My Blog’s Performance in 2010

3 Jan

The stats helper monkeys at mulled over how this blog did in 2010, and here’s a high level summary of its overall blog health:

Healthy blog!

The Blog-Health-o-Meter™ reads Wow.

Crunchy numbers

Featured image

The Louvre Museum has 8.5 million visitors per year. This blog was viewed about 120,000 times in 2010. If it were an exhibit at The Louvre Museum, it would take 5 days for that many people to see it.

In 2010, there were 8 new posts, growing the total archive of this blog to 173 posts.

The busiest day of the year was December 17th with 632 views. The most popular post that day was Tirupati Balaji.

Where did they come from?

The top referring sites in 2010 were,,,, and

Some visitors came searching, mostly for swami vivekananda, balaji, vivekananda, hanuman, and panchmukhi hanuman.

Attractions in 2010

These are the posts and pages that got the most views in 2010.


Swami Vivekananda – My Ideal & Role Model March 2008

The Big Blog Collection

22 May

<a href=””&gt; My blog is listed in the Big Blog Collection</a>


6 Apr

Free E-Book “Brajavihari” for first 200 buyers of “Inspired Decision-Making for Success & Peace.”



Dr. V. A.  Kumaraswami

Do the decisions you take give you both ‘success and peace?’

Do you want to make the ‘right’ decisions ‘always’?
Do you dislike managerial jargons and confusing theories?
Do you want to read the ‘authentic’ and ‘reliable’ work of a true scholar?

If your answer to any of the above questions is “yes,” read further……….

Today, we live in a world of increasing complexity, uncertainty, and chaos. Technology and changing relationships create modern dilemmas. Business leaders and individuals are finding established concepts and practices “inadequate” in taking right decisions! Motivational gurus and management experts are increasingly borrowing from ancient scriptures to cope with modern challenges in business management and life in general.

We have often seen that even scholars provide wrong interpretations of scriptures and misguide readers due to lack of adequate knowledge of Sanskrit language, inability to understand and analyze mythological characters and relevant contexts correctly. Ironically the scriptures have not been researched properly to answer the most fundamental critical question: “What is the enduring method to guide us in taking right decisions consistently?.”

“Inspired Decision-Making for Success and Peace” distills the essence of the scriptures and identifies the ‘key’ to ‘right’ decision-making. Elaborate, unbiased analysis and adaptation to modern context is the USP of the book.

Leveraging his profound knowledge of Sanskrit language, coupled with over four decades of research expertise, the author (Sanskrit scholar) of over twenty books has skillfully analyzed the scriptures, and presented the best method for ‘right’ decision-making. If you are looking for a book that serves as an eternal guide for ‘simple but profound and correct’ analysis, this is the right one for you! Grab this book, and you will realize you have already taken the ‘right’ decision! And, are truly on your way to taking more such ‘right’ decisions!

For further details: send email at

Please visit:

NB: A part of the proceeds from the sale of every book will be spent on educating poor children.

Heart Vs Mind

4 Apr

Why doesn’t the heart, always listen to the mind?

To the mind’s logic, is the heart blind?

Why does the heart, always think of the past?

While the mind, into the future, zooms fast!

Why does the heart become, so weak?

When the mind is, at its peak!

Why do emotions, in the heart, keep churning?

When the mind, for those emotions, stops yearning!

Why does the heart, always want to be pampered?

While the mind, doesn’t want to be tampered!

Does the heart, ever think?

With the mind, does it have a link?

The mind knows not, how the heart feels!

The way heart feels, to the mind, it seldom reveals!

© 2010. P. Mohan Chandran. All Rights Reserved.



2 Apr

Of pain, why am I, so fond?

With pain, do I have, an unbreakable bond?

My own pain, why do I enjoy more?

Unlimited pain, my heart has learnt, to store!

Pain gives me, so much pleasure,

That even joys, can’t match this treasure!

Pain has made me, so strong,

Now, I can bear pain, however long!

Pain has made me wise,

When pain comes, I no longer close, my eyes!

Pain has introduced me, to reality,

Which I have been avoiding, what a pity!

Now, I welcome pain, with both arms,

And happily embrace it, sans any qualms!

© 2010. P. Mohan Chandran. All Rights Reserved.



2 Apr

How quickly, does life change!

Life sometimes, seems strange!

Life plays, with us, such a game,

It renders us, at times, lame!

Our own experiences, become life’s lessons,

Difficult it is, to comprehend, life’s essence!

Life puts us, to many a test,

But always gives us, what is best!

Than life, there can’t be a better teacher,

For humans, and for every creature!

When life teaches, everyone learns,

Because, to live life fully, everyone yearns!

Life knows our purpose, on this earth,

It’ll decide our death, when it has decided our birth!

