Category: Mamata Pandya

Follow the Child: Maria Montessori

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Montessori is a word much-used today in early education and there is an explosion of what are self-described ‘Montessori’ schools. These are often housed in modern buildings, equipped with a surfeit of the latest ‘equipment’, and accordingly charging high fees. Perhaps not many of the parents who rush to book admission for their child in such a school, almost as soon as it is born, may know much more about Montessori than the name.

The original story behind the schools, and the name that distinguishes these schools is very different. It is the story of Maria Montessori an educator, scientist, physician, innovator, philosopher, feminist and humanitarian.

Maria Montessori was born on 31 August 1870 in Chiaravalle, Italy, the only child of Alessandro and Renilde Montessori. Her parents moved to Rome when she was five years old. A curious, strong-willed girl, Maria, from a young age took paths that defied the norms of her times. After completing high school, instead of going in for teaching, a conventional occupation for girls at the time, she applied to medical school but was refused admission. So she enrolled in the university where she studied physics, mathematics and natural sciences; and reapplied to medical school. She was eventually admitted in 1890, one of the first women in medical school in Italy. In the face of many obstacles because of her gender, Maria qualified as a doctor in 1896. She was also beginning to get involved in the movement for women’s rights.

As a practising doctor Maria became known not only for her skills in treating patients but equally for working with the poorest, and the respect she showed to patients of all social classes. She also joined as a volunteer for a research programme at the psychiatry clinic of the University of Rome, where she became deeply interested in the needs of children with learning disabilities. She went on to become co-director of a new institution called the Orthophrenic School which focussed on such children. During her work here she became convinced that instead of writing off such children as ‘retarded’, they needed the right support. This theory was radical for that time. She also travelled to London and Rome to learn more, and when she came back she spent hours in developing and experimenting with materials and methods, using ideas from the founders of kindergarten, Froebel and educators Itard and Seguin. Her experiments began to show positive results.

Maria continued her academic pursuits with studies of educational philosophy and anthropology, and from 1904-1908 she was a lecturer at the Pedagogic School of the University of Rome. During this period Rome was in economic decline, leading to widespread poverty and the growth of many ghettos. One such was an area called the “Quartiere di San Lorenzo” which was known as the shame of Italy. Here children of desperately poor parents who were out all day trying to earn a living, were left to their own devices in unsanitary and chaotic conditions. These children ran wild, destroying property, and indulging in anti-social behaviour. The authorities were looking for a solution to this huge problem. Maria was offered the opportunity to work with these children, using the materials that she had been developing when she was working with children with special needs. Maria took up the challenge.

As Dr Montessori recalled later: “One room was set aside for this purpose, resembling in every way a children’s prison. It was hoped that a person would be found with enough social courage to tackle the problem. I in my capacity of medical officer of hygiene was approached to take an interest in the work. Having considered the situation I demanded that at least the commonest aids in hygiene, food and sanitation be made available. On the 6th of January 1907 this room was inaugurated to collect the 50 children

But while everyone had had the idea that by giving houses and sanitation, the people would be purified, no one had taken in consideration the children; no one had thought to bring toys or food for them. When the children, ranging between the ages of 2 to 6 entered, they were dressed all alike in some thick, heavy, blue drill. They were frightened and being hindered by the stiff material, could move neither arms nor legs freely. Apart of their own community they had never seen any people. To get them to move together, they were made to hold hands. The first unwilling child was pulled, thus dragging along the whole line of the rest. All of them were crying miserably.”

Thus opened the first Casa de Bambini (Children’s House). A pioneering experiment in working with 50 poorest of poor and illiterate two to six-year-old children. Maria began with using the activities and materials that she had developed at the Orthophrenic School. She closely observed the children with a scientist’s approach, noting which ones engaged them and discarding the ones that did not. Her observations led her to realize that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves. As she said when recalling the opening of the first Casa di Bambini: “I don’t know what came over me but I had a vision and inspired by it, I was enflamed and said that this work we were undertaking would prove to be very important and that someday people would come from all parts to see it.”

The results that followed were so surprising that working for children soon became her life’s work. As she later wrote: “In order to follow them, I changed my whole life. I was nearly 40. I had in front of me a doctor’s career and a professorship at the university. But I left all because I felt compelled to follow them and to find others who could follow them, for I saw that in them lay the secret of the soul.”

By 1909 Maria gave her first training course in her new approach to around 100 students. Her notes from this period provided the material for her first book published that same year in Italy, appearing in translation in the United States in 1912 as The Montessori Method, and later translated into 20 languages. The rest, as they say is history. The experiment at Casa di Bambini grew into a movement. Montessori societies, training programmes and schools sprang up all over the world. Dr Montessori herself travelled across the world, giving talks. But through her life she emphasized: “It has nothing to do with any educational method of the past, nor with any educational method of the future. It stands alone as the contribution of the child himself. Perhaps it is the first of its kind, which has been built by him step by step. It cannot have come from an adult person; the thought, the very principle that the adult should stand aside to make room for the child, could never have come from the adult.”

Today as young parents are faced with choices of educational institutions, and inundated with invitations from expensive Montessori schools, and toys and equipment, it is a good time to recall that the roots go back to very opposite circumstances. And remember Maria Montessori’s words: “Anyone who wants to follow my method must understand that he should not honour me but follow the child as his leader.”

–Mamata

Dashri and Kasturba: Teacher and Student

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Tribal communities have long inhabited India’s lands, living in close proximity with their natural environment and following their ancestral ways of life, culture and traditions. At the same time these peoples were always considered to be on the fringes of mainstream society; socially and economically exploited,

and deprived of fundamental rights. Dashri Chaudhary was born in one such community in the Vedchhi region of south Gujarat on 3 October 1918. Her father Rumsibhai and mother Ambaben belonged to one of the tribes which were collectively called ‘rani paraj’ or ‘people of the forests’, and later known as ‘adivasis’.

https://www.epw.in/engage/article/dasriben-chaudharys-testimony-struggle

Although traditionally these communities were deprived of education, Dashri’s father as well as her grandfather Jeevanbhai had both received education. This was because the Vedchhi region was then under the Gaekwad rule of Baroda which encouraged compulsory education for all. Jeevanbhai Chaudhari was a school teacher and social reformer. Dashri was brought up in a progressive environment, and studied up to class 4 in the government school in her village.  

