Poets and Pancakes-Questions and Answers

How does the Make-Up section at the Gemini Studios display National Integration?

The make-up section at Gemini Studios is a perfect example of national integration. It was first headed by a Bengali. He was followed by a Maharashtrian who was assisted by a Dharwar Kannadiga, an Andhra, a Madras Indian Christian, an Anglo-Burmese and the usual local Tamils.

According to Asokamitran, 'All this shows that there was a great deal of national integration long before A.I.R. and Doordarshan began broadcasting programmes on national integration.'

People from different regions, religions and linguistic groups had worked towards a common goal, namely to apply pancake (foundation) on the actors and actresses so as to make them look good in the films.

How was hierarchy maintained in the make-department?

A strict hierarchy was maintained in the make-department. The chief make-up man applied make-up on the chief actors and actresses. His senior assistant applied make-up on the second hero and heroine. The junior assistant applied make-up on the main comedian. The people who played the role of the crowd were the responsibility of the office boy.

Why did the author appear to be doing nothing at the Gemini Studios?

Asokamitran's job was to collect newspaper clippings. He spent all day poring through newspapers, cutting up interesting articles for future reference. In today's times, we would say he did research. Seeing him sitting in his cubicle tearing newspapers all the time, people thought he was doing nothing.

Who was Kothamangalam Subbu? What is the author's attitude toward him? Why does the office boy feel angry towards K.Subbu?

The office boy's frustration and anger was directed at K.Subbu who was number two after S.S. Vasan. He believed that he had reached the number two position 'by virtue of being born a Brahmin'. Moreover, he had the ability 'to look cheerful at all times even after having a hand in a flop film.' He was loyal to the principal Mr S.S. Vasan and when there was a problem with the script, he could come out with four alternative options of the rat pouring affection on the offspring of the tigress that it had earlier killed!

It appears as though Subbu was a multi-faceted, versatile and a valuable asset for the Gemini Studios. He had apparently given direction and definition to the Gemini Studios during its golden years. But then, Subbu was also a writer. He had written several poems and a novel titled 'Thillana Mohanambal'. As an actor in subsidiary roles, 'he performed better than the supposed main players.' He seemed to be a philanthropist who had a genuine love for anyone he came across. His house was a permanent residence for dozens of relations.

Yet, Asokamitran expresses surprise that such a charitable man should have enemies! In a rather humorous and suggestive manner, he says, 'Was it because he seemed so close and intimate with the Boss? Or was it his general demeanour that resembled a sycophant's?' These questions seem to suggest that Subbu had risen up the ladder because of his being a flatterer, a sycophant and a 'yes man' for Vasan.

One might reason that the office boy's animosity towards K. Subbu could have been the result of not seeing his dreams of becoming a star actor or top screen-writer or even lyrics writer materialise into reality. Like Subbu, the office boy was even 'a bit of a poet' but then unlike Subbu he had failed to achieve the second position. The office boy was frustrated by his own inability to rise above his existing position in the Gemini studios and so he was jealous of Subbu.
Why was the Lawyer or the legal advisor referred to as the opposite by others? What made him stand out from the others at the Gemini Studios?

The lawyer who was grouped under the Story Department was also referred to as the legal advisor. But then he was called opposite by others because he was one of the reasons why a talented actress quit acting. He had recorded her tantrums and made her listen to it. She never recovered from the terror of listening to herself shout. The legal advisor, moreover wore pants and tie and sometimes a coat. Often he looked alone and helpless a man of cold logic in a crowd of dreamers.

What was the MRA?

The MRA or the Moral Re-armament army was a two hundred strong troupe of actors. They acted two different plays for the employees of Gemini Studios. The plays, Jotham Valley and the Forgotten Factor had very ordinary themes but the sets and costumes were very good. Asokamitran later learned that the MRA 'was a kind of counter-movement to international Communism'.


You might also like to visit:

https://rodrickwrites.blogspot.com/2020/02/poets-and-pancakes-critical-analysis.html

Why is some amount of Disruption important in Schools ?

A dose of disruption takes place when I start a new higher-order writing unit in class, discuss the format and then bear the brunt of an onslaught of, "But that is how we did it in the tenth class" or, "But that is how we did it in the  eleventh." This in itself could be an indication of why we do things in a particular way just because we did them that way in the past.

