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THE NONSENSE and the TERROR

The concept of compulsory education is an utter nonsense propagated by mediocre who first of all do not know what they are saying. Second, they are persons who want to escape their responsibilities through an easy route. In nations like India, where the language is feudal, to develop the underdog, all they have to do is not to use the pejorative, lower indicant words towards them. And provide them the chance to learn English. Also talk to them in English. Most of the suppression that come to bear upon the underdogs will disappear with these two things. However, the reality is that almost all of the people who really speak about improving the underdog will literally tremble at this type of improvement that can dawn upon the lower class. For, they would really improve and become equal to them.

However these crooks will still go on declaiming about discrimination and racism among the English folks, and many other things. At the same time, they would quite quietly forget that all discrimination starts with themselves, the moment they use lower indicant, pejorative feudal words and usages to their own fellowmen.

KNOWING ENGLISH and NOT KNOWING ENGLISH

Knowing English is itself a great knowledge, and education. For instance, my own daughter who was brought up in perfect English since and even before infancy, could easily grasp more ideas than most other equally born Indians, who was in the lower levels of the Indian feudal language codes. I could understand that this was not because she was innately more intelligent or a genius, but simply because she was not at all bothered about the respect versus pejorative codes in the local language, which would be a major issue of botheration and concern.

LOWER CLASS NATIVE SUPPORT for the ENGLISH

Before discussing the various facets of education, I would like to give one simple illustration. Simply take the case of the East India Company. It was a small London-based company which was to rule the geographical area currently comprising Pakistan, India, Bangladesh and Burma. The person who really set up this empire was Robert Clive, who came to Madras (local name: Chennai) when he was eighteen. Within a few years, he was able to capture a major part of this geographical area, with the very enthusiastic support of the lower class native population of this area, who saw a first-time-in-history chance to break out of their centuries-old enslavement under the local native chieftains and feudal language.

A SCHOOL DROPOUT and HIS ACCOMPLISHMENTS

Robert Clive was a school dropout, who literally was bored sitting in front of teachers who more or less knew feeble amount of knowledge outside their textbooks. As to textbook and other book knowledge, any man who knew English could learn them, without the necessary intervention of a teacher. {This was quite true in the case of my daughter, in that she was reading English novels at a very young age, was good in mathematics much above her school age standards, good in swimming (age less than 4), and many outdoor and indoor games, good in computers (expert in Adobe Acrobat and good levels at Macromedia Dreamweaver, apart from other ordinary things, at age 7) at a young age. When she was put in school under the duress of police intervention, I am sure that there would have been zero number of teachers in her school who could compete with her in many of her accomplishments at age 9}.

UNEDUCATED ENGLISHMEN versus EDUCATED ENGLISHMEN

Many of the early East India Company officials who administrated districts and even senior army posts, in these colonial areas were not formal scholars, with many being even youngsters. Yet, they could create the foundations of the British Empire. What about the formally educated British men? What could they do? They could study translated versions of non-English ancient textbooks and writings and come up with the idea that what the Englishmen in colonies were doing was wrong. Robert Clive and many of the other British colonial officials had to face many criminal cases against them for their various acts that led to the creation of the colonial empire. Actually Robert Clive committed suicide, when faced with an utter idiotic level of intellectualism in Britain, which could not understand the compulsions of feudal languages in Asian nations. At last, a lot of wise guys, formally fantastically educated, no doubt, had the intelligence to splinter the British Empires into pieces. They had no idea that Asian and African language codes could be terribly feudal. They had no idea that the British colonial officials were the focus of admiration from the lower class native population. They created a mess in these areas by giving up the colonies to the same class of feudal lords from whom the British colonial officials had saved the suppressed classes.

GRAVITY of OUTLANDISH FOOLISHNESS

They gave up huge land areas to many such newly formed nations without the acquiescence of the native population that lived there. For example, the innumerable islands of Andaman and Nicobar were given to faraway India, with no feelings that the native people who lived there were not Indians and did not want to be Indians. Moreover, once they were handed over to the servitude of the Indian officials, they would be forcibly made to learn the Indian feudal languages and made to exist on the lower side of the Indian feudal indicant word array. They would be: Nee, Thoo, Avan, Uss, Aval and other such lower beings, while the Indian officials would be Aap, Adheham, Sar, Unn and such things. Clement Atlee, the super-nut and other accomplices did not have even a slight bit of understanding of what these words meant and their total affect on a persons individuality.

