5 Benefits of a School Dress Code

Over the past decade, the school dress code has become an increasingly common policy in
many communities worldwide. As opposed to the requirements of students to wear specific
clothing in the form of uniforms, dress codes provide guidelines through which students are
allowed to wear any clothing that meets the school's requirements, whether they pertain to the
color, style or cut of the clothing. Consequently, school dress codes are designed to create a
certain atmosphere in a school while providing students with a bit of freedom of expression
through their wardrobe.

And yet, while many parents applaud the demand of school dress codes as a way to ensure
that their children are dressed properly, others question whether the requirement of dress
codes in school eliminates their child's individualism.

Experts claim that there are many benefits of school dress codes. Here are some of the most
important advantages:

1) A dress code promotes a more serious school atmosphere which emphasizes academics and
promotes good behavior.
2) Dress codes have proven to increase student achievement by encouraging students to
concentrate more on their studies and less on their wardrobe. A de-emphasis on clothing can
also save money, as there will be less pressure to keep up with expensive trends and fashions.
3) Dress codes in school settings reduce social conflict and peer pressure that may be
associated with appearance.
4) Studies indicate that a school dress code can reduces the prevalence of certain behaviors
which are often expressed through wardrobe such as violence or promiscuity.
5) As opposed to uniforms, dress codes still allow students to wear what they want which
leaves students with a sense of choice and expression.

While teenagers will always find a way to express themselves, imposing boundaries can
prevent them from resorting to extremes that can sometimes lead to undesirable
consequences. School dress codes are a way to teach students the importance of a respectable
appearance which is a lesson that can positively impact their self-respect and self-esteem.

School uniforms promote student's loyalty and reduce students tendency to be violent. Without
school uniform, students may form gangs and identify their group with same color clothes.
Gang members would then victimize wealthy students. This violence can be prevented if all
students identify themselves as one by wearing the same school uniform.
at are too baggy. Girls getting in trouble for wearing clothes that are a little to sexual or
provocative.
These types of stories generate a great deal of comments, pro and con. But for the most part,
the general consensus is that these kids do not seem to understand that there are rules and
dress codes that they must follow. In one case, a sixth grade girl protested that she had to go
home and change because of what she wearing. Most comments on social media stated that if
she can’t learn to follow the rules and dress codes in elementary school, how can she function
in the real work when she looks for and gets a job.
Reasons why wearing of school uniforms are important for students:
 School uniforms are made compulsory for all students since it helps lessen social
conflicts within the school. This is so as not all students can keep up with the latest
trends in fashion. So, if you don’t belong in the group when it comes to fashion, you
often become the subject of ridicule and mockery obviously because other students
 see you as an outcast who doesn’t fit in. If you are in this situation, it can badly affect
your self-esteem and can give rise to many insecurities. But with school uniform,
incidents like this can be prevented.
 School uniforms promote students’ loyalty and reduces students tendency to be
violent. Without school uniform, students may form gangs and identify their group
with same color clothes. Gang members would then victimize wealthy students. This
violence can be prevented if all students identify themselves as one by wearing the
same school uniform. With school uniform, students will have a sense of oneness and
it will likewise enhance school loyalty. Wearing of school uniform is really important
for it gives students the feeling that they all belong in one community.
 School uniforms lessen students clothing expenses for their day to day use. It is also
beneficial for parents for it enables them to save extra cash. Just one time spending for
school uniforms and that’s it. Whereas, if parents have to spend for latest fashion
clothes for their children’s day to day attire in school, it can cost them a lot of money.
 School uniform promotes effective learning for all students. Students’ concentration
will be focused more on their education rather than their wardrobes. If students are
allowed to wear civilian clothes, they will be more eager, concerned and excited on
what clothes to wear to make them stand out at school. This will also distract their
learning process for their minds will be occupied with the thought of whether their
opposite sex will admire the way they dress up. Thus, school uniform is important for
it creates an effective learning atmosphere.
 Wearing of school uniforms also prepare students for their future career. If they get
employed in big companies, naturally they have to wear corporate and formal attires.
With this, it will be easy for them to adjust since they are used to wear formal
uniforms when they were in school.
