# Galileo’s Experiments on Accelerated Motion

A short account of Galileo’s description of his own experiment on accelerated motion — a short account of it, the apparatus he used and the results he got.

The first argument that Salviati proves is that in accelerated motion the change in velocity is in proportion to the time (𝑣 ∝ 𝑡) since the motion began, and not in proportion to the distance covered (𝑣 ∝ 𝑠) as is believed by Sargedo.

“But for one and the same body to fall eight feet and four feet in the same time is possible only in the case of instantaneous (discontinuous) motion; but observation shows us that the motion of a falling body occupies time, and less of it in covering a distance of four feet than of eight feet; therefore it is not true that its velocity increases in proportion to the space. (Salviati)

Also, he proves that the increase in proportion is not of simple doubling but larger. They agree upon a definition of uniformly accelerated motion,

“A motion is said to be equally or uniformly accelerated when, starting from rest, its momentum receives equal increments in equal times. (Sargedo)

To this definition Salviati adds an assumption about inclined planes, this assumption is that for a given body, the increase in speed while moving down the planes of difference inclinations is equal to the height of the plane. This also includes the case if the body is dropped vertically down, it will still gain the same speed at end of the fall as it would gain from rolling on the incline This assumption makes the final speed independent on the profile of the incline. For example, in the figure below, the body falling along𝐶 → 𝐵, 𝐶 → 𝐷 and 𝐶 → 𝐴 will attain the same final speed.

This result is also proved via a thought experiment (though it might be feasible to do this experiment) for a pendulum. The pendulum rises to the height it was released from and not more.

After stating this theorem, Galileo then suggests the experimental verification of the theorem. of The actual apparatus that Galileo uses is an wooden inclined slope of following dimensions: length 12 cubits (≈ 5.5 m, 1 cubit ≈ 45.7 cm), width half-cubit and three-finger breadths thick . In this plank of wood, he creates a very smooth groove which is about a finger thick. (What was the thickness of Galileo’s fingers?) The incline of this plank are changed by lifting one end. A bronze ball is rolled in this groove and time taken for descent is noted.

“We repeated this experiment more than once in order to measure the time with an accuracy such that the deviation between two observations never exceeded one- tenth of a pulse-beat.

Then Galileo performed variations in the experiment by letting the ball go different lengths (not full) of the incline and “found that the spaces traversed were to each other as the squares of the times, and this was true for all inclinations of the plane”. Each variation was repeated hundreds of times so as to rule out any errors. Also, the fact that for different inclines the times of descent were in noted and were in agreement with the predictions.

Since there were no second resolution clocks to measure time, Galileo devised a method to measure time using water. This was not new, water clocks were used earlier also.

The basic idea was to the measure the amount of water that was collected from the start of the motion to its end. The water thus collected was weighed on a good balance.This weight of water was used as a measure of the time. A sort of calibration without actually measuring the quantity itself: “the differences and ratios of these weights gave us the differences and ratios of the times”

Galileo used a long incline, so that he could measure the time of descent with device he had. If a shorted incline was used, it would have been difficult to measure the shorter interval of time with the resolution he had. Measuring the free fall directly was next to impossible with the technology he had. Thus the extrapolation to the free fall was made continuing the pattern that was observed for the “diluted” gravity.

“You present these recondite matters with too much evidence and ease; this great facility makes them less appreciated than they would be had they been presented in a more abstruse manner. For, in my opinion, people esteem more lightly that knowledge which they acquire with so little labor than that acquired through long and obscure discussion. (Sargedo)

### Reference

Dialogues Concerning Two New Sciences

# An account of Nagpur state from 1790

This is an interesting account of Nagpur state from late eighteenth century. It is part of a small book titled Journal Of A Route To Nagpore by Daniel Robinson Leckie. I have taken some liberty to replace the long s typeset as f with regular s. For example, coft is cost. Some of the names are in archaic English but one can make sense of the them. For example Peshwa is Paishwah. This account shows the extent of the Rajah of Nagpore’s territories as well as some peculiarities of the region. Some of the places that are mentioned are the fortifications, palace, Jumma Talao, Sakkardarah etc. The account also has a short, somewhat incorrect, history of the house of the Bhoslas. Leckie says the Nagpur Bhoslas were descended from Shivaji’s house which clearly was not the case. Also there are remarks on the current affairs of the Nagpur state with the Peshwa in Pune and Chatrapati in Satara.

ACCOUNT OF NAGPORE,

&c. &c.

NAGPORE, situated in 79º 46′ east longitude from Greenwich, and 21º 49′ north latitude, is the present capital of Gondwauna1, a name little known to Europeans, perhaps owing to the remote situation of it from our settlements, and the Rauj2 of that name having been dismembered before we possessed any territory in India, at which time the comparatively confined state of the affairs of the Company did not lead to geographical inquiries.

I have taken no small degree of pains to ascertain the boundaries of Gondwauna; and though I will not pretend to say that the information I have procured is in every respect: exact, yet it may serve to give a general idea of the extent of the country.

It is not amiss to observe, that the people of this place are by no means communicative, and very circumspedt in giving information, particularly to Europeans, and it has cost me no small degree of trouble to collect what trifling information this account contains.

Gondwauna is bounded on the north-east; by an imaginary line, drawn from the town of Belhare to the city of Ruttunpoor; on the south-east by such another imaginary line, drawn from Ruttunpoor through the village of Soormul (situated about five coss to the north-east of Nurrah, which last is laid down in the map), to the junction of the Oordah and Beingunga rivers; on the south-wedt by the Oordah (Wadha) river; and pn the north-east by that chain of mountains which separates it from Malwa.

When Gondwauna was partly reduced by Aulumgwer, he obliged a great number of the natives together with the Rajah, to embrace the Mahomedan religion ; and the country remained for a series of years in this situation, the Rajah paying a fort of homage to the Moghul, as lord paramount : when, in the beginning of the present century, Ragojee Bhooshla, descended from the great Sevagi, reduced the greatest part of Gondwauna, to the south of the Nurbudda, with the province of Berar. The lenity with which he treated the Gonde Rajah deserves particular mention, as it shows a trait of humanity in the Merhattahs worthy of the highest pitch of civilization. He not only abstained from all forts of personal violence, but allotted three lachs of rupees annually for the Gonde Rajah’s maintenance, and the fort for him to live in, by no means as a confinement. Burhaun Shah, the son of the conquered Rajah, has still handsome allowances, and the fort to live in ; and the confidence which the late Moodajee placed in him was great: for what could be a greater mark of it in the East, than putting his family and women under his charge when he went upon any warlike expedition? which he constantly did.

Ragojee was the founder of Nagpore, which he surrounded with a rampart, it being only an insignificant village appertaining to the fort prior to his capture of it. It is situated oh a high plain, is richly cultivated, and produces fine wheat, and bounded by hills to the north- west and south. The Nag Nudde, a rivulet running to the southward, gives name to the town.

The houses are generally meanly built and covered with tiles, and the streets are narrow and filthy. The only good building is the palace, begun by the late Moodajee, and now finishing by his fon, the present Rajah ; it is built of a blue done dug out of a quarry in large blocks on the western skirts of the town. The present Rajah, however, has destroyed the grand effect which would have been produced by the stone alone, by intermixing brick-work in the building. There is a very large and deep3 tank near the west gate, called Jumma Tallow, three sides of which are handsomely built up with masonry ; and the Rajah has a foundery to the southward of the town, called Shukerderri, where he calls tolerably good brass guns. There, with some few gardens of the Rajah’s, neatly laid out in walks planted with cypress-trees, and interspersed with fountains, are the only places of note at Nagpore.

It should appear that Major Rennell (Memoir, second edition, 4to. page 12) is not perfectly clear with regard to the idea he has formed of the Merhattah state, that all the chiefs owe a fort of obedience to the Paishwah, resembling that of the German Princes to the Emperor. The account I heard from the Dewaun4 in the Durbar5 was,

But the fine extensive country which the Paishwah occupies, together with the advantage of playing the Sattarah puppet, will always give him influence with the other chiefs.

“That there is a person whom they call the representative of the Rauj, who is kept in the fort of Sattarah, and he is treated with all imaginable respect when he makes his appearance at Poonah, which is only upon particular occassions ; and when at Sattarah he is supplied with every luxury, and magnificently attended. On the demise of this image of government the handsome son of some poor man is chosen to supply his room. The Paishwah is prime minister to the Merhattah state; the Rajah of Nagpore, &c. commander in chief of the armies ; and they, as well as the rest of the chiefs, call themselves. servants of the Rauj; and none acknowledges the least immediate authority of the Paishwah, but they are all bound in cafes of necessity to render mutual assistance to each other, for the public good of the constitution.’’

The present Rajah, Rogojee Bhooshla, the grandson of the Conqueror (Ragojee the first was succeeded by his eldest son, Jannojee who was succeeded by his brother Sabage, who was slain in battle by Moodajee, the father of the. present Rajah. I have not the particulars their histories) does not seem to be either adapted to civil or military business ; he is generally dressed plainly in white, but wears costly diamonds and pearls; his behaviour is courteous to strangers. His great penchant is for elephants and mares. He has about 200 of the former, the finest; I ever beheld; and they are fed so sumptuously with sugar-cane, treacle, ghee, &c.. and not unfrequently fowl pallow, that they become almost mad with lust, breaking their chains and doing great mischief, which is considered by the Merhattahs as fine sport. The principal people about the Rajah are, his brother, Munnea Bapoo, a very quiet young man; Bhowaunny Caulloo, the Dewaun, a shrewd old fellow, and his nephew, Pondrang, the commander and paymaster of the army; Siree Dhur, the Monshee; and Mahadajee Leshkery, the Rajah’s confident, who is consulted on all occasions.

The Rajah does not keep up above 10,000 horse, the pay of which, as is the custom among all native princes, is irregularly distributed. He has two battalions of Sepoys, armed and clothed like ours ; and although they have been drilled by black officers, formerly belonging either to the Nabob of Lucknow, or our service, yet they go through their exercise very badly, and I do not think they will be able to make a stand against any body of native Sepoys disciplined by European officers.

I have heard that the total collections of the Rajah’s dominions, including Ruttunpore and Cuttae, only amount to seventy lacks of rupees per annum. I will not, however, pretend to affirm that this is exact though I do not think it can much exceed that sum; for the Rajah’s country, notwithstanding the great extent of it, does not contain a proportionable quantity of cultivated land to that which is waste and occupied by forests.

It is generally supposed that Nagpore is the capital of Berar. This is evidently a mistake. The inhabitants of Nagpore talk relatively of Berar as an adjoining province, as we do of Bahar to Bengal; and it has been shown that Nagpore is a city of late date. Elichpour is the capital of Berar, by the accounts I have received from the natives, who represent it as a very ancient city, and much larger than Nagpore.

A custom prevails in this town, which I cannot forbear taking notice of, because it serves to prove that long usage will give a plausibility to things seemingly the most preposterous. The bramins and best people at Nagpore have women attendants upon their families, whom they breed up from their childhood, and are called Butkies, or Slauls. They attend on their masters and mistresses during the day-time, and are permitted to go to any man they please in the night; some of them become very rich, and they are in general very handsome, fine women.

Nagpore,

August 20, 1790.

(Daniel Robinson Leckie)

Journal Of A Route To Nagpore

1The three ancient capitals of Gondwauna were Gurry Mudlah, Gurry *****, and Deogur.

2The dominion of a Raujah is called a Rauj, that of a King is denominated a kingdom.

3Pond

4Minister

5Court

# Book Review: Ages in Chaos by Stephen Baxter

Ages in Chaos is a scientific biography of James Hutton by Stephen Baxter. Hutton was a Scottish scientist who also played his part in Scottish enlightenment. Hutton was the first to speculate on the idea deep time required for geological processes at the end of 1700s arguing with evidence he collected. He was trained as a medical doctor, practiced farming for 10 odd years and had continued his explorations of geology throughout. The prevalent theories of geology, called Neptunists, posited that water was the change agent. Hutton on the other hand posited that it was heat which was responsible for changes, hence Vulcanists. Also, another thing was that of time needed for this change. As others of his era, Hutton was deeply religious, like Newton, wanted to find evidence for creation as per bible.

During his time, especially popular was the idea of flood as per Bible, while the Earth was literally considered to be 6000 years old. This created a problem for Hutton, who was labelled to be atheist and heretic for suggesting that Earth is much older and that there was no design. But Hutton was a conformist and wanted to find a uniform evidence for all observable aspects. He was not like a modern scientist, as he is painted many times. The ideas were vehemently attacked on each point. Though he went to the field to find geological examples for this theory. James Watt, Black and John Playfair were his friends and provided him with evidence in the form of rock samples. During his lifetime, Hutton’s ideas will not find much audience. But due to his friends, his ideas sustained a a barrage of criticisms. Only in the next generation with Lyell this work would find acceptance. This idea of a deep time was crucial in formation Darwin’s theory.

The book reads well mostly, but at times a complete lack of illustrations in the forms of geological artefacats and maps (of Scotland) makes it difficult to read well.

# Book Review: Pendulum: Léon Foucault and the Triumph of Science by Amir D. Aczel

The book traces Leon Foucault’s ingenious approach to solving the problem of providing a terrestrial proof of rotation of the Earth. The pendulum he devised oscillates in a constant plane, and if properly engineered (as he did) can actually show the rotation of the Earth. The demonstration is one the most visually impressive scientific experiments. Also, Foucault gave prediction, an equation which would tell us how the pendulum will behave at different parts of the Earth. The pure mathematicians and physicists alike were taken aback at this simple yet powerful demonstration of the proof which eluded some of the most brilliant minds, which includes likes of Galileo and Newton. Rushed mathematical proofs were generated, some of the mathematicians earlier had claimed that no such movement was possible. That being said, Foucault was seen as an outsider by the elite French Academy due to his lack of training and degree. Yet he was good in designign things and making connections to science. This was presented to the public in 1851, and the very next year in 1852 he created another proof for rotation of the Earth. This was done by him inventing the gyroscope.. Gyroscope now plays immense role in navigation and other technologies. Yet he was denied membership to the Academy, only due to interest of the Emperor Napolean III in his work in 1864. The pendulum is his most famous work, but other works are also of fundamental significance.

• He was first person to do photomicrography using Daguerreotype
• Accurate measurment of speed of light using rotating mirrors –
• Devised carbon arc electric lamp for lighting of micrcoscope
• One of the first to Daguerreotype the Sun
• Designed the tracking systems used in telescopes
• also designed many motors, regulators to control electrical devices

There are a couple of places in the book where Aczel seems to be confused, at one point he states parallax as a proof for rotation of Earth around its axis, whearas it is more of a proof of Earths motion around the Sun. At another place he states that steel was invented in 1800s which perhaps he means to say that it was introduced in the west at the time. Apart from this the parallels between the rise of Napoleon III, a Nephew of Napolean, to form the second Empire in France and Foucault’s own struggle for recognition of his work and worth is brought out nicely.

