How textbooks teach prejudice
Forget RSS-run Shishu Mandirs and Muslim madrassas. Textbooks prescribed by even ‘secular’ central and state education boards in the country promote religious, caste and gender prejudice
Hate language and hate-politics cannot be part of history teaching in a democracy. But, unfortunately, prejudice and division, not a holistic and fair vision, has been the guiding principle for our textbook boards and the authors chosen by them.
Over the years, our history and social studies texts, more and more, emphasise a prejudicial understanding and rendering of history, that is certainly not borne out by historical facts. Crucial inclusions and exclusions that are explored through abstracts from state board texts, ICSE textbooks and college texts as well, quoted extensively in stories accompanying this essay, bear this out.
What the RSS and other rabid organisations with a clearly political objective would have us believe about history has been succinctly summed up by the accompanying abstract of an NCERT (National Council for Educational Research and Training) report. The report enumerates instances that clearly reflect the bias of the organisation that has sponsored them.
What is far more worrisome and needs careful and equally studied examination is how the textbooks in use in most of our states under the ambit of the state textbook boards, as well as the texts of prominent national boards, echo the same historical precepts, misconceptions and formulations. Sometimes in a diluted or scattered form, but more often with the same resultant damage.
We will then begin to understand how certain manipulated discourses and imageries that have been pulled out for public consumption over the past decade–and–a–half find instant and widespread resonance in civil society.
What am I referring to? How come the crude allusions to Muslims as ‘Babar ki aulad’ in the mid–eighties and the charge of ‘forced’ conversions against Christians in the late nineties finds a silent acceptance in the marketplace of popular ideas, and even dominates the media? This is because many of post–Independent India’s textbooks have been unable to offer a clean, holistic, rational and multi–dimensional vision of the past that includes a historically honest portrayal of how different faiths arrived on the shores of this sub-continent. Our textbooks are, similarly and suspiciously, silent on the motives behind thousands of Indians converting to different faiths over generations. Instead, through allusions and exclusions, they strengthen the false claim that in a vast majority of cases these conversions happened under force.
There is hardly any Indian text that honestly and candidly sketches out the indignities that continue to be perpetuated on Indian Dalits today. The life–sketch of Dr. Bhimrao Ambedkar is restricted to his contribution as the ‘architect’ of the Indian constitution. The serious challenges he posed to the pre–Independence struggle and the Brahmanical order, or his radical conversion to Buddhism as a method of ‘social and political emancipation’ (10 lakh Dalits converted to Buddhism on October 14, 1948) find scant or no mention at all in ‘secular’ Indian textbooks.
On December 25, 1925, Ambedkar burnt copies of the Manu Smruti at Mahad village in Maharashtra. This was a strong political statement against the domination suffered by Dalits, epitomised in this Brahmanical text that has laid down the code of a social order which regards ‘shudras’ and ‘women’ together as deserving of no rights. The incident finds no mention at all in any Indian school textbook, revealing a sharp upper caste bias that has excluded real inquiry into these events and movements. There is no attempt at a critical look at texts like the Manu Smruti that have, since their being written several centuries ago, reflected the attitudes of vested interests. In fact this Brahmanical text itself receives favourable mention in Indian school textbooks.
As extension of the same argument, some of our average Indian textbooks continue to label Christians, Muslims and Parsees as ‘foreigners,’ and moreover depict Hindus as “the minority in most states of the country”. They selectively speak about the “immoral behaviour of Catholic priests in the middle ages” while exonerating the Brahmins and the Indian ruling classes.
The same college textbook in Maharashtra that speaks at length, and with a fair degree of venom, about Islam and its violent nature is silent on what many ancient Indian kings did to Buddhist ‘monasteries’ and bhikus during the ancient period. (King Sashanka of Assam is reputed to have destroyed several monasteries). If, therefore, the average Indian textbook is silent on the motivations of many a ‘Hindu’ king who employed officials to raid and destroy temples in the ancient and medieval periods, simply because he could be certain to find wealth there (King Harshadev of Kashmir is one such, referred to by Kalhana in his Rajatarini), is there a not–so–subtle attempt to allow the popularly cherished belief that temple breaking was the ‘Muslim’ rulers favoured prerogative, to fester and grow?
Rabid observations on Islam and Christianity are overtly visible in excerpts of the books conceived by the RSS and used for ‘teaching’ in the Shishu Mandirs. For discerning observers and educationists, this commitment to indoctrination that pre-supposes injecting small yet potent doses of poison against an ‘enemy other’ is not really surprising when we understand the true nature of the ideological project of these outfits.
The content of RSS texts has invited sharp criticism by the NCERT committee (see accompanying document).
Take, for instance, a textbook recommended for the final year Bachelor of Arts students in history in Maharashtra. The chapter titled ‘Invasion of Mahmud of Ghaznavi’ is cleverly used by the author to launch a tirade against Islam itself.
There could be no more derogatory references to women than those contained in the Manu Smruti, an ancient Indian Brahmanical text. But it receives uncritical and passing mention in most Indian textbooks. There is no attempt to outline the oppressive ‘Brahmanical Hindu’ code contained within the Manu Smruti.
