On being reunited with Arrow Hahn after a dozen years

On being reunited with Arrow Hahn after a dozen years

 

 

Professor Kenneth J Arrow

 Stanford

 

 

Dear Professor Arrow,

 

I am delighted to say I am reunited today after a dozen years with your canonical book written with Frank Hahn, a collaboration of 17 years I think Frank told me once.

 

It is not my own annotated 1976 copy of the first 1971 edition. 

 

That was in my professorial office at IIT Kharagpur as of September 2003, when I was compelled as a senior professor to object to grave (and admitted) financial irregularities, a battle that continues to this day. In August 2011, the Hon’ble Calcutta High Court ordered the return of the contents of my professorial office and residence, books, papers, student theses, gown, teaching award, etc. The Institute refused, returning three mud-drenched pamphlets from my collection and a few items of damaged furniture from my campus residence, nothing else. A Contempt application was filed immediately. The Institute had in the meantime surreptitiously purchased both my senior counsel and my solicitors, which came to be accidentally exposed, so new counsel have had to be engaged.

 

My personal copy of *General Competitive Analysis* was primus inter pares in my office collection, along with Bliss, Takayama, RGD Allen, Sargent, AEA Surveys and a few dozen other volumes including the second volume of your collected works (the first volume I had at home fortunately).

 

The papers in the office included most importantly the original copy of the memorandum Milton Friedman had written for the Govt of India in 1955, which Milton had sent me in 1984 and which I published in Hawaii for the first time ever in 1989.

 

I have had to function since 2003 without any of these — until yesterday and today when a very kind Twitter friend in a far away Pacific land sent me first Takayama, and now Arrow-Hahn.  I am delighted by both, especially I have to say the latter.  Frank paid me £50 back in 1976 to proof-read the 1971 original for errors for its second edition which he’d said you were handling.   

 

 

With warm regards

 

Cordially yours

 

Suby Roy

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On India’s Education Policy

http://www.newindianexpress.com/opinion/Task-Cut-Out-for-Smriti-Irani/2014/06/16/article2282316.ece
http://epaper.newindianexpress.com/289101/The-New-Indian-Express-Chennai/16-06-2014#page/8/3

Mrs Irani’s New Job
Published in New Indian Express 16 June 2014 as “Task Cut Out For Smriti Irani”

 

When there is success in Indian education it is because of the genius of our children and youth, the deep involvement of parents, our stable families and cultures, and the efforts of thousands of dedicated unsung teachers and professors. Education is the ladder of social and economic mobility, allowing within a generation the children of labourers to become teachers, electricians, nurses and pharmacists, the children of teachers and tradesmen to become engineers, doctors and industrialists.

It is a universal task of government to make sure such ladders of learning exist to be climbed everywhere and that they’re sturdy and spacious. The ladders do not have to be government-provided; there can be as many or more privately offered alternatives too, and the choice should belong to parents and children as to which ladder of which kind they invest their hard-earned money and time in, so their families are best able to climb out of poverty or misfortune.

Education can be government financed without being government provided. For example, government can provide the parent or guardian of each school-pupil a handsome voucher to be used at any school of choice, public or private, for the child. This would allow a vast resource to be tapped which is the local knowledge that parents and pupils have about specific educational problems and opportunities in their own area.

Besides public financing of at least school education, government’s role remains one of ensuring and enforcing academic and financial discipline, so that any education provided at any level by any purported provider is worth its name. At its loftiest we may want education to nurture the child’s soul and build character, and consist of science, mathematics, literature, as well as music, sports and games. At the very least in Indian circumstances, we may insist upon a minimum of the three traditional Rs of Reading, wRiting, aRithmetic reaching every child without fail. There is a vital public interest in wanting every citizen to comprehend the world around him or her and function in it productively and thoughtfully as an adult.

Such may be Mrs Smriti Irani’s goals in her new job. The reality she faces though may be abysmal at best and appalling at worst. Throughout the system, Indian education has come close to being ruined in recent decades.

Those responsible for the situation include her predecessors in recent decades, plus bureaucrats who range from indifferent at best to corrupt at worst, and self-styled educationists and bogus “educational consultants” purveying the latest expensive educational fad, besides administrators, professors and teachers who have too often lost all sense of vocation, being interested more in the business of building and equipment contracts, private consulting, private tuition, everything but their simple job of transmission of substantial standard knowledge to young people.

