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Langue, culture et colonisation à Madagascar : malgache et français dans l’enseignement officiel (1916-1940)
Omaly sy Anio (Hier et Aujourd’hui) : revue d’études historiques, volume 3-4, janvier - décembre 1976, pp. 105-165Auteur : Esoavelomandroso F.V
Mots clés : COLONISATION FRANCAISE/POLITIQUE LINGUISTIQUE/ECOLES PUBLIQUES/MALGACHES/ENSEIGNEMENT/EDUCATION/LANGUE MATERNELLE ET EDUCATION/LANGUE D’ENSEIGNEMENT/MALGACHE (LANGUE)/FRANÇAIS (LANGUE)/HISTOIRE/1916-1940/MADAGASCAR
[ MLA ] Raha ny anjara-toeran’ny malagasy sy ny teny frantsay teo amin’ny rafi-pianarana novolavolain’ny mpanjana-tany ho an’ny Malagasy mandritra ny fe-potoana 1916-1940 no dinihina dia misy toe-javatra vitsivitsy tokony homarihina. Ny Frantsay rehetra, ary anisan’izany ry Renel sy Cheffaud mpiandraikitra ny fampianarana, dia nihevitra fa tonga lafatra ny fiteniny ka tokony ho hay. Koa tanjona iray lehibe notratrariny ny fampahalalana ny teny frantsay, indrindra ho an’ireo Malagasy nofanin’ny mpanjana-tany ho mpanampy azy. Noho ny rafi-pianarana nisy tamin’izany andro izany sy noho ny fifaninanana isan-karazany isaky ny ambaratonga dia natokana ho an’olom-bitsy ny tena fahaizana sy fandalinana ny teny frantsay. Tsy tokony ho maro loatra mantsy ny Malagasy mahay teny frantsay, sao dia mivadika ho mpanakorontana ireo mihevitra ny tenany ho mitovy amin’ny mpitondra, nefa tsy nomena toerana, izay heveriny ho tandrify azy. Azo isaina ireo mpianatra tafiditra tamin’ny Ecoles régionales sy Ecoles du 3ème degré, ka nanaraka ny lesona fandalinana ny teny frantsay sy ny fampianarana omena amin’ny teny frantsay rano fotsiny. Misy ora vitsivitsy anefa teo amin’ny fandaharam-potoanan’ireo sekoly ireo natokana ho an’ny teny malagasy (gramera, fandikana teny). Tsapan’ny Frantsay mantsy fa raha ilaina tokoa ny fampiroboroboana ny teniny dia tsy maintsy ampiasaina ihany ny teny malagasy, indrindra eo amin’ny ambaratonga voalohany ho an’ireo ankizy vao miditra hianatra. Katsahina manko ny fampitana haingana dia haingana ny fahalalana tsotsotra ahazoan’ny Malagasy hanampy ny mpanjana-tany eo amin’ny voly sy varotra. Noho izany dia teny malagasy aloha no nampiasaina, ary mirindra no nampidirana ny teny frantsay, ka rehefa rehefa mandroso amin’ny taom-pianarana dia avela tsikelikely ny teny malagasy.
Tsy dia mazava anefa ny sori-dalana nomen’ny lehiben’ny fampianarana momba ny teny fampiasa ka sady toa samy manao izay heveriny fa mety ny tsirairay no tsy dia tsara ny vokatr’izany eo amin’ny mpianatra. Ankoatra an’izany dia nisy olana niseho teo amin’ny mpanjana-tany momba ny teny malagasy tokony hampiasaina. Tsy nolavin’izy ireo fa fototra iray no nihavian’ny fiteni-paritany samihafa. Tsy azony hodian-tsy hita ny fiparitahan’ny teny merina nanomboka tamin’ny taon-jato faha XIX, sy ny nanekeny an’izy io ho teny ofisialy ; teo koa anefa ny fahatsapany fa mety hampihozongozona ny fitondrany raha mihamafy orina ny teny merina. Noho izany dia nohamafisiny fa ny fiteny eo amin’ny faritany no ampiasaina amin’ny ambaratonga voalohany. Tsy tomombana anefa io satria mazana ny fiteniny ihany no ampiasain’ny mpampianatra tsirairay na dia miasa amin’ny faritra hafa aza izy.[ ENG ] If we are to consider the respective position of Malagasy and French languages in the system of education framed by the colonials for the Malagasy between 1916 and 1940, there are a few points to be noticed.
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The French – among whom Renel and Cheffaud, in charge of Education – thought that French being a perfect language had to be spoken. Consequently, the teaching of French was considered an important task, especially the teaching of French to the Malagasy trained by the colonists to help them.
Because of the system of education existing at that period and the various competitive examinations (entrance to each higher level), advanced courses and fluency in French were meant for a minority only. A few Malagasy only were intended to speak French fluently for fear those who considered themselves equal to the rulers – but were not offered positions corresponding to their abilities – should turn trouble-makers. Among those who had entered the “Regional Schools” and the “Third Level Schools”, very few pupils attended advanced courses of French and classes where French was the only language used for teaching. Yet, in these schools, there were a few hours in the time-table arranged for the study of Malagasy language (grammar-translation). For the French felt that, even if the development of French was necessary, nevertheless, Malagasy had to be used, especially in primary schools, for the new pupils. The aim was the quick communication of bits of knowledge necessary for the Malagasy to help the colonials in agriculture and commerce. So, Malagasy language was first used, French was introduced little by little, and as one progressed in school-years, Malagasy was gradually abandonned. But the instructions givens by the Head of the Department of Education were not clear concerning the language to be used in class. So, each teacher did what he thought most adequate, and the result on students were not quite good. Besides, there was a problem concerning the Malagasy dialect to be used. The colonials could not ignore the spreading of the Merina dialect – which began in the XIXth century – and the fact that they adopted it as an official language. Yet, they felt that the development of the Merina dialect could be a danger to their domination. That is why they insisted that local dialects should be used in primary schools. Yet, this did not prove successful ; for, as a rule, each teacher used his own dialect even when not working in this native region.