What were the variegated facts, and, therefore, what is the multi-layered truth behind the emergence of different faiths on the sub-continent? The historical account is not an over-simplified one of Babar ki aulad, armed with swords, forcing reluctant victims to convert and smashing down their temples in the bargain. Unfortunately for proponents of a hate-driven history, facts tell a different story.
The record of persons opting to convert to different faiths, be it Buddhism, Jainism, Christianity Islam or Sikhism, is a worthy exploration in itself. Honestly told, it could offer vital insights on the impulses of ideas and motives as they have driven humankind over the ages. None of the mainline Indian textbooks really do justice to this subject. We often find a single sentence reference to the fact that Islam first came to the shores of the Malabar coast through the regular visits of Arab traders who enjoyed a long-standing relationship of trade and commerce with India. But the next sentence immediately shifts gear to the other way that Islam came to the Indian sub-continent — through the ‘invasions’ in Sind. From thereon our children are told in graphic detail of the numerous ‘invasions’ but nothing of the coming of Islam through trade and the formations of living communities that resulted.
Large-scale conversions to Islam took place on the Malabar coast not during the invasions by Tipu Sultan but during the 1843-1890 period. These were directly linked to the fact that in 1843, under the British, slavery was formally abolished in the region. As a result, large numbers from the formerly oppressed castes, bonded in slavery to upper caste Hindus moved over to Islam, which they perceived, rightly or wrongly to preach a message of equality and justice.
Put simply, all these texts speak at length about the birth and misdemeanours of the Muslim League, the Muslim communal outfit that contributed significantly to the politics of the period. No mention is at all made to the birth around the same time of the Hindu Mahasabha and the Rashtriya Swayamsevak Sangh, both Hindu communal outfits that contributed in no small measure to the sharp polarisations and schisms at the time.
Mahatma Gandhi’s assassination is fleetingly mentioned without the ideology that drove Godse to kill him being mentioned, leave alone explored. The fact that the RSS had to face a ban on the question, too, is blotted out to the young student of modern Indian history.
The young student of history in India, therefore, can without compunction put the entire blame of the partition of the sub-continent on the Muslim League and Mohammed Ali Jinnah’s shoulders. The bias does not end here. While the Muslim League receives detailed treatment in the average Indian text, it does not give a single line to Hindu communal outfits.
In furtherance of the same theme, there is no attempt to either explain or detail that the Muslim League enjoyed a limited hold over only sections of the Muslim elite and landed gentry; that many hundreds of thousands of Muslims participated actively in the struggle for Independence against the British; that the idea of Partition was backed by a miniscule section of Indian Muslims; that the artisan class which constitutes a large section of Muslims demonstrated actively against Partition.
In short, if you read an average Indian text, be it from the state or central boards, the Hindu Mahasabha and the RSS bear no part of the historical blame for Partition. The crime is worse compounded by the fact that Mahatma Gandhi’s assassination is glossed over, often receiving no more than one sentence in explanation.
And to top it all, here is what the same ICSE text has to say about Mahatma Gandhi’s assassination: “Mahatma Gandhi toured the hate-torn land of Bengal, trying to put a stop to the communal frenzy and salvage the people from ruthless communal slaughter. While celebrations and riots were still going on the architect of the nation was shot dead on 30th January by Nathuram Godse”. There is no further comment on the assassination, or the ideology that drove the assassin. Neither is there any mention of the fact that the government of India banned the RSS following Gandhi’s murder because of Godse’s close association both with the RSS and the Hindu Mahasabha. There is no information on the trial of the assassins of Gandhi, the justification by Godse of his act and so on.
Similarly, the Social Studies text for standard VIII of the Gujarat State Board, has a tiny sub-section titled, “The Murder of Gandhi”. This reads thus: “After Independence there were severe communal riots in India. Gandhiji tried his utmost to suppress it. Many people did not like this. Gandhiji was murdered at the hands of Godsay on 30th January 1948. ”
Again, no words of explanation of the ideology that was responsible for the murder of Gandhi though painstaking efforts are made in this and other texts to explain the ideology that partitioned the sub-continent.
It appears logical and inevitable for the stated political project of the RSS and its Shishu Mandir-style education to offer such an immutable approach, a series of unquestionable absolutes, to the young mind. How else can the RSS organisation, whether it be at the shakha or the Shishu Mandir level, create a social and political atmosphere where selectively half-truths and blatant falsehoods dominate all discourse? How else does one create an environment where critical questions are never asked, leave alone answered? And, worst of all, prevailing social inequalities, indignities and humiliations are left unaddressed. In short, leave the social and economic hierarchy unchallenged?
Full Article :-
http://www.sabrang.com/cc/comold/oct99/cover.htm
Distortion Of History: How Textbooks Teach Prejudice.
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ghulam muhammed
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ghulam muhammed
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Re: Distortion Of History: How Textbooks Teach Prejudice.
