Wednesday, 28 October 2015

Mom and her baby 
“Pampers brings you the softest ever Pampers Premium Care Pants. Its cotton-like softness is #SoftestForBabySkin and allows it to breathe, thus keeping baby’s skin soft and healthy, and your baby happy. ”

Diapering your baby is as much a part of parenting as feeding, even though it can sometimes be challenging at first. With a good knowledge of the diapering basics, you'll be able to keep your baby dry, comfortable, and ready to learn, sleep, or play.
1. Remove the used diaper and clean between the folds of baby’s skin with gentle diaper wipes, such as Pampers Sensitive Wipes. Remember to always wipe front to back.
2. Raise baby carefully by the ankles and slide a clean diaper underneath. The colorful markings should be on the front, facing you.
3. Close the diaper and adjust the stretchy tabs so it isn’t too tight or too loose, you should be able to fit two fingers snuggly between the diaper and her stomach.
Top Tips:
•Your baby’s first poop will be a thick, greenish, almost tar-like substance called meconium. It can be tough to clean, but gentle baby wipes will help do the trick.
•Remember it’s important to check your baby’s diaper frequently, change after every poop, and after every nap or feed.
•Cover your baby boy’s penis with a diaper or burp cloth while changing him to prevent getting a surprise shower yourself.
•If you start to experience frequent leaks, it might be time to move up to the next diaper size.

A mother turns a house into a home and home is the initial school of a child. Mother is our best teacher and trainer. She never gives up training us to speak “Am’ma (Mamma)”. She walks by knees to help us in our first steps. She teaches us the behaviors lessons. She never gives up on us. Mother teaches us the philosophies of life. Mother is the instinctive philosopher whose philosophies help us in every walk of our life. She teaches us how to love, cherish, and respect who we are, and what it takes for us to become the adults we will one day be.
Just a few serious sunburns can increase your child’s risk of skin  later in life. Kids don’t have to be at the pool, beach, or on vacation to get too much sun. Their skin needs protection from the sun’s harmful ultraviolet (UV) rays whenever they’re outdoors.
Seek shade. UV rays are strongest and most harmful during midday, so it’s best to plan indoor activities then. If this is not possible, seek shade under a tree, an umbrella, or a pop-up tent. Use these options to prevent sunburn, not to seek relief after it’s happened.
So here are the some ideas to keep safe and soft skin of baby.
Idea 1:Cover up.
When possible, long-sleeved shirts and long pants and skirts can provide protection from UV rays. Clothes made from tightly woven fabric offer the best protection. A wet T-shirt offers much less UV protection than a dry one, and darker colors may offer more protection than lighter colors. Some clothing certified under international standards comes with information on its ultraviolet protection factor.
Idea 2: Get a hat.
Hats that shade the face, scalp, ears, and neck are easy to use and give great protection. Baseball caps are popular among kids, but they don’t protect their ears and neck. If your child chooses a cap, be sure to protect exposed areas with sunscreen.
Idea 3:Oil Massage.
Babies are most happy after getting good massage followed by hot water shower. Massaging well is very important for baby’s growth and glow of the skin. It is very important that baby massage oil is made of healthier ingredients which give strength to the baby’s muscles and bones. Its texture should be smooth too for his delicate skin. I would recommend a soft baby massage oil as very important element in keeping his skin smooth and soft.
Idea 4:Apply sunscreen.
Use sunscreen with at least SPF 15 and UVA and UVB protection every time your child goes outside. For the best protection, apply sunscreen generously 30 minutes before going outdoors. Don’t forget to protect ears, noses, lips, and the tops of feet.
Idea 5: Using Pampers 
Pampers is very soft. Mother want to use Softest diapers and I must say PAMPERS are softest for baby’s skin, hence preferred by mothers all over the world. It is very important to keep baby’s bums dry and smooth as his skin is unable to bear even slightest of harshness. Skin’s health is best maintained by soft and dry diapers because our baby’s skin is smooth, soft and highly delicate which needs that extra care and attention. This is provided by Pampers  care pants surely.
                                                             Mom and Baby

“Pampers brings you the softest ever Pampers Premium Care Pants. Its cotton-like softness is #SoftestForBabySkin and allows it to breathe, thus keeping baby’s skin soft and healthy, and your baby happy. ”

