I was surprised to hear how our leading educationists propose to produce a new Nobel Laureate. It was at a ceremony to celebrate the achievements of one and the encomiums were laced with the inevitable laments on how few there had been from South Asia. This brought us naturally to the ‘What-Is-To-Be-Done’ question.
And, here, in a nutshell, was the answer:
Surely, there must be, in our beautiful countries with their huge populations, somewhere, some uncut diamonds lying undiscovered obscured by grime. All we would have to do is search hard enough, with sufficient honesty and dedication, and we would locate a gem. Presto, we will have our next Nobel Laureate.
Call it the Needle-In-The-Haystack theory of locating genius.
On to the modalities: How exactly would we go about this find-and-polish routine in our beautiful countries with their huge populations wracked by poverty?
Here was the answer to that question:
We will cast a wide net reaching the furthest nooks and crannies of the countries to identify the best and the brightest high-school graduates who will then be provided free places in our elite institutions. We will do this year after year till lady luck smiles on us, blesses our generosity, and rewards our efforts.
I had two questions.
First, there are countries that contribute Nobel Laureates year after year. Do they employ this random hit-or-miss strategy? Or do they have in place cultures of knowledge in which one advance leads to another, in which groups are engaged in an ongoing collaborative quest for new discoveries.
This will immediately meet with the objection that one ought not to compare South Asia to such countries.
My second question anticipates this objection and asks if the few Nobel Laureates from South Asia were actually flash-in-the-pan discoveries?
As a matter of fact, I was led to this exploration in 2013 when the Nobel Prize in physics was awarded for the Higgs boson. My curiosity about the ‘boson’ led me to Satyendra Bose whose work in the early 1920s provided the foundation for Bose-Einstein statistics – particles that obey the statistics carry his name.
That for me was not the most important finding. What surprised me was the scientific milieu in the early 20th century of which Bose was a part. Born in a village some distance from Calcutta, he attended local schools from where he graduated to Presidency College whose faculty was studded with scientists of international renown and whose students included more than one that made big names for themselves, in turn.
After completing the MSc in 1916, Bose joined the University of Calcutta starting work on relativity and translating original papers into English from German and French in collaboration with his colleague Meghnad Saha. In 1921, he joined the University of Dhaka and produced a paper based on his research. When it was turned down, he sent it to Einstein who translated it into German himself and submitted it on Bose’s behalf to the most prestigious journal in the field.
As a result of the recognition, Bose worked for two years in Europe before returning to Dhaka in 1926. Because he did not have a doctorate, he could not be appointed a professor but an exception was made on the recommendation of Einstein and he was made the head of the department. He moved back to Calcutta in 1945 when the partition of Bengal became imminent.
Bose was well-versed in Bengali, English, French, German and Sanskrit. He devoted time to promoting Bengali as a teaching language translating scientific papers into it. And he could also play the esraj, a musical instrument akin to the violin.
The point of this long digression is to dispel the impression that scientists of the highest quality in South Asia were somehow thrown up at random by chance. One can clearly see that there was an eco-system of knowledge generation at colleges and state universities where students familiar with many languages worked with mentors of repute, communicated with leading scientists in Europe, and produced work that made a contribution at the cutting edge of their fields.
It was impossible for me grasp the standards at which the University of Dhaka must have been operating right up to 1947. And surely, the Universities of Dhaka and Calcutta could not have been complete outliers. Similar environments must have been in existence, for example, at the Government College and Punjab University in Lahore, at the University of Allahabad, and at St. Johns College in Agra.
Where have these eco-systems of knowledge and learning disappeared? If one looks at public institutions of learning in South Asia today, would we conclude that we have moved forward or backward? What has been the extent of that movement? And, do we have students coming through our schools and colleges well-versed in four or five languages, able to translate original papers, and to communicate with confidence with the authorities in their fields?
Is it any wonder that we have no recourse now but to pray for miracles while searching for the needles in the haystacks and the diamonds in the rough?
It is a much easier alternative than trying to figure out and reverse the steep decline of the culture of knowledge in our public schools and colleges. There may well be a needle in the haystack but it is the eco-system of knowledge bustling with and retaining many near-Nobel Prize winners that will produce the string of laureates we are looking for.