Monday, 5 December 2022

The House that was home

                                              

Ours was not the typical ancestral home with tiled roof , front garden and many wings . It was  big but  rather  match box like ,with rooms, bathrooms , out house and garage  added on  as the need arose .It jutted out to the front, almost touching the road, but had more space at the back . It reminded  me of Naipaul’s ‘ House for Mr. Biswas’ . But it was made out of our Achan’s hard earned  savings  of a lifetime and was a treasure house of our childhood memories.

I was ten when we shifted to Devi Vihar,  our  house at Ambalamukku . While it was still under construction, Achan used to go there regularly after office hours in order to supervise the construction. Sometimes he would collect my younger sister and me from school and bring us to the construction site. Initially the ground had been over grown with sweet potatoes, coconut  trees  and banana palms. Once the construction began, the area was cleared. There was a lot of plain ground to run about and play. My sister and I made friends with the neighbourhood boys and we used to play hide and seek and SAT while the elders were engaged in serious discussions about plan and execution

After shifting to the new house I remember  all of us using waste cloth to wipe the floors which were painted red with red oxide. The workers had left footprints upon the polished floors by sheer  negligence and we  tried  to erase them with wet cloth and soap suds but to no avail. Every Sunday we were given various tasks to do around the house – dusting, cleaning the window panes, planting saplings in the garden and so on.

One fine day , Amma came up  with the fantastic idea of growing poultry .Since we had a vast backyard , the compound seemed ideal for the purpose. Soon a chicken coop took pride of place at the back of the house and into our large household  entered  a flock of two legged creatures- a rooster , resplendent in its gleaming plumage, flanked by an entourage of hens. There were hens of  white leghorn and black minorca breed  to add variety and spice to the rooster’s life. At first we were fascinated by the clucking  and crowing in our backyard . The hens  thrived on the care and attention given to them and started yielding eggs. We used to run to the coop on hearing the special cry of the hens , inorder to collect the eggs .These eggs  were much larger than the ones we got from the market. Achan and Amma were cheered by this constant supply of protein and vitamins to our large , gowing family. But the craze did not last long. Our backyard was ruined by  large chunks of chicken poop . Many a time our feet were soiled by the poop from  so many bird inmates. As the fowls  started  scratching and eating the grains, Amma’s crops were ruined beyond redemption. Soon we were fed up of eating the large eggs laid by our hens and preferred the smaller variety available in the market. My brothers expressed a desire to eat the flesh  of the chicken instead of the  eggs  but Amma would have none  of it. The matter was resolved when a fox got wind of the presence of easy prey close by. One night we heard unnatural sounds in the backyard followed by the alarmed cries  of the fowls. Our investigation revealed that one hen was missing from the brood. We strengthened the coop but to no avail. Two more nocturnal attacks occurred .The poor fowls were terrified and Amma was disheartened. She decided it was better to feed her children instead of the fox .That put an end to the poultry farming craze. For years to come, the chicken coop stood as a sad memorial to a fancy  that misfired. 

A year after  shifting to the new house, my elder sister got married and left home with her husband. Mani aunty, Achan’s colleague’s wife had taught her stitching and I picked up the rudiments of stitching by watching her at work. Soon I started stitching clothes for myself  .My  elder brothers who were in college,  used to wear flashy, colourful clothes but  our wardrobe was limited to frocks, skirts and blouses stitched out of the material bought by Achan . We were satisfied with what we had till the time our Uncle returned from Singapore and brought for us lovely pleated skirt and top ensembles which made us the cynosure of all eyes. These Singapore dresses held pride of place in our ward robe for years to come and we continued wearing them till they became mini skirts and micro minis. Finally Amma expressed her chagrin at our crossing the limits of decency and forced us to discard them  . .

Since we were 7 siblings growing up in the same house we learnt sharing and caring and had a lot of fun  at the expense of others . The bonhomie that held us together helped us overcome many of the short comings of a huge joint family. Achan was a strict task master  who  supervised  our every move .Our energy was mostly directed at thwarting his attempts to control us.

 My younger sister and I used  to chant the prayers every evening, read the Gita and attend matapadashala on Sundays in the nearby temple. A venerable,   bearded sage  taught us  the inner meaning of the scriptures. More than the lessons, we  were lured by the tasty ghee payasam served as prasad at the end of the ritual. Achan  would make us read the editorial of the English news paper  every day in an attempt to improve our English. Since I was an avid reader he allowed me to read Enid Blyton and Perry Mason series on condition that I would write a synopsis of each book that I read. Little did he know that every book had a synopsis on the cover and I was merely copying this .He also failed to realize that  I had  graduated from Perry Mason to  Chase and then to Mills and Boon and was chain  reading on the sly, compromising my  academics  and eyesight .Sometimes he used to come noiselessly up the stairs for an inspection. But  whoever  occupied the seat next to the stairs alerted all others so that we all pretended  to be hard at work with our note books and text books.

