It should not be surprising that Ved Parkash Mehta (MAY-tah) has spent so much of his literary life writing autobiography. On the one hand, Mehta, having lived an unusual multicultural existence spanning East and West, was eminently qualified to depict aspects of Indian history and society for readers of English. On the other hand, Mehta’s own life, revolving around the fact of his blindness, made his experiences—both in India and in the West—personally unique.
This uniqueness is reflected not only in specifically autobiographical writings but also in images he conveyed through fictional situations and figures. The opening chapter of Mehta’s first book, his autobiography Face to Face, dwells on the seeming irony that, in a society which almost has to accept the fact that misfortune often afflicts poverty-stricken masses, the devastating handicap of blindness (as an aftereffect of meningitis when he was three years old) should strike a moderately well-to-do English-educated Indian physician’s family living then in Lahore. A good portion of his family’s efforts to compensate for their son’s blindness was through special, if not to say privileged, educational programs. Many of the human experiences Mehta underwent in his early years of schooling provided material not only for his formal autobiography but also for sketches of Indian society that centered on this very special milieu.
When Mehta was not yet five, the blind boy’s father sent him to the Dadar School for the Blind in Bombay. The youth’s early experiences in school in an urban setting and in close proximity to predominantly British high administrative and social circles were combined with periodic returns to rural settings in various regions of (then still united) India. Diversity in these breaks from primary schooling, which would inspire Mehta’s sketches of traditional Indian society, depended on his father’s posting to different sectors of the country in the service of the Public Health Administration. The fact that Mehta was able to continue his special education at the Emerson Institute for the Blind in Lahore at a very critical time in the 1940’s was significant. It meant that, as a Hindu youth in the Muslim capital of the Punjab, he witnessed at first hand the intercultural tensions that led to the political partition of the Subcontinent (and his family’s temporary refugee status) in 1948. Again, because Mehta would someday serve as a literary link between his own culture and Western readers interested in the effects of conflicting Pakistani and Indian nationalisms, he was able to use these personal emotional experiences as points of reference in studying the history of his country in greater detail.
The turning point that would impel Mehta to develop cross-cultural currents in the literature he wrote as an adult came...
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