THE SCHOOL BOY --II

The School Boy --II

Continuation from ---I

English alphabets were taught in the 6^th standard [then called ‘I form’]and in the following 5 years , those students acquired enough proficiency in handling the English language, though every other subject was learnt through Tamil medium or any other respective regional language [under different geographical locales in the state or province].

It is a sad commentary that even  after about 15 years [including the pre-primary stages]through English medium, the present day students fail to match the mastery in English, of those Tamil medium  boys and girls, who had an exposure to English, just for 6 years, starting from high school level.  The message is clear. All parameters of organizing statements, grammar, idioms, phrases and ‘constructs’ were appropriately imparted to the then learners by extremely dedicated teaching, even in villages/ small towns.

Let us recognize – what matters is NOT THE MEDIUM of instruction, but, how well any instruction is given; and how rigid and correct training practices are adopted.

Social setting in schools                 

                                                              Most of the students were from middle level or lower level economic strata of the society. Sophisticated chocolates /biscuits/ candy or beverages were simply ruled out even for their parents. The biggest items were peanut candy or some local preparations from seasonal fruits [ kadalai mittai. Ilandha vadai, kamar kat, kuchi ice [ ¼ ana –a piece ]] Except kuchi ice others were shared between friends by an imaginary hygienic practice –‘crow bite’ [kaakka kadi ] which meant rolling up the candy in a cloth to avoid saliva contact and bite it to smaller piece to be shared with the friend. It was a frequent process among friends of higher classes too. Such was the scale of economic poverty but a loving friendship, rich- for ‘give and take attitudes’ was rampant. Poverty was never an item of lamentation, though survival was possible only by the joint family system. 

Target                                                                                                                         

  People were destined to be poor, yet, everyone observed strict protocol in educating the boys and girls up to high school level, since higher secondary education was a part of collegiate education then. HS level was beyond their means of income and fortunately High school level learning was enough to seek moderate employment to clerical cadres in government services. Those candidates had enough command over their language, which proved a huge advantage in Secretarial services.

School ambience                                                                                                                     Present day schools have imposing structures, well laid out, with greenery, shady places for relaxing, reading rooms, rest rooms and so on. Staff and students appear in defined ‘uniform’ specific to each school. Physical infrastructure looks respectable indeed. But…?

The old schools that we recall here were ‘structural apologies’ to the nomenclature ‘school’. They had just classrooms, play ground and library more for teachers and honestly, I have no idea of students visiting the library. Though the schools were appearing ‘worn out’, the then teachers languishing in poverty were never poverty-stricken in teaching skills or dedication. So to say, those teachers could hold their heads high for their immaculate perfection in professional approach. In such schools of vibrant poverty, mental infrastructure was formidable-no matter what the size of the town or village was though the schools could not boast of physical infrastructure. Subjects were taught with utmost care –especially mathematics, languages for all intricacies of grammar and usages. Gadgets like calculators were unknown and one had to learn the nuances of using tables for multiplication. Daily recitation of tables in chorus in lower classes was a successful methodology to ingrain multiplication tables. That way every student learnt tables by repeated recitation. MORAL INSTRUCTION CLASSES DID REALLY PRUNE THE MENTAL ATTITUDE of children TO LIFE.  

Though in ill clad looks, those children had enough mental grid and tolerance to survive through hostile times of poverty; never did anyone speak ill of poverty or of those persons’ harsh life. The social setting in homes and schools rendered the right attitude to life – facing, braving and overcoming oddities of life only to succeed sooner or later. None ever had defeatist mindset nor did anyone get depressed by any reprimand. Those boys and girls gloriously sailed through harsh life and faced failures but succeeded in life by unflinching effort.  That puts in a nut shell the school boy /girl of 1950s and 60s across our country.