School Uniform Conclusion
As you can see, having school uniforms can solve many problems for kids, teachers, the
administrators and the schools. No competition for what to wear, no gang colors, no feeling
bad if a child cannot afford the latest fashions. When a child is not worried about what they
are wearing and competing with their friends, they can concentrate on school and lessons.
Who is against school uniforms, the teen clothing companies. They make a great deal of
money by selling all kinds of clothing and name brand shoes to teens for the school year.
Many schools have rules about what to wear and what not to wear, but as I mentioned above,
kids are protesting these rules.
There have been numerous stories circulating on Facebook and other social media web sites
with kids as young as elementary school, complaining that they should be allowed to wear
what they want. Not only girls, but also the guys want to be able to wear the low baggy pants
and their favorite team’s shirts. But this has been found to cause problems, which is exactly
why a school uniform could solve all of these disputes, arguments and problems.
Even if a school does not have their own uniforms, a dress code is very helpful and needs to
be followed by all students and abided by parents. Rules are rules and the more children learn
about following the dress code rules, the better off they will be once they get to the real world
and the work force.

IT IS BETTER TO DIE ON YOUR FEET THAN TO LIVE ON YOUR KNEES.

A life of honor, dignity, self-respect and pride is what every soul on earth aims for and a life
without them is indeed not worth-living. Every single person born on the planet is possessed
with similar physical features, exceptions there but only too rare. Even these exceptions
shouldn’t be made a point of weakness and one should strive with everything natural ability
that he has. One should strive to seek the rightful place of honor and dignity for one’s self.
Begging for living or accepting servitude – the two evils of our modern-day society– is
against the spirit of human nature who is born free. Asking for alms is akin to accepting for
one’s self the lowest position in the society. It is analogous to burying one’s self-respect
deeper in the ground, never to be discovered again.
In fact when faced with suppression or tyranny in quest for rights, one should always be
ready to fight and lay down one’s life instead of budging before a despot. When fight is thrust
upon, it is sinful to close one’s eyes and assume there is no cat. This act of cowardliness costs
real big. Our history of western imperialism, being ruled by the Europeans for almost two and
a half centuries, bears testimony to the fact that nations that accept foreign dominance are not
respected and don’t enjoy a respectful place in the comity of nations.
To be respected and honored one should rather be courageous to say with Tipu Sultan “To
live like a lion for a day is far better than to live for a hundred years like a jackal,” who is
revered even by his foes, unlike his compatriots who are cursed for their treachery.
It Is Better To Die On Your Feet, Than To Live On Your Knees
There is something about that sentence that appeals to me, for me it means to never give up, be proud, keep on
fighting, don’t bend for anyone. And although it is easy for me to say and live by it there are people in this
world that try, but when they do, get punished. May it be by prison, torture or death.
I grew up in a small village in Sweden so it’s fair to say that my upbringing was secure. No wars no people
who got taken away at night and tortured for different reasons. People were allowed to believe in different
religions and no military or police came knocking on your door to punish you for that. You could celebrate
being Swedish without having to die for it. No country tried to take over and force you to change your ways, to
deny your heritage. There were no illegal occupation by another country who forced the women to get
sterilized so the Swedish people “naturally” would disappear. We never had to flee over the borders to survive
and risk getting shot just because we wanted to live.
Life in Sweden still is like this, people are safe, no torture or forced sterilisations (which actually happened
before). The Swedish people live in their safe bubble pleasantly sheltered from the big bad world. The TV and
newspapers carefully tell the population what happens in other countries and then go back to report about
things happening in Sweden, so we don’t get to upset about the reality a lot of people live in. The Swedish
government clap themselves on the chests claiming that Sweden is such a rich safe country, great when it
comes to healthcare, schools, feminism, gender equality, environment and bending themselves backwards to
try to be the world’s conscience. –Do like us and the world will be a better place!
But what about caring for people in other countries? What about standing up to the bigger, more powerful
countries? Then Sweden hides behind the trees, red small cottages or the closest snowman. Sadly, that goes for
many governments and countries around the world.
The country I am talking about that we all need to stand up against is China. The country that coldly torture
and kills, that ruins the environment and have no interest in human rights what so ever.
Do YOU know what they are doing to the people in Tibet?
Do YOU know that China illegally occupy Tibet?
Do YOU know that they force Tibetan women to get sterilized?