For Navarathri, we used to arrange the photos and idols of Gods and perform  pooja, copying  our  neighbours who arranged kolu ( an elaborate arrangement of idols for ten days of navrathri pooja).. All of us would sing bhajans  together . The combined effort was enough to shake the house. Amma would come running up the stairs , cautioning us not to disturb the neighbours. Her pleas fell on deaf ears .There was more noise from around us- loud speakers blaring from the nearby temple, bhajans  and prayers , verbal duels, drunken brawls from other home steads. We  felt we had a right to  make our presence felt in the melee.

The temple was the pivot of our activities in those days. We learnt kolattam which we performed during Sreekrishna jayanthi. We took part in bhajan competitions and  Akhanda namam , chanting prayers while going around the tall  lamp . My childish heart leapt in joy to witness  the kodiyettam and  kodiyirakkam ( the hoisting and lowering of the flag) of the annual festival of the temple. All of us used to be present on all 10 days of the annual festival .  Amma would  accompany us for kathakali which lasted the entire night . She would explain the meaning of some symbols and signs used by the performing artists. When sleep over powered us, we would doze off on the sheet spread on the ground or on a  chair if we were lucky to get one. When the kathakali dancers were involved in a battle, she would wake us up as she knew that we enjoyed the battle scenes.We were  particularly riveted by  Dussasana vadham  where Bhima and Dussasana would move up and down the stage uttering loud shouts and cries. Then Bhima would kill Dussasana, take out his intestines and apply the blood on Panchali’s hair. Our little hearts thrilled in amazement  as  we gaped , open mouthed, at the elaborate costumes , the long nails and the thick make up of the kathakali artists. As the coils of twisted cloth came out of Dussasana’s stomach, we were deluded into believing that it was the intestine that was pulled out by Bhima. Oh! Those were the days when the mind accepted without question , everything that took place in the make- belief world of  fables and tales . My child’s  mind had implicit trust in the triumph of good over evil  

The ten day festival culminated in the  arattu  on the final day of the festival . We were  in a constant state of excitement  that day. We used to help Amma  in arranging the paraphernalia required for receiving   the procession. In the evening we would stand awestruck to watch the commencement of the procession which took place right in front of us as our house was adjacent to the temple. There were band groups, decorated kavadi, men and women decked up as various characters from mythology. Bringing up the rear , there were  caparisoned elephants , the biggest of them carrying the idol of God on its back. Most of the time there used to be three or five elephants but as the interest in grand spectacles  soared  , the no of elephants also increased. Once we had 21 elephants for the procession which brought the traffic in the area to a standstill. We watched the huge pachyderms in awe   from a safe distance . The next day’s newspaper carried the report of an elephant running amok from Perookada to Kowdiar and that put an end to such public displays. In the subsequent years the no of elephants was limited to 3 or 5.

My childhood was intimately interlinked with the activities of the temple. The elephant which was brought to the temple for the 10 days of the festival used to come to our house to pluck coconuts and palm leaves . We would offer the huge visitor bananas and jaggery and would watch with bated breath as the elephant extended its trunk and gobbled up the goodies with relish. No wonder then that the elephant appeared in my dreams as well and as in real life, and  I would lie mesmerised and  dumbstruck   as the dream elephant closed in and woke me up from deep slumber.

As  siblings, the seven of us  had a close  bond and were  partakers of  many a  misadventure . If walls could tell, they would narrate the tales of Devi Vihar brothers and sisters playing pranks on unsuspecting friends and visitors.  Now with hindsight I am able to understand what an economic burden it must have been for Achan to cater to the needs of seven growing children and what a Herculean task it must have been for Amma to prepare food for all of us. Children grew up, took up employment and got married. We have among us engineers, bank officers, sales executives, doctorate scholars and educators. This was no mean achievement for Achan and Amma who hailed from an obscure village in Malappuram and shifted to the abode of Anantha Padmanabha  Swamy to eke out a living .

When I got married to an army officer and went away to the north, I had the first taste of life away from home, away from my native land, away from the old familiar faces . Adapting to the new situation was  not a hard task- now I marvel at the ease with which I learnt the customs, traditions and language of the North and joined in as a member of the glamorous army clan. But there was always a yearning to come back to the lap of nature in Kerala, and to the house which had nurtured me in my formative years.

   Flitting from one station to another , travelling the length and breadth of the country was an exhilarating experience. Packing all our household  articles in boxes, numbered and marked, my heart would fill in  anticipation of  the new places I would see, the new people I would meet and the new adventures that awaited me. My husband was a  travel enthusiast and from him I too caught the travel bug. . The birth of our two sons did not hinder the wander lust that had gripped us and we discovered our Bharat Mahan in the course of our travels.

My husband’s sudden demise shattered our cosy world. I was just 38 at the time, with two growing boys of 15 and 10 under my wings. I decided to come back home though many tried to dissuade us as my father’s Alzheimer’s  disease had  progressed to a  state of dementia and mother was an angina patient. Many well wishers advised us to stay in the army station instead of taking up the  responsibility of two sick and aged  parents . I don’t have an idea what had spurred me on to take the decisions which could  change my  life but now, on looking back,  I feel they were the right decisions .

