HISTORY IN PICTURES

A cursory channel-surf on the T.V showed that almost all the movie channels were telecasting patriotic films like GANDHI, BORDER, and such like. With celebrations for Independence Day round the corner, we are getting our annual audio-visual dose of patriotism – a heady mix of some-facts, some-jingoism, more-rhetoric and a lot of stirring sentiments.

When we were young, Doordarshan used to air such appropriately heart-swelling films to celebrate 15th August. A big favourite was Chetan Anand’s HAQUEEQAT, which never failed to bring a lump to the throat everytime it was shown on our grainy Black-and-White T.V set, especially everytime they telecast the song on the dying-freezing soldiers:

“Kar chale hum fida jaan o tan saathiyon,
Ab tumhare hawale waton saathiyon.”

(Sacrificing body and soul for the motherland,
Friends, now I leave the nation in your hand.) (incompetent translation by me).

But a far more potent and long-lasting source of nationalistic fervour were the Amar Chitra Katha (literally – Immortal Stories in Pictures) comics which I read and hoarded. Extremely affordable and easily available, these thin books retold history and legend in a colourful graphic form. And India, with its hoary action-packed and multi-layered past, supplied a vast storehouse of subjects.

Be it the Jallianwala Bag massacre, or the lives of Jawaharlal Nehru or the Rani of Jhansi, or the valiant deeds of pre-British-rule heroes like Shivaji or Rana Pratap, or the mythical romances of Amrapali and Nala-Damayanti, or the wit and wisdom of the Panchatantra, Jataka and the Birbal tales…the list is endless. Whenever I had accumulated the requisite sum of five rupees, I would run down to the para (neighbourhood) book shop, where a few Amar Chitra Kathas would be displayed by hanging them with clothes-pegs from a wire (in the manner of clothes drying). Flipping through a few, I would take my time choosing a new addition to my collection. And then the impatient rush home, and the losing myself in the colourful pictures, easy narration and crisp dialogues which made history come alive and which made myths appear believable.

I liked the Amar Chitra Kathas which retold the history of our freedom struggle, be it through biographies like that of Netaji Subhas Chandra Bose, or through incidents like the Sepoy Mutiny of 1857. The school history books gave us the bare facts; my Amar Chitra Kathas infused those facts with colour, vigour and voice. These books could make me gnash my teeth in rage against the evil colonial masters; they could make me cry at the courageous deeds and deaths of the freedom-fighters.

But my most-est favourites were two mythical stories – Surya [the legend of the Sun God and how the love of Sanjana and her alter-ego Chhaya (shadow) mellowed him] and Samudra Manthan [The Churning of the Ocean - how the devatas (gods) tricked the asuras (demons) by using their strength to churn the ocean (with the help of the Mandara mountain and the snake Vasuki) to get the amrita (nectar of immortality) for themselves, without giving any to them].

Thank you, Uncle Pai (Anant Pai, whose brain child the Amar Chitra Kathas were), for all the knowledge - culled from history, religion, folklore, mythology - which you fed us so pleasantly. Thankfully, these wonderful graphic stories are still available and flourishing in bookstores all over India, for generations of children (and adults) to read and cherish.

DO SHARE YOUR MEMORIES OF PATRIOTISM.

EXAM ECCENTRICITIES

My daughters are having their first-term examinations, and I am all tired out with study-supervision, pencil-sharpening and all that. Thankfully, they are too young to be burdened by any sense of fear or nervousness about exams.

When I was in high school and college, exams always made me high-strung. Especially the big, career-deciding, life-changing ones like the tenth-standard (ICSE), twelfth-standard (Higher Secondary), graduation (B.A) and post-graduation (M.A) exams.

Like most of my friends, this fear and uncertainty made me a prey to all sorts of superstitions and strange practices, which I would follow obsessively.

I was always (and still am) a late sleeper, preferring to study during the night. Often, I would while away the day reading storybooks or newspapers, flipping cursorily through my books, dilly-dallying till after supper, even when the exam was on the next day. Then, when the tension would reach fever-pitch, and time would be running out at the speed of Usain Bolt (or Carl Lewis, the world champion runner of the 1980s-90s), and the rest of the family would be settling down to sleep, I would take out my books to study in earnest. My best and most concentrated study would be done in these final few hours before the exam, when it would be dark and quiet and undisturbed-except-the-ticking-of-the-clock, and I would barely sleep the night before, catching a few winks as the dawn-sun reddened the horizon.

I would sometimes meticulously prepare small chits with important notes minutely handwritten (no micro-xerox for me). I would stuff them into pockets and other hidden places, saying to myself that if I forgot something, I could always go to the washroom and take out the chit to aid my memory. But, funnily enough, the very act of writing the chits would aid my memory so much that I have never needed to take them out and cheat during any exam (as we used to say, God promise, that's the truth!).

