My Toys
Anurodh Poudel
My Toys I have many toys to play, They make me happy every day. My ball, my doll, and little train, We play together again and again. I love my toys with all my heart, They bring me joy from the very start.
बौद्धनाथ स्तूप
Shanaya Shrestha
बौद्धनाथ स्तूप बौद्धनाथ स्तूप काठमाडौँ जिल्लाको बौद्ध क्षेत्रमा अवस्थित छ । यो नेपालको सबैभन्दा ठुलो र प्रसिद्ध बौद्ध स्तूपमध्ये एक हो । बौद्ध धर्मावलम्बीहरूको महत्त्वपूर्ण तीर्थस्थलका रूपमा यसको विशेष धार्मिक र सांस्कृतिक महत्त्व रहेको छ । यस स्तूपसँग सम्बन्धित विभिन्न जनविश्वास र किंवदन्तीहरू प्रचलित छन् । यसको आकर्षक बनावट हेर्न तथा दर्शन गर्न नेपालका विभिन्न ठाउँका साथै संसारभरिबाट हजारौँ पर्यटक र श्रद्धालुहरू यहाँ आउने गर्छन् । बौद्धनाथ स्तूप नेपालको गौरवशाली सांस्कृतिक सम्पदामध्ये एक हो । म पनि बौद्धनाथ स्तूप गएकी छु ।
My Favorite Football Team
Noya Poudel
My Favorite Football Team Football is one of the most popular sports in the world. The FIFA World Cup is the biggest stage where the best national teams compete. Among all the teams, my favorite is Argentina. I admire Argentina because of its rich history, talented players, and exciting style of play. Argentina has won the FIFA World Cup three times, in 1978, 1986, and 2022, and has always been a strong team. Legendary players like Diego Maradona and Lionel Messi have made the team famous worldwide. Watching Argentina play is thrilling because they combine skill, teamwork, and passion. Their attacking style and beautiful goals make every match enjoyable. One of the main reasons I admire Argentina is Lionel Messi. His skill, dedication, and leadership make the team even more inspiring. Overall, Argentina is my favorite football team, and I always enjoy watching them play.
छुट्टीको सदुपयोग
Dibya Ghimire
यसपालिको स्कुल छुट्टीमा म केही दिन घरमै बसेँ । मैले घरमा आफ्ना बिदाका गृहकार्यहरू गरेँ । मेराे परिवारले केही दिन काठमाडाैँबाहिर घुम्न जाने सल्लाह गर्नुभयाे । त्यसपछि म परिवारसँग घुम्न गोर्खा गएँ । काठमाडाैँबाट नाैबिसे, मलेखु, मुग्लिन हुँदै गाेर्खा पुगिँदाे रहेछ । गोर्खा पुग्नका लागि हामीले चार घण्टाको यात्रा गर्नुपरेको थियो । गाेर्खा पहाडी जिल्लामा पर्दे रहेछ । मैले त्यहाँ अग्लाे स्थानमा रहेकाे गाेरखा दरबार देखेँ । त्यहाँबाट धेरै हिमालहरू देख्न पाइने रहेछ । त्यहाँ मैले निकै पुराना कुराहरू देखेँ । हामी गोर्खाका धेरै ठाउँहरू घुम्यौँ । गोर्खामा पुराना र रमाइला कुराहरू देखेर मलाई खुसी लाग्यो । त्यसपछि हामी चितवन गयौँ । हामीले थारु नाच हेर्याैँ । चितवनमा हामीले गैँडा पनि देख्याैँ । चितवनमा धेरै गर्मी थियो । चितवन घुमघाम गरेर त्यहाँका धेरै कुराहरू हेरेर अर्को दिन हामी घर फर्कियौँ ।
Danger of using Plastic Bags
Sarun Maharjan
Plastic bags are very bad for our Earth because they never rot away. When we throw away paper or food, it breaks down naturally, but plastic stays around for hundreds of years. Instead of disappearing, it just breaks into tiny pieces called microplastics that pollute the soil and water. Since plastic bags are so light, the wind easily blows them out of trash cans and landfills. They end up stuck in trees, floating in rivers, and messing up our beautiful parks and neighborhoods.Plastic bags are also very dangerous for animals, especially ocean wildlife. Sea turtles often mistake floating plastic bags for jellyfish, which is their favorite food. Birds and fish also eat plastic scraps by accident. When animals swallow plastic, it gets stuck in their stomachs, making them very sick because they cannot digest it. On land, plastic bags get stuck in storm drains and block the water. When it rains heavily, these clogged pipes cause bad floods in our streets and towns.We need to stop using single-use plastic bags right now to save our planet. Many cities are already banning them or making people pay extra money to use them. We can easily help by bringing our own reusable cloth bags whenever we go grocery shopping. Saying no to plastic bags is an easy choice that keeps our oceans clean, protects innocent animals, and keeps our Earth healthy.

