Beer Gardens

A lot of “local” pubs in London advertise that they have a “beer garden”, which is usually a grassy backyard that has a few outdoor tables. Having been to Munich, though, I would claim that these guys (in London) don’t know what they are doing, or at least that they can’t do it at scale.

On Friday evening we met a friend from IIT who has recently moved to Munich. Considering that there would be “a lot of kids” (three of his, along with Berry), he suggested that we meet at this particular “beer garden“, which was on the outskirts of town, a small distance away from the Isar river.

We got there following a ride in the metro followed by a tram ride and then a ten minute walk. And what a place it was. It was a massive ground in what appeared to be the middle of a forest, with one massive screen set up in one corner to show the Football World Cup. The entire ground was filled with long tables (eight of us (four adults and four kids) could easily fit in on one of the smaller tables), and on the edges there were play area for the kids.

The highlight of the place for us was that on a rare occasion of dining out, we didn’t need to worry that much about the kids. There were no high chairs for them to sit on, but we didn’t need to bother keeping them in one place, given the play areas and the gravel-lined ground that made it conducive for them to run around.

There was no table service for food and drink – there were a number of stalls at one end of the garden, where you could buy food and drink and get them to your table. After eating, it was your responsibility to clear your table and deposit used dishes at a central area (this was similar to other “self-service” restaurants in Munich). Food was mostly typical Bavarian fare, and it was pretty good. Once again, I overate.

In one sense, the upside of the lack of table service is that it eliminates the problem of how to split bills. Each person/ family can go get what they want, and eat and drink comfortably without the fear or under or over-ordering, and what others would think of them. And freed from both keeping kids in check and wondering about dynamics, and fueled by beer, you can focus on the conversation!

After dinner, we went down to the Isar river. It was already getting dark on our way down the wooded path to the river, but when we reached the river, it was suddenly bright again! Unfortunately it was getting dark, so we couldn’t spend too much time there, but it was a fantastic experience being there. It was already dark by the time we were walking back to the beer garden, and our path was lit up by fireflies!

We were wondering why this concept hasn’t travelled, not even till Britain. I mean, we have beer gardens here, but none at this scale. And most restaurants here rely on keeping kids tied in to their high chairs, colouring into the restaurant’s advertising material, rather than giving them a run about (which can potentially make them more hungry and make them eat more!).

One reason why beer gardens don’t travel is that they work well at scale, and that kind of real estate is hard to come by in most cities. Another is cultural – in India, for example, a lot of people don’t like drinking with their families, so places that combine drinking with kids’ play areas may be taboo. I can’t think of any more! Can you?

That said, when you visit Munich, don’t forget to go to one of the beer gardens (there are two massive ones in the middle of the city itself, in the middle of the English Gardens). It’s quite an experience!

The Perils of Notes Dictation

Thinking about my history lessons in schools, one picture comes to mind readily. A dark Mallu lady (she taught us history in the formative years between 6th and 8th) looking down at her set of voluminous notes and dictating. And all of us furiously writing so as to not miss a word of what she said. For forty minutes this exercise would continue, and then the bell would ring. Hands weary with all the writing, we would put our notebooks in our bags and look forward to a hopefully less strenuous next “perriod”.

The impact of this kind of “teaching” on schoolchildren’s attitude towards history, and their collective fflocking to science in 11th standard is obvious. There are so many things that are so obviously wrong with this mode of “teaching”. I suppose I’ll save that for else-where. Right now, I’m trying to talk about the perils of note-making in itself.

Before sixth standard and history, in almost all courses we would be dictated “questions and answers”. The questions that would appear in the exam would typically be a subset of these Q&A dictated in class. In fact, I remember that some of the more enthu teachers would write out the stuff on the board rather htan just dictating. I’m still amazed how I used to fairly consistently top the class in those days of “database query” exams.

I’m thinking about this from the point of view of impact on language. Most people who taught me English in that school had fairly good command over the language, and could be trusted to teach us good English. However, I’m not sure if I can say the same about the quality of language of other teachers. All of them were conversant in English, yes, and my schoool was fairly strict about being “English-medium”. However, the quality of English, especially in terms of grammar and pronunciation, of a fair number of teachers left a lot to be desired.

I can still remember the odd image of me thinking “this is obviously grammatically incorrect” and then proceeding to jot down what the teacher said “in my own words“. I’m sure there were other classmates who did the same. However, I’m also sure that a large number of people in the class just accepted what the teacher said to be right, in terms of language that is.

What this process of “dictation of notes” did was that teachers with horrible accents, grammar, pronunciation or all of the above passed on their bad language skills to the unsuspecting students. All the possible good work that English teachers had done was undone.There is a chance that this bad pronunciation, grammar, etc. would have been passed on even if the teachers didn’t give notes – for the students would just blindly imitate what the teachers would say. However, the amount by which they copied different teachers would not then be weighted by the amount of notes that each teacher dictated, and I think a case can be made that the quality of a teacher is inversely proportional to the amount of notes he/she dictates.

Teachers will not change because dictation is the way that they have been taught to “teach”. The onus needs to go to schools to make sure that the teachers don’t pass on their annoying language habits to the students. And a good place to start would be to stop them from dictating notes. And I still don’t understand the value of writing down notes that you don’t really bother to understand when you have a number of reasonably good text books and guide books available in the market. I agree that for earlier classes, some amount of note-making might be necessary (I think even that can be dispensed with), but in that case the school needs to be mroe careful regarding the language skills of people it recruits in order to dictate these notes.