Bolstering my confidence with these invisible chits, I would also take along a huge (and very visible) bottle of water mixed with Electral (a rehydrating salt) to the exam hall and sip from time to time, quite in the manner of tennis players who sip re-energising drinks during match-breaks.

Many of my schoolmates came to exams accompanied by their mothers/fathers/both/more. I remember one classmate particularly. During our twelfth-standard exams, she would come with an entourage of two. Her anxious father would be holding her books in front of her at eye-level, while she would hurriedly read aloud from them, swaying her body to-and-fro in rhythm with her sing-song chanting. Why couldn't she hold her books herself? Because her equally-anxious mother would alternately rub and massage her hands with a hot towel (preparing her for the marathon three-hour writing sessions), and would take some home-cooked food from a huge tiffin-box and push them into her mouth (during the pauses in her sing-song memorising). The rest of us would pause in the middle of our own last-minute frantic studying to watch this amazing spectacle. As we grappled alone with Economics, or History, it was fascinating to watch this two-parent-team preparing their daughter like a star-athlete, all three of them swinging like a trio of pendulums.

My poor mother, in an unusual outpouring of maternal concern, had decided to come during the break on the first day of my tenth-standard ICSE exams, lovingly carrying an apple and some hot home-cooked food. Unfortunately, I felt that I had not been able to write that day’s paper as well as I had hoped to (it was English, my favourite subject). And so, being touchy and extremely superstitious, I forthwith banned her from accompanying me to any other exam in future.

I always carried a huge number of surplus pens (fearing that the ink would run out sometime during those two/three/four hours of manic scribbling). But perhaps the oddest quirkiest thing I did was to make my watch go ‘fast’ during the exam. I would start the exam with my watch 10 minutes ahead of the actual time. As the exam progressed, I would randomly keep turning the hands of the watch five minutes ‘faster’ from time to time, till I lost track of how 'fast' it actually was. Often, by the end of the exam, my watch would be over 45 minutes ahead of the actual time (if my exam ended at 1 p.m, my watch would show 1.45 or even later). I don’t really know why I did this. Perhaps I wanted to cheat time, perhaps I wanted the false but reassuring security of feeling that there was still plenty of time left. Because for me, exams were always a race against time.

And another final quirk. After the exam, as we all left the hall exhausted but relieved, friends would inevitably ask, “How was the paper?” Some deep sense of uncertainty and insecurity would never let me say, “Good”. I always, for all my exams, said “So-so”. Because for me, the exam was not over till the results were declared, and I dared not boast about my performance till the proof was in my hands.

WHAT SUPERSTITIONS DID YOU FOLLOW BEFORE/DURING/AFTER EXAMS?

A STITCH IN TIME…

In school, we had a subject called SUPW (Socially Useful Productive Work). It involved a lot of craft-related activities, and, later in senior school, some social project work. Being lazy and self-absorbed children, we dismissed the subject as Some Useful Periods Wasted.

I did not really mind wasting the period by making pencil-holders by wrapping colourful paper around old talcum powder tins, and other fanciful and useless things like making prints with cut slices of ladies’ fingers (the vegetable) and onion-halves.

What irked and bothered me was the compulsory sewing projects we girls had to undertake. I remember we had a lady teacher teaching us the subject for a few years, who would insist on all the girls sitting and learning various kinds of stitches. The boys, lucky idiots, were spirited away to some unspecified location, where they made unrecognizable clay models and wood-carvings.

We were stuck in the classroom with the needle often stuck in our fingers (especially in my hands, which seemed to be all thumbs). The simple run stitch seemed deceptively easy and my fingers would run away merrily with the needle, till the stern teacher would look over my shoulder and point out the unnecessary necessity of each stitch being of the same size and equidistant from one another.

The stem stitch and chain stitch were all right, I suppose, if you overlooked the variously sized links of the chain, or bits of the stem. The criss-cross herringbone always made me cross, although I enjoyed the neatly laid-out patterns of the cross stitch where I had only to follow the design laid out on the graph and where the stitches would automatically be of the same size, because the cloth itself was woven like a grid.

But I was completely flummoxed by the really intricate stuff like the neat hem stitches, buttonhole-stitches (my holes looked as if they had been forced by a particularly belligerent big button), French knots and the tiny satin stitches. I was really really bad at the fine art of needle craft, which was fairly surprising because both Maa (mother) and Didia (my cousin) spent long hours discussing patterns and colours and creating delicate gossamer embroidery on many of our dresses. Unfortunately, my admiration did not progress to emulation, and I remained handicapped at handicraft.

