For a long time, I believed that being able to speak, read, and understand English meant having the power of knowledge. In hindsight, I also realise that if learning English was simply like picking up another language, my journey would have been much smoother and definitely more enjoyable.&nbsp;
I took pride in learning Maithili from my mother and Tharu from my father’s workplace, and those experiences were both fun and fulfilling.
Previous episodes of this column, <a href="https://nepalitimes.com/opinion/angrezi">Angrezi</a>, explain how I struggled with self-doubt, feelings of inferiority, and low self-esteem because of my deficient English language. When I came to the capital, I realised that English held a different significance in this city.&nbsp;
In <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">my village in Sunsari</a>, it was often seen as a way to show off. In Kathmandu, it represented much more than that: it was a source of power, a means of access, and a gateway to opportunities.
During my first visit to Kathmandu in the late 1990s, I listened to a relative unleashing every possible curse word she knew in English to her sister-in-law. That outburst was triggered by the sister-in-law reporting her brother for domestic violence.&nbsp;
I found the sister-in-law to be incredibly courageous in taking that stand. It was also the first time I heard English being spoken among family members within a home, which surprised me. But this family was considered intelligent simply because its members could speak English. Even though I was only 13 at the time, I couldn’t help but question how someone who believed that domestic violence should be hushed up could be considered smart.&nbsp;
When I came to Kathmandu for my Bachelor’s I encountered a few individuals who enjoyed <a href="https://nepalitimes.com/opinion/angrezi/leonardo-and-drew">discussing English films</a>, books, and music, and felt out of place and had little to contribute to the conversations.&nbsp;
At times, I would pretend to engage, while other times I would make excuses to leave early. I also attempted to learn more about the books and films being discussed, but it was exhausting. Despite my silence, I realised that they had information, but lacked deeper understanding.&nbsp;
They seemed captivated by popular music and literature, yet did not grasp the underlying messages those songs and books conveyed. Throughout my nearly year-long <a href="https://nepalitimes.com/opinion/angrezi/from-humiliation-to-humility">work experience at a school library</a>, I remembered there was only one parent who visited. Not a single parent inquired about the types of books their children were reading or what genres excited their interest.&nbsp;
Their primary concern revolved around their child’s English proficiency. Many expressed frustration over their children’s struggle with the language, feeling embarrassed when their children could not communicate effectively in front of relatives and friends.&nbsp;
I recall Wangdi Sir saying that a school is not a language institute. A child may struggle with English, but they may excel in other subjects like science and math. Unfortunately, he struggled to persuade parents who had invested thousands in the hope that their children achieved fluency that it was not that important.&nbsp;
I encountered similar attitudes among parents across the country over the years. Many had moved from rural areas to cities, working tirelessly abroad to afford to send their children to English medium schools. There was also a noticeable bias, as families often prioritised sending sons to these more expensive schools and not their girls.
No wonder, society considers those who can speak English as intelligent, smart, or even a genius. To be sure, mastery of the English language can unlock a wealth of knowledge and provide opportunities for employment worldwide.&nbsp;
However, many do not understand that simply speaking English is not equal to intelligence, if one lacks access to enriching content in literature, art, music, or film. Ultimately, it is an individual’s upbringing, socialisation, choices, and the guidance they receive that plays a crucial role in knowledge and wisdom through English.&nbsp;
The English language is often misinterpreted as a sign of knowledge, not just in Nepal but in other developing countries where education is sometimes prioritised for language skills over true learning.
Ramesh Kumar, an economic journalist with Himalkhabar.com, recently shared on X that Nepali press releases from the World Bank and UN agencies in Kathmandu read like they were Google translated. He noted that hiring communications officers should not solely depend on their proficiency in English, they should also be skilled in the local language.&nbsp;
Relying on Google Translate or AI without understanding the context can lead to lots of embarrassing misunderstandings. Ultimately, all languages serve as tools for expression, but the messages conveyed can vary greatly.
My 5-year-old niece was already speaking English fluently even before she started pre-school. She lives in the village with my parents, where English is rarely spoken unless absolutely necessary. Yet, she picked up the language as if she had grown up in an English-speaking environment.&nbsp;
How did this happen? The secret was her love for cartoons, which she only watches in English. She has been learning both Nepali and English simultaneously, much like I did with Nepali and Maithili. I often wonder how her understanding of being a person, a woman, and a citizen will develop.&nbsp;
Language alone will not shape those identities. I hope we, as Nepalis, can grasp this concept. I also wish that our education system would instill in our children the values of humanity, equality, diversity, and not consider someone ‘civilised’ just because they can rattle off some English.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal.

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English is not the be-all and end-all

Samjhana and I landed together at Jomo Kenyatta International Airport one afternoon in December 2009. Samjhana was greeting everyone as “Sir” or “Madam”, and I started to do the same. However, when she called the taxi driver “Sir”, I could not help but ask why she was using those titles for everyone, making it feel like she was addressing government secretaries back home in Nepal.&nbsp; She explained that Nairobi was colonised by the British, who like the Sir/Madam form of address. It was the first time I realised that learning a language involves more than just memorising new words, pronunciation, idioms, and phrasal verbs. I understood that it also includes learning about the culture associated with the language. I went to Kenya as a participant in the FK Exchange program (now known as Norec Exchange) for a year. Initially, there was a preparatory course which introduced us to the culture, food, and communities of the African continent.&nbsp; During the preparatory course, I was accompanied by Samjhana. It was the first time for both of us to be constantly surrounded by the English language. Throughout the day, we made an effort to speak in English and even tried to speak English like the Kenyans did. But at night we relaxed by speaking in Nepali until late. Since I was hosted by a Kenyan organisation, Association of Media Women in Kenya (AMWIK) we visited their office where an Ethiopian woman also joined us. Lillian, who would be my manager, introduced us to the Director of AMWIK. During the introduction, she pointed out that the Ethiopian woman’s English was excellent even though Ethiopia was never colonised by Britain. I mentioned that Nepal also was never colonised, but Lillian ignored that remark. In fact, she gave me a strange look, as if to say directly to my face: “No wonder your English is not fluent.”&nbsp; This made me even more determined to improve my English language skills. When our exchange program started in January, Samjhana went to Uganda. I was left on my own. I needed to become better at both English and Swahili because we were going to the outskirts of Nairobi. I realised that not all Kenyans speak English, even in Nairobi. Although my teacher, Chacha, was a good language instructor, there were times when I wanted to escape the city where I was supposed to master Swahili in English simultaneously.&nbsp; I have to admit that I was not very serious about learning Swahili. Instead, I took advantage of Chacha’s excellent English. He pointed out that I struggled to distinguish between ‘sh’ and ‘s’ sounds, which I knew was a challenge for most native Nepali speakers. Chacha also used English to educate me on topics like different sexualities, why Kenya still upheld the polygamy law, the ethnic conflict of 2008, and the cultural influences left behind by the British.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241015151024_7d49c7be36a8e99f3d1a89d35f6835b3778d075111b992863fb8e8bcc91454bd.jpg" data-media-id="editor_0" data-image-id="20241015151024_7d49c7be36a8e99f3d1a89d35f6835b3778d075111b992863fb8e8bcc91454bd" data-rendition-name="original" width="4000" height="3000" loading="lazy" alt="Nepalin in Kenya"> <figcaption>Giri by the beach in Mombasa, Kenya. Photo courtesy: ANBIKA GIRI</figcaption> </figure>  As I was assigned with media monitoring for the Truth, Justice, and Reconciliation Commission (TJRC), Chacha assisted me in understanding key terms such as rule of law, impunity, reconciliation, and grievances. I could see he had given up on my Swahili. Even though I made mistakes, I stopped being embarrassed by it. One day I was stuck in traffic for almost two hours, and I texted Lillian: ‘I am jammed. I will be late.’&nbsp; She responded: ‘Great, we have it with some bread.’&nbsp; By the time I reached the office I knew I had made a language gaffe, and Lillian taught me how to say ‘stuck in traffic’, and not ‘jammed’. Such language mis-steps happened regularly in a country where English was not the mother tongue for any of us, but it was the only common language we had.&nbsp; Once, when we were out in the field, it was 3PM and we had not had lunch yet. We walked to the restaurant, and Lillian said she was “starving”. There was starvation in parts of Africa, but I found out that was not what she meant, and I asked her why she was not hungry.&nbsp; She laughed aloud at my lack of vocabulary, and joked: “I am hungry enough to eat a horse, Anbika.” I once believed that all Africans and white people only spoke English. But when I arrived in Kenya, I realised that not all Kenyans speak English. It took me a while to also realise that not all white people speak English, either.&nbsp; An Italian documentary maker yelled at me for not following his instructions. “Anbika, I is telling you, listen to what I is saying,” he said in a thick Italian accent that bulldozed through English syntax. &nbsp; Whether or not I was fluent in English, I had to speak it because I had no other choice. This encouraged me to learn from them and take risks with the language and not be worried about making mistakes.&nbsp; Coming from a country that was not colonised, most people were understanding and supportive of my effort to speak English. They would not make fun of me if I made mistakes, and instead help me get the grammar or pronunciation right.&nbsp;

