country.
It is a well-known fact that the
Indian Muslims are being
systematically and increasingly
marginalized in their own homeland.
Soon after the independence, various
states and territories were reorganized
splitting the minority dominated
areas in parts and absorbing them
in different states with a view to
reducing their influence and making
it difficult for them to win in any
election. In an effort to further reduce
their political strength, the names of
Muslims are sometime deleted from
the electoral rolls. The names of
138,000 Muslims voters, for example,

were deleted from the electoral rolls
prepared in Hyderabad and
Secunderabad for the election of
December, 1994, deliberate and
concerted efforts are being made to
change the composition of population
in areas where non Hindus, especially
Muslims, are in majority. As a result
of this policy, the Sikhs in Punjab
have been relegated from absolute
to a simple minority status only with
a slight margin (52% of the total
population). In Jammu and Kashmir,
the only state where Muslims are in
majority, there has been a continuous
fall in the Muslim population and
simultaneous rise in non-Muslim
population. The percentage of
Muslims in that state fell from 70 in
1951 to 62 in 1991. If this trend
continues for a few decades more,
the Muslims of the state of Jammu
and Kashmir may be reduced to a
minority community.
Education is an important
indicator of human development
because education increases a
person's awareness about life around
him, empowers him to make better
choices, resists oppression and
encourages meaningful participation
in development. An educated citizen
93
Iqbal
2012
can meaningfully exercise his political

rights,
discharge
social
responsibilities satisfactorily and
develop a spirit of tolerance and
reform.
except in madrasas, where religious

instruction was given without any
provision for teaching secular
subjects which could help the pupils
to procure employment or equip them
Educationally Muslims are for some gainful occupation.
much worse off than the rest of
In reality the ordinary Muslim
populations, however, next only to was left to his fate and the
the SCs and the Sts.
development schemes devised for
Muslims are unable to take
advantage of the educational
facilities provided by private, local
and governmental institutions.
Unfortunately, the local Muslim
leadership did little to induce them
to move with the times. Despite the
poverty of Muslim parents, these
leaders could have persuaded them
not to jeopardize their children's
future especially since education at
the school level lays the foundation
for careers. However, the most
important factor, as revealed to the
High Power Panel for Minorities, was
the attitude of Muslim artisans and
labourers, living on daily wages. Even
parents who did not have any family
business were reluctant to send their
children to school because they
preferred them to do odd jobs for
the family. In the villages, there was
hardly any tradition of learning,
uplifting the community were never

made effective. Economic and
educational deprivation reduced the
community's ability to seek relief from
government development schemes.
Meanwhile the younger generations
of Muslims are facing more economic
hardships than their counterparts in
any other community-they are
unwanted and shunned-with the
result that a number of them are
taking to crime and are being
exploited by the underworld. Indeed,
they become the poorest of the poor,
unsure of their future.
The role of education in
facilitating social and economic
progress is well accepted today. The
ability of a nation's population to
learn and perform in an environment
where scientific and technological
knowledge is changing rapidly is
94
Iqbal
2012
critical for its growth. While the

importance of human capital and its
augmentation for a nation's
development cannot be overemphasized, its micro-economic
consequences also need to be
acknowledged. Improvements in the
functional and analytical ability of
children and youth through education
open up opportunities leading to both
individual and group entitlements.
Improvements in education are not
only expected to enhance efficiency
(and therefore earnings) but also
augment democratic participation,
upgrade health and quality of life.
At the time of adopting the
Constitution the Indian state had
committed itself to provide
elementary education under Article
45 of the Directive Principles of State
policy. Article 45 stated that "The
State shall endeavor to provide within
a period of ten years from the
commencement of this Constitution
for free and compulsory education for
all children until they complete the
age of fourteen years." In 1993, in a
landmark judgment, the Supreme
Court ruled that the right to
education is a fundamental right
flowing from the right to education
is a fundamental right flowing from
the Right to Life in Article 21 of the
Constitution. Subsequently in 2002

education a s a fundamental right
was endorsed through the 86th
amendment to the Constitution.
Article 21-A, states that "The State
shall provide free and compulsory
education to all children of the age
six to fourteen years in such a way
as the State may, be law, determine,"
The 86th Amendment also modified
Article 45 which now reads as "The
state shall endeavor to provide early
childhood care and education for all
children until they complete the age
of 6 years". However, despite this
commitment the number of children
in this age group who have remained
out of school is alarmingly large
among Muslims. It shows that
Muslims are at a double
disadvantage with low levels of
education combined with low quality
education; their deprivation increases
manifold as the level of education
rises. In some instances the relative
share for Muslims is lower than even
the SCs who are victims of a long
standing caste system. Such relative
deprivation calls for a significant
policy shift, in the recognition of the
problem and in devising corrective
measures, as well as in the allocation
of resources.
95
Iqbal
2012
EARLY JOURNALISTIC
ENDEAVOURS OF SIR SYED
Prof. M. Shafey Kidwai
The first newspaper of India,
The Bengal Gazette or Calcutta
General Advertiser was launched in
1780 from Calcutta. An employee
of the East India Company, James
August Hickey was its founder,
hence it is also known as the
Hickey's Gazette.
In India, Urdu and Persian
journalism
began
almost
concurrently. Raja Ram Mohan Roy
launched a Persian newspaper,
"Miratul Akhbar" from Calcutta in
1822. Tahir Masood points out that
the Miratul Akhbar was not only the
first newspaper of India but was
also the first in entire Persian
speaking world including Iran.
was its owner and Munshi Sukh Lal

was its first editor.
About a decade later, Delhi
Urdu Akhbar was launched from
Delhi. The first newspaper from
Delhi was launched in 1836.
Krishnamurthy, Nadig says:
"The Urdu Akhbar is believed to
have made its appearance in 1836
in Delhi."
Urdu Akhbar was started by

Moulvi Mohammad Baqar, a
renowned scholar of Delhi. It was
generally regarded as a complete
newspaper
that
published
informative and thought-provoking
material on the topics of public
interest. Urdu Akhbar enjoyed
A month earlier, the first Urdu
enormous popularity.
newspaper, "Jam-e-Jahan Numa"
was published from Calcutta. Its
Since his early age Sir Sayyid
first issue had hit the stand on (1817-1898) had been a regular
March 20, 1822. Hari Har Dutt reader of Urdu Akhbar which he
96
Iqbal
2012
acknowledged time and again in his

writings. Having developed a way
with words since his childhood, he
started trying his hand at various
genres of literary and journalistic
writings. Before writing substantial
books on history, archaeology,
mysticism, metaphysics, manners,
etiquette and other subjects, Sir
Sayyid got himself trained in writing
on various topics under the deadline
pressures of the newspapers when
he initially worked for one Urdu and
one Persian newspaper.
Not much has been written
about Sir Sayyid's early journalistic
writings and his professional stint
with the newspapers had almost
escaped the attention of his
biographers including Graham
(1875) and Hali (1901). Even the
focused studies of his journalistic
writings hardly refer to his early
journalistic endeavours.
Here an attempt is being made
to zero in on the newspapers that
attracted Sir Sayyid initially and he
got himself associated with them in
one capacity or the other.
(A) Sayyidul Akhbar:

The popularity and respectability of Delhi Urdu Akbar, the first
Urdu weekly of Delhi had inspired
Sayyid Mohammad Khan, elder
brother of Sir Sayyid, to start a
newspaper and he launched a
weekly, 'Sayyidul Akhbar' in 1837
which was erroneously described
by Margarita Barns as the first
newspaper of Urdu.
Nadig
Krishnamurthy
too
endorses her by asserting that

Sayyidul Akhbar is generally
mentioned as a pioneer in field."
Margarita and Krishnamurthy's
assertions aside, the year of
Sayyidul Akhbar's launch seems to
be
a
contentious
issue.
Notwithstanding the controversy, it
is generally believed that Sir Sayyid
learnt his early professional lessons
and got hands-on training at
Sayyidul Akhbar. Since a lot of
befogging has been allowed to
gather around Sayyidul Akhbar,
hence it looks essential to call
attention to claim and counter
97
Iqbal
2012
claims related to the exact year of report for the year of 1848 which
its launch dispassionately.
states that Sayyidul Akhbar was
started in 1841 and the paper was
A number of historians of early
said to be the organ of the Sunni
Indian Journalism including
sects of the Muslims and Sayyid
Bhatnagar, P.R, (1947), Sabri,
Abdul Ghafoor is its owner and
Imdad (1953), Natrajan S. (1955),
editor".
Siddiqui Mohammad Ateeq (1957)
Khurshid Abdus Salam (1963)
This prompted two historians of
Krishnamurthy, Nadig (1966) and early Urdu Journalism Nadir Ali
Davis, Emmet (1983) have claimed Khan (1987) and Tahir Masood
that Sayyidul Akhbar was started (2002) to conclude that the
in 1837. Conversely a reference in Sayyidul Akhbar was started in
an official report published by the 1841, not in 1837 as claimed by
Government Press had put a Hali and the other historians of
question mark on the year of its Urdu Journalism.
publication.
The report in question pertains
The Government of North to 1848 and it makes a casual
Western Provinces prepared an reference to Sayyidul Akhbar. It
administrative report for the mentions the name of its proprietor
perusal of the Lieutenant Governor Sayyid Abdul Ghafoor but authentic
of North Wester n Provinces. contemporary evidence makes it
Siddiqui, Mohammad Ateeq (1961) clear that its owner was Sayyid
tracked down the report that gives Mohammad Khan who had set up
a detailed account of the a lithographic Press in Delhi. The
newspapers and publications of the first collection of Ghalib was printed
North Western Provinces during the at this Press. The title page of the
period of 1848 to 1853. Mr. A. first edition Diwan-e-Ghalib
Shakespeare, Assistant Secretary of (collection of Ghalib) carries the
the Government had prepared the following line at the bottom:
98
Iqbal
2012
"Printed at Sayyid Mohammad

Khan's lithographic press in the
month of Shaban 1125 Hegira i.e.
October 1841 under the supervision
of Sayyid Abdul Ghafoor."
It makes it clear that the press
was owned by Sayyid Mohammad
Khan and Abdul Ghafoor was an
employee, but the report
erroneously describes him as the
owner. Fur ther, one more
contemporary evidence contradicts
the official report convincingly. The
news of Sayyid Mohammad's death
appeared in a newspaper of
Bombay that says:
"Sayyid Mohammad Khan, the
owner of the Sayyidul Akhbar died
following a bout of fever".
The official report, used as a
clinching proof by Ateeq Siddiqui
(1966), Nadir Ali Khan (1987) and
Tahir Masood (2002), did make a
passing reference to the year of
Sayyidul Akhbar's launch after a
gap of eleven years without giving
any concrete proof for the same.
mentioned that Sayyidul Akhbar

was launched in 1837. Hence the
official report seems quite fallible
as another equally reliable
contemporary evidence points out
that Sayyidul Akhbar was launched
in 1837, not in 1841. Needless to
say that simple assertion cannot
take precedence over the
contemporary evidence.
Some historians of Urdu
Journalism assert that Sayyidul
Akhbar was named after Sir Sayyid.
It shows Sayyid Mohammad Khan's
affection for his younger brother.
This assertion has gained currency
despite its imprecise mien. Sayyid
was the family surname and Ahmad
was the real name of Sir Sayyid,
had it been Ahmadul Akhbar, we
would have accepted the argument.
Sayyid was also very much part of
editor's name - Sayyid Mohammad
Khan. The title of the newspaper
was based on family lineage Sayyid.
The files of Sayyidul Akhbar

A close associate of Sir Sayyid, have been consigned to oblivion but
Munshi Zakaullah who lived in Delhi the files of some contemporary
99
Iqbal
2012
newspapers such as Sadarul official report, restricted to 50 in

Akhbar, (Agra) and Ahsanul Akhbar 1844. Eleven copies were
(Bombay) which reproduced the complimentary and 39 were
material from Sayyidul Akhbar, are dispatched to its subscribers with
available. One could glean up some the following break up: Muslims 32,
pieces of information from them; Hindus 6 and the Governor General
Tahir Masood quoted some news one.
items of the Sayyidul Akhbar that
reappeared in Sadarul Akhbar.
Sayyidul Akhbar appeared on
Wednesday and its subscription
rate was fixed at Rs. 2 monthly. Its
editor Sayyid Abdul Ghafoor was
Hali made a brief reference to

Sayyidul Akhbar and claimed that
Sir Sayyid got hands-on training at
his elder brother's newspaper and
also got his early articles published
in it:
well-versed in legal affairs as a

"He (Sir Sayyid) planned to
number of editorials appeared on
develop the newspaper Sayyidul
the bills and regulations enacted by
Akhbar which had been managed,
the British Government. The
by his brother and published a book
newspaper was very popular
on the buildings of Delhi. Although
among the advocates.
the newspaper was nominally
Since Sayyid Mohammad Khan directed by someone else, it was in
was in the government service, he fact Sir Sayyid who contributed
appointed Sayyid Abdul Ghafoor as most of the articles."
the editor. He was a junior judicial
Endorsing Hali, Sir Abdul
officer, Munsif and at that time was
Qadir, a prominent Urdu writer,
posted at Hutgaon, Fatehpur
asserts that Sir Sayyid laid the firm
District.
foundation of his journalism by
The circulation of Sayyidul writing articles for Sayyidul
Akhbar was, according to the Akhbar."
100
Iqbal
2012
On the contrary, Tahir Masood, does make a scanty reference to

without marshalling any concrete the content of it. It says Sayyidul
evidence asserts that Sir Sayyid Akhbar devoted first two pages to
sold the newspaper to Sayyid Abdul news. Its latest issue carries an
Ghafoor in 1848 it is the precise article on the old building of
reason why the administrative Jaunpur on the front page.
report of North Western Provinces
The description of the content

described Sayyid Abdul Ghafoor as and display pattern of Sayyidul
the owner of the newspaper.12 The Akhbar is a testament to the fact
author does not rope in any that Sir Sayyid was instrumental in
concrete evidence to lend shaping it as he retained the same
credibility to his claim.
news display pattern when he
started his multilingual weekly- The
One has no option but to rely
Aligarh Institute Gazette from
on Hali and some other
Aligarh in 1866. In the Gazette too,
contemporary writers who talked
the first two pages usually carried
about Sir Sayyid's association with
news.
Sayyidul Akhbar. As stated earlier
its files are lost, hence one could
not say how many articles Sir
Sayyid contributed and after the
death of his elder brother how he
shaped
and
developed
the
newspaper.
Though Sir Sayyid's articles
carried by Sayyidul Akhbar are not
accessible, the official report of the
Similarly Sir Sayyid's interest in

archaeology, culture and history
was well known and he wrote
extensively on these topics. One
could easily guess who wrote the
article on the building of Jaunpur.
Fur ther, he published similar
articles in the Aligarh Institute
Gazette later.
Though Sir Sayyid's stint with

Government for the year of 1848 Sayyidul Akhbar is still not well
Nor th
Wester n
Provinces
101
Iqbal
2012
documented, the material gleaned

up from some contemporary
newspapers and other sources
pertaining to Sayyidul Akhbar did
testify that Sir Sayyid had learnt
the art of journalistic writing by
working with Sayyidul Akhbar
One of the first newspapers,

Zubdatul Akhbar, was started in
1833 by Munshi Wajid Ali Khan in
Persian language. He was the editor
and proprietor and commanded
respect for his tact and his ability.
His paper was subsidized by five
rulers and rich merchants with a
(B) Zubdatul Akhbar:
view to guaranteeing that the
Sir Sayyid's stint with Sayyidul newspaper did not publish matter
Akhbar was mentioned by Hali and likely to lower the donors in the
other biographers of Sir Syed, but public esteem".
his association with a Persian
Natrajan, J. quotes the official
newspaper was not mentioned in
the extensive scholarly literature on report of the Government of the
him. Further no historian of early North Western Provinces, verbatim
Urdu Journalism including Sabri without acknowledging it explicitly
Imdad,
(1953),
Siddiqui, while discussing Zubdatul Akhbar
Mohammad
Ateeq
(1957), and its editor Munshi Wajid Ali
Khurshid Abdus Salam (1963), Khan. He writes:
Khan Nadir Ali (1987) and Masood
"Wajid Ali Khan was a cautious
Tahir (2002) discusses his
connection with Zubdatul Akhbar. editor rarely hazarding his own
opinions or in any way laying him
Zubdatul Akhbar, a prominent
open to attack. Expression of
Persian newspaper of Nor th
dissatisfaction was rare and when
Western Province, was launched in
indulged in clothed and flowery
1833 form Agra. Krishna Murthy,
language. His sources were the
Nadig asserts:
English and other newspapers.
"Between 1830 and 1840, a few Wajid Ali Khan did not favour the
Persian newspapers could be found. Europeanized way of life and his
102
Iqbal
2012
conservatism, subtly expressed,

appealed to his circle of readers.
His conservatism had found its
target the periodicals edited under
the auspices of Government
educational institutions such as
Sadarul Akhbar, the Agra College
newspaper.
Zubdatul Akhbar, the first
Persian newspaper of the North
India, was a weekly that appeared
on Fridays. The English newspapers
were its main sources of news and
other editorial content. It ran into
four pages and its monthly
subscription was one rupee. It had
the distinction of being the largest
circulated newspaper of the North
India.
Abdus Salam Khurshid asserts

that Zubdatul Akhlaq was held in
such high esteem that its excerpts
appeared even in the English
newspapers such as the Bengal
Harkaru, and the like quite
regularly. This was the unmatched
distinction and no other Persian
newspaper of that time had such a
reputation.
The official report prepared by
the Government North Western
Provinces informs that editor of
Zubdatul Akhbar, Munshi Wajid Ali
Khan was a well-known Persian
scholar. He wrote impeccable and
euphonious prose and the people
subscribed to his newspaper for his
mellifluous prose.
Munshi Wajid Ali Khan was a

profound scholar of both Urdu and
files of Zubdatul Akhbar are no
Persian and he wrote a book on
longer available but some of its
Urdu grammar, "Guldasta-enews stories were reproduced in
Anjuman".
Asadul Akhbar, Agra with proper
Imdad Sabri provides some
attribution. It shows that the
newspaper evinced a keen interest important details about Zubdatul
in scientific experiments and Akhbar and its famous editor
discoveries being made in the West. though he hardly turns attention to
Tahir Masood points out that the
103
Iqbal
2012
the content and display pattern of

the newspaper. According to him,
Munshi Wajid Ali Khan was the
resident of Hoogli, Bengal and since
his childhood, he had a flair for
writing. At the age of 12, he left his
house and roamed around before
settling down in Agra. He spent
considerable time in literary
pursuits before launching the first
Persian newspaper of Nor thWester n Province, Zubdatul
Akhbar. He edited for almost two
decades. He was a poet of both
Urdu and Persian.
the newspaper in a stand first introductory remark that precedes

an article or a report in a
newspaper.
Zubdatul Akhbar was very

popular when Sir Sayyid reached
Agra. In Agra, Sir Sayyid used to
read Zubdatul Akhbar with great
interest and he visited the
newspaper office quite often to
assist Munshi Wajid Ali Khan in the
production of the newspaper.
We traveled outside Delhi and

reached
Akbarabad
(Agra)
probably in 1838. On reaching
here, I started admiring respected
Munshi Wajid Ali Khan. At that time
Zubdatul Akhbar was being
published from Agra and he was
its editor. I frequently visited the
newspaper office and learnt a lot
there. We could not see him for long
and believed that he might have
forgotten me. But I am delighted
to learn that he has not failed to
think of me and expressed his views
Had the files of the Aligarh

Institute Gazette (1866 to 1898) not
been sifted, Sir Sayyid's association
with Zubdatul Akhbar would not
have come to the fore. Sir Sayyid
did talk about his connection with
In 1878, Munshi Wajid Ali

Khan, editor, Zubdatul Akhbar,
wrote a strongly-worded piece
against the Aligarh Institute
Gazette. Showing remarkable
poise, Sir Syed reproduced it in his
newspaper with the following stand
first.
Our Old Friend Munshi Wajid
Ali Khan and We:
104
Iqbal
2012
on our newspaper. I got an

opportunity to assist him when I
was at Agra; it was proved to be a
highly rewarding experience".
newspapers. Sir Sayyid was

responsible for picking up news
stories from English newspapers,
which he also did for the Aligarh
Institute Gazette.
It is an explicit acknowleFurther, Zubdatul Akhbar's

dgement of his association with
deep interest in publishing reports
Zubdatul Akhbar.
on the scientific discoveries and
Sir Sayyid was very good at
experiments indicates Sir Sayyid's
Persian and had already got handsinvolvement. Since the files of
on training at Sayyidul Akhbar,
Zubdatul Akhbar are no longer
Delhi therefore he might have found
available, nothing could be said
it quite appropriate to lend a helping
authentically about the nature of
hand to Munshi Wajid Ali Khan. The
Sir Sayyid's stint with the
issues of Zubdatul Akhbar are not
newspaper. Never theless, Sir
available, hence it looks impossible
Sayyid's disclosure makes it clear
to specify or spell out the role of
that he did work for Zubdatul
Sir Sayyid in shaping and
Akhbar for a while.
producing the newspaper.
(C) The Loyal Mahomedans
Early Persian newspapers
of India:
hardly made use of news items but
Zubdatul Akhbar published news
Sir Sayyid had worked for two
stories on its front page, which were newspapers - Sayyidul Akhbar and
reproduced in another newspaper, Zubdatul Akhbar, before starting his
"Asadul Akhbar", Agra. It is clear first bilingual periodical, the Loyal
that the newspaper got cue from Mahomedans of India which was
Sayyidul Akhbar, which published erroneously described either as a
news stories, and other material pamphlet or as a book. Its three
borrowed from the reprinted English issues appeared in a span of two
105
Iqbal
2012
years, at the interval of little over under a cloud. To them, were

attributed all horrors and calamities
six months.
of that time and this prejudice was
A close look at three issues of
to a very great extent unjust and
the Loyal Mahomedans of India
was regretted and resented by the
makes it clear that it was a bilingual Mahomedans at large. No one
journal as all three issues published being apparently willing to take up
material on various themes: cudgels in their defense, Syed
description of those Muslims who Ahmed threw himself into the
supported the British, Islamic breach and did all his powers to
concept of Jehad and the treaty rehabilitate their reputation".
signed during the time of the holy
Graham certainly has a point as
Prophet, but it carried the same
title, the Loyal Mahomedans of the Muslims were subjected to
India. Had it been a pamphlet or unprecedented atrocities. Their
book, it would have carried deplorable plight prompted Sir
different titles for separate topics. Sayyid to take up cudgels against
Further, pamphlets and books are the terrible onslaught. He took up
usually not published without the pen for undertaking the daunting
task of salvaging his coreligionists
name of the author.
who were writhing under the reign
Explaining the purpose of the of repression unleashed by the
Loyal Mahomedans of India, conquering British. In order to
Graham says it was started to remove the wrong impression of the
remind the British of invaluable rulers that the Muslims played a
services rendered by the Muslims pivotal role in the rebellion as they
during the cataclysmic events of considered it their religious duty to
1857. Graham says:
wage a war on the British.
Having written a book titled,
"During and for long after the
mutiny, the Mahomedans were "The Causes of the Indian Revolt"
106
Iqbal
2012
in 1859, Sir Sayyid realized that the

misconception about the Muslims
still persists; hence he decided to
publish a bilingual journal - "The
Loyal Mahomedans of India" from
Moradabad. He wanted to acquaint
the Government with the fact that
the Muslims in several cities whole
heartedly supported the British in
their hour of crisis. They even put
their lives into jeopardy in saving
the British from the rebels.
According to Hali, Sir Sayyid
wanted to write a lengthy book on
the subject in Urdu and English to
be published in parts in India and
Britain but it did not materialize.
As a result, the Loyal
Mahomedans of India was
launched, it was a bilingual journal
aimed at highlighting the Muslims'
loyalty to the British. It also carried
the certificates, recommendations
and other letters issued by the
officials of the Government to the
Muslims for their unflinching
loyalty. The description was also
appended with the full description
of remunerations and the awards.
Sir Sayyid wanted to get it

published in Urdu and English
simultaneously but many difficulties
came in his way, which Hali
enumerates:
"At that time translation from
Urdu into English was an expensive
business and the cost of printing by
type rather than the traditional
lithographic process was much
higher, Therefore, Sir Sayyid
proposed that each man whose
name to be included should bear
the cost of printing the section
concerning itself. It is pity that very
few people showed any enthusiasm
for the project and the result was
that only three installments (273
pages in all) were finally issued.
These appeared from 1860 to
1861".
The first issue of the Loyal
Mahomedans of India appeared in
1860 from Moradabad. Its size was
18x22/8 and each page was divided
into two equal columns. Each
column has a width of 2 inches and
a length of 6 inches. The total
printed area on a page is 12 inches.
107
Iqbal
2012
Sir Sayyid chose movable type

instead of popular calligraphy, Urdu
text and its English translation
appeared on the same page; the
front page carried the name of the
journal both in Urdu and English.
The English title in bold type
occupies 75% space of the front
page; its Urdu title, "Risala Khair
Kjuwahan-e-Musalmanan"
is
displayed in small type. The first
issue (Part-I) is composed in gothic
type. The name of the editor or the
author is conspicuous by its
absence. The print line, published
in English, says: Printed by J.A.
Gibson at the Mofussilite Press,
Meerut 1860.
The first issue begins with the
narration of the services rendered
by Sir Sayyid himself during the
turbulent and obstreperous period
of 1857. In order to lend credence
to the description of the
unprecedented and unflinching
loyalty shown by the Muslims, Sir
Sayyid refers to his own example.
The narration begins with a
truism:
"It is an incontrovertible truth

that in the revolutions of time a
general calamity arises some times
of a nature so mightily
overwhelming that man is
completely
prostrated
and
unhinged thereby and rendered
utterly helpless in his extremity.
There is then as it were a powerful
weight upon his soul tearing it
down into the gulf of despair for
at that season of crushing trial
neither virtue nor learning, nor skill
not talent is of any avail. His
nature is thoroughly changed in the
estimation of his fellowmen; none
has a good opinion of his, and
nothing that he does claim from
others any respect. Assuredly when
a man is guilty of a really culpable
act, there can be no extenuation
for that; but when he is enveloped
by the somber mantle of
misfortune even his good deeds are
obnoxious to suspicion and
misconstruction
are
either
condemned in Toto, or said to be
found in every class and creed."
The maxim is extended too far
and the introduction seems to be
108
Iqbal
2012
tedious and sluggish. The opening

sentence runs into more than forty
words both in Urdu and English. It
highlights the deplorable plight of
socially and economically ruined
Muslims, Here Sir Sayyid seems to
be at his penmanship best:
"Some of the acts of horrible

drama have already been exposed,
but as day by day all the particulars
are gradually brought to light they
when the naked truth stands
revealed - then will this glorious fact
stand out in prominent relief and
"The advice of this axiom is

equally true so far as much as those
men who are not under the
influence of the blighting shadow
of misfortune succeeded in
maintaining a fair reputation; and
notwithstanding that their hands
may be sullied by crime yet they
escape reprobation. Now the
reason of dire extremity to which I
allude is that which befell the
Mahmodans in 1857-58. There was
no atrocity committed then of
which the blame was not imputed
to Mahomedans although the
parties really guilty may be
Ramadeen and Matadeen".
become known to the universe that

if in Hindustan there was one class
of people above another, who from
British rule, Sir Sayyid asserts:
inantly a Muslim uprising.
the principles of their religion from

habits and associations and from
kindred disposition, were fast
bound with the Christians in their
dead hour of trial and danger in
the bonds of amity and friendship,
those
people
were
the
Mahomedans and they alone .This
will actually silence the tongue of
stander so loud
condemnation".
in
their
Sir Sayyid's assertion despite its
polemical and rhetorical mien

Also Sir Sayyid ponders over the looks unerring as he cites various
reasons that engendered the crisis. instances which are supplemented
Turning the table on those who with the letters of the British
propagated the rumours that the officials. He cogently argues that
Muslim wanted to overthrow the the rebellion was not predom-
109
Iqbal
2012
In line with it, the Judicial

Commissioner of Oudh, Sir George
Campbell (1824 -1892) termed the
rebellion truly Indian in nature as
both the Muslims and the Hindus
joined it with equal vehemence. It
was not the Muslims alone who
waged a war against the British as
Campbell refers to Mopala Muslims
of South India and Farizi Muslims
of Bengal who did not join the
rebellion.
Campbell's views are also
endorsed by Sen., Surendra Nath
(1977) who produces a long list of
Muslim rulers. He mentions the
name of Nizam of Hyderabad,
Muslim rulers of Rampur, Karnal,
Moradabad, and Dhaka. They
stood by the British in their hour of
crisis. Many prominent Muslims
such as Qazi Ramzan Ali, Sayyid
Ahmad Khan, Maula Baksh and
Shah Kabeeruddin were the close
associates of the British.
The history of the rebellion
makes it clear that the Muslims did
take part in it but they did not
spearhead it in the Oudh, Bihar
and Central Provinces. Those who

revolted against the British to topple
the government were mostly
Hindus. The Muslims did join them
as they were those who lost their
empire to the British. A number of
prominent rebels who led a fierce
battle against the British were
Jhansi Ki Rani, Tantya Tope and
Nana Saheb and they were all nonMuslims. This aside, a number of
historical evidences also endorse
Sir Sayyid.
There is no denying of the fact
that the Muslims in some areas
especially in Rohilkhand and the
Western part of the North India led
the rebellion and Sir Sayyid holds
no brief for them. He hardly makes
an effort to get them absolved of
the charge of rebellion. Sir Sayyid
writes:
"I am no advocate of those
Mahomedans who behaved and
joined the rebellion, on the contrary
I hold their conduct in utter
abhorrence as being in the highest
degree criminal and wholly
inexcusable - Such unwor thy
110
Iqbal
2012
Mahomedans have well deserved

the righteous indignation of all right
thinking people but at the same time
I must deprecate that wholesome
denunciation against the entire
class of Mahomedans.
Sir Sayyid is appalled at the
frequency of newspaper reports that
freely represent the Muslim as being
everything that is vile, treacherous
and contemptible. In order to
thwart such attempts, Sir Sayyid
highlights the cases of loyalty shown
by the Muslims, more especially by
those in the service of the
Government. Sir Sayyid finds it
pertinent to refer to his own
example to stem the rot. The
beginning of narration reveals a
measure of modesty:
"It was not originally my
intention to say concerning myself,
since it did not seem to me that my
humble services had been of
sufficient importance to merit the
gracious notice of the Government,
who has done so great things for
me as to surpass immeasu-rably my
expectations. Indeed, I blush to
compare my sense of unworthiness

with the magnitude of the favours
and considerations with which I
have been honoured upon more
mature reflection it has however
seemed desirable that the author
of his work should certainly make
mention of certain particulars
affecting himself personally, to
enable tile public to judge from his
antecedents, his position, his
character and his conduct during
the rebellion what amount of credit
should
be
conceded
to
his
representation and to what extent

he proved himself, in the hour of
peril, to be faithful and zealous
adherent of the Government, he
served".
Having jotted down such
introductory lines, Sir Sayyid goes
on narrating his family background
and his employment with the
Government. He briefly mentions
the book he has written and then
gives a graphic and a matter of fact
account of the dreadful events of
1857. At that point of time, Sir
Sayyid held the office of Sudder
111
Iqbal
2012
Ameen at Bijnore. During the

violent uprising, he decided to
stand by the Government, no
matter what may come in his way.
Sensing the imminent threat, Sir
Sayyid decided to remain with Mr.
A. Shakespeare, Magistrate, all
through and for that he forsook his
residence. He did not put off from
his person the weapons with which
he had armed himself.
a Principal Sudder Ameen might be

looked upon as certain and I trust
he may soon obtain his promotion
but in addition to this I recommend
that in appreciation of his peculiar
claims to reward, as having been
mainly instrumental in securing the
escape of the whole of the Bijnore
party of Europeans and of is
subsequent services when the
district was made over to him".
Whatever Sir Sayyid had said,

is authenticated by the letters and
certificates issued by the British
officials.
Mr.
Alexander
Shakespeare's lengthy letter
appends the narration:
The letter also mentions Sir

