Written By Ojas Koneripura (Grade 12)
The dawn of August 15th, 1947, saw the birth of a new nation—the rebirth of a once prosperous land, which was exploited of all its richness, culture, and grand history due to invasions of Western faiths from the onset of the 13th century AD. Ghori murders and executions of Hindus by the hands of Abrahamic tyrants, who, in the name of religion, slaughtered millions, were completely forgotten with the arrival of Western colonialism and imperialism. Colonialism proved detrimental to the revival of the decimated culture and grandeur of Bharat. Apart from all this, the country’s history possesses a glorious story that always comes to an abrupt fall due to the snakes present in one’s backyard. Traitors, fence-sitters, and defectors have outnumbered the number of real fighters throughout history, and backstabbing within one’s own family led to an unprecedented downfall.
Even after independence, it was the works of some eminent scholars who, through their half-baked knowledge and one-sided narratives, backstabbed Bharat’s historicity and completely distorted it beyond measure. It was in 1948, just a year after independence, that R.C. Majumdar, a renowned historian, submitted to the government a proposal to produce and write an authentic, natural, and truthful history of the freedom struggle. Four years later, in 1952, the then Ministry of Education called for a Board of Editors for compiling the history of the Indian Freedom Struggle. Majumdar was made the Director of the board. He was adamant about highlighting the true events of the struggle without a pinch of fabrication. He argued against the common notion that two religious groups in the country were peaceful and lived in harmony before the British arrived, and that there was no conflict between the two. He insisted upon the inclusion and ghori description of discriminatory practices of some Abrahamic faiths toward the natives. He argued against the narrative that the British policy of ‘divide and rule’ was the only reason for the drifting gap between the two groups. He was of the opinion that leaders such as Gandhi and Nehru intentionally paid no heed to the pivotal differences between the two religious groups. They put not a bit of effort into solving the problems and were keen on continuing their movement of non-violence, which bore very minimal fruits (emphasis added).
From day one in the Board of Editors, there was never a moment when politicians and politics did not come into the picture. It was by the end of 1955 that the Board ceased to exist, and the views and opinions of Majumdar were brushed under the carpet. The board was dissolved, but the project continued to exist, albeit under the leadership of one Tara Chand, who was a stooge of Nehru and was commonly known as his bootlicker. Majumdar was removed because he had a predominant stance on critically analyzing popular figures like Gandhi, Nehru, and Motilal Nehru, instead of whitewashing the actual truths and glorifying the big figures. With this, the field was now open for massive distortions of Bharat’s history in the hands of Marxists, Communists, and left-leaning scholars, whose aim was to clearly appease one specific religious community and, of course, to get the mandate of the secularist-socialist PM, Nehru. The final blow to the historicity of this country came when the reins of the Education Ministry were handed over to none other than Maulana Abul Kalam Azad, who completely whitewashed the discriminatory sins and atrocities toward Hindus by the rulers of dynasties like those of the Mughals, the Delhi Sultanate, and the Deccan Sultanate. He supported and nurtured scholars leaning to the Left ideology, who were intransigent in accepting the atrocious and bigoted past of the Muslim rulers and their acts of bigotry toward the Hindu population. The acts of Aurangzeb—by imposing strict jizya taxes, loot, desecration of temples, mass killings of people who, by virtue, were Hindu, slaughtering cows, conversions of the dead, and buying and selling of widows and women in the markets of Kandahar and Kabul as sex slaves—which occurred during the reign of the first Mughal ruler, Babur, were to be ignored, and the faults and failures of Hinduism and Hindu kingdoms were to be accentuated. The whole reason for appointing Azad as the Minister of Education was to completely downgrade and defy the achievements and victories of Hindu kingdoms and kings, and to glorify and reprehensibly worship the intolerant and prejudiced acts of Muslim rulers.
History textbooks were produced for schools and colleges in an attempt to completely brainwash and whitewash the minds of those who read this distorted version of history. The later emergence of Marxist scholars like Romila Thapar, Irfan Habib, R.S. Sharma, Bipan Chandra, B.N. Jha, and many others proved fatal for the already warped history, as their writings misrepresented and venerated the gruesome acts of the Muslim rulers. The ecosystem created by these Marxist historians housed numerous fabricated and fallacious facts and arguments about Bharat’s history.
Even the most general discoveries and scientific commentaries that were first observed in Bharat were shunned, as the credit for the same was given to European scholars during the Renaissance, who went on to state the same exact observations of sages and scientific scholars present in Bharat centuries before the creation and birth of Europe. Facts such as the Sun being at the center and other planets revolving around it were described by the prominent astronomer Aryabhata, yet the credit for “heliocentrism” is given to the Renaissance-era Polish thinker Nicolas Copernicus, who lived a thousand years after Aryabhata. The existence of various planets apart from the Earth (as described in the Navagraha Sukta), the existence of gravity was described by Brahmagupta almost a millennia before Newton, and the invention of the Pythagorean Theorem—which derives its name from the Greek mathematician Pythagoras—was first used in Bharat by a mathematician named Baudhayana almost three hundred years before Pythagoras himself, etc. The “Scientific Revolution” in Europe, which was contemporary to the Renaissance era, was considered a landmark achievement in the field of science for the discovery of the aforementioned scientific concepts, even though those discoveries emerged in Bharat.
Apart from the preachings of Marxist historians, Abul Kalam Azad, and many such defamatory scholars, the foundation of the Indian education system was set in the 1830s, where a heated debate between the Anglicists and the Orientalists was to define and build the system for India and its future. The Orientalists were of the belief that the native language of Sanskrit should be left untouched and promoted in all spheres of society. The Anglicists were of the opinion that British education, or ‘English education,’ was superior to the native structure of education (the ‘gurukula system’). The Anglicists were represented by one Lord Macaulay, who, in his speech, ‘Macaulay’s Minute,’ despised the traditional system of education of Bharat and batted for the Westernization of education and the propagation of knowledge not through Sanskrit, but through English. In a speech he delivered on 2nd February, 1835, in the British Parliament, Macaulay states:
“I have travelled across the length and breadth of India, and I have not seen one person who is a beggar or a thief. Such wealth I have seen in this country, such high moral values, people of such high caliber, that I don’t think we would ever conquer this country unless we break the very backbone of this nation, which is her spiritual and cultural heritage. Therefore, I propose that we replace her old and ancient education system, her culture. For if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native culture, and they will become what we want—a truly dominated nation.”
Thus, with such rampant westernization of the Indian education system and the exuberant production of fabricated history by Marxist historians in India, the virtues, morals, values, ancient traditions, and ‘civilizational identity’ of Bharat received a death blow. Even though the revival of the works of bygone historians like Sir Jadunath Sarkar, R.C. Majumdar, Sita Ram Goel, and rigorously researched historical works of present-day Indic historians are battling the deep-rooted colonial thought and the cancer of deceptive history that has spread around the world, distorting the image of this land completely, the degradation and loss of the civilizational identity of Bharat’s cultural heritage and history has been massive. To revive it by clearing the mess created by such fallacious Marxist historians throughout the 70 years since independence is surely a mountainous task to accomplish. In order to declutter the brainwashed minds who have assimilated themselves into such illogical and misleading stories, the books of present-day Indic historians must be popularized, and we have to urge the government to completely reform the Westernized education system by replacing it with Indic thought and ways of life. With such steps, the defaced history of Bharat will be forgotten, and the authentic and unaltered history of the land will be reclaimed.
Featured Image Courtesy – 21K School
