Faisalabad: February 24, 2017. (PCP) Professor Anjum James Paul, Chairman of Pakistan Minorities Teachers Association PMTA have written an open letter to Chief Justice of Pakistan Supreme Court Justice Mian Saqib Nisar for taking notice of recently passed bill by National Assembly of Pakistan for teaching of Holy Quran as compulsory subject in Primary Schools, High Schools and Colleges of Pakistan because it is violation of rights of Non-Muslim students enshrined in constitution of Islamic Republic of Pakistan. Pakistan Minorities Teachers' Association (PMTA) is making efforts since 2004 for education reforms in Pakistan. Pakistani education system and particularly textbooks violate fundamental human rights of religious minority students. Besides this, textbooks promote extremism, violence and intolerance against non-Muslims and non-Islamic religions. PMTA has prepared 18 research based documents on the textbooks of Pakistan identifying biases against non-Muslims and non-Islamic religions. There are some positive changes as well by the efforts of PMTA. National Assembly Standing Committee on Federal Education and Professional Training has unanimously passed the Compulsory Teaching of the Holy Quran Bill, 2017 on February 22, 2017. Holy Quran would be taught with Nazra from class 1 to 5th and students would be taught Quran with translation from class 6th to 12th. Minister of State for Federal Education & Professional Training Baligh ur Rehman said that it was people demand and need of the hour to introduce this bill. Professor Anjum Paul have said “Federal and provincial governments of Pakistan have adopted biased and discriminatory policy against non-Muslim students in the education system violating article 25 (1) of the Constitution of Pakistan that guarantees, “All citizens are equal before law and are entitled to equal protection of law.” Though, it is said that teaching of the Holy Quran will be only for Muslim students but the textbooks have already converted the religion of Pakistani Christian, Hindu, Sikh, Bahai, Parsi and Kalash students eliminating their religious identity. The textbooks are even violating Article 22 (1) of the Constitution of Pakistan that guarantees “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own.” “Pakistani textbooks are anti-social and the primary source of religious extremism, intolerance, hatred and biases against non-Islamic religions and non-Muslims. The textbooks are openly violating the agenda of National Action Plan that clearly describes. “The material promoting hate and extremism will be considered crime under Anti-Terrorism Act and strict action would be taken against the printers and publishers who will publish such material’ and ‘effective steps would be taken to stop religious persecution.” These textbooks exploit the religious sentiments and invite the attention of the readers to attack non-Muslims and their worship places. The textbooks declare non-Muslims as nuisance, unjust, intolerant, looters and the worst enemies of Islam and Muslims” added professor Paul Herewith are contents of letter of PMTA Chief: Ref.No.PMTA/25-26/17-KPR Dated: February 24, 2017 To Mr. Justice Mian Saqib Nisar Chief Justice Supreme Court of Pakistan Islamabad Subject: COMPULSORY TEACHING OF THE HOLY QURAN BILL, 2017 AND NON-MUSLIM STUDENTS Honourable Sir, Greetings and peace from Pakistan Minorities Teachers’ Association (PMTA) PMTA would like to draw your kind attention on the subject cited above. National Assembly Standing Committee on Federal Education and Professional Training has unanimously passed the Compulsory Teaching of the Holy Quran Bill, 2017 on February 22, 2017. Holy Quran would be taught with Nazra from class 1 to 5th and students would be taught Quran with translation from class 6th to 12th. Minister of State for Federal Education & Professional Training Baligh ur Rehman said that it was people demand and need of the hour to introduce this bill. Sir, Federal and provincial governments of Pakistan have adopted biased and discriminatory policy against non-Muslim students in the education system violating article 25 (1) of the Constitution of Pakistan that guarantees, “All citizens are equal before law and are entitled to equal protection of law.” Though, it is said that teaching of the Holy Quran will be only for Muslim students but the textbooks have already converted the religion of Pakistani Christian, Hindu, Sikh, Bahai, Parsi and Kalash students eliminating their religious identity. The textbooks are even violating Article 22 (1) of the Constitution of Pakistan that guarantees “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own.” Pakistani textbooks are anti-social and