Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.
Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India
Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.
Former Principal, A.K.P.I.College, Roorkee, India
‘’National integration cannot be built by brick & mortar; it cannot be built by chisel & hammer, it has to grow silently in the minds & hearts of men. The only process is the process of education.’’
Dr Radhakrishnan, Former President of India
National Integration most simply and briefly means national unity. National integration is the awareness of a common identity amongst the citizens of a country. It is unity in diversity. It means unifying all the forces in the country so as to give the idea of one nation. National Integration involves , the sentiments of nationalism the feeling of oneness. social, political, economic, linguistic and cultural unity, common ideas of life and common code of behaviour, the ability to subordinate sectarian and parochial loyalties to loyalty of the nation.
It will not be an exaggeration if we say that complete national integration cannot take place without emotional integration. Emotional integration basically means unity of thoughts and feelings of all the citizens of a country. Pt. Jawhar Lal Nehru has said “By emotional integration, I mean the integration of minds and hearts, the suppression of feelings of separatism.” Emotional integration is an essential condition and basis for national integration because sense of oneness is developed among the people of a country through training of mind and heart. In brief, we can say that prefect national integration cannot takes place without emotional integration.
According to the Emotional Integration Committee Report (1962), the attributes of national emotional integration are as follows
i) A strong feeling of brotherhood and nationhood that sinks and ignores individuals, parochial linguistic and religious differences
ii) The common mental bond that binds all people irrespective of their differences towards the aesthetic, spiritual and material progress
.iii) Creation of a feeling of oneness and mental outlook towards the welfare of the country above narrow sectarian interests
.iv) A harmonious blending of personal emotion in an individual with his social obligation resulting in a well balanced personality
.v) A feeling of harmony and the welding of diverse elements of society into a very compact and homogenous unit
.vi) A firm conviction on the part of each individual that he is an integral component of the whole social unit for the healthy development of self and community
The unity of a nation depends upon the extent to which its various members look upon themselves as members of the same group. National unity or integration does not automatically follow upon living within the same geographical boundaries. Emotional integration is necessary for this unity. As is evident from the term itself, emotional integration is the unity, identity or similarity of emotions. If it exists, then individuals feel related to and concerned with each other, despite any external differences. It is emotional integration which keeps members of a family organized.
Emotional Integration the present Scenario
Generally speaking, the extent of diversity found in India tends to create the impression that it is not a country but a subcontinent. But this does not imply that unity or integration is impossible in such a situation. One finds distinct and different racial characteristics among the inhabitants of different parts of the country, because differences of complexion, size, shape, etc., are clearly evident. It can be clearly seen that there is a gradual decline in the physical stature of the inhabitants as one moves from Punjab to Assam. If other examples are necessary, it can be seen that there are all kinds of complexions in this country. In the north complexion varies from darkly wheatish, dark, yellow to red and even runs into mixtures of these colours. Inhabitants of the Andamans are jet black while those of the South Dravidians is a shining black, in direct contrasts is the rosy white complexions of the Kashmiris. Turning to languages, one finds that the Indian
Constitution has granted recognition to Urdu, Bengali, Assamese, Oriya, Punjabi, Gujarati, Marathi, Sindhi and numerous other languages, in addition to Hindi. Besides, Telugu, Kannada, Tamil and Malayalam have been accepted as the four Dravidian languages. Sanskrit has also been given special consideration, as the original Aryan language. Differences exist not only at the level of language but also in respect of dress, religion, culture, etc. Tribes of the northeast, central districts and the south differ from each other in their modes of life, their social and psychological characteristics, etc., to such a great extent that one can find among them different cultural and social regions. If one travels from east to west, and then back again, one will find clearly perceptible differences in complexion, dress, customs, modes of life, dietary habits and other aspect of culture, even at very short distances. But despite these differences of region, race, language, tribe, etc., the existence of national unity cannot be questioned. One finds this inner unity or integration in all the people spread over the landmass limited by Himalayas on the one side and the Indian Ocean on the other, the Burma Hills on the east and Pakistan on the west. This inner unity is the basis of emotional integration. Despite the more obvious and superficial differences, prosperity increases. It is this inner unity which Sir Herbert Rizley described when he commented that, at the root of the apparent diversity of physical and social type, language, custom and religion that immediately strikes the observer coming to India, is a definite similarity or identity or inner unity of life from the Himalayas to Cape Comorin. This inner integration or unity is the basis of Indian culture. All the saints of the past were aware of this unity, although they were no less aware of the obvious differences. It is for this reason that India has always been treated as a single unit, even in the remote past. It has been customary to refer to all the people residing in different parts of the country as Indians, even though one could see the differences of religion, culture, languages, etc. In fact, the very name Bharatvarsha denotes not merely geographical boundaries but actually the ideal of a cultural unity.
