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Indika: An Ancient Greek Description of India

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GodlessBastard

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There seems to be some confusion in this forum about the origin of the word "India". Many believe that it was the British who first coined the term. In reality, the term "India" has been used by ancient Greek and Roman historians since 300 B.C.E to describe the land stretching from the Indus to the Brahmaputra.

Here, I will post Indika, the world's first outside description of India. The book was written by Megasthenes sometime in the third century B.C.E. Megasthenes was the Seleucid Greek ambassador at the court of Chandragupta Maurya, the king that founded the Mauryan Empire and unified India into a single nation for the first time.

Because of the long size, and because I cannot post attachments, I will post Indika as eight seperate posts. Enjoy!
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Megasthenes: Indika
FRAGMENT I
OR AN EPITOME OF MEGASTHENES.
(Diod. II. 35-42.)

India, which is in shape quadrilateral, has its eastern as well as its western side bounded by the great sea, but on the northern side it is divided by Mount Hemodos (Himalayas) from that part of Skythia which is inhabited by those Skythians who are called the Sakai, while the fourth or western side is bounded by the river called the Indus, which is perhaps the largest of all rivers in the world after the Nile. The extent of the whole country from east to west is said to be 28,000 stadia (Note: one stadia=185m), and from north to south 32,000. Being thus of such vast extent, it seems well-nigh to embrace the whole of the northern tropic zone of the earth, and in fact at the extreme point of India the gnomon of the sundial may frequently be observed to cast no shadow, while the constellation of the Bear is by night invisible, and in the remotest parts even Arcturus disappears from view. Consistently with this, it is also stated that shadows there fall to the southward.

India has many huge mountains which abound in fruit-trees of every kind, and many vast plains of great fertility--more or less beautiful, but all alike intersected by a multitude of rivers.

The greater part of the soil, moreover, is under irrigation, and consequently bears two crops in the course of the year. It teems at the same time with animals of all sorts,--beasts of the field and fowls of the air,--of all different degrees of strength and size. It is prolific, besides, in elephants, which are of monstrous bulk, as its soil supplies food in unsparing profusion, making these animals far to exceed in strength those that are bred in Libya. It results also that, since they are caught in great numbers by the Indians and trained for war, they are of great moment in turning the scale of victory.

The inhabitants, in like manner, having abundant means of subsistence, exceed in consequence the ordinary stature, and are distinguished by their proud bearing. They are also found to be well skilled in the arts, as might be expected of men who inhale a pure air and drink the very finest water. And while the soil bears on its surface all kinds of fruits which are known to cultivation, it has also under ground numerous veins of all sorts of metals, for it contains much gold and silver, and copper and iron in no small quantity, and even tin and other metals, which are employed in making articles of use and ornament, as well as the implements and accoutrements of war.

In addition to cereals, there grows throughout India much millet, which is kept well watered by the profusion of river-streams, and much pulse of different sorts, and rice also, and what is called bosporum, as well as many other plants useful for food, of which most grow spontaneously. The soil yields, moreover, not a few other edible products fit for the subsistence of animals, about which it would be tedious to write. It is accordingly affirmed that famine has never visited India, and that there has never been a general scarcity in the supply of nourishing food. For, since there is a double rainfall in the course of each year,--one in the winter season, when the sowing of wheat takes place as in other countries, and the second at the time of the summer solstice, which is the proper season for sowing rice and bosporum, as well as sesamum and millet--the inhabitants of India almost always gather in two harvests annually; and even should one of the sowings prove more or less abortive they are always sure of the other crop. The fruits, moreover, of spontaneous growth, and the esculent roots which grow in marshy places and are of varied sweetness, afford abundant sustenance for man. The fact is, almost all the plains in the country have a moisture which is alike genial, whether it is derived from the rivers, or from the rains of the summer season, which are wont to fall every year at a stated period with surprising regularity; while the great heat which prevails ripens the roots which grow in the marshes, and especially those of the tall reeds.