‘Jammed’ and ‘starved’ in Kenya

“Did you know this interview was supposed to be in English?” he asked with a smile. I reciprocated, although it was clear that his smile conveyed a sense of pity towards me. My smile, on the other hand, was more an expression of private shame.
I was being interviewed for the position of librarian at a residential English-medium school by the Managing Director. His personality was domineering: tall, well-built, and a pony tail.&nbsp;
I knew some of the questions he asked would be in English, but did not realise that I had to respond entirely in English too. I had some basic English language communication skills, but I was not fluent at the time.&nbsp;
“How are you planning to get by here? You clearly cannot speak the language, and our working language is English,” he said looking me directly in the eye. This interview was starting to scare me.
“म कथा भन्न सक्छु,” I blurted out in Nepali, trying to salvage my job prospect by highlighting my story-telling skills.“Okay. एउटा कथा सुनाउ,” he replied, as if to put me at ease. I immediately launched into a children’s story that had recently been published in Kopila, Kantipur’s school supplement.
Read also: <a href="https://nepalitimes.com/news/journalism-is-all-about-storytelling-and-money">Journalism is all about storytelling (and money)</a>
The story was about a letter that transformed the life of a girl with low self-esteem. She had felt unappreciated by everyone until the letter arrived from a dentist whom she had earlier helped by giving directions. The letter thanked her for being so helpful, and expressed how proud her mother must be for having such a smart daughter.&nbsp;
Despite my lack of English, the Managing Director must have found the story and my narration compelling. I got the job, but on probation and with condition attached: “You’re on your own. If you can’t connect with the students within a month, you’ll be let go.”&nbsp;
I started my job at the school library in 2006 just as the students were getting ready for their three-week summer break. Excitement and English chatter filled the air, but I could not quite follow what they were saying. They were too preoccupied with their vacation to notice me.&nbsp;
The library itself was a disaster zone. Books were scattered everywhere. And even though I had no prior knowledge of library management, I tried to bring some order into the chaos.&nbsp;
I was a voracious reader, but most of the books were in English and I felt overwhelmed. I dedicated long hours at the library, sometimes working late into the night. My goal was to familiarise myself with every single book in the stacks before the school year began, hoping to impress the students.&nbsp;
Read also: <a href="https://nepalitimes.com/opinion/read-and-let-read">Read and let read</a>, Anil Chitrakar
The holidays were coming to an end, and I felt the pressure mounting. Searching for a solution to ensure a smooth start, I came up with what I figured was a brilliant plan to convene a meeting with class captains before opening the library for all students. My reasoning was that if they were on board with enforcing library rules, the rest of the students would follow.
I was working late, and the Managing Director looked in, noticing the lights were still on. He seemed pleased to find the library in perfect condition, the books all organised.&nbsp;
“Don’t work late, a <a href="https://nepalitimes.com/opinion/comment/nepal-brings-back-the-snow-leopard">leopard</a> may show up,” he said.&nbsp;
“Really? A लियोपार्ड?” I gasped, pronouncing it ‘Leo-Pard’. “Yes, तर लियोपार्ड हैन लेपर्ड चाहिँ आउँछ and they will chew you up,” he said, chuckling, and pronouncing the word leopard properly.Embarrassed, I corrected myself, silently repeating the correct pronunciation of लेपर्ड. I only understood later that he was jokingly referring to children chewing me out, not an actual leopard. This humiliation destroyed my confidence, and I lost the confidence to engage in conversation, even in Nepali.
Read also:<a href="https://nepalitimes.com/opinion/angrezi/mai-commin-sir-qfdjg2uw"> "Mai commin, Sir?"</a>, Anbika Giri
The students returned and were informed about their meeting with the new Library Miss. There were two captains each from Class 4-10, and one school captain, totaling 13. I thought I was fully prepared, and it all began well.&nbsp;
But the assertiveness of the students and their fluency in English caught me completely off guard, and I fumbled for English words as my vocabulary vanished. Till this day, I feel the sweat on my forehead.
At first the class captains were taken aback, some attempted to correct my pronunciation, and then their giggling erupted into uncontrollable laughter. I could not bear the failure, and switched to Nepali but my confidence was shattered. I was not getting through at all. They walked away, making fun of my English pronunciation in a loud voice just to make sure I heard them.
Read also: <a href="https://nepalitimes.com/opinion/angrezi/hi-hee-and-haha-hihi">Hi-Hee and Haha-Hihi</a>, Anbika Giri
Deflated, I also felt embarrassed in front of the teachers, fearing that the students may have mocked me. They insisted I speak to them in English. I avoided making eye contact and interacting with the students, I hardly spoke to the teachers, and if I did it was in Nepali.
After two months, Wangdi Sir noticed my silence. He was an English teacher from Kalimpong and was rigorous yet popular among students. He stood out among his colleagues as one of the few who preferred to spend time in the library, engrossed in reading.
One day, he asked me why I was so quiet. I shared my story, unburdening myself. He chuckled initially, but offered practical tutorials about<a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform"> handling students </a>in English with sentences like “Why don’t you try the fiction section?” or “May I help you find your book?”
Read also: <a href="https://nepalitimes.com/here-now/learning-about-teaching">Learning about teaching</a>, Prakriti Kandel
Before Wangdi Sir’s help, whenever a student requested a book I would simply get it and hand it over to them without uttering a single word. Wangdi Sir taught me that recognising weakness was the first step in overcoming it. Steadily, my confidence level improved, and I started to build rapport with students. Whenever I mispronounced something, I would politely ask them to correct me.
My eight-month tenure transitioned from a state of humiliation to a one of humility. This was when my interest in children’s literature blossomed, and the library gave me a deeper understanding of the students’ perspectives and interests.&nbsp;
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Find her previous columns <a href="https://nepalitimes.com/opinion/angrezi">here</a>.

