Saturday, 7 April 2018

54. DISSENT AND PROTEST


54. DISSENT AND PROTEST

In all societies, differences of opinion develop in course of time between the rulers and the ruled.  Such differences were expressed in a wide variety of ways, depending upon the sensitivity of the rulers. Generally under Indian monarchy, the kings had a system of assessing the public mood on important issues. They were also surrounded by men of wisdom and experience, who could correct them. Above all, there was a basic bond between the rulers and the ruled. The king was bound by dharma, and his subjects were not enemies. They had a dharmic or moral right over him.

WISE COUNSEL AND CRITICISM


 In Sangam Tamil literature, we have the instance of  a wise poet
 ( Pisirantaiyar) advising the king  (Pandya, Arivudai Nambi) about how he should tax the people:

காய்நெல் அறுத்துக் கவளங் கொளினே
மாநிறைவு இல்லதும் பன்னாட்கு ஆகும்;
நூறுசெறு ஆயினும் தமித்துப்புக்கு உணினே
வாய்புகு வதனினும் கால்பெரிது கெடுக்கும்;
5 அறிவுடை வேந்தன் நெறியறிந்து கொளினே
கோடி யாத்து நாடுபெரிது நந்தும்;
மெல்லியன் கிழவன் ஆகி வைகலும்
வரிசை அறியாக் கல்லென் சுற்றமொடு
பரிவுதப எடுக்கும் பிண்டம் நச்சின்
10 யானை புக்க புலம்போலத்
தானும் உண்ணான் உலகமும் கெடுமே.



If we gather the ripe paddy, and make rice balls and feed the elephant,even a small field will supply the food for many days. But if we let the elephant free to graze the field on its own, more will be spoiled by its feet than what goes into its mouth. If the wise king knows the proper method to gather his tax, he will get much and the country will also prosper. If,prompted by greedy and ignorant relatives, he forces his way to collect high taxes, he will not get  much, nor will the land prosper, like the field run over by the elephant.
Thus these wise men performed the function of  informed critics and counselors. Therefore Tiruvalluvar advised the kings to be surrounded by men who could criticise and chide them!

அறன் அறிந்து மூத்த அறிவுடையார் கேண்மை 
திறன் அறிந்து தேர்ந்து கொளல்.

Esteem the men who have grown  in righteousness, and acquire their friendship.

இடிக்கும் துணையாரை ஆள்வாரை யாரே
கெடுக்கும் தகைமை யவர்.
Who can ruin the man who commands the  association of men who can reproach him?

இடிப்பாறை இல்லாத ஏமரா மன்னன்
கெடுப்பார் இலானும் கெடும்.

The king who does not have men who can rebuke him- he will perish even when he has no enemies.

DISSENT AND PROTEST IN DEMOCRACIES



Photo source not known. Given here for purely educational purposes.

In modern democracies, dissent, opposition and protest are all recognised in theory; but in practice, there are  limits within which dissent can be expressed, and the forms which protest may take. In countries with true two party systems, the Opposition watches and checks the govt, though from mainly ideological angle. The United States experienced unprecedented protests by youngsters in the 1960s, and in novel forms, which cut across party lines. The society as a whole has taken a leftist turn since then- in any case the administration, the Press, the Academia are all generally leftist now. The government is ever growing bigger in the so called freest country, which began with a distrust of big government and monopoly power. It is difficult to express openly, or find space for truly liberal or conservative thoughts in the public space. Our freedom of expression and dissent is subject to leftists' pleasure. Freedom there really means the duty to be leftist!
But today on many  issues, people are divided across party lines in both the US and the UK. The differences are not only between the rulers and the ruled , but  among the different social, religious and economic groups in almost all democratic societies. Any solution on any issue is bound to produce dissent. The government changes periodically by election, but dissatisfaction and dissent develop under all governments.  



A separatist Tamil poster.
source: https://Scroll.in

In Tamil Nadu, we can see how the anti-Hindi agitation of the 60s has spawned separatist tendencies, and promoted hatred of the  Central govt and the very concept of United or Federal India. Though the demand for a separate Dravida land has been outwardly given up due to political expediency, the same forces are feeding the flames of separatist Tamil nationalism. This is the undercurrent of the state's educational machinery and administrative apparatus under half a century of rule by local Dravidian parties. 

[The Centre does not appear to have taken serious note of this issue.Just imagine the number of youngsters passing through the state's education system, raised on a diet of Tamil nationalism, nurtured on the belief that North Indians have subjugated them. What began as anti-Aryan movement has taken the form of Tamil nationalism. The youth are taught that the Tamils are a separate race, and have nothing in common with North Indians ( and Brahmins) who are Aryans.
 Ironically, both the main all-India parties have kept electoral alliances with parties which foster separatism ( Tamil nationalism) in some form.]


MODERN INDIA BORN IN PROTEST!


