a time of conflict between Hindus and Muslims is forbidden." In April 1989 the West Bengal Board of Secondary Education had issued instructions to schools and publishers of textbooks that "Muslim rule should never attract any criticism. Destruction of temples by Muslim rulers and invaders should not be mentioned." Schools and publishers have been asked to ignore and delete mention of forcible conversions to Islam. Some academicians have felt that these "corrections" were politically motivated and that they are censorship. Arun Shourie criticized these changes in schoolbooks and claimed: The most extensive deletions are ordered in regard to the chapter on "Aurangzeb's policy on religion". Every allusion to what he actually did to the Hindus, to their temples, to the very leitmotif of his rule – to spread the sway of Islam – are directed to be excised from the book. ... "In a word, no forcible conversions, no massacres, no destruction of temples. ... Muslim historians of those times are in raptures at the heap of Kafirs [sic] who have been dispatched to hell. Muslim historians are forever lavishing praise on the ruler for the temples he has destroyed, ... Law books like The Hedaya prescribe exactly the options to which these little textbooks alluded. All whitewashed away. Objective whitewash for objective history. And today if anyone seeks to restore truth to these textbooks, the shout, "Communal rewriting of history."" Japan See Japanese textbook controversy Pakistan Bias in education has been a common feature in the curriculum of many South Asian countries. According to Waghmar, many of the oriental societies are plagued by visceral nationalism and post-imperial neurosis where state-sanctioned dogmas suppress eclectic historical readings. Issues such as the preaching of hatred and obscurantism and the distortion of history in Pakistan have led the international scholars to suggest the need for coordinated efforts amongst the historians to produce a composite history of the subcontinent as a common South Asian reader. Bias against Indians and Hindus, as well as other religious minorities, have been found in Pakistani schoolbooks. However, Nelson here stresses the need for any educational reform to be based at the needs of the level of local communities. The bias in Pakistani textbooks was studied by Rubina Saigol, Pervez Hoodbhoy, K. K. Aziz, I. A. Rahman, Mubarak Ali, A. H. Nayyar, Ahmed Saleem, Yvette Rosser and others. A study by Nayyar & Salim (2003) that was conducted with