CHAPTER - II

TEXT AND PEDAGOGY IN ENGLISH LANGUAGE "TEACHING

In view of the important place that English occupies

in the Indian situation, evaluation of texts to establish their

suitability is very important because texts are the pivot around

which the entire pedagogy is built. This is more so in the large

classroom situation like the one that prevails in our country

where inappropriate texts can frustrate all the efforts of the

teacher and the learner.

Though the position of the text is fluid all over the

world, it is more complex in India because of the frequent

policy changes. The last fifty years, for instance, have seen

several changes in the syllabi. These have been more marked in

the case of study of languages, as, for reasons other than

education, during India's colonial phase, languages carne to be

used for "strife and confrontation among interest groups"

(Pattanayak 1977:2) leading to major, and often unmotivated

policy changes. "The alien administrators viewed English from

the point of administrative convenience and creating a cadre of

interpreters between the ruler and the ruled" (Pattanayak 1977:48).

61

Since Independence, as a result of the basic debate as

to whether English should continue to occupy the same place or

its place be taken by a national language or regional languages,

the common pattern for the compulsory study of English has been

broken resulting in the emergence of several patterns. The attempts

to have a uniform policy as spelled out in the three-language

formula for the country have lacked uniform implementation.

Thus there is absence of unanimity about some fundamental

propositions: whether English is to be taught at all; what is the

relationship of English to the mother tongue; for how many years

must English be taught and beginning with which class; what should

be the weightage of English from year to year in the school

curriculum. This absence of unanimity is due to the fact that no

clear answer can be given to any of the questions unless and

until the role of English in the national polity is clearly defined.

As a matter of fact we observe a wide disparity in all these

aspects in the pan-Indian spectrum from State to State.

One consequence of this fluidity over the last 30-40 years

has been a dilution of the standards of English teaching and

learning. This has proved to be a serious matter because of its

repercussions at all levels of education. It has resulted in

uneven teaching of English at the school stage thereby making

its study, by and large, purposeless without any definition of

- 62 -

the objectives of instruction. Some schools have totally abolished

it while in some the years of English study vary from 2 to 7,

while in still snme others it is the medium of instruction.

Consequently. some students have excellent command over the

language though the large majority is only of those with a poor

command or no command at all. On the other hand, at the level of

higher education the study of English is obligatory. This is

more so in the areas of professional and technical education

like Engineering, Medicine and Technology or even Law. All this

creates an excluding effect - a large number of bright young

Indians remain excluded from higher, technical and professional

education.

In modern studies in sociology, wherein power structures

are analyzed, it is found that social control is exercised by

those classes of society which have access to goods and services.

In developing countries education as a form of goods and services

is a very important instrument of power. So the uneven teaching of

English in schools and English as the sole medium of instruction

in higher education has the effect of restricting power to the

elite class.

In the pursuance of our democratic goals and in the

interest of equal oooortunities to all. it is necessary that the

teaching of English be strengthened in every respect. Only then

63

will it be possible to correct the social limitation that is

inbuilt into the system. For this a beginning needs to be made

at the school stage so that by the school leaving stage the

students' English proficiency does not become a limiting factor

in the openings for him in higher studies~

This calls for greater attention to be paid to the choice

of texts for several reasons: it is the cheapest aid of education;

it is around the text that all teaching practices are developed

and built; the student relies on the text and the teacher works

with the text. Besides, in a poor country like India where other

teaching aids cannot be widely made available and where teachers

cannot be expected to make their own teaching materials, the

text remains important. The assumption behind the selection of

the text is that the right text is closely related to the success

or failure of language education.

However, a review of the last 50 years of English teaching

and learning would show that during these years the role of

English has been diluted. The review is carried out on the basis

1 of the syllabi of one of the thirty-one Boards of Secondary

1The information regarding the number of Boards is provided in COBSE (Council of Boards of Secondary Education in India).

64

Education in the country today, viz., Central Board of Secondary

Education, New Delhi.2

In retrospect it appears that there has been a significant

redefinition of goals in which the number of language choices

and the weightage given to English has exhibited, quite under-

standably, a movement from an overwhelming stress or focus on

the study of languages and English, in particular, to a shifting

of the focus away from languages. Thus there has been a reduction

in the study of languages in general and English in particular.

Over the years, we discern a decreasing weightage and dilution

in the focus on English relative to other languages and the

overall curriculum with an increase in the number of subjects

for study, other than languages. As a heuristic policy, we are

looking at the syllabus in six stages by examining the syllabus

of the final year of schooling every ten years beginning 1936.

2A review of this Board is considered representative since even though today its concentration is on schools in Delhi, it originated in 1929 as the Board of High School and Intermediate Education, Rajputana including Ajmer-Merwara, Central India and Gwalior. Later in 1947, -Rajasthan and in 1950-51 Madhya Bharat dropped out of its membership. The Board was renamed Board of High School and Intermediate Education, Ajmer, Bhopal and Vindhya Pradesh after the States under its jurisdiction. In 1952, the Board got its present name and gradually it was empowered to extend its services to various educational institutions throughout the country and even abroad.

65

Table 1 on pages 66 to 69 shows the change in focus -

from an almost exclusive stress on language, we see gradually

the inclusion of other subjects with the total weightage then

distributed over all the subjects, thereby reducing the weightage

given to English.

3 At each of the six stages chosen for analysing the

syllabi we note under separate columns the Compulsory (C) and

Optional (0)/Elective (E) subjects, of study. Further, in the

Optional/Elective subjects the maximally possible languages that

a student can opt for are recorded. The striking features are:

one, a gradual reduction in the status of English from a compulsory

language to a language for optional study inspite of the conti-

nuance of English as an official language, and two, the varying

pattern of language choice at times between the All-India and

Delhi schemes (as in 1966 for instance), thereby reflecting

diversity in courses prescribed by the same Board of examination.

3various streams of examination have been considered under each of the six stages. The High School examination took place at the end of ten years of schooling; the Higher Secondary, both under the Delhi and All-India schemes, at the end of eleven years of schooling; and the current Senior School Certificate examination takes place at the end of twelve years of schooling.

YEAR & EXAM.

1936 High School

1946 High School

1946 Hr. Sec:

1959 Hr. Sec.

66

Table 1

Subjects of Study in the CBSE Syllabus

1

English (C)

English (C)

English (C) (Internal examination in one paper in M. I .L. or English, in case candidates mother tongue is not offered as one of the M. I .L.s)

English (C)

SUBJECTS OF STUDY

2

Maths./Arith. & Dom.Sc. (C)

Maths. I Ari th. & Domestic Science (C)

Maths)Lower Maths.(C) (An additional subject has to be taken in case Lower Maths. is studied)

M.I.L./Addl. subject. (if mother-tongue not offered under M.I.L.)(C) (Qualifying Hindi if Hindi not studied under M. I • L .)

3

A Classical lang/French (0)

An Indian Vernacular (C)

A Classical language (Sanskrit, Arabic or Persian)(C)

A classical language(O)

1936 to 1986.

4

All India Vernacular (0)

A Classical language/ An Indian Vernacular (0)

M. I.L. (0)

One optional

subject(O)

5

One optional subject (0)

One optional subject (0)

One optional subject (0)

*The 1959 syllabus has been studied in lieu of 1956 which is non available.

6

Table 1 contd.