The day baby borns it is the big responsibility to parents to take care of that of baby. But when it comes to what to tell and what not tell during their childhood times is very important. we may tell to our child which child may take very serious. It is natural that child will be very irritating some time but we shouldn't tell them some thing which child may take very seriously. 
Children's physical and emotional status, as well as their social and cognitive development, greatly depend on their family dynamics.
Parents can shows to  child a lot of things: they can show child how we are to be and what things we ought to strive for, or they can show us how not to be and what things we ought to stray from, then you may have the kind of parents that show you all the things about you that you want to get rid of and you realize those traits aren't yours at all but are merely your parents' marks that have rubbed off onto you.
Only children simply accept the fact that their parents have the right to make choices for them. Even disobedient children never question the fact that their parents have that right. They may choose to flout the rules, but they don't question their parents' right to make those rules  
For most of the things children do, parents are responsible. A good seed, noble thoughts and upbringing deeds can determine the character and personality feeds of our children. The amount of money we spend on them is not funny, to please them that's ain't the way honey! Give them your time to make their life sublime. Children are soft clay, mould them the appropriate way. 
Anything is possible with a parent. Parents are gods. They make child and they destroy child. They warp the world and remake it in their own shape, and that's the world we know forever after. It's the only world. Child can't see what it might have looked like otherwise
Reward me site site where gave very helpful information to parents when their child was small. Parents may tell angrly to child but it may not good for child's thinking.This  will help parents how children who are parented with loving guidance -- which includes learning to manage their emotions -- adopt the parents' values, including doing well in school. And they don't actually destroy property or hit other kids outside the family after the age of seven, when the brain changes to give more rational control over emotions.
1: Oil massage
It is  most important  to keep baby skin soft. Regular oil massage to baby will keep baby skin very soft.
2: Soft baby mattress 
The softer the mattress, happier the baby. A baby spends long hours on mattress, of course after her mother’s lap which is softest of all. So it is very important that mattress is made of pure cotton or of some delicate fibre which is very soft on baby’s skin so that he enjoys being on bed and gets sound sleep and fun filled play time. Nowadays you get very soft and cuddly mattresses which keep the babies happy & healthy and are soft on baby’s skin too. After remaining secure in mother’s womb for so long, it is important that he feels the same warmth and snug when he is out of it. Here mattress has to provide that comfort.
3: Use of good Blanket
Baby needs to remain warm and snugly all the time so that he gets attuned to the atmosphere outside his mother’s womb soon. Here soft baby blankets are very important, nowadays we get very soft, delicate and cosy baby blankets which should be on every new mother’s wish – list. Blanket should be made of extremely soft and hygienic material as it maintains direct touch with baby’s soft skin. It is very important that very proper selection is done of the blanket for your darling baby.
Most importantly mothers too should keep their hands moisturized and wear cottony comfy clothes for the comfort of the baby.
4: Use of soft bed
Bed should be soft of the baby. We should select as smooth as possible bed.
5: Use of Pampers
Pampers which makes baby bums smooth and soft. It is most popular daiper for baby and good quality too. It will keep baby skin soft and safe.  And also long lasting because of its layer techniques.

Tuesday, 27 October 2015

About Life




LITTLE Jannita sat alone beside a milk-bush. Before her and behind her stretched the plain, covered with red sand and thorny “Karroo” bushes; and here and there a milk-bush, looking like a bundle of pale green rods tied together. Not a tree was to be seen anywhere, except on the banks of the river, and
  that was far away, and the sun beat on her head. Round her fed the Angora goats she was herding; pretty things, especially the little ones, with white silky curls that touched the ground. But Jannita sat crying. If an angel should gather up in his cup all the tears that have been shed, I think the bitterest would be those of children.
By and by she was so tired, and the sun was so hot, she laid her head against the milk-bush, and dropped asleep.

