Who hasn’t heard this rhyme in nursery? I was taught this rhyme as well, it is taught even today and probably it shall be taught till eternity. When this rhyme is taught in Nursery, the kids merely nod and repeat the same. There is no rocket science in understanding how many of them actually know the meaning of this rhyme, since the answer is crystal clear: ZERO. Now you would ask how children under the age of three would know the meaning of those rhymes. However, the question that flashes in your brain is irrational because infants have immense ability to understand from a young age. Our children, however, do not understand the meaning of the afore mentioned rhymes because it is not in their language. English is not the language of India. It is a foreign language forcibly imposed on India. India’s native language is Sanskrit and if we talk about other languages, then Hindi, Tamil, Telugu, Kannada, Malayalam, Gujarati, Bengali, Marathi, Oriya, Konkani, Punjabi, Bhojpuri, Awadhi, Magahi, Maithili etc are languages of our own. So the question arises, how did English become so important in India, which is jeweled with so many languages? Which institution imposed it ? Which person suggested it for the first time? Before beginning with Macaulay’s Tale, let me introduce you to a book, which gave me the inspiration for this episode. This is the book penned by Sankrant Sanu, It strikes at the concept prevalent in India, wherein English education is the sole indicator for development. This book motivates us towards the development of self-respect and pride by being conscious and aware of the language, and each of our listeners must read this book. We have given its link in the description section of the video. Now let’s have a look at Thomas Babington Macaulay. The year was 1813, when a manifesto was promulgated. According to this manifesto, the responsibility of education of ‘uneducated and uncivilized Indians’ was now with the British East India Company. Thomas Babington Macaulay subsequently arrived in India in 1834, upon whose arrival he was declared the head of the General Committee of Public Instruction. A few words sprung from Macaulay’s mouth as he stepped onto the shore of India: This means – After spending three months at sea, being on land is a pleasant feeling, but not on such land [India]. How are the people here – black faces, white turbans and loose-fitting clothes, the trees here are not likeour trees, the air is fragrant and the buildings here are as bizarre as the vegetation. Yes, this was the view of the head of the General Committee of Public Instruction of India towards India and Indians. Prior to the Macaulay period, education in India was mainly in Sanskrit and elsewhere in Arabic. But Macaulay immediately started the Anglicization of India. In 1835 Macaulay gave a fiery speech which would later become known as Macaulay’s minute. The so-called reforms proposed by Macaulay can be listed in these section:- 1) English is far more civilized and sophisticated than Arabic and Sanskrit 2) English is the most influential of the Western languages. India is under the British, so it is natural that the English language should be promoted in India so that trade and commerce can be conducted smoothly. 3) By studying English, India will be able to connect with the world [specifically the English] and be civilized and cultured like them. 4) Every Indian wants to learn English because they too seem to perceive Sanskrit and Arabic as inferior to English. 5) If the British want it, English language intellectuals can also emerge in India. 6) Only by English language can it be ensured that there are people born in India who are Indians by color and blood but English by ideology. Macaulay also threatened that if the reforms proposed by him were not promulgated, he would resign immediately and leave for England. The then Governor General of India, Lord William Bentinck, wasn’t too keen on implementing Macaulay’s suggestions, but he changed his mind and implemented this immediately, allowing no room for discussion. The reason behind this was his own experience in experience in Madras in 1807, when he was dismissed from the Governorship for his alleged insensitivity to Indian religions and customs. By introducing the controversial new policy on the eve of his departure, Bentinck perhaps calculated that he would succeed in avoiding a similar humiliation. However, Lord Bentinck refused to close the already existing Sanskrit and Arabic schools in order to avoid powerful groups from the Hindu and Muslim communities becoming hostile. Macaulay’s proposal was made a state manifesto and after its promulgation, many Christian missionary schools in India were opened and laid the foundation of the present Indian education system. Seeing his dream come true, delighted Macaulay wrote a letter to his father, as I read a part of it to you :- “Our English schools are flourishing wonderfully. We find it difficult, indeed, in some places impossible, to provide instruction for all who want it. At the single town of Hoogly fourteen hundred boys are learning English. The effect of this education on the Hindoos is prodigious. No Hindoo, who has received an English education, ever remains sincerely attached to his religion. . Some continue to profess it as matter of policy; but many profess themselves pure Deists, and some embrace Christianity.” Today, there is neither the British government, nor Thomas Babington Macaulay, but if there is something remaining, it is the Englishness. While language enriches India culturally, language has also been the cause of wars and division. What is the reason that a person moving from Uttar Pradesh or Bihar or Rajasthan to South India interacts with the local people in English rather than learning Telugu, Kannada, Malayalam or Tamil? What is the reason that while there are protests about Hindi in South India, but no one puts a question mark on the presence of English in South India and its importance? This was the vision that Macaulay had seen. Even today in India, people who know English are considered as venerable, great, and intellectual. The knowledgeable writers and writers of Hindi and regional languages are confined in their respective regions. No university admits a person if marks are low in English; if one is not proficient in English; one has to face humiliation in the interview. Why our children today recite rhymes like these without hesitation:- There are numerous question, but the answer is just one. The answer is rooted in our self respect, it lies in the mindset of that mentality according to which the English language is supreme and other languages are only its slave. In today’s globalized world, complete exclusion of English is impossible but respect and uplift of our languages is absolutely necessary whether it is Sanskrit or Hindi or Tamil, Telugu, Kannada, Malayalam, Gujarati, Bengali, Marathi, Oriya, Konkani, Punjabi, Bhojpuri, Awadhi, Magahi, Maithili or any other regional language. This was the tale of the imposition of a foreign language on Sanskrit-speaking India, the disposition of Sanskrit, the legend of disrespecting territorial languages, and the story of a cynical white who enslaved us to a foreign language for eternity.