Destruction Of Hindu Culture From India

[Bharatvarsh2]

NOTE ON VEDIC/ SANSKRIT PATHASHALAS AND THE EFFECT OF THE RIGHT OF CHILDREN TO

FREE AND COMPULSORY EDUCATION ACT, 2009 ON THEIR FUNCTIONING



INTRODUCTION



Over the last few decades, Vedic and Shastric education has become somewhat

marginalised with 'educated' modern households hardly considering Shastric

education as an option. The reasons could primarily be economic. However, there

was also a singular lack of recognition in the mainstream to the skills

developed over years of traditional Sanskrit and Vedic education. The result was

that only those who were strongly traditional or economically deprived would

send their wards to Vedic Pathashalas for pursing education of the traditional

arts and sciences in a specific and disciplined manner. The curriculum in such

Pathashalas is quite rigorous with a 6-8 year program. Such Pathashalas exist

all across the country. The products of such Pathashalas would go on to become

religious leaders, priests, traditional scholars, literary gems, ayurvedic

practitioners etc. Society still looks up to such traditionally educated

scholars/ practitioners to guide daily living and understanding of the

scriptural knowledge. In a way, it is these individuals who provide Hindu

society with its identity. Most of the students from such institutions go on to

lead fulfilled life and are respected in society. Financial security is usually

not a major problem. The Vedic/ Sanskrit Pathashalas usually accept students for

induction in the age group of 6-10 years and it is in this context that the

recently introduced compulsory and mandatory schooling in the 6 – 14 year age

groups in government recognized elementary schools becomes a new challenge to

traditional Sanskrit/Vedic learning.



The Right of Children to Free and Compulsory Education Act, 2009 has very lofty

ambitions to provide universal and compulsory education to all children in the

age group of 6 – 14 years. However, its enthusiasm to ensure universal primary

education has resulted in a universal definition of education in terms of a

conventional school. It does not specifically recognise alternate modes of

education like Vedapathashalas/ Gurukulas/ Madarsas etc.[size="5"] The mandatory and

compulsory nature of the 2009 Act has already started discouraging the small

number of traditionally minded from sending their children for training in

traditional Sanskrit/ Vedic subjects. This can potentially imply a deathblow to

a number of traditional schools of learning which were otherwise attracting a

small but dedicated group of students. At a time when there is an ongoing

decline and loss of Vedic/ Sanskrit knowledge, it is necessary to assure those

who opt for traditional education that their choice is respected and their

ability to do so will not be hampered.[/size] It is to kept in mind that although

Sanskrit per se is a language of national, if not international relevance, the

actual number of users of the language comprise a linguistic minority. It is the

duty of the State to take measures to protect the interest of such a minority

represented by the system and products of the Vedic Pathashala system. There is

a constitutional guarantee for the protection of such rights vide Article 29 and

30 of the Constitution. It is to be kept in mind that vide Article 351 of the

Constitution, it is also the duty of the State to promote the spread of the

Hindi language drawing primarily on Sanskrit for its vocabulary.



Recently, the HRD Minister, Mr Kapil Sibal convened a meeting with muslim bodies

demonstrating for the exemption of the Madarsa system from provisions of the

2009 Act. Giving in to the pressure of the representations, the Minister has

promised to carve out such an exception. While the right of the students to

follow the traditional Madarsa system of education appears to have been

protected, it is necessary that similar protection should be granted to other

affected persons like those who decide to study in Vedic Pathashalas. There

should not appear to be any discrimination in the manner in which different

religious groups are dealt with especially in matters of the traditional systems

of education which are crucial to keep alive the fabric and continuity of any

society. It would thus be immediately necessary to either suitably amend the

2009 Act or provide in the Rules thereof for traditional education systems that

address the issue of primary education in a different manner and which often

prove improved solutions.





GENERAL DESCRIPTION OF THE PATHASHALA SYSTEM OF EDUCATION



Vedic/ Sankrit Pathashalas and Tols exist all over the country. Most students

attending these Pathashalas enroll themselves or are inducted by their parents

at the age of 6 – 10. There is no specific uniform curriculum or board

throughout the country to regulate or define the nature of education in such

Pathashalas. While the Sanskrit Parishad had recently mooted the idea of a

Central Sanskrit Board, the same has yet not been acted upon or operationalised.

In the meantime, there is a variation from state to state with regard to the

nature and extent of regulation of education in the Pathashalas. The ancient

system of Gurukulas did not have any fixed text or examinations, but depended on

the intimate exchange of knowledge between a Guru and Shishya who stayed

together. There has been an increasing trend to adopt some form of

standardization of the examination or certification of the completion of the

Pathashala education. Social and religious organizations apart from Government

bodies like the Maharishi Sandipani Rastriya Veda Vidya Pratishthan provide

different certifications in recognition of the proficiency attained by students

completing the Pathashala course. However such certifications do not offer an

opportunity for the students to enter mainstream academia. It is necessary to

revive and implement the idea of a Central Sanskrit Board that will give Vedic

Pathashala students an opportunity to gain recognition in the mainstream and

provide them with options for pursuing further academic and economic

opportunities.