There are no hard and fast rules to bring up children  , especially for a single parent but somehow we trundled on. My career as a teacher  was a boon – the students and my colleagues were a balm to my bruised feelings. The cosy world of the army with its outings, picnics and parties became a distant memory as my days and nights were filled with lectures, answer scripts and parent- teacher meetings .

Bad times don’t last forever. My children grew up to be fine young men. Siddharth settled in the UK and Arjun joined the Army Institute of technology. There was no looking back.

A year and a half after my arrival in Trivandrum, my father who had been my greatest support, passed away. Amma   was non judgemental and non interfering- it was so easy to live with her. She loved flowers and birds and was willing to lend a helping hand to anyone in need.  Her support helped me tide over  much emotional trauma.   The  maid  employed to look after Amma proved to be a staunch supporter in our difficult times. She became  Amma’s confidante and nurse . It  was owing to her that I was  able to carry on  my domestic responsibilities without a hitch. When Amma passed away in 2015, I had become so set in my ways that I wanted to continue living in the same house for ever. But that wish did not materialize. There were days when I stood in the temple with folded hands, beseeching God to help me take the right decision –  whether  to construct a new house or continue staying in the old one. As if He heard my prayers, things fell into place and my dream house materialised . My  sons and daughters in law find the new house appealing  , a delightful haven to relax  during holidays. . The arrival of my grand daughter into our lives  has brought joy and contentment into our lives. . Now as I sit on the verandah and gaze at my garden, I marvel at the destiny which brought me here, to enjoy my retirement in peace.

The house that was my home  for a major part of my life was put up for sale. It is sad to part from a house which held sweet reminiscence s of our childhood and teenage years and had  witnessed my struggle as a young widow. More so because it was the outcome of the sweat and toil of Achan and Amma  . My heart fills with pride when I think of the unceasing hard work – blood, sweat and tears- involved in our metamorphoses into  educated , wholesome human beings. I can only bow my head in reverence at the memory of Achan and Amma  who made us what we are. This is the time to spare a thought for their sacrifice and shed a  few tears of gratitude for their labour of love . But life  has to go on…..and I have learnt to move on…. without  past regrets and future fears. Que sera sera…….    

 

Wednesday, 11 May 2016

London 2016

Once again back in the land of Shakespeare. Summer vacation is the time to visit Sid and Kivya in London, the time when I need not drive or run errands or plan my day. I can just relax and let Sid  decide while I partake of Kivya’s  delicious lamb biriyani. Once more I can explore the nooks and corners of this wonderland which has coloured my dreams and spurred my imagination right from the days of my childhood.
         The fascination for England had started when, as a kid, I read avidly, the imaginative adventures of the Famous Five and the  Secret Seven  .The marvels of the English country side came alive in my mind  when I  memorised  Wordsworth’s golden daffodils ' fluttering and dancing in the breeze  ‘ and Keats’ nightingale which sang of summer 'in full throated ease'. Glimpses of English society impressed upon my mind  through  the  classics of Dickens and  the shrewd methods  of Sherlock Holmes.. Teenage was the time for Mills and Boons. My dreams were coloured by blondes with blue eyes and  handsome  gentlemen with impeccable manners , living in grand mansions. The values and culture  were entirely different but my young mind was agog with the sights and sounds of this foreign land which was as dear  as my own.
 Learning English Literature brought me closer to the master  minds who used this language to perfection . The passion for Shakespeare’s plays  kindled a passion to discover the world of the  great bard . Teaching Shakespeare’s plays in school was , in a way, the fulfilment of a  mission.  It was a treat to  wax eloquent in the class unravelling  the anguish of Hamlet , the ambition of Macbeth  and   the savagery of Caliban..
   When Sid got the chance to work in England I found vicarious pleasure in his lucky chance to explore the land of my dreams. Never in my wildest dreams did I imagine that my son would immediately make arrangements for my visit. But that is what happened. In the peak of winter in December 2005, my younger son Arjun and I set foot on English soil. That was the beginning of a series of visits which  made an indelible impression on my mind about the country and the people.
    Everything about the place is fascinating . The barren trees coming to life in Spring with tender green leaves and  the sudden burst of colour and fragrance as they wear a mantle of flowers of varied hues. The meticulously planned roads , the green parks and  gardens, the lakes edged with weeping willows and the tall conifers lurking on hill tops. The perennial daffodils found everywhere. The majestic Thames surrounded by Big Ben ,St. Paul’s Cathedral  and The Globe  . London Eye rotating at snail’s pace  and Tower Bridge beckoning the visitors. The Shard standing tall in the concrete jungle. The double deckers  and red buses plying the roads. Westminster Abbey where all my favourite poets have been laid to eternal rest. These are just some of my favourite things.
       A walk along the pavements  of Greenwich  brings to mind  the walk from Ambalamukku to Vellayambalam  in Trivandrum.  The  grandeur of Buckingham Palace and the unique change of guard that I had the good  fortune to witness brings to mind  Kowadiar palace with the statue of Vivekanda in front of it, our little park and the wide tree -lined avenues which  is perhaps  the best part of Trivandrum. This year once again I witnessed London marathon along with Sid and Kivya.  As the participants touched Greenwich we cheered along with  the other spectators lining the roads.  We visited the theatres of London and  thrilled to the mystery of the Woman in Black, the suspense of The Phantom of the Opera and the enchantment of The Lion King. It is a holiday to remember  which I  experience once a year before I am engulfed by the routine of lectures and exams
    A line from a  nursery rhyme which I had repeated to my children now comes to my mind.
‘I have been to London to visit the Queen..’

