Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

ECA/CCA ACTIVITIES - 2077 B.S.

1. Major In School Competitive Events:
S.N. Major In-School Representative Date Event Mode Achievers’ Name
Competitive Event Class
1. Best Lock-down Deed 1-10 Baishakh Virtual Umanga Ranjit, Std.II, 1st
- Ashad Bipasana K.C., Std. IV, 2nd
Swarnim Thapa, Std. III, 3rd
Prince Thapa, Std. I, Cons.
Shristi Giri, Std. IX, Cons.
2. Bhanubhakta Memorial Junior (1-6) 29th Virtual Hridaya Man Singh Basnet,
Nepali Poem Recitation Ashad Std.VI, 1st
Competition Prabal Acharya, Std.V, 2nd
Sutrishna Poudel, Std.V, 3rd
Ananya Karki, Std. III, Cons.
Khushi Bharati, Std. VI, Cons.

Rabeena Karki, Std.XI, 1st

Nisha Gurung, Std.IX, 2nd
Sareena Basnet, Std.XII, 3rd
Rhythm K.C., Std. VIII, Cons.
Nishana Adhikari, Std. IX,
Senior (7-12)
Cons.

3. Ripumardini Teej Vibes Junior (1-6) 6th Virtual Shiwani Thapa Magar,
Competitive Event Bhadra Std.VI, 1st
Deeksha Tamang, Std.III, 2nd
Krishma Pradhan, Std.II, 3rd
Krisha Bharati, Std. III, Cons.

Prijibi Magar, Std.X, 1st

Rupa Rana Magar, Std.X, 2nd
Shristi Giri, Std.IX, 3rd
Senior (7-12) Pooja Pulami Magar. XII,
Cons.

4. “Paint Your Imagination” Junior (1-6) 29th Virtual Kanchan Tamang, Std.VI, 1st
Open Art Competition Bhadra Aaditya Basnet, Std.II, 2nd
Saurav Puri, Std.V, 3rd
Khushi Bharati, Std. VI, Cons.
Aaron Katwal, Std. II, Cons.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Supriya Gurung, Std. II,

Cons.
Khushi Bharati, Std. VI, Cons.

Indira Thapa, Std.VIII, 1st

Gaurav Puri, Std.VIII, 2nd
Sharmila Thapa Magar,
Std.XII, 3rd
Rakhsya Magar, Std. VII,
Cons.
Senior (7-12) Aanchal Sunuwar, Std. IX,
Cons.
Pramisha Gharti Magar, Std.
XII, Cons.

5. +2 Level Oratory 11-12 27th Virtual Rojita Thami Magar, Std. XI,
Competition Poush 1st
Shreya Shrestha, Std. XI 2nd
Rabeena Karki, Std. XII 3rd
Sujan Khatri, Std. XI Cons.

6. Paint Your Imagination- 1 O3-04th Aarav Karki, Std. I, 1st

“Open Art Competition Magh Nishant Khadka, Std. I, 2nd
for Precise-I” Selvina Shrestha, Std. I, 3rd
Dikshit Subedi, Std. I, Cons.
7. Grade I-II Wide Oratory 1-2 12-14 Virtual Supriya Gurung, Std. II, 1st
Competition Magh Aarav Karki, Std. II, 2nd
Hemant Man Singh Basnet,
Std. I, 3rd
Ishwora Karki, Std. I, Cons.
Nishant Khadka, Std. I, Cons.
Aaron Katwal, Std. II, Cons.
8. Grade III-IV Wide Oratory 3-4 13-15 Virtual Shikha Baram, Std. IV, 1st
Competition Magh Dikshant Shrestha, Std. III,
2nd
Aaradhya K.C., Std. III, 3rd
Deeksha Tamang, Std. III,
Cons.
Bibash Dhamala, Std. IV,
Cons.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Swarnim Thapa, Std. IV,

Cons.

9. Grade V-VI Wide Oratory 5-6 14-16 Virtual Sutrishna Poudel, Std. V, 1st
Competition Magh Ekata Adhikari, Std. VI, 2nd
Bipasana K.C., Std. V, 3rd
Rideep Karki, Std. VI, Cons.
Prapti Bhattarai, Std. VI,
Cons.
Unnati Raut, Std. VI, Cons.
Hridaya Basnet, Std. VI,
Cons.
10. Grade VII-VIII Wide 7-8 16-18 Virtual Sacheta Adhikari, Std. VIII,
Oratory Competition Magh 1st
Indira Thapa, Std. VIII, 2nd
Deepika Pal, Std. VIII, 3rd
Sarwani Baidawar, Std. VIII,
Cons.
Pareesa Poudel, Std. VIII,
Cons.
Sampanna Jyoti Thapa, Std.
VII, Cons.
Sanjita Bohora, Std. VII,
Cons.
Suvangam K.C., Std. VII,
Cons.
11. Grade IX-X Wide Oratory 9-10 19-20 Virtual
Competition Magh
2. Major Out School Competitive Events:
S.N. Major Out Event Date Event Name of Achievers’ Position Deserved
School Mode Organizer Name Award/Pri
Competitive ze
Event
1. Inter-school 30th May Virtual Nepal Cancer Sacheta 1st Trophy,
Oratory 2020 Relief Adhikari, Std. Certificate
Completion Society(NCRS) VIII & Cash
Worth
NRS.
10,000/-

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

2. Sainikian Talent 26th June Virtual Sallaghari Shiwani Junior Cash

Hunt 2020 Alumini Thapa, Std. VI Category Worth
Association Best Talent NRS.
Nepal (SAAN) 3,000/-
and Pizza
Rimisha Coupon
Gurung, Std. Senior
XII Category,
Cons.(Dan Cash
ce) Worth
NRS.
2,000/-
and Gift
Hamper

3. District Level 14th Virtual Rural Education Sareena 3rd Trophy,

Inter-School September & Environment Basnet, Std. Certificate
Essay 2020 Development XII & Cash
Competition Centre, Nepal Worth
NRS.
1500/-
4. First Kageshwori 12 – 13 Virtual Kageshwori Rita Shrestha, 3 rd
Trophy,
Manohara October Manohara Std. XII Certificate
Virtual 2020 Municipal Sports & Cash
Taekwondo Development Worth
National Open Committee and NRS.
Poomsae Mulpani 1,000/-
Championship Taekwondo
Dojang
5. Secondary Level 14th Virtual Aavinav Sahitya Indira Thapa, 2nd Certificate
Bikal Baal Prativa November Samaj, Std. VIII , Medal,
Puraskar 2020 Gokarneshwor, Cash
Kathmandu Worth
NRS.
2,000/- &
Baal
Pustak of
Worth
NRS.
1,000/-

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

6. Samriddhi 4th Virtual Samriddhi Diwas Rai, Selection Certificate

School Online December School, Balaju in Std. X in Top 30 s and
Art Competition 2020 Association with Artists and Honor
2020 YOUNG PICASSO Aachal their
Sunuwar, Painting
Std. X was
Exhibited
in Patan
Museum
th th
7. First 11 -12 Virtual Budhanilkhanta Rita Shrestha, 2nd Virtual
Budhanilkhanta December Taekwondo Std. XII Certificate
Open National 2020 Dojang
Taekwondo
Poomsae
Championship
8. Inter Army 11th Physical Directorate of Indira Thapa, 2nd Trophy
School Quiz January Welfare Std. VIII and
Competition on 2021 Planning, Nepali Purushottam Certificate
the auspicious Army Adhikari, Std. s
th
occasion of 299 XI
Prithvi Jayanti Benju
Gurung,
Std. XII

3. Historic Achievement:
S.N. Precise Historic Achievment Event Date Event Mode Name of Organizer

1. British Council International 20th October Virtual British Council Connecting Classroom
School Award (ISA) 2020- 2020
2023 Award Ceremony

Best International
Collaborative Project Award
4. Ripumardini – “A Garden of Discovery”, Theme Based Activities
S.N. Title of Theme Based Activites Event Mode Date

1. Ripumardini – “A Garden of Discovery”, Part- One Virtual 30th May 2020

2. Ripumardini – “A Garden of Discovery”, Part- Two Virtual 6th June 2020
3. Ripumardini – “A Garden of Discovery”, Part- Three Virtual 20th June 2020

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

4. Ripumardini – “A Garden of Discovery”, Part- Four Virtual 25th September

2020

5. Upcoming Events:
S.N. Name of the events Event Mode Date

1. 7th Valley Wide Inter-school Art Competition Physical 12th February 2021
2. 1st CoAS Inter-school Science Exhibition Competitive Event Physical 16th – 18th
February 2021
th
3. 16 Annual Day Prize Distribution Physical 18th February 2021
4. Ripumardini Got Talent (Senior and Junior) Physical 19th – 26th March
2021

6. Academic Excellence Merit Holders 2076/77:

S.N. Name of Merit Holders Class

1. Shreya Thapa PRECISE ONE

2. Ronish Khatri INTUITIVE TWO
3. Rasin Bista INSIGHTFUL THREE
4. Sutrishna Poudel MAGICAL FOUR
5. Rideep Karki METICULUS FIVE
6. Diplop Tamang VIGILANT SIX
7. Gaurav Puri PRAGMATIC SEVEN
8. Nisha Gurung DYNAMIC EIGHT