Prof. K.Raman

 

 

               

THE SCHOOL BOY

 

                                                     THE SCHOOL BOY

Eye brows may arch out, trying to figure out the use of the definite article “the” for an anonymous person –a school boy. The epithet is a logical preference, as the character we recall, truly represents the true sample of those persons witnessed in 1950- 1960s and slightly beyond. Were they any different from the ones we know in the present day? Very much indeed! Those boys were a special clan being ‘frugality-personified’ in everything they did or had, including the scores they managed. Please do not hastily conclude of their academic prowess. The frugality that we consider here was a social character, in that the then teachers were even more frugal bordering on miserly attitudes while awarding marks. Coming to the chosen topic, the ‘central figure’ –the school boy never entered the portals of the dilapidated structure –the school until he was above five or six by age. The point of entry was I standard invariably named 1^st class [not to be confused with attainment].Children enjoyed home and street till [s]he was dragged to school on a ‘Vijaya dhasami’ day by the very parents and neighbours. At least 4 people may be needed to bring him/her to school [typical Shakespearean assertion “unwillingly going to school”]. Like a hunted rabbit the boy would be lifted by his hands by two people, even as he dangles in air and keeps sobbing, asking for mercy. No parent granted mercy and schooling was never compromised for anything including motherly affection. A number of melancholic faces –with or without tears implied that the class was I standard. Physical escorting to school was to ensure the boy’s presence in school –more as a conditioning of habit. Little did anyone worry of the boys’ learning.  A fervent appeal to the teacher in those days was to ‘[man]handle the boy the way he liked but, to ensure that he studied well”. In a few days the same boys got to school on their own, with delight for the greater circle of friends of the ‘like age group’. Those boys/girls were clad in all forms of ‘mis-fit’ attire, most of which was ‘inherited from elder brother or sister who had just moved over to the next level in class. Even school books were materials of inheritance from within the family or from neighbours. It was never deemed any ignominious to use old dress or books so long as they were usable. Schools did not interfere in these ‘socio-domestic’ arrangements, as they too were part of the social culture and poverty. The fee levied by schools was Re. 1 and rarely higher.

Lunch boxes were not what we see now. They were small metal containers [aluminium or brass] generally with an arched handle. Students did not get or enjoy pocket money. Often the pockets on the dresses were torn and incapable of holding coins which can roll down any time. Those boys were happily going about their routines without murmur or ill will.

 Attire                                                                                                                                                      Students wore the dresses of elders in the then joint family system. Those were mere formal trousers with a group of buttons to hold the fabric around the waist of the wearer. Since size was not strictly adhered to the trousers generally had the risk of ‘free fall’ letting down the wearer! So the trousers were hung on the shoulders of the wearer by a pair of fabric straps which run vertical in front but cross –run at the back. But for these straps, the person’s dignity in public was always under the risk of ‘exposure by physical let down’, as inner garments were mere ‘after thoughts in garment evolution’ in our towns and villages. The shirts of those boys were no better either. They too were inherited.

Getting ready to school:                                                                                           After some early resistance to school, the children got habituated to going to school as a habit. Largely, it was enthusiasm of meeting friends- old and new in the school. Wearing the dress with [not ironed] the wrinkled material was all too common. However, there was some commonality among boys. Though combed well, typically a small cluster of hairs used to stand in defiance, even after repeated combing of hairs. They were like tiny antennae springing up from the summit of the head as ‘standing examples’ of recalcitrance.

The school bag                                                                                                           Was there such an item? would be an honest question, since any bag was used to thrust a slate, a book or two and writing stubs which were slate-compatible. All ‘home work’ was done on slate though by nature the scripts were quite ephemeral. Yet, the domestic economy of those times did not permit the use of notebooks /pens which were items of luxury for primary level learning. Sadly, the slates in the hands of those children were ‘incomplete’ to varying degrees as the material was brittle and prone to break and were faithfully broken. Segments of slates were in use among the children until the slate segment got reduced to a tiny piece, unfit for any tangible writing. Parents and teachers did not [ better still could not] interfere, fully conscious of the monetary commitment as fetching a new slate for one member , ignoring the others was anathema to the prevailing domestic equality practised by elders at home.  With all such limitations in equipment, children did their part well to acquire skills relevant for that stage of study. 

To continue   Prof. K. Raman

QUO VADIS ?-- III

Quo Vadis ? ---III

Follies -further:

Granting that every one desires being a professional, what prevents any one from mustering the right approaches to the chosen profession is still a mystery. Obviously, getting a degree seems the “be all and end all” of life. Strictly speaking at best one would have gathered the mere rudiments of a subject for a UG or a PG degree. Real proficiency has to be augmented by right approaches of making use of the knowledge. Most people seem to lay content that ‘I am qualified for my job; what more is there for me to learn?’ 

