2 Judicial pronouncements
4.2.1 In Chandra Bhavan Boarding and
Lodging, Bangalore Vs. The State of Mysore and Anr., (1969) 3 SCC 84, challenge
was laid to a notification fixing minimum rates of wages, the problem posed
before the court was to strike a balance
between two propositions: one, should not a worker be paid, by way of minimum
wages, an amount which would enable the two ends meet and to survive: and on
the other hand, fixing of minimum wages may result in the industry or the unit
being killed taking away its
right to exist. The court held that freedom of trade does not mean freedom to
exploit. Nor do the
provisions of the Constitution are the barriers to progress. They provide a balance for orderly
progress towards the social order contemplated by the Preamble of the
Constitution. The court
held:
“It is a fallacy
to think that under our Constitution there are only rights and no duties. While rights conferred under Part-III
are fundamental, the directives given under Part-IV are fundamental in the
governance of the country. We
see no conflict on the whole between the provisions contained in Part-III and
Part-IV. They are
complimentary and supplementary to each other. The provisions of Part-IV enable the
legislatures and the Government to impose various duties on the citizens. The provisions therein are
deliberately made elastic because the duties to be imposed on the citizens
depend on the extent to which the Directive Principles are implemented. The mandate of the Constitution is to
build a welfare society in which justice – social, economic and political,
shall inform all institutions of our national life. The hopes and aspirations aroused by
the Constitution will be belied if the minimum needs of the lowest of our
citizens are not met.”
4.2.2 Officers in All-India Services
(Administrative, Forest, Police, etc.) were not taking the training seriously
resulting in deterioration of the services. Service Rules were amended so as to
give weightage to the training and penalize the failure. On a challenge being laid to the
constitutionality of the amendment in the Rules in Mohan Kumar Singhania &
Ors. Vs. Union of India & Ors., (1992) Supp.1 SCC 594, in order to uphold
the validity of the amendment, Ratnavel Pandian, J. drew strength from article
51A. Referring to clause
(j), which commands every citizen of India to strive towards excellence in all
spheres of individual and collective activity so that the nation constantly
rises to higher levels of endeavour and achievement, it was held that the
effort taken by the Government in giving utmost importance to the training
programme of the selectees so that this higher civil service being the topmost
service of the country is not wasted and does not become fruitless during the
training period is in consonance with the provisions of article 51A (j). The constitutionality of the amendment
was, thus, upheld.
4.2.3 In several cases, the Supreme Court
has upheld the validity of laws relating to ecology and environment and has
made directions binding the citizens and the State finding the source of power
to do so in article 51A. In
Rural Litigation and Entitlement Kendra & Ors. Vs. A State of Uttar Pradesh
& Ors., (1986) Supp. SCC 517, Ranganath Misra, J. held.
“Preservation of
the environment and keeping the ecological balance unaffected is task which not
only governments but also every citizen must undertake. It is a social obligation and let us
remind every Indian citizen that it is his Fundamental Duty as enshrined in
Article 51A (g) of the Constitution.”
4.2.4 In Rural Litigation and Entitlement
Kendra, Dehradun & Ors. Vs. State of U.P. & AIR 1985 SC 652, in order
to prevent imbalance to ecology and hazard of healthy environment being created
due to working of lime-stone quarries, the Supreme Court directed the quarries
lessees being cancelled and lime-stone quarries being closed down
permanently. The directions
were issued in face of fundamental right to trade and business and the right to
earn livelihood. Assigning
paramount significance to Fundamental Duties and rather placing the Fundamental
Duties owing to people at large above the fundamental right of a few
individuals the court held that such closure would undoubtedly cause hardship,
“but it is a price that has to be paid for protecting and safeguarding the
right of the people to live in healthy environment with minimum disturbance of
ecological balance and without avoidable hazard to them and to their cattle,
homes and agricultural land and undue affectation of air, water and
environment”.
4.2.5 In Sachidanand Pandey & Anr. Vs.
State of West Bengal & Ors., (1987) 2 SCC 295, the court expressed in
unmistakable terms that whenever a problem of ecology is brought before the
court, the court is bound to bear in mind article 48A of the Constitution and
article 51A (g) which proclaims the Fundamental Duty of every citizen of India
to protect and improve the natural environment including forests, lakes, rivers
and wild life, and to have
compassion for living creatures. Policy
decisions taken by State are not ordinarily to be interfered with by the
courts. But if it is the
question of giving effect to the Directive Principle and the Fundamental Duty,
the court is not to shrug its shoulders and say that priorities are a matter of
policy not to be touched by court, the court may always give necessary
directions so as to secure implementation of Directive Principles and Fundamental
Duties.
