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 teacher. Show all posts
Showing posts with label teacher. Show all posts
Sunday, October 4, 2009
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.
Stand up and be counted ...
A judgement of the Delhi High Court thrilled me -- no end.
I remembered with love and affection my dear friend from the 1970s, Askok Row Kavi of Mumbai, a bold journalist and daring editor for his pioneering magazine, Bombay Dost. I have supported the struggle Bombay Dost put up "against the tide" for all humans with a different sexuality.
In my classes, since 1987 in Pune, my students have learned to respect, promote and support various "minority" issues: the beautiful, special and different peoples and causes of our world. One of the reasons why I gave my blog the title, "Against the Tide" is to highlight "minority" issues and the resistance put up by minority groups and peoples.
For example, I have been asking some of my best students, who care deeply about stray dogs, to write about the persecution these street animals face from otherwise sane and respectable citizens.
Though we had pet dogs at home when we were children in Solapur and Manmad, my mother cared deeply about strays. In a quiet moment she would take me aside and warn me that, if I did not care deeply for and sustain my mother tongue, Konkani, this beautiful and ancient language could be annihilated like the stray dogs of this world.
Other issues are strictly not minority issues, but need to be taken up "as if" they affected a minority. For example in Pune, can you imagine that citizens have to campaign for pavements to walk upon? The rights of pedestrians are being neglected in Pune, while civic authorities are creating a city that is friendly for two-wheelers and cars.
Most citizens have to walk at some time or the other; so apparently pedestrian rights seem to concern the majority. But since the "right to walk safely" is being trampled upon, protecting pedestrian rights becomes a minority issue.
Lovers of trees, open spaces, gardens, the hill slopes, small water bodies, rivers, also have to be constantly vigilant. Trees, gardens and open spaces, that cannot protect themselves, are under threat.
My friend, Vinita Deshmukh, who edits the small but courageous weekly newspaper, Intelligent Pune, would say the Right to Information (RTI) law is also a key minority issue that needs to be stoutly defended, considering how even Prime Minister Manmohan Singh wants to scuttle this pro-people legislation by making “notings” by bureaucrats exempt from its purview.
We each can and ought to pick our own minority issue to campaign for. This is what makes us a democratic society, where citizens participate in governance and not merely vote in elections.
Your support is my strength,
- Joe.
Pune, India, Sunday, 12th July 2009.
I remembered with love and affection my dear friend from the 1970s, Askok Row Kavi of Mumbai, a bold journalist and daring editor for his pioneering magazine, Bombay Dost. I have supported the struggle Bombay Dost put up "against the tide" for all humans with a different sexuality.
In my classes, since 1987 in Pune, my students have learned to respect, promote and support various "minority" issues: the beautiful, special and different peoples and causes of our world. One of the reasons why I gave my blog the title, "Against the Tide" is to highlight "minority" issues and the resistance put up by minority groups and peoples.
For example, I have been asking some of my best students, who care deeply about stray dogs, to write about the persecution these street animals face from otherwise sane and respectable citizens.
Though we had pet dogs at home when we were children in Solapur and Manmad, my mother cared deeply about strays. In a quiet moment she would take me aside and warn me that, if I did not care deeply for and sustain my mother tongue, Konkani, this beautiful and ancient language could be annihilated like the stray dogs of this world.
Other issues are strictly not minority issues, but need to be taken up "as if" they affected a minority. For example in Pune, can you imagine that citizens have to campaign for pavements to walk upon? The rights of pedestrians are being neglected in Pune, while civic authorities are creating a city that is friendly for two-wheelers and cars.
Most citizens have to walk at some time or the other; so apparently pedestrian rights seem to concern the majority. But since the "right to walk safely" is being trampled upon, protecting pedestrian rights becomes a minority issue.
Lovers of trees, open spaces, gardens, the hill slopes, small water bodies, rivers, also have to be constantly vigilant. Trees, gardens and open spaces, that cannot protect themselves, are under threat.
My friend, Vinita Deshmukh, who edits the small but courageous weekly newspaper, Intelligent Pune, would say the Right to Information (RTI) law is also a key minority issue that needs to be stoutly defended, considering how even Prime Minister Manmohan Singh wants to scuttle this pro-people legislation by making “notings” by bureaucrats exempt from its purview.
We each can and ought to pick our own minority issue to campaign for. This is what makes us a democratic society, where citizens participate in governance and not merely vote in elections.
Your support is my strength,
- Joe.
Pune, India, Sunday, 12th July 2009.
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.
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.
