The Proceedings of the 82nd session of Indian History Congress held at the Kakatiya University (2)

The Proceedings of the 82^nd session of Indian History Congress held at the Kakatiya University (2)

Academic proceedings: Mridula Mukherjee, former Professor of Jawaharlal Nehru University, and former Director of the Nehru Memorial Museum and Library, New Delhi, was the chief guest at the inaugural session held at KU auditorium on Thursday 28-12-2023. As usual groups of historians, academics, history enthusiasts and scholars among others including delegates from different parts of the country who attended the session, according to the organisers. From the inaugural day onwards, six separate sessions were planned to be organized on the following sessions:

Sl. no	Session	Prof/Dr	No. of papers presented
1	Ancient India	Shalini Shah
2	Medieval India	Najaf Haider
3	Modern India	Sajal Nag
4	Countries other than India	S. Srinath
5	Archaeology	Seema Bawa
6	Contemporary India	Kalpana Kannabiran
	Total		1067

The split-up figures were not available.  Generally, during the valedictory function, the sectional presidents used to brief about their experience with data.

Academic proceedings: A grand total of 1067 papers were set to be presented at the event, marking a robust discourse on various facets of Indian history. Recognizing scholarly achievements, the IHC would confer prestigious awards for outstanding historical publications[1]. Notable among these are the Barpujari Award, the Prof. Mohammad Habib Award for Medieval Indian History, and the newly introduced Prof. Annapurna Best Book Award for Ancient Indian History[2]. Additionally, the IHC boasts several awards for the best research papers across diverse historical domains, encouraging submissions from scholars under 45 years old. Noteworthy prizes include the Professor Vijay Kumar Thakur Memorial Prize for Ancient India, the Professor J.S. Grewal Prize for Medieval India, and others recognizing exceptional work in specific historical sections[3]. Noted historian Ramchandra Guha will be conferred the Lifetime Achievement Award, given every five years, by the IHC[4].

Awards for best paper[5]: There are nine prizes for the best papers submitted at the Indian History Congress session in a particular section or field by members who are not above the age of 45 years on the last date for the receipt of papers submitted for the prize (December 2023). Please note, however that there is no age-bar for Prize No.9 below.

1. Professor Vijay Kumar Thakur Memorial Prize of Rs. 10,000 for the best paper submitted for Section I (Ancient India)

2. Professor J.S. Grewal Prize of Rs. 10,000 for the best paper submitted for Section II (Medieval India)

3 & 4. Professor P.S. Gupta Memorial Prize of Rs. 10,000 and Professor J. C. Jha Memorial Prize of Rs. 10,000 for the best two papers submitted for Sections III (Modern India), IV (Countries other than India).

5. Professor Sudhir Ranjan Das Memorial Prize of Rs. 10,000 for the best paper submitted for Section V (Archaeology).

6. Professor Papiya Ghosh Memorial Prize of Rs. 15,000 for the best paper submitted for Section VI (Contemporary India)

7. Professor B.B. Chaudhuri Prize of Rs. 10,000 for the best paper submitted on Economic and Social History of India (Ancient, Medieval and Modern).

8. Dr Nasreen Ahmad Memorial Prize of Rs. 7,500 for the best paper on Gender History.

9. Dr I.G. Khan Memorial Prize of Rs. 15,000 for the best paper submitted on History of Science and Technology (No age bar.)

10. Professor O.P. Jaiswal Prize of Rs. 7,500 for the best paper submitted on Indian National Movement.

11. Dr Gyaneshwari Jaiswal Memorial Prize of Rs. 7,500 for the best paper based on Archival/Epigraphic Data.

12. Professor M. Athar Ali Memorial Prize of Rs. 20,000 will be awarded for the best paper submitted at the 82nd session. There is no age-bar, and no application need be made.

The announcement of the paper selected for the prize will be made at the 84^th session. A member who wishes his paper to be considered for any of the prizes above is requested simply to indicate on it the award/(s) for which he wishes it to be considered and (in case of every prize except No. 9) attach a Xerox of some document bearing the date of birth (e.g. xerox of relevant page of passport, high school certificate, or letter of Principal of College or Chairman of Department).

The paper presentation session has been reduced to ritual, routine and mechanical: The young student delegates were evidently more interested in visiting places, taking selfies and posting them in the social media. They ever discussed about the academics, the paper presentation etc.