Obstacles to Emotional Integration
The progress and growth of Emotional Integration in India is being impeded by certain elements and obstacles, the more important ones among which are the following:
Communalism.
The greatest menace to the national solidarity of a country is communalism. Communalism is one factor that poses a great danger to our unity. The formation of the State of Pakistan in 1947 led to terrible communal riots. A very large number of people lost their lives and their homes and had to undergo a lot of suffering to resettle. In India today, there are still many Muslims who do not accept India as their country. At the root of this is communalism, and because of their blind faith in their own community they believe the country to belong to Hindus, although it belongs to everybody. It is impossible to evolve nationalism without first putting an end to the mutual distrust
The British had encouraged communalism because a division between Hindus and Muslims made it easier for them to control our country. Unfortunately, even with the passage of time these communal feelings have not ended. More than sixty years after independence communal feelings still exist and riots flare-up even now in different parts of the country. It is the result of narrow-mindedness, prejudice, and lack of knowledge of other religions.
Regionalism.
The second danger to national integration is provincialism. It springs from the same sentiments which work behind communalism. Regionalism is another obstacle in the way of national integration .Aggressive regionalism has gravely undermined the feeling of the people. It creates a parochial outlook and narrow-It is primarily a socio-economic problem,. The extremely uneven economic development of the different regions of India has created tensions and jealousy between the states as to which should get priority in the matter of new projects and industries. These tensions have their origin in genuine grievances of the regions and states that have been denied fair shares of projects and industries in the overall structure of development. In contemporary India, regionalism and regional loyalties have spread so much that even the political unity of the country is being threatened. Some states have expressed the desire to secede from the Union, because they believe themselves to be separate nations. Such tendencies should be suppressed with a strong hand because otherwise national unity may be damaged beyond repair.
Linguistic differences
Another expression of the disorganizing influences at work in the country is linguism. With independence came the problem of deciding a national language, because a national language is essential for maintaining the unity of the nation. Compared to other languages Hindi is best equipped to fulfil this role, but many people object to this because ofnarrow political interests. In addition, the people of some states are not willing to accept any language but their own. This controversy turned violent and led to considerable bloodshed.
The language controversy started with Hindi being given the status of the official language of the Indian Union. The people of the South revolted against it and threatened to go out of the Union if Hindi was imposed upon them. The Constitution of India was amended to meet their demand. The plea of the South is that recognition of Hindi as the only official language will by implication and in effect create conditions for the domination of one linguistic group over all others.
Linguistic differences also create problems. Our Constitution has given recognition to eighteen languages. This is something important in a country such as ours. One’s mother tongue is dear to each and everyone. It is also essential to impart education in the mother tongue for quick and easy learning for the convenience of the people of a State it is also necessary to carry on official work in it. This also helps a language to develop and grow. Hindi and English act as link languages between States in our country.
Casteism.
