ࡱ> DY 8bjbjWW == "r]^>D |IO<O<O<fIhIhIhIhIhIhI$LN^I-O<5O<O<O<Im8#m8m8m8O<IJ"fIO<fIm8m8<DsrfI `mUdZI*I<  gtstpoh Gdpj khpad;id Mrphpag; gapw;rp epWtdk; - md;kUij jpUtz;zhkiy khtl;lk; - 604 504 cUthf;f ! cU nfhLf;f ! 75 Mz;Lfs; Mh;tKld; > ngUkpjj;Jld;> ed;wpAld; 75 Mz;Lfisf; nfhz;lhLk; Gdpj khpad;id Mrphpag; gapw;rp epWtdj;jpd;> tsh;r;rp khw;wq;fs; ,Njh ! 1930 k; Mz;by;> jk; kz;iz tpl;L ,e;jpa ehl;bw;F ,iw gzpia Mw;w te;j Mh;tyh;fs; rpe;ijapy; fUthfp tsh;e;J> 1931 k; Mz;by; cUthd ,e;epWtdk;> md;iwa tl Mw;fhl;L khtl;lj;jpNyNa ngz;fSf;nfd NtY}h; khefhpy; Jtq;fg; ngw;w Kjy; Mrphpa gapw;rp epWtdkhFk;. 26 khztpaUf;F md;W rNyrpa mUl; rNfhjhpfs; jpNurh gNy];luh> nrrpuh fyPdh> rhz;l;uh gh;F]; MfpNahh;> nrd;id Nguhah; nklh;nyl; vd;gthpd; top elj;Jjyhy; gapw;rp je;jdh;. tl Mw;fhL khtl;lj;jpy; ngz; fy;tpia Nkk;gLj;j kWkyh;r;rp fhz jpwik kpf;f> Nrit kdg;ghd;ik kpf;f Mrphpah;fs; Njit vd;gij md;W me;j mUl;rNfhjhpfs; czh;e;jjhy; cUthdNj ,e;j epWtdk;. 1938 k; Mz;L epue;ju mq;fPfhuk; ngw;W gPLeil Nghl;lJ. Muk;g epiyapy; Higher Grade Mf Muk;gkhfp> 1967 y; Secondary Grade Mf khw;wk; ngw;wJ. khw;wq;fs; cah;Tf;F topNfhYk; Mk; ! 1986 k; Mz;L Gjpa Njrpa fy;tp nfhs;ifapd; miwf; $typdhy;> fy;Y}hp epiyf;F cah;j;j gy tpjp Kiwfis Njrpa Mrphpah; fy;tp fTd;rpy; ( NCTE ) tpjpj;jJ. mjd; tpisNt> 65 Mz;Lfs; NtY}h; khefhpy; ngUkpjj;Jld; nray;gl;L te;j epWtdk;> 1995 k; Mz;L md;kUij vd;w fpuhkj;jpw;F ,lk; ngah;e;jJ. ,iwtd; nray;fis ehk; Ghpe;J nfhs;tJ vspjy;y Mk; ! Vd; ,e;j khw;wk; ? vd rNyrpa mUl;rNfhjhpfs; Fok;gp epw;f> md;kUijf;Fk; mij Rw;wpAs;s fpuhkq;fSf;Fk; ngz;fs; tho;it Nkk;gLj;j ,iwtdpd; jpl;lk; nkJthf cjakhfpaJ. ,e;j gj;J Mz;Lfspy;> kW cUngw;w Mrphpag; gapw;rp epWtdk; 80 khztpfspy; ,Ue;J 160 khztpauhf cah;e;jJ. ,e;j khztpah; gapw;rp vy;yh tiffspYk; Nkk;gLj;jg; gl;lJ. ,e;epWtdk; ,e;j tl;lhuj;jpd; ngz;fspd; rpwg;G ,y;ykhf khwp tUfpwJ. vk; Nritfs; : tPl;bYk;> gs;spapYk; fy;tp gapy Njitahd cjtp ngwhj 5 fpuhkq;fspy; cs;s khzt khztpaUf;F khiy Neu tFg;Gfs;> mg;gFjpapy; fw;W Njh;e;jth;fisf; nfhz;L elj;jg;gLfpwJ.  ,q;F gapYk; 250 khzt khztpaUf;F jpwikfspy; gapw;rp ju gy Nghl;bfs; Mz;LNjhWk; Foe;ijfs; jpdtpoh> fpwp];Jk]; tpoh> nghq;fy; tpoh md;W elj;jg;gLfpwJ. mUfpy; cs;s Foe;ij njhopyhsh;fis milahsk; fz;L mth;fs; gs;sp gbg;G Kbf;f> cah; fy;tp fw;f cjtp nra;fpwJ. Nfhil Kfhk; xt;nthU tUlKk; 20 ehl;fs;> Kd;dhs; khztpah; cjtpAld;> ,e;j fpuhkGw khzt> khztpah; Mq;fpyk;> fzpjk;> fzdp ,tw;wpy; gapw;rp ngw elj;jg;gLfpwJ. kfsph; Kd;Ndw;wk; fpuhkq;fspd; Kd;Ndw;wk; vd;gjhYk;> kfsph; Ra cjtp FOf;fis vg;gb top elj;JtJ vd mwptJ ngz; Mrphpiafspd; flik vd;gjhYk; vk; epWtdk; ,d;W 85 Ra cjtp FOf;fis elj;jp tUfpwJ. Mrphpa khztpfs; ,k; kfsph; rpe;jid Nkk;gl gy tpopg;Gzh;T epfo;Tfis elj;jp mth;fSld; Nrh;e;J nray;gLfpd;wdh;. md;kUij Rw;wpAs;s fpuhkq;fspy; gbg;gpy; ,il tpyfy; nra;j ,sk; ngz;fSf;F Ra njhopy; tha;g;G mspf;f kq;fs fPj ijaw; gapw;rp epWtdk; Vw;gLj;jg;gl;L> MWkhj gapw;rp njhlh;e;J nfhLf;fg;gl;L tUfpwJ. Rdhkpahy; ghjpf;fg;gl;lth;fis Rikahf vz;zhky; nrhe;jkhf vz;zp vk; epWtdj;jpypUe;J gapw;rp khzth;fis fy;ghf;ffk;> flY}h; Nghd;w gFjpfSf;F mioj;Jr; nrd;W gpg;uthp khjk; KotJk; mth;fNshL jq;fp> mth;fis jhq;fp mwpTiu gfph;e;J MNyhridNahL FiwjPh; fw;gpj;jYk; eilngw;wJ. Mq;fpy top jukhd fy;tp efh;Gwj;jpy; my;y ek; md;kUijapNyNa Fiwe;j fl;lzj;jpy; fy;tp fpuhkGw Foe;ijfSf;F mspf;fg;gLfpwJ. fpuhkj;ij fpl;]; fhh;ld; Mf khw;wp tUfpd;w ngUik ,th;fisNa rhUk;. tUle;NjhWk; fpuhkq;fspYs;s Vio khzth;fSf;F Kd;dhs; khztpahpd; Vio khzth; epjp apypUe;J cjtp smspf;fg;gl;L mth;fs; fy;tpia filrptiu fw;f toptif nra;fpwJ. Qhapw;W fpoikfspy; fpuhkGw rpWth; rpWkpfSf;F tpisahl;Lld; $ba ed;ndwp fy;tp Mulhp %yk; Mrphpa gapw;rp khztpah; elj;jp tUfpd;wdh;. Mjutw;w Vio rpWkpfs; rpwe;J tho ,ytr khztpah; tpLjpAk; mikf;fg;gl;Ls;sJ. Mk;> gtstpoh nfhz;lhLk; ,t;Ntisapy; fle;j 75 Mz;Lfspy; 2930 ngz; Mrphpah;fis mjhtJ xU rfhg;jq;fis> rhpj;jpuq;fis> rhjid gilf;Fk; re;jjpfis cUthf;fp ,e;epWtdj;jpdh; mDg;gpAs;sdh; vd;why; mJ kpifahfhJ vd;W nrhy;Yk; NghJ fhw;wiyfs; flNyhL ,ize;J te;J ftpij nrhy;Yk; if nfhl;Lk;. Mr;rhpak; ! Mdhy; mj;jidAk; cz;ik. ,isQh;fSf;F Njhs; nfhLf;Fk; njhd;Ngh];Nfhtpd; md;G Kiw fy;tpia gpd;gw;wp kdpj ,ay;G> ,iwg;gw;W> ghptd;G ghhpy; kyuTk; r%f rpe;jid rhjpg;gjw;F murpay; tpopg;Gzh;TfSlDk; Mapukhapuk; Mrphpah;fis mspj;Js;sJ. mth;fs; mofpa Myaq;fis mfpyj;jpy; cUthf;fp nfhz;bUf;fpd;wdh;. ,t;thW NjitfSf;F Vw;g Nrit nra;Ak; vq;fs; fuq;fSf;F Ruq;fs; vOg;g cq;fs; cjTk; cs;sq;fNshL ey;yth;fshd cq;fspd; ed;nfhil Njit. ed;nfhil nfhLj;J etPd ehlha; khWNthk; ed;wp ! Gdpj khpad;id Mrphpag; gapw;rp epWtdk; md;kUij  jpUtz;zhkiy khtl;lk; - 604 504.  cUthf;f ! cU nfhLf;f ! 75 Mz;Lfs; NguUl; je;ijNa / mUl; je;ijaNu / rNfhjhpfNs / ez;gh;fNs> ,NaRtpd; ,dpa ehkj;jpd; ey;tho;j;Jf;fs;. jkpof njhlf;ff; fy;tpf;Fk;> NtY}h; > jpUtz;zhkiy khtl;lq;fspy; njhlf;ff; fy;tpf;F rpwg;ghf ngz; Foe;ijfspd; njhlf;ff; fy;tpf;F KJnfYk;gha; mike;j Gdpj khpad;id Mrphpag; gapw;rpg; gs;sp jdJ 75 k; mfitiaf; fle;J cah;e;J epw;Fk; ,t;tpUl;rk; tpspk;Gfis tpOJfshf;fpAk>; ikaq;fshf;fpAk; ntw;wp fz;Ls;sJ. Mh;tKld; > ngUkpjj;Jld;> ed;wpAld; 75 Mz;Lfisf; nfhz;lhLk; Gdpj khpad;id Mrphpag; gapw;rp epWtdj;jpd;> tsh;r;rp khw;wq;fs; ,Njh ! 1930 k; Mz;by;> jk; kz;iz tpl;L ,e;jpa ehl;bw;F ,iw gzpia Mw;w te;j Mh;tyh;fs; rpe;ijapy; fUthfp tsh;e;J> 1931 k; Mz;by; cUthd ,e;epWtdk;> md;iwa tl Mw;fhl;L khtl;lj;jpNyNa ngz;fSf;nfd NtY}h; khefhpy; Jtq;fg; ngw;w Kjy; Mrphpa gapw;rp epWtdkhFk;. 26 khztpaUf;F md;W rNyrpa mUl; rNfhjhpfs; jpNurh gNy];luh> nrrpuh fyPdh> rhz;l;uh gh;F]; MfpNahh;> nrd;id Nguhah; nklh;nyl; vd;gthpd; top elj;Jjyhy; gapw;rp je;jdh;. tl Mw;fhL khtl;lj;jpy; ngz; fy;tpia Nkk;gLj;j kWkyh;r;rp fhz jpwik kpf;f> Nrit kdg;ghd;ik kpf;f Mrphpah;fs; Njit vd;gij md;W me;j mUl;rNfhjhpfs; czh;e;jjhy; cUthdNj ,e;j epWtdk;. 1938 k; Mz;L epue;ju mq;fPfhuk; ngw;W gPLeil Nghl;lJ. Muk;g epiyapy; Higher Grade Mf Muk;gkhfp> 1967 y; Secondary Grade Mf khw;wk; ngw;wJ. khw;wq;fs; cah;Tf;F topNfhYk; Mk; ! 1986 k; Mz;L Gjpa Njrpa fy;tp nfhs;ifapd; miwf; $typdhy;> fy;Y}hp epiyf;F cah;j;j gy tpjp Kiwfis Njrpa Mrphpah; fy;tp fTd;rpy; ( NCTE ) tpjpj;jJ. mjd; tpisNt> 65 Mz;Lfs; NtY}h; khefhpy; ngUkpjj;Jld; nray;gl;L te;j epWtdk;> 1995 k; Mz;L md;kUij vd;w fpuhkj;jpw;F ,lk; ngah;e;jJ. ,iwtd; nray;fis ehk; Ghpe;J nfhs;tJ vspjy;y Mk; ! Vd; ,e;j khw;wk; ? vd rNyrpa mUl;rNfhjhpfs; Fok;gp epw;f> md;kUijf;Fk; mij Rw;wpAs;s fpuhkq;fSf;Fk; ngz;fs; tho;it Nkk;gLj;j ,iwtdpd; jpl;lk; nkJthf cjakhfpaJ. md;W Mauhf ,Ue;j lhf;lh; kjpg;Gf;Fhpa v.vk;. rpd;dg;gh> mUl;je;ij ek;gpf;ifuh[; ,th;fspd; top elj;Jjyhy;> jhuhs kdjhy; md;W nfhog;gY}h; gq;F je;ijahd gq;fpuh]; mth;fspd; tsikahd xj;Jiog;ghy;> vk; mUl;rNfhjhp khpa fy;ahzp ,e;j tpUl;rk; njhlh;e;J fdp nfhLf;f nra;jhh;. md;kUijapy; Nt&d;wpa ,t;tpUl;rk; ,e;j gj;J Mz;Lfspy;> kW cUngw;W 80 khztpfspy; ,Ue;J 160 khztpauhf cah;e;jJ. ,e;j khztpah; gapw;rp vy;yh tiffspYk; Nkk;gLj;jg; gl;lJ. ,e;epWtdk; ,e;j tl;lhuj;jpd; ngz;fspd; rpwg;G ,y;ykhfkhwptUfpwJ.  vk; Nritfs; : tPl;bYk;> gs;spapYk; fy;tp gapy Njitahd cjtp ngwhj 5 fpuhkq;fspy; cs;s khzt khztpaUf;F khiy Neu tFg;Gfs;> mg;gFjpapy; fw;W Njh;e;jth;fisf; nfhz;L elj;jg;gLfpwJ. ,q;F gapYk; 250 khzt khztpaUf;F jpwikfspy; gapw;rp ju gy Nghl;bfs; Mz;LNjhWk; Foe;ijfs; jpdtpoh> fpwp];Jk]; tpoh> nghq;fy; tpoh md;W elj;jg;gLfpwJ. mUfpy; cs;s Foe;ij njhopyhsh;fis milahsk; fz;L mth;fs; gs;sp gbg;G Kbf;f> cah; fy;tp fw;f cjtp nra;fpwJ. Nfhil Kfhk; xt;nthU tUlKk; 20 ehl;fs;> Kd;dhs; khztpah; cjtpAld;> ,e;j fpuhkGw khzt> khztpah; Mq;fpyk;> fzpjk;> fzdp ,tw;wpy; gapw;rp ngw elj;jg;gLfpwJ. kfsph; Kd;Ndw;wk; fpuhkq;fspd; Kd;Ndw;wk; vd;gjhYk;> kfsph; Ra cjtp FOf;fis vg;gb top elj;JtJ vd mwptJ ngz; Mrphpiafspd; flik vd;gjhYk; vk; epWtdk; ,d;W 85 Ra cjtp FOf;fis elj;jp tUfpwJ. Mrphpa khztpfs; ,k; kfsph; rpe;jid Nkk;gl gy tpopg;Gzh;T epfo;Tfis elj;jp mth;fSld; Nrh;e;J nray;gLfpd;wdh;. md;kUij Rw;wpAs;s fpuhkq;fspy; gbg;gpy; ,il tpyfy; nra;j ,sk; ngz;fSf;F Ra njhopy; tha;g;G mspf;f kq;fs fPj ijaw; gapw;rp epWtdk; Vw;gLj;jg;gl;L> MWkhj gapw;rp njhlh;e;J nfhLf;fg;gl;L tUfpwJ. Rdhkpahy; ghjpf;fg;gl;lth;fis Rikahf vz;zhky; nrhe;jkhf vz;zp vk; epWtdj;jpypUe;J gapw;rp khzth;fis fy;ghf;ffk;> flY}h; Nghd;w gFjpfSf;F mioj;Jr; nrd;W gpg;uthp khjk; KotJk; mth;fNshL jq;fp> mth;fis jhq;fp mwpTiu gfph;e;J MNyhridNahL Fi wjPh; fw;gpj;jYk; eilngw;wJ. Mq;fpy top jukhd fy;tp efh;Gwj;jpy; my;y ek; md;kUijapNyNa Fiwe;j fl;lzj;jpy; fy;tp fpuhkGw Foe;ijfSf;F mspf;fg;gLfpwJ. fpuhkj;ij fpl;]; fhh;ld; Mf khw;wp tUfpd;w ngUik ,th;fisNa rhUk;. tUle;NjhWk; fpuhkq;fspYs;s Vio khzth;fSf;F Kd;dhs; khztpahpd; Vio khzth; epjp apypUe;J cjtp mspf;fg;gl;L mth;fs; fy;tpia filrptiu fw;f toptif nra;fpwJ. Qhapw;W fpoikfspy; fpuhkGw rpWth; rpWkpfSf;F tpisahl;Lld; $ba ed;ndwp fy;tp Mulhp %yk; Mrphpa gapw;rp khztpah; elj;jp tUfpd;wdh;. Mjutw;w Vio rpWkpfs; rpwe;J tho ,ytr khztpah; tpLjpAk; mikf;fg;gl;Ls;sJ. Mk;> gtstpoh nfhz;lhLk; ,t;Ntisapy; fle;j 75 Mz;Lfspy; 2930 ngz; Mrphpah;fis mjhtJ xU rfhg;jq;fis> rhpj;jpuq;fis> rhjid gilf;Fk; re;jjpfis cUthf;fp ,e;epWtdj;jpdh; mDg;gpAs;sdh; vd;why; mJ kpifahfhJ vd;W nrhy;Yk; NghJ fhw;wiyfs; flNyhL ,ize;J te;J ftpij nrhy;Yk; if nfhl;Lk;. Mr;rhpak; ! Mdhy; mj;jidAk; cz;ik. ,isQh;fSf;F Njhs; nfhLf;Fk; njhd;Ngh];Nfhtpd; md;G Kiw fy;tpia gpd;gw;wp kdpj ,ay;G> ,iwg;gw;W> ghptd;G ghhpy; kyuTk>; r%f rpe;jid> rhjpg;gjw;F murpay; tpopg;Gzh;TfSld; Mapukhapuk; Mrphpah;fis mspj;Js;sJ. mth;fs; mofpa Myaq;fis mfpyj;jpy; cUthf;fp nfhz;bUf;fpd;wdh;. gts tpoh fhZk; ,t;tuyhw;W epfo;tpw;fha; kyh; xd;W ntspapl cs;Nshk;. ,jw;fha; jq;fspd; tho;j;Jf;fisAk;> fl;LiufisAk;> tpsk;guq;fisAk; je;Jjtpl md;Gld; Ntz;LfpNwhk;. ,tz;> Gdpj khpad;id Mrphpag; gapw;rp epWtdk;> md;kUij - 604 504. jpUtz;zhkiy khtl;lk;.  gts tpoh fz;fhl;rp miog;gpjo; Gdpj khpad;id Mrphpah; gapw;rp epWtdk;> md;kUij. rpe;jpf;f itf;Fk; fy;tpf; fz;fhl;rp! kaq;f itf;Fk; kha tpe;ijfs;! tz;zf; Ftpaypd; tu;z[hyk;! Mk;> Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpd; gts tpohit xl;ba fy;tpf; fz;fhl;rp tUfpd;w 08.04.2006 md;W fhiy 10 kzpastpy; Jtq;f cs;sJ. jiyik Vw;W fz;fhl;rpiaj; jpwe;Jitj;J ciuahw;Wgth;  M.Sc.Ed.MEd., Kjy;tu;> khtl;l Mrphpah; gapw;rp epWtdk;> fPo;ngd;dhj;J}u;. Kd;dpiy  MA,M.Phil.,B.Ed., khtl;l njhlf;ff; fy;tp mYtyh;> jpUtz;zhkiy.  tho;j;Jiu M.A. M.Ed. khtl;l cjtp njhlf;ff; fy;tp mYtyh;> nguzky;Y}u;. 08.04.06 rdpf;fpoik Kjy; 10.04.06 jpq;fs; tiu fhiy 10 kzpKjy; - khiy 5 kzp tiu ,e;jf; fz;fhl;rpiaf; fhz khzt khztpah;> Mrphpah;fs;> nghJkf;fs; midtiuAk; tuNtw;fpd;Nwhk;. Kjy;tu;> J}a khpad;id Mrphpah; gapw;rp epWtdk;> md;kUij.  fz;fhl;rp - fiy tpHh jpUtz;zhkiy khtl;lj;jpy; cs;s Mrphpa gapw;rp epWtdq;fspy; gapYk; khzt> khztpah; midtUf;Fkhd fiytpoh 08.04.06 md;W md;kUijapy; 21k; E}w;whz;by; ngz;fy;tp vd;W fUj;ij ikakhf nfhz;L eilngw cs;sJ. mt;tikak; M.A. M.Ed. Fzpj Nguhrphpia> khtl;l Mrphpah; gapw;rp epWtdk;> fPo;ngd;dhj;J}u;. mth;fs; fiy tpohtpid Jtq;fpitj;J ngz;fy;tpapd; Nkd;ik gw;wp rpwg;Giu Mw;Wthh;fs;. gq;F nfhs;Sk; midj;J Mrphpa gapw;rp khzt khztpaiuAk;> Nguhrpa ngUkf;fisAk; md;Gld; tuNtw;fpNwhk;. ,t;tz;zk;> Kjy;tu;> Nguhrphpa ngUkf;fs;> Mrphpa gapw;rp khztpfs;.  gts tpoh fz;fhl;rp miog;gpjo; Gdpj khpad;id Mrphpah; gapw;rp epWtdk;> md;kUij - 604 504. jpUtz;zhkiy khtl;lk;. rpe;jpf;f itf;Fk; fy;tpf; fz;fhl;rp! kaq;f itf;Fk; kha tpe;ijfs;! tz;zf; Ftpaypd; tu;z[hyk;! Mk;> Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpd; gts tpohit xl;ba fy;tpf; fz;fhl;rp tUfpd;w 08.04.2006 md;W fhiy 10 kzpastpy; Jtq;f cs;sJ. jiyik Vw;W fz;fhl;rpiaj; jpwe;Jitj;J ciuahw;Wgth; M.Sc.Ed.MEd., Kjy;tu;> khtl;l Mrphpah; gapw;rp epWtdk;> fPo;ngd;dhj;J}u;. Kd;dpiy MA,M.Phil.,B.Ed., khtl;l njhlf;ff; fy;tp mYtyh;> jpUtz;zhkiy. tho;j;Jiu  M.A. M.Ed. khtl;l cjtp njhlf;ff; fy;tp mYtyh;> nguzky;Y}u;. 