# Review of Laal Kaptaan

Recently I saw the movie Laal Kaptaan (लाल कप्तान, literal translation Red Captain). Though I had seen the trailer when it was released sometime back this year, I did not see the movie. The visuals in the trailer were quite good, so I decided to finally watch it. And I was not disappointed. This is one of the few movies in recent times that I have managed to see in one shot. Or rather the movie managed to make me do it.

The major part of the movie is set in the region of Bundelkhand (literally the dominion of the Bundelas). This region which falls South-East of Agra and Delhi has historical places like Jhansi, Gwalior, Panna, Chhatarpur, Banda and Orchha within its folds has been historically important. The province of Awadh (Oudh) lies to the east of Bundelkhand and Ganges marks the boundary to the East, while the Rajputana lies to the West. The Yamuna divides the region into two, with the majority of the part lying to the West of Yamuna. The region between the two mighty rivers is known as a doab (marked yellow in the map below). Many of these were erstwhile princely states, which also existed until 1947, when they were merged with the Indian republic.

The era when the Mughal empire was disintegrating post the death of Aurangazeb in 1707, was especially tumultuous for this region. With the power vacuum created by the decaying Mughal empire being filled by the Marathas, by this time the Chatrapati was only a titular head and real power rested with the Peshwas and the various great houses of the Marathas (Shinde, Holkar, Bhosle, Gaikwad). The Marathas laid waste to large tracts and levied chauth ( collection of one-fourth of income ) on these regions mercilessly. But in general, they were hated in this region for their bullishness and general havoc they perpetrated on the public and places. For example, they looted the Red Fort in Delhi with impunity, scrapping off precious and semi-precious stones from the Diwan-e-Khaas to do a vasuli. (I might make a dedicated post for this later.)

If the Battle of Plassey (1757) was the founding stone of the British in India, then the battle of Buxar (1764) was the first real fortification of this foundation, and the British really established themselves in India as a potent force. Though the Marathas were the most powerful, the British did not engage with them directly until the end of the century. The third Battle of Panipat (1761), a few years before the battle of Buxar limited the Maratha presence in the North severely and was one of the major reasons that led to its full demise as a political and military power by the start of the next century. Though, this enabled the houses of Shinde, Holkar, Bhosle and Gaikwad to establish their own semi-independence over the Peshwas. Eventually, everyone became under the British. But the time in which the movie is set, the Marathas were still a force to reckon with and the EIC has just established itself as a millitary and political power in much of the region from Bengal to North India along the Gangetic plains.

The movie starts just after the Battle of Buxar (1764) when a large number of people are hanged outside the fortress of Shergarh (most probably a fictional place, as I could not find it anywhere in the sources). after the British win the battle. One of the persons who sides with the British named Rehmat Khan is especially despised upon, with him being called a gaddar (traitor) by the hanged. The accused are hanged on a huge banyan tree, with their bodies hanging like overgrown fruits along its branches. It is raining and in this scene, a young teenage boy promises Rehmat Khan that one day he will also hang on the same tree.

Fast forward 25 years (1789), we are taken to the den of a dacoit (डकैत /डाकू ) where the Bairagi called by another generic name Gossain (this term I had not heard before this film). He comes in and asks for fire for his chillam. Mayhem ensues and the hunter takes his prey. The entire scene starts with dark of the night and ends in the early morning.

The horde of warrior ascetics (of which were the Gossain/Naga) came to prominence in the resulting political instability and shifting sands post the fall of the Mughal empire.

…these orders became politically significant only after the collapse of the Mughal Empire, and more particularly after British activities created political and economic chaos in the second half of the eighteenth century.

Going forward, the hunter goes on to take his reward, where the local chieftain mocks him and doesn’t want to pay. He is made to pay by the Gossain. The film then follows the Gossain on his quest to locate and kill Rehmat Khan. Though there are hints that there is a link between the Gossain and the teenage boy who is hanged in the beginning, we are not sure how they are connected. I won’t go into the plot of the film, but will instead focus on some of the characters and background of the film.

Though some of the other reviews have portrayed the character of Rehmat Khan (played by Manav Vij) as just grunting. But I think he played the role very well, perhaps these reviewers are used to seeing villains as people who yell and show a lot of emosions on their faces. He subtly played the act of a cold-blooded, calculating and cruel character quite well and was never out of character. Rehmat Khan is a Rohilla. Now, the Rohillas were of an Afghan ethnicity, and they sided against the Marathas (led by Najib ad-Dawlah) with Ahemdshah Abdali during the third battle of Panipat. The Marathas were very enraged by this and Mahadji Shinde did collect his revenge on them a few years in 1772 after Panipat by destroying Rohilkhand and scattering bones of Najib ad-Dawlah. After this defeat, the First Rohilla war happened in which the British siding with the Nawab of Oudh defeated the Rohillas and the state of Rampur of established. The second Rohilla war, in 1794, between British and the Rohillas ended their supremacy in the region. Now, the time between the two wars, there was lot of guerilla activity carried out by the Rohillas, which led them to be set as Nawabs of Rampur. Given all this chaos and uncertainty,  there were no permanent alliances or allegiances. The main part of Laal Kaptaan (c. 1789) is set in this era for the Rohillas. So, Rehmat Khan, a prominent Rohilla, defecting over to British was noteworthy, but not out of the line.

Pindaris

Pindaris were not a tribe, but a military system of bandits of all races and religions. They fluctuated in numbers, being augumented from time to timeby military adventurer from every State, and frequently amounted to as many as 30,000 men.

Pindaris present an episode in history of India, which is quite extraordinary, though skimmed upon in the history texts. Here we are witnessing a rise of a band of people whose existence was based on terrorising and looting people in distant provinces.  The Pindaris were roughly active in the last three decades of eighteenth century to the first two decades of nineteenth. Earlier they were under tutelage of Maratha cheiftains who used them as militias to wreck havoc on supply lines of the enemies and disrupt civilian peace. So them accompanying the Maratha camp is completely normal. The depiction of the Pindari lust for the loot (tum log lo khazana, mai chala lene zanana) is well done in the film. In fact, the comedy of errors that the bunch sent to hunt down Rehmat Khan is something to relish. The frustration of the little Maratha knight in being unable to  control them is well worth seeing.

But as the Maratha power came to a decline, the Pindaris in the nineteenth century became a force of their own, without masters. They would raid far, and were viscious and cruel in their tactics to make people pay. There are reports that people even committed suicides when they came to know that a Pindari raid was imminent.

Another thing worth mentioning in the film is the settings in which the film is shot. The cinematography is par excellence, set amongst fantastic fort ruins. I cannot identify the actual locations used in the film, so any information on that would be welcome.

The other character in the film worth mentioning is the Dog Walker played by Deepak Dobriyal. He has a pair of very fine Mudhol hounds (also known as Caravan hounds) named Sukhiram and Dukhiram.

The character has no name in the film, but he finds people who are wanted for a price. That is how he makes his living. He refuses a horse mount saying it interferes with  His character has many layers and he shares a special relationship with the Gossain, they respect each other. It was a treat to watch Dobriyal play this character with English hat and his greeting of:

Howde do…

The two female characters in the film, one played by Zoya and other by Heena are in their niche. Zoya as a courtesan who is neglected, while Heena playing the wife of a chieftain carries herself well. Their characters are in emotional turmoil with maternal love and the surrounding situation.

The clothing, the artefacts are all era-appropriate and so are the languages used. A lot of work must have gone in background research and it shows in the quality of the film. Kudos to the production team for that. Just that the look of Saif has a semblance to Depp’s Jack Sparrow, that could have been avoided.

Overall a very watchable film, if you have not, do watch it.

PS: A special ode to Saif Ali Khan.

In my personal opinion, Saif Ali Khan has really matured as an actor over the years and has earned my respect for it. You can’t really compare his role in Yeh Dillagi and lets say his depiction of Langda Tyagi in Omkara. It is as if you are watching two completely different actors. The variety of roles he has done in recent times, and with grace is just amazing. He has done roles which many of the mainstream actors would shy away from. Hope that we see his good form in the future also.

References

Lorenzen, D. (1978). Warrior Ascetics in Indian History. Journal of the American Oriental Society, 98(1), 61-75.

# Rotating Earth: the proofs or significance of Leon Foucault’s pendulum – Part 1

In an earlier post, we had discussed proofs of the round shape of the Earth. This included some ancient and some modern proofs. There was, in general, a consensus that the shape of the Earth was spherical and not flat and the proofs were given since the time of ancient Greeks. Only in the middle ages, there seems to have been some doubt regarding the shape of the Earth. But amongst the learned people, there was never a doubt about the shape of the Earth. Counter-intuitive it may seem when you look at the near horizon, it is not that counter-intuitive. We can find direct proofs about it by looking around and observing keenly.

But the rotation of Earth proved to be a more difficult beast to tame and is highly counter-intuitive. Your daily experience does not tell you the Earth is rotating, rather intuition tells you that it is fixed and stationary. Though the idea of a moving Earth is not new, the general acceptance of the idea took a very long time. And even almost 350 years after Copernicus’ heliocentric model was accepted, a direct proof of Earth’s rotation was lacking. And this absence of definitive proof was not due to a lack of trying. Some of the greatest minds in science, mathematics and astronomy worked on this problem since Copernicus but were unable to solve it. This included likes of Galileo, Newton, Descartes, and host of incredibly talented mathematicians since the scientific revolution. Until Leon Foucaultin the mid-1800s provided not one but two direct proofs of the rotation of the Earth. In this series of posts, we will see how this happened.

When we say the movement of the Earth, we also have to distinguish between two motions that it has: first its motion about its orbit around the Sun, and second its rotational motion about its own axis. So what possible observational proofs or direct evidence will allow us to detect the two motions? In this post, we will explore how our ideas regarding these two motions of the Earth evolved over time and what type of proofs were given for and against it.

Even more, there was a simple geometrical fact directly opposed to the Earth’s annual motion around the Sun and there was nothing that could directly prove its diurnal rotation. (Mikhailov, 1975)

Let us consider the two components of Earth’s motion. The first is the movement around the Sun along the orbit. The simplest proof for this component of Earth’s motion is from the parallax that we can observe for distant stars. Parallax is the relative change in position of objects when they are viewed from different locations. The simplest example of this can be seen with our own eyes.

Straighten your hand, and hold your thumb out. Observe the thumb with both the eyes open. You will see your thumb at a specific location with respect to the background objects. Now close your left eye, and look at how the position of the thumb has changed with respect to the background objects. Now open the right eye, and close the left one. What we will see is a shift in the background of the thumb. This shift is related by simple geometry to the distance between our eyes, called the baseline in astronomical parlance. Thus even a distance of the order of a few centimetres causes parallax, then if it is assumed that Earth is moving around the Sun, it should definitely cause an observable parallax in the fixed stars. And this was precisely one of the major roadblock

Earth moving around an orbit raised mechanical objections that seemed even more serious in later ages; and it raised a great astronomical difficulty immediately. If the Earth moves in a vast orbit, the pattern of fixed stars should show parallax changes during the year. (Rogers, 1960)

The history of cosmic theories … may without exaggeration be called a history of collective obsessions and controlled schizophrenias.
– Arthur Koestler, The Sleepwalkers

Though it is widely believed that Copernicus was the first to suggest a moving Earth, it is not the case. One of the earliest proponents of the rotating Earth was a Greek philosopher named Aristarchus. One of the books by Heath on Aristarchus is indeed titled Copernicus of Antiquity (Aristarchus of Samos). A longer version of the book is Aristarchus of Samos: The Ancient Copernicus. In his model of the cosmos, Aristarchus imagined the Sun at the centre and the Earth and other planets revolving around it. At the time it was proposed, it was not received well. There were philosophical and scientific reasons for rejecting the model.

First, let us look at the philosophical reasons. In ancient Greek cosmology, there was a clear and insurmountable distinction between the celestial and the terrestrial. The celestial order and bodies were believed to be perfect, as opposed to the imperfect terrestrial. After watching and recording the uninterrupted waltz of the sky over many millennia, it was believed that the heavens were unchangeable and perfect. The observations revealed that there are two types of “stars”. First the so-called “fixed stars” do not change their positions relative to each other. That is to say, their angular separation remains the same. They move together as a group across the sky. Imagination coupled with a group of stars led to the conceiving of constellations. Different civilizations imagined different heroes, animals, objects in the sky. They formed stories about the constellations. These became entwined with cultures and their myths.

The second type of stars did change their positions with respect to other “fixed stars”. That is to say, they changed their angular distances with “fixed stars”. These stars, the planets, came to be called as “wandering stars” as opposed to the “fixed stars”.

Ancient Greeks called these lights πλάνητες ἀστέρες (planētes asteres, “wandering stars”) or simply πλανῆται (planētai, “wanderers”),from which today’s word “planet” was derived.

Planet

So how does one make sense of these observations? For the fixed stars, the solution is simple and elegant. One observes the set of stars rising from the east and setting to the west. And this set of stars changes across the year (which can be evidenced by changing seasons around us). And this change was found to be cyclical. Year after year, with observations spanning centuries, we found that the stars seem to be embedded on inside of a sphere, and this sphere rotates at a constant speed. This “model” explains the observed phenomena of fixed stars very well.

The unchanging nature of this cyclical process observed, as opposed to the chaotic nature on Earth, perhaps led to the idea that celestial phenomena are perfect. Also, the religious notion of associating the heavens with gods, perhaps added to them being perfect. So, in the case of perfect unchanging heavens, the speeds of celestial bodies, as evidenced by observing the celestial sphere consisting of “fixed stars” was also to be constant. And since celestial objects were considered as perfect, the two geometrical objects that were regarded as perfect the sphere and the circle were included in the scheme of heavens. To explain the observation of motion of stars through the sky, their rising from the east and setting to the west, it was hypothesized that the stars are embedded on the inside of a sphere, and this sphere rotates at a constant speed. We being fixed on the Earth, observe this rotating sphere as the rising and setting of stars. This model of the world works perfectly and formed the template for explaining the “wandering stars” also.

These two ideas, namely celestial objects placed on a circle/sphere rotating with constant speed, formed the philosophical basis of Greek cosmology which would dominate the Western world for nearly two thousand years. And why would one consider the Earth to be stationary? This is perhaps because the idea is highly counter-intuitive. All our experience tells us that the Earth is stationary. The metaphors that we use like rock-solid refer to an idea of immovable and rigid Earth. Even speculating about movement of Earth, there is no need for something that is so obviously not there. But as the history of science shows us, most of the scientific ideas, with a few exceptions, are highly counter-intuitive. And that the Earth seems to move and rotate is one of the most counter-intuitive thing that we experience in nature.