the primary source of religious extremism, intolerance, hatred and biases against non-Islamic religions and non-Muslims. The textbooks are openly violating the agenda of National Action Plan that clearly describes. “The material promoting hate and extremism will be considered crime under Anti-Terrorism Act and strict action would be taken against the printers and publishers who will publish such material’ and ‘effective steps would be taken to stop religious persecution.” These textbooks exploit the religious sentiments and invite the attention of the readers to attack non-Muslims and their worship places. The textbooks declare non-Muslims as nuisance, unjust, intolerant, looters and the worst enemies of Islam and Muslims. Some examples have been selected only from the textbooks of the National Book Foundation, Islamabad and Punjab Curriculum And Textbook Board Lahore because the same political party is ruling in the Federal and provincial level since 2013. The following two images derived from the textbooks of National Book Foundation, Islamabad indicate that there is no religious diversity and no respect for the worship places of non-Muslims. General Knowledge 1, Edition 2015, NBF, Islamabad History 6, Edition 2015, NBF, Islamabad Some examples have been selected from the textbooks of the Punjab Curriculum And Textbook Board Lahore published in 2016. There is English translation from Urdu except the subject of English and Biology. Part I Islam and Muslims Kalimah Tayyibah THERE IS NO GOD BUT ALLAH ALMIGHTY AND MUHAMMAD (PEACE BE UPON HIM) IS MESSANGER OF ALLAH ( General Knowledge 1, page 11) Guidelines for parents and teachers; Memorize Ta’awwuz, Tasmiyah and Kalimah Tayyibah to the children. Make them understand the translation. Also tell that before doing any work Tasmiyah must be recited. (General Knowledge 1, page 11) Tell Ta’awwuz with its translation. (General Knowledge 1, page 12) Tell Tasmiyah with its translation. (General Knowledge 1, page 12) Tell Kalimah Tayyibah with its translation. (General Knowledge 1, page12) Mosque is the most important religious institution in our society. (Social Studies 5, page 57) Discuss the changes Islam brought in the society. (English 5, page 8) Which aspects of human life does Islam cover? (English VII page 7) How did Islam change the lives of people? (English 9, page 1) Tell the names of some important masajid in Pakistan. (English 9, page 73) What is the importance of keeping up a promise in Islam? (English X, page149) Arrange a ceremony of recitation of Quran in the class and ask all the students to recite any Sura or a few verses of the Holy Quran turn by turn. (Urdu 6, page 4) Write neatly this verse of the Holy Quran in your notebook and learn by heart. (Urdu 6, page 7) Tell students that there is emphasis on cleanliness in Islam. (Urdu 6, page 69) Tell students that the Holy Quran has given much importance to unity. (Urdu 6, page 107) What status has been given to women in Islam? (Urdu 8, page 130) 4- Explain the verses in the light of Quran and Hadith. (Urdu 9, page 102) Make students understand that on Eid-ul-Fitr extravagance, snobbery and other non-Islamic ways are against the religious requirements. (Urdu 10, page 46) Name some of the animals and birds whose names are in the Holy Quran. (Arabic 7, page 11) Have exercise of past tense from the Holy Quran also. (Arabic 7, page 26) (i) Promote the passion of sympathy and love according to the Islamic teachings for all human beings. (Arabic 7, page 44) (ii) Also tell the others that Islam is religion of peace. (Arabic 7, page 44) Mosque is the centre of Islam. Have contacts with the mosques and try to say your five times prayer in the mosque. (Arabic 7, page 59) Tell the students about the importance of mosques. (page 59) Jihad is compulsory in Islam. (Arabic 8, page 48) Islam protects human rights. (Arabic 8, page 48) Muslim scientists have made great contribution to the study of science and we are aware of their success in different fields of science. (Biology 9, page 7) Display a list of the saints in the classroom who served for the promotion of Islam. (History 6, page 71) Saints spread Islam in the sub-continent and many people embraced Islam.