SUSHRAVYA

Saturday, January 30, 2010

An Amazing Story of A Wonder Lady

THE COURAGE OF HELEN KELLER

By Francene Sabin.

The sweet cent of honeysuckle floated through the air. The sun was warm. A chickadee hopped along a tree branch, singing. A golden-haired girl, just one
year old, sat on a blanket in the grass and looked up at the bird. She laughed at its merry, piping song. Then she looked down at the doll in her lap.
She liked its orange woolen hair and button eyes.
(Helen, come to Mama, darling.)
The little girl turned around. She saw her mother standing nearby, arms outstretched.
(Ma-ma.Ma-ma,) said the child. A smile shining on her face, little Helen stood and toddled to her mother’s arms.
(Happy birthday!) Said Mrs. Keller. (One year old today! Come in and see the presents everyone had brought for you.)
The presents looked pretty in their shiny wrappings, but Helen had eyes for just one thing: the birthday cake. It had white icing and pink sugar roses
with mint-green leaves. Best of all, it had one tiny candle glowing on top. The flame danced and fluttered. The little girl giggled with delight.
Helen Keller would never see another birthday candle or ever again hear her family sing (Happy Birthday) to her. For when she was one-and-a-half years
old, she suffered a terrible sickness. Her fever raged for days. Doctors could do nothing to help her. It was the winter of 1882, and Doctors didn’t know
a lot of things they know now. They also did not have the special medicines called antibiotics, which are used today to treat many illnesses. The only
thing they could do for Helen was to make her comfortable and pray for her recovery.
Helen did recover, but the illness left her totally blind and deaf. At first, Mr. And Mrs. Keller hoped this nightmare would pass. Mr. Keller would stand
near his daughter and clap p his hands together sharply. But Helen did not turn toward the sound. Mrs. Keller would hold up an oil lamp. But Helen did
not turn toward the light.
Helen’s parents finally accepted the sad truth of their daughter’s blindness and deafness. But when friends told them that their child was feeble-minded,
they could not accept that. They knew that Helen had a bright mind. And they never gave up hope that, one day, she would show the world just how smart
she was.
The Keller’s did their best to make Helen’s life full and happy. They gave her lots of love and attention. They let her roam freely around their home in
Tuscumbia, Alabama. She ran through the fields with Belle, the family setter. She rode the small pony that lived in the barn behind the house.
The little girl loved the smell of flowers in the garden, fresh bread baking in the kitchen, and her mother’s perfume. She loved the taste of cold ice
cream and hot biscuits. And she loved the rough feel of tree bark under her fingertips, and the silkiness of Belle’s fur.
There were moments of happiness, like tiny islands in a vast ocean. But mostly, Helen’s life was like being alone in a silent, dark room. Whatever she
felt was locked inside. Her love had nowhere to go.
When Helen was five, Mrs. Keller read about a woman named Laura Bridgman, who was also deaf and blind. She had been taught to read and write, and to (talk)
to people by using a finger alphabet. Her teacher was Dr. Samuel Gridley Howe, of the Perkins institute for the Blind, in Boston, Massachusetts.
Laura Bridgman’s story gave the Kellers hope that something could be done for Helen. So, as soon as they could, they took her to Baltimore, Maryland, to
see an eye specialist. The doctor examined Helen, and said, (I’m sorry, her condition will never change. But she can learn a lot of things. There is nothing
wrong with her mind. I have a suggestion to make.)
(What is that?) Mrs. Keller asked.
(We’ll do anything that might help Helen.)
(I think you should take her to Washington D.C., to see Dr. Bell. He has had great success teaching deaf people.)
The Kellers took a train to the nations capital. There, they went to see Dr. Alexander Graham Bell. Today, Dr. Bell is remembered mainly as the inventor
