Most places of Rangpur, Rajshahi, Dhaka, Mymensingh, Khulna, Barishal, Chattogram and Sylhet divisions may experience light to moderate rain/thunder with gusty winds temporarily. Along with this, moderate heavy to very heavy rainfall may occur in some parts of the country, said the Meteorological Department.

This information was given in a forecast of the Meteorological Department for the next 48 hours from Monday (July 1).

According to the forecast, Monsoon is active over Bangladesh and strong over North Bay of Bengal. As a result, the Meteorological Department has predicted heavy rains across the country which may continue for the next five days.

The low pressure over West Bengal and adjoining areas has aligned with the monsoon axis. The monsoon axis extends through Uttar Pradesh, Bihar, West Bengal and central Bangladesh to Assam.

Day and night temperatures may remain almost unchanged across the country on this day. 

In the words of Bangabandhu - "My Bengal, my culture, my civilization, my sky, my wind, my history is my Bengali nationalism." My Bengali struggle, my Bengali heritage and my Bengali nationalism with blood.” (From a speech to the Constituent Assembly on the Draft Constitution on 12 October 1972; see Dr. AH Khan 'Selected Speeches of Bangabandhu, the Father of the Nation', Attar Prakashani, 2011, p. 97). Dhaka University is undoubtedly the birthplace of Bengali nationalism. Nationalism has been best practiced in Dhaka University. Here the children of the middle class families who came from the village were active in the development of modern education and culture by mixing with the children of the city dwellers after being touched by the urban culture.

The late academic Dr. Rafiqul Islam rightly said, "Most of the important events of Bangladesh's freedom struggle were organized in Dhaka University. And most of the heroes of this freedom struggle are students of this university. The tradition and spirit of Bengali language, literature and culture that gave birth to Bengali nationalism is Dhaka University. Not only culturally, but also economically and politically and the spirit of self-determination developed from this university.” (Rafiqul Islam, Contribution of Dhaka University in Bangladesh's Independence Struggle, 'Dhaka University-Special Paper published on August 15, 1975 on the occasion of the good fortune of Father of the Nation Bangabandhu, p. 81). After the partition of Bengal in 1905, a positive environment was created for the development of the mainly Muslim middle class in East Bengal. However, the children of Hindu community in this region also get full opportunity to get education in Dhaka University. As a result regional consciousness developed in favor of social, cultural and economic development in East Bengal. But suddenly after the annulment of Bangabhanga in 1911, despair arose in the minds of the rising middle class of the region. Even though it was created to mitigate that disappointment, there is no way to deny the unique role of Dhaka University as a source of renaissance in society, culture, politics, economy, art, philosophy of the people of this region. Efforts to build a residential university like Oxford-Cambridge in East-Bengal were from the beginning among the teachers and authorities of Dhaka University. “Dhaka University's objective was to teach students to think independently by practicing analysis. .... They showed students in Dhaka the way to think in their own way and keep their goals in front of them.” (Alkananda Patel, 'Walking the Path of the Earth', Bengal Publications, 2017, pp. 85-86).

Alkananda Patel, the daughter of Professor Amiyakumar Dasgupta, a freshman student of Dhaka University and a teacher in the Department of Economics, after hearing from her father and his colleagues and researching the picture she paints about Dhaka University is, in a word, 'different'. In her words, "Music, drama, painting, literary practice, politics, above all chats - all were part of education or living in Dhaka." (Alkananda Patel, 'Walking the Path of the Earth', Bengal Publications, 2017, p. 88).

Quoting the autobiography of her father's friend Parimal Roy, she also wrote, “Every evening something is happening somewhere in the university, sometimes a debate, sometimes a drama, somewhere a seminar, somewhere or a lecture. .... I thought what a great arrangement for our teaching. .... It is like a celebration of Halkhata in the market of knowledge.” (Alkananda Patel, 'Walking the Path of the Earth', Bengal Publications, 2017, p. 92). There is no denying that the period 1921-47 was the golden age of Dhaka University. After partition, many teachers left Dhaka, but after the temporary setback, there was a trend of attraction of brilliant teachers. Still very much there. But the trend is fading.