Wednesday, March 4, 2009
Along the line, at railway gate No. 58
My dear students, friends, colleagues and well-wishers,
Today, 5 March 2009, I complete 58 years. Along the railway line of my life, I stand at railway gate No. 58. For all these years coming freely to me, I am grateful to my mother, the late Amy, and my father, the late Denis, and to our Mother Earth, for whom I know I have not cared enough, when I look at the way I selfishly care for my family, students, friends and work colleagues.
I am also playing my second innings now. For this, I am thankful to modern medicine, the Pune Heart Brigade (phone 1050), my wife Kalpana and daughter Pallavi, neighbours, friends and my brother-in-law Rajeev, who rushed me to hospital. Having survived my heart attack of 2 September 2006, unlike so many of my good friends and relatives, life is new and always fresh.
Sometime back Kajal Iyer tagged me, asking to know 25 random things about me. I took part for fun. But I am now going to rewrite the FB note I made then, and edit that list to write up this auto-sketch – at railway gate No. 58.
*****
Why at railway gate No. 58? Simply because I am the eldest son of a railwayman, who used to get transferred from place to place. So I know what it is be on the move like a gypsy. And therefore I can appreciate settling down and setting down roots. What would I give in exchange for all the money in the world? A chance to meet even one of my school-mates from that “lost childhood” when I was a little boy in the small railway towns of Jabalpur and Nagpur (1956-57), Solapur (1957-58) and Manmad (1958-61).
As I recall that journey, let me honour my mother, one of India’s greatest playback singers, hailed in the late 1940s as the “Lata Mangeshkar of the Konkani stage” – Amy Pinto, nee Mary Therese D'Cruz (1925-69). I’m older now than her then by 14 years; she died at the age of 44. Nearing 40 years since she died, yet she sings within my heart.
Confined to the four walls of our home, she taught us, her children – her Class of Three; after 1962, it was a Class of Four. I used to be a great one for gathering piles of books as prizes in school, till my mother learned me the lesson, “If you can, compete – with yourself”.
Also let me shower flowers on the fair name of my father, Denis John Pinto (1923-2001), an upright and God-fearing man, who put up with endless pain, suffering and deprivation because … “Honesty is the best policy”. The other person as equally upright is my father-in-law, Prof. K.L. Joshi (born 1922).
*****
When I was in my early 20s and the hippies wore flowers in San Fransisco, I used to have long hair up to my shoulders; later I grew a beard. This was the result of the world-wide protests against the unjust war in Vietnam and the Campaign for Nuclear Disarmament (CND), a part of my growing-up years in school and college – a deep and permanent influence. Also let me mention the dearly-held musical relics, including the Beatles, Led Zeppelin, Pink Floyd, Bob Dylan, Joan Baez, Pete Seeger.
I can’t remember the day when I was not in love – with words. So my first crush was virtual, even before the Personal Computer – Agnes – appearing on the pages of the Charles Dickens novel, “David Copperfield”. Now the love in my life, after my love-marriage wife Kalpana, is my daughter J.K. Pallavi. I remember the three years in the cold and wet of Leeds, Yorkshire, England, taking care of her in a back-to-back basement when she was barely three, while my wife did her Ph.D. (And what of my friends, without whom I could have not known that friendship can match up to love?)
I have spent years, off and on, in Mumbai. First as a little boy in the mid-1950s; then in school, college, etc. (1961-73); again after the Emergency (1977-82). What do I miss about Mumbai (I shan’t call it Bombay as the imperial English did)? The trundling trams, when I was a little boy; uncrowded local trains and red BEST buses on a Sunday morning; the common crows, sparrows, mynahs; the great struggle of the textile workers against the robber mill-owners; red flags in a worker morcha at Azad Maidan; the heady mix of faces and tongues from all over India; the discipline on the roads. Above all, the entwined couples clasping hands in municipal gardens ...
What do I NOT miss about Mumbai? The idle rich, gambling on the stock market, who have raped the city; the skyscrapers that blot out the sky; the private vehicles that kill and maim far worse and more deep than terrorist guns; the curse of the Shiv Sena and their ilk, who have brought shame to the glorious inheritors of Chhatrapati Shivaji ...
To give you some more feel and touch for the passing show of my life, here goes. My favourite movie critic, Pauline Kael of the New York Times, who dubbed the “Sound of Music” as the “Sound of Mucous”. A few of my favourite things: the red mud, swaying coconut trees and the fish curry rice of Mangalore; the lilt of my Konkani mother tongue; a few drops of kaju feni, soft cotton garments. And always, books.
Besides, love and peace, compassion for the poor moves me beyond tears. Alongside this post on my blog, I have catalogued my values and beliefs, as well as quotes from my favourite authors and a list of books and websites, including some by my students.
