New Era is a major centre for Baha'i activities

The students confessed that they were going to villages for conduction of Bahai religious classes for children and youths and they were told by their teachers that their course will be completed only when they do these activities. The teacher warned them to be 'TACTFUL' while propagating the Bahai religion. On seeing the Bahai books it became clear for the Police that it was a conversion class. As the "Ruhi Book" that they were having, contained Baha'i religious material and chapters such as "Understanding the Baha'i Writings"

New Era High School Panchgani – Baha'i institute with low moral standards – further updates

Tuesday 10 October 2023

Yet another Bahai scandal from the small town of Panchgani, has left the academic world in Satara district in shock. While there have been previous instances at Panchgani, where members of the so called world religion have been proved to have conducted immorally, indulging in anti-national activities and involving in mass conversion of innocent villagers, this one incident has left the entire district of Satara upset.

The incident took place at the famous New Era High School managed by the Bahai community and involved a Bahai student. At every school at Panchgani and surrounding areas the incident is being openly discussed. The so called Bahai Faith members who always make a show of moral high grounds are now trying their best to cover the issue. The incident involved a Std X student Om Joshi (son of Ms Ruhiyyih Joshi) indulging in sexual harassment of a minor girl. Om Joshi indulged in inappropriate touching of the girl in presence of his friends. With complaint from the girl student and support of eye witnesses, the school had no option but to do a cover up by rusticating Om Joshi for a few days.

The word however soon spread in Panchgani and the locals, who already have been doubting the activities of the Bahai Faith, were in mood to stage a protest. The protest was however kept in abeyance after assurance from New Era High School that necessary investigation will be done and the guilty will not be spared.

In the meantime Om Joshi’s mother, Ruhiyyih Joshi is trying her best to cover-up the acts of her son by putting blame on a certain Hindu friends of Om Joshi named Yatarth Sisodia, Neeyam Nagda, Jaymin Patel and Avantika Shinde. She has even gone to the extent of alleging Yatarth to be homo-sexual. So while the mother is moving around complaining and protecting her son, the news of the incidences happening at the school are spreading like wild fire. This being not in the interest of the school, elders of the Bahai Faith have cut-off cordial relations with Ruhiyyih Joshi. In all of this what has come out about happenings in the New Era High Schools are:

1. Violence amongst students

2. Violence committed by the school staff on the students

3. Sexual harassment

4. Slandering amongst students

5. Cheating during exams

The tall claims of Bahais of being in the forefront of quality education with values and morals are getting shattered.

The news has spread to other towns in Satara district and people are awaiting action to be taken. New Era High School, with all its political connects, is trying its best to somehow put a cover, especially since the incident involved a Bahai student. Here both a Bahai Institute and a Bahai individual are involved. Bahais in Panchgani and its neighbourhood are avoiding discussions on the subject as it is a major embarrassment for them more so since Bahais are well known to conduct moral training at schools and universities. There are other such stories coming out from present and past students which are getting circulated. Parents of several students are concerned of well being of their child and are considering transfer to other schools.

There is unrest amongst locals and in academic circles which is likely to emerge as a strong protest soon. The matter is likely to be escalated to CBSE board with a request to de-list the school. The school management is presently maintaining careful silence as future of the school and activities of the Bahai Faith have come to fore front once again.

Rabbani Baha’i School of Gwalior closed down

Wednesday 8 June 2022

AN IRANIAN BOARD MEMBER DURING HIS SPEECH TO THE STAFF OF RABBANI SCHOOL CLEARLY SAID THAT THE MAIN AIM OF RABBANI IS TO support the moral education program of Baha’is and spread the teachings of Bahaullah in the school and nearby villages. At times we use to wonder whether we are residence of world biggest secular state or Iranian dominated Baha’i country. Least to say that the Rajmata Vijaya Raje Scindia must not have a remotest idea at the time of gifting such a huge land to Baha’is to open a boarding school that her gesture will be used to destroy the secular fabrics of India and to be against the religion followed by majority of Indians.

Read more about the activities of the Baha'i faith in India and closure of Rabbani School here,

The desperate, Unethical, shameless and deceptive conversion mechanism adopted by Baha’is.

