Digressing to the issue of Hindi imposition

Here again there is this issue. Hamara is a Hindi word. It is proposed that Hindi is the national language of India. Under what logic was this made is a very powerful question. At the time of India’s formation, less than 18% of the Hindi speaking population were literates. This cannot compare comfortably with the literacy rates of such South Indian languages like Tamil and Malayalam, whose literacy rates were much higher. The imposition of Hindi is also a criminal act. For after the formation of India, Gandhi’s language of political activity was forcefully being imposed on the rest of the nation. As I mentioned earlier, this broadened the ambit of Hindi-based political leaders all over the newly formed nation. Actually English was a more native language in many places of India, especially of the educated class. Hindi came only after the formation of India. This language is like other Indian vernaculars, quite degrading to the lower man. The imposition of a feudal language that discriminates goes against the very spirit of the Indian constitution.

When speaking about compulsory imposition of language, there are certain hidden things to be understood. Varuna and Ashwina did not know Malayalam which was the local vernacular. A lot of persons around the area were in a state of consternation. Why? A lot of leadership and domination that could have been their claim naturally couldn’t be enforced. Now, this is a point that native English speakers cannot understand. For, when one speaks in English, no such leadership or domination comes about. So the whole theme is quite outside their domain of understanding. That is why the policymakers in England stupidly allow the growth of other languages inside England. Actually, in India, in any good quality English medium school, if anyone speaks any terribly feudal language like Malayalam inside their premises, a punishment is doled out. Even though it is mentioned that it is to encourage the speaking of English inside the school, the real reason is that when the students talk any feudal language, a strange and powerful dislocation of their focus of natural leadership and of admiration and aims happens. This is quite feel-able, even though no one has mentioned this in so many words.

In fact, in one Kerala English school, a boy living in the school boarding was made to shear his hair fully for speaking Malayalam inside the boarding, during a no-Malayalam-time. This became a huge issue and a police case was registered against the school principal. However no one was bothered that the parents are putting their children in this boarding to make them good in English. One single inmate can throw the spanner into the endeavour. He can open the door to feudal communication codes into the school boarding atmosphere.

Feudal language nations insist on the removal of English and the enforcing of their own feudal languages on their people. Feudal languages arrange people in a military-like social structure wherein a single instruction given from the top goes down like a military command. It is this that is being actively aimed to be created. This is good when the aim of the top level is people improvement. However, in feudal language systems, it is never the aim.

I remember the demand made by the TNK, the Russian oil company which was having a joint venture with British Petroleum that the senior most British executive in the company should know Russian language. Though this demand may actually seem a demand for more communication, actually the real reason is that the amount of control they can have on a Russian knowing officer would be manifold. By simply changing the indicant words, and also by forcing the officer to concede words of self-degrading ‘respectful’ words to the Russian bosses, an unwritten kind of domination would come over the person as well as the company. Communication actually goes down, to a one-track command and obey route, and a feudal master and servant relationship. See this. The deep rooted issue can be seen in the standard Russian language stance. See this picture of how a Russian CEO of the company bends to the President

The Chinese government is insistent on teaching Chinese to the people of China, who actually have a lot of mutually un-understandable dialects. However, once a single feudal language is enforced, the feudal codes in the language will naturally make the people feel the power and control of the government. These are things that an ordinary native-English speaker cannot understand. For, in English there are no such codes. To try to explain the concept might be like trying to explain 3-dimensional space to a 2-dimensional being. The way the feudal language spreads out people, institutions and events into a 3-dimentional virtual space cannot be understood in English.

In a way, the imposing of a low-quality feudal language on the people of the newly-formed India was an act of diabolic rascality. However, this gave a chance for the Bombay Film world to make a killing. Their films could make rapid inroads into the interiors of various other states in India. Hindi films which should have had a confined area for display became national films. This should actually be calculated as a swindle. In fact, due reimbursement has to be extracted from the swindlers concerned.

SEE THIS QUOTE FROM WIKIPEDIA

In the colonial era, the gurukul system began to decline as the system promoted by the British began to gradually take over. Between 1881-82 and 1946–47, the number of English primary schools grew from 82,916 to 134,866 and the number of students in English Schools grew from 2,061,541 to 10,525,943. Literacy rates in accordance to British in India rose from 3.2 per cent in 1881 to 7.2 per cent in 1931 and 12.2 per cent in 1947.