She dreamed a beautiful dream. She thought that when she went back  to the farmhouse in the evening, the walls were covered with vines and roses, and the “kraals” (sheepfolds) were not made of red stone, but of lilac trees full of blossom. And the fat old Boer smiled at her, and the stick he held across the door for the goats to jump over, was a lily rod with seven blossoms at the end. When she went to the house her mistress gave her a whole roaster-cake for her supper, and the mistress's daughter had stuck a rose in the cake; and her mistress's son-in-law said, “Thank you!” when she pulled off his boots, and did not kick her.
It was a beautiful dream.
While she lay thus dreaming, one of the little kids came and licked her on her cheek, because of the salt from her dried-up tears. And in her dream she was not a poor indentured child any more, living with Boers. It was her father who kissed her. He said he had only been asleep--that day when he lay down under the thorn-bush; he had not really died. He felt her hair, and said it was grown long and silky, and he said they would go back to Denmark now. He asked her why her feet were bare, and what the marks on her back were. Then he put her head on his shoulder, and picked her up, and carried her away, away! She laughed--she could feel her face against his brown beard. His arms were so strong.
As she lay there dreaming, with the ants running over her naked feet, and with her brown curls lying in the sand, a Hottentot came up to her. He was dressed in ragged yellow trousers, and a dirty shirt, and torn jacket. He had a red handkerchief round his head, and a felt hat above that. His nose was flat, his eyes like slits, and the wool on his head was gathered into little round balls. He came to the milk-bush, and looked at the little girl lying in the hot sun. Then he walked off, and caught one of the fattest little Angora goats, and held its mouth fast, as he stuck it under his arm. He looked back to see that she was still sleeping, and jumped down into one of the “sluits.” (The deep fissures, generally dry, in which the superfluous torrents of water are carried from the “Karroo” plains after thunderstorms.) He walked down the bed of the “sluit” a little way and came to an overhanging bank, under which, sitting on the red sand, were two men. One was a tiny, ragged, old bushman, four feet high; the other was an English navvy, in a dark blue blouse. They cut the kid's throat with the navvy's long knife, and covered up the blood with sand, and buried the entrails and skin. Then they talked, and quarrelled a little; and then they talked quietly again.
The Hottentot man put a leg of the kid under his coat and left the rest of the meat for the two in the “sluit,” and walked away.
When little Jannita awoke it was almost sunset. She sat up very frightened, but her goats were all about her. She began to drive them home. “I do not think there are any lost,” she said.
Dirk, the Hottentot, had brought his flock home already, and stood at the “kraal” door with his ragged yellow trousers. The fat old Boer put his stick across the door, and let Jannita's goats jump over, one by one. He counted them. When the last jumped over: “Have you been to sleep today?” he said; “there is one missing.”
Then little Jannita knew what was coming, and she said, in a low voice, “No.” And then she felt in her heart that deadly sickness that you feel when you tell a lie; and again she said, “Yes.”
“Do you think you will have any supper this evening?” said the Boer.
“No,” said Jannita.
“What do you think you will have?”
“I don't know,” said Jannita.
“Give me your whip,” said the Boer to Dirk, the Hottentot.
The moon was all but full that night. Oh, but its light was beautiful!
The little girl crept to the door of the outhouse where she slept, and looked at it. When you are hungry, and very, very sore, you do not cry. She leaned her chin on one hand, and looked, with her great dove's eyes--the other hand was cut open, so she wrapped it in her pinafore. She looked across the plain at the sand and the low karroo-bushes, with the moonlight on them.
Presently, there came slowly, from far away, a wild spring-buck. It came close to the house, and stood looking at it in wonder, while the moonlight glinted on its horns, and in its great eyes. It stood wondering at the red brick walls, and the girl watched it. Then, suddenly, as if it scorned it all, it curved its beautiful back and turned; and away it fled over the bushes and sand, like a sheeny streak of white lightning. She stood up to watch it. So free, so free! Away, away! She watched, till she could see it no more on the wide plain.
Her heart swelled, larger, larger, larger: she uttered a low cry; and without waiting, pausing, thinking, she followed on its track. Away, away, away! “I--I also!” she said, “I--I also!”
When at last her legs began to tremble under her, and she stopped to breathe, the house was a speck behind her. She dropped on the earth, and held her panting sides.