It is not surprising that the students and teachers of such universities would play a leading role in the movement to end the misrule of the British colonial power and later the partisan misrule of the Pakistani ruling class. Therefore, after the establishment of Dhaka University, a significant part of the students chose the revolutionary struggle for the liberation of their homeland. ('Bangladesh Liberation War: Contribution of Dhaka and Kolkata Universities', compiled and edited by Rangalal Sen et al., UPL, 2018, p. 15).

Many students were associated with Anil Roy's 'Sri Sangh' and Leela Roy's 'Deeprali' in this university. It is needless to say that many teachers of this university had the patronage of their revolution. Moreover, this university was also the birthplace of the 'Buddhir Mukti Andolan'. Contemporary 'education' was the mouthpiece of this movement. The movement of 'Shikha' group has played an outstanding role in liberating the judicial mind from blind reformation and scripturalism in making the Muslim youth a part of the inquiring and kind hearted community.

Later, this renaissance-style movement, which gave inspiration to join the Bengali language movement and the democratic movement, played a role as a pioneer for the students and teachers of Dhaka University. That tradition of political Ñcultural spirit of the liberation party inspired the students and teachers of Dhaka University to join the language-movement, six-point movement, eleven-point movement, independence movement, liberation war and other democratic movements.

In the 1960s, the impact of the language movement on mainstream politics continued. The student teachers of this Dhaka University formed a movement against regional discrimination. These students intensified the eleven-point movement from six points. Sheikh Mujibur Rahman was arrested in the false Agartala conspiracy case, a mass uprising took place under the leadership of the students of Dhaka University. Sheikh Mujib was freed by the student leaders of Dhaka University who awarded him the title of Bangabandhu through DUCSU VP Tofail Ahmad.

After this the Ayub government fell. Military ruler Yahya Khan announced national elections.

In that election, students of Dhaka University took part in the campaign in large numbers and helped raise the tide for the Six-Point Program. Bangabandhu won a huge moral victory by getting a single majority in that election. This acceptance later came in very handy during the Liberation War. But the Pakistani ruling class could not accept a landslide victory with…. Therefore, the Constituent Assembly called and suddenly adjourned. Non-cooperation movement started. Bangabandhu was the uncrowned king in that movement. During this time he performed the duties of the undeclared head of government with the moral strength to win his election on the one hand and on the other hand talked about preparations for the liberation war.

On March 7, he basically declared independence. Dhaka University students and young people are asked to prepare for guerilla warfare. These young people understood him rightly. So immediately after the genocide started, he jumped without hesitation after officially announcing the liberation war. Teachers were not far behind. In addition to India, he created public opinion in favor of his liberation war in the United Kingdom, the United States and various European countries. Apart from the then and former teachers of Dhaka University, former students participated in the liberation war in large numbers. In other words, the entire Mujibnagar government was occupied by former students of Dhaka University. The Minister, Secretary, Advisor, Planning Committee were all former students and teachers of Dhaka University. And their contribution in field war is undeniable. How many students who gave their lives in the liberation war, how many students became heroes - the countrymen still do not seem to know the full information of that time.

On the night of March 25th, teachers, students and staff members gave their lives in Dhaka University. Before the end of the liberation war, many teachers and intellectuals were martyred. Throughout the seventies, some teachers and students of Dhaka University have participated in the brutal act of taking the lives of our beloved teachers as associates of the Pakistani invading forces. Even though they were identified, appropriate punishment could not be given. A few traitors managed to escape abroad. This black chapter will surely be in the history of Dhaka University. At the same time, all the teachers, including National Professor Dr. Rafiqul Islam, were detained by the Pakistani forces and subjected to brutal torture. Their contribution will also have a bright place in the history of this university.

The teachers and students of Dhaka University have contributed enormously to the work of nation building since 1971 and continue to do so. The Planning Commission which was formed soon after independence was headed by the teachers of Dhaka University. Almost all the secretaries were alumni of this university. Almost all the governors of Bangladesh Bank were former students of Dhaka University.