That  is a dream yet to be  fulfilled - to visit the Queen. This year  she appeared  on BBC as she met the chosen visitors and  made a public appearance on the occasion of her 90th birthday. Graceful, dignified, regal…these are some of the adjectives that came to my mind as I watched her. God has a strange way of making our dreams come true. Perhaps one day that little dream may also come true. But now the call of duty is strong and I have miles to go before I sleep….

Friday, 15 April 2016

School Anthem –STCS

          

Onward to glory my Alma Mater
Onward to glory  my St. Thomas
We look up to you, we sing praise to you
We hail you, salute you and honour your name

         Tamaso ma jyotir gamaya
         Asato ma sat gamaya
         Tamaso ma jyotir gamaya
         Asato ma sat gamaya.

You  are our portal to learning and hope
You are the cradle where young talents bloom,
You lead us to drink deep the wisdom in words
You open the treasure trove of knowledge in books.

        Tamaso ma jyotir gamaya
        Asato ma sat gamaya
        Tamaso ma jyotir gamaya
        Asato ma sat gamaya.

We are the future, the generation next
We are the trustees of all that is best
We march on and march on with Almighty’s grace
We march on to carve out a future of peace .

        Tamaso ma jyotir gamaya
        Asato ma sat gamaya
        Tamaso ma jyotir gamaya
        Asato ma sat gamaya.

( The School Anthem of St. Thomas Central School, penned by Shailaja Chandran and set to music by Mr. Bejoy was presented before an audience for the first time on 10 January 2015 on the occasion of the Annual Day celebrations ,)
      



