1. Nepalese Culture under Attack - (SC) 1
2. Cultural Policy: It Must Address Social Reforms 4
3. Education Policy Should Have Long-term Vision 6
4. 21st Century Journey:
Could our Education Policy Exhilarate? 9
5. Future of Education: The need of long-term vision 12
6. School education: Tax and other reforms 15
7. Reading Habit Books Nowhere In the National Scheme 17
8. Nepali Literature: Making it Known to the World 20
9. Future of the Books:
Newer forms of Technology are the Challenge 22
10. Children's Literature:
Lacks Experiences in the Lives of People 26
11. Children's Literature: Nation should pay Attention 30
12. State of Children's Literature: 35
13. State of Children's Literature:
Making it relevant to the Nepali Child 45
14. State of Children's Literature in Nepal
1. Nepalese Culture under Attack
It is unfortunate that most of our policymakers and politicians think culture is unproductive and, therefore, do not bother to preserve our precious cultural values. They seldom realise that culture is our identity and the backbone of the tourism industry. Nepal has, thus, yet to formulate a comprehensive cultural policy.
Minister for Culture, Tourism, and Civil Aviation Prithivi Subba Gurung, at a public programme recently, accepted this fact and said that the ministry would soon formulate a cultural policy to conserve the cultural heritage of the country. Since the country's cultural heritage is suffering due to neglect by both the government and the community, the government has decided to formulate a policy to guide the overall development, conservation, and use of Nepal's rich culture and heritage. Diversity Obviously, Nepal is a land of unity in diversity. We can see this in the languages, religions or in the priceless heritage handed down through the centuries. However, this national culture and heritage are becoming extinct with the onslaught of westernization. This can be seen in our costumes, rituals, and folk literature. Our culture is fast disappearing, and its components are being overshadowed by western, mostly American, imitation.
Culture reflects the different aspects of human life. It is our behavior and way of thinking, which the people living in a social group learn, create, and share. Culture distinguishes one human group from another. It also distinguishes humans from other animals. Thus, the extinction of all traits of indigenous culture is the extinction of national and ethnic identity of the people, which a nation and an ethnic community have inherited over a course of time. However, in this age of globalization, the world's money, technology, and market are controlled and managed by big global corporations run by the economic powers of the world, and a common consumer culture is unifying everyone at great pace. Nepal being a backward country in terms of physical development is at a crossroads and does not seem to know how to preserve its culture and civilization. We are very confused about the concept of modernisation. We are all being absorbed by the cult of consumerism.
A new generation is trying to escape to foreign lands in search of wealth and comfort instead of contributing to their own country. People who might have been heroes and ideals in the past are nowhere to be seen these days. Their status has been overtaken by the glamour and charisma of media stars, showbiz personalities, and all the other showy representatives of wealth and power. These are now the icons of a new culture, the models of humanity offered to a new generation by modern day's communication media.
Nepalese culture is under sustained attack from so many quarters - not only from western values but also from the dark side of our own caste and creed system. The younger generation today does not realise that it is best to take the best of our Nepali values and combine it with the positive values of western thought. They usually forget that it is only culture that can give them an identity while in foreign land. They do not realise that for this very reason, many people living abroad are becoming aware these days of their own culture and are trying to maintain and preserve the Nepali culture by celebrating religious and social functions.
There is hostility in the world to cultural domination in which a single value system created elsewhere diminishes and degrades local cultures. Underdeveloped countries like ours are witnessing culture domination not only from a neighboring culture but also from the western culture, including the US, which come through western media outlets.
Some people say we cannot talk of cultural relations without discussing cultural imperialism and presumption of cultural superiority. Many people, including journalists and social scientists, believe that the big media from the west have dangerously increased the control over our choices, including culture.
Due to the enormous production and distribution by various techniques and institutions, the constant flow of message and images has served as a stimulus. Thus, there is always the danger of cultural domination in the form of dependence on imported lifestyles and values. Similarly, our cultural identity is at risk by the adoption and assimilation of some national cultures.
Under these circumstances, no one can forget that the advent of globalisation heightens the importance of preserving, developing and learning from the uniqueness and diversity of various cultures besides enhancing the cultural symbiosis. Witnessing the westernisation of our society, preserving our own fascinating combination of cultural values and priceless heritage is a great challenge. Learning from international experience, it has become necessary to work for the preservation of our arts and culture in a broad way. It is a great challenge to preserve our festivals, music, dances, languages, including fine arts, folk songs and folklore, legends, mythology and the values of our ancient culture to keep alive our connection with the past.
Blame
however, it is foolish to blame others. The question is how conscious are the people and the government in preserving and promoting our national art and culture. Nepal's diverse cultures, being the sources of creation and priceless legacy of historical and traditional assets, should be preserved and publicised. Unless and until efforts are made at the national level, one cannot expect any sort of development regarding preservation and development of Nepali culture. Therefore, the government and the organisations concerned should come up with a concrete and desired policy and effective plan to this effect.
TRN 2007-12-21
2. Cultural policy: It Must Address Social Reforms
Nepal, a back ward country in terms of physical infrastructure development, is at a crossroad as far as preserving its culture and civilisation is concerned. We all are being influenced by the cult of consumerism. Nepalese culture, which is an ageless tradition, is under attack from many quarters - not only western values but also the dark side of our own caste system. Many youngsters find it hard to take the best of our Nepali traditional values and combine it with the positive values of western thought.
Cultural globalisation
Culture is all aspects of human life, the sum total of signs, beliefs, artefacts, social arrangements, and customs created by human beings. It is the pattern of behavior and thinking that people living in social groups learn, create and share. Culture distinguishes one human group from another.
Cultural globalisation has now created a great threat to many national cultures and languages. Invasive language, literature, and culture are promoted by the greater nations as being essential for work or economic activity. This can be seen in our present-day costumes, rituals, and folk literature. Consequently, culture, a distinctiveness of our national identity, is now fast disappearing, and the cultural components are being overshadowed by foreign imitation.
However, it would be foolish to blame others. The question is how conscious are the people and the government about preserving and promoting our national art and culture. We should not forget that
We ourselves must make efforts to preserve the essence of folk culture and literature; merely showing concern would not serve the purpose.
The government and the organisations concerned should come up with a concrete and desired policy and effective plan to preserve Nepal’s diverse cultures, sources of creation and priceless legacy of historical and traditional assets. As culture and development are closely interlinked, since all kinds of evolution, including human and economic, are ultimately determined by cultural factors, cultural policies need to develop a broader meaning. It needs to go beyond the current narrow focus on the arts, promoting and fostering creativity in politics and governance and encouraging multicultural activities. We have to work to connect all the different cultural policies and consider them from a new perspective.
Culture is a means of human growth and empowerment, and in order to achieve sustainable development, economic, financial, and social reforms have to be addressed from a cultural perspective. Since culture represents a crucial means of self-definition, to provide individuals with traditions and continuity with the past, cultural policies should aim at providing the maximum opportunities for all people, encouraging ethnic, cultural, and individual diversity.
Because diversity can be a source of strength, cultural policies should advocate and support cultural freedom, the very basis of a pluralist society. Cultural freedom, by protecting alternative ways of living, encourages creativity, experimentation, and diversity, the very essence of human development. Indeed, it is the diversity of multicultural societies and the creativity that make such societies innovative, dynamic, and enduring. While talking about cultural policy, let us not forget that all cultures are essentially equal, and society should not promote any one
as being superior to others. Diversity is a social asset, requiring protection and nourishment. In our increasingly diverse societies, it is essential to ensure harmonious interaction among the people and groups with plural, varied, and dynamic cultural identities as well as their Nepal, a back ward country in terms of physical infrastructure development, is at a crossroad as far as preserving its culture and civilisation is concerned. We all are being influenced by the cult of consumerism. Nepalese culture, which is an ageless tradition, is under attack from many quarters - not only western values but also the dark side of our own caste system. Many youngsters find it hard to take the best of our Nepali traditional values and combine it with the positive values of western thought.
Social skills
Unless and until there are national level efforts, one cannot expect any sort of development regarding preservation and development of Nepali culture. Therefore, the government should come up with a concrete and desired policy and effective plan to this effect. Culture in the broad sense provides the bedrock for education of the human mind, social skills, cohesion, and long-term economic entrepreneurship.
1. Education Policy Should Have Long-term Vision
The Office of the Controller of Examinations published the School Leaving Certificate (SLC) results this week. The 64 per cent pass rate this year is the highest ever in its entire 74-year-long history. The SLC Board was established in 1934.
This obviously is a satisfactory result, given the huge investment made in secondary level education in the country. However, the high pass percentage has happened because questions were based only on Class 10 textbooks, not because of some noteworthy reform in our education sector. The Office of the Controller of Examinations, since last year, has been basing the SLC questions on the Class 10 syllabus. Another reason for the high success rate is certainly, that grace marks of up to five points can be awarded in two papers. Therefore, the return, in real terms, might not be very encouraging.
Facing the challenges
Against this backdrop, the government should pay attention to formulating a new education policy that will address the needs of 21st century new Nepal in the changed context. Education is, in fact, a holistic process to bringing out the best in the individual along with the capacity to face challenges in real life. As Nepal has entered an inclusive structure, the current secondary level curriculum designed to make children aware of dominant ideologies, values, beliefs, culture and practices of a society might not be relevant.
Additionally, the weaknesses seen in implementation have also been affecting the aims and objectives of our education policy and curriculum. The responsible agencies and
Books prepared abroad that preach societal values, history, and nationalism of an alien land. The fault is not theirs. The fault is of those responsible government officials and so- called civil society members who do not take these matters seriously.
As seen in many other developing countries, the pressure seen between preservation and change has clearly been reflected in the educational theories and practices in our context, too. However, in the age of globalisation, the debate as to whether education should aim only at preserving the past identity or try to catch up with the fast changing globalised world is equally significant. Therefore, it would be wise to strike a balance between an ideological imperative to transmit an inherited culture and traditions to future generations and catching up with the fast changing globalised world through modern scientific education.
Education aimed only at nationalistic conception is not sufficient to compete with the modern world. It also needs to be competitive, scientific, modern, democratic, and secular. Thus, the success lies in the effort of striking a balance between conflicts of desire to preserve the past along with a sense of diversity as a national identity and the needs of catching up with the fast changing world. The philosophical and moral foundations of education need to be readdressed. Education needs to secure moral principles but without becoming subordinate to any one specific ideology or faith.
Therefore, the main aim of education should be the rational and cognitive development of a child that will help him to develop the capacity of critical thinking, analyzing, comparing/contrasting, evaluating, and
Judging. Children should be provided with alternative views and perspectives on any issue to create the idea that there is no absolute truth, but only a version of it. Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It, thus, focuses on the cultivation of skills, a trade or profession as well as mental, moral, and aesthetic development. Thus, the philosophy of education should be based on the principle that the enterprise of civil society depends on educating people to become responsible, thoughtful and enterprising citizens.
