History beat out Marathi, marginally, as my least favourite subject at school. I would have loved history textbooks if I were allowed to read them like novels. But, no, we were made to mug up facts. Battle of Plassey took place on 23 June, 1757. The University of Oxford received its Royal Charter on June 26, 1214. Archduke Franz Ferdinand was assassinated on 28 June, 1914 … and so on the facts kept coming in thick packets and without time to digest.
And I kept asking, “What’s the point of studying history?” But never got a satisfactory answer till my teenage hormones had been supplanted by adult maturity. When I did get one, I could finally lay to rest all the unjust curses various historical figures had to bear because they committed historically important acts on bizarre dates and under twisted circumstances.
The real value of history is not, as most think, in “teaching” us to avoid mistakes made in the past. For history is never repeated and no two years are ever alike, how much ever writers would love to draw parallels. Adam Gopnik of the New Yorker contends that not studying history would commit humanity to the trouble of “presentism”, where we might exaggerate “our present problems out of all proportion to those that have previously existed”. Thus believing that “things are much worse than they have ever been”.
Making history do our bidding
In India, the exact opposite happens. Historical facts are misinterpreted or, worse, made up and turned into jingoistic propaganda. Instead of worrying about the troubles we face today, we proudly boast about our historical achievements and claim that independent India’s potential is no different.
When talking about the country’s achievements, our leaders like to skip the period when conquerors pillaged and the British ruled, and look at the “golden past”. A time when, they believe, India’s wealth in the world was unparalleled and our achievements unprecedented.
Because a lot of Indian kings of that supposed golden era were no benevolent dictators, these leaders choose to talk about our intellectual achievements, especially those in science. You must have heard from respectable people about how we had invented planes that could fly to Mars and back, how plastic surgery was used to stitch an elephant’s head on a human, and how we made medicine to bring the dead back to life.
“This effort of creating a false history of science in India is a spectacularly bad example of the absurd lengths to which attempts at glorification of our past can go,” said leading scientist Roddam Narasimha in an editorial in Current Science.
If Gopnik’s worry for the West about not studying history is suffering from presentism, then Indians need to worry about suffering from pastism. Our perception of our past is blocking us from working on the grave problems we face today.
And we find ourselves in this position because of two reasons. First, we have not invested enough in studying the history of science in India. Second, we ignore the voices of the few scholars who have uncovered at least some of the true history of science in India.
In 2009, the Indian National Science Academy celebrated 50 years since the conception of the history of science programme. In an article that year, AK Bag, editor of the Indian Journal of History of Science, said that despite the programme’s efforts only about 40 source manuscripts have been thoroughly studied, leaving more than 100 such documents untouched in oriental libraries.
To be sure, there have been some remarkable achievements made by ancient Indian science. These include the first recorded use of plastic surgery to heal broken noses, the development and application of many key theorems in algebra, and even correctly predicting the motions of the solar system (centuries ahead of the Greeks). And, as we scour source documents, more are bound to be revealed. But that is no reason to make up fantastical notions of what our ancestors achieved.
This kind of behaviour may come about because, according to Narasimha, we do not have reliable history-of-science books for the masses. Without the right facts, teachers suffer, education is incomplete and it is easy to manipulate public perception. “Somebody needs to write such books,” Narasimha concluded.
First published in Lokmat Times. Image from Wikipedia. This post was corrected to attribute the Current Science quote to Narasimha.