The celestial observations were correlated with happenings on the Earth. One could, for example, predict seasons as per the rising of certain stars, as was done by ancient Egyptians. Tables containing continuous observations of stars and planets covering several centuries were created and maintained by the Babylonian astronomers. It was this wealth of astronomical data, continuously covering several centuries, that became available to the ancient Greek astronomers as a result of Alexander’s conquest of Persia. Having such a wealth of data led to the formation of better theories, but with the two constraints of circles/spheres and constant speeds mentioned above.

With this background, next, we will consider the progress in these ideas.

A stabilised image of the Milky Way as seen from a moving Earth.

# Why did not scientific revolution occur in India?

If one wonders why did not the scientific revolution happen in India some aspects of how knowledge was limited might have an implication. I present here a comparative study of conditions prevailing in the two societies, and how the presence of the printing press disrupted the traditional balance of knowledge and its sharing in the society. Unfortunately, in India, we have no counterpart to this event which could have lead to the spread of knowledge amongst the masses. Even if it were, the rigid caste system would have made it almost impossible for knowledge to be so freely transferred. In an era of a global village, we still feel strong repercussions of caste-based discrimination today.

Consider this about how knowledge was restricted to apprenticeship and was often lost in transition amongst the traditional Indian craftsmen.

```The secret of perfection in art and crafts resided in individuals
and was never widely publicized. Master-craftsmen trained their
apprentices from a very tender age but they did not teach them the
more subtle aspects of their craft. Neither did they write books
revealing the secrets of their perfection. These points were revealed
by the master-craftsman only towards the end of his life and only to
a favoured apprentice. Their secrets often died with them. p. 211
(Rizvi - Wonder that Was India Part 2)
```

This was compounded by the fact that the profession that one could practice was decided by the caste one was born in. In addition to this, the mostly oral nature of the Hindu theology in Sanskrit and exclusive rights to Brahmins as custodians of this knowledge played a huge role in stifling any societal or scientific progress. The extant books (both theological and scientific, mathematical) were mostly in Sanskrit, which again restricted their readership. And as they were reproduced by hand the copies and access to them was limited. The mobility between castes was strictly forbidden. Thus we have both theological as well as scientific, mathematical and technological knowledge bound by tradition which was not available to the general public by its design. Any leakage of such a knowledge to people who were not intended to know it was met with severe punishments.

In contrast to this, consider the situation in Europe. The church did have an control over the knowledge that was taught in the universities. The Bible was in Latin, which can be seen as European counterpart of Sanskrit in terms of its functions and reach, and the Church held authority over its interpretation and usage. The impact of movable type on the spread of the Bible is well known. The translation of the Bible to publicly spoken languages and its subsequent spread to the general public is seen as a major event in the renaissance and subsequently that of the scientific revolution. This was only possible due to the struggle between Catholics and Protestants, again this did not have any counterpart in the Indian context. But as with any subversive technology the printing press did not only print the Bible. Soon, it was put to use to create materials for all types of readership.

```First appearing around 1450 in the German city of Mainz, printing
rapidly spread from Johann Gutenberg's original press throughout
the German territories and northern Italy, most notably Venice.
This establishment, during the second half of the century, of
scores of print shops corresponds to two related features of
European, especially Western European, society at that time.
The first is the fairly high rate of literacy on which the market
for books and pamphlets was based. The second is the quite sudden
wide availability of a multitude oE philosophical and general
intellectual options. Together, these two features created a
situation in which knowledge for very many people was no longer
so chained to the texts of the university curriculum. This was a
new situation practically without parallel. p. 24
(Dear - Revolutionizing the Sciences)
```

This spread led to the creation of books in areas of knowledge where it was guarded or passed through apprenticeship.

```In 1531 and 1532 there first appeared a  group of small booklets,
known as Kunstbüchlein ("Iittle craft-books"), on a variety of
practical craft and technical subjects. These anonymous books were
produced from the shops of printers in a number of German cities,
and catered to what they revealed as an eager appetite for such
things not just among German craftsmen, but among literate people of
the middling sort in general. They broke the perceived monopoly of
the craft guilds over possession of such practical knowledge as made
up metallurgy, dyeing or other chemical recipes, pottery or any of
a multitude of potential household requisites. p. 26
(Dear - Revolutionizing the Sciences)

```

Though, as Dear rightly points in the next paragraph just having access to information of paper about a craft does not necessarily lead to practice as experts, it nonetheless helped to overcome a belief about the fact that knowledge indeed can be transferred in the form of books via the printing press.

In the coming century, the presence of the printing press helped the spread of knowledge to all parts of Europe in all subjects of inquiry. There is no parallel to this in the Indian context. Neither the technology (in the form of a printing press) nor the drive to spread the knowledge to the general masses was present in India. In this post, I have glossed over many details but I believe there were two main reasons for a scientific revolution to not happen in India are, first the connection of caste with profession and non-availability of a technology to spread knowledge to the general public. As a result, though earlier we had a better technology and scientific knowledge we did not have a Scientific Revolution. In the current era, with the connected devices, and also with caste not being a barrier to one’s profession, who knows we might be on the doorsteps of a revolution.

# Hymn of Creation from Rig Veda

This wonderful Hymn of Creation one of the oldest surviving records of philosophic doubt in the history of the world, marks the development of a high stage of abstract thinking, and it is the work of a very great poet, whose vision of the mysterious chaos before creation, and of mighty ineffable forces working in the depths of the primaeval void, is portrayed with impressive economy of language.

“Then even nothingness was not, nor existence.
There was no air then, nor the heavens beyond it
What covered it? Where was it? In whose keeping?
Was there then cosmic water, in depths unfathomed?

“Then there were neither death nor immortality,
nor was there then the torch of night and day.

The One breathed windlessly and self-sustaining.
There was that One then, and there was no other.
“At first there was only darkness wrapped in darkness.
All this was only unillumined water.

That One which came to be, enclosed in nothing,
arose at last, bom of the power of heat.
“In the beginning desire descended on it
that was the primal seed, bom of the mind.

The sages who have searched their hearts with wisdom
know that which is is kin to that which is not.
“And they have stretched their cord across the void,
and know what was above, and what below.

Seminal powers made fertile mighty forces.
Below was strength, and over it was impulse,
“But, after all, who knows, and who can say
whence it all came, and how creation happened?

The gods themselves are later than creation,
so who knows truly whence it has arisen?
“Whence all creation had its origin,
he, whether he fashioned it or whether he did not,

he, who surveys it all from highest heaven,
he knows— or maybe even he does not know.

From – The Wonder That Was India – A. L. Basham

# They Thought They Were Free

In this post we will look at some experiences that people in Germany had during the rise of Nazi Party. Overall the trend is that you make it almost impossible for anyone opposed to your thought as an outcast, and others just follow the herd. Many measures of the present incumbent have parallels to this. And especially the current drama of demonetization of high denomination currency notes.

This separation of government from people, this widening of the gap, took place so gradually and so insensibly, each step disguised (perhaps not even intentionally) as a temporary emergency measure or associated with true patriotic allegiance or with real social purposes. And all the crises and reforms (real reforms, too) so occupied the people that they did not see the slow motion underneath, of the whole process of government growing remoter and remoter.”

They say that it was essential that it should have been kept secret, otherwise the point of exercise would have been futile. People of the country are asked to make sacrifices for the betterment of the country. Otherwise the country was in crisis. So we had to take emergency steps. What is happening in all this introduced chaos is the issues which need to go in public imagination are removed. These are issues which the government doesn’t want people to discuss, debate. Like a magician they are directing the public attention with gimmicks and shenanigans when their slight of hand remains invisible from public scrutiny.

In all these perception managing exercise the ever changing breaking news in our main-stream-media plays an ubiquitous role. They are supposed to be a pillar in the democratic process, but instead we find that they are malleable and play hand-maiden’s role for diverting and capturing public imagination. Most of the time this is in sync with what the incumbent government wants.

“The dictatorship, and the whole process of its coming into being, was above all diverting. It provided an excuse not to think for people who did not want to think anyway. I do not speak of your ‘little men,’ your baker and so on; I speak of my colleagues and myself, learned men, mind you. Most of us did not want to think about fundamental things and never had. There was no need to. Nazism gave us some dreadful, fundamental things to think about—we were decent people—and kept us so busy with continuous changes and ‘crises’ and so fascinated, yes, fascinated, by the machinations of the ‘national enemies,’ without and within, that we had no time to think about these dreadful things that were growing, little by little, all around us. Unconsciously, I suppose, we were grateful. Who wants to think?”

Thinking is also outsourced. Experts are called in, to provide excerpts from ideas too complex and too common for common citizens to comprehend. Each idea is digested in studios, what is generated is a pre-digested version of the ideas so that you don’t need to do it. You perhaps do not have time to do it. There are more relevant things than ruminating about rationalisations regarding political policies. And if at all you do question or think about these, one of the basic logical fallacy of ad hominem is employed. Shoot the messenger, we already have the message (or massage after McLuhan). Messenger is the mess-maker. Here in public imagination the questioner becomes the questioned. The questions are irrelevant, motive, history and ideological stance of the person asking the question is more important. Questioning policies and performance metamorphose from act of trying to understand to act of treason to undermine.

The perpetrator becomes predated. Overnight they are condemned to become public and hence national enemies. Any one who does not support becomes anti-national by default. To live here you have to live by our rules, otherwise you should go away. Who gave this authority to them? This is again questioned back, you must have something to hide, hence you are not supporting this. Then it captures public imagination, those questioning are enemies within. Dissent is treason.

And we have in form of Pakistan the “Other”. The national enemy without. When there is a dullness in the public imagination, raise the ante in form of the bogey man for all our troubles. Again here the pattern is well laid out.

Uncertainty is a very important factor, and, instead of decreasing as time goes on, it grows. Outside, in the streets, in the general community, ‘everyone’ is happy. One hears no protest, and certainly sees none.

What might happen next, what event will break the news, tomorrow is unknown. Through surveys through debates it is brought to fore that “All is well.” If it is not well for you, the trouble is with you. All the problems are only for people who are enemies within. Those supporting, are the ones who are honest, happy and hardworking. Rest of you need to prove you allegiance, we already have by token sloganeering, literally and figuratively both.

And you are an alarmist. You are saying that this must lead to this, and you can’t prove it. These are the beginnings, yes; but how do you know for sure when you don’t know the end, and how do you know, or even surmise, the end? On the one hand, your enemies, the law, the regime, the Party, intimidate you. On the other, your colleagues pooh-pooh you as pessimistic or even neurotic. You are left with your close friends, who are, naturally, people who have always thought as you have.”

Now you live in a world of hate and fear, and the people who hate and fear do not even know it themselves; when everyone is transformed, no one is transformed.

But till we find out and till we realise the water is already boiling and we and our coming generation is already cooked.

They Thought They Were Free  – Milton Mayer

# After Nehru…

Longish quotes from London Review of Books from After Nehru by Perry Anderson

To be impressive, however, is not to be miraculous, as Indians and others still regularly describe the political system that crystallised after independence. There was never anything supernatural about it: terrestrial explanations suffice. The stability of Indian democracy came in the first instance from the conditions of the country’s independence. There was no overthrow of the Raj, but a transfer of power by it to Congress as its successor. The colonial bureaucracy and army were left intact, minus the colonisers.

For twenty years, across five polls between 1951 and 1971, Congress never once won a majority of votes. In this period, at the peak of its popularity as an organisation, its average share of the electorate was 45 per cent. This yielded it crushing majorities in the Lok Sabha, amounting to just under 70 per cent of the seats in Parliament. In effect, the distortions of the electoral system meant that at national level it faced no political opposition. At state or district level, this did not hold. But there, the centre had powers that could deal swiftly with any local trouble. These too were heirlooms of the Raj, eagerly appropriated by Congress.

No other system of inequality, dividing not simply, as in most cases, noble from commoner, rich from poor, trader from farmer, learned from unlettered, but the clean from the unclean, the seeable from the unseeable, the wretched from the abject, the abject from the subhuman, has ever been so extreme, and so hard-wired with religious force into human expectation.

Fixing in hierarchical position and dividing from one another every disadvantaged group, legitimating every misery in this life as a penalty for moral transgression in a previous incarnation, as it became the habitual framework of the nation it struck away any possibility of broad collective action to redress earthly injustice that might otherwise have threatened the stability of the parliamentary order over which Congress serenely presided for two decades after independence.

By the end of his life, Nehru would have liked a more presentable fig-leaf for Indian rule, but that he had any intention of allowing free expression of the popular will in Kashmir can be excluded: he could never afford to do so. He had shown no compunction in incarcerating on trumped-up charges the ostensible embodiment of the ultimate legitimacy of Indian conquest of the region, and no hesitation in presiding over subcontracted tyrannies of whose nature he was well aware.

Surrounded by mediocrities, Nehru accumulated more posts than he could handle – permanent foreign minister as well as prime minister, not to speak of defence minister, head of the planning commission, president of Congress, at various times. He was not a good administrator, finding it difficult to delegate, but even had he been, this was a pluralism too far.

Nor was Ambedkar consoled by sanctimonious plaudits for his role in drafting the constitution. He knew he had been used by Congress, and said two years later: ‘People always keep on saying to me: oh sir, you are the maker of the constitution. My answer is I was a hack. What I was asked to do I did much against my will.’

Secularism in India, it is explained, does not mean anything so unsophisticated as the separation of state and religion. Rather – so one version goes – the Indian state is secular because, while it may well finance or sponsor this or that religious institution or activity, in doing so it maintains an ‘equidistance’ from the variegated faiths before it.

As with other oppressed minorities in societies keen to advertise their pluralism, a sprinkling of celebrities – a batsman or film star here, a scientist or symbolic office-holder there – adorns, but doesn’t materially alter, the position of the overwhelming majority of Muslims in India.

What the Armed Forces (Special Powers) Act effectively does in such zones, the young Indian historian Ananya Vajpeyi has written, is ‘to create an entirely separate space within India, a sort of second and shadow nation, that functions as a military state rather than an electoral democracy, and only remains hidden because it is not, at least so far, officially ruled by a general or a dictator’. This space should ‘not be thought of as a zone of exception, but as a contradiction so extreme that it undoes the totality in which it is embedded’, which breaks down into ‘two distinct and mutually opposed regimes’ that form ‘two nations: India and non-India’.

Had the party or state been truly secular, in each case this would have been a priority, but that was the last thing it had in mind. There cannot be a genuinely secular party or state unless it is willing to confront religious superstition and bigotry, rather than truckle to them. Neither party nor state has ever contemplated doing that, because both have rested, sociologically speaking, on Hindu caste society. The continued dominance of upper castes in public institutions – administration, police, courts, universities, media – belongs to the same matrix.

After Independence, Gandhi’s doctrines were consigned to the museum, but his saturation of politics with Hindu pathos lived on.

Indian secularism of the post-independence period had never sharply separated state and religion, let alone developed any systematic critique of Hinduism.

The BJP does not oppose, but upholds secularism, for ‘India is secular because it is Hindu.’