9. Rupa Rana Magar CONSCIENTIOUS NINE

10. Krishna Khadka | Pooja Rai VIBRANT TEN

11. Benju Gurung MODEST ELEVEN

12. Shruti Shrestha GENUINE TWELVE

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
 Bal Ganesh
Aayusha Lamsal
Class: 2
G
anesh also known as
Ganapati is an elephant
headed god. He is the
son of Lord Shiva and Parwati.
He defeats the ones who are
evil. Parwati made him by her
hand’s dirt. I love him because
he is smart, caring, kind and has a good
manner.
 My Visit to Park
Aayan Neupane
Class: 2
One day, I went to visit Kathmandu Fun Park
with my family. We reached there at about
10 am. We took the entrance ticket. We
entered the park; I was amazed to see the
big park and dummy Motu and Patlu. I
clicked photo with Motu and Patlu. I
requested my parents to have a car ride. I
enjoyed it a lot. I also enjoyed a lot with
water games. There were so many children
visiting the park. I also enjoyed swing and
slide. After that we went to the food stalls.
We ate burger and pizza. Finally, it was
evening and time to depart from the park. So
we moved around 5pm form there. I enjoyed
a lot. It was one of the exciting and
memorable times with my parents, which I
never forget in my life.
 My Favorite Cartoon
"Chhota Bheem"
Aditi Chapagain
Class: 2
Chhota Bheem is a story based in a village
named Dolakpur. Bheem is a 9-year-old boy
who is very intelligent and brave. He always
helps the villagers. He is the favorite of all the
people in the village except some. Kaliya is a
character who always gets jealous of Bheem.
Where Bheem always helps people on the
other side, Kaliya used to ruin things. He was
jealous of the popularity of Bheem.
Chutki is the female character of the show.
She is the daughter of the Tuntun Mausi.
Tuntun Mausi makes very tasty laddoos. Raju
and Jaggus are also the characters of this
show. Raju and Jaggu have a rivalry with
Kaliya and his friends. Kaliya has his sidekicks,
twin brothers, Dholu, and Bholu. Kaliya wants
to prove that he is better than Bheem. But he
fails every time; Bheem is always kind to
others. Bheem always helps others.
The story revolves
around the rivalry
between Bheem and
Kaliya. Most episodes
revolve around the
problems of villagers
and how Bheem solves it. It is a very popular
show in India and Nepal as well. It is very
famous among the children. It is considered
as the largest children’s entertainment brand.
Conclusion: At the end, I want to add that
the cartoon industry is very vast and popular.
It has a large group of audience. The
products of these famous cartoon characters
like pencil, bags, Tiffin box are popular
among the children. Nowadays, the
animation is useful everywhere, not only
children but the working corporate
professionals also uses this animation
presentation idea. My favorite cartoons have
helped me to be courageous and made me
learn various good habits.
 Ganesha’s Birth Story
Yunika Basnet
Class: 4
Lord Shiva and Goddess Parvati would stay
on Mount Kailash, making it their abode.
Most of the time, Shiva
would be out fulfilling
other responsibilities
while Parvati was alone
at the mountain.
One day, on such a
similar occasion, Parvati
had to go to take a bath and did not wish to
be disturbed by anyone at all. Parvati ended
up making a statue of a child from turmeric
and breathed life into him. She called the
child Ganesha, and he was absolutely loyal
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
to her. She asked him to guard the home
while she took a bath. Yet again, Shiva
showed up and proceeded to enter the
house. But this time, he was stopped by
Ganesha who refused to move aside. Shiva
did not know who this unknown child was, So
he asked his forces to destroy the child. But
Ganesha had the powers bestowed on him
by Parvati and defeated Shiva’s army. Shiva,
known for his extreme fury, lost control on his
temper and ended up beheading Ganesha.
When Parvati stepped out and saw the
dead body of her creation, her fury knew no
bounds. She lashed out at Shiva and
threatened to destroy the entire universe as a
consequence of those actions. Now, the
universe was the responsibility of Bramha,
Vishnu, and Shiva. Brahma witnessed the
wrath of Parvati and apologized on behalf of
Shiva to her, advising her to not destroy the
universe. Parvati relented on the conditions
that Ganesha be brought back to life and be
worshipped as the primary God. Shiva, too,
realized the mistake he committed in his rage
and apologized to Parvati. He advised his
troops to go into the forest and get the head
of the first animal they spot. Incidentally, they
came across an elephant and brought back
his head. This was then placed over the body
and Shiva brought him to life, also accepting
him as his own son. This is how Ganesha was
born as we know and is now worshipped as
the god of gods.
Moral
As much as this story talks about the birth, it
teaches us an important lesson on how
anger can cause harm to our near and dear
ones and how necessary it is to rectify our
mistakes as soon as we can.
 Cooperation
Avinga Raut
Class: 2
# The way lame man and the blind men
helped each other.
Two poor men were invited to a feast at
the King's palace. One of the men was blind,
while the other could not walk. "What a pity it
is," said the blind man. "That we cannot go
for we would have enough to eat and drink
for once. But I am blind and cannot see the
way and you are lame and cannot walk.
"Take my advice, said the lame man" and we
can both go. You carry me and I'll show you
the way to go".
“A fine idea," said the blind man, so he
took the lame man on his back and trudged
along the palace and both enjoyed the
King's feast after all.
Moral: We should help each other.
 Nature
Kanchan Tamang
Class: 6
We live on the most beautiful planet. That is
definitely the Earth which has very clean and
attractive nature full of greenery. Nature is
our best friend which provides us all the
resources to live here. It gives us water to
drink, pure air to breathe, food to eat, land
to stay, animals, plants etc for our and others
uses etc. for our betterment. We should fully
enjoy the nature without disturbing its
balance. We should care our nature, make it
peaceful, keep it clean and prevent it from
the destruction so that we can enjoy our
nature forever. The nature is everything
around us with beautiful environment. We
observe natural changes in it, hear it and feel
it everywhere. We should take full advantage
of the nature and go out of home for the
morning’s walk daily to breathe pure air and
enjoy morning's beauty of nature.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

 Don’t Quit “Pahadi”. Well my father used to say that he

Deepika Mishra used to go to dense forest for cows and
Class: 11 buffaloes to graze, cut grass for cattle, chop
wood or your grandma’s kitchen Chulo

W
hen things go wrong, as they succeeding all these we walked a distance
sometimes will, of 3 to 4 km to go school. But if it was not a
When the road you’re trudging big deal for us.
seems up hill, While listening to him my mind blowed away
When the funds are low and the debts are and started imagining that if, I would also
high, undergo all these situations how would life
And you want to smile, but you have to sigh. be.
When care is pressing you down a bit, I thought of hard work,
Rest; If you want; but don’t you determination and
quit. being a pure Pahadi.
That’s! What I need. So, I
Life is quiet with its twists and started from the road
turns, not exactly difficult,
As every one of us sometimes waking through the day
learns. to way of the home. I
And many a failure turns about realized that we need experienced legs,
When he might have won had he energy and lots of patience.
stuck it out; Finally, I reached my home almost ready to
Don’t give up, though the pace take a cool bath. I need to go to water mill
seems slow; “Panighatta” to get flour for tonight food.
You might succeed with another Flour is ready now and the remaining course
blow. of food which includes Dal, Tarkari, Achar
and salad. I collected some spinach, tomato,
Often the goal is nearer than Pudina and for salad, cucumber, carrot and
It seems to a faint and faltering man, Radish from the field ‘Khet’. The food course
Often the struggle has given up is never incomplete ‘whatever happens’
When he might have captured the victor’s everything is done now. I need to cook food
cup. for my buffalo which is called Dana and
And he reached too late, when the night green fresh grass which I cut for my goats.
slipped down. Wow! How can I forget chopping woods to
How close he was to the golden crown. cook, food. It was really hard. Finally it’s time
to bath. I took bath after all this work. Kurr!
Success is failure turned inside out; Kurr! Seems like rats are playing football on
The silver tint of the clouds of doublet; my stomach. Everything is ready Roti, Dal,
And you never can tell how close you are Tarkari, Achar and fresh milk which, I got from
It may be near when it seems afar; my dear buffalo.
So stick to the fight when you’re hardest hit; Time to listen news. Perfect its 9 pm. The
It’s when things seem worst that you mustn’t news must be coming at any time.
quit! Whatever the hard work the main thing we
get is pleasure which many people now a
 Imagining days have lost.
Deepika Pal The sleep is best after the busy day of
Class: 8 imagination.

I
was born in a very remote area of Far-
western district Darchula. But, I haven’t or
never has tested how exactly it is to be
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

 Did I Miss Anything? • 29th May is officially “Put a Pillow on Your

Sumitra K.C. Fridge Day”
Class: 12 • Europhobia is an irrational fear of fun or
happiness.
Summary • 7% of American adults believe that
The poem 'Did I miss anything' by Tom Way chocolate milk comes from brown cows.
Man, a modernist poet is all about the
frustration of a teacher who has frequently  My Favorite Hero
been asked by the absent students. “Did I Rijan Neupane
miss anything?” The tone of the poem is Class: 2
angry, sarcastic and humorous. Each stanza
in the poem begins with nothing and
My Favorite hero’s name is
everything.
Rajesh Hamal. His father's
The poet begins by saying nothing and
name is Chuda Bahadur
adds that he has missed nothing as they
Hamal. His mother's name
realized that he was not there and hence
is Renu Kc Hamal. He lives
they were sitting quietly for two hours with
in Kathmandu. He is
their hands on the desks. In the next stanza,
'Mahanayak' of Nepali
the teacher’s anger comes out. He tells the
Film industry. His film is interesting. He got
absentees that he taught the lessons which
national Award for the best debut actor.
covered 40% of the term syllabus and also
''Yug Dekhi Yug Samma.''He made more than
assigned the students a quiz which is worth
100 films.
50% of the term paper’s mark. According to
the teacher, he (student) missed nothing as
 Bhanubhakta Acharya
the course has no values or meanings. In the
Srijan Adhikari
fourth stanza, the poet says that shortly after
Class: 2
he began teaching an angel just appeared
that told about the ways to attain wisdom for
Bhanubhakta Acharya
the life and also that this is the last class after
was a Nepali poet, who
which they will have to spread the good
translated the great epic
news to the world. The tone again reverts to
Ramayana from Sanskrit
sarcastic. The teacher asks the student how
anything can happen in the class without to Nepali language. He
is known as Adikabi of
him(student) to grab, examine and
Nepali literature. His
understand. It was an opportunity which he
father's name Dhananjaya Acharya. His
has now.
mother's name is Dharmawati Acharya. His
grandfather’s name is Shree Krishna Acharya.
 Fun Facts
He was born on 1871B.S. in Chundi Besi
Manish Bhattarai
Ramgha of Tanahu District. He was educated
Class: 2
by his grandfather Shree Krishna Acharya
and he was also educated in Kasi. He was
• Banging your head against a wall for one
inspired from Ghasi to do something be
hour burns 150 calories.
famous. He had written many epics and
• In Switzerland, it is illegal to own just one
poemsand like Ramayana, Badhu Shikhya,
guinea pig.
Prasna Uttar, Bhakta Mala etc. These are his
• Pteronophobia is the fear of being tickled
famous books. He died in 1925B.S. Every year,
by feathers.
we celebrate Bhanu Jayanti in Asar 29.
• Snakes can help predict earthquakes.
Bhanubhakta Acharya is one of the famous
• Crows can hold grudges against specific
poets who made Nepali Language
individual people.