Monday, 10 November 2014

A MATTER OF TEXTS AND TESTS

                       A  MATTER OF TEXTS AND TESTS
English is  a  funny language that does not follow any logic when it comes to pronunciation and spelling yet it is one language that has truly conquered the world. However much we denigrate the British for suppressing us and ruling over us for 200 years, this legacy that they left behind has given us a firm foothold in our foray  into world affairs. As  national boundaries  become obscure and ever widening thought and action take us into a global village, it is imperative for our ‘generationext’ to imbibe the nuances and intricacies of this world  language that unites  us. The thrust on English education has spread from the boundaries of schools to colleges and universities. Many professional institutes have included English for communication in the curriculum. So let us delve deep into this matter and analyze the merits and drawbacks of English language learning in our system.
                         No doubt,  the CBSE syllabus which  is graded and age appropriate is  the end product of much painstaking effort and revision  The lessons included in the literature reader of classes VIII, IX and X relate to the lives of our children and have much relevance and significance for them. The activities are also eminently  suitable. But when it comes to Classes XI and XII the same insight into the psyche of the growing child seems to be lacking in the selection of prose and poetry . The textbooks Hornbill and Snapshots of Class XI and Flamingo of Class XII have only a few lessons which may appeal to the imagination of teenagers. Fortunately a few uninspiring lessons such as The Landscape of the Soul, The Adventure, Silk Road, The Ghat of the Only World and Poets and Pancakes were deleted last year. While teaching these lessons I used to wonder whether they were picked and chosen to bore the learner. The old world philosophy that pedagogy is meant  to  instruct and not please the learner has  lost its relevance in the present world.  The aim of teaching literature should be to acquaint the students with the gems of literature, to bring them in contact with the masters who knew how to use the best words in the best order. Literature can humanize you, so the lessons should convey a message powerful enough to inspire students and contain words and language which may prompt them to read further and to experiment with language.
We have numerous poets and authors who are considered to be shining examples and geniuses of literature .For any recitation competition, our students hunt for  poems written by the  masters. When there is no dearth of marvellous poems written by famous poets, why do we prescribe insipid poems such as Childhood and The Voice of the Rain for Class XI students, as if they are the best samples of English literature ?. Instead of a small excerpt from Keats’s Endymion, why not include one of the odes? Should we not initiate  our students to the intricacies of language as in  Browning’s ‘ My Last Duchess’ or Tennyson’s  ‘Ulysses’? When their counterparts in ISC are learning original Shakespeare, Wordsworth, Shelley and Keats, shouldn’t we introduce a few specimens of classical English prose and poetry to our students in CBSE?
We could find a much better selection in the textbooks prescribed by CBSE many years back, namely, The Web of my Life and Guided Reading. The poignancy of the story of The Foghorn , the humour  in  The Judgement of Paris and the shock and heart break of Hiroshima appealed to the imagination of  young minds. But lessons  like Going Places or the Third Level ,can  only leave the students bewildered  and confused. Only in the supplementary Reader, ‘ Vistas’ could we find a few lessons  of a higher standard in keeping with the age of the learners.
Last year the CBSE introduced a long reading text in Class XII.  The choice of ‘The Hound of the Baskervilles’ was most laudable as the  story had all the ingredients which could immediately captivate the attention of young readers .Keeping in mind the stress and strain experienced by the students of Class XII who are plagued by various entrance tests  and coaching classes, we had  advised  the students of Class XI to buy the book during the vacation and read  thoroughly before classes begin for  the next session. Then like a bolt from the blue came the circular stating that the Long reading text has been changed. Instead of The Hound of the Baskervilles , we have to choose between The Invisible Man and Silas Marner. If the aim behind the introduction of  long reading text was to inculcate reading habit in children, ‘The Hound of the Baskervilles ‘was the best choice. But the decision to replace  such a gripping tale by  uninspiring ones after just one year smacks of a hasty decision taken  without much thought. Sufficient   time should have been given for the students and the teachers to air their views and   the decision to change the text book could have come after a couple of years.
The writing skills are the most appropriate and useful part of the CBSE syllabus. Mastery of writing items such as letters, speech, debate, notice, advertisement, report and the like would surely give the students the much needed practice and preparation for their future life. But with all other aspects of the syllabus such as ASL, PSA , the long reading text, the main and the supplementary readers, only limited time can be spared for the practice of these items in class. The decision to introduce ASL in Class XI and IX was a wise one, even though the exercise is time consuming. But PSA is a cause for anxiety for parents and students. It would be advisable to base the questions  in  Language Conventions on the exercises taught and done in  these class .Some kind of coaching should be given for PSA in order to alleviate the anxiety of parents and children. Open text Book Assessment is also a laudable step but it prolongs the exam by another half an hour. This has given rise to much criticism and resentment  as  young children  are made to sit and write for nearly four hours at a stretch  resulting in  much  physical discomfort and mental  fatigue. Why not delete comprehension passage and include OTBA? Limiting the question paper to 3 hours would certainly reduce the burden of our students.
Let me be pardoned for digression when I state that one aspect of the ICSE-ISC syllabus has appealed to me much. Needless to say ISC English is tough- original Shakespeare and the classics in poetry and prose are taught at the High school and Higher secondary levels. But the syllabus is stretched over a period of 2 years  and there are plenty of choices in the question paper so that not much strain is felt by the teacher or the learner.
Another matter of grave concern for the teacher of English is that the short forms used in SMS and e mails have crept into the literary language. No one can deny that short forms are necessary to express matters in limited space. But the same short forms tend to creep into the note books and exam papers since the younger generation is adept at taking such liberties with language. Besides many of them feel that it is prudish to insist upon writing ‘ you’ and ‘ between’ when u and b/w can do the trick .As evolution takes place over the years we can expect many such changes in the world language . Recently I read that the comma which has become obsolete in its use may disappear from the language. The humble apostrophe was culled from street signs in Britain much to the chagrin of the Apostrophe Protection Society  there.  The age is not far when we may do away with capital letters and punctuations altogether. Perhaps many languages will merge to evolve a world language which may be easy to use and learn and may appeal to all nations and all people. Let us forge ahead into that heaven of unity and liberty, of one world and one language.