Sayyid's losses at Delhi where his
properly was ransacked as the
rebels came to know that he was a
loyal subject of the British. His loss
at Delhi and Bijnore was estimated
at Rs. 30000.
"All the three officials on whom

I am reporting have shown
conspicuous loyalty but I were
required to draw a distinction, I
should do so a favour to Syed
Ahmed Khan whose clear sound
judgment and rare uprightness and
zeal could scarcely be surpassed. I
feel assured his official character
is so well established the
independent of his official services
during this crisis, his promotion to
Sir Sayyid's exemplary courage

and devotion to his official duties
was acknowledged by the
Government and subsequently he
was promoted to the rank of
Principal Sudder Ameen. He was
also provided with a pension of Rs.
200 per mensem for his own life
and the life of his eldest son.
Further, a robe of honour (Khilat),
comprising five pieces, three gems
112
Iqbal
2012
and a donation of Rs. 1,000 was Nayneetal. Having been joined by

several other Mahomedans who
also awarded to him.
were his friends at Nayneetal,
The first issue of the Loyal
Zuqueera Khan made himself very
Mahomedans of India carried the
useful and was presented at the
official correspondence verbatim
engagement of Churpoora and
that makes the text quite tardy. The
Sooltangunge in February 1858,
whole episode concerning Sir
conducting himself with indomitable
Sayyid is spread over 35 pages.
gallantry. On the reoccupation of
Sir Sayyid narrates the Pilibhit he was promoted to the
unprecedented courage of an Tehsildar, but it was alas! Only a
officer, Zuqueera Khan, posted at short lived dignity for he was soon
Jehanabad, Piliphit District, who slain by a rebel and thus perished
laid down his life in defending the for his loyalty".
British officials. Zuqueera Khan, a
native of Rampur, held the office
of Peshkar at the time of outbreak
of violence. Sir Sayyid writes about
him:
"He displayed zealous loyalty,
and performed many good services
attaching
himself
to
the
Magistrate's person, and was
present at his house at all hours.
When the revolt gained strength and
the residence of the magistrate's
wife and children at that station
was held to be fraught with peril
he escorted them in safety to
L ater, the Government gave

land to him and a robe of honour
(Khilat) was also awarded to him.
His
description
is
also
supplemented with a detailed report
of Mr. C.P. Carmichael, Magistrate,
and Pilibhit. Zuqueera Khan's tale
is spread over 5 pages in the first
volume of the Loyal Mahomedans
of India.
The subsequent pages of the first
volume narrate the tales of gallantry
of Abdul Khan, Kotwal, Pilibhit,
Alee Mohamed Khan, soldier,
Safooullah Khan, soldier, Ullay Yar
113
Iqbal
2012
Khan, soldier, Mohammad Khan,

soldier. Also, an extract from the
list of persons eminent for loyalty
in Pilibhit is published.
The first issue also carries a
fairly- detailed account of Moonshi
Mohamed Hussain, Serishtdar,
Dewani Court, Moradabad, who
had shown exemplary courage
when the prisoners broke open the
jail. The certificates of J. Wilson,
Commander on Special Duty,
Moradabad, and John Wilson,
Judge, are a testament to his
unmatched courage.
The pages of the Loyal
Mahom-edans of India are not
exclusively meant for highlighting
gallantry and exemplary courage of
the Muslim serving the Government
but are also braced for elaborating
invaluable services rendered by the
Muslim landlords and nawabs. The
last ten pages highlight the bravery
of Sheikh Shurfooduin, a resident
of Shekhpoora, Badaun District.
Here introduction is wrapped in
ornate language:
"It would be a hopeless task to

attempt a delineation of his mental
sufferings to portray his load of
anxiety for the safety of his precious
charge amidst the surroundings or
to exhibit with adequate force
ingenuity and courageous firmness
with which he baffled the design of
the enemy and finally triumphed
over the difficulties. These things
surpass the power of description".
The troops revolted on May 31,
1857 at Bareilly and next day the
troops stationed at Badaun
mutinied and the soldiers
abandoned their allegiance. Soon
the district administration caved in,
Mr. W. Edwards, Magistrate and
Collector of the district, was left
with no choice but to seek the help
of Sheikh Shurfooduin. The Loyal
Mahomedans of India explains:
"Amidst this state of things, Mr.
Edwards, Magistrate and Collector
of
Badaun
dispatched
a
Mahomedan sawar to Shekhpoora
to summon Sheikh Shurfooduin to
his assistance. This worthy man at
once responded to the call and
114
Iqbal
2012
Here the letters and certificates

hastily arming his relatives, friends
Shurfooddeen's
and retainers, some 200 men in all, appreciating
he proceeded to Badaun. There, gallantr y issued by Mr. A. M.
meanwhile anarchy had made Phillips, Joint Magistrate, Etah, Mr.
fearful strides, for the prisoners had W. Edwards, Judge, Mr. C.P.
been set free, the mutineers were Carmichael, Officiating Magistrate,
in possession of the Government Mr. W. J. Brambly, Magistrate and
treasure, and plunder prevailed as Collector of Aligarh, Mr. Elliot
every side, while the air was rent Colvin and Mr. R. Alexandra,
with the firing of musketry. Through Commissioner Rohilcund Division
scenes of fire and outrage the lend credence to the description.
Sheikh made his way to the
Magistrate's house and taking him
under his protection together with
three other European gentlemen Viz
Mr. Donald, indigo planter, his son
and his friend at his own house in
Shekhpoora, and kept them there.
Thence, he afterwards conducted
them all in safety to another village
of his name kurkora.
Soon the rebel troops carrying
guns, 500 cavalry and an entire
regiment of infantry reached the
Badaun then the European wished
to go Puttealee, a nearby town,
where the English force was
posted. Sheikh escorted them
across the Ganges".
The first volume runs into 82

pages in which a number of specific
instances are quoted where the
Muslim alone protected British. The
detailed description calls attention
to invaluable services rendered by
the Muslims during the period of
unprecedented peril. The gallantry
shown by the Muslim justifies the
claim of Sir Sayyid that one finds
at the beginning of the first volume:
"It is the Mahomedans alone the
credit belongs of having stood the
staunch and unshaken friends of
the Government amidst that fearful
tornado that divested the country,
and shook the empire to its centre
and whoever ready heart and hand
115
Iqbal
2012
to render their aid to the utmost

extremity or cheerfully to perish in
the attempt, regardless of home and
kindred of life and its enjoyment".
Sir Sayyid alludes to a plethora
of specific instances for refuting the
view held by the British that the
Muslims were convinced that the
Christian rule in India was about
to over as the prophecy of Shah
Naimatullah clearly suggests it. Sir
Sayyid quotes religious decrees to
explain the Muslims are enjoined by
the precepts of Islam to live
together with the Christians
peacefully as they also believe in
the prophets and hold sacred the
word of God.
issue proffers a perceptive and

analytical discussion on the Islamic
concept of Jehad (Holy War). It
starts with a customary prayer that
every devout Muslim says when he
begins something. The opening
lines seem quite appropriate in that
the whole issue is devoted to a
religious debate.
At the outset, Sir Sayyid makes

it clear that after having published
a detailed account of several
Mahomedans who by their good
conduct and devotion had obtained
approbation and reward, he intends
to chronicle the eminent services of
the loyal Mahomedans. Further, he
wants to explain the real Islamic
concept of Jehad that was
The second issue of the Loyal diametrically to oppose the term
Mahomedans of India denotes a Jehad that gained currency and the
slight but significant change. Now Muslims are swayed by it.
the name of Sir Sayyid, Sudder
Refuting the allegation that
Ameen of Moradabad appears on
the Muslims enjoined by the tenets
the title page but there is no change
of their religion to oppose the
in print line. As discussed earlier,
Christians, he points out:
the first issue of the Loyal
Mahmedans of India chronicles the
"Whereas indeed the very
services of the Mahomedans who reverse of this is the fact, for
stood by the British, but the second Mahomedans admit, that there is
116
Iqbal
2012
no secret upon earth but the

Christians with whom its people
may
maintain
amity
and
friendship".33
He quotes the Quranic
injunctions frequently to prove that
the Christians are the most
inclinable to entertain friendship
with the true believers. He also
refers to the Islamic history and
reminds the Muslims of an incident
pertaining to the time of the
Prophet when the idolatrous people
of Mecca began to harass the
faithful then the prophet ordered
his follower to migrate to a
Christian
state
Abyssinia
(Ethiopia).
Quoting the holy Quran and
alluding to several incidents, Sir
Sayyid tries to drive the point home
that amity and goodwill always
existed between the Muslims and
the Christians. During the time of
rebellion, a rumour gained currency
that Shah Naimutullah's prophecy
is said to have foretold the
dissolution of the Christian empire.
Sir Sayyid describes it as completely
absurd as Islam per se abominates

prophecies. For Islam, no man has
the divine attribute to foretell the
future; hence no importance is to
be attached to the prediction. Sir
Sayyid gives a point by point
rebuttal in the terse prose:
"God
forbids
that
the
Mahomedans should attach an iota

of faith to the prophecies. On the
contrary, it is held by us to be a
grievous sin to ascribe to any mortal
man, the divine attribute of
knowledge of future - or to place
the slightest confidence in the
predictions of astrologers or indulge
in the superstitions, observances of
auspicious times and seasons. This
being the case, how could any
sensible man give evidence to the
fantasies of some unknown
individual who may have chosen to
amuse the credulous of a past age
by playing the Prophet".
His long essay on Jehad is
followed by the description of many
Muslims who lend a helping hand
to the British in their hour of peril.
117
Iqbal
2012
The second volume of the Loyal

Mahomedans of India provides a
detailed description of Monshi
Imamuddin,
Tehsildar
of
Moradabad, Nawab Nabee Baksh
Khan Bhadoor, Delhi and Sheikh
Khairuddin Ahmad Khan Bhadoor,
Deputy Magistrate, Ghazipur.
Sheikh Khairuddin's efforts are
profusely applauded as he had kept
a tight vigil on the troops posted at
Ghazipur. For his relentless efforts
Ghazipur had not fallen to the
rebels. The official reports say that
"Sheikh's expostulations and
persuasion went a long way in
allaying the suspicion of the 65th
Regiment and it was kept in check.
Unlike the first issue, the
narration is here divided into small
paragraphs and sentences (both in
Urdu and its translation into
English) are short and crisp. The
prose is completely devoid of
verbosity, obscure words and
hackneyed phrases.
In this issue too, the narration
is authenticated by many official
documents and letters. It brings
forth into 89 pages and it also
contains an appendix spreading

over ten pages. It proffers a
thought-provoking discussion on
Jehad for which Sir Sayyid sought
the help of one of his learned friends
who suggested that some other
equally important texts previously
unnoticed be also referred to. The
second issue also appeared in the
same year (1860).
The third volume of the Loyal
Mahomedans of India was
published in 1861 at the Mofussilite
Press, Meerut. Now Robinson
instead of J.A. Gibbon became the
publisher.
The third volume too is devoted
to a central theme. As we are aware
that Sir Sayyid strove to stitch up
a warm rapport with the Christians
and he left no stone unturned to
fulfill his objective. Friendship
between the Muslims and the
Christians was very close to his
heart as it was a must for the
speedy uplift and development of
his community which was
erroneously inclined to engage in
acrimonious confrontations with the
British.
118
Iqbal
2012
The above mentioned treaty,

signed by the Prophet himself, had
hardly come in for a detailed
analysis as its text was not
available. A copy of the treaty was
found in the Monastery on Mount
Carmel, a day's journey from
Mecca and it was sent to the King's
Librar y in France. The treaty
provides equal rights to the
Christian and the Muslims and one
can hardly find any iota of religious
discrimination in the ideal Islamic
Sir Sayyid reproduces the treaty
society setup by the Prophet. It
verbatim on the pages of the Loyal stipulates:
Mahomedans of India. He wrote
"If any Christian commits a
the following stand first before
crime or fault, it shall be the part
reproducing the treaty:
of the Muslimin to assist him,
"I have lately been perusing an intercede; and give caution for him
old book by Mr. Lancelot Addison and compound for his miscarriage;
in which I have found the copy of liberty shall also be given him to
a league and covenant which in a redeem his life. Nor shall he be
former era, had been concluded forsaken, nor destitute of help,
because of Divine Covenant which
between the Mahomedans and the
is with them; that they should enjoy
possessor of Christianity I, here
what the Muslimin enjoy, and suffer
give this curious document and
what they suffer.
shall be glad if any of my readers
According to this covenant
will let me know, whether in the
course of their own study of Arabic which is by the Christian just
History, they have seen any request, for confirmation of its
authority, you are aligned to protect
mention made of this league".
Sir Sayyid was an avid reader
of history, metaphysics, theology
and Islamic history. The sweep of
his reading was amazing and once
he got a book authored by a
Christian, Lancelot Addison. The
author quoted a treaty signed
between the Muslims and the
Christians in the time of the
Prophet. It was an old text, written
in 1697.
119
Iqbal
2012
them from all calamities, and

perform all offices of good will
toward them, so that the Muslimin
may be sharers with them in
prosperity and adversity. Moreover,
all come ought to be made that no
violence be offended to them as the
matters relating to marriages Viz
that they should not compel the
parents to match their daughters
with the Muslimin; nor shall they
be molested for refusal either to give
a bridegroom or a bride for this act
wholly voluntary depending on their
free will and pleasure".
The treaty contains many
provisions that ensure the
Christians and "other religious
minorities with equal rights. The
Prophet directed the Muslims to
follow it otherwise they would be
treated as the enemies of God. It
was clearly braced for ushering in
a new era of goodwill and mutual
trust between the Muslims and the
Christians.
the end of the documents, Abu Bakr,

Omar Bin Alcherab, Osman bin
Affawan and Ali Bin Abu Talib signed
as witnesses. It was signed on the
first day of the moon of the fourth
month, the fourth year-of Hegira in
Medina.
The publication of the treaty went
a long way in convincing the Muslims
to shun their pronounced hostility
towards the Christians. The excerpts
of the treaty are spread over ten
pages.
Similar to the previous issues, the
third volume also calls attention to
the gallantry shown by six loyal
Mahomedans - Sheikh Tajudeen,
Daroga, Moradabad, Sayyid Turab
Ali, Deputy Collector, Bijnore, Sheikh
Ameer Ali, Tehsildar, Peelibhit,
Sheikh Badaruddin, Tehsildar,
Auanla, Barriely, Monshi Abdul
Ghani, Supplier Railways and
Mahomed Ibrahim Khan, Tehsildar,
Shamlee. Seventy eight pages are
allocated to their description.
The League, lay in oblivion for

years, speaks volumes about
If all three volumes are sifted at
tolerance,
generosity
and
once, one can easily conclude that
benevolence of the Prophet during
Sir Sayyid was the first Urdu
the prime of the Muslims glory. At
journalist who sowed the seeds of
120
Iqbal
2012
development journalism as he tried

to instill a sense of belonging for the
Government of the day among his
readers. The first prerequisite of
development journalism is to create
a sense of belonging and Sir Sayyid
quite successfully achieved it.
18 Government officials, 2 nawabs,

and one supplier of railways. The
government official, mostly junior
ones, two deputy collectors, Sayid
Turab Ali, Sheikh Khairuddin, four
Tehsildar - Munshi Imamuddin,
Mahomed Ibrahim Khan, Sheikh
Ameer Ali, and Sheikh Badaruddin
are chosen and their tales of
gallantry and exemplary courage
are narrated. One principal Sudder
Ameen - Sir Sayyid himself and one
Serishtdar Moonshi Mohamed
Hussain also got attention.
He wanted to extricate the

Muslims from their medieval grooves
and to also establish a good rapport
with the British - and for this, he
used journalism as a vehicle. His
pen was entirely directed towards
ameliorating the condition of Indians
especially the Muslims. At places,
Hali
again
inaccurately
his prose seems to be highly emotive
mentions that all three issues
and persuasive. A dispassionate
contained 273 pages but actually
description with a fair amount of
total pages are 277.
objectivity runs through all the pages
of the Loyal Mahomedans of India.
At that time (1860) the cost of
printing by type was very high; Sir
Hali points out that the three
Sayyid requested that the cost of
issues of the Loyal Mahomedans of
the printing be borne by the persons
India carry a detailed account of
who want to get their description
some 18 people many of whom had
in
the
Loyal
been killed by the rebels and list of published
Mahomedans of India. The
their family members.
proposal did not evoke a positive
Contrary to this, the three issues response; hence the Loyal
of the Loyal Mahomedans of India Mahomedans of India could not
carry the description of 21 people survive after the third volume.
121
Iqbal
2012
QURRATUL-AIN HYDER
Shazia Abdul Rehman
Class X Siwan (Bihar)
Qurratulain Hyder was an

alumna of Aligarh Muslim
University. It's not widely known
that she began her primary
schooling in Girls High School
AMU, but left after a while. She
was born in Aligarh on January 20,
1927, to an illustrious set of
parents-Sajjad Hyder and Nazar
Zehra Begum.
Internationally acclaimed as
the greatest writer of Urdu fiction
in the modern times, she has left
behind an impressive bulk of
literary master pieces in the form
of novels and short stories,
translations of classics from other
languages, reportage of her foreign
travels and tours, stories for
children,
and
books
and
anthologies edited by her.
Qurratulain Hyder
schooled in Dehradun
Lucknow and passed
intermediate exams from Isabella

Thoburn College, Lucknow in
1941, where she was identified not
only as a brilliant student, but as a
budding writer and one who was
deeply interested in cultural
activities. She graduated from
Indra Prastha College, Delhi in
1945 and received her Master's
Degree from Lucknow University in
1947. The same year she migrated
to Pakistan with her mother and
other relatives. But due to so many
problems there she came back to
India, her home land
HER FATHER AND MOTHER
Her father Sajjad Haider

educated in Mohammadan Anglo
Oriental College, was an erudite
scholar, a powerful debater and a
writer. He served as a bureaucrat
was in the colonial period and was sent
and to Turkey as an ambassador by the
her British Government. He was
122
Iqbal
2012
appointed the first Registrar when Editor, of The Illustrated Weekly

Aligarh Muslim University was of India, of which Khushwant
Singh was the Editor. She was
established in 1920.
Visiting Professor in Jamia Millia
Her mother Nazar Zehra was
Islamia, New Delhi in 1979 and
a writer and poet, one of the first
came to Aligarh Muslim University
few liberal educated Muslim
as Visiting Professor in 1981-82.
women, who despite being
She was also a painter of sorts
devoutly religious set aside the
and had enrolled in the
tradition 'Purda System', started
Government School of Art,
the movement for education
Lucknow and later in the
among Muslim women.
Heatherly School of Art, London.
Qurratulain Hyder was not But above all, it was her keen
only a great writer, but a person i n t e r e s t i n p e o p l e , s o c i e t i e s ,
whose hobbies are many and cultures and history of civilization
i n t e r e s t s v a r i e d . S h e w a s a that provided the basis of most
trained journalist having done a of her writings. She left us for her
course in journalism from the heavenly abode on 21st August
R e g e n t S t re e t Po l y t e c h n i c , 2007 in the wee hours.
London. While in Pakistan, she
served as Acting Press Attache in
the Pakistan High Commission,
L o n d o n , w a s A c t i n g E d i t o r,
Pakistan Quarterly, Karachi and
Information Officer in the Ministry
of Radio and Broadcasting,
Pakistan. After coming back to
India, she was the managing editor
of Imprint, Bombay, and then
became well known as Assistant
She was a genius that was

unprecedented, a writer who was
unparalleled, a novelist who
redefined the concept and
technique of novel writing.
Qurratulain Hyder will live on in
her works and in the hearts of
readers till eternity.
Creative output of Qurratulain
Hyder at a Glance :
123
Iqbal
2012
SHORT STORIES :
Gardish-e-Range-Chaman
1987
Sitaron Se Aage
1947
Chandni Begum
1990
Sheeshe Ka Ghar
1954
Shahrah-e-Hareer
2006
Patjhar Ki Awaaz
1966
REPORTAGE :
Roshni Ki Raftar
1982
London Letter
1954
Sitambar Ka Chaand
1958
NOVELETTES :
Sitaharan
1960
Chai Ke Bagh
1964
Housing Society
1966
Dilruba
1976
Chhute Asreer To Badla Hua

Zamana Tha
1966
Koh-e-Damavand
Qaikhane Main Talatum Hai Ke

Nind Aati Hai
1983
Agle Janam Mohe Bitiya na Keejo

1977
NOVELS :
Mere Bhi Sanam Khane
1952
Safeena-e-Gham-e-Dil
1952
Aag Ka Dariya
1959
1983
Jahan-e-Deegar
1983
Padma Nadi Ke Kinare
1983
AWARDS AND HONOURS:
Akhir-e-Shas Ke Humsafar 1979

Kar-e-Jahaan Daraaz Hai (Vol. I)
1977
1.
Sahitya Academy Award for

Patjhar ki Awaaz conferred by
Dr. Zakir Hussain, President of
India, 1967.
2.
Soviet Land Nehru Award for

Translations conferred by Mrs.
Indira Gandhi, Prime Minister
of India, 1969,
Kar-e-Jahaan Daraaz Hai (Vol. II)

1979
124
Iqbal
3.
4.
5.
6.
7.
2012
Perwej Shahidi All India Award, 13. Fellow for Sahitya Akademy,
1994.
West Bengal Urdu Academy,
1981.
14. Kul Hind Bahadur Shah Zafar
Award conferred by Ali
Uttar Pradesh Academy Award
Mohammed Khusro, 2000.
for Literary Achievements,
1982.
Man's love is of man's life a
thing a part 'tis a woman's whole
Ghalib Award, 1982.
existence.
Padma Shri, 1984.
Lord Byron, 'Don Juan'.
Ghalib-Modi Award conferred
by Mrs. Indira Gandhi, Prime
Minister of India, 1984.
8.
Andhra Pradesh Urdu Academy

Award, 1987.
9.
Iqbal Samman, Govt. of

Madhya Pradesh, 1988.
10. Bhartiya Gyan Pith Award for

the year 1989, conferred by
Chandra Shekhar, Prime
Minister of India in 1990.
11. Bhai Veer Singh International
Award conferred by Dr.
Shankar Dyal Sharma, Vice
President of India, 1991.
12. Bharat
Guru,
Rotary
International
for
life
achievements, 1991.
125
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh Muslim University,
Aligarh.
PROVOST & WARDENS

S.
Name
No.
Designation
Portfolio/Remark
Mr. Habib Ahmad
Provost
PROVOST
Mr. MazharHussain
Warden
General Warden
Dr. Mehboob Ahmad
Warden
In-Charge Dining Hall
Dr. Haseenuddin
Warden
AGF Hostel, In-Charge Common

Room
Mr. Mohd. Ayub
Warden
AFF Hostel, In-Charge Reading

Room
Dr. TamkeenHussain
Warden
ATF Hostel, Residential
Dr. M. Abu Saleh
Warden
BGF Hostel, President, Lit. &

Cult. Society
Dr. Ashhad Jamal
Warden
BFF Hostel, In-Charge

Computer Cell
Dr. TariqueQureshi
Warden
BTF Hostel, In-Charge Game &

Sports.
10
Dr. Nabiullah Khan
Residential
126
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
OFFICE STAFF
S.
Name of the Employee
No.
1
Mr. Shakeel Ahmad
Section Officer (Administration)
Mr. AzeemTazimulHaque
L.D.C. (A/c)
Mr. AnisMohd. Khan
L.D.C. (Admin.)
Mr. Sabir Ali Khan
L.D.C. (Admin.)
Mr. Naved Ahmad
L.D.C. (A/c)
Mr. Mohd. Ajmal
L.D.C. (Admin.), (Ledger Keeper)
Mr. Mohd. Nasir
M.T.S. (Dealing Assistant, Students).
Mr. Mohd. Ilyas
LDC (Admin.)
Mr. Sultan Ahmad
M.T.S./Office Attendant
10
Mr. Mohd. Muqeet
M.T.S./Hall Attendant
11
Mr. Shahzad Ali
Daily Wager (Unskilled), Student Dealing
12
Mr. RaifulAzam
Daily Wager (Clerical), Ledger Keeper
13
Mr. ShamimAlam
Daily Wager (Unskilled), Dealing

Assistant, Mess A/c
14
Mr. Shuiab Ahmad
Daily Wager (Unskilled)
15
Mr. Fahad Ahmad
Daily Wager (Clerical), Computer Cell.
Designation/Duty Assigned
127
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
SUB-ORDINATE STAFF
S.
No.
Designation/Assigned Duty
Mr. Syed Hasan
Electrician-cum-Tube well Operator
Mr. Mohammad Yaqoob
Office Attendant
Mr. Siraj Ahmad
Pump Attendant
Mr. SabirHussain
Pump Attendant
Mr. Imamuddin
Pump Attendant
Mr. Imran Ali
M.T.S. (Plumber)
Mr. Rafeeq Ahmad
Hall Attendant (Common Room Attendant)
Mr. Munshi Khan
Hall Attendant (Gate Keeper)
Mr. Naim Ahmad
Hall Attendant (Electrician)
10
Mr. Shahabuddin
Hall Attendant (Electrician)
11
Mr. Habib Ahmad
Hall Attendant (Carpenter)
12
Mr. M. Ali Hasan
Hall Attendant (Gate Keeper)
13
Mr. Yunus
Kitchen Attendant (Gate Keeper)
14
Mr. Ishratullah
Mali (Gate Keeper)

Contd...
128
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
S.
No.
15
Mr. Khurram Ali Khan
Daily Wager (Unskilled), Gate Keeper
16
Mr. Mohammad Jamal Khan Daily Wager (Unskilled), Gate Keeper
17
Mr. M. Arif Khan
Daily Wager (Unskilled), Gate Keeper
18
Mr. Deepak Kumar
Safaiwala
19
Mr. Om Prakash
Safaiwala
20
Mr. Yogender
Safaiwala
21
Mr. Nisar Ahmad
Hall Attendant (Mali)
22
Mr. Haseen Ahmad
Daily Wager (Unskilled),Mali
23
Mr. M. Danish Khan
Daily Wager (Unskilled),Reading Room

Attendant
24
Mr. AbulQuasim
Daily Wager (Unskilled),Reading Room

Attendant
25
Mr. Mohd. Akram
Daily Wager (Unskilled), Electrician
26
Mr. Mohd. Shamsad
Daily Wager (Unskilled), Electrician
27
Mr. Jagdish Prasad
Daily Wager (Unskilled), Safaiwala
28
Mr. Babloo
29
Mr. Kaiser Pal
30
Mr. Ravi
31
Mr. Mohd. Shadab
Daily Wager (Unskilled),Reading Room Attendant
129
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
DINING HALL STAFF

S.
No.
Mr. Zaid Ahmad
Hall Attendant (Bearer)
Mr. PirayMian
Cook
Mr. Md. Fareed
Hall Attendant (Kitchen)
Mr. Iqbal Ahmad
Cook
Mr. Inam
Mr. Asrar Ahmad
Hall Attendant (Kitchen)
Mr. Afsar Ali Khan
Mr. Md. Zaheer
Kitchen Attendant (Kitchen)
Mr. Mansoor Ali
Kitchen Attendant
10
Mr. Mansoor Ahmad
11
Mr. Istikhar Ali Khan
Kitchen Attendant
12
Mr. Aijaz Ahmad

Contd...
130
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
S.
No.
13
Mr. Shareef Ahmad
14
Mr. Ashfaq Ali
Helper (Kitchen)
15
Mr. Taufiq Ahmad
Helper (Rotiwala)
16
Mr. AbidHussain
Helper (Helper Rotiwala)
17
Mr. Mohd. Yaseen
Helper (Helper Rotiwala)
18
Mr. Shakeel Ansari
Helper (Bearer)
19
Mr. AmeerMohd. Khan
20
Mr. Israr Khan
Gate Keeper (Munshi)
21
Mr. Zakir Ali
Cook (Rotiwala)
22
Mr. Abdul Wahid
23
Mr. Shamsher Ali Khan
Kitchen Attendant
24
Mr. Ali Ahmad
Helper (Bearer)
25
Mr. Ashraf Ali Beg
Hall Attendant (Kitchen )
26
Mr. Abdul Aziz Khan
Kitchen Attendant
Contd...
131
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
S.
No.
27
Mr. Sarmast Ali
Cook
28
Mr. Shameem Ahmed
29
Mr. Sharif Ahmad
Cook
30
Mr. Mohd. Yunus Khan
31
Mr. Dilshad Ali
Cook
32
Mr. Najmuddin
Cook
33
Mr. Nafis Ahmad
Kitchen Attendant (Bearer)
34
Mr. Saleem
Office Attendant (Kitchen)
35
Mr. JaanMohd.
Daily Wager (Unskilled) (Bearer)
36
Mr. Muhammad Mushtaq
37
Mr. Arman Ahmad
38
Mr. AbidHussain
39
Mr. Kamal Ahmad
Daily Wager (Skilled), Cook
40
Mr. SuhailSagheer
Daily Wager (Unskilled) (Kitchen)

