HIMALAYA, the Journal of the
Association for Nepal and
Himalayan Studies
Volume 10
Number 2 Himalayan Research Bulletin no. 2 & Article 6
3
1990
The Impact of Education During the Rana Period in Nepal
Gopi Nath Sharma
Ministry of Education and Culture, Kathmandu, Nepal
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Sharma, Gopi Nath. 1990. The Impact of Education During the Rana Period in Nepal. HIMALAYA 10(2).
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THE IMPACT OF EDUCATION DURING THE RANA PERIOD IN NEPAL
Gopi Nath Sharma
Ministry of Education and Culture
Kathmandu, Nepal
Education in Pre-Rana Nepal
The Lichhavi period at the beginning of the current millennia has been considered a period of
renaissance in Nepalese arts, crafts, architecture, education, and culture. Despite this, the Lichhavi
Kings looked upon education as an optional rather than requisite function of the State. Priests and
monks imparted skills and values in various disciplines to a small number of pupils and disciples in their
Gurukul and monasteries. The Gurukul system was a similar system to the modern boarding schools
except that the pupils were usually Brahmins or the sons of the ruling elite. Gurus were the spiritual
directors in the Gwukul. The rulers would donate land, the principal form of property at the time, for
the daily worship of deities. Trusts or Guthis were organized to look after and manage such landed
property. Hermits, mendicants, and pilgrims were fed out of income from the trusts. These same
trusts supported the Gurukuls and were organized as early as the 7th century A.D. Trusts from temples
also supported education during this time.
During the Malia period (1243-1769 A.D.), King Jayasthiti Malia believed in education as
preparation for life while a later King of Patan, Siddhinarsingh Malia, attempted to implement secular
education.
The unification of Nepal was initiated by King Prithivi Narayan Shah of the House of Gorkha, the
current Shah dynasty's first monarch under a unifled Nepal. During the uniflcation process little
attention was paid to education, though Prithivi Narayan Shah's policy statements compiled in the Divya
Upadesh covered many areas of statecraft. His sons and grandsons were also preoccupied with the
uniflcation process which ultimately came to a halt after the defeat at the hands of the British Empire
in 1814. Thereafter and until1846 the Court of Nepal was an imbroglio of intrigues and conspiracies.
This culminated in a bloody coup led by Jung Bahadur Rana who put the monarch in prison and placed
his son on the throne from whom he wrested all the powers of the State. In August of 1856 he was
bestowed the title of Maharajah (Bhandari, 1981).
Education in Rana Nepal
Though not formally educated, Jung Bahadur Rana had assessed the impact of education on the
general populace and its potential threat to his rule. He was determined that the populace would not
be educated. This principal was followed by his successors and was similar to the policy of the Japanese
shoguns. However, after his trip to Europe Jung Bahadur realized the importance of English for
communication with the outside world and felt that his sons should be given a "western" education. He
brought two teachers from England and established an elementary English school at his residence in
1853. Other teachers were recruited for the school from Bengal, India. Jang Bahadur's school was later
named Durbar School as it was shifted from one Rana durbar or palace to another. During this time
only the ruling Ranas and their nobles'. sons could attend the school. This school represents the
beginning of modern education in Nepal. No other school was opened during Jang Bahadur Rana's
tenure from 1846 to 1877. Wright (1877) observed that within the general populace of the time
"Everyone teachers his own children or employs the family priests or pundit for the purpose. The lower
classes are simply without education of any kind."
3
The Durbar School was later affiliated with Calcutta University. Hence the University curriculum,
rules, and regulations were strictly adhered to within Durbar School. English was both the medium of
instruction and examination. Students had to travel to Calcutta for their high school entrance
examination prior to the opening of an examination center in Kathmandu in 1929. By this time Durbar
School had been opened to the public. Students were given traveling expenses and were rewarded on
the basis of their performance on the examination (Sharma, 1981). These expenses were covered out
of the income of the Guthis.
Department of Education The Department of Education (DOE) was established in 1858. General
Babar Jung, one of the sons of Jung Bahadur Rana was appointed its fust director (Subba, Uprety, &
Wood, 1958). Durbar school was opened to the public for the fust time in 1885 when Kedar Narsingh
became director of the DOE during the prime ministership of Bir Shumshere Rana. This had an
adverse effect on the Rana boys as they considered themselves to be a class apart from the "commoners"
whereas the common people were reluctant to enroll their sons as they might be a unwitting victim of
the Ranas' wrath.
Failure to Universalize Education With the support of a handful of energetic youths, Prime Minister
Dev Shumshere declared primary education universal and free at the beginning of the present century
(Acharya, 1957). He issued an ordinance to open schools throughout Nepal. Nearly fllty Bhasa
Pathshalla or elementary language schools were opened within Kathmandu Valley and a few beyond the
Valley. Pundits were provided by the government to those communities that could collect 24 students
and arrange places for the students to sit and read. Patis that were otherwise used as shelter for
travelers were also used as schools. Aksharanka Siksha was the fust language primer book and was
published and distributed free by the State. The fust weekly newspaper, Gorkhapatra, which is presently
a daily, was also published by the State. All of these educational measures were against the dictate of
Jung Bahadur Rana who had stated, "Impart English education to your sons and keep mum for others."
