Search and research

Can small-scale, original, self-directed investigations into Madras history enable better learning in Madras high schools, colleges and universities?

While searching for information for bits of history on science and medicare in Madras, I trip on umpteen resources: from ancient books published in different parts of the world to most recent theses and dissertations submitted to different universities to qualify for postgraduate degrees. For example, when I was working on the theme ‘Tamil script reform in Madras in the 1940s’, I came across an MA dissertation, dated September 2007, submitted to the University of Reading (UK) by Fernando de Mello Vargas. Some of the chapters in this dissertation refer to (a) Early Tamil printing, (b) Tamil foundry types from the 19th and 20th Centuries, (c) Monotype Tamil series and (d) Linotype Tamil series, all supplemented with high-quality research and relevant references to earlier literature. I get to read many such theses on aspects of Madras’s history, nearly 90 per cent of them from universities in Europe, North America, and Australia. I cannot deny the possibility that the (few) theses written in Tamil Nadu on different aspects of Madras’s history have not been published in the electronic medium, but the worrying question before me is how come I get to read only a very few professional articles and original investigations leading to research degrees (e.g. MPhil, PhD) on aspects of Madras’s history from Tamil Nadu?

Besides the many universities and deemed-to-be-universities in the Madras area, several arts colleges and high schools also exist. Why cannot these institutions think of ways of incorporating small-scale research activity using Madras’s history as a possible pathway of learning? Even undergraduate programmes – be they in either languages or science – can include a small-scale research activity, if the teacher concerned takes the initiative to promote research aptitude in his/her wards. Madras’s history would serve as a fabulous tool in the hands of a creative teacher.

Before I go on to explain how this could be done with examples, I will reinforce the vitality of research-based learning. The curse in Madras education (primary, secondary, and tertiary) today is rote learning. High School and University Boards of Studies think that learning occurs by simply stuffing information into the heads of the learners. The two-fold purpose of education is to enable the learner to think – think logically, positively, creatively, and usefully – and be able to solve real-life problems. Rote learning does not provide even an iota of opportunity for this purpose. Learners should be enabled by teachers to learn to deal with problems and solve them successfully. To instill this capacity in high school and university learners, the institutions (viz. teachers, Boards of Studies and other relevant administrators) need to think of mechanisms to implement appropriate teaching strategies. The one and only effective strategy is to train learners in ‘self-directed’ learning which, in other words, is ‘research’. Most importantly, this training also triggers curiosity in learners.

How can we explore the little known dimensions of Madras’s history in teaching in high schools and universities? Being a scientist myself, I will use examples from science to illustrate this point, which is tough in the context of our discussion.

In the columns of Madras Musings, I have been chronicling lives of men and women of Madras science and their profound contributions to the science of India and the world. Learners could start with such projects and develop skills of searching for original information, read and assimilate that information, and learn to set the assimilated information in the context of either original science information or society. How many of the present high school and college students know of Dr. Mariadassou (1870-1947) who contributed significantly to health, while practising in Pondicherry and Karaikkal, by writing Medical ethics of India and their relationships with those of European medicine (1906, 178 pages, M.P., Pondicherry) and Traditional medicine of India (1934-1936; 4 volumes, Saint-Anne Press, Pondicherry). How many know that Albert Calmette (1863-1933), a distinguished physician, bacteriologist and immunologist in France and a colleague of Louis Pasteur, has referred to Mariadassou’s treatment of snake bites in his book Venoms, venomous animals, and antivenomous serum (E E Austen, 1908, Bale & Danielson, London). How many know of the outstanding contributions Edward Green Balfour (1813-1889) made to medicine, forestry, climate change, Indian languages, and women’s development while he was in Madras? How many know that T.S. Venkataraman (1884-1963) paved the way for what we today call ‘Biological Diversity’?

In the 19th and early 20th Century India, the disproportion between the numbers of sufferers of tuberculosis and beds available in sanatoria was so wide that alternatives were necessary. The World Health Organisation, coordinating with the British Medical Research Council (BMRC), Indian Council for Medical Research, and the Government of Madras funded a study to explore the alternatives in Madras. The Tuberculosis Chemotherapy Centre (TCC) on Spur Tank Road came up with a 5-year dictate in 1956. TCC launched, under the leadership of Wallace Fox (BMRC), well-designed clinical trials, which principally tested the efficacy of the patients being treated in their respective homes rather than in sanatoria. TCC findings showed that drug-based treatment (chemotherapy) of patients continuing to stay in their homes and treatment of patients in the sanatoria gave identical results and did not lead to any increase in the infection in family members. These studies became popularly known as the ‘Madras trials’ in the medical world.

Researching into history of either science or languages or social dynamics and evolution can be a fascinating teaching tool. Learners can be encouraged to search for information and trained to synthesise that information in the most acceptable manner. Of course, levels of difficulty can be determined so that quality control can be exercised. Moreover, research into Madras’s history requires no financial investment. Only patience and enthusiasm on the part of the learner are needed. The teacher, however, has a significant role in sustaining learner enthusiasm and motivation.

I am sure that Madras history stalwarts – such as A.R. Venkatachalapathy (MIDS), Nandita Krishna (CPR Foundation), V.R. Muraleedharan (IITM), Pradeep Chakravarthy and Chitra Madhavan – would be only too glad to offer guidance in training school, college and university teachers in developing the right skills and identifying the right tools to initiate small-scale research activity searching Madras history as an opportunity.

Dr. A. Raman
Charles Sturt University
Orange, Australia

Thought-provoking

I read with great interest the February 16th issue of Madras Musings. It was a gem of an issue. The opening article by the Editor on Senate House slated to become a museum was thought-provoking. But in the age of Internet and Google, it is inevitable that museums will become things of the past. It would be more useful and appropriate if the Senate House could be rented out, subject to specific conditions, to recognised bodies to conduct one-day seminars or to hold lectures on important topics like education, culture or heritage. The exhibits could be displayed on the sides so that those who attend the seminars/meetings could also enjoy the exhibits. The rent should, however, be reasonable.

Thanks to K.R.N. Menon for bringing to the knowledge of the readers one of the best extempore speeches ever made on cricket, by late Lakshman Kadirgamar, the then Foreign Minister of Sri Lanka. Its publication was aptly timed by the Editor for the World Cup. You cannot but admire the genius of Kadirgamar, his knowledge of the game, his spontaneous sense of humour, and his diplomatic skill in cooling the South Asian region through cricket. The need of the hour is more Foreign Ministers like Kadirgamar who was known for his oratorial skill, among other qualities.

Rev. Dr. R. Daniel Jayakumar
Principal
ALC College of Education
Main Road, 27A, Jeeva Nagar
Nellikuppam 607 105

Statesman-cricketer

I am an avid reader of Madras Musings but I confess the February 16th issue was somewhat lacking in, as they say in Tamil, uppu-chappu (salt/spice). But that was till I came to the last page and, hey presto, there was the late Lakshman Kadirgamar’s speech and it was an absolute beauty. What a witty peppy speech – and impromptu at that! It would seem that Kadirgamar was in the mould of that great statesman and cricket lover, the late Sir Robert Menzies.

Many thanks to K.R.N. Menon (may his tribe increase) for sending it to Madras Musings and to Madras Musings (the tribe of your readers is ever increasing) for reproducing this wonderfully delightful speech.

C.G. Prasad
9, C.S. Mudali Street
Kondithope
Chennai 600 079

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