As the well-known adage goes: you can choose your friends but not your neighbours. There is no alternative to learning to live together. Relations between neighbours in a housing estate or nation states is (or should be) dependent on long term bilateral interest, not instantaneous calculations. Nowhere is relations between nations become more of an everyday issue than in the borderlands. And how multidimensional relations between countries are managed and nurtured should be the <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">message in school textbooks</a>. Afterall, the foundations of knowledge and values are laid in school and in the books used to teach them. In most countries the content of textbooks is determined by the state, in fact it is an official document reflecting a country’s position on various facets of citizenship. Textbooks determine a person’s views on a cross border state.&nbsp; I have recently been leafing through the<a href="https://nepalitimes.com/multimedia/delay-dilute-deny"> Social Studies textbooks</a> for Grades 9 (pictured, below) and 10 published by the Ministry of Education, Science and Technology’s Curriculum Development Board at Sano Thimi. Imagine my astonishment when in the Grade 9 chapter on ‘Nation and Nationalism’ was this sentence in the section titled Border Security (translated from Nepali): ‘An open border opens up the possibility of increased human trafficking and drug smuggling. In fact, an open border can poison relations between people and even lead to war.’  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240717080732_a0492a1be8aaa76b0a90985f0c8ebf85874f53fd9e328d09aef9b614aa29cb84.jpg" data-media-id="editor_2" data-image-id="20240717080732_a0492a1be8aaa76b0a90985f0c8ebf85874f53fd9e328d09aef9b614aa29cb84" data-rendition-name="original" width="1074" height="1600" loading="lazy" alt="Nepali textbook social studies NT"> <figcaption>Social Studies textbook for grade 9.</figcaption> </figure>  Similarly, a section titled ‘Nepal’s Friends and Agencies’ talks about Nepal being a landlocked country situated between India and China, &nbsp;without indicating that these two neighbours of Nepal are global economic heavyweights. Whatever the text book may say about the dangers of an open border, all <a href="https://nepalitimes.com/opinion/borderlines/barbwire-borders">national frontiers should be as open as the one between India and Nepal</a>. Nepal has had a similar open border with Tibet for centuries.&nbsp; Officially, a country’s relation with its neighbour is marked by when diplomatic relations were established. But there is no such date with which we can pinpoint how long Nepal’s relations with India and Tibet (now an autonomous region of China) has existed. Nepal’s school textbooks fail to impart on students the importance of the country’s relations with these two vast and powerful neighbours. Instead of establishing a narrative that an open border is the ultimate symbol of strong and close ties between countries, Nepali textbooks give it an unhelpful negative connotation. By contract, Nepal’s trans-Himalayan border with China is limited and controlled. Citizens of both countries need passports and visas to enter the other. From time to time, some Tibetans do enter Nepal bypassing official checkpoints.&nbsp; The Nepal-India border on the other hand is open because of mutual agreement, friendship, good neighbourliness, religious and cultural diversity, social cohesion, family relations, and common geographical features on both sides.&nbsp; These economic, cultural, political and historical aspects of the open border should have been incorporated into Nepal’s text books. On the other hand, the books should also have explained the reason why the Nepal-China border has not been open since the annexation of Tibet 65 years ago. The content of the Social Studies text book reflects state neglect. A border is not the result of the wishes of a country on one side, it is the common meeting point of nations. Because the <a href="https://nepalitimes.com/editorial/lessons-not-learnt-homework-not-done">examination system </a>requires students to memorise and regurgitate content of textbooks, a teacher cannot deviate from what it says even if it is incorrect. A secondary school teacher regards the textbook as the curriculum. A text book’s content therefore does not just impact the point of view of students, but also teachers. More than disinformation on social media, it is the half-truths and false notions in text books that are more dangerous. In fact, textbooks read like the declaration of the political party in power. This is a result of the curriculum drafters not being inclusive and representative of Nepal’s diversity.