'Defalsification of Indian history 
is the first step for our renaissance.' - Dr. Subramanian Swami

'In this falsified history, it is made out that Hindus capitulated to Islamic invaders. But on 

the contrary,unlike Iran, Iraq and Egypt where within decades the country capitulated to 

become 100 per cent Muslims. India despite 800 years of brutal Islamic rule, remained 80 

per cent Hindu.The fabrication of our History begins with the falsification of our chronology.

The accepted history of no country can be structured on foreign accounts of it. But Nehru

and his Leftist cronies did just that, and thus generations of Indians have been

brainwashed by this falsified history of India.

The UPA has succeeded in persuading more state governments to accept the NCERT

texts. A report on Monday (January 5, 2009) said 12 more state governments have

accepted to teach NCERT texts in their schools.For the last two weeks the Organiser is

carrying a series of articles on the NCERT textbooks prescribed for students at 

the primary, secondary and higher secondary schools. We have found these books written

with a peculiar mindset, to denationalise and deculturise the young Indian. These books

fail to make the children aware of their true heritage. 

These books seem to distort even India's freedom struggle, Mahatma Gandhi's role and try

to divide the society into different caste and class segments. Their idea is to convince the

children that India as a nation came to exist only after August 15, 1947.

We request the parents, teachers, students and scholars to join this academic exercise to

expose the shenanigans behind promotion of these books in Indian schools. ?Editor

The identity of India is Hindustan, i.e., a nation of Hindus and those others who

acknowledge with pride that their ancestors were Hindus. Hindustan represents the

continuing history of culture of Hindus. One?s religion may change, 

but culture does not. Thus, on the agenda for a national renaissance should be the

dissemination of the correct perception of what we are. This perception has to be derived

from a defalsified history. However, the present history taught in our schools and colleges

is the British imperialist-sponsored one, with the intent to destroy our identity. India as 

a State is treated as a British-created entity and of only recent origin. The Indian people

are portrayed as a heterogeneous lot who are hopelessly divided against themselves.

Such a ?history? has been deliberately created by the British as a policy. Sir George

Hamilton, Secretary of State for India, wrote to the Home Office on March 26, 1888 

that ?I think the real danger to our rule is not now but say 50 years hence?.. We shall

(therefore) break Indians into two sections holding widely different views?.. 

We should so plan the educational text books that the differences between 

community and community are further strengthened?.After achieving Independence,

under the leadership of Jawaharlal Nehru and the implementing authority of the 

anglicized ICS, revision of our history was never done, in fact the very idea was

condemned as ?obscurantist? and Hindu chauvinist by Nehru and his ilk.The Imperialist

History of India .

What is the gist of this British imperialist-tailored Indian history? In this history, India is

portrayed as the land ?conquered? first by the ?Dravidians?, then by the ?Aryans?, later

by Muslims, and finally by the British. Otherwise, everything else is mythical. 

Our history books today exhibit this obsession with foreign rule. For example, even though 

the Mughal rule from Akbar to Aurangzeb is about 150 years, which is much shorter than

the 350 year rule of the Vijayanagaram empire, the history books of today hardly take

notice of the latter. In fact the territory under Krishna Devaraya?s rule was much larger

than Akbar?s, and yet it is the latter who is called ?the Great?. Such a version suited 

the British rules who had sought to create a legitimacy for their presence in India.

Furthermore, we were also made to see advantages accruing from British rule, the primary

one being that India was united by this colonialism, and that but for the British, India

would never have been one country. Thus, the concept of India itself is owed to the

plunder of colonialists.In this falsified history, it is made out that Hindus capitulated to

Islamic invaders. But on the contrary, unlike Iran, Iraq and Egypt where within decades the

country capitulated to become 100 per cent Muslims. India despite 800 years of brutal 

Islamic rule, remained 80 per cent Hindu.These totally false and pernicious ideas have

however permeated deep into our educational system. They have poisoned the minds of

our younger generations who have not had the benefit of the Freedom Struggle to awaken

their pride and nationalism. It has thus to be an essential part of the renaissance agenda

that these ideas of British-sponsored history of India, namely, (1) that India as a State was

a gift of the British and (2) that there is no such thing as a native Indian, and what we are

today is a by-product of the rape of the land by visiting conquerors and their hordesand 

(3) that India is a land that submitted meekly to invading hordes from Aryan to the English,


are discarded. Falsification of Chronology in India?s History The fabrication of our History

begins with the falsification of our chronology.The customary dates quoted for composition

of the Rig Veda (circa 1300 B.C.), Mahabharat (600 B.C.), Buddha?s Nirvana (483 B.C.),

Maurya Chandragupta?s coronation (324 B.C.), and Asoka (c.268 B.C.) are entirely wrong.

