Making most of language heritage

The piece of news is disappointing. Most of the graduates from the departments of Urdu and Sanskrit, coupled with Persian language and literature and Pali and Buddhist studies, cannot communicate in these languages. Only a few of them are eligible to read and write fluently, and still fewer are good at speaking. The depressing situation has sparked debate about the necessity of operating these departments in three public universities--- Dhaka, Rajshahi and Chottogram. Suggestions are already there to close these departments or merge with language institute.
When the journey of the University of Dhaka started in 1921, one of the departments was 'Persian and Urdu.' It was a vibrant department for many years thanks to the presence of some eminent scholars of Persian and Urdu languages and literature. A good number of students also graduated from the department in later decades who had a good command of both languages and engaged in literary activities and research. In course of time, the demand for the languages diminished, and the attraction of the department also started to be marginalised. Nevertheless, in 2006, Persian and Urdu were separated into two independent departments.
Again, the Department of Sanskrit, named initially as Sanskritic Studies and Sanskrit and Bengali, was also established in 1921. In 1970, Sanskrit became separated from Bengali, and the department was renamed the Department of Sanskrit and Pali. In 2007, two independent departments emerged: one is Sanskrit, and the other is Pali and Buddhist Studies.
These four departments are for higher studies in these languages and literature rather than to provide primary teaching. So, it requires students to have adequate basic knowledge and command of these languages. Due to the flawed admission process, those who do not have any knowledge of these languages become undergraduate students and struggle to cope with higher studies. The outcome is graduates without the necessary skills in these languages. They take the admission to become students of Dhaka University only. Having no job opportunities, they also deploy themselves to other works instead of paying attention to study and trying to pass out. Teachers, also finding no alternative, allow students to write answers in Bangla in examinations. The need for well-qualified teachers is also there.
Thus, the four departments become unproductive, although they should not. Winding up the departments is also not the solution, and the authorities need to think of various alternatives like merging the Urdu and Persian departments together as well as Sanskrit and Pali departments, reducing the number of seats for undergraduate candidates, and introducing basic language courses for freshmen.
Again, a voluminous number of books, manuscripts, journals and notes in Arabic, Persian and Urdu are preserved in the libraries of public universities. These valuable resources are largely unused or unexplored, mainly due to a lack of interest and necessary support. Graduates from these departments may be engaged to study the materials under the guidance of professors and experts. Later, books and journals may be selected for translation in Bangla. Universities should provide necessary support by acquiring funds from government and private organisations.
These libraries also preserve a large number of manuscripts written in Sanskrit language. These are, no doubt, rare collections. Translating some of these will be good work. Teachers and students of the Sanskrit department may do the work with necessary patronage to back up the effort.
Though the relevance of these languages has reduced significantly over time, these departments are part of history and heritage of the university and the country. So, preserving the heritage and using the resources productively are essential. Moreover, extensive collaboration with the countries where these languages are widely functioning may open a window of opportunity.

[email protected]