My dear family, students, friends and colleagues,
Learning how to edit, while working in great local newspapers like the ‘old’ Maharashtra Herald in Pune and while teaching students of print journalism for 23 years, has been a pleasure. And it is thrilling to discover books about writing and editing and re-writing, written by authors who are your soul-mates.
By now, most of my best students know how I admire and try to practise Strunk & White. The rules of ‘the little book’ have, for me, become the rules of the road on the journey called Life.
William Strunk (1869-1946) was the teacher of the famous writer E.B. White (1899-1985), associated with The New Yorker.
This is how E. B. White describes his encounter with ‘the little book’ ninety years ago: “At the close of the first World War, when I was a student at Cornell, I took a course called English 8. My professor was William Strunk, Jr. A textbook required for the course was a slim volume called The Elements of Style, whose author was the professor himself. The year was 1919. The book was known on the campus in those days as ‘the little book,’ with the stress on the word ‘little.’ It had been privately printed by the author.”
For the last 23 years since I began to teach editing in Pune, ‘the little book’ has been like a lighthouse, its declarative beacon guiding my waif of a ship among the ‘page 3’ wrecks and warning me of the celebrity icebergs, concealed in the treacherous waters of the free market.
Here I propose to take up Rule 17: “Omit needless words!”. These three words constitute my second rules of the road: travel simple on the journey of Life.
In the third edition, revised by E.B. White in 1979, Rule 17 goes across pages 23 to 25 in the section “Elementary Principles of Composition”. Allow me to quote from White again:
“ ‘Omit needless words!’ cries the author on page 23, and into that imperative Will Strunk really put his heart and soul. In the days when I was sitting in his class (1919), he omitted so many needless words, and omitted them so forcibly and with such eagerness and obvious relish, that he often seemed in the position of having short-changed himself – a man left with nothing more to say yet with time to fill, a radio prophet who had out-distanced the clock.
“Will Strunk got out of this predicament by a simple trick: he uttered every sentence three times. When he delivered his oration on brevity to the class, he leaned forward over his desk grasped his coat lapels in his hands, and, in a husky, conspiratorial voice, said, “Rule Seventeen. Omit needless words! Omit needless words! Omit needless words!’
“He was a memorable man, friendly and funny. Under the remembered sting of his kindly lash, I have been trying to omit needless words since 1919, and although there are still many words that cry for omission and the huge task will never be accomplished, it is exciting to me to reread the masterly Strunkian elaboration of this noble theme. It goes:
‘Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subject only in outline, but that every word tell.’
“There you have a short valuable essay on the nature and beauty of brevity – sixty-three words that could change the world …”
I may add, these 63 words on brevity could also slash the number of pages in our Indian newspapers by:
- trimming the number of paragraphs in our stories;
- reducing the number of sentences in the paragraphs;
- pruning the number of words from a sentence
- using words with fewer characters.
“Small is beautiful,” wrote E.F. Schumacher.
*****
I started to take lectures on editing at the Department of Journalism, University of Pune at the request of Kiran Thakur, then Bureau Chief at the United News of India (UNI) wire agency in Pune. Prof. P.N. Paranjpe, then Head of the Department (fondly called ‘Ranade Institute’) invited me teach the batch of 1987.
When the Symbiosis Institute of Journalism and Communication (SIJC) was set up in 1990, its Director Dr. Vishwas Mehendale asked me to take the classes in Editing. Anahita Rane, my student from Ranade was the deputy director then.
I had been searching for a suitable book to guide me. That is when I found ‘the little book’. Just as Strunk was White’s guru, ‘the little book’ became one of my gurus. You will find a photocopy of my personal copy of ‘the little book’ on the shelves of what became the Symbiosis Institute of Mass Communication (SIMC) in 1999.
I also came across “Basic Journalism” by Rangaswami Parthasarathy (Macmillan). Later, I added “Editing: a handbook for journalists” by T.J.S. George (Indian Institute of Mass Communication, 1989) to my ‘must’ list of three books for my students.
Hundreds of good teachers all over the world have recommended Strunk & White to their students. But only last week I discovered that another great teacher, William Zinsser, the author of On Writing Well, was in turn an admirer of White.
Looking up Zinsser on the Net, I found an article in the Spring 2009 issue of The American Scholar, entitled, “Visions and Revisions” in which he tells the story of how he updated his book On Writing Well over 35 years.
But it was this small paragraph towards the end that I wish to reproduce for it echoes Strunk and White and my second the rule of the road: travel simple. Zinsser recounts why his readers are grateful for the advice in his book and how it has changed their lives:
“(The hard part of writing isn’t the writing; it’s the thinking.) Now, they tell me, I’m at their side whenever they write, exhorting them to cut every word or phrase or sentence or paragraph that isn’t doing necessary work. That, finally, is the life-changing message of On Writing Well: simplify your language and thereby find your humanity.”
I hope each of you find this rule useful on the journey of life: “simplify your language and thereby find your humanity.” So you can see how Strunk’s Rule 17 (“Omit needless words!”) has been framed in special ways by different people.
Listen to how George Washington Carver (1864-1943) of the Tuskegee Institute, Alabama, USA, the great black scientist put it:
“It is not the style of clothes one wears,
Neither the kind of automobile one drives,
Nor the amount of money one has in the bank,
That counts. These mean nothing.
It is simply service that measures success.”
After "compassion for the poor", which I introduced in “Journey of life: rules of the road - Part 1”, here is my second rule for the road: “Omit needless words!” Keep it safe and take care.
Your support is my strength,
- Joe.
Pune, India, Sunday, 4th October 2009.
Showing posts with label comment. Show all posts
Showing posts with label comment. Show all posts
Sunday, October 4, 2009
Wednesday, September 23, 2009
Lessons ‘the old MH’ learned me – Part 1
My dear family, students, friends and colleagues,
Like the ordinary people whose heroic stories they tell and the peaceful places they belong to, local papers are charming. No big city paper can ever hope to (though it may pretend to) match the intimate way a small local paper grows up and on its readers.
I chose to work for 13 years in one such local paper, Maharashtra Herald (MH) – Pune’s very own local. Tuesday, 22 September marked the birthday of MH, founded by Abel David in 1962 as Poona Herald.
I salute you, my dear MH.
In this personal memoir, I will not try to write a history of ‘the old MH’ – before it was taken over in 2003. Far abler seniors – Harry David, Taher Shaikh and Y.V. Krishnamurthy – deserve to write the first pages. I shall tell a few stories, hoping to catch the feel of ‘the old MH’.
For me, two relics in Pune camp reveal that MH existed, once upon a time: first, the board of the Maharashtra Herald printing press on East Street; second, the location of its last office, above Nehru Memorial Hall and opposite Supriya, before ‘the old MH’ was taken over.
The silver jubilee edition of MH in 1987 includes a memoir by Dileep Padgaonkar called, “Salad days on East Street”, in which he writes of visiting the old MH office on East Street, hoping to bump into some of his old mates, who used to share that tiny space on the wooden floor, where he started his career in Poona Herald.
If I went there today, would I spot ‘the old MH’ office? East Street is become a stinking gutter, clogged with parked cars and choked by multi-storeyed buildings. Nothing on the ground – except the MH board – can evoke those days, which survive only in my mind’s eye.
“We are all in the gutter,” said Oscar Wilde, “But some of us are looking up … at the stars.” This memoir is dedicated to each of my colleagues at 'the old MH' who learned me to keep looking up.
My first full-time job as a journalist
While I was looking for a job, my wife’s friend, Vijay Lele, told me to meet Mr. S.D. Wagh, the editor of MH. Mr Wagh’s secretary, Duru Notani (later Tejwani) was the first person to welcome me to MH, at the top of the narrow staircase, outside the editor’s cabin. In the left-hand corner, a teleprinter rattled away.
After the interview, I asked Mr. Wagh about my working hours. “Twenty-four hours,” he said, trapping in three words the future of us journalists. (The 24x7 farce of ‘breaking news’ had not yet been concocted.) Thus began my first day in the profession of full-time journalism on 2 May 1983, as a sub-editor on a salary of 600 rupees per month.
(During my lecture a few days ago, I told my first-year students of journalism this story, to clearly convey the ‘24 hours’ attitude to work that is expected, if they want to become sincere, hard-working and alert journalists.)
Initiated into the taboos of the tribe of scribes by the silent Mathew Fernandes (one of the many Goan gurus who have learned me the lessons of life), I slowly stumbled across the subtleties of subbing. One by one, I met and grew to know, to love and be loved by, our three seniors – Taher, Murthy and Harry.
Since MH was the only English paper to be delivered at the doorstep and hit the stands, first thing in the morning, it was ‘the local paper’. (The Times of India and Indian Express used to come down to Pune by road from Bombay, late, in the afternoon.)
But the Yinglish snobs turned up their noses and looked down upon the evergreen ‘Cinema Calendar’ in the MH, where the matinees were devoured by college students. But everyone read the obituaries.
I worked ‘24 hours’ in MH from 1983 to 1996, being graciously granted ‘leave without pay’ during 1990-93, while I accompanied my wife, who studied abroad, to take care of our daughter J.K. Pallavi, who was then three years old.
Don’t give an opportunity to those who would wilfully distort your words
In Part 2 of this series, I shall describe who did what; where and when; why and how: the 5 Ws and one H at ‘the old MH’. Here I will take off from a Shashi Tharoor sentence that triggered this post: “I now realise I shouldn’t assume people will appreciate humour. And you shouldn’t give those who would wilfully distort your words an opportunity to do so.”
Tharoor is speaking about how Sonia sycophants like Jayanti Natarajan, disguised as Congress spokespersons, have wilfully distorted his “cattle class” tweet. Tharoor says you should not give humourless sycophants a stick and then not expect them to hit you with it. How I recall literally conjuring a stick out of my mind and giving it to a sycophant in ‘the old MH’ to beat me with it.
Our editor Mr. Wagh, a strict disciplinarian, used to write his editorials, longhand, in his cabin. My wild imagination converted him into a “waghoba” (tiger) in his den. ‘Wagh’ into ‘waghoba’. This nickname fell on the eager ears of a flatterer, who dutifully forwarded it to Mr Wagh.
One day, Mr Wagh called me into his cabin and asked me whether I called him “waghoba”. When I said yes, he smiled and said it was not proper for me to call him so, in front of others who may wilfully distort my words, implying that I thereby intended to disrespect the editor. I said I did not intend to hurt his feelings. And there the matter rested.
Till now … when the Tharoor tweet stirred a secret recess of my brain, while I was thinking out this tribute to ‘the old MH’. And out sprang a … ‘waghoba’.
*****
Any one who has worked in ‘the old MH’ may be asked, “What is the secret of the success of MH”? This is my answer: we borrowed a human recipe used by all parents who bring up their children: loving, caring and sharing; a sense of belonging.
The next post on “Journey of life: rules of the road – Part 2” will appear on or after Sunday, 4 October 2009.
Your support is my strength,
- Joe.
Pune, India, Wednesday, 23 September 2009.
Like the ordinary people whose heroic stories they tell and the peaceful places they belong to, local papers are charming. No big city paper can ever hope to (though it may pretend to) match the intimate way a small local paper grows up and on its readers.
I chose to work for 13 years in one such local paper, Maharashtra Herald (MH) – Pune’s very own local. Tuesday, 22 September marked the birthday of MH, founded by Abel David in 1962 as Poona Herald.
I salute you, my dear MH.
In this personal memoir, I will not try to write a history of ‘the old MH’ – before it was taken over in 2003. Far abler seniors – Harry David, Taher Shaikh and Y.V. Krishnamurthy – deserve to write the first pages. I shall tell a few stories, hoping to catch the feel of ‘the old MH’.
For me, two relics in Pune camp reveal that MH existed, once upon a time: first, the board of the Maharashtra Herald printing press on East Street; second, the location of its last office, above Nehru Memorial Hall and opposite Supriya, before ‘the old MH’ was taken over.
The silver jubilee edition of MH in 1987 includes a memoir by Dileep Padgaonkar called, “Salad days on East Street”, in which he writes of visiting the old MH office on East Street, hoping to bump into some of his old mates, who used to share that tiny space on the wooden floor, where he started his career in Poona Herald.
If I went there today, would I spot ‘the old MH’ office? East Street is become a stinking gutter, clogged with parked cars and choked by multi-storeyed buildings. Nothing on the ground – except the MH board – can evoke those days, which survive only in my mind’s eye.
“We are all in the gutter,” said Oscar Wilde, “But some of us are looking up … at the stars.” This memoir is dedicated to each of my colleagues at 'the old MH' who learned me to keep looking up.
My first full-time job as a journalist
While I was looking for a job, my wife’s friend, Vijay Lele, told me to meet Mr. S.D. Wagh, the editor of MH. Mr Wagh’s secretary, Duru Notani (later Tejwani) was the first person to welcome me to MH, at the top of the narrow staircase, outside the editor’s cabin. In the left-hand corner, a teleprinter rattled away.
After the interview, I asked Mr. Wagh about my working hours. “Twenty-four hours,” he said, trapping in three words the future of us journalists. (The 24x7 farce of ‘breaking news’ had not yet been concocted.) Thus began my first day in the profession of full-time journalism on 2 May 1983, as a sub-editor on a salary of 600 rupees per month.
(During my lecture a few days ago, I told my first-year students of journalism this story, to clearly convey the ‘24 hours’ attitude to work that is expected, if they want to become sincere, hard-working and alert journalists.)
Initiated into the taboos of the tribe of scribes by the silent Mathew Fernandes (one of the many Goan gurus who have learned me the lessons of life), I slowly stumbled across the subtleties of subbing. One by one, I met and grew to know, to love and be loved by, our three seniors – Taher, Murthy and Harry.
Since MH was the only English paper to be delivered at the doorstep and hit the stands, first thing in the morning, it was ‘the local paper’. (The Times of India and Indian Express used to come down to Pune by road from Bombay, late, in the afternoon.)
But the Yinglish snobs turned up their noses and looked down upon the evergreen ‘Cinema Calendar’ in the MH, where the matinees were devoured by college students. But everyone read the obituaries.
I worked ‘24 hours’ in MH from 1983 to 1996, being graciously granted ‘leave without pay’ during 1990-93, while I accompanied my wife, who studied abroad, to take care of our daughter J.K. Pallavi, who was then three years old.
Don’t give an opportunity to those who would wilfully distort your words
In Part 2 of this series, I shall describe who did what; where and when; why and how: the 5 Ws and one H at ‘the old MH’. Here I will take off from a Shashi Tharoor sentence that triggered this post: “I now realise I shouldn’t assume people will appreciate humour. And you shouldn’t give those who would wilfully distort your words an opportunity to do so.”
Tharoor is speaking about how Sonia sycophants like Jayanti Natarajan, disguised as Congress spokespersons, have wilfully distorted his “cattle class” tweet. Tharoor says you should not give humourless sycophants a stick and then not expect them to hit you with it. How I recall literally conjuring a stick out of my mind and giving it to a sycophant in ‘the old MH’ to beat me with it.
Our editor Mr. Wagh, a strict disciplinarian, used to write his editorials, longhand, in his cabin. My wild imagination converted him into a “waghoba” (tiger) in his den. ‘Wagh’ into ‘waghoba’. This nickname fell on the eager ears of a flatterer, who dutifully forwarded it to Mr Wagh.
One day, Mr Wagh called me into his cabin and asked me whether I called him “waghoba”. When I said yes, he smiled and said it was not proper for me to call him so, in front of others who may wilfully distort my words, implying that I thereby intended to disrespect the editor. I said I did not intend to hurt his feelings. And there the matter rested.
Till now … when the Tharoor tweet stirred a secret recess of my brain, while I was thinking out this tribute to ‘the old MH’. And out sprang a … ‘waghoba’.
*****
Any one who has worked in ‘the old MH’ may be asked, “What is the secret of the success of MH”? This is my answer: we borrowed a human recipe used by all parents who bring up their children: loving, caring and sharing; a sense of belonging.
The next post on “Journey of life: rules of the road – Part 2” will appear on or after Sunday, 4 October 2009.
Your support is my strength,
- Joe.
Pune, India, Wednesday, 23 September 2009.
