[ K. K Aziz] the Murder of History

The Murder of History critique of history textbooks used in Pakistan K.K.Aziz V VANGUARD by the same author Britain and Muslim India Some Problems of Research in Modem History The Making of Pakistan Ameer Ali: His Life and Work The Historical Background of Pakistan The All India Muslim Conference The Indian Khilafat Movement Britain and Pakistan Party Politics in Pakistan The British in India Complete Works of Rahmat Ali (2 volsj Muslims under Congress Rule (2 vols.) A History of the Idea of Pakistan (4 vols.) Rahmat Ali: A Biography Prelude to Pakistan (2 vols.) Public Life in Muslim India The Pakistani Historian THE MURDER OF HISTORY A critique of history textbooks used in Pakistan K.K. Aziz VANGUARD All rights reserved. No part of this publication way be reproduced or transmitted in anyform or by any means without prior permission in writing from the author and publisher Copyright: K.K. Aziz, 1993 First published in Pakistan by Vanguard Books Pvt Ltd Lahore Karachi Islamabad Vanguard Books Pvt Ltd Head Office: 45 The Mall Lahore Pakistan Ph: 243779, 243783, Fax: 042-321680 Tlx: 47421 SCOOP PK Branch Office: D-212, KDA 1-A, Stadium Road, Karachi Ph: 4939729,4931564 Branch Office: Jinnah Super Market, Islamabad Ph: 215215, 210099 Printed at Maktaba Jadeed Press (Pvt) Ltd., 9-Railway Road, Lahore. ISBN: 969-402-126-X (HB) To the late Uncle Hakim Jan of blessed memory More than a brother to my father, a benefactor of my family, whose mind, lit by the flame of virtue, was a miracle of equilibrium CONTENTS Preface ix 1 The Prescribed Myths 1 2 The Calamity of Errors 118 3 The Road to Ruin 175 4 The Burden of Responsibility 230 Appendix — A 248 Appendix — B 249 Appendix — C 257 Index 263 I PREFACE In this book I have scrutinized 66 textbooks on SoclalJSttidtcs, Pakistan Studies and History in use in the schools and colleges of Pakistan by students of classes 1 to 14. discussed their contents at full length, and explored the dimensions, implications and ramifications of their errors, faults and deficiencies. This study has taken its rise from a series of adventitious circumstances, not all agreeable or gratifying. In 1989-90 1 wrote a book on the Pakistani historian which contained one chapter of 82 pages, the longest of all, on the textbooks written by the historians of the country and in use in the schools and colleges. (The book has since been published by Vanguard under the title of The Pakistani Historian , and I advise the reader to look through it to understand why such books have been written by the country's historians). The typescript was handed over to a Lahore publisher on 25 March 1990, and two weeks later I went away to Cambridge for an 8-month spell of teaching and writing, with a firm promise from him that the book would be in the market before the year was out. But he bilked me and did not publish it then or ever. This unredeemed pledge led, in slow stages, to the expansion of the chapter on textbooks into the present full-length study. Blighted hopes do sometimes turn into cheerful prospects, if one has the requisite fortitude and resolve, and of course luck. My work has never offered me the leisure to write something for journals or newspapers. But the publisher's remissness was making me impatient, and when The Frontier Post offered to serialize this particular chapter. I raised no objections because die material combined scholarly research and topical interest to an uncommon degree. I then believed that a study of the books which every school- and college-going student reads will attract the parents these of students, i thought that in a country where the average sales of serious books arc abysmally low die wav to the attention of the educated reader lay through the columns of a national English daily. The original chapter thus came to appear in The Frontier Post in eleven long instalments on 17, 18, 19, 24, 25 and 26 April and 1, 3, 5, 8 and 9 May 1992. The newspaper also extended me the unprecedented courtesy of advertising the scries on the front page for several days running prior to their x Preface resident publication. I am grateful to Mr. Khalcd Ahmed, the editor, for this kindness. one Professor On 1 1 May the newspaper carried a letter from M.l.Haq, suggesting that I should "issue a corrigenda for the plethora of mistakes and mis-statements he has so diligently compiled, because the authors [of the textbooks] would not know the comcct answers themselves, and this burden of die martial law will continue to be carried by our textbook boards, God knows for how long". On the same day Mr. Khalcd Ahmed telephoned me to say that he had received several calls from his readers who now wanted to know the "real facts" of history after having read in my articles the myths and distortions contained in the textbooks. He asked me to write out a detailed statement rectifying the mistakes of the books and telling the true talc. My immediate reaction to this request was one of shock. 