NTRUTH-009-002-000: Historical Patterns: 5000 Years of Persecution
February 27, 2026
The Illegal Freezing of the Charitable Trust Bank Accounts
The first attack done on His Divine Holiness Paramahamsa Nithyananda after a fabricated obscene video character assassinating Him was repeatedly aired on a private television channel was on the finances of His monasteries temples. The bank accounts of the Charitable Trust were illegally frozen by the anti-Hindu vested interests. As we see from the history, anti-Hindus forces always aims at weakening Hindus economically.
Destruction of The Education System by Macaulay State of Indian Education before Macaulay’s English Education act, 1835
Major Data Sources
Official Survey of Indigenous Education in Madras: 1822-26, which was order by the British Government and executed by the district collectors in accordance with the circular sent from the Board of Revenue
Extracts from W. Adam’s State of Education in Bengal: 1835-38
Unofficial survey made by G.W. Leitner in Punjab: 1882
Overview of the higher education system
(universities) a millenium before Macaulay – universities at Nalanda, Taxila and Vikramashila
Universities in Nalanda, Taxila and Vikramashila flourished under the patronage of the Hindu Gupta Empire in the 5th and 6th centuries and later under Harsha, the emperor of Kannauj. From the large numbers of texts that Yijing carried back with him after his 10-year residence at Nalanda, it is obvious that there must have been a well-equipped library in the university.
Libraries of Nalanda (Dharmaganja) – 3 Large multi-storeyed buildings
It is estimated that they housed many hundreds of thousands of books:
The Ratnodadhi (Sea of Jewels) : nine storeys high and housed the most sacred manuscripts
The Ratnasagar (Ocean of Jewels),
The Ratnaranjaka (Jewel-adorned)
Destroyed – the burning of the libraries
It was ransacked and destroyed by an army of the Mamluk Dynasty of the Delhi Sultanate under Bakhtiyar Khilji c. 1200 CE. It is said when Bakhtiyar Khilji’s army invaded they burned the biggest Vedic library in the history of mankind.
There were so many books that the fire burnt continuously for 6 months
What was lost?
Religious manuscripts, Grammar, Logic, Literature, Astrology, Astronomy, zoology, botany, medicine and much more – the 64 arts and sciences of Hindu civilisation. The Nalanda library had a classification scheme which was based on a text classification scheme developed by the Sanskrit linguist, Panini. Buddhist texts were most likely divided into three classes based on the Tripitaka’s three main divisions: the Vinaya, Sutra, and the Abhidhamma.
What was destroyed included, extensive research and development documents in the fields of astronomy, mathematics, consciousness, arts, architecture, construction, civil engineeringand medicine.
We don’t even know what we lost!
It can be easily understood by the following example. **Aryabhata, one of the pioneers in the field of mathematics and astronomy is from that era. Aryabhata’**s value for the length of the sidereal year at 365 days 6 hours 12 minutes 30 seconds is only 3 minutes 20 seconds longer than the modern scientific value of 365 days 6 hours 9 minutes 10 seconds.
Kerala school of astronomy and mathematics
The achievements of Kerala School of mathematics were documented by the Englishman C. M. Whish in 1835. This is about nine years after the date of the Survey of Indigenous Education in the Madras 1822-26.
In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematical concepts.
Some noteworthy discoveries and contributions were made in the field of: infinite series, calculus (differentiation and integration), functions, trigonometric functions, derivatives of trigonometric functions (later know as Taylor-Maclaurin), infinite seriesof sin(x), cos(x) and arctan(x), Leibniz method using quadrature, infinite series of arctan(x), infinite series expression for π(later known as Gregory series), rational approximation of the error for the finite sum of their series, special infinite series to obtain a
more rapidly converging series for π.
https://en.wikipedia.org/wiki/Kerala_school_of_astronomy_and_mathematics
Traces of Sanskrit terminologies
Sanskrit English
| Patha | Path | | Aksh | Axis | | Dvaar | Door | | Naam | Name | | Madhyam | Medium | | Gyamitiya | Geometry | | Trikonmiti | Trigonometry | | Anamika | Anonymous |
Until a few thousand years ago, and in some cases just up until a few hundred years ago, India was the only civilization which had already made important discoveries in mathematics, trigonometry, calculus, medicine, metallurgy etc. Hence all those terminologies were already part of Sanskrit.
