At the Top of the World - a Search for Peace in a Troubled Land (By Matt Daw)

[chintamani yogi]

A visitor to the crowded, hectic and polluted Kathmandu Valley might find it hard to believe that it could be the setting for a project aiming to preserve the most traditional and spiritual qualities of the Nepalese culture. As the Valley becomes seemingly more and more materialistic, commercial and removed from the spiritual ideals that have always underpinned the religious and social life of this beautiful country, an institution exists that aims to redress the balance and work towards a re-establishment of more positive attitudes and values such as love, peace and unselfishness.

Hindu Vidya-Peeth Nepal is a charity-based English Medium school, run on a non-profit basis upon beliefs in the value of a certain kind of education. Its chief aim is to develop more than academic skills, providing the children that enter the school with a Spiritual, cultural and moral background to everything that they are taught, and in doing so to create conscientious and rounded human beings as well as excellent students.

A clue to its priorities can be found in the name, which at first may seem odd both for an English medium school, and one that believes in the importance of holistic education. Vidyapeeth, a word from the Vedas meaning 'centre of knowledge', reflects the role of the school in education and the promotion of wisdom in the youth. Rather than a concentration on education for purely materialistic gain, however, HVP aims to place all the knowledge it bestows in a context of spiritual and cultural understanding. This aim is reflected by the 'Hindu' part of the name.

The Principal of the Central branch of HVP, Chintamani Yogi, is eager to point out that the school, despite its name, does not aim to give education based on religion in the sense of strict doctrine and practice, but rather an education based on community and spiritual values. The school aims to give its students a sense of belonging to a society and culture - which in this case is of course Hindu - but there is an emphasis on globalism, the equal importance of other cultures, and on Universal truths. In the course of their school routine the students have regular contact with a variety of sources of wisdom and moral instruction. Mr. Yogi, a consummate story-teller and a notoriously engaging speaker, takes any opportunity to present his students with instructive tales and parables arising from Hinduism, Buddhism, Christianity or simply history. By having daily contact with such an eclectic body of accumulated wisdom and inspiration, the children build up an awareness of the universality of certain principles and moral guidelines, and can draw from a variety of traditions and examples in their everyday life as and when it is demanded by experience.

From this emphasis on universality and cultural awareness, an understanding is also developed of the value and beauty of nature and ecology, stimulating consideration of an individual's responsibility as a human and of the role of nature in life and cultural society. Considering the aims of the school, it may seem strange that in aiming to preserve the deepest aspects of the Nepalese culture and draw spiritual inspiration from its traditions and practices, HVP chooses to be an English medium school. Mr. Yogi argues, however, that in fact there is no conflict between these two facets of the institution. Students of HVP are encouraged to study and to question the culture in which they are living, in order to forge a stronger understanding of its values and its purpose, and this involves careful consideration of its practices and an awareness of its origins and traditions. Unlike most Nepali schools, for example, HVP teaches Sanskrit in order to retain a link with the oldest sources of the Nepalese language and cultural background. Such understanding and consideration of the culture, however, need not be one-sided or prescriptive, and in fact students are urged to view the culture scientifically and philosophically rather than from a blind acceptance of local custom. The development of English, in which all lessons are taught, contributes to a global view on the culture and aids the students in perceiving its part in an international community. The decision to make it English medium also arises from an acceptance that it is an increasingly useful skill in the modern world, and a desire to set HVP students up with the greatest possible opportunities as a head-start to success. The retaining of a Nepali name for the school, meanwhile, reflects that the institution provides all its opportunities and skills from a valuable background of cultural knowledge and placement. Students are reminded that they are members of the Nepali community, but are shown the role and value of that culture in the wider setting of globalism, deepening their understanding of issues by allowing a consideration of more than one level.

