My
longing comes to my lips as supplication of mine
O God! May like the candle be the life of mine!
May
the world's darkness disappear through the life of mine!
May every place light up with the sparkling light of mine!
May
my homeland through me attain elegance
As the garden through flowers attains elegance
May
my life like that of the moth be, O Lord!
May I love the lamp of knowledge, O Lord!
May
supportive of the poor my life's way be
May loving the old, the suffering my way be
O God! Protect me from the evil ways
Show me the path leading to the good ways
Significance of the poem
This poem is a
part of my soul and mind. It laid a bright and shiny path for my childhood to
move forward with strong determinations, a clear vision, dignity and unshaken
courage. The candle of knowledge was a beacon of life for me. It was always
ahead of me. I followed it in my childhood to my young age and now at my
present stage of life. I am confident that the candle of knowledge was lit up
by my mother. My father and mother raised it for me to brighten my path of
life. They walked besides me in the pitch darkness. They suffered all the
miseries of the darkness but they never turned it off. My mother though with no
formal education was a visionary woman who was fully aware of the basic cause
of the darkness in our minds, soul and society. She consciously knew the
significance of knowledge. It was the mission of her life to decorate and
brighten her house by the power of knowledge. This poem was her favorite song.
She used to sing this poem at bed time without fail and we all joint her in a
course. I can still feel the melodious lyrics sung by her in my ears.
This poem reminds me my early school life. My father
was working in a cement factory, erected at the foot of a grand mount of lime
stone the basic ingredient of the cement. All the workers were residing in a
colony nearby the factory. All the basic amenities such as school, hospital,
market, play grounds were provided for the welfare of the employees and their
children. The seniour management, engineers, medical officer were staying in
another colony with better and superior civic amenities. Their children were
studying in an English medium school run by the missionaries. Pakistan was an
independent country but the signs of colonization were very obvious. The
colonisers have left the land, however their roots are still there. The elite
who played significant role at the time of British rule, they and their
products are playing very vital role in constituting the basic framework of the
country. A big gap between the government and the public is an example of this
practice.
My school was
situated very close to the colony consisted of the identical concrete built
houses situated in the rows. To the other side of the school at some distance
was the big mount which used to be blasted around 4 pm on daily basis to get
stones to grind them into the powder form to make cement. A big lush green play
ground was in the front of the school building.
It was a set
routine of our school to attend morning assembly. A group of students used to
sing this poem in the form of a choir and followed by the whole school. I still
remember the environment created by this song on every one. I used to enjoy the
warmth of the poem with every lyric. My heart and soul was filled up by unknown
inspirations. The mount, the trees and our bodies were seen flying up and up in
the flash of brightness. I used to close my eyes to enjoy the full rhythm and
melody of the poem. For a short span of time, I used to be in an environment
free of constraints of time and space.
This poem
takes me in another land may be my dream land where there is peace everywhere
for everyone, where there is love for the children, respect for the elders,
dignity for the women, no war, no discrimination, no starvation, no crying
children and screaming of the women. With the resonance of the music the whole
atmosphere had been breathing, with the blue sky on one side and the earth on
the other. All other things in between them, floating in the river of bright
and shinny flood of light. No signs of bellowing of the thick black streak of
smoke emerging from the tall black chimney of the cement factory. I still feel
its soothing effect on my body and the soul.
The music of
this poem takes me in another world. I see the face of my mother, encouraging
me to move forward, my national flag in my right hand and school bag striped
around my shoulder, every time, I climb the hill close to my school and install
the flag on its highest peak, unfurling of the flag, its sound in the wind,
singing of this poem by me, my school fellows, mountains, stream, animals,
birds, whole universe and my mother, light every where, peace, tranquillity,
love, emotions, happiness and cool breeze, soothing effects on my soul and the
body.
Reflection of our past
This poem
reminds me the glorious past of the Muslims, how they ruled the world.Islam, the youngest of all the world's religions emerged on the world scene in
622 CE (Current Era) with the Hijra (migration), of Prophet Muhammad (s) and
his small band of followers, from Mecca to Medina in northwest Arabia. One
hundred fifty years later the Muslim government where Allah is the ultimate
authority had become the Islamic Empire, encircling the Mediterranean Sea from
Syria and the Tigris and Euphrates Valley east to southern China and western
India, south through what had been the Persian Empire and Saudi Arabia, west
through Egypt and across North Africa, and north through Spain to the Pyrenees.
