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 VERNACULARS AS MEDIA OF INSTRUCTION

It is to be hoped that Dr. Mehta's labour of love will receive the serious attention of English-educated India. The following pages were written by him for the Vedanta Kesari of Madras and are now printed in their present form for circulation throughout India. The question of vernaculars as media of instruction is of national importance; neglect of the vernaculars means national suicide. One hears many protagonists of the English language being continued as the medium of instruction pointing to the fact that English-educated Indians are the sole custodians of public and patriotic work. It would be monstrous if it were not so. For the only education given in this country is through the English language. The fact, however, is that the results are not all proportionate to the time we give to our education. We have not reacted on the masses. But I must not anticipate Dr. Mehta. He is in earnest. He writes feelingly. He has examined the pros and cons and collected a mass of evidence in support of his arguments. The latest pronouncement on the subject is that of the Viceroy. Whilst His Excellency is unable to offer a solution, he is keenly alive to the necessity of imparting instruction in our schools through the vernaculars. The Jews of Middle and Eastern Europe, who are scattered in all parts of the world, finding it necessary to have a common tongue for mutual intercourse, have raised Yiddish to the status of a language, and have succeeded in translating into Yiddish the best books to be found in the world's literature. Even they could not satisfy the soul's yearning through the many foreign tongues of which they are masters; nor did 8