From humiliation to humility

Autobooks were popular at our school. They were diaries where friends could jot down something, creating a lifelong memory. It was customary for friends to stick photos in each other’s photobooks, so we could look at their faces whenever we missed them.&nbsp;
Back in the 2000s, we students knew that we would eventually have to part ways. Some of us, mostly girls, would get married, others would leave the village to pursue higher education, and some would start working.
We were convinced that after completing our SLC, it would be nearly impossible to reunite with school friends. This was before Facebook.
Filled with overwhelming emotions, we yearned for a tangible keepsake of our time together. Filling an autobook and having one filled was truly special. We poured our hearts out, expressing how our school life was coming to an end and how the new world awaiting us would never be the same.&nbsp;
We wished our friends the very best in their future endeavours and humbly asked for forgiveness if we had ever hurt them. We even included some heartfelt shayari verses, along with our favourite food, name, place, actor, actress, movie, dress, and even surnames.
In the initial trimester of Class 10 we were engrossed in writing for friends and requesting them to return to write in our autobooks. The task of choosing the most captivating photo for the autobook posed quite a challenge. After all, it was supposed to last a lifetime.
My elder sister only made her autobook when she was in her +2 when I was in Class 7. Since she had attended an English medium school until Grade 6, her English was good. Additionally, living in Biratnagar, the biggest city I knew back then, she naturally wrote the autobook in English.&nbsp;
Everything she wrote was original, she knew the meaning of every word. Following her example, my other sisters also wrote the autobook in English. Both had copied our elder sister. When my turn came, I naturally followed suit.&nbsp;
We not only copied the format but also the best actor, actress, movie, and everything else. We used to believe that whatever our elder sister liked must be likeable and unique.
Her favourite actor was <a href="https://www.imdb.com/name/nm0000138/">Leonardo DiCaprio</a>, the actress was <a href="https://www.imdb.com/name/nm0000106/?ref_=fn_al_nm_1">Drew Barrymore</a>, and the movie was Titanic. They became our favourites too, although we had no idea who the two were or what <a href="https://www.imdb.com/title/tt0120338/?ref_=nv_sr_srsg_0_tt_8_nm_0_q_titanic">Titanic</a> was all about. But we trusted her taste. If she admired them, they must be truly remarkable.&nbsp;
It seemed that my friends shared the same sentiment, as they too copied Leo and Drew as their favourites actor and actress. Although we had different preferences when it came to Nepali and Indian actors, Leo and Drew were the common Hollwood choices.
I first learned about Titanic during my college years and saw the movie in 2008. Before that, I had already watched another film starring DiCaprio, <a href="https://www.imdb.com/title/tt0450259/?ref_=fn_al_tt_1">Blood Diamond</a>, in 2007. While I enjoyed both movies, my favourite actor at the time was <a href="https://www.imdb.com/name/nm0000158/?ref_=fn_al_nm_1">Tom Hanks</a>. I discovered Tom before Leo, but somehow I completely forgot about Drew.
I have a problem with English films. I can easily remember the plot, but I cannot put a name to the actors. The same goes for songs - I could recognise the tune, but could not remember the singer’s &nbsp;name. I am better now, but still struggle to remember their names.&nbsp;
Five years ago, I googled Drew Barrymore, and can you believe it: I had actually watched two of her movies multiple times on DVD, ’<a href="https://www.imdb.com/title/tt0343660/?ref_=fn_al_tt_1">50 First Dates</a>’ and ‘<a href="https://www.imdb.com/title/tt0160127/?ref_=nv_sr_srsg_0_tt_8_nm_0_q_Charlie%27s%2520Angels">Charlie's Angels</a>’. I had even seen her in ‘Music and Lyrics’, but I had no idea that she was the Drew Barrymore who was my sister’s favourite and through her mine, and the favourite of the entire class. I wonder if Leo and Drew are still favourites of any of my friends or even my sisters?&nbsp;
While moving flats in Kathmandu multiple times, I misplaced my autobook. It would be fascinating to revisit our autobooks, and to see how our preferences have evolved over time. Some were altered as we discovered better options, while others were modified as our understanding improved.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. See her previous columns <a href="https://nepalitimes.com/opinion/angrezi/hi-hee-and-haha-hihi">here</a>.

Leonardo and Drew

In this episode of my series Angrezi, let me share two other interesting encounters I had with English before diving into Ryan’s story. The saga of my own English learning experience.
My uncle decided to open an English medium school in Madhesa of Sunsari district, which was the first of its kind in our village. The school was named Bright Future English School, and caused quite a stir even before it officially opened.
People were intrigued by the word ‘Future’, and the meaning of ‘Bright’ eluded them. One morning, while sipping tea at Bahadurni Thuli Ama’s tea shop, my uncle’s friends could not contain their curiosity any longer, and asked him the meaning of ‘Bright’.
Instead of giving a direct answer, my uncle gave them a clue by asking why the toothpaste brand at the time, ‘Brighter’ was so named. Suddenly, it all made sense to them, including the significance of ‘a bright future’.
Read also: <a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform">Why do so many Nepali students underperform?</a>, Anita Shrestha
The next incident still gives me a good laugh whenever I remember it. Not far from our village was another English medium school called The Martyr School. We youngsters used to jokingly refer to it as “Damatar, Tamatar”. It was only much later that I finally understood the meaning of ‘martyr’.
The recent Hindi movie 12th Fail tells the true story of Manoj Kumar Sharma, who passed India’s UPSC (like Nepal’s own Public Service Commission) exam and eventually became a police officer on his fourth attempt. There is a scene in the movie where he confidently writes an essay about terrorism from memory during the English exam, only to find out later that the question was actually about tourism.
I can perfectly relate to that feeling. During one exam I remember composing an answer about ‘The Mothers of Nepal’ when the question was actually asking us to write about ‘The Martyrs of Nepal’. Embarrassing.
Now, the story of Ryan. In Grade 9, our English teacher told us the sad story of Ryan who said bye to his mother and hopped on a motorcycle even though he was underage and did not have a driving license. The mother knew this, and told him to drive safely. &nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and Yugeshwor Koirala
A few hours later, she got a call from the police. Ryan had been in an accident. She rushed to the hospital, but Ryan did not make it. After his tragic death, the mother felt immense regret and blamed herself for not stopping him. She constantly thinks about him, imagining that one day he will step in through the door with a cheerful “Hi, Mom!”
The moral of the story: do not drive without a license. Our English teacher narrated the story in Nepali, and to add a touch of humour, he changed Ryan’s name to Ram Bahadur. I can still vividly recall him narrating to the class: "उस्कै आमालाई लागि रहन्छ कि राम बाहादुर घर आउँछ हाई मोम, म आएँ भन्दै” (His &nbsp;mother felt Ryan would come back, saying “Hi Mom, I’m home”).
But when he said “Hi” he did not pronounce it /haɪ/, he said it like “hee”. And guess what? Thenceforth we all copied the way he said “hee” when he meant “hi”, repeating “हि मोम, म घर आएँ”.&nbsp;
Back in school, we never greeted our friends, so I did not use the word “Hi” to greet friends till college. If only we had the same chapter in Grade 10, then Thoo Sir would have taught us properly. I finally learned the correct pronunciation, but it did bring some embarrassment.
Read also: <a href="https://nepalitimes.com/here-now/nepal-s-hard-working-students-overseas">Nepal’s hard working students overseas</a>, Sonia Awale
I enrolled at Janata Multiple College in Itahari for Proficiency Certificate Level, with English as one of my majors. Being the last student to join, I was new to everyone. As a major in English, when people approached me, they naturally said “Hi, I am phalano” or “Hi, I am dhiskano”. I reciprocated in the same manner. The only difference was in how they pronounced “Hi” and my response was always “Hee, I am Anbika”. I did not understand why they would always giggle when I said that.
A new friend of mine tried to correct me, but out of habit I continued with my “Hee” until our first-year English major teacher, Kedar Sir, overheard me one day in class saying, “Hee, I am Anbika”. He corrected me in front of the entire class. “Anbika, it is /haɪ/, हि भन्न कल्ले सिकायो?” (Who taught you to say Hee?) he exclaimed so loudly that even students dozing off at the back woke up.
To be honest, it had never occurred to me that even teachers could make mistakes till that moment. I was a little embarrassed. The embarrassment was manageable, but it led me to a state of utter confusion. Suddenly, I began doubting every English pronunciation I had ever learnt in school till then from teachers I had admired. I assumed that Kedar Sir, being an English major teacher at college, must have a stronger command of the language than my high school teacher. Thus, I decided to follow Kedar Sir to unlearn what I learnt in school.
That day, I did not tell Kedar Sir where I got the funny pronunciation from. I later discovered that all my friends had some issues with English since we all came from the same school background where English was taught in Nepali.
Back in the early 2000s, English was not as important as it is today. It did not open up job opportunities, or help navigate work abroad. People who tried to sprinkle English words while speaking Nepali were regarded as show-offs. Twenty years later, English proficiency is given much more importance and we have come a long way. &nbsp;
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Her previous columns were <a href="https://nepalitimes.com/opinion/angrezi/mai-commin-sir-qfdjg2uw">Mai Commin, Sir</a> and <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">Thappad</a>.&nbsp;

