Bhakar (Flatbread)

Reading aloud to children is an extremely important experience in their journey towards literacy. Those who are read books aloud by adults around them, become literate quite quickly – because they have seen live models of reading process. Such children are somewhat familiar with how script works, and they have an idea of what could be achieved through reading. Hence, children who know the use of print learn reading sooner and more easily than others.

Parents of the children, we are working with on the brick kiln, are not literate themselves. Even if some of them know how to read to an extent, they cannot afford to spend time reading aloud to their children. The only print visible in the surroundings is letters like ‘KBK’ or some such meaningless logo engraved on the bricks. It is therefore not surprising that children from this background face many difficulties in reading and writing.

Kishor wanted to add some print to this otherwise print deficit environment.  He decided to write the names of all the family members and display the lists on the walls of their Bhongas. Kishor is a resourceful person. He had saved the transparent plastic covers of his students’ school uniforms. We had already made a list of the names of all family members during our initial survey. He printed out the lists, put them in plastic covers and stuck them on the walls to make each bhonga  ‘literate’!!

Umesh’s literate Bhonga

Kishor and I were aware that these children would not pick up reading unless we read a lot of books to them. But we faced the challenge of selecting the right book – these children are of varying age groups, studying in grades 2 to 6. We needed to select a book that would interest all. The older children are not yet literate as per their grade level, but we wondered whether they would like to hear stories written for very young children. Finally we decided to try a book that had content directly connected to their life – ‘Bhakar‘.

I kept the book in front of the children and started reading. It contained a description of how ‘bhakar’ (flatbread) is made. During our reading we came across a sentence  – Tai kneads flour into a ball of dough – big, round and soft. I asked the children, “What do we mean by soft?” Prompt came the answer, “Like clay!” I smiled.  Who else than the children on the brick kiln would relate to the softness of the clay? When I was young, we would bring clay to make Ganapati idols, and we were told to knead it soft – like ‘dough’. Ultimately everyone looks at the world through the lens of one’s own experience!

The book contained pictures of people and utensils from rural homes – much like the homes of these children. Sure enough, they started taking an interest in the book. On one of the pages, there was a reference of the bhakar breaking.

Will the Bhakar  break  ?

I asked, “Do you think the bhakar will break?”

Chandrika said, “It will break.”

Promptly, Radhi said, “Mine doesn’t break.”

“Can you make bhakar?” I asked curiously.

“I can,” Radhi replied as if that was normal for her age.

The conversation shifted to who can cook what food items. All of them decided to write about what dishes they can cook. Now this seems to be a great opportunity to enter into the world of food culture of these children. Kishor and I are looking forward to read what these children are going to bring to the next class!

भाकर

मुलांच्या साक्षर होण्यात त्यांना वाचून दाखवण्याचे अपार महत्त्व असते. ज्या मुलांना लहानपणापासून वाचून दाखवले जाते अशी मुले चटकन साक्षर होतात. कारण चांगले वाचायचे कसे याचा नमुना सतत त्यांच्या समोर असतो. लिपीचे स्वरूप कसे असते, वाचून काय साध्य करता येते हे अशा मुलांना नेमके ठाऊक झालेले असते. म्हणूनच वाचनाचा उपयोग काय असतो हे माहिती असणारी मुले तुलनेने लवकर व कमी श्रमात वाचायला लागतात. 

भट्टीवर राहणाऱ्या या मुलांपैकी कोणाचेच पालक फारसे शिकलेले नाहीत. आणि जरी कोणाला थोडेफार वाचता येत असले तरी मुलांना वाचून दाखवत बसण्याची चैन त्यांना परवडणारी नाही. भट्टीतल्या विटेवर कोरलेली KBK किंवा तत्सम निरर्थक अक्षरे सोडली तर लिपीचे कोणतेही अस्त्तित्त्व परिसरात नाही. अशा वातावरणात वाढणाऱ्या मुलांना वाचायला लिहायला शिकण्यात अडचणी आल्या तर त्यात नवल वाटायला नको.

