To Truly Represent The Indian Community One Must Speak Its Soul And That Soul Is Tamil

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ACCORDING to MIC deputy president Datuk Seri M. Saravanan, no one should claim to champion the Indian community without the ability to read, write, and understand Tamil.
Without fluency in the language, he asked, how can a leader genuinely connect with the struggles and aspirations of the people?
Tamil schools have long stood as pillars of cultural preservation and educational empowerment in Malaysia. Once marginalised, these institutions are now witnessing a revival—especially among Indian families in urban centres.

They are more than schools; they are the heartbeat of a people, the embodiment of a community’s spirit, and the enduring legacy of Tamil education.
Delivering the keynote address at the launch of The Legacy of Tamil Schools,  the Tapah MP highlighted the book’s significance.

Far from a mere timeline of events, the book captures the resilience and soul of Tamil schools and the communities they uplift.
From the first Tamil class at Penang Free School in 1816 to the founding of SJK(T) Jawa Lane in Seremban in 1897, these institutions have stood the test of time. At their peak in 1957, Malaysia had 888 Tamil schools.

Today, that number has declined to 528.
Yet, there is hope. Tamil schools in the Klang Valley have reported a steady rise in student enrollment, signaling renewed relevance and trust, noted the former minister.
Historically, Tamil vernacular schools predate Malaysia’s independence and are deeply woven into the economic and social fabric of colonial Malaya.
During British rule, rubber plantations relied heavily on Indian laborers brought from South India. To maintain morale and stability, Tamil schools were established across estates in Peninsular Malaya.
After Independence in 1957, the right to vernacular education was enshrined in the Federal Constitution. However, Tamil schools have faced numerous challenges over the decades.

As rubber demand declined and land values rose, many plantations were sold, prompting Indian families to migrate to urban areas in search of better opportunities.
This shift led to declining enrollment. Schools with fewer than ten students were often shut down, while others were relocated to urban zones with stronger Tamil populations.
Today, Tamil vernacular schools are making remarkable strides. Academic standards have improved, and students have earned accolades in innovation competitions both locally and abroad.
Compiled by former Tamil school organiser A.S. Paskaran, the book presents compelling data.
135 schools were lost due to estate displacement and fragmentation; 66 were merged into joint institutions and several were converted into national schools.
In 2016, six new Tamil schools were approved under the leadership of then prime minister Datuk Seri Najib Razak.
Despite their historical importance, many rural Tamil schools still face challenges such as poor infrastructure and low enrollment.
Strengthening these institutions requires more than policy—it demands passion, commitment, and collective responsibility from both the government and the Indian community.
Tamil schools have imparted more than academic knowledge. They have nurtured leadership, resilience, and pride. They gave voice to the voiceless and hope to the humble, often operating with limited resources but boundless dedication.
Glorious History of Tamil Schools is a tribute to this journey. It preserves historical truth, celebrates the triumphs of the community, and affirms that Tamil schools are not relics of the past-they are living institutions that continue to evolve and inspire. ‒  Focus Malaysia

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