Breeding Bigotry
The NCERT’s National Steering Committee on text-book evaluation found that the RSS-run Vidya Bharati schools are being clearly used for the dissemination of blatantly communal ideas
The Committee shares the concern expressed in the report over the publication and use of blatantly communal writings in the series entitled, Sanskriti Jnan in the Vidya Bharati Schools which have been set up in different parts of the country. Their number is reported to be 6,000. The Committee agrees with the report that much of the material in the so–called Sanskrit Jnan series is “designed to promote bigotry and religious fanaticism in the name of inculcating knowledge of culture in the young generation”. The Committee is of the view that the Vidya Bharati schools are being clearly used for the dissemination of blatantly communal ideas.
The Vidya Bharati Sansthan claims to be engaged in providing to the young generation education in religion, culture and nationalism. The catechistic series is part of the Sansthan’s effort in this direction.
Each booklet in the series comprises questions and answers on geography, politics, personalities, martyrs, morals, Hindu festivals, religious books, general knowledge, etc. Much of the material in these books is designed to promote blatantly communal and chauvinist ideas and popularize RSS and its policies and programmes.
Some examples of the kind of ‘knowledge’ of sanskriti these booklets are disseminating are given below:
What is the name of the island in the south which touches the feet of Bharat Mother, and which reminds us of Sri Ramachandra’s victory over Ravana and which was a part of our country at one time?” Arab Sagar, according to these booklets, is supposed to be also known as Sindhu Sagar and Bay of Bengal as Gangasagar. These names are also used in the map of India which is printed as the back cover of many of the booklets under the caption Punyabhoomi Bharat. In this map, Indian Ocean is mentioned as Hindu Mahasagar.
One of the booklets (No.IX), for example, says, “India is the most ancient country in the world. When civilisation had not developed in many countries of the world, when people in those countries lived in jungles naked or covering their bodies with the bark of trees or hides of animals, Bharat’s Rishis–Munis brought the light of culture and civilisation to all those countries.” Some of the examples of the “spread of the light of Aryatva by Bharatiya Manishis” given are the following:
(i) “The credit for lighting the lamp of culture in China goes to the ancient Indians,
(ii) India is the mother country of ancient China. Their ancestors were Indian kshatriyas…
(iii) The first people who began to inhabit China were Indians.”
“The first people to settle in Iran were Indians (Aryans)”.
“The popularity of the great work of the Aryans — Valmiki Ramayana — influenced (Yavana) yunan? (Greece) and there also the great poet Homer composed a version of the Ramayana”.
“The Languages of the indigenous people (Red Indians) of the northern part of America were derived from ancient Indian languages”.
Many of these booklets have a section each on ‘Sri Ramjanma-bhumi’. They present RSS–VHP propaganda in the form of catechisms to be memorized by the faithful as absolute truths. Some of the questions – answers in these sections are as followers;
Q. Who got the first temple built on the birth place of Shri Ram in Ayodhya?
A. Shri Ram’s son Maharaja Kush.
Q. Who was the first foreign invader who destroyed Sri Ram temple?
A. Menander of Greece (150 B.C.)
Q. Who got the present Rama Temple built?
A. Maharaja Chandragupta Vikramaditya (A.D. 380–413).
Q. Which Muslim plunderer invaded the temples in Ayodhya in A.D. 1033?
A. Mahmud Ghaznavi’s nephew Salar Masud.
Q. Which Mughal invader destroyed the Rama Temple in A.D. 1528?
A. Babur.
Q. Why is Babri Masjid not a mosque?
A. Because Muslims have never till today offered Namaz there.
Q. How many devotees of Rama laid down their life to liberate Rama temple from A.D. 1528 to A.D. 1914?
A. Three lakh fifty thousand.
Q. How many times did the foreigners invade Shri Ramajanma-bhumi?
A. Seventy–seven times.
Q. “Which day was decided by Sri Ram Kar Sewa Samiti to start Kar Sewa?
A. 30 October, 1990.
Q. Why will 2 November 1990 be inscribed in black letters in the history of India?
A. Because on that day, the then Chief Minister by ordering the Police to shoot unarmed Kar Sewaks massacred hundreds of them.
Q. When was the Shilanyas of the temple laid in Sri Ram Janmbhumi?
A. 1 November 1989.
Q. What was the number of the struggle for the liberation of Ram Janmabhumi which was launched on 30 October 1990?
A. 78th struggle.
Some other questions which have been included along with answers are:
“When did Ramabhakta Kar Sewaks unfurl the saffron flag on Shri Ramjanmabhumi?”
“Mention the names of the young boys who laid down their life while unfurling the saffron flag”.
In one of the books in the series (No.12), there is a section on the saints of the world and the sects/faiths founded by them. The statements made in this section are designed to promote contempt and blind hatred against other religions. One statement on the followers of Christianity reads as follows: “It is because of the conspiratorial policies of the followers of this religion that India was partitioned. Even today Christian missionaries are engaged in fostering anti–national tendencies in Nagaland, Meghalaya, Arunachal, Bihar, Kerala, and other regions of our country because of which there is a grave danger to the integrity of present day India”.