But, farther, there are usages observed by the Indians which contribute to prevent the occurrence of famine among them; for whereas among other nations it is usual, in the contests of war, to ravage the soil, and thus to reduce it to an uncultivated waste, among the Indians, on the contrary, by whom husbandmen are regarded as a class that is sacred and inviolable, the tillers of the soil, even when battle is raging in their neighbourhood, are undisturbed by any sense of danger, for the combatants on either side in waging the conflict make carnage of each other, but allow those engaged in husbandry to remain quite unmolested. Besides, they neither ravage an enemy's land with fire, nor cut down its trees.

India, again, possesses many rivers both large and navigable, which, having their sources in the mountains which stretch along the northern frontier, traverse the level country, and not a few of these, after uniting with each other, fall into the river called the Ganges. Now this river, which at its source is 30 stadia broad, flows from north to south, and empties its waters into the ocean forming the eastern boundary of the Gangaridai, a nation which possesses a vast force of the largest-sized elephants. Owing to this, their country has never been conquered by any foreign king: for all other nations dread the overwhelming number and strength of these animals. [Thus Alexander the Macedonian, after conquering all Asia, did not make war upon the Gangaridai, as be did on all others; for when he had arrived with all his troops at the river Ganges, and had subdued all the other Indians, he abandoned as hopeless an invasion of the Gangaridai when he learned that they possessed four thousand elephants well trained and equipped for war.] Another
river, about the same size as the Ganges, called the Indus, has its sources, like its rival, in the north, and falling into the ocean forms on its way the boundary of India; in its passage through the vast stretch of level country it receives not a few tributary streams which are navigable, the most notable of them being the Hupanis, the Hudaspes, and the Akesines. Besides these rivers there are a great many others of every description, which permeate the country, and supply water for the nurture of garden vegetables and crops of all sorts. Now to account for the rivers being so numerous, and the supply of water so superabundant, the native philosophers and proficients in natural science advance the following reasons:--They say that the countries, which surround India--those of the Skythians and Baktrians and also of the Aryans--are more elevated than India, so that their waters, agreeably to natural law, flow down together from all sides to the plains beneath, where they gradually saturate the soil with moisture, and generate a multitude of rivers.

A peculiarity is found to exist in one of the rivers of India,--that called the Sillas, which flows from a fountain bearing the same name. It differs from all other rivers in this respect,--that nothing cast into it will float, but everything, strange to say, sinks down to the bottom.

It is said that India, being of enormous size when taken as a whole, is peopled by races both numerous and diverse, of which not even one was originally of foreign descent, but all were evidently indigenous; and moreover that India neither received a colony from abroad, nor sent out a colony to any other nation. The legends further inform us that in primitive times the inhabitants subsisted on such fruits as the earth yielded spontaneously, and were clothed with the skins of the beasts found in the country, as was the case with the Greeks; and that, in like manner as with them, the arts and other appliances which improve human life were gradually invented, Necessity herself teaching them to an animal at once docile and furnished not only with hands ready to second all his efforts, but also with reason and a keen intelligence.

The men of greatest learning among the Indians tell certain legends, of which it may be proper to give a brief summary. They relate that in the most primitive times, when the people of the country were still living in villages, Dionusos made his appearance coming from the regions lying to the west and at the head of a considerable army. He overran the whole of India, as there was no great city capable of resisting his arms. The heat, however, having become excessive, and the soldiers of Dionusos being afflicted with a pestilence, the leader, who was remarkable for his sagacity, carried his troops away from the plains up to the hills. There the army, recruited by the cool breezes and the waters that flowed fresh from the fountains, recovered from sickness. The place among the mountains where Dionusos restored his troops to health was called Meros; from which circumstance, no doubt, the Greeks have transmitted to posterity the legend concerning the god, that Dionusos was bred in his father's thigh. Having after this turned his attention to the artificial propagation of useful plants, he communicated the secret to the Indians, and taught them the way to make wine, as well as other arts conducive to human well-being. He was, besides, the founder of large cities, which he formed by removing the villages to convenient sites, while he also showed the people how to worship the deity, and introduced laws and courts of justice. Having thus achieved altogether many great and noble works, he was regarded as a deity and. gained immortal honours. It is related also of him that he led about with his army a great host of women and employed, in marshalling his troops for battle, drums and cymbals, as the trumpet had not in his days been invented; and that after reigning over the whole of India for two and fifty years he died of old age, while his sons, succeeding to the government, transmitted the sceptre in unbroken succession to their posterity. At last, after many generations had come and. gone, the sovereignty, it is said, was dissolved, and democratic governments were set up in the cities.