&nbsp; Read also: <a href="https://nepalitimes.com/opinion/the-exceptional-buhari">The Exceptional Buhari</a>, Sudeshna Thapa This can bring about a tectonic shift in the thought process of young Nepalis, evoke a sense of animosity towards neighbours and ‘others’. In a country where political polarisation, ideological divide is already wide, such assertiveness by the dominant community can be sensitive.&nbsp; Textbooks cannot be propaganda, they cannot be a vehicle to establish a political narrative. They should heal and unite. Students need to learn and understand <a href="https://nepalitimes.com/news/nepal-s-love-triangle-with-china-and-india-impacts-investment">Nepal’s fragile geopolitical circumstance</a>, and not be exhorted to rock the boat. There is a common socio-cultural milieu that is transboundary because of our shared history and politics. Nepal’s youth need to have a moderate and balanced view of the history, geography and cultural links of the borderlands so they can contribute to cooperation and coexistence.&nbsp; Chandra Kishore is a Birganj-based media commentator and writes this monthly column Borderlines for Nepali Times. @kishore_chandra

Chandra Kishore

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Textbook case of bad textbooks

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/636922199c7e80680e03a10cjpeg.jpg" alt="" width="1500" height="1000"/><figcaption>Bikram Rai</figcaption></figure>Nepal has made dramatic improvements in literacy rates and <a href="http://archive.nepalitimes.com/article/editorial/performance-legitimacy,3505" target="_blank" rel="noopener">school enrollment</a> over the past 20 years. The same <a href="http://archive.nepalitimes.com/news.php?id=857#.W5obd84zaUm" target="_blank" rel="noopener">cannot be said for the quality of education</a>, however.Teacher training just focuses on how to use existing sloppily-produced text books to prepare for exams rather than the underlying philosophy behind the curriculum. Assessments are used to catch and punish students, rather than to understand if they are learning properly.Though not perfect, educators agree that Nepal’s curriculum is sufficiently good, and includes details about skills students need to learn in every subject. But ineffective implementation of the curriculum impedes true learning, and jeopardises the future of the country's young minds.Most teachers are oblivious of the difference between curriculum and textbooks, so teaching primarily becomes making students memorise these books. Rajendra Dahal of Shikshak magazine says the domination of textbook-learning means that curriculum aims do not reach classrooms.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221c9c7e80680e03a10djpeg.jpg" alt="" width="1400" height="1027"><figcaption> </figcaption></figure>Textbooks have now become a part of the problem, perpetuating the gap between classrooms and the curriculum. Experts say a good curriculum should not be driven by textbooks or exams, rather by an overall vision that tries to identify the country’s needs. Learning should be experiential and related to the students’ world, and what they identify with.Says one Nepali teacher trainer: “Present teacher training is only about how to use textbooks, not why and how to realise the goals of the curriculum. Teachers have to know how children learn, as well as the purpose and goal of the curriculum.”Beyond this, textbooks are often <a href="https://archive.nepalitimes.com/article/nation/school-textbooks-in-Nepal-are-outrageously-bad,2475" target="_blank" rel="noopener">shoddy, full of mistakes and poorly written</a> and produced. When teachers focus primarily on such textbooks, the problem is compounded.Students are therefore <a href="http://archive.nepalitimes.com/article/nation/Learning-from-experience,2038" target="_blank" rel="noopener">deprived of the experiential learning</a> that comes from the world around them. Instead of embracing this, the education system dismisses students’ reality and instills an illusion that rote learning from a textbook and sitting exams is a proper education.