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http://www.tribuneindia.com/2004/20040813/haryana.htm#3
Syllabus revision puts Hindi teachers in a spot
Raman Mohan
Tribune News Service
Rohtak, August 12
Hindi teachers in Haryana’s colleges are up against a formidable problem. They are looking for teachers to take lessons in Haryanvi dialect so they can teach their students in turn.
The problem has arisen as the universities have introduced new syllabus for Hindi from the current session for BA III in which traditional Hindi verses and prose have been substituted with Haryanvi poems and prose and not many of these teachers know or understand this dialect. The same is true of students, especially those hailing from urban areas. They have no choice either since Hindi is a compulsory subject.
Teachers say Haryanvi dialect was not taught to them either during their schooling or at undergraduate and postgraduate levels. As such they have no idea of the traditional Haryanvi, especially the kind spoken in the countryside decades ago. Many of the poems included in the syllabus comprised part of ‘Haryanvi Saang’ which is now a rarity even in villages.
They say the traditional poems included in the syllabus have lost their relevance since long. For instance, there is a poem in which the poet exhorts the youth to join the British Army. The poem was penned during World War I when British officers went to villages to recruit Indian youths as it was short of able-bodied men at that critical juncture.
Here is how it goes: “ Bharti ho le re, tere bahar khade rungruit, ade mile tannein toote litter, othe milein full boot, ade milein tannein faatte chithde, othe milenge suit, ade milein tannein sookhe tikkad, othe milein biskoot”. (Get recruited, the recruiters are outside your door; here you wear worn out 'juttis', there you will get shoes, here you wear torn rags, there you will get suit; here you eat dry chapattis, there you will get biscuits).
They say nowhere the poem teaches the youth to serve the Army to defend the country. The poem only lures them with goodies promised by the British to youths from poor rural families. There is no hint of patriotism in the poem.
They have serious objections to the “tukbandi” in many poems in which English words have been used to maintain rhyme. Another problem is that the number of poets whose works have been included in the syllabus is around 28. Teachers say students will find it difficult to comprehend so many poems.
Teachers also lament that many poets included in the prescribed collection can hardly be called litterateurs whose works would merit inclusion in a textbook. Moreover, no reference books are available for teachers which they could consult to know the literary styles and lives of these poets.
The syllabus was revised on the recommendations of a committee of experts of MDU and Kurukshetra University following a directive from the University Grants Commission.
Syllabus revision puts Hindi teachers in a spot
Raman Mohan
Tribune News Service
Rohtak, August 12
Hindi teachers in Haryana’s colleges are up against a formidable problem. They are looking for teachers to take lessons in Haryanvi dialect so they can teach their students in turn.
The problem has arisen as the universities have introduced new syllabus for Hindi from the current session for BA III in which traditional Hindi verses and prose have been substituted with Haryanvi poems and prose and not many of these teachers know or understand this dialect. The same is true of students, especially those hailing from urban areas. They have no choice either since Hindi is a compulsory subject.
Teachers say Haryanvi dialect was not taught to them either during their schooling or at undergraduate and postgraduate levels. As such they have no idea of the traditional Haryanvi, especially the kind spoken in the countryside decades ago. Many of the poems included in the syllabus comprised part of ‘Haryanvi Saang’ which is now a rarity even in villages.
They say the traditional poems included in the syllabus have lost their relevance since long. For instance, there is a poem in which the poet exhorts the youth to join the British Army. The poem was penned during World War I when British officers went to villages to recruit Indian youths as it was short of able-bodied men at that critical juncture.
Here is how it goes: “ Bharti ho le re, tere bahar khade rungruit, ade mile tannein toote litter, othe milein full boot, ade milein tannein faatte chithde, othe milenge suit, ade milein tannein sookhe tikkad, othe milein biskoot”. (Get recruited, the recruiters are outside your door; here you wear worn out 'juttis', there you will get shoes, here you wear torn rags, there you will get suit; here you eat dry chapattis, there you will get biscuits).
They say nowhere the poem teaches the youth to serve the Army to defend the country. The poem only lures them with goodies promised by the British to youths from poor rural families. There is no hint of patriotism in the poem.
They have serious objections to the “tukbandi” in many poems in which English words have been used to maintain rhyme. Another problem is that the number of poets whose works have been included in the syllabus is around 28. Teachers say students will find it difficult to comprehend so many poems.
Teachers also lament that many poets included in the prescribed collection can hardly be called litterateurs whose works would merit inclusion in a textbook. Moreover, no reference books are available for teachers which they could consult to know the literary styles and lives of these poets.
The syllabus was revised on the recommendations of a committee of experts of MDU and Kurukshetra University following a directive from the University Grants Commission.
Mei to kahoon ki extra hindi master jo haryanvi nahi bol sakte nei kaadh kai scoot mei Tau bhrti kar lo.