As the Arabic and European “civilizations” adopted the study of these sciences, the words evolved into their modern forms but it is well established that that knowledge has its root in India.
The number of words in other languages which have originated from Sanskrit is vast.[1][2]
References:
https://en.wikipedia.org/wiki/List_of_English_words_of_Sanskrit_origin
Overview of the primary school education system immediately before Macaulay
The Indian Education system, which was at least a few thousand years old, older than most Abrahamic religions, was completely wiped out, in about a century, during the British Rule.
Based on the reports, the Governor, Sir Thomas Munro, was of the view that institutional education of the boys between the ages of 5 to 10 yearsappeared to be more than 1/4th, nearer to 1/3rdof the boys of that age in the Presidency as a whole [i], while the rest were educated at home. Madras Presidency represented nearly 1/3rd of Indiathen.
The survey carried out in Madras Presidency was done to a specific prescribed format. The numbers of schools, colleges were to be mentioned. The student population had to be described as per gender (male, female, transgender) and as Brahmin, Vaishya, Shudra and other castes.
Sir Thomas Munro, the Governor, observed that the Indian education would certainly have been far superior during its glorious peak[ii], that is during the times of Takshila and Nalanda University. But right then, during the 1830s, Indian education system was already damaged and suffering due to a series of invasions and increasing impoverishment of the population.
As per W. Adam’s report, there was at least one school in every village. He observed that there existed about 1,00,000 village schools in Bengal and Bihararound the 1830s. [iii]
[i][ii] Thomas Munro in his review of 10 March 1826. The Beautiful Tree, ShriDharampal, Page 26.
[iii] Report on the state of Education in Bengal, 1835. p.6.
How the Indian Education compared with the state of education in Europe, particularly in England
The content of studies was better than what was then studied in England, which was almost only the bible!
The economyat which education was imparted impressed British collectors that they suggested it to be replicated in Britain[i], which indeed did inspire the British education later on.
The duration of study was more prolonged. The collectors (apart from Nellore and Salem) stated that the duration of study varied from a minimum of 5 toabout a maximum of 15 years[ii]. Average schooling year in Britain was 1 year in 1835, and 2 years in 1852.
For Indian traditional schools typical age of enrolment was 5 years. The duration of schooling hourswas also much longer. It started at 6 AM, had one or two short intervals for meals, finishing about at sunset[iii].
The method of school teaching in India (which had prevailed in India for centuries) was considered superior and it is this very method that was introduced in England, which greatly helped the beginnings of popular (public) education in England.
School attendance, especially in the districts of Madras Presidency, even in the decayed state of the period 1822-25, was proportionately far higher than the numbers in all variety of schools in England in 1800[iv].
The conditions under which teaching took place in the Indian schools were less dingy and more natural; and, it was observed, the teachers in the Indian schools were generally more dedicated and sober than in the English versions. Education was imparted without violence[v].
[i] The economy with which children are taught to write in the native schools, and the system by which the more advanced scholars are caused to teach the less advanced and at the same time to confirm their own knowledge is certainly admirable, and well deserved the imitation it has received in England. – A.D. Campbell, Collector, Bellary, 17th August 1823.
[ii][iii][iv] The Beautiful Tree, ShriDharampal, Page 30, 31, 20
FRA PAOLINO DA BARTOLOMEO, ON EDUCATION OF CHILDREN IN INDIA, (Born at Hos, Austria,
1748, as John Phillip Wesdin; in India 1776 to 1789. From Voyages to the East Indies (Published, Rome, 1796, Berlin, 1798, England, 1880), Book II: Birth and Education of Children (pp.253-268))
MALABAR BIBLIOGRAPHY, THEIR PROGRESS IN LITERATURE, EDUCATION—SYSTEM BORROWED FROM IT. ACCOUNT OF IT FROM PETER DELLA VALLE. CUSTOM IN MALABAR TO TRANSLATE WORKS FROM SANSCRIT, MANNER OF WRITING OR ENGRAVING ON LEAVES.