Monday, September 7, 2009
Journey of life: rules of the road
My dear family, students, friends and colleagues,
Describing life as a journey and asserting, “The journey is its own reward” are two common ways of seeing life.
For me these two ways are true, because travelling had been an integral part of my life till the age of 31, when I got married in 1982 and, for the first time, thought of settling down – in Pune. Moving from station to station with our father, a railwayman in the Signals & Telecom Department of the Central Railway, I had become a wanderer, a gypsy.
What are the rules of the road in the journey of life? The first and foremost is: the strong and the mighty shall protect the weak and defenceless.
While at Maharashtra Herald (MH) in Pune, I had the opportunity to interview ordinary as well as extra-ordinary persons, irrespective of their standing. But one extra-ordinary man whom I recall as ordinary and common is “S.M.”. These initials belong to one of Maharashtra’s greatest political leaders of the twentieth century, the late S.M. Joshi and the initials “S.M.” stand for: “Simple Man”.
For an MH photo-feature, with pictures by one of India’s finest photo-journalists D. Sanjay, we had interviewed “S.M.” during an entire day, travelling across the city to the places that were significant in his life.
Towards the end of our interview, I asked him, “Which was the one virtue he felt he lacked in himself but admired most in others?” The simple man replied, “Karuna”, using the Marathi word for “compassion”.
Compassion, above all, is the one human quality that is, for me, at the root of the first rule of the road in the journey of life: “The strong and the mighty shall protect the weak and defenceless”.
Glorifying greed; mocking the poor
Nowadays, this rule of the road must be underlined because the global free-marketeers, like the gamblers and smugglers and thieves of yore, inspired by the politics of Thatcher and Reagan, have glorified greed and mocked the poor, in the name of freedom for the individual and the market.
And though Prime Minister Manmohan Singh speaks of “inclusive” growth, I believe that is mere lip service to win votes, while his colleague Montek Singh Ahluwalia, Deputy Chairman of the Planning Commission, executes the brutal agenda of Liberalisation, Privatisation and Globalisation; what I call LPG, the poisonous gas which will most surely destroy the weak and poor in India.
Some shocking indicators are the unacceptable number of infants who die every year and severe malnourishment among children in India. Among adults, look at the suicides among farmers and starvation deaths in villages, due to agrarian distress. You must find out the horror of the figures for yourselves.
On the road, this rule translates simply: the first priority should be for the pedestrian, the citizen who walks on two feet. But look at our cities. The pavements are being cut and the roads are being taken over by cars and two-wheelers.
In education, this rule means: priority for primary education in the villages. In health: save the girl child, ban female infanticide.
For the environment: embrace trees to the death, like Shahid Amritadevi and 362 other Bishnoi martyrs at Khejarli village, near Jodhpur in 1730.
In journalism, save and cherish the reporter of facts, the most endangered species in journalism, from the rampage of the advertorial-writers, the deception of the PR agencies, the target-mad circulation and marketing departments –- the whole gang of space marketeers, in the pay of corporate profiteering.
Add to this list. In general, resist the bullying and persecution of the minorities by the brute majority in any sphere of Life and Nature.
*****
I have kept this post brief, down to 600 words, because I want my readers to participate – my family, my students, my friends and my colleagues. Do you agree with my first rule of the road on the journey called Life? Do you have some other rule that you would place at No. 1? What are some of the other rules along the road to Life?
I thank all those who sent me their best wishes on completing three years of my second innings. I hope I can live up to your expectations and make our coming years worth our while.
Your support is my strength,
- Joe.
Pune, India, Sunday, 6th September 2009.
Describing life as a journey and asserting, “The journey is its own reward” are two common ways of seeing life.
For me these two ways are true, because travelling had been an integral part of my life till the age of 31, when I got married in 1982 and, for the first time, thought of settling down – in Pune. Moving from station to station with our father, a railwayman in the Signals & Telecom Department of the Central Railway, I had become a wanderer, a gypsy.
What are the rules of the road in the journey of life? The first and foremost is: the strong and the mighty shall protect the weak and defenceless.
While at Maharashtra Herald (MH) in Pune, I had the opportunity to interview ordinary as well as extra-ordinary persons, irrespective of their standing. But one extra-ordinary man whom I recall as ordinary and common is “S.M.”. These initials belong to one of Maharashtra’s greatest political leaders of the twentieth century, the late S.M. Joshi and the initials “S.M.” stand for: “Simple Man”.
For an MH photo-feature, with pictures by one of India’s finest photo-journalists D. Sanjay, we had interviewed “S.M.” during an entire day, travelling across the city to the places that were significant in his life.
Towards the end of our interview, I asked him, “Which was the one virtue he felt he lacked in himself but admired most in others?” The simple man replied, “Karuna”, using the Marathi word for “compassion”.
Compassion, above all, is the one human quality that is, for me, at the root of the first rule of the road in the journey of life: “The strong and the mighty shall protect the weak and defenceless”.
Glorifying greed; mocking the poor
Nowadays, this rule of the road must be underlined because the global free-marketeers, like the gamblers and smugglers and thieves of yore, inspired by the politics of Thatcher and Reagan, have glorified greed and mocked the poor, in the name of freedom for the individual and the market.
And though Prime Minister Manmohan Singh speaks of “inclusive” growth, I believe that is mere lip service to win votes, while his colleague Montek Singh Ahluwalia, Deputy Chairman of the Planning Commission, executes the brutal agenda of Liberalisation, Privatisation and Globalisation; what I call LPG, the poisonous gas which will most surely destroy the weak and poor in India.
Some shocking indicators are the unacceptable number of infants who die every year and severe malnourishment among children in India. Among adults, look at the suicides among farmers and starvation deaths in villages, due to agrarian distress. You must find out the horror of the figures for yourselves.
On the road, this rule translates simply: the first priority should be for the pedestrian, the citizen who walks on two feet. But look at our cities. The pavements are being cut and the roads are being taken over by cars and two-wheelers.
In education, this rule means: priority for primary education in the villages. In health: save the girl child, ban female infanticide.
For the environment: embrace trees to the death, like Shahid Amritadevi and 362 other Bishnoi martyrs at Khejarli village, near Jodhpur in 1730.
In journalism, save and cherish the reporter of facts, the most endangered species in journalism, from the rampage of the advertorial-writers, the deception of the PR agencies, the target-mad circulation and marketing departments –- the whole gang of space marketeers, in the pay of corporate profiteering.
Add to this list. In general, resist the bullying and persecution of the minorities by the brute majority in any sphere of Life and Nature.
*****
I have kept this post brief, down to 600 words, because I want my readers to participate – my family, my students, my friends and my colleagues. Do you agree with my first rule of the road on the journey called Life? Do you have some other rule that you would place at No. 1? What are some of the other rules along the road to Life?
I thank all those who sent me their best wishes on completing three years of my second innings. I hope I can live up to your expectations and make our coming years worth our while.
Your support is my strength,
- Joe.
Pune, India, Sunday, 6th September 2009.
Sunday, August 30, 2009
Second innings: 3 years of living and loving
My dear students, friends and colleagues,
The second of September 2006 is the first day of my second innings. I am grateful to have got a second chance. So on Wednesday, 2 September this year, I complete Year 3; though on the wall calendar I have crossed 58 years on Mother Earth.
My colleagues at the Bharatiya Jain Sanghatana, Pune, tell me how I showed up at the office near Chaturshringi on Friday, 1 September. But then for the next three months, I missed my three-days-a-week at this NGO, founded by the social reformer, educationist and servant of India, Shantilal Muttha.
My students of the 2007 and 2008 batches still remember how I took lectures during the week ending Saturday, 2 September. But I did not turn up for classes from Monday, 4 September, because I was admitted to the Deenanath Hospital in Pune.
I had suffered a heart attack. Now that I survived and have been living and loving for the last three years, allow me to thank all the people who saw me through those days.
My wife Kalpana and daughter Pallavi were with me at home that evening. My brother-in-law Dr. Rajeev Joshi, was also in Pune and at home. Our neighbours at Swanand, Aapli Society, were also indoors. So when the heart attack came, the cardiac ambulance of the Pune Heart Brigade (phone 1050 from anywhere in Pune) could be summoned and rushed me within "the golden hour" to the hospital. My brother-in-law’s classmate Dr Shireesh Sathe, who operated on me, was also in town that weekend. I am lucky to have had all these people in their places that Saturday.
The Emergency Medical Services (EMS) run by the Pune Heart Brigade had saved 17,500 lives, including mine, till end 2007. Even today, whenever I visit a patient at Deenanath Hospital, I drop into the Casualty ward and thank the staff on ambulance duty, without whose prompt help I could not have been writing these words today.
*****
Flat on my back at home, with the unbearable pain crushing my rib-cage, I can still recall visualising my photo with a black border in the "Obituary" section of the papers next morning. I used to work night shifts at the sub desk and accept the obituary notices for the Maharashtra Herald in Pune, during 1983-90. So I mumbled to myself through the engulfing darkness, "This is it now for you, Joe!" Luckily, that was not to be.
I flatter myself to think that my family, friends, colleagues and students loved me too much to let me go –- so soon. Maybe I have some unfinished work to complete, before my turn comes. So, I got my second chance.
In the first few days of white, I cannot recall who came to visit me. But slowly the faces began to register. I remember each one of them with deep gratitude, for they put me back in touch with the blues and greens of the world outside.
As I left the hospital and was returning home in the ambulance, I could see the clouds breaking through, as the sun set. In the cloud-pictures, I like to think I saw my mother’s smiling face, welcoming me back into our world that she had left so abruptly in 1969.
Since the mid-1970s, I have not been a believer in life after death or supernatural powers. But I like to believe that the mother who gave me birth and, in that sense, lives within me as I breathe, wanted to complete her life cruelly cut short. She could not live it out fully herself.
Now I like to believe she was giving me, her son, a chance to live out his life -- and her life -- again. She lives in my memoir. Click on the links, alongside this post, to read the five parts.
*****
When I came back home, everything about my lifestyle would change completely: food and diet, regular exercise; yoga for stress management.
For opening my eyes to these neglected facts of life, I have to thank Dr. Dean Ornish’s "Program for Reversing Heart Disease: The Only System Scientifically Proven to Reverse Heart Disease Without Drugs or Surgery ". The book explains the kinds of food to eat and what to avoid, as well as the need for regular exercise and stress management through yoga.
Thank you, Ashok Gopal, for giving me the book. And D. for caring.
Dean Ornish, M.D., is the founder and president of the non-profit Preventive Medicine Research Institute in Sausalito, California, USA.
The first edition of Dean Ornish's Reversing Heart Disease, was published by Random House in 1990 and is available as a Ballantine paperback in India for Rs 250-300, depending on the discount. The 640-page book is priced 8 US dollars.
*****
First, food and diet.
When I look back at what I used to eat, especially the fried stuff (samosas, batata-wadas, bhaji, namkeen or farsan) and the bakery products, loaded with partially hydrogenated vegetable oils(butter, cakes, pattice, nankatai biscuits), I know now how I was inviting trouble.
Today, I resist these dangerously tasty items as pictures on menu-cards. I can identify them as the junk that clogs my arteries. And I turn my mouth away -- resolutely towards fruits and green leafy vegetables.
Second, regular exercise.
Having travelled like a gypsy (during my railway childhood and full-timer youth), I had reached the still stage, when I would return home tired and unwilling to travel -- from the living-room, to the bed-room, to the kitchen!!!
You can imagine how this shocking lack of exercise, combined with the “exertion” of lectures and the sedentary office was harming my body.
Third, yoga for stress management.
Dean Ornish opened my eyes to our India viraasat -- yoga and deep breathing, something I knew well, but was not doing. Yoga helps me to manage stress.
Even today, a five-minute stint of pranayam is sufficient to help me withstand the “chhote shaitans” (little devils) on Pune roads, darting about on their two-wheelers.
By February 2007, my weight had dropped from 87 kg to 65 kg. I managed to lose 22 kg during the first six months of my illness. My shirts and trousers hung around me like I was wearing a bedsheet, and I had to stitch new sets of clothes. This was the result of a strict fat-free diet, a regular brisk walk and yoga.
*****
Like all heart patients, I am struggling daily to keep to the strict regimen, suggested by Dean Ornish. Fortunately, I had had built up strong will-power, having given up smoking in 1982, after 11 years of being a chain-smoker.
I can resist the oily fried foods and crisp crunchy bakery products that I used to relish. For this, I have to thank my wife and daughter for supporting me to say, "NO!!!". My father had taught me yoga, which I always enjoyed. But I did not fully appreciate its deep and intimate connection with stress management.
What I find most difficult is to take a brisk 40-minute walk –- six days a week -- the cardiac exercise that my heart needs most.
So, I try to close my eyes and think of the Yeshwantrao Chavan municipal garden that forms one corner of the Shiv Darshan chowk (junction), near our Aapli cooperative housing society.
I first became friends with the mud and stones; trees, plants, dried fallen leaves and blooming flowers; crows and cats, in this small garden when I used to walk in it every day from the first week of December 2006. But I am sorry that I do not meet my natural friends as often as I must and I promise myself that I shall not let my body down.
With a lot of help from my family, friends, colleagues and students, I have humbly resisted the temptations that seduced me in the bad old days and unlearned some of the harmful habits that dragged me down.
Started on 2 October 2008, my blog has also helped me to swim "Against the Tide". As a part of the healing therapy that I have devised for myself, my blog has rebuilt and sustained a lifestyle that is healthy for me.
Thank you all. Your good wishes and messages carry me on. I look forward eagerly to your love and caring, as I enter my Year 4.
Your support is my strength,
- Joe.
Pune, India, Sunday, 30 August 2009.
The second of September 2006 is the first day of my second innings. I am grateful to have got a second chance. So on Wednesday, 2 September this year, I complete Year 3; though on the wall calendar I have crossed 58 years on Mother Earth.
My colleagues at the Bharatiya Jain Sanghatana, Pune, tell me how I showed up at the office near Chaturshringi on Friday, 1 September. But then for the next three months, I missed my three-days-a-week at this NGO, founded by the social reformer, educationist and servant of India, Shantilal Muttha.
My students of the 2007 and 2008 batches still remember how I took lectures during the week ending Saturday, 2 September. But I did not turn up for classes from Monday, 4 September, because I was admitted to the Deenanath Hospital in Pune.
I had suffered a heart attack. Now that I survived and have been living and loving for the last three years, allow me to thank all the people who saw me through those days.
My wife Kalpana and daughter Pallavi were with me at home that evening. My brother-in-law Dr. Rajeev Joshi, was also in Pune and at home. Our neighbours at Swanand, Aapli Society, were also indoors. So when the heart attack came, the cardiac ambulance of the Pune Heart Brigade (phone 1050 from anywhere in Pune) could be summoned and rushed me within "the golden hour" to the hospital. My brother-in-law’s classmate Dr Shireesh Sathe, who operated on me, was also in town that weekend. I am lucky to have had all these people in their places that Saturday.
The Emergency Medical Services (EMS) run by the Pune Heart Brigade had saved 17,500 lives, including mine, till end 2007. Even today, whenever I visit a patient at Deenanath Hospital, I drop into the Casualty ward and thank the staff on ambulance duty, without whose prompt help I could not have been writing these words today.
*****
Flat on my back at home, with the unbearable pain crushing my rib-cage, I can still recall visualising my photo with a black border in the "Obituary" section of the papers next morning. I used to work night shifts at the sub desk and accept the obituary notices for the Maharashtra Herald in Pune, during 1983-90. So I mumbled to myself through the engulfing darkness, "This is it now for you, Joe!" Luckily, that was not to be.
I flatter myself to think that my family, friends, colleagues and students loved me too much to let me go –- so soon. Maybe I have some unfinished work to complete, before my turn comes. So, I got my second chance.
In the first few days of white, I cannot recall who came to visit me. But slowly the faces began to register. I remember each one of them with deep gratitude, for they put me back in touch with the blues and greens of the world outside.
As I left the hospital and was returning home in the ambulance, I could see the clouds breaking through, as the sun set. In the cloud-pictures, I like to think I saw my mother’s smiling face, welcoming me back into our world that she had left so abruptly in 1969.
Since the mid-1970s, I have not been a believer in life after death or supernatural powers. But I like to believe that the mother who gave me birth and, in that sense, lives within me as I breathe, wanted to complete her life cruelly cut short. She could not live it out fully herself.