Image from: The New Indian Express

Modern India's journey as a nation begins with dissent and protest against British colonialism. The British government of India was not legitimate- it was forced on us by brutal military power and sustained by cunning, savage taxation and repressive measures. The moderates who began with mild desire for greater part in the administration and some reforms and concessions, and believed in achieving this through prayer, pleading and petitioning, did not realise the true nature and intent of imperialism. They talked of lawful or constitutional means, but this law was that of the colonial power; it was illegitimate, and it would never recognise the ruled except as economic and political slaves. Happily, this was understood by younger elements like Tilak and Sri Aurobindo who taught us to demand full freedom- Swaraj. This was to be accomplished by adopting Swadeshi, boycotting foreign goods, boycotting foreign courts, taking to national education and generally by Passive Resistance ie not cooperating with the colonial government. These methods were tried in 1905 when Curzon partitioned Bengal. These methods were so successful that the partition was annulled. [ The revolutionary fervour among Bengalees was so great that the British eventually shifted the Capital out of Calcutta!]

GANDHI'S THREE PLANKS

But the real era  of total opposition to colonial rule began under Gandhi after 1919. There were three main elements in his approach:
- Non Cooperation, Civil Disobedience, Passive Resistance or Satyagraha as the chief method to express our dissent.  This involved more suffering on the participants and no violence on the opponent. It preached no hatred.
- Making it a mass movement, making every Indian feel part of the movement, overcoming the earlier limited appeal to the English educated middle class.



-Including many elements of a constructive nature which would help revive the economy and enliven society without depending upon govt support.In these spheres, Indians could be free despite the foreign govt! Gandhi thus taught people how to be independent even under British rule. Swadeshi, Khadi, Village Industries, New Education, Village Sanitation, focus on agriculture,etc were all elements of such constructive activity. This was truly revolutionary in that people could recover their autonomy at least in some spheres. 

Leaders like Tilak and Sri Aurobindo before the Gandhi era had  defined Indian nationalism on the basis of India's long historical past and continuity as a living civilization. True nationalism was based on recovery of basic national identity. 'Bande Mataram' captured this identity. However, with the coming of Gandhi, the question of national identity was obscured, though in his 1909 book "Hind Swaraj" he spoke about Indian civilization. India is still struggling, unable to face this question honestly and boldly.

THE DOWNSIDE?

It could be seen by a keen observer that the negative aspects of protest were offset by the constructive activity, so that people's energy was not frittered away in mere opposition. But in reality, it is easier to gather people against something , than to make them engage in constructive work, especially for prolonged periods. As the possibility of Independence neared, more people took to the show of protest, than to the path of constructive action; more out of opportunism, than out of conviction. 

This prospect had indeed worried some thoughtful leaders even in those days. Masses could be incited  against a foreign govt.  But how could the masses be contained? How well could they be directed? What would happen if people adopted the same methods after freedom was won, and when we had our own govt? 

It so happened that in spite of Gandhi's insistence on non-violence, instances of violence happened, and Gandhi had to call off some agitations. His individual Salt Satyagraha in 1930 was nonviolent, but the British let loose a reign of terror. The Quit India Movement in 1942 was a complete fiasco, as the British had out-foxed Gandhi, and he was arrested along with the other leaders, before he could give any detailed instructions. The masses were without direction as to what to do. The resulting chaos and violence came in handy to the British, who completely snuffed out the movement within 6 months. Thus, in the final analysis, Gandhi's method of Civil Disobedience did not succeed against the British.When Gandhi was released from prison in 1944 due to ill health, he was a spent force, and he could make no positive contribution to the situation, on any issue thereafter.

INDEPENDENCE HASTENED BY:

India's freedom was hastened by-
-the changing geo-political reality in the subcontinent after the Second World War and the enormous defence expenditure that it entailed on Britain;
- Britain emerging as a debtor
-the rise of Netaji Subhas Bose's Indian National Army. It electrified the nation, enthused the youth, and captured the imagination of Indians in the Army and Navy. There were even mutinies by Indian Navy men. The British could no more take the loyalty of Indian soldiers for granted.


Netaji and INA
Thus, though Gandhi awakened the Indian masses as no leader before him had done in modern India, he did not successfully conclude the movement. The British suddenly decided to leave, and leave in a hurry. They did not even give the Congress leaders time to think and prepare. They were caught in a daze. Even the details of partition- the exact boundaries were not known to Indian leaders even on the day of Independence. Thus, freedom came to India in spite of Gandhi, not because of him. .

 Indian writers, especially the text-book writers generally do not see  and adhere to facts. They simply promote the Gandhi image.

GANDHIAN METHODS MISUSED

While Gandhi did awaken the masses, the methods he adopted have proved to be handy for people who do not share his philosophy after Independence. Gandhi struggled against colonial powers who did not allow us any civil liberties, or methods to voice our grievances or effectively  participate in our governance. Constitutional or lawful means in those days meant acceptance of colonial rule, which lacked legitimacy. The standard method of protest against it would have been violent revolution. Gandhi avoided that deliberately, and adopted Civil Disobedience as the non-violent alternative. That was the best he could do under the alien government. 




But today, we have our own Constitution and government . We have adult franchise and elect our own govt. We float parties on different philosophies or ideas or demands. We have constitutionally provided methods to get the Constitution itself amended!



