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By:

Quaid Najmi

4 January 2025 at 3:26:24 pm

Maulana’s 'gullak' initiative touches 60K students

Read & Lead Foundation President Maulana Abdul Qayyum Mirza with daughter Mariyam Mirza. Mumbai/Chhatrapati Sambhajinagar: In the new age controlled by smart-gadgets and social media, an academic from Chhatrapati Sambhajinagar has sparked a small, head-turning and successful - ‘savings and reading’ revolution among middle-school children. Launched in 2006, by Maulana Abdul Qayyum Mirza, the humble initiative turns 20 this year and witnessed over 60,000 free savings boxes (gullaks)...

Maulana’s 'gullak' initiative touches 60K students

Read & Lead Foundation President Maulana Abdul Qayyum Mirza with daughter Mariyam Mirza. Mumbai/Chhatrapati Sambhajinagar: In the new age controlled by smart-gadgets and social media, an academic from Chhatrapati Sambhajinagar has sparked a small, head-turning and successful - ‘savings and reading’ revolution among middle-school children. Launched in 2006, by Maulana Abdul Qayyum Mirza, the humble initiative turns 20 this year and witnessed over 60,000 free savings boxes (gullaks) distributed to Class V-VIII students in 52 government and private schools. “The aim was to inculcate a love for ‘saving and reading’ among young children. We started by presenting small plastic ‘gullaks’ (savings boxes) at the Iqra Boys & Girls High School, and later to many other schools,” Mirza said with a tinge of satisfaction. Scoffed by sceptics, it soon caught the eyes of the schools and parents who loved the idea that kept the kids off mischief, but gave them the joy of quietly slipping Re. 1 or even Rs. 5 save from their daily pocket money into the ‘gullak’. “That tiny ‘gullak’ costing barely Rs 3-Rs 5, becomes almost like their personal tiny bank which they guard fiercely and nobody dares touch it. At the right time they spend the accumulated savings to buy books of their choice – with no questions asked. Isn’t it better than wasting it on toys or sweets or amusement,” chuckled Mirza. A childhood bookworm himself, Mirza, now 50, remembers how he dipped into his school’s ‘Book Box’ to avail books of his choice and read them along with the regular syllabus. “Reading became my passion, not shared by many then or even now… Sadly, in the current era, reading and saving are dying habits. I am trying to revive them for the good of the people and country,” Maulana Mirza told The Perfect Voice. After graduation, Mirza was jobless for sometime, and decided to make his passion as a profession – he took books in a barter deal from the renowned Nagpur philanthropist, Padma Bhushan Maulana Abdul Karim Parekh, lugged them on a bicycle to hawk outside mosques and dargahs. He not only sold the entire stock worth Rs 3000 quickly, but asked astonished Parekh for more – and that set the ball rolling in a big way, ultimately emboldening him to launch the NGO, ‘Read & Lead Foundation’ (2018). “However, despite severe resources and manpower crunch, we try to cater to the maximum number of students, even outside the district,” smiled Mirza. The RLF is also supported by his daughter Mariyam Mirza’s Covid-19 pandemic scheme, ‘Mohalla Library Movement’ that catapulted to global fame, and yesterday (Oct. 20), the BBC telecast a program featuring her. The father-daughter duo urged children to shun mobiles, video-games, television or social media and make ‘books as their best friends’, which would always help in life, as they aim to gift 1-lakh students with ‘gullaks’ in the next couple of years. At varied intervals Mirza organizes small school book fairs where the excited kids troop in, their pockets bulging with their own savings, and they proudly purchase books of their choice in Marathi, English, Hindi or Urdu to satiate their intellectual hunger. Fortunately, the teachers and parents support the kids’ ‘responsible spending’, for they no longer waste hours before screens but attentively flip pages of their favourite books, as Mirza and others solicit support for the cause from UNICEF, UNESCO, and global NGOs/Foundations. RLF’s real-life savers: Readers UNICEF’s Jharkhand District Coordinator and ex-TISS alumnus Abul Hasan Ali is full of gratitude for the ‘gullak’ habit he inculcated years ago, while Naregaon Municipal High School students Lakhan Devdas (Class 6) and Sania Youssef (Class 8) say they happily saved most of their pocket or festival money to splurge on their favourite books...! Zilla Parishad Girls Primary School (Aurangpura) teacher Jyoti Pawar said the RLF has proved to be a “simple, heartwarming yet effective way” to habituate kids to both reading and savings at a tender age, while a parent Krishna Shinde said it has “changed the whole attitude of children”. “We encourage books of general interest only, including inspiring stories of youth icons like Nobel laureate Malala Yousafzai (28) and environmentalist Greta Thunberg (23) which fascinates our students, and other popular children’s literature,” smiled Mirza. The Maulana’s RLF, which has opened three dozen libraries in 7 years, acknowledges that every coin dropped into the small savings boxes begins a new chapter – and turns into an investment in knowledge that keeps growing.

Dr. Who, Really? The Fascinating Tale of a Title

The title ‘Doctor’ may command respect, but without context, it can dangerously blur the line between knowledge and authority.


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The title ‘Dr.’ is a small prefix with a big impact. It signifies knowledge, respect, and authority, but also carries significant cultural baggage. In different countries, professions, and social settings, the title balances pride and practicality, formality and informality. The evolution of ‘Dr.’ from medieval lecture halls to modern email signatures is as complex as it is fascinating.

