APPENDIX A : MEMORANDUM ON ITEM 3.
Item No. 3.(i) Statement issued by the Chief
Ministers' Conference (held at Delhi on 10th, 11th and
12th August, 1961) regarding education, medium of
instruction and script. (ii) Medium of instruction in colleges.
Government of Madras)
(iii) Steps to be taken to implement the decisions of the chief Ministers' Conference.
( Shri H. C. Mathur)
(Member, C. A. B. E.)
Item No. 31. Statement issued by the Chief Minister's conference (held at Delhi on 10th, 11th and 12th August, 1961) regarding education, medium of instruction and script.
The meeting of the Chief Ministers of the States, convened to consider, the question of national integration, began on August, 10, 1961. The Prime Minister presided and Cabinet Ministers and some other Ministers of the Central Government and from the States also participated in the meeting.
All the Chief Ministers were present from the 11th August onwards, except Dr. B. C. Roy, Chief Minister of West Bengal, who joined the meeting on the 11th and 12th August on his return from abroad; the Chief Minister of Rajasthan was also not present as he had unfortunately met with an accident on August 10th while coming in a car from Jaipur to Delhi to attend the. meeting.
10th August 1. In his opening address, the Prime Minister referred to the various aspects of national integration-cultural, educational, linguistic and administrative. He dealt with the problems of communalism and linguism. and indicated the proper all India approach to these questions.
2. The Union Home Minister referred to the discussions held at the last conference of Chief Ministers held on the 31st May and 1st june, 1961, and to the steps taken by the Central Government to deal with the question of communalism. He explained the provisions of the two Bills to amend Sections 153 A of the Indian Penal Code, which had been already introduced in Parliament and the proposal to amend the Representation of the People Act.
3. The meeting agreed that it should be made a penal offence for any individual or group to advocate secession of any part of the country from the Indian Union. This matter would be considered further later.
4. The Prime Minister referred to the recommendation of the States Reorganisation Commission that more All-India Services be constituted. The principle of having All-India Services in the Engineering, Medical
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and Forestry departments was accepted, subject to schemes being drawn up and circulated to State Governments for consideration.
5. The meeting was of opinion that the rule of rotation of officers in the existing All-India Services between the Centre and the States should be more rigorously followed.
6. The meeting also accepted the desirability of having in every High Court some judges drawn from out side the State.
11th and 12th August 1. The meeting of the Chief Ministers and Central Ministers continued its deliberations on August 11th and 12th with the Prime Minister in the chair. It met both in the morning and afternoon of August 11th and in the morning of August 12th.
2. The main subject for discussion was the question of language in its various aspects. The Prime Minister opened the discussion by inviting attention to the provisions in the Constitution on the subject. He referred, in particular, to Articles 29, 30, 350A and 350B. He also referred to the Government of India's memorandum of 4th September, 1956 which had been prepared after considering the recommendations of the States Reorganisation Commission in regard to safeguards for linguistic minorities. This had been issued after consultation with the Chief Ministers of the States. This memorandum was in the nature of an All-India code indicating the agreed minimum safeguards to be provided to the linguistic minorities in all the States.
3. While the general principles of this memorandum were reaffirmed, certain variations were agreed to as stated below:
(a) Primary Education: The decisions of the States in the Southern Zone in regard to primary education were accepted in principle. As these decisions had been taken in view of certain recommendations of the States Reorganisation Commission, they dealt with a particular situation then existing and are not wholly applicable to other States. But the pr- inciple was accepted and necessary adaptations can be made. The main objective is that no facilities previously available should be reduced and wherever possible, further facilities should be given.
(b) Secondary Education: 36
The mother-tongue formula could not be fully applied for use as the medium of instruction in the secondary stage of education. This stage gives a more advanced education to enable students to follow a vocation after school-leaving age and also prepares them for higher' education in universities. The languages used should be modern Indian languages mentioned in the Eight Schedule of the Constitution as well as English. An exception might be made, however, in the case of Hill districts of Assam and the district of Darjeeling in West Bengal, where special arrangements may be made.
4. The importance of providing suitable textbooks in schools, both at the primary and the secondary stage, was emphasised. Normally these textbooks should be produced by the State Governments and not be left to private enterprise. The textbooks should be so designed as to inculcate in the minds of pupils an integrated outlook and a sense of the unity of India as well as of the basic cultural background of India. Also they should provide an introduction to modern conditions in India and elsewhere. The preparation of such textbooks should be entrusted to persons of high quality. The Central Government should prepare model textbooks both for the primary and secondary stage.
5. The growth of the regional languages of India and their progre- ssive use in education makes it essential to develop rapidly an all- Indial anguage for inter-state communication. *Although English will continue as such medium for some time to come, it is clear that urgent steps should be taken to promote Hindi so as to fulfil that purpose as early as possible. Otherwise there is danger of no adequate connecting links, in so far as language is concerned, between the different States.
6. It is important, both from the point of view of international communication and the growth of modern knowledge, more especially, science, industry and technology, in India, that there should be widespread knowledge of an international language. While this language may be any one of the important European languages in effect, English will serve this purpose more easily as it is fairly well known in India, The study of English, therefore is important.
7. It must be remembered that languages, if they are to be known well, must be learnt at an early age when it is easy for the child to pick them up. Therefore, both Hindi and English should be taught at an early stage.
8. The meeting was of opinion that a common script for all Indian languages was not only desirable, but would be a powerful link between the different languages of India and therefore, of great help in bringing about integration, Such a common script in India in existing circumstances can only be Devanagari. While it may be difficult to adopt a common script in the near future, this objective should be kept in mind and worked for.
*Footnote : These decisions are given in full in the Third Report of the Commission for Linguistic Minorities 1960.
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9. A three language formula had been evolved by the Government of India, in consultation with the State Governments, for adoption at the secondary stage of education for teaching language subjects. It was agreed that the formula should be simplified and the language subjects for teaching at the secondary stage of education should be as-follows:
(a) the regional language and mother, tongue when the latter is different from the regional language;
(b) Hindi or, in Hindi speaking areas, another Indian language, and
(c) English or any other modern European language,
10. The question of affiliation of schools and colleges using minority languages to universities and other authorities situated outside the State was considered. It was agreed that in most cases it should be possible to arrange for the affiliation of such institutions to universities or boards within the State. But where there were insuperable difficulties in making arrangements for such affiliation within the State, they may be affiliated to universities or boards outside the State.
11. While the State may have one or more languages for its official purposes, it must be recognised that no State is completely unilingual. It is because of this that arrangements are suggested for minority languages. An official language is meant largely for official purposes. For communication with the public, however, the objective should be that the great majority of the people should be in a position to understand what they are told. Therefore, wherever publicity is required other languages in use in the area should be employed, even apart. from official language.
12. Where at least sixty percent of the population of a district speaks or uses a language other than the official language of the State, this language of the minority group should be recognised as an official language in that district. In addition to the State official language, recognition for this purpose may, however, be given ordinarily only to the major languages of India specified in the Eighth Schedule of the Constitution: Exceptions may be made in regard to the Hill Districts of Assam and the district of Darjeeling in West Bengal where languages other than those mentioned in the Eight Schedule may be used.
13. Whenever in a district or a smaller area like municipality or Tehsil, a linguistic minority constitutes 15 to 20 per cent of the population, it would be desirable to get important government notices and rules published in the language of the minority in addition to any other language or languages in which such documents may otherwise be published in the usual course.
