Where did I mock him? 
Source: http://www.nytimes.com/2004/05/06/international/asia/06indi.html
Low-Tech or High, Jobs Are Scarce in India’s Boom
By AMY WALDMAN
Published: May 6, 2004
HYDERABAD, India - Two years ago, with the employment market in his drought-stricken rural district as dry as the earth, Bhaliya made his way to this high-tech capital in southern India and found salvation in a low-tech straw broom.
He became a city street sweeper, earning 1,800 rupees a month, or roughly $40. The pay was so low, and his 1,000 rupee-rent for one room in this inflationary city so high, that his wife became a sweeper too, leaving three toddlers in neighbors’ care.
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Each day since, they have bent to clear errant flotsam from the curbs, and straightened to see the immaculate imagery of the new India: hundreds of billboards advertising cars, mobile phones and Louis Phillipe shirts.
The temptations are forever out of reach, yet Mr. Bhaliya, 25, counts himself lucky. “We have to work to live,” he said, knowing better than to ask for more.
India’s economy is spawning a growing middle class, a host of world-class companies, a booming stock market and a new image for this nation of more than one billion people.
But those very reforms and conditions are also reducing the prospects of some of its citizens. India may be “shining,” in the description of a controversial and expensive government publicity campaign, but it is also struggling to generate jobs.
That employment problem could prove to be the Achilles’ heel of the ruling National Democratic Alliance, led by the Bharatiya Janata Party, which is seeking re-election on the strength of an economy that grew at a breathless 10.4 percent in the first quarter of this year. Three weeks of voting in this vast country conclude on May 10.
The public sector, once a stalwart of security, has lost some 4.5 million jobs in the past six years. In this state, Andhra Pradesh, government recruitment has been frozen, and the government has cottoned to private sector practicalities. Street sweeping, once a government job that paid triple what it does now and came with medical care, a pension, annual leave and job security, has been outsourced to private contractors, who offer none of that.
The streets of Hyderabad have never been cleaner, the city’s budget never leaner, and for workers, the insecurity and indigence never greater. On a Friday afternoon, Mr. Bhaliya, who uses only one name, was working two hours past his shift’s end - for no overtime pay - to ensure the chief minister a dustfree view when he drove past.
With greater efficiencies, global competition, cheap capital and new technology, private companies are doing more with fewer employees.
For many Indians, then, the dismantling of a quasi-socialist economy that began in 1991, and the growing globalization of the past five years, have meant only the trickle-down of raised expectations and lowered opportunity. As both economic and population growth outpace employment growth, economists say, the country’s official unemployment figure of about 8 percent masks a far higher real rate.
This southern state and its chief minister, N. Chandrababu Naidu, capture the challenge facing India as a whole. The lack of work here is bad among educated urbanites, and worse in rural areas, where two-thirds of the work force lives and depends on nature’s bounty. Severe drought - and a lack of irrigation and power to ease it - have prompted migration and farmers’ suicides, and helped sustain a tenacious left-wing insurgency that nearly succeeded in killing Mr. Naidu last October.
Over time, predicts S. P. Gupta, a member of India’s planning commission who specializes in employment, the social consequences of jobless growth will become more severe, whether in mass migration, or in riots like those that broke out last fall when 600,000 people applied for fewer than 3,000 low-level railway jobs.
Mr. Naidu, who is seeking re-election as chief minister and parliamentary seats for his party, has gained a global reputation for his assiduous courtship of multinational technology companies, and for government reforms that have increased efficiency and reduced the state’s deficit.
Cot'd
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Regularly promoted as a model for other states and even the national government, he is largely banking his state's future on processing jobs - notably back-office work for the West. But it is not clear that Mr. Naidu's vision of a high-tech paradise can uplift this state's 75 million people, or indeed India itself.
Employment from outsourcing jobs from the United States, Mr. Gupta noted, is "big for the upper middle class, but for the country as a whole very small."
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There is little Mr. Naidu has not done to lure high-tech companies here, from offering virtually free land to declaring information technology an "essential service," meaning employees cannot strike.
For Microsoft, which wanted a rectangular plot, he reconfigured a nearby business school and expedited the building of roads. For Computer Associates, which wanted a piece of land reserved for the financial district, he ordered the financial district shifted.