म र मेराे परिचय
Rajshree Shrestha
मेराे नाम राजश्री श्रेष्ठ हाे । म कक्षा ७ मा पढ्छु । मेराे स्कुलकाे नाम डियरवाल्क सिफल स्कुल हाे । मलाई खेल खेल्न असाध्यै मनपर्छ । पढाइका अतिरिक्त अन्य क्षेत्रहरूमा सहभागी हुन हामीलाई विद्यालयले प्रेरित गरेकाे छ । मलाई विद्यालयका साथीहरूसँग खेल्न पाउँदा असाध्यै रमाइलाे लाग्छ । मेराे विद्यालयमा शिक्षकहरू असल र मायालु हुनुहुन्छ । मेराे विद्यालयमा उपयुक्त किसिमकाे सिक्ने वातावरण छ । मेरा बाबाकाे नाम कुन्दन श्रेष्ठ हाे भने मेरी आमाकाे नाम राजेश्वरी श्रेष्ठ हाे । मेराे एउटा भाइ छ । मेराे भाइकाे नाम काइरभ हाे । म ११ वर्षकी भएँ । मसँग एउटा सानाे कुकुर छ । त्यसकाे नाम लियाे हाे । लियाे धेरै चकचके छ । लियाे असाध्यै राम्राे छ । लियाे चकचके पनि छ । लियाे हामी सबैसँग खेल्न आउँछ । मलाई लियाेसँग खेल्न असाध्यै मन पर्छ । लियाेलाई हामीले हात माग्याैँ भने हात दिन्छ । मेरी आमाले म र मेराे भाइलाई असाध्यै माया गर्नुहुन्छ । मेराे परिवारमा म, आमा,बुबा,भाइ,ठुलाेबा, ठुलीआमा, हजुरआमा गरी जम्मा आठ जना सदस्य छाैँ । मेराे बाबा एक सफल व्यवसायी हुनुहुन्छ । म मेराे परिवारसँग असाध्यै खुसी छु । विद्यालयमा मेरा साथीहरू धेरै छन् । मैले साथीहरूकाे महत्त्व राम्ररी बुझेकाे छु । हाम्राे जीवनमा साथीकाे धेरै महत्त्व हुन्छ ।
Uniforms in Schools
Himamshu Bal
Uniforms in Schools I think that students should not wear uniforms. It can help students become more creative. It gives them a lot of choices and helps them become more responsible about how they dress up. Even if they dress up inappropriately, there are still dress codes that students have to follow. Students should not be required to wear uniforms because it can stifle self-expression, potentially be uncomfortable, and might not be inclusive of diverse cultural or religious attire. While some argue uniforms promote equality and reduce distractions, others see them as a barrier to individuality and a potential financial burden. A non-uniform approach empowers children to make daily choices about what they wear, fostering decision-making and responsibility from an early age. This practice encourages children to consider aspects such as appropriateness, comfort, and self-expression, helping them develop critical thinking and judgment skills. Uniforms do not let students express themselves, promote conformity over individuality, and do not improve attendance, academic preparedness, or test results. School uniforms do not allow students to express themselves through their clothes. They take away the freedom of our styling. Uniforms limit closet space. Kids who wear uniforms are more likely to be bullied. Uniforms don't allow children to be creative since they only teach them how to follow the rules.Uniforms can also affect a kid's self-image. There are also advantages to uniforms. School uniforms can also promote a sense of unity, discipline, and equality among students, while also potentially reducing bullying and distraction, and preparing students for future professional environments. By minimizing socioeconomic differences and fostering a sense of belonging, uniforms can create a more focused and positive learning environment. They can also increase uniformity in the group. Mostly, uniforms can also help strangers identify the school and its name. Though even people without uniforms, most of the schools already have id cards to find out about the school. They are also useful for people who don't want to overthink in the morning about what they want to wear and don’t have a lot in the morning.