VIOLATING CONSTITUTIONAL METHODS


Protesters hurling stone during a bandh

Yet we find Indian political parties and other groups abandoning Constitutional methods and taking to the streets, and indulging in acts of violence in support of any demand. Unfortunately, both the Central and State govts also remain  totally insensitive to peaceful protests. They cannot deal with peaceful protests.  They respond only when there is prospect of violence or widespread public disorder. Often, they act only when their supporting vote base is affected. Any leader can gather a mass of people  and drum up  support for any local cause or grievance. The police deal with the mobs brutally, as if we are still in colonial days, while the leaders who incite them go scot free. In a federal set-up it is so easy to create animosity against the central govt, or another state, to please local mobs.

The recent disturbances in Tamil Nadu, the so called Cauvery agitations, are of this type. The Supreme Court has given a final judgement in an inter-state dispute which lingered on for decades. It has provided for creation of a machinery to enforce the judgement. The Central govt is on the job, but has sought certain clarifications from the Court. The Tamil Nadu govt, one of the parties, has also gone to the Court, with a  Contempt of Court petition against the Centre. The Court has already fixed a date for taking it up. Thus the matter is  sub-judice. Where then is the need for a mass agitation at this time? In the Press and the media, no one has pointed out the facts, but everyone is either feeding or succumbing to the public frenzy. The so called social media is full of vulgar, unrestrained and uncivilized abuses against the Centre and its leaders. Truth has been conveniently brushed aside. No avenues are open for the ordinary citizen to express a view, which goes against the current frenzy.

This is a glaring instance of how in Independent India, people have no regard for Constitutional methods. 

Friday, 1 December 2017

43.READING & BOOKS


43.READING & BOOKS


Image credit:greatbooksacademy.org

Reading maketh a man!

Reading good books is the chief pleasure of cultivated minds. It is indeed  the prime mark of a civilized man.




"Reading maketh a full man; conference a ready man; and writing an exact man", said Francis Bacon.

 Reading good books connects us with the great minds of the world.It brings us in touch with our own selves. All other forms of entertainment lead us away from our core selves- make the mind flow out into phenomena of the outer world. A great book touches our inner core. It leads us into ourselves. It opens up an inner world of thoughts and reflection.

What are great books?
.
It is as difficult to define a good or great book,as it is to define a cow.  We can understand it only  when we have read a lot. It is here we are guided by the experience and knowledge of responsible elders. Every society and its institutions have valued certain books as expressing best  the foundations of their culture and civilization. In the West, this is spoken of as the Western Canon, or the  Great Books of the Western World. These are essentially books that have stood the test of time, untouched by the modern 'bestseller' fad.

An educated person was expected to  have a broad idea of the basic features of his own cultural traditions.Educational systems and arrangements were designed to serve this purpose.Great books aided this task. But education is now equated with institutional schooling/university studies which have their own agenda and logic. Their main characteristic is rising, narrow specialisation of academic disciplines.They are designed to lead to a job or career. A product of such academic circus is unlikely to know much, if anything, beyond his own narrow field. This trend was noticed  in the US even in the 20s of the last century. It has only spread and strengthened since then.

Great Books program



Some educators in the US compiled lists of books considered great. Mortimer Adler compiled a list of over 500 books. There are other lists containing 100 or 150 books. 
Right: Dr.Mortimer Adler.
Photo from:consilientinterest.com

Adler gave three criteria to judge a book as great:
- it should be such as can be read repeatedly
- it should have relevance to contemporary problems
-it should reflect the interests and concerns of a large number of the thinking minds of the past centuries.
Based on these, they developed Great Books Program as a curriculum to be taught in the universities.




According to Wikipedia,  over 100 institutions in the US, Canada and Europe still run such a program as an academic option. However most big universities do not have  a regular program, though they teach courses in 'humanities' under which head literature and philosophy are now included.But these do not necessarily cover the great books.

The Classics



Cover of a book by Louise Cowas and Os Guinness. Baker Books.1998

The Western academic circles were , in the past, proud of their"classics"- bedrock of books providing their basic ideas: the Greek epics ,Greco-Roman philosophy and drama, the great literary works, history , etc. Their study formed the foundation of a well-rounded education. However with the rise of the military-industrial society,and modern technical 'culture', study of humanities has declined in importance, and people at large have lost the connect with the classics. Only the specialist students and the  
diehard enthusiasts  still read the classics.

Antagonistic universities

In fact, the  attitude of mainline  academic institutions  in the West is antagonistic to the study of their own Classics. Under leftist and other modernist political- theoretical influences,which have invaded them, they are deprecating their classical literature,[ and devaluing their whole cultural heritage as the product of a dead white male superiority offensive.] This is supposed to be the "politically correct" stance. As Elizabeth Kantor notes:
"Enroll in an English class at an American university, and you might find yourself studying Marxist theory, or the history of ballet. You could be treated to an investigation of pornography through the ages. Or you might spend the semester watching foreign films. What is far too unlikely to happen is that you will be taught to understand and appreciate great literature in the English language.
"These days the English professors seem to be teaching anything and everything but classic English literature - from "gender theory" to Freud to "Latino/a popular culture." PC English professors are busy replacing the "dead white males"of the traditional literary canon with the authors of '80s bestsellers that hit all the politically correct themes. Departments of English are staffed by professors dedicated to suppressing English literature, not teaching it."


