SLORC's Systematic Suppression of t

[brelief@xxxxxxx]

SLORC's Systematic Suppression of the Mon Education System

Human Rights Report 10/96 (March, 1997)

Human Rights Foundation of MONLAND
PO Box 11
Ratchburana
Bangkok 101140
Thailand


Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental
freedoms. It shall promote understanding, tolerance and friendship among all
nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace.  Article 26 (2). Universal
Declaration of Human Rights


SLORC's Systematic Suppression of the Mon Education System

Focus of This Report
This report focuses on the recent and current situation of education system
of Mon community which is always under the repressive measures of the
successive Rangoon governments. Over twenty years ago, the Mon community
have established and maintain its own education system in its own rural area
with aims to preserve its literature role that was well known in the past
world history.

Under the ethnic assimilation policy of Burman dominated Rangoon governments
or military regime, all ethnic nationalities of Burma have to struggle
hardly to maintain and preserve their national identity. In preserving its
literature and identity, the ethnic nationalities of Burma have tried to
create their own education system. However, the ruthless suppression to
education system and its supporters have been intensified systematically by
successive Rangoon governments.

The cease-fire between the NMSP and SLORC has no result to improve the Mon
education system and the repression have been more terrible than before.
Here, in this report we mentioned the facts that have been violated by SLORC
authorities to the concerned local teachers and educational supporters.
Regarding to Mon education system, the local ethnic villagers were also
ill-treated by Burmese military.

To ensure the whole situation that happened to Mon Education System, the
HURFOM human rights workers conducted interviews with concerned persons from
NMSP and Mon National Education Committee (MNEC), local Mon teachers and
civilians. After we gathered information, we made this report that came from
their explanation and also mentioned the recent historical situation that
related to Mon education system. This report will provide an example that
how the Rangoon ruling governments have adopted the assimilation policy over
all ethnic nationalities of Burma and implemented systematically. Actually,
this policy has been remained as a root problem of civil war in Burma, which
has been protracted about five decades.

Background of Mon Education System
The Mon literature was established and preserved in Buddhist monasteries
since the ruling era of Mon kings. When the sovereign power and independence
of the Mon was lost after the annexation of the Burmese King U Aung Zeya in
1757, many Mon scriptures written in the palm leaves were destroyed and
about 3, 000 Mon monks, who mainly preserved and promoted literature, were
also killed. He led in the genocide of the Mon population and as a result
several thousand Mons fled into Thailand and took refuge. Since then, the
systematic suppression to the Mon literature had been protracted. But the
Mon has strong desire to preserve their literature. The Mon monasteries have
been served as the only center keeping the remaining Mon archives and as the
only schools teaching the Mon language and literature.

In 1885, the British imperialist occupied the whole Burma with three serial
Anglo-Burmese wars. In British era, the Mon people attained more chance to
preserve its literature because the British ruled Burma by guaranteeing
fundamental democratic rights. The education system had been transferred
from monasteries to various vernacular schools and the British government
officially recognized the teaching of Mon literature in schools which
situated in Mon area. When the time the most Burmans tried to liberate from
the colony of British, the Mons were creating students' text books and
adopted their own education system and took chance to preserve its literature.

Burma retained independence from British in 1948. The Mons asked the Burman
dominated Rangoon government to allow for the preservation of Mon language
and literature in both government schools and monasteries. The Mon leaders
proposed seven points to U Nu government concerning literature and political
rights, and but Premier U Nu rejected the proposed political racial rights
of the Mon. but allowed some literature rights. Without political rights or
greater autonomy, when the Mon tried to preserve literature to teach it in
government schools, only some schools allowed for the teaching of Mon
language. In 1948, the Mon took up arm and struggled for equal racial rights
along together with Karen in southern part of Burma. The civil war broke out
on the wake of independence.

However, in the parliamentary ruling era, the Mon community inside continued
the struggle with non-violence means and Mon literature was allowed to teach
as a main subject in government primary schools (up to four grade) of Mon
area. The Mon monks also have to arrange their own Mon teachings of Buddhist
scripture and final examinations in Mon. The preservation of the Mon
literature was in process and the Mon literature committees also printed
several Mon text books.

