आत्महत्या को विवश करता इंग्लिश मीडियम सिस्टम
जहाँ न्युपा (NUEPA) के उपकुलपति प्रों. आर गोविंदम और दिल्ली स्थित डॉ. भीम राव अम्बेडकर यूनिवर्सिटी के कुलपति प्रो. श्याम बी मैनन अकसर अपना उदाहरण भी देते रहते है कि किस तरह से उन्होंने अपनी प्रारंभिक शिक्षा क्रमशः तेलगू और मलयालम माध्यम से लेकर धीरे-धीरे अंग्रेजी माध्यम से उच्च शिक्षा हेतु अपने आप को तैयार किया।
श्याम बी मैनन की मानें तो उन्होंने पहले अपनी क्षेत्रीय भाषा मलयालम
में ही पढ़ना लिखना सीखा था। अंग्रेजी तो तीसरी कक्षा के बाद ही सीखना प्रारंभ किया और उच्च माध्यमिक
कक्षा तक आते आते इंग्लिश साहित्य की क्लासिकल (श्रेष्ठ माने जाने वाली रचनाओं) का
अध्ययन करने लगे थे। आर गोविंदम भी अपना उदाहरण देते हुए कहते हैं कि उन्होंने
पहले अपनी प्राथमिक क्षेत्रीय भाषा पर पकड़ हासिल की और तत्पश्चात उनके लिए
अंग्रेजी सीखना सहज हो गया। पर ये दोनों ही शिक्षाविद इस बात का जिक्र नहीं करते
कि स्कूल के बाहर के वे कौन से मध्यम वर्गी ‘जैक’ (सहारे) थे जिसकी वजह से वे आसानी से अंग्रेजी पर पकड़ हासिल करने में
सफल हो सके। और परिणाम स्वरूप वे
यूनिवर्सिटी (विश्वविद्यालय) स्तर की कक्षाओं में बिना बाधा के अंग्रेजी के प्रयोग
में सफल रहे। साथ ही वे इस बात का जिक्र नहीं करते हैं कि उनके साथ पढ़ने वाले
उनके कितने साथी सिर्फ़ और सिर्फ़ अंग्रेजी न सीख पाने की वजह से उच्च शिक्षा से
वंचित रह गए। हालांकि हमारी केस स्टडी के दौरान ऐसे अनेकों केस आए जिसमें लोग सिर्फ़ और सिर्फ़ अंग्रेजी न आने की
वज़ह से यूनिवर्सिटी के चौखट से धकिया दिए गए।
हम इस अध्याय में उन केसों
के अलावा कुछ अखबारों की सुर्ख़ियों में छाने वाली घटनाओं का जिक्र
करेगें। कुछ ऐसे केस जिसमें उच्च शिक्षा के मंदिरों में होनहार
विद्यार्थियों ने सिर्फ़ ‘इंग्लिश मीडियम’ के दबाव में आत्महत्या कर ली। इंग्लिश
मीडियम का यह दबाव ‘इंग्लिश मीडियम पढ़ाई’ से ज्यादा ‘इंग्लिश मीडियम सिस्टम’ का था। किसी भी सिस्टम का अपने आप को बनाए
रखने का अपना एक गुण होता है। ..और औपनिवेशिक काल में स्थापित इस सिस्टम में जैसे
ही कोई ऐसा व्यक्ति दाखिल होता है जो सिस्टम के मूल्यों के अनुरूप न हो तो सिस्टम
उसे धकियाने लगता है। आइए अख़बार की सुर्खियों में छाए कुछ ऐसे केसों पर नज़र
डालते हैं कि किस प्रकार ‘इंग्लिश मीडियम सिस्टम’ ने ‘इंग्लिश मईया’ को प्रसन्न
करने हेतु ग्रामीण, क्षेत्रीय एवं कस्बाई पृष्ठभूमि के विद्यार्थियों
की बलि दी। बलि की बेदी पर चढ़ने वालो में
हर जाति-मजहब, क्षेत्र के निम्न एवं निम्न-मध्यम वर्गींय पृष्ठभूमि से संबंधित है।
आइये अख़बारों में छप चुकी
कुछ घटनाओं पर नज़र डालें-
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Cliping 1- The death of Anil Meena Suicides by Dalit and tribal students is
a story of discrimination Reference
Source http://archive.indianexpress.com/news/the-death-of-anil-meena/923471/ Merit is important — students
have to go through gruelling entrance tests to prove their worth before
joining any educational institution to become doctors, engineers, scientists. In 2010, Anil Meena, from a tribal family of
agriculturalists, a school topper, with 75 per cent marks in 10+2, covered the distance of over 500 km from his village in Baran district, Rajasthan,
to Delhi. He had again proved his merit in
one of the toughest medical entrance exams to become a doctor at one of the
country’s prestigious educational institutions — the All India Institute of
Medical Sciences (AIIMS). However, within two years of his
stay at this prestigious institution, on March 3, 2012, he hanged himself. The reasons, according to the
AIIMS administration, are that he was “depressed”, developed “psychiatric”
problems because of his inability to cope with the rigorous academic environment
combined with his lack of skills in the English language. Anil was 22 years old. It is mere coincidence that on the same
day, March 3, in 2010, Balmukund Bharti,a Dalit student at AIIMS,
committed suicide in similar fashion, but this coincidence does not end with
the date. A son of a Class III employee, a native of village Kundeshwar,