Even as a lack of water has devastated farmers across the state, Mr. Naidu has ensured Vanenburg IT Park, the idyllic 20-acre campus where Deloitte India and others sit, enough water for meticulously landscaped grounds year-round.
Even as Mr. Naidu has demanded that consumers and farmers pay more for inconsistent power, he has offered 25 percent power discounts to companies locating here.
In part, Mr. Naidu's blandishments reflect the dynamics of the global rush to India. As more cities, from Bangalore to Chennai (formerly Madras), compete for information technology companies, the companies have the leverage.
But it is not clear how much his state is getting in return when it comes to jobs. While nearly 60,000 jobs in information technology have been created here, many have gone to young Indians from across the country, despite this state's 350,000 English-speaking graduates.
Shankar Rao, who runs a placement agency, Our Consultancy, said software workers and especially engineers in the state were having trouble finding work. It is "very, very difficult" to place engineers, Mr. Rao said. "I think no country has as many engineering colleges as this state."
Since taking office, Mr. Naidu has increased the number of engineering colleges from 32 to around 230, and the number of graduates from 8,000 each year to 75,000. By the end of 2002, the state had around 2.6 million educated unemployed residents.
Production jobs, meanwhile, have waned. The sweepers' supervisor, Rama Rao, lost two factory jobs when the factories, one making cigarettes, one home appliances, closed. Now earning 2,500 rupees a month - roughly $57 - no matter how many hours or days he works, he mourned the "time to time" jobs when hours were set.
But even his sweeping job could be swept from under him. Rajiv Babu, the city's deputy executive engineer for solid waste management, said he regularly got offers from both foreign and Indian companies to mechanize the sweeping.
For now, it was still cheaper to use manual labor, although he noted, "As an engineer, I would love to mechanize the whole thing and forget about it."
In some sectors, that has already happened. Outside Mr. Babu's window, a new road overpass was being built. Such projects, he estimated, now require 60 percent less labor than they did a few years ago, thanks to ready-mix cement.
He had heard of suicides among workers who once mixed concrete, but he said he had no choice: the ready-mix was both cheaper and better quality.
And the point is Mr. Developmental economics guy? Tell me about job displacement in terms of sectoral shift vis-a-vis GDP growth.
China has 200 million migrant laborers...is that bad or good for china's economy in the longterm? Riddle me that..
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*Originally posted by Matsui: *
And the point is Mr. Developmental economics guy? Tell me about job displacement in terms of sectoral shift vis-a-vis GDP growth.
China has 200 million migrant laborers...is that bad or good for china's economy in the longterm? Riddle me that..
[/QUOTE]
Paul Romers Economic Model shows us that Migrant labour has a drastic negative effect on national economic situations (Economic Journal, Vol 12, 2002.)
This “El-Turki” character seems to be hell bent on provoking a flame war. For an Arab, he is strangely obsessed with the BJP 
The fact is that Indian textbooks have always been free of religious BS. In 2001/2002, fresh from the election success some BJP dumbos tried to “saffronize” it but failed due to opposition.
Yes, there are issues with the textbooks in India, but they are more of omission rather than commission. Wherever Muslim rulers, like Mughals were mentioned, the tone was very positive about their contributions.
But in the case of Pakistani textbooks it is wholesale and systematic propagation of hate and bigotry towards India and Hindus by the use of baldfaced lies, falsehoods and a systematic rewriting of history.
In Indian textbooks, we are not taught vile and poisonous stuff like:
- Hindus are cunning
- Hindus disrespect women
- Hindus worship in dark places
- During partition, only Hindus killed Muslims.
You cannot compare what Pakistani children are taught for 50 years with what some BJP idiots tried to teach Indian kids and failed.
El-Turki - please get a clue.
Nobody is hell bent on provoking a flame war! Reality is reality and it is time you accept reality. Hindu nationalism was always hidden in you. It is only now that it is showing its true colors.
No denying of this fact! History is full of examples of betrayal of Hindus.
Burning women with their dead husbands was quite common until Muslims came in India. The treatment with widows shows the depth of disrespect for women.
Ofcourse! Thats how mandirs are compared to mosques! Why are you denying reality!
Who caused the problems in partition by not giving Muslim majority areas like gurdaspur ? So yes Hindu British alliance was the main cause, although killing took place on both sides.
