Festival of Holi

-Mrs. Sushma SharmaIMG-20170305-WA0014-1

The colorful festivals of Hindus are an integral part of every Indian. They speak of India’s rich cultural and traditional background. The commonness in all the celebrations is that they rejoice humanity and promote basic human values. Indian festivals have many aspects in their significance, namely spiritual, philosophical, religious and cultural. The cultural aspects of festivals deal with the joyous expressions of music and dance, with people wearing beautiful traditional dresses. The celebration of such festivals is one of the key strengths of continuity of cultural values. Culture in India is related with agriculture on one hand, and religious ideals on the other. Holi festival’s cultural significance can be evaluated in both contexts. 


Holi, the festival of colour is celebrated every year throughout India with a feeling of strong community bonding and excitement on the last day of Phalguna and the first day of Chaitra month of Hindu calendar. On the eve of Holi, people burn firewood namely ‘Holi’ and enjoy with dance and music making circle around it. On the next morning, they play ‘Holi’ with colors. People put colors on each other without any discrimination, and eat especial sweet preparations, especially Gujjiya.

It is a seasonal celebration of spring time after a long winter. In spring season new harvest gets ready and it is time of happiness for farmers and others. The waste material of crops is to be destroyed. The natural process of destroying the waste through fire is celebrated as Holika-Dahan.

In Puranas, the story of wicked and powerful king named Hiranyakashyap and his virtuous and divine young son, Prahlad, is associated with Holika-Dahan. Holika was the sister of Hiranyakashyap who got a boon from God that she will never be damaged or burnt by fire when alone. Later being in her arrogance she forgot the condition of boon. Hiranyakashyap decided to kill his son Prahlad, a devotee of Lord Vishnu who had single-minded love for God, because he felt jealous. The king failed in his attempt to do so. Then finally he took the help of his sister who had the boon of not being burnt by the fire. Hiranyakashyap put Prahlad on the lap of Holika and blazed fire. Due to the grace of God, Prahlad was not burnt in the fire and Holika was destroyed. She was killed having evil intentions in mind, while Prahlad survived having full faith in Almighty. The moral of the story is clear that always virtue wins over vice.


The same story is told in a different way too, that Holika had been given a special shawl as a boon from God. When she wore that shawl she could not be burned by fire. Prahlad’s father and Holika planned to kill Prahlad by placing him in her lap while sitting in the fire using her shawl to protect her. But divine plan always works. When both entered in the fire, a strong gust of wind came and blew her shawl off of her. Hence, Holika was burnt in the fire of her own evil plan, and pure divine Prahlad remained safe with the devotion to God. Inner purity and inner piety are what truly save us.

Spring season is full of colorful flowers. Originally, playing Holi with colors symbolized association of prosperity and happiness with a good season and atmosphere. Holi is connected with Shri Krishna also who used to play Holi with his friends with great joy in his childhood at Mathura and Vrindavan. Even today Holi is regarded as the most popular festival of Vrindavan and Mathura regions. 


One meaning of Holi is ‘sacrifice.’ We must remember to sacrifice that within us which is devilish and impure. Only then we will be protected, happy and pious to celebrate all colors of life.

Mrs. Sushma Sharma, Principal, New Vision Intermediate College, Kanpur, UP, India


Children in Puranas

Great personalities have always their bright childhood as continuity of qualities is a fundamental truth-


In some Purāṇas, we find story of a child Dhruva who was a symbol of firm determination and profound devotion towards God. Dhruva was son of King Uttānapāda  and his wife Sunīti . The king also had another son named Uttama, born to his second queen Suruchi, who was the preferred object of his affection. Once, five year old, Dhruva was sitting on his father’s lap at the King’s throne. Suruchi, the step-mother, who was jealous of the Dhruva, forcefully removed him from his father’s lap. When Dhruva protested and asked if he could not be allowed to sit on his father’s lap, Suruchi scolded him ruthlessly saying; ‘only God can allow you that privilege. Go ask him.’


