Evolution of Education in India (The Education System in Ancient and Present India)

Introduction

Education is an intellectual property of an individual as well as nation, in other words it is all-round development of human personality.

First of all let’s know what they said about education and its importance:

·         It is obvious that an ignorant and illiterate nation can never make any special progress and must fall back in the race of life.                              

                 ----G.K. Gokhale (Budget Speech 1903).

·    After long thought we came to the conclusion that the salvation of our motherland lay in the education, and only the education, of the people.                                   

         ----Balagangadhar Tilak.

·   Our educational policy must enable everyone who receives an education to develop morally, intellectually and physically and become a worker with both socialist consciousness and culture.     

                ---- Mao Ze-dong.

·         The strength of government lies in the people’s ignorance, and the Government knows this, and will therefore always oppose true enlightenment. It is time we realise that fact. And it is most undesirable to let the Government, while it is spreading darkness, pretended to be busy with enlightenment of the people.      

----Leo Tolstoy.

The Education System in Ancient and Present India – A Bird’s eye view

The entire Educational System in India can be divided into 5 stages for the better understanding of the Evolution of Education India from Ancient period to Modern New Educational Policy.

The 5 stages are …

1.                    The Education system in Ancient India.

2.                    Education in Buddhist Period.

3.                    Education in the Medieval Period.

4.                    Education in British India (18^th to 20^th C.)

5.                    Education in Free India. (After 1947 to New Educational Policy)

Stage – 1

The Education system in Ancient India.

The objectives of education are influenced by the Vedas, the Upanishads, The Puranas and the orthodox and unorthodox schools of philosophy.

 According to Samkhya Yoga, the human personality consists of:

1.        The gross (Physical body)

2.        The subtle body (mind and intellect)

3.        The soul or the Spirit.

4.         

The soul is shrouded by five sheaths. They are called pancha Koshas:

1.       Anandamaya

2.       Vijanana maya

3.       Manomaya

4.       Pranamaya and

5.       Annamaya

According to the Upanishads, the object of education is to provide all-round development of the person by training the five koshas (Sheathes).

The philosophy of education was centered in religion of spiritual values. The doctrine of Dharma was the foundation principle. Our ancients looked upon the country not as a geographical entity but as a cultural unit. Greater emphasis upon duties and obligations and the concept of joint family were their social characteristics.

Main features of educational system of ancient period are:

·         Castes determined professions or crafts.

·         Literature was often coloured by religion.

·         Research on the secret of birth and death and the true purpose of life.

·         Profile of the teacher (Desiko Navalakshanaha)

1.        Suchihi                          (external and internal cleanliness)

2.        Vahaswi                        (Accurate and effective expression and articulation)

3.        Varchaswi                     ( Bright countenance or good personality)

4.        Dhritiman                     ( Brave and imperturbable moral courage)

5.        Smrithiman                   (Good memory)

6.        Kriti                               ( Good and beautiful writing)

7.        Namratha                      ( Humility)

8.        Utsahi                            ( Enthusiasm)

9.        Jijnasi                            (Eagerness to pursue knowledge and wisdom at all times.)

·         Close contact between teacher and pupil.

·         Manu said that there were three types of education.  They are:

1.       Laukika

2.       Vaidika and

3.        Adhyatmika

·         World Out look:

i.                     Mata Bhoomi putrohan Bhoomim. ( We are the sons of mother Earth)

ii.                    Rigveda: Upasarmataram Bhoomim (Dedicate yourself to the service of the world)

iii.                  Kriyanto Viswamarayam  ( Make the whole world noble in action)

  

·         Utilitarian aspect:

The 3^rd mantra of Regveda (Ch.10 Sec. 155) says, “Technical Science is a wonderful thing. It removes poverty and brings in prosperity”.

                O poverty-stricken man!

                Acquire technical knowledge and remove poverty and want.

In technical education there were 18 silpas including Architecture, Smithy, Military Art, Carpentry etc., which were job-oriented courses. There were 64 Arts mentioned by Vatsayana, including Nutrition, Domestic Science, and Fine Arts.

 Stage – 2

Buddhist period – A View.

 Fahien, Huenstang, Itsing and other Chinese travellers wrote about the universities and the education system. Takshasila, Nalanda, Oddantapuri, Vikramasila and Amaravathi were famous Universities of the ancient or Buddhistic period.

There were great Mathematicians and Astronomers like Arya Bhatta (Algebra), Brahmaputra (Mathematics and Astronomy), Bhaskara (Mathematician), Varaha Mihira (Astronomy); Grammarians like Paniani and Patanjili; Philoshpers like Kapila, Sankara, Ramanuja, and Madhva; Physicians and surgeons like Charaka, Susruta Jivaka; Law-makers like Manu and Yajnavalka; Logicians like Jaimini and Gargi; Politico-Economists like Chanakya and Sceintist like Nagarjuna.

Nalanda University.

It was one mile long and one mile wide. Its Central College had 7 halls and 300 rooms, Hostels had single rooms 11’x 10’ with stone benches and niches for books. It had an observatory. It had three library buildings. They are:

1.        Ratna Dadhi                  (A 9 Storied building)

2.        Ratna Sagara and

3.        Ratna Ranjaka.

1,000 persons lived on the campus. There were 1510 faculty members – Teacher pupil ratio was1: 7 and it was co-education.