In the meanwhile her father and grandfather were coming under Gandhi’s influence. They began to organize the local adivasi community to oppose the socio-economic exploitation by the British as well as the local moneylenders. They started an organization named Kaliparaj Parishad for the upliftment of their community. The organization started taking shape in 1905 with the convening of the Raniparaj convention where the issues of exploitation of adivasis and social and educational reforms were discussed. The women formed bhajan mandalis, and travelled from village to village singing songs inviting people to join the satyagraha movement.

After Gandhiji’s return to India from South Africa in 1915, Dashri’s grandfather invited him to attend the convention but he could not do so at that time. However Kasturba came in 1923, the first non-adivasi woman to attend. Gandhiji himself attended the next convention in 1924. Dashri was then six years old. Her family had already adopted the khadi movement. Little Dashri was keen that she should also welcome Gandhiji with a garland of handspun khadi thread. The story goes that Gandhi picked up the little girl who was wearing gold bangles and anklets. He told her “Child, we are slaves. We cannot wear jewellry.” The six year old immediately took off the ornaments, and never again in her life, wore any again.

Dashri completed class four in Vedchhi and joined class 5 in the government girls’ school in Valod. However responding to Gandhi’s call to boycott government school education, she left the school.

She moved to Ranipara Kanya Vidyalaya a nationalist school (Rashtriya Shala) imparting basic education, started by Kasturba, Mithiben Petit and others in Pune town in Mandvi district. Kasturba was there at the time. Dashri barely completed one year here when the school was shut down. All the students got involved with the freedom movement which was gaining momentum in the light of the Dandi March in 1930 which sparked a nationwide Civil Disobedience Movement. Dashri was an active participant. She and her friends picketed liquor shops, they protested against the British policy of prohibiting tribals from producing and selling toddy which was locally brewed. 

On 26 January 1933, she was arrested while picketing a shop that sold foreign cloth. She was only 14 years old. She was tried. When asked what work she did, she replied “To free India”.  She was asked if she knew the consequences of such activity, she replied “Yes, I know. If I die I will be called a martyr”. The magistrate is believed to have commented “This is girl is dangerous.”

Dashri was sentenced to one year in Yervada jail. Kasturba was already imprisoned there. She was surprised to see the young student who had been in the Rashtriya Shala. “How you have grown, and now you are in jail”, she said. The two became close. Dashri spent the year in jail doing all the manual tasks that the prisoners were assigned. Kasturba usually requested fellow prisoners to write letters for her, as she herself could not do so. During the time when they were in jail, Kasturba requested the young Dashri to teach her how to read and write. Dashri herself had only completed primary school and here she took on the role of teacher. In the time that they had free from the arduous prison tasks, the young teacher and elder student attentively worked with the slate and chalk, learning Gujarati letters and moving ahead. It is believed that Dashri successfully taught her student in four months! The first letter Kasturba wrote was to Gandhiji who was delighted. He wrote to Kasturba ‘Tell this girl that “you could do what I could not!”

After her release Dashri continued with her studies at Gujarat Vidyapith. She also learnt music from Pandit Narayan More, and learnt to play several instruments. As the Quit India movement gained momentum in 1942, she once again gave up her studies and joined. She added spirit to the protests and processions with her powerful singing of patriotic songs.

She was arrested once again, and sentenced to a year’s imprisonment. After her release, in 1944 she married a fellow satyagrahi Kanjibhai Chaudhary. She continued to be actively engaged with the activities at Vedchhi ashram.

After Independence she resumed her interrupted studies, completing her Matric and Primary Teachers Course. She started a school for children of very backward communities and continued to contribute to the field of education. She was not interested in getting into politics. She herself never gave up learning, and was always active in social causes. She lived in Vedchhi, where one of Gandhi’s close associate Jugatram Dave established an Ashram dedicated to upliftment of the adivasis in the socially and economically backward area through constructive work and education. 

Dashriben passed away in 2013 at the age of 95 years. A long life dedicated entirely to the cause of the nation.   

–Mamata

Feisty Freedom Fighter: Aruna Asaf Ali

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“Do or Die. We shall either free India or die in the attempt,” Mahatma Gandhi told fellow leaders of the movement for India’s independence on 8 August 1942. These words launched the Quit India movement. Although Gandhi and many other leaders were arrested within hours of his speech, with the expectation that without their leadership the resistance movement would be rudderless, the effect was the opposite. Thousands of Indians, young and old, heeded this call and plunged into the movement, each contributing in their own way.

The sweeping movement continued to gain strength in many forms, culminating in India becoming an independent nation on 15 August 1947. Even today, after almost eight decades there are as many stories as there were people then, about how every Indian played his or her part in this movement.

One of the women who picked up the mantle of leadership in the vacuum left by the arrests following Gandhi’s speech on 8 August was Aruna Asaf Ali who went on to play a significant part in Indian politics, even after Independence.

Aruna Ganguly was born on 16 July 1909 in a liberal upper class Bengali family which had migrated to the United Provinces (now Uttar Pradesh). After graduating from a missionary school and college Aruna started working as a teacher at Calcutta’s Gokhale Memorial School. It was here that she met Asaf Ali, a progressive barrister. Despite family opposition on grounds of differences in age and religion, Aruna married him in 1928. Her family practically ostracised her. 

Asaf Ali was a prominent member of the Indian National Congress, and Aruna too soon began to meet and mingle with many nationalist leaders of the day. It was natural that she became actively engaged in the ongoing freedom struggle. Two years after her marriage, she was jailed during the Salt Satyagraha. Her popularity and leadership qualities were already emerging. Apprehensive about this, the colonial authorities did not release her when other political prisoners were released in 1931. They did not anticipate that her detention would raise a great public outcry; and that all the women prisoners would refuse to be released unless Aruna was released. It took Gandhiji’s personal intervention to secure her release.

