My dear family, friends, colleagues and students,
Ashok Gopal is one of my dear and close friends from the old Maharashtra Herald ("old MH") days in Pune, where I used to work during 1983-96.
A professional writer and editor, who has made "free-lance work" a fine art and science as well as livelihood, he is also a great story-teller. He loves to travel, while on writing assignments or simply for pleasure. Here is one of his travel stories.
By Ashok Gopal
GETTING into the AC coach of a Mumbai-bound train at Jhansi on 6 March 2012, I was thrilled to see that it was practically empty. I had the whole place to myself.
Then, I heard familiar voices. Or, rather, a familiar language.
Marathi.
Marathi: as spoken on the street; with lots of not-nice references to mothers and sisters – references made even in everyday conversation (eg, in a hotel, " ****, I will have a wada sambar", " **** this sambar is too sweet").
I drifted towards the voices and asked its owners, a group of six big men, "Kuthe nigale?"
They almost pounced on me – for help!!!
They had got into the train near Gorakhpur the previous night and they learnt only later that the train did not have a pantry car. So, they had spent the whole night hungry and thirsty and now they wanted to know, from me, how they could survive on anything other than samosa and kachori, which seemed to be the only thing available at Jhansi station.
I sat down and gave them a succinct lecture on "How to survive in long-distance trains without pantry cars", having had that experience many times. I told them how in most stations you can buy dry fruit / lassi / banana / bread and butter. They listened intently. I could have been the Buddha speaking and I saw the spark of illumination in their eyes … which didn't help them one bit because, by then, the train had started moving ... and the next halt was four hours away.
Hungrily, they told me another recent sad story of their lives.
*****
THEY TOLD me that they were Mumbai Crime Branch men, in mufti, who had gone to Gorakhpur, to trace two fellows who had committed a "dacoity" at Thane railway station.
I would have loved to hear all the details. But they were more interested in telling me about loose motions, caused by drinking Gorakhpur water, and eating oily food, and maida rotis ... They went on and on, with each one adding details of the number of trips made per day to the toilet ... the lowest number was six, the highest 16.
(They did give me one nugget about their work though: throughout their operation, they had kept the Gorakhpur police in the dark. Why? "They would tip off the suspects!" the senior-most of the men told me. "In UP, police protect criminals, not people!")
Some hours later, they went to sleep, but were rudely woken up at Bhopal railway station by RKs. Not Raj Kapoor fans but “Retired Kothrudians”. A demographically, physically and economically very powerful lot, RKs are known to travel in large numbers, all over India, using their VRS / Pension+DA / Mutual Fund savings, etc.
You can see these hardy, healthy RKs any time and any where in India, from Kashmir to Kanyakumari. Many of the RKs who got into the train at Bhopal were tooth-less. But certainly not tongue-less. So in no time, the coach, which had been like a Vipassana centre, seemed like the Margao fish market.
One of the "crime branch" men complained about this change, loudly, and one of the oldies heard the comment and went into a tizzy. "Tumhi pan Marathi ka?" he exclaimed, as Neil Armstrong would have done, if he had come across ‘the Mallu with the puncture shop on the moon’ (with a telescope you can see him, on New Moon days).
The "crime branch" men smiled thinly, but the oldie, who was soon joined by three others, was not going to give up. He wanted to know everything: where they were coming from, where they were going, what happened, what they saw, what they ate ...
The senior ‘crime branch’ man said sternly: “We are railway officials on an inspection tour. We are travelling on work.”
The man made this statement with enough expression to suggest, "Please vanish!" and the oldies got the hint. They went away mumbling.
*****
OF COURSE I was stumped. The senior "crime branch" man then told me: “Aaho, it was okay telling you we were from crime branch, but if we tell that to a whole train compartment, what is the use of being in mufti?”
A very sensible answer.
But it makes one think: “Were they really crime branch men? What was the proof? (Anyone can get a fake I-card printed). What if they were really railway men? Or what if they were actually dacoits, pretending to be policemen?
These questions raise one mighty question: how can one be 100% sure that people are what they say they are?
However, at least in this case, there was no room for doubt. In the upper berth, above the senior crime branch man, and unseen by the RK oldies, were two young males, almost over each other. At first, I thought they were gays. Then I saw they were handcuffed, and both pairs of handcuffs were tied by a chain, with a lock, which was tied to one of the iron rods above their heads.
Between the 6 to 16 rounds made to the loo, or a nearby field, the crime branch men from Mumbai in mufti had got hold of their two "dacoity" suspects ... in some village near Gorakhpur!
POST-SCRIPT:
AFTER THEY had finished with talk about loose motions (but obviously not finished with doing the motions), the policemen turned to other things. For some time they played rummy. One fellow, the paunchiest of the lot, who was for some reason called "Negro" (he was not black) kept winning and after every victory, he announced, "Satyame Jayate!" (Truth shall prevail).
Then, they kept away the cards and shifted to fiddling with their various phones.
Then, they ate bananas.
Then, they talked about the efforts being made by the youngest among them, to find a husband for his educated and working sister. It seems there was a promising match, but the husband-to-be said that he wanted to see the pay slip of the wife-to-be. To which, the young policeman said, “FO!”. That ended the marriage negotiations. The other policeman agreed that the young policeman had done the right thing; he should have gone further – and landed a kick on a sensitive part of the husband-to-be's backside.
While all this was going on, the two handcuffed suspects sat up and looked down at the policemen. ‘Negro’ told them: Didn't we tell you to keep lying down? The suspects complained: Bore ho raha hain. And it is highly uncomfortable. Negro said: You should have thought about that before committing the crime. Suspects said: We didn't think so much that time ...
Then ‘Negro’ pronounced a quotable quote. (Okay, it's not like something out of Shakespeare, but it still has much meaning)
Negro told suspects: In life, you have to think, you have to think always, especially if policemen are going to be involved. Because, ek baar aadmi police ke jaal mein phas gaya to uska murgi ho jata hai. ("Once in the net of the policemen, a man becomes a hen.")
*****
Thank you, Ashok, for adorning my blog as a guest blogger. I hope you will come back with yet more stories for our reading pleasure.
You may get in touch with Ashok Gopal by email on: ashokcvgopal@gmail(dot)com.
Your support is my strength,
Peace and love,
- Joe.
Pune, India, Tuesday, 3 April 2012.
Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts
Tuesday, April 3, 2012
Sunday, June 26, 2011
How parents balance work and family
My dear students, friends and colleagues,
FOR THE LAST two-three years, many of my female (and a few of my male) students, who have got married and have small children, are asking the question most parents face: How does a parent balance work and family?
As a parent, what do you think about balancing work and family?
I am asking some of my female (and male) friends, colleagues and students to share their experiences. This is an exploratory exercise, to test out the waters, hoping not to get my fingers bitten off.
If you are one of my friends or colleagues, what do you think of your solution to balancing work and family? How has it worked out for your children and for yourself? If you are one of my unmarried students, would you like to share how your parents balanced work and family?
To start the ball rolling, I asked one of my closest friends and colleagues, Gita Iyengar (nee Gopalakrishnan), to share her views and experiences.
Gita and I know each other from 1970, when we were National Science Talent scholars and we have been meeting each other, off and on, for the last 41 years. The principal of a school in Hyderabad, she has written 7 books, mostly for children. “Anyone Can Write” (Foundation Press, Hyderabad, 170 pages, Rs.195) written with Cheryl Rao and Meena Murdeshwar, guides children on how to write poems, features and stories.
I admire her simple and direct style, which has an elegant flow. Above all, I value her fiercely frank opinions.
------------------------------------
By Gita Iyengar (nee Gopalakrishnan)
WHEN MY FIRST child came along, I was working, and got the usual three months of maternity leave. I decided to wait and watch for some time how things would work. When I went back to work, my mother-in-law came to look after the baby. But that was strictly during the time I was at work.
I remember getting the cooking for the day done, getting my son bathed and fed before rushing off to work. The moment I entered the house again, I was back looking after the baby and the house again. So the first few months showed me how over-extended I was going to be.
My son also had an umbilical hernia, which needed surgery when he was 10 months old. So at that time, I tendered my resignation. But the management of the organisation took the trouble to talk to me and suggested that I just go on leave and think about it for some time. Six months later, I went back and confirmed that I wanted to let go my job.
*****
AT THE TIME, we were able to manage our expenses without too much of a hassle, as ours was a simple life style. I had plenty to do, so I didn't miss my job on that count either. The occasional question about what I was “doing”' didn't trouble me much. Besides, fewer women were working then, so most people around me accepted my choice. My husband hadn't particularly wanted me to stop working, but he did not at that time make an issue of it.
For myself, I enjoyed being with my first-born, and then with the second one, who came along a couple of years later. I think I was able to be relaxed and look after them, read to them, play with them, take them out to the park, and teach them many things along the way in the first few years. They were active children, and my elder son especially had to be kept out of mischief. I think being around them made it less stressful.
They were both sent to play school when they were about 18 months old. For the elder one, it was in anticipation of the arrival of the second child. Since it worked well in making him happily engaged and less dependent, I did that with the second one as well.
When my elder son was four, and the younger one two, I started on my Master’s degree. About that time, we started running a small dairy farm, and I was taking care of the distribution and billing. I did short-term stints at my children's schools as well. I followed that up by getting my degree in education.
I had also started doing some free-lance writing. I got back to regular work, outside of the home, when my sons were twelve and ten. During some of those years, it was free-lance work. It gave me the advantage of flexibility in timing. However, when assignments came in at the same time, I found I was sometimes working on four different jobs! At such times, I was often at work at different time slots from 6.30 am to 8 pm!
Still, there is a lot to be said for free-lance work. I found it stimulating. It also gave me, over a period of eight to nine years, such a continuing choice of assignments that I really never felt any insecurity about ‘not having a permanent job’. In fact, I did pass up one or two opportunities for full-time work.
Eventually, when this offer to work as principal of a very good school came along, I took time to think it through, and then joined. I had to make the journey back to working in a very structured environment.
*****
I THINK THAT along the way I also sequentially built identities for myself, though that was certainly not the main thing I was trying to do.
During the years when there was loads of work to get through both at home and outside, I think I managed because of some of the following factors :-
a) As a youngster, I had been brought up to do a certain bit of work around the home, and to take pride in getting things done. I had also grown up watching my mother, prioritising jobs aloud. That training, and a positive attitude, helped me.
b) My health and energy levels were pretty good.
c) I am calm, have some commonsense, and believe in net surpluses, which may not be immediately visible!
d) My system of making sure my family had a good breakfast and dinner, nutritious food with some flexibility but not too many frills, seemed to work.
e) I started trusting my children early to manage their personal toilet and baths; to eat; to do their home work and so on; and also to help with setting the table, to put away things; to do a bit of shopping nearby; and to take the bus to school. I supervised some of this activity, some of the time, but didn't believe in fussing.
f) I believed in guiding my children, but letting them make their choices, with the responsibility to work it out.
g) In India, one does get domestic help, most of the time.
*****
I KNOW THAT I have not said anything about my husband or others sharing chores. To be frank, most of the chores were my responsibility. My mother-in-law would help me a bit with getting vegetables cut, or supervising the maid's work, or minding the children. My husband would sometimes keep the boys engaged, or supervise their getting ready for school. On some Sundays, he made breakfast. However, it would not have been possible to extend that to a system of sharing chores on a regular basis.
I think now that, on the whole, it has worked out all right. My two sons are capable and independent individuals, comfortable in their own skin. And I'm doing all right as well.
---------------------------------------------------
Now that Gita has had her say, do you feel comfortable sharing your own experiences and views? Please let me know -- either way.
Gita has written about 1,000 words. If you wish to make a small comment, please do so in the comments section at the end of this post. If you wish to write a longer piece, ie, more than 400 words, please send it to me by email at: sangatizuzay@gmail.com and I will upload it as a separate post.
Your support is my strength.
Peace and love,
- Joe.
Pune, India; Sunday, 26 June 2011.
FOR THE LAST two-three years, many of my female (and a few of my male) students, who have got married and have small children, are asking the question most parents face: How does a parent balance work and family?
As a parent, what do you think about balancing work and family?
I am asking some of my female (and male) friends, colleagues and students to share their experiences. This is an exploratory exercise, to test out the waters, hoping not to get my fingers bitten off.
If you are one of my friends or colleagues, what do you think of your solution to balancing work and family? How has it worked out for your children and for yourself? If you are one of my unmarried students, would you like to share how your parents balanced work and family?
To start the ball rolling, I asked one of my closest friends and colleagues, Gita Iyengar (nee Gopalakrishnan), to share her views and experiences.
Gita and I know each other from 1970, when we were National Science Talent scholars and we have been meeting each other, off and on, for the last 41 years. The principal of a school in Hyderabad, she has written 7 books, mostly for children. “Anyone Can Write” (Foundation Press, Hyderabad, 170 pages, Rs.195) written with Cheryl Rao and Meena Murdeshwar, guides children on how to write poems, features and stories.
I admire her simple and direct style, which has an elegant flow. Above all, I value her fiercely frank opinions.
------------------------------------
By Gita Iyengar (nee Gopalakrishnan)
WHEN MY FIRST child came along, I was working, and got the usual three months of maternity leave. I decided to wait and watch for some time how things would work. When I went back to work, my mother-in-law came to look after the baby. But that was strictly during the time I was at work.