Don’t tell me Indian kids are not full of hatred against Pakistan! Talk to any and they all are against us. If its not the text books its your homes or your media. A common person in Pakistan has more good wishes for Indians as compared to an Indian. Yes we hate your policies and your army, for its brutalities in Kashmir! not the people.
Mandirs are darker than Mosques? hahahahahahaha…
Muslim hordes put a stop to Sati? hahahahahahahah…
Hindu nationalism was always hidden in Indians? hahahahahahah..
pata nahin kahaan kahaan say..
Laeeq Khan,
You just admitted to believing that:
-
Hindus are cunning
-
Hindus disrespect women
-
Hindus worship in dark places
-
During partition, only Hindus killed Muslims.
Thank you for proving my point about the Pakistani education system. BTW, the practice of Sati gained ground because Muslim invaders would typically rape the women if found alive and therefore these women were forced to kill themselves rather than be sullied by the barbarians.
You just admitted to believing that majority of India’s populace cunning and evil. but you show your two facedness by saying:
Why would anyone have good wishes for cunning people who worship in dark places and ill treat women? What a phoney argument.
I grew up respecting other people’s faiths, places or worship, language etc.
That is why our two nations are where they are now and heading where they are heading. Sad to say.
http://www.dawn.com/weekly/education/education.htm#2
Surviving Pakistan studies
By Samina Wahid Perozani
Pakistan Studies: The mere mention of the subject evokes a mixture of bittersweet (more bitter than sweet) memories. I remember playing silly word games during my O-level history class as the teacher droned on about the virtues of being Pakistani and the ‘responsibility’ that it entails.
Chatting nineteen to a dozen with my best friend was almost commonplace while we were forced to listen to glorified descriptions about the pioneers of the Pakistan movement. There was nothing intriguing about that class and my teacher seemed to be painfully aware of that fact. Don’t get me wrong though, she was a fairly good teacher.
She knew her stuff but there was only so much that she could do with the atrocious textbook that was an essential part of our curriculum. I mean there is little room for imagination when authors make it plain in no uncertain terms that “Hindus are bad and Muslims are good. That tolerance is bad, fanaticism is good.”
And while I don’t claim to have a superior level of intelligence, I knew that there was something terribly strange and confusing about the way that history was taught to us. The textbook would, every five pages or so, paint a picture of Muslims as victims and would demonize Hindus. Considerable space and detail was given to the tragedies involving Muslim deaths but Mahmud of Ghazni’s mindless plundering was not given much mention.
My attempts to point this out during one of those interminable history lessons fell on deaf (read agitated) ears. “He was doing it for the good of his faith,” the teacher would reply, in the process stamping out any further chance of debate on the subject.
Then there was the Khilafat Movement, whose noble concept remains tragically lost on me. History books were replete with contradictions but suffice it to say we blithely believed that our ancestors and leaders were veritable saints who all but sacrificed themselves at the altar of independence. And since the grade didn’t really matter in the long-run (both A-level schools and foreign universities discard the subject because it isn’t ‘important’ enough), most of us had a tendency to just absorb ‘the facts’ for the impending exam.
Perhaps, if the textbooks were slightly more interesting and those who wrote them realized the necessity of making them more enga-ging and attractive for a young mind, we might have been more interested in the subject. Besides, those who design such textbooks also need to be reminded of the fact that students who read these books were not around in the days of the Pakistan Movement.
In fact, they were not around even the last time the country went to war, so it might be a bit difficult for them to relate to these events. Simply lecturing them and telling that they must understand and realize the importance of such historical events is not going to make them too eager about Pakistan studies - and this is true for any subject.
Besides, those who teach a subject like Pakistan studies can perhaps make it more interesting by telling students that the freedom they take for granted now was not earned without a lot of effort and sacrifice. In fact, had that been the case, I would have probably done better in the subject - meaning taken more interest and been encouraged to write insightful and analytical answers - and received a better grade.
Other things aside, Pakistan studies was not just about jingoism and misinformation but also about having to study a lot of bad grammar and verbosity. The writers apparently do not know the proper use of the article ‘the’, and tend to very flowery language.
Besides, a lot of the content was redundant and confusing. Reading the textbook was an arduous painful process - one had no choice but to put up with the jargon that was constantly being thrown up, in the hope that the author would make at least one half-decent point. The grammatical errors and inexplicable vocabulary use in such textbooks would have scarred me for life had it not been for some good grueling English classes later on and my own inclination to read a lot.