(Source of Image : Daily Bhaskar.com)

Sunīti, a lady of gentle nature but lesser favorite wife of king, tried to console her distressed son, but Dhruva was determined to hear about his fate from the Lord.  Seeing his firm determination, mother Sunīti allowed him to go to the forest. Dhruva was determined to seek for himself his rightful place. Noticing his resolution, the divine sage Nārada appeared before him and tried to abstain him from obtaining severe austerity at such an early age. But Dhruva was firm on his decision, and therefore, overwhelmed sage guided him towards his goal by teaching rituals and mantras to meditate and please the lord Viṣṇu. The one mantra, taught by Nārada which was effectively used by Dhruva, was Om Namo Bhagavate Vāsudevāya. Little Boy fixing his mind on Lord, started his meditation, and went without food and water for six months for the gratification of Viṣṇu. His tapasyā shook the heavens, and Lord appeared before him, but the child would not open his eyes being merged in the inner vision of Viṣṇu’s form described by Nārada. Lord Viṣṇu adopted a strategy to disappear that inner vision. Immediately Dhruva opened his eyes, and seeing outside what he had been seeing in his mental vision, prostrated himself before the Lord. He could not utter a single word. The Lord touched his right cheek by his divine conch and that sparked off his speech. He recited a beautiful poem of twelve powerful verses in the praise of the Lord which is called Dhruva-stuti. The Dhruva-stuti as mentioned in the ViṣṇuPurāṇa is quite different from the Dhruva-stuti of BhāgavataPurāṇa.

Having spent a long time in the Lord’s commemoration, he even forgot the objective of his tapasyā, and only asked for a life in memory of the Lord. Pleased by his tapasyā and by his stuti, Viṣṇu granted his wish and further decreed that the child would attain Dhruvapada – the state where he would become a celestial body which would not even be touched by the mahā-pralaya. Dhruva returned to his kingdom. Now he was warmly received by his family. He attained the crown at the age of six and ruled his kingdom for many decades in a fair manner. Today people highlight any fix position or firm decision, saying it as ‘dhruva.


Prahlāda, a young boy is known in the Purāṇas for his firm devotion towards Lord Viṣṇu. Demon king, Hiraṇyakaṥyapa was his father who had commanded everybody in his kingdom to worship only him. But his son, Prahlāda refused to worship his father and became an ardent devotee of Lord Nārāyaṇa. Hiraṇyakaṥyapa tried several ways to kill his son Prahlāda but Lord Viṣṇu saved him every time. Finally, he asked his sister, Holikā to enter a blazing fire with Prahlāda in her lap. For, Hiraṇyakaṥyapa knew that Holikā had a boon, whereby, she could enter the fire untouched. Holikā took her seat in a blazing fire with Prahlāda in her lap. Holikā was not aware that the boon worked only when she entered the fire alone. Prahlāda, who kept chanting the name of Lord Narāyaṇa, came out unharmed, as the lord blessed him for his extreme devotion.


(Source of Image : http://www.padhokhelo.com)

Prahlāda was finally saved by Lord Narasiṁha (half-man half-lion), a prominent avatāra of Viṣṇu who killed his wicked father too. After the death of Hiraṇyakaṥyapa, Prahlāda took his father’s kingdom and ruled peacefully and virtuously. He was known for his generosity, kindness, determination and faith in God. In the story, we see that God saved his devotees and punished the evil. Therefore, Prahlāda is regarded as a symbol of goodness and divine faith.

– Dr. Shashi Tiwari, General Secretary, WAVES –India & Former Prof. of Sanskrit, Maitreyi College, University of Delhi

Characteristics of Ancient Indian Educational System

– Dr. Raj Kumar, Assistant Professor, Institute of Advanced Sciences, Dartmouth, MA.

It is sad to see the status of the current educational system. Whether it is student-teacher relationship, related to fee, control of the state or central government, mental/ethical development of students, imparting social responsibilities or providing pure knowledge…..everywhere you will find flaws and need some serious introspection. These are the few reasons why we have fewer enrollments in higher studies (out of ~ 140 million High school students in India only 1.8 million students opt for postgraduate or MPhil or PhD). Other issues are: having less trained workforce and unemployment rates among higher educated personnel (among literates unemployment rate is higher among better qualified, unemployment rate is 7.23% among illiterate and 10.98% among literate (2011 census)). Although the primary objective of modern educational system is to satisfy modern societal needs, but it is not able to address this adequately. So I thought to look into what kind of education system was available in ancient times, and how that system operated.

