For decades, the history of the Indian Army taught to young officer cadets at the Indian Military Academy (IMA) reflected predominantly colonial perspectives. While it was important to understand the origins of the modern Indian Army in the British Indian Army, the curriculum often left cadets knowing more about the exploits of Clive and Cornwallis than about our own valiant forebears—Heroes such as Maharana Pratap, Lachit Borphukan, Maharaja Ranjit Singh, Hari Singh Nalwa, General Zorawar Singh, Chhatrapati Shivaji Maharaj, and many more.
That has now been changed, thanks to a comprehensive syllabus revision that sought to rebalance the narrative. The initiative emerged from a collective institutional effort to ensure that officer cadets understood not only the legacy of the modern Indian Army but also the deeper military heritage of India across millennia. I had the privilege of being entrusted with its implementation, a journey marked by meticulous research, teamwork, and moments of reflection that continue to enliven our lecture halls.
The Spark: Leadership’s vision for change
The change began with a simple but profound observation by the Academy’s leadership—that while cadets could analyse the campaigns of Napoleon or Wellington, few could recall the names of Indian commanders who had shaped the subcontinent’s destiny.
It was felt that true military education should instill not just professional competence but also cultural confidence—the pride of knowing one’s own martial lineage. The vision was clear: to design a curriculum that celebrated India’s indigenous military thought, strategic ingenuity, and the gallant warriors who defined its military ethos.
One oft-recalled classroom moment captures the gap the new curriculum aimed to bridge. Once, cadets were asked, “Who defeated the Mughals at Saraighat in 1671?” Silence filled the room until someone softly uttered, “Lachit Borphukan.” That moment reflected both the lacuna and the potential of rediscovering India’s forgotten military icons.
The challenge: Re-imagining the syllabus
The earlier syllabus emphasised the colonial period and the two World Wars, both essential, but representing only a narrow span of India’s long martial evolution. The restructured syllabus expanded the scope to encompass over 5,000 years of military development. Key modules included:
• Concept of Warfare in Ancient India and Historical Evidence: Early Vedic references to organised warfare and strategic doctrines.
• Impact of Geography on Military Campaigns: How terrain shaped campaigns from the plains of Panipat to the ghats of the Deccan.
• Military Organisation in Ancient India: The Mauryanwar machine, the Chola naval power, and Gupta-era strategy.
• Renowned Military Personalities and Important Battles: From Ashoka’s Kalinga campaign to Samudragupta’s conquests.
• Military Strategy in Ancient India: Insights from Arthashastra and indigenous tactical formations.
• Iconic Leaders of Medieval and Early Modern India: Maharana Pratap, Lachit Borphukan, Shivaji Maharaj, Ranjit Singh, Hari Singh Nalwa, Zorawar Singh.
• Key Battles in Medieval India: Saraighat, Haldighati, Anglo-Sikh Wars, and Anglo-Maratha Wars.
• Military Innovation and Indianisation of the Army: From indigenous metallurgy to post-1857 reforms.
• Indian Soldiers in the World Wars: Valour and sacrifices on global fronts.
• Glorious Indian Kingdoms Through the Ages: tracing the evolution of India’s frontiers and influence.
This was not a mere addition of topics; it was a paradigm shift from viewing Indian military history through borrowed lenses to narrating it in India’s own voice.
The implementation: Building a living repository
When tasked with implementing the revised syllabus, the focus extended beyond lesson plans, it was about shaping a narrative that restored pride and purpose.
A dedicated instructional team developed a comprehensive repository that included:
• Detailed lesson plans for each topic.
• Lecture scripts blending scholarship with storytelling.
• Structured presentations with maps, battlefield sketches, and historical art.
• References from classical texts such as the Arthashastra and modern academic research.
The entire repository was uploaded to the Academy’s Learning Management System to ensure easy access, institutional continuity, and seamless transition for future instructors.
One memorable evening while finalising slides on the Battle of Haldighati, an instructor remarked, “This image of Maharana Pratap on Chetak will inspire cadets more than any war movie.” He was right, the imagery of our own heroes stirs far deeper emotion than distant tales from foreign lands.
Transforming the classroom: From silence to spirited debate
The change in classroom dynamics was remarkable. Questions about Lachit Borphukan or the Chola naval expeditions no longer drew blank stares.
In one lecture, a discussion on the strategic significance of the Brahmaputra River during the Battle of Saraighat saw cadets passionately debating riverine tactics and indigenous military innovation. In another, a cadet analysing the Battle of Hydaspes commented that “King Porus seemed to be the original practitioner of combined arms warfare.”
These exchanges revealed that the new syllabus was not just informative, it was cultivating analytical thinking and self-assurance among future officers.
Recognition and wider impact
The new approach drew attention across the broader training ecosystem. During a review visit by representatives from higher training authorities, the initiative’s methodology, resources, and classroom outcomes were presented for feedback. The response was encouraging, and the material was later shared for possible adaptation across other pre-commission training institutions, a step towards institutionalising this indigenised approach across the Army’s learning framework.
The human touch: Heritage and humour
The process was also marked by camaraderie and humour, which helped sustain enthusiasm. During a session on Indian soldiers in the World Wars, an instructor asked a cadet,
“You’ve read about the trenches of Flanders, but do you know who was the first Indian recipient of the Victoria Cross in World War I?”
The hesitant smile that followed gave way to a discussion on Havildar Darwan Singh Negi, VC—a name that is now proudly recalled by many cadets.
Such anecdotes reminded us that heritage is not abstract, it lives through the stories of courage that shape our collective ethos.
Lessons learnt: Why this matters
The revised syllabus achieved much more than the addition of content; it transformed outlooks.
Key takeaways included:
• Cultural confidence enhances military confidence: Understanding indigenous strategy builds faith in one’s own capability.
• History reinforces ethos: Cadets relate more deeply to leaders who share their soil and challenges.
• Narrative shapes identity: Reclaiming our story strengthens institutional character.
• Humour aids retention: Light moments sustain attention without diminishing gravity.
Conclusion: Marching ahead with pride
The Indian Military Academy has long been a cradle of discipline, valour, and leadership. By reclaiming and re-teaching India’s own military history, the Academy has added a new dimension to that legacy—one that inspires pride rooted in heritage and confidence in the future.
As these officer cadets march out of the Academy gates and get commissioned into the Indian Army, they carry not just the Academy’s motto but also an abiding pride in the martial legacy of their motherland.
Our officer cadets no longer look westward for heroes; they now look inward to their own soil and stand taller because of it.
A personal reflection
Being part of this endeavour has been among the most fulfilling experiences of my service. Watching cadets speak with conviction about Maharana Pratap’s defiance, Shivaji Maharaj’s strategic brilliance, or Zorawar Singh’s Himalayan expeditions is deeply rewarding.
One cadet, after a lecture on the Arthashastra, said,
“Ma’am, I used to think strategic thought came from the West. I now realise our ancestors wrote about it centuries earlier.”
That realisation that India has always been a cradle of strategic thought and valour marks the true success of this reform.
Lt Col Geeta Mishra is a serving officer in the Indian Army. An accomplished educationist in uniform, she has been awarded the GOC-in-C Northern Command Commendation Card for meritorious service in a Counter-Insurgency operational area and the ARTRAC Commendation Card for her exemplary dedication as an Instructor at the Indian Military Academy, Dehradun.
The officer has held key instructional appointments at the National Defence Academy, Khadakwasla, and the Indian Military Academy, Dehradun, where she has taught Military History and History of the Indian Army for over a decade across three tenures.