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221f9c7e80680e03a10ejpeg.jpg" alt="" width="490" height="688"><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922219c7e80680e03a10fjpeg.jpg" alt="" width="500" height="340">“Classroom models must now change to better facilitate learning. Students themselves are a rich trove of knowledge, not just the empty vessels we have treated them as ,” explains Lava Deo Awasthi, former Secretary of Education. He adds that teachers went through a traditional learning system themselves and have to unlearn the style they learnt at school.The National Center for Educational Development (NCED) has been launching periodical teacher training programs, bringing teachers up to speed on pedagogy, using of teaching resources and conducting activities.“Many teachers now have access to training, but teachers must also implement what they learn,” says Diwakar Chapagain of NCED. “Teachers can give excellent model classes, but if one happens to stumble into a regular class of the same teacher, then the quality of teaching is not great.”Textbook improvement is just a component of overall quality of education. And teachers alone cannot be blamed, they need more support and training to help understand their roles.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922239c7e80680e03a110jpeg.jpg" alt="" width="500" height="275">“So the focus must shift to mobilising teacher training materials and library books to promote better learning,” says Shanta Dixit of <a href="http://archive.nepalitimes.com/news.php?id=19131#.W5ob084zaUk" target="_blank" rel="noopener">Rato Bangala Foundation</a>, which is involved in upgrading the capacity of teachers in government schools. “Motivated teachers will not just paraphrase textbooks, but foster critical thinking and creativity to fulfill curriculum aims.”With local governments now in place, the opportunity to improve gaps between classrooms and curriculum is immense. However, Kathmandu has been reluctant to hand over power over education to local governments.<h4>Examining examinations</h4><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922259c7e80680e03a111jpeg.jpg" alt="" width="1400" height="1050"><figcaption> </figcaption></figure>Every year in June, there are news flashes about who passed and failed the high school SEE tests. But how good are these exams?Evaluation <a href="http://archive.nepalitimes.com/article/nation/grading-the-grades,3124" target="_blank" rel="noopener">was changed into grading system</a> to make it more descriptive and holistic, but all that happened was that numbers were converted into letter-grades. Exams still fail to capture the true sense of a students’ ability, and SEE questions are still primarily memory based.The curriculum also provides guidelines for evaluation, and to receive an A+, a student must possess exceptional skills of ‘problem-solving, creativity, critical expression and participation’. But exams do not measure any such abilities.Many teachers and parents believe that good exam results indicate quality, so teachers teach to enable students to pass the existing exams, making them memorise facts and practice on past papers. But if exams themselves were to improve to ask analytical questions, students would do even more poorly because they are only taught to regurgitate text book content.“Without teachers being trained to foster skills and thoughts in students, we are now limited to asking traditional questions,” says Chandra Mani Paudel of the National Examinations Board.Paudel says he has started work to change this by improving questions so that they will measure application and thinking skills, beyond what is just memory-based. The Board has already started training teachers on better question-setting.Paudel says he plans to completely change the existing focus by empowering teachers, preparing quality questions and researching about how it affects students. He adds: “This is new and will take time. It will also need support from the Education Ministry to take it forward.”