(Pakistan Studies 10, page 122) How do you celebrate Eid-ul-Fitr? Write in sequence in the given space. (Urdu 4, page 15) Write an essay on “Muslim unity”. (Urdu 6, page 101) Tell students that mathematics is basically the subject of Muslims but unfortunately at present they are not aware of this subject. (Urdu 6, page 132) Which verse of the naat did you like? Write the reason. (Urdu 7, page 7) What must be said while meeting a Muslim? (Urdu 7, page 78) The history of Muslims is full of social values like patience, charity, love, unity, sacrifice, good deed and respect for humanity. (Urdu 8, page 12) We shall have to be Muslim in real meaning. Right/Wrong (Urdu 8, page 102) Mr. Makhdoom: “Dear children! We are Muslims, that’s why we tell you the qualities of an ideal Muslim student. (Urdu 8, page 104) What are the qualities of an ideal Muslim student? (Urdu 8, page 106) Students, write a paragraph on the basic quality of a true Muslim. (Urdu 8, page145) 2- Write your favorite naat in your copy and show it to your teacher. (Urdu 9, page 106) (Note): Naat is a poem, written in honor of Prophet Muhammad (Peace be upon him) Arrange a competition of recitation of naat in the students. (Urdu 10, page 10) What is the relation of Eid-ul-Fitr with our civilization and religious life? (Urdu 10, page 45) Write detailed story of your activities on the Eid-ul-Fitr day and show to your teacher. (Urdu 10, page 46) We are Muslims. (Arabic 7, page 77) Part II Non-Islamic Religions and non-Muslims Textbooks persuade students not to believe the Holy Books of their religion/s Almighty God sent prophets and revealed His Books on some of them. But the teachings of those prophets and Books revealed on them are not safe in original condition. (Islamic Education 9, page 56) Textbooks instigate students to become enemies of non-Muslims and destroy their places of worships. PRACTICAL ACTIVITIES Students present in the class, the conversation between Sultan Mahmood Ghaznavi and worshippers of Somnath. (History 6, page 38) (Note): According to the text on page 29, “Sultan replied, “I am breaker of idols and not the seller of idols”. About non-Muslims “Muslims have always adopted the policy of tolerance but when infidelity wants to dominate then a Muslim stands to confront infidelity.” (Urdu 10, page 22) The people had gone far away when Muslims conquered Constantinople. They thought when conquerors will reach there then an angel would come down from heaven to push them away, Sultan Muhammad got down from his horse and entered the church where he said his prayer. (Urdu 10, page 95) “He had powerful heart, extraordinary brave and was sustainable. Adventure or any other trouble could not make him afraid. He did not bother about the hardest challenges of the Christians. He kept himself busy in the battle and attacks in the intense cold weather of winter and was not afraid of confronting the big force with his small force. The big force of the enemy encouraged the Sultan.” (Islamic Education 7, page 93) Christian missionaries opened a front against Muslims. (History 8, page 17) Because of Akbar’s pro-Hindu policies, Hindus became so fearless that they started demolishing tombs and mosques, and constructed temples in their place. Muslims were facing hard times in Hindu majority areas. Muslims were not able to observe their religious obligations freely. Persistence of their faith could cost their lives. In this situation, Hazarat Mujadid opened a front against Hindus and drew the attention of court officials of Akbar and then of Jahangir toward those excesses. In the result of these efforts by Mujadid Alif Sani RA, Islam prospered in the era of Jahangir. After them, came the practical Muslim rulers like Shah Jahan and Aurangezeb who further enhanced the following of Shariah. (History 7, pages 57-58) Islamic society was based on the principles of equality and brotherhood. These principles were new for Hindus because Hindu society believed in caste system and shudder was the lowest caste. (History 7, page 59) At that time Punjab and NWFP (KPK) were ruled by Sikhs who became a nuisance for Muslim community. (History 7, page 108) The establishment of British rule caused harm to the free status of Muslims and Islam. (Pakistan Studies 9, page 3) Strategy of the British To prolong the rule under the formula of “Divide and Rule” by exaggerating differences between the Muslims and Hindus. (Pakistan Studies 9, page 45) The Portuguese occupied Goa and the coastal areas around it. They inflicted many atrocities on the inhabitants of these areas. They fortified themselves and made much money by unfair means. (Pakistan Studies 9, page 43) Sir, PMTA requests you to kindly order the concerned quarters to publish the textbooks in the light of article 20, article 22 (1) and article 25 (1) of the Constitution of Pakistan 1973 and National Action Plan to save the lives and beliefs of the students without any distinction. It is also requested you to constitute a commission to redress the grievances of the non-Muslim students. With best regards. PROF. ANJUM JAMES PAUL CHAIRMAN Copy to 1. Mr. Arbab Muhammad Arif, Registrar, Supreme Court of Pakistan, Islamabad