Hi-Hee and Haha-Hihi

Thick-framed glasses, a wide nose, and a bushy salt-and-pepper mustache. A front curl peeked out of his cap if he missed his haircut. He wore a full-sleeved shirt and cotton trousers.
His appearance was unremarkable, lacking the fashion sense of the stylish Dharan people of the day. He seemed like a tired, middle-aged man by the end of class, covered in chalk dust. He was easily overlooked until he spoke English because his English was impossible to ignore.
This man was dealing with a significant issue. He wanted to teach English in English, while we students preferred learning English in Nepali. His pronunciation was different from other English teachers, causing students to struggle to understand him. They started calling him Thoo Sir because they heard ‘to’ (/tu:/) as ‘thoo’ (ठू), but no one knows who first started this nickname or when it began. No one knew where he acquired his accent from, either.
Read also: <a href="https://nepalitimes.com/editorial/class-differences">Class differences</a>, Rabin Giri
Every morning, the bus would drop him off at Ghopali Tol from Dharan around 9AM, and he would walk 12 minutes to school from there. Students would have to interact with him in English or listen to a kind of English they could not understand.
I had heard his infamous nickname long before I attended Thulo School, the only secondary school in the village, after passing out from the primary Sano School.
He never inflicted any physical punishment on us, however his frustration was harder to handle. He would say things that friends could use to mock and tease fellow classmates.
Students would dread his presence in the classroom because unlike other teachers who would read slowly and explain in Nepali, he insisted on speaking English correctly and would not let us off the hook until we did so as well.
I only had him as a teacher in my Grade 10 class, and I remember being late on the very first day. "Mai commin, Sir?" I asked from the door.
"Ask properly," he replied, without even looking at me.
I asked again, but he continued cleaning the blackboard without paying any attention to me.
"Sir, Mai commin?" I changed the word order.
"Repeat after me," he instructed. That day, I learnt for the first time that 'Mai commin' was actually 'May I come in?'
"You don't even know basic English? Silly girl!" he said, and of course, my friends teased me for a long time about that.
His dissatisfaction with a student’s pronunciation silenced the class. While I was usually vocal and asked questions in other subjects, I could not utter a word in his class for fear of being ridiculed again.&nbsp;
Read also: <a href="https://nepalitimes.com/editorial/lowest-common-denominator">Lowest common denominator</a>, Editorial
I would formulate questions in my mind but struggle to voice them. Sometimes, I would start in English and end up speaking in Nepali, which would upset him even more.
He would not engage in conversations in Nepali, preferring to explain things in English. His excessive use of English gave us all chronic headache.
One day, in the middle of class, I asked in Nepali, "Thoo Sir, my pad is leaking. I will go home, change, and come back in five minutes."
"What did you just say?" he asked in English, lowering his reading glasses, revealing a pair of tired eyes, and a bruise on the bridge of his nose caused by the weight of the frame.
<a href="https://nepalitimes.com/editorial/that-time-of-the-month">Sanitary napkins</a> were not yet available, so we sisters would have to run to my nearby home to use one of our mother's old cotton saris as pads. But these were not absorbent enough for heavy bleeding. There was no door or roof in the school toilet, making it impossible to change at school.
I never felt embarrassed about asking to be excused, and neither the teachers nor students used to make a big deal out of it. Since he had responded to my Nepali, I assumed his 'WHAT?' was in response to my request to go home to change my pad.
I repeated my request, this time to assure him that I would return in exactly five minutes. But his "What did you just call me?" was actually about my publicly addressing him as “Thoo Sir”.&nbsp;
My bench-mate Bishal tried to warn me to keep quiet. But I continued, "Thoo sir. Everyone calls you Thoo sir behind your back. Don't you know?"
"I know but no one said it to my face before."
Quickly correcting myself, I said, "BB Sir, please allow me to go home. I won't address you as Thoo Sir anymore."
"Thoo Sir again," he chuckled, lightly tapping my head with the book in his hand. "Go on, run!"
All these years later, I realised that it took a lot of effort for him to respond the way he did. Unlike other teachers who only focused on the top students, he would treat all students equally, change the seating arrangement, shifting students from the front to the back.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and yugeshwor Koirala
After leaving school and moving to Kathmandu, I began learning English and found the language fascinating. It took years to overcome my hesitation, but I eventually understood why Thoo Sir insisted on teaching English in English. I wished he had been more creative in making us appreciate the language and understand its importance.
We used to believe that Thoo Sir had the best English in the world and was forcing fluency on us when all we needed was 32 marks to pass. There was not much interest in learning English in those days.
Thoo Sir was ahead of his time in grasping the importance of a global language. He knew there was a world beyond our village of Madhesha and the SLC exams. He was not interested in our exam marks, he only wished us to understand English in English. And today, I am glad we had Thoo Sir as our English teacher.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Her previous column was <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">Thappad.</a>
&nbsp;

"Mai commin, Sir?"