1966 Hr. Sec.

1966 All India Scheme

*

English (C)

Lang.at * Higher level (MIL.,Foreign langs. ,Sans­krit but not English) (C)

or

Lang.at lower level (Only one tested for external exam. & one of the langs. has to be Hindi

MLL/Addl. subject( If Hindi not stud­ied under MIL, Elementary Hindi) (C)

English (C)

67

A Classical lang. (0)

One optional subject(O)

Any two from the following: (0)

(a) A classical lang. (b) M.I.L. (c) Eng.Lang. & Litt.

One optional subject (0)

One elective subject (0)

Elem.Maths & Gen.Sc.or Soc. St. & Indian Culture & Civilization + One Craft(C) (For internal exam. only)

Languages at Higher level were Assamese, Arabic, Bengali, English, French, German, Gujarati, Hindi, Kannada, Marathi, Malayalam, Oriya, Punjabi, Russian, Sanskrit, Sindhi, Tamil, Telugu, Urdu.

68 Table 1 contd.

1976 Hr. Sec.

1976 All­India

Lang. at * Higher level (C) Lang. at lower level-L2 Lang.at lower level-L3

A Classical lang.(O) (Sanskrit, Arabic or Persian)

M.I.L.-- One elective different subject(O)

(L2 & L3 for Int. exam.) (One of the langs.must be Hindi( If 2 langs.studied, on~ at Higher level as compulsory and one as elective subject, L2 study not required.

from compuls-ory subject(O)

Lang.~t Higher level* (C) Lang.at lower level-L2

(1) A Classical language

with emphasis on literature-­Sanskrit, Arabic or Persian

Lang.at lower level-L

3 (2) MIL with emphasis on literature--Assamese,

(L2 & L3 for B 1 . G . . K h . ·. · I t )

enga 1, uJarat1, as m1r1, n • ex am. M . . H . d . K d

( 0 f th 1- an1pur1, 1n 1, anna a,

ne o e a;n:~"'M th. M 1 1 0 . must be Hindi) ar~ 1 ' a aya am, r1ya,

Tam1l, Telugu or Urdu.

One elective subject(O)

One elective subject(O)

One elective subject (0)

(i) Gen.Sc. (ii)Maths.+ One Craft (for Int. exam. only) .

* Languages at Higher level were Kashmiri, Manipuri, Nepali, Portuguese, Tibetan in addition to the ones listed for study in 1976 (See footnote on page 67.

Table 1 contd.

1986

Sr. Sec.··

(If 2 langs.stud­ied, one at Higher level as compulsory and one as elective subject, L2 study not required)

Language (Core/ Elective) (C) Any one out of those for 1976 + Manipuri

69

(3) One of the langs. under (C) but has to be different.

( 4) English La.l!.guage and Literature.

Language (Elec.) (0) Any one of 24 in Core

One elective subject (0)

One elective subject (0)

70

Some of the other notable features are as follows:

(1) The 1936 syllabus is close to the traditional position.

A student, if he chose so, could meet the requirements of the

examination by studying

(i) English,

(ii) Mathematics/Arithmetic and Domestic Science,

(iii) A Classical language (Sanskrit, Arabic, Persian, Hebrew,

Latin or Greek) or French and

(iv) An All-India Vernacular (Urdu, Hindi, Punjabi, Sindhi,

Pashto, Marathi, Telugu, Tamil or Bengali). The syllabus

also shows how education during the British period

promoted the language of the rulers. Also, a student had

the freedom to opt for the studyof a European Classical

language --Greek or Latin--and French as a foreign

language. This situation changed only in 1959 when •

Mathematics became optional and a modern Indian language

(M.I.L.) had to be studied instead. But even then, twenty

years after Independence, English continued to be a

compulsory subject of study, albeit, in 1946 itself the

study of an Indian Vernacular consisting of Hindi, Urdu,

Punjabi and/or Bengali had been introduced in the form

of a compulsory qualifying paper in M.I.L. Only those

whose mother-tonguewas not one of the available

vernaculars for study were allowed to take English in

lieu thereof.

71

(2) A new pattern for language study emerges in 1966 with

the incorporation of the three--language formula which, in effect

marginalised the importance of English. Now, in addition to

English, two other languages had to be studied, one at the Higher

level (L1), the other at the Lower level (L2) though the

examination in L2 was only internal. Further, out of three

languages available under elect±ve subjects it is possible to

undertake the study of any two:

(i) a Classical language,

(ii) a Modern Indian language and

(iii) English Language and Literature. As already observed,

the Delhi Scheme did not follow this pattern in 1966.

(3) However, by 1976 the difference between the two schemes

of examination got narrowed down. Hindi became compulsory in

both, either as L1 or as L2. The significant departure was that

English no longer remained a compulsory subject. Further, L2

study was not compulsory if a student studied a language under

Elective subjects. In that event a student could opt for Hindi

under compulsory subjects and two more languages-- a modern Indian

language and a Classical language under Elective subjects.

72

(4) With the introduction of the current Senior School

certificate examination, English study continued to be optional,

but the number of languages to be compulsorily studied got

reduced from two to one. Maximally, a student could opt to study

two languages -·one under Core and another under Optional subjects.

It was possible to study the same language both as a compulsory

and as an optional/elective subject.

In Table 2,pages 74 and 75, we look~across the six stages

chosen for the variation in

(i) the total number of subjects of study,

(ii) the number of languages to be studied both

a) compulsorily and/or

b) optionally,

(jii) the emphasis on literature in the study of the compulsory

language and/or other languages,

(iv) the total weightage percentage assigned to languages vis-a­

vis other subjects, and

(v) the English weightage percentage vis-a-vis

a) the total and

b) language weightage as such.

73

It is apparent that the language weightage percentage

maximally permissible vis-a-vis other subjects has been quite

high despite a slow decline over the years from approximately

80% in 1936 to 50% in 1986 --the first significant reduction

was in 1946 (62.5%), then in 1977 (60%) and finally in 1986(50%)

except for 1966 All-India scheme (78%). The English weightage

percentage vis-a-vis the total has also seen a decline from

30% to 20% --first to 25% from 1946 and then to 20% from 1976

the only exception being the 1966 All India scheme when the

weightage percentage assigned to languages had shown sudden

increase from 62.5% to 77.8%. In English, however, there was a

decrease to 16.7%. This can be explained by the fact that it

was the introductory year of the All-India scheme as well as

the adoption of the three-language formula. The English weightage

percentage vis-a-vis language weightage was steady at 40% from

1936 to 1966. It was reduced to 33% in 1976 but again had an

upward revision in 1986 when we find it to be 50%. The only

exception was in 1966, All-India scheme examination, when it

was a mere 21.4%. It is quite understandable that in a multilingual

country like India language study will continue to occupy an

important place. We need, however, to accept the reality regarding

English study and instead of creating the excluding effect (ref.

Chapter II, p. 62)., we need to ensure that a dilution of

standards does not take place. The dilution can be prevented

YEAR & EXAM.

1

1936

High School

1946

High School

Hr.Sec. (introdu­ctory yr)

Total no. of subj­ects & marks allotted

2

4(650)

5(800)

·5(800) (exclud­ing 1 qu­alifying paper in MIL of 75 marks

74

Table 2

LANGUAGE IN CURRICULUM

No.of langs.for study and Marks

Compuls­orily

3

1( 200) (E)

Optiona­lly (max­imally possible)

4

2(300)

1+1(350) *1(150) (E)(A.I.V.) (200)

1 ( 200) (E)

2 ( 300)

Langs. with litt. emphasis and marks (includerl in col. 2 · )

5

English 1 paper (100)

English 2(125)

Eng.2 (125)

Total weight age to langs. in marks

6

500/650

625/800

500 / 800

% weight­age to langs. vis-a-vis other subjects

7

76.9%

78.1%

62.5%

% English weight age vis-a-vis total

8

30.8%

25%

25%

The option to study so many languages is available only under the Humanities group.