Due to lack of a long-term vision, our educational policy has always been in a state of experiment. Consequently, the main aim of education - rational and cognitive development - has always been rudderless. Curriculum reform has become an agenda when there is some political change and a change of government. We never realise that the educational policy should be based on long-term vision and should be implemented continuously.
The policy sector, in fact, remains the weak point of our education, where one cannot even recognise it as a single system. We forget that the true hallmark of a plan to guiding the destiny of a nation in the true sense is its integration mission, goals, strategies, and principles. Even the existing policy, however, based on short-vision and experimenting mentality, is not being fully implemented due to inefficiency and lack of implementing capability of the government machinery.
Each day, more these days, experts are debating the future of education in the 21st century whether young people should continue to be guided by the principles of art and practice of teaching or pedagogy and university academic disciplines which prevailed in the 20th century. This calls on the policymakers to transform themselves into planners. Intense Research is on in the developed world to differentiate between the community priorities behind education in the last century and the present one. Bearing this in mind, Nepal should overhaul its education system with greater urgency. The curricula lacking research do not offer quality education to make them competitive in a job market.
Market commodity
Colleges and schools are coming up. Education is fast becoming a market commodity. The new centres are rarely concerned about government regulations and the overall national education policy. Nepal does not even have a set of parameters for this new business to confirm to. Quality, unfortunately, is still judged only in terms of foreign language skills and results in year-end examinations, concentrating only on the cognitive area. The other two critical components of comprehensive education - emotional and psychomotor aspects - are completely ignored. This excessive dependency on the examination system has weakened creativity that the present day’s societal condition demands. Obviously, this placing of emphasis on producing degree holders will not make our youths competitive. Thus, the new education policy should be based on a long-term vision, and it must be capable of fulfilling the aspiration of the nation.
TRN June 26, 2008-06-27
2. 21st century journey: Could our Education policy exhilarate?
The government is all set to formulate a new "nationalistic" education policy and Ministry of education has constituted committee to revise and reform school level curriculum. Obviously, education, in fact, is a holistic process to bring out the best in the individual including nationalistic feelings along with capacity to face challenges in the real life. Therefore, it should be nationalistic. The present education system too has given ample weights to this and like in many developing countries; we in our education policy have not forgotten this aspect of nationalism. Early educational experiences from the primary to the secondary level are reserved essentially for preservation of values even in the current curriculum. In this level, curriculum seems clearly to be designed to make children aware of dominant ideologies, values, beliefs, culture, and practices of a society. In this background the questions raised by some quarter asking, "For what reason the revision regarding nationalistic education needed and this concept of "nationalistic education" actually meant is obvious. This scribe, having decades of teaching experience and background on education science, witnesses that the weaknesses lie more on implementation aspect than the aims and objectives of present education policy and curriculum based on the this policy. Yes, we do have plan, policy, and programmes. Nevertheless, the responsible agencies and institutions rarely bother whether these plan, policy, and programmes are effectively implemented in practice or not. For example, Curriculum Development Centre revises School level curriculum and prepares course books for schools based on that curriculum. The curriculum and course books are mandatory for all the schools within the country. Although, in practice we can find such books being taught in many schools, which is prepared in foreign, land perching their own societal values, history, and patriotic feelings of their own country. Fault is not theirs; it is the fault of the people who compromise patriotism with the commission they receive from the foreign publishers. The fault is of those responsible government officials and so called civil society members who do not take these matters seriously and do not perform their duties of taking any actions against those who are responsible to prescribe such books in their schools. Many of directors and ours education inspectors might have encountered such embarrassing situations repeatedly, but they too are not willing to control such anti national exercise. Nobody knows what difficulty prevents them in following the rules of a nation and punish the culprits. Therefore, lone policy, whether we revise and polish it repeatedly, cannot achieve our objective of value based, scientific and nationalistic education until we make our mechanism more honest and effective.
The tension between preservation and change has clearly been reflected in the educational theories and practices in our context too, as seen in many other developing countries. However, in the age of globalization, the debate, whether education should aim only at preserving past identity or need to catch-up with a fast changing globalize world, too, is significant. Consequently, it would be wise of making balance between an ideological imperative of transmitting inherited culture and traditions to future generation and catching fast changing globalize world through vehicle of modern scientific education. Education aimed only at nationalistic conception is not sufficient to compete with the modern world. It also needs to be competitive, scientific, modern, democratic, and secular. Thus the success lies on the effort of making balance between conflicts of desire to preserve the past along with a sense of difference as national identity and the needs of catching fast changing globalize world. The philosophical and moral foundations of education need to be re-address and education needs to be strongly securing moral philosophy, but without becoming the subordinate of any one specific ideology or faith. So, the main aim of education should be the rational and cognitive development of a child that help them to develop the capacity of critical thinking, analyzing, comparing/contrasting, evaluating, and judging. Children should be provided with alternative views and perspective on any issue to create the idea that there is no absolute truth, but version of it.
However, lack of long-term vision our educational policy seems always in the phase of experiment. Consequently the main aim of education, the rational and cognitive development seems always to be rudderless. The curriculum reform has become one of the main agenda when some political change and the change in government takes place in the country. We never realize that the educational policy should be based on long-term vision and it should be implemented continuously. Policy sector, in fact, remains the weak point of education where one cannot even recognize it as a single system. We forget that the true hallmark of vision plan to guide the destiny of a nation in the true sense is integration mission, goals, strategies, and principles. Even the existing policy, however, based on short vision and experimenting mentality, is not being seen fully implemented due to the lack of inefficiency and implementing capability of the government machinery.
These days experts are debating the future of education in the 21st century whether young people should continue to be guided by the principles of art and practice of teaching or pedagogy and university academic disciplines which prevailed in the 20th century. This calls for the policy makers to transform themselves into millennial planners. Intense research is on the developed world to differentiate between the community priorities behind education in the last century and the present one. Bearing this in mind, Nepal would have sought an overhaul of system with greater urgency. The school and University curriculum has not been renewed for a decades. The research-lacked curricula are not appropriate to offer excellent education, which makes them competitive in any job market. Each day more colleges and schools are coming up. Education is fast becoming a market commodity. The new centres are rarely concerned about government regulations and overall national education policy. Numbers of foreign schools and colleges, some of them banned or unrecognised in their own countries, are coming up every day. Nepal even did not have a set of parameters for this new business to confirm. Quality, unfortunately, is still judged only in terms of foreign language skills and result in year-end examinations depending alone in cognitive area. The other two critical components of comprehensive education- emotional and psychomotor aspects are completely ignored. This excessive dependency in the examination system has weakened creativity that the present day's societal condition demands. Obviously, this placing of emphasis on producing degree-holders on academic coerces would be able to equip our youths to compete, seems doubtful. Thus, the new talked about "nationalistic" education policy in the offing should be based on long-term vision and capable to fulfill the aspiration of the nation which should take off soon for the journey of 21st century.
3. Future of Education: The need of Long-term vision
The dismal SLC result has annoyed many this years too. Fifty per cent of the regular students appeared in the School Leaving Certificate (SLC) examination is failed. Failed are mostly from the general public schools that come from the poor economic background. Education is being more and more expensive affair. However, there is no well-substantiated explanation for the downward trend of SLC results, educationists blame the government education system for failing to make the teaching force accountable.
Education sector has under sharper scrutiny because of this downward trend and is in quest of urgent reform in public schools, its curriculum including and scientific teaching method. As the sector is vital one and plays a contributory role in social development, reforming and redefining education system extremely important when we seek to democratize knowledge and advance as knowledge-based society is obvious. A modern democracy needs the kind of schooling that will mould citizens who realize their independence and are creative and innovative in their pursuit of knowledge. For such an idea to become a reality- we need to overhaul the system, including text books, patterns of teaching and examination systems; keeping in mind the
Paradigm shifts that have taken place in the understanding and use of knowledge. The learning process is to concentrate on creative lessons and creative products in the classroom. The education has been far removed from the reality and the educational institutions have not been able to raise the situation on the way to face the reality of the time. The pressure of learning and harse measures of evaluation is felt every year when student appear in their SLC exam. The education imparted does not fit into the need of the marketplace as the curricular contents are more based on doctrines and theoretical themes based purely on exam-orientation.
However, lack of long-term vision our educational policy seems always in the phase of experiment. Consequently, the main aim of education, the rational and cognitive development seems always to be rudderless. The curriculum reform has become one of the main agenda when some political change and the change in government take place in the country. We never realize that the educational policy should be based on long-term vision and it should be implemented continuously. Policy sector, in fact, remains the weak point of education where one cannot even recognize it as a single system. Even the existing policy, however, based on short vision and experimenting mentality, is not being seen fully implemented due to the lack of inefficiency and implementing capability of the government machinery.
Now, the democratic government should formulate an education policy that bears loktantrik values and culture actually. The curriculum should be flexible and inclusive of local, national and international issues significant for student as well as the nation in future because the aim of education is to create citizens of vision who can foresee problems and can find solution to those problem. Obviously, education, in fact, is a holistic process to bring out the best in the individual including democratic as well as nationalistic feelings along with capacity to face challenges in the real life. The present curriculum seems clearly to be designed to make children aware of dominant ideologies, values, beliefs, culture, and practices of a society.
The stress between preserving tradition and incorporating changes has clearly been reflected in the educational theories and practices in our context too. However, in the age of globalization, the debate, whether education should aim only at preserving past identity or need to catch-up with a fast changing globalize world, too, is significant. Consequently, it would be wise of making balance between an ideological imperative of transmitting value base inherited culture and traditions to future generation and also catching fast changing globalize world through vehicle of modern scientific education. It also needs to be competitive, scientific, modern, democratic, and secular. Thus, the success lies on the effort of making balance between conflicts of desire to preserve the past along with a sense of difference as national identity and the needs of catching fast changing globalize world.
Therefore, the philosophical and moral foundations of education need to be re-addressed and education needs to be strongly securing moral philosophy, but without becoming the subordinate of any one specific ideology or faith. Therefore, the main aim of education should be the rational and cognitive development that helps them to develop the capacity of critical thinking, analyzing, comparing/contrasting, evaluating, and judging. Student should be provided with alternative views and perspective on any issue to create the idea that there is no absolute truth, but version of it.
These days' experts are debating the future of education in the 21st century. This calls for the policy makers to transform themselves into millennial planners. Intense research is on the developed world to differentiate between the community priorities behind education in the last century and the present one. Bearing this in mind, Nepal would have sought an overhaul of system with greater urgency. The timely revision on school curriculum based on extensive research is needed to offer excellent education, which makes them competitive in any job market. Each day more colleges and schools are coming up. Education is fast becoming a market commodity. The new centers are rarely concerned about government regulations and overall national education policy. Quality, unfortunately, is still judged only in terms of foreign language skills and result in year-end examinations depending alone in cognitive area. The other two critical components of comprehensive education- emotional and psychomotor aspects are completely ignored.