Submitted by
Shailaja Chandran, Vice Principal, St. Thomas Cent

Saturday, 1 November 2014

REBECCA

                   REBECCA BY DAPHNE DU MAURIER-  A REVIEW

Rebecca, the classical novel written by Daphne du Maurier has been hailed as a brilliant novel of an unforgettable wife. Written before the second world war, Rebecca  has been in the best seller list  ever since it was published in September 1938 by Doubleday and Company Inc. The simple cover page depicting a red carpeted staircase and two characters does not give us an inkling of  the world of paranoia that opens up before us as we turn the pages.
     The Rebecca of the title is dead, presumably killed in a sailing accident . Her millionaire husband, Maxmillian de Winter , the debonair, courteous gentleman  with perfect manners makes a deep impression upon the naïve young girl who is the narrator of the tale. Everything is seen and reported from the point of view of  this girl, the diffident, nervous and unusually sensitive second wife of Maxim, whose name is not revealed till the end, much to the chagrin of the reader.
    After a hasty marriage, the de Winters return to Maxim’s country estate, Manderley. ‘We came to Manderley in early May’, says the narrator, ‘arriving ,so Maxim said, with the first swallows and  the bluebells’. The powerful language of Daphne de Maurier gives us an entrancing description of the wonders of the picturesque countryside villa with the valley of azaleas and the blood red rhododendrons in full bloom. Manderley is described as  a thing of grace and beauty, exquisite and faultless, built in its hollow of smooth grassland and mossy lawns, with its terraces sloping to the garden and the garden to the sea. Manderley is  flanked by a wall of blood red rhododendrons which  startles the narrator by their crimson faces, massed one upon the other in incredible profusion, showing no leaf, no twig, nothing but the slaughterous red, luscious and fantastic.
       The fabulous country and the palatial mansion leads  the young bride  to believe that she has married above her station. She is unnerved by the belief that she is no match to Maxim’s first wife, the seemingly perfect former mistress of the house. The spirit of the capricious, vivacious Rebecca seems to haunt the house. Soon we are plunged into the mystery of the mansion, ridden by intrigue. A gallery of characters opens before our eyes, the most prominent of them being Mrs. Danvers, the governess, tall and gaunt, dressed in deep black, with prominent cheek bones and  hollow eyes which gives her parchment white face, the look of a skull.  She keeps the house and the staff under her thumb with meticulous care. There is instant hostility between the governess and the new Mrs. De Winter. Gradually, through the frightful eyes of the narrator, who explores and unravels the mystery of Manderley, we come to know of Rebecca as she really was. We realize with horror the power she holds over Manderley even in death. As the diffident, shy second wife explores the new house and the surroundings, we discover, along with her, a tale of deceit, disloyalty, adultery and murder.
    Rebecca is not the tale of the eponymous first wife, it is the tale of Maxim’s second wife who gains courage and grace and rises in esteem and stature  before our eyes . It is the story of Manderley. It is an unforgettable experience set in a mysterious . palatial mansion which ultimately goes up in flames .
     Daphne de Maurier enchants us with the power of her language and holds us spell bound from the beginning to the end. Rebecca is a revelation, it is a shattering experience , it is a magical spell that binds us in mystery and suspense from the very first word. It is a must read for every book lover. Don’t miss it.
            

Saturday, 11 October 2014

future ready schools

FUTURE READY SCHOOLS

Introduction

       Technology has brought about a quantum change in the way people think, perceive and live. In the twenty first century most of the activities of our everyday lives are centred on the computer. Technology has invaded every aspect of our lives. The computer or the lap top is a must in every house hold and every establishment and is considered to be a pre requisite to improve the quality of life of the modern man. The pace of life has also changed tremendously. We are grappling with the age of speed. Methods and techniques which are considered new today may be considered outdated tomorrow. Technology has eliminated distance so that we are all citizens of a global village now. ‘Narrow domestic walls’ may have relevance today but may not be the case in future. The younger generation may need skills and competence to adapt to world conditions  and should stay ahead of the changes taking place in the world if it does not want to be left behind. Under these circumstances, future ready schools which impart training and skills suitable for the twenty first century will help the students adapt themselves  to the modern situation.

The schools of the past, the present and the future

            Most of the schools in India still have the traditional-model classroom with a black board and benches and desks arranged in front of it for the students to sit. The teacher stands in front of the class, lecturing and illustrating with the help of the black board and chalk. Traditional methods of teaching and learning cannot ensure the participation of every student. In a class of forty, if thirty are attentive, at least ten may be distracted, uninterested or bored. Besides, much depends upon the teacher. A lively, active teacher with a sense of humour may be able to capture the attention of most of the students but all teachers may not be equally good and competent. Lack of good communication skills, lack of knowledge, inadequate voice modulation and lack of resources may hamper teaching, rendering the class monotonous and boring. The student may feel disoriented and distracted, paving the way for poor performance in the exam and poor self esteem in life. Besides, the exam system of the day is  geared to test the student’s capacity to mug up lessons. In the absence of application type questions, the student who spends long hours to memorize lessons is found to fare well in exams while his counterpart who is adept at applying his knowledge to practical life situations may not score well. We know from the example of Albert Einstein that brain power cannot be measured by the way a person memorizes lessons.
        New times call for new methods. The current model of education was designed for an age that has passed by. What was good for the past may not be good enough for the future. Of course school life has much that is nostalgic and endearing for most of us. The pleasure  of learning ,enhanced by  the bonding with the teachers, the loyalty of friends and the  thrill of competitions are aspects of school life which every student cherishes for life. But apart from these positive characteristics, the student of the new age also needs education that prepares him to face the challenges of the modern age in terms of its working conditions, competitive nature, fulfilment of targets, time bound deadlines  etc. The thinking individuals of the world have understood the need to make the younger generation ready to face the challenges of the world. That is why we have future ready schools functioning in different parts of the world and growing in popularity rapidly as the days go by. That is why this topic has come up for discussion and debate today.
  The present age is fuelled by innovation and creativity. Everywhere technology is modifying our way of thinking. In railway stations and bus stands, we check the schedules and book tickets on line. We do e- banking and on line shopping.  Accordingly the education practices also should change to cater to the needs of the times. The modern school of the twenty first century should sport a new look with technology holding centre stage and techno savvy teachers and students transforming the teaching- learning process. Every classroom should have  a computer, projector and LCD screen,MP3 player and such other gadgets which can make teaching and learning easier and more interesting. There are new age schools which have gone to the extent of procuring i pads, i pods and e books for the students to work with. While in India, we have banned mobile phones in many schools, we should realize how much more advanced the students in other countries are bound to be when they get opportunities to use modern gadgets on a daily basis in their schools. It is imperative for us to create a new digital learning environment using new learning methods and  assessment methods  so as to bring about an organizational transformation in our schools.
       Such a sea change cannot take place over night. It should take place in a phased manner. Teachers should be trained to handle technology and also innovate new methods to incorporate technology into their teaching. Trainers and technology experts should be employed to assist the teachers in their work. Training sessions should be organized to keep the teachers up to date in technology use and in the methodology of disseminating knowledge.
       It should be kept in mind that there is bound to be resistance to the introduction of technology on a daily basis in the school environment at least from some quarters. Parents and teachers are bound to be apprehensive of the misuse and abuse of modern gadgets by the youngsters. The young mind looks for pleasure first. There is a chance for the explosion of technical know how to be misused. It was the misuse of electronic gadgets by a few students that forced some schools and the government to ban the use of mobiles and other electronic gadgets in schools. So there should be constant supervision and alertness on the part of the teacher to ensure that the exposure to sophisticated gadgets is not misused by the students.