Saturday 30 October 2021

Conversion by Baha’is are sure short way of destroying the secular fabric of this great Nation. Of late the ways in which these Baha’i organizations are deceiving the people are getting dangerous. Baha’is nowadays is attempting to convert Hindus through combination of these different means. These conversion tactics are being carried out in Baha’i owned schools and the non Baha’i teachers are supposed to learn these techniques called as RUHI STUDY CIRCLE otherwise their services will be terminated. Once the teachers learn these techniques from NETTC (New Era Teachers Training Institute) at panchgani they are supposed to carry these conversion techniques with the students and parents. There is no escape neither for the children nor the parents and neither for teachers.

The Parents send their children to these schools to learn better English which itself is a misconception these schools only implant alien or Baha’i thoughts in the minds of naïve children. What these parents don’t realize is that their children will lose their family values and Patriotism and above all their unique Hindu culture.

It is very surprising that the Human Resource and Education Ministry is not being careful of this gross injustice to the school children and still they are supporting these Baha’i owned school with their monetary support in the name of secularism.

In the Ruhi Book 2 the teachers are being told to teach the Station of Abdul Baha and stress upon their Baha’i Identity.

• Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the station of Abdu’l-Baha) from Unit 3 of Book 2;

In Studying the Ruhi Book 3 the teachers are to stress upon the Baha’i Identity of the students which means saying Baha’i prayers, Baha’i greetings and believing that Bab, Bahaullah and Abdul Baha are their ancestors.

• Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their Baha’i identity and that the heroes of the Faith are our ancestors;

• Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.

• Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;

Then these students who have learnt about the History of the Baha’i Faith which includes the life of Bab, Bahaullah and Abdul Baha are supposed to teach to others. Visit their relatives, friends and neighbors and give them the Baha’i Teaching. The students are forced to memorize quotation from Baha’i sacred Book Kitab Iqan and Kitab Aqdas to get a good grade in their exams.

• Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;

• Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

While tutoring the Ruhi Book 7 the students of the school are asked to make their individual plan for teaching (Propagating) The Baha’i Faith which is considered as their class curriculum.

• Help the participants to make their individual plans for teaching;

• Help the participants to execute their individual plans for teaching;

The students and the teachers are also brainwashed that if there is opposition from the majority community of the police or the villages then face it as it is an act of service.!!!! Height of Hypocrisy.

Read the whole Baha’i planning given to every teachers



When tutoring Book 1:

• Help each participant of the study circle to memorize the presentation on the concept of prayer, presented in Unit 2 of Book 1, and learn how to share these ideas with the seekers and begin with them in a natural way a devotional meeting;

• Help each participant to learn how to study a prayer with others;

• Conduct several visits with the participants to the homes of their friends, both Baha’is and not, and share with them the concept of prayer and have devotional meetings;

• After this help each participant to organize a devotional meeting in his or her home and participate in it;

• Help each participant to make to document their experience and share their learning about devotional meetings with others and with the cluster agencies;

• Help them to encourage the participants of their devotional meetings to engage in the institute process.

When tutoring Book 2:

• Help the participants to learn by heart the content of 6 themes for deepening in Unit 2 of Book 2;

• Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the station of Abdu’l-Baha) from Unit 3 of Book 2;

• Help the participants to practice the sharing of each theme of deepening first in pairs, then in a role play;

• Accompany the participants in several visits first to friendly Baha’i families, then to the homes of inactive believers to share with them at least the first 3 themes;

• Help the participants to make lists of their contacts for visiting;

• Accompany participants in their visits to their friends, colleagues, neighbors or relatives so that they can share with them the ideas from Unit 3;

• Help each participant to reflect on his or her experience and document the learning in order to share it with the others and cluster agencies;

• Help each participant to adopt the mode of consultation, action and reflection.

When tutoring Book 3:

• Help the participants to identify the key concepts of each section of each unit of Book 3 as well as each of the 15 lessons;

• Help each participant to form his or her children’s class group in the visited homes or in their own neighborhoods during study of Book 3;

• Help each participant to practice conducting some of the elements of a children’s class with these children;

• Accompany him or her in conducting the first 3 lessons with this group of children;

• Help the new teachers to begin working with parents of these children using the recommendations given in two last sections of Unit 3 of Book 3;

• Help the new teachers to analyze and document their learning from conducting each class and regularly share it with the other teachers and the cluster institute coordinator for children’s classes.