मुलांना परिसरात काहीतरी अर्थपूर्ण वाचायला मिळावे म्हणून किशोरने प्रत्येकाच्या कुटुंबातील सदस्यांची नावे त्यांच्या भोंग्यावर लिहून लावायचे ठरवले. किशोर कल्पकतेने संसाधने वापरत असतो. त्याच्या शाळेत येणाऱ्या गणवेशांच्या प्लास्टिकच्या पिशव्या त्याने सांभाळून ठेवल्या होत्या. भट्टीवर काम करायचे ठरवल्यावर केलेल्या सर्वेक्षणांत सर्वांची नावे आलीच होती.  मग   कुटुंबातील माणसांची नावे लेऊन प्रत्येकाचा भोंगा साक्षर झाला.

उमेशचा साक्षर भोंगा

या मुलांना भरपूर वाचून दाखवल्याशिवाय त्यांचे वाचनावर प्रभुत्त्व येणार नाही हे मला आणि किशोरला लगेचच उमगले होते. पण  या मुलांना वाचून दाखवायला नेमके काय न्यावे हा मोठाच प्रश्न होता. एक तर भट्टीवर आमच्या वर्गात येणारी मुले दुसरी ते सहावीपर्यंतची आहेत. त्यामुळे सगळ्यांना रस वाटेल असे काहीतरी वाचायला हवे. मोठ्या मुलांचा वाचनाचा स्तर जरी त्यांच्या वर्गाला अनुरूप नसला तरी अगदी लहान मुलांच्या गोष्टी त्यांना आवडतील का असाही एक प्रश्न समोर होताच. शेवटी त्यांच्या परिचयातील आशय असणारे काहीतरी वाचून दाखवावे म्हणून ‘भाकर’ नावाचे एक पुस्तक आम्ही वाचून दाखवायला न्यायचे ठरवले.

‘भाकर’ पुस्तक

मी पुस्तक उघडून मुलांसमोर ठेवले आणि वाचायला सुरुवात केली. पुस्तकात वाक्य आले ‘मग ताई पिठाचा गोळा बनवते. भला मोठा आणि मऊ मऊ.’ मी मुलांना विचारले, “मऊ मऊ म्हणजे कसा?” तर मुलं म्हणाली, “मातीसारखा.” मला चटकन हसू आले. मातीचा मऊपणा  विटभट्टीवर काम करणाऱ्या मुलांइतका दुसऱ्या कोणाला कळेल? माझ्या लहानपणी गणपती बनवायला माती आणत ती ‘पिठासारखी’ मऊ मळ म्हणून आम्हाला सांगितले जायचे! शेवटी जो तो आपल्या अनुभवांचा चष्मा लावूनच जगाकडे पाहणार ना!

मुलांना त्यांच्या घरातल्यासारखी माणसे, भांडी पुस्तकात दिसल्यावर त्यांचा पुस्तकातला रस वाढला. वाचता वाचता पुस्तकात एके जागी भाकर मोडल्याचा उल्लेख आला.

मी मुलांना विचारले, “आता भाकर मोडेल का रे?”

“मोडंल.” चंद्रिका म्हणाली.

त्यावर  राधी फटकन म्हाणाली, “माझीतं नाय हव मोडं.”

“तुला भाकर येते?”,  मी कुतूहलाने विचारले.  

“येते” राधीने सहज उत्तर दिले.

यावरून मग कोणाकोणाला काय काय बनवता येते यावर चर्चा झाली आणि मग प्रत्येकाने आपल्याला कोणता पदार्थ रांधता येतो हे लिहून काढायचे ठरले. मुलांच्या खाद्यसंस्कृतीत शिरायची आयतीच संधी समोर आली. आता उद्या येताना मुले काय लिहून आणतायत याची उत्सुकता मला आणि किशोरला लागून राहिली आहे.

राधी

राधी : एकाग्रतेने आकडेमोड करताना

गेले काही दिवस राहुल आणि अमितसोबत आम्ही काम करत असताना राहुलची बहीण राधी तिच्या भोंग्यात काहीतरी काम करत बसायची. मी राहुलाला प्रश्न विचारला की ती आतून ती उत्तर देई. पण ती समोर येऊन आमच्यासोबत बसायला काही तयार नव्हती.  दोन दिवसांपूर्वी किशोरने तिला बोलवल्यावर ती आली आणि आमच्यात सामील झाली. किती खड्ड्यांना किती राख किंवा राबिट लागेल याचा हिशेब करू लागली. हाताची बोटे मोजत राधी हिशेब करते. त्यावेळी तिची एकाग्रता बघण्यासारखी असते. आसपास काय चालले आहे याने तिला काही फरक पडत नाही. गेल्या वर्षी राधी किशोरच्या वर्गात आली तेव्हा अक्षरओळखीपासून तिने शिकायला सुरुवात केली होती. वर्षभराच्या काळात तिने बरीच प्रगती केल्याचे किशोरने मला सांगितले.  