14. The internal work of the administration, that is noting on files, correspondence between different Government offices, should be normally and conveniently carried on the official language of the State or the Union official language. But for dealings of the administration with the public, petitions and representations in other languages should also be received from the public, and arrangements should be made or
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replies to be sent, wherever possible, in such other languages to letters received in them from the public. Arrangements should also be made for the publication of translations of the substance of important laws, rules, regulations, etc. in minority languages in States or districts or wherever, a linguistic minority constitutes 15 to 20 per cent of the population. For this purpose, it was agreed that it would be desirable for the States to set up a Translation Bureau at State headquarters. Where a circular or other order of a State Government or notification is to be issued for the information of the local public, the district authorities may be authorised to get it translated in the local language of the district or municipal area as the case may be.
15. Correspondence between the State headquarters and the district falls in the sphere of internal administration. Ordinarily, therefore, it would be appropriate to use the official language of the State for correspondence between the State and district headquarters and viceversa. The use of the Union official language should also be permitted for this purpose in place of the official language of the State. This Union official language will thus be either English or Hindui.
16. In recruitment to State Services under the State Government, language should not be a bar, Therefore, besides the official language of the State, option should be given of using English or Hindi as the medium of examination. A test of proficiency in the State official language should be held after selection and before the end of probation.
17. For purposes of recruitment to Services in a State, where eligibility requires the possession of a university degree or a diploma, degrees or diplomas granted by all universities or institutions recognised by the University Grants Commission should be recognised.
18. The question of the medium for university education was discussed at length. The tendency of regional languages to become the media for university education, though desirable in many ways, may well lead to the isolation of such universities from the rest of India unless there is a link in the shape of an all-India language. Teachers and students will not be able to migrate easily from one university to another, and the cause of education will suffer for lack of common link between universities in different linguistic areas. The importance of such a common-linguistic link between universities was emphasised. Such a common link can only be English or Hindi. Ultimately it will have to be Hindi, and it is necessary, therefore, that every attempt should be made to make Hindi suitable for this purpose. The changeover to Hindi and generally to a regional language as a medium of education will only be effective when such language has adequately developed for the 'purpose of modern education, and more especially for scientific and 'technical subjects. Every effort should be made to develop Hindi and the other languages for this purpose. Till such time as this happend, English might be continued. It may also be possible and desirable for the change-over from English to Hindi or a regional language to be phased or divided up into subjects. Thus, scientific and technical subjects may be taught for as long as necessary in English while other subjects may be taught with Hindi or the regional language as the medium, In any even, the standard of
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teaching both in Hindi and English should be improved and maintained at a high level in schools and colleges.
19. As already decided by the Central Government, all technical and scientific terminology should be based on international usage and should be common to all the Indian languages.
20. The meeting welcomed the declaration made on behalf of the Central Government that English would continue to be used as an associate language for all-India official purposes even after Hindi becomes the all-India official language. This has been further confirmed in the Presidential order issued in regard to the Union official language.
21. It was agreed that the implementation of the policy herein laid down for the safeguarding of the interests of linguistic minorities and the promotion of national integration were matters of very great importance. The functions of the Commissioner for Linguistic Minorities are described in Article 350 B of the Constitution. Though he cannot obviously be entrusted with executive functions for the implementation of the safeguards, it was reiterated that full co- operation should be given to him by all the States. The Commissioner for Linguistic Minorities should not only prepare the annual reports, but make more frequent reports on important subjects which he should send to the Chief Ministers concerned and to the Home Ministry who will circulate it to all the Chief Ministers.
22. The Zonal Councils should pay particular attention to the implementation of this policy in their zonal areas. A committee consisting of the Vice-Chairman of the Zonal Councils should be set up under the chairmanship of the Union Home Minister. If considered necessary, the Union Home Minister may invite other Chief Ministers or other Ministers to meetings of the Committee. This Committee would keep in touch with the working of the various safeguards for linguistic minorities and the promotion of national integration.
23. In view of the great importance of promoting national integration, more frequent meetings of the Chief Ministers and Central Ministers should take place to review the action being taken and to suggest further steps whenever necessary. Success in realising this objective depended on continual vigilance and the co-operation of all the States and the Union Government.
24. The meeting agreed that it was desirable to promote better and more widespread publicity for promoting national and emotional integration. The Union Ministry of Information and Broadcasting would prepare a paper dealing with this subject and circulate it to the Chief Ministers for consideration at a subsequent meeting.
25. In view of the vital importance of national integration, it was agreed that this should be deal with on a national plane. For this purpose, a larger conference should be convened consisting of besides Chief Ministers and Central Ministers, leading members of different parties in Parliament and other eminent personalities including educationists, scientists and professional men.
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Supplementary paper under item No. 3 (i) of the Agenda:
Resolution passed by the Central Sanskrit Board at its 8th meeting
held at New Delhi on the 7th December, 1961
RESOLUTION "Resolved that the Central Sanskrit Board views with concern the simplified Three Language Formula recommended for adoption at the secondary school stage by the Chief Ministers' Conference, as this formula does not provide scope for the teaching of Sanskrit as a composite, course wish regional language or the mother tongue in the secondary/ higher secondary schools.
The Central Sanskrit Board in its first meeting held at New Delhi on the 2nd September, 1959 had recommended that a composite course (viz. mother tongue or a regional language with Sanskrit or another classical language) as in the Three Language Formula recommended by the Central Advisory Board of Education should be adopted for all the secondary schools in the country. They also recommended that students should be required to pass compulsorily in the classical language part of the paper so that no student is left out without the study of any of the classical languages. If the simplified formula as reported to have been recommended by the Chief Ministers' Conference is adopted, there will be no scope left for classical studies in the Schools which is essential for a proper understanding of the modern Indian languages."
Item No. 3 (ii). Medium of instruction in colleges (Government of Madras)
SECTION I
Suggested Formulation of All-India Policy (1) How is India's "National integration" to be maintained and developed ? How is it to be safeguarded against the antagonistic growth of "linguism" and "communalism"? These questions have been sought to be answered, in the first instance by the Committee on National Integration and subsequently at two different meetings of Chief Ministers and Central Ministers. They are to be discussed again this month in a larger conference.
(2) At the latter of the two meetings of Chief Ministers and Central Ministers, the main topic for discussion was the question of language in its various aspects. The language to be used as the medium of instruction in colleges was one of these aspects. On this aspect of the language question, the conclusions reached by the Chief Ministers have been recorded in these terms:
"The tendency of regional languages to become the media for university education, though desirable in many ways, may well lead to the isolation of such universities from the rest of India unless there is a link in the shape of an all-India language. Teachers and students
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will not be able to migrate easily from one university to another, and the cause of education will suffer for lack of a common link between universities in different linguistic areas. The importance of such a common linguistic link between universities was emphasised. Such a common link can only be English or Hindi. Ultimately it will have to be Hindi, and it is necessary, therefore, that every attempt should be made to make Hindi suitable for this purpose. The change-over to Hindi and generally to a regional language as a medium of education will only be effective when such language has adequately developed -for the purpose of modern education, and more especially for scientific and technical subjects. Every effort should be made to develop Hindi and the other languages for this purpose. Till such time as this happens, English may be continued. It may also be possible and desirable for the change-over from English to Hindi or a regional language to be phased or divided up into subjects. Thus, scientific and technical subjects may be taught for as long as necessary in English while other subjects may be taught with Hindi or the regional language as the medium. In any event, the standard of teaching both in Hindi and English should be improved and maintained at a high level in schools and colleges."