The student teachers of Dhaka University are still making an important contribution in the process of building our beloved Bangladesh. The success story of Bangladesh is actually the success story of entrepreneurs. Most of these entrepreneurs are alumni of Dhaka University. Many times the former has built large-scale institutions in the field of social development. These alumni are now providing important financial and moral support to Dhaka University through the Alumni Association. This section needs to be strengthened. Our Alumni from all over the world can participate massively in Dhaka University's research fund formation, online distance learning activities.

There is no denying that the standard of education in our universities has fallen. Our research funding is very small. But if our policy makers (almost all of whom are our alumni), teachers, parents, students and alumni want to, we can surely develop the image of this university of our soul more brightly. We can help in achieving world class ranking. We can increase linkages between higher-education and industry. In our journey of development, Dhaka University has all the potential to be a source of national competence.

Hopefully, our current Vice-Chancellor is an academic, advanced researcher himself; who thinks far-reaching about this university. He has already started the work of making Dhaka University a unique research-based university. We are also making strategic plans to make this university a prosperous university in the future. A group of senior faculty members of the university has also formulated a strategic plan. And to this end we are working closely with the Vice-Chancellor on strategic planning. Hopefully, if we proceed according to this plan, it will be possible to take Dhaka University to a more glorious place in the future.

It is also necessary to mention here that four emeritus professors are working in the committee which has been formed in Dhaka University called Academic Development Committee. What kind of university do we want - where Dhaka University can be taken to the past tradition of providing 'inclusive moral leadership' or 'inclusive moral leadership' - the university authorities are going to accept it. Through all these efforts, we hope that this university will become an inspiration to other universities. At the same time. 

The University administration has indefinitely suspended all examinations to be held at Curzon Hall, Kala Bhavan of Dhaka University from tomorrow (July 01).

This information was given in a statement signed by Professor Himadri Shekhar Chowdhury, Acting Controller of Examinations of the University on Sunday (June 30).

It is said in the statement that it is hereby informed for the information of the candidates and all concerned that the examinations to be held at Kalabhavan and Curzon Hall examination centers of Dhaka University from July 01 as per the previously announced schedule have been postponed due to unavoidable reasons until further notice. It may be noted that the examinations of Affiliated and Constituent Colleges will be held as usual as per the pre-announced schedule.

Incidentally, earlier in a press conference organized by the Federation of Bangladesh Teachers' Associations, it was announced that the University's class-exams would be suspended as part of the all-out movement against the universal pension scheme. This statement was made immediately after the press conference.

In these pandemic-plagued times, ceremonies commemorating the beginning of the year-long celebrations of the University of Dhaka (or DU) that were to culminate in July 1, 1921 were scaled down drastically; alumni and well-wishers and even university students and faculty members were not even able to throng the campus on July 1, 2020 to inaugurate the year-long events. Indeed, the July 1, 2021 celebrations earlier this year were quite muted as well. Nevertheless, for many in Bangladesh it may be well worth the while to travel back in history to retrace the steps that led to DU’s opening day in this, the 100th anniversary year.

Like many such momentous occasions, DU’s birthday has a long pre-history. A good place to begin though is on February 22, 1923. The university’s first Chancellor, Lord Lytton, declared then: DU was “Dacca’s greatest possession”. He went on to say emphatically that it was “a splendid Imperial compensation”. Although he doesn’t say explicitly what this “compensation” is all about, the context must have been self-explanatory.

The first Bengal partition, announced by Lord Curzon on July 20, 1905, was annulled by Lord Hardinge in Delhi on December 10, 2011. Faced with stiff resistance from influential Hindus in Kolkata, the British resolve to give Muslims of East Bengal autonomy crumbled swiftly, especially after swadeshi-incited violence. The promise made to Muslim leaders of the province was broken; the university was a sop offered or, if you like, a salve applied to heal the wounds in Bengali Muslim psyches by their British overlords, now headquartered away from violence in Delhi.