Cover of a book challenging the 'politically correct' attitudes.
Regnery Publishing, Inc.2006.




However, it is not without its challengers, but such challenge takes place largely outside the big universities where  thousands of students are indoctrinated in the current  official line year after year. Majority of the students do not have a proper exposure to the ideas of their own great men of letters. It is indeed strange that in a so called "free" country like the US, young minds are enslaved to some officially upheld theories and dogma in the name of education. It is unfortunate.

Value of great books

 A reviewer (Raymond Matthew Wray) of the  'Invitation To The Classics' noted:
.... the greatest benefactors of a great book curriculum will be the young. We should do our utmost, Socrates tells his interlocutors, that the first stories that they hear should be so composed as to bring the fairest lessons of virtue to their ears. Ironically, Socrates would have censored Homer's tales. Nevertheless, he understood the importance of introducing young students to right thinking. With the proper guidance, reading the primary texts allows for the student to engage the raw ideas on their own terms. What emerges are the critical thinking skills that give rise to the constituents needed in the formation of character, which is crucial both to citizenship and civility. However, there is something more important than citizenship and civility (dare we say it?): the state of the student's soul. Through reading, children can draw on the heritage of our progenitors and forge the framework of a virtuous life.
The great books provide a venue for us to explore the human experience without the risk of being all-too-human, to develop character through characters. They are the life we may never live; they are the people we may never meet. Through encounters with them we can engage the ideas we may never have. These are the forces that expand our inner world, making the world around us more meaningful. This is the experience students are being denied across the nation from colleges and universities. This is the very experience Louise Cowan and Os Guinness invite us to share. 
www.catholiceducation.org.1999
This sums up the matter well.

India: ignorance is bliss!

In India, we were spared the pain or pleasure of learning our classics by the colonial  education system imposed by Macaulay in 1836.  Indian traditional learning was bypassed, Indian subjects and themes were dropped, and youngsters were induced to take to the new system by the trick of linking English education with jobs! Even so, traditional systems prevailed in truncated forms in isolated pockets. During the course of our freedom struggle, all the national leaders were deeply attached to the national roots, though English had become the language of  communication among the educated. But the deeper maladies were not addressed: our national literature was neglected, our  history was distorted to suit the colonial powers, our children were made to learn not only English as a language, but English ideas, manners and alien history.
The problem became more acute after Independence. The idea of 'nation' came to be defined in the narrow political sense; political interests took over. The creation of linguistic states unleashed forces of provincial chauvinism based on language. The country has been divided by narrow linguistic walls. The central govt. is substituting Hindi imperialism for Macaulay's English imperialism. The cumulative result is that the idea of national culture has receded from the public consciousness.

Our educational system was taken over by leftist elements . The history of India is taught as interpreted by Marxists. The result very much resembles what prevails in the US: the tendency is to deny the value of our own sources and fields of knowledge,  deprecate the roots and fruits of our own civilization, decry or deny the greatness of our own heroes! The story of invaders- the Muslims and Europeans- is taught as the history of India! They are shown as our saviours and modernisers! Thanks to Macaulay, whose system still prevails in tact, our students are more exposed to English and foreign  literature and literary figures than to our own. But these are not taught systematically- it is like a patchwork quilt. They are out on a limbo- they neither master the foreign stuff nor learn about their own  achievements! They stand alienated from their own roots.


Great literature is more than literature!

In studying the great literature of the past, we learn more than the literature. We learn about life through the literature. We learn how life was lived, viewed and experienced by past generations. We learn of their achievements and failures, their problems and frustrations, their greatness and limitations. We acquire an attitude to life and its problems. We learn to look into ourselves and examine our motives, ideas, desires which are at the base of human action and reaction in all societies at all times.  All great literature propels us inward, to undertake the hardest of all enterprises- knowing ourselves!  It puts us in touch with ourselves. Great literature- "where courage and cowardice, love and hate, death and justice and joy, all spring to life through the words of great writers"   ( in the words of Prof. David Allen White), and through the actions of the characters- has a civilizing influence on us. No one who studies the great Greek epics- The Iliad and the Odyssey, or our own Itihasa - The Ramayana and The Mahabharata, can remain the same afterwards.When we read the ancient Greek philosophers or our own Upanishads and Darshanas, we are struck by the nature and magnitude of the questions they grappled with! And we also realise that in spite of the lapse of millennia, these questions are still with us! The reading of the epics reveals to us that human nature has hardly changed! Thus old, classical literature has proved timeless! After all, it is these same basic motives and themes that are still portrayed through movie and TV!




Great literature humanises us, elevates us, almost in spite of ourselves! 
William Faulkner said in his 1950 Nobel Prize acceptance speech:

I believe that man will not merely endure: he will prevail. He is immortal, not because he alone among creatures has an inexhaustible voice, but because he has a soul, a spirit capable of compassion and sacrifice and endurance. The poet's, the writer's duty is to write about these things. It is his privilege to help man endure by lifting his heart, by reminding him of the courage and honor and hope and pride and compassion and pity and sacrifice which have been the glory of his past.