(3) The Government of Madras formulated their own policy in respect of the medium of instruction in colleges of this State two years ago. This policy is set out (together with a statement of the first steps to be taken in implementation of that policy) in a Government Order issued on 14th April 1959. Last year, I presented a White Paper to the Legislature setting out a detailed explanation of the policy in all its implications. In the Madras Policy, already in the process of implementations in line with the suggested approach to All-India policy reproduced in para 2 above. It is and yet again it is not This is so because there is an apparent contradiction between two different passages in the statement and there is, in consequence, an element of ambiguity in policy-formulation. My principal purpose in preparing this note is to bring this ambiguity to the notice of the Prime Minister and to show how, if ambiguity is removed, the All-India policy which has emerged from the meeting of the Chief Ministers and Central Ministers would be identical with the policy already pat into effect in Madras.
(4) Until recently, English has been the sole medium of instruction for all courses of study in all colleges of Madras State. The policy of Madras Government envisages a progressive change to be effected in successive phases of which the first is devoted to preparation and transition. This phase commenced in the year 1959-60 and will be completed during the year 1965-66. During the first three years of this period of six years, the medium of instruction is to be changed from English to Tamil in one selected "Pilot College" in the State and the change is limited to only one of the first degree courses of study; namely the recently reorganised three-year B.A. degree course. During these three years, the practical problems involved in the change-over (e.g.Text books, technical terms, instructional machinery and procedure) are to be solved and the technical know-how acquired for giving effect to the change in the next three year or in all the other colleges of the State where the B.A. degree course is provided wholly or partly at the cost of Government funds. The transition will be complete only at the end of
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the Third Five-Year Plan period, when the first batch of pupils will get their B.A. degrees after completing their entire education in. schools and colleges with Tamil as the medium of instruction.
(5) During the second phase (beginning in the year 1966-67) there will be two different media of instruction in the colleges of the State.
Tamil will be the medium of instruction for the reorganised B.A. degree course in all the colleges of the State (where that course is offered wholly or partly at the cost of Government funds.)
English will continue to be the medium of instruction in all colleges in respect of the B.Sc. or other first degree courses (e.g. Engineering, Medical, Agricultural, Veterinary degree courses; and all post-Graduate degree courses. The entire field of Science and Technology will, thus be left completely unchanged with English as the continuing medium of instruction in all colleges even after 1965-66.
(6) How long thereafter is this second phase to last? The Madras Government have set no date for the end of the second phase. They have specified two conditions which should be fulfilled before a date can be set for any further change in the medium of instructions. These two conditions are reproduced below:-
(i) The change-over (from English to Tamil) should be demons- trated to have been successful in respect of the B.A. degree courses; and
(ii) An agreed decision on the nature of the charges (if any) to be made in respect of any other university degree course should be taken on a coordinated basis for all the universities in India.
(7) It has been explained in our white paper that the foregoing "represents a pledge given by the (Madras) Government for the continuance as the status quo as far as the medium of instruction in all courses except the B.A. degree courses is concerned. This pledge involves a long-term perspective of bilingual transition in the matter of higher education. Such bilingual transition was first advocated by the Government of Madras, on the basis of all-party agreement, as the solution of the language policy of India in the memoranda submitted by them on this question. It was pointed out to the Government of India that it would be necessary to use both English and Hindi as two official languages of the Indian Union for a prolonged, period and it was recommended that the Government of India and Parliament should accept this perspective of prolonged bilingualism and announce their readiness to make statutory provision therefore through the exercise of legislative power vested in Parliament. Similarly, in the field of higher education it will be necessary to continue English and Tamil as the media of instruction, the latter for the B.A. degree courses alone and the former for the rest and to take steps for the gradual replacement of the former by the latter in courses other than the B.A. degree courses as part of an agreed pattern of higher education throughout the country".
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(8) The Madras policy, as explained in paras 3 to 7 above may now be compared with the suggested formulation of All-India policy reproduced in para 2 above. The two can be said to be identical- regard being had to the following passages occuring in the latter.
"Thus scientific and technical subjects may be taught for as long as necessary in English while other subjects may be taught with Hindi or the regional language as the medium".
There is, however, a doubt whether the two policies are indentical because an earlier passage refers to the need for permanent maintenance of a "Common linguistic link" between all the universities of India and it is asserted that "such a common link can only be English or Hindi. Ultimately it will have to be Hindi, and it is necessary, therefore, that every attempt should be made to make Hindi suitable for this purpose" For what purpose? At first sight, it would seem that 'ultimately' Hindi has to be the medium of instruction in all the universities of India. But later it is said that "every effort should be made to develop Hindi and the other languages for this purpose", and the context shows that the purpose is to serve as a "medium of education", particularly for the "Scientific and technical subjects".
(9) Here is an element of unsatisfactory ambiguity, precisely of that sort which arouses apprehension, fans the flames of "linguism" and sets up road-blocks which obstruct national integration. The Government of Madras hold and have expressed strong views on this subject, as may be seen from the extract reproduced below from Memorandum submitted to the Parliamentary Committee on Official Language:-
"In the opinion of the Government of Madras, the Commission's treatment of the question of medium of instruction in colleges is very unsatisfactory. To the people living in non-Hindi regions, the report is bound to give the impression that the Commission is divided within itself and is unable to make up its mind; that the majority of the Commission is anxious to secure that Hindi should replace English in all the universities of India at the earliest possible date, but is unable to explain and justify that objective in intelligible terms; that the majority is seeking a way by which it can get round the present constitutional provisions which leave university education within the exclusive legislative competence of State Legislatures; that the majority is in favour of autonomy for universities only if and in so far as it will help to prevent the replacement of English by the regional language, but it will unhesitatingly discard that priciple if and when this can be done so to bring about the change- over from English to Hindi".
After thus criticising the Commission's treatment of this problem, the Madras Government stated unambiguously "if and when English ceases to be the medium or instruction in respect of any of the university courses or study in this State, it should be replaced by Tamil and not by Hindi".
(10) Does the foregoing view involve a denial by the Madras Government of the proposition that "the cause of education would suffer for lack of a common link between universities in different linguistic area?" No
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Quite undeniably some common language of inter communication must be maintained between all the universities of India, just as there must be a common language of intercommunication between all the Governments in India. According to the policy of "prolonged bilingualism" (as proposed by the Government of Madras and accepted by the Government of India), English will have to continue to serve this purpose as the language of inter communication between the different language groups of India for a very long time to come. Knowledge of Hindi must, no doubt, be propagated among the non-Hindi language groups; but under the accepted policy of "prolonged bilingualism" a date cannot now be set when Hindi will have become the sole medium of inter communication and English will have ceased to function as such.
(11) Accepting the position that English will have to be the "common language of inter communication" between all the universities of India for a long time to come, does it neccesarily follow that English must be the medium of instruction in all the universities of India for an equally long time. The Government of Madras do not agree that it does, They insist on the distinction between the use of language as a medium of instruction and the use of language as a subject of study. The latter is indispensable if the language is to be preserved for purposes of intercommunication; the former is a powerful aid but is not necessarily indispensable. The Madras Government hold that the availability of English as the common language of intercommunication between all the language groups of India can continue to be effectively maintained for a long time to come if the study of English as a language is strengthened and improved in all the States of India. That is part of the scheme of Reorganisation of Courses of Study as now implemented in Madras.
(12) The Government of Madras have put into effect various schemes designed to improve the teaching of the English language as a subject, and thus they expect to raise a new generation of secondary school pupils who will have much better command of the English language than at present notwithstanding that the medium of instruction in secondary schools will continue to be the regional language, viz., Tamil.
