It’s Still Christmas!

We are somewhere in the first quarter of the Twelvetide—the 12 days following Christmas. In the old days, December 25 was only the beginning of Christmas which started on that day, and went on till January 6th, which was considered by some to be more important than Christmas day itself! The 12 days mark the journey of the Magi, the three wise men, who set out to see the Baby Jesus on seeing the star, and ends at the feast of Epiphany, on Jan 6th, when they actually met Him.

The Christmas song ‘The Twelve Days of Christmas’ has always intrigued me as I could never make head or tail of the strange array of gifts given on each day. And I am sure that many others are confused as well. But things started falling into place after I realized that each gift was symbolic of something in Christian belief or ritual, and is linked to Twelvetide. And what exactly are these gifts?

On the first day, someone’s true love gives her a partridge in a pear tree. Apparently, this symbolizes Jesus Christ himself.

12 days of Christmas

The second day brings a gift of 2 turtle doves—which stand for the Old and New Testaments.

The 3 French hens of Day 3 are the virtues of faith, hope and charity.

Particularly confusing are the gifts of the fourth day—viz, 4 calling birds. What on earth are calling birds? Well, opinion is divided. They could be blackbirds or starlings or crows! But the number 4 stands for the 4 gospels.

The 5 golden rings of the fifth day are a more conventional gift and stand of the five books of the Old Testament.

6 geese-a-laying symbolize the 6 days of creation, and this, in some weird way, seems to make some sense!

The day after that brings 7 swans-a-swimming. These stand for the seven sacraments recognized by the Catholic Church —Baptism, Eucharist, Confirmation, Reconciliation, Anointing of the sick, Marriage and Holy orders.

The intriguing 8 maids-a-milking symbolize the eight beatitudes or the sacred blessings which mark the opening of the Sermon on the Mount.

Continuing with pretty ladies, the next day brings 9 ladies dancing, which are the nine fruits of the Holy Spirit, namely love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control.

The nimbleness of the ladies is matched by 10 lords-a-leaping who come along on the tenth day. These symbolize the Ten Commandments.

The 11th day brings along accompaniments for the dancers and prancers in the shape of 11 pipers piping, who represent the 11 faithful apostles. I do feel the pipers could have come ahead of the ladies dancing.

And the last noisy day brings along 12 drummers drumming—symbolizing the 12 points of the apostle’s, i.e., the 12 points of faith that Christians believe in.

This carol was first published in 1780, but is believed to be much older.

Someone has gone to the trouble of calculating the cost of these gifts and has estimated the total for 2022 at a whopping $45,523.27. And this is when each gift is counted only once (i.e., assuming that the second day brings only the 2 turtle doves, and not another partridge in a pear tree).

Here is to the continuing spirit of Christmas—peace and joy to all our fellow-people!

–Meena

Santa the Traveller

Tis the season to be jolly, and the jollity is best symbolized by the iconic Santa Claus. As Meena wrote this week, the legend of Santa dates back to fourth century AD. A bishop named Nicholas, in what is now modern-day Turkey, became known for his kindness and generosity to the deprived and needy. He was later canonised, and St Nicholas became one of the most popular saints in Christianity. He also became the patron saint of many European countries. Every year he was honoured during the Feast of Sint Nicholas where parents would leave gifts for their children who believed that he had paid them a visit during the night. The Dutch version of the saint rode a donkey and wore a tall pointy Bishop’s hat. On St. Nicholas Day a person dressed up as the saint went from house to house with a servant, either rewarding or punishing children depending on the work they had done. The good students got a gift meant to resemble a sack of gold, while the bad ones got lumps of coal.

The story of St Nicholas evolved over the years, with local embellishments, in different countries of Europe. In some parts of 16th and 17th century Europe, St. Nicholas was depicted as someone who handed out apples, nuts and baked goods, symbols of a bountiful harvest. In France and England, books became the gift of choice as more people became literate.  Gradually, small jewellery, wine and luxury foods became gifts of choice as well.

There were similar figures and Christmas traditions in many parts of Europe. Christkind or Kris Kringle meaning ‘Christ Child’, an angel like figure who often accompanied St. Nicholas was believed to deliver presents to well-behaved Swiss and German children. In Scandinavia, a jolly elf named Jultomten was thought to deliver gifts in a sleigh drawn by goats. English legend explains that Father Christmas visits each home on Christmas Eve to fill children’s stockings with holiday treats. Père Noël is responsible for filling the shoes of French children. In Italy, there is a story of a woman called La Befana, a kindly witch who rides a broomstick down the chimneys of Italian homes to deliver toys into the stockings of lucky children.

It is only in 1664 that the legend of Saint Nicholas crossed the Atlantic, to the Dutch settlement of New Amsterdam, what is today New York City. For the next 200 years the legend of Sint Nikolas or Sinter Klaas (in adaptation) was preserved and protected by the Dutch settlers in America, along with his tradition of giving gifts.

