Ignored, 1st known reference to ‘Telangana' fast eroding
Believed to be a rare linguistic marker of Telangana's medieval identity, the inscription now lies neglected and exposed atop an old graveyard named after Habeeb Hasan Habshi, an African-origin figure who is said to have served in the Deccan's military ranks.
The inscription records a historical account of Feroz Shah Bahmani marching toward Pangal in present-day Wanaparthy district, when his camp halted in this area.
You Can Also Check:
Hyderabad AQI
|
Weather in Hyderabad
|
Bank Holidays in Hyderabad
|
Public Holidays in Hyderabad
"
The inscription records the construction of a well along with water carriers by Ojus [artisans] detailed in the inscription in the village Telumganapura. It also states that Nagoju, one of the artisans, made golden ornaments for the queen of Feroz Shah in an attempt to impress the royal family. The scribe is Rudroju Sirigiroju," said Sibghat Khan of Deccan Archive, a foundation researching the region's history.
Local artisan communities are believed to have constructed a stepwell and granite-pillared pavilion to serve the visiting army. The inscriptions stand between the granite pillars which were used as pulleys for the stepwell.
"The stepwell, now partially buried under the encroachment of the urban sprawl, once stood as a symbol of community and craftsmanship. Today, both the construction and the cultural context are steadily eroding.
This inscription is tangible proof that the identity of Telangana predates its modern political formation. With no protective enclosure, no information board, and no conservation plan, the rock has weathered significantly," said Emani Siva Nagi Reddy, an archaeologist, who spent three decades researching Deccan heritage.
The last few monsoons, locals say, only worsened the damage. What remains of the carefully carved Telugu script is faint, and without urgent intervention, may disappear altogether.
"It was much clearer when I first moved here in 2006," said Gopularam Gopal, a Tellapur resident who has a house next to the site. "I watched the site deteriorate. One day, there will be nothing left, not the rock, not the name, not even the memory.
"
Heritage activists are now urging the state archaeology department to act swiftly. Suggestions include building a canopy to shield the rock, putting up educational signage, and documenting the remaining inscription through high-resolution imaging.
"There are over 10,000 Telugu inscriptions that need protection. Various companies can take it up as CSR projects as well," said Srinath Reddy, an archaeologist, who submitted multiple petitions with different departments for various heritage sites including the Tellapur inscription. "Without swift action, the name that shaped an entire state's identity may soon vanish from the very stone that once preserved it.
"
According to the department of archaeology and museums, Telangana, the site is currently recognised at the village institutional level. However, officials stated that they have not yet visited the location. "We will look into the matter and assess the issue," said P Nagaraju, assistant director at the department.
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
New Indian Express
a day ago
- New Indian Express
Yadadri temple's Sanskrit Vidyapeetham upholds inclusive Vedic learning for over 70 years
NALGONDA: Established in 1952 under the supervision of the temple committee, Yadagirigutta's renowned Sri Lakshminarasimha Swamy Temple launched the Sri Lakshminarasimha Swamy Sanskrit Vidyapeetham with a clear mission: to preserve spiritual and cultural values through the promotion of Sanskrit and Vedic knowledge. For over seven decades, the institution has remained steadfast in its commitment to this cause, say officials. One of the hallmarks of this Vidyapeetham is its provision of completely free education, boarding and lodging to all students. This support from the temple ensures that financial constraints never stand in the way of learning. The peaceful, residential environment allows students to immerse themselves fully in their academic and spiritual pursuits, the officials add. While Sanskrit was once reserved for the elite, the Vidyapeetham sets an example in inclusive education by admitting students from all castes and religions without discrimination. This egalitarian approach not only makes Sanskrit accessible to all sections of society but also fosters a spirit of social harmony. It functions not just as a centre of learning, but as a space that nurtures unity and equal opportunity. Keeping up with modern times In keeping with contemporary needs, the Vidyapeetham offers more than just Sanskrit instruction. Courses in English, Telugu, History and Computers are also taught, equipping students with skills relevant to modern life. Affiliated to Mahatma Gandhi University, Nalgonda, the Vidyapeetham offers a recognised curriculum that prepares students to be both culturally rooted and professionally ready.
