A house in the Makalu area of the Mountain Region, near Khandbari
Courtesy Linda Galantin

An open dwelling in Thumlingstar
Courtesy Linda Galantin

Education under Rana Rule

The Rana rulers, who placed Nepal under their feudal yoke for about 100 years until the beginning of the 1950s, feared an educated public. This fear also was held by Prime Minister Chandra Shamsher Rana, who established Tri-Chandra College in 1918 and named it after himself. During the inauguration of the college, Chandra Shamsher lamented that its opening was the ultimate death knell to Rana rule. He personally felt responsible for the downfall of Rana rule, and his words became prophetic for the crumbling of Rana political power in 1950-51.

The privileged access of members of the higher castes and wealthier economic strata to education was for centuries a distinguishing feature of society. The Ranas kept education the exclusive prerogative of the ruling elite the rest of the population remained largely illiterate. The Ranas were opposed to any form of public schooling for the people, although they emphasized formal instruction for their own children to prepare them for a place in the government.

The founder of the Rana regime, Jang Bahadur Kunwar, later known as Jang Bahadur Rana, decided to give his children an English education rather than the traditional religiously oriented training. In 1854 Jang Bahadur engaged an English tutor to hold classes for his children in the Rana palace. This act tipped the balance in favor of English education and established its supremacy over the traditional type of Sanskrit-based education. In 1991 English education still carried a higher status and prestige than did traditional education.

Jang Bahadur's successor opened these classes to all Rana children and formally organized them into Durbar High School. A brief shift in government education policy came in 1901, when Prime Minister Dev Shamsher Rana took office and called for sweeping education reforms. He proposed a system of universal public primary education, using Nepali as the language of instruction, and opening Durbar High School to children who were not members of the Rana clan. Dev Shamsher's policies were so unpopular that he was deposed within a few months. His call for reforms did not entirely disappear, however. A few Nepali-language primary schools in the Kathmandu Valley, the Hill Region, and the Tarai remained open, and the practice of admitting a few middle- and low-caste children to Durbar High School continued.

Before World War II (1939-45), several new English middle and high schools were founded in Patan, Biratnagar, and elsewhere, and a girls' high school was opened in Kathmandu. In the villages, public respect for education was increasing, largely as a result of the influence of returning Gurkha soldiers, many of whom had learned to read and write while serving in 700 n the British army. Some retired soldiers began giving rudimentary education to children in their villages. Some members of the high-caste, elite families sent their children to Patna University, Banaras Hindu University, or other universities in India for higher academic or technical training. It was in fact, some of these students, having realized how oppressive the policies of Rana rule were, who initiated antiRana movements, provided revolutionary cadres, and finally began the revolution that ultimately led to the overthrow of Rana rule in 1951.

Before the 1950-51 revolution, Nepal had 310 primary and middle schools, eleven high schools, two colleges, one normal school, and one special technical school. In the early 1950s, the average literacy rate was 5 percent. Literacy among males was 10 percent and among females less than 1 percent. Only 1 child in 100 attended school.

Data as of September 1991