Making connections: history and life

Payal Adhikari

Teaching history to teenagers in the age group of 11 to 14 is a fairly uphill task, especially in today’s world amidst the overwhelming presence of social media and technology. Historical dates, kings, regimes, revolutions seem so distant and divorced from the lives of these students. They find it really hard to relate to the subject and thus lose interest.

The challenge is to make history more relevant by finding a connection with their modern lives. We often talk of the continuity of civilization in spite of all the changes the world has been through. So, I decided to search for clues that would exemplify this continuity and help the children better understand the world they live in. I also tried to cull ‘real-life’ learning from history which could be applicable in the modern context. To accomplish this it was imperative to move beyond textbooks and use multiple strategies to present the subject matter.

A few examples will illustrate my point.

Local history and walks
I live in Pondicherry, a town which was under French colonial rule for many years. The French had carefully planned the urban landscape, and the old town has two distinct quarters – French and Tamil. The old French quarter has villas/houses in the European classical style. Old Tamil quarters are in the vernacular style of Tamil Nadu. The modern town is like any other small Indian town with markets, shopping complexes, traffic, a haphazard array of streets, etc.

I take the children for a walk in the three areas and ask them to observe how they feel in these distinct precincts. Over the years I have noted a similarity in their observations vis-à-vis each area:
1. French quarters – a feeling of vastness and aesthetic pleasure
2. Tamil quarters – a feeling of homeliness associated with one’s tradition and roots
3. Modern town – a sense of confusion caused by the overwhelming noise and pollution

Away from their textbooks, the walk and ensuing discussion helps them understand the history of their town and the complex, changing pattern of its settlements. It is also an opportunity for them to reflect upon the systematic approach of the urban planners of previous centuries. Additionally, they make a direct connection between physical spaces and architecture and their impact on one’s psychological state. Hopefully, this also instils a civic sense early in life.

Cultural traditions
The children come from diverse social, religious, and ethnic backgrounds. Each child is exposed to different rituals and practices at home. We select a few of these practices and try to trace their origins. This research may involve interviewing an adult from the ‘grandparent generation’ (oral traditions) or skimming through the immense information available on the Internet. Sometimes the children discover truly interesting facts; for example, the Odiya tradition of floating lamps in paper boats during the festival of Kartik Poornima harks back to a time when Odiya merchants of the early first or second century sailed to Southeast Asia. This ancient ritual was originally performed to ensure the safety of maritime traders. Thanks to this festival, the students learnt about the international trade that flourished in their state, hoary trade routes, and monsoon winds suitable for sailing.

Skilled artistry
We are very fortunate to live close to some of Tamil Nadu’s world-renowned temples, such as the Kailashnath Temple in Kanchipuram and Brihadeeshwarar Kovil in Tanjore. An annual visit to one of these temples is a must and becomes an occasion to discuss the old Tamil dynastic rule and also admire the exquisite sculpture funded by its kings. I always tell the children about the ancient sthapathis, the master craftsmen who recited a dhyaana sloka, a prayer to invoke the blessings of the god of architecture, before they commenced their work. Carving was a holy act for these craftsmen who wanted to deify the stones they were chiselling. The task was done in an atmosphere of joyful self-giving, with perseverance, concentration, and dedication, and the result was an object of everlasting beauty. How far is this from the materialistic attitude prevalent in today’s work ethic? It is an eye-opener for the children who see that money and power cannot be the sole levers for work. Maybe something of this learning will percolate into their attitude towards their studies and work.

Fashion and history
One of my young students was also an aspiring fashion designer. She was intrigued by fabric and clothes, and we both decided to embark on a study of the history of fabric in India. It was a new field for me as well. The study started with a mention of kapasa (cotton) in the Rig Veda and ended with the top designers of today. On the way, we touched upon the fashions of Mauryan queens, the religious attire of Buddhist monks, the Persian embroidery introduced by Noor Jahan, and so on. We learnt how the prevailing structures and values of a society shape the morality and attire of the time. In addition, my student picked up valuable historical information about dyeing, embroidery, etc., relevant for her chosen profession. She also discovered with a sense of wonder the variety of Indian fabrics and the creative skills associated with them.

The children seemed to enjoy these activities because they stepped out of the confining sterile environment of books and classrooms and created information links with the wider world. Academic learning need not exist in isolation or in the vacuum of the closed classroom. It can be a live, interactive experience in a cultural and societal context. Schooling can become more humane and effective if, along with the curriculum, we can accommodate such activities. Besides the interest it generates, studying history through the prism of one’s familiar social and ethnic background brings with it a sense of pride and fulfilment.

The author has been teaching history in both urban and rural schools for the past 13 years. She has a special interest in teaching Indian history. She can be reach at silence1677@gmail.com. You can also follow the her tweets on education, history, culture and heritage on Twitter @Payal_swar.