The ancient education system can be best described by the following verse from Vishṇu Puraṇa.

तत्कर्मयन्नबन्धायसाविद्यायाविमुक्तये। आयासायापरंकर्मविद्यऽन्याशिल्पनैपुणम्॥

Tatkarmyannabandhāyasāvidyāyāvimuktaye।  Āyāsāyāparṁ karmavidya’nyāśilpanaipuṇm।।

 (Vishṇu Puraṇa 1-19-41)

That is action, which does not promote attachment; that is knowledge which liberates. All action is a mere effort/hardship; all other knowledge is merely another skill/craftsmanship.

The above quotation is the best portraiture of the Indian educational system in the past, and the Vedas form the basis of such a system. The word ‘Vidya’ is derived from the root vid, to know, which the same root as Veda is. Since the entire educational system is based on the Veda, Vidya garnered by Veda enables a person to know the truth regarding the universe and the individual relationship with the universe. The Rishis understood that student should have self motivation to succeed, and teaching should suit the natural inclination of a student. It’s the duty of a Guru to test the student and impart knowledge in the subject of his/her liking. That’s why in ancient times a teacher/guru provided only suggestions/advice to his students, and students needed to put their hearts and minds behind that to assimilate the knowledge.

This educational system teaches consciousness, self-control and purity of thought and action. A person who is not selfish and well-educated leads a pure life, conquers avarice by generosity or hatred by love. Such a person does not bother about caste, creed or color. All these distinctions come when education leads to the patch of commercial contracts, but when it inculcates purity, selflessness and self-realization, then it makes individual to realize the ideals of uplifting. It is clear that this system is based on the idea of attaining perfection without degrading self or humanity as a whole. This system is based on three fold system of Vidya; a) Parā-Vidyā, b) Aparā-Vidyā, and c) Kāla. Parā-Vidyā helps one to attain pure-consciousness, Aparā-Vidyā teaches the law of nature and the cause of other phenomenon, and Kāla deals with kauśala (applied science) (Ramdasi PhD thesis).


Vedic education starts with an intimate relationship between teacher and the student. The relationship between the teacher and his students starts with a religious ceremony called Upanayana. By Upanayana ritual teacher impregnates his student with his spirit, and start students new birth. After this student is known as Dvija (born afresh; Agarwal, 2011). In this education system, student finds his teacher, live with him as family member, and treated by teacher as his son in every way. The school was in natural surroundings, Hermitage, away from urban distractions, and function in solitude and silence. In the words of Rabindranath Tagore: “A most wonderful thing was notice in India is that here the forest, not the town, is the foundation head of all its civilization. Wherever in India its earliest and most wonderful manifestations are notices, we find the men have not come into such close contact as to be rolled or fused into a compact mass. There, tree and plants, river and lakes, had ample opportunity to live in close relationship with men. In these forests, though there was human society, there was enough of open space, of aloofness; there was no jostling. Still it render it all the brighter. It is the forest that nurtured the two great ancient ages of India, the Vedic and the Buddhist. As did the Vedic Rishis, Buddha also showered his teaching in the many woods of India. The current civilization that flowed from its forests inundated the whole India.

Every education system is always associated with the social life of the time. In ancient time, the society was divided into four categories or Varṇās; the Brahmaṇa, the Kṣatriya, the Vaiśya and the Śudras. Education was given in the beginning mainly to the first three Varṇā of the society.  Initially, everything was taught to all the three classes. During the Vedic ages, persons of the same family group followed different occupations according to their individual taste. As time passed on and Varṇās were required to do some imparted duties (mainly in post-Vedic era or Upaniśad era), subjects got divided according to Varṇās. Birth not occupation then came to be regarded as the basis of the caste system. The Brahmaṇas learnt the Vedic texts, the Kṣatriya learnt the Veda, science of warfare and Arthsastra, and Vaiśya were taught commerce, agriculture, etc. Śudras were not entitled to formal education, they are apprenticed under the skilled individual in their trade and craft. In fact, for a time being they were also allowed for formal education. In the Baudhāyana Grihya Sutra, ŚudraRathakār was allowed to have the Upanayana Sanskar (Bakshi et al., 2005). Budhayana says: “Let him initiate a Brahmaṇa in Spring, a Kṣatriya in Summer, A Vaiśya in Autumn, a Rathakār in the rainy season or all of them in Spring”.