Students are often reluctant to "unlearn" what they had learnt earlier simply because they want to choose the least difficult path, the path of least resistance! When I come across the phrase, 'in reference to' I spend some time telling my students that it is 'with reference to and not in reference to'! Grown-ups too make mistakes while introducing themselves with words, 'Myself Rekha Rachna' and then you can barely control yourself from bursting out in laughter!
Strangely enough, most of the common errors in English Grammar might be defended by the contention, "But that is how we were taught and that is why we do it!" I asked at least twenty students in the corridor if it was OK to make their introduction with, "Myself, Aditya Khurana" and to my surprise, all of them thought there was nothing wrong in it.
A few days before their half-year exams my eleventh graders asked me to share a few tips on how to do well in the exams. I suggested that they answer the paper in chronological order, the Comprehension section first followed by the Writing section and then finally the Literature section last. The logic behind this was that since the Comprehension passages were "unseen" and had to be read carefully since they were new, the mind had to be at its best! The Writing section could be done next since the students already knew the format and conventions. They only had to create the content. The Literature section could be done last since they had already learned the lessons and the Mind would not be required to put in too much effort. To this, the students came out with, "But we always did it the other way round, we always felt that the comprehension passages were tougher and would require more time." What they didn't realise was that they had hit the nail on the head, the Comprehension Passages would require more effort to understand therefore they should have attempted them first while the mind was still fresh!
Fortunately, the "That's the way we always did it" attitude that is also an obstacle to new learning can be "fixed" according to Ryan Schaaf, Associate Professor of Education Technology at Notre Dame of Maryland University and faculty member in the Digital Age Learning and Educational Technology program at John Hopkins University. To fix this fixed mindset attitude, one should, according to him:

• Never quit learning
• Question every new idea you learn
• Be open to new ideas and experiences
• Read a ton (books, web articles, blogs)  -  {If only school heads realised the importance of libraries.}
• Challenge pre-existing practices
• Embrace change

Unfortunately, the biggest obstacle to change and progress is the habit of clinging to so-called time-tested methods, the tendency to take up the path offering the least resistance. Strangely enough, even so-called Progressive schools adopt time-tested norms and methods. Teachers avoid experimenting with pedagogy for fear of losing control over the class. Disruptive teachers are viewed with suspicion and doubt by others. The use of Rigid lesson plans and even more rigid timelines are the bane to progressive learning. Sometimes the very systems we introduce in schools for the furtherance of education are the systems that prevent new learning, experiential learning or even out of the box learning.

It is clear that the claim of precedence or even prior practice does not prove the rule in education today. We are living in chaotic times when disruption and change rule the roost. It is, therefore, in the context of the times we live in that the "We did it like that" argument fails to carry weight in an argument for educational practices. This goes true for the teaching of units and lessons in all subjects. In the teaching of English, it is important to make sure that past practices are reviewed to gain relevance. Rules of grammar need to be revised, formats need to be reviewed and conventions overhauled. Take, for example, the sentence once used in formal letters, "I beg to bring to your worthy notice" which today is out-dated and yet a large number of people use it simply because their fathers and grandfathers used them. The same sentence could be written as "I would like to bring to your notice....".
The fact of the matter is that times are changing and they are changing like never before. What was true last year is no longer true today! It is for this reason that there is an urgent need to keep doors open for new facts or even information. A minimum amount of disruption is the need of the day, though an excess of disruption can cause chaos. We need the right amount of disruption in our classrooms today so that we can maintain our learning edge. In his article, 'Overcoming a "That's The We Have Always Done It" Mindset in Schools', Ryan L. Schaf expresses surprise that most of the 'taken-for-granted ideas' have been part of human civilisation for ages. In fact, the 60 minutes in an hour, or even 60 in a minute was the result of a decision made 4,400 years ago in ancient Sumer. This was because the Sumerian Math system was based in 60.
There is no reason therefore, to have 60 seconds in a minute, or for that effect 60 minutes in an hour. We might as well have a hundred minutes in an hour! A lot of the things we take for granted in life today has no logic nor do they have any scientific reason. The only thing that goes in favour of them is that "That was how our forefathers did it!" Unfortunately changing the stoplight to green and go light to red might cause chaos and fatalities on the roads. But then a lot of things that our ancestors did were irrational and based on superstitions. It is for this reason that we need to break out of the silos that our forefathers, our ancestors built around us.