(13) If this is their approach, it may be asked why did the Madras Government limit the scope of the change-over from English to Tamil as the medium of instruction in colleges. Why did they not undertake the change in respect of such courses at the B.Sc., Engineering, Medical etc. degree courses. The reasons are set out below :
First : While the Government are convinced that the change-over is necessary and desirable, they recognise the practical difficulties which have to be overcome, It is only by facing and overcoming these difficulties that the necessary experience can be gained. The change- over has to be necessarily effected in a series of successive phases, each phase to be planned and executed efficiently,
Secondly : It is not merely a question of the creation of the facilities necessary for provision of instruction in a new language; there is the need for not losing command of the English language in the process. It is necessary to allow time for demonstrating that the standard of English knowledge has begun to rise in secondary schools and also that the pupils who took their degree courses with Tamil as the medium of instruction are no less proficient in the English language than the pupils who had English as their medium of instruction,
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Thirdly-Given the need for postponing the change in certain degree courses, it is obvious that they should be the scientific and technological degree courses. The need for a assuring that no loss of educational efficiency will occur is greatest in respect of such courses. So also is the need for maintaining all-India co-ordination in the process of change.
14. On this line of approach, a correct all-India policy to be adopted by all States in India may be formulated as below:-
(i) The change-over from English to the regional language as the medium of instruction in colleges should be limited, for the present, to the re-organised three-year course of studies leading to the B.A. degree only.
(ii) In respect of all other courses of studies in colleges, including in particular, all courses of studies leading to any scientific or technological degree or any post-graduate degree, English should be retained as the medium of instruction in all the colleges of all the universities in India.
(iii) The use of English for the foregoing purposes should be continued for as long a period as may be necessary. As and when the time arrives when a decision can be taken on an all-India basis that the use of English as a medium of instruction has ceased to be necessary, the final phase of the change-over may be undertaken. At the end of that phase English should be replaced in each university in India by the regional language of the local area in which such university is situated, as the medium of instruction in all the colleges of such university.
(iv) Clear distinction should be made between the use of English as a medium of instruction and the study of English as a language. Provision for the latter should be improved both in schools and colleges and maintained permanently as part of the educational system of the country.
SECTION II
Constitutional Changes in the Schemes now under Implementation for
the Reorganisation of Courses of Studies in Colleges (Government of Madras)
(15) I now proceed to the second of the two purposes which I had in mind in preparing this note. As the Prime Minister is, no doubt, aware that the Ministry of Education of the Government of India, has been engaged during the last few years in bringing about a reorganisation of the courses of studies both in schools and colleges with a view mainly to raise the standard of education and incidentally to establish an uniform pattern of education in all the States of India. The Government of Madras have accepted these objective and endeavoured to do their best to give effect to the recommended changes in Madras State. But right from the beginning, they have felt that the recommended changes were defective in important respects. One of the most serious defects was the failure to take account adequately of the difficulties caused by the maintenance of two different media of instruction in schools and colleges. If all-India policy in respect of the medium of instruction in college is to be settled on the basis now proposed, it is absolutely essential that the reorganisation sche- mes at present sponsored by the Ministry of Education should be reviewed
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and revised so as to fit in with the condition that the medium of instruction in colleges will continue to be different from the medium of instruction in schools for along time to come.
(16) Before the reorganisation, the position was that the B.A/B.Sc. degrees were awarded after 14 years of education in some States and 15 years in others. This difference arose out of the fact that general school education lasted 10 years in some States (mostly in North India) and 11 years in others (mostly in South India). There were also differences in the way in which the total duration of school education was divided between secondary education and earlier stages. There was broad all-India uniformity in the courses of studies in colleges preceding the award of B.A/B.Sc. degrees. These courses lasted four years of which two years represented the actual study for university degree courses; and the other two years represented what was called,the 'Intermediate' course. The existence of a two year course located in colleges, which provided a buffer between the end of school education and the commencement of university degree courses of study was an important feature of the old pattern of education.
(17) The crux of the reorganisation scheme as recommended by the Secondary Education Commission was as follows :- (i) that the Intermediate course of two years should be abolished; (ii) that one of the two years (of the abolished Intermediate course) should be added to the university degree course, so as to yield a reorganised three-year degree course;
(iii) that another of the two years (of the abolished Intermediate course) should be added to the existing school course, so as to result in a total school education of 11 years in some States and 12 years in others; and
(iv) that school education should be divided into: (a) four years of secondary education; and (b) elementary education lasting seven years in some States and eight years in others.
(18) There was prolonged disagreement among educationists over these proposals. Eventually, the Government of India accepted these recommendations subject, however, to one modification.
The Scheme as finally accepted by the Government of India was as follows:-
(i) the Intermediate course of two years is to be abolished.
(ii) the total duration of education preceding the university degree is to be 14 years in all States (as against 14 years in some States and 15 years in other States formerly)
(iii) this total of 14 years is to be made up of
(a) Three-year degree courses (as against only two years formerly) located in colleges; and
(b) 11 year school courses as against 10 years in some States and 11 years in some others formerly.
(iv) the 11 years in school is to be divided into three years of secondary education and eight years of elementary education.
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(19) This decision of the Government of India gave little satisfaction to the contending educationists. Those who supported the Secondary Education Commission's scheme did so because they looked at it from the point of view of improving secondary education. They attached great weight to a four-year course of secondary education and were disappointed that what they regarded as the central feature of the scheme had disappeared. Those who opposed the Secondary Education Commission's scheme did so because they were concerned mainly with university education. From that point of view, while they welcomed a three-year degree course replacing a two-year degree course, they attached importance to the continued retention of the two-year buffer course; and they were disappointed that this course was to disappear.
(20) Faced with this state of opinion among educationists, the Government of Madras remained still in doubt whether any, and, if so, what changes should be made in school education. The University of Madras, however, went ahead and gave effect to the scheme in the colleges. The two-year Intermediate course has been abolished.One of the two years thus saved in colleges has been added to every university degree course. All university degree courses (including such courses as engineering, medical, etc; degree courses) have been reorganised on the lengthened basis and they have come into effect. One other year available out of the abolished two-year Intermediate course is still retained in colleges in the form of an ad hoc buffer course under the name of "Pre-University Course". This is, however, explicitly declared to be a stop-gap arrangement. The reoganisation scheme is expected to be completed in colleges by the abolition of this course, as soon as reorganisation of schools is completed and this extra year can be added to the schools.
(21) The Government of Madras were thus obliged to reorganise school educational curricula to fit in with this scheme. They found themselves in a difficult position as explained below:-
There was already a 11-year school course in the State. According to the Secondary Education Commission, one year should be added to it and the 12 year-course divided into four years of secondary education and eight years of elementary education, If this could be done, it would be easy to shift the pre-university course to the schools. But the Secondary Education Commission had not counted the total cost involved in 12-year system of general school education. When the proposal was costed, it was easy to see that the necessary funds could not be allocated even in the Fourth Five Year Plan. Besides, it seemed to be unreasonable and illogical that Madras should maintain a more costly system of 12-year schooling to attain the same standard which North Indian States were expected by the same Secondary Education Commission to attain in 11.
If, in order to escape this difficulty Government of Madras maintained only 11-year schooling, they would be acting in conformity with the Government of India's scheme; but in that case how were they to add on to the school course the equivalent of the pre-university course ? Eventually, the Government of Madras decided to solve this problem by undertaking changes in the curricula from the very first year in school onwards, so that by the cumulative effect of practicable upgrading, the existing 11-year school course could be compressed into 10 years; thereby creating that extra year in school to which the pre-university course could by shifted from the colleges.