This piece is not about Tapasi Pannu’s Bollywood movie, Thappad. But the echo of that slap from childhood still echoes in my ear.&nbsp;
It was the first and only time my father ever laid a hand on me. It could happen again, since Nepali parents have a tendency to believe that no matter how old you are, you are always a child. They can hit you even in your 30s.&nbsp;
My father, a retired high school principal, seldom raised his voice at us while we were growing up. His silence and stern gaze were nevertheless frightening to us youngsters, and struck fear in our hearts.&nbsp;
As children, we never dared speak to him directly. Our mother acted as an intermediary, even in trivial matters like buying a ball-point pen for Rs4.
Read also: <a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform">Why do so many Nepali students underperform?</a>, Anita Shrestha
This was the 1990s, and we all excelled in studies. We were disciplined children who never uttered a curse word. We respect our elders. We were the epitome of well-behaved children.
So imagine our shock when I was subjected to physical punishment from my father for the first time. And it all had to do with my use, or misuse, of the English language.
We started learning English in Grade 4. I had topped not only my &nbsp;class, but the entire school. I could recite what was on any page in my text book. I had a photographic memory.&nbsp;
I excelled not only in academics, but also in General Knowledge. I could rattle off all the countries of South Asia and their capitals and heads of state.&nbsp;
My sister and I were the only two students in our class who had mastered the multiplication table up to 20. One day, our primary school principal announced that only students who knew the table up to 20 could go home, while the rest had to stay back and keep learning until they did. My sister and I found ourselves waiting until evening for our classmates to catch up.
Read also: <a href="https://nepalitimes.com/banner/after-quantity-nepals-education-needs-quality">After quantity, Nepal's education need quality</a>, Prakriti Kandel
I was 9, and also starting to learn to spell simple English words. I took immense pride in my progress because my grandfather did as well. However, it wasn't enough for my father.
That day, I was doing my English homework, while my father and his colleagues were engrossed in a political conversation. One of his colleagues suddenly asked, "Which grade are you in?"
"Fourth," I replied proudly.
He continued, "What is your roll number?" (Ah, the roll number, a prestigious measure of talent in those times.)
"One," I answered confidently.
He then asked me to recite the multiplication tables for 7, 9, 13, 17, and 19. Which I did, and I noticed my father’s eyes gleaming with pride.
My father’s other friend was also interested and asked me what I was writing.&nbsp;
When I responded “English”, he asked me to write out the lowercase alphabet — widely regarded as the more challenging aspect of English writing. I guess he was trying to confirm if I truly deserved the Roll Number 1 position.&nbsp;
To everyone's surprise, I swiftly wrote out the lower case alphabets from a-z. Satisfied, he was about to return to the political conversation when my father abruptly asked me, "Can you spell 'dog' for Uncle?"
“I can,” I said. “D-O-G,”
"And how about 'god'?" my father pressed on. I spelled god, and everyone was impressed.
Then my father asked me to spell ‘bag’. In those days, children attending <a href="https://nepalitimes.com/editorial/ministry-of-education-gets-an-f">government schools</a> in <a href="https://nepalitimes.com/here-now/the-marginalised-on-the-margins">rural Madhes</a> had to carry our books cradled in our left hands. Sometimes, they held the books tightly against their chest with both hands, like parents carrying a child.&nbsp;
School bags were fancy and rare. Only private school students had bags. You could be sure a student carrying a school bag, wearing shoes and a tie would be attending a private school.&nbsp;
I had never carried a school bag, and did not know how to spell it. I looked up at the ceiling and squirmed, and my father’s eyes widened. The lines on his forehead showed disappointment.&nbsp;
It must have been less than a minute, but it felt like an eternity. The more time I took, the more they saw me as unworthy of having Roll Number 1. To escape my predicament, I blurted out: “B-O-G."&nbsp;
That was it. My father rose from his stool and slapped me on my face. No one stopped him. His colleagues tried to console me by urging me to study harder.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and Yugeshwor Koirala
I was in shock. I had never imagined that my father would ever hit me. The slap did not just hurt me physically, but left a deep emotional scar. I fell ill with a fever that evening, and everyone knew the reason.
No one said a word to my father. My grandfather consoled me, but said that I needed to study even more diligently. As if I had not been studying diligently before.&nbsp;
I have hated the English language ever since. I never dedicated myself to learning English properly in class. And I hated English even more after we had Thoo (ठू) Sir. But that is a story for some other time.

Anbika Giri

The Thappad

Fenerbahçe Beko won the Turkish Airlines EuroLeague finals in Abu Dhabi, held 23-25 May, defeating Monaco 81-70 in the final. Olympiacos, who defeated Panathinaikos 97-93, finished the series in third place. The Most Valuable Player (MVP) of the final match, Nigel Hayes-Davis from Fenerbahçe Beko, received a prize of 1,000,000 Miles&amp;Smiles from Turkish Airlines’ Chief Commercial Officer Ahmet Olmuştur. The carrier has been the title sponsor of the Turkish Airlines EuroLeague, a top tier tournament, since 2010.