When tutoring Book 4:

• Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their Baha’i identity and that the heroes of the Faith are our ancestors;

• Help the participants gain understanding of the concept of the crisis and victory;

• Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.

• Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;

• Help the participants to use the content of Book 4 and make drama presentations at cluster reflection meetings or the social parts of the Nineteen Day Feast and during the teaching campaigns;

• Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;

• Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

When tutoring Book 5:

• Help the participants to rehearse several times the short presentation on the junior youth programme during the sessions of the study circle;

• Help the participants to form a junior youth group in their own neighbourhoods or the neighbourhoods they visit regularly and help them to make a presentation on the junior youth spiritual empowerment programme during their visits;

• Accompany the participants in their first two meetings of their junior youth groups;

• Help the new animators to reflect and document their experience and learning from their group activities and to share their learning with the other animators and the cluster institute coordinators;

• Help the new animators to find, select and integrate elements of the arts and crafts in the activities of their junior youth groups;

• Help the new animators to plan, prepare for, conduct, analyze, and document the first acts of service of their junior youth groups;

• Help the new animators to establish and maintain contacts with the parents of junior youth;

• Help the new animators in the initial period of their service to resolve difficult situations which may arise in their junior youth groups.

When tutoring Book 6:

• Help the participants to learn by heart “Anna’s Presentation” and create conditions for them to rehearse this presentation several times during the study circle sessions;

• Help the participants to make their individual plans for teaching;

• Help the participants to execute their individual plans for teaching;

• Help the participants to reflect on their experience of teaching, document the learning and share it with the Cluster Growth Committee;

• Arrange for a week-long collective teaching campaign after finishing Book 6 and ensure that all the participants are able to take part in it;

• Continue accompanying the participants and ensure that they are able to participate in the cluster reflection meetings, take part in the planning process of the cluster and in the expansion phase of each cycle of activity in their cluster.

When tutoring Book 7:

• Help the participants to identify the concepts of Book 1 in the context of assisting them to prepare for their first study circle;

• Help the participants to prepare and rehearse a presentation about the sequence of courses of the Ruhi Institute;

• Help the participants to make several visits to the homes of believers and their seekers with the purpose of making the presentations and forming study circles;

• Accompany each participant in facilitating the first few study sessions of their newly formed study circle;

• Help the new tutors to integrate graciously the elements of the arts into the activities of their study circles;

• Help the new tutors to document their initial experience in facilitating study circles and to share their learning with the institute coordinators;

• Help the new tutors to acquire the skill of motivating the participants of their study circles to proceed to the next levels of the sequence of courses with intensity;

• Ensure that the new tutors are able to participate in the gatherings for children’s class teachers, animators and tutors; in the refresher courses and institute campaigns.

When the participants of your study circle face difficulties and opposition in their path of service:

• Be with them and pray with them;

• Help them to analyze the situation;

• Help them to find a solution;

Implement the decision together relying on the power of Divine Assistance

The article is shared by a high ranking Baha’i official (Auxiliary Board Member) who was asked to supervise Ruhi Study circle at Rabbani School Gwalior and was harassed by Management of Rabbani for not falling in line. These included two Iranian brothers Nayson and Sunil Oliyai and a foreign counselor. Mr. Omid.

New Era High School is promoting a ‘rape culture’?

Wednesday 27 May 2020

Knee Length

It has been more than 4 years since I left my residential school, New Era Panchgani after spending my entire teenage there. For those who don't know, you might recognise it as the ‘Taare Zameen Par’ School or the one that Twinkle Khanna & Karan Johar attended. I wholeheartedly miss it and will continue to call it my second home for the rest of my life. However, what I will not do is use this nostalgia to justify the kind of misogynistic and oppressive methods that the staff employed for conditioning the girls to ‘not attract the wrong kind of attention’. I understand that some people who are blissfully unaware or haven’t experienced this treatment might call this thread an exaggeration or a ‘rant’. But all the people who know me personally know that I will not level false allegations that tend to have mental, emotional & other grave consequences for any individual. I am certain that majority of the girls (who have been a part of this school during the time I was) will relate with and testify to what I am writing below.