This contention is both vivid and rampant, even among teachers. Rote learning from notes has destroyed the aptitude for authenticity. Some who made it to teaching are miserable by attitude and aptitude. Instead of enhancing their skills as teachers by effort, they resort to ‘reading notes’ in class rooms perpetuating worse from bad. It may look anachronistic if I denounce these, as many are really unaware that they are mere butts of jokes among their own students. Ironically, the very same students stoop to the same methods if they turn teachers having no idea of “what is teaching”.

I do not mean to suggest that every other domain is better off. Those of other profession are equally bad, having not learnt things the right way. The malady seems to be widespread with every one concerned only of the final placement ignoring the component of getting equipped.     The scenario is dismal with no definite signs of any introspection in any quarter.

Ego inflation:

The most pitiable [despicable?] part of the happenings is the resistance against any suggestion intended to set notions right. I am reminded of a statement that reads “incompetent people are unconsciously arrogant”. The attitude seems to be a recent addition to the general inadequacy, partly acquired from the faith that “I am a qualified person and I need no one’s advice”. It is here that a subtle difference segregates the state of qualification from that of being equipped. It is the ill-equipped who raise the bogey of qualification in an attempt to shield the shortcoming. Other than inflating the ego nothing precious can accrue to any one who refuses to accept inadequacy. Ego can not help any peaceful approach to learning. Denouncing any well-meaning effort from the experienced persons will not lead us to progression. Ill-equipped, ego-inflated minds signify irreparable idiocy. The obvious loser is the person and not those who meant to help.

Limitations –limitless:

Thus far, I have summed up our attitudes to life especially to all domains that help our formulating our future. But, once in some job, people forget the sufferings their parents went through and become hardened and materialistic. They turn avaricious and try to fleece every one who runs into them for timely help. It is not that they are not aware of righteousness. Rather, they prefer being “money hunters”, though not conversant with jobs. The tendency is to learn all tricks and the various forms of leave that one is eligible for. There is very little of effort if any for gathering the nuances of right approaches to work. The whole process from start to finish appears to be on wrong lines, improper methodology, inadequacy in equipping, but aspiring to be on top with only ego as our achievement. None of these limitations drive sense in to the person. Shamelessly, they indulge in corrupt schedules of fleecing the unfortunate citizens in the name of doing  ‘our work’. With no remorse in sight, the whole society is heading fast in to catastrophe rich in inadequacy, incompetence, ego and greed. Where are we really going?

Apparently people are blissfully ignorant of what they lack because they have not earned their positions by hard efforts of painstaking approaches. The circle has indeed become vicious with more people joining the ring on issues irrelevant to the work on hand. None seems to understand the scale of requirement and is as such ignorant of the degree of shortfall. It is also quite unfortunate that there are no ideal versions to compare against. This effectively serves to sustain blissful ignorance. When it comes to answering queries from authorities people faithfully ‘repeat ‘ from old letters and modify only the date. In the process the reply carries data uncalled for or incomplete information –being a replica of an earlier response. The authorities being similarly incompetent do not cause any  ripple in the ranks of workers. A policy of appeasement is adopted whenever a higher official makes an inspection.-visit. The person is taken “proper care of” by providing all services as are desired by the inspecting authority. Can any one expect incompetence to be a tool?  So long as the system is not demanding, incompetence can dominate until the system succumbs to its own inadequacy.  Shame and ignominy are for those who have honesty and self respect. People who are gloriously incompetent and unmindful of it cannot help anything but collapse. It would then be the End and rightly so                                                              

Prof. K. Raman

 

 

 

 

QUO VADIS? --II

 QUO VADIS? --II

Progressing into Error:

There is a general euphoria of English Medium education even for the lowest stages.

From here, people progress into greater complications, without addressing the most fundamental issues. They do not monitor the grasp of the child in terms of languages, numeric skills and ease of learning or the difficulties there of. The “stay cool” attitude of these people is beyond the senses of comprehension. What helps this calm disposition is the mere thought that the child is receiving the best form of education. The early stages being formative, need the richest attention and moral support besides equipping with right books and essential back-up by Dictionary and Atlas as tools. But, an inferior practice of collecting ‘notes’ for preparations is seen even at those lower levels of learning. It is the simplest way of ruining the skills of learning. Right from early stages, using the text as the only authentic reference needs being cultivated. This will prove to be a vital advantage for all higher levels including those of research. But in our attitude, research has no respect [perhaps as it involves originality of analysis] and one has to be only an Engineer or a Doctor and none else. What is erroneous about this?

