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hrk4 · 5 years ago

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My Sanskrit Story

I am an ardent student of Sanskrit.

Over the past few years, I’ve been learning Sanskrit in a slow, schizophrenic manner – a few weeks of frenetic study of grammar and literature with long months of lackadaisical, lukewarm engagement with the language, mostly through ‘study circles’ (we’ll come to this later) that I’m a part of. But I have kept at it constantly and never regretted it once.

My earliest exposure to Sanskrit was perhaps at the age of two. Born and raised in a typical Hindu middle-class family, I was taught simple shlokas and stotras. My father took me to Cubbon Park or Ulsoor Lake on Sunday mornings and on the way he would teach me verses from the Mukunda-mala (a poetical work composed by Kulashekhara azhvar, a ninth century king and poet-saint). My grandmother taught me the Krishna-ashtakam (usually during power-cuts) and my mother taught me verses from the Venkatesha-suprabhatam. At age three or four, I became a sort of ‘installation art’ at weddings where elders gathered around me, coaxing me to recite verses from the Mukunda-mala. (But of course, getting children to recite verses is not uncommon in our families. Many of you might have experienced this in your childhood.)

That was it, pretty much: Some stray verses committed to memory and the strong notion that Sanskrit was a great language. In spite of my rejection of orthodox theism, rituals, and outdated religious/superstitious practices during my rebellious adolescent years, strangely, I never lost respect for Sanskrit.

Most of my cousins studied Sanskrit in school but I didn’t have that good fortune. I wanted to learn the language but I didn’t know where to start; for years it remained a pipe dream.

By sheer chance, I got involved in co-writing a translation of the Bhagavad-Gita with Dr. Koti Sreekrishna in 2006. At that time, I didn’t know any Sanskrit. My role was to review and edit the English; after Dr. Sreekrishna produced a rough translation, I would work towards presenting the verses in the simplest way possible. By the time we published the book five years later, I had learnt a few words here and there, particularly when we discussed the meaning of difficult verses.

In early 2011, when the manuscript of our Gita translation was being sent to reviewers, someone suggested that I get the opinion of the renowned scholar, poet, and polymath Shatavadhani Dr. R Ganesh. Until then I hardly knew anything about him. When I phoned him, he spoke in an encouraging manner and I felt like I was speaking with a family elder rather than a celebrity-scholar. He graciously reviewed the manuscript and gave his feedback. I casually mentioned to him about my interest to learn Sanskrit and my helplessness at not knowing where to start. Not only did he give me general guidance but he also taught me some of the basics of Sanskrit grammar like noun forms, verb forms, sandhi, and samasa. More importantly, he taught me the real value of learning Sanskrit in today’s world.

The rest of this piece comprises what I’ve learnt from Dr. Ganesh about the study of Sanskrit coupled with my personal experiences. It might be of value to those interested in learning the language.

Why Study Sanskrit?

Given that learning Sanskrit—or any language for that matter—consumes considerable time and effort (and some money), it’s a good idea to think for a moment if it’s actually worth it. Now, the worthiness can be decided only by one’s intentions – Why do I want to study Sanskrit?

In my case, I love learning languages when the opportunity presents itself. The process of learning itself is a great deal of fun for linguaphiles like me. So if you are a language-lover, there’s no need to think any further. Go and learn Sanskrit!

There is a widespread notion that Sanskrit is a sacred language meant solely for rituals and that its literature is entirely ‘spiritual stuff.’ So if you’re someone who likes that sort of thing – tradition, philosophy, scriptures, and so forth – you might be thinking of learning the language. The good news is that you probably don’t need to learn Sanskrit.

If you are just interested in the Vedas and want to connect with the tradition better, you could consider learning Vedic recitation, which is definitely easier than learning Sanskrit. In addition, you can read a book or two on the philosophy of the Vedas or listen to lectures on the topic by scholars like Dr. Ganesh. Even those of you who are interested in philosophy can get by reading reliable translations of the Upanishads and Bhagavad-gita as well as general works on Indian philosophy by scholars like Prof. M Hiriyanna.

There is a feeling among the culturally inclined nationalists that it is our duty to preserve Indian heritage and showcase the glory of India’s past. Triggered by this missionary zeal, some people might wish to learn Sanskrit. This often leads to a narrow interest in hunting for science in ancient India, or in the study of traditional works of polity, economics, architecture, law, or other secular subjects. Again, the good news is that you don’t have to learn Sanskrit to accomplish this.

You can always look into reliable translations of works like Artha-shastra, Manu-smriti, Surya-siddhanta, or Brihat-samhita. You can also peruse through books on Indian history, ancient Indian mathematics, temple architecture, and so on. You could even take up the study of a serious treatise like P V Kane’s History of Dharmashastra. That will satiate your thirst to a large extent.

When something can be effectively translated from one language into another—particularly when the objective is to provide information or teach certain concepts—then there’s hardly a case for learning the source language. If I can give you the exact translation of a verse from the Gita and you understand it without any transmission losses, then why do you have to spend ten years of your life learning Sanskrit?

But there are things that simply can’t be translated. Jokes, for instance, are untranslatable when they employ puns or have strong cultural references. The same goes for poetry, where the structure and the substance are closely intertwined. So if you’re interested to explore the vast landscape of Sanskrit literature—Kalidasa’s masterpieces; the two great Epics (Ramayana and Mahabharata); Bana’s Kadambari; Shudraka’s Mricchakatika; Bharavi’s Kiratarjuniya; Vishakadatta’s Mudra-rakshasa; and many other poems, plays, and prose compositions—it is worthwhile taking steps to learn Sanskrit. Stories about gods and goddesses, romantic escapades, nature descriptions, episodes from the Epics, idiosyncrasies of public life, the history of a kingdom, tales of commoners – all this and more can entertain and enrich several lifetimes.

In addition to being a wonderful treasure trove of literature, Sanskrit is also a window to our past. Therefore, any serious student of Indian history, archaeology, sociology, culture, sculpture, philosophy, and so forth will benefit immensely if s/he learns Sanskrit. Here I wish to make a distinction between one who is interested in Indian history or philosophy or culture and a full-time student of these subjects (like a BA or MA student). Those who are merely interested to know more about a certain era in Indian history can read a book by R C Majumdar or Jadunath Sarkar and be fulfilled. But for students of history, the knowledge of Sanskrit will enable them to read inscriptions, contemporary literary works, and so on, which will prove invaluable for their careers.

However, if you’re looking to improve your knowledge of physics, become better at technology, get a promotion at work, or win an election, you will benefit from doing other things than learning Sanskrit.

Is Sanskrit Difficult?

A good way to learn a language is like how we all learnt our mother tongues – by listening and repeating, then slowly moving towards understanding and speaking, and then eventually starting to read and write. If you wish to learn Russian, Spanish, or Japanese, this approach works well. But Sanskrit is not a widely spoken language. And our motivation to learn Sanskrit is not so much trying to communicate with other people as it is to read and savour ancient (and modern) literature.

Although there are a number of people who fluently speak in Sanskrit, it is almost impossible to find a person who knows only Sanskrit and no other language. It’s therefore obvious that you don’t need Sanskrit to communicate with others; you can get by speaking Kannada or Tamil or English. (On the other hand, if you’re visiting the UK and can’t speak a word of English, you’re going to be in trouble!)

To learn Sanskrit, you might have to choose an approach that’s different from what’s popularly known as ‘immersion’ in language-learning circles.