Such, then, are the traditions regarding Dionusos and his descendants current among the Indians who inhabit the hill-country. They further assert that Herakles also was born among them. They assign to him, like the Greeks, the club and the lion's skin. He far surpassed other men in personal strength and prowess, and cleared sea and land of evil beasts. Marrying many wives he begot many sons, but one daughter only. The sons having reached man's estate, he divided all India into equal portions for his children, whom he made kings in different parts of his dominions. He provided similarly for his only daughter, whom be reared up and made a queen. He was the founder, also, of no small number of cities, the most renowned and greatest of which he called Palibothra. He built therein many sumptuous palaces, and settled within its walls a numerous population. The city he fortified with trenches of notable dimensions, which were filled with water introduced from the river. Herakles, accordingly, after his removal from among men, obtained immortal honour; and his descendants, having reigned for many generations and signalized themselves by great achievements, neither made any expedition beyond the confines of India, nor sent out any colony abroad. At last, however, after many years had gone, most of the cities adopted the democratic form of government, though some retained the kingly until the invasion of the country by Alexander. Of several remarkable customs existing among the Indians, there is one prescribed by their ancient philosophers which one may regard as truly admirable: for the law ordains that no one among them shall, under any circumstances, be a slave, but that, enjoying freedom, they shall respect the equal right to it which all possess: for those, they thought, who have learned neither to domineer over nor to cringe to others will attain the life best adapted for all vicissitudes of lot: for it is but fair and reasonable to institute laws which bind all equally, but allow property to be unevenly distributed.

The whole population of India is divided into seven castes, of which the first is formed by the collective body of the Philosophers, which in point of number is inferior to the other classes, but in point of dignity preeminent over all. For the philosophers, being exempted from all public duties, are neither the masters nor the servants of others. They are, however, engaged by private persons to offer the sacrifices due in lifetime, and to celebrate the obsequies of the dead: for they are believed to be most dear to the gods, and to be the most conversant with matters pertaining to Hades. In requital of such services they receive valuable gifts and privileges. To the people of India at large they also render great benefits, when, gathered together at the beginning of the year, they forewarn the assembled multitudes about droughts and. wet weather, and also about propitious winds, and diseases, and other topics capable of profiting-the hearers. Thus the people and the
sovereign, learning beforehand what is to happen, always make adequate provision against a coming deficiency, and never fail to prepare beforehand what will help in a time of need. The philosopher who errs in his predictions incurs no other penalty than obloquy, and he then observes silence for the rest of his life.

The second caste consists of the Husbandmen, who appear to be far more numerous than the others. Being, moreover, exempted from fighting and other public services, they devote the whole of their time to tillage; nor would an enemy coming upon a husbandman at work on his land do him any harm, for men of this class, being regarded as public benefactors, are protected from all injury. The land, thus remaining unravaged, and producing heavy crops, supplies the inhabitants with all that is requisite to make life very enjoyable. The husbandmen themselves, with their wives and children, live in the country, and entirely avoid going into town. They pay a land-tribute to the king, because all India is the property of the crown, and no private person is permitted to own land. Besides the land-tribute, they pay into the royal treasury a fourth part of the produce of the soil.

