Uncovering the Truth: from Legends to History

 Uncovering the Truth: from Legends to History

During field visits to historical places, it is a common experience to hear interesting stories about the events that took place there from the locals. Stories of Bhima building a tank overnight and the Pandavas constructing a temple in a single night are often shared. Although listening to such stories is enjoyable, it can be overwhelming at times. However, these stories often give rise to questions: Did these events truly happen?

On one occasion, when I visited the Machnoor Kshetra near Solapur, I encountered a similar story.

As the story goes, Aurangzeb, who had arrived to conquer the south, faced formidable resistance from the Marathas. Seeking protection from them, Aurangzeb settled near Brahmagiri village on the banks of the Bhima River in the year AD. The fort, constructed around 1695, served as a large camp for the Mughal army, where Aurangzeb administered justice.           There exists a legend explaining how this fort came to be known as Machnoor. After conquering that region, Aurangzeb commanded his soldiers to destroy the Shivalinga at the Siddheshwar temple.           When the army entered the Siddheshwar temple, the soldiers tasked with this mission were attacked by a swarm of weevils, forcing them to retreat.          Enraged by this incident, Aurangzeb attempted to appease Lord Shankara by offering beef as a sacrifice. When the offering plate was placed in front of the Shivalinga and the cloth covering it was removed, instead of the beef, white fragrant flowers appeared.           This turn of objects embarrassed Aurangzeb, prompting him to initiate the construction of the Siddheshwar temple. He provided the temple with two annual grants of Rs. 400 and Rs. 6. Even to this day, the Maharashtra government contributes Rs.480 annually to the temple.

Should such stories be told while teaching history?

Is there some history hidden in these stories?

If so, how to find the true history of it and how to teach students to find it?

Listening to such stories can be fun and overwhelming at times, but it also raises questions about their authenticity. Should these stories be told while teaching history, and is there any history hidden in them? If so, how can we find the true history and teach it to others? These are the important questions that require a careful consideration.

Studying history can be a fascinating experience, especially when we come across the local folklore and legends that add a magical touch to historical events.

As historians, it is essential to critically examine such stories and question their accuracy. While they may contain kernels of truth, we need to separate fact from fiction by finding the historical evidence that supports or refutes these claims.  We should also consider the context in which these stories were created and how they have evolved.

While these stories may not be entirely factual, they can still provide valuable insights into the cultural, social, and religious beliefs of the people who created them. Thus, it is worth discussing such stories while teaching history, but it is crucial to present them as folklores and not as concrete historical facts.

Since ancient times, human beings have been captivated by stories. We love to hear tales of great heroes, epic battles, and magical creatures. Many words like legend, myth, and folklore are used for such stories.

These stories can be roughly named: legends with historical context, myths with mythological context and folktales regarding folk life. Legends are stories that have some historical context, but they are not entirely accurate. They often involve heroic figures and events that are based on real people or events but have been exaggerated over time. Myths, on the other hand, have a mythological context and usually involve gods, goddesses, and other supernatural beings. Folktales are stories that reflect the everyday life of a culture and are often passed down through generations through oral tradition.

As these stories are often passed down through oral tradition, they not be recorded in writing. Through this oral tradition, each generation listens to the next. With that oral tradition, one generation listens to another. Such stories may or may not be true.  However, such stories are not entirely fictional either.        

While it is incorrect to consider legends as history, human beings have a profound fascination with their past. This is why human society has preserved stories for centuries.

Why does the society hold onto these stories for centuries?

This question is crucial for the study of history. Understanding the past, discovering its nuances, and interpreting it cannot be accomplished solely through evidence. Meaning must be derived through creativity and talent.

Some stories are entirely true, while others give the impression of aligning with reality in terms of the setting, characters, and situations, despite being entirely fictional. Some stories are based on the real world, but their settings contain a touch of the miraculous. Other stories are entirely fairy tales.

After listening to a story,

how do we distinguish between reality and fictional elements?

How can we separate reality from the added narration intended to make the story interesting,

as well as any miracles or divinity projected within it?

To do so, one must learn how to examine the story and ask questions that scrutinize the facts. By asking questions, one can separate fact from fiction and gain a deeper understanding of the story.

To learn how to analyse a story, start by paying attention to the details. Then, look for clues in the plot, the characters, and the events that unfold. Ask yourself if these details appear realistic or if they seem exaggerated for dramatic effect. By asking questions, one can start piecing together the narrative and identify any inconsistencies or inaccuracies within the story.

Asking questions helps determine what is real and what is not.

By paying attention to the details

and being curious about the narrative,

one can develop a deeper understanding of the stories themselves.

Regarding the story narrated above about the Machnoor temple, we can engage in brainstorming to raise questions.

1.     Is Brahmagiri village located on the banks of the Bhīma River?

2.     Is there a fort or are there ruins near the village?

3.     Is there any mention of the construction of a fort at Brahmagiri village in Aurangzeb's documents?

4.      If so, in which document? For example, is there any information about this area in the gazette of the district of Solapur?