The following year Aruna was again arrested and imprisoned in Tihar jail. Here too she led a hunger strike to protest against the treatment to political prisoners. She was moved to solitary confinement in Ambala jail.

By the time Gandhiji gave his Quit India call, Aruna had already been active in the movement for over a decade. The country-wide crackdown against nationalist leaders in 1942 left a leadership vacuum which could have aborted the momentum. Aruna stepped in; she presided over the rest of the Indian National Congress (INC) session, and on 9 August she rushed forward and unfurled the flag of Independence at Gowalia Tank Maidan in Bombay. News of this flag-hoisting spread like wildfire. Aruna and a group of INC workers went underground. The British government posted a reward for her capture but she successfully evaded arrest for three years. Her property was seized and sold.

Even in hiding, Aruna continued to contribute to the movement through use of underground radio, pamphlets, and the Congress’s monthly magazine Inquilab. During this period she was unwell and became frail. When other Congress leaders came out of prison, Aruna refused to come out of hiding and give herself up. Gandhiji wrote her a personal note expressing concern about her frail health and urging her to surrender and use the prize money offered by the British for the cause of Harijans. Aruna respectfully declined to do so. Gandhi always had great respect for Aruna’s personal bravery, but did not always approve of her tactics. She had a strong independent streak and high ideals.

Aruna finally came out of hiding in 1947 and returned to active political life. She was elected president of the Delhi Pradesh Congress Committee. However she quit the Congress party in 1948 and joined the Socialist Party, and later became a member of the Communist Party of India. She went on to leave this in 1956, but she retained her leftist leanings and spent the rest of her life in fighting for causes of the unprivileged, underrepresented, and exploited sections of society. She supported with revolutionary zeal the upliftment of women through education and better health care. Her politics was always more a matter of the heart than the head. Her frail physique belied her incredible inner strength. 

Aruna was elected Delhi’s first woman mayor in 1958, and led the way for major civic reforms. But unable to handle the petty politicking, she resigned. She never again contested elections or took up a government post. She passed away in 1996 at the age of 87 years. Till the end of her life she lived in a one-bedroom apartment. She continued to mobilise support for social reforms, working for the rights of women, the poor and downtrodden. She actively helmed the Patriot newspaper and weekly magazine Link. She was awarded the International Lenin Peace Prize in 1964. She was honoured with the Padma Vibhushan in 1992, and posthumously awarded the Bharat Ratna in 1997.

Aruna Asaf Ali, frail but feisty, was one of Gandhiji’s Women Warriors, part of an inspiring band of women from all walks of life who fought not only for the freedom of their country, but equally for the rights of its women to live as free, fearless, and empowered citizens of India. 

–Mamata

The Cream of Swadeshi: Boroline

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https://boroline.com/about-boroline/

It finds its place in every home, on all travels, and as a trusted friend at work. The green tube is its timeless identity and it is virtually a panacea for all ills—chapped lips, small cuts, pimples, grazed knees, as soother or smoother… It can be found in first aid kits, home medicine cabinets, handbags, and suitcases. It is Boroline, unchanged over time, and with faithful fans across all generations.

While most of us have grown up taking its presence for granted, this unobtrusive but ubiquitous tube is more than just a cream. It is an early manifestation of the spirit of Swadeshi, and continues to be a lasting symbol of Make in India. I recently discovered this, and many facets of this comforting cream.  

The non-cooperation movement against the British Rule embraced many strategies to demonstrate peaceful resistance including marches, rallies, boycott and bonfires of foreign goods. There was a demand for goods which were locally made, but not much availability of these. It was in this climate that Gourmohon Dutta, a prominent member of the business community in Calcutta decided that he would play his part in the movement against foreign goods in a different way than simply through protests. He established a company called GD Pharmaceuticals which aimed to produce high-quality medicinal products to replace similar products being imported at the time.

In 1929, GD Pharmaceuticals Pvt. Ltd began to manufacture a cream which was visualized as an ‘antiseptic cream’. The formula for this included tankan amla (boric acid) which is an antiseptic; lanolin which is a soothing agent; jasad bhasma (purified zinc oxide), which is a sun screen and astringent; paraffin; oleum (essential oils) and perfume. The cream was packaged in a green tube which had the symbol of a small elephant as its logo.

The name Boroline was derived from its ingredients: ‘Boro’ from boric powder, and ‘olin’ as a variant of the Latin word oleum, meaning oil. The logo symbolized the qualities of steadfastness and strength that an elephant stood for, as well as its auspicious significance, to bestow luck and success. It was so successful that in rural areas Boroline was known as the ‘hathiwala cream’ (cream with the elephant).

Perhaps the most ardent adherents of this cream were the Bengalis for whom the brand represented dependability and nationalism. One of the advertising radio jingles for the cream, originally in Bengali, and then adapted to Hindi, became an earworm that even today, can transport a generation to another time.

There was a brief period when, due to shortages during World War II, the cream could not be marketed in the familiar packaging, but an accompanying note reassured customers that the product was the same.    

In the years leading to Independence, Boroline emerged as a symbol of resilience and self-sufficiency. A true blue swadeshi product which would go on to become an intrinsic part of households across the country, even in the decades following Independence.  

By 1947 Boroline had become a household name that besides its multiple uses, stood as a symbol of patriotic entrepreneurship. As a tribute to this customer support, on India’s first Independence Day, 15 August 1947, the company is believed to have advertised that it would distribute one lakh free tubes of Boroline.

Today, almost eight decades later the swadeshi cream has its faithful followers, even under the deluge of high-end skincare products, which promise miracles. A recent piece by a young model in the fashion magazine Vogue describes Boroline as the ultimate ‘go-to’ in all situations, reinforcing the unwavering role that this cream continues to plays even today. The company has also diversified into a few other products, but none has the same kind of brand recall as Boroline.   

While the basic packaging, colour and logo of this cream have not changed, its mother company GD Pharmaceuticals has moved with the times. Starting with production in a small manufacturing unit in a hamlet just outside Kolkata, and which continues to function today, there is a second facility near Ghaziabad. The factories are fully automated, and production processed are meticulously monitored. The company adheres to all mandatory government regulations and complies with Good Manufacturing Practices (GMP). All packaging materials used are recyclable and the waste produced is biodegradable. Just as the brand denotes integrity, the company also takes its social responsibility role seriously, and continues to be committed to serving the nation.