The third caste consists of the Neatherds and Shepherds and in general of all herdsmen who neither settle in towns nor in villages, but live in tents. By hunting and trapping they clear the country of noxious birds and wild beasts. As they apply themselves eagerly and assiduously to this pursuit, they free India from the pests with which it abounds,--all sorts of wild beasts, and birds which devour the seeds sown by the husbandmen.

The fourth caste consists of the Artizans. Of these some are armourers, while others make the implements which husbandmen and others find useful in their different callings. This class is not only exempted from paying taxes, but even receives maintenance from the royal exchequer.

The fifth caste is the Military. It is well organized and equipped for war, holds the second place in point of numbers, and gives itself up to idleness and amusement in the times of peace. The entire force--men-at-arms, war-horses, war-elephants, and all--are maintained at the king's expense.

The sixth caste consists of the Overseers. It is their province to inquire into and superintend all that goes on in India, and make report to the king, or, where there is not a king, to the magistrates.

The seventh caste consists of the Councillors and Assessors,--of those who deliberate on public affairs. It is the smallest class, looking to number, but the most respected, on account of the high character and wisdom of its members; for from their ranks the advisers of the king are taken, and the treasurers, of the state, and the arbiters who settle disputes. The generals of the army also, and the chief magistrates, usually belong to this class.

Such, then, are about the parts into which the body politic in India is divided. No one is allowed to marry out of his own caste, or to exercise any calling or art except his own: for instance, a soldier cannot become a husbandman, or an artizan a philosopher.

India possesses a vast number of huge elephants, which far surpass those found elsewhere both in strength and size. This animal does not cover the female in a peculiar way, as some affirm, but like horses and other quadrupeds. The period of gestation is at shortest sixteen months, and at furthest eighteen. Like mares, they generally bring forth but one young one at a time, and this the dam suckles for six years. Most elephants live to be as old as an extremely old man, but the most aged live two hundred years.

Among the Indians officers are appointed even for foreigners whose duty is to see that no foreigner is wronged. Should any of them lose his health, they send physicians to attend him, and take care of him otherwise, and if he dies they bury him, and deliver over such property as he leaves to his relatives. The judges also decide cases in which foreigners are concerned, with the greatest care, and come down sharply on those who take unfair advantage of them. [What we have now said regarding India and its antiquities will suffice, for our present purpose.]
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I FRAGM. I.B.
Diod. III. 63.

Concerning Dionusos.

Now some, as I have already said, supposing that there were three individuals of this name, who lived in different ages, assign to each appropriate achievements. They say, then, that the most ancient of them was Indos, and that as the country, with its genial temperature, produced spontaneously the vine-tree in great abundance, he was the first who crushed grapes and discovered the use of the properties of wine. In like manner he ascertained what culture was requisite for figs and other fruit trees, and transmitted this knowledge to after-times; and, in a word, it was he who found out how these fruits should be gathered in, whence also he was called Lenaios. This same Dionusos, however, they call also Katapogon, since it is a custom among the Indians to nourish their beards with great care to the very end of their life. Dionusos then, at the head of an army, marched to every part of the world, and taught mankind the planting of the vine, and how to crush grapes in the winepress, whence he was called Lenaios. Having in like manner imparted to all a knowledge of his other inventions, he obtained after his departure from among men immortal honour from those who had benefited by his labours. It is further said that the place is pointed out in India even to this day where the god had been, and that cities are called by his name in the vernacular dialects, and that many other important evidences still exist of his having been born in India, about which it would be tedious to write.
 
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the british coined the name hindu and the term india. india was never a term used before british invaded and defeated the Muslims rulers
 
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the british coined the name hindu and the term india. india was never a term used before british invaded and defeated the Muslims rulers

I told you India didn't exist before 1947. It's true,,,mommy told me.
richard-stacks-chimpanzee-with-its-fingers-in-its-ears.jpg
 
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NOTE TO ALL: Please refrain from responding to trolls (I know for sure trolls will come here) and debate the history and literary content only!