Future Ready Schools of the world


v     A search for Future Ready Schools in the search engine Google brought some interesting news about the mind boggling transformation taking place in the schools in some parts of the world .Coppell New Tech High School, Texas, regarded as model school, is a case in point. In the words of Jeff Turner, the Superintendent from Coppell ISD, the brain behind this transformation, ‘Change takes courage. We must find that courage.’  This man with a vision spent money wisely to buy i pads, i pods, Mac books and Smart boards. In his school, children sit in pairs around i pads using free app discovered by the school’s own teacher. As Turner observes, ‘They take learning to a different level.. It all ties back to real life learning.’
      ( Ref: Student Centred Schools, Future Ready Schools- Amazon S3)

v     Cynthia Alaniz of Denton Creek Elementary School uses the blog to build a classroom community. She communicates with parents, promotes literacy, develops writing skills and enhances content knowledge. Here students compose songs, add tunes and even effects using various apps available in their I pod touch . Needless to say that learning is fun for the students of this school.( Ref: Student Centred Schools, Future Ready Schools- Amazon S3)

v     The guiding mission of North Carolina State Board of Education is that every Public School student will graduate from high school, globally competitive for work and post secondary education and prepared for life in the 21st century.( Ref: Biennial Report, State Board of Education, North Carolina)

The right ground for learning

      It is clear that when children are given a chance to apply knowledge and use technology to create and innovate, interest is kindled and excitement is generated. This is the right ground for  learning to  take place. In such a context, learning will not be something thrust upon the student but something that he takes up because he finds it interesting and exciting. For such a transformation to take place, we need immense resources. We need good teachers who are willing to work hard , take up new challenges and learn new methods. Learning will be more personalized and the student has to take up the responsibility for his own learning.

The CBSE initiative

It is heartening to see that the CBSE has taken the initiative to bring about many reforms and improvement in the system of education. There is constant revision in the syllabus to ensure that the students are kept in touch with the latest issues and trends  prevailing  in the world. The CCE system,  work centred education, introduction of long reading text to inculcate reading habit, PSA, deletion of chapters which have no relevance to the modern context, competitions and exhibitions are some of the methods by which CBSE is keeping abreast of the times. The emphasis on gender sensitization goes to prove that the powers that be are aware of the key areas in society which lie steeped in dogma and bias. Accreditation is introduced to ensure quality in the schools affiliated to CBSE. The establishment of International schools will ensure international standards in education.
    Yet there is much more to be done. The Indian society has many grey areas which need complete renovation. The caste system that plagues our society is one of the major reasons for its backwardness. However much we progress and modernise our system, vast sections of our society lie submerged in age old practices that speak volumes for our ignorance, prejudices and narrow mindedness. It is the duty of the educationists to bring about reforms that can produce winds of change in society. While we boast of being a secular state how far do we practise secularism? Even though the reservation system had started for a good cause, it is high time to put an end to this evil practice that is splitting our society and people into different segments and compartments.  Our leaders and netas nurture separatist tendencies that divide society, merely for personal gains. It is the duty of the educational reformers to take bold strides and put an end to practices that are pulling the nation backwards. How can we envisage a global village when in our own country we are erecting walls rather than demolishing them? More than modern gadgets and sophisticated machinery, reforms to bring about a change in the vision of the people should be the priority of the future ready schools in our country.

Conclusion-  The dream of a perfect world.