Those dates are directly or indirectly based on a selected reading of Megasthenes?

account of India. In fact, so much so that eminent historians have called if the ?sheet

anchor of Indian chronology?. The account of Megasthenes and the derived 

chronology of Indian history have also an important bearing on related derivations such as

the two-race (Aryan-Dravidian) theory, and on the pre-Vedic character of the so called

Indus Valley Civilization.

Megasthenes was the Greek ambassador sent by Seleucus Nicator in c. 302 B.C. to the


court of the Indian king whom he and the Greek called ?Sandrocottus?. He was stationed

in ?Palimbothra?, the capital city of the kingdom. It is not clear how many years

Megasthenes stayed in India, but he did write an account of his stay, titled Indika. The

manuscript Indika is lost, and there is no copy of it available. However, during the time it

was available, many other Greek writers quoted passages from it in their own works.

These quotations were meticulously collected by Dr. Schwanbeck in the nineteenth

century, and this compilation is also available to us in English (J.M. McCrindle: Ancient

India as Described by Megasthenes and Arrian).The founder of the Mauryas, however, is

not the only Chandragupta in Indian history, who was a king of Magadh and founder of a

dynasty. In particular, there is Gupta Chandragupta, a Magadh king and founder of the

Gupta dynasty at Patliputra. Chandragupta Gupta was also not of ?noble? birth and, in

fact, came to power by deposing the Andhra king Chandrasri. That is, Megasthenes?

Sandrocottus may well be Gupta Chandragupta instead of Maurya Chandgragupta 

(and Xandremes the same as Chandrasri, and Sandrocryptus as Samudragupta).

In order to determine which Chandragupta it is, we need to look further. It is, of course, a


trifle silly to build one?s history on this kind of tongue-gymnastics, but I am afraid we have

no choice but to pursue the Megasthenes evidence to its end, since the currently

acceptable history is based on it.In order to determine at which Chandragupta?s court

Megasthenes was ambassador, we have to look further into his account of India. We find

he was at Pataliputra (i.e. Palimbothra in Megasthenes? account). We know from the

Puranas (which are unanimous on this point) that all the Chandravamsa king of Magadh

(including the Mauryas) prior to the Guptas, had their capital at Girivraja (or equivalently

Rajgrha) and not at Pataliputra. Gupta Chandragupta was the first 

king to have his capital in Patliputra. This alone should identify Sandrocottos with Gupta

Chandragupta. However some 6-11th century A.D. sources call Pataliputra the Maurya

capital, e.g., Vishakdatta in Mudrarakshasa, but these are based on secondary sources

and not on the Puranas.Pursuing Megasthenes? account further, we find most of it

impossible to believe. He appears to be quite vague about details and is obviously given to

the Greek writers? weakness in letting his imagination get out of control. For example, ?

Near a mountain which is called Nulo there live men whose feet are turned back-wards

and have eight toes on each foot.? (Solinus 52.36-30 XXX.B.) ?Megasthenes says a race

of men (exist in India) who neither eat or drink, and in fact have not even mouths, set on

fire and burn like incense in order to sustain their existence with odorous fumes?..? 

(Plutarch, Frag. XXXI). However, Megasthenes appears to have made one precise

statement of possible application which was picked up later by Pliny, Solinus, and Arrian.

As summarized by Professor K.D. Sethna of Pondicherry, it reads:?Dionysus was the first

who invaded India and was the first of all who triumphed over the vanished Indians. From

the days of Dionysus to Alexander the Great, 6451 years reckoned with 3 months

additional. From the time of Dionysus to Sandrocottus the Indians reckoned 6452 years,

the calculation being made by counting the kings who reigned in the intermediate period

to number 153 or 154 years. But among these a republic was thrice established, one 

extending?..years, another to 300 and another to 120. The Indians also tell us that

Dionysus was earlier than Heracles by fifteen generations, and that except for him no one

made a hostile invasion of India but that Alexander indeed came 

and overthrew in war all whom he attacked.?While there a number of issues raised by this

statement including the concoction that Alexander was victorious in battle across the

Indus, the exactness with which he states his numbers should lead us to believe that

Megasthenes could have received his chronological matters from none else than the 

Puranic pundits of his time. To be conclusive, we need to determine who are the ?