But the pre-history to the immediate history is relevant too. The “compensation” was also for the way the British had favored Hindus of West Bengal at the expense of the Indian Muslim rulers they had displaced years ago. The Muslims, for their part, cocooned themselves from British culture and education, having been displaced by the East Indian Company. In contrast, well-off Hindus, especially in Bengal, embraced the British warmly. Subsequently, the British adopted a policy, to quote from Thomas Babington Macaulay’s 1835 Minute on Indian Education, of creating a class of Indians “who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and color, but English in taste, in opinions, in morals, and in intellect.” A consequence was that in the year of the Sepoy Mutiny, the University of Calcutta began operating in January; the University of Madras opened its doors a few months later in June 1857. Mumbai got its university in 1877, Punjab in 1882 and Allahabad in 1887. All would be graduating mostly Hindu students. Of course an education in English was a conduit for enlightenment ideals as well—something that would eventually make a lot of graduates to clamor for self-rule!

As the nineteenth century ended, however, the British had largely succeeded in their goal of getting good Indian “subjects”, at least partly because of these universities. In Bengal the beneficiaries were overwhelmingly Kolkata-based Hindu Bengalis. On the other hand, William Hunter, in his 1871 work, The Indian Musalmans, noted the inevitable outcome of the combination of Muslims withdrawing from public life and harboring resentful feelings, and British suspicion and neglect of them: “Nowhere else in the subcontinent were Muslims as worse of [as] Bengal, just as, paradoxically, few other communities derived as much benefit from British rule as the Bengali Hindus”. Modern education, or the lack of it in their community, now became something for progressive Muslim leaders of Bengal to think about.

A source of inspiration no doubt was Sir Syed Ahmad Khan and the Aligarh Movement. It led first to a school, then a college and eventually a university there in 1920, all orchestrated predominantly through community initiatives. Here was inspiration for people like Dhaka’s Nawab Khawja Salimullah and Dhanbari, Tangail’s Nawab Syed Nawab Ali Chowdhury. The two clearly noted how between 1905 to 1911, Muslims had advanced rapidly in the province they had been given then, especially because of the availability of financial aid for Muslim students and greater possibilities of their recruitment in educational institutions.
Late Dr. Sufia Ahmed, who passed away this April but was Professor of Islamic History and Culture at the University of Dhaka and a National Professor, has written succinctly about the road to DU initiated to a great extent by the two Nawabs in “Origins of the Dhaka University”, a paper published in The Dhaka University Studies’ March 1984 issue. I will now summarize it to indicate how the two Nawabs and like-minded Bengali Muslims pressed the British to compensate them for the annulment of partition with a university of their own.

The first move was Nawab Salimullah’s. On 20 December, 1911 he sent what Professor Ahmed calls a “historic letter” to Lord Hardinge, urging his administration to prioritize education for East Bengali Muslims. The Viceroy responded by preparing a minute the next day for a meeting of the Viceroy’s Council so that it could deliberate on, among other things, “the creation of a University at Dhaka with Mahomedan hostels.” Sir Harcourt Butler, the Education Member of the Council, underscored the Viceroy’s request, pointing out how Calcutta University policies marginalized the education of East Bengalis. Butler also suggested that not only was the creation of a university in Dhaka desirable, but also that there was scope for a new kind of university in Bengal—one that was a residential as well as a teaching university, as opposed to the essentially collegiate ones sanctioned till then. When Hardinge came to Dhaka in January, 1912 he would meet a 19-member Muslim Bengali delegation organized by the two Nawabs. Talking to its members, Hardinge assured them that the “Imperial Government” realized that education was “the true salvation of the Muslim community.” He told them unequivocally that he would recommend to the British Secretary of State, among other things, the establishment of a university at Dhaka.