Main features and components Buddhist and Jain systems of Education:

1.        More democratic and free from any distinction of caste and sex.

2.        The establishment of Viharas where there was community life. It led to institutionalization in course of time.

3.        Intimate relationship between teacher and pupil.

4.        Curriculum had secular aspects; both literary and professional courses were started.

5.        Women were educated in Fine Arts, etc.,

6.       Medicine – Ayurveda – Surgery (Charaka and Susruta) was also taught.

Stage – 3

The Medieval Period – A View.

Education in medieval period was totally influenced by Muslim rulers.

Objects of education were based upon Koran the religious scripture of the Muslims is given importance.

In this period Koran is given great importance to education. Acquisition and extension of Ilm, the Knowledge, helps in the realization of Truth. Ink-pen and paper are the basic implements of Knowledge. According to Prophet Mohammed, education is a must for a Muslim.

There are two kinds of Muslim rulers in implementation of Education.

They are:              

1.        Conservatives – who were indifferent to modern education

2.        Progressives – who were supported reforms and Modern Education.

Some of the landmarks in medieval educational reforms.

1.        In 1192 – Md. Ghory set up muktabs (primary schools) to teach fundamentals of Koran. Seminars were conducted at Ajmer for propagating Islamic culture. Madrasas (High schools or Institution of higher education) attached to Mosques.

2.        During 1290 – 1320 Sultans of Khilji dynasty encouraged History, Philosophy, Poetry and Science.

3.        After Khiljis’ there is slight setback in educational progress till 1500. Afterwards 30 Colleges were established.

4.        Educational institutions were thrown open to Hindus, which results in the rise of Urdu Learning.

Some of the Special Features of Medieval and Mughal Periods.

1.        Variety of educational institutions namely Muktabs, Madarasa, Karkhanas, Dargas etc., are established.

2.        Similarities are also made between Ancient India and Medieval India.

	Ancient	Medieval
a.	Upanayanam	Bismillah (initiation in education when the boy is 4 years, 4months and 4 days only)
b.	Gurudakashina	Presents to owners and foreman of Kharkhanas.
c.	Personal contact between teacher and pupil.	Personal contact between teacher and pupil.

3.        Medium of instruction was in Persian but study of Arabic was compulsory for Muslims.

4.        Science was given importance when compared to philosophy.

5.        State control – the office of the Sadar or Sheikh-ul-islam (minister) had to co-ordinate the standards.

6.        Large estates and endowments to maintain educational institutions controlled by Sheikh-ul-islam. 

7.        Women’s education was confined to literature, culture and Fine Arts.

8.        Examinations -Award of Degrees – Internal Assessment – ‘Fazi’ in Logic: ‘Alim’ in Theology; ‘Qubil’ in Literature was also come into existence.

Stage – 4

Education in British India (18^th to 20^th C.)

1.        East India Company and the missionaries ran schools. The company professed

Religious neutrality as it’s declared policy but secretly favoured Christians.

2.        Macaulay’s Minute (1895) supported English Education and Modern science – He defined Indian Scholar as one who knows “ the physics of Newton, the metaphysics of Locke and the Poetry of Milton” – once for all the controversy between the Oreintalists and anglicists was settled in favour of the latter.

3.        In 1853 education became a state responsibility, Education was allotted money from the State Treasury – The General Committee of public Instruction prepared plan and programme of Action for the whole country.

4.        Education was separated from religion – however Missionaries ran institutions for the neglected classes of society. Indians began to start their own institutions. An expansion of education is witnessed.

5.        During 1900-1920 we find regularization of the process, uniformity – grant-in-aid, qualitative improvement by appointment of commissions and the passing of Acts, for instance;

a.        Indian Universities Act of 1904.

b.       The Government resolution on education Policy  (1913)

c.        The Calcutta University Commission (1917)

Recommended separation of secondary and intermediate education from University education and the use of Indian languages as media/medium but no follow up.

6.        During 1920-1947.

It was a period of increased Indianisation. The IES was discontinued. Provinces got more supervision and control. Government of India Act of 1935 granted provincial autonomy to eleven provinces. Congress came to power in 8 provinces but resigned as protest against World War II.

  

Popular Ministers came to power in 1946 – Independence came in 1947. A few important developments of this period are:

1.        The Sarjent Report on Post-war Educational Reconstitution.

2.        Gandhi’s Basic Education scheme as a system of National Education.

3.        New Universities were established.

4.         P.G. Research and Courses were stared.

5.        Inter-University Board was come into existence.

6.        Removal of illiteracy was stared as a programme.

7.        Education for the physically handicapped.

  

‘The Sarjent Report’ recommended---

i.                     Selective admissions.

ii.                    3-year Degree courses

iii.                  Tutorial System

iv.                  Service conditions of college teachers.

v.                   Teacher – Training.

This Sarjent Plan was prepared by the Central advisory board of Education. This is perhaps the first National Plan. A clearly structured system of education at all levels has been recommended.

Stage – 5

Education in Free India.

1.        Universal elementary education was the first goal. (It is not realised even after 4 decades.

2.        To provide opportunities to the socially deprived sections, Scholarships and economic incentives are given SCs, STs and BCs.

3.        Language Policy – Hindi as official language and English as associate official language – Modern Indian languages encouraged – Medium of instruction in Higher Education in Indian Languages is also approved.

4.        Expansion of higher education – non-formal education – Diversification of courses – Vocationalisation in education is witnessed.

5.        As recommended by the Central advisory Board of education and the committees on Emotional Integration (1953), the new pattern of 10+2+3 has been introduced.