About Islam, one of the statements is as follows: “Thousands of opponents of idol worship, the followers of Islam, go to the pilgrimage centre of Islamic community at Kaaba to worship ‘Shivalinga’. In Muslim society, the greatest wish is to have a darshan of that black stone (Shivalinga)”.
In another question, children are asked to fill in the blanks ‘rivers of blood’ as the means by which Prophet Mohammad spread Islam.
There are special sections in some of the booklets on RSS, its founder and its other leaders. In one booklet (No. 11), RSS, which is mentioned along with Arya Samaj and Ramakrishna Mission etc. as a social reform organisation, is given the status of divine power. It says, “Some divine power, whether it was Bhagwan Ram or Bhagwan Krishna, has always emerged for the preservation of the greatness of Indian culture. The Hindu organization Rashtriya Swayam Sewak Sangh has arisen to end the present miserable condition and for the defence of the greatness of Bharatiya Sanskriti.”
The ‘knowledge’ imparted in the booklets includes such facts as Meghnath Saha, being the author of History of Hindu Science. Punjab University being located in Jalandhar, Jammu–Kashmir University located in Jammu, Annamalai University in Madras, and Andhra University in Hyderabad.
Much of this material is designed to promote bigotry and religious fanaticism in the name of inculcating knowledge of culture in the young which should be a matter of serious concern.
http://www.sabrang.com/cc/comold/oct99/cover4.htm
The NCERT’s National Steering Committee on text-book evaluation found that the RSS-run Vidya Bharati schools are being clearly used for the dissemination of blatantly communal ideas
The Committee shares the concern expressed in the report over the publication and use of blatantly communal writings in the series entitled, Sanskriti Jnan in the Vidya Bharati Schools which have been set up in different parts of the country. Their number is reported to be 6,000. The Committee agrees with the report that much of the material in the so–called Sanskrit Jnan series is “designed to promote bigotry and religious fanaticism in the name of inculcating knowledge of culture in the young generation”. The Committee is of the view that the Vidya Bharati schools are being clearly used for the dissemination of blatantly communal ideas.
The Vidya Bharati Sansthan claims to be engaged in providing to the young generation education in religion, culture and nationalism. The catechistic series is part of the Sansthan’s effort in this direction.
Each booklet in the series comprises questions and answers on geography, politics, personalities, martyrs, morals, Hindu festivals, religious books, general knowledge, etc. Much of the material in these books is designed to promote blatantly communal and chauvinist ideas and popularize RSS and its policies and programmes.
Some examples of the kind of ‘knowledge’ of sanskriti these booklets are disseminating are given below:
What is the name of the island in the south which touches the feet of Bharat Mother, and which reminds us of Sri Ramachandra’s victory over Ravana and which was a part of our country at one time?” Arab Sagar, according to these booklets, is supposed to be also known as Sindhu Sagar and Bay of Bengal as Gangasagar. These names are also used in the map of India which is printed as the back cover of many of the booklets under the caption Punyabhoomi Bharat. In this map, Indian Ocean is mentioned as Hindu Mahasagar.
One of the booklets (No.IX), for example, says, “India is the most ancient country in the world. When civilisation had not developed in many countries of the world, when people in those countries lived in jungles naked or covering their bodies with the bark of trees or hides of animals, Bharat’s Rishis–Munis brought the light of culture and civilisation to all those countries.” Some of the examples of the “spread of the light of Aryatva by Bharatiya Manishis” given are the following:
(i) “The credit for lighting the lamp of culture in China goes to the ancient Indians,
(ii) India is the mother country of ancient China. Their ancestors were Indian kshatriyas…
(iii) The first people who began to inhabit China were Indians.”
“The first people to settle in Iran were Indians (Aryans)”.
“The popularity of the great work of the Aryans — Valmiki Ramayana — influenced (Yavana) yunan? (Greece) and there also the great poet Homer composed a version of the Ramayana”.
“The Languages of the indigenous people (Red Indians) of the northern part of America were derived from ancient Indian languages”.
Many of these booklets have a section each on ‘Sri Ramjanma-bhumi’. They present RSS–VHP propaganda in the form of catechisms to be memorized by the faithful as absolute truths. Some of the questions – answers in these sections are as followers;
Q. Who got the first temple built on the birth place of Shri Ram in Ayodhya?
A. Shri Ram’s son Maharaja Kush.
Q. Who was the first foreign invader who destroyed Sri Ram temple?
A. Menander of Greece (150 B.C.)
Q. Who got the present Rama Temple built?
A. Maharaja Chandragupta Vikramaditya (A.D. 380–413).
Q. Which Muslim plunderer invaded the temples in Ayodhya in A.D. 1033?
A. Mahmud Ghaznavi’s nephew Salar Masud.
Q. Which Mughal invader destroyed the Rama Temple in A.D. 1528?
A. Babur.
Q. Why is Babri Masjid not a mosque?
A. Because Muslims have never till today offered Namaz there.
Q. How many devotees of Rama laid down their life to liberate Rama temple from A.D. 1528 to A.D. 1914?
A. Three lakh fifty thousand.
Q. How many times did the foreigners invade Shri Ramajanma-bhumi?
A. Seventy–seven times.
Q. “Which day was decided by Sri Ram Kar Sewa Samiti to start Kar Sewa?
A. 30 October, 1990.
Q. Why will 2 November 1990 be inscribed in black letters in the history of India?
A. Because on that day, the then Chief Minister by ordering the Police to shoot unarmed Kar Sewaks massacred hundreds of them.