There are some people who think that Sanskrit is extremely difficult and wonder if they can approach it at all. In fact, those who are familiar with one or more Indian languages already have the basic equipment to understand Sanskrit. The nuts and bolts of the grammar can give you sleepless nights but it’s probably not as hard as you think.

At the other end of the spectrum, there are people who think that attending a ten-day Sambhashana course or reading a ‘Learn Sanskrit in 30 Days’ book can give you mastery over Sanskrit. That’s a dangerous notion to harbour if you really want to learn the language.

So, the one line answer is that if you’re interested and pursue it sincerely, it’ll get easier along the way, and more importantly, the journey will be great fun after the initial fumbling about.

Learning Sanskrit

Where do I start?

The answer, surprisingly, is: anywhere. Just start. Sanskrit is an ocean and where does one begin to swim in an ocean? Somewhere. Put your feet in the water, slowly get inside, get used to the cold, and before you realize it, you’re already kicking your legs and having a good time.

And that’s what I did: just started at some point.

I would read a verse from the Gita and then read the English translation. I had learnt Kannada and Hindi at school and as a result, many of the words were familiar to me. Reading the translation after reading the original Sanskrit verse exposed me to new words. I committed verses to memory and later replayed them in my mind, trying to check if I remembered the meaning completely.

That said, the most suitable works to start off learning Sanskrit are lucid compositions like the Ramayana or the Pancha-tantra. Get hold of a reliable translation of one of these works (preferably in an Indian language); start by reciting the original Sanskrit verse or prose passage a couple times, then read through the translation, and go back to reading the Sanskrit – this way you slowly make connections between the words and their meanings. Instead of diving into the technicalities of grammar straightaway, spending time with literature will help you experience the beauty of the language.

Three to six months after commencing the study of a Sanskrit work, you can start learning up some grammar – by reading good books, watching online tutorials, or learning from a teacher.

I’m extremely fortunate that Dr. Ganesh taught me the basics of Sanskrit grammar. That set me off on a winding path of reading different aspects of grammar and trying to wrap my head around them. This continues even today. The more I hunt for rules, more the exceptions I find. My advice: Keep aside logic while learning basics. In the initial stages, don’t ask questions; simply accept things as they are. It just makes life easier. Over time, you’ll develop an intuition for the correct form of a word.

All said and done, it’s easy to start but difficult to keep going. What’s the solution for sustained study?

In my experience, learning a language requires both self-motivation and external agency. Unless one is driven from within, no amount of external push will be fruitful; when self-motivation is present, external agency becomes invaluable. For instance, Sanskrit is taught in schools and colleges – this is a push from outside (i.e., external agency). But only those with self-motivation learn the language well and continue reading literature long after they have graduated.

When I met Dr. Ganesh in 2011, he told me about a fortnightly ‘study circle’ he was conducting and extended an invitation to me. I had never heard the term before so I asked him what that was. A group of friends would catch up every other Saturday and read the Raghu-vamsham of Kalidasa.

I started attending the study circle. This went on for close to a year and I learnt a great deal. Owing to various reasons I became irregular in attending the sessions and after I shifted to another end of the city, I practically stopped going. During the years 2013–16, I moved around quite a bit and finally I shifted to Malleswaram in November 2016.

There came an inflection point in my Sanskrit study in 2017. Around that time, my good friend Raghavendra G S had started his PhD program in IISc. and my house happened to be a sort of midpoint between the metro station and his lab. One day I casually suggested that we should meet once a week and read a Sanskrit work together. He readily agreed and we started reading the Krishna-karna-amritam (a poetical work by Lilashuka). By the time we finished reading the text in early 2018, a few other friends showed interest in coming together to form a study circle. And so, in April 2018 we formed our Sanskrit study circle and have continued ever since. I also got the opportunity to join a few other study circles and this ensured that my Sanskrit study is ever fresh; over the past three years, not a week has gone by without a few hours of Sanskrit reading (unless I was travelling or unwell).

So if you want to learn Sanskrit, try to find even one other like-minded friend and get started. Even better if you can find more friends – especially those who know more Sanskrit than you. The ideal is a group of four to six, meeting once a week, for about an hour or ninety minutes. (You can meet in person or online – it shouldn’t make too much of a difference.) There are ample online resources and translations available for various Sanskrit works. Start reading a work together. Take turns to read the verses aloud. (Even when you’re reading Sanskrit by yourself, it’s useful to read aloud). Then look at the translation. Discuss. Read the original verse again. Then move forward. In the first few sessions, you may read just three or four verses in an hour but as you go forward, your speed will drastically improve and you’ll start getting comfortable. After a while, refer to the translations only after you’ve made an attempt to understand the original. This will slowly push you to rely on your memory and learning.

And once in a while, when there’s an opportunity to meet during a long weekend, you can take a short poetical work like Niti-shataka or Kali-vidambana and read the whole thing in one marathon session.

There are many possibilities with study circles. In fact, it can prove to be the mysterious ingredient to accelerate your learning. That’s been the case with me for sure. I’ve still got a long way to go before I can say that I’ve learnt Sanskrit but the journey itself has been incredible so far. Dr. Ganesh and friends have been largely responsible for what little Sanskrit I know. And for that I’m ever grateful.

Hari Ravikumar August 2020

Thanks to my friends Pratap Simha (for getting me to write this piece), Arjun Bharadwaj (for his valuable inputs), and Sudheer Krishnaswami (for his review and feedback).

#Sanskrit #Language learning

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wardoftheedgeloaves · 6 years ago

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@missalsfromiram:

This is a great discussion. I’d actually assumed there was something to McWhorter’s theory of massive adult acquisition - after all, look at creoles, which originated in contexts with truly massive adult acquisition. But it is true that there are a lot of counterexamples, especially in North America.

There are two contrasting points about North America - moreso than the fact that some American groups had empires, it was also a very common custom in much of North America for a given nation/people to adopt and integrate slaves or captives from other communities into their own people - and, later on, escaped African slaves and defectors from European colonies. That would seem to imply a large amount of adult acquisition.

However, wrt the idea of indigenous and modern polyglossia: In the Lower Fungom region of Cameroon (as in much of Africa) multilingualism is a normal part of life, with people acquiring the languages of neighboring villages starting in childhood and continuing throughout adult life. This is very different from the McWhorterian idea of massive adult acquisition as a sudden, (metaphorically or literally) traumatic event where a population is suddenly exposed to the language of a conqueror or of their captors. If much of North America had a Lower-Fungom-type pattern of multilingualism, adult slaves and captives adopted by (say) the Iroquois may have already had some level of competence in an Iroquoian language, thus averting the effects of sudden adult acquisition that we’re assuming took place with, say, the Norse settlements in England or the development of creoles.

And yes, my original point was simply that, although sound change on its own does tend to obscure and destroy morphological structures, morphonological restructuring and analogy, and grammaticalization of new morphology, are both just as natural and inexorable as the eventual loss of older structures.

(previous discussion clipped again)

I was wondering “wait, isn’t most of Cameroon part of the Bantu dialect continuum?” but nope; all of them are “Bantoid”, but they aren’t particularly close and their genealogy has not been worked out other than to know that they don’t really form anything resembling a close-knit group. A lot of West Africa west of, like, the Cameroon-Nigeria border is pretty low on the inflectional morphology metric (like Yoruba), but Bantu’s definitely not. The only language on that list that I’d heard of is Fang, which is Bantu and so I presume has all the classic Bantu features like grammatical tone, applicatives, polypersonal marking and a couple dozen noun classes; I don’t know about the others.