After quantity, Nepal's education needs quality

‘One early morning, we heard the ambassador’s wife cry out, “Ram, Ram, Ram!” A disaster has befallen Nepal!” She had heard on the radio that a fire had consumed Singha Durbar." This is not about the arson attack on 9 September 2025, but the one on 8 July, 1973. It started in the South Wing of the then single-largest building in all of Nepal. It took two days to bring the blaze under control, requiring the use of explosives to demolish one wing to protect the imposing western facade. As Bhekh Bahadur Thapa recalls in the English translation of his memoir A Life in Public Service: Nepal from Autocracy to Democracy, he was then on leave from the Nepal government serving with the IDRC in Ottawa.&nbsp; He had already served as Nepal’s Finance Secretary at age 25, went on to be Finance Minister and Governor of Nepal Rastra Bank. He was already younger than some of the GenZ ministers in Nepal’s present RSP government. Thapa, now 89, was at the launch of the book in February which was attended by former diplomats and bureaucrats. After speeches by panelists, there was a question from the audience about how Thapa had managed to be the diplomat he was, managing Nepal’s international relations on the world stage.&nbsp; Writer and journalist Akhilesh Upadhyay, who was moderating the panel, responded by going into the section of the book where we see Thapa as an ambassador to the US, playing tennis with White House officials, cultivating a network of contacts to project the identity and welfare of Nepal, and making it possible for a state visit by King Birendra to Ronald Reagan’s America. The book is full of anecdotes that suggest Thapa was a clever and strategic diplomat, always calm and unruffled, easily making friends in high places with his maturity and engaging sense of humour. Thapa’s memoir is heavy on details about Nepal’s administrative history during the years he was active in public service, serving as minister and ambassador under three kings: Mahendra, Birendra and Gyanendra, and alongside five prime ministers.&nbsp; Aside from an insider look on how certain treaties, development deals and research projects in Nepal came into fruition, Thapa goes into great detail about his personal and professional relationships with the kings, ministers, ambassadors, foreign leaders and politicians.&nbsp; As a reader, one is struck by the level of detail around the events that unfolded in Nepal over the years during Thapa’s tenure. Was Thapa recording a journal over the years of the events and the conversations that transpired, or were they committed to his phenomenal memory? Either way, the reader gets a glimpse of Nepal’s recent history from the early days of the Panchayat, through the People’s Movement and the democracy period, the Maoist insurgency, Royal Palace massacre of 2001, and Gyanendra’s coup of 2005.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2026041204048_125dc8ae300a1e33124f394abe724d42727f83e067b0201d2008b58d60c459a4.jpg" data-media-id="editor_0" data-image-id="2026041204048_125dc8ae300a1e33124f394abe724d42727f83e067b0201d2008b58d60c459a4" data-rendition-name="original" width="1584" height="1000" loading="lazy" alt="How to win friends and influence nations NT"> </figure>  Not enough is said about the political parties of the time whose presence led to the way Nepal’s multiparty democracy came to be shaped. The book keeps its focus on the administration and the key figures around it, mostly those in the Panchayat era. Towards the second half of the book, we do start to hear about political parties, but not in great depth. Another figure whose presence in the book is conspicuously less prominent is that of his wife, Rita Thapa — the person who seems to have rescued him every time financial quandary or family care became a challenge. Yet, we do not see her as a full person. Perhaps because of the personal tragedies in his life, the children are also barely mentioned.&nbsp; The book is therefore less personal and more technical. Throughout, we learn about Thapa’s thinking as he navigated the world of diplomacy to win him the trust of those who mattered. There are tips here for a new generation of Nepali officials and diplomats about how much commitment and focus is needed to be good at one’s job and serve the national interest. This book adds to tomes that have been written on Nepal’s fragile relationship with India. ‘India has always wished for Nepal to remain dependent on it,’ writes Thapa, who served as Nepal’s ambassador to India and later in the Eminent Persons Group &nbsp;on Indo-Nepal relations that has been allowed to languish. The book has several insights into the Indo-Nepal trysts with diplomacy and agency.