The Sand-piper of Hamelin!😊

The Great “Desk Varnishing” Deception of '95

4th March 1995

A nostalgic throwback to 31 years ago!

MCC School Diaries

#memoriesfromdiaries

Well, as they say, some school memories are etched in your mind forever - not because of an inspiring lesson, but because you were thoroughly tricked into coming to school on a Saturday, for doing desk polishing!

Looking back at my diary entry from exactly this day – on 4th March 1995, I guess it could be called a historic day of sorts!

Well, the day had started with a classic hostel-ish rebellion: skipping breakfast!

As it was a Saturday, we did not have the usual jogging at 5.45 am as well!

And since breakfast was uppuma, I decided to give it a skip – as usual! 😊 And to all ye card-carrying members of the “Anti-Upma Association” I can hear you a mile away!!! 😊

The real adventure began shortly after this, you see!

Call it the The Twelfth Law of Applied Treachery or What You May! 😉

But our class prefers to call it the greatest tactical deception in boarding school history, “orchestrated” by none other than our Physics master, Mr. Nedumaran.

Now, Mr. Nedumaran was a master of science, who was quite good at his subject. However, on this fateful Saturday, he proved himself to be a master of psychology as well!

The bait was indeed quite irresistible - our physics practical marks.

As we all know, to a high schooler especially, practical marks aren’t just numbers; they are the holy grail. 😊 They are the difference between life, death, and having to explain your report card to your parents.

So naturally, we all fell for the bait. Quite early into the holiday-ed Saturday morning, we all descended upon the school like a flock of highly anxious birds! We marched in, hearts pounding, expecting Mr. Nedums (as we called him) to pull out the mark ledgers and our grading sheets, and give us that appreciative smile of sorts, even while distributing our practical marks.

Instead, we were – thousands of thundering typhoons – yes! We were all taken into a carpentry sweatshop of sorts!

There were no marks. There were no mark ledgers. There was only Mr. Nedumaran, standing amidst a mountain of coarse sandpaper and pungent tins of wax, looking less like a Physics teacher and more like a Victorian workhouse manager!

We stared at him. He stared back at us. ☹

He didn't hand us our grades; he handed us a solid 80-grit coarse “sand”paper – to each their “paper”!

We had been thoroughly, spectacularly bamboozled. It suddenly dawned on us that he hadn’t called us in to give us our practical marks - he had called us in for a practical application of mechanical friction. 😊

And so, and sadly at that, we had to spend our Saturday buffing and waxing the very desks we usually used to sleep on during ‘boring’ lectures. 😊

Since all of us were new to this job, what followed was chaos of the highest order! We had to apply sandpaper first, followed by wax to varnish the benches. Even our Headmaster Dr. Jefferson came out to inspect our handiwork. The boys were shouting and howling, and even the junior hostelers were roped into the cleaning effort. Meanwhile, breakfast was being served outside Miller Hall.

After successfully surviving the trap of the millennium - of “forced carpentry”, we finally got a break.

Then, after lunch, albeit a bit tired, I grabbed a much-needed siesta before our 3:00 pm tea, which we enjoyed outside the Hall. I finally had to take a bath to wash off the wax from my wax-coated pants.

The rest of the day settled back into standard boarding school life. The night ended in 2nd studies with Math tuition, showing up a packed house. Sudip joined us today, alongside Ranjan, Sudher, Bobin, Bambino, Sagran, Daniel, and myself.

Yes! Back then, our class teachers doubled up as tuition teachers in the evening! 😊

I studied, read, and wrote until 11:00 pm before finally calling it a night.

Study! Read! Write!

Three different cognitive gears that were deeply instilled in us by our parents and teachers, as mandatory on the highway of academics!

Cognitive gears that we practice with such reverence and sincerity even today!

Pranams to our parents and teachers!

The 'Seven-Day Chief Minister' and the Art of Turning the Page ❤️

Takeaways from the ‘Seven Day Chief Minister’ Saga

#memoriesfromdiaries

3rd March 2000

A Seven-Day Stint: Unearthing Wisdom from an Old Diary

Well, there is this unique kind of time travel that happens when you flip through the pages of an old diary. Today, exactly twenty-six years later, I find myself looking back at a page off my past diary, dated Friday, 3rd March 2000.