In 1958, the Mon armed struggle organization, Mon People Front (MPF), agreed
with U Nu government to participate in election and demand racial equal
rights in parliamentary democratic system. Then, they abandoned armed
struggle. Soon after surrendering of MPF, the New Mon State Party (NMSP) was
formed. At the beginning of formation of NMSP, it had a little number of
force and did not have much control area. But the number of its members had
been grown gradually with new comers who escaped from the oppression of the
military regime led by Gen. Ne Win. He seized power in 1962 and ruled the
whole country with single party dictatorship system Even university students
also joined into armed struggle and the civil war inside Burma has been
constantly grown.

In 1970s, the NMSP control area became more larger and larger. The NMSP
officials also encouraged the local Mon villagers and Buddhist monks to
create community based national education system. Under the management of
NMSP Education Department, several Mon national schools were established in
rural area and it protected those schools and teachers. The Mon educated
persons came into liberated area and served as teachers in the Mon national
schools. But in Mon State where the government had firm control, the
establishment of Mon national schools was totally prohibited and it was
against the existing law.

At the same time, the Mon Education System has been come into a certain
extent by rural Mon community and it took more space in Mon areas. At the
time while the Rangoon government could not provide more forces to control
the whole rural area, the NMSP had chance to establish and preserve its
education system. The people also earnestly participate in running villages'
schools. Since 1970s, the numbers of Mon schools were gradually increased in
the Mon control area and the running and maintenance expenses were provided
by the villagers. Defined rice was collected from the farmers every year to
run schools and, the head of the village and senior monks have to take
responsibility to collect, maintain and manage funds.

About 250 Mon national schools have been run by Mon village community up to
present. The types of Mon national schools are categorized as below: 

(1) Mon vernacular schools (2) Joint Mon and Burmese teaching schools (3)
Mixed schools teaching foreign languages as well as Mon and Burmese

In Mon vernacular schools, the Education Department of NMSP adopted its
curriculum and text books. The teachers teach students especially with Mon
language in all subjects except Burmese. Mon literature is the main subject
of the schools and other subjects such as basic mathematics, geography,
history, science and etc., are taught by Mons. Under the management of NMSP,
the teachers were hired from deeper Mon State and the salary is normally as
same as teachers who work in government schools.

In the joint Mon and Burmese teaching schools, the students are taught with
two kinds of languages and the schooling times are also divided into two,
morning and afternoon. The most those mixed schools were established by the
Mon community and initially it were run with Mon education system for
several years. Later, the Burmese Army has been getting stronger and has
launched serial offensives to ethnic armed oppositions to control more
larger area and occupy rebel bases. NMSP had to abandon some area and the
schools and its community were forced to teach Burmese and to share teaching
time to government teachers to teach government's curriculum. But the
government authorities or army could not drive out the Mon teachers from the
schools as they worry revenge of Mon troops. Many schools became joint Mon
and Burmese teaching schools.

When the government authorities tried to adopt government education system,
they have used a very clever way. Townships or State authorities appointed
Mon ethnic educated persons as government servants and sent them to joint
Mon and Burmese teaching schools. By using this way, they sent one or two of
their teachers to teach Burmese as foreign language in Mon vernacular
schools while other subjects are still taught in Mon. Similarly, in some
government schools, the Mon local villagers approached and put their Mon
teachers to teach Mon language as foreign language. Such types of school are
defined as mixed schools teaching foreign language as well as Mon and Burmese.

In curriculum of subjects, the Mon Education System has different courses
especially history. In government curriculum's history subject, it does not
publicize about the peace and prosperous Mon kingdoms that lasted for
several hundred years. When the Burmese kings defeated Mon kingdoms by
forces, it mentioned likely the kings organized the ethnic nationalities to
be united and created union. The Mon people disagree on it. In Mon history,
Burmese kings annexed the Mon kingdoms and occupied by forces and ruled with
Burmanization policy. The Burmese kings had tried to assimilate all Mons to
be Burmese.

