COMPULSORY FORMAL EDUCATION
A travesty!
VED from VICTORIA INSTITUTIONS
It is foretold! The torrential flow of inexorable destiny!
KNOWING ENGLISH and NOT KNOWING ENGLISH
LOWER CLASS NATIVE SUPPORT FOR THE ENGLISH
A SCHOOL DROPOUT and HIS ACCOMPLISHMENTS
UNEDUATED ENGLISHMEN versus EDUCATED ENGLISHMEN
GRAVITY OF OUTLANDISH FOOLISHNESS
THE NONSENSE and the TERROR
The concept of compulsory education is an utter nonsense propagated by mediocre who first of all do not know what they are saying. Second, they are persons who want to escape their responsibilities through an easy route. In nations like India, where the language is feudal, to develop the underdog, all they have to do is not to use the pejorative, lower indicant words towards them. And provide them the chance to learn English. Also talk to them in English. Most of the suppression that come to bear upon the underdogs will disappear with these two things. However, the reality is that almost all of the people who really speak about improving the underdog will literally tremble at this type of improvement that can dawn upon the lower class. For, they would really improve and become equal to them.
However these crooks will still go on declaiming about discrimination and racism among the English folks, and many other things. At the same time, they would quite quietly forget that all discrimination starts with themselves, the moment they use lower indicant, pejorative feudal words and usages to their own fellowmen.
KNOWING ENGLISH and NOT KNOWING ENGLISH
Knowing English is itself a great knowledge, and education. For instance, my own daughter who was brought up in perfect English since and even before infancy, could easily grasp more ideas than most other equally born Indians, who was in the lower levels of the Indian feudal language codes. I could understand that this was not because she was innately more intelligent or a genius, but simply because she was not at all bothered about the respect versus pejorative codes in the local language, which would be a major issue of botheration and concern.
LOWER CLASS NATIVE SUPPORT FOR THE ENGLISH
Before discussing the various facets of education, I would like to give one simple illustration. Simply take the case of the East India Company. It was a small London-based company which was to rule the geographical area currently comprising Pakistan, India, Bangladesh and Burma. The person who really set up this empire was Robert Clive, who came to Madras (local name: Chennai) when he was eighteen. Within a few years, he was able to capture a major part of this geographical area, with the very enthusiastic support of the lower class native population of this area, who saw a first-time-in-history chance to break out of their centuries-old enslavement under the local native chieftains and feudal language.
A SCHOOL DROPOUT and HIS ACCOMPLISHMENTS
Robert Clive was a school dropout, who literally was bored sitting in front of teachers who more or less knew feeble amount of knowledge outside their textbooks. As to textbook and other book knowledge, any man who knew English could learn them, without the necessary intervention of a teacher. {This was quite true in the case of my daughter, in that she was reading English novels at a very young age, was good in mathematics much above her school age standards, good in swimming (age less than 4), and many outdoor and indoor games, good in computers (expert in Adobe Acrobat and good levels at Macromedia Dreamweaver, apart from other ordinary things, at age 7) at a young age. When she was put in school under the duress of police intervention, I am sure that there would have been zero number of teachers in her school who could compete with her in many of her accomplishments at age 9}.
UNEDUATED ENGLISHMEN versus EDUCATED ENGLISHMEN
Many of the early East India Company officials who administrated districts and even senior army posts, in these colonial areas were not formal scholars, with many being even youngsters. Yet, they could create the foundations of the British Empire. What about the formally educated British men? What could they do? They could study translated versions of non-English ancient textbooks and writings and come up with the idea that what the Englishmen in colonies were doing was wrong. Robert Clive and many of the other British colonial officials had to face many criminal cases against them for their various acts that led to the creation of the colonial empire. Actually Robert Clive committed suicide, when faced with an utter idiotic level of intellectualism in Britain, which could not understand the compulsions of feudal languages in Asian nations. At last, a lot of wise guys, formally fantastically educated, no doubt, had the intelligence to splinter the British Empires into pieces. They had no idea that Asian and African language codes could be terribly feudal. They had no idea that the British colonial officials were the focus of admiration from the lower class native population. They created a mess in these areas by giving up the colonies to the same class of feudal lords from whom the British colonial officials had saved the suppressed classes.
GRAVITY OF OUTLANDISH FOOLISHNESS
They gave up huge land areas to many such newly formed nations without the acquiescence of the native population that lived there. For example, the innumerable islands of Andaman and Nicobar were given to faraway India, with no feelings that the native people who lived there were not Indians and did not want to be Indians. Moreover, once they were handed over to the servitude of the Indian officials, they would be forcibly made to learn the Indian feudal languages and made to exist on the lower side of the Indian feudal indicant word array. They would be: Nee, Thoo, Avan, Uss, Aval and other such lower beings, while the Indian officials would be Aap, Adheham, Sar, Unn and such things. Clement Atlee, the super-nut and other accomplices did not have even a slight bit of understanding of what these words meant and their total affect on a person’s individuality.
WHAT WAS NOT SEEN
Now, this is the correct difference between uneducated Englishmen who saw the world in its reality and the formally educated Englishmen who spends a huge number of years in classrooms, writing projects, engaging in discussions and debates, participating in elocutions and recitation competitions and much more.
AN UNENGLISH TRAJEDY
Well, this is the tragedy of not just English people, but of most people all around the world. However, in the case of the Englishmen, the tragedy is much less than the others. For, the English-nation classrooms and schools function in perfect English, while most of the feudal language nation classrooms and schools function in feudal languages. What I am saying here can be explain thus: In the feudal language nations, the social communication is designed in a feudal lord versus serf manner. In a feudal language nations’ classroom and school, the same communication code is brought in. The teaching class is the feudal lord in the indicant words, while the students are the serfs, the slaves and the serving class. The teacher is the App, Unn, Adheham, Avar, Sar etc. while the student is the Thoo, Avan, Avan, Avattakal, Chekkan, Pennu etc.
I have gone into the aspect of feudal languages and its inflictions here due to its implications in education.
Coming back to what the educated Englishman can achieve, it is doubtful whether he or she can do anything better in school and college academic matters, better than any person of equal education in other nations like India.
GENERAL GOODNESS OF EDUCATION
Education is good to the extent that it does not limit other experiences, exposures, intelligences and capacities. Textbooks are not the only books to source out knowledge. There is an immensity of knowledge in other books also. General education should aim to equip the person with the adequate language knowledge and love for reading. For that, many years of school study is not a necessity in the case of many youngsters. That point itself deletes the need for compulsory schooling.
KNOWLEDGE
What is knowledge? Well, Mathematics, Physics, Chemistry, Botany, Biology, Geography, Geology, Anthropology, Political Science, History and such things are knowledge. One gets to learn them from schools and colleges. Correct? Well, not fully correct. I studied the rudiments of them all from schools and colleges. But then, with my proficiency in English, I could read many and understand many of them on my own, from books that I got from outside schools and colleges. I am a graduate in Physics. Yet, I did have a reasonable level of information in many of them from this outside reading.
Well, did I feel that I was highly informed due to these readings? Well, the truth is that I was not sure.
OTHER KNOWLEDGE
I have rudimentary knowledge in many themes also. Now, consider astrology, Fengu-shi, Sanskrit Mantra, Vastushastra, Herbalism, Music, Painting, Handicrafts, Interior Design, Horticulture, Agriculture and such things. They are also knowledge. Actually, statistically a person has more chance of earning a profitable livelihood by learning astrology than by the 17 to 20 years of academic study, when one considers that in my own small state he or she has to compete with not only 700000 persons of his or her own age, also others of higher and lower age, who are all studying the same academic content.