Dionysus? and ?Heracles? of Megasthenes? account.Traditionally, Dionysus (or Father

Bachhus) was a Greek God of wine who was created from Zeus?s thigh. Dionysus was

also a great king, and was recognised as the first among all kings, a conqueror and

constructive leader. Could there be an Indian equivalent of Dionysus whom Megasthenes

quickly equated with his God of wine? Looking through the Puranas, one does indeed find

such a person. His name is Prithu.Prithu was the son of King Vena. The latter was

considered a wicked man whom the great sages could not tolerate, especially after he told

them that the elixir soma should be offered to him in prayer and not to the gods

(Bhagavata Purana IV.14.28). The great sages thereafter performed certain rites and killed

Vena. But since this could lead immediately to lawlessness and chaos, the rshis decided

to rectify it by coronating a strong and honest person. The rshis therefore churned the right

arm (or thigh; descriptions vary) of the dead body (of Vena) to give birth to a fully grown 

Prithu. It was Prithu, under counsel from rshi Atri (father of Soma), who reconstructed

society and brought about economic prosperity. Since he became such a great ruler, the

Puranas have called him adi-raja (first king) of the world. So did the Satpatha Brahmana

(v.3.5 4.).In the absence of a cult of soma in India, it is perhaps inevitable that

Megasthenes and the other Greeks, in translating Indian experiences for Greek audiences,

should pick on adi-raja Prithu who is ?tinged with Soma? in a number of ways 

and bears such a close resemblance to Dionysus in the circumstances of his birth, and

identify him as Dionysus. If we accept identifying Dionysus with Prithu, then indeed by a

calculation based on the Puranas (done by DR Mankad, Koti Venkatachelam, KD Sethna,

and others), it can be conclusively shown that indeed 6,451 years had elapsed between 

Prithu and a famous Chandragupta. This calculation exactly identifies Sandrocottus with

Gupta Chandragupta and not with Maurya Chandragupta. The calculation also identifies

Heracles with Hari Krishna (Srikrishna) of Dwarka.This calculation must be necessarily

long and tedious to counter the uninformed general feeling first sponsored by Western

scholars, that the Puranas spin only fair tales and are therefore quite unreliable.However,

most of these people do not realise that most Puranas have six parts, and the

Vamsanucharita sections(especially of Vishnu, Matsya, and Vagu) are a systematic

presentation of Indian history especially of the Chandravansa kings of Magadha.In order to 

establish these dates, I would have to discuss in detail the cycle of lunar asterisms, the

concept of time according to Aryabhatta, and various other systems, and also the

reconciliation of various minor discrepancies that occur in the 

Puranas. Constraints of space and time however, prevent me from presenting these

calculations here.However, on the basis of these calculations we can say that Gupta

Chandragupta was ?Sandrocottus? c.327 B.C. His son, Samudragupta, was the great king

who established a unified kingdom all over India,and obtained from the Cholas, Pandyas, 

and Cheras their recognition of him. He also had defeated Seleucus Nicator,while his

father Chandragupta was king. On this calculation we can also place Prithu at 6777 B.C.

and Lord Rama before that. Derivation of other dates without discussion may also be

briefly mentioned here: Buddha?s Nirvana 1807 BC,Maurya Chandragupta c. 1534 BC,

Harsha Vikramaditya (Parmar) c. 82 BC.The European scholars have thus constructed an

enormous edifice of contemporary foreign dates to suit their dating. A number of them

are based on misidentification. For instance, the Rock Edict XIII, the famous Kalinga edict,

is identified as Asoka?s. It was, however, Samudragupta?s (Samudragupta was a great

conqueror and a devout admirer of Asoka. 

He imitated Asoka in many ways and also took the name Asokaditya. In his later life, he

became a sanyasi). Some other facts, which directly contradict their theories, they have

rather flippantly cast aside. We state here only a few examples ? 

such facts as (1) Fa-hsien was in India and at Patliputra c. 410 AD. He mentions a number

of kings, but makes not even a fleeting reference to the Gupta, even though according to

European scholars he came during the height of their reign. 

He also dates Buddha at 1100 BC. (2) A number of Tibetan documents place Buddha at

2100 BC. (3) The Ceylonese Pali traditions leave out the Cholas, Pandyas, and Cheras

from the list of Asoka?s kingdoms, whereas Rock Edict XIII includes them. In fact, as many

scholars have noted, the character of Asoka from Ceylonese and other traditions is 

precisely (as RK Mukherjee has said) what does not appear in the principal edicts.

The accepted history of no country can be structured on foreign accounts of it. But Nehru

and his Leftist cronies did just that, and thus generations of Indians have been

brainwashed by this falsified history of India.

The time has come for us to take seriously our Puranic sources and to re-construct a

realistic well-founded history of ancient India, a history written by Indians about Indians.

