Now, what changes would come into her? Well, as per my language code understandings, she would be placed under teachers who would keep her in the Nee, Aval code areas. Varuna had been in the higher levels of communication wherein she used to address even senior persons with a Mr. or Mrs. prefixed to their names. She had no idea that this was quite a crime in the local areas. Yet, the persons who talked to her took as an exceptional person.
When she came home, the first day that I was back home from Bombay, she was brought home by the school bus cleaner. This term bus cleaners are of a non-formal profession in buses in India. They are usually the lowest kept personnel in the hierarchy in the system. Yet, it need not mean that they are lowly in the social system. However usually the lower guys, intellectually and educationally, go in for this job. For many others, it is just a temporary assignment. But at the moment of the job, he is in a low location in the virtual code arena.
He was holding her in a clasping hold, and coming. It was not actually a bad thing, for he was more or less seeing that the student is home safe. However, Varuna had been trained to walk on the roads without anyone holding her. For, it had been noticed by me that the very holding of hands by feudal language speaking persons, has a demeaning effect when they hold persons who they mentally assign a lower levels.
The location that we were living then, was a secluded road, with practically no vehicular traffic. So, his holding her was just an assertion of his superiority over her.
Even the holding of a person by an Indian policeman is an insult and degradation. It is in the language codes.
I could sense a lowering of levels in Varunas codes as the cleaner came forward as her mentor.
A gruesome shifting
At school, she would for the first time be made to be fixed to the level of students who were mentally at the serving class of the teachers, in Malayalam codes.
The students would have to address their teachers as Sar and teacher or Miss (all suffixed to their names). She herself had been an English trainer. In our system of training, no student gets up when the teacher comes in. Moreover no lower level indicant words were used about anyone.
There was one thing quite obviously different in Varuna. She was unable to use pejorative Malayalam lower indicant words about anyone, including those who were younger to her. The words alluded to here are the powerfully crippling lower indicant words for You, He, She, His, Her, Hers and such other, including such as Edi, Eda and use of name as a signal of domination. However, she herself was quite vulnerable to such attacks. Even though, most of these words were quite incomprehensible to her, the negative effects in the virtual code arena were obviously there.
There are a lot of things to be mentioned about the language code experiences that she would have. I will not do it now.
What I could foresee was that she would be placed in a position that had the components of both English as well as the lower levels of Malayalam. In the school she did not speak Malayalam or learn it. So the word Nee was not an experience for her. Yet, in the overall virtual code arena, she was moved to a lower side, by the strong placing of all students in the avan and aval position.
A twilight zone phenomenon
When she had been an infant, there had been a phenomenon that was quite apparent. Whenever she was taken to any marriage function in distant relatives houses, she would stand out as quite different. Even though the simplest manner to understand this would be that she spoke only English, and did not understand English, the more complicated level of understanding was that she was living in a social system wherein individuals were connected by direct level communication links. While the others around her were in a social communication system, wherein every one of them were connected to each other by varying levels of linking codes.
The difference was quite obvious, to an intelligent observer.
After each of these visits, there would be an occurrence that was to happen with supernatural exactitude. That is, she would suddenly fall down: from the staircase; when walking; when running; or have some minor accident connected to getting hit or cut. The easiest manner of thinking would be that it was a case of the proverbial evil eye.
Yet, from my own understandings based on virtual codes, it was obvious that some codes of prop had been manipulated or attacked. Moreover, there was the possibility that some other negative codes had crept in and destabilised some of her own stability codes. It may be mentioned here in passing that she had been trained in walking on the top of tall walls without support, from a very early age (around 1 ½ years age). That such a person should stumble down, every time she went to an interior social setting, wherein lower indicant people (mainly women) viewed her as an object of curiosity was the moot point that I wanted to place.
Negativity from school
Before she went to school, she rarely did have any illness. She was used to playing the rain, and in the mud. For hours, she would be in the river. In the mornings, she would go for jogging. She rarely felt any physical discomforts. However, after joining school, she was attacked by frequent bouts of illnesses like fever. This continued till a time her physical appearance of marked difference from the local populace had been erased. I could sense the creeping into her virtual codes of some other codes that were erasing her innate codes.
Before going to school, she had been quite impenetrable to Malayalam words and comments that are aimed at mental disturbance. Now, there was a slight dent in the impregnable mental fortress that had cordoned her off from such irritations. Yet, since she heeded my advice not to learn or understand Malayalam at all cost, this dent did not go much further.
Teaching standards
The teachers in the school where she was admitted at age 9 (class 5) were of low quality standards in English. Most of them wouldnt be anywhere near to Varuna even in local geographical knowledge. For, she had travelled with me to many places in our state. I am even doubtful even if there would have been any teacher in that school at that time who had even heard of Enid Blyton. Varuna had already started reading Enid Blyton. Moreover, she was aware of such names as Somerset Maugham (Princess September), Oscar Wilde (Happy Prince, Selfish Giant, The fisherman and his soul), and many other British classical writers, at a very young age. A lot of English fairytales she had already read on her own.
At age 4, when a count was taken of the number of English films that she had seen till then, it was reaching more than 400 (mainly Star Movies). Most of her teachers would not have seen many English films at that time, if at all they had.
Beyond that, she was quite good in computer typing, and learned in such software applications as Adobe PageMaker, Adobe Photoshop, Flash, MSWord, Adobe Acrobat, Macromedia Dreamweaver (web designing) and many others including rudiments of audio and video editing. She was easily better informed in many things than her teachers. Moreover she was quite at home in Internet usage, search engine usage and such things. At age 5.
Inside the class, she naturally was a different person, and quite obviously at a different plane, mentally. However, I understood that other children in her class used to draw her into confrontation with them by merely nudging her. Yet, there was no disinterest in her. She made friends with many classmates, yet, I could notice a gradual lessening of her English language features.