The weaknesses lie more on implementation aspect than the aims and objectives of education policy and curriculum based on the policy. The responsible agencies and institutions rarely bother whether the plan, policy, and programmes are effectively implemented in practice or not. For example, Curriculum Development Center revises School level curriculum and prepares course books for schools based on that curriculum. The curriculum and course books are mandatory for all the schools within the country. Although, in practice we can find such books being taught in many schools, which is prepared in foreign, land perching their own societal values, history, and patriotic feelings of their own country. Fault is not theirs; the fault is of those responsible government officials and so called civil society members who do not take these matters seriously and do not perform their duties of taking any actions against those who are responsible not to implement plan and policies. Therefore, revision and polishing on policy as well as the honest and effective mechanism is important to achieve our objective of value based scientific education.
4. School education : Tax and other reforms
Government has made its intent clear by asking the private educational institutions of the country to look for alternatives as to making investment, as the state would take on the responsibility of providing basic health and education to the people. The 5 per cent tax levied on private educational institutions is aimed at helping sustain some of the efforts to be implemented this year. The efforts that the Government have targeted are such as primary education for all, free education up to grade 12 in public schools in the Karnali region and other educational reforms, besides ensuring the education of the highly marginalised, backward and dalit children in the country. Education should be the best equaliser in the society. It is a challenge for the new Nepal as far as providing fair access to quality education is concerned.
Apparently, ineffective education policy of the past governments encouraged private investment in education with profit making motive. Wealthy families have access to high quality education offered by expensive private schools and colleges, at home and abroad, whereas a vast majority of the poor and disadvantaged students has no other choice but to look forward to opt for public schools where the government has failed to provide adequate physical and educational infrastructure. Urgent reform in public school functioning is necessary to make school education produce desired results.
The Maoist-led government's attempt to chart a new educational strategy is therefore welcome. This entails further state investment. On perusal, it is seen that the public schools accommodate over 80 per cent of the country's students but their management requires radical reforms if quality education is the goal. Appropriate physical facilities and availability of qualified and competent teachers are also matters of concern particularly in the rural areas outside the district headquarters. The curricula and textbooks in use have become obsolete.
The owners of the private educational institutions have been opposing the extra 5 per cent educational tax by claiming that it would only burden the students. However, the reason behind their protest is their reluctance to make their business fully transparent. Many private institutions have not been registered in the revenue department and are not within the tax net. Many private schools are even running the hidden business of publishing textbooks and supplementary reading materials without registering a publication company, retailing school dresses and educational materials on their own that students have to buy compulsorily. These activities obviously raise questions about the social responsibility of the private educational institutions towards the general welfare of millions of underprivileged children deprived of quality education.
The weakness is reflected more in implementation than in the aims and objectives of the education policy. The responsible agencies and institutions rarely bother whether the plan, policy, and programmes are effectively implemented or not. For example, Curriculum Development Centre revises school level curricula and prepares course books on that basis. The curricula and course books are mandatory for all the schools within the country.
In practice, however, it is seen that many schools use textbooks or educational materials prepared by them or imported that preach alien societal values, history, and patriotic feelings. The basic fault for all this lies with the government officials concerned and the so-called civil society members who do not take these matters seriously.
The present education system has only produced self-centered individuals who are not concerned about the welfare of the country and its citizens. Education lies at the root of sustainable development. Firmly rooted in ancestral values it can also be a source of dialogue, exchange, innovation, and creativity and the foundation of endogenous systems of solidarity, forms of expression and means of transmission. It is, therefore, vital to realize the potential of education in terms of economic development, social cohesion, and poverty reduction. Hence, the responsibility for providing quality education to the downtrodden people also lies on the Government.
Education fosters an environment that allows pluralism, knowledge and cultural diversity to prosper as it is a process of human enlightenment and empowerment for the achievement of a better and higher quality of life. Ruhela & Vyas writes, in Sociological Foundations of Education, "It is the purpose of Education to till the soil of the existing social order and to plant the seeds from which new forms, new social orders grow. When the soil is recalcitrant and unyielding, resistant to the natural forces for change, more radical processes emerge". By contributing to this cause, private educational institutions in the country could make valuable contributions to national development.
THT Dec. 8, 2008
5. Reading Habit Books Nowhere In the National Scheme
Newer forms of technology comprise the most formidable challenge in the 21st century. This is visibly true for printed reading materials like the book and other print media. This challenge has raised questions as to whether the printed word is becoming increasingly marginalised in the electronic era, and whether the completely familiar tradition of the book will be swept away by technologies that will render it antiquated.
However, the number of enthusiasts going from one stall to another to pick up a book of their interest at an exhibition organised by Sajha Prakashan in Kathmandu recently shows that there is little to fear. Encouraged perhaps by this trend, Ramesh Bhattarai, General Manager of the publishing house, said that Sajha plans to form a readers' club across the country to instill reading habits in the people from each and every class. Indigenous publishing the growth in indigenous publishing and writing in recent years is a good sign. With the spread of education, a social and cultural change is definitely looming, and one instrument causing the movement is obviously the book. However, the growth of the reading public has not quite kept pace with the growing literacy and educated mass.
The book continues to remain a luxury for a painfully large segment of the population. Considering the important role played by literature in building up great traditions in society, has, unfortunately, has largely been neglected. In addition, the secular religion of the times, free-market capitalism, has been winning the battle on all fronts, including literature. The book industry now faces direct competition from the more immediate and exciting electronic media. However, creative works continue to exist in the traditional form regardless of how far the electronic revolution has gone. Reading will, hopefully, be very much there in the times to come. Reading is a lonely affair that requires, in the final analysis, an engagement between the reader and the text, which cannot be fulfilled by the electronic media.
We read in order to be quiet," says an Argentinean scholar, Alberto Manguel, in his book? "A history of reading". Solitude is what is required, that, however, is not to mean loneliness. It is a desire to be left alone with your own thoughts and feelings. Reading essentially demands that imagination be put to work; substituting imagination with visual or aural images require great effort. The portability of great works of literature is a spiritual necessity, and for that reason, the book will not die out.
Therefore, whatever humanity's destiny - courtesy of the influence of electronics on our lives where elements of time are a decisive factor - certain conventional norms can never be replaced. And one among them happens to be the book and the reading habit. The immense pleasure, which a reader gains by reading, can never be experienced by electronic reading from a CD-ROM. As reading is a discovery, it engages the reader's mind and imagination. Thus, be it fiction or non-fiction, the characters and subject matter read in the book usually take specific shapes in the reader's conceptual vision unlike what is depicted synthetically on the CD.
Many surveys conducted on reading have revealed that people who have not developed the habit of reading are gradually afflicted with the disease leading to loss of memory. The reading habit does not end with schooling or academic studies. The reading culture should continue throughout life to enhance one's knowledge.
These days, many TV channels help enrich your knowledge. However, only the book is conducive to creating impressions in one's memory, although, in certain respects, audio-visual media have been an ally in the business of disseminating printed knowledge. First, the information explosion on these media has increased the public thirst for in-depth specialised knowledge that only books can provide and which the electronic media cannot. Second, a novel serialised on television often enjoys renewed popularity, of which we have many examples.
In a market-driven system, there is every possibility of ignoring the mass culture. Moreover, the non-availability of books on varied subjects in one's own language, as English is being preferred to, could pose a threat to the Nepalese book industry. Hence, at a time when news of the death of the book is constantly being announced - for lack of funds, growth of the electronic and visual media and other distractions - the crucial question is where is the mass culture and literature in Nepal heading?
Efforts must be made to develop the book industry and reading habit among the people. Yet, nothing much is happening on the publishing front in terms of publication, translation, reprint, or adaptation. Generally, we buy books in English from countries like India, UK and US. Books are nowhere in the national scheme. Only a few believe that books are important to national development, however, not even the leaders and bureaucrats fully realise the connection. A nation without books has no soul. But this is not as urgent or pressing a problem as a nation without food or jobs for its people.
The situation at present is not healthy. Most of the books we produce are textbooks. We lack books of literary and artistic quality - supplements for nurturing the love for books and reading. It seems ridiculous that even our very own stories, our own culture, and feelings are being written and told by foreigners, especially writers from the west. We need to build up the confidence and nourish the talent of our own writers.
We cannot stop importing books to protect the national publishing industry. The way to displace foreign books is to produce more locally. The book industry needs to become more vigorous, and there must be a wide range of interesting titles out there for general reading. We have not been able to build a community of readers - a critical mass - that would stimulate others to take to the book for the sheer pleasure of it.
Future of industry the growth of the book publishing industry will largely depend on how readers in the urban and rural areas respond to it. Their response is determined by the spread of literacy and, over all, socio-economic development in the different regions and language groups. For any culture to grow and flourish, it must have a mass base. And obviously, if the base is eroded it will become weak and die. One must remember that the base is created not by money alone but also by language, which determines the limits of our thoughts.
TRN 2007-11-23
6. Nepali Literature: Making it known to the world
The growth of indigenous publishing and writing in recent years is a good sign. With the spread of education, there is coming out a social and cultural change and one instrument to cause such a movement is obviously the book. However, the growth of reading public has not increased in the pace of growing literacy and educated mass. Book continues to remain a luxury for a painfully large number of the population. Considering the important role played by literature in building up great traditions in society, the field of literature has been sadly neglected. And the secular religion of the times, free-market capitalism has been winning the battle in all fronts including literature.
Literature with explicate sexual content is a common item in various bookstalls scattered on the streets and corners of every flyovers of the valley, as well as in posh bookstores has been serving the bad test of book-reading habits of urban teenaged people. The question is, what will happen when mainstream literature, that is supposed to be the most valued representative of people's sentiments, experiences and cultural emissary, merge with such a popular type of literature. Unnecessary sexual content, meant exclusively to deliver erotic thrills, has taken roots in Nepali literatures well as some English literature written by Nepali writers. The other question is, the coffee-table gossips influenced by alien consumer culture in the name of Nepali writing, could truly represent the spirit and genius of mainstream Nepali literature.
The literately work how much they may be popular in the taste of European and American culture and discourse on sex, jealousy, feminism, fidelity, and marriage phenomena, however could not represent the flavors of Nepalese soil. There is a danger, however, of taking the literary works seriously in the wrong way. So literature must, of course, stand in recognizable relation to life, but the relation is very various. Thus, the surfacial account and knowledge depicted in any literary work may damage the true representation of indigenous flavor- national culture, value, and meaning of life.
One way to define literature as everything in print, but everything poured out in black and white could not be labeled as literature. However, there is nothing wrong in literature as said by Victor Hugo, although it holds people's good sense, ideal influences, and time honored culture in high regard. Walt Whitman, a renowned poet from US rightly observed as saying literature frees, arouses, and dilates human mind. Literature helps us to have better understanding of ourselves and give artistic expression to human nature and social life. It persuade into adopting morality and self-respecting and glorious life. It offers insight into human character and appeases the reader's curiosity, nourishing their conscience.
Nepali literature, art and culture is very dense and of vital importance. The culture of different races existing in the world is also found in Nepal in any form, which is surprising in itself. We do have some literary genius whose work may not be far behind the standard of contemporary world literature but lack of translation of such works blocks the access to international market. Thanks to the modern communication technology and increasing international exposure, many wave sites of literature, some translation work of Nepali literature in English, and other languages and a new breed of Nepali writers originally writing in English and other foreign language have revealed the life of Nepali society in the international arena.