The government’s own India Education Report said not long ago: “It does not require clever tools of measurement to demonstrate that there are millions of children in India who are totally deprived of any education worth the name. And it is not as if they are invisible, remote, and therefore unreached. They are everywhere in the cities: on the streets, wiping cars at traffic junctions, picking rags in mounds of waste; in the roadside eateries; in small factories, as cheap labour or domestic help; at ‘home’ completing household chores. In the villages again they are everywhere, responding to the contextual demands of family work as well as bonded labour.”

Even leaving that aspect of the tragedy aside, our schoolchildren have ranked last or near last in standardised international testing in recent years, while our best higher education and technical institutions fail to reach world standards despite their pretensions and expenditure. That individual Indian students fare very well in foreign educational systems only reinforces the idea that they must escape our own system to do so, that a “brain drain” is somehow inevitable of our finest talent who have to migrate abroad to serve foreign nations after being educated at Indian public expense.

Mrs Irani can tell her bureaucrats: “Look, I do not pretend to be a highly educated person but if you think you and your ‘educational consultants’ can bamboozle me you are wrong. I am determined to improve our systems of education and let me tell you what we are going to be doing: we are going to be putting the full power of this ministry on the side of the weakest, most powerless and voiceless stakeholders in the system. Your sole criterion for policy in each educational situation you face is going to be judging what it does for the weakest voiceless stakeholder, typically primary and secondary-age children and their parents, as well as undergraduate or postgraduate students and dedicated teachers and researchers. That’s it.”

She can tell IIT and IIM directors and university VCs and registrars: “Why are you so interested in so many buildings and computer contracts? I’m going to have specially audited all such big purchase items in the last decade and more. And top foreign varsities are putting all their courses online. Can you at least put your faculty members’ names and credentials and courses online too, as well as your syllabi, schedules and accounts? Everyone in higher education will be asked to do the same. All this may enable better informed choice by parents and students while encouraging productive faculty members and discouraging the corrupt”.

She can tell state education ministers: “I fully know your problems of schools with one teacher for 100 children, schools without water or toilets or blackboards or roofs or books, leave aside midday meals. I know your problems with teacher-training and rote learning. Please prepare a practical school-by-school wish list of all the resources you need, and I assure you whatever funding the state government gives towards achieving such a goal, the Union government will double or triple that. We have a lot of public money being wasted on foreign weapons’ systems and all sorts of subsidies leave aside corruption, and I assure you I will find whatever money you need to establish proper schooling throughout India for the first time ever, for all our children.”

If Mrs Irani seeks to even try to do something like this seriously, hope for Indian education will be revived and she’ll have earned the applause of the country.

A Dozen Grown-Up Questions for Indian Politicians Dreaming of Becoming/Deciding India’s PM After the 2009 General Elections

The 2009 General Election campaign is supposed to elect a Parliament and a Head of Government for the Republic of India, not a Head Boy/Head Girl at an urban middle-class high school or the karta of a joint family. Unfortunately, our comprador national-level media seem to be docile  and juvenile enough in face of power and privilege to want to ask only touchy-feely koochi-woochi pretty baby questions of the “candidates” for PM (several of whom are not even running as candidates for the Lok Sabha but still seem to want to be PM).   Rival candidates themselves seem to want to hurl invective and innuendo at one another, as if all this was merely some public squabble between Delhi middle-class families.

So here are a set of grown-up adult questions instead:

1. Pakistan is politically and strategically our most important neighbour. Can you assure the country that a government headed by you will have a coherent policy on both war and peace with Pakistan? How would you achieve it?

2. Do you agree with the Reagan-Gorbachev opinion that “a nuclear war cannot be won and must never be fought”? If so, what would your Government do about it?

3. If there are Indian citizens in Jammu & Kashmir presently governed by Article 370 who wish to renounce Indian nationality and remain stateless or become Pakistani/Afghan/Iranian citizens instead, would you consider letting them do so and giving them Indian “green cards” for peaceful permanent residence in J&K and India as a whole?

4. Do you know where Chumbi Valley is? If so, would your Government consider reviving the decades-old idea with China to mutually exchange permanent leases to Aksai Chin and Chumbi Valley respectively?