Tikamgarh district, Bundelkhand (MP), one of the most backward regions of
the country, Balmukund was also a school topper from Navodaya Vidyalaya and
possessed many certificates of academic excellence, including one from the
president of India, before getting admission into AIIMS after proving his
merit in its entrance exam. We are told that he was also “depressed”
and committed suicide by hanging himself in his hostel room due to “his
inability to cope up with academic performance” demanded by the
institution. Balmukund was 25 years of age, and was just a couple of months away from becoming a
doctor from AIIMS, something his parents say has not happened in the
surrounding areas in the last 50 years. AIIMS is not a lone institution.
There is a long list in the recent past that includes almost all premier
educational institutions — various IITs, Indian Institute of Science (IISc)
Bangalore, University of Hyderabad
and many more, where otherwise brilliant Dalit and Adivasi students, school
and college toppers, gave up their hopes and chose to commit suicide. The conventional wisdom is that these
students got admission through reservations with “lesser merit” and gave up
their lives unable to match the academic expectations of these premier
educational institutions. And the definition of this “merit” is defined
strictly in terms of marks at the entrance level, conveniently discounting
various other factors like social background, family, medium of
instruction in school, the rural-urban divide that play a major role in the
performance of the students. Unhealed-Wounds http://caravanmagazine.in/reportage/unhealed-wounds
“Rajendra was well aware of
Anil’s woes. Both had come from government schools where they were
taught in Hindi; at AIIMS, classes were only in English, and they barely
understood the lectures. “It’s a different world,” Rajendra told me. “We
were toppers in Hindi, now we are failures.” The AIIMS students
struggling with the transition to English tend to study on their
own—meticulously going through textbooks with the aid of a dictionary—and
seek assistance from older students from similar backgrounds, rather than
attending lectures they can’t follow. Anil had spent much of the previous
year in his hostel room, translating his way through the course materials,
sentence by sentence, to prepare for his exams. But shortly before the
test, in June 2011, Anil was told he wouldn’t be allowed to sit the exams
because his class attendance was below 50 percent. This was an unpleasant
surprise: the rule was not a new one, but it had rarely if ever been enforced
before. In August, he appeared for the supplementary examinations instead,
but—to his surprise—failed in all three subjects. Since then, he had been
trying to meet with senior faculty members to request that his papers be re-evaluated; he believed that a last-minute change in
the assessment process had prevented him from passing in at least one
subject, but nobody seemed willing to listen.” “A real investigation of this malady
will have to recognize first that the occurrence is not institute-specific.
It will also have to be acknowledged that neither Meena nor most of the other
students who suffered similar fates lacked merit — and cleared the entrance
examinations just because of the quota system — as has been the perception
in some quarters. What they lacked, perhaps, was a firm grasp of the English
language. According to reports, Meena struggled to understand
lectures in English as his school education was in the Hindi medium. Many
students across India who have been taught in the regional languages in
school will identify with Meena’s problem. When they enter higher education,
such students often find themselves engaged in a strange tussle with a
language foreign to them.