Contd...
132
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
S.
No.
41
Mr. ZiaurRehman
42
Mr. Ateeq Ahmad
43
Mr. Afzal Ahmad
44
Mr. Nadeem Ahmad
Daily Wager (Unskilled)
45
Mr. Mohd. Sabir
Daily Wager (Unskilled) (Rotiwala)
46
Mr. Mohammad Firdaus
Daily Wager (Unskilled) (Munshi)
47
Mr. Wahid Ali
Daily Wager (Unskilled) (Kitchen)
48
Mr. Rizwan Khan
49
Mr. Mohd. Nadeem
50
Mr. Mohd. Saleem
Daily Wager (Unskilled) (Bearer
51
Mr. Istekhar Ahmad
52
Mr. Gayasuddin
53
Mr. Anwar Ali
54
Mr. M. Zahid

Contd...
133
Iqbal
2012
Phone
PROVOST
: 0571-2701769
{Ext
Int : 3290 & 3291
Allama Iqbal Hall,

Aligarh.
S.
No.
55
Mr. Mahboob Ali
56
Mr. Safruddin
57
Mr. Salman Khan
58
Mr. Saleemuddin
59
Mr. Istyak Ali
60
Mr. Hayat Mohd.
61
Mr. Rahat Ali
62
Mr. Tauseef Ahmad
63
Mr. Mohd. Azeem Khan
64
Mr. Munne Khan
Daily Wager (Clerical) (Munshi)
134
Iqbal
2012
A M U Tarana
by Asrar-ul-Haq Majaaz
Ye mera chaman, hai mera chaman, main apne chaman ka bulbul hun
Sar-Shaar-e-nigah-e-nargis hun, paa-basta-e-gesu-e-sumbul hun
Ye mera chaman, hai mera chaman, Ye mera chaman hai mera chaman
Main apne chaman ka bulbul hun

Jo taaq-e-haram mein raushan hai, wo shama yahan bhi jalti hai
Is dasht ke goshe goshe se,ek joo-e-hayat ubalti hai
Ye dasht-e-junoon deewanon ka, ye bazm-e-wafa parwanon ki
Ye shahr-e-tarab roomanon ka, ye khuld-e-bareen armanon ki
135
Iqbal
2012
Fitrat ne sikhai hai ham ko, uftaad yahan parwaaz yahan

Gaaye hain wafa ke geet yahan, chheda hai junoon ka saaz yahan
Ye mera chaman hai mera chaman,
main apne chaman ka bulbul hun
Is bazm mein teghain kheencheen hain, is bazm mein saghar tode hain,
Is bazm mein aankh bichhai hai,is bazm mein dil tak jode hain
Har shaam hai shaam-e-misr yahan, har shab hai shab-e-sheeraz yahan
Zarraat ka bosa lene ko,sau baar jhuka aakaash yahan

Khud aankh se ham ne dekhi hai, batil ki shikast-e-faash yahan
Ye mera chaman hai mera chaman,Ye mera chaman hai mera chaman
Main apne chaman ka bulbul hun,
136
Iqbal
2012
Jo abr yahan se utthega,wo saare jahan par barsega,

Har joo-e-rawan par barsega, har koh-e-garan par barsega,
Har sarv-o-saman par barsega, har dasht-o-daman par barsega,
Khud apne chaman par barsega, ghairon ke chaman per barsega,
Har shahr-e-tarab par garjega, har qasr-e-tarab par kadkega,
Ye abr hamesha barsa hai, ye abr hamesha barsega,
Ye abr hamesha barsa hai, ye abr hamesha barsega
Barsega, barsega, barsega......................
Har aan yahan sahba-e-kohan, ek saghar-e-naw mein dhalti hai
Kalyaun se husn tapakta hai, phoolon se jawani ubalti hai
Islam ke is but-khane mein asnaam bhi hain aur aazar bhi
Tahzeeb ke is mai-khane mein shamsheer bhi hai aur saghar bhi
Yan husn ki barq chamakti hai, yan noor ki barish hoti hai
Har aah yahan ek naghma hai, har ashk yahan ek moti hai
137
Iqbal
2012
Is farsh se ham ne ud-ud kar, aflaak ke tare tode hain

Naheed se ki hai sargoshi, parveen se rishte jode hain
Is bazm mein neze phenke hain, is bazm mein khanjar choome hain
Is bazm mein gir kar tadpe hain, is bazm mein pee kar jhoome hain
Yan hame ne kamanden daali hain, yan ham ne shab-khoon mare hain
Yan ham ne Qabaen Nochi hain, yan ham ne taj utare hain
Har aah hai khud taseer yahan, har khwab hai khud ta beer yahan
Tadbeer ke pa-e-sangeen par jhuk jati hai taqdeer yahan,
Is gul kade-e-pareena mein phir aag bhadakne wali hai,
Phir abr garajne wale hain, phir barq kadakne wali hai
138
NLMN
m,n ^f]
]Ygq
z
i
o
~
1
3
(
zz6,
)Z[
( VZ ) 1ZZ e
,
k
,
k
T
$**
V{ZZ e
V{ZZ e
:]
:tg Z Z
:
:
u_
4
8
12
14
~h
+
ZZ e
1ZZ e
~i aZ
Z tg
$su~q
e
I
! l. Z Wz u
g Zb]Zz) :V{Zu
,! zZq
-Z :u
16
18
g Z_g q
V{ gsg
q
-Z6,wD Z ]
' P wD Z)
19
27
38
44
46
48
C ZZ e
~z0
+=gZ
LZ
-Z$
+C',@1Z
+Zh
+
hw
{^
,Yq
-Z :Z sZ
g Z +Zz~ zyyZ0
+{
wCZz &ZpgzZ W C1j
yZZ ? H]Z
wqg{gzZ Z ]Z
g {0
+
i
/
/
/
/
:wD Z_
/
/
:]xsZ
/
/
/
/
/
/
NLMN
50
'Z ZP
E
51 ~g Z Zks ZG3{$
53
WZ +Z
A&ZvZ =g
54
g Z )E
m,n ^f]
zZ (,
z6,vZ
iyZgzZ b){0#
Z
[Z
z
~
x **
zgZgzZV80*
V4c*
ggzZ ~
/
%
Y g Zz i W y!*
izg Z
Zz [W
g { e H ~g Z'
,'
**
g gzZ ] : ()
64 1ZZe :F,&v',y7Z7W
72
~ ;ig
75
&
76
g Z y**
77
Z_ #
gzZg \
: Ww
/_
.
y8
]h
78
79
79
80
80
{
g
~grh
+k1ZZ e
~grh
+k1ZZ e
1ZZ e
Z yZ]
/
/
/
/
:]
Z n5
V{Zy Z
LZ
~ ;ig
Zk
,
55
58
59
61
63
/
/
/
/
/
:V*&YZ
/
/
/
/
/
:]
} m,
iC
Zg Z
:Kz
V6n
Cx? ]!*
t=
/
@*
s ZZ z Vz
/
? a~
/?tt
/
t
/
s1 {z
/
NLMN
81
81
82
82
83
83
Zk
,
pZZ t Z
pZ y.f
o%
wcZ
gyG
84
85
86
86
87
88
88
89
90
90
: 7
+zY +%Z
h
_Z
V{Zy Z : 7
V{Zy Z
Z [8
~g Z @i Z
_vZ
~g ZxsZ
g yG
m,n ^f]
V Z J
-V 1
/
F
gg Z 6 V p5'!*
5
/
7D i W= [ Z A
/
{g xwzk
,
IZ
/
g \ } g ~ w
/
@*
Y V V
KZ ` W Y
/
V 6 n
wD Z) : [Zp V
/
Z
/
VY6,~
/
DL
/
g Zg7 n
kZ
/
~L
/
wgW
/
0
+
i |
/Z
/
c*
C q
-Z
/
p" l
/
NLMN
m,n ^f]
x
w ; )C! Zz d: CZ C w ; wD Z) yEZz ]
) !*
t a }
V 6& ! CX ~ ~g
B tz tzf }g7 wD Z L L ( +
G
;gE- |
/Z
)
Z +
Gw; a Za OZzg ~k
,
gzZ J m
y Zz6,
DwEZ ~ygzZ xg P kZ ~ d
C
: i X g e
$Zzgk
,
q
-Z
w; }g X g g**
gzZ V6& {ZpKZ C: i
X N J m
y Zz6,V6&!KZgzZN VZ {Z
+g7 kZ C
\ WX C Zg w V } 96,h Z kZ 0
+
i \ W !zm,
y Z xTw ; \ W lpX M
hywI KZ ~qlgzZ
=~ V\WKZ [ Zp]gzp pz F,
\ W kZ [
WpgzZ ~p{ z X T e 9 s Z e , 6,Vzg *V Z
\ W{ z X
gzZ T e **
}gzZ ZzZ g Vzuz O
W
Vzuz\ WS
: Dzig Wa\ W~ H{ WKZ
} j~%GZ%
} j V Z
*Z VzcV Z
Zi W y
+
$Y ]+Z [gvZ [^
OZ +
$Y wD Z)gzZ lW ;gE- |
/Z!zm,
D lp,Z 1 DZp kZ v X t ~(,z a \W

# Y kZ X D WxZ,Z q
/E
z @}g7 gzZg w kZ G
\Wox w; gzZ yeg Zz { E
+Z +Zz \WX Y ~ g ZwLZ
: T e bx t ~ y!*
i wD ZgzZ qZp wu @*
Z
Z | 7,Q $
)
#
Z * x Y1
x?Zz
Z
(
zz6,
)
11
NLMN
m,n ^f]
V{ZZ e
|
/Zr !*
{C
i
g ]i o } t \
g Y f 0
+e {g
Z Z
/Z
g { " $
~ uZ
gzZg Z ~ F, ]g Y 0 {
&gi ~i C
Z x
! r Zl
g ~
Y ! gl V gi
[W e J
ge
$g
Y sp ~
~VY " VZzg }
Z }% b Vz0
+
i % ~
Z ? u [W e
/Z
{ ( Y e %%
{ z $z V Za , V
{ 3 Vz0
+
6, !*` Z e 0
+
zg
{ C Y y
KZ T
x Zw c iz } x 6,V G3r
xY
V m,
_ s !*
22
NLMN
m,n ^f]
} e e** EN q
-Z
} E_L XL3
Z E
L _c
} y Za e q
-g @*E
L Î
} z
{h
+g d
GLE
"
} i ZzW N VY "
/.
u
/Z
} i Zz6, F
L% e
Y [ {n } }
Y [W Vw s'
, C
i
Y [Z ,a
Vz7
Y [Z
!*
,+
'
' W }0
+
6,}
' g p VY c
+(
` W ~ * } F,} ?E
` Zy
~g Z | (, g 5
` ~ ' } Z Zz
` @*
z q O Vgzf
~Z $
+ J e ,K
7 V [Z VZZ IZ
///
33
NLMN
m,n ^f]
V{ZZ e
( p)
g c*
i
|
/Zr !*
{C
i
W N ]t i
W N
A ~ * vZ n
- [Z 7 @*
J
W > wz {h
+ H
W N g g J
-h
+
Y 7Re ~ p Z kZ uZ {z
W N ] Y {z {z
+Z
~ YZ @*
sp l p Z0
W N #
Z {0
+
i t ? kZ g
[g x ~Z s D W V
W N
g LX=\I{z y
Z}
.
7 H F,0 ~g i7
W N g q
) [!*
6,WZ l vZ &
W N ]g {z p {6,:
~ V W
D kC &
W N
A {z ~ c
6, yZ
" T > @*
W:
W N ]g c*
i Y }
///
NLMN
44
m,n ^f]
~h
+
ZZe
;gE- |
/Zzg Z
|
/Z
$su~q
e
kZ Ug =p*Y gzZ } hg
c }ZgZ
KZ ]!*
)
,
t X *
p~hg~
q nkZx
-~ kZ 7VY ~ s
q
~ gzkZ } 7, gzZ ce xg
X n
0
+!*
gzZ H Zg7 gzYZ V,Z n

kZ
x g@*
Z ]!*
t ~ V~f
F,
Z 6, ~ ZZ **
a
X 7{ge%
rg q ,Z ~ `W
X q ~u~ ` X x]Z
i5 ~ ]g ~
#
(
pX Zw KZ ~ D gzZ ~
"
${0
+ : X? wqH e
$Z
cg Zuz k
,
X6,yZ ~g
gzZ -"
@q
-Z~ isX 7u**
k\Z
`| (,xX~ hz F,
X 7
LwKZX 7VzuzZ
X} y w VzgzZ X 7

z ]z X Z : i }g
/
u
yxg w ]z gzZ wz 7
) 7
o**
wZt, i Z ~
?7c*
? H e
$su~ q
V *zy yWa kZ [Z
bZ z ` Wb)Z 0
+
i
X Iw| l,
e [Z z
zg d
$ ? V gZ (
~ o ? g n J
-u
Z
gzZ tLZ ?Hx Zg
**
HgzZ Htzg Zg xZ ? !*
t ?ce**
HgzZ gH ?ce
t u]Z}uz bkZ gzZ
X t }g
n V ~ Y 1857 u
Vzy yZ V\WKZ ~!*
,
'
z
e
yZ gzZ D $ V yZ b
Nw pp Dh xV+j
} 9 JZ B x 6 O
z Zgzwt Zak
,
Zgf X
55
` kZ gzZ
M F,
z S
X @*
W7
VZy
x
gzZX xD
V6& m VH9 f DX a
CZ X g Z',>@*
hZ |kZuX @*
y
KZ y
KZ
# yZ TegzZ Zz b
g b y
KZL LX Bdf b kZ
kZ 7Ze ~ kZC
!*
q |
Yu g0
+Z kZ gzZ V w
zg0
+Z s C
!*
0*
`
[Z
z(gzZ ~
w
X
~ y
KZ ;g t
-Z ~ fz = k ZgzZ q
q
-Z
yZ N W7gZ @*
Za ]
gzZ + Y > Z',K
X
kZ 6,Zg
7g Wz kZ V,Z
$Y ]!*
kZ
Dw z+
! y
KZ X 7zJ
-#
i5 w
X 5 y% kZ F,~ z 6f
X Y1x kZgzZ Z kZ'
,
@*
g
/
t ~ wX vZL L
X H mZ ; c*
} Z! v
/Z X ~
NLMN
m,n ^f]
,Z X [g(Z ^ p ~ZZ
f x Y{gc*
VY $t ~
X: VYgz!*
H{z6,gCZf {Zp
f
:gzZ ZIgZ)faV **
KZ
gx ZZu
CgZzg]]q c*
X ] gZ
)Z ~'
,p
p(KZ e
$D _hc*
Z**
X Zz
T e gzZ 7 D ? H Zg p
XY._%~gqC

+~ Zl
Y gzZ
~ -
**
gzZ $
wg"
gzZg"D
y w$
+" pz!*
]zZ
6f ? W VzgzZ ~
c*
uX wVu **
]t wgzZ ozZ
: D W
#
KZL L
gzZ D Y Z
{z @*
Y '
,g ` Z'
wZZ
wqX@*
Y 2~ V-gF z
@*
wkZ Z
# @*
x
<
@*
7w ~ q q
-Z
~gZ $c*
~i!*
Zg tZ
q
$O5
z c
b &Z kZ v gzZ @*
w~
DY yZ {z D9g
r Z! w X , ` q
CY gZ
# 1X2 @ r Z
66
6,' * ~ yZy Y (gzZ b

X YH~xZZ {0
+ :g kZ
&a x h
+]
. u
V1 V !*
i ~uz X Hx 6,V
gzZ `X 4a3F,
g
C q
-Z~|
/Z6,iegx W
Za ~gZ (~ nz w ogzZ
gzZ c*
=gf Za
nZZkZ~ Y 1886cB27 kZ
:Ze zg~p ZyZ6,z
p wnC
~ V L L
nC
yZ w kZ gzZ
ZZ gzZ tZ ~ F,
x
o} zY
wC
@*
q HZ Za g6,gZ yZ
Z yt } Z* V
X
x x **
y q
-Z 6,i Z
Z
T ` W]gzZ (
/
-ViZggz *Z|
J
kgZ Vp
y Z X $
Y ;
t X YY c*
=gf Zg
X }gZ Zg 5 z x ~Z b!*
*g
kZ V 6 i kgZ !*
gZ
F,
~ [Z6,V- g

z X $
Y R Z z
NLMN
m,n ^f]
9zg k N Y } Z*Z gzZ

twt 1A :yZ ~
dZ
g st X Z Z
gzZ dt ?1$
} 7}
nVzgZD
X 7c*

WZz }Z
+ ]g,q
Bh W~ o }uzce X
Zg dZ T,V|gzZ
,q CggzZ gZzZa o X V `
@*
{Z
+ yZ ~ 7,~
/~ }i
; s '!*
t X , z VZ
7q : mZ
X '
{h
+]
.xE mZ ; V C
,
k
/**
a F, w X Z%
5 **
Z6, C t zz X
HHg
(b [Z X 7a Vgz
z kZa kZ V1i
gzZM Zq
-ZngT ]gz
VZ x KZ w Zq
-Z 7M
/Z
~xEyZgzZ~/gzZD X , Za
{gzW'
,
u ~gzaVq i kZ
X V
]Xi~Zpt u
zf LZ L x{z ZzZ
Z [
Vwq kZ Cg Cg ga D
77
C!*
.g Zg gzZ D C!*
_
.
_
" Z }g @*
t X@*
LZ u X D Yg2
+ L
M !*
.
_
.X c*
_
0*
(ZV i
Z0
+Z C!*
z kZ yvX [Z Z
#
u X gVZ ` W c*
VZ
g =gzZ c*
g Z
L
4!*
]!*
.
_
`q
-Z 7gZZ t HgZZ 6,
_C
X ]~(,~ T
6,g]!*
.
pX YY H 76,=iZ0
+Z
X 7 **
C!*
.{c*
_
i ]gz
6,U kZ ~gzyiZ =gzZ "_
.
///
Xce {~g
NLMN
m,n ^f]
$
d
VzgJ ~E gzZ I
HgZ ZpkZ uX Yc*
:
(Z 6,wq gzZ
/: i L L
xE T ce**
i
X
qdZ nVz ~EgzZ
y!*
i ~g ]!*
kZ ]gz
N Y Zg Zg dZ ~ zgZ
~ yZ gzZ N Y K }gZ Z Z ((
~ kZ X N Y K wb {E
+Z
A &!*
X !*
**
p 7
iZgzZ z ~ t
}g C C!*
.a ~g X ~(,
_
@ ^
vZ -gzZ + xsZgzZ
M 1g vZ 1\ {'
yZZ kZ
( 1)
( ~g gz)X VpyxgV
y#

( 2)
IvZ {z`
'gzZ g py y!*
igzZB; T {z y
( 4)
( Zd)X **
#
}
.+Zz
( 5)
( p)X
HZg6,
g zm
( p~g g)X g CY ( n ) ]gzwz Hr ( 3)

( p~g g)X}uF,
Vzq
( z ~g g)X **
OZgzZ [b y
( 6)
( ~F,
)X BVzLgzZ VhV1`
@*
g Z $c*
gzZF ( 7)
///
NLMN
88
I
.
l
! Z Wz u
y V y Z V o
B;
M F,
t 6,u] !*
t @*
$Z
"
Vz7,LZ {Zz u CW
VZ ~ ZZ V Z gzZ VBVzg Z
z 0*
W KZ { z X g 7
y Z X C ay
6,V Z gzZ V ZV'
.
y u q **
~ Kg Z/_
n% } (, y Z D
Sg k0* y Z
zC
{Zz ~ ]>Z
w Z y Z Z
# ;g wq J
-q
-Z X
{Zz X ~g Zizt
/v
H
~ Z X ~g Y W V\W
S7,i z V,Z X
H
z i
~ V Z g 6,}!J
-t Z ZgzZ
x X Zz ~
e g Z g q
-Z
- g @*
y g e sX [ ~
y
# X g !*
~
V,Z Zg
/6,X qt Z
~X e ~ ~
Zg2
y Z y}Zz kZ t Z
# {Zz
m,n ^f]
1ZZe
2G4]
.E
wjZ ~g]G
|
/Z;gE- |
/Z
g Z + gzZ p e
$. u
# q
r
-Z Zz y Z Za ~ Z y
u 0*
~(,
HY Z m,
{ZzX vg )
,g
u X y { qg gzZ (
X x Zu~i Z0
+Z I {ZZ
{Zz y Z ~yz ,z ]y Z
0
+
i
g . LZ {Zz X B;
'
,i
u { z X Lg w Z (,
M F,z
{ y ZgzZ BVx
l X ' p
pg gz V g
-Z s e
y W
Z y { d{6,q
g vZ pgzZ
Hc*
g 6,J 7,
Zx {
]|vg )
,} (, q
-Z
V *1X ~ x Z =g f ] '
,!*
]Zf
B X C c*
{Zz y Z pkg
M F, y Z
Z E<XX ~ i Z0
+Z i Z } (,
ZZ F,Z}
.gzZ p( g, h
M F,y {Zz y Z p6,y Z l

x *
H Z X
99
NLMN
m,n ^f]
#
&kZg Zwg ` =Z
& ? V W~ ~
~ gzZ Iy
~p%gzZ wa a{'
\ ~ ~
gzZ @*
7{ c*
i y
t Z @*5~W
7 ~ \ C ? [ { z g Z}
. y v Z (,Zg v
1 Xxz q Z gzZ d
$ k Z }g vp~Z
# z#
~
/
~
C
ZX Dg ez6,gV 7 k Z V ]i YZ ~
gzZ V W y
-Z b u~ q(x c*
ZX
Y H gzZ
xi 5 q
-Z LZ &kZgui q
6,] !*
xi 5 h1 LZ
nZg **
6,] !*
Z (, y Z~/ nZg **
] !*
kZ{Zz y Z Z
# X c*
g
V,Z ] !*
tJ
-=X ~
X a Vz t LZ y Z gzZ N nZg **
!*
[p =X &kZg ~ ~ yt [ Z Y ` e V z w C
0*0* k Z & kZggzZ B; y Z Z q
-ZQ ; g 7 g
z q t ~ x ZZ kZ X Y 6,uvgzZ I C
!*
y
Vz vZ { z V g q
-Z y!{ y Z
z Z X c*
hg
g kZ uX @*
g
KZ y xg &X I k0*
!{ y Z ZgzZ
zZ y Z :
L gzZ Dx Z Z (, y a g l7zg y !{ uJ
-y
X H7lZ
Lb Z kZ s g] a {Zz y Z !{
+ ` Z'
u
{z Z
# g ot {Zz X lg \
6,] 5gzZ t Z Z
{Zz X \ Y ~ , {Zz y Z 7s ~ } : s xi 5 J h1
utk
,
i M
F,
z gzZ z . xi 5 h1 LZ u ZX Vz
V Zz WgzZ zg7 , t X Z s g] y Z bkZ gzZ
aW
y
KZ !*gzZ g Z !*q
-Z ~ Zz Z iW $ Z (, 0
+
i uZz
Co e
$. ; g: z J
-ukg Zt gzZ Z "
$U*
X ~g Z2Z ~
-Z X Z F~ d
q
W yZ
y Z0
+{ y ZgzZ m,+Z {
{Zz u kZgug !*
/
gzZ \ ! e
$. &
Zx {
Zz gzZ B
bg ]o V Zz ~
~W
7 ~p % xi 5 LZ
i *zg 2
+~ { { Zx {
X c*
1100
V ` WZ
+{Zz u
u ~
ZgzZ 5 Z (,
zZ
+ CZ f uX G
Z
+z ]
:X
z {
X W,Z Z Z z 6,]
~ Z L Z {
D 7 vZ
D 6,{)z ] $
+F,F,{ c*
i
V V X D q
- ~0*u
4X3
5E
z ] u
H@*
Wz_ ] G
u X C F,
z z ~ Z
+
gzZ p ~(, Vzk
,
Y f
pgzZ u Z kZ X H_B u Z
d * **
-Z
# ~gz t :
L
V1: gzZ
-Z Z x ` Zzg W Z F,
q
~uz 5 rz
]Z XZ gzZbs
t
# I [~ A <
s
sZgzZ x y Dg X Zgzi
O qz]ZZ6,]zZ
+
<
Y fgz kZ7 ] q
bgzZ <
gzZ X7] [0
C x Da Za _ ~
W,O Y f Z u X Z e
C x D6 )g f Vzk
,
I KZ
y W
gzZ n
pg 7 ~ uX Z e
$ q Z
Zg $z + ~ g
z6,;z =LZgzZ Zg [ ZKZ { c*
i
-Z u ~ ~
q
. ~ U*X n
pg
NLMN
m,n ^f]
7 ` Zzg {)z 5gzZ } o j

+
q ~ #
}
. y Z q ~
# q Z
# X
kZ Z}
.z L L + q @*
{Zz u {o X }
~g7 ~
#q
Li *z 5p V,Z L L:uw X
V c*
V :g @*
gzZ 6,} oz j
+ 7
/ZgzZ X : NZ y Z 6,
z ] X
y Z
/Z t gzZ ': IkZ @*

YW7%Z z t Z gzZ YH I
y Z D (Z { z sp T
{Zz Z t : (Z Y
6,,u z g ZgzZ ] z Z
+
X Z 7,W,Z Z
pu Ds Z Z y Z
I }Z
# ~ i kZ : D
KZ ~ [ Z F
F6,CZ f KZ ]
c*
u6,T {o (Z ~ Z
+ {Zz
t { z %Z @*
0*7n t :Z
)$
+
**
3 B c*
| 7,y W

Vz y Z ~ 1X ({%[ Z N
~ ~ $
+] X V 7b V !*
$*
kZ Z~ ] gzZ 7b "
ag w ~ 0
+
i KZ
$* ~ ]g gzZ Y4
"
X V 7b
111
6,x OZ u 27 Z y Yu
bL L!g CZ ~ i Z uX Hg
t T H
c*
+Z s W 4,
&
t
y xg Vzm,
Z gzZ V g
6,gm{X Y c*
SZ ~ Za V x
Vzm,
Z yZZ zg i Z y .t
V :
L ZgzZ B^
,Y k
B s
V g LZ uX H i W k
B kZ
VE!*
y Z V ~ g)g f
zZg | 7, g kZt X ; e **
6,x
y Zpu kZ
!*
W Z%Z
#r
# zZg gz bkZ .
V,Z Z 7,~ 5 Zg y Z : { ` Z
} }n W h1 q
-Z u
g z } s g @*
Z
zZg g V; LZ Vz { W
c*
g x **
kZ W h1 kZ r
#
(Z 6,y Z Zz kZ X zy { z ` H
z u a / ~g { z Z W,Z
x/ x~ Vk& Z x y ZgzZ
Xgq
-
nu
6,<
LZ c*
"
$U*
z!*
gg gzZp
pg y ZZ
<
Z v gzZ u 0*
H W
X Yx Z Zg
///
NLMN
m,n ^f]
V,Z X H 7{ .Z c*
y{
x Z gzZ !3[ !*
g Z Z x Z vZ z {

