Aligarh Historians Group No. 6 The Saffron Assault on Indian History and Culture A Report by Nalini Taneja

1. ALIGARH HISTORIANS GROUP
No.6
THE SAFFRON ASSAULT
ON
INDIAN HISTORY AND CULTURE
A Report
by
NALINI TANEJA
Activits, Democratic Teachers' Front
Delhi University
December 1998

2. THE MOMENTOUS NINE MONTHS:
BJP's ATTACK ON INSTITUTIONS
While an impression is sought to be created that while running a Coalition
Government, the BJP is holding back its agenda in ,,!ference to a large body of
opinion in the country being opposed to it, on the ground the BJP : . as been having
a field day in pushing through its programmes. It is concentrating on and going
full steam ahead on the cultural and educational front in polarising society along
communal lines. There is an attempt to Hirduise the educational system, root out
liberal and leftist influences, and to re-write history in order to justify its anti-
minority outlook. This is evident not only from the much publicised agenda sought
to be implemented at the recent State Education Ministers' Conference but also
from the massive text book revision undertaken by the Sangh Parivar in keeping
with this design. Much of their agenda is incorporated through moral education
and general knowledge texts that concentrate on inculcating a Hindu consciousness
and 'pride in being a Hindu'. In the Government schools in the EUP-ruled states
and in the 20,000 odd Vidya Bharti schools and the shishu mandirs all over the
country, the prescribed syllabus presents Indian culture as Hindu culture, totally
denying its pluralistic character and the contribution of the minorities to the creation
of the Indian identity. Everything Indian is.shown to be of Hindu origin and the
minorities are characterised as foreigners owing their first allegiance to political
forces outside this country. In the name of `Indianised, nationalised and
spiritualised' education there' is an attempt to polarise and divide people along
religious lines by communalising their consciousness. Through a distortion and
concoction of facts there is an effort to reconstruct history and tradition along
conununal and sectarian lines. In fact it becomes quite clear from the agenda
paper at the Conference meant the abrogation of the Articles 29 and 30 of the
Constitution. Uma Bharti, the Union Minister of State in the Ministry of Human
Resources has not taken long to pronounce that the Kashinir problem finds its
roots in the teaching pattern in the madrasas and that there is a need to closely
monitor them.Thanks to these books and the efforts of their 'dedicated' teachers
lakhs of children grow up with prejudice and hatred towards the minorities,
considering them alien, and a total ignorance of our composite and rich cultural
heritage. By wanting to make Sanskrit and the Upanishads and Vedas compulsory
in schools to the exclusion of other texts they deny not only the secular character
of our cultural heritage but also the significance of popular cultural expression
and languages in the making of Indian culture. The homogenised and
predominantly Hindu picture of Indian identity these texts present is contrary to
facts and to peoples' historical experience. In spite of their verbal diatribe against

3. 2
Macaulay, they adopt, lock stock and barrel, the Orientalist Western British
Imperialist sponsored theory that sees Eastern societies as unique and incapable
of modern development independently. They have also conveniently appropriated
the British divide and rule paradigm of Hindus and Muslims as separate
civilisational entities that cannot survive together in peace. How much of their
ideological ammunition has its source in the most reactionary theories of imperialist
domination is a fact that should be talked about much more and be exposed for
what it represents. These theories are asserted in the face of overwhelming evidence
to the contrary A massive survey project by the Anthropological Survey of India
published in the form of a series called People of India proves a number of points
which give lie to the claims of the Sangh Parivar. It shows that approximately
more than 4000-odd communities inhabit this country and their cultural profile is
rooted and shaped by their relationship with their environment their occupational
status their language, etc., primarily and that religion falls way down in the
construction of their identities. This survey also shows that Hindus and Muslims
share more than 95% characteristics of various kinds that are common and that it
is shared lives that have given shape to the diverse cultural expressions. Among
other things the studies also show that nobody today can be characterised as an
original inhabitant or a foreigner.
Unmindful of such data and historical truth, the Sangh Parivar is pressing
on with its agenda. Religious chauvinism is carried to the extreme in the depiction
of the map of India as Akhand Bharat, not only with Pakistan and Bangladesh as
parts of it, but also the entire region of Bhutan, Nepal, Tibet, and Myanmar. The
more popular geographical names are replaced by 'Hindu' names — for example
the Indian Ocean as Hind Mahasagar, the Arabian Sea as Sindhu Sagar and so on.
There is a move to change the content of school education in general as well and
review of the NCERT syllabus is an integral part of this move. As most of us
would remember there was a concerted assault on the NCERT textbooks by the
RSS backed political groups even during the Janata Party government in the
immediate aftermath of the Emergency. Among the books sought to be banned
and consigned to bonfires were the history text books of our most eminent historians
like Romila Thapar, RS Sharma and Bipan Chandra because they present a secular
view of history. What they did not succeed in doing then they are trying to achieve
now under the BJP Government. A Review Committee has been formed for the
review of syllabus with a chairman whose only claim to fame is his landmark
judgement that Hindutva is a way of life not religion. The UP State education
minister says publicly that by the next session twenty five textbooks will have to
be re-written. The RSS has undertaken to write along communal lines the history
of every district, and has a separate Institute for coordinating and giving direction
to this effort. Murli Manohar Joshi is already on record that the history and