Two things, however, delayed DU ‘s birth. One was the angry response of a few Kolkata-based Hindu politicians, writers and men who felt that they would be adversely affected by a Dhaka-based institution. To their objections, the Viceroy pointed out that the institution the British were thinking of opening in Dhaka would accommodate Hindu as well as Muslim students in its halls. Professor Ahmed indicates in her paper a number of other points worth noting. First, not all Hindus drawn into the controversy was against a Dhaka-based university. Second, some North Indian Muslims of North India and “nationalist Muslims” were for their part not warm about an idea that might hamper their bid to open a university in Aligarh. Third, Sir Ashutosh Mukherjee, the powerful Vice-Chancellor of Calcutta University, initially led the opposition to DU’s creation, but later decided to withdraw his opposition if his university could be compensated anyhow. A few other Hindu Bengalis eventually welcomed the idea of a secular and residential institution in their part of Bengal.

Approval came on 4 April 1912. The Secretary of State agreed in principle to the idea of DU and decided to ignore Kolkata-based cavilers. The British government in Delhi asked the Bengal one to provide details of the university to be set up, emphasizing that it be a teaching and residential one and stressing the need to admit students of all faiths, though greater Muslim participation would be a desideratum. A Faculty of Islamic Studies was another thing recommended. The Government of Bengal responded by constituting a 13- member committee headed by Robert Nathan, a senior bureaucrat who had worked for the Universities Commission. Its recommendations would be in line with the Delhi government’s suggestions; it was not surprising that they were soon ready to approve them.

As luck would have it, the First World War broke out at this point; this was the second reason why work on DU was delayed. Committee work would continue intermittently but when Nawab Salimullah died in 1915, it was left to Nawab Syed Nawab Ali Choudhury to organize others from this part of Bengal to pressurize the British to refocus on building the university as the war ended. In 1917 the Calcutta University Commission reviewed the work for DU till then and related issues. On 18 March 1919 the Commission submitted its report, agreeing that Dhaka needed a university, and noting that the University of Calcutta just could not cope up with the demand for university education in Bengal anymore.

Things developed swiftly from now on. The Dhaka University Bill was approved formally on 23 March, 1920; 1 July 1921 was to be the day when it would start functioning under the leadership of the distinguished and experienced ex-Registrar of the University of London, Philip Joseph Hartog. Land was found for DU in Ramna and buildings that once housed Dhaka College and officials of the by then aborted government of East Bengal and Assam. The lush green space there and buildings such as Curzon Hall combined to give the university area distinction. Academic staff was quickly recruited mostly from Dacca and Jagannath College, although Hartog also managed to woo away distinguished scholar-academics from the University of Calcutta. There would be three faculties and 13 departments, including the departments of Arabic and Islamic Studies, Persian and Urdu, and Sanskrit and Sanskritic Studies (but no Department of Bengali!). The new university would be self-governing and residential though dependent on government funding. Students would have to live either in the three halls set up or be affiliated to any one of them. From the beginning, the emphasis would be on maintaining high standards. Teaching would be through tutoring as well as lectures.

The university that opened its doors on July 1, 1921 seemed to have begun well. Lord Lytton could thus claim on February 22, 1923 that the university was Dhaka’s “greatest possession” and a ’splendid institution”. He could also stress then that it was following the requirements of a “residential university’, one set up on a very different model from Kolkata’s one. He urged administrators present in the convocation to tailor the university now to meet the region’s needs, and to never forget that it was meant to be ‘a seat of learning” and not a “mere employment agency”. He emphasized too that he knew students wanted to facilitate “the development of a political consciousness” for their country’s sake, but urged them to also develop “a community consciousness and “a university consciousness” and to forge links against caste, class and creed.

To what extent has D.U. been able to live up to the expectations it generated among its founders? And to what extent did it enable the kind of consciousness Lord Lytton envisaged? How well has it been fulfilling the ideals that led to its birth? In the centenary celebrations that will certainly start as soon as the pandemic’s threats have receded, all well-wishers of DU can contemplate these questions and think about what has been achieved, about ideals discarded and goals squandered. We need now for DU to move beyond July 1, 2021, seeking new directions for a much loved, but also much abused and even maligned institution.

Fakrul Alam: Bangabandhu Chair Professor, Dhaka University