That sort of “modern polyglossia” is fairly common in India as well, if I recall correctly, though Kupwar at least speaks to quite a bit of unusual contact stuff going on; maybe Lower Fungom Fang has ended up like Kupwar Kannada and looks exactly like its neighbors except for the lexicon.

Back in Eurasia, we know that parts of Yorkshire still spoke Norse for a pretty long while, and it wasn’t that traumatic as I recall. The real case study here would not be what happened to English north of the Danelaw but what happened to Norse, which was the language of a group of mostly adult male invaders who conquered and intermarried with the locals--in that respect it is Norse that resembles Latin in Gaul and Spain, Prakrit in India and Greek (and, later, Arabic) in Egypt. But English won out in northern England, whereas Celtiberian, Coptic and the lost Dravidian languages of northern India didn’t. It’s also not that difficult to learn Old Norse if your native language is Old English; IIRC it’s believed they were mutually intelligible, which was not true even of Latin and Gaulish and definitely wasn’t true of Greek and Coptic.

(there were Norse-speaking and English-speaking villages side-by-side in the early Middle Ages; presumably their kids would have been playmates and have grown up essentially bilingual.)

And how much evidence was there that the Roman conquest of Gaul necessitated a bunch of adult Gauls learning Latin? Gaul was sparsely populated and mostly run as a tax farm for rich Romans at first. If you’re a farmer living in a small Gaulish village, you don’t need to know Latin at first; your interaction with Romans will mostly be to pay them taxes, and you’re not marrying them, though your kids may. I’m guessing the initial development of French (and Vulgar Latin more generally) was mediated by people who grew up between the Roman and Gaulish worlds.

(and then shouldn’t we expect Italian to be significantly more conservative than French or Portuguese? It is in phonology and lexicon, to an extent, but the most grammatically conservative Romance language is...Romanian*, and Dacia was conquered relatively late. Of course, Dacia was also isolated, and Old French had a case distinction, but still!)

*ninja edit to the ninja edit: well, in the nouns, at least. what’s the most conservative Romance language in the verbs? It’s not Sardinian, which only has four synthetic tenses. It’s probably some variety of Catalan or Romansch or something like that.

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nutsonline · 3 years ago

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sapphicbeautyy · 4 years ago

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I agree with most of the points made in this post many south indians do speak English. I went to school in karnataka for seven years and we learned hindi as our second language (mandatory in my first school and my second one you could take it as a third language) our languages are often given less importance than both English and hindi and that should be acknowledged. I know kannadigas who speak hindi fluently but cant speak kannada and i myself can speak hindi perfectly but am only somewhat good in my mother tongue, telugu. I lived in karnataka for 14 years and i can still speak hindi better than kannada.

And not all south indians call it pavada or pavadai. I grew up around two south indian cultures and this is the first time I've heard that. We telugu people call it langa voni (half saree worn mostly by teenagers and young women) or langa (a blouse and skirt with no dupatta worn mostly by little girls) and ik its called something similar in kannada but i don't remember exactly what. We also call veshtis lungi.

And how people dress causally also depends largely on class, I've just recently started wearing ethnic wear outside of functions but i have literally never seen a maid come to work in jeans and top. Even in urban cities people do dress traditionally its just more kurtas then it is sarees although it isnt uncommon to see those either.

Everything said about the names is accurate but i highly encourage you guys to research other surnames as well, try your hand at representing dalit and bahujan south indians (doesnt have to be a major plot point. They can still be whatever character u want as long as ure mindful of stereotypes).

This is a great post but please keep in mind that it is going to be seen by people who are not familiar with south india and if you dont specify that u can only speak for a certain part of it then they will assume that this is all of it. The two of us have given people a vague picture of south india with a few details about tamil and telugu cultures respectively but this doesn't even begin to cover the beauty of south indian cultures. If youre writing a south indian character then do a little more research, it really wont be hard i promise. Just adding details here and there in your story will make your reader feel connected to the character. And you'll enjoy urself too, south india has many interesting cultures.

writing south indian characters

[@/moonlit_sunflower_books on ig]

The primary Indian story that is told through modern literature and media is a very North-Indian focused narrative, and while there's nothing wrong with that, there's a massive lack of south Indian representation. Often we're sort of ostracised from other Indians as well, so i thought i'd make a post outlining how to write South Indian characters talking about the differences between our cultures :)

If you have anything to add or things to point out, please go ahead! This is all based on my own personal experience and knowledge.

how do you define "south indian"

"South Indian" is used as a very broad term and is also highly relative. Generally, it encompasses people from the states of Kerala, Karnataka, Tamilnadu, Andhra Pradesh, and Telangana. The problem with grouping all these characters under one massive umbrella is that our cultures are all vastly different, the same way that someone from Assam and Punjab would have entirely different. I'm going to elaborate on this further as we go!

food

South Indian food, contrary to popular belief, does not consist of idli and dosa.

Some examples of more food are bisi bele bath, pongal and vathakuzhambu (i promise it's not that hard to pronounce), sambhar shadam (a type of rice and curry), rasam, coconut-based kormas, tamarind rice, chakkarai pongal (which is sweet), vadai (yes we pronounce it differently from North Indians), mysore pak, lime rice, our famous filter coffee (or "kaapi"), and so much more.

South Indian food is more rice-heavy than grain-heavy, and we don't really have a roti equivalent. There's also a lot of non-vegetarian food, but since I'm vegetarian, I don't know a whole lot about it :)

There's also obvious language differences: for example, in a Tamilian household, we would call curd rice "thayir shadam", which means the same thing. Which brings me to my next point...

languages

There is a reason that there's a debate as to whether or not Hindi should be the national language. Spoiler alert: it should not.

South India is home to so many languages such as Tamil, Telugu, Kannada, and Malyalam. Very often someone from North India will make the assumption that Indian people speak Hindi, whereas this is completely untrue - South Indians should not be expected to speak Hindi any more than North Indians should be expected to speak Tamil.

If you're writing about a South Indian character, make sure that they speak their native language and NOT Hindi at home! And if it's a South Indian character who lives in a different part of the country, like I do, they'll likely know the language of the part of the country they live in as well as their native language. (But this also depends - if a Telugu person has grown up in Delhi, they're likely to speak Hindi better than Telugu.)

Even characters that live abroad will have some connection to their language. As someone who spent many years outside India, I learnt quite a bit of random vocabulary in the form of food and short phrases like "look here", "what do you want", "what happened", and things like that.

fashion

The South Indian version of a lehenga is called a pavada or pavadai, and it's often what younger girls wear at any formal or festive event. Older women will often wear saris. Traditionally, Brahmins used to wear 9 yard saris that were tied differently, but in an attempt to eradicate the caste system, this largely isn't worn anymore.

Men wear veshtis, which is a type of cloth tied around the waist. Traditionally, this would have been worn without a shirt, but today it's not uncommon to see people walking around with a veshti and formal shirt.

Keep in mind, though, India has become really westernised, so many people will also jeans and shirts and things like that. Fusing ethnic and western wear, like jeans with kurta tops, is not uncommon.

It also varies a lot from region to region - in Chennai you're much more likely to see someone walking around casually in a sari than you are in Bangalore, simply because of the culture that surrounds the two cities.

physically

South Indians stereotypically have much thicker, curlier hair and darker skin than North Indians. (But this obviously varies from person to person.)

names

Within South Indian names, it's fairly easy to tell where someone is from - and this is true of any micro-region, state, or culture within India.