Such a history should bring out the amazing continuity of a Hindu nation which asserts its

identity again and again. It should focus on the fact that at the centre of our political

thought is the concept of the Chakravartian ideal ? to defend the nation from external

aggression while giving maximum internal autonomy to the janapadas. A correct,

defalsified history would record that Hindustan was one nation in the art of governance, in

the style of royal courts, in the methods of warfare, in the maintenance of its agrarian

base, and in the dissemination of information. Sanskrit was the language of national

communication and discourse. An accurate history should not only record the periods of

glory but the moments of degeneration, of the missed opportunities, and of the failure to

forge national unity at crucial junctures in time. It should draw lessons for the future

generations from costly errors in the past. In particular, it was not Hindu submission as

alleged by JNU historians that was responsible for our subjugation but lack of unity and

effective military strategy.Without an accurate history, Hindustan cannot develop on its

correct identity. And without a clearly defined identity, Indians will continue to flounder.

Defalsification of Indian history is the first step for our renaissance.

English Medium – Indian Education

English Medium – Indian Education

Before we get into the subject I would like to bring a fact before you regarding our body. The body is always prone to sickness once an antibody enters into our system. Our white cells may confront the alien but at times the get defeated. Then the antibody takes the reins and starts directing the body it likes till the body perishes.

British replaced the indigenous education system and Sanskrit gurukulas with English education. The main contributor for the same being Thomas Babington Macaulay. With this idea as the base the British Government wanted to create a class of Indians who think like the British and in this way weaken India. The main intention of Macaulay is to demolish the Sanskrit culture and Vedic knowledge which were the backbones of Indian creed. With a committed intention to break this backbone English medium education was introduced with all the earnestness. This did all the damage it was meant for.

Indians were cut off from the roots of their precious tradition, and they had to study in a completely foreign language, as if this was an easy thing to do. Somehow, the children of the tiny elite managed. They were motivated to make it into colonial government jobs and English was the only gateway. Naturally, these westernised students and their offsprings, who had no roots any more in their own culture, influenced the future of independent India in a big way. So it is no surprise that even after Independence, English medium in higher education and in the “better schools” which were often run by missionaries continued with the argument that English is the necessary link-language between the states.

 It was in the interest of this elite and the Churches to continue with the status quo, where jobs at the top require fluency in English, as for this tiny minority English is their mother tongue. They are not fluent in the language of the region where they were born. And they are still successful in convincing the policy makers that English medium is the way to go in education—to the detriment of India.

There is no doubt that Indian children are intelligent—in all likelihood more intelligent than their western counterparts. An NRI based in Seattle and Gurugram, Sankrant Sanu, tested the intelligence of Indian and American children via a non-verbal IQ test. Village children from Haryana came out on top. They outperformed their peers in Delhi and in the US. In one village over 30 per cent scored over 90th percentile which means that out of 100 Indian children over 30 were as intelligent as the topmost 10 out of 100 American children. It was an extraordinary result.

Yet in 2009, India got a severe shock, which should have woken her up, but this wake-up call was not heeded. For the first time, India took part in the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development Secretariat (OECD). Around half a million 15-year-old students from 74 countries were tested for two hours in maths, science and reading skills. Himachal Pradesh and Tamil Nadu students were chosen to take part, as these states were doing well in education.

When the results were out, there was celebration in Asia. Asian countries were leading the list and had much higher ranks than Europe or USA—with one shocking exception: India came on rank 73, second last, beating only Kyrgyzstan. The best Himachal kids were 100 points lower than their average peers in Singapore and 250 points lower than the top performers. It was a huge embarrassment. Indian experts explained that the students faced “language difficulty”. It was true. The problem was the language. The tests were held in the mother tongue of the respective countries: German in Germany, Japanese in Japan, but English in India. Yet there was no serious introspection.

Ever since, India did not take part in the 3-yearly PISA test, but in 2021 Kendra Vidyalayas are expected to take part—again students in English medium. There is probably the hope that these students will do better, as their parents, being in government service, are likely to speak good English. Yet is this representative for India? Is it not cheating India?

Fluency in English doesn’t come easy. But when sometimes some educationalists dedicated to the nation, when advocated that Indians should study in their mother tongue including in higher education, there was always opposition from Indians fluent in English that English is universal language. This is a tale stranger than a fiction. They don’t seem to get the difference between studying in English medium and studying English as a subject. Nobody advocates not learning English. But having to read textbooks, question papers, and write essays in an alien language is too much for students and the PISA (Programme for Internal Student Assessment) study proved the obvious.

  If we need more proof, Sweden and Germany had a significant drop in their ranking in the latest PISA test in 2015 among the migrant children. There is scope that Germany will drop even further in 2018. German is not such an easy language to be adept to it.