*****
What made me sketch this auto-bio? In a way, groping to prepare for the reality of aging, at the threshold of retirement. Can I retire? Maybe not, in the sense that I’ll stop working. But I shall retire from doing what I do not like. I am coming to grips with work on different terms.
Along the line, at railway gate No. 58, I also await the student, who may exceed me, who may dare to go beyond imagination, against the tide. To whom I can entrust the torch given to me by my ancestors and teachers.
First, my English teacher from Standard VII in St Stanislaus School, Bandra, Mumbai, during 1962-63. Mrs Philomena D’Souza (nee Valladares) used to give us five topics to write one essay every week; I wrote on all five; Mrs Valladares corrected all five, sometimes rewrote them in her own neat hand-writing! Where have all the great Goan gurus gone?
Second, my Chemistry professor from B.Sc. in St Xavier’s College, Dhobitalao, Mumbai, during 1969-71. Prof V. V. Nadkarny, with his white open shirt, dhoti, and black round topi, taught me not only about organic molecules and carbon chains, but also about facing up to life. When arrogantly, I had refused to apolgise after back-answering a laboratory demonstrator, Prof Nadkarny apologised on my behalf though he was the Head of the Department then. His kind and free classes at his Dadar home, under the benign gaze of Ramakrishna Paramhansa, are with me today, though I do not use the chemistry I learned.
Third, the unlettered mofussil elders of village Kasarpimpalgaon, who taught me, “JoeP of KP”, to speak Marathi and learn of “sanskar” when, as a founder-member of the rural NGO called Vistas, I was working in the drought-prone areas of Pathardi taluka, Ahmednagar district, Maharashtra, during 1973-77.
“Those were the days, my friends,
We thought they’d never end,
We’d sing and dance for ever and a day.
We’d live the life we choose,
We thought we’d never lose,
For we were young and sure to have our way.”
The ones who are no more: Smita Patil, Norman “Vikram Salgaonkar” Dantas, Anna Salve. Now the rest (in alphabetical order): Biplab “Bulu” Basu, Vilma Colaco, Dominic D’Souza, Eric D’Souza, Glynis “Asha” D’Souza, John “Babuti” D’Souza, Lancy Fernandes, Nafisa Goga, Pradeep Guha, Ayesha Kagal, Aspi Mistry, Lakshmi “Buchy” Rameshwar Rao.
Fourth, the late Feriwala Francis and Bhabhi as well as the slum-dwellers of Kaju Tekdi, Bhandup, Mumbai, and my comrades at the CITU unit of Prabhakar Sanzgiri. During this same period, my participation as a founder general-secretary of the Lok Vidnyan Sanghatana not only immersed me in the popularisation of science but also introduced me to my Pune girl Kalpana Joshi, whom I married on 26 January 1982.
Fifth, my scribe seniors – S.D. Wagh, Taher Shaikh, Harry David, Y.V. Krishnamurthy – and delightful colleagues at the one and only “our very own” local English daily of Pune, Maharashtra Herald (estd. 1963), where I joined as a sub-editor on a salary of Rs.600 per month on 2 May 1983 and left as assistant editor in 1996.
Sixth, working since August 2006 with the eminent social worker, Shantilal Muttha, Founder and National President of the Bharatiya Jain Sanghatana on trustee empowerment and training programs.
And finally, my students in Pune where I have been teaching print journalism and communication as a regular visiting faculty since 1987, at the invitation and with the cooperation of Dr. Kiran Thakur, P.N. Paranjpe, Dr. Vishwas Mehendale, Prof M.S. Pillai, Ujjwal Chowdhury, Shashidhar Nanjundaiah, Dr. Keval Kumar and many others. If my students have learned anything from me, I have surely learned a lot from them.
*****
And so, at railway gate No. 58, I come full circle.
The packed local trains are the reason why I left the Mumbai that I love so much. When we were staying at Dadar in the late 60s, I used to travel 10 minutes by train from Dadar to school in Byculla. The locals were getting difficult. But my father was a railway officer and, therefore, we got a free First Class pass, so we missed the crush in the third class bogies.
When I joined St. Xavier's in 1967, the journey only got longer, 20-25 minutes from Dadar till VT. But in the first class it was still bearable. Fortunately, I escaped from the locals of Mumbai in 1973 and worked in village Maharashtra from 1973-77. If not for the horrors of the Indira Emergency, I may have never come back to Mumbai. When I got back, the trains were choking.
Slowly, travelling by local trains became a torture that I would dread. And when I was in Bhandup, the agony became too much to bear. Fortunately again, I got married and decided to move to Pune, where I also became a full-time journalist.
On the brink of 58, I dread travelling in Pune too. There are no trains here that can be packed (though I have heard that the locals to and from Lonavla are worse that the locals of Mumbai!!!).