Some examples of Tamil names could include "Srinivasan", "Iyer", or "Pillai". (Iyer and Iyengar are actually two sub-sects of Tamilian Brahmins who worship Shiva and Vishnu respectively, but I won't get into that.) Telugu surnames could include "Komati" or "Nayak".

But traditionally, South Indians never had surnames. There would be 2-3 initials that stood for one's village name and father's name, followed by your name. So, for example, C. V. Raman was his full name! Some people still use this system, but because it becomes difficult during documentation etc, most people have switched to the westernised version of the system.

general culture

Two of my personal favourite parts of South Indian culture are Carnatic Music and Bharatnatyam, both of which I have learnt. Carnatic music is a form of classical music where one sings varnams and shlokas and padams in different raagas and taalams. Bharatnatyam is a classical dance form from Tamilnadu with two main styles - Thanjavur and Kalakshetra.

Of course, there are millions of little aspects to South Indian culture, but I couldn't possibly fit them all here :)

being south indian

Being South Indian in other parts of India means that you're subject to a whole lot of racism.

I've had people say "how can you call yourself a real indian" and, like I said earlier, use words like "dosa" and "pongal" instead of my name. There's also language-based discrimination like I mentioned, because many people assume Hindi should be spoken across the country.

The caste system is also very prominent, and there are multiple movements to eradicate it across South India.

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kenny612 · 1 year ago

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diaryofaninsanewriter · 5 years ago

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Before I proceed with the article, let me tell you a story associated with the image below. The conversation went something like this:

Me: I need your picture for the story He: Take this one, I am wearing a t-shirt made of recycled plastic Me: But your face isn’t seen He: So what?

Well, people, that is Shishir Joshi for you! A commander who prefers to remain in the shadows while working with his army of Good Samaritans.

When it comes to the grassroot problems of Mumbai’s citizens, there is one man who always carries the torch, Shishir Joshi. We have seen him create impact through railway station beautification, plastic recycling, adoption of BMC schools and many other initiatives which have changed the social & infrastructural fabric of Mumbai. Shishir has managed to mobilize many projects that will make Mumbai a better city for every citizen.

The national lockdown in the face of the Corona Virus pandemic has left many citizens confused, anxious, overwhelmed, sad and depressed. It is a situation that no one was really prepared for.

It has never happened, has it? An entire country shut down for 3 weeks. The future hanging in limbo – no one knowing how long the lockdown will effectively last. The lasting emotional and financial repercussions of the country’s lockdown are going to be long-lasting and possibly devastating.

There are so many people who are affected by the Lockdown – senior citizens, persons with disabilities, daily wage earners, homeless people and many more. Project Mumbai is working hard towards making life easier for them

Though Shishir leads the initiatives at Project Mumbai, it is an ARMY of volunteers, corporates and NGOs who are the real unsung heroes and Good Samaritans in serving the city relentlessly.

You can learn more about him, his dynamic army of selfless soldiers and their projects by visiting www.projectmumbai.org.

Here is a brief dekho into what Shishir Joshi and the Project Mumbai Army are doing for Mumbai during COVID-19 Lockdown

FREE Counselor on Call

Staying at home can trigger many emotional reactions within an individual. Prior to the lockdown, we were already living in an era where texting and social media were giving rise to loneliness and isolation. Self-deprecation was masked by an overt show of happiness on social media – but when everything is shrouded in darkness, there is a limit to which one can fabricate happiness online.

It is at such a juncture when individuals need someone to speak to. Someone who wouldn’t judge, someone who would care, a trained professional who would provide solutions.

When Shishir realised that the lockdown in Mumbai would apply brakes to the citizens of a fast-moving city, he knew that the cry for help would be heard soon.

Along with his team, he immediately set up an army of 50 trained counsellors who will offer FREE counselling on call.

Project Mumbai in association with Prafulta launched a Free Counsellors on Call facility for people of Mumbai with a team of close to 50 trained Counsellors being at their service from 8 am to 8 pm across multiple languages including Marathi, Hindi, English, Gujarati, Malayalam, Punjabi and Kannada.

Counsellors details are as follows:

Morning Slot: 8am-2pm

Simran – English / Hindi / Punjabi – 9967708252 Shilpa – English / Hindi / Gujarati / Marathi – 9833886723 Nidhi – English / Hindi – 9870200278 Sonali – English / Hindi / Marathi / Gujrati – 9820739500 Anu – English / Hindi / Malayalam – 9821110534 Geeta – English / Hindi / Gujarati / Malayalam – 9619138746 Bindu – English / Hindi / Tamil / Malayalam / Telugu – 9769232427 Shraddha – English / Hindi / Marathi / Gujrati – 9820083358 Neepa – English / Gujrati / Hindi – 9820228174 Malvika – English – 9773589016 Devika – English / Hindi / Punjabi – 9619456692 Anagha – English / Hindi / Marathi – 9011058787 Kumkum – English / Hindi – 9930967451 Pratishtha – English / Hindi / Marathi / Gujarati – 9833722831 Juhi – English / Hindi – 7977997842 Shaista – English / Hindi / Konkani – 7020069140 Tanvi S – English / Hindi – 8355917587 Kalyani – English / Hindi / Marathi – 9029030054 Sangeeta – Hindi – 9930632928 Tanvi T – English / Hindi / Gujrati – 9819549088 Shraddha G – English / Hindi / Marathi – 90827 57134 Anuya – English / Hindi / Marathi – 9326678583

Afternoon Slot 2pm-8pm

Kuntal – English / Hindi / Gujarati 8657422409 Ratandeep – English / Hindi / Punjabi 8356947150 Sheena – English / Hindi 8450938338 Shachi – English /Marathi /Hindi /Konkani 9004805577 Soha – English 00447442837114 (Whatsapp call only) Vicky – English, Hindi, Marathi 9920109316 Preeti – English, Marathi 9372734717 Dippal – English, Hindi, Gujrati, Marathi, Kutchi 9820088457 Deepal J – English, Hindi, Gujrati, Marwari 9920712315 Afrin – English, Hindi 9769978863 Shachi – English, Hindi, Marathi, Konkani 9004805577 Yogita – English, Hindi, Marathi 9930180508 Preethi – English/Hindi/Marathi 9820955943 Priyanka – English, Hindi, Gujrati 9987216112 Usha – English Hindi and Marathi. 9920039186 Saba – English, Hindi, Gujrati 9930178990 Arlene K – English/ Hindi 8652250939 Geeta – English / Hindi / Gujarati / Malayalam – 9619138746 Sanjeev – English / Hindi 9833761600 Hitakshi – English, Hindi, Gujarati, Sindhi 8779375552 Nilom – English/Hindi/Gujrati 9819289211 Ujala – English, Hindi 9619196160 Dr Sukhmeet – English/Hindi/Marathi/Punjabi/Gujarati 9372266275 Analisa – English, Hindi 9819864016 Ms Armeet – English, Hindi and Punjabi. 9769438149 Rachna J – English, Hindi, Punjabi 9892286922

What else is Project Mumbai doing to support Mumbai during the COVID-19 pandemic?

The army of Good Samaritans at Project Mumbai in association with MCGM are working hard to provide FREE delivery of groceries and packed food and medicines for persons with Disabilities or Senior Citizens living alone.

While many pseudo-intellectuals were busy updating their social media on how “worried” they were about the daily wage earners and the homeless, the Project Mumbai Army was silently putting up a backend to combat the issue.

The army of Good Samaritans is joining hands with several NGOs, corporates and citizens to provide warm home-cooked, nutritious meals to the homeless and daily wage earners through the initiative #KhaanaChahiye.