This letter was addressed to our parents signed by our Head Of Administration & Head Of Department.

For Girls:

“They need to be dressed in decent Kurtis and salwars or loose tops that reach mid thighs. Transparent, semi-transparent, body hugging attires including skin tight jeans & T-shirts are not allowed for girls. In case such items are found, they will be confiscated.”

As opposed to -

For Boys:

“Please ensure that boys return to school with decent, short haircuts. They are not allowed to wear hairstyles. Hair color is strictly not allowed. They are also not allowed to wear earrings & studs.”

The difference between the instructions issued to girls versus that for boys is mortifying.

Similar to a lot of other residential schools, we were allowed to wear our choice of clothes only on the weekends but they too were subject to the absurd restrictions mentioned above. Forget luxuries like wearing comfortable t-shirts, jeans and tops, we even had to be careful while selecting our kurtis. Every Sunday before heading for breakfast, Mrs. Puro rotated each one of us like a mannequin and checked our attire to see if our Kurtis reached our knees and covered our thighs or if our bra strap showed accidentally, if the fabric touched our body? We all were so troubled and traumatised a few months down the line that we actively chose to wear our weekday uniform instead of going through the top-to-bottom humiliation of our bodies. Readers of this post might find it trivial right now but imagine being subjected to this objectification for 7-12 years when children are going through mental, physical and emotional changes that are likely to shape their minds, beliefs and eventually, their lives. I firmly believe in rules & reasonable restrictions that are designed to maintain discipline & decorum of a school / college. What I do not believe is oppressing one section of the society hoping that everything else will fall into place. I am saying this about my own school with a very heavy heart but that is the exact definition of promoting a ‘rape culture’. Unlike day schools, we didn't have an option to return home. We went through it 24/7 for months on stretch.

Keeping girls in the dorms so that they don’t go up to ‘bat’. Make them wear stockings instead of socks in summer so that boys don’t peek up their skirts. “Don’t play where boys are playing because you’re trying to seek their attention.”

Let me also mention that we did not have sports shorts like the boys, we were not allowed to remove our sweaters even in 35 degree afternoons because the tunic (THAT WAS DESIGNED BY THE SCHOOL ITSELF) supposedly ‘hugged our body and accentuated our natural body shape’. Ms. Sheena and Ms. Zeena have literally gone to the extent of blaming me for the fact that one of the boys from their dormitory did not score well in his X Std. Board Examinations because he was involved with me. Let me add that I was one of the toppers of Class X when she said this to me.

And this is not even the half of what we were put through on a daily basis.

When we asked our dorm-parents why this preferential treatment existed, they said that they were just doing their jobs as asked by the management. But I seriously doubt that their job profile included scanning our bodies as we entered the dining hall AND with absolutely no subtlety whatsoever.

S0 this is an open letter for Ms. Zareen, Mrs. Sheena Wagh, Mrs. Zeena Nayak & Mrs. Latha Purushothaman. I want you to be aware of the repressive ways in which you body-shamed & humiliated the little girls that considered you their parent. You were called our dormparents because boarding school kids like us have spent more time of our lives with you than with our real parents. We looked up to you and required you to defend us whereas you made sure that we felt wary of our own bodies at every turn possible. I do not know the underlying reasons as to why you chose to do this. Perhaps you were brought up in a conservative background. But as educators and caretakers of 1000s of students every year, you have a greater responsibility. You owe it to all the kids (irrespective of their gender) to keep aside your own beliefs and create a healthy environment. This school is promoted as a co-educational institution that gives us equal opportunities. I will not deny that they have successfully done so in the academic aspect. But I regret to say that NEHS has come up short in providing a safe space for girls socially & emotionally. I am not sure if the higher authorities of the school are even aware of these discriminatory practices at the grassroots of their residential school. However, what I do know for sure is that they goddamn ought to be. The administration is vicariously liable for this breeding of toxic culture through their employees. I would genuinely like to thank and convey respect to our teachers in the academics department for being our emotional pillars through these times.

