This was the final event where the students showcased
their learning experience to an audience of parents, teachers and
friends. The event was organized at the St. Xavier's plaza.
The
Professor and the Boatman (Play 1)
In this world there are many kinds of
knowledge, what should one learn and what not to learn becomes difficult
to determine. Many a times it so happens that we are so enamored by
what the shatras call avidya or ignorance that we completely forget
about getting knowledge. Perfect knowledge is that which can take you
to the ultimate goal of life. It is the knowledge that every human being
should possess. On this theme a play based on a popular story The Professor
and the Boatman was written and enacted out by the children.
The scene is the bank of the Ganges. The professor has come to enjoy
the scene by the bank of the Ganges. He requests the boatmen sitting
by the bank to take him for a boat ride. The boatman, Harisharan agrees
and hence begins a philosophical conversation between the two. The professor
enquires about the meaning of Harisharan’s name and on being told
that it means one who has taken shelter of the Supreme Lord, phooh-pahs
this attitude of Indians who are forever waiting for God to deliver
instead of working hard for themselves. Like this Harisharan, according
to the professor, has wasted 25% of his life. Further the professor
enquires if Harisharan has had any education, to which the poor rustic
replies negatively. The professor promptly declares that he has wasted
another 25% of his life. The skies meanwhile begin to darken and thunder
can be heard rumbling ominously. The boat begins to rock and roll. The
professor appears a bit shaken but is still determined to prove to the
poor boatman that he has lived in vain.
Seeing
that the professor is getting increasingly nervous as waves begin to
rise in the Ganga, the boatman nervously enquires from his charge, whether
he can swim. The professor, thoroughly shaken by now, his self assured
manner replaced by panic, replies that he cannot swim! That brings a
smile on the boatman’s face and prompts him to comment that the
professor has learnt so much but he has not learnt to swim! He has indeed
wasted 100% of his life!
Seth
Parmanand (Play 2)
Indian
culture has a tradition of satisfaction, which has allowed its people
to focus on time and energy on spirituality. This culture is being fast
eroded by capitalist thinking and we find everybody hard at work accumulating
wealth that they may never enjoy. Meanwhile the whole purpose of the
human form of life is lost. This play explores the concept of what the
west is now recognizing as ‘voluntary simplicity’. This
quality was the ornament of the brahminical class in India. The Brahmins
traditionally lead a simple life, which can be source of inspiration
for our youth which is under increasing pressure to become a consuming
machine.
Seth
Parmanand has an extended family of sons and grandsons for whom he is
constantly planning, accumulating and hoarding. One such crusade of
his takes him to the house of his astrologer for advice. After the consultation
is over he offers dakhshina, an offering of money for services rendered.
He is willing to pay a handsome amount as time and again the advice
given by the astrologer has proved very beneficial to him. On being
offered this money the astrologer asks him to wait while he consults
his wife, whether they have provision for the evening meal. On hearing
from the wife that the evening meal is taken care of the Brahmin refuses
to take dakshina, saying that he has sufficient for the day. This completely
astonishes the Seth who was engaged in taking care of investments for
his fifth generation! Seth Parmanand then contemplates on the quality
of satisfaction and dependence on the Supreme Lord and the peaceful
life that the Brahmin is obviously leading, as compared to his own stressful
life. The play ends with the Seth remarking that the Brahmins name should
be Parmanand, not mine, for he is truly happy.
Mava
(Play 3)
13.9% of students in Ahmedabad chew gutka. A recent survey by the Global
Youth Tobacco Survey (GYTS) – commissioned by the WHO and the
US Centre for Disease Control and Prevention has come out with these
startling figures. A similar survey conducted by the Dental College
among 1,637 students in 25 schools yielded even more alarming results.
It was found that 17.7% students in Gujarat consumed gutka. Some of
these are barely seven years old. Once addicted, they are victims for
life. In fact they contract this habit so early that they have no awareness
of its vicious effects. Gujarat today, boasts of the highest rate of
oral cancer in the world, with ever-younger victims in its net.
The play Mava served to bring about the ill effects of gutka use. The
play told the story of two students who join a new school. A student
of that school, posing to befriend them, introduces them to eating gutka.