48
This was an uphill task; but it has been undertaken and carried out. By the end of the current year (1961-62), the compression of the old 11-year course into the new 10-year course would be complete.
(22) Thus, the concluding stage at which the reorganisation in colleges and the reorganisation in schools should be tied together, will be reached next year (1962-63). According to the accepted scheme, a new 11th year has to be instituted in schools and the pre- university course (the stop gap buffer course of one year) should be dropped from colleges. At this stage, we find ourselves up against the stark impracticability of taking this final step. It is now clearly demonstrated that our commitments in respect of even the reorganised 10-year school education are expanding so much and so rapidly by reason of the tremendous popular demand for education that the financial implications of a 11th year at school can be seen to be prohibitive On purely financial grounds, the reorganisation scheme cannot be completed except in a limited number of schools if the attempt were to be made, it is inevitable that there should be two different types of schools for a long time to come and this is unsatisfactory on many grounds. Again, the financial difficulty has been mentioned because it is the more obvious one. But the difficulty regarding teachers is even more real and even more serious. The problem of providing teachers in sufficient numbers and with the attainments needed for the existing level of secondary school education is formidble enough. Provision of extra numbers needed with the attainments necessary for a higher level of secondary school education will not be practicable, as a general school system, for a long time to come.
At the same time, the compression of the two-year Intermediate course into an one-year pre-university course has already created financial problems for the managements of aided private colleges, which will be further aggravated if the pre-university course is also abolished in these colleges.
If, as appears inevitable, it is concluded that the reorganisation of school course should be limited to 10 years, and a buffer course must continue to exist in colleges, the question arises why such a buffer course should be limited to one-year and why it should not be restored to two years as before. It is at this point that the problem of the medium of instruction has a decisive bearing on the problem of reorganisation.
(23) Under the old system the two-year Intermediate course served an extremely valuable purpose in effecting this transition smoothly. Pupils come into colleges from different schools in different parts of the State with markedly varying attainments in their. knowledge of the English language; and with no experience of being taught in English as the medium of instruction. The two-year Intermediate course helped to acclimatise them to the new medium of instruction levelled up their knowledge of English, weeded out those who (after a reasonable amount of assistance) failed to make the grade, and thereby enabled all those who were admitted to the old two-year degree course to get the full benefit of that course.
24. At present, this benefit has been sensibly diminished by the reduction of the buffer from two years to one. If now, the one-year pre-university courses is also abolished, the buffer will be entirely removed. All the pupils (and their number is increasing from year to year) who come from schools and join the university degree
49
course will suffer a very severe handicap. It is obvious that a large proportion of college time will have to be wasted in helping the pupils to overcome this handicap; inability to follow lectures and consequent restlessness and indiscipline are bound to increase further; failures will be more numerous. The benefit sought to be secured by the addition of an extra year to all the degree courses will be wiped out by these added new handicaps for pupil who are admitted to these reorganised degree courses. It must be expected that, notwithstanding all the efforts made in the last few years the average standard attained by graduates in future will not be muc, higher than in the past, even if it does not become actually lower.
These results will be bad enough in the ordinary B A. or B.Sc. degree courses. But they will be especially disastrous in respect of the engineering, medical, agricultural, veterinary and other scientific and technological degree courses.
(25) Now that the Government of India are obliged to formulate an all-India policy regarding the medium of instruction in colleges, it seems to me essential that they should take note of this fundamental weakness in the reorganisation scheme at present sponsored by the Government of India. The reorganisation scheme should make full allowance for the fact that two different media of instruction in schools and colleges must continue to be maintained for a long time, in respect, at any rate, of all scientific and technological degree courses, and all postgraduate degree courses. There is no escape from this problem by way of retreat; that is to say, by way of restoring English as the medium of instruction in secondary schools. Apart from other aspects of the matter this is plainly impracticable in view of the rapid expansion of secondary education that has already occurred and the large numbers of schools in rural areas for which teachers capable of teaching in the English language cannot be found.
The conclusion is, to my mind, clear that the courses of studies in college should include not only the degree courses as now reorganised with an added year but should include also a buffer course of full two years duration. The reorganisation scheme at present sponsored by the Ministry of Education should be reviewed and revised on this basis. (26) The resulting scheme would be as follows:
(i) The total duration of education preceding the B.A. /B. Sc. degree would be 15 years (as against 14 under the present reorganisation scheme).
(ii) The total of 15 years would be divided into 5 years in colleges (instead of 3 under the present reorganisation scheme) and 10 years in the schools (instead of 11 under the present reorganisation scheme.
(iii) The total of five years in colleges should be divided into a B.A. /B.Sc. degree course of three years following a buffer course of two years. Such a buffer course may be referred to as the "Junior College" diploma course, following a recommendation made by the Radhakrishnan Commission.(The "Junior College" diploma course should be accepted as the equivalent of the higher secondary school course which Secondary Education Commission wanted, but which it is now proved to be impossible to provide in all schools as part of a general system of school education).
50
(27) It is obvious that 15 years of education will help to attain a higher standard for the B. A./B. Sc. degree holder than the 14 years provided under the present reoganisation scheme. Not only will an extra year help to increase the content of education, it will help to raise the age of admission to degree courses by one year and thereby secure greater maturity among pupils. If five years of education out of these fifteen years are provided in colleges (instead of four formerly or three under the present reorganisation scheme) and if the first two years provided an effective buffer for the transition from one medium of instruction to another, there can be no room for doubt that the resulting standard of university education is bound to be very substantially higher than it has been hitherto and than it is likely to be under the present re-organisation scheme.
(28) If the total duration of school education is limited to 10 years uniformly in all States, the expenditure involved in the provision of school facilities would be more manageable than it is likely to be on the 11 year basis. It is true that the standard attained at the end of 10 years of school education cannot be higher than it is today. The "Higher secondary standard which was aimed at by the Secondary Education Commission cannot be made available for all pupils who reach secondary schools. It is, surely, far better to recognise this fact of life and make sure of adequate provision of teachers, and equipment necessary for helping to preserve existing standards than to set a theoretically higher standard and fall grievously short in providing the facilities necessary for its attainments. At the same time, it is not as if the "higher secondary" standard will be lost altogether. So far "academic" education is concerned, the "Junior College Diploma" course will be at least as efficients as the higher secondary school course. It will be open to pupils who seek a higher standard of education than that provided in all secondary schools but who are unable or unwilling to seek an university degree, to study for two more years and secure a Junior College diploma.
(29) For all-these reasons, revision of the present scheme of re- organisation of courses of studies in colleges on the basis set out in para 26 above will be necessary and useful for two purposes
First for overcoming the difficulties presented by the continued maintenance of two different media of instruction in schools and colleges.
Second for ensuring genuine educational efficiency at all levels and more particularly, the efficiency of scientific and technological education at the university degree level,
Note :-Prepared by the Ministry of Education on Memorandum on
"Medium of Instruction in Colleges" forwarded by the Government of
Madras vide item 3 (ii) of Agenda. The Central Advisory Board of Education at its meeting held on 16th and 17th January, 1961, considered the following recommendation of the Higher Education Committee on the medium of instruction at Indian universities :
"With the objective of changing the medium of instruction from English to regional languages in Indian universities without adversely affecting the standards of higher education, the Committee reiterates the need for necessary preparations by each
51
university and State Government before introducing the change. These preparations should include producing textbooks and other literature of a high standard and of sufficient variety in the regional languages concerned as also the preparation of university and college teachers to be able to teach through the regional languages."