QUOTATION FROM LUSIAD. LIST OF BOOKS. (National Library of Scotland Edinburgh: Walker of Bowland Papers 184 a 3, Chapter 31: pp.501-27)
A few unique aspects of the Indian primary education (as identified by the British themselves)
Monitorial System[i][ii] – For the initial mode of learning a novel method of education existed where the pupils were monitors of each other. Example – The tutor would choose some 3–4 monitors and impart them a particular lesson. For example, the multiplication tables. The monitors would sit crossed legged on a sandy ground, and recite the multiplication table (sometimes like a song), “one by itself makes one.” Along with reciting, the monitor would also write the same on the sand with his finger. After this other students repeated the same task. The ground by now had to be planned for the next lesson. The monitors would then start with the multiplication table for two and so on. The process was unique as it involved the following:
Low cost to benefit ratio. No need for paper and pen.
**Redundancy.**There were 3–4 monitors and thus if even if one of them made a mistake, he/she was likely to be corrected by the other three. All the four were unlikely to make the exact same mistake.
**Scalability.**The system allowed a single teacher to handle a large number of students.
**The stolen idea.**The system was adopted by the British, repackaged as Bell’s “Madras System” with the idea to produce a “Christian Education” and “train children in the practice of such moral habits as are conducive to the welfare of society.” The system was introduced in several countries. With time however it was replaced with other systems particularly – the lecture model of direct instruction delivered to passive students grouped into classes by age.
Teaching not confined to classroom and linked to nature.
Close relationshipbetween student and teacher.
**Memorization:**The children were known to memorize multiplication tables as far as 100 [iii]. In current era, it is often limited to 16, 12 or worse 10, if at all.
Peter Della Valle published an account of this mode of instruction in Malabar 22nd November 1623, mentioned in Walker of Bowland Papers 184 a 3, Chapter 31: pp.501-27)
https://en.wikipedia.org/wiki/Monitorial_System#The_Madras_System
The Beautiful Tree, ShriDharampal, Page 53
Imparted education to the commons
The term Scheduled casteand Scheduled Tribesdid not exists during that era, but were mentioned as ‘ other castes’ (also known as ‘panchamas’) in the report [i].
70% of the students(70% in Salem and Tinnevelly to over 84% in South Arcot) were from the ‘ Shudra’ community [i] and the ‘ other castes’. This was the trend for most of country.
Around **20%**of the students were from the **‘Brahmin’**and the ‘Vaishya’
community [i].
In some villages of Bihar, ‘ Chandal’ and ‘ Dom’ jati accounted for 50% of the students. In Bihar, the ‘Brahmin’ and ‘Kayastha’ jati accounted for more than 40% of the total students [ii].
All professions, traditions were respected. There was dignity of labour, farmer, priest, every limb of the society. For example, a book on agriculture, used in that era, the second verse of the book, declares, “ that if a learned priest who has knowledge of 4 vedas, even after learning 4 vedas if looks down at farming considering it inferior, that person is surely to
suffer from poverty”. The context of this verse is that all professions, including farming should be respected.
[i][ii] The Beautiful Tree, Shri Dharampal, Page 88, Page 54
Institutions of higher learning – Colleges
The term, ‘Institutions of Higher learning’ was used in the report to indicate colleges.
The exact data on total number of colleges is not reliably available, as many collectors had not reported the required data, but based on the districts that were rigorously surveyed, for every 10 schools, there was one ‘Institute of higher learning’.[i]
Rajahmundry – 279colleges – for about 1000 villages, Coimbatore – 173colleges, Guntoor – 171colleges, Tanjore – 109colleges, Nellore – 107colleges, North Arcot – 69colleges, Salem – 53colleges, Chingleput – 51colleges, Masulipatam – 49
The disciplines of theology, metaphysics, ethics, and to a large extent of the study of lawwas dominated by the ‘ Brahman’ community .[i]
But the disciplines of astronomy, medical scienceand technology-based disciplines(such as iron work, metallurgy, ship building, mechanics, textile machinery) were dominated by other communities, notably the ‘ Shudra’ community .[i]
It should also be noted that adherence of a jati to discipline was not rigid. A person of ‘Shudra’ class, could very well be in a discipline dominated by the ‘Brahman’ class and vice-versa.