When I entered HVP for the first time, it was as one who knew very little about its particular philosophy and aims. I knew that it was a charity-based school, and that it was run on some sort of ethical and philosophical basis. What I saw, however, was a smoothly running institution full of energy, enthusiasm and life, filled with bright, happy students who really seemed to take a joy in all the activities they undertook. The school evidently places a strong emphasis on discipline, but the students are respectful and pleasant rather than subdued and sulky. Each day begins with an assembly in which the children parade in orderly rows for announcements and chanting. At every notable occasion such chanting and singing plays a key role, retaining an appreciation of shared expression and a feeling of unity amongst all levels of the school. On meeting the children it becomes obvious that they are normal, pleasant kids with all the usual passions and interests related with their age groups and backgrounds. The boys are obsessed with football, and as an English volunteer I was inundated with quiz questions about David Beckham and the world cup. Some children prove to be louder and more confident than others, as in any school, and in classes there is the normal mix of brain-boxes and slower students. Academically, it seems like a normal, well-run institution successfully retaining a hard-working atmosphere and an enthusiastic body of students. The students work hardest at the more fun, creative subjects, and some view Sanskrit as a dull and archaic addition to their education - reminding me of my own attitude to Latin at secondary school. When I asked a class ten student if he felt Sanskrit lessons were worthwhile, however, he mentioned its importance as a root of modern language, and expressed pride that his school retained it in the curriculum. Out of lessons, the strong feeling of community and unity is marked. There is no bullying or exclusion in the playground or corridor, and the repartee between students and teachers at every level is that of mutual respect and appreciation. The feeling I received was that these children, well balanced and pleasant in every way, do not take anything for granted and are aware of their own responsibilities and good fortune. The welcome I received, furthermore, was one that came not only from the teachers, or even from just the children I taught, but rather from the whole school community. Even the nursery classes and those in classes too old for my teaching range would greet me in the corridor with all the respect and friendliness accorded to someone with whom they had a direct working relationship with. I felt that I was really a part of the school, and that in being such I was brought close to every member of the institution, and felt to be so by them.

The principles upon which the institution is founded may seem fancifully idealistic on paper, however a visit to the school itself dispels cynicism by demonstrating how achievable they actually prove to be in practice. Sticking strongly to its central aims and ideals the school takes itself seriously and inspires the students and visitors alike with an appreciation of the value of the peculiar additions to the academic side school life. The school is run with an emphasis on strict discipline, but at no point did I see resentment or disrespect on the part of the students in their reaction to this regime. At every level the teachers treat the students with respect and care, and in response, the reaction of the students is overwhelmingly positive. Asked to define what marked HVP out from other schools, a student anonymously wrote; 'I think HVP is different from other schools because in HVP teachers are like friends. We can say all the things to our teacher. Students also are like brothers and sisters. There is a rule - love the younger and respect the elders'. Another commented more simply, 'The teachers teach us in a loving environment. They always teach us but never beat us'.

Discussing the merits of the HVP philosophy, Principal C.M.Yogi observes the shortcomings of other educational establishments. He perceives there to be two options available in the mainstream Nepali system; Government schools and Private Schools. Students in a Government school, he suggests, are given a relatively poor standard of education, and are provided with little or no inspiration and encouragement to succeed. Expensive Private schools, meanwhile, provide a good academic package but are money-orientated and have no interest in the deeper spiritual and moral issues that do not contribute to good exam results. Students at these schools are equipped with the skills they need to succeed, but not the qualities that would help them appreciate these abilities and use them for a moral and socially responsible purpose. HVP, by contrast, provides all aspects of education within a cultural and global framework that helps the development and understanding of values such as love, peace, unselfishness and responsibility.

HVP is lucky enough to have forged links with several overseas groups, and every year hosts a steady stream of foreign volunteer teachers from the West, such as myself. These volunteers provide a reliable source of English tuition, but perhaps more importantly allow the students to have everyday contact with the international community. Both the students and the volunteers have the opportunity to gain something from the exchange, developing a greater understanding of diversity and universal values, and forging links between the different cultures. It is, of course, difficult to measure the positive effect of a philosophy on someone's life or personal outlook, however the students are almost universally in support of the idea that it has been a valuable influence in their education. One student interviewed towards the end of his time at HVP remarked that he had derived one overriding message from his time at the school; 'There are many ways to live one's life, but HVP has taught me that the life we get only once should be utilised properly. You should do something not only for yourself but for others, and that can make others happy and the world a better place to live for everyone'.