I need to leave now, but will post Part 2 when I find time.
 
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dude, vasco-de -gama did come finding India not taxila,nalanda etc.
Like Columbus sailed west to find india instead found america.vasco dde gamma too sailed for india intead of landing on the karachi port of real india he landed in goa hence like Columbus he too mistakenly termed it as india which bharat stole fronm real india ie pakistan immediately after 1947.
 
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Alexander invaded modern-day Pakistan! His description is of modern-day Pakistan. :pakistan:

Alexcampaignmap.gif



See? He didn't make it to modern-day india!

No, Alexander wanted to go further into India, but his soldiers refused.
Greeks tryed to get further into India with the Seleucids(Alexanders General), but was defeated by Mauryan. Later the Indo-Greek kingdoms did penetrate India after the fall of the Mauryans.

the british coined the name hindu and the term india. india was never a term used before british invaded and defeated the Muslims rulers

Hindu was the Middle Eastern versian of "Indian" British just took all the Vedic sects and labeled it "Hinduism". Places like Egypt they still call India AL-Hind, Hind, etc..

Sindhu-Hidush-Hindu-Hindustan-Hind-Al-Hind.......

Indoi-Indika-Indus-India-........

Bhārata Gaṇarājya-Bharata varṣam-Bharat
 
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Like Columbus sailed west to find india instead found america.vasco dde gamma too sailed for india intead of landing on the karachi port of real india he landed in goa hence like Columbus he too mistakenly termed it as india which bharat stole fronm real india ie pakistan immediately after 1947.

The entire subcontinent was know as "India" anything beyond the Indus River. What the hell do you people learn in school? :what:
 
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The entire subcontinent was know as "India" anything beyond the Indus River. What the hell do you people learn in school? :what:
we learnt distorted indian history and geography in indian schools which says J&K is integral part of india and it shows whole J&K state in india in maps in indian school textbooks.which is not true.its like brainwashing indian kids in schools.
 
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we learnt distorted indian history and geography in indian schools which says J&K is integral part of india and it shows whole J&K state in india in maps in indian school textbooks.which is not true.its like brainwashing indian kids in schools.

I live in the U.S., took world history in middle school, high school and college.. You should really have known by now who were the first inhabitants of Kashmir, before muslims invaded it.


Hell the word "Kashmir" is even derived from Sanskrit.
 
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History is being so twisted on this forum and makes me wonder why Mods are ignoring it....

What A Shame for this forum.

Seriously..... :disagree:

This is a very important discussion that needs to be brought forward. What your Children learn now is what they might become in the future.

Afghanistan, Algeria, Chad, Egypt, Guinea, Indonesia, Iran, Jordan, Kuwait, Lebanon, Libya, Malaysia, Mali, Mauritania, Morocco, Niger, Saudi Arabia, Senegal, Sudan, Somalia, Tunisia, Turkey, Yemen, Bahrain, Oman, Qatar, Syria, UAE, Sierra Leone, Bangladesh, Gabon, Guinea-Bissau, Uganda, Burkina Faso, Cameroon, Comoros, Iraq, Maldives, Djibouti, Benin, Brunei, Nigeria, Azerbaijan, Albania, Kyrgyzstan, Tajikistan, Turkmenistan, Mozambique, Kazakhstan, Uzbekistan, Suriname, Togo, Guyana and Côte d’Ivoire are all Muslim-majority states. Can you name the one — and the only — Muslim-majority state where Muslims blew up the Danish embassy killing at least eight other Muslims?

Why, why Pakistan? I don’t have all the answers, and I am sure no one does. But, please have a look at what the Punjab Textbook Board is teaching eleven-year old Pakistanis. Here is a paragraph from the Social Studies textbook for Class 7, page 43 (written by Professor Dr M H Bokhari and Syed Hassan Tahir):

“European nations have been working during the past three centuries, through conspiracies on naked aggression to subjugate the countries of the Muslim world.”