For more on this topic, check out:

Schaf Ryan L.: Overcoming a "That's The Way We Have Always Done It" Mindset in Schools
http://www.ednewsdaily.com/overcoming-a-thats-the-way-we-have-always-done-it-mindset-in-scools/

Amazing Snaps of Ibis, Herons and Egrets at the Basai Wetland in Gurgaon

Feels great to see a Cattle Egret take a good shake before starting its day in the morning at the Basai Wetland in Gurugram. 

A lone White Ibis looks at me with curiosity even as an Egret peeps from below. Egrets and Ibis seem to tolerate each other fairly well!

As I said earlier, Egrets and Ibis seem to have a fairly good relationship with each other. Moreover, they seem to be fairly at ease with human beings around!

A Red-Naped Bronze coloured Ibis stands before a White Black-headed Ibis at the Basai Wetland in Gurgaon. Both of them belong to different families but live in close proximity to each other.

A Heron peeps into the water for a meal of fish. Herons are quite commonly found in the wetland of India. They are tolerant of human beings.

A Bee-eater preens itself at the Basai Wetland in Gurgaon. Bee-eaters can be found in great numbers on the outskirts of the town.

A Purple-Heron soars high in the sky over the Basai Wetland. Purple Herons are quite common wherever there is water on the surface. They happily consume fish and other amphibians, frogs and snails.

The Basai Wetland is our own backyard Masai Mara!

Wildebeest-ahem, Buffalos feeding on succulent grass

Spot-billed Ducks

A Heron flies overhead

Purple Herons flying towards each other

If you thought this is Masai Mara or one of those exotic, commercially promoted tourist destination, you are wrong. Tucked away, on the Basai-Jajjar highway, right in the backyard of sector 9, Gurgaon is a hidden paradise of birds, slowly disappearing a slow and torturous death! A paradise it is, and it is a stretch of Wetland known as the Basai Wetland, a paradise that the government continues to dispute though it continues to support a large number of exotic species of migratory as well as resident species of birds. 

Wire-tailed Swallows

This time when I visited the Wetland on the 23rd of August, an off-day for me, I was pleased to spot a trio of Dabchicks (Little Grebe) wading along looking as unconcerned as ever! Little Grebe, especially those that are breeding have a distinct rust-red colour on their heads and necks. Even more fascinating was the stately flight of a common pond Heron and then the frisky Wire-tailed Swallows that are distinct from Swifts that lack the bright bluish-purple coat of their cousins. The Wire-tailed Swallows moreover have long parallel wire-like appendages in their tails, rather like radio antennae.

Dabchicks or Little Grebe

Weavers are very artistic, especially when it is about weaving a nest to lay eggs in. They, incidentally end up tying up long stalks of grass to form a single nest. And, yes, they try to mislead you about the presence of their nests even though there is a tell-tale sign of stalks of grass bending down to a knot.

Weaver Bird

Weaver Bird

If Wire-tailed Swallows are frisky then so are Bee-eaters! Spotted in two or threes, Bee-eaters seem to be wired for action. I sported quite a few of them darting to and fro.

Green Bee-eaters

Bee-eaters

Wire-tailed Swallow

The larger birds like to congregate on the ground next to the water surface. Cattle Egrets, Common pond herons, Ibis, and Lapwings like foraging for food in groups. One might see a significant congregation of assorted birds foraging together for food at the Basai Wetland in Gurgaon most of the time!

Egrets

Egrets

Perhaps the greatest attraction of the Basai Wetland is that the entry is free all the year-round and it offers an exclusive opportunity for bird-spotters and wild-life photographers to test their skills in wildlife photography. I guess there is a slight advantage in the authorities not identifying the Basai Wetland as a Wetland because then the entry would be restricted. 