Do YOU know that UN invited China’s minister of Forced sterilisations to speak on women’s rights?!
The Right To Education As A Human Right Education Essay
The right to education is identified as a human right and is understood to establish an
entitlement to free for all also compulsory primary education for all children. An obligation
to the secondary education accessible to all children as well as access to higher education.
The right to education is one of the most fundamental right but also human right. The right to
education to eliminate discrimination at all levels of the educational system, to set minimum
standards and to improve quality of education. The education shall be directed to the full
development of the human personality and to the strengthening of respect for human rights
and fundamental freedoms. The human rights shall promoting understanding and friendship
among all nations, religious or racial groups and shall further the activities of the united
nations for the maintenance of peace. This right to education is most fundamental as a human
right. Education promotes a man, as individual freedom, and it shown way of life, change the
thinking, and it makes smart.
2. What is right to education?
Education is the most important thing in man life, it makes sense, it effect on mind, it change
the character. The right to education is a inherent right. Right to education is the right which
deals with the right to know and right to change their life and life style. The various types of
right to education are primary education, secondary education, vocational education and
higher education. Every child has the right to education of primary education. "Everyone has
the right to education. Education shall be free, at least in the elementary and fundamental
stages. Elementary education shall be compulsory. Technical and professional education shall
be made generally available and higher education shall be equally accessible to all on the
basis of merit. …". Education shall be free for development of human personality. The
human rights are developing of understanding, gender quality and make a friendship among
all nations.
3. Education and the 4 A's:
The education should be meaningful right and it must be available, accessible, acceptable and
adaptable. Every person shall be able to get the benefit from educational knowledge which is
desire to get their basic learning knowledge.
3.1 Availability:
Education should be available for all and without cost, minimum the primary education and
fundamental level. The government should be able to make it available for the citizen. The
governments have to make sure availability of school. " States parties recognize the right of
the child to education, and with a view to achieving this right progressively and on the basis
of equal opportunity, they shall in particular; make primary education compulsory and
available free to all". The primary education and higher and also basic education should be
available for all. Article 13.2(a) of the International Covenant on Economic, Social and
Cultural Rights says, Primary education shall be compulsory and available free to all. The
basic education should be available.
3.2 Accessibility:
All of the educational institute should be accessible for everybody. Nobody can be
discriminate on the basis of race, sex, color, religious, economic status, language and
immigration status or disability. The school should be safe for all, the school should be
reasonable distance from the community. Education should be affordable to all and text book.
Higher education should be accessible for all and also equitable for all. "Persons with
disabilities can access an inclusive, quality and free primary education and secondary
education on an equal basis with others in the communities in which they live".
3.3 Acceptability:
The education learning method of school should be acceptable to the parents for their
children and they should be fulfilling the national norms that they set by the government also
should be providing the equality educations. The method of education also is easy and
acceptable to all. Adaptability should be depending on the learning method and life style.
3.4 Adaptability:
Adaptability means the education has to be flexible and easy. Adaptability promotes
equitable outcomes for learners. The education should be adaptable for children and youth
and also higher student.
4. Human Rights Education and Human Right:
Every children, youth, man and women has the human right to education, training and
information and also fundamental rights dependent upon realization of human rights
prospective to human rights education also a responsibility. "The States Parties… recognize
the right of everyone to education… Education shall enable all persons to participate
effectively in a free society, promote understanding, tolerance and friendship among…
racial, ethnic or religious groups… primary education shall be compulsory and available free
to all…Secondary education… including technical and vocational secondary education, shall
be made generally available and accessible to Higher education shall be made equally
accessible to all…..". We need to show respect on human right and human rights education.
Human rights education is provide information about human right to the people. "All human
being are born free and equal in dignity and rights. They are endowed with reason and
conscience and should act towards one another in a spirit of brotherhood". Article 28 and 29
of the Convention on the Rights of the Child(CRC), 1989 deals with the ensure the right to
education, that means every states have to sure compulsory education and available without
any cost, encourage the development of secondary education and vocational education and
also government have to provide financial support if needed. On the other hand article 13 of
the International Covenant on Economic, Social and Cultural Rights (ICESCR), 1966 says
about recognizes the right to education. "The States Parties to the present Convenant
recognize the right of everyone to education. They agree that education shall be directed to
the full development of the human personality and the sense of its dignity, and shall
strengthen the respect for human rights and fundamental freedoms. They further agree that
education shall enable all persons to participate effectively in a free society, promote
understanding, tolerance and friendship among all nations and all racial, ethnic or religious
groups, and further the activities of the United Nations for the maintenance of peace". The
main objective of an human rights education is peace. Though the Convention on the
Elimination of All Forms of Discrimination against Women mention prohibits discrimination
in education of women. "State parties shall take all appropriate measures to elimination
discrimination against women in order to ensure, on a basis of quality of men and women".
