Shiyali Ramamrita Ranganathan

A DAY IN THE LIFE

Although countless numbers of books provide great insight into S.R. Ranganathan's ideas, thoughts, and theories of library science, not many provide a look into his everyday life or what the experience was like for students in his classes.

TEACHING METHODS

Ranganathan used the powerful teaching method of exposition, and attempted to bring the scientific method to the library world. He did not simply lecture or read prepared notes to his students, but instead created a continuous give-and-take between himself and his students. Questions, answers, discussion, and practical application would freely flow back and forth between teacher and student. Ranganathan felt the most important component of teaching was to first build a teacher-student relationship of familiarity. A student once said: "From the first day to the last you will never feel that you are with someone who is high and far beyond your reach he gradually tries to help you in casting off your fears, reserves, and emotions completely so you may be very frank and expressive with him" (Shukla 570).

If a difficult point was attempting to be taught, Ranganathan would use an anecdote, narrative experience or an analogy, of which he would never fail to be without. He felt this would provide the students with a better grasp of the topic at hand, and help them to understand the intricacies of librarianship. His ideal was "to make a dull student bright, a dumb student talk, a blind student see, and a weak student write" (Kaula 656). Also, he believed repetition was important in ensuring students fully comprehended the material, and he believed terminology and idea were inseparable. For example, Ranganathan would put questions to the students to get them involved with a new idea, and make them give the answers in precise terminology, in full sentences, and until correct answers were given by all. He attempted to make his students think and use what they have learned. He would not forget the weaker students, and patiently teach each and every member of his classes, while using his humourous anecdotes and stories to prevent anyone else from becoming bored.

Another student once said: "I remember that at times his lectures were so thrilling that we could not help but discussing amongst ourselves the class room proceedings even after the class was over" (Guha 578). Students in his classes had the main part to play in reasoning out all details and Ranganathan acted simply as a guide to help them proceed along the right lines. Everyone in his classes had to be alert to think quickly and provide a contribution to the discussion of the topic. Following the discussion, Ranganathan would then provide a reshaping of the classes' contributions, taking everyone's points into consideration, and provide guidance for additional study, reading, and homework.

AN AVERAGE DAY:

An average day for Ranganathan began at dawn, as he got up when it is still dark to begin working on whatever he was currently engaged in (e.g. a book, a new article). Then he went out for his morning walk, along with fellow librarians, visiting scholars, and students, to discuss various library science issues. Classes and lectures may be scheduled throughout the day, between which, he continued to work on his research, while also answering letters well into the evening, and tending to discussions with various groups who come to visit him. When he completed all his articles and work, and answered all his letters for the day, he headed to bed. Even his sleep was rarely peaceful, as his mind continued to think about various issues and problems for the next day's articles and discussions.

Some other interesting facts about Ranganathan included the following:

• Ranganathan lived a very simple life of non-extravagance and austerity, as he enjoyed doing the majority of his work from a mat on the floor; his powerful concentration allowed him to work for long hours, both early in the morning and late at night, and through anything, even several Indian civil wars.

• Ranganathan was said to breathe libraries at all times, and he would talk nothing but library science. He would sometimes even be so engrossed deeply in his work that he would forget to eat his food, and go for days without any sleep or rest. Ý

• Ranganathan made huge impacts in any library meetings, conferences and discussions that he attended, due to his strict routine of advanced preparation, in which he would review agendas and make notes prior to meetings. He always wanted to be prepared for any point or question which may have come his way.

• Ranganathan was constantly recognized for his punctuality. He would never be late for any meeting, and was always the first to enter the library and last to leave at night. Also, in his correspondence, he was meticulously prompt. He would always reply to a letter the same day it was received, and he read each and every letter, and provided the author with a hand-written response.

• Beyond the classroom, Ranganathan organized weekly teaching seminars, making senior students the leaders, and provide yet another forum for discussion and deliberation. As well, he encouraged all of his students to contribute papers to various conferences and symposiums throughout India . Finally, Ranganathan enjoyed taking regular morning walks, during which he and his colleagues, and students would discuss the papers, various library problems, go around helping students, etc.

• Ranganathan appreciated the people who were just as hardworking as he was, and one of his weaknesses was that he would judge others by using himself as a measuring rod. He attached the highest value to the character of a person, and only dealt with those people who met his high standards of character. He was not one who easily took the middle road or was open to compromise, and was not one who believed in any time-wasting. However, he still was extremely accessible to all, and was an unassuming man, who always had time for discussion on anything.