Most Pathashalas focus on preserving the oral tradition of the Vedas. The

rigorous schedule trains students on the nuances of correct rendition of vedic

chants. It also provides them with an instruction on the performance of rituals

and the attendant rules. Most importantly, it provides the students with a

thorough grounding on the basic tenets of a lifestyle that traditionally defines

society. This enables the students to play a leadership role in society by

providing direction in social and religious matters. Some Pathashalas also

provide instruction on Sanskrit texts and an introduction to the Shastras like

Vyakarana (grammar), Nyaya (logic), Sahitya (literature) etc. Students from such

Pathashalas often decide to pursue higher education in Sanskrit universities and

under learned Pandits and play the crucial role in interpreting and presenting

the collective wisdom of the Shastras for the benefit of mankind. Such scholars

who had their basic grounding in the traditional Pathashalas go on to become

Ayurveda practitioners, Astrologers, Logicians, Grammarians etc. Although the

full fledged instruction and study of Vedic and Sanskrit studies is a full time

activity in itself and does not lend itself to being a minor component of a

conventional school curriculum, some pathashalas have of late begun to introduce

subjects like English, Mathematics, Science and Computer acquaintance to instill

confidence in their students to interact with mainstream society. Some students

also appear for examinations conducted by the National Open School and obtain

certificates allowing them to participate in the mainstream society. The

flexible study options allowed by non regular options like the National Open

Schools helped the students manage their time effectively in the Pathashalas.



The report of the Sanskrit Commission (1956-57) has provided some description of

the Pathashala – Tol system prevalent across the country for the specialized

impartation of Vedic/ Sanskrit education. The report had captured the state of

affairs as it existed at the time of independence. The report had also provided

recommendations for revitalizing and improving Sanskrit education at the

elementary and higher levels. It is a fact that while some progress has occurred

in the Pathashala system, there has also been decline in some aspects with a

need to revisit the task of examining and improving the task of elementary

education in the Pathashala system. Given the crucial social and scholastic role

played by the Pathashala system, the efforts to undermine its contributions and

denying it recognition would immensely harm our precious heritage and harm the

interests of society at large.



THE RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT, 2009 AND ITS EFFECT

ON THE PATHASHALA/ TOL SYSTEM OF VEDIC AND SANSKRIT EDUCATION



The Right of Children to Free and Compulsory Education Act, 2009 has been

implemented with a view to provide free and compulsory education to children in

the age group of 6 – 14 years. The Act was notified for implementation from

April 1st, 2010. The 2009 Act was meant to put into action the fundamental right

guaranteed by the Constitution by the 86th amendment which incorporated Article

21A to be a fundamental right. The said Article 21A reads as follows: Right to

education.- "21A. The State shall provide free and compulsory education to all

children of the age of six to fourteen years in such manner as the State may, by

law, determine."

It is a fact that the 2009 Act has chosen to compulsorily implement an idea of

education that seeks to draw inspiration from the conventional system of

schooling with no inclusion of other valid sources of education like

Pathashalas, Madarsas, alternate schools and home education. The 2009 Act

provides for a specific description of a school which excludes from its purview

descriptions of traditional Pathashalas and the nature of education carried out

therein. Most of the instructions and training in the Pathashalas follow the

traditional norms and they do not correspond to the conventional notion of a

curriculum. Teachers do not have B.ed. or other certifications and are

recognized on terms not necessarily recognized by the 2009 Act. The Pathashalas

do not necessarily follow a class pattern like a conventional school. Despite

years of deliberations o the matter, the Central Government has not provided a

modicum of recognition for most Pathashalas with the effect that most

Pathashalas face the scepter of de-recognition with respect to the narrow

definitions of the 2009 Act. This is not a reflection of the Pathashalas as such

but more an inability of the 2009 Act to deal with systems of education other

than the conventional system of schooling. In a way, the 2009 Act, rather than

providing a compulsory provision for education is instead enforcing compulsory

schooling corresponding to a standard definition in the age groups of 6-14

years. [size="5"]This has the effect of ignoring and threatening the vibrant diversity and

the freedom of choice otherwise available to all citizens of the country. If

parents desire to educate their children in a certain manner that will best

reflect their aspirations and beliefs, there should be freedom to do so and the

State should not overtly interfere in such private specifics as the exact nature

and manner of the education being provided. [/size]This would amount to a micro

management and interference in individual choices and social and religious

matters not contemplated in the Constitution and contrary to the letter and

spirit of the Constitution.