August is a significant month in the history of India’s freedom movement. The first Swadeshi Movement was officially launched in Bengal in 1905, on 7 August. The Quit India movement started on 8 August 1942. India became an Independent nation on 15 August 1947. This is a good time to celebrate Boroline, the swadeshi cream.

–Mamata

Farmers of Our Forests: Hornbills

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Last week saw the launch of India’s first Centre of Excellence for Hornbill Conservation. This is hosted by the Anamalai Tiger Reserve in Tamil Nadu, and will be dedicated to the long-term study and conservation of this threatened species.

Great Hornbill

What are hornbills, and why are they threatened?

Hornbills get their name from the casque—a horn-like projection on the top of their long and downward-curving beak. While this is their defining feature, bright skin around their eyes and long eyelashes, and a brilliantly-coloured pouch of loose skin at their throat add to their striking appearance. They also have distinctive calls. Hornbills are giants among the forest birds in many ways.

There are 62 hornbill species worldwide, with 32 found in Asia and 30 in Africa. India is home to nine species. Among these: The Great Indian Hornbill or the Great Pied Hornbill is the largest among the hornbills found in India. The Malabar Pied Hornbill is endemic to tropical forests in India and Sri Lanka. The Rufous-necked Hornbill which is the most endangered, and the least studied of the nine hornbill species is found in the North-eastern parts of India.  The Narcondam Hornbill is only found in a 12 sq. km stretch in the tropical forest of the Narcondam Island in the Andaman Sea. The Malabar Grey Hornbill is endemic to the Western Ghats. The Indian Grey Hornbill is the most commonly seen hornbill species in India, and is sometimes spotted even in cities. 

Whatever the species, hornbills play a vital role in forest ecosystems as dispersers of seeds of forest plants, aiding the regeneration of forests. Hornbills are among the very few birds that can feed on fruits with large seeds. They digest only the fleshy parts of fruits that they swallow and then regurgitate the seeds, spitting them out, or defecating the seeds intact. As the hornbill flies from tree to tree, or during the nesting season flies back and forth over long distances to search for and carry food for its mate, the regurgitated cleaned seeds are dropped far and wide, enabling them to grow into trees far from the original trees from which they originated. The Namdapha National Park in Arunachal Pradesh has the highest density of hornbills across Asia. Studies have indicated that hornbills here disperse seeds at the rate of 11,000 seeds per day per sq. km! 

Thus hornbills are critical in keeping the forest alive. If we lose hornbills, many forest trees that depend on them to spread their seeds may eventually disappear from the forest too. Hornbills symbolise not only the health of a forest, but also a key to their continued survival.

Hornbills in turn, depend on a healthy tree density in the forest for their own survival. All hornbills are cavity nesters. While they cannot build their own nests or dig cavities, they use existing holes in a variety of trees to make their nest. The process begins during a month-long courtship when the male presents the female with food. As they embark on playful behaviour the pair also check out tree cavities to select their nesting site. Having done this, the two prepare the nest by cleaning it, creating the wall lining, and undertaking repair work. Once the nest is ready, the female prepares to confine herself in the nest while the male continues to provide for her needs by bringing food and nesting material. The female then seals the nest entrance with her own faeces, food and bark fragments, and mud pellets brought by the male. Only her beak protrudes out from the sealed nest. This helps to protect the eggs and chicks from predators. She lays her clutch of between two and five eggs and incubates them for over 20 days. Throughout this period the male diligently flies back and forth, feeding his mate through her protruding beak. The mother emerges from the nest shortly before the chicks themselves are ready to fly, and the chicks once again seal the nest from the inside, even as they continue to be fed. Now both the parents share in providing food and caring for the chicks. One of Nature’s many marvellous examples of nurturing the young.

This unique nesting habit of hornbills has also, in recent times, become a threat to the very existence of these birds. The fact that they use the same nests over the years makes it important to protect their nesting trees, and the habitats where they grow. The destruction of forests by habitat fragmentation, deforestation and clearance of forest areas for agriculture and dams is depriving these birds of places to nest and breed. The loss of native trees also affects their diet, posing a significant threat to their survival. Adding to these human-made threats is the impact of climate change which disrupts flowering and fruiting patterns critical to hornbill feeding and breeding. Thus it is imperative that the trees that they use, and the trees and forests that that provide them food and shelter to breed be protected. Sadly these are being rapidly depleted, thus endangering the birds

The rapidly increasing threat to these magnificent birds calls for urgent action at all levels, from the government measures to people’s efforts.

The Hornbill has great cultural symbolism among many tribes of North East India, especially in Nagaland and Arunachal Pradesh. A unique community-based initiative to protect nesting trees of hornbills is the Hornbill Nest Adoption Programme spearheaded by the Nyishi tribe in the Pakke Tiger Reserve in Arunachal Pradesh. The tribe which traditionally hunted hornbills for their casque which were a symbol of their tribal identity have become active partners in protecting and conserving the hornbill nesting areas. The programme invites donors across the world to become ‘hornbill parents’ by adopting hornbill nests. The donations help pay salaries to the local community nest protectors who patrol the area, and ensure that the habitat continues to invite these birds. What an appropriate way to celebrate a bird that is, in its unique way, a diligent nest protector and parent.

A great People’s Science initiative is Hornbill Watch, a website where anybody can share details of a hornbill sighting from anywhere in India. This user-friendly website can be accessed by people from all backgrounds to share their hornbill sightings; being a wildlife conservationist or photographer, or even an avid birder, is not a necessity. The website has information on Asian hornbills in general, and detailed descriptions of the nine species found in India, as well as photographs submitted by contributors. Over time the data collected would help in identifying and prioritizing sites for hornbill conservation.