2. The Board passed the following resolution:-
"The Board approved the recommendation of the Standing Committee.
With regard to the question of reviewing the present policy relating to the media of instruction, it was decided that the matter be referred to another session of the Board. It was also suggested by the Chairman that if necessary, the Board may be called to discuss this question."
3. The policy accepted by the Government of India in regard to the medium of instruction at the university stage is based on the recommendations of the University Education Commission that was appointed in 1948 under the chairmanship of Dr. S. Radhakrishnan and more recently of a Committee appointed by the University Grants Commission under the Chairmanship of Pt. H. N. Kunzru. An extract from the report of the University Education Commission is attached (Annexure A). A copy of the recommendations made by the Kunzru Committee is also attached. (Annexure B). These recommendations were generally endorsed by the Conference of Chief Ministers of States and Central Ministers held on August 10, 11 and 12, 1961, that considered, inter alia, the question of medium of instruction at the university stage. Paragraph 18 of the statement issued by the Conference reads
"18. The question of the medium for university education was discussed at length. The tendency of regional languages to become the media for university education, though desirable in many ways, may well lead to the isolation of universities from the rest of India unless there is a link in the shape of an all-India language. Teachers and students will not be able to migrate easily from one university to another and the cause of education will suffer for lack of a common link between universities in different-linguistic areas. The importance of such a common linguistic link between universities was emphasised. Such a common link can only be English or Hindi. Ultimately it will have to be Hindi, and it is necessary, therefore, that every attempt should be made to make Hindi suitable for this purpose. The change-over to Hindi and generally to a regional language as a medium of education will only be effective when such language has adequately developed for the purpose of modern education, and more especially or scientific and technical Subjects. Every effort should be made to develop Hindi and the other languages for this purpose,Till such time as this happens, English may be continued. It may also be possible and desirable for the change over from English to Hindi or a regional language to be phased or divided up into subjects. Thus, scientific and technical subjects may be taught for as long as necessary in English while other subjects may be taught in Hindi or the regional language as the medium. In any event, the standard of teaching both in Hindi
52
and English should be improved and maintained at a high level in schools and colleges."
This question was also discussed at length in the National Integration Conference held at New Delhi from 28th September to 1st October.
The views expressed at the Conference are summarised below:-
"15. As regards the medium for university education, while a plea was made for the use of Hindi as the medium on an all-India basis the general view was that the regional languages are bound to replace English as the medium of instruction as soon as the necessary preparations for the change-over could be made acceptable to the academic world. But it was agreed that in such an arrangement, there would be the necessity of a link in the shape of a language understood all over India. It was felt that this link must ultimately be Hindi, but since Hindi, like any other regional language will take some time for its full development, English will continue to be such a link. This implied that Hindi must continue to be taught as a second language as in the secondary stage of education where necessary ; and it also implied that English, apart from continuing as a transitional link, will remain as a language of international importance for the enrichment of our languages in regard to science and technology.
"16. The Chief Ministers had expressed the view that phasing of this change-over from English to Hindi or a regional language according to subject would be necessary but if as recommended by themselves and the University Grants Commission, all technical and scientific common words, including well known inter national terms, are included in the technical terminology based on international usage and are common to most of the Indian languages, then such phasing may not be necessary"
At the conference of Vice-Chancellors held on 28th and 29th October 1961,the question of the medium of instruction was not specifically raised for discussion A passing reference was, however, made to this problem. It was generally felt that English could be the only appropriate medium of instruction at the present stage, taking into consideration the present circumstances. It was noted that in some universities the regional language was being used as medium of instruction in part or whole and this experience would be watched with interest. It was also mentioned at the conference that knowledge of English was a great integrating factor in India both for the unity of India and for access to World literature in many subject of Science, technology etc, where new discoveries are being made every year. A majority of the vice-chancellors felt that a language of international usage was essential and that India could ill afford to change this medium of instruction.
The note on "medium of instruction in college" prepared by the Minister of Education, Madras, is generally in line with the recommendation of the Kunzru Committee. There is, however, an important omission in regard to the use of Hindi at the University stage which was emphasised by the Conference of Chief Ministers. The specific suggestions for the formulation of an all-India policy are also in certain respects at variance with the policy adopted so far by the Government of India. At the end of his note on the medium of instruction, the Education Minister, Madras, has
53
proposed the main features of an all India policy regarding the medium of instruction in colleges. These features, along with the comments of the Ministry of Education, are stated below:
(i) The changeover from English to the regional language as the medium of instruction in college should be limited, for the present, to the reorganised three-year course of studies leading to the B.A. degree only.
Comments: Some universities have already gone beyond the limitation proposed by Shri Subrarmaniam and are now contemplating the use of Hindi, and other regional languages as media of instruction in courses other than the B.A. degree only. It would not be correct to reverse the process already completed nor would it be appropriate to slow down the plans of the universities for the switch-over from English to the medium of Hindi or a regional language. Subject to the care and preparation needed for the switch-over to a regional language, has been emphasised by the Kunzru Committee, the Ministry of Education are of the opinion that the universities should have the freedom to take appropriate steps in this direction.
(ii) In respect of all other courses of studies in college, including in particular all courses of studies leading to any scientific or technological degree or any post- graduate degree, English should be retained as the medium of instruction in all the colleges of all the universities in India.
Comments : Comments made above apply to this recommendation as well. While it may be necessary to retain English as the medium of instruction for scientific and technological studies and for post- graduate courses for some times, it is not envisaged that English will continue to be the medium of instruction for all time.
(iii) The use of English for the foregoing purposes should be continued for as long as period as may be necessary. As and when the time arrives when a decision can be taken on all-India basis, that the use of English as a medium of instruction has ceased to be necessary, the final phase of the change-over may be undertaken. At the end of that phase, English should be replaced in each university in India by the regional language of the local area in which such university is situated, as the medium of instruction in all the colleges of such university.
Comments : The Ministry of Education are in agreement with the proposal. It is not, however, more necessary to lay down the phasing of changeover from English to Hindi or the regional language uniform for all the universities. As stated above, each university should be free to extend the use of the regional language or Hindi; or various studies in accordance with the progress achieved by it in the implementation of the necessary preparatory steps.
(iv) Clear distinction should be made between the use of English as a medium of instruction and the study of English as a language. Provision for the latter should be improved both in school and college and maintained permanently as part of the educational system of the country.
54
Comments : This recommendation is acceptable and is in accordance with the policy of the Government. Attention is, however, invited to the following extract from Shri Subramaniam's note:
"Knowledge of Hindi must, no doubt, be propagated among the non-Hindi language groups, but under the accepted policy of prolonged bilingualism, a date cannot now be set when Hindi will have become the sole medium of inter-communication and English will have ceased to function as such."
Since Hindi will ultimately replace English as the linguistic link, it will be necessary to strengthen the study of Hindi also at the school and college stages all over the country.
