Saturday, January 1, 2022

UNFAILING PROGRESS

                                                UNFAILING PROGRESS
                                            Dr. C. Narayana Reddy

        Wearing the shield of time
                                    If the heart of any one
                                    Ventures to display valor, putting at stake 
        The blows however serious they may be,
                        It is able to withstand.
        If swimming hands
                        Have firm decision to support
                        The opposite shore of the widest sea 
                                        Comes to stand in the presence.
                        The trees, inhaling greenness as oxygen 
                        Accord a shelter to the birds perching on them
                          In the scorching sun 
                      In the shivering chill
                          Offering them blessings.
        Their glances
                                    Fly, raising their wings,
                                    Hatching in the eyes 
                                    The restlessly collected sights in tours
                                    They take a rest.
                                    Crawling like a baby,
                                    The creek at the lap of mount-ridges
                                    Rhythmically steps down to the earth
                                    And forms the branch of a river.
                                    It, falling and falling
                                    Flows rushing
        Although its angles are different
                                    Substance is same
                                    As per the angle of investigation,
        The secrets of matters
                                    Come out in the form of a verse,
                                    Capturing contemporary realities
                                    Every living proceeds
                                    To pave a way to unfailing progress.

Published
POETCRIT
Jan-Jun 2022 Vol. 35, No. 1

THE POETIC ART OF BIRBHADRA KARKIDHOLI

            Musings are surely amusing as they spontaneously spurt from the fountain of a poet's mind like the waves in a purling lake. When they rise, they find their expression in a form of language to let them be known to the reader in the poetic process. The process begins when prompted by an impulse to preserve them in the art of poetry. The poet portrays the musings in poetry by virtue of artistic excellence and technical brilliance. The caterpillar-like musings turn into butterfly-like poems to shine in the reader's eyes in the reign of the poetic art. In the literary firmament, there dawns a poet with distinctive poetic perspectives to achieve a special place. He is none other than Bhirbhadra Karkidholi, a poet and short story writer of Indian Nepali language. He has received several acclaims and accolades, awards and rewards to his credit at the national and international levels for his works in original and in translation.  

 

            As a poet, Birbhadra Karkidholi has the observant eye and inquisitive zeal for the snapshot details of his observations, feelings, experiences, impressions, thoughts, responses and the like for himself and the reader like Philip Larkin who rightly puts the objective of a poet in a nutshell,

 

            I write poems to preserve things I have seen/thought/felt (if I indicate a         composite and complex experience) for himself and others, though I feel that my   prime responsibility in the experience itself, which I am trying to keep from            oblivion for its own sake. Why I should do this I have no idea, but I think the impulse to preserve lies at the bottom of all art. (Poets of the 1950 s 77)      

 

            In the genre of poetry, Birbhadra gives a concrete shape to his musings arisen from his lovely observations to the lively impressions of flora and fauna, mounts and hills, highlands and valleys, dawn and dusk, the sky and the stars, night and day, the sun and the moon, clouds, and waves, and so on around him. A few lines, quoted below, are enough to talk about his positive responses to his sensitive observations,

 

                          From time immemorial

                          The snow has been melting down,

                          Never has the Himalaya lost its height

                          Never is the Himalaya

                          Ever terrified of the warmth of the sun.           'THE HIMALAYA', 27

 

           The special quality of Birbhadra is that he fondly looks at the Himalayas that respond to him in an amazing, enlightening way,

 

                           Never has the Himalaya told

                          'I am so tall'                                                    'THE HIMALAYA' 27

                                                          

             The poet feels that man should learn lessons from the Himalayas. He indirectly exhorts man to be human, humanistic, and humanitarian to mark a clear-cut difference from the nonhumans like the Himalayas. When the high Himalayas never feel pride and conceit for their highs and riches, man should never feel so for his riches and highs,

 

                            Let's not sale our dreams, DREAMS

                            Let's also melt down!

                            Let's not lose our heights;                          'THE HAMALAYA' 27-28

 

            A poet of human consciousness and social awareness is bound to respond to express human values and social virtues. I quote my (Dr. Rajamouly Katta's) definition of poetry from my article on Susheel Kumar Sharma featured in Language, Literature and Culture,

 

            "Every poet lets us listen to his heart-throbs for our heart-responses. It is his       primary goal and bounden responsibility to describe events, incidents,      experiences, dilemmas, problems, etc that he glimpses and witnesses in life.           Poetry is his medium and spectrum he expresses through, and weapon and organ         he fights with for the aimed reforms and desired solutions. It rises from the reality and the actuality of life in the way the plant rises from the ground of truths to      bloom the flowers of facts."