Almost a decade later after I studied Pakistan studies, the ministry of education has now realized that the textbooks are appalling - something that we as teenagers had come to terms with many years ago - and need to be changed. All of a sudden people are talking about everything that is wrong with these books and revamping of the curriculum.
Not surprisingly the religious parties are not taking too kindly to the matter and feel that modifying the text (with regard to religious references) is tantamount to blasphemy. They say that students need to be aware of their religion and history even if it is offensive to the sensibilities of the minority groups.
There are also many who call this an ‘American conspiracy’ - that the education ministry only began to take notice once the US pointed out that something was badly wrong with these text books. For the sake of argument, even if that is the case, does it actually change the fact that these books are terrible and must be improved? Just because the US is giving money for textbook reform does it mean that the reform process is wrong? Having better textbooks might just make students pay attention to the country’s history and make them realize that the freedom which they all take for granted was something many gave up their lives for.
The writer is a publications associate at the Sindh Education Foundation in Karachi.
Pakistan’s historic half-truths
By: Dr Farrukh Saleem
Islamabad: Punjab Textbook Board in concert with the Curriculum Wing of the Ministry of Education has somehow become the principal source of what can only be termed as ‘hate literature’. Our textbooks disseminate a whole array of ‘half-truths’ and propagate Taliban-like values. This is a brief survey of the hate literature that our children are being taught and the half-truths that are being taught at our elementary and secondary schools.
India, the enemy
Page 100 of Social Studies for Class VI states: “The foundation of the Hindu setup was based on injustice and cruelty.” Going back a class, and students are being taught that “India is our traditional enemy and we should always keep ourselves ready to defend our beloved country from Indian aggression” (page 123, Social Studies, Class V). On the same page there is the claim that “When India was defeated in the war of 1965, she excited the Muslims of East Pakistan against the Muslims of West Pakistan.”
Social Studies for Class VII states that “Some Jewish tribes also lived in Arabia. They lent money to workers and peasants on high rates of interest and usurped their earnings. They held the whole society in their tight grip because of the ever-increasing compound interest (page 13).
On page 25, children are told that “History has no parallel to the extremely kind treatment of the Christians by the Muslims. Still the Christian kingdoms of Europe were constantly trying to gain control of Jerusalem. This was the cause of the Crusades”. On page 26, children learn that “All Christian countries united against the Muslims and sent large armies to attack the holy city of Jerusalem”.
Page 43 of Social Studies for Class VII states that “European nations have been working during the past three centuries, through conspiracies on naked aggression to subjugate the countries of the Muslim world” adding that “During the Crusades, the Christians came in contact with the Muslims and learnt that the Muslim culture was far superior to their own”.
Partition
In Class IV, 9-year-old Pakistanis are told that “Sikhs destroyed the Muslim towns from the river Sutlej to the river Jamna. Sikhs turned the mosques into their Gurudwaras, demolished the shrines of the Muslim saints and burnt the religious schools and the libraries.
Ranjit Singh demolished a number of mosques and shrines in Lahore. The Hindus also turned against the Muslims during the Sikh rule (page 81, Social Studies for Class IV)”. Then there is the claim that “The Muslims of Pakistan provided all the facilities to the Hindus and the Sikhs who left for India. But the Hindus and the Sikhs looted the Muslims in India with both hands and they attacked their caravans, buses and railway trains. Therefore about one million Muslims were martyred on their way to Pakistan (page 83, Social Studies, Class IV)”.
Class IV students are also told that “India is a neighbour of Pakistan. Both the countries ought to have good mutual relations but Bharat always maltreated Pakistan”.
Under ‘The Impact of Islam in South Asia’, Social Studies for Class VI states: “Before the Arab conquest the people were fed up with the teachings of Buddhists and Hindus. The main cause was the benign treatment of Muslims with the Hindus.
Due to this attitude Hindus began to love Muslims and they became nearer and nearer to Muslims (page 97, Social Studies Class VI)”. Under ‘Influence of Islam on Social Life’ the same book says that, “The caste system of the Hindus had made the life of the common man miserable and as such they were fed up with this system (page 100, Social Studies, Class VI)”.
Eleven-year-old Pakistani students are taught that, “The people of India fell prey to starvation and poverty. Poverty, unemployment and ill treatment by the British rulers compelled the people to be rebellious. The people had become too poor during the reign of the East India Company. The people had already developed immense hatred for the British (page 121, Social Studies, Class VI)”.