I remember getting the cooking for the day done, getting my son bathed and fed before rushing off to work. The moment I entered the house again, I was back looking after the baby and the house again. So the first few months showed me how over-extended I was going to be.
My son also had an umbilical hernia, which needed surgery when he was 10 months old. So at that time, I tendered my resignation. But the management of the organisation took the trouble to talk to me and suggested that I just go on leave and think about it for some time. Six months later, I went back and confirmed that I wanted to let go my job.
*****
AT THE TIME, we were able to manage our expenses without too much of a hassle, as ours was a simple life style. I had plenty to do, so I didn't miss my job on that count either. The occasional question about what I was “doing”' didn't trouble me much. Besides, fewer women were working then, so most people around me accepted my choice. My husband hadn't particularly wanted me to stop working, but he did not at that time make an issue of it.
For myself, I enjoyed being with my first-born, and then with the second one, who came along a couple of years later. I think I was able to be relaxed and look after them, read to them, play with them, take them out to the park, and teach them many things along the way in the first few years. They were active children, and my elder son especially had to be kept out of mischief. I think being around them made it less stressful.
They were both sent to play school when they were about 18 months old. For the elder one, it was in anticipation of the arrival of the second child. Since it worked well in making him happily engaged and less dependent, I did that with the second one as well.
When my elder son was four, and the younger one two, I started on my Master’s degree. About that time, we started running a small dairy farm, and I was taking care of the distribution and billing. I did short-term stints at my children's schools as well. I followed that up by getting my degree in education.
I had also started doing some free-lance writing. I got back to regular work, outside of the home, when my sons were twelve and ten. During some of those years, it was free-lance work. It gave me the advantage of flexibility in timing. However, when assignments came in at the same time, I found I was sometimes working on four different jobs! At such times, I was often at work at different time slots from 6.30 am to 8 pm!
Still, there is a lot to be said for free-lance work. I found it stimulating. It also gave me, over a period of eight to nine years, such a continuing choice of assignments that I really never felt any insecurity about ‘not having a permanent job’. In fact, I did pass up one or two opportunities for full-time work.
Eventually, when this offer to work as principal of a very good school came along, I took time to think it through, and then joined. I had to make the journey back to working in a very structured environment.
*****
I THINK THAT along the way I also sequentially built identities for myself, though that was certainly not the main thing I was trying to do.
During the years when there was loads of work to get through both at home and outside, I think I managed because of some of the following factors :-
a) As a youngster, I had been brought up to do a certain bit of work around the home, and to take pride in getting things done. I had also grown up watching my mother, prioritising jobs aloud. That training, and a positive attitude, helped me.
b) My health and energy levels were pretty good.
c) I am calm, have some commonsense, and believe in net surpluses, which may not be immediately visible!
d) My system of making sure my family had a good breakfast and dinner, nutritious food with some flexibility but not too many frills, seemed to work.
e) I started trusting my children early to manage their personal toilet and baths; to eat; to do their home work and so on; and also to help with setting the table, to put away things; to do a bit of shopping nearby; and to take the bus to school. I supervised some of this activity, some of the time, but didn't believe in fussing.
f) I believed in guiding my children, but letting them make their choices, with the responsibility to work it out.
g) In India, one does get domestic help, most of the time.
*****
I KNOW THAT I have not said anything about my husband or others sharing chores. To be frank, most of the chores were my responsibility. My mother-in-law would help me a bit with getting vegetables cut, or supervising the maid's work, or minding the children. My husband would sometimes keep the boys engaged, or supervise their getting ready for school. On some Sundays, he made breakfast. However, it would not have been possible to extend that to a system of sharing chores on a regular basis.
I think now that, on the whole, it has worked out all right. My two sons are capable and independent individuals, comfortable in their own skin. And I'm doing all right as well.
---------------------------------------------------
Now that Gita has had her say, do you feel comfortable sharing your own experiences and views? Please let me know -- either way.
Gita has written about 1,000 words. If you wish to make a small comment, please do so in the comments section at the end of this post. If you wish to write a longer piece, ie, more than 400 words, please send it to me by email at: sangatizuzay@gmail.com and I will upload it as a separate post.
Your support is my strength.
Peace and love,
- Joe.
Pune, India; Sunday, 26 June 2011.
Thursday, May 19, 2011
Can you see me, waving at railway gate No.60?
My dear students, friends and colleagues,
Trains form my earliest memories, since I was a child of four in 1955. Our mother used to say she felt we were ‘born on railway trains or platforms’! Our father was a railway man, all his working life. So, I spontaneously think of Life itself as a train journey.
Now, I see myself standing at railway gate No.60. Can you see me, waving at you?
This “60” piece has five starting points:
1. My auto-biographical sketch: “Along the line, at railway gate No. 58” on this blog.
2. My catching-up piece, “This is me, Joe Pinto, since 1967”, written as I was preparing for the 11-1-11 re-union of my Class of 1967 school-mates from the St Mary’s (SSC) High School, Mazagaon, Mumbai. (Read this piece on my source-blog, “Journey Unbegun”.)
3. The memoir of my mother, “Lessons my mother learned me”, in five parts on this blog.
(Read all five parts as one piece on “Journey Unbegun”
4. Addressing various issues, raised from time to time, by my students, in posts like “Rules of the Road” and other pieces, on this blog.
5. A birthday gift to one of my sincerest students, Gunjan Chaurasia, “When I was 27”. (Read the original piece here on “Journey Unbegun”.)
*****
"A man's memory is his own private literature." – Aldous Huxley (1894-1963)
Looking back at my journey, how do I see myself, as I stand at railway gate No.60? This is how one of my caring gurus, Dr Devendra Agochiya, sums me up: “A journalist by profession, and a trainer by choice.” Also see my 5 Ws and 1 H, on the margins of this blog.
“Along the line, at railway gate No. 58” traces my efforts to reconcile myself with aging and retirement. Today at 60, maybe I will not stop working. But I no longer want to do, what I do not like to do. I am coming to terms with work, in a radically different way.
In my “58” piece, I recalled the seven main streams of influence in my life and paid tribute to my parents, teachers, students, friends and colleagues, who helped me to discover who I am.
Their single-most important contribution was to help me be myself:
- comfortable in my own skin;
- a one-eyed Joe, with my spectacles on my nose from the age of eight;
- with words as my friends and books as my lovers;
- walking ‘the road less travelled’ with a jhola on my shoulder; and
- placing people before profits and man (woman) before markets.
“To love oneself is the beginning of a life-long romance” – Oscar Wilde.
They learned me to love myself; love all the peoples of the world; make all the children of our world become my own children; love and care for my students passionately; be at peace with myself. They told me that I deserve to be myself; that I am the only beautiful person I fully own; so, I should not want or need to be someone else, no matter how desirable or successful.
*****
I can arrange my 60 years into nine periods:
1. 1951-61 My ‘lost childhood’: roaming like a gypsy, passing through railways
stations: Amla, Jabalpur, Nagpur, Solapur, Manmad.
2. 1961-71 In Mumbai: at school and college.
3. 1971-82 A break from my studies; living out of a jhola, a full-timer with
various NGOs in Village Maharashtra and Mumbai slums.
4. 1982-90 In Pune: married; working with Maharashtra Herald (MH);
start teaching in 1987 at University of Pune; in 1990 at SIMC.
5. 1990-93 Accompanying wife to Leeds, England, to take care of my 3 year-old daughter, while she did her PhD.
6. 1993-96 Working with a much-weakened MH; resign from MH.
7. 1996-2003 Setting up and working with the Corp Comm Dept at a private
company in Pune and editing ‘Mile Sur Mera Tumhara (MSMT)’.
8. 2003-04 Editor of Gomantak Times, Panaji, Goa.
9. 2004 >> In Pune: training at BJS since 2005; teaching at journalism courses.
Of my ‘lost childhood’ days (1951-61), my three years at the railway junction of Manmad (1958-61) were the most wonderful. What would I give for all the money in the world? A chance to meet my lost school-mates … when I was little in Manmad. I shall devote 10-15 posts to these three memorable years.
The first 10 years of my ‘lost childhood’ in the railway towns on the Central Railway and my 13 years, working at the Desk in Maharashtra Herald, Pune, have one word in common: ‘small’.
These two ‘small’ periods of my life have shaped my world-view: of the small as beautiful (but the big as ugly); the slow as steady (but the fast as fatal); the low as good (but the high as vulgar); the hot as Heaven (but the cold as Hell) and so on and so forth.
*****
I recall I left Manmad, for Mumbai, when they were building the bridge across the railway track; and just after Rexy, our beloved dog, had been mistakenly poisoned, despite having a legal dog collar.
Boarding school in St. Stanislaus, Bandra, during 1961-63 in standards VI-VII, was bleak. I have written about those lonely two years in the book, based on the five-part memoir of my mother on this blog.
The saving grace? For the first time, a teacher took over my life and longing and revealed to me the secret and magic world of words and books. This was Ms. Philomena D’Souza (nee Valladares), my English teacher. Where have all my great Goan gurus gone? Remind me to devote an entire future post to how I searched her out over 40 years and found her, and what she means to me -- today.
Boarding was also my initiation into football (as a right-outer) and hockey (as a left-outer, who could reverse-flick the ball to the top of the ‘D’) and to Don Camilo, the Catholic priest during the Spanish Civil War of the 1930s. (Later, I would add George Orwell, Christopher Caudwell and Martha Gellhorn to that red list.) The 1962 war with China appeared as “clippings” on the St Stanislaus notice-board.
Here in the boarding, in a big city school, a boy from ‘small’ places faced the big world of competition – marks and ranks – and came out right on top. (But this topper was not to last out long. By 1970, I had decided that the “rat race” was not for me.)
*****
I joined St Mary’s (SSC), Mazagaon, during 1963-67 in Stds 8 to 11. Here my love for English was nurtured as well as my interest in science and mathematics was aroused. I passed out in 1967, winning the Esso Prize as the best all-rounder.
I got my first pair of long pants to wear at the prize distribution ceremony and Vullu Uncle, one of my father’s cousins, who worked at Riyadh in Saudi Arabia during the 1960s, gave me my first wrist-watch, a Swiss Sowar Prima, as a present.
I finished my B.Sc. with Chemistry from St Xavier's College in October 1971. In December, the war broke out with Pakistan, resulting in the formation of Bangladesh.
By the end of my second period – in Mumbai, at school and college – I had won a National Science Talent scholarship and was on my way to a ‘promising’ career. But I had decided, on ideological grounds, that the competitive “rat race” was NOT for me.
My mother, who had always urged me to compete with myself, died in 1969. Looking back, I feel I took her death seriously and in a sub-conscious way decided to implement what she had been exhorting me to do. I am still coming to terms with my grief at her sudden death.
I have not had a single reason or occasion to regret the decision to drop out of the rat race. On the contrary, seeing the destitution of the poor caused by liberalisation, privatisation and globalization (LPG), I have felt re-assured that I was correct.
Today, I prefer to compete only with myself. So cooperation, team-work and peace pervades my work and teaching. I appeal to my students, friends and colleagues to stand against this tide and shun the greed, which is being encouraged both by government sell-outs and corporate profligacy.
“The world is too much with us.
Getting and spending we lay waste our powers.”
- William Wordsworth (1770-1850)
*****
Then, I took a break from my studies.
From 1973 to 1983, I worked as a full-time volunteer in Maharashtra with:
1. a rural development agency in some drought-prone villages (1973-77)
2. a science popularisation organisation (1978-83)
3. a trade union and a slum-dwellers organisation (1977-83).
This was the mass-activist period of my life, when many new things were revealed to me for the first time, bringing me close to the pain and sufferings of the common people, enabling me to look at life the way they did – sharing with compassion.
“Living is easy, with eyes closed.
Misunderstanding, everything you see.” – The Beatles.
During this period I learned the meaning of Gandhi’s talisman, one of the last notes left behind by him in 1948, expressing his deepest social thought:
"I will give you a talisman. Whenever you are in doubt, or when the self becomes too much with you, apply the following test. Recall the face of the poorest and the weakest man [woman] whom you may have seen, and ask yourself, if the step you contemplate is going to be of any use to him [her]. Will he [she] gain anything by it? Will it restore him [her] to a control over his [her] own life and destiny? In other words, will it lead to swaraj [freedom] for the hungry and spiritually starving millions? Then you will find your doubts and your self melt away."
- Source: Mahatma Gandhi [Last Phase, Vol. II (1958), P. 65].
The remaining part of this “60” piece is in the present tense, like in a diary or a letter, written as if I am telling my story, till 1978, to one of my sincerest students: “When I was 27 – a report to Gunjan”. I know that writing thus, is an illusion. For, I have the advantage of hindsight. I was not a journalist then; I entered mainstream journalism in 1983.
“We give but little, when we give of our possessions.
It is when we give of ourselves, that we truly give.”
- Kahlil Gibran (1883-1931)
*****************************
I am 27 today, 5 March 1978.
The mynahs and sparrows are chirping under my window. The sun tries to warm me, but my heart is still as cold as the body of my mother, who died nine years ago in 1969.
The Emergency that began in June 1975 ended last year, but even now terrible stories are surfacing of political prisoners, who were brutally tortured by terrorists like Sanjay Gandhi and his goons, under the Maintenance of Internal Security Act (MISA). Some of them are my dear friends.
