Doctoring young minds
Pakistan’s establishment remains wedded to creating barriers in
young minds as this recent expose of the country’s social studies’ texts reveals
BY DR. FARRUKH SALEEM
The Punjab Textbook Board, in concert with the curriculum wing
of the ministry of education, has somehow become the principal source of what
can only be termed as ‘hate literature’. Our
textbooks disseminate a whole array of ‘half truths’ and propagate Taliban-like
values. This first review of a two-part series is a brief survey of the hate
literature that our children are being taught. Part II will be a review of
half-truths that are being taught at our elementary and secondary schools.
The Punjab Textbook Board’s Social Studies for Class VI has been
authored and translated by professors Mian Muhammed Aslam and Muhammed Farooq
Malik. The chief co-ordinator is Dr. Fouzia Saleemi (Sitara-e-Imtiaz,
Izaz-e-Fazeelat).
Page 100 of Social Studies for Class VI states: "The foundation
of Hindu set up was based on injustice and cruelty." Going back a class,
students are taught that "India is our traditional enemy and we should always
keep ourselves ready to defend our beloved country from Indian aggression" (page
123, Social Studies, Class V).
On the same page, there is the claim that "When India was
defeated in the war of 1965, she excited the Muslims of East Pakistan against
the Muslims of West Pakistan."
Social Studies for Class VII states that "Some Jewish tribes
also lived in Arabia. They lent money to workers and peasants on high rates of
interest and usurped their earnings. They held the whole society in their tight
grip because of the ever increasing compound
interest" (page 13). On page 25, children are told that "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." On page 26, children
learn that "All the Christian countries united against the Muslims and sent
large armies to attack the holy city of Jerusalem."
Page 43 of Social Studies for Class VII states that "European
nations
have been working during the past three centuries, through conspiracies on naked
aggression to subjugate the countries of the Muslim world" adding that "During
the Crusades, the Christians came in contact with the Muslims and learnt that
the Muslim culture was
far superior to their own."
In Class IV, 9-year-old Pakistanis are told that "Sikhs
destroyed the
Muslim towns from the river Sutlej to the river Jamna. Sikhs turned the mosques
into their Gurdawaras, demolished the shrines of the Muslim saints and burnt the
religious schools and the libraries. Ranjit Singh demolished a number of mosques
and shrines at Lahore. The Hindus also turned against the Muslims during the
Sikh rule" (page
81, Social Studies for Class IV). Then there is the claim that "The Muslims of
Pakistan provided all the facilities to the Hindus and the Sikhs who left for
India. But the Hindus and the Sikhs looted the Muslims in India with both hands
and they attacked their caravans,
buses and railway trains. Therefore about one million Muslims were martyred on
their way to Pakistan" (page 83, Social Studies, Class IV).
Class IV students are also told that "India invaded Lahore on
6th
September 1965. After 17 days the Indian authorities laid down arms
acknowledging the bravery and gallantry of the Pak Army and the civilians" (page
84, Social Studies, Class IV). The conclusion is stated as: "India is a
neighbour of Pakistan. Both the countries ought to have good mutual relations
but Bharat always maltreated Pakistan."
Under ‘The Impact of Islam in South Asia’, Social Studies for
Class VI states: "Before the Arab conquest the people were fed up with the
teachings of Buddhists and Hindus. The main cause was the benign treatment of
Muslims with the Hindus. Due to this attitude Hindus began to love Muslims and
they became nearer and nearer to Muslims
(page 97, Social Studies Class VI)." Under ‘Influence of Islam on Social Life’
the same book says that "The caste system of the Hindus had made the life of
common man as miserable and as such they were fed up with this system" (page
100, Social Studies, Class VI).
Class VI students are also told that the "British sent rare
books from these libraries to England. Thus the British ruined the Muslim
schools" (page 99, Social Studies, Class VI). Eleven- year-old Pakistani
students are taught that "The people of India fell prey to starvation and
poverty. Poverty, starvation, unemployment and ill treatment by
the British rulers compelled the people to be rebellious. The people had become
too poor during the reign of the East India Company. The people had already
developed immense hatred for the British" (page 121, Social Studies Class VI).
Social Studies for Class VI also alleges that "The British
changed the curriculum of Madarasas and they had their full say in Education
also they could change the syllabi according to their minds. The
teaching of Hadith and Fiqa was stopped all together" (page 123, Social Studies
Class VI).
Pakistan Studies for Class IX-X is approved by the federal
ministry of education, government of Pakistan and authored by Dr. Hassan Askri
Rizvi, Javed Iqbal, Ghulam Abid Khan and Qamer Abbas. Fifteen to
sixteen-year-olds are told that "The Muslims promoted equality and social
justice as against the division on the basis of (Hindu) caste system" (page 19,
Pakistan Studies Class IX-X). The same students are
told that "In connivance with the Government the Hindus started communal riots
and caused loss of life and property. At the time of prayers the Hindus tortured
the Muslims by playing bands in front of the mosques. Before the commencement of
classes the students saluted the portrait of Mahatma Gandhi and Muslim students
were also forced
to do so" (page 37-38, Pakistan Studies Class IX-X).
Page 63 of Social Studies for Class VI has three paragraphs.
First, "The Hindu children wear dhoti and kurta while the Muslim children wear
shalwar, pajama and kamiz. The Bharati children also like trousers and coat."
Second, "Hindu children like to eat vegetables
and pulses while the favourite food of the Muslim children is meat." Third, "The
religion has deep impact on children in Bharat. The Hindu, Muslim, Sikh and
Christian children have their own separate identity. They also speak different
languages."