And so, I breathed a huge sigh of relief when the stern sewing mistress left our school and was replaced by the affable Maity Sir, who taught both Bengali and SUPW. I put away the handkerchiefs with the uneven half-finished hems, and the round wooden embroidery frame and VIBGYOR silk threads. And happily spent the rest of my SUPW periods making unproductive and silly stuff like soap-gardens (where you had to stick paper flowers and leaves on wires into the soap and make a fancy fence-border with pins and garish plastic ribbons). Horribly tacky stuff, but easier to tackle than sewing.

DO SEW A MEMORY TO THIS POST.

COLLEGE-COLLAGE OF MEMORIES

College is such an important part of growing up that it is sure to leave behind deep imprints in the road to self-discovery.

Some lucky ones, like Chetan Bhagat, write books on their college days (Five-Point Someone) and become rich and famous.

Not being Chetan Bhagat, however, I hope to write about my college memories in this blog. In bits and pieces, fragments and filaments, as is my wont.

Pritam, the very resourceful editor of the e-magazine Pentasect, very kindly allowed me to indulge in an all-expenses-paid nostalgia trip back to my college days in Presidency College of what-was-then-Calcutta. If you want to come along for the ride, do click here.

DO SHARE SOME OF YOUR COLLEGE MEMORIES WITH US.

WHEN I GROW UP, I WANT TO BE…

...a teacher. That’s what I always said when I was very young (I don’t remember saying so, but have to believe hearsay evidence from the family).

A lot of time was spent on rehearsing for the future profession. I would come back from school, take an ancient handbag belonging to my dida (granny), wrap a black orna (veil) around my head to simulate long black hair tied up in a bun and persuade my mother to drape a saree on me.

Then, frequently tripping over the voluminous folds of the saree (which would have to be double-folded to fit my childhood height), I would start taking lessons with various imaginary children. Sometimes I would scribble comments on last year’s used notebooks (Good, V.Good, Fair, V. Fair, Poor, V.Poor; the difficult-to-spell Satisfactory was avoided, and the equally-complicated Excellent rarely awarded) with a red pen kept for this very purpose.

I would teach lessons loudly and earnestly with a lot of imitative gestures like tossing of the head and raising of the eyebrows in the approved teacher-like manner (learning the syllabus myself in the process), praise a few students (whose names were those of my real life class-friends) and vigorously scold a few non-existent poor chaps (with names of classmates I did not like). A boy called Rajeev regularly received severe beatings from a wooden scale – my mother says that the patch of mattress which was supposedly Rajeev was quite worn out because of my strict disciplinarian nature.

I did not tire of playing “teacher-teacher-khela” (teacher role-playing) even when I was nine or ten. Sometimes, my cousin J, who visited frequently, would join in and then we could jointly and gleefully make life miserable for the make-believe students by imitating the classroom-manner of the most fearsome of our teachers. Not all the time, though, because we would also take turns in pretending to be our favourite teacher of the moment.

My Barama (aunt), who was a real-life school-teacher, would sometimes give me stubs of white chalk and I would scribble profusely all over the grey-painted door (which served as a blackboard – scribbling on the walls was forbidden). Once my mother bought a whole box of coloured chalks, and I was over the moon for months. Just as our real school-teachers did, I would draw complicated scientific and geographical diagrams, happily explaining related concepts to my invisible brood of students. In fact, in hindsight I feel it was a brilliant idea of my mother to encourage this role-playing, because it definitely made learning lessons a very attractive game.

Later on, I switched loyalties and wanted to become a journalist. Still later, I compromised by becoming a teacher in a college myself, and getting married to a journalist.

WHO DID YOU WANT TO BE WHEN YOU GREW UP?

TUITION INITIATION

The backbone of the Indian Education system is not the official network of schools and colleges, but the parallel unofficial network of private tuitions. Children get initiated into the tuition racket pretty early on in life, sometimes even before they enter school. There are many tutors who ostensibly coach little kids on the essentials needed for admission to Montessori sections of ‘good’ schools. Catch them young, preferably as soon as they are born!

Coming from a family which prefers to swim against the tuition-tide, we were left to fend for ourselves as long as we could, surviving with a little help from our parents (to twist the Beatles song).

So when I remember my initiation into the tuition-racket, it is actually in the role of the tutor rather than that of the tutored.

I was a ripe 7-year old, newly promoted to the second standard (Class II). It was the carefree summer holidays before term started. I had a younger friend called Sonali, who would start her first standard that year. Now, Sonali’s mother (who I called Kakima – a generic term for all my friends’ mothers), was suddenly inspired to appoint me her daughter's tutor for one month to teach her the basics of the First Standard syllabi.

So, after playing and sweating it out in the playing ground every evening, I would accompany Sonali back to her house and guide her through the intricacies of Addition/Subtraction and Radiant Reader.

My charges? An evening snack every day – an omelette, or muri makha (spicy puffed rice) or chirey bhaja (fried crushed rice), and a bar of chocolate as a grand farewell present.

WHAT ARE YOUR FIRST TUITION MEMORIES?