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It is unfortunate that the textbook corrections issue has been presented as a political football, devoid of proper context. A problem must be framed in its proper context before any enlightened discussion can take place. Therefore, allow me to provide the context for the benefit of your readers. First, these textbooks are written for sixth grade students (12 year olds). The topics selected for the lessons in the book, and the coverage (lines or pages) that each topic receives, need to be tailored to the minds of twelve year olds. The coverage of a topic for sixth graders will have to be different than for high school or college students, or a graduate school seminar. Keep this context in mind as you ponder that the Aryan Invasion Theory is presented to sixth graders spread out in three pages [without a word about the scientific research involving DNA studies that suggest no invasion or migration]; the caste system is presented as the essence of Hinduism, and covered in two pages; while India’s past achievements in science/mathematics are covered in one sentence: “Indians created a number system, developed the concept of zero, and discovered that the earth rotates on its axis.” My sense of proportion for a sixth grade book would call for just a sentence for the Aryan Theory followed by a sentence that the scientific research involving DNA studies suggest no Aryan invasion or migration; then devoting a whole page to words that are common in Sanskrit and some European languages: e.g., father (pitra), mother (matri), brother (bhrata); and a page showing how new scientific research in DNA (written at Readers Digest level) and satellite photography is helpful in correcting ancient history. On the other hand, India’s past achievements in science and mathematics should be given at least two pages. The significance of zero and the digital number system is important; it’s appropriate for the age level, and makes an interesting topic for sixth graders. In one of the textbooks used in a New Jersey school district (and in many schools across the USA), I saw a picture of Shiva, with the caption: “Hindus worship Shiva, the god of destruction.” There is no mention of Brahma or Vishnu; or the concept that Brahma created the universe, Vishnu sustains it, and Shiva continuously transforms it. This is an example of a willful effort to distort the perception of Hinduism in the minds of young children. Many of us know that some Christian missionaries use such tactics to convert poor and illiterate adivasis in India. Such messages are aimed at propagating hatred towards Hinduism, and their presentation in American schools is detrimental to young minds. Some textbooks present Ram (and the Ramayana) as follows: “Hindus write down great poems, including a tale about a hero named Rama.” We need to bring to the attention of the authors the fact that this caption is equivalent to describing the Bible as “Christians write down a tale about a hero named Jesus.” Better yet, we need to demand that the chapter on Hinduism is written by an author who practices Hinduism, just as chapters on other religions are written by authors who practice that faith. The problem is that in California, the guidelines for review state that parents and ethnic organizations can only suggest ‘sentence for sentence’ changes. Complete rewrites, or changes in space allotted for the coverage of topics, are not allowed. This is the issue that Hindus must bring to the discussion table. A similar situation arose with the section on Hinduism in the Encarta Encyclopedia. The original article by Wendy Donegar was so completely negative that it had to be rewritten. Encarta finally agreed to scrap her article and replace it with one written by Arvind Sharma, Professor of religion at McGill University. The Hindu community has to make similar demands in California to make sure changes are not made sentence for sentence but that the whole section is completely rewritten by a practicing Hindu. Otherwise, the negativity conveyed in every paragraph and the lopsided coverage of various topics will continue. Finally, we need to look at the issues of concern in our adopted land with a fresh mindset, as Americans. Let’s not carry the political baggage of India and the Indian mindset here, or make a political football of serious issues. This is a serious issue that the Hindu community has to take on as a high priority. For more information, please see www.eshiusa.org.
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