+ ! f{ z ] Z
z w Z Z w
X H{ .Z ] zZ
+ gzZ B] + xsZ u
~ y c*
Z ]uz D t
~ <z
y
KZ <
~ w y Z X n
pg
D
Zj * gzZ
A%Z
s q
-Z + + y c*
; x
sp ~p ] q y
KZ <
L X Z]
.Z]
. C
u :
<
Vzuz q
-ZgzZ X g Z
n CZ f y
KZ
%N e
Y ZE
$. Z ~A I
D x Z Z <
Z x u6,g iX
x **
V g gzZ V Z qzg y Z X
]ot D 1 ]
x Z Z c*
{ z X 6,
C CZ f c*
n (
S54XgzZ mo
KZ V,Z X D (Z E
& 6,
C <
L~ 0
+
i
V uZ
# gX C'
,7
VZ Z b & Z
gzZ Z b bgzZ c*
Y ZZ W ~ Zy x Z
/z6,
-ZgzZ I u Z V
q
zZg ~ V y Z D e
$
w z g x !Z X q
-Z kZ
'
,i ~ !*
W Z% ~ Y 1860
Z 7,
1122
NLMN
m,n ^f]
~i aZ
w; wD Z)
g Z',D]Zz) V{Zu
kZ u
z$
+: KZ gzZ zg
~p! zZg0
+Z V 10*
|
,
k
/**
w y.z xE! fh
+]
.a
#
7 x **
-Z Z u X
q
T yz d
$ @* 0
+
i
/Z]o I
HY
TX ;gE- |
~g Z gzZ g (dZ LZ 'g qk1
gzZ z D{ kg kZ X \ Ww V KZ ~
~
C
I pz d
$
X Q 6,gV c*
u
',i +
$Y <
Z E)Z u
x **
q
-|
/Z~ 7
g ZsW xiq
-t |g x
}uz C LZ V,Z X
7/_
.: Z0
+ ~ w s <
Z
ce **
x Z Z V 7 y Z Xce **
!*
c*
{gtx LZ V,Z
YY w Vzy ~ ouF,
y
KZ <
: It V {ZuX
WzgzZ ~g Z Zzg Z y Z n ~ ZZ
I
X ]oZz ! l. Z
szcz g+Z q
-Z V{ Z u
**
g gzZ {
( yZ * ~g7 &
y*zy **
g yZ X Y zz
6,g Z g c*s : ~ g @*
Z u X P V VE*zy
!*
W yZ X ~ Y 1817 Za V{
yj
jZ ~ i Z {
!*
h Z]
.Zz
+]
h
. V{ Z u X W]ZC
m{X H7 HaF,
zyy*zy
E
$ gzZ yDg (h
0G
+]
. \W g
VE*zy xD
z
'
,
i
,+Z q
-Z V{ZuX 1gf
H 7~ t ZgzZ P f V**
g X
q
-Z q
-Z ~,Z {z X YY
X gzZ C
q
-Z x z
V s : V { Z u
a F,
VE*zy }g g
y *zy ~ w \ WXK s] zZ
X ~gz Z 3 q
- ~ V ~(,z
,5
k
+F,
gzZ h
+]
.~ o 6,
C kZ VY
_ Wz LZ X YY3g
C
m,n ^f]
1133
gzZ C ]!*
t ~ = ~ z ~ i L~ fu
u|
/Z,g !*
C y*zy NZ \WVYX ;g 7t
-Z ` Zzgz g ZgzZ d
$Î
+&
+ZX zx Z Z ]gzZ ]xV{Z Z q
{6,qx u ~ D |
/Z g kZ X o ]gzp
~ p Z Zz z1 w C
Z D
M 7 z wX 0
+
+eg eV0*
M
\
c*
#zy Lu D s Z Z vZ p L g D7 LZ u:%+4
D {C
bwNZ * xigzZ H7~
Z u Xg 7q f : Zg Zz
z H LZ
a F,
z y*zy h
+]
. V{ kZ Z zZg
# X Z Z g vZ p D7 LZ ~
Z
](xgzZ0ZHKZ V,ZXH
Vg cg V
/
u (gzZ b & Z Y @gzZCZ yt~ Y 1875 V,Z
0
+
i c*
h bkZ +
$Y z b # A6,Vz)gzZ} i ZzgkZ H
6,
C ~'
,
Z'
,~ {Z kZgzZg
X Ws s B2C
F,
Z \W 7 Z XK Z
Z
Zz s t ~ zg !*
{P
+ Zzy s: ]o ~g Z Zzg
~g7 a y I Z u @*
{E
{ z gzZ [ x ~ kZ gzZ ~g7 X Hx OZ { g D
+ ] K wb
s {g e 3W V,Z
gzZ <
}uz q
-Zzy T e C
gzZ { ]
A }uz q
-Z , _ y W : Zg Zz
-Z {z X c*
gZ
` Zc +
M
KZ
F,
!*
nC
gzZ }uz q
-Z q
# Y 7q J
-
z kZ
KZ
7B}uz q
-Z6,g
KZ s Z
%Nq
q gzZ ZF
IZ F,x kZ J
-Z z CZ Zg @*
N W : q bg Zz
Z x o q
-Z kgZ ZB ZV
;gE- |
/Z X Y 0 { <
g ZC
Z
Z
V gzZ V@uceV9
: q ZV7 F,
a Z zy 0
+
i V,Z X V
, ~g7 6,g LZ gzZ N [ x
0
+
i gzZ px y*zy gzZ Hx
Xgg Z
', ~ o
zz {z X Hq
-Z yp CZ ~p
pg {0
+
i
Czg? ~g" KZ 3,
wVzg ZD
2zg ~(,
u~ V zy Cc*
Za gz {h
+ ~ m @*
~(,
GF
38E
-Z Zg
q
! X @*
Y {
///
NLMN
NLMN
1144
m,n ^f]
Z tg
Fg W XI
,! zZq
-ZXu
G
L ^z q
-Z x **
uX
H x Z Z
w VgzZ %q
-Z ~i !*
VY
-gzgz X AjgzZ } Zg Z o y
J
KZ
?; e H uX Q7w V,+Z
~ T {g Z Z (q
-Z ; e **
V,Z
Y gzZ ( ~ m,
Z s:
s ~uz s q
-Z ~ T X
X Z Z e {6, d
$~
@gzZ ] ]
Cc*w V x ~g t
Zz W x kZ u X T e
X ; e b 6,gg q
-Z a VY
~ V { [ " V x T
kZ ; g Y ~ ] ZZ X ; g YZ
x
/Z
q + F,
+
$

z
y ] !*
~ 9\ WV ; Y X y { z
~ m,
Z X g Y 1857V; g
{ z x
/Z g D { c*
i
#

x x Z X x y
gzZ ] ) ~g u XK a
b # x DwJx ZZ }g
7 x q
-Z X D x a
iZ}V Zz
L !y
i ZzW 0Î} !*E

xkZ Qt \ W~ ` W
x X V@*
7 ]o Zy
,
gzZ g ! ze ~ w zg x z o 0
+
i
w}gzZ b & Z x 0
+
i ~g
x Z ] }
. KZ D
X a *
,xkZ V ; g] !*
~ V; Y
x 0
+
i x T V {Zux **
T
-ZuV~
q
/ZX gz x **
Iz
-Z ~ * V2 ! zZ
q
i ZzW TX : t 3g 0*
,[ zZ
'
X CY 6,R Z Z 6,Rs:
s: ;gE- |
/Z [ Zp T
Y g Z d
$KZ g Z (
T ,+Z q
-Z { z X Y
kZ p7 og $; f gzZ
Tg Z kZ a Tce x
x { {p \ 7\ C
i b
gzZ #
}
.gzZ
H` c a wzg
m,n ^f]
1155
zZ }g ) g ~ ~i gz
- * Z } Z x **
T Hg{g Z Z V,Z X c*
U
] Zg{ !*
X D Y L s~ gz ` W Zz
X
/8Fi q
: {g Z Zt
/Z G
w : 3 Zg i ~g @*
Tg zg y H @*
-Z
h0*} x Zg W Z
g f zg , Z qgzZ uX Y Z H X M
0*
g izgy }g
w3 Zg X V g f kZ Z
#
x , Z gzZ X @*
Y 2002] Z| eH:gz N Y s ~g Y k
B z ` WX M
hg
+a\ W w$
+^
@*
(Z gzZ Y ( Zg ]gz w$
" &
5E
X g6,g @*KZ K] q
|
/w 0*
Z k ; H
+ ] Z|
kZ g { X D W7 ] uZz u **
k\Z }g Z Z kZ X Zg7 [ Zp u
gzZ ~ e
$Zzg gzZ d
$
**
Z k Z k
B ! zZ kZ / ~ p
pg c*
W'X a p kZ Le
y
W z [ zZ kZ X Zg gzZ
{ kg kZ [ W
/ZV Le I~ ~ yp Vg )
,}g ~ T ]gz
X 79
kZ n: }
X @*
W c*
q
-Z w D ZX
///
Vb yp Z
//
: { i Z0
+Z kZY A
$
NLMN
@ ^
-gzZ +xsZgzZ
M 1g vZ 1\ {'
yZZ kZ ( 1)
( p)X
HZg6,
PzmvZ
( ~g gz)X VpyxgV
y#
( 2)
( p~g g)X g CY ( n ) ]gzwz Hgr ( 3)
{z`
'gzZ gpy}uz y!*
igzZB; T {z y ( 4)
( p~g g)X}uF,
Vzq IvZ
( Zd)X **
#
}
.+Zz ( 5)
( z ~g g)X **
OZgzZ [b y ( 6)
( ~F,
)X BVzLgzZ VhV1 `
@*
g Z $c*
gzZF ( 7)
NLMN
1166
m,n ^f]
g Z_g q
w; wD Z)
q
-Z6,wD Z ]
V,ZgzZ y
A & : Z
wD Z

R b & Z ~ x c*
X
w D Z ~ : i gzZ wjZ
Y 1895 gzZ g D 0*
nzgzZ / <
W g a q dZ ~
, T5 *Z bq
-Z 7Z V ; zgzZ
N*
Wz6,t X g w D Z ~
&g W
q ~
/e } Z* Z w D Z X HE
, ~ g g~ Y 1898 gzZ
g V,Z V 4Z X gHWz6,
w= B y Z gzZ
~ Vzx
y&L!g g Zu ~ Y 1901 X N
D
Lw D Z ~
)
Z T H ~g Y
t w D Zg !*
bkZgzZ
~ Y 1905 ; g V- t X
V ; z X \g- a Dw D Z
gzZ H } Z! ;gE- ` V,Z
y JZ ~7 y Zgz x y Z
*`
gzZ ;gE- ` 2 X 1 k0*
a'
,i q
-Z k'
,Vz%
vgzZ
HW~ xs Z Wy Z0
+{
lp Z X Z k
,5
+$j ~ ^(
~gz
B 22V gvg )
,q
-Z y Z0
+{
* & Z Za 0
+
i
q wD Z q
-Z Y 1872
X C c*
x **
w D ZuZ e
._ ` Zzgz g ZZ \ W
~ ^( \ WQ X q z
~ m,
Z 4Z ~ wjZ uq
-Z
~ ^w ( V 4Z X q
# ~vg )
,q
-Z
xEr
g gzZ ! y Z w D Z X kg
t Z 9 y !*
i ; 4ZgzZ ^
J
-} Z pZ ~ ^( X
H Za
^( ~ d
: i w D Z X q
w D Z z @*
Z {x N*
gq
-Z ~
zg Z ~ : i kZ X @*
i W ~

w D ZX ~ r Z [ *Z i ~
t pCa b & Z BP7Z

r Z [ X ; g7 J
- V { c*
i
zd
$ V1gzZ p=0
+Z
W,Z T V\W KZ g U*
W y
M ~ 3Zz X ~ g Z \ W
6,] {
g **
~ Y 1934', Z X kYZ
\ W Y 1934X p=y j
jZ
X ; g ~g Y J
-xy
W X Z q z
X
g \ WY 1938 s6,ZB 21
g ~pg Zu Z x g \ W
t Z Z )**
+zY Yg1i x \ ~ l
h
X i sy g Z
s w !* Zg 8
-!* x zg Z
xzg Z ~y
W i sy g Z [
///
X
17
17
NLMN
m,n ^f]
~ e Z 8 6,}p Zz ;gE y Z y Zgz y Z x X q ~

/e
W \g- X @*
i W ~
g
Y 1915 q z ~7 ~ g w D Z
i g ~pg Zu Z L ~~
~ y !*
$E
j
E
~ Y 1918 Wz6,F,~ m,Z T
s #
w D Z ~ Y 1923X H
W : Zz y *zy X 5 [ u
L
X q z h p ~
( wD Z
M [ NZIg ~ Y 1922
kZ > ~ Y 1930c X
w ~uz ~ Y 1932gzZ g !*
W!Z
y ZX yZa
~
n _

{# kZgzZ {# q
-Z6,
zZ ~ yk kZ Tg ~ yk T
Zi%
~ ~YkZ
~ JX Sg uQ~
/~Yq
-Z B
X

zP ypgg !*
-Z
q
~ ~YkZBV2z LZ
{ig W V{ +Z g ?~ Z g gzZ g ua
J 7,~ g
$u : Zi% V,ZN z~ ~YX WV;z
$ukZ ` WX @*
Y c*
{y-~ypg
X
H6,g
{z @*
Y H{V y-t ]!*
9!*
$u **
g
:1 Ug
( g Z y**
)
X ~Y
NLMN
1818
m,n ^f]
y{ g sg
w; wD Z)
' PwD Z)
c*
D Z lp%V ~ Zz
CZ L L " w D Z h
+zY 0
+
i
yZ
=B; y Y " y Z D ;
kZ X sq
-Z6,_gB; n
CZ ~ LZ
# X D zg
u] Zz X kZ ue y
/
6,( KZ x~ cgzZ Z ~
q
T Lg m$
+Z V 0*
-Z q
q
-Z y Z ~
q
y Z _ X Sg y .6,
q } #
D Y~ ~ Z
# p g a
y Z CYRu y Z BX @*
/W
Y~ b y
CgzZ C KZ
Z 1 @*
7Z { z Y{ i Z0
+Zt Zz
n7
- e
$. gzZ D 1 L Zy
Yg e V I Zy
y Z ~g !*
FX
, i ZzW
.gzZ -X @*
W: w Z$
+ c*
s$
+} @*
7,
**
YC
!*Ug6gzZ D Z<
X Z 7,{gzh
+ ) ZPz q
-Z @*
kZ N m { z X D ZWu
z
x q
-ZQ X l " U3 U3
} 7,i Zg 4 6,0*
g e , z X C c*
Y
JZ ( zg ) **
Z Z L L j
,
k
Z C ~0*
z}a
X lp} (,~g
///
//
Z D !*
+ LZgzZ , w@W
7 = X 7Z 7
/Z
7 V c*
C jZZ
# X
X
gL L1
NLMN
1199
m,n ^f]
ZZe
C
;gE- |
/Zzg Z!
%g)
|
/Z
{^
,Yq
-Z :Z sZ
d
$
Y 940 X [ $
y
Kz x **
L#
KZ~ Z ZxZ
V~ { q
-Z \

" Tc*
0G
ZC
Z GE
Zzy N*
gq
-Z
xZ~ Z ZC
Z X@*
Y
" 6,x **
0G
ZC
Z GE
Z X x **
~ [8
m{ q
-Z a LZ xZ
@V
Y ZC
Z qT c*
Z
ny kZ @*
kZgzZ
Hc*
VzgzOZgzZ Z
gz gzZ Vzk
,
3g VWgzZ VzgZ-
6,} iZzgkZX
HH3 ZgW
&E
B
g
`Wp K + Vz} (,z
X 7!*
y
KgzZkZ
Y ZhZq:%Z
y Z
Z }g7 Z
# X
Hc*
~**

Z [gzZ #
V
{g #
yZ ~**
q
-Z s
+{Z V
J e ~y
W
yZ0
Z{
!*
TgzZ #
J
-w
X g~ #
zZ
CY ZhZqX
JW V ~ Z sZ
sZ ~ ] kZ gzZ X #
J
- w
-Z `ZZd
q
$KZ ZgzZ d
$
V'Vz ~ T Za d
$5
@{z ~ gzZ ~ :W Y Zb
Z
d0
+Z& Za d
$
X $
Z gz sZ d
$ kZ
V-g
gzZ YY ~ Vgq
~(, VV V X@*
W~
~ yZ X N Vj]P,K~(,
~\
X ` W K
- ` W p ~yX y 4Z Z
J
{ e
$.t X CY Z Kt
-gz }W'
J
,!z s~ kZgzZ
yZ X 6,V2} 9~gq
-Z
Kt X ^m{ q
-Z Z V2
sp~ Y
/
#
V
X ~
~\
4Z ZZ {zkZ
kZ ` Wp gL Lx **
T c*
Z q
-Z
2200
NLMN
m,n ^f]
X
H{gp J
-w z Z yxg ~,
x
y.{zV ~ Z
kZgzZ HZ: {
!*
~ kZ
C
g0*
F,yxg V ~ tZgzZ *t @{ c*
i {c*
i
yZ ~ 46,
uV ~ Z gzZ t `WgzZ
H0 ]g[p
X F,
B~! y. ` @*
~ y*zy v bTX
^gW Z 6,
zZ ~ ~ y. yZ
~ ZJ
- ` W bZ DY
(~i Z ) !*
pg0*
gzZ VJ kZX DY gzkZ b ()gzZ
Z4,{z !p ~(,
@',gzZbZX Z6,
CY ,q ZgW Z ~ x !p ~uz kZ X CW7}~ Vgq
a {z VzgZ-gzZ VW
~ szw }Z 6,XX ~
L1 ]g[pX ' {+'g! b~ TgzZ X 6,
CVZ
,gZb Z DY wY gzZ
HH wEZ $Z ; gzJZ 8
-g b
&
B y m v gzZ } 2 kZ X N*
{z !p ~X
-g XgzZ l
Vz#
\
gzZ ~ kZ X DY gzZ 8
Y g
/w]b
6,yZ gzZ @', X q ]{c*
i `Wz!*
yZ {z kZ L1 wY VggZ ZgzZysZ~ V1ZkZX !*
gzZ o gD Vg ]g[p6,V'
, w Z LZ y (Gothic)
kZ X DY a** ]!*
kZ~ CgzpkZX@*
WZ
E
45z
gzZ !u t c*
Z h
+'

V', X (Velencia) G
0kG
/
% Z(, [Z
6,~h N q
-Z pgzZ yxg V-h N
V', ]
,{~,g
HX
H sp~ ^gW VY gzZ Vz7 Vg h N t X Z
X r e
@'
,
V NZ
gzZ ~ C; gzZ Z
OZ ~ \g- ~y
Wt V|Z
# ~ Y 1442
}x ~i@', V;zNyZ C
]KZ 1 V
- ~ ,s ,gG X
J
H qz }
S Cg[p gZ-z g kZ a
NZ ~ yZ DY @', ~ \g- z F,
{c*
i kZz!*
kZ1
2211
kZ V;z
HH kC Z Cg
~ V {g yZ ~ZZ X
W {g
TX @*
Y c*
a 2x Vzg
4~ OZ Z tZb
E
0G
(Muslin) ~ Tg x **
!
X Z%Z ~ ~ m,
Z T
H0 Eh
V {g Z bkZ
ZgzZ ~ \g- } nn

gp
/ZX D Y}g V**
F Z !*
A~ Z
7,
Vz "hzZ pX ~ yZk
,
Z
bZX x Z~
Cc*
F,
~ Z x ~ih
V bx
o
gt p
B Z ~ ~ihy
-g
w n 7[x ~ 8
X[xg
~ ~ Z x 6,~
; B VI1 6,~6,gm{ 6,
X@*
Y HBCgzp~(,wEZ$Z
F,{ c*
i "e ]Zg-i p
pg }
$Z ; ~ XX DY ~
Vz ~ yZgzZ @*
YH Za
kZgzZ @*
Y c*
B !p ~(,
ogDgzZ ugi )gf

X D Y
NLMN
m,n ^f]
X CWs kZ V
+'
h
~kZ~ ~{
HgzZ,
J& ~,g
Y N*
gzZ F,
gzZ 'g ! Vg 6,X
ZX DJY L1 gzZ wY
` Zzg { c*
i &N*
yZ ~ V=jgzZ V
Cgzp ~(,6,V
VgzZ6,VzgZ- X
Z ` WgzZ @*
YHwEZ^gWkZ
HwEZgzZIXgzt6,
gx~w6,gzZ
J
Y
Y ZhZ wEZ &N*
6,gm{@*
X@*
WBCg[p{ c*
i
~
~ Z x : Zg
W }
~ i kZgzZ
HVB V
Vzg~ yZy !*
pg0*
~ * x
.i
c*
GZZX q]{c*
kZ ~ Vz}uzQX
/
% Z(,
kZ
X W~z {ggzZ
.-Z s
gZD
0*( 5000) ~ c*
G
-g!*
q
~ Vz yZ X ( )
bgzZD YKg} nC
L gzZ
yZ lp
a gzZ L1 wY b
V {g Z X D Y ~
~ VZ \g- }
!*
pg0*
b ~i@'
,gzZ D YKI
,g!*
X 5 V \g- x
x kZ ~ OZ gzZ Z
Z
# ~
m,n ^f]
2222
$0*
(Lead)i ~ yZyy. Z6,g
=gf yZgzZ Z U
(Runing 0*
VZzg
zC
Vz1 gz x 6,gm{gzZ J F,
'
,
i ~(,
&
a x Vz
)X Hx OZ Water) ~gzZ
C} **
N*
~i@'
,
Z Z~ V
V V XK y (Hotel's) X Z6,\g- W,
~ Z ~(, C |gzZ ~ {z V ~ gz ]q: sZ
Z* sZ ~ yZ DWq VxsZBByZ V;z
i
Zz\g- gzZX DW"7,C V Zz ; sZgzZ Zz
# CX D 4Z WV C 6,g ~ ZZ qz ~ Z X
Z
yZ \g- ~ V | LZ :Zz ~ ZZ p Zz sZ
HH7akZ c*
g {!*
sZgzZ qzzg DV;z=gf
#
Z ~ Z pX
kZ Z sg ~ \g- Y f gzZ V1
H qzx OZ {!*
:
gz x **
,Z ~ Vz *Z } (,} (, ;gE- X
x |kZ 6
y!*
i ! V2Z Z1Z v x Z @*
{!*
x kZ ~ VpZgzZ kZgzZ}
X g6,gzZ%Z
/
X
Hc*
~gY
~ \
s {z ;gE- kZ
Z
kZ X K }uz * xZ~ i #
X
H0Lg Z(, V1\
{z z ~, kZ Z T
a ~k
,
$ ;gE- U*
t X H q
-Z 6,e } (,~\
~
e
$Z@ yZ t X X V T
HH ~ K Y \

~ y!*
i {z {Zp(C
._ c*
Zzy wzZ Z w k q
-Z
-ZkZ xzd
WxZX
e
$Z@ kZ X CY q V q
[ Zz Y ~ * sZ â kZ X c*
C
sp~ ;gE- x
X Y c*
~ ~k
,
$ kZq6,7 Vz*Z a J 7, {)z tZx
~g7 Z ZL L[ g ! kZ X XgHZ9~(,~(, yZ gzZ

Hc*
Z
7 kZgb gZD
q
-Z 7 x
W 3gzZg C~ ;gE U*
X ~
ZgzZ\
X ZZ 6,g ax OZ 0*
NLMN
m,n ^f]
2233
m 0Z) X {gZ [ Z J
- u kZ "7, ~ Vz}uz
`W
**
g@*
L LyZgzZ g!*
g**
~gze cg|gq
-Z
H `Zzg
Z X CY g~ V1 w=z g C
Z ~ i ~y
WZ H
0Z cg} (,
g@*
sZ b ~ \g-
z kZtgzZ }Y 7,rW
X n
pgm #
**
Z yz
!*
xZx ZZ
D zgzZ
Y Z%ZgzZ {
} (,} (, 0Z g 0Z )
Xn 7C
!*
*
Xn
pgmgz Z ~ V 6,gx ~\
~ yZy kZ
HZa t Z
6,g b kZ
H Za /_
. )
x OZ xEgzZ sZ qz~ Z zz TX
-9zg VzgZD
7 [ q
-Zi
VJ
-zg V-gE- gzZ V~ CY VJ
,
$xzX
~ 7 sZ s~ Vog yZX
H Z
+Zige~ ~k
(Secular) I) CY Vz:e
zs V1 yZgzZ
gzZ b y, } X CY ~
X A
$%~
V ~ Z {z kZ X {)z ] p
/Z Y #
Z
Z6,\g- zz F,
d
$gzZ V2c*
g Kg Kg
V 6,g(
WZz Z \g-
/Zt |gzZ Z7,W,
Z t
| f(,
gzZ #
$~
; ]xgzZ xE V pX gY n
gzZ #
V
: [c*
{gz q
-g@*
kZgzZ
\g- @*
~ yZy gzZ d
$z!*
kZ
X Y7J
-~F
}X ;gY @*
Z iz'
,izg ~ F, Z
,gG iW ~,^W
gzZ d
$ #
~ ~eZ
46,
uk
,
iV ~ ZJ
-y
W~
ZX F,
~ yZy
gzZ ,g!*
zz kZ F,(gzZ d gzg_
OZ Zx **
x x
0Z)} (,
~gZ d~ \g- ~{ ~ , Z yzh
+i 0Z bZ X
rg m
X @*
qzgz eZ m kZ @*
Y**

Z(,
zd
$~ Vz ~
/
% Z
Kg**
bZX #
~Z
~ sf a 7 {iZ0
+Z q
-Z y gzZD#
~y
WZ #
~
NLMN
m,n ^f]
2244
Df Vzm{ m{ P sZ
Vz
Y f} (,} (,
tgz Z ` Zzgu"
X
Z Z
# ~ Y 1031 X
H0
/
% V'ZgzZ
:\
p ( Z kZ #

~ yZydgzZgZ Rp X ~ { ! Z \
Wt V
J
- V X g !*
-k
J
,
]F, kZ !*
\
b}uz ~y
W~,g!* X sZ F,F,x kZ p
# V ~ qz ~ ,^W
Z
B; V VzgzW|
H Z
X 1 W\ [ ~\
,g c*
V ~kZ ` Wp
X
HZ~ Z kZ TX !*
W
" X$
0G
Y @ 4ZZ Z~ Z Z
# ~ Y756
]P]ZgY ZC
Z GE
Z e
C #
ZiWZ
kZ| (,
gzZ V J
-Z KZ \
Z Z kZ X c*
gZ
J]
.Zg #

X y 4ZZZ KY
z Z
X ` W~
qKt &7 WX C qz
:eZ
gzZ ;g ZgZ Z t J
C
- w
.kZX eZZ Zuz Z
Z ~ Cg[pgzZ F, kZ ~ yZy
kZ ~gzZ X
H@*
t ~ Z ~ qzgzZ H 0Z Z F,
- ~ Z KZ V; x
X
H0
/
%I Zuz V \
V X VJ
!*
W W\ [ qz V T ;gE- +F,* *
k0*
\
t~ Z !X X ~k
,
$
'
,
iq
-ZB
Z X F, ~! zz Z (international) ZZ g!*
g
z y. Arts nZ~gz}g7 *`
gzZ Z OZ Z
V X
rg
gzZ {)z j V gzZ 0 {z V
X Tg6,gx
J
X q] V i&N*
~ i X ]**
k {gzZ ~
q
z kZ Z ~
/
%\
r !*
N 0*
} (,Lg F,{c*
it
gy
WgzZ gz$#
Z ~\
Z
#
~guXvx X
CY zg]Zg6,ay
~ Y 1031 "7,X 3 V1lyZX
VzgzZ Z X !*
NLMN
m,n ^f]
2255
H pZ #
0 - ] pX
ZiWKZ V* q kZ b
gzZ 1
~#
KZ Z 1@* #
~(,
~ VyZ X
w 0*
V c*
i
Z ~{ X ZxyZ0
+{ ~V gzZ eZ
- kZ X
H wZ kZ { i X {
!*
g T
bZ X c*
/
% CZ eZ 1@*
0
~#
KZ \
~
+uZ Z
# ~ yxg ~,g!* ggzZ Z(,
kizX 1
Z ,
,
iz X yzh
+i 0Z
yZ eZ
#
z kZ H 0Z {z k
eZX g( ` yzh
+i
iW ~, J
-V X ; g
/
%
'
,
i ~ i kZ
X
HV|6,kZ~ p RgzZ F,
ZeZ~gzwZzigzZg_
OZ kZ
:
zZX~
/
% Zt
Z }g7 X
H0
/
% R Z(,
{ c*
i 0Z tggzZ0Z .kZ V d
$ ZgzZ
Y f} (,} (,
i kZtzz ~(, q
-Z T V
| Z t X H
#
+Z V|C
Z ~
kZWV X
/
% d
$gzZ 80
eZ ~ Vz}uz gzZ 2~
p| (,{c*
#
i gzZ Z R
Yp{c*
i
{z kZ 6, gz \

/
%
X @*
\
gZ ( 7q Z gD{
!*
eZtzz ~uz
gzZ ~,g
H1 q kZ 1X
~,g!*
Z(,pgzZ Zz
qZ~ p}uzq
-Z~ 6,eZ ~y
W ~ ,g
Hz!*
V| V V1dy!*
i !X ;gWsgzZ r{V|
~ y!*
i H gzZ y!*
i **
- V- gzZ
h7DCZ [Z y V
z kZ M
{z Y fX H qz **
F, 0 - Z c*
{
!*
i
Z
Zpg 1@*
yZ V ]I)mX Z eZ {z
X N ]}|
6,D}X 3F,
~ V !*
ig0 [ # Z1 F,
V1 Y f gzZ Z ~ Y 1085 1@*
`gzZ ` V-gF Z~ X y ZL L Zg7 a V gzZ ~ ?V|
NLMN
m,n ^f]
2266
gzZ Z Zy~ Vzh Nt X Zz}g)

