Friday, November 14, 2014


by Cl. Jerome Aruldass Edison

DAKOR-GUJARAT, NOVEMBER 14, 2014: The fourth day of the training camp began by invoking peace everywhere through USM prayer. The quest began with the word 'song.' The animator began by asking the campers, "What are the types of songs we listen or compose? Do you listen to rock or fast numbers that allow only fun and frolic?" She further added, "Our country is immensely blessed with diversity even in the art of music. Often we tend to ignore the classical music of our nation which is original and unique. Foreign nations seek from our country these authentic heritages." 

'Though British slaved us for 200 years yet those traces of slave mentality abides in our cuisine, dressing, games, etc. It clearly exhibits all have a low esteem about their traditional and cultural lifestyle. We profess a culture and personalize western habits.' Miss. Neetu Joshi played a song with lyrics that depicted the loss of originality and the distortion of uniqueness and truth.'Thus to gain originality one requires vision, goals, policies.' 

In the next session, the participants were shown a movie titled, 'Dho Kalakar' that portrayed two friends; one who was a great artist whose sole concern was name and fame and another who believed in selfless giving. It also highlighted that vision was above ambition. 'Youngsters today don't recognize the parity between fun and joy. In having fun, we spend a lot of money and even tell lies, whereas joy bequeaths selfless service to those in dire need, honest work that brings joy and satisfaction with the truth.'

The slum schools and mall exposure was an eye – opener to the students. 'Twenty percent of people occupy 80% of place in our country. Colonization of village plots by architects and numerous difficulties faced by villagers leads to slum in cities.'  During this experience the students saw the environment in which children from slums lived and studied. They were made aware of the determination of the slum children who had a dream. 'They work in their houses and also outside to earn and buy books to study.'  This disclosure unfolded a vast chasm of disparity between the rich and the poor. The students went back asking themselves, "what is my responsibility towards these poor brethren?"

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