 

            The poet feels that the man today forgets the principle of humanity. He offers man his wishes to be in the right path to be human in values and virtues and rise to the level of the divine,

 

                            Being human even we ourselves don't

                            Follow the principle of humanity                         'BEING HUMAN', 31

 

                            May you live like the sky

                            Where may divine constellations shine

                            And become the rays of inspiration

                                ...            ...            ...             ...

                                ...  may your beauty

                            Become the beauty of this vey earth

                            May you live a worthy life here                            'BEST WISHES', 30

                

             Birbhadara, as a man and poet, wishes to enjoy the beauties of highlands and valleys by transporting him to them,

 

                           Highlands or valleys--wherever you say

                           I am ready to go there too.

                           Promise-vows--whatever you say

                           I am ready to take that too.                                   

                                 ...               ...            ...           ...

 

                           Precipice or cliff--whatever you ask me

                           I am ready to walk even there                               'I AM READY', 54

                             

           As a poet and man, Birbhadra is a Romantic in nature like the Romantics. His poetry presents the snapshot details of his life, emotions, observations, and all gushing from his pen,

 

                          This pen contains

                          Her own tears, drop by drop    'I'VE GOT: AFISTFUL OF POEM'. 70

 

                The poet finds his life futile, full of anguish and grief. He wishes to have relief and solace from life in futility,

 

                           If life is but a guard hanging

                                                between cliffs

                           To call life a life seems futile                                  'LIFE IS FUTILE' 50

 

                           Here, when life

                           Has become a gourd

                           Hanging between such precipice,

                           Life: calling it life seems

                          O! so worthless!                              'LIFE IS BUT WORTHLESS', 33

 

                          Life is nothing

                          Seems, I should lose it

                                  ...          ...         ...

                          Life is insipid just like this

                          Seems it is meaningless                               'LIKE WISE LIFE IS', 32

 

                          Ah! I am too tired

                          Nay, where shall I take this life

                          In order to throw it away      

                                                                          'I AM LOOKING FOR THAT PLACE', 59

 

            To forget the futility of life, he flies on the wings of imagination to realms of choice where he seeks relief from the sea of grief and solace from the menace of anguish,

 

                            As the anguish of separation stirs all over the mind,

                            Sometimes I feel like crying in solitude

                            I feel like relieving somewhere for a moment

                            The intolerable pain and anguish of my mind       'LIFE IS FUTILE', 50

           

           The poet wishes to have peace by means of his being in silence as it presents him relief and solace,

 

                          May I live more silently

                                  utter silently

                         This is my prayer as long as I live                  'REVERENT SILENCE', 61

           

            In such ways, Birbhadra presents a graphic and realistic portrayal of life in the way he feels it. For him life is 'futile', 'meaningless', 'worthless' and so on. For remedy, he prefers to have all: his 'happiness', his hand, his way, 'his company for himself,

 

                             My memories! My each moment!

                             Now I need just for my self.          'MY MAME/MY COUNTRY', 62 

  

            Birbhara is unique in responding to his emotions resulted in his observations. He places himself before him, his own life in his poetry. He wants to read his emotions all alone,

 

                          Sometimes, placing myself

                          Before me,

                          I read, keep on reading myself

                          Alone,

                          In the quiet room of the heart

                          Short stories of

                          My own life                 'IN THE QUIET ROOM OF THE HEART', 80

           

           A poet is one who has an observant eye and so he renders his inklings photographic by means of his poetic craft. In the anthology of poems, entitled Pristine Stroke he deals with kaleidoscopic themes underlying life: life, nature, the past time's reign, memory, dreams, reality, love, nationality and so on.

 

            Bhirbhadra as man and poet feels that 'life is not like routine/ For that matter, life/Can't be like life also'. He wishes that it should not be routine. It should be fresh to look anew like the tree that lives in the cyclic pattern,

 

                           After bearing the fruits

                          Whatever be its weight

                          That tree must be able to bear it.

                          Seeing the scars caused by stones hurled at it

                          No tree from the season next

                          Has stopped bearing fruits       

                                                       'A ROUTINE MR. BHIRKA LIFE IS NOT LIKE', 72

 

            Nature and the changes in it are cyclic. To be in the cyclic pattern, the flora in nature reigns in the annual trick of looking new every year.

 

                          That very flower!

                          Will it bloom next year

                          On the same branch?

                          Will the same branch b there next year

                          On that stem?