But here we have our local variant of torture on the cruel roads, what I call the “chhote shaitan” – the two-wheelers that in the end may murder Pune, unless public transport improves.
Now the wheels are turning within the wheels. At railway gate No. 58.
Keep in touch. Take care.
Your support is my strength,
- Joe.
Pune, Thursday, 5th March 2009.
Today, 5 March 2009, I complete 58 years. Along the railway line of my life, I stand at railway gate No. 58. For all these years coming freely to me, I am grateful to my mother, the late Amy, and my father, the late Denis, and to our Mother Earth, for whom I know I have not cared enough, when I look at the way I selfishly care for my family, students, friends and work colleagues.
I am also playing my second innings now. For this, I am thankful to modern medicine, the Pune Heart Brigade (phone 1050), my wife Kalpana and daughter Pallavi, neighbours, friends and my brother-in-law Rajeev, who rushed me to hospital. Having survived my heart attack of 2 September 2006, unlike so many of my good friends and relatives, life is new and always fresh.
Sometime back Kajal Iyer tagged me, asking to know 25 random things about me. I took part for fun. But I am now going to rewrite the FB note I made then, and edit that list to write up this auto-sketch – at railway gate No. 58.
*****
Why at railway gate No. 58? Simply because I am the eldest son of a railwayman, who used to get transferred from place to place. So I know what it is be on the move like a gypsy. And therefore I can appreciate settling down and setting down roots. What would I give in exchange for all the money in the world? A chance to meet even one of my school-mates from that “lost childhood” when I was a little boy in the small railway towns of Jabalpur and Nagpur (1956-57), Solapur (1957-58) and Manmad (1958-61).
As I recall that journey, let me honour my mother, one of India’s greatest playback singers, hailed in the late 1940s as the “Lata Mangeshkar of the Konkani stage” – Amy Pinto, nee Mary Therese D'Cruz (1925-69). I’m older now than her then by 14 years; she died at the age of 44. Nearing 40 years since she died, yet she sings within my heart.
Confined to the four walls of our home, she taught us, her children – her Class of Three; after 1962, it was a Class of Four. I used to be a great one for gathering piles of books as prizes in school, till my mother learned me the lesson, “If you can, compete – with yourself”.
Also let me shower flowers on the fair name of my father, Denis John Pinto (1923-2001), an upright and God-fearing man, who put up with endless pain, suffering and deprivation because … “Honesty is the best policy”. The other person as equally upright is my father-in-law, Prof. K.L. Joshi (born 1922).
*****
When I was in my early 20s and the hippies wore flowers in San Fransisco, I used to have long hair up to my shoulders; later I grew a beard. This was the result of the world-wide protests against the unjust war in Vietnam and the Campaign for Nuclear Disarmament (CND), a part of my growing-up years in school and college – a deep and permanent influence. Also let me mention the dearly-held musical relics, including the Beatles, Led Zeppelin, Pink Floyd, Bob Dylan, Joan Baez, Pete Seeger.
I can’t remember the day when I was not in love – with words. So my first crush was virtual, even before the Personal Computer – Agnes – appearing on the pages of the Charles Dickens novel, “David Copperfield”. Now the love in my life, after my love-marriage wife Kalpana, is my daughter J.K. Pallavi. I remember the three years in the cold and wet of Leeds, Yorkshire, England, taking care of her in a back-to-back basement when she was barely three, while my wife did her Ph.D. (And what of my friends, without whom I could have not known that friendship can match up to love?)
I have spent years, off and on, in Mumbai. First as a little boy in the mid-1950s; then in school, college, etc. (1961-73); again after the Emergency (1977-82). What do I miss about Mumbai (I shan’t call it Bombay as the imperial English did)? The trundling trams, when I was a little boy; uncrowded local trains and red BEST buses on a Sunday morning; the common crows, sparrows, mynahs; the great struggle of the textile workers against the robber mill-owners; red flags in a worker morcha at Azad Maidan; the heady mix of faces and tongues from all over India; the discipline on the roads. Above all, the entwined couples clasping hands in municipal gardens ...
What do I NOT miss about Mumbai? The idle rich, gambling on the stock market, who have raped the city; the skyscrapers that blot out the sky; the private vehicles that kill and maim far worse and more deep than terrorist guns; the curse of the Shiv Sena and their ilk, who have brought shame to the glorious inheritors of Chhatrapati Shivaji ...
To give you some more feel and touch for the passing show of my life, here goes. My favourite movie critic, Pauline Kael of the New York Times, who dubbed the “Sound of Music” as the “Sound of Mucous”. A few of my favourite things: the red mud, swaying coconut trees and the fish curry rice of Mangalore; the lilt of my Konkani mother tongue; a few drops of kaju feni, soft cotton garments. And always, books.