To against that adopted assimilation policy, the Mon community itself
encourages the Mon education system and it has been remained only one choice
for the survival of Mon literature and language. When the time NMSP took
more control in the rural area, the education system has been supported by
community with morally and financially. Then when the Burmese Army created
and took more control to the area while the Mon forces were weak, they have
suppressed the local villagers who support the education system to abolish
all processes.

Even in cease-fire duration, the situation has not changed.

Cease-fire Agreement and the Existed Problems
In cease-fire agreement negotiated between NMSP and SLORC, the Mon leaders
also discussed several points regarding to Mon education system. The NMSP
proposed to SLORC about its desire to maintain and preserve its education
system and additionally to allow the teaching of Mon language in the
government schools. But after over one and half year period of cease-fire
agreement, no improvement for education system and education workers in Mon
area. The SLORC did not provide any assistance for system and only the
suppression has been instructed by its local authorities.

To ensure on the situation, we mention all discussion points that came out
from several rounds of NMSP-SLORC meeting. In cease-fire agreement, the both
sides agreed to implement border area development program and concerning
this program the Mon leaders also put many requests to SLORC authorities.
The first meeting was held on same day celebrating NMSP-SLORC cease-fire
agreement. The Mon leaders also briefed the situation of the whole Mon area
to SLORC delegation who came from Rangoon, led by SLORC's Secretary No. 1
Gen. Khin Nyunt.

In August, the NMSP and SLORC's South East Military Command had another
official meeting to follow up the first meeting to discuss about all detail
development program. The Vice President Nai Htin led NMSP delegation in the
meeting. The NMSP asked permission for the teaching of Mon language in all
schools in Mon area including government schools. The SLORC disagreed and
replied that it will not allow the teaching of Mon language in gov ernment
schools, but they will be allowed outside of schooling time. According to
existing law, they said that only the texts and curriculum published by the
government must be officially allowed. The Mon language is not included in
government's curriculum and it would not be allowed.

Even in the mixed schools, where the Mon language was taught as a foreign
language, the teaching of Mon language was prohibited and the SLORC local
authorities also forced Mon teachers to leave from schools. But in the mixed
schools, where the Burmese language was taught as a foreign language, the
NMSP still allows the teaching of government's text.

Regarding to the teaching of Buddhist scripture in Mon in several
monasteries, it has been prohibited over 15 years since the BSPP government
ruled the country. The teaching of Buddhist scripture in Mon was allowed in
Premier U Nu parliamentary government era. But in 1980s, Gen. Ne Win led
BSPP government did not recognize it and forced the Mon monks to learn the
teaching of Buddhist scripture in Burmese and enter the government sponsored
exams. But the Mon monks, about 90% of the total from the whole Mon area,
have boycotted the teaching of Buddhist scripture and entrance of final exam
in Burmese. At the beginning of boycott, several Mon monks who led the
struggle were arrested and detained. The Mon monks anyhow have continued
their struggle and the teaching of Buddhist scripture in Mon. Since then,
the government religious authorities did not confer the official degrees,
recognition of passing of government sponsored exams, to Mon monks.

In the discussion with SLORC, the NMSP leaders also proposed to officially
allow the Mon monks again and learn Buddhist scripture and enter examination
in Mon like Premier U Nu era. But the SLORC officials said they will propose
this request to the Religious Ministry and will respond whether government
allow the teaching of Mon. Up to present time, no official reply was offered
by the government and it remains silent. 

The NMSP also proposed to build several schools in Mon area to provide
education to children and it is not matter for NMSP whether those schools
are taught in Burmese or Mon. Because of the civil war, all Mon area has
been remained as an underdeveloped condition, lack of assistance from
government or NMSP. The Mon young generation in rural are has grown up in
community with lack of education and most of them became illiterate persons
and as a result, they have sought jobs as hard labourers in Thailand. To
avoid this unwelcome situation in Mon community, it needs to build more
schools and provide more education to the Mon children. That was why NMSP
proposed this request. But the request has been calm like other proposals
since cease-fire and no school building program in Mon was adopted by
government and the border area development program of SLORC is remained as
lip-service.