&nbsp; China’s role is also recorded, viewed through conversations during a visit to Beijing, but all that was before Nepal’s neighbour to the north emerged as a world economic and military power. The book also has such sudden instances of quirkiness and humour. For instance, we see a young Thapa in America explaining to a government official why he would like to return to Nepal instead of settling down in the US. “Because, Nepal is beautiful,” he said. The text is immaculate and does not read much like a translation, credit for which clearly goes to the team that put the edition together: translator Prawin Adhikari, &nbsp;Anagha Neelakanthan and Bhekh Thapa’s daughter, Manjushree. As Nepal enters a new era of governance and diplomacy, A Life in Public Service: Nepal from Autocracy to Democracy should be essential reading for students of political science, economics and foreign affairs who can gain a fresh perspective on the country’s trajectory.&nbsp; There are dozens of forgotten state secrets recorded in the book, but the reader must also remember this is a story told from one person’s perspective and there may be others.&nbsp; So, what really made Thapa the diplomat he was? I met him in 2004 at the Kantipur TV studio when he was serving as king Gyanendra’s foreign minister. He was there for a studio interview, and I was just done with my English newscast.&nbsp; He surprised me at the door: “Pratibha! I’ve been reading your articles in The Kathmandu Post. You must keep writing.” I thanked him, glad to have been noticed for my work by a stranger. That was perhaps one of the things that set Thapa apart — he excelled at staying close to those in power, while also noticing those who were not.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260412040412_213e706136a038ec9f5e2b8c6d7f7c1e9ceed9479e22fe2884872ad7bd20955f.jpg" data-media-id="editor_1" data-image-id="20260412040412_213e706136a038ec9f5e2b8c6d7f7c1e9ceed9479e22fe2884872ad7bd20955f" data-rendition-name="original" width="1136" height="702" loading="lazy" alt="Book details"> </figure>

How to win friends and influence nations

This is the 91st episode of Diaspora Diaries, a Nepali Times series in collaboration with Migration Lab providing a platform to share experiences of living, working and studying abroad. I have still not come to terms with the reality that my daughter Ruby Thakur is now the Deputy Speaker of Nepal’s Parliament. Sometimes, when I am walking, the thought hits me, and I cannot believe it.&nbsp; Things changed for my daughter in a very short time. I had dreamt that the best my daughter could achieve was a good engineering job. Fate had bigger plans for her. She is no longer just my daughter, she is the nation’s daughter. Nepal’s daughter.&nbsp; My children’s education was always my foremost priority. That is the main reason I went overseas for employment. I realised the value of education while working in Saudi Arabia. In my office, colleagues with good education earn $8,000 per month working on computers. Those with low education toil outdoors in the heat for much lower wages. A good education or skills can change everything. I am in Nepal on vacation and will soon return to my job. Ruby is all set now. But I still have to take care of my other children's education. As the eldest son, I myself never got a chance to prioritise my own education. I dropped out in Grade 7 because I had to take care of my ageing parents and younger siblings. I have done all kinds of jobs. I worked in a landlord’s field for a share of the harvest. Even now my wife and I farm for the land owner and have to give away half of what we grow.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260413120444_051b61e01a5189af538aa1e011acd3e2b38d5f42825116b2afd325d93d0c519b.jpg" data-media-id="editor_0" data-image-id="20260413120444_051b61e01a5189af538aa1e011acd3e2b38d5f42825116b2afd325d93d0c519b" data-rendition-name="original" width="4032" height="2268" loading="lazy" alt="DD"> <figcaption>Sogarath Thakur during a break in Nepal with wife tending to his farm.</figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260413120448_8a1c3ac3fd559026bc6f981cc8dc82cb8ad09a3a4f55fb9f6f7fd5f49c3d5571.jpg" data-media-id="editor_1" data-image-id="20260413120448_8a1c3ac3fd559026bc6f981cc8dc82cb8ad09a3a4f55fb9f6f7fd5f49c3d5571" data-rendition-name="original" width="4032" height="2268" loading="lazy" alt="DD"> </figure>  Then I worked as a barber, my family’s line of occupation. I went door to door cutting people’s hair and later worked in a relative’s saloon. Hairstyles were simple back then, and I got to keep half the fee. I also worked in a brick factory where I was paid weekly. &nbsp; I married when I was 16, and my wife was a year younger. As my family and responsibilities grew, I had to migrate leaving behind my three children including Ruby who was just three months old.