Now I like to believe she was giving me, her son, a chance to live out his life -- and her life -- again. She lives in my memoir. Click on the links, alongside this post, to read the five parts.
*****
When I came back home, everything about my lifestyle would change completely: food and diet, regular exercise; yoga for stress management.
For opening my eyes to these neglected facts of life, I have to thank Dr. Dean Ornish’s "Program for Reversing Heart Disease: The Only System Scientifically Proven to Reverse Heart Disease Without Drugs or Surgery ". The book explains the kinds of food to eat and what to avoid, as well as the need for regular exercise and stress management through yoga.
Thank you, Ashok Gopal, for giving me the book. And D. for caring.
Dean Ornish, M.D., is the founder and president of the non-profit Preventive Medicine Research Institute in Sausalito, California, USA.
The first edition of Dean Ornish's Reversing Heart Disease, was published by Random House in 1990 and is available as a Ballantine paperback in India for Rs 250-300, depending on the discount. The 640-page book is priced 8 US dollars.
*****
First, food and diet.
When I look back at what I used to eat, especially the fried stuff (samosas, batata-wadas, bhaji, namkeen or farsan) and the bakery products, loaded with partially hydrogenated vegetable oils(butter, cakes, pattice, nankatai biscuits), I know now how I was inviting trouble.
Today, I resist these dangerously tasty items as pictures on menu-cards. I can identify them as the junk that clogs my arteries. And I turn my mouth away -- resolutely towards fruits and green leafy vegetables.
Second, regular exercise.
Having travelled like a gypsy (during my railway childhood and full-timer youth), I had reached the still stage, when I would return home tired and unwilling to travel -- from the living-room, to the bed-room, to the kitchen!!!
You can imagine how this shocking lack of exercise, combined with the “exertion” of lectures and the sedentary office was harming my body.
Third, yoga for stress management.
Dean Ornish opened my eyes to our India viraasat -- yoga and deep breathing, something I knew well, but was not doing. Yoga helps me to manage stress.
Even today, a five-minute stint of pranayam is sufficient to help me withstand the “chhote shaitans” (little devils) on Pune roads, darting about on their two-wheelers.
By February 2007, my weight had dropped from 87 kg to 65 kg. I managed to lose 22 kg during the first six months of my illness. My shirts and trousers hung around me like I was wearing a bedsheet, and I had to stitch new sets of clothes. This was the result of a strict fat-free diet, a regular brisk walk and yoga.
*****
Like all heart patients, I am struggling daily to keep to the strict regimen, suggested by Dean Ornish. Fortunately, I had had built up strong will-power, having given up smoking in 1982, after 11 years of being a chain-smoker.
I can resist the oily fried foods and crisp crunchy bakery products that I used to relish. For this, I have to thank my wife and daughter for supporting me to say, "NO!!!". My father had taught me yoga, which I always enjoyed. But I did not fully appreciate its deep and intimate connection with stress management.
What I find most difficult is to take a brisk 40-minute walk –- six days a week -- the cardiac exercise that my heart needs most.
So, I try to close my eyes and think of the Yeshwantrao Chavan municipal garden that forms one corner of the Shiv Darshan chowk (junction), near our Aapli cooperative housing society.
I first became friends with the mud and stones; trees, plants, dried fallen leaves and blooming flowers; crows and cats, in this small garden when I used to walk in it every day from the first week of December 2006. But I am sorry that I do not meet my natural friends as often as I must and I promise myself that I shall not let my body down.
With a lot of help from my family, friends, colleagues and students, I have humbly resisted the temptations that seduced me in the bad old days and unlearned some of the harmful habits that dragged me down.
Started on 2 October 2008, my blog has also helped me to swim "Against the Tide". As a part of the healing therapy that I have devised for myself, my blog has rebuilt and sustained a lifestyle that is healthy for me.
Thank you all. Your good wishes and messages carry me on. I look forward eagerly to your love and caring, as I enter my Year 4.
Your support is my strength,
- Joe.
Pune, India, Sunday, 30 August 2009.
Monday, August 10, 2009
Fight the H1N1 flu with facts, not fear
My dear students, friends and colleagues,
The title “Fight the flu with facts, not fear” of this post is borrowed from an excellent report entitled, “To fight flu, facts not fear” (30 July 2009, Indian Express, Pune edition), written by Anuradha Mascarenhas, one of Pune’s outstanding journalists.
On Saturday, 8 August, we took our daughter for screening, since she had high fever for two days. I reached the municipal dispensary at 9.30 am. The Dr Dwarkanath Kotnis Memorial Municipal Dispensary, locally called Gadikhana, is located in the heart of old Pune city, near Mandai (the old market area). This was two days after August 6, the 64th anniversary of the dropping of the A-bomb on Hiroshima by the USA.
While waiting, I spoke with some civic employees. One of them was upset that some well-off people seemed to look down upon the civic dispensary. He felt rich folk wanted the government to allow private doctors and hospitals to treat the flu, because they did not want to mix with poor people and get treated in government hospitals. A rickshaw driver also told me that a lot of “shrimant” people, who were his customers, resented that they had to wait in queues at the govt hospitals.
This is a reflection of the sad state of public health in India. The rich have their private hospitals and the poor have to fend for themselves in govt hospitals. I have stayed in Britain and marvel as well as envy the wonderful National Health Service, which even the free-maketeering Thatcherites were unable to dismantle. This is a topic of debate and I want your comments on this point.
*****
When my wife and daughter arrived, we went to the first floor. There were around 50-60 persons waiting in two queues. One queue started near the staircase, at one end of the corridor. Here two clerks were issuing case papers. After you got a case paper, you stood in another queue to meet the doctor.
I did not go in, but my wife said the doctors were deciding, whether to take the throat swab or not and send you to Naidu Hospital for testing, on the basis of whether you had come in contact with a positive patient or you had certain symptoms.
So, on the basis of the screening, our daughter was sent home with some medicine. This “testing protocol” seemed inadequate. The next day, 7 August, I heard the government and doctors felt the H1N1 virus was getting “entrenched in the local community” and, therefore, anyone having the symptoms should be sent to Naidu Hospital for a throat swab and test. This is the proper way, but I do not know whether it is being done.
The other impression one gets is that the municipal doctors may not be sending you for the test because, they say, it is “expensive”. If you insist that a test be done, they tell you that the test costs Rs. 10,000 and not everyone who asks for it will be tested. This naturally makes people anxious. Fortunately, our daughter’s fever lasted for two days and has now subsided.
Deepthy Menon, Mumbai Bureau chief, Times Now, was also down in Pune covering the flu. I could not go to meet her, since I am a heart patient and did not want to risk going into the crowded Naidu or Sassoon Hospital areas.
This makes me wonder: I hope our journalists are taking proper precautions while covering the flu, since they are going into crowded areas where there a large number of patients, some of whom maybe carriers. I wish that my students and colleagues keep their health while covering this difficult assignment. This is part of the job, an occupational hazard.
As I was touching up this post, I spoke to Deepthy (an SIMC alumni) and she told me that she was at home with a cold. She had none of the three key symptoms (a sore throat and cough; a running nose; breathlessness), but since she was covering Naidu and Sassoon Hospitals in Pune, I told her she must point this out to the doctor and ensure she gets tested. I called her again, Wednesday, 19 August. She's at home, tested negative for the flu, recovering.
Journalists like doctors, nurses and other care-givers fall in the high-risk vulnerable groups. Take care.
*****
I think many newspapers in Pune, especially TV channels (my bugbear), more so the Marathi vahini like Star Mazha and IBN Lokmat, are adding to the scare by repeatedly showing photos of people in masks and long queues. This frightens citizens into a panic. Can’t they display comforting visuals? Also the copy and the sound bytes are hyped up and the headlines scream out at you.
On the other hand, a heart-warming story entitled, “Swine flu work in process” (IE, Pune, 9 August 2009) by Anuradha Mascarenhas educates us gently. She has described in detail the hard-working scientists and technicians of the National Institute of Virology (NIV), Pune, doing their job quietly. This is the kind of patient, routine, groundwork that goes on – nameless, faceless and unsung.
(Their work reminded me of my early days in Maharashtra Herald as a sub-editor from 1983 onwards. Subs correct grammar and spellings, touch up the body, iron out the creases and wrinkles, give an eye-grabbing headline and place the story where it will surely be read as soon as the reader picks up the morning paper. But the subs remain – nameless, faceless and unsung.)
By putting human names and warm faces to the “scientific” detectives at NIV tracking down the deadly virus, Anuradha has made accessible and credible what is hidden from the public, behind a veil of needless official secrecy. But nowhere has she glorified the scientific workers and created “celebrities” out of these diligent government servants, whom it has currently become fashionable to malign.
Let us thank Dr. A. C. Mishra, Director, NIV, and Dr. M. S. Chadha, Deputy Director, NIV, with their sincere team as well as the competent government authorities, for permitting Anuradha to write this report. I have covered the NIV beat and I know what it means to have public-minded scientists cooperating and collaborating with journalists in order to educate the public.
I have watched Anuradha blossom into an outstanding journalist, first at Maharashtra Herald and then Indian Express, both in Pune. She is a gold medallist from the Department of Communication and Journalism, University of Pune. I am proud of her as a colleague and wish her all that she deserves. Click here for her stories on the IE website.
Anuradha’s stories serve another public purpose. On behalf of the people of Pune, her stories are an open way of thanking the NIV team for their hard work and sincere efforts – beyond the call of duty and the monthly pay-packet.
Easy it is to criticise government officials. But difficult it is to say a good word when they do a fine job, in adverse circumstances against what Dr Margaret Chan, D-G, WHO, calls a “capricious” virus. By her stories, Anuradha says “Thank you!” to the scientists on our behalf.
*****
Another journalist who is doing excellent work educating the Pune public, rather than driving them into hysteria, is Vinita Deshmukh, editor of the weekly Intelligent Pune (iPune). She was a recipient of the Chameli Devi Jain award for Outstanding Woman Mediaperson for 2008-09.
The iPune has written about the work being done by government hospitals in Pune, "Kudos to Naidu Hospital" by Piyush Kumar Tripathi (31 July - 6 August 2009, iPune). This piece appeared when there were 59 cases (256 cases by 10 August) in Pune and even before the first death due to the H1N1 virus took place in Pune on 3 August.
At a time when most newspapers were criticising the government for its response, the iPune report shows how the Naidu Hospital doctors, nurses and staff are rising to the occasion and boosts their morale.
*****
Here are some links that you may find useful.
First, the swine influenza link on the NIV site, which leads you to other important links and documents. You can also call NIV on two phone numbers during the day. But make sure do not trouble them needlessly. They are busy doing our work day-and-night.
Second, the guidelines on the World Health Organisation (WHO) site. I found the FAQs, especially “What can I do?” most valuable. Navigate this site and unearth treasures here.
Third, the general information section on the H1N1 flu at the website of the Centers for Disease Control and Prevention (CDC). Here I found “What to do if you get flu-like symptoms” factual and hence reassuring. This site also has a wealth of facts and figures.
Four, we have the site of our Ministry of Health & Family Welfare, Govt. of India. Please follow the instructions given here. There is also offcial data on this site. If you want to make our elected representatives answerable to the people, this is a site to monitor.
Since a lot of us are probably wearing masks, Rujuta Teredesai sent me this useful WHO advice on wearing masks. Click here.
These are some of the websites and pieces I talked about in the beginning of this post that will help us “Fight the H1N1 flu with facts, not fear”. Let us hope that, with facts and figures getting the upper hand, the man-made panic and the media-fed frenzy subsides.
Drink lots of water and wash your hands - two simple precautions we all must take. Take care.
Your support is my strength.
- Joe.
Pune, India, Monday, 10 August 2009, the day after Nagasaki Day.
The title “Fight the flu with facts, not fear” of this post is borrowed from an excellent report entitled, “To fight flu, facts not fear” (30 July 2009, Indian Express, Pune edition), written by Anuradha Mascarenhas, one of Pune’s outstanding journalists.
On Saturday, 8 August, we took our daughter for screening, since she had high fever for two days. I reached the municipal dispensary at 9.30 am. The Dr Dwarkanath Kotnis Memorial Municipal Dispensary, locally called Gadikhana, is located in the heart of old Pune city, near Mandai (the old market area). This was two days after August 6, the 64th anniversary of the dropping of the A-bomb on Hiroshima by the USA.
While waiting, I spoke with some civic employees. One of them was upset that some well-off people seemed to look down upon the civic dispensary. He felt rich folk wanted the government to allow private doctors and hospitals to treat the flu, because they did not want to mix with poor people and get treated in government hospitals. A rickshaw driver also told me that a lot of “shrimant” people, who were his customers, resented that they had to wait in queues at the govt hospitals.
This is a reflection of the sad state of public health in India. The rich have their private hospitals and the poor have to fend for themselves in govt hospitals. I have stayed in Britain and marvel as well as envy the wonderful National Health Service, which even the free-maketeering Thatcherites were unable to dismantle. This is a topic of debate and I want your comments on this point.
*****
When my wife and daughter arrived, we went to the first floor. There were around 50-60 persons waiting in two queues. One queue started near the staircase, at one end of the corridor. Here two clerks were issuing case papers. After you got a case paper, you stood in another queue to meet the doctor.
I did not go in, but my wife said the doctors were deciding, whether to take the throat swab or not and send you to Naidu Hospital for testing, on the basis of whether you had come in contact with a positive patient or you had certain symptoms.
So, on the basis of the screening, our daughter was sent home with some medicine. This “testing protocol” seemed inadequate. The next day, 7 August, I heard the government and doctors felt the H1N1 virus was getting “entrenched in the local community” and, therefore, anyone having the symptoms should be sent to Naidu Hospital for a throat swab and test. This is the proper way, but I do not know whether it is being done.
The other impression one gets is that the municipal doctors may not be sending you for the test because, they say, it is “expensive”. If you insist that a test be done, they tell you that the test costs Rs. 10,000 and not everyone who asks for it will be tested. This naturally makes people anxious. Fortunately, our daughter’s fever lasted for two days and has now subsided.
Deepthy Menon, Mumbai Bureau chief, Times Now, was also down in Pune covering the flu. I could not go to meet her, since I am a heart patient and did not want to risk going into the crowded Naidu or Sassoon Hospital areas.
This makes me wonder: I hope our journalists are taking proper precautions while covering the flu, since they are going into crowded areas where there a large number of patients, some of whom maybe carriers. I wish that my students and colleagues keep their health while covering this difficult assignment. This is part of the job, an occupational hazard.
As I was touching up this post, I spoke to Deepthy (an SIMC alumni) and she told me that she was at home with a cold. She had none of the three key symptoms (a sore throat and cough; a running nose; breathlessness), but since she was covering Naidu and Sassoon Hospitals in Pune, I told her she must point this out to the doctor and ensure she gets tested. I called her again, Wednesday, 19 August. She's at home, tested negative for the flu, recovering.
Journalists like doctors, nurses and other care-givers fall in the high-risk vulnerable groups. Take care.
*****
I think many newspapers in Pune, especially TV channels (my bugbear), more so the Marathi vahini like Star Mazha and IBN Lokmat, are adding to the scare by repeatedly showing photos of people in masks and long queues. This frightens citizens into a panic. Can’t they display comforting visuals? Also the copy and the sound bytes are hyped up and the headlines scream out at you.
On the other hand, a heart-warming story entitled, “Swine flu work in process” (IE, Pune, 9 August 2009) by Anuradha Mascarenhas educates us gently. She has described in detail the hard-working scientists and technicians of the National Institute of Virology (NIV), Pune, doing their job quietly. This is the kind of patient, routine, groundwork that goes on – nameless, faceless and unsung.
(Their work reminded me of my early days in Maharashtra Herald as a sub-editor from 1983 onwards. Subs correct grammar and spellings, touch up the body, iron out the creases and wrinkles, give an eye-grabbing headline and place the story where it will surely be read as soon as the reader picks up the morning paper. But the subs remain – nameless, faceless and unsung.)
By putting human names and warm faces to the “scientific” detectives at NIV tracking down the deadly virus, Anuradha has made accessible and credible what is hidden from the public, behind a veil of needless official secrecy. But nowhere has she glorified the scientific workers and created “celebrities” out of these diligent government servants, whom it has currently become fashionable to malign.