of the telephone. In these days, however, he was best known for the school he had founded, where teachers were trained to instruct deaf students.
Long train rides, strange hotels, meeting many new people—it all confused and frightened Helen. But Dr. Bell was very gentle. He sat her on his knees and
guided her hands to his face. She felt his droopy mustache and heavy beard. Then he held his gold pocket watch against her cheek. She could feel the steady
ticktock, and she nodded her head in rhythm within.
Helen was not afraid of this kind man. She sat still while she examined her. Then he told the Kellers, (I am certain that this clever little girl can be
taught to communicate with others.)
Dr. Bell suggested that Mr. Keller write to the Perkins Institute, where Laura Bridgman had learned the finger language. Perhaps the director, Michael
Anagnos, find the right teacher for Helen.
Mr. Keller did right the letter and soon received an answer. Mr. Anagnos knew of a young woman who would make a perfect teacher and companion for Helen.
Her name was Annie Sullivan.
Arrangements were made quickly, and Annie Sullivan arrived in Tuscumbia on March 3, 1887. Mrs. Keller met her at the train, and they rode back to the house
in a horse-drawn carriage.
Helen did not know why there was so much excitement in the house. But something told her that today was very special. When she could not find her mother
anywhere, Helen went to the front door. She stood there and waited.
The carriage drew up in front of the house, and Annie Sullivan got her first look at Helen. The young girl’s dress was dirty. Her light-brown curls were
tangled and uncombed. She stood tense and frightened, like a startled fawn in the forest.
Mr. Keller helped Annie down from the carriage. She began to walk up the wooden steps to the front porch. Helen felt the vibrations made by the footsteps,
and rushed at the stranger. Annie caught her before the wild charge knocked both of them down the steps.
Annie knelt and put her arms around Helen. She smiled as the child’s fingers felt her eyes, her nose, her hair, and her hat. When Helen was finished (meeting)
the stranger, Annie took her hand and they walked in to the house, side by side.
Their first days together were not easy. Annie was unhappy about Helen’s wild behavior. The child was allowed to walk around the dining table, sticking
her fingers into everybody’s food and taking whatever she wanted. She was very rough with Mildred, her baby sister, and with the dog, Belle. Helen would
not let anybody comb her hair or wash her face and hands. And she would fly into a fierce rage when anyone tried to make her do something she didn’t want
to do.
Annie understood why Helen acted this way. Her parents felt so sorry for their unfortunate little girl that they could not bear to punish her, no matter
what she did. They never made her obey rules.
Annie knew she had to tame this wild young girl. Helen had to learn to get along with other people. Until she did, she could not be taught anything.
First, Annie tried to win Helen’s trust. She gave the little girl a doll that had been sent to Helen by the children at the Perkins Institute.
Helen ran her hands over the doll. She smiled and hugged it tightly. A moment later, Helen felt Annie take hold of her right hand. She felt fingers fluttering
and tapping on her palm. The tapping stopped. Then again she felt the same tap-flutters on her palm. And again. Helen was puzzled.
Annie was using a special finger language to spell d-o-l-l in Helen’ hands. She spelled it over and over. But Helen did not understand what was happening.
Fear bubbled inside her. She threw the doll to the floor and rushed from the room.
Later that day, Annie took a peace of cake and touched Helen’s hand to it. Helen loved cake and started to grab it. Annie stopped her. With one hand, she
held Helen’s left hand so that it just touched the cake. At the same time, she spelled c-a-k-e into Helen’s right hand. She spelled it again and again.