4.1 Women's Human Right to Education:
The purpose of women's human right to education is to develop the law to protect women's
human right to education. Another purpose is to improvement of human rights and women's
human rights. Some of the purposes are as follows:
To developed women's economic rights
Women's communications skills
Women's and politics
Women's right to education has been made the equal access to education. Women's can
access any types of education such as higher education, vocational education and they have to
give to opportunity to show their knowledge while women's brains were smaller then mens
for that reasons they are less capable then man.
Feminism and the women's movement
4.2 Who Needs Human Rights Education
Human rights is a part of our education. Some group of people have a particular need for
human rights education, some group of people have to know human rights education because
of their official purposes and responsibility, this groups are below:
Administrator:
Lawyers, judges and prosecutors.
Law enforcement officer, such as police and security forces.
NGO and Associations:
Trade union
Women's organizations
Migrant workers
National or International association
Government and Legislative officials:
Member of the Parliament
Military staffs
Others:
Journalist
Print and mass media
As we are human being all of we have to know the human rights education. Every people
have to show the respect on human rights.
5. International Legal Setting for Right to Education:
While the right to education has been recognized in a great many international human rights
treaties, the formulations used and the nature and the scope of the resulting obligations
undertaken by states tend to vary significantly. Many country recognize the right to education
through the Universal declaration of human rights, they make sure the primary education is
compulsory and available free for all. "The states parties to the present covenent undertake to
have respect for the library of parents and, when applicable, legal guardians to choose for
their children schools, other than those established by the public authorities, which conform
to such minimum educations standards as may be laid down or approved by the state and to
ensure the religious and moral education of their children in conformity with their own
convictions."
6. The new challenge of education and human rights:
In this twenty first century the main challenge is make sure the education for all. In the
African and Asian the millions of children living in poverty, who suffer many problems, they
are deprive from the education and health. Another important matter is that how to make sure
to available and accessible to all without any discrimination. Many of the developing
countries do not give education high priority in their national budget, for that reason the poor
people cannot send their children to educational institute. But every State are responsible to
provide the free primary education and accessible to all.
7. Development of the Human rights education:
Education is the most important human rights, we need to develop this right and also we have
to think about the education trainer or teacher for quality education. We have to proper
implimentation on human rights convention to serve the right to education. Today education
is the most important function of every state. To develop the human rights education to
respect to human rights and fundamental freedom and to improve the self-respect and respect
for other. " Education shall be directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and
shall further and activities of the United Nations for the maintenance of peace". If we look the
development of human rights education in Sweden, then we can feel they good situation in
Sweden suppose they are human resources is skilled and peaceful for this reasons Sweden is
free from terrorism, torture, free from violence of human rights. On the the other hand the
developing countries has lot of problem about human rights education, they don't have proper
implementation on intonations treaties. Because of they have poverty, violence of human
rights, terrorism and many more problems. Article 29 of the Convention of the right of
children deals with the development of the human right education.
" The development of the child's personality, talents and mental and physical abilities to their
fullest potential;
The development of respect for human rights and fundamental freedoms, and for the
principles enshrined in the Charter of the United Nations;
The development of respect for the child parents his or her own cultural identity, language
and values, for the national values of the country in which the child is living , the country
from which he or she may originate and for civilizations different from his or her own;
The development of respect for the natural environment"
8. The benefits of the human rights education:
Every people should be able to benefit from the human rights educational opportunities
designed to meet their basic human learning needs. Educated people shall respect each other
and and they can respect on human rights. Article 13 of the International Convenant on
Economic, Social and Cultural Rights is to establish a right to education so that everyone
accordingly receives a suitable education consistent with the needs of the society in which it
is provided. Individually the benefits of human rights education is to full development of
human personality, collectively people can make a good society and peaceful environment.
