Sunday, 21 April 2013
Punjab School Education Board Curriculum
PSEB :WHERE PUNJAB HISTORY IS OUT OF SYLLABUS
-by B.S.Goraya
- Punjab History side tracked, Sikh history ignored,
- Martyrdom of Guru Teg Bahadur, Guru Arjun, Younger sons of Guru, Hakikat Rai cannot become the model for children -Board outlook.
- Absolutely no mention of Akali's role in repeated doses of Freedom Struggle,
- Govt encouraging Hindi Medium,
- Condition of teaching of Punjabi and teaching through Punjabi remains worse.
- Text Book Panels -Only Marxist and anti-Punjabi scholars appointed.
- Articles for text books : only marxist and so called progressive authors preferred.
- Most private schools are preferring NCERT syllabii. The Board claims its aim is to prepare better human beings through cultivation of progressive outlook. (Better Humans of the Nehru/Gandhi or perhaps Marxists outlook)
- Naive and unmindful Akalis pursue the fraud education policy of Congress.
Sometimes back boarded Shan-e- Punjab train from Delhi. Sitting
just next to me was a Punjabi immigrant family from Barmingham (U.K). A Rly
Police constable was constantly harassing them as they were carrying a giant
sized bottle of whisky. They were clueless as to what should they do as the
constable was repeating his command, "You can't carry it." I suggested
them that they should better tackle the sepoy instead of feeling harassed. They
promptly poured a peg and offered to him which he refused with a broad smile on
his face. A lady sitting near me suggested that they offered him a Rupee 10
note. The NRl was prompt to take out a Rupees 20 note and slipped it into his
hands of the soldier and he went away. The NRls hurled a volley of comments on
corruption in India.
Anyway with this episode the Singh's family became friend with
me and through out the train joumev to Jalandhar we talked a lot about the two systems
Indian and British.
While in between when the husband and wife discussed domestic
matters, their daughter aged about ten years, kept me informed of her school
system and the games she played and TV channels she watched. This daughter of
the Clean shaven Sikh took everybody in Punjab as a Sikh and then I explained her that there were Hindus and Muslims
in India.
I then assked her what she learnt about the Sikhs and happily
she counted the names of all the ten gurus. She then starting reading (orally)
the Japuji of Guru Nanak and an my query whether she knew as to what were the
meaning of gurubani she was reciting. To my surprise she was correct in
describing the meaning of Ek Onkar and Saibhang. She informed me that her teacher
in the elementary school has taught it all.
On the other hand my mother had always blamed us that we
haven't taught anything about the religion to our children. With the train episode
I was now armed with a clue that it was the duty of the schools to teach children
as to who was Bhagwan Ram, Krishan, Guru Nanak, Guru Gobind Singh and why
Guru's two infant sons were martyred. I obviously became curious why my own children
have not learnt it all ?
On my query my wards straightaway
denied that it was not in their books. I saw their current year books. Really the
things of this sort were not in their books. I saw one more year just to draw a
blank and felt, oh lord me a journalist where haven't I gone to gather stories
for my papers, I felt the stories were right near my typing table and I have
been roaming in the far flung places.
lmmediatly Giani
Bhagat Singh the die hard Akali was
before my eyes-Gianiji a lieutenant of Master Tara Singh, blamed Congress for any
ill thing in the society. Once he narrated an incidence involving Sardar Patel,
which we did not believe then. Gianlji said once Udham Singh Nagoke had gone to
Sardar Patel the Home Minister of the independent India. Some how their talk
was focussed on the Muslims that were left in India. The Nagoke who was then
carrying venom for the Muslims for the incidences In Punjab complained why the
Indian Govt. had still retained the seeds of future communal wars. Patel tried
to pacify Udham Singh, "No Sardar sahib the Muslims in India will not remain
Jinnah's Muslims". Continued he, " ln just 30 years you will find
that they will read . Ramayana and Mahabharata". Udham Singh got alarmed and embarrassed the Gujrati Sardar,
"Patel sahib! may I know what period have you fixed for the Sikhs to
recite Gita and the Gayatri mantras'? "No, no Sardar sahib, we can't
suspect the Sikhs they are our brethren, our saviours".
ln any case Nagoke
was alarmed and he told it all to Master Tara Singh in Gianiji's presence. He would
blame that the Congress was bent upon in promoting communism in the Punjab.