4.2.6 In State of Punjab & Ors. Vs.
G.S.Gill and Anr., (1997) 6 SCC 129, kindling the spirit of clauses (e) and (j)
of article 51A and the Directive Principle contained in article 38 (1), the
court reminded the administrators of the government that they too are primarily
the citizens and, therefore, their vision should be of national interest. “The primary responsibility of an
administrator is to perform his functions in the services of the nation as an
enlightened citizen to strengthen a new democratic state. The public administrator should get
rid of all mental reservations on narrow considerations of caste, religion,
sectional or regional. He
should have a wider concern for society as a whole. Otherwise he is not worthy to be an
administrator or enlightened citizen to work for others. In public administration,
responsibility is of highly personal and moral quality and is not necessarily
related to formal status of power, although it is probably true that greater
power brings greater responsibility.” In short, the court held that the
Fundamental Duties oblige the administrators of the government to be good
administrators.
4.2.7 In M.C.Mehta (II) Vs. Union of India
& Ors., (1998) 1 SCC 471, article 51A containing Fundamental Duties of
citizens was read casting duties on the government and for issuing certain
directions consistently with article 51A. Directions were:-
(i) the Central Government shall direct to
the educational
institutions throughout India to teach at least for one hour in a week, lessons
relating to protection and the improvement of the natural environment including
forests, lakes, rivers and wild life in the first ten classes;
(ii) the Central Government shall get text
books written for the said purpose and distribute them to the educational
institutions free of cost;
(iii) the children shall be taught about the
need for maintaining cleanliness and with the cleanliness of the house, both
inside and outside and the street in which they live;
(iv) the Central Government shall consider
training of teachers who teach this subject by the introduction of short-term
courses for such training;
(v) the Central Government, the Government
of the States and all the Union Territories shall consider desirability of
organizing “Keep the city/town/village clean” week;
(vi) to create a national awareness of the
problems faced by the people by the appalling all round deterioration of the
environment.
4.2.8 In Vellore Citizens’ Welfare Forum Vs.
Union of India, (1996) 5 SCC 647 and Bandkhal and Surajkund Lakes matter,
(1997) 3 SCC 715, the Supreme Court recognized ‘The Precautionary Principle’
and the ‘The Polluter pays’ principle as essential features of ‘Sustainable
Development’ and part of the environment law of the country. Article 21, Directive Principles and
Fundamental Duty clause (g) of article 51A were relied on by the Supreme Court
for spelling out a clear mandate to the State to protect and improve the
environment and to safeguard the forests and wild life of the country. The court held it mandatory for the
State Government to anticipate, prevent and attack the causes of environment
degradation.
4.2.9 State of U.P. Vs. Yamuna Shanker Misra
& Anr., (1997) 4 SCC 7, is an interesting case where the object of writing
the confidential reports and making entries in the character rolls were read in
the light of article 51(j) as giving an opportunity to a public servant to
improve excellence. The net
of this Fundamental Duty was spread so wide by the court as to spell out the
eternal values of honesty, integrity, good conduct and efficiency getting
improved in the performance of public duties and standard of excellence in
services constantly rising to higher levels so as to be a successful tool to
manage the services with officers of integrity, honesty, efficiency and
devotion.
4.2.10 The State of A.P. appointed a person as Poet laureate in Telugu
with an honorarium initially for five years and then for life accompanied by
certain attractive perks. The
successor government terminated the appointment. The learned poet
challenged the termination. Though
the High Court did not doubt the eminence and achievement of the petitioner,
however, tracing the history of such appointments, the court found that it was
not a recognition of merit but, in essence, a royal mirth-maker a reward for solemn
flattery for the
king. Referring to article
51A (j), Justice P.A.Chaudary said
– “I have no hesitation in holding that the wild celestial fire that ever burns
in the mortal frame of man should not be quenched either by indifference or
mediocracy ………………. But when
the State undertakes to promote excellence it can do so only through the
methods which our Constitution permits it to adopt. Rewarding of
sycophancy only helps to retard the growth of efficiency and excellence.