Q. When was the Shilanyas of the temple laid in Sri Ram Janmbhumi?
A. 1 November 1989.
Q. What was the number of the struggle for the liberation of Ram Janmabhumi which was launched on 30 October 1990?
A. 78th struggle.
Some other questions which have been included along with answers are:
“When did Ramabhakta Kar Sewaks unfurl the saffron flag on Shri Ramjanmabhumi?”
“Mention the names of the young boys who laid down their life while unfurling the saffron flag”.
In one of the books in the series (No.12), there is a section on the saints of the world and the sects/faiths founded by them. The statements made in this section are designed to promote contempt and blind hatred against other religions. One statement on the followers of Christianity reads as follows: “It is because of the conspiratorial policies of the followers of this religion that India was partitioned. Even today Christian missionaries are engaged in fostering anti–national tendencies in Nagaland, Meghalaya, Arunachal, Bihar, Kerala, and other regions of our country because of which there is a grave danger to the integrity of present day India”.
About Islam, one of the statements is as follows: “Thousands of opponents of idol worship, the followers of Islam, go to the pilgrimage centre of Islamic community at Kaaba to worship ‘Shivalinga’. In Muslim society, the greatest wish is to have a darshan of that black stone (Shivalinga)”.
In another question, children are asked to fill in the blanks ‘rivers of blood’ as the means by which Prophet Mohammad spread Islam.
There are special sections in some of the booklets on RSS, its founder and its other leaders. In one booklet (No. 11), RSS, which is mentioned along with Arya Samaj and Ramakrishna Mission etc. as a social reform organisation, is given the status of divine power. It says, “Some divine power, whether it was Bhagwan Ram or Bhagwan Krishna, has always emerged for the preservation of the greatness of Indian culture. The Hindu organization Rashtriya Swayam Sewak Sangh has arisen to end the present miserable condition and for the defence of the greatness of Bharatiya Sanskriti.”
The ‘knowledge’ imparted in the booklets includes such facts as Meghnath Saha, being the author of History of Hindu Science. Punjab University being located in Jalandhar, Jammu–Kashmir University located in Jammu, Annamalai University in Madras, and Andhra University in Hyderabad.
Much of this material is designed to promote bigotry and religious fanaticism in the name of inculcating knowledge of culture in the young which should be a matter of serious concern.
http://www.sabrang.com/cc/comold/oct99/cover4.htm
-
ghulam muhammed
- Posts: 11653
- Joined: Tue Oct 07, 2008 5:34 pm
Re: Distortion Of History: How Textbooks Teach Prejudice.
The following extract is from a recommended third year B.A. textbook for the student of history in Maharashtra. The chapter on Mahmud of Ghaznavi is used blatantly by the author to launch a tirade against Islam itself.
The opening para reads: “The advent of Islam might have been a boon to the Arabs who got united under its banner, and were enthused by it to carry on conquests in Asia, Africa and Europe but it has been a curse for the people outside Arab world because wherever the Islamic hordes went, they not only conquered the countries, but killed millions of people and plundered their homes and places of worship and destroyed their homes, places of worship and above all their artworks”.
The author continues: “The general Islamic belief that political power can be claimed by anyone who can wield power goes not only against the legality of inheritance to throne but encourages intrigues, plots rebellions and assassinations of father by his son, brother by his brother, ruler by his military commander or minister and above all master by his servant, nay, even by his slave. There might have been some killings of such a type among the people of other religious faiths like the Hindus or Christians but those were exceptions while in the Islamic people these have occurred as a rule, not as exceptions”.
The author makes his orientation more and more plain as we read on. The question, however, is how did such a text past muster and how does it continue to be one of the recommended texts at the graduation level in Maharashtra. “The king of the Ghaznavides, Subuktagin, who started raids on India in the last decades of 10th century A.D. was a slave of Alptagin, who himself was a slave of Samanid ruler of Khorasan. So it is the slave of the slave who set in process, the Islamic invasion from 10th century A.D.”
This is how the concluding para reads.”Why these atrocities? Because Islam teaches only atrocities. Have not Islamic invaders done so wherever they had gone, be that India or Africa or Europe?” (Emphasis added). Mahmud returned to Ghazni with a large booty.”
The opening para reads: “The advent of Islam might have been a boon to the Arabs who got united under its banner, and were enthused by it to carry on conquests in Asia, Africa and Europe but it has been a curse for the people outside Arab world because wherever the Islamic hordes went, they not only conquered the countries, but killed millions of people and plundered their homes and places of worship and destroyed their homes, places of worship and above all their artworks”.