वसन्तेब्राह्मणामुपनयीतग्रीष्मे राजन्यं शरदि वैश्यं वर्षासुरथकारमिति।  सर्वानेववा वसन्ते।

Vasante brāhmaṇāmupanayῑtagrῑṣme rājanyaṁ śaradi vaiśyaṁ varṣāsurathakāramiti। sarvānevavā vasante।।

(Baudhyana Grihya Sutra 2-5-6)

Notably, ŚudraRathakār is defined in this book as an offspring of a Vaiśya male and Śudra female.

In addition to this four Varṇās, there are four Āśramas which an individual is expected to experience in his/her lifetime; the Brahmacharya, the Grhastha, the Vanaprastha, and  the Sanyasa. These Varṇās and stages of life give us an idea of the aims and ideals of the ancient Indian education system.

Education was free and it was the teacher’s responsibility to take care of the primary needs of the students. Debate, discussion and seminar are essential parts of learning involving listening, contemplation, comprehension, self study and recall (Ramkumar, 2014). Rote learning was the technique used for elementary education. At the secondary level Vedic studies and writing was introduced, and higher education consisted of advanced study of the metaphysical subjects. Several schools were operated those days such as Pariśad, Tola, Forest colleges, Court schools, Temple colleges, Mathas, Ghatikas, and Agraharas (https://ithihas.wordpress.com/2013/08/28/ancient-indian-education-system-from-the-beginning-to-10th-c-a-d/). Teachers had designation according to their methods of teaching: Acharya (teach Vedas without charging fees), Upadhyaya (taught a portion of Veda or Vedangas as his profession), Charakas (wondering teachers), Guru (imparting education to his disciples), Yaujanasatika (teachers with their profound scholarship), and Sikshaka (teaching arts like dancing) (https://ithihas.wordpress.com/2013/08/28/ancient-indian-education-system-from-the-beginning-to-10th-c-a-d/).Various schools specializing in subjects like philosophy, law, the sacrificial ritual, astronomy, grammar and logic appear to come into existence since 500 B. C. Under the Brahamic auspices, universities like Takhsila were established. University curriculum included physical sciences, arts, literature, philosophy, logic, mathematics, astronomy, medicine and theology. In the course of time distinction between Arts and Science were drawn and practical pursuits were included in the arts. In later Vedic era, they evolved and expanded the curricula in all the fields of knowledge. With the expansion of education system, enrollment increases, which necessitated in development of various branches of specialization. This also amalgamated various school systems to create universities like Takshila and Nalanda (Sakunthalamma, 1994). These universities had various departments with specialties. In those days the departments were –

  1. Agnisthana: This was the place where fire worship and other prayers took place. Probably here the performance of religious rites and rituals were taught.
  2. Brahmasthana: This was the department of the Veda.
  3. Vishnusthana: In this department Rajnti, Arthanti and Vārtā were taught.
  4. Mahendrasthana: This was the department where military sciences were taught.
  5. Vaivasvatasthana: This department is for Astronomy.
  6. Somasthana: Department of Botany.
  7. Garudasthana: This was the department which dealt with the transport and conveyance.
  8. Kartikeyasthana: In this department the science of organization of military, patrolling and battalions, and the army was taught.

The examination was an oral one. The student was required to give oral answers in a congregation of scholars. If he satisfied them, he was given a degree or title, somewhat similar to the PhD dissertation defense today. The consensus of the scholar’s opinion was essential for obtaining such a title.