Moreover, they find their fellow students and faculty from the
privileged classes far more at ease with English. To add to their woes,
the academic environment has an entrenched bias against them. There is a
widespread tendency among the middle classes of this country to look down
upon those who do not speak English well; many a time, a student not
fluent in English is seen as generally ‘incompetent’. Often, leading
English-medium institutes encourage their students to converse only in
English, and the usage of the native tongue is discouraged. This
bias afflicts the professional sphere too. As a result, it is tremendously
difficult for students of the vernacular-medium schools to cope with
higher education and measure up in the professional field.”
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Cliping 2- Engineering
student ends life over poor English skill http://www.newindianexpress.com/states/tamil_nadu/Engineering-student-ends-life-over-poor-English-skill/2013/11/14/article1889808.ece#.UzjHNajoQfQ A 19-year-old
engineering student, who was upset over his poor English skills, committed
suicide by jumping in front of a train here on
Wednesday. Sources said Prasanth, son of
Malaisamy from Alagappa Nagar, was a first year engineering student of a
private college located near Sivakasi. Earlier ,he
completed his Plus Two in Tamil medium from TVS Sundaram Higher Secondary
School with a score of 1100. Though
Prasanth was not interested in engineering studies, he joined Computer
Engineering course owing to pressure from his parents. As he finished
his schooling through Tamil medium, he faced trouble in following the
subjects at the college as they were taught in English. Because of his poor English knowledge he could not put up a good
performance. Other students too started isolating him and due to this he was
in a dejected mood, said one of his friends, who studied with him in the
school. ……….. Police, who recovered the body, found
a suicide note in which he had mentioned that he could not cope up with
engineering studies due English medium and did not like the college and
hostel. He had also apologised to his mother, ‘I am sorry Amma’, for
the extreme decision, said the GRP personnel. He is the third engineering
college student to commit suicide here in the last three days.
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Clipping 3-
S. Dhyriya Lakshmi First-year student at Anna University commits
suicide http://www.thehindu.com/news/cities/chennai/firstyear-student-at-anna-university-commits-suicide/article3325338.ece
A 19-year-old student of Anna University
committed suicide by hanging herself inside a hostel, on campus on Tuesday
morning. Police said she left a suicide note stating that she decided to
take the extreme step as she was not able to cope with her college education. S. Dhyriya Lakshmi, a native of K.V.
Palayam in Villupuram district, was a first-year student of Civil Engineering
in College of Engineering, Guindy (CEG). She was a resident of a hostel at
the Kondrai Block on campus, where she was staying with five students in a
room. The girl's father Sakthivel, is
expected to arrive in the city on Wednesday morning..Speaking to The
Hindu over the phone, Sakthivel, who is a farmer, said that Dhyriya
Lakshmi was his eldest daughter and had scored 92 per cent in the class XII
exams. “I took a bank loan and put her in college after a lot of struggle,”
he added. Her classmates noted that she had attended
a class in the morning, “But she kept saying that she was finding studies
increasingly difficult, due english ” said
one of her friends. Dhyriya
Lakshmi had had a 7.85 CGPA in her first semester exams and an attendance of
over 93 per cent. But she found it very difficult to pass her internal
assessment exams in the second semester, especially because she came from
a Tamil medium school, her friends said. “Of the two internal assessment
rounds, she did not appear for one and had poor results in the other. The
thought that she had lost a year was bothering her very much,” one of them
said.
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For Dalit students, it’s a nightmarish leap from Tamil medium to
English Many
realise the need to learn English only after they finish school education students attend a session on spoken
English at St.Joseph's College in Tiruchi on Saturday. Photo: M. Moorthy
"When
people spoke in English, I used to scorn them, till I sat for an engineering
entrance exam in Madurai," narrates
Chandra, a student from a Tamil medium school, awaiting her Class XII
exam results. "The instructions were in English and all around me,
students were asking questions in English. Though I too had doubts to ask, I
felt too embarrassed to speak." A top-ranking student in her school,
unnerved by the experience, Chandra did not perform well in keeping with her
preparation. The
transition from school to college is a leap in itself, but for Dalit
students like Chandra from Tamil medium schools, who also happen to be
first-generation college goers and hail from poor families, the switch is
riddled with nightmarish fears. Most students realise the need for
learning English only after
finishing school, says John, a student from Kumbakonam. "In school, I saw English only as a
subject I had to pass. After the exams, everyone was talking about college.