NDTV
a day ago
- NDTV
MiG-21's Final Flight: Why Training, Not The Jet, Failed Air Force Pilots
The Indian Air Force (IAF) is preparing to retire its fleet of Russian-origin MiG-21 fighter jets in September. The aircraft, which played a key role in India's military campaigns, including the 1971 war against Pakistan, has been both celebrated as a formidable war machine and stigmatised as the "flying coffin" due to its high accident rate. With just two months until the final flight on September 19, historian and Indian Air Force expert Anchit Gupta joined NDTV to provide a detailed perspective on the MiG-21's legacy, dissecting its triumphs, challenges, and the reasons behind its controversial nickname. Introduced to the IAF in 1963, the MiG-21 was initially acquired for a specific role: as a high-altitude interceptor designed to counter aircraft like the American U-2 spy plane. Mr Gupta, whose father flew the MiG-21 during his service, recalled the aircraft's distinct roar as a morning alarm at airbases. "The MiG-21 is extremely close to my heart. And I saw my father fly it. We used to live at the bases. That was our alarm in the morning to wake up. I remember 1986 Operation Brasstacks. My father was in Bhuj, going into the trenches and counting the aircraft coming back to the base. So there is an emotion to MiG-21 for all of us," Mr Gupta told NDTV. MiG-21F-13, designated Type 74 from 1963 The IAF operated around 800 to 1,000 MiG-21s over six decades, a scale unmatched by most air forces. Of these, approximately 300 were lost in accidents. "That is a very sobering statistic. But there's no time lapse to that statistic, and therefore, people struggle to make sense of it. I think the answer very much lies in what we did with the aircraft. The aircraft was acquired for a very, very limited role, to be honest. It was a high-altitude interceptor. The original design of the MIG was to intercept the U-2," Mr Gupta said. The aircraft's role evolved far beyond its original design, encompassing ground attack, fighter reconnaissance, air defence, and, critically, jet training -- a role, Mr Gupta said, it was never intended to fulfil. "Flying Coffin" Label: A Misnomer? The MiG-21's reputation as a "flying coffin" stems from its high crash rate. Mr Gupta challenged this label, arguing that the aircraft's accident record is less about inherent flaws and more about systemic issues in pilot training and aircraft acquisition. "It's very much linked to our procurement. Our combat squadron strength went from eight squadrons in 1947 to nearly 40 squadrons in 1965. Now you have sanctioned it, how do you acquire? And so we were huffing and puffing to acquire more aircraft, and MiG-21 came out of nowhere with the USSR saying, 'Listen, I'll do technology transfer, you manufacture it locally.' It was something that really fell into our laps," Mr Gupta told NDTV. The MiG-21 When the MiG-21 entered service, only the IAF's most experienced pilots were assigned to it due to its demanding flight characteristics. The aircraft's small size, limited cockpit visibility, and high landing speed of over 300 km/h made it unforgiving, particularly for novices. The MiG-21U trainer variant was ill-suited for training. The IAF relied on subsonic trainers like the Kiran and Iskra, which were inadequate for preparing pilots for the MiG-21's supersonic performance. The gap between basic trainers and the MiG-21 widened as the fleet expanded from eight squadrons in 1963 to nearly half the IAF's strength by the 1980s. "The biggest difference is speed. The speed at which you are performing the manoeuvres, the actions that you are doing, dramatically changes. That is the biggest difference, whether it is mid-air manoeuvres, whether it is landing or whether it is taking off,' Mr Gupta said. The "Human Error" Factor The IAF's attribution of many MiG-21 crashes to "human error" has often been misunderstood, he added. Mr Gupta explained that human error, in aviation terms, does not necessarily blame the pilot. "Air Force doesn't mean 'human error' in the way people interpret it," Mr Gupta said. "In the simplest form it means that when you've done an accident investigation, you've realised that the accident happened because the pilot in control made a mistake. Now that mistake has a cause behind it. That cause could be training. You have not trained the pilot appropriately. That cause could be inexperience. "That cause could be psychological, that cause could be disorientation, tons of causes behind it." For young pilots transitioning from subsonic trainers to the MiG-21, the lack of adequate preparation was a significant contributor. The stigma of "human error" often compounds the pain for families, who perceive it as blaming the pilot rather than acknowledging systemic issues. "I haven't met a single MiG-21 pilot who said he didn't love the jet," Mr Gupta said. "It's a big regret. They love the aircraft, but they love their colleagues more. And every life lost is a story that remains etched on the psyche forever. I think the human element is actually made worse off by how we categorise the loss. To the family or to a civilian, it sounds like we're blaming the pilot, and then the emotion comes out. The guy had barely started flying. This is an unforgiving aircraft, the aircraft has problems, and now you have the audacity to blame the pilot and say 'human error,'" he added. The MiG-21's Combat Record Despite its challenges, the