The Beautiful Tree, ShriDharampal, Page 35
Institutions of higher learning – medicine and surgery
The data on exact number of colleges that were offering medical sciences qualifications are not reliably available
The educators and practitioners of surgerywere often of the ‘Shudra’ class. Amongst them the Nayi jatiwas considered to the best by the British. In the ‘modern’ era, however Nayis are considered to be marginal barbers [ii][iii].
The education in ayurveda(Indian traditional medicine) was based on ancient texts such as Charaka Saṃhitā.
Sutra Sthana(General principles), Nidana Sthana( Pathology), Vimana Sthana( trainingof a physician, ethics, etc), Śarira Sthana( embryologyand anatomyof the human body (with a section on other living beings)), Indriya Sthana(sensory organ based prognosis), Cikitsa Sthana(therapeutics), Kalpa Sthana( pharmaceuticsand toxicology), Siddhi Sthana(success in treatment)
Other text books : Sham Raj, Nighant, Sharang Dhar, Bhashya Parichehed, Madhava Nidan, Vagbhat
The education of surgery was based on ancient texts such as medico– surgical compendium Suśruta Saṃhitā(c. 500 BC), which were written by the ayurvedic physician Sushruta (c. 800 BC) who is considered the father of modern Surgery. It covers anatomy, treating fractures, general surgery, reconstructive plastic surgery, **anaesthetics,**rhinoplasty, perineal
lithotomy, the suturing of wounds, and the extraction of foreign objects etc. The level of detail it covers goes into describing how foetus develops seven layers of skin, naming each layer and the specific diseases which may affect that layer in adult life, which is unimaginable for that era and made possible today only by high-powered microscopy and ultrasonography.
‘Cutting of nose’ or “naak kata leyna” has traditionally been considered as a sign of shame in India. There have been **numerous cases when a British officer,**a high ranking officer, or his subordinate, lost his nosepartially or completely during war(with an Indian kingdom), as a sign of shame inflicted on him. Battles between Haider Ali and Colonel Coote being noteworthy examples [iv]. Sometimes the cut nose was completely burned to avoid being surgically fixed. Even such cases were treated by a complete
reconstruction of nose along with nostrils. But it was only possible by an Indian surgeon (or Nayi). Interestingly such surgeons were available at the village level. In current era it is unimaginable to find a surgeon let alone a plastic surgeon in an Indian village. The Indian surgical practises were not
only advanced they involved use of anaesthesia[v], which was unknown to the west. As such the surgical operation was not barbarous or painful as it was in the west.
Education and the practice of surgery was not limited to the male population. For example – W Adam, in his report, pp 119 – 122, for district Purneah, described an old woman surgeon who had become highly reputable for her speciality in extracting stones from the bladder.
The practical value of this traditional system of education of medical science and surgery was the presence of low cost yet reliable medical facilities even at the village level. W Adam for example in his report describes the Thana of Nattore in the district of Rajshahy. The populationwas 1,20,928; it had 485 villageshad 123 native general medical practitioners, 205village doctors, 21 smallpox inoculators, 297 women-midwives[vi]. In modern India, in 1973, the Kartar Singh Committee of the Government of India had
recommended that there should be 1 midwife(auxiliary nurse midwife – ANM) available per 10,000-12,000 people[vii].For Thana of Nattore as surveyed by W Adam, the ratio was amazingly 1 midwife per 408people. This is 2456% more than what the government is recommending in the so-called ‘modern’ era. This shows that the availability of healthcare specialists and paramedics was amazing in the pre-British era. In the so- called ‘modern’ era the child mortality rate in India is extraordinarily high, at 48 per 1000 population, for the year 2015 [viii].