Besides, love and peace, compassion for the poor moves me beyond tears. Alongside this post on my blog, I have catalogued my values and beliefs, as well as quotes from my favourite authors and a list of books and websites, including some by my students.
*****
What made me sketch this auto-bio? In a way, groping to prepare for the reality of aging, at the threshold of retirement. Can I retire? Maybe not, in the sense that I’ll stop working. But I shall retire from doing what I do not like. I am coming to grips with work on different terms.
Along the line, at railway gate No. 58, I also await the student, who may exceed me, who may dare to go beyond imagination, against the tide. To whom I can entrust the torch given to me by my ancestors and teachers.
First, my English teacher from Standard VII in St Stanislaus School, Bandra, Mumbai, during 1962-63. Mrs Philomena D’Souza (nee Valladares) used to give us five topics to write one essay every week; I wrote on all five; Mrs Valladares corrected all five, sometimes rewrote them in her own neat hand-writing! Where have all the great Goan gurus gone?
Second, my Chemistry professor from B.Sc. in St Xavier’s College, Dhobitalao, Mumbai, during 1969-71. Prof V. V. Nadkarny, with his white open shirt, dhoti, and black round topi, taught me not only about organic molecules and carbon chains, but also about facing up to life. When arrogantly, I had refused to apolgise after back-answering a laboratory demonstrator, Prof Nadkarny apologised on my behalf though he was the Head of the Department then. His kind and free classes at his Dadar home, under the benign gaze of Ramakrishna Paramhansa, are with me today, though I do not use the chemistry I learned.
Third, the unlettered mofussil elders of village Kasarpimpalgaon, who taught me, “JoeP of KP”, to speak Marathi and learn of “sanskar” when, as a founder-member of the rural NGO called Vistas, I was working in the drought-prone areas of Pathardi taluka, Ahmednagar district, Maharashtra, during 1973-77.
“Those were the days, my friends,
We thought they’d never end,
We’d sing and dance for ever and a day.
We’d live the life we choose,
We thought we’d never lose,
For we were young and sure to have our way.”
The ones who are no more: Smita Patil, Norman “Vikram Salgaonkar” Dantas, Anna Salve. Now the rest (in alphabetical order): Biplab “Bulu” Basu, Vilma Colaco, Dominic D’Souza, Eric D’Souza, Glynis “Asha” D’Souza, John “Babuti” D’Souza, Lancy Fernandes, Nafisa Goga, Pradeep Guha, Ayesha Kagal, Aspi Mistry, Lakshmi “Buchy” Rameshwar Rao.
Fourth, the late Feriwala Francis and Bhabhi as well as the slum-dwellers of Kaju Tekdi, Bhandup, Mumbai, and my comrades at the CITU unit of Prabhakar Sanzgiri. During this same period, my participation as a founder general-secretary of the Lok Vidnyan Sanghatana not only immersed me in the popularisation of science but also introduced me to my Pune girl Kalpana Joshi, whom I married on 26 January 1982.
Fifth, my scribe seniors – S.D. Wagh, Taher Shaikh, Harry David, Y.V. Krishnamurthy – and delightful colleagues at the one and only “our very own” local English daily of Pune, Maharashtra Herald (estd. 1963), where I joined as a sub-editor on a salary of Rs.600 per month on 2 May 1983 and left as assistant editor in 1996.
Sixth, working since August 2006 with the eminent social worker, Shantilal Muttha, Founder and National President of the Bharatiya Jain Sanghatana on trustee empowerment and training programs.
And finally, my students in Pune where I have been teaching print journalism and communication as a regular visiting faculty since 1987, at the invitation and with the cooperation of Dr. Kiran Thakur, P.N. Paranjpe, Dr. Vishwas Mehendale, Prof M.S. Pillai, Ujjwal Chowdhury, Shashidhar Nanjundaiah, Dr. Keval Kumar and many others. If my students have learned anything from me, I have surely learned a lot from them.
*****
And so, at railway gate No. 58, I come full circle.
The packed local trains are the reason why I left the Mumbai that I love so much. When we were staying at Dadar in the late 60s, I used to travel 10 minutes by train from Dadar to school in Byculla. The locals were getting difficult. But my father was a railway officer and, therefore, we got a free First Class pass, so we missed the crush in the third class bogies.
When I joined St. Xavier's in 1967, the journey only got longer, 20-25 minutes from Dadar till VT. But in the first class it was still bearable. Fortunately, I escaped from the locals of Mumbai in 1973 and worked in village Maharashtra from 1973-77. If not for the horrors of the Indira Emergency, I may have never come back to Mumbai. When I got back, the trains were choking.