There are evidences that girls were admitted in the Vedic schools or Charanas (Agarwal, 2011). A Kathi is a female student of Katha school. There were hostels for female students and they were known as Chhatrisala. Though the state did not include education as one of the subjects under its administration, the head of the state and other wealthy merchants, etc., encouraged these activities with their endowments. After the student completed his course (in general, 12 years of learning), the school organized Samavartna Sanskar, which is similar to convocation today. Taittirῑya Upaniśad’s verse 1.11.1 describes address of Guru to his students, in which he exhorts to speak truth, practice social ethics and not to neglect the pursuit of knowledge. They were also advised not to forget the debt to the Gods and ancestors. According to Taittrῑya Upaniśad’s verse 1.11.2, students were specially asked to see God in their mother, father, teacher and guest. Students were also advised to give gifts to their teachers sincerely and according to their means. Finally the teacher ended his address with the words that what all he said was the import of the Vedas, the divine scripture, which was to be meditated upon.


Sankuthalamma V. (1994). The trends of education in ancient India. PhD thesis, Shri Venkateshwara University, Tirupati, Andhra Pradesh, India.

Agarwal, V. (2011). Principles of Education. Chapter 1. Lakshay Publication, India.

Ramkumar, A. M. (2014). “Gurukul to University”: Ancient education system and the present day. Golden Research Thoughts, 3, 1-5.

Ramdasi, N.R. Visualising Indian heritage digital library metaphor. Research paper of PhD thesis. C- Dac, Pune.

Bakshi S.R., Gajrani S., and Singh, Hari (2005). Early Aryans to Swaraj. Volume-3, 25 – 26.


The Idea of God (Part-I)

– Dr. Koenraad Elst

koenraadMarxDr. Elst, born in 1959 in Leuven, Belgium, studied Sinology, Indology and Philosophy and did his Ph.D. on the ideological development of Hindu Revivalism. He worked as a political journalist and as a foreign-policy assistent in the Belgian Senate, but mainly as a independent writer. He became fairly well-known in India with his argumentation in favour of the Ayodhya temple, now vindicated, and with his work on the Aryan homeland question, still controversial.

All known civilizations have a thing called “god”, plural or singular. They are a category of beings deemed endowed with far more power and a vastly larger longevity than us human beings. For the rest, their characters and functions may vary.

In writing, the idea of “a god” is first attested in the Sumerian ideogram Dingir, which has the physical form of a radiant star. It certainly has the meaning “god”, for it is used as the common determinative for a whole class of names signifying gods. That, indeed, was anciently how a divine being was conceived: as a radiant heaven-dweller. In Babylon and in Harran, each planet was worshipped in a temple of its own.

The pre-Islamic religion was also largely star worship (next to ancestor worship and the worship of special stones like the Black Stone in Mecca’s Ka’ba). Thus, the three Meccan goddesses of Satanic Verses fame, al-Lāt, al-Uzza and al-Manāt, are roughly the Sun, Venus and the Moon. The Ka’ba was dedicated to the moon-god Hubal, and housed a stone fallen from heaven.

Stars were explicitly recognized as gods by prominent philosophers like Socrates and Plato. Some dissident freethinkers however, like the philosopher Anaxagoras and the playwright Aristophanes, thought stars were only burning rocks. After Christianization, when all divinity was invested in an extra-cosmic Supreme Being, the planets were desacralized and reduced to cogwheels in a cosmic machinery set in motion by the Creator and operated by his angels. Though numerically, a large part of humanity now espouses this desacralizing view, it is rather exceptional in the history of religions. The association of gods with stars was pretty universal.

Other properties of a god

Because a star is radiant and stands in heaven, near-permanently visible to all, it is a part of our collective consciousness, our shared frame of reference. This, then, is the operative meaning of “a god” in human life: the personification of an important collective factor difficult to negotiate, and which you have to take into account in the things you plan to do. Thus, Dyaus = heaven, Agni = fire, Indra (“the rainer”) = storm; Vayu = wind, Pṛthivī (“the broad one”) = earth. This principle is then generalized, and gods can be personifications of any category of beings. Thus, Śiva is the personification of the renunciants, unkempt and living in the mountains.