Here is a paragraph that was not part of the previous year’s Pakistan Studies but has been inserted in the textbook for the current academic year. This text was written by Muhammad Hussain Chaudhry, Ali Iqtadar Mirza, Sheikh Anees, Rai Faiz Ahmad Kharal, Syed Abbas Haidar and Dr Qais. This is for students of Class 9 and appears on page 3:

“The economic system of (the) west was creating unsolvable problems and had failed to do justice with the people.”

Thirteen- and fourteen-year-old students of Pakistan Studies are being taught that

“one of the reasons of the downfall of the Muslims in the sub-continent was the lack of the spirit of jihad (Class 9-10; Pakistan Studies, page 7).”

Imagine; thirteen-year-old Pakistanis are being taught that

“In Islam jihad is very important…..The person who offers his life never dies….All the prayers nurture one’s passion of jihad (Class 9-10; Pakistan Studies, page 10).”

Look at what Dr Sultan Khan, Muhammad Farooq Malik, Rai Faiz Ahmad Kharal, Muhammad Hussain Chaudhry and Khadim Ali Khan are teaching sixteen-year-old Pakistanis:

“Always keep oneself ready to sacrifice one’s life and property is jihad…..The basic purpose of all submissions and jihad is to keep oneself follower of the good will of Allah Almighty (Class 12; Pakistan Studies, page 4).”

At the tender age of 10, Pakistani students are discovering what the British had done to them. “The British sent rare books from these libraries to England. Thus the British ruined the Muslim schools. They did not want that Islam should spread (Class 6; Social Studies, page 99).” This text was scripted and translated by Professor Mian Muhammed Aslam, Professor Muhammed Farooq Malik and Qazi Sajjad Ahmed.

Look at the remarkable breakthrough achieved by of our learned Professor Dr M H Bokhari and Syed Hassan Tahir. In a total of 36 words, the duo has managed to capture the cause of the crusades:

“History has no parallel to the extremely kind treatment of the Christians by the Muslims. Still the Christian kingdoms of Europe were constantly trying to gain control of Jerusalem. This was the cause of the crusades (Class 7; Social Studies, page 25).”

It seems as if our ministry of education is grooming our children for death rather than for life. The examples quoted above are all out of our federal ministry of education’s curriculum designed by the curriculum wing. I agree that nine-, ten- and eleven-year-old students after reading these textbooks are not going to go and blow themselves up but the federal ministry of education is certainly creating a thoroughly militarized society. In that sense, our curriculum appears to have been deliberately designed to facilitate the usurpation of genuine educational space by forces of hate, violence and that of extremism. What we have is a primary and secondary school environment consciously manufactured to nurture terror, promote prejudice and breed extremism.

Our ‘Curriculum of hate’ is, hopefully, not producing suicide bombers but it is definitely breeding closet bombers who wholeheartedly support the ideals of suicide bombers being produced elsewhere. In essence, the two — suicide bombers and closet bombers — have a strange symbiotic relationship whereby the parasite cannot survive without a receptive host. And, the receptive host is all around us — courtesy the ministry of education, government of Pakistan. Why is our ministry of education so bent upon preparing our kids for death and not for life?

The writer is an Islamabad-based freelance columnist.
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This alone is one of the most important and dangerous issues Pakistani's have to deal with. I urge everyone to take notice of this and look carefully at what is being taught in your schools and what your kids are learning.

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http://www.defence.pk/forums/curren.../74221-curriculum-hate-pakistani-schools.html
 
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There was/is a reason india was/is called a subcontinent coz it mostly resembles like one with diversity.India is not a natural country rather its a collection of countries in an union. like european union.
 
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Textbooks from the hate factory

By Haya Fatima Iqbal

KARACHI: The portrayal of religious minorities in textbooks prescribed by state-funded textbook boards is a grave indicator of what the country’s young people are being taught in terms of tolerance and respect for other religions.