Go to the respective section

• Sit and wait for the turn
• Present paper within 5 to 10 minutes depending upon the president’s wish
• Face questions or no questions and discussion
• Get certificate
• Take photo and
• Go away
• Do not bother about the paper presentation of others
• Ask your friends to take photos or video to cover the above
• Post in the social media
• The attendance of IHC session is over and successful

Paper selection, editing and publication[6]: For the last 50 years experience, personally observing the paper reading sessions, nature of the papers and their themes, the way they were selected / rejected, and published had a pattern. They give more importance to the medieval session than other sessions. Next comes, the modern session dealing with the same or similar topics and issues again and again. Criticizing, condemning and attacking rightists, their ideology, Sangh Parivar – RSS, BJP, VHP, Bajran Dal etc., had been common and repeated. Opposed to such attitude-papers are rejected totally. In fact, during the course of years, many have understood and they do prepare such papers, instead, they go for dalits, women rights, children rights, minority rights, Christian missionaries’ contribution for education, socialism model, communalism, secularism, fascism, sectarianism, parochialism etc.,

• Earlier asking questions and discussion would be there perhaps for one hour also.
• Then, it was cut short.
• Summaries were published considering the academic importance.
• But, later, that also stopped, as they did not want to accommodate any view, interpretation or facts that could directly or indirectly affect their ideology.
• The following papers were also read / presented list was given
• Now, that was also stopped on the plea that every paper presenter is given a certificate for the paper presentation.
• Enjoy with the “List of papers received,” where your paper is listed, whether you go there, present it  or not!

© K. V. Ramakrishna Rao

31-12-2023

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[1] Telangana Today, Indian History Congress to be held at Kakatiya University after 30 years, PUBLISHED DATE – 05:47 PM, SAT – 23 DECEMBER 23

[2] https://telanganatoday.com/indian-history-congress-to-be-held-at-kakatiya-university-after-30-years

[3] Telangana Today, IHC Lifetime Achievement Award to be conferred on Ramchandra Guha, Published date – 03:48 PM, Tuseday- 26 December 23

[4] https://telanganatoday.com/hc-lifetime-achievement-award-to-be-conferred-on-ramchandra-guha

[5] Based on the “List of papers” issued by the IHC.

[6]  The previous proceeding volumes can be compared with the contents by dividing into several groups to understand the pattern e.g., before 1947 and after 1947; before 1992 and after 1992; before 2014 and after 2018 and so on.

Teaching of Science and Technology to the students of History or History to the students of science and technology?

Teaching of Science and Technology to the students of History or History to the students of science and technology?

Utility of the subjects and their immediate usage to humanity: Just like tourism, tourism management etc., “History of science and technology”  has been discovered, created and covered under the syllabus and offered as an “elective” subject to the postgraduate students of various disciplines. “History syllabus” has also been formulated to be taught to the students of professional courses like science and technologies, medicine, commerce, management etc., thus, much hype is created with the syllabus to reach and teach history to others.

• No teacher of those subjects proposed such a scheme that they would go and teach “science and technology” to them. 
• So why such exigency arises and for what purpose etc., have also to be analyzed.
• By going through the syllabus, it is clear that the students of professional courses do not gain much by reading such subjects.
• In every subject, mathematics, physics, chemistry, economics, commerce, accounting etc., the origin, progress and development and also the present and future status and scope of them have already been included in the syllabus and taught.
• If fact, their subjects have been and are updated and therefore, such subjects lead to innovative inventions that are immediately converted into parts, accessories, spares, gadgets, appliances, tools and so on useful to humanity.

History of Science and Technology: To write, read, teach and learn “History of Science and Technology”, one need not learn the core subject history, but, the history students cannot understand the “History of Science and Technology,” unless, they are taught from the fundamentals.

• Definitely, all non-history subjects are taught with its origin, which is nothing but history of that subject or perhaps more than that.
• That is how mathematics, physics, chemistry, botany, zoology at one side, and commerce, accounts, management, factory physics, industrial chemistry, bionics, mnemonics[1] etc., on the other side are taught in the schools and universities.
•  Though more and more science and technological subjects increase, there is demand for admission.
• However, recently, the subject “History of Science and Technology” is included for the students of history, archaeology, anthropology, numismatics and related subjects with their own formulated syllabus.
• But, they are taught only as history and not as the “History of Science and Technology.”