Let us thank Dr. A. C. Mishra, Director, NIV, and Dr. M. S. Chadha, Deputy Director, NIV, with their sincere team as well as the competent government authorities, for permitting Anuradha to write this report. I have covered the NIV beat and I know what it means to have public-minded scientists cooperating and collaborating with journalists in order to educate the public.
I have watched Anuradha blossom into an outstanding journalist, first at Maharashtra Herald and then Indian Express, both in Pune. She is a gold medallist from the Department of Communication and Journalism, University of Pune. I am proud of her as a colleague and wish her all that she deserves. Click here for her stories on the IE website.
Anuradha’s stories serve another public purpose. On behalf of the people of Pune, her stories are an open way of thanking the NIV team for their hard work and sincere efforts – beyond the call of duty and the monthly pay-packet.
Easy it is to criticise government officials. But difficult it is to say a good word when they do a fine job, in adverse circumstances against what Dr Margaret Chan, D-G, WHO, calls a “capricious” virus. By her stories, Anuradha says “Thank you!” to the scientists on our behalf.
*****
Another journalist who is doing excellent work educating the Pune public, rather than driving them into hysteria, is Vinita Deshmukh, editor of the weekly Intelligent Pune (iPune). She was a recipient of the Chameli Devi Jain award for Outstanding Woman Mediaperson for 2008-09.
The iPune has written about the work being done by government hospitals in Pune, "Kudos to Naidu Hospital" by Piyush Kumar Tripathi (31 July - 6 August 2009, iPune). This piece appeared when there were 59 cases (256 cases by 10 August) in Pune and even before the first death due to the H1N1 virus took place in Pune on 3 August.
At a time when most newspapers were criticising the government for its response, the iPune report shows how the Naidu Hospital doctors, nurses and staff are rising to the occasion and boosts their morale.
*****
Here are some links that you may find useful.
First, the swine influenza link on the NIV site, which leads you to other important links and documents. You can also call NIV on two phone numbers during the day. But make sure do not trouble them needlessly. They are busy doing our work day-and-night.
Second, the guidelines on the World Health Organisation (WHO) site. I found the FAQs, especially “What can I do?” most valuable. Navigate this site and unearth treasures here.
Third, the general information section on the H1N1 flu at the website of the Centers for Disease Control and Prevention (CDC). Here I found “What to do if you get flu-like symptoms” factual and hence reassuring. This site also has a wealth of facts and figures.
Four, we have the site of our Ministry of Health & Family Welfare, Govt. of India. Please follow the instructions given here. There is also offcial data on this site. If you want to make our elected representatives answerable to the people, this is a site to monitor.
Since a lot of us are probably wearing masks, Rujuta Teredesai sent me this useful WHO advice on wearing masks. Click here.
These are some of the websites and pieces I talked about in the beginning of this post that will help us “Fight the H1N1 flu with facts, not fear”. Let us hope that, with facts and figures getting the upper hand, the man-made panic and the media-fed frenzy subsides.
Drink lots of water and wash your hands - two simple precautions we all must take. Take care.
Your support is my strength.
- Joe.
Pune, India, Monday, 10 August 2009, the day after Nagasaki Day.
Monday, August 3, 2009
Sakal ‘incites mischief’ against teachers
My dear students, friends and colleagues,
The test of a working journalist and editor is how you care about what appears in your newspaper at times of conflict and confrontation. For I believe that readers are extra-receptive to what their favourite newspaper says – when the atmosphere is charged, for example, during riots or strikes.
That is why I was outraged by the headline and caption of a photograph that appeared in one of Pune’s most highly respected and honourable Marathi newspapers. Currently, more than 30,000 senior college teachers are on strike in Maharashtra, demanding that the recommendations of the Sixth Pay Commission should be also applied to them – without discrimination.
For me, the question is: “Should self-respecting senior college teachers be forced to resort to a strike, in order to compel the Maharashtra Government to give them what the Union Government has decreed is their rightful due?” The simple answer is, “No! The teachers must be given what the Government has promised them.” Framed in this way, the demand of the striking college teachers seems fair and just.
But let us look at how Sakal, one of Maharashtra’s most highly respected newspapers presents the case of the striking teachers. I was advised to rely on Sakal for honest and accurate reporting, ever since I joined Maharashtra Herald as a sub-editor in 1983. Some of my journalist colleagues, whom I respect and admire, belong to this paper. The first and foremost of them was the late Varun Bhide, one of the most fearless and honest journalists I have met and known. The list of the others is long and illustrious. So it is not easy for me to criticise it.
Let me describe the photograph, since I have not been able to download it from the electronic edition of this paper, which is more than 75 years old. The colour photo, is placed in a box in the top left-hand corner, extending across columns 1 to 4 in an 8-column grid on page 3 of the main Pune edition, dated Thursday, 30 July 2009.
The photograph is datelined Solapur, a district town, midway on the railroad between Pune and Hyderabad. It portrays in the left foreground a lone woman labourer breaking stones by the roadside. Beyond the pile of stones, a morcha (procession) of teachers is passing by. The morcha shows a group of female teachers followed by male teachers in the winding distance. One of the women teachers is holding a placard, “We demand salary and allowances according to the Sixth Pay Commission”.
But the five-word headline, in single inverted commas, pulled my eye out of its morning socket, ‘Ahe re ani nahin re’ (‘The haves and have-nots’). If it was not for this provocative headline, I would not have read the caption. But the ‘inequality’ caption stirred me. I must confess my socialist, nay communist, leanings at the outset so that a fair disclosure helps the reader to put my outrage into context.
Let me reproduce the caption in Marathi and then translate it into English: “Solapur: Pach aakdi pagar ghenara; pan tohi pota sathi kami padtoy, ase mhanat Sahavya Vetan Aayoga sathi morcha kadhnara pradhyapak varga ani tyach barobar potachi tich-bhar khalgi bharnya sathi khadi phodat sangharsh karnarya kashtakari vargache pratinidhitva karnari mahila ekach chhaya-chitrat disat aheth. Solapur Vidyapeethachya parisarat tiplele chhaya-chitra. (Photographer: Ramdas Katkar)
My translation cannot capture the raw punch of the original in Marathi: “Getting a five-figure salary; but saying that too is not enough for the stomach, the teaching class takes out a morcha, demanding implementation of the Sixth Pay Commission. On the other hand a woman labourer, representing the struggling working class, breaks stones to fill her tiny hollow stomach. Both can be seen in the same photograph near Solapur University.” (Photo: Ramdas Katkar)
When my eye had subsided into its socket and my outrage had calmed, I rang up a senior journalist (also a close friend) from Sakal, whose name I shall not reveal. I told him that the text of the caption horrified me. I told him that Sakal was telling its readers that the striking teachers were not satisfied with their five-figure salaries and were greedily demanding more. By sharp contrast, here was this poor woman, breaking stones to fill the tiny hollow of her stomach.
Sakal was pitting the class of teachers against the working class, using the photograph as an excuse. I accused Sakal of ‘inciting mischief’ against the striking teachers, with the hidden agenda of depriving teachers from getting any sympathy for their just and fair demands.
The senior journalist from Sakal thought differently. He argued that the photograph merely depicted the inequality (vishamta) existing in society and no other meaning should be attributed to the caption and headline. I told him I would write a letter to the editor spelling out my outrage.
Over the last three days, I have been thinking out the contents of the letter I said I would write to the editor of Sakal. Now I have decided NOT to send that letter and instead express my views on my blog.
What is the point of getting a small letter published on the edit page? Enormous damage has already been done. In one stroke, a five-word headline (in inverted commas) and a three-liner 39-word caption have declared that the teaching community in Maharashtra should be satisfied with what they have and not strike for more.
This is an attempt to sway the public and ensure that the striking teachers do not get the sympathy they deserve for their fair and just demands? Is this the power of the higly respected and honourable Sakal: “power without responsibility”?
I would like to have your free, frank, fearless … and fair comments.
Your support is my strength.
- Joe.
Pune, India, Sunday, 2 August 2009.
The test of a working journalist and editor is how you care about what appears in your newspaper at times of conflict and confrontation. For I believe that readers are extra-receptive to what their favourite newspaper says – when the atmosphere is charged, for example, during riots or strikes.
That is why I was outraged by the headline and caption of a photograph that appeared in one of Pune’s most highly respected and honourable Marathi newspapers. Currently, more than 30,000 senior college teachers are on strike in Maharashtra, demanding that the recommendations of the Sixth Pay Commission should be also applied to them – without discrimination.
For me, the question is: “Should self-respecting senior college teachers be forced to resort to a strike, in order to compel the Maharashtra Government to give them what the Union Government has decreed is their rightful due?” The simple answer is, “No! The teachers must be given what the Government has promised them.” Framed in this way, the demand of the striking college teachers seems fair and just.
But let us look at how Sakal, one of Maharashtra’s most highly respected newspapers presents the case of the striking teachers. I was advised to rely on Sakal for honest and accurate reporting, ever since I joined Maharashtra Herald as a sub-editor in 1983. Some of my journalist colleagues, whom I respect and admire, belong to this paper. The first and foremost of them was the late Varun Bhide, one of the most fearless and honest journalists I have met and known. The list of the others is long and illustrious. So it is not easy for me to criticise it.
Let me describe the photograph, since I have not been able to download it from the electronic edition of this paper, which is more than 75 years old. The colour photo, is placed in a box in the top left-hand corner, extending across columns 1 to 4 in an 8-column grid on page 3 of the main Pune edition, dated Thursday, 30 July 2009.
The photograph is datelined Solapur, a district town, midway on the railroad between Pune and Hyderabad. It portrays in the left foreground a lone woman labourer breaking stones by the roadside. Beyond the pile of stones, a morcha (procession) of teachers is passing by. The morcha shows a group of female teachers followed by male teachers in the winding distance. One of the women teachers is holding a placard, “We demand salary and allowances according to the Sixth Pay Commission”.
But the five-word headline, in single inverted commas, pulled my eye out of its morning socket, ‘Ahe re ani nahin re’ (‘The haves and have-nots’). If it was not for this provocative headline, I would not have read the caption. But the ‘inequality’ caption stirred me. I must confess my socialist, nay communist, leanings at the outset so that a fair disclosure helps the reader to put my outrage into context.
Let me reproduce the caption in Marathi and then translate it into English: “Solapur: Pach aakdi pagar ghenara; pan tohi pota sathi kami padtoy, ase mhanat Sahavya Vetan Aayoga sathi morcha kadhnara pradhyapak varga ani tyach barobar potachi tich-bhar khalgi bharnya sathi khadi phodat sangharsh karnarya kashtakari vargache pratinidhitva karnari mahila ekach chhaya-chitrat disat aheth. Solapur Vidyapeethachya parisarat tiplele chhaya-chitra. (Photographer: Ramdas Katkar)
My translation cannot capture the raw punch of the original in Marathi: “Getting a five-figure salary; but saying that too is not enough for the stomach, the teaching class takes out a morcha, demanding implementation of the Sixth Pay Commission. On the other hand a woman labourer, representing the struggling working class, breaks stones to fill her tiny hollow stomach. Both can be seen in the same photograph near Solapur University.” (Photo: Ramdas Katkar)
When my eye had subsided into its socket and my outrage had calmed, I rang up a senior journalist (also a close friend) from Sakal, whose name I shall not reveal. I told him that the text of the caption horrified me. I told him that Sakal was telling its readers that the striking teachers were not satisfied with their five-figure salaries and were greedily demanding more. By sharp contrast, here was this poor woman, breaking stones to fill the tiny hollow of her stomach.
Sakal was pitting the class of teachers against the working class, using the photograph as an excuse. I accused Sakal of ‘inciting mischief’ against the striking teachers, with the hidden agenda of depriving teachers from getting any sympathy for their just and fair demands.
The senior journalist from Sakal thought differently. He argued that the photograph merely depicted the inequality (vishamta) existing in society and no other meaning should be attributed to the caption and headline. I told him I would write a letter to the editor spelling out my outrage.
Over the last three days, I have been thinking out the contents of the letter I said I would write to the editor of Sakal. Now I have decided NOT to send that letter and instead express my views on my blog.
What is the point of getting a small letter published on the edit page? Enormous damage has already been done. In one stroke, a five-word headline (in inverted commas) and a three-liner 39-word caption have declared that the teaching community in Maharashtra should be satisfied with what they have and not strike for more.
This is an attempt to sway the public and ensure that the striking teachers do not get the sympathy they deserve for their fair and just demands? Is this the power of the higly respected and honourable Sakal: “power without responsibility”?
I would like to have your free, frank, fearless … and fair comments.
Your support is my strength.
- Joe.
Pune, India, Sunday, 2 August 2009.
Sunday, July 12, 2009
Our World is Connected. Why isn’t Education? – Part 2
My dear students, friends and colleagues,
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
Sunday, July 5, 2009
Our World is Connected. Why isn’t Education? – Part 1
My dear students, friends and colleagues,
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Sunday, June 7, 2009
Ways of seeing ... with compassion
My dear students, friends and colleagues,
When the news first broke in India about racism in Australia, frankly I thought it was a recent phenomenon. So in response, I wrote a mild piece about how I had suffered at the hands of the racists when I was in Leeds, West Yorkshire, England, during 1990-93. And how I could stand up, resist and ... survive, with a little help from my friends.
My intention was to encourage the sharing of experiences -- ugly or bad or good -- from other parts of India and the world, since we have our own perceptions; ways of viewing the world and responding to the behaviour of other peoples.
Deliberately, I did NOT describe the attacks I had heard of or read about in England, merely hinting that I had carefully collected clippings and documents about racist attacks. But when hundreds of students turned up for the protest march in Melbourne and in Sydney, and as I watched the Australian police beating up -- six-cops-to-a-protestor -- nay, curry bashing our fellow Indians, the blood of Shahid Bhagat Singh boiled in my body.
Ninety years ago, a white man "in Defence of the Realm" and the British Monarchy (and aided by our brown sipahis), had massacred hundreds of un-armed innocent peaceful protestors at Jallianwala Bagh. Despite that genocide, across the 20th century in India and into the 21st century in Australia, a former British colony, the so-called "civilised" White Man had not changed his racist colours.
I tried getting in touch with the few I knew in Australia, who could be counted upon to provide authentic information. Also scrounging the world wide web -- like the rag-picker Maharashtra Herald, Pune, had trained me to be -- I discovered the website of the Federation of Indian Students of Australia (FISA).
The FISA website is plain and unadorned like the hundreds of simple Indians you see all over the world: my own saviours, the Ekbote and Banhatti families in England; my indomitable mass comm students from Pune, I salute you; the Indian diaspora; like the memorable R.K. Narayan characters roaming the Malgudi landscape and Jhumpa Lahiri's Namesake.
So I plunged deep into the FISA website. And what did I find? I will cite only one gem by Ms. Alice Pung. Sad to say, it seems few of our journalists in India have bothered to mine the FISA website.
"Shunned in a strange land ..."
Ms. Alice Pung, a Melbourne-based writer and teacher, "worked for half a decade as a pastoral care adviser and residential tutor at the residential colleges of Melbourne University, in some of the most privileged academic environments". She has written a deeply compassionate piece entitled, "Shunned in a strange land, we should offer them more" on 17 August 2008. The piece has been taken courtesy The Age and the FISA website.
Ms. Pung wrote ten months ago, "I have seen my students through the beginning of their degrees when they are finding their feet in a foreign country, to their graduations and the quest for permanent residency. During this time, I have come to respect and admire their stoicism. They do not live in their own little worlds: they have opened up my world."
We know who these "stoic" Indian students are; students who have left their homes to study far away from the comfort of their families; the love of their fathers and mothers, brothers and sisters. I too know who these students are. I see them every semester when I start my classes in editing. Their homesick faces yearn for love and compassion; a kind word, a warm smile, a pat on the back. Across the years and my tears, I see some of you: on the front benches; at the back, asking questions, wanting to learn, to get it right.
As a teacher and visiting faculty of print journalism in Pune since 1987, I am known for the fierce discipline, forgive me, I maintain and shall expect in my classes. That is because, I think, the world outside is collapsing into chaos and anarchy. But once the ground rules have been understood and followed; the dialogue of our hearts and minds begins; soon my students and I find ourselves in our place where we can learn safely, make mistakes fearlessly.