‘Myths have a way of running away with their proponents,’ G. Balachandran, an Indian critic of this outlook, of whom there have not been that many, has remarked: ‘Belief in the essentially secular character of the modern Indian state and society can often be little more than an exercise in self-congratulation which overlooks or rationalises the sectarian religious outlook pervading large areas of contemporary social and political practice.’

Mayawati’s erection of 150,000 statues of Ambedkar, not to speak of two hundred effigies of her party’s elephant symbol and of herself (the largest 24 feet high, and like the rest covered in pink polythene as the state went to the polls in March, on the orders of the Election Commission, so as not to beguile or distract voters), at the cost of more schools and healthcare, offers an extreme case of this identity politics, which does not seek to abolish caste, as Ambedkar had wanted, but to affirm it.

Castes continue to be, as they have always been, and Ambedkar saw, one of the purest negations of any notion of liberty and equality, let alone fraternity, imaginable. That the Indian state has never lifted a juridical finger to do away with them, but in seeking only to ameliorate has if anything legally entrenched them, says more about its secularism than the omission of any reference to it in the constitution, or the belated passage of an amendment rectifying the omission to embellish the Emergency.

With it has come a large measure of convergence between Congress and the BJP in government, each pursuing at home a neoliberal economic agenda, as far as their allies will allow them, and abroad a strategic rapprochement with the United States. Culturally, they now bathe in a common atmosphere in which religious insignia, symbols, idols and anthems are taken for granted in commercial and official spaces alike.

In India democracy never extended very far from government to the parties contending for it, which were always run from the top down. Today, however, many have become something other than the oligarchic organisations into which the political scientists Ostrogorsky and Michels thought all parties must sooner or later turn. With the exception of the communists and the BJP, they have become family firms competing for market shares of the electorate and so access to public office.

Of the ensuing scenery, André Béteille, the doyen of sociologists of India, has written that the ‘abject surrender’ of Congress to a single family, corrupting all other parties, has done irreparable harm to Indian democracy, poisoning the wells of public life.

The court, now self-recruiting, is the most powerful judiciary on earth. It has acquired such an abnormal degree of authority because of the decay of the representative institutions around it. Even admirers are aware of the risks. In the graphic phrase of Upendra Baxi, India’s leading legal scholar and one of the first to bring a public interest suit before the court, it is ‘chemotherapy for a carcinogenic body politic’

Comparing India and China from another angle, one of the most lucid political minds of the subcontinent, Pratap Bhanu Mehta, has observed that in the People’s Republic, where there is no democracy, communist rule is based on output legitimacy: it is accepted by the masses for the material benefits it takes great care to deliver them, however unequally. Whereas in India, democracy allows just the opposite – an input legitimacy from the holding of free elections, that thereby excuses the political class from distributing more than confetti to the masses who have elected them.

Three years later, with typical dishonesty, the Manmohan regime renamed it as ‘Gandhian’ to fool the masses into believing that Congress was responsible for it.

Caste, not class, and alas, least of all the working class, is what counts most in popular life, at once sustaining Indian democracy and draining it of reconstructive energy.

If the poor remain divided against themselves, and workers are scattered and ill-organised, what of other sources of opposition within the political system? The new middle class has turned against mega-corruption, but is scarcely foreign to the bribe and the wink, let alone favours to kin, at its own level of advantage. Besotted with a culture of celebrity and consumption, on spectacularly vapid display in much of the media, and to all appearances hardening in collective egoism, it is no leaven in the social order. The intelligentsia is another matter. There, India possesses a range and quality of minds that perhaps no other developing society in the world, and not that many developed ones, can match. Whether working inside or outside the union, it forms an interconnected community of impressive acuity and distinction. In what kind of relationship does it stand to the country? Intellectuals are often held, quite wrongly, to be critical by definition. But in some societies, the mistake has become internalised as a self-conception or expectation, and so it probably is for most Indian intellectuals. How far do they live up to it?

A rigid social hierarchy was the basis of original democratic stability, and its mutation into a compartmentalised identity politics has simultaneously deepened parliamentary democracy and debauched it. Throughout, caste is the cage that has held Indian democracy together, and it has yet to escape.

In the 1920s the great Tamil iconoclast E.V. Ramasamy could declare: ‘He who invented God is a fool. He who propagates God is a scoundrel. He who worships God is a barbarian.’

Hindu culture, exceptionally rich in epics and metaphysics, was exceptionally poor in history, a branch of knowledge radically devalued by the doctrines of karma, for which any given temporal existence on earth was no more than a fleeting episode in the moral cycle of the soul.

‘In an overwhelmingly religious society,’ one subcontinental scholar has written, ‘even the most clear-sighted leaders have found it impossible to distinguish romanticism from history and the latter from mythology.’

Moral indignation is too precious an export to be wasted at home. That the democracy of his country and the humanity of his leader preside over an indurated tyranny, replete with torture and murder, within what they claim as their national borders, need not ruffle a loyal Indian citizen.

Nobel prizes are rarely badges of political courage – some of infamy – so there is little reason for surprise at a silence that, in one form or another, is so common among Indian intellectuals.

What is true is that no break away from the union is conceivable in this area, not because of any economic impossibility, but because Delhi can unleash overwhelming military force, as it has done for a half a century, to crush any attempt at secession, and can count on exhaustion eventually wearing out all resistance, as it cannot in Kashmir, where the alternatives of independence or inclusion in Pakistan have not left the Valley, and any free vote would prefer either to the Indian yoke.

Still, at the altar of Trimurti, costs are discounted inversely to gains. Unity, whose moral and political deadweight is heavier, is safer from reproach than democracy or secularity.

The dynasty that still rules the country, its name as fake as the knock-off of a prestige brand, is the negation of any self-respecting republic.

Congress had its place in the national liberation struggle. Gandhi, who had made it the mass force it became, called at independence for its dissolution. He was right. Since then the party has been a steadily increasing calamity for the country. Its exit from the scene would be the best single gift Indian democracy could give itself.

The political ills that all well-meaning patriots now deplore are not sudden or recent maladies of a once healthy system. They descend from its original composition, through the ruling family and its affiliates, and the venerations and half-truths surrounding these and the organisation enclosing them.

# Science, a humanistic approach

Science is an adventure of the whole human race to learn to live in and perhaps to love the universe in which they are. To be a part of it is to understand, to understand oneself, to begin to feel that there is a capacity within man far beyond what he felt he had, of an infinite extension of human possibilities . . .
I propose that science be taught at whatever level, from the lowest to the highest, in the humanistic way. It should be taught with a certain historical understanding , with a certain philosophical understanding , with a social understanding and a human understanding in the sense of the biography, the nature of the people who made this construction, the triumphs, the trials, the tribulations.

I. I. RABI
Nobel Laureate in Physics

via Project Physics Course, Unit 4 Light and Electromagnetism Preface

Do see the Project Physics Course which has come in Public Domain hosted at the Internet Archive, thanks to F.  James Rutherford.

# The Illusion Of Democracy

But, of course, corporate media professionals have long propped up the illusion that the public is offered an ‘impartial’ selection of facts, opinions and perspectives from which any individual can derive a well-informed world view. Simply put, ‘impartiality’ is what the establishment says is impartial.

The major political parties offer no real choice. They all represent essentially the same interests crushing any moves towards meaningful public participation in the shaping of policy; or towards genuine concern for all members of society, particularly the weak and the vulnerable.

US media analyst Robert McChesney observes:

‘In many respects we now live in a society that is only formally democratic, as the great mass of citizens have minimal say on the major public issues of the day, and such issues are scarcely debated at all in any meaningful sense in the electoral arena.’ (McChesney, Rich Media, Poor Democracy, The New Press, 2000, p. 260).

PS: Somehow as of today 2-1-2012 1330 hrs IST medialens server is not working and is giving a Forbidden 403 error from my connection. I do not know what the cause is? Is the medialens server down?

# Free Press and Democracy

A free press is an essential part of a democratic system. In a society like ours, with its stark inequalities, only a media free of government and corporate pressures can ensure that the voiceless are heard. What we are seeing currently is not just blatant collusion between the media and big business but also a deliberate obliteration of much of what happens to the millions who live on the margins.

This is what Media Lens has to say about the BBC which is supposed to be in public interest and impartial.

Instead of providing responsible, public-service journalism, the BBC acts as a conduit for government propaganda. It is particularly noxious that the organisation relentlessly channels the state’s supposedly benign intentions abroad. This is the diet of daily bias and distortion we are all fed. When will BBC heads roll for that?

But isn’t this true of the media in India also? Or elsewhere in the world for that matter. Tehelka reports that many of the barons of power also control the local media in newly formed state of Chattisgad. And what is the use of controlling media when they are not used for gains. When the so called free media becomes a part of the political parties we cannot be sure of what they report.

If the Congress has Naveen Jindal, the BJP has Ajay Sancheti. If the Congress has the Lokmat, the BJP has the Hari Bhoomi. Barring coal, in which both the Centre and the states had their hands in the till, in the case of other mineral resources, the real corruption lies in the states.

It is not that people do not use media for their own gain, media is used for spreading ideology, there are many mouthpiece outlets for political parties and others which propagate the ideas. But what is worst is that the masquerade that many media houses put on themselves claiming to be honest and working in public interest, and people at large believe them, being obliviousto the fact that these very media houses are the ones who are power brokers and very much in the filth as corporates and politicians. A recent example of this was the Radia tapes.

The complete blackout of the Niira Radia tapes by the entire broadcast media and most of the major English newspapers paints a truer picture of corruption in the country than the talk shows in the various news channels and the breast-beating in all the newspapers about the 2G, CWG, Adarsh, and other scams.

via|G. Sampath – DNA

It was not until the non-main-stream media began to show up too much, there was some coverage given. But the very fact that the accused are in complete denial of what happened is what is disturbing. We usually held names like Barkha Dutt, Vir Sanghvi well but these tapes just show how much they are in the filth of what they pretend to expose. From then on, I have given up on NDTV as a reliable source, which earlier I thought it was. But then what do you trust?

At the same time, it is worth noting that neither Barkha nor any of the other journalists whose names have come up have denied that those conversations took place. So why not let the reader or TV viewer read or listen to the transcripts and decide whether Dutt and Sanghvi’s conversations with Radia are a part of “normal journalistic duties” or amount to pimping for politicians and business houses? Or perhaps they were doing social service for the Congress? Play the tapes on your show, na, Ms Dutt, instead of tweeting about them? Why not let ‘We, The People’ decide, instead of you deciding for us all?

via|G. Sampath – DNA

The media blackout of particular events is what I find disturbing. What it shows the kind of camaraderie that exists between different media houses and their corporate and political cronies. That basically means that the news, sorry the Breaking News that you see is like a managed play, with directors and writers deciding what people see, hear and think. In Marathi novel (Ithink it was Swami (स्वामी) by Ranjit Desai) I had read a sentence which fits these situations well, it reads:

मी मारल्या सारखे करतो, तु रडल्या सारखे कर.

( I will feign to hit, you feign to cry.)

This creates an illusion about real problems. Most of the News channels that are beamed in India follow this line. Put all the focus on some non-issues, or twist them from certain angles so that why all this happens remains oblivious to the viewers. If our media was after all serious about the issues that they present, they would have seen to it that things are done.

Many a times what I have also found reading reports on various different news services is that they are same. I mean many a times they are word to word same, as if the reports have been written at one place and distributed. I do not have links right now, but will update this post when I do. This again creates a picture that what news we see is heavily filtered, and sometimes flavours are added to create sensationalism. And the icing is that we all think this is genuine, with “Free Press in A Democracy”. Orwell had a foresight about this as well:

Of course, print will continue to be used, and it is interesting to speculate what kinds of reading matter would survive in a rigidly totalitarian society. Newspapers will presumably continue until television technique reaches a higher level, but apart from newspapers it is doubtful even now whether the great mass of people in the industrialized countries feel the need for any kind of literature. They are unwilling, at any rate, to spend anywhere near as much on reading matter as they spend on several other recreations. Probably novels and stories will be completely superseded by film and radio productions. Or perhaps some kind of low grade sensational fiction will survive, produced by a sort of conveyor-belt process that reduces human initiative to the minimum.

via The Prevention of Literature | George Orwell

The only reason I see that India is feudal and corrupt is that the so called Free Press was never able to take up the challenge to the nexus, and ultimately now has become a part of it.

In our age, the idea of intellectual liberty is under attack from two directions. On the one side are its theoretical enemies, the apologists of totalitarianism, and on the other its immediate, practical enemies, monopoly and bureaucracy.

via The Prevention of Literature | George Orwell

Though there are dissidents here and there, this now has become global phenomena, with the Indian media people just following the suit. And if this is the case, what difference does it make whether you are living in a democracy or a totalitarian state?

And Orwell wraps it up thus:

A totalitarian society which succeeded in perpetuating itself would probably set up a schizophrenic system of thought, in which the laws of common sense held good in everyday life and in certain exact sciences, but could be disregarded by the politician, the historian, and the sociologist. Already there are countless people who would think it scandalous to falsify a scientific textbook, but would see nothing wrong in falsifying an historical fact. It is at the point where literature and politics cross that totalitarianism exerts its greatest pressure on the intellectual.

via The Prevention of Literature | George Orwell

# Places, Pictures and People

I like to have pictures of interesting and beautiful places I have been, but it seems unnecessary for me to appear in these pictures, and I have never quite understood why other people want that so much.

via Tikal | RMS

Frankly, I could not agree more. It is more like people want to tell you that I have been there. But in case of nutcases they will make sure that every photo that they take, of the monuments and the cityscapes that they went to, will have themselves as part of the photo. This is narcissism at its best. You want to tell the world that “I was there.” How many social-networking pages/posts are flooded with images of monuments with the poster / people as soon as they visit them? Better still live posting! In an earlier era of non-social networking, people used more cruder methods to tell you this. The solution was simple, just put your name on the monument, to tell all others you were there, or that you own the monument. Not that it is a bad thing, but at times it takes away all the beauty of the place under question to limits of what can be considered to be decent.  But this just seems to be just one more human tendencies, which I am not able to relate to, which would be because may be I am becoming de-humanized.

On another note, even kings and emperors could not give up this temptation. Apparently after conquering the Adilshahi kingdom of Bijapur, the last Great Mughal Aurangazeb, made an inscirption on the Malik-e-Maidan cannon (This cannon second largest, single cast canon). Though more artfully made, it is of the same kind.