BCE 5,4,3,2,1,0,1,2,3,4,5 CE or BCE 5,4,3,2,1,1,2,3,4,5 CE which is correct?: The scientific study of the origin of the subject “History of Science and Technology”, has been different from the simple subject of “History of Science and Technology, for science students. In fact, under such expected conditions, the history teachers cannot teach the “History of Science and Technology”, to them.

• The concept of “zero” and infinity, decimal number system, calendar, planetary system, etc., have been perplexing even for science students, and therefore, how the history students read and understand them, is not known.
• In fact, for chronology, studying eras, dating and other exercises, history teachers have to understand these concepts. 
• Yet, no history expert is worried about “0” year in between BCE 5,4,3,2,1,1,2,3,4,5 CE years, while computing.
• Why the Roman numerals – I, II, III, IV, V, VI, VII, VIII, IX, and X did not have “0” is also not known to them!
• Why the Fibonacci series does not start with “0,” (0, 1, 1, 2, 3, 5, 8, 13, 21, etc.,) they cannot explain.

These are given only for illustrative purposes and are not exhaustive. Therefore, without knowing “o,” how history teachers would teach about, chronology and related historical developments.

Historical time is linear or cyclic, if “history repeats”!: In science and technology, anything linear or cyclic is understood easily and applied practically, but, in history, nowadays, some historians claim that history is linear and not cyclic. However, having claimed, they have not been able to define exactly how the history has been linear, when “history repeats itself”[2]. Just because, historian has decided take the expression “linear,” he cannot make history “linear.”[3] Again such expertise and elite historians do not bother about the axes and the origin, the zero point. Not only X and Y axes, even Z axis has the other side also.  How then, historians visualize the –ve axes and interpret historical events. Of course, they are totally not bothered as to whether it is 2D or 3D, yet, they prefer to use such terminology in history and historiography.

Using scientific terminology is different from actually working scientifically: Just by using certain terms and expressions, scientific, scientific temper, linear, dynamic, static, etc., at one side and heuristic[4], holistic, euphemistic, epistemological, on the other side, history cannot become scientific or technological, as none of the historical hypotheses, theories and concepts can be tested in the laboratory.

• Earlier, historians used to claim with pride that they should have object in mind, objective mentality and objectivity in dealing with historical facts.
• Now, they assert that they need not have such standards (objectivity).
• Ten historians can write history about the same “object,” and all the ten histories become histories of the object!
• But, science says one is one only; 1+1=2 only, all have accepted universally for thousands of years and it continues.
• Historians and history teachers cannot say in history about anything within a year, 10 years, 100 years… in the same way again and again.
• In India itself,
  • grandfather / grandmother read one history,
  • father / mother read another history,
  • son / daughter read yet another history and
  • now grandson / granddaughter reads still-yet another history!
• This type of history is found in the case of the –
  • Grandfather – Chandragupta Maurya c.324/31 – 297 BCE
  • Father – Bindusara – c.297-273 BCE
  • Grandson – Asoka – c.268-232 BCE

Thus, within three generations, grandfather and father were prehistoric, illiterate and unhistorical also, wheras, the grandson was historic and literate! Again, the grandfather was a Jain, the father Hindu and the grandson a Buddhist! A perfect secular model family!

• In India, there had / have been millions of practices, procedures, and standards followed in day to day life for more than 1000, 2000, 3000, 4000, 5000 YBP and more. They had / have  and are historical only, unlike their “histories” produced or manufactured by the European Company writers and the 1947-Indian history writers.
• Once a history writer becomes ideological, then, no two historians accept and history in India, it always becomes some sort of TV-debate where four persons come and talk about the same subject in four different ways! They come together only to differ from each other and not to come to any conclusion.

Blind Men and an Elephant: The history writers of the European Companies always mention this “cock and bull story”[5] to denigrate Indians for their acumen[6].  Not only non-Indians have read the sources properly, understood the concept and interpret such stories, but also the listeners, readers and others to verify the authenticity of the stories floated about themselves. The irony has been, this “cock and bull ……….story” has been and is still included in the syllabus and the naïve and gullible teachers go on teach and our students read and appreciate the “idiocy” – stupidity, absurdity and silliness of Indians, and believe that they (the Europeans) only taught Indians how to count, learn and dress properly. More and more “Mayos”[7] have been created to spread such “maya,” and when they would be liberated and brought to light from such darkness[8] is not known.