 

               The poet loves nature for its annual scheme of blooming, spring-fall and so on. None can break or destroy the cyclic pattern of trees in flowering. Spring falls every year to present gaiety in plenty to the onlookers by its beauty in variety. He enjoys the plucking of flowers with his feeling that it is not the sin of murder,

 

                          What's wrong even if I pluck the flower

                          Who can annihilate the spring?

               

                          While plucking that flower

                          I won't be a murderer

                          Even the others who pluck the flowers,

                          Are not murderers, I am sure.

                             ...      ...      ...      ...

 

                         That flower, I did pluck

                         Anything wrong if it is on my own palm,

                         Chest and lips?                                        'THAT FLOWER AND I', 34-35

 

              Birbhadra hears rumors all in a sudden about the sun that the imperishable sun has died. He loves to see it once for its warmth,

 

                           I wished to see the sun, once.

                           The sun burn, the dropping sweat'

                           The warmth, the heat and the luminance of the sun-

                                                                 I recollected              'SUN AND YOU', 40

 

             The poet is very much worried about 'the streams and rivers dried up' for the 'absence of specified certainty', causing

         

                            The threat was more for

                            The larger fishes than the smaller ones.     

                                                                  THE TALK ABOUT WATER AND FISH',41

 

            The poet enjoys sweet memories he has got in the gazing beautiful sights of landscapes, birds in 'twilight in the river ways' and so on.  His memories are indelible,

 

                          Indelible memory

                           Every twilight/clean dawn

                           I see/look even during dusk           THE HIMALAYA',68

 

            His sweet memories, that are indelible and imperishable lifelong, appear to present him smiles. 

 

                          Your memory

                          Is seen gently smiling

                          On the hill beyond the horizon

                              ...            ...          ...

                          Your intense memory

                          Seems flowing like a fag-end

                          Dropped from my hand                             MEMORY, 67

        

            As man and poet, Birbhadra, like the Romantics, has attachment with the past, 'that time' that clings to the present in memory. He tries to experience it by watching it once again in the present. It is 'oblivion today'. It is time that plays an important role in turning the past into the present. He does not want to forget the past. He has 'a desire to meet that time' It is very important for him in the present,

             

                        It is very important to meet

                                        that time once,

                       Which I met for the first time in life

                       Why is the same time in oblivion today!

                       Why is it traceless?

                       For me/for her.    'WHY IS THAT TIME OBLIVIOUS TODAY?', 51

 

          For the poet, everything is finished but life 'will not finish'. He strikes an optimistic on this aspect,

 

                       One should be able survive along with

                                                                     the survivors

                       One should not finish off this life along

                                                                           the dead.

                       Even if everything is finished'

                       Life will not finish in life

                       I will continue enjoying whatever comes in life

                      After all what is destined, seldom perishes away. 'JUST THOUGHTS', 53

                                        

            Birbhadra portrays love that is flawless for him. It is free from pretence, false appearance. It is far beyond all hypocrisies as per the poet. He expresses his deep love for his ladylove,

                            

                     The kind of reverence that

                     I have for you!

                               ...        ...       ...

                     My soul has only one picture

                     That is yours.                           

                               ...        ...      ...

                     I sing your hymns

                     And perform rituals for yours

                     Just to pretend as priest

                     Bit you know all this--

                     In the sacred hymns that go continuously

                                                   inside me, quietly

                    I am dedicated and devoted.        IN YOUR GODLY WORLD', 77

                                                                                    

            For the poet, the lover should be free to love his beloved. If that freedom to love is curbed or curtailed, he cannot bear it in separation as the punishment of a prisoner. Lover is not a criminal to undergo punishment in the prison bars,

 

                               As I am a prisoner

                               In your prison

                               But I cannot bow to your feet

                               Aye! I can't                        '     IN YOUR GODLY WORLD', 77

                  

                If it is the case with a sincere lover, the ladylove finds herself lost. She is deprived of his love in devotion and adoration,

 

                              That you yourself lost

                              Love Respect, Devotion, Dedication

                              From my heart, forever.           'IN YOUR GODLY WORLD', 78

             

               The lover makes an appeal to his beloved not to imprison him in her prison to face the pangs of morbid love and bear the stabbing of' 'poisonous spears'. He as a sincere lover wants her to love him for his healthy life,

 

                             Let me start a new life here

                             From your prison

                             OR Let me live an ungodly

                             Life once more

                             In your godly world                   'IN YOUR GODLY WORLD', 79

 

                Birbhadra's love for his nation, as a citizen of the world and a member of the world human family, is not in confines and narrow walls. It, at the same time, rises to the universal level in loving other nations as his nation while safeguarding his patriotic feelings and respectful impressions for his nation,

 

                           Your country! My country!