In 1822 a poem, inspired by the Dutch legend, and originally titled A Visit From St Nicholas was published, which provided a more graphic description, (adapted to the new country and culture) of Santa Claus. The adaptation also included the pronunciation of the name in the New York accent, where Sinter Claus became Santa Claus. This poem by Clement Clark Moore, retitled as The Night Before Christmas became a classic. It is upon this, that the image of Santa as we know him today became firmly established.

To promote the tradition of gift giving, stores in America began to advertise Christmas shopping in 1820, and by the 1840s, newspapers were creating separate sections for holiday advertisements, which often featured images of the newly-popular Santa Claus. They also added to the attraction by introducing “live” Santas who would meet children and encourage them to share their “wish list’ for presents.  

Santa thus found a new identity in America. In 1863 a young artist Thomas Nast was commissioned to draw a picture of Santa Claus bringing gifts to the troops fighting in the American Civil War. He drew upon Clement’s description to depict a roly-poly, white bearded, cheerful figure in red clothes, to boost the troop morale.

Perhaps the large-scale commercialization of Santa as a ‘sales agent’ began in the 1920s with Coca Cola first using the red clad Nast figure to advertise Coke. In 1931 the company commissioned an advertising agency to create special Christmas sales campaigns using the Santa image. Santa was the key figure in Coca Cola advertising up to 1964. He appeared in magazines, on billboards, and shop counters, encouraging Americans to see Coke as the solution to “a thirst for all seasons.” By the 1950s Santa Claus became a popular endorser of a wide range of consumer products.

Today Santa Claus has once more crossed the Atlantic to become a global icon of contemporary commercial culture. St. Nicolas has indeed travelled a long way from being a kindly benefactor of the needy, to the ubiquitous jolly Santa Claus selling every dream and product imaginable—while the promoters jingle all the way to the bank.

This is a good time to remind ourselves that Christmas is a season of giving, before it became a season of acquiring and owning more and more. Merry Christmas and warm greetings of the festive season.

–Mamata

‘Tis the Season to Rejoice. And Make Santas!

With a 5-year old to entertain, I am always looking for suitable activities. And Christmas brings not only joy but a host of Santa crafts too. Like Ganesh, Santa lends himself to being rendered in paper, board, foil, plastacine, with balloons, with cotton wool….you name it. The ability to cut out circle-ish shapes is the main criterion for being able to undertake Santa-crafts. My house is currently filled with good, bad and indifferent renditions of Santa!

Santa

As a corollary, I was curious to learn about Santa sculptures. I did not recall seeing any statues of this beloved character. And they seem to be surprisingly few in number—or at least, they don’t seem to be well documented.

But there is one very well-known sculpture—famous in some eyes, infamous in others!

This is the piece by the American artist Paul McCarthy. Always controversial, McCarthy works in several media—performance, sculpture, painting, installation and ‘painting in action’. He is an analyst and commenter on mass media, consumerism, contemporary society and the hypocrisy, double standards and repression of American society. His objective is to showcase everyday activities and the mess they create.

In 2001, the city of Rotterdam commissioned McCarthy to create a Santa to be placed at the prominent Schouwburgplein square near De Doelen, the city’s orchestra building. He was paid 180,000 euros, a very reasonable amount for a large sculpture by such a prominent artist.

McCarthy delivered the bronze sculpture—and controversy started. Santa was supposedly holding a pine tree in his hand. But many saw the object in his hand as having sexual overtones, and the statue gained the nickname of Butt Plug Gnome.

There were protests by the people of Rotterdam who refused to allow the sculpture to be installed in Schouwburgplein. City officials then tried to install it in Rotterdam’s main shopping street, but this plan also met with resistance. It was four years before McCarthy’s sculpture was set up and unveiled in the city’s Museum Park. It stayed at that spot for three years. However, thanks to general discontent about its highly-visible location, it was moved to a less prominent location within the Museum Park itself.

It was only on November 28, 2008 that the sculpture, which was intended by the artist to critique the consumer culture that surrounds Christmas,  and  is supposed to depict the king of instant satisfaction, symbol of consumer enjoyment, found a permanent home in the Eendrachtsplein Square in Rotterdam.

Another well-known statue of Santa which again has a complicated story is in Turkey. The original Santa was St. Nicholas who was born in 270 AD, in Patara, a small town in Antalya province in modern-day Turkey. He accepted the Christian faith and became the bishop of the nearby town of Demre. The story goes that he used to be so upset by poverty and unhappiness that he used all his wealth to combat it. He dropped bags gold coins down chimneys and gave nuts and fruit to good children, and often helped to look after the sick and elderly—one can see the linkages with activities associated with present-day Santa. Various generations of Santa statues stood in Demre for many years.  But in 2008, the then-standing statue was removed during some construction work by city officials, and has not been replaced despite protests. Authorities say they will re-install the statue when they find an appropriate spot for it!