Any subject is offered as an elective, choice or forced: Again teaching history to other disciplines commerce, economics, management, medicine etc., is different from the teaching of “History of Science and Technology” to history students themselves. Just because, history subject is losing its scope in the academics, the history teachers cannot introduce some syllabus and try to impose the same old stuff on the non-history students.

• The utility, benefit and value of the subject also come into play, when any student selects any subject voluntarily, as an elective or for some other reason.
• The students of the “History of Science and Technology” are interested in progress, development and growth in their studies, research and further pursuits.
• Therefore, they may not be interested in what the dynasties fought with each other, rulers invaded other territories or autocrats made the people suffer.
• Even the social, communal, religious, societal, and other aspects and related issues are also irrelevant to them, as long as they divide people based on any factor.

The utility value of the subject: Ultimately, when job, assignment and employment are decided on the certificates and diplomas received, yet, the application of the learned subject in the field decides the fate of the employee, worker or staff.

• A fitter, electrician, plumber and any other technician after getting certificates, has been ready to work in the field, as he has to carry out his job, as otherwise, he will be sent out immediately on the first day, when he is found that he is not able tp work in his field, in spite of having diploma / certificates in his trade or many certificates including other disciplines. “A jack of all trades but master of none”.
• So also a professionally qualified engineer or doctor or any other expert.
• “If you know the job, come and join immediately,” that type of policy is followed today, walk-in interview, selection and appointment order.
• All the certificates and diplomas come thereafter, just for verification.
• If you have 10 certificates, diplomas and degrees in one discipline or 10 different disciplines, but, you cannot work properly, you will be fired, because, the employers want the work to go on.

© K. V. Ramakrishna Rao

12-08-2023

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[1] Mnemonics is the study and development of systems for improving and assisting the memory, A mnemonic device (or memory device, is any learning technique that aids information retention or retrieval (remembering) in the human memory for better understanding.

[2] Historic recurrence is the repetition of similar events in history. The concept of historic recurrence has variously been applied to overall human history (e.g., to the rises and falls of empires), to repetitive patterns in the history of a given polity, and to any two specific events which bear a striking similarity. Hypothetically, in the extreme, the concept of historic recurrence assumes the form of the Doctrine of Eternal Recurrence, which has been written about in various forms since antiquity and was described in the 19^th century by Heinrich Heine and Friedrich Nietzsche. While it is often remarked that “history repeats itself”, in cycles of less than cosmological duration this cannot be strictly true. In this interpretation of recurrence, as opposed perhaps to the Nietzschean interpretation, there is no metaphysics. Recurrences take place due to ascertainable circumstances and chains of causality.

[3]  In the case of electricity, electronics, computers, digital technology etc., the electric pulse is sinusoidal, digitized to square-shaped pulses and so on. All such processes cannot be brought under any “linear” explanation or interpretation of history.

[4] A heuristic is a mental shortcut commonly used to simplify problems and avoid cognitive overload. Heuristics are part of how the human brain evolved and is wired, allowing individuals to quickly reach reasonable conclusions or solutions to complex problems.

[5] Cock and bull story, far-fetched and fanciful story or tale of highly dubious validity produced by the British county hoteliers / inns to attract their customers.

[6] The Buddhist text Tittha Sutta, Udāna 6.4, Khuddaka Nikaya, contains one of the earliest versions of the story. The Tittha Sutta is dated to around c. 500 BCE, during the lifetime of the Buddha. An alternative version of the parable describes sighted men, experiencing a large statue on a dark night, or feeling a large object while being blindfolded. They then describe what it is they have experienced. In its various versions, it is a parable that has crossed between many religious traditions and is part of Jain, Hindu and Buddhist texts of 1st millennium CE or before. The story also appears in 2^nd millennium Sufi and Baháʼí Faith lore. The tale later became well known in Europe, with 19^th century American poet John Godfrey Saxe creating his own version as a poem, with a final verse that explains that the elephant is a metaphor for God, and the various blind men represent religions that disagree on something no one has fully experienced. The story has been published in many books for adults and children, and interpreted in a variety of ways.