Benefits of good quality of learning opportunities are allow them a batter future.
9. Conclusion:
The human rights education iss the deepest foundation of the modern human rights and the
human rights education for all. The right to human rights education is commonly influences
on economic social and cultural rights. The concept of the right to education has defined by
the initiatives of the international human rights organizations. The fulfillment of the right to
education of the four "A's" ( availability, accessibility, acceptability and adaptability) the
method of the 4 As have to be fullfill. The school teacher and teaching materials should be
available and there must be equitable access for all also the education should be adaptable
and flexible to the people. The right to education and human rights education is collaborately
related to with an Economic, Social and Cultural rights for that the States have to be good
relations with others State. In the human rights education the government have some
obligations as respect their human right. The right to human rights education has empowers
best understanding for the human rights.
 Netaji Subhash Chandra Bose
Born: January 23, 1897
Place of Birth: Cuttack, Orissa
Parents: Janakinath Bose (father) and Prabhavati Devi (mother)
Spouse: Emily Schenkl
Children: Anita Bose Pfaff
Education: Ravenshaw Collegiate School, Cuttack; Presidency College, Calcutta;
University of Cambridge, England
Associations: Indian National Congress; Forward Bloc; Indian National Army
Movements: Indian Freedom Movement
Political Ideology: Nationalism; Communism; Fascism-inclined;
Religious Beliefs: Hinduism
Publications: The Indian Struggle (1920–1942)
Death: August 18, 1945
Memorial: Renk?ji Temple, Tokyo, Japan; Netaji Bhawan, Kolkata, India
Subhash Chandra Bose was one of the most celebrated freedom fighters of India. He was
a charismatic influencer of the youth and earned the epithet ‘Netaji’ by establishing and
leading the Indian National Army (INA) during India’s struggle for independence.
Although initially aligned with the Indian National Congress, he was ousted from the
party due to his difference in ideology. He sought assistance from Nazi leadership in
Germany and Imperial forces in Japan during the World War II, to overthrow the British
from India. His sudden disappearance post 1945, led to surfacing of various theories,
concerning the possibilities of his survival.
Childhood & Early Life
Netaji Subhash Chandra Bose was born on 23 January, 1897 in Cuttack (Orissa) to
Janakinath Bose and Prabhavati Devi. Subhash was the ninth child among eight brothers
and six sisters. His father, Janakinath Bose, was an affluent and successful lawyer in
Cuttack and received the title of "Rai Bahadur". He later became a member of the Bengal
Legislative Council.
Subhash Chandra Bose was a brilliant student. He passed his B.A. in Philosophy from
the Presidency College in Calcutta. He was deeply influenced by Swami Vivekananda's
teachings and was known for his patriotic zeal as a student. In an incident where Bose
beat up his professor (E.F. Otten) for his racist remarks, brought him notoriety as a rebel-
Indian in eyes of the government. His father wanted Netaji to become a civil servant and
therefore, sent him to England to appear for the Indian Civil Service Examination. Bose
was placed fourth with highest marks in English. But his urge for participating in the
freedom movement was intense and in April 1921, he resigned from the coveted Indian
Civil Service and came back to India. In December 1921, Bose was arrested and
imprisoned for organizing a boycott of the celebrations to mark the Prince of Wales' visit
to India.
During his stay in Berlin, he met and fell in love with Emily Schenkl, who was of
Austrian origin. Bose and Emily were married in 1937 in a secret Hindu ceremony and
Emily gave birth to a daughter Anita in 1942. Shortly after the birth of their daughter,
Bose left Germany in 1943 to come back to India.
Political Career
Association with Indian National Congress
Initially, Subhash Chandra Bose worked under the leadership of Chittaranjan Das, an
active member of the Congress in Calcutta. It was Chittaranjan Das, who along with
Motilal Nehru, left Congress and founded the Swaraj Party in 1922. Bose regarded
Chittaranjan Das as his political guru. He himself started the newspaper ‘Swaraj’, edited
Das’ newspaper ‘Forward’ and worked as the CEO of Calcutta Municipal Corporation
under Das’ stint as Mayor. Subhash Chandra Bose played an important role in
enlightening the students, youths and labourers of Calcutta. In his fervent wait to see
India as an independent, federal and republic nation, he emerged as a charismatic and
firebrand youth icon. He was admired within the congress for his great ability in
organization development. He served several stints in prison for his nationalist activities
during this time.