The view that Nepali literature should be translated into other languages to have a reach to the international arena is ignored by the state and publishers. However, some critics claim that Nepali literature today is on the same footing as the world literature but for lack of translation into other languages it hardly transcends the national periphery is a disappointing factor. Obviously, there is good market too to the indisputable Nepali literature abroad; we have not been able to exploit it so far.
The Royal Nepal Academy and Sajha prakashan, the successor of the Bhashanubad Parishad, however have not given appropriate attention to translate ideal Nepali literary works into the world's major languages. These institutional publishers have so far published English translation in a very few number. Academy has published Munamadan, and contemporary poems of Laxmi Prasad Devakota, Pralhad of Balakrishna Sama, Aswattahma of Madhav Prasad Ghimire, and Saat Surya: Ek Phanko of Ramesh Vikal, as well as Seven Nepali poets and Modern Nepali Poems in English. Likewise, Selected Stories from Nepal, Devakota's Munamadan, and Expression after Death of Balakrishna Sama have been published by Sajha Prakashan. Some other work published by private publishers to be mentioned are Seta Bagh by Dimond Sumsher, Selected Short Stories of Ramesh Vikal, Seiko Lag by M.B.B. Shah, The Dream Assembled by Manuj Babu Mishra and Selected Nepali Lyrical Poems by Jiwa Lamichhane. Besides these efforts, some other translation is done more on the personal capacity rather than institutional basis. Some Nepali works are also translated into German, Chinese, Urdu, Japanese, French, Russian, and Hindi besides English.
This enlistment of Nepali literature is really an appraisal task. If it could get its continuity, then it would be an important contribution to Nepali literature. However, the task of translating presenting Nepalese literature in English and other languages should cover the diversity of subjects and be presented the genuine works of Nepali writers to help understand a better Nepal. Obviously, this very limited translation work is not sufficient to represent Nepali literature properly. Even the translated anthology of Modern Nepali Poems and Selected Stories, however the publisher claim they are representative, do not represent contemporary writing in a fair and objective manner. This scenario shows there is an urgent need of systemic works in order to translate and publicize our literature and genius. In such an environment, capable and notable writers are getting lost from the crowds of noncompetitive but approach full writers of the day. Likewise, recently some Nepali writers are making fame and fortune writing literature in English that is commendable. The works by such writers, who have approach to the multinational publishing houses, have made worldwide access and are being considered as the representative genius of contemporary Nepalese literature. It is simply exaggeration, and can present wrong picture of Nepalese literary world. There are some people, groups, and organizations that claims they are committed to promote Nepalese literature, but the activity of theirs seem to be concentrated to promote a petty group of people of their interest.
The Rising Nepal, 2 Jan. 2004. (Not corrected)
7. Future of the book: Newer forms of technology are the challenge
–Vijaya Chalise
Newer forms of technology are the most formidable challenge in the 21st century. This is visibly true for the printed reading materials like book and other print media than any other industry. This challenge has raised questions whether the printed word is becoming increasingly marginalized in the electronic era, and completely familiar tradition of the book being swept away by technologies that will render it antiquated. Keeping in mind the advancement of the electronic software, French Philosopher, Jacques Derrida and Cambridge academic George Steiner's fear about the future of the books, is obvious.
Even the changing habit of book reading has posed a threat to the value based literary works ignoring culture. The Latin American concept of 'culture' has a double meaning: culture is a language, but it also means ethnicity, which is the essence of life. Sashi Tharoor in May 21, 2001 issue of Newsweek writes," Americans, the conventional wisdom has it, do not read. At least not as much as they used to. Television, movies, computer games, the internet- all have driven people away from books. And when they read, it seems, it is not literature they want. The best seller's lists are overflowing with diet books, books on self-improvement, and books on how to play the dating game. The fiction lists seem to consist of nothing but steamy romances and formulaic thrillers." More or less the present day's reading culture is shifting in this very direction throughout the globe. This could obviously develop cultural illiteracy among the coming generation. However, the warning being herd since last three or four decades, that book and reading are going to die in the age of interactive multimedia technology, reading continues to grow. It proves this medium can never die.
Disregarding apprehensions expressed by Derrida and Steiner about the future of the book, Mathew Evans, Chairman, Faber & Faber feels that the traditional book form will not only survive but also, in fact thrive. Obviously, while it might be right that the publishing industry was on the verge of a revolution brought in by electronic software, it would be wrong to assume that the book would disappear.
The book industry now faces direct competition from the more immediate and exciting electronic media, however, creative works continuing to exist in the traditional form no matter how far the electronic revolution may go. Reading will not wipe out as a desire for things of aesthetic. Reading is a lonely affair that requires, in the final analysis, an engagement between the readers and the text that could not be fulfilled by visual reading. "We read in order to be quite", says an Argentinean scholar Alberto Manguel in his book entitled "A history of reading". Solitude is what is required, that does not mean loneliness. It is the desire to be left alone with your own thought and feelings. Reading essentially demands that imagination is put to work; interactions or connections that need to be made substitute the visual or aural images for the imagined ones require some effort. The portability of great works of literature is a spiritual necessity and for that, reason book would not be dying.
Whatever may be the destiny of humanity, courtesy of the electronics in modern life where elements of time could be a major decisive factor, certain conventional norms can never be replaced. And one among them happens to be the books and the reading habits. The immense pleasure which a reader gains by reading a book can never be experienced over the electronic reading like CD-ROME editions in computer although the subject or theme could be viewed in varying dimensions. As reading is a discovery, it engages the reader's mind and imagination. Thus, be it fiction or non-fiction, the characters and subject matter read in the book usually take specific shapes in the reader's conceptual vision unlike what is depicted synthetically on the CD.
Many surveys conducted on reading have revealed that the people, who have not developed the habit of reading, gradually are afflicted with the disease of loss of memory. The reading does not end up with schooling or academic studies, but reading culture should continue to inculcate throughout the life. These days many channels of Televisions are catering to enrichment of knowledge, however, book reading is conducive to creating impression in the memory storeroom. Researchers say continuous witnessing of TV may cause inactivity in the brain though it may be stimulant to excitement. The network of brain memory cannot be vitalized by TV.
Moreover, reading text on a computer screen is not only confining and tiresome but cannot be seen where we are or how far we have to go. Neither we can leaf through the pages to compare parts of the text or to see what our eyes finds at random, nor comfortably carry a computer screen around the journey.
Although, in certain respects Television, Radio, F.M. has been an ally of people in the business of disseminating printed Knowledge. First, the information explosion on these media has increased the public thrust for the kind of in-depth specialized knowledge that only books can provide and the electronic media cannot do that. And second, a novel serialized on Television often enjoys renewed popularity, of which we have many examples.
In a market driven-system, there is a possibility of ignoring mass culture. Moreover, the non-availability of books on varied subjects in own language, as English is being preferred to, could pose a threat to the Nepalese book industry. Hence, at a time when news of the death of the book is constantly being announced- because of lack of funds, the rise of the electronic and visual media and other distractions- the crucial question is where does the mass culture and literature lie in Nepal. We should have done great effort to develop book industry and reading habit among the people. On the contrary, nothing much is happening on the Nepali book front in terms of trade in books like publication, translation, reprint, or adaptation. Generally we buy books in English from countries like India, U.S. and U.K. Books are nowhere in the national scheme. Few believe that books are important to national development, however not even leaders and bureaucrats fully realize the connection. That a nation without books has no soul is just not as urgent or pressing as a nation without food or job for its people. The situation at present is not healthy. Larger percentages of books we produce are textbooks. As textbooks alone are not sufficient, trade books of literary and artistic quality are a necessary supplement in nurturing the love for books and reading. It seems truly ridiculous that even our very own stories, ours own culture and feelings are being written and told by foreigners, especially writers from the west. We need to build up the confidence and nourish the talent of our own writers. We cannot stop the importing books to protect the national book industries. The way to displace foreign books is to produce more locally. The book industry needs to become more vigorous and there must be a wide range of interesting titles out there for general reading. We have not been able to build a community of readers- a critical mass- that would stimulate others to take to the book for the sheer pleasure of it. The future growth of the book publishing industry will largely depend on how readers in urban and rural areas respond to it. Their response is determined by the spread of literacy and over all socio-economic development in different regions and language group. For any culture to grow and flourish, it must have a mass base. And obviously, if the base is eroded it will become weak and die. One must remember that the base is created not by money alone but also by language, which determines the limits of our thoughts.
8. Children's Literature: Lack of experiences in the lives of the people
Book written for especially for children are relatively new kind of literature in the history of world literature. Children's literature first emerged as distinct and independent form of literature in the second half of the 18th century.
The literature available for children reflects the attitude of society a particular period, as books have always been viewed as instruments for transmitting the traditions and culture as well as for indicating attitudes and values. Literature for children has reflected changing cultural pattern through the centuries. In an era of rapid social and technological changes, therefore, it is difficult to predict the future of children's writing. It is possible to discern trends, which will influence children's literature tomorrow as the Spider Man likes fantasy is interfering to the children's interests.
However, Yet the flavor of popular panchatantra fables– moral fairy and folk tales, combined– still packed with homely practical wisdom as the example of children's interest and favorite taste of reading. Who is not familiar with the wise old crow and the cunning mean jackal from The Panchatantra, whose antics have been entertaining children of all age for many countries including Nepal. Not only is the ancient Sanskrit text believed to have influenced, some of the more lively characters of Arabian Nights and other fables too have become popular in Nepalese child readers even these days. These stories of Panchantantra and other popular ancient fables not just encapsulate worldly wisdom for children but also present an insight into human and animal behavior, fit to amuse a child of any sex. And in the process, teaches a few lessons as well. Even in western children's literature, Works of ancient literature, such as the stories by Greek poet Homer, are often adaptable to children's reading because of their simple narrative forms.
Nepal has a rich literary tradition, but literature for children has not yet developed adequately. We have almost a century long history of children's book; however, the early children's book lacks diversity and psychological aspect. Nepalese Children to-day does have wonderful books compared to those in our time. We, to-day, have overwhelmed by the number of titles published each year for children. There are more good books for children to-day in Nepali than ever before. However, the quality of writing and book production still is not fully satisfactory. Our attempt at present is not enough.
Until recently, the main sources of children's literature in Nepal, however, were Ramayan, Mahabharat and Jatak from Buddha literature. Even in the western world, the main sources of children's literature were the Bible and the Greek and Latin classics, until the Renaissance (14th century to 17th century).