We too have suffered our share of miseries. The local leaders in Kasarpimpalgaon (taluka Pathardi, district Ahmednagar, Maharashtra), where we were doing drought relief work since 1973, got emboldened by the terror, unleashed during the Emergency. If it was not for a kind IAS officer, who tipped us off in time, we would have been also arrested.
So our adult literacy work is in a shambles, and abandoned. I can only console myself reading "Pedagogy of the Oppressed" and "Cultural Action for Freedom" by Paolo Friere, whose 'conscientisation' methodology we used in our classes. "Liberation theology" is a new subject for me now.
*****
Let me tell you a little bit about Vistas, the group we formed in 1973, to work in the villages, after we had passed out of St Xavier's College. We were nine or ten young people in our early 20s. As for me, I used to wear flowers in my hair, which I grew to my shoulders, inspired by the protest song, "When you're in San Francisco, be sure to wear some flowers in your hair."
I failed in explaining to my father and help him to understand why his brilliant son, a first ranker, and a National Science Talent Scholar, one of only 350 from India in 1969, had chosen to drop out after finishing his B.Sc, and did not continue further studies like his classmates, especially his best friend, Spenta Wadia.
The drought of 1970-71 was one of the severest in the history of Maharashtra. Having stayed in a village for four years, I would not hesitate to call it a 'famine'.
Initially, we started with drought relief work, with 'Food for Work' programs, with maize, wheat and milk powder being provided by international funding agencies like Caritas, Casa, Lutheran World Relief, etc. Then we started supplying seeds and fertilisers through Afarm and Afpro. Later we worked with Oxfam on adult literacy and organising youth.
I was mainly inspired by the writings of John Holt, Ivan Illich, Frantz Fanon, Jean Paul Sartre, Will & Ariel Durant, Paolo Friere, etc. I was already influenced by Vatican II and Pope John XXIII, who spoke about Christians standing up for justice and peace as well as the liberation of the poor and the oppressed.
Among the many books that I took with me to the villages was a copy of the Communist Manifesto. But I only remember reading it for its excellent English and vivid description of bourgeois life; the social and revolutionary content having little impact on me.
We read the feminists like Simone de Beauvoir, Betty Friedan, Gloria Steinem, and Germaine Greer. (Note: none of them burnt bras, a myth of the demonic media machine)
The songs of protest by Bob Dylan, Joan Baez, Pete Seeger, Woody Guthrie, moved us.
The names of Led Zeppelin and Pink Floyd were on our trembling lips. With the Beatles, we believed in: "Can't Buy Me Love." We took the slogan "Make Love, Not War" to our hearts and minds.
I was learning to speak Marathi from the illiterate natives, even as I taught them to read and write their mother-tongue.
When we formed Vistas in 1973, I was 22. The world was young and, for me, anything was possible. Still is, Gunjan. I was not afraid to stop my studies and go to the villages, where the poor lived. By now, I had decided, on ideological grounds, to get out of the rat race. A topper for years, I discarded competition and its connotation of war, welcoming cooperation among humans as the foundation of peace.
*****
The proclamation of the Emergency in June 1975 by Sonia Gandhi's mother-in-law, the dreadful Indira Gandhi, came as a shock to me. (In 1968, my first year of college, I had been thrilled by her nationalisation of banks and challenge to decaying Congress values.)
I remember we had taken the morning train from Bombay to Pune. When we reached Pune and saw the newspapers, some of them had blank patches on the front pages. The courageous editors left the columns blank, when the government censors objected. The name of Jayprakash Narayan was like a magic mantra.
Today in 1978, I am 27 and disillusioned. I went hopeful to the villages in 1973. Our raw idealism collapsed in the face of the brutal assault by Sanjay Gandhi. We realised we were soft boys and girls, pampered and spoiled in the cities. Within 20 months, the Emergency (June 1975 – January 1977) made us men and women.
Now my first taste of direct resistance and protest on the streets is in the form of the Committee for the Protection of Democratic Rights (CPDR). I am working to set up a Centre for Education and Documentation (CED), which will set up a library of clippings for use by activists and journalists.
Three friends become journalists: Ivan Fera, Ayesha Kagal and Chaitanya Kalbag.
Yes, I am disillusioned, Gunjan. But I have not given up and succumbed to the temptations of a comfortable job. I am brave. I struggle and learn.
********************************
“We are all in the gutter.
But some of us are looking
… at the stars.”
- Oscar Wilde (1854-1900).
This first part of my “60” piece brings my story up to 1978, when I am 27. Let me outline the rest of my story, in brief, to be taken up in detail, as and when time permits.
After 1978, I joined trade union work and organising slum dwellers in Bhandup, Mumbai. Then, we formed the Lok Vidnyan Sanghatana for taking science to the people in 1980.
I got married to a Pune girl, Kalpana Joshi, on 26 January 1982. In the ardour of passion, I promised her, not the moon, but that I would stop smoking the day after we got married. She reminded me of my promise, and I stopped smoking. So this, inadvertently, became a wedding present to my wife.
Our only child and lovely daughter of our life, Pallavi, was born on 23 October 1987. Till her arrival, my late mother came first in my life, and my wife came second. Today, my daughter is at No. 1 position.
The mothers of my friends pass away, carrying away my long-lost mother into the history-books she loved so much.
*****
Meanwhile, full-time journalism had started in 1983. I started teaching journalism at the University of Pune in 1987, and at the Symbiosis Institute of Journalism and Communication (SIJC), now SIMC, in 1990.
Since 1983 to 1996, I worked with Maharashtra Herald, the one and only local English daily in Pune. I have begun a 20-part series on “the old MH” as a tribute to that most valiant of Indian local papers, sustained by the blood, sweat, toil and tears of working journalists.
During 1990-93, we were in Leeds, England, where my wife did her Ph.D. in Electrical Engineering. I took three years leave without pay, to take care of our daughter, who was three years old then.
After 13 years in Maharashtra Herald, Pune, I left in 1996 and joined to set up the Corporate Communication Dept at Deepak Fertilisers. So, though I disliked it, I did internal PR for seven years. No choice: just a job. My only joyful consolation during those years is “Mile Sur Mera Tumhara (MSMT)”, a unique internal newsletter.
The date 2 September 2006, when I suffered a heart attack, I recall as the day I got a second chance.
Since 2005, I have been also doing some unusual work – designing, developing and delivering training programs – at Bharatiya Jain Sanghatana, founded by the pioneering Shantilal Muttha.
I continue to teach print journalism. But I am winding up my lectures and concentrating on writing: a memoir on my mother; a text-book on editing; survivor drafts of my cold & wet days in Leeds; and other scraps.
*****
When I went off my blog "to restore myself" I thought I would be back in three months. But it has taken me 19 months to come back. Not because it took me 19 months to restore myself, but because only the way, I developed other ways of keeping in touch with my sincerest students.
But the blog kept beckoning. And its charms, like a personal dairy, can only be appreciated by those who have roamed the adventures that Life offers the precious, the gentle and the brave.
I have inserted five appendices, to explain the sources and starting points for this piece. This is only for those who wish to go "inside the mind" of a writer and see how a piece takes shape.
*****
I have hundreds of journalism students since I started to teach in 1987; they are scattered across the world. A few of them (and I tell them so), I cherish as “my sincere and serious students”.
But as I said at railway gate No. 58, I still “await the student, who may exceed me, who may dare to go beyond imagination, against the tide; to whom I may entrust the torch given to me by my ancestors and teachers.”
Dare I say, during the last two years, I may have had fleeting glimpses of some such adventurous students? A hundred others are striving to be my students, just as I struggle, even today, to deserve to be the student of my teachers, some long gone to dream with Hemingway’s lions.
Your support is my strength.
Peace and love,
- Joe.
Pune, India, Wednesday, 19 May 2011.
Trains form my earliest memories, since I was a child of four in 1955. Our mother used to say she felt we were ‘born on railway trains or platforms’! Our father was a railway man, all his working life. So, I spontaneously think of Life itself as a train journey.
Now, I see myself standing at railway gate No.60. Can you see me, waving at you?
This “60” piece has five starting points:
1. My auto-biographical sketch: “Along the line, at railway gate No. 58” on this blog.
2. My catching-up piece, “This is me, Joe Pinto, since 1967”, written as I was preparing for the 11-1-11 re-union of my Class of 1967 school-mates from the St Mary’s (SSC) High School, Mazagaon, Mumbai. (Read this piece on my source-blog, “Journey Unbegun”.)
3. The memoir of my mother, “Lessons my mother learned me”, in five parts on this blog.
(Read all five parts as one piece on “Journey Unbegun”
4. Addressing various issues, raised from time to time, by my students, in posts like “Rules of the Road” and other pieces, on this blog.
5. A birthday gift to one of my sincerest students, Gunjan Chaurasia, “When I was 27”. (Read the original piece here on “Journey Unbegun”.)
*****
"A man's memory is his own private literature." – Aldous Huxley (1894-1963)
Looking back at my journey, how do I see myself, as I stand at railway gate No.60? This is how one of my caring gurus, Dr Devendra Agochiya, sums me up: “A journalist by profession, and a trainer by choice.” Also see my 5 Ws and 1 H, on the margins of this blog.
“Along the line, at railway gate No. 58” traces my efforts to reconcile myself with aging and retirement. Today at 60, maybe I will not stop working. But I no longer want to do, what I do not like to do. I am coming to terms with work, in a radically different way.
In my “58” piece, I recalled the seven main streams of influence in my life and paid tribute to my parents, teachers, students, friends and colleagues, who helped me to discover who I am.
Their single-most important contribution was to help me be myself:
- comfortable in my own skin;
- a one-eyed Joe, with my spectacles on my nose from the age of eight;
- with words as my friends and books as my lovers;
- walking ‘the road less travelled’ with a jhola on my shoulder; and
- placing people before profits and man (woman) before markets.
“To love oneself is the beginning of a life-long romance” – Oscar Wilde.
They learned me to love myself; love all the peoples of the world; make all the children of our world become my own children; love and care for my students passionately; be at peace with myself. They told me that I deserve to be myself; that I am the only beautiful person I fully own; so, I should not want or need to be someone else, no matter how desirable or successful.
*****
I can arrange my 60 years into nine periods:
1. 1951-61 My ‘lost childhood’: roaming like a gypsy, passing through railways
stations: Amla, Jabalpur, Nagpur, Solapur, Manmad.
2. 1961-71 In Mumbai: at school and college.
3. 1971-82 A break from my studies; living out of a jhola, a full-timer with
various NGOs in Village Maharashtra and Mumbai slums.
4. 1982-90 In Pune: married; working with Maharashtra Herald (MH);
start teaching in 1987 at University of Pune; in 1990 at SIMC.
5. 1990-93 Accompanying wife to Leeds, England, to take care of my 3 year-old daughter, while she did her PhD.
6. 1993-96 Working with a much-weakened MH; resign from MH.
7. 1996-2003 Setting up and working with the Corp Comm Dept at a private
company in Pune and editing ‘Mile Sur Mera Tumhara (MSMT)’.
8. 2003-04 Editor of Gomantak Times, Panaji, Goa.
9. 2004 >> In Pune: training at BJS since 2005; teaching at journalism courses.
Of my ‘lost childhood’ days (1951-61), my three years at the railway junction of Manmad (1958-61) were the most wonderful. What would I give for all the money in the world? A chance to meet my lost school-mates … when I was little in Manmad. I shall devote 10-15 posts to these three memorable years.
The first 10 years of my ‘lost childhood’ in the railway towns on the Central Railway and my 13 years, working at the Desk in Maharashtra Herald, Pune, have one word in common: ‘small’.
These two ‘small’ periods of my life have shaped my world-view: of the small as beautiful (but the big as ugly); the slow as steady (but the fast as fatal); the low as good (but the high as vulgar); the hot as Heaven (but the cold as Hell) and so on and so forth.
*****
I recall I left Manmad, for Mumbai, when they were building the bridge across the railway track; and just after Rexy, our beloved dog, had been mistakenly poisoned, despite having a legal dog collar.
Boarding school in St. Stanislaus, Bandra, during 1961-63 in standards VI-VII, was bleak. I have written about those lonely two years in the book, based on the five-part memoir of my mother on this blog.
The saving grace? For the first time, a teacher took over my life and longing and revealed to me the secret and magic world of words and books. This was Ms. Philomena D’Souza (nee Valladares), my English teacher. Where have all my great Goan gurus gone? Remind me to devote an entire future post to how I searched her out over 40 years and found her, and what she means to me -- today.
Boarding was also my initiation into football (as a right-outer) and hockey (as a left-outer, who could reverse-flick the ball to the top of the ‘D’) and to Don Camilo, the Catholic priest during the Spanish Civil War of the 1930s. (Later, I would add George Orwell, Christopher Caudwell and Martha Gellhorn to that red list.) The 1962 war with China appeared as “clippings” on the St Stanislaus notice-board.
Here in the boarding, in a big city school, a boy from ‘small’ places faced the big world of competition – marks and ranks – and came out right on top. (But this topper was not to last out long. By 1970, I had decided that the “rat race” was not for me.)
*****
I joined St Mary’s (SSC), Mazagaon, during 1963-67 in Stds 8 to 11. Here my love for English was nurtured as well as my interest in science and mathematics was aroused. I passed out in 1967, winning the Esso Prize as the best all-rounder.
I got my first pair of long pants to wear at the prize distribution ceremony and Vullu Uncle, one of my father’s cousins, who worked at Riyadh in Saudi Arabia during the 1960s, gave me my first wrist-watch, a Swiss Sowar Prima, as a present.