There are so many initiatives that Project Mumbai regularly takes up for the betterment of the city. The projects are of relevance across the social strata and most have a long term impact on the well-being of the citizens of this wonderful city we call, Mumbai.

Shishir Joshi – The Good Samaritan whose heart beats for every Mumbaikar

DiaryOfAnInsaneWriter is indeed honoured to feature Shishir Joshi and the Project Mumbai Army. India is PROUD of you all.

Keep walking! God Bless!

How can you help?

Leave a note of appreciation for the Project Mumbai army in the comment section below. Your words of encouragement will mean a lot to these selfless Corona Warriors.

Penned by

Mayura Amarkant

Mumbai Ke Liye Kuch Bhi Karega|#ShishirJoshi and Project #Mumbai Army during #COVID19 #Lockdown #Sunday #ProjectMumbai Before I proceed with the article, let me tell you a story associated with the image below.

#Corona Virus #Khaana Chahiye #mumbai #Mumbai Lockdown #Project Mumbai #Shishir Joshi #what about homeless people in mumbai during lockdown #who is taking care of daily wage earners during lockdown

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grow-outside · 8 years ago

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My Impossible List

A work in progress

Fitness:

Edit 2017/2018- Run a 5K Practice yoga everyday for a month Compete in a triathlon Bike across America

Edit Jan. 2019- Attend yoga classes at a yoga place consistently Go on a yoga retreat Work out for 30 mins everyday for a year Hike every weekend Do the wolf lake dolphin swim

Personal care: Edit 2017/2018: Take steps to ensure mental health Remain dedicated to fostering proper coping mechanisms for ADHD/ADD symptoms

Edit Jan 2019: Meditate for ten minutes everyday Take care of hair problem Eat well Surround yourself with people who love you

Blogging: Run a fashion blog/youtube channel Run a cooking blog/youtube channel

Travel: 2017/2018- Go back to Bangalore/Live in Bangalore again Go to Italy Travel outside of the US for work at least once Do research in another country Go to all states Go to all major cities US cities Go to all major international cities

Edit Jan 2019-

Minimalism: Drastically reduce items owned/Make it so you never have to struggle with clutter again

Languages: Learn to speak Italian fluently Learn to speak French fluently Learn to speak Spanish fluently Learn to speak Hindi fluently Learn to speak Kannada fluently

Learning: Achieve superior ranks on Khan Academy math Read 4 non-fiction books this summer Achieve a Masters degree Achieve a Doctorate degree Miscellaneous: Learn how to sew Learn to sing (well) Learn to play piano Learn to play guitar Write a book Publish a book

(Inspiration: impossiblehq.com)

#impossiblelist

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pyotra · 8 years ago

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Like the quintessential poet, Anamika wears all her learning – her many degrees in English and Hindi literature – lightly, reserving her intensity for when she talks, passionately, about narratives and the craft of language. While she works as a professor, and has published acclaimed novels, essays, multiple volumes of literary criticism and some of the finest translations from world literature into Hindi (she works felicitously in two languages), it is poetry that remains her first love.

Our bookish conversation began with “playing hopscotch”, reflected on the breast-feeding versus bottle-feeding debate, touched upon the power of oral accounts handed down from grandparents, delved into Hindi readership, and ended with Anamika’s spirited selection of five must-read pre-modern texts in Hindi. Excerpts:

I have been absolutely charmed by a phrase you once used in the context of your bilingual writing life: you said that you “play hopscotch” between your two worlds [Laughs] That is right.

Because that’s what you do. You teach English literature to graduate students [in Satyawati College, Delhi University] and you write in Hindi. You are in a unique position to be a bridge between the two literary worlds. That is, in fact, what I have been trying to do all my life. Building bridges. Between genders, classes, castes. Between the classical and the popular. And between the languages I work in, especially English and Hindi.

Are there any other languages you know? I know many of the dialects of Hindi, and I know Bangla. Ektu ektu. Having lived in Delhi all these years, I know some Punjabi. And of course, Sanskrit. I’ve learnt Sanskrit. But chiefly, Hindi and English are my two homes. There is the story of this little squirrel in the Ramayana, you know? All the animals help to build the bridge from Rameshwaram to Lanka, and the little squirrel, too, wants to help.

So she runs around with some little material – a few strands of straw perhaps? – balanced on her whiskers! I am convinced that there is this little squirrel inside me. And I really want to build bridges. That’s my primary instinct. In families, too, it is women who build bridges and link generations to each other.

In any English literature classroom in India, there are students from so many different linguistic backgrounds. My aim is to get them to think about the sources – the way you are asking me about the books that shaped my psyche – in their own languages. What folktales, what lullabies, what stories have they inherited from their grandparents? Could they retell these in the classroom? That is usually my first exercise in class. Write about anything you can remember from your own language.

Unfortunately, now most of them are no longer able to write in their mother tongues. That has gone, since, thanks to the telephone, there is no longer the need of writing letters to their parents or grandparents. My primary concern, as a teacher and a writer, is to send them back to their ethos, and enrich English in the process.

When Raja Rao writes, he brings the rhythm of Kannada into English. Some people are bottle-fed, some are breast-fed. One doesn’t make any distinctions because there are various conditions in life that shape people. People who are breast-fed by their mother tongue are different; people who are bottle-fed English work differently. [Laughs].

I love this analogy! At least most of them still speak in their mother tongues. They also hear their mother tongues. Films, serials, songs. So at least they learn to build these inter-textual dialogues...

In their heads. Right. I encourage them to transplant what they remember to a modern context, and re-tell it in another language. English or whichever other language. A lot of those from migrant families, who might have studied in government schools, still want to write in their mother tongues. They’ve kept their contact with the mother tongue still live. These are the ones who are also connected to the working classes more. Because one of the disadvantages of knowing only English is that you can’t chat freely with someone from the working classes, your street vendors or fellow travellers in the local bus.

You are trapped in the ivory tower of English. These [strangers you speak to in the Indian languages] are the people who will give you the raw material for literature. What I am saying is so what if your mother language is not your first language. It can still feed you.

That’s a lovely, inclusive thought. Taking off from there, would you like to share with our readers an essential list of must-read books in Hindi – books that will, to carry forward our analogy, feed and nourish them? Even when read in translation! Oh yes.

Meanwhile, who are Hindi readers? People who retire from the different services, women (all generations!), and people who are under-employed or unemployed...

That would include students? Yes, right. These are the people who really read Hindi literature.

This is an interesting grouping. I wonder how this might compare with readers of Bengali, Marathi or Tamil literature...but if you must pick out five must-read texts, which would these be? Actually, I want to talk about some of the older texts, my favourites, though, of course I have a great deal of love for contemporary literature too. But hardly anyone talks about these. So, here goes.

#anamika #hindi literature #she is so lovely!!!!

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margdarsanme · 5 years ago

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NCERT Class 12 English Chapter 1 The Last Lesson

NCERT Class 12 English :: Chapter 1 The Last Lesson

(English Flamingo Prose)

QUESTIONS FROM TEXTBOOK SOLVED:

THINK AS YOU READ Q1. What was Franz expected to be prepared with for school that day?Ans: That day Franz was expected to be prepared with participles because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.

Q2. What did Franz notice that was unusual about the school that day?Ans: Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very still that day. Everything was as quiet as Sunday morning. There was no opening or closing of desks. His classmates were already in their places. The teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.

Q3. What had been put up on the bulletin-board?Ans: For the last two years all the bad news had come from the bulletin-board. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The Germans had put up this notice on the bulletin-board.