Now the setting up of a dedicated Centre of Excellence for Hornbill Conservation is another important step. The Centre will focus on the four species that are found in the Western Ghats which is a globally recognized Biodiversity Hotspot. The four are: the Great hornbill, Malabar grey hornbill, the Malabar pied hornbill, and the Indian grey hornbill. The great hornbill and Malabar grey hornbill are categorised as vulnerable, while the Malabar pied hornbill is near threatened as per IUCN. The Centre will monitor hornbill populations, study their breeding habits, map their nesting sites and food sources, and track their movements using GPS or satellite telemetry techniques. The Centre will also engage with the local communities to work for habitat restoration and nest protection. 

The initiative looks beyond monitoring the species to protecting entire forest ecosystems upon which the hornbills depend for their survival, and which in turn are kept vibrant with help from their farmers—the Hornbills.

–Mamata

Redshirting: A Parenting Trend

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My grandnephew was born on June 1. When the time came for him to be admitted to class 1 the school informed that as per rules, a child should have completed 6 years of age to be eligible for starting school. This child missed the mark by one day, and hence he had to continue in kindergarten until the next year. While this child’s parents were not unduly bothered by this, several parents in similar circumstances are greatly bothered by the fact that their child was obliged to “waste a whole year” just because of the difference of one day. In ‘the race’ as it were, for the child to be always ahead, many parents today start the child on the long journey of education that lies ahead, with an anxiety of ‘being left behind’. They are concerned that the child will be older than its peers (albeit by a few months) and that this will be a continuing concern right through its education. Some parents even resort to a variety of tactics to convince the school to relax the rule, especially in cases where the child ‘misses out’ by just a couple of days.

But if we really think about it, what exactly is the child ‘missing out’ on? An early start to the rigidity of a timetable, stress of homework and the structure of a prematurely heavy academic schedule? As compared to continuing another year of the relatively more relaxed environment of pre-school? How much of a difference will this make 17 years down the line?

This race in India and, I suspect, many other countries starts where there are pre-schools that take children in even as early as one and a half years. Parents are keen that children enter the ‘system’ as it were, asap!

I recently read about an opposite take on this approach. This approach, that has adherents in the United States, advocates postponing a child’s entrance into preschool or kindergarten. This is in cases where the child meets the official enrolment age requirement but it is the parents’ decision to postpone its school entrance.

This approach is called Redshirting.

Redshirting is different from ‘holding a child back’. It is based on the judgement of a parent, who needs to gauge whether the extra year will give a child more time to mature in emotional, social and physical areas. It is anticipating that this will compensate for baseline learning difficulties as a school may not be able to give a single child the necessary attention and support. It is also incumbent upon the parents that they have the requisite wherewithal to be able to provide this attention and support.

There has been much debate on whether or not redshirting has positive or negative long-term effects on the child. The reasoning is, that holding the child back a year means that the child may be physically stronger and bigger than its peers when in first grade. Looking ahead, it may also provide the child with an advantage in athletics when it reaches high school. But at this early stage all this would be mere speculation, or simply wishful thinking!

In terms of academics some research has shown that delaying kindergarten can give a child a temporary boost as compared with its peers, as it is a year older and (presumably) more mature. This may also give the child a competitive advantage. But research has shown that this advantage disappears by the first or second grade. What is does not seem to cover is the other advantages of peer learning and socialization that kindergarten offers.

However this delay may be a sensible choice for a child who has a genuine requirement, such as a special need, physical or intellectual, or lacks the emotional maturity to handle a more structured kindergarten environment. It is proven that brain development between the ages of five and six is very significant. In such cases coming into school with an extra year of development may be helpful for the child.

Research supports the idea that early education is critical to developing young students’ learning and social-emotional skills and also crucial to their long-term academic success. However it is controversial whether delaying a child’s entry to school helps or hinders this process.  

More intriguing is the term itself. Why ‘redshirting’? The origin can be traced back to sports, particularly college sports, where redshirting refers to the practice of student-athletes sitting out a year of competitive play to extend their eligibility or develop their skills. The term is said to have originated in the late 1930s at the University of Nebraska, where Warren Alfson, a player, wore a red practice jersey without a number, as Nebraska’s team colour was red. This practice of wearing a red shirt during practice to differentiate from players who were competing became associated with the concept of redshirting. 

Interestingly ‘redshirting’ became a popular trend following the publication, in 2008, of Malcolm Gladwell’s bestselling book Outliers. Based on data from the ages of the players for the Canadian Hockey League, the book claimed that the players who were born in the first four months of the year, and thus older than the other team members, were more likely more likely to be identified as talented and ultimately more likely to play professional hockey. Following from this Gladwell argued that the same principle extends to children who are older than their classmates, in that they may have an academic advantage.  

In a sports-crazy society like America, some parents reason that by holding the child back for a year, it will potentially be physically stronger and larger than its peers once it reaches high school, providing it with an advantage in athletics.

It is difficult to prove either way. Redshirting may have benefits for some children, but it is not a guarantee for any future advantage; it may even go the other way. Personally I find it rather difficult to make sense of this trend. And wonder if being a year younger or older than your classmates is likely to have such profound and life-changing consequences. What does ring true is this observation: ‘America is living on a calendar of age; age determines when we can start school, drop out of school, drive, vote, work, consume alcohol, buy tobacco. Age, by society’s standards determines individuals’ readiness, maturity, and ability to handle certain situations. America has let age define an individual’s experience and progression beyond just celebrating another year of life.’

–Mamata

Space Seeds to Moon Trees

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Image https://www.plt.org/news/moon-trees

It is Moon Week! Meena wrote about the different facets of the moon, in fact and fantasy. Just a couple of days ago, the Axiom 4 mission returned from its space sojourn with Grp. Captain Shubhanshu Shukla being a proud Indian member of the team. Much has been in the news about the experiments that the team carried out while on the International Space Station (ISS). One of these experiments was to sprout methi and moong seeds in petri dishes and then storing these sprouts in a storage freezer on the ISS. This experiment was part of the Sprouts project, designed to study how spaceflight affects food germination and plant development. Insights from this project could transform space agriculture to enable it to support a reliable supply of food for future space travelers. Some of the seeds will also be brought back to earth, and cultivated over several generations while research is carried out on the genetic, microbial and nutritional changes in these space-returned seeds. Today, astronauts on the International Space Station (ISS) regularly eat salad grown on board. Future long-duration exploration of the Moon and Mars depends on being able to grow fresh food in deep space.

