Children of North
East states of India which are in Chicken Head of India know a lot about many thing of
Indian mainland. They know the difference between Old Delhi and New Delhi along
with pictures even when they didn't went, some will not go even but few may. They
know about Kanyakumari, they know about Tipu Sultan, they know about Tantia Tope,
they know about Janshi, they know about Mysore and a lot more from East to West
and North to South.
Does children of
mainland India know anything about North
East Indian States most of which joined in and around 1972?
This 1972 is neither
yesterday nor day before yesterday; rather it is before New Economic
Policy(NEP, 1991) which all students of both the sides know about, but not the
geography of North East Region(NER) which was in and around 1972. Ask to a
student of Delhi university, one of the most reputed University of India, she/he will answer nothing
correct, not necessarily everyone. It is my experience and perhaps for many student came from NER. It is
because nothing about NER is in the syllabus of any central book either in
secondary or higher secondary.
People of NER may
not be considered as asset of property of India, but no doubt the territory is, I am sure. Does there no right for the
students of mainland India to know all about what is laying at least on the boundary
of India? Students of mainland India is missing of the knowledge about the
extreme north of India , i.e. Jammu and Kashmir, if so but with incorrect and
outdated map and same is the case for the whole of Chicken Head i.e NER. It is called as Chicken
Head because it looks like so, and NER is called to be connected at
Chicken's Neck, that is the region of North Bengal which has the width of 22km
in the west while it is 33km in the east, and also called as Siliguri Neck.
After all the point
what I want to make is about the discrimination of the region from the syllabus
of school children of mainland India. It is also a discrimination of school
children that prevent them from knowing about the geography and history of NER.
Thus a student who
don't know about NER may become a bureaucrat (please forget ICS), as happened
in Delhi University who became graduate without having knowledge about NER. He
may become an important politician of India, but still with lack of(basic-not internalized)
knowledge until and unless he has extra interest to do so.
Ultimately he forget
to care about the territory which fall in NER of India, which then becomes
conducive for neighboring countries like China in the East (Arunachal Pradesh)
and Pakistan in North (Jammu and Kashmir) to eat up Indian territory as slowly as
candle burns up in course of decades long time, may reach the half of the candle
but cannot regain the burned part once done.
The same is happened in Arunachal Pradesh that China called this Indian
state is Southern Tibet after being eaten up thousand of kilometer of the state.
India cannot regain this eaten up portion once eaten.
This is the symptom
of the hole which we find in the primary level and confronting now at planning
level and still they, as they don't knowledge about NER, don't find any
sustainable solution to fix the bug in Indian boundary. Seems India will be it
is as it was until it is fixed at primary level but not at international level.