THINK AS YOU READ Q1. What changes did the order from Berlin cause in school that day?Ans: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and the little black silk cap, all embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the elderly village people were sitting quietly like the kids.

Q2. How did Franz’s feelings about M. Hamel and school change?Ans: Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and how cranky he was.

UNDERSTANDING THE TEXT Q1. The people? in this story suddenly realise how1 precious their language is to them. What shows you this? Why does this happen?Ans: M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the pigeonsT’ What could this mean?(There could he more than one answer.)Ans: This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.

TALKING ABOUT THE TEXTQ1. “When a people are en slaved, as long as th ey hold fast to their language it is as if they had the key to their prison.”Can you think of examples in history where a conquered people had their lan¬guage taken away from them or had a language imposed on them?Ans: Mother tongue helps a person to express his feelings and thoughts most lucidly and intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as use of force to crush dissent and imposing their own language on them.From time immemorial the victorious nations have imposed their own language on the conquered people and taken away their own language from them. The Romans conquered many parts of Europe and replaced the local languages by their own language— Latin. Later on Spanish, Pourtuguese, Italian and French developed from Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In many Arab countries the local religion and language have disappeared. In India, a new language Urdu developed from the mixture of Persian and Hindi.

Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:Punjabis in BangaloreTamilians in MumbaiKannadigas in DelhiGujaratis in KolkataAns. The linguistic minority in any state is easily marked and faces the same discrimination as the religious, social or ethnic minorities. There is, however, a pronounced difference in the treatment meted out and the level of acceptance displayed by the majority community in that region/city. Some cities like Delhi, Mumbai are cosmopolitan in outlook.The linguistic minority tries to preserve its identity through an intimate contact, interaction and preservation of their language in social get-togethers, family functions and festivals of their own region. Adherence to social customs and traditions in family gatherings/group meetings of women also promote the unity between members of the linguistic minority.In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you know what “lin¬guistic chauvinism” means?Ans. ‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your own language is better than all others. This shows an excessive or prejudiced support for one’s own language. Sometimes pride in one’s own language goes too for and the linguistic enthusiasts can be easily identified by their extreme zeal for the preservation and spread of their language. In their enthusiasm, love and support for their own language, they tend to forget that other languages too have their own merits, long history of art, culture and literature behind them. Instead of bringing unity and winning over others as friends, having excessive pride in one’s own language creates ill-will and disintegration. The stiff-resistance to the acceptance of Hindi as national language by the southern states of India is a direct outcome of the fear of being dominated by Hindi enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.petite – Frenchkindergarten – Germancapital – Latindemocracy – Greekbazaar – HindiFind out the origins of the following words:tycoon barbecue zerotulip veranda skilogo robot trekbandicootAns.Word Origin Word OriginTycoon Japanese Veranda PortugueseTulip Persian Robot CzechLogo Greek Zero ArabicBandicoot Telugu Ski NorwegianBarbecue Spanish Trek South African Dutch

Q2. Notice the underlined words in these sentences and tick the option that best explains their meaning:(a) “What a thunderclap these words were to me!”The words were(i)loud and clear.(ii)startling and unexpected.(iii) pleasant and welcome.(b)“When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”It is as if they have the key to the prison as long as they(i)do not lose their language.(ii)are attached to their language.(iii)quickly learn the conqueror’s language.(c)Don’t go so fast, you will get to your school in plenty of time. You will get to your school.(i)very late.(ii)too early.(iii)early enough.(d)I never saw him look so tall.M. Hamel (i) had grown physically taller.(ii) seemed very confident.(iii) stood on the chair.Ans. (a) (ii) startling and unexpected.(b) (ii) are attached to their language.(c)(iii) early enough.(d)(ii) seemed very confident.

NOTICING FORM 1.Read this sentence:M. Hamel had said that he would question us on participles.In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.Pick out five sentences from the story with this form of the verb and say why this form has been used.Ans. (i)For the last two years all our bad news had come from there.Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.(ii)Hauser had brought an old primer.Reaeon : The event of ‘bringing’ happened earlier than Franz noticed it.(iii) That was what they had put up at the town-hall!Reason’. The ‘putting up’ of bulletin happened earlier. Now it is recalled.(iv)they had not gone to school more.Reason’. The action of ‘not going* happened much earlier.(v)the hopvine that he had planted himself twined about the windows to the roof.Reason’. The ‘planting’ of hopvine happened earlier than its twining about the windows.

WRITINGQ1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.Ans:

Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.Ans: STUDYING THREE LANGUAGES AT SCHOOLIn most of the states in India, students have to study three languages at school. One of them is the mother tongue, the second is Hindi (the national language) and the third is English (the international or link language). In Hindi speaking region, a South or East Indian language—Tamil, Telugu, Kannada, Malyalam or Bangla, Oriya, Assamese etc is taught. The three language formula helps in national integration by acquainting young students about the social customs, rituals, culture and traditions of the various parts of the country. It also focuses on the principle of unity in diversity. The only drawback in this system is that it puts an excessive burden on the minds of the young learner. To alleviate their problem, the courses of study in the three languages may be structured suitably.

Q3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.Ans: Facts are sometimes stronger than fiction. Many occurrences of life come as eye-openers. Such an experience occurred the previous day which led me to change my mind about our hostel warden Miss Angela Thomas. Overnight the terrible titan was transformed into a loving and affectionate elder sister full of milk of human kindness. Now when I remember how I disliked her and invented nicknames and pranks to tease her, I feel ashamed of myself. Yesterday, I had a terrible nightmare and I cried and wept. My room-mate failed to console me and reported the matter to the warden. God knows how long I remained unconscious! When I came to my senses I found my head in the lap of Miss Angela Thomas. Her eyes were red with tears and bps moving in prayer. She had really proved an angel for me and saved me.

THINGS TO DOQ1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)(a)Linguistic human rights(b)Constitutional guarantees for linguistic minorities in India.Ans: Extension Activity: To be done under the Teacher’s Guidance.

Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.Ans: Classroom Activity: Do it yourself.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONSQ1. Why do you think was little Franz afraid of being scolded?Ans: Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words are: “I did not know the first word about them.” Secondly, he had started for school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?Ans: Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend life out of doors. However, he had the strength to resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?Ans: There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two yeairs they had received all the bad news from the bulletin-board—the lost battle, conscription and the orders of the commanding officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the school and reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?Ans: Usually, when the school began, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Q6. How had Franz hoped to get to his desk? What had he to do and why?Ans: Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.

Q8. Why had the villagers come to school that day? How did they look?Ans: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.

Q10. How did Franz react to the declaration: ‘This is your last French lesson’?Ans: The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best and why there was sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off to school.

Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?Ans: He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents are not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.

Q13. What did M. Hamel tell them about French language? What did he ask them to do and why?Ans:M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never _ forget it. He gave a reason also. When a people were enslaved, as long as they held fast to their language, they had the key to their prison.

Q14. Why were the elders of the village sitting in the classroom? [All India 2014]Ans: M. Hamel was taking the class of last French lesson. That is why elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M.Hamel but to pay respect to his own language.

Q15. How did Franz and other hoys enjoy their lesson in writing? Ans: That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40 years and not being allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.

Q18. What happened when the lesson in history was over?Ans: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?Ans:The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.

LONG ANSWER TYPE QUESTIONSQ1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his deskiAns: Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.

Q2. What order had been received from Berlin that day? What effect did it have on the life at school?Ans: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more.The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed to them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.

Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?Ans:The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerorsand the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner—materially, spiritually, mentally and emotionally. Taking away mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.Ans: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.