Disservice by the universities

Our blasted modern universities are denying our youngsters opportunities to  learn  about those instincts and emotions, attitudes and ideas, forces of character and  courage that led their forebears  to face well or ill the problems of their times. Which problems are still with us ! Instead, the youngsters are taught pet and fancy theories which are here today, gone tomorrow, displaced by a newer fancy! They are all untried opinions "dispensing absinthe morality." Great literature, of all times and peoples, deals with the basic problems of the human condition- what it means to be human, and live in the world -and hence it is timeless.It is also 'borderless' in the sense that it touches some values which have universal validity, even if clothed in local colour, and expressed in local language.  No theories can take the place of the act of reading  and experiencing it for ourselves.
Modern writings provide momentary excitement, but little of lasting value. They tickle our senses but leave the soul untouched. They are well crafted, but there is little true art in them. Great literature of the past slows us down deliberately and thus calms us and exerts a sobering influence. It makes us pause and reflect.

Illiteracy- no bar to appreciation

In the pre-modern days, people were largely illiterate. But that did not stand in the way of their appreciating the great literary works of the past. Epics like The Iliad were recited, accompanied by music. Even in the 19th century England, there were large sections of people who were not literate. But we are told that as and when instalments of the novels of Charles Dickens came out, illiterate people gathered in the pubs to listen to their reading !  That is how the great works reached the common man. He did not have to go to a darned university to learn them.

 This is a tradition which still survives in India : our great Itihasas and puranas like the Bhagavatam are still recited , at times to huge audiences in North India.  The popular entertainment through cinema and now  the TV has killed many forms of indigenous cultural education and entertainment, but the tradition of oral recital of our great works continues.


Morari Bapu  addressing a  gathering in London on "Ram Katha"- August, 2017.

“Katha is not a religious gathering; it is a conversation about life.”

MORARI BAPU

Pedagogues  and politicians alike propagate literacy in the name of education but the products so raised usually end up reading nothing higher  than the newspaper, magazines and cheap fiction. This is the mark of what goes on in the name of mass education.

Printed book & its competitors

Since the invention of printing, learning has mainly been through printed books.This led to the spread of literacy. However, it  has not led to people reading great literature.
 Literacy is now computer literacy leading to "digital natives". Modern developments like e-books,  digital books, Kindle, tablets etc seek to displace the physical books. But researchers tell us that they are really no substitute for the experience of reading the physical book. A report in the Scientific American in 2013 said:


"...... evidence from laboratory experiments, polls and consumer reports indicates that modern screens and e-readers fail to adequately recreate certain tactile experiences of reading on paper that many people miss and, more importantly, prevent people from navigating long texts in an intuitive and satisfying way. In turn, such navigational difficulties may subtly inhibit reading comprehension. Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done."
"In most cases, paper books have more obvious topography than onscreen text. An open paperback presents a reader with two clearly defined domains—the left and right pages—and a total of eight corners with which to orient oneself. A reader can focus on a single page of a paper book without losing sight of the whole text: one can see where the book begins and ends and where one page is in relation to those borders. One can even feel the thickness of the pages read in one hand and pages to be read in the other. Turning the pages of a paper book is like leaving one footprint after another on the trail—there's a rhythm to it and a visible record of how far one has traveled. All these features not only make text in a paper book easily navigable, they also make it easier to form a coherent mental map of the text."
[www.scientificamerican.com. Ferris Jabr. April 11, 2013]
There are really no substitutes for the physical book. 



Let us read the Classics

We usuallly read something or other- newspaper, magazines, etc. If we cut down on such frivolous reading, we will surely find time to read some classics- our own classics, too. Over the years, it will become a good habit. If we cut down on some spending in other areas, we can surely find money to buy our own books and can build a home library. While buying, we should avoid the temptation to buy 'mass market paperbacks'. They may be cheap, but they are cheap in quality also, and do not last.We have to buy more durable editions- in which the sections are stitched, not just glued. If we view books as life long investment, we will choose quality publications. In the metros, we usually get good used books at reasonable price.


 "The mind is not an empty vessel to be filled, but a fire to be kindled.”  
Plutarch, ancient historian.

Note:
As for the classics, it is better to buy an edition which contains introduction and notes. The introduction is usually provided by learned scholars who have devoted a lifetime to their study and reflection. The notes explain difficult terms and references which we cannot easily find in dictionaries. These enhance our pleasure and understanding. We may read them at our own pace, without external compulsions and pressures. We may discuss them with like-minded people - the 'conference' as said by Bacon! Thus will our real education begin and continue after we leave the blessed school or college!