       Just like Martin Luther King, I too have a dream. I have a dream in which every Indian will stand shoulder to shoulder with his/her counterparts in the world to find solutions to the problems that plague the world. I have a dream in which the Indian society , devoid of superstition, dogma and bias will be one of the finest work places in the world. I have a dream in which the application forms for admission and jobs do not contain columns that state community, caste or creed. In my dream, the leaders , educationists and scientists will work with ‘one aim and one business’ for the betterment of the society. In my dream, the world leaders will put their hearts and heads together to find solutions to pollution and global warming  rather than to devise ways to enlarge the weapon stockpiles of their nations.
    If all our dreams are to come true, we need intellectuals who can rise above silly dogma and stigma and work for the common good. We need future ready schools in the Indian context which can mould individuals with civic sense and social responsibility. Sophisticated gadgets and new age techniques alone cannot guarantee quality in the future generation. We need a mechanism which can weed out all these evil practices and modernise our society . Let our younger generation grow up without the bias of caste and creed. Let our future ready schools carve out youngsters who are willing to utilize their time and energy to renovate and reform society.  At present we have political parties that are waiting to organize rallies and hartals whether there is a cause or not. They strike work and force educational institutions to shut down, abusing the powerful tool  invented by our Mahatma to win freedom by non violent means. Apart from the havoc caused  by nature which force schools to close, we have such man made disasters preventing our younger generation from doing honest hard work and transforming them into a pack of holiday lovers willing to shirk work. A powerful educational body alone can extricate the present generation from the clutches of such harmful elements. Instead of rallies, bandhs and strikes, let our younger generation practise the ideals of hard work, commitment and dedication to make our country a better place to live in. Let our future ready schools mould not only scientists and engineers but also leaders and statesmen with vision who can lift the country up from the abyss of poverty , superstition and communalism and lead it forward to a bright future. Let us hope that the young Indians of tomorrow will have the pleasure of living  in a modern society  where they can  use modern equipment to imbibe knowledge the modern way. Into that modern heaven of learning, let my country awake..


-Shailaja Chandran, Vice Principal, St. Thomas Central School, Mukkolakkal, Trivandrum

Sunday, 13 October 2013

Work Centred Education- a feather in the CBSE's cap


 

 

                                          WORK- CENTRED EDUCATION

 

            The modern world is full of contradictions-continuity and change co-exist and success lies in our ability to balance the opposites.New times call for new methods, new concepts and ideas. The educational transactions of today should cater to the demands of the changing times and perceptions of the people. The idea of vocationalised education or work- centred education mooted by CBSE hinges upon placing productive manual work at the centre of the school curriculum. As  the education system in India progressed and evolved many erudite scholars and educationists started discerning a marked defect in the system in which the student  learns innumerable concepts which he cannot apply in real life. He mugs up whole chapters and reproduces  all the imbibed knowledge on paper during the exam. But in due course, memory fades and the wealth of accumulated  knowledge slowly dissipates and becomes worthless. Meanwhile, in practical life, he may be ignorant of basic concepts which can make life meaningful and satisfying. There are many youngsters in our midst who have no idea of how to change a punctured tyre, how to administer first aid in an emergency, how to fix a blown fuse or even to change a light bulb.

     To a great extent, the onus for this situation rests with the parents. Each parent wants his child to study all the time, and not get distracted by any kind of work. In the process they don’t allow the child to learn how to perform simple tasks which can make life meaningful . It is said that in India, the child is not allowed to grow up. Children, especially from affluent families totally lack the inclination or the aptitude to do any kind of work. They shun manual labour and make studies an excuse to abstain from doing even simple duties at home. Most of these students score well in exams but they score poorly in the tests given by life. Today’s child is veering away from nature . He lives in a virtual world and within the realm of this world his capabilities and aptitudes are developed and evolved to the maximum. But the same child may have no idea how to plant and nurture a tree or to fix a leaking tap.       Engaging students in work may help them relate to life needs and grow into mature, well balanced individuals. This was what was proposed by the Father of the Nation when he propounded the theory of Nai Talim. It was felt that the brain may get weary of mere bookish knowledge and so, the brain should be educated through the hand.

          Vocational education, though introduced way back, has not gained much momentum and has been more or less denigrated to the second place after mainstream academics. But vocationalised education is an entirely different concept. It  seeks to introduce work centred pedagogy in a graded manner, giving exercise to the brain and the brawn and bridging the gap between work and education. In many institutes of higher learning, internships, workshops and other projects are a part of the curriculum where the student has to use the hand as well as the brain.  If this kind of education is introduced at the school level, it will become a part and parcel of the education system of India and can produce well balanced individuals who can deal with any kind of life situation.

      Quite a number of schools have introduced summer courses wherein children are enrolled in different courses in tune with their aptitudes . They are given opportunities to do gardening, cooking, dyeing, pottery making or even to make simple electrical gadgets. These activities may keep the children occupied during their holidays. But since the school syllabus is so vast, there is not much scope for such activities to be included in the curriculum. Including such skills and activities will certainly make the school work more interesting and productive. The boredom of listening to lecture after lecture can also be alleviated to a certain extent by means of these activities. The proposal includes engaging local farmers, artisans, mechanics, technicians etc as resource persons or as invited faculty so as to provide expertise and professional guidance. Accordingly, the evaluation system also has to be restructured and modified. The CCE system introduced by CBSE can be thought of as an initiative in this regard. With social and political support for this venture, it is surely going to be a feather  in the cap for the educational system.

 

Shailaja Chandran,Vice Principal, St. Thomas Central School, Trivandrum.  

(This article has been published in ‘CENBOSEC’, the quarterly magazine of CBSE, April-June edition)