The author continues: “The general Islamic belief that political power can be claimed by anyone who can wield power goes not only against the legality of inheritance to throne but encourages intrigues, plots rebellions and assassinations of father by his son, brother by his brother, ruler by his military commander or minister and above all master by his servant, nay, even by his slave. There might have been some killings of such a type among the people of other religious faiths like the Hindus or Christians but those were exceptions while in the Islamic people these have occurred as a rule, not as exceptions”.
The author makes his orientation more and more plain as we read on. The question, however, is how did such a text past muster and how does it continue to be one of the recommended texts at the graduation level in Maharashtra. “The king of the Ghaznavides, Subuktagin, who started raids on India in the last decades of 10th century A.D. was a slave of Alptagin, who himself was a slave of Samanid ruler of Khorasan. So it is the slave of the slave who set in process, the Islamic invasion from 10th century A.D.”
This is how the concluding para reads.”Why these atrocities? Because Islam teaches only atrocities. Have not Islamic invaders done so wherever they had gone, be that India or Africa or Europe?” (Emphasis added). Mahmud returned to Ghazni with a large booty.”
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ghulam muhammed
- Posts: 11653
- Joined: Tue Oct 07, 2008 5:34 pm
Re: Distortion Of History: How Textbooks Teach Prejudice.
THE HISTORICAL TRUTH WHICH IS DELIBARATELY HIDDEN FROM TEXTBOOKS :-
Who invited the first Mughal to India ?
The Mughals were not interested in coming to India ,but Rana Sangha invited Babur to join him to crush Ibrahim Lodhi at Delhi. In 1527 Rana Sangha clashed with Babur and was defeated . Babur decided to settle in India
Shivaji's military commanders and personal Advisers were MUSLIMS .
Saffronites shy away from acceptance. Shivaji's personal adviser was Maulana Hakim, his military commanders were : Gorilla war-fare commander was an Arab, Malik Amber by name. Shivaji's artillery commander was Ibrahim and others. When Shivaji was to meet Afzal Khan, he chose a group of close and trusted persons as body-guards .Out of the twenty body-guards fourteen were Muslims. Maulana Hakim had advised Shivaji to carry the tiger claw with him for the meeting .
When Afzal khan died in combat with Shivaji , Afzal khan's trusted aid who attacked Shivaji was Krishna .B. Solanki . One can see, in those times the concept of Invaders nor sons of the soil existed. This was the creation of the Colonial British which the pseudo nationalists like the Saffron brigade and co are blindly following .
Prithvi Raj had Enmity against king Anand Pal, so the Solankis and the Gharwar (Rathors) helped Mohammed Ghori to attack Prithvi Raj. The army of Jai chand had also reinforced the army of Mohammed Ghori and marched ahead with 1,20,000 horsemen to attack Prithviraj .
The saffron brigade deny this and yet blame the Muslims as invaders ? -- Historian Yadunath Sarkar .
During the Shunga period, when the Hindus began to SLAUGHTER the BUDDHISTS , they instigated MINANDER , son-in-law of Demetrius, to attack the Sungha empire and destroy it completely .
The Shankaracharya the most holy of Holy's had wowed to exterminate the Jains and the Buddhists from the soil of India .
The Mughals down to Aurangzeb had Hindus as military generals specially Rajputs in their army. The Revenue collectors were mostly Hindus in their administration .
Mohammed -bin-Qasim attacked Sindh in 712 AD. The Buddhists who were fed-up with the Hindu king Dahir for his ant-Buddhist rule supported Mohammed-bin-Qasim . Another interesting incident occurred in the same battle . A stage came when Mohammed -bin- Qasim was about to run away form the battle field . Then a BRAHMIN advised him to KNOCK DOWN the FLAG on the DEVI TEMPLE so that the HINDU army would run away. Qasim followed the advise of the BRAHMIN and he won the battle. The flag on the DEVI TEMPLE was a sign of the DEVI'S wrath. Such was the machination of the BRAHMIN mind against their own people and country .
In January 1026, Mahmood of Ghazni advanced towards SOMNATH, on the way he met a number of Hindu armies . The Hindus did not put up a fight for they BELIEVED that the city of SOMNATH was protected by the presiding deity , therefore no harm could come to it's citizens nor the temple. Note ( Somnath temple and the city was under the Jain and Buddhist community ). Jains were the principal traders in precious stones and in trading Arabian Horses. The Hindus were aggrieved by this prosperity. The Brahmins were plotting their down fall.
The Hindu army including the citizens believed that they were protected by Lord SOMA and LORD SOMNATH, these principal deities would destroy Mahmood of Ghazni and the Muslim army by wrath. The Hindus believed that they had to do nothing but sit and watch the destruction, thousands of Hindu soldiers and civilians assembled to watch the fun. They sat on the temple and city walls to cheer the Muslims on to attack .They believed Somanth would soon reduce the invading army to ashes . They believed that the WICKED MUSLIMS would be punished, destroyed and their God would annihilate each of the cursed Muslims. Soon Mahmood's army began the slaughter, a group of HINDUS ran towards the temple, knelt down in front of the deity and began to pray for victory .