जबाबदार राधी

आज आम्ही भट्टीवर गेलो तर राधीच्या भोंग्यासमोरची जमीन तिने सारवून ठेवली होती. आम्ही आलेले पाहून ती पळत पळत भोंग्यात गेली आणि तिच्याकडच्या दोन चटया घेऊन आली.  काल मुलांसोबत काम करताना आपल्याला वाचायला बसायला जागा नाही याबाबत बोलणे झाले होते. दहा-अकरा वर्षांच्या जबाबदार राधीने कोणी ही न सांगता आमची ही समस्या आज सोडवून ठेवली होती. भट्टीवरच्या खडतर आयुष्यात मुलांना स्वतःचे प्रश्न स्वतःच सोडवावे लागतात. वयाच्या मानाने पेलावी लागणारी जबाबदारी फारच मोठी असते. त्यामुळे त्यांच्यात एकप्रकारचा समजूतदारपणा येतो. आता या लहान मुलांनी असे मोठ्यांसारखे वागणे चांगले म्हणायचे की वाईट हे मला अजून ठरवता आलेले नाही.

सगळेजण राधीच्या भोंग्यासमोर जमले आणि आम्ही खड्ड्यांतले राबिट मोजायची उदाहरणे सुरू केली. ‘एका खड्ड्यांत १५ घमेली राबिट टाकायचे तर अशा सहा खड्ड्यांत किती घमेली राबिट टाकावे लागेल’ या प्रश्नाचे उत्तर राधीने नीट विचारपूर्वक दिले. त्याचा किशोरने केलेला व्हिडिओ पुढे दिला आहे.

राधी १५ च्या पटीत मोजत जेव्हा सत्तरावर आली तेव्हा मला वाटले आता ही चुकणार. पण ती चुकली नाही. पाच घमेली राबिट बाजूला ठेवून तिने आपला प्रश्न सोडवला. पण तिचे हे कौशल्य शाळेच्या परीक्षेला मोजता येत नाही, इथेच खरी मेख आहे. तू हे उत्तर कसे काढलेस असे विचारल्यावर तिने ते व्यवस्थित समजावून सांगितले. अशा प्रकारे सांगता येणे हे मुलांसाठी बऱ्यापैकी अवघड काम असते. कारण यात स्वतःच्या विचारांवर विचार करावा लागतो, आणि आपण काय विचार केला हे  भाषेच्या माध्यमातून मांडावे लागते. अगदी सुस्थितीत वाढणाऱ्या मुलांपैकी बऱ्याच जणांनाही हे जमत नाही. राधी हे काम अगदी उत्तम करू शकते आहे.   

एकदा मी असाच मुलांसोबत गप्पा मारत बसलेलो असताना राधी आणि माझ्यात झालेला संवाद मोठा मनोरंजक होता.

“तुमचे आई बाबा वीटभट्टीवर काम करतात. किशोर गुरुजी शाळेत शिकवण्याचे काम करततात. तसं मी कोणतं काम करत असेन?” मी सहजच मुलांना विचारले.

राधी म्हणाली, “तू कॅम्पुटर मधे लिवत असशील.”

“ पण लिहायचं कशासाठी?” मी कुतूहलाने विचारले.

“ तुला हौस वाटं तय.” राधीच्या उत्तराने मला हसू लोटले.

“अस्सं ! पण काय लिहित असेन गं मी?” मी विचारले.

“ सांगू,  तू आम्हाला काय शिकवंस त्यां” राधी उत्तरली.

“ ते कशाला लिहायचं ?” मी तिला कोड्यात टाकण्यासाठी विचारले.

“ मग बीजीकडची पन पोरां असतील ना ? तेंचे सर वाचतील. ना मंग ते पन शिकवतील ते पोरांना. तू तं किशोरसरांचा पन सर हायेस ना?”  राधीने मला थक्क केले.