Under ‘Conquest of Debul’ students are told that a "furious
battle was fought between the two forces. There was a temple in the middle of
the city. A red flag was hoisting on the top. The Hindu people had a firm belief
that nobody could defeat them as long as the flag was there. The Muslims chanted
the slogan of Allah-o-Akbar and catapult
was operated and started throwing heavy stones. A stone hit the flag and it fell
down. The temple was severely damaged. The Hindus lost all hopes. The enemy was
defeated and the fort was conquered" (page 95, Social Studies Class VI). Then
there is the claim that the "Hindus could not face the Muslims, the Governor of
Multan fled away" (page 96, Social Studies VI). The same chapter states that the
"sun of life of Raja Dahir set forever from the universe on 10th of Ramadan.
After his death the government of Hindus vanished away from Sind." There is then
the additional claim that the "Hindus began to embrace Islam in great number due
to the good and kind treatment of Muslims."
To be sure, our Pakistan is now full of distortions and the
concerned
education departments are also involved in all this misrepresentation.
Part II
Here are only some of the half-truths that our children are
being taught at our elementary and secondary schools.
Dr. Ferozah Yasmeen, professor Mirza Munawwer, Mian Mohammad
Javed,
Mrs. Zarina Ashraf and Bashir-ud-Din Malik have authored the Punjab
Textbook Board’s Social Studies for Class V. Mian Mohammad Aslam, ex-head of the
History department, University of the Punjab and Mian Mohammad Aslam,
ex-professor, Geography, Government College, Lahore, translated the prescribed
textbook.
On pages 122-123, nine and ten-year old Pakistanis are told
that: "all of a sudden India attacked on Lahore early in the morning on
September 6, 1965. When the Indian army was defeated at Lahore sector, they
opened different fronts on our border. The Pak Army
occupied a vast area in India. When the Indian government realised that Pakistan
will inflict a crushing defeat on her, she requested the U.N.O. to intervene."
Social Studies for Class V presents a very simple reason behind
the creation of Bangladesh. On page 123, the prescribed book states: "When India
was defeated in the war of 1965, she excited the Muslims of East Pakistan
against the Muslims of West Pakistan. Thus East Pakistan was separated from West
Pakistan."
Social Studies for Class VI probably has more half-truths than
any
other book within the Land of the Pure. The chief coordinator behind
all these half-truths is Dr. Fouzia Saleemi (Sitara-e-Imtiaz, Izaz-e-Fazeelat).
The Punjab Textbook Board’s Social Studies for Class VI has been authored and
translated by professors Mian Muhammed Aslam and Muhammed Farooq Malik. The book
tells 11 and 12-year old students
that: "Before the Arab conquest people were fed up with the teachings
of Buddhists and Hindus. The main cause was the benign treatment of
Muslims with the Hindus. Due to this attitude Hindus began to love Muslims and
they became nearer and nearer to Muslims" (page 97). The following paragraph
states: "the treatment of the Muslim army was also good with the local
community. The Arabs treated the locals with generosity, good treatment and
justice, with the result that most of the Hindus embraced Islam."
Consider Pakistan Studies for Classes IX-X. The book states
that: "Urdu has been closely associated with the Pakistan Movement" (page 178)
and that the "object of the Muslim League was to establish a separate homeland
i.e. Pakistan, for Muslims" (page 40). The book also states that: "The Hindus
were encouraged by the Government to
force the Muslims to join the Congress" (page 38) and that "a new culture was
founded in the subcontinent with the advent of Muslims. This culture was
different in its form and spirit from the local culture." The book also alleges
that "the Muslims of Bengal were greatly exploited by the English and the
Hindus" (page 49). Page 205 claims that "In September, 1965, India launched a
sudden attack on Pakistan."
Take the Punjab Textbook Board’s Social Studies for Class VII.
This book
is written by professor Dr. MH Bokhari and Syed Hassan Tahir. The authors tell
12 and 13-year-old Pakistanis that: "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" (page 25). Then there
is the allegation that "All the Christian countries united against the Muslims
and sent large armies to attack the holy city of Jerusalem" (page 26).
Social Studies for Class VIII insists that: "Before the advent
of Islam, ruthless, strong dictators usurped power and ruled people mercilessly"
(page 89). Social Studies for Class IV is adamant that "our army also occupied a
large area of India. After 17 days the Indian authorities laid down arms
acknowledging the bravery and gallantry of the Pak Army and the civilians" (page
84). Then there is the claim that: "The Muslims of Pakistan provided all the
facilities to the Hindus and the Sikhs who left for India" (page 83).
Social Studies for Class VII states: "Before Islam people lived
in untold misery all over the world" and that "Some Jewish tribes also lived in
Arabia. They lent money to workers and peasants on high rates of interest and
usurped their earnings. They held the whole society in their tight grip because
of the ever increasing compound interest" (page 13). The same book also preaches
that: "Pakistan has very close religious, cultural and social ties with the
Muslim
countries", adding that "Islamic bonds have strongly tied the Muslims
of the world together" (page 10). Then there is the claim that: "Pakistan has
always made sincere efforts to establish good relations with its neighbours"
(page 52).
Social Studies for Class VI tells 11 and 12-year-old Pakistani
students that: "Hindus could not face the Muslims....", and that: "British sent
rare books from (Muslim) libraries to England. Thus the
British ruined the Muslim schools" (page 99).
It is rather intriguing that the concepts of ‘jehad’ and
‘shahadat’
made their debut in the post-1979 curriculum. ‘Jehad’, ‘shahadat’
and
’mujahideens’ are notions that are hard to find in the pre-1979
curriculum.
The primary education’s Curriculum Document specifically
prescribes: "to
make speeches on ‘jehad’ and ‘shahadat’. The Document further
instructs teachers "to judge their spirits while making speeches on ’jehad’,
Muslim History and Culture." Another prescribed that ‘Learning Outcome’ is to "recognise
the importance of ‘jehad’ in every sphere of life."