Helen scowled. She started to pull away. Then, suddenly, she stopped. Putting her fingers in Annie’s hand, she very slowly spelled c-a-k-e. Annie was thrilled
with Helen’s quick response. She gave Helen the cake. The young girl ate it happily.
As soon as Helen finished the last crumb, she felt Annie guide her left and over the doll. Helen wanted it; it felt so soft and cuddly. She tugged at it.
But Annie didn’t let her have it. Then Helen put her fingers in Annie’s hand and spelled d-o-l-l. Annie guided Helen’s fingers through second L, then placed
the doll in Helen’s arms. A smile spread across Helen’s face.
This first success filled Annie with joy. Helen could learn! Now there was much to do. They began the next morning. Annie gave Helen milk and spelled m-I-l-k
at the same time. She spelled c-a-t, while Helen petted the purring pet. And in this way, one new word followed another as the day flew by.
Although Annie’s pupil’s showed great promise, there was still the problem of trying to discipline her. Sometimes Helen was very friendly. But at other
times she had tantrums. She would kick and punch, shove people or throw things, until she got her way. Annie had to stop that. She knew that Mr. and Mrs.
Keller never would. So she asked them to let her have complete control over Helen. They agreed.
At breakfast the next morning, Annie made Helen sit in her own chair at the table. She would not let the child take food from anyone else. The first time
Helen tried to, Annie slapped her hand. Helen pinched Annie. Annie slapped her hand again. Helen stamped her feet in fury.
Annie dragged Helen to her own chair and made her sit in it. Then she put a spoon in the child’s hand and guide it to her food-filled plate. Helen threw
the spoon on the floor. Annie made her pick it up.
Mrs. Keller was crying, and Mr. Keller’s face was a mask of pain. They hated to see their Helen suffer so. (She can’t help herself,) Mrs. Keller said.
(She doesn’t know better.)
(We can help her to know better,) Annie said in a gentle voice.
The Kellers left the dining room. Annie locked the door behind them. Then the battle really began. Annie was determined—Helen would learn to sit in her
chair, eat properly, and fold her napkin when she was finished.
Helen walked around, touching every chair. When she found that her parents were gone, she crawled under the table. Annie pulled her out and sat her in
her chair. Helen picked up the food with her fingers. Annie wiped them clean and gave her a spoon. Helen tried to drop it, but Annie wouldn’t let her.
Helen struggled. Annie was stronger.
Helen finally gave in and ate with the spoon. Even so, the battle was not over. When she finished eating, Helen tossed her napkin on the table. Annie made
her pick it up, fold it, and place it beside her plate. A moment later, Helen flung the napkin to the floor. Annie made her get out of the chair, pick
it up, and fold it again. Helen was sobbing, but she would not give in. Neither would Annie. At last, the napkin remained on the table, folded neatly.
Only then did Annie unlock the door and le Helen out.
That night, Annie cried herself to sleep. She hated being harsh with Helen. She really loved the child, and wanted to be her friend. But first, she knew,
Helen would have to depend on her. Only then could the real learning begin.
The battle of wills went on. But each day was a bit easier than the day before. One morning, Helen brought her comb to Annie for the first time. The next
day, she let Annie get her ready for bed, then tuck her in for the night. And she was learning, too, to sew an apron for her doll, to crochet, to string
beads, to (say) new words in finger talk.
Annie was delighted. At last, Helen liked her and trusted her. Yet there was something missing. Helen learned to make the words in finger talk, but she
didn’t know that they were words. She didn’t know how to use them the way other people did.
Then, one day, Helen and Annie found the key that opened the door to the world for Helen Keller! It was April 5, 1887.
Annie described the moment of discovery in a letter to a friend. She wrote: (We went out to the pump house, and I made Helen hold her hands under the spout
while I pumped. I spelled w-a-t-e-r in to her free hand. ‘’’ The word coming so close upon the sensation of cold water rushing over her hand seemed to
startle her. She dropped the mug and stood transfixed. A new light came in to her face. She spelled water several times.)
Then Helen reached down and touched the ground. Annie spelled g-r-o-u-n-d in her hand. Helen looked excited and pointed at Annie. Annie spelled t-e-a-c-h-e-r.
Helen understood. And from that day on, she always called Annie Sullivan by the name, Teacher.
Now Helen pointed to herself. Annie spelled h-e-l-e-n K-e-l-l-e-r. Helen trembled with joy. She had a name, too!
Helen grabbed Annie’s hand, and they flew into the house together. They found Mrs. Keller. Helen burrowed into her mother’s arms, while Annie spelled m-o-t-h-e-r
on her hand. Helen understood, and she nodded her head. Tears of thankfulness spilled from Mrs. Keller’s eyes.
Helen couldn’t learn enough to satisfy her thirst for words that day. She moved quickly around the house, touching things, learning the word for each one.
Years later, Helen wrote, (It was as if I had come back to life after being dead. ‘’’ Delicious sensations rippled through me, and strange sweet things
that were locked up in my heart began to sing.)
Helen was up with the sun the next morning, ready to learn more. She woke Annie with a hug and a kiss—and a tug of hands that said, (Hurry! Get up!)