* A.I.V. =All India Vernacular

% English weight age vis-a-vis language weight age

9

40%

30.8%

40%

Table 2 contct. - 75

1 2 3 4 5 6 7 8 9

1959 Hr.Sec. 5(800) 1+1 (350) 1(150) Eng.2 500/800 62.5% 25% 40%

E ( 200)

( 125)

1966 5(800) 1 + 1 1(150) Eng.2 500/800 62.5% 25% 40% H.r. Sec. ~. (350) (125)

(200)

All India 5(900) 1 + 1 2(400) Eng.1(75) 700/900 77.8% 16.7% 21.4% (Introdu- E (300) Others 2 ctory yr) (.150) (300)

k97% r. ec. 5(750) 1(150) 2(300) 2 - 300 450/750 60% 20% 33.3%

All India 5(750) 1( 150) 2(300) 2 - 300 450/750 60% 20% 33.3%

1986 5*(500) 1(100) 1(100) 1 - 100 200/500 40% 20% 50%

Hr. Sec.& All India

*The subject in which the students' performance is lowest is treated as an additional subject (fifth), not to be considered in the final evaluation.

76

only through radical changes in the teaching/learning situation

of English. The other notable features are:

(1) The variation in the subjects of study has been only to

the extent of plus or minus one subject though there has been

a significant variation first upwards upto 1966 (650 to 900) and

then downwards (to 750 in 1976 and 500 in 1986) in the marks

assigned to the subjects of study.

(2) English continued to be compulsory even twenty years

after Independence. It was only in 19764 that its study became

optional and with that the weightage assigned to the compulsory

language, which could very well be English, was reduced from

3 papers of 200 marks to 3 papers of 150 marks. The Senior

School Certificate marked a new trend as the weightage of optional

English was further reduced to one paper only of 100 marks

consequent to the bifurcation of the syllabus of Classes XI and

XII. Tables 2(a) and 2(b) give the distribution of papers, marks

and examining time for the Delhi and All-India schemes thereby

reflecting a reduction in the weightage given to the study of

English alongwith a dilution of its status.

4 We say 1976 here because it is one of the six stages chosen for the study of the syllabi. The actual year was 1968.

77

Table 2(a)

Marks and Time Allocation (Delhi Scheme)

Year No.of Weight age in Duration papers marks hrs.

1936-45 2 100x2 = 200 3x2 = 6 (Matric)

1946-74 3 75+75+50 = 200 3x3 = 9 (Hr.Sec.)

1975 3 50x3 = 150 3x3 = 9 (Hr.Sec.)

1976 3 50x3 150 3x3 = 9 (All India)

Secondary· 2 75x2 = 150 2~x2 = 5 * Certificate)

** 1978 2 100x2 = 200 3x2 6 (Sr.Sec. Certificate onwards)

* From 1984-85 examination the syllabus has been ·bifurcated for Class IX and Class X examination and the external exam. is only in one paper of 100 marks at the end.

** From 1981-82 examination the syllabus has been bifurcated as in the case of the Secondary examination.

in

78

Table 2 (b)

Marks and Time Allocation (All-India Scheme)

Year No.of Weightage in Duration in papers marks hrs.

3 75+50+75 = 200 3x3 = 9

* 1966 2 75x2 = 150 3x2 = 6

* 1971 3 50x3 = 150 3x3 = 9

1972-74 3 75+50+75 = 200 3x3 = 9

1975 3 50x3 150 3x3 9

1976 3 50x3 = 150 3x3 = 9

In case of other language 2 75x2 = 150 3x2 = 6

** 1978 onwards 2 100x2 = 200 3x2 = 6

* It is difficult to understand the reduction in marks from 200 to 150, first in 1966 with 2 papers and examining time of 6 hrs. and then the restoration to 3 pap9rs and 0 hrs. to fall in line with the then existent pattern of the Delhi Board Scheme. The reasons for the changes from time to time could not be verified from the Academic branch, Central Board of Secondary Education, as the Board decided to destroy its old records in December 1986.

** Syllabus bifurcation has been done with effect from the 1981-82 examination.

79

(3) The varying patterns for study of languages and English

in the Delhi and All-India schemes reflect the changing policies

in the objectives of English study. The three-language formula

was incorporated from the beginning of the All-India scheme.

However, it was not incorporated in the Delhi scheme that year

though the Boards Annual Report of 1964-65 stated that it was

"actively considering the question of introducing the three-

language formula in its Higher Secondary Three-year Course (Delhi

Scheme)".

The All-India scheme incorporated it from the beginning

and it was even revised by the Board at its meeting in May 1970.

Under the revised formula "only one of the three languages can

be studied at the higher level, and the other two at the lower

level. Previously, English and one other language had to be

studied at higher level and the third one at lower level".5

A major change, however, was introduced in 1973 with the study

of English being made optional. In the Secondary examination,

beginning 1980, only two languages of the following have to be

studied:

Hindi, English, Assamese, Bengali, Gujrati, Kannada, Marathi, Malayalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Sanskrit, French, German, Russian, Arabic; Persian, Nepali, Portuguese and Tibetan.6

5Annual Report, Central Board of Secondary Education, 1969-70.

6cBSE syllabus, 1980.

- 80 -

At the Senior Secondary level only one language is

to be studied either at the Core level or the Elective level.

It is even possible to study the one language at both the levels.

The three-language formula then applies only upto the

Middle stage (Class VIII). Thereafter, only one language has to

be studied compulsorily though it is possible for a student to

study two languages, or even a third language as an additional

language. In the case of the study of a language as an additional

language its marks are not considered in the tabulation of the

final result. The relative focus on the study of languages and

their place in the curriculum, from Class 1 to XII, as of present,

can be seen from Table 2 (c) below:

Classes

I - V

VI-VIII

IX-X

XI-XII

Table 2 (c)

Place of Language Study in the Senior Certificate Examination - Delhi and All-India schemes

Language 1

Hindi

Hindi

Hindi/MIL

Language 2

MIL/Classical language

English A/B

One language An additional (Core or Elective)language (Core

or Elective)

Language 3

English

An additional language (optionall

81

This pattern is followed at the All-India level, too,

by the Central Board albeit variations occur between different

State Boards.

Though theoretically it has become possible not to

study English at all, in actual practice it is not so. All Public,

Convent and Central schools have it as a compulsory subject as

7 it is the medium of instruction as well in these schools. Even

in Government and Government-aided schools almost all the students

study it as a subject at the Core level. In the case of these

schools, too, and the Government undertaking schools, a few

select schools have English as the medium. Such schools are

regarded as the more prestigious of the Government schools.

(4) Col. 5- of Table 2 is significant in that it reveals the

percentage weightage of the literature component of the language

studied. When English was compulsory this component was 62.5% -

the rest being emphasis on language. It varied in the 1966 All-

India scheme when it was 50%. As English was put in the optional

category along with other modern Indian languages students who

opted for a second language studied it with emphasis on the

literature in that language. The study of the language at the

Elective level was significant because those who did not study

7The only exception is St. Xavier's School, Delhi, a Public School, which has switched over to Hindi as the medium of instruction.

