College and its
surroundings
I have spent four decades in the college – four years as a
student and thirty seven as a teacher. It was a very long, almost continuous
association during which I witnessed quite a few transformations of the
college.
It began as a small, late starter in a corner of the campus
which belonged to Nowrosjee Wadia College really. Cusrow Wadia institute had a
different culture and a different type of students. Ness Wadia building was no
patch on the imposing, stone edifice of Nowrosjee Wadia College. Staff members
of Nowrosjee Wadia College looked down upon both teachers and students of Ness
Wadia College initially. Among other commerce colleges in Pune also, it stood
apart because of the Wadia tag. Cosmopolitan atmosphere, emphasis on sports and
outdoors, a high level of spoken English and a happy-go-lucky attitude were
noticeable features of Wadia ethos. It was a part of the culture of eastern
Pune, particularly Pune cantonment area. There used to be a huge cultural
divide between west and east Pune then. Pune, the seat of Peshwas and the focal
point of Marathi culture was actually west Pune.
Today, Ness Wadia College has overtaken Nowrosjee Wadia College
in terms of number of students and activities carried out. The profile of
teachers and students has changed so much today that it is like any other
college in Pune. The ‘hep’ crowd has perhaps moved on to private universities.
The level of English has declined and other languages such as Persian, Urdu,
Sindhi, and Gujarati etc. have disappeared from the commerce course. Given the
internal and external changes to which the university system has been subject
since 1970, this result was probably inevitable.
One incident, way back in 1985 is etched in my memory. While
waiting in a queue at Silver Jubilee petrol pump to fill petrol in my scooter,
I heard two gentlemen ahead talking of college admissions. One confidently told
the other: “Send your son to Ness Wadia College. It has excellent faculty. Your
son will do well.” This was praise indeed and it made me very happy.
Commerce was not treated as an academic faculty in the 1960s
and 1970s. So much so that the university of Pune opened its commerce
department only in the 21st century. However, today it is the
preferred undergraduate course. Nonetheless, attendance of students is a big
problem in all commerce college because the syllabi and examinations are pretty
simple. Ness Wadia College has one distinction: attendance by students has
generally been good. This is more so after a new building and an open air theatre
were added to the college campus.
What Commerce syllabus lacks in depth is perhaps made up for
by its constant revision. Practicals were introduced in early 1980s and subject
syllabi have been regularly updated. The latest change introduced by the
university is credit-based post-graduate courses. These keep M.Com. teachers
and students on their toes. By and large, these changes have been beneficial.
My contribution
My first year as a teacher in the college was disastrous. I
simply did not have the confidence that is necessary to make simple points in a
loud voice and a no-nonsense approach before students. I watched with despair as
my students turned to the next classroom where a more experienced teacher
taught the same subject. The misery I endured then led to a resolution to try
my best to become a good teacher. As a commerce teacher, I could easily move
among diverse subjects such as cost accounting, business administration,
business management, strategic management, communication and secretarial
practice etc. This and syllabi revisions helped me keep boredom away and then
there was research.
Over the years, my observations and reading helped me
crystallize some principles. The first principle is that academic and
administrative work are different. Teachers must concentrate on the former.
There is an acute shortage of good teachers while administrators are many. It
is difficult to be a good teacher rather than a good administrator. (Ironically,
I taught Business Administration for a number of years.) A good teacher has to
work hard continuously on his/her own.
The second principle is that academics must have an upper
hand over administration. All the great educational institutions, be they
Oxford and Cambridge, Ivy League colleges and IITs and IIMs ensure that
academic considerations have the final say. In other words, teachers must be
the final arbiters in syllabus formation, conduct of examinations and results. There
are many non-academic pressures on teachers but they must be countered. This I
tried to do to some extent. The idea was to spread the message that merit
matters, that students have to work, have to be sincere, honest and that they
do not get anything free. The pressure to pass all students at the end of the
year has now become enormous. This makes a mockery of education.
I paid a price in terms of isolation to implement these
simple principles. Looking back, I am happy that I did so.
Teachers and classroom teaching matter even today. By
observing the teacher, students imbibe many values. I have seen that B.Com. and
M.Com. students have little confidence. They think BBA and MBA students are
much smarter than them. Students must be able to interpret the world around
them on the basis of the knowledge and the tools that they have been given in
the college. This is not happening and it is a major failure of commerce
faculty.
As I look back today at my college career, I have fond memories
of the college library, S.Y.’D’ classes, practicals of Business Communication, project
reports of M.Com. and of course, my own room on the top storey of the old
building. Free access to all books and magazines in the library and permission
to order books were a privilege which is sorely missed in retirement. These
memories allow me to look back on my teaching career with some satisfaction.
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