It took a while for Helen to get dressed, but not because she made it a battle. As she put on each piece of clothing, she wanted to know all about it.
Now she knew she wore a dress, and that it had sleeves, a skirt, buttons, buttonholes, a collar, a belt.
That was just the beginning. Words poured into Helen. She touched trees and grass and stones, and learned their names. She held an egg in her hand and
felt a baby chicken break through the shell and hatch. Then Annie’s finger told her all about the miracle of life she had felt.
Her teacher taught Helen to hop and skip and jump, telling her the word for each action. They did the same thing with foods, people’s names, animals, flowers,
furniture—everything in the world around them.
Annie wanted Helen to feel free and happy. So they spent most of their days outside, doing their lessons under a big tree in the garden. Helen learned
geography by making maps with wet dirt. She shaped mountains and valleys, islands and rivers, even whole continents. She learned the shape of the Earth
by holding an orange. Annie could hardly keep pace with Helen’s endless desire for (more words.)
If Helen could read, Annie decided, she would learn much faster. So Annie taught her to read Braille. This is a way of printing words by using raised dots
on paper. It was invented by Louis Braille in 1829, so that blind people could read by touch.
Annie had Helen feel the Braille letter A with the fingers of one hand, while A was finger-spelled in to her other hand. Then B ‘’’ and C. Helen mastered
the Braille alphabet right away. Annie brought her books written in Braille. Helen loved them so much that she always slept with one in her bed.
Next, Annie taught Helen how to write in Braille. Before long, Helen was writing stories, notes to Teacher, and letters to the blind children at the Perkins
Institute.
Mr. and Mrs. Keller were thrilled at Helen’s progress. (You have worked a miracle,) Mr. Keller told Annie.
(The miracle is Helen,) Annie insisted. (She can learn anything. Why, right now, we are working on ordinary writing. You will soon be reading her letters
yourself.)
Helen wanted to learn, learn, learn. Annie did her best, but she could see that Helen needed more than she could give her. So, in the spring of 1888, they
took a train to Boston. There, at the Perkins Institute, Helen went to a real school for the first time.
Annie sat next to her in every class, spelling out the teacher’s words in Helen’s hand. Helen learned geography, zoology, Latin, German, Arithmetic, English,
Greek, and French. She didn’t have to study all these subjects, she wanted to!
From eight o.c in the morning until six o’c at night, Helen went to classes. She stopped only for lunch and for an hour of play with other children in
the gym. It was very tiring for Annie, who never left her side, but Helen thrived on it.
When Helen was ten, she read about a blind, deaf girl in Norway. That girl had learned to speak words out loud. Helen wanted to do the same thing. Annie
took her to the Horace Mann School for the deaf in Boston. There, a teacher named Sarah Fuller began working with Helen. First, Helen placed her hand on
Miss Fuller’s mouth. She felt the way words are formed. Then Helen tried to copy this with her mouth.
Helen could not hear her own voice, so she could not know if her words sounded the way they should. Annie worked with her, day and night. Their reward
came when Helen said, (It is warm,) in a clear voice. And when they went to Tuscumbia for summer vacation, Helen’s family received a beautiful surprise.
The Keller’s were waiting at the train station. Helen, prettier than ever, stepped down to the platform. Very proudly, she said, (Mother, I am not dumb
now. Mildred, I love you. Father, I am glad to be home.)
This was a moment the Kellers would never forget. It was a wonderful summer vacation. Then Helen and Annie returned to school in Boston. And this is how
they spent each year as Helen grew into her teens.
One day, Helen told Annie of a new goal she had her heart set on. She wanted to go to College. Some of her friends felt College would be too hard for Helen,
and that she would be crushed by failure. But Helen refused to give up her dream.
She studied tirelessly for the entrance examinations. Her hand printing was slow, so Helen learned to use a typewriter. And she typed her answers through
a nine-hour preliminary exam, plus a full-day final exam.
Helen did brilliantly. She won honors in English and German and was given credit in advanced Latin. Now her friends had to believe in her dream!
Helen attended Raddcliffe College in the fall of 1900. During her four years there, she found her life’s work: to help others. She would tell the world
her story. She would show every one that the deaf and the blind can learn. Helen wanted to bring hope to the handicapped. Her life was proof that everyone
deserved a chance to learn.
In the years that followed, Helen wrote many books and magazine articles. She traveled around the world, speaking to people of all nations. Until Annie
died, in 1936, she was with Helen every step of the way. Polly Thompson, a young Scottish woman, took Annie’s place at Helen’s side. And together they
carried on Helen’s work.
During World War II, Helen visited soldiers who had been blinded in battle. She gave them courage and faith in the future. After the war, she worked with
blind and deaf children. (I cannot stop to grow old while there is so much work to do,) she said, (and so many children to help.)
Until her death, on June 1, 1968, this most remarkable woman continued to give love, hope, and inspiration to thousands of human beings.

