Language and medium of Instruction

Language policy in Karnataka is in mess now. Recent Judgement of the Supreme Court made it more complicated. Karnataka has a history of more than three thousand years. Its main language Kannada has a literary histrory of one thousand five hundred years. It is one of the ancient languages of the world. It has classical literature dating back to 943 AD. First Kannada classical epic was reportedly written in that year. Several kingdoms ruled from Karnataka. Whole of southern India was once ruled by Kings of Karnataka. Kannada was the official language of several dynasties who ruled Karnataka and several south indian states.
When East India Company took over the reigns of Indian States over two hundred years from 1757 AD and had full control over by 1857 AD, a sort of revolution started in all states including Karnataka. It had several dimensions. Social awareness created among the people due to new education system brought by Britisher. Education was opened to the natives. Majority of  the population was denied the education during the rule of local kings who were guided by court priests. The society was heirarchial. There was upper and lower classes in the social structure. Thousands of castes were emerged and most of them used for service purpose.
This scenario changed after the British rule. Education opened to all section of the society. People, belonged to lower sections, participated in the development of art and culture. It was a social, literary and econimical revolution. It further enhanced after the Independence. Primacy to the regional languages prevailed after the re organisation of States based on languages. Karnataka emerged as one of the progressive States in the Union of India. Kannada was the official language in the States' administration. Efforts were underway to make it in all section of the administration, including judiciary and education.
But, with introduction of economic liberalisation, global industrial houses opened their outfits in India, particularly in Bangalore. It coincided with the Information Technology boom. Created thousands of job opportunities for the English knowing youths. This development had its impact on the education system of the Karnataka State. People madly rushed towards English medium Schools. Opening English Medium Schools became a profitable business. Politicians with the help of Officers opened thousands of English Medium Schools attracting students from higher and middle income groups. When people knew, communication skill in English fetch jobs, the rush to English Mediun Schools increased and Government Schools which were teaching in Kannada suffered students loss.  State Government language policy was questioned in the court of law and resulted in the present situation.
Now, Karnataka Government Can not force any private school to teach in kannada medium. This situation may lead to the increase of English medium schools. Kannada will become unimportant and may be irrelevent in the course of time.
English language is very important now. We need English for communication. But getting knowledge in the early ages of learning, one has to get it through mother tongue. If we force English medium in children, whose childhood is surrounded by Kannada atmosphere, they may lag behind in learning. It is the major crisis as far as kannada literary world is concerned.

My Friend Manjesh

When my Central College mate Mr G R Manjesh, posted to Delhi Karnataka Bhavan as liason officer, raised many eyebrows. After all he was from the Commercial Taxes Department, where officers are averse to go on deputation, that too out of Karnataka. But Mr Manjesh had no such hesitation. He had heard his friends, who had lived and worked in Delhi, talk about the excitement of the national capital and how the ministries controlled the fate of various States. He also had heard that a dedicated and focused official can get lot of things done. His being an extrovert whose motto was meet many new people every day also motivated him to take the Delhi assignment as a challenge. Mr Manjesh was also deeply interested in cultural activities like theatre, cinema, literature and folklore. Delhi has many national cultural centres like Sahitya Akademi, Lalit Kala Akademi, Sangeeta Natak Akademi, Indira Gandhi National Centre for Arts, Directorate of Film Festivals, apart from dozens of theatres and art galleries.

According to Mr K S Sachidananda Murthy, Resident Editor, The Week, Mr Manjesh handled the critical work of liaison with central ministries, including the Prime Minister’s Office and also the general administration of the Karnataka Bhavans, which meant reservations for VVIPs. As the main Bhavan had limited number of suites, and whenever there was a huge rush of VVIPs eligible for these suites, there would be ego clashes. He would handle such incidents deftly, and personally liaise with the VVIPs to ensure that they had the impression they were getting the best deal. There would be extra small gestures of protocol and courtesy which would keep the VVIP contented.

One of the most difficult jobs in Government of India is chasing files as they go up and down the heirarchy, which may mean seven or more desks on each way. Mr Manjesh, who was new to Delhi and did not know many bureaucrats, did not stand on pride. He reached out to senior officials of Karnataka working for ministers as well as ministries and took their guidance. Several Kannadigas who were on the personal staff of central ministers were contacted. One such official was Mr Bykere Nagesh, who had worked with the Prime Minister and several senior Union Ministers. Now Mr Nagesh is the Additional Special Representative of the Government of Karnataka in New Delhi and produced an annual book on the quantum of grants sanctioned and released for Karnataka under all central schemes, which is now being emulated by other State government representatives.