They initially obtain it free of charge, until they are properly addicted.
Obtaining money to support their habit soon becomes a problem and they
have to resort to stealing money for the same. Two years later they
look like a shadow of their former selves. A school health check up
brings their condition to the notice of the Principal, who takes it
upon himself to help them get out of this habit. The students then have
a message for the rest of the school- “Nashe ki cheez ko, pehli
bar karo inkar” or “Say ‘no!’ the first time”
Talks
Three groups of students comprising of twelve students each were asked
to prepare talks on the three social issues of voluntary simplicity,
neglect of old relatives and substance abuse. The students had to interview
different types of people related to the issue and had to tell their
stories to the audience, so as to be able to understand the various
aspects of the issue at hand. The leader was asked to hold a meeting
with his/her group and determine the kind of people to be interviewed
and to assign the task to the members of the group. Finally the leader
gave an introduction to the issue and called forward various group members
to share their stories with the audience. After this the group leader
concluded the talk having raised some thought provoking questions in
the mind of the audience.
Some
Sample Extracts from the talks:
Voluntary
Simplicity
Today the traditional culture of satisfaction of India is being replaced
by the global obsession for “more”. More work, more material
goods, more cars, more house….more everything. What does this
“more” leave in its wake? Less contentment and lesser free
time. Disconnection from nature and community. And an environment that
has been plundered of its natural resources and polluted by the waste
generated, all, by our desires. Our hectic work-and-spend way of life
takes its toll on our financial well being, psychological health and
personal happiness. The commercial culture leads many to collect debt
and live beyond their financial limits. This ultimately leads to tremendous
stress. We spoke to a number of people and asked them how they can adopt
voluntary simplicity in their lives.
Housewife
- My husband is a government employee. He also used to run a part time
business after office hours. His business left him no time for our family
and me. Then his health started getting affected. He was diagnosed with
high blood pressure and diabetes. Whatever extra money he was earning
in his business was now being spent on doctors. It was then we decided
that he should stop the business and only do his job. Now he is looking
healthier, more rested. We have a little less money but a lot more peace
in our house. Without peace how can there be happiness? For me voluntary
simplicity means to be content with what I get and not hanker for ‘more’
for which my husband has to pay with his health.
Teen
age girl – I am thirteen years old. Everyday I see ads on TV of
different brands of toothpaste. Seeing these ads we have switched from
using datum to toothpaste to clean our teeth. My younger brother started
squeezing out nearly one inch long paste on his brush, just like the
ads on TV. Because of this we started spending Rs: 45 a month on toothpaste.
A week back I saw an article in the newspaper, where some girls were
promoting datun. They were from good families but were actually selling
datun on the streets of Rajkot!
I
was inspired and decided to switch back to using datun. I realized that
I need not spend my father’s hard earned money on products that
only serve to make some company rich. This is my one step towards voluntary
simplicity. Student- I am a student of class six. My parents insist
on my using a fountain pen and ink. So, that’s what I use now.
When I used gel pens I had to buy a new pen every five days, sometimes
even more, as new designs were constantly coming. I needed six to eight
gel pens a month and would spend about Rs. 80 on them. But ever since
I started using a fountain pen, I spend less than Rs. 10 on ink etc.
Plus I save the environment from being polluted by so many discarded
gel pens. This is my way of adopting voluntary simplicity.
The
talks inspired the audience to rethink the way they live. The talks
on substance abuse told of the helplessness of users and focused on
saying ‘no’ the first time to drugs, gutka, or alcohol.
The talks on neglect of old relatives told the stories of people living
in old age homes, people living lonely lives because their children
are abroad, and they also told positive stories of parents living happily
with the next generation as good examples to follow. The play Seth Parmanand
explores this theme in a very engaging manner.
More
Pictures:
Theme
song: Sat chale to bath bane
Audience
Backstage:
Ms. Maninder J. putting finishing touches.
Girls!
They couldn't get their hands off the rouge!
Invocation
The
Dhiras were awarded T-shirts with the Dhira logo printed on it. Note
also Ms. Usha Hassija amidst the children. She trained the children
for the three hit plays.