08.04.06 rdpf;fpoik Kjy; 10.04.06 jpq;fs; tiu fhiy 10 kzpKjy; - khiy 5 kzp tiu ,e;jf; fz;fhl;rpiaf; fhz khzt khztpah;> Mrphpah;fs;> nghJkf;fs; midtiuAk; tuNtw;fpd;Nwhk;. fz;fhl;rp - fiy tpHh jpUtz;zhkiy khtl;lj;jpy; cs;s Mrphpa gapw;rp epWtdq;fspy; gapYk; khzt> khztpah; midtUf;Fkhd fiytpoh 08.04.06 md;W md;kUijapy; 21k; E}w;whz;by; ngz;fy;tp vd;w fUj;ij ikakhff; nfhz;L eilngw cs;sJ. mt;tikak; M.Sc. M.Ed. fzpj Nguhrphpia> khtl;l Mrphpah; gapw;rp epWtdk;> fPo;ngd;dhj;J}u;. mth;fs; fiy tpohtpid Jtf;fpitj;J ngz;fy;tpapd; Nkd;ik gw;wp rpwg;Giu Mw;Wthh;fs;. gq;F nfhs;Sk; midj;J Mrphpa gapw;rp khzt khztpaiuAk;> Nguhrphpah; ngUkf;fisAk; md;Gld; tuNtw;fpNwhk;. ,t;tz;zk;> Kjy;tu;> Nguhrphpa ngUkf;fs;> Mrphpa gapw;rp khztpfs;. md;kU w Njly; ,uT tpsf;Fj; NjLfpwJ tpop fdT NjLfpwJ kdpjh ! eP vijj; NjLfpwha; cd;idj; njhiyj;J tpl;L rphpg;G  cq;fSf;F kUe;J - kw;wth;fSf;F tpUe;J rphpg;gpy;yh Kfj;jpw;Fk; nrj;Jg;Nghd Kfj;jpw;Fk; tpj;jpahrq;fs; kpff; FiwT! njspT Fog;gNk Fok;GksTf;F Fog;gj;ijf; Fog;GtJ Fog;gj;ijf; Fog;gkpy;yhky; vjph;nfhs;Sk; NghJ jhd; rhj;jpak;. gp. tp[ayl;Rkp Mrphpa gapw;rp Kjyhkhz;L 2005 - 2006 tpopj;njOg; ngz;Nz tpopj;njO ngz;Nz tpopj;njO GJikg; ngz;Nz tpopj;njO Nrhjidfs; gy ekf;F cz;L mij rhjidfs; Mf;f tpopj;njO Mz; Mjpf;fj;ij cilj;jpl tpopj;njO eP tpopj;njohj tiu - cyfk; cd;id mbikg;gLj;jpf; nfhz;Nl jhd; ,Uf;Fk; eP tpopj;njOe;jhy;> cah;e;j ,kaKk; cdf;F jiy tzq;Fk; tpopj;njOg; ngz;Nz tpopj;njO tPu Kof;fkpl;L tpopj;njO v];. [hh;ypd; Nufh Mrphpa gapw;rp Kjyhkhz;L ePAk; Mrphpauhdhy; tFg;giw vd;Dk; Gdpjkhd NfhtpYf;F mwpT tpsf;if Vw;Wgth;fs; Mrphpah;fs; rpe;jpf;fhky; NgRk; Ngr;R Fwp ghh;f;fhky; va;ag;gLk; mk;igg; Nghd;wJ. khzth;fsplk; Mrphpah; vg;NghJk; rpe;jpj;Jg; Ngr Ntz;Lk;. Mrphpah; tFg;gpDs; EioAk; NghJ> xU ee;jtdj;jpy; njd;wy; Eiotijg;Nghy; kfpo;r;rpNahL nry;y Ntz;Lk;. epynthspapy; cl;fhh;e;J epyhr;NrhW rhg;gpLtJ Nghd;w kfpo;r;rpia khzth;fSf;F ghlk; elj;Jk; NghJ> Vw;gLj;Jgtuhf Mrphpah; ,Uf;f Ntz;Lk;. Nfhapy; ahid fhy;fspy; ryq;iffs; fl;bj; NjNuhLk; tPjpapy; Ch;tyk; tUtJNghy; fk;gPukhf Mrphpah; ,Uf;f Ntz;Lk;. mOtJk; jtwpy;iy> tpOtJk; jtwpy;iy Mdhy; mOj gpd;G rphpf;fhkypUg;gJk;> gpd;G vohkypUg;gJk; jtW vd;W Mrphpah; khzth;fSf;F typAWj;j Ntz;Lk;. kdpjDk;> ,aw;ifAk; ,irTld; xd;W NrUk; NghJ jhd; kdpj tho;f;if KOik ngWfpwJ. mJ Nghd;W MrphpaUk;> khztUk; tpUg;gj;Jld; xd;W NrUk; NghJ jhd; Mrphpahpd; tho;f;if KOik ngWfpwJ. Kbitg; gw;wpa KOikahd rpe;jid ,Ue;jhy; epidj;jij Kbf;fyhk;. Mrphpah; khzth; epiyapy; ,Ue;J khzth; rpe;jidiag; gw;wp Muha Ntz;Lk;. vij mila Ntz;Lk; vd;W tpUk;GfpNwhkh mijg;gw;wp ep[khfNt KKikahd rpe;jidapy; gbf;fhj khzth;fis rpwe;j khztdhf cUthf;Fgth;jhd; cz;ikahd Mrphpah;. tPl;il tpl;L> tFg;giw vd;Dk; NfhapYf;F tUk; khzth;fSf;F Mrphpah;jhd; jha;> je;ij kw;Wk; vy;yhk;.. Ntiyiaf; fLikahff; $lr; nra;a Ntz;Lk; vd;gJ ,y;iy. rhjhuz nghWikf; fhl;bdhy; $lg; NghJkhdJ. v. me;Njhdpak;khs; Mrphpa gapw;rp Kjyhkhz;L 2005 - 2006 . . . ePz;l J}ug; gazk; JLg;gpd;wp glF jj;jspf;Fk; NtisapNy> fiu Nrh;f;Fk; fl;L kuk; Nghy> vd; tho;tpd; gazj;jpNy> ,yl;rpa ntwpapid tsh;j;jJ> J}a khpad;id jpUehkj;ij jhq;fpa> rNyrpa rNfhjhpfspd; md;G epWtdk;  Jd;gq;fis gfph;e;jJ xspia Vw;wpaJ Rikfisf; Fiwj;jJ Rfj;ij mspj;jJ  gytPdj;ij mfw;wpaJ ek;gpf;ifia cjpf;fr; nra;jJ  kdpjj;jpy; Gdpjk; tsu vd;id tsh;j;jpl;l vk; epWtdj;jpw;F neQ;rhh;e;j ed;wpfs; gy ... [hd;rpuhzp v. fl;Lg;gb 2003 - 2005 gts tpoh ngz;ikapd; Nkd;ikia cz;ikahf;fpl cyfpw;F ntspr;rk; Nghl;L fhl;bl 75 Mz;L fhykha; ,yl;rpag; ghijapy; ,yl;rpathjpfspd; mauh ciog;Gld; kyh;e;j cah;tpd; ciwtplNk! md;idapd; mutizg;G> ngz;fspd; xUq;fpizg;G vq;fspd; ntw;wpg; ghijf;F GJg;nghypT. khpad;idapd; cldpUg;gpy; mz;zy; Ngh];Nfhtpd; md;G topapy; Nrit cs;sj;jpd; topfhl;lypy; tPWeil NghLk; tPukfNs! eP tho;f! Mo;fly; Kj;Jf;fs; nkj;ijapy; Mde;j Ngnuhsp Ngioapy; G+Tyifg; gilj;jpl Gwg;gLk; ,jaq;fspd; ruzhyaNk! gts tpoh Mz;bNy ghr jPgk; tpopfspy; Ve;jp cd;id tho;j;JfpNwhk; fhyj;jhy; mopahj fhtpak; gilj;jpl Ner nkhopfshy; ,iwQ;RfpNwhk; ,iwtdplk; v. Nggp rh;kpsh [kPd; $lY}h; 2003 - 2005 rhjidfs; Ghpa .. rhpj;jpuk; gilf;f ... Gjpa rfhg;jj;ij Nehf;fp;;;; .... jPgq;fs; xspUk; jpUtz;zhkiyapy; jpj;jpf;Fk; FzKilNahh; epiwe;jpUf;Fk; te;jthrp tl;lj;jpy;> fz;zpw;fpdpa fhl;rpaspf;Fk; mofhd md;kUij Nrhiyapy; fy;tpg; gzpahw;w rNyrpa fd;dpah;fs; ,ize;J Njhw;Wtpj;j vopy;kpF epWtdkhk; J}a khpad;id Mrphpah; gapw;rp epWtdk; J}a;ikapy; Jyq;fp nropg;Gw;W thopaNt! khjurpahk; khpad;idapd; topapy; khDlk; kfpo kruy;Nyhtpd; Jizapy; fhuzk; mwpe;J ,iwtopapy; ele;J md;ghy; mfpyj;ij Ms gy Mrhd;fis cUthf;Fk; vk; md;idkhp Gjy;tpah;fs; thopaNt! Fd;wpd; xspaha;> Fytpsf;fha; xspUk; ngz;fs; jk; tho;tpy; fiuapy;yhf; fy;tpiaf; fUj;jha;f; fw;wpl> ,yl;rpag; ghijapy; rhpj;jpuk; gilf;f> rfhg;jj;ij Nehf;Fk; vk; epWtdk; thopaNt! epkph;e;j ed;dilAk;> Neh;nfhz;l ghh;itAk; nfhz;L ehl;ilAk;> tPl;ilAk; Msg;gpwe;jth;fs; ehq;fs; vd;W kq;ifaiu tPWnfhz;L vor; nra;J gy eq;ifah;fis cUthf;Fk; vk; epWtdk; thopaNt! rhjidfs; gy gilf;f Nrhjidfs; gy ntd;W Vio> vspath; jk; tho;tpy; Vw;wk; fz;bl Vzpg;gbaha; mike;J ngz;fy;tp ngw;W ngUkpjk; mila gz;gl;l epWtdkha; ghhpdpy; Xq;f gts tpohf; fhZk; vk; epWtdk; gy;yhz;L fhyk; tho;fntd;W tho;j;JfpNwhk;. rp. jkpo;kyh; kOtq;fUiz 2003 - 2004  tpj;Jf;fspd; tpkh;rdk tpUl;rkha; tsh;e;jpl;l Mykuj;jpy; ehDk; Xh; tpOjha;! ,Ug;gjpy; ngUkpjk; nfhs;fpNwd; ,e;j Mykuk; ntWk; ePh; Cw;wp tsh;e;jjpy;iy! md;Gk>; Md;kPfKk; fye;j jzpahj nja;tPf jPh;j;jj;jpdhy; tsh;e;jJ tsh;fpd;wJ ,d;Dk; thDau tsu ehq;fs; vd;Wk; tpOjha; Kisj;jpUe;J fhj;jpLNthk; . [h. Fapd;Nkhp Ntg;g+h; 2003 - 2005 mjph;\;lrhypfs; ehq;fs; 19k; E}w;whz;by; xU rfhg;jk;. Vw;wk; mspf;Fk; Vg;uy; khjj;jpd; 8k; ehs; vl;Lj;jpirAk; fy;tp kzk; gug;g cUthdJ xU MytpUl;rk;. mJjhd; vq;fs; Gdpj khpad;id Mrphpah; gapw;rp epWtdk cWjp khztNd! ehisa vjph;fhyk; - ,d;W cd; fdtpy; njhpAk; ehisa ntspr;rk; - ,d;W cd; ,Uspy; njhpAk; ehisa nghw;fhyk; - ,d;W cd; ciog;gpy; njhpAk; ehisa gjpy;fs; - ,d;W ;. VNjh gpwe;Njhk;> VNjh tsh;e;Njhk; vd;W ,Ue;j vq;fSf;F ,jw;fhfj;jhd; gpwe;jPh;fs;> ,jw;fhfj;jhd; tsh;e;jPh;fs; vd;W czu itj;jJ vk; epWtdk;. tha;g;Gf;fha; jtk; fple;j vq;fSf;F tha;g;Gfis thhp toq;fpaJ. Mrphpah; gzpapd; Mde;jj;ij czu itj;J> Mrphpah; gzpahk; mwg;gzpapy; ehq;fs; KokdJld; mwpTiuf;fha;> md;Gf;fha;> fy;tpf;fha; fhj;Jf; nfhz;bUf;Fk; ,yl;rf;fzf;fhdth;fspy; ,it midj;Jk; vk; epWtdj;jhy; tha;f;fg;gl;l ehq;fs; cz;ikapy; mjph;\;lrhypfs; jhd;. Mh;.Nf. nf[yl;Rkp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 nja;tNk kdpjhgpkhdk; kdk; vd;Dk; Nfhtpypy; mkh;j;jg;gLk; nja;tNk kdpjhgpkhdk; md;Gs;sts; nja;tk; fUizAs;sts; nja;tk; gz;Gs;sts; nja;tk; ,j;nja;tj;Jtj;ij czh;j;JtJ kjk;. Mdhy; ,d;W kjk; kjntwpahf khwp tUfpwJ kjntwp caph;fisf; nfhy;fpwJ kdpjid kpUfkhf khw;WfpwJ vd;Ds; kpUfj;Jtj;ij nfhd;W nja;tj;Jtj;ij czh;j;jpaJ ,e;epWtdj;jpy; vdf;F mspj;j jpahdKk;> fUj;juq;FNk MFk; ehd; czh;e;j nja;tj;Jtj;ij midtUk; czu tpUk;GfpNwd;. gp. eh;kjh Mrphpag; gapw;rp ,uz;lhkhz;L 2005-06 kdk; nefpo;fpNwd; ! tho;j;JfpNwd; ! ,iw rpe;ijapy; fUthfp ,ikg; nghOjpdpy; cUntLj;J ,iw rpj;jj;ij cyfpdpy; gjpj;J ,lh;fis nehbg; nghOjpy; fise;J ,d;g thriy khe;jUf;Fj; jpwe;J ,Uis ePf;f fy;tp xspia ,d;dhh; ghFghL ,d;wp mg;ghTld; md;kUij te;Njd;. vq;F ghh;j;jhYk; xNu gr;ir. vd;id fhl;Lf;Fs; nfhz;L te;J tpLfpwPh;fNs vd;W Gyk;gpf; nfhz;Nl t;eNjd;. ehd; cs;Ns Eioe;jTld; vd;d Mr;rhpak;. vd; kdk; khwpaJ. fhuzk;> Eioe;jTlNd g+e;Njhl;lk;. mq;fpUe;j xt;nthU g+Tk; vd;id ghh;j;J rphpj;jJ Nghy ,Ue;jJ. ve;jnthU gugug;Gk;> MuhthuKk; ,y;yhky; mikjpaha; tFg;Gfs; ele;Jf; nfhz;bUe;jd. vd;Dila gs;sp Nrh;f;iff;fhf jiyik md;id miwf;Fr; nrd;Nwd;. mwpKfkhfhj vq;fis ghh;j;J> ePz;l ehs; njhpe;jth;fisg; Nghy Gd;difj;jhh;. re;Njh\khf ,Ue;jJ. gs;sp Nrh;f;if Ntiyia Kbj;Jf; nfhz;L> tpLjpiar; Rw;wp ghh;f;f %tUk; nrd;Nwhk;. tpLjpapd; cs;Ns nrd;wTld; mq;F rPdpah;]; vq;fis tuNtw;wdh;. tpLjpapd; xOq;F Kiwfs; vij vijNah nrhd;dhh;fs;. Mdhy; vijAk; fhjpy; thq;ftpy;iy. ehd; kl;Lk; jdpahf vg;gb ,Ug;Ngd; vd;w gak;. tpLjp vd;whNy rhg;ghL ed;whf ,Uf;fhJ> vJTk; Rj;jkhf ,Uf;fhJ vd;w vz;zk; vdf;F. vdf;F tpag;ghf ,Ue;jJ. vy;yh ,lKk; J}a;ikahf ,Ue;jJ. (tPL Nghy) vy;yhtw;wpw;Fk; jdpj;jdpahd ,lq;fs;. tPL khjphpNa ,Ue;jJ. mq;Nf rikj;Jf; nfhz;bUe;j xU mk;kh> cq;fs; kfis ehq;fs; ghh;j;Jf; nfhs;fpNwhk; gag;glhk Ngha; thq;f vd;W vq;f mk;kh ifg;gpbr;R nrhd;dhq;f. nuhk;g re;Njh\khf ,Ue;jJ. tpLjpf;Fs;Ns xU Fl;b g+q;fh. xU Gwk; ryryntd jz;zPh; gha;e;jJ ney; taYf;F. g+j;Jf; Fyq;fpa Nrhiyapy; eLtpy; Gdpjh; rpiy. kpdp gwitfs; ruzhyak; vd xt;nthd;iwAk; urpj;J tpl;L jpUk;gpg; ghh;j;Njd;. vd; mk;kh> mg;gh gj;jpukhf ,U vd;W nrhy;yp vd;id tpl;Lr; nrd;wdh;. vd;d nra;tJ vd;Nw njhpahky; epd;W nfhz;bUe;Njd;. ,uT cztpd; NghJ vy;NyhUk; xNu miwapy; xNu tl;lkha; mkh;e;J rhg;gpl;Nlhk;. vy;NyhUk; md;ghf ePz;l ehs; gofpath;fs; Nghy Ngrpdhq;f. vdf;F nuhk;g re;Njh\khf ,Ue;jJ. rhg;gpl;l gpd;dh; rpwpJ Neuk; tpisahbtpl;L J}q;f nrd;Nwhk;. vd; mk;kh> mg;gh vd;id xU nghpa FLk;gj;jpy; jhd; tpl;L nrd;Ws;sdh; vd mikjpahf cwq;fpNdd;. ntt;NtW ,lq;fspy; gpwe;J tsh;e;J ,q;F midtUk; xd;wha;> re;Njh\kha;> xNu FLk;gj;jhiug; Nghy md;Gld; ele;J nfhs;tJ ve;j tpLjpapYk; ,Jg;Nghy ehd; ghh;j;jJk; ,y;iy. Nfl;lJk; ,y;iy. FLk;gk; Xh; gy;fiyf;fofk; vd;gJ ,JjhNdh. gp. Rfd;ah Mrphpag; gapw;rp ,uz;lhkhz;L 2004 - 2006 vd;id kyu tpL cd; fUtiwapy; nkhl;lhf ,Uf;Fk; vd;id kyu tpLtjw;F Vd; Nahrpf;fpwha;? cd; fUtiwapNy Vd; vd;id fUfg; ghh;f;fpwha;? ehDk; ,k;kz;zpy; kyh;e;J kzk; tPr tha;g;G jUthah? kdpj ,dj;ijj; jtpu NtW ve;j caphpdkhtJ jd; fUtpypUf;Fk; capiu mopf;fpwjh? mk;kh eP kl;Lk; cd; jhapd; fUtpypUe;J kyh;e;J tpl;lha;! vd;idAk; kyu tpL! b. ,e;jpuh Nkhp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 mwptpay; JZf;Ffs; Nfhbf;fzf;fhd ghf;Bhpah ,uz;lha;g; gpsg;gjd; %yk; ,dg; ngUf;fk; nra;Ak; kpfr; rpwpa caphpdq;fs; ghf;Bhpah. rpy rhjfkhd re;jh;g;gq;fspy; ,it 15 epkplj;jpw;F xU Kiw ,uz;lha;g; gpsf;fpd;wd ,J 8/15 kzp Neuk; epw;fhky; njhlh;e;J ele;jhy;> xU ghf;Bhpahtpd; re;jjpfs; cyfpd; nkhj;j [dj;njhifahd 4700 kpy;ypaDf;F rkkhfpd;wd. re;Njh\; gPdh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 nkJthfr; nry;git xU ,uhl;rj Mik Ntfk; epkplj;jpw;F 4.57 kPl;lh; kl;LNk %d;W tpuy; nfhz;l ];Nyhj; fubapd; ruhrhp Ntfk; epkplj;jpw;F 2.10 kPl;lh; jhd; xU rhjhuz Njhl;lj;J ej;ijahy; epkplj;jpw;F 0.83 kPl;lh; jhd; nry;y KbAk; b. gpUe;jh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 kpd;kpdpg; g+r;rpaplk; xsp tPRk; jd;ik vt;thW cz;lhfpwJ? kpd;kpdpapd; ntspr;rk; kw;w ntspr;rj;ijg; Nghy;jhd;. Mdhy; #L ,y;yhj ntspr;rk;. ,e;j tif ntspr;rj;ij Ykpdn]d;]; vd;fpwhh;fs;. kpd;kpdpg; g+r;rpapy; ,e;j ntspr;rk; Y}]p/nghpd; vd;fpw rq;fjpapypUe;J cz;lhfpwJ. ,e;j Y}]p/nghpd; gpuhzthATld; NrUk; NghJ xsp gpwf;fpwJ. ,e;j xsp gpwf;f kj;a];jk; ghh;f;f fhl;lyp];lhf Y}]p/gNu]; vd;fpw t];JTk; Njitahf ,Uf;fpwJ. jhd; ghjpf;fg;glhky; ,e;j Nu]; hpd;id vhpg;gjw;F cjtp nra;fpwJ. tp. Rkjp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 kUj;Jt JZf;Ffs; kUj;Jtj;jpy; kpfTk; Kd;Ndwpath;fshf ,Ue;j rPdh;fspd; mfuhjpapy; %is vd;gijf; Fwpf;f thh;j;ijNa fpilahJ. %isapd; Fwpg;gpl;l ,izg;Gfis /gpuhz;ly; NyhNghNlhkp %yk; Jz;bf;Fk; rh;[hpf;F I];gpf; rh;[hp vd;W ngah;. %isf;Fk;> ntz;ilf;fha;f;Fk; ,Uf;Fk; xNu xw;Wik ,uz;bYk; gh];gu]; ,Uf;fpwJ vd;gJ jhd;. thh;j;ijf; FUL vd miof;fg;gLk; Neha; b];nyf;]pah (ngUk;ghYk; khzth;) i`l;Nuhf/ghy]; vd;gJ clYf;Fg; nghUj;jkpy;yhj mstpy; jiy kpfTk; nghpjhff; fhzg;gLk; epiy. v. gtpj;jpuh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 Three in One Control these three : Tongue. Anger, attraction Keep up these three : Promise, friendship, affection Guard these three : Word, Character, work Shun these three : Loneliness, lies, and gossip Respect these three : Old age, culture, law Love these three : Hardwork, Sanctity and sincerity Worship these three : Beauty, Intelligence, and Behaviour Practice these three : Politeness, boldness and compassion G. Jeyasheela DTE II year 2005 2006 Mistake When the barber makes a Mistake It is a new hairstyle When the Engineer makes a Mistake It is a new construction When the Tailor makes a mistake It is a new fashion When the Sailor makes a mistake It is a new sea route When the Doctor makes a mistake It is a new method But if a Student makes a mistake It always remains as mistake. E. Arockia Jayarani DTE II Year 2005 2006 Joke The phone rang and the elderly Japanese gentleman picked it up. It was a call for the Indian couple staying with him.Can I talk to Mr. Bene? asked the voice at the other end. The Benes had gone for sight seeing so the latter proceeded to tell the caller that. Mr. Bene was here, he said choosing his words carefully, as he knew very little English, but he passed away Passed away! gasped the latter. How? Can I talk to his wife? Wife too passed away with him, said the Japanese.Oh. My God! Exclaimed the man at the other end. Whos speaking please? The Japanese searched for the right word to describe his relation ship, that he was their.. Im their GHOST! he said triumphantly. S. Selstina Seema DTE II year 2005 2006 Quiz Say one letter answer for the following questions from the Alphabets. A letter that can fly? A letter that can be drunk? A letter that can give us option A letter which can call others? A letter that is long. A letter which grants permission A letter that can mention others. II. Say a word which describes that, a girl is standing under the tree? (Answers: B 2. T 3. R 4. A 5. Q 6. S 7. U II Miss under standing.) B. Vimala DTE II year 2005 2006 Healthy Education must have Positive isms Negative isms Postive isms Castesism Nationalism Linguism Internationalism Parochialism Humanism Provincialism Universalism Nepatism Optimism Fanaticism Spiritualism Favouritism Intellectualism Pessimism Every unhealthy, negative and destructive isms must be completely wiped out from the mind of every child in schools. Every healthy, positive and constructive isms must be slowly, steadily, systematically and rightly developed in the mind of every child. S. Rajeswari DTE II Year 2005-06 ntw;wp NjhopNa! Njhy;tpiaf; fz;L ek;gpf;if nfhs; tPo;e;J fplf;Fk; tpij Kisj;J tUk; eP kl;Lk; Vd; Klq;fpf; fplf;fpwha;? $L fiye;jnjd;W FUtp mOtjpy;iy tiy mWe;J tpLk; vd;W rpye;jp tUe;Jtjpy;iy NjhopNa! ek;gpf;if kl;Lk; Jizaha; itj;Jf; nfhs; gpwnfd;d ntw;wp jhNd tUk;! v];. NyhNf];thp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 vz;zpg; ghh; cd;idNa eP vz;zpg; ghh; cd;idNa eP mwptha; ,J cgNjrky;y tho;f;ifapd; cah;e;j Fwpf;Nfhs; ,J cz;ik - ,J gukufrpak; cd;idNa eP mwpAk; NghJ cyfj;ij eP mwptha;! cd;idAk;> cyfj;ijAk; gilj;j ,iwtid mwptha;! ,iwtid mwpe;J nfhs;tij tpl kpfg; nghpa mwpTk;> ,d;gKk; VJ ,e;j cyfpy;? g. FNshhpah uhzp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 vd; Mjq;fk; mk;kh vd;W mioj;j gps;isia m-dh M-td;dh gbf;f Muk;g gs;spapy; Nrh;f;f Mh;tkha; NghNdd; mq;Nf mtdpd; rhjp vd;d? vd;whh;fs; mr;rkpd;wp mOj;jkhf mth;fsplk; mtd; Mz; rhjp vd;Nwd; ml;kp\d; ,y;iy vd;w mtkhdg; ghh;itia mth;fs; vd;kPJ cjph;j;jhh;fs; MapDk; mr;rkpy;iy mr;rkpy;iy vd;w mr;rd; ghujp ghly; vd; epidtpy; tu mdy; ghh;itNahL mth;fsplk; thjpl;Nld; mLg;gbapy; milgl;bUf;f Ntz;bats; mr;rkpd;wp NgRfpd;whNs vd;W MNtrkile;jth;fs; mlq;fp ml;kp\d; je;jdh;. Mz;lth! md;Gs;sk; nfhz;l ngz;ik nkd;ikahdJ kl;Lky;y rkaj;jpy; td;ikahdJk; $l vd;W mtdpapy; mwpar; nra;thah? vd;; Mjq;fk;... b. ,e;jpuh Nkhp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 JZf;F cq;fshy; nra;a Kbe;jJ vJthf ,Ue;jhYk; my;yJ mijr; nra;a KbAk; vd;W fdT fz;lhYk; mij njhlq;fp tpLq;fs.; Ngijik> Mw;wy;> khah[hyk; midj;JNk Jzpr;rypy; mlf;fk;. ,Njh ,g;NghNj mij Muk;gpj;J tpLq;fs; --- fhapNj. nra;a KbAk;> nra;Nj jPu Ntz;Lk; vd;W jPh;khdpj;J tpl;l gpwF> mjw;fhd topia ehk; Njl Ntz;Lk;. ----Mgpufhk; ypq;fd kWgf;f