Day: May 8, 2012

Best To Be So.

Little did Lina knew about it.

Little did she talked about it.

Little did she care about it.

Yet, she was thrust into it.

The much she knew about it.

The much she talked about it.

The much she cared about it.

She was let out of it.

So much to know about it.

So less to talk about it.

So much to care about it.

Lina was more or less away from it.

As much to think about it.

As less to speak about it.

As much to attend to it.

Lina absolutely ejected it.

That much thought about was a trash.

That much talked about was a bash.

That much cared about was a gas.

She discreetly committed a thrash.

Well, it was a cock and bull story.

Well, it was a series of tales hoary.

Well,l it was a compiling of events unholy.

Well, Lina relinquished herself totally .

It might sound vague to all.

It might read incoherent to all.

Better it be an enigma to all.

It is best to be so to all.

Tags about, all, best, care speak, enigma, forced, less, much, Poem, Talk, think, Thought, thrust, vague

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Are Schools Really Seats of Learning?

Post author By meenas17
Post date May 8, 2012
No Comments on Are Schools Really Seats of Learning?

Article first published as Are Schools Really Seats of Learning? on Blogcritics.

Schools are seats of learning. They should inculcate values and establish reason while imparting education. The personality, as a whole, should undergo a development.

The child in school has to blossom into a beautiful individual endowed with refinement and sharpened wit. Academic excellence alone should not be the prime criterion, as it can be anybody’s achievement once you rely on learning by rote, revisiting the subjects often, and taking innumerable tests and examinations. Top grades have become the targets of modern schools, which try to churn out products in quantity tagged with high scores, very much akin to industries producing goods.

Industry aims at profit and looks out for competition. If the industrial houses slacken their productivity their existence in this highly competitive world becomes a question mark. They have to service loans borrowed from financial institutions, pay wages to their workers, buy raw materials, maintain quality, pay power charges, and spend on research and building infrastructure to survive in the marketplace. As their demands are high, they concentrate on production.

Schools do not have such compulsions. Production should not be their aim. Quality should come first. The teacher should teach the child in depth, not look into the grades. The pupil should understand the subject before he or she is tested on it. The child should enjoy learning, which leads to a love of the subject. It is the teacher who makes a lesson interesting or boring. A monotonous lecture confined to the subject renders it extremely uninteresting. An hour of lecture should contain a pep talk, a discussion relevant to the subject, then take up the core lesson followed by a short question and answer period.

The last period of every school day should be allotted to games, moral science, library, hand work, debating, and quizzing. The students’ work should be displayed in the classroom ando remain there for the term. Parents should be invited to see their child’s performance. This would develop bonding, a grip over the child, and a rapport with the teachers.

How many schools do these things? The child right from kindergarten is subject to tests. Examinations bring in fear. The small child undergoes a tedium that robs him of his childhood fancy and imagination. He becomes a live gadget and assumes a mechanical style of living. He gets up in the morning, rushes to school, listens to the teachers, comes back home, does homework, and prepares for tests. His eyes automatically close, leaving him a hapless child devoid of freedom and enjoyment.

The parental pressure on the child is enormous. They impose their aspirations on him. They want him to become an engineer or a medical professional so that he can turn out to be an income generating machine. The child has no choice. He has to obey his parents. The child has to study irrespective of his wishes, and graduates as an engineer or doctor. Thus begins his ordeal of making money. He does so and builds wealth. He has sacrificed his interests and love. He has lost his childhood happiness which will never come back at any price.

Nowadays schools are run as businesses. Education has become expensive. It is an economic novelty bound by no principles. It is a great money spinner. Many with little education establish schools, as they yield enormous revenue. The world has found a technique based not on science or commerce, but on the fundamentals of desire and greed.

Schools are apparently great enchanters attracting the public with their intrigue and seducing them by their fanciful advertisements and misleading pro formas.

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India Versus Norway: Diplomatic Embroil Over Bringing up Children

Post author By meenas17
Post date May 8, 2012
1 Comment on India Versus Norway: Diplomatic Embroil Over Bringing up Children

India Versus Norway: Diplomatic Embroil Over Bringing up Children on Blogcritics.

“The Child is father of the Man,” reads the famous line from William Wordsworth. Begetting a child gives unfathomable pleasure. Bringing up the little one is an art. The making and unmaking of a child depends largely on the mother. feeding

Parenting is a task which requires great skill and foresight. Indians form a close-knit community. Every relation has an importance in the Indian family. The Indian mother, after a child is born, lives with the child all day long. The newborn is nurtured with great care, fed as and when it cries, sleeps nestling close to the mother. The children are put in separate rooms once they become self-sufficient and independent. The bonding between the child and the mother is special, enchanting and enhancing too. The proximity developed between the mother and the child lasts all through their life. Indians presume it as a healthy sign but in the West it is eyed differently.

Norway is in the headlines for separating the children of an Indian geoscientist from their parents since May 2011. Anurup and Sagarika Bhattacharya’s children, three-year old Abigyan and one-year-old Aishwarya, were taken under Norwegian protective care by the Norwegian Welfare services on the ground that the son slept with Churchill his father and the mother fed the children with her fingers.

This allegation brings to mind an anecdote from a few decades back, when the former Indian President Dr. Radhakrishnan and the British Prime Minister Churchill met over dinner. As per the Indian custom, the President washed his hands well before eating. While Churchill was busy with spoon and fork, Dr.Radhakrishnan was eating with his fingers. Churchill asked the President to use the spoon and fork for better hygiene. The great scholar quipped, “No one else could use my fingers so I consider it most hygienic.” What would have happened to Dr. Radhakrishnan if he had visited Norway now? He would have been put in a centre and alienated from his kith and kin. Dr. Radahakrishnan is dead and gone. He has escaped the Norwegian authorities.

Norway’s Child Protective Service is a powerful organization which has been charged with being overzealous in protecting the children. The Norwegian Statistical Bureau, in its latest report of 2011, shows that 19 of every 1,000 children born to immigrant parents were taken away from their family homes between 2004 and 2010.

In a report by IBN-CNN, Mr. Bhattacharya says, “We’ve appealed to the government that we’ll leave everything and go back to India. This is a nightmare in our lives. We want to bring back our kids. We were normal parents. There could be several upbringing issues because the culture is different.”

The Indian Government has taken up the issue and forced the Norwegian government to release the children from Protective Care. Their 27-year-old uncle would take custody of the children and the expenses for his trip to Oslo would be borne by the Indian government.

Each country has its own culture. Each country has its own theory and convictions regarding sex, children, marriage, habits, and behaviour. That which is approved in one part of the world may be strongly condemned in another region. Customs and traditions which seem offensive to one sect are appreciated highly by the other.