WHAT was NOT SEEN

Now, this is the correct difference between uneducated Englishmen who saw the world in its reality and the formally educated Englishmen who spends a huge number of years in classrooms, writing projects, engaging in discussions and debates, participating in elocutions and recitation competitions and much more. �

An UNENGLISH TRAJEDY

Well, this is the tragedy of not just English people, but of most people all around the world. However, in the case of the Englishmen, the tragedy is much less than the others. For, the English-nation classrooms and schools function in perfect English, while most of the feudal language nation classrooms and schools function in feudal languages. What I am saying here can be explain thus: In the feudal language nations, the social communication is designed in a feudal lord versus serf manner. In a feudal language nations classroom and school, the same communication code is brought in. The teaching class is the feudal lord in the indicant words, while the students are the serfs, the slaves and the serving class. �The teacher is the App, Unn, Adheham, Avar, Sar etc. while the student is the Thoo, Avan, Avan, Avattakal, Chekkan, Pennu etc.

I have gone into the aspect of feudal languages and its inflictions here due to its implications in education.

Coming back to what the educated Englishman can achieve, it is doubtful whether he or she can do anything better in school and college academic matters, better than any person of equal education in other nations like India.

GENERAL GOODNESS of EDUCATION

Education is good to the extent that it does not limit other experiences, exposures, intelligences and capacities. Textbooks are not the only books to source out knowledge. There is an immensity of knowledge in other books also. General education should aim to equip the person with the adequate language knowledge and love for reading. For that, many years of school study is not a necessity in the case of many youngsters. That point itself deletes the need for compulsory schooling.

KNOWLEDGE

What is knowledge? Well, Mathematics, Physics, Chemistry, Botany, Biology, Geography, Geology, Anthropology, Political Science, History and such things are knowledge. One gets to learn them from schools and colleges. Correct? Well, not fully correct. I studied the rudiments of them all from schools and colleges. But then, with my proficiency in English, I could read many and understand many of them on my own, from books that I got from outside schools and colleges. I am a graduate in Physics. Yet, I did have a reasonable level of information in many of them from this outside reading.

Well, did I feel that I was highly informed due to these readings? Well, the truth is that I was not sure.

OTHER KNOWLEDGE

I have rudimentary knowledge in many themes also. Now, consider astrology, Fengu-shi, Sanskrit Mantra, Vastushastra, Herbalism, Music, Painting, Handicrafts, Interior Design, Horticulture, Agriculture and such things. They are also knowledge. Actually, statistically a person has more chance of earning a profitable livelihood by learning astrology than by the 17 to 20 years of academic study, when one considers that in my own small state he or she has to compete with not only 700000 persons of his or her own age, also others of higher and lower age, who are all studying the same academic content.

MENIAL CLASS as TEACHERS

I started my studies in a British curriculum school and later was crudely shifted to an English medium but, Malayalam speaking school when I was in my fifth class. The difference that I experienced between these two educational systems can be read from this link. In the former, only the menial workers used lower indicant pejorative words to the students. However, in the latter the teaching class used these words to the students. In many ways, the teachers of the latter schools were of the menial class behavioural mode.

WHAT ENGLISH did LEND

One of my parents was a senior state government officer. Being good in English and also because of holding a senior official post, the general feeling was that she was quite intelligent and capable. For, English communication codes could help her override the limiting word structures of Malayalam, and allow her to express with more directness and articulation to her seniors than could be possible in Malayalam.

WHAT FEUDAL LANGUAGES UNDID

However, when I was getting into my college, I was bothered about one fact. Even though many other persons, who were involved in many other professions like businesses etc. showed her exquisite levels of homage and respect, as if she was the repository of many knowledge, basically she did not know much about the world. �It was true that from a mentality of an official class family, many other professions were viewed with disdain, for those professionals had to invariably show respect to the officialdom. The other professionals also carried this mental inferiority complex about their own professions and businesses, for they also acknowledged their inferiority with regard to the officials of all levels. For the officials could literally make them beg for mercy, by withholding various papers, licenses, certificates etc. if they acted too smart.