These migrant children at least attend German lessons for one year before they can join the regular classes. In India, children from homes where parents don’t speak any English are put into English medium schools with no preparation whatsoever. This is a disaster. It is a bare fact that the children neither be conversant with their mother tongue nor with English as they can nether speak English at home nor the mother tongue as it is not taught at any level.

Is it not a wonder as to how this can be allowed? It should be obvious that it is a huge blunder. Yet it is not only allowed but was even encouraged. Millions of students changed from government schools to third-rate, private “English” schools, by their middle class parents who know only their mother tongue, which popped up everywhere. This craze for “English schools” may have been deliberately fanned by interests who don’t want a strong India, for example the Church. Parents, who do not know English, were made to believe that “English school” is the best for their children. Another important thing is that the children are becoming aliens to their customs or traditions as the parents do not know English and the children do not know the equivalents of the words used in their customs, in English.

It looks very strange where the children be sent to a school where the local teachers having their own mother tongue speak in a foreign language? Just imagine the plight of the kids. They learn to spell and can read after a while, but they don’t know the meaning of what they read. They will be left in a limbo. They are neither good in English, nor in their mother tongue. Forget about a happy childhood where it is fun to learn. It is a perfect recipe for teaching in vain, because no learning happens in either levels to speak of the truth. How many mediocre English Schools have qualified teachers who are thoroughly convergent with English at least to the extent of the lessons prescribed in the texts meant for the particular class they are allotted.

Any surprise that even in 5th standard, kids cannot form simple English sentences and just stare at their textbooks when their parents tell them “to study”. They may not miss much if they don’t understand their social study or history books, because the content is often not worth learning. But the situation is serious when it gets to maths and science. Kids cannot solve even the simplest of tasks in maths like “put the numbers in ascending order”. The textbook authors cannot imagine that the instruction is not clear. The Student may find it easy if he is asked to put ‘number order ascending’. The teacher does not have the skill to make that correction. They only know to give food but in what form, of what taste and the quantity required. This being the case the children naturally lose self-confidence.

Yet India is huge and the majority of people managed to keep their culture and India’s strength alive and their innate intelligence and competence intact. Their children went to schools where mother tongue was the medium of instruction. They understood what they read and could freely express themselves.

In the past, It would be interesting to find out, how many ISRO scientists, or generally students in the science and maths stream had studied till 12th class in English. It would definitely less in number as, compared to their age there were no so many English Schools nor did their parents have enough money to send them to cities where that schooling is available. It would also be interesting to find out how students from Himachal Pradesh and Tamil Nadu, who attend vernacular schools, fare in the PISA test. They surely would not be at the bottom of the ranking list.

Indians have brains and the world knows it. But in English medium their great potential is suppressed and not tapped. Except for the tiny minority who speak English at home, the great majority of Indian students are at a huge disadvantage compared to students in other countries vis-a vis a huge disadvantage also for India.

Isn’t it about time to phase out this colonial hangover of English medium schools? The argument that English is needed as link language is no argument in favour of English medium.  Why can’t Indian students learn English like students all over the world do—as a subject? Sanskrit, too, needs to be revived in a big way to open up the treasure that is hidden in the Vedic texts. The value of Sanskrit is recognised all over the world. It is the most perfect language, and especially suitable in fields like IT. It has strength, dignity, beauty. It develops the brain and improves the character. Indians have a great advantage here, as their regional languages are connected with Sanskrit and it is much easier for them to learn it. It is truly incomprehensible why Sanskrit was/is sidelined—of all places in India.

Even Sanskrit medium education would be much easier than English medium and far more beneficial for an all-round development of the students. It would be worthwhile to find out whether in the long run, Sanskrit can be introduced as the medium in education. It is not yet too late to realise the greatness of Sanskrit and get back its glory.

Imagine if India had IITs and IIMs in Hindi, Telugu, Tamil, Malayalam or Marathi the technical terms could be sourced from Sanskrit and would be the same all over India. Students would have an advantage in many fields, for example in artificial intelligence, which is an important issue today. They would be free from the burden of English textbooks, and could freely express themselves. There is a lot of talk about “the right to freedom of expression”.  Yet the greatest curb on freedom of expression is ignored. Those, who have a natural talent for languages, can learn as many foreign languages as possible become translators. In the absence of any such flair, translation apps, too, can be used to facilitate communication.

Committees have been instituted who look into improving the education, yet they deal mostly with the content. But what is the use of good content when the students don’t understand it? The most important issue is the language issue. The result of the PISA test, too, must be analysed honestly and consequences be drawn. That will enable to find the root cause of the sickness among the student children.