Dispute with the Congress
In 1928, during the Guwahati Session of the Congress, a difference of opinion surfaced
between the old and new members of the Congress. The young leaders wanted a
"complete self-rule and without any compromise’ while the senior leaders were in favour
of the "dominion status for India within the British rule".
The differences between moderate Gandhi and aggressive Subhash Chandra Bose
swelled to irreconcilable proportions and Bose decided to resign from the party in 1939.
He went on to form the Forward Bloc the same year.
Although he voiced his dislike for the British often in his correspondences, he also
expressed his admiration for their structured way of life. He met with the leaders of the
British Labor Party and political thinkers including Clement Attlee, Harold Laski, J.B.S.
Haldane, Arthur Greenwood, G.D.H. Cole, and Sir Stafford Cripps and discussed the
possibilities that an independent India might hold.
Formation of the INA
Bose vehemently opposed the Congress decision to support the British during the Second
World War. With the aim to initiate a mass movement, Bose called out to Indians for
their whole-hearted participation. There was tremendous response to his call “Give me
blood and I will give you freedom” and the British promptly imprisoned him. In jail, he
declared a hunger-srtike. When his health deteriorated, the authorities, fearing violent
reactions, released him but put him under house-arrest.
In January, 1941, Subhash made a planned escape and reached Berlin, Germany via a
detour through Peshawar. Germans assured him their full support in his endeavours and
he gained allegiance of Japan as well. He took a perilous journey back east and reached
Japan where he assumed command over 40,000 soldiers recruited from Singapore and
other south East Asian regions. He called his army the ‘Indian National Army’ (INA)
and led the same to capture the Andaman and Nicobar islands from the British and
rechristened it as Shaheed and Swaraj Islands. A provisional “Azad Hind Government”
started functioning in the captured territories. The INA or the Azad Hind Fauj stared for
India and crossed Burma Border, and stood on Indian soil on March 18, 1944.
Unfortunately, the tide of the World War turned and the Japanese and German forces
surrendered which forced him to call off further advancement.
Death
Netaji disappeared mysteriously soon after the retreat. It is said that he went back to
Singapore and met Field Marshal Hisaichi Terauchi, head of all military operations in
South East Asia who arranged for him a flight to Tokyo. He boarded a Mitsubishi Ki-21
heavy bomber from Saigon Airport on August 17, 1945. The following day the bomber
crashed shortly after take-off after a night halt in Taiwan. Witnesses report that Bose
sustained intense third degree burns in the process. He succumbed to his injuries on Aug
18, 1945. He was cremated on August 20 in Taihoku Crematorium and his ashes were
laid to rest at the Renk?ji Temple of Nichiren Buddhism in Tokyo.
Bose’s comrades who were stranded in Saigon waiting to be transported never saw his
body. Nor did they see any photographs of his injuries. They refused to believe that their
hero was dead and hoped that he evaded detection by the British-American forces. They
 believed whole heartedly that it was just a matter of time that Netaji will gather up his
army and conduct a march towards Delhi. Soon people began to report sighting of the
hero and even Gandhi expressed his scepticism about death of Bose. Post-independence,
people started to believe that Netaji had adopted an acetic life and became a Sadhu. The
mysteries surrounding Bose’s death took upon mythic proportions and perhaps
symbolized the hope of the nation.
The government of India set up a number of committees to investigate the case. First the
Figgess Report in 1946 and then the Shah Nawaz Committee in 1956, concluded that
Bose had indeed died in the crash in Taiwan.
Later, the Khosla Commission (1970) concurred with the earlier reports, the reports of
Justice Mukherjee Commission (2006) said, "Bose did not die in the plane crash and the
ashes at Renkoji temple are not his". However, the findings were rejected by the
Government of India.
In 2016, following the declassification of a report handed over by the Japanese
government to the Indian Embassy in Tokyo in 1956, titled "Investigation on the cause of
death and other matters of the late Subhash Chandra Bose" confirmed the Indian
National Hero’s death in Taiwan on August 18, 1945.