The British
Social Studies for Class VI also alleges that “The British changed the curriculum of Madarasas and they had their full say in Education also they could change the syllabi according to their minds. The teaching of Hadith and Fiqa was stopped all together (page123, Social Studies Class VI).”
Pakistan Studies for Class IX-X is approved by the Federal Ministry of Education, Government of Pakistan and authored by Dr Hassan Askri Rizvi, Javed Iqbal, Ghulam Abid Khan and Qamer Abbas.
Fifteen to sixteen year olds are told that “The Muslims promoted equality and social justice as against the division on the basis of (Hindu) caste system (page 19, Pakistan Studies Class IX-X)”.
The same students are told that “In connivance with the Government the Hindus started communal riots and caused loss of life and property. At the time of prayers the Hindus tortured the Muslims by playing bands in front of the mosques. Before the commencement of classes the students saluted the portrait of Mahatma Gandhi and Muslim students were also forced to do so (page 37-38, Pakistan Studies, Class IX-X)”.
The Hindus
Page 63 of Social Studies for Class VI has three paragraphs. First, “The Hindu children wear dhoti and kurta while the Muslim children wear shalwar, pajama and kamiz. The Bharati children also like trousers and coat.” Second, “Hindu children like to eat vegetables and pulses while the favourite food of the Muslim children is meat.” Third, “The religion has deep impact on children in Bharat. The Hindu, Muslim, Sikh and Christian children have their own separate identity. They also speak different languages.”
Under ‘Conquest of Debul’ students are told that a “furious battle was fought between the two forces. There was a temple in the middle of the city. A red flag was hoisted on the top. The Hindu people had a firm belief that nobody could defeat them as long as the flag was there.
The Muslims chanted the slogan of Allah-o-Akbar and catapult was operated and started throwing heavy stones. A stone hit the flag and it fell down. The temple was severely damaged. The Hindus lost all hopes. The enemy was defeated and the fort was conquered (page 95, Social Studies Class VI).” Also that the “Hindus began to embrace Islam in great number due to the good and kind treatment of Muslims.”
Consider Pakistan Studies for Classes IX-X. The book states that: ‘Urdu has been closely associated with the Pakistan Movement’ (page 178) and that the ‘object of the Muslim League was to establish a separate homeland i-e Pakistan, for Muslims’ (page 40).
The book also states that: ‘The Hindus were encouraged by the Government to force the Muslims to join the Congress’ (page 38) and that ‘a new culture was founded in the subcontinent with the advent of Muslims. This culture was different in its form and spirit from the local culture’. The book also alleges that ‘the Muslims of Bengal were greatly exploited by the English and the Hindus’ (page 49).
Islam
Social Studies for Class VIII insists that: ‘Before the advent of Islam, ruthless, strong dictators usurped power and ruled people mercilessly’ (page 89). Social Studies for Class VII states: ‘Before Islam people lived in untold misery all over the world’, and that ‘Some Jewish tribes also lived in Arabia. They lent money to workers and peasants on high rates of interest and usurped their earnings. They held the whole society in their tight grip’ (page 13). Then there is the claim that: ‘Pakistan has always made sincere efforts to establish good relations with its neighbours’ (page 52).
It is rather intriguing that the concepts of ‘jihad’ and ‘shahadat’ made their debut in the post-1979 curriculum. ‘Jihad’, ‘shahadat’ and ‘mujahideens’ are notions that are hard to find in the pre-1979 curriculum. Primary Education’s Curriculum Document specifically prescribes: ‘to make speeches on ‘jihad’ and ‘shahadat’. The document further instructs teachers ‘to judge their spirits while making speeches on ‘jihad’, Muslim History and Culture’. Another prescribed ‘Learning Outcome’ is to ‘recognise the importance of ‘jihad’ in every sphere of life’.
To be certain, our Pakistan is now full of distortions and Punjab Textbook Board along with the Curriculum Wing of the Ministry of Education have both played a central role.
The writer is an Islamabad-based freelance columnist
Talking about the BJP is a red herring. If you want to compare with BJP, take Jamaat-e-Islami.
We are talking about Official Pakistan govt approved textbooks for Pakistani children compared against Official Indian govt approved textbooks for Indian children. The comparison is obvious - Pakistani textbooks inculcate a poorly worded bigoted picture of India and Hindus while Indian textbooks do not do anything even close to that.
