She secured only 41% in CBC but her father was very keen to see her as an engineer. With such a poor achievement it was not possible to opt for science. He requested Shri Pritam Sharma, a social worker from Shahdara, Delhi. Shri Sharma approached the principal and convinced him. He was carrying her to Senior Secondary School for admission in science. “Uncle, I will not be able to pull on with science,” Nidhi confided to Sharmaji. He took a turn and returned. He contacted me and discussed the issue.

I asked Seema, my student, to administer The 16 PF on Nidhi. I wanted to see when Nidhi will be a grown-up person, ‘what will she be doing?’ In other words, which activity she can perform better than 10,000 people. It was the activity which accountants, financial managers or the financial engineers basically perform. Commerce was the subject that provides the ground for moving ahead. We finally recommended her to go for Commerce. Her father was very much annoyed and he refused to talk to us.

Shri Pritam Sharma convinced her mother. Nidhi went for commerce. After a year, I visited Shri Sharma in Shahdara. Nidhi came and told, “Uncle I obtained 69% but this is not enough. I have to achieve 80% because I have to become a CA.” The girl who secured 41% in Xth has obtained 69% in XIth. That to, we only suggested the subject of commerce rest were her own efforts. “Uncle, when I joined Commerce classes I was not able to write the spelling even. Things were very difficult in the beginning. I decided to myself, then, sailing became smooth after few days,” she disclosed the secret of her success.

There are four agencies involved in the selection of subjects in class XIth. Parents decide either on the basis of, ’what do they want to see their child become?’ Or future prospects of the subject/specialization opted by their ward. School authorities decide on the basis of achievement of the student in the previous class. The student himself is very keen on the interests he desires to pursue. The so-called personality development experts and the counselors; they recommend the subjects in view of aptitude and the interests of the student.

None bothers that nothing among the four will work at a later stage when the student will be a grown-up person. Then, what matters ultimately? The activity the student can perform better than 10,000 people which is the representation of his ‘uniqueness’. Subjects related to this activity have an inherent probability to be of some significance when he will be a grown-up person. Basically, I have been helping the students through identifying the ‘activity’, which I sense with the help of The 16 PF, and then I go helping him in exploring within. This is the skill I developed in the Mental Hospital.

I have been suggesting subjects to the students with this approach for more than 3 decades and I have not found a single case of failure. Our education system is equipped with all the facilities required to prepare the student to face any eventuality of the future. The moment, authorities for the sake of discipline treat the student as a part of the system, they unknowingly infuse insecurity in him. As a result, the student loses the confidence and he begins to look for secured means i.e. earning money through a job.

Education is, by definition, considered to bring out best from the students. Where the fault lies? We don’t treat the student as ‘unique’. Our approach is different to what we claim. We don’t believe in enabling the student but we do planning for him as if he is a living doll to be disciplined.

%d bloggers like this: