5,000 YEARS OF HISTORY OF

THE HINDU HOLOCAUST

CRIMES AGAINST HUMANITY


PERSECUTION OF MINORITY SECTS OF HINDUISM
ITS AVATARS, ITS DEITIES, ITS TEMPLES

AND COUNTLESS PRACTISING HINDUS


Introduction - HINDU HOLOCAUST - The Biggest in World History

Persecution on His Divine Holiness was a holographic projection of the 5000 years of The Hindu Holocaust

As a part of series of documents which narrates the story of persecution of His Divine Holiness, this particular document speaks of the untold story of 5000 years of The Hindu Holocaust.

The Hindu Holocaust has been the systematic, egregious and ongoing genocide over the last 5000 years on the most ancient living civilization on the planet. Denied by the historians and untold by its victimized survivors, the Hindu Holocaust is the biggest “crime against humanity” in world history.  

The scope of - The Hindu Holocaust - may be understood in the table given below. Hindus have time and again suffered religious persecution in the form of forceful conversions, massacres, demolition and desecration of temples, confiscation or destruction of property, incitement to hate, imprisonment, torture, murder, destruction of universities and schools and crimes against women and children. For the purpose of this document, we categorize them as follows :

Infrastructure (Economic, Public Welfare, Agriculture, Knowledge)

Culture

Communities and Lifestyle

Self
Identity

Possibility of ‘Superconscious’ Breakthrough

Destruction of
Trade & Commerce

Destruction of
Traditional Value Systems, Customs & Rituals

Destruction of
Ethnic tribes

Pushing to Identity Crisis-
“Who am I?”

Persecution of
Incarnations (Avatars)

Destruction of
Health care system

Destruction of
Sacred Art, Drama, Music

Destruction of
Communities

Destruction of
Civilization History

Persecution of
Enlightened Masters

Destruction of
Technology

Destruction of
Temple and Heritage

Destruction of
Guru-disciple lineage

Forced Conversion Denial of Faith, Religion, Or Beliefs

Destruction of
Ancient scriptures and Sacred Texts

Destruction of
Survival Knowledge & Expertise

Ridicule of
Bhakti (Sacred Sentiments)

Destruction of
Gurukul Education

system

Defiling

Deities and ridiculing core principles

Destruction of
Knowledge of Surgery

Destruction of Sacred Food Recipes

Destruction of
Festivals and Celebration

Belittling Civilization’s
Glory & Culture

Destruction of
Farms and Agriculture Practices

Destruction of
Sanskrit and ancient regional languages

Paramashiva’s Economics are “For Life”

– His Divine Holiness Sri Nithyananda Paramashivam

“Paramashiva’s Economics: Wherever things do not reduce by sharing – like education, it has to be given free. Education within the matrix is aparavidya (limited knowledge based on human perceptions). Education beyond the matrix is paravidya (higher ultimate knowledge of truth). The services that need to be done every day – the survival things, like food, medicine footwear etc., he allows bartering. And only for the things that are long term – such as construction – he allows currency transactions.

economics-of-sadashiva

Paramashiva’s economic policies are where the society is most healthy. There are some places we cannot afford to have money as the decision maker. If you allow money to become decision maker in some places, humanity enters into the worst crisis, like modern medicine, psychology.

The whole society was built on this one principle of – “For Life”. The building structure was such that no few families can own the largest wealth or power or land. No single group can overpower. Billionaires who form a community where they only talk about billions, they become an altogether different species.

Identity based on the currency has become so strong that they become altogether a different species. The structure of the society must be developed by such a visionary that these different species do not become the master of the Matrix. No one can imagine Paramashiva as an economist!

If Paramashiva allows money in the area of knowledge transmission, the number of years of education will be increased and the quality of the education will be drastically reduced. Because the more number of years you have them under your control, the more money you make.

When I study Paramashiva’s economics from the Agama, I can understand one thing: The whole spindle is on “Oneness”.  Even in your day to day life, he constantly reminds you about the Oneness. Where you need to pay, where you don’t need to pay, where things are given to you free – even these things do not lead you to frustration.

One of the major reasons why this generation is facing this amount of frustration, is that they are realizing that they are being exploited; exploited by prevalent things. Prevalent is different, existence is different. Planet Earth is existence. Ownership is prevalent. When prevalence takes over your innerspace and controls your decision making, understand you are an agent of the Matrix.

Till the British occupied us, we were the richest economy in the world; stealing everything from us and making us believe that we are poor because of our tradition! Creating atrocity material – huge store of literature and making us believe that we are poor because we are Hindu! They have even coined the ugly word “Hindu Rate of Growth”.

You need to again and again and again drill the way you think, the way you cognize, the way you decide the goal of your life. Is it prevalence based items or existence based reality? Whatever is prevalent but not existence, is artificial ignorance that has taken over humanity. The concept of currency, the concept of ownership... I am not saying the concept of currency should not be there or ownership should not be there; I am saying, that should not be your goal or your purpose.

First point: Understand the matrix. When I studied Paramashiva’s economics, I saw He is very clear that people should not be caught in the matrix. He is very clear, that prevalent things are different and existential things are different. Even when you start questioning, you will understand that the prevalent is kept in its boundary. So it is not allowed to take over existence. So human beings are kept in every possible comfort, joy and love, without being brought under the maya matrix.

Believing prevalence is reality is immaturity. Understanding prevalence and reality, is maturity. Aligning yourself with reality is renunciation – Vairagya.

Definition of courage is not absence of fear. Powerfulness where fear cannot make you powerless is courage. Courage means not absence of information. Inability of information to make you powerless is courage. The ferociousness is what you need to use to break from the maya matrix. Once you break from the maya matrix, the same ferociousness you will use, to break the rules of the maya matrix, even when within the maya matrix! That is what I call “manifestation of powers.”


Attacked by foreign tribes, who had lust for Hindu women

When the Mughals invaded, they saw the glittering gold that adorned the Hindu Temples, then they saw the beautiful women, and in that lust inflicted thousands of genocidal attacks. When ruthless greed and vested interests attacked, they began the process of ethnic cleansing.

all-persecution

Images showing the atrocities done towards the Hindus of Kashmir by the butcher of Kashmir


Sample case study - Sikandar Butshikan - the butcher of Kashmir

He was the sixth sultan of the [1]Shah Miri dynasty of [2] Kashmir. He ruled the kingdom from CE 1389 to 1413 and is remembered for his strenuous efforts to convert the Hindus of Kashmir to Islam. These efforts included the destruction of numerous old temples, prohibition of Hindu rites, rituals and festivals and even the wearing of clothes in the Hindu style. He is known as the “butcher of Kashmir” and features among the most hated figures amidst the Kashmiri Hindus.

Massacres and loss of life

Whenever ruthless greedy and vested interests attacked Hinduism, it has been nothing short of a brutal annihilatory war. There were violent attacks, rape, deceit tactics, oppressive trade policies, illegal taxations, torture, beating, forceful conversion, and much more. It is continuing to date though it has taken a more subtle but equally, if not more poisonous form now.

Francois Gautier in his book ‘Rewriting Indian History’ (1996) wrote,
“The massacres perpetuated by Muslims in India are unparalleled in history, bigger than the Holocaust of the Jews by the Nazis or the massacre of the Armenians by the Turks; more extensive even than the slaughter of the South American native populations by the invading Spanish and Portuguese.”

Persecution of Hindus by Sultan Sikandar

Sultan Sikandar on the directions of the Sufi “saint”, Mir Mohammad Hamadani, committed innumerable atrocities against non-Muslims in his reign. Large numbers of Hindus were converted, many fled, or were killed for refusing to convert to Islam.

A rare photo of ruins of Martand Sun Temple in Kashmir taken in 1868 by John Burke

Sikandar earned the sobriquet of but-shikan or idol-breaker, due to his actions related to the desecration and destruction of numerous temples, chaityas, viharas, shrines, hermitages and other holy places of the Hindus and the Buddhists.

Destruction of life supporting Infrastructure during the reign of Sikandar Butshikan

Destruction of Trade & Commerce

Sikandar Butshikan imposed Jizya (poll-tax) equal to 4 tolas of silver on the Hindus. The main collapse of trade happened only during the British Empire.

Destruction of Health Care system and Knowledge of Surgery

During the Muslim / Mughal period, Muslim culture and medicine was forced into the Indian way of life and the original revealed Science of Ayurveda began to decline. The Muslim / Mughal invaders went on anti-Buddhist and anti-Hindu crusades resulting in a great loss of Indian culture and writings. This marked the beginning of merging Muslim/Arabian medicine with Ayurveda. The result was Unani medicine. Unani medicine is an amalgamation of Ayurvedic medicine, Arabian medicine and Greek medicine originating with the Muslim people. The first schools of Unani medicine began to operate in India around 1200 CE. Unani medicine is still taught and practiced in India today.


Destruction of Technology

No substantial loss in technology happened during the Islamic invasions. In terms of technology, manufacturing technology and techniques (like metallurgy and steel manufacturing) were described in the ancient Sanskrit scriptures Agamas, in the fields of Shilpa Shastra, Yantra Sarvasva, Shilparatna, and Manasara.

Wootz Steel - Shilpa Shastra

Wootz steel originated in India, and is described in ancient Sanskrit Agama text such as Shilpa Shastra. There are several ancient Tamil, Greek, Chinese and Roman literary references to various high carbon Indian steel. The earliest available records, indicate, crucible steel production process was available in the 6th century BCE at production sites of Kodumanal in Tamil Nadu, Golconda in Telangana, Karnataka and Sri Lanka and exported globally; the Tamils of the Chera Dynasty producing what was termed the finest steel in the world, i.e. Seric Iron to the Romans, Egyptians, Chinese and Arabs by 500 BC. The steel was exported as cakes of steely iron that came to be known as "Wootz". Wootz steel in India had high amount of carbon in it.
The Tamilakam method was to heat black magnetite ore in the presence of carbon in a sealed clay crucible inside a charcoal furnace. An alternative was to smelt the ore first to give wrought iron, then heat and hammer it to remove slag. The carbon source was bamboo and leaves from plants such as Avārai. The Chinese and locals in Sri Lanka adopted the production methods of creating wootz steel from the Chera Tamils by the 5th century BCE. In Sri Lanka, this early steel-making method employed a unique wind furnace, driven by the monsoon winds. Production sites from antiquity have emerged, in places such as Anuradhapura, Tissamaharama and Samanalawewa, as well as imported artifacts of ancient iron and steel from Kodumanal. A 200 BC Tamil trade guild in Tissamaharama, in the South East of Sri Lanka, brought with them some of the oldest iron and steel artifacts and production processes to the island.
The Arabs introduced the South Indian/Sri Lankan wootz steel to Damascus, where an industry developed for making weapons of this steel. The 12th century Arab traveler Edrisi mentioned the "Hinduwani" or Indian steel as the best in the world. Arab accounts also point to the fame of ‘Teling’ steel, which can be taken to refer to the region of Telengana. Golconda region of Telangana clearly being nodal centre for the export of wootz steel to West Asia.
Another sign of its reputation is seen in a Persian phrase – to give an "Indian answer", meaning "a cut with an Indian sword". Wootz steel was widely exported and traded throughout ancient Europe and the Arab world, and became particularly famous in the Middle East.

Destruction of Farms and Agriculture Practices

Agricultural practises were not destroyed until later periods of invasion by British and forcing captive farmers to cultivate only cash crops (and not food crops) such as indigo and opium.

Destruction of Culture during the reign of Sikandar Butshikan

Destruction of Traditional Value Systems, Customs & Rituals and Ridicule of Bhakti (Sacred Sentiments)

He forbade the Hindus to apply a tilak mark on their foreheads. He did not permit them to pray and worship, blow a conch shell, or toll a bell. Sikandar even stopped the Hindus and the Buddhists from cremating their dead.

Destruction of Sacred Art, Drama, Music

He banned dance, drama, music, iconography and other aesthetic activities of the Hindus and Buddhists, rejecting them as heretical and un-Islamic.

Destruction of Temple and Heritage

Eventually, he began burning temples and all Kashmiri texts to eliminate Shirk.

“Towards the end of his life, he (Sultan Sikandar) was infused with a zeal for demolishing idol-houses, destroying the temples and idols of the infidels. He destroyed the massive temple at Beejbehara. He had designs to destroy all the temples and put an end to the entire community of infidels,” puts Bharistan-i-Shahi (Baharistan-i-shahi is a chronicle of medieval Kashmir. The Persian manuscript was written by an anonymous author, presumably in 1614).

Records Baharistan-i-Shahi,

“Immediately after his (Sufi Mir Mohammad’s) arrival, Sultan Sikandar, peace be on him, submitted to his supremacy and proved his loyalty to him by translating his words into deeds. He eradicated aberrant practices and infidelity. He also put an end to the various forbidden and unlawful practices throughout his kingdom. Thus during the entire period of his rule, all traces of wines and intoxicants and instruments of vice and corruption, like the cord of canticle, lyre, and tambourine were wiped out. The clamor of the drum and the trumpet, the shrill notes of the fife and the clarion no longer reached people’s ears, except in battles and assaults. ”

“Hindus were forcibly converted to Islam and were massacred in case they refused to be converted,” writes Hasan, a Muslim chronicler. He further observes, “And Sikandarpura (a city laid out by Sultan Sikandar) was laid out on the debris of the destroyed temples of the Hindus. In the neighborhood of the royal palaces in Sikandarpur, the Sultan destroyed the temples of Maha-Shri built by Praversena and another by Tarapida. The material from these was used for constructing a ‘Jami’ mosque in the middle of the city.”

Destruction of Hindu Temples

Most of our temples  were covered with gold and of course their treasuries were filled with gold and precious metals, stones and more. Mahmud of Ghazni is said to have invaded and raided, the Somnath Temple 17 times for its wealth, the last time around completely razing it to the ground. Thus it was looted, destroyed, and resurrected several times. Home to one of the 12 Jyotirlingas of Bharat, the temple city of Somnath or Prabhas Patan is situated in the state of Gujarat on the Arabian Sea. Of course, the Somnath temple was also completely covered with gold when the barbarians’ raids began.

Naturally, on the realisation that Bharat was a golden-egg laying swan, plunderers and invaders kept coming for thousands of years.

Attacked by organized greedy merchants and pirates, who saw the gold

When the British invaded through - the East India Company, they came disguised as merchants, traders and sea pirates, and for the same gold.

The British loot

In 1750, when [3]Robert Clive returned with 900 large ships of gold coins, diamonds, pearls, silver etc. from India, there was a discussion in the London Parliament. The then British prime minister was stunned to hear about the amount of gold. More shocking was that it was just from a few ports and trade centers, such as Calcutta (Bengal), not the entire country.  By controlling the ports, they controlled the import and export. Next, they took over all the trade. Clive was an extremely corrupt officer. He and his companions were the cause of a lot of cruel atrocities on innocent people. He was tried for his crimes and later committed suicide. Yet the European barbarians did not stop.

[4]Recently one of Robert Clive’s shipwrecks close to the South African coast was found containing chests of gold coins.

This loot from 1700 did not end even after the supposed political independence of the country in 1947.

The graph below shows how India’s GDP fell during the British era.

Destruction of Trade & Commerce during the colonial rule

For the purpose of making the Hindu civilization into a suitable market for collonialization and exploitation, the domestic industries were destroyed. For example - ancient methods of steel production (still practised in a few villages) gave employment at the village level, gave high quality steel production and forging units at the village level. This industry was destroyed by making mining illegal. Similarly various industries were destroyed.

The Illegal Freezing of the Charitable Trust Bank Accounts

The first attack done on His Divine Holiness Sri Nithyananda Paramashivam after a fabricated obscene video character assassinating Him was repeatedly aired on a private television channel was on the finances of His monasteries temples. The bank accounts of the Charitable Trust were illegally frozen by the anti-Hindu vested interests. As we see from the history, anti-Hindus forces always aims at weakening Hindus economically.

Destruction of The Education System by Macaulay State of Indian Education before Macaulay’s English Education act, 1835

Major Data Sources

octopus

  1. Official Survey of Indigenous Education in Madras: 1822-26, which was order by the British Government and executed by the district collectors in accordance with the circular sent from the Board of Revenue
  2. Extracts from W. Adam’s State of Education in Bengal: 1835-38
  3. Unofficial survey made by G.W. Leitner in Punjab: 1882

Overview of the higher education system (universities) a millenium before Macaulay – universities at Nalanda, Taxila and Vikramashila

Universities in Nalanda, Taxila and Vikramashila  flourished under the patronage of the Hindu Gupta Empire in the 5th and 6th centuries CE and later under Harsha, the emperor of Kannauj. From the large numbers of texts that Yijing carried back with him after his 10-year residence at Nalanda, it is obvious that there must have been a well-equipped library in the university.

Libraries of Nalanda (Dharmaganja) – 3 Large multi-storeyed buildings

It is estimated that they housed many hundreds of thousands of books:

  1. The Ratnodadhi (Sea of Jewels): nine storeys high and housed the most sacred manuscripts
  2. The Ratnasagar (Ocean of Jewels)
  3. The Ratnaranjaka (Jewel-adorned)

Destroyed – the burning of the libraries

It was ransacked and destroyed by an army of the Mamluk Dynasty of the Delhi Sultanate under Bakhtiyar Khilji c. 1200 CE. It is said when Bakhtiyar Khilji’s army invaded they burned the biggest Vedic library in the history of mankind.

Nalanda_University_India_ruins

There were so many books that the fire burnt continuously for 6 months

There were so many books that the fire burnt continuously for 6 months

Burning of one the Libraries of Nalanda

What was lost?

Religious manuscripts, Grammar, Logic, Literature, Astrology, Astronomy, zoology, botany, medicine and much more – the 64 arts and sciences of Hindu civilisation. The Nalanda library had a classification scheme which was based on a text classification scheme developed by the Sanskrit linguist, Panini. Buddhist texts were most likely divided into three classes based on the Tripitaka’s three main divisions: the Vinaya, Sutra, and the Abhidhamma.

What was destroyed included, extensive research and development documents in the fields of astronomy, mathematics, consciousness, arts, architecture, construction, civil engineering and medicine.

We don’t even know what we lost!

It can be easily understood by the following example. Aryabhata, one of the pioneers in the field of mathematics and astronomy is from that era. Aryabhata’s value for the length of the sidereal year at 365 days 6 hours 12 minutes 30 seconds is only 3 minutes 20 seconds longer than the modern scientific value of 365 days 6 hours 9 minutes 10 seconds.

Nalanda_University_Aryabhata

[5]Kerala school of astronomy and mathematics

  1. The achievements of Kerala School of mathematics were documented by the Englishman C. M. Whish in 1835. This is about nine years after the date of the Survey of Indigenous Education in the Madras 1822-26.
  2. In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematical concepts.
  3. Some noteworthy discoveries and contributions were made in the field of: infinite series, calculus (differentiation and integration), functions, trigonometric functions, derivatives of trigonometric functions (later know as Taylor-Maclaurin), infinite series of sin(x), cos(x) and arctan(x), Leibniz method using quadrature, infinite series of arctan(x), infinite series expression for π (later known as Gregory series), rational approximation of the error for the finite sum of their series, special infinite series to obtain a more rapidly converging series for π.

Traces of Sanskrit Terminologies

[6]Sanskrit

[7]English

Patha

Path

Aksh

Axis

Dvaar

Door

Naam

Name

Madhyam

Medium

Gyamitiya

Geometry

Trikonmiti

Trigonometry

Anamika

Anonymous

Until a few thousand years ago, and in some cases just up until a few hundred years ago, India was the only civilization which had already made important discoveries in mathematics, trigonometry, calculus, medicine, metallurgy etc. Hence all those terminologies were already part of Sanskrit.

As the Arabic and European “civilizations” adopted the study of these sciences, the words evolved into their modern forms but it is well established that that knowledge has its root in India.

The number of words in other languages which have originated from Sanskrit is vast.


Overview of the primary school education system immediately before Macaulay

  1. The Indian Education system, which was at least a few thousand years old, older than most Abrahamic religions, was completely wiped out, in about a century, during the British Rule.
  2. Based on the reports, the Governor, Sir Thomas Munro, was of the view that institutional education of the boys between the ages of 5 to 10 years appeared to be more than 1/4th, nearer to 1/3rd of the boys of that age in the Presidency as a whole,while the rest were educated at home. Madras Presidency represented nearly 1/3rd of India then.[8]
  3. The survey carried out in Madras Presidency was done to a specific prescribed format. The numbers of schools, colleges were to be mentioned. The student population had to be described as per gender (male, female, transgender) and as Brahmin, Vaishya, Shudra and other castes.
  4. Sir Thomas Munro, the Governor, observed that the Indian education would certainly have been far superior during its glorious peak, that is during the times of Takshila and Nalanda University. But right then, during the 1830s, Indian education system was already damaged and suffering due to a series of invasions and increasing impoverishment of the population.
  5. As per W. Adam’s report, there was at least one school in every village. He observed that there existed about 1,00,000 village schools in Bengal and Bihar around the 1830s.[9]

How the Indian Education compared with the state of education in Europe, particularly in England

  1. The content of studies was better than what was then studied in England, which was almost only the bible!
  2. The economy at which education was imparted impressed British collectors that they suggested it to be replicated in Britain[10], which indeed did inspire the British education later on.
  3. The duration of study was more prolonged. The collectors (apart from Nellore and Salem) stated that the duration of study varied from a minimum of 5 to about a maximum of 15 years. Average schooling year in Britain was 1 year in 1835, and 2 years in 1852.
  4. For Indian traditional schools typical age of enrolment was 5 years. The duration of schooling hours was also much longer. It started at 6 AM, had one or two short intervals for meals, finishing about at sunset.
  5. The method of school teaching in India (which had prevailed in India for centuries) was considered superior and it is this very method that was introduced in England, which greatly helped the beginnings of popular (public) education in England.
  6. School attendance, especially in the districts of Madras Presidency, even in the decayed state of the period 1822-25, was proportionately far higher than the numbers in all variety of schools in England in 1800.
  7. The conditions under which teaching took place in the Indian schools were less dingy and more natural; and, it was observed, the teachers in the Indian schools were generally more dedicated and sober than in the English versions. Education was imparted without violence[11].

A few unique aspects of the Indian primary education (as identified by the British themselves)

  1. Monitorial System[12] – For the initial mode of learning a novel method of education existed where the pupils were monitors of each other. Example – The tutor would choose some 3–4 monitors and impart them a particular lesson. For example, the multiplication tables. The monitors would sit crossed legged on a sandy ground, and recite the multiplication table (sometimes like a song), “one by itself makes one.” Along with reciting, the monitor would also write the same on the sand with his finger. After this other students repeated the same task. The ground by now had to be planned for the next lesson. The monitors would then start with the multiplication table for two and so on. The process was unique as it involved the following:
  1. Low cost to benefit ratio. No need for paper and pen.
  2. Redundancy. There were 3–4 monitors and thus even if one of them made a mistake, he/she was likely to be corrected by the other three. All the four were unlikely to make the exact same mistake.
  3. Scalability. The system allowed a single teacher to handle a large number of students.
  4. The stolen idea. The system was adopted by the British, repackaged as Bell’s “Madras System” with the idea to produce a “Christian Education” and “train children in the practice of such moral habits as are conducive to the welfare of society.” The system was introduced in several countries. With time however it was replaced with other systems particularly – the lecture model of direct instruction delivered to passive students grouped into classes by age.
  5. Teaching not confined to classroom and linked to nature.
  6. Close relationship between student and teacher.
  7. Memorization: The children were known to memorize multiplication tables as far as 100[13]. In current era, it is often limited to 16, 12 or worse 10, if at all.

madras-bell

 

 Imparted education to the commons

  1. The term Scheduled caste and Scheduled Tribes did not exists during that era, but were mentioned as ‘other castes’ (also known as ‘panchamas’) in the report[14].
  2. 70% of the students (70% in Salem and Tinnevelly to over 84% in South Arcot) were from the ‘Shudra’ community and the ‘other castes’. This was the trend for most of country.
  3. Around 20% of the students were from the ‘Brahmin’ and the ‘Vaishya’ community.
  4. In some villages of Bihar, ‘Chandal’ and ‘Dom’ jati accounted for 50% of the students. In Bihar, the ‘Brahmin’ and ‘Kayastha’ jati accounted for more than 40% of the total students.
  5. All professions, traditions were respected. There was dignity of labour, farmer, priest, every limb of the society. For example, a book on agriculture, used in that era, the second verse of the book, declares, “that if a learned priest who has knowledge of 4 vedas, even after learning 4 vedas if looks down at farming considering it inferior, that person is surely to suffer from poverty”. The context of this verse is that all professions, including farming should be respected.

Caste-Wise Division of Male School Student

Superficial look at the numbers seems to suggest that the Brahmin community has the maximum population of the school going children. But if one looks at the Tamil Nadu region, we  will see that it is actually the Shudra community (as labeled by the British) which consists of the maximum school going children. If the average is taken of all regions put together, it is noticed the it is actually the Shudras which had the highest numbers of school going children. In such circumstances, the allegations made that the Hindus deprived non-Brahmin community from education is untenable as per the official colonial era Christian British records themselves.

Institutions of higher learning – Colleges

  1. The term, ‘Institutions of Higher learning’ was used in the report to indicate colleges.
  2. The exact data on total number of colleges is not reliably available, as many collectors had not reported the required data, but based on the districts that were rigorously surveyed, for every 10 schools, there was one ‘Institute of higher learning’.
  3. Rajahmundry – 279 colleges – for about 1000 villages, Coimbatore – 173 colleges, Guntoor – 171 colleges, Tanjore – 109 colleges, Nellore – 107 colleges, North Arcot – 69 colleges, Salem – 53 colleges, Chingleput – 51 colleges, Masulipatam – 49

madras-colored

  1. The disciplines of theology, metaphysics, ethics, and to a large extent of the study of law was dominated by the ‘Brahman’ community[15].
  2. But the disciplines of astronomy, medical science and technology-based disciplines (such as iron work, metallurgy, ship building, mechanics, textile machinery) were dominated by other communities, notably the ‘Shudra’ community.
  3. It should also be noted that adherence of a jati to discipline was not rigid. A person of ‘Shudra’ class, could very well be in a discipline dominated by the ‘Brahman’ class and vice-versa.

Details of Schools And Colleges

Institutions of higher learning – medicine and surgery

  1. The data on exact number of colleges that were offering medical sciences qualifications are not reliably available
  2. The educators and practitioners of surgery were often of the ‘Shudra’ class. Amongst them the Nayi jati was considered to the best by the British. In the ‘modern’ era, however Nayis are considered to be marginal barbers[16][17].
  3. The education in ayurveda (Indian traditional medicine) was based on ancient texts such as Charaka Saṃhitā.
  4. Sutra Sthana (General principles), Nidana Sthana (Pathology), Vimana Sthana (training of a physician, ethics, etc), Śarira Sthana (embryology and anatomy of the human body (with a section on other living beings)), Indriya Sthana (sensory organ based prognosis), Cikitsa Sthana (therapeutics), Kalpa Sthana (pharmaceutics and toxicology), Siddhi Sthana (success in treatment)
  5. Other text books: Sham Raj, Nighant, Sharang Dhar, Bhashya Parichehed, Madhava Nidan, Vagbhat
  6. The education of surgery was based on ancient texts such as medico–surgical compendium Suśruta Saṃhitā (c. 500 BCE), which were written by the ayurvedic physician Sushruta (c. 800 BCE) who is considered the father of modern Surgery. It covers anatomy, treating fractures, general surgery, reconstructive plastic surgery, anaesthetics, rhinoplasty, perineal lithotomy, the suturing of wounds, and the extraction of foreign objects etc. The level of detail it covers goes into describing how foetus develops seven layers of skin, naming each layer and the specific diseases which may affect that layer in adult life, which is unimaginable for that era and made possible today only by high-powered microscopy and ultrasonography.
  7. ‘Cutting of nose’ or “naak kata leyna” has traditionally been considered as a sign of shame in India. There have been numerous cases when a British officer, a high ranking officer, or his subordinate, lost his nose partially or completely during war (with an Indian kingdom), as a sign of shame inflicted on him. Battles between Haider Ali and Colonel Coote being noteworthy examples[18]. Sometimes the cut nose was completely burned to avoid being surgically fixed. Even such cases were treated by a complete reconstruction of nose along with nostrils. But it was only possible by an Indian surgeon (or Nayi). Interestingly such surgeons were available at the village level. In current era it is unimaginable to find a surgeon let alone a plastic surgeon in an Indian village. The Indian surgical practises were not only advanced they involved use of anaesthesia[19], which was unknown to the west. As such the surgical operation was not barbarous or painful as it was in the west.
  8. Education and the practice of surgery was not limited to the male population. For example – W Adam, in his report, pp 119 – 122, for district Purneah, described an old woman surgeon who had become highly reputable for her speciality in extracting stones from the bladder.
  9. The practical value of this traditional system of education of medical science and surgery was the presence of low cost yet reliable medical facilities even at the village level. W Adam for example in his report describes the Thana of Nattore in the district of Rajshahy. The population was 1,20,928; it had 485 villages had 123 native general medical practitioners, 205 village doctors, 21 smallpox inoculators, 297 women-midwives[20]. In modern India, in 1973, the Kartar Singh Committee of the Government of India had recommended that there should be 1 midwife (auxiliary nurse midwife – ANM) available per 10,000-12,000 people.For Thana of Nattore as surveyed by W Adam, the ratio was amazingly 1 midwife per 408 people. This is 2456% more than what the government is recommending in the so-called ‘modern’ era. This shows that the availability of healthcare specialists and paramedics was amazing in the pre-British era. In the so-called ‘modern’ era the child mortality rate in India is extraordinarily high, at 48 per 1000 population, for the year 2015.
  10. Smallpox inoculation (vaccination) is said to be the first vaccination developed, and Edward Jenner (in 1796) is credited to be the founding father. However, much like how the intellectual property (IP) for plastic surgery was obtained (stolen) from India, the IP for smallpox inoculation was as well learnt from India. It was a practice in India since time immemorial[21][22][23][24][25][26][27]. However, unlike in surgery the credit has not been given to its Indian origin.

 

Destruction of the indigenous superior education system

Macaulay’s English Education Act[28], 1835 To Zachary Macaulay, 12 October 1836[29]

 

Our English schools are flourishing wonderfully. We find it difficult, indeed at some places impossible, to provide instruction for all who want it. At the single town of Hoogley fourteen hundred boys are learning English. The effect of this education on the Hindoos is prodigious. No Hindoo who has received an English education ever continues to be sincerely attached to his religion. Some continue to profess it as a matter of policy. But many profess themselves pure Deists, and some embrace Christianity……. It is my firm belief that, if our plans of education are followed up, there will not be a single idolater among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, merely by the natural operation of knowledge and reflection. I heartily rejoice in this prospect….

Without a doubt, native education decayed and illiteracy increased during the Christian British rule.

decline-in-education

William Adam estimated that there was 11% literacy in the Thana of Nattore during 1830s. A century later the British considered this an accomplishment in many parts of India!

Artificial Food crisis created during the rule of the greedy merchants

The 1770 Famine in Bengal[30]

In the 1750s, from the newly conquered Bengal Robert Clive got a thousand ships of gold looted and sent to England, as we saw earlier. Soon after that Bengal fell into a major famine.

The Bengal Famine of 1770 (Bengali: ৭৬-এর মন্বন্তর, Chhiattōrer monnōntór; lit The Famine of ’76) was a famine between 1769 and 1773 CE (1176 to 1180 in the Bengali calendar) that affected the lower Gangetic plain of India from Bihar to the Bengal region. The famine is estimated to have caused deaths of up to 1 crore (10 million people = 10–20+ crores in today’s population density). Warren Hastings’s 1772 report estimated that a third of the population in the affected region starved to death.

1770-famine3

1770-famine2


The Bengal famine of 1943

As per Wikipedia: Bengal famine 1943-44

The Bengal famine of 1943-44 (Bengali: Pañcāśēra manwantara) was a major famine in the Bengal province in British India during World War II. An estimated 2.1 million people died from starvation and diseases aggravated by malnutrition, population displacement, unsanitary conditions, and the lack of healthcare. Millions were impoverished as the crisis overwhelmed large segments of the economy and the social fabric.

Bengal’s economy was predominantly agrarian. For at least a decade before the crisis, between half and three quarters of those dependent on agriculture were already at near subsistence level. The underlying causes of the famine include inefficient agricultural practices, over-population, and depeasantization through debt bondage and land grabbing. Proximate causes involve local natural disasters – a cyclone, storm surges and flooding, and rice crop disease – and various consequences arising from war. The government prioritised military and defence needs, allocating medical care and food disproportionately to the military and civil servants. These factors were compounded by restricted access to grain: domestic sources were constrained by emergency inter-provincial trade barriers, while access to international sources was largely denied by the War Cabinet of Great Britain. The relative impact of each of these contributing factors to the death toll and economic devastation is still a matter of controversy. Different analyses frame the famine against natural, economic, or political causes.

The government was slow to provide humanitarian aid, at first discouraging hoarding. It attempted to influence the price of rice paddy through price controls. These created a black market and encouraged sellers to withhold stocks; moreover, prices soared when the controls were abandoned. Relief efforts in the form of gruel kitchens, agricultural loans and test works were both insufficient and ineffective through the worst months of the food crisis phase. A long-established and detailed Famine Code would have triggered a sizable increase in aid, but the provincial government never formally declared a state of famine. Relief efforts increased significantly when the military took control of crisis relief in October 1943, and more effective aid arrived after a record rice harvest that December. Deaths from starvation began to decline, but “very substantially more than half” of the famine-related fatalities were caused by disease in 1944, after the food security crisis had subsided.

Swami Vivekananda had said, “Ganga will have to become red… to get people from Bengal to get out of the poverty consciousness and insensitivity wreaked on them because of the man-made famines.”

Hindu food security model

Hinduism, is a civilization, rooted in the Shastras (ancient sciences), an unbroken civilization since at least 10,000 years. Naturally it had already thought of solutions to problems such as famine and food security. The very reason why this problem happened in the first place was because of destruction of “Hindu food security model” by the Christian alien invaders.

As already mentioned earlier, Paramashiva has given the basic principles of Hindu economics clearly and quite elaborately in the Āgamas.

“Wherever things do not reduce by sharing – like education, it has to be given free. Education within the matrix is aparavidya. Education beyond the matrix is paravidya. Paramashiva is very clear. Even for apara-vidya you cannot charge.The services that need to be done everyday – the survival things, like food, medicine footwear etc he allows bartering. And only for the things that are long term – such as construction – he allows currency transaction.”

The wanton destruction of the Gurukul educational system and the Shastras was the major reason for the collapse of food security which still continues even after the so-called independence of the country.

The food security model during that era was as follows

  1. A farmer would grow his crops.
  2. In case of a failure he will go to the temple.
  3. The temple cellars would have some donated grains collected by elderly men of the village.
  4. The elderly men would give the grains on loan to the farmer as much as he wanted on loan basis.
  5. Then the next year the farmer would return the same amount of grains and the interest, also in form of grains alone, to the temple.
  6. The interest charged would be only a simple interest. There was a different set of agricultural accounting which was entirely different from commercial accounting. The rules for bartering, charging interests, writing off grain loans etc were completely different from the rules for a commercial loan or transaction. The idea of compounded interest was not employed, because the point of the ‘temple bank’ and granary was not to exploit but to provide food security for the village. “Krsi-Parasara” is one of the surviving agriculture accounting text of that era.
  7. The temple granary would slowly build a reserve of grains in the years of ample yields, which would be useful in case of a famine. In case of a famine the entire village would get the grains and all grain loans could be written off for the welfare of the larger community. Because there was no artificial (often inflated) currency associated with this write off, there was no corresponding hyperinflation which hits a modern economy in a similar situation or such financial crises.
  8. A neighboring village would even have the possibility to borrow (take loan) from another village in the case of a distress. The system was not centrally institutionalized, but a dharmic seva started and handled by the people of the villages locally and regionally. It was this decentralized storage of grains within the context of the codes of Āgamas (‘Yes to Life’) and Shastras which protected the human civilization from these agrarian crises and famines for many millennia.
  9. The discontinuity of broad-based agricultural education and the education for  agricultural accounting, because of the collapse of the Gurukul system led to the destruction of the food banking system.

The decentralized food security system could have been revived, had the system been left intact, in place. Alas it was not. The Christian British colonial era saw a complete eradication of this resilient and humane system.

In the Gurukul education the following was inculcated: dignity of labour, respect to the farmer, to the priests and every limb of the society. For example, a book on agriculture, used in that era, the second verse of the book, declares, “that if a learned priest who has knowledge of 4 vedas, even after learning 4 vedas if looks down at farming considering it inferior, that person is surely to suffer from poverty”. The context of this verse is that all professions, especially farming should be respected.

Agriculture book pro farmer, warning brahmins

प्रजापतिं नमस्कृत्य कृषिकर्मविवेचन्।
कृषकाणां हितार्थाय ब्रूते ऋषिपराशरः॥१॥
पराशर ऋषि ब्रह्मा को प्रणाम करके किसानों की भलाई के लिए कृषि कर्म का विवेचन करते हैं||१||
चतुर्वेदान्तागो विप्रः शास्त्रवादी विचक्षणः|
अलाक्ष्म्या गृह्यतो सोऽपि प्रार्थनालाघवान्वितः॥२॥
चारों वेदों में पारङ्गत, शास्त्रों का ज्ञाता, मेधावी ब्राह्मण भी यदि कृषि कर्म को हीन समझता है तो वह् दरिद्रता से ग्रस्त हो जाता है॥२॥

No wonder the realised wages of the Indian Hindu farmers and their productivity was much higher compared to the European countries, as observed in Edinburgh Review, Vol 4, July 1804: Review of Dr. Tennant`s Indian Recreations, 2 vol, Extract pages 321-324.

A rich source of the state of Indian agriculture in the early British era is a report prepared by a British engineer, Thomas Barnard, and his Indian guide, Raja Chengalvaraya Mudaliar, around 1774. This report contains data of agricultural production in about 800 villages in the area around Chennai in the years 1762 to 1766. This report is available in Tamil in the form of palm leaf manuscripts at Thanjavur Tamil University, and in English in the Tamil Nadu State Archives. A series of articles in The Hindu newspaper in the early 1990s authored by researchers at The Centre for Policy Studies highlight the impressive production statistics of Indian farmers of that era.

A similar comparison of Bengal from William Adam’s report of agricultural production tonnage per hectare during 1800s is even more than today’s agricultural production tonnage per hectare with all available so-called ‘modern’ techniques. The Hindu system of organic agriculture surely had a profound positive impact on the food security of mankind under its fold.

SOME NARRATIONS ON INDIAN AGRICULTURE, PLASTIC SURGERY, TANK IRRIGATION SYSTEM, CHRONOLOGY AND ARCHITECTURE, INDIAN COTTON TEXTILE INDUSTRY AND OIL WELLS IN BURMA –Dharampal Collected Writings Volume II, pp.7-9 


Relics of the past persecution

Suicide of Farmers - Agrarian Crisis

The farmers' suicides in India, is known as the agrarian crisis. It is the phenomenon of suicides among Indian farmers from 1990 to the present. It has been exacerbated by the inability to repay growing debt, often taken from local moneylenders and microcredit banks to pay for high priced high yield seeds marketed by MNCs and the non-implementation of minimum support prices (MSP) by State governments. During the duration from 1998 to 2018, it has resulted in the suicides of 300,000 farmers in the country, often by drinking pesticides themselves. 

Food Desert - Unhealthy food for masses

Unsustainable inorganic, GMO, chemical driven agriculture methods has forced farmers to suicide. At the same time it forces the entire civilization to eat unhealthy pesticide laden genetically modified food, which causes unknown allergies and diseases. There is a crisis of natural, organic food. The food masses see today is packaged plastic-food-like products, not food. Human civilization is facing the biggest food crisis, we are living in a food desert. Finding natural, healthy organic food and lifestyle is a luxury that even a billionaire cannot afford.

Broken community lifestyle - Unstable nuclear families

The whole community temple centric lifestyle of Hindus was destroyed in most places during the Mughal and British invasions. 1947 have Indian, political freedom. The year 1990, gave Economic globalization and created several new opportunity for a section of the society which we call - the middle class. Earlier Hindus lived in huge families and communities blissfully for generations put together. Now it is difficult for even two people to live together for two years. Neighbours are strangers to each other. In Spite of multitude of social networking channels and websites, individuals experience severe isolation from the human family.

Anti-Hinduism

By their use of divide and rule tactics, the greedy merchant rulers (British Raj of India), created several conflicts in the society which still prevail even after several decades of independence. The whole atheistic movement directed against Hindus (mainly the temple priests) in Tamil Nadu is a relic of the colonial era - divine and rule (isolation) tactics. Now the same strategy is used in local electoral politics by the present politicians. The deep character assassination of Hinduism done through the murder of Gurukul education (ancient Hindu Education System) is still an open wound. Today Indian Hindus feel ashamed of being Hindu, or going to temple.


[1] The Shah Mir Dynasty was a Muslim dynasty from the Indian subcontinent, which ruled the region of Kashmir.

[2] Kashmir was part of the Mughal Empire from 1586 to 1751,[6] and thereafter, until 1820, of the Afghan Durrani Empire.

[3] Major-General Robert Clive, 1st Baron Clive, KB, FRS (29 September 1725 – 22 November 1774), also known as Clive of India, Commander-in-Chief of British India, was a British officer and privateer who established the military and political supremacy of the East India Company in Bengal.

[4] The gold hoard of Clive of India, lost in a shipwreck off South Africa in 1755, has finally come to the surface and will be sold in London next month.

[5] The Kerala School of Astronomy and Mathematics was a school of mathematics and astronomy founded by Madhava of Sangamagrama in Kerala, India, which included among its members: Parameshvara, Neelakanta Somayaji, Jyeshtadeva, Achyuta Pisharati, Melpathur Narayana Bhattathiri and Achyuta Panikkar.

[6] “The Sanskrit language, whatever be its antiquity, is of wonderful structure; more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and in the forms of grammar, than could not possibly have been produced by accident

[7] Most of these words were not directly borrowed from Sanskrit. The meaning of some words have changed slightly after being borrowed.

[8] Thomas Munro in his review of 10 March 1826. The Beautiful Tree, ShriDharampal

[9] Report on the state of Education in Bengal, 1835

[10] The economy with which children are taught to write in the native schools, and the system by which the more advanced scholars are caused to teach the less advanced and at the same time to confirm their own knowledge is certainly admirable, and well deserved the imitation it has received in England. – A.D. Campbell, Collector, Bellary, 17th August 1823.

[11] MALABAR BIBLIOGRAPHY, THEIR PROGRESS IN LITERATURE, EDUCATION—SYSTEM BORROWED FROM IT. ACCOUNT OF IT FROM PETER DELLA VALLE. CUSTOM IN MALABAR TO TRANSLATE WORKS FROM SANSKRIT, MANNER OF WRITING OR ENGRAVING ON LEAVES. QUOTATION FROM LUSIAD. LIST OF BOOKS. (National Library of Scotland Edinburgh: Walker of Bowland Papers 184 a 3

[12] Gladman describes Bell's system from notes taken from "Bell's Manual" which had been published by the National Society two years after Bell's death, in 1832.

[13] The Beautiful Tree, Dr. Dharampal

[14] The Beautiful Tree, Shri Dharampal

[15] The Beautiful Tree, Shri Dharampal

[16] People of India Gujarat Volume XXI Part Three edited by R.B Lal, P.B.S.V Padmanabham, G Krishnan & M Azeez Mohideen

[17] The Beautiful Tree, Shri. Dharampal

[18] J. C. Carpue, ‘An Account of Two Successful Operations for Restoring a Lost Nose from the Integuments of the forehead…to which are prefixed Historical and Physiological Remarks on the Nasal Operation including Descriptions of the Indian and Italian Methods,’ London

[19] Sushruta (1907). “Introduction”. In Kaviraj Kunja Lal Bhishagratna. Sushruta Samhita, Volume1: Sutrasthanam. Calcutta: Kaviraj Kunja Lal Bhishagratna

[20] Auxiliary nurse midwife, commonly known as ANM, is a village-level female health worker in India who is known as the first contact person between the community and the health services.

[21] India Science and Technology in the eighteenth century – ShriDharampal, Page 2,Also see mid-eighteenth century Tracts on Inoculation in the British Museum

[22] Fenner F, Henderson DA, Arita I, Jezek Z, Ladnyi ID. Geneva: World Health Organization; 1988. Smallpox and its eradication

[23] Dowdle WR. The principles of disease elimination and eradication. Bull World Health Organ. 1998

[24] Fitchett JR, Heymann DL. Smallpox vaccination and opposition by anti-vaccination societies in 19th century Britain. Hist Med

[25] Riedel S. Edward Jenner and the history of smallpox and vaccination

[26] BUMC Proc

[27] The College of Physicians of Philadelphia. The history of vaccines.

[28] The English Education Act was a legislative Act of the Council of India in 1835 giving effect to a decision in 1835 by Lord William Bentinck,then Governor-General of British India, to reallocate funds the East India Company was required by the British Parliament to spend on education and literature in India.

[29] These letters have been considerably abridged and slightly edited for classroom use by FWP. A few archaic spellings have been modernized, a few errors of punctuation adjusted. Editorial annotations are in square brackets.

[30] The famine is estimated to have caused the deaths of up to 10 million people.