Who are these "stoic" students from overseas?
Ms. Pung also knows who the overseas students are. She tells her Australian readers in Melbourne, "They are the students who serve our meals in Chinatown, the people who drive our taxis. They are the lowest-paid and often most-exploited workers, un-protected by Australian work-place relations legislation. We refuse to see their toils because it does not accord with our image of how our overseas cash-calves should be."
You can see how compassionate Ms. Pung is, how she is able to put herself into the chappals of the Indian student. "Eventually, most find company and comfort in the presence of each other," Ms. Pung concedes.
And then, from Ms. Pung, come the lines that should be engraved with golden letters in every classic of anthropology or sociology: "No one seems to begrudge Western students latching on to other Westerners when studying in Asia and forming insular little expatriate communities, to observe the locals as if they were sociological studies instead of people who are only separated by a different culture."
I have personally known and seen students and working people from Europe and USA behave in the most insular and insolent fashion, during their stays in our metro cities. So what of it? No! We Indians, who belong to an ancient civilisation that has assimilated invaders of all colours, we do not "begrudge" Westerners huddling around tables, downing their beers and chatting away. Indians try to tolerate others.
But Ms. Pung goes on, "But somehow, we in Australia seem to demand assimilation from our temporary visitors, instead of offering acceptance and understanding. Many international students are acutely aware that their parents back home are breaking their backs and bank accounts to send them here."
Then comes the punch; Ms. Pung is nearing the end of her piece, "It is not their duty to assimilate: many of them come here, under no uncertain terms, for an education. It is our duty to deliver that education. But perhaps it is also our obligation to show to our young overseas visitors that we are also a tolerant society —- and that we see them."
Thank you, Ms. Pung, for "seeing" our Indian and other overseas students. I hope to meet you in person some day, and thank you for your kindness to the young peoples of the world studying in a foreign place, no matter where.
"Never under-estimate the power of perception"
Besides the links, which I have mentioned in my post last Sunday, 31 May 2009, here is another perceptive analysis by Sarina Singh, senior author of the best-selling Lonely Planet guides to India and Pakistan: "Fear of Indian success led to curry bashing" (Times of India, Sunday, 7 June 2009).
Ms. Sarina Singh says her father, "Dr Bhagat Singh - whose father had migrated to Fiji after World War I - came to Australia in 1955 to study medicine at the University of Melbourne. He entered a country ruled by White Australia Policy, a racist legislation limiting non-white immigration from 1901 to 1973, which was spawned by fear that the non-white work ethic - as demonstrated by the industrious Chinese, who came in large numbers during Australia's mid-1800s Gold Rush - could subvert white interests.
Ms. Singh quotes one of the principal architects of the White Australia Policy: "It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors".
She continues, "Under the White Australia Policy, non-white students could enter Australia on temporary visas. My father had some financial support from his family but had to work during the holidays to make ends meet. He took on odd jobs that included manual labour in a tin factory and bar-tender at a working-class pub. He remembers that Indians were "few-and-far-between back then" and were often viewed as a "curious novelty" by white Australians.
"When asked why he thought Indian students in 21st century Australia were at the centre of what has been dubbed 'curry-bashing', he says it could be because of the relatively sudden influx and the perceived potential threat of an increasingly prosperous Indian community. "Never underestimate the power of perception," he says.
On 3 July, I came across this piece, "Lifting the veil on our ingrained racism", by Sandy Gifford, Professor in the School of Social Sciences, La Trobe University, and director of the La Trobe Refugee Research Centre in Australia.
Writing in The Age on 13 June 2009, Sandy Gifford says, "Australia is a racist society. There, I've said it. I've wanted to say this for the past 24 years — from the time I arrived here... Racism in Australia is pervasive, part of the fabric of everyday life and normalised in ways that render it invisible and make it one of the strongest forms of structural violence. Confronting our racism is painful, but denying it is wrong and making up excuses for specific acts of violence makes us complicit. It also makes us racist...
"It is shameful that we are pussyfooting around the current violence with responses directed at the victims — Indian students are soft targets, and that the damage is the potential loss of millions of dollars of overseas student income.
The real damage is about the loss of the kind of society we could be now and in the future. Yes, racism runs deep in my country — Australia. This is what I feel, what I believe and I, for one, have been silent far too long.
Thank you, Sandy Gifford, for your honesty - free, frank, fearless and fair.
*****
Resist the racists ... of all colours. Please, resist racism ... of any kind, anywhere, by anyone, to anyone.
Your support is my strength,
- Joe.
Pune, India, Sunday, 7th June 2009.
When the news first broke in India about racism in Australia, frankly I thought it was a recent phenomenon. So in response, I wrote a mild piece about how I had suffered at the hands of the racists when I was in Leeds, West Yorkshire, England, during 1990-93. And how I could stand up, resist and ... survive, with a little help from my friends.
My intention was to encourage the sharing of experiences -- ugly or bad or good -- from other parts of India and the world, since we have our own perceptions; ways of viewing the world and responding to the behaviour of other peoples.
Deliberately, I did NOT describe the attacks I had heard of or read about in England, merely hinting that I had carefully collected clippings and documents about racist attacks. But when hundreds of students turned up for the protest march in Melbourne and in Sydney, and as I watched the Australian police beating up -- six-cops-to-a-protestor -- nay, curry bashing our fellow Indians, the blood of Shahid Bhagat Singh boiled in my body.
Ninety years ago, a white man "in Defence of the Realm" and the British Monarchy (and aided by our brown sipahis), had massacred hundreds of un-armed innocent peaceful protestors at Jallianwala Bagh. Despite that genocide, across the 20th century in India and into the 21st century in Australia, a former British colony, the so-called "civilised" White Man had not changed his racist colours.
I tried getting in touch with the few I knew in Australia, who could be counted upon to provide authentic information. Also scrounging the world wide web -- like the rag-picker Maharashtra Herald, Pune, had trained me to be -- I discovered the website of the Federation of Indian Students of Australia (FISA).
The FISA website is plain and unadorned like the hundreds of simple Indians you see all over the world: my own saviours, the Ekbote and Banhatti families in England; my indomitable mass comm students from Pune, I salute you; the Indian diaspora; like the memorable R.K. Narayan characters roaming the Malgudi landscape and Jhumpa Lahiri's Namesake.
So I plunged deep into the FISA website. And what did I find? I will cite only one gem by Ms. Alice Pung. Sad to say, it seems few of our journalists in India have bothered to mine the FISA website.
"Shunned in a strange land ..."
Ms. Alice Pung, a Melbourne-based writer and teacher, "worked for half a decade as a pastoral care adviser and residential tutor at the residential colleges of Melbourne University, in some of the most privileged academic environments". She has written a deeply compassionate piece entitled, "Shunned in a strange land, we should offer them more" on 17 August 2008. The piece has been taken courtesy The Age and the FISA website.
Ms. Pung wrote ten months ago, "I have seen my students through the beginning of their degrees when they are finding their feet in a foreign country, to their graduations and the quest for permanent residency. During this time, I have come to respect and admire their stoicism. They do not live in their own little worlds: they have opened up my world."
We know who these "stoic" Indian students are; students who have left their homes to study far away from the comfort of their families; the love of their fathers and mothers, brothers and sisters. I too know who these students are. I see them every semester when I start my classes in editing. Their homesick faces yearn for love and compassion; a kind word, a warm smile, a pat on the back. Across the years and my tears, I see some of you: on the front benches; at the back, asking questions, wanting to learn, to get it right.
As a teacher and visiting faculty of print journalism in Pune since 1987, I am known for the fierce discipline, forgive me, I maintain and shall expect in my classes. That is because, I think, the world outside is collapsing into chaos and anarchy. But once the ground rules have been understood and followed; the dialogue of our hearts and minds begins; soon my students and I find ourselves in our place where we can learn safely, make mistakes fearlessly.
Who are these "stoic" students from overseas?
Ms. Pung also knows who the overseas students are. She tells her Australian readers in Melbourne, "They are the students who serve our meals in Chinatown, the people who drive our taxis. They are the lowest-paid and often most-exploited workers, un-protected by Australian work-place relations legislation. We refuse to see their toils because it does not accord with our image of how our overseas cash-calves should be."
You can see how compassionate Ms. Pung is, how she is able to put herself into the chappals of the Indian student. "Eventually, most find company and comfort in the presence of each other," Ms. Pung concedes.
And then, from Ms. Pung, come the lines that should be engraved with golden letters in every classic of anthropology or sociology: "No one seems to begrudge Western students latching on to other Westerners when studying in Asia and forming insular little expatriate communities, to observe the locals as if they were sociological studies instead of people who are only separated by a different culture."
I have personally known and seen students and working people from Europe and USA behave in the most insular and insolent fashion, during their stays in our metro cities. So what of it? No! We Indians, who belong to an ancient civilisation that has assimilated invaders of all colours, we do not "begrudge" Westerners huddling around tables, downing their beers and chatting away. Indians try to tolerate others.
But Ms. Pung goes on, "But somehow, we in Australia seem to demand assimilation from our temporary visitors, instead of offering acceptance and understanding. Many international students are acutely aware that their parents back home are breaking their backs and bank accounts to send them here."
Then comes the punch; Ms. Pung is nearing the end of her piece, "It is not their duty to assimilate: many of them come here, under no uncertain terms, for an education. It is our duty to deliver that education. But perhaps it is also our obligation to show to our young overseas visitors that we are also a tolerant society —- and that we see them."
Thank you, Ms. Pung, for "seeing" our Indian and other overseas students. I hope to meet you in person some day, and thank you for your kindness to the young peoples of the world studying in a foreign place, no matter where.
"Never under-estimate the power of perception"
Besides the links, which I have mentioned in my post last Sunday, 31 May 2009, here is another perceptive analysis by Sarina Singh, senior author of the best-selling Lonely Planet guides to India and Pakistan: "Fear of Indian success led to curry bashing" (Times of India, Sunday, 7 June 2009).
Ms. Sarina Singh says her father, "Dr Bhagat Singh - whose father had migrated to Fiji after World War I - came to Australia in 1955 to study medicine at the University of Melbourne. He entered a country ruled by White Australia Policy, a racist legislation limiting non-white immigration from 1901 to 1973, which was spawned by fear that the non-white work ethic - as demonstrated by the industrious Chinese, who came in large numbers during Australia's mid-1800s Gold Rush - could subvert white interests.
Ms. Singh quotes one of the principal architects of the White Australia Policy: "It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors".
She continues, "Under the White Australia Policy, non-white students could enter Australia on temporary visas. My father had some financial support from his family but had to work during the holidays to make ends meet. He took on odd jobs that included manual labour in a tin factory and bar-tender at a working-class pub. He remembers that Indians were "few-and-far-between back then" and were often viewed as a "curious novelty" by white Australians.
"When asked why he thought Indian students in 21st century Australia were at the centre of what has been dubbed 'curry-bashing', he says it could be because of the relatively sudden influx and the perceived potential threat of an increasingly prosperous Indian community. "Never underestimate the power of perception," he says.
On 3 July, I came across this piece, "Lifting the veil on our ingrained racism", by Sandy Gifford, Professor in the School of Social Sciences, La Trobe University, and director of the La Trobe Refugee Research Centre in Australia.
Writing in The Age on 13 June 2009, Sandy Gifford says, "Australia is a racist society. There, I've said it. I've wanted to say this for the past 24 years — from the time I arrived here... Racism in Australia is pervasive, part of the fabric of everyday life and normalised in ways that render it invisible and make it one of the strongest forms of structural violence. Confronting our racism is painful, but denying it is wrong and making up excuses for specific acts of violence makes us complicit. It also makes us racist...
"It is shameful that we are pussyfooting around the current violence with responses directed at the victims — Indian students are soft targets, and that the damage is the potential loss of millions of dollars of overseas student income.
The real damage is about the loss of the kind of society we could be now and in the future. Yes, racism runs deep in my country — Australia. This is what I feel, what I believe and I, for one, have been silent far too long.
Thank you, Sandy Gifford, for your honesty - free, frank, fearless and fair.
*****
Resist the racists ... of all colours. Please, resist racism ... of any kind, anywhere, by anyone, to anyone.
Your support is my strength,
- Joe.
Pune, India, Sunday, 7th June 2009.
Sunday, May 17, 2009
Lessons my mother learned me - Part 4
My dear students, friends and colleagues,
Small is beautiful, and some of the smaller lessons I learned from my mother I remember today as vividly as her love for Konkani.
For example, her lessons in cooking. My mother learned me all the basics of cooking - making rice, dal, and vegetables. And I can clean, cut and cook meat and fish. But I do not like chicken. My mother, however, took a lot of trouble in learning me patiently the intricacies of spices and grinding masalas on the traditional stone used in Mangalorean cooking.
I recall sitting with her as she measured out the spices for various dishes and I was her obedient helper for grinding masalas, cutting vegetables, salads and fruits. She used to say, "Tuka aun randap shikaitan. Tuzhem kajar zalya uprant, muzhea sunek, muzho udas yeje." (I will teach you to cook. After you get married, my daughter-in-law must remember me.)
I think she was a traditional wife, accepting a woman's duty to cook for the family and the home. But, secretly, I know she hoped for another world in the future, where women would be equal to men and work shoulder to shoulder. And for that brave new "Amrita Pritam" world, she wanted to prepare her eldest son, by learning him how to cook.
Unfortunately, by the time I got married in 1982, my mother had been gone 13 years. But I tell my wife that if I can cook, it is because of my mother. I cannot claim to be a good cook, though I can cook well enough to live without having to depend on others. However, cooking is not something I would do for a living.
*****
How do I miss her lessons, let me count the ways?
As a little boy, I remember we had just entered a new house in Nagpur. It was pitch dark and the railway khalasis, who unpacked the luggage and the boxes went away leaving us three children alone with our mother. I must have been five years old. And one of my memories is carrying a kerosene lantern at the head of a line, with my brother and sister behind me with my mother at the end. And I can hear her comforting voice behind me, "Bhein naka, Babu, aun thuzhea patlyan asan." (Do not be afraid, Babu, I am behind you.")
She is not with me today. But I do not fear the dark. For she is always behind me, taking care of the unknown.
She always called me "Babu" at home. As I grew up, I used to feel ashamed when she called me "Babu" in front of my friends. For I felt I had grown up and was too big to be called "Babu". My teachers used to call me "Joe" in school and college. But she did not mend her fond ways.
Today as I reflect on her habit of calling me "Babu", I prefer to believe it was a pet name for her eldest son, a honeymoon child, born within nine months of her marriage on 22 May 1950. Calculate the days, I was born on 5 March 1951.
Do not be afraid.
*****
One more story, my grandmother "Manjya" told me when I grew older and I will be done with this fourth part of my serial memoir. "Manjya" (why did we call our mother's mother by that name?), told me that once when I was a little baby in my mother's arms and she was expecting her second child, she had been waiting at a bus-stop.
Suddenly, she was overcome by a fainting spell. My mother handed me over to a stranger saying, "Aka sambhal." (Take care of him.) And fainted.
Even today, when I see a pregnant woman carrying a baby, I recall my mother at that bus-stop and see myself being carried by my mother. Maybe such a story stirs in me compassion for the weak and helpless. Maybe it is such a story that inspires me to trust complete strangers. For didn't my mother entrust me to the care of a stranger that day? Is that where our values are born?
Trust people, even strangers. Help the weak.
*****
How I miss the lessons my mother learned me?
Next Sunday, in the final and concluding part of this 5-part series on my mother, I shall write about the simple songs my mother sang me, and the great singing my mother learned me.
Your support is my strength.
- Joe.
Pune, Sunday, 17th May 2009.
Small is beautiful, and some of the smaller lessons I learned from my mother I remember today as vividly as her love for Konkani.
For example, her lessons in cooking. My mother learned me all the basics of cooking - making rice, dal, and vegetables. And I can clean, cut and cook meat and fish. But I do not like chicken. My mother, however, took a lot of trouble in learning me patiently the intricacies of spices and grinding masalas on the traditional stone used in Mangalorean cooking.