4. 3
philosophy of foreign lands had prevented universities from becoming centres of
learning.It is an indication of what they mean 'Indianising' education. Science is
sought to be combined with spirituality, in the name of which obscurantism and
chauvinism are freely allowed to masquerade as national pride. Vedic Mathematics
was introduced in the UP schools but had to be withdrawn. The recent directives
curtailing experiments on animals in laboratories at the initiatives of Maneka
Gandhi and sanctioned by the highest authorities in some scientific establishments,
if implemented with all its clauses, will set back research by decades and next to
impossible almost any experiments. The implementation of the compulsory
Saraswati Vandana and Vande Mataram mandate in the Government schools in
the BJP ruled states, the renaming of towns and streets, bhajan mandalis, 'social
service', festivals, even the heat generated over sporting events, particularly cricket
matches between India and Pakistan, are transformed into lessons of popular
`education' outside the formal classroom. Internet is now being used as a major
media of popular education, with special reference to the NRIs from whom they
derive major funds and now increasingly for equipping the middle class with
arguments, data, and the intellectual resources to fulfill their leadership role in the
communal bandwagon. Land has already been earmarked and according to press
reports a few months back, permission has been obtained by the Delhi Government
from the relevant authorities, for setting up a Holocaust type of museum on Partition
which would reflect the RS S sectarian view of the tragedy. One can imagine the
consequences of this along with their programme to 'liberate' monuments. These
would in fact result in the reconstruction and manipulation of popular memory to
suit their diabolical designs. All this is reinforced by the capture of the institutions
of learning and education with the stated goal of influencing the funding and
direction of research and educational policy. The control over committees and
autonomous bodies through the strength of the State apparatus has already resulted
in the creation of institutional structures designed to give legitimacy to the changes
that they are pushing through. They guarantee the continuance of the fascist agenda
even if the BJP Government is defeated at the hustings.
The crucial institutional measures the 9-month old government has taken so
far in the educational and ideological field are:
It has filled the Indian Council of Historical Research (ICHR) with historians
notorious for their association with the VHP campaign on Ayodhya and without
any credibility in the field of history writing.
Of the twelve secular and eminent historians who if the established practice
had been followed would have remained for a second term, not a single one was
permitted to' continue. Among them are Prof. Sumit Sarkar and Prof. KN Panikkar.
The Member Secretary, TKV Subramaniam, a noted historian, was not allowed to
finish his term and now hardly any secular historian remains as a Council member.

5. 4
Of the new faces, three appeared on the VHP committee to argue the case for the
RSS stand on Ayodhya temple. Among others, one is an active RSS pracharak,
another one is 96 years old. The assault on ICHR is clearly aimed at influencing
the direction and funding of historical research towards the Sangh Parivar's
communal agenda.
The Indian Council of Social Science Research (ICSSR) has been similarly
reconstituted and filled with pro RSS men whose only call to fame is their support
to the Sangh Parivar's Hindu Rashtra agenda.
The Indian Institute of Advanced Study (IIAS) in Simla has a new chairman
and several other members of the same ideological colour, among them Kirit Joshi,
member of the Ved Vidya Pratishthan, an RSS outfit, and GC Pande, an orthodox
Sanskrit scholar.
In Haryana, the Advisory Committee on Education has been similarly
recomposed. Its Chairman, Prof. Suraj Bhan, a well-known secular historian and
archeologist who has been actively involved in the creation of material for popular
reading and has debunked the bogus claims of RSS sponsored theories on
archaeology, has been replaced by a vocal Hindutva sympathiser.
The National Elementary Education Mission (NEEM) has been constituted
with the aim of implementing and giving legitimacy to the BJP agenda on Education
in the 'mission mode', i.e., on a war footing.
Key personnel in National Institute of Educational Planning and
Administration (NIEPA) and National Council of Educational Research and
Training (NCERT) have been changed, all with a view to bringing about changes
through the 'proper channels'.
The Execufive Committee of CAPART (which channelises the government
funding in rural development sector including studies on technology development
and alternatives) has been overhauled and saffronised.
THE SAFFRONIZATION OF SYLLABI & TEXT
BOOKS
Communal historiography may be quite old in India but the new additions
reflect greater contemporary use in dividing society along communal lines. They
are also stronger in the language and expressions used. Communal bias is woven
into school textbooks with preposterous 'facts' in a way that can only have
dangerous consequences for the educational standards in this country.
In the name of curriculum reform there is an attempt to rewrite textbooks
along communal lines on a scale that will submerge-all secular interpretations in