Writers like Gopal Pandey, Nandikeswor, Damaru Ballahav Pokhrel, Ganghadhar Drawid, Sikhar Nath Subedi, Ganga Dhar Shastri have had contributed in the in the very initial era to put in writing reading materials for children. However, the contribution made by Jayaprithvi Bahadur Singh should regard as the pioneer for taking step of institutional development of the children's reading material. In this direction, The Bala Bodh and other books of Jayaprithivi Bahadur Singh can be consider the initial important effort in the field of books of children's literature, though these were prepared as text book to fulfill the need of newly opened schools at the time of Prime minister Dev Samsher Janga Bahadur Rana. The effort of writing and producing Children's reading materials in an institutional way was seconded by Gorkaha Bhasa Prakashini Samiti after its establishment in Bikram Sambat 1972. Gorkha Bhasa Prakashani published many books for children and famous Nepali litterateur as Lekhanath Poudyal and Chakrapani Chalise contributed to this effort by their poems and prose. Nepali Bhasha Prakashani Samiti later kept on assisting the schools in meeting their needs of textbooks.
Apart from this institutional effort, many writers from within and outside the country contributed in development of early Nepali children's literature. This was followed by some other works like translations of Panchatantra and Aesop's Fables. However, no distinction was made between the nature of textbooks and children's literature. Lekhanath Poudyal should be regarded as one of the first poet who adapted his style to write for children. He wrote some of his poem in simple, melodious, and charming verses with moral aspect, which can be recited and remembered by children. Poet laureate Laxmi Prasad Devakota, similarly wrote very amiable and impressive poems for children.
In the second phase of writing children's literature, Madhav Prasad Ghimire has made a great contribution followed by other writers like Siddhi Charan Shretha, Yuddha Prasad Mishra, Shyam Prasad Sharma, Dhruba Dabadi, Deva Kumari Thapa, Kul Mani Devakota, Bala Krishna Pokhrel, Jivan Lal Satyal, Bipin Dev Dhungel, Kaji Man Kadangwa and so on.
The third and modern era of children's literature perhaps began with the writing of prominent writers like Lekhanath Poudyal, Laxmi Prasad Devakota, Madhav Prasad Ghimire, Shyam Prasad, Deva Kumari Thapa, Dhruba Dabadi, Ramesh vikal, Krishna Prasad Parajuli, Parashu Pradhan, Narendra chapagai, Madhav Lal Karmacharya, and many other literary figures, who also contributed on children's literature.
In the contemporary writing of children's literature, they were followed by Viswombhar Chanchal, Prema Shaha, Bunda Rana, Khagenda Sangraula, Sarada Raman Nepal, Kavita Ram, Daivagya Raj Neupane, Ram Babu Subedi, Gopal Parajuli, Tej Prakash Shrestha, Vijaya Chalise, Pramod Pradhan, Kalpana Pradhan, Rnju Shree Parajuli, Kapil Lamichhane, Dhruva Ghimire, Shyam Tamot, Vijaya Raj Acharya, Durga Lal Shrestha, Ratna Shamser Thapa, Santa Das Manandhar, Kashi Raj Subedi, Sarada Adhikari, Saurav Kiran Shrestha, Pradip Nepal and many other. Along with these writers and composers, artists and illustrators like Teak Bir Mukhiya, K. Karmacharya, Kulman Singha Bhandari, Shyam Lal Shrestha, Mohan Khadka, Alok Chalise, Uttam Kharel, Ekaram Maharjan, and many made great contributions to children's literature.
Many magazines for children and book publisher have contributed in the development of children's books. The publication and distribution of children's books comprises a big business. New development in printing technologies made possible the publication the publication of more beautiful books. As fine, well-illustrated books received recognition, more talented writers and artists devoted their energies to the production of quality books for children.
Yet, the available literature for children in Nepal mainly bounds in biographies, short stories, folk tales, classical tales, and poems directly preaching moral education to the children. Most of these works are retold version of Sanskrit and folk literatures from Nepal and abroad. Of the available children's books in Nepal, many do not deal with facts and situations that are meaningful to the children. Children's literature embraces the whole content of the child's imaginative world and that of his daily environment, as well as certain ideas and sentiments characteristics of it. Therefore, writing for children is not easy; it is a tough job unlike what we presume. Children are very sensitive, so it is important to cater those right materials and to build an environment where their creative talents can be cultivated.
Nepal, a country that has gained multiparty democracy and is undergoing rapid modernization process, is in a stage of transitions. In such a situation, new social tensions emerged and even the value system undergoes a change. To remain relevant to the child, children's literatures must draw upon recent-day experiences in the life of the people. A child who cherishes his textbooks will want to move to on to other books, and we have to be ready for that.
11. Children's Literature: Nation should pay attention
Encyclopedia Britannica says, Children's literature in Europe first clearly emerged as a distinct and independent form of literature in the second half of the 18th century, before which it had been at best only in embryonic stage. During the 20th century, however, its growth has been so luxuriant as to make defensible its claim to be regarded with the respect- though perhaps not the solemnity- that is due any other recognized branch of literature.
Nepal has a rich literary tradition, but literature for children has not yet developed adequately. We have almost a century long history of children's book development however, the quality of writing and book production still is not fully satisfactory.
The contribution made by Jayaprithvi Bahadur Singh should regard as the pioneer step taken in this direction. The Bala Bodh and other books of Jayaprithivi Bahadur Singh can be consider the first books of children's literature, though these were prepared as text book to fulfill the need of newly opened schools at the time of Rana Prime minister Dev Samsher Janga Bahadur Rana.
This was followed by some other works like translations of Aesop's Fables and Panchatantra. Nepali Bhasha Prakashani Samiti kept on assisting the schools in meeting their needs of textbooks. No distinction was made between the nature of textbooks and children's literature.
The available literature for children mainly bounds in biographies, short stories, folk tales, classical tales, and poems directly preaching moral education to the children. Most of these works are retelling of the Sanskrit and folk literatures from Nepal and abroad. Of the available children's books in Nepal Many, do not deal with facts and situations that are meaningful to the children. Children's literature embraces the whole content of the child's imaginative world and that of his daily environment, as well as certain ideas and sentiments characteristics of it. Writing for children is not easy; it is a tough job unlike what we presume. Children are very sensitive, so it is important to cater those right materials and to build an environment where their creative talents can be cultivated.
Nepal, a country that has gained multiparty democracy and is undergoing rapid modernization process, is in a stage of transition. In such a situation, new social tensions emerged and even the value system undergoes a change. To remain relevant to the child, children's literatures must draw upon recent-day experiences in the life of the people. A child who cherishes his textbooks will want to move to on to other books, and we have to be ready for that.
The International Year of the Child 1970 gave some new momentum to children's book publication, which has made a little bit progress during the last few years. Nepal's printing history goes back almost as 150 years, when the first Rana Prime Minister Janga Bahadur Rana brought a small hand press on his way back home from Great Britain.
Since then, many innovations have been made in printing technology and at present there more than a dozen-public and private sector establishments using this modern technology. However printing quality is being improved, publishing children's book in Nepal is burdened with problems. There no reliable and effective source of centers for sale anywhere in the country. Publishers suffer financial losses, government subsides, nor does it have any concrete programme regarding children's book development. Despite the very sorry picture of growing literacy and average print run of a title are just 1000 to 2000 copies. Consequently, many of the publishers cut cost by using low-grade paper and omitting illustrations, which are so essential to children's book.
Though there are some regular publishers, the publishing industry is still in its infancy. Most of the publishing is part of the institutional activities supported by NGOs and INGOs, and not a single publisher is limited to children's book publishing activity only. Even the habit of buying books has not developed as they are expensive for many people, the quality is not always satisfactory, and they are not easily available in all parts of the country. Just high price, poor servicing or the non-availability of books at the right times are only partial explanation for the decline in reading habits.
Private and Institutional publishers are not enthusiastically supporting the movement for better and quality books for children because publishing is not a viable business. Production costs are high and facilities for books designing are limited. Trade books of literary and artistic quality are a necessary supplement in nurturing the love for books and reading.
Government has totally neglected this sector. No special attention is paid to production of children's book except for textbooks. Few believe that books too are important to national development. Not even leaders and bureaucrats fully realize the connection. That a nation without books has no soul is just not as urgent or pressing a as nation without food for its people. If education is the powerhouse that helps people and countries to fulfill their potential, there is a moral imperative that information and knowledge should be available to all. We have not been successful in making knowledge available in book form. Literature helps mental and emotional development along with developing out their creativity of children however, reading outside school on non-text matter is not encouraged. Our entire schooling system is prejudiced by the realities of the syllabus; outside nothing is read or taught even in pre-primary and primary classes. Teachers are not required to go outside the syllabus and not encouraged to do much of their own innovations in classroom teaching. A rich tradition of story telling which we have is now left bereft of all meaning because we no longer have a language to express it in. Either, most Schools have library of their own or there any public libraries and reading rooms accessible to the children. The poor book-reading habit is also partly a result of insufficient literacy and poor purchasing power of the people. The majority of Nepal's schoolchildren come from poor and low-income families in rural areas. The rapid development of the reading habit will require the establishment of a chain of libraries, reading room's facilities, and bookshops to facilitate the availability of books.
12. State of Children's literature
The children's literature is a body of written works targeted for child readers, which is often applied to those imaginative works of poetry and prose. The field of child literature is interwoven into the fabric of all subject matter areas; science, social study, even mathematics, and of course, in the language arts. So no text about children's books can substitute for wide reading of books for children. Children's literature embraces the whole content of the child's imaginative world and that of his daily environment, as well as certain ideas and sentiments characteristic of it, says Encyclopedia of Britannica.
Poet laureate and renowned children's litterateur, Madhav Prasad Ghimire says, it is not easy to write for children. Children are very sensitive, so it is important them to cater the right materials and to build an environment where their creative talent can be cultivated.
Renowned child litterateur Ramesh Vikal opined, School text books prepared on the basis of curriculum provides skeleton of knowledge, whereas good literary books provide healthy knowledge and make their all round development. Therefore, Dr. Chudamani Bandhu rightly observes that the books are necessary for our children not only to entertain and educate them but also to help promote international understanding with national identities. To support mental and emotional development of children and help sprout out their creativity, good children's literature can play important role.
The question arises who is a child. UN and ILO Convention on rights and minimum age of child define, unless categorized by individual country acts, persons under the age of 18 are considered to be children. Nepal's Children's act 1992 has categorically said a child is someone who is under 16 years of age. So, Children's Literature is a writings, designed to appeal to children under the age of 18—either to be read to them or by them—including fiction, poetry, biography, and history. Children's literature also includes riddles, precepts, fables, legends, myths, and folk poems and folktales based on spoken tradition.
Child's interest
Interest has been defined as preferences, drives, feelings of satisfaction, or mental excitations. Therefore, even within the children's literature, the level of vocabulary, language structure, subject matters, and style of presentation should be slight different. It is well established that children reads pictures and seek information about the physical world. Charlotte Huck and Doris Young say, children seek information about people and places, want to be intensified with their historical heritage. They seek understanding self and others, enjoy folks, fun and fancy. They have special interests on animal stories, adventure stories, space fiction, and mystery stories and so on. So children's literature should help children as they seek the truth about the world and its people; they want to know themselves and where they belong to, see their own lives clearly, children need to look into the contrasting experience of others. They want to know what is 'right' in their society. Books may also help children gain a feeling of success as they satisfy their desires for new experience through informational books.