Friday, 24 November 2017

42.LOVE - LIGHT AND SERIOUS


42. LOVE - Light and Serious

Romance sparks creativity

Romance was the stuff of Hindi movies till the so called 'action' films (exhibiting naked, mindless violence) took over. Romance was captured in all its moods-from the sublime to the ridiculous, from hilarity to heart-breaks, from happy endings to stark tragedy, from the realistic to the fanciful. The theme was, on the whole, treated in a dignified manner.( though people were not wanting who glamorized the not so licit.) 
This created great opportunities for wonderful music.Our lyricists wrote sublime songs to suit each mood; our great music directors composed nice tunes to capture the mood. The singers sang them soulfully or gaily, as the situation warranted. The songs in those days hardly lasted three minutes on the 78 rpm records, but the mood and memory they created have remained with us! We still hum those tunes, recall  those words!
 Those were the days we had only Radio Ceylon to listen to,[Vividh Bharati was no match even when it came, run by government morons], and we addicts of film music spent nearly 4-5 hours  every day listening to the radio.

Life was leisurely, had not acquired the maddening pace; we led simple lives, were easily contented with what we had, pleased with the native charms; studies were not burdensome, and we did not have much of the gloss of modern distractions; music filled our heart and led us to dream! Realities of life  caught up with us only later, but the joy of youthful dream inspired by the music did not leave or fade entirely. Some things were beyond our grasp, but not our reach!

 I think Wordsworth captured that mood well, though in a different context:







Oh! pleasant exercise of hope and joy! 
For mighty were the auxiliars which then stood 
Upon our side, we who were strong in love! 
Bliss was it in that dawn to be alive, 
But to be young was very heaven!

[Auxiliar = help]
Picture: National Portrait Gallery, London.




Vague dreams  and vain hopes!

Our poets came up with nice songs to depict the many moods and some of them have stayed with us, in spite of the passage of years. When we look at the lyrics, it does not matter who is the actor and how the song was picturised. In fact, we did/could not see many of those movies, but only heard the songs on the radio. We were not bombarded with the  unbearable visuals through a hundred channels on the TV. We heard the songs: only the melody, meaning and the voice quality registered with us! They are still with us, despite the passage of decades.
Let us see some of the songs here.



Song: Ye dil na hota bechara
Film: Jewel Thief 1967
Music: S.D.Burman
Lyrics: Majrooh Sultanpuri
Singer: Kishore Kumar
Right:Kishore& Dada Burman


ये दिल ना होता बेचारा
कदम न होते आवारा
जो खूबसूरत कोई अपना हमसफ़र होता
ये दिल न होता...

Ye dil na hota bechaara
Kadam na hote awara
Jo khubsurat koyi apna hamsafar hota
Ye dil....

This heart would not have been poor,
These steps would not be those of a wanderer,
If someone beautiful had been my companion, 
travelling with me!

अरे सुना, जब से ज़माने हैं बहार के
हम भी आये हैं राही बन के प्यार के
कोई न कोई तो बुलायेगा
खड़े हैं हम भी राहों में
ये दिल न होता...

Arey suna, jab se zamane hai(n) bahar ke
Hum bhi aaye hai(n) raahi ban ke pyar ke
Koyi na koyi to bulaayaega
Kade hai(n) hum bhi raaho(n) mein
Ye dil.......

Oh, the spring season arrived long ago
I have also become a traveller on the path of love!
Eventually, someone will call me!
I will keep waiting on the way!


अरे माना उसको नहीं मैं पहचानता
बंदा उसका पता भी नहीं जानता
मिलना लिखा है तो आयेगा
खड़े हैं हम भी राहों में
ये दिल ना होता...

Arey maana usko nahi mai(n) pehchaanta
Banda uska patha bhi nahi  jaanta
Milna likha hai to aayaega
Kade hai(n) hum bhi raaho(n) mein

Oh, I agree that I do not know her!
Dear, I do not know her whereabouts!
If it is written that we should meet,
she will surely come!
I will wait on the way!


अरे उसकी धुन में पड़ेगा दुख झेलना
सीखा हमने भी पत्थरों से खेलना
सूरत कभी तो दिखायेगा
पड़े हैं हम भी राहों में
ये दिल ना होता...

Arey uski dhun mei(n) padaega dukh jhaelna
Seekha humnae bhi paththaro(n) sey khaelna
Surat kabhi to dikhaayaega
Pade hai(n) hum bhi raaho(n) mein
Ye dil na hota bechara.....

May be I will have to suffer looking out for her!
But then, I  know too how to deal with stone hearts!
She will surely show her face some time!
I am waiting on the way!

Oh, this heart would not have been poor.....


Well, this is just a shot in the dark! Wishful thinking, fancy dreams, so nicely captured in words! Take time to dream, it is hitching your wagon to a star, says an old song. Most of us would only dare dream, those days! What if it does not materialise?

Pearls or tears ?

Song: Hum dum se gaye
Film: Manzil, 1960
Music: S.D.Burman
Lyrics: Majrooh Sultanpuri
Singer: Manna Dey
Right: Burman&Manna Dey.

[ I could not get a decent  full Hindi version, so I am only giving the English version.]

Hum dum se gaye hum dum ke liye
Hum dum ki kasam hum dum na mila

Earnestly I sought a companion
I swear on my life
I did not find one!