A.            The Radhkrishnan Commission:

On University Education (1948-1949) – the right balance between the body and soul, and the individual and the Society.

Ø  Recommended change in teaching methods,

Ø  Emphasized the quality of education,

Ø  Recommended tutorial system and closer contact teacher and pupil,

Ø  Study of all religions,

Ø  Moral education,

Ø  Regional language as medium of instruction,

Ø  Promotion of research

Ø  Examination reform

Ø  Recommended establishment of University Grants Commission.

B.             The Secondary Education Commission (1952):

With Dr. Lakshmanaswamy Mudaliar as a chairman.

C.             The Kothari Commission of 1946-66:

Recommended the national pattern of education.

The Kothari Commission submitted a comprehensive report on education covering primary, secondary, collegiate and university stages.

Recommended a national objective with 5 points:

1.        Productivity

2.        Social and national integration

3.        Democracy

4.        Modernization and

5.        Promotion of Social, Moral and Spiritual values.

Provided a basis for a national policy on education

ü  Revival of I.E.S

ü  Emphasis on Science Education.

ü  Strengthening of the U.G.C

ü  Need for removal of illiteracy.

ü  National Board of School Education.

ü  Emphasis on Agriculture.

ü  Revised scales for teachers.

ü  Part-time/ correspondence Course/ Open University.

D.             The Sriprakash Committee: On moral Education.

New Policy on Education (1986)

The latest development in education the publication of “challenges of Education, - A Policy Perspective” and the subsequent formulation of the New Education Policy. This document contains “an over view of the status of education and pointers to the direction of future initiatives”. Resources constraints, resistance to institutional change and lack of political will were responsible for our failures in the past. After a national debate, the proposed changes were announced.

Some of the features of the new policy are as follows:

1.        Emphasis on vocational Education, and Education for women

ü  National Integration

ü  Decentralization 

ü  Establishment of Autonomous Colleges and

ü  Autonomous departments in select Universities. 

2.        Science and Technology - Computers.

3.        Management Institutions to provide training.

4.        Emphasis on teacher-competence by establishing Academic Staff Colleges.

5.        Strengthening of UGC for monitoring academic standards.

6.        Non-formal education facilities – Open Universities.

7.        Literary and Adult Education to get top priority attention.

8.        De-linking of degrees from Jobs.

9.        Value – oriented education.

10.     Common core curriculum.

11.     Navodaya schools (village – based quality institutions.)

Acharya Ramamurthy Committee Report.

It is a sort of mid-course review of the New Policy on Education. It is under examination by the Government.

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Freedom

According to George Bernard Shaw the absolute freedom means doing what one likes, when he likes and where he likes. There can never be absolute freedom because whether we like it or not we must sleep, eat, drink, wash and dress. We are expected to live and behave in a certain way otherwise society will reject us. We can not live in isolation. We are slaves to necessities. Though we can not avoid these natural jobs, we can avoid work, which goes with them. We can get food and home and clothes from others. “We can make others do most of the work for us.”

The Government enforces slavery and calls it freedom. An ordinary man’s freedom is limited to choosing between one master and another. It is government-regulated slavery. We are supposed to govern ourselves with a vote.  But it does not change our status or reduce our work. We are fooled into believing that we are free.

There are two types of slavery. One, the natural slavery of man to Nature and two the unnatural slavery of man to man. Nature forces us to eat, sleep, drink and set up a family. This natural slavery is pleasant and essential. But the slavery of man to man is hateful to the spirit. No man is good enough to be another man’s master. It leads to the class war. For a peaceful and stable society abolition of slavery is essential. Everyone must do his share of work. The mater class, through its parliaments and schools and newspapers, prevents common people from realizing their slavery. When people grumble they are told that all their miseries are of their own doing because they have the vote to elect their government. They are told that the rich are taxed but not how much the poor have to work. Those who protest against such imposture is called evil people (anti-social elements). Everything is done to retain the slave order.

All this is meant to deceive the common people, the master class is also deluded. All are deceived by falsified history. Gentlemen are taught snobbery in their schools. A gentleman is taught that he is superior to others who should work for him. He believes that the system, which has put him in such a comfortable position is the best one and whatever it says is right. So the slavery to man is perpetuated methodically.

Aristotle held that the law and order and government would be impossible unless the persons (the people) have to obey beautifully dressed and decorated, speaking with special accent, travelling in special carriages, and not doing anything that can be done ordering some common man to do it. This means that they must be made very rich to produce an impression of god like superiority. So the master class is an artificial creation for convenience. In short, you must make men ignorant idolaters to make them obedient workers. The common people themselves do not vote for the members of their own class. When women were enfranchised they defeated the women who stood for workers and elected a titled lady of great wealth. This servility is the product of the manipulated education system.

Absolute freedom is impossible since we have to obey nature and work to earn a living. Even during our free time nature interferes. A man is at the mercy of his employer and the landlord. Yet a lot of freedom or leisure is not good either for man or for society in general. An idle man’s mind is devil’s workshop. If we have a lot of wealth we may loose both health and happiness. Some restriction is necessary for the health of society and some work is necessary for the health of human beings.

*****

The Two Trees – W. B. Yeats

William Butler Yeats is one of the major poets of the 20^th century. He has a multifaceted personality with varied interests. His contributions include poetry, dramas, essays on literary criticism and an autobiography. He was also known as mystic poet. The present poem 'Easter 1916' deals with an historical event of Irish Freedom Struggle. All the peasants of Ireland launched a movement of protest against the British rule exactly on the Easter Day (resurrection day of Lord Jesus Christ) in the year 1916. The freedom struggle was a long drawn battle of sacrifices. The sacrifice of the patriots is an awakening to the people of Ireland.