Nearer home, there are less controversial, though also less permanent Santas. India’s well-known sand artist Sudharshan Patnaik has made sand sculptures of the beloved figure for the holiday season over the last few years.  Last year he created a giant 1.5 tonnes , 60-feet wide sand-and-tomato Santa Claus on Gopalpur Beach. Before this, during Covid in December 2020, he created a giant three-dimensional sand installation of two Santas holding a mask, carrying the message of wearing masks.

May this holiday season bring peace, health and happiness to all!

Meena





Forts, forts, forts…

A visit to Rajasthan leaves one with a head swimming with visions of elephants and camels, turbans and bandhini saries, sweets and more sweets .  And of course forts and palaces. I spent last week at Rajasthan, and so obviously these grandiose structures are very much on my mind.

Jaisalmer Fort by Night

Which got me wandering: what are forts vs. fortresses vs. castles vs. palaces,? Well, here we go:

A fort is not a residence, but rather a military fortification. These structures were built specifically for war situations, and used to defend specific territories. A fortress is similar, but it is a larger fortified area than a fort.

A palace is primarily a residential place, occupied by royalty, heads of state, or very rich and important people. They are not fortified against attacks, but rather designed for comfort and elegance, and are often status symbols. 

Castles are large residences or a group of large buildings that have been constructed with strong walls to protect against attacks. Basically, castles are fortified residences. 

Apparently, there are about a thousand forts in India. Going strictly by the book, most forts in India are either fortresses or castles. But the British when classifying them, used the conventional British system and called them all forts.  The oldest surviving fort is thought to be the Qila Mubarak in Bathinda, Punjab, whose origins go back to the period 90-110 AD. This Qila was built by Raja Deb, a Rajput king.

That is a pretty ancient fort! But the thinking about forts goes back to even earlier times. Kautilya, the man who wrote prodigiously on all aspects of governing kingdoms, as far as the 3rd Century BC, had discussed various types of forts and fortifications.

‘On all the four quarters of the boundaries of the kingdom, defensive fortifications against an enemy in war shall be constructed on grounds best fitted for the purpose: a water-fortification (audaka) such as an island in the midst of a river, or a plain surrounded by low ground; a mountainous fortification (párvata) such as a rocky tract or a cave; a desert (dhánvana) such as a wild tract devoid of water and overgrown with thicket growing in barren soil; or a forest fortification (vanadurga) full of wagtail (khajana), water and thickets.’ he says in Book II of the Arthashastra in a section which elaborates “The Duties of Government Superintendents”. He goes into great detail not only about the construction of the fort, ramparts, towers, turrets, gates  and staircases, but even to the extent of specifying the width of various types of roads within the forts which would make for easy movement in war and peace. He details out how the spaces within the fort should be planned, and where which facility should be set up.`

However strongly fortified a fort, the danger of sieges was always present. It was for this reason that Chanakya laid down that: ‘There shall be a water-well for every ten houses. Oils, grains, sugar, salt, medicinal articles, dry or fresh vegetables, meadow grass, dried flesh, haystock, firewood, metals, skins, charcoal, tendons (snáyu), poison, horns, bamboo, fibrous garments, strong timber, weapons, armour, and stones shall also be stored (in the fort) in such quantities as can be enjoyed for years together without feeling any want. Of such collection, old things shall be replaced by new ones when received.’

Well, I suppose all this detailing could possibly have been done by any conscientious bureaucrat. What really gives the Chanakya twist to the discussion on forts is Book XIII, “Strategic Means to Capture a Fortress”. It mentions such tactics as: Sowing the Seeds Of Dissension; Enticement Of Kings By Secret Contrivances; The Work Of Spies in a Siege; The Operation of a Siege; etc.!

Wow! India not only has the most amazing forts, it probably has the oldest document guiding their conception!

–Meena

Nan Shepherd and The Living Mountain

George Mallory, when he was asked why he wanted to climb Mount Everest, is said to have replied: “Because it’s there”. Mallory was the only climber to take part in three of the British pioneering expeditions to climb Mount Everest in the 1920s. Mountains have always “been there” and have over centuries, challenged humans to ascend and ‘conquer’ them. Hundreds of books have been written about mountains, mostly by men. The books are characterised by the language of conquest and victory, and propelled by the goal of reaching the summit.

In the period when men were racing to scale and conquer the highest peaks, was a young woman who perceived, and described, mountains not in terms of heights but in terms of depths. This was Nan Shepherd, not only an explorer of mountains, but also one of the great early 20th century writers of nature, landscape and the Scottish mountains that she so loved.

 Anna (she called herself Nan) Shepherd was born in February 1893 near Aberdeen on the North East coast of Scotland. Not long after she was born her family moved to Cults (now a suburb of Aberdeen). The hills of Deeside close by, were her natural playground, and her love for walking in the hills was encouraged by her father who was a keen hill walker. Nan was also an avid reader, and at the age of fourteen started filling notebooks with quotations and citations from her readings. She attended Aberdeen High School for Girls and studied at Aberdeen University, graduating with an MA in 1915. She went on to teach English literature at the Aberdeen Training Centre for Teachers (later the College of Education). She remained there for the next forty-one years, until her retirement in 1956, having become known as an inspiring teacher with a feminist slant to her work. Although she did travel extensively, she continued to live in her childhood home until she died in 1981.