I finished my B.Sc. with Chemistry from St Xavier's College in October 1971. In December, the war broke out with Pakistan, resulting in the formation of Bangladesh.
By the end of my second period – in Mumbai, at school and college – I had won a National Science Talent scholarship and was on my way to a ‘promising’ career. But I had decided, on ideological grounds, that the competitive “rat race” was NOT for me.
My mother, who had always urged me to compete with myself, died in 1969. Looking back, I feel I took her death seriously and in a sub-conscious way decided to implement what she had been exhorting me to do. I am still coming to terms with my grief at her sudden death.
I have not had a single reason or occasion to regret the decision to drop out of the rat race. On the contrary, seeing the destitution of the poor caused by liberalisation, privatisation and globalization (LPG), I have felt re-assured that I was correct.
Today, I prefer to compete only with myself. So cooperation, team-work and peace pervades my work and teaching. I appeal to my students, friends and colleagues to stand against this tide and shun the greed, which is being encouraged both by government sell-outs and corporate profligacy.
“The world is too much with us.
Getting and spending we lay waste our powers.”
- William Wordsworth (1770-1850)
*****
Then, I took a break from my studies.
From 1973 to 1983, I worked as a full-time volunteer in Maharashtra with:
1. a rural development agency in some drought-prone villages (1973-77)
2. a science popularisation organisation (1978-83)
3. a trade union and a slum-dwellers organisation (1977-83).
This was the mass-activist period of my life, when many new things were revealed to me for the first time, bringing me close to the pain and sufferings of the common people, enabling me to look at life the way they did – sharing with compassion.
“Living is easy, with eyes closed.
Misunderstanding, everything you see.” – The Beatles.
During this period I learned the meaning of Gandhi’s talisman, one of the last notes left behind by him in 1948, expressing his deepest social thought:
"I will give you a talisman. Whenever you are in doubt, or when the self becomes too much with you, apply the following test. Recall the face of the poorest and the weakest man [woman] whom you may have seen, and ask yourself, if the step you contemplate is going to be of any use to him [her]. Will he [she] gain anything by it? Will it restore him [her] to a control over his [her] own life and destiny? In other words, will it lead to swaraj [freedom] for the hungry and spiritually starving millions? Then you will find your doubts and your self melt away."
- Source: Mahatma Gandhi [Last Phase, Vol. II (1958), P. 65].
The remaining part of this “60” piece is in the present tense, like in a diary or a letter, written as if I am telling my story, till 1978, to one of my sincerest students: “When I was 27 – a report to Gunjan”. I know that writing thus, is an illusion. For, I have the advantage of hindsight. I was not a journalist then; I entered mainstream journalism in 1983.
“We give but little, when we give of our possessions.
It is when we give of ourselves, that we truly give.”
- Kahlil Gibran (1883-1931)
*****************************
I am 27 today, 5 March 1978.
The mynahs and sparrows are chirping under my window. The sun tries to warm me, but my heart is still as cold as the body of my mother, who died nine years ago in 1969.
The Emergency that began in June 1975 ended last year, but even now terrible stories are surfacing of political prisoners, who were brutally tortured by terrorists like Sanjay Gandhi and his goons, under the Maintenance of Internal Security Act (MISA). Some of them are my dear friends.
We too have suffered our share of miseries. The local leaders in Kasarpimpalgaon (taluka Pathardi, district Ahmednagar, Maharashtra), where we were doing drought relief work since 1973, got emboldened by the terror, unleashed during the Emergency. If it was not for a kind IAS officer, who tipped us off in time, we would have been also arrested.
So our adult literacy work is in a shambles, and abandoned. I can only console myself reading "Pedagogy of the Oppressed" and "Cultural Action for Freedom" by Paolo Friere, whose 'conscientisation' methodology we used in our classes. "Liberation theology" is a new subject for me now.
*****
Let me tell you a little bit about Vistas, the group we formed in 1973, to work in the villages, after we had passed out of St Xavier's College. We were nine or ten young people in our early 20s. As for me, I used to wear flowers in my hair, which I grew to my shoulders, inspired by the protest song, "When you're in San Francisco, be sure to wear some flowers in your hair."
I failed in explaining to my father and help him to understand why his brilliant son, a first ranker, and a National Science Talent Scholar, one of only 350 from India in 1969, had chosen to drop out after finishing his B.Sc, and did not continue further studies like his classmates, especially his best friend, Spenta Wadia.
The drought of 1970-71 was one of the severest in the history of Maharashtra. Having stayed in a village for four years, I would not hesitate to call it a 'famine'.
Initially, we started with drought relief work, with 'Food for Work' programs, with maize, wheat and milk powder being provided by international funding agencies like Caritas, Casa, Lutheran World Relief, etc. Then we started supplying seeds and fertilisers through Afarm and Afpro. Later we worked with Oxfam on adult literacy and organising youth.
I was mainly inspired by the writings of John Holt, Ivan Illich, Frantz Fanon, Jean Paul Sartre, Will & Ariel Durant, Paolo Friere, etc. I was already influenced by Vatican II and Pope John XXIII, who spoke about Christians standing up for justice and peace as well as the liberation of the poor and the oppressed.
Among the many books that I took with me to the villages was a copy of the Communist Manifesto. But I only remember reading it for its excellent English and vivid description of bourgeois life; the social and revolutionary content having little impact on me.
We read the feminists like Simone de Beauvoir, Betty Friedan, Gloria Steinem, and Germaine Greer. (Note: none of them burnt bras, a myth of the demonic media machine)
The songs of protest by Bob Dylan, Joan Baez, Pete Seeger, Woody Guthrie, moved us.
The names of Led Zeppelin and Pink Floyd were on our trembling lips. With the Beatles, we believed in: "Can't Buy Me Love." We took the slogan "Make Love, Not War" to our hearts and minds.
I was learning to speak Marathi from the illiterate natives, even as I taught them to read and write their mother-tongue.
When we formed Vistas in 1973, I was 22. The world was young and, for me, anything was possible. Still is, Gunjan. I was not afraid to stop my studies and go to the villages, where the poor lived. By now, I had decided, on ideological grounds, to get out of the rat race. A topper for years, I discarded competition and its connotation of war, welcoming cooperation among humans as the foundation of peace.
*****
The proclamation of the Emergency in June 1975 by Sonia Gandhi's mother-in-law, the dreadful Indira Gandhi, came as a shock to me. (In 1968, my first year of college, I had been thrilled by her nationalisation of banks and challenge to decaying Congress values.)
I remember we had taken the morning train from Bombay to Pune. When we reached Pune and saw the newspapers, some of them had blank patches on the front pages. The courageous editors left the columns blank, when the government censors objected. The name of Jayprakash Narayan was like a magic mantra.
Today in 1978, I am 27 and disillusioned. I went hopeful to the villages in 1973. Our raw idealism collapsed in the face of the brutal assault by Sanjay Gandhi. We realised we were soft boys and girls, pampered and spoiled in the cities. Within 20 months, the Emergency (June 1975 – January 1977) made us men and women.
Now my first taste of direct resistance and protest on the streets is in the form of the Committee for the Protection of Democratic Rights (CPDR). I am working to set up a Centre for Education and Documentation (CED), which will set up a library of clippings for use by activists and journalists.
Three friends become journalists: Ivan Fera, Ayesha Kagal and Chaitanya Kalbag.
Yes, I am disillusioned, Gunjan. But I have not given up and succumbed to the temptations of a comfortable job. I am brave. I struggle and learn.
********************************
“We are all in the gutter.
But some of us are looking
… at the stars.”
- Oscar Wilde (1854-1900).
This first part of my “60” piece brings my story up to 1978, when I am 27. Let me outline the rest of my story, in brief, to be taken up in detail, as and when time permits.
After 1978, I joined trade union work and organising slum dwellers in Bhandup, Mumbai. Then, we formed the Lok Vidnyan Sanghatana for taking science to the people in 1980.
I got married to a Pune girl, Kalpana Joshi, on 26 January 1982. In the ardour of passion, I promised her, not the moon, but that I would stop smoking the day after we got married. She reminded me of my promise, and I stopped smoking. So this, inadvertently, became a wedding present to my wife.
Our only child and lovely daughter of our life, Pallavi, was born on 23 October 1987. Till her arrival, my late mother came first in my life, and my wife came second. Today, my daughter is at No. 1 position.
The mothers of my friends pass away, carrying away my long-lost mother into the history-books she loved so much.
*****
Meanwhile, full-time journalism had started in 1983. I started teaching journalism at the University of Pune in 1987, and at the Symbiosis Institute of Journalism and Communication (SIJC), now SIMC, in 1990.
Since 1983 to 1996, I worked with Maharashtra Herald, the one and only local English daily in Pune. I have begun a 20-part series on “the old MH” as a tribute to that most valiant of Indian local papers, sustained by the blood, sweat, toil and tears of working journalists.
During 1990-93, we were in Leeds, England, where my wife did her Ph.D. in Electrical Engineering. I took three years leave without pay, to take care of our daughter, who was three years old then.
After 13 years in Maharashtra Herald, Pune, I left in 1996 and joined to set up the Corporate Communication Dept at Deepak Fertilisers. So, though I disliked it, I did internal PR for seven years. No choice: just a job. My only joyful consolation during those years is “Mile Sur Mera Tumhara (MSMT)”, a unique internal newsletter.
The date 2 September 2006, when I suffered a heart attack, I recall as the day I got a second chance.
Since 2005, I have been also doing some unusual work – designing, developing and delivering training programs – at Bharatiya Jain Sanghatana, founded by the pioneering Shantilal Muttha.
I continue to teach print journalism. But I am winding up my lectures and concentrating on writing: a memoir on my mother; a text-book on editing; survivor drafts of my cold & wet days in Leeds; and other scraps.
*****
When I went off my blog "to restore myself" I thought I would be back in three months. But it has taken me 19 months to come back. Not because it took me 19 months to restore myself, but because only the way, I developed other ways of keeping in touch with my sincerest students.
But the blog kept beckoning. And its charms, like a personal dairy, can only be appreciated by those who have roamed the adventures that Life offers the precious, the gentle and the brave.
I have inserted five appendices, to explain the sources and starting points for this piece. This is only for those who wish to go "inside the mind" of a writer and see how a piece takes shape.
*****
I have hundreds of journalism students since I started to teach in 1987; they are scattered across the world. A few of them (and I tell them so), I cherish as “my sincere and serious students”.
But as I said at railway gate No. 58, I still “await the student, who may exceed me, who may dare to go beyond imagination, against the tide; to whom I may entrust the torch given to me by my ancestors and teachers.”
Dare I say, during the last two years, I may have had fleeting glimpses of some such adventurous students? A hundred others are striving to be my students, just as I struggle, even today, to deserve to be the student of my teachers, some long gone to dream with Hemingway’s lions.
Your support is my strength.
Peace and love,
- Joe.
Pune, India, Wednesday, 19 May 2011.
Monday, November 2, 2009
Away for three months, to restore myself
My dear family, students, friends and colleagues,
You who follow my blog may have noticed that I have not been posting every Sunday, as I promised. For example, my last post was on 4 October, that is, four weeks ago.
A few of you have called or emailed to find out if I have been unwell. Thank you for your concern. I have not been posting regularly, because I have been pre-occupied with a personal assignment that takes a lot of my thinking time and energy.
Writing is strenuous. Moreover, since I expect that my own work be an example of what I preach and teach in class -– writing with nouns and verbs, NOT with adjectives and adverbs –- writing drains me.
But life in the blogosphere is even more tiring. When I started blogging on 2 October 2008, I found the Blogger software convenient. The template was easy to learn and use. And so I enjoyed myself. I still do.
But gradually, I got sucked into mediocre junk, the way children get seduced by fast food.
*****
In his 1959 revision of William Strunk’s Elements of Style, E.B. White added a Chapter V, “An Approach to Style” (with a list of 21 reminders). Reminder 9 says, “Do not affect a breezy manner.” Here, White refers to a poem, “Spontaneous me”, and argues that “in his innocence”, Walt Whitman, “let loose the hordes of uninspired scribblers” with their “uninhibited prose”.
When I read newspapers today, there is so much of breeze, wind and hot air, printed on their pages! No need to comment about the fluff and hype on TV.
For me, writing and reading as well as speaking and listening are two sides of the same coin: thinking. So blogging is not only about writing “Against the Tide”, but also about reading other blogs. And that seems to have taken a severe toll of my senses.
In my early exuberance, I read all the blogs as I strolled along, the way a child grabs at any toy within its ken. But I have realised I was straying into mediocre junk.
Sadder but wiser over the last year, I have decided to halt by the wayside. And slow down for the next three months. While I restore myself – with a personal assignment.
I shall, however, respond to ALL emails and messages on facebook. And like a street rag-picker, I shall scrounge through a few of your careful blogs, searching for …??? And when the urge takes hold of me, I shall post – but rarely.
Keep in touch. Resist the tide. Take care.
Your support is my strength.
- Joe.
Pune, India, Monday, 2 November 2009.
You who follow my blog may have noticed that I have not been posting every Sunday, as I promised. For example, my last post was on 4 October, that is, four weeks ago.
A few of you have called or emailed to find out if I have been unwell. Thank you for your concern. I have not been posting regularly, because I have been pre-occupied with a personal assignment that takes a lot of my thinking time and energy.