She began to think now.
If she stayed on the plain they would trace her footsteps in the morning and catch her; but if she waded in the water in the bed of the river they would not be able to find her footmarks; and she would hide, there where the rocks and the “kopjes” were.
(“Kopjes,” in the karroo, are hillocks of stone, that rise up singly or in clusters, here and there; presenting sometimes the fantastic appearance of old ruined castles or giant graves, the work of human hands.)
So she stood up and walked towards the river. The water in the river was low; just a line of silver in the broad bed of sand, here and there broadening into a pool. She stepped into it, and bathed her feet in the delicious cold water. Up and up the stream she walked, where it rattled over the pebbles, and past where the farmhouse lay; and where the rocks were large she leaped from one to the other. The night wind in her face made her strong--she laughed. She had never felt such night wind before. So the night smells to the wild bucks, because they are free! A free thing feels as a chained thing never can.
At last she came to a place where the willows grew on each side of the river, and trailed their long branches on the sandy bed. She could not tell why, she could not tell the reason, but a feeling of fear came over her.
On the left bank rose a chain of “kopjes” and a precipice of rocks. Between the precipice and the river bank there was a narrow path covered by the fragments of fallen rock. And upon the summit of the precipice a kippersol tree grew, whose palm-like leaves were clearly cut out against the night sky. The rocks cast a deep shadow, and the willow trees, on either side of the river. She paused, looked up and about her, and then ran on, fearful.
“What was I afraid of? How foolish I have been!” she said, when she came to a place where the trees were not so close together. And she stood still and looked back and shivered.
At last her steps grew wearier and wearier. She was very sleepy now, she could scarcely lift her feet. She stepped out of the river-bed. She only saw that the rocks about her were wild, as though many little “kopjes” had been broken up and strewn upon the ground, lay down at the foot of an aloe, and fell asleep.
But, in the morning, she saw what a glorious place it was. The rocks were piled on one another, and tossed this way and that. Prickly pears grew among them, and there were no less than six kippersol trees scattered here and there among the broken “kopjes.” In the rocks there were hundreds of homes for the coneys, and from the crevices wild asparagus hung down. She ran to the river, bathed in the clear cold water, and tossed it over her head. She sang aloud. All the songs she knew were sad, so she could not sing them now, she was glad, she was so free; but she sang the notes without the words, as the cock-o-veets do. Singing and jumping all the way, she went back, and took a sharp stone, and cut at the root of a kippersol, and got out a large piece, as long as her arm, and sat to chew it. Two coneys came out on the rock above her head and peeped at her. She held them out a piece, but they did not want it, and ran away.
It was very delicious to her. Kippersol is like raw quince, when it is very green; but she liked it. When good food is thrown at you by other people, strange to say, it is very bitter; but whatever you find yourself is sweet!
When she had finished she dug out another piece, and went to look for a pantry to put it in. At the top of a heap of rocks up which she clambered she found that some large stones stood apart but met at the top, making a room.
“Oh, this is my little home!” she said.
At the top and all round it was closed, only in the front it was open. There was a beautiful shelf in the wall for the kippersol, and she scrambled down again. She brought a great branch of prickly pear, and stuck it in a crevice before the door, and hung wild asparagus over it, till it looked as though it grew there. No one could see that there was a room there, for she left only a tiny opening, and hung a branch of feathery asparagus over it. Then she crept in to see how it looked. There was a glorious soft green light. Then she went out and picked some of those purple little ground flowers--you know them--those that keep their faces close to the ground, but when you turn them up and look at them they are deep blue eyes looking into yours! She took them with a little earth, and put them in the crevices between the rocks; and so the room was quite furnished. Afterwards she went down to the river and brought her arms full of willow, and made a lovely bed; and, because the weather was very hot, she lay down to rest upon it.