Conferment of poet Laureateship which more of less looks life conferment of a
title may be a constitutional anathema”. [Dr.
Dasarathi Vs. State of Andhra Pradesh AIR 1985 AP 136].
4.2.11 Another interesting case is from
Calcutta High Court. Syllabus was prescribed for readings in history in the
State of West Bengal. West
Bengal Head Masters’ Association laid challenge to the syllabus as violative of
inter-alia article 51A (b) of the Constitution inter alia. The grievance was that the syllabus
lays emphasis on studying Bolshevik, Chinese and South-East Asia Revolutions
but it does not specifically mention whatsoever on the social, literary,
scientific, religious or political Indian Leaders, not the requisite emphasis
on different phases of freedom movement in India. The association pleaded a fundamental
right to read the Indian history. A
Division Bench of the Calcutta High Court in West Bengal Head Masters’
Association & Anr. Vs. Union of India & Ors., AIR 1983 Calcutta 448,
held that there was no such Fundamental Right,
“Article 51A(b)
imposes a duty on every citizen of India to cherish and follow the noble ideals
which inspired our national struggle for freedom. The performance of the duty is quite
personal to every citizen of India. No
duty has been imposed on the State, but on the citizens of India. There is much
deference between right and duty. While
a right can be claimed against another, duty has to be performed. It is not necessary for us to consider
whether the duty imposed on every citizen of India under article 51A of the
Constitution can enforced against a citizen or not. A citizen cannot claim that he must be
properly equipped by the State so as to enable him to perform his duties under
article 51A which does not confer rights but imposes certain duties. So a student cannot claim that he must
be taught the Indian history in class VIII so that he can perform his duty
under clause (b) of article 51A of the Constitution.”
4.2.12 In Bijoe Emmanuel vs State of Kerala,
AIR 1987 SC 8 at pp.751, 752 it has been held that there is no provision of law
which obliges anyone to sing the National Anthem nor is it disrespectful to the
National Anthem if a person who stands up respectfully when the National Anthem
is sung does not join the singing. It
is true that article 51A (a) of the Constitution enjoins a duty on every citizen
of India “to abide by the Constitution and respect its ideals and institutions,
the National Flag and the National Anthem”. Proper respect is shown to the
National Anthem by standing up when the National Anthem is sung. It will not be right to say that
disrespect is shown by not joining in the singing. It was observed that there was no law
enacted by Parliament making it obligatory to comply with article 51A(a). The Supreme Court allowed the petition
filed by the children and directed the authorities to re-admit the children
into the school. The court
ended their judgment by adding – “our tradition teaches tolerance; our
philosophy preaches tolerance; our constitution practices tolerance; let us not
dilute it.” In another
matter the correctness of this decision has been doubted. The matter has been referred to a
Constitution Bench of the Supreme Court, which would examine correctness of the
decision and also many a relation aspects.
4.2.13 The Supreme Court in Vishaka and
others Vs. State of Rajasthan (AIR 1997 SC 3011) found it necessary for
protection of working women from sexual harassment to lay and by this the
classical exercise of the law making powers under article 141 of the
Constitution laid:
“It is necessary and expedient for
employers in work places as well as other responsible persons or institutions
to observe certain guidelines to ensure the prevention of sexual harassment of
women:
(1) The Duty of the Employer or other
responsible persons in work places and other institutions:
It shall be the duty of the employer or other responsible persons
in work places or other institutions to prevent or deter the commission of acts
of sexual harassment and to provide the procedures for the resolution,
settlement or prosecution of acts of sexual harassment by taking all steps
required.
(2) Definition:
For this purpose, sexual harassment includes such unwelcome
sexually determined behaviors (whether directly or by implication) as:
(a) physical contact and advances;
(b) a demand or request for sexual
favours;
(c) sexually coloured remarks;
(d) showing pornography;
(e) any other unwelcome physical,
verbal or non-verbal conduct of sexual nature.
Where any of these acts is committed in circumstances where under
the victim of such conduct has a reasonable apprehension that in relation to
the victim’s employment or work whether she is drawing salary, or honorarium or
voluntary, whether in Government, public or private enterprises such conduct
can be humiliating and may constitute a health and safety problem. It is discriminatory for instance when
the women has reasonable grounds to believe that her objection would
disadvantage her in connection with her employment or work including recruiting
or promotion or when it created a hostile work environment. Adverse consequences might be visited
if the victim does not consent to the conduct in question or raises any
objection thereto.