82

it at this level were debarred from pursuing an Honours course

in that language or an Elective English course at the under­

graduate level which later qualified them for post-graduate study.

This acted as a stimulus for students to opt for Elective

English at the School too.

This meant then that the proficiency that the students

attained earlier through the compulsory English course was not

achieved through the optional Core language course thereby making

the study of Elective English obligatory for the specialised

student. Perhaps this was motivated, one, by the desire to remove

the burden that the compulsory English course had put on the

student as a consequence of the British legacy and two, the

changed national objectives for the study of English. One can

reasonably assume that the revised aims and objectives must have

motivated the change. Whether this was really so or it is merely

an assumption can be ascertained by examining the aims and

objectives as outlined in the syllabus. The dominant impression

is that there is lack of precision in the statement of objectives

which may reflect a lack of understanding of the proper goals

of English teaching or of its role or place in the educational

system as outlined in the syllabi of the last fifty years.

83

It is the 1962 syllabus of the Higher Secondary

ex ami nat :i_on which for the first time explicitly talks of the

aims and objectives of learning/teaching English in the schools.

It states:

Whereas knowledge of the subject and the idea expressed on textual contexts were emphasised in the teaching of a language earlier, it is now the expression itself that is taught and tested. Thus in the teaching of a language the aim is shifted to precision of expression and usage of phrases and idioms and the subject matter has given precedence to the study of the behaviour of the language.

The two abilities to be tested at the Higher Secondary examination are:

(a) ability to understand the language; and (b) ability to use the language.8

The shift from the earlier emphasis on "knowledge of

the subject and the idea expressed on (sic) textual concepts" to

the teaching and testing of "expression itself" in 1962 is

obviously inspired by the then fashionable structural thinking.9

It is a moot point whether this disjunction is valid or not.

8 C.B.S.E. Syllabus 1962: 23.

9By that time,ironically in the U.S.A. itself where the structural method originated, the empiricist structural theory had given way to the rationalist transformational-generative theory of Chomsky which rejected the behaviourist model of language learning/teaching.

84

It resulted in the dilution of the text as we shall examine

subsequently.

Since the syllabus talks of a particular "earlier

emphasis", the earlier emphasis, as exemplified by the 1936

syllabus of the Matriculation examination, was on the text

which provided facility in the reading and understanding of

the following four general types of Ep.glish linguistic

expression:

"Prose 1. Narrative (including conversation)

2. Informative

3. Instructional

Poetry 4. SimpleMetrical forms."

The characters of subject matter to be included in

the prose books were:

"(A)

(B)

(C)

(D)

Story of character and Incident

Historical Outlook

Travel or Discovery (Geographical or Scientific)

Moral and Social Ideas".

Even in 1946 and 1959 (Delhi Scheme) examinations the

emphasis was on "understanding of straight-forward English prose

on subjects of general interest, assimilation of main lines of

85

subject-matter, paraphrase of passages, explanation of text,

argument and subject matter; but excluding literary criticism

and biography of authors". Comparable statements of the varying

expectations from a study of the texts at the six stages chosen

for the syllabus are presented in Table 3. It is significant

to note that in the 1966 and 1976 (All India Scheme) and the

1986 (Sr. School Certificate) examinations, we do not find any

statement at all.

Sidestepping the debatable proposition of separating

expression from meaning, broadly speaking, it emerges from the

revised aims and objectives of the 1966 syllabus (beginning 1962)

that the student is expected merely to write correct English

regardless of whether he understands or misunderstands or mistakes

the content; he is not to be penalised for 'wrong ideas' so

long as the 'mis-statement' is done in correct English. Thus,

there is a clear shift in 1966 from reading and understanding

to writing, and the assumption is that the two skills, reading

and writing, are separable and separate and that you can teach

good writing to a student who has poor comprehension skill. This

explains the dilution of the status and the role of the text

for the purposes of aiding comprehension. It is also a very

clear dilution in the ability expected of the student because

'content' is divorced from 'form'. This deviation from standards

of excellence and the very theoretical point of view from which

it is argued are both questionable.

1936 (High School)

Questions will be set to test students' general knowledge of English and will not necessarily be on subject­matter. Students may be asked to explain or summarize passages set to answer any question thereon which will test their understanding of the meaning or the construction. Historical, geographical and literary allusions shall be excluded.

For each individual book set in any year's course there shall be added an instruction for the guidance of teachers and pupils and the same shall be duly notified to the examiner.

86

Table 3

Text Expectations

1946 (High School)

The paper shall consist of six questions (with alter­natives) two on each of the three parts. In part(b)-­six prose books of about 125 pages each for rapid reading--there shall be general questions on subject matter and summaries or similar exercises on material taken from the six set books.

1946 (Delhi Scheme) and 1959 (Delhi Scheme)

Understanding of straight­forward English prose on subjects of general inter­est, assimilation of main lines of subject-matter, paraphrase of passages, explanation of text argument and subject­matter; but excluding literary criticism and biography of authors.

Table 3 contd .•.

1966 - Delhi Scheme 1976 - Delhi Scheme

Whereas knowledge of the subject and the idea expressed on textual contexts were emphasised in the teaching of a language earlier*, it is now the expression itself that is taught and tested. Thus in the teaching of a language the aim is shifted to precision of expression and usage of phrases and idioms.and the subject matter has given precedence to the study of the behaviour of the language.

The two abilities to be tested at the Higher Secondary examination are:

(a) ability to understand the language; and

(b) ability to use the language.

*

(3 papers of 3 hrs. duration each).

87

1966 (All India) 1976 (All India)·

No Statement

This refers to the earlier Hr.Sec. course in the Delhi Scheme.

1986 (Sr.School Certificate)

No Statement

88

The 1986 (beginning 1984) syllabus, designed on the

introduction of the 10+2+3 system of education, continues the

trend of the 1966 syllabus by emphasising the writing skills.

These 'Higher Level Writing Skills' are stated as follows:

Reporting (events, experience): recording (observations, findings, conclusions including the devising of tabular and diagrammatic forms for the purpose): the abstracting and summarising (all pieces of objective writing); extracting (facts of statements relevant to a given purpose): factual descriptions (all ~hysical objects, instruments or processes). 0

The achievement of these objectives becomes difficult as the

reading texts which provided a command/fluency to the student

in the language have been reduced in number and quality. Grammar

teaching was given up. The new goal of achieving these skills

divorced from thought stems from a view of language as a

technical skill, a habit, which could be acquired or learnt

perhaps by tightening a few screws here and hammering a few

nails there.

10 C.B.S.E. Syllabus 1984.

89

The imprecision of the 1966 and the later syllabi shows

a want of understanding, a lack of clarity. The aims and objectives

find no direct statement in these syllabi. On the other hand,

in the English syllabus for the Certificate of Secondary Examination,

1983 of the Southern Regional Examinations Board, England, we

find a model of a clear and distinct statement of, one, the aims

and, two,the objectives, besides a very explicit statement of the

qualities to be cultivated in the writing.

The aims and objectives in the above syllabus are stated

as follows:

II

Aims:

The overall aims are firstly to develop the candidates' abilities in the basic communi­cation skills of the English language by encouraging them to write in a lively, sincere and personal manner or in a concise, informative manner as required; and by encouraging recognition of the importance of spoken English and appropriate language registers; and secondly, to promote a personal, critical and imaginative response to a wide range of literature suited to the interests and abilities of individual candidates.

