JULY 2 — I was enrolled in a Chinese primary school many years ago.

My father, as well as parents in that era, had more than one choice.

He could send me to a Chinese primary school with the nearest one located at a walking distance; he could also send me to an English school just like my brother, and the school was 10 minutes’ away by car. In addition, there was also a Malay school within a convenient distance. However, Chinese parents in that era rarely took the last option.

Of course, I was sent to a Chinese primary school and I had no chance to ask him why. Perhaps, it was an eclectic decision based on the consideration of balancing.

In the late 1960s, about half of Chinese parents sent their children to Chinese primary schools while the other half chose English schools.

Basically, parents who sent their children to English schools expected a greater chance for their children to become civil servants or professionals like doctors, lawyers and accountants.

Meanwhile, children who enrolled in Chinese schools were expected to do business or become teachers. However, cultural identity and family communication were the main considerations.

My father might have felt the same way and believed that he should not put all his eggs in one basket. Therefore, he sent his children to different schools. However, he did not expect the development that followed.

The following year, the government changed English-medium primary schools into Malay-medium national schools, making English schools part of history.

The then English schools had nearly half Malay and half Chinese students, and some Indians. They were the prototype of the country’s pluralistic society.

Today, many of those from English-medium schools lament that the government’s greatest mistake was abolishing English-medium schools.

They believed that today’s low English proficiency in Malaysia was a phenomenon after the abolition of English schools.

In addition, the lack of connection and communication among different racial groups was also a consequence of abolishing English schools.

Today, Malay students concentrate in national schools, while 95 per cent of Chinese children are learning in Chinese schools and Indians study in Tamil schools. Children lack the opportunity to get along and integrate. Their thoughts grow in different ways, resulting in less consensus. It is an obstacle to achieving national unity.

They cherished the memory of studying in English schools while helping in promoting the idea of restoring the English school system, hoping that the government can bring back English schools so that students of various racial groups could study and grow under one roof. On one hand it helps to improve their level of English and on another hand it promotes national unity.

There are supporters for the idea among the middle class, the elite society and even senior government officials. It is quite convincing if national consciousness is put aside.

However, it is almost elusive to make the dream come true.

The structures of national primary schools, Chinese primary schools and Tamil primary schools are in line with the needs of the law and government policies. They have also reflected the racial mentality. Umno’s and the Malay mainstream society’s strong sense of mission on racial cultures is unlikely to allow the restoration of English schools, which could threaten the status of national schools.

Chinese organisations and Chinese education activists are likely to oppose to it, too, to defend the Chinese primary school system.

As for the standard of the English language, as well as the issue of national unity, they could only be strengthened and improved under the existing system and environment, instead of relying on the hope of restoring English schools.

For brainstorming, would there be a big difference if English schools were not abolished at that time?

If English schools had continued, I believe that Chinese primary schools would still exist today. However, it might not be as prosperous as it is today, the same situation applies to the sekolah kebangsaan.

As for national integration, it should help but it might lead to the formation of another social class. It could also result in social differentiation rather than racial differentiation.

Anyway, the successful experience of English schools can be used as a reference. — mysinchew.com

* This is the personal opinion of the writer or publication and does not necessarily represent the views of The Malay Mail Online.