I recall sitting with her as she measured out the spices for various dishes and I was her obedient helper for grinding masalas, cutting vegetables, salads and fruits. She used to say, "Tuka aun randap shikaitan. Tuzhem kajar zalya uprant, muzhea sunek, muzho udas yeje." (I will teach you to cook. After you get married, my daughter-in-law must remember me.)
I think she was a traditional wife, accepting a woman's duty to cook for the family and the home. But, secretly, I know she hoped for another world in the future, where women would be equal to men and work shoulder to shoulder. And for that brave new "Amrita Pritam" world, she wanted to prepare her eldest son, by learning him how to cook.
Unfortunately, by the time I got married in 1982, my mother had been gone 13 years. But I tell my wife that if I can cook, it is because of my mother. I cannot claim to be a good cook, though I can cook well enough to live without having to depend on others. However, cooking is not something I would do for a living.
*****
How do I miss her lessons, let me count the ways?
As a little boy, I remember we had just entered a new house in Nagpur. It was pitch dark and the railway khalasis, who unpacked the luggage and the boxes went away leaving us three children alone with our mother. I must have been five years old. And one of my memories is carrying a kerosene lantern at the head of a line, with my brother and sister behind me with my mother at the end. And I can hear her comforting voice behind me, "Bhein naka, Babu, aun thuzhea patlyan asan." (Do not be afraid, Babu, I am behind you.")
She is not with me today. But I do not fear the dark. For she is always behind me, taking care of the unknown.
She always called me "Babu" at home. As I grew up, I used to feel ashamed when she called me "Babu" in front of my friends. For I felt I had grown up and was too big to be called "Babu". My teachers used to call me "Joe" in school and college. But she did not mend her fond ways.
Today as I reflect on her habit of calling me "Babu", I prefer to believe it was a pet name for her eldest son, a honeymoon child, born within nine months of her marriage on 22 May 1950. Calculate the days, I was born on 5 March 1951.
Do not be afraid.
*****
One more story, my grandmother "Manjya" told me when I grew older and I will be done with this fourth part of my serial memoir. "Manjya" (why did we call our mother's mother by that name?), told me that once when I was a little baby in my mother's arms and she was expecting her second child, she had been waiting at a bus-stop.
Suddenly, she was overcome by a fainting spell. My mother handed me over to a stranger saying, "Aka sambhal." (Take care of him.) And fainted.
Even today, when I see a pregnant woman carrying a baby, I recall my mother at that bus-stop and see myself being carried by my mother. Maybe such a story stirs in me compassion for the weak and helpless. Maybe it is such a story that inspires me to trust complete strangers. For didn't my mother entrust me to the care of a stranger that day? Is that where our values are born?
Trust people, even strangers. Help the weak.
*****
How I miss the lessons my mother learned me?
Next Sunday, in the final and concluding part of this 5-part series on my mother, I shall write about the simple songs my mother sang me, and the great singing my mother learned me.
Your support is my strength.
- Joe.
Pune, Sunday, 17th May 2009.
Sunday, May 10, 2009
Lessons my mother learned me - Parts 2, 3
My dear students, friends and colleagues,
Many of you, and even some relatives, were taken aback by the exclusive and fierce passion with which, according to my description in Part-1 of this memoir, my mother loved and lived the Konkani language.
A few words of background about my mother tongue may put her love for Konkani into perspective for you. Konkani used to be one of the “persecuted” languages. The Portuguese, who ruled Goa ruthlessly for nearly five centuries, proscribed and banned Konkani; they hounded the Konkani-speaking peoples mercilessly.
Soon the sweet and mellifluous language with its song-song intonations and gentle lexicon (recall the great dance and song from the Raj Kapoor film “Bobby”) was driven into hiding, degraded into being uttered by maid-servants, cooks, farmers, labourers and lowly, humble menial folk.
A few wise and learned Gaud Saraswat Brahmins, both Christian and Hindu, who were aware of Konkani’s ancient linguistic heritage, nursed the language in the private secrecy of their personal homes.
Severe persecution (Goans were skinned and flayed alive) and conversions also forced the Konkani-speaking peoples to flee and migrate on a mass scale. This is the beginning of the Konkani Diaspora; still going on, though for entirely different reasons now.
With her sensitive heart, perceptive mind and vast reading, my mother inherited this Konkani legacy and was determined to preserve Konkani, even if it was only in her own family and home.
Our family, the D’cruzes and the Pintos, knows that my mother’s ancestors, mostly with the Rodrigues surname, moved away from the taluka of Pernem, in Bardez, northern Goa, and found refuge and asylum in Mangalore more than two hundred years ago.
The Goan origins on my father’s side are unclear, though there are various unconfirmed hearsays that trace the Pinto line to the region of Cuncoliem, in Salcette, southern Goa.
The Konkani-speaking peoples, scattered throughout the world, were overjoyed when Goa was liberated from the cruel Portuguese colonialists in 1961. Goa became a state in 1987. After a long struggle, Konkani was declared the official language of Goa.
The sweet sing-song Konkani ‘bhas’ could now raise her shy head and walk, freed from official persecution; and out of the suppressive shadow of its sister languages, the dominant and arrogant Marathi, as well as the tolerant and protective Kannada, and come into her own.
*****
This background of persecution, dear reader, is necessary to appreciate why my mother, a teacher who spoke fluent English and an ardent student of history, barred us her children from speaking English at home. She knew that only under her own care, supervision, protection and vigilance; within the four walls of her own home where she reigned supreme with the consent of our father; completely out of reach and insulated from the cruel persecution of the State and the other dominant languages, her own tongue could be nurtured and survive – among her children.
During 1956-63, the lovely and quiet years I spent as a little boy in the railway towns of Jabalpur, Amla, Nagpur, Solapur and Manmad, my mother was able to imbibe in me love for and intimacy with Konkani. She is gone forty years, snatched from us. But ‘her’ Konkani voice abides with me like a holy picture, which even Death cannot steal like a thief in daylight.
I speak Konkani comfortably and with ease even today, because of her diligent ‘home schooling’ till I was 18 years old, and the occasional practice during langourous visits to our relatives in Mangalore. My mother was not, nor can I be, a fanatic supporter of Konkani, come what may.
Like her and my father, I am aware of the innate weaknesses, even among those who claim to be her protectors, for sometimes even ‘the fence may eat the crop’. But I can defend ‘amchi bhas’ from those who seek to confine and arrest her as a dialect of Marathi; or others who look down upon her, because she does not have one unique script.
How come then, you may ask, we studied in English medium schools? Sheer expediency. There were no Konkani medium schools in Mangalore, so my father and mother studied in Kannada medium schools, only later going to English medium colleges, my mother to St Agnes and my father to St Aloysius, both in Mangalore.
My father was working in the Signals & Telecommunication (S & T) Department of the Central Railways. So we were put in English medium schools, initially railway schools and then Jesuit or Convent schools, so that we did not ‘suffer’ when my father got transferred, which could be anywhere and without prior intimation, to a region where the medium of instruction in schools was Marathi or Hindi.
Later, when I got married to Kalpana, a Pune girl whose mother tongue is Marathi, it was natural for me that our daughter Pallavi, like my wife, studied in a Marathi medium school, with ‘semi-English’ for the science subjects. The school is called His Highness Chintamanrao Patwardhan (HHCP) High School for Girls, better known as ‘Huzurpaga’ (‘paga’, a stable, for the horses of ‘huzur’, his highness) located on Laxmi Road, Pune.
*****
Besides an abiding love for Konkani, my mother’s affair with that ancient language (with so many words of its corpus taken directly from Sanskrit) also learned me another lesson: the strong and mighty should protect the weak and meek. Throughout my career as a working journalist and a working editor, I have single-mindedly, openly and proudly championed minority issues. Let me take one example.
Encouraged and supported by my veteran seniors – S.D Wagh, Nalini Gera, Harry David, Taher Shaikh and Y.V. Krishnamurthy – as well as my warm colleagues – Vijay Lele, D. Sanjay, Ashok Gopal, Gouri Agtey-Athale, Usha Somayaji, Huned Contractor, Babu Kalyanpur and Mohan Sinha – in the thriving (till the late 90s) but now defunct Maharashtra Herald, I used to write, edit and rewrite stories as part of our ‘community’ beat, revealing the non-Maharashtrian, non-Marathi-speaking face of Pune.
Since 1983, we unearthed the Malayalis, Kannadigas, Tulus, Telugus, Tamils of south India in the bylanes of Rasta and Somwar Peth; the Bengalis and Oriyas in Khadki; the Gujaratis and Rajasthanis spread across the old city peths; the Hindi-speaking uttar bharatiya ‘biradari’ of Madhya Pradesh, Uttar Pradesh and Bihar; the Punjabis and Sindhis (to whom the Sangtanis and Geras belong).
On this journey of discovering Pune, the spirit of my mother accompanied me, urging me to record the cultural silhouettes of the migrant communities, dig up their early history, their joys and sorrows as various communities arrived, struck roots and settled down … in a foreign land.
Aided by my mother’s love for Konkani culture, I could gain insights into the stirring motivations and driving forces that gave birth to and sustained the various community organisations, associations and clubs, which enrich the ancient city of Pune, providing an opportunity for the majority of Marathi-speaking people an opportunity to learn that India is, in reality, a throbbing and pulsating “unity in diversity”.
I soon realised that, try as they might and would, no religious fanatic or language chauvinist or opportunist manipulator, intoxicated by political ambition and poisoned by the resurgent ideology of a mythical golden past, could dare threaten the strong bonds laid down deep and watered daily by the lively communities, who rightfully and justly may call Pune – their very own.
*****
Yes, my mother loved Konkani ‘exclusively’ when she sensed concrete threats to her existence. But she also loved all the other languages of India and the world ‘inclusively’, when she tasted their sweet literature.
I repeat what I wrote in Part-1 of this memoir. “I see my mother in a kimono dress, sitting by a lighted window with the soft light falling across her face in profile. A book or magazine is in her hands and she is reading, head bent and often glancing around to keep an eye on us, her children. At other times, she is in the kitchen cooking, softly humming to herself some Konkani “cantara” (songs). But mostly she is reading, and sometimes, writing letters.”
So she recognised that her eldest son was, like her, also a passionate lover of the written and printed word and introduced me to the world of the universal imagination.
From among the hundreds of writers, I cite a few:
Russian: Dostevesky, Chekhov, Tolstoy and Pushkin;
Hindi: Munshi Premchand, Bhishma Sahni, Amrita Pritam;
French: Balzac, Maupassant, Victor Hugo, Emile Zola and Voltaire;
Bengali: Rabindranath Tagore;
Americans: Nathaniel Hawthorne, Henry Thoreau, Ralph Waldo Emerson, Robert Frost and Walt Whitman;
Malayali: Vaikom Mohammed Bashir;
. . . and hundreds of other obsessed creatures like herself, story-tellers and weavers of books.
If you scrutinise this partial list, you may spot the defiance and rebellion in the names, their secular and universal feeling for all humans, the longing for peace and compassion for the poor and suffering.
These authors and their writings remain my companions, long after my mother passed away suddenly 40 years ago; but not before placing me gently into their safe laps and clasping their hands.
*****
That’s all for my weekly column, this Sunday. Parts 4 and 5 of this memoir on my mother, Amy Pinto (nee Mary Therese D’Cruz) of Mangalore, Karnataka, will appear on the coming Sundays, 17 and 24 May.
Your support is my strength,
- Joe.
Pune, Sunday, 10 May 2009.
Many of you, and even some relatives, were taken aback by the exclusive and fierce passion with which, according to my description in Part-1 of this memoir, my mother loved and lived the Konkani language.
A few words of background about my mother tongue may put her love for Konkani into perspective for you. Konkani used to be one of the “persecuted” languages. The Portuguese, who ruled Goa ruthlessly for nearly five centuries, proscribed and banned Konkani; they hounded the Konkani-speaking peoples mercilessly.
Soon the sweet and mellifluous language with its song-song intonations and gentle lexicon (recall the great dance and song from the Raj Kapoor film “Bobby”) was driven into hiding, degraded into being uttered by maid-servants, cooks, farmers, labourers and lowly, humble menial folk.
A few wise and learned Gaud Saraswat Brahmins, both Christian and Hindu, who were aware of Konkani’s ancient linguistic heritage, nursed the language in the private secrecy of their personal homes.
Severe persecution (Goans were skinned and flayed alive) and conversions also forced the Konkani-speaking peoples to flee and migrate on a mass scale. This is the beginning of the Konkani Diaspora; still going on, though for entirely different reasons now.
With her sensitive heart, perceptive mind and vast reading, my mother inherited this Konkani legacy and was determined to preserve Konkani, even if it was only in her own family and home.
Our family, the D’cruzes and the Pintos, knows that my mother’s ancestors, mostly with the Rodrigues surname, moved away from the taluka of Pernem, in Bardez, northern Goa, and found refuge and asylum in Mangalore more than two hundred years ago.
The Goan origins on my father’s side are unclear, though there are various unconfirmed hearsays that trace the Pinto line to the region of Cuncoliem, in Salcette, southern Goa.
The Konkani-speaking peoples, scattered throughout the world, were overjoyed when Goa was liberated from the cruel Portuguese colonialists in 1961. Goa became a state in 1987. After a long struggle, Konkani was declared the official language of Goa.
The sweet sing-song Konkani ‘bhas’ could now raise her shy head and walk, freed from official persecution; and out of the suppressive shadow of its sister languages, the dominant and arrogant Marathi, as well as the tolerant and protective Kannada, and come into her own.
*****
This background of persecution, dear reader, is necessary to appreciate why my mother, a teacher who spoke fluent English and an ardent student of history, barred us her children from speaking English at home. She knew that only under her own care, supervision, protection and vigilance; within the four walls of her own home where she reigned supreme with the consent of our father; completely out of reach and insulated from the cruel persecution of the State and the other dominant languages, her own tongue could be nurtured and survive – among her children.
During 1956-63, the lovely and quiet years I spent as a little boy in the railway towns of Jabalpur, Amla, Nagpur, Solapur and Manmad, my mother was able to imbibe in me love for and intimacy with Konkani. She is gone forty years, snatched from us. But ‘her’ Konkani voice abides with me like a holy picture, which even Death cannot steal like a thief in daylight.
I speak Konkani comfortably and with ease even today, because of her diligent ‘home schooling’ till I was 18 years old, and the occasional practice during langourous visits to our relatives in Mangalore. My mother was not, nor can I be, a fanatic supporter of Konkani, come what may.
Like her and my father, I am aware of the innate weaknesses, even among those who claim to be her protectors, for sometimes even ‘the fence may eat the crop’. But I can defend ‘amchi bhas’ from those who seek to confine and arrest her as a dialect of Marathi; or others who look down upon her, because she does not have one unique script.
How come then, you may ask, we studied in English medium schools? Sheer expediency. There were no Konkani medium schools in Mangalore, so my father and mother studied in Kannada medium schools, only later going to English medium colleges, my mother to St Agnes and my father to St Aloysius, both in Mangalore.
My father was working in the Signals & Telecommunication (S & T) Department of the Central Railways. So we were put in English medium schools, initially railway schools and then Jesuit or Convent schools, so that we did not ‘suffer’ when my father got transferred, which could be anywhere and without prior intimation, to a region where the medium of instruction in schools was Marathi or Hindi.
Later, when I got married to Kalpana, a Pune girl whose mother tongue is Marathi, it was natural for me that our daughter Pallavi, like my wife, studied in a Marathi medium school, with ‘semi-English’ for the science subjects. The school is called His Highness Chintamanrao Patwardhan (HHCP) High School for Girls, better known as ‘Huzurpaga’ (‘paga’, a stable, for the horses of ‘huzur’, his highness) located on Laxmi Road, Pune.
*****
Besides an abiding love for Konkani, my mother’s affair with that ancient language (with so many words of its corpus taken directly from Sanskrit) also learned me another lesson: the strong and mighty should protect the weak and meek. Throughout my career as a working journalist and a working editor, I have single-mindedly, openly and proudly championed minority issues. Let me take one example.