आफ्नाे बारेमा
Reevan Jung Khatri
आफ्नाे बारेमामेरो नाम रिवान हो। म बानेश्वरमा बस्छु। म कक्षा एकमा पढ्छु। मलाई रातो रङ मन पर्छ। मलाई बर्गर खान मन पर्छ। मलाई गाईघाट जान मन पर्छ। म डियरवाक सिफल स्कुलमा पढ्छु। मेरो मिल्ने साथी सोहिल हो।
‘मसान’ : सामाजिक यथार्थ र नारी स्वतन्त्रताको आवाज
Zenith Attreya
‘मसान’ : सामाजिक यथार्थ र नारी स्वतन्त्रताको आवाज १. विषय परिचय / विषय प्रवेशनेपाली सामाजिक नाटक ‘मसान’ गोपालप्रसाद रिमालद्वारा लेखिएको साहित्यिक कृति हो। नेपाली साहित्यको आधुनिक लेखक गोपालप्रसाद रिमाल एक सामाजिक विषयको चर्चा गर्ने व्यक्तित्वका रूपमा स्थापित छन्। नेपाली कवितामा गद्य शैली भित्र्याउने लेखक गोपालप्रसाद रिमाल नै हुन्। वि.सं. २००३ मा प्रकाशित 'मसान' नाटक नेपाली नाटक आधुनिक मनोवैज्ञानिक कृति हो।वि.सं. २००३ मा प्रकाशित 'मसान' नाटक नेपाली नाटकमा नारीवादी चेतनाको प्रतिनिधित्व गर्ने अत्यन्त महत्त्वपूर्ण कृति हो । यस कृतिले नेपालको तत्कालीन समाजमा अवस्थित नारीमाथि गरिने भेद र आधारित शोषणलाई पर्दाफास गरेको छ। यसले विशेष गरी नारीलाई केवल पुरुषको वासना मेट्ने 'भोग्या' र वंश निरन्तरताका लागि 'सन्तान उत्पादन गर्ने साधन'का रूपमा मात्र हेर्ने तत्कालीन समाजको स्वार्थी सोचलाई उदाङ्गो पारेको छ।'मसान' केवल एउटा साधारण पारिवारिक कथा वा घटनाक्रमको विवरण मात्र होइन। प्राचीन मूल्यमान्यताहरू विरुद्ध नारीहरूको स्वतन्त्रतालाई प्रवर्धन गरिएको छ। यस नाटकलाई तत्कालीन सामाजिक मान्यता र विचारको विद्रोहकाे रूपमा लिन सकिन्छ।२. विषयवस्तु'मसान' नाटकको कथावस्तु तत्कालीन काठमाडौँ उपत्यकाको एउटा मध्यमवर्गीय र सामन्ती सोच भएको पारिवारिक परिवेशमा आधारित छ। यस नाटकका सम्पूर्ण घटनाक्रमहरू मूलतः कृष्ण, युवती तथा हेलेन र दुलही गरी यी तीन मुख्य पात्रहरूको सम्बन्ध, आन्तरिक द्वन्द्व र मानसिक उतारचढाव वरिपरि घुमेका छन्।कथाको उठान कृष्ण र युवतीको बाह्य रूपमा सुखी देखिने वैवाहिक जीवनबाट हुन्छ। युवती एक निष्कपट, भावुक र पतिलाई नै आफ्नो सबै थोक मान्ने सोझी नारी हुन्। उनमा आमा बन्ने तीव्र चाहना हुन्छ तर विवाहको लामो समयसम्म पनि बच्चा नभएपछि समाजले उनलाई नै दोषी बनाउँछ। यही सामाजिक दबाब र हीनभावका कारण युवतीले पतिको वंश थाम्न र कृष्णलाई खुसी पार्नका लागि आफैँ अगाडि सरेर दोस्रो विवाह गर्न बाध्य हुन्छिन् ।अर्कोतर्फ, कृष्ण भने बाहिर सोझो देखिए पनि असाध्यै स्वार्थी पुरुष हुन्। उनी युवतीको सुगठित शरीर र सौन्दर्य रूप सधैँभरि उपभोग गरिरहन चाहन्छन्। सन्तान भएमा युवतीको रूप बिग्रिन्छ र आफ्नो शारीरिक आनन्द घट्छ भन्ने सोचले गर्दा उनी युवतीलाई गोप्य रूपमा गर्भनिरोधक औषधि खुवाउँछन् ।युवतीको दबाबपछि कृष्णले वंश जोगाउने निहुँमा एउटी सानी उमेरकी अबोध बालिका दुलहीसँग दोस्रो विवाह गर्छन्। दुलही उमेरले निकै सानी, निष्पाप र दुनियाँको छलकपटबारे केही नबुझेकी पात्र हुन्। कृष्ण उनलाई केवल आफ्नो कामवासना र वंश थाम्ने साधनका रूपमा प्रयोग गर्छन्। उता युवतीले भने दुलहीलाई सौताको रूपमा हेरेर डाह वा ईर्ष्या गर्नुको साटो आफ्नै सानी बहिनी वा छोरीजस्तै माया र संरक्षण दिन्छिन्।तर नाटकमा त्यतिवेला ठुलो हलचल आउँछ र अकल्पनीय मोड लिन्छ, जब कृष्णले आफूलाई सन्तान नहोस् भनेर वर्षौँदेखि विष सरह औषधि खुवाउँदै आएको छलपूर्ण हर्कत युवतीले थाहा पाउँछिन्। आफूलाई सन्तानहीन बनाएर अर्की बालिकामाथि अत्याचार गर्ने पतिको यो असली अनुहार देखेर युवतीको साँचो माया, विश्वास र हृदय पुरै भत्किन्छ।