My Journey at Shree Bastipur Secondary School: Memories, Challenges, and Hopes

Laxman Kumar Sah

October 4, 2024

Shree Bastipur Secondary School, located in Ward No. 14 of Lahan Municipality, Siraha District, is one of the oldest schools in Nepal. It was founded in 2004 BS, just three years before Nepal became a democracy. Over the years, this school has earned a place of respect in the country’s history, producing thousands of skilled graduates who have gone on to serve the nation in various capacities.

However, in the last decade and a half, the school's educational standards have seen a noticeable decline. The reasons for this decline are many. Although four or five principals have been appointed during this time, the quality of education has not improved. Students still struggle to experience real progress in their education, and no one has spoken up strongly to address the issue. While there have been some small improvements recently, the core problems remain unresolved.

As an ex-student of this school (SEE Batch 2073), I, Laxman Kumar Sah, want to share my personal experiences. After completing my studies up to Class 7 in a boarding school, I got admitted to Shree Bastipur Secondary School, which was closer to my village, Govindpur, because of financial difficulties. At the time of my admission in Class 8, Mr. Subodh Nayak was the headmaster. I was assigned roll number 149, which stayed the same throughout my time in school until Class 10. This was because, although exams were held twice a year (half-yearly and annual), the results were never announced. Even if the exams were taken seriously by students, the roll numbers never changed. It didn’t matter how hard we worked—our rank was fixed from Class 1 to Class 10. It caused a lot of frustration among students. Many of us would beg our teachers, saying, “At least show us the marks of our subjects!”

The school routine was another unusual experience. Every day, teachers and students would gather, say prayers, and then the students would scatter around the school grounds while teachers sat and talked in the office. After a while, the bell would ring, and students would rush to class when they saw a teacher coming. After the teacher finished a quick lesson, he/she would return to the office, and the students would go outside again. The cycle would repeat throughout the day, with the students having long breaks between lessons. This was very different from the boarding school environment I was used to, where discipline was much stricter.

Despite this lack of order, many of the teachers were highly skilled. One of my teachers, Mr. Kapurdev, was strict but had a sharp sense of humor that made lessons interesting. He was known for scolding students with phrases like, “Anhara sillike basme khota,” but he was also an excellent teacher. Another teacher I remember fondly was Mr. Yogendra Yadav, who taught us Nepali. His style of teaching was calm and pleasant. Similarly, I enjoyed studying English under Mrs. Sachita Yadav, who was passionate about her subject and connected well with her students.

One experience that left a lasting impact on me occurred during my Class 8 final exams. I had studied very hard and was eager to see my results. When the results were announced, I was shocked to find that marks were given based on how close a student was to their teacher, not on their actual exam performance. A friend of mine who hadn’t even taken the exam somehow scored more than I did. As someone who was introverted and struggled with self-confidence, this was a difficult blow for me. My quiet nature meant that I didn’t have a close relationship with my teachers, and it became clear that this lack of personal connection affected my grades.

Towards the end of Class 9, we were introduced to a new headmaster, Mr. Ram Narayan Sah. He was a scholar of English, and we quickly formed a bond over our shared love for the subject. He was known throughout the district as “Dictionary” because of his remarkable knowledge of English. He could explain the meaning of any English word, and his grasp of grammar was unmatched.

In Classes 9 and 10, we had the privilege of learning from several highly skilled teachers. Mr. Ramji Sah, Mr. Surendra Yadav, Mr. Birendra Yadav, and Mr. Devendra Yadav were experts in their subjects, and their lessons made a lasting impression on us. Mr. Ramji Sah’s English lessons, Mr. Surendra Yadav’s simple explanations of science, and Mr. Birendra Yadav’s poetic recitations all contributed to our education in meaningful ways.

However, there were still gaps in the teaching staff. For example, we studied social studies with a computer teacher, population studies with a Nepali teacher of basic level and occasionally, science with a basic level math teacher. Sometimes, social studies lessons were even taken by the school accountant. This lack of proper teachers in key subjects meant we didn’t fully grasp some of the important topics. It wasn’t until the end of Class 10 that the school got a qualified social studies teacher, Mr. Manoj Kumar Yadav, but we were unfortunate not to benefit much from his expertise due to our limited time left in school.

Looking back, it’s clear that the problems the school faced during my time there still exist today. While some things have changed—new teachers, new leadership, and a few physical improvements—the same core issues persist. There is still a shortage of teachers, with only four at the basic level and nine at the secondary level. Students continue to express concerns about the lack of skilled teachers for social studies and computer subjects, and the absence of teachers for health and economics.

Despite having some very talented teachers, the overall academic standard remains low. The leadership needs to address these problems if the school is to improve. It is my hope that Sri Bastipur Secondary School can overcome these challenges and return to the excellence it once achieved.

This school has a rich history and has produced countless successful individuals. I sincerely wish that it will find its way back to providing quality education for future generations.