&nbsp; I went to Qatar where I continued working as a barber. It was a large saloon and the standards for cleanliness and professionalism were higher. I had to hand over 70% of my daily earnings to the employer. I had to rely on my colleague to translate what the customer wanted. But I slowly became fluent in Arabic. I used to jot down words in Nepali and Arabic and memorise them. In Qatar, customers even came at night for haircuts, and people stayed up late. I would work till 3AM.&nbsp; Communicating with my family was one-way. I would go to Bismillah and ask someone to type out questions to my family about their whereabouts, how the harvest was that season. I would offer very little information about my life in Qatar because it was not easy. What was the point of getting them all worried? What could they do? I never received a letter in return, so throughout my time in Qatar, I never knew how my family was faring. When I appeared in the village after five years without any advance notice, it was a bittersweet reunion, and I had no gifts. I still remember how unfamiliar my village felt when I came home after so many years. I had to ask for directions. When I came home, Ruby was already in school. I had left her in my wife’s arms five years prior. I missed her growing up, and did not even see her pictures. My wife had to introduce her to me as her father. But it took just 15 minutes for her to warm up to me.&nbsp; The Arabic skills I had picked up in Qatar came in handy when I remigrated two years later to Saudi Arabia. I worked as a labourer in the desert heat, but once my company found out I spoke Arabic, I was hired for an indoor job as an office boy. The struggle in Qatar had paid off. I worked in an air conditioned office serving tea or coffee, doing bank runs or getting documents signed and photocopied. I have worked in the same company for the past 20 years, sending money home.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260413120448_f083fa873a6d77b19c8b0bdde623415c643a151fb550c57ff4e52b3c2431355f.jpg" data-media-id="editor_2" data-image-id="20260413120448_f083fa873a6d77b19c8b0bdde623415c643a151fb550c57ff4e52b3c2431355f" data-rendition-name="original" width="5712" height="3213" loading="lazy" alt="DD"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260413120452_5ccd9a01ee05ce26b71381725108215d0f0d3806508b0cb482aabcfea09bbaef.jpg" data-media-id="editor_3" data-image-id="20260413120452_5ccd9a01ee05ce26b71381725108215d0f0d3806508b0cb482aabcfea09bbaef" data-rendition-name="original" width="4032" height="3024" loading="lazy" alt="DD"> </figure>  My wife is not just my children’s guardian, but also mine throughout the two decades I was away. I trust her with all my earnings, and she manages our household finances well. She makes sure that the children’s school fees and other expenses are paid on time. These days, with video calls, things have become much easier for me to stay in touch with home.&nbsp; When Ruby told me she wanted to do an engineering diploma, I was happy. Later, her friends inspired her to join politics so she started getting involved with Shram Sanskriti Party. I first found out she got the proportional representation nomination through social media while on my work duty in Saudi Arabia. I was so excited, but even more so when she was elected Deputy Speaker. I was back home in Dhanusha on my vacation at the time.&nbsp; We are overjoyed and waiting for her to come back to the village for a visit when she gets a chance so we can celebrate properly with everyone. I plan to go back to Saudi Arabia as originally planned, I have a good job and will work for maybe five more years. Ruby has taken 75% of the load off my back. She can help take care of her siblings.&nbsp; I sleep at 8PM every day and wake up at 5AM to exercise before my day in Saudi Arabia begins – I have stuck to the same routine for the last two decades and it has worked well for me and my health. I have a good rapport with my boss who is an Egyptian. My requests to resign have often been met with counter-offers to stay on. My honesty and hard work have won me the company's trust. I will go back and resume working as I have, despite my daughter’s huge achievements. I am still a farmer’s son, a simple man who has to fulfil his family responsibilities. My colleagues in Saudi Arabia are aware that Ruby is Deputy Speaker in Nepal’s Parliament, they are all happy for me and have congratulated me. This time, when I go back, I have promised them that I will throw a bakhri party to celebrate my daughter’s achievement.