पतिको यो क्रूरता र अमानवीय व्यवहार थाहा पाएपछि युवतीभित्र लामो समयदेखि गुम्सिएको चेतना र विद्रोहको ज्वाला बल्छ। जुन घरमा नारीका इच्छा, भावना, खुसी र अस्तित्वलाई हरेक दिन तड्पाएर मारिन्छ, त्यो घर नभएर 'मसान' (चिता वा मसानघाट) मात्र हो भन्ने उनले बुझ्छिन्। त्यसपछि उनले पुरुषको सामन्ती दम्भ र अत्याचारका विरुद्ध कडा विद्रोह गर्ने निर्णय गर्छिन्। उनी कृष्णको सम्पत्ति, आडम्बर र अत्याचारलाई पूर्ण रूपमा लत्याएर त्यो मसानरूपी घर सधैँका लागि छाडेर हिँड्छिन् । निस्कनुअघि उनले अबोध दुलहीलाई पनि पुरुषको यस्तै छल र शोषणबाट जोगिन तथा आफ्नो अधिकारका लागि सचेत रहन चेतावनी दिन्छिन्। यसरी कृष्णको स्वार्थ, दुलहीको असहायपन र युवतीको क्रान्तिकारी विद्रोहसँगै कथा अन्त्यतर्फ अघि बढ्छ।३. आलोचनात्मक विश्लेषण / पुस्तकप्रति मेरो दृष्टिकोणसबल पक्षहरू:सशक्त नारीवादी विद्रोही चेतना: वि.सं. २००३ जस्तो कठोर सामन्ती र सामाजिक बन्धनहरू भएको समयमा लेखिएको भए तापनि यस नाटकले प्रस्तुत गरेको नारीवादी चेतना अत्यन्तै प्रगतिशील छ। नारीलाई पुरुषको 'खेलौना' वा उपभोग्य वस्तु नभई स्वतन्त्र अस्तित्व, स्वाभिमान र विवेक भएको प्राणीका रूपमा उभ्याउनु यसको सबैभन्दा ठुलो सबल पक्ष हो।प्रतीकात्मक र सार्थक शीर्षक: 'मसान' शीर्षक आफैँमा अत्यन्त गहिरो, अर्थपूर्ण र प्रतीकात्मक छ। जसरी मसानघाटमा मृत शरीरहरूलाई जलाएर भस्म पारिन्छ, त्यसै गरी पुरुषप्रधान समाजको चौघेराभित्र नारीका सपना, भावना, मातृत्व र अस्तित्वलाई दिनहुँ जलाइन्छ भन्ने कटु सत्यलाई शीर्षकले सार्थक रूपमा पुष्टि गर्छ।मनोवैज्ञानिक तथा यथार्थपरक संवाद: नाटकका संवादहरू छोटा, तिखा, बोलीचालीका र पात्रहरूको आन्तरिक मनोविज्ञान एवं मानसिक द्वन्द्वलाई सहजै उजागर गर्ने खालका छन्।दुर्बल पक्षहरू:अन्त्यको अस्पष्टता: मुख्य पात्र युवतीले विद्रोह गरेर घर छाडेर हिँडेपछि उनको गन्तव्य के हुन्छ र उनको भविष्य कसरी अगाडि बढ्छ भन्ने कुरालाई नाटककारले स्पष्ट पारेका छैनन्, जसले पाठकमा केही अन्योल सिर्जना गर्छ।परिवेशको सीमितता: नाटकको कथावस्तु मुख्यतया एउटै घरको आन्तरिक कोठा र मध्यमवर्गीय पारिवारिक वातावरणमा मात्र सीमित रहेकाले यसले व्यापक सामाजिक आयामहरूलाई समेट्न सकेको छैन।निष्कर्ष:गोपालप्रसाद रिमालद्वारा लिखित 'मसान' नाटक एक ऐतिहासिक कृति हो। यस नाटकले तत्कालीन राणाकालीन तथा परम्परावादी नेपाली समाजभित्र गुम्सिएर रहेका नारी उत्पीडन, लिङ्गका आधारमा हुने विभेद, पुरुषप्रधान मानसिकता र मानसिक अत्याचारहरूलाई अत्यन्तै निडर ढङ्गले उजागर गरेको छ। नारीलाई केवल पुरुषको शारीरिक इच्छा पूरा गर्ने साधन वा वंश निरन्तरताका लागि सन्तान उत्पादन गर्ने यन्त्रका रूपमा मात्र हेर्ने सोच गलत र अमानवीय हो भन्ने सत्यलाई यस नाटकले प्रस्ट रूपमा प्रस्तुत गरेको छ।मुख्य पात्र युवतीको आन्तरिक द्वन्द्व, सहनशीलता र उनले गरेको विद्रोहको माध्यमबाट रिमालले सम्पूर्ण नारी वर्गलाई एउटा सशक्त सन्देश दिएका छन्। नारीहरू अबोध वा कमजोर बनेर समाजको अत्याचार र छललाई चुपचाप सहने होइन, बरु आफ्नो अस्तित्व, अस्मिता, स्वाभिमान र अधिकारको रक्षाका लागि आफैँ जाग्नुपर्छ र विद्रोह गर्नुपर्छ भन्ने विचार नाटकले अघि सारेको छ। पतिको घरलाई नै नारीको इच्छा र सपनाको मरण हुने 'मसान' को संज्ञा दिँदै घर त्याग्नु केवल एउटा पारिवारिक घटना मात्र होइन, यो त परम्परागत कुप्रथाको ठूलो प्रहार हो। खास गरी, यस नाटकले नेपाली साहित्यमा पुराना, कुहिएका र विभेदकारी सामाजिक मान्यताहरूलाई भत्काएर नारी अधिकार, स्वतन्त्रता र समानताको नयाँ चेतना फैलाउन अत्यन्तै महत्त्वपूर्ण भूमिका खेलेको छ।सिफारिस:नेपाली साहित्यको विकासक्रम, आधुनिक नाट्य परम्परा, नारीवादी चेतना, सामाजिक मनोवैज्ञानिक द्वन्द्व शैलीलाई गहिरोसँग अध्ययन र विश्लेषण गर्न चाहने हरेक पाठक, माध्यमिक तथा उच्च माध्यमिक तहका विद्यार्थी, प्राध्यापक तथा साहित्यका अनुसन्धाताहरूका लागि गोपालप्रसाद रिमालको 'मसान' नाटक एक सिफारिस योग्य र अनिवार्य रूपमा अध्ययन गर्नुपर्ने साहित्यिक कृति हो।