kdpjh;fs; ,e;jpahtpy; xU gf;fk; ,d;lh;nel; vd;why; lha;nyl; $l ,y;yhj kWgf;f kdpjh;fs; jiytd; tUiff;F Ch; vq;Fk; fl;rp nfhbfs; xU gf;fk; njhz;ld; fl;l Nfhtd Jzp $l ,y;yhj kWgf;fk; mofpfs; Nghl;b xU gf;fk; mof;$l [Ptd; ,y;yhjth; kWgf;fk; cyifNa tyk; tu Ch;jpfs; xU gf;fk; elf;fpd;w ghij $l rhpapy;yhj kWgf;fk; gpwe;j ehis cah;uf kJTld; nfhz;lhLk; xU gf;fk; gpwe;j Foe;ij Fbf;f jha;ghy; $l ,y;yhj kWgf;fk; mLf;F khb fl;blq;fs; xU gf;fk; mb itf;f ,lkpy;yhj kWgf;fk; xt;nthU kzpia xt;nthU khJTld; fopf;Fk; xU gf;fk; jd; kidtpAld; $l tho Kbahky; gpshl; ghuq;fspy; kWgf;f kdpjd; ngz;fs; rhjid nra;tJ xU gf;fk; Nrhjid nra;J ngz; rpRit tijg;gJ kWgf;fk; khWkh? ,e;j kWgf;fk; !! gp. khyjp Rg;gpukzpad; Kd;dhs; khztp (1995 - 97) Cuhl;rp xd;wpa njhlf;fg;gs;sp fhhpg;gl;b Nryk;. tho;f;ifapd; #l;rkk; NjhopNa! kz;zpy; Gijg;glhky; tpijapd; tPhpak; tpsq;Ftjpy;iy! ftpQdpd; ifglhky; fhfpjk; ftpj;Jtk; miltjpy;iy! mJ Nghy tho;f;ifAk; thog;glhky; mjd; mh;j;jk; Ghpag;gLtjpy;iy! mZ$l gpse;j gpd;Gjhd; mh;j;jKs;sjhfpwJ! mJNghy tho;f;ifAk; tho;e;J ghh;f;Fk; NghJ jhd; mh;j;jKs;sjhfpwJ! mwpT vd;gJ vijAk; mwpe;J nfhs;tjw;F kl;Lky;y! tho;;f;ifiag; Ghpe;J nfhs;tjw;Fk; jhd;! gpwe;j Foe;ijnad;why; - mJ grpnaLf;Fk; NghJ> mOjplNt Ntz;Lk;! mJ Nghy Njhy;tpfs; epiwe;j cdJ fle;jfhyKk; nfhQ;rk; gOJ ghh;f;fg;gl Ntz;Lk; Ghpe;Jk; Ghpahj tho;f;ifapy; Gjpad Njbdhy; jhd; tpbaYf;Fs; - eP Gijaiyf; fz;L gpbf;f KbAk; tho;f;if vd;gJ Mo;flypy; Mgj;jhd ghiw ,Lf;fpy; gJq;fpf; fplf;fpw gtsk; Nghd;wJ! mij gf;Ftkhf Nrfhpf;f Ntz;Lnkdpy; cdf;F tplh Kaw;rpAk; jsuhj jd;dk;gpf;ifAk; Ntz;Lk; ,Jjhd; tho;f;ifapd; #l;rKk; $l mijg; Ghpe;J nfhz;lhy; th NjhopNa! ekJ jd;dk;gpf;if tpuy;fshy; Gjpa rfhg;jk; vOjpl fliyf; $l ry;yil Nghl;L gphpj;jpLNthk;! b. Nkhp ];nly;yh Kd;dhs; khztp Nrj;Jg;gl;L 2000 - 2002 thUq;fs; gl;il jPl;lyhk; kiyf;Fk; kLTf;FKs;s tpj;jpahrkhf czh;e;Njd; fhd;ntd;l; gs;spf;Fk; murhq;f gs;spf;FKs;s g(y)zp tpj;jpahrj;ij! epjhdpj;J Muha;e;jjpy; fz;lwpe;Njd; gy ituq;fis ,d;W gl;il jPl;l Jtq;fpAs;Nsd; ehis mth;fSk; n[hypg;ghh;fs; ty;yuR ,e;jpahtpd; ek;gpf;if el;rj;jpuq;fshf! rp. Nkhp lahdh g. A+. Mrphpia Kd;dhs; khztp 2000 - 2002 kdNk eP kjpf;f Ntz;baJ khjq;fs; fle;jhYk; kjq;fs; kiwahj kz;zpy; kdpj Neak; kyu Ntz;Lk;. gzj;ij tpUk;Gk; eP ghrj;ij ghjj;jhy; cijg;gJ Vd;? tWikapy; tho;NthUf;F - cd; tha;ik - tsik ngw cjt Ntz;Lk;. cld; gpwe;jhUf;F cjthj eP cyfj;jpy; cs;NshUf;F vt;thW cjtp nra;tha;? kdNk eP kjpf;f Ntz;baJ khh;fj;ij my;y kdrhl;rpiaj;jhd; M. Nkhp iry[h Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006  The Role of Counselling in Students Development Education in its widest sense is expected to broaden a childs horizon in more ways than one. While classroom learning widens the childs intelectual horizon, sports and education help to widen the physical, social and emotional competencies. There is no limit to ones horizons of knowledge, skill, social wisdom and emotional maturity. The main objective of education is to widen such horizons of knowledge, experience and competency of the learners. All in all, the educational Institutions, parents and society are at present pushing a child from the school level itself toward excelling in a particular field. This is done irrespective of the aptitude, interest or inclination of the child. This is where the role of counselling is important to enable the children to choose the right path suitable to their aptitude and interest. The students vulnerable to such anxiety problems are the first generation learning from rural and semi rural areas to urban areas. The transition at times plays havoc with the adjustment of some of these students. They face variety of problems like language and communication problems, adjustment to changing social enviornment, feelings of isolation, being away from home, the resultant home sickness and loneliness etc. Many parents have false and impractical hopes pinned on their children regarding their career choice. While the child aspires for something the parents expect something else, resulting in a lot of pressure and conflicts. While this is the case, there are other extremes too where over permissiveness, ignorance and trust of parents are misused, exploited as a weapon by younger kids. Education plays a very important role in all round development and in the effective functioning of an individual. This requires going beyond syllabus, examinations etc. This is precisely where the importance of counselling comes into operation. Counselling should start early in school and should continue in order to enable the individuals to meet various problems of adjustment in life. Counselling has to cater to variety of problems such as Vocational, educational, marital, parental and personal. The major objective of counselling is to help the individual become self confident, self sufficient and self directed and to adjust themselves effectively to the demands of life. Good teachers have always been interested in providing understanding and assistance to students to help them overcome problems of learning and adjustment so as to ensure optimum achievement Teacher Counsellor should develop in them trust & confidence, nurture, empathy, wisdom, maturity and positive acceptance. Miss. Gomathi Educational Technology lecture St. Marys T.T.I Play and Teach English Language is not a body of facts or information like Geography or History but a human activity, says Frank Cardling. As it involves human activity, it includes many complex process. Of learning a language, the teacher, as a facililator should take a decision wisely on the objectives of his teaching. Any language of the world can be learnt only by practicing. A child tries to imitate the parents to pick up the language. Imitation is nothing but repetition. As such the easiest way to make anyone to get into the practice of repetition is introducing the Language Games inside the class room which is also known as Play-Way Method of Teaching. As a matter of fact a poem can be taught effectively and efficiently without text books in the hands of the students through play way method of teaching and also the grammar. Within an hour we can teach anything that is difficult. Language games generate a lot of fun and excitement inside the classroom and this excitement attracts the learners toward the languages. Teachers who do not use language games are neglecting one of the most vital aspects of teaching practices. The main objective of any language teacher is to make the learner realize the need for spontaneous and creative use of the language games, for this purpose is significant. Another aspect of language games is that a particular game focuses the attention of the students on a specific structure, grammatical pattern and Vocabulary item. Another major advantage of language games is that it involves equal participation from both slow and fast learners as the games can be adjusted to suit the individuals as well as the language level of the class. With minimum teacher preparation this method attracts maximum students participation. When we look into the kinds of games available, we have tens and thousands of them. The following are the kinds of games. Vocabulary Games Number Games Structure Games Spelling Games Conversation Games Writing Games Role play and Dramatics. This takes us to the question of conducting the games. Of course, it goes without saying that the teacher should understand the concept and the methodology of the game. The teacher should be clear about the rules of the games and even explain the rules in the vernacular. While encouraging the students full participation, we should have total control of the classroom. The teacher should be very creative to introduce a variety of games to the students. For the same skill of teaching, even two or three games can be introduced. Ofcourse, conducting games and keeping the class in control pose a big challenge to the teachers. But by extended practice, it becomes a habit and to deviate from it requires lot of effort and conscious labour. But it is worth carrying the pains, for the fruit of success will be tasty. Morever in order to give variety, teachers can practise the language games at least for ten minutes in every class. Mr. C. Francis. M.A., M.Ed English lecture St. Marys T.T.I Teacher Evaluation By Students The phrase teacher evaluation stands for the evaluation of teachers in terms of the quality of their roles played as a teacher, i.e., the extent to which they may be adjudged as good or poor in fulfilling their duties and obligations as a teacher. When we use the phrase evaluation of the students, we are expected to measure the outcome of the teaching learning process in terms of the achievements or gains of the students with respect to the expected behavioral changes. Identifying and measuring the types of changes that occur in the behavior of the students thus become the focal theme of students evaluation. The criteria of teacher evaluation (measures of teacher effectiveness) falls into the following three caregories. Product Criteria : In terms of these criteria, the evaluation of the teachers (in terms of their effectiveness) can be made by passing judgment over the gains achieved in terms of growth and development or changes in behavior on the part of students. In other words, the extent to which one is able to help the students in the realization of the set teaching-learning objectives, one is said to be a competent or effective teacher. Process Criteria: In (view of) this criteria, a teacher needs to be evaluated in terms of the nature and the quality of the teachers efforts made for the realization of the set teaching-learning objectives irrespective of the products, i.e., student gains, student growth or behavior changes. These criteria rest on the very assumption that the process chosen or the efforts made are more substantial and important than the outcomes or the results achieved. Presage Criteria: This criteria neither tries to evaluate the end of the teaching learning process (like product criteria) nor lay emphasis on the nature of the means (like process criteria) for the evaluation of the teachers. On the other hand, they try to focus on the evaluation of the total make-up, nature, qualities and characteristics of that very source (the teacher) which is responsible for carrying out both the means and the ends. They may involve factors like personality attributes of teachers, number of years of experience, academic and professional qualification, aptitude for teaching, attitude towards teaching, personal and professional adjustment, knowledge of the subject, philosophy of life, job satisfaction, etc. Who does the task of Teacher Evaluation? In response to this question, we can at once observe that usually the responsibility of making assessment of the teachers is given to the following persons/authorities. The Headmaster / Principal The inspection and supervisory staff/ authorities related to the Department of Education (State andCentral), Board of School Education, University, U.G.C., N.C.T.E. and NAAC etc. The teachers themselves as self-evaluators. It is pertinent to note that at this stage of teacher evaluation, we are in no way in a mood to provide a place for the students as the evaluators of their teachers performance. However, let us try to analyze and think afresh. Can students be given a role in the evaluation of their teachers? If yes, then what role can be played by the students in the task of teacher evaluation? Ask the students; they will be able to tell the teachers what is needed in terms of their proper evaluation. The type of knowledge the teacher prossesses, the interests and attitude he has about his or her teaching profession, the methods and techniques used for teaching, his or her overall behavior as a teacher, the traits and characteristics reflected through his or her interaction with students, the efforts and sincerity shown by the teachers in bringing desirable changes in their behavior and developing the various aspects of their personality all will be revealing and one can have an idea about the effectiveness or ineffectiveness of the teacher in one or the other aspect. How can students evaluate their teachers? Students can evaluate their teachers by expressing their opinions about them with the help of impressions and impact left on them through teachers personality characteristics, teacher behavior and the overall efforts made by the teachers in looking after the interests of their students. As a result students may be helped to express their opinion through the tools like: Questionnaire : A tool through which students can provide answers to the various questions meant for the evaluation of the teachers. Rating scales: A tool through which students can rate the effectiveness or goodness of their teachers on 5 or 7 - point scale specially meant for the evaluation of the characteristics and effectiveness of the teachers. Interview: A tool through which students can delineate the nature, personality, characteristics, competencies and effectiveness of their teachers through face to face dialogues. Indirect ways, where the students may be asked to write on the topics like The teacher you like most, What is ideal in your ideal teachers, Goodness of your good teachers, your impressions about your teachers, What is unforgettable about your teachers, etc. Can students be entrusted to play the role of teacher evaluators? The question arises as to whether it will be a wise step to allocate the responsibility