It offers a fascinating snapshot of my student days in College, that has a blend of academic routines, meticulous jotting down of accounts, and glimpses from the day’s newspaper.

The entry begins with the familiar rhythm of campus life: “Went to classes. Pd exam fees 400/- and noon One hr class.”

Even for that lone afternoon class, which sometimes felt, I should admit, a bit tedious, we were still there with pen and notebook! 😊

After class hours, much of the remaining day was consumed by logistics for the 11th Edition of Zeal 2000, as I was tasked with coordinating the event!

In an era before instant digital invites, getting the word out to academia meant a lot of trips to the DTP (Desktop Publishing) centre and the local photocopy shops.

Had an outing with Vivi to get the invitations sorted, along with some very precise accounting of the “CPF money” provided by Prabhu.

The prices alone, back then, offer an exciting trip down memory lane 😊

100 invitation copies at Star Xerox for Rs. 38/-

25 copies and covers at Dubai Xerox for Rs. 30/-

“Cleaning” 15 photos for Rs. 75/-

The most striking part of this diary page is the news headline that donned today’s newspaper.

Samata Party Leader Mr. Nitish Kumar sworn in Bihar CM & Governor Mr. V.C. Pande’s decision evokes widespread criticism.

Well, in February 2000, elections were held for the Bihar Legislative Assembly (which at the time included what is now Jharkhand). The results produced a deeply fractured mandate.

Neither Lalu Prasad Yadav’s Rashtriya Janata Dal (RJD) nor the National Democratic Alliance (NDA) - which included the BJP and Nitish Kumar’s Samata Party - managed to secure the 163 seats required for a majority.

However, on this particular day, the Governor of Bihar, Mr. V. C. Pande, made the highly controversial decision of inviting Nitish Kumar (he had contested as a member of the Samata Party that he founded in 1994 along with George Fernandes), to form the government and swore him in as Chief Minister, which sparked immediate and widespread outrage across the country for a few key reasons.

The opposition argued that the NDA clearly lacked the numbers to prove a majority on the floor of the house. Rival parties, particularly the RJD and the Congress, were not happy. They accused Governor Pande of acting in a partisan manner.

The opposition parties were right, when it came to numbers. Nitish simply couldn’t cobble together the necessary support from other MLAs to win the vote of confidence, and hence resigned as Chief Minister just seven days later on 10th March 2000, without even facing the floor test.

Following his resignation, Rabri Devi of the RJD, backed by the Congress, was sworn in as Chief Minister.

Quite interestingly, Nitish Kumar is now Bihar’s longest-serving Chief Minister, currently serving as Chief Minister for the 10th time in a row!

The takeaway?

A single setback cannot be interpreted as dictating the rest of the story of one’s life.

What seemed like the end of the story in March 2000 was actually just the prologue or a stepping stone to a huge epic saga – Nitish went on to become the longest serving Chief Minister of the State.

So what was his success mantra?

He just didn’t waste his time staying in the same disastrous chapter, but confidently flipped through the storyline to the next chapter - for the brighter and better possibility that was awaiting him!

Lovely takeaway, ain’t it?

"Easy for anyone to give a handful of food before eating | Easy for anyone to speak kind words to others." ❤️

Oru Kaippidi Thamizh | A Handful of Thamizh

ELA Valedictory | Loyola College

A Report

2nd March 2026

The Valedictory of the English Literary Association of the Department of English (Aided), was a memorable one with a lot of takeaways!

The programme started with an impressive rendering of the ‘Thamizh Thaai Vaalthu’ by the students of the Department of English, with two students playing so skilfully on the guitar and on the violin respectively.

My talk centred on the topic, “Literary” Agency: Navigating the Pathway to Literary Excellence, where I also emphasised on the importance of jotting down one’s thoughts for posterity.

I also had a special word of congratulations for the Head of the Department Dr. Porselvi, on releasing her second book of poetry today. By doing so, the HoD has set a noble trend to be emulated by all faculty members and students alike.