Your Lost Soul
Aakanchha Kharel
Death comesAnd death goesBut what it leaves behindNo one seems to knowPain, agony, fear, controlBurst of emotions with no homeFamilies breakSadness turns into angerThe stone in the familySuddenly faltersGrief will last longer than two decadesBlaming continues till there's nothing to live forFirst ones to crumbleWill be your familyThey’ll blame you, then themselves laterThe guilt will creep in like no otherYour mother will cryWhile your father begins to fall downSecond ones will be the people you truly loveYour found familyYour friends and loverThey will shake the worldWon’t believe what has happenedThey will be in denialBut then, the guilt will creep in“What if it’d been me, not you?”Is the question that will lingerYour death will affect more than it can senderLast ones will be your pastPeople you grew apart fromBut never forgotThey will listen and spread the story of the pastTheir long term grief,Will lastIt will leave slowly but you will always be in their heartsIn the far corner where all the pain seems to lastDeath comes and it goesYet what it brings, you’ll never know
चाहनाको त्यो फूल
Prasiddha Shrestha
बगैचामा अनेक थरिका फूलहरू फूल्छन्, केही राता, केही सेता त केही पहेला तर मलाई मनपर्ने फूल पक्कै भेटिएला त्यही फूलले भित्र्याउला खुसीका बहार अनि सुनाैला उपहार ।चाहनाको त्यस बगैचामा कति फूल ओइलिए होला भएन लेखाजाेखा गरिएन कयाैँ फूलको परवाह तर आज थाहा भयाे म पनि रहेछु त्यही फूलकाे एक अंश ?आफ्नै चाहनाको एक अंश ।मेरै हो बगैँचा जहाँ फूलहरू फुल्दै जान्छन्, ओइलाउँदै जान्छन् तर, अझै म त्यही ओइलाइसकेका फूलहरू खोज्दै हिँड्छु ? अनि म एउटा नयाँ फूलको चाहनामा कोपिला रोप्छु ।फूल महिमा अगणनीय छ ? हिजोको कोपिला, आजको लक्ष्य र भविष्य हाे ? एउटा सामान्य फूल ? अनि मेरै आशाको चित्तमाथिको एउटा माला ?
Book Review- Erika and King Tribhuvan
Shreevaani Dhungel
Book Review- Erika and King TribhuvanIntroduction:-The book ‘Erika and King Tribhuvan’ is a nonfiction memoir written by German physiotherapist Erika Leuchtag, first published in 1958 titled ‘With a King in the Clouds’ and later republished in its current title. The book follows a memoir where Erika encounters an intimate and unusual experience with King Tribhuvan Shah and The Royal Family of Nepal during the cruel Rana regime in Nepal where the Rana family controlled everything even the royals in the late 1940s and early 1950s, when the Rana rule was slowly being dismantled and democratic reform was beginning. Summary:-The memoir starts in December 1948, when Erika gets a surprising request: a letter from a European doctor inviting her to be a physiotherapist for the Senior Queen of Nepal, Kanti Rajya Lakshmi, who was in India at the time. Despite warnings from friends she agrees and takes the challenging journey over the Chandragiri