While we talk about children's books and literature, the varied interests in different age groups could not be forgotten. Regarding the, varied interests in different age groups, Fannie W Dunn in 1921 found that plot surprise, animals, narrativeness, liveliness, and familiar experiences especially appeals the children of primary age level. In the same way, Paul Witty and friends found that animal stories, books with humor in narration, stories of real boys and girls, and books about children in other lands were favorites of children in the intermediate levels.
Magi Lazar, a researcher on children's book listed adventure, action, mystery, realism, child life, humor, animal life, and sports as elements, which appeared to middle-grade children. With advancing age, boys turn to realistic narratives of adventure, while girls continue to favor theme of house life and begins to read romantic stories. No such comprehensive study is available, except some individual observation based on subjective impression, in our context, therefore we should have to rely on the western and American finding as child behavior, and interests are more or less the same all over the world. Even recent studies do not differ to these old findings.
So writers who want to Penn for children's read needs to be aware of the guides from child development, learning theory, and children's interests. Children just as adult, change their purpose for reading according to changing needs. They should know the needs of children at different age and stage of development. Western researchers say research in child development has contributed knowledge about children, which provides writers guidelines for selecting subject matter. The characteristics of different maturity levels should influence and guide the writers. As to say, children in primary grades would want to read literature related to their geocentric interests. Stories about the immediate environment and everyday life will give them satisfaction. Reading interest and habit too will change with changing patterns of growth.
Until recently, intensive study based on scientific way does not exist in Nepali. However some writers for children literature themselves have tried to determine grade wise basic vocabulary in Nepali language. Ramesh Vikal, a famous writer, has not only insisted the need, but also has suggested a set of basic vocabulary, which is graded for the age groups such as 3-6, 6-9, and 9-125. Dr. Keshav Prasad Upadhya has opined, firstly, a child learns words of single letters, then words of two letters and so on. Meaningful sounds represent list of words from vocabulary, sentences and so on.
Essentials of writing for children
Authors of children's literature must know the essentials of fine writing and apply this knowledge to children's books. The prime importance, according the scholars, in any work of fiction is the plot. The plot is the plan of the story, which tells what, the characters do and what happens to them. In a well-constructed plot, the sequence of events is the logical and natural development of the action and discussion of characters in given situation.
The second important essence is the quality of content. The story must be one, which is worth telling. The third is the theme. The theme of a book reveals the authors purpose in writing the story. The theme of a book as story might be the love of animals, respect for self and others achieve through difficulty, conquering of fear. But it should not the hatred and human sacrifice as seen on Nepalese literature. The theme should be worth imparting to young readers and based upon justice and integrity. Sound moral, ethical principle should prevail. And this theme should be interwoven into the structure of the book naturally through the events in the story and development of the character, but not obscuring the story. The fourth is the characterization. The character portrayed in children's books should be convincingly real and life like. Then it comes to style and format. Good writing style is appropriate to the plot, subject, theme, and character of the story. So the writing style should be of movement rather than mere description. Again, format of a book may be an important factor in a child's decision to read it. Finally, we should not forget that children read pictures; therefore, children's book should be well illustrated and pictured. Illustrations, color, format, type of print and style have been factors studied to determine reading preferences. Children do refuse space on the page and larger type.
Obviously, the literature available for children reflects the attitude of society in that period as books have always been viewed as instruments for transmitting the traditions of the culture, and for indicating attitude and value. Literature for children has reflected changing cultural pattern through the centuries. In an era of rapid social and technological changes, therefore, it is difficult to predict the future of children's writing. It is possible to discern trends, which will influence children's literature tomorrow as the Spider Man likes fantasy is interfering to the children's interests.
However, Yet the flavor of popular panchatantra fables– moral fairy and folk tales, combined– still packed with homely practical wisdom as the example of children's interest and favorite taste of reading. Who is not familiar with the wise old crow and the cunning mean jackal from The Panchatantra, whose antics have been entertaining children of all age for many countries including Nepal. Not only is the ancient Sanskrit text believed to have influenced, some of the more lively characters of Arabian Nights and other fables too have become popular in Nepalese child readers even these days. These stories of Panchantantra and other popular ancient fables not just encapsulate worldly wisdom for children but also present an insight into human and animal behavior, fit to amuse a child of any sex. And in the process, teaches a few lessons as well. Even in western children's literature, Works of ancient literature, such as the stories by Greek poet Homer, are often adaptable to children's reading because of their simple narrative forms.
Book written for especially for children are relatively new kind of literature in the history of world literature. It is believed that such literature is little more than 100 years old. Children's literature first clearly emerged as distinct and independent form of literature in the second half of the 18th century, before which it had been at best only in embryonic stage. During the 20th century, however, its growth has been so flourishing as to make secure its claim to be regarded with the respect.
State of Nepali children's literature
Nepal has a rich literary tradition, but literature for children has not yet developed adequately. We also have almost a century long history of children's book. However, the early children's book lacks diversity and psychological aspect. Nepalese Children to-day does have wonderful books compared to those in our time. We, to-day, have overwhelmed by the number of titles published each year for children. There are more good books for children to-day in Nepali than ever before. However, the quality of writing and book production still is not fully satisfactory. Hence, the observation made by Janak Prasad Humagai cannot be denied. He says, our attempt at present are not enough and therefore we need to include children's literature in our development programmes for children's"
According to Saharad Chandra Bhattarai, some writer like Gopal Pandey (Byakta Chandrika: 1932BS), Nandikeswor (Kashika: 1942BS), Damaru Ballahav Pokhrel (Sanskrit Prabodhini: 1945BS), Ganghadhar Drawid (English Guide: 1994BS), Sikhar Nath Subedi (Gorkha Barnamala: 1958BS), Ganga Dhar Shastri (Sarba Sangraha: 1953BS) have had contributed to put in writing reading materials for children. However, the contribution made by Jayaprithvi Bahadur Singh should regard as the pioneer for taking step of institutional development of the children's reading material. In this direction, The Bala Bodh and other books of Jayaprithivi Bahadur Singh can be consider the initial important effort in the field of books of children's literature, though these were prepared as text book to fulfill the need of newly opened schools at the time of Prime minister Dev Samsher Janga Bahadur Rana. Gorkaha Bhasa Prakashini Samiti seconded the effort of writing and producing Children's reading materials in an institutional way after its establishment in Bikram Sambat 1972. Gorkha Bhasa Prakashani published many books (like Gorkha Shiksha part one to five, and Shishu Bodhini) for children and famous Nepali litterateur as Lekhanath Poudyal and Chakrapani Chalise contributed to this effort by their poems and prose. Nepali Bhasha Prakashani Samiti later kept on assisting the schools in meeting their needs of textbooks.
Apart from this institutional effort, many writers from within and outside the country made contributions in this field. Padari Ganga Prasad Pradhan, Rudra Raj Pandey, Bodh Bikram Adhikari, Lalit Jang Sijapati, Krishna Chandra Ariel, Bandar Nath Bhattarai, Paris Main Pradhan, Harsher Nath Regime, Khaddar Man Mall, and many other have had remarkable contribution in development of early Nepali children's literature. This was followed by some other works like translations of Panchatantra and Aesop's Fables. However, no distinction was made between the nature of textbooks and children's literature. Lekhanath Poudyal should be regarded as one of the first poet who adapted his style to write for children. He wrote some of his poem in simple, melodious, and charming verses with moral aspect, which can be recited and remembered by children. Poet laureate Laxmi Prasad Devakota, similarly wrote very amiable and impressive poems for children.
In the second phase of writing children's literature, Madhav Prasad Ghimire has made a great contribution followed by other writers like Shiddhi Charan Shretha, Yuddha Prasad Mishra, Shyam Prasad Sharma, Dhruba Dabadi, Deva Kumari Thapa, Kul Mani Devakota, Bala Krishna Pokhrel, Jivan Lal Satyal, Bipin Dev Dhungel, Kaji Man Kadangwa and so on.
The third and modern era of children's literature perhaps began with the writing of prominent writers like Lekhanath Poudyal, Laxmi Prasad Devakota, Madhav Prasad Ghimire, Shyam Prasad, Deva Kumari Thapa, Dhruba Dabadi, Ramesh vikal, Krishna Prasad Parajuli, Parashu Pradhan, Narendra chapagai, Madhav Lal Karmacharya, and many other literary figures, who also contributed on children's literature.
In the contemporary writing of children's literature, they were followed by Viswombhar Chanchal, Prema Shaha, Bunda Rana, Khagenda Sangraula, Sarada Raman Nepal, Kavita Ram, Daivagya Raj Neupane, Ram Babu Subedi, Gopal Parajuli, Tej Prakash Shrestha, Vijaya Chalise, Pramod Pradhan, Kalpana Pradhan, Rnju Shree Parajuli, Kapil Lamichhane, Dhruva Ghimire, Shyam Tamot, Vijaya Raj Acharya, Durga Lal Shrestha, Ratna Shamser Thapa, Santa Das Manandhar, Kashi Raj Subedi, Sarada Adhikari, Saurav Kiran Shrestha, Pradip Nepal and many other.
Along with these writers and composers, artists and illustrators like Teak Birr Mukhiya, K. Karmacharya, Kulman Singha Bhandari, Shyam Lal Shrestha, Mohan Khadka, Alok Chalise, Uttam Kharel, Ekaram Maharjan, and many made great contributions to children's literature.
Many magazines for children and book publisher have made contribution in the development of children's books. Even Raduga and Progressive publisher of Moscow have published more than two dozens of colorful translated books from Russian to Nepali during the period of 1975 to 1990. The publication and distribution of children's books comprises a big business. New development in printing technologies made possible the publication the publication of more beautiful books. As fine, well-illustrated books received recognition, more talented writers and artists devoted their energies to the production of quality books for children.
Until recently, the main sources of children's literature in Nepal, however, were Ramayan, Mahabharat and Jatak from Buddha literature. Even in the western world, the main sources of children's literature were the Bible and the Greek and Latin classics, until the Renaissance (14th century to 17th century).
Yet, the available literature for children in Nepal mainly bounds in biographies, short stories, folk tales, classical tales, and poems directly preaching moral education to the children. Most of these works are retold version of Sanskrit and folk literatures from Nepal and abroad. Of the available children's books in Nepal, many do not deal with facts and situations that are meaningful to the children. Children's literature embraces the whole content of the child's imaginative world and that of his daily environment, as well as certain ideas and sentiments characteristics of it. Therefore, writing for children is not easy; it is a tough job unlike what we presume. Children are very sensitive, so it is important to cater those right materials and to build an environment where their creative talents can be cultivated.
Nepal, a country that has gained multiparty democracy and is undergoing rapid modernization process, is in a stage of transitions. In such a situation, new social tensions emerged and even the value system undergoes a change. To remain relevant to the child, children's literatures must draw upon recent-day experiences in the life of the people. A child who cherishes his textbooks will want to move to on to other books, and we have to be ready for that.