Seeds have been travelling to space since 1971 when the Apollo 14 mission was launched. The mission put two astronauts Alan Shepard and Edgar Mitchell on the moon. As they walked on the moon the third astronaut Stuart Roosa continued to orbit above in the command module. Stuart Roosa was a former US Forest Service smoke jumper (a fire-fighter who parachutes to the site of a forest fire), before becoming a military aviator and astronaut.

When Roosa was selected for the moon mission he was entrusted with another important mission—to carry hundreds of seeds of trees with him. This was part of a joint experiment of NASA and the US Forest Service which selected seeds from five different types of trees. The seeds were x-rayed, sorted and classified, and sealed in small plastic bags stored in a metal canister. Roosa, the official ‘seed ambassador’ for the project carried the canister with more than 2000 seeds in a small canvas pouch as part of his personal belongings. This was the first time that seeds were being sent into deep space and it was an experiment to study how this would affect the seeds’ health, viability and long-term genetics. The seeds under Roosa’s care successfully completed the mission to the moon, but following their return the seed bags burst open during the decontamination process, leading to fears that the experiment’s environment had been contaminated and the seeds would not be viable. Nevertheless they were sent to the Forest Service offices in several places to see if they would germinate. In fact, many did germinate and grew into viable saplings. These 450 saplings were gifted to schools, universities, parks and government offices across the United States, in suitable locations in terms of climate and soil.

The saplings grew into trees which came to be known as ‘Moon Trees’. These were planted alongside their Earth-bound counterparts in order to compare the two. Fifty years later both grew into mature trees with no discernable difference.

Subsequently the collaboration between NASA and US Forest Service has continued with more seeds traveling to space with different missions. Upon their return the space seeds have been planted, and the next generation of Moon Trees are taking root and growing in multiple places. While the seeds in space have contributed to science, the Moon Trees are playing an important role in sparking curiosity about space, fostering a deeper understanding of NASA’s missions among the new generations of students, and nurturing community connections where they thrive.

Today there is a Moon Tree Foundation which aspires to unite, inspire, and conserve by planting a Moon Tree in every corner of the world. Its mission is to inspire interest in education, science, space, conservation and peace for all mankind. Moon trees serve as a reminder to take care of our planet for future generations as “we are under the same sky, looking at the same moon.”

–Mamata

Compassion is the Answer: Dalai Lama

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We live in a world that is war-worn, strife-torn, and increasingly becoming inured to the constant barrage of news and images that depict the most deplorable facets of human nature and behavior. Amidst such a depressing state of affairs, we feel helpless and downhearted; we fear that we have already reached a tipping point from where there is no way of turning back, where we seem to be hurtling towards a future which, in a sense, has no future.

There are so few today in the world who can instil a ray of light, a light that can help us navigate the seemingly impenetrable darkness that engulfs us.  In this fog of gloom and doom we yearn for some words of wisdom, a glimmer of hope, a Sherpa who can guide us through.

Who better can we turn to than His Holiness the Dalai Lama, who has dedicated his life to the cause of peace, love and compassion? As we recently celebrated the 90th birthday of this remarkable human being, it would be fitting to share some of this thoughts on love and compassion as guiding lights.

Some of my friends have told me that, while love and compassion are marvellous and good, they are not really very relevant. Our world, they say, is not a place where such beliefs have much influence or power. They claim that anger and hatred are so much a part of human nature that humanity will always be dominated by them. I do not agree.

All sentient beings, not only human beings, but birds and animals too, want to live in peace. Amongst all these beings, humans are probably the most mischievous. We have a marvellous intelligence, but sometimes it is misdirected by negative emotions. Predators such as lions and tigers have claws and fangs that equip them to hunt, kill and eat meat. However, they only prey on other animals when they need food. Human beings, on the other hand, cause trouble even when there is no justification.

Can we change this? I believe we can, because it is our essential nature to be compassionate. From the moment we’re born our mother takes care of us. Without this care we would not survive. This experience is our first opportunity to learn that compassion is the root of all happiness. However, this natural appreciation of compassion seems to fade once we go to school. We need to be reminded that good health and a peaceful state of mind are founded on love and compassion.

How can we start? We should begin by removing the greatest hindrances to compassion: anger and hatred. As we all know, these are extremely powerful emotions and they can overwhelm our entire mind. Nevertheless, they can be controlled. If, however, they are not, these negative emotions will plague us – with no extra effort on their part! – and impede our quest for the happiness of a loving mind.
 
So as a start, it is useful to investigate whether or not anger is of value. Sometimes, when we are discouraged by a difficult situation, anger does seem helpful, appearing to bring with it more energy, confidence and determination.
 
Here, though, we must examine our mental state carefully. While it is true that anger brings extra energy, if we explore the nature of this energy, we discover that it is blind: we cannot be sure whether its result will be positive or negative. This is because anger eclipses the best part of our brain: its rationality. So the energy of anger is almost always unreliable. It can cause an immense amount of destructive, unfortunate behaviour. Moreover, if anger increases to the extreme, one becomes like a mad person, acting in ways that are as damaging to oneself as they are to others.

It is possible, however, to develop an equally forceful but far more controlled energy with which to handle difficult situations.
 
This controlled energy comes not only from a compassionate attitude, but also from reason and patience. These are the most powerful antidotes to anger. Unfortunately, many people misjudge these qualities as signs of weakness. I believe the opposite to be true: that they are the true signs of inner strength. Compassion is by nature gentle, peaceful and soft, but it is very powerful. It is those who easily lose their patience who are insecure and unstable. Thus, to me, the arousal of anger is a direct sign of weakness.

So anger and hatred are always harmful, and unless we train our minds and work to reduce their negative force, they will continue to disturb us and disrupt our attempts to develop a calm mind. Anger and hatred are our real enemies. These are the forces we most need to confront and defeat, not the temporary enemies who appear intermittently throughout life.