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
renowned. I love Bhanubhakta Acharya very
much.
 My Favourite Fruit Mango
Aaditya Lamichhane
Class: 2
Mango is loved by almost all. It grows well
during the summer season. There are many
types of mangoes. It has a big hard seed.
Mango is green and yellow in color. It is a
very sweet and delicious fruit. It is regarded
as the king of fruits. It is a good source of
various vitamins and minerals. Mango is used
to make salad, juice, jams, milkshake and
pickle. Mango leaves are used to decorate
the door of the house and the Puja Kalash.
Mango is my favorite fruit and I love very
much.
 My First Day in The School
Aarsan K.C.
Class: 2
I still remember my first day at school. My
mother woke me up early in the morning and
after my bath and breakfast, I got dressed in
new school uniform. I was very excited. I got
admitted to my new school. I got my new
friends and teachers. I saw my school. My
School building was beautiful. My school was
neat and clean. I became very happy at
that time.
 Pasang Lhamu Sherpa
Sushant Pokhrel
Class: 2
Pasang Lahmu Sherpa
was the first Nepali
woman to climb Mount
Everest. She climbed
Mount Everest in April,
1933. She was born on
10 th December1961AD in Chausikharka.
Before her, one women Junko Tebei of Japan
had climbed the Everest. She always liked to
do new things. She liked going to new
places, meeting new people can gain
knowledge from them. She was very hard
working. She tried to climb Everest three times
before she finally succeeded.
 Be a Failure
Sandhya Basaula
Class: 11
I am not a simpleton person, but I support
failure. This may be strange and some may
think it is nebulous, but this is true. If you are
failure, you will have more reason to
succeed, so I always wish to fail in life. But I
am not a simpleton person, I repeat. Success
should never define us. We should define
success. Failing of a person doesn’t define
his/her ability to succeed. Anybody can earn
success. But we need to be failure to achieve
success. If we unconsciously fail for fifth time
and if we succeed in our challenges, we will
get to learn four new ideas that don’t work.
Woman only fail but the opportunity to learn
for new ideas that don’t work. If our first
attempt is on target, we would never know
what it actually takes to reach the target. To
know what it takes, we must be a failure.
Failing is not the end of progress but the
beginning of a new successful journey. To
give up is to end the journey. So, never give
up. A failure will have multiple ideas which
may not work, but is sure and certain. If we
keep on trying, we will surely succeed. So, we
need to learn to welcome failure in life.
 Globalizaiton
Dilmaya Tamang
Class: 12
Globalization or
globalizations is
two process of
interaction and
integrating
among people, companies, and govern
worldwide. Globalization has accelerated
since 18th century due to advance in
transportation and communication
technology. This increase in global
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
interaction has caused a growth in
international trade and the exchange of
ideas, Culture-globalization is primarily an
economic process of interaction and
integration that is associated with coil and
cultural aspects. However, conflicts and
kleptomania are also large parts of history of
globalizing, and modern globalization.
 Some Facts
Bibhusan Khadka
Class: 5
Why is the Ocean Blue?
The ocean is blue because water absorbs
colors in the red part of the light spectrum.
Like a filter, this leaves behind colors in
the blue part of the light spectrum for us to
see. The ocean may also take on green, red,
or other hues as light bounces off of floating
sediments and particles in the water.
# Why do we vomit while travelling?
Motion sickness is a very common
disturbance of the inner ear. It is caused by
repeated motion from a vehicle or any other
movements that disturb the inner ear. Some
people experience nausea and
even vomiting when riding an airplane,
automobile, or amusement park ride.
This is what happens when a black hole
swallows a star
As the star gets sucked up into the black
hole, a huge jet of
plasma is burped
out, spanning
hundreds of light-
years. "When the
star is ripped apart
by the gravitational
forces of the black hole, some part of the
stars’ remains falls into the black hole, while
the rest is ejected at high speed.
How VPN (Virtual Private Network) does
works?
Data is transmitted from your client machine
to a point in your VPN network. The VPN point
encrypts your data and sends it through the
internet. Another point in your VPN network
decrypts your data and sends it to the
appropriate internet resource, such as a web
server, an email server, or your company's
intranet.
How does Bit coin work?
Each Bit coin is basically a computer file
which is stored in a 'digital wallet' app on a
smartphone or computer. People can
send Bit coins (or part of one) to your digital
wallet, and you can send Bit coins to other
people. ... You can sell things and let people
pay you with Bit coins.
How many days can we survive without
sleep?
The longest recorded time without sleep is
approximately 264 hours, or just over 11
consecutive days. Although it's unclear
exactly how long humans can survive without
sleep, it isn't long before the effects of sleep
deprivation start to show. After only three or
four nights without sleep, you can start to
hallucinate.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

 The Lion and the Cows  Hope

Uzin Devkota Rohit Rai
Class: 1 Class: 5

Once upon a time, there lived four cows in If you always try your best
the forest. Every day they used to graze Then you’ll never have to wonder
together in a particular spot. They were all About what you could have done
friends. One day a lion saw the cow grazing If you’d summoned all your thunder
together. The lion wanted to eat them so he And if you’re best
went to catch them. When the cows saw the Was not as goodAs you hoped it would be,
lion, all of them fought with him. The lion had You still could say,
to run away. A few days passed and the cow “I gave today
quarreled between themselves and started All that I had in me”.
gazing separately. One by one, the lion killed
all of them and ate them up.  My Recent Birthday
Aarav Karki
 Doraemon Class: 1
Suprim Regmi
Class: 1 I was not very happy
on my birthday
Doraemon is my 2nd favorite cartoon because it was
show. It is a cat robot who has superpower. lockdown. I didn’t
He lives at Nobita’s house. Nobita is a very want to wake up
lazy character but innocent. He always gets from my bed. “No
himself in trouble, and whenever he is in Cake, No Balloons,
trouble, Doraemon will be there to help him. No Party this year”, was the only thrills on my
Nobita has a mind. I heard a sweet whisper. “Happy
female friend Birthday Aarav Dear” and I woke up. I was
named Shuzuka. surprised to see my room; it was full with
Nobita has several balloons and streamers made by my mother.
enemies, too, She also made a cake and prepare my
Suniyo and Jiyan. favorite dishes. I was so happy. It was the
They are best friends. They always put Nobita best day of my life.
in trouble and make him feel embarrassed in
front of Shuzuka. But Doraemon always  Zoo Visit
comes to help him. By using his superpower Abhyas Acharya
and gadgets, he teaches a lesson to Suniyo Class: 1
and Jiyan.Also, Jiyan is a very bad singer. He
always irritates people by singing songs. One year ago, I visited a zoo with my
Doraemon loves Nobita and Doraemon friends in Jawalakhel, Lalitpur. There were
always helps Nobita in his homework. After many animals in the zoo. We went there by
all, they are cartoon characters and we bus. With my all friends, it was even more fun.
need to see them for entertainment purposes At first, we saw a crocodile. It was grey in
only. Doraemon teaches us lots of positive color and then we saw
lessons. So we should not wait for Doraemon deer. Some of them had
to come and help us. We should do it by horns and some of them
ourselves. Another lesson which the show did not. Then I saw
Doraemon teaches is that we should not monkeys jumping from
bully someone. These are the reasons why I one tree to another. There was a
love Doraemon. I am sure that many younger chimpanzee too, eating bananas. Then I saw
generation kids love this show. a tiger, it was very big. There was an
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

aquarium with many fishes. Then I saw snake  Our National Flag
in a tank. There were many birds as well. We Biru Hang Rai
also saw an ostrich and peacock. I even Class: 1
rode an elephant which was awesome. The National Flag of
There was children Park inside the zoo. There Nepal is red with a blue border around the
were many games like slides, swings, seesaw unique shapes of two overlapping right
and many other interesting events shows. We triangles. Nepal is the only country in the
ate hygienic homemade food together world with triangular shape flag. All other
sharing the same dishes. Finally, we reached countries in the world have quadrilateral
home storing rejoicing memories. flags. The red color in the flag is the sign of
victory and bravery.
 Our Country
Aiden Rana Magar  Birds
Class: 1 Kriti Ghimire
Class: 1
Our county’s name is Nepal. It is small and
beautiful. Kathmandu is the capital city of Birds are beautiful
Nepal. There are 7 provinces and 77 districts They say chu-chu
in my country. There are many exciting and They have many colors
beautiful places to visit like; Mt. Everest, They have soft feathers
Phewa Lake, Lumbini, Pashupati temple, They have horny beaks
Swayambhunath temple etc. Nepal is They are King of the tree.
divided into 3 regions. Himalayan, Hilly and  My Aim
Terai. Our national flag has triangular shape Sesang Gurung
with crimson red and blue boarders with Class: 1
moon and sun which is unique all over the
world. My aim in life is to become an Army. Army
is a fighter. They fight for the country and
 Our Teaches people. They are well trained. They are
Believe Bohora always ready to defend the country and die
Class: 1 for it. Being an army is an honorable matter
and I want my parents to be proud of me for
Our class
joining the army service of my country.
teacher is Mrs.
Krishna Thapa. My Country
She is beautiful Aaradhaya K.C.
and smart. She
Class: 3
teaches us
Mathematics
and Nepali. On My country’s name is Nepal. It has very
the other hand, beautiful places. There are three regions in
our next teacher is Mrs. Papana Khanal. She Nepal-Terai region, Hilly region and
teaches us three subjects; English, Hamro Himalayan region. The highest mountain of
Serophero and Fine Arts and Craft. Both of the world is in Nepal. Nepal is the richest
the teachers are very kind and friendly. They country in water resources. There are more
motivate us to learn different types of polite than hundred languages in Nepal. There are
words and ask questions. Our teachers give many rituals in Nepal. In Nepal. All the people
full attention to each student. Sometime our
live happily and by helping each other.
teachers make a joke to entertain us. I love
Kathmandu is the capital city of Nepal.
my teachers very much. School is My Home;
Teachers are My Patents. Nepal lies between China and India. I love
my country very much.