[7] Katherine Mayo, an American lady  and also reportedly a historian wrote a book Mother India (1927) became  a polemical book as it contained many narratives of  grudge, hate and vengeance against Indian – society, religion and culture. Indians do not know any such book has been written about American or European society, religion and culture.

[8] Mohammedan or Mughal court historians always dub that the kafirs (non-believers, non-Mohammedans) of Hindustan were in the jahallia (in the darkness) and they were trying to show nur (light) through jihad (holy war) with their revealed book (al-kitabiya), as the kafirs do not are any revealed scriptures / book..

Study of Vedanga Jyotisha and Sulba Sutras: How historians have to approach taking historical evidences [2]

Study of Vedanga Jyotisha and Sulba Sutras: How historians have to approach taking historical evidences [2]

Ganges valley civilization[1]: In fact, the European intelligentsia was searching for the human origins on the banks of the Ganges only[2]. The name “Ganga” has been so famous that it is found in the names of rivers in China and SEA countries also.

1. It was Jean Sylvain Bailly (1744-1844)[3], who shifted the origin of the human race from Greenland to New Zenyla to Ganges Valley, according to his astronomical calculations. He also explained that arts and sciences were developed only there. Here, actually, the concept of the origin of human race located at the Arctic region was changed to Ganges Valley.
2. Voltaire[4] also accepted such origins. Drawing attention to the books of John Zephaniah Holwell and Alexander Dow, he concurred with him that all of their arts, including astronomy, astrology, the concepts of birth and death etc., were derived from the Ganges Valley.
3. Later Pierre de Sonnerat[5] concluded that it was India that gave the legal system to the humanity and therefore, the origin of humanity.
4. To Guillaume-Thomas-Francois Raynal[6], India, not the Middle East, was the earliest inhabited part of the globe and the Indians were ‘the first who received the rudiments of science and the polish of civilization’. Immanuel Kant, Johann Gottfried Herder and others too had such views.

Dating of the Ganges Valley Civilization: As H. D. Sankalia[7] points out in the densely populated areas and towns, the archaeologists could not carry out horizontal excavations to get complete details about the human activities and their deposits. Pointing out that there is no evidence to prove that Chandragupta Maurya, Asoka and other ever walked on the roads of their cities, he urged that excavations had to be carried on at the sites connected with Ramayana. Up to the 1950s, the oldest excavation of rice was found at Hasthinapur (U.P) dated between 1000 and 750 BCE (Ghose et al. 1960). The often-cited chalcolithic sample of rice dated to 4500 BCE. A 1980 report on excavation made in Koldihwa at Mahagasra (U.P) pushed the date back to 6570-4530 BCE. The rice grains appeared to be of a cultivated type (See Chang, 1989)[8]. Kharailal Mehra and others working on the Ganges Valley Civilization show that antiquity of rice could go to c.5000 BCE based on the samples found there. According Rakesh Tiwari[9], the samples found on the Ganges Valley at Lathuradeva in Sant kabir Nagar go to c. 6000-5000 BCE adding that the dates 6^th and 5^th cent. millennium BCE are also the earliest indication of human activity in the Sarayapur area of mid-Ganga valley. Thus, the antiquity of GVC going before IVC has been very significant.

How days, weeks, months, seasons are remembered without clock, calendar etc in India:

1. As the farmers and agricultural activists were engaged in paddy cultivation, rice food etc., they knew the days, nights, seasons etc.
2. The solar year has more than 360, 365 days and it is corrected during the months of Chaitra, Vaishaka has been very clearly mentioned (Krishna Yajurveda, Taitttiriya Samhita etc).
3. The division of 360 into 24,12, 6, etc. with reference to season, asterism are well found, recorded and followed.
4. The superimposition / conjunction of 6 seasons (6 x 60⁰), 12 rasi mandala (12 x 30⁰), 27 asterism (27 x 13.33⁰), on the 360⁰ circle / cycle proves the cyclic nature of calculation of time, chronology etc.
5. Incidentally, the 15 days eclipses, with full moon (Paurnami) and new moon (Amavasya) calculations have been meticulous for conducting rites, rituals and celebrations.
6. The seasonal flowers, vegetables, seeds, and others were so chosen and linked with such rites, rituals and celebrations, even common people could remember the significance.
7. The first day (Padyami), second day (Dhiviya), third day (Tadhiya), fourth day (caviti), fifth day (panchami), sixth day (Shasti), seventh day (Saptami), eighth day (Astami), ninth day (Navami), tenth day (Dasami), eleventh day (Ekadasi), twelfth day (Dwadasi), thirteenth day (Triodasi), fourteenth day (Caturdasi), fifteenth day (Paurnami or Amavasya) are thus consciously remembered.
8. The waxing and waning days are attributed to some gods, goddesses, great men and others, so that they were always remembered.
9. The waxing days were taken for auspicious rites, rituals and celebrations and waning days for less rites, rituals and celebrations. Thus, Amavasya is taken for shraddha rituals to remember our forefathers and ancestors.
10. In India, only these activities have become traditions and followed by crores of people.

How these works were helpful to common people?: Many practices might appear superstitious according to modern mind, but, the reason behind them was forgotten. Thus, some are pointed out:

1. The farmers had been following traditional methods even today, in growing, sowing, keeping the seeds (for next period) on seasonal basis. Every agricultural process has been in consonance with the seasonal changes and therefore, there was no complaint about the excess growth, loss of crops by rains, cyclones etc.
2. Mention has already been made about the conduct of rites, rituals, ceremonies, celebrations etc,.
3. The vegetable cutter, cook and others followed the astronomical rules, so that no crop, seed, vegetable was wasted.
4. The grower of cotton, thread maker, weaver, and other textile manufacturer followed the astronomical rules and thus, the sentiment of the people were followed.
5. The Shiddhanta, Karana and Yantra works were studied together.
6. The observation and recording of days, weeks, eclipses, conjunction of planets, asterisms, zodiac, were useful to the construction of houses, palaces, temples, cities, forts, boats, ships etc.
7. Thus every stone worker, Stapathi, silpi, metal worker, metallurgist and related experts followed vastu and silpa sastras.
8. For the coastal navigation, internal river transport, overseas expeditions, maritime trade, the astronomical principles and yantras / instruments, gadgets etc., developed were used.

Conclusion: If a person is able to follow day and night, 24 hours day, week, month, year etc., it is evident that he knew clock and calendar, though, such devices of 5000 YBP have not been discovered. After the introduction and fee use of mobiles, crores of people all over the world stopped wearing a wrist-watch. If a man is conditioned to nature, his biological clock is set up and synchronized with nature. He does not require any clock, as hid body functions according to nature. He could get up from the bed at required time and goes to bed accordingly. In fact, it has become an old fashion to wear a wrist-watch. It does not mean that there was no wristwatch, mechanical (coil/spring-wound), digital etc., during the 1930-1980 period. Indians have to remember three generations of both husband and wife side. 1920-50 families have old photographs and many started losing them. In fact, they have started forgetting their great father and mothers by name. But, that doesn’t mean that the photographs were not there and the persons did not exist during their periods.

In the same way, the mathematical and astronomical details as found in the ancient book need not be doubted, as now, the modern researchers have only been struggling to interpret and understand them. It is only the fault of the present-day researchers that they could not understand the texts properly and not that of the ancient texts. Moreover, the researchers have to be open-minded without any linguistic, sectarian and other parochial bias, prejudice and pre-conditioned mind set up. As already pointed out, history cannot be read, understood and decided in isolation, without understanding the history of science and technology and the significance of the principles. Thus historical research and historiography have to be multi-disciplinarian.

© K. V. Ramakrishna Rao

07-05-2020

[1] K.V. Ramakrishna Rao, GVC to IVC to SVC (Ganges Valley Civilization to Indus Valley Civilization to Sarasvati Valley Civilization), in S. Kalyanaraman (ed.,), Vedic River Sarasvati and Hindu Civilization, Aryan Books International, New Delhi and Sarasvati Research and Education Trust. Chennai, 2008, pp.247-274.

[2] The European intelligentsia tried to find an alternative, when they attempted to escape from the clutches of Judeo-Christian philosophy during 18^th century. For them, the East had been the attractive destination, as all references of the experts pointed to the East.