Phir bhi keh ja tu apna afsana
Saathi miljayega na rukh jaana
O dil teri kali, abhi tho na khili
Abhi wo mausam na mila

Still, go ahead and tell your story!
Surely you will find a companion. Do not stop.
Oh, the bud of your heart has not blossomed yet'
For the season is not yet come!

Aye dil chamka tu apne daago ko
Roshan kiye ja bujhe chirago ko
Tu gaaye ja meri jaan, 
Ye duniya hai yahan
Kisi ko murham na mila

O heart, paint your miseries (forget them)
Keep lighting the extinguished lamps
Keep singing your song.
This world is such a place where-
no one yet found real consolation.

Moti na mile tho ashk bharna hai
Daman bharna teri tamanna hai
Tho pyare tujhe kushi, agar na mili
Tho gam kuch kum na mila.

You have not got the pearls (you sought)
Then, gather the tears!
For it is your desire to accumulate (something)
Even if you have not found happiness,
You have gathered enough sorrow!

I earnestly sought a soulmate, I did not get.

Here, the poet is cautioning against wild dreams, and vague hopes. This  is beautifully brought out in another song.

Not a rosy path!

Song: Mohabbat ki raaho(n) mein
Film: Uran Khatola 1955
Music: Naushad
Lyrics: Shakeel Badayuni
Singer: Rafi
Right: Naushad, Rafi & Shakeel
Photo:www.sunbyanyname.com
This is in raag Jaijaivanti.


मोहब्बत की राहों में चलना संभल के
यहां जो भी आया गया हाथ मॉल के
मोहब्बत की राहों में चलना संभल के
Mohabbat ki raaho(n) mein chalna sambhal ke
Yaha(n) jo bhi aaya gaya haath maal ke
Mohabbat ki raaho(n) mein ......

Walk cautiously on the path of love
Whoever entered this path has gone regretting
Be cautious on the path of love.


न पाई किसी ने मुहब्बत की मज़िल
कदम डगमगाए ज़रा दूर चल के
मोहब्बत की राहों में चलना संभल के
Na paayee kisi ne mohabbat ki manzil
Kadam dagmagaaye zara duur chal ke
Mohabbat ki raaho(n) mein.....

No one has reached the destination of love
On the way, their feet got trembling.
Be cautious on the path of love.


हमें ढूंढती है बहारों की दुनिया
कहाँ आ गए हम चमन से निकल के
मोहब्बत की राहों में चलना संभल के
Hame(n) duundthi hai baharo(n) ki duniya
Kahaa(n) aagaye  hum chaman se nikal ke
Mohabbat ki raaho(n)....

Searching for the world of beauty,
See where we have come, leaving the garden!
Be cautious on the path of love

कही टूट जाए न हसरत भरे दिल
न यूँ तिर फेको निषाना बदल के
मोहब्बत की राहों में चलना संभल के
मोहब्बत की राहों में.

Kahi toot jaaye na hazrat bhara dil
Na yoon teer faeko nishaana badal ke
Mohabbat ki raaho(n) mein.....

Take care. lest the heart full of desires should be broken.
There is no point in shooting at a changed target..
Be cautious on the path of love.

The poet is actually cautioning here that true love is difficult to find. It is not what romantic novels and films seek to portray and lead people astray. True love is a commitment to life, it is a sacrifice, no less.

Love - only for the young?



Mainstram cinema being a commercially oriented medium,there are limitations to the extent or degree of artistic impulse or refinement it will take or tolerate. Being a visual medium, the emphasis is on  show, and not necessarily substance. This is especially so after movies started donning colour- often garish and crude.
 The filmi style celebrates love only in certain modes - eg. as between physically attractive youngsters-, and that is also encased in standard formulas. Mature love is hardly depicted. Conjugal love is not much celebrated, except in the old 'family' dramas, with contrived situations. As if people do not love after marriage! Young love may end in marriage, but these days, marriage ends love! But the 50s and early 60s were different, even in films! However, there are not many songs depicting love in marriage! We have just one gem!




Song: Aye meri zohra Jabeen
Film: Waqt 1965
Music: Ravi
Lyrics: Sahir Ludhianvi
Singer: Manna Dey
Right: Ravi.
Picture credit:YouTube





एह मेरी जोहरा-जबी, तुझे मालुम नही
तू अभी तक है हसी और मै जवान
तुझपे कुर्बान मेरी जान मेरी जान
एह मेरी जोहरा-जबी
Aye meri zohra-jabeen, tujhe maalum nahi
Tu abhi taq hai hasin aur main jawan
Tujpe Qurbaan meri jaan, meri jaan

Oh my beautiful one! You do not know
That you are still lovely, that I am still young!
I would sacrifice my life for you!


ये शोखिया ये बचपन,
जो तुझ मे है कही नही
दिलो को जीतने का फेन, जो तुझ मे है कही नही
मै तेरी
मै तेरी आंखो मे पा गया दो जहा
एह मेरी जोहरा-जबी
Ye shokhiyaa ye bachpan
Jo tujh mein hai kahi nahi
Dilo ko jeetne ka faen, jo tujh mein hai kahi nahi
Main teri aankho se paa gaya do jahaa
Aye meri zohra-jabeen

The coyness, this attractiveness you have-
that is nowhere else.
You have the art of winning hearts-
that is nowhere else.
I have found my heaven and earth in your eyes!