The development of HVP has been a genuine labour of love. Eighteen years ago, Chintamani Yogi had just finished a Sanskrit degree, in which he specialised in philosophy. Arriving in Kathmandu with strong ideals about democracy that he had already fought for in his hometown of Dang, he met the founder of an Organisation called MSS (Matribhoomi Sevak Sangh), Dr Bihari Lal Shrestha - a renowned orthapaedic surgeon and philosopher. MSS is a socio-cultural organisation dedicated to the promotion of a society in which every individual has a clear concept of spiritual, cultural and moral values, and an understanding of his/her own place in the world. Inspired by the ideals of the organisation, Mr. Yogi envisaged a school based on the philosophy of Byakti nirman - the creation of the individual - and with Dr Shrestha's support set about making the idea a reality. Looking back at the early stages, Mr. Yogi observes that he viewed the project as valuable and important enough to be a great life's work, and that this inspired him to great dedication and resolve. The first task was raising money for the project, and at first this was achieved by an intense money-raising campaign headed by Dr Shrestha. All those involved directly in the project contributed from their own pockets, and the first school was founded on a tiny budget in 1985. At first the school contained only fifteen students, and was held in a rented school-house in Lalitpur, Kathmandu. With time the reputation of the school grew, and slowly numbers increased and new branches were opened until by 2001, there were three HVP facilities in the valley, each with a body of over 350 students. Hostel facilities are now available in both the Central and the Thali schools, providing the students from the outlying villages with a place to stay and the school with the opportunity to offer full sponsorship to children from extremely poor families and castes. It was not an easy progression, and Mr Yogi recalls a time when he cried almost every night, as the financial obstacles in the path of his vision seemed insurmountable. Nowadays, the school is well established, and as well as being a registered charity is aided by international organisations founded for the purpose. HVP UK, set up by past volunteers and friends of the HVP institutions, provides support in a variety of ways, including a sponsorship scheme for certain under-privileged students of the school. HVP Support Group- USA (HVPSG-USA) was set up by the Nepalese people living in America, and also provides valuable sponsorship, scholarships and support for the schools, in recognition of the importance of their work.

In keeping with the school's belief in equality and universality, HVP is open to students from all backgrounds, regardless of the social or cultural stigmas commonly associated with them. Thanks to the sponsorship and scholarship programmes the poorer families and castes are by no means excluded from the opportunity to educate their children according to the HVP philosophy, and even the so-called 'untouchable' castes are welcomed as equal members of the school. The view is that by integrating such groups at the level of the classroom, prejudices can be slowly eroded away and social harmony at other levels of society achieved. In this respect HVP can be seen as a model in miniature of the ideal society envisaged by MSS, demonstrating the achievability of harmony and equality in the real world. Much of HVP's work is, in keeping with its philosophy about each individual's responsibility and the value of culture in life, concerned with working for and in the community. During the recent troubles that have faced the country due to heavy monsoon rains and the resulting natural disasters, HVP students coordinated a massive fundraising drive and raised an incredible Rs 1,80 000 in just one week. The money was put towards supporting those whose lives were disrupted by the floods and landslides, providing replacement living essentials and food where necessary. Furthermore, in the wake of the continuing Maoist conflict in the country, there are plans to develop a special programme for the orphans of the victims of terrorism. In order to minimise the damage to their lives and their outlook on life, HVP will aim to provide not only education for free, but also some kinds of vocational training and support outside of the academic side of their lives. In this way, children left with little to inspire or motivate them to fulfill their potential will hopefully regain a sense of purpose and belonging, giving them a fresh start with a background of wholesome philosophy.

Solidly founded and running smoothly, HVP is now in a position to expand and develop in order to address specific areas related to its philosophy and concerns. There are plans to found branches of HVP outside of the Kathmandu valley, particularly in areas where travel to the centre is not an option. In this way the school will hopefully be able to offer subsidised or even free quality education to the children of rural families who would not normally have access to such opportunities. A new school is being tentatively planned for the Chitwan area, and in the long term there are plans to extend the education offered by all HVP branches to +2.

The task of HVP and the organisations related to it is, therefore, ongoing, and Mr. Yogi believes that the most important assets to such a project are connections with good, dedicated people sharing similar beliefs and attitudes that unite them in a desire to work for the same achievable ideals. There are many ways that those interested in the work of HVP and MSS can contribute and become part of the slow but valuable process of spreading the message of spiritual and cultural unity throughout the Nation and the world. Ideas, voluntary work and financial donations are all invaluable contributions, and are all accepted with equal gratitude and appreciation. Since increased understanding and awareness of the work is also of great importance to its aims and its future success, any questions or doubts about the institution's work or the philosophy behind it would also be welcomed and responded to in as much detail as possible. The contact details given below are included to allow anyone with any interest to pursue it and perhaps become part of the HVP mission in the future.

Hindu Vidyapeeth-Nepal Central

PO Box 6807,

Balkumari,

Lalitpur,

NEPAL

Tel: 527924, 527925

E-mail: [e-mail]

Principal: Mr. C.M. Yogi

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