I sincerely hope that me penning down my thoughts in this post does not sever my ties with any of the NEHS teachers but instead, enables them to identify the sort of discriminatory culture that is being created right in front of them and correct it for the future batches of students. Having said that, I want to apologise to my immediate juniors for not speaking up sooner and actually following up, because if my batch had shown some resistance to this breeding of toxic culture, perhaps you would be encouraged to oppose it too. By the time we had the courage and the ability to speak up, it was the eleventh hour and we were about to graduate. We simply consoled ourselves by reminding each other that we would not have to deal with this ever again after a couple of months. I was wrong. So many years down the line and I still get riled up at the thought of this. What agitates me even more is that I pride myself on my outspoke nature but I did not speak up when it mattered the most. My parents have always taught me to stand up for what I believe in. However, when I told them that I was writing this, they said that I was simply ungrateful to the knowledge that NEHS & my Gurus imparted on me. I respectfully disagree with them because I do appreciate and am grateful for everything that the school has done for me but I refuse to support & perpetuate practices that are fundamentally wrong. This is not defamation, all of this is true. I wish I could fondly remember our boarding school the same way my male friends do, but it isn’t possible because the NEHS that they were a part of and the one that the girls attended was same only on paper. 

Lastly, Kudos to all my girls who came out of this unscathed, Almost.

Baha'i mechanism of converting innoccent people exposed.

Friday 21 December 2018

It was indeed a great honour bestowed on Malaysia by the Universal House of Justice, when the organizers of the first West Asian Youth Conference held in New Delhi were requested by the Supreme House to include Malaysia as a participating country. For many weeks there was a sad silence from the Malaysian side as eager friends pondered on the problem of finance. At the last moment, the clouds cleared a little, and three Malaysian youth managed to board the plane to New Delhi to soar to new spiritual heights with the youth of the vast continent of India.

The Conference was held at the Gandhi Peace Foundation Hall from the 27th to the 30th of August, and in addition to the participating countries which were India, Pakistan, Ceylon, Iran and Malaysia, there were friends from Kuwait, Saudi Arabia, Lebanon, Nepal, Afghanistan, Sikkim, Bhutan, Burma and Thailand. The Conference was honoured by the presence of Hand of the Cause, beloved Dr. Muhajir and Counsellors Vasudevan of the North West Asian Zone, and Chellie Sundram of the South East Asian Zone. Malaysian youth who participated were T. K. Lee and A. Govindasamy of the National Baha’i youth Council, and Palani, a youth of Kuala Lumpur. These three were joined in India by Malaysian pioneer Maheswaran and Malaysian students Sree Ganesh and Sreetharan who are presently studying in Mysore. A total of three hundred and fifty friends took part in this first West Asian conference.

A personal account of the whole event as recorded by Govindasamy is presented below:

As I walked towards the exit door of Palam Airport, New Delhi, after the Customs and Immigration clearance, it was approaching three in the morning. My colleagues, T. K. Lee and Palani were already outside chatting with Auxiliary Board Member, Mr. E. Afshin and four members of the National Youth Committee of India who had come to meet us. It was a joyous meeting.

We all squeezed ourselves into a jeep and bumped along the rough road in the stillness of the night to Baha’i House at Canning Road, New Delhi. We hardly slept that night and were up early for a hurried breakfast and an exciting reunion with Counsellor Vasudevan. Then we joined a large group of youths who had gathered in a room. I really did not know why they had gathered — about 45 of them. Beloved Hand of the Cause, Dr. Muhajir soon arrived and then Counsellor Vasudevan announced the purpose of the meeting. They were to be divided into teaching teams and sent to the colleges in and around New Delhi for mass teaching! The three of us were very tired (having arrived in the early hours of that morning) and we hadn't checked into our hotel yet. The idea of going to the colleges did not excite us just then. I grunted, Lee looked sour and Palani pretended to be happy. We were excused. Little did we realize that history was in the making and we were depriving ourselves of the first day of a great spiritual adventure. We spent that day in the hotel grumbling about our stomach upsets and the hot climate

Fully recovered the next day, we were ready and happy to join the teaching teams. I was in a group of about seven, led by Shohre Ashraf, who is presently pioneering in Mysore from Iran. We went to the University of Delhi and spread ourselves around a college canteen. I was given some pamphlets and enrolment cards. I observed what the other friends did, and walked over to tables occupied by two or three college students and talked to them about the Faith the way we do in Malaysia. I did most of the talking and ended by telling them to investigate more, and that if they were interested they could write to the address at the back of the pamphlet for additional literature. A sheepish smile and I was off to the next table. This continued for about three hours. I had already talked to about ten students. Declarations — nil. I went back to Shohre for more pamphlets. The first question she asked me was,

“How many declarations?”