तू मीठे बोल जान-ए-मन,
जो मुस्कुराके बोल दे
तो धध्कानो मे आज भी,
शराबी रंग घोल दे
ओह सनम
ओह सनम मै तेरा आशिक-ए-जाविदा
एह मेरी जोहरा-जबी
Tu meethe bol jaan-e-man
Jo muskurake bol de
Tho dhadkano(n) mein aaj bhi
Sharabi rang dhol de
Oh sanam
Oh sanam main tera  aashiq-e-jaavida
Aye meri zohra-jabeen

If you speak sweet words and smile,
You intoxicate me, my heartbeat gains colour
Oh darling, I am yours for ever!

[Zohra-jabeen is a very beautiful expression, 
meaning, in essence, 'like Venus'. ]

This is an exceptional song! Sung by a family man, just past middle age, with growing children! It is extraordinary because it is not in the Indian tradition to formally exchange or express love in words among elders , or openly in front of others!
[ Nor do we praise our own children in public!] There are so may other ways of showing love or appreciation! There are many ways to express gratitude than saying a formal 'thank you'.  But this is cinema, and somethings have to be dramatised! So this nice song with beautiful lyrics. This song has been so popular in the North for half a century, it is sung or played in every wedding!

This also breaks the myth that love can only be among the young! This shows the higher dimensions of love, as people mature. Real love blossoms as infatuation fades!




Left: World's oldest couple- with combined age of 211!
They have been married for 90 years! Karam Chand and Kartari-they live in Bradford, England.
Photo credit: MailOnline, 25 November,2014.





Love and Milton!

It was some surprise when I found  John Milton  celebrating mature love! Some of the loftiest and most refined expressions of true love we find in Milton! 


John Milton. Wikimedia Commons.


Milton is not a romantic poet. In his grand epic Paradise Lost are two passages of outstanding beauty depicting true love. Which is far different from the popular notions.







Neither her outside formed so fair, nor aught
In procreation, common to all kinds
(Though higher of genial bed by far,
And with mysterious reverence, I deem),
So much delights me as those graceful acts,
Those thousand decencies, that daily flow
From all her words and actions, mixed with love

And sweet compliance, which declare unfeigned
Union of mind, or in us both one soul
Harmony to behold in wedded pair
More grateful than harmonious sound to the ear.



(
Paradise Lost Book
 VIII.596-604)

This was of course at the beginning of history. Here Adam is talking of Eve. Thus love here is married love. Those days  the wife was expected to simply comply with the wishes of the husband. But the beauty is, here Adam is talking  not of physical beauty but of ' those graceful acts and the thousand decencies' that daily flow out of Eve. These are  indicative of the union of mind,  one soul. [One wonders though, what Eve would have felt!]

But Adam surpasses himself. He finds that Eve has eaten the forbidden fruit. He knows the consequences. Yet, instead of cursing Eve,  he declares his love for her.

How art thou lost, how on a sudden lost,
Defaced, deflowered, and now to death devote?
Rather, how hast thou yielded to trangress
The strict forbiddance, how to violate
The sacred fruit forbidden? Some cursed fraud
Of enemy hath beguilded thee, yet unknown,
And me with thee hath ruined; for with thee
Certain my resolution is to die;
How can I live without thee, how forgo
Thy sweet converse, and love so dearly joined
,
To live again in these wild woods forlorn?
Should God create another Eve, and I
Another rib afford, yet loss of thee

Would never from my heart; no, no, I feel
The link of nature draw me: flesh of flesh,
Bone of my bone thou art, and from thy state
Mine never shall be parted, bliss or woe.



(
Paradise Lost Book IX.900-916)


And true to his word, when they are finally expelled from Paradise, they walk hand in hand! They fall from Paradise in love!

Some natural tears they drop'd, but wiped them soon;
The world was all before them, where to choose
Their place of rest, and providence their guide;
They hand in hand with wandring steps and slow,
Through Eden took their solitaire way.

[Paradise Lost, Book XII, 645-649]

This is extraordinary , almost cinematic conclusion to the great epic poem! That Adam and Eve are expelled from The Garden, and they walk together, hand in hand, facing their future in an unknown world! Just imagine the scene! This was indeed revolutionary in the age in which Milton wrote!

Note:
Ironically, Milton supported divorce and even polygamy under some circumstances!
It may be said that all these songs and poems are from the male perspective! What to do? All the poets have been males, and the characters expressing them in movie or literature have been males! Even when the lady characters sing their songs, they are written by male poets! It would be interesting really to know how lady poets would sing in such situations!
There is a quality in these old songs and poetry that the new ones  lack. I recall a poem by Thomas Hardy.

ANY LITTLE OLD SONG

Any little old song
   Will do for me,
Tell it of joys gone long,
   Or joys to be,
Or friendly faces best
   Loved to see.

Newest themes I want not
   On subtle strings,
And for thrillings pant not
   That new song brings;
I only need the homelist
   Of heartstirrings.