Martin Priestman, Romantic Atheism –  Poetry and free thought, 1780-1830, Cambridge University Press, London, 1999. Can be viewed through website, pages up to 26 from the wrapper – http://assets.cambridge.org/0521621240/sample/052162140 WSCOO.PDF.

[3] Jean-Sylvail Bailly, Traite de l’ Astronomie Indienne et Orientale, Paris, 1787, pp.498-500.

[4] H. Brumfitt (ed.), La Philosophie de l’historie (Studies on Voltaire and Eighteenth Century), Vol. XXVIII, Geneva, 1963. Introduction and commentary give valuable details, as mentioned by P. J. Marshall.

[5] Pierre de Sonnerat, Voyage aux Indes Orientales, 1782.

[6] Guillaume-Thomas-Francois Raynal, History of the Indies, Vol.I, p.35, 38.

[7] H. D. Sankalia, Ramayana – a Myth or Reality, Peoples Publishing Company, New Delhi, 1973.

[8] Wayne Smith and Robert H. Dilday, Rice: Origin, History, Technology, John wiley & Sons Inc., USA, 2002, p.12.

[9] Rakesh Tiwari, Preliminary Report of the excavations at Lathuradeva District Sant Kabir Nagar, U.P: 2002-2003-2004 & 2005-2006,  www.uparchaeology.org/pragadhara16.pdf.

More articles on Agriculture in South Asia: http://homepages.ucl.ac.uk/~tcrnfu/downloads.htm

National Seminar on Water management in Andhrapradesh through Ages

National Seminar on Water management in Andhrapradesh through Ages

The theme of the seminar[1]: Since the beginning of the human history, water has one of the precious needs of mankind. Water is considered to be the liquid gold. Irrigation system began in South India during the megalithic times. During the Satavahana period, teo lakes namely the lake of Five Nymphs and Panasaras are associated with Madakarni or Satakarni. During the Ikshvaku period, Bhinav Vasudeva is said to have dug two tanks for irrigation. Durimg the Pallava ruler Danti Varman and Vijaya Danti Varman executed small scale irrigation projects. During the Chola period, Rajendra I constructed a lake at Mekhala Champalli, of Chitoor district. Rajendra II caused the excavation of two reservoirs, Narayana Putteri and Veera Narasinghadeva Putteri of Puttur of Chitoor District.

During the Medieval period, the Kalatiya rulers paid attention to the storage of water for agriculture. Before, Kakatiyas, the tanks were small and the irrigation facilities were inadequate and the area of cultivation was very limited. Prataparudra constructed a big tank at Patala. Kakatiya samantas also constructed different tanks, canals and small kuntas. The Vijayanagara rulers and their nobles constructed many tanks and the canals and created sluices. In many parts of South India, the irrigation works of the Kakatiya and Vijayanagara rulers are still surviving their purposes. The Qutbshahi rulers constructed Durh Tank, Hussain Dagar Tank and Maasaab Tank to meet the water needs of the people living in Golconda Fort. During the Nizam rule an irrigation department was established and the Water Management was entrusted to a Chief engineer.

Sub-themes of the seminar: The following sub-themes were suggested for paper presentation by the scholars:

1. Water management in Andhraparadesh during Ancient, Medieval and Modern periods.
2. Water resource management and sustainable development.
3. Water use – waste water irrigation.
4. Wild-lie and forest resources.
5. Future of water resources.
6. Neeradi system (teraditional water management) vis a vis Jalasanghas.
7. Role of state – water ownership and governance.

The History and Tourism Management Department of Kakatiya University is organising a two-day national seminar on ‘Water Management in A.P. through the Ages’ on February 25 and 26, 2013. Though the invitation mentioned that Former MP B. Vinod Kumar would inaugurate the seminar as chief guest on Monday in the Seminar Hall of Humanities Building[2], as could not make out, Prof. M. Panduranga Rao of INTACH was invited to inaugurate the seminar.

25-02-2013 (Monday) – the first day of seminar: Speakers at a seminar on water management favoured revival of the ancient tanks spread across the State[3]. Delivering keynote address at the inaugural of seminar organised by the Department of History, Kakatiya Univesrity, Prof. I. Lakshmi of Osmania University said that the ancient tanks built by the Kakatiya, Vijayanagara, Qutb Shahi and other kings were still operational. The Britishers contemplated to revive the same but could not do so. “If the ancient tanks are restored to their past glory, there will be enough water for irrigation and drinking needs,” she opined. She almost covered from the ancient period to modern period.