Casteism is the most restricted form of narrow interests. It is the greatest curse for our national unity. As a result of this, not only the country but even Hindu society has been fragmented into small pieces, each one of which is concerned only with preserving its own interests, without caring for those of other groups. In the presence of this casteism, nationalism is a far cry. Even the unity of the Hindu social organisation is difficult to maintain. Hence, it is necessary to get rid of casteism, although it is not necessary for this to destroy the caste system
There are a number of castes and hundreds of sub-castes found in India. It is the greatest curse for our national unity. It is still wide spread in different forms. Harijans are still treated as a lower class in many places. There are even conflicts between Shias & Sunnies. Casteism also poses a great threat to our unity. People of one caste support each other and oppose the progress and development of people belonging to other castes. Appointments in jobs, admissions in educational institutions are often on the basis of caste considerations. People also avoid social interaction with other castes. The social oppression to which the people belong to scheduled castes are subjected is one of the blackest spot on the fair name of India.
Different political parties
In our country there are many political parties. Out of these some work for the growth of the national unity but there are certain other parties which cause national disruption. What is much more important and necessary is that all political parties, particularly regional parties, do not adopt a policy that national integration . They do not convince their followers that they should think of the Nation first and then of the States. They do not give priority to the interests of the country first and only consider their local interest.
Economic disparity
There is so much economic disparity that some people starve or go without food for a number of days while others are rolling in wealth. These poor people easily become victims of propaganda & if some agents of some external powers show them the pictures of their bright future, they may go to any extent to disintegrate their nation. The bad economic conditions always breed anti-national elements & bring about the worst sort of disruption, division & disunity in the country.
Lack of good leadership
The success of democracy depends upon the good leaders. Most of our leaders are selfish and unscrupulous. They either work for their own vested interests. they do not care for the national interest. Such leaders stand as an obstacle is the path of national unity.
Frustrated youth
Youth of today is sitting at the crossroads. He is frustrated because of the rampant corruption, favouritism, unemployment; uncertain future etc. Unemployment intelligentsia is the greatest threat to national cohesion. It causes frustration, Complexes, conflicts, restless and discontentment. A frustrated youth is country’s worst enemy.
Illiteracy
India is a country, which has large percentage of illiterates. The larger percentage of the illiteracy is considered responsible to misdirect the emotional feelings on one side & on the other hand it results in developing negative tendencies restricting national and emotional integration
Historical background:
Since ancient times, religious and political leaders have tried to understand India as one cultural and historical unit. But it is also a historical fact that in India, different states had been waging wars against each other. Similarly the whole of the India was divided in 1947 in two nations— Bharat and Pakistan. The criterion of partition was that Muslim majority area was given to Pakistan and Hindu majority areas were given into the hands of India. Some non-Muslims are there in Pakistan and some Muslims are there in our country. Since this partition was religion based, so the feelings of hatred are there in between these communities, which have adverse effect on our nation.
Cultural disparities
India is a land of so many cultures & mostly these are contradictory to each other. As such there is little chance of achieving any unity among them. Since culture is related to customs & traditions, cultural differences will necessarily divide the society.
Classicism
Most people in India create distinctions among themselves on the basis of economic and social classes. Communist influence has encouraged class hatred to such an extent that various classes fight for their own interests, even at the cost of the national interest. . This class struggle is a serious impediment to the growth of national sentiment.
Efforts at Increasing Emotional Integration
It was the question of emotional integration which inspired the Central Education Ministry in 1961 to organize a Committee for Emotional Integration under the Chairmanship of Dr. Sampurnanand. This campaign to increase emotional integration had the solid foundation, belief in the principle of unity in diversity. All that is needed is that the younger generation should be educated in this direction through various kinds of programmes. Speaking at the inauguration of the Indian Integration Committee, K.L. Shrimali, explained the significance of education and commented that if we want to generate a national consciousness in our people, we will have to plan our education accordingly. Education must be so designed as to encourage each participant to think of himself as a responsible part of the Indian nation. Education must take upon itself the responsibility of awakening the younger generation to the truth that, despite obvious external differences, all Indians are the same emotionally.
Keeping in mind the objective outlined above, the Emotional Integration Committee gave the following suggestions:
1. Reorganization of Syllabi. In order to reorganize and reshape the syllabi of colleges and the universities to accord with the needs of the nations, the Committee made the following suggestions:
(1) At the primary stage, stress should be laid upon nationalistic stories, poems, songs, etc.