Slowly, travelling by local trains became a torture that I would dread. And when I was in Bhandup, the agony became too much to bear. Fortunately again, I got married and decided to move to Pune, where I also became a full-time journalist.
On the brink of 58, I dread travelling in Pune too. There are no trains here that can be packed (though I have heard that the locals to and from Lonavla are worse that the locals of Mumbai!!!).
But here we have our local variant of torture on the cruel roads, what I call the “chhote shaitan” – the two-wheelers that in the end may murder Pune, unless public transport improves.
Now the wheels are turning within the wheels. At railway gate No. 58.
Keep in touch. Take care.
Your support is my strength,
- Joe.
Pune, Thursday, 5th March 2009.
Wednesday, December 24, 2008
To Chitra ma’am … with love, Smriti
My dear students,
During the joyful rejoicing of Christmas and the peace of the New Year 2009, may we find the moments and the caring to remember -- think of, speak to, write to -- the teachers who made us what we are.
Smriti Mudgal glows with love and affection for a teacher, who showed "faith" in her at a time when her parents "doubted" if she'd be able "to make a place for herself" in this competitive world.
*****
By Smriti Mudgal
I was three years old when I went to Sardar Patel Vidyalaya (SPV), Lodhi Estate, New Delhi, for my school admission with my father. I don’t remember much of the interview, except that the teacher asked me to tell a story. I couldn’t remember one. So I rolled my eyes and saw a picture of two monkeys, smiling at me. So I made up a story, right away.
“Once upon a time, there were two monkeys, who lived on the same tree. The monkeys used to fight a lot over the fruits of the tree. One day, while they were fighting, one monkey almost fell off a branch. He tried saving himself by holding on to the other monkey's leg. Now, both thought, if one falls, so does the other one. So a better idea would be for the monkey on the tree to pull the one who was falling. That's what they did. And decided, then and there, that they would never fight with each other.”
The teacher looked at my father and said, “She's creative. But more than that, she believes in survival of self and others. For her sensitivity, we would love to take her in.” (This bit, my father told me after I grew up.)
So I was in this lovely school, where you don’t have to push your chair, get up and drone in that monotonous tone, “Goooood … Mooorning … Ma'aaaam”. Instead you raise your hand and just wave it vigorously, if you wish, or else just smile at your teacher. Many considered this waving of the hand as funny, snobbish or pseudo …
To each his own. I loved it.
I was a pretty lost kid, while in school. After my admission, I can’t remember any incidents. But it seems to me, I suddenly woke out of my deep slumber in Class 6, when this horrible teacher accused me of being ... vain. She thought I was dumb and way too conscious of my looks. I don’t think I was vain then. (Later on, I did become somewhat aware of my looks.) But, because of her unfair accusations, I became withdrawn.
I was out of place because the school had a lot of kids from families of bureaucrats, artists, journalists, the intelligentsia. My father was a product manager for a lighting company and I was not comfortable about it.
Every time he went to drop me to school (if I missed my school bus) on his scooter, I would keep asking him to drop me on the street and not drop me till the gate. I even hated my boring tiffin, which would have a simple poori jam roll, whereas the other kids would bring peanut butter sandwiches.
I was so uncomfortable in my skin till I went to Class 8 and met this really tiny woman called, “Chitra Srinivas.”
Chitra was our home-room teacher. “Home-room teacher” means she was “my class teacher”. Apart from the subject she taught us, that is, History, she also had 20 minutes everyday extra with us during our home-room period. During these 20 minutes, we children could chat; finish our home-work; talk to the home-room teacher, about anything under the sun; or sometimes even doze off in class. But I would do nothing, except wait for those 20 minutes to get over.
Chitra noticed that, but did not disturb me. Except once, when she walked up to me.
Chitra: “Smriti, is there a problem?”
Smriti: “Sorry!”
Chitra: “Why are you so quiet? Do you have any friends?”
Smriti: “I am fine. I am ok.”
Chitra: “Smriti, you can tell me if there is anything?”
Smriti: “No, there isn’t.”
Chitra: “I just want you to know, you are a fine girl. I know you don’t like history and geography, but that’s alright. And trust me, you will do fine, without them too.”
I looked around myself at the children, who were fond of her. My memories of her are few and far between.
*****
She had a unique way of checking exam papers. She would mark the papers and sometimes even wrote funny comments alongside. Once, we got four days to prepare for the History paper. One of the students managed to get only 4/25 … So Chitra wrote against the marks, “That’s one mark for each day’s preparation … "Sorry, couldn’t give more” or “You can’t be serious! Did you hide a comic inside your history book?” She was equally generous, “I could give you 25/25, for this one answer only.”