]DbZ X s6,wZ
V X h N [Z
z!usVzgekZ V !*
i g- V1 !6,{)z, c*
g
~ m~ Vzh N yZ VZx ~,g!*
gzZ ~,g
HX
HH v~
VZx ~y
W V X c*
@u " yZ kZH VXx tF,
6,V~ ~{
kZ
Z gzZ @*
BZ yZ0
+{ V}uz \g-gzZ v ~
XVZx g6'
,
êZ }X v
g
C@kZ
Z
X {)z AdelardebZ Zz
B@
* #
cuy kZ X@*
V ~
Y ZhZ q x **
kZ a kZ VAZ {!*
-Z 3F,V V-g 0*
q
|
X
H3g F,
yW
d
$
Y 1135 V H wjZ
VZx V ~ z ~,gG
X
HH~y!*
iH
6,Z x X Z~ Vz:W
:**
KZ VZx**
gzZ [V|
/
% ~y
W d
$ V ~ Z
yZ wC
a #
wZzi V 6,g(p
/ZX **
` Zy
6,~y
WkZV|X g66,
V Z x Z**
gzZ [
]gz q
-Z sa Y #
p_ #

zz Vz :W VZx V ,g!*
# a kZ X C Z 7d
Z
$
{
!*| ZgzZ
H q yZ _gZz d
$ V **
~ ~
Isabella kZ gzZ Ferdinand ]g +F,d
$Cc*
F, V
Z gzZ 16,**
~ Y 1492 ]g[pe
$.t X B~ Pgz**
~
a #
~y
W V [p gzZ kZ V Zz**
gzZ d
$
X
X c*
]g
///
xzgd~ t[Z**
NLMN
2277
NLMN
m,n ^f]
~z0
+=gZ
4] *Z
2G
.E
wjZ ~gG
|
/Z;gE- |
/Z
g Z +Zz~ zyyZ0
+{
t yZ a Z ~z
yW
X
HHf x Z [Z Wz
+Zz hZ (,
\vZzg
# Zz ]g x Z Zz [ Z yZO
Z
~gzg e
$g t yZgzZXC1
gz yZ
bz a yZ g w ]c*
gzZ VE!*
yZ XC2 ~gz **
Z 0
+
i
C3X xg K kZ gzZ g c*
]**
Z
] X xg D Y ',
Z',a yZ
yW
~g Ig
$ q Z C4X ~q
s
# z h
+'
]xt =z
(~
V ) wg ]Z
g Z X yB
C5X =g f 3z
A +Zz L L._
nZg **
yZgzZ pvZ~ p+Zz
aZ
C6X @*
Y nZg **
vZ
C7X #
}
.+Zz
{z x Z F,
yZ g
$uz yW
4X3 F,
-G
} 9 zg Y Z e6,x Z E
/Z
C8X 7^
,Y IJ
- s Z L L+ZzX D Y
1+ZzC9X
**
+Zz { k
H+F,
+
$
{g Z Z ~
CgzZ +F,
Z x yZ0
+{
gzZ yz d
$ x yZ0
+{ x gzZ @*
X @*
x PZ ]c*
Zzgz g ZZ C
yZ0
+{ ;g W` gt *: iO
C x o A
V o Z ,
X
kZ X
rgg Wz q
-Z yZ0
+{ yW
X {g Z Z ~
C } yZ0
+{ q
- 4,
g Z w{6,~FZgzZ ~4T
yZ0
+{ ~ yW
zz Z @*
kZ @*
~ zSs x PZ
{ gzZ Lq
-Z ~ zg ]x
Z
z t Zz ~ ZZ W~ z
X} Z
$JD
VY D +Zz
M Z yZ0
+{
Z zZ zZ +Zz
Z
Z gzZ Z
6, Z yZ0
+{ Q X @*
W ~ z yZ0
+{
**
Y +Zz Z 6, T km
yZz6,
kZ +Zz ~ g
$ugzZ yW
X Te
kZgzZ
HH76,gVc*
g Z
m,n ^f]
2288
g yZ gzZ **
g !*
~ yW
6,g
KKZ gzZ c*
=g f X b ] [Z **
G
GG3{ kZ @*c*
**
+Zz ]zZ
fg !* CY ~ * Zw
+ZzB
C10X
ap
pg ~g Y# C1X2 Zz
$uz yW
zi 1 7x (F,
z ] { +Zz ]%yZ g
+Z [Z Wz t yZ gzZ z
Z ~ (ZgzZ Zp+Z zZg0
{ i Z0
+Z Z
zZ zi D g u 0*
t c*
g kZ ~ZsZO @*
Ch
++Z Zpt X D Yqzig W t g m{ Z x 6,q
6,=z , Z
z
kZ x?Z :x Z Y m
CZ H Wx ~ iC
/ ]yZ Z
z t X
i]|a zZXn 7uzgZp m,
c*
:
5\G,
gzZx?Zm [Z wZkZ ~!7 D
\ vZ l
o( h( ^ o ^n ] e$ p^
yZ ? H VY % Z +Zz
^fn +]$ ] j] o( ] a
]zz T ]!*
m{ H~g Z
k o( o ^n h( ê *]
]^ oi*]] k^ o] o]]
gzZ ^
C
, Vit 6,%
~
CWVut yZ ~(,C
i
'm o$m o ^n $ o g`
~ 7 zz kZ Zt C11 X
(6X 3:*%) o ^n h( q] hm
z Z (,
~ z y {
KZ
[g LZ kZ Z
#)
x Z
:
L C
.
$- Z
~g gz6,} Z Hn kZ Zg
Z ]x W
~ VzSsf @*
9J (,ugzZ J
- Vc*
A
X t
L~ g gz6,} Z X VZ u
8
-
LZ = X ;g 7 Z%**
+Zz=g f yZ0
+{
sp VZ', Vz LZ
gzZ Z
Z ]gzyZ0
+{
aLZ= !*
~ ~gzZ
V- X c*
+Zz=g f kZ \vZ
Z } _g Zz q
-Z m{
k0*
kZ ~ z ]
_Z [ wWgzZ _g Zz
KZ y
K
GZ ]JZ s Z pX j
E
+
G
GG3G3C KZ Z q
{h
+I q
-Z kZ g gz6,} Z gzZ 0*
- ~ ~i g
NLMN
m,n ^f]
2299
C15 t Z {h
+I c*C14y
KZ {h
+I C13{
X y
KZ
[ w W { z
t Zp ~uz gzZ ~ p Z yZ 4Z 6,x }uz
CZ
z
A & +Z _g Zz ]xz ] Y m

] oi h( e$ p^ ^m$
Wx +}{z A
]| b Z X ~ V Zz J (,
( 89 :Y m
CZ ) o n$]] n k*]
A B zZ x?ZmZ'
,
Z
LZ kZ Z
# G
P&iz c*
gzZ )
x bhZ 7Z VY
Zpg
hg: Z= g gz6,} Z Zg [g
X
_g Zz +4gzZ
ygi W Q Zt
,
Z ]|Y m
CZ1Z
[Z e
$gi W H Za kZ Z'
,
Z ~ x?ZmZ'
Zpgt V; vZy
W!*
D D
y i "
$ ce Y ^g a 7
{ VG [Z
HW~z "
$ ~ (100]Z)nv^] o g h
V g
Cq
-Z= g gz6,} Z L L
**
W ~ z Zz y
/
%
X ~
:
tQ V,ZOce
]| @
g @*~g7 x Z Y m
CZ
knf] ]] na]e m
,
Z
-Z V1~ kZ x?ZmZ'
q
k*] $ ^$ f$i ê$ n^
-Z * x ` WgzZ c*
q
W~ z Zg7
n ^q] ê$ o n] n$ ]
pgm yZ0
p
+{7Z~{} (,
^^ ^*] $ % $ .] ^jm$(
X g ~zc Z
Z Zz
ê$ o nu$ ] h]$ j$] k*] $ ^n gi
`n jm `( `n &e]
: A a zZ
v] h^j] `(m i^m
+Zz B gzZ zig W zZ
o
nv] m] k*] $ `n( m
@*
zZ C Zpt
( 129X 127 :{Z )
VYZ m
yZz6,6,
C A yZ0
+{
ykZ Z
# ZgzZ Z',
Z z c*
gzZ )
{ !*
w1 y vZ N 0*
r z
D Y D g VZ ,g Z-
Z gzZ yjz Z ~
Z
z t yZ0
+{ Z
zZ x?Zm c*
i ]|X |
#
}
#
.t [g }g } Z :
w= g Z t Zp a
gzZ G
g

wJ
NLMN
3300
yZ0
+{
HH a
M F,
zz XnJ (,W6,o9{gzZ
D Y ~ ukZ Y ZZ +Zz
KZ V qZ Z kZ gzZ
C
X Dg~g Z)f ~
NLMN
m,n ^f]
Vz [g } Z X Zz + Y
~g ( y
.) CZ
KZ ~ VZ x +Z q
-Z
V@*
~g gzZ C j ]
3ggzZ Zz s Z (,
g
/
g
f Z
M F,
V yZ [g } Z gzZ X Zz
VZ wg q
-Z x 4Zp~
~zy6,o9yZ0
+{
gzZ [ yZ ]c*
W ~ Z
x gzZ @*
M F,%
V
H0
+
i yZ gzZ }
s Z ] s
h
+
~ ]
X
gzZg Z (,}g Z
kZ X C s~
M F,
zZ ]JZ
+{ A a zZ
**
x
z 6,f F +Zz ~ gzZ yZ0
+{ zZ yZ @*
@*
LZ \vZ ]gz ~
a {gzZ yZ0
C {
X :%+4 KZ {z C yT t Vz z (
~ e
$g f
**
Z K Z ^,6,x +F,
X Tg D
/Zz l {z @*
**
Z z
gH zZ
kZ Xn Zg7 V-g Z)fgzZ Z
LZB
^q]*] ^ ga ê$ m m$]
Z
0
+
i bz +4a w
nj$ ^q] n*] $ î^m$(
X g @z yY +Zz a
( 74:yZ ) o ^^
x?Z ? {`
; ]|a Z ]|
[g}g}ZD N)
V\W zZ KZgzZ V- KZ
x Z ]| C16 **
hz: !*
@*
" yxg {z%z
X xZ Vzg6,gzZ} uQ
!Zj gLZ .
gzZ C17 g OZB " 3Zz kZ V gzZ V ( +Z C

li V x?Zm - ]| gzZ Z0
+{ i {z W~ z zZ ~
x?Zm [ ]| Y g D
X x PZg ZZ C
~qa **
Z z zZ C18 "
M F,
6,o9
6,Z+ZzZz A
~
V w=g b Z X CC

m,n ^f]
3311
]]]ZZ c*
#+Zz |
# Z6,
z lgz6, zZ ~ wj g Zp e
$.
gzZzg zZ KZ ) 2C4X XXe] ]u] Z bz a yZ X
N @*
6,}uz q
-Z ( 2d
$z [ Z 7Z Zi W Z
Z
t Z zZ KZ +Zz L Lc*
\W 5 @*
~ a Z 0*
,wj
'
2C5X M
h} 7j| (, /Z gzZ m
yZz6,~ wj g Zp e
$.
t Zg ]c*
Z@z x Z yZ
ygzZ 4Z ~ yZyB ,jz
C19X} Z Zg Zg7 CZ~ {z yZ0
+{
@ t Zz yZZ ~ f a
M F,Zz ZZ :[
"(,
ggzZ/gzZg ( Y ZZ
M F,Zz ZZ f Zuz
]g Zw Zz ZZ w kZ B B zZ X
{z Z
# r gzZ @*
g CY Za sgzZ
z ri kZ [Z
]g Zwz ZZ 4Z ~ yZy +Zz x X
C
Z yZ0
+{ zZ yZ T et
X}{ Zg kZ6,x X U*
$ q Z ]xt t Zz yZZ
g
zZ Y ZZ +Zz O
Zg I 76,
zZ Zj ~
V wg DZa X Dzs t Zz yZZ
: !*
g
g Z z = !*
gx Z kZ Dg
/
rZ~ y
sy!*
igzZ_x6,x **
na*] *] ] ] m$] ^`m%*] ^m

x Z wg a kZ X D x Z
^`n ^rv] ^$] â ]^
\W 2C0 c*
Ci
M F,
~
V
^ $] m ]
( 6 :*Z ) o m ^ m a*]
x Zwa g Z g c*
2t
\WLZ X yZZ } Z )
k'
,] Z
# ^ 2C1Y 2 w'z
T v WkZwz IZ LZgzZ
ZZ 2C2ce (F,
i Z Y
6,T V gzZ y
KZ gZ
LZ^ X ~g Z)f +Zz \
og Zz
VgH
JgzZHe
$.
yT KZ ~ { =g f ]Z z t Z
gzZ D7
**
vZ L
t Z xg kp ~
V x Z wg @*
X D OZ @*
Y c*
~ ]x \WgzZ 2C3 ^
, 6,x +F,
]*] ì ] m$] ^`m%*] ^m
\W q x Vc*
]Z
NLMN
m,n ^f]
3322
F,* a D g ZZ ZgzZ
m $] *]
gzZ sZ ~ ~,z ,Z X g
( 9 :yZ ) o ^] a ^.
w$
+wq ]g ~g7 wZzi 0#
Z
gzZ w }g v yZZ} Z )
Vzg I
e
$ 6,* X ~
: c*
vZ ?, zZ ~g v
c*
g~ V ] i /
}g z , (Z v X ,
~ V {z *z + xEgzZ
H
X Zzg~
Z Z z a Vzg Z * gzZ VzI +
:k
,
Pz :`
F,
g W xsZ [Z X I~Zg z zZ f Z Z V-g Z)f m
$z +Z X **
3 Zg W d
$
xE ZzK.
$- q
-Z+
M
KZ ~g7 Zz + d
X F,
a{gzZ zZ
z gy
KZ
/
p x (F
F6,]uz
X ;g m$
+B 0
+
i igzZ Z
3 Zg W A L zZ KZ {z yZ y
Z ~ wzZ
2C6}g (Z { Zg ya
]) ZZ z {],
=
D a kZ Sgg Z xC
z
= Q zg= yZZ yW
gzZ ~i Z0
+Zwz
) Zgi Z
z}<
Lz
~ Vg Z + t .6, kZ
]gz ^~C
{z Zgg A ~ kZgzZ ` Zzg I X~g Z
X gHK
M F,
F,
-Z
q
yZ0
+{ zJ
-zf gzZ qc*
gz ]
~t K ~
V x Z wg
7b
8{ c*
i kZ z y {z { F,
i ~ { Ig Z * gzZ X KgzZ X H ma xsZ
* { c*
i { c*
wg Z}
.sp A Z **
f gzZ <
L z yW
~ gzZ }W'
, ~t
gkZa +
M
KZ #
}
.gzZ ]y
W[ I6,g F,~
V \W z
Zzz kZ (ZX 7R{ c*
i~ D
: Zzg z D
~ yW
g s$
+ B
z S <
L z yW
6,
g F,7Z
gzZg Z
/
]vZy
KZ ~ ,gi {z D : i ]c*
gz B X D
g Zz Z 1X **
{ g #
}
. +
M
KZ ~ kzZ DN @*
2
Hz J
- uz l wt ~ xE x F,
+'
h
y.z xEZ
#
s ]% <
L z yW
Vq ZZ p q k, ~
NLMN
m,n ^f]
3333
] $] $]
V6& ~ L
L
( 32:gZ ) n
gzZ Z e 6,cg 9]**
Dg 8 yZ **
/YZ
}g vgzZ V v ~ ? )
g g Z Z gzZ iK6f 7Z
yZ V ~ V ~&
+
0 } g Z
/] vZ {z **
kZ
vZ V d
$ {z
/Z X z b
2X ,s._ kZ ~ ] g
~(,vZ } "yZ aLZ
)f 6,yZ w Z gzZ ~ ZZ
X
lgzZ Zz z
Z
+ s z { yZ Vc*
g Z
t x?Z @ .]|gzZ -]|
2C7 X W'
,{ {z yZ
6,
z
Hc*
p~ yW
{Z x Zz W~ z yZ
@*
~ lg Y g
o Yg Z
Z a {
Xce b~ ` Zzi Zg O ~ * x V (Z k\Z 1
o$ je] pu v.] *] m.] o( ^
um
CZ}g Z Z c*
]Z| z!*
kZX
sru o^$ oq^+i *] o niâ
wqC
gzZ D
/
p A {z n
pg
qa A {gzZ yZ0
+{ ~
*] m.] ^ ] ki*]
6,cg Z i {z X Tg
$] ^ orj n $ *]
( 27 :7Z ) o nv^$ ]
A zZw{ Zg ~i Z Z KZ O
~ ( .) \!*
kZ )
` W z 4Zh
+
gzZ g} kg
-Z ~ V@z yZ KZV Le
q
X !*
,g ~ { g
J W ? VzB}g vb
b 6,
z
/Z gzZ z #
i 5 V; } J
- w
z zZ a J (,WyZ0
+{
X % ~g vt z}g7 w k
X
~ V- g Z)f +Zz b 6,
,j b ~ ~t <
L gzZ yW
(=vZ Y
KZ Le **
76,?~
yZ0
+{ i { 0*
@*
X Z
Z
X
0*
W
X VzD 5 Zg{ k
HgzZ m
yZz6,
gzZ<
L KZ b ~
V xZ wg
yZ0
+{ x C =g f
',
z b
nv^$ ] o^m*] ]v*]
+Zz ~ kZgzZ zs x PZ
`m ] ]m ^ ^f
NLMN
m,n ^f]
3344
2C8X c*
: q
-
Vc*
g Z
Z (, ut h**
:z
',
Z',: Z Zg q g
CLX
%Ze
C yZ0
+{ 6 q
-Z
~ }i c*
V W c*
~ y" gzZ
CY 6,g~
CVc*
g Z)f +Zz
X wZ vZ }
y yZ gzZ q lpz F, zZ +Zz p
i g
CX!*
gzZ q
-g !*
{z
* gzZ Tg V
gzZ qa g Z
gzZ I ~$
+} n
+!*
^|
# g
6 kZ } 7,
'!*
{zt X,
6,o Z zZ "0
VgzZ X N @*
~(, X
]|X D Yz g Zz
/Z ~ }i: : ]!*
-
yW
a Z zz x?Zmy%
Zz gzZI pvZ ^
* Sg +Zz @*
H3g !*
:%g~
wZZ ~ we KZ X @*
7I
X g DkZJ
g - Zg f i ZzW KZ gzZ g (Z
o$ e ^m m a e ^ ^
^m o n ( ] $ $ê i
i ZzWVi ZzW~',{ c*
i Vzi ZzW
X
C
( f$u ^% i ^`$ o$ e
o *] l]^$ ] o *] o j
zZ KZ x?Zm y%]|
o nf
bZgzZ
M F,
6,o
n_ $] $ $] ^è l^+m
*]
yZ Te 9 w yZ gzZ H3 ZgW
] ê +] $ ] *] o$ e ^m
HW~ qg kZ gZ x
kZ X
$ e^*] ^ o f] ]
{iZ0
+Z t kZ X }g7
$ ( i .]
gZ2Z 6,o 9yZ0
+{ x 7 **
$] $ û
*] o i ^$
HgZ +Zz ~ x PZ kZgzZ
o ] ^j $ g% vm
zz T )**
gyZx{z gzZ Z
*] $ i
] n
o n
+Zz~]x \vZ
v] l l]*]
NLMN
g t{z a yZgzZ H ^
,6,%
~ z
M F, zZ X 7q gzZ
kZ @*
7,**
g
/ iZ%gZ
/gZ X+Zz
( 19 @*
16X 13:y%)
;gd
W LZ y%Z
# z c*
)
B Z}
.g
CL kZ
m,n ^f]
3355
gzZ Z Z X z Vo) gzZ Vzg Z Z kZ \vZa Z X 7e**

{iZ0
+Z
c*
`B 6,kZ
]k gZ'
,V
z .yZ0
+
i zZ 3g,t
~ ]h
+'
Z ]k VZ~ Zi W c*
]**
Z yZ %g zZg
I gzZ t Z {o } P I
A !*
Z
Xg C'
,
Z'
,ayZgzZg
g @*
g @*
k Vg ~ Zi W Vzg ( 24:ZuZ ) ]n o^ne ^ ^ù] h
gzZ x (h
+]
.~g ]Z Z e
6
3g (z6,yZ [g}} Z
gzZ +Zz 6,x **
~ Zi W d
$h
+]
.
X lgz6,~~} V,Z
gzZ +Zz [Z c*
Z }uz q
-Z zZ
:wqg{yZ0
+{
L z yW
a x PZ x Z0
+{
!*
g J
-
z Z syxg zZ <
zZg Z +Zz ~ zg yZgzZ ]c*
Z@
V V-0*
a c*
V- m
A Lg 6,
ct h
+
1 c*
Wc k
,
i ,
Za i Zz6,]~ Vz6,V @*
yxg x **
$s]xyZ ~
/Z g
$yZ Zi W {z ' : e
Zg f ]c*
L z yW
t Zz X Y l
n[p y P V x Z r Z <
x Z g gzZ g
g zc yZ ~ Z Vzhz
C 0X 6,S \G,
3
gzZ g0
+Z +ZzgzZ
m{ X u**
u" wq ]gt
Fi1 Zg @*
V\W} zZ yZ
]xW
C
ayW
q6,g ;g Y @*
){ i Z yZ0
+{ t |
/{~ {U g >
~ Creche OV a
yW
X T e 9
Z Le b yZ0
+{6,Vz
CX ~ Old age home +Zz vg )
,
-;1X gZsq
g} P E
-Z pk
,
P CZyZ3 0*
J(,
kZ s ZZ iz ~yW
qps~uz ~ g gzZ tzg Z
I x ]gzX ;g?~
C
bC
Z ~ kZ gzZ Zi W!*
/ZX qDZgzZ Y
V-g {n yZ yW
q m<!*]4 kZ
Z
kZ ,y ugZD
+
yZgzZ ,uZg Z Ws@ p{z } Z6,g **
2C9X Y7,
Cy {ZgzZ
X ]gz] ZZyZ6,g~ga
[Z X+Zz yW
X1
~ g U,
C x Z0
+{
NLMN
m,n ^f]
3366
~ i Z0
+Z s ZzgyZ0
+{x xsZ Zz 6,( KZ [Z {z i Z Zt 6,
+
a[ : i V\W +Zz 1
x Z0
+{ * X Y H7t * 0
zZum
CZ
Cm" ]c*
!*
1\ {'
g _
OZ ~ kZgzZ c*
{ C p{z [ZgzZ X g Y C Zz iz'
gzZ
M F,
zZ ~ V
,izg ]F,
* +Zz yX
CZ xsZ y1;Z X VZ
/
u~ l {
Hw$
+x Zg7
pgW zZ KZ ~ hz
{ @*
ce b7| (,s Z z ap
!* g
Xy'
6,{ Zg x PZi Z{g Z Z ~
Ct T e q ]c*
A zZ ~ H{ W yZ : X
~ g_
OZ x Z0
+{ X 4
~tC
T r Z Zg f g Z$ F
F6,o : X \G,
gzZ a
c*
V ` V s C {z e wrZzf [gZ [+ZgzZ
M F,
x
hz ]Zg 3Za * ~g Zi !* a+Zz ya kZ c
: B 6,Vzg Z0
+{ @*
7(Z x Z
/
z6, ,g (Zlzg kZ6,gi{z ~gz
Vc*
g {n ,
L z yW
MZ Ze6,kZ ` +Zz X B~ ^ g <

]a x$f yZ kZ H %z x \vZ
r Z Zg f X Sg g
zC
~ ]z LZ +Zz Z
# n q
z Z ;
X,x ZBbzg kZZ
$ kZ 7Zz y ~0Z W,
Z
+{x X 2
~g Z )f ~g **
7 w ]Z W,
Z ]Z z kZyZ0
X XkZyZ0
+Z ZB X
+{gzZ zZ KZ @* 7g ]Z zg0
yZ ~ yZ0
+{ y +Zz
9~ yZ X ]gz X yZ
Ym
CZ t ZgzZ g @*
X zz g Z~
C kp g ZZ sZ
M F,
6,o
] 46,{ q g Rh
7 ] tg !*
]c*
W yW
gzZ ]
+]
.B
]ZpD x Z0
+{ '
,u
{g Z Z Z0
+{ ~ : i { X g
~p ]F, +Zz :
z a
L wZzi ` Zzgz g Yb 6,
%N Z
x Z0
+{ ~gza+Zz iF
z t gzZ ~ Zi W V-
bzg kZuY m
CZab Cg
X ]gz
CZ ] wg ] yW
CZ ~ {yg (ZB VgzZ Y m
X3
+
iiZ0
+Z#
ZY 1gzZx Z/
//
X ,Z Zg Zg7 !Zj0
NLMN
3377
NLMN
m,n ^f]
Zj
215 :{Z
2C
24X 23:Y ZuZ
28 :b 19 :Z 41 :Z',
Z
4C
31 :y% 18 :]Z 15:s Z
0Z ) ^ jq â ^ [â o m]] u^ ] ^m ^ q ] ^] oe]
3666 +Z Z',[!*
[ Z[Z1Z z
Z Y Y [!*
G}Zz_Z [Z1Z :~nZ ) ]] o ] ] ^ o ] ^
( 1899 +Z ZY g
24:Y ZuZ
8C
G}Zz_Z [!*
[ Z [~g g
+Z Z',[!*
[ Z [ :~g g
o fuê rm ] ^ (m]] ] ^n] m o] ^^ ^` ] m h]
5k.Z ) l^] f ^nv]
(y
[Z[!*
G}Zz_Z [ ug G
{g ( X H76,gVc*
g Z V ~ y ,KZ V ~(,x *
Y 1994N xgZ e
:Y m
CZ 37 :lZ 61 :Y ZuZ G
4:Z 33 2826:Z 61 : 11 :s ZZ 2:x Z 6 :yZ/wW
45Z 64:
4: EG
77 :[54:yZ 45 :gZ 12:y0.Z 5 :Z 37
6:e
$W*%{g S
/**
**
F,
58&3yWZ ~zdZ1Z **
F,
634&4yW
',
+k& Z Z }Z **
D
F,
n na]e] ] i] oFî ] hê Y m
CZ g
$ qZ [ ~g g
86 :- {g
C18
42X 38 : W {g
yZBzi **
TggzZ ~ wj g ZpTlgz6, vZ g @z ]|
Xn+4kZ c*
wj g ZlpgzZ lgz6,
E3EZ [!*
G
Z [ Z ! Z
420 :m
)
Z g @*
yz$
+g7 x Zg ~f]k& Z -
E
> }Z [ Z ! Z
494> }!*
x }Zg[!*
E
C Z [ x Z
C1
C
3
5C
6C
C7
9C
C10
C11
C12
C13
C14
C15
C16
C17
C19
C20
2C1
2C2
2C3
3388
NLMN
m,n ^f]
LZ
]
C%
wCZz &ZpgzZ W C1j

qZ 6,V Fa z b #
-Z6,R~
q
/
%p
/Z X ]gzY} (,
&Zp pX &Zp Z'
,z
[ Z ] ZZ m{aDz
Z
^ ~ y *zy X n 7eJ
&Zp Zz VhZgzZ ~gz'

t : Zizg
gzZ 9Z w Z
V Zz w ZO y Z6,&ZpX Sg CW
y Z 6,&Zp c*
**
Y c*
*a {)z 4=g f
O y Z ~ kZ gzZ **
C

VY ] uZz ~g &ZpX **
C gzZ }L
z 3 Zg 6,V ggzZ
gzZ ] Zg Z : Zizg , {)z h Y
gzZ Sg QG
ggzZ "7, Zg f}uz
KZ ]g, { z T e t%
Z',y Z gzZ g y !*
i
kZ Xg C
z Z (,
~ !*
W a gzZ &Zp b
xz x gzZ t LZ D
Zz ~g Z {g YZ Vz% Z
# &Zp X g
}g !*
y Z Se g x ~ V
g Z \vZ X CY Zg ~
kZ y
KZ X t {z t
KZ
t X @*
{ .Z y
KZ 6,}i
X s ~(,y*Z 4 z]
. y
KZ a
x Zz g 6,}i Z% t
KZ
}Z
+ gzZ ]Z% {z q V
KZ
gzZ iz0
+Z y
KZ {z X
Zg F,
gzZ yj pa LZ [
X @*
q
0
+
i KZ a gzZ &Zp~ `
yZ a kZ Dg Z 6,Vzuz a
gz$VgzZ &ZpX @*
{ c*
i wZ
Y 7 F,` hg g zg c*" gzZ
&Zp ~ !*
W ( 50) k y*zy
~g Zz yZ ~ 0
+
i ZpX 6,
g 0*
; q
-Z*X x **
Z'
,
Y a 33&Zp~
kZ Z
# X YY H 7k0* .
Zz
gz
q
-Z Z'
,
uZ!*
#
~
/
%
z
FB Z gzZ ~ V; y{
V2c*
g
X ~V;&Zpgzev!*
VgzZ &Zp~ Vzg u 4c*
gz ~
/
%
m,n ^f]
3399
c*
{z ^ ~ V a Tzg e [g LZ !} Z L LX
Z h kZ ZgzZ H Za y Y q
-Z
kZ X 2WZz Y kZ ? gzZ c*
+ Yt gzZX
H yW **
xt=g f ; 'ggzZ % Vz y Z
-Z ?=g f Tzg e vZgzZ
{z ;g >
^ ~ V }uz q
c*
Za kZ X zx Z Z V g :WgzZ T e
Y % ( Z qg Y
v x ZZObkZX @*
K) X ; gN vZ G
kZ ~ o }g X c*
W 3 Zg y W z w qZ ( { z $
q
/Z E
Hc*
y q
-Za x uzg : Xz %s% 0* t Z
X W,
Z" y t p
X Y 7qi q
Z 6,
@*
7,{ c*
i
6,V W,
Z W
y yZ Z
# tX &Zp
gz Z y k
,V c*
g F Zz =g f 0*
D Y Vag izg%
4X3
G
X D W,
O {z {)z ! - QN*-F
a o T
$r~ Vzy
l
/ ypgzZ Vz V W Z wN yZ V CY {g &Zp
V a kZ X C i Z0
+Z W,
Z 6,x ~ &C
~ y*zy C 7
wq ]gkZ X ~gz] ZZ D b ^gzZ g D yiz y{ !*

-Z
q
~ !*
W Z ~g ) Zz [
7Vzz Zz ~gz'
X Y ZC yYakZ
b0
+ZpZ Zz B~!~ ]`
Z ~z)a x ~z)a &Zp
X nZ%Z ~gzZ ~ x Z - ~ VZ o X 7
{g Z yz d
$p [
yg VYx9~ T Zg Z
V yZ : x VgV yZ g ZtugzZ @*
Y 3g 0 0
+
i ~g
:
L xgzZ }uz
yZ
X @*
wZ bC
Za X @*
Y p D X U*
Z ` V( gzZ a
g Z p gzZ 6,kZ @*
w C
~ y*zy ]!* } (,
wq yZ CZa gzZ D
~ C;gzZ C!*
.T {z
_
z kZ X @*
kZ gzZ DZa VV
Y c*
g
uZz *
yW
kZ D2 b~: i {Va X @*
~ yZ Z
# L
L
g Z vZ X H7 xt [Z a kZ F,~(,
NLMN
m,n ^f]
4400
F,ug I g ~
V \W J
- V X { ( {n kZ CY ~Za
{zgzZ @*
Y7,
u **
{z0
+Z F,Z ( xzz #Z ]) X kZ {z kZ X 4
,J
-u
} 9 zg y
KZ X Zz x KZ \W LZ &Z'
f c*
W @*
Y7,~ agzZ @*
Q
-Zt X N Y
X ]uZz F,Z 7Zz q
{0
+
i kZ D
Z'
,
g !*
\!*
[ { ( t ZgzZ g @*
c*
( 7qg -) X }~ }i
$U*
"
a V KZ .
gzZ ] VY~ [
ZC
i ]| ~
VvZ wggzZ X @*
Z ~g Z **
-Z
% H xsZ &Zp c*
e} ] kZ Za V q
hgkpykZ y
KZ
t gzZ x Z Zz !Zf) X c*
gzZ ZC
iz *wg X c*
t ~ xsZ Vg~ g Z
M IZ ~ w yZ a VY ( 7L
_ Zz
% 0]|X q%z ] {0
+
iVY{za **
!*
]!*
.
VY L Lc*

gZ ~
V wg e
$Zzg w } (,{z ~n kZ X
X ~(,gzZ g Zp {z z#
] #
}
. ~
V ]W! q
-ZX 3g" gzZ
xsZgzZ ]g) LZ V,Z yZgz WX q ~
( 4~/+Z w **
~ L LX H y Zz CZ f q
-Z qY : i
g/ _~
V z g
-Z
g !*Z
# ~ * {g VZ
kZ X gzZ ~g \ ` Kgq
xz kZ et WzggzZ X ]!*
x a }g **
p
svZO X Sg xzgz xt ~ gzZ k {z kZ z!*
0 tx kZ gzZ Z kZ g z ])pX Le kZ
y #
6,
~ lZ 0*
x`
gzZ { k
H{z [Z gzZ% Z eg VY~ V1X
i
+
\vZX g c*
kZ y kZ ?~g X x ` ZzggzZg2 }} {0
yq
-Z ` ~g \ kZ ~O
0 {0
+
ie Z
# gzZ L
L
gZ
H ~ k
[Z kZ X ~g ~ { k
H 7 }i ` KZ ~ V;zgzZ
Z !*
Z ` {z c*
~
Ut i Z0
+Z 6,kZ~gzZ g Cg !*
- 4,
q
\vZ Z "
$*
ZuW" ttX wgzZ x H q
-Z Zz gzZ ~g" kZX ;g mZ e
{9 Sds kZ 7 ~g YWg (Z" V\W ~
V ]W
NLMN
m,n ^f]
4411
z ~lp
A kZ gzZ
Hc*
kZ gzZ [Z gzZ 7 {
X A Zw
X
Hc*
Caz c iz
e
$Zzg k0Z vZ]|
]i YZ ~i Zg
6,
z',
Wz ]
T L
L c*

gZ ~
V ]W
z ui **
]g 7
{ 0*
gzZ x3,
( Zj
+Z kZ : {zQ Za V
D 6,
z',
Wz ] kZ AXF
gzZ C" kZ: gzZ
kZ zz ~gz$ KZ {z p g : gzZ } ~g **
6,kZ V~ @*
,
'
z
]kZ C0*
7[x { c*
i ~ kZ )} F,
, (z B
'
kZt q
-Z 'g~(,z 6,z'
,
Wz B V 6} @*
u|kZB \vZ ( @*
!*
',]
$
+ **
x **
+}uz **
$