She went to sleep soon, and slept long, for she was very weak. Late in the afternoon she was awakened by a few cold drops falling on her face. She sat up. A great and fierce thunderstorm had been raging, and a few of the cool drops had fallen through the crevice in the rocks. She pushed the asparagus branch aside, and looked out, with her little hands folded about her knees. She heard the thunder rolling, and saw the red torrents rush among the stones on their way to the river. She heard the roar of the river as it now rolled, angry and red, bearing away stumps and trees on its muddy water. She listened and smiled, and pressed closer to the rock that took care of her. She pressed the palm of her hand against it. When you have no one to love you, you love the dumb things very much. When the sun set, it cleared up. Then the little girl ate some kippersol, and lay down again to sleep. She thought there was nothing so nice as to sleep. When one has had no food but kippersol juice for two days, one doesn't feel strong.
“It is so nice here,” she thought as she went to sleep, “I will stay here always.”
Afterwards the moon rose. The sky was very clear now, there was not a cloud anywhere; and the moon shone in through the bushes in the door, and made a lattice-work of light on her face. She was dreaming a beautiful dream. The loveliest dreams of all are dreamed when you are hungry. She thought she was walking in a beautiful place, holding her father's hand, and they both had crowns on their heads, crowns of wild asparagus. The people whom they passed smiled and kissed her; some gave her flowers, and some gave her food, and the sunlight was everywhere. She dreamed the same dream over and over, and it grew more and more beautiful; till, suddenly, it seemed as though she were standing quite alone. She looked up: on one side of her was the high precipice, on the other was the river, with the willow trees, drooping their branches into the water; and the moonlight was over all. Up, against the night sky the pointed leaves of the kippersol trees were clearly marked, and the rocks and the willow trees cast dark shadows.
In her sleep she shivered, and half awoke.
“Ah, I am not there, I am here,” she said; and she crept closer to the rock, and kissed it, and went to sleep again.
It must have been about three o'clock, for the moon had begun to sink towards the western sky, when she woke, with a violent start. She sat up, and pressed her hand against her heart.
“What can it be? A coney must surely have run across my feet and frightened me!” she said, and she turned to lie down again; but soon she sat up. Outside, there was the distinct sound of thorns crackling in a fire.
She crept to the door and made an opening in the branches with her fingers.
A large fire was blazing in the shadow, at the foot of the rocks. A little Bushman sat over some burning coals that had been raked from it, cooking meat. Stretched on the ground was an Englishman, dressed in a blouse, and with a heavy, sullen face. On the stone beside him was Dirk, the Hottentot, sharpening a bowie knife.
She held her breath. Not a coney in all the rocks was so still.
“They can never find me here,” she said; and she knelt, and listened to every word they said. She could hear it all.
“You may have all the money,” said the Bushman; “but I want the cask of brandy. I will set the roof alight in six places, for a Dutchman burnt my mother once alive in a hut, with three children.”
“You are sure there is no one else on the farm?” said the navvy.
“No, I have told you till I am tired,” said Dirk; “the two Kaffirs have gone with the son to town; and the maids have gone to a dance; there is only the old man and the two women left.”
“But suppose,” said the navvy, “he should have the gun at his bedside, and loaded!”
“He never has,” said Dirk; “it hangs in the passage, and the cartridges too. He never thought when he bought it what work it was for! I only wish the little white girl was there still,” said Dirk; “but she is drowned. We traced her foot marks to the great pool that has no bottom.”
She listened to every word, and they talked on.
Afterwards, the little Bushman, who crouched over the fire, sat up suddenly, listening.
“Ha! what is that?” he said.
A Bushman is like a dog: his ear is so fine he knows a jackal's tread from a wild dog's.
“I heard nothing,” said the navvy.
“I heard,” said the Hottentot; “but it was only a coney on the rocks.”
“No coney, no coney,” said the Bushman; “see, what is that there moving in the shade round the point?”
“Nothing, you idiot!” said the navvy. “Finish your meat; we must start now.”
There were two roads to the homestead. One went along the open plain, and was by far the shortest; but you might be seen half a mile off. The other ran along the river bank, where there were rocks, and holes, and willow-trees to hide among. And all down the river bank ran a little figure.