Q5. What impression do you form ofM. Hamel on the basis of your study of the story ‘The Last Lesson’?Ans: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.

VALUE-BASED QUESTIONSQ1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war (1870-71).Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.

Q2. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”Ans: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.

Q3. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.Ans: Advantages of Three Language SystemIndia is a democratic stater. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.

Q4. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:

“Nature, with equal mind,sees all her sons at play,sees man control the wind,the wind sweep man away.”

Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:

“There is a pleasure in the pathless wood,there is a rapture on the lonely shore,there is a society where none intrudes, ‘By the deep sea, and music in its roar:I love not man the less but nature more.”

Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.

Q5. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the para¬digm shift in educational technology and the role of teachers.Ans: Technology and TeachersIt goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Aijuna. He identified his latent talent and tapped the same potential. In modem education system teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PITs, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.

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i-globalone · 6 years ago

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There are tons of social sharing site available all over the inter net but Facebook is the most important among them, The like box they provide helps a blogger to reach their readers immediately in free of cost it also helps to provide better support to your user if you are running a client based niche blog. The like box widgets which are available on the internet are based on iframe which doesn’t have responsive featyre also loads very slowly making your blog slower than snail, the widget which we are going to share is based on pure script and doesn’t requires any iframe which makes it unique and fast loading., This version of the facebook like box is very much customizable and easy to edit. Lets move further and see How to Add Responsive Facebook Like Box Widget In Blogger. You can check a live preview of the Like Box widget below.Adding The Widget The First thing you need to do is to login into your Blogger account and go to >> Layout >> Click add a gadget any where into your layout >> Add HTML/JAVASCRIPT widget and paste the below code in the blank space.(function(d, s, id) var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) return; js = d.createElement(s); js.id = id; js.src = “//connect.facebook.net/en_US/sdk.js#xfbml=1&version=v2.5&appId=1760806057479925″; fjs.parentNode.insertBefore(js, fjs);(document, ‘script’, ‘facebook-jssdk’));Change the text in red with your Facebook username.Changing LanguageTo change the language of your facebook like box, you just have to replace the blue highlighted code with below language codes. LocaleValueAfrikaansaf_ZAAlbaniansq_ALArabicar_ARArmenianhy_AMAymaraay_BOAzeriaz_AZBasqueeu_ESBelarusianbe_BYBengalibn_INBosnianbs_BABulgarianbg_BGCatalanca_ESCherokeeck_USCroatianhr_HRCzechcs_CZDanishda_DKDutchnl_NLDutch (Belgi?)nl_BEEnglish (Pirate)en_PIEnglish (UK)en_GBEnglish (Upside Down)en_UDEnglish (US)en_USEsperantoeo_EOEstonianet_EEFaroesefo_FOFilipinotl_PHFinnishfi_FIFinnish (test)fb_FIFrench (Canada)fr_CAFrench (France)fr_FRGaliciangl_ESGeorgianka_GEGermande_DEGreekel_GRGuaran?gn_PYGujaratigu_INHebrewhe_ILHindihi_INHungarianhu_HUIcelandicis_ISIndonesianid_IDIrishga_IEItalianit_ITJapaneseja_JPJavanesejv_IDKannadakn_INKazakhkk_KZKhmerkm_KHKlingontl_STKoreanko_KRKurdishku_TRLatinla_VALatvianlv_LVLeet Speakfb_LTLimburgishli_NLLithuanianlt_LTMacedonianmk_MKMalagasymg_MGMalayms_MYMalayalamml_INMaltesemt_MTMarathimr_INMongolianmn_MNNepaline_NPNorthern S?mise_NONorwegian (bokmal)nb_NONorwegian (nynorsk)nn_NOPashtops_AFPersianfa_IRPolishpl_PLPortuguese (Brazil)pt_BRPortuguese (Portugal)pt_PTPunjabipa_INQuechuaqu_PERomanianro_RORomanshrm_CHRussianru_RUSanskritsa_INSerbiansr_RSSimplified Chinese (China)zh_CNSlovaksk_SKSloveniansl_SISomaliso_SOSpanishes_LASpanish (Chile)es_CLSpanish (Colombia)es_COSpanish (Mexico)es_MXSpanish (Spain)es_ESSpanish (Venezuela)es_VESwahilisw_KESwedishsv_SESyriacsy_SYTajiktg_TJTamilta_INTatartt_RUTelugute_INThaith_THTraditional Chinese (Hong Kong)zh_HKTraditional Chinese (Taiwan)zh_TWTurkishtr_TRUkrainianuk_UAUrduur_PKUzbekuz_UZVietnamesevi_VNWelshcy_GBXhosaxh_ZAYiddishyi_DEZuluzu_ZAConclusionCongrats !! You have made it. now you have learned that How to Add Responsive Facebook Like Box Widget In Blogger. Visit your blog and check the awesome widget live in action, hope you liked this tutorial, if you enjoyed then please share it with your friends, we are working hard to develop more such awesome widgets please stay tuned with Us. auf Wiedersehen !! (Goodbye in German).

http://www.globalone.com.np/2019/12/how-to-add-responsive-facebook-like-box.html

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gumnaamme-blog · 6 years ago

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Best english learning books

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yourswanposts-blog · 7 years ago

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HOW TO SCORE A BAND 7.0 IN IELTS LISTENING TEST?

Test Objective: Assessors will be looking for evidence of your ability to understand the main ideas and detailed factual information, the opinions and attitudes of speakers, the purpose of an utterance and evidence of your ability to follow the development of ideas.

Test Duration: 30 Minutes Task: You will listen to four recordings of native English speakers and then write your answers to a series of questions.

Recording 1: A conversation between two people set in an everyday social context. e.g. a conversation in an accommodation agency, and answer questions on your comprehension. Preparation Tip: Understand the objective of the test and nothing else. Practice listening to more and more with the objective in mind to answer multiple choice questions, label a plan, map or diagram, fill in a form, complete a table, complete a flow-chart, give short answers. Read the questions before listening to the recording, as the same will help to flag the answers while you listen.

Recording 2: A monologue set in an everyday social context, e.g. a speech about local facilities. Preparation Tip: Follow the opinions and attitudes of speakers, Try to listen for key words or synonyms (words that have the same or nearly the same meaning as another word) from the question to help you identify the answer. As you are listening to the recording, cross out options which don’t fit. This makes it easier for you to find the right answer.

Recording 3: a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment. Preparation Tip: Listen carefully for words which indicate which stage of the recording you are listening to, e.g. ‘firstly’, ‘my next point’, ‘to sum up’. These words will help you identify which question you have reached. Recognize the purpose of an utterance in the discussion and delivery of the speaker. You may be asked to write down words that have been spelled out in the recording. In order to do this well, you need to know the English alphabet and how each letter is pronounced (for example, the letter ‘W’ is pronounced as ‘double-u’).

Recording 4: A monologue on an academic subject, e.g. a university lecture. Preparation Tip: Follow the delivery of speech and the ideology of the content developed. As you are listening to the recording, be careful to note word limits. If you are writing dates as an answer to any question remember that there are several correct ways to write them (e.g. 24th April, April 24 and 24 April are all correct). Make your practice notes in listening papers for the monologue basis the questions you read before listening to the 4th recording and transfer answers to the final sheet.

If there are questions you cannot answer leave them and move on to the next question. This will help you to stay calm and positive. Go back to those questions at the end, if you have time.