# On the Marathas…

Meanwhile the task of resisting Aurangzeb called less for a saint than for a man of action ; and such a man appeared in the person of Sivaji Bonsla, the son of a chief of no great property in the neighbourhood of the Western Ghauts to the east of Bombay. Born in 1627 – the year when George Villiers, Duke of Bucking- ham, led his abortive expedition to Rochelle – he was brought up at Puna, and early conceived the ambition of dispossessing the Mohammedans of the south, and setting up a Hindu kingdom in their stead. His men were hardy peasants from the mountains ; his horses, not less important than his men, were drawn from the valleys; and with these he sallied forth to capture hill-fortresses, and to use them as bases for raids upon the surrounding country. Being a great military genius he rapidly achieved success; and by 1664 had carried his incursions so far as to seize and sack the imperial city of Gujarat. This was a direct defiance to Aurangzeb, who sent an army to crush him, and succeeded in forcing him to surrender upon terms; but the wily chief soon contrived to escape, and returning to the Dekhan quickly reestablished and widened his ascendancy. He died in 1680, but he had already done his work in founding the power of the Marathas.

What the Marathas exactly were or are no one seems able accurately to define. They were not a caste, they were not a sect, they were not a nation; and, though some of them claim to be of Rajput origin, this pretension seems to be disposed of by anthropometric tests. Their name is taken from the territory of Maharashtra, and their language is called Marathi ; but they are not the only inhabitants of that territory nor the only speakers of that tongue. In 1901 they numbered only five millions; and yet in the seventeenth century they ruined the armies of Aurangzeb, shattered the might of the Moguls and bade fair to become the masters of India. It is difficult therefore to predicate anything certain of them except that they were and are emphatically a power, and that they rose to that eminence wholly by the sword. Yet, though they were valiant warriors, their military organisation was loose enough ; while their military tactics, if one may coin an expression, were of the offensive-elusive order. They swarmed out as great disorderly bodies of horse, devouring the country like locusts, carefully avoiding anything like a pitched battle, but hovering always about their enemy’s flanks and communications, swift to see and to make profit of the slightest advantage, equally swift to perceive and to avoid any danger. Thus they wore out the Mogul armies, and broke the hearts of their generals by remaining always near enough to inflict much mischief, but always remote enough to suffer no harm. If they were suddenly compelled to assume the defensive, they had a perfect genius for choosing and occupying a position where they could resist attack ; and woe to the army that retreated before them. Their leaders have always included some of the deepest and subtlest intellects in India ; and yet their genius, so long as their ascendancy lasted, revealed itself as mainly destructive, and their instincts as wholly predatory. They levied tribute remorselessly, under pain of pillage, upon vast districts, and on condition of payment suffered them to escape famine and desolation. They showed, indeed, remarkable administrative talent in the collection of that tribute; but there their constructive work came to an end. It is therefore hard to see how India could have improved – how indeed it could have failed to deteriorate – under their mastery. The history of the country, so far as we have traced it, has been a continuous record of wars, revolts and intestine divisions ; in the midst of which, at rare intervals of precarious repose, there had sprung up noble monuments of art and literature. There was nothing creative about the Marathas. Their reign, it is true, was short; but, even had it been prolonged, we can hardly conceive of the association of poetry or architecture with their name. For all their valiance and subtlety their rule was a blight rather than an influence. Once indeed, and in one particular, they imitated a foreign model in their own domain of war ; and we must now examine where they found this model, and how it was turned to their own ruin.

via text of “Narrative of the visit to India of their majesties, King George V. and Queen Mary, and of the coronation durbar held at Delhi, 12th December, 1911” by Fortescue, John, Sir, 1859-1933.

# When Kings Rode To Delhi…

Recently read a book titled When Kings Rode to Delhi by  Gabrielle Festing, which is available here. In the book there is a chapter on Sivaji called The Mountain Rat, title supposedly given by Aurangazeb to Sivaji. After the killing of Afzal Khan, this is what the author has to say:

In the eyes of a Maratha, who believed himself Bhavani’s chosen warrior, such treachery was meritorious, and the slaughter of the envoy was an act of devotion.

Further the author describes various exploits and acts of Shivaji and in the end he says:

An attempt has been made to cast a glamour about him and his hordes, as patriots, deliverers of their country from foreign rule, devoted heroes who faced desperate odds. After a dispassionate survey no glamour remains. Sivaji was a typical Maratha of the best kind that is to say, he was as unlike the Rajputs from whom he claimed descent as the South African Boer from the good Lord James of Douglas. Never, unless they were driven to it, did the Marathas fight a pitched battle in open field ; the joy of fighting, which made the Rajput deck himself with the bridal coronet, the desperate valour which heaped the plain of Samugarh with yellow robes till it looked like a meadow of saffron, was incomprehensible to the wolves of the Deccan. They fought, not for a point of honour, or because they enjoyed fighting, but in a commercial. spirit, for the sake of what they could get; their word for “to conquer in battle” means simply “to spoil an enemy.” The Rajput was indolent, when not roused by pride or the thirst for battle; the Maratha was untiringly energetic as long as he had anything to gain, but would sacrifice nothing for pride or scruple.

This must be said for Sivaji, that while he lived his followers were forbidden to plunder mosques or women ; after his death his son pursued a different policy.

# Zero

For a proper understanding of the evolution and the need for the concept of zero we need to understand how our current number system has evolved from its ancestors. The very need for the concept of zero did not arise till the number systems themselves were well developed. The advancement in the number system necessitated the need for the concept of zero as we now know it. We can identify two distinct manifestations of zero; one is zero as a placeholder and the other is zero as a number, the former has  much earlier origin than the later.
Humans probably before having the concept of numbers or counting then, would have begun with enumeration. By enumeration it is meant that we simply keep a track of objects in a collection or a set by matching the objects with other objects used as counters. A shepherd can keep the track of sheeps in the flock, by keeping pebbles which are equal in number to the number of sheep s in the flock or equivalently [if possible] by counting body parts. Then just by matching each sheep with each pebble the record of number of sheep s can be maintained. When the number of sheep s is increased or decreased the same number of pebbles or other counters can be increased or decreased correspondingly. The other counters that one can have for this type of counting can include the human body itself. In fact many primitive societies do indeed have a counting system based on the body parts. This is the most basic system of counting that we can have. No language is needed for such one-to-one counting.
When the languages developed, particular words were created for various body parts, so these words were used instead of the body parts themselves. This is a transition from enumeration to numeration. Thus one has to remember only the word names in order for counting. But this does not imply the idea of cardinality of number being present in this numeration. For the notion of cardinality of a number to be used in the idea of numeration it required some time. When the questions were asked in the form How many…? in the ancient texts, the answers to these type of questions are given best in terms of the cardinal number. From this further growth would be, the concept of ordinality i.e. the order of things is not important when counting objects. It relates to the fact that the last number enounced in a set not only assigns a certain name to the last object in the set to be matched but also tells us how many objects are there in that set altogether.

The further development of this numeration is the formation of numeration systems. The need for the number systems typically arose from the following question:

What is to be done when the finite ordered sequence of counters is exhausted, yet more objects remain to be matched?

This particular question was answered in different ways only one of which led us to the current number system we have. One of the most simple solutions to this is to extend the ordered sequence of counters. So that we invent new symbols or names to accommodate the excess objects that are to be matched. But this approach makes no sense when we have large number of objects that are to be matched.
A simpler way which lends itself well to the written representation, was extension by repetition. The extension by repetition implies a number system which is based on the additive principle. Most of the primitive number systems are based on the additive principle. Here the figures are entirely free. Their juxtaposition entails adding together their values. In a number system based on the additive principle it makes no difference where you place the symbols corresponding to the numbers. Some of the numbers systems based on the additive principle are; Egyptian, Cretan, Hittite, Greek, Aztec, Roman, Sumerian etc. As an example of the additive principle we consider the Egyptian system. In this system if we want to represent the number 5247 it can be represented in following ways:
When we break down the representation based on the additive principle we get the following:
Thus we see that in the representation of a number in the number systems based on the additive principle. Since addition is both commutative and associative, irrespective of where we place the base numbers the final number that is represented by the various combinations of these numbers remains the same.
This system though seems simple puts a lot of cognitive load on the user. First of all there are different symbols for different numbers and in many of these number systems the symbols have some intuitive association [at least in the lower range] to the number that they represent. So to represent large numbers a large number of different symbols were to be used. In our example of representing the number 5247 in the Egyptian hieroglyphic notation  we have used a total of 18 symbols. Many times for representing large numbers new symbols had to be introduced. The arithmetic operations with these systems presented another difficulty. The number systems based on the additive principle are not well suited for arithmetic operations. For example consider the following sum in the Roman notation:
The above sum gives us no clue to what is supposed to be done. Though there are methods to perform this operations, but the procedures involved are very complicated. The above sum in the current notation would be:
In the number systems based on the additive principle the number signs are static in nature, which have no operational significance. The number signs in this case are more like abbreviations which can be used to write down the results of the calculations performed by some other means. To do arithmetical calculations, the ancients generally used auxiliary aids such as abacus or a table with counters.
The enumeration, numeration as we have seen do not have any requirement for the concept of zero as a number or a placeholder. The same is true with the number systems based on the principle of addition, in these systems there is no requirement of the concept of zero.
The next step in the evolution of the number systems was the hybrid system, called so because it involves use of both addition and multiplication. In the hybrid system when the symbols for lets say symbols for 1000 and 5 are presented together, they meant 5 x 1000 = 5000, whereas in the additive system they will mean 1000+5=1005. In the hybrid system there were basic symbols for the numbers, and symbols for various powers of the base, for example in a base 10, system the symbols for 100, 1000 etc. These number systems used the additive principle for representing numbers below 100.
In case of complete hybrid systems there were special symbols for the numbers 1 – 9, and all numbers including the tens were represented as a product of these base numbers and the powers of 10. This increased the range of numbers that can be represented. The notable hybrid systems are Assyro-Babylonian, Phoenician, Singhalese, Mari, Chinese, Ethiopian, Tamil, Malayalam, and the Mayan. We consider an example from the complete hybrid systems to represent the number 5247 from \cite{uni1}.
When we break down the representation based on the multiplicative principle we get the following:

The hybrid systems thus need a specification of the powers of the base which, determine the value of the number in a given position. This brings us a step closer to the positional number systems based on the multiplicative principle. The hybrid system are not all forgotten and are still in use today. When we verbally read a number it is more of a hybrid number system that we use that a positional number system. That is to say when we read the number 5247, we spell it out as five-thousand two-hundred and forty-seven. Here when we verbally read a number we also explicitly give its corresponding powers just like in case of the hybrid number system. Even in this case the need for zero is not there, the hybrid systems can work without the use of the concept of zero.
So to conclude the hybrid systems are  “Systems based [at least after a certain order] on a mixed principle [both additive and multiplicative] that invokes multiplication rule to represent consecutive order of units.”
We now move to the positional systems or multiplication based systems. These systems have a more abstract representation. The value of a figure in these positional systems varies according to the position in which it occurs in the representation of the number. Due to this the coefficients of the power of the base, into which the number has been decomposed appear. For example in a particular representation the actual value of a number, lets say 5 will depend on which position 5 is present in. If 5 is present in the units place then it represents 5, when it is present in the tens place it represents 50, and so on. If in the hybrid system if we remove the symbols used and just have the numbers only we have a positional number system. In this case the powers of the base for our case take base as 10, are implicitly figured out from the position of the numerals in the representation of the number. We know that in the positional representation of the number 5247, 5 is in the thousands place, 2 is in the hundreds place etc. Once this order is fixed then can we represent a number without any ambiguity? If we just consider the coefficients of the number 5247, the the answer to this probably seems to be true. But is it always so? For answer to this consider another example. Suppose we want to represent a number 1043 in the positional number system. In case of hybrid number system the representation would be like this:

so if we now drop the powers of the base, and just take the coefficients we are left with:

But this is not correct, since 143 is another number and not 1043.Similarly if we take just the coefficients of the number 10403, they are again 143. In case of the non-positional system this was not a problem, since every power and the corresponding coefficient was made explicit. But here if we just consider the coefficients of the number in a particular base, we cannot be sure that the number that we are representing is correct, unless we know for sure that a particular coefficient corresponding to a particular power is not present. In case of 1043 we have the coefficient of 100 absent. Some of the earliest positional systems that were developed suffered from the same problem. In case of the Babylonian system, we are not sure of how to read a particular number in many clay tablets, and the number has to be guessed from the context of the problem. Since the Babylonians used a base of 60, so a number [lets take 5247] was represented as:

In this case there was no ambiguity in base 60 number would be written as [1;27;27]. But even in this case there was no guarantee that the number represented is the number that we want. Suppose if we want to represent 3627 in this notation, then it would be represented as:

which is very easy to confuse with

Thus we see that in case of the positional number system we required a notion that tell us whether a particular coefficient is absent. This requirement initiated the need for the concept of zero. So the discovery of zero was therefore a necessity for the strict and regular use of the rule of the position, and it was therefore a decisive stage in the development of mathematics. So how do we make sure that something is not present in a particular position in a given positional representation of a number. It becomes essential then to have a special sign whose purpose is to indicate the absence of anything in particular position. This thing which signifies nothing, or the empty space, is in fact the \textsl{zero}. As \cite{uni1} pg. 668 puts it: “To arrive at the realisation that empty space may and must be replaced by a sign whose purpose is precisely to indicate that it is empty space: this is the ultimate abstraction, which required much time, much imagination, and beyond doubt great maturity of mind.”
The concept of zero has been discovered three times in the history independently. It was discovered first by the Babylonians, the Mayans and the Indians. All these three civilizations used the positional number system for which the concept of zero is needed. The Babylonians tried to get away with this difficulty by leaving empty space where the missing  coefficients of particular order were to be found. Hence they would write a number such as [1; 6] for lets say 3606. But this did not solve the problem completely. In copy or reading these spaces could be overlooked, and particularly when two or more space were to be given it could be confused with one space. But since the Babylonians has the base as 6o the need for writing numbers with zero in between arises on a very few occasions than it does in the number system with base 10. In case of the sexagesimal numeration only in 59 integers below 3600 this arises; as compared to 917 cease in the base 10 system \cite{boyer}. The Babylonian zero is the first zero to arrive on the scene. To denote absence of a coefficient of a particular order in their representation of the number, the Babylonians used a special sign [after fourth century BCE], which is the a cuneiform sign looking like a double oblique chevron. The Mayans developed their positional system with base 20, but they were not consistent with the use of the powers of the base after the third position \cite{uni2} pg 670. The Mayans understood the concept of zero sign, but they did not have its operational usability due to their inconsistent positional system. In case of the Babylonians it was never understood as a number synonymous with empty and never corresponded to the meaning of null quantity. So we see that in spite of having the notion of zero the Mayans and teh Babylonians did not get much further in this. The Mayan and the Babylonian zeros are as given in the figure.
If we work out the number represented in these notation the numbers are:

In the Babylonian notation.

In the Mayan notation.

