Remembering the Professor

With countless cherished memories of Prof. Gilkar, I find myself at a loss for words to capture the remarkable qualities of this noble soul.

Prof. Gilkar’s journey was one of relentless perseverance and unquenchable thirst for knowledge. From his early years he faced numerous challenges in continuing his education. Even after his superannuation his passion for learning remained undiminished, as he went on to complete B.Ed. program. His lifelong journey stands as an inspiring testament to perseverance, dedication and an insatiable quest for knowledge.

Prof. Gilkar began his distinguished academic career as a Lecturer in Commerce in 1984 with his first posting at Government Higher Secondary School, Badherwah. In 1987 he was selected as Lecturer in Commerce in Higher Education Department and was posted at Government Degree College, Badherwah. Over the years, he served in various colleges across Kashmir valley, ultimately retiring as Principal S.P. College, Srinagar in 2013. Even after his superannuation his dedication to academia continued as he took on the role of Controller of Examinations at the Central University of Kashmir.

I first interacted with Prof. Gilkar during the college teacher elections of 1996 at S.P. College, Srinagar. From that very interaction I was captivated by his commanding presence, vast knowledge and inspiring demeanor. He was a thought-provoking individual, endowed with an ocean of wisdom and an embodiment of virtues. What struck me most was the way people greeted him and spoke to him with deep admiration and reverence. It was evident that he was not only respected but also held in the highest regard by all who knew him.

Although I never had the opportunity to spend time in his esteemed company, I grew closer to Prof. Gilkar through frequent telephonic conversations and our collaboration in co-authoring articles on academic and other subjects after our retirement. Over time, speaking to him daily became an essential part of my routine. I could not sleep without our conversations. However, there came a moment when he stopped talking to me, leaving my nights sleepless and my days restless. Unable to bear the silence, I visited his home, seeking to mend whatever had distanced us. By Allah’s grace, my sincere submissions convinced him of my innocence. In his characteristic magnanimity—one of the many qualities that earned him deep respect—he offered his apologies. That moment profoundly moved me deepening my admiration for him and leaving an indelible mark on my soul.

Prof. Gilkar had an extraordinary memory. He seemed to retain every bit of information he read or heard. Whenever we discussed the essence of student-teacher relationship, he would substantiate his viewpoint with references to the wisdom of great philosophers like Socrates, Plato, and Aristotle. His ability to recall and articulate profound insights was truly remarkable. I firmly believe he was one of the few academicians of our time who, despite battling diabetes with 90% kidney damage and impaired eyesight, remained relentless in his pursuit of knowledge. Even in the face of such adversity, he continued to learn; tuning to radio for information and making others read books, journals and newspapers aloud for him. His unwavering dedication to education, despite his physical challenges stands as a testament to his intellectual spirit and resilience.

A prolific academic, Prof. Gilkar co-authored numerous articles on the assessment and accreditation process by the NAAC Bangalore, National Education Policy (NEP) 2020 and various other academic and social topics. His writings reflected his unwavering commitment to the advancement of education. Despite his pivotal contribution to these collaborative works, his humility and selflessness were evident—he never sought personal credit, always placing the collective good above individual recognition.

A teacher par excellence, Prof. Gilkar passionately advocated for implementation of NEP 2020 in its true spirit. He often emphasized, “NEP 2020 focuses on both local and global dimensions of educational standards. We must prioritize sector-oriented education as part of our curriculum and inspire our students to engage in different segments of the economy including agriculture, horticulture, sericulture, floriculture, tourism, transport, construction, and Kashmir crafts to earn a respectable livelihood.” His visionary approach underscored his deep understanding of education’s transformative power, highlighting its role in fostering economic self-reliance and societal progress.

Dr. Gilkar was a staunch advocate of the November academic session. He would often emphasize, “It suits us. Our children can visit historical places, industries and institutions of repute across the country during winter vacations.” He deeply appreciated Sheikh Mohammad Abdullah, the then Chief Minister of Jammu and Kashmir, for his visionary decision to shift the academic calendar from March session to November session in 1975-76. Dr. Gilkar firmly believed that this transition provided students with greater opportunities for academic enrichment and experiential learning beyond the classroom.

Prof. Gilkar had a profound passion for institution-building and often validated his views by offering clear examples and quoting the wisdom of great thinkers. One of the most memorable academic anecdotes he shared was a historical event that highlighted the essence of institution-building. He narrated the story of Prof. Rutherford, the Vice Chancellor of New York University from 1902 to 1918.

A new building was being constructed in front of his office and he noticed a young stone dresser working diligently from dawn until dusk. Curious, the Vice Chancellor sent for him and asked, “Why are you working so hard?” The stone dresser responded, “I am not working hard to construct a building, but to build an institution where thousands of boys and girls will acquire knowledge and serve the society.” This, Prof. Gilkar explained, was the true vision of institution building. He believed that vibrant institutions nurture quality citizens, academics, doctors, engineers, scientists, entrepreneurs and bureaucrats. To Prof. Gilkar institution building was a reflection of good governance and the cultivation of a society that values excellence, progress and service.

While Dr. Gilkar drew inspiration from the wisdom, compassion, and administrative ability of the Mughal emperors, he often expressed regret that they did not establish educational institutions in the subcontinent. One morning, he phoned me and shared an imaginary dream, rather an imaginary conversation between Allama Iqbal and the Mughal Emperor Shah Jahan in the Heaven. In this imagined dialogue, Allama Iqbal, with a tone of lament, says to Shah Jahan, “You gave us the Taj Mahal, the seventh wonder of the world.

It is nothing more than a deaf and dumb structure of stones and bricks, a monument that only harbors silence and evokes emotions and imagination that cloud reason and logic. You didn’t give us space to share ideas. We are indebted to Amos Gager Throop, who gave us the California University of Science and Technology—an institution that provides a platform for the exchange of creative ideas, driving the epistemological and technological evolution of humankind.”

Shah Jahan, in response, countered with a verse:

“Roze Hisab Jab Mera Pesh Ho Daftere Amal,

Aap Bhee Sharamsar Ho, Mujh Ko Bhee Sharamsar Kar.”

This conversation encapsulated Dr. Gilkar’s belief in the critical importance of institutions that foster intellectual exchange and innovation—something he felt the Mughals, despite their grandeur, did not contribute in the realm of education.

Prof. Gilkar was highly impressed by Pandit Jawaharlal Nehru, the first Prime Minister of India for his focus on institution-building and the economic growth of the nation. He often praised Nehru for his foresight in selecting the Hijli Detention Camp in Kharagpur (Calcutta, now Kolkata) as the site for India’s first Institute of Technology, IIT Kharagpur, in 1950. Prof. Gilkar would reference Nehru’s address at the first convocation of IIT Kharagpur in 1956, where Nehru remarked, “Here, in the place of that infamous Hijli Detention Camp (where the British would torture Indians for about thirty years), stands the fine monument of India, representing India’s urges, India’s future in the making. This picture seems to me symbolical of the changes that are coming to India.” This speech, Prof. Gilkar believed, was a powerful symbol of India’s transformation, where the past struggles and oppression gave way to a future of progress, innovation and institutional strength.

The author is former College Principal and President Varmul College Alumni Association