(2) At the secondary stage, in addition to the other subjects being taught, special attention should be given to the study of national literature, social studies, moral and religious guidance and extra-curricular activities.
(3) At the university level, the syllabi include the various social sciences, languages, literatures, cultures and arts. Teachers and students should be given facilities to travel to various parts of the country.
2. Encouragement to extra-curricular activities. Besides imparting formal knowledge to the students the teachers must provide them with the opportunity to take part in such extra-curricular activities which are important from the standpoint of emotional integration. Besides such programmes, must also represent the entire nation. Such programmes help in the development of ‘we’ feeling, a feeling of unity and sympathy. One example of such programmes is the Inter University ncultural festivals, in which teachers and students participate from all parts of the country.
3. Improvement of textbooks. It is desirable that textbooks on various subjects, and especially on history, should be amended and improved. They should be designed to encourage a sense of emotional unity with people living in other parts of the country. This will also help to check the growth of communal feelings. But it should also be remembered that such amendments should not be made at the cost of truth because such violence to truth is not necessary. That the country is one is an undeniable truth. What is required is an expression of this truth.
4. Improvement concerning language and script. In this connection the Committee on Emotional Integration made the following recommendations:
(1) The use of the Roman script should be permitted to increase knowledge of Hindi in certain areas.
(2) International numerals should be used in every part of the country.
(3) Arrangements should be made to teach the Devanagari script where it is not known.
(4) Hindi textbooks should also be provided in the regional scripts. Dictionaries using both Hindi and the regional languages should also be prepared.
(5) At the university level, study of Hindi and English literatures should be encouraged so that integration is encouraged and divisive forces checked.
(6) The rights of the minorities should be protected in formulating a language policy.
In addition to the above list of suggestion, the Committee for Emotional Integration also made certain other suggestions.
In schools the daily programme should be started after a community prayer and a ten minute talk, either by the principal or by some respected person, on some subject which may encourage emotional integration. Another way of encouraging emotional integration is to organize a mass meeting of the school once a year and asking the students to take an oath to increase emotional integration. Besides, all subjects and activities likely to lower awareness of differences should be encouraged. In this manner it is possible to create a climate in which all people feel that they are members of one nation. On the negative side, all efforts must be made to destroy all elements which tend to obstruct the growth of emotional integration.
Forces Promoting National Integration
Indian Constitution
Our founding fathers were aware that there were threats to our unity from various forces. Consequently, certain safeguards were placed in our Constitution. These took the form of certain ideals and principles like Democracy, Secularism, and Social Equality that are guaranteed under our Fundamental Rights. Thus, our Constitution is the most important force that promotes national integration. In this true perspective of India’s cultural heritage, the Constitution of Independent India provided for a strong Central Government to keep the divisive and disintegrating forces under firm check. The Constitution also assures equality and security to all classes of persons regardless of their caste, creed, religion, language, place of birth and domicile. It made India a secular state, guaranteeing equal freedom to all its citizens to profess, practise and propagate their religions without any interference. Safeguards and reservations were specially provided for linguistic minorities and Scheduled Castes and Scheduled Tribes.
Democratic set up
As democratic states all the citizens of India are equal under the law of the country. As studied earlier, our Fundamental Rights and Directive Principles of State Policy specifically state that each citizen is equal in every way. People cannot be discriminated against on the basis of differences of caste, religion, language, and culture.
National festivals
Act as an important unifying force. Independence Day, Republic Day, and Gandhi Jayanti are festivals that are celebrated by all Indians and in all parts of the country, regardless of language, religion or culture. They remind us of our common nationality.
Interdependence
Different regions of the country are dependent on each other for supplying and consuming various kinds of products that result in their economic growth. Wheat grown in Punjab may be sold in Tamil Nadu and cotton textiles from Gujarat may be sold in Bihar. No region is so self-sufficient that it can do without the other. These factors also bind the country together.
Other forces like the communication system and the mass media- Help in the exposure to all the cultures of different regions of India. Thus, bringing the whole country together as one nation.