माझी ओळख करून देताना ‘मी जसे तुम्हाला शिकवतो तसे हे सर आम्हाला शिकवतात’ असे किशोरने सांगितले होते. राधीने त्याचाच आधार घेऊन मी काय काम करत असेन याची कल्पना केली होती! राधी केवळ चुणचुणीतच नाही तर म्होरकी सुद्धा आहे. जबाबदारी घेणे तिला आवडते. काल उमेश नी देवारामची मारामारी झाली तर हिने मध्ये पडून ती सोडवली. किशोरच्या वर्गात बसलेली असताना बाकीच्या मुलांची वकिली करण्यातही ती पुढे असते. पण भट्टीवरचे अस्थिर आयुष्य तिच्यातल्या या अंगभूत गुणांना फुलवू शकेल?

Radhi

Engrossed in calculations

For the last few days, when we were working with Rahul and Amit, Rahul’s sister Radhi would sit inside the bhonga (shelter) doing some sundry work. If I asked Rahul a question, she would respond from inside the bhonga. But she was not ready to join us. Two days ago, Kishor invited her, and she joined us. She started calculating how much ash was required for how many pits. When Radhi calculates using her fingers, her concentration is worth watching! She is not fazed by anything going on around her. Radhi began learning the alphabet last year, when she started attending Kishor’s school. Kishor informed me that she has made considerable progress over the last year.

When we reached the brick kiln today, we saw that Radhi had cleaned up the floor outside her bhonga. When she saw us, she ran into the bhonga and emerged with two mats. Yesterday, we were discussing that the children did not have a proper place to sit and read. Radhi, the responsible 12-year-old, had solved our problem without anyone asking her to do so. The hardships of life on the brick kiln teach these children to solve their problems on their own. They have to shoulder a lot more responsibility than what is normally expected at their age. They develop a sense of maturity quite early in life. I am still undecided whether it is good or bad that these young children behave like responsible adults.

All of us gathered outside Radhi’s bhonga and started working on our regular math problems – if you have to put 15 ghamelas (small metal tubs) of raabit (powder of unused bricks) in one pit, how much raabit would be required for 6 pits? Radhi answered the question after much careful thought. Here is a video clip captured by Kishor:

Radhi was calculating in multiples of 15. When she reached 70, I thought she would go wrong in further calculation. But she did not. She solved the problem by ‘keeping aside’ 5 ghamelas. Unfortunately, the school exams do not assess this type of problem solving strategies, and that’s where the problem lies. When I asked her how she had calculated the answer, she explained it systematically. It is usually difficult for children to explain the steps they use for calculation. Because they have to think about their own thought process, and verbalize it while explaining. Many children coming from literate homes would also find this considerably challenging. Radhi is able to do this quite well.

One day, when I was chatting with the children, Radhi and I had this amusing conversation:

“Your parents work on the brick kiln. Kishor guruji teaches in the school. Do you know what work I do?” I asked them casually.

Radhi said, “You must be writing in the computer.”

“What for ?” I asked curiously.

“Because you love it!”I smiled at Radhi appreciating her reply.

“Is that so? But what must I be writing?” I persisted.

“What you teach us.” Radhi said.

“ Why should I write that?” I asked purposely, to probe further.

“There must be so many kids in other places … their teachers will read it… and they will teach those kids. You are Kishor guruji’s teacher, aren’t you?” Radhi’s reply left me speechless.

When Kishor had introduced me to these children, he had said, “I am your teacher, and he is my teacher.” Combining this information with her experience  Radhi had imagined my  profession quite accurately ! Radhi is not only smart, she is also a born leader. She likes to assume responsibility. One day when Umesh and Devram were fighting, she intervened and made them stop. When she is in Kishor’s school, she is always doing advocacy on behalf of her classmates. Will the unstable life on the brick kiln nurture  her inherent qualities?

Are the schools ready?

Today at the brick kiln, Kishor heard some shouting and moaning from Mati’s bhonga (shelter). When he went there, he saw that Mati’s husband was beating her up. The husband stopped when he saw Kishor. What was the reason for this beating? We were told that the kiln owner’s wife had called Mati to work at her house, and her husband did not want her to go. Two years ago, Mati used to study at Kishor’s school. Kishor tried very hard to help her read and write. But Mati was simply not interested.