Ideology
Bose’s correspondences prove his faith in democracy in Independent India. Bose’s
primary ideology was always the freedom of his motherland even if meant taking help
from fascists like Mussolini or Hitler.
Legacy
Netaji Subhash Chandra Bose has left deep impact on the psyche of his countrymen. His
slogan, ‘Jai Hind’ is still used in reverence to the country. The International airport in
Kolkata has been named Netaji Subhash Chandra Bose International Airport to
commemorate the charismatic leader.
In Popular Media
Many documentaries, TV series and films have been made on the life of netaji. In 2004,
revered director Shyam Benegal made a biopic ‘Netaji Subhas Chandra Bose: The
Forgotten Hero’ that received immense critical acclaim in India as well as in
international film festivals.
Leadership lessons from Netaji Subhas Chandra Bose, the forgotten hero
We all love the idea of a tragic hero, the one who is soulfully misunderstood in his undying
efforts to help the people and change their fate. The one who secretly saves the world but
never gets recognised for his efforts. After all, not all superheroes wear capes. Netaji Subhas
Chandra Bose is perhaps India’s greatest tragic hero.
Abandoning a life of ample wealth and stupendous comfort, he dedicated his life to his nation
and resorted to whatever means necessary to secure its freedom from British colonial rule. A
stark contrast from Gandhi’s pacifism and Nehru’s diplomacy, Netaji stood for the idea of
fighting till the last breath. His war-cry of “You give me blood, I’ll give you Freedom” is still
a popular booster for the troops today.
Many scholars have argued that Netaji understood the depth of the revolution better than even
Gandhi and that, despite the eventual failure of the INA troops to take back the country from
its colonisers, it was the one true move that heightened Britain’s decision to offer greater
concessions to the Indian public. While the more moderate patriots wished to achieve
dominion status within the British Raj, Netaji would settle for nothing less than ‘Swaraj’,
or complete independence.
In line with the younger section of the congress, which included a then-radical Jawaharlal
Nehru, Netaji would often spar with the more conservative stance of a senior Gandhi. In fact
the two’s infamous relationship regarding the measures for the struggle – the central bone of
contention – caused Netaji to leave the Congress after serving as its interim President on
several occasions and begin to form a force of his own.
Netaji’s more radical measures against the British got him behind bars on several occasions,
and of course, the legendary tale of his escape from house-arrest under the guise of a Pathan
is known by every history enthusiast and patriot. Escapades aside, Netaji was a true leader in
his own right, and on his 119th birthday, we pay a long-due tribute to the forgotten hero.
Believe in the cause
“One individual may die for an idea, but that idea will, after his death, incarnate itself in a
thousand lives.”
Netaji faced legal action, numerous arrests, and even exile for the sake of protecting his
nation. No matter how much ridicule and animosity he would face from the other members of
the Congress, Netaji had unwavering faith in his idea of Swaraj and was willing to sacrifice
his life for the cause. A true leader will dedicate his last breath to an idea he or she strongly
believes in and will be willing to undergo any and every measure for the same.
Act on your instinct
“No real change in history has ever been achieved by discussions.”
Too often, we waste significant time in debating an idea or plan instead of actually executing
it. Netaji’s greatest displeasure with the Congress, or more particularly with Gandhi at the
time, was the fact that all its members may have begun to turn towards the idea of Swaraj, but
none of them were ready to launch any form of mass action or other radical measures to
attain it. Netaji knew that the bite was always more important than the bark, and always based
his efforts around this, be it during the creation of the INA or securing the help of the Axis
forces to fight against the British.
Give, in order to get
“Forget not that the grossest crime is to compromise with injustice and wrong. Remember
the eternal law: you must give, if you want to get.”
Netaji had always been a great orator. When it came to recruiting men to build his INA, he
would appeal to their nascent patriotism and tell them that the only way they could achieve
the freedom they so desired was if they were willing to give themselves to the cause of the
nation. It is the responsibility of a leader to make sure that his team does not hold back when
it comes to practising or executing an idea, service, or campaign. Maximum returns only arise
with maximum effort.
Netaji’s legacy and his indefinable contributions to the greatest struggle for independence
cannot be rightfully credited through one source. His dreams for an independent India and his
dedication to attain the same, albeit slightly controversial ways, will never be forgotten. Jai
Hind!