of teacher evaluation to their students. Many doubts and apprehensions are expressed in this regard. Firstly that the students may fail in maintaining the desired reliability, validity and objectivity in the evaluation of their teachers and secondly that the practice of teachers evaluation by the students may be misused by the students, colleagues, and administrative officials for serving their vested interests.It is mainly for these two reasons that when any proposal related to teacher evaluation by their students is given, it is objected to. Thinking rationally, however, such type of fear and criticism is neither proper nor warranted. There is hardly any student who does not recognize or is not influenced by the desirable teacher behavior and efforts of the competent, hardworking and capable teachers. Moreover it gives the teachers an opportunity as well as proper timely feedback for their improvement in terms of personal habits and professional skills. Therefore, it is not proper to drop the idea of teachers evaluation by the students merely on the grounds of the subjectivity on the part of the students or fears expressed about its misuse. It is always recommended to make use of as many ways and means, methods and techniques of teacher evaluation as possible in an integrated way. Then why there should be any hesitation in making use of the students evaluation as one of the methods and techniques for carrying out the task of teachers evaluation? Surely each one of us should voluntarily come forward, for our assessment/evaluation by our students. How to become an effective Science Teacher? In the world of science, a student neeeds to become increasingly proficient in knowledge, skills, and attitudes, involving subject matter in different branches of science. Thus, biological, and physical sciences, as well as their related branches, must become relevant in the lives of students. Kindergarten to grade twelve sequence needs to be planned and implemented in the school curriculum. Encourage Curiosity in Learning: Students need opportunities to bring to the class something that deals with their unique interests. Items of interest might include an insect, a beautiful rock, a small jar of pond water containing a few tadpoles, a picture of a scene on or near the planet Mars, and floodwaters rampant in a given region. The items of cuiosity may spur on a discussion or individual research. What interest the student has tends to propel further learning. New interests may also be developed. In fact when a teacher teaches, she wants to instil within the learner a desire to learn the new. In introducing a new science unit, the teacher needs to use initiating activities, which encourage learning. ( The selected initiating activities might stimulate curiosity and interest in learning about animals, for example: ) Have an attractive bulletin board with a caption on farm animals, circus animals, zoo animals, and pets. Use the classroom aquarium with small goldfish; develop an interest center with tadpoles (frogs ) in a small jar, a turtle in a terrarium to represent a reptile, and a canary in a cage to represent a bird. A pet cat (mammal) may be brought to the classroom by the parent of a student for a short period of time. Students might then observe and discuss five categories of animals with backbones such as fish, amphibians, reptiles, birds, and mammals. Display library books available for reading on animal life and how animals with backbones are classified. These books should be briefly introduced to students to motivate reading of contents. Have an enrichment center from which students may choose initiating science activities. An activitty may be chosesn as a part of other initiating activities. Show and discuss an AV presentation, which relates directly to the ensuing unit in science. Hands on Approaches in Science Teaching: Hands on procedures of teaching and learning need to be experienced by students. Here, the student is actively engaged in achieving and not a passive recipient of science learning. Experimentation should be the heart of science learning. Students with teachers guidance should do many of the experiments. Where potential hazards exist, the techer should assume responsibilities for performing the experiments. Students should wear safety goggles for safety. There are numerous experiments for students of all ages to perform within related units of study. In a unit on Magnetism and Electricity, the teacher may prepare two small boxes of items. In one box, there are items which are attracted by magnets such as metal nails, paper clips, coins of different sizes, a piece of copper, as well as other metals versus pieces of paper, small pieces of woods, a small piece of plastic, and cloth in the second box. Students may hypothesize which objects will / will not be attracted by a magent. With a bar and a horse shoe magnet the students may experiment to find out which materials are and are not attracted by the magnets. Each hypothesis needs to be analyzed and explained. In a science unit on Plants in Our Community, two plants may be taken which are of similar stock and quality. Each is placed in a pot with soil of similar quality. The point is to keep all variables the same, except for one that will be tested. The first variable to be tested might be the amount of sunlight plants need in order to grow. Otherwise, the amount of moisture, fertilizer, among other items, is kept constant. Thus, one plant is placed in sunlight while the other has a paper bag placed over it. After three days approximately, the paper bag may be removed to notice comparisons with the other in sunlight. Results for the happenings should be discussed in depth and recorded. In a science unit on Insects and Animal Life, students may observe different insects in a cage feeding on diverse forms of plant life. The insects in one cage may consist of grasshoppers. Leaves from different trees, grass, and flowers may be available for feeding purposes. Recordings should be made of transpires over several days of time. Students may raise questions of observations made including How are rocks formed? How do tadpoles change into frogs? Why do some animals have backbones whereas others do not? Students need to use reference sources to locate vital information. Hypotheses are then developed and evaluated. Current Events in Science A good current events curriculum can do much to assist students in science learning. A daily, student centered newspaper available for learners use is a necessity in the classroom. Internet use has made great inroads into the school curriculum, current events including. Here, students may read about updated scienctific phenomena such as the following: Exploration of the planet Mars. Knowledge of asteroids located between the planets Jupiter and Mars. Weather phenomenon and forecasts. Reports of hail, earthquakes, folding and faulting, volcanic eruptions, mudslides, avalanches, floods and soil erosion, tornados, tsunamis and hurricanes. History of ancient plants and animals from diverse geological periods of time. Each of the above examples of current events items might well provide time for in-depth discussions and additional research on scientific phenomenon. Emotionall Intelligence for School Teachers A relatively new concept emotional intelligence with its significance being more than ones general intelligence has emerged on the educational and social scenario. Social intelligence as the ability to understand and manage men and women, boys and girls to act wisely in human relations. Human relations as commonly visualized, are day-to-day dealings with other people at home and at work. Whatever may be the nature of our work the success or failure of a task depends on our handling the situation and the people involved with the situation. It is a well accepted fact that the quality of the nation depends upon the quality of the education imparted to its citizens which in turn depends upon the quality of its teachers. The term quality of teachers includes all the personality dimensions of a teacher i.e., span of knowledge, teaching skills and teacher behaviour comprising his/her emotional intelligence. However, a teacher with innumerable degrees and high profile personality cannot necessarily be termed as a good teacher. The primary quality that makes a whole lot of difference is the classroom interaction and his teacher-like behavior. His behavior not only as a person but also as a teacher is predominantly controlled by his emotional behavior, which in turn depends upon the degree of emotional intelligence possessed by him. In this way what makes a teacher successful in his classroom behavior and makes him popular among the students is nothing but his emotional intelligence or emotional competency skills. An emotionally competent teacher is likely to emphasize on responsible behavior on the part of his students by placing himself as a role model and through formalizing classroom activities in a proper way. He/She can foster creativity in students and these activities can be used later on in times of emotional hardships or when the child is angry or frustrated. The role of teachers displaying emotional skills while teaching and managing classroom situtations becomes all the more critical and they loose hope. This can be the first possible solution to develop such essential skills among the children in schools and to make school a place where pupils can learn something for their future social behavior and success in workplaces. Teachers apt at such skills can resolve conflicts in playgrounds and other public places where children interact. Other community activities like Scouts, parent-teacher associations, artistic expresssion groups, and clubs also help foster such skills, but they are occasional activities. These can be broadly categorized as means of informal education through social interaction. But the actual classroom situation where the day-to-day interaction of students with teachers takes place and the dynamics of the interaction varies minute to minute, makes a whole lot of difference. It has been seen that a healthy classroom interaction makes a difference in the academic achievement of the students. No one can underestimate the importance of morning class meetings, which provide enormous opportunities to support social and emotional learning. A teacher who is skilled in terms of emotional competencies will naturally try to build a sense of mutual understanding, group feeling, and a climate of trust by encouraging students to communicate freely. Schools not only make children competent in mathematics, languages, and environmental consciousness but also teach kids how to manage themselves better, how to handle their rocky emotions, how to handle other people, how to cooperate, how to get along, how to handle vicissitudes of life and so on. A crucial model for kids is the teachers and their behavior, through which they exhibit emotional intelligence. Proper handling of problematic situations, displaying positive line of thought and intelligent maneuvering of kinetics of social dynamics, expands the emotional social repertoire of understanding of children by mere observation. Just by prompting and small urgings, huge lessons can be taught in a subtle way. Consequently, the above discussion conveys the application of emotional intelligence to the present context i.e., why teachers need to be emotionally intelligent and competent. In this way, the success of an educational program and the development of emotional intelligence among our children depend a lot on the level of emotional intelligence and competencies of the teacher. An emotionally competent teacher is the heart and soul of any educational program and venture. Learning becomes a pleasure, student dropout decreases and children work from setbacks through hope to success only in the presence and able guidance of the emotionally intelligent teachers. Teacher Accountability Teaching is generally considered as a profession. But it does not seem to have acquired the status of other professions like engineering, medicine, law and architecture. Why? A common misunderstanding about teaching is that any one who knows his subject thoroughly well can teach it well. The word Accountanility is a concrete and matter-of-fact expression of what the teachers idealistically owe as duties to both their employer or organization and to the student community. Teachers accouintability involves moral accountability, professional accountability and contractual accountability. Learning to teach is the lifelong commitment of every teacher. So learning to teach and teaching to learn is the every day landscape of teaching. Application of action research opens our eyes to the factors influencing teaching and learning which we did not know earlier. The innovative teacher-cum-researcher spends a lot of time at home for effective teaching and scholarly guidance. How are we going to account for this type of devoted performance of a teacher outside the classroom? Generally, the teachers have to sit at home and spend four hours for preparation in order to teach an hour in the classroom. The rightly motivated students, the academic achievements, and the healthy academic interaction in the classroom bear testimony to the accountability of good teachers. Large number of teachers are teaching the students using the syllabus and