The matter is placed for consideration before the Central Advi- sory Board of Education,
Appendix A (Contd)
ANNEXURE A
Summary of Recommendations made by University Education Commission
on Medium of Instruction "We recommend
1. That the Federal language be developed through the assimilation of words from various sources and the retention of words which have already entered into Indian languages from different sources, thereby avoiding the dangers of exclusiveness;
2. That international technical and scientific terminology be adopted the borrowed words be properly assimilated, their pronunciation be adapted to the phonatic system of the Indian languages and their spelling fixed in accordance with the sound symbols of Indian scripts;
3. That for the medium of instruction for higher education English be replaced as early as practicable by an Indian language which cannot be Sanskrit on account of vital difficulties;
4. That (i) pupils at the higher secondary and university stages be made conversant with three languages,- the regional language, the Federal language and English (the last one in order to acquire the ability to read books in English);
and (ii) higher education be imparted through the instrumentality of the regional language with the option to use the Federal language as the medium of instruction either for some subjects or for all subjects;
5. That for the Federal language one script, Devanagari, be employed and some of its defects be removed;
6. That immediate steps be taken for developing the Federal and regional languages
55
(i) A Board consisting of scientists and linguists be appointed to prepare a scientific vocabulary of words which will be common to all Indian languages and also. to arrange for the preparation of books in different sciences to be rendered into all Indian languages
(ii) Provincial Governments be required to take steps to introduce the teaching of the Federal language in all classes of higher secondary schools, more in degree colleges, and in universities.
7. That English be studied in high schools and in the universities in order that we may keep in touch with the living stream of ever-growing knowledge."
Appendix A (Contd)
ANNEXURE B
Summary of Recommendations of Kunzru Committee 1. That the change from English to an Indian language as the medium of instruction at the university stage should not be hastened.
2. That the change to an Indian language should be preceded by an adequate preparation both in the cultivation of the Indian language concerned as a medium of expression for learned purposes and by preparation of a sufficient body of learned literature in that language in all subjects of study.
3. That even when a change in the medium of instruction is made, English should continue to be studied by all university students.
4. That a proper foundation in English should be laid at the secondary school stage so that the students going up to the university can have an adequate knowledge of English.
5. That it would be necessary to have the methods of teaching English at the schools carefully examined so that teachers might be suitably trained and the benefit of the latest techniques in the study of foreign languages made available to our teachers and students.
6. That it would be necessary to have textbooks prepared on scientific principles and chat the Government of India or the Council of Secondary Education should take up this question for consideration.
7. That it is necessary to define the aims of English teaching at the school stage and to have some arrangement by which those who propose to go up for university education can have additional emphasis laid on proficiency in English.
56
8. That in relation to the three-year degree course which is now proposed to be introduced in our universities, the teaching of English be given special attention in the pre-university class.
9. That the teaching of English literature should be related to the study of Indian literature, so that apart from its value for linguistic purposes, it could be an effective means of stimulating critical thinking and writing in the Indian languages.
10. That it is desirable to have the question of courses of study in English and methods of teaching English at the university stage examined by an expert body and the recommendations of that body adopted by all the universities.
11. That where English is not the medium of instruction at any university course, it is necessary to adopt special methods to secure an adequate knowledge of English as a second language.
12. That far greater attention should be given to linguistics in our universities and in our teacher training colleges.
13. That it is possible to learn languages more effectively and much faster than was considered possible in the past with the assistance of special techniques and the use of gramophones and tape records and other mechanical devices.
14. That it is in our educational interest that English should be retained as a properly studied second language in our universities even when an Indian language is used as the ordinary medium of teaching.
57
Appendix A (Contd.)
Item No 3 (iii) Steps to be Taken to Implement the Decisions of the Chief Ministers' Conference
STATEMENT PREPARED BY THE MINISTRY OF EDUCATION
Recommendations of the Chief Recommendations of the National Comments of the Ministry of
ministers' Conference Integration Conference Education
1 2 3
..... The conference regards the process of
education and its reorientation, where
necessary, as of primary importance.
2. Para 3 (a) Primary Education: The linguistic minorities are entitled The Ministry has drawn the
The right of linguistic minorities to have instruction in their mother- attention of the State Govern-
to have instruction in their moth- tongue at the primary stage of education. ments to this recommendation,
er-tongue at the primary stage of This has been reaffirmed on many who are already taking steps to
education was reaffirmed. occasions, and the Conference is of the implement it.
view that effective steps should be taken
to implement this principle not only in
the letter but also in the spirit.
58
1 2 3
The decisions of the States in
the regard to primary education
were accepted in principle. As
these decisions had been taken
in view of certain recommendations
of the States Reorganisation
Commission, they dealt with a
particular situation then
existing and are not wholly appli-
cable to other States. But the
principle was accepted and
necessary adaptations can be made.
The main objective is that no fac-
ilities previously available should
be reduced and wherever possible,
further facilities should be given.
4. Para 3 (b) Secondary Education : The Conference agreed with the chief In some States provision already
The general provisions of the Minister that the mother-tongue exists for providing instruction to
1956 memorandum were reaffirmed formula could not be fully applied the children of the minority groups
and the meeting accepted in for use as the medium of instruction in their mother-tongue. It is hoped
principle the decisions of the in the secondary stage of education. that all the States will fall in
states of the Southern Zone. It is expected that instruction will line with the policy laid down now.
These principles should be con- be generally given in the regional lang-
sidered by State Education Dep- uage or where certain circumstances
artments with a view to adaptation prevail, in any other language mentioned
to the present conditions prevai- in the Eighth Schedule of the Constitu-
ling in their States. tion, or in English. Special arrangements
may, however, be made in the case of
The mother-tongue formula could certain Adivasi areas.
not be fully applied for
59
1 2 3
use as the medium of instruction
in the secondary stage of educat-
ion. This stage gives a more adv-
anced education to enable studen-
ts to follow a vocation after sc-
hool-leaving age and also prepares
them for higher education in uni-
versities. The language used should
be modern Indian language mentioned
in Eighth Schedule of the Constitu-
tion as well as English. An excep-
tion might be made, however, in the
case of hill districts of Assam and
the district of Darjeeling in West
Bengal, where special arrangements
may be made.
5. Para 4: The importance of providing The view was generally accepted that The Central Bureau of Textbook Resea-
suitable textbooks in schools, both textbooks should be written on a rch which is a constitutent unit of
at the primary and the secondary national rather than State or regio- the National Institute of Education
stages, was emphasised. Normally nal level, and when they are written has undertaken preparation of model
these textbooks should be produced in any regional language, arrangements textbooks. Some of the States have
by the State Governments and not to could easily be made for their trans- undertaken nationalisation of text-
be left to private enterprise. The lation or adaptation into the other books.
textbooks should be so designed as languages. The recommendations made
to inculcate in the minds of the by the University Grants Commission
pupils an integrated outlook and a in this regard, namely that A nati-
sense of the unity of India onal advisory board consisting of
eminent scholars and university tea-
60
1 2 3
as well as of the basic cultural chers from different States, making
background of India. Also, They recommendations for revision and
should provide an introduction improvement, wherever necessary, was
to modern conditions in India also accepted. It was suggested, how
and elsewhere. The preparation ever that such a board might include
of textbooks, should be entrusted some eminent writers. The work of
Central Government should producing such textbooks should be
prepare model textnbooks both entrusted to some central agency.
for the primary and secondary
6. Para 5: the growth of the The Conference recognised that Hindi The ministry has already set up the
regional languages of India and must develop ultimately as the link Central Hindi Directorate which is
their progressive use in education for inter-State communication. As, how- engaged in the work relating to the
makes it essential to develop ever, it would take some time for the development, enrichment and propa-
rapidly an all India language for language to evolve sufficiently to gation of Hindi.
inter-State Communication, a express all modern concepts, English
purpose which has thus far been will continue to serve the purpose till
served by English. Although English Hindi is adequately developed.
will continue as such medium for
some time to come, it is clear that
urgent steps should be taken to
promote Hindi so as to fulfil that
purpose as early as possible.