In some Mon villages, the regime has ignored to upgrade the level of schools
for several years although the numbers of student over-crowded in the
school. Thus, the NMSP also asked to upgrade the level of school that
situated in Mon villages. Several primary schools (from kindergarten up to
four grade) in Mon villages were remained at the same level for several
years and those were not upgraded to middle level. Similarly, several middle
schools (p out five grade up to eight grade) in Mon villages such as Kalaw
Thaw (of Mudon township), Pa Nga, Htinn Yu, Htit Ka Yin (of Thanbyuzayat
township) were remained as the same level for several years and the
government did not provide any promotion of education to Mon children. That
is one kind of a secret prohibition by government officials halting the Mons
not to accept the higher education.

Normally, when the students passed that level of school, they have to move
to another villages to receive higher level education. The higher level of
the schools are normally in towns and if they would like to join higher
level schools they have to attend school from their villages every day or
stay in towns. It has been a hard situation for rural Mon students to spend
more expenses and time. As a result, several Mon school children have left
from schools after they passed villagers' school level. Even the NMSP asked
the above mentioned various numbers of schools to be upgraded, the regime
remains quiet and no improvement was accepted. Since the careless treatments
of the recent government and current military regime, the numbers of
intelligent persons in Mon community became less.

Besides provision of education to community, according to adopted
assimilation policy of military regime, it also has attempted to destroy the
Mon national schools in the rural area and Mon education system. In some
mixed schools, where the Mon language was taught as a foreign language, the
teaching of Mon language was became unofficial in schooling time and the Mon
teachers were also driven out from the schools. Constantly, the SLORC local
authori ties also made threats against the Mon national schools to abolish
all of it. As a conclusion, though the NMSP- SLORC cease-fire agreement has
been in order, the regime has no desire to develop and strengthen the Mon
community with education provision and at the same time, it still implements
the assimilation policy upon the Mon people.

Disagreement on ODA Program
After military regime released Burma's democratic opposition leader and
Nobel Peace Laureate Aung San Suu Kyi in July 1995, the world community
warmly welcomed its attitude and expected on SLORC's future political
reform. And some government also provide the helping hands to SLORC with
humanitarian aids.

In the second round discussion regarding to border area development program
in August 1995, the NMSP also proposed to SLORC for an establishment of Mon
national high school in its control territory. Before the meeting was taken
place in Moulmein, the Japanese government already announced to resume ODA
(Overseas Development Assistance) program to SLORC mainly assistance to
education sector. According to NMSP source, SLORC received about 1 billion
Japanese Yen in August as a new resumed ODA development fund. In the FEC
(foreign exchange currency) rate of SLORC, one Yen is equal to one Kyat of
Burmese currency.

According to plan of NMSP, it would like to build a high school in a small
village that was under control of its army and create as a Mon national high
school. In August meeting, the NMSP also proposed that after the school was
built it would like to recognize it as Mon national school and all subjects
must be taught in Mon. The NMSP Education Department will take
responsibility to run the school. In discussion with SLORC officials, SLORC
did not mention their opinion to recognize that school as a Mon national
school or government school. But Lt. Col Han Tint, Strategic officer of the
South East Command said, "it doesn't matter to recognize it as a Mon
National school, but you have to complete building it first", to the NMSP
leaders.

If the high school was recognized as a Mon national school, the NMSP
Education Department will assist in running schools such as to provide
teachers, teaching technique, equipment, stationary, curriculum and text
books and etc.. As SLORC's initial plan, they would like to complete the
high school with the help of NMSP. Because they would like to show the
Japanese government that they were implementing the border area development
program with ODA fund.

To facilitate building of high school, the SLORC agreed to provide 10
million Kyat and this amount is equal to 10 million Japanese Yen. But the
education officials of the NMSP will cooperate with other technical experts
and engineer team whom provided by SLORC. In October, NMSP, SLORC officials
and the engineer team made a land servey in Ah Gani village where was agreed
to build school. About 100 acres of wild forest land that situated beside
the Ye river was (see idol') was taken by NMSP and it was ready to build in
the coming dry season December 1995.

