Of journeys long and short

Payal Adhikari

The word ‘travel’ usually conjures up images of long journeys, trains, aeroplanes, heavy luggage, and at least a five-to-six-day break from one’s regular schedule. However, if we ‘travel’ or explore the local region it needn’t be so cumbersome; in fact, it can be a simple, economical, and liberating experience.

In the last few years I have been on a few trips that are not more than 100 to 150 kilometres away from our school and the diversity available to explore within these limits has been revealing. In this article I will list the kinds of places that we have been to, the mode of travel, and the learnings.

Places covered in the local region
A bit of research on the Internet can throw up a plethora of places. Local travel sites and biggies like Trip Advisor can be a rich resource for an adventurous teacher like me. Once I have a list of places that seem relevant, I try to visit these areas with interested colleagues and friends and then venture out with the children. Some of the places that we have covered include:

• Local lakes/rivers
• ASI sites
  a. Forts
  b. Temples
  c. Archaeological ruins of an old port
  d. Ancient statues in caves
  e. Location of a famous battle
• An area rich in fossils (where we accidently came across a dried river bed)
• Small protected forests (under the supervision of a caretaker who also served as a guide)
• Heritage temples
• Local farms
• Workshops of local craftsmen

Sometimes the places that we chose were directly connected to the topic we were studying. For example, during our study of the Chola empire, a visit to the temples is a must, all biology lessons can be easily tied to a trip to the local forest, etc. Sometimes we take trips simply to have fun and ignite the adventurous spirit in us and the children.

How do we travel locally?
We usually avoid trains because they involve advance planning. If the location is at a fair distance then we go in vans, buses, or cars. On many occasions the children’s parents are happy to pitch in with their cars and chauffeurs.

For the spots that are in the vicinity of the school we have cycled or walked. Living in a small city, the distances are not much and a 40 minute cycle ride can land you on the shores of the local lake. The closest ASI site is seven kilometres away and makes for an easy cycle trip as well. Cycling and walking trips are a common feature in the West, but in India we tend to be more reluctant to undertake them. Cycling and walking are eco-friendly and healthy. My first cycle trip under an experienced teacher was so much fun because he stopped at a couple of interesting spots on the way to our final destination. That is when I discovered it to be a spontaneous, unstructured, fun-filled, and liberating way of travel that was enriching at the same time.

It is also a great opportunity for the child to observe his/her surroundings and pick up insights, which is not possible while travelling in cars or larger vehicles. During these trips I have noticed that the children have an uncanny ability to pick up details that we as adults miss. As soon as one moves out of the urbanscape, the clear skies and fresh air do wonders for one’s constitution. Physical stamina is tested and increased by such excursions, we can start with short distances and gradually increase them depending on the capacity of the participants. Another important advantage is that the children often forget to check their mobiles during these trips as there is much else to keep their attention engaged.

Why travel locally?
Ensconced in modern homes with electronic facilities that can link us to the entire world, we often forget to pay attention to what immediately surrounds us. Over the years, I have realized that we should be armed with both global and local knowledge to lead enriching lives. For example, knowing what is grown seasonally and including that in our diet can lead to a healthier lifestyle. Fruits that come from the local region carry all the nutrients necessary for that climate and retain greater freshness as they are not transported over long distances. A cherry in France is a great idea but a cherry in Chennai may not be such a great one. Therefore, a visit to the local farms can be fruitful at many levels. Observing rows of women bent over back-breaking work in a rice field also gives children a much-needed perspective on social inequalities and an appreciation for the farmer and his toil.

An outing into the local forest under an expert guide can provide a learning well beyond what a textbook can. On one such trip, the caretaker at a local TDEF (Tropical Dry Evergreen Forest) explained how the soil, wind, water and monsoon pattern interacted to create a unique ecosystem. The experiential act of walking among the trees, feeling the soil under one’s feet, touching the barks of trees, can lead to a deeper understanding of nature and its importance. This is indispensable to building an environmental consciousness in the children – which is the necessity of the hour. Furthermore, it is a special opportunity to tap into interesting local wisdom. Our guide explained how the wood of each tree was unique and determined the final usage. For example, he explained why a particular local wood was good for a flute and not a piano. That left all of us wondering – was there a connection between regional music and the flora of the area?

Ancient temples are my favourite classrooms for local history. South Indian temples have survived for centuries and are living exhibits of a forgotten way of life, political system, and craftsmanship. One can explain how in ancient times temples were crucial for economic development as they were a source of livelihood for those associated in the running of the temple. One can delve into the political importance of temples as the wall inscriptions contain a wealth of information on public welfare works/schemes, taxes, grants, local water bodies, etc. Discussing these points while doing a ‘pradikshna’ around the temple has a completely different impact, one that can never be achieved in a classroom.

As a teacher I have realized that we cannot limit ourselves as information providers and examiners. For real education to happen, we have to stimulate and encourage the children at many levels – mental, emotional, physical, etc. We live in an era of immersive education as technology is harnessed to create artificial simulations where students can walk the ocean floor and interact with solar systems within the precincts of their schools. Let’s not forget that immersing ourselves in nature and the real world around us is an equally compelling way to learn.

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 reached at silence1677@gmail.com. You can also follow the her tweets on education, history, culture and heritage on Twitter @Payal_swar.