Darjeeling Schools Exempted: In a development that has stirred political debate and cultural reflection across West Bengal, the Gorkhaland Territorial Administration (GTA) has officially exempted all schools under its jurisdiction in the Darjeeling Hills from singing the state anthem “Banglar Mati, Banglar Jol”, citing the importance of respecting the region’s unique linguistic and cultural identity.
This decision came shortly after the West Bengal Board of Secondary Education (WBBSE) directed all government and government-aided schools in the state to begin singing the anthem during their morning assemblies. The directive was aimed at promoting cultural unity and state pride. However, for the GTA region, this seemingly uniform order raised deeper questions about cultural inclusivity, identity politics, and the balance between state directives and local autonomy.
Darjeeling Schools Exempted: The State’s Mandate and Its Origins
On November 7, 2025, the West Bengal Board of Secondary Education issued an official circular mandating that students from Classes IV to X in all government and government-aided schools must sing “Banglar Mati, Banglar Jol” during their morning assemblies.
The directive emphasized that the anthem, penned by Rabindranath Tagore in 1905, symbolizes Bengal’s natural beauty, resilience, and unity. It was officially adopted as the State Song of West Bengal in 2023, representing a poetic homage to the state’s spirit of inclusivity and cultural richness.
However, the language of the song—Bengali—became a contentious point in regions like Darjeeling, Kalimpong, and Kurseong, where a majority of the population speaks Nepali, Lepcha, Bhutia, or other local dialects. For many educators and parents in these areas, the directive represented not cultural unity, but linguistic imposition.
GTA’s Official Response: Upholding Cultural Autonomy
Within 24 hours of the WBBSE order, the Gorkhaland Territorial Administration (GTA), which governs the hill districts of Darjeeling and Kalimpong, issued an internal memorandum clarifying that the directive would not apply to schools under its jurisdiction.
GTA Chief Executive Anit Thapa stated that the region’s autonomous administrative powers under the Gorkhaland Territorial Administration Act of 2011 give it the right to manage educational and cultural affairs independently.
He further added that while the GTA “respects the state’s heritage and the sentiments attached to the anthem,” the Hill region must maintain its own cultural integrity.
“Darjeeling Hills have their own heritage, identity, and language. We cannot impose a single cultural expression upon a diverse community,” Thapa explained.
“Unity does not mean uniformity. True unity is in respecting our differences.”
The GTA’s stance reflects a delicate balance between acknowledging West Bengal’s broader cultural identity and safeguarding the local ethos of the Gorkha community.
Understanding the Cultural Context
1. A Linguistic and Ethnic Mosaic
Darjeeling’s demography is distinct from the rest of West Bengal. The majority of its residents are Gorkhas (Nepali-speaking Indian citizens), alongside smaller populations of Lepchas, Bhutias, and Bengalis. The Nepali language, recognized under the Eighth Schedule of the Indian Constitution, serves as a primary medium of communication and instruction in many schools.
In this context, singing a Bengali-language anthem—however well-intentioned—posed not just a linguistic hurdle, but also a symbolic challenge to regional identity.
“Our children understand Nepali, English, and Hindi, but not Bengali fluently,” said a teacher from Kurseong.
“Imposing a Bengali song may alienate students instead of connecting them.”
2. Historical Roots of Cultural Assertion
The GTA’s decision cannot be separated from the long history of the Gorkhaland movement, which has repeatedly highlighted issues of identity, recognition, and respect.
For decades, residents of the Darjeeling hills have demanded recognition of their distinct cultural heritage, fearing assimilation into the dominant Bengali identity. The exemption from the anthem, therefore, is viewed as a continuation of the Hills’ assertion for self-respect within the constitutional framework.
3. The Symbolism of ‘Banglar Mati, Banglar Jol’
Written by Rabindranath Tagore in 1905, during the anti-partition movement of Bengal, Banglar Mati, Banglar Jol (translated as “The Soil of Bengal, The Water of Bengal”) is a poetic expression of love for the land and people of Bengal.
It was declared the official state anthem of West Bengal in 2023, nearly 118 years after its composition. The song, in its literary and emotional essence, embodies the Bengali identity — celebrating the soil, rivers, and spirit of the state.
However, for the Gorkhas and other non-Bengali communities of North Bengal, the song’s deep linguistic and cultural ties to Bengali nationalism make it less representative of their lived reality.
Reactions from Stakeholders
1. Local Political Leaders
BJP MLA Neeraj Zimba from Darjeeling termed the WBBSE’s directive “a violation of constitutional values and regional identity.” In a letter addressed to the Chief Minister of West Bengal, he wrote that forcing non-Bengali schools to sing a Bengali song was “administratively insensitive and culturally tone-deaf.”
Zimba added:
“India’s strength lies in unity through diversity, not uniformity through diktats. The Hills cannot be compelled to adopt a cultural symbol that doesn’t reflect their language or heritage.”