6. 5
school level teaching. A whole generation would grow up with their collective
memory of a shared heritage destroyed and with ideas and information that have
no basis in reality. These books already form an integral portion of the curriculum
in the 20,000 or more Vidya Bharati schools and also the Shishu Mandirs. The
introduction of these texts into the Government schools in the BJP-ruled states
has massively increased the number of children who are being being made victims
of this false and poisonous 'knowledge'. The BJP's take-over of educational bodies
from the highest levels to those determining the syllabi in schools, will carry this
wave of fascist propaganda into the entire educational process. Coupled with
other forms of popular education they could change our entire ways of looking at
ourselves, and also propel our political visions along fascist rather than democratic
lines.
SOME GEMS FROM THE SANSKRIT GYAN TEXTS
Sanskrit Gyan texts are taught in Vidya Bharati schools and Shishu Mandirs. The
recent RSS sponsored agenda paper on education that the Central Government
tried to present before the Conference of the State Education Ministers demanded
that these and similar texts be made compulsory for all schools.
The students are to be tested on 'facts' such as:
Ram janmabhoomi is the birthplace of Rama
Iran was first settled by Indians (Aryans).
Homer adapted Valmiki's Ramayana into an epic called Iliad.
Greek 'philosophers' like Herodotus and Aristophanes were influenced by
the Vedas.
The Egyptian faith was based on Indian traditions according to Plato and
Pythagorus.
The language of the Native American Indians evolved from ancient Indian
languages.
The cow is the mother of us all, in whose body Gods are believed to reside.
The ,Ayurveda is the finest medical system of the world, and it naturally
evolved in India
Jesus Christ roamed the Himalayas and drew his ideas from Hinduism.
In the text books distributed in Vidya Bharati schools the map of India is
sh )wn as including not only Pakistan and Bangladesh but also the entire region of
Bhutan, Nepal, Tibet and even parts of Myanmar ( "punnya bhoomi Bharat").

7. 6
A SAMPLE FROM THE HISTORY TEXT BOOKS
These texts are being used in Shishu Mandirs and Government Schools in
BJP controlled states.
Ancient history:
Rama and Krishna took birth here to destroy evil and defend justice, religion
and Sarasvati, and God took birth here many times m
to ake this land pure. India
is referred to as Sone ki chiriya and jagadguru (p.4)
(Gaurav Gatha (henceforth
GG), the textbook for Class 4, Sarasvati Shishu Mandir, written in an extremely
emotional and provocative style).
Our land has always been seen with greedy eyes by the marauders, barbarous
invaders and oppressive rulers. This story of invasion and resistance is our 3000
year long Gaurav Gatha. When this proud tradition actually began is difficult.o
say because no books were written at that time ... but we believe that the first man
was born in this land (GG, p.8)
To our ancestors these marauders were like mosquitoes and flies who were
crushed (GG, p.8).
Bacchus and Dionysis, among the earliest invaders, suffered such a defeat
that feelings of terror ran in Greece (GG, p.9) Darius had to face such a defeat that
never could Iran raise its eyes towards India (GG, p.10).
About 2,200 years ago India's trade was spread far and wide; foreign markets
were filled with goods made in India. Heaps of gems and jewels and gold and
silver filled the treasures. People of the entire world used to look to India rith
greedy eyes (GG, p.12).
Mahapadma Nanda had so much wealth that if divided among the population,
every person would get Rs. 50 lakhs each (GG, p.13).
Alexander's army was defeated at the hands of Porus and Alexander himself
had to seek forgiveness (GG , p.15)
Then came Demetrius ... the preaching of ahimsa had weakened North India.
The Kshatriyas-followers of the Vedic religion were feeling frustrated....the
ruler of Magadha was a Buddhist. So he did not come forward to fight. But then
was the country enslaved/ Did the enemy become victorious in the birthplace of
Bhagwan Rama? No, no (GG, p.31).
Pushyamitra destroyed the Greeks. After this the people of Greece could
not attack Bharat Later they came only as refugees. As beggars they begged for
their lives but never dared to look with proud eyes ... the great man who destroyed
the Greek power from its very roots was emperor Pushyamitra. India is proud of
him even today. Every day we remember his name. (GG, p.35-37).