Smallpox inoculation( vaccination) is said to be the first vaccination developed, and Edward Jenner (in 1796) is credited to be the founding father. However, much like how the intellectual property (IP) for plastic surgery was obtained (stolen) from India, the IP for smallpox inoculation was as well learnt from India. It was a practice in India since time immemorial [ix][x][xi][xii][xiii][xiv]. However, unlike in surgery the credit has not been given to its Indian origin.
https://en.wikipedia.org/wiki/Nai_(caste)#cite_note-29 People of India Gujarat Volume XXI Part Three edited by R.B Lal, P.B.S.V Padmanabham, G Krishnan & M Azeez Mohideen pages 1415-1418
[vi] The Beautiful Tree, Shri. Dharampal, Page 35, Page 52
These surveys began to be made from 1812 onwards, and their main purpose was to find out what number of such medical men were in receipt of assignments of revenue. Some details of the castes of these practitioners may be found in Madras Board of Revenue Proceedings of 17 September 1821, and of 9 March 1837, and other proceedings referred to therein.
J. C. Carpue, ‘An Account of Two Successful Operations for Restoring a Lost Nose from the Integuments of the forehead…to which are prefixed Historical and Physiological Remarks on the Nasal Operation including Descriptions of the Indian and Italian Methods,’ London, 1816, pp.36-38 AND
SOME NARRATIONS ON INDIAN AGRICULTURE, PLASTIC SURGERY, TANK IRRIGATION SYSTEM, CHRONOLOGY AND ARCHITECTURE, INDIAN COTTON TEXTILE INDUSTRY AND OIL WELLS IN
BURMA –Dharampal Collected Writings Volume II, pp.7-9
http://samanvaya.com/dharampal/frames/downloads/vol2.PDF
Sushruta (1907). “Introduction”. In Kaviraj Kunja Lal Bhishagratna. Sushruta Samhita, Volume1: Sutrasthanam. Calcutta: Kaviraj Kunja Lal Bhishagratna. pp. iv.
https://en.wikipedia.org/wiki/Auxiliary_nurse_midwife
http://data.worldbank.org/indicator/SH.DYN.MORT
India Science and Technology in the eighteeth century – ShriDharampal, Page 2,Also see mid- eighteenth century Tracts on Inoculation in the British Museum
Fenner F, Henderson DA, Arita I, Jezek Z, Ladnyi ID. Geneva: World Health Organization; 1988. Smallpox and its eradication; pp. 369–71
Dowdle WR. The principles of disease elimination and eradication. Bull World Health Organ. 1998;76(Suppl 2):22–5.
Fitchett JR, Heymann DL. Smallpox vaccination and opposition by anti-vaccination societies in 19 th century Britain. Hist Med. 1995;2:E17.
Riedel S. Edward Jenner and the history of small pox and vaccination. BUMC Proc. 2005;18:21–5
The College of Physicians of Philadelphia. The history of vaccines. Available from: http://www.historyofvaccines.org .
Destruction of the indigenous superior education system
Macaulay’s English Education Act, 1835
To Zachary Macaulay, 12 October 1836
Our English schools are flourishing wonderfully. We find it difficult, indeed at some places impossible, to provide instruction for all who want it. At the single town of Hoogley fourteen hundred boys are learning English. The effect of this education on the Hindoos is prodigious. No Hindoo who has received an English education ever continues to be sincerely attached to his religion. Some continue to profess it as a matter of policy. But many profess themselves pure Deists, and some embrace Christianity……. It is my firm belief that, if our plans of education are followed up, there will not be a single idolater among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, merely by the natural operation of knowledge and reflection. I heartily rejoice in this prospect….
Without a doubt, native education decayed and illiteracy increased during the Christian British rule.
According to Sir Henry Lawrence, there was one school for every 1783 inhabitants of the most backward division of the Punjab at the time of annexation. But thirty years later in 1881, ‘there is one school of whatever sort, to every 9,028 inhabitants’, according the President of the Educational Commission.
William Adam estimated that there was 11% literacy in the Thana of Nattore during 1830s. A century later the British considered this an accomplishment in many parts of India!
Artificial Food crisis created during the rule of the greedy merchants
In the 1750s, from the newly conquered Bengal Robert Clive got a thousand ships of gold looted and sent to England, as we saw earlier. Soon after that Bengal fell into a major famine.