1 had already annotated each textbook, listing faithfully all the errors it canricd. but had limited my commentary to a very few remarks and an odd correction here and there. I had thought that the great majority of my readers knew their history and al ter perusing what and 1 had written would respond according to their temperament altitude to life: either laughing at the ignorance of the textbook writers or feeling concerned about what their children were being taught. And now I was being infonned by the editor of a major national daily that educated people, living in big cities and reading an English-language newspaper did not know where the textbooks had gone wrong, and they needed the telling of it. But a little reflection opened my eyes. These people who were asking for the correct version of history had been brought up on these very textbooks. Those few among them who were fond of reading had received their knowledge of history from a few popular or serious general books which had been written by the same professors who had put together these textbooks. It was had then that I realized the true proportions of the disaster which devastated the country. For me it was the moment of trudi. Mr. Khalcd Ahmed's injunction was reinforced by the advice given to me by my friend Mr. Najam Sethi, who publishes the Vanguard Books and edits The Friday Times. As ill luck would have it. when 1 received these messages I was engaged in a triple fight against the heat of Lahore to which I am not accustomed, a severe bout of influenza which had laid me Preface xi low, and ihe aftcmiaih of a serious accident of 7 May which had disabled me aurally for life. But you can't argue with your editor: it is not for nothing that only the royalty and the editors have arrogated to themselves the right to use the first person plural ("we") for their formidable selves. Anyway, the request was reasonable, and I owed it to my readers to supply the corrections to the errors committed by the textbooks. So, all handicaps notwithstanding, I sat down and wrote long correction slips and a short concluding lament, and this matter appeared in The Frontier Post in five instalments on 12, 15. 19, 20 and 21 June. By this time 1 had decided to publish this critique as an independent book. When I discussed its publication with Mr. Najam Sethi he made some admirable suggestions about recasting the first chapter, which were accepted and have improved it. 1 have thoroughly revised and expanded the matter which appeared as the second series in The Frontier Post: this forms the second chapter of the book. While revising, modifying and expanding the original material (Chapter I) and the corrective redaction (Chapter 2), I had time and opportunity to give more thought to the subject and to view it in a larger perspective. Chapter 3 and most of Chapter 4 arc the results of this cogitation. These additions were not published by The Frontier Post. Having studied, lived and taught abroad for most of my working life, I have learned to view the educational and intellectual needs of a society in ways which are foreign to the Pakistani mind. Therefore, in my academic innocence 1 expected that the publication of my study of the textbooks in a daily newspaper would or should produce the following results: First, a flurry and a ferment among the general reader, aroused by the low quality of our textbooks; and a more specific and indignant commotion among the parents on discovering what their children were being taught about national history. I was looking forward to a prolonged debate in the correspondence columns, which would include a harsh criticism of what I had dared to do. a discussion among the parents on how to dam up this flood of ignorance let loose by the textbooks, some protests in self-defence from the authors of these books, a riposte from the textbook boards in self-justification, even an angry rebuke from a "patriotic" Pakistani on my anti-national and subversive outburst. What actually happened did not amount to more than a whisper. A xii Preface total of four letters appeared, only two of which were relevant to the subject. All of them are reproduced in Appendix C in order to mark and preserve the totality of national response to such a vital subject.

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