8. 7
Asoka advocated ahimsa. Every kind of violence came to be considered a
crime. Even hunting, sacrifices in yajnas and use of arms began to be considered
bad. It had a bad effect on the army. Cowardice slowly spread throughout the
kingdom. The state bore the burden of providing food to the Buddhist monks.
Therefore people began to become monks. Victory through arms began to be
viewed as bad. Soldiers guarding the borders became demoralised. (GG, p. 30).
With the finds of bones of horses, their toys and yajna altars, scholars are
beginning to believe that the people of the Harappa and Vedic civilisation were
the same. (High School Itihaas Bhaag (henceforth HSIB)1, p. 43, history textbook
for secondary schools, Government of U.P., revised in 1992 to suit communal
interpretations of Indian history. This book with the history of India from pre-
historic times to 1526).
Aryan culture is the nucleus of Indian culture, and the Aryans were an
indigenous race. " But about the Aryans who were the builders of Bharatiya
Sanskriti in Bharat and creators of the Vedas, this view is gaining strength among
the scholars in the country that India itself was the original home of the Aryans."(P.
48, HSIB 1.)
Chanakya desired to "see the entire Bharat united into one nation."(HSIB1,
P.77).
In a revised textbook the following three lines have been interpolated: "It is
worth mentioning that inspite of such a large empire, Asoka had got his edicts
engraved only in one script (Brahmi) and one language Prakrit-Sanskrit). This
symbolises the national unity of the times". (The ignorance here is massive: Asoka
used four scripts, Brahmi, Kharoshthi, Greek and Aramaic, and three languages,
Pali, Greek and Aramaic).
The qualities of ancient traditional self-pride, love of freedom, the feeling
of pride towards Indian culture among Raj puts confirm the view that the Rajput
race is the descendent of ancient Kshatriya families (HSIB1, p.170).
Medieval history:
The religious factor was the predominant factor in policies and conflicts
throughout the medieval period
Muslim rule in India was a foreign rule (the reference is to the medieval
period of Indian history when the rulers were Muslims, although factually even
this is incorrect if one takes the entire country into account)
"Lakhs of foreigners came during these thousands of years ... but they all
suffered humiliating defeat .... There were some whom we digested ... when we
were disunited, we failed to recognise who were our own and who were foreigners,
then we were not able to digest them. We were not able (to digest) even those who

9. 8
for some compulsion had separated from us. Mughals, Pathans and Christians are
today some of these people." (Itihaas Ga Raha Hai for Class 5 in Shishu Mandir
schools).
Islam spread in India solely by way of the sword. The Muslims came to
India "with the sword in one hand and the Quran in the other"... "Numberless
Hindus were forcibly converted to Islam on the point of the sword. This struggle
for freedom became a religious war. Numerous sacrifices were made in the name
of religion. We went on winning one battle after another. We did not let the
foreign rulers settle down to rule, but we were not able to reconvert the separated
brothers to Hinduism." Arabs (barbarians) came to convert people to their religion.
( Itihaas Gaa Raha Hai).
Wherever they went, they had a sword in their hand. Their army went like
a storm in all the four directions. Any country that came in their way was destroyed,
Houses of prayers and universities were destroyed. Libraries were burnt.. religious
books were destroyed. Mothers and sisters were humiliated. Mercy and justice
were unknown to them. (GG, pp.52-53)
The second phase of the freedom struggle began with the invasion of India
by Mahmud of Ghazni (Gaurav Gatha: Class 4).
Mohammad Ghori killed lakhs of people, Visvanath Temple and Bhagwan
Krishna's birth place were converted into mosques. In turn he was killed by
Prithviraj Chauhan (GG, pp.67-68).
Qutb Minar was constructed by Samudragupta, and its original name was
Vushnu Sthambha (GO, p.73).
The 'foreign' ruler Muhammad bin Tughlak transferred his capital from Delhi
to Deogiri in South India out of fear of the Hindu kings (GG, p.73).
Due to the circumstances, it (Islam )gradually assumed the form of a military
religion (sainik dharma) and with the force of arms, with a lightning speed it
advanced and became an international religion. (HSIB 1, p.184).
Hindus accepted Turkish political supremacy only under compulsion. They
retained their identity even while leading the life of insult and humiliation. (HSIB
1, p.260).
Most of the Sultans adopted a policy of religious intolerance. They committed
atrocities against Hindus, demolished idols and temples, because of this the Hindus
had surrendered to the Sultanate but they were always making efforts to destroy
the Sultanate (SIB 1, p.278).
The followers of Islam in this country whether they came as traders or as
invaders — but with this country they could never establish full cultural harmony.