The Bengal Famine of 1770 (Bengali: ৭৬-এর মন্বন্তর, Chhiattōrer monnōntór; lit The Famine of ’76) was a famine between 1769 and 1773 (1176 to 1180 in the Bengali calendar) that affected the lower Gangetic plain of India from Bihar to the Bengal region. The famine is estimated to have caused deaths of up to 1 crore (10 million people = 10–20+ crores in todays population density). Warren Hastings’s 1772 report estimated that a third of the populationin the affected region starved to death.
The Bengal famine of 1943
As per Wikipedia: Bengal famine 1943-44
The Bengal famine of 1943-44 (Bengali:Pañcāśēra manwantara) was a majorfaminein theBengal province[A][B]inBritish IndiaduringWorld War II. An estimated 2.1 million[C]people died fromstarvationand diseases aggravated
bymalnutrition,population displacement, unsanitary conditions, and the lack ofhealthcare.Millions were impoverished as the crisis overwhelmed large segments of the economy and the social fabric.
Bengal’s economy was predominantlyagrarian. For at least a decade before the crisis, between half and three quarters of those dependent on agriculture were already at near subsistence level. The underlying causes of the famine include inefficient agricultural practices, over-population, and de-peasantisation throughdebt bondageandland**grabbing. Proximate causes involve local natural disasters – acyclone,storm surgesand flooding, andrice crop disease– and various consequences arising from war. The government prioritised military and defence needs, allocating medical care and food disproportionately to the military and civil servants. These factors were compounded by restricted access to grain: domestic sources were constrained by emergency inter- provincialtrade barriers, while access to international sources was largely denied by theWar Cabinet of Great Britain. The relative impact of each of these contributing factors to the death toll and economic devastation is stilla matter of controversy.Different analyses frame the famine against natural, economic, or political causes.
The government was slow to providehumanitarian aid, at first discouraging hoarding. It attempted to influence the price of rice paddy throughprice controls. These created ablack marketand encouraged sellers to withhold stocks; moreover, prices soared when the controls were abandoned.Relief effortsin the form of gruel kitchens,
agricultural loans and test works were both insufficient and ineffective through the worst months of the food crisis phase. A long-established and detailedFamine Codewould have triggered a sizable increase in aid, but the provincial government never formally declared a state of famine. Relief efforts increased significantly when the military took control of crisis relief in October 1943, and more effective aid arrived after a record rice harvest that December. Deaths from starvation began to decline, but “very substantially more than half” of the famine-related fatalities were caused by disease in 1944, after thefood securitycrisis had subsided.[1]
Swami Vivekananda had said, “Ganga will have to become red… to get people from Bengal to get out of the poverty consciousness and insensitivity wreaked on them because of the man-made famines.”
Hindu food security model
Hinduism, is a civilization, rooted in the Shastras(ancient sciences), an unbroken civilization since at least 10,000 years. Naturally it had already thought of solutions to problems such as famine and food security. The very reason why this problem happened in the first place was because of destruction of “Hindu food security model” by the Christian alien invaders.
As already mentioned earlier, SadaShivahas given the basic principles of Hindu economics clearly and quite elaborately in the Āgamas.
“Wherever things do not reduce by sharing – like education, it has to be given free. Education within the matrix is aparavidya. Education beyond the matrix is paravidya. Sadashiva is very clear. Even for apara-vidya you cannot charge.The services that need to be done everyday – the survival things, like food, medicine footwear etc he allows bartering . And only for the things that are long term – such as construction – he allows currency transaction.”
The wanton destruction of the Gurukul educational system and the Shastraswas the major reason for the collapse of food security which still continues even after the so- called independence of the country.
The food security model during that era was as follows
A farmer would grow his crops.
In case of a failure he will go to the temple.
The temple cellars would have some donated grains collected by elderly men of the village.
The elderly men would give the grains on loan to the farmer as much as he wanted on loan basis.
Then the next year the farmer would return the same amount of grains and the interest, also in form of grains alone, to the temple.
