LIFE – THEN, NOW AND …… [ON SUGGESTION FROM Dr. K.VENKATARAMAN]

 LIFE – THEN, NOW AND ……

[ON SUGGESTION FROM Dr. K.VENKATARAMAN]

Life as witnessed by ourselves in our early days around late 1950s and during our student days in College/ University and later in profession for 35+ years and as at present is progressively witnessing an increasing priority for ‘self’ and a waning enthusiasm towards neighbours, cousins and members of every other description. There is an urgent ‘visible’ materialism about most activities in society. What brought about this shift is a matter for consideration.

LIFE ..THEN

Life then was far more simple, families were larger, of joint family type that naturally infused greater bondage among cousins; the general economic poverty was more than compensated by willingness to share most things; these could extend over to dress material descending on to younger cousins, books passing hands between brothers, cousins and at times neighbours.  There was just no urgency of any kind nor were there this many ‘emergency’ wards in hospitals. Doctors and diseases were few and far between.  Even medication was sought only if inevitable. FEVER WAS TREATED with simple liquid formulations like carminative mixtures / simple tablets crushed to powder and dispensed as small units -3-5 for 2day- use. On the third day, invariably, there would be near normal state for the patient and [s]he would resume normal food ,low in fat /oil and boiled to ‘porridge’ like consistency. Bread was viewed as ‘patients’ food and persons in normal health never consumed bread or bun except by physician’s advice.

Scooters/ Two wheelers were unknown. The richer among the poor had a bicycle for domestic use. Domestic use meant fetching fire wood bundles ‘char coal bags’ for fuel. Oils of home use were just three in number – Gingelly or Sesame, Coconut and Ground nut oil. The most widely used was sesame oil for food and body massage on SATURDAYS [Fridays for women] referred to as ‘oil bath’- a by-gone tradition now. Another nightmarish reference to oil use related to purging of children by forcible ‘oral feed of Castor oil’ quite repulsive by taste and odour. It can unleash liberal purge in repeated pulses through the day. It was administered for all children above 5 years of age. After a day’s suffering, the children would feel to have acquired well-oiled machines in the digestive system.

SCHOOLS, COLLEGES, TEACHING, LEARNING, REGIMENTATION

Schools/ Colleges were viewed with awe and respect for the sheer discipline enforced and vigil with which students’ academic progress’ was monitored and correctives offered. Every candidate was critically scrutinized for general discipline and academic orientation. All teachers had first hand information of all the wards under their observation. Teachers were too keen to ensure appropriate approach /methods to learn subjects. The then teachers enjoyed genuine freedom to reprimand any wrong doer –no matter who the student was in terms of parents’ status [Govt. officials, high police officials, children of Doctors or Judges –who ever. Those parents would not intervene in support of their children on the principle that teacher had every right to reprimand and that reprimand alone can mend the boy’s habits and shape his future on healthy lines].Boys /Girls held their teachers in high esteem and would implicitly obey the teacher’s instructions. A disciplined life in the formative days is a powerful tool in developing attitudes to major principles of life.

THE SCENARIO IN COLLEGES

In 1960s and till 1980s Colleges across T N sustained excellent standards through some quality teaching handed down by brilliant faculty who had established state-wide respect and popularity for their espousing the fantastic skill in presentation of subject matter. It is a life-time blessing to listen to such lectures. They were ‘true Professors’ who could simply electrify any session by raising quality arguments and critical evaluation of subject content. In fact students of such teachers were duly enthused to take to teaching not for its nobility but for the stupendous dominance that one can achieve by ardent effort in teaching. Those teachers did nothing wrong in any domain of academic functions –be it teaching, evaluation or judgment of student skills ; they were thoroughly objective and trained us to be true learners and there by derive the abilities to teach, teach with consummate ease to storm through our classroom efforts. We hope to have lived up to the reputation of our teachers by our honest effort and in-depth discussion of details in all critical sessions.

To continue

Prof. K. Raman