The International Year of the Child 1970 gave some new momentum to children's book publication, which has made a little bit progress during the last few years. Nepal's printing history goes back almost as 150 years, when the first Rana Prime Minister Janga Bahadur Rana brought a small hand press on his way back home from Great Britain. Since then, many innovations have been made in printing technology and at present there more than a dozen-public and private sector establishments using this modern technology. However printing quality is being improved, publishing children's book in Nepal is burdened with problems. There is no reliable and effective source of centers for sale anywhere in the country. In backdrop of a market situation where the sale of Nepali children's literature, publishing houses have given up bringing out literary works for the child and have chosen text books instead. Publishers suffer financial losses, government neither subsides, nor does it have any concrete programme regarding children's book development. Despite the very sorry picture of growing literacy and average print run of a title are just 1000 to 2000 copies. Consequently, many of the publishers cut cost by using low-grade paper and omitting illustrations, which are so essential to children's book.
However, literacy has gone up in some extent, consumption other genres of books has increased and the publishing industry has grown considerably, but the Nepali literature along with children's literature seems to have lost its charm. Obviously, the systematic process of writing, printing, and packing, distribution, and reviews are essential to reasonable marketing efforts, which are neglected even today.
Though there are some regular publishers, the publishing industry is still in its infancy. Even the habit of buying books has not developed as they are expensive for many people, the quality is not always satisfactory, and they are not easily available in all parts of the country. Just high price, poor servicing or the non-availability of books at the right times are only partial explanation for the decline in reading habits. We can agree to the observation made by Ramesh Vikal that the hindrances are lack of systematic and well-organized writings, guardian's views and awareness in it, economic problems, negative influences from foreign picture books and comics, influences form television-serials, government's views on it regarding Nepali children's literature.
Contrary to the fact that books too are important to national development, government has totally neglected this sector. No special attention is paid to production of children's book except for textbooks. Literature helps mental and emotional development along with developing out their creativity of children however, reading outside school on non-text matter is not encouraged. Our entire schooling system is prejudiced by the realities of the syllabus; outside nothing is read or taught even in pre-primary and primary classes. Teachers are not required to go outside the syllabus and not encouraged to do much of their own innovations in classroom teaching. A rich tradition of story telling which we have had is dying out.
Across the world, the concept of the community library for the children is a relatively recent phenomenon, which followed the gradual acceptance of the principle of education for all as a basic child's rights. The mission of the children's library should focus on creating and strengthening reading habits in children from an early age. Rural communities lack literacy environment. Therefore, literacy agencies, can organize occasional book fairs at the main areas of the community. This will pave the tradition of reading and distribution of the reading materials. There are no sufficient children's libraries except a separate section for children's literature in Nepal National Library with some 1000 books on different subjects and another one assisted by Japan in Lainchaur. Shiva Bhakta Sharma has rightly observed the importance of children's literature in promoting formal education in our contest. He says, Primary Education Project of his Majesty's Government of Nepal has published about 42 supplementary reading materials for children and distributed them to schools in six districts showed the optimistic result. The enrolment was increased, the rate of dropouts was reduced, and there was also an increase of the number of passed students. All these show, the use of children's literature in primary education has been most effective."
The poor book-reading habit is also partly a result of insufficient literacy and poor purchasing power of the people. The majority of Nepal's schoolchildren come from poor and low-income families in rural areas. Nepal had declared for the basic education to all by 2000 AD, however, it has attained only 42 per cent literacy rate in the period of last 50 and more years. The number of enrolment of the children in the public and private schools across the country is very few and among them, many are pulled or dropped out from the school.
Therefore, poverty and illiteracy are the dominant reasons for readership growth of the children's literature. Most of the parents are not aware of the importance of reading non-formal literary works for children. Importance of reading out books should be emphasized and parents should be encouraged to inspire their children to read children's literature through advocacy programmes.
Children's Literature of the western world
The expansion of literacy following the invention of printing in the 15th century increased the range of children's literature and became a fresh subject in western world. After the 18th century, archaeologists, philologists, and anthropologists added material from Asian and tribal cultures and European folklore. Encyclopedia Britannica says, Children's literature in Europe first clearly emerged as a distinct and independent form of literature in the second half of the 18th century, before which it had been at best only in embryonic stage. During the 20th century, however, its growth has been so luxuriant as to make defensible its claim to be regarded with the respect- though perhaps not the solemnity- that is due any other recognized branch of literature. Like in Nepal, in England too, the earliest forms of oral literature, passed from generation to generation, were simple folktales. With the development of vernacular literature, particularly after the invention of printing, more children's books appeared.
The publications of the first English printer, William Caxton, included the Book of Curtsey (1477), a collection of rhymes that sets forth rules of conduct for a “goodly child.” Eight years later Caxton printed Le Mortem d'Arthur (1469-1470; The Death of Arthur) by English translator and compiler Sir Thomas Mallory, which became the basis for later treatments of the Arthurian legends. Caxton also issued the beast fable Reynard the Fox (1481), translated from a Flemish version and the Fables (1484) of Greek writer Aesop, and translated from the French.
A new type of children's book, called the hornbook, appeared during the 16th century. Used for elementary instruction, the hornbook contained alphabets, the Lord's Prayer, Roman numerals, and the like. The chapbook, an unstitched pamphlet usually consisting of about 70 folded pages, appeared in the 17th century. Chapbooks, which were peddled from door to door throughout England, contained versions of popular literature ranging from nursery rhymes to medieval romances.
Works of moral and religious instruction written for children gained increased importance under the influence of Puritanism in the 17th and 18th centuries. One of the most significant developments in children's literature was the use of illustrations. Orbis Sensualium Pictus (The Visible World in Pictures), the first known children's picture book, was issued in Latin in 1658 by Czech educational reformer John Amos Comenius. Classics of children's literature include adult books that also appeal to children or have been adapted for children. One is The Pilgrim's Progress published in 1678 by English author John Bunyan. Another is Robinson Crusoe (1719), the story of an ingenious and self-reliant castaway, by English novelist and journalist Daniel Defoe. This masterpiece served as a basis for another children's favorite. Gulliver's Travels (1726), by Jonathan Swift, which fascinates adults as a satire, is enjoyed by children for its fantasy. The first significant French children's book was Stories or Tales from Olden Times (1697), a collection of traditional fairy tales known also as Tales of Mother Goose, by Charles Perrault. The name Mother Goose became traditionally associated with nursery rhymes in England and the United States.
Until the late 18th century, no clear distinction was made between instruction and entertainment in children's literature. Most stories and poems written for children were designed to convey useful information or moral advice. In the 18th century, English publisher John Newberry became the first to print attractive, inexpensive books for children. Containing stories, verses, puzzles, riddles, maxims, and lessons, the books sold in small paper-covered editions. Newberry's moral precepts were gentler and less forbidding than those promoted in the previous century.
The renewed interest in folklore and the Romantic Movement led to the enrichment of children's literature with myths, legends, and wonder stories. The German brothers Jacob Ludwig Karl Grimm and Wilhelm Karl Grimm (Grimm Brothers) made notable contributions in their volumes of stories known collectively in English as Grimm's Fairy Tales. More original and stylized versions of folktales were written by Danish author Hans Christian Andersen, whose collections appeared between 1835 and 1872. American novelist Nathaniel Hawthorne retold the classic myths of Greece. In England, toward the end of the 19th century, Andrew Lang wrote one of the best-known collections of European fairy tales in a series of volumes beginning with the Blue Fairy Book (1889).
The enthusiastic response of children to myths and fairy stories demonstrated their wide range of imagination and their acceptance of both reality and fantasy. A combination of fantasy and humor was also achieved by English author and mathematician Lewis Carroll, in Alice's Adventures in Wonderland (1865) and Through the Looking Glass (1872). The drawings of the original illustrator, Sir John Tennille, in these two masterpieces of children's literature, made his name well known also. British writer Oscar Wilde too continued the creative fairy-tale tradition with The Happy Prince and Other Tales (1888). Two other notable late-19th-century British writers for children were Robert Louis Stevenson and Rudyard Kipling, whose creations were based on the folk traditions. Fantasy continued to be a major mode of literature for children in the early 20th century.
Imaginative tales, based on the prowess of legendary figures such as Paul Bunyan, Pecos Bill, John Henry, Mike Fink, and Tony Beaver and on episodes in the life of the American pioneer Davy Crockett, continue to captivate American children. In another vein are books by late-19th-century French naturalist Jean Henri Faber. These works, especially those about wasps, beetles, mason bees, and spiders, increased interest in science.
A tradition of clear, colorful, and simple drawing for children in various styles gradually developed in the 19th century, especially in England. The more famous artists include Walter, Kate Greenway, and Randolph Caldecott. Another outstanding British illustrator was Leslie Brooke.
Works of fiction written specifically for older boys and girls, based on the theme of success achieved through hard work and thrift, began to appear in the mid-19th century and became increasingly popular during the 20th century. Notable postwar (after 1918) English children's books include those by writer and illustrator Hugh Lofting, whose Doctor Doolittle series, begun in 1920, has for its hero a doctor who prefers to treat animals rather than humans. The spread of compulsory education and psychological testing made it possible for authors to write books directed at children within specific age and developmental groups. The volume and quality of reading material for children increased tremendously after World War I (1914-1918), and school and public libraries made books, magazines, and reference works available without cost to the borrower. Even after the World War II, the fantasy and adventure along with childhood experience was more popular in children's literature.
Children's books imparting information, especially on science and social studies, became predominant in the 1960s and 1970s. Imaginative picture books, based on real childhood experiences, became popular. In fiction, realism became emphasized. Since the 1960s, many novels for older children have dealt frankly with social issues such as the effects of death and divorce, race relations, relationships with retarded siblings, drug addiction, and sex.
Paperback books for children were firmly established by the early 1970s, and this less expensive form was widely accepted. Children's literature also became available in a wide variety of no printed forms, such as recordings, tape cassettes, and later, video and CD-ROM. A popular form of books for very young children has been board books, presenting short texts with easily identifiable themes, no stereotyped characters, and attractive illustrations. Since about 1980, pop-up books (formally termed paper-engineering books) have been favorites with children up to the junior high school level. Children's books continue to cover traditional subjects but also examine topics increasingly relevant to children's understanding of society, such as multiculturalism, homosexuality, the environment, and AIDS. In the late 1990s and early 2000s a series of books by English author J. K. Rowling about a young wizard named Harry Potter appealed to both children and adults. Although the Potter books dominated bestseller lists worldwide, some parents objected to the books on the grounds that they glorified black magic and witchcraft.
References
1. Encyclopedia of Britannica, 1994.
2. Vikal, Ramesh. NESCHIL, Journal Vol.8: 1995.
3. Dr. Bandhu, Chudamani. NESCHIL, Journal Vol. 5: 1992.
4.Charlotte, S. Huck and Doris, A. Young, Children's literature in the Elementary Schools; Holt, Rinehart and Winston, New York, 1967.5. Vikal, Ramesh. NESCHIL, Journal Vol. 2: 1989
6. Dr. Upadhya, Keshav Prasad., NESCHIL, Journal Vol.8, 1995.
7. Microsoft Encarta Encyclopedia, 2004.
8. Humagai, Janak Prasad., NESCHIL, Journal Vol. 5: 1992.
9. Sharma, Sharad Chandra., NESCHIL, Journal Vol. 5: 1989.
10.Vikal, Ramesh., NESCHIL, Journal Vol.8: 1995.