© 2010. P. Mohan Chandran. All Rights Reserved



19 Mar

Education is character. There’s an adage: “Tell me the books you read and I will tell your character.” However, education is not just about reading books or garnering knowledge. Books are a means to education, and education is a means to knowledge, neither implying an end in itself. Education is the pragmatic application of knowledge for the betterment of people, society, and self.

Education sustains our present and insures our future. But unfortunately, the education scenario in India is very disturbing. The ‘EFA Global Monitoring Report 2010’ (UNESCO), ranks India 105 among 128 countries, and it continues to figure alongside a cluster of African and a couple of Asian countries, such as Pakistan and Bangladesh, in the group of countries with a low educational development index (EDI). In 2007, India was ranked not only behind countries such as Norway, Japan, and Germany that figured at the top, but also past several Latin American, African, and Asian developing countries.

The pupil-teacher ratio, too, in primary schools in India is very low (1:40) compared with countries like UK (1:21.6) and Japan (1:19), despite the fact that India allocates more expenditure as a percentage of GDP on education, i.e. ~3% (a popular research result reveals that public expenditure on education should account for at least 4.07% of GDP). The average pupil-teacher ratio in the developed countries is 13.7. The global average is 24.6 pupils per teacher (1:24.6) in primary school. The following are some of the pupil-teacher ratio in primary schools in other regions across the world:

Pupil-Teacher Ratio in Primary Schools (Region-wise)

Region Pupil-teacher Ratio
Western Asia 17.8
Commonwealth of Independent States 17.9
Oceania 19.8
Eastern Asia 23.4
South-Eastern Asia 26.5
Southern Asia 37.8
Western Asia 17.8
Northern Africa 24.4
Latin America & the Caribbean 21.3
Sub-Saharan Africa 40.7


Data figures as on May 2008.

The dropout rates in India, at the high school level are also on the rise (~50%) in spite of increased educational expenditures by the states. Moreover, the infrastructure facilities in schools are pathetic. According to the latest statistics available from the Flash Statistics and Analytical Reports on Elementary Education in India, published by the National University of Educational Planning and Administration in 2009-10, there are only three classrooms per primary school in India, on an average, and only three teachers per school. About 14% of the schools have only one classroom each, and single-teacher schools constitute a similar proportion. While the standard national pupil-teacher ratio in primary schools is 1:40 (one teacher for every 40 students), 30% of the schools have a ratio above this. In Bihar, while the standard ratio at the State level is 1:59, there are 92 (1:92) students on an average per classroom. All this indicates a poorly organized system of education.

Need of the Hour

The implication of all the above arguments is that a pupil-teacher ratio of around 20 (1:20) may be taken up as a desirable ratio. We need good quality teachers in sufficient numbers. This is a basic prerequisite for quality primary education.

Innovation is another aspect of the quality of education. Innovation in education is not only necessary, it is absolutely crucial. Firstly, innovations in subjects offer a host of choices to students. Secondly, innovations in examination patterns facilitate precise evaluation of their skills in a subject. Innovations also enable a student to arrive at a better-informed choice of subjects. The choice of subjects will ‘involve’ the students and equip them with skills befitting their interest, which could be harnessed for the benefit of self and the nation. For instance, let’s say that someone is interested in journalism and wants to pursue investigative journalism rather than mere reporting. The course has to offer various choices within journalism (say, investigative journalism, reporting, business journalism, sports journalism, etc.). If the course doesn’t offer these choices, then one who is genuinely interested in something may not get the opportunity to pursue it and end up doing something that one doesn’t like, as there is Hobson’s choice. This may hamper one’s potential in giving one’s best, and may directly or indirectly scuttle the opportunity in contributing towards the country’s economic growth.

The issue of innovation brings us to an important aspect of education – choice – that seems to be sufficiently lacking in our education system to enable better academic performance of students and to elevate the quality of education.

The True Role of Education: An Introspection

The human being is a social animal whose needs and urges are originated and fulfilled within a given society and rarely in isolation. While the primary objective of any education is to enable us to know things we did not know earlier, so as to improve the quality of life, this principle had not been appreciated in depth by our educational policy makers for decades. Artificial barriers in the nature of knowledge were created. It was specified that knowledge could either be for its own sake or for the sake of its application. However, on reflection, it becomes clear that unless any form of knowledge is applied, it cannot be improved or suitably channeled. A large proportion of people need knowledge that is of an applied character and that helps them simplify important activities of daily living. Moreover, each person is gifted with a particular range of skills. These two facts indicate that a continued thrust on a rigid academic structure would not be desirable. One must understand that provision of choices – over academic subjects or electives – is a continuous process. The system would work better if students were given an opportunity to exercise choice earlier in their education – rather than later – when several factors, other than their inherent competencies, exert an influence over their choice of subjects.

© 2010. P. Mohan Chandran. All Rights Reserved.