Once the Sikhs get converted to communism their future generations would
automatically lapse in the ocean of Hinduism which is an ill defined 'religion
where an agnostic can also be a Hindu, (Sankhyaki Purana is out and out atheistic;
Vam margis are also Hindus).
Though we did not
agree to all what Gianiji said how ever we appreciated him on his comments on
the dynamism of Hinduism. Any way the train incidence motivated us to explore
what our children were being taught. We accordingly carried out a survey of the
text books prescribed by the Punjab School Education Board (P.S.E.B.)to be
startled with the result of the survey. While the survey of the €entire syllabus
was simply not possible secondly
there was no point in carrying out the survey of such books as on Mathematics, Science,
etc. We have therefore restricted our
study to the subjects of Social Studies (of which History is a part) and the
Punjabi language. Results of our survey have really surprised us. Though would
have been better if the survey had covered such subjects as English and Hindi also.
Our survey reveals the study of Punjab history is simply out
of bounds to the students in Punjab. He is deprived of the knowledge on Sikhism
and its rich and glorious past. Now while a student in Maharashtra has to study
as to who was Shiva ji Marhatta and the
Peshwas who succeeded him, the Punjabi student is not taught enough about the
life full of sacrifices of Guru Gobind Singh. The syllabi can devote more than 100 pages on the role of
freedom fighters who freed India from the yoke of the British but it does not
devote more than 2-3 pages on the equally brave people of Punjab who freed
Punjab from the tyranny of the later Mughals. Not even a single independent chapter
on the Banda Bahadur and the Misals is given who saw that the mighty Sirhind was
at the feet of the peasants and depressed people of the Punjab. Surprisingly it
has devoted very little space in the text books to the glorious Sikh rule of the
last century and how it was annexed thus doing great injustice to the history.
The syllabi no doubt makes a mention of
the incidence that the Sikh states did not participate in the Indian Mutiny of
1857 but it hesitates to mention the reason behind. ln their history chapter on
the "Rise of New Forces in North India" how ever they take a peripheral
round of the Sikh period.
It is a universally
acknowledged principle that a child learns more through demonstrations and
models but the Board here fails to appreciate this principle as for as the
examples from the Punjab history are concerned. The Text books make no mention of
the supreme sacrifice of Hakikat Rai of 18th century and similarly fails to
highlight the case of martyrdom of the young sons of Guru Gobind Singh who were
aged merely less than 7 and less than 9 Years respectively. Though in the
Punjabi book at places casual and accidental references do occur without
mentioning their names. They are the best model for any school studies. The Board
only considers teaching about freedom struggle leaders' sacrifices like that of
Bhagat Singh and Lala Lajpat Rai.
The syllabi makes no
mention of the Vedas which were composed on this great land. lt fails to take
notice how a great religion-Sikhism was born here and what are the principles
of this religion and how the religion condemns caste system etc. Neither have
they devoted any space for the Mahabharata, Ramayana and Puranic tales.
ln Punjab where Per capita
consumption of liquor narcotics and other intoxicating drugs is many times more
than Indian average a full chapter was deserved any where in the Punjabi
language book. The Board has completely ignored this aspect too.
gaen Ure Freedom
Strggte Par[ ttre Board has ignored
other heroes of Punjab,similarlly fotk heroes are also omitted we don't find
any essay sort of articles on Puran Bhagat, Tota Maina or other of the innumerable
legends. We did not come across mere mention of name of such scholars like Bhai
Kahan Singh Nabha, Dr. Ganda Singh, Hari Ram Gupta, KaviSantokh Singh, Bhai
Veer Singh and other scholars of the category.
Let us now visit the
individual books so that the reader can himself have an idea of the syllabi to know as to what is the orientation of their
school going child.
SOCIAL STUDIES
Class X
Social Studies is he
subject which comprises of History geography, civics economics etc class X book
is written by Mrs. Uma Bhanot, Dr. Manju Sharma, lmproved by; Dr. J.K. Sharma,
Translator, Smt. Amarjit Kaur, & Smt. Surinder Kaur . Subject Specialist: Smt.
Rupa Sareen (History Part) Subject matter in the history part is: Capitalism,
World war-1, Russian Revolution, World war-ll, Freedom Struggle.