The river was swollen by the storm full to its banks, and the willow trees dipped their half-drowned branches into its water. Wherever there was a gap between them, you could see it flow, red and muddy, with the stumps upon it. But the little figure ran on and on; never looking, never thinking; panting, panting! There, where the rocks were the thickest; there, where on the open space the moonlight shone; there, where the prickly pears were tangled, and the rocks cast shadows, on it ran; the little hands clinched, the little heart beating, the eyes fixed always ahead.

It was not far to run now. Only the narrow path between the high rocks and the river.
At last she came to the end of it, and stood for an instant. Before her lay the plain, and the red farm-house, so near, that if persons had been walking there you might have seen them in the moonlight. She clasped her hands. “Yes, I will tell them, I will tell them!” she said; “I am almost there!” She ran forward again, then hesitated. She shaded her eyes from the moonlight, and looked. Between her and the farm-house there were three figures moving over the low bushes.
In the sheeny moonlight you could see how they moved on, slowly and furtively; the short one, and the one in light clothes, and the one in dark.
“I cannot help them now!” she cried, and sank down on the ground, with her little hands clasped before her.
“Awake, awake!” said the farmer's wife; “I hear a strange noise; something calling, calling, calling!”
The man rose, and went to the window.
“I hear it also,” he said; “surely some jackal's at the sheep. I will load my gun and go and see.”
“It sounds to me like the cry of no jackal,” said the woman; and when he was gone she woke her daughter.
“Come, let us go and make a fire, I can sleep no more,” she said; “I have heard a strange thing tonight. Your father said it was a jackal's cry, but no jackal cries so. It was a child's voice, and it cried, ‘Master, master, wake!’”
The women looked at each other; then they went to the kitchen, and made a great fire; and they sang psalms all the while.
At last the man came back; and they asked him, “What have you seen?”“Nothing,” he said, “but the sheep asleep in their kraals, and the moonlight on the walls. And yet, it did seem to me,” he added, “that far away near the ‘krantz’ [precipice] by the river, I saw three figures moving. And afterwards--it might have been fancy--I thought I heard the cry again; but since that, all has been still there.”
Next day a navvy had returned to the railway works.
“Where have you been so long?” his comrades asked.
“He keeps looking over his shoulder,” said one, “as though he thought he should see something there.”
“When he drank his grog today,” said another, “he let it fall, and looked round.”
Next day, a small old Bushman, and a Hottentot, in ragged yellow trousers, were at a wayside canteen. When the Bushman had had brandy, he began to tell how something (he did not say whether it was man, woman, or child) had lifted up its hands and cried for mercy; had kissed a white man's hands, and cried to him to help it. Then the Hottentot took the Bushman by the throat, and dragged him out.
Next night, the moon rose
up, and mounted the quiet sky. She was full now, and looked in at the little home; at the purple flowers stuck about the room, and the kippersol on the shelf. Her light fell on the willow trees, and on the high rocks, and on a little new-made heap of earth and round stones. Three men knew what was under it; and no one else ever will.

Love


Why love is important in life? Love is the most important thing in our lives. The love is that we missing in our self, and love is mix with many of feeling. There are two types of love are love of family and love for your sweetheart.

First of all, the love of your family is different from that you have for your sweetheart. The love for your family something you need it in your live, because they will protect you from everything in this live. The family is like human body everyone needs another, and everyone helps another. For example the family like a house that if you feel cold you go inside because you know you will feel warmly. Everyone knows what the meaning of family for him is. The love of family is kind of innate love you gained because love with them for many years.

Second, love for your sweetheart is that feeling like someone who owns all the world. This love is one of hard emotion that may be hard to explain it in some words. The love for sweetheart is kind of doesn't care about the rules or religion or culture. Some of men when you asked him about you qualities that you want in your future sweetheart? The answer will be beauty , but the beautiful is not including in love. Because this kind of love depend on confidence ,feeling, and loyalty. For example there are story talking about the loyalty , there are a man long time age loved girl and the girl loved him too, but he had to leave the city for different reasons . he went for his sweetheart and said you may marriage any man because I'm not sure if I will come back. After 30 years he came back for the city and he had sure she got marriage, but in the fact she didn't get marriage, and she was witting him to come back ,this is real meaning for the loyalty.
The love is a feeling of completeness that comes from treating others as part of our self, and love is mix of many feelings.-----I made a big change here, because it did not really make sense.
In conclusion, love is beautiful feeling that you make happy .everyone have his meaning and feeling for the love, because everyone own different feeling for his family or his sweetheart. The love is something that you can challenging the condition
for it.
                     

My Best Friend 

True friendship is a divine quality. To get a true friend is rare achievement now a days. Someone is lucky if he gets a true friend.
I am lucky enough to have true friend like Suresh. I value his friendship. He is really a true friend.
We both are class fellows for last four years. Suresh has many qualities of head and heart. He is an ideal student.
He is very punctual in coming to school. He completes his home task regularly! His books and exercise note-books are very clean. Moreover he has a very good handwriting. His behavior is a model for other students.
He is very polite, good mannered and sweet tempered. He never promises anything wrong to others. I have never seen him losing his temper. His uniform is always neat and clean. Though he is not a very brilliant student yet he always tries to improve himself.
He always tries to learn from others. He is always helpful to others in their time of need and never feels them to be obliged.
He has a sound mind in the sound body. He takes part in other activities of the school. He is very good player of cricket.
For last three years he is the captain of our school cricket team. He has won many trophies in inter school and district level cricket tournaments for the school. He is a very good debater too and had taken part in inter school debate competitions.
He is a friend in need. During my recent illness he spent many a sleepless nights sitting by my side throughout the night.
He is a great help to me in my studies also. He hails from a very rich family while I am from a middle class family. But he never boasts of his riches or feels proud of it.
All these qualities of Suresh make him an ideal friend. I am proud of him.
   