The 2009 Act has already started threatening the continuation of the Pathashala

system of education. The schedule defining a recognizable school is already too

narrow with insufficient space to provide for the description of the Pathashala

system. Due to the compulsory nature of the elementary education as defined in

the 2009 Act and the provision of a certificate as contemplated by Section 30,

the lack of such a certificate would be most damaging to the future prospects

and options of a child. This has led to parents forcibly withdrawing children

from Vedic Pathashalas whose education would not otherwise qualify for such a

certificate. The 2009 Act is therefore unwittingly affecting the very foundation

of the traditional arts and sciences by choking and derecognizing the Pathashala

system which continues to supply the basic body of individuals who carry on the

traditions. This is particularly disturbing in an age and time which is

increasingly looking to alternate sources of knowledge and information to deal

with the world's problems. At a time when recognition for the Vedas and Shastric

subjects' contribution to mankind is growing internationally, it is disturbing

to consider a scenario when the very source of this fountain of knowledge is

threatened.

It is necessary to amend the Schedule in the manner provided by Section 20 of

the 2009 Act to bring about a broader description of the modes and options of

elementary education available. The national curriculum should necessarily offer

multiple options that allow and recognize the vedic/Sanskrit pathashala system.

There is an urgent need to instate a Central Board for Sanskrit studies that

will provide recognition to the body of traditional scholars who pursue

traditional arts and sciences.



EMAIL SENT TO THE HRD MINISTER ON 20th July, 2010

Dear Mr Sibal,



I am approaching the HRD Ministry because of some anomalies I have noticed in

the application of the Right of Children to Free and Compulsory

Education Act, 2009. I am sure that the Central Government is

implementing the Act with the best of intentions so as to ensure no

child is left out from the right to being educated. However, by the

imposition of detailed rules and guidelines regarding the nature of

education to be imposed, the Government has created certain anomalies.

The government has standardised the syllabus and has fixed the number

of hours of education in specified schools. This includes fixing the

number of days to attend school etc. While all this is fine from the

point of view of the millions of children who are absolutely bereft of

opportunity or education, the Act nowhere recognises longstanding

traditional education systems which existed parallel to the

conventional education.



The vedic pathashalas all over the country represent one such system.

The islamic madarsas represent another. In the vedic pathashalas,

students are expected to follow a rigorous programme of education from

the age of around 6 for a period of 6-12 years during which they are

trained in recitation of vedas and are required to follow certain

disciplines including dietary and lifestyle stipulations. In most such

pathashalas, the students stay away from their parents under the

guidance of a guru. Although few in number, it is these pathashalas

that are expected to train and educate spiritual leadership in Indian

society. While many of the products of such a system decide to follow

the profession of a Purohit or Archaka, a few go on to learn the

Shastras and pursue higher education in Sanskrit scholastic

disciplines. It is such people that Hindu society by and large looks

up to for guidance in daily living including the performance of

important festivals. Important events like Yagnas, marriages etc are

conducted under the guidance of the alumni of vedic pathashalas. Some

of the more scholastically inclined keep alive the numerous shastric

traditions including the understanding and exposition of sacred books

like the Ramayana and Puranas.



The products of vedic pathashalas may not be adept in science,

mathematics and english, but are in the most part fully literate in

the local language of the State and also have a working knowledge of

sanskrit. Most importantly, they are schooled in the discipline and

lifestyle that defines Hindu society and is necessary to keep our

cultural heritage alive. It is also a fact that the nature of the

Pathashala/ Gurukula system is such that it cannot be a part time

activity playing second fiddle to a full time school education as

contemplated in the 2009 Act.



From the viewpoint of protecting the character and traditions of Hindu

society, the well intentioned, but deficient provisions

of the 2009 Act are especially damaging. The Act does not provide for

any exception and does not recognise the value of traditional

education systems. One possible solution is to encompass Gurukula/

Veda pathashala education as a valid source of primary education.

Certain broad outlines can be specified in this regard. While there

may be legal methods of

challenging the efforts of the Act to standardise all

aspects of primary education, it is also important for the Government

to introspect and make necessary corrections based on the

circumstances in Indian society. The

damage that the strict enforcement of the Act can cause to Hindu

society by forcibly diverting

willing students from the Veda Pathashalas can be devastating to the

Sanatana Dharma way of life. There is need to assure those intending

to study in Vedic Pathashalas that their choice of education and

lifestyle will not be denied

because of inadequate legislation. It is also necessary to

ensure some sort of recognition for Gurukula/ vedic pathashala

education so that there is a greater possibility and choice for such

students to integrate with the mainstream. This will be beneficial to

society in general.



It is reported in the media that Muslim bodies are coming to the

forefront by seeking exemption from the 2009 Act provisions for

students opting for madarsa education. In their estimate, the right to

a madarsa education is important and necessary to keep up the

structure and basis of Muslim society. Given the ancient roots of

traditional Indian education and the shastric system, it is imperative

that the Gurukul/ Veda Pathashala system be similarly exempted if the

Act cannot be otherwise modified to recognise them.



I request you to look into the issue and take steps to initiate

corrective legislative actions. Concerned stakeholders and affected

students/ institutions may be consulted in the process.



With regards,Krishnan

Krishnan Venkataraman,

Advocate, Contract Management Consultant,

B Tech, MS, LLB

152, Maxworth Nagar, Kovilambakkam, Chennai - 600117,

M 96770 66635

krishnan.v78@...



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