Professional education has to be approached with the highest sanctity to the respective profession. What I suggest is, the most vital requirement is aptitude on the part of a student to be a professional. But too often there is a parental desire than any aptitude from the incumbent. The biggest malady going on is the ill-equipped population flocking into the portals of professional education on the strength of non-academic criteria. I am not to be misconstrued as voicing against the scope of professional education for all. Certainly I do not find the going any honourable in the sense that attitude is dominating over the aptitude. It is bound to have far reaching implications to the society in the long run. Yet another mass hysteria is to flock into computer studies or any other item in the name of Information technology. I choose to call it hysteria, as, in the eagerness to enter the arena people do not even try to assess institutions for infrastructure, facilities, equipment by way of men and material. Institutions [thatched sheds] capitalize the euphoria and make a fortune even without providing the essential basic training expected for such titles. Our people shamelessly carry those titles in pursuit of higher studies or employment.

Social stupidity has reached a crescendo from which sensible analysis looks far from remote. Another of those market slogans is a graduation in Biotechnology. Any honest effort in Biotechnology must have the richest faculty. What I mean is the teachers of the programme need to be vibrant scientists and the laboratories catering to these requirements must be of  international quality in every aspect like the laboratory ware, sophisticated Enzyme kits,  Assay tools of high-tech instrumentation and exceptionally sharp brains that can perceive every signal from even minor experiments. Do all those institutions claiming to offer the programme satisfy any pair of the suggested requirements? To make my arguments clear let me clarify. At the national level for Post-Graduation in Biotechnology, only some 4 universities have been chosen and students are allotted by selection from a common entrance test. These centres are well taken care of considering the fineness of requirements.  Not being aware of any of these parameters, our students [and their parents] from 12^th standard rush into join the first available thatched shed. Ironically, the very same parents were choosy about the school for nursery level education. We toil so much for sub-primary education, but do not bestow any attention to critical requirements in our tertiary level education. Are we not a funny generation with misplaced priorities and adept in jumping into the bandwagon?

Compounding the error:    To thrust any form of education on anyone, is worse than a compulsory marriage between unwilling partners. This is precisely the evil in practice in large sections of the society. There is a nightmarish approach to higher secondary stages of education, striving every nerve to score the highest marks. It is not a bad idea, provided the student gets equipped.  Where is the equipment in rote learning? Rote learning is the biggest destroyer of understanding, analysis and therefore comprehension. How can any one without comprehension be a professional? Honestly, every avocation needs a thorough comprehension if one desires being functionally relevant. We are in a frame of mind to hold degrees without holding our head high in esteem. That is why all our Graduates and Post-Graduates fail to make the grade in any sphere. People have invited permanent shame upon themselves by rote learning from ill-planned notes. Undigested food can only be vomited and it can not promote health. Same is the plight in education too. Digesting and assimilating the input alone can render health.

We are merely interested in vomiting at the appointed place and hour. But we faithfully lament at our not being able to get a job. We have lost sight of employability. Nobody wants someone who can not convince anyone of anything. The malady is from rote learning.    But, we are biologically well-grown up to the neck. Alert brain can not be implanted after  the stages of education.

Our priority in life has always been English medium, Engineering or Medicine despite our mediocrity. The catastrophe is we only know the goal but not the right way to reach it. We believe in wrong methodologies because we know nothing from first hand familiarity and we are confident of succeeding by mere hear-say approaches. Succeeding does not mean getting the desired degree. How ably one functions in the job alone will determine “success” in the social context. With every client waiting for advice we can not refer to the “notes” to spell a solution. What you have “learnt” alone will help. Possessing a degree does not mean much in life situations. We are only keen of such glossy “Pre-Life” situations.

Our approaches suggest our keenness in acquiring a degree sans the skills or proficiency logically expected from the possession. We show the least inclination in getting well- equipped. Honestly, we do not learn though we aspire for possessing degrees.

To continue                               Prof. K. Raman

QUO VADIS?

QUO VADIS?