Our National Symbols like the National Flag, the National Anthem, and the National Emblem also help to remind us that we are all identity. For this reason we stress on the importance of showing proper respect to these symbols. These act as strong unifying forces both in times of celebration and adversity.
India is a secular state. This means that each citizen of our country has the right to practice his or her religion. The government cannot show preference to one religion at the expense of another. A unique feature of our country is that all the major religions of the world are practiced here like Hinduism, Islam, Christianity, Buddhism, Sikhism, Jainism, and Zoroastrianism. There are also great varieties in costume, food habits, and social customs. Geographically our land is diverse and there are amazing differences in climate. Despite all these differences India is a political entity, every part of which is governed under the same Constitution. We have to co-exist with each other peacefully, respect the culture and religion of our fellow Indians.
Emotional Integration and Education
This consciousness of nationality is generated in the younger generation through education, and hence there is a profound relationship between nationality and education. In India, when the revolt against the British government was awakened, all national leaders demanded the formation of a national educational programme. They argued that the educational programme of the country should be modified to suite the requirements of the nation. In 1921, Mahatma Gandhi expressed his views on this subject in Young India, criticising the existing educational pattern introduced by the British people. He too demanded that the educational pattern must be modified to suite the demands of the nation. His reasons for adding manual work to education were sound since he knew that education must pay its own way in a poor country like India. Rabindra Nath Tagore conducted an experiment in Shantiniketan to produce a novel kind of human society in which the problems of the individual and the community, the nation and the world, could be solved simultaneously. Swami Dayanand insisted upon reforming education to suit the educational pattern that existed in ancient times. On the other hand, Annie Besant’s educational plan, which included the establishment of primary schools, lower middle schools, higher middle schools, high schools for general education, high schools for general science, commercial schools, technical high schools, agricultural high schools etc., was more directory in touch with the problems of contemporary India.
Madan Mohan Malviya established the Hindu University at Kashi in order to realize the ideals of education which prevailed in ancient India. In addition to these individual and specific efforts, all other educational philosophers of the time, including Sri Aurobindo, Vivekanand, etc., favoured the modification of the educational pattern in order to make it conform to ancient Indian values, ideas and thinking. In more recent times, in his report of the Universities commission, Dr. S. Radhakrishnan pointed out the defects of the existing pattern of education, and suggested that it should be refashioned to fulfil national needs. It is only because of the feeling of nationality that most educationists have objected to the use of English as a medium of instruction in the country. Every one has stressed the need for education to be a character building process,because without this the future of the nation will always remain dark. Dr. S. Radhakrishnan has said that the future of the nation is made by character. No country can be great if its inhabitants have low characters. If we want to create a great nation, we must educate our young men and women in such a manner that they should possess the force of character. We must have men and women who see themselves reflected in other human beings. This has been said in our sacred texts.
Stressing the need for an education for nationality the Kothari Education Commission has said that the objective of our system of education should be to develop national consciousness. For this we must develop the knowledge of our cultural heritage, but we must also submit this cultural heritage to revaluation. At the same time we must have faith in the future towards which we are moving.
Ways And Means of National Integration
Education is of great significance for bringing out about National and emotional integration. It is a strong weapons which can be used effectively for achieving our national understanding. Education had been, education is & education will remain a strong instrument in bringing national integration. No one can deny its significance. Some of the ways and means to promote National Integration are as under:
National system of education
If education is to justify its role in establishing national integration in the country, we must have a uniform national system/pattern of education from primary to university level throughout length & breadth of the country.
National Policy of Education
The policy should have the uniform pattern from primary to university level throughout the length and the breadth of the country. The following things should be implemented:-
a) Admissions-Students should be admitted in the institutions on the basis of intelligence and ability.
b) Scholarship-It should be given on the basis of their ability and financial position and not on the basis of caste, religion or community.
c) Migration- Domiciliary restrictions in regard to migration of students between one state and another should be immediately removed.
National festivals
Masses should be motivated to participate in national festivals. These festivals should be organized by government agencies and NGO’s & educational institutions. Indian freedom fighters should be remembered on regular basis & their anniversaries should be celebrated by doing more work not by holidays.