Writing is strenuous. Moreover, since I expect that my own work be an example of what I preach and teach in class -– writing with nouns and verbs, NOT with adjectives and adverbs –- writing drains me.
But life in the blogosphere is even more tiring. When I started blogging on 2 October 2008, I found the Blogger software convenient. The template was easy to learn and use. And so I enjoyed myself. I still do.
But gradually, I got sucked into mediocre junk, the way children get seduced by fast food.
*****
In his 1959 revision of William Strunk’s Elements of Style, E.B. White added a Chapter V, “An Approach to Style” (with a list of 21 reminders). Reminder 9 says, “Do not affect a breezy manner.” Here, White refers to a poem, “Spontaneous me”, and argues that “in his innocence”, Walt Whitman, “let loose the hordes of uninspired scribblers” with their “uninhibited prose”.
When I read newspapers today, there is so much of breeze, wind and hot air, printed on their pages! No need to comment about the fluff and hype on TV.
For me, writing and reading as well as speaking and listening are two sides of the same coin: thinking. So blogging is not only about writing “Against the Tide”, but also about reading other blogs. And that seems to have taken a severe toll of my senses.
In my early exuberance, I read all the blogs as I strolled along, the way a child grabs at any toy within its ken. But I have realised I was straying into mediocre junk.
Sadder but wiser over the last year, I have decided to halt by the wayside. And slow down for the next three months. While I restore myself – with a personal assignment.
I shall, however, respond to ALL emails and messages on facebook. And like a street rag-picker, I shall scrounge through a few of your careful blogs, searching for …??? And when the urge takes hold of me, I shall post – but rarely.
Keep in touch. Resist the tide. Take care.
Your support is my strength.
- Joe.
Pune, India, Monday, 2 November 2009.
Sunday, October 4, 2009
Journey of life: rules of the road – Part 2
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.
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.
Wednesday, September 23, 2009
Lessons ‘the old MH’ learned me – Part 1
My dear family, students, friends and colleagues,
Like the ordinary people whose heroic stories they tell and the peaceful places they belong to, local papers are charming. No big city paper can ever hope to (though it may pretend to) match the intimate way a small local paper grows up and on its readers.
I chose to work for 13 years in one such local paper, Maharashtra Herald (MH) – Pune’s very own local. Tuesday, 22 September marked the birthday of MH, founded by Abel David in 1962 as Poona Herald.
I salute you, my dear MH.
In this personal memoir, I will not try to write a history of ‘the old MH’ – before it was taken over in 2003. Far abler seniors – Harry David, Taher Shaikh and Y.V. Krishnamurthy – deserve to write the first pages. I shall tell a few stories, hoping to catch the feel of ‘the old MH’.
For me, two relics in Pune camp reveal that MH existed, once upon a time: first, the board of the Maharashtra Herald printing press on East Street; second, the location of its last office, above Nehru Memorial Hall and opposite Supriya, before ‘the old MH’ was taken over.
The silver jubilee edition of MH in 1987 includes a memoir by Dileep Padgaonkar called, “Salad days on East Street”, in which he writes of visiting the old MH office on East Street, hoping to bump into some of his old mates, who used to share that tiny space on the wooden floor, where he started his career in Poona Herald.
If I went there today, would I spot ‘the old MH’ office? East Street is become a stinking gutter, clogged with parked cars and choked by multi-storeyed buildings. Nothing on the ground – except the MH board – can evoke those days, which survive only in my mind’s eye.
“We are all in the gutter,” said Oscar Wilde, “But some of us are looking up … at the stars.” This memoir is dedicated to each of my colleagues at 'the old MH' who learned me to keep looking up.
My first full-time job as a journalist
While I was looking for a job, my wife’s friend, Vijay Lele, told me to meet Mr. S.D. Wagh, the editor of MH. Mr Wagh’s secretary, Duru Notani (later Tejwani) was the first person to welcome me to MH, at the top of the narrow staircase, outside the editor’s cabin. In the left-hand corner, a teleprinter rattled away.
After the interview, I asked Mr. Wagh about my working hours. “Twenty-four hours,” he said, trapping in three words the future of us journalists. (The 24x7 farce of ‘breaking news’ had not yet been concocted.) Thus began my first day in the profession of full-time journalism on 2 May 1983, as a sub-editor on a salary of 600 rupees per month.
(During my lecture a few days ago, I told my first-year students of journalism this story, to clearly convey the ‘24 hours’ attitude to work that is expected, if they want to become sincere, hard-working and alert journalists.)
Initiated into the taboos of the tribe of scribes by the silent Mathew Fernandes (one of the many Goan gurus who have learned me the lessons of life), I slowly stumbled across the subtleties of subbing. One by one, I met and grew to know, to love and be loved by, our three seniors – Taher, Murthy and Harry.
Since MH was the only English paper to be delivered at the doorstep and hit the stands, first thing in the morning, it was ‘the local paper’. (The Times of India and Indian Express used to come down to Pune by road from Bombay, late, in the afternoon.)
But the Yinglish snobs turned up their noses and looked down upon the evergreen ‘Cinema Calendar’ in the MH, where the matinees were devoured by college students. But everyone read the obituaries.
I worked ‘24 hours’ in MH from 1983 to 1996, being graciously granted ‘leave without pay’ during 1990-93, while I accompanied my wife, who studied abroad, to take care of our daughter J.K. Pallavi, who was then three years old.
Don’t give an opportunity to those who would wilfully distort your words
In Part 2 of this series, I shall describe who did what; where and when; why and how: the 5 Ws and one H at ‘the old MH’. Here I will take off from a Shashi Tharoor sentence that triggered this post: “I now realise I shouldn’t assume people will appreciate humour. And you shouldn’t give those who would wilfully distort your words an opportunity to do so.”
Tharoor is speaking about how Sonia sycophants like Jayanti Natarajan, disguised as Congress spokespersons, have wilfully distorted his “cattle class” tweet. Tharoor says you should not give humourless sycophants a stick and then not expect them to hit you with it. How I recall literally conjuring a stick out of my mind and giving it to a sycophant in ‘the old MH’ to beat me with it.
Our editor Mr. Wagh, a strict disciplinarian, used to write his editorials, longhand, in his cabin. My wild imagination converted him into a “waghoba” (tiger) in his den. ‘Wagh’ into ‘waghoba’. This nickname fell on the eager ears of a flatterer, who dutifully forwarded it to Mr Wagh.
One day, Mr Wagh called me into his cabin and asked me whether I called him “waghoba”. When I said yes, he smiled and said it was not proper for me to call him so, in front of others who may wilfully distort my words, implying that I thereby intended to disrespect the editor. I said I did not intend to hurt his feelings. And there the matter rested.
Till now … when the Tharoor tweet stirred a secret recess of my brain, while I was thinking out this tribute to ‘the old MH’. And out sprang a … ‘waghoba’.
*****
Any one who has worked in ‘the old MH’ may be asked, “What is the secret of the success of MH”? This is my answer: we borrowed a human recipe used by all parents who bring up their children: loving, caring and sharing; a sense of belonging.
The next post on “Journey of life: rules of the road – Part 2” will appear on or after Sunday, 4 October 2009.
Your support is my strength,
- Joe.
Pune, India, Wednesday, 23 September 2009.
Like the ordinary people whose heroic stories they tell and the peaceful places they belong to, local papers are charming. No big city paper can ever hope to (though it may pretend to) match the intimate way a small local paper grows up and on its readers.
I chose to work for 13 years in one such local paper, Maharashtra Herald (MH) – Pune’s very own local. Tuesday, 22 September marked the birthday of MH, founded by Abel David in 1962 as Poona Herald.
I salute you, my dear MH.
In this personal memoir, I will not try to write a history of ‘the old MH’ – before it was taken over in 2003. Far abler seniors – Harry David, Taher Shaikh and Y.V. Krishnamurthy – deserve to write the first pages. I shall tell a few stories, hoping to catch the feel of ‘the old MH’.
For me, two relics in Pune camp reveal that MH existed, once upon a time: first, the board of the Maharashtra Herald printing press on East Street; second, the location of its last office, above Nehru Memorial Hall and opposite Supriya, before ‘the old MH’ was taken over.
The silver jubilee edition of MH in 1987 includes a memoir by Dileep Padgaonkar called, “Salad days on East Street”, in which he writes of visiting the old MH office on East Street, hoping to bump into some of his old mates, who used to share that tiny space on the wooden floor, where he started his career in Poona Herald.
If I went there today, would I spot ‘the old MH’ office? East Street is become a stinking gutter, clogged with parked cars and choked by multi-storeyed buildings. Nothing on the ground – except the MH board – can evoke those days, which survive only in my mind’s eye.
“We are all in the gutter,” said Oscar Wilde, “But some of us are looking up … at the stars.” This memoir is dedicated to each of my colleagues at 'the old MH' who learned me to keep looking up.
My first full-time job as a journalist
While I was looking for a job, my wife’s friend, Vijay Lele, told me to meet Mr. S.D. Wagh, the editor of MH. Mr Wagh’s secretary, Duru Notani (later Tejwani) was the first person to welcome me to MH, at the top of the narrow staircase, outside the editor’s cabin. In the left-hand corner, a teleprinter rattled away.
After the interview, I asked Mr. Wagh about my working hours. “Twenty-four hours,” he said, trapping in three words the future of us journalists. (The 24x7 farce of ‘breaking news’ had not yet been concocted.) Thus began my first day in the profession of full-time journalism on 2 May 1983, as a sub-editor on a salary of 600 rupees per month.
(During my lecture a few days ago, I told my first-year students of journalism this story, to clearly convey the ‘24 hours’ attitude to work that is expected, if they want to become sincere, hard-working and alert journalists.)
Initiated into the taboos of the tribe of scribes by the silent Mathew Fernandes (one of the many Goan gurus who have learned me the lessons of life), I slowly stumbled across the subtleties of subbing. One by one, I met and grew to know, to love and be loved by, our three seniors – Taher, Murthy and Harry.
Since MH was the only English paper to be delivered at the doorstep and hit the stands, first thing in the morning, it was ‘the local paper’. (The Times of India and Indian Express used to come down to Pune by road from Bombay, late, in the afternoon.)
But the Yinglish snobs turned up their noses and looked down upon the evergreen ‘Cinema Calendar’ in the MH, where the matinees were devoured by college students. But everyone read the obituaries.
I worked ‘24 hours’ in MH from 1983 to 1996, being graciously granted ‘leave without pay’ during 1990-93, while I accompanied my wife, who studied abroad, to take care of our daughter J.K. Pallavi, who was then three years old.
Don’t give an opportunity to those who would wilfully distort your words
In Part 2 of this series, I shall describe who did what; where and when; why and how: the 5 Ws and one H at ‘the old MH’. Here I will take off from a Shashi Tharoor sentence that triggered this post: “I now realise I shouldn’t assume people will appreciate humour. And you shouldn’t give those who would wilfully distort your words an opportunity to do so.”
Tharoor is speaking about how Sonia sycophants like Jayanti Natarajan, disguised as Congress spokespersons, have wilfully distorted his “cattle class” tweet. Tharoor says you should not give humourless sycophants a stick and then not expect them to hit you with it. How I recall literally conjuring a stick out of my mind and giving it to a sycophant in ‘the old MH’ to beat me with it.
Our editor Mr. Wagh, a strict disciplinarian, used to write his editorials, longhand, in his cabin. My wild imagination converted him into a “waghoba” (tiger) in his den. ‘Wagh’ into ‘waghoba’. This nickname fell on the eager ears of a flatterer, who dutifully forwarded it to Mr Wagh.
One day, Mr Wagh called me into his cabin and asked me whether I called him “waghoba”. When I said yes, he smiled and said it was not proper for me to call him so, in front of others who may wilfully distort my words, implying that I thereby intended to disrespect the editor. I said I did not intend to hurt his feelings. And there the matter rested.
Till now … when the Tharoor tweet stirred a secret recess of my brain, while I was thinking out this tribute to ‘the old MH’. And out sprang a … ‘waghoba’.
*****
Any one who has worked in ‘the old MH’ may be asked, “What is the secret of the success of MH”? This is my answer: we borrowed a human recipe used by all parents who bring up their children: loving, caring and sharing; a sense of belonging.
The next post on “Journey of life: rules of the road – Part 2” will appear on or after Sunday, 4 October 2009.
Your support is my strength,
- Joe.
Pune, India, Wednesday, 23 September 2009.
Sunday, August 30, 2009
Second innings: 3 years of living and loving
My dear students, friends and colleagues,
The second of September 2006 is the first day of my second innings. I am grateful to have got a second chance. So on Wednesday, 2 September this year, I complete Year 3; though on the wall calendar I have crossed 58 years on Mother Earth.
My colleagues at the Bharatiya Jain Sanghatana, Pune, tell me how I showed up at the office near Chaturshringi on Friday, 1 September. But then for the next three months, I missed my three-days-a-week at this NGO, founded by the social reformer, educationist and servant of India, Shantilal Muttha.
My students of the 2007 and 2008 batches still remember how I took lectures during the week ending Saturday, 2 September. But I did not turn up for classes from Monday, 4 September, because I was admitted to the Deenanath Hospital in Pune.
I had suffered a heart attack. Now that I survived and have been living and loving for the last three years, allow me to thank all the people who saw me through those days.