Pass into Kathmandu in February 1949.Initially, Erika does not understand Nepal’s complicated political situation. Five powerful Rana prime ministers controlled the government, and the Shah monarchy mostly held a symbolic role. During her first visit to Singha Durbar, the Rana's seat of power, she senses something unusual is happening behind the scenes.At Narayanhiti Palace, Erika becomes more than just a health worker. She builds close friendships with the royal family, teaching them German and Western dance, having daily conversations, and gradually learning about their frustrations and hopes as their world shifts around them. She slowly learns about the Rana rule and the frustrations of King Tribhuvan.King Tribhuvan, in particular, stands out as a key figure. He is shown to be both sophisticated and deeply human. He and Erika share moments that reveal his wish for a freer life outside the restrictions of palace rule. In their shared quest to escape fear and limitation under the Rana regime, she becomes a trusted ally while planning his eventual escape to the Indian Embassy. This act helped bring an end to Rana control and led to a democratic interim government.Critical Analysis:-Throughout the story, I experienced personal and often emotional scenes. I always wondered how palace life especially in Nepal used to be and this book really helped me get a grasp. One moment that really made it seem realistic was during King Tribhuvan’s birthday where everybody had dinner and later sat down on the floor to play board games. This made me realise that even though they are royalty they are still people who love to have fun.Erika and the King is less about political history and more about personal experiences. It provides an insider’s view of the Royal family and King Tribhuvan’s life under the Rana regime through the eyes of Erika Leuchtag, a German physiotherapist who befriended the royal family. I genuinely appreciate the book for its close portrayal of people and palace life, offering diverse insights into the king’s personality, emotions, and frustrations as a monarch with limited power, instead of a dry listing of historical facts usually found in textbooks. However, it should be pointed out that while the story is engaging, it can feel dreamlike and does not have much political depth.Thus, Erika and the King is best understood as a character-driven narrative focusing on people and emotional bonds at a crucial time in Nepali history, not as an exploration of the political forces involved. In summary, the book’s greatest strength lies in its personal, human perspective and descriptions, while it does not really provide a detailed political history.Recommendation:-I recommend Erika and the King because it offers a unique and personal perspective on King Tribhuvan and Nepal’s history. It captures palace life and the king’s emotions. The book is engaging, easy to read, and filled with memorable and heart-touching stories. It is ideal for anyone who wants to understand