(3) Preventive
Steps:
All
employers or persons in charge of work place whether in the public or private
sector should take appropriate steps to prevent sexual harassment. Without prejudice to the generality of
this obligation they should take the following steps:
(a) Express prohibition of sexual
harassment as defined above at the work place should be notified, published and
circulated in appropriate ways.
(b) The rules/regulations of Government
and Public Sector bodies relating to conduct and discipline should include
rules/regulations prohibiting sexual harassment and provide for appropriate
penalties in such rules against the offender.
(c) As regards private employers steps
should be taken to include the aforesaid prohibitions in the standing orders
under the Industrial Employment (Standing Orders) Act, 1946.
(d) Appropriate work conditions should
be provided in respect of work, leisure, health and hygiene to further ensure
that there is no hostile environment towards women at work places and no
employee woman should have reasonable grounds to believe that she is
disadvantaged in connection with her employment.
(4) Criminal Proceedings:
Where such conduct amounts to a specific
offence under the Indian Penal Code or under any other law, the employer shall
initiate appropriate action in accordance with law by making a complaint with
the appropriate authority. In
particular, it should ensure that victims, or witnesses are not victimized or
discriminated against while dealing with complaints of sexual harassment. The victims of sexual harassment
should have the option to seek transfer of the perpetrator or their own
transfer.
(5) Disciplinary Action:
Where such conduct amounts to misconduct
in employment as defined by the relevant service rules, the employer in
accordance with those rules should initiate appropriate disciplinary action.
(6) Complaint Mechanism:
Whether or not such conduct constitutes
an offence under law or a breach of the service rules, an appropriate complaint
mechanism should be created in the employer’s organization for redress of the
complaint made by the victim. Such
complaint mechanism should ensure time bound treatment of complaints.
(7) Complaints Committee:
The complaint mechanism, referred to in
(6) above, should be adequate to provide, where necessary, a Complaints
Committee, a special counsel or other support service, including the
maintenance of confidentiality.
A woman should head the Complaints
Committee and not less half of its member should be women. Further, to prevent the possibility of
any undue pressure or influence from senior levels, such Complaints Committee
should involve a third party, either NGO or other body who is familiar with the
issue of sexual harassment.
The Complaints Committee must make an
annual report to the Government department concerned of the complaints and
action taken by them.
The employers and person on charge will
also report on the compliance with the aforesaid guidelines including on the
reports of the Complaints Committee to the Government department.
(8) Workers’ Initiative:
Employees should be allowed to raise
issues of sexual harassment at workers’ meeting and in other appropriate forum
and it should be affirmatively discussed in Employer-employee Meetings.
(9) Awareness:
Awareness of the rights of female
employees in this regard should be created in particular by prominently
notifying the guidelines (and appropriate legislation when enacted on the
subject) in a suitable manner.
(10) Third Party Harassment:
Where sexual harassment occurs as a
result of an act or omission by any third party or outsider, the employer and
person in charge will take all steps necessary and reasonable to assist the
affected person in terms of support and preventive action.
(11) The Central/State
Governments are requested to consider adopting suitable measures including
legislation to ensure that the guidelines laid down by this order are also
observed by the employers in Private sector.
(12) These guidelines will not
prejudice any rights available under the Protection of Human Rights Act, 1993.
Accordingly, we direct
that the above guidelines and norms would be strictly observed in all work
places for the preservation and enforcement of the right to gender equality of
the working women. These
directions would be binding and enforceable in law until suitable legislation
is enacted to occupy the field. These
Writ Petitions are disposed of accordingly.”
4.2.14 It was also observed that these
guidelines would not prejudice any rights available under the Protection of
Human Right Act, 1993. These
were the most effective measures for enforcement of the Fundamental Duties; in
particular to renounce practices derogatory to the dignity of women – a
Fundamental Duty enshrined in clause (e) of article 51A, in the effectuation of
that duty.
4.3 Justice Verma Committee
4.3.1 The Government of India announced the setting up of a
Committee under the Chairpersonship of Justice J.S Verma, former Chief justice
of India, and presently Chairman, National Human Rights Commission (NHRC), vide
Order No. 16-23/98 sch. 1 dated 21 July 1998 “to work out a strategy as well as
methodology of operationalizing a countrywide programme for teaching
fundamental Duties in every educational institution as a measure of inservice
training” in accordance with the Terms of Reference stated below:
4.3.2 The Terms of Reference of the Committee
were as follows:
1. To develop a package for teaching
Fundamental Duties at primary secondary, senior secondary and university
levels.