Quo Vadis, though not English, has come into use for writing in English while lamenting over certain happenings or trends that do not convince those who expect some criteria to be adhered to. Slowly the size of the population that raises the question is on the increase. There could be a number of reasons that render credence to the need for the question. “Quo vadis” means where do you go? Or it is an expression indirectly cautioning us against the prospect of our landing in a mess. Every day the fear gets fortified with happenings around not providing a glimpse of hope for restoration. Thus far, I have just suggested the prelude for the expression, without as yet providing a justification there of. As we proceed into the matter, I expect concurrence from our readers at least on the basics of the issue. At the very opening I have suggested that more people seem to entertain the same opinion. This is an observation based on deteriorations in most spheres of activity in our country. I am not too sure if this is a global phenomenon or it is confined to India alone. Indications are that the phenomenon is fast spreading as to achieve a global status. Indians may take solace that we are not alone and that we are the “leaders” in this global trend.

The evil I am referring to is casual attitude. Chances of reversal appear rather remote with none inclined to restore any order – be it for self or for other general consideration. Most things have become topsy-turvy and none is ashamed of it. Acts of shame seem to land people in fame and media glorify their acts in the name of investigative journalism. Perpetrators of violence seek amnesty and human rights activists rally behind such appeals. They seem to have varied values for the rights of different humans; for them the dead are gone even if in large numbers; the single dry criminal should not be punished. All hollow arguments are raised.    Quo  vadis?

What is the issue?    Every item of daily life seems to have come under a change. It does not appear to be a change for the better in the sense that convenience alone matters the most, even in place of righteousness. Values have drifted towards dilution and materialism. There is an uncalled for urgency about everything. There is a mad rush to do anything new with no regard whatsoever for relevance. There is a greater tendency to be opportunistic to gain the maximum advantage even if it means being obviously vulgar. Materialism seems to rule us. Are these attitudes wrong? On the face of it, it may not appear so. But if one considers the methodology adopted and the relegation of

inputs like effort, competence, gaining skills and knowledge, certainly the trend is diabolic. I prefer to call it diabolic, as any society cannot hope to survive in the long run if its members do not stay equipped by the skills of hard labour, mental acumen, effort-based empowerment and righteousness. None of these qualities can be augmented except by right training and effort. Many seem to have priorities improperly prioritized. By a logical sequence, training, acquisition of skills, turning adept in use of skills, building-up a wholesome knowledge and gaining experience in a specific avocation are the right approaches to any empowerment. Once the steps are carried out to perfection, almost invariably righteous-ness gets duly infused into the mind of the individual. So long as a person sticks to patient methodologies of learning, chances of failure are negligibly low, besides moulding a “rich character” to the person. Do we see these priorities being faithfully observed? Very rarely we see it happen because people have set their eyes on the terminal stage of achievement, long before learning the right steps of progression.

Where do we err?   We seem to err everywhere in the sense that we are guided by what others believe. It all begins with the schooling. We try to put our children in schools where instructions are offered through the “English Medium”. There is nothing wrong in this approach provided the parents can supplement the efforts at school. Parents who have no formal training through the English Medium education are merely overwhelmed by the thought of the education being given to the child. Any child convinced of the proficiency of the parents, behaves better in studies. On the contrary, if parents are not adequately equipped, the child takes to deviant methodologies of telling the parent “you do not know much”. The parent wrongly takes delight on the prowess of the child, failing to realize that the child tries to “keep the parent off “   certain territories. Unfortunately, such parents feel shy of meeting the authorities of the school to elicit information on the child’s progress. This is the first level bungling with the future of a child. The remedy is quite simple, by the parent spending time with the child from day one to find out and follow what is being taught at the school. If systematically approached, the child and parent would both come to grips with the situation and the child would not resort to deviant methods said earlier.

To continue                              Prof. K.Raman

Quo 

SIGNIFICANCE---II

 SIGNIFICANCE---II

But when we are on the other side of the fence our attitudes are no better. I have not come across any one who has suffered because of detached approaches to these official obligations.

On the other hand, the avaricious public servants languish in wants – wants of peace, health, children worthy of claim / acclaim. Truly, action and reaction are equal and proportionate. We reap what we sow. Significance [effect] can emerge in a way that was never anticipated. Avoiding the prospect of miseries begins with true detachment.                                                     

I have watched the significance to people of both varieties. Undoubtedly, the detached ones have been “blessed” by any standards.               