With the founding of the city of Baghdad
and the establishment of the Abbasid Caliphate (Muslim religious/political
leaders, successors of the Prophet) in the mid-8th century, Islam's golden age
began to emerge. For 400 years, from the mid-9th century until the sack of
Baghdad by the Mongols in 1256, Muslim culture was unparalleled in its splendor
and learning.(SALAM Magazine, http://www.famsy.com/salam/ Sep-Oct 2004)
In
most cases civilizations conquered by Islam remained administratively and
intellectually intact, unlike those overrun by northern barbarians. Thanks in
part to Prophet Muhammad's assertion that "the ink of scholars is more
precious than the blood of martyrs," Islamic leaders valued -- in fact,
sought out -- the intellectual treasures of their subject provinces. Further,
the Muslim use of Arabic, the language of the Quran, led to its standardization
throughout the empire as the language of faith and power, and likewise of
theology, philosophy, and the arts and sciences.
When Islam was laying the foundations of its civilisation; it did
not adopt a narrow-minded attitude to other religions. The behaviour toward
other religions was in keeping with the principles laid down in the Quran: "Let
there be no compulsion in religion: Truth stands out clear from error… (Al-Baqarah
256)
"If it had been your Lord's Will, they would all have believed, all who
are on earth! Will you then compel people, against their will, to
believe?" (Yunus 10:99)
Say:” We believe in Allah, and the revelation given to us, and to Abraham, Isma'il,
Isaac, Jacob, and the Tribes, and that given to Moses and Jesus, and that given
to (all) Prophets from their Lord: we make no difference between any of them: and
we submit to Allah (in Islam)." (Q2:136)
"…Had not Allah checked one set of people by means of another there would
surely have been pulled down monasteries, churches, synagogues, and mosques, in
which the name of Allah is commemorated in abundant measure…" (Al-Hajj-22:40)
Social justice, peace and
order, love for the youngsters, respect for the elders, absolute integrity,
respect full relationship, safe space, well being, responsible trusteeship,
passion, acceptance of each other, awareness of ourselves were the basic
principles followed by them. Later on when they stopped following these
principles, slowly and gradually the dignity, respect, honour and the land were
taken out of their access and control. The nation who ruled the world, were
being ruled by others. They lost their identity, culture, values, norms and
system. Their libraries were burnt; books of knowledge and wisdom were
transferred to the libraries of the rulers. They lost self respect and were
degraded among themselves as well as in the eyes of the others. They were
tagged as the symbol of poverty, violence, ignorance and below the status of an
animal.
This poem
inspires me to take out my nation out of the depth of ignorance. I want to
spread knowledge and wisdom everywhere just like the rays of light emerging
from a burning candle brighten each and every corner of the room.
The first
school of learning for a child is the mother’s lap. The raw material in the
shape of a child is in the hands of the mother. It is up to her, how she moulds
and gives a shape to the new child. The hands that rock the cradle rule over
the world. The role of a mother is very vital in the development and growth of
a child. Its effects are lifelong.
Erikson says,
ego and identity are interactive. The ego produces a sense of identity as well
as it depends on the formation of an emergent identity. The formation of
identity starts at the beginning of life. Erikson called it a ‘budding
identity” (Erikson 1965:232). The basic sense of ego identity, lasting
ego-identity and psychological identity are developed due to a gradual
integration of all identification (P.233).
The ego and identity
are linked to every stage i.e. childhood and adulthood. An appropriate social
context is also indispensable to the growth of individual identity (p. 238)
Erikson
emphasis three vital elements ‘continuity, consistency and sameness of
experience for establishing sense of identity (p. 239) (Walchman, k, 2000).
My country got
independence in 1947. The Muslims of the subcontinent were under the dominance
of the British for about 200 years. During that period, the dominant class did
there best to change the identity of the Muslim. The ruling class was fully
aware that it was imperative for sustainability and continuity of their rule to
bring fundamental changes in Muslim community to loose their identity. The
basic objective behind their motive was to disconnect the strong relationship
between Muslims and their Holy Book. To the Muslims, the Holy Book provides a
way of life for them. It guides them how to live life in this world as well as
in the new world after death. The mosque was the central place for them. The
words of All Mighty as laid down in the Holly Book were narrated and explained
by the imam of the mosque for the Muslim community who used to visit the
central place five times a day. To achieve their objectives, the dominant group
used all sorts of tools including force, by creating elite class, by degrading
the sanctity of the mosque and the imam. The appearance of the Muslims, their
attire, life style, and language was the symbols of stigmas. Being the ruler of
the subcontinent, restrictions were imposed on the Muslim children to seek
modern education. In order to humiliate them in the society, their independence
was curbed by putting barriers in achieving respectful jobs. There were unequal
opportunities for employments as well as for education.