Having explored the local hills almost from the time that she could walk, Nan ventured further afield, to the Cairngorms. These formidable mountains to the west of Aberdeen, are amongst the wildest landscapes in the British Isles. This was in June 1928, Nan was 35 years old. This first experience of the mountains was the start of a passion that came to define both her life and her writing. From then on, she would head for the Cairngorms whenever her job would allow, often alone, or occasionally with friends and fellow walkers.

For Nan, who conquered all six of the major peaks in the Cairngorms while still a young woman the goal was never to reach the summit of a mountain: it was not climbing up that excited her so much as “clambering down,” discovering all the hidden parts of the mountain that only an attentive walker would notice. It was this perspective of ‘looking within’ both at the mountain, and herself, that inspired Nan to also write copiously during the period between 1928 and 1933. During this time, she published three novels: The Quarry Wood, The Weatherhouse, and A Pass in the Grampians. As she said: “It simply must be written”. Shepherd drew inspiration from the places and people she knew well, setting her stories in the North East of Scotland, with a focus on country communities and the harsh way of life imposed by the landscape. Above all, what shone through was her deep love for the Scottish mountains and her knowledge of these through walking. 

While Nan published these books, the book that was most inspired by these mountains, and her most inspirational piece of writing, was called The Living Mountain. The book, written in 1940, describes Nan’s explorations, as a walker and as a writer, of the Cairngorm Mountains. Nan sent her manuscript to a novelist and publisher friend Neil Gunn who appreciated it, but felt that it was not fit for publication unless she added photographs and a map. Nan put away the manuscript in a drawer and there it remained for over 30 years. It was finally published by the Aberdeen University Press in 1977.

The publication of The Living Mountain revealed Nan as one of the earliest ‘Nature writers’ who brilliantly captured the Cairngorms in their various seasonal moods. Her descriptions emerged out of her own immersion in the experience of walking in every kind of weather, swimming in the lochs, dipping in the streams, and camping under the sky. It also showed her incisive eye for detail, and her profound understanding not only of the geography and geology of the mountains, but equally of the living elements that made it a vibrant ecosystem. Long before ecology became a buzzword, Nan was acutely aware of the interconnections. 

Shepherd was interested in the ‘essential nature’ of the mountain: in understanding it from all angles and in all seasons. She viewed the mountains not as looming objects of sublime terror, but as acquaintances. She wrote: Often the mountain gives itself most completely when I have no destination but have gone out merely to be with the mountain as one visits a friend, with no intention but to be with him.

The poetic descriptions of the routes are so vivid that the readers can literally walk these with Nan. But Nan Shepherd’s writing is not simply a description, it is equally an introspection. While most mountaineers think in terms of peaks, plateaus and cliffs, Nan looks within, “into” cracks in rocks, and the depths of lochs and rivers. Her prose is philosophical and often meditative: One does not look upwards to spectacular peaks but downwards from the peaks to spectacular chasms, for a mountain has an inside.

Although it was written nearly a century ago, The Living Mountain is today acclaimed as “one of the most brilliant works of modern landscape literature”. It is a lyrical memoir that combines field notes, natural history, and oral history. One of its most profound tenets is that we should not walk “up” a mountain but “into” mountains, thus exploring ourselves as well as them.

December 11 is celebrated as International Mountain Day. The theme for this year is Restoring Mountain Ecosystems. Nan Shepherd’s The Living Mountain is a reminder that healthy mountain ecosystems can restore us: in body and spirit.

–Mamata

Words Over the Years

It is the time of the year when important dictionaries of the English language have just announced their Word of the Year 2023.

Collins Dictionary has picked AI (Artificial Intelligence) the term that describes ‘the modelling of human mental functions by computer programmes’. In other words, a computer system that has some of the qualities that the human brain has, such as the ability to produce language in a way that seems human.

The Cambridge Dictionary has chosen Hallucinate which has traditionally been defined as“To seem to see, hear, feel, or smell something that does not exist, usually because of a health condition or because you have taken a drug.” But is now expanded to include: ‘When an artificial intelligence (AI) hallucinates, it produces false intelligence’.

The Merriam-Webster dictionary’s Word of the Year is Authentic. Authentic has a number of meanings including “not false or imitation,” or “true to one’s own personality, spirit, or character”. It is a synonym of real and actual. It is perhaps an appropriate antidote in an age of Fake News.

To have been selected as Word of the Year means that a word has great resonance for the year in which it was chosen. These are terms that describe the prevailing trends, moods (including anxieties), attitudes, and cultural climate of our time.

Indeed these three words succinctly sum up the year which has been headlined by AI and its potential, including the dangers of false intelligence and fake news, and the growing need to have ‘authentic’ reliable information to draw upon in such times.