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
 Football
Yanjan Karki
Class: 3
Football is also known as soccer. It is
played between two teams. Each team has
11 players. The players have to score a goal
by kicking the ball in the opponent’s team’s
goalpost. The world cup football is the
biggest soccer in the world. World cup is
organized by FIFA every four years. I like to
see and play football very much.
 Mother
Sarad Basnet
Class: 3
My mother’s name is Sita Basnet. She is a
housewife. She is 29 years old. She cooks
delicious food for us. She loves us very much.
She likes red colour. She is busy in household
work. Sometimes, I ask her to play with me.
She is very kind and helpful. She always smiles
while I ask to play with me. I love my mother
very much. She is the best person in the
world.
 My best Friend
Yanjan Karki
Class: 3
My best friend’s name is Umanga Ranjit. He
is a clever boy. He is nine years old. He loves
to play football. He has a sister. His favorite
food is Mo: Mo:. He lives in Balaju,
Kathmandu. He always shares lunch with me.
He always helps me whenever I need his
help. He is quite famous in school because
he is very sincere and good in studies.
Everyone loves him beacue of his kind nature
and hardworking habits.
 Brother
Samir Tamang
Class: 3
I wonder for them those who don’t have
any siblings. How boring it would be without a
brother. I am quite lucky in this regard. I have
younger brother and his name name is Sahir
Tamang. He is four years old. He is in grade
L.K.G. He is very playful and very lovable. His
favorite food is mo: mo: and burger. His
favorite game is football. His favorite color is
red. He loves to wear shirt and pant. He loves
me and I love him too. We play games and
watch television together. Sometimes he
becomes angry with me while playing
games.
 Father
Raman Thapa
Class: 3
My father’s name is Mohan Thapa. He is an
army. He is 36 years old. He loves and cares
me. He likes to eat Mo: Mo: and rice
pudding. He likes to wear coat and pants. He
likes to play volleyball. He loves to travel. He
loves to watch movies. His favorite colour is
red. Sometimes he takes us to visit Children
Park and zoo. On Saturday, he plays with us.
He helps us to do our homework. He is kind
and helpful person. I love my father very
much. He always teaches me to be
responsible and sincere student.
 Holi
Unisha Khadka
Class: 3
Holi is the festival of colours celebrated
with love. It is one of the greatest festivals in
our country which we observe every March.
Children and adults and even the elder
citizens take part in the fun of Holi. We should
celebrate Holi with love. I like Holi very much.
Every year, I celebrate Holi with my friends
and relatives. There is national holiday on
that festival. It also attracts a lot of tourists,
who come to visit the beauty of our country.
They get mesmerized by the colorful festival.
 Cartoon
Manjul bhattarai
Class: 3
Hello friends and teachers today I am
going to tell about anime and cartoon.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
Japanese Animation is called anime for
example Doremon and perman etc
Animation can be watched by any age
groups. Most of the people love anime
because animie displays the illusionary
images in the realistic form. Japanese anime
Doremon has told love of all people. Most of
the children love Doemon. That’s why all
people love anime. Some animated series
include cartoons like; Chhota Bheem, Tom
and Jerry, Oggy etc. Mostly cartoons are
watched by toddlers and kids. some
youngsters also love watching cartoons.
 Importance of Politeness
Ronish Khatri
Class: 3
Politeness means showing good manners
towards others. While talking with others we
should use polite words and we should also
show polite behavior to others for example
we should say “Thank you” after getting help
from others, “Please” for showing our good
behavior. The importance of politeness is
that. We can improve our relationships with
others by being polite. It also helps to build
respect, increase confidence and improve
our communication skills. Politeness also helps
us to make a good person in a society. So,
we should always be polite.
 Maha Puja
Umanga Ranjit
Calss: 3
The Newar festival of worshipping ow body
Maha Puja means ‘worship of our our body.’
It is Newari festival, so it is celebrated by
Newar community. In this day we do puja of
our own body. It is celebrated on the fourth
day of Tihar. Maha Puja and Nepal Sambat
are also celebrated in that day. Maha puja is
celebrated by making Mandala by using
different colours, flowers and Lawa. The head
of the family specially lady does the puja, put
tika and gives Sagun to all the members of
the family. In Sagun there should be egg, fish,
fruits, curd or alcohol. At the end of the
festival, we all eat Newari Bhoj Samaya Bajhi
and enjoy a lot.
 My School
Anup K.C.
Class: 3
My school’s name is Ripumardini Sainik
Madhyamik Vidhyalaya. It lies in Bansbari,
Kathmandu. There are two buildings and
three buses in my school. There are many
teachers, guards and sisters in my school.
There is a programme hall, computer lab,
science lab, library, conference hall and
canteen in my school. There are classes from
class one to twelve classes. Two buildings are
divided into two sections junior and senior. I
study in class three. There are lots of pictures
on the wall of my classroom. There is a
playground in front of our class and Saraswati
temple at the corner of the ground. There is a
play station in my school. My school is very
beautiful and peaceful. I have lots of friends
in my school. I like my school very much.
 The Doctor Kids Dream Job
Yashu K.C.
Class: 3
I want to be a doctor. I would like to work
in a hospital as a doctor. I would like to wear
white coat. I would like to use stethoscope
around my neck. Sick people would come to
me and I will check them. I will provide them
medicines. I would like to use doctor’s tool. A
doctors holds a very important position in
society. I hope I will serve in military hospital.
 Nature
Kanchan Tamang
Class: 6
We live on the
most beautiful
planet, Earth which
has very clean and
attractive nature
full of greenery. Nature is our best friend
which provides us all the resources to live
here. It gives us water to drink, pure air to
breathe, food to eat, land
to stay, animals and plants for our and others
uses, etc. For our betterment, we should fully
enjoy the nature without disturbing its
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
balance. We should care our nature, make it
peaceful, keep it clean and prevent it from
the destruction so that we can enjoy our
nature forever. The nature is everything
around with beautiful environment. We
observe natural changes which we feel
everywhere. We should take full advantage
of the nature and go out of home for the
morning walk daily to breathe pure air and
enjoy morning beauty of nature.
 Education
Anjali Das
Class: 6
Education is one of the most important
needs of human beings. It is the journey of
light from the darkness to brightness. Without
education a man is just like an animal. He
can't distinguish between
good and bad, right or
wrong. Only education
helps to make us a
successful human being.
Education provides insight
and competency. An educated person has
better opportunity of getting a job. If a
country has sufficient educated citizens, it
can easily move towards development.
Every country needs skilled manpower for
their development and education produces
various skilled manpower like doctors,
engineers, professors, administrators etc. And
they can perform their duties in a better
manner. Educated farmers apply scientific
methods.
 Political Condition of
Medieval Nepal
Rodisha Rokka
Class: 10
Medieval period is an era at monarchy in
nature of politics. Medieval period is divided
into two parts: early medieval and late
medieval periods. Right from its beginning to
the ruling periods of Yakshya Malla is the
early periods and the period between 936
B.S. to 1500 B.S. is late medieval periods.
Several famous kings ruled in and out Nepal
valley during the age.
Nepal remained split into three kingdoms by
the end of the eleventh century. As a result,
Malla kingdom existed the Kathmandu Valley
and Western parts Tihut state emerged in
Simraunagarth. Thakuri Khas kings with Challa
and Malla surname ruled Karnali region of
Western Nepal. Challa kings later wrote Malla
as their surname.
We find the successors of King Ashok Malla
writing 'Malla' in places of "Challa". Prithivi
Malla was the most dedicated and influential
among all the kings in that periods. Tirahut
state established by Nanyadev was in
Simraungadha of southern part of Nepal.
Similarly, Rudra Sen set up Sen kingdom in
Palpa. Mukunda Sen I, the son of Rudra Sen
was popularly known as Mani Mukunda Sen.
His sons ruled over the large Palpa state.
Dev and Malla kings ruled over the
Kathmandu Valley. Their kingdoms were
called 'Nepal Mandal'. Many popular kings
ruled during that period. King Gunakamdev
founded 'Kantipur City'. The city was
expanded by other Malla kings. Ari Malla was
the first Malla king of Nepal Mandal. Among
the Malla kings; Siddhinar Singh Malla, had
made remarkable contributions to make
Bhaktapur, Kantipur and Patan as beautiful
cities. Likewise, Ram Shah, the king of Gorkha
began the new tradition of reforms.
The Efforts to systematize the Governance:
The kings used to be all in all in that period.
He held the absolute power of justice, Military
and administration. He used to form council
at ministers to assist at governance. Five
ministers were in the cabinet.
Judicial Reforms:
The kings reformed the judicial system. The
Political system was not well managed in the
medieval period of Nepal. Justice was given
on the basis of religion, norms and customs.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
Development of religion, culture, language
and literature
Hindu religion was dominant at that time.
Religion and culture were protected on the
principal of Hindus theology. The political
leadership of that time upheld Sanskrit
language, Nepali language, Nepal Bhasha
(language) and its literature. Art and skill was
highly used in temples built during that
period.
As the medieval periods ended, the
unification campaign of Nepal started with
Prithivi Narayan Shah. Women of that period
played a significant role to make medieval
period remarkable. Queen Dewaldevi,
Chandrapravawati Devi - the eldest Mother
of Prithivi Narayan Shah and queen
Rajendralaxmi.
 Read the Story
Anjali Das
Class: 6
There were a very few families in the
Village Rodhinagar, and most of them lived
in poverty. The poorest of all was Rajiya, who
had a son Mikha. She always missed her
education.
Once Rajya wanted to go to a
neighbouring village to find her lost cow Rani.
She took the whistle with her that she used to
call Rani all the time.
On the way Rajiya saw a gang of robbers
coming along that path, with a bag full of
money. Rajiya was frightened. She climbed
nearby tree to wait for bag full of money.
Rajiya was frightened. She climbed up a
nearby tree to wait. They counted out the
money and she saw her cow and she was
very happy. And she whistles and get
rewarded.
Let’s Learn the Pronunciation
• Disciples – dɪˈsaɪpəl/ followers, pupil
• Experienced - ɪkˈspɪərɪənst' / having
gained knowledge or skill in a particular
field over time
• Promptly - /Promptli/ immediately, with
little or no delay
• Illusion - / (ɪˈluːʒən) / an instance of a
wrong or misinterpreted perception of
sensory experience
• Fleeting - / (ˈfliːtɪŋ) / lasting for a very short
time
• Humility - / (hjuːˈmɪlɪtɪ) / the quality of
having a modest or low view of one's
importance.
• Smears - / (smɪə) / coat or mark messily or
carelessly with a greasy or sticky
substance/ damage the reputation
• Portage - / pɔːtɪdʒ / The carrying of a
boat, cargo between two navigable
waters
• Hermitage - / (ˈhɜːmɪtɪdʒ) / the dwelling of
a hermit, small and remote
• Initiation – / (ɪˌnɪʃɪˈeɪʃən) / the action of
beginning something
• Crafty- / (ˈkrɑːftɪ) / clever at archiving one's
aims involving the making or decorating
object and other things by hand.
• Sacred- / (ˈseɪkrɪd) / connected with God/
dedicate to religious purpose
• Quilt- / (kwɪlt) / A warm bed covering
enclosed
between
layers of
fabric
• Fled - /
(flɛd) / run
away from a place or situation
• Ferociously- / (fəˈrəʊʃəsli) / in a savagely,
cruel or violent manner
• Shedding / (ʃɛdig) / casting off of a layer or
covering
• Surmise - / (saˈmaɪz) Suppose that
something is true without having evidence
to confirm it.
• Gored- / (ɡɔː) / blood that is shed specially
clotted.
• Wailing – / (weɪlɪg) / crying with pain, grief
or anger
• Trickster- / (ˈtrɪkstr) / a person who cheats
or deceives people.
• Vain / (veɪn) / Having or showing an
excessively high opinion of one's
appearance / producing no result, useless
Collected by: Shuvangam K.C., Krish Bista
Page No. | 18 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
 All-time Great Classics | Heidi
Sanjita Bohora
Class: 7
H
eidi is a book which is
written by Johanna
Spyri. Johanna Spyri
was born in a small village
called Hirzel, some 25 km
southeast of Zurich,
Switzerland, on June 12, 1826,
as the daughter of a country
doctor. At the age of 16 she
was sent to a residential
school in the French –
speaking city of Yverdon,
western Switzerland – a
typical choice for an upperclass Swiss family
at that time.
After graduation she returned home, helped
her mother, taught her little siblings and read
a lot.
In 1852, at the age of 25, Johanna married
Johann Bernhard Spyri, a lawyer and
journalist, moved to the Pulsating city of
Zurich. A friend of the family encouraged
Johanna Spyri to write, so she published her
first story Elin Blatt auf Vronys Grab in 1871.
From 1879 to 1895, Johanna wrote 16
volumes of stories for children in a series
entitled Geschichten fiir Kinder und Auch fiir
solche, welche die Kindet lieb haben (stories
for children and for those who like them).
There are mainly four character who play
important role in Heidi Story are:
1) Uncle Alps
2) Peter
3) Grandma
4) Heidi
Heidi, an orphan living in a cottage in the
Alps with her grandfather, deals with many of
the issues children and adults can relate to.
Her grandfather is overprotective, and she
ended up spending much free time with
Peter in the meadows. When she moved to
Frankfurt, Germany, to live with Clara, she has
a difficult adjusting to the confinement of the
city and discipline of education. Much like
Spyri experience in real life, Heidi becomes
homesick for the freedom and fresh air of the
country. When she returns with Clara, there is
jealousy and conflict intermingled with the
individual pains of growing up. Heidi has sold
millions of copies, inspired many movies,
cartoons, television series, and is translated to
over forty languages. It is by far the most
popular work of Swiss literature.
Let's Laugh
Question: What is the longest
word in the English language?
Answer: “SMILE” Because there
is a mile between its first and
last letter!
 Did You Know?
Gaurav Puri
Class: 8
“INTERESTING FACTS ABOUT SCHOOLS.”
1. The primary school
named Phumchangtang Tibet School, Tibet,
is thought to be the highest school in the
world.
It is also the closest of its kind to the sky. At
5,373 meters above sea level, it is 200 meters
higher than the base camp of Mount
Qomolangma, the world’s highest mountain,
known as Mount Everest in the West.
2. The King's School in Canterbury, England is
the world's oldest school.
Founded in 597 A. D, earning the title of
being the world's oldest school comes with
no surprise. The school is however, up-to-date
with quality equipment and supplies and
provides modern education.
3. A school in the Philippines is made entirely
of recycled pop bottles.
It took about 9,000 bottles and dozens of
volunteers to build the structure. Each bottle
was filled with sand, water and straw to keep
them sturdy. Then, a cement-like substance
was used to hold the bottles in place as they
were stacked on top of each other to create
walls.
4. The largest school in the world in terms of
number of students is the City Montessori
School in Lucknow, India.
There are more than 32,000 students
attending the school on a daily basis. It has
over 1,000 classrooms, 3,700 computers and
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
goes through thousands of pounds worth of
stationery and books each year.
5. Back in 2014, there was an elementary
school in Turin, Italy that only had one
teacher and one student - giving it the
reputation of being the smallest school in the
world. Officials have decided to keep it
open as long as there is at least one pupil at
the school.
6. The children in Holland start school on their
fourth birthday so there’s always someone
new in class.
While this does mean that older students get
more time to settle in and make friends, it
does at least mean that students should be
at a similar development level by the time
their first day at school rolls around.
7. Meal-time in France is considered part of
the curriculum.
Kids are expected to learn not only about
different foods and where they come from
(schools try to source locally), but also to
display good manners and etiquette.
8. Students in South Korea are expected to
stay and help clean and tidy the classroom
when lessons are over.
No running out of class the second lessons
are over for Korean students!
9. Kids in Finland do not start school until the
age of 7, which is one of the oldest ages
around the world to start school.