history through the experiences of real people, not just dates and events or textbook knowledge. It is especially good for students and readers who enjoy memoirs that mix history, emotion and personal lives of the royals.Conclusion:-Erika and the King is a timeless memoir that combines personal experience with historical change. Through Erika Leuchtag’s point of view, King Tribhuvan becomes a complex and relatable figure and not just a name in history books. The memoir includes memorable moments and emotional insights. While the book is not really a political analysis, its focus on the lifestyle of people from the royals to the commons is its greatest strength. It helps us see how individuals lived, felt, and acted during a crucial time in Nepal’s history. For students, it provides engaging storytelling and a way to explore more about the end of Rana rule and the rise of the Shah monarchy, leaving us with more information than found in textbooks. Overall, Erika and the King is a valuable read for anyone interested in history, memoirs, or stories that reveal the human side of events.
मेरो देश
Rudraansh Jung Khadka
मेरो देशको नाम नेपाल हो। नेपालको राजधानी काठमाडौँ हो। नेपालको राष्ट्रिय भाषा नेपाली हो। राष्ट्रिय फूल लालीगुराँस, राष्ट्रिय जनावर गाई र राष्ट्रिय चरा डाँफे हो। नेपालको राष्ट्रिय झन्डा त्रिकोण आकारको छ, जुन संसारका अन्य देशहरूको झन्डाभन्दा फरक छ। नेपालमा धेरै हिमाल, पहाड, नदी र मन्दिरहरू छन्। संसारको सबैभन्दा अग्लो हिमाल सगरमाथा पनि नेपालमै छ। म नेपाली हुँ र मलाई मेरो देश नेपाल धेरै माया लाग्छ।
मेरो देश नेपाल
Adity Vaidya
मेरो देश नेपालको झन्डा त्रिकोणात्मक छ । यो देशमा अनेकौँ भाषा बोलिन्छन् जस्तैः नेपाली नेवारी, भोजपुरी, थारु आदि । नेपालको झन्डामा माथि चन्द्र र तल सूर्य अङ्कित छ । नेपालको झन्डामा रातो, निलो, सेतो रङ हुन्छन् । नेपालको राष्ट्रिय चिह्नहरू झन्डा, सिम्रिक रङ, गाई, निशान छाप, लालीगुराँस र डाफेँ हुन् । नेपाल भारत र चीनको बिचमा छ। नेपालका भू-भागलाई तीन भागमा विभाजन गरिएका छन् । ती हिमाल, पहाड र तराई हुन् । संसारको सबैभन्दा अग्लो हिमाल सगरमाथा नेपालमा छ। गौतम बुद्ध नेपालको लुम्बिनीमा जन्मनुभएको हो । मलाई मेराे देश प्याराे लाग्छ ।
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Articles
Zoo
Prabit Shakya
Sunday, October 7, 2018We, the students of grade 10 went zoo for a field visit with our EPH teacher, Mr. Kuldeep. We left the school at 9:30. We reached there within 20 minutes. We headed inside and took group photos. We first saw crocodiles and started taking photos. We also clicked photos of the renowned late personalities. We noted important information about animals, their habitat and their food. At 11:30 we stopped by for tiffin. We shared food with each other. After a while, we went to see some more animals. We saw different types of animals. We also saw varieties of birds, snakes, and fishes. Later, we went for boating. We enjoyed boating so much. We took group photos there as well. And, we finally left for school. Our school van was ready to pick us up. We climbed on the van and arrived at school around 2 pm. It was a great day. I enjoyed a lot.