5. Nuclear power presently accounts as a source of about 4% of total Indian electricity; do you agree that even if nuclear power capacity alone increased by 100% over the next ten years and all other sources of electricity remained constant, nuclear power would still account for less than 8% of the total?

6. The public debt of the country  may now amount to something like Rs 30 lakh crore (Rs 30 trillion); do you find that worrisome? If so, why so? If not, why not?

7. The Government of India may be paying something like Rs 3 lakh crore (Rs 3 trillion) annually on interest payments on its debt;  do you agree that tends to suck dry every public budget even before it can try to do something worthwhile?

8.  If our money supply growth is near 22% per annum, and the rate of growth of real income is near 7% per annum, would you agree the decline in the value of money (i.e., the rate of inflation) could be as high as 15% per annum?

9. Do you agree that giving poor people direct income subsidies is a far better way to help them than by distorting market prices for everybody? If not, why not?

10. How would you seek to improve the working of  (and reduce the corruption in) the following public institutions: (1) the Army and paramilitary; (2) the Judiciary and Police; (3) Universities and technical institutes?

11. There has never been a Prime Minister in any parliamentary democracy in the world throughout the 20th Century who was also not an elected member of the Lower House; do you agree BR Ambedkar and Jawaharlal Nehru intended that for the Republic of India as well and thought it  something so obvious as  not necessary to specify in the 1950 Constitution?  What will your Government do to improve the working of the Presidency, the Lok Sabha, Rajya Sabha and State Assemblies?

12. What, personally, is your vision for India after a five-year period of a Government led by you?

Subroto Roy,

Citizen & Voter

Posted in 15th Lok Sabha, Academic research, Afghanistan, Air warfare, Aksai Chin, BR Ambedkar, China's expansionism, China-India Relations, Chumbi Valley, India's 2009 General Election, India's Army, India's Banking, India's Budget, India's bureaucracy, India's Constitution, India's constitutional politics, India's Democracy, India's Diplomacy, India's Economy, India's education, India's Election Commission, India's Electorate, India's Foreign Policy, India's Government Budget Constraint, India's Government Expenditure, India's higher education, India's History, India's inflation, India's Judiciary, India's Lok Sabha, India's Macroeconomics, India's Monetary & Fiscal Policy, India's nomenclatura, India's Personality Cults, India's political lobbyists, India's political parties, India's Politics, India's Polity, India's pork-barrel politics, India's poverty, India's Presidency, India's private TV channels, India's Public Finance, India's Rajya Sabha, India's Reserve Bank, India's Rule of Law, India's State Finances, India's Supreme Court, India's Union-State relations, India-China relations, India-Pakistan cooperation against terrorism, India-Pakistan naval cooperation, India-Pakistan peace process, India-Tibet Border, India-United States business, India-US Nuclear Deal, International diplomacy, Iran, Jammu & Kashmir, Jammu & Kashmir in international law, Jawaharlal Nehru, Just war, Laddakh, Land and political economy, LK Advani, Manmohan Singh, Pakistan's murder of Indian POWs, Pakistan's terrorist masterminds, Pakistan's terrorist training institutes, Pakistan, Balochistan, Afghanistan, Iran, Pakistani expansionism, Press and Media, Sonia Gandhi, Stonewalling in politics, Voting, War. Leave a Comment »

MK Gandhi, SN Roy, MA Jinnah in March 1919: Primary education legislation in a time of protest

In March 1919, Indian politics were extremely tense over the draconian “anti-terrorist” law known as the Rowlatt Act.  On March 23, MK Gandhi called for the general strike or hartal on April 6 that came to be known as the Rowlatt Satyagraha (and was soon to be followed by the Jallianwalla Bagh massacre in Amritsar on April 13).  On March 28, MA Jinnah resigned his membership of the Viceroy’s Imperial Council  in protest  that  the Rowlatt Act had not been amended as demanded by the Indian members of the Council.   In midst of such tumultuous events, my great grandfather Surendranath Roy, on March 27 1919, seems to have quietly managed to get his  “Bengal Primary Education Bill” passed in the Bengal Legislative Council.

From India in 1918: A Chronological Record of the Phases of Developments in Indian Polity During 1918, HN Mitra (ed),  Annual Register Office, Sibpur, 1921.

St Paul’s Darjeeling Graduating VIth Form Science & Arts 1971, with Mr Deshpande and Mr Spencer — Glorious, Magnificent Kanchenjunga looks on