MiG-21's combat record is formidable. During the 1971 India-Pakistan war, the MiG-21FL (Type 77) earned the moniker "runway buster" for its ground attack role, with 240 units manufactured by Hindustan Aeronautics Limited (HAL). The aircraft was instrumental in India's victory. In 1999, during the Kargil conflict, MiG-21s performed admirably, though the war also saw the loss of Squadron Leader Ajay Ahuja in a crash. Post-Kargil, Squadron Leader Prashant Kumar Bundela shot down a Pakistani Atlantique maritime patrol aircraft. In 2019, Wing Commander Abhinandan Varthaman, flying a MiG-21 Bison, engaged Pakistani aircraft during the Balakot operation, downing an F-16 despite facing advanced adversaries like AMRAAM-armed F-16s and JF-17s. The Bison variant, introduced in the early 2000s, remains contemporary, equipped with an Israeli jammer, Russian R-77 and R-73 missiles, a partial glass cockpit, and a helmet-mounted sight. Its short scramble time makes it ideal for forward bases like Srinagar, where it outperformed alternatives like the MiG-29. "There's a very interesting point around the 2019 incident. You know, there's a lens people wear which says, 'Why was the MiG-21 there? Why didn't we have the MiG-29? Why didn't we have the Su-30?' People don't know that there was no other aircraft capable of being at Srinagar at that time other than the MiG-21. It has the shortest scramble time to date," Mr Gupta said. The MiG-29 "We have replaced it with a MiG-29 in Srinagar. I hate to say this, but it is not ideal for Srinagar, even today. A MiG-21 today is more ideal than the units we have there because you don't have a gyro, you have a single engine, light it, off you go, and therefore even today in the last 8 to 10 years or longer, MIG-21 has been our Operational Readiness Platform (ORP) guardian. It is the jet that scrambles. You put small detachments across all our forward bases. Imagine with the MIG-21 going away, who's supposed to fill that shoe? Who is supposed to fill that shoe? It's supposed to be the Light Combat Aircraft (LCA). It is supposed to be the LCA. I hope it does," he added.
The Hindu
a day ago
- The Hindu
Can virtual classrooms make art more interesting for students?
Art and culture have always played a significant role in the all-round development of students. It helps them develop a wider perspective of different histories and cultures across the world. Traditional methods for learning about art were limited to visiting museums, reading books, attending art exhibitions and physical workshops. Today, this has changed due to digital learning and virtual setups. The Internet has made art and cultural education more easily accessible to all. For instance, students in India can learn about Impressionist painting techniques from an expert in Italy, while someone from the East Asia can learn about Indian dance forms. These interactions offer unlimited opportunities for cross cultural exchange. Beyond physical surroundings As students grow older, their external and internal pressures mount, leaving them with little time for art and cultural classes. Currently, most institutions have neither the financial strength nor trained teachers to make multiple options available to students. Virtual classes open up a wide range of opportunities to take on a hobby or pursue as a skill. For example, a student from India can blend the sound of the tabla with an African instrument to create a unique melody. Virtual classes allow the flexibility for students to access them in real time or recorded sessions later at their convenience. One of the biggest challenges in traditional art education was the heavy focus on theory. Virtual classrooms, however, make learning more engaging by integrating modern digital tools such as live demonstrations where students can ask questions and receive real-time feedback. Today, AI has made it possible to experience tours of temples, museums and galleries sitting in the comfort of one's home. Challenges However, virtual interactions do have a few drawbacks. Usually teaching and learning art is a very personal and hands-on experience. A student of classical dance, for example, is guided by a teacher over many years in perfecting the art form. This experience is missed in virtual learning and teachers may also find it challenging to teach without in-person interactions to provide corrective feedback. Another challenge is the digital divide. Not all locations have high-speed internet and many students might face technical glitches or audio disturbances. One more aspect is the lack a structured classroom setup, which gives a focused environment and discipline. Further, physical classes allow peer interaction, which helps learning. Lastly, virtual classes may not give students the kind of engagement that physical art classes provide. The spirited energy, the collaborative environment, and the vibrancy of a physical classroom may be absent in a virtual setup. However, virtual classes can help promote collaborations, community building, and joint ventures that help in broaden artistic perspectives and encourage innovation. As technology continues to evolve, virtual classrooms will play a prominent role in shaping the future of art education. With advancements in AI-powered art tools, interactive 3D models, and immersive virtual exhibitions, learning art will become more dynamic and accessible than ever before. The author is Co-Founder, Routes 2 Roots.