The interest charged would be only a simple interest. There was a different set of agricultural accounting which was entirely different from commercial accounting. The rules for bartering, charging interests, writing off grain loans etc were completely different from the rules for a commercial loan or transaction. The idea of compounded interest was not employed, because the point of the ‘temple bank’ and granary was not to exploit but to provide food security for the village. “ Krsi-Parasara” is one of the surviving
agriculture accounting text of that era.
The temple granary would slowly build a reserve of grains in the years of ample yields, which would be useful in case of a famine. In case of a famine the entire village would get the grains and all grain loans could be written off for the welfare of the larger community. Because there was no artificial (often inflated) currency associated with this write off, there was no corresponding hyperinflation which hits a modern economy in a similar situation or such financial crises.
A neighboring village would even have the possibility to borrow (take loan) from another village in the case of a distress. The system was not centrally institutionalized, but a dharmic sevastarted and handled by the people of the villages locally and regionally. It was this decentralized storage of grains within the context of the codes of Āgamas(‘Yes to Life’) and Shastraswhich protected the human civilization from these agrarian crises and famines for many millennia.
The discontinuity of broad-based agricultural education and the education for agricultural accounting, because of the collapse of the Gurukul system led to the destruction of the food banking system.
The decentralized food security system could have been revived, had the system been left intact, in place. Alas it was not. The Christian British colonial era saw a complete eradication of this resilient and humane system.
In the following video we can see how the current commercial agriculture is not able tosustain the requirements of farmers and they are often seen throwing their agricultureproduce because the sale price was lower than the cost of production.
In the Gurukul education the following was inculcated: dignity of labour, respect to the farmer, to the priests and every limb of the society. For example, a book on agriculture, used in that era, the second verse of the book, declares, “that if a learned priest who has knowledge of 4 vedas, even after learning 4 vedas if looks down at farming considering it inferior, that person is surely to suffer from poverty”. The context of this verse is that all professions, especially farming should be respected.
No wonder the realised wages of the Indian Hindu farmers and their productivity was much higher compared to the European countries, as observed in Edinburgh Review, Vol 4, July 1804: Review of Dr. Tennant`s Indian Recreations, 2 vol, Extract pages 321- 324.
A rich source of the state of Indian agriculture in the early British era is a report prepared by a British engineer, Thomas Barnard, and his Indian guide, Raja Chengalvaraya Mudaliar, around 1774. This report contains data of agricultural production in about 800 villages in the area around Chennai in the years 1762 to 1766. This report is available in Tamil in the form of palm leaf manuscripts at Thanjavur Tamil University, and in English in the Tamil Nadu State Archives. A series of articles in The Hindu newspaper in the early 1990s authored by researchers at The Centre for Policy Studies highlight the impressive production statistics of Indian farmers of that era.
A similar comparison of Bengal from William Adam’s report of agricultural production tonnage per hectare during 1800s is even more than today’s agricultural production tonnage per hectare with all available so-called ‘modern’ techniques. The Hindu system
of organic agriculture surely had a profound positive impact on the food security of mankind under its fold.
SOME NARRATIONS ON INDIAN AGRICULTURE, PLASTIC SURGERY, TANK IRRIGATION SYSTEM, CHRONOLOGY AND ARCHITECTURE, INDIAN COTTON
TEXTILE INDUSTRY AND OIL WELLS IN BURMA –Dharampal Collected Writings Volume II, pp.7-9http://samanvaya.com/dharampal/frames/downloads/vol2.PDF
Relics of the past persecution
Suicide of Farmers - Agrarian Crisis
The farmers' suicides in India, is known as the agrarian crisis. It is the phenomenon of suicides among Indian farmers from 1990 to the present. It has been exacerbated by the inability to repay growing debt, often taken from local moneylenders and microcredit banks to pay for high priced high yield seeds marketed by MNCs and the non-implementation of minimum support prices (MSP) by State governments. During the duration from 1998 to 2018, it has resulted in the suicides of 300,000 farmers in the country, often by drinking pesticides themselves.
Food Desert - Unhealthy food for masses
Unsustainable inorganic, GMO, chemical driven agriculture methods has forced farmers to suicide. At the same time it forces the entire civilization to eat unhealthy pesticide laden genetically modified food, which causes unknown allergies and diseases. There is a crisis of natural, organic food. Th
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