'Eater 1916' is partly biographical and partly historical. The poet says that he met the rebellious people at the close of the day. They were all belonging from various walks of life deemed to sacrifice for the sake of national interest. ' A terrible beauty is born'; the refrain of the poem helps the reader to imagine the change that occurred in his country. It was the result of the chain events of sacrifices, struggles, sufferings of men and women who dreamed for their free country from British Rule.

People of all walks of life participated in this protest indicates how the movement had taken itself into a mass movement, a saga of sacrifice, struggle and suffering. The poet takes some such examples to build up his theme of transformation. There was resistance within the society although the change is the rule of the nature.  The birth of the terrible beauty presupposes innumerable instances of untold miseries and sufferings of the patriots who loved their free country.

The Lady Officer who put to death by the British Government, the poet's friend Patric Pearse, Thomas Mac Donagh John Mac Bride and lots of other patriots were suffered greatly in the course of the freedom struggle. Many people strove hard to awaken their countrymen and fill in them a sense of pride and a craving for independence and freedom.

Long series of sacrifices brought about a change in the outlook and the mood of the people of Ireland. The revolution assumed momentum. The British parliament was forced to pass bill of Home Rule. The poet asserts that the sacrifices of the patriots would never go vain. They would be remembered for their precious services to the country. The poet's acknowledgment would also immortalise those great men and women who fought for the noble cause of freedom. By this poem, 'Easter 1916' the poet desires to immortalise all those great souls who sacrifice their lives for the sake of their country.

The Guide – R K Narayan

'The Guide' is the most popular novel from the pen of R. K. Narayan. It was published in 1958 and won the Sahitya Academy Award for 1960. It has also been filmed and the film has drawn house-full collections

It recounts the adventures of a railway guide, popularly known as ‘Railway Raju’.  As a tourist guide he is widely popular. It is this profession which brings him in contact with Marco and his beautiful wife, Nalini. While the husband is busy with his archaeological studies, Raju seduces his wife and had a good time with her. Ultimately Marco comes to know of her affair with Raju and goes away to Madars leaving Nalini behind. Nalini comes and stays with Raju in his one-roomed house. His mother tolerates her for some time, but when things become unbearable, she calls her brother and goes away with him leaving Raju to look after Nalini and the house.

Nalini is a born dancer, she practices regularly and soon Raju finds an opening of a dance performance for her with quite attractive changed name ‘Rosie’. In the very first appearance, she has a grand success. Soon she is very much on demand to perform dance shows and their income increase enormously. Raju starts to live lavishly, entertains a large number of friends with whom he drinks and gambles. All goes well till Raju forges Rosie’s signatures to obtain valuable jewellery lying with her husband’s possession. The act of forgery of one’s signature made him land in jail. Rosie leaves Raju and Malgudi and goes away to Madras, her home town. She goes on with her dancing performances and she does well without the help and management of Raju, of which he was so proud.

On release from jail, Raju takes shelter in an old deserted temple on the banks of a river Sarayu, a few miles away from Malgudi, and close to the village called Mangal. The simple villagers consider him to be a Mahatma and all begin to worship him. They bring him a lot of eatables as presents. Raju is quite comfortable and performs the role of a saint to perfection.

However, soon there is a severe drought, and the villagers expect Raju to perform some miracle to bring them rain. So he has to undertake a fast. The fast attracts much attention and people come to have darshan of the Mahatma from far and wide. On the twelfth day of the fast, Raju falls down exhausted just as there are signs of rain on the distant horizon. It is not certain if he actually dead or merely fainted. Thus the novel comes to an abrupt end on a note of ambiguity.

Raju can be considered as he Chief Protagonist of the novel ‘The Guide’ though he upholds insincerity and pain. As a professional guide to Malgudi’s surrounding historical places, he invented a new historical pasts for bored tourists, he seduced a married woman, drifted away from his old mother from his house and acquired a falsehood,  gambling and drinking alcohol and spend money lavishly for simple physical pleasures. He even tried to forge the signature of Rogie to get her valuable jewellery from her former husband Marco. This forgery case made him land in a jail and being abandoned by everyone.

* * * *

 

  

The Character of Ratan Rathor

THE APPRENTICE - ARUN JOSHI

# Write an essay on the character of Ratan Rator, the protagonist of the novel, ‘The Apprentice’

Ratan Rathor, the protagonist, who narrates the story of his life to a N.C.C. cadet who came to New Delhi to participate in the Republic Day parade. Ratan narrates his own story an episode after another episode ranging from his childhood to his apprenticeship as a shoeshiner on the steps of a temple as a sort of expiation (redemption) for his sins. The novel, ‘The Apprentice’ deals with Ratan Rathor’s adolescent innocence, his manly experience and his saintly expiation.

Ratan Rathor presents before us a background of his childhood life both before and after the death of his father. Ratna has been an eye-witness to the sight of his father lying dead, who was brutally killed by a British Sergeant while he was leading a procession protesting against British Rule in India. Ratan Rathor, with the background of his middle class family, is torn between the world of his father’s idealism and his mother’s pragmatism. On one hand his father, an ardent patriot, gives up his lucrative practice as a lawyer to politics at Gandhi’s call. Up holding moral values he donates everything to the national cause without thinking of his family’s difficulties. On other hand his mother, who was disillusioned about the sacrifices made by the patriots during the freedom struggle. A woman suffering all the time physically, mentally, and economically may become almost cynical about money as it is the only means needed to make a man’s life happy in this world.