The Dictionaries follow a rigorous process leading to the choice. It includes research by hundreds of lexicographers, and now, evidence gathered from millions of new and emerging words of current English from web-based publications, as well as referring to dictionaries themselves, using sophisticated software.

Thus do dictionaries grow, adding words and usages as they emerge in response to changing times and modes of expression. We often forget that the process of creating a dictionary from scratch was, in its time, a complex and gargantuan task, which took years of painstaking manual and mental labour.

The first fully-developed representative of the monolingual dictionary in English is believed to be Robert Cawdrey’s Table Alphabeticall, first printed in 1604. Its first edition had 2543 headwords for which Cawdrey provided a brief definition. While small and unsophisticated by today’s standards, the Table was the largest dictionary of its type at the time.

As the century rolled by, there was a growing feeling that the English language “needed improvement” and that it lacked standardisation. From the mid-17th century many literary figures proposed ideas and schemes for improving the English language, but none really came to fruition. Until Samuel Johnson, an English poet, satirist, critic, lexicographer embarked upon his Plan of a Dictionary of the English Language.

Johnson had several issues with the English language as it was at the time. As he wrote, he had found the language to be ‘copious without order, and energetick without rules’. In his view, English was in desperate need of some discipline: ‘wherever I turned my view … there was perplexity to be disentangled, and confusion to be regulated’.

A group of London booksellers first commissioned Johnson’s dictionary, as they hoped that a book of this kind would help stabilise the rules governing the English language. The booksellers’ interest was purely commercial. They were aware that this kind of work would be popular with the general public, but as such a project would be long and risky, a number of booksellers formed temporary partnerships, thereby sharing the costs as well as the risks. Also the copyright belonged to the publisher, so aside from a one-time payment to the author for commissioning the work, the publishers could enjoy the massive profits from the sales.  

In 1746 Johnson entered into an agreement with the booksellers to write an English dictionary, and began work the same year with only six assistants to aid him. A year later he published a plan for the dictionary in which he outlined his reasons for undertaking the project and explained exactly how he intended to compile his work. Johnson projected that the scheme would take about three years, but he seriously underestimated the scale of the work involved. In the end it took him three times this length of time to write over 40,000 definitions and select nearly 114,000 illustrative quotations from every field of learning and literature. Each word was defined in detail, the definitions illustrated with quotations covering every branch of learning. Johnson’s was the first dictionary to use citations for the words it listed. He sourced books stretching back to the 16th century, and used quotations from Shakespeare, Spenser and other literary sources. This was with his intention to acquaint users with the classic literary greats. Johnson was the first English lexicographer to use citations in this way, a method that greatly influenced the style of future dictionaries.

In the process of compiling the dictionary, Johnson recognised that language is impossible to fix because of its constantly changing nature, and that his role was to record the language of the day, rather than to form it.

First published in two large volumes in 1755, the book’s full title was A dictionary of the English Language: in which the words are deduced from their originals, and illustrated in their different significations by examples from the best writers. To which are prefixed, a history of the language, and an English grammar. It became popularly known as Johnson’s Dictionary.

The dictionary was a huge scholarly achievement, a more extensive and complex dictionary than any of its predecessors. The closest to compare was the French Dictionnaire which had taken 55 years to compile and required the dedication of 40 scholars. Still, Johnson’s dictionary was far from comprehensive, even by mid-eighteenth-century standards. It contains 42,773 entries, but there were almost 250,000 words in the English language, even during Johnson’s time.

Even as new words are added to the number of dictionaries today, and some of these are crowned as words of the year, here is an educational, and entertaining peek at some of the entries from Johnson’s dictionary. Starting with how he defines himself!

Lexicographer: A writer of dictionaries; a harmless drudge that busies himself in tracing the original, and detailing the signification of words. A paltry, dirty, sorry wretch.

Cough: A convulsion of the lungs, vellicated by some sharp serosity.

Distiller: One who makes and sells pernicious and inflammatory spirits.

Dull: Not exhilaterating (sic); not delightful; as, to make dictionaries is dull work.

Excise: A hateful tax levied upon commodities, and adjudged not by the common judges of property, but wretches hired by those to whom excise is paid.

Far-fetch: A deep stratagem. A ludicrous word.

Jobbernowl: Loggerhead; blockhead.

Kickshaw: A dish so changed by the cookery that it can scarcely be known.

Network: Any thing reticulated or decussated, at equal distances, with interstices between the intersections. (See how he defined ‘reticulated,’ below.)

Oats: A grain, which in England is generally given to horses, but in Scotland appears to support the people.

Patron: One who countenances, supports or protects. Commonly a wretch who supports with insolence, and is paid with flattery.

Politician: 1. One versed in the arts of government; one skilled in politicks. 2. A man of artifice; one of deep contrivance.

Reticulated: Made of network; formed with interstitial vacuities.

To worm: To deprive a dog of something, nobody knows what, under his tongue, which is said to prevent him, nobody knows why, from running mad.

Samuel Johnson, was in fact much more than a lexicographer; he was a prodigious writer who published periodicals, plays, poems, biographies and a novel, as well as a celebrated humourist.