A kZ ~ A
Z kZ gzZ **
x ZZ N*
~g $
+gzZ [ X

g Z * wg
x`
kZ xsZ X YZ A6, 6,~ c*
} T L Lc*
L
L
g Z \vZ X g Z
{L { k
HgzZ Z e ~g Z )f V@ s \vZ
]ogzZ N o6,VgZ u 0*
v yZ gzZ ( H Z Z ~g Z )f kZ kZ gzZ )
t H u| YZB
yZgzZ } hZyZ N: { Zg e ~ c iz a kZ V
sg ) X N Y 0 y
X p {z X z: wJ LZ
g
$Z
uh y
KZ ~
V wg ( 1qg g ) Vg ( 6 g **
c*

{ k
HkZ ~ Vk
H] Zz 7 xsZg dZ t gzZ z'
,
Wz ]
L Lc*

g Z \WX X $
Zz yZZ Z u 0*
7~ <
wV kZ H
GGG
5B+E
34I
V {z q
-Z
T **
o ~g $
+6,Vg \!*
]gy
-Z X C g Z'
,
z.
X
Hc*
uh kZ N Y ] ZZ,Z6, ]gyq
lp yT
]Z Z 6,yZ gzZ t ]gy) { 0*
g ZZ lpgzZ D lp ` Z'
z * L L( ~/+Z w **
{ ^
,Y z xgzZ [vt Z lpg Z zg Zz ]
3 Zg W
M F,
z gzZ(
p L L X ]g(
z hZ ~ * gzZ g Z {6,!*
Vz%)gzZ
ZVgzZ D]]gv ~Z kZ }]!*
HH ]
X(~
V *wg) X @*
7$;Z ]g gzZ Z}
. kZ6,kZgzZ
xsZ a D z',
Wz ] ]g [Z Nz`
Z gzZ ~p ~
V wg kZ
NLMN
m,n ^f]
4422
+ @*
gHN Zwu ~(,
: % c*
]gX ',
Z',y
KZ C
X kZg $
]Z f : ]Z f zZ : Z',: YZ ]g~ xsZ t X: z ]P`

X%zx z'
,
Wz ]
y!*
iz& x z o yZ0
+{ z 8
-g FgzZ
]gxsZ X $
Y 7& 6, {)z KZ b Vz% &Zp vZ
h ( ~zu ^
,Y4z]
.gzZg izg )
g Zb ~',
Z', bZ ~ yxg %z c*
( L LX
g Z \vZ 6 tu{q~ kZ xsZ
^
,Yt !
{z
/Z ]gc*
%{z e} kZkZX g Z
kZ ~ hgzZg (Z
V,Z gzZ N Z 0
+
i {Z 4 C
zg gzZz& ]g xsZ Y} 7
X , `
Z V iZ yZ gz g !*
) Zgi ]g a kZ ~ ~ Zi W
( 13qg-)
yZ t &Zp xsZ
g D
+
z kg #
i 5 gzZ + A
l c*
Wg Vg ` V +
gzZ ^
,YC
gzZ ;@*
z"
$
~g Z .
$zZ ~
g&Zp C
!*
y{za V yZX ]i YZ
X YY zgVY 8
-Zg e g 7Z
o 6,kZ ~ xsZ V; X $

yZ X Z
+ Vc*
0*
` {z <
ggzZ s Z xsZ zz z V-0*
{6,X Y72~ ;6 :g _
OZgzZ zg~x yZ0
+{t
t &ZpX 7{
A & fgz ]]gt }uz {)z Za
Z
z **
Zg 6,q k i W,Zt kZgzZn g Z*0
+
iB
D5Z Z t sZ &ZpX ~zu Z kZ N Y Za : ]q
-Z a Z
X ]gz {q
t gzZX Yg Z xg !*
~ Zi W',]g~[f =t
X ~gzgzZ
R7~ZiW[sgzZ sg eZ1 q w gzZ C
C T <

/
i: gzZ Zzg **
C
,Z {z6,s Zz
Wz6,
)X b [ Z gzZ 'g
( Y 2008X 9 +ZC]* %: X Y Zg ZkZ : gzZ Y} 7]i YZ
/tzg: Z'
,
Y LZ Vz%V;
`gK Za LZ
M
HzV
7| yZ aZa ]Zi q
Z
NLMN
m,n ^f]
4433
: ~1%L D
kZ ~ yZk
,
Z gzZ [s y sZ L L
E
yi t i Z0
+Z q
- gzZ V7 xsZ L L
[s D7! CZ 6, t E
5 $ Z
Vz%xsZz!*
kZX 7%z gzZ 7bq ~ { Zg F, &Zp Zk
,
Z
Z ~ Vg 0
+
i ; % x B {6,&Zp Zk
,
Z
t F,
gzZ i q
^zg ~
]Zz)
KZ ~ %z yi xsZ X 7b V,Z g
[s g #
sZ { c*
C
t %z yi xsZ X
rg ~gzw
x Z Z Zg zZ H **~ &Zp
# t /
K7# ]Zz) ~ #
( ]
C% ~ ZWz6,
)X c*
( ~xsZ t &Zp ) X
}
#
.~(, xsZ a &Zp
*% ]|}]|g *yW
! 6,e H7 s xsZ ~ x Z
J
-V % yZ H~ }g *
X D'!*
yZ ~ ] [Z5 a :Zz ]Zg (Z gzZ \!*
% qzg CW~izg a yZ ( ,gzZ ~ Zi W]g xsZ
W {z {g yZ
z9 Z Z t A ]g~ Zi Wz
&Zp t X ~ w
X {g yZt *% c*
i X I| (, ~ }g !*
, kZgzZ K ] ZZ xsZ
VZzZ
'g%z kl~ xsZ g @* @'
%0*
"}
.]| kZ }uz ;g ~ \g///
g Z g LZ 6,kZX g ~ zg
NLMN
X CW Wp
/
T @*
Z(, q
-ZpC
z LZgzZ @*
Y` b y
KZ~T x **
w,Zq
-Z
/
/
X SLL
X g6y
KZWT q +Zq
-Z
NLMN
4444
m,n ^f]
C',@1Z
r !*
{C
iy *Z
! yZZ ? H]Z
t : Zz y ZZJ
-Z
# ; g x Zu
~z* WV "
$U*( ) [ Zu w qZ
._x t ~ g t ~ 0
+
i
( { ) y ZZ { z Z
# 1V; g<
7 {Z
+ V y Z ~ ]y
W
w qZ @*
Zz gzZ x T A
t 6, zy ZZg Zzg Zz qJ
] @*
Zz bg e z X z X
X 76,
C w qZ 6,
C y ZZ
**
kZgzZ sy ZZa kZ
z ~(,y ZZ @*
Y a kZ ~gz
~gz { c*
i q m,C T
~(, kZ [ gzZ X
}'Z e Vzq ~uz ~g VY
e X D y
f
KZ
X
zz w z',Wz ] KZ y Z X
+[ x
X k0*}g ,D
gzZ ga y ZZ p f
e=g f
Zg dZgzZg k Z (,g ! Z (, kZ
@*
7[ x t i !*
we
e
$WZ >g~ y W
\ vZ
: @*

g Z~ 97
a o%]. ]* ( ^v^
`$ mr fn( ^nu $ nnv
m ]^ ^ u^* e aq]*
]g c*
% } x ( L LXF,
i Z gz { z Z
#
Og {0
+
, , gz7Z gzZ B 0
+
i { 0*
X D{ z V + 4y Z
s :
VvZ ~è
$W{g
1]g c*
} % e c*
C t s
{ z
/Z y ZZ o
vZ c*
{ z gzZ
0
+
i { 0*
kZ \
\vZ, y Z x + 4~ * D
y ZZ o1~ ]y
W }
z
/Z ~ y ZZ :gz X
kZ : gzZ g xz 0
+
i { 0*
{ z
0
+
i { z e X !$
+ w qZ
V' Lg izgC
c*
; g k7,, i
x z C e ; g @*
~g^z
4455
NLMN
m,n ^f]
[
~ k{ g !*
=g f ~0*
q @*
7[ x ~ C
@*

nC
g T~ H 1q m{ YZZ'
, Z X @*
~1!*
(Z vZ { z [ Zi W{ z y x
z sp w ' x Zw + "
kZ[ 0 [8 $; Z x?Zmwgt @*
W[p
1 Z ]gC
g Z <
L t
zhZz Z +Z
H0 6,y W
M IZ r
# L g Z
y ZZ
w { {:gz eyZZ ~ h W
+X #gzZ 1
@/
^ _ n ] n n h
+m,!* $
./}gzZ @*
X @*
Y y - kZ 7 T I Z ~ " _
Z6,y ZgzZW6,g Z
M
/Z v\ W ! [ L @*
Y 0
&
G
) Z wgz vZ + -BE
[Zt
Zg Y
z ~g X Hx Z
]z
{ gzZ g : { z Y h Z Gz Y 1zZ Y 5Y f g Z
X g G, \ + V@ e y ZgzZ
kZ **
!*
,g Zz w qZ X @*
'
C#
}
.x
X gy ZZ :Z w qZ ~ y ZZ
M c*
{
X w qZ % kZgzZ r Zl
kZ b 2 ~ Jz +
+ R$
+ r+ F,
[8
zg y ZZ Z D { c*
i w qZ kZ Z$
y ZZ g6,}n C { c*
i bg Z] ~I ]]
. q
- 4,
tig % 1 s ~0*
Vzi @*
y W
gzZ Z (,{ z r [8 kZ
LZ \ vZ X @*
C
3 w ' ^ kZ &
y ZZ
~ x?Zm kZ 7] !*
'}g ( 6,g}g7)
X
= w qZB , Z a w qZ a v
,
X }W z D T C7,
8{ C ~ Z vg )
///
x Z =g f } @Wz nc*
g =g f
4466
NLMN
m,n ^f]
+ Zh
+
w; wD Z)
wqg{gzZ Z ]Z
" z VZ', b bizg/ izg gzZ
X g Y D 2~ V w
# { Zt ZgzZ g @*
Z
6Y
4 ~ {g ]g x L
i C ]g c*
~i Z0
+Z
Z wz4, z [g6,y Z X Hg )g
X Z 7,**
g ez kZZgzZ
y { z 4 (Z w qg{
[g X } 7, { i $ kZ Z
# 7gz
{ z : [ Z c*
+ LZ =Z
g T :gzZ +
Zg x ** ~g h
+
e
$Z@ gzZ
Zg
q nZ + Z [ Z X YW6,
W }g Z}
.[8 z U& C
x Y KZ zmvZ -]|
s @*x Z/ + Zg Y # gzZ H
6,5ZgT: i Y xz G @*
X c*
2z 3^
} z
} z b H q V t
y Z Z (,H6,kZ x Z ] [g
Za ~ ] JZ s Z kZ
gzZ c*
a }g ] X!*
X c*
V z x lZ qX 3g Zg 6,y Z
b zg ~ f b zg ~ f)X H i Z
u
mvZ -[8LZ%ZX H ,@*
}g J
TX H
~ gzZ z
XM
h7ZZ e **
t]}q**
[g } lZ
y Z k\Z p
z KZ}**
X B7kZ
t ]z H D7npzg6, z
] Z XZ gzZ t ~ T {f
g yg y
WZz =
X
g Z
/0
+
i *[g @'
, kZ
LZ 7g )g kZ c*
C 3 Zg
-Z{ z
q
e
$.gzZ Z !*
**
~g X g Y D z 3 Zg u Z
p Z
vZ t gzZ mZ t x
w'z sz^~ )f ~'
,
m,n ^f]
4477
G
G
V- g Z)f t g 0
+
i ~ ~ T
x L 5 ] Og k0*
+]
.q
-Z
X YYX x ZZ" gzZ a &Zpgz {t X gz h
g hui **
Z Z
Z,j
kZ 7yi Z s Vz J
-Z
#
&Zp~ y ZyC
0
+
i X
r g .
7 w q ]g
1
&Zp~ ] LZ }g X e** ` Ww" ui **
W Zz x PZ +
M ZgzZ a D gzZ w EZ Y " V Z Zi WX Z Z (,
~g Zi !*
x
/ w Z
z ] KZ X g (Z 6f { 0* y *zy <
+(Z Z @
l 6,xsZ 7 6,Z
**
**
gzZ hzZ k { $
gzZ d
$k r Z
CZ +
M Z 0*
16,] Zp KZ X } 7, a F{ 0*
WX ugzZ u o Z
w Z +
M ZX $
w b g z { Zg " kZ y
KZ X V VZ x ZZ Lp7Z s ? yg Z)f w q ]g CgzZ ~zg
/Z ?]gf"Q c*
%;"
V@gzZ V V ~g X p Y Ht
z x ce h b hZ |t %X g Zz g] Vz ~ A kZ
H V- g Z)f KZa kZ
zu gzZ 0* Zg gzZ I
g- i ]g~0*
w Z e 6,V g1
:w D Z)w X kZ 7 kZ ]gX 8
] !*
~%~ w} F,
Y F,Zh
+
~ * C
!*
{V- u wy a
///
KZ KZ Vzu KZ Vz
/Z X ^
NLMN
6m ]]
(
h
+m,
!*
)X @*
y- kZ 7 T
" D \WDz bgzZ ]zI \W]y
WgzZ * g } Z
.x1 x Z )XzVZ
(~
G
z bkZx OZ ]y
WgzZ xg w~ kZz bkZx OZ * ?
(Z
]|)X **
Y
(~
g_
.))X YH7az Y 1zZz Y m
CZ~ { g !*
\vZt [ Zq
-Z
/
/
/
/
NLMN
4488
m,n ^f]
hw
w; wD Z)
g {0
+
i
X
H| 7,i ]ZggzZ 13 **
3
W @*
(Z g !*
g !*
~ 0
+
i *
@*
Y x O Q O S 3 Zg
kZ @*
Y wt
Z)gzZ Z { z X
KZ
Z ~ Vzq zz ? :
W g @*
xsZ 6,Z, Z X CY
V%{0
+
i { z x g q
-Z a
Wx q
-Z X Sg C o W=g f
X Wm{q
-ZgzZ Yq$ kZ
Z ey tg/ g . Y 1969 #B 3
~
/~z ~z ]7
-e Z @ Z f
{ z ._yg2kZXgT
$**
V,Z @*
X gx
gzZ , } Z { LZ { z H
Z y Z X , o [ NZ Cg Z
[ ._ kZ Za ]g
y *zy ( Y 1905 Za ) vZ e
$Z@
x4 *zy
z kZ gHg Z
35 ]g Z y Z X =r ^g
B 2) y
X g ~g Y ( Y 1969 ~ZB 24 @*
wgtg/ ~(,
*
g ~$
+Z Z}
.a y
KZ xsZ
~
Cx { z Z}
.~ ]g xsZ X
~ 0
+
i ~z* kZ y
KZ C wZ
Z X Zz p
pg 6,s Z gzZ C
[ Z gzZ wg
HHx OZ h
+'
t B
i VZ y Z=g f V70
+
i wg
}g ~ ]g g @*
g Z0
+
q
-Z :%
-Z 6,hC
q
g @*
t xsZ X 1g t
g C WC
~9 b g {0
+
i
X } : HgzZ} H{ z
$q
-Z
x
y yd
kZX ukZXc*
W:Zz yLZ
{z X Kzg gzZ wZ C
gZ s **
3~
y VZ ]NkZ W
K % V- v gzZ 5 **
3
c*
WwkZ 1 g 3 **
3{{
kZ **
3zmvZ -9[8Z}
.
kZ D Wwt X @*
{ c*
i
yxg V
KZ X 7,}Q]!*
.
_
Z) XZ kZ < zZ
CZ D Z Z] Z}
. kZ X W
m,n ^f]
4499
kYZ
Mt
zg / {@
y Z ] !*
r
# vZ e
$Z@[
$. **
e
Z6,6, \ W : Zzg a M y ~/ Z
p KZ V,Z
X
zZ q
-Z ~g Z \ WX Z ekZ X H `g ~ own Boswell
F,
gzZ Z *~ #
}
.\ W V O
X iW$Z (,
Zz q
-Z~
zZ \ W Hg ZZgzZ H7 Z h{ h y Zg Y 1969 ~ZB 15

\ WX N Y^6,} hZgzZ , hg e
$Z@X d
$ ~ Zi W- ~ y eg
B y
{ z g Z6,} h
B k Zzg g r
# vZ
} h tzg / gz ~hX } Z y ZfZ Y dZ X y Zg
Cg Z o ~ e
eg ~ e !*
g Z6,kZ ~ X
zZ ~% gzZ F,Z ~ k
+ZgzZ xg p-
6, y Z X g ^
w } h7 zz V V Y i Z0
y Zg **
w~
wggzZ
H Za/_
. ( ) Z (,~ ~ wj : ;
vZ e
$Z@ X ; g 7 g Z0
+

,: Z Zg ~ w T c*
,Z'
'
z y
t
/LZ t r
#
X Y 7~
A { z Z (, N
c*
W c*
Zzt Z
# r
# vZ e
$Z@
I Felt a kCg =
yZ
z kZ X w$
+ w y Z WZ zg y Zx Z1 Little Pridei
X Dy ~ V/y Z { z kZ Z w q ZB t

HW c*Zz { z
kZ
z Z ~ Wx6,zZ LZ =
X c*
W~ V1
+Z LZk Z ~ % ~y
Vzq ~uzgzZ X c*
w g0
W k
B z x
X W~}g !*
a% Z eg { z7 V|
V ^ p xsZ g
I felt ashamed of myself and
B xq
-ZgzZ .
$zZ q
-Z xzX N W
put aside the feeling at once and
Y d
$
w : Zzg
begun thinking of other things
:%{0
+
iq
-Z a WC
g @*
s Z
6z 0 { gzZ b ZZ 0 {D1Z 6,x
sZ X C yi Z W6,C
{ z X \ W Vzg Zu }uz ` s Z gzZ
g Z a{
!*
Lg0
+Zg @* gzZ ; g x J
- y F ~ Y X H w L Z
/ / / X ay
KZ q
-Z
X
H{@DW V|
NLMN
5500
NLMN
m,n ^f]
'Z ZP
g mg XI:zg
zZ (,
z6,vZ
/
y Z N w V ZgzZ V
X } Y 70w 6
{z Z
# Z w qt y Z 1
y Z t M
{ z X g Z94N*
y Z X gi }n
B y Z y !*
i @*
x T e 1
g7 y >X g } 7
c*
V70
+
i Vzuz X `
~g TX 0*
N x Z LZ { z
)
,
z kZ { z 6,}g ~ sg Z
kZ Zg ~ Z
# CY sp~
w qC
{ z 6,vZzT%Z X Y f
~ { Zp ; g y " ~uz
) ~
nkZ c*
V g } B kZ }g
X c*
hgB kZ Vzg Yg {x
W {0
+
i ~ V vZ
/Z
{ z X Y 7g D - L
V7 gz
V g y " z x y~
{0
+
i bkZ { z xW Vz
/]g gzZ
X : z V ; z W#
s
///
V ! ~ Z Z
# ~ xk
B ~uz
~i **
x ~ } *`
y
s !*
Hc*
\
d6, M ~ '
,Z Vzg7
X D c*
/O* ~g { z V
-],
8
gzZ X Y 1946 '
,
ZZzt
0g kZ X p
H5 H
4\ ZR,
v'
,yizg i
+Z 3,
, E4G
'
5G
w e : u
@z i
a {0
+
i g7 ~i **
}uz gzZ ^g ZZ
X q
-Z q
-Z
V-:e V2g7 {zt
6,u5Z y ZgzZ X c*
g @*
Z ^ v ]
~C k
B p+ Z q
-Z V,Z X 1
p { z V7zG y Z ~ T
V,Z X Wx 3 20 x `
( C o n c e n t r a t i o n g [ V
KZ V
0
+
i F,
+ Vzg Y ~ V C a m p s )
$
t 0
+
g y Z X c*
g6a g Z
/
g F gzZ gzm h1 o LZ
} g Z
{Z
+ " a *`
LV
L Z V V w >X c*
Zh Z
5511
NLMN
m,n ^f]
E
~g Z Zks ZG3{$
w; wD Z)
iyZgzZ b){0#
Z
+
M
KZ xsZ sz Z L L p
6,kZ c*
WZ gzZ sa
s 9v(C
#
Z ~ *
Z X 7Za g b g
{ z y @*
Y y V Zz +
z a xsZ 0
+
i ~g7 KZ
X } 6,}y kZgzZ}
gz Cc*
F,q
-Z ~ gz kZ ` W
Y Z e6,V Zz + xsZ @*
B
L y z ` W @*
k\Z N t
[ ` W
L x` W q
,
i y Z v L
pt ` W Tgtk
~ 46,
u Vzuz tk
,
i Vzuz
ty
W ` Z Vzuz X g Y
? e LH ? Z VY
Zz bg ez z !*
[ Z
g (Z jg Vz) Vz)
sK
V {g y x **
6,gg D7B m Z
w D Z ) t
a Z D Z Z
+ Y w2 KZB ~! ~(,*
$
ZgzZ ~ ~ * Z X y'

7Z Tg v Zz + <
Z
+ T xs Z q
-Z ~ <
Z
~ *
z kZ Zz
q
- 4,
\ vZ
O wJ.
vZ X X ] ] m ] ] Z Z e
$Zzg
xsZ + sgzZ s q
.
- 4,
wJ.
^z y c*
Z { z kZ wJ
w V m + Z gzZ 7
$ Z gzZ
xsZ kZ e
Z xsZZ
# ~
V ]| Zz
* Z
# 6,}i zg kZ
z
gzZ wg ~y
W xsZ }g \ X
ga * ~g7 {z X 9
#
g Z \z ug nvZ ~ ekZ Z
\ W n^] u ] ^] ^ZZ
: a = }g 5 g
X aV)s c*
V
Tg] fp LxsZ
X<
L ~~uz
Zg 6, ~ Vz y Z 6 Z
zy
u A ] ~ * H 7
* k1 x Z%z ! x
Zz #
W e Zg ~
~g g v _6,}g V
u
/
7? , {g Z v xg ~ 46,
C
X7
] o ^ 7 n
n ] ] ] q m ^ u ]
vZgzZ c*
hg **
6,]
c*
hg **
6,g
$ugzZ y W
z wg
g66,3, ^g g ` Wa kZ
X
y Z ` W ] !*
kZ ]gz
h [ x , q z **
M
6,Vz
\ vZ ~ y
W
y W
i Z0
+Z i Z /]BB <
Lz
= : i Z 0
+
i KZ Q gzZ_
g yzZ0#
ZgzZ
tzf gzZ + ~ ^Z kZ
X }WX
///
//
/
5522
NLMN
m,n ^f]
: ~ i Z0
+Z}g} (,~ KZkZ
~ ~ y ~g ?~ z
N y t
yjZ Zi% V y C X?
y
~
V * LZ t u
Vz)O6,x y Z c*
Z
[ kl \vZ gzZ 1 y gzg CZ
kZ 7p b~ Ty W
(z !*
swq
-Z q
-Z`q
-Z q
-Z
~ V sgzZ skZ Z wi **
6,kZ 3g zJ
-} o gzZ j
+c*
=
**
z gB Z ~ kZ gzZ **
V !*
7Z @*
7J
- 7,kZg )g
[p H w D Z) n
pg
:
V ~ i id { z
V W
g @* g Zp ?gzZ
W 6,g z #
y
Z KZ Z
iZZ c*
6,e ~y
W V Z
^ ` e j i ^ ] i m ] n
X Xo j ] h ^ j
} hg Vzq z y xg }g v~L L
} B y Z ?J
-Z
# V ; g Y
gzZ vZ [ q
-Z X 7{ Ze
/
g
C
NLMN
5533
m,n ^f]
WZ +Z
w; wD Z)
[Z
z
vZ wg X 46,x X e
$
3 } (,} (, ` W
ZkZ W + zmvZ
}g7 }g7 gzZ g u# V#
y Z g ` W6,+
M z
gzZ T e b { V sZ
x kZ Y 0 4a V.y Z gzZ
i y ZZ i xsZ n n ` W
W F,Z ~ y Zy u ` Wa
h v { z X ~ Vz ]y
Wz*
X T e **
0*
6,V**
g x Z/
M
KZ
x Z e
$ X gZ i+
z #
Z z m vZ - * 46,
gzZ X Vg Za g Zi g 0c !*
} } zmvZ -wggzZ V i mY
Vr: *6,{ gzZ : ZJgzZ , Q
[ Z0 ` WX g a 5 @W
~]tgzZ ; g W~ \zg 6 6
, B ] Z`
VKiy ZZgzZ
6,tu zmvZ -wg ` WX ; g
u" zmvZ -~t b zg a T

IL!*
a ~#
Z G { z X [sz
Z \ WgzZ ; g Y Z e Z e
~ #
X V
X ]gzg y Z%, Z ` W
/ //
zmvZ -\ WX g Y K Za s
!*
` WX ; g Y H6,Zg Z
-~#
Z ` WX ]gz5 @W
X V 7 Vzg Z6,zmvZ
NLMN
5544
m,n ^f]
ZvZ =g
w; wD Z)
~ ~
Vx **
Vzg f K Zx **
~
V \W
\ WT @*
g
/(Z ? g :
: zg 6,x **
\ WgzZ ? ; g: f ~
V
y T @*
q (Z y ? ; g Y5
g ] Z
\ WgzZ ]\ W
Z y W
t ? @*
Y : C *
gz kZ ]g t
Kt HgzZ 7]oZ
2
B \ WZ
# ( gz V )
} y ~ 3,
V|#\ W kP
g Y C 6,\ W}iu{ z
\ W { Zg Za \ W6,T
\W _7,igY }L6,
` g Y gzZ .
$zZ6,ug I1
g Y K y A \ W D V~
~ e
$W kZ ~
z ui **
, Z X
z Zz W \ W @*
Y H { E
+
H@*
g
/
z AQgzZ Zz q
Z
tWX t
Z e
$WkZ
X Y` @
l gzZ @*
Y *
x **
gzZ Y
( vZ Y
KZ )
///
f Z a } ( ~
V }Z)
( b ZZ {g ) 3g

] !*
t~
V *
zT
g @*

z kZ g Y
` Zg~ V \ W,!*
z
E
"
6
zR%
O ~
V \ W{ c*
i
x **
,
* X x % ~
V \ W~ szw
Y ~
V \ W { c*
i
] ~
\ W{ c*
i
]b
0
+
i~ * X
#
}
.~ * V p ~
V
\ W Q gzZ x ~
V \ W { c*
i
~
V
]o ~
V \ W 7 ZC x **
~
V \ W g #Z 7 Zz p
pg z
~
V \ W5#X V g66, Zp z
X V '" a s Z Z
1 N Y
M V N Y g
/V c*
7W,Z 6,~u ug I x **
\W
~ ~i Z
u f ~
V \ WX } 7,
@*
{ i ZzW ~
V \ WX 7Zz t
X Y k(,{ ~
V \ WX Y `
~{T W+Z ~{ ~ * H
5555
NLMN
m,n ^f]
Z n5
w; wD Z)
zg ZgzZ V0*
V4c*
ggzZ ~
/
%
p Ztu X 6, 1 ~9 k Z z ~
]{ z ! gzZ g kZ a
CZ| D
b ! c*

