Tag: Radhakrishnan

Seventy Years of Making India Book-Minded: Celebrating the National Book Trust

~ millennialmatriarchs ~ 2 Comments

On August 1, 2026, the National Book Trust, India—better known to generations of readers simply as NBT—completed 70 years. Its purpose, from the beginning, was not merely to publish books but to create a nation of readers.

The country had just become independent barely a decade before. Literacy was expanding, education was becoming accessible to larger sections of society, and there was an urgent need for affordable, good-quality books in the many languages of India.

The answer, in part, was the National Book Trust.

Dr S. Radhakrishnan speaking at the Foundation Day of the National Book Trust, India, August 1, 1957, at Vigyan Bhavan, New Delhi. Also in pic, then-PM Pandit Jawaharlal Nehru and then- Union Education Minister Maulana Abul Kalam Azad

A Trust Born with a Simple but Ambitious Idea

The Government of India decided to establish the National Book Trust in 1957. Its foundation day is observed on August 1, and the Trust was inaugurated at Vigyan Bhavan in New Delhi by Dr Sarvepalli Radhakrishnan. The idea was closely associated with Jawaharlal Nehru’s vision of making knowledge and literature accessible beyond a small, privileged readership.

NBT was created with an unusually broad mandate: to encourage the production of good literature in English, Hindi and other Indian languages; make books available at moderate prices; prepare catalogues; organise book fairs and exhibitions; and, in the memorable language of its mandate, take steps to make people “book minded.”

That phrase—book minded—still captures the spirit of the organisation.

NBT was not conceived as just another government publishing house. It was intended to bridge the distance between the writer and the ordinary reader. It would publish classics and contemporary writing, encourage translations between Indian languages, bring important works from other languages to Indian readers, and popularise modern knowledge.

In other words, its ambition was democratic: good books should not be a luxury.

Seventy Years, Thousands of Books

Over the decades, NBT has built an extraordinarily wide and diverse catalogue. Its publications have ranged from fiction, poetry and biographies to science, social sciences, history, the environment, education and technology. It has published books for children and young readers, for neo-literates, and increasingly in tribal languages and popular dialects as well.

One of its most important contributions has been to India’s multilingual literary ecosystem. India is not one book market. It is many book worlds, linked by dozens of languages. A reader in Kannada, Malayalam, Bengali, Hindi or Assamese should not have to remain confined to literature originally written only in that language.

Translation, therefore, has been central to the NBT idea.

The Trust’s mandate specifically includes publishing outstanding works of Indian authors and facilitating translation from one Indian language into another, as well as bringing significant foreign works to Indian readers.

This is a contribution that can easily be underestimated. Translation does more than move words from one language to another. It allows a Bengali reader to discover a Tamil writer, a Hindi reader to encounter Malayalam literature, or an English-language reader to enter literary traditions that might otherwise remain invisible.

In a multilingual democracy, translation is cultural bridge-building.

From the Book Exhibition to the World Book Fair

Publishing books, of course, is only half the task. Readers have to find them.

Here too, NBT played a pioneering role. Its first book exhibition was inaugurated in 1964 by Dr Radhakrishnan. Then came one of its best-known and most enduring achievements: the first World Book Fair, organised in 1972.

The New Delhi World Book Fair has since grown into one of India’s major cultural events. The 2026 edition, organised by NBT, brought together publishers, writers and readers on a truly international scale. Government sources reported more than 1,000 publishers representing 35 countries and over 600 events involving more than 1,000 speakers.

Books for Children, and Readers Yet to Be Made

NBT has also paid sustained attention to children. It organised its first Children’s Book Fair in Calcutta in 1983, and its publishing programme today includes a substantial range of books for young readers.

Its current catalogue under the Rashtriya Bal Pustakalaya includes titles in English and many Indian languages, from picture books and stories to books connected with science, nature, history and culture. Recent additions include books by established names as well as new writers, with prices that remain strikingly accessible.

This commitment to affordability may be one of NBT’s most important achievements. At a time when beautifully produced children’s books can cost several hundred rupees, an ₹50, ₹70 or ₹100 book can make the difference between a book being an occasional gift and becoming an everyday part of a child’s life.

And that, surely, was always the larger objective: not simply selling books, but building the habit of reading.

NBT in a Changing India

Seventy years after its birth, the book world has changed beyond recognition.

There are e-books, audiobooks, online stores, independent publishers, self-publishing platforms and social-media book influencers. Yet the original NBT mission has not become irrelevant. If anything, the need to help readers navigate an overwhelming flood of information has become greater.

The Trust has moved into new initiatives as well. It continues to organise book fairs and literary events, support reading promotion, train publishing professionals, participate in international fairs and encourage Indian writing and publishing, young authors’ mentorship initiative and the expanding Rashtriya e-Pustakalaya ecosystem.