As a student Ratan Rathor also had ideals like his father and hoped that free India will bring new light to the citizens of the Republic. But, after the achievement of Independence all his hopes for better India have shattered.  He thought that the politicians of free India are worse substitutes for the alien Englishmen. This problem becomes so nagging that Ratan Rathor compelled to think that it has simply given us New Slavery: “yes a new slavery with new masters; politicians, officials, the rich, the old and new. Swindlers in fancy cars.”

When Ratan Rathor comes to Delhi, ‘a city of opportunities’, after his graduation in search of a job for his livelihood, he is disillusioned with stark realities of the present system. In his search for employment he realizes that the posts advertised are already filled in some manner. Even his father’s friends could not come to his aid for finding job for him. During his stay in Delhi he gets shelter in a sarai (inn) beside a masque where several others also occupy the same room with him. A stenographer living at the same inn, manages a temporary job for him in a Government office, dealing with war purchases.   

Thus Ratan Rathor begins his life as an apprentice clerk. Ratan Rathor keeps his eye upon his career despised by his father as bourgeois filth. He leaves the inn as soon as he gets the job to settle somewhere and tries to keep himself away even from the stenographer who had been instrumental in securing a job for him. He works hard to please his superintendent. In very short time of six months, on the recommendation of the superintendent, he gets confirmation in the service on his assurance that he would marry the superintendent’s niece. Henceforth he never looks back and on the superintendent’s retirement he gets this most coveted post which brings him every comfort in his life. With the accumulation of riches, Ratan rather gets engulfed in the vices associated with wealth such as taste for wine and women. In Bombay he once gets engrossed in ‘fantasies of pleasure.’

There is nothing unethical about the fact that the son of the freedom fighter runs after a bureaucratic career. But it is highly illegal, unethical and unscrupulous that he should get corrupt and act against the national interest. During the time of the nation’s adversity, he is not only one to gain prosperity by clearing sub-standard war materials supplied by the Sheikh Himmat Singh, being used in Indo-China war without caring for the lives of innocent people. The gravity of the offence committed by Ratan Rathor is surely more intense than the solution of polishing the shoes in front of the temple. Ratan rather forms a view that a successful career cannot be achieved through diligence and sincerity, but be realized through flattery and cunning. So he deceives his very close friend by giving a false statement without admitting his crime. Ultimately, the Brigadier commits suicide. Similarly, Ratan plays havoc with many who are sacrificing their lives for the nation’s cause. Ratan deceives Himmat Singh, a contractor holding him responsible for the supply of defective materials, but the words of Himmat Singh exposing the character of Ratan Rathor are soul-searching when he comments: “You are bogus, Ratan Rathor….from to bottom. Your work, your religion, your friendship, your honour nothing but a pile of dung”.

* * * * *

THE APPRENTICE – ARUN JOSHI

# Write the theme of the novel ‘The Apprentice’.

Ratan Rathor, the protagonist and also narrator of the story in the novel ‘The Apprentice’, who recounts the story of his own life in an episodic and reflective manner. He is initially an idealist like his father whose martyrdom gave him a strong impression on idealism and moral values but later he sacrificed his idealism and moral values in the face of the harsh, frustrating realities of bourgeois (middle class) existence.

It may be argued that ‘The Apprentice’ is predominantly about money, power, politics and corruption. The novel basically deals with how the New Slavery has come into existence after independence with new masters: politicians, officials (bureaucrats) and the rich.  At the outset the narration of the story in the novel is directly aims at exposing social degradation and political corruption of post-independent India. It is also be argued that the novel deals with the problem of character building, since Ratan Rathor the young idealist authored an essay ‘on the crisis of character’ to his college magazine which won the first prize for the year.  

Ratan Rathor has seen two pictures of India: the colonial India that produced a nation of clerks, the pillars of British Raj, and the post-independent India, which, in spite of fervent patriotism, ancient heritage, and Gandhian moral enthusiasm, is still overwhelmed by the British colonial tradition, which emphasis the spirit of docility and obedience as values that makes the middle-class so blindly follow its masters. The unique class of clerks is ironically portrayed by Joshi in his novel ‘The Apprentice’ as a class of emaciated men whose ambition does not extend beyond the constricting goals of clerkship, career-hunting, matrimonial game-planning and other highly charged ritualistic games involving status and money.

It was in the India of the 1940s and 1950s; Ratan Rathor first finds himself confronting with two worlds: one, the world of his father that is the world of idealism, patriotism, social and moral concern and the other is crippled world of bourgeois filth. No doubt poverty is a fertile soil for breeding crime, but it is seen in both the rich and the bourgeoisie of the pre-independence and the post-independence periods, who will do anything to gratify their indulgent lust for money. Joshi’s astute analysis of crumbling values of the bourgeoisie and its complete absence of ethical values and concerns in the name of aristocracy reveals the nature of the moral and psychological conflict among the people like Rathan Rathor, who has come from bourgeois class of society. Ironically, Ratan Rathor’s mother, a tuberculosis patient, is a staunch realist who knows fully about the practical value of money states categorically that without money life and all its idealism are totally meaningless. Rathor’s mother warned her husband not to give up his Law-practice for the sake of the falsetto idealism of Mahatma Gandhi. Following her husband’s sacrificial death, she is more convinced about the value of money. 