–Mamata

Cufflinks are a Man’s Best Friend

It seems a little unfair to insist that only women crave for diamonds and gold and jewelry. Down the ages, men have worn a lot of jewelry—one only has to look at paintings and pictures not only of Indian Kings and nobles, but of rich people from around the world. If the Koh-i-noor is on the crown of the Queen of England, the Cullinan (the largest gem quality diamond ever found on earth)  is on the scepter of the King of England, and Cullinan II, the second largest diamond, is on his imperial state crown.

Today, male jewelry is back with a bang. One only has to look at rappers and their gold chains. Closer home, apart from being a means of self-expression, it is both a way to show off wealth, as well as to appease the gods. The popularity of the navaratna ring, which is supposed to cure all ailments, bring wealth and good fortune, is more often seen on men than women. As also rudraksha bracelets and chains.

Of course it’s not all about flashy chunky stuff which sometimes runs into kilos (think Bappi Lahiri). There is also well-designed, subtle stuff.

From crowns to chains to jeweled collars, to bracelets, pendants, brooches, ear rings, to ankle adornments, there have been male versions of almost every piece of jewelry.

However, cufflinks are fairly unique in that they are quintessentially male jewelry rarely worn by women.  There has always been a need for some device to fasten shirt cuffs. In the 13th century, men used ribbons to do this. It was in the early 17th century that cufflinks as we know them today started to emerge. King Charles II popularized them, but they still remained very expensive items which were handmade, and therefore confined to people who could afford them.

It was only in 1876 that George Krementz, a German immigrant, adapted the manufacturing process used to make bullets to make cufflinks, and started mass production. And from that point on, they gained wide usage and popularity.

A cufflink has three parts:

The front face – the top of the cufflink, which is the decorative part, with a design, gemstone, or any other attractive design.

The post – the part that goes through the cuff holes and is attached to the toggle.

The toggle – the bottom part of the cufflink, which locks the link in place and prevents the cufflink from slipping out of the cuff holes

Cufflinks

While a cufflink may be a cufflink to many of us, apparently there are several types:

Whale Back cufflinks have a straight post, a flat head, and a tail shaped like a “whale” flips completely flat against the post.

Fixed back or fixed stud cufflinks do not have any moveable hardware. This means putting them in requires that they are manually secured by pushing the backing through the buttonhole. 

Bullet back cufflinks have a metal bar that attaches to the bridge of the cufflinks. This metal bar, which has a bullet aesthetic, rotates 90 degrees.

Chain link cufflinks are made of two usually identical faces attached by a chain.

Stud or button cufflinks look and work like studs.

Ball return cufflinks are those whose rear features a largish ball, attached to the decorative face by either a chain or curved post.

Locking Dual-Action cufflinks are secured shut with a mechanism similar to that of a wristwatch.

Silk Knot cufflinks are made entirely from silk, with two identical knots attached to a cord.

As I look around me, fewer and fewer men seem to be wearning cufflinks, something I felt sad about, because this is definitely an elegant addition to men’s attire. But a report on the cufflinks market says that the market is at $1.52 billion, and predicted to grow at 5.9% over the next few years. So maybe their demise is not so imminent after all!

Predictably, China is the biggest exporter, but surprisingly, India is one of the importers!

I shall surely look out more carefully to spot cufflinks around me!

–Meena

Trendhim.com; Nextmsc.com

Be a Sport!

This month games have been in the news. From cricket dominating the headlines, to Meena’s pieces on the importance of play for the all-round development of children. Toys are perhaps the first objects that children interact with as they learn how to ‘play’. Beginning with supporting the development of psycho-motor skills, toys also encourage imagination and creativity.  As the child explores and discovers, in its own way, the toy becomes way more than what it was formally designed for. Toys can become the central characters in a gamut of games and make-belief adventures. The child’s interactions with toys also begin to lay the foundation of the sense of ownership (“my doll, my truck”), which also lends itself to possessiveness when the same toy is ‘snatched’ ‘begged’ or ‘coveted’ by another child. 

It is at this early stage then, that the field of games introduces other instincts such as ownership and competiveness, often leading to conflict. This is where the concepts of ‘sportsmanship’ are also planted (or not planted), well before the child graduates from toys and imaginary play to more formal games, and then on to sports.  

A game is described as a physical or mental recreational activity involving one or more players, defined by a goal that the players try to reach, and some set of rules to play it.

A sport is a physical activity carried out under an agreed set of rules, with a recreational purpose: for competition or self-enjoyment, or a combination of these.

The two terms have also spawned two related terms—sportsmanship and gamesmanship.

Gamesmanship refers to the strategic manipulation of the rules and the spirit of the game to gain an advantage over opponents. While not necessarily breaking the rules, players who engage in gamesmanship employ tactics that push the boundaries of fairness. This may include exploiting loopholes, distracting opponents, engaging in unsportsmanlike conduct, or using psychological tactics to gain an edge. While gamesmanship may be within the confines of the rules, it can undermine the principles of fair play and the spirit of the game.

