What should be done?

From all this two points become clear. First, the history being taught in Indian schools and colleges was created by colonial masters and their willing servants to serve anti-national interests and damage India’s heritage and culture. Second, institutions created to serve national educational goals were dominated by self-serving individuals who are hostile to national aspirations. The result is that institutions like the ICHR fell into the hands of mediocre scholars with political influence. They have contributed little of significance because of their worship of the West and their inferiority complex. They have built no Indian schools of thought, especially in history. This had been foreseen by Sri Aurobindo long ago when he wrote:
"[That] Indian scholars have not been able to form themselves into a great and independent school of learning is due to two causes: the miserable scantiness of the mastery of Sanskrit provided by our universities, crippling to all but born scholars, and our lack of sturdy independence which makes us over-ready to defer to European [and Western] authority."
There is another problem. In the fifty years after independence, the Government and its agencies like the ICHR, NCERT and NIEPA have supported only such scholars who are weak in scholarship and afraid of thinking independently, but willing to toe the official line. They are products of the Macaulayite education system, which was created to produce colonial servants and not independent thinkers. When we look at scholars doing independent work like Natwar Jha, David Frawley, R.C. Majumdar, Shriakant Talageri, Sita Ram Goel and others, none of them has received support from the Government. (I too have received no support though I have worked closely with several distinguished scholars including Jha and Frawley on important problems like the decipherment of the Indus script.)
This shows that the Government has been supporting political favorites rather than capable scholars. When we look at Government sponsored scholars the picture is dismal. The only time anyone hears about them is when there is a scandal or a political dispute like the ICHR scandal. They have no important contributions that can be compared to, say, the decipherment of the Indus Script. They are political hangers-on rather than historians. They are able to get away with it because of their monopoly hold over the establishment.
It is clear that a self-respecting nation like India cannot allow this disgraceful state of affairs to continue. It cannot have its children’s education controlled by men and women with slavish minds and a hostile attitude towards the nation and its history and culture. The first step is to break the monopoly of these people, which has already begun to happen to some extent. But this is only because there is a Government in power that is more nationalistic in orientation than previous Governments. A more permanent solution should be found so that history and education are not subject to the whims of politicians and special interests.
So both the causes and the consequences of this domination by anti-national interests are clear. The question now is how to remedy the situation? The first step would be to rewrite history books based on the latest findings and the primary sources. But this is not enough, for history can change as more discoveries are made. To ensure a free-spirited inquiry and unfettered research, there should be no Government organizations that tell educators and scholars how to write and teach history. This means disbanding organizations like NIEPA and NCERT. They have become little more than centers for thought control and political propaganda. The ICHR should be reorganized strictly as a funding agency that invites and funds proposals. For any major research program, several scholars and/or groups of scholars should be funded so that independent schools of thoughts can flourish. It should never be allowed to become the monopoly of a single ideological advocacy group as happened under the Congress regime.
But ultimately, the nation’s education system should be changed to encourage to independent and critical thinking. No subject or personality should be placed beyond review and criticism. As Karl Popper once observed: "If our civilization is to survive, we must break with the habit of deference to great men. Great men make great mistakes." This means that no one — be he Mahatma, Prophet or anything else — can be put beyond the pale of review and criticism.
Popper of course was speaking in the context of the Western Civilization. Indian sages have also expressed similar views. In his Vishnu-tattva-vinirnaya, Sri Madhvacharya said:
"Never accept as authority the word of any human. Humans are subject to error and deception. One deludes oneself in believing that there was a man who was free of error and beyond deception, and he alone was the author of any text."
And Bhagavan Buddha said: "Accept nothing on my authority. Think, and be a lamp unto thyself."
This should be the guiding principle of education and intellectual life.