C
`', ] Z6,
k\ KZ kZ V ~ m,Z gzZ
~y )gzZ ~y ~ V gzZ u
' ag bkZ ~ ` Z'
kZ
X aZt c*
i W ~ , Z ~ , g !*
~ g Z M Z gz VgzZ V jZ VF,J
gzZ V pZ X g q 46,
u
g
kZ c*
X !*
w1 g ~ Vz ~g u
y !*
i g g" Dp *zy ~ gz
gzZ C Y y *zy g gzZ
Zz g Z ~ 0
+
i Dp
~ ',X q i q
G
C gzZ Dp kZ VE*zy i
L . 7
gzZ VY X ~gz **
U g"
g
/Z X C Z ~(,w @*
gzZ Z
w ~g u 3!*
i P ~ y *zy (
` Z'
Dp VE*zy gq
~, Z X Yog q
- W
g 3!*
i X gzZ ~y zg Z ~ i W
kZ X y !*
i *zy { q
-Z zg Z
6,gm{t X y *zy Za Y
SC+Gg D
y *zy E
+py !*
i I/Wz
~ V X ~ Wz
g Z ! Z ~ ~{ ~ , a V ; z
t Z ~ y Z
# 0 =g f
gzZ o ng Z b!*
zyt X Zq~
kZ gzZ W~ z ~ o %Z 3W
|m
| (, Vz ~ zF,
gzZ F,
gzZ z
s: ~ e r z
zg Z X 1z
[ Zz y !*
i zg Z g x
/
u zy
VC 6,gzZ V!Z
Vzm,
Z ~ F,
z W
gz ZZ LZ zg Z 1z6,gV c*
t V- g 0*
gzZ V VA~
~ * X 5 % Y ~
h
+
~ r z
z zF,
gzZ F,
z WT y !*
i
X 1z V Zz + <
Z ZZ
X qy !*
izg Z sst
6, c*
g Wy {
C y !*
i zg Z
]z'z p Z g gzZ ! X
kZ X Za !*
g w gzZ w ~ kZ
m,n ^f]
5566
i ~y {
X p Z tu y !*
B 30X g *6,(
( { ) C
$ ]b p Ztu l Z=g &
+ g u v~ '
,Y 1837
X gzZ ~y V W',h
+'
X 6,p Z `g { Vz ~g u gzZ V pZ g
X CY 0*
x ~ xg *zy ( kZ gzZ X H ~g Y
x **
g e6,~
/**
LY 1893B 16
i ~g ug zg Z
~ } w y !*
-Z
] H X ~ kg ^q
gzZ Dp VE*zy kZ X
gzZ o
p Z {P X
6,
u kZt s~uz X c*
w X @*
uug
Z- zZg '6,ZZ g e6,X ~ 7,^q
- o VzI u kZ
~y .ZYZg '~ Y 1899 ~ Y 1894 w ~g u y !*
i ~uz
zg y !*
i ~g u
c*
g KZ ~
/**
g u ~ '
,
O X q z] ]_
} gzZ g zg Z Y 1875 0*
KZ~y g 1ZzZg '~ Y 1903X c*
KZ
~ Y 1904X c*
y !*
i ~g u u Zz
c*
g zg y !*
i ~g uB g Vz ~
/**
KZ ~y O _Z% gz0
+Z zZg '
X c*
}
bZ X c*
} zg y !*
i ~g u
c*
g g ~
/**
y !*
i ~yW]
F,Z y 1 Zg J
-Y 1910 **
z Zg ~ Vz ~g u gzZ V pZB
6,X gzZ 6,
c _
g e6,~
/**
V YZgzy F V zy X
KZ B g ~
/**
~y 6, _ 5 Zg=g f Vzm,Z tzz kZ X H
X c*
y !*
i ~g uV2c*
g
zy X ~ V Zz gz {
g u v~ ',~ Y 1900s6,ZB 18
w C
gzZ wjZ w X X W
w g w ~
/**
=g f X g } C~ Z Vzg ZD
x y Z ~ w X
-Z ~
q
/**
~y O w EZ 7i 5V Cc*
bkZ X ~ y !*
i rZgzZ ~g uw y !*
i ~g u zg Z W g X $
{u z ~
/** ~y gzZ g zg Z VC X ~ y *zy ! f zz
Z Z z ~y gzZ zg ZO X 0 3!*
i ~y X $
7R ~ a
#
~ ', ~ V !*
i y Z Y 0 y !*
i ~g u ~
/**
Ra ~ VC X
a y !*
i zg Zt X [ x li VY $
NLMN
m,n ^f]
5577
F,zg Z bkZ X #J zg Z s: kZ X Z "

$U*
xq
-Z
X } i Zzg}g Wz *zy X y v WgzZ F,
XgzZ 6,F,
Z g [ J
-Y 1947
X Z {g .
**
Z zg Z d
$
~g uzg Z J
- RV~ V2 c*
g {)z 6, y xg y gzZ zy kZ
:7 ~gZ]
.DX **
wy!*
i ~9g Z- t z t Z Z 6,
CDpgzZ
zg Z Zzgg J
-VV Z ~uz #
gzZ g u v ~ '
,b kZ X
$ÎgzZ Z y *zy
V2 c*
g Vzh Z Zg C ~ pz d
VzI u l0*
l0*
V2c*
g gzZ V1x y Z zg Z y !*
i ~g u Z
- ~ Zi W k
B X c*
c*
zg Z Y CX =g f zg Z J
- R~ U*
~ ' y Zgz q
Z ] H gzZ S0
+
6,g y !*
i ~g q
-Z ~ ~y ] !*
kZ Vz w C
6,g y !*
i ~g zg Z X Dg (Z y *zy Zi W *zy gzZ q
Z : i q
Z <
~ C Zz "7, ~ xg Vz ~
/**
gzZ g y !*
i
(t ~ Zi Wv $
+ zg Z ~ Y 1938 ~ ekZ X Y
Xgz kZ gzZ X g D ~ T H k0*
C zm,g q
-Z wgz
zg Z ~kZ X
Hc*
`w ~g Kg 0* Z t zg
kZ Za " s: a p X N Y ~ y *zy V c*
gZ
/
g
kZ ~ Zi W y *zy
qX ~ Za c #z a ] Kg 0*
i ~g u ~
/**
~y \z
/I
z ]gzZ V x X 7,1 : ~I y !*

zy kZ gzZ C ~ ~ t Z i g2 O c*
y *zy Zi W ~y c*
OZ gzZ y !*
i m,wC
d
$
Z **
o gzZ `g { ~y ~ !*
Vzg7 + P Q
\
X
H q z p
V@U tZg y *zy Zi WB L g ~
/**
=g f y !*
i zg Z kZ X 0

///
NLMN
NLMN
5588
m,n ^f]
V{Zy Z
( w; Zg WZ ) XI:zg
Y g Zz i Wy!*
izg Z
`',` Z'
zg Z c*
X Z 7,W,
Z Z
`',6,rz
X Z 6,
zgZ B yZ ~ o
Y ZILX ~ o y!*
i
`',~ y!*
i kZ
z kZ X x CZ ~ y!*
i kZ
p Z !gzZ ! 1Zg ~y
Z g g #
V
z kZ X
H z {e zgZ X Z7,6,kZ W,
Z Z g X
CzgZ X ICZ ,d g~ ~
zgZ
bzg zgZ X g 6,p Z ~y gzZ z s~y
!pzgZX ggzZ k] kZ *zy
A &
rp Z y!*
iC
~ kZ t
<V X | (,akZ
g ZZZzgZ y!*
i ~gugzz
V !*
i \g- X a g yZizZ X VZ
Z
wjZ kkp Z ~ m,
Z X Z7,6,zgZ W,
F,
[ Z ~ m,
Z X 4Z ~ zgZ {)z
5%[ Z ~ m,
Z [ZzgZX Z~zgZ
~ m,
Z ~ Zge gzZ + wz**
~g: YZ X
ikZ X|zyXB
ay!*
/X y!*
i VE*zy}gzgZHx
~ y*zy V11 V-g W

y!*
i ~
/
% ] [I~Zg
wZzi kZ
H
g x Zpg
x **
]Z6,~ y
z kZ X
H
t X h ] CY 1 V11
kZ X gz x Z0 y!*
i ! Z
Z z \Z VZ6,
( VZg ~ y J
-Y 1000 Y800
y!*
i ! Z y!*
i x **
\Zgzz g Z MZ
jZ d
$
Y 1000 X 0
5 Zg yj
~gX qz V 6,y*zy
g W V X Z { c*
i W,
Z
zy X wEZ ~ y*zy p Z F,
JgzZ y!*
i 5q
-Z ygzZ
zg Z F,~ W ~ z k0*k W
1 ~9k0*
k W kZgzZ
z kZ X B
~9y!*
i V kZ X Zg c*
gzZ
C
F, zg Z bkZ X W,
O { c*
i c*
gzZ
C
gzZ 1 ~9g Zzg Z
C
V~ X ;g6,c*
`', {
/WX ~ z ~ i
zg Z a kZ !*
W~ gzZ W
NLMN
5599
m,n ^f]
LZ
w ; [ W
|
/Z;gE- |
/Z
Zz [W
D h Z ~ y W} 0
+
6, Z
ey Z h Z i Z bZgz Z
~gza Vzg Z0
+Y ( c ) Z X
zz Z X C Z
{)z x W
Zgz Z ( ~uz ( q
-Z i Zz W
Za ~p~ ] q zz 6
{)z x ~
C ] & Zz ] c*
X C
0*
{ z kZ zz Z s
{)z ] V Z w
/]u
X D Y 0*
~c
J
-[ Z +Z q
-Z Z}
. 0*
@*
Y c*
0*
6,} i s._ `
0*
a y
KZ a kZ 6, e z

-Z C bz s ! c*
q
lg !*
0*
} ik
,
i }uz gz Z lg !*
[ _
.~ } i kZgz Z uzg 0*
gz V z t pX M
h {f 0*
" Vz7 d X g V; L Z
N $g
; g Y H B ~!V1@*
gz Z *
k0*
k WL Z y
KZ * ZZ
pX ; g W @*
gZ
/0
+i N Zz [ W
B ~!~ ~ !*
W ; z O Z
~! ~ W Z Zz
Z c*
zz 0*
e WX W
gz Z X k
:
L n y
KZ t
gz Z !*
f } nZ% Z $~ V
KZ
u **
t B
$ { z ~g F w
gz Z WX @*
Y | (,60
+Z V- g F
4h4X
nZ% Z $6 6 ki
+Z gz Z ! QH
5F
nZ% Z ~ nF bZ X
X Z Z ~
~ nz w } igz Zg 0*
Z
0*
g Z0
+Y gz Z , q w%Z gz Z Z
X gz Z **
X D Y

C
* **
p wj X } 9
{Z
+
~ X Wgz Z p
pg
lp Zz W ~g o Z gz Z
X $J 0
+iqgz Z w q
6600
NLMN
m,n ^f]
]gz%X , : g Dg Z0
+Y N X zz Vgz Z c y
w 0*
X
z 3 Zg : } 7 d ] !*t X @*
0*
7[ _
.~ } i 0*
c*
w Z e d 3 Zg v
0*
z 97 Y 24 } i f .

zz a y Z T f
e h Zg 3gz Z 0*
F,
~ T Z .e
%N6,wj kZ p CY X Y W 7x
X @*
7,W,Z ZE
W 3 :
L
W 3
]gz% X ( ] @*
) g Z0
+Y q
-Z d 00Y 26 sa w E Z ~
d y
KZC
* kZ X { k
H**
h w Z e c* x
W [ c*
{ 0*
V {g @*
!*
',: Zizg 0*
gz Z } 7 b J
- z ~ kZ Z
# YW
Zg Zz
3 {)z V- h R,
a y
KZ Y w V Z
Z wj
X:xh
+
0*
W
~
z Zz W [ [ Zy
~ Vzg Z0
+Y x
~ } z q g Z0
+Y C
~ * kZ 0*
p kZgz Z g Z Z
X Y 7, p
}g q C
\ vZ ~ * kZ
s Zu Z 0* @*
Y h { 0
+i
y Z Z E<X Za a gz Z } Z
+ y Z y Z , ~ !*
, 0*
'
v gz Z )zg
bq
-Z ( Vzq ) V z~g C
X n
y
KZC
**
{ W V !*
KZ
gz Z \vZ t Xce ggz Z ~ ` gz Z y L Z f V !*y Z y
X}
///
X ] { W Z gz Z N X 0*
y Y y Z
z$
+ yp Vz!*
kyZ ?7{z H
z$
+ !*
~I ZgzZ
X ;g Y Hw 0*
-
y
W
g Dw 0*
(klkZ J
X V { Zp]gm ??
: ko ] !*
wt
///
//
( !*
62)
Q 7 ZX y v hz 160
]gzZ *zz Z kZ X gz$
VY [8]X ?
Z<
x **
x Z Z vZ ]y
W 0
+
i Z
XM
h7g kZ }
M ` W ; g N { Zg ~g wzZ
kZ g x **
kYZ
6611
NLMN
m,n ^f]
g
w; wD Z)
! Se H ~g Z','
X s ] c*
Zzg
t ] Z@x ~ V P /
o u Zg z ~ kZ W
+ ogzZ + F pgzZ
X X g Y K {)z
~uz 7m ] c*
Zzg }g Z Z sq
-Z
) " O }- e y6,s
r z
~I
A !*
Z gzZ ~zg { Zg " gzZ
s q
-Z Vzq ~g y Z X g }
~uz c*
C:
L w Zzi y W
0:
L g _
OZ gzZ n Z6,6f , q t s
X g
yZ
/Z
f LZ s V !*
z g a Y g Z , H N Y
1 o
A & u
A & + o
~
} (,} (, Iz o }g H ? i
/Z gzZ ] y Z Z
Z [ x
?**
,y Z H 7
gzZ V HB ~ }g Z Z kZ ` W
g X k]i bkZ
xq
-Z V ;gE- |
/Z
w Z ` W& X {g Z Z Rz (
V { Z ugz Z gzZ xI
{ og !*
=g x }g Z Z kZ X H
Cg V *zy T et
t i W LZ X Y H Za b
X ; g
/
% ] :SRz ({g Z Z
kZ i q
Z V c*
kZB e
$ ZZ (
s Z , a
X g ] c*
Zzg z d
${ z
{g Z Z q
-Z ` WgzZ
k ~ ]x
6,g wj V 6,Y
kZ X @*
?gzZ ) F,pz d
$
z CLV @
6,kZ }g Z Z
: gzZ ~ 7{ Zgo %Z Y" ] ]
{ h
+I V ! fgzZ sZ)
H
{e ] ]z C q zO X
X ; g 6,g
! f ` W k\Z .
%Z t p
}- e y6,6,V W,Z k
,
i d
$
Y K x Z
/z6,w, Z 6,x **
gzZ d
$ sZ ) s:
m,n ^f]
6622
gzZ D YWs %Z I gzZ D YWi Z

z x Y7,
CZ Zt CY t y V
gzZ D W,O r z w }g
gzZ }g Z Z kZ y 7t , ^g7 { Ws$
+gzZ ~zg { Zg" f }g
kZ ~ ] !*
NZ y Z ? .
> ~g kZ Z (, q
-Z V Z X g
Tg x
/
u { c*
i Zz p
pg: m {g Z Z
X g ez n%
KZVzg ZzyZ6, q Oz w LZt gzZ ~ T ] !*
NZ V 7
NZ {)zOZ { E
+ Z ] ]z C
b 6,7,]gz D b s ] !*
/ D
y Zzz kZ D7m,
/ ay
}g Z Z } ~ V k
y T ` W X C 46, k y Z p $u" Wt

~g ~ kZ ; g [ NZ ~ kZ gzZ qg " OZ ~ V
/
{g Z Z kZ T H Z
; g Y H z',
W" =g f V+
**
X [ Z X ~
~ [ NZ y Z
p **

X ] !*
NZq
g 9 y Z y Z ]gzzz ~gt FgzVZ
(
` WX ] q [ NZ g t Xce
~gze
$.Rq kZ p
yZ
/Z ~ q z ~, Z
X:g @*
g @*
yz d
$~g ~ kZ
Zz W 7g a ~p~ Vzq kZtu Z (,
Iz o
6, x ~g gzZ ~g Z',' ~g , x v { zt X y Z x
V Z'
,{ z gN ` W kZ X
x X , { m,g { m,gVzh N
X W~ kZ: (, gzZ , **
e q TgzZ , y W
x ~g ! 0*
xsZ } Z
( V X , 5 ~ u { e q T
z F,
6,Y CZ f LZ X yZ ~(, X
Hc*
46,
5_F,
}g7 ` WX G
z LZ x t 7 y Y TgB q
-Z J
- c*
KZ X )
q x kZ g0
+Z [ NZB LZ LZ
X 0
I
4& T T ~p kZ {g Z Z kZ LB ]zZp D
F
g EjG
YW
p !] !*
F,
x kZ g Up Zi W57 ~ * X X @*
e
$g Zz

@ y Z > {z
( 6,60!*
)
NLMN
6633
NLMN
m,n ^f]
Zk
,
w; wD Z)
**
g ZgzZ ] ()
:Zz X Hq Za V1 KZ gzZ A
yZgz x |
/ZX )**
^W
X K {)z ZZgzZ yZ **
WZX c*
} Z (]z u
6, ZZ~!*
WgQ W|
/
,6,}q
^
-Z ~ y.z xE #
gzZ
gzZz /Z:iZxzg **
ZV;z X
wge V;z **
X K {)z xZ D
~ Y 1894 Z q
-Z ~Y !Z >z0
+Xg
**
gzZ WV;z !*
Wg()
~ Y 19136,
s%Z pX gH
gzZ r !*
CZ V;z W|
/WZgzZ c*
} Z
yZgz kZX Ze
CZgZz: {
tz6,g CU*
q ~ c **
Rc yZZezz [Zy
niX
zmvZ -#Z ] **
~ /~y
WX Z7,
,z sp sz^~
~ / k',Y 57 sY 1914Y 18 gzZ n
mvZ -#Z ]XA Y LZ
L ]z X " ~y
:
W yZ z
y
/
yZy
s !*
& X gx **
/ //
X H ~z0
+
~ Y 1857 ~ ig ()
Za ~ wz V q
-Z |
/WZ I
~ |
/WZ vZ Zz yZ X
~|
/WZ ZZ (X Vz
**
Yg7 ~iQ q vZ]~
X q K c*
tzg
m
19 ~ Y 1876 X gzggzZ g g7 x Zg a
~ "7, W:Zz e ~ / w
tzg *ZgzZZz ()X w'
zZz() V,ZX Vz
() X a Z k0*yJZ
X
z y } hk0*
yJZ
z
QX Hx wVz ~guJ
-V
Lg LZ ~ Y 1882X c*
uF,Z
g V XA uX W|
/ZY
gzZ ~
Zpg (X {(~Wz6,~
@ ugzZX gHWz6, g
: { u V,Z X B(g k0*
Wz6,]5 yZ DX c*
VZ ;
&gW
yZgzZ -
yZ **
X HE
**
gWWz6, V,Z ~ Y 1892X 2!
{ V;zgzZ H^ B
NLMN
6644
m,n ^f]
(yi
+) v'
,y7Z7W
1ZZ e :F,
2G4]
.E
(^
,Z1)wjZ ~gG
gzZg \
X V Y { YZ
?XgzZ ?x n L L
Y x 3F,V YJ 7,
~L L
X VY 8
-i
+gsz6,ggzZV
B; R h1 ? f
eF,H L
X HwZ ~
~ V yZ p IL L
[3,
zkF,
[Z
q
-Z
X V ;g
?`3F,
],J
-[ZL L
X
gz w ZL L
3,
z k z kZ [p L L
? {zkZgzZ
7B C H~ gzZL L
X Y
?gzZ M
h 7B ? ?H L L
pg {ZgZ ~
? @*
x !yZ X n
7HX 2~ . 0 ~
yZ X V a ~
x
**
nz } gzZ 3
\!*
K Z
# u s yZ
WpZ kZ B; kZ
X
H W~gvLt H kZwZ
Kp7{c*
i3,
zL L
Z q
- 4,} V!*!*
LL
X Z Zz uX 7
u" }uz q
-Z~gzZ K1 !{zZL L
OZ 6,}uz q
-ZV Dg\
X
{g!*
H Ct = wq X eL L
X
o ~gv: 3,
z
X ~7]5VL L
K ? f
e {z {Z9L L
X Y7 wZegzi +Zz
a V Z wZ !V; YL L
Z X~ V Y \WgzZ
X
W
g h s s = 1 GL L
X C
x Z
+Zi ~ : gZzyZ l6,
L L ! { zZ L L
m,n ^f]
6655
zk6,
V
P{WQX s3,
X
@*
**
Z(,k7 w0*
ZgzZ
kZ|yZ KZ {z OJ 7,k
~gzL LX K ]!*
u 'p L L
# X ;g @*
Z
Y x
B y Q gzZ N Y Za a ~ Z 7
* LZ Z W d
$
g@* ~
'
T e Z}uzq
-Zv
h
+y
,q a 3 ZgW YY N*
D
+Za VL L
Z -Z V,Z X c*
Ww
z ~ ^zy
\!*
K D 7,x3,
}gQ
o B X }h
+y
]gzp
X g ~gY]!*
KZ
KX Zz6,V%x3,
gzZ}
a ~
Vz ? w ZL L
**
g e
$g V !*
} ? Zg7 Zg7 ]!*
kZ= gzZ
# z
|
y yk {z nX ~gz Z E<X X D I }uz q
-Z Vz
x
o
-Z o cugzZ WV Zz
q
~qg KZ ~ @*
]gzp z Z ? |~gv `WKVa X Vz}
~q}y zi03
Z ~ W KZ z wEZ 9
z LZ
XK I @',]gzp jgzZ
X z
yzgzZ {gt ?~ [NZ ] iZ X VZx puyZ 6,]iYZ kZ
+F,
sz^t kZ Xgq Vz g Z{ X 1 xa B; h1 gzZ J(,W
z 7!*
hz v yk ~ sz^ kZ X
~ Vr!*
X K kZ gzZ {z gz
gzZ z o
KgegWx lvg
{i@*
V Vz g!*
Z
# wZe
X
X{)z 5ZZ .
û ~ Vp ~
+Zi yZgz kZ {z ]!*
Z
~
X g} h yZ
t wkZ {zpX e7Za W ~BX c*
WY K{g!*
z {zx
L sz6,
kZ 7 {z Y% ~
sz6,yZX oTX
$ ~(,v {z X }g yZ g. kZgzZ ZhgW,
e
Z YZ6, 0*
0*
L L
L
sUZaZX Te **
`x ~g X 51 q
-Z s|KZ ~ x Z
\W N*
gyk
/Z
) 6,Vz# z nwj ~pVz {zx
q
-Zp
Z E<XX M
h3 ZgW j4 { c*
i Z x
kZ X W:Zz y ~ pgzZ
NLMN
m,n ^f]
6666
N*
g Z: ; 3,
zb 6,w2 V,Z
zg yP C
X ZgZ s
-Z } #z Hq g0*
Z
X 7 kZ g 7
- Vzizg g:ZgzZ q
i g!*
K X 6,xzg
X c*
zg Zz o cu kZ {z y!*
&
%N t
HpX } F,
Vz#&6,w2!*
X 7,6,+gBE z zg ! gZuZF
-Z Vz {z @*
7,
p" tgzZ wJ&
+~ yZ ]gzp D g\ C }uz q
a kZh
+
X bhZ {z X
X
Zz YVzgZi!*
G,gzZ y gZZ `W {# X 3 ZgW}# y
s !*
gW7iZzW h : V-h Zh w t t WX @*
x xw N*
N*
g
%N~(,
X g #~ iZzW]F
V^ G
Bg
z ,Z ~
s'
,Y X V y'
6,^0
+
i
X ;gYc*
o ZjgzZx W4
,C
V**
} h yZ 6,X,g e tZ'
}6,s ^z K
/szwZZ
gegW {zspk] ;gspk] 0Z y zg} (,
-Z~iZ0
+Z
gzZ @*
~ X
H` s nX g5}uzq
t gzZ g1 y
@'
, CW W]gzZ s s q
+
q
-Za wEZ KX
kZ X ~ kZgzZ kZ LZ kZ +hZgZ0
hy
~ 3,
z {g!* \ T
Y~ ygZg R
~ e
$Z@cgz!*

HZ+
]g VZgg X Wa
z {# t X {Z ~ }# }uz
Iizg q
-Z Z X { W wq ;g wEZ6,g{# _gzZxzg Zge
Z ;c*
s[Z ZX
Hc*
C ~(,~(, ~ ^zy
Z V X
H
z V( 8
-g yZ gzZ , 3gzZ
N*
sxzgs AzQX
-Z *
}X
-Z sW Z(,q
~ [Z ?VY Wg0
+Z ~H X c*
{iZzg q
-Z ,q ~gt gzZ R,
-q
-ZgzZ
-Z ' #Zge 7L LX ~ u ~(,q
q
%N
OZ X6,(gZZgzZ cF
X z gOZ4 ~ o ]
X @*
Z
yZgz kZ X 3 ZgW p s
x Z d
$ ~
l
HW VZgg gZZ X 0*
gzZ ~wgzZ 55X
yZ t J
-k
,

X ;g [Zp"Zh {~
X =6,l7 yC{i@*
k
NLMN
m,n ^f]
6677
Z M
hVZ sgr 0
+
i { ~
VY
HH 7 '
,
Z'
, K
g ~ w LZ s Xce h ~
gz ~ k] t'
,tgi LZ X
Hc*
g 3
Vp" X @*
kC`q
-Z
`g CO V 0*
~ } # K
'pp77 77X 7: e
~ [Z {zX C7 !*
ugI3
N Y x X ]!*
H x ZgW} ZgZ s X gkC
( Q X *
/;XF
gzZX ugZ G
@6,
~+ wZ X Y
gz6, gZ}'
B
Z }z c*
-Z [ZXd
q
$
X 6,[ZgzZ Y } P geZ TX x {i@*

yZ N ] iZ yZ ]z H
` WX ]!*
XX _Z u 3
kZ X CZ , 6,%
O
1N
W [Ze ?
9 ~ !9HY @*
E
A
H L L :H wZ s G/EDge t {Z
+ q
-Z { ~
! [
s X M
hVZ ay
0
+
igkZv
XI\W M
hx {zC
\W
&&
G/G
+Z [Zh
+'
~ k K
]gzp KZ uZ } (,
yZ
C
V30
+Z
C" wkZX Z kZ X ;gN D 3 ~
t izg izg [Z X@*
gz
iZ iZ ~ V 6gZ. LZ
0
+
i L L : HWX : Zh^ [Z gzZ Wp 3
]gzp X0
+
i ;Xce **
VZ gz Z E<XX 7L7?q LH
k gzZ P V 3 ~g
X
@ ] 6,}n kZ D VZ
p gZ0
+
Zz Vzh z s b
/ ~
X DZ
{ ~
gzZ g t } iZzg }gZ.Zz m,
{z Z
# X@*
Y : Zzg ~ ~h Zh VYnpgzZ DyZ **
s~ Vr!*
}uz q
-Z Vz TN YZ
+ LbZ 6,yZ:
yT yY gzZ Dg
/
= ~ ug0* m{ 6,K X 6,V b
gzZ ] Z {z gzZ C ]5 Zz 9~ m,
zsgzZ x3,~(,{z X @*
W7g
Dxs ]!*
. A g DgZ
_
/0
+
i (6! Z)}ge"
kZ X CY gK {z
/Z " X D 3g .
} (,
NLMN
m,n ^f]
6688
H
?
Hc*
Ze a 9% ?
XV !gz{zX 0*
hZ ~
X u V
1 Q X
H{g | p
q
-Z ]%~
]gyZ H 7gzZ '
: ZH
-V L 3,
J
e LKg0*
La**
LX ;g
~ wZz eX V wq kZ gzuz {z ZgZ
/6,y V,Z
z
1Zq
-Z wZz u { C
i V +ZzkZKX : {
Hk0*
q
X Y oZ ~(,gzZ
-Zs ~ Y :Zz yLZ~ VZg
~ kZ c*
C ~ ^g7g KZ 1
KZa kZ X @*
gez kZ ]6,
7Z ~ ~ X 7{ C
i WgzZ ~ZiW bq
-Z 7Zn
pX c*
Ww )?KZ ps :Zz ~ * LZ Vz {zX @*
k Z
~ Zz ]!*
t ^g7g VzZe VzP xZgWQD 3 **
3 W
K A
$X 7[Zy
zz kZ
gZzgZ u y X D V- lp
x
/ gzZ uKZps c*
{ q
-Z gzZK qzc 0*
6,s
t X W6,w
q kZ g0
+Z C
gzZ g kzy q
-Z X ut
0*
0*
LpX
H gzZ 7
-eZ !* q
-Z TB WZ gZ**
yZ G X ]!*
~g\ X**
Y 0 ?LgzZ c*
3 {'
Zz X gle m{
x **
kZ Z E<XX 7 ~ kZ X ^ Z Z
# g!*
Z X
H Zz
/
- s p
Ky q
-Z yZgz Zce
8 ~ kZ s W ~g!*
3
~
Z ;c*
~ Z {~gZi!*
kZ t X HZ
X 7]g W \WJ
- `W K }h
+y
yzq
-Z w
|kZp
/7 x {Z9 kZ _ h
+y
6,7 kZ {z c*
W7
wKZ v{zJ
-[Z YYH7gZ 7cy
w0 3~ w
Kg KgyZ1XHgzZ
W ~p [Z 1X g ay
{ c*
i gZ6,V!*
?q H
u V
@*
HH (Z
/Z X ce
-eZ KV}g
/{ z
X @*
H 7
~ ?Z 7~uX i**
z R
LZ kZ y }uz
$ZuC
i yZ } @'
, |
gzZ
-Z {z
q
Zpg gzZ
Hk0* 7 7e
NLMN
m,n ^f]
6699
$
d
wX Le **
|
# z
^ ~xZ6,
nkZ v k
,
e s 1?ZzL L
Z k
,
/**
,Z Z ~
X M
hVZ 7ay
Vzq 7g ]YZy
y C
V; YL LX
H ~gz
8n
qx gzZ ~ #gZe z: L L
_gzZ **
~
L DC
tZ
X a
- ` W ~ X x Z(,**
J(,
,Z J
H V
}g1 L L
X e7
Z'
,]YZy
Z
q n
Z(,q
-Z ~ VY ?n
LL
:6,y!*
i]!*
n
s }g x
-Z n
q

b kZgzZ VZz
X VzZ Z_q
-B z B ~lpt Z yB; { X e
{z X gc*
g kZgzZ WybZ
kZ p X H nZZ K L L !YZL L
E
E
4H
5VZz gWVz
e s H3E
-Z v Z 7t
q
pg m x oz ^g c*
X gYh
e n
* Zz p
E
4H
5
3E
{z HE
Hc*
C Z 7X V [xZ
bq
-Z t '?@*
7,t
H LL
i {z g 7b
f V!*
gZlp **
yZ1X g /{ c*
$ Zt Q X g } 3
C5 hF
m,
7Z { H yY ; ?
Hr VY
~ m,
7Z yZ ? wH ! {zgzZ VJ
-yZ ~
~XV
-Z [Z) ]gsX WJ
-V y7
Y k q
-Z q
-Z ( nq
$ Z vt c*
C kZ X { W wq
X YWZ'
Zz 7 hF
~ V;gzZ yZfZ
t W
aL
1 ~BZ
} (,X a } &
+e
a~+4 ]!*
C

