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Down Memory Lane

The Unstoppable Spirit: A Passion for the Piano

It is never too late to pick up a hobby. Even at the age of 84, Mr M. Kr Bhattacharya is eagerly learning to play the piano. During a chat with a member of our calling team, he shared his love for music and spoke about the importance of learning new skills.

When we called to speak with our member, Mr. M. Kr. Bhattacharya, he was playing the piano. We immediately requested him to play something for us, and he graciously obliged with a rendition of the popular folk song ‘Shohag Chaand Bodoni Dhoni.’ As he finished his wonderful turn on the keys, we asked him about his diverse range of interests—football, cricket, singing, and piano. A mechanical engineer by profession, Mr. Bhattacharya later worked at a renowned shoe manufacturing company, where he was encouraged to represent the company in football. During his time there, he even played against the Indian team that once toured Indonesia.

His greatest passion, however, has always been singing. Trained as a vocalist, he has performed on stage and appeared on a show on a popular television channel. So, why did he decide to learn the piano? ‘As the years went by,’ he explained, ‘I became acutely aware that with age my voice would lose its sheen and power. I love music too much to give it up and decided to do something about it. Five or six years ago, I visited a store on Park Street that sells musical instruments. They suggested I start learning the piano and even introduced me to a teacher.’ Mr. Bhattacharya embraced the suggestion and began his lessons. He soon found immense joy in playing the piano. Today, he continues his lessons and shows no interest in exploring other instruments. ‘I am really enjoying it,’ he said. ‘I have rediscovered music in a new way.’

Before ending our chat, Mr. Bhattacharya treated us to another taste of his piano skills, playing the rest of ‘Shohag Chaand Bodoni Dhoni.’ The lively rhythm of his playing transported us to another time and place. As we listened, we were deeply touched by his energetic spirit and felt that anything is possible if we put our hearts and minds to it.



(As narrated to Support Elders by our member)
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𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗧𝗵𝗲𝗻 𝗮𝗻𝗱 𝗡𝗼𝘄

Reflecting on education as she remembers it from her youth, our member Ms R. Banerji focuses on the place of ethics in modern learning. She questions the driving forces of modern education and asks vital questions about the role it is currently playing in nation-building
My childhood remains fresh in my mind, no matter how old I get, and the education I received as a child has been a vital part of my life.
Today, children are sent to playhouses or Montessori schools, but during my youth, early education began at home. The eldest male member of the family (and, in exceptional cases, females too) typically took on the role of teaching children—whether they were his nephews, nieces, or grandchildren. Our initiation into learning was a ceremonial affair, arranged on the day of Saraswati Puja, when we worshipped the goddess of knowledge and learning. The senior family member would take the child on their lap and guide them to write a few alphabets on a slate with chalk. It was a joyous occasion for everyone, and prasad was served for lunch.
In those days, education was not limited to bookish knowledge but also focused on instilling moral values—a value-driven approach. It emphasized being educated as well as becoming a moral individual. I wonder if similar lessons are imparted in homes today. The focus on ‘inner’ growth—character and spirit—seems to have been replaced by an impersonal, acquisitive drive shaped by capitalist institutions. The system has become excessively money-centric.
Eminent thinkers have warned us against losing focus on ethical and moral development. Swami Vivekananda famously defined true education as “man-making”: nurturing a receptive mind with a large heart. He saw the union of heart and mind as the foundation of genuine learning. Similarly, Rabindranath Tagore was radical in his approach to education, opposing the prevalent method of teaching in confined rooms. Believing that such systems stifled the mind, he founded his school in Santiniketan, where students studied outdoors, under the shade of trees. He ensured that learning was enjoyable for young minds. Nelson Mandela once said that to ruin a nation, arms and ammunition are not necessary; it is enough to weaken the education system and allow youth to cheat in examinations.
I wonder whether we align with such ideas today when education is driven by competition and the desire for financial success. The sole focus seems to be on achieving a lucrative career.
Times have changed, and science has made groundbreaking advancements that have transformed our lives forever. These transformations have brought positive changes in education. For instance, rote learning, which was common in my time, is now obsolete—a welcome shift. However, alongside such positive developments, troubling trends have emerged. It has become almost a status symbol to enrol a child in an expensive English-medium school, where native languages are often neglected. In extreme cases, when students fail to meet the expectations of the system or their parents, they may succumb to the pressure and even commit suicide. This is profoundly damaging to society. If a system, instead of empowering youth, drives them to frustration, then that system is a complete failure.
True education is not about amassing degrees and qualifications. It is transformative, moulding individuals into moral beings with knowledge and a deep sense of responsibility toward society. While it is important to embrace modernity and scientific progress, we must ensure that humans do not become mere robots. Our education system needs a comprehensive overhaul to build a strong nation. Instead of merely training children, the system should rediscover ways to be child-friendly.
(As narrated to Support Elders by our member)