The book devotes 1 .5
page on Arya Samaj, Singh Sabha Lahar-1.5 Page, Namdhari movement-1 .5 page,
Gurudwara Reform rnovement-1 page, Jallianwala Bagh- 1 page.
We all know the
monumental contribution of Akalis in the freedom struggle. The whole of Punjab
was to go to Pakistan but for the agitation launched by the Akalis. A large
part of Punjab namely' present Punjab, Himachal, Haryana were saved for India. There
is no mention of the names of Master Tara Singh, Baba Kharag Singh, Giani Kartar
Singh etc. whose role had been even lauded by Mahatma Gandhi himself on certain
occasions. THE AKALIS ARE AS SUCH ABSOLUTELY BARRED.
The Board can teach
about Russian Revolution but not about the Sikh religion which was born here.
lt considers knowledge about capitalism more appropriate. lt gives details
about the freedom struggle but fails to highlight the sacrifice of about 10 lac
Punjabis who were massacred during the Partition of the country.
ln the civics part
there are essays on state legislature but makes no special mention of the
legislature in the Punjab. lt appears as if the book has ben written for the
students outside Punjab.
ln the geography Part
inclusion of geography of Punjab was appropriate but has been ignored.
Class lX
For this book again the
writers are same as for the X class book. lt includes matter as;
Pre-history, lron
age, Early American and African Civilization, medieval world, origin of modern
age, capitalism and Industrial revolution and national movement Again the book
mentions everything as above but little about Punjab though the history part is
h 129 pages. The author here face an uphill task as they are compelled to write
something about Sikhism as they are supposed to cover Medieval Period. They finish
it in just one page giving the peripheral information about the faith.
The book in Punjabi
is too much loaded with Sanskrit words
which were avoidable.
ln the civics part
the authors have confused students with their chapter on concept of nation. lt
fails to mention how lnda is a nation. lt blames British Imperialism for the
lack of spiritof nationalism in Indians where as the facts are on the contrary
as it was the British rule which made the
present India otherwise' it was divided into several (564) princely states but
the British unified India.
Class Vlll
The syllabus is British
Empire, Mutiny of 1857, Nationalism and freedom struggle & Freedam. Mark
the text book prescribed for Ptniabi students couers the annexation of Punjab
in just one page. lt however does not fail to remark that the Punjab princes
participated ' in crushing the 1857 uprising. Authors are particularly opposed
to the British policy in recruitment for army and object disproportionate
recruitment of Sikhs Gurktas and Pathans.
As for as the Sikh in
freedom struggle is concerned the authors do mention the Punjabis but they do
not move beyond Gadharites Again there is no mention of the Akalis.
ln the civics part
here a chapter on the consumption narcotics and drugs that was deserved but has
not been given.
Class Vll
Syllabus North &
South Indian states (800-1200 AD.) and (1200-1556) Medieval powers Mughal
Empire (1556-1765) Religion, Advent of Europeans.
So this is the
section covering Medieval period
with Guru Nanak is covered with a
galaxy of saints like Kabir Sahib, Bhagat Ravidas, Chetanya Mahaprabhu, Sufi
Sect, Ranjit Singh's rule and Misal period.
The space given to Punjab
in this book is perhaps less than what the UPSEB Lucknow has given or any other
state would wish to educate to their students on Sikhs.
The geography part
also does not deal with Punjab in any way here. Out of 156 pages of history
only 18 have been devoted to Sikh history. The book is too much loaded with
Hindi words rather it is mixture of Hindi & Punjabi written in Gurmukhi script.
The write rof the
History part Dr. Indu Banga seems to have a fairly good hold over the subject
though she has treated it as if she was writing for students out side Punjab.
She has treated
Sikhism as an off shoot of Bhakti Movement and that Guru Nanak and Kabir had
identical ideology.
CLASS VI
Syllabus :
Pre-history Indus ValleY Civilization, Vedic period, India (600 BC to 8OO
A.D.), India & World.
Again no mention of
he Punjab rulers especially Shahia nd Porus of Alexander.
Civics part devoted
to local bodies and only a general topic; no special reference to Punjab bodies.
CLASS V
The Social Studies
book is focused m India be it the Geography part or History. The book by the
PSEB gives a fantastic chapter on 'Some Historical Monuments' which include the
following :
I .Sanchi Satupa,
2.Allahabad Pillar, 3.Madurai Temple, 4.Quttub Minar, 5.Pillar at Chittor, 6. Agra
Fort, 7.Red Fort Delhi, 8.Pune (Poona) and 9. Jallianwala Bagh.