I also had this feeling that she was quite well-informed. For, she would speak with a lot of authority on many themes connected to various government functions and also from a frame of knowing about other places, at least from her reading knowledge. Yet, later, much later, I came to understand that her information on a lot many things connected to government procedures were of the minimal, or non-existent. For example, when I was involved in business, there were the various government procedures connected to sales tax, and vehicle permits. {Almost all of them were of the nonsensical levels, and the wording carefully crafted to lend the official concerned the right ability to harass and fleece the common man. And to garner a lot of money for the luxurious pay and perks of the government employees}. In spite of being uninformed in these matters, the general feeling was that she was quite capable and well-informed. However, when I chanced to come across persons who were quite well-informed in these and many other matters, they were mentally struck by a feeling of inferiority when dealing with the bureaucracy. For, it is in the feudal language codes. The words for the government employee are of the golden levels, while for the common man, it can down from a slight lessening to real abominable levels.

KNOWLEDGE is NOT POWER; HIGHER FEUDAL INDICANT WORDS IS

Looking back, it is quite easy to see and understand that my mothers seemingly extraordinary capabilities were more or less connected to her government position, the elevation given to her by the feudal word codes and her own ability to escape from its thraldom through English. The others were burdened by all these.� Again here it is seen that it is not knowledge that really gave the seeming intelligence, but rather other extraneous things.

THE VOID in MY KNOWLEDGE

I was reasonably good in Physics, in that I had a very good awareness of such concepts as Relativity, Quantum Mechanics, and many other themes in modern physics as well as in astronomy, at around my Class 9 age. �However, there was a lot of other information all around me, which were treated with quite obvious scorn, by the academicians.� Lorries were seen bringing in rice, wheat, vegetables, and many other things. Where were they bringing all these things from? Where were all these things being grown? What about the other immensity of things like plastics materials, machines, newspapers, books, textiles, leather goods and such things being brought from? How were they being manufactured? I could quite easily understand that after even spending some 17 years in formal education, one was not going to get any information or capacity in most of the activities with which the world was really involved with. Everyday we buy fish. That thing really connected my mind to the sea. Could I swim in the sea or go in a boat? Well, no. Did my teacher know anything about fishing or going in the sea? Doubtful!

A FARCE in the COLLEGE

What was I really learning from 17 to 20 years in the schools and colleges? I knew swimming, but most of my classmates did not know it. I wanted to take part in the sports activities in the college. But then, when I was in my Pre-degree (Class 11 and 12), my college actively lobbied in the university and brought in a sports (athletes) team. These were basically students who had not got minimum pass marks in their tenth class exam, but were given moderation due to their being goods in some sports activities. They were from a sports school, where they were fed and trained into sort of giants. My college was focused on them in their sports activities, and the other real students were literally not cared for. It was impossible for the real students to get any space in the colleges preoccupation with these imported persons, who were there not for any academic reasons.

I mention this to delineate what the local education lends to an ordinary individual. �I had interest in football, but in my school days, there was no formal time for such things. However, if one has connections to outside teams, there was chance to play such games. But then, again it is not connected to formal education. It is an outside-the-school experience.

A CAMPAIGN to FOOL the PEOPLE

In the college, I could learn Physics, Chemistry, Mathematics, English and Malayalam. Well, I was reasonably good in English, yet there was much space for improving. �However most of the classmates were from Malayalam medium schools, and were quite poor in English. So the teachers had to teach at their levels. Like making them write insipid notes, along with spelling out most words. It was an English learning that was quite awful. As to the students from the Malayalam medium, they had been fooled by their low-standard teachers, who not only did not know English, but also actively campaigned against them being taught English. As to the English teachers in the college, most of them were of horrible standards in English. However, some of them were of quite good standards. Yet, their calibre was simply wasted teaching the Malayalam medium students at nonsensical levels.