Mr.Laeeq Khan just proved my point above by subscribing to the same hateful beliefs.
[QUOTE]
Talking about the BJP is a red herring. If you want to compare with BJP, take Jamaat-e-Islami.
[/QUOTE]
Talwar,
You can't compare the BJP to the Jamat-i-Islami because Jamati-Islami is no way even close to the realm of power that BJP currently enjoys in Hind.
BJP is now the dominant party in Hind! : the people have by choice installed a govt. , the single major party of which rose out of obscurity in the 70's on the platform on Hindutva.
Also, Pakistan always wanted to be a Muslim state (that's another matter that it really even struggles today to reach that aim).
But India (and even BJP) claim to be secular but only a cursory examination reveals that this certainly isn't the case.
Imran Dhanji: do you have anything better to offer do than to keep pasting articles in an extremely selective manner: pick the ones that sing Hind's praises and pick the ones that wilify Pakistan.
Most people here seem to have arguments and comments of their own: you, on the other hand, just seem to be an unwanted spokesperson on the Hindi govt.!
Talwar: Laeek is right: the bottom line is that we are trying to illustrate how the Hindi people also suffer from bias. To prove this point, one only need visit the website of the dominant Hindi political party, the BJP.
Two wrongs don't make a right!
Anyway, I think most people have already benefited from all our discussion threads. It has become pretty obvious that there is a clear polarization of thoughts amogst "South Asians" - this is what Pakistan has been saying all along and this is what Indians have been denying all along.
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You cannot compare what Pakistani children are taught for 50 years with what some BJP idiots tried to teach Indian kids and failed.
[/QUOTE]
oh yeah go to any indian forum board and witness the hatred toward Pakistan. Kinda gives you an idea of who's taught more hatred.
[QUOTE]
Thank you for proving my point about the Pakistani education system. BTW, the practice of Sati gained ground because Muslim invaders would typically rape the women if found alive and therefore these women were forced to kill themselves rather than be sullied by the barbarians.
[/QUOTE]
yes and thank you for proving our point about the indian education system. This is what the indian text books have taught you. That muslim invaders raped the women and hence the sati. When infact sati was being practiced way before muslim invaders set foot on indian soil.
I said gained ground, not started and I did not read it in my text books anywhere. I learnt it later on, much later on. Besides, all religions have a lot to be ashamed of when it comes to treating women. Read the other thread here about the rapes.
Secondly, you cannot defend the fact that Pakistan govt published textbooks say all the things I have outlined about Hindus.
El-Turki,
Stick to facts. BJP is a political party.
So what if some BJP people say some garbage? The textbooks in India are still secular and don’t teach hate.
**That is not the same as government sponsored hate taught in Pakistan. **
**Please give me specific quotations from Indian government approved text books which preaches hate about Pakistan otherwise eat your words. 
If you continue to believe that all Hindus are bad, then why do you want to talk to them Mister Turki?**
No proof = Off to the ignore list you go.
Cut the crap Turki
Originally posted by Gohar
Good one! -
In fact Indians like Karena, Aejaz also found it strange why I am obssessed here! : look at the average number of postings by the multitude of Indians on this PAKISTAN forum and then tell me who is obssessed!
Why so many Indians here and then they don’t tolerate another nationality???
And they talk about narrow-minded “hate-mongering” whereas all this is factual -
dear Indians,
please visit Indian forums and check out the negatvity there!
And many of you have a problem understanding non-Indian perspectives! .
In fact you can see their responses in the Economics, Pak threads and then realize what their real feelings are: they start demeaning Pakistan as a nation: what’s in their hearts comes out in the postings!
If all these Indians can find time to become “senior”/regular members of Pakistan forums, then what’s to say that they themselves don’t surf Hindi forums as well and, presumably, post different things there!
Exactly, stick to the topic folks. What are the mods doing ignoring this? If you want to discuss bjp open a new thread, don't clutter up this thread with lame arguments. Or is it too embarrassing to discuss Pakistan's educational system? Don't blame you, I'd be embarrassed too.;)
El-turki,
For one last time. Please explain why Pakistan's government approved education system teaches hate towards Hindus?
If not, I don't have anything to say to you for I think those who refuse to address direct questions are phoneys and do not deserve any respect.