Prof. M. Panduranga Rao of INTACH said that they identified nearly 500 tanks which were like a chain built and developed by the Kakatiya rulers in Warangal district. They would, if revived, store water three times the capacity of the SRSP. “The State government should focus on reviving this chain of tanks to make Telangana a rice bowl. These small projects help irrigate large extent of land besides meeting drinking water requirements of the people,” he pointed out.

Dean, Faculty of Social Sciences, Prof. K. Sitarama Rao said that over the decades the projects of Telangana region did not attract the attention of the rulers irrespective of political parties. The projects did not get enough funds and the irrigation did not witness the development that was expected. “Water is a basic need of the humanity and it should get a top priority irrespective of the region. But, Telangana is still being discriminated in this respect too,” he opined.

The Engineer Sri Shyam Prasad Reddy delved upon the technical aspects of construction of dams, tanks etc., and explained the significance odf reviving old tanks and lakes so that they could provide water for irrigation and as well as used as drinking water.

History department head Prof. T. Dayakar Rao and senior faculty members Md Ayub Ali, S. Srinath, A. Badru Naik and others were present. ‘Old tanks built by the Kakatiya, Vijayanagara, Qutb Shahi and other kings are still operational’.

 26-02-2013 (Tuesday) – the first day of seminar: The second day proceedings both morning and afternoon session was chaired by Dr A. R. R. Ramachandra Reddy with the 10 paper presentation. The session was active with the participants asking questions, getting clarifications and appreciating for new points brought out and interpretations made.

 

720- Inagural session – Dr Srinath introduces speakers

Dr Vijaya Babu, Chairman Board of Studies, KU

Prof. I. Lakshmi of Osmania University (partly hidden)

Prof. T. Dayakar Rao , Seminar Director, History department head

Prof. K. Sitarama Rao, Dean, Faculty of Social Sciences

Er Shyam Prasad Reddy, Executive Engineer (Retd), Irrigation department, Govt. Of AP.

Prof. M. Panduranga Rao of INTACH

721 – same as above – another view

Prof. M. Panduranga Rao of INTACH

Er Shyam Prasad Reddy, Executive Engineer (Retd), Irrigation department, Govt. of AP.

Prof. T. Dayakar Rao , Seminar Director, History department head

Prof. K. Sitarama Rao, Dean, Faculty of Social Sciences

Prof. I. Lakshmi of Osmania University (partly hidden)

Dr Vijaya Babu, Chairman Board of Studies, KU

722 – Audience view of participating researchers, scholars, professors and students (LHS).

723 – Audience view of participating researchers, scholars, professors and students (LHS).

Dr Ayub Ali etc.

724 – Dr Bhadru Naik heading the second technical session on 25-02-2012 (Monday)

726 – Dr A. R. R. Ramachandra Reddy heading first tecnical session on 26-02-2013 (Tuesday)

725 –

727 – Dr Bobbili commenting on a paper – Dr Srinath, Dr Dayakar Rao and others in the first row

728 – Audience view of participating researchers, scholars, professors and students (LHS).

729 – Dr A. R. R. Ramachandra Reddy heading second tecnical session on 26-02-2013 (Tuesday)

730 – Valedictory function – Vice Chancellor facilitated

731 – Valedictory function – Prod Y. Yadagiri Rao

Prof B. Venkata Rathnam, VC

Prof N. Ramaswamy

Dr T. Dayakar Rao

Dr Vijaya Babu

732 – Dr Dayakar Rao reporting about the proceedings of the two-day seminar.

Totally 30 papers, covering different aspects of water resources and management, were presented by the researchers, scholars and experts.

The following resolutions were passed:

1. The importance of “the history studies” was stressed and the AP government requested to consider it.
2. Request was made to fill up the vacant posts and create new posts for the different disciplines of historical studies like tourism and management etc.

K. V. Ramakrishna Rao

27-02-2013

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[1] Based on Invitation and the seminar introduction given by the Seminar director, Dr T. Dayaka Rao.

[2] http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/seminar-on-water-management-in-ap/article4448703.ece

[3] http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/revive-ancient-tanks-to-meet-water-needs/article4453811.ece