Objectives:

The candidates will be required:

(i) to write and speak English clearly and connectedly.

(ii) to have read, with understanding and profit, at least that range of literature required for the examination.

90

(iii) to show understanding of whatever else he may be required to read in the examination,

(iv) to show some capacity for discrimination in reading."

Our aims and objectives for the teaching/learning of

English may be different but surely they do not defy a definition

even though the place of English in our educational system has

been the most hotly discussed subject and every aspect of its

teaching, a subject of controversy--the age at which it is to

be taught, the manner in which it is to be taught, the text-

books as well as evaluation. Our sisyphus-liki labours in

language teaching have, therefore, resulted in repetition of

the middle school curriculum by that of the high school

curriculum by that of the college. The only result is that,

one, we teach expression and evaluate cramming and, two, we

teach language and evaluate literature. We boast of inculcating

the four basic skills and evaluate written work alone. Thus,

we have been prodigal of aims and chary of achievement.

In the absence of a clear definition of the aims and

objectives, we look at the contents of the syllabi over the

last fifty years in different components of the English course.

The component of General English formed a separate paper

till the introduction of the 10+2+3 pattern of education.

91

It used to be split into three sections-- 'Grammar•, 'Composition•

and 'Translation'. The term 'Grammar• was replaced in 1962 by

the term 'Functional Grammar', in 1974 by 'Applied Grammar' and

in 1978 by 'Writing Skills'. The change in terminology reflects

changes in pedagogy on account of developments in Applied

linguistics. However, these terms are employed without any

accompanying explanation and one has no evidence that there is

full appreciation of the new concepts or of their validity in

the Indian context. They are merely a consequence of the response

to the trends in the West but the oppositions are not necessarily

valid. An indepth empirical study about the validity of one

approach over another is absent and our own tradition of language

teaching (See Chapter I, p. 59) in which language teaching was

always grammar-centred is ignored. The components of the General

English syllabus over the six stages chosen for analysis are

presented in Table 4, pages 92 to 97.

The 1936 syllabus ~equires a knowledge of the rules

of grammar and expects the students to spot. and correct

grammatical errors in sentences. In 1946 (beginning 1939)

emphasis is placed on functions like word functions, sentence,

clause and phrase functions. Punctuation and direct and indirect

narration are also included. The 1946 (Delhi Scheme--three-year

course) syllabus further includes analysis and synthesis of

Grammar

92

Table 4

General English Syllabus

1936 (High School)

Application of the rules of grammar. Detection and correction of grammatical errors. Expression in correct and idiomatic English., Formation of Nouns, Adjectives and Verbs from one another.

(25)

1946 (High School)

Word functions--Noun. adjective, verb (including participle, gerund and infinitive), pronoun, preposition, adverb, conjunction & interjection. Formation of various parts of speech from one another. Sentence, clause and phrase functions. Trans­formation of sentences, clauses and phrases. Direct and Indirect narration. Punctuation. Commoner and simpler idiomatic uses of adjectives, verbs, adverbs, prepositions and conjunctions.

(20)

* Books recommended:

1946 (Delhi Scheme)

Repeated as in 1946 High School, plu~, ~discrimination of words. Idioms in words, phrases & functions. Analysis and synthesis of sentences. The correction of common errors. Figures of speech. Metre and Prosody.

(30)

1. Nesfield's Idiom, Grammar and Synthesis for High Schools, Bk.IV (Macmillan & Co.Y

2. 'English Grammar for High School' P.C.Wren.

3. 'Matriculation English Course• by Low & Briggs.

4. 'Hints on the Study of English' by Rob & Webb.

Table 4 contd ...

Composition

Translation

1936 (High School)

Ability to write correct English.Exercises in composition, e.g. in narrative, description, explanation (of process or phenomena). Acquain­tance with forms of ordinary cofrespondence.

(50)

From vernacular into English (15 for sentences and 10 for short passage)

(25)

(100)

93

1946 (High School) 1946 (Delhi Scheme)

Narrative, Descriptive, Expansion & Contraction of sentences. Synonyms usage--paraphrasing of simple narrative and descriptive passages. Writing of conver-sation and dialogues. Accurate and economical use of words. Summarizing, precis-writing. Tele­gram, description of common objects. Use of antonyms. Letter writing, invitations, replies. Correction of common errors.

(45)

Unseen passage into vernacular (10)

Vernacular passage into English (25)

(100)

The writing of short descriptive paragraphs. Expansion. Precis writing. Story writing. Letter writing. Writing of dialogues. Essay writing.

(45)

(75)

Table 4 contd ..

1959 (Delhi Scheme)

Grammar Same as in 1946 Delhi Scheme (25)

94

1966 (Delhi Scheme)

Functional Grammar:

1. Construction of sentences: Simple­Complex-Compound. Affirmative, Negative, Interrogative, Conditional, Exclamatory.

2. Analysis of sentences: Simple-Compound-Complex.

3. Synthesis of sentences.

4. Transformation of sentences.

5. The correct use of articles, prepositions and connectives.

6. Reported Speech: Direct and Indirect forms of narration.

7. Exs.in the use of anomalous verbs (am, is, are,was, were, have has, had,do,does,did,should, will, would, can,could,may, might, must, ought,need, date, used. (20)

1966 (All-India)

Applied Grammar:

Parts of speech, phrases, idioms and proverbs, punctuation, word building, compound words, transfor­mation of sentences and Sandhis (wherever possible)

(35)

Table 4 contd ..

Composition

Translation

1959 (Delhi Scheme)

The writing of short, descriptive paragraphs. Expansion, Precis­writing, the writing of dialogues and essay writing.* (35)

Unseen passa'ge in MIL into English including idiomatic sentences.

Alternatively, one or two questions in General English.

(15) (75)

95

1966 (Delhi Scheme)

An essay on a simple topic within the experience of pupils-­excercise in descript­ion or writing of a fantasy.

1. Description of scenes of Indian life. 2. Narration of incidents falling within the experience of pupils. (20) 3. Letter (10) 4. Precis--200 word passage to one-third.*¥(15)

Passage from mother­tongue into English (10)

1966 (All-India)

Essay

Letter writing

Precis

None

(20)

(10)

(10)

*No book is recommended for use in the classes. The following 3 books suggest the standard aimed at: 1. "Nesfield' s Idiom, Grammar & Synthesis for High Schools" Book IV (Macmillan & Co.); 2. "High School Grammar & Composition" by P.C. Wren & Henry Martin; 3. "Hints on the Study of English" by Rob and Webb.

**Details of the requirements with exs. given for the first time. No books are mentioned.

2 papers (75x2=150) of (2x2) = 4 hours brought at par with language at Higher level - later exception made in case of English.

Table 4 contd ...

Grammar

Composition

1976 (Delhi Scheme)

Same as in 1966 Delhi Scheme (15)

Same as in 1966 Composition Letter Precis Translation

(15) (15) ( 5) (10) ( 5)

9S

1976 (All-India)

Language at Higher Level:

Functional Grammar:

~arne as in 1966 (All-India Scheme), plus, 'recognition of the different types of phrases and clauses' (15)

Composition (15) Precis (15) Comprehension or Translation from Simple Hindi into English (5) Letter (5)

1986 (Sr. Sec.) (All-India & Delhi)

Higher Level Writing Skills (3

Reporting (Events, experience) recording (observations,

3 findings, conclusions includin the devising of tabular and diagrammatic forms for the purpose) : the abstracting and summarizing (all pieces of objective writing); extracting (facts of statements relevant to a given purpose): factual descriptions (all physical objects, instruments or processes).