"Nothing," I said.

"Nothing?" she said.

"Nothing," I said.

I felt like a student standing before a teacher awaiting some punishment. She asked me whether I talked about the principles of the Faith. I nodded. "Did you say something about Bab, Baha'u’llah", Abdu'l-Baha and the Guardian?'

"Of course,” I replied.

"Were they receptive?"

"Yes, very receptive" I replied.

"Then why didn't you ask them to enrol?"

"But we must give them some time to think it over.... We cannot simply bring in believers like this."

Patiently Shohre explained "Govin, this is mass teaching. If the enquirer agrees to the principles and the stations of Bab, Baha'u’llah, Abdul Baha, the Guardian and the present day administration, ask him whether he would like to enrol himself as a Baha'i. If he is willing, invite him tosign the declaration card. Don’t hesitate."
Shahnaz Furudi of the NBYC of India with T.K. Lee from Malaysia

And that's exactly what I did after that, and by the end of the day, our group had about 50 declarations — all college students and lecturers! I was simply thrilled. Lee and Palani had similar experiences. The teaching continued for two more days after which the historic West Asian Youth Conference began, heralded by 750 declarations from the colleges in and around New Delhi in just four days!

Govin at the mike during the social part of the Unity Feast, New Delhi.

The Universal House of Justice has called this a "highly significant" event. The teaching efforts continued after the conference, and on the night of our departure on 3rd September, the enrolment from the colleges were nearing two thousand. We were simply flabbergasted. This was something new — we had witnessed a miracle of Baha'u'llah.

Teaching was not limited to teaching trips. The friends even taught when they went for dinner. One night we joined a few Persian friends and went for dinner at a restaurant. Our Malaysians in India, Sree Ganesh (Dr. Sreenivasan's brother) Mahesh- waran (pioneer from Kedah) and Sreetharan (of Taiping) were also in this group. We did not sit together but spread ourselves around. It was hard to believe that we went home that night after a lovely dinner, with 17 declarations!

The Conference itself had its excitements.

What the beloved Master Abdul Baha had yearned to see, was actually happening. ....I kept wondering if this can happen in New Delhi, can’t it happen in Kuala Lumpur? I couldn't get the thought out of my mind.


Another thrilling experience was our involvement in publicity work. We were told to serve in the group dealing with proclamation during the conference. Shanaz Furudi of the National Youth Committee of India headed our group. Raymond Peter also joined us. We had to meet some of the top Radio and T.V. directors and organizers. There were three radio interviews, and TV coverage of the Unity Feast and the public talk. The radio also covered the social part of the Unity Feast and the public talk. We also met a multi-lingual press agency and a reporter from a weekly newspaper. This was not all. There were other surprises. One of the main programme organizers from the All India Radio signed up! This was followed by another declaration from the TV staff.... and the official photographer for the Conference completed the picture! The National Youth Committee of India must be congratulated for its wonderful programme. Youths and adults from 14 countries were there. Beloved Hand Dr. Muhajer was there. Counsellor Vasudevan was there. Our Counsellor, Dr. Sundram was there. The Auxiliary Board members were all there. The pioneers were there. The prayers of the Universal House of Justice were with us. We were assured of the blessings and favours of Baha'u’llah. What more did we need? It was a Conference of words and deeds.