On account of
political, social, economic and religious pressures, the Muslims of the
subcontinent were feeling suffocation as a nation. Their Holly Book taught them
the principles of life such as Integrity, respectful relationships with out
discrimination, equal rights for all irrespective of their cast, color, race or
gender. As a reaction of all such efforts to curb their independence, the
Muslims of the subcontinent, struggled for an independent country under the
leadership of their nation leaders, philosophers and educators. Their efforts
were successful and they got a new country where they were free to practice
their faith, culture, values and norms. They want to achieve all those things
which they had lost. They knew their identity. They knew their destination. My
parents and the people of their age group were the direct victims. They wanted
to provide education to their children. Education was the only true means to
make their lives bright and shiny. They want to support the needy people. His poem was the true reflection of their
lives, inspirations, social and economic realities. This poem used to triggers
them to move forward away from the dark period of their past. They want to make
their lives comfortable, bright and free of all sorts of sufferings.
The success of our glorious past in every walk
of life including control of the land, resources, knowledge, economic and
social issues were based on the principles of our being on the earth as the
caliph of God. In the position of Caliph on the earth, it was our
responsibilities to implement the way of life as mentioned in our Holly Book.
According to our teachings as inculcated in the minds of the children since
their birth, respectful relationships among all the human beings are the true
spirit of interaction. The duties and the rights of every one had been clearly
elaborated. The status of adolescents, the role of youngsters, the status of
women and duties and liabilities of the parents were pointed out clearly with
out any ambiguity. All such information was passed from one generation to the
new generation. Our present position does not have any relationship with our
past. It does not coincide with the teaching of our beliefs. In our existing
situations we are in the centre of pitch darkness. We totally forgot the
positions of our ancestors; we did not follow the way of life of our elders. We
ignored the teachings. As a result, we have been mad slaves, we are being ruled
by others. Our history, culture, values, norms, way of life have been stigmatized
by the dominant group. We have changed our life style. It is more close to the
colonized society than our own ancestors. We have no link with our forefathers.
We are the men of this world. Our standards of lives have been changed. We love
materials. We have divided our society into fractions on the bases of wealth
instead of moral values. We forgot the basic principle of our teaching that
superiority lays in the noble deed. We have created a society of discrimination
based on race, color, gender, power and wealth. The social justice, equality
for all do not exist anymore. Our hearts are now full of restlessness. We are
suffering various types of moral, physical, mental and spiritual illnesses.
This poem
reminds me, my real position on the earth. It reminds me, my duties,
responsibilities and status. The music and the words of this poem brightens the
way of life which must be followed by me to achieve my lost glorious past. This
poem shows me the pictures of our present day society. I see the downtrodden people
who are wandering in the darkness of ignorance like animals. They lost the
purpose and status of their lives.
REFERENCES:
- The
Holy, Qur'an: Translation of verses is heavily based on A. Yusuf Ali's
translation, The Glorious Qur'an, text translation, and Commentary, The
merican Trust Publication, Plainfield,
IN 46168,
1979.
- Iqbal (1995). Kulyaat e Iqbal.
Bang e Dra. Lahore Pakistan.
Tareef Press
- Pohatu, T. & Pohatu, H.
(2004). Mauri - Rethinking Human Wellbeing.
- Pohatu, T. W. (2004). Ata:
Growing Respectful Relationships. He
Pukenga Korero Journal, 2004
- Pohatu,
T., Pukeiti, J. & Pohatu, H. (1998). Music – A Mode of Communication. He
Tuhinga Aronui The Journal of Maori Writings, 1998 pp 73 – 83
- Royal Tangaere, A. (1997). Maori
Human development Learning. In Te Whaiti, P. Mccarthy, M. & Durie, A.
(Eds.) Mai i Rangiatea: Maori Wellbeing and Development. New Zealand: Auckland University
Press.
- SALAM Magazine, http://www.famsy.com/salam/ Sep-Oct 2004
- http://www.musictherapy.org dated 15 July 2007
-
Welchman, K. (2000).
Erikson. UK:
open University Press.