a group of teachers are engaged in setting the question papers. And yet another small group of teachers are entrusted with the evaluation of the performance of the students in the examination. The moderation of the results and awarding the final grades or marks are in the hands of some other experts. In this system, all the components are separated and are not logically linked up. Who is to be held responsible? For what? Can you fix the responsibility or accountability on the teachers? On the whole, teaching is a mission and there must be continuous effort to match the teaching styles and learning styles of students. In such a situation, no teacher can be accountable if the performance of the students in a particular course is not satisfactory. The blame could easily be shifted to the flawed course work or inadequate textbook prescribed for the course, inadequacy of teaching time, surfeit of holidays, defective question paper set by an examiner and erratic evaluation of answer papers b y the examiners. Teachers have responsibility beyond their specialization in their subject. Teachers must look at teaching not only as a vocation but as a mission. The quality, competence and character of teachers are to be the most significant factors influencing the quality of education and its contribution to national development. Teaching of Mathematics at Primary Stage Mathematics is very difficult, it is very dry . Mathematics is not within everybodys reach. I do not like Mathematics. I am afraid of Mathematics. Comments such as these are often heard in and around our primary schools. So the main task in the primary stage is to get rid of this fear from childrens mind. Mathematics should be taught very concretely at primary level with links from the physical world around the child. Examples should be drawn from childs daily life situations. The child should see mathematics as a part of its own environment. Principles of Teaching Mathematics at the Primary Statge Mathematics teacher need to use the best methodology to assist each learner to do well in the curriculum. Mathematics is useful presently in the school curriculum as well as in society. Society expects individuals to be able to use mathematics in functional way. There is an urgent need to re - think the mode of use of mathematics textbooks in the classroom, to develop competencies in children. Text books have illustration of concepts and their explanations, related interesting historical incidents, if any, solved examples exercise questions. More often than not, the teacher skips the first part, does some solved examples on the blackboard, solves a few questions from exercise, and leaves the rest as homework. Actually what is needed is to make sure that the expected concept has been developed in the child by arranging a sequence of well-designed experiences and a sequence of well framed questions. A text book may be used only after this. To test the understanding of the concept, students may be asked to solve examples given in the text book. Let them solve the problem themselves and then compare their solutions with the solution given in the book. This way self-confidence will be developed in children. After this exercise, problems may be taken up for solving-few individually, a few in groups. The following principles may be kept in mind: First and foremost, the teacher should keep in mind that mathematics is best learnt by doing. Development of concepts takes time and cannot be learnt by doing in a hurry. Mathematical competencies are based on logic. Hence there is a particular sequence in them. If by any chance, the child is not able to learn one concept, he will not be able to learn the related higher concepts. Mathematcs is also as much related to life as any other subject. To learn mathematics, related situations are there in daily life itself. First hand and concrete experiences are necessary to learn mathematics at the primary stage without these experiences, children cannot learn mathermatics. Mathematics is not just a mental exercise but is also a game. When confidence is developed, children start playing mathematics like counting the steps, trees around their house, number of bogies in a train, number of cars which cross over in front of the house, etc. Majority of mathematical competiations are such that they can easily be checked. For example, 8 5 =3 can be checked by 5 +3 = 8. So along with teaching the methods of solutions to problems, the methods of checking the solutions should also be taught and stressed. Children should be encouraged to ask questions to the teacher as well as to his classmates. Once in a while a teacher can spend 10 15 minutes in making children ask questions and let the teacher answer them. Some mathematical concepts are quite difficult. For example, the concept of zero. Children need a lot of carefully organized concrete experiences to learn such abstract concepts. Miss. Sharmila Maths Lecturer ehd; fz;l fhtpak; eP ghh;fly; nrd;W NjbdhYk; fz;lila Kbahj jputpak; eP ! fhyj;ij fle;J rhjid gilf;Fk; fyq;fiu fhtpak; eP ! midj;Jk; kwe;J> cd;id thh;j;njLf;f thh;j;ijfis NjbdhYk; vk;nkhopapYk; nrhw;fNs ,y;iy ! gwitfSf;F kl;Lk; ,y;iy ghrj;NjhL FLk;g czh;tpy; thOk; ghrf; fpspfSf;F ghij tFj;J jUk; fPjq;fsd; ruzhyak; eP ! vz;zw;w rthy;fis fle;J vOr;rp eilNghLk; rhfrk; eP ! jpl;lj;jpy; ghlj;jpl;lj;jpy; khw;wq;fs; fz;L jpwikf;Nf Xh; rthyha; jpf;fw;wth;fSf;F jpiraha; Qhdj;jpw;F Nghjpkukha; mizah N[hjpaha; gl;il jPl;lhky; gts tpoh ehspNy ghpkspf;Fk; khzpf;fkha; tpsq;Fk; ! cd; xspapy; tpl;by; g+r;rpfis eP cUthf;ftpy;iy tpNtfj;NjhL tpjpia nty;Yk; Xuhapuk; tPur; rpw;gpfis my;yth? eP cUthf;fg; NghtJk; eP fdT fz;L nfhz;bUf;Fk; Gjpa ghuj Njrj;jpd; tpbnts;spadh Jbg;Gs;s khzth;fisj;jhd; ! vq;fis ghh; cyfpw;F jj;Jf; nfhLj;j jpahfj;jpd; RlNu eP vq;fSf;F epWtdk; kl;Lkpy;iy vq;fs; epidit tpl;L mfyhj epidTr; rpd;dk; ! mjpy; ,dp ehq;fs; gjpf;fg; NghtJ gyhpd; jpahf ciog;gpy; cUthd ,yl;rpa fdTfshd tpiy kjpf;f - ,ayhj khzth;fshd khzpf;fq;fis ! ! vk;. yjh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 fz;zPh; Jilf;f ... flyk;kh> flyk;kh Nfhge;jhd; Vdk;kh vd;W fjwpf; nfhz;bUe;j kf;fis ghh;j;J> ghrNkh> ghpNth fhl;l Kbahky; ghpjhgk; kl;LNk fhl;bf; nfhz;bUe;j vq;fSf;F> flY}h;> fy;ghf;fk; vd;w ,U efuq;fis Njh;T nra;J fz;zPh; Jilf;f tha;g;gspj;jJ vk; epWtdk; mbats; ,lk; ngw;wJ fy;ghf;fk; Fotpy; md;gpd; gzpia nra;a nrd;Nwd; Mh;tKld; VNjh> flikf;fha; Ngl;b vLg;gth;fs; Nghy; my;yhky; Vio kPdth;fspd; Nrhfq;fSf;F kUe;jha; khwpNdhk;. gfnyy;yhk; mwpTiu gfh;jypy; ,og;gpd; khz;ig czh;e;jts; ciuf;fpNwd; ed;wp ! vg;. gphpah Qhdk; Kd;dhs; khztp 2003 - 2005. %d;whtJ fuk; 2004 Mk; Mz;L brk;gh; 26k; ehs; mg;gh ! ,d;W epidj;jhYk; $l fz;fspypUe;J topAk; fz;zPUf;F fiu Nghl Kbatpy;iy cg;G Ftpay;fisAk;> kPd; Ftpay;fisAk; fz;l flw;fiu gFjpfspnyq;Fk; kdpj gpzf; Ftpay;fs; cwTfisAk;> clikfisAk; ,oe;J jtpf;Fk; kdpjj;jpd; kuz Xyq;fs;. njhiyf; fhl;rpapd; topNa ghh;j;J Mjq;fj;jpw;Fl;gl;l vq;fSf;Fk; cjt Xh; tha;g;G fpilj;jJ. Kjypy; ,ja fUtiwapy; cjpj;j ed;wpapd; kyh;fis vk; epWtdj;jpw;F rkh;g;gpf;fpd;Nwd. cld; gpwe;j cwTfs; nrd;whYk;> cld; gpwth nrhe;jq;fsha; Rdhkpahy; ghjpf;fg;gl;l gFjpfshd fy;ghf;fk;> flY}h; Mfpa gFjpfSf;F nrd;Nwhk;. cile;j mg;gj;jpy; ,Jtiu ,iwia fz;l ehd; cilg;gl;l kdpj ,jaq;fspy; ,iwtid fz;Nld;. cwTfis ,oe;J jtpf;Fk; kf;fSf;F md;G jq;ifaha;> cld; gpwg;gha; gfy; KOtJk; mwpTiu gfh;e;Njd;. khiy Ntiyfspy; rpwhh;fSf;F khiy tFg;Gfs; elj;jpNdd;. mf;fh.. mf;fh.. vd;W md;NghL te;j Fl;B];fSf;F tpLKiw ehl;fspy; tpisahl;L Nghl;bfs; %yKk;> fiy epfo;r;rpfs; %yKk; mth;fs; ftiyfis kwf;f itj;Njd;. ,sk; ngz;fSf;F Xa;T Neuj;jpy; tho;j;J ml;il myq;fhpf;Fk; Kiwia fw;Wf; nfhLj;Njd;. ,t;thW ehd; mwpe;jij mth;fSk; mwpa nra;a tha;g;gspj;j vk; jha; epWtdj;jpw;F kPz;Lk; xUKiw ed;wp nrhy;Yk; Ntisapy; ghjpf;fg;gl;l kf;fspd; Njhopaha;> rNfhjhpaha;> md;idaha;> Mrhdha; mk;kf;fspd; neQ;rpy; ePq;fh ,lk; ngw;w ,ts;> [h. ,khFnyl; nly;kh Kd;dhs; khztp - Ngh@h;. 2003 - 2005. eidfpNwd; epidtpy; tho;f;if Xl;lj;ij Ntfg;gLj;j cwq;fpf; fple;j jpwikfis jl;bnaOg;g tho;tpy; ntw;wp vd;Dk; Kj;ij %o;fp vLj;jpl tho;ntd;Dk; GjpUf;F Gjpa mh;j;jq;fs; je;jpl rhuzpah; Kfhk; vDk; nghd;dhd tha;g;ig vkf;F ey;tutha; je;jpl;lJ vk; jha; epWtdk; Vyfphp kiyapd; xt;nthU nfhz;il Crp tistpYk; tistpy; Ke;jhNj ! vd;w vr;rhpf;ifia kPwp vq;fspd; kdk; Ke;jpaJ Japy; vOe;jJ Kjy; Japy; nfhs;Sk; tiu xt;nthU kzpj;JspAk; RWRWg;gpw;F ew;gapw;rpaha; mike;jpUe;jJ FO Ntiyfs; vq;fis NjdPf;fsha; gwe;Njhb nra;a itj;jJ. Njid cwpQ;Rk; tz;L Nghy ey;y mDgtq;fisg; ngw;Wf; nfhz;Nlhk; KjYjtpf;F Kd; epw;f Kd;Ndw;ghLfis Kd; $l;bNa nrhy;ypj; je;jJ ey; topapy; ele;J ehl;bw;F ngUik Nrh;j;jpl ed;ndwpfis etpd;wJ ,utpy; gdp nghopAk; Fsph;> ,Uf;Fk; kiy cr;rpapy; vq;fspd; xU thu fhy gapw;rp tho;tpd; cr;rj;ij mila cw;rhfg;gLj;jpaJ kdpjh eP ciof;fg; gpwe;jtd; cWjpia ,oe;J tplhNj cjpf;Fk; fjputd; cwq;Fthd; epr;rak; ciof;Fk; ePAk; cah;tha; epr;rak; vd;w cyf epajpia czu itj;jJ vy;yh #o;epiyfspYk; jd;dk;gpf;ifAld; nray;gl> tho;tpy; Ntfkhf Kd;Ndw fq;if Nghy; fUj;Jfs; CWk; vq;fs; cs;sq;fspy; gilg;ghw;wy; gilnaLj;jpl cu%l;baJ fhye; jtwhky; flik nra;J tho;tpd; ntw;wp Kidf;F nry;Yk; ,ufrpaq;fis fw;Wj; je;jJ vjw;Fk; jahuha; ,U vd;W vth; nu];l; ,y;yhky; vtnu];l;ilj; njhl;l kdepiwT gapw;rp epiwtpy; fpl;baJ. epidtpy; eide;jts; v. Nggp \h;kpsh - Kd;dhs; khztp [kPd; $lY}h; - 2003 - 2005 gzp; ghijapy; ehd; fz;l gd;dPh; G\;gq;fs; tho;f;iff;F ,d;ndhU ngah; Njly;. ,e;j Njly; jhd; cd; Kjw;gb> eP rpe;jpg;gjpypUe;J my;y> gytw;iw re;jpg;gjpy; jhd; ,e;j Njly; Muk;gpf;Fk;. vd;w thh;j;ijfs; vd; neQ;ir njhl. mij tho;thf;Fk; thQ;irNahL Mrphpag; gapw;rp ngw Njbj; jphpe;j fhyk; mJ. mj;Njlypd; epiwT jhd; vd; jha; epWtdk;. tho;gth;fshy; jhd; gpwiu tho itf;f KbAk;. Mk; gtsk; njhl;L tho;e;Jf; nfhz;bUf;Fk; vk; epWtdk; vd;idAk; tho itf;f ey; tha;g;ig ey;fpaJ ew;gzpahk; Mrphpag; gzp gapw;rpia md;kUijapy; ngw;wpl. ,e;j mw;Gjkhd gapw;rp fhyj;jpy; ehd; ngw;Wf; nfhz;Nld; gy mDgtq;fis> ghuk; vd;W epidj;jhy; Njhs;fs; Rkf;fhJ> J}uk; vd;W epidj;jhy; fhy;fs; elf;fhJ vd;w rpe;jidia ehd; ngw;W tho;e;jpl vd;dplk; cs;s Fiwfis fise;J> Koik mile;jpl mspj;jJ gy fUj;juq;F $l;lq;fis. vd;dpy; kdpj Neak; kyh;e;J kf;fspd; kj;jpapy; ehd; kUe;jha; khwpl gzp mDgtk; Njit vd;Wzh;e;j vk; epWtdk; vd; Md;khtpy; Vw;gl;l mk;ik jOk;ghk; Rdhkp vd;Dk; nfhba ,aw;if rPw;wj;jpy; cjtp fuk; Njit vd;W Nfl;L epd;wth;f;F vd; cjTk; fuk; nfhLf;f tha;g;gspj;jJ. eP vg;gb Ntz;LkhdhYk; tho;e;J nfhs;. Mdhy; eP vjw;fhf tho;fpwha; vd;gjpy; kl;Lk; njsptha; ,U> vjw;Fk; vg;nghOJk; jahuha; ,U vd;w thh;j;ijfis vd; tho;thf;f cWJizaha; ,Ue;jJ Vyfphp rhuzpah; gapw;rp Kfhk;. re;Njh\k; vd;gJ tpUk;gpaijr; nrhe;jkhf;fpf; nfhs;tjpyh ,Uf;fpwJ? fpilj;j gpd; mij mDgtpg;gjpy; jhd; ,Uf;fpwJ. Mk; ehq;fs; vd;Wk; re;Njh\kha; ,Uf;f epidf;Fk; vk; epWtdk;> vk;ik NkYk; re;Njh\g; gLj;jpa Kaw;rp jhd; i`juhghj; fy;tp Rw;Wyh. ,t;thW gy mDgtq;fNshL> vdJ mwpitAk;> jpwikiaAk; tsh;j;J> Kbe;j tiu kw;wth;f;F md;G nra;J> cjtp nra;J> Gd;dif nra;J> Kbe;jtiu tho;e;J tho;f;ifia tsikahf;fp> cd;idr; rhh;e;jth;fSf;F> r%fj;jpw;F gad;gl;L tho;e;J Kbg;gNj RfkhdJ vd;W $wp Gwg;gL ngz;Nz GJ Gayhf vd;W gapw;rp fhyj;ij Kbj;jDg;gpaNjhL eP Ntnwq;Fk; nry;yhNj! vk;KlNd gzpahw;W vd;W vk; epWtdj;jpd; Jtf;fg; gs;spapy; gzpGhpa tha;g;gspj;J vd;id KOikahd Mrphpiaahf thh;j;njLj;j vk; epWtdj;jpw;F vd; ed;wpfs; gy. ,jpy; Mrhdha; mUfpypUe;J top elj;Jk; vk; fd;dpah;fs;jhd; vd; gzpg;ghijapy; ehd; fz;l gd;dPh; G\;gq;fs;. rp. jkpo;kyh; Kd;dhs; khztp - 2003 - 2005 kotq;fUiz. mofhapUf;fpwJ tho;f;ifapd; twz;l gpuNjrq;fspy; thb ehd; jtpj;j NghJ - cq;fs; epWtdk; jhd; - vdf;F tha;f;fhy; ePuhapd tho;f;ifapd; Crpapiyf; fhLfspy; vd; neQ;rk; cjpuk; tbj;j NghJ cq;fs; ghh;it xd;Nw vd;id fl;Lg; Nghl;ld. ghr tPizapy; ghh;it uhfq;fis kPl;Lfpwha; ! md;idNa! vd; ,jaj;ijj; jltpf; nfhLj;Jj; jhyhl;Lg; ghLk; NghJ jhd; njd;wy; vd;why; vd;d vd;gijj; njhpe;J nfhz;Nld;. vd; kd nlyptp\dpy; ve;j miy thpirapy; jpUg;gpdhYk; - ,e;j epWtdj;jpy; cs;sth;fs; jhd; KO epytha; Kfpo;j;Jf; nfhz;Nl ,Uf;fpwdh; G+NthL Nrh;e;J kzf;Fk; ehh; Nghy - ehDk; mofhd cq;fs; epWtdj;NjhL Nrh;e;J ,Ug;gjhy; jhd; - vd; Mrphpah; gapw;rp $l mofhapUf;fpwJ. ,uh. 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MNj Nghy; ,e;j xU tUlk; MW khjq;fSf;F Kd; vdf;Fk; ,e;j Nfs;tp kdjpy; vOe;jJ. tho;f;ifapy; epiwa f\;lq;fisAk;> Vkhw;wq;fisAk; fz;l vdf;F tho;f;if vjw;F vd;gij ,e;j gapw;rpf; fhyj;jpy; ngw;W fw;Wf; nfhz;Nld;. tho;f;ifapy; ehd; nghpa Nrhfj;ij re;jpj;Njd;. ,g;nghOJ xU rthyhf Vw;Wf; nfhz;Nld;. vdf;F jhahf> je;ijahf vd;id top elj;jpr; nry;tJ ; md;G rNfhjhpfs; jhd; vd;W nrhy;fpNwd;. md;gpd; Kjy; fl;lk; :- ehd; Kjd; Kjypy; ,q;F gapw;rpf;fhf NrUk; NghJ ehd; Vd; ,q;F te;J Nrh;e;Njd; vd;W f\;lg;gl;Nld;. rpwpJ fhyk; fopj;J vdf;Fk;> vd; je;ijf;Fk; xU top fhl;bahf> kdJf;F xU kUe;jhf Kjy;th; vq;fSf;F fpilj;jhh;. me;j ehs; Kjy; ,e;j ehs; tiu ehDk; vd; mg;ghTk; vq;fis ghh;f;f> f\;lq;fis Nfl;f> vq;fSf;fha flTsplk; n[gpf;f xU ey;y rNfhjhp fpilj;jhh; vd;why; mJ flTspd; nfhil vd;W jhd; $WNtd;. nrhe;jq;fshy; ntWf;fg;gl;l NghJ vdf;Fk; vq;fs; FLk;gj;jpw;Fk; ghJfhg;ghf ,Ue;jJ ahh; njhpAkh? flTSk;> khjhTk; jhd;. vq;fs; Mrphpah; gapw;rp tFg;ghdJ kpfTk; xOf;fk;> fl;Lg;ghL> Neh;ik> tplhKaw;rp> gpwUf;F cjTjy; Nghd;w ey;y vz;zq;fNshL njhlq;fp ey;y rpwe;j fw;gpj;jy; gapw;rpNahL tsu itg;gJ vq;fs; Mrphpah;fs; jhd;. XU rhjhuz xU fy;iy rpw;gkhf tbtikg;G jUtJ vq;fs; md;G neQ;rq;fs; vd;W Nghw;wg;gLk; Mrphpah;fs; jhd;. md;gpd; ,uz;lhk; fl;lk; :- vq;fs; tpLjpapy; rpwg;ghd ghJfhg;G> czT> ciwtplk;> ntspg;Gw mr;RWj;jy;fspypUe;J ghJfhg;G. Rje;jpuk; kw;Wk; KOik Nghd;w midj;Jk; vq;fSf;F ,q;F fpilj;Js;sJ. tho;f;if vd;gJ vjw;fhf ? vd;W Nfs;tp Nfl;L cq;fs; cs;sq;fSf;F rpwe;j kUe;J Ntz;Lkh mjw;F rpwe;j ,lk; ,e;j md;kUij jhd;. Mk; vdf;Fk; ,e;j Nfs;tp kdjpy; vOe;jJ. ,g;NghJ kdJf;F gjpy; fpilj;J tpl;lJ. vd; kdJf;F kUe;J vd; md;Gr; rNfhjhpfs; jhd; fhuzk;. mth;fspd; fdpthd Ngr;R> mstpy;yh md;G> xU FLk;gk; Nghy; tho;e;J tUfpNwhk;. md;gpd; %d;whk; fl;lk; :- ,e;j epWtdj;jpy; ehd; fhyb itj;jJ Kjy; ,e;j ehs; tiu ehd; gy mDgtq;fisak;> ,q;Fs;s midthpd; ghrj;ijAk; ehd; ngw;Wf; nfhz;Nld;. ehd; ,q;F te;J gy Gjpa Kfq;fs;> Gjpa cwTfs; vd ehd; gy mDgtj;ij ngw;Wf; nfhz;Nld;. ,q;F mikjpahd #o;epiy> ,iw gf;jp> mstpy;yh vd;W gy fpilj;Js;sd. ,q;F te;J ehd; ,iw gf;jpapy; Mo;e;J tpl;Nld;. ,jw;F fhuzk; vd; md;G je;ij ,NaR jhd; fhuzk;. vdf;Fs; ,Ug;gth; vd;id top elj;Jgth;. vJTNk njhpahj vdf;F ,j;jifa mDgtk; nfhLj;jJ $l vd; md;G nja;tk; ,NaR jhd;. ,q;F ve;j f\;lk; ,Ue;jhYk; clNd vq;fs; mUl;rNfhjhpfspd; n[gj;jhy; vy;yhk; ey;y Kiwapy; elf;fpwJ. ,Nj Nghy; cyf kf;fs; midtUf;fha; vq;fs; epWtdk; vg;NghJk; n[gpf;Fk;. ePq;fs; rpwe;j Mrphpauhf khw Ntz;Lkh? ey;y J}a cs;sk; nfhz;l ngz;zhf khw Ntz;Lkh? my;yJ mikjp fpilf;f Ntz;Lkh? thUq;fs; top fhl;LfpwJ vq;fs; Mrphpah; gapw;rp epWtdk;. fy;yha; ,Ue;j neQ;rj;ij g+tha; khw;wpaJ ,e;j epWtdk;. Nfhb ghf;fpak; nra;jhYk; ,ij Nghy; xU gapw;rp epWtdk; fpilf;fhJ. rpwe;j> cah;e;j> J}a;ik> ek;gpf;if epiwe;j gs;sp ,J. Nf. Gdpjh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 ,iwtDf;F mLj;J eP tpbahj tho;Tf;F tpsf;F Vw;Wk; tpbnts;sp fy;yhik Nghf;Fk; flTs; mwptpd; fy;yiwahd kaf;fj;ij Nghf;Fk; mk;kh jtiw jl;bf; Nfl;Fk; jaq;fhj jq;fk; Cdk; vd;Dk; gytPdj;ij cilj;njwpAk; ciog;ghsp nfhbath; Nfhbf;fzf;fpy; cah;e;jhYk; nfhs;if khwhj nfhs;ifthjp mtyepiy fz;L Mh;j;njOk; mf;dp epahaj;ij vLj;Jiuf;Fk; ePjgjp vy;yhtw;wpYk; rpfukha; epw;Fk; vd; FUNt cd;id tzq;FfpNwd;. gp. rfpyh Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006 Vf;fk; njd;dq; $iuapd; nghj;jypd; topNa jpdKk; #hpad; tl;lnthsp rpe;Jk;> khkiof; fhyj;jpy; cs;Sk; ntspAk; ve;NeuKk; kio nga;Ak;. Ntjid fz;L MWjy; $w vd;W g+j;Jf; fha;e;J glh;e;J Fbiria %l tPl;bdUNf Kisf;Fk; Riuf;nfhb? v. mkyp Mrphpag; gapw;rp ,uz;lhkhz;L 2005 - 2006. Ngr;rpd; typik Nfhgkha; Ngrpdhy; Fzj;ij ,og;gha;! mjpfkha; Ngrpdhy; mikjpia ,og;gha;! Ntfkha;g; Ngrpdhy; tpNtfj;ij ,og;gha;! ngha;aha; Ngrpdhy; ngaiuNa ,og;gha;! rpe;jpj;J Ngrpdhy; rpwg;NghL ,Ug;gha;! Vy;. n[Nuhk; rfhauhzp Mrphpag; gapw;rp Kjyhkhz;L 2005 - 2006. 75 - k; Mz;L gts tpoh NtY}hpy; ,Ue;j rpd;d khspif ,d;W md;kUijapNy nghpa khspif NtY}hpy; Mrphpag; gapw;rp epWtdk; njhlq;fpaJ md;kUijapNy njhlh;e;J mJ eilngWfpwJ vq;fis ghY}l;b tsh;j;jJ md;id top elj;jp nry;tNjh J}a khpad;id tPl;by; md;G nra;tJ vk; md;idah;fs; ,q;Nf md;G nra;tJ vk; fd;dpah;fs; vq;fis xOf;fj;jpy; top elj;jp nry;Yk; ePq;fs; flTs; vq;fSf;F je;j ngUk; nfhilfs; gy Mz;Lfs; fle;J nrd;W tpl;lJ vOgj;ije;jhk; Mz;by; ntw;wp eil NghLfpwJ. m. Y}rpah uhzp Mrphpag; gapw;rp Kjyhkhz;L 2005 - 2006 ftpij ghujj;ijg; ghjfj;jpypUe;J ghJfhf;f cz;zhky; cwq;fhky; mwtopapy; mutizj;J jq;fs; tho;it mh;g;gzpj;J Mrphpah;fs; mwpitj; je;jdh; mwpthw;wiyg; Nghw;wpLNthk;! mth;fspd; mh;g;gz tho;it mh;j;jKs;sjhf;FNthk;! jpahfKk; NritAk; rkhjhdKk; Foe;ijfsplk; tsh;f;fpw Mrphpahpd; Nritia tzq;fpLNthk; mth;fis vd;Wk; kjpj;jpLNthk;. N[. n[rpe;jh Mde;jp Mrphpag; gapw;rp Kjyhkhz;L-2005 - 2006 rpwe;j Mrphpauhf ! fw;gpj;jy; xU rhjhuz Mrphpauhy; nra;ag;gLtjpy;iy. mJ xU fy;tpg; gf;juhy; nra;ag;gLfpwJ. fy;tp xU gf;jp fye;j nray; vd;gij mwpe;jpLq;fs;. xU tf;fPy; jtW nra;jhy;> mtUila fl;rpf;fhuh; Mwb cauj;jpy; J}f;fpyplg;gLthh;. xU lhf;lh; jtW nra;jhy;> mtUila Nehahsp Mwb Moj;jpy; Gijf;fg;gLthh;. Mdhy; xU Mrphpah; jtW nra;jhy; Mwb cauj;jpy; mwptw;w rKjhak; ,g;Gtpapy; elkhLk; vd;gij mwpe;jpLq;fs;. murpay;thjpfs; mLj;j Njh;jy;fisg; gw;wpf; ftiyg;gLfpwhh;fs;. Mrphpah;fs; mLj;j jiyKiwfisg; gw;wpf; ftiyg; gLfpwhh;fs;. cq;fSf;fpUf;Fk; rKjhag; nghWg;ig kwe;J tplhjPh;fs;. Nkhrkhd Mrphpah; NgRthh;> rhjhuz Mrphpah; tpsf;Fthh;> ey;y Mrphpah; nra;J fhl;Lthh;> cd;djkhd Mrphpah; cs;sj;jpy; xsp gha;r;Rthh;> vOr;rp Cl;Lthh; vd;gijj; njhpe;J nfhs;Sq;fs;. Mrphpah; Vq;fpdhy; ,e;j ehLk; Vq;Fk;. Mrphpah; Njq;fpdhy; ,e;j ehLk; Njq;Fk;. Mrphpah; J}q;fpdhy; ,e;j ehLk; J}q;Fk; vd;gij czh;e;jpLq;fs;. xg;gw;w Mrphpauhfj; jpfOq;fs;. mwpahik ,Uis mfw;wp tpopg;Gzh;it Cl;Lq;fs;. cwq;Fk; ,jaq;fis cRg;gp tpLq;fs;. ,Uspy; elf;Fk; kf;fSf;F ntspr;r tpijfis ehSk; tpijAq;fs;. %q;fpiyAk; Gy;yhq;Foyhf khw;Wq;fs;. mUfk;Gy;iyAk; Mykukhf;Fq;fs;. rpW fk;gp kj;jhg;Gf;fisAk; kpd;dy; fPw;Wfshf khw;Wq;fs;. tpwFfisAk; ey;ynjhU tPizahf khw;Wq;fs;. ghlj;ij NerpAq;fs;! khzth;fis NerpAq;fs;! gzp nra;Ak; epWtdj;ij NerpAq;fs;! ePq;fs; thOk; ,e;jr; rKjhaj;ij NerpAq;fs;! ,tw;iw vy;yhk; tpl cq;fis NerpAq;fs;! Mrphpah; gzp xU njhopyy;y> mJ xU jpahfk;> mJ Xh; mh;g;gzpg;G> mJ xU Rfkhd tho;f;ifg; gazk;! Mrphpah; xU Nfhapy;> mth; Xh; Myak; mth; xU gs;spthry;! ePq;fs; mkUkplk; xU gs;sp thryhf kyh;e;jpl Ntz;Lk;! ePq;fs; epw;Fkplk; Xh; Myakhf khwpl Ntz;Lk;! ePq;fs; J}q;Fkplk; xU Nfhapyhf vOk;Gjy; Ntz;Lk;! ePq;fs; elf;Fkplnky;yhk; xU Gdpj kz;zhfTk; Gz;zpa g+kpahfTk; g+j;Jf; Fyq;fpl Ntz;Lk;! xU ejpiag; Nghy; Xbf; nfhz;NlapUq;fs;. Gjpadtw;iw ehs;NjhWk; Njbf; nfhz;Nl ,Uq;fs;! xt;nthU ehSk; Gjpa Mrphpauhf! Nf. fpwp];b ,rngy;yh Mrphpag; gapw;rp Kjyhkhz;L 2005 - 2006 Lifes Mission Drive your mind as fast as you think Search for ideas without any brink And if you always lag behind You are bound to sink And do not forget Life is faster than that even an eye blink Keep your mind open for any suggesion Dont neglect any idea with oppression Always try to imagine What you are ging to do with a vision Life is a journey with a mission Plan all your activities without confusion And when there is time for burden, shoulder it Success will bring you much needed confidence Life is full of work in every essence Show love to humanity to the ones you care Whenever there are difficulties face it with a dare Life is short .enjoy every moment without spare. Kala DTE I Year 2005 2006 Thinkers on Education Mind is a Lock, Which can be opend with a Key Education: Education is no longer limited by the physical boundaries of nations. Some of the thinkers who are featured in this brticle are not educationists by profession. But their thoughs on education are so profound that they certainly deserve a place among the thinkers on Education. In the view of our Father of our Nation Mr. Mohandas Karamchand Gandhiji If textbooks are treated as a vehicle for education, the living word of the teacher has very little value. A teacher who teaches from textbooks does not impact originality to his pupils. According to Rabindranath Tagore If every nation, educati9on is intimately associated with the life of the people. For us, Modern education is relevant only to tarning out Clerks, Lawyers, Doctors and Policeman This education has not reached the farmer, the oil grinder, not the potter. No other educated society has been struck with such diaster Books have come between our mind and life. Let the students gather knowledge and materials from different regions of the country, from direct sources and from their own independent efforts. Piaget an psychologist and his views about Education. He said that examples must play a more important role than coercion methods if education is to be meaningful. He said A truth learnt is only a half-truth the whole truth is reconquered, reconstructed and rediscovered by the pupil himself or herself. Herbert Spencer - Spencer learnt much from his experience children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible Leo Tolstoys name evokes memories of classic like War and Peace, anna Karenina and Resurrection. But the fact is that Tolstoy has done more than significant work in the field of Education. School children are people, even though they are small. They are people with the same needs as ourselves, who think in the same way as we do they all want to learn; that is why they go to school and that is why they will have no trouble in understanding that they must submit to certain conditions in order to learn. Plato was the most faithful disciple of Socrates. As a teacher Platio resembles his master, even though he insisted that he is not one. Plato insisted on a deep sense of moral responsibility on the part of a true teacher, as his is responsible for the sound health and fate of his pupils soul. He said, A teacher should protect his disciples against the false knowledge and guide them on the path to truth and virtue. Thus the view about the education differs from person to person. But a teacher has a great responsibility to think about their students and also about education. Good Education is the sign of Good Teacher. M. Kavitha DTE II Year 2005 2006. Platinum Jubilee I rejoice with our institute in celebrating its Platinum Jubilee year. Its my golden opportinuity to shar few of my favourites regarding our institute. There is a saying ONLY EDUCATION DOES NOT MAKE A PERSON PERFECT Its true!. And that is what make us to admire our institute. Here importance is not only given for Teacher education, but also to the moral values, improving ones talenet and also other extracurricular activities. Here I would like to share our experience during the Human Rights Education Camp which was held actually in the month of December. It was 5 days schedule. The II Year trainees were divided into 3 groups and sent to three villages nearby. During first three days, there was an encounter with the villagers during house visits in the afternoon. The illiterate were helped to sign their names. In the evening, cultural programmes and talks were arranged in order to give awareness regarding rights of the children rights of the women and Human rights to the villagers. The school going children were prepared to perform their cultural programmes. On the 4th day evening. Last day arrangements were made for a free medical camp along with the Lions Club Arni. The villagers were medically treated by service minded Doctors with care. The highlight of this of Human chain against the attrocities done against women and children was held. Women of 5 SHG and 160 trainees formed the chain about 3 k.m. covering two villages. Many slogans were shouted. Infact it was a great success. EXPERIENCE IS THE BEST TEACHER Since out institute believes that we the future teachers us according to the expectations of the society through various experiences. To explicit, all the credentials goes to our teacher educators who are really toiling to make all these arrangements for us. I am gifted to be one of the students in this Platinum Jubilee year and of-course I am proud of it. Thereby I wish our institute to have many more Jubilees in the mercy of our Lord Jesus Christ!. S. Selestina Seema DTE II Year 2005 - 2006 JUBILEE CELEBRATIONS 3rd June Institute Day At 3 O clock in the evening the campus was filled with Sisters, Priests, Well wishers and Parents. The function began with a solemn thanks giving Eucharist. The Main Celebrant was Rev. Fr. Joe Lourdusamy Administrator, Vellore and 15 other priests con -celebrated. On behalf of the diocese Rev. Fr. Lourdusamy Director of VSS. thanked the Salesian Sisters for our service in empowering the women of the diocese in a special way through St. Marys. Rev. Fr. Joe Lourdusamy the administrator too appreciated our presence and service to the diocese. After the Mass the priests were felicitated. Then the programme began with a beautiful Bharatham followed by Welcome, Jubilee Anthem and the Report of the Institute with LCD presentation. Then the Chief guests, former Principals and Correspondents were felicitated and honoured. The chief guest Ms. Annie Vijaya, Asst. Superindent of Police and the special invitees Sr. Mary Ann, Provincial and Sr. Philomina Prabalanathan former Principal and Provincial addressed the gathering.The culmination of the day was the play, Mgp]h;]; iyd; NtY}h; - 632 001.  Wishing you all the Best and Gods Blessings  C. Bobby Benedict 36/D 1st East Main Road Gandhi Nagar Vellore 632 006  Apostolic Carmel Family Wishes St. Marys Teacher Training Institute Heartiest Congratulation On your Platinum Jubilee Best Wishes from Address:- Sr. M. Annuncita Provincial Superior Ac. Provincial House Calicut.  gts tpoh fhZk; Gdpj khpad;id Mrphpag; gapw;rp epWtdk; tsKld; jiof;f tho;j;Jk; f. fzgjp gjpg;gf nrk;ky; rhe;jh gjpg;gfk; Kj;J tpoh ,y;yk; (13) (5) =Guk; 2tJ njU ,uhag;Ngl;il nrd;id.  With Best Wishes from Picture Block The Citadel Salesian Provincial House 45 Landens Road Chennai - 10  With Best Complements From (Paper)  With Best Wishes and Gods Blessings From Fr. Daniel St. Michaels ITI Anmarudai T.V. Malai Dt.  We appreciate your Service in the field of Education May God bless you all abundantly During the Platinum Jubilee Year  With best Complements From Bishops House 34, Officers Line Vellore 632 001.  gts tpoh Mz;by; mUl;rNfhjhpfs;> Nguhrphpah;fs;> Mrphpa khztpah;fis tho;j;Jk; Jemmy Studio Digital Colour Lab Sankagiri (P.O.) Salem Dt.  With Best Wishes from Lokenath Art Industries 14/2 Old China Bazar Street 1st Floor Room No, 558. Kolkatta 700 001. Ph: 9133 : 25702936 / 25738226  fy;tp Nrhiyapy; NtY}h; kiwkhtl;lj;jpy; xU fyq;fiu tpsf;fkha; epiyj;J epd;W gyUf;F topfhl;baha; tuyhW gilj;Jf; nfhz;bUf;Fk; Gdpj khpad;id Mrphpag; gapw;rp epWtdj;jpd; Nrit njhlu tho;j;jp nrgpf;fpd;Nwhk; !.. rNyrpa rig rNfhjhpfisAk;> Mrphpah;fisAk; gapd;w gapYfpd;w khztpaiuAk; ,iwaUs; epug;Gtjhf! kdjhu tho;j;Jk; mUl;gzp Dr. A. Roy Lazar Professor, Department of Christianity University of Madras  St. Josephs Hr.Sec.School Holy Cross Church Vepoor, Melvishram Vellore Dt 632 509.  