Secretly Mahmood was informed about the fabulous wealth hidden in the temple, even the principal deity was encrusted with precious gems and stones. The hold of the JAINS and the BUDDHIST in trade and commerce upon the city was broken. The HINDUS for centuries did not pay attention to the repair of SOMNATH temple. It was only in 1947 after independence that it was repaired, now becoming a temple for HINDUS. Mahmood was able to carry off the wealth to pay for his military expedition. These are some of the historical facts which the Fundamentalist refuse to accept, they have always been taught to blame others for their own shortcoming and faults .
These extractshave been taken from the writings of eminent historians : Yadunath Sarkar , Book ; Gargi Sanhita's Yugpuran , Asir (Greek writer - Pultrak ), Nirad Choudhary , K.M.panicker ,and Dr. Surendra kumar Sharma - History of the Hindus .
Who invited the first Mughal to India ?
The Mughals were not interested in coming to India ,but Rana Sangha invited Babur to join him to crush Ibrahim Lodhi at Delhi. In 1527 Rana Sangha clashed with Babur and was defeated . Babur decided to settle in India
Shivaji's military commanders and personal Advisers were MUSLIMS .
Saffronites shy away from acceptance. Shivaji's personal adviser was Maulana Hakim, his military commanders were : Gorilla war-fare commander was an Arab, Malik Amber by name. Shivaji's artillery commander was Ibrahim and others. When Shivaji was to meet Afzal Khan, he chose a group of close and trusted persons as body-guards .Out of the twenty body-guards fourteen were Muslims. Maulana Hakim had advised Shivaji to carry the tiger claw with him for the meeting .
When Afzal khan died in combat with Shivaji , Afzal khan's trusted aid who attacked Shivaji was Krishna .B. Solanki . One can see, in those times the concept of Invaders nor sons of the soil existed. This was the creation of the Colonial British which the pseudo nationalists like the Saffron brigade and co are blindly following .
Prithvi Raj had Enmity against king Anand Pal, so the Solankis and the Gharwar (Rathors) helped Mohammed Ghori to attack Prithvi Raj. The army of Jai chand had also reinforced the army of Mohammed Ghori and marched ahead with 1,20,000 horsemen to attack Prithviraj .
The saffron brigade deny this and yet blame the Muslims as invaders ? -- Historian Yadunath Sarkar .
During the Shunga period, when the Hindus began to SLAUGHTER the BUDDHISTS , they instigated MINANDER , son-in-law of Demetrius, to attack the Sungha empire and destroy it completely .
The Shankaracharya the most holy of Holy's had wowed to exterminate the Jains and the Buddhists from the soil of India .
The Mughals down to Aurangzeb had Hindus as military generals specially Rajputs in their army. The Revenue collectors were mostly Hindus in their administration .
Mohammed -bin-Qasim attacked Sindh in 712 AD. The Buddhists who were fed-up with the Hindu king Dahir for his ant-Buddhist rule supported Mohammed-bin-Qasim . Another interesting incident occurred in the same battle . A stage came when Mohammed -bin- Qasim was about to run away form the battle field . Then a BRAHMIN advised him to KNOCK DOWN the FLAG on the DEVI TEMPLE so that the HINDU army would run away. Qasim followed the advise of the BRAHMIN and he won the battle. The flag on the DEVI TEMPLE was a sign of the DEVI'S wrath. Such was the machination of the BRAHMIN mind against their own people and country .
In January 1026, Mahmood of Ghazni advanced towards SOMNATH, on the way he met a number of Hindu armies . The Hindus did not put up a fight for they BELIEVED that the city of SOMNATH was protected by the presiding deity , therefore no harm could come to it's citizens nor the temple. Note ( Somnath temple and the city was under the Jain and Buddhist community ). Jains were the principal traders in precious stones and in trading Arabian Horses. The Hindus were aggrieved by this prosperity. The Brahmins were plotting their down fall.
The Hindu army including the citizens believed that they were protected by Lord SOMA and LORD SOMNATH, these principal deities would destroy Mahmood of Ghazni and the Muslim army by wrath. The Hindus believed that they had to do nothing but sit and watch the destruction, thousands of Hindu soldiers and civilians assembled to watch the fun. They sat on the temple and city walls to cheer the Muslims on to attack .They believed Somanth would soon reduce the invading army to ashes . They believed that the WICKED MUSLIMS would be punished, destroyed and their God would annihilate each of the cursed Muslims. Soon Mahmood's army began the slaughter, a group of HINDUS ran towards the temple, knelt down in front of the deity and began to pray for victory .
Secretly Mahmood was informed about the fabulous wealth hidden in the temple, even the principal deity was encrusted with precious gems and stones. The hold of the JAINS and the BUDDHIST in trade and commerce upon the city was broken. The HINDUS for centuries did not pay attention to the repair of SOMNATH temple. It was only in 1947 after independence that it was repaired, now becoming a temple for HINDUS. Mahmood was able to carry off the wealth to pay for his military expedition. These are some of the historical facts which the Fundamentalist refuse to accept, they have always been taught to blame others for their own shortcoming and faults .