When a relative asked me if I knew that all the subjects would be taught in
English, it scared me." Students from
various districts attending a residential programme in spoken English for Dalit youth
at St. Joseph's College in Tiruchi, shared their anxieties about sitting in a
classroom where subjects would be taught in a language they did not
understand. Some students admitted they were still not sure what a noun
meant. With English
being one of the subjects in school, how did they manage to pass all these
years? "Teachers mark important questions for us to learn," says
Deepa from Salem. Tilak, a student from Musiri, explains what seems to be the
popular method, "I mug up all the words in their proper order for every
sentence, though I might not understand the meaning of half the words. The
trouble is if I forget one word, then the rest of the sentence falls
apart." Among the
careers these students wish to pursue are medicine, engineering, commerce,
bio-technology and civil services. "Why do we have to learn subjects in
Tamil all through school, and then learn them in a different language in
college?" demands Sujitha, a student from a government school in
Perambalur. "I
wanted to learn to speak in English, but there was little I could have done
about it. Perhaps if my parents had more money, they could have sent me to an
English medium school," wonders Britto Raj from Kumbakonam. "Even
if we manage to get a course in Tamil, don't recruiting companies demand
knowledge of English?" asks Tilak. A firm
grounding in basic English grammar and ensuring Tamil medium students know
how to speak in English could make them more confident, feels Surya, from
Tiruvarur.
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‘Suicide’ of 13 year old boy shrouded in mystery http://thecanaratimes.com/epaper/index.php/archives/23849 MANGALORE:
The case of suspected suicide of a 13 year old boy at Talapady in Ullal
police station limits after his mother reportedly refused money to buy
biscuits, has been shrouded in mystery. …When
his mother peeped into his room in the evening, she found him hanging. The
boy committing suicide in the evening after pestering his mother for biscuits
in the morning, has raised much suspicion. The boy who had studied in Kannada
medium upto sixth standards was admitted to the Joyland English Medium
School recently. It is learnt he was finding it difficult to mingle
with the English medium students and there is
also a suspicion that he had pressure from teachers. As if to
substantiate it the school authorities refused to speak to the media on the
issue. There is also an allegation that the Principal had lied that the
school did not have the photograph of the boy.
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http://www.business-standard.com/article/pti-stories/bpharma-student-attempts-suicide-113090400470_1.html B.
Pharma student attempts suicide A
19-year-old BPharma student jumped from the third floor of her college
building . Sambul Ishaq, a BPharma student at M C Saxena Institute of
Engineering and Management, was severely injured after she jumped from the
college building yesterday, police said. Her
father Abu Ishaq has lodged a police complaint and investigations are on,
they said. According
to her father, Sambul was being ragged at the college. Her peers, however, said she was facing problems adjusting to
English medium of teaching at the college. She was often ridiculed over it,