A god is powerful in that he can impact your life. But he is not all-powerful, because he has to share his power with other gods. Rarely if ever is he seen as “the Creator” who stood outside the universe and fashioned it from nothing. Rather, he himself is a part of the universe. Creation is normally seen as only a transformation from formless matter to the present world of form, and in that process, gods may play their part. In that limited sense, the Vedas and Puranas have plenty of “creation” stories. Yet they also assume that the universe as a whole has always been there, though it cyclically becomes unmanifest, only to reappear again. It is an exclusively Biblical-Quranic belief, further propagated by thinkers who elaborate the Biblical or Quranic assumptions, that a single Supreme Being, in a single moment never to be repeated, created the whole universe from nothing.

Gods are imagined to be endowed with personalities befitting the element of which they are the personification. As such, they are also sensitive to gifts and flattery, and may thus be influenced into exercising their power in a partisan, friendly way. That is why people who would never think of appeasing the stormy sea, do devise rituals to appease the sea god, hoping that he will guarantee smooth sailing.

Finally, a star or god is also, as far as a mortal can tell, eternal: it existed before we were born and goes on existing after we have died. As suggested by the extreme longevity of the physical stars, gods are proverbially deemed immortal. Hence the binary: us mortal earthlings versus the immortal heaven-dwellers.



The same meaning of “star”, “radiant heaven-dweller”, is present in Vedic Sanskrit Deva, “the shining one”, hence “a god”. It is also etymologically present in cognate words like Latin Deus, “a god”. One of the Sanskrit terms for “astrologer”, at least since its mention in a 4th-century dictionary, is Daiva-jña, “knower of the gods”, or in practice, “knower of destiny”. Another is Daiva-lekhaka, “gods-writer”, “destiny-writer”, i.e. horoscope-maker. Obviously, the stars here were seen as gods regulating man’s destiny.

A parallel development, but omitting (or only implying) the original link with the stars, is found in Slavic Bog, “the share-giver”, “the apportioner”, “the destiny-decider”, related to Sanskrit Bhaga, and hence to the derivative Bhagavān. Other god-names are more derived from the practice of worshipping, such as the Germanic counterpart God, “the worshipped one”, Sanskrit Huta; or the Greek counterpart Theos, “god”, related to Latin festus, “festive”; feriae, “holiday”, i.e, “religious feast”; and to Sanskrit dhiṣā, “daring, enthusiastic”, dhiṣaṇā, “goddess”, dhiṣṇya, “devout”. But even here, a stellar connection reappears, for the latter word is also a name of Śukra / ”Venus”.

More examples of the personification of heavenly phenomena as gods are found throughout the Vedas. The deities Mitra and Varuṇa represent the day sky (hence the sun, here remarkably called “the friend”) c.q. the night sky, with its stable sphere of the fixed stars, with its regular cycles representative of the world order. The Nāsatyas or Aśvins (“horse-riders”) are thought to represent the two morning- and evening stars, Mercury and Venus, who “ride” the sun, often likened to a horse. Uśa (related elsewhere to Eōs, Aurora, Ostara, and hence to “east” and “Easter”) represents the sunrise.

The Vedic gods were personifications of natural forces, with whom you could do business: do ut des, “I give to you” through sacrifice, “so that you give to me” the desire-fulfilment I want. That type of relation between man and god is pretty universal. That was the ancient worldwide conception of gods. But in auspicious circumstances, religion was to graduate from this stage, and the gods would go beyond the stars.

Transcending the stars

Hindus often react to the above-mentioned view as insufficiently respectful to Hinduism. They insist that it is a Western “Orientalist” fabrication to see the gods as mere personifications of natural forces. In foreign countries, perhaps, but not in India. They think it treats religion as essentially childish, for in children’s talk, or in that by mothers towards children, there is a lot of personification. Yet, we insist that in the Vedic stage of civilization, this conception of gods still prevailed; perhaps already as a rhetorical device built on top of an earlier more primitive stage, but still sufficiently present to leave numerous traces. It shows a deficient sense of history to project the newest insights of Hinduism back onto its past, and to deny the amount of change that has taken place in the conceptual history of Hinduism.

