Do all Pakistanis act like that or just a small group of people? That's a very important question one need ask.
Their education system and books teaches them to hate India, Hindus and all that. They are taught that India means Hindus, which is not correct since India has a large Muslim community (3rd largest in the world), Christians, Jews, Jains, Buddhists (not counting the Tibetan exiles) and so on.
The education system in Pakistan and its anti Indian and anti Hindu slant has been criticised by Pakistani Commissions on Education. Hoodbhoy is one of those chaps who has criticised the education curriculum.
According to Sustainable Development Policy Institute since 1970's Pakistani school textbooks have systematically inculcated hatred towards India and Hindus through historical revisionism.
Anti-Indian sentiments, coupled with anti-Hindu prejudices have existed in Pakistan since its formation on account of Pakistan being an Islamic theocracy, alternated with military dictatorship, and India being a secular state with a civilian government.
According to Tufts University professor Seyyed Vali Reza Nasr, Indophobia in Pakistan increased with the ascendancy of the militant Islamist Jamaat-e-Islami under Sayyid Abul Ala Maududi.. Indophobia, together with Anti-Hinduism and racist ideologies, such as Martial Race theory, were the driving factors behind the re-writing of school textbooks in Pakistan (in both "secular" schools and Islamic madrassahs) in order to promote a biased and revisionist historiography of the Indian subcontinent that promulgated Indophobic and anti-Hindu prejudices. These narratives are combined with Islamist propaganda in the extensive revising of Pakistan's history. By propagating concepts such as jihad, the inferiority of non-Muslims, India's perceived ingrained enmity with Pakistan, etc., the textbook board publications used by all government schools promote an obscurantist mindset.
According to the historian Professor Mubarak Ali, textbook "reform" in Pakistan began with the introduction of Pakistan Studies and Islamic studies by Zulfiqar Ali Bhutto in 1971 into the national curriculum as a compulsory subject. Former military dictator Muhammad Zia-ul-Haq, under a general drive towards Islamization, started the process of historical revisionism in earnest and exploited this initiative. 'The Pakistani establishment taught their children right from the beginning that this state was built on the basis of religion – that's why they don't have tolerance for other religions and want to wipe-out all of them.'.
According to Pakistani physicist, Pervez Hoodbhoy, the Islamist revisionism of Pakistan's schools began in 1976 when an act of parliament required all government and private schools (except those teaching the British O-levels from Grade 9) to follow a curriculum that includes learning outcomes for the federally approved Grade 5 social studies class such as: 'Acknowledge and identify forces that may be working against Pakistan,' 'Make speeches on Jihad,' 'Collect pictures of policemen, soldiers, and national guards,' and 'India's evil designs against Pakistan.' Likewise, Yvette Rosser criticizes Pakistani textbooks for propagating jingoist and irredentist beliefs about Pakistan's history and culture, and being negationist in it's depiction of political Islam and the treatment of minorities in Pakistan, such as Hindus and Christians. Irredentism is manifested through claims of "eternal Pakistan" (despite the country being created from British India only in 1947), narrow and sectarian interpretation of Islam, downplaying the tolerant aspects of the religion and focusing on Islamic Fundamentalist interpretations (such as all banking being un-Islamic), and making accusations of dual loyalty on minority Hindus and Christians in Pakistan.
A study by Nayyar & Salim of the Sustainable Development Policy Institute concluded in 2003 that there is an increasing trend where children are taught Pakistan Studies as a replacement for the teaching of history and geography as full fledged disciplines. Previously, children were taught the very early pre-Islamic history of South Asia and its contribution to rich cultural diversity of modern-day Pakistan. This long historical perspective of Pakistan is absent these Pakistan Studies textbooks. Instead, children are now taught that the history of Pakistan starts from the day the first Muslim set foot in India. The study reported that the textbooks also had a lot of gender-biased stereotypes and other perspectives that "encourage prejudice, bigotry and discrimination towards fellow Pakistanis and other nations, especially against religious minorities, as well as the omission of concepts ... that could encourage critical self awareness among students".
According to Ayesha Jalal, "Pakistan's history textbooks amongst the best available sources for assessing the nexus between power and bigotry in creative imaginings of a national past." She points out authors whose "expansive pan- Islamic imaginings" detect the beginnings of Pakistan in the birth of Islam on the Arabian pensinsula. A Text Book of Pakistan Studies claims that Pakistan "came to be established for the first time when the Arabs under Mohammad bin Qasim occupied Sind and Multan'; by the thirteenth century 'Pakistan had spread to include the whole of Northern India and Bengal' and then under the Khiljis, Pakistan moved further south-ward to include a greater part of Central India and the Deccan'. The spirit of Pakistan asserted itself', and under Aurangzeb the 'Pakistan spirit gathered in strength'; his death 'weakened the Pakistan spirit'." Jalal points out that even an acclaimed scholar like Jamil Jalibi questions the validity of a national history that seeks to "claim Pakistan's pre-Islamic past" in an attempt to compete with India's historic antiquity. K.Ali's two volume history designed for B.A students traces the pre-history of the 'Indo-Pakistan' subcontinent to the paleolithic age and consistently refers to the post-1947 frontiers of Pakistan while discussing the Dravidians and the Aryans.