Source: The News (Pakistan) 20 Aug 2000
Nation State, Education and Textbooks
by Mubarak Ali
During the medieval period in the West as well as in the East education was
controlled and monopolised either by the religious institutions or
individuals. State played no role in its promotion . Both in the Christian
and Muslim societies, education was motivated to preach, defend and
strengthen faith. When Luther challenged the authority of the Catholic
Church, the church,in order to defend itself, heavily relied on systematic
programme of education to refute the charges of Protestant movement and to
inculcate the true spirit of their version of religion. The Society of
Jesuits, established in 1540, launched a very elaborate programme of
education and defended Catholicism by supplying learned preachers and
scholars. The monopoly of church on education was first challenged by the
French Revolution (1789) as a result of establishing a nation state in
France which deprived the church from its hold on education. The National
Convention (1792-95) set up educational institutions for promotion of
secular learning which was the need of the state such as engineering,
industry and art. The word 'national' was now attached to such institutions
indicating state control and support such as 'National Conservatory of Arts
and Industries' National Institute' or 'National university' etc.
Realizing the importance of education, Napoleon, after coming into power in
1799, fully used state power to promote his own image and existing values of
the French society. All educational institutions, higher or lower, were put
under the control of central government. No one was allowed to open a school
or teach in public unless the university licensed him. The University of
France was given authority to maintain uniformity of educational system. All
the schools were required to take as the basis of their teaching the ethical
principles of Christianity and loyalty to the head of the state. For
example, when asked what were the duties of the Christians to their rulers?
The pupils were told to tell that as Christians they owed to the princes who
governed them love, respect, obedience, fidelity, military service, and
taxes levied for the preservation and defence of the Empire and of the
throne.
The example of France was followed by other European states. Under the
pressure of political, military and industrial competition they turned their
attention towards mass education in order to use human resources for
development of their countries. For example, in 19th century Britain was
apprehensive of Prussia and North America for their industrial development.
Fearing of any future challenge, she undertook education under her control
and established schools throughout the country for mass education.
Once education came under the control of state, it was used to promote its
interests. Nationalism, patriotism, images of heroes, and spirit of
sacrifice for nation were some elements which were inculcated in the mind of
pupil with the help of textbooks. The state prepared its own curriculum and
prescribed its textbooks. The victim of state textbook was specially the
subject of history which was blatantly used to create false pride by
distorting facts and manipulating historical narratives. David Lowenthal
correctly writes in The Past is Foreign Country: 'The virtue of bygone
heroes are likewise inflated. Admired forebears acquire qualities esteemed
today, however anachronistic, and there faults are concealed or palliated.
Popular modern depictions of Washington and Jefferson, for example, are
utterly at variance with their lives as eighteen-century slave-holding
plantersÖ'
Though radical historians raised their voices again and again against the
state manipulated curriculum, but it was of no avail as the state had proved
to be more powerful than a bunch of scholars. In 1990s the History Workshop
Group in Britain remarked on the content of the British national curriculum
as "triumphalist, Whiggish, document-driven and a parochial syllabus of
British political and constitutional history, with an emphasis on rote
learning of dates and 'facts' and an aversion to the historical
imagination."
After decolonisation, the newly independent nation states of Asia and
Africa, following the model of European nation states, controlled
educational system and used it for their interest to promote the concept of
one nation, one language, and in some cases of one religion. Patriotism to
the country and loyalty to the "Founding Fathers" was the central theme of
the history textbooks. All emphasis was on glorifying national struggle,
sacrifices of freedom fighters, and their ultimate victory over colonial
powers. On the basis of this version of history, a particular class of
politicians made an attempt to perpetuate the rule of their 'families'.
History textbooks also used to create hostility against the neighbours to
keep the country in permanent sense of insecurity in order to relay on
defence forces to protect them. On this misuse of history, a historian
writes: 'It fills people with false memories, exaggerates their reactions,
exacerbates old grievances, and encourages either a delirium of grandeur or
delusion of persecution. It makes whole nation bitter, arrogant,
insufferable, and vainglorious.'
Patriotic and nationalistic version of history played crucial role in most
of the wars among the European and Asian countries. The monuments and sites
that were built in memory permanently remind of destruction and holocaust of
wars. But even developed countries do not like to abandon memorials of their
victories. Recently when the European Parliament asked the British
government to change the name of Waterloo station because it reminds the
Napoleanic wars, the British government refused saying it was "salutary for
the French to be constantly reminded of Wellington's great victory'. The
British nation is not ready to loose Nelson's Column, Trafalgar Square, and
Blenheim palace.
However, realizing the danger of nationalistic and chauvinistic history
textbooks, an attempt was made between the historians of Germany and Poland
to write joint history for school children. The project was successful
because both governments were interested in it. Whereby, there is no hope to
make such experiment in case of those countries who are at dagger drawn
against each other and regard their nationalist version of history raison de
`etre for their existence.
Keeping in view history textbooks of India and Pakistan which are poisoning
the mind of young generation, the question is raised many time to write
joint history textbooks as an alternative of official one. To accomplish
this project, there is need to bring together like-minded historians of both
countries and discuss the parameter of how to write and how to interpret the
past. No doubt, there is a deep desire in the enlightened circles of both
the countries that such history should be written because it would help
people of India and Pakistan to understand the political complexities of the
recent past and realize the ulterior motives of the politicians and
political parties and the ruling classes. This historical consciousness
would certainly bring people together.
If any such attempt is made, it will certainly be a thrilling experience for
both sides historian. Such a venture will remove the deep rooted prejudices,
cut down great heroes to their size, and bring to light shaded facts to
their true colour.
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