Before Muslim invaders destroyed the centers of learning, India was known as a knowledge hub. She was the Vishwaguru that is the preceptor of the world. To reach this status again, common sense demands that students need to understand what they are taught and be able to reproduce what is taught. It means they need to study in their mother tongue. Further, Sanskrit should be taught right from the start as it optimally develops the child’s potential.

Let there also be some international schools and courses at universities in English medium for expats or those who want to go abroad, like in European countries.

If even tiny Denmark and Israel manage to teach higher education in their mother tongue, surely the big Indian states will be capable to do this and translate the existing syllabus or even better, source new material including for higher studies. Only then justice is done to the great potential of Indian youth. Only then India will truly shine. It is only the concern and commitment, devotion and dedication, enthusiasm and earning that enable to restore the legacy and leadership to India.

Jai Bharat.

Bharatiya Shastras

Bharatiya Shastras

The very meaning of Shastra is that which dictates unlike science which is subject to corrections and alterations. Shastra is a broad term and include any book which has codes and conduct given by God. Shastras include Vedas, Puranas and Upanishads. The term Veda means knowledge and in ancient India all science were believed to be derived from and based on Vedas. Vedas were spoken by lord himself to brahma, from within his heart. Vedic knowledge is “Sruthi” mean to be learned by aural reception.

In kali, due to lower intelligence and memory the people were unable to acquire knowledge by just hearing hence Vedas were compiled in written form by Vasamaharishi. Numerous rishis and scholars have acquired the knowledge of Vedas and have discovered and invented many things and have written many books in various fields of sciences.

Concept of Atom

Acharya Kanad conceptualized atomic theory. Kanad was a sixth century scientist of Vaisheshika School, one of the six systems of Indian philosophy. His original name was Aulukya. He got the name Kanad, because even as a child, he was interested in very minute particles called “kana”. He says, “Every object of creation is made of atoms which in turn connect with each other to form molecules.” In Srimad-Bhagavatam, Canto-3, Chapter 11, Calculation of Time, from the Atom is been described.

Concept of Matter

Matter can neither be created nor destroyed. In bhagavad gita chapter 2. 16th verse it is written as – “naasato vidyate bhavo naabhavo vidyate satah” it means that “The non-existence cannot be brought into being and that which exist cannot be un-existed, meaning it cannot be destroyed”.

Concept of Gravity

Varahamihira was another well-known scientist of the ancient period in India. He lived in the Gupta period. Varahamihira made great contributions in the fields of hydrology, geology and ecology. Varahamihira stated that there were some attractive forces in the stars of the universe due to such forces the earth was able to float

Bhaskaracharaya had referred about gravity in his work of Siddanta Siromani Bhuvanakosham 6

Mathematics

Many rishis and scholars have done splendorous job in the field of mathematics, such as Baudhayan, Aryabhatta, Brahmgupta, Bhaskaracharya, Mahaviracharya, Lallacharya etc.

The value of pi was first calculated by ‘Baudhayana’. The Baudhayan’s Sulva Sutra, (Sulba Sutras) describes Pythagoras theorem which was written several years before the age of Pythagoras. Baudhayana was the first one ever to arrive at several concepts in Mathematics, which were later rediscovered by the western world.

Aryabhatta was an astronomer, astrologer and physicist. He was a pioneer in the field of mathematics. At the age of 23, he wrote Aryabhatiya, which is a summary of mathematics of his time. Aryabhatta showed that zero was not a numeral only but also a symbol and a concept. Discovery of zero enabled Aryabhata to find out the exact distance between the earth and the moon. The discovery of zero also opened up a new dimension of negative numerals.

Bhaskaracharya was the leading light of 12th Century. He was born at Bijapur, Karnataka. He is famous for his book Siddanta Shiromani. It is divided into four sections: Lilavati (Arithmetic), Beejaganit (Algebra), Goladhyaya (Sphere) and Grahaganit (mathematics of planets). Bhaskara introduced Chakrawat Method or the Cyclic Method to solve algebraic equations. This method was rediscovered six centuries later by European mathematicians, who called it inverse cycle. In the nineteenth century, an English man, James Taylor, translated Lilavati and made this great work known to the world.

In 7th century, Brahmgupta took mathematics to heights far beyond others. In his methods of multiplication, he used place value in almost the same way as it is used today. He introduced negative numbers and operations on zero into mathematics. He wrote Brahm Sputa Siddantika through which the Arabs came to know our mathematical system.