Published on 1/8/2019
Friendship
Kamal Thapa Magar
“Walking with a friend in dark is better than walking alone in the light”.Friendship is a special bond between two or more than two people. I think without friendship life is boring because friends bring happiness and smile on our face. We all have friends. Friendship is a relationship of mutual affection between people. We cannot live our entire life all by ourselves. We need a faithful relationship and happy living. And these two are achieved only by true friendship. Friendship has no limit on age, sex, and position. Friendship can be developed between persons having different passions, emotions or sentiments.
Published on 1/28/2019
Journal On Zoo Visit
Aashik Singh Danwar
It was Sunday when we, the students of grade 10 went to the zoo with our respective teacher, Mr. Kuldeep Gupta. We reached the zoo at 10:30 am. We rested there for a while and headed inside. We saw different animals and birds. We got a chance to gather information about animals such as monkeys, tigers, elephants, bears, and birds such as parrots, eagles, vultures and so on. We took a short break after walking and exploring. We had our lunch and started exploring more. We got to know about reptiles as well. We didn’t leave a place to roam around. We had lots of fun. After we finished gathering enough information, we went for boating. It was one of the memorable moment of my life. I would like to heartily thank my teachers who gave us the opportunity to make beautiful memories with friends and help us explore different birds and animals. We wish to have more fruitful field visits like this.
Published on 11/28/2018
Journal On Zoo Visit
Jibika Khadka
On Sunday, October 7, 2018, it was our field visit to the zoo. We left the school at around 9:15 am. Mr. Kuldeep, our HPE teacher guided us to the zoo. This field visit was related to our study in which we had to know about different animals. We reached the zoo at 10:00 am. We were told the rules that we had to follow. We took group photos and headed forward. We saw different animals there. We had to take information about animals, too. We all took the photos of animals and wrote some information about it. We completed half way of the zoo at around 11:45 am. Then we sat on a place and had our tiffins there. We finished our tiffins at 12:30 pm and again went to take some information about animals. There were many kinds of animals and birds. We also took our group photos. We gathered a lot of information about the animals that we found in the zoo. After gathering all the information, we decided to go for boating. It was not planned before, it was on the spot decision. We divided our group to 6 each and took two boats. We had lots of fun while boating. We got out of the boat, took the school van and went back to school. Overall, it was a fun and memorable visit. We reached school at around 2:45 pm. We were very tired so we did not study any subjects and went home after school.
Published on 11/27/2018
Journal - Zoo
Samrat Bhattarai
We went to an educational tour of the central zoo on October 7, 2018. We were guided by our EPH teacher, Mr. Kuldeep. We left the school at 9:30 by school van. We reached there in about 20 minutes. We took a few group photos and headed inside. The first animal we saw was an alligator. We started clicking the photos of animals and details about them.Then, at 11:30 we went to have our tiffin. We shared our tiffins with each other. After we finished eating we headed forward and saw different kinds of birds and snakes.We also went boating. I took a full length video of boating. It was so much fun. It was my first time boating but I was not scared. It was a great experience. I enjoyed a lot.
Published on 12/6/2018
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