Author: Jayanta Bhattacharya
Publication: The Statesman
Date: October 26, 2001
Introduction: Need To Promote Vernacular
Education
For about two decades the popularity
of vernacular- based education all over India is at a low ebb. The middle
class in general prefers the English medium in all subjects. Even for schools
run by Central Board of Secondary Education or those affiliated to it,
most of the work is in English. It is perhaps unique in the world that
a nation which boasts of having an established national language and more
than 20 established regional languages considers it fit to teach its pupils
in a language which would always remind them of their colonial past.
Knowing one's English well is an
advantage but why at the expense of one's own language? If not Hindi, why
can't regional languages be the medium of instruction for subjects like
history, geography, physics, chemistry or mathematics. Can anyone dream
of the Chinese teaching their pupils in Japanese or the French doing that
in English? It is not that regional languages are weak for a complete understanding
of these subjects. On the contrary, there has been no concerted effort
to write translations or encourage the writing of textbooks in these subjects.
In a world where 30 language versions of a popular fiction or novel are
possible in a month's time such excuses cannot be accepted.
FALLING BEHIND
Surprisingly, English medium schools
do not produce students who write better English than their counterparts
from vernacular schools. Language is a different cup of tea; learning it
has nothing to do with instructions but involves the love and pain of discovering
the language all by oneself. Language is the basis of national pride and
also a source of strength.
Let us take the case of Bengal.
Till recently and for nearly 20 years, the systematic campaign to do away
with English as a language succeeded in producing the opposite trend. De-emphasising
the cause of English actually emphasised its importance and need many times
more. The students suffered. Knowing fully well that the English was, and
is still our link, the political establishment went in for sheer gimmickry
by suddenly reducing the number of years for English learning. This made
students of government schools unusually shy and almost chained them to
learn whatever is available in Bengali. Without doubt Bengali books were
not enough to prepare them for many things within the state, and anything
out of the states - be it jobs, be it entrance examinations or higher studies.
Most people, who could afford it decided to move over to totally English
medium schools.
Whenever the results of higher secondary
and secondary examinations come out, a section of the press writes how
students of suburban and adjoining districts fare better than students
of city schools. This comparison could have been more fruitful if one would
know how many upper-middle class and middle class students now go to Bengali
medium schools. Historically, students from affluent families do well in
such examinations. Certainly, a large number of such students no longer
go to such Bengali medium schools and instead go to either ICSE or CBSE
schools. Not undermining the performance of students of urban and suburban
Bengali medium schools, one has to say that their capable urban competitors
have changed the battlefield - much to the chagrin of the state education
department. Also hardly unnoticeable is that the first 10 students of the
West Bengal Higher Secondary Examinations seldom make it to the first 500
of IIT rankers in JEE examinations. Even 10 years ago the scene was the
opposite.
BENGALI FEARS
In most CBSE or CBSE affiliated
schools of the state, students in general at the fifth grade can choose
either Bengali or Hindi as the second language. If one selects Hindi, the
third language will be Sanskrit. But if one selects Bengali his or her
third language becomes Hindi. Many Bengalis in their own state prefer their
wards to learn Hindi as a second language. A large number of graduate Bengalis,
even after spending most of their time in the state, speak the language
incorrectly. They may be able to read some newspapers but that's about
all. At this rate, after say 20 years with the gradual decay of Bengali
medium schools, Bengali will be a preserve of the 60-plus people and very
few relatively younger Bengalis would read and discuss Rabindranath, Bibhutibhusan,
Bankimchandra and the like. In the absence of intellectual readers and
capable writers, the Bengali language will suffer badly. There is already
fear among publishers of Bengali books and Bengali authors that the sale
of Bengali books will fall drastically even in Bengal.
Some 15 years ago when the complete
works of Rabindranath Tagore were published, people were ready to stand
in a night-long queue to book one set for their family. One wonders whether
that will happen again. Cynics and supporters of the earlier government
would point out the change in people's buying habits. Bengalis who matter
today are those who mostly use the language as a means of conversation
but seldom delve into the rich traditions of folklore, literature and songs.
To popularise Bengali even among
English medium students, the syllabi have to be changed from the start.
One need not frighten students with archaic text and heavy grammar. A lot
of Bengali literature in the early stage is full of stories and anecdotes
which are hard for the young children to understand.
PLEASURE
Cannot one bring in some good contemporary
and easily understandable texts? Books on grammar can be rationalised with
fewer uses of very difficult and rarely used examples. Children must be
given books which they would enjoy and understand without ambiguity. The
printing quality of the books is also very poor. In comparison, the texts
and grammar on Hindi are said to be easier. Bengali will not stand to gain
if it does not become inherently more attractive. In designing the course,
there should not be an overwhelming sense of responsibility that the full
glory of the literature has to be brought before them right at the early
stage.
Students would do better if they
are in a position to appreciate the pleasure of learning a language at
an early stage and then, after they are sufficiently exposed to it, to
know the treasures. An overkill at the beginning is counter-productive.
A word for the parents. Language is the medium by which one understands
the locale and the needs of the common people, respects the regional customs
and understands the common people. Language is one's very own. It gives
strength to a race and also a place for comfort and shelter.
The author is on the faculty at
IIT, Kharagpur.