In her prefatorial to her book, Dr. Porselvi observes –

(just excerpts)

There are many reasons why I, an English professor, developed a passion for Tamil. From a young age, my father, also an English professor with a deep devotion to the Thirukkural, and my aunt, a Tamil professor who understood the glory of Bharathi, introduced me to the beauty and ethics of the Tamil language through their words and actions. My mother, a kind storyteller, would blend the nectar of Tamil with food and serve it to us every day.

One day, amidst my daily chores, a beautiful Tamil phrase fell upon my ears: “Oru Kaippidi” (A Handful). Simplicity, humility, modesty, neatness, and truth - all are contained within this phrase.

At the same time, in the vast treasure trove of the Tamil language, what I have learned and understood is merely a “handful,” while what remains to be learned is the size of the world! This book is the first step in that Tamil quest.

While conducting doctoral research on the topic of Ecofeminism in Indian Literature, I gained a deep understanding of Sangam literature - specifically concerning Thinai (landscapes), Akam-Puram (inner and outer life), and the various categories of poetic elements (Mutharporul, Karupporul, Uripporul).

Similarly, while researching folk literature, I gained clarity regarding the natural traditional wisdom of simple people.

Some aspects of Ecofeminism can be seen below –

This ideology celebrates the value of the relationship between women and nature on one hand, and the connection between nature and culture on the other. It recognizes the inner connection between marginalized groups; it proclaims the rights of Mother Earth and her oppressed children, and guides us toward understanding the benefits of establishing gender equality and sustainable development for human beings.

It awakens all human minds to understand the spiritual dimension of all living beings with fresh vigor. It questions the contemporary problems faced by women and nature due to exploitation, destruction, and indifference. Furthermore, it urges human beings to gather their collective strength.

I see Poetry as a noble tool that gives shape to the deep thoughts and broad inner reflections born from our faith. The word "Poetry" (Kavithai) can be broken down to mean: Kalvi (Education) + Vidhai (Seed), Karpanai (Imagination) + Vidhai, or Karuthu (Thought) + Vidhai.

My beloved child born of this process is this small poetry collection, Oru Kaippidi Thamizh.

These poems were born from the values I learned from Sangam and Folk literature, such as ethics, love, affection, romance, separation, compassion, bravery, knowledge, encouragement, silence, language, prosperity, simplicity, strength, truth, hard work, relationships, nature, faith, and duty,

she signs off.

Dr. Prema, Recipient of the Mahakavi Bharathiyar Award by the Government of Tamil Nadu, (who has also written the foreword to the book) did an impressive book review of ‘Oru Kaipidi Thamizh’. Dr. Prema was formerly Professor at Ethiraj College for Women in Chennai and later held the position of Principal at Bhaktavatsalam Memorial College for Women. She is the author of over 20 books and has published hundreds of research papers at both the national and international levels.

Excerpts from her book review –

Dr. Prema, while elucidating on the significance of the title, ‘Oru Kaippidi Thamizh’, alluded to Thirumoolar’s Thirumandhiram (Song 252), where he talks about offering “a handful of food while eating” to the poor.

Easy for anyone to offer a green leaf to the Lord,

Easy for anyone to give a mouthful of grass to a cow,

Easy for anyone to give a handful of food before eating,

Easy for anyone to speak kind words to others.

Historically, in many Tamil households, the women in the family would usually set aside one “handful of rice” (Pidi-Arisi) into a separate pot before cooking the family meal. This accumulated rice was eventually given to the poor and the needy.

Just as the “handful of food” is a daily practice of physical charity, “A Handful of Tamil” represents a daily practice of cultural and linguistic “giving” – by cherishing the joys of the language - through one’s reading and writing.

On an aside, one is also reminded of Kamala Markandaya’s A Handful of Rice (1966) which is also set in Chennai. However, while in Thirumoolar’s verse, the “handful” assumes that the giver has a surplus, in Markandaya’s Madras (now Chennai), the protagonist Ravi experiences the “handful”  as a lack!

A lovely takeaway for the day!

Dr. Christina Sagaya Mary, President of ELA presented the Annual Report. The events that were conducted throughout the year, is testament to the unbridled talent of the students, and the encouragement and support they receive from their professors.