5.      Aurangzeb was known for dispensing justice, but how long did he live?

6.      Was Aurangzeb responsible for the destruction of idols elsewhere?

7.     Did the locals strongly oppose Aurangzeb due to his long stay in the village?

8.     Has the simile of ‘bungs’ been used in the story to depict the bitterness of the opposition?

9.      Why would Aurangzeb have sent a plate of meat?

10.    Did he send the meat as a form of psychological warfare, rather than for military repression?

11.    Has anyone tampered with the items on the plate?

12.    Are the temple records from that year still available?

13.    Does the Maharashtra government still distribute such annuals today?

Additional questions can be added to the list of questions. As a student of history, one should be able to pose multiple and multi-directional inquiries as Questions are a vehicle for thinking.

When reading a story or analysing a narrative, it's essential to understand the underlying themes and consistency within the story. To begin this process, one must determine the main theme of the story and evaluate its internal consistency. Additionally, it's crucial to contemplate the origin and spread of the story. By contemplating the story's history, readers can gain insight into how the narrative has evolved and how it has been interpreted by different cultures and societies.

It's essential to ask questions when examining a story, such as: What is the origin of the story? What is the story's purpose or message? How has the story been interpreted across different cultures and time periods? By asking these questions, we can identify any implausible elements within the story and gain a deeper understanding of its evolution concerning reality.

Furthermore, it's important to note that when analysing a story, we should focus on identifying what is implausible in the story rather than solely focusing on proving how the implausible has not occurred. By doing so, we can better understand how the story may have travelled through time.

Examining a story's themes, internal consistency, origin, and spread is essential for gaining a deeper understanding of the narrative.

By asking critical questions and focusing on identifying

what is unbelievable, unlikely and implausible,

we can better comprehend

how the story has evolved alongside reality.

There are two marvellous references in the Machnoor incident: insects and flesh transformed into flowers. With the limitations of narration in the story, it is challenging to verify historically accurate information.  If we can decode the metaphors of the beetles and the transformation of flesh into flowers, we can bring the story closer to reality.

In history education, learners must learn and be taught to think holistically about the information gained while studying history.   History is not just about dates, events, and facts. It's also about the stories, myths, and legends that have been passed down from generation to generation. Myths are not merely fictional tales, they contain deep commentary on human life through the use of symbols, metaphors, and allegories.

Even if we validate the meaning that can be derived from the story, we must also consider society's faith in the story, the values rooted in and preserved by society, and the story's impact on society. We must analyse the story's fictional elements to determine their effect on society.

In India, the literary tradition is rich with myths and symbolic stories. These tales offer a profound commentary on human life in India and are filled with symbols that require interpretation for a comprehensive understanding. Without proper guidance, students may reject these stories as myths. Teaching students to find the meaning of such metaphors is essential in connecting them with their cultural heritage. The incorporation of myth study in history classrooms can provide students with a deeper understanding of society, its values, and its history, we should think about this.

In 2002, I organized a study tour to Arunachal with a group of 10th-grade students following their exams. During our journey to Tawang, we made a significant stop at Jaswantgarh, where we were privileged to listen to soldiers recounting the tales of valour and bravery exhibited by Jaswant Singh and his fellow soldiers during the Sino-Indian war. It was an extraordinary experience to learn about the historical events of the Indo-China war on an actual battlefield. The air was charged with awe and admiration as we listened, completely absorbed in the stories that unfolded before us.

After familiarizing ourselves with the details of the 1962 battle, fuelled by curiosity and a newfound appreciation for history, we ventured further and paid a visit to Jaswant Singh's temple. Inside, we were met with a tangible connection to the past - his personal belongings and a statue that stood tall, reminding us of his heroism. It was an experience that brought us closer to the man behind the legends we had heard during travel from soldiers. Soldiers narrated numerous incidents that even today, how Jaswant Baba came to the aid of distressed troops, preserving their lives with unwavering faith. These tales served as a testament to the indomitable spirit of bravery that Jaswant Singh embodied.

Later that night, during our review meeting, girls engaged in a discussion centred around the remarkable ability displayed by Indian soldiers during the Indo-China war and legends about Jaswant Baba. It was hard to believe the existence of the dead Jaswant Baba and his helping soldiers but all admitted that the belief in his living spirit is still continuously inspiring soldiers stationed at the high-altitude regions of the Indian border. The legend of Jaswant Baba, his heroic deeds during the Sino-Indian war and his existence continue to inspire generations of Indian army soldiers.

The fact that Jaswant Baba's story can lift the morale of soldiers and sustain their determination at high altitudes, speaks to the power of storytelling within history. It reminds us that history is not just about dates and facts, but about the people and events that they have shaped around the world around us.

Stories like that of Jaswant Baba must be accepted with reverence as a way of understanding the values and beliefs of society.   These stories offer us insight into the identity of a community and its cultural heritage, providing a link to the past which is essential for building a better future.

By learning to respect such stories, we can gain a deeper understanding of why stories have been accepted and upheld for centuries. We can appreciate the significance of the traditions and beliefs that have been passed down from one generation to another and recognize how they continue to influence our lives today.

While studying history, we must appreciate the role of local folklore and legends.

We must approach these stories with a critical eye and find ways to separate fact from fiction. By doing so, we can enrich our understanding of the past while also acknowledging the cultural and social contexts that produced these stories and the context these stories are producing even today.

Prashant Divekar

Jnana Prabodhini, Pune

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