According to a 2007 report titled ‘Producing Thinking Minds - A Report on Pakistan’s Secondary School Curricula and Textbooks’ by Enlightened Pakistan, an organisation founded by several Pakistani university students, there are numerous instances even in the 2006 edition of local textbooks for grades sixth to tenth in which sweeping generalisations have been made against people belonging to religions other than Islam.

Similarly, writings and reports by other researchers such as Pervez Hoodbhoy, Abdul Hameed Nayyar and Tariq Rahman, mention some of the sentences that have been noted in Pakistani textbooks: “Christians have always harmed the Muslims. They did not even stop from killing them. They occupied Muslims lands, looted them and treated them very badly”, “The foundation of the Hindu set-up was based on injustice and cruelty”, “The non-Muslims, especially the Hindus, did not like Muslims as they looked upon them as usurpers” and even “The Christians took to their traditional tactics of conspiring against the ruler”.

Vijay Kumar Khatri, an engineer by profession, recalls the time when he used to study at his school in Dhoronaro village, he did not feel good reading such material in class. Moreover, owing to such textbooks and children’s brought up on the part of their parents, “Children were trained to have a negative mindset from a very young age. There was definitely a level of mistrust between Hindu and Muslim students, so much so that Muslim students did not even want to drink from the glass we had used!” said Khatri.

Quaid-e-Azam University (QAU) National Institute of Pakistan Studies (NIPS) Director Dr Tariq Rahman said such material tends to bias children in a way that Muslims learn to look down upon other religions, whereas people from other religions develop antipathy towards Muslims. “It is not only legally wrong but also works against democratic values,” added Dr Rahman.

According to him, changes in curriculum had already started taking place after the year 1958, but the process sped up after Pakistan’s war of 1965 against India. However, textbooks were drastically revised during Gen Ziaul Haq’s regime. Explaining what Social Studies book were like prior to 1965, Dr Rahman relates, “When I was at school, I even read about Buddha and Gandhi and the course was not that one-sided. It did not have religious remarks at all. Also, we did not have Islamiat as a subject and what we used to study was a subject called Moral Sciences.”

Sarah John, a schoolteacher, opines that more than textbooks, it is the lessons taught to children at home that matter more as to how they behave with people of other religions. Apart from one instance at college where one of her colleagues passed a crude remark at her on the basis of her religion, she said she has not felt discriminated by people as such. However, it is the state, which has probably done the greatest injustice to her and many others in their student lives. Sarah had to study Islamiat all the way from her matriculation up to her BA, because of a prevalent notion that when students attempt an Ethics exam at the board level, they are singled out and given lower marks. The same is the case with Khatri, who had to study Islamiat in SSC and HSC because the teachers did not give detailed guidance on how to attempt an Ethics exam. “Before Matric, all the Hindu students in my class used to sit idle during Islamiat classes and we felt badly left out.”

It is also dismal to see that the only substitute for the subject of Islamiat for non-Muslim students is Ethics. “I have sometimes felt that if Muslim students are taught about Islam, I should also be taught the Bible. Even at Kinnaird, which is a Christian college, the only option I had apart from Islamiat was to study Ethics,” said Sarah. According to Khatri too, “Either all children should be taught their religions separately or there should be one subject for the whole class that comprehensively deals with all religions of the world.”

In 2002, during the rule of Gen (r) Pervez Musharraf, some changes were made to the anti-Hindu and anti-Indian content in the Social Studies textbook of grade eighth and Pakistan Studies textbook of grade ninth. Nevertheless, as Dr Rahman mentions, “Apart from textbooks, hatred continues to break into the minds of Pakistanis everyday through some television channels, radio stations, newspapers and informal hate literature too.”

Sanobar Nathaniel, a recent graduate, could not have been more realistic about the improvement in Pakistan's textbooks, as she said, “There needs a lot to be improved in our educational system in general, let alone religious issues, but considering the fact that ours is a Muslim majority country, such issues cannot be taken up or be thought to be a worthwhile fight.”
 
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