The word Doctor comes from the Latin doctor, meaning ‘teacher.’ It was first used in 13th-century European universities to recognize expertise in the fields of religion, law, and philosophy. Theologians and scholars, often dressed in flowing robes, were among the earliest to earn the title. Medical practitioners adopted it much later, during the Renaissance, when formal medical education started to require serious scholarly effort. By the 19th century, universities had expanded doctoral programs into areas such as science, humanities and education. The title ‘Dr.’ thus became a symbol not just of medical training but of ongoing intellectual pursuit.

 

In today’s world, the title ‘Dr.’ usually indicates that a person has completed a doctoral-level degree. This could be a Ph.D., an M.D., or a professional doctorate in other fields. Medical doctors use the title to show their training in health and patient care. Ph.D. holders use it to reflect their extensive research and academic achievements. However, how the title is used depends on local customs. In the United States, both medical doctors and Ph.D.s commonly use the title in formal and social settings. Still, some Ph.D. holders choose not to use it outside of academic or professional contexts to avoid confusion.

 

In the United Kingdom, the pattern is different: medical doctors and researchers use the title, but surgeons follow a unique tradition of reverting to ‘Mr.’ or ‘Ms.’ once they qualify, a practice seen as a mark of seniority and respect.

 

In Germany, the title ‘Dr.’ is not only strictly protected by law but also highly formalized. People with more than one doctorate may even be known as ‘Dr. Dr.’ and are allowed to include the title on official documents like passports. In technical fields, it has additional layers. Engineers with doctoral degrees are sometimes addressed as ‘Dr.-Ing.’ (short for Doktor-Ingenieur), which amusingly translates to ‘Doctor Engineer.’ The combination sounds like someone who could both diagnose a disease and design the bridge you cross to get to the hospital. But in reality, it’s a proud nod to engineering’s academic rigor. On the other hand, in France, ‘Dr.’ is mainly reserved for medical professionals, and Ph.D. holders are typically called ‘Dr.’ only in university or academic settings.

 

In India, ‘Dr.’ commands great respect but also influences social interactions in interesting ways. Ph.D. holders are often met with the slightly puzzled question, “Oh, you’re not that kind of doctor?” The belief that only medical professionals deserve the prefix can make non-medical doctors hesitant to use it casually. However, a doctoral degree, earned after years of research, setbacks, revisions, and peer reviews, remains a symbol of intellectual rigor. The internal debate many Ph.D.s face of whether to use the title or not reflects a broader tension between seeking validation and avoiding misinterpretation.

 

Adding to the complexity are legal safeguards that vary across countries. In the United States, misusing the title, especially if it implies medical expertise, can result in penalties, although enforcement differs by state. Germany is notably strict, allowing only degree holders from accredited institutions to use the title, with fines for violators. India also has laws in some states to penalize false claims, especially when public safety or medical misrepresentation is involved. These legal boundaries aim to protect trust in professional qualifications, but they also raise a deeper question: Who truly has the right to be called ‘Doctor’?

 

Honorary doctorates introduce some ambiguity. Often awarded for public service or lifelong achievement, they lack the academic rigor of traditional doctorates. Most recipients understand the distinction and avoid using the title officially. Similarly, professionals like chiropractors or clinical psychologists may use ‘Dr.’ only if they have earned a doctoral degree from a recognized institution.

 

The title ‘Dr.’ signals expertise and authority in formal settings, but can feel pretentious in casual ones. While essential in academia or at conferences, it may invite awkward assumptions elsewhere. Many doctors use it selectively, reserving it for CVs or research papers, and skipping it in family WhatsApp groups.

 

These patterns reveal a bigger issue: society's unequal respect for different types of expertise. A doctorate in mathematics or history is as challenging as one in medicine, yet public perception often favours the latter more. This hierarchy isn’t just about misunderstanding but a missed opportunity to recognize the value of various kinds of knowledge. In an era where complex problems, from climate change to artificial intelligence, require input from every field, the title ‘Dr.’ should unite people instead of dividing them.

 

Furthermore, ethical concerns arise when ‘Dr.’ is used without clarifying the field especially in health or policy, where it can mislead. A literature PhD isn’t qualified to advise on vaccines, nor is a surgeon necessarily an expert in virology. In an era of viral misinformation, transparency matters more than titles.

 

As our world becomes more interdisciplinary, the meaning of ‘Dr.’ is also changing. It might come to symbolize not only formal achievement but also a long-term commitment to learning, reasoning, and service. In the future, people may see the title less as a sign of status and more as a promise to uphold the values of critical inquiry and evidence-based thinking.

In the end, ‘Dr.’ is more than just a title; it’s a symbol of curiosity, effort and intellectual bravery. Whether it belongs to a doctor treating patients, a biologist studying genomes, or a historian analysing ancient scripts, it represents a journey made with persistence and purpose.

 

The next time you see someone debating whether to use ‘Dr.’ before their name, remember that it is not just about status but about honouring the pursuit of knowledge and the discipline it demands.

 

(The author is the former Director, Agharkar Research Institute, Pune and Visiting Professor, IIT Bombay. Views personal)


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