11. Sharma, Shiva Bhakta., NESCHIL, Journal Vol. 4: 1991.
Published in Sathi, Monthly, November 2003
13. Children's literature: Making it relevant to the Nepali child
Book written for especially for children are relatively new kind of literature in the history of world literature. Children's literature first emerged as distinct and independent form of literature in the second half of the 18th century.
The literature available for children reflects the attitude of society a particular period, as books have always been viewed as instruments for transmitting the traditions and culture as well as for indicating attitudes and values. Literature for children has reflected changing cultural pattern through the centuries. In an era of rapid social and technological changes, therefore, it is difficult to predict the future of children's writing. It is possible to discern trends, which will influence children's literature tomorrow as the Spider Man like fantasy is interfering to the children's interests.
However, Yet the flavor of popular panchatantra fables– moral fairy and folk tales, combined– still packed with homely practical wisdom as the example of children's interest and favorite taste of reading. Who is not familiar with the wise old crow and the cunning mean jackal from The Panchatantra, whose antics have been entertaining children of all age for many countries including Nepal. Not only is the ancient Sanskrit text believed to have influenced, some of the more lively characters of Arabian Nights and other fables too have become popular in Nepalese child readers even these days. These stories of Panchantantra and other popular ancient fables not just encapsulate worldly wisdom for children but also present an insight into human and animal behavior, fit to amuse a child of any sex. And in the process, teaches a few lessons as well. Even in western children's literature, Works of ancient literature, such as the stories by Greek poet Homer, are often adaptable to children's reading because of their simple narrative forms.
Nepal has a rich literary tradition, but literature for children has not yet developed adequately. We have almost a century long history of children's book; however, the early children's book lacks diversity and psychological aspect. Nepalese Children to-day does have wonderful books compared to those in our time. We, to-day, have overwhelmed by the number of titles published each year for children. There are more good books for children to-day in Nepali than ever before. However, the quality of writing and book production still is not fully satisfactory. Our attempt at present is not enough.
Until recently, the main sources of children's literature in Nepal, however, were Ramayan, Mahabharat and Jatak from Buddha literature. Even in the western world, the main sources of children's literature were the Bible and the Greek and Latin classics, until the Renaissance (14th century to 17th century).
Writers like Gopal Pandey, Nandikeswor, Damaru Ballahav Pokhrel, Ganghadhar Drawid, Sikhar Nath Subedi, Ganga Dhar Shastri have had contributed in the in the very initial era to put in writing reading materials for children. However, the contribution made by Jayaprithvi Bahadur Singh should regard as the pioneer for taking step of institutional development of the children's reading material. In this direction, The Bala Bodh and other books of Jayaprithivi Bahadur Singh can be consider the initial important effort in the field of books of children's literature, though these were prepared as text book to fulfill the need of newly opened schools at the time of Prime minister Dev Samsher Janga Bahadur Rana. The effort of writing and producing Children's reading materials in an institutional way was seconded by Gorkaha Bhasa Prakashini Samiti after its establishment in Bikram Sambat 1972. Gorkha Bhasa Prakashani published many books for children and famous Nepali litterateur as Lekhanath Poudyal and Chakrapani Chalise contributed to this effort by their poems and prose. Nepali Bhasha Prakashani Samiti later kept on assisting the schools in meeting their needs of textbooks.
Apart from this institutional effort, many writers from within and outside the country made contributions in development of early Nepali children's literature. This was followed by some other works like translations of Panchatantra and Aesop's Fables. However, no distinction was made between the nature of textbooks and children's literature. Lekhanath Poudyal should be regarded as one of the first poet who adapted his style to write for children. He wrote some of his poem in simple, melodious, and charming verses with moral aspect, which can be recited and remembered by children. Poet laureate Laxmi Prasad Devakota, similarly wrote very amiable and impressive poems for children.
In the second phase of writing children's literature, Madhav Prasad Ghimire has made a great contribution followed by other writers like Siddhi Charan Shretha, Yuddha Prasad Mishra, Shyam Prasad Sharma, Dhruba Dabadi, Deva Kumari Thapa, Kul Mani Devakota, Bala Krishna Pokhrel, Jivan Lal Satyal, Bipin Dev Dhungel, Kaji Man Kadangwa and so on.
The third and modern era of children's literature perhaps began with the writing of prominent writers like Lekhanath Poudyal, Laxmi Prasad Devakota, Madhav Prasad Ghimire, Shyam Prasad, Deva Kumari Thapa, Dhruba Dabadi, Ramesh vikal, Krishna Prasad Parajuli, Parashu Pradhan, Narendra chapagai, Madhav Lal Karmacharya, and many other literary figures, who also contributed on children's literature.
In the contemporary writing of children's literature, they were followed by Viswombhar Chanchal, Prema Shaha, Bunda Rana, Khagenda Sangraula, Sarada Raman Nepal, Kavita Ram, Daivagya Raj Neupane, Ram Babu Subedi, Gopal Parajuli, Tej Prakash Shrestha, Vijaya Chalise, Pramod Pradhan, Kalpana Pradhan, Rnju Shree Parajuli, Kapil Lamichhane, Dhruva Ghimire, Shyam Tamot, Vijaya Raj Acharya, Durga Lal Shrestha, Ratna Shamser Thapa, Santa Das Manandhar, Kashi Raj Subedi, Sarada Adhikari, Saurav Kiran Shrestha, Pradip Nepal and many other. Along with these writers and composers, artists and illustrators like Teak Bir Mukhiya, K. Karmacharya, Kulman Singha Bhandari, Shyam Lal Shrestha, Mohan Khadka, Alok Chalise, Uttam Kharel, Ekaram Maharjan, and many made great contributions to children's literature.
Many magazines for children and book publisher have made contribution in the development of children's books. The publication and distribution of children's books comprises a big business. New development in printing technologies made possible the publication the publication of more beautiful books. As fine, well-illustrated books received recognition, more talented writers and artists devoted their energies to the production of quality books for children.
Yet, the available literature for children in Nepal mainly bounds in biographies, short stories, folk tales, classical tales, and poems directly preaching moral education to the children. Most of these works are retold version of Sanskrit and folk literatures from Nepal and abroad. Of the available children's books in Nepal, many do not deal with facts and situations that are meaningful to the children. Children's literature embraces the whole content of the child's imaginative world and that of his daily environment, as well as certain ideas and sentiments characteristics of it. Therefore, writing for children is not easy; it is a tough job unlike what we presume. Children are very sensitive, so it is important to cater those right materials and to build an environment where their creative talents can be cultivated.
Nepal, a country that has gained multiparty democracy and is undergoing rapid modernization process, is in a stage of transitions. In such a situation, new social tensions emerged and even the value system undergoes a change. To remain relevant to the child, children's literatures must draw upon recent-day experiences in the life of the people. A child who cherishes his textbooks will want to move to on to other books, and we have to be ready for that.
14. State of publishing Children's literature in Nepal
The International Year of the Child 1970 gave some new momentum to children's book publication, which has made a little bit progress during the last few years. Nepal's printing history goes back almost as 150 years, when the first Rana Prime Minister Janga Bahadur Rana brought a small hand press on his way back home from Great Britain. Since then, many innovations have been made in printing technology and at present there more than a dozen-public and private sector establishments using this modern technology. However printing quality is being improved, publishing children's book in Nepal is burdened with problems. There is no reliable and effective source of centers for sale anywhere in the country. In backdrop of a market situation where the sale of Nepali children's literature, publishing houses have given up bringing out literary works for the child and have chosen text books instead. Publishers suffer financial losses, government neither subsides, nor does it have any concrete programme regarding children's book development. Despite the very sorry picture of growing literacy and average print run of a title are just 1000 to 2000 copies. Consequently, many of the publishers cut cost by using low-grade paper and omitting illustrations, which are so essential to children's book.
However, literacy has gone up in some extent, consumption other genres of books has increased and the publishing industry has grown considerably, but the Nepali literature along with children's literature seems to have lost its charm. Obviously, the systematic process of writing, printing, and packing, distribution, and reviews are essential to reasonable marketing efforts, which are neglected even today.
Though there are some regular publishers, the publishing industry is still in its infancy. Even the habit of buying books has not developed as they are expensive for many people, the quality is not always satisfactory, and they are not easily available in all parts of the country. Just high price, poor servicing or the non-availability of books at the right times are only partial explanation for the decline in reading habits. We can agree to the observation made by Ramesh Vikal that the hindrances are lack of systematic and well-organized writings, guardian's views and awareness in it, economic problems, negative influences from foreign picture books and comics, influences form television-serials, government's views on it regarding Nepali children's literature.
Contrary to the fact that books too are important to national development, government has totally neglected this sector. No special attention is paid to production of children's book except for textbooks. Literature helps mental and emotional development along with developing out their creativity of children however, reading outside school on non-text matter is not encouraged. Our entire schooling system is prejudiced by the realities of the syllabus; outside nothing is read or taught even in pre-primary and primary classes. Teachers are not required to go outside the syllabus and not encouraged to do much of their own innovations in classroom teaching. A rich tradition of story telling which we have had is dying out.
Across the world, the concept of the community library for the children is a relatively recent phenomenon, which followed the gradual acceptance of the principle of education for all as a basic child's rights. The mission of the children's library should focus on creating and strengthening reading habits in children from an early age. Rural communities lack literacy environment. Therefore, literacy agencies, can organize occasional book fairs at the main areas of the community. This will pave the tradition of reading and distribution of the reading materials. There are no sufficient children's libraries except a separate section for children's literature in Nepal National Library with some 1000 books on different subjects and another one assisted by Japan in Lainchaur. Shiva Bhakta Sharma has rightly observed the importance of children's literature in promoting formal education in our contest. He says, Primary Education Project of his Majesty's Government of Nepal has published about 42 supplementary reading materials for children and distributed them to schools in six districts showed the optimistic result. The enrolment was increased, the rate of dropouts was reduced, and there was also an increase of the number of passed students. All these show, the use of children's literature in primary education has been most effective."
The poor book-reading habit is also partly a result of insufficient literacy and poor purchasing power of the people. The majority of Nepal's schoolchildren come from poor and low-income families in rural areas. Nepal had declared for the basic education to all by 2000 AD, however, it has attained only 42 per cent literacy rate in the period of last 50 and more years. The number of enrolment of the children in the public and private schools across the country is very few and among them, many are pulled or dropped out from the school.
Therefore, poverty and illiteracy are the dominant reasons for readership growth of the children's literature. Most of the parents are not aware of the importance of reading non-formal literary works for children. Importance of reading out books should be emphasized and parents should be encouraged to inspire their children to read children's literature through advocacy programmes.
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