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It will be seen that no provision is made in this formula for a com- pulsory study of Sanskrit (or a classical language).

18. The Three-Language Formula, which has been recommended to the State Governments, is generally accepted by them, either in toto or with some modifications. Under these circumstances, if it were to be now suggested that Sanskrit also should be made a part of the com- pulsory core curriculum in Secondary Schools, the burden of languages to be studied, it is feared, would be definitely heavy and irksome. This Commission, however, feels-add this feeling is confirmed by the views expressed by an overwhelming majority of correspondents and witnesses that too great an ado is made about this 'burden' of languages. It may be pointed out that in some European countries also, students are required to study four languages at the Secondary Stage. Only recently, Shri Nehru mentioned, in another context, the case of Finland, where, besides Finnish and Swedish which are recognised as national languages, students in Secondary Schools have to take up two other languages out of English, German, Russian and French. India is a land of many languages, and the Indians are by nature good linguists. There are many bilingual, even multilingual, tracts in the country. Moreover, there have always been continuous and large streams of internal migration due to various reasons, such as administration, education, trade and industry, and pilgrimage, which have promoted a good deal of multilinguism among the people. The learning of four languages should, therefore, not prove a difficult proposition at all for Indian children.

19. Moreover, we unnecessarily underrate the capacity of children to learn languages. In this connection, the Prime Minister drew the attention of this Commission to the view of Dr. Penfield. According to this well-known brain specialist from Canada, a child up to the age of ten had a special corner in its brain for learning languages. These special cells in its brain helped a child to learn several languages. A grown-up person could learn a foreign language, but not with the ease and facility of a child. A child was in a position to register pictures in its mind of pronunciation and special features of a language more accurately and naturally than an adult. In the opinion of Dr. Penfield, it was absolutely wrong to say that children should not be burdened with the task of learning more languages. He emphasised the fact that, even if a child mastered three or four hundred words of a number of languages. it could later on develop this knowledge on a stronger foundation. It has been further proved that the learning of many languages does not adversely affect a child so far as its progress in other subjects is concerned.

20. Besides, the so called "burden" of the four languages, namely, mother-tongue, Sanskrit, English and Hindi, can be lightened by defining the quantum and the nature of their study, and by phasing them

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rationally in the curriculum. One often wonders whether too much time is not being spent on the study of the mother-tongue now-a-days. As matters stand at present, our children begin to study the mother- tongue at the primary stage and continue that study almost right up to their graduation. Is this long course in the mother-tongue really necessary for such students as do not wish to specialise in that language? Actually, it will be seen that most of the eminent authors who have produced literature in the various regional languages have been persons who had not received a regular schooling in these languages for more than five or six years, if at all. 1 Moreover, in view of the facts that a boy normally grows up in an atmosphere which is infused with the mother-tongue, and that in his case the medium of instruction and examination in respect of other subjects is also the mother-tongue, the time now spent on its study is far in excess of what is really due. As a matter of fact, quite a number of witnesses, educationists most of them, actually made a categorical suggestion that the teaching of the mother-tongue should be severely restricted in such circumstances.

21. Some witnesses strongly expressed the view that English need be introduced only at the University stage, and that Hindi could be provided for by some post-employment examination. One may not go so far, but it has to be clearly realised that, except in the case of those who want to specialise in these languages, English and Hindi have to be treated as skill subjects and not as content subjects. The courses in these languages should, in consonance with the above view, be so framed as to suit this specific functional purpose. It might then be quite feasible to adjust the study of these four languages without there being any trace of a burden. The situation can be further eased, if necessary, by avoiding the simultaneous. commencement of the learning of two languages, and by phasing their introduction.

22. Again, taking into account the linguistic affinities between Sanskrit on the one hand and most of the regional languages on the other, it may be argued that though, arithmetically, Sanskrit, Hindi and a regional language make three, from the point of view of their study-content, they make only two. Particularly, now that Hindi in the Devanagari script has been suggested as a compulsory subject in Schools, the initial difficulty of script in connection with the study of Sanskrit which used to be felt by those whose mother-tongues were pot written in Devanagari would be very much reduced. Moreover, as indicated elsewhere, the study of Sanskrit, Hindi and the regional language together should, with proper co-ordination, prove mutually helpful.