There is an elaborate description of mathematics in Jain literature (500 B.C -100 B.C). Jain gurus knew how to solve quadratic equations. They have also described fractions, algebraic equations, series, set theory, logarithms and exponents in a very interesting manner. Jain Guru Mahaviracharya wrote Ganit Sara Sangraha in 850A.D. which is the first textbook on arithmetic in present day form. The current method of solving Lowest

common Multiple (LCM) of given numbers was also described by him. Thus, long before John Napier introduced it to the world, it was already known to Indians.

Astronomy and Astrology

In ancient India, the science of astronomy was well advanced. It was called ‘Khagolashastra’. Khagola was the famous astronomical observatory at Nalanda. In fact science of astronomy was highly advanced and our ancestors were proud of it. The aim behind the development of the science of astronomy was the need to have accurate calendars, a better understanding of climate and rainfall patterns for timely sowing and choice of crops, fixing the dates of seasons and festivals, navigation, calculation of time and casting of horoscopes for use in astrology. Knowledge of astronomy, particularly knowledge of the tides and the stars, was of great importance in trade, because of the requirement of crossing the oceans and deserts during night time.

Aryabhatta explained that earth is round and rotates on its own axis. He also gave a scientific explanation for solar and lunar eclipse. He explained that the appearance of the sun moving from east to west is false by giving examples. One such example was: When a person travels in a boat, the trees on the shore appear to move in the opposite direction. He also correctly stated that the moon and the planets shined by reflected sunlight. Another prominent astronomer was Varahamihira who declared that the earth was spherical and is hanging i9n the solar system like a huge metallic sphere in between two very powerful magnets.

Astrology/Jyotish- Astrology is the science of predicting the future, which means science of light, originated with the Vedas. Astrology was given a very high place in ancient India and it has continued even today. It was presented scientifically by Aryabhatta and Varahamihira. Aryabhata devoted two out of the four sections of his work Aryabhatiyam to astronomy, which is the basis for Astrology. Astrology is the science of predicting the future. Varahamihira’s predictions were so accurate that he was considered one of the nine gems, in the court of Vikramaditya.

Medical Science

Medical Science was highly developed in India and this ancient Indian system of medicine not only helps in treatment of diseases but also in finding the causes and symptoms of diseases. It is a guide for the healthy as well as the sick.

One such science is Ayurveda which is an indigenous system of medicine that was developed in Ancient India. The word Ayurveda literally means the science of good health and longevity of life. It defines health as equilibrium in three doshas (Vata, Pitta, and Kapha) and diseases as disturbance in these three doshas. While treating a disease with the help of herbal medicines, it aims at removing the cause of disease by striking at the roots. The Atreya Samhita’ is the oldest medical book of the world. . Charka, Madhava, Vagbhata and Jeevak were noted Ayurvedic practitioners and Charka was called the father of Ayurvedic medicine. He was the Raja Vaidya (royal doctor) in the court of Kanishka. His Charka Samhita is a remarkable book on medicine. It has the description of a large number of diseases and gives methods of identifying their causes as well as the method of their treatment. He was the first to talk about digestion, metabolism and immunity as important for health and so medical science. In Charka Samhita, more stress has been laid on removing the cause of disease rather than simply treating the illness. Charka also knew the fundamentals of Genetics.

Surgery: Susruta was a pioneer in the field of surgery and was main author of the treatise Susruta Samhita. In Susruta Samhita, over 1100 diseases are mentioned including fevers of twenty-six kinds, jaundice of eight kinds and urinary complaints of twenty kinds are described. He studied human anatomy with the help of a dead body. In Susruta Samhita, the method of selecting and preserving a dead body for the purpose of its detailed study has also been described.

Susruta’s greatest contribution was in the fields of Rhinoplasty (plastic surgery) and ophthalmic surgery (removal of cataracts). In Susruta Samhita, there is a very accurate step-by-step description of these operations. Surprisingly, the steps followed by Susruta are strikingly similar to those followed by modern surgeons while doing plastic surgery. Susruta Samhita also gives a description of 101 instruments used in surgery. Some serious operations performed those days include taking fetus out of the womb, repairing the damaged rectum, removing stone from the bladder, etc.

Education and Ethics

Gurukula system of education existed during ancient times where students used to reside at guru’s place and learn everything which can be later implemented to find solutions to real life problems Ancient India very well understood that science and spirituality are complement to one another. Science studies mainly the material nature, whereas Vedanta studies both material nature as well as spiritual nature. The spiritual nature includes the deeper study of reality beyond material nature that is beyond atoms and molecules, thus it realizes the existence of soul, atman and consciousness.

Conclusion

The first precept of Vedanta sutura states- athato brahma jijnasa means in the human form of life one should inquire about Brahman, the absolute truth. The apara-vidya (scientific knowledge) is lower knowledge and para-vidya (spiritual knowledge) is higher knowledge. Therefore ancient India and its scriptures lead us to the Absolute Truth or Higher Knowledge.