2. Educators and School Administrators
Principals of several Nepali-medium schools welcomed the GTA’s decision. “We already sing the National Anthem and a school prayer in Nepali or English. Our students feel connected to these,” said the head of a Kalimpong school.
Many school administrators had practical concerns: introducing a new song in Bengali would require language training, transliteration of lyrics, and musical accompaniment—resources many hill schools currently lack.
3. Parents and Students
Parents across the region largely supported the exemption.
“Our children already juggle multiple languages—Nepali, English, Hindi. Forcing another language just for symbolism makes no sense,” said a mother from Darjeeling town.
Students, meanwhile, expressed that the decision helped them feel “seen” and “heard” by the administration.
“We respect Bengal and Rabindranath Tagore,” said a Class IX student, “but we also want to celebrate our identity. The GTA’s decision tells us that our voice matters.”
State Government’s Perspective
The West Bengal government maintained that the directive was not political but cultural. An official from the Education Department said that the goal was to promote “state unity and pride” among students.
However, the Education Minister’s office clarified that the government had no intention of enforcing the directive coercively in the GTA region, acknowledging the special administrative status granted to the Hills.
The move, according to political observers, reflects the state’s strategic pragmatism—balancing cultural unity with local sensitivities in a region that has historically witnessed movements for greater autonomy.
Constitutional and Legal Dimensions
The GTA’s decision aligns with India’s constitutional guarantees under Article 29 and Article 30, which protect the cultural and educational rights of minorities.
Furthermore, under the Gorkhaland Territorial Administration Act (2011), the body holds administrative powers over education, culture, and local governance in the Hill areas.
This legal framework allows the GTA to decide educational practices suited to the region’s linguistic and cultural context, including the medium of instruction, school rituals, and curriculum content.
Expert Opinions
1. Education Scholars
Dr. Ananya Chatterjee, a Kolkata-based educationist, observed:
“While the intention behind the anthem order was to promote unity, uniformity cannot override cultural diversity. Pedagogically, students learn best when cultural symbols reflect their own identities.”
2. Sociologists
Dr. Rajan Bisht, a sociologist from North Bengal University, remarked:
“The GTA’s stance shows that multiculturalism must be built into state policy. Forcing a single linguistic or cultural expression in diverse regions risks alienation and resentment.”
Broader Implications for West Bengal’s Education System
The Darjeeling exemption has sparked discussions in other multilingual regions such as Cooch Behar and Jalpaiguri, where local communities also speak different languages and dialects. Some education observers believe the incident could lead to reconsideration of state-wide cultural policies to make them more inclusive and flexible.
There is growing support for an optional model—allowing schools to include both the state anthem and a local cultural song or prayer, ensuring a balance between unity and diversity.
Educational Practices in the Hills
Morning assemblies in Hill schools typically include:
- A school prayer in Nepali or English
- The National Anthem (Jana Gana Mana)
- A motivational message or short speech by teachers or students
Many institutions, such as St. Joseph’s North Point, Loreto Convent, and Darjeeling Government High School, have long-standing traditions rooted in multilingual and multicultural values. These assemblies reflect the Hills’ composite identity, blending Indian nationalism with regional pride.
Cultural Harmony vs. Cultural Imposition
The GTA’s decision reignited debate over what constitutes true cultural harmony. Critics argue that the order to sing Banglar Mati, Banglar Jol across all schools was an attempt to homogenize Bengal’s diverse cultures. Supporters, however, say it was a symbolic act of unity, not coercion.
In reality, the episode illustrates the delicate balance between unity and diversity in India’s federal structure. The GTA’s exemption demonstrates how autonomous regions can negotiate state policies to fit local contexts while remaining part of the larger framework.
Looking Ahead: The Road to Cultural Coexistence
The state government and GTA may eventually work out a collaborative cultural model—for example, allowing schools to teach Banglar Mati, Banglar Jol as part of cultural education, without making it mandatory for daily assembly.
Such initiatives could foster mutual respect and understanding between the plains and the hills, ensuring that Bengal’s cultural heritage includes—not excludes—its diverse communities.
As Dr. Chatterjee noted:
“Cultural inclusion is not about erasing differences but celebrating them together. Darjeeling’s voice adds another melody to Bengal’s song.”
Conclusion: A Song of Many Voices
The exemption of Darjeeling Hill schools from singing Banglar Mati, Banglar Jol is not a rejection of Bengal’s identity but an affirmation of India’s pluralism.
It is a reminder that the strength of the state—and the nation—lies not in cultural conformity but in mutual respect, diversity, and inclusion.
As morning assemblies continue in the misty schools of Darjeeling, the echoes of Nepali, English, and Hindi prayers blend with the Himalayan breeze, reaffirming that cultural harmony is best achieved when every voice feels heard.
✅ External References (Verified)
- Gorkhaland Territorial Administration Act, 2011 – Wikipedia
- Banglar Mati Banglar Jol – Wikipedia
- Education in West Bengal – Wikipedia
- Nepali Language – Government of India, Eighth Schedule
- Rabindranath Tagore – Biography and Works
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