1 See I. L. Kandel: "John Amos Comenius, Citizen of the World School and Society, " April 1942.

cultures, nations cannot remain separated from one another by the barriers of prejudice and ignorance. The desire to know one another is not a matter of scientific curiosity but a political necessity. The institutional arrangements devised by the United Nations will have to be built upon an understanding among Peoples, an understanding that embraces cultural differences, ethical values, religious faiths and patterns of sentiment and feeling. A world society of free men becomes possible when we become international-minded.

65. Positive Peace--Peace is not the absence of armed conflict. It is the positive establishment of just and humane relationships among the peoples of the world, the development of mutual confidence among nations. Universities can make a significant contribution to world peace. As their very name implies, universities are suited for fostering an active appreciation and understanding of other cultures. In the world of letters, science, art, music, there have been no effective national boundaries. The citizens of that world are -peoples of all nations for whom words and equations, images and sounds have meaning. Through the work of the universities we can widen the citizenship in this world republic of arts and science. This is the task of the UNESCO which attempts to give a soul and a conscience to the United Nations which are the body-politic of the new world. Modem man cannot regard himself as an Indian or a Chinese, or an European or an American. He is the heir to the world's culture.1

In different parts of the world man attempted to rise above mere humanity towards some higher kind of spiritual life. Here and there a few transfigured men and women achieved this goal of civilisation but we have not had a civilised society. It cannot be based on nationalism which is but a local interest in our present age. The truly civilised men are citizens of the world. Life and not merely the life of our race, our religion, or our nation demands their devo- tion. The happiness of the human race is of more import to them than the triumph of their nation.

66. World Citizenship-A programme of education for world citizenship should be made a part of every person's general education. Universities must make provision for the study of the different aspects of international affairs, such as the nature and development of

1 Professor Arnold Toyn bee observes: -Our own decendants are not going to be just Western like ourselves.They are going to be heirs of Confucius and Lao-Tse as well as Socrates Plato and Plotinus, heirs of Gautama Budha as well as Deutero-Isaiah and Jesus Christ, heirs' of Zarathustra and Mohammad as well as Elizah and Elisha and peter and Paul, heirs of Samkara and Ramanuja as well as Clement and Origen, heirs of the Ceppadocian Fathers of the Orthodox Church as well as our African Augustine and our Umbrian Benedict, heires of Khaldun as well as Bossuet and heirs (if stillwall owing, in the Serbonian Bog of politics) of Lenin and Gandhi and Sun Yet Sen as well as Cromwell and George Washington and Mazzini."

other civilisations and cultures. nationalism in its relation to internationalism, tensions leading to wars, structure and operation of the various world. organisations designed to further international security and the peaceful solution of international problems.

67. Summary-Democracy depends for its very life on a high standard of general, vocational and professional education. Dis- semination of learning, incessant search for new knowledge, unceasing effort to plumb the meaning of life, provision for professional educa- tion to satisfy the occupational needs of our society are the vital tasks of higher education.

There must be a sufficient unity of purpose in all this diversity to produce a community of values and ideas among educated men. Our policies and programmes must be brought into line with the social purposes which we profess to serve. We may use various institutional forms as time and circumstances may require but we must be steadfastly loyal to the abiding elements of respect for human Per sonality, freedom of belief and expression for all citizens, a deep obligation to promote human well-being, faith in reason and humanity.

The greatness of a country does not depend on the extent of its, territory, the length of its communications or the amount of its wealth, not even on widespread education or equitable distribution of wealth, important as all these things are. If we wish to bring about a savage upheaval in our society. a raksasa raj, all that we need to do is to give vocational and technical education and starve the spirit. We will have a number of scientists with out conscience, tech nicians without taste who find a void Within themselves, a moral vacuum and a desperate need to substitute something, anything, for their lost endeavour and purpose. Society will then get what it deserves. If we claim to be civilised, we must develop thought for the poor and the suffering, chivalrous regard and respect for women faith in human brotherhood regardless of race or colour, nation or re- ligion, love of peace and freedom, abhorrence of cruelty and ceaseless devotion to the claims of justice.

We cannot preserve real freedom unless we preserve the values of democracy, justice and liberty, equality and fraternity. It is the ideal towards which we should work though we may be modest in planning our hopes as to the results which in the near' future are likely to be a hieved. "Utopias are sweet dreams", wrote Kant, "but to strive

relentlessly toward them is the duty of the citizen and of the states- man as well". Universities must stand for these ideal causes which. can never be lost so long as men seek wisdom and follow righteousness.

Our Constitution lays down the general purposes of our State If we are to make the understanding and vision of our farsighted and pension leaders who framed the Constitution the common possession of all our people, our universities must educate on the right lines and provide proper facilities for educating a larger number of people. If we do not have the necessary intelligence and ability to work out these purposes, we, must get them through the universities. What we need is the awareness of the urgency of the task, the will and the courage to tackle it and a whole-hearted commitment of this ancient and yet new people to its successful performance.