In 2000-01, there were 60,840 pre-primary and pre-basic schools, and 664,041 primary and junior basic schools. Total enrolment at the primary level has increased from 19,200,000 in 1950-51 to 109,800,000 in 2001-02. The number of high schools in 2000-01 was higher than the number of primary schools at the time of independence.

In 1944, the Government of British India presented a plan, called the Sergeant Scheme for the educational reconstruction of India, with a goal of producing 100% literacy in the country within 40 years, i.e. by 1984. Although the 40 year time-frame was derided at the time by leaders of the Indian independence movement as being too long a period to achieve universal literacy, India had only just crossed the 74% level by the 2011 census. END OF QUOTE {As per Indian government standards, a man is judged to be literate if he can write his name in any language. In fact, if a more stringent standard is imposed, Indian literacy rate is only 40%, now, so many years after the British has left}

MY COMMENT: The fact is that the afore-mentioned gurukula system of education was not so widespread so as to encompass a wide-spectrum of the populace. It would at best be a sort of private tuition for the higher sections of the society and mostly in quite insignificant numbers. Like 10 houses among a population of one million. To imagine that all the one million people sent their children to the houses of ‘gurus’ is being quite naive and silly. Even now, with the best of efforts using all modern propaganda techniques, it is reported that there are only 800 gurukuls imparting Vedic education all around the world. Beyond that literacy in vernacular cannot be counted as literacy. For, I am literate in Malayalam as well as in English. Comparing the amount of information that has accrued into me through both the languages, I find that what I came to know through English and can think about in English is around a few thousand times more than what I came to know through Malayalam. Even the very using of the Malayalam software for thinking brings in a lot of inhibitions or arrogance in me. In fact, I do know that even if I do not know a single thing through Malayalam, I would still be quite well-informed. In fact, Varuna and Ashwina who do not know any Indian vernacular including Malayalam do not in any sense exhibit any signs of lack of information or intellectual capacity. In fact, it is generally seen that their intellect is quite better in so many ways and means than people who are good in Malayalam or are bilingual in English and Malayalam. If they are accepted as trainer, the others improve. However, if the others are accepted as their trainers, Varuna and Ashwina lose their quality.

The English rulers allowed 134,866 English schools, which had 10,525,943 students in 1947. For what? Indian historian categorically inform us that this many students were taught English to enslave them, and to make them clerks. Should anyone be a fool enough to believe this rank nonsense? I do teach English to persons who come with the smallest of English knowledge. All I need is some 2 to 6 month of one hour daily class to teach them reasonably good English. If English rulers wanted English-knowing clerks, all they needed to do was to teach as many clerks English. There was no need to open up so many English schools, pay an immensity of teachers, and to admit so many students.

Somewhere on the Internet I saw a statement that says that Gandhi has declared that English education has enslaved the Indians. Well, Gandhi used feudal Hindi and pejorative words on the local Indians. He will say it. However, he used all the benefits of English and stayed in England to promote himself. If one were to examine his spoken words to his followers and others around him, it would be seen that it was he who was enslaving them with pejorative Hindi words. The others would have to consistently ‘respect’ him. Yet, he would call the Englishmen enslavers. Any sensible man would know how to evaluate this knave.

If India’s English literacy is computed, only 5% to 6% of Indians understand English. This is has to be understood as the real literacy of India. Vernacular literacy rate is only a means to fool the majority people here, that they are literate and have been educated. Actually, what should have been done is to allow people to learn their vernacular if they want, but also to inform them that they need to learn English also to come out of their social inhibitions. Instead, their complete education has been contained into their vernacular.

Now, even if they have been fooled, telling them this could be quite unacceptable to them. For, they would insist that they are quite well-educated, in spite of not knowing English. Their venomous words would be directed against those who tell them that they need to get English education, when actually they should be quite angry with those who had used rhetoric to fool them.

See an attempt to fool the people. This person clearly knows English.[At least the Coolie/Gandhi English version]  However, he does not want others to learn it.