In October; the NMSP had a Central Committee meeting and discussed on the
situation of building of high school. In the meeting, the CC members also
asked for assurance of that high school, to recognize it as a Mon National
High School or not. The CC members also asked SLORC this question through
the NMSP liaison office based in Moulmein to reply official recognition from
the Education Ministry of Rangoon. The official response from the SLORC
Education Ministry made the NMSP leaders to be confused. In the August
meeting although they agreed to be as Mon National High School, but when the
ministry replied that the high school must be recognized as a school under
the program of border area development and it must be run by the Border Area
Development Ministry.

Recently, the SLORC had ever implemented such kind of program in Wa area,
after it reached ceasefire with United Wa State Party (UWSP) in 1990. The
officials from Border Area Development Ministry went into Wa area and built
schools and hospitals. The Wa had lack of education workers in their own
area and has were asked help from SLORC. The SLORC provided teachers to
their area and schools under the arrangement of that ministry. But the
situation in Wa and Mon areas was different. The Mon community has ability
to create their own education system and assist enough teachers to run all
its schools.

Since the SLORC and NMSP had different idea, the NMSP CC members disagreed
on plan of building of that high school under the name of border area
development program in its own permanent control area and strongly opposed
it. At the beginning of 1996, the NMSP officially made a reply to SLORC that
it will not give permission to build that school, if the SLORC disagree to
recognize it as a Mon national high school. The plan of building school
was come to a standstill after the NMSP official response.

Later, the SLORC tried to continue building school again and ignored the
official reply of NMSP. In February 1996, the SLORC ordered to its local
engineer and worker team to build the road that proceed to school building
site. Before the school was built, a road that proceed to school building
site must be built before hand to easily carry materials and facilities into
area. While the engineers and workers were constructing the road, the NMSP
also protest not to continue building that road.

Why did SLORC try to ignore the protest of NMSP? Because of the then
instruction of SLORC, the NMSP realised the role of SLORC concerning to
border area development program. It just has tried to get a road that reach
close to NMSP bases and it was a main aim of SLORC in building this road as
a priority but not actually to develop the border area. By mentioning for a
project of school building, it tried to control the area even deeper inside
NMSP control area. If the school was built under the name of border area
development program, the SLORC officials could have more chance to get into
NMSP area. If the situation of ceasefire is became tension, they could
easily send more military forces close to NMSP bases.

At the end, concerning the building of high school, the information of
NMSP-SLORC argument was also spread out. According to the source of NMSP
officials, as a result, the ODA fund for that high school was also withdrawn
by the Japanese government. Even the NMSP protested to stop building, SLORC
instructed to its engineer team to continue building road and school with
fund 5 million Kyat without outside help. Because of the protest of the
NMSP, SLORC stopped this project.

Suppression and Abuses Related to Mon Education System
After the ceasefire, some of the Mon troops from some area had withdrawn
back to the permenant troop location zones according to agreement. Without
protection of Mon troops, the Mon community in rural areas became weak. At
the same time, large number of SLORC troops came into area and have launched
new military deployment. The more SLORC troops in rural the more pressure
have been given to the Mon Education System.

In some villages, only Mon national schools were initially established and
no government school was run for several years and only Mon education system
has been in process for several years. First of all, as soon as the Burmese
Army reached to area the soldiers always forced village headmen to build
schools for teaching of Burmese language and government education system.
But the government schools must be built with the villagers' own expenses.
Sometime, they also promised to village headmen that they will provide some
donation and but after school was built, no any donation from those military
personnel was provided. And they also forced the village headmen to build
schools as quickly as possible.

In cease-fire agreement, the SLORC will not allow the teaching of Mon
language in its government schools and allowed the NMSP or local villagers
to establish their own separate school to teach Mon language and run Mon
education system. Regarding to this point, the local military commanders
also realized that they also have opportunity similarly to the Mon community
to build separate government schools in villages where only Mon national
schools were existed.

