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In the Shadow of History

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In the Shadow of History IN THE SHADOW OF HISTORY MUBARAK ALI FICTION HOUSE 18-Mozang Road, Lahore. Phones: 7249218, 7237430 C-opyrigbt© 1998 All rights reserved. No pan of this publication may be reproduced. stored in a retrieval system. or rransmirted any form of by any means - electronic. mechanical, photocopying. recording or otherwise - without the prior written permission of the author and publisher. Published by: Zuhoor Ahmad Khan. Rana Abdur Rehman, FICTION HOUSE I8-Mozang Road. Lahore. Printed by: Zahid Bashir Primers, Lahore. Price Rs. 200.00 Dedication to, Prof. Fariduddin Departmenr of philosophy University of Sindh PREFACE The book is a collection of articles which were published in the different newspapers from time to time. The response from readers always encourages me to write more. I am thankful to all those ."!'ho appreciated and criticized my writings. acknowledge my deep gratitude to Jalis Hazir, Murtaza Razvi, Rashid Malik and Anita Mir for their valuable assistance and cooperation. Finally, I would like to thank Mr. Zuhoor Ahmad Khan and Rana Abdur Rehman, the publishers, for publishing the book so beautifully. Mubarak Ali CONTENTS Preface I. TOWARDS UNDERSTANDING HISTORY 1. Uses of history 1 Why should we study history 4 3. What is grassroots history 7 4. How should history be read'! 9 5. Writing of current history 12 6. Writing of political history 14 ~t-;t"·7. TIlt:' conspiracy Theory of history 16 J>:~8. Romanticising the past 19 .,c\tt~~9. Who masters the past. rules the future 21 ~O. All history is contemporary history 23 II. Falsification of history 25 12. Teaching of history to correct false attitude 28 13. Writing of history under Perestroika 30 14. History and War 32 15. Teaching of history in Pakistan 35 16. The history textbooks 38 17. Writing of history in Pakistan .41 18. '.Problems of Research in Pakistan 45 19. Our tribal society and the history writing 48 20. , History - writing as a corrective SO 21. The Islamisarion of history , 53 11- INTERPRET AnON OF HISTORY I. How to write history under Dictatorship .; ,55 How to prevent Dictatorship 60 3. Aggression and moral justification 64 4. Colonisation and Language 67 5. Education and the elite 70 6. The an of feudal politics 72 7. The Majority - Minority Conflict 75 8. Pakistan and the National Question 79 9. Dousing the fire 82 10. Ideology or Bust 85 11. Death of Mughal nobility and a lesson for Pakistani elite 87 12. VIP Syndrome and the revenge of history 89 13. Our feudal democracy 91 14. Guilt edged the German Experience 95 15. Learning through experience 100 III-HERO AND HEROWORSHIP 1. Making of Myths 103 2. War without heroes 106 3. Communalism and heroes 108 4. Revolution and heroes 110 5. Heroes and democracy 112 6. In the'footsteps of a hero 114 7. Unmaking of heroes 116, IV - HISTORY OF SINDH 1. A colonial iurerprerariou ~f history ...................•... ~ ll9 2. The Masses point of view 123 3. Should Sindh's history he'rewrinen 126 4. The Arabs conquest of Sindh 130 (a) Broadening the vision of history.: 130 (b) Do two wrongs make right'? 132 (c) And the poets too 135 (d) Ours is not to question why , 138 (e) Counting the cost 139 (f) Keeping it in the family 141 (g) Running on the Spot 145 5. The Feudal connection 149 6. Sindh under foreign rule 153 7. Nur Muhammad Kalhoro: Re-examined 160 8. In Defence of Noa Mal 160 (a) India in the Nineteenth century..... ......................... 160 (b) The problems of minority ' 162 (c) Sindh under the Hindu minority 162 (d) Hindu, Muslim Conflict. 164 (e) Dilemma of the Hindu Community .. : 166 (f) Conclusion 168 9. Separation of Sindh from Bombay presidency 169 10. Sindh: The Changing faces of nationalism 173 11. Manzilgah mosque and the communal clash 176 12. Sindhi Nationalism: The modern phase 179 13. A Middle Cla'is Mess 182 14. Towards a complete Ethnic Divide 185 15. A rebel: by any other name 188 16. Dacoity: An unorganized form of social protest 191 17. Peasant rebellion in Sindh 193 18. The roots ofbanditry .........•.................................... 