Turkish Basketball

Thousands of Nepali students dreaming of an American education have been forced to look elsewhere as the Trump administration’s visa restrictions make their future uncertain.
The US was long considered a top destination for higher studies, making Nepal the 10th biggest country of origin for international students in America.&nbsp;
However, that number has seen a significant decline with the total for Nepali students now at 16,482. Some 8,000 Nepali students obtained no-objection certificates to study in the US from the Ministry of Education in the past year.&nbsp;
India, Australia, Canada, South Korea, United Kingdom and Japan are the other popular destinations for Nepali students. There are no clear numbers for Nepalis going to India, but a slight decline was noted this year after the deaths of two female students.
The US State Department has issued a circular to its embassies not to issue new visas to applicants until further notice. US Secretary of State Marco Rubio in the directive stated that the department planned to expand the screening of applicants' social media.&nbsp;
While new applicants are barred including those applying for visitor visas, students with scheduled interviews are allowed to proceed.
“Many of our students are affected by the new restrictions, but those who had applied for student visas earlier have got interview dates,” one Kathmandu-based college counsellor told us.
Meanwhile, even foreign students with spotless records already in the US have not been spared, as visa scrutiny intensifies under the new policy. In a move that underscores the growing sense of insecurity, many US colleges advised international students to carry their passports and documents at all times, even when traveling locally.
“Me and my friends did not go home this summer because we were not sure we would be allowed back, so we just went to Niagara Falls,” said a Nepali undergrad in Ohio, who like many interviewed for this report did not want her name used for fear of repercussion.
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Nepali students have adopted a cautious stance, with many choosing not to return home during summer vacation due to fear of visa revocations as well as travel bans. Meanwhile, over 7,000 Nepalis with Temporary Protected Status (TPS) will have to come back to Nepal by 5 August or face deportation. Thirty-seven were flown back to Kathmandu on Omni Air last week.
“The US is one of the most sought-after destinations for higher education, and the ban will definitely impact bright students,” says Narottam Aryal of the King’s College in Kathmandu.
Indeed, Nepali undergraduates admitted into Ivy League colleges for the 2025 academic year have been asked to look for alternatives. The entire Fulbright Foreign Scholarships Board resigned on Wednesday citing interference from the Trump administration on the selection of this year’s cohort. Some Nepali students already on Fulbright scholarships have noted disruptions, delays and even cancellation of stipends.&nbsp;
The student visa restrictions were initially just for foreign students admitted to Harvard University, but it was later extended to all Chinese students and now to all students. Universities like Columbia which actively recruit foreign students, face sharp enrolment declines, threatening their financial stability and diversity.
An Indian female PhD candidate at Columbia University had her visa revoked by the US State Department, and said she was targeted on the basis of her social media posts on Israeli military attacks in Gaza. Social media vetting of political activism has raised concerns about privacy and freedom of expression in a country where such rights were a given.
Many students have been informed via email that their visas have been revoked for getting speeding or parking tickets, but even others with no criminal record have been affected. The fear of deportation looms large amongst international students, including those from Nepal.&nbsp;
For most Nepalis who migrate to the US for education, the journey is a high-stakes investment. They come largely from middle-class families, often rely on a patchwork of scholarships, work-study programs, loans, or even the sale of family assets to afford fees.
Most Nepali students pursue STEM subjects which offer extended Optional Practical Training (OPT) periods that help fund their education. But with the US backsliding on education and humanitarian matters, countries like the UK and Canada are becoming more attractive despite their own recent stricter controls on student visas.&nbsp;
The UK universities saw a 63% rise in Nepali students’ admissions in 2024. Japan is another popular destination with 64,816 Nepali students enrolled as of 2024.
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Already, China, Hong Kong and Malaysia are poised to benefit from the increased scrutiny of US student visas. Several Hong Kong universities are offering unconditional admission to affected students, while Malaysian institutions are targeting previously US-bound Asian students. China and India have 330,000 and 280,000 students respectively in America, but the numbers for China have seen a sharp drop in the past year.
Elsewhere, branch campuses of American institutions such as NYU in Abu Dhabi, Georgetown in Dubai and Northwestern in Doha are getting more admission applications, and universities in the Gulf region are expanding infrastructure to accommodate those who would otherwise have gone to the US.&nbsp;
Even educational institutions in Nepal are hopeful that the US visa restrictions can be an opportunity to at least keep Nepali undergrads in Nepal, and also attract foreign students from the region.&nbsp;
“Many students might choose to complete their undergraduate degree here in Nepal and then move abroad for their Master’s degree later,” says Aryal of King’s College. “There was a need for quality higher education in Nepal anyway in terms of innovation and opportunities, so this could be the time to reduce our dependence on other countries.”
Nepal’s strategic position between India and China makes it sensitive to US policy shifts. India, a key ally, is also under US scrutiny for potential student travel restrictions. Chinese universities are already offering more scholarships to Nepali talent to capitalise on the US retreat.
American universities have challenged student visa restrictions in the courts. A federal court in Boston revoked the blanket ban on Harvard, and the State Department has ordered the resumption of processing student and exchange visitor visas.&nbsp;
Some are still hoping that President Trump will backtrack on the student visa restrictions, just like he has done with many of his more drastic executive orders.
Even so, the visa see-saw and longer-term uncertainties about living in the United States and its education system means students across the world are making alternative plans.
Says Aryal: “Policies of foreign countries change according to their needs, so excessive dependence was never a good idea. We should work to create different opportunities and choices of higher education within Nepal, so students are retained.” &nbsp;