2. To decide the activities as part of
curriculum and co-curricular activities.
3. To review the exiting programme
already being implemented by the NCERT under the national Curricular Framework
and the need for identifying additional inputs into it.
4. To develop programme packages for the
training of citizens through non-formal education / adult education programme /
media (print, electronic, etc.)
4.3.3 The
Committee attempted to analyze the issue of teaching of Fundamental Duties at
all levels of education through improvement of the content and process,
particularly of school education and teacher education, including interventions
through curricular, co-curricular and media inputs, both print and electronic.
4.3.4 In order
to devote its thinking on the issue of operationalization of the teaching of
Fundamental Duties, the Committee decided to study this issue in its holistic
perspective and came out with a report on October, 1999. The salient
recommendations made in this report are detailed in Annexure I and cover
aspects such as the following:
General awareness and consciousness.
Optimising benefits from existing
schemes / programmes.
Protection and improvement of
environment.
Reorienting approaches to school
curriculum.
Elimination of gender bias.
Reorienting teacher education
programmes.
Incorporating Fundamental Duties in
higher and professional education
People’s representatives from
Panchayats to Parliament.
Public administration and civil
servants.
Administration and justice.
Business and industry.
Media.
4.4 Available
Legal Provisions
4.4.1 The
Verma Committee was conscious of the fact that any non-operationalization of
Fundamental Duties might not necessarily be the lack of concern or
non-availability of legal and other enforceable provisions; but it was more a
case of lacuna in the strategy of implementation. It, therefore, thought it appropriate
to list in brief some of the legal provisions already available in regard to
enforcement of Fundamental Duties. A
summary of such legal provisions is given below:
i. In order to ensure that no disrespect
is shown to the National Flag, Constitution of India and the National anthem,
the Prevention of Insults to National Honour Act, 1971 was enacted.
ii. The Emblems and Names (Prevention of
Improper Use) Act 1950 was enacted soon after independence, inter alia, to prevent improper
use of the National Flag and the National Anthem.
iii. In order to ensure that the correct
usage regarding the display of the National Flag is well understood, the
instructions issued from time to time on the subject have been embodied in Flag
Code of India, which has been made available to all the State Governments, and
Union territory Administration (UTs).
iv. There are a number of provisions in
the existing criminal laws to ensure that the activities which encourage enmity
between different groups of people on grounds of religion, race, place of
birth, residence, language, etc. are adequately punished. Writings, speeches, gestures,
activities, exercise, drills, etc. aimed at creating a feeling of insecurity or
ill-will among the members of other communities, etc. have been prohibited
under Section 153A of the Indian Penal Code (IPC).
v. Imputations and assertions prejudicial
to the national integration constitute a punishable offence under Section 153 B
of the IPC.
vi. A Communal organization can be
declared unlawful association under the provisions of Unlawful Activities
(Prevention) Act 1967.
vii. Offences related to religion are
covered in Sections 295-298 of the IPC (Chapter XV).
viii. Provisions of the Protection of Civil
Rights Act, 1955 (earlier the Untouchability (Offences) Act 1955)
ix. Sections 123(3) and 123(3A) of the
Representation of People Act, 1951 declares that soliciting of vote on the
ground of religion and the promotion or attempt to promote feelings of enmity
or hatred between different classes of citizens of India on the grounds of
religion, race, caste, community or language is a corrupt practice. A person indulging in a corrupt
practice can be disqualified for being a Member of Parliament or a State
Legislature under Section 8A of the Representation of People Act, 1951.