For example, in April of 1996, Maj. Maung Toe of LIB No. 343, based in Ye,
called a meeting with village headmen from several villages of Ye township's
northern part area, in which no government school was established. In the
meeting he forced the village headmen to build the schools as soon as
possible. As the Mon education system was in process for many years, all
village headmen in the area would not like to build separate government
schools. If they agreed to build the school, they will have to collect cash
from own villagers and they have to complete schools within two months
during summer holidays. Even a small village, the villages had to build a
school with at least 100,000 Kyat worth.

Because of the pressure from Burmese local officials, the Mon village
community dissatisfied on case to build the new school for government and
always informed the nearest NMSP officials. Sometimes, the NMSP officials
also protested the village community by informing the concerning SLORC
commanders that those villages already had Mon national schools and they may
have difficulty to build another new school and attempted to halt pressure
of local officials. Similarly, the Burmese Army also gave pressure to
villagers of the area from Ye southern part.

As an example for Ye southern part township, in Khaw Zar village, Mon school
was recently established and Mon education system has been in process for
several years. In 1993, the SLORC took more control in the village and they
forced the village headmen to allow teaching of Burmese language for half
day. Since then, the school was remained as mixed school and the government
education system was put by force by the Burmese Army. At the same time, the
Burmese troops also tried to push the Mon teachers out of school. But the
Mon troops were based close to village end' they were not dare to do so. At
that time, a column of LIB No. 343 was also based in Khaw Zar village and
forced the village headmen to build a new school. The villagers did not
build school for teaching of Burmese language and but repaired the old
school, and the Burmese language was also taught in that school.

After the cease-fire, those troops also tried to push out all Mon teachers
from that school again but the NMSP protest their attempt. Firstly in June
1996, the Burmese troops tried to take out the Mon flag from the pole and
replaced with their flag. The Mon local officials completely protest it and
disagree on the manner of SLORC local troops.

When the Burmese Army took more base after 1990 through present, and it
agreed for cease-fire, its local troops have changed many Mon national
schools into government schools. They confiscated school buildings and all
materials in the stores and then sent their own teachers. The school system
was automatically changed. After the cease-fire, the NMSP officials
complained to the situation happened in recent time and to re-allow the
teaching of Mon language in those confiscated schools but the SLORC has
constantly refused.

Related to Mon education system, the SLORC local officials also made
disturbance to Mon teachers, NMSP officials and its supporters. In August
1996, the SLORC LIB No. 343's Maj. Maung Toe came to Aru Taung village and
made disturbance to Mon teachers. When he arrived to school, he told to all
teachers that the teaching of Mon language was illegal and he will not
allow. If the Mon teachers continued teaching Mon language, he will take
action. Taking action was meant arrests and it was a warning for Mon
teachers to leave the school. After his return, the Mon teachers also asked
the NMSP officials, whether they shall continue or stop. According to Mon
officials, the school was recently established as Mon national school and
later the Burmese troops forced the village community to be a mixed school.
When the school was Mon national school, recently the Mon teachers had more
chance than government teachers to run the school. Later, the military
forced the village community to allow morning time for the teaching of
Burmese language. Even the warning by military in August, the Mon teachers
continued their teaching. Then, the government teachers informed about that
to Maj. Maung Toe.

Step by step, the commander instructed a new type of disturbance to Mon
teachers in October. In school, the government teachers accepted teaching
time in the morning and Mon teachers have chance to teach in the evening. On
October 5, after the teaching of Burmese language when the Mon teachers
started teaching, all school materials such as blackboards, desks, tables
and others were kept in store by government teachers. On October 6, there
were strong arguments occurred between the Mon and government teachers. The
government teachers returned back to Ye and informed about problem to Maj.
Maung Toe.

As a result, on October 7 in the morning Maj. Maung Toe led 200 Burmese
troops came into village and tried to arrest the Mon teachers. Soon after
they reached close to village, they surrounded outside and entered into
village. At that time the NMSP local officials were also in village and
informed the Burmese troops that if they would like to solve the problem
they could meet each other. One captain of Burmese troops informed four NMSP
officials and told them to meet his commander and to discuss the problems
that happened in school yesterday. He also suggested the NMSP officials that
if they had small guns, to bring it along with them. The NMSP officials
agreed and brought their guns along with them and met with commander Maj.
Maung Toe in school.