After all, life has to be useful to the people around. Sincere and selfless people achieve better. Any more dilation on this may lose the very significance.   

Let us remember:

Society includes every one of us. There is no point in trying to detach from this ground reality. People have to co-exist by interaction. Divinity has provided all of us with varied types of asset and problem. It is not as if we can solve our problems by our intellect or wealth. Divine Grace has to be bestowed on us through the people around us. Some of us appear great, because we are that much blessed. Several persons who are highly talented have not had the right opening. So, if one has to shine, the ability, occasion and the ambience should come in right time and scale. This platform can not be created by one’s personal effort. At best one may get a small opening for entry. To gain the right advantage, one has to put in genuine efforts to be of value to the society. If we fritter our time and energy on personal prospects, we would rather run out of time, as our wants keep on expanding. It may lead us into unhealthy practices and avaricious attitudes.

To cultivate genuine detachment, one has to concede that things happen as destined and not always as desired. No matter how simple or easy the target is. This explains why some real talents do not manage to reach the top, while some lesser mortals are able to. Obviously providence has hidden equations that render peace / harmony.   

Everyone has a share of luck and no one can snatch it. The Supreme Power knows to reward the meritorious / the honest in its own way, not necessarily the way we wish.  No success is entirely our own. We need being thankful to our ambience.  But, these well known ideals / ideas remain significantly insignificant in our times.

Prof.K.Raman                          

SIGNIFICANCE

 

SIGNIFICANCE.

Significance is the ruling factor that determines every one of our actions of thought, word and deed. On occasions we are able to preconceive it. Sometimes we do not bother to take cognizance of its value. But basically we try to assess the necessity for an act of ours to be clear and sure that there is some benefit for some one. It need not be that there is selfishness; but it has to be of some benefit to some one. If that does not materialize, the significance is lost. It is not my opinion to suggest that all our effort is directed to bring a clear benefit. Still, human attitude desires some tangible effect. Variations may be over the time taken for achieving the effect and the longevity of the effect. Naturally, all of life’s missions can be thought of as significance-oriented exercises per se.  It is not easy to perceive as to how / what people reckon as significance. It is highly variable. The contention can be understood. if we consider why people take to varied hobbies. For an on looker it appears that the person is pledging his time and money over something that does not inspire us. If we manage to recognize the magnitude of effort put in by them we wonder how they managed the time for all these. Actually it is the other way round. While many have not utilized their time, hobbyists make use of the otherwise squandered time. No one denounces the time / money spent for watching movies. Ironically, the easy route to “wastage” is movie watching. I know that people have their own value for movies and would not yield a bit even on the face of any severe adversity, leave alone heeding to advice. Thus, significance is what one perceives as good for self. Considering the value of significance has to accommodate for ‘strange’ perceptions. What is significant to one may mean nothing to another.

But, with all such clarity it is not possible to be “stand offish” in daily life. Some points are important for our analysis.

                

Likes and dislikes:  In resorting to take up or avoid a work, likes and dislikes hold the key. A number of secondary influences may also determine the attitude.

These are: the persons with whom the job has to be executed.

Other determinants may be the forms of return / cost benefits “later to accrue”.                                        Depending on the collective value of these parameters, the pace of execution would vary. Things that do not interest us somehow get postponed on some premise or the other. Ultimately they would be done when it can not be delayed any longer. Ironically some of the things which we really hate are also disposed off early to get rid oft them. Our mental disposition to a particular thing determines how long we take for that work.

Detachment:                    Detachment is what one should aspire for in life. But, in an ambience that is charged with “needs” detachment is a theoretical ideal.  People who are hardened by daily chores of attending to public grievance are the most detached and the least bothered. Think of the general hospital: The Emergency ward. The personnel there have no term like “emergency”. It is an emergency to the victim. The scale of detachment is even more pronounced at the mortuary. Their “detachment” is to the job and not for collecting their “dues from us”. The detachment professed for life is of a different stature. Everyone is expected to perform his / her duties without looking for returns from the beneficiary.    This has to be a part of work culture. People may laugh at my suggestion.

Please consider this.                  When a public servant sends signals for favour, how unhappy we are. We then go that far to lament –“these people are highly paid, and have no time for us. Already I have wasted 2 days with them for nothing”.     

 To continue         Prof. K. Raman