4.5 Suggestions for Further Action
4.5.1 The
recommendations made by Justice Verma Committee on Operationalisation of
Fundamental Duties of Citizens (Annexure 1) deserve to be reiterated
forcefully. In particular, it is suggested that there is
imperative need for wider dissemination of information and generating greater
awareness in regard to the Fundamental Duties of citizens and obligations of
citizenship. This must
assume the dimensions of a peaceful, nation wide, mass-based movement. This can be done through –
(a) organization of advocacy and
sensitization programmes,
(b) display of the text of article
51A ‘Fundamental Duties’
prominently in government publications, diaries calendars, offices and at
public places,
(c) radio and video spots highlighting
important messages related to Fundamental Duties on AIR, Doordarshan and other
channels,
(d) setting up an autonomous body to act
like ombudsman on citizenship values and for overseeing operationalisation or effectuation of
Fundamental Duties,
(e) publication of small booklets on
various aspects of
Fundamental Duties written in simple language and aimed at different levels of
citizens through non-formal education, open schooling, adult education, and universalisation of
literacy programmes
(f) circumspection by electronic media on programmes,
serials, pictures, news and advertisement affecting morality, decency and
cultural values and heritage of the country,
(g) activist role by electronic and print media in
the matter of Fundamental Duties like protection of the environment,
(h) media avoiding the glorification of
acts of violence, armed robberies, and terrorist activities, and
(i) the state machinery ensuring the
effectuation of Fundamental Duties, where necessary, by prompt legislation.
4.5.2 The benefits from the already existing
schemes need to be optimised by monitoring work of NGOs and other institutions
operating government-funded schemes focussed on aspects of national
integration, communal harmony, culture and values, and environment, in tune
with the spirit of clauses (e), (f) and (g) of article 51A and making mid-course
corrections where necessary.
4.5.3 The Directive Principle of State
Policy in article 48A, the Fundamental Duty in article 51A (g) and the existing
laws in the area need to be implemented and enforced in the light of the
judgments of the Supreme Court.
4.5.4 There is need for fundamental
transformation in the direction and approach to curricular and co-curricular activities for imparting education in schools and
teacher training institutions. This can be done by –
(a) publishing the content of Fundamental
Duties through books published by the NCERT and School Textbook Bureaus,
(b) presenting each clause of article 51A
through anecdotal talks, at morning assemblies at schools,
(c) organising seminars, debates,
competitions on different aspects of Fundamental Duties of citizens, and
(d) designing an instructional design for
education in Fundamental Duties that fits into the present day multi-channel
environment where learning accrues from
a variety of sources at home, school,
community, print and electronic media.
4.5.5 In order to ensure dignity of women,
gender biases and sex-stereotyping must be eliminated from all textbooks both
at state and national levels.
4.5.6 Programmes of education for school
teachers and higher and
professional courses have to be so designed as to enable communication of the
content of Fundamental Duties of
citizens and the value of abiding by them. What is needed is a vigorous
advocacy with state educational agencies, teacher education institutions and
university departments for inclusion of Fundamental Duties component in
curricula. All courses in
Human Rights should also include Fundamental Duties.
4.5.7 An independent comprehensive unit
encompassing familiarisation with the Constitution of India and Fundamental
Duties of citizens thereunder need to be incorporated in the elementary and
secondary teacher education courses.
4.5.8 NCC should be made compulsory in all
pre-service teacher education institutions. This would promote the values of
sovereignty, unity and integrity of the nation.
4.5.9 The
need to shift emphasis from rights to duties in all walks of life is indeed
urgent. Undue emphasis on one's own rights without any awareness of one's
duties is not a sign of good citizenship.
4.5.10 The Fundamental Duties set out in
article 51A were not intended to be legally enforced by one citizen against the
other. They are like the Ten Commandments which every citizen is expected to
bear in mind and conduct himself towards the State and society accordingly.
Therefore, the endeavour of the State should be not so much to give teeth to
the Fundamental Duties but to spread awareness of the duties among the
people.
4.5.11 The courts in India have been taking
note of the Fundamental Duties in judicial decisions. Being provisions of the
Constitution, the courts will have due regard to the Fundamental Duties in
interpreting the text of the Constitution. They will also be justified in moulding relief
in individual cases having regard to the antecedents of the person seeking
relief, particularly judged by the yardstick of Fundamental Duties.
4.5.12 Some of the expressions used in the
Fundamental Duties may be elaborated or explained to facilitate better
understanding. For instance, "the noble ideals which inspired our national
struggle for freedom", may be explained to include –
(a) putting an end to foreign rule,
(b) ushering in a Government of the
people, by the people and for the people and
(c) securing to all citizens justice,
liberty and equality, and promoting among them all fraternity and unity.
4.5.13 It
is suggested that a few more Fundamental Duties, namely, duty to vote in an
election, duty to pay taxes and duty to resist injustice may be added in due
course to article 51A in Part IVA of the Constitution.
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