When they reached to school, Maj. Maung Toe asked why they brought their
guns and said there was no dangerous situation to bring arms along with
them. Suddenly, he ordered his men to confiscate guns and accused against
NMSP officials that they were holding illegal arms. They also complained
that the captain told them to bring their guns. And the commander accused
them that they forced government teachers with those guns and they must have
to confiscate and proposed the problem to higher authorities. The NMSP
officials refused the accusation and said they never made any threat to any
government teacher. But the commander said anyhow, those NMSP officials have
to solve that problem and explained to higher authorities in Ye. The NMSP
officials also said they will ask the NMSP liaison office of Ye, to permit
travelling allowance to Ye. But the commander said he will take
responsibility for traveling and they were brought along with troops to Ye.

When the troops reached Ye, they sent those four NMSP officials to Township
Police Station. And the commander told to police chief that he arrested four
suspects with arms and asked him to detain them, and then all troops
returned back to their battalion headquarters. The NMSP officials complained
to police chief that they were not suspects for any crime and, as the
polices knew they were NMSP officials and did not detain them. They had to
sleep at the police station for one night and on the next day, the NMSP
liaison officers came and picked them.

On the same day, some SLORC troops also remained in Aru Taung village, and
called all village headmen and asked them why they allowed the teaching of
Mon language in school. They also asked where the Mon troops hid their arms
to make disturbance to government teachers. The most village headmen
complained that they never forced any government teacher to move out from
school and there was no arm in the village and complained that the NMSP
officials always took their small arms along with them. But they did not
trust them and punished some community leaders. A leader of Youth
Organization of the village was severely beaten by them. He was the one who
helped the Mon teachers and encouraged the Mon education system and acted as
a supporter. The troops tied him in school and accused him that he brought
Mon troops to drive out government teachers.

At the end of October, Maj. Maung Toe called a meeting with government
teachers of the whole Ye Township at Ye No. 2 primary school and warned to
stop the teaching of Mon language again. In the meeting, he gave a speech
and announced to halt the Mon teaching in all schools of the whole township.
But he did not mention how many schools were established by government. He
mentioned all schools in the township were likely government schools, there
was no chance for NMSP or Mon teachers to run those schools. He also
officially warned that "if I met someone teaching Mon language in any
school, I will kill with him with my hands on the spot."  and instructed all
government teachers to inform the names of the Mon teachers and their native
homes.

According to the source from government officials in Ye, the military has
instructed to halt the teaching of the Mon language since the cease-fire was
agreed. The military has called several rounds of meeting with township LORC
officials and government servants and instructed them to implement that job.
Because of the most township officials and government education servants are
Mons, they have been reluctant to halt the teaching Mon language in Mon
national schools and prohibit the Mon education system. The military,
especially LIB No. 343's Maj. Maung Toe, has angered to those township
officials and he himself interfered and abused to halt the Mon Education
System. This is an example of Ye township, and similarly, the other
townships' Mon education system has been also halted by SLORC.

The overall situations highlighted here have been happened since the NMSP
reached for a cease-fire agreement with SLORC and no improvement in Mon
education system and it has been systematically prohibited by SLORC local
military officials. The local military commanders are pretending and acting
like Secretary No. 1 of SLORC Gen. Khin Nyunt, get involved in education
sector and have used their absolute power in implementing assimilation policy.

 - - - - -  - - - - -

Acronyms
NMSP- New Mon State Party; 
SLORC- State Law and Order Restoration Council; 
MNEC- Mon National Education Committee; 
MNLA-Mon National Liberation Army; 
MPF- Mon People Front; 
BSPP- Burmese Socialist Programme Party; 
IB- Infantry Battalion of SLORC; LIB- Light Infantry Battalion of SLORC:
http://www2.gol.com/users/brelief/Index.htm