AN EXPLORATION INTO URDU LITERARY WORKS A D I G E S T Arjun Pawar ABOUT ME I am Arjun Pawar, currently a grade 12 student of Dhirubhai Ambani International School, Mumbai. I have always found myself drawn towards subjects such as Mathematics and Hindi in high-school and even beyond. I engage myself in writing, acting, performing and debating regularly. The journey of this digest started with a strong fascination for ‘Urdu’ that stemmed from my innate passion for the Hindi language. Although from a Marathi-speaking household, I have always been amazed by Hindi literature especially. Even as I studied it academically, my interest deepened. This led me to venture into Urdu formally and I began the journey of learning its script - Nastaliq. Gradually, as I learned Nastaliq I realised that there might be many others like me, who want to learn more about literature and Hindustani culture. However, deconstructing literature can be tricky when it is written in a script which a reader cannot read. With that thought, I analysed Urdu texts and presented them through this guide for 21st century readers wishing to delve into these works. These stories and poems, written by respected personalities such as Premchand, Faiz, Ghalib and so on, have been introduced, explained, and analysed for English-speakers. I hope to have bridged the language barrier in bringing to you a diverse mix of 10 pieces from the past - each, excellent in its own right. Arjun Pawar ACKNOWLEDGEMENT The conception of this idea would not have been possible without the rich literature gifted to us by visionary writers who have contributed so much to our understanding of culture. I would like to thank the Zabaan : School for Languages for facilitating the experience of learning a language with much comfort. I extend gratitude to Mr. Ali Taqi (Founder, Zabaan) who introduced me to Nastaliq and guided me in this ‘Urdu’ journey with patience and kindness. I thank Mr. Hussain (Instructor, Zabaan) for numerous discussions on the stories and poems along the way. I would also like to thank my parents and my school, Dhirubhai Ambani International School. Moreover, I am grateful to my Hindi teachers over these years - Mrs. Madhulika Chandan for sowing the seed of Literature early on and Mr. Sreeraman Ramanathan for his continued encouragement. PREFACE ‘Heritage’ – a word often used yet seldom understood. Heritage can take uncountable forms; it can be concealed or in transit between generations. ‘Literary heritage’ is particularly close to my heart. I consider it as my window to the past and society’s very own time machine. It is fascinating to consider that it started with the firing of a thought which found its way onto a manuscript or paper and reached readers. A significant proportion of the culture of the Indian subcontinent and South Asia is embedded in its rich literature. It is no surprise that there exists a diversity in the linguistic landscape of this region which is difficult to even fathom. Each language carries its own parcel of culture, values, and beliefs. The focus of this digest stems from Urdu and the Nastliq script – an integral (and sometimes forgotten) piece in the jigsaw puzzle of South Asian culture. Any change in the popularity of a language or script has a direct effect on the readership of its literature. Delving into Urdu literature for me was a way for me to appreciate the script at the surface and then admire the language, the culture, and the history it carries. There might be many individuals out there who wish to dip their toes into Urdu literature but are posed with the obstacle of the script or language. With an aim to address this, I decided to analyse ten selected literary pieces and present them in the form of English essays for audiences to understand these works in a language they are comfortable with. These works come from a range of authors and poets from different time periods and dealing with different themes. I hope these essays bring you one step closer to this limitless literary world. I hope you embark on this voyage of unearthing a heritage. October, 2020 CONTENTS 1. 'Bachche Ki Duaa' - Allama Iqbal 05 2. 'Parindey Ki Fariyad' - Allama Iqbal 07 3. 'Gulon Mein Rang Bhare' - Faiz 09 4. Ghazal 'Aah Ko Chahiye' - Ghalib 11 5. Ghazal 'Shauq Har Rang' - Ghalib 13 6. 'Do Furlong Lambi Sadak' - Krishan Chander Mohd. Iqbal 1 16 7. 'Haq Ki Fikr' - Premchand 18 8. 'Ghulaami' - Ahmed Ali 20 9. 'Mitti Ki Khushboo' - Shafi Mashhadi 22 10. 