Most do, however, attend high-quality
daycare or preschool programmers.
10. In Russia, children always start school on
‘Knowledge Day’ (September 1) even if it’s a
weekend or a holiday.
The morning usually starts with a school
assembly during which 11th-graders (the
oldest students) take the first-graders by the
hand and lead them into the school while
ringing a ceremonial bell.
11. Have you ever seen a boat school
In Bangladesh? there are no fewer than 100
boat schools! Each one has internet access,
a library and is solar powered.
In Bangladesh annual flooding can disrupt
school for hundreds of thousands of students.
In some areas, roads are impassable during
the rainy season from July to October, when
rivers rise as much as four meters, or 12 feet;
hence, the need for boat schools.
12. In a remote area of Colombia, kids have
to travel to school on a ZIP-LINE.
It turns out the steel wires are the only form of
transportation for those living in an isolated
valley called Los Pinos. Very young kids aren’t
allowed to use the zip-line alone. So they
travel along the cable with their parents or
an older sibling. If the kids didn’t travel this
way, they’d have to walk through the
rainforest and it would take two hours to get
to school.
13. A school in Germany has been built to
look like a giant white cat, complete with
whiskers and circular windows for eyes.
When students arrive at the school, they
enter the building through the mouth of the
cat. Once inside, it’s just like any other
school. But there’s at least one more purr-
fact feature that students can enjoy: the
cat’s tail found at the back of the building
doubles as a slide!
14. Summer vacations in Chile start from mid-
December and end in early March. That's
three whole months away from school!
15. Children in Germany receive a special
cone called Schultüte, which is filled with
pens, pencils, books and snacks.
But the catch is that they can only open it
when they start school.
16. Kids in Japan are the most independent
of the lot. They travel to school alone, clean
their own classrooms and even carry lunch.
There are no janitors or canteens in the
schools.
17. It is not mandatory to attend a pre-
primary or early childhood development and
education class before joining primary school
for children in Kenya. But they mostly go
anyway. Bless them!
18. France has the shortest school year from
August to June and also the longest school
day. French children go to school four days a
week. They have about two hours each day
for lunch. Their school day begins around
8:30 and ends at 4:30 p.m.
– Source Internet
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 Apple.inc
Sulav Adhikari
Class: 8
A
pple Inc. is an American multinational
technology company headquartered
in Cupertino, California, that designs,
develops, and sells consumer electronics,
computer software, and online services. It is
considered one of the Big Five companies in
the U.S. information
technology industry, along
with Amazon, Google,
Microsoft, and Facebook.
Apple was founded by Steve
Jobs, Steve Wozniak, and
Ronald Wayne in April 1976 to
develop and sell Wozniak's
Apple I personal computer, though Wayne
sold his share back within 12 days. It was
incorporated as Apple Computer, Inc., in
January 1977, and sales of its computers,
including the Apple I and Apple II, grew
quickly.
Jobs and Wozniak hired a staff of
computer designers and had a production
line starting in Jobs' garage. Apple went
public in 1980 to instant financial success.
Over the next few years, Apple shipped new
computers featuring innovative graphical
user interfaces, such as the original
Macintosh in 1984, and Apple's marketing
advertisements for its products received
widespread critical acclaim. However, the
high price of its products and limited
application library caused problems, as did
power struggles between executives. In 1985,
Wozniak departed Apple amicably and
remained an honorary employee,[11] while
Jobs resigned to found NeXT, taking a few
co-workers with him.[12]
As the market for personal computers
expanded and evolved through the 1990s,
Apple lost considerable market share to the
lower-priced duopoly of Microsoft Windows
on Intel PC clones. The board recruited CEO
Gil Amelia to what would be a 500-day
attempt to rehabilitate the financially
troubled company—reshaping it with layoffs,
executive restructuring, and product focus.
He led Apple to buy neXT in 1997, solving a
failed operating system strategy and bringing
Jobs back.
Jobs regained leadership status, becoming
CEO in 2000. Apple swiftly returned to
profitability under the revitalizing Think
different campaign, rebuilding Apple's status
by launching the iMac in 1998, opening a
retail chain of Apple Stores in 2001, and
acquiring numerous companies to broaden
the software portfolio. The company was
renamed to Apple Inc. in 2007, reflecting a
focus toward consumer electronics, and
launched the iPhone to critical acclaim and
financial success. In August 2011, Jobs
resigned as CEO due to health
complications, and Tim Cook became the
new CEO. Two months later, Jobs died,
marking the end of an era for the company.
In June 2019, Jony Ive, Apple's CDO, left the
company to start his own firm, but stated he
would work with Apple as its primary client.
Apple's worldwide annual revenue totaled
$274.5 billion for the 2020 fiscal year. Apple is
the world's largest technology company by
revenue and one of the world's most
valuable companies. It is also the world's
third-largest mobile phone manufacturer
after Samsung and Huawei.
I think in future Apple will get his competitor
of his level. And that person will be Mr. Sulav
Adhikari. Some people will say that he is
cracking joke but I know what I will be. Like
Steve Jobs I want to give job to thousands of
people. I want to be a owner of company
like APPLE.
 Do You Agree?
Home is The First School of a Child
Rachana Shrestha
Class: 12
A person’s childhood years (the time from
birth to 12 years age) are the most important
years of a person's life.
Some people argue that a person’s
childhood years are the most important years
of a person's life while other oppose the
statement. I personally believe that a
person's childhood days are very important in
which it shape’s a child’s future. Child
determines a person's personality and
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
attitude, and act as foundation of child's
career.
Firstly, a person starts his/her learning from
home.
A person's first teacher is his/her mother
and father who teach their child different
cultural values and attitude. Home
environment is one of the most important
part of a child's life where s/he observes the
surrounding then learns the behavior
accordingly. A proverb is there that ‘the
plant that prospers have smooth leaves
whereas the plant that grows badly has
wilted leaves.' means the prodigies display
talent from an early age. Thus, a person who
gets good education in childhood from
home helps to determine his/her future.
 A Wise Conversation
Indira Thapa
Class: 8
Sakira: Hello! Indira
Indira: Oh! Hello what’s up Sakira?
Sakira: Nothing Great Just getting bored
because of pandemic and getting scolded
from mum.
Indira: Scold for what?
Sakira: In the same content, politeness.
Indira: Actually, for mom is right you should
be.
Sakira: But is it important
to be polite?
Indira: Of course, it is
Sakira.
Politeness is a very
important part of the first
impression. Being polite, we actually give
subconsciously a signal to the person by our
side that they don’t have to be alerted with
you. It relieves the tension in relationships and
communication. Politeness is very important
in life. There are many reasons why politeness
is important in life but one of them is that if
you’re polite, you are more likely to achieve
your objectives and get what you want. Also,
people are more likely to take you seriously
and deal with you in a good way.
Sakira: It’s that much important and I don’t
even know what politeness is. Can you
explain me?
Indira: Why not? Politeness is the practical
application of good manners or etiquette so
as not to offend others. It is a culturally
defined phenomenon and therefore what is
considered polite in one culture can
sometimes be quite rude or simply eccentric
in another cultural context.
Sakira: I got it. Can you explain me the value
of being polite also?
Indira: Ok then. The value of being polite is
that is can make someone smile when they
are are having a bad day. Being polite can
make people feel good and will make
people like you. Polite people that live in a
community together make the community
better.
Sakira: By listening all good aspects of
politeness. I also want to be polite girl but
how can I be?
Indira: Really you want Sakira? I am so much
happy. It’s not a big deal to be polite. Some
of the tips of being polite to others are:
1. Listening to others and understanding
2. Avoiding negative words and using
positive words.a
3. Saying magical words such as: sorry,
thank you. etc.
4. Using little words to soften your statements
etc.
Sakira: Thank you very much for making me
soft Indira. From now I will never heart
someone by my words.
Indira: That’s my good girl. Bye! I am getting
late for online class.
Sakira: Bye! Bye! See you soon.
Moral: Politeness costs nothing and gains everything
 A Happy Life
Pratima Kunwar
Class: 8
Sometimes people come into your life and
you know right away that they were meant
to be there to serve some sort of purpose,
teach you a lesson or to help you figure out
or who you want to become you never know
who these people may be (possibly your
roommate, neighbor, coworker, friend, lover
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
or even a stranger) but when you know at
that very moment that they will affect your
life in some profound way.
And sometimes things happen to you that
may seem horrible, painful and unfair at first,
but in reflection you find that without
overcoming those obstacles you would have
never realized your potential, strength,
willpower or heart. Everything happens for a
reason. Nothing happens by chance or by
means of luck, injury, love, lost moments of
true greatness and sheer stupidity all occur to
test the limits of your soul. Without these small
tests, whatever they may be life would be like
a smoothly, paved, straight flat road to
nowhere. It would be safe and comfortable.
But dull and utterly politeness.
 The Warrior
Kasis Karki
Class: 8
Long ago, a silly ass was roaming here and
there in the forest in search of food and
luckily, he actually found lion skin to eat. He
thinks that he should have fun with the lion
skin. The silly ass wears the lion skin. After
wearing the lion skin, he thought a kind of
interesting to do. Rather eating the lion skin
he wears it and starts frighten the people of
the village which was quite near to jungle. He
started doing this everything. All the villagers
were so scared and frightened about it. They
started shutting up them in their own houses.
The silly ass was enjoying every part of it. Silly
ass was being mighty pleased with himself. All
we human being are the ultimate supreme
creatures.
Although the villagers were scared of it,
they had a conversation about silly ass who
was wearing the lion skin and calming himself
the king of the jungle. The villagers planned
to kill the lion (silly ass) in the villagers group
there was one bold and fearless villager who
set his mind to kill the lion. The fearless person
went into the jungle and started having a
brutal fight with the lion (silly ass). In the
between of the fight the skin of the lion slip
softly from the silly ass body. When the
fearless villager recognizes that it was the silly
ass in the place of the lion. He gathered all
the villagers and started beating up the ass.
At, the end the silly ass got what he deserved
and he died at the right place where he got
the lion skin. “Tit for tat for the ass”
Moral: Everyone in the world have their own
speciality. We shouldn’t think of taking the
place where others are god at.
 The Milky Cow
Mahesh Thapa Magar
Class: 2
Cows are the most amazing creature that
God has made which is an animal with a lot
of different qualities in it. It is a domestic
animal which is found all over the world. It is
found in different colors. Its baby is called a
calf. The calf loves to jump and run a lot, they
look cute and adorable. Whereas, the male
one is called an ‘ox’ or ‘bull’.
The cow eats
different things
like grass,
leaves, grains,
maize and hey.
Farmers take
cows to the
grassland for grazing. A cow is very useful in
many ways. We all know that we can get
milk from cow but not only that we can get a
lot more things from the cow like cow dung is
used to fertilize the fields to grow crops. Many
people use the cow dung to coat the mud
wall and it is also used in the kitchen as fuel
to cook food. In Hindu religion, cow is
believed as a sacred animal. We worship
cow and consider it as mother. It is also a
national animal of Nepal. Cow’s milk is the
most nutritious food. So, we can say that a
cow is not just an ordinary animal its various
qualities make it a super animal.
The Best Gift Ever
Shreesa Shrestha
Grade: 4
I think the children around the world are
happy and excited about their birthdays so
do I. One of the reasons behind this
happiness is you are treated very special in
your class by your friends and teachers. All
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
day long people would wish and make you
feel special as if it’s a festival.
it was my 8th birthday I was as usual very
excited about it, anticipating what would my
parents, grandparents, relatives and my
friends gift me. So, the bright and beautiful
day of the year came and I woke up with a
lot of glee. Both my parents and my little
brother was by my bed when I opened my
eyes. They all wished me. My mother asked
me to take bath. I followed all the rituals as
per our culture. My family members were
busy in giving blessings and ‘Sagun’ and I
was looking for my presents but I was little
upset because I didn’t see anything there.
My father looked at me and he brought a
box. It was a matter of great excitement to
see a gift wrapped box in his hand. He
offered that box to me with a broad smile on
his face. I opened it and what I saw was
beyond my expectation it was a little bundle
of joy a cute little puppy. The happy tears
rolled down my cheeks. I was on a cloud
nine to have the best gift ever. I named it
‘Cutie’. From then it became the member of
our family and my best friend.
A Planted Happiness
Shikha Baram
Grade 4
I had an idea in lockdown,
To learn gardening and plant something,
So I planted a turnip,
Which looked pink and brown
And it grew, and it grew,
Till it grows no taller,
Then I took it up.
It looked yummy I could wait no longer.
Mom chopped it up,
And made a nice salad delicious,
We all sat and enjoyed,
That’s how I planted happiness.
 The Archer
Simran Khand
Class: 8
Book after book, the
famous alchemist Paulo
Coelho has transmuted
leaden cliches into
publishing gold. For
decades, his volumes of
inspirational Cheez-Its
have proved irresistible to
self-help snackers around
the world. With more than
300 million copies in print, he’s one of the
best-selling authors alive.
“The Archer” was originally released in 2003
as an e-book under the Portuguese title “O
caminho do arco” (“The Way of the Bow”).
Now, with the Brazilian author’s brand more
valuable than ever, this didactic little
handbook is being released in an elegant gift
edition for fans in the United States.
The setting of “The Archer” is the world of
parables that we might think of as
Meaningville, an abstract realm with muted
colors and a fuzzy periphery signaling lessons
are about to be unfurled. The plot, such as it
is, troubles only a few introductory pages: A
stranger arrives and reveals that the town
carpenter, Tetsuya, is in fact “the best archer
in the country.” Although Tetsuya hung up his
bow years ago and has since lived in humble
anonymity, the stranger challenges him to a
shooting contest. The retired master
reluctantly agrees and quickly bests the
stranger with a display of miraculous archery.
(Spoiler alert: A peach is ruined.) “You
showed him,” a boy shouts. “You really are
the best!” Having heard Tetsuya speak of
“the way of the bow,” the boy is intrigued.
“Can you teach me?”
There has never been a question
freighted with less suspense. The reminder of
the novel unfolds as a series of motivational
aphorisms that grind away on archery as a
metaphor for a life well lived. But the conceit
quickly gives a way to redundancy and
triteness, and we’re left trying to shake the
image of Stephen Covey wearing a leather
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
tunic with a feather in his cap. Meet the
writer who still sell millions of books. Actually,
hundreds of millions.
“The Archer” contains many blank pages
and many full-page illustrations by German
artist Christoph Niemann, as though to give
readers quiet space in which to digest such
wisdom as, “Trust your intuition and pay no
attention to what anyone else may say.”
The whole book evinces the depth of
Melania Trump’s “Be Best” program. Which
suggests at least part of the problem: The
superficiality of “The Archer” is exacerbated
by its deadening style. A sentence with a
shaft this crooked should never have left the
quiver: “Once the arrow has gone, it will not
come back, so it is better to interrupt a shot,
because the movements that led up to it