196 1 TOWARDS UNDERSTANDING HISTORY USES OF HISTORY I ' Whenever a nation is in a state of disintegration, history is called upon to help it unite; Although there are problems in incorporating separate groups into one unit, history makes an attempt to search the cultural and social roots and link them together and provide basis for unity. The concept of nationhood is not only relevant to most of the newly independent countries of Asia and Africa, 'but to most advanced countries such as Britain. Germany, and USA, In most of the underdeveloped countries, the ruling classes, in order to legitimate their rule. use history to exploit the patriotism of the people and exhort them to love their country and sacrifice their lives in its defence. The irony is that the past which is reconstructed to appeal to the people to he united as one nation is the past of the conquerors, generals, and victors. and not the past of the intellectuals, scientists, and scholars. The choice is very important because it determines the fate of a nation either to 2 . choose hostility, violence, and terror, or peace, love, and harmony. The path of violence and terror always leads to authoritarian and tyrannical forms of government, while peace and love pave the way for democracy and a composite society. We have the recent example of Germany which followed Bismarck and Kaisar Wilhelm's traditions and ignored the views of Liebknecht and Bebel; consequently it ended in wars and destruction. Even such modern and advanced nations as Britain and USA are using history to reconstruct the past in such a way as to solve their current problems and to inject a false sense of pride by hiding their crimes. Thatcher, as prime minister of Britain, supported the revival of self-sacrifice, self-reliance, self-respect, and pride in the country. She once said that instead of writing history as centuries of unrelieved gloom, oppression. and failure, as days of hopelessness, historians should write a history which gives courage and confidence to the people. To accomplish this object, history as an indepen• dent subject, is incorporated in the national curriculum of schools. In the USA, once a secretary of education known as William Benett said: "The study of history is to give our students a grasp of their nation. (A nation that the study of history and current events will reveal is still, indeed, the last, best hope on earth. ") ..~;) \ l)-._ ~ 'V""t, • ; (.,.'t' 0"'" \;~' J ~l~~,.~t ",,~~\'V\",~:~l*'(,~. :\ ,ti\ ~ -"-- ' V't f}Jl The other important factor, in case of Pakistan, is that on <f what bases do we want to begin the process of nation-building? To create a sense of patriotism after exploiting the sentiments of people or to appeal to their humanist feelings? In this case, we have to change the whole interpretation of history. Here, instead of emphasising political history, we must concentrate on social history.. There is a vast difference between two kinds of histories. Political history is mostly used by the dictators and tyrants to further their ambitions because it can easily be used to mobilise people by exploiting their hidden sentiments of hostility and hatred. Social history on the contrary represents common cultural and SOCialvalues which bring \ .~ple together.. The best example is the history of Indo-Pak relations. The political history. by highlighting the role of two governments, creates hostile feelings among the people of both countries. The social histor , on the other hand, brings to light the ,r cu tural similarities an stren ens s. 0 ifical history, moreover, works within borders while socia istory knows no borders and helps to eradicate strangeness, alienation and separateness among groups, societies, and nations, with the result that cultural links become stronger than the political prejudices. WHY SHOULD WE STUDY HISTORY Why should we study history? What are its uses and what role can it play in our lives? Those who are not historically conscious usually ask these questions: they regard the past as if it had nothing to do with the present. The fact is that nowadays history, along with other social sciences, is emerging as a dynamic subject to respond to the challenges of the present and helping to overpower the social,' political. and economic crisis. History tells us that no society can remain static and that it changes with the passage of time. '" j.,'tlPe change is the basic factor which should be studied in history. Vi:l ~ Whenever there is change. the society faces new challenges. Challenge and response. in view of Toynbee, push the society towards progress. Therefore. it is the task of history to make people conscious of change. In our society. we do not study history to understand the process of change but just to entertain ourselves with past events. For this reason. history is not regarded as a useful subject. The history "that we teach in our educational institutions is political history and. as such, it is used by the ruling classes. The other aspect of history in our society is didactic. It is written and studied out of religious devotion and is used in religious discussions to support some sectarian point of view. Thus. the limited political and religious use reduces the scope and credibility of history. Our society is divided into cultural. religious. ethnical, and social groups. History can provide these different groups a common link to unite and will provide them an identity. The gap of indifference and ignorance which is deep and wide among the classes.
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