An Awesome Story of Humanity

At a fundraising dinner for a school that serves children with learning disabilities, the father of one of the students delivered a speech that would never
be forgotten by all who attended. After extolling the school and its dedicated staff, he offered a question:

'When not interfered with by outside influences, everything nature does, is done with perfection.

Yet my son, Shay, cannot learn things as other children do. He cannot understand things as other children do.

Where is the natural order of things in my son?'

The audience was stilled by the query.

The father continued... 'I believe that when a child like Shay, who was mentally and physically disabled comes into the world, an opportunity to realize
true human nature presents itself, and it comes in the way other people treat that child.'

Then he told the following story:

Shay and I had walked past a park where some boys Shay knew were playing baseball.... Shay asked, 'Do you think they'll let me play?' I knew that most
of the boys would not want someone like Shay on their team, but as a father I also understood that if my son were allowed to play, it would give him a
much-needed sense of belonging and some confidence to be accepted by others in spite of his handicaps.

I approached one of the boys on the field and asked (not expecting much) if Shay could play. The boy looked around for guidance and said, 'We're losing
by six runs and the game is in the eighth inning. I guess he can be on our team and we'll try to put him in to bat in the ninth inning.'

Shay struggled over to the team's bench and, with a broad smile, put on a team shirt. I watched with a small tear in my eye and warmth in my heart. The
boys saw my joy at my son being accepted.

In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three.

In the top of the ninth inning, Shay put on a glove and played in the right field. Even though no hits came his way, he was obviously ecstatic just to
be in the game and on the field, grinning from ear to ear as I waved to him from the stands.

In the bottom of the ninth inning, Shay's team scored again.

Now, with two outs and the bases loaded, the potential winning run was on base and Shay was scheduled to be next at bat.

At this juncture, do they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was all but impossible because Shay didn't even know how to hold the bat properly, much
less connect with the ball.

However, as Shay stepped up to the

plate, the pitcher, recognizing that the other team was putting winning aside for this moment in Shay's life, moved in a few steps to lob the ball in softly
so Shay could at least make contact.

The first pitch came and Shay swung clumsily and missed.

The pitcher again took a few steps forward to toss the ball softly towards Shay.

As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.

The game would now be over.

The pitcher picked up the soft grounder and could have easily thrown the ball to the first baseman.

Shay would have been out and that would have been the end of the game.

Instead, the pitcher threw the ball right over the first baseman's head, out of reach of all team mates.

Everyone from the stands and both teams started yelling, 'Shay, run to first!

Run to first!'

Never in his life had Shay ever run that far, but he made it to first base.

He scampered down the baseline, wide-eyed and startled.

Everyone yelled, 'Run to second, run to second!'

Catching his breath, Shay awkwardly ran towards second, gleaming and struggling to make it to the base.

B y the time Shay rounded towards second base, the right fielder had the ball . the smallest guy on their team who now had his first chance to be the hero
for his team.

He could have thrown the ball to the second-baseman for the tag, but he understood the pitcher's intentions so he, too, intentionally threw the ball high
and far over the third-baseman's head.

Shay ran toward third base deliriously as the runners ahead of him circled the bases toward home.

All were screaming, 'Shay, Shay, Shay, all the Way Shay'

Shay reached third base because the opposing shortstop ran to help him by turning him in the direction of third base, and shouted, 'Run to third!

Shay, run to third!'

As Shay rounded third, the boys from both teams, and the spectators, were on their feet screaming, 'Shay, run home! Run home!'

Shay ran to home, stepped on the plate, and was cheered as the hero who hit the grand slam and won the game for his team

'That day', said the father softly with tears now rolling down his face, 'the boys from both teams helped bring a piece of true love and humanity into
this world'.

Shay didn't make it to another summer. He died that winter, having never forgotten being the hero and making me so happy, and coming home and seeing his
Mother tearfully embrace her little hero of the day!

AND NOW A LITTLE FOOT NOTE TO THIS STORY:

We all send thousands of jokes through the e-mail without a second thought, but when it comes to sending messages about life choices, people hesitate.

The crude, vulgar, and often obscene pass freely through cyberspace, but public discussion about decency is too often suppressed in our schools and workplaces.

We all have thousands of opportunities every single day to help realize the 'natural order of things.'