Meanwhile, its catalogue continues to grow, ranging from the National Biography series and books on India’s freedom movement and knowledge traditions to contemporary themes, children’s literature and new bilingual publications.

Where Can You Buy NBT Books?

The easiest place to begin is the official NBT website. Its online catalogue allows readers to browse by language, format, subject and series, while the official store enables online purchase of available titles.

Browse and buy directly from NBT: National Book Trust online catalogue and store

For children’s books: NBT’s Rashtriya Bal Pustakalaya catalogue

The official catalogue is worth browsing even if you do not have a particular title in mind. That is perhaps the most NBT-like way of buying a book: wander through the shelves, discover something unexpected and come away with more than you intended.

After all, for 70 years, the National Book Trust has been doing more than publishing books. It has been quietly pursuing a much larger project: making books affordable, accessible and visible in a country of immense linguistic and cultural diversity.

That is no small achievement.

So, as NBT enters its eighth decade, perhaps the best way to mark its 70th birthday is not with a ceremonial message alone.

Buy a book.

And read it.

Because somewhere in the founding vision of the National Book Trust was a wonderfully simple hope: that India would become a little more book minded.

And something that our PM Nehru said at the launch of NBT is still true today: ‘If people who go to cinema, give one-tenth of the money they spend on cinema to books, you would have enormous number of books sold in India.”

–Meena

Pic: Source: National Book Trust, India, NBT at a Glance.

Celebrating the Gurus: Teachers’ Day

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Rabindranath Tagore was the one who gave Gandhiji the title of Mahatma. Gandhi in turn called him ‘Gurudev’ in reverence to his wisdom and his learning, and saw him as a teacher to humanity.
Gurudev and Radhakrishnan at Shantiniketan where Oxford Univ held a special convocation in 1940 to honour Tagore
Gurudev Rabindranath Tagore gave India a different vision of education, of teachers and the teaching process. It is appropriate to remind ourselves of his views on these subjects on the occasion of Teachers’ Day, Sept 5. Trying to paraphrase him would be useless.  So better, I thought, to share a few quotes:
About teachers:
‘A teacher can never truly teach unless he too continues to teach himself. One lamp can never light another unless it continues to burn its own flames. Similarly, the teacher who has come to the end of his subject, and has no living traffic with his knowledge but merely repeats his lessons to his students, can only burden their minds, he cannot inspire them.’
‘Good teachers activate children’s minds instead of helping them to assimilate and collect information, and inspire children through their own self-development. They encourage them to work on the teacher’s own original projects and thereby travel together on their journey to more understanding.’
Gurudev always looked for gurus for his schools and educational institutions, rather than teachers. According to him, gurus are ‘active in the efforts to achieve the fullness of humanity”. They ‘will give their whole selves to their students instead of merely sharing the material as prescribed by the curriculum’.
His message to teachers:
‘Do not be preoccupied with method. Leave your instincts to guide you to life. Children differ from one another. One must learn to know them, to navigate among them as one navigates among reefs. To explore the geography of their minds, a mysterious instinct, sympathetic to life, is the best of all guides.’
He wanted teachers and school administrators to recognize the importance of letting children discover the joy of learning and what nature has to teach them. Nothing sums this up better than an excerpt from a lecture he gave in London in 1933, where he recounts one of his encounters with a more ‘traditional’ educator:
‘I well remember the surprise and annoyance of an experienced headmaster, reputed to be a successful disciplinarian, when he saw one of the boys of my school climbing a tree and choosing a fork of the branches for settling down to his studies. I had to say to him in explanation that ‘childhood is the only period of life when a civilized man can exercise his choice between the branches of a tree and his drawing-room chair, and should I deprive this boy of that privilege because I, as a grown-up man, am barred from it?’ What is surprising is to notice the same headmaster’s approbation of the boys’ studying botany. He believes in an impersonal knowledge of the tree because that is science, but not in a personal experience of it. This growth of experience leads to forming instinct, which is the result of nature’s own method of instruction. The boys of my school have acquired instinctive knowledge of the physiognomy of the tree. By the least touch they know where they can find a foothold upon an apparently inhospitable trunk; they know how far they can take liberty with the branches, how to distribute their bodies’ weight so as to make themselves least burdensome to branchlets. My boys are able to make the best possible use of the tree in the matter of gathering fruits, taking rest and hiding from undesirable pursuers. I myself was brought up in a cultured home in a town, and as far as my personal behaviour goes, I have been obliged to act all through my life as if I were born in a world where there are no trees. Therefore I consider it as a part of education for my boys to let them fully realize that they are in a scheme of existence where trees are a substantial fact, not merely as generating chlorophyll and taking carbon from the air, but as living trees.Ideal Teachers: Gurus vs. Schoolmasters.’
On Teachers’ Day, as we commemorate Dr. S. Radhakrishnan, another of India’s great educators, let us think about what education means in this changing world, and how the role of teachers must evolve.
–Meena