THE ESSENCE OF CONVERSIONS

THE ESSENCE OF CONVERSIONS 

What Conversion is to Christianity what jihad is to Islam—an expansionist doctrine. Where Islam seeks to bring the whole world under its sway through jihad, Christianity’s goal is to make the world Christian, or turn it into Christendom, by conversion. The goal of such religions is not inner spiritual experience for the individual, which is generally denied by them, but conquering the external world for the belief.

Know about your Dharma and save it

BADAVALINGA AT HAMPI.

BADAVALINGA AT HAMPI.
Badavilinga is the largest Linga in Hampi. Located next to the Lakshmi Narasimha statue the Linga is housed inside a chamber with an opening in the front. Badava means poor. This linga is said to have been installed by a poor lady. Hence the name Badava Linga.
See the poor aged brahmin dedicating his services to Lord Siva. See the child like smile on his face. That is devotion, that is dedication. No gain still in service. That is BRAHMIN.
Kiran Nookala Sir....For the past 35 years he is doing nitya pooja and even if it is flooded with water, snakes are regular visitors with him.

Badavalinga means sivalinga made by a poor man's contributions....This was during vijayanagara empire....The poor in those times were so rich that they could afford to build a huge sivalinga and temple

RAMA SETU MAN-MADE, NOT A NATURAL FORMATION

RAMA SETU MAN-MADE, NOT A NATURAL FORMATION

(_{Times Now Digital, 13 December 2017)}

“The rocks on top of the sand actually pre-date the sand. So there is more to the story.” – Archaeologist Chelsea Rose

The Ram Setu Bridge, also called the Adam’s Bridge, between India and Sri Lanka, was not a natural formation as previously thought but man-made, a special show on a popular international channel has claimed citing American scientists. If true, this could be a ground-breaking discovery with far-reaching implications.

This finding, to be aired on a show called Ancient Land Bridge on the Discovery Communications-owned Science Channel in the US, gives credence to the age-old Hindu mythological text, Ramayana, which first mentions the construction of the Ram Setu Bridge, under the guidance of Lord Rama.

The show quotes a few American geologists, archaeologists and scientists as saying that the Ram Setu, which connects Pamban Island near Rameshwaram in India to Mannar Island off Sri Lanka, was actually man-made.

The show is scheduled to air at 7:30 am on Wednesday.

The promo of the show, tweeted by Science Channel’s official twitter handle, has already set social media abuzz, garnering more than 16,000 likes and 14,000 retweets in less than a day of it being posted. It has been viewed 1,90,000 times on Twitter till now.

The promo tweet reads, “Are the ancient Hindu myths of a land bridge connecting India and Sri Lanka true? Scientific analysis suggests they are.”

In fact, Union Minister Smriti Irani also retweeted the promo, along with the words “Jai Shree Ram”.

In the promo video, Chelsea Rose, an American archaeologist says, “The rocks on top of the sand actually pre-date the sand. So there is more to the story.”

In fact, according to the research by the American scientists quoted by the channel, the stones were dated to be nearly 7,000 years whereas the sand on which they are situated was only 4,000 years old.

These data suggest that the structure captured on the satellite image is not natural, the narrator of the show informs the audience.

It indicates that even though the sand bar was natural, the rocks were probably transferred on it from other place, the show’s narrator explains.

The purported findings have already sparked a political debate in the country with BJP leaders questioning the Congress previous stand where the party had told the Supreme Court that there was no historical proof that Lord Rama had existed.

The statements formed a part of the UPA government’s argument against the then opposition BJP’s demand for the scrapping of the Sethusamudram project on the grounds that it would destroy a part of the Ram Setu.

In 2005, the UPA-1 government had proposed a shipping canal project that would have dredged the area and damaged the formation, referred to as the Ram Setu by Hindu organisations. The project was thus challenged by the BJP in the apex court. – Times Now Digital, 13 December 2017

Swamy Dattatreya on Attachment

Swamy Dattatreya on Attachment

Attachment is the cause of both sorrow and happiness. It is because of the knowledge I gave to you that the ‘mist of attachment’ has disappeared from your heart. A small sprout of ego ultimately develops into a huge tree of ignorance. Affection is the trunk of this tree. Home and family are the branches and wife and children are the leaves of this tree. Wealth and cereals are the flowers and happiness and sorrow are the fruits of this tree. Relation that emerges out of affection is the canopy of this tree. This tree grows day by day and obscures the path of liberation. This tree is full of desires and those who sit under the lee of this tree can never attain salvation.