My wife Kalpana and daughter Pallavi were with me at home that evening. My brother-in-law Dr. Rajeev Joshi, was also in Pune and at home. Our neighbours at Swanand, Aapli Society, were also indoors. So when the heart attack came, the cardiac ambulance of the Pune Heart Brigade (phone 1050 from anywhere in Pune) could be summoned and rushed me within "the golden hour" to the hospital. My brother-in-law’s classmate Dr Shireesh Sathe, who operated on me, was also in town that weekend. I am lucky to have had all these people in their places that Saturday.
The Emergency Medical Services (EMS) run by the Pune Heart Brigade had saved 17,500 lives, including mine, till end 2007. Even today, whenever I visit a patient at Deenanath Hospital, I drop into the Casualty ward and thank the staff on ambulance duty, without whose prompt help I could not have been writing these words today.
*****
Flat on my back at home, with the unbearable pain crushing my rib-cage, I can still recall visualising my photo with a black border in the "Obituary" section of the papers next morning. I used to work night shifts at the sub desk and accept the obituary notices for the Maharashtra Herald in Pune, during 1983-90. So I mumbled to myself through the engulfing darkness, "This is it now for you, Joe!" Luckily, that was not to be.
I flatter myself to think that my family, friends, colleagues and students loved me too much to let me go –- so soon. Maybe I have some unfinished work to complete, before my turn comes. So, I got my second chance.
In the first few days of white, I cannot recall who came to visit me. But slowly the faces began to register. I remember each one of them with deep gratitude, for they put me back in touch with the blues and greens of the world outside.
As I left the hospital and was returning home in the ambulance, I could see the clouds breaking through, as the sun set. In the cloud-pictures, I like to think I saw my mother’s smiling face, welcoming me back into our world that she had left so abruptly in 1969.
Since the mid-1970s, I have not been a believer in life after death or supernatural powers. But I like to believe that the mother who gave me birth and, in that sense, lives within me as I breathe, wanted to complete her life cruelly cut short. She could not live it out fully herself.
Now I like to believe she was giving me, her son, a chance to live out his life -- and her life -- again. She lives in my memoir. Click on the links, alongside this post, to read the five parts.
*****
When I came back home, everything about my lifestyle would change completely: food and diet, regular exercise; yoga for stress management.
For opening my eyes to these neglected facts of life, I have to thank Dr. Dean Ornish’s "Program for Reversing Heart Disease: The Only System Scientifically Proven to Reverse Heart Disease Without Drugs or Surgery ". The book explains the kinds of food to eat and what to avoid, as well as the need for regular exercise and stress management through yoga.
Thank you, Ashok Gopal, for giving me the book. And D. for caring.
Dean Ornish, M.D., is the founder and president of the non-profit Preventive Medicine Research Institute in Sausalito, California, USA.
The first edition of Dean Ornish's Reversing Heart Disease, was published by Random House in 1990 and is available as a Ballantine paperback in India for Rs 250-300, depending on the discount. The 640-page book is priced 8 US dollars.
*****
First, food and diet.
When I look back at what I used to eat, especially the fried stuff (samosas, batata-wadas, bhaji, namkeen or farsan) and the bakery products, loaded with partially hydrogenated vegetable oils(butter, cakes, pattice, nankatai biscuits), I know now how I was inviting trouble.
Today, I resist these dangerously tasty items as pictures on menu-cards. I can identify them as the junk that clogs my arteries. And I turn my mouth away -- resolutely towards fruits and green leafy vegetables.
Second, regular exercise.
Having travelled like a gypsy (during my railway childhood and full-timer youth), I had reached the still stage, when I would return home tired and unwilling to travel -- from the living-room, to the bed-room, to the kitchen!!!
You can imagine how this shocking lack of exercise, combined with the “exertion” of lectures and the sedentary office was harming my body.
Third, yoga for stress management.
Dean Ornish opened my eyes to our India viraasat -- yoga and deep breathing, something I knew well, but was not doing. Yoga helps me to manage stress.
Even today, a five-minute stint of pranayam is sufficient to help me withstand the “chhote shaitans” (little devils) on Pune roads, darting about on their two-wheelers.
By February 2007, my weight had dropped from 87 kg to 65 kg. I managed to lose 22 kg during the first six months of my illness. My shirts and trousers hung around me like I was wearing a bedsheet, and I had to stitch new sets of clothes. This was the result of a strict fat-free diet, a regular brisk walk and yoga.
*****
Like all heart patients, I am struggling daily to keep to the strict regimen, suggested by Dean Ornish. Fortunately, I had had built up strong will-power, having given up smoking in 1982, after 11 years of being a chain-smoker.
I can resist the oily fried foods and crisp crunchy bakery products that I used to relish. For this, I have to thank my wife and daughter for supporting me to say, "NO!!!". My father had taught me yoga, which I always enjoyed. But I did not fully appreciate its deep and intimate connection with stress management.
What I find most difficult is to take a brisk 40-minute walk –- six days a week -- the cardiac exercise that my heart needs most.
So, I try to close my eyes and think of the Yeshwantrao Chavan municipal garden that forms one corner of the Shiv Darshan chowk (junction), near our Aapli cooperative housing society.
I first became friends with the mud and stones; trees, plants, dried fallen leaves and blooming flowers; crows and cats, in this small garden when I used to walk in it every day from the first week of December 2006. But I am sorry that I do not meet my natural friends as often as I must and I promise myself that I shall not let my body down.
With a lot of help from my family, friends, colleagues and students, I have humbly resisted the temptations that seduced me in the bad old days and unlearned some of the harmful habits that dragged me down.
Started on 2 October 2008, my blog has also helped me to swim "Against the Tide". As a part of the healing therapy that I have devised for myself, my blog has rebuilt and sustained a lifestyle that is healthy for me.
Thank you all. Your good wishes and messages carry me on. I look forward eagerly to your love and caring, as I enter my Year 4.
Your support is my strength,
- Joe.
Pune, India, Sunday, 30 August 2009.
The second of September 2006 is the first day of my second innings. I am grateful to have got a second chance. So on Wednesday, 2 September this year, I complete Year 3; though on the wall calendar I have crossed 58 years on Mother Earth.
My colleagues at the Bharatiya Jain Sanghatana, Pune, tell me how I showed up at the office near Chaturshringi on Friday, 1 September. But then for the next three months, I missed my three-days-a-week at this NGO, founded by the social reformer, educationist and servant of India, Shantilal Muttha.
My students of the 2007 and 2008 batches still remember how I took lectures during the week ending Saturday, 2 September. But I did not turn up for classes from Monday, 4 September, because I was admitted to the Deenanath Hospital in Pune.
I had suffered a heart attack. Now that I survived and have been living and loving for the last three years, allow me to thank all the people who saw me through those days.
My wife Kalpana and daughter Pallavi were with me at home that evening. My brother-in-law Dr. Rajeev Joshi, was also in Pune and at home. Our neighbours at Swanand, Aapli Society, were also indoors. So when the heart attack came, the cardiac ambulance of the Pune Heart Brigade (phone 1050 from anywhere in Pune) could be summoned and rushed me within "the golden hour" to the hospital. My brother-in-law’s classmate Dr Shireesh Sathe, who operated on me, was also in town that weekend. I am lucky to have had all these people in their places that Saturday.
The Emergency Medical Services (EMS) run by the Pune Heart Brigade had saved 17,500 lives, including mine, till end 2007. Even today, whenever I visit a patient at Deenanath Hospital, I drop into the Casualty ward and thank the staff on ambulance duty, without whose prompt help I could not have been writing these words today.
*****
Flat on my back at home, with the unbearable pain crushing my rib-cage, I can still recall visualising my photo with a black border in the "Obituary" section of the papers next morning. I used to work night shifts at the sub desk and accept the obituary notices for the Maharashtra Herald in Pune, during 1983-90. So I mumbled to myself through the engulfing darkness, "This is it now for you, Joe!" Luckily, that was not to be.
I flatter myself to think that my family, friends, colleagues and students loved me too much to let me go –- so soon. Maybe I have some unfinished work to complete, before my turn comes. So, I got my second chance.
In the first few days of white, I cannot recall who came to visit me. But slowly the faces began to register. I remember each one of them with deep gratitude, for they put me back in touch with the blues and greens of the world outside.
As I left the hospital and was returning home in the ambulance, I could see the clouds breaking through, as the sun set. In the cloud-pictures, I like to think I saw my mother’s smiling face, welcoming me back into our world that she had left so abruptly in 1969.
Since the mid-1970s, I have not been a believer in life after death or supernatural powers. But I like to believe that the mother who gave me birth and, in that sense, lives within me as I breathe, wanted to complete her life cruelly cut short. She could not live it out fully herself.
Now I like to believe she was giving me, her son, a chance to live out his life -- and her life -- again. She lives in my memoir. Click on the links, alongside this post, to read the five parts.
*****
When I came back home, everything about my lifestyle would change completely: food and diet, regular exercise; yoga for stress management.
For opening my eyes to these neglected facts of life, I have to thank Dr. Dean Ornish’s "Program for Reversing Heart Disease: The Only System Scientifically Proven to Reverse Heart Disease Without Drugs or Surgery ". The book explains the kinds of food to eat and what to avoid, as well as the need for regular exercise and stress management through yoga.
Thank you, Ashok Gopal, for giving me the book. And D. for caring.
Dean Ornish, M.D., is the founder and president of the non-profit Preventive Medicine Research Institute in Sausalito, California, USA.
The first edition of Dean Ornish's Reversing Heart Disease, was published by Random House in 1990 and is available as a Ballantine paperback in India for Rs 250-300, depending on the discount. The 640-page book is priced 8 US dollars.
*****
First, food and diet.
When I look back at what I used to eat, especially the fried stuff (samosas, batata-wadas, bhaji, namkeen or farsan) and the bakery products, loaded with partially hydrogenated vegetable oils(butter, cakes, pattice, nankatai biscuits), I know now how I was inviting trouble.
Today, I resist these dangerously tasty items as pictures on menu-cards. I can identify them as the junk that clogs my arteries. And I turn my mouth away -- resolutely towards fruits and green leafy vegetables.
Second, regular exercise.
Having travelled like a gypsy (during my railway childhood and full-timer youth), I had reached the still stage, when I would return home tired and unwilling to travel -- from the living-room, to the bed-room, to the kitchen!!!
You can imagine how this shocking lack of exercise, combined with the “exertion” of lectures and the sedentary office was harming my body.
Third, yoga for stress management.
Dean Ornish opened my eyes to our India viraasat -- yoga and deep breathing, something I knew well, but was not doing. Yoga helps me to manage stress.
Even today, a five-minute stint of pranayam is sufficient to help me withstand the “chhote shaitans” (little devils) on Pune roads, darting about on their two-wheelers.
By February 2007, my weight had dropped from 87 kg to 65 kg. I managed to lose 22 kg during the first six months of my illness. My shirts and trousers hung around me like I was wearing a bedsheet, and I had to stitch new sets of clothes. This was the result of a strict fat-free diet, a regular brisk walk and yoga.
*****
Like all heart patients, I am struggling daily to keep to the strict regimen, suggested by Dean Ornish. Fortunately, I had had built up strong will-power, having given up smoking in 1982, after 11 years of being a chain-smoker.
I can resist the oily fried foods and crisp crunchy bakery products that I used to relish. For this, I have to thank my wife and daughter for supporting me to say, "NO!!!". My father had taught me yoga, which I always enjoyed. But I did not fully appreciate its deep and intimate connection with stress management.
What I find most difficult is to take a brisk 40-minute walk –- six days a week -- the cardiac exercise that my heart needs most.
So, I try to close my eyes and think of the Yeshwantrao Chavan municipal garden that forms one corner of the Shiv Darshan chowk (junction), near our Aapli cooperative housing society.
I first became friends with the mud and stones; trees, plants, dried fallen leaves and blooming flowers; crows and cats, in this small garden when I used to walk in it every day from the first week of December 2006. But I am sorry that I do not meet my natural friends as often as I must and I promise myself that I shall not let my body down.
With a lot of help from my family, friends, colleagues and students, I have humbly resisted the temptations that seduced me in the bad old days and unlearned some of the harmful habits that dragged me down.
Started on 2 October 2008, my blog has also helped me to swim "Against the Tide". As a part of the healing therapy that I have devised for myself, my blog has rebuilt and sustained a lifestyle that is healthy for me.
Thank you all. Your good wishes and messages carry me on. I look forward eagerly to your love and caring, as I enter my Year 4.
Your support is my strength,
- Joe.
Pune, India, Sunday, 30 August 2009.
Sunday, July 12, 2009
Our World is Connected. Why isn’t Education? – Part 2
My dear students, friends and colleagues,
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
Sunday, July 5, 2009
Our World is Connected. Why isn’t Education? – Part 1
My dear students, friends and colleagues,
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Monday, May 25, 2009
Lessons my mother learned me - Part 5
My dear students, friends and colleagues,
Words and songs. Words I have loved; my mother learned me to say and write them. Songs I have loved; my mother learned me to sing and hum them.
I used to hear from my uncle, the late Pius D’Cruz of Malad, Mumbai, that my mother Mary Therese D’Cruz, was a great Konkani playback singer. He said, in her heydays, she was called the “Lata Mangeshkar of the Konkani stage”.
Born on 6 October 1925 and educated in Mangalore, she came to Bombay with her brother and started to teach English in Hume High School, run by the American Marathi Mission at Byculla. My uncle finally got a job in Life Insurance Corporation. He too acted on the Konkani stage.