The nation’s daughter

This is the 90th episode of Diaspora Diaries, a Nepali Times series in collaboration with Migration Lab providing a platform to share experiences of living, working and studying abroad. The Musahar community lives in the Nepal Tarai and India, they have been historically excluded and are at the bottom of the economic and caste ladder. Many families still work as sharecroppers for landlords, but overseas migration is changing their lives as this conversation between Abhinash Sada and Lalit Majhi shows. Both were home for a vacation from work in Malaysia which coincided with the election. They are hopeful that the new RSP government will improve things.&nbsp; Abhinash: I was born into such poverty that we worried about the next meal. My family used to work near the river, mining sand and gravel. They were paid in rice. Sometimes we children went to the field to help with work, not for money but for the roti we got for lunch. I was eight when I was sent to school, and I still remember the first day. Lalit: We were classmates. Abhinash already knew how to recite the Nepali alphabet, but did not know how to read the letters. Meanwhile, I knew how to write s v u but did not know what those letters stood for. I just liked using a stick to scribble the alphabets in the sand while tending to the water buffalos. We finally learnt the alphabets properly in school. We used to skip school a lot but became interested after they offered sports like volleyball, and they also let us use a computer once every week. We started focusing on our studies, and Abinash used to stay at my my house so we could start studying together at 4AM because the teacher said our minds were freshest in the morning.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040436_431dc4b60a1a49977f5fea69b19aaf66b172e3b606573dd9673aa32c9eb9e2b2.jpg" data-media-id="editor_0" data-image-id="20260411040436_431dc4b60a1a49977f5fea69b19aaf66b172e3b606573dd9673aa32c9eb9e2b2" data-rendition-name="original" width="1787" height="1000" loading="lazy" alt="DD 90"> </figure>  Abhinash: I used to sleep over at Lalit’s house so we could get up and study together early in the morning before school. We enjoyed studying so much we even asked the teacher for more homework. Sometimes, we used to skip class to do some work to earn some money so we could afford stationery or uniforms. Lalit ranked better than me in class.&nbsp; Lalit: My best memories of childhood was us swimming in the river after the rains when water levels were high. My mother thought we would get sick, but we did not listen. When we finally came home in the evenings, she would be fuming. My father worked in Punjab as a contractor and took fellow villagers there to work.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040432_0f8b3936c1edef4ff2e3682a66131278bf822022b1e8ae3aca1418e0fa232136.jpg" data-media-id="editor_1" data-image-id="20260411040432_0f8b3936c1edef4ff2e3682a66131278bf822022b1e8ae3aca1418e0fa232136" data-rendition-name="original" width="1778" height="1000" loading="lazy" alt="DD 90"> <figcaption>Abhinash with his family.</figcaption> </figure>  Abhinash: My father went to Saudi Arabia to support the family. When he came home for a break, he enrolled me in a private school so my English would improve and private schools were also stricter. I was in Grade 5 in the government school, but the private school put me in kindergarten. It felt strange because everyone else was much younger. After three years, I rejoined Grade 6 in the government school but Lalit had already moved on to Grade 8. We no longer studied together. Lalit: I did not pass my SLC. Instead of retaking the exam, I went to Chennai and got a dishwashing job although I was promised waiter. I came back after a month and started getting my paperwork done for Qatar. I borrowed Rs100,000 from a villager at 36% interest. Even so, in three years there I helped my family repay loans and bail out my eldest brother who had been cheated in Malaysia. All my savings in Qatar and what my middle brother earned in Malaysia went to rescue our oldest brother.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040436_716000dceca4fbf31b9364fa712e30cbdca83783d59c8e10b47f6ae3e39b8825.jpg" data-media-id="editor_2" data-image-id="20260411040436_716000dceca4fbf31b9364fa712e30cbdca83783d59c8e10b47f6ae3e39b8825" data-rendition-name="original" width="1778" height="1000" loading="lazy" alt="DD 90"> <figcaption>Lalit with his mother.