Encouraged and supported by my veteran seniors – S.D Wagh, Nalini Gera, Harry David, Taher Shaikh and Y.V. Krishnamurthy – as well as my warm colleagues – Vijay Lele, D. Sanjay, Ashok Gopal, Gouri Agtey-Athale, Usha Somayaji, Huned Contractor, Babu Kalyanpur and Mohan Sinha – in the thriving (till the late 90s) but now defunct Maharashtra Herald, I used to write, edit and rewrite stories as part of our ‘community’ beat, revealing the non-Maharashtrian, non-Marathi-speaking face of Pune.
Since 1983, we unearthed the Malayalis, Kannadigas, Tulus, Telugus, Tamils of south India in the bylanes of Rasta and Somwar Peth; the Bengalis and Oriyas in Khadki; the Gujaratis and Rajasthanis spread across the old city peths; the Hindi-speaking uttar bharatiya ‘biradari’ of Madhya Pradesh, Uttar Pradesh and Bihar; the Punjabis and Sindhis (to whom the Sangtanis and Geras belong).
On this journey of discovering Pune, the spirit of my mother accompanied me, urging me to record the cultural silhouettes of the migrant communities, dig up their early history, their joys and sorrows as various communities arrived, struck roots and settled down … in a foreign land.
Aided by my mother’s love for Konkani culture, I could gain insights into the stirring motivations and driving forces that gave birth to and sustained the various community organisations, associations and clubs, which enrich the ancient city of Pune, providing an opportunity for the majority of Marathi-speaking people an opportunity to learn that India is, in reality, a throbbing and pulsating “unity in diversity”.
I soon realised that, try as they might and would, no religious fanatic or language chauvinist or opportunist manipulator, intoxicated by political ambition and poisoned by the resurgent ideology of a mythical golden past, could dare threaten the strong bonds laid down deep and watered daily by the lively communities, who rightfully and justly may call Pune – their very own.
*****
Yes, my mother loved Konkani ‘exclusively’ when she sensed concrete threats to her existence. But she also loved all the other languages of India and the world ‘inclusively’, when she tasted their sweet literature.
I repeat what I wrote in Part-1 of this memoir. “I see my mother in a kimono dress, sitting by a lighted window with the soft light falling across her face in profile. A book or magazine is in her hands and she is reading, head bent and often glancing around to keep an eye on us, her children. At other times, she is in the kitchen cooking, softly humming to herself some Konkani “cantara” (songs). But mostly she is reading, and sometimes, writing letters.”
So she recognised that her eldest son was, like her, also a passionate lover of the written and printed word and introduced me to the world of the universal imagination.
From among the hundreds of writers, I cite a few:
Russian: Dostevesky, Chekhov, Tolstoy and Pushkin;
Hindi: Munshi Premchand, Bhishma Sahni, Amrita Pritam;
French: Balzac, Maupassant, Victor Hugo, Emile Zola and Voltaire;
Bengali: Rabindranath Tagore;
Americans: Nathaniel Hawthorne, Henry Thoreau, Ralph Waldo Emerson, Robert Frost and Walt Whitman;
Malayali: Vaikom Mohammed Bashir;
. . . and hundreds of other obsessed creatures like herself, story-tellers and weavers of books.
If you scrutinise this partial list, you may spot the defiance and rebellion in the names, their secular and universal feeling for all humans, the longing for peace and compassion for the poor and suffering.
These authors and their writings remain my companions, long after my mother passed away suddenly 40 years ago; but not before placing me gently into their safe laps and clasping their hands.
*****
That’s all for my weekly column, this Sunday. Parts 4 and 5 of this memoir on my mother, Amy Pinto (nee Mary Therese D’Cruz) of Mangalore, Karnataka, will appear on the coming Sundays, 17 and 24 May.
Your support is my strength,
- Joe.
Pune, Sunday, 10 May 2009.
Sunday, April 19, 2009
My father-in-law, the public intellectual
My dear students, friends and colleagues,
Thank you all for your warm and uplifting responses and comments to the tribute I paid to my father-in-law. Today, Sunday, 19 April, the late Prof. K.L. Joshi’s family held a condolence meeting at his residence, where members of the family and two of his specially-invited friends paid respects to his dear memory.
Listening to the many who silently wept or wiped away tears, as a few spoke about him, I could sense the enormous impact this simple man had made by the example of his own life to so many lives in so many different ways.
A cousin brother, who was brought up by Prof Joshi, recalled a small incident of how he got one whole rupee to go for a picnic. A cousin sister remembered how carefully Prof Joshi calculated household expenses. Prof Joshi had sent his three cousins (including her) along with their mother, for a one-month holiday to their native place, Anjarle on the Konkan coast. But he warned them that they would have to stay put with life in a village, though they were used to the comforts of Pune, and that they could not, for any reason whatsoever, return before one month had elapsed -- because the Rs 90, the travel fare, was all that he could afford to give them and that the return fare would be paid by their "mama" (maternal uncle).
But it was one of Prof Joshi’s two friends, Prof Shirolkar, who touched me most deeply and profoundly by his narration of the pervasive ideological influence that Prof Joshi exercised on him and others. You will recall I had described my father-in-law as a “public intellectual.” But I could not have known then how accurate I was in my estimation.
Prof. Shirolkar told the gathered family that Prof Joshi was a confidant and guide to eminent political leaders in Maharashtra like Mohan Dharia and N.D. Patil; that the engineering teachers in Pune consulted Prof Joshi regularly regarding their organisational issues; that even as a student leader in the pre-independence days, "K.L." would be concerned about what his friends were reading; that even today he recalled how Prof Joshi gave him a copy of “What is Marxism?” by Emile Burns. Another cousin sister recalled that Prof Joshi gave her a copy of Shyamchi Aai (Shyam's Mother) by Sane Guruji as "bhau-beej" on Raksha Bandhan as a token of his brotherly love.
Not surprising then, that with my own unabashed love for ideology, I should be drawn to this gentle and warm father-in-law of mine! His children and relatives recalled how he practised what he preached and his favourite line, "I say what I mean, and I mean what I say."
You will be glad to know that the reminiscences by his family members and friends were so many, so varied and so detailed in their description, that the project to publish a biography of Prof K.L. Joshi is sure to become a reality.
There is one category of comment that I would like to address. Should I have been so open and candid and honest in this personal memoir about my private relationship with my father-in-law on the public platform of the Internet blog? Some felt I was needlessly submitting to public scrutiny and judgment the story of my relationship that should have been restricted to a small family or friend circle.
I prefer to believe I was correct in what I did; that is why I have continued my memoir in the same vein. I would like to listen to your views too.
That’s all, this Sunday.
Your support is my strength,
- Joe.
Pune, Sunday, 19 April 2009.
Thank you all for your warm and uplifting responses and comments to the tribute I paid to my father-in-law. Today, Sunday, 19 April, the late Prof. K.L. Joshi’s family held a condolence meeting at his residence, where members of the family and two of his specially-invited friends paid respects to his dear memory.
Listening to the many who silently wept or wiped away tears, as a few spoke about him, I could sense the enormous impact this simple man had made by the example of his own life to so many lives in so many different ways.
A cousin brother, who was brought up by Prof Joshi, recalled a small incident of how he got one whole rupee to go for a picnic. A cousin sister remembered how carefully Prof Joshi calculated household expenses. Prof Joshi had sent his three cousins (including her) along with their mother, for a one-month holiday to their native place, Anjarle on the Konkan coast. But he warned them that they would have to stay put with life in a village, though they were used to the comforts of Pune, and that they could not, for any reason whatsoever, return before one month had elapsed -- because the Rs 90, the travel fare, was all that he could afford to give them and that the return fare would be paid by their "mama" (maternal uncle).
But it was one of Prof Joshi’s two friends, Prof Shirolkar, who touched me most deeply and profoundly by his narration of the pervasive ideological influence that Prof Joshi exercised on him and others. You will recall I had described my father-in-law as a “public intellectual.” But I could not have known then how accurate I was in my estimation.
Prof. Shirolkar told the gathered family that Prof Joshi was a confidant and guide to eminent political leaders in Maharashtra like Mohan Dharia and N.D. Patil; that the engineering teachers in Pune consulted Prof Joshi regularly regarding their organisational issues; that even as a student leader in the pre-independence days, "K.L." would be concerned about what his friends were reading; that even today he recalled how Prof Joshi gave him a copy of “What is Marxism?” by Emile Burns. Another cousin sister recalled that Prof Joshi gave her a copy of Shyamchi Aai (Shyam's Mother) by Sane Guruji as "bhau-beej" on Raksha Bandhan as a token of his brotherly love.
Not surprising then, that with my own unabashed love for ideology, I should be drawn to this gentle and warm father-in-law of mine! His children and relatives recalled how he practised what he preached and his favourite line, "I say what I mean, and I mean what I say."
You will be glad to know that the reminiscences by his family members and friends were so many, so varied and so detailed in their description, that the project to publish a biography of Prof K.L. Joshi is sure to become a reality.
There is one category of comment that I would like to address. Should I have been so open and candid and honest in this personal memoir about my private relationship with my father-in-law on the public platform of the Internet blog? Some felt I was needlessly submitting to public scrutiny and judgment the story of my relationship that should have been restricted to a small family or friend circle.
I prefer to believe I was correct in what I did; that is why I have continued my memoir in the same vein. I would like to listen to your views too.
That’s all, this Sunday.
Your support is my strength,
- Joe.
Pune, Sunday, 19 April 2009.
Sunday, April 5, 2009
How Alistair Cooke describes “Six Men”
My dear students, friends, colleagues,
Description is an attitude and technique that is losing ground. Under pressure from news that is "breaking" 24 hours on TV, Indian newspaper editors delude themselves, "Which readers want to read stale reports the next morning.?"
So they abandon the report, filled with crisp facts (checked and re-verified) as well as precise description (based on accurate observation). Instead, opinionated features -- a hotch-potch of news, analysis, photographs and computer graphics, wallowing in the slush of wishy adjectives and slime of washy adverbs -- tell the readers what to think.
I have resisted this silly tide and consistently risen to the defence of the old-fashioned report and the tribe of reporters, who are likely to becoming an endangered species of journalist.
Alistair Cooke belongs to that “good and great” tradition of British journalists, who excelled at facts and description. Born in 1908 and settling down in America in 1937, a few years after the Great Depression and a few years before World War II, Alistair Cooke broadcast his “Letter from America” over the BBC for 58 years. Cooke died in 2004 at the age of 95.
In this column, I reproduce an extract from his book, “Six Men” (Bodley Head, 1977), in which Cooke wrote “character studies” of six men. To illustrate my point about the need for description, my extract is of Cooke’s meeting with H.L. Mencken (page 96 of the 1980 Penguin paperback edition):
“I met him first in the back room of Schellhase’s restaurant and when I arrived he was sitting there behind a stein of beer with A.D. Emart of the Baltimore Sunpapers. For some reason, having to do with my preconception of a scourge calling sinners to repentance, I suppose I expected to see a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters. But he was no more conspicuous than any local shopkeeper.”
In this paragraph, please note Cooke’s three sketches of Mencken: his preconception of “a scourge calling sinners to repentance” and expectation to see “a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters”, dispelled by the reality of a man “no more conspicuous than any local shopkeeper.” Cooke continues to observe meticulously:
“What I saw was a small man so short in the thighs that when he stood up he seemed smaller than when he was sitting down. He had a plum pudding of a body and a square head stuck on it with no intervening neck. His brown hair was parted exactly in the middle, and the two cowlicks touched his eyebrows.
“He had very light blue eyes small enough to show the whites above the irises; which gave him the earnestness of a gas jet when he talked, an air of resigned incredulity when he listened, and a merry acceptance of the human race and all its foibles when he grinned.
“He was dressed like the owner of a country hardware store. (On ceremonial occasions, I saw later, he dressed like a plumber got up for church.) For all his seeming squatness, his movements were precise and his hands in particular were small and sinewy.”
Within 232 words, Cooke describes “the private face of a most public man whom few people could stop to look at for the fire and smoke of his old reputation of a scourge calling sinners to repentance”.
We are lucky there was no TV in Mencken's "under-whelming" days, or else a free-marketeering editor would have chopped off Cooke's description, arguing that a few close-up camera shots had already caught Mencken on the small screen in an interview the previous day!!!
The 207-page paperback “Six Men” has Cooke's memoirs on:
1. Charles Chaplin – The One and Only
2. King Edward VIII – The Golden Boy
3. H.L. Mencken – The Public and the Private Face
4. Humphrey Bogart – Epitaph for a Tough Guy
5. Adlai Stevenson – The Failed Saint
6. Bertrand Russell – The Lord of Reason.
I urge you to grab anything by Alistair Cooke that you can lay your hands, eyes or ears on.
Please comment on this post, before you proceed to the rest of my column.
Description is an attitude and technique that is losing ground. Under pressure from news that is "breaking" 24 hours on TV, Indian newspaper editors delude themselves, "Which readers want to read stale reports the next morning.?"
So they abandon the report, filled with crisp facts (checked and re-verified) as well as precise description (based on accurate observation). Instead, opinionated features -- a hotch-potch of news, analysis, photographs and computer graphics, wallowing in the slush of wishy adjectives and slime of washy adverbs -- tell the readers what to think.
I have resisted this silly tide and consistently risen to the defence of the old-fashioned report and the tribe of reporters, who are likely to becoming an endangered species of journalist.
Alistair Cooke belongs to that “good and great” tradition of British journalists, who excelled at facts and description. Born in 1908 and settling down in America in 1937, a few years after the Great Depression and a few years before World War II, Alistair Cooke broadcast his “Letter from America” over the BBC for 58 years. Cooke died in 2004 at the age of 95.
In this column, I reproduce an extract from his book, “Six Men” (Bodley Head, 1977), in which Cooke wrote “character studies” of six men. To illustrate my point about the need for description, my extract is of Cooke’s meeting with H.L. Mencken (page 96 of the 1980 Penguin paperback edition):
“I met him first in the back room of Schellhase’s restaurant and when I arrived he was sitting there behind a stein of beer with A.D. Emart of the Baltimore Sunpapers. For some reason, having to do with my preconception of a scourge calling sinners to repentance, I suppose I expected to see a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters. But he was no more conspicuous than any local shopkeeper.”
In this paragraph, please note Cooke’s three sketches of Mencken: his preconception of “a scourge calling sinners to repentance” and expectation to see “a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters”, dispelled by the reality of a man “no more conspicuous than any local shopkeeper.” Cooke continues to observe meticulously:
“What I saw was a small man so short in the thighs that when he stood up he seemed smaller than when he was sitting down. He had a plum pudding of a body and a square head stuck on it with no intervening neck. His brown hair was parted exactly in the middle, and the two cowlicks touched his eyebrows.
“He had very light blue eyes small enough to show the whites above the irises; which gave him the earnestness of a gas jet when he talked, an air of resigned incredulity when he listened, and a merry acceptance of the human race and all its foibles when he grinned.
“He was dressed like the owner of a country hardware store. (On ceremonial occasions, I saw later, he dressed like a plumber got up for church.) For all his seeming squatness, his movements were precise and his hands in particular were small and sinewy.”
Within 232 words, Cooke describes “the private face of a most public man whom few people could stop to look at for the fire and smoke of his old reputation of a scourge calling sinners to repentance”.
We are lucky there was no TV in Mencken's "under-whelming" days, or else a free-marketeering editor would have chopped off Cooke's description, arguing that a few close-up camera shots had already caught Mencken on the small screen in an interview the previous day!!!
The 207-page paperback “Six Men” has Cooke's memoirs on:
1. Charles Chaplin – The One and Only
2. King Edward VIII – The Golden Boy
3. H.L. Mencken – The Public and the Private Face
4. Humphrey Bogart – Epitaph for a Tough Guy
5. Adlai Stevenson – The Failed Saint
6. Bertrand Russell – The Lord of Reason.
I urge you to grab anything by Alistair Cooke that you can lay your hands, eyes or ears on.
Please comment on this post, before you proceed to the rest of my column.
Saturday, March 21, 2009
"Shun the fashionable; always be in style."
My dear students,
Thank you for the overall response to my blog so far. Besides your usual praise that never fails to draw out gratitude from deep inside me, as an affectionate teacher or loving friend and colleague, I am happy to notice the points each of you have singled out for mention in your comments.