23. Looking at the matter from a purely academic and educational point of view, this Commission has noted with concern, that, in the present syllabus of Secondary Schools, through the subjects which are

1*As a matter of fact, laying disproportionate stress on the study of a ,single language should not be encouraged. For, the history of literature shows that periods of creative activity have always followed in the wake of the widening of the mind caused by fresh contacts, and the fresh breath of air from another literature and another pattern, of expression of the intellect has always revivified the mind and imagination of writers in a language and has made them put forth a new efflorescence.

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compulsory for all, provision is made for the necessary grounding in most of the important branches of knowledge except the Classics. The Commission is of the view that this state of things should not be allowed to continue any longer. If it continued, the very source of Classical Studies would be dried up. The Commission had ample evidence presented before it to show that the nature and extent of Sanskrit taught in Secondary Schools today had already adversely affected its proper cultivation at the higher level. Many educationists have suggested-and this Commission feels inclined to agree with the suggestion-that there is ,much scope for pruning the present syllabuses in Secondary Schools by dropping some subjects now included in the core curriculum in order to make room for an essential subject like Sanskrit'. In this connection, the comparative value in life of the different subjects has to be carefully considered. The relative importance of English and Hindi, which have been proposed to be taught as skill subjects, should also be properly taken note of. We have further to take into account the Indian tradition and the temperament of an average Indian. It is not unusual to find that educated Indians, whatever their chief vocation in life, are invariably drawn to the study of the Gita and the Upanisads and of the Mahabharata and the Ramayana at a later stage in life, pressing into service the knowledge of Sanskrit which they had acquired in schools. Cases are also not wanting of persons, who are essentially scientifically inclined, but who at the same time privately prosecute the study of Sanskrit in all seriousness, both for pleasure and for profit. Sanskrit helps scientists to acquire the proper balance towards the Humanities, which is so very necessary, for the mental well-being of an educated man. Indeed, the knowledge of Sanskrit is often the main thread which runs through the entire fabric of the cultural life of an Indian. We can, therefore, claim, on quite rational grounds, that whatever be the other subjects included in the curriculum, Sanskrit must form a necessary constituent of any system of liberal education in India. As Shri Kakasaheb Kalekar put it : Any number of guests may be invited to the house, but care has to be taken to see that the guests do not crowd out the host.

24. If the Commission's view that Sanskrit should be introduced as a compulsory subject in Secondary Schools was accepted, three questions would naturally arise: (1) In what way could Sanskrit be made compulsory ? (2) At what stage should the study of compulsory Sanskrit begin? (3) What should be the nature, extent and standard of this compulsory Sanskrit course to be introduced in schools ? We believe that the educationists in different States, who are conversant with local conditions, will be able to work out the details in this connection. However, certain broad principles may be stated here.

25. The study of Sanskrit can be made compulsory in Secondary Schools in one of the following four ways:

(1) There was a strong body of opinion placed before the Commis- sion, namely, that the Three-Language Formula, recommended by the

1*Among the subjects, which many experienced teachers had suggested might be dropped, were drawing, crafts, moral instruction and Hindi. In this connection, the Commission would like to reiterate its view that the load of the mother-tongue could also be substantially reduced.

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Government of India, should be modified so as to consist of only (i) the mother-tongue (or the regional language); (ii) English; and (iii) Sanskrit (or any other classical language). In the view of the supporters of this alternative, Hindi was to be taught at the College stage to such students as desired to enter all-India services. It was argued that a knowledge of Sanskrit acquired at the school stage would make the learning of Hindi much easier and its knowledge more perfect. In the opinion of the Commission, this scheme has much to commend itself. The Commission, therefore, urges it upon the Government for serious consideration. It would only like to suggest that, in view of the growing importance of Hindi, in the above formula, Hindi may be allowed as an alternative to English. So far as Hindi-speaking students are concerned, they may, if they choose, take in lieu of English any other modern Indian language, preferably South, Indian. Thus our first preference would be for the compulsory study of the following three languages in Secondary Schools : (i) The mother-tongue (or the regional language); (ii) English (or Hindi or, for Hindi- speaking students, any other modem Indian language, preferably South Indian); and (iii) Sanskrit (or any other classical language).

(2) Our second preference would be this : If the present Three- Language Formula, as recommended by the Government, namely, (i) the mother-tongue (or the regional language), (ii) English, and (iii) Hindi (or any other modern Indian Language for Hindi-speaking- students) was retained, Sanskrit should be introduced, in addition to the above three languages, as a full and independent examination- subject. The reasons and arguments adduced above (paras 18 to 22) would, in the opinion of the Commission, go to show that the study of four languages need not be considered to be a burden, particularly in a polyglot country like India.