10. 9
One basic reason for their separateness was the basic principle of their religion
which is monotheism ... there was continuous mutual struggle between the two
cultures (HSIB 1, p.280).
The Indian society during the Sultanate period was divided into two main
ruling classes or Muslim classes and ruled or non-Muslims of whom the Hindus
were the majority) the majority of the population of the state was Hindu but the
Muslim class was patronised by rulers. The Hindu was merely the payer of taxes.
Inspite of being conquered in the political field, Hindus did not lose courage. To
regain their lost independence, they went on raising their voices from time to
time. Because of this historians have called it the "period of resistance". (HSIB 1,
p.281, p.283).
By adopting jauhar vrat, women defended their religion and chastity (HSIB1,
p.183).
Child marriage, jauhar, sati, purdah, jadu-tona and superstition were all due
to the fear of the Muslims (p.284 HSIB 1).
The Babri Mosque was constructed after destroying a temple, which in turn
stood on the exact spot where Rama was born. ( High School Itihaas Bhaag 2,
p.146. This book covers the period from invasion of Babur to recent events).
Modern Indian history:
About 190 pages of the book deal with the history of modern India, of which
only 20 pages are devoted to the nationalist movement (HSIB 2), of which 3 pages
are devoted to Dr. Hedgewar. Important nationalist leaders are mentioned
incidentally in comparison. Quit India movement has 1/2 page, Jinnah is the villain.
Although there are 60 pages on the entry of the British and establishment of
British rule, there is nothing that would promote an understanding of colonialism
(HSIB 2)
The book is full of factual errors, inconsistencies, and chronological lapses.
The Muslims are solely blamed for the partition of India.
The RSS as an organisation is presented as central to the Freedom Movement.
Dr. Keshavrao B. Hegdewar is one of the tallest leaders of the freedom struggle.
Statements of a large number of national leaders have been quoted in praise of the
RSS.
In the section dealing with the movement against the partition of Bengal the
name of Hegdewar has been added as a leader of the movement, the other names
mentioned being those of Tilak, Aurobindo Ghose, Lajpat Rai and Bipin Chandra
Pal.

11. 10
In the context of the civil disobedience movement there is no mention of the
Lahore Congress or Puma Swaiaj.
The shishu mandir text book is worse on all these counts, and the RSS and
its leaders are said to have removed the evils which hundreds of years of slavery
had created. RSS became an object of pride for the country (p. 86).
SUBSTANTIAL amendments and additions that suit the RSS ideology have
also been made in grammar, literature and political science books for Classes IX
X, XI and XII in Rajasthan.
In one of the texts, "A New Collection of Poems and Literary writings".
(Nutan Gadya Padya Sangrah-the original title in Hindi), prescribed for Class IX,
there are, among others, four articles, one each by Prof. Rajendra Singh (Rajju
Bhaiya), RSS chief; Tarun Vijay, editor of the RSS weekly Panchajanya; K.C.
Sudarshan, also an RSS ideologue; and Dr. Jalamsingh Ravlot of the Swadeshi
Jagran Manch. All four articles were added this year.
In a textbook for Class XI, titled Political Science - An introduction and
Indian Political Thinkers, a chapter on Deen Dayal Upadhyay has been added.
This 1998-99 edition describes him as a person who had deep respect for "ancient
and highly sophisticated culture of India", who envisaged an "ideal `Dharmarajya'
and who was upset that "while designing the Indian Constitution, the natural and
national values had been ignored." The 20-page section highlights his belief in
"Akhand Bharat", and his aim to dissolve the 1947 Partition and cites the occasion
in April 1964 when he along with Dr. Ram Manohar Lohia conceived of a
"Mahasangh" in which India and the separated countries (Pakistan and Bangladesh)
would be included.
Rana Pratap's heroic deeds are the subject of a poem in the High school
Hindi syllabus. The poem Haldighati, written by Shyam Narain Pandey was banned
in 1975 as it was found to incite communal feelings.