Most of you have, however, chosen to comment to me directly on my personal account. And so have, deliberately or unknowingly, deprived the others of listening to your voices! Where-ever possible, I have taken the liberty to cut and paste the relevant portions and posted them as your comments to my post, but under my name.
Henceforth, I have decided to post a regular column every week. I shall post it on Sunday, so that you may read it "araam-se" during the week.
Here is an outline of the contents that I propose to cover:
1. An element of editing. (This post has the long-delayed piece on cliches).
2. Comments in passing about what I have been reading and thinking.
3. Elaborating upon the title of the blog - Against the Tide.
4. Bits about books or blogs I've read or you ought to read.
5. A think-piece - listening to the blowing wind or falling rain.
6. A tail-piece, in the style of the old-fashioned column.
Why am I adopting this format? Because I have tired of having to alert you about my posts. I shall, however, persist in alerting each of you who are so kind to comment on my blog or email me.
So here goes.
*****
Cliches: "Shun the fashionable; always be in style."
Cliches are over-used or stereo-typed or stock-in-trade fragments, expressions, phrases, idioms, or sometimes even entire sentences. Lately, examples of entire intros and paragraphs have also emerged as clichés. Video journalists, desperate to create an identity for themselves that is distinct from plain ordinary journalists, are particularly susceptible to cliches.
Five months ago, on 23 October 2008, Gauri Gharpure from the batch of 2007, Department of Journalism and Communication, University of Pune, was the first to ask me about “over-used cliches that can be done away with”.
To say over-used cliches is a redundancy, Gauri, like free gift or brutal murder. I’ll take up redundancy, another media affliction, in a later post. But here I will address the unrecognised need to avoid clichés “like the plague” (itself a cliché).
By the way, read Gauri in her thoughtful blog called “Life Rules”. I was inspired to start “Against the Tide” after I read her blog. I said to myself, “If Gauri can do it, why can’t I?” (cliché) So here I am blogging away “to glory” (cliché).
“At the outset” (cliché), I have unearthed the evergreen Eric Partridge for you, my dear students, because his book, “A Dictionary of Cliches” (first published by Routledge & Kegan Paul in 1940, the fifth edition came out in 1978) is a classic in the field of writing clearly.
Most of the authority with which we claim to speak on clichés can be traced to Eric Partridge (1894-1979), the New Zealand lexicographer who settled in England. I have also picked samples of cliches from my own careful reading of how we (journalists and readers) write daily in India.
By slipping or “sinning gracelessly” into a cliché, like Eric Partridge confesses, we mindlessly repeat the evidence that we are “slack and lazy” in our attitude to speech and writing and that we do not care to speak or write in a “fresh and vigorous” way.
This is THE crime writers and reporters commit when they use a cliché or sub-editors commit when they let a cliché escape their scrutiny as gate-keepers.
*****
Some examples follow that I have culled from books and the papers.
“Generally speaking” (cliché) may be dropped from the start of a sentence, without loss. And “last but not the least” (cliché) may be omitted, as we reach the end of our say. Try it.
The ISRO journey of Chandrayaan-1 to the Moon had its “fair share” (cliché) of tired expressions. Each exploit of the moon spacecraft became the “defining moment”(cliche) in the Indian space programme. Where has the serviceable “milestone” gone?
The corporate world has borrowed “milestone” from the surveying, mapping and road engineers and used it to hype company profiles. But we, journalists, have abandoned “milestone” which is used and understood by ordinary people. Reclaim the milestone – like the pink chaddis are out to reclaim the night from male bullies.
The adverb “most arguably” (cliché) in its superlative form is one of the most abused. An expression like “the mother of all …” (cliché) has become the mother of all clichés. Widely used by western journalists to describe the war against Saddam’s Iraq: “the mother of all battles”, this mother cliché has caught on. All you have to do is fill in the blanks and, unlike the "motherless child" of Stevie Wonder, "lo and behold" (cliche) we have another still-born cliche.
Another all-time cliche from Partridge: “In this day and age” or “at this point in time” becomes simply “at present” or “nowadays” or “now”. A company has the catch-line, “Know. Now.” below their logo and another says, “Make the most of now”.
Cliches from Associated Press Guide to News Writing have also been collected by Rene J. Cappon. Click here. From this list pick out the cliches that you are most likely to abuse as youwrite. And then, "Avoid them, like the plague".
*****
Robert M. Knight in his masterly “The Craft of Clarity: A Journalistic Approach to Good Writing” (Blackwell, U.K.; Surjeet Publications, First Indian Reprint, 2003, Rs. 150/-) calls an entire chapter, “On Being Original”. Fifteen pages with lots of examples, all from American English, but useful; and some exercises with suggested rewrites; also a list of seven reference books. Add Partridge to that list.
I reproduce a warning from Roscoe Born taken from “The Suspended Sentence: A Guide for Writers” (Ames: Iowa State University Press, 1986):
“The cliché factory works around the clock. A writer with any pride – and there are no real writers without it – will brace himself constantly against some other writer’s trick phrase or odd use of a familiar word. A phrase that a writer admires may, indeed, be worthy, but he must resist the temptation to adopt it as his own, first because it would be a shameless theft, and second because a thousand other imitative writers are sure to do the same. That is the way to avoid clichés. And the writer who shuns the fashionable will always be in style."
Knight recommends a test to check if your words or phrases are tired: ask yourself if they have “potential comic value”. He cites an example from “When Words Collide” (see the twist in the title of the book taken from the clichéd “when worlds collide”) by Lauren Kessler and Duncan McDonald, who end their section on clichés thus:
“So, as the sun sinks slowly in the Western Sky, be your own best friend and bid a fond farewell to the tried and true expressions that seem to creep into writing like a thief in the night, robbing it blind of its force.”
I hope this piece meets your expectations, Gauri. Cliches are tired, thread-bare, worn-out words -- better left unsaid.
*****
Restore the editing desk
The description of the title of my blog "Against the Tide" does not and can not adequately express, in such summary jargon, what I mean. In these columns, therefore, I shall take up some aspect of my struggle - against the tide.
Let us discuss how sub-editing is currently being devalued.
Since publishers forcibly eloped with computers, (for it is an unholy alliance), I have chronicled how sub-editing is being devalued. Some big newspapers In India started stealthily by discontinuing the standard practice of having a separate desk that edited copy after the reporters had typed their stories: a chief sub at the head of the U-shaped horseshoe desk is today an endangered species.
The owners of daily newspapers cut the desk, NOT because they wanted to devalue editing but because, like mean Scrooges, they wanted an excuse to save money by reducing the number of subs and "encouraging" reporters to sub their own copy!
(Reporters, in any case, have this "war" going with subs. Because reporters have always felt they know how to write and resent the well-meaning efforts of subs to rewrite their copy, they jumped at this chance of getting their creations into print -- without submitting to the mid-wifery of the sub.)
The result is the suffocation of the desk. Clear writing is dying. Readers have begun to notice spelling errors and grammatical mistakes. This is happening not only because the quality of writing has deteriorated in general, but also because owners, owner-editors (a new breed) and managing editors (as opposed to working or writing editors) have conspired to lay down such un-professional rules in printed commodities that are brands, having ceased to be newspapers.
That is why I stand, and I urge my students, colleagues, friends and well-wishers to speak out and stand up "against the tide" that devalues editing. The best reporters and feature-writers will also stand hand-in-hand with the best subs in this struggle to restore the editing desk.
TAIL-PIECE:
My last post referred indirectly to "retirement". Could I have known that a passionate lover of books had actually retired? Please refer to the column "Past and Present" in the Hindu Sunday Magazine dated 15 March 2009, where Ramchandra Guha writes about the decision of Mr. T.S. Shanbhag, "How to retire" to close the Premier Bookshop after four decades of serving the book-lovers of Bangalore.
*****
The first of these weekly columns has become over-long. I promise to stick to my self-imposed 800-word limit in the next column. Would you like to suggest a name for this weekly column? And maybe design a logo for me? Or suggest topics for the think piece? And questions for me to cogitate?
Please comment here itself on the post, so that all can see what you have to say. Remember: I shall alert only those of you to my posts, who comment here. Even a word or a line will suffice to be eligible.
Your support is my strength.
- Joe.
Pune, Sunday, 22 March 2009.
Thank you for the overall response to my blog so far. Besides your usual praise that never fails to draw out gratitude from deep inside me, as an affectionate teacher or loving friend and colleague, I am happy to notice the points each of you have singled out for mention in your comments.
Most of you have, however, chosen to comment to me directly on my personal
Henceforth, I have decided to post a regular column every week. I shall post it on Sunday, so that you may read it "araam-se" during the week.
Here is an outline of the contents that I propose to cover:
1. An element of editing. (This post has the long-delayed piece on cliches).
2. Comments in passing about what I have been reading and thinking.
3. Elaborating upon the title of the blog - Against the Tide.
4. Bits about books or blogs I've read or you ought to read.
5. A think-piece - listening to the blowing wind or falling rain.
6. A tail-piece, in the style of the old-fashioned column.
Why am I adopting this format? Because I have tired of having to alert you about my posts. I shall, however, persist in alerting each of you who are so kind to comment on my blog or email me.
So here goes.
*****
Cliches: "Shun the fashionable; always be in style."
Cliches are over-used or stereo-typed or stock-in-trade fragments, expressions, phrases, idioms, or sometimes even entire sentences. Lately, examples of entire intros and paragraphs have also emerged as clichés. Video journalists, desperate to create an identity for themselves that is distinct from plain ordinary journalists, are particularly susceptible to cliches.
Five months ago, on 23 October 2008, Gauri Gharpure from the batch of 2007, Department of Journalism and Communication, University of Pune, was the first to ask me about “over-used cliches that can be done away with”.
To say over-used cliches is a redundancy, Gauri, like free gift or brutal murder. I’ll take up redundancy, another media affliction, in a later post. But here I will address the unrecognised need to avoid clichés “like the plague” (itself a cliché).
By the way, read Gauri in her thoughtful blog called “Life Rules”. I was inspired to start “Against the Tide” after I read her blog. I said to myself, “If Gauri can do it, why can’t I?” (cliché) So here I am blogging away “to glory” (cliché).
“At the outset” (cliché), I have unearthed the evergreen Eric Partridge for you, my dear students, because his book, “A Dictionary of Cliches” (first published by Routledge & Kegan Paul in 1940, the fifth edition came out in 1978) is a classic in the field of writing clearly.
Most of the authority with which we claim to speak on clichés can be traced to Eric Partridge (1894-1979), the New Zealand lexicographer who settled in England. I have also picked samples of cliches from my own careful reading of how we (journalists and readers) write daily in India.
By slipping or “sinning gracelessly” into a cliché, like Eric Partridge confesses, we mindlessly repeat the evidence that we are “slack and lazy” in our attitude to speech and writing and that we do not care to speak or write in a “fresh and vigorous” way.
This is THE crime writers and reporters commit when they use a cliché or sub-editors commit when they let a cliché escape their scrutiny as gate-keepers.
*****
Some examples follow that I have culled from books and the papers.
“Generally speaking” (cliché) may be dropped from the start of a sentence, without loss. And “last but not the least” (cliché) may be omitted, as we reach the end of our say. Try it.
The ISRO journey of Chandrayaan-1 to the Moon had its “fair share” (cliché) of tired expressions. Each exploit of the moon spacecraft became the “defining moment”(cliche) in the Indian space programme. Where has the serviceable “milestone” gone?
The corporate world has borrowed “milestone” from the surveying, mapping and road engineers and used it to hype company profiles. But we, journalists, have abandoned “milestone” which is used and understood by ordinary people. Reclaim the milestone – like the pink chaddis are out to reclaim the night from male bullies.
The adverb “most arguably” (cliché) in its superlative form is one of the most abused. An expression like “the mother of all …” (cliché) has become the mother of all clichés. Widely used by western journalists to describe the war against Saddam’s Iraq: “the mother of all battles”, this mother cliché has caught on. All you have to do is fill in the blanks and, unlike the "motherless child" of Stevie Wonder, "lo and behold" (cliche) we have another still-born cliche.
Another all-time cliche from Partridge: “In this day and age” or “at this point in time” becomes simply “at present” or “nowadays” or “now”. A company has the catch-line, “Know. Now.” below their logo and another says, “Make the most of now”.
Cliches from Associated Press Guide to News Writing have also been collected by Rene J. Cappon. Click here. From this list pick out the cliches that you are most likely to abuse as youwrite. And then, "Avoid them, like the plague".
*****
Robert M. Knight in his masterly “The Craft of Clarity: A Journalistic Approach to Good Writing” (Blackwell, U.K.; Surjeet Publications, First Indian Reprint, 2003, Rs. 150/-) calls an entire chapter, “On Being Original”. Fifteen pages with lots of examples, all from American English, but useful; and some exercises with suggested rewrites; also a list of seven reference books. Add Partridge to that list.
I reproduce a warning from Roscoe Born taken from “The Suspended Sentence: A Guide for Writers” (Ames: Iowa State University Press, 1986):
“The cliché factory works around the clock. A writer with any pride – and there are no real writers without it – will brace himself constantly against some other writer’s trick phrase or odd use of a familiar word. A phrase that a writer admires may, indeed, be worthy, but he must resist the temptation to adopt it as his own, first because it would be a shameless theft, and second because a thousand other imitative writers are sure to do the same. That is the way to avoid clichés. And the writer who shuns the fashionable will always be in style."
Knight recommends a test to check if your words or phrases are tired: ask yourself if they have “potential comic value”. He cites an example from “When Words Collide” (see the twist in the title of the book taken from the clichéd “when worlds collide”) by Lauren Kessler and Duncan McDonald, who end their section on clichés thus:
“So, as the sun sinks slowly in the Western Sky, be your own best friend and bid a fond farewell to the tried and true expressions that seem to creep into writing like a thief in the night, robbing it blind of its force.”
I hope this piece meets your expectations, Gauri. Cliches are tired, thread-bare, worn-out words -- better left unsaid.
*****
Restore the editing desk
The description of the title of my blog "Against the Tide" does not and can not adequately express, in such summary jargon, what I mean. In these columns, therefore, I shall take up some aspect of my struggle - against the tide.
Let us discuss how sub-editing is currently being devalued.
Since publishers forcibly eloped with computers, (for it is an unholy alliance), I have chronicled how sub-editing is being devalued. Some big newspapers In India started stealthily by discontinuing the standard practice of having a separate desk that edited copy after the reporters had typed their stories: a chief sub at the head of the U-shaped horseshoe desk is today an endangered species.
The owners of daily newspapers cut the desk, NOT because they wanted to devalue editing but because, like mean Scrooges, they wanted an excuse to save money by reducing the number of subs and "encouraging" reporters to sub their own copy!
(Reporters, in any case, have this "war" going with subs. Because reporters have always felt they know how to write and resent the well-meaning efforts of subs to rewrite their copy, they jumped at this chance of getting their creations into print -- without submitting to the mid-wifery of the sub.)
The result is the suffocation of the desk. Clear writing is dying. Readers have begun to notice spelling errors and grammatical mistakes. This is happening not only because the quality of writing has deteriorated in general, but also because owners, owner-editors (a new breed) and managing editors (as opposed to working or writing editors) have conspired to lay down such un-professional rules in printed commodities that are brands, having ceased to be newspapers.
That is why I stand, and I urge my students, colleagues, friends and well-wishers to speak out and stand up "against the tide" that devalues editing. The best reporters and feature-writers will also stand hand-in-hand with the best subs in this struggle to restore the editing desk.
TAIL-PIECE:
My last post referred indirectly to "retirement". Could I have known that a passionate lover of books had actually retired? Please refer to the column "Past and Present" in the Hindu Sunday Magazine dated 15 March 2009, where Ramchandra Guha writes about the decision of Mr. T.S. Shanbhag, "How to retire" to close the Premier Bookshop after four decades of serving the book-lovers of Bangalore.
*****
The first of these weekly columns has become over-long. I promise to stick to my self-imposed 800-word limit in the next column. Would you like to suggest a name for this weekly column? And maybe design a logo for me? Or suggest topics for the think piece? And questions for me to cogitate?
Please comment here itself on the post, so that all can see what you have to say. Remember: I shall alert only those of you to my posts, who comment here. Even a word or a line will suffice to be eligible.
Your support is my strength.
- Joe.
Pune, Sunday, 22 March 2009.
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