Dev Shumshere became a thorn in the side of his brothers and the Rana clique, particularly Chandra
Shumshere who did not want the people to demand fundamental rights and raise their voices against
the autocratic Rana rule.
As commander-in-chief of the military, Chandra Shumshere engineered a bloodless coup to oust his
elder brother Dev Shumshere in 1901, barely three months after the later had become Prime Minister.
Ironically, Chandra Shumshere Rana was the first Rana student of Durbar School to pass the high
school entrance examination. When he took over the reins of power he did not fill the vacancies of
teachers in the Bhasa Pathsahlas. Free distribution of education materials such as slates and the
Aksharanka Siksha were also stopped. Aksharanka Siksha was later replaced by Sanskrit grammar,
morals, and rituals. In order to avoid being charged with the closing of the Bhasa Pathshalla, Chandra
Shumshere saw that a few were reopened at district headquarters. In order to make inspection of the
Bhasa Pathshalas necessary he established theBandobastaAdda or Controller's Office with two sections:
the Nagari Phant (Nepali Section) and theAngrezi Phant (English Section). The Bandobasta Adda was
established in 1902 under the Department of Education.
Chandra Shumshere opened Shrestaa Pathsala, the first civil servant's school, in 1905 to produce
clerks to work in the newly organized offices in the capital and district headquarters. He did not want
overly qualified individuals for the clerical jobs. Therefore the curriculum consisted largely of Nepali
writing, arithmetic and law and governmental procedures which were collectively called Shrestaa. There
was only one such school in the Kingdom and young men were encouraged to join by providing a
stipend of thirty-six rupees per annum. The Pass Jaanch Adda (Controller of Examinations) was opened
in 1910 to conduct examinations and certify successful candidates from the Shrestaa Pathsala.
Chandra Shumshere had two purposes behind the opening of the Shrestha Pathsala. One was to
suppress the aspirations of the young people with respect to obtaining higher education. He understood
that when the people were not properly educated there would be a decreased likelihood of their
educating others and indulging in political activities. Secondly, the graduates from the Shrestaa Pathsala
became loyal to the Rana Prime Minister once they obtained civil service jobs.
4 HIMALAYAN RESEARCH BULLETIN X (2&3) 1990
Gorkha Language Publication Council The newly opened Shrestaa Paths ala and the Bhasa Paths alas
needed books. There was a need for an organization to produce books as A ksharanka Siksha was no
longer being printed. An office was set up in 1903 to write books for children, but little is known about
its publications (Mainali & Lamichhane, 1988). The Gorkha Bhasa Prakashini Samittee was instituted
by the statute of 1912. Only thirty-two title were published over a period of twenty years (1921-1932).
Each manuscript was strictly edited by a seven member board of censors prior to its printing (Kunwar,
1981). The Council was not established with the intention of publishing standard Nepali books to
promote education. Rather, it was created to show that the government had encouraged Nepali writers
to publish and had provided the opportunity.
Intermediate Colleges Indian students became involved in political activities for the independence
of India with the establishment of the Indian National Congress. The Rana government did not want
the few non-Rana Nepali students studying in India to return with a political consciousness and agitate
against the autocratic Rana regime. Chandra Shumshere tried to retain students in Nepal by either
appointing them to civil service or promising them opportunities for higher education in Nepal.
Tri-Chandra College, Nepal's first college, enrolled only six students in 1918. There was on:ly one
secondary school in the Kingdom that served as a feeder institution: Durbar School. Among those from
the school who successfully completed their entrance examinations in Calcutta, those from influential
families would get a stipend for higher education. The number of teachers at Tri-Cbandra College was
six as well (Nisamati Darta K.itaab, 1919). There were two graduates in medicine and two in civil
engineering among fifteen other graduates during this time.
Chandra Sbumshere visited England in 1908 and felt he was at a disadvantage when was asked about
the state of education in Nepal. Chandra Shumshere met with King George V in Delhi in 1911 and
invited the King for sport and bunting in the Terai jungle of southern Nepal. During his visit King
George V inquired about education in Nepal on a number of occasions. Chandra Sbumsbere felt
increasing pressure to show that his government was making a serious attempt to educate the people.
In partial response to this Chandra Shumshere's government opened an intermediate arts college in
Kathmandu in 1918. Three classical languages, philosophy, mathematics and history were offered and
affiliation was sought from Calcutta University. While addressing the opening ceremony Chandra
Shumsbere was hear to state, "I am not sure whether this day will be a day of happiness or a day in the
beginning of the end for the Rana regime. I do not see that the result of opening a college will be good
to them. I am compelled to do it because of the time and circumstances." The students of the college
were provided with traveling expenses and a subsistence allowance to go to Calcutta to appear in the
examinations. This system examination was ended after 1923 when all of the students taking the
examination passed with good marks.