Also, she could appreciate other skills in her students, even if they didn’t show any interest in her subject – History. She realised over a period of time that I couldn’t retain History in my head, but that I had a way with words, poems.
So she asked me to write a poem, which I did. She asked me to recite it in class. I had pasted the lyrics on a tune, which was yet another song from our street theatre class. The moment I started singing, a boy pointed out that the tune was not original.
Chitra gave that boy a piece of her mind, “Did Smriti ever say the tune is hers? She's written the lyrics, hear her out”. The boy did; Chitra did; the whole class did. And after the song was over, everyone was clapping, and I was red in my cheeks.
Chitra was our home-room teacher till Class 10. When we were passing out, she sang a song for us, “Aa chal ke tujhe, main le ke chaloon, ek aise gagan ke tale, jahan gam bhi na ho, aansoon bhi na ho, bas pyaar hi pyaar pale.”
I did not speak to her after that.
*****
Two years ago, I went to the SPV school reunion. She was there, chatting with all the ex-students. She remembered everyone’s name. I was unsure whether she would remember me. I walked up to her, already blushing, “Hi Chitra ma’am, do you remember me, I am …”
“Of course, I remember you, Smriti,” Chitra ma’am said, “Look at you, how pretty you look in this golden saree. My God, what a wonderful job you’re doing on TV. You remember, I always told you, you’ll do well for yourself. But you were such a low-confidence person. Look at you now! God, how much you talk … I am so thrilled to see you, Smriti!”
I smiled. And for the first time, in that elitist school, I found my place in her heart.
Around six months ago, I received a mail informing us that Chitra had expired. I kept thinking, why this piece of sad news disturbed me so much. Perhaps, because Chitra showed faith in me at a time when my parents also doubted if I’d be able to make a place for myself in this competitive world.
I guess I did her proud in my own little way. I guess she rests in a place, “Jahan gam bhi na ho, aansoon bhi na ho, bas pyaar hi pyaar pale.”
*****
Smriti Mudgal, a 2003 alumnus of the Symbiosis Institute of Media and Communication (SIMC), Pune, anchors the Hindi channel CNBC-Awaaz from Mumbai.
You may see other tributes, like this one by Smriti, to Chitra ma’am in a “Facebook” group called “R.I.P Chitra ma’am …”. The only thing is, you have to be a member of “Facebook” and join the group, which is worthwhile, if only because you get a great chance to read about why students are always grateful to certain teachers.
Tell us about a teacher you recall with love and affection, here on this blog or elsewhere. But do send us the link.
This is another gift to you, my dear students, from … Santa Claus.
Warm regards,
- Joe.
Pune, 24 December 2008.
During the joyful rejoicing of Christmas and the peace of the New Year 2009, may we find the moments and the caring to remember -- think of, speak to, write to -- the teachers who made us what we are.
Smriti Mudgal glows with love and affection for a teacher, who showed "faith" in her at a time when her parents "doubted" if she'd be able "to make a place for herself" in this competitive world.
*****
By Smriti Mudgal
I was three years old when I went to Sardar Patel Vidyalaya (SPV), Lodhi Estate, New Delhi, for my school admission with my father. I don’t remember much of the interview, except that the teacher asked me to tell a story. I couldn’t remember one. So I rolled my eyes and saw a picture of two monkeys, smiling at me. So I made up a story, right away.
“Once upon a time, there were two monkeys, who lived on the same tree. The monkeys used to fight a lot over the fruits of the tree. One day, while they were fighting, one monkey almost fell off a branch. He tried saving himself by holding on to the other monkey's leg. Now, both thought, if one falls, so does the other one. So a better idea would be for the monkey on the tree to pull the one who was falling. That's what they did. And decided, then and there, that they would never fight with each other.”
The teacher looked at my father and said, “She's creative. But more than that, she believes in survival of self and others. For her sensitivity, we would love to take her in.” (This bit, my father told me after I grew up.)
So I was in this lovely school, where you don’t have to push your chair, get up and drone in that monotonous tone, “Goooood … Mooorning … Ma'aaaam”. Instead you raise your hand and just wave it vigorously, if you wish, or else just smile at your teacher. Many considered this waving of the hand as funny, snobbish or pseudo …
To each his own. I loved it.
I was a pretty lost kid, while in school. After my admission, I can’t remember any incidents. But it seems to me, I suddenly woke out of my deep slumber in Class 6, when this horrible teacher accused me of being ... vain. She thought I was dumb and way too conscious of my looks. I don’t think I was vain then. (Later on, I did become somewhat aware of my looks.) But, because of her unfair accusations, I became withdrawn.
