Spring season is here. The birds should be singing. The flowers should be budding. The world should be wearing its colorful underwear on the outside.
But not in Bangalore.
Here, there is no natural flower budding. None. Zero. All you can see are flowers on pots—trapped, tamed, and terribly lonely. And all these pots spring from high-storied buildings like rebellious children hanging out of windows. There are hardly any colors on the ground. The ground is gray. The buildings are gray. My mood is also slightly gray.
In Bhutan, at this time of the year, it would be a celebration of spring. Indescribably beautiful. The kind of beautiful that makes poets weep and photographers bankrupt their SD cards. But here? Here we have Holi hangovers.
Holi, the Indian festival of colors, has come and gone. But its fever still lingers—like a relative who refuses to leave after a wedding. You can still see so many nooses of flowers in florist shops. (Nooses, because at those prices, you might as well hang yourself.) And many raags—bags of color powder—displayed proudly on roadside stalls. You can also see many college students with faint, unwashed colors on their faces. Some look like rainbows that got into a fight. Others look like they lost.
Colours make our life. They add beauty to our existence. We love colours. We crave them. We chase them during festivals, weddings, and the occasional Instagram filter.
But it seems one of the teachers in my previous school was damn dull when it came to colors. The teacher simply didn't care about them. And this is where our story begins.
In one of the final exams back in 2008—math paper, believe it or not—there was a question on coloring different shapes: triangle, circle, square, and so on. For class one students. Little kids. Innocent souls.
Some students were provided with colors. Not enough, of course. Many didn't have any. I didn't know how poor our education system was in some remote schools—like Tsirangtoe Lower School in Tsirang. I learned the hard way.
Before the exam, the storekeeper said something that still echoes in my ears: "Government can't buy everything now." He said it with a straight face. And he was damn right. But where could some poor students get colors in their lives? That was another gripping story. The kind that makes you stare at the ceiling at 2 AM.
But good things had a turn after a year. Farm roads soon came to Tsirangtoe's villages, bringing in a good amount of cash. People started working, selling products, and even the poor began sweeping hundred-rupee notes from their hands like autumn leaves. Government has a way, always. I knew from this instance. Slowly. Painfully. But eventually. Now, coming back to that colour exam. A teacher also has a way, always. So the teacher slowly dictated to those who had no colors to write the words—RED, GREEN, BLUE, etc.—inside the blank shapes. Problem solved. Creativity killed. Moving on.
Helen Keller knew all the names of the colors. But she hardly knew what red was or blue was—because she became blind before she could grasp the full perception of the color world. And here, in Tsirangtoe, we had children with two perfectly good eyes who were being taught exactly like Helen Keller.
After the exam, I pulled a student aside—behind the exam building, like a secret agent conducting a sting operation. I gave him a little test.
I asked him if he could name all the colors. He did. Perfectly. Like a trained parrot. Red, blue, green, yellow, purple, orange—the whole rainbow.
Then I picked up a blue rose from the nearby garden. (Yes, a blue rose. They exist. I hadn't seen one before either.) I asked him the color of it.
He gave the flower a deep, long look. Like he was searching for answers in its petals. He hesitated for a moment. Then he smiled—a little nervously—and said, "...Umm... red, sir."
I smiled back—the kind of smile that hides a small internal scream—and said, "Roses are not always red. There are blue roses, white roses too. This is blue."
The student then directly cussed me. Not with bad words, but with something worse: honesty. He said he didn't care about anything besides marks in the exam. And he confidently announced that he wrote whatever the teacher dictated. He was true. Just marks would do. Nothing else mattered. Not understanding. Not learning. Not even a beautiful blue rose.
And this was it. Our students—a few unfed, under-resourced students—if asked to name, could name all twelve different colors. But if asked to identify among twelve different colors, they had no choice but to think hard and say blue for red, green for yellow, black for white. Because, because, and because—they have not seen practically. Even if they have two big bull's eyes staring right at the object.
Our teaching lacks practicability and applicability. We are made of theories. We build castles of words on foundations of air.
There were many instances where computer degree holders couldn't operate a computer. What a shame! Jobs demand experiences—not so much theories, not so much dictating from chairs. Some of our Lyonpos and Ministers are simply speaking good poetry. from their chairs. Beautiful words. No soil. No roots.
The purpose of learning is knowing something. Isn't it? Knowing. Not memorizing. Not repeating. Not parroting.
The colors. How can children develop cognition and recognize things? Whose weakness was it? The concerned teacher? The storekeeper? The examination system? Or the entire education system of the country?
We must think of it. And avoid being blind—despite having our two bulging eyes to identify all.
A good shot here: Helen Keller was blind and deaf too. But someone colored her life. Someone showed her the world without showing her a single color. If she could learn, why can't we teach?
Let us not raise parrots. Let us raise children who can look at a blue rose and say, with confidence and joy, "That is blue. And it's beautiful."