       Educational History of Russia


Up to the nineteenth century about 90% of the people was illiterate in Russia. Poverty and unemployment was the cause of the hopeless condition of the people. The public was under the complete dominance of Czar and the Church. In this vast country there were various languages, races and religious sects.
The country was backward. The minorities were neglected. There were some centres of scientific research, education, music and culture, but they were not open to all.
Education was mainly religious in nature and was organised by the clergy. Many minority groups had no scripts for their languages. Education was meant for the people of the upper classes.
The Czar commanded strict control over education. Students who revolted were jailed for life. Many of then left the country due to fear. Universities also were under the control of the Czar. From 1682 to 1725, under the rule of Peter the Great, there was some educational development. Hence, he is truly regarded as the father of Russian education.
He has inscribed on his private seal – “I am one of those men who are in search of knowledge and are always eager to learn.” Peter the Great in 1633 had established a board of education at Kiev and he had also established fifty such schools in which 3,000 children of churchmen were receiving education.
Some other primary, secondary and navel training schools were also established. In 1726, the Russian Academy of Sciences was founded and the university and preparatory schools affiliated to it were reorganised.
Catherine II (1729-1796) started a state educational policy. In a district, schools with two year curriculum and in a provincial town schools with five year curriculum, were established. In 1764 some special boarding schools were also opened for girls from the upper strata of society. Thus, in all, about 40 big and 255 small schools were established.
Form 1801-1825, during the rule of Alexander I, education registered good progress. He established an education ministry in 1802 and declared education free and universal. Around 1804 he established 6 universities, many provincial schools with four year curriculum and some district schools with two year curriculum and many one year rural schools.
At many places education was made free, and students were given special allowances and scholarships. About 70,000 students were receiving education in 1,400 schools. Even then the public was generally indifferent to education.
Nicholas I (1825-1855), like his predecessors, was interested in the development of education. He established special schools for children of upper classes and tried to spread women’s education also.
Strict disciplinary measures were introduced in the schools and the system of charging fees was also started. The king promulgated an order barring admission to children of farmers to universities and Gymnasia.
It was also ordered that logic should not be taught in schools as it was against the interest of the kingdom. The purpose of education was declared to make students loyal to the State, Church and King.
Some schools were established for providing technical education. Nationality, orthodoxy and autocracy were accepted as the chief basis of education. Secondary schools were declared for upper classes only. By imposing a strict discipline on universities, their academic freedom was badly curtailed.
The period of Alexander II (1855-1881) in the history of Russian education is considered as a period of educational reforms. The restrictions imposed on the universities were removed. Secondary education was reorganized.
Primary schools were opened in many States. Women education was encouraged by opening of a women s’ training school in 1863. Through the ‘Primary Schools’ Law of 1864, position, race and religion were not given any importance for admission in primary schools.
The teaching of science was encouraged and attempts were made to expand education in rural areas also. New teaching methods were introduced. A medical college was established for women. Girls’ schools were established at Petersburg and in many other prominent .cities.
But due to the death of Alexander II in 1881 there was a break in the development of education. Consequently, strict controls were again imposed on universities. This resulted in students’ strikes. Students were jailed. Many schools were closed due to students’ movements.
A feeling of opposition sprang up in the public against the Church, Parochial schools and Alphabet schools. At this time Zestov established some Zestov schools but the government encouraged its old alphabet schools. By 1902 religious education reached the peak of its development. Afterwards due to public opposition its influence began to fade.
In 1905 a revolution brokeout in Russia. Some groups organised themselves against the Czar. Between 1906 and 1907 some changes became necessary in education and the economic policy. As a result of the First World War dictatorship gained ground in Russia, Germany, France and Italy.
Consequently, democratic traditions declined. In 1917, Alexandor Derenshky established a revolutionary government by removing the imperial government. Under the leadership of Lenin and Trotsky a government of Bolshevists was established and a federal government was instituted having representatives from all the races and languages in the country. The control of the Church on education was totally abolished.
The communist government was determined to remove illiteracy. It published grammars books, dictionaries and textbooks of various languages. It tried to unite the country. In order to bring the various dialects closer to each other, development of education was considered necessary.
An attempt was made to spread primary education throughout the whole land. Scripts were given to those languages which had none. Vocabularies of various languages were developed. Russian language was used as a medium for propagating the views of Marx and Lenin.
Minority groups were made literate. Their vocabularies were developed. They were acquainted with the nature of industrial development.
The backward races were also taught the Russian language in order that they might also read and understand books which contained matters pertaining to vocational, industrial and agricultural skills.