Prizes and awards were distributed to the winners of competitions in various categories. I was so happy to know that, students of Loyola had participated regularly in the literary festivals organised by our Department of English in MCC, and in turn, our students have also been regularly participating in paper presentations and competitions in Loyola College, all through the year.

Hearty congratulations to Dr. Christina Sagaya Mary, and Dr. Ashwin on successfully completing their stint as President and Vice-President of the ELA on a highly victorious note. So happy to meet with Dr. Kannan, Dr. Sebastiraj and a host of other lovely faculty members and students of the Dept of English.

A memorable day in every way!

The ELA Valedictory 2026 | @ Loyola ❤️

The ELA Valedictory 2026 | Loyola College, Chennai

The PG & Research Department of English

Loyola College (Autonomous), Chennai

Monday, 2nd March 2026, 11:30 AM

Venue: De Nobili Hall (Old LIBA Block)

The event will feature a special session titled, “Literary” Agency: Navigating the Pathway to Literary Excellence.

The Seasonal Celebrities of Pulicat 💚💚💚

 

A Room of Their Own: Cultivating Authenticity in the Digital Age ❤️

Writing as Therapy and Authenticity

When Literature Students Double up as Writers!

Reflections | 25 Feb 2026

For years and years, the traditional image that connects with a literature student has always been one of quiet ‘consumption’ – a passive consumer of literature!

However, of late, I could see a remarkable shift, or in Kuhn’s words, a ‘paradigm shift’ in the way our students connect with literature.

Today I was so happy to a stream of vibrant, aspiring student-writers walking into our office with their manuscripts / first drafts of their publications.

A proud moment for us when we see our students transitioning from passive consumers of literature to active creators of literature.

They are starting blogs. They are drafting manuscripts. They are proof-reading manuscripts. They are self-publishing books. They are doing book-reviews of their classmate’s books. They are interviewing people confidently. They are recording their own voices in recording studios.

And many of them are doing it so consistently!

We their teachers are so happy watching this trend unfold amongst literature students across all the literature classes – from I BA to II MA.

Most importantly, I could see a great sense of originality also in their writing. Again, writing is not everyone’s cup of tea. Also, they are not just writing to be published or to build a portfolio alone! they are writing because, as Chinua Achebe says, ‘they have a unique story, a unique voice waiting to come out’. By doing so, I am happy to note that, they are discovering for themselves the profound power of ‘writing as therapy’.

In a hyper-connected, fast-paced world where attention is constantly fragmented, finding a quiet corner can feel almost an impossibility! But for many of our students, a blogpost or a paper presentation or a book publication has become that sanctuary! that quiet corner! that private abode! That they so beautifully safeguard and nurture by all means!

When a student launches a blog, and nurtures their unique space on the digital platform, or through their personal diaries, they are creating a beautifully designed personalised ecosystem where their thoughts, anxieties, and observations take centre stage. This act of cultivating one’s personal space – what Virginia Woolf calls, ‘A Room of One’s Own’ then becomes not only liberating but also empowering for them! It allows them to articulate their own unique worldviews on their own terms.

Before we can speak our truth clearly to the world, we must first learn how to speak it to ourselves. Private writing is the rehearsal space for public authenticity.

In both literary and psychological studies, this deeply restorative act is known as scriptotherapy - the process of writing to navigate life’s challenges, and complexities in one’s own sweet terms, that proves therapeutic!

As their professors, our greatest hope is not just that our students leave with a degree, but that they leave with these lovely literary tools that help them navigate life effectively!

In that sense, seeing them embrace writing not just as an academic exercise, but as a lifelong therapeutic practice, is the ultimate testament to the enduring power of words. They are proving that literature is not just something we study - it is something we do to heal!

Finally, borrowing from Jane Austen’s immortal lines, “it is a truth universally acknowledged”, that, before we can speak our truth clearly to the world, we must first learn how to speak it to ourselves.

Personal writing then becomes that awesome ‘rehearsal space’ for public authenticity!