(3) Sanskrit should be taught compulsorily, but there should be no examination in that subject; or, if there is to be an examination, the marks should not be counted towards passing, but only for rank and scholarship. So long as the passing of an examination is regarded as the necessary culmination of a course of study, the complete absence of an examination in a subject, or the examination in it being only optional, is bound to affect the seriousness of the study of that subject. Unless a subject has to be pursued as a compulsory examination-subject, there is a natural tendency among students to neglect that subject altogether. The Commission does not, therefore, recommend this alternative.

(4) Sanskrit should form part of a composite course with the re- gional language (which, for all practical purposes, is assumed to be identical with the mother-tongue), or with Hindi, or with both.' This has been very largely supported by many practical educationists as the best way to bring in Sanskrit, by-passing the objection to an additional language over and above the regional language, Hindi and English. The

1*Even in the past, Sanskrit, and the regional language were learnt together, and nobody ever thought that he was learning two different languages.

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main purpose of suggesting such a composite course, it should be clearly understood, is to ensure for Sanskrit a place in the compulsory core curriculum in Secondary Schools. In this connection, it may be pointed out that such a composite course is contemplated by the Three-Language Formula also, but there it is recommended only as one of the options for the regional language. If a composite course of Sanskrit and the regional language (or Hindi) is to serve the desired purpose, (a) at some stage, that course must be made compulsory in lieu of the regional language; (b) the duration of that course must not be less than five years; (c) the proportion of the two languages in the composite course must be such that, beginning with an equal emphasis on both the constituent languages, in higher classes, the emphasis on Sanskrit should increase and that on the other constituent language should correspondingly decrease; and (d) separate passing in each constituent language of the composite course must be made obligatory.' If these four conditions are fulfilled, this course may be recommended, but only as the third best.

26. Some other alternatives were suggested to the Commission in this connection, such as (i) that option should be allowed between Sanskrit and an intensive course in the regional language, or (ii) that a student should be permitted to choose any three of the four languages, namely, the regional language, English, Sanskrit and Hindi, or (iii) that only the regional language and Hindi should be made compulsory and Sanskrit and English should be introduced in the 8th class, leading to Honours in S.S.C., or (iv) that Sanskrit should be introduced as an extracurricular subject. The Commission cannot. however, recommend for acceptance any of the foregoing suggestions, for, none of them envisages a compulsory teaching of Sanskrit to all pupils in Secondary Schools.

27. Having regard to all that has been said above and considering the views of various educationists, the Commission thinks that the pattern of language-study at the integrated Elementary (Basic) stage (class 1 to 8) and the Secondary stage (class 9 to ID of education (preceding the three years of University education) should be, in broad outlines, as follows:

If, in accordance with our first preference, the languages to be compulsorily taught in Secondary Schools are to be only three, namely, the mother-tongue (or the regional language), English (or Hindi) and Sanskrit, only the mother-tongue (or the regional language) should be taught for the first five years (corresponding to the age-group 6 + to 11+ ); English should be taught as a compulsory foreign language from the sixth year onwards; and Sanskrit should be taught from the seventh year onwards. The Commission is definitely of the opinion that a course

1*This Commission was told that Committee appointed by the U. P. Government under the Chairmanship of Acharya Narendra Dev had recom- mended for the Secondary Schools in that State a compulsory composite course of Hindi (80%) and Sanskrit (20%). Many Sanskrit teachers complained that students did not take the Sanskrit part of this composite course (which was only nominal) at all seriously and that, therefore, this course failed to serve the desired purpose.

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of Sanskrit in Secondary Schools of less than five years' duration will not be at all adequate as the necessary foundation for a further study of the subject at the College stage. It is further desirable to familiarise children, even at the primary stage, with the Sanskrit language and thought, by making them learn by heart simple Subhasitas and Stotras, and through versions, in the regional language, of stories from representative Sanskrit classics. A beginning in this direction can very well be made in class 3 or 4. The advantages of introducing Sanskrit at such an early age are obvious. For one thing, if Sanskrit is then introduced through right methods, there will be no ground for any apprehension arising in the child's mind in future regarding Sanskrit being a totally new and difficult language. A child normally possesses a remarkable capacity for learning by heart, and, what, is more, for retaining for a long time what he has so learnt. Recitation in Sanskrit will also produce in a child a sense of clarity and correctness of pronunciation, which will be helpful in learning other languages as well. Care must, however, be taken to see that this training in Sanskrit, at the primary stage, is not formalised but is carried on only as an extra-curricular voluntary activity, not more than two or three times a week. It can easily be made to serve as a part of a course in general moral instruction. 1 This arrangement might continue-to a greater or a smaller extent-up to the time when Sanskrit would be introduced as a regular compulsory subject.