After the last recording has ended you have ten minutes to transfer your answers from the Listening booklet to your answer sheet. Don’t make the mistake of copying these answers across to the answer sheet in between sections or you may miss important information about the next section of the test. Wait until the end of Section 4 before transferring your answers.

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karpedayam · 7 years ago

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Day 53: July 13

Today started in a very ... interesting way. Kuann left early to go on the mobile health unit and she latched our door from this outside, so Laura and I were stuck for a bit LOL. I didn’t make it to the hospital in time for rounds, so I decided to check out the labour ward. Sandra and Riya were there and guess what: a woman named Prema just came in and was expected to deliver in an hour!! Speaking things into existence really has a way of working here. I was super excited but also wanted to let Dr. Abhignya know so she wasn’t looking for me, so I went up to the Panchakarma centre where everyone was huddled around the table where Dr. Abhignya was working on the caladium powder, just dipping the wicks in castor oil in preparation for their burning. I talked with the Panchakarma therapy students a lot and learned everyone’s names and they taught me some Kannada and I taught them some German and French and it was cute, they’re so lovely. Madhu started working on wrapping some of the wicks in gauze apparently to make a “herbal cigarette” which is traditionally used. Interesting stuff.

I went back down to the labour room and waited with Riya and Sandra (pic #4). We talked a lot about their program - it’s 5.5 years and they get no vacation except like 5 days for Christmas. I’d been thinking about studying Ayurveda here but that’s pretty intense, plus I don’t think the BAMS degree is recognized in Canada. Then I asked Sandra about my pulse theories and turns out I was kinda right! It has to do with irregularity and stuff and what’s super cool is it’s also about where the pulse is the strongest. You use your left arm because it has a more direct route from the heart, and place 3 fingers. The one closest to your hand is Vata, then Pitta, then Kapha. So wherever the pulse is the strongest is your Prakurti constitution. So I asked her what mine was and she said Vata/Pitta which is right haha. Cool stuff.

Nurses were in and out checking on Prema, her water broke (I think). I went upstairs as I was getting kind of impatient and Dr. Abhignya and I went for tea. She’s leaving tonight to go on a hike in the Himalayas called “Valley of Flowers” and it’s just like tons of flowers. Can you imagine? She’s amazing. I want to be her. I wish I didn’t have a plane ticket booked back I would’ve went. Also, Kuann and Laura invited me to go to Thailand in 2 weeks which is what I really wanted and had a feeling would happen which is why I didn’t wanna book a ticket home but oh well. Gotta get home and work! I’m missing home a lot less here though. I truly do love it here. My heart is in too many places.

Anyway, I went back to the labour room and she was just starting to push! Juliana and Joanna were also there. It was incredible and horrifying. Like I’m still kind of cringing honestly thinking about the procedure, so I guess you could say my OB/GYN pipe dream is going to remain just that. After about a half hour she delivered, and the baby was so limp and not crying when she came out I was so nervous. They hit her on the back a bit and then she started to cry a bit and then I started crying LOL. God I’m emotional. It was AMAZING. It was especially special since it was Joanna’s birthday. We just had so many feelings about the experience I truly don’t have words. I’m glad I did it because now I know it’s not for me. It’s amazing, truly, but I don’t want to be the one behind the mask for the short procedure I want to be the person who supports people along in their lives holistically. I’ve known this since I was like 12 I don’t know why I keep doubting myself.

After this we ate lunch (Puri!!!! Yay!!) and we just were on such a high. What an absolutely beautiful day. We talked about music, and Simran joined us and we all played music in school which was neat and talked about how much we love playing in a group. I suggested we start a band LOL. 2 violins, a cello and a clarinet is a good mix right? Haha.

After lunch, I went back to Panchakarma centre and Dr. Abhignya was there tending to the burning caladium wicks. The setup is really neat, the wicks burn in the oil under a supported clay tile, the ash falls to the ground and then the black material that sticks to the tile is scraped off and used as Caladium for the eyes. So interesting. It was nice just doing that with Dr. Abhignya, the Panchakarma centre is much more my speed, I feel so at home there. I really don’t want to leave. The Panchakarma students came back after their lunch and they sat with me and we talked for awhile. They’re mostly around my age, and they were testing me to see if I remembered names and I remembered Madhu’s and he put his hand on his heart and like “fake fainted” it was funny. He’s always being silly, and he said he’s a yoga teacher and could teach me some and some tricks to be happy which was cute. They left for class and I talked with some of the certified therapists for a bit telling them about Canada and stuff. I had my final facial procedure done by Hassina and we talked a lot during it. She went to university in Bangalore and did a 1-year program afterward about Panchakarma. The students here are in a 6 month program. Honestly, I’d consider doing that if Naturopathy falls through. It’s mostly in English, and I love being in Sargur and the people are so funny and welcoming. So many beautiful things keep happening to me here, it’s incredible like why wouldn’t I want to stay? Hassina is Muslim too which is interesting because I’ve associated Ayurveda so much with Hinduism, but I really don’t think that link is as close as I thought, especially now.

I found Laura after my procedure as she was waiting for a consultation with Dr. Abhignya and so we had the consultation in the Panchakarma centre. We then talked for the last bit of Dr. Abhignya’s time at the hospital before leaving which was nice. I got to ask most of my questions and she agreed with me about many things but had a lot of new perspective to add too. The combinations of medicines used in Ayurveda, it’s not known why these combinations work butit’s just known that they work together. We talked about the commodifying of alternative medicine as just about herbs (which I’ve seen in research) and how this isn’t fair as it doesn’t take into account the combinations necessary to make everything work and that just because it’s herbal doesn’t mean it’s good - herbs can be toxic too. It’s kind of like that complementary farming idea I learned about from Dr. Vombatkere a few weeks ago - plants growing together support each other and where one fails the other makes up for it; where one herb is toxic an interaction with another one neutralizes it. What’s super interesting is that Dr. Abhignya said practices such as yoga and ayurveda became more popular in India after “the West” became interested in them. She said Indians are very easily influenced as we’ve seen in history, and that even in schools it’s only Western biomedical sciences that are taught - no one learns about Ayurvedic theory and concepts. She talked about how it’s not just about being a doctor, and the broader you start thinking, the better. It’s a hard concept to grasp.

I asked some more specific questions about the prayer that was said before procedures, and about the idol in the centre that’s always adorned with flowers and candles. It’s Lord Dhanwantari, the lord of medicines. I’ve never heard about this so I’d love to research it more! I told her about wanting to do the Panchakarma program and she said it’d be a good idea to get my naturopathic degree in Canada, and if I think it’s necessary or there are gaps, to then fill it in with Ayurvedic practices. I talked a lot too about not wanting to appropriate and what’s at stake in transferring the tradition to the West in that I feel like a lot of the practice is informed by a specific worldview that we generally might not have in the West. Maybe it’s not that complicated, Dr. Abhignya understood where I was coming from though but said it’s just important to keep the concept in mind - when you ignore that, problems arise.

Anyways, after this I had some cake for Joanna’s birthday and Laura and I went downtown. I got a nice nose ring and some packaged stuff to make Jamun and Sambar. We came back and I finished my presentation, went to dinner with Ana and Joanna and the power went out during dinner. It was a scary walk back so dark but it was the first time I could see more than 2 stars so that was AWESOME. We got back and had more gourmet dorm room banana splits, and talked a lot about colonialism (surprise) and language. Really cool conversations about the Caribbean specifically in that colonizers adapted specific words from Indigenous languages and they got adopted into Spanish. Also apparently the Bahamas was originally called “Bahamar” which if you think about it, that translates to shallow sea.

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