gts tpoh fhZk; Gdpj khpad;id Mrphpa gapw;rp epWtdk; kfpo;Tld; tho;j;Jk; India Silk House 7, Officers Line Vellore 632 001  With Best Complements From SREE.Veeras Collection, No.58/1 M.C. Road, Chennai.  We appreciate you Service And Wishing you All the Best Authorised Dealer for L G my Pe Channel Partner HCL Infinet Ltd. Thoshibe Projector Copies AC Computer accessories Computer Stationaries/AMC Services Raj Kumar & Co 95/4A, MJS Complex Kosapet Vellore 632 002  With Best Complements from SRI Keerthi Roadways No. 178, Trunk Road Opp. New Fire Staion Parameswa  With Best Complement From Pandian & Co Auditors, 43/13 Filterbed Road, Vellore 632 001.   Vw;wk; ngw kdkhw tho;j;Jk; A.J. Ruban Diviya Opticals 19.D. Gandhi Road, Vandavasi 604 408.  With Best Complements from Glow The Micoo finance Institute Gwdau society for Labour , Orphens & Women Swlore Village, K.Pudur (p.o) Tirupattur 635 653 Vellore Dt.  Wising you all Posperous future On your Platinum Jubilee CROP No.12 Mariamman Koil St. Periyakalapatti, Pondy - 14  gts tpoh fhZk; Gdpj Mrphpa gapw;rp epWtdj;ij kfpo;Tld; tho;j;Jk; epWtdh; = mfpyhz;Nl\;thp kfsph; fy;Y}hp> jpz;btdk; rhiy> te;jthrp 604 408.  Gdpj khpad;id Mrphpa gapw;rp epWtdk; gts tpoh Mz;by; tho;f! tsh;f! cah;f vd tho;j;Jk; rfha khjh bk;gu;]; Anthony Complex, No.12, Arni Road, Arcot 632 503.  tho;f tsKld; tho;j;JfpNwd; fy;tp gzpapy; gL eil NghLq;fs; jilfisf; fle;J rhjidg; Ghpaq;fs; nrayh; jkpo;ehL fj;Njhypf;f fy;tp ,af;fk; nrd;id. gts tpoh nfhz;lhl;lk; Jtf;fk;: QhapW jd;ndhsp kiwj;J juzpia tpl;L tpil ngw;W nry;y> epyT tUifahy; epyj;jpy; khiy kyh;fs; kyh;e;J kzk; tPrpl kzj;Jld; $ba njd;wy; fhw;W - Gdpj khpad;id tshfj;jpy; cyh tu mofpa Njhuzq;fs; Mde;jkha; tuNtw;f gy tz;z nfhbfs; ghh;g;Nghiu gutrg; gLj;j kdnky;yhk; kfpo;r;rpaha; khDlh; vy;yhk; $bapUf;f> Ml;lk; ghl;lk; nfhz;lhl;lj;Jld; gts tpoh nfhz;lhl;lj;jpd; Kjw;fl;lkhf Mz;ltUf;fhd ed;wp jpUg;gyp> NtY}h; kiwkhtl;l ghpghyfu; mUl;jpU NP[h. Y}h;Jrhkp mth;fs; jiyik Vw;W 15 FUf;fSld; Mde;jkha; njhlq;fpaJ. jpUg;gypapy; Mz;lth; ,e;ehs; tiu Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F nra;j midj;J ed;ikfSf;fhf ed;wp njhptpj;Jk;> Nkd;NkYk; ,e;epWtdk; tsh;e;J gy rhpj;jpuq;fisg; gilf;f ,iwtd; mghptpjkhf mUs; Ghpa Ntz;Lk; vd;gij typAWj;jpAk; jpUg;gyp epiwNtw;wg;gl;lJ. tho;j;Jiu : Kjy;th; Sr. FNshhpdh hPl;lh mth;fs; mUl;gzpahk; Md;kPfg; gzpia Mh;tKld; mfpyj;jpy; gilf;f te;j mUl; je;ijau;fisAk;> mUl;rNfhjhpfisAk; tho;j;j md;gpd; miktplkha; ghrj;jpd; ,Ug;gplkha; tpsq;Fk; vk; epWtd Kjy;th; mUl;rNfhjup FNshhpdh hPl;lh mth;fs; kw;Wk; mUl;rNfhjhpfs; midtUk; tpohtpw;F te;j rpwg;G tpUe;jpdu;fis kpd;Dk; nghd;dhil Nghh;j;jp nfsutpj;jdh;. tuNtw;Giu eldk; : Mrphpa gapw;rp khztpfs; gts tpoh fiy epfo;r;rpapy; ghh;itahsiu kfpo;TgLj;j ghuj ehl;bd; ngUik czh;j;Jk; guj ehl;baj;ij vk; epWtd khztpfs; ghtidAlDk;> fiyeaj;JlDk; gilj;jhh;fs;. tuNtw;Giu : Nguh. jpU. C. mUikehjd; mth;fs; thdpd; ,bKof;fk; itafj;jpy; Nfl;lJ Nghy; te;jhiu tuNtw;f te;jhh; vq;fs; Nguhrphpah; C. mUikehjd; mth;fs;. ,dpa jkpopy; vspa eilapy; vy;NyhiuAk; ,d;Kfj;Jld; tuNtw;W ,lk; rhh;e;jhh; vk; Nguhrphpah;. gts tpoh gz; : Mrphpa gapw;rp khztpfs; flypd; miyNahir fhw;wpy; jto;e;J tu fhdf; FapNyhir tpz;zpy; kpje;J tu kiyaUtpapd; Xir kz;iz njhl;lJ Nghy; vk; khztpfs; ,irj;j gtstpohg; ghl;L kdij njhl;lJ. Mz;lwpf;if : Kjy;th; mth;fs; flTs; gzpNahL fy;tpg; gzpia> fz;zpakha; vq;fs; mUl; rNfhjhpfs; vOg;gj;ije;J Mz;Lfsha; Vw;wk; ngwr; nra;J> Vio khztpahpd; Kd;Ndw;wNk vq;fs; Fwpf;Nfhs; vd ve;ehSk; cioj;J te;jij> vk; epWtd Kjy;th; mth;fs; Mz;lwpf;ifapy; mw;Gjkhf thrpj;jhh; ve;nje;j Nritfs; ,e;jhz;by; nra;jhh;fnsd vy;NyhUk; ghh;f;Fk; tz;zk; vy;. rp. b. Gnuh[f;lu; %yk; jpiuapy; fhl;bdhh;. rpwg;G tpUe;jpdh; ciu : nry;tp. Mdp tp[ah mth;fs; $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; kq;ifauhf gpwg;gjw;F ey;y khjtk; nra;jpl Ntz;Lk; vd kfhftp ghujpahh; $wpaJ Nghy; Ntjidfis rhjidfs; %yk; tpul;babf;f Ntz;LnkdTk;> rpq;f eil Nghl;L rpfuj;ij vl;bg;gpbf;f rpwg;gha; ehk; fy;tp gapy Ntz;LnkdTk; - tpohtpw;F Kd;dpiy tfpj;j nry;tp. Mdp tp[ah $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; rpwg;Giu Mw;wpdhh;. Kd;dhs; Kjy;th; : Rev. Sr. gpNyhkpdh gpugyehjd; mth;fs; ehl;fs; efh;e;jhYk; khjq;fs; kiwe;jhYk; Mz;Lfs; fle;jhYk; md;kUijia kwf;f KbAkh? rpwpa Kl;nrbfSk; fw;fSk; rpjwpf; fple;j ,e;j ,lj;jpy; rpq;fhu tdkha;> nropg;gha; rpwe;Njhq;fp epw;Fk; ,e;j G+Q;Nrhiyia kwf;fKbAkh? el;L itj;j fd;W ed;F tsh;e;J ew;fdp jUtij fhZk; ey; cotdpd; cs;sk; G+hpg;giltJ Nghy; vd; cs;sk; kfpo;fpd;wJ vd;W vq;fs; epWtd Kd;dhs; Kjy;tUk;> Kd;dhs; rNyrpa khepyj; jiytpAkhd mUl; rNfhjhp. gpNyhkpdh gpugyehjd; mth;fs; $wpaJ neQ;ir nfhs;is nfhs;tjhf ,Ue;jJ. rNyrpa khepyj; jiytp : Rev. Sr. Nkhp Md; mth;fs; mwpe;J nfhs;s fw;Wf; nfhz;L mwpe;jij nray;Kiw gLj;jp midtUk; $b tho Mrhd;fs; khzth;fSf;F mw;Gjkha; vLj;J ,ak;g Ntz;Lk; vd;Wk; flTs; NkhaprDf;F nfhLj;jhh; fl;lisfs; gj;J - vk; khepyj; jiytpNah khztpfSf;F nfhLj;jhh; khz;Gau fy;tp fl;lisfs; gj;J - ,JNt tskhd tho;Tf;F nrhj;J tho;f;if flypy; vLg;gPh; ey;Kj;J vd rpwg;Giuahw;wp rpe;jpf;f itj;jhh;. Chancellor : Rev. Fr. ek;gpf;if uh[; mth;fs; mUl; je;ij ek;gpf;if uh[; mbfshh; mth;fs; ciuahw;Wk; NghJ NtY}hpy; Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F Ntz;ba ,l trjp ,y;iynad muR nrhd;dgpd;. rNyrpa rigAk; rl;nld KbntLj;J rPtfq;if rPikf;F khw;w Vw;ghlhdJ. me;j Neuj;jpy; mUl; je;ij ek;gpf;if uh[; Mz;lthplk; Ntz;b Mo;e;J Nahrpj;jhh;. md;kUijia ehk; Vd; gad;gLj;j $lhnjd MNyhridia toq;fpNdd;. md;iwa gp\g;gplk; (Mahplk;) mth;; nrhd;dNj ey;y fUj;J vd vy;NyhUk; Vw;Wf; nfhz;ldh;. nrhd;dJ NghyNt ele;jJ md;W nrhw;fkha; khwpaJ ,d;W. vd ,e;j epWtdk; tsh;r;rp ngw;wij tpsf;fpdhh;. jpUtz;zhkiy gq;Fje;ij : Rev. Fr. gq;fpuh]; mUl; je;ij gq;fpuh]; mbfshh; mth;fs; md;ghd ntz;fy Fuypy; ciuahw;Wk; NghJ md;kUij Gdpj khpad;id Mrphpah; gapw;rp epWtdk; murhq;fj;jplk; fz;l jilfs; vj;jid> mjpfhhpfsplk; fz;l jilfs; vj;jid> nghJ kf;fsplk; fz;l jilfs; vj;jid> ,iwtd; mUshy; ,j;jilfisAk; vjph;j;J ,e;j epWtdk; tsh;r;rp ngw;wijAk; Vio khztpfspd; cah;tpw;Nf ve;ehSk; ,e;epWtdk; if nfhLf;Fk; vd;gij vspa eilapy; vLj;Jiuj;jhh;. fopay; Ml;lk;> kw;Wk; jg;ghl;lk; Nghd;wtw;iw rpwg;ghf nra;J ghh;itahsiu rpe;jpf;fTk; rphpg;gpYk; Mo;j;jpdhh;fs; vk; epWtd khztpfs;. ed;wpAiu : Nguhrphpia Miss. M. Nfhkjp mth;fs; gtstpoh nfhz;lhl;l miog;ghsh;fshd - vk; ghrkpF gq;F je;ijah;fs; kw;Wk; mUl; rNfhjhpfSf;Fk; ghh;fly; miynad jpuz;L te;j ngw;Nwhh; kw;Wk; - nghJkf;fSf;Fk; my;yp kyh;fs; Nghy; mkh;e;jpUe;j Mrphpa ngUkf;fSf;Fk; ky;ypifg; G+g;Nghy; kzk; tPrpf; nfhz;bUe;j - khztpah;fSf;Fk; khiy Neu nrt;thd kjpg;Nghy; vq;fs; Nguhrphpia nry;tp. Nfhkjp mth;fs; ,uj;jpd RUf;fnkd nre;jkpopy; rpwg;gha; midtUf;Fk; ed;wp $wp rphpj;j Kfj;Jld; ,lk; rhh;e;jhh;. gts tpoh gz; : (midtUk; ghl) ghh;itahsh; nrtpfSf;F gts tpoh gz;zpirj;J gukdpd; ey;yhrpAld; ghq;fha; Kbe;jJ gts tpoh Kjy; ehs;. mWRit czT : midtUk; gq;nfLj;jy; md;ig czh;j;jTk; cwit tsh;f;fTk; mbj;jskha; miktJ tpUe;Njhk;gy; gts tpoh fhz te;j ghh;itahsh; midtUf;Fk; mWRit czit ,d;Kfj;Jld; mspj;J md;gha; cgrhpj;jdh; vk; mUl; rNfhjhpfs;. Kjy; ehs; gts tpoh Kf;fdp RitNghy ,dpjha; Kbe;jJ. * * * * * gts tpohtpd; ,uz;lhk; ehs; Jtf;fk;: fhiy fjputd; fpof;F thdpy; - jd; nrq;fjph; fuq;fis tphpj;J tu> Gjpa tpbaiy G+kpf;F czh;j;jp Gj;Jzh;r;rp Cl;Lk; gwitfs; ghbtu> kJ cz;Zk; tz;Lfs; hPq;fhukpl> kyh; Njhl;lj;jpy; kyh;fs; kyu> ,uz;lhk; ehs; gts tpoh vOr;rpAld; ,dpjha; Muk;gkhdJ. cynfq;Fk; nrd;W ew;nra;jpia mwptpAq;fs; vd;w ,iwthh;j;ijia caph; %r;rhf nfhz;l> rNyrpa Njhl;lj;jpy; kyh;e;j jq;fj; jhkiuAk; rNyrpa khepyj; jiytUkhd vq;fs; mUl; je;ij jdp];yh]; rhkpf;fz;Z jiyikapy; 9 FUf;fSld; ,ize;j Mlk;gu jpUg;gyp epiwNtwpaJ. kiwAiuapy;; khjh;fspd; ngUikia> ngz;fSf;F ,iof;fg;gLk; nfhLikfisAk;> ngz;Zhpikfs; kWf;fg; gLtijAk; rl;lj;jpd; %yk; jPh;T fhz Ntz;bAk;> rhjid Ghpe;J rhpj;jpuk; gilf;f Ntz;bAk; rfy fUj;Jf;fisAk; mUl; je;ij tpsf;fpdhu;. ,iwf; fUj;Jf;fs; gy vLj;Jf; $wp vy;NyhUf;Fk; ,iwahrPiu toq;fp ,dpjha; jpUg;gypia epiwNtw;wpdhh;. tuNtw;Giu kw;Wk; fiyepfo;r;rpfs; : Kd;dhs; khztpfs; kuj;ij tpl;L gwit gphptJ jd; czit NjLtjw;fhf kuf;fpisia tpl;L ,iyfs; gphptJ kz;tsk; fhg;gjw;fhf> khztpfs; gs;spia tpl;L gphptJ tho;tpd; tsh;r;rpf;fhf gphpa kdkpy;yhky; gphpe;j khztpfs; kPz;Lk; ,e;j md;kUij Nrhiyapy; xd;W $b gioa khztpfs; midtUk; rq;fkpj;jdh;. ,uz;lhk; ehs; gtstpoh epfo;r;rpfis cs;sk; nfhs;is nfhs;Sk; tpjj;jpy; ,dpjha; midtiuAk; tuNtw;W fdptha; fiy epfo;r;rpfis Jtf;fpdh;. mzp mzpaha; jpuz;L te;j mUik NjhopfSld; mofha; if Nfhh;j;J md;d eil ele;J mofpa kapy;fs; Nghy; eld khbdh;. midth; cs;sj;ijAk; ftu itj;jdh;. mul;il muq;fk; gioa khztpfspd; eldj;ijj; njhlh;e;J fPo;ngd;dhj;J}h; Mrphpah; gapw;rp epWtdj;jpy; Mrphpah; gzpia mwg;gzpahf Vw;W NguhrphpauhfTk; Jiz Kjy;tuhfTk; gzpahw;wp tUk; jpU. fUg;igah mth;fs; jiyikapy;> fy;tp Kd;Ndw;wj;jpw;F jpwikahd Mrphpah;fs; Njitah? rKjha nghWg;Gs;s Mrphpah;fs; Njitah? vd;w jiyg;gpy; mul;il muq;fk; njhlq;fpaJ. gioa khztpah;fs; gyh; fye;J nfhz;L ghh;itahsh;fisg; gpukpg;gpy; Mo;j;jpdhh;fs;. ,Utifahd Mrphpah;fSs; ahh; fy;tp Kd;Ndw;wj;jpw;F Njit vd ,Wjp KbT nrhy;y Kbahky; ,UtUNk fy;tp Kd;Ndw;wj;jpw;F mbj;jsq;fs; vd jPh;g;G $wp mul;il muq;fj;ij Kbj;J itj;jhh;. muq;fNk ifnfhl;b Kbit Vw;wJ. ehl;Lg;gz; ghb epfo;r;rpfs; ed;wha; Kbe;jJ. ed;wpAiu - Kd;dhs; khztp gl;nlhsp tPRk; gts tpohit fhz te;j ghh;itahsh;fSf;Fk; rpwg;G tpUe;jpdhfSf;Fk; - vk; gioa khztp ed;wp $wpdhh;;. mWRit czT : miitUk; gq;nfLj;jy; jha; jd; gps;isfSf;f md;G fhl;LtJ Nghy; rpl;Lf;fsha; rpwfbj;J te;j gioa khztpfSf;F rpwg;ghd kjpa czT toq;fg;gl;L ,uz;lhk; ehs; gts tpoh ,dpjha; Kbe;jJ. * * * * * gts tpohf; nfhz;lhl;lk; QhapW jd;ndhsp kiwj;J juzpia tpl;L tpil ngw;W nry;y> epyT tUifahy; epyj;jpy; khiy kyh;fs; kyh;e;J kzk; tPrpl> kzj;Jld; $ba njd;wy; fhw;W - Gdpj khpad;id tshfj;jpy; cyh tu> mofpa Njhuzq;fs; Mde;jkha; tuNtw;f> gy tz;z nfhbfs; ghh;g;Nghiu gutrg; gLj;j> kdnky;yhk; kfpo;r;rpaha; khDlh; vy;yhk; $bapUf;f> Ml;lk; ghl;lk; nfhz;lhl;lj;Jld;> gts tpoh nfhz;lhl;lj;jpd; Kjw;fl;lkhf> Mz;ltUf;fhd ed;wp jpUg;gyp> NtY}h; kiwkhtl;l ghpghyfu; mUl;jpU NP[h. Y}h;Jrhkp mth;fs; jiyikapy; 15 FUf;fSld; Mde;jkha; njhlq;fpaJ. jpUg;gypapy; Mz;lth; ,e;ehs; tiu Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F nra;j midj;J ed;ikfSf;fhf ed;wp njhptpj;Jk;> Nkd;NkYk; ,e;epWtdk; tsh;e;J gy rhpj;jpuq;fisg; gilf;f ,iwtd; mghptpjkhf mUs; Ghpa Ntz;Lk; vd;gij typAWj;jpAk; jpUg;gyp epiwNtw;wg;gl;lJ. tho;j;Jiu : Kjy;th; Sr. FNshhpdh hPl;lh mth;fs; mUl;gzpahk; Md;kPfg; gzpia Mh;tKld; mfpyj;jpy; gilf;f te;j mUl; je;ijau;fisAk;> mUl;rNfhjhpfisAk; tho;j;j md;gpd; miktplkha; ghrj;jpd; ,Ug;gplkha; tpsq;Fk; vk; epWtd Kjy;th; mUl;rNfhjup FNshhpdh hPl;lh mth;fs; kw;Wk; mUl;rNfhjhpfs; midtUk; tpohtpw;F te;j rpwg;G tpUe;jpdu;fis kpd;Dk; nghd;dhil Nghh;j;jp nfsutpj;jdh;. tuNtw;Giu eldk; : Mrphpa gapw;rp khztpfs; gts tpohf;fiy epfo;r;rpapy; ghh;itahsiu kfpo;TgLj;j ghuj ehl;bd; ngUik czh;j;Jk; guj ehl;baj;ij vk; epWtd khztpfs; ghtidAlDk;> fiyeaj;JlDk; gilj;jhh;fs;. tuNtw;Giu : Nguh. jpU. C. mUikehjd; mth;fs; thdpd; ,bKof;fk; itafj;jpy; Nfl;lJ Nghy; te;jhiu tuNtw;f te;jhh; vk; Nguhrphpah; C. mUikehjd; mth;fs;. ,dpa jkpopy; vspa eilapy; vy;NyhiuAk; ,d;Kfj;Jld; tuNtw;whh;. gts tpoh gz; : Mrphpa gapw;rp khztpfs; flypd; miyNahir fhw;wpy; jto;e;J tu> fhdf; FapNyhir tpz;zpy; kpje;J tu> kiyaUtpapd; Xir kz;iz njhl;lJ Nghy; vk; khztpfs; ,irj;j gtstpohg; ghl;L kdij njhl;lJ. Mz;lwpf;if : Kjy;th; mth;fs; flTs; gzpNahL fy;tpg; gzpia> fz;zpakha; vq;fs; mUl;rNfhjhpfs; vOg;gj;ije;J Mz;Lfsha; Vw;wk; ngwr; nra;J> Vio khztpahpd; Kd;Ndw;wNk vq;fs; Fwpf;Nfhs; vd ve;ehSk; cioj;J te;jij> vk; epWtd Kjy;th; mth;fs; Mz;lwpf;ifapy; mw;Gjkhf thrpj;jhh; ve;nje;j Nritfs; ,e;jhz;by; nra;jhh;fnsd vy;NyhUk; ghh;f;Fk; tz;zk; vy;. rp. b. Gnuh[f;lu; %yk; jpiuapy; fhl;bdhh;. rpwg;G tpUe;jpdh; ciu : nry;tp. Mdp tp[ah $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; kq;ifauhf gpwg;gjw;F - ey;y khjtk; nra;jpl Ntz;Lk; - vd kfhftp ghujpahh; $wpaJ Nghy; Ntjidfis rhjidfs; %yk; tpul;babf;f Ntz;LnkdTk;> rpq;f eil Nghl;L rpfuj;ij vl;bg;gpbf;f rpwg;gha; ehk; fy;tp gapy Ntz;LnkdTk; - tpohtpw;F Kd;dpiy tfpj;j nry;tp. Mdp tp[ah> $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; rpwg;Giu Mw;wpdhh;. Kd;dhs; Kjy;th; : Rev. Sr. gpNyhkpdh gpugyehjd; mth;fs; ehl;fs; efh;e;jhYk; khjq;fs; kiwe;jhYk; Mz;Lfs; fle;jhYk; Mrphpa gapw;rp epWtdj;ij kwf;f KbAkh? el;L itj;j fd;W ed;F tsh;e;J ew;fdp jUtij fhZk; ey; cotdpd; cs;sk; G+hpg;giltJ Nghy; vd; cs;sk; kfpo;fpd;wJ vd;W vq;fs; epWtd Kd;dhs; Kjy;tUk;> Kd;dhs; rNyrpa khepyj; jiytpAkhd mUl; rNfhjhp. gpNyhkpdh gpugyehjd; mth;fs; $wpaJ neQ;ir nfhs;is nfhs;tjhf ,Ue;jJ. rNyrpa khepyj; jiytp : Rev. Sr. Nkhp Md; mth;fs; mwpe;J nfhs;s fw;Wf; nfhz;L mwpe;jij nray;Kiw gLj;jp midtUk; $b tho Mrhd;fs; khzth;fSf;F mw;Gjkha; vLj;J ,ak;g Ntz;Lk; vd;Wk; flTs; NkhaprDf;F nfhLj;jhh; fl;lisfs; gj;J - vk; khepyj; jiytpNah khztpfSf;F nfhLj;jhh; khz;Gau fy;tp fl;lisfs; gj;J - ,JNt tskhd tho;Tf;F nrhj;J tho;f;if flypy; vLg;gPh; ey;Kj;J vd rpwg;Giuahw;wp rpe;jpf;f itj;jhh;. Chancellor : Rev. Fr. ek;gpf;if uh[; mth;fs; mUl; je;ij ek;gpf;if uh[; mbfshh; mth;fs; ciuahw;Wk; NghJ NtY}hpy; Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F Ntz;ba ,l trjp ,y;iynad muR nrhd;dgpd;. rNyrpa rigAk; rl;nld KbntLj;J rptfq;if rPikf;F khw;w Vw;ghlhdJ. me;j Neuj;jpy; mUl; je;ij ek;gpf;if uh[; Mz;lthplk; Ntz;b Mo;e;J Nahrpj;jhh;. md;kUijia ehk; Vd; gad;gLj;j $lhnjd MNyhridia toq;fpdhh;. md;iwa Mahplk; mth;; nrhd;dNj ey;y fUj;J vd vy;NyhUk; Vw;Wf; nfhz;ldh;. nrhd;dJ NghyNt ele;jJ md;W> nrhu;f;;fkha; khwpaJ ,d;W> vd ,e;j epWtdk; tsh;r;rp ngw;wij tpsf;fpdhh;. jpUtz;zhkiy gq;Fje;ij : Rev. Fr. gq;fpuh]; mUl; je;ij gq;fpuh]; mbfshh; mth;fs; md;ghd ntz;fy