Mati is a stubborn girl. It is difficult to convince her to do something against her wish. Eventually, she stopped coming to school. Kishor would go to the brick kiln to bring her to school, but she wouldn’t listen. Probably, she had realized that she was lagging behind in studies compared to her classmates. She found it more fruitful to work on the brick kiln and earn some money. Last year, she got married. School-going Mati became ‘Mati vahini’. The chords of her earlier life were cut off. She has no other option but to continue the hard life at the brick kiln.

Mati’s story could be the story of any of the girl children on the brick kiln. If girls like Mati are not able to continue their school education, the reason definitely lies in the socio-economic conditions of their families. But part of the reason is also to be found in the school system itself. After the introduction of the Right to Education Act, the non-formal education set-ups such as bhonga shala have been closed down. This is actually the right step, because non-formal education imparted by poorly trained teachers in unstable situations like brick kilns can have severe limitations. Also, once we have accepted education as a fundamental right of the child, it is mandatory that every child must attend school. But are our schools ready to accept each and every child?  

When the child realizes that she cannot cope with what is going on in the school, a deep inferiority complex develops in her mind. In such a case, why would she like the school? Our school system is designed in a way that children like Mati have no option but to fail. The language used in the school, the text books – their content and pictures, the school environment, the assessment system – everything works against them. Children continuously get a feeling that ‘we are not going to get there’, and then they start lagging behind in studies.

According to Kishor, children like Mati need a longer time to become habituated to the routine of the school. If the schools give a sense of failure to them all the time, their chances of dropping out increase. Failure in the examination becomes a big push factor in their case. Even after being in the school, a child like Mati may make less progress as compared to other children. But still, it is important that she continues in the system as dropping out means getting married and pregnant at a very young age.

If we want these children to be successful, we will have to make the system much more flexible to suit to their needs. At times, we would need to keep away the text books and bring these children’s world into the classroom. Even the assessment tools need to be developed locally. And the most important of all – we would have to empower and trust the teacher to make this happen in the classroom. Unless we keep away the idea of failing children through exams, unless we give up our fascination for the standardized tests as the only yardstick for success, how will the schools be ready for students like Mati?

‘Camputer’!

We are working regularly with Rahul and Amit. The other children on the brick kiln have started lingering around us. They find our cameras and mobile phones terribly attractive! They have started urging us to take their ‘photu’. As soon as we take a photograph, they want to see it. Today, I took my laptop to show them the photographs. As I switched it on, I asked them, “Do you know what this is?” Some of them replied, “Camputer.” “What is it used for?”, I asked. “To see photos,” they said. I was impressed by their quick wit!

All of them gathered around me, and started telling me about the people seen in the photos.

Radhi said, “This is Mati. She is married to my brother. She used to go to Kishor guruji’s school.” Amit said, “This is Bhagoji baba. He is setting up the kiln.”

I came to know the stories of many people seen in the photos. I asked the children, “If I write all this, would you read it?” All of them replied “Yes” in unison. I copied a photograph into a word file, and started writing what the children were telling me. I wrote it down as they told me, without converting it to the standard, formal Marathi.

Radhi’s parents…

This is Raja and this is Vandana. They are Radhi’s parents. They woke up at 4 AM. They brought mud from the pit, and prepared lumps of mud … Then they wetted the molds and slapped the mud into them. They applied water on top. Then they spread sandy clay on them. They lifted the molds and released the bricks. A row of bricks was ready. They put some more sandy clay on the bricks. Then they molded the bricks using tin sheets. They will finish this mud-work by 10 AM. Then they will clean up and go to their bhonga for lunch.

As I typed, Amit, Rahul, Chandrika and Radhi started reading aloud. Amit, Chandrika and Radhi are able to read somewhat fluently. Rahul is still reading one word at a time. Kishor told me that when he started teaching these children last year, they were not literate at all. Their enthusiasm to read and write ebbed and flowed like the tides! If they felt like it, they would read, or simply declare “I’m feeling lazy” and walk away! But today, seeing their enthusiasm helped us understand something – they may feel lazy to read lessons from their text books, but if the text is connected with their lives, they are definitely interested in reading it.

Kishor and I have decided to capture their life in photographs, prepare text based on the photos and ask them to read it. For those who are not showing an interest in reading, we are going to write their own stories. We believe that if such text is made available to them, they would definitely start taking an interest in learning to read.