COMPULSORY MALAYALAM

Now about the subject Malayalam. Actually, it was aimed at increasing the knowledge of Malayalam literature for the students. Whether it is worth the efforts and distraction is questionable. For Malayalam is the local vernacular. Anyone can improve his or her language skills by simply reading the newspapers and other reading materials available in plenty. And watching the visual media. Teaching it as a subject is also okay. But to make it a compulsory subject more or less makes the whole concept of education nonsense. Education is an opportunity for individuals to learn what they want, and not a situation wherein they are forced to learn things fro which they have no aptitude. Even though I did attend some of the Malayalam periods, I did not study much. However, since I had an innate liking for old Malayalam film songs, I am reasonably good in Malayalam. I do English-to-Malayalam and Malayalam-to-English translation works at times as part of my freelance working stance. However, it is doubtful if I could write one paragraph correctly in Malayalam during my college days. Again, it is plain that my knowledge in Malayalam is also not connected to the compulsory Malayalam study that I was subjected to.

The FRAILITYof ACADEMIC KNOWLEDGE

Now, to speak about my Physics class. The teachers definitely knew much more textbook Physics than me. There can be no doubt about that. However, I had an inner feeling that if I were to discuss many other outside-the-textbook themes that I was keenly interested in, in Physics, they would draw a blank. During my 9 to 12 class age, I was a keen reader of a Magazine called, SCIENCE TODAY. {Incidentally, it suddenly changed its name to 2001AD and changed into a more chic design, and died, as it lost all visual connection with its earlier form}. This magazine was a very good one, and even by modern standards, it was great reading. The contents were of very good quality and elevation. And quite readable. Once I did show it to one of my professors, and I was shocked to see that he was not even aware of this magazine. One of the themes in Physics of which I was an avid reader in this magazine was news to him in every sense. Like most other Physics lectures, he had also written an M.Sc exam studying his textbooks and later landed the lecturers post. Everything outside the academic syllabus was quite unknown to him and also quite irrelevant to him. All that was relevant in the academic world was exam marks. {However, I must mention that as a person this lecturer was a nice person, and my relationship with him was cordial}.

CODES of COMMUNICATION

But then, the teacher-student relationship in colleges was just like the menial class versus student communication code in my early British Curriculum school. Some to the teachers used to address the students with crude low indicant level Malayalam words. However, there are two things to be mentioned here. One is that the college was in South Kerala, and so the teacher-student communication was not as crude as in Malabar, where the Malayalam pejorative words for the subordinates and students were of a worse kind. However, in the Southern Malayalam of those times, the teachers had to be addressed with more elevated feudal words, than was required in Malabar of those times. However, now Malabar has both: more derogative words for lower persons (this is natural in Malabar), and more elevated feudal words for the teachers (this is imported from the south).

The TRIGGER in the FEUDAL CODES

In my Physics degree class, the teacher would start with Constant whaaliyam Tharmomeettar (Constant Volume Thermometer). He would start dictating the notes in equally terrible pronunciations. The students from the Malayalam medium schools would show great deference to his teaching and write notes, while many of the students who had come from English medium schools would simply bear the tedious teaching. The students of the Malayalam schools were aware of the terrible feudal codes of Malayalam as an everyday event, and their firm purpose in life would be to get into the higher levels of the Malayalam codes, which was through a government job. Actually for most government jobs, this education is not required. However, there is college teaching jobs, scientist jobs etc. where this qualification was required.

REDEFINING a PROFESSION

My personal problem was to identify the teachers with the concept of professors. For many of them were professors. Yet, in my mind, the concept of lecturers and professors were of an elevated kind, good in English, disinclined to use lower level pejorative words to students, persons of a higher mental order etc. However, the teaching classes that I saw in the colleges were of the opposite kind. However, it would not be correct on my part to say that they were bad people. In fact, some of them were really good persons. However, they shouldnt be the persons to don the robe of a professor. For, they were lending power and status to feudal, suppressive social communication codes, through their very stance as professors.