Sportsmanship refers to the values and behaviours exhibited by the players that uphold the spirit of fairness, self-control, respect for rules, opponents and authority, and integrity. Sportsmanship fosters positive relationships among players, promotes teamwork and healthy competition, encourages accepting victories and defeats with grace, and thereby enhances the sports experience.

Poor sportsmanship, while not exactly using manipulative tactics, includes unethical behaviour such as intentionally injuring opponents, taunting or insulting players, or disrespecting officials and fans. 

We teach children the importance of sports, but sadly do not pay enough attention to also inculcating the values of sportsmanship from an early age.  We send them to coaching classes to hone their skills in a sport—from tennis to football to hockey. Large academies are set up that identify budding players and rigorously mould them to become “champions.” These instil in the young minds the yen to be winners always, to be the best, the fastest, and the strongest at all times. They also laden them with highest of expectations. The aspiring champions carry on their young shoulders the burden to always meet these expectations, at any cost, including personal burn-out and breakdowns.

This expectation balloons manifold in the eyes of spectators of team games. It manifests itself in the fanatic fandom of a favourite team. This is what buoys the playing teams and fuels the culture, and indeed, the enormous business of spectator sports. Support and encouragement of one’s favoured team is necessary, even desirable in sports. But when this balloon bursts, leading to a mass wave of intense negative feeling, it is certainly not sportsmanship. What we have forgotten in our love for ‘our team’ is that it is more than one team that makes a sport a sport, that that it calls for dignity and grace to acknowledge that we cannot always be the winner.

Participation in sports develops important skills, but this needs to be combined with developing the values and behaviour of sportsmanship. Even as we coach our young minds and bodies to excel in sports, it is important to remember that they also need coaching in sportsmanship. This involves engaging also with their hearts and emotions. It means emphasising respect for the opposing team in every circumstance—win, lose or draw, on or off the field. It means extending goodwill not only to one’s own team mates and coaches, as well as the others who support the players in many ways, including the spectators.  

While healthy competition is an important ingredient of a competitive sport, unsportsmanlike conduct cannot justify the end—winning at any cost. Competing with honour and fairness need not be a dampener to the skills and excellence of players. Rather a game well played to the best abilities of both teams enhances not only the quality of the game, but the ambience within which it is played. 

As the curtains fall on the mega spectacle of World Cup cricket, let us remind our children (and indeed ourselves) that the true spirit of sportsmanship means that it doesn’t matter what the outcome of the game is, it is not just about winning or losing; it is also about empathy, about the person or people you are competing against; they deserve to be shown the same respect you would show them outside of sport. Sportsmanship centres on three vital life-skill components of Respect, Losing with Dignity, and Winning with Humility. Let this principle be the guiding factor in the long game of life, as in the many games that we play in many fields.

Be a sport! May the best one win!

–Mamata

Getting Serious about Play!

Last week, we talked about the International Dolls’ Museum in Delhi.  And we lamented about its not keeping up with the times and re-inventing itself.

A model from which it could draw inspiration is The Strong National Museum of Play, Rochester, New York, USA. It was established in 1969 based on the collection of one individual, Margaret Woodbury Strong, who by that point in time has collected over 27,000 dolls. Like Shankar who set up the Dolls’ Museum, she started by exhibiting parts of her collection and later added two wings to her palatial house to exhibit to select visitors. Over time, she started thinking about setting up a museum for the public.   Margaret Strong died in 1969, leaving her collection and her wealth for a museum, which was finally opened to the public in 1982.

The Museum’s display of the collection of dolls is only a small part of what it does. It is ‘a highly interactive, collections-based museum, devoted to the history and exploration of play’ and sees itself as ‘the ultimate play destination of all ages’. To meet this mission, it has interactive exhibits in a space of 1,50,000 sft, online exhibits, the World Video Game Hall of Fame, a Play Lab which is a maker-space, and a Skyline Climb. The Strong Museum takes the effort to ensure that the experiences are accessible for people of all abilities. Many of the exhibits on the online museum are viewable to all of us on Google Arts and Crafts.

A very interesting initiative of the Museum is the National Toy Hall of Fame. Every year, the Hall of Fame recognizes and inducts toys that have ‘inspired creative play and enjoyed popularity over a sustained period’. The public (I think only those who live in America) are invited to nominate their favorite toys based on the following criteria:

  • ‘Icon-status: the toy is widely recognized, respected, and remembered.
  • Longevity: the toy is more than a passing fad and has enjoyed popularity over multiple generations.
  • Discovery: the toy fosters learning, creativity, or discovery through play.
  • Innovation: the toy profoundly changed play or toy design. A toy may be inducted on the basis of this criterion without necessarily having met all of the first three.’

What a wonderful way to engage with the community at large! The toys in the Hall of Fame include everyday objects, like sand which is one of the most popular materials for children to play with; blankets which children can make into anything from tents to disguises; to cardboard boxes which as we know are more interesting to kids than the most expensive toy packed inside. The list of course includes items created to be played with—from balls, playing cards, rubber ducks, girl-dolls, hoola-hoops, jump-ropes and  jigsaw puzzles to Rubik’s Cube and Nintendo.