So many seemingly trivial interactions between two people present us with a choice:

Do we pass along a little spark of love and humanity or do we pass up those opportunities and leave the world a little bit colder in the process?

A wise man once said every society is judged by how it treats it's least fortunate amongst them.

Friday, November 06, 2009

MY MUSICAL SAGA part 1

“VijiCome on...! Get ready… , we’ll have to go to music class now!” Shouts Amma!

What?! I have come just now from school! Now why should I go to music class again now? What’s the use of all these things to me? Oh! I’m tired. God, plz help me!!! I would scream to myself every time before going. But I was helpless & just used to follow amma to music class. I was around 12 years of age then.

I still remember the first meeting with my very first Guru Smt. Rohini Prabhunandan. Rohini aunty, as we call her, greeted us with a great charming smile & spoke to me with all the nicest words on the earth.

I was very pleased & me, Viji the most reluctant, got a little interest in learning music. I then thought “Music?! Yes, some thing is there in this! I should certenly give it a try!”

Aunty asked me to sing a song just to know my voice. I sang a small Bhajan “Aadishesha anantha shayana” that I learnt in school.

“Very nice! U have a good voice. I’ll teach u music.“ said aunty. & this is how I started learning Carnatic music.

Few months passed. Hurray! I had already finished my basic lessons till Geethams& also learnt few bhajans & Devaranaamaas.

Saturday, October 31, 2009

THANK YOU ANI DEAR!

The only best friend I have in my life is Anitha, who is now married & settled in Chennai

Here is her comment she has posted in the Deccan Herald website after reading the article on me:
By:
anitha,chennai
On:
06 Jul 2009 06:08 am
My dear am so happy and joyful. Tears are floating in my eyes for ur achievement..Am proud to be ur best friend..I pray for ur further shine in music. U will
surely shine like a star & i dont really feel words to say my dear..I really feel this as my success! Infact i feel that what i didnt achieve in my music
n feel everyday for that but now i feel that god has given me such a great friend n i dont want any achievement to myself..I LOVE U DEAR..Takecare..Keep
singing..
Link:
http://www.deccanherald.com/content/11367/visionary-musician-like-none-other.html

Dear Ani: Tears are flowing from my eyes as well after reading your comment. Thanks Thanks & lots & lots of Thanks!!! What more can I say? I cant really give u any thing in return to the most valuable friendship u have given me.

Love u Dear!

Thank you God for giving me such a wonderful friend!

MYSELF IN SULEKHA.COM

A few months back, I was surprised to find the article in Deccan Herald on me being posted in one of the blogs in sulekha.com. The blog owner was Mrs. Lakshmi M Bhat. I signed up for Sulekha.com just to send a thanks note to her.

It was a very pleasant experience to read on the comments & views etc posted by various people after reading the article. After signing up, I also left a thanks message on the comments board for the people who were the source of encouragement through their valuable positive comments.

Here is the link:
http://mukha.sulekha.com/blog/post/2009/07/visionary-musician-like-none-other-by-l-subramani.htm

Once again, I thank all of them profoundly.

___
All Glories to God!

Monday, October 19, 2009

ONLINE RADIOS FOR INDIAN CLASSICAL MUSIC

Below are some links for listening Indian Classical music on the web.

Sunaada - Suswara Naada Dhaara

http://sunaada.in/

This is the internet radio exclusively for Indian Classical Music to Enjoy Carnatic and Hindustani classical
music round the clock.

HARI DASA INTERNET RADIO

www.hari-dasa.com

This is a 24 hour radio for Dasara padagalu.

Happy listening!

Monday, October 12, 2009

SOME JANYA RAGAS DERIVED FROM THE MELA RAGAS

LIST OF 72 MELAKARTA RAGAS

Tuesday, September 22, 2009

MY FAVORITE QUOTES

"Many things are impossible, until they are done"
-Nelson Mandela

"Happiness keeps u Sweet, Trials keep u Strong,
Sorrow keeps u Human, Failure Keeps u Humble,
Success keeps u Glowing, But only God Keeps u Going...."