The list includes all
the historical monuments outside Punjab. From Punjab only one monuments is
covered i.e. Jallianwala Bagh which was erected in the 19 fifties again in connection
with the incidence of the year 1919. The editors of the book could not find any
old monument frorn Punjab which might have
been fit for the category.
ln the civics part
there is an article 'Development of Agriculture in India-Yes development of
agriculture in India and no mention of role of Punjab-because it is from PSEB.
Again there is a chapter
India attains freedom and is Partitioned. No reference no tribute to about 10
lac people who laid down their lives during Partition.
CLASS IV
PSEB believes that
they have systematically planned the whole curriculum and with the development
of mind of the child the subject is also developed progressively. But at the
same time a chapter or a subject taught in a class is not to be repeated afterwards.
Like the students of 1st and llnd standards is to be taught about his home, village,
school & city etc. while the 2nd class pupil will learn about his district,
lV-Punjab and V-lndia, and so on. ln the whole curriculum but together there is
too much of repetition of information on
Freedom Struggle.
Forth standard is
scheduled for regional history and the Board finishes Punjab history in just 8
pages. Rest of the book on history contains chapters on the historical spots.
ln the geography part the book contain some of the outdated information on industries,
business, chief cities, agriculture etc. lt has the Punjab's climate, land,' vegetation,
means of transportation, people. And that is all for Punjab-in just 124 pages.
CLASS III
Here the Social
studies book is focused on the district. The book we have referred to is on
district Amritsar. By now it should not surprise the readers that the book focused
on Amritsar hesitates to mention anything about the historical importance of Amritsar.
lt fails to highlight the unique position
that Amritsar occupies in the world.
CLASS I & ll
The Board has no
printed guidelines for the teachers neither any text book for the students. The
Board expects that the teacher will do it all. As a matter of fact no school, is
giving any lectures on the S.Studies in these beginning classes.
PUNJABI TEXT BOOKS
Apart from Social
Studies text book survey of Punjabi language, books published by Punjab School
Education Board was carried out. lnterestingly again the Board had appointed
only such members on the text book panels who are known agnostics and have no
concern (emotional) for the Punjab. lnterestingly there are some dubious writers
whose articles have been included in the text books. There are some biographies
in the text books devoted to virtually unacknowledged or unknown artists. Then
there are articles by these artists.
Punjabi Path pustak
the text books from lst std. to 8th have in all 203 chapters. Here again the
panel has betrayed the punjabi history and have succeeded in non-inclusion of
chapters on prominent punjabis in history. . The focus surely is on the Freedom
Struggle heroes but from the Gadar period. There are chapters on Tricolour (l),
Dedication to the country (ll), Mahatma Gandhi ([t), Bhagat Singh (lll) Mera
Desh (tV), Nehru (tV), Baba Bhakna (lV), Song of freedom (V), Nehru's letters
(V), Kartar Singh Sarabha (VI), Sada Desh (Vl), Bhagat Singh (Vt), Sarabha
(Vt), MaulanaAzad (Vlll), Diwan Singh Kalepani (8), Hari Kishan (8) and Lajpat
Rai
Whole syllabi of 8 years has ignored the Akalis in Freedom
Struggle. your child has no access to the names such as Master Tara Singh, Baba
Kharag Singh, Kairon. S.S. Majithia etc. The panel has however included one biographical chapter on Sewa Singh.
Coming to the part on
the chapters on religious studies and religious personalities, we see chapters
on Bebe Nanaki, Krishan Sudama, Fetehgarh Sahib, Guru Nanak, Mata Gujri, Bachittar
Singh, Bibi Bhani, Vaisakhi, Baba Jiwan Singh, Sant Kabir, Amar Nath Yatra,
Baba Farid, Guru Amardas, Guru Gobind Singh, Very selective information again
and far from being objective. Board's introductim about Sikh religion begins
from ll class when its ll part pustak devotes on chapter on Bebe Nanki straightaway.
lt narrates the Sacha Sauda story which suits the Marxist ideologue. No formal
introduction of the Nanak's faith is given.
ln the lll Std. a
chapter on Guru Nanak given where again no reference that he was founder of the faith, and that he gave a new concept
of unity of God and attacked the evils such as casteism prevalent in the society and that his was a was simple religion
free from all rituals. His concept of Ek Onkar Satnam is again missing.