Games and toys

The Museum has the core philosophy that ‘Play sharpens minds and boosts creativity. When children play, they learn to solve problems, make decisions, express ideas and recognize boundaries’, the Museum focuses attention on educators, with special grade-related exhibits and lesson-plans for teachers.

The Museum plays a very serious role in research too. The Strong’s Brian Sutton-Smith Library and Archives of Play is devoted to the intellectual, social, and cultural history of play and is a 230,000-volume research library and archives of primary and secondary sources, including scholarly works, professional journals, periodicals, trade catalogues, children’s books, comic books, manuscripts, personal papers, business records, and more.

Another important collection is The International Centre for the History of Electronic Games which has 60,000 artefacts and thousands of archival material on the history of video games.

A third collection is The National Archives of Game Show History which ‘preserves the history of game shows—from the earliest panel shows and quiz scandals, to the games and puzzles of the 1970s, to the big money network series and the classic games now in primetime’.

So efforts on every front to be relevant to a wide audience, and to keep up with the times.

A lesson or two or three, our museums can learn?

–Meena

A Cry for Children

This week Meena wrote about Children’s Day in India which is celebrated on 14 November each year, marking the birth anniversary of Jawaharlal Nehru. It is in this same week that another children’s day is celebrated. This is Universal Children’s Day which is celebrated on 20 November every year to mark the date when the United Nations General Assembly adopted, in 1989, the Convention on the Rights of the Child.  

There had been previous discussions about children in the international community. Declarations on the rights of the child had been adopted by both the League of Nations (1924) and the United Nations (1959). Also, specific provisions concerning children had been incorporated in a number of human rights and humanitarian law treaties. However amidst global reports of children bearing the brunt of grave injustice in many forms–from health and nutrition, to abuse and exploitation, it was felt that there was a need for a comprehensive statement on children’s rights which would be binding under international law.

In response to this the UN initiated a process of consultation which led to the drafting of a comprehensive document keeping the child as the focus in all realms—civil, political, economic, social and cultural. The Convention on the Rights of the Child was adopted by the UN General Assembly on 20 November 1989 and entered into force in September 1990.The Convention is the most rapidly ratified human rights treaty in history; more countries have ratified the Convention than any other human rights treaty in history. Three countries, the United States, South Sudan, and Somalia, have not ratified the Convention.

The Convention outlines in 41 articles the human rights to be respected and protected for every child under the age of eighteen years.

The articles can be grouped under four broad themes:

Survival rights: include the child’s right to life and the needs that are most basic to existence, such as nutrition, shelter, an adequate living standard, and access to medical services.

Development rights: include the right to education, play, leisure, cultural activities, access to information, and freedom of thought, conscience and religion. The term ‘development’ includes not only physical health, but also mental, emotional, cognitive, social and cultural development.

Protection rights: ensure children are safeguarded against all forms of abuse, neglect and exploitation, including special care for refugee children; safeguards for children in the criminal justice system; protection for children in employment; protection and rehabilitation for children who have suffered exploitation or abuse of any kind.

Participation rights: encompass children’s freedom to express opinions, to have a say in matters affecting their own lives, to join associations and to assemble peacefully. Children have the right to be heard and to have their views taken seriously, including in any judicial or administrative proceedings affecting them. As their capacities develop, children should have increasing opportunity to participate in the activities of society, in preparation for adulthood.

The Convention establishes in international law that States Parties must ensure that all children – without discrimination in any form – benefit from special protection measures and assistance; have access to services such as education and health care; can develop their personalities, abilities and talents to the fullest potential; grow up in an environment of happiness, love and understanding; and are informed about and participate in, achieving their rights in an accessible and active manner.

Even as the world will be reminded of the Convention on the Rights of the Child this week, this year is tragically one where these very rights are being destroyed minute by minute. More than one hundred children are killed every day in the ongoing war in Gaza and the West Bank. Thousands more are believed to be buried under the rubble of entire townships razed to the ground. Hundreds are dying in hospitals which are being ruthlessly attacked from the air and ground, including premature babies who have not even yet had a chance to take a breath on their own.

Never before in history have so many children faced the horrors of relentless violence, hunger, thirst, displacement, and so many as yet untold terrors. What will be the future of those who do survive this new holocaust?

Which of the Rights listed above will we have the courage to place before them? How can the world appease them, and our own consciences, with a flourish of the Convention on the Rights of the Child?  

In the words of Ghassan Kanafani, eminent Palestinian activist, essayist, novelist, who was killed by a car bomb in 1972 at the age of 36 years.

I wish children didn’t die.

I wish they would be temporarily elevated to the skies until the war ends.

Then they would return home safe, and when their parents would ask them: “where were you?”

They would say: “we were playing in the clouds.

How much longer? How much further?

–Mamata