Figure 1.--This Brahmin boy is attending the traditional Hindu school at the Pashupati temple, an important Hindu temple in Kathmandu, the capital of Nepal. It seems similr to comparable schools in India. |
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We note both state and religious schools in Nepal. We are not sure to what extent religion is permitted in the state schools. Nepal is a secular state under some times described as an Hindu Kingdom, although Hindism is not a state religion. There are minority groups, including Tibetian Budhists. The Interim Constitution provides for freedom to practice one's religion, and this is generally the case although despite widespread tolerance, a range of incidents have been reported. The act of convering another person is illegal, although not conversion itself. In additionto the state public schools, there are also Hindu schools in Nepal, just like in India. These include both Hindu schools with English influenced secular curciculums as well as traduitional Hindu schools which look like the schools that hahave operated for centuries. The Hindu Vidyapeeth schools are some of the Hindu schools with a strong secular curriculum as well as rich religious component. The school provides this decription of its program, "Through its holistic education, HVP promotes universal values such as love, peace and service, while also providing each child with a deep knowledge, understanding and love of his/her own culture. HVP was formally inaugurated on the auspicious day of Saraswati Pooja (honouring the Goddess of knowledge), 1985 AD, and through the hard work and dedication of the founding Principal and coordinator Mr Chintamani Yogi, now boasts three branches; HVP Central (Lalitpur), HVP Thali, and HVP Dang. All the schools teach up to class 10, and there are plans to extend to 10+2.A balanced education for a complete human being The schools are run by the socio-cultural organisation, Matribhoomi Sevak Sangh (MSS), founded by the late Dr. Bihari Lal Shrestha, an eminent social worker. MSS is dedicated to the promotion of a society in which each individual has a clear concept of spiritual, cultural and moral values, as well as an understanding of his/her place and responsibilities in the world. MSS believes in the philosophy of byakti nirman, or creation of the complete person, and for this purpose established the three Hindu Vidyapeeth schools." These schools educate both boys and girls. We also notice the traditional schools attached to temples. These schools as far as we knoare for boys only. We have not been ableto find much information on these schools, such as the extent to which secular subjects enter the curriculum. One source tells us that boys at similar schools learn Hindu chants in the ancient language of India, Sanskrit. They are taught strict dietary rules, abstaining from eating meat and strictly vegetarian foods. History is an important part of the curiculm. The children are regaled with the legends of brave Hindu warriors and saints and learn about the ravages of the Muslim emperor, Babur, and subsequent repression by his discendents. This presumably is substantial part of the curiculum in the traditional Nepalese Hindu schools.
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