due to which she was in depression, they said.
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चूँकि मैरिट आधारित वर्तमान व्यवस्था समान्य वर्ग के ग्रामीण या
निम्नवर्गीय पृष्ठभूमि के विद्यार्थियों के उच्च शिक्षा के मंदिरों में दाखिले की
संभावना को पहले ही बंद कर चुकी है। अब यदि ग्रामीण या निम्नवर्गीय पृष्ठभूमि से
आने वाले विद्यार्थियों के लिए कुछ संभावना बाकी है तो वह है अनुसूचित जाति, अनुसूचित जनजाति और अन्य पिछड़ा वर्ग (ओबीसी) के विद्यार्थियों की है। अतः
ऊपरी तौर पर देखने में लगता है कि यह आरक्षण की व्यवस्था का सहारा लेकर दाखिला
लेने वाले अनुसूचित जाति, जनजाति और अन्य पिछड़ा वर्ग (ओबीसी)
के विद्यार्थियों के प्रति स्वर्ण
जाति बहुल व्यवस्था का पक्षपातपूर्ण रवैया है। पर हकीकत में यह ‘एलिट-इंग्लिश मीडियम सिस्टम’ केन्द्रित शहरी उच्च
मध्यम वर्गीय पृष्ठभूमि लोगों का तमाम ग्रामीण-कस्बाई-निम्न और निम्न-मध्यम
वर्गीय गैर-इंग्लिश मीडियम पृष्ठभूमि के विद्यार्थियों पर दबदबा है। इंग्लिश
मीडियम की यह तलवार हर जाति के गैर-इंग्लिश मीडियम विद्यार्थियों पर समान रूप से
चली है। जाति की राजनीति तो सिर्फ़ मुद्दे को भटकाने मात्र के लिए है। इंग्लिश
मीडियम ‘एलिट’ साँस्कृतिक पृष्ठभूमि
के सभी जाति एवं मजहबों के विद्यार्थी इससे अछुते रहते हैं तो गैर-इंग्लिश मीडियम
साँस्कृतिक पृष्ठभूमि के हर जाति-मजह़ब-क्षेत्र के विद्यार्थी इसकी चपेट में आ
जाते हैं।
ये तमाम केस दर्शाते हैं कि इंग्लिश मीडियम सिस्टम उच्च शिक्षा की
सुरंग से उनको ही पार होने देता है जो इंग्लिश के रंग में रंग जाते हैं। वे सभी
दरवाजे पर ही रोक लिए जाते हैं , कत्ल कर दिए जाते हैं जो इंग्लिश के रंग में नहीं
रंगते।
जो रंग जाते हैं वे सिस्टम के आदर्श बन जाते हैं। वे ही बताते हैं कि
उन्होंने किस प्रकार क्षेत्रीय माध्यम से प्रारंभिक शिक्षा ग्रहण कर उच्च शिक्षा
अंग्रेजी में ग्रहण की। अनिल मीणा और धारू लक्ष्मी जैसे केस तो कुछ समय तक अखबारों की सुर्खियों में रहने के बाद भूला दिये जाते
हैं। इस तरह के के केसों का इस्तेमाल सिस्टम हद से हद जाति धर्म की राजनीति
परोसने के लिए करता है। माध्यम की वजह से आत्महत्या करने वाले विद्यार्थियों की एक
बड़ी संख्या तमिलनाडु के विद्यार्थियों की है। यह वही राज्य है जहाँ से हिन्दी के
विरोध में वहा के नेताओं ने अंग्रेजी की वकालत की पर तमिलनाडु के लिए तमिल की मांग
को दरकिनार कर दिया। कारण स्पष्ट है एलिट वर्ग का हित तथाकथित इंटरनेशनल लैंग्वेज
इंग्लिश के साथ है न की समान्य़ जन द्वारा बोली जाने वाली तमिल के साथ।
साभार
क्लिपिंग –
भारतीय भाषा आन्दोलन के फेसबुक वाल से साभार आम
प्रकाश हाथपसारिया जी की टिप्पनी
स्रोत्र:-
https://www.facebook.com/groups/359122914191444/permalink/517250218378712/
अंग्रेज़ी
के कारण हुई ह्त्या और आत्महत्याओं का भूत , वर्तमान और भविष्य ....!
अंग्रेजी
के कारण ऐसा नहीं है कि इस देश में पहले भी कोई हत्या या आत्महत्या नहीं हुई हो
लेकिन यह शायद अब तक की सबसे कम उम्र के किसी बालक की सीधी – सीधे हत्या ही की गयी है . ऐसा इससे क्रूर उदहारण
निकटतम इतिहास में सुनने या सुनाने को नहीं मिलता है . जिस देश में बचपन बचाओ
आन्दोलनकारी को दुनिया का सबसे बड़ा पुरस्कार नोबल दिया जाना हो वहां का बचपन आज भी
अंग्रेजी का बंधुआ मजदूर कैसे है, ये उसकी एक क्रूरतम बानगी भर ही है .
तेलंगाना
राज्य के नालगोंडा जिले के गाँव तिरुमालागिरी में प्राइवेट स्कूल की पहली कक्षा
में पढने वाले एक छह वर्षीय आदिवासी बालक(एस.टी) को उसकी अपनी मातृभाषा तेलगु बोलने और
अंग्रेजी नहीं बोलने के कारण उसकी टीचर ने उसका सिर दीवार में दे मारा और दुसरे
दिन हैदराबाद के एक अस्पताल में उसकी मौत सिर में लगी गंभीर चोटों के कारण हो गयी
यह
सिर्फ एक छोटे गाँव या जिले में हो गया हो या वहीँ हो सकता है - ऐसा नहीं है .
इससे पहले भी इस देश के प्रतिष्ठित कहे जाने वाले संस्थानों – भारतीय प्रोधोगिकी संस्थान ( आई आई टी ) – मुंबई में और अखिल भारतीय आयुर्विज्ञान संस्थान (
एम्स ) –
नयी दिल्ली में भी ऐसा
हादसा हो चूका है .