were not sufficiently precise and correct,
than to act carelessly, simply because the
bow was fully drawn and the target was
waiting.”
- Internet Resource
 My Role Model
Indira Thapa
Class: 8
In the land under whitish clouds and blue
sky among the colorful flowers, playing with a
little rabbit and singing "Little rabbit, where
did you get lost today?” imitating sunflower,
looking at the golden rays of the sun wearing
a pink dress, we had fun.
Hello! Myself Sweetie as my chicks are as
pink as sweets, Noodle curly hair with blue
eyes and cute smile my beastie was called
Misty. Misty was strong and multi-talented.
She was hardworking, diligent, honest and
understanding. She loved reading, writing,
sports, rhetoric, poetry writing, reading,
dancing, singing and storytelling, as well as
cooking. She used to cook everything from
making Anarsa and French fries. She even
didn't cry when she falls down. Instead of
crying she used to say "It taught me how I
can be safe from next time? Once I asked
her “You never cried and I had never seen
you crying, didn't tears come from your eyes?
She answered me that her mother is not in
this world. Her last word was "Brave Misty". So
she avoided crying Misty, she wanted to be
brave misty and will be a brave Misty. I
hugged her and said, "Yes Misty, you are, be
my super misty, who has the solution to every
problem.” "Sometimes even the teacher
asked, 'You are so small, where does
everything come from?'
One day, while doing my homework, I
suddenly thought of playing hide-and-seek.
Keeping pen in my pinky pocket we started
playing hide-and-seek. Playing hide and seek
in bushes, we came very far from home. We
were in the middle of a dense forest. That
place was unknown to both Misty and me.
Both Misty and I were terrified. Wandering
around, we saw a house in the distance.
Even though Misty refused to go, I persuaded
her and both of us walked towards the house
and started knocking at the door "knock!”
"Knock!", "knock!"," knock! "...."Who is it?
"Where did you come from so late at night?"
said a strange woman with a sore throat.
Again, after going against misty I talked a lot
about journey, how we had there, what was
our sad situation and asked her for food. She
offered us tasty and delicious food. Misty
soaked her head and whispered me not to
eat. But forgetting the advice "We should not
eat food given by strangers". My empty
stomach eagerly wanted food. So, I forced
her to eat. Both of us had dinner. But when
we woke up, both of us were lying on the
seat. Neither I nor Misty knew where we were
going. I was very scared. But Misty was not.
She started screaming loudly. Joining her I
also started shouting along with her. Driver
yelled at us "Shut up, how loud you are!
When we turned our eyes back some of the
cars were following the car we were in,
amazingly, very old woman got out of
behind the car and came to the car we
were sitting. We were surprised and asked,
"Did they forced you also?" Do you know
where we are going? She got in the car and
the car started moving. She laughed a loud
and told "Stupid girls, I brought you here. I
mean kidnapped" and gave strange smile.
She again said "Huh! I am feeling hot, time
comes to remove this ugly makeup. She
started wiping her face with wet tissue paper.
As she wiped her face her wrinkles were
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disappearing, she put her fake teeth out and
gritted them. Then we were just amazed a
super young and cute girl appeared
suddenly from ugly old woman. After that
scene I just sat quietly in fear and Misty was
shocked. But was not afraid at all. On the
contrary she was asking for going toilet even
in a situation.
I was like "how can she be so fearless and
was little bit angry too as she wanted to go
to toilet even in such a situation. Fortunately,
evil girl allowed her to go saying, “Your last
wish will definitely be fulfilled” and gave an
ugly smile. She then ordered driver to stop
and go along with her. I was scared of that
girl who became old like a goon. After a
moment both of them came and entered
the car. The car started moving again. The
very goon started scolding misty with anger
“How late are you? “And gave an angry
slap? As I told you she never cried, then also
she didn’t. Suddenly, the car stopped. The
goon screamed at the driver, "Why did you
stop without my order bloody fellow, only
stop if I say, got it?” The driver then asked her
to look outside and said" Did you now find
the reason I stopped mam in a shivering
voice and body language”. After that me,
Misty and that evil goon looked outside. That
goons face suddenly got pale and she was
fearing. But Mysty’s and mine sad face
turned into bright having a cute smile in it. I
was just amazed and both Misty and I were
so joyful. It was an amazing scene.
Outside, Anuradha Koirala, other social
workers, police, Mistry’s father, my mother
and father were in front of the car. I pinched
myself to clear whether I was not dreaming.
But it was real. The driver was trying to turn
back his car in a hurry even after he knew
there was no chance. As there were police
around his attempt got unsuccessful. A
police uncle shouted at driver to open the
door." Reprimanded, the driver opened the
lock after the police cordoned off the area.
Happiness got out of control and we were
joyed. Hugging Misty and my parents we
were having a fun. At the same time,
Anuradha mam also came forward calling
Misty "My little brave misty" and asked "How
did you know this girl is the ring leader of
organ trafficking?" Then Misty replied that she
had read about her in magazine. That goon
was arrested and sentenced to life
imprisonment with her bad team who
supported her. The question is that "how did
all of them know “was roaming around my
mind continuously. So, I asked" How did all of
you know about our kidnapping? Then
Anuradha mam replied “Your friend Misty
wrote on the toilet wall with a pen that two of
you were kidnapped by child trafficker Giza
and wrote car number, parent’s phone
number and need a help. After that a girl
who entered the very washroom read and
reported it to everyone including the police. I
then thanked my beastie Misty.
We were almost kidnapped, we would
have killed just like other children were killed
for their kidneys, other organs for business.
Thankfully no one else will be killed now. I
shared my joyful experience with all of them.
Misty also said" Yes, it won't happen now.
Then I remembered that she always used to
say her role model is Anuradha Koirala, she
wants to serve the disabled with the same
selfless spirit and want to follow her footsteps.
I then shared her dream and thought with
Anuradha Ma'am. She loved and hugged
both of us saying "My child".
I am still proud to have such a friend. Now I
am a doctor who is now called Dr. Sweetie
and Misty has become a great social worker
like Anuradha Koirala ma’am. Misty’s role
model is Anuradha Koirala. After all, my role
model is my dear beastie or social worker
Misty. Her wisdom and bravery saved
thousands of lives, and many are still being
saved today. I believe that every human
being should be fearless, courageous,
intelligent and multi-talented like her.
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"My role model, my brave misty, my super
misty."
 The Himalayas
Krish Bista
Class: 7
Nepal is a Himalayan country. Himalayas
are in the north. They extend from the east to
the west. About forty percent of the total
land is covered by the Himalayas. The higher
Himalayas are covered with snow. In Sanskrit,
Himalayas means the adobe of Mt. Everest,
which is the highest peak in the world, lies in
the Himalayas.
There is no human settlement in the higher
Himalayas. People live in the lower
Himalayas. These places are
populated. These places are forested. There
are different kinds of tress like Rhododendron,
the national flower of Nepal is found here.
People are mostly farmers. They rear animals
like goats, sheep and yak.
The Himalayas have adverse effect for the
developments of the country. These places
are not suitable for cultivation. That is why the
large part of the country is useless. There is no
facility of transport. Life is difficult there.
However, the Himalayas have some many
advantages too. They protect us from
enemy. They work as a border line between
Nepal and China. Every year many tourists
visit Nepal to see the beauty of Himalayas
and climb. We can earn foreign currency
from the tourism.
 Biography
Ronak Thapa
Class: 7
Edson Arntes do Nascimnto known as Pele
is a Brazilian retired professional footballer
who played as a forward widely. He was
born on October 23, 1940, in Tres Coracoes,
State of Minas Gerais, Brazil, widely regarded
as among the most successful and popular
sports figures of 20th century. During his
playing days, Pele was for a period the best
paid athlete in the world. Pele was the son of
Flumionese footballer Dondinho (born Joao
Ramsdo Nascimento) and celeste Arantes.
Pele grew up in poverty in Bavery in state of
Sao Paulo. He earned extra money by
working in tea shops. His wife’s name were
Marcia Aoki, Assiria Nasci and Rosemeri Dos
Cholbi. He had 7 children. Pele is regarded as
perhaps the greatest player in the history of
football. Pele passed away at the age of 77
year old.
 Music
Jenisha Bhandari
Class: 7
Music is a vital part of different moments of
human life. It spreads happiness and joy in
each human beings life. In
the word of William
thinly Shakespaeare, If music is the
food of love, play on, give
on, give me excess of it, that
surfeiting, the appetite may
sicken and so die’. So, what is music? Music is
a pleasant sound which has combination of
melodies and which soothes us.
Importance of Music:
Music has great
qualities of healing a
person emotionally or
mentally. It is also a
form of meditation and
of course while listening music it helps you to
forget all your worries and pain. To
appreciate good music. We also need to
cultivate musical taste. In Dwapar yug, the
Gopis would get mesmerized with the music
that flowed from lord Krishna’s flute.
Magical powers of Music
There are magical powers of music like it
can cure diseases such as anxiety,
depression, insomnia etc. It also helps in
improving the concentration and is thus of
great help to the students.
 Chocolate
Deepika Pal
Class: 8
Oh! Yes! Who doesn’t love this? I love the
name word ‘Chocolate’ itself. You can
imagine now how much I like chocolate.
Chocolate is preparation of roasted and
ground cocao seeds that is made in the form
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of a liquid, paste or in a block, which may
also be used as a flavoring ingredient of the
food. In simple it’s a magic which can makes
our mouth watered. Chocolate was
prepared as a drink for nearly all of its history.
Still in 21st century you can have hot
chocolate by drinking.
Chocolate are of different types such as
white milk chocolate, dark chocolate and
many more.
Chocolate are sold out every year form
different industries and you can say
chocolate factories are never in loss, since a
baby to old man everyone loves it. Some of
the famous and ever loved chocolates are;
Ferrero Rocher, Hershy table etc. Oh one of
my favorite Cadbury, Patchy Nestle, Mars,
Tasa. if I keep on spelling the known
chocolate me myself a fool.
Everyone loves Chocolate
 Suicide
Kamala Dhami
Class: 11
“Do you really want to die?”
“No one commits suicide because they don’t
want to die”.
“Then why do they do
“Because they want to stop the pain.”
Tiffanie De Bartdlo The term ‘suicide’
describes the acts of taking one’s own life.
Some people commit suicide because they
want to get rid of drastic pain they are going
through in their life. Teens who end their lives
of attempt suicide might be trying to escape
feeling of rejection, hurt, loss or being bullied
others might feel angry, ashamed, or guilty
about something. Some may be worried
about disappointing friends or family
members and some may feel unwanted,
unloved, victimized or like they’re a burden
to others. Close to 800,000 people die due to
suicide including teen agers every year,
which is one person every 40 seconds
As the rules of society, mostly youths are
likely to suffer from lack of money, depression
and other various hardship. But what the
teen have to suffer from? They only have to
study or do homework. This is the thought of
society. They think that children including
teens do not have to suffer from problems,
they don’t have to care about earning
money of anything else. But that’s not the
truth children also have to go through various
sufferings, despite earning money, they have
to worry about their studies recreation of their
parents towards them they are bullied in
school, etc. despite all of these hardships
they also have to suffer from other problems.
Most teens
interviewed after
making a suicide
attempt say that
they did it because
they were trying to
escape from a
situation that seemed impossible to deal with
or to get relief from really bad thoughts or
feelings. They didn’t want to die as much as
they wanted to escape from what was going
on.
And at that particular moment, dying
seemed like the only way out. As a teen, I
also feel overwhelmed by difficult emotion or
situations sometimes. But most teenagers get
through it or can put their problems in
perspectives and find a way to carry on with
determination and hope. So why does one
it?”
person try suicide when another person in the
same tough situation doesn’t? What makes a
person unable to see another way out of a
bad situation besides ending his or her own
life? The answer to these questions lies in the
fact that most teens who commits suicide
have depression, substance abuse, etc.
Depression affects a person’s thoughts in
such a way that the person doesn’t see
when a problem can be overcome
sometimes teens who feel suicidal may not
even realize not the situation that’s
influencing than to see things in a “there’s
no way out” “ It will never get better,” kind of
social, academic, and personal pressure.
And for teens who have other problems to
deal with, such as living in violence or
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abusive environments, life can feel even
harder so we should be mentally strong
enough to cope of these problems. Before
committing suicide, one should think of their
parents who love them. We should know that
we are never alone. We should remember
that problems are temporary, but suicide is
permanent. Taking your own life is never the
right solution to any challenge yourself than
you may be facing. Give yourself a time for
the circumstance to change and change for
the pain to subside. Challenge yourself that
you can cope with the problems that you are
struggling in yourself. At the end, I would like
to say that life is precious gift given by God.
So we should be able to live life so the fullest
and say thank you to be the struggles that is
making you a better person day by day.
 Gel Pen
Bikash Raj Gharti Magar
Class: 8
Gel pen is commonly
used in office, school
and many other
sectors, as it is handy
in nature and can
be trashed away
rather than
traditional refilling
fountain pens. It can
be replaced with another in afforadable
price anywhere easily. It uses ink whose
pigment is suspended in a water-based gel
because its ink is thick. The general design of
a gel pen is similar to that of a regular ink-
based pen, with a barrel containing the
writing mechanism and a cap, and a
reservoir filled with ink. The barrels can be
created in many different sizes and designs;
some have finger grips of rubber or plastic.
Some of the types are: Type of pen best
brand pen Rollerball Note taking, meeting
minutes. Unit-ball, Pilot, Cross Gel Bold
signatures, journal entries, artwork. Pilot, Uni-
ball Felt-tip Arts and crafts, brainstorming,
sketching. Stable Ballpoint Day-to-day tasks.
Bic, Paper Mate
 Junk Food Should Be Banned
Pareesa Poudel
Class: 8
Junk food are the food which have a lot of
unwanted
calories, fat,
sugar etc. They
are unhealthy
but they taste
very good so
people like
them.
Junk food
indeed harm people’s body. It has a long-
term effect if people get addicted to eat it or
eat it very frequently. It can increase the risk
of cardiovascular diseases and diabetes. It
also creates fainting problems as well as
cause low blood pressure and health
difficulties. So, junk food should be banned to
let people be healthy. As long as there is junk
food, people don’t care about eating
healthy food. Well it is portable and easy to
eat and also yummy but it has bad effects on
our health. Even though junk food tastes
good it does not possess the amount of
nutrients or calories our body needs to be
healthy. So, by totally getting rid of junk food
we can be more upright towards our body
and health. So, eating healthy food can
really do well for our body. Some people are
so downwards towards their health that they
skip their breakfast and lunches for junk food.
Ultimately what I want to say is that if we
want to be healthy, we should not eat junk
food and precisely speaking it should be
banned. So, people can care about their
health and be healthy and get law risk of
long-term diseases. And people can also
learn to enjoy eating healthy food.
 Some Facts About Hen
Rakshya Rawal
Class: 8
➢ Chickens can remember over 100 different
faces of people or animals.
➢ A mother hen turns her eggs about 50
times per day and can lay more than 300
eggs per year.
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➢ The colour of the He always gives his pet shower