'Mera Bachcha' - Krishan Chander 24 Faiz 2 3 Ghalib Premchand 4 1- Walikhanphotography / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0) 2- BpldxbCrop by Titodutta / CC BY-SA (https://creativecommons.org/licenses/by-sa/3.0) 3- Banswalhemant / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0) 4- रोहत साव 27 / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0) | SECTION : POETRY N A Z M S , G H A Z A L S This section takes you through poems and ghazals composed by renowned names in the field – Ghalib, Allama Iqbal and Faiz. These poems can be broadly classified into: ‘ghazal’ and ‘nazm’ 3 0 4 'Bachche Ki Duaa' Poet : Allama Iqbal 1 The first poem in this series titled ‘Bachche Ki Duaa’ is a short poem by the visionary Allama Iqbal (also known as Sir Muhammad Iqbal). Allama Iqbal was a figure who was active in the political as well as literary spheres. Skilled in many languages, he wrote in Urdu, Persian, Punjabi and English. One of his most well-known compositions is “Saare Jahaan Se Achha” (literally: ‘Better than any other nation’) which is a patriotic song about the Indian subcontinent. Masses remember it even today. Sir Iqbal had seen the colonial times in the Indian subcontinent and had even worked closely with the Muslim League. This particular composition, titled ‘Bachche Ki Duaa’, which translates to ‘A Child’s Prayer’ or ‘A Child’s Call to The Almighty’ is a poem that has been set to tune and taught in many Urdu schools. This discussion will take you through what makes this poem so widely loved and respected. It can be said that the main themes explored are those of darkness versus education, devotion to the motherland and compassion towards all other beings. The poem has been written through the point of view of a young child expressing his views on what he considers to be his most fervent desires. The opening line establishes this as it says ‘Lab pe aati hai duaa ban ke tamanna meri’ literally meaning ‘My desires reach my lips in the form of a call to the Almighty.’ Sir Iqbal sheds light on several social issues through his lines. The use of metaphors is especially impactful as the child says that he wishes his life is the flame of a candle. The ‘candle’ here has multiple interpretations. It may serve as an indication of the light of knowledge with which he wishes to illuminate his life. It may also refer to the act of providing hope to others when there is darkness in their lives. Later in the poem, a reference to the ‘candle’ is made again when the poet writes about the child wanting to be a ‘moth’. He wishes to be a moth that constantly seeks the flame of knowledge in life. 0 5 Further, the poet continues to impart his message about the kind of thoughts which must play inside the minds of our upcoming generations. Through a simile this time, the child says that he longs to be an asset to his nation just as the flower that adorns the garden. Later on, 1 the child also expresses how it is important for him to develop empathy and compassion towards the downtrodden in society. The poem ends on a hopeful, optimistic note as he prays and hopes to possess the power to tread the righteous path. In this way, Allama Iqbal very elegantly expresses his message for every child and adolescent in the nation to bear in mind. Being progressive in his thinking, Sir Iqbal probably wanted the youth of his nation to think about progress and upliftment of society as a whole too. By keeping the lines short and not too complicated, he ensures that the poem penetrates every region and locale and finds a place in every student’s heart. Although a twentieth century composition, this poem remains relevant even today. Such literature connects mere words on paper to the status quo outside. When strife and conflict seem to have engulfed many regions of the world, a beacon of hope from our younger generations is of utmost necessity. The need to rise above all differences, spread the light of literacy and education, and empower the needy is seen even today. It is reassuring to still note that if every child, every teenager, every student in any corner of the world even resolves to bring about change starting from himself then the world can attain new heights as a whole. An awakening and acceptance of ‘Bachche Ki Duaa’ by one and all will govern the global citizens of tomorrow. Personal Note: I chose this poem with the sheer intention of introducing readers of today’s times to the deep messages penned down in the early 1900s which are perfectly relevant even in 2020. What appealed to me the most was the innocence with which Sir Iqbal voices the thoughts of the child. It almost makes us imagine a child reflecting on the world’s issues and hoping for a better society when he has not even seen the real world yet.