America no longer prime destination for Nepali students

That winter day in January 1664 marked an exceptional event in the reign of King Pratap Malla of Kathmandu. It was 15 Paush 784 of the Nepal Sambat and for the first time, a historical event was being immortalised on canvas for generations to come.&nbsp; The occasion was the grand Tuladaan ceremony of the King’s youngest son Chakrabartendra Malla from his wife Anantapriya, an Indian princess from Cooch Behar in present-day Assam.&nbsp; During the ritual, the prince was weighed against gold, silver, pearls, and other precious stones, which were then offered to Goddess Taleju Bhavani, the guardian deity of the Malla dynasty.&nbsp; The 170 x120cm painting captures the time of King Pratap Malla in all its splendour and is more than a personal tribute to his son: it is a significant visual historical document. It was evidently completed five years later in 1669, and could be considered a photographic record, with retrospective recreation of the event by the unknown artist. A Tuladaan ceremony is performed to purify one’s karma, quell impending bad luck, or as an act of charity and devotion. Chakrabartendra Malla was not well, and the ritual was performed in hopes of restoring his health. King Pratap Malla had arranged for each of his sons to take turns ruling Kathmandu so they got administrative experience. But Chakrabartendra died just two days after assuming power in 1670 (790 NS). This painting is considered the earliest known example in which the composition is dominated by an architectural landscape: the Taleju Temple. Given the stylistic features such as side-profile facial depictions and the rendering of human forms, it is believed that the Nepali artist was trained by a Rajput master.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250615040624_ddad3bc27a327e3f9926c8473287e4f14b53081296c295049009f327a4d97051.jpg" data-media-id="editor_0" data-image-id="20250615040624_ddad3bc27a327e3f9926c8473287e4f14b53081296c295049009f327a4d97051" data-rendition-name="original" width="3248" height="4395" loading="lazy" alt="Tuladaan NT"> </figure>  During that era, there were regular exchanges of artists between Northern India and Kathmandu Valley. The painting is also a melding of Nepali, Tibetan, Mughal, and Rajput art styles of the time. Pratap Malla could have been inspired by a painting of Mughal Emperor Jahangir’s Tuladaan ceremony for his son Khurram in 1607. The Mallas and Mughals shared cordial relations, which is reflected in the cultural influences seen in the art and attire of the period.&nbsp; The clothing of the Malla ruling class, in particular, features colourful tunics, turbans, and jewelry that display strong Rajput and Mughal stylistic elements. The musicians in the upper tier are also dressed in Indian-style clothing, while the ensemble on the lower steps wear local attire, notably without turbans. Their hairstyles also differ, with the lower group wearing their hair tied in a bun at the front. This national treasure is currently in storage at the Collège de France in Paris, and has never been publicly displayed. Nepal’s art scholars like Gautam Vajracharya, Pratap Aditya Pal and Anne Vergati have written about this iconic paubha in the past, but the only detailed study is from the perspective of music history by researcher Richard Widdess who had access to high resolution copies of the original.&nbsp; Widdess from the Department of Music at the School of Oriental and African Studies (SOAS) in London describes the paubha as the most significant and richly detailed documentation of music in Nepali art. He identifies distinct musical ensembles on the terraces of the temple, and remarkably most of them are actively used today. One of them reflects the Mughal naqqārakhāna model — a loud outdoor ensemble typically composed of kettledrums, trumpets, and cymbals, traditionally performed from the gateway of the emperor’s palace to announce his entrances and exits. The depiction of such an ensemble in the tulādāna painting is likely the earliest known representation of a complete naqqārakhāna in Nepal — considered the forerunner of the panche baja, the traditional Nepali ensemble. On the stepped pyramid base of the temple are two groups of musicians playing local instruments: dhimey, bhushya, and dha. They are unmistakably Newar musicians, wearing short skirts and short-sleeved tops, with bare heads and legs—clearly distinguished as local performers.&nbsp; Higher still on the temple pyramid are musicians of apparently higher status, positioned close to the king, and his courtiers, possibly professional court musicians from India, well-versed in rāga and tāla. A dāphā group is also clearly depicted, identifiable by their characteristic instruments.&nbsp; Dāphā bhajan is likely the oldest surviving tradition of Newar devotional singing, and this paubha is the oldest visual record of it. Pratap Malla himself is believed to have composed songs that continue to be performed by dāphā groups throughout Kathmandu till today.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025061211064_d67636730cdc0ec778c02494817aca0b99654f2950d0fae4b95499a61faf7ef3.jpg" data-media-id="editor_1" data-image-id="2025061211064_d67636730cdc0ec778c02494817aca0b99654f2950d0fae4b95499a61faf7ef3" data-rendition-name="original" width="596" height="768" loading="lazy" alt="Priceless paubha in Paris NT"> </figure>  The artist’s thorough attention to musical detail may be attributed to King Pratap Malla’s own deep interest in music. His inscriptions on this painting and elsewhere proclaim his mastery of all branches of knowledge, including music. He is also known as the author of dance dramas and poems, penning his name as Kavindra (king of poets). Some noteworthy elements of new art techniques stand out: for example, the roof of the temple is filled with realistically rendered white doves, pigeons, and crows. This is a rare feature in paubha, where animals and birds are stylised, mythological forms. This remarkably talented unknown artist has managed to also render an orthographic projection: the front and side view of Nepal’s first architectural paubha. The Taleju Temple, with its staggering multi-tiered structure and numerous steps and platforms, is masterfully translated into layers within the painting. This represents a significant artistic achievement of the time, especially considering that dimensional perspectives had not started in deity-based paubha.&nbsp; The artist has also made a meticulous effort to capture architectural details such as the toran (ornamental arch) and temple struts with impressive precision. There are flickering lamps along the steps and some people carrying what appear to be oil pots.&nbsp; It is a full moon night and the dark sky is adorned with all the gods and goddesses, who are depicted as blessing the ceremony while seated on stylised thangka clouds. There is a lot happening in this painting, with people engaged in various activities. The artist has also rendered a forest backdrop behind the temple, complete with deer, trees, and flowers. Could there have once been a royal garden behind the Taleju Temple?&nbsp; More details and clarity can only be achieved if we are able to view the original or a high-resolution scanned version of the artwork. Many countries proudly display art depicting historical events in their national museums with great reverence. France, for example, has The Coronation of Emperor Napoleon and Empress Joséphine by Jacques-Louis David (1808–1822), along with numerous paintings of the Napoleonic Wars. Many were commissioned by Napoleon himself for future generations to remember.&nbsp; For Nepal, the equivalent is the Tuladaan paubha which is a visual record capturing a historic moment involving one of Kathmandu’s greatest kings, on the very day the event took place. Sadly, we await the day when this masterpiece is displayed, shared in high resolution for detailed study, or more rightfully — repatriated to its homeland, where it truly belongs. &nbsp; Shaguni Singh Sakya is the Director of the Museum of Nepali Arts (MoNA) at Kathmandu Guest House in Thamel. <h2>Gods homeward bound</h2> The Nepal Heritage Recovery Campaign and Nepal’s Department of Archaeology are convening the first international conference on the Recovery of Cultural Heritage from 16-18 June in Patan. The conference will address urgent issues of theft, illicit trafficking, the campaign to repatriate looted cultural artifacts, and explore how the return of sacred antiquities contributes to justice, healing, and reconciliation for communities and nations affected by cultural loss. American art crime professor Erin L Thompson and Saubhagya Pradhananga of the Department of Archaeology will deliver the keynote. Meanwhile, author and Nepali Times publisher Kunda Dixit will lead a conversation on Illicit Trafficking: Public Opinion and Role of Media with Erin Thompson, Amr Al Azm, associate professor of Middle East History and Anthropology at Shawnee State University in Ohio, as well as Bradley J Gordon, a lawyer based in Phnom Penh. There will be sessions looking at repatriation perspectives from Cambodia, India, Vietnam, China and Poland, international frameworks for repatriation, emerging digital technologies in the repatriation of cultural heritage, cultural property agreements, museums as well as trends in the art market, and heritage diplomacy and the role of media.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025061211068_59cfccfa8f5d73bfe8b4c5811a7f53abc09ea04e8cb7c638933d62e5283efdf6.jpg" data-media-id="editor_2" data-image-id="2025061211068_59cfccfa8f5d73bfe8b4c5811a7f53abc09ea04e8cb7c638933d62e5283efdf6" data-rendition-name="original" width="1080" height="1350" loading="lazy" alt="Heritage recovery NT"> </figure>  <h2> </h2> Some of the other highlights include James K. Reap, a professor in the Master of Historic Preservation Program at the University of Georgia who has a session on the US response to illicit trafficking. Art historian Lea Saint-Raymond is taking on “Gods at Auction: The Market for Himalayan Artefacts”, while lecturer of criminology at the University of Glasgow Emiline Smith is delving into transformative approaches to heritage ownership and repatriation. Helena Arose of Antiquities Coalition and Melina Antoniadis of NOSTOS Strategies that specialise on the return home of cultural heritage as well as Hao Liu of International Cultural Heritage Law at the School of Law at Shandong University are some of the others attending. The Nepal Heritage Recovery Campaign was set up in 2020 to develop a coordinated movement to reclaim Nepal’s stolen gods and goddesses, with an aim to ensure that recovered items are returned to their original shrines, niches or sanctums. Ahead of the conference opening organisers have arranged for a film screening of Loot &amp; Return: 4 Documentaries at YalaMaya Kendra in Patan Dhoka between 14-15 June. Following the conference is a multimedia exhibition titled Absent Gods: Nepal’s Lost Heritage from 31 July to 4 August at Patan Museum.