An Attempt to Open a Public Library In 1930 a group of people ventured to open a public library
in Kathmandu, though it was illegal to establish a public reading room or library at the time. At the
same time Nepalis living in India were trying to make those in Nepal politically aware by publishing
fortnightlies and monthlies such as Gorkha Sansar, Tanm Gorkha, Gorkha Sewak and Gorkhali out of
Debradun, Sbillong and Darjeeling, India. These and others were made available through the library.
Some of those who began the public library were imprisoned and others were fined after signing a bond
that they would not attempt to open another library in the future.
Attempts to Open Public Schools During 1935/36 a public school was begun in Kathmandu by
several young men who later become martyrs. The objective of setting up the school was to begin to
educate the general populace and assist them in developing a political consciousness that would lead to
change. Others began to open schools as a result. During this same period of time a board consisting
of twenty-two members was constituted by the Ranas to discuss and recommend changes in various
aspects of the curriculum, examinations, and management of the Shrestaa Pathsala.
A plan was devised by the Rana government to control the expansion of public schools by Prime
Minister Juddha Shumshere. The Siksha Istihar or E ducation Ordinance of 1939 permitted the
government to control both the administration and frnances of these schools. Permission to open a
school had to be granted by the government and the school headmaster and clerk were registered with
IMPACT OF EDUCATION 5
the civil service. The Rana government granted a token sum of 1200 annually in addition to the salary
of the school headmaster and the clerk. The remaining cost of running the school had to be borne by
the school management committee. E very decision of the school management committee had to be
reported by the headmaster to the director general of the Department of Education. The Office of the
Inspector of Schools was established. An inspector was appointed to inspect the English schools and
to report on any political activities. Power over the schools was further centralized by the Rana
government through the .appointment of military generals as directors of public instruction and by
requiring teachers' tenure to be reviewed on a yearly basis.
Recognition of Education as a Fundamental Right Once India had achieved independence the
Ranas quickly recognized that to retain power them must remain in favor with the Indian leadership.
One method of remaining in their favor was to spread basic education as it had been practiced in India.
In addition to giving the public permission to open new public schools, Padma Shumshere declared in
1947 that he would intact a series of constitutional acts. The relatively liberal attitude of Padma
Shumshere became detrimental to the interests of his younger brothers who were in line to become
Prime Minister. They consequently forced Padma Shumshere to resign and Mohan Shumshere became
Prime Minister.
In May 1948 Mohan Shumshere addressed his court on the occasion of his becoming Prime Minister.
Among the topics he addressed were the right of universal education, the organization of a university
commission, the opening of a Sanskrit college, and the creation of adult education centers. The first
university commission, consisting of twenty-five members, met on August 26th of 1948 and formed sub-
committees to discuss a number of issues including the formation of a teaching or affiliated university
in Nepal, the medium of instruction, and coeducation.
Conclusion
Despite Mohan Shumshere's recognition of education as a fundamental right and his expansion of
educational institutions, or perhaps partially as a result of this, the century old Rana oligarchy was
overthrown in 1951 and King Tribhuvan assumed leadership. At the time of their overthrow the Ranas
had increased the national primary enrollment to only 0.9 percent of the 6-10 year old age group and
the overall literacy rate to only 2 percent (Wood, 1959). Nonetheless, education was acknowledged to
have been a force for social change in Nepal, both by the Ranas and by their adversaries.
References
Acharya, B. (1957). Nepalma Sikshako Bikashkram . Navin Siksha, 1(4), Kathmandu, Nepal: Bureau
of Publications, College of Education.
Bhandari, D. (1981). Nepa/ko Aitihasik Bibechana . Varanasi, India: no publisher.
Kunwar, U. (1981). Srasta ra Sahitya . Kathmandu, Nepal: Sajha Publications.
Mainali, M.P. & Lamichhane, S.R . (Eds.). Bikashko Nimti Siksha. Kathmandu, Nepal: Centre for
Education, Innovation, and Development, Tribhuvan University.
no author. (1981). Statistical Pocket Book. Kathmandu, Nepal: Dept. of Statistics, HMG/Nepal.
no author. (1919). Nizamati Darta Kitaab. (Record of the Civil Servants), No. 370.
Sharma, G. (1986). Nepalma Sikshako Itihas. Kathmandu, Nepal: Hem Kumari Sharma.
Subba, R.; Uprety, T.; & Wood, H. (1958) . Report on the Ministry of Education. Education Quarterly,
2(3), Kathmandu, Nepal: Bureau of Publications, College of Education.
6 HIMALAYAN RESEARCH BULLETIN X (2&3) 1990
Wood, H.B. (1959). Six years of educational progress in Nepal. Kathmandu Nepal: Bureau of
Publications, College of Education.
Wright, D. (1877). History of Nepal. Cambridge, England: Cambridge University Press
IMPACf OF EDUCATION 7
