These past two weeks I have spent every day except Saturdays volunteering at the Quality of Life School on top of Sarangkot Mountain and I loved every minute of it. It was through a friend of my Dad’s, Imana, that I got involved there. Two years ago she sought out sponsors to help fund a school for kids, aged three to six, from the mountain area. The unique part of the school is that it has a program for disabled kids. In Nepal, and most of Asia, there is a belief that people are disabled because of their bad Karma and deserve the life they have been dealt. Although this social norm is slowly starting to be reformed, there is still an incredible lack of opportunities for the disabled. Also, the illiteracy rate is around half the percent of the country and illiterate simply means unable to sign their own name. This school works to help village families, 90% of whom are living under the poverty line, have a future and open doors to them that were previously unknown. They also have a free medical post for injuries, sickness, etc.
At the Quality of Life School, there are six disabled children, ages 6 to 13. Sangita, Bikram, Bijaya, Shoba, Kumar and Biswas. Each student is incredible in his or her own way. Sangita is the oldest and is incredibly loving, every day I came she would hug me and lay with her head in my lap. Bikram is a sweet and curious boy who loves to dance and stare with his enormous Nepali eyes. Bijaya has a beautiful smile and can finish a puzzle in record time. Shoba is very bright and loves being the loudest while singing the ABC’s. Kumar is curious about everything and always showing off his cartwheels. Lastly, Biswas is amazingly intelligent and remembered my name a month after we first met for a few short minutes. Even though I was only volunteering for two weeks and couldn’t speak the same language as them, I feel like I really got to know them, mainly because their personalities are so vibrant and distinguishable.
Every day I would wake up around 7:45 and start the journey up the mountain. I had three choices; one, hike for a couple hours up hundreds of stairs; two, pay a paragliding jeep to bring me up (if they had space); and three, take the local bus up a fairly terrifying drive. Most days I ended up choosing the bus because it was cheaper than the paragliding jeeps but I got to sleep in a little later than if I hiked. This meant I got to eat breakfast but it also meant I nearly regurgitated it an hour later as we winded over the ridges at an alarming speed. After I finally got to the school, most kids were already there and playing in the dirt playground that had one swing, a slide, and a few toys. At 10:30 the teachers would call out “golo!” meaning “around” and every student would grasp hands, forming a circle. We’d all sing songs for the next ten minutes or so, some were Nepali and others were English like “If You’re Happy and You Know It…” and “the Hokey ‘Cokey’” as they called it. It was absolutely adorable. Every kid was screaming the words as loud as they could, making it impossible to know what song we were even singing sometimes. After a few songs, everyone would head to their class, leaving their shoes at the door. For the rest of the day I would repeat the ABC’s and count to fifteen so many times it would get stuck in my head. After a short snack of Ramen-like, packaged noodles, we would resume class and I would take the first of second paragliding truck back down the mountain. The truck was a lot cheaper going down than up because they weren’t cramped for space after dropping everyone off. One day, my dad hiked up and flew me down back to Pokhara, not a bad comute if you ask me.
Nepali teaching is very different from what I am used to in America, even with my already unusual schooling background. One major problem is that it is normal for a teacher to hit their students as punishment or to get them to pay attention. There is little progress being made on this issue, but there are a few programs working on stopping violence in the school systems. My sister is helping the Children Nepal group write a grant asking for money to build the Fulbari center. They plan to have workshops that teach other ways, nonviolent methods of teaching, in the homes and schools. Another academic issue is that everything is memory based. Students copy lines after lines of letters, words and numbers. It becomes engrained in their minds, but is rarely understood. Also, iIt was incredibly difficult sometimes because I can’t speak Nepali and the only English words they know are “hello” and “good”. I resorted to a lot of pointing and saying “esto”, meaning “this”. Luckily, I was never alone with my own class, there was always a teacher that could translate for me or give me instructions.
It seemed that my role at the school was half assistant teacher, half playground toy. During recess, kids would fight over holding my hand or cutting in line to be picked up and twirled around. I quickly discovered that the easiest way to avoid getting sore arms, but still playing with the kids, was to tickle them or chase them. All tickling required was just the motion of going towards their stomachs to tickle and they would run away screaming and all chasing required was a few steps and a scary face. Kids are so easily entertained and I became envious of that. There have been a few moments on this trip when I had nothing to do and would’ve loved to be a kid just to be content with a pile of rocks or a string.
My last day of teaching and playing was during a day of the ceremonies where the sponsors came to visit the school and play with the kids for an hour or so. As I watched them dance to the beat of a single drum, giggling and having the time of their lives, I realized how much I would miss those chubby cheeks and huge eyes, the screaming and singing, the tickling and chasing, the teachers and students, the busses and jeeps, even the ABC’s and 123’s. At the end of the day, the teachers had a couple students put Tikha on my forehead (they missed a few times so I had a few red dots on my cheek and nose), another to give me a necklace made of flowers, and another to give me a white blessing scarf. I promised them I would return in a couple weeks after another trek (this time solo while the rest of the crew is in a ten day silent meditation retreat), even just to visit. Even though I came back to our room exhausted every day, I was always satisfied with the work I had done. It was a bittersweet farewell to leave for the last time but I am nonetheless grateful for the time I spent with these students and teachers, it gave me a small taste of service I have been craving since we arrived here seven weeks ago that will hopefully continue on for the rest of this trip and my life.
Next up on my list is to attend a three day Heart Chakra Course, guided by the creator of the QOLN school, Imana. There will be meditations, bowl singing, and yoga. After that, I plan on doing a solo trek for about a week, possibly the Ghorepani trek, while the rest of the crew is doing Vipasina (a ten day silent meditation course). Right now I'm working on the donation project and have several ideas on how to help here and there will be a blog post on that very soon so keep checking in!
Namaste,