National history
National history should be taught to develop a deep historical understanding in the students. History should reveal India’s unity in diversity, diversity of religions, languages, customs, social characteristics, etc., In history books all rulers should be treated only as rulers and not as the representatives of any particular community. All the textbooks that are taught in schools & colleges should be scrutinized. If there is any dominance of any particular culture or religion, it should be reduced to parity. India belongs to all its citizens, not to some groups or religions.If there is any anti-national element in any text book, it should be removed after scrutiny.
Daily assembly
It is suggested that in schools and colleges, there should be ten minutes talk by the head of the institution or some senior teacher or some distinguished visitor after the roll call. These talks may include some extracts from speeches of well known personalities, ancient or modern. Quotes of political leaders & spiritual heads should form a part of it. Students may be asked to repeat a pledge twice a month dedicating themselves to the service of their country and their countrymen
National anthem should be recited every day before the commencement of school work & the students should also be made familiar with its meaning. Competent translation of the anthem should be made in all the regional languages and National flag, Importance of national flag should be discussed. Rules to be followed on the occasion of flag hoisting ceremony should also be discussed.
Tours/Excursions
Tours from one state to another should be undertaken in increasing number for students as well as teachers. These inter-state visits, if properly organised, will do much to acquaint both teachers and students with different parts of our country. It will provide an opportunity to come closer to the people living in other parts our country. Cultural exchanges are also useful in promoting national integration.
Debates and dramas
Dramas, debates, discussions & other cultural activities advocating national character of Indian society should be organised across the country. Mass media can play a significant role here but it is possible only when people associated with these activities are especially trained by education. If the editor of a newspaper is a narrow-minded, if not anti-national, his attitude will surely be reflected in his newspaper. So first of all, prepare nationalist editors, then we should expect something positive from mass media.
Games & sports should be organised on inter-state basis to boost healthy competitions & channelization of the energy of the youth for creative purposes.
National language
Students & teachers should make much use of national language in their everyday life and various activities of the school. It will help in developing feeling of nationalism and emotional understanding in them.
Religious and moral education
Religious and Moral education emphases the brotherhood of mankind is a great persuading force to bring about emotional and national integration. True secularism is not opposed to religious and moral teaching rather secularism implies true religion and morality.
History stands testimony to the fact that more blood has been shed in the name of religion than anything else. But it is also a fact that no religion teaches violence and hatred. Religious harmony is a must for national and emotional integration. Religious and moral education should support moral character, train emotions, inculcate tolerance, honesty, truthfulness and oneness of God.
Adult Education
Mass illiteracy and lack of proper education, endanger national solidarity. India is still a land of mass illiteracy. Adult education programmes should be organized while keeping in view the development of national consciousness and national solidarity.
Role of Teacher in National Integration
Success of most of these programmes for increasing national unity depends upon teachers. As long as the teachers themselves do not rise above their petty narrow mindedness and create ideals, there is little hope of the students developing any emotional unity. Hence, it is desirable that national consciousness should first be stirred in the students. For this, teachers from various parts of the country should be encouraged to meet each other. This can be done through the All-India Teachers organization. Even otherwise, most of the problems of teachers are common all over the country, and when they meet each other they will get an opportunity to think over these problems and exchange ideas. At the same time, a national consciousness will awaken in them. Yet, attention must be paid to forestalling the development of a class-consciousness among the teachers. The Government can make a positive contribution in this direction by organizing lectures from time to time and distributing literature of this kind.
Teacher should play an very effective role for the promotion of national integration. Only national minded teacher can strengthen the spirit of unity and the idea of compositeness. A teacher can make the following contributions:-
A teacher has been regarded as the builder of the nation. He influences the students by his behaviour. He should have a national outlook and reflect national consciousness, actions, conduct and behaviour so that the students may receive the message of national integration.
He should rise above petty biases and prejudices. He should be impartial and treat his students equally without distinction of caste , sex, creed, colour and religion etc.He should have firm faith in national unity and love for the country. What a teacher does speak more loudly than what he says. He should do whatever he says. There should be no difference in saying and doing.