97

Table 4 contd •••

The following books are recommended for study in the "Syllabi and Courses

for All India Senior School Certificate Examination, 1983 and 1984" (New Delhi, CBSE,

1981) as in 1986 no separate syllabus was published:

(i)

(ii)

(iii)

(iv)

'A Course in Written English' (New Delhi, NCERT),

'Written ENglish Communication' (Orient Longman),

'Writing with a purpose! (Delhi, OUP),

'Strengthen Your Writing' (Orient Longman).

- 98 -

sentences. We have a precise statement of topics included in

11 Grammar in the 1946 and 1959 syllabi as well. In the 1966

12 syllabus · which replaces the term 'Grammar' by 'Functional

Grammar' we find a new concept of 'Remedial Teaching' included

through teaching of the use of articles, prepositions and con-

nectives but this is done without first outlining what the basic

teaching is to include. Also, strangely, though the 1966 (Delhi

Scheme) syllabus gives a detailed list of all that is included in

it, the same years' All India scheme syllabus has very few items

that are incorporated in the 1966 (Delhi Scheme) syllabus. Trans-

lation is also excluded. One wonders why under the same Board

this has happened particularly when the students under the Delhi

Scheme mostly belong to Government schools where they start the

study of English as a subject only in Class VI while in schools

in the All-India Scheme English is invariably the medium of ins-

truction and its study starts right from the Primary or sometimes

even the Pre-Primary stage.

The other notable changes are:

(i) deletion of punctuation for some time after its incorporation

in the syllabus in 1946, only to be included again in 1970

alongwith the teaching of tenses;

11The 1959 syllabus has been studied in lieu of 1956 which is non available.

12This trend started with the 1962 syllabus.

- 99 -

(ii) exclusion of punctuation, direct and indirect narration

and tenses in the 1976 syllabus (beginning 1974) with

the adoption of the term 'Applied Grammar'. The focus

shifts to vocabulary building and formation of compound

words;

(iii) in 1986 (beginning 1978), Grammar is totally excluded

and writing skills emphasised;

(iv) the 'composition' section of the syllabus includes the

narrative, descriptive and explanatory modes of writing

in 1936 (High School), and of these only the narrative

and descriptive in 1946 (High School). They are dropped

altogether after that as there is no mention of them.

Thus, symbolically 'reflective writing' is replaced by

writing skills;

(v) the translation section included a passage and sentences

for translation from the vernacular into English from

1936 t<>-1939 and 1946 t0 W61. The sentences were excluded

fromm62to ~7. Alternatively, a comprehension passage

was set for students whose mother tongue was different

from the vernacular from which translation was required.

From 1939 to 1945 a translation was required from

English into the vernacular as well. This section was

totally deleted from the syllabus of 1978 onwards.

- 100 -

There is no gainsaying the fact that if the syllabi had

cared to define the aims and objectives, one could have under­

stood precisely why there was a pendulum-like swing in the contents

of the syllabus, leading to exclusion of some items at one stage

and their inclusion at another. One cannot help but carry the

feeling that perhaps the changes and their reversion was motivated

by individual whims in the absence of any general guidelines.

The absence of aims and objectives is also reflected in

the marking of the papers. Prior to 1983, that is, till the

academic year 1981-82, a lot of variation crept in the marking

as a result of papers being marked by individual teachers at their

homes. Consequently, in order to eliminate and attain objectivity

and uniformity, the Board introduced the concept of central eval­

uation (spot checking) though here too incredible individual

whims of the Head Examiner often lead to a right answer being

marked wrong. In the 1987 examination, for instance, 'insult' was

not accepted as an antonym of 'honour', only 'dis-honour' was

accepted as an antonym even though there was no instruction for

making an antonym only by adding a prefix.

In the absence of lack of clarity and varying patterns in

the General English paper, we examine how supportive the selection

of the number, range and choice of texts has been in helping the

learning/teaching of English. Here, too, we find a reduction in

- 101 -

the number, range and choice of texts - from classics to abridged

texts, from study of Poetry, Prose and Drama to mere prose selec­

tions. Another supporting factor in the study of texts, viz.,

notes and exercises appended to them, also need to be carefully

planned and provided. But once again either they are not provided

or are woefully inadequate.

Table 5 below lists the genres covered and the texts

prescribed during the 'last fifty years over the six stages chosen

for analysis of the syllabi.

The genres of writing represented include Prose, Poetry,

Drama and Novel. Prose selections include short stories, biogra­

phies, history of travel or discovery or inventions. The linguistic

types--Informative, Narrative, Descriptive, Instructional and

Dissertational Prose--were specified only in 1936. After that,

there is no indication that the selection of texts is being

governed by these parameters. The number of texts range from

maximum eight (1946--High School) to a minimum of three (1986-­

Senior Secondary). Also, from 1946 onwards, texts are divided

into two groups. Apparently the understanding is that all the

books earlier were for intensive study but after 1946 the students

are required to do much less intensive reading. Another major

change is the omission of poetry from the syllabus of 1986. This

change is significant since earlier practically a whole paper was

102

Table 5

Prescribed Texts

1936 (High School)

. 1. "Beacon Study Reader, Book V"

ed. Frank Roscol (Ginn & Co. ,Ltd.)

Linguistic type--Informative Subject matter--Scientific

2. "Mans Great Adventure" by Stephen Southwold (Longmans). Linguistic type--Narrative.Subject matter-­Stories.

3. "The Age of Social Reform -Then and Now Stories" (Macmillan & Co.).

Linguistic type--Instructional

Subject matter-- Moral and Social

4. "Selections from Modern English Prose" by Dewan Chand Sharma (Macmillan & Co.).

Twelve selections by India~, British, Russia~ & American authors).

Linguistic type--Mixed Subject matter --Mixed

5. "A Book of Select English Poems (for Juniors)" by Chablani, Chopra & Gupta (Rai Sahib Munshi Gulab & Sons, Lahore) (No questions on prosody and appreciation of poetry).

1946 (High School)

For intensive study:

If

1. The Star of India Poetry Book~(Blackie & Sons (India) Ltd~, Bombay (Omitting 5 poems).

2· "English Prose Selection for High Schools" (The Indian Publishing House).

For rapid reading:

1. Shakespeare 'Twelfth Night' retold by Samuel Davis (G. Bell and Sons Ltd., London).

2. 'A Fight for Education' by W.M.A. Jones (George G. Harrap & Co. Ltd., Bombay).

3. 'Gleaming Arches' by C.H. Barry (Munshi Gulab Singh & Sons, Lahore) (excluding 3 chapters).

4. 'David Copperfield' by Charles Dickens, adapted by Michael West, (Longman Green & Co.)

5. 'Benjamin Franklin' by Miss J.K. Zutshi (R.S. Munshi, Gulab Singh & Sons, Lahore).

6. 'Our India' by Minno Masani (Oxford University Press, Bombay).

Table 5 contd ..

1946 (Delhi Scheme)

Paper II - English Prose (75 marks)

1. Lessons in Modern English Books I and II (eds.) Rev. C.F. Andrews & E.E. Speight (Macmillan & Co. Ltd.) (Excluding all poems)

pescriptive, narrative and dissertational -a selection of 200-250 pages.