The self-destructive confusion and moral ambivalence of Ratan Rathor, which finally make him succumb to the mounting temptation of accepting tainted money by sacrificing his patriotism and honour, result from the spineless structure of bourgeois morality. By accepting the bribe from Himmat Singh, he has risked the lives of thousands of patriotic soldiers who fought with the enemy with inferior weapons. Ironically, when it comes to rationalization –— one of the last resorts of a criminal like our hero –— Ratan Rathor is frantically obsessed more by his honour than by the severity and magnitude of his crime. 

 

Ratan Rathor is guilty of accepting a bribe would characterize as compound fraud, the sin against community. His bribery and fraud threatened his honour for which he determined to take revenge from Himmat Singh, and then from the Secretary who hatched a conspiracy of supplying defective weapons to the army and also responsible for the committing suicide of his childhood friend Brigadier. Ratan Rathor did not opt for death like his Brigadier friend for his guilt of accepting bribe but expiate his guilt in more Gandhian way than Vedantic way:

“Each morning, before I go to work, I come here. I sit on the steps of the temple and while they pray I wipe the shoes of the congregation. Then, when they are gone, I stand in the doorway. I never enter the temple. I am not concerned with what goes on in there. I stand at the doorstep and I fold my hands, my hands smelling of leather and I say things. Be good, I tell myself. Be good. Be decent. Be of use. Then, I beg forgiveness. Of a large host: my father, my mother, the brigadier, the unknown dead of the war, of those whom I harmed, with deliberation and with cunning, of all those who have been the victims of my cleverness, those whom I could have helped and did not.

After this I get into my car and go to office. And during the day whenever I find myself getting to be clever, lazy, vain, indifferent, I put up my hands to my face and there is the smell of hundred feet that must at that moment be toiling somewhere and I am put in my place.”

Thus Ratan Rathor’s search for spiritual identity includes his concern for humanity. Ratan Rathor is freed from the fear of a possible judgement of society, but he remains bound to his own moral conscience in a voluntary attempt to redeem himself from the sin he had committed. However, in the process of discovery of self, there are magical moments when the individual sees congruence between social morality and individual consciousness.

* * * * *

Dialogue Writing and Practice

Model Exercise

Read the following dialogue.

Mother    :               Are you ready, Uma?

Uma        :               Yes, I’m.

Mother    :               Have you taken the library books?

Uma        :               Yes, I’ve. What is there for breakfast, Mum?

Mother    :               Idli and chutney. Don’t you like it?

Uma        :               I love it. What’s there for lunch?

Mother    :               Can you guess? What did you want?

Uma        :               Oh! Now I guess. How do you find time for all this? So sweet of you.

Exercise – 1

Ganga wished Arun good morning and enquired of his well being. Arun said that he was fine and thanked her for the enquiry. Ganga then said that it was along time since they had met and added that she thought they had not met since he joined the Bangalore University. She then asked him how he liked his new set up. Arun replied that he liked the campus very much and added that the faculty was very competent and that all facilities for academic growth were available there. Ganga further wanted to know the duration of his course. He said it was four semesters in two years. Then he suggested that she make a trip to Bangalore. She exclaimed that it was a fine Idea. Arun asked her whether she would bring her brother also and added that he would love the city. Ganga apologised and said he wouldn’t be able to go since he was leaving for U.K. the next day. Arun was surprised to hear that. Then he invited Ganga home to tea that evening. She agreed and thanked him for the invitation. Then they bade farewell to each other.

Read the following conversation.

Ganga     :               Hi Arun! Good morning! How are you?

Arun       :               I’m fine. Thank you.

Ganga     :               It’s a long time since we met. I think we haven’t met since you joined the

                                Bangalore University. How do you like your new set up?

Arun       :               I like the campus very much. The faculty is very competent and all facilities for

                                academic growth are available there.

Ganga     :               What’s the duration of your course?

Arun       :               Four semesters in two years. Why don’t you make a trip to Bangalore?

Ganga     :               What a fine idea!

Arun       :               Will you bring your brother also? He’ll love the city.

Ganga     :               I’m sorry. He won’t be able to come. He’s leaving for U.K. tomorrow.

Arun       :               Is it so? By the way, will you please come home this evening for tea?

Ganga     :               Thank You. I’ll surely come. Bye.

Arun       :               Bye bye.

Exercise – 2

Write the report for the following dialogue.

Balu         :               My friends are coming home in the evening. Will you also come?

I               :               I’m tired. I don’t think I will be able to.

Balu         :               I’ve told them you’ll be there.

I               :               You inform me of their next visit. I’ll definitely be there.

Balu told me that his friends were coming home in the evening. He asked me whether I would also go. I replied that I was tired and expressed my inability to go. Balu said that he had told them that I would be there. Then I requested him to inform me of their next visit and assured him that I would definitely be there.

Exercise – 3

Read the following passage and write dialogue.

Ann asked Reena whether she had had her dinner. Reena replied that she had had it just a while ago and added that her tummy was full. Then Ann commented that in that case she could eat the chocolate she had brought for Reena. Reena immediately responded in the negative and said that there is always room for chocolates.

Ann        :               Did you have your dinner?

Reena     :               Yes, just a while ago and my tummy is full.

Ann        :               So, can I eat the chocolate I’ve brought for you?