egg depends on the I often call him a coward
chicken's earlobes.
As chickens grow He even broke my flute
older, they lay larger I know, he is quite rude
eggs, but fewer He plays with a ball of wood
than when they’re younger. Now, I will like to conclude.
➢ A hen has to eat about four pounds of
food to make one dozen eggs.  Some Interesting Facts
➢ On average, 97 chickens are killed every Shiva Adhikari
0.05 seconds worldwide. Class: 8
➢ Americans consume 8 billion chickens per
year which is more than beef. 10 Interesting Facts
• The entire world’s population could fit
➢ When a chicken gets its head cut off, it
inside Los Angles.
can run the length of a football field before
• Cockroach can live for weeks without
dropping dead.
➢ Chickens bodies contain 15% more water
their heads until they die of hunger.
• The average women spend 17 years of
than that of humans.
her life on a diet.
If the white of an egg is cloudy, it
• Some Mammoths were still around when
means the egg is fresh.
the Egyptians Pyramids were built.
➢ Chickens can see and dream in full colour.
• 60 tons of cosmic dust fall to the earth
➢ When chickens feel stressed, they start to daily.
lose their feathers. • The oceans hold $771 trillion worth of
➢ Baby chicks can develop object gold.
permanence as soon as 2 days old, while it • The greatest vertical drop is in Canada.
takes human babies around 7 months. • Promotional products are kept on
➢ If chickens listen to classical music, they average for just over seven months.
can lay bigger and heavier eggs.
➢ Chickens can run upto 9 miles per hour!  COVID 19 and Its Advice
➢ A chicken’s heart beats from 220 to 360 Krishala Karki
times per second. Class: 7
➢ Mother hens talk to their chicks while
they’re still in the eggs, and the chicks can Protect yourself and others from COVID-19
chirp back while in the shell.
➢ Chickens have three eyelids.
➢ Most eggs are typically laid in the morning
between 7am and 11am.
- Source: The Fact Site