2. The Roll-call of Honour by A.T. Quiller Couch (T. Nelson & Sons). The following only: Abraham Lincoln, Garibaldi, Florence Nightinale and Pasteur.

Short Stories or Biographies.

3. The Introduction to Citizenship in the New Approach Series by J.C. Hill (OUP), Indian ed.

History of Travel or discovery and invention or a book of general interest.

4. Goldsmith's Essays, selected and edited by J . II . T.o h h n n ( C {)P) •

Simple classical or Literary prose:

Selection ... 80 to 100 pages.

5. Silas Marner by George Eliot

Novel

6. Junior One-act-plays of today, second series (George G. Harraps and Co. Ltd.) The following are prescribed: 1. A Distant Relative, 2. Money makes a difference.

Junior one-act plays

103

1959 (Delhi Scheme)

Paper II - English Prose (75 marks)

1. An Approach to English Prose by R.P. Chopra (Uttar Chand Kapur and Sons, Delhi), 236 pages.

Descriptive, narrative and dissertational a selection of 200-250 pages.

2. The Ascent of Everest by John Hunt (M/s Orient Longmans Ltd.) pg. 96.

History of travel or discovery and invention or a book of general interest.

3. David Copperfield by Charles Dickens (Abridged and simplified by G.E.J. Hodges) (Orient Longmans Ltd., Bombay), pages 192.

Novel

4. Plays for Youth ed. C.H. Lockeitt (Longmans Green & Co., London), pg.190. Only 3 plays are prescribed.

fl. ~horL play

Others:

5. Short Stories or Biographies

6. Simple, Classical or Literary prose: Selection ... 80 to 100 pages.

Table 5 contd ...

1946 (Delhi Scheme)

PAPER I I I -- Poetry (50 marks)

Option 1 (a) Poetry-Selection-1000 lines and 2 longer narrative poems

l(a) (i)

(ii)

(30)

(b) Translation- from M.I.L. into English or 2 longer poems of more than ordinary difficulty.

(20)

Off the Ground, Vol.II (Longmans Green & Co. Ltd., Agents of India, Bombay 29 poems.

Atlanta's Race - Morris

(iii) The Passing of Arthur - Tennyson

l(b) (i) Eve of St. Agnes - Keats

(ii) Ancient Mariner - Coleridge

104

1959 (Delhi Scheme)

Paper III - Poetry (50 marks)

1. Selection - 1000 lines and two longer poems (35)

Paths o- Pleasure by P.C. Sood (S. Chand & Co.)

2. Unseen Passage (15)

Table 5 contd ..

1966 (Delhi Scheme)

Paper II Comprehension (detailed Prose Text and Unseen) (35 + 15)

"The Prose Way" (ed.) R.P. Chopra (Uttar Chand & Sons, Delhi)

Pupils' comprehension of one prose text for detailed study and of some unseen material of about the same difficulty level - not to be a mere collection of writing~ from standard authors. It might contain modified and abridged versions of classical writings, descriptive and narrative prose, explanations of scientific themes and the like in the idiomatic contemporary style.

Paper III - Comprehension (non-detailed prose and poetry) (50 + 25)

3 books to be tested from among the following 4 types:

1. A Collection of Short Stories

"A Book of Stories" (ed.) (Subodh Prakash­an, Delhi), pages 146.

2. A book of plays - simple one-act

. f "S1x-One-Act-Plays" (ed.) P.K. Mathur (Harinamkala, Delhi) - 5 plays only.

105

1966 (All-India)

Paper II - 2 hrs. (75)

1. Prose selections - For detailed study 2. Poetical selections -do-3. A Selection - One Act Plays )Two out of 4. A Book of Short Stories )three pres-s. An Abridged NOvel )cribed for

Books: (a) For detailed Study:

)non-detaile study.

1. "The Prose Way" ( ed. ) R. P. Chopra (Uttar Chand Kapur & Sons, Delhi).

2. "A Book of Verse" (ed.) S. Lal (Ranjit Printers & Publishers, Delhi).

(b) For non-detailed study:

3. "Six One-Act Plays (ed.). P.K. Mathur (Harinamkala, Delhi) - only 5 are prescribed.

4. "A Book of Stories" (ed.), Bal Krishna (Subodh Prakashan, Delhi)

5. "The Coral Island" Winter-bottom (Longmans Green & Co.).

Table 5 contd ..

1966 (Delhi Scheme)

3. Abridged and adapted versions or classics

"The Coral Island" abridged by Winter­bottom (Longmans Green & Co.), pages 160.

4. Science Fiction

"Men Who Changed the World", Egon Larsen (Phonex House Ltd, London).

5. A biography or collection of biographies.

6. Informational or Informative Prose.

Poetry - for enjoyment of rhythm and imagery. Simple poems including descriptive and narrative lyrics and ballads.

"A Book of Verse" (ed.) S. Lal (Ranjit Printers and Publishers, Delhi), pages 120.

Pupils' understanding and appreciation of prose and poetry prescribed for general non­detailed study. To be simpler than the prose text and taught with the purpose of increasing pupils' capacity for reading with greater care and facility. Should lead them on to literary English at later stages.

106

1966 (All-India)

English Language and Literature - Elective

Paper I - 3 hrs. (100)

1. Classified Drama or Modern Drama -for detailed study.

2. Poetical Selections - for detailed study.

Books:

1. Any two of the following three plays:

(a) "Julius Caesar" by William Shakespeare

(b) "Merchant of Venice" by William Shakespeare

(c) "A Man of All Seasons"

2. Poetical Selections - to be prescribed later.

Paper Ill - 3 hrs. (100)

1. Prose Selections - for detailed study.

2. A Novel - for detailed study.

Books:

1. Prose Selections - to be prescribed later.

2. "Animal Farm" by George Orwell.

Table 5 contd ..

1976 (Delhi Scheme)

Division of papers and the contents are the same as in the 1966 (Delhi Scheme) syllabus but there is a redistribution of marks.

Paper II

Detailed prose text (40) in place of (35) Unseen (10) in place of (15)

Pa,eer III (50) in place of (75)

Prose (35) in place of (50) Poetry (15) in place of (25)

The prescribed texts are:

Prose (4 from among the following):

1. A Collection of Short Stories "Ten Short Stories•• (revised edit ion) ( CBSE)

2. A Book of Plays - simple one-act. ••Modern One-Act Plays•• (CBSE)

3. Abridged and adapted versions of classics. 11 A Tale of Two Ci ties•• (abridged and simplified (CBSE)

4. A biography or collection of biographies.

5. Science fiction

6. Inspirational or informative prose

Poetry - 11 A Book of English Poems•• (CBSE)--for enjoyment of rhythm and imagery-descriptive and narrative, lyrics and ballads.

107

1976 (All-India)

Paper II

1. Prose selections (for detailed study) "A Book of English Prose" (CBSE) (35)

2. Unseen (15)

Pa_eer III

1. Poetical Selections (for non-detailed study)

2.

3.

Two out of three

A Selection - One Act Plays "Modern One-Act Plays" (CBSE)

A Book of Stories "Ten Short Stories" (CBSE)

4. An Abridged Novel 11 A Tale of two Ci ties•• (abridged and simplified11 (CBSE)

108

Table 5 contd ..

1986 (Sr.Sec.) (All India & Delhi)

'Core'

(A) Text for detailed study:

(1) English Reader II -Core Course (New Delhi, NCERT) excluding lessons studied in Class XI.