I was out of place because the school had a lot of kids from families of bureaucrats, artists, journalists, the intelligentsia. My father was a product manager for a lighting company and I was not comfortable about it.
Every time he went to drop me to school (if I missed my school bus) on his scooter, I would keep asking him to drop me on the street and not drop me till the gate. I even hated my boring tiffin, which would have a simple poori jam roll, whereas the other kids would bring peanut butter sandwiches.
I was so uncomfortable in my skin till I went to Class 8 and met this really tiny woman called, “Chitra Srinivas.”
Chitra was our home-room teacher. “Home-room teacher” means she was “my class teacher”. Apart from the subject she taught us, that is, History, she also had 20 minutes everyday extra with us during our home-room period. During these 20 minutes, we children could chat; finish our home-work; talk to the home-room teacher, about anything under the sun; or sometimes even doze off in class. But I would do nothing, except wait for those 20 minutes to get over.
Chitra noticed that, but did not disturb me. Except once, when she walked up to me.
Chitra: “Smriti, is there a problem?”
Smriti: “Sorry!”
Chitra: “Why are you so quiet? Do you have any friends?”
Smriti: “I am fine. I am ok.”
Chitra: “Smriti, you can tell me if there is anything?”
Smriti: “No, there isn’t.”
Chitra: “I just want you to know, you are a fine girl. I know you don’t like history and geography, but that’s alright. And trust me, you will do fine, without them too.”
I looked around myself at the children, who were fond of her. My memories of her are few and far between.
*****
She had a unique way of checking exam papers. She would mark the papers and sometimes even wrote funny comments alongside. Once, we got four days to prepare for the History paper. One of the students managed to get only 4/25 … So Chitra wrote against the marks, “That’s one mark for each day’s preparation … "Sorry, couldn’t give more” or “You can’t be serious! Did you hide a comic inside your history book?” She was equally generous, “I could give you 25/25, for this one answer only.”
Also, she could appreciate other skills in her students, even if they didn’t show any interest in her subject – History. She realised over a period of time that I couldn’t retain History in my head, but that I had a way with words, poems.
So she asked me to write a poem, which I did. She asked me to recite it in class. I had pasted the lyrics on a tune, which was yet another song from our street theatre class. The moment I started singing, a boy pointed out that the tune was not original.
Chitra gave that boy a piece of her mind, “Did Smriti ever say the tune is hers? She's written the lyrics, hear her out”. The boy did; Chitra did; the whole class did. And after the song was over, everyone was clapping, and I was red in my cheeks.
Chitra was our home-room teacher till Class 10. When we were passing out, she sang a song for us, “Aa chal ke tujhe, main le ke chaloon, ek aise gagan ke tale, jahan gam bhi na ho, aansoon bhi na ho, bas pyaar hi pyaar pale.”
I did not speak to her after that.
*****
Two years ago, I went to the SPV school reunion. She was there, chatting with all the ex-students. She remembered everyone’s name. I was unsure whether she would remember me. I walked up to her, already blushing, “Hi Chitra ma’am, do you remember me, I am …”
“Of course, I remember you, Smriti,” Chitra ma’am said, “Look at you, how pretty you look in this golden saree. My God, what a wonderful job you’re doing on TV. You remember, I always told you, you’ll do well for yourself. But you were such a low-confidence person. Look at you now! God, how much you talk … I am so thrilled to see you, Smriti!”
I smiled. And for the first time, in that elitist school, I found my place in her heart.
Around six months ago, I received a mail informing us that Chitra had expired. I kept thinking, why this piece of sad news disturbed me so much. Perhaps, because Chitra showed faith in me at a time when my parents also doubted if I’d be able to make a place for myself in this competitive world.
I guess I did her proud in my own little way. I guess she rests in a place, “Jahan gam bhi na ho, aansoon bhi na ho, bas pyaar hi pyaar pale.”
*****
Smriti Mudgal, a 2003 alumnus of the Symbiosis Institute of Media and Communication (SIMC), Pune, anchors the Hindi channel CNBC-Awaaz from Mumbai.
You may see other tributes, like this one by Smriti, to Chitra ma’am in a “Facebook” group called “R.I.P Chitra ma’am …”. The only thing is, you have to be a member of “Facebook” and join the group, which is worthwhile, if only because you get a great chance to read about why students are always grateful to certain teachers.
Tell us about a teacher you recall with love and affection, here on this blog or elsewhere. But do send us the link.
This is another gift to you, my dear students, from … Santa Claus.
Warm regards,
- Joe.
Pune, 24 December 2008.
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