THE SCHOOL BOY --II

The School Boy --II

Continuation from ---I

English alphabets were taught in the 6^th standard [then called ‘I form’]and in the following 5 years , those students acquired enough proficiency in handling the English language, though every other subject was learnt through Tamil medium or any other respective regional language [under different geographical locales in the state or province].

It is a sad commentary that even  after about 15 years [including the pre-primary stages]through English medium, the present day students fail to match the mastery in English, of those Tamil medium  boys and girls, who had an exposure to English, just for 6 years, starting from high school level.  The message is clear. All parameters of organizing statements, grammar, idioms, phrases and ‘constructs’ were appropriately imparted to the then learners by extremely dedicated teaching, even in villages/ small towns.

Let us recognize – what matters is NOT THE MEDIUM of instruction, but, how well any instruction is given; and how rigid and correct training practices are adopted.

Social setting in schools                 

                                                              Most of the students were from middle level or lower level economic strata of the society. Sophisticated chocolates /biscuits/ candy or beverages were simply ruled out even for their parents. The biggest items were peanut candy or some local preparations from seasonal fruits [ kadalai mittai. Ilandha vadai, kamar kat, kuchi ice [ ¼ ana –a piece ]] Except kuchi ice others were shared between friends by an imaginary hygienic practice –‘crow bite’ [kaakka kadi ] which meant rolling up the candy in a cloth to avoid saliva contact and bite it to smaller piece to be shared with the friend. It was a frequent process among friends of higher classes too. Such was the scale of economic poverty but a loving friendship, rich- for ‘give and take attitudes’ was rampant. Poverty was never an item of lamentation, though survival was possible only by the joint family system. 

Target                                                                                                                         

  People were destined to be poor, yet, everyone observed strict protocol in educating the boys and girls up to high school level, since higher secondary education was a part of collegiate education then. HS level was beyond their means of income and fortunately High school level learning was enough to seek moderate employment to clerical cadres in government services. Those candidates had enough command over their language, which proved a huge advantage in Secretarial services.

School ambience                                                                                                                     Present day schools have imposing structures, well laid out, with greenery, shady places for relaxing, reading rooms, rest rooms and so on. Staff and students appear in defined ‘uniform’ specific to each school. Physical infrastructure looks respectable indeed. But…?

The old schools that we recall here were ‘structural apologies’ to the nomenclature ‘school’. They had just classrooms, play ground and library more for teachers and honestly, I have no idea of students visiting the library. Though the schools were appearing ‘worn out’, the then teachers languishing in poverty were never poverty-stricken in teaching skills or dedication. So to say, those teachers could hold their heads high for their immaculate perfection in professional approach. In such schools of vibrant poverty, mental infrastructure was formidable-no matter what the size of the town or village was though the schools could not boast of physical infrastructure. Subjects were taught with utmost care –especially mathematics, languages for all intricacies of grammar and usages. Gadgets like calculators were unknown and one had to learn the nuances of using tables for multiplication. Daily recitation of tables in chorus in lower classes was a successful methodology to ingrain multiplication tables. That way every student learnt tables by repeated recitation. MORAL INSTRUCTION CLASSES DID REALLY PRUNE THE MENTAL ATTITUDE of children TO LIFE.  

Though in ill clad looks, those children had enough mental grid and tolerance to survive through hostile times of poverty; never did anyone speak ill of poverty or of those persons’ harsh life. The social setting in homes and schools rendered the right attitude to life – facing, braving and overcoming oddities of life only to succeed sooner or later. None ever had defeatist mindset nor did anyone get depressed by any reprimand. Those boys and girls gloriously sailed through harsh life and faced failures but succeeded in life by unflinching effort.  That puts in a nut shell the school boy /girl of 1950s and 60s across our country.

Prof. K.Raman