Priceless paubha in Paris

While Nepal was hosting the Sagarmatha Sambaad international climate conference in Kathmandu this month, on Mt Everest it was pretty much business as usual.&nbsp; The signs of climate breakdown are all there: a river now runs through Base Camp in summer, the Khumbu Icefall is more unstable, and there are more &nbsp;frequent avalanches. When expeditions arrived in March, the mountains were bare: it had not snowed since September, but then blizzards dumped unseasonal snow in May. And despite climate worries, such is the pull of Himalayan mountaineering that the Everest Industry showed no signs of slowdown. More than 600 international climbers and their Nepali guides had made it to the summit of the world’s highest mountain. At one point there were an estimated 2,000 people in the tent city on the Khumbu Glacier. All the ropes and ladders on the Icefall came down on Thursday, marking the official end of the spring climbing season, and just in time to avoid a monsoon cyclone approaching from the Bay of Bengal. It has been an action-packed season. One factor could be that Everest fees will go up from September: each foreign climber needs to pay a $15,000 royalty, up from the present $11,000. The cost for a Nepali climber on the South Col route will also go up: from Rs75,000 to Rs150,000.&nbsp; The fee to climb Everest in autumn is $7,500 (up from $5,500), but most climbers still prefer spring. Winter permit fee (December-February) is only $3,750 per person and the mountain is now also open for monsoon (June-August) climbs, when the fee is ever lower at $2,750. The revised rule also makes it mandatory for every two climbers on an 8,000m peak to hire one Nepali mountain guide.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025053004050_67f856fe52714e4bdcf21ae7d45c6f18c82117b9d0a5f73ed1efa04c96de1046.jpg" data-media-id="editor_0" data-image-id="2025053004050_67f856fe52714e4bdcf21ae7d45c6f18c82117b9d0a5f73ed1efa04c96de1046" data-rendition-name="original" width="931" height="732" loading="lazy" alt="The Everest Industry graph 1"> </figure>  In addition, climbers also have to pay for porters and guides, equipment, Base Camp costs, Ice Fall and fixed rope team fees, so climbing Everest does not come cheap. But such is the draw of climbing the world’s highest peak that some say the increased fees will not diminish the crowds next year. The government has tried to spread expeditions out to other seasons and other 8,000ers, but with not much success. Earlier this year, Nepal unilaterally increased the number of 8,000m peaks to 14 by adding six more sub-summits to broaden the choice for climbers. Added were: Yalung Kang (8,505m), Yalung Kang West (8,077m) &nbsp;Kangchenjunga Central (8,473m), Kangchenjunga South (8,476m), Lhotse Middle (8,410m) and Lhotse Shar (8,400m).&nbsp; The announcement could go against the accepted topographic criteria that a stand alone peak has to be at least 300m higher than an adjoining prominence, and at more than 3km isolation from it. The UIAA (Union Internationale des Associations d'Alpinisme) still recognises only 14 mountains as eight-thousanders, and only eight of those are in Nepal, or on the border with China. Nepal’s revised mountaineering regulations also increased the insurance coverage of high-altitude workers to protect porters and high altitude guides who usually take more risks on the mountains. Rescue teams and clean-up campaigners to collect trash and remove bodies of dead climbers up to Camp IV of Mt Everest do not need permits.&nbsp; The Sagarmatha Pollution Control Committee is now using drones to fly down trash in 20kg sacks. Each climber is also required to bring down at least 6kg of waste and not just their own, but this rule is erratically enforced. With five fatalities on Everest and Lhotse, Spring 2025 had a historically low death toll. Another five climbers died on Annapurna, Kangchenjunga and Makalu.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025053004050_38681de22f0fefb6faa12b01755566d09c5064d0ff84e12ccc7b5d68ea9ba38a.jpg" data-media-id="editor_1" data-image-id="2025053004050_38681de22f0fefb6faa12b01755566d09c5064d0ff84e12ccc7b5d68ea9ba38a" data-rendition-name="original" width="665" height="740" loading="lazy" alt="The Everest industry graph 2"> </figure>  Journalist Ben Ayers who ran the Everest Live social media channel from Everest Base Camp with daily updates credited the low death rate to dramatic rescues of climbers from the ‘Death Zone’ by their Nepali guides and longline helievacs — the visuals all uploaded on YouTube.&nbsp; “Ironically, this perception of safety is bringing more and more inexperienced climbers to the mountain, and they need more rescues,” Ayers said in one of his dispatches.&nbsp; American expedition chronicler and summiteer Alan Arnette suspects there is a lot of under-reporting given that the jet stream and storms were lashing Everest even till late in the season. He told us: “I heard a lot about frostbite and rescues that were not made public. It’s become practically impossible to cover the details on Everest. All the teams report nice news, and they don’t talk about bad stuff to avoid hurting businesses.” Although trash on Nepal’s mountains makes headlines, what does not receive as much attention is the climate impact of so many expeditions. The Sagarmatha Sambaad conference sidestepped this issue, which is ironic given that the impact of climate breakdown is most evident on Himalayan peaks and their glaciers.&nbsp; <h2>Need for Speed</h2> The big stories this year have been about speed-running from their home cities to the top of Everest. Ukrainian entrepreneur Andrew Ushakov flew out of JFK on 15 May at 10:15AM Nepal time, and was on the summit 3 days, 23 hours, and 7 minutes later on 19 May at 9:22AM.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250601080640_1c5cc6fc991307861768f07037ed9d30930fb20f35dbb57dc31c9a92a9e1a885.jpg" data-media-id="editor_2" data-image-id="20250601080640_1c5cc6fc991307861768f07037ed9d30930fb20f35dbb57dc31c9a92a9e1a885" data-rendition-name="original" width="1440" height="1800" loading="lazy" alt="The Everest Industry"> <figcaption>Andrew Ushakov at the summt. Photo: ELITE EXPED</figcaption> </figure>  “I could never find the time for the traditional 40-50 days of acclimatisation,” Ushakov explained matter-of-factly. His ‘Everest Sea-to-Summit’ climb was possible because he spent 400 hours in hypoxic sleep tents over the past four years in New York. However, Ushakov did use ropes already fixed, hired four Nepali guides, helicoptered to Base Camp, and used much more oxygen than an average climber. And after the climb, Ushakov was arrested at Kathmandu airport for being in possession of $20,000 of undeclared cash and spent a night in jail and fined $60,000.&nbsp; The other speedsters were Garth Miller, Alastair Cairns, Anthony Stazicker, and Kev Godlington, all former British Army commandos. They left London and summited five days later on 21 May, and flew right back. They also used hypoxic tents to simulate the thin air high on Everest.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250601080644_90c8dd5cc07b4b43f2989b1dc0c0650ab80f10ebb06680c25a6909c519957bd8.jpg" data-media-id="editor_3" data-image-id="20250601080644_90c8dd5cc07b4b43f2989b1dc0c0650ab80f10ebb06680c25a6909c519957bd8" data-rendition-name="original" width="810" height="668" loading="lazy" alt="The Everest Industry "> <figcaption>All four members of the Furtenbach team at the summit. Photo: Sandro Gromen-Hayes</figcaption> </figure>  But more controversial was their use of xenon gas therapy in a German hospital to ramp up the production of oxygen-carrying haemoglobins in their blood. Xenon is banned by the World Anti-Doping Agency for being performance enhancing in sports. Expedition leader Lukas Furtenbach said this rule does not apply to mountaineering, as it is not a regulated sport like swimming. Nepal has no rules about xenon, but the Department of Tourism said it was launching an ‘investigation’ to decide on future policy since it is difficult to ban xenon, but allow oxygen. The controversy has also divided the mountaineering community, with some climbers saying they just want to maximise their chances of survival. Spending less time on the mountain could make climbing safer by reducing avalanche risk. It would also mean less trash on the mountains, but it would reduce the income of Nepal’s expedition industry. It is also unclear how much of the success was due to xenon therapy and whether the ex-special forces were already in good physical shape.&nbsp; The need for speed hides the fact that climbing in the Himalaya is dangerous business, and climbers cannot sprint to the top just by huffing xenon. But ultra-fast climbs could be charged more, and the revenue generated can be used to establish state-of-the-art rescue operations, and increase pay and insurance for guides. Two other speed chasers this season were Swiss-Ecuadorian Karl Egloff and American Tyler Andrews, both on Everest without oxygen. Andrews choppered to Base Camp to catch a weather window, but turned back from 8,500m due to high winds. Heavy snow and wind also forced Egloff to descend from 7,000m. Slow and steady climbers like Anja Blacha from Germany did make it to the summit without oxygen, while Kami Rita Sherpa broke his own record with his 31st Everest summit as he led a 26-strong Indian Army group. There were 468 permits issued for foreign climbers from 48 expeditions to Everest this spring. Nepal’s other eight-thousanders together had only 17 expeditions. Nepal has more than 1,000 peaks above 6,000m, and has opened only 476 of them for climbing.&nbsp;

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