In short, writing becomes therapy and authenticity as well! 😊

A Groundbreaking Debut: Reviewing Our Student’s Book, "Nation Memory"

Stories Multiply, Pain Remains: Exploring Nation Memory

Nation Memory | Book Review

#lovelyreads #nationmemory

Author: Ms. S. Amathullah Aafreen, II MA English

I am delighted to present a lovely book authored by our II MA English student Ms. S. Amathullah Aafreen, titled, Nation Memory and the Poetics of Nation Memory.

The concept of Nation Memory is a newly coined conceptual framework that explores how the collective memory of displaced, marginalised, and silenced nations is preserved through literature, poetry, testimony, and artistic expression.

The author frames the act of remembrance not as a passive record of the past, but as an active form of resistance against systematic erasure by dominant political structures.

To establish the necessity of this new term, the book contrasts “Nation Memory” with four existing frameworks, namely, Collective Memory, National Memory, Cultural Memory and Post Memory.

While collective memory builds social cohesion and privileges dominant, unifying narratives, Nation Memory highlights the fractures, exclusions, and traumas that the collective cannot absorb.

National memory, in like fashion, is curated by the state through official archives, monuments, and textbooks to sustain political authority. On the other hand, Nation Memory survives outside official records to document the experiences the state attempts to forget.

Similar is the case with Cultural Memory that relies on unbroken traditions, festivals, and rituals. On the other hand, because displaced nations suffer from fractured continuity due to exile or colonisation, Nation Memory preserves their survival through poetic testimony rather than tradition.

In the same vein, while Post Memory deals with trauma passed down generationally within families, Nation Memory describes the endurance of an entire displaced homeland through literature and the collective imagination.

Quite interestingly, the book also seeks to engage deeply with prominent literary and cultural theories which serve to vindicate and authenticate the necessity of coining a new concept called, Nation Memory.

Building on Aijaz Ahmad’s critique of “national allegory,” the author argues that Nation Memory does not force postcolonial literature into a rigid symbolic mould. Instead, it embraces memory as fragmented, incomplete, and affective.

The book extends Anderson’s concept of “imagined communities”. It argues that displaced communities do not imagine their nation through state institutions or shared media, but through inherited narratives of trauma, loss, and shared remembrance.

Engaging with Said’s “imagined geographies,” the text notes that colonial powers use mapping to erase indigenous histories. Nation Memory functions as a counter-cartography, reclaiming physical space through emotional detail and narrative.

The text posits that state archives are instruments of power that dictate what is authorised and what is excluded. For displaced communities that lack physical institutions or recognised territory, literature serves as the only viable archive capable of preserving their grief, history, and identity. As such, then, literature doubles up as an archive, in such cases.

Aafreen provides a compelling and highly original contribution to memory and postcolonial studies by successfully carving out “Nation Memory” as a unique and distinct category – as the need of the hour for academia. The rigorous comparison with established sociological concepts demonstrates strong academic grounding and provides a highly effective new lens for analysing literature from conflict zones and displaced populations.

Moreover, the book proves to be a highly engaging intellectual endeavour, coming from the mind and the pen of a II MA English Literature student.

The book presents a judicious blend of scholarly analysis and creative, poetic interludes interspersed throughout the text – and some of them remain etched in our hearts for long! Sample this –

“Stories multiply, pain remains.”

“Every piece of chalk tells a story.”

 “Watermelon stands as resistance.”

 This hybrid structure within the text, perfectly brings out the book’s core argument – that literature in general and poetry in particular, operate as counter-archives or as alternative repository of memories.

By applying these theories to the specific lived realities of the renowned Palestinian poets like Mahmoud Darwish and introducing case studies concerning Lebanon, Syria, and Yemen, the text grounds its theoretical claims in tangible, embodied experiences of displacement. It effectively frames remembrance as a practice oriented toward the future, affirming that storytelling holds the power to reclaim justice and restore dignity for silenced communities.

Well, literature, then becomes more than just a ‘mirror’ of society.

It transforms into a vital and dynamic archive, [or a counter-archive] that doesn’t just store the past - but actively interprets it and keeps it in dialogue with the present!

In that way, the book is an outstanding contribution to the conceptualisation of a new field of study – Nation Memory.

Congratulations Ms. Aafreen. We are so proud of you.

PS: Copies of the book can be ordered online on Amazon HERE.