                           Both of our countries like the country

                           And let the country

                           Like country within a country

                           Becoming a country.

                               ...           ...        ...

                           Let my country remember my salute once!

                           Let it remember!!                         'ABOUT MY COUNTRY', 39

 

              

             As poet, Bhirbhadra turns deep emotions into an exquisite array of poems in the anthology entitled Pristine Stroke, Srijana Subba's English rendering of his select poems in Indian Nepali language. He identifies with the reader to share his emotions, observations, thoughts, and so on as a poet with his concern to the reader.  He has risen to the levels of poets par excellence in the galaxy of contemporary poets by virtue of his thematic variety in his poetry. He expresses the themes in the language understandable even to a common person with a little knowledge of the language. It presents pleasant reading to the readers all over the world.

 

              Birbhadra Karkidholi, as a poet of rich contributions to bestow on him several awards for his literary contributions, occupies a significant place in the poetic panorama by virtue of his merits in the art in the contemporary era from Sikkim.

 

                     …RUMINATIONS, A Peer-Reviewed Bi-Annual International Journal for Analysis and Research in Humanities and Social Sciences, Supplementary Edition (December 2018) Abstracted &Indexed at - Ulrich, USA, Approved by: UGC, New Delhi, Sr. No. 2108, Jr. No.49164

 

                       …  TRIVENI, Vol 91 No.1 Jan-March 2022

 

Works cited:

Birbhadra, Karkidholi, Pristine Stroke, Satish Sharma Pokharel, Darjeeling, 2015

Larkin, Philip. Poets of the 1950s. Tokyo, Kenkyusha, 1955

Rajamouly, Dr. Katta. 'Poetry for Reform: Susheel Kumar Sharma's The Door Is Half Open', Yking Concise Encyclopaedia of Language, Literature and Culture, Yking Books, Jaipur, 2014

 

Published
TRIVENI
JAN-MAR 2022 Vol. 90 No. 1

Friday, October 1, 2021

INCONSISTENT CURRICULUM AT ALL LEVELS


In the process of learning as well as teaching, it is the curriculum or the syllabus which plays the key and crucial role in learning or imparting the content of a subject to student-learners. The correct and appropriate curriculum is the vital factor in respect of a language especially English in promoting their communication skills. If the curriculum is devised keeping in view of the level of the students from the lowest level to the highest level in a systematic matter, it is definitely possible to maintain their standards. To make the well-designed curriculum fruitful and successful, teaching and learning must go on simultaneously and equally well. If the either activity is defective, the purpose of the curriculum goes futile. One is haste and the other is waste.  To make the process of learning up to the mark, the process of teaching ought to be effective and the teacher must be well qualified and trained; and well devoted and committed to teaching  to the objective of the curriculum. The teacher has to keep abreast with the latest trends in the quality of teaching by attending the refresher’s course and doing research in his field. The learner should at the same time face the system of examination to assess his standard to maintain as per the level his study. Student-standards and class-standards should go together in respect of the syllabus.

The policy of the designing of syllabi for all the students at all levels must be given top priority. Right form KG to PG one must design the syllabi of all classes. He must have full knowledge of maturity levels for the attainment of knowledge and so he is aware of where to begin and where to end. He should have the clear picture and comprehensive knowledge of the subject at every level. He should know how to teach and how to learn at different levels. Mathematics is taught step by step: numbers, notation and numeration, addition, subtraction, multiplication, division and so on by the teacher and learnt by the student without fail. If any teacher starts with division, the student is not able to learn it. It is wrong on his part to select the item of division first as it is not the first one for a student to learn.  The question asked at the intermediate level should not be more difficult than that given at the degree level. When it is so, the fact is that there are defects in the curriculum. The syllabus designer must be able to understand the fact that he should go step by step from the fundamental level to the higher level. The teacher has to deal with the syllabus, designed by keeping in view all these facts in his mind. As there were many syllabus designers at various levels: primary school, high school, intermediate, degree and post-graduate course, there is no coordination.