28. If, however, Sanskrit is to be introduced as the fourth compulsory language, the following scheme is recommended by the Commission. During the first five years, the only language to be studied compulsorily should be the mother-tongue (of the regional language). The teaching of the Subhasitas, etc., as suggested above, is also recommended to form a part of this scheme at the primary stage. In class 6, English should be introduced as a compulsory subject, so that, in that class, a boy would have to study two languages, namely, the mother-tongue (or the regional language) and English, with voluntary extra-curricular lessons in Sanskrit Subhasitas, etc. Out of the total number of periods available for language-study in class 6, two-thirds should be given to the regional language and one-third to English. Sanskrit should be introduced as a regular compulsory subject in class 7, the available language periods being divided equally among the three languages, namely, the mother- tongue (or the regional language), English and Sanskrit. Hindi should be introduced in Class 8, so that, during the next four years (that is, up to the pre-University stage), a boy would be required to study four languages; namely, English, Sanskrit, the mother-tongue (or the regional language) and Hindi, the proportion of periods assigned to these four languages, throughout the four years, being one-third, one- third, one-sixth and one-sixth respectively. Hindi could be started even a little later, for, with the background of the regional language and Sanskrit, which a boy might have already acquired, he would be better equipped to pick up

1*Today, in many schools, a few minutes at the beginning of the day's work are assigned to prayer. This occasion can also be utilised for the inculcadon of Sanskrit Subhasitas and Stotras.

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his Hindi. 1 So also, as a student will have already gone through a course of seven years in the regional language, and as Hindi is to be studied as a skill language and not As a literary language, the fewer periods assigned to these languages in the above scheme will be quite sufficient.

29. This same scheme could be made applicable with the necessary modification, even if a composite course in the regional language and Sanskrit was to be introduced as a compulsory subject.

30. As regards the nature and extent of the compulsory Sanskrit course in Secondary Schools-whether in a three-language or a four- language scheme-only one thing might be emphasised at this stage, namely, that on the one hand, this course should be self-sufficient, that is to say, it should realise perfectly definite aims; 'and, on the other, it must contain within itself the potentiality of future advance. It should include, in adequate measure and up to a reasonable standard, such items as basic grammar, simple composition, learning by heart some representative stanzas, understanding and appreciation of epic and some classical literature, and a general knowledge of the cultural background.

31. In the course of its inquiry, this Commission noticed that, in some States (more particularly in Bombay and West Bengal), Pali and Ardhamagadhi (or the Prakrits) were allowed as alternatives for Sanskrit even at the Secondary School stage. The Commission also noticed that, in comparison with the syllabus in Sanskrit, that in Pali or Ardhamagadhi (the Prakrits) was of an inordinately low standard. It appeared as if provision had been made, through these courses in Pali and Ardhamagadhi, for cheap passing. , More often than not, students took to these languages merely by way of an escape from the imaginary and highly exaggerated rigours of Sanskrit. This point was very strongly pressed before the Commission by many witnesses. This state of things is actually proving detrimental both 'to the study of Sanskrit and of Pali and the Prakrits. Eminent experts in Pali and the Prakrits, like Dr. P. L. Vaidya, Dr. Nalinaksa Datta and Dr. Hiralal Jain, who were interviewed by this Commission, were unanimous and unequivocal in their opinion that the study of these languages, which necessarily presupposed a sound grounding in Sanskrit, should not be introduced in Schools as alternatives to Sanskrit. At the same time, they expressed the view-and the Commission entirely agrees with them-that no higher study of Sanskrit would be complete without a fair knowledge of the Prakrits. We, therefore, recommend (i) that Pali and the Prakrits should not be allowed as alternatives to Sanskrits at the school stage, and (ii) that a study of the Prakrits should be made an obligatory part of the courses in Special Sanskrit in Universities and Pathasalas. Provision should also be made for the Prakrits and Pali being taken as special subjects at the graduate and the post-graduate stages.

32. The Commission would like to refer, at this stage, to a very vital matter, which was, in a sense, of an interim nature, as it might not have much relevance after our main recommendation regarding