</figcaption> </figure>  Abhinash: We Musahars can work hard. Our forebears worked from childhood tilling the fields of land owners whose children went to school. Saying no was not an option. Our fathers’ generation prioritised education because they did not want us to be trapped in servitude. I studied until Grade 12 but failed my exam. I worked in a sweet factory in Bangalore to support my parents. I returned after a year, and did odd jobs in a brick factory and sometimes as a day labourer with my father. I did not go abroad because I did not have money and people were not willing to lend to us. It was only when I got a free recruitment job in Malaysia that I decided to migrate.&nbsp; Lalit: I came back from Qatar, got married and remigrated to Malaysia with Abinash. It has been 2.5 years and we work in the same factory and share a dorm room just as we did as kids. With the money we earned, we have bought land back in our village. We are returning to Malaysia after our vacation here. My wife put mehendi in my palms, and told me that I should remember her whenever I see it. I also gave her a silver chain I was wearing as memento. My wife said the mehendi will last about a month and will fade away, that is the most difficult part of being overseas — but after a few weeks the working life takes over and we get occupied with duty.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040436_431dc4b60a1a49977f5fea69b19aaf66b172e3b606573dd9673aa32c9eb9e2b2.jpg" data-media-id="editor_3" data-image-id="20260411040436_431dc4b60a1a49977f5fea69b19aaf66b172e3b606573dd9673aa32c9eb9e2b2" data-rendition-name="original" width="1787" height="1000" loading="lazy" alt="DD 90"> <figcaption>Abhinash's family seeing him off in 2023.</figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040436_5a4faef596e76365fce3181fe8f3a215306755287cbe353c433e34758df0aaec.jpg" data-media-id="editor_4" data-image-id="20260411040436_5a4faef596e76365fce3181fe8f3a215306755287cbe353c433e34758df0aaec" data-rendition-name="original" width="1778" height="1000" loading="lazy" alt="DD 90"> <figcaption>Abhinash and Lalit getting welcomed by family after their return.</figcaption> </figure>  Abhinash: The election coincided with my vacation and I voted for the RSP in both ballots. They have already started building a road in our area, so there is hope. People in other parties were angry, but I told them my one vote would not have made a difference, they would have still lost. You can feel new energy in the village now, maybe things will change. We Musahars have always been discriminated against, even though our situation has improved. At least we do not have to worry about food anymore. It is not just my father who is the breadwinner. Now, I am also earning to support the family.&nbsp; Lalit: The whole point about migrating is to take care of my parents and make sure they are happy. They are my role models, and struggled all their lives for us. They invested in our studies so we would not have to live through what they did. They are happy that we are earning and supporting them. We bought land with the money saved in Malaysia. Now, as we go back, the next goal is to build a house. Then we will think about our future. When Abhinash and I were children, we thought we would be ठुलो मान्छे one day. I looked up to my teacher and wanted to be like him. But now that I am grown up, I do not have anyone I look up to. I just make my goals and achieve them.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260411040436_83af55ced9108a0604495df2f808e497f6ecb73d1772c30af72cef94a4f21915.jpg" data-media-id="editor_5" data-image-id="20260411040436_83af55ced9108a0604495df2f808e497f6ecb73d1772c30af72cef94a4f21915" data-rendition-name="original" width="1600" height="900" loading="lazy" alt="DD 90"> </figure>  Abhinash: We have our whole lives ahead of us, and it is our turn to support our parents. What is the point of anything if our family is not happy? I do not want my parents to have to depend on others for money. We Musahars have been historically mistreated. We are known to be too trusting, and we do as we are told. We grew up believing that we were underdogs because of our caste. People still treat us as untouchable, although less than before. We were invited to parties but made to sit separately; at friends’ houses, we were asked to remain outside. We accepted all this because that is way it always was. Even when it made us feel bad. My younger brother stopped going to parties altogether because he did not like that discriminatory treatment. The new generation is not like that thankfully.&nbsp; Lalit: I once ran away from a feast because the Musahar invitees had to eat last. High caste or low caste, we all have the same red blood. The young ones thankfully are not like that. We were invited to a wedding recently during this vacation from Malaysia, and all of us young boys sat and ate together. But if the elders had been around they would have asked Abhinash and me to sit separately from the others.&nbsp;

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