As a child, I had seen my mother’s song-book, from which she used to sing us songs. It was a plain ruled exercise book, the kind children use in school, and Mummy had written out the songs in her beautiful cursive hand-writing.
I wrote to my family, if any of them had seen her song-book. My sister Flavia has replied, “I have her song book and I have preserved it well. It would be of antique value now, I think. Some entries go back to 1940!” That means my mother started her song-book when she was 15 years old. As and when I lay my hands on a photo-copy of the song-book, I shall reproduce some of the songs.
*****
Here I have copied out the anthem of St Agnes College, Mangalore, where she studied and whose motto is “God is our Strength” to give you an idea of the values, which my mother held dear. She was brought up by the Apostolic Carmel (A.C) nuns, who were one of the deep and pervasive influences on her gentle yet strong character:
“God is our strength, let us commit
Our lives into His hands this day;
Trusting in Him to compass it
That we may find the perfect way.
“Fearless of foes, we cast aside
The days of ease we loved of yore;
And stand to the shock of battle-tide
Despite all trials hard and sore.
“God is our strength, why fear the foe?
His love like armour doth enfold
Our weak and wayward nature so,
That vanquished lies the tempter bold.
“Behold His arm of valour strong,
We'll cling to it in stormy fray,
Nor fear we any harm or wrong,
God is our strength, now and for aye.”
When I read the words of this anthem (I do not recall my mother singing it at home to us), I can hear the lyrical resonances of the Romantic English poets like Keats, Shelley, Byron, and Wordsworth, whom I have loved all my life.
*****
But I do remember another song that I hum to myself even today when I am down and out. My mother taught it to me. The song soothes and comforts me like a lullaby that puts a child to sleep. I can feel the caress of her soft hands and the smell of the “Afghan Snow” she used on her face and the Mysore Sandalwood soap on her body, as I sing it forlornly to myself.
The song she taught me is actually a Welsh song, “The Ash Grove”. I have taken it from the Net for your reading pleasure, though I can distinctly recall that the words my mother used to sing to us were different:
“Down yonder green valley where streamlets meander
When twilight is fading I pensively rove.
Or at the bright noontide in solitude wander
Amid the dark shades of the lonely ash grove.
“Twas there while the blackbird was cheerfully singing
I first met that dear one, the joy of my heart.
Around us for gladness the bluebells were ringing
Ah! then little thought I, how soon we should part.
“Still glows the bright sunshine o’er valley and mountain,
Still warbles the blackbird its note from the tree;
Still trembles the moonbeam on streamlet and fountain,
But what are the beauties of Nature to me?
“With sorrow, deep sorrow, my bosom is laden,
All day I go wandering in search of my love!
Ye echoes! oh tell me, where is the sweet maiden?
She sleeps ‘neath the green turf down by the Ash Grove.”
I have also discovered on 10 June 2009 some recordings on YouTube, which give a feel for the folk beauty of this Welsh song. The first is from the film "Pride and Prejudice", based on the classic novel by Jane Austen. The song Ash Grove starts at 1:02. These are the words I fondly recall my mother singing to us. Second, John Kovac plucks the song on harp, the music coming through so clearly for those who want to pick up the notes. Rosa Wol, soprano, also sings Ash Grove. You can feel the lingering beauty of the folk song by a classical singer. And then Nana Mouskouri presents her own husky version.
*****
If I recall these words and hum the tune to myself, I also remember the beautiful Hindi film songs she used to sing. Later, much later, when she was no more, my father gave me some audio-cassettes from his personal collection. Among them was his favourite song: “Tu mera chand, main teri chandni” from Dillagi (1949). The singers are Suraiyya and Shyam. Lyrics by Shakeel Badayuni and music composed by Naushad.
“Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Ho, nahin dil ka lagaanaa koyi dillagi, koyi dillagi,
Nahin dil ka lagaanaa koyi dillagi, koyi dillagi.
“Saath hi jeenaa saath hi marnaa,
Ulfat ki hai reet, haan, ulfat ki hai reet.
Saath hi jeenaa saath hi marnaa,
Ulfat ki hai reet, haan, ulfat ki hai reet.
Pyaar ki murli hardam gaaye teri lagan ke geet.
Pyaar ki murli hardam gaaye teri lagan ke geet.
Main teraa raag tu meri raagini.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
“Bhool na jaanaa rut ye suhaani,
Ye din aur ye raat, haan, ye din aur ye raat.
Bhool na jaanaa rut ye suhaani,
Ye din aur ye raat, haan, ye din aur ye raat.
Jab tak chamke chaand sitaare, dekho chhoote na saath.
Jab tak chamke chaand sitaare, dekho chhoote na saath.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Ho, nahin dil ka lagaanaa koyi dillagi, koyi dillagi.”
Theirs was a love marriage of the 1950s, consumated along the railway line. And I can recall my mother singing this haunting 1949 number, at my father's request. She died on 2 May 1969, just 20 days before their nineteenth wedding anniversary. Tears used to roll down his eyes, as he thought about her, listening to this black and white melody. He out-lived her by 32 years and passed away in Pune on 26 March 2001.
One day, while I was browsing I chanced upon the Scottish folk-song "Roaming in the Gloaming" by Sir Harry Lauder, a 12-inch, 4-minute recording from the 1930s. I recall my mother singing the chorus lines. By and by, the tune would come to me, whenever I used to feel down and needed to get up and walk again. Click here.
I have already described how she learned me to cook. And she also learned me how to control and modulate my voice. She trained me to exercise my lungs and control my breathing so that I could “throw” my voice, while speaking and singing. I use this technique today when I give lectures, though the latest microphone and loudspeaker technology has conspired to make speakers and singers lazy, just as computers and the Internet have made journalists slothful.
*****
Gauri Gharpure has requested me, “Can we see a picture of the great lady?” In response to her query, I quote my sister’s letter again, “I have a not-so-clear picture of Mummy. Dad used to say she had an aversion for photos. Seems when you and Leslie were small (before I was born), on one happy day they were sitting and admiring both of you. Mum said, ‘We must take a family picture.’ The very next day it seems both of you came down with a bad cold and fever, which eventually led to whooping cough. Soon, she had a pair of sick babies to care for the next three months! So that’s the reason why she had this aversion for taking pictures.”
My father also told me that he used to carry a beautiful photograph of our Mummy, which she had given him in the days before they got married. He kept her photo, which showed her in pigtails, in his wallet safely in the back-pocket of his trousers. One day, his purse was picked as he was getting on to a BEST bus. And gone was the picture of our beloved mother in pigtails!
Eventually, because of the manner in which he lost her picture to a pick-pocket, my father stopped stitching back-pockets for his trousers! Even today, I do not carry a wallet, preferring instead to carry my money in re-used plastic pouches that are made to pack milk.
Because of our mother’s aversion for having her or our photographs taken, we do not have her picture. My sister has a not-so-clear picture. So Gauri, you can see the blurred picture of my mother (see the margin at the top of my blog), now that my sister has sent me the scanned picture on 27 May.
But what do I care that I do not possess a clear photograph of the mother I love? She is engraved in the deepest recesses of my heart and mind; she abides in the secret nooks and crannies of my memory; she sings her songs and hums to me as I drift off into sleep and move awake; she is imprinted in my mind’s eye; she stands fearless before me today, walks with me, her hand on my shoulder; undiminished and unvanquished by the passage of forty years.
*****
Much after I wrote this post, I chanced upon this 9 November 2008 poem,
Kya tum samjhogi ma? (Will you understand, mother?) by Smriti Mudgal, one of my SIMC students, who has already written two beautiful pieces earlier for my blog on Mumbai and a tribute to her school-teacher, the late Chitra ma'am. Smriti has a blog "Ambaree" in Hindi which I could not read till today, 4 June 2009, due to the Devanagari font. But I share the universal feelings Smriti expresses, and I am sure, that my mother though gone 40 years now would have understood.
This is the fifth and final part, concluding the series of memoirs on my mother. I await your comments and suggestions, since I intend to publish a small printed book in her memory.
Your support is my strength.
- Joe.
Pune, Monday, 25 May 2009.
Words and songs. Words I have loved; my mother learned me to say and write them. Songs I have loved; my mother learned me to sing and hum them.
I used to hear from my uncle, the late Pius D’Cruz of Malad, Mumbai, that my mother Mary Therese D’Cruz, was a great Konkani playback singer. He said, in her heydays, she was called the “Lata Mangeshkar of the Konkani stage”.
Born on 6 October 1925 and educated in Mangalore, she came to Bombay with her brother and started to teach English in Hume High School, run by the American Marathi Mission at Byculla. My uncle finally got a job in Life Insurance Corporation. He too acted on the Konkani stage.
As a child, I had seen my mother’s song-book, from which she used to sing us songs. It was a plain ruled exercise book, the kind children use in school, and Mummy had written out the songs in her beautiful cursive hand-writing.
I wrote to my family, if any of them had seen her song-book. My sister Flavia has replied, “I have her song book and I have preserved it well. It would be of antique value now, I think. Some entries go back to 1940!” That means my mother started her song-book when she was 15 years old. As and when I lay my hands on a photo-copy of the song-book, I shall reproduce some of the songs.
*****
Here I have copied out the anthem of St Agnes College, Mangalore, where she studied and whose motto is “God is our Strength” to give you an idea of the values, which my mother held dear. She was brought up by the Apostolic Carmel (A.C) nuns, who were one of the deep and pervasive influences on her gentle yet strong character:
“God is our strength, let us commit
Our lives into His hands this day;
Trusting in Him to compass it
That we may find the perfect way.
“Fearless of foes, we cast aside
The days of ease we loved of yore;
And stand to the shock of battle-tide
Despite all trials hard and sore.
“God is our strength, why fear the foe?
His love like armour doth enfold
Our weak and wayward nature so,
That vanquished lies the tempter bold.
“Behold His arm of valour strong,
We'll cling to it in stormy fray,
Nor fear we any harm or wrong,
God is our strength, now and for aye.”
When I read the words of this anthem (I do not recall my mother singing it at home to us), I can hear the lyrical resonances of the Romantic English poets like Keats, Shelley, Byron, and Wordsworth, whom I have loved all my life.
*****
But I do remember another song that I hum to myself even today when I am down and out. My mother taught it to me. The song soothes and comforts me like a lullaby that puts a child to sleep. I can feel the caress of her soft hands and the smell of the “Afghan Snow” she used on her face and the Mysore Sandalwood soap on her body, as I sing it forlornly to myself.
The song she taught me is actually a Welsh song, “The Ash Grove”. I have taken it from the Net for your reading pleasure, though I can distinctly recall that the words my mother used to sing to us were different:
“Down yonder green valley where streamlets meander
When twilight is fading I pensively rove.
Or at the bright noontide in solitude wander
Amid the dark shades of the lonely ash grove.
“Twas there while the blackbird was cheerfully singing
I first met that dear one, the joy of my heart.
Around us for gladness the bluebells were ringing
Ah! then little thought I, how soon we should part.
“Still glows the bright sunshine o’er valley and mountain,
Still warbles the blackbird its note from the tree;
Still trembles the moonbeam on streamlet and fountain,
But what are the beauties of Nature to me?
“With sorrow, deep sorrow, my bosom is laden,
All day I go wandering in search of my love!
Ye echoes! oh tell me, where is the sweet maiden?
She sleeps ‘neath the green turf down by the Ash Grove.”
I have also discovered on 10 June 2009 some recordings on YouTube, which give a feel for the folk beauty of this Welsh song. The first is from the film "Pride and Prejudice", based on the classic novel by Jane Austen. The song Ash Grove starts at 1:02. These are the words I fondly recall my mother singing to us. Second, John Kovac plucks the song on harp, the music coming through so clearly for those who want to pick up the notes. Rosa Wol, soprano, also sings Ash Grove. You can feel the lingering beauty of the folk song by a classical singer. And then Nana Mouskouri presents her own husky version.
*****
If I recall these words and hum the tune to myself, I also remember the beautiful Hindi film songs she used to sing. Later, much later, when she was no more, my father gave me some audio-cassettes from his personal collection. Among them was his favourite song: “Tu mera chand, main teri chandni” from Dillagi (1949). The singers are Suraiyya and Shyam. Lyrics by Shakeel Badayuni and music composed by Naushad.
“Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Ho, nahin dil ka lagaanaa koyi dillagi, koyi dillagi,
Nahin dil ka lagaanaa koyi dillagi, koyi dillagi.
“Saath hi jeenaa saath hi marnaa,
Ulfat ki hai reet, haan, ulfat ki hai reet.
Saath hi jeenaa saath hi marnaa,
Ulfat ki hai reet, haan, ulfat ki hai reet.
Pyaar ki murli hardam gaaye teri lagan ke geet.
Pyaar ki murli hardam gaaye teri lagan ke geet.
Main teraa raag tu meri raagini.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
“Bhool na jaanaa rut ye suhaani,
Ye din aur ye raat, haan, ye din aur ye raat.
Bhool na jaanaa rut ye suhaani,
Ye din aur ye raat, haan, ye din aur ye raat.
Jab tak chamke chaand sitaare, dekho chhoote na saath.
Jab tak chamke chaand sitaare, dekho chhoote na saath.
Tu meraa chaand main teri chaandni.
Main teraa raag tu meri raagini.
Ho, nahin dil ka lagaanaa koyi dillagi, koyi dillagi.”