Teacher must introduce his country in his lessons. The history of his country, its cities, its rivers, its songs, its people etc. History, civics and geography, literature, art and music should be taught from the national point of view.
Teacher should co-operate in recasting books on Indian history, civics, literature and language etc. leading the students to appreciate historical, social , cultural, linguistic and religious of the people of India. The teacher should stimulate students to read newspapers and books of non- communal nature throwing light on the contributions of nationalists.
Teacher should inspire them for having faith and love for national language, national literature, national culture, national festivals, national symbols and national glory. When the teacher notices that young minds are going towards casteism, linguism, narrow mindedness, rowdyism and hooliganism, he should try to check them.
National Integration is vital for India’s survival. It is the cry of the moment. The country must mobilize all its resources to evolve a concrete national programme. The future of the nation is dark unless a high national character of the people is developed.
Suggestions for Improving Emotional Integration
Apart from the suggestions outlines above, education can be used in the following suggested ways for improving emotional integration in the country:
Development of an all-India languages.
The first condition for increasing emotional integration in the country is that an All-India language should be evolved. Hindi is the only language capable of performing this role. Hence, it is desirable that knowledge of this language be made compulsory for every citizen. Government should extend every facility for developing Hindi literature, and the development of regional languages. They should be allowed to pursue their own course. But all communications between the Centre and the State should be conducted in the all-India language.
Applicants for administrative jobs in the Government should be required to know Hindi, although they may be allowed to take the examination in their regional language.
An all India Educational policy.
Education is the most effective tool for spreading emotional and national integration. For this reason a national educational plan should be devised. This plan should aim at providing every child with knowledge of the ideas of great men, poets, leaders, religious thinkers, etc. Textbooks should be prepared under the supervision of the Central Government and provided by it, so that the younger generation may be brought up in an atmosphere of nationalistic fervour. Rules for the appointment of teachers, their pay scales and their conditions of working should be common all over the country. The same syllabi should be applicable to all institutions in the country at the primary, secondary and university levels. All-India organizations like the N.C.C., Scouting, Girl Guides, etc., should be given appropriate encouragement. University education should be through the medium of the national language, even if the students are permitted to answer questions in their mother tongues. In this manner, the objective of national unity or integration can be achieved by evolving an All-India educational plan.
Programmes for increasing national unity.
Many kinds of programmes can be devised for increasing national unity. For example, the cinema can be used to spread the feeling of national unity. Radio and television can also be used equally effectively. All-India competitions and meetings can be organized in various parts of the country to increase national unity. Such programmes help people living in different parts of the country to meet residents of other parts and learn their ideas and understand them. Travel facilities should be made more common and delegations and tours encouraged. During the last few years special trains made up of farmers of different areas, students and members of Parliament toured the entire country. This helped the cause of national integration. Other programmes similar to these can be organized.
Development of inter-cultural understanding.
In all the programmes outlined above, inter-cultural understanding will be promoted. This helps people to achieve liberality of attitudes to other cultures, an essential pre-condition of national unity in a country in which there are many cultures.
Government efforts.
Governmental efforts is essential for bringing success to all the projects outlined above, because without official blessing, there is little that education can achieve. This cannot be doubted because there are many agencies which are working against the development of emotional integration. So long as the Government fails to check agencies which encourage linguism, communalism, religious bigotry, and other disruptive forces, education will not be able to achieve the goal. One of the first steps in this direction is control over destructive political parties. In every part of the country laws should be enacted to prevent any individual from giving expression to linguism, communalism, regionalism, casteism, untouchability, etc. This should be followed up by a strict application of these laws.
It is evident from the foregoing description of the measures for increasing emotional integration that these measures must be both positive and negative. Adoption of all these measures would be a positive step. The negative step of destroying all obstacles in the way of emotional integration is no less important. For this, teachers, administrators and guardians will have to work collectively. Then along the country will witness solid national integration in spite of religious pluralism.