Fuypy; ciuahw;Wk; NghJ md;kUij Gdpj khpad;id Mrphpah; gapw;rp epWtdk; murhq;fj;jplk; fz;l jilfs; vj;jid> mjpfhhpfsplk; fz;l jilfs; vj;jid> nghJ kf;fsplk; fz;l jilfs; vj;jid> ,iwtd; mUshy; ,j;jilfisAk; vjph;j;J ,e;j epWtdk; tsh;r;rp ngw;wijAk; Vio khztpfspd; cah;tpw;Nf ve;ehSk; ,e;epWtdk; if nfhLf;Fk; vd;gij vspa eilapy; vLj;Jiuj;jhh;. ,sk; ngz;fs; ,dpa ghijia tpl;L ,Uspd; ghijapy; elthky; cz;ik topapy; ele;E cah;e;;j gz;gpidg; ngw;W cd;djkhd tho;tpw;F jd;id cah;j;jpf; nfhs;s Ntz;Lnkd vLj;Jf; $wp ebj;jhh;fs;. ehlfj;jpd; ,ilailNa ghuj ehl;bd; fiyia vLj;Jiuf;Fk; tifapy; xapyhl;lk;> fopay; Ml;lk;> kw;Wk; jg;ghl;lk; Nghd;wtw;iwr; rpwg;ghf nra;J ghh;itahsiu rpe;jpf;fTk; rphpg;gpYk; Mo;j;jpdhh;fs; vk; epWtd khztpfs;. ed;wp ciu : Nguhrphpia nry;tp. M. Nfhkjp mth;fs; gtstpohf; nfhz;lhl;l miog;ghsh;fshd - vk; ghrkpF gq;F je;ijah;fs; kw;Wk; mUl; rNfhjhpfSf;Fk;> ghh;fly; miynad jpuz;L te;j ngw;Nwhh; kw;Wk; - nghJkf;fSf;Fk;> my;yp kyh;fs; Nghy; mkh;e;jpUe;j Mrphpa ngUkf;fSf;Fk;> ky;ypifg; G+g;Nghy; kzk; tPrpf; nfhz;bUe;j-khztpah;fSf;Fk; khiy Neu nrt;thd kjpg;Nghy; vq;fs; Nguhrphpia nry;tp. Nfhkjp mth;fs; nre;jkpopy; rpwg;gha; midtUf;Fk; ed;wp $wpdhh;. gts tpoh gz; : (midtUk; ghl) gts tpoh gz;zpirj;J gukdpd; ey;yhrpAld; ghq;fha; Kbe;jJ Kjy; ehs; epfo;r;rpfs;. mWRit czT : midtUk; gq;nfLj;jy; md;ig czh;j;jTk; cwit tsh;f;fTk; mbj;jskha; miktJ tpUe;Njhk;gy; gts tpoh fhz te;j ghh;itahsh; midtUf;Fk; mWRit czit ,d;Kfj;Jld; mspj;J md;gha; cgrhpj;jdh; vk; mUl; rNfhjhpfs;. Kjy; ehs; gts tpoh Kf;fdpr; RitNghy ,dpjha; Kbe;jJ. gts tpohtpd; ,uz;lhk; ehs; Jtf;fk;: fhiy fjputd; fpof;F thdpy; - jd; nrq;fjph;fis tphpj;J tu> Gjpa tpbaiyg; G+kpf;F czh;j;jp Gj;Jzh;r;rp Cl;Lk; gwitfs; ghbtu> kJ cz;Zk; tz;Lfs; hPq;fhukpl> kyh; Njhl;lj;jpy; kyh;fs; kyu> ,uz;lhk; ehs; gts tpoh vOr;rpAld; ,dpjha; Muk;gkhdJ. cynfq;Fk; nrd;W ew;nra;jpia mwptpAq;fs; vd;w ,iwthh;j;ijia caph; %r;rhf nfhz;l>rNyrpa Njhl;lj;jpy; kyh;e;j jq;fj; jhkiuAk;> rNyrpa khepyj; jiytUkhd vq;fs; mUl; je;ij jdp];yh]; rhkpf;fz;Z jiyikapy; 9 rNyrpa FUf;fSld; ,ize;j Mlk;gu jpUg;gyp epiwNtwpaJ. kiwAiuapy;; khjh;fspd; ngUikiaAk;> ngz;fSf;F ,iof;fg;gLk; nfhLikfisAk;> ngz;Zhpikfs; kWf;fg; gLtijAk; rl;lj;jpd; %yk; jPh;T fhz Ntz;bAk;> rhjid Ghpe;J rhpj;jpuk; gilf;f Ntz;b rfy fUj;Jf;fisAk; mUl; je;ij tpsf;fpdhu;. ,iwf; fUj;Jf;fs; gy vLj;Jf; $wp vy;NyhUf;Fk; ,iwahrPiu toq;fp ,dpjha; jpUg;gypia epiwNtw;wpdhh;. tuNtw;Giu kw;Wk; fiyepfo;r;rpfs; : Kd;dhs; khztpfs; kuj;ij tpl;L gwit gphptJ jd; czitj; NjLtjw;fhf kuf;fpisia tpl;L ,iyfs; gphptJ kz;tsk; fhg;gjw;fhf> khztpfs; gs;spia tpl;L gphptJ tho;tpd; tsh;r;rpf;fhf vd;Wzh;e;J gphpa kdkpy;yhky; gphpe;J kPz;Lk; ,e;j md;kUij Nrhiyapy; gioa khztpfs; midtUk; rq;fkpj;jdh;. ,uz;lhk; ehs; gtstpoh epfo;r;rpfis cs;sk; nfhs;is nfhs;Sk; tpjj;jpy; ,dpjha; midtiuAk; tuNtw;W fdptha; fiy epfo;r;rpfis Jtf;fpdh;. mzp mzpaha; jpuz;L te;j mUikj; NjhopfSld; mofha; if Nfhh;j;J md;d eil ele;J mofpa kapy;fs; Nghy; eld khb. midth; cs;sj;ijAk; ftu;e;jdh;. mul;il muq;fk; gioa khztpfspd; eldj;ijj; njhlh;e;J fPo;ngd;dhj;J}h; Mrphpah; gapw;rp epWtdj;jpy; Mrphpah; gzpia mwg;gzpahf Vw;W NguhrphpauhfTk; Jiz Kjy;tuhfTk; gzpahw;wp tUk; jpU. fUg;igah jiyikapy;> fy;tp Kd;Ndw;wj;jpw;F jpwikahd Mrphpah;fs; Njitah? rKjha nghWg;Gs;s Mrphpah;fs; Njitah? vd;w jiyg;gpy; mul;il muq;fk; njhlq;fpaJ. gioa khztpah;fs; gyh; fye;J nfhz;L ghh;itahsh;fisg; gpukpg;gpy; Mo;j;jpdhh;fs;. ,Utifahd Mrphpah;fSs; ahh; fy;tp Kd;Ndw;wj;jpw;F Njit vd ,Wjp KbT nrhy;y Kbahky;> ,UtUNk fy;tp Kd;Ndw;wj;jpw;F mbj;jsq;fs; vd jPh;g;G $wp mul;il muq;fj;ij Kbj;J itj;jhh;. muq;fNk ifnfhl;b Kbit Vw;wJ. ehl;Lg;gz; ghb epfo;r;rpfs; ed;wha; Kbe;jJ. ed;wpAiu - Kd;dhs; khztp gl;nlhsp tPRk; gts tpohitf;fhz te;j ghh;itahsh;fSf;Fk; rpwg;G tpUe;jpdhfSf;Fk; - vk; gioa khztp ed;wp $wpdhh;;. mWRit czT : miitUk; gq;nfLj;jy; jha; jd; gps;isfSf;f md;G fhl;LtJ Nghy; rpl;Lf;fsha; rpwfbj;J te;j gioa khztpfSf;F rpwg;ghd kjpa czT toq;fg;gl;L ,uz;lhk; ehs; gts tpoh ,dpjha; Kbe;jJ. jpUthsh;. Njhkpdpf; tuyhW Nguhrphpah;. Most. Rev. Dr. A.M. Chinnappan Arch Bishop of Chennai Mylapore Santhome Chennai 600 004. Dear Sister Principal, I am pleased to Pearn that St. Marys Teachers Training Anmarudai is completing 75 years and you are going to bringout a souvenir. I recall my close association with St. Marys during its difficult times. GIVE THE BEST TO THE POOR AND THE LORD WILL BLESS YOU was the guiding principle of our Father Don Bosco. You have been following this in letter and spirit and their thousands of rural poor girls could become teachers. You have been perfect models to your students by your dedication and commitment. My prayers and best wishes to all the Sisters, Staff and Students and I wish that you may touch new mile stones. With kind regards and union of prayers. Yours devotedly in Christ Most Rev. Dr. A.M. Chinnappa. gts tpoh fhZk; Gdpj khpad;id Mrphpag; gapw;rp epWtdk; mUl;rNfhjhpfNs ! Mrphpa ngUkf;fNs !! Kd;dhs; ,e;ehs; khztpaNu khpad;id Mrphpag; gapw;rp epWtdj;jhy; tpijf;fg;gl;l tpijfshd ngz; Mrphpiafs; jkpofj;jpd; gy gFjpfspYk; ey; Kj;Jf;fshf r%fj;jpd; eype;j gphptpdUf;fha; mjpYk; rpwg;ghf ngz; tpLjiyf;fha; ciog;gJ fz;L kfpo;fpd;Nwhk;. fy;tpia fhrhf;Fk; xU epWtdkhf ,y;yhJ 75 Mz;Lfshf Vio ,sk; ngz;fspd; tho;tpy; xspNaw;wp Viog; ngz;fSk; Mrphpah; Mfyhk; vd;gij ,e;jpaj; jpUr;rigf;F ntspr;rkpl;Lf; fhl;baJ Gdpj khpad;id Mrphpag; gapw;rp epWtdk;. Gw;wPry;fs; Nghy; 500 f;Fk; Nkw;gl;l Mrphpag; gapw;rp epWtdq;fs; jkpofj;jpy; Njhd;wp tpl;lhYk; juj;jpYk;> gapw;rpapYk; Kd;dpiy tfpf;Fk; ,e;epWtdk;> Rw;wp thOk; fpuhkg;Gw kf;fspd; r%f nghUshjhu Nkk;ghl;bw;Ff; fpilj;j xU tpbay;. Tpbaypd; ghijapy; tpspk;Gfs; ikaq;fshf ,e;epWtdk; njhlh;e;J Gjpa tuyhWfisg; gilf;f vdJ tho;j;Jf;fSk; nrgq;fSk;. mUl;je;ij gq;fpuh];> gq;Fje;ij jpUtz;zhkiy. Salesian Sisters Sacred Heart Novitiate Sahera Via Tetri-Namkum P.O. Ranchi Jharkhand 834 010. Dear Sr. Glorina, sisters, staff and students, Here I am with my affectionate wishes to unite myself with you in sisterly joy and prayer. Congratulations on the 75 years of educative and missionary presence in Anmarudai. You had been the first FMA who had sown the Salesian Charism in the Indian soil. The seed and the soil had been so good that they have given abundant fruits through the teachers you have produced. Let us thank the Lord and ask Him to continue to enlighten us with the Holy Spirit so that the young of today may be able to read in you the evangelical and salesian spirit to walk all together, in the service of the most needy with joy and simplicity. With affection, Sr. Prablanathan Philomena Novice Mistress Kolkata Province. Province of St. Thomas the Apostle, Mazarello Convent, Kodambakkam Chennai 600 024. Dearest Sisters, With joy and gratitude to the God of life and history, I unite myself, with the whole Province, on the historical event of 75 years of the educative presence in Vellore and Anmarudai. I wish every sister and every young girl of our apostolic action, that this celebration may continue to be a renewed encounter with Christ our Saviour, in the missionary ardour of our saints, making the journey of incultruation, inter-religious dialogue, incarnating always and everywhere the love of God towards every person, above all towards the most needy Youth, especially, children and women. May Mary, the Woman of the New Evangeliation, accompany the educating community, that these young teachers may in turn become agents of social change by giving life to the rhythm of dance, harmony and tenderness. Sr. Mary Ann Fernado fma Provincial Chennai . Mazzarello Home Tirupattur. Vellore Dt. 635 601. Dearest Sisters, With you, I render my thanks to the Lord, for the marvellous fecundity of the Charism inVellore and Anmarudai, for your creative fidelity, for your unconditional gift of yourselves and for the education of the poorest of the poor. This vitality is a sign of Gods permanent creativity, which is an outcome of His love. It is a great experience for many a youth, for the Institute and for the Church. With you I thank also, Mary Help of Christians for her maternal presence at every moment. With much Love, Sr. Arul Josephine Superior Mazzarello Home - Tirupattur. Maria Anjali Salesian Sisters Marianathapuram Dindigul. Dearest Sisters, With a grateful heart to the Lord, for all the good He has accomplished among you during these 75 years of life, I implore His blessings on the present and the future. The numerous young people who flock to your house are those from generation to generation, whom Mary entrusts to you. They are my children, Take care of them, To you I entrust them. These resounding words, beyond 100 years, within the heart of John Bosco and Maria Domenica have found an echo in the generous Sisters who have preceded you. It is my wish that you continue with condifence, courage and hope to sow goodness among the poorest youth and miracles happen also today. It is truly a reality. Affectionately, Sr. Lazar Bernardine Superior Dindigul. gts tpohf; nfhz;lhl;lk; QhapW jd;ndhsp kiwj;J juzpia tpl;L tpil ngw;W nry;y> epyT tUifahy; epyj;jpy; khiy kyh;fs; kyh;e;J kzk; tPrpl> kzj;Jld; $ba njd;wy; fhw;W - Gdpj khpad;id tshfj;jpy; cyh tu> mofpa Njhuzq;fs; Mde;jkha; tuNtw;f> gy tz;z nfhbfs; ghh;g;Nghiu gutrg; gLj;j> kdnky;yhk; kfpo;r;rpaha; khDlh; vy;yhk; $bapUf;f> Ml;lk; ghl;lk; nfhz;lhl;lj;Jld;> gts tpoh nfhz;lhl;lj;jpd; Kjw;fl;lkhf> Mz;ltUf;fhd ed;wp jpUg;gyp> NtY}h; kiwkhtl;l ghpghyfu; mUl;jpU NP[h. Y}h;Jrhkp mth;fs; jiyikapy; 15 FUf;fSld; Mde;jkha; njhlq;fpaJ. jpUg;gypapy; Mz;lth; ,e;ehs; tiu Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F nra;j midj;J ed;ikfSf;fhf ed;wp njhptpj;Jk;> Nkd;NkYk; ,e;epWtdk; tsh;e;J gy rhpj;jpuq;fisg; gilf;f ,iwtd; mghptpjkhf mUs; Ghpa Ntz;Lk; vd;gij typAWj;jpAk; jpUg;gyp epiwNtw;wg;gl;lJ. tho;j;Jiu : Kjy;th; Sr. FNshhpdh hPl;lh mth;fs; mUl;gzpahk; Md;kPfg; gzpia Mh;tKld; mfpyj;jpy; gilf;f te;j mUl; je;ijau;fisAk;> mUl;rNfhjhpfisAk; tho;j;j md;gpd; miktplkha; ghrj;jpd; ,Ug;gplkha; tpsq;Fk; vk; epWtd Kjy;th; mUl;rNfhjup FNshhpdh hPl;lh mth;fs; kw;Wk; mUl;rNfhjhpfs; midtUk; tpohtpw;F te;j rpwg;G tpUe;jpdu;fis kpd;Dk; nghd;dhil Nghh;j;jp nfsutpj;jdh;. tuNtw;Giu eldk; : Mrphpa gapw;rp khztpfs; gts tpohf;fiy epfo;r;rpapy; ghh;itahsiu kfpo;TgLj;j ghuj ehl;bd; ngUik czh;j;Jk; guj ehl;baj;ij vk; epWtd khztpfs; ghtidAlDk;> fiyeaj;JlDk; gilj;jhh;fs;. tuNtw;Giu : Nguh. jpU. C. mUikehjd; mth;fs; thdpd; ,bKof;fk; itafj;jpy; Nfl;lJ Nghy; te;jhiu tuNtw;f te;jhh; vk; Nguhrphpah; C. mUikehjd; mth;fs;. ,dpa jkpopy; vspa eilapy; vy;NyhiuAk; ,d;Kfj;Jld; tuNtw;whh;. gts tpoh gz; : Mrphpa gapw;rp khztpfs; flypd; miyNahir fhw;wpy; jto;e;J tu> fhdf; FapNyhir tpz;zpy; kpje;J tu> kiyaUtpapd; Xir kz;iz njhl;lJ Nghy; vk; khztpfs; ,irj;j gtstpohg; ghl;L kdij njhl;lJ. Mz;lwpf;if : Kjy;th; mth;fs; flTs; gzpNahL fy;tpg; gzpia> fz;zpakha; vq;fs; mUl;rNfhjhpfs; vOg;gj;ije;J Mz;Lfsha; Vw;wk; ngwr; nra;J> Vio khztpahpd; Kd;Ndw;wNk vq;fs; Fwpf;Nfhs; vd ve;ehSk; cioj;J te;jij> vk; epWtd Kjy;th; mth;fs; Mz;lwpf;ifapy; mw;Gjkhf thrpj;jhh; ve;nje;j Nritfs; ,e;jhz;by; nra;jhh;fnsd vy;NyhUk; ghh;f;Fk; tz;zk; vy;. rp. b. Gnuh[f;lu; %yk; jpiuapy; fhl;bdhh;. rpwg;G tpUe;jpdh; ciu : nry;tp. Mdp tp[ah $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; kq;ifauhf gpwg;gjw;F - ey;y khjtk; nra;jpl Ntz;Lk; - vd kfhftp ghujpahh; $wpaJ Nghy; Ntjidfis rhjidfs; %yk; tpul;babf;f Ntz;LnkdTk;> rpq;f eil Nghl;L rpfuj;ij vl;bg;gpbf;f rpwg;gha; ehk; fy;tp gapy Ntz;LnkdTk; - tpohtpw;F Kd;dpiy tfpj;j nry;tp. Mdp tp[ah> $Ljy; khtl;l fhty; Jiw fz;fhzpg;ghsh; mth;fs; rpwg;Giu Mw;wpdhh;. Kd;dhs; Kjy;th; : Rev. Sr. gpNyhkpdh gpugyehjd; mth;fs; ehl;fs; efh;e;jhYk; khjq;fs; kiwe;jhYk; Mz;Lfs; fle;jhYk; Mrphpa gapw;rp epWtdj;ij kwf;f KbAkh? el;L itj;j fd;W ed;F tsh;e;J ew;fdp jUtij fhZk; ey; cotdpd; cs;sk; G+hpg;giltJ Nghy; vd; cs;sk; kfpo;fpd;wJ vd;W vq;fs; epWtd Kd;dhs; Kjy;tUk;> Kd;dhs; rNyrpa khepyj; jiytpAkhd mUl; rNfhjhp. gpNyhkpdh gpugyehjd; mth;fs; $wpaJ neQ;ir nfhs;is nfhs;tjhf ,Ue;jJ. rNyrpa khepyj; jiytp : Rev. Sr. Nkhp Md; mth;fs; mwpe;J nfhs;s fw;Wf; nfhz;L mwpe;jij nray;Kiw gLj;jp midtUk; $b tho Mrhd;fs; khzth;fSf;F mw;Gjkha; vLj;J ,ak;g Ntz;Lk; vd;Wk; flTs; NkhaprDf;F nfhLj;jhh; fl;lisfs; gj;J - vk; khepyj; jiytpNah khztpfSf;F nfhLj;jhh; khz;Gau fy;tp fl;lisfs; gj;J - ,JNt tskhd tho;Tf;F nrhj;J tho;f;if flypy; vLg;gPh; ey;Kj;J vd rpwg;Giuahw;wp rpe;jpf;f itj;jhh;. Chancellor : Rev. Fr. ek;gpf;if uh[; mth;fs; mUl; je;ij ek;gpf;if uh[; mbfshh; mth;fs; ciuahw;Wk; NghJ NtY}hpy; Gdpj khpad;id Mrphpah; gapw;rp epWtdj;jpw;F Ntz;ba ,l trjp ,y;iynad muR nrhd;dgpd;. rNyrpa rigAk; rl;nld KbntLj;J rptfq;if rPikf;F khw;w Vw;ghlhdJ. me;j Neuj;jpy; mUl; je;ij ek;gpf;if uh[; Mz;lthplk; Ntz;b Mo;e;J Nahrpj;jhh;. md;kUijia ehk; Vd; gad;gLj;j $lhnjd MNyhridia toq;fpdhh;. md;iwa Mahplk; mth;; nrhd;dNj ey;y fUj;J vd vy;NyhUk; Vw;Wf; nfhz;ldh;. nrhd;dJ NghyNt ele;jJ md;W> nrhu;f;;fkha; khwpaJ ,d;W> vd ,e;j epWtdk; tsh;r;rp ngw;wij tpsf;fpdhh;. jpUtz;zhkiy gq;Fje;ij : Rev. 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Njhkpdpf; tuyhW Nguhrphpah;. 1 Ref. Part II Doc. 12 P.78 2 Ref. Part III Stat. 3 P. 4 3 Ref. Part III Stat . 1 P. 1 4 Ref. Part III Stat 2 P. 2 5 Ref. Part II Doc. 13 P. 79 6 Ref. Part II Doc. 14 P. 80 7 Ref. Part III Doc. 15 p. 81 8 Ref. Part III Doc. 16 pp.82-88 9 Ref. Part V Vis. 1 P.1 13 Ref. Part V Vis. 4-5 p.3 14 Ref. Part V Vis. 6 p.4 15 Ref. Part II Doc.17-20 pp.89-99 16 Ref. Part II Doc.11. pp.72-77 17 Ref. Part II Doc. 21 p.100 18 Ref. Part II Doc.22 p. 101 PAGE 1  EMBED MS_ClipArt_Gallery  Photo B.B. 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