An EXPENSIVE SWINDLE

Now, just think of an English professor, who gets paid around 75,000 rupees per month as salary, a fabulous pension, that can literally continue for around 30 to 40 years after his or her retirement, commutation of pension, by which he or she can collect around seven and a half years of pension amount as a lump sum on immediately after the retirement, if he or she request for it.� What is the quality of the students who have been taught by this person? How many of them have become good in English? It may be understood that learning English is not a difficult thing, and can be done without any help if one strives for it, even without formal education. However look at the quality of majority students who have passed out of formal college education. Their knowledge of English language as well as its finer elements is totally of the abysmal level. Many of them do know that they had been fooled. �

OPENING UP the COMPETITION

This is the quality of the majority English teaching in formal education. If this be so, it might be correct to point out that the quality of all other subject education is also of the same level. �However, the students do not have much problem, for they have all come for a formal qualification and not necessarily for knowledge and refinement. �Since most of the government jobs are reserved for persons with formal qualification only, the jobs gets shared and distributed among a particular percentage of the students who have formal qualification. However, if the government jobs are not reserved for them, and they need to compete with people who may not have formal qualifications, but are of good calibre, the farce known as formal education would be heavily discussed.

TOMFOOLERY to SEND UP CERTAIN PEOPLE

For, it is peoples money that is being spent for this tomfoolery. And the students who come out with minor quality enhancement go above the common man, without the real intellectual inputs to show for the levels, they claim to. �Their behaviour to the public, even with all levels of formal qualifications, is just feudal, suppressive, pejorative and rude type, unless the common-man can exhibit some powerful connections or designations. What is the use of this type of education to the people in this nation? ��

A STERN DECISION

After my education, it was my stern decision that I would not join the government service, seeing the crudeness that was entering it. I saw the government officials as crude, low calibre, low-in-English, very feudal, self serving class, who were not only corrupt and useless to the core (for the work they were doing could be done more efficiently if there was a British management in place), but also that they were hell-bent on increasing their salary, pension and other benefits, including commutation of pension, beyond all levels of reasonableness.

It was this terrible decision that gave me a lot of information about various other knowledge, of which I had been quite unaware of, and which no school or college could give a person.

ACADEMIC DISDAIN for REAL KNOWLEDGE

I am not intending to write a story here. However, as I moved around many places in the nation, with bare financial stability and great attachment to English communication codes, I came to see the various types of activities in which human beings were engaged. They all had information and knowledge. However, in the academic circles, these are not treated as knowledge or information. In the academic circles, Trigonometry, Calculus, Logarithm, Algebra, Polynomials and such things are knowledge. {Actually, I did teach my daughter the rudiments some of these at a very early age like around 5 years. This I did because I wanted her to be informally well informed in higher mathematics. However, I did not see any connection to this ambition with a formal schooling. And this ambition had no specific aim of getting her a fabulous job in mathematics, but simply to make her aware of the incredible possibilities in mathematics}.

USE and WASTAGE

Now, here I need to mention the use of studying mathematics and sciences. People study these subjects for getting jobs and not necessarily for getting knowledge in them. �Knowledge in a specific field of human intellectual activity, may at times lead to a great discovery or insight. Or it may simply be as entertaining as playing chess.

Since I have mentioned Chess, there is need to compare playing Chess with studying Physics or some other theme like Mathematics.� In my home state, around 700,000 students study write their tenth class exam every year. This is a very small state. Out of these students, how many will actually have any use with their calculus, trigonometry, logarithm, quadrilateral equations etc. knowledge in Mathematics? ��I would say that maybe of the 700,000 every year in my home state, around 5000 may have use of these things. Some two thousand may head for the doctors jobs, 10000 would get engineering graduations, but whether they get a job commensurate to their qualification is uncertain. Maybe some 20000 would go in for various scientific jobs.� Well, totally may be, I am saying maybe, some 60,000 would totally get a job with a minor percentage of the various inputs they had received from their education.

In terms of percentage, may be around 10 percentage of the students might get a job connected to something that they had studied at school and college. Even then, most of them have to really go in for other higher education to really get a job. And on the job, most of them find that they need to study again, to get to know what the company knows. �For the others, who go in for jobs unconnected with knowledge in higher Mathematics, it is just like knowing chess, or even worse than that. �As to the jobs they enter into, they come with zero information and experience. Just for the sake of the other 10%, they had to study unconnected subjects, just to give the classrooms and study system a mass movement feeling.