But then two things happened. The first is that from the Upanishads onwards, in a distinctively Indian development, the notion of Self-Realization or Liberation arose. The way to this goal, the Sādhana or what is nowadays called “the spiritual path”, is not about the fulfilment of desires; instead, the point is to decrease your desires, to renounce, to abandon. This was initially conceived as a process in which no god or other being played any role (whether they were deemed to exist or not), making way for a focus on the Self (ātman), equal to the Absolute of pure consciousness (brahman). This Absolute was conceived as being above the pairs of opposites, as devoid of characteristics (nirguṇa). Gods were relegated to the background, to the world of desire-fulfilment through rituals. Self-Realization implied renunciation from desire-fulfilment, and hence a distance from the gods and their favours.

The second development is that the gods persisted or were revived, but in a transformed role. Stellar references are explicit in the case of Sūrya, the sun, and of Soma Candra, the moon; but less so in the case of Viṣṇu, “the all-pervader” (like the sun’s rays), though he has a solar quality; and Śiva (“the auspicious one”, an apotropaeic flattery of the terrible Vedic god Rudra, “the screamer”), the Candradhāra or “moon-bearer”, the Somanātha or “lord of the moon”, has a lunar, nightly quality. The classical Hindu gods Viṣṇu and Śiva represent a revolution vis-à-vis the Vedic worldview. You don’t bring sacrifices “for Liberation” to the Vedic gods, a notion presupposing renunciation from those desires. By contrast, the later “Puranic” gods of classical Hinduism take some distance from the naturalist meaning in which they originate, and do integrate Liberation. Very soon, devotional-theistic movements adapted this new notion to their cult of Viṣṇu, Śiva or Śakti (or elsewhere, Amitābha Buddha or Avalokiteśvara), gods with a distinct personality (saguṇa) but more spiritual. In Kashmiri Shaivism, Śiva gets abstracted as pure consciousness, Śakti as pure energy. With these gods, you could “unite” so as to terminate your susceptibility to worldly suffering, to delusion, to the karmic cycle. They would grant you Liberation, just like the Vedic gods would grant you wish-fulfilment.

But that doesn’t mean Hindus have given up on wish-fulfilment. They still perform rituals to help them get what they want, and often this involves explicitly stellar gods, but conceived as lower gods or “demi-gods”. Astrologers instruct their clients to say prayers before the planet that disturbs their horoscope. The client will get advice on what ritual to practise, when and how and for which god, to ward off the negative influences of the stellar configurations indicated in his horoscope. This will remove the obstacles to his well-being and the fulfilment of his desires. The navagraha or “nine planets” (sun, moon, their two eclipse nodes, and the five visible planets) as a whole are a normal object of worship.

To be continued….

Concept of New Year (or Calendar) in Vedic System (Part- II)

Continued from Part-I

Vikram Samvat (Chaitraadi):

After winter season, agriculture starts with spring, so spring equinox is generally a starting point of another system of calculating years. It coincided with sun’s entry in Mesha (0 degree in the zodiac) in 285 AD. Now it is on 14th April. After 25 years since his coronation, Vikramaditya (82BC -19 AD), the king of Ujjayini, started Vikrama samvat in 3044 kali or 57 BC from spring equinox when the sun entered in Mesha (at the initial point of Ashwini) in the lunar month of Chaitra Krishna paksha (Dark half). But later on, the commencement of Vikrama Samvat was postponed to 15 days and celebrated from auspicious Chaitra Shukla Paksha Pratipada, the starting day of Vasant Navaratra (9 sacred autumnal days of Goddess Durga).

In present time, it falls 15 days after Holi (on Phalgun Shukla poornima or full moon). This tithi (i.e. the 1st day of Chaitra Shukla) is known as epoch and copiously termed as Kalpadi (the 1st day of Kalpa) & Yugadi (1st day of Yuga) in Hindu scriptures and astronomical texts. In ancient astronomical texts, this tithi is referred as the first day of creation. It is also celebrated as the Matsya-Jyanti since according to Puranas, it was the day when lord Vishnu reincarnated himself as Matsya to sail the ship of Manu across the Pralay (the great flood). In north-west region of India especially in Rajasthan this tithi is also celebrated as Gana gaur or Gana gauri. Couples offer their prayers to goddess Gauri (manifestation of Durga). In Maharashtra and south India this tithi is also celebrated as Gudi Padawa. Currently, Vikram Samvat 2072, known as Keelaka, is moving on the verge of its end on 7th April 2016. The New Vikram Samvat 2073 will be started from 8th April 2016. The name of New Vikram Samvat is Saumya.