The credit of having a well conceived positional system, which is operationally useful goes to the Indians. This step was taken by simplifying the hybrid notation, by suppressing the signs indicating the powers of the base. This required a much higher level of abstraction: the zero. This can be regarded as “… the supreme discovery of mathematicians who soon would come to extent it, form its first role of representing empty space, to embrace truly numeric meaning of a null quantity.” The Indian civilization was the only one to achieve this great feat. This system came up as a result of conjunction of three great ideas :
1.The idea of attaching each basic figure with signs removed from intuitive associations.
2. The idea of a positional number system, in which the value of a number depends on its position in the representation.
3. The idea of a full operational zero, filling the empty spaces of missing units and at the same time having the meaning of a null number.
In the system thus developed it does not matter what signs or base we use for the system, if it rests strictly and rigorously of the principle of position and incorporates the full concept of the symbol for zero. The discovery of zero in India and the place value were inventions unique to the Indian civilization. The roots of the development of the positional number system in India can be traced to the use of spoken sanskrit [संस्कुत] numeral system [Treatment of the development of Indian positional system follows from \cite{uni1}, \cite{uni2}]. The sanskrit spoken language has for each power of ten an individual name, “… so that to express a given number, one only had to place the name indicating the order of units between the name of the order of units that was immediately below it and immediately above it.” In fact there are names to the powers of 10 till 10^140 \cite{uni2} pg. 134. This is what is required in a positional number system. From the sanskrit spoken numeral system the Indian system of numerical symbols was formed. As soon as place value system was rigorously applied to the nine simple units, the use of a special terminology was indispensable to indicate the absence of units of a particular order. The sanskrit language already possessed the word shunya [शुन्य] to express void or absence, which also an element of mystical and religious philosophy. So to express the new mathematical notion of zero the term shunya could be used. This is how the word came to perform the function of zero as a part of the counting system.
Indian mathematicians before discovering the place value system, used their fingers or concrete mathematical devices. The most common was the abacus; from left to right, the columns representing the various powers of ten. The first nine numerals were traced in sand or dust, inside the column of a particular decimal order. Thus the number 5247 would have been represented in the following manner :
If a particular order of units was missing, one only needed to leave that particular column empty. Thus for representing 5047 we would write:
So with all this the necessary ‘ingredients’ for the creation of the written place value system had been amassed by the Indians:
• Distinct representation of one to nine numbers, which had forms unrelated to the number they represented.
• Discovery of the place value system.
• Invention of the concept of zero.
Still some things were still absent for the perfection of the number system:
• The nine numerals were only used in accordance to addition principle for analytical combinations using numerals higher than or equal to ten, the notation was very basic and limited to numbers below 100,000.
•  Place value system was only used with sanskrit names for numbers.
• Zero was only used orally.
The only thing that remained was to combine these ideas. By using the nine bramhi [ब्राम्ही] numerals on the dust abacus this stage already had been reached.
The two methods of expressing the numbers bramhi numerals and sanskrit names of numbers were known to the Indian mathematicians. In the dust abacus the numbers were drawn in contemporary style. The numbers in sanskrit were expressed in orders of ascending powers of ten; from the smallest to the highest. So that 4769 is written as:
And it is read in sanskrit as:
नव शष्टि सप्तशत् च चतुरसहस्त्र
Meaning: nine sixty seven hundred and four thousand.
In the written numerals however the opposite order was used. The evidence for these methods goes back to third century BCE. IF we look at these two opposite ways of representing the number, indicates an inconsistency. This is what the Indian mathematicians expressed as :
अंकानाम वामतो गति:
Meaning: principle of the movement of numerals from the right to the left.
Since the brahmi had a limited numeral base [highest number expressed was 90,000], so any calculation larger than this was to be expressed in the sanskrit names for the numbers. In the dust abacus extremely large computations could be performed, and the successive columns in the abacus always rigorously corresponded to the consecutive powers of ten. The same mathematical structure was present in the sanskrit counting system. Thus each system was a mirror image of the other. Though the numbers are read from the right to the left from the smallest to the largest. The structure of the abacus is such that the mathematician has no other choice but to follow the principle
अंकानाम वामतो गति: principle of the movement of numerals from the right to the left.
The solution to write a number in this way was to start with the column for the simple units. This led to the abandonment of the old system. By beginning with highest power of ten, one immediately knows the size of number we are dealing with, but this did not facilitate drawing. Hence the opposite system was adopted; no matter how high a number, there could be no mistake as to which column to write it in. This was conserved when the positional notation was invented using numerical symbols.
All this lead to the following notation, “the numbers reading from left to right in descending powers of ten, constituting a faithful reproduction, minus the columns, of its representations on the abacus, as well as reflection of the abridged form of the corresponding sanskrit expression. Thus came the decimal position values which were given to the first nine numerals of the old notation. This was the birth of the modern numerals.
Now to convey the absence of units in a particular decimal order a new symbol was necessary. This was not required in the case of the abacus, but in the new positional system it became a necessity. The  language already had the word symbol that expressed the concept zero, the shunya, it also conveyed the concepts such as sky, space etc. The circle has been considered as the representation of the sky, hence through a simple transposition of ideas it came to represent the concept of zero. Another sanskrit term representing zero was bindu [बिंदु], which literally means “point”. The point is the most insignificant geometrical figure, but for Indians the point represents the universe in non-manifest form. The point is the elementary of all geometrical figures, with potential for creating all the shapes, and hence was associated with zero. Zero is the most negligible quantities, but most fundamental of all abstract mathematics. The point also thus came to represent the zero. The two forms of the Indian zero are as shown in the figure below.The most likely time that the positional value system and zero were discovered is in the middle reign of the Gupta dynasty which ruled the Gangetic plains from about 240 to about 535 CE.

Along with the loaded philosophical connotations that were associated with the word shunya it served to mark the absence of units within a given decimal order in any position; the point or the little circle were used in the same way. This zero was also a mathematical operator; if placed after a number, it meant the number was multiplied by ten. Thus the three significant ideas that we have mentioned earlier were combined to give us the modern positional number system. Soon after this the concept of zero was perfected. Zero was given the status of a number, i.e. to say its cardinality was recognised. After this various arithmetic operations on and with zero were defined, which led to foundation of modern algebra .
The Arabs got this positional number systems from the Indians. The Europeans in turn got this system from the Arabs. The origin of the word zero or cipher can be traced back to this transfer of the positional number system to the Europeans from the Arabs. The Indian word for zero is shunya, from this the Arabic name sifr meaning vacant was given. When this was transferred to the Europeans the sound was kept but not the sense; Fibonacci called it zephirum. This was then passed over as zeuro, ceuero, and zepiro, which finally led to the current day synonyms which are the zero and the cipher.
References

Boyer C. B. :
Zero: The Symbol, the Concept, the Number
National Mathematics Magazine, Vol. 18, No. 8 , May 1944
Irfah G. :
The Universal History of Numbers I
Penguin, 2005
Irfah G. :
The Universal History of Numbers II
Penguin, 2005
Ore O. :
Number Theory and Its History
Dover, 1948

# Prejudice and Pride

Pride and Prejudice
As a part of the graduate courses we had to do a few presentations. During the course on sociology of education I reviewed a book Prejudice and Pride by Krishna Kumar. When I was first told about the book I was not too keen to do the review, as the title suggested nothing about the content of the book. But when I was told about the synopsis of the book I became immediately interested. So what is this book with a title made by rearranging the title of another famous book by Jane Austin about. So we will first talk about the subject matter of the book.
As the back cover of the book says it is a comparative study of the modern representations of modern history in Indian and Pakistani textbooks. The book consists of an inquiry into the perceptions of the past that the Indian and Pakistani children encounter at the school. So the book is about the kind of history being taught in the schools to children in India and Pakistan. So we being the children and product of such an education do differ from our Pakistani counterparts in our  view of history.
History as it is known is seen by different people differently. For some heroes are villains and vice-versa if change the sides of a given conflict. Thus for us Indians the British officers who established and firmed the British rule in India would be villains whereas for the British they were heroes. So to form an objective view about the history of a particular event is very difficult if not impossible. One of the reason for this is the fact that we depend upon historical evidences for building the image of the past. These evidences may be in form of reports, books or other works and folk tales about that particular event. Thus we will be most of the time biased and subjective about the information that we have to build upon the image of the past we have. It will be no wonder that the images of the past that are familiar to us, are at times starkly different from those brought in a different culture.
In general there is gloom in the education systems of both the countries. India is no more better off than Pakistan in general in the education field. The subject matter of this work in particular is the history as taught in the two countries. In a sense there is an absence of academic curiosity in both the countries towards each other. We have no ‘experts’ in India on Pakistan and likewise for Pakistan. Compare this with the experts that the USA and the former USSR had for each other during the cold war era. There were entire think-tanks dedicated to know about the ‘other’.
In case of India and Pakistan, both the countries live under the impression that they know each other. This emanates from the fact that the ‘other’ is, after all, a former aspect of the ‘self.’ India and  Pakistan are politically so far apart, but, geographically and culturally so close that there is no room for an epistemic space between them. This makes us believe that we know the ‘other’ too well.
One of the roles of education in the modern states in the world is imparting a sense of national identity. The children are indoctrinated via history to have a ‘nationalist’ character. So history as taught in the schools takes the burden of nation building than any other subject that is taught. One of the roles of history to arouse the interest of the young in the past and to inculcate a respect for it is sidelined in modern day India and Pakistan. Whatever debates that are present in India and Pakistan on the teaching of history are political and not pedagogic. The pedagogic uses and role of the subject of history has been given up for the more important role of history as tool for nation building.
Why the modern history?
The author choose to concentrate on the modern history of the sub-continent. The ‘modern’ is meant to connote here the era from 1857 to the freedom and formation of the two nation identities in 1947. The older history of the sub-continent is more controversial in the sense that the views that are portrayed by the history as taught in the two nations are radically different. ‘Invaders’ in India are seen as ‘heroes’ in Pakistan. No wonder that even the modern history of the two nations is subject to the bias of the respective countries.
What most people and more importantly the young children don’t realise that there is always another view of the history, through which the now familiar events look totally alien to us. When we come across such histories there is a sense of  jamais vu involved. Suddenly the things so well known to us are entirely changed in terms of the perspectives. Also the events that we think are important with respect to the history that we are taught, would be trivial in some other histories.
Modern history has greater potential to for engaging children in activities connected with the study of the social sciences than the history of other periods has. So this has the potential to establish the modern period as a subject matter for advanced studies. It will help promote a better understanding between India and Pakistan by helping readers in both countries to grasp how a common recent past is looked by the other.
In this case the researcher being an Indian the impartiality of the researcher demanded great self restraint and imagination on the part of the researcher. Unknowingly the researcher would be biased in forming the opinions which are so ‘clear and simple’ for us. So one of the major objectives of this study is to examine the rival ideologies of nationalism into which schools attempt to socialize the young. Another objective being a probe into the politics of history writing as a means to understand the contribution that schooling makes to the Indo-Pak conflict.
Many things that come out of this study are interesting and I was surely taken aback by some of them. The familiarity that we have with the events of the past is lost when we take the `other’ perspective into account. The study was based on the sample of textbooks taken from both the countries.  The Pakistani text books that formed the part of the study were both privately published and published by the various state boards. The regional variation in the text books of Pakistan was found to be much less than than in India. The Indian sample consisted of the books by various state boards, ICSE and NCERT and CBSE.
The Challenge of The Past
In this section we discuss the cognitive challenge that teaching history at school might present to children. Before coming to the school the children have some tacit knowledge about the past. By primary socialization it is meant the induction of the child in the society. When the children are introduced in the society they are taught the customs, practices and norms of the society that they are going to be a part of. During this a certain amount of knowledge is essentially passed on to the children, which helps them form an identity for themselves in the contemporary society that they are a part of. So by the time children go to school they have acquired the basic deeper imprint of membership of a society as an outcome of primary socialization.
The school thus gets a child with the basic notions already formed, and these are very difficult to change in the school. The school has no option but to work with the personality of the child thus formed. The schools are seen as instruments of cultivating loyal citizens. And in the secondary socialization the children are socialized into an ‘approved’ past. This ‘approval’ is from the state. Also the difference between the awareness and knowledge is quite often blurred for the children. For example consider the statement
India gained independence from the British rule on 15th August 1947.
Now just to ‘know’ this information as a matter of fact is quite different from having a deeper knowledge about the notions of independence, rule etc. Almost all people know this, but how many of them can actually understand the meaning of a sentence like this, when it is translated in terms of the events, people and the circumstances that were present at that point of time. Events which occured in the past require us to appreciate the circumstances, values and choices that shaped the people who were involved
To analyze historical events we need to go into a time frame without being completely submerged in it. By this it is meant that we have to see the ‘past’ in terms of the ‘past’. We should not cannot impose the contemporary beliefs, thoughts and values on the people and the events of the past, because if we do that we might loose the view that the people of the past had. Thus the cognitive challenge that history presents is certainly great and it requires much more processing on the part of the learner who is presented with the facts of the history. For in history each event has to be seen in dual mode:
1. The given event as the outcome of the events preceding it.
2. The given event as the cause of events following it.
Thus for example when we see the rebellion of 1857, we have to see it in the light of the events that caused it, and at the same time we also have to see it in the light of the events that it caused. How we see a particular event would strongly depend on what framework of history we already we have. The most natural way for us to see any event is to fit it in the framework that we already possess. Also anomalies, if any, are usually ‘interpreted’ in a way to fit the framework. Changing the framework itself is very difficult even for the adults and I guess almost impossible for the children. For example if we are told that ‘Gandhi was not at all important for the freedom from the British,’ then how are we going to react? We have been always ‘told’ that this is so, so we believe it. The point that I want to make here is not just about the role of Gandhi’s involvement in the freedom struggle, but rather just to give the reader a taste of what change in the framework could result in.
Coming back to the two positions that a reader in history has to take into account, cognitively what is requirement for making such conjectures? This requires on the part of the children the capacity of  reversibility. The reversibility as defined here is the reversibility of the Piagetian tasks. Piaget places the ability of the reversibility in the concrete operational period of his framework of cognitive development.
One of the ways in which the reversibility can manifest in the children is reversibility of thought.
The children thus have two main difficulties that they face when they are learning history in the school. One of them is cognitive and the other is sociological plus cognitive. The impact of culture upon the image of the past that we have is tremendous, and this is particularly true for children. A child can be often presented with a version of history as a part of primary socialization, which is not the one which is ‘approved’ by the state. The popular social memory both in India and Pakistan about the events in the past shapes the framework of the children, according to which they try to make sense of the facts presented to them later. In this case it will directly conflict with the knowledge that is presented in the school. For example if a child is told at the home that ‘Great unjustice was done only to Hindus during the partition’, then this is certainly going to conflict with the ‘approved’ version of the history being taught at the school. This is what I call the sociological plus cognitive problem that the children face. How can something be true and also be non-true at the same time? This I guess is not only a problem with children but also [more] with adults. The notion that there is only one truth, and that is what I believe in, the rest are propaganda’s seem to fit the right wing frameworks present in both the countries. The very idea of reality can be seen in a different light is not acceptable to most of us. Why? Because we don’t want to be in a world where we cannot understand something that is not the part of our standard framework.
The other major problem that the children face is cognitive. This relates to the fact that how much the teaching of history at school attunes itself to the cognitive levels of the children. As we have seen the interpretation of historical events requires a notion of reversibility on the part of the learner, how many text books address this fact, or even take into account this. As in India so in Pakistan the role of history as a subject is seen more as a subject to be passed than anything else. The pattern of rote learning the subject without understanding the complexities of the issues involved, seems to be the idea of  doing history in both the countries. More emphasis is on the ‘knowledge’ part than on ‘awareness’ of the subject at hand.
Also as far as the ‘good’ careers are concerned the subject of history is taken over by more fruitful subjects of mathematics and sciences. So history is just seen as an auxiliary subject which has to be passed, and which can be passed without understanding, because it is not going to help you in the future to secure a ‘good’ career.
Frames of Popular Perception
In this section as title suggests we will focus on the frames of perception by which the general population forms a framework so as to understand the past. For this we have to understand the notion of  the ‘other’. What is meant by the ‘other’? In both India and Pakistan the past is intertwined with the current and evolving perceptions of the ‘other.’ Our own national identities are seen in the frames of perception by hinting at the ‘other’. Each side has something of the other in it. Each country presents a strong case of dependence on the ‘other’ for defining itself. Thus question can be raised that ‘If Pakistan is an Islamic state how can India be a secular one?’ For if India were a truly pluralist society there would not be any need for Pakistan. We see that India’s portrayal as a ‘secular’ society as opposed to an ‘Islamic’ one in Pakistan is exactly this. We need to contrast ‘our’ nation with ‘their’ so as to prove our identity.
I liked this part of the book very much. It really shakes you and your perception about the past. So what this essentially means is that there is a Pakistan which we Indians may not have the epistemic means to fathom and same is true for a resident of Pakistan for India. It really provides you with a clue of how hard it is to let go the perceptions we already have. As for the case in Pakistan education there has succeeded in dissociating partition from its painful violent reality and has in turn converted it into an achievement for all Pakistanis. The very idea that India does not accept Pakistan’s existence and Pakistan poses no real challenge for India are the two sides of the same emotion. The point that is being made here is that do define the very concept of Pakistan as a nation in the past and in the current times, the perception of the ‘other’ is being taken into account.  Thus the national self awareness is also determined by reference to the  ‘other.’
For case of India the event of Partition is seen as an inevitable turn of events. While the current view of Pakistan is in terms of an active supporter of terrorism. Also due to the unstable democracy in Pakistan a view is that [I somehow liked it very much] ‘An army looking for a country’. Most of the Indian perception about Pakistan is derived from pre-partition memory and the wars that followed with Pakistan. Thus we see that the notion of the ‘other’ is interwined with our past as well as our present.
Ideology and Textbooks
The state in both the countries wants to present its ‘approved’ version of the history to children to inculcate in them the qualities of an ideal citizen of the given state. No wonder that the history as seen in the different frameworks will be different. In this approach the textbooks are instrumental, and this is a direct descendant of the colonial past. Under the British rule in the sub-continent the history was presented in a version that was ‘suitable’ for the administrators. In case of India the Kothari Commission showed willingness to turn nation building into an ideology and to see the education as a prime instrument to propagate it. In India there is a leftward tilt, with the political ideology being essentially modernist and progressive, while pedagogically it is conventional in character. Why this stark contrast in the philosophy and the pedagogy of the history being taught is the question that we want to ask. This is partly because it suits the state ideology so.
In the case of Pakistan the urge to define and construct Pakistan as an Islamic nation occupies the central place in the system. The concern for national identity of Pakistan occupies form of an obsessive mission, for which ‘evidences’ are seen throughout the history of the modern era. Thus ideology is used in Pakistan to indicate a rationale for self identity.
In India recent trends to ‘color’ the content have been started, against the official policy to propagate a secular version of the nation. The colonial past gives a common heritage to both the countries in terms of the central control over what is taught and how it is evaluated. In both the countries the prescribed textbooks form the de facto curriculum. Questions like
In what way did the revolt of 1857 influence the nationalists during the struggle for freedom?
which do appear in exams relate to the fact that there is a way in which the revolt influenced the nationalists and this is the way which you are supposed to know and write about. Does this not destroy the notion of history itself, for the facts themselves can  be evaluated in terms of framework you see them in.
I cannot help here but to bring from the philosophy of science the notion of ‘theory ladenness of data.’  This is one of the factors which led to the downfall of the Logical Positivists, in the late half of 20th century. What this essentially means is that whatever observations that we have, can be interpreted by us only in the terms of the theory that we are working with. This is something which you cannot do away with. The Logical Positivists on the other hand believed in the exactly opposite thing. They thought that the observations presented an objective truth which can be evaluated without any reference to theories. But this I guess is a normative position than a descriptive one as regards to the science. This view is obsolete in the philosophy of science and now philosophers do believe in the theory ladenness of data. More cannot be said to be true about the subject of history itself. Though it took some time for the philosophers of science to realize, this has been always the case with history. The notion that science is objective in terms of the outlook,  unlike history was abandoned.
Here I cannot but restrain myself from giving example from George Orwell’s 1984, where in Ministry of Truth’s dictum says:

Who control the past, controls the future.
Who control the present, controls the past.
Is this not what our governments are doing? The more I think about this more I am convinced that our present state has the form of the Orwellian state. Where in the past is rewritten so as the state is always right. The difference being that our textbooks were written once and have been propagating the same stories since then. Is not the state trying to control the future, in terms of the citizens that are being made by the education that is imparted to them. This I guess is the Nehruvian vision, where the educated elite are supposed to keep out of politics. Politics in most of the ‘good’ families is seen as a ‘dirty’ game, where people from ‘good’ families should not get involved. But does not the history stand against evidence to the fact that almost all of the people who were involved in the freedom struggle were from ‘good’ families. During the freedom struggle it was a prestige to be involved politics, but what has changed in the years in between so that the roles are reversed. What the education has succeeded in doing in India, is to dissociate the learned elite from the actual political situation in the country. Is this not the state at work?
Rival Histories
Now we come to the main part of this work, the rival histories that the school children of the two countries are being presented with in the schools. The words and events which have a common meaning in one country have totally different in the other. The very word freedom has different meaning for both the countries, India ‘woken up,’ whereas Pakistan was ‘born.’ Here again I would like to borrow an idea from the philosophy of science; Kuhn’s idea of incommensurability. The basic idea is that different theories or paradigms can be hard or impossible to compare, in a properly unbiased way. Thus when we see the different events in modern history, in the two different paradigms of the two states, they no wonder appear to be entirely different. To say that one version is correct and another a distorted version of it, is to loose the whole point so what is being said here.
The memory of the struggle with the British has great memory for both of the newly born nation states of India and Pakistan. The emergence of the national identity forms a central theme in the histories of both the nations. For the consolidation of the nation state, this memory needs to be preserved and passed on to the next generation. Only then the nation state will be successful, otherwise be in demise. Thus the state itself works towards its own growth and welfare, just as The Party in 1984. This is done for the respective nations by recasting the record of their freedom struggle into a narrative for the young.
Hence we
have two prototypes of the same event, one which serves the interest of each nation state. Thus were born the two ‘master narratives’ for the two nation states. But the question is, should they be the same? In both the states the school historians take the ‘national’ and ‘approved’ stance on the past.
So what is the framework in which this evaluation is done in? In this work, three themes have been explored in the context of the material presented in the textbooks of the two nations.
1. Politics of mention: By politics of mention it is meant the decision to include or exclude a particular name or event in the discourse of history. This in turn is directly influenced by larger process of identity building.
2. Pacing of the end:Both the systems have a different pacing towards the end of the struggle. The aspect of story telling having many linkages to the politics involved, but it also has to do with nature of educational system, how it treats knowledge as a body of fact. More attention is given to the individual facts, rather than to the connections between them. Also there is a rapid movement between events, without ascertaining the causal relationships if any between the end.
3. Conception of the end: Both the narratives come to a stop in 1947. The end point is conceptualized very differently in the two master narratives. For the Indian master narrative the freedom and partition is seen as a great achievement, along with terrible sense loss and sadness, and a sense of failure to subvert a conspiracy is embedded. Whereas in case of  Pakistan it is seen as a remarkable achievement, which is somewhat mitigated by a sense of injustice. For the Indian master narrative the history starts in ancient times and comes to an end in 1947. And in case of Pakistan, the ‘end’ marks formal beginning of the nation state called Pakistan. In fact the history of Pakistan starts from 1947.
Blurred Divergences
With the given animosity present between the two countries we would expect that the histories present in the textbooks would be mirror images of each other. But this is not the case, the two narratives are related but in a highly complex manner. Both the narratives follow a path which see to it that the events and persons mentioned the master plan of each. It is not that eminent personalities are portrayed as villians in the other history. Both focus on ‘high’ politics rather than social dynamics; decisions taken by eminent leaders and British administrators. The freedom struggle is treated as an allegory, composed for the purpose of reminding the young that they are inheritors of great storehouse values. One of the epistemological difference between the two versions is that the Pakistani version focuses more on ‘how’ was freedom achieved and the Indian narrative focuses on ‘why’ it had to take the form it did.
A Beginning Located
So what is the starting point in both the master narratives? Both the master narratives take the Rebellion of 1857 as a starting point of the route to freedom, which ends in 1947. The textbooks of both sides convey the impression that rebels were inspired by a dream of national independence. But the words such as ‘national’ or ‘nationalist’ are not qualified and are not cautioned against. The very fact that these notions do not apply in that era as they apply now is seem to have been forgotten by the writers on both the sides.  So we come to a question of whether there was there any ‘nationalism’ in the revolt of 1857? Most of the Indian writers answer this question positively, and see the revolt as the ‘first war of Indian independence.’ As of now there is not any clear consensus on the issue. One of the ironies that the revolt presents is that of the so called ‘rebels’ and the ‘educated Indians.’ Whereas the rebels are presented to be against the British, the reasons cited are political and religious, whereas the various religious and social reformers who were contemporaries of the same rebels are presented in an entirely different light. What is forgotten that the very reformers which have supposed to lay the seeds of the social enlightenment in India were very supporters of the British rule.

Children [and I guess even most adults] are not allowed to realize that events of 1857 look remarkably different from different perspectives. In the Pakistani textbooks the events of 1857 have to be placed as the formal beginning of the master narrative. 1857 is seen as an attempt by the Muslim rulers to throw away the British rule and re-establish Mughal rule; attention is brought to the fact that Muslims as a community were willing to fight for rights and status. So who according to the narratives are the heroes of 1857? The Indian narrative answers in plural as
Mangal Pandey, Rani of Jhansi, Tatya Tope, Bahadur Shah Zafar, Nana Saheb. But in case of the Pakistani texts the discussion of 1857 is not elaborated much. For any elaborate discussion on 1857 would show that Muslims and Hindus were capable of fighting as an unified force, and this would certainly not fit in the master narrative of Pakistan. For Pakistani writers any pedagogic narrative should serve a dual role; it should describe how the colonial rule ended and should also explain how Pakistan came into being. So this represents a problem for the writers of ‘Pakistan Studies.’ The other dilemma is in the structure of the narrative itself. One of the key figures in the start of the Pakistani master narrative is Sir Sayyid Ahmad Khan, who is presented as a ”great hero” and sided with the British during 1857. So how will Pakistani writer solve a dilemma like this:
If it is a war of independence waged by the Muslims against the hated British foreigner, how can Sir Sayyid Ahmad Khan, who sided with the British and condemned the native rising be presented to the students as “great hero” and “the greatest thinker of Pakistan?”
So what do we make of this?  The events in 1857 can be seen as a last convulsive movement of protest against the coming of west on the part of traditional India. Though the revolt did have great influence on the subsequent struggle, it is hard to say that it was in any logical way connected to this struggle. In both the narratives the scale of the violence that took place in the revolt remains vague. Why should be this so? This is an unanswered question.
Both in character and content the topic of national character contrasts sharply with the revolt of 1857. The textbooks even at the lower classes attempt to convey to children a notion of the reform movements; terms like ‘tradition’, ‘progress’, and ‘reform’. But how much of this the children are cognitively capable of learning is a question. I guess even how many adults can understand these notions. For the Pakistani writers the aim is to impart the ability to ‘understand the Hindu and Muslim differences and the resultant need for Pakistan’. Whereas for the Indian writers the idea of secularism has to take root in the nineteenth century reformers. Hence they are said to be ‘deeply influenced by the ideas of rationalism and humanism and of human equality’.