Like a chapter on
Bebe Nanaki, there is one on Mata Gujri and Bibi Bhani. There are casual
reverences to Guru Gobind Singh's younger sons aged less than 7and 9 years
respectively who laid down their lives Upholding the religious ethoes and values.
ln the chapter on Bibi Bhani name of Mohan-her brother is given as Sohan Singh.
A chapter on Baba Jiwan.Singh€guru ka beta does
not mention that he belonged to the so called low caste and the status
conferred on him notwithstanding. Similarly therei s a chapter on Bhai Kanaiya
without a mention ' of the basic concept oJ Sikhism to which Bhai was
complying.
There are short poems
on Guru Amardas and Sant Kabir. in the one on Sant the whole theme revolves
around the quotation'. Na ham Hirdu na Musalman,. The author is ignorant of the
fact that these wordings belong to Guru Arjun Dev and have addressed to Kabir
sahib
Virtually no aspect
of Hinduism is given in these 8 years except one poem on Krishan€udama and Amarnath
yatra which is more of a
travelogue.
There is one chapter on
Guru Gobind Singh -Machhiwara episode; in way the Guru is depicted as the one
devoted to the patriotism of Bharat mata wtrere as the Guru cannot be confined
to the national boundaries.
There is a legend
about Maharaja Ranjit Singh where in he
rewards children who had thrown a stone on him through oversight. This story is
also given in lll Std but the Kings name has been omitted simply given as. Big.king.'
MATRICULATION
For ninth and Tenth standards there are common four books
from the Boards. Sahitmala gives the History 'of Puniabi Literature, (poetry
and Rose). and one feels that the editor has done justice though the editor has
specifically selected such pieces from Gurbani which do not touch the€ basic
tenets of Sikhism and nor it is different from others. The plea of the
edito could be that he has selected the pieces from literary aspect only cannot hold much ground as most of
the Gurbani with basic tenets extremely rich from the literature point view as
well. ln the prose part Muslim writer of Punjab have not been included. A novel
by late Sohan Singh Seetal perhaps rightly deserves the place in syllabus.
The Matriculation
book on grammer and composition carries essay writing Letter writing etc. and
markt he subject; Guru Nanak, Tagore, Maulana Azad, Kartar Singh Sarabha, Nanak Singh Novelist, Diwali, Our Festivals,
26 January Humility, Habits die Hard, Fair I have Seen, Man & Science, Jugglers
play, A Tour to a Historical place-Taj Mahal, Unemployment problem, population Problem
and a Newspaper.
Essay on Guru Nanak
is by some Marxist. About Guru Nanak the writer says 'His cheif @noem was
common man and his welfare'.Whereas we know that that Guru was mainly concerned
with the , salvation of makind through linking it to God Waheguru that is
Ek-onkar. The writer tells the Guru
during his journeys would stay with the labourers'.
We next come to he
other text book on Punjabi; Vanngi the drama and short story book. lt contains
in all 19 stories and plays of various writers. Of the writers patronised 9 arc
proclaimed Marxists namely Sant Singh Sekhon, Gursharan Singh, Sujan.Singh, Santokh
Singh Dhir, Gurdail Singh, Besides these Maxists writers the editors have preferred
other writers such as Balwant Gargi, Jasuja, Duggal KS Virk, Tiwana, & Ajit
Kour who are committed to socialism through progressive thinking. Thus for the editors
any talk of theology is out of bounds and out dated.
' The position of Punjabi
in schools is miserable. Punjabi has failed to enjoy the status of a regional
language like other Indian languages which they enjoy in their respective
states. A large number of private ,schools in the state are imparting education
Hindi & English. The DAV schools as a rule have not adodpted the Punjabi as
the medium of instruction and are at the same time enjoying government aid as
well since 1966 i.e the carving of Puniabi speaking state.The' Govenrnent is
thus promoting Hindi medium itself and befooling people with loud slogans.
During our survey we
found some of the books are in Hindi but
translated in Punjabi . You can understand how the beauty of original language
writing is lost in translation. We thus felt as if we were reading Hindi in
gurmukhi script. Example Social Studies class VII book.