(2) Guided Reading - A Collection of Short Stories, (New Delhi, CBSE)

(i) Two comprehension passages followed by short answer questions

(a) Comprehension (b) Vocabulary usage

(5 + 5) (5 + 5)

(ii) One essay type question on theme and understanding of details (10)

(iii) Short answer questions on contents of the lessons (10)

(B) Text--for Non-detailed study. (25) "English Supplementary Reader Part II" (New Delhi, NCERT)

(i) One essay type question on themes, incidents, characters, etc.) (10)

(ii) Short answer type questions (including items requiring a short paragraph, sentence or one word answers)

'Elective'

(A) For detailed study:

(a) Prose (40)

(i) 'Dear to all the Muses' ~ Anth~l~gies of contemporary prose (ii) 'On the Top of the World' 0 (New delhi, NCERT)

109

Table 5 contd ..

1986 (Sr.Sec.) (All India & Delhi)

(b) Poetry

(i) 'Eternal Lines': A book of poems for Class XII (New Delhi: CBSE)

(B) For Non-detailed Study:

(1) The "Barrets of Wimpole Street" or 'Admirable Crichton' (20)

(ii) Novel -unabridged edition "Far from the Madding Crowd" by Thomas Hardy" (20)

- 110 -

devoted to its study. Maximum reduction in the number of

texts took place after the introduction of the 10+2+3 pattern

of education whereby though one year was added to the schooling

stage and thereby to the number of years students studied

English, in case they opted for it, which practically all students

did, the courses were split into two types: Core and Elective,

synonymous with Basic and Advanced. Though the objectives of the

two have not been spelt out in the syllabus, one can understand

that 'Core' English is meant to provide only some minimum working

knowledge of English whereas 'Elective' English is for those who

further wish to pursue the study of English language and litera-

13 ture. This was a recognition that every Indian student does

not have to, nor is it feasible for him, to develop the same high

competence in the language. However, though it is possible for

a student to study both 'Core' and 'Elective' English, the students

d . d14 t t k h l t th c d th are a v1se not o a e t e same anguage a e ore an e

Elective levels. It is difficult to understand the granting of this

facility when it is clear that if a student is competent to study

English at the 'Elective' level he already has the competence that

a student at the 'Core' level is supposed to acquire.

The courses of the Board have varied between Matric/High

School, Higher Secondary three-year course (Delhi Scheme), Higher

13This has not been explained as such in the syllabus.

14This has been spelt out in the syllabus

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Secondary three-year course (All-India Scheme) and the Senior

School Certificate in both the Delhi and All-India schemes. The

High School examination was at the end of ten years but the texts

prescribed for the 1936 and 1946 High School examinations are

comparable with those prescribed for the three-year Higher

Secondary course in 1946. Gradually, the expectations from the

course were reduced with a reduction in the number of texts

prescribed. As against two texts prescribed for Intensive study

(including Poetry) and six for rapid reading, thus making a total

of eight, in the High School 1946 examination, in the same year's

Higher Secondary examination only seven texts (including Poetry)

.b d 15 were prescr1 e . In 1959, the number of prescribed texts was

further reduced to five. Though a still further reduction in the

number of prescribed texts did not take place in the 1966 and 1976

Hr. Sec. (Delhi Scheme) examinations, Poetry was included for non-.

detailed study as against its detailed study status earlier.

Also, the title of the papers is changed. Comprehension --Paper II --

is titled 'Comprehension (detailed Prose Text and Unseen)'.

Paper III, 'Comprehension--non-detailed Prose and Poetry)' replaces

Paper II --'English Prose~-and Pap~r III --'Poetry~-in 1959. This

reflects the expectation from the course.

15 The terminology 'rapid' and 'intensive' induces an attitude in the students suggesting that those for 'rapid' reading are not· to be read with attention. Any negative denomination like this is unsuitable.

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A significant change introduced in the 1966 All-India

Scheme examination was that Poetry and Prose were combined into

one paper as against two separate papers earlier. Even this one

paper was of two hours duration in place of three hours each for

the two papers earlier. Two prescribed texts, one Prose

selections and one Poetry selections were included for detailed

study and two others for non-detailed study, thus, making a total

of four which is one less than the number of texts prescribed

in the corresponding Higher Secondary (Delhi Scheme) examination.

This model for examination was again altered in the 1976 All-

India Scheme which was closer to the 1976 Delhi Scheme. Poetry

was included for non-detailed study and the total number of texts

in this selection was maintained at four in place of five in the

corresponding Delhi Scheme. The number of papers and examining

time were once again increased to match with the Delhi Scheme.

16 However, in 1976 the status of English at least theoretically

underwent a change in that it was no longer a compulsory subject

in both, the Delhi and All-India schemes of examination.

Nevertheless, care was taken to ensure that those

interested could optionally study English language and literature.

16English is one of the 24 optional languages. The English course comprises of 3 papers of 3 hours duration each whereas courses in all other languages comprise of 2 papers of 2 hours duration each. Indirectly, this is an admission of the special status of English.

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Consequently, the 1966 All-India Scheme introduced English

Language and Literature as one of the Elective (Optional)

subjects. This marked a significant trend as later in 1986 we

find the provision of language courses at the 'Core' and 'Elective'

levels albeit the 1966-1976 Delhi Scheme did not have the

provision of this option. The 'Core• course in English introduced

in 1986 is further simplified in that Poetry, Drama and Novel

are excluded and only three texts are prescribed - one prose text

and a book of short stories for detailed study and one prose

text for non-detailed study. The 'Elective• English course once

again takes care of those who wish to specialise in English

language and literature.

Another change that took place-from time to time was in

the allotment of marks to the different sections of the papers.

For instance, in 1966 Poetry and Prose carried weightage of 25 and

50 marks and in 1976, 15 and 35 marks respectively in Paper III

(non-detailed Prose and Poetry). This change was necessitated

by the fact that in 1966 the total weightage to English was

200 marks whereas in 1976 it was 150 marks and 25 of these

50 marks were reduced in Paper III. Table 5 also records within

brackets, (

of the paper.

), the allotment of marks to various sections

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To sum up - a great amount of experimentation has been

carried out. It appears that the changes have been inspired

by the changing perception of goals of English teaching and in

the course of the last fifty years the goals themselves have

been progressively diluted. The changes in the syllabus, therefore,

have not necessarily been geared to increase the proficiency of

the student but have been designed to accommodate lowered goals.

As one of the consequences the number of prescribed texts has

been progressively reduced. The concept of detailed/non-detailed

texts for intensive/rapid reading is, for example, introduced in

1946. This undervalues some texts as it seems to suggest that

though the texts are prescribed, they need not be read carefully.

The weightage of marks and examining time is also reduced for

each paper to 75 and 2 hours respectively in the introductory year

of the 1966 Higher Secondary (All-India Scheme) examination

though the examination time is later increased to 3 hours and

the marks to 100 in the same scheme of examination. The notes

and exercises appended to the texts are also grossly inadequate.

There are no instructions for the guidance of teachers and

students--only in the 1936 High School syllabus we have these

and subsequently they are missing. Though the status of English

has been revised and even though English has become an optional

subject from a compulsory one, it does not follow that standards

need no longer be maintained. The falling of standards is linked

with the progressive dilution of the status of the texts.

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So far, we have only considered the status of the

text in terms of the syllabus. We have not looked at the

appropriateness of texts which will be the subject matter of

our subsequent chapters.