These extractshave been taken from the writings of eminent historians : Yadunath Sarkar , Book ; Gargi Sanhita's Yugpuran , Asir (Greek writer - Pultrak ), Nirad Choudhary , K.M.panicker ,and Dr. Surendra kumar Sharma - History of the Hindus .
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ghulam muhammed
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Re: Distortion Of History: How Textbooks Teach Prejudice.
Jawaharlal Nehru erased from Rajasthan school textbook
Jawaharlal Nehru who?
The new Social Science textbook for Class VIII in schools of Rajasthan has erased Nehru from the pages of history. It does not mention who India’s first Prime Minister was.
Not yet available in the market but uploaded on the website of publisher Rajasthan Rajya Pathyapustak Mandal — www.rstbraj.in — the textbook features Mahatma Gandhi, Subhas Chandra Bose, Veer Savarkar, Bhagat Singh, Lala Lajpat Rai, Bal Gangadhar Tilak and revolutionary Hemu Kalani but is silent on Nehru and other Congress freedom fighters. There is also no mention of Mahatma Gandhi’s assassination by Nathuram Godse.
Meant for use in schools of the Rajasthan Board of Secondary Education, the textbook revision has been carried out as part of “curriculum re-structuring” by the State Institute of Education Research and Training (SIERT), Udaipur.
In the previous edition of the textbook, the chapter on National Movement had Nehru prominently in a box titled Major Leaders of National Movement. Again, the chapter on India After Independence, in the earlier edition, began with the contribution of Nehru and Sardar Patel to government formation.
Asked about the omission of Nehru, School Education Minister Vasudev Devnani told The Sunday Express: “The government and I have nothing to do with it. I am yet to see the new textbooks. The syllabus is created by an autonomous body and the government does not interfere in it at all.”
Devnani had recently said that the Rajasthan government was re-designing textbooks to ensure “no Kanhaiya Kumar was born in the state”. He had also said that he wanted the curriculum to have a three-pronged effect: teach the child about the ‘veer’ and ‘veerangana’ of Rajasthan; make the child proud of Indian culture; and, create an ideal citizen and a patriot.
Devnani had said that Mughal emperor Akbar would be taught without the suffix ‘Great’, which would be used to describe Maharana Pratap. The change is reflected in the Class VII textbook for medieval history.
“This is taking saffronisation to the next level. The BJP’s ideological bankruptcy has stooped to such levels that it is erasing the country’s first Prime Minister from school history books. But they should know that this does not mean they can erase Nehru’s memory and his contribution from the nation’s collective conscience. We will oppose this attempt to alter the nation’s history.”
https://in.news.yahoo.com/jawaharlal-ne ... 00050.html
Jawaharlal Nehru who?
The new Social Science textbook for Class VIII in schools of Rajasthan has erased Nehru from the pages of history. It does not mention who India’s first Prime Minister was.
Not yet available in the market but uploaded on the website of publisher Rajasthan Rajya Pathyapustak Mandal — www.rstbraj.in — the textbook features Mahatma Gandhi, Subhas Chandra Bose, Veer Savarkar, Bhagat Singh, Lala Lajpat Rai, Bal Gangadhar Tilak and revolutionary Hemu Kalani but is silent on Nehru and other Congress freedom fighters. There is also no mention of Mahatma Gandhi’s assassination by Nathuram Godse.
Meant for use in schools of the Rajasthan Board of Secondary Education, the textbook revision has been carried out as part of “curriculum re-structuring” by the State Institute of Education Research and Training (SIERT), Udaipur.
In the previous edition of the textbook, the chapter on National Movement had Nehru prominently in a box titled Major Leaders of National Movement. Again, the chapter on India After Independence, in the earlier edition, began with the contribution of Nehru and Sardar Patel to government formation.
Asked about the omission of Nehru, School Education Minister Vasudev Devnani told The Sunday Express: “The government and I have nothing to do with it. I am yet to see the new textbooks. The syllabus is created by an autonomous body and the government does not interfere in it at all.”
Devnani had recently said that the Rajasthan government was re-designing textbooks to ensure “no Kanhaiya Kumar was born in the state”. He had also said that he wanted the curriculum to have a three-pronged effect: teach the child about the ‘veer’ and ‘veerangana’ of Rajasthan; make the child proud of Indian culture; and, create an ideal citizen and a patriot.
Devnani had said that Mughal emperor Akbar would be taught without the suffix ‘Great’, which would be used to describe Maharana Pratap. The change is reflected in the Class VII textbook for medieval history.
“This is taking saffronisation to the next level. The BJP’s ideological bankruptcy has stooped to such levels that it is erasing the country’s first Prime Minister from school history books. But they should know that this does not mean they can erase Nehru’s memory and his contribution from the nation’s collective conscience. We will oppose this attempt to alter the nation’s history.”
https://in.news.yahoo.com/jawaharlal-ne ... 00050.html