And who creates such opportunities? Not our friends, of course, but our enemies. They are the ones who give us the most trouble, so if we truly wish to learn, we should consider enemies to be our best teacher!

 For a person who cherishes compassion and love, the practice of tolerance is essential, and for that, an enemy is indispensable. So we should feel grateful to our enemies, for it is they who can best help us develop a tranquil mind! Also, it is often the case in both personal and public life, that with a change in circumstances, enemies become friends.

You should realize that even though your opponents appear to be harming you, in the end, their destructive activity will damage only themselves. In order to check your own selfish impulse to retaliate, you should recall your desire to practice compassion and assume responsibility for helping prevent the other person from suffering the consequences of his or her acts.

So far I have been discussing mainly the mental benefits of compassion, but it contributes to good physical health as well, According to my personal experience, mental stability and physical well-being are directly related. Without question, anger and agitation make us more susceptible to illness. On the other hand, if the mind is tranquil and occupied with positive thoughts, the body will not easily fall prey to disease.

I believe that at every level of society – familial, tribal, national and international – the key to a happier and more successful world is the growth of compassion. We do not need to become religious, nor do we need to believe in an ideology. All that is necessary is for each of us to develop our good human qualities.

Ultimately, humanity is one and this small planet is our only home. If we are to protect this home of ours, each of us needs to experience a vivid sense of universal altruism. It is only this feeling that can remove the self-centred motives that cause people to deceive and misuse one another.

Much has been written about the Dalai Lama in the past few days. His birthday on 6 June is designated as the Universal Day of Compassion. What better reminder than his own words, of how compassion can be a universal guiding light. With all heartfelt wishes that we continue to be blessed by his wisdom and love for many more years to come.

Excerpts from https://www.dalailama.com/messages/compassion-and-human-values/compassion

–Mamata

The Real James Bond

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Recently there was news that a woman has been appointed as the head of the British Foreign Surveillance Agency. This is the first time in its 116 year-long history. For readers of spy fiction, and even more, fans of the popular James Bond films, this may sound as a deja-vu. After all we have such a clear image of the formidable Dame Judy Dench playing this role as M, in the fictitious MI6. In many ways the intricate workings of the MI6 and its key characters have been deeply etched in several generations of Bond followers, first through the books, and subsequently through the movies. “The name is Bond. James Bond” immediately conjures up the image of the suave but tough, risk-taking, swashbuckling, gizmo-loving hero, who has been played on screen by a series of actors starting with the inimitable Sean Connery.

James Bond: a simple name that is almost synonymous with these qualities. How did this happen? The christening of Bond is a fascinating story in itself.

The creator of this character, Ian Fleming was a British Naval Intelligence Officer during World War II.  As part of his work he interacted with several spies from different countries. After the war, Fleming left the Service and decided to devote himself to writing spy novels.

He did all his writing from his winter home in Jamaica, then a British colony. He bought several acres of land and built a house mainly based on his own design. He named the house GoldenEye, named after an intelligence mission of the same name that he had overseen during his time with the Intelligence Service. This is wherehe wrote his first book Casino Royale which introduced Secret Agent 007. He named the character James Bond. This did not spring from his imagination; it was the name of an ornithologist whose books Ian Fleming, himself a birder, used to refer to while he was in Jamaica. Fleming thought that it was a perfect name for a spy as it was ‘ordinary and unromantic, but sounded masculine’. As he explained later: I was determined that my secret agent should be as anonymous a personality as possible. Even his name should be the very reverse of the kind of “Peregrine Carruthers” whom one meets in this type of fiction.

This ‘real’ James Bond was born in America but moved with his father to England when he was 14 years old, and he was educated at Harrow and Cambridge. He then returned to the United States and tried his hand at banking upon the urging of his father. But he gave this up and joined the Academy of Natural Sciences of Philadelphia as an ornithologist (self-taught). He began to focus on the birds of the Caribbean islands, undertaking long strenuous voyages on mail ships (despite being prone to seasickness), and hopping from island to island on local banana boats and tramp steamers. This is where he found his true calling. He explored the thick foliage of the islands on foot or horseback, surviving on whatever he could find. He recorded and collected bird samples. From the 1920s through the 1960s, Bond the birdman undertook more than 100 scientific expeditions to the West Indies. He collected more than 290 of the 300 bird species known to the West Indies. He wrote more than 100 scientific papers on Caribbean birds. He complied his observations in the book Birds of the West Indies. This seminal book of Caribbean bird watching was first published in 1936 and for many years remained the definitive bird watching book of the region.

It is this book that Ian Fleming, a keen bird watcher, used as a reference while he spent the winter months at GoldenEye on the north coast of Jamaica. And it is the name of the author that he gave his fictitious character. James Bond, the spy, went on to become one of the most famous names in spy fiction.

Ironically, the real James Bond did not know about this new identity for almost a decade after that. His wife found a reference to this in a magazine interview with Ian Fleming and wrote to the author. Ian Fleming admitted that he ought to have taken permission for the use of the name. To make up for this lapse, the story goes that he wrote back to ornithologist Bond with three offers: He gave Bond “unlimited use of the name Ian Fleming for any purpose he may think fit.” He suggested that Bond discover “a horrible new species” and “christen [it in] insulting fashion” as ”a way of getting back!” And he invited the Bonds to visit Goldeneye so that they could see “the shrine where the second James Bond was born.”

In 1964 the real Bonds who were in Jamaica on a research trip paid a surprise visit to Ian Fleming at GoldenEye. Ian Fleming tested his authenticity by asking Bond to identify some birds. The two went on to become good friends, although Ian Fleming died not long after.   

The ornithologist and the spy, an unusual coming together. While the James Bond franchise continues to thrive and profit, it is fitting to remember the original James Bond whose pioneering contributions to the field of ornithology and conservation have laid the foundation for all that has come after. James Bond was prophetic when he wrote in his introduction to Birds of the West Indies: “In no other part of the world … are so many birds in danger of extinction.… It is to be hoped that the island authorities will show more concern for the welfare of their birds so there may yet be a possibility to save the rare species from being annihilated. Bird sanctuaries should be created where no hunting of any kind is permitted.”