For the Russification of the country, the Soviet government opened Russian schools which imparted education on the basis of communist ideology. Restrictions were placed on the Holy Syuod, Bishop of the Diocese and Church Councils. Studying in Russian schools was made compulsory for all.
The Zestov schools, municipal schools and people of Poland and Lithuania were compelled to send their children to these schools.
Four years of elementary education was arranged through a compulsory education scheme in Soviet Union. The communist movement of the government won the heart of the people and the students were also greatly influenced by the same.
The Provisional Government between 1917-1921 could not do much for education, but whatever it did was complete in itself. In 1918 religious education was banned and the whole education system of the country was placed under the Department of Public Instruction.
The authorities of the local organisations were given more powers. Universities were granted more autonomy. Under the new system of Education, Curators, Directors, Inspectors and Council of Primary Education was abolished.
According to the Act of 1918, four year curriculum schools were established for children between the age group of 13 and 17. Schools were also established for children between 8 and 13 years of age. Secondary education was made compulsory for children between the age group of 8 and 17.
Children’s Homes and schools were established in opposition to family life and in support of communistic ideologies. Educational institutions were given powers to determine the curriculum and to prescribe the text books.
A collective body was established giving representation to students, teachers and school councils. Thus a system was given to school administration. But Children’s Homes and schools and collective body system were never successful. At this time many multi-occupational schools and polytechnic schools were also established.
The period between 1921 and 1927 may be regarded as revolutionary from the point of view of education. During this period secondary schools and centers of vocational training were reorganized.
Primary schools and centers of vocational training were reorganized. Primary schools were no longer to be regarded as independent units. Higher education was also reorganized. The State Scientific Council took upon itself to organised the educational program mes.
Primary education was made a four year course and secondary education into a seven or nine year course. Teaching of communist doctrines and study of Soviet revolution was made compulsory. Educational program-mes were to be organised on the basis of social tendencies, nature and labor.
The Union and the provincial governments were to shoulder the entire expenditure on education. The children of laborers were encouraged to take admission in schools. All these educational upheavals created some confusion among the students.
Consequently, Stalin started his first five year plan (1928- 1932). The Central Executive Committee, on August 14, 1930 took the momentous decision that the rural children over eight year of age would have to study four year curriculum and the children of the same age group in industrial town were required to study a seven year programme.
Arrangement was made for adequate higher, professional and technical education and research. The poor children were to be provided clothes, refreshments and boarding facilities. Competitive examinations were introduced for admission to centres of higher education. Restrictions placed on the study of various subjects were removed.
Thus the standard of education was raised. Teachers’ training institutions were also established. During 1929-33 the strength of students increased every year. New school buildings were constructed and old ones were repaired. Thus Stalin’s first five year plan has been of great significance.
The Soviet government reorganized the secondary schools’ curricula of general and cultural education. The government established a university of culture for higher technical schools. Maintenance grants were given for national industrial reconstruction.
Rules for attendance and other allied matters were determined for higher schools. Communist principles were incorporated in the entire educational set-up. Education of backward people was encouraged.
During the Second World War, because of the German invasion, teachers and students were deputed to the military services. Consequently, many schools were closed. However, some schools continued to function for promoting essential educational services.
The Moscow University at this time published 15 hundred scientific papers. Rules for compulsory education were predetermined. The system of awarding gold and silver medals and certificates was started for encouraging bright students. Separate schools were started for boys and girls.
A plan was formulated in 1944 for the development of the Leningrad and Rostov universities. In the same year five hundred teachers were awarded medals for their special trainings in the field of national economy.
Sufficient money was spent for reconstruction of old buildings of educational institutions and other buildings for universities and laboratories. After the end of the Second World War, new centers of higher learning were opened and a five year plan (1946-1950) was started for rehabilitation of citizens in certain areas of the country. In this plan special attention was paid to scientific research and technology.
Under these plans about 120 higher educational institutions were established and 13 lakh persons having obtained secondary education and seven lakhs having achieved higher education were deputed for doing developmental work in the various parts of the country.
In 1952, 3, 75,000 students were admitted in correspondence courses and other higher institutions. The government arranged for educational expenditure to the tune of 8 thousand rubles. This amount was 12.6% of the total budget.
In the fifth five year plan (1951-1955) the Nineteenth Congress of Communist Party gave directions for higher education.
Plans were made for the expansion of universal secondary education in various cities. Arrangements were made for technical, adult, general, correspondence and evening part- time education.