The highest result of education is tolerance. -Helen Keller, author and lecturer (1880-1968)

"One who is not envious but is a kind friend to all living entities, who does not think himself a proprietor and is free from false ego, who is equal in
both happiness and distress, who is tolerant, always satisfied, self-controlled, and engaged in devotional service with determination, his mind and intelligence
fixed on Me, such a devotee of Mine is very dear to Me."
Lord Sri Krishna- Srimad Bhagavad gita 12.13

"For one who constantly meditates upon my presence within all persons,
the bad tendencies of rivalry, envy, and abusiveness, along with false
ego, are very quickly destroyed."

(Lord Sri Krishna – Srimad Bhagavatam 11.29.15)

"Coming together is a beginning, Keeping together is progress, Working together is
success."

DO NOT PRAY FOR AN EASY LIFE. PRAY TO BECOME STRONGER.
DO NOT PRAY FOR TASKS EQUAL TO YOUR POWER. PRAY FOR POWER EQUAL TO YOUR TASKS.

HELP is an act, do it, let it go.
LOVE is a gift, take it, and let it grow.
PATIENCE is a sign, we should wear, let it show.

An optimist laughs to forget, whereas a pessimist forgets to laugh!

____
All glories to God!

Tuesday, September 01, 2009

My Interview in All India Radio Bangalore

Interview aired on 12th August 2009 at 12:30pm in All India Radio Bangalore station.
The interview was in Kannada.

This was an unforgetable experience as it was my first recording for radio.

Download link:
http://www.4shared.com/file/145524686/95b49305/air_interview.html

___
All Glories to God!

Thursday, August 27, 2009

An article about me in ENADU news paper

SARIGAMALU @ ONLINE

Article dated 27/8/09, Thursday.
ENADU Telugu news paper
Page: VASUNDHARA
Section: Mukhamukhi

Direct link:
http://www.eenadu.net/archives/archive-27-8-2009/vasundhara.asp?qry=mukhamukhi

___
All Glories to God!

Monday, July 06, 2009

Visionary musician like none other!

http://www.deccanherald.com/content/11367/visionary-musician-like-none-other.html

Article dated July 4th 2009 Saturday.
In Deccan Herald
Supplements-
She

Visionary musician like none other!

Visionary musician like none other!
L Subramani is amazed by Vijayalakshmi, a Bangalore-based visually-challenged Carnatic music teacher who is taking her art to places where people have
not even heard of the genre

Her path to music may have been an accidental one, but her ability to do things in a different way may have the potential to take Carnatic music to places
where people have not even heard of the genre.

Without meeting any of her 24 students living in the US — or spending on expensive air tickets to visit the country, Vijayalakshmi has taught them Carnatic
krithis, and also made a few of them win prizes in competitions.

"I taught them some of the 'Notu Swaras' — the Westernised notes in Carnatic music composed by Sri Muthuswamy Dikshitar that raised the curiosity of their
choristers. After learning the pieces from me, my students would in turn teach it to them. This way, Carnatic music is now changing hands from NRIs to
the white Americans," Viji says, unable to suppress a triumphant smile.

Determined to succeed
What inspired this 24-year-old Bangalorean's attempt to discover a new teaching method for classical music is a rather unheard of eye condition — Retinitis
Pigmentoza — that rendered her sightless as a child. "Blindness had made me use technology profusely on a daily basis. This lead me to discover the Internet
and Skype, through which I teach my US students now," she reveals.

"Skype has been one of the favourite applications for persons with visual challenge," Viji explains. "The idea of making Skype a medium to teach music
occurred since I started to use the programme a few years ago. With a webcam, people can watch and hear me sing. So though it is virtual learning, it is
not actually different from direct learning."

Despite taking a strong liking for classical music, Viji would consider herself to be a hard-nosed, cerebral kind, rather than an emotional romantic, plunging
herself in art with all her youthful passion. "I like taking an academic approach to it (classical music). In fact, the choice to acquire a degree in Carnatic
music (from Madras University) is the best way I can marry my interest for it with my penchant to study a subject systematically," she says.

Amidst suggestions from many people to send her to a special school, her parents decided to sign her up for a mainstream one, since most schools for the
blind were residential and they were reluctant to leave their only daughter alone. Eventually Viji landed up in Premier School (Srirampura), where her
mother Rukmini worked as a teacher. As she sat in her eighth class one day, Viji was shocked when a teacher pointed to her and said: "why should disabled
kids come here?" All that she could feel was a sense of determination to prove the teacher's idea of a disabled kid wrong.
In SSLC exams, Viji scored 85.3 per cent, the top mark in a school where she alone was visually challenged. "That was the first ever distinction for Premier
school and the score silenced many who were sceptical about a visually challenged girl studying in a mainstream school.”