कॅम्पुटर

आम्ही राहुलसोबत नी अमितसोबत काम करतोय हे पाहून भट्टीवरची इतर मुलेही आमच्या आसपास घुटमळू लागली आहेत. आमच्याकडे असलेल्या कॅमेऱ्याचे नी मोबाईलचे त्यांना खूप आकर्षण वाटते आहे. आमचा ‘फोटू पाड’ असे आता त्यांनी सांगायला सुरुवात केली आहे. फोटो काढला रे काढला की लगेच त्यांना बघायचा असतो.  आज मी त्यांना त्यांचे फोटो दाखवायला लॅपटॉप नेला होता. मी लॅपटॉप चालू करता करता त्यांना विचारले, “हे काय आहे?” तर काही जण म्हणाली, “कॅम्पुटर”. “कॉम्प्युटर कशासाठी वापरतात?” तर म्हणाले, “फोटो पाहायला!” त्यांच्या हजरजवाबीपणाचं कौतुक वाटलं.

लॅपटॉपवर फोटो समोर येताच सगळी माझ्या भोवती गोळा झाली. आणि उत्साहाने फोटोत दिसणाऱ्या माणसांबददल सांगू लागली.

राधी म्हणाली, “ही मती. तिला आमच्या दादाला दिलीय. ती पन किशोर गुरुजीच्या शालंत जायची.” अमित म्हणाला, “हा भागोजीबाबा. तो भटकर आहे. भट्टी रचतोय.” मग पुढच्या दहा पंधरा मिनिटात फोटोत दिसणाऱ्या भट्टीवरच्या माणसांच्या अशा अनेक कहाण्या मला कळल्या. मग मी विचारले, “मी हे सगळं लिहितो. तुम्ही वाचाल का?”  तशी उत्साहाने सगळे हो म्हणाले. मग मी एकेक फोटो वर्ड मध्ये घेतला आणि त्या बद्दल मुले जे सांगतील ते लिहू लागलो.

राधीचे आई बाबा…
हे राजा आणि ह्या वंदना. ते आमच्या राधीचे आई बाबा आहेत. दोघे सकाळी चार वाजता उठले.त्यांनी खड्ड्यावरून चिखल आणून ढिकली मारली. मग त्यांनी साच्याला पाणी लावून त्यात चिखल आपटला. त्याला वरून पाणी लावले. पिठा टाकला. साचा उचलून विटा पाडू लागले. विटांची रांग तयार झाली. रांगेवर पिठा टाकला. नंतर पत्र्याकं विटा थापल्या. आता दहा वाजता त्यांचे चिखलकाम संपेल. मग ते साफसफाई करतील आणि जेवायला भोंग्यात जातील.

मी टाईप करू लागल्यावर अमित, राहुल, चंद्रिका आणि राधी यांनी वाचायला सुरुवात केली. अमित, चंद्रिका आणि राधी बऱ्यापैकी वाचत आहेत. राहुल अजून एकेक शब्द वाचतो आहे. किशोरने मला सांगितले की गेल्या वर्षी त्याने शिकवायला सुरुवात केली तेव्हा मुलांना अक्षर ओळखही नव्हती. वाचण्या लिहिण्याचा त्यांचा उत्साह म्हणजे भरती ओहटीचा खेळ. मनात असेल तर वाचतील नाहीतर ‘आलशी आली’ असे गुरुजीच्या तोंडावर सांगून निघून जातील. पण आजचा त्यांचा वाचनाचा उत्साह पाहून मला नी किशोरला एक बाब नीट समजली. पुस्तकातले धडे वाचायला जरी त्यांना कंटाळा येत असला तरी स्वतःच्या आयुष्यातले काही लिहिलेले मिळाले तर ते वाचण्यात त्यांना नक्की रस वाटतोय.

या अनुभवानंतर आम्ही ठरवले आहे की जमेल तितके त्यांचे आयुष्य कॅमेऱ्यात कैद करायचे आणि त्या फोटोंच्या आधारे केलेले लिखाण त्यांना वाचायला द्यायचे. ज्यांना अजून लिपी परिचयात गोडी वाटत नाहीये त्यांनाही त्यांच्या स्वतःच्या गोष्टी लिहून दाखवायच्या. अशाप्रकारचे लिखाण वाचायला मिळाले तर या मुलांची वाचायला शिकायची गोडी वाढेल असा आमचा होरा आहे.