(Malaysian Baha'i News, Vol. 7, No. 3,  October 1971)

हिंदू धर्माचा त्याग करून बहाई धर्म स्वीकारण्याची सक्ती,पाचगणी येथील प्रकार

Monday 19 February 2018

पाचगणीतील न्यू एरा टिचर स्कूलमध्ये शालेय फी माफ करून ‘बहाई’ धर्म स्विकारण्याची सक्ती करण्याचा भांडाफोड

Posted: by Parashuram Patil

प्रतिनिधी/ सातारा

सध्या हिंदुत्ववादी पुरस्कृत केंद्र व राज्यात सरकार आहे. पण आजही हिंदु धर्माचा त्याग करून अन्य धर्मात अमिषे दाखवून सक्ती करण्यात येत आहे. सातारा जिह्यातील थंड हवेचे ठिकाण असलेल्या पाचगणीतील न्यू एरा टिचर स्कूलमध्ये शालेय फी माफ करून ‘बहाई’ धर्म स्विकारण्याची सक्ती करण्याचा भांडाफोड या शाळेतील दोन विद्यार्थ्यांनी केली आहे. याबाबत कडक कारवाई करण्याची मागणी हिंदु एकता आंदोलनाचे पश्चिम महाराष्ट्र अध्यक्ष विनायक पावस्कर, संस्थापक अध्यक्ष चंद्रकांत जिरंगे यांनी पत्रकार परीषदेत केली. दरम्यान पाचगणी पोलीसांनी न्यू एरा टिचर स्कूलवर कारवाई केली नाहीतर हिंदु एकता आंदोलन छेडेल असा इशारा पावसकर यांनी दिला आहे.

जितेश परमार व त्याची बहिण रविता परमार यांनी(रा. आग्रा) यांनी पाचगणीतील न्यू एरा टिचर स्कूलमध्ये जुन 2017 मध्ये प्रवेश घेतला होता. त्यावेळी 1 लाखा 15 हजार शालेय फि भरण्यात आली होती. या शाळेची एकूण फी 2 लाख 34 हजार ही एका वर्षासाठी आहे. ही फी बहाई धर्म स्विकारल्यास माफ केली जाईल असे सांगून बहाई धर्माची शिकवण देण्यात आली. काहीवेळा धमकीसुध्दा देण्यात आली. तसेच सायंकाळी 6 नंतर धर्म प्रचारासाठी विद्यार्थ्यांनी भाग घ्यावा. भाग न घेतल्यास विद्यार्थ्यांना 500 रूपये दंड आकरला जात होता. ज्या विद्यार्थ्यांनी नकार दिला, त्यांना शालेय व निवास सुविधा बंद करण्यात येवून त्यांचे साहित्य बाहेर फेकण्यात आले. या शाळेतील शिक्षक भरत, सपन सिन्हा, चित्ररंजन यांनी रजपूत असलेल्या परमार बहिण भावंडांना हाकलून लावले. याबाबत सामेवार दि. 12 फेब्रुवारी रोजी पाचगणी पोलीस ठाण्यात तक्रार दाखल केली आहे. मात्र अद्यापही पाचगणी पोलीसांनी कोणालाही अटक केलेली नाही. सध्या रस्त्यावर रहाण्याची वेळ या विद्यार्थ्यांवर आलेली असून त्यांना देव देवतांचे फोटो व पुजा करण्याची मनाई करण्यात आलेली आहे.

सात वर्षापर्वी पाचगणीतील न्यू एरा टिचर स्कूल विरोधात तक्रार झाल्यानंतर संस्थेने माफीनामा लिहुन दिला होता. तरीही धर्मांतराची सक्ती होत असल्याने या शाळेतील व्यवस्थापन, शिक्षक व कर्मचारी तसेच संस्थासंचालक शेरॉम, कतारवरून आलेले सेवामिस यांची चौकशी होवून मागणी विनायक पावसकर यांनी केली आहे. पाचगणी पोलीस ठाण्याच्या सहा. पो. नि. तृप्ती सोनावणे यांच्याकडे तपास सुरू आहे. तक्रारदार विद्यार्थ्यांच्या जीवीताला धोका असताना पोलीस कारवाई करत नाहीत. पाचगणी पोलीसांनी या प्रकरणी गांभीर्याने दखल घेवून पाचगणीतील न्यू एरा टिचर स्कूलच्या संस्थाचालक व शिक्षकांवर गुन्हा दाखल करून कारवाई केली नाहीतर हिंदु एकता आंदोलन रस्त्यावर उतरून तीव्र आंदोलन छेडेल असा इशारा पावसकर यांनी बोलताना दिला.