नब्बे
के दशक में आई आई टी –
मुंबई में चंद्रानी
हालदार नाम की एक बी टैक् प्रथम वर्ष छात्रा, जिसने अपनी प्रवेश परीक्षा बांग्ला भाषा माध्यम से देकर यहाँ प्रवेश
पाया था,
उसे यहाँ के अंग्रेज़ीदां
शिक्षक लगातार तंग कर रहे थे और पचा नहीं पा रहे थे , उसकी बहुमुखी प्रतिभा को , उन्होंने इसके लिए नए – नए हथकंडे अपनाए . और अंत में उसे आत्महत्या करने
को मजबूर कर दिया. वह एक अच्छी चित्रकार भी थी , उसने अपने पेंटिंग के एक कप मिट्टी के तेल को अपने गले पर मल कर
आत्महत्या की थी . कितना दर्दनाक रहा होगा ये हादसा , सब सुनकर ही रूह काँप जाती है. उन दिनों जनसत्ता
अखबार ने इस पर पूरा एक रविवारी परिशिष्ट निकाला था .
२०१२
में अखिल भारतीय आयुर्विज्ञान संस्थान ( एम्स ) – नयी दिल्ली में भी एक एम् बी बी एस प्रथम वर्ष के छात्र मुकेश, जिसने अपनी प्रवेश परीक्षा हिंदी भाषा माध्यम से
देकर यहाँ प्रवेश पाया था . उसे भी यहाँ के अंग्रेज़ीदां शिक्षको ने लगातार तंग
किया और सताया . यहाँ भी उन्होंने इसको बाहर करने के लिए नए – नए हथकंडे अपनाए . और अंत में उसे आत्महत्या करने
को मजबूर कर दिया .जब इसके माता – पिता जो एक साधारण गाँव के किसान थे और अपनी सारी जमीन बेचकर इसे
पढने भेजा था ,
अपने कुटुंब में एकमात्र
पुत्र का शव लेने आये तो उनकी करुण कथा से अनेक वहां आये मीडिया वालो के भी दिल रो
पड़े थे ,
जो रोजाना ऐसी अनेक
घटनाओं को निर्मम और निर्दया से प्रसारित करते है .
इस
छह वर्षीय बालक की हत्या में उस बच्चे या उसके माँ – पिता का कोई कसूर नहीं है , क्यूंकि उन्होंने तो अपने बच्चे को प्राइवेट अंग्रेजी स्कूल में
इसलिए पढने भेजा होगा कि उसका भविष्य बर्बाद नहीं हो . इस देश में एक प्राथमिक
कक्षा के बालक का भविष्य तो यहाँ उच्च शिक्षा संस्थानों में लगे अंग्रेजी माध्यम
से होने वाली प्रवेश परीक्षाओ की इस्पात के दरवाजे तय करते है और उसके बाद संघ लोक
सेवा आयोग ,
राज्य लोक सेवा आयोग , कर्मचारी चयन आयोग, बैंकिंग भर्ती बोर्ड , रेलवे भर्ती बोर्ड इत्यादि की परीक्षाएं तय करते है . और इसकी तैयारी
माता-पिता बच्चे के पैदा होते ही करने लग जाते है .
इस
देश में रोज़ी- रोटी ,पद – प्रतिष्ठा ,
अर्थ – सम्पदा और तमाम वैध – अवैध शक्तियाँ इस अंग्रेजी के माध्यम में ही निहित
कर दी गयी है. और ये सब यहाँ की सरकारों ने इस देश की एलिट क्लास कही जाने वाली
जाति विशेष में उत्पन्न नीति - नियंताओ की योजना के तहत किया है . इसलिए इस
हत्याकांड के दोषी वही सब है , जिन्होंने इस व्यवस्था को बनाया , चलाया ,
मज़बूत किया और अब उसे और
पोषित करने के लिए दिन –
रात एक किये रहते है .
यही
हाल रहा तो वह दिन दूर नहीं जब, अंग्रेजी के कारण आज तक हमारे देश में जो अब तक कई आत्महत्या और अब
हत्या हो चुकी है उनमे एक यह भी शामिल कर लीजिये और इंतज़ार कीजिये हमारा या हमारे
बच्चों आपका नंबर अब कब है ?
Hindustan Times(11-11-2014)
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