While she was still in school, her mother asked her to learn Carnatic music and a reluctant Viji could hardly oppose her. But gradually, she grew fond
of music. "I think the natural inclination towards music has got to do a lot with my family," Viji says. "My dad Varadarajan could sing and identify ragas
and my uncle could play the tabla. So, I grew up with a bit of music around me all the time."

Sure enough, music was part of her Bachelor’s degree and she went on to complete Masters in music. The impressive academic qualifications was matched by
stage and television performances. She even took on a unique project of rendering 100 shlokas of Adi Shankara's Soundarya Lahari in different ragas. "If
someone wants, I can teach it through Skype," Viji offers.

Through the Sushravya School of Music, which she established about two years ago, Viji has been teaching Carnatic music to students in the city, as well
as online. She has big dreams for the school. "I want it to be the best institution for learning Carnatic music in South India. I want to spread this music
to many outside the country using internet," reveals Viji, who is also in the process of signing up for her PhD programme.

She has perfected the teach-by-internet mode by backing up live teaching sessions with video recordings and notational scripts. "If students have doubts
in any aspect of music, they contact me through email and get clarification for their doubts," Viji says.

Viji can be reached by mail at: viji.rv@rediffmail.com

_______

ALL GLORIES TO GOD!

Friday, June 19, 2009

Learning Soundarya lahari online

WOULD YOU LIKE TO LEARN

Adi Shankara’s

SOUNDARYA LAHARI

sitting at home through online ?

It is possible from anywhere in the world.

taught by a teacher with Master’s Degree in Carnatic Music & having working knowledge in Sanskrit, Hindi, Kannada & Tamil.

You can learn Chanting 100 slogas and / or singing 100 slogas in 100 ragas in Carnatic Music.

Interested persons are requested to contact

Email Id
viji.rv@rediffmail.com

Phone No. 080-26390096

From VIJI’s Sushravya School of Music, Bangalore – Karnataka - INDIA

MUSIC FOR PERSONAL EXCELLENCE

Hi! I'm Vijayalakshmi, daughter of Srimathi Rukmini & Sri Varadharaj. Currently doing my Ph.D in Carnatic music through Bangalore University.

There is a saying – Listening is a fine art and listening to a fine art like music is the finest art

When I think of the role of music in my life, I feel I have so many things to say.

Firstly, learning music has helped me develop high levels of concentration in whatever job I do since, as any one would appreciate, the technicalities in
music warrant a very high concentration.

Secondly, music has given me a peace of mind. My peaceful mind has in turn, enabled me taking the right decision in each step in my life. Also, it has
enhanced my self confidence, and given me maturity to accept both the positive and negative things alike and move forward in life.

Thirdly, music has given me an identity. After all, every person’s aim in life is to create a distinct identity for himself. I’m immensely pleased when
people recognize me as a singer.

Of all the above, music has facilitated as a powerful media to connect my sole with the Supreme Lord. I practically experience this whenever I chant Soundarya
Lahari shlokas in different ragas as taught by my most respected Guru Shrimati Minakshi Ravi.

Finally, I would state that music has given me every thing, and I would like to be with it for ever.

You can download & listen to my songs for "FREE!" in
www.cooltoad.com

in the following link:

http://music.cooltoad.com/music/search.php?TITLE=&ARTIST=&CATEGORY=&RATING=&SINCE=&USER=logica&o=1

Note:

You need to creat a Free cooltoad.com membership (if you do not have 1) in order to download songs from this site.

ALL GLORIES TO GOD!

Learning Maths and Science online

“ON-LINE TEACHING OF MATHS & SCIENCE”
FROM BANGALORE, INDIA FOR STUDENTS FROM 1ST Grade to 10th Grade / 1st Std. to 10th Std.
ANYWHERE IN THE WORLD
at TIMINGS SUITABLE TO RESPECTIVE COUNTRIES

IF YOU NEED THE SERVICES, PLEASE CONTACT :
RUKMANI V. BSc., B.Ed. (with 24 yrs. Experience in Teaching Maths & Science)

Tel. No. 91-80-26390096 / Cell No. 09740811876

Email ID : rukmani.rv@rediffmail.com