When we think of English syllabus, there have been many syllabus designers from Regional Institutes, Central Institutes, etc. Different people have framed syllabi at different levels giving priority to the topics of their choice. When I was a matriculation student, I had the analysis of sentences in the English curriculum. I gained the knowledge of grammar and so I was able to write correct sentences in the school final examination.  I secured high marks in English on par with the student who got the first rank in the state. I learnt the analysis of sentences along with other items of grammar as I was taught excellently. Today I have command over English because of my learning all the grammar items especially the analysis of sentences at the stage. Where is the analysis of sentences now? At what stage do we find it?  Never…Never…When its so, how are the students expected to learn, speak read and write excellent English. I can state one more example from my experience as the Subject Expert. There was a question on the verb patterns (structures) at intermediate level for about a decade. All of a sudden the question on structures was removed from the question paper as a glittering star disappeared from the galaxy from the blue firmament.  The paper setter might have thought that that the students coming to the stage had already learnt the structures. As the subject expert for the intermediate examination Valuation Camp, I observed a few students were able to write sentences on the pattern given correctly. The teachers valuing the question on the pattern marking the right mark for the wrong sentences were instructed to award marks for the correct sentences. In the structure S+ V+ Object+ Noun, some students wrote sentences with ‘as’ before the noun. For example, ‘They named him as Gopal.’ Such wrong sentences awarded marks. In the other examination, there was another pattern, S+ V+ O+ (Bare) Infinitive. For this, students wrote sentences with ‘to’ before the (bare) infinitive. For example, ‘He made me to study well’. For such wrong sentences marks were awarded. The shocking observation was that some teachers did not know the concept of structures. For example: most of the students. They thought that the students could use any subject, any verb, any noun or pronoun and any infinitive in the sentences for the pattern. They awarded full marks for the question and all were wrong as the pattern. I explained to them the concept.  “The verbs like ‘have’, ‘let’, ‘see’, ‘hear’, ‘find’, ‘feel’, ‘know’, etc but not all verbs can be used to frame sentences on the pattern. I feel sorry, for you did not know the concept of the verb patterns. There were pitfalls in all especially the teachers sharing the responsibility to the syllabus designers.          

Why are the students weak now in English? They are weak not because it is a foreign language or their regional medium is their background. It is only because of the defective curriculum of English. Nearly ninety-five percent of the students are therefore not able to speak or write correct English. On one side, English is given top priority as it is the international language, the language of global interaction and it on the other hand there is sheer negligence in respect of curriculum-designing. When the students want to learn a language, they expect the systematic curriculum and appropriate attention to learning the essentials of the language especially grammar. The teacher plays a pivotal role in imparting them to the students. A man not knowing what parts are essential, cannot think of assembling the desired set. Language is set by means of the systematic arrangement of essential words as the television set is assembled with its systematic assemblage of essential parts. Grammar which is the most essential part is ignored for the comfortable convenience on the part of the students. As a result English became a difficult language and the students became weak to leave beyond repair.

Any language is learnt through its literature. The more you study a literature, the more you learn its language. When the literature part is neglected, the language part is also neglected. At the graduate level, the students in the past studied dramas, a good number of poems and lessons. The curriculum has become topsy-turvy keeping in view the reform of simplification. In its place, five or six small poems, six or seven short stories and about ten lessons are studied at the graduate level now. The text book is as light as a feather to be put in the shirt-pocket. Moreover, there is an ample choice in attempting the questions in the examination. They are studying a few to get on well and get through the examination without attempting the questions on grammar. If there is any teacher to help them write the answers in the examination, he is garlanded by the students for his magnanimous help.

As far as the English curriculum is concerned, the use of articles, the use of prepositions, the tense, the voice, the degrees of comparison, direct and indirect speech and transformation of sentences, etc are at every stage irrespective of the class or standard. After passing all through all stages, the students are passing their examinations but do not know what they are and how the questions are to be answered. As a matter of fact, all these items should be introduced to the students as per the stages. One should not think that any question can be asked at any stage as all items are there at every stage in the curriculum. The defective curriculum is responsible for this lapse. Sometimes a question asked at the Intermediate level is more difficult than that asked at the degree level. Some times the question asked at the degree level is easier than that asked at the matriculation level. That is the fate of grammar in the hands of the syllabus designers of English.  There are questions on these items right from clerk grade examination to IAS examination. What are to be asked is not clear. The coordination is lacking in at all levels.
   
In the growing importance to optional subjects especially science and mathematics, the subject of English is neglected more and more than before. In view of globalization, the world has become a global village where all are realizing the growing importance of English as opportunities are coming to reach out to all aspirants. The students who comfortably neglected English at all stages are running after English to gain command over it in the way one is found crying over split milk.          

Published
EDUTRACKS
October 2021. Vol. 21 No. 2