Mr Manjesh liaised with the both the Central government and with the state government. He was in constant touch with the offices of Chief Minister, Chief Secretary and Finance Department to ensure that the information sought by the Central government reached promptly. He was also constantly in touch with the Raj Bhavan and the Law Department as many legislation approved by the Legislature would come to Delhi for assent from the President, based on recommendation of Union Law and Home Ministries.

Even as he did his official work diligently, Mr Manjesh did not allow his interest in culture take a back seat. He was keen on Delhiites being exposed the rich aspects of Karnataka culture.

He ensured that the Department of Information tied up with the Delhi Karnataka Sangha for regular screening of Kannada films. He also persuaded the Department of Kannada and Culture send out teams of artistes and writers to Delhi. He was the perfect host for these cultural ambassadors of Karnataka.

Mr Manjesh was a hardworking and compassionate representative of Karnataka during his years in Delhi. Several systems of co-ordination and liaison he introduced are still in vogue in Karnataka Bhavan.

That is why I am editing a felicitation volume in his honour.

early days-2

I knew from my childhood that nobody cares if you are in the recieving end. I was fifth son to my parents. I could not say my parents neglected me during my preschool days. They both had to carry the family of eight children. I had two elder sisters too. When I joined School, my two elder brothers were married. Their wives and children were also living with us. It was a single family. My father, headed a joint family before my birth. My village had just six houses. All were from a single family line. The whole village belonged to a single family...

No one from the village was employed in Government set up. They were mainly depended on agriculture. Horticulture was another activity. Our family owned a hactare areca garden. It also fetches some income....

Early days..

My native place is about 400 km from Bangalore. I had my early schooling near my place. It was about three kilometers distance. I had to walk through paddy fields and small streams across before reaching the school. I joined for Class 1. My elder sister, who was at class 4 used to accompany me. So I had to walk almost six kilometer everyday during my primary education days. I was six year old and my parents thought I should not have any problem walking. I had to go alone when my sister could not accompany for any reason. My father, a farmer, was very strict about my education. Bunking the class was severe crime according to my father. He used to punish very hard if I bunk the class without reason.

My primary education of early four years went on smoothly. It was not an issue for my father to send me to the primary school, even though it was almost three kilometers away from the home. When I passed the class 4 and eligible to join class 5, my father started worrying. I had to walk at least 10 kilometers to reach the nearby Middle School if I decide to pursue further study. There was transport facility nearby.  Two private buses were passing near our village to take me to the nearest village where Middle School was functioning. Even then also I had to walk another two kilometers to reach the bus stand. That would have reduced my daily walking distance to four kilometers daily instead of six kilometers.

It was at that time my maternal uncle whom we were calling as Mava,visited our home. He stayed with us for the night also. That was the practice during those days (1960). He knew my problem of  and offered to take me to his home which is just three kilometers away from Middle School. Father agreed to send me only if Mava accepts some rice in return. My family, an agriculturist outfit, used to produce paddy. Mava agreed and I happily joined Middle School for class 5. I had to learn English from class 5. Teachers were strict. First English alphabets were introduced. We had to learn both upper and lower cases. Small words were introduced gradually. Few rhymes to memorize. I fail to understand why I should memorize a poem which indicate the fall of London Bridge.

Such questions always disturbed me all through my education. When I used to see movies during my college days I used to relate its contents to my surroundings.  Once, I was at college, happened to see a film Samskara. It was based on a novel by U R Ananthamurthy. It got national award. But I failed to understand the theme. It depicts a brahmin who defies the customs his community, rises the religious question after his death. Narayanappa was his name. Novel says he defied the Brahmin customs. So, when he died, no brahmin comes forward to conduct his last rites. I, belonging to a caste which does not have such customs, failed to understand why that Praneshacharya trying to find out from religious texts for a solution. In my village, once a dalit died and no one from his family to conduct his last rites. My cousins in the village took the responsibility and made arrangements for the respectable last rites. There was no discussion either from village elders. All they said was, any one, whether he is dalit or anybody should be accorded an hounarable farewell. My elders were not that learned like Praneshacharya. But found the solution easily.   

I found fictions are very misleading during my college days...