Do’s & Don’ts of this month:

  • Offer prayers to the goddess Durga.
  • According to various Grihya-Sutras, oil-massage considered as an auspicious work in this month.
  • Eat Neem leaves with Gud (the condensed form of Sugar cane).
  • Milk, Curd, Ghee & Honey must be avoided in this month.

Vikram Samvat (Kartikaadi):

There is another Vikram Samvat which is being practiced in Gujarat, starts from Kartika Shukla Pratipada and thus called as Vikram Samvat Kartikadi. It is believed that keeping the suitable conditions for trading through sea voyages in mind, King Vikramaditya himself started this calendar as well for the trading purpose in Gujarat from this month. It begins from the 1st day of Kartik Shukla Paksha, just after Deepavali. Apart from Vikram Samvat there are; Srishti (creation) samvat, Parashuram-samvat, Yudhishthir Samvat and Kali Samvat.

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Parashurama Samvat (6177 BC):

Parashuram Samvat started from the time of killing of Kartveerya or Sahasraarjun by lord Parashuram.  Incarnation of Lord Vishnu in the form of Parashurama took place in the Treta of descending period which started from 9,102 BC. Since he born in 9th treat during this period, thus his period starts from 9102-8×360=6,222 BC. According to Mahabharat, in 6177 BC he killed the Kaartiveerya Arjun which is the advent of Parashuram Samvat. It is called Kollam in Kerala, starting in 6,177 BC.

Yudhishtihir Samvat(3139 BC):

According to Brihat Samhita(13/3), when Saptarshi (Ursa Major) was in Magha Nakshtra (Regulus), Yudhisthir was crowned in 3139BC. Hence the Yudhishthir Samvat started from 3139BC.

Kali Samvat (3102BC):

KaliYuga Started after 36 years of lord Sri Krishna’s demise in 3102 BC on Magh Shukla Pratipada (17/18 February). Hence, 5117 years have passed since the Beginning of Kali Samvat or Era.

Shaka and Samvatsara are 2 different Scenario:

As the word Samvat has been used in previous paragraphs, one must know that Samvatsar and Shaka; these two words are being used in same meaning because of ignorance. Even Shalivahan- shaka is frequently called as ‘shaka-samvat’ which has no meaning. It can be either ‘shaka’ or ‘samvat’. The word Shaka is used in astronomical texts for calculation. In Vedas the word Shaka is used for ‘the bundled form of kush’. A kush (straw) is a thin line shaped object and a symbol of small unit in counting. By making bundle, ‘kusha(Panini 4/108) becomes stronger, and is called shaka {powerful (Panini 5/16)}. Thus total count of days (ahargana) is called shaka, and the year system starting from a point is also called ‘shaka’. Shaka is considered related to Shaka tribe or the Shaka–dvipa (continent) which surrounds or is adjacent to Jambu-dvipa as per puranas. But no Shaka in India, was started by Shaka invaders. It is only a misconception of ignorant historians. Actually it was Shalivahana, the grandson of Vikramaditya who started the ShalivahanaShaka in 78 AD after defeating the Shaka invaders. Apart from Shalivahana, there are shakas in name of Shudraka in 756 BC, Shri Harsha shaka in 456 BC, Kalchuri or Chedi shaka in 248 AD etc.

The Christian Era or Eesavee Samvat:

The Julian, now Gregorian calendar does not start with the exact points of sun’s entry in the zodiac signs. This is commonly called Christian calendar. It was started by Julius Caeser, emperor of Roman Empire in 45 BC after 10 years of Vikram Samvat. He wanted to start the year on winter solstice, but the practice was to start month from new moon day all over the world. So despite his order, the year started 7 days after winter solstice in Puash Krishna of 10th Vikram Samvat. The original intended day of start of year was called Christmas.

-Dr. Shyam Deo Mishra, Assistant Professor, Rashtriya Sanskrit Sansthan, New Delhi