On a more personal note James Bond, the spy, entered our family in the mid-1960s. My mother was recovering from an accident and in a lot of pain. Someone (perhaps a nephew) gave her a couple of Ian Fleming books to distract her. She was soon hooked! Thereafter James Bond was ensconced on our bookshelf, and both my parents enjoyed the books. I am not sure if they saw any of the Bond movies. But I know that they would have equally enjoyed this story about the real James Bond!

— Mamata

Wandering Violin Mantis

~ millennialmatriarchs ~ 2 Comments

Recently my son shared a photo and asked us to guess what it was. At first glance it seems like a lovely composition of dried leaves and twigs. But a closer look revealed that this did not seem to be a random coming together of bits and pieces but a cleverly designed creature of nature. While our guesses revolved around thinking it to be some kind of stick insect, I, as usual wanted to probe deeper! To start with I asked Aditya to tell where and how he came upon this intriguing creature.

This is what Aditya shared.

The other day I was stepping out to see if the laundry was dry. As I stepped into the afternoon sunshine, over the narrow water channel circling the house — ostensibly keeping ants away but long defeated by the garden’s branches and vines that reached over and served as bridges, for not only ants but squirrels and civets too — I did a double-take of the bench by the door. This is where we spend a quiet hour every morning drinking tea and slowly waking up; by the bench is an abandoned wooden drawer set on its side, now a teapoy. From its corner hung a couple of dry leaves on a twig — the overnight cobwebs must have caught them. 

But something had made me turn and look closer, though I couldn’t say what. Perhaps it was the way the leaves dangled, defying gravity, or their neatly stacked arrangement, or simply that their brown was striking against the blue-painted face of the drawer. It took another moment, and then it was clear these were no leaves, though the disguise was commendable. The twig bobbed up and down, took a few steps along the edge of the drawer, and made for the bench. 

I recognised this bug — I had been mesmerised by it a few years before when I had encountered it just as unexpectedly in a friend’s outdoor kitchen. That’s when I had found out what it was called — the Wandering Violin Mantis — and this had tickled me especially because the kitchen belonged to a luthier and violinist, whom I was house-sitting for as he was away wandering the world. 

I called out to my partner and she rushed downstairs to see. In turns, as one of us took pictures, the other attempted to invite the mantis onto our hand. After a quick survey of the landscape with its beady eyes and a few of its legs, it climbed on. Then it was on its way, making long strides up our arms, slightly prickly and very tickly as one felt the weightless but saw-toothed limbs on the skin. The attentive head kept looking around and exploring its changing geography, as we kept twisting and turning, and giggling and marvelling at the lanky visitor. We deposited him back on the bench, where he stayed a while longer before wandering off somewhere else.

Wow! Close encounters with a Wandering Violin Mantis! While I had missed out on this first-hand experience I turned to secondary sources to find out more.

To start with my guess that it was a stick insect proved wrong. This was a mantis, which belonged to a different order (Mantodea). The name ‘mantis’ is derived from Greek, meaning ‘prophet’ or ‘diviner’, and the Wandering Violin Mantis is known scientifically as Gongylus gongylodes. Gongylus is derived from the Greek word gongylos meaning round which may refer to the shape of its appendages. This unique creature was first described by Carl Linnaeus, also known as the father of modern taxonomy.

Its common name is Wandering Violin Mantis, and it is also known as Indian Rose Mantis, Dead Leaf Mantis and Ornate Mantis. The most intriguing of the names is the first one. Look closely and one will see very long spindly legs that support the wide thorax which is shaped like the soundboard of a violin, while the long neck that ends in an arrow-shaped head resembles the neck of the violin. The thin legs that resemble dry sticks, end in large appendages. The mantis usually walks on its mid and hind legs, keeping its strong forelegs raised. Thus the moniker Violin Mantis. (I cannot find any reference to why the addition of the prefix ‘Wandering’.)

A close up of its face with its biting-chewing mouth parts demonstrates its predatory instincts. This mantid feeds exclusively on flying insects, but it is not an active hunter. The insect find a spot where it is perfectly camouflaged as dry twigs and leaves, and sits and waits for an insect to fly by, or to land nearby. With the ability to rotate its head a full 180 degrees, the mantis has a panoramic view of its surroundings. To further enhance their disguise, mantids often adopt a unique pose, tilting their body sideways and lifting their front legs. Remaining motionless, stealthily hanging upside down from a stem or sitting erect they easily pass for a twig swaying in the breeze.

In case of a flier-by, the mantis grabs it right out of the air, using its fast reflexes and remarkable accuracy to snatch its prey from mid-air. In case of an unsuspecting one that lands on a flower in search of nectar, it is efficiently snatched up by the predator. The raptorial front legs are perfect for grasping and holding the unwary prey. The mantis selects its prey wisely, avoiding insects that are too large to easily capture.

In turn the Wandering Violin Mantis is preyed upon by a variety of animals including birds, bats, spiders and lizards. I wonder how useful their camouflage is in protecting them from being spotted by these predators. I am sure that many a mantis has escaped the beady eyes looking for a meal by passing off as a sprig of dry leaves! And in case it is spotted, the mantis makes a last attempt to escape by spreading out its wings to display the brightly-coloured underside that may startle the hunter.

These masters of camouflage can be found in diverse habitats including forests, grasslands and even gardens. They are found is several parts of South and Southeast Asia, especially South India Sri Lanka, Myanmar, Thailand and Java.

Curiously these gentle and non-aggressive insects are popular as pets in the US and some other countries. Unlike other mantis species the males and females can live together (without eating each other up!). However their enclosures would require to create and maintain the temperature and humidity of their natural habitats, plenty of climbing space with foliage and sticks, and a diet of flying insects. Judging from the number of websites with tips on how to cage and keep this mantis, this seems to be a popular insect pet.

I feel sad about this confinement. Why not celebrate this fascinating creature of nature where it belongs? And feel the excitement when one has the WoW! (Wonder of Wildlife) moment of making the acquaintance of the Wandering Violin Mantis! 

— Mamata