A pair of Purple Herons

Gandhi's Leadership qualities included an ability to Convince and Persuade others

The lesson Indigo describes the leadership qualities of Gandhi. It describes how he used tact, negotiation and tacit argumentation to secure justice for the oppressed people of Champaran.

Gandhi was a man of few words and he used them with tact and skill. Take for example the manner in which he convinced the lawyers to stay back and go to prison with him in Motihari. When the Lawyers felt that Gandhi might be arraigned or arrested for contravening the Police Superintendant's order to quit Champaran, "They conferred with Gandhi. What would they do if he was sentenced to prison, Gandhi asked." They replied that if he went to jail, there would be nobody to advise and they would go back home. To this Gandhi, asked them "What about the injustice to the sharecroppers"? This was enough to make the lawyers feel ashamed of abandoning the cause of the sharecroppers and Gandhi. They realised that if they left Gandhi, it would be tantamount to "shameful desertion". After all, Gandhi who did not belong to Champaran was ready to go to jail for the peasants whom he did not know while they, the lawyers who belonged to Champaran were not even ready to do so though they belonged to the district.

Gandhi was ever the negotiator. His skills in convincing others come to the fore especially when we are told that he had four protracted interviews with Edward Gait, the Lieutenant Governor of the province. It was a result of his persistence and his ability to convince the other that the Lieutenant Governor agreed to the constitution of an inquiry commission into the plight of the sharecroppers. One remarkable evidence of Gandhi's skill as a leader is the fact that in the official commission, Gandhi was the sole representative of the peasants and yet he could take matters towards their final conclusion.

Gandhi's acumen as a leader is yet again reflected in the incident where the landlords try to enter into a deadlock with him about the percentage of the amount to be paid back to the peasants. They, the landlords had believed that Gandhi would demand the full amount. He asked only 50 %. To this they tried to bargain further, they offered 25 %. Surprisingly, Gandhi agreed, thus pre-empting the landlords' tactics.

In yet another example from the lesson, Gandhi's lawyer friends thought it would a good idea to get Charles Freer Andrews, an English Pacifist to join their movement. Gandhi "vehemently opposed' the idea. He said, 'This shows the weakness of your heart. The cause is just and you must not seek a prop in Mr Andrews because  he happens to be an Englishman." It is clear that Gandhi had through this incident attempted, like a true leader to teach his followers, the lawyers "a lesson in self-reliance."

Gandhi, therefore, was a leader who led through example ( he was ready to go to jail for the peasants), he was tactful, mature, he was a teacher who taught his followers important lessons (lessons in self-reliance), he chided the lawyers and convinced them that taking the peasants to court and charging fees would only confuse them further.

Important extract-based questions

Gandhi’s lawyer friends thought it would be a good idea for Andrews to stay in Champaran and help them. Andrews was willing if Gandhi agreed. But Gandhi was vehemently opposed. He said, “You have an Englishman on our side. This shows the weakness of your heart. The cause is just and you must rely upon yourselves to win the battle. You should not seek a prop in Mr Andrews because he happens to be an Englishman”.

“He had read our minds correctly,” Rajendra Prasad comments, “and we had no reply…”

1. Who was Andrews?

Answer: Charles Freer Andrews (also known as Deen Bandhu) was an English Pacifist and a devoted follower of Gandhi.

2. Why did Gandhi oppose the idea put forth by his lawyer friends?

Answer: he believed it would make them seem weak and helpless. He would appear as a ‘prop’ in their struggle for independence for the country.

3. What lesson was Gandhi able to teach his lawyer friends through this episode?

Answer: Gandhi had been able to teach his lawyer friends a lesson in self-reliance. He taught them to be self-confident and to have faith in their cause which was according to him a ‘just’ cause.

4. How does this anecdote shed light on Gandhi’s qualities as a leader?

Answer: This anecdote shows how Gandhi chose to lead by setting examples and his uncanny ability to “read” the minds of his followers. He never imposed his ideas on others but made others see logic and reason in his ideas.

You might also like to read:

1.https://rodrickwrites.blogspot.com/2013/10/the-relevance-of-gandhis-experiment.html

2.https://rodrickwrites.blogspot.com/2014/02/why-was-champaran-episode-turning-point.html