Otherwise, there is danger of no
adequate connecting links, in so
far as language is concerned, between
the different States.
61
1 2 3
7. Para 6: It is important, both The Conference accepted the proposi- English has been included as one
from the point of view of inter- tion that the study of English is major languages for study in the
national communication and the important from the point of view of 3-language formula and a Central
growth of modern knowledge, international communication and the Institute of English has been es-
more especially of science, in- growth of modern knowledge generally tablished at Hyderabad to impart
dustry and technology, in India, and more especially in science, the knowledge of new methods of
that there should be wide-spread industry and technology. This would teaching English to teachers in the
Knowledge of an international be necessary at all stages of higher secondary schools and colleges. The
language. While this language education, particularly so at the State of U. P. has also set up a
may be any one of the important level of post-graduate study and adv- similar institution and some others
European languages, in effect, anced research. may also do so.
English will serve this purpose
more easily as it is fairly well
known in India. The study of
English will serve this purpose
more easily as it is fairly well
known in India. The study of
English, therefore, is important.
8. Para 7: Both Hindi and English It was agreed that the study of Hindi The position varies from State to
Should be taught at an early and English should be commenced at State. The study of these languages
stage. an early stage. starts from primary state in some
States and from middle stage in
other States.
9. Para 8: The meeting was of The Ministry has already appointed
the opinion that a common a committee of linguists to suggest
script for all Indian languages steps for improvement and propaga-
was not only desirable, but would tion of the Devanagri script. The
be a powerful link between the script has recently been standar-
different languages of India and dised and further reorientated with
therefore, of great help in bring- the help of this committee from the
ing about integration. Such a point of view of providing symbols
for the
62
1 2 3
common script in India in exis sounds that obtain in other regi-
ting circumstances can only onal languages of the country. The
be Devanagri. While it may be suggestions given by the committee
difficult to adopt a common of linguists are being examined and
script in the near future, this a final decision will be taken
objective should be kept in mind after the matter has been discussed
and worked for. in the next meeting. The Ministry
is also publishing bilingual
10. Para 9; It was agreed that the The three language formula, as set The simplified formula makes it
three-language formula should out in paragraph 9 of the Chief obligatory on some students to
be simplified and the language Ministers' recommendations was gene- study four languages and not three;
subjects for teaching at the se- rally accepted. It was urged that early this is where the mother-tongue and
condary stage of education should steps should be taken in the Hindi spe- the regional language for a pupil
be as follows:- aking areas to teach another modern happen to be different. However the
Indian language, preferably of the South State Governments are examining the
(a) the regional language and Indian group, in order to implement the new formula and taking action on
mother-tongue when the lat- three-language formula. It was felt in it.
ter is different from the this connection that the distances
regional language; between the different Indian languages
would diminish as stock of modern new
(b) Hindi or, in Hindi speaking concepts grew, as it was bound to, with
areas, another Indian lan- the advancement of learning.
guage, and
(c) English or any other modern
European language
63
1 2 3
11. Para 10: The question of affi- It was agreed that where schools and At present, every university has
liations of schools and colleges colleges using minority languages its territorial jurisdiction cl-
using minority languages to uni- could not be affiliated to universities early defined by statute. Within
versities and other authorities or boards within the State, they might that area no other university can
situated outside the State was be affiliated to universities or boards operate. In consequence, the quest-
considered. It was agreed that outside the State. Existing affiliations ion of affiliating schools and coll-
in most cases it should be pos- may continue. eges using minority languages not in
sible to arrange for the affili- in use at a given university, to
ation of such institutions to uni- that university, may be possible
versities or boards within the only when the relevant university,
State. But where there were may be possible only when the
insuperable difficulties in making relevant university Acts are amended
arrangements for such affiliation by the legislatures concerned. This
within the State, they might be has been brought to the notice of
affiliated to universities or boards the State Governments to take it up
outside the State. with the universities concerned, if
if necessary in consulatation with
the Inter-University Board and the
university Board and the university
Grants Commission.
This also applies to the Boards
of Secondary Education which have
restricted jurisdiction and an ame-
ndment in this respect is possible
only through legislative or ad-
ministrative action at the
State level, as the case may be.
12. Para 18. The question of the As regards medium for university
medium for university education education, while a plea was made for
was discussed at length. The the use of Hindi as the medium on an
tendency of regional languages all-India basis, the general view was
to become the media for univer- that the regional languages are bound
sity education, though de- to replace English as the medium of
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sirable in many ways, many well instructions as soon as the necessary
lead to the isolation of such preparations for the change-over could
universities from the rest of be made acceptable to the academic
India unless there is a link world. But it was agreed that in such
in the shape of an all-India an arrangement, there would be a the
language. Teachers and students necessity of a link in the shape of
will not be able to migrate a language understood all over India.
easily from one university to It was felt that this link must ulti-
another and the cause of educa- mately be Hindi, but since Hindi, like
tion will suffer the cause of any other regional language, will take
education will suffer for lack some time for its full development,
of a common link betbeen univer- English will continue to be such a
sitiesin different linguisitic link. This implied that Hindi must
areas. The importance of such a continue to be taught as a second
common linguisitic link between language as in the secondary stage of
universities was emphasised. education where necessary, apart from
Such a common link can only be continuing as a transitional link, will
english or Hindi. Ultimately remain as a language of international
it will have to be Hindi, and importance for the enrichment of our
it is necessary, therefore, languages in regard to science and
that every attempt should be technology.
made to make Hindi suitable
for this purpose. The chnage-
over to Hindi and generally
to a regional language as a
medium of education will only
be effective when such language
has adequately developed for
the purpose of modern education,
and more especially for scientific
and technical subjects. Every
effort should be made to develop
Hindi and the other languages for
for this
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purpose. Till such time as this
happens, Englis may be continued.
It may also be possible and
desirable for the change-over from
English to Hindi or a regional
language to be phased or divided up
into subjects. Thus scientific and
technical subjects may be taught
for as long as necessary in English
while other subjects may be taught
with Hindi or the regional language
as the medium. In any event, the
standard of teaching both in Hindi
and Egnlish should be improved and
maintained at a high level in
schools and colleges.
13. Para 19 as already decided by the The Chief Minister had expressed The Commission for Scientific and
Central Government, all technical the view the phasing of this change- Technical Terminology has already
and scientific terminology should over from English to Hindi or a regi- been established under the chair-
should be based on international onal language according to subjects man ship of Dr. D. S. Kothari for
usage and should be common to all would be necessary but if, as reco- finalising scientific and techni-
the Indian languages. mmended by themselves and the Uni- cal terms on the lines laid down
versity Grants Commission, all tech- in this paragraph.
nical and scientific common words,
Including well-known international
terms, are included in the technical
terminology based on international
usage and are common to most of the
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Indian languages, then such phasing
may not be necessary
14. The Prime Minister referred to Views were expressed strongly that Action is being taken to
the recommendations of the State in the interest of greater uniformity constitute a Central Educat-
Reorganisation Commission that and cohesion of policy, education should ional Service which will
more all-India services be be made a concurrent subject, or at least retain the important features
constituted. The principle for administrative purposes an All India of an All India Education Se-
of having all-India services in Educational Service should be constituted. rvice as far as possible.
the Engineering, Medical and
Forestry departments was accepted,
subject to schemes being drawn up
up and circulated to State Govern-
ments for consideration.