Hc*
]!*
X
H
7:Zz {g!*
z {z $JH]!*
kZp
6,~ uPz y kZ
X
H ~gZh
+y
{g!*
zC
yZ ?N W
~ iZ0
+Z Cgm}g kZ _Z w st X c*
h
+y
~Z7Z gZi!*
X ~h
+y

BkZX c*
C q n
z l } (, kZ !
H wL
nZg**
X 7nZg**
{z 6,kZ gY {z lzy
wyZ H ?H ]!*
WX 7 G 7 s/e ~Z7Z ~(,~(,Z X c*
y
C ~
# z K X gg g a ay
s
X ~kZ {zgzZ5~yz| l,
e
NLMN
m,n ^f]
7700
X
6,{gzZ np
X
s X gOZ T
HWy {z y
s !*
Zz
X 7b gZ0
+
-Z .
q
z kZVYX 7g ]gzk3,
l7 ~gz Vz {z gzZ ~
Z C ~ Vr!*
kZ ` {GZi Z
#
X
gc_[
!*
C
yauVZZpn
yZL Lc*
[Z u ?]!*
Z 'L L
kZ B V-gZ )f {i@*X @*
7,
**
Y q
-Z X X Yc*
s [
kZ X
H
Z',.
**
1 n
6,0
+
-Z
X D]!*
gzZ X zhgX q
1 ? ?g t ug0*
st X
H{g Z%| Z {z !*
ak
,
Zgf
pX 1q x F, kZ V; }gZ 7]!*
?z7I
8~h
~ hz v
z ZgX x
} J
-ug0*
x ZR,
X CY x ZR,
Zpg g6 ]qX @*
Y
X
]o ~$u ~(, Wph1 X
Vz {zO
yZggX ug0*
WZ'
Z(,X c*
33,
e ~ } #
{g!*
z X Vz ~gvg!*
-Z s~L LX c*
q
zz kZ X c*
~ } # 3x v
~ ?gzZ zbz }X I #

X
7 zZ CZ w kZ X gZh gZ Z
X gW{fZ K%Z X VZ xs
bZ
[Z gzZ ]c*
ka pi
{ kZ Z
#
z kZ 6,g m{
lpX **
ZZ .
k3,
gzZ ~gz C7,6,.
~96,Vzc LZ ~ u ,q { hZ 6,y ~ b Z X
wz H]NgzZ
D b&{zQg!*
-Z
q
X $
g
X W % ~g&W%{zgzZ
Hg
/
~gv,zXce **
7^gzZ [Z 7
{)z} a {GZiXce I
6, !*
',!*
\WLZ ?
/Z %
X% ~g
{z : x
) Z
gzZ
Z u
g\ _ u. V X 7]!*
s !*
y
X ;g @*
]zZ 6,n
_(,gzZ gzZ W l7 ~gz X YZ ~ W KZ
gZ gJZh
+'
gZ0
+
X ~ . 6,} iZzg 6 DZ- y q
-Z VYX c*
V ~ LZ Z
gzZ KgzZ c*
W W Jh1 A
$X I
C
/ ~(,* ZzX **
NLMN
m,n ^f]
7711
AO+E kZ
]5 N@*
J ]!*
kZ %Z X ~ ~h v {z
zT
H B F
# x
X: ~ { W h1 g: Zzg ~
gZ wZO{z Z
-} iZzg ~C
J
!*
a ~ @*
: Zzg a ,Z kZ;g skZ
?E
+qzg h
+ {z gzZ D Whg ?f bC
Z T ~ e KZ
X @*
YZ]
. yZ~ p Zg K X c*
N*
w gZpz
w ~ 5Z Z V
x
7!*
(Z [Zpg {gBs
-ZJ
-V X y }g T X
?eWx V ~ KZ {z H ?ZHQ X q
yZfZ y
D Y%kZ
/Z yZgz kZX 77 ~ V; yZ X yW t
E
w LZZ Z <XX @*
qq
-Z q
-Z } 9 } 9 X } &
+e
Y y" G{z o
~g" Z Tce**
gZ
/]
VZ @'
,x gzZ ~w~z _
X 3ggz V~kZ
-ZX
X Zhg7~*q
+0
+
i
KZ ] {W
gzZ gZ Xp]Z&
X C qz 0
+
i s [Z
: Zz [W 7 J
-}0
+
g k ? ( gi
+g sz6,~ gZ q
-Z bZ
Z y
KZ ~ ]x %Z f
eq C
Z Z @*

~ gZt X CY
ZggzZ @*
3,^sC
Z Zz $
+ DZ-ZX @*
7,**
x ] F]Zg
Y X ]!*
gzZ k\Z X @*
Q Zg X (~F ~guakZ
HH7
C
x}(,
t V; F,
~ 0
+
ikZ ]!*
{W+Z #
i5 ]!*
gzZt
X 7x~7
Z ZBZf lpgzZ j
+ gze
$g Z X 7ykZ
AO+E
///
} ]iYZ Y F
gzZ ~ gZZgZZ
NLMN
~ ~e ~
X yW
u 0*
/
V Zg \
X ]gui **
/
X ]gzp
X ]{
/
X x9
X ] C
/
X g OZ
( w; wD Z))&
/
/
/
/
NLMN
7722
m,n ^f]
g
w; wD Z)
: Ww
X | (Z
~ y q
-Z CC W {]
.Zz
y m{ Z W: Zz y
VY ]= X sz^~
X aw EZ}y Zg { z
?a t Z X Hc*
g ~
~g ve c*
C ~ i Z0
+Z +
V,Z
F
g ] !*
ZX g Y {]
.?X V
$#
X q
-Z =
~ Y b hZ \ W Z
a V ; z \ WQ Se 7**
Y V;z
(
F
- ~ X |
X ~ 7,F
g Zp V ; z d Y V ; zg !*
-Z e
q
Zg v V ; z G w x q
-Z c
X Hg ZZ ZX Y w$
+t
m: c 0 Y {]
. Z ~
,Z {]
k
.~ Z
# X ~ 7,$ m,? y Z y
WgzZ
V X Hg= y YV ~ F,Z6,^g7
,6,{ bZ ~ v~z K V ; z y Y
^
b q
-Z {]
. V,Z X
X q e
$V ; z
t { i Zzg i **
&Vgze
KZ kZ X ~ 7,7
-a N {]
.Zz
Vzg 0*
# 1c*
Z
W 7 6,V\W
X {]
.Zz { z Z 7,**
Z
X ~ 3 :% 0*~ k]C
Z a
Z y$
+
V\W: ~)~)6i Z a
6,}n @ qu 6,V : V ~
_zg \ WLZp{ z N ]#uVZ Z
&N ~
q +Z Z X _zg
X { Wq
-Z" Vb
{]
.Zz ?V 7
-e Z ~ {]
. ?'?
Z X s& V\W!*
+e
%
X i Zg6,q
-Z { Z_&{ z >

~ ,gzZ { k- 6,}n
{]
.Zz & ? H ] !*y
W X ~
?Hc*
g f
e{^
,Y }n
Z
# D Z3,
: >
q
-ZC
0
+
i y
KZ CB
Vp y
KZ zg { z Z
# p @*
V- gzZ g >
q
-Z q
-Z Z
B} X e ~g
m,n ^f]
7733
X { zQX =
y Y gzZ V izg q
-Z
Zz kZ yYV gzZ ~Z
#
y xg kZ X Z ~ y~
} 7,|g g (Z " z Hf
-Z t { i Zzg ~ V gze
q
X {g
[[ A6,}n y Z~
X c*
0*
Z9y Z
O
kZ ? W c*
+Z ? {]
&
.Zz x **
\ W
~ ykZ { z ` C
yy Z \ WX M V\W ~
X Hw Z
: D ] ~ y YV
# X Y= { z y Z~
Z
X x **
~ q B O
V gNg !*
y Z~
6,}n } { z W OZ
# izg }uz
z Z X c*
[ Z ~ ! V ; Y L L
~ y T g Z Z
X V T e **
Wg0
+Z { z HkC ~
KZ y Z ~ X V {q Zz
V 7T \ W~ ' s
{ z kZ a q
X ~
D1 ?
Z 6,Vb LZ
Z
X1 6,Zz**
\ WX Ox **
7 \ W~ ] !*
L L
V,Z X V sg 6,g: \ W~
\ W~ ]gkZX V: x **
\ WV xa Wg0
+Z sg CZ
X = V,Z X Z
# Zz y~
z kZVa X Z (,E
~ X c*
J (,
R,
~ v~z K Zz y Y V OE D !P w }X Z ~
4E
C+Z
2G
.G
~gzZ Z Z , OX E
X yi Z V
w=X 7^
,Yz ,y Z W k
,
~h\ W X s
V )f Y 6,V+ F, yy Y gzZ
z kZ X , {g Zi
X c*
w Z e 6,O
X 6,
{ z 7~
H W,OgkZ= , O
uzg 7Z Wg0
+Z ~
-Vw { z X c*
Z
# X C Zg s y Z ~ V = } 96,{ i Zzg J
~g V,Z HkC~g y Y ~ V z y Z Xg Dg
9
G-E
4F
0
+
i }uz q
-Z y Y % V\W V,Z X 3
NLMN
m,n ^f]
7744
X [
X ~ eg Zz
X c*
[
m g 6, N*
gq
-Z 6, Z
Z&
y T X ; g
_W Z @*
W
z
Z y [ Z
z !*
Wq
-Z X
Ha
Z a
0
+
i ~g { z ] z m,z6,
V- gzZ VZ Z X
H zg " a
H Vp:: y >
@
uQ x
: gzZ i @*
:
@
X ~ ]s 6Z O
0*
yj 7 kCt ; g @*
h Z d
z
C
$
+(Z yX @*
, 0*
Z
X 1 c
C
l{ C
X a}g7
k'
g Y C i **
y$
+y
q ~
4- >
C
0
+
i X ;g
_@*
g 5q
-Z
~ 4V- X
H T
$ u w
X
H` @*
g
/Z @*
ZbVY
A
q C ~ X
HS
-Z !
y Y w hg . Z y q
-Z
gzZ = { z : @ y YV y eg o 6,ezg B)g fy
&
- 4,
X W c*
+Z : Zz Og D X qg Oq
t ZgzZ 0
+
i
/LZ {]
.Zz
~y
W Zk
,
i VzZ e .
~
q u **
V V\W kZ ~ 7, D
V ; z = y Y V X g
LZ i **
&X } 7, C VZ X h Z l}N
q O
%N gzZ m:
Z'
,)
Z'
,.
**
kZ
X 1 Z~ Vr!*
mF
# ~ 7,
/6,l
x Z P
\Z ?WZ
///
NLMN
6m ]]
(w

x Z )X y-{z : o
( `g N*
) D7
A & !*
{z Dpv
**
3 zZ ~f=g f#
z\WLZ {z D} 9(zZ v
(J
)X @*
Y)bVwyZ } 7,
/{z
/Z T e
c*
* TgzZzu| YZBkZ Hu|Z (,
B}g v T
(Z
]|)X zs Z
/
/
/
/
NLMN
7755
m,n ^f]
&
w; wD Z)
/_
.
J 7,% X ],g ~1Z kZ
% X ay
y kZ ug
[Zy
]q X 3 Z I[ Zp CZ
kZ W V X
HW % zz
@*
Vc*
!{ z ~ y X 1ZZ ~ V
$**
W X @*
c*
Y ~ ] Zg gzZ
% Va X @*
Y }g ) 5 Zg %
}g Z a kZ f
kZ V2z kZ Z
# X 4z V
Z Vy Z x|
Z ~ W kZ TX c*
h
+y
<%
X
H
~` { z c
/
: [ xp~ y JZZ} Z W Zz
~!Va ~g W {g !*
z { z e
kZ a kZ @*
Y !*
',
z { c*
i kZ ~ &
x **
{g!*
z Xc*
qz }&
+Z hg ~!
~g7 ~g ; 7 kZ
g !*
~{ z Z
# ;g @*
~g B gzZ
gzZ g xa x kZ ! x ~ y JZ
X [q[ Zp kZ
///
kZ 1Z kZ %
g a Y B LZ kZ 6,o
, ^W%
z kZ xg C
!*

1Z kZ kZ X k7,~
))
1Z kZ 1a Y
C
# X c*
Z
wN*
kZ : g !*
kZ ._ o B 1Z LZ%
pgzZ c*
6,lq
-ZC
!*
Z 1Z
~h q
-Z k0*
k
,
~hX g0
+Z
v}g i ZzW ~h X g
X } 9 [ ZgzZ WC
!*
; g Y yB1Z
z x
Z
# %
W Zz
3 g kZ 1Z kZ
} Z W{ z c*
C 1Z kZ Y7 ~ }g !*
kZ X @*
{ zZ WWZ
-Z {z ~ ~WkZ c*
C t 1Z
X uq
{ z 1y V kZ yZ
# %
[p% X Z } Z Wq
-ZgzgzZ 7,
X "7,
k0*
VzdZ yJZ , kZ
Z kZ X 1ZZ ~
V XK q ] ZiZ ~ y JZ
NLMN
7766
m,n ^f]
g Z y**
w; wD Z)
y8
LZ kZ Z e c*
W W!*
{g izg q
-Z
}g vt a WkZ Hf Zz
? t kZgzZ X x
x **
q z ~g Ug Z e Xce **
Y 6,e
QX
H: Zzg D W gzZ X ~
3Zz X g ~g 6,kZ y Zgz
x Z i Pz E
@gzZ ~h Z 6,{n
X [ 0 y
KZ * q
-Z Z e c*
C
c*
Wa kZ [ zZt ~ 0
+
i Z e
Zg { Z',
kZ i ZzW sL
# X ; g Y Zg kZ y W
{g Z
xi ZzW y
KZ q
-Z kZ V
Y g Z ] W
/Z @*
X C
]gz G
g i ZzW s 6,y 8L kZ
Vzg * W kZ X 7
} x z ~ y !*
i l{qC
J
-V g
8 s sL Z e T g
X y !*
i y
///
//
X sz^ 0
+
i X Z e q
-Z { z
+ ~ V
/
u&gzZ lg !*
z
{ z : tkZ X : : {
kZ Xn a 6,] c*
7,
kZ D z
Zz W k0*
Y kZ g Z V&
V kZ LLq
-Z%ZX D Wa
] !* kZ ~ }g !* + gzZ @*
W
X 7z6,V !*
kZ Z e 1X @*
X @*
Y ` V ; z W{ z O
-Z
Z ~} # yLZ Z e izg q
~uz! n L LVpy 8
X V ;g w1 s ~L L~ i ZzW s
7
- Z i ZzWX
Le **
? Z}
.
,
k
X t
KZ) @*
x
kZ
g kZz l kZ
i ZzWzg !*
g !*
Z H q z O~}g !*
kZ
**
H ; g W7~ Z g}
Xce
WX ; g Z 7,~ a Z J
y
- izg FZ e
NLMN
7777
m,n ^f]
Z_#
w; wD Z)
]h
% f q
-Z e b h X W
~ l g D h y q
-Z
kZ X } Z+ kZ gz Z X Y 1
c*
Wc*
g q
-Z gz Z X ; g Y
X W q
-Z L Z
~ h z gz Z ; g Zl
, gz Z V c*
Z w 3 h kZ 7
-e Z
O ZO Z hX xg q
-Z y Z 6,~gz
x
Va X 1 %f Zgz Z c*
W
~ 7,w 3 q
-Z Z H l
X Z`
Ht : Z z
Z gz Z c IF,
-Z kZ X ~ 3
q
$z B Z f 3 **
d
3Z
#
X H { Zg Z
B y Z X
X ht ` 6, X
Vzgz Z V- c*
g Z
#
z x
{ z gz Z x **
w e t h
X Zry Y K Z ~
///
y Z h Y y Zl
gz Z ~] Zg egz Z
H`B
y y b hx
kZ X V 3
NLMN
7788
m,n ^f]
{
g
w; wD Z)
|
/Z;gE- |
/Z
} m,
gC
Zg Z
gzZ e
$Zzg KZgzZ]zIgj /
, '!*
+Z ^
,Y 6,]
X CLkZ
<
~} /
}Z Z(,
X C]g?@*
yz
X IaV /
gzZ +
M Z]g~ X}px ,Z /
o Z Y c*
0*
y~ xz +
`g{ [ VZ B
X N Y
# TzuKZ /
/E
Q6,V6&KZgzZ G
X D!x\W~ 0
+
i
x KZ z g2 q
-4,
} /
nZ%Z gzZ k q
X =gf
: X c*
WaZ *~* <
/
X nk
B
///
]+F,
aZ ]ZgzZ w+4[Z /
X
6 **
yZB ]zI /
X
y
KZ 2~ ~ F,
,kZgzZ ~ kZ /
'
X @*
7[x L
X zs Z 0*
6, Z
# /
g\WLZ {z ZzW~ * /
XA
{iZzg bzg ~g ?
ZXg D Z /
X w
F LZ {i sp~
z /
z q
-Z~ 0
+
iX 7
z
X { c*
i zX
H
+
i /
=: 6,x gZ !x ~ 0
X6,
~ T yZ
/? bq
-Z g@*/
X pN ZV
7799
NLMN
m,n ^f]
YE
~g 3Oh
+k1ZZe
4] *Z
2G
.E
wjZ ~gG
B
*
@ s ZZ z Vz
@*
s Z **
Z KZ
C x? ]!*
t=
%N
C x~E
]!*
~'
,
J **
s N } Z}
.
@*
s N
Z}
.
F,~ h
M
+
0*
7 )
C x ~ q
-Z C
=
#} (,
]Zf KZ
@*
s }g y
\ N h
+
W LO8t
C x L C xzn L
uZ W p i /
@*
sZ
/
z s ~ y
uZ C
N Y O]
.
C x~zR Vzup Z
1 l 3 ? k
B
@*
s ZZ V pw Z%
6
,
ZZN Y gZ }%
C x kz b
~
=
i O4X z QZ J
H
@*
s }% {z [Z
g
CZ cg B
bg s `gx
@*
H
C x`gV yZ
(
b N
WW h
"
+
@*
s s {z @*
]!*
Y 7 ~ y O{ Zi y
C x yJ6,t ]gZ
///
///
8800
ZyZ]
]((D *Z
4]
2G
.E
,Z1wjZ ~gG
^
NLMN
m,n ^f]
1Z Ze
(zgZ) KY 8
4]
2G
.E
,Z1wjZ ~gG
^
s1 { z
s1 g C 7Z
? a ~
/ ? t t
/t
? a ~ * t V
;g W +
$Y y } {z
s1 g l{ Z
? a ~_ ~ gZi
? a ~6,Vg ~ V
~ V- Zz w N
s1 ( Vz c*~
V
KZ ge z g6 wiZ
? a ~up t Y Z}
.
Zz Z<
]Zg ~0
+Z
s1 ~ V YZ
~ y LZ bZ V i
? a ~ y " Z gl
HW
: i
Z
{z
s1 g
CZ gl Vxz
? a ~C

Zx VG
s1 gf W ~ Va
g **
gl
? a ~
/{ V1Zp
///
///
pZZ t Z
w ; w D Z)
8811
NLMN
m,n ^f]
Zk
,
w ; w D Z)
F
gg Z 6 V p 5 '!*5
F
g g Z 6 Zz G
g Z6,
V Z J
- V 1
Y ^ I 6, 7, !*
} C
!*
g e x
F
g g Zi !*
* ~g
]g Zw~ yp}V W~
.e y ZZ u (,
"
$
~ ~gz XZ ]W6
F
gg 0*
g { z V m1 ~ V
Z#
/
wz ])[Z wp
F
g g !*
zg J Y \
~g x p _7,V ~
F
g g Z }% R[ Z g"
% .
$ } g v
W ~ ~g v V W,Z
V; kZ W6, { z
/Z
0*
uzg 7~ '
6 W ~i
,
/Z : L
* V W Y Jzg t
g kZ Z ]gz 7
W ^ Le { z N
"
Z f x T} 0
+Z
La H { z r Zl
///
///
o%
w ; w D Z)
{g xw zk
,
IZ
{g Z- }
,
k y Z N
{g 0 s W
Vz) { z "
{g V Z i **
W ] w2 k0*
{g x z Z
#
y
K V2 E $
IG
$
{g x L s
: VZ
H
{g
8
x Z9
8822
NLMN
m,n ^f]
w
7 D iW = [Z A
7D .e }% [ Z V 0*
Vz VY kZ w2 gz
7 D Y g ; V c*
gz N
0* w2
/
7 D W k0* l p 5 Zg
H 7 V
G
7 D 7 h
L .9g
y .f q
-Z { y Z
7 D g } { z [ Z
~ k
,
KZ o } Z
{g * ~g
///
pZ y .f
w ; w D Z)
///
8833
NLMN
m,n ^f]
gy G
w ; w D Z)
w c Z
17 9{ #
( w ; w D Z) )
@*
Y V V
KZ ` W Y
@*
Y s ] hg V
g \ } g ~ w
V Re k Z
C y Z f Z Z
# ~ K
@*
Y s k
,
hg xw
k\ #
gz Z
~
J (,k\ ~ w
Y g Z : i : VY
@*
Y s hg w q
~ g u Z Vk
x
$ ~ kZ >
e
Q w Zj Z ] Y
@*
Y s hg
~g
/, g X
M
=[ Zp} ~ V\W
~ i
/[p Z
@*
Y s qY : i hg Z
{z i Y gz W
!*
!*
; L '
w D Z z x } Z ^Z
@*
Y s {x ZgW g7 x
///
///
NLMN
8844
m,n ^f]
:7
w; wD Z)
[Zp V
( wD Z))
[ZCZ Z T gzZ J (,
7 Q { Zg gzZ Z0
+Z
w 3Z c x
V q
-Z g
R ~ V;
b
V yZ **
Y Y Z}
.
c*
W ~
) ) kZ =
[Zpt
uS ~
} V g Y ~ t
w!*w!*Z g e @*
i
S(, W 0*,j
u
7 %i
VZzg W \e g
# {z
* Z ~ a Z
: P ~ V; kZ c*
: ! gzZ {z
V ? W hg =
VY ~ yT ~
g ; VZ izg C
~ V Cz6,
? z hZ
hg
[Z V- - kZ c*
~ > ~ kZ 7
gZ
" ~ V Sg ~ Z]
.
? Zg f ~g Zz6, :
[@*
z `
@ Z% a
~ Z]
. Cg
t 3 Q c*
;g g
# k
,
{z t
Z H
H
Z c*
u VW } F,
///
NLMN
8855
m,n ^f]
h zY + %Z
+
wjZ ]_Z
Z
xzP V *Zk
,
z V ~ ` W
Vz c*
!*
W
VZ } w. VjZ ~ ` W
Zg fzgV L Z bZ
V)a } g vV Y
Zg f zIQ
[ Z
0*
V *Z ~VZt Y F
g
7 Z~ * ` W
c*
Ni q
-Z V < G,~ ` W
7
Fu 7gz Z
7Z ? @
7Z~ * ` W
Zg f zgV L Z bZ
g
V *Z ~VZt Y F
V jt g f
eB
7!*
Z}7 Z ~
7 x9} 70*
W~
b T7Z0
+
z y{ z
g =
6F,
V- g
g wY
V jt g f
eB
g C
x9}
g CZ
3gzf~
7 ` W 7 ` W
} } }
///
//
W W Vz~
N
}gz Z 0*
W !*
Z Z ~
{ i c Vp
V { Zy Z ( 7 )
w ; Zg W+ Z
D
y Wt ] !*a
y ZZ Z h~ gz kZ
Vd a s V1 *
y W
vZ a }
///
w g u Z D
S b C
t !*
} G ]
KZ W
y
///
zg r Zl
[ Zz D V
zg r z w V
Z
M i V K V/ A
5
zg r !* ? tgz tgz
///
8866
NLMN
m,n ^f]
_Z
w ; w D Z)
V Y6,~
~V1Zp
CWV Y6, Z
7x X
C =} i ZzW6,
k0*
yZ Z
# hz V@*
Y
CY T
$g eh
+
0*
G,
= bkZ
Cg = VY Y
Z z c*
s H
Se **
X V> y Z= { z
y Z 7t h
+
7
g @*
w}CVYQ
CWY
g e * kZQ
CY ~ * g \ : Zz
~V1ZpV ;
CWV Y6,~Z
///
NLMN
8877
m,n ^f]
V{Zy Z
w; Zg W+Z
!g Zg7 n
kZ
W 6,~i zg ?
y
vZ
W V1Zp
* C
W 3 { Zg ?
V
KZ
y u "
? V Z x
Z Vjz ?
WVY w ?
6,
q
p ? y
W VY y ?
! } Z Y : w V;
! W n
T
T LZ n
?
g { Zg Z
#
~g v 6,
Z}
.
} y Vc*~Zg [Z
7 ]!* +z +Z
] h ?
ui ** Z (, x t
@~ x kZ
(, Zg kZ ?
Zg v n
t
g Zg7 n
kZ
///
Zg v
vZ
~g Z @i Z
w ; w D Z)
8888
NLMN
m,n ^f]
Z [8
w ; w D Z)
wg L$W
] t 6, W \ W
Hc*
= Vzg*0
+e `g Vz
$ (Z = } ! vZ }
+
Vz: ] } Z
] { \W
H c*
` Z \ W } g f }g f
~iu [ zg g \W
H c*
**
~i { \W
Z
W 6,}n C
H c*
| 7,Z Z
#
R}Z s
Hc*
7 \W ~ V kZ
q (Z = } !vZ }
Vz: s
# } Z ~
] +Z = !vZ }
Vz: ]z Ve~
Z q
-Z C
}
Jx D%
Vz:
) Z !*
L}W
c*
H
= * kZ }g \W
H c*
6,~i x W Zj xW
g kZ 0* ~ \W
H c*
Ym
CZ x Z \W
///
///
NLMN
8899
m,n ^f]
_vZ
w;
0
+
i |
/Z
**
z6,~ i V2z {z
**
Y JZ {z
**
a SZ s
**
Y ~ Fua # Z {z
**
Y hg Z V2z {z
**
3 {z wZ Z e {z
0
+
i 0
+
i |
/Z
**
~ Vg e V
**
*af
$R,
sW$+ {z
0
+
i 0
+
i |
/Z
EI4]
**
Y ~k
,
$ y q
-Z 5kG{z
**
"7,: 6,Y :
L {z
**
h ~ x q
-Z C
V
**
W iZ | 7, {z
**
3 V-6, vZ {z
**
Y V
KZ B V2z {z
0
+
i 0
+
i |
/Z
**
Y V ~ G F,{ c*
i
: Y * * @*
Y qz {z
0
+
i 0
+
i |
/Z
**
6,V!*Kg Kg
**
y x
{z
**
J (,zg " J e iz9
**
C V[
RB e uZ V
b ee &
0
+
i 0
+
i |
/Z
///
9900
NLMN
m,n ^f]
g yG
w; wD Z)
p"
~ s F, gzZ ~
D l ~
/Z v
~
) gzZ ! x
D l ~ )
, v
~ z x Z
D l ~ " v
~ ~g Z yZZ
',
z
D l ~ d
$
gzZ v
~ VY Cg
D l ~ VY ~ v
~
A Hz s
# Zg
D l ~ * v
~ 6,
D l ~ 6," v
~ w' qJ
D l ~ x Zw v
~ Z > <

D l ~ V
v
///
~g ZxsZ
w ; Zg W+ Z
c*
C q
-Z
Y Zg 5 |z
Y Zg Z
/? Kzg :
* #
*
}
. q
-Z C
x Z
**
} C
gzZ
i ~ V- VZ
M
M i m C VY bT
) Z
}ge ~ E}
[gc*
[gc*
]gz w}7,:
**
X e VZ V;
**
X vZ }
///

Mag11032013 PDF

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Mag11032013 PDF

Diunggah oleh

Hak Cipta:

Format Tersedia

Annual Hall Magazine

Allama Iqbal Hall

Lt. Gen. Zameeruddin Shah

Printed at International Printing Press, Aligarh #09358217353

) A Brief Sketch of Allama Iqbal

) Sir Dr. Mohammed Allama Iqbal

) Spot an Alig in Crowd

Meraj Habib Ansari

) Peace Hath Her Victories No Less

Syed Akhlaqur Rahman

Zeeshan Nezami Ansari

) The Heavens are Blue....

Mohd. Adeel Alam

Mohd. Waseem Shoaib

Mohd. Kashif Mir

) Away from Home

) Open Letter to Bill Gates

Mohd. Dilshad Siddique

) Scientific Develpoment and Our Nation

) Career Planning in Todays Competitive Era

) Some Politicians and Alumni of A.M.U.

) On the Sudden Death of Beloved

Abdul Saman Qadri

) Interesting facts Regarding English Language Danish Ahmad

) Chemistry Through Poetry

) The Seven Secrets of Success Lying in our Room

Mohd. Dilshad Siddique

Mohd. Adeel Alam

Ali Faran Gulrez

Shah Anwara Khan

) And You Came Back

) Corruption : Can We Curb it?

Mohd. Nehal Salik

) Brain Drain - A Threat to Indias Dream

) Role of Youth in Politics

Shah Anwara Khan

) Corruption in Public Life

) The Oil Drops

) Major Factor for Hindrance of

Faiz Ahmed Khan

) Empowerment of Women Through Education

Dr. Naila Rashid

) Arab Spring: Where is it Leading

) Khilafah : The Answer

Abdul Rahman Sheri

Md. Samir Alam

) The End of Education is Character

) The Rate of Gold and Silver, its effect on

) Education System of India

) Islam the Religion of the Future

Umar Amin Reshil

) Sir Syeds Ideas on Woman Education

Arif Ali Khan

) Muslims in India: Challenges and Opportunities

Md. Sadaf Nasir

) Early Journalistic Endeavours of Sir Syed

Shazia Abdul Rehman

) Provost & Wardens

) Dining Hall Staff

A BRIEF SKETCH OF ALLAMA IQBAL

Muhammad Iqbal (1877-1938)

For higher education Iqbal went