We now take a look at the presentation of Sir Sayyid Ahmad Khan in the two narratives. In the Pakistani master narrative he is the key figure post 1857 and most of the attention is on the Aligarh movement. The foundations of the Pakistani Master Narrative are established in this era. The categories ‘Hindus’ and ‘Muslims’ are constructed, with some stereotypes accommodating the master narrative. The ‘Hindus’ are given certain essential unalienable properties which are supposed to the part of their nature. They are supposed to be cruel, manipulative, unreliable.
The idea that there was a tacit understanding between the Hindus and British to undermine and rule the Muslims runs through the master narrative. Thus Muslims are seen as the oppressed lot who rose for themselves to create a separate state. Sayyid Ahmad Khan is presented in Pakistani textbooks as solitary person ahead of times; a great leader and a visionary and most importantly who introduced the idea of two nation theory. Though he is verbalized as a great man; he is a as a tool to stigmatize Congress. The connotations that Congress has are that it was a pure Hindu body, and it is used to stereotype Hindus as selfish and sectarian people.
In the Indian narrative on the other hand Sir Sayyid Ahmad Khan he is just one of the many reformers that are present during that era. Three major themes of his work are covered in the the textbooks of both sides. They are:
1. Conciliatory view of the British.
2. Caution against representative democracy and Congress.
3.  Institutional work to promote Western Education among the Muslims.
But only the last one is emphasized in the Indian textbooks, so that he becomes just one of many. The special status that is awarded to him in the Pakistani context is absent in the Indian context.
Tools that are required to read into the cultural awakening are not presented to the students. Even if somebody wants to understand the meaning of the terms involved there is no potion but to memorize.
When one reads the texts the unfortunate impression is given that Congress was set up in one day, with clear cut aim for the liberation of India from the British rule. Just as the anti-Hindu sentiments run throughout the Pakistani master narrative, the idea of ‘Divide and Rule’ by the British runs throughout the Indian master narrative. The partition of Bengal on the religious lines is an example of this. But in the Pakistani master narrative Jinnah’s participation in the Congress during the Bengal movement period is suppressed in the Pakistani texts as it does not fit their master narrative, in which Congress is a purely Hindu body and primarily anti-Muslim.
The formation of Muslim league is presented as if it was a natural outcome of the conditions present then. Since the Congress was a purely Hindu body, the Muslims were left with no political organization of their own. So to make the voice of the Muslims to be heard the formation of a Muslim political organization was the only alternative left. The Muslim League was formed as a result. The Muslim League thus steps out of history assuming the status of quasi-divine mechanism that Muslims of India always needed. The formation of the Muslim League is presented as culmination of social and political awakening of the Muslims. On the other hand in the Indian textbooks the creation of the Muslim League is seen as another version of the ‘Divide and Rule’ policy of the British. Thus we see that how one event viz. the formation of the Muslim League ‘fits’ properly in both the master narratives, which have their own agenda of reaching the summit in 1947.
Unity and Breakup [1916-1922]
Even though there were basic ideological differences present in the view points of Congress and the League some sort of communal harmony was present during the events leading to the Khilafat and the Non-Cooperation Movements. So we see now this era of harmony between the two political parties is portrayed in the two textbooks. It is at this juncture that Gandhi enters the political scene in the Indian narrative. As he became the leader of the national movement, the movement is transformed. The transformation of the movement was in terms of the class and the region of the people participating in the movement. Thus the movement became a mass movement due to arrival of Gandhi, and he is seen as a hero in the Indian context. Contrastingly in the Pakistani texts Gandhi is characterized as a ‘Hindu leader.’ The significance of Gandhi’s entry into politics is reduced significantly. The very fact that during this period the freedom of Pakistan depended so much on the freedom of India is oblivious to the writers [and hence to the readers] in Pakistan.
The Khilafat Movement
In the Indian context the Khilafat movement marks the high point of Hindu-Muslim unity. This incidence is always seen in a secular light, hence the triumph of secularism is seen as a guiding value of national movement. The Khilafat movement is to be seen as ‘golden opportunity for cementing Hindu-Muslim unity and bringing the Muslim masses into national movement‘.  On the other hand for Pakistani writers Khilafat along with Hijrat, is remarkable for the fact that Hindus and Muslims worked jointly for their success, but this could not continue because of `the hostile attitude of the Hindus toward Muslims became evident.‘ Also the idea of anti-Muslim sentiment runs throughout the narrative. This statement reveals this idea; `It is obvious that no Hindu could be seriously concerned with whether Khilafat was to survive or not.’ In the Pakistani texts the  Jinnah’s opposition to Khilafat movement is suppressed, as this would not fit the master narrative in the light of the later events. Maybe somebody should raise a question:  How can Quaid-e-Azam oppose the Khilafat movement which was so dear to the Muslims?
As far as the Pakistani narrative is concerned Gandhi is presented as a shrewd character who used the Khilafat movement for attaining his goals. The fact that Gandhi called off the Movement after the Chauri-Chaura incident is portrayed as a decisive moment in Muslims organizing themselves instead of looking for allies. Whereas in the Indian context Gandhi’s role is unique and has three broad dimensions:
2. An imaginative strategist.
3. A social reformer.
Gandhi is the superman of Indian politics, he can do no wrong. The status that Gandhi achieved remains a mystery, so do the reasons for choices he made. There is no way the readers can understand the political games that were played, in the era, as only facts without much interpretation is presented. As far as Gandhi is concerned in the Indian narrative, politician in him is left out; only Mahatma remains. One of the basic premise of Gandhian thought that substituted the value of loyalty to state by self imposed structure of moral behavior is not discussed. The withdrawal of the Non-cooperation gives us the side of Gandhi as a whimsical leader; the explanation. The instinct in the Indian master narrative is to present secularism as an innate value of Indian nationalist movement. This allows the Indian writers to present demand for Pakistan later as sudden and ahistorical an act of manoeuvre on the part of Jinnah and the British, which is seen as a part of the ‘Divide and Rule’ policy of the British empire.
After the mid 1920s after the withdrawal of the Khilafat movement the writers with difficult years to dwell on.   For the Indian narrative there are no dramatic events in this period. There was a lot of communal violence that took place during this period, which is ignored by both the sides. As the Pakistani narrative dwells on the characterization of the people on religious lines viz. Hindus and Muslims, the Indian narrative calls for characterization in terms of  ‘nationalist’ and ‘communalist’. The young are trained to regard ‘nationalism’ and ‘communalism’ as antonyms.Nationalist as ones who fought on behalf of all Indians; communalist as one who fought for their own communities.
Why is this done? Why is the violence sidelined in both the narratives? One of the basic argument given in this favor of is that children should not be exposed to violence. But is this a valid argument? The reason for not exposing the children perhaps lies in the nature of nation building role which schools and history textbooks are supposed to perform. This role demands filtering out of the record of communal violence from the narrative of the national movement to whatever extent possible. Why should be this so?
In the Pakistani texts a key difference that is evident is in the portrayal of Congress. Congress is portrayed  as a single, cohesive, Hindu body, without any internal differences. The Hindu Mahasabha, which was the right wing political party of the Hindus is politically and ideologically merged with the Congress. This is done so that a Hindu Congress can be well targeted in the Pakistani master narrative.
The Nehru Report
The report prepared by Motilal Nehru, known as the Nehru report is passingly mentioned in the Indian textbooks. But this report is one of the milestones in the history of Pakistan. From what is found that in the earlier episodes of history there is a difference of perspectives and approach in the two master narratives, but in this case there is a total disagreement. This is seen as the last straw of Congress-Muslim relationship. Jinnah presented his fourteen point program in response to this report. Whereas this response by Jinnah is hailed by Pakistani texts, as a step towards the reality of a Muslim nation, in the Indian texts this response is seen as ‘communal’ in character. In fact in the Indian texts there is a tacit policy to give no significance to organized Muslim response at the  secondary level. To regard such demands as purely communal in nature, and to hold such ‘communal’ demands in sharp contrast to ‘national’ demands is to equal to thinking ahistorically. Then in such a framework of  ‘communal’ and ‘national’ where does the support that Khilafat movement got [which was purely religious] fit in? Clearly the Indian textbook writers are missing the point here. How can one movement be ‘communal’ and the other be ‘national’? This clearly shows it as attempt to evaluate a given event with variable standards so as to ‘fit’ the master narrative.
After the 1930s the common points of reference between the two narratives become scarce, and they diverge rapidly. The two narratives employ different persons and events which lead to the desired end. The Indian narrative becomes vary fast in this case, whereas the Pakistani one becomes very slow detailing events that lead to the formation of Pakistani nation state. At this point  how and why make the crucial difference between the orientations of the narratives.  After the naming of Pakistan occurred, Pakistani account finds adequate reasons to under emphasize or altogether ignore even major events afterwards. On the other hand in the Indian narrative the task is to celebrate the struggle and the triumph of the ‘secular’ inspiration; due to this political struggle of religious and other separatists is forgotten. Even the mention of the names of important separatists like Subhas Bose are passingly mentioned.
Since the ‘communal’ activities increased in the last decade, Indian historians have to race through this decade. But in the Pakistani narrative this is the decade worth discussing. In this decade the Indian textbooks mainly concentrate on the civil disobedience movement. And the discussion usually starts with Gandhi’s Dandi march. But the issues and conditions under which this act was done remain mysterious. What exactly Gandhi hoped to achieve by this and why did he do it are unanswered questions. What is presented in the texts is just the factual information about the march without explaining the deeper meaning associated with it. Most of the Indian texts suppress the fact that civil disobedience did not attract the Muslim participation. Also worth noticing is the fact that reference to the Round Table Conferences and  Poona Pact are meagre. The Indian historians looking at the events in the decade with a secular lens, fail to even mention the communal divide amongst the various sections in India. The reader is thus left unaware of the gravity of the communal problem present during this time. Still the image of all Indians, regardless of their religions, fighting against the British rule runs through the narrative. This creates an epistemic shock when demand for a separate Muslim state is made in the 1940s and the demand seems unjustified and ad hoc.
In Pakistani texts the three main things that, have a different focus than the Indian texts are.
1. Focus on Iqbal’s Allahabad speech.
2. Lack of emphasis on Civil Disobedience.
3. Importance given to all three round table conferences.
And the key issue for the Pakistani texts remains the Congress’s refusal to acknowledge the minority problem. This struggle is presented in many texts as the struggle between the Father of Nation on the Indian side and Quaid-e-Azam on the other:
Gandhi insisted that there was only one nation India which were Hindus. But Quaid-e-Azam replied that Indian Muslims were also a separate nation of India which had its own interests.

Thus we see that the facts are once again presented in a way so as to fit the master narratives, leaving out the things that do not fit in, emphasizing only the aspects that do fit in the narrative.
The Government of India Act [1935]
Texts of both the countries mention the main provisions of this Act, in which regional governments were setup, in the different provinces, with the majority being in the hands of Congress. In the Indian texts little is said about the Congress being in power; the era presents no inspiring events for the reader. In the Pakistani texts the results of the election are portrayed as a shock to the League, and which saw a gloomy future for the Muslims if a democracy is setup in India. The Muslims due to smaller numbers will have no say in the government so formed democratically. This brought the Muslim league to the ground reality,  also led the transformation of Jinnah from idealist to political realist.
During this era the Congress governments did some works, which is very sketchily or not mentioned at all. One of the works that Congress governments introduced was the Gandhi’s Wardha scheme for educational reforms. This is not mentioned or elaborated in the Indian texts. But contrastingly in the Pakistani texts this is one of key issues to be discussed. But why should just some educational reforms, that too at the school level should be worth discussing, when other major events are not discussed?
One of the key features of the Gandhi’s Wardha Scheme was the use of child’s mother tongue as a medim of instruction. Particularly in the United Provinces this meant that  the traditional education in urdu to be replaced by that one in hindi. This scheme was seen as an alternative to bookish education. But in the implementation of the scheme many things happened which no body anticipated. The song of vande mataram was supposed to be sung by all school children, which is considered as anti-muslim in nature. Also in every school portraits of Gandhi were placed, which further made muslims irate. And finally the school were to be called vidya mandirs which means a temple of education, but this was very provocative for the muslims. The Muslims saw this scheme as a means to destroy their religion, by aiming at their children. Thus if the children are targeted and taken away from Islam, there would be no next generation of Muslims left in the country. This was a grand plot eliminate muslims forever. The interesting point to be noted is that, Gandhi had deliberately left out religious instructions in this scheme. But the things went the other way.
The contrast between the two texts sharpens as we enter the last phase of the struggle. Quit India movement is the major event in the early 1940s in the Indian narrative, whereas Lahore resolution is the major event in the Pakistani master narrative. The Quit India movement gives the Indian school historian a perfect material to dwell upon and write about in the master narrative. All the key elements of the narrative are present: adventure, heroism, moral struggle and determination. The movement is portrayed as the ultimate patriotic adventure with no trace of politics. The INA follows the Quit India and maybe seen as a continuation of the same. The differences between Subhas Bose and Gandhi are not highlighted. In case of the Pakistani master narrative Lahore resolution is the master narrative, whereas Quit India presented as detached, uninspiring story. The Muslim League is shown to have attained clarity and cohesiveness due to its bitter experience with Congress. The fact that League would push for independence not only from the British but also from Hindus, is seen as unavoidable.  The Pakistani authors appear to be gripped at this juncture by the urge to trace and retrace the familiar record of past references to Hindu-Muslim differences and the idea of partition. The names like Lajpat Rai and Savarkar appear along with Syed Ahmad Khan and Iqbal in context of the idea of partition. Here the Congress is represented as a cohesive Hindu body aimed at destroying the Muslims.
The Cabinet Mission is mentioned, which was supposed to but what it meant or why it failed is hardly explained. The Congress-League relations in this era are not emphasized, while the Cabinet Mission plan is trivialized. In the Indian texts the structuring is around the anxiety to explain why the congress accepted partition. A feeling is created that partition was not completely inevitable but was allowed to take place. Now since the secular nationalism is a superior force, its proponents accepting proposal of division based on religious lines calls for an explanation. A distinction is made between the ‘acceptance’ of an impending course of events and the ‘acceptance’ of the inspiration that this impending course of events was based on. The second part consists of mitigating the scale of success which morally inferior idea of communalism achieved by forcing Partition. ‘The Nationalist leaders agreed to Partition of India in order to avoid the large scale blood bath that the communal riots threatened. But they did not accept the two nation theory.’ Thus Partition is seen as an outcome of circumstances, not as the failure of Congress’s ideology.
In the Pakistani narrative this is the peak of the narrative, the accomplishment of Partition is ascribed to Jinnah. Jinnah is portrayed as semi-divine visionary who succeeded against all odds in getting what he wanted. But the irony about the portrayal of the freedom struggle is that instead of its portrayal as inevitable destiny, it is a product of political happenings. The Muslim League is ascribed the intention of not letting the Congress gets it way, despite the backing of British. Thus we find in both the narratives the British being targeted as being the conspirators with the ‘other.’ A deep mistrust of the ‘other’ along with the British is present in both the narratives.
Here again one finds that the violence and the human tragedies that followed after the partition is not elaborated at all. It does not find more than a few lines in both the master narratives. As with the violence of 1857 the violence and bloodshed is underplayed. There can be three reasons which can be said about why violence is so under represented in both the texts.
1. Partition is merely one of the topics that has to be covered.
2. Sanitization of the freedom struggle.
3. History as presently conceptualized, is incapable of dealing with the violence and suffering.
Some Reflections

We see that the histories of India and Pakistan as represented in their school textbooks have a relation that is far away from simple. The two narratives are related in a complicated way, to understand which it is hard for us as members of the Indian sub-continent to come above and see. It would be very hard for people like us to realize that the history that has been presented to us is ‘biased’ in a way so as to fit the ‘accepted’ or the state approved version of the history. But to have this realization is hard and once you have it it is still harder to let it go. You then tend to ‘see’ every thing with suspicion, with a feeling that you are being indoctrinated into something by someone who is invisible. Then the conspiracy theories are abound. But this realization must come from within, it is hard to come from without.

As for the Indian and Pakistani narratives, I have found a nice analogy which fits both the narratives. If we visualize the path from 1857 to 1945 as a path leading to a mountain summit, we can easily accommodate both of the master narratives nicely. Thus we have the events of 1857 as the starting point from where both the narratives diverge, the paths of the summit are different. Towards the summit the paths take different turns and different events happen in each of the expedition. Some of these events are seen by the people who have taken the ‘other’ path some of them are not. So in a log of the two expeditions which are our master narratives the politics of mention is thus taken into account. Each expedition encounters in their route something that the ‘other’ does not. As for the final summit, when they reach there in 1947, the members of the expedition look past each other and they are looking in different directions as, we see the idea of freedom is different in both the countries.  Partition signifies end of history in India; in Pakistan it signifies birth.

Reference:
Krishna Kumar
Prejudice and Pride
2003, Penguin
PS: For a very dramatic account of the events leading to the freedom of India and Pakistan, and the violence that followed afterwards I would recommend
Freedom at Midnight by Larry Collins and Dominique Lapierre. Also for the events of 1857, fictional but highly readable account is Manohar Malgaonkar’s The Devil’s Wind.