Reena     :               Oh no, there’s always room for chocolates.

Exercise – 4

Read the following dialogue and a report to it.

Vishnu    :               What’s happening here?

Renu       :               It’s my birthday.

Vishnu    :               Whom have you invited?

Renu       :               All my friends.

Vishnu    :               How can this hall accommodate all your friends?

Renu       :               I’ve only a few friends.

Vishnu asked Renu what was happening there. She replied that it was her birthday. Then Vishnu asked whom she had invited. She said that she had invited all her friends. He wondered how that hall could accommodate all her friends to which she replied that she had only a few friends.

Exercise –5 

Ramesh wished Raja good morning and he too wished him back and then said that he thought they had not met each other before. Ramesh confirmed it and then introduced himself as a tourist from abroad and journalist by profession. Raja politely asked him what he could do for him. Ramesh replied that he had heard that Raja’s school had been selected as a model and congratulated for that. Raja thanked him. Ramesh requested Raja to answer some of the questions as he is going to write an article on the school. Raja agreed to co-operate. Then Ramesh asked him how he maintained discipline there. He wanted to know whether he was very strict with the boys.  Raja replied in the negative. Then Ramesh asked him whether he allowed the boys to smoke and drink. Raja emphatically denied it. Then he asked him whether they went for films. He answered that they went for films once in a while. Then Ramesh exclaimed that it was a very rigid system. Raja responded that you/one cannot have discipline in an institution for young boys, unless you are/ one is a bit rigid.

Ramesh   :               Good morning. Mr. Raja.

Raja        :               Good morning. I think we haven’t met each other before.

Ramesh  :               No, We haven’t. I’m Ramesh a tourist from abroad and a journalist by profession.

Raja        :               What can I do for you?

Ramesh   :               I heard that your school has been selected as a model. Congratulations!

Raja        :               Thank you.

Ramesh   :               I’d like to write an article about your school. Would you please answer a few

                                questions about your students?

Raja        :               Certainly, with pleasure.

Ramesh   :               How do you maintain discipline here? Are you very strict with the boys?

Raja        :               No, not very.

Ramesh   :               Do you allow the boys to smoke and drink?

Raja        :               Definitely not.

Ramesh   :               Do they go for films?

Raja        :               Only once in a while.

Ramesh   :              What a rigid in a system!

Raja        :              You cannot have discipline in an institution for young boys, unless you are a bit                                     rigid.

Exercise – 6

Read the following passage and a dialogue.

Rishi requested Arjun to lend him his pen. Arjun refused to so and said that he had only one pen with him. Then Rita said that she had a spare pen, which she would lend him. Rishi thanked her and promised to buy her a chocolate that evening.

Rishi       :               Arjun, will you please lend me your pen?

Arjun      :               No, I’ve only one pen with me.

Rita         :               I have a spare pen, which I’ll lend you.

Rishi       :               Thank you Rita. I’ll buy you a chocolate this evening.

In a restaurant

Rani        :               Can you please serve some more salad?

Bearer     :               Yes, madam. Anything else?

Rani        :               No, thanks. Please get me a cup of vanilla ice cream in a parcel.

Bearer     :               O.K., ma’am.

In the class room

Kumar    :               Could you please lend me a pen? Mine doesn’t write.

Ravi        :               Sorry, I don’t have one to spare.

Kumar    :               May be you’ve a pencil?

Ravi        :               Sorry, I don’t have a pencil either.

Requesting a friend to go with you to the town

Rani        :               Anu, are you free this evening? Can you please come with me to the town?

Anu        :               Yeah, sure. I’m free this evening.

Rani        :               Can you take me to the Gems? I don’t know the way.

Anu        :               Certainly. What time shall we go?

Rani        :               Let’s go at five.

At the post-office to a strange

Jacob                      :               Excuse me. Could I borrow your pen for a minute, please?

Stranger                  :               Certainly. Here it is.

Jacob                      :               Thank you.

Over the telephone

Receptionist          :      Good morning. Paradise Towers International.

Anurag                  :      Good morning. May I speak to Mr. Keshava murthy of room number 12,

                                     please?

Receptionist          :      May know who is calling, please?

Anurag                  :      I am Anurag Pande from Choice Towers.

Receptionist          :      Please hold on for a moment, sir. Let me see if he’s available… 

                                     Please speak on, sir. Mr. Keshava murthy is on the line.

Requesting your Principal to forward your application

Savithri  :               Good morning, Sir.

Principal:                Good morning.

Savithri  :               Sir, I’m applying for the Nehru Fellowship for higher studies. Would you kindly

                               forward my application.

Principal:                Very good. Please give it in the Office. I’ll forward it. I wish that you’d get it.
                               All the best.

Savithri  :               Thank you, sir.

Inviting a reputed writer

Arjun      :               Sir, We’re planning to organize a workshop on the effects of criticism on young                                   writers.

Writer     :               That’s a good idea. But what can I do for you?

Arjun      :               We’d be delighted if you could spare some time for us and address the students.

                                It’s for two days, the 10^th and 11^th of January.

Writer     :               All right. You just send me the details.

Arjun      :               I’ll do so. Thank you very much, sir.

Invitation declined by the District Collector.

Shekar    :               Good morning, Sir. I’m Shekar, Chairman of the College Students’ union of

                                Kottureshwara College.

Collector:               Good morning. Shekar, please sit down.

Shekar    :             Thank you, sir. I’ve come to invite you to inaugurate our College Day celebrations.