Theirs was a love marriage of the 1950s, consumated along the railway line. And I can recall my mother singing this haunting 1949 number, at my father's request. She died on 2 May 1969, just 20 days before their nineteenth wedding anniversary. Tears used to roll down his eyes, as he thought about her, listening to this black and white melody. He out-lived her by 32 years and passed away in Pune on 26 March 2001.
One day, while I was browsing I chanced upon the Scottish folk-song "Roaming in the Gloaming" by Sir Harry Lauder, a 12-inch, 4-minute recording from the 1930s. I recall my mother singing the chorus lines. By and by, the tune would come to me, whenever I used to feel down and needed to get up and walk again. Click here.
I have already described how she learned me to cook. And she also learned me how to control and modulate my voice. She trained me to exercise my lungs and control my breathing so that I could “throw” my voice, while speaking and singing. I use this technique today when I give lectures, though the latest microphone and loudspeaker technology has conspired to make speakers and singers lazy, just as computers and the Internet have made journalists slothful.
*****
Gauri Gharpure has requested me, “Can we see a picture of the great lady?” In response to her query, I quote my sister’s letter again, “I have a not-so-clear picture of Mummy. Dad used to say she had an aversion for photos. Seems when you and Leslie were small (before I was born), on one happy day they were sitting and admiring both of you. Mum said, ‘We must take a family picture.’ The very next day it seems both of you came down with a bad cold and fever, which eventually led to whooping cough. Soon, she had a pair of sick babies to care for the next three months! So that’s the reason why she had this aversion for taking pictures.”
My father also told me that he used to carry a beautiful photograph of our Mummy, which she had given him in the days before they got married. He kept her photo, which showed her in pigtails, in his wallet safely in the back-pocket of his trousers. One day, his purse was picked as he was getting on to a BEST bus. And gone was the picture of our beloved mother in pigtails!
Eventually, because of the manner in which he lost her picture to a pick-pocket, my father stopped stitching back-pockets for his trousers! Even today, I do not carry a wallet, preferring instead to carry my money in re-used plastic pouches that are made to pack milk.
Because of our mother’s aversion for having her or our photographs taken, we do not have her picture. My sister has a not-so-clear picture. So Gauri, you can see the blurred picture of my mother (see the margin at the top of my blog), now that my sister has sent me the scanned picture on 27 May.
But what do I care that I do not possess a clear photograph of the mother I love? She is engraved in the deepest recesses of my heart and mind; she abides in the secret nooks and crannies of my memory; she sings her songs and hums to me as I drift off into sleep and move awake; she is imprinted in my mind’s eye; she stands fearless before me today, walks with me, her hand on my shoulder; undiminished and unvanquished by the passage of forty years.
*****
Much after I wrote this post, I chanced upon this 9 November 2008 poem,
Kya tum samjhogi ma? (Will you understand, mother?) by Smriti Mudgal, one of my SIMC students, who has already written two beautiful pieces earlier for my blog on Mumbai and a tribute to her school-teacher, the late Chitra ma'am. Smriti has a blog "Ambaree" in Hindi which I could not read till today, 4 June 2009, due to the Devanagari font. But I share the universal feelings Smriti expresses, and I am sure, that my mother though gone 40 years now would have understood.
This is the fifth and final part, concluding the series of memoirs on my mother. I await your comments and suggestions, since I intend to publish a small printed book in her memory.
Your support is my strength.
- Joe.
Pune, Monday, 25 May 2009.
Sunday, April 5, 2009
How Alistair Cooke describes “Six Men”
My dear students, friends, colleagues,
Description is an attitude and technique that is losing ground. Under pressure from news that is "breaking" 24 hours on TV, Indian newspaper editors delude themselves, "Which readers want to read stale reports the next morning.?"
So they abandon the report, filled with crisp facts (checked and re-verified) as well as precise description (based on accurate observation). Instead, opinionated features -- a hotch-potch of news, analysis, photographs and computer graphics, wallowing in the slush of wishy adjectives and slime of washy adverbs -- tell the readers what to think.
I have resisted this silly tide and consistently risen to the defence of the old-fashioned report and the tribe of reporters, who are likely to becoming an endangered species of journalist.
Alistair Cooke belongs to that “good and great” tradition of British journalists, who excelled at facts and description. Born in 1908 and settling down in America in 1937, a few years after the Great Depression and a few years before World War II, Alistair Cooke broadcast his “Letter from America” over the BBC for 58 years. Cooke died in 2004 at the age of 95.
In this column, I reproduce an extract from his book, “Six Men” (Bodley Head, 1977), in which Cooke wrote “character studies” of six men. To illustrate my point about the need for description, my extract is of Cooke’s meeting with H.L. Mencken (page 96 of the 1980 Penguin paperback edition):
“I met him first in the back room of Schellhase’s restaurant and when I arrived he was sitting there behind a stein of beer with A.D. Emart of the Baltimore Sunpapers. For some reason, having to do with my preconception of a scourge calling sinners to repentance, I suppose I expected to see a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters. But he was no more conspicuous than any local shopkeeper.”
In this paragraph, please note Cooke’s three sketches of Mencken: his preconception of “a scourge calling sinners to repentance” and expectation to see “a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters”, dispelled by the reality of a man “no more conspicuous than any local shopkeeper.” Cooke continues to observe meticulously:
“What I saw was a small man so short in the thighs that when he stood up he seemed smaller than when he was sitting down. He had a plum pudding of a body and a square head stuck on it with no intervening neck. His brown hair was parted exactly in the middle, and the two cowlicks touched his eyebrows.
“He had very light blue eyes small enough to show the whites above the irises; which gave him the earnestness of a gas jet when he talked, an air of resigned incredulity when he listened, and a merry acceptance of the human race and all its foibles when he grinned.
“He was dressed like the owner of a country hardware store. (On ceremonial occasions, I saw later, he dressed like a plumber got up for church.) For all his seeming squatness, his movements were precise and his hands in particular were small and sinewy.”
Within 232 words, Cooke describes “the private face of a most public man whom few people could stop to look at for the fire and smoke of his old reputation of a scourge calling sinners to repentance”.
We are lucky there was no TV in Mencken's "under-whelming" days, or else a free-marketeering editor would have chopped off Cooke's description, arguing that a few close-up camera shots had already caught Mencken on the small screen in an interview the previous day!!!
The 207-page paperback “Six Men” has Cooke's memoirs on:
1. Charles Chaplin – The One and Only
2. King Edward VIII – The Golden Boy
3. H.L. Mencken – The Public and the Private Face
4. Humphrey Bogart – Epitaph for a Tough Guy
5. Adlai Stevenson – The Failed Saint
6. Bertrand Russell – The Lord of Reason.
I urge you to grab anything by Alistair Cooke that you can lay your hands, eyes or ears on.
Please comment on this post, before you proceed to the rest of my column.
Description is an attitude and technique that is losing ground. Under pressure from news that is "breaking" 24 hours on TV, Indian newspaper editors delude themselves, "Which readers want to read stale reports the next morning.?"
So they abandon the report, filled with crisp facts (checked and re-verified) as well as precise description (based on accurate observation). Instead, opinionated features -- a hotch-potch of news, analysis, photographs and computer graphics, wallowing in the slush of wishy adjectives and slime of washy adverbs -- tell the readers what to think.
I have resisted this silly tide and consistently risen to the defence of the old-fashioned report and the tribe of reporters, who are likely to becoming an endangered species of journalist.
Alistair Cooke belongs to that “good and great” tradition of British journalists, who excelled at facts and description. Born in 1908 and settling down in America in 1937, a few years after the Great Depression and a few years before World War II, Alistair Cooke broadcast his “Letter from America” over the BBC for 58 years. Cooke died in 2004 at the age of 95.
In this column, I reproduce an extract from his book, “Six Men” (Bodley Head, 1977), in which Cooke wrote “character studies” of six men. To illustrate my point about the need for description, my extract is of Cooke’s meeting with H.L. Mencken (page 96 of the 1980 Penguin paperback edition):
“I met him first in the back room of Schellhase’s restaurant and when I arrived he was sitting there behind a stein of beer with A.D. Emart of the Baltimore Sunpapers. For some reason, having to do with my preconception of a scourge calling sinners to repentance, I suppose I expected to see a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters. But he was no more conspicuous than any local shopkeeper.”
In this paragraph, please note Cooke’s three sketches of Mencken: his preconception of “a scourge calling sinners to repentance” and expectation to see “a florid giant, the local Balzac swivelling his bulk to bark at lackadaisical waiters”, dispelled by the reality of a man “no more conspicuous than any local shopkeeper.” Cooke continues to observe meticulously:
“What I saw was a small man so short in the thighs that when he stood up he seemed smaller than when he was sitting down. He had a plum pudding of a body and a square head stuck on it with no intervening neck. His brown hair was parted exactly in the middle, and the two cowlicks touched his eyebrows.
“He had very light blue eyes small enough to show the whites above the irises; which gave him the earnestness of a gas jet when he talked, an air of resigned incredulity when he listened, and a merry acceptance of the human race and all its foibles when he grinned.
“He was dressed like the owner of a country hardware store. (On ceremonial occasions, I saw later, he dressed like a plumber got up for church.) For all his seeming squatness, his movements were precise and his hands in particular were small and sinewy.”
Within 232 words, Cooke describes “the private face of a most public man whom few people could stop to look at for the fire and smoke of his old reputation of a scourge calling sinners to repentance”.
We are lucky there was no TV in Mencken's "under-whelming" days, or else a free-marketeering editor would have chopped off Cooke's description, arguing that a few close-up camera shots had already caught Mencken on the small screen in an interview the previous day!!!
The 207-page paperback “Six Men” has Cooke's memoirs on:
1. Charles Chaplin – The One and Only
2. King Edward VIII – The Golden Boy
3. H.L. Mencken – The Public and the Private Face
4. Humphrey Bogart – Epitaph for a Tough Guy
5. Adlai Stevenson – The Failed Saint
6. Bertrand Russell – The Lord of Reason.
I urge you to grab anything by Alistair Cooke that you can lay your hands, eyes or ears on.
Please comment on this post, before you proceed to the rest of my column.
Monday, March 30, 2009
The difference between writing and editing
In his classic, “How to write” (reprinted by Jaico), the Canadian humorist Stephen Leacock says most people confuse writing with putting words on paper. When you have not thought hard enough and have little to say, no wonder the writing is difficult and you ramble. Writing, he says, is mostly thinking and only a tiny part is actually spent putting pen to paper or typing at a keyboard.
Being able to write implies wanting to think. So is it surprising that those who have interesting thoughts are also likely to be the ones who write well. But while thinking up racy plots or an argument may be a necessary condition to writing, it is not sufficient. For you have to have the correct technique and skills to describe your thoughts or narrate what happens to your characters.
If writing has got so much to do with thinking, then what about editing? Because editing comes after writing, editing also means re-thinking or re-writing. Some gifted writers may revise by themselves. But most are so washed out after expressing ourselves or gathering the facts of a story, that we prefer having another to do the cleaning up, the tightening and tidying up, touching up or boiling down that includes the job of editing – before the piece is served up to the reader.
Editing, as communication, is different from writing, which concerns expression. The complete and exclusive focus on the reader is what distinguishes the editor from the writer. Not that the writer is self-indulgent and ignores the reader. But the editor allows the reader to constantly breathe down her neck, as she sits to edit or re-write.
Just one example of a guide to good writing and editing: the classic “UPI Stylebook”, the authoritative handbook for writers, editors and news directors, says United Press International (UPI) journalists have, since 1942, perfected the craft of writing news “for the ear”. Billy Ferguson, former managing director of UPI, who compiled the UPI stylebook of 1992, is acknowledged as the creator of the broadcast writing style and a master of writing “for the ear.” Learn anything by him and you have a treasure.
I shall return often to the theme of writing and editing. I included a piece by Baruk Feddabonn, “Should you read poetry?” because I wanted journalists to be as sensitive as poets.
Comment, before you proceed to the next post of this column.
Being able to write implies wanting to think. So is it surprising that those who have interesting thoughts are also likely to be the ones who write well. But while thinking up racy plots or an argument may be a necessary condition to writing, it is not sufficient. For you have to have the correct technique and skills to describe your thoughts or narrate what happens to your characters.
If writing has got so much to do with thinking, then what about editing? Because editing comes after writing, editing also means re-thinking or re-writing. Some gifted writers may revise by themselves. But most are so washed out after expressing ourselves or gathering the facts of a story, that we prefer having another to do the cleaning up, the tightening and tidying up, touching up or boiling down that includes the job of editing – before the piece is served up to the reader.
Editing, as communication, is different from writing, which concerns expression. The complete and exclusive focus on the reader is what distinguishes the editor from the writer. Not that the writer is self-indulgent and ignores the reader. But the editor allows the reader to constantly breathe down her neck, as she sits to edit or re-write.
Just one example of a guide to good writing and editing: the classic “UPI Stylebook”, the authoritative handbook for writers, editors and news directors, says United Press International (UPI) journalists have, since 1942, perfected the craft of writing news “for the ear”. Billy Ferguson, former managing director of UPI, who compiled the UPI stylebook of 1992, is acknowledged as the creator of the broadcast writing style and a master of writing “for the ear.” Learn anything by him and you have a treasure.
I shall return often to the theme of writing and editing. I included a piece by Baruk Feddabonn, “Should you read poetry?” because I wanted journalists to be as sensitive as poets.
Comment, before you proceed to the next post of this column.
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