Collector:              When is it?

Shekar    :               Any day between 12^th and 16^th of February, according to your convenience.

Collector:              Sorry, Shekar. I’ll be in Delhi that week to attend a conference.
                              However, thank you very much for the invitation, and wish you all the best.

Congratulating one’s son for winning a championship

Nikhil      :               Dad, I’ve won the championship in athletics. Here’s the cup.

Dad         :               Well done my boy! You deserve it. Hearty congratulations!

Nikhil      :               Thank you, dad. There was stuff competition.

Dad         :               You’ve had good practice. Hard work always pays. But I must remind you not to

                                neglect your studies.

Nikhil      :               Don’t worry, dad. My rank is quite high in the proficiency list.

Dad         :               Congratulations, My son! I’m really proud of you.

Exercise – 6

Both Father and daughter went to Post Office and met the postmaster.

Shankarappa         :         Good morning sir, I’m Shankarappa, she is my daughter Rama.

Postmaster            :          Good morning, Oh! Shankarappa, for a long time you have come to the

                                         Post office. What can I do for you?

Shankarappa         :          There must be a parcel from Mumbai on her name. Is there any such

                                         arrival, sir?

Postmaster            :          Oh! That parcel of books has been delivered to you? We did not know

                                         Whose parcel was that because the address was insufficient.

Sankarappa           :          What is wrong with it, sir.

Postmaster            :          There was only Rama’s name in the address. And there was no name of

                                         you. How can we find out the addressee? There must be the name of the

                                         family’s head in the address.

Sahnkarappa         :          Wrongly written in Urgency, Excuse me, sir.

Postmaster            :          All right, I’ve known you, and there is no difficulty in delivering the

                                         parcel. (towards his assistant) Raja, could you bring that parcel in the name

                                         of Rama, which was kept undelivered for a long time.

Raja                      :          Yes, sir. (he brings and gives it to him)

Postmaster            :          Mr. Shankarappa could you please put the signature here on this form.

Shankarappa         :          Ok. sir.

Postmaster            :          Rama, could you please lend me your book to read at once?

Rama                     :          Yes, sir. I will give this book after my reading. (Postmaster laughs at her

                                          words)

Shankarappa         :           Thank you, sir. We have been benefited by you. We will see you latter,

                                          Sir. (goes out)

DIALOGUE PRACTICE

Murali:                   Hi! Manoj, what brings to this office again?

Manoj:                   I’ve come for my service certificate.

Murali:                   How long did you work here?

Manoj:                   I joined here at the age of 20 and left at the age of 23. That means 3 years. 
                              To be exact it is a little over three years.

Murali:                   Murthy has also left us, isn’t he (is he not) the same age as you?

Manoj:                   No, I am 23 now. And he is above 24. He is at least a year older than I. What                                        about you?

Murali:                   I am under twenty-one. I am slightly, that is, just a few months over 20.

Introducing self and others

Raghav:                 Excuse me, can I sit here please?

Sudhir:                   Yes, please.

Raghav:                 Thank you, Hello, I am Raghav Rai.

Sudhir:                   I’m Sudhir Sen.

Raghav:                 What do you do Mr. Sen.

Sudhir:                   I’m a salesman in Mega Electricals. What about you?

Raghav:                 I’m an accountant in the Bank of India.

Sudhir:                   Where are you from?

Raghav:                 I’m from Mumbai. But now I settled in Bangalore. And You?

Sudhir:                   I am from Bangalore Itself.

Raghav:                 My stop has come. O.K. Bye, Sudhir.

Raghav:                 Bye.

After a few days when two families are meeting

Sudhir:                   Hello Raghav, How are you?

Raghav:                 Fine, thank you. And you?

Sudhir:                   Fine, here, Meet my wife Meeta, my son Mohit, and my daughter Neha.

Raghav:                 Hello Mrs Sen, hello children. My wife Shefali and my daughter Soma.

Sudhir:                   Hello Mrs Rai.

Meeta:                    (to shafali) Hello, nice meeting you.

Shafali:                   Nice meeting you too.

Meeta:                    Do you work, Shefali?

Shafali:                   No, I’m a housewife. What about you?

Meeta:                    I teach in a school.

Shafali:                   Which school?

Meeta:                    Nehru Public School.

Shafali:                   Where is that?

Meeta:                    In mission road.

Shafali:                   In V.V. Puram. Please drop in sometime.

Meeta:                    Sure, you too.

Mother and son

Mother:                  Get up Rishal, It’s five o’clock.

Rishal:                    It’s too early, mom.

Mother:                  You have your science exam today. Get up and revise your course.

Rishal:                    O.K. Mom, I will get up in two minutes.

Mother:                  Hurry up and wash your face. Meanwhile, I’ll get milk for you.

Rishal:                    O.K. mom.

Mother:                  Did you take out your clothes last night, Rishal?

Rishal:                    Yes, I did.

Mother:                  And your shoes? Did you polish them?

Rishal:                    No, I forgot to polish the shoes, I’ll do it now.

Mother:                  Do that later. First finish your revision.

Rishal:                    O.K. mom.

Mother:                  Haven’t you finished yet, Rishal?

Rishal:                    Yes, I have.

Mother:                  Have you revised everything well?

Rishal:                    Yes, mom. I have revised everything well.

Mother:                  are sure of writing your exam well?

Rishal:                    yes, mom

Mother:                  O K, my child, I wish you the best of everything.