 My Little Brother
Abinav Karki
If COVID-19 is spreading in your community
Class: 5
stay safe by taking some simple precautions
such as physical distancing, wearing a mask,
I love my brother
keeping rooms well ventilated, avoiding
He is small package of trouble
crowds, cleaning your hands and coughing
He likes to click photos with cameras
into a bent elbow on tissue, etc.
But also loves to play marbles. How to make your environment safe?
• Avoid the 3’cs: space that are closed,
He likes the smell of flowers
crowded and involve close contact.
He believes in spiritual power
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Meet people outside. Avoid crowded or
indoor setting.
• Don’t forget the basic things of good
hygiene.
• Regularly and thoroughly clean your
hands with an alcohol-based hand rub.
• Wash hands with soap and water.
• Avoid touching your eyes, nose and
mouth.
• Cover mouth or nose with your tissue.
• Clean and disinfect surfaces frequently.
 Chocolate
Aayushma Panta
Class: 4
Chocolate is very sweet
It’s enough to eat
Without you it’s incomplete
To get you I always compete.
To get milk and cheese
It’s so please
I feel good when it freezes.
I will buy you all if I get riches.
I wish there was a chocolate land
Where I can go everyday
I can have a whole set
You are always great
 Kathmandu
Ankush Thapa
Class: 11
The city I kept leaving and returning to;
often eager, sometimes unwillingly. I was
born here but this is not where I found myself.
I collected bits and pieces of me in many
different places and from many different
people...
I often find myself staring at this giant arc of
green hills under this infinite blue sky. I can't
see the full circle of the valley as the other
half is hidden behind the stretch of the wall
separating my roof from the neighbours. I see
them sometimes on the streets. I don't know
them well. I grow older and see them
growing older too. I'm glad there is a wall
separating our rooftops. Sometimes the
valley feels like one giant circular wall. I get
both this urge to curl up and sleep and
destroy it at the same time...
I listen songs as I stare at nothing and find
myself asking questions and answering them
over and over until I find one that makes
sense. Does it comfort me? I don't know. But
it should be okay if the answer makes sense
today. With time I will change and the
answers will too. So for now, this is fine. The
sunlight is warm and bright and the wind
brushing against me is gentle and cool. It will
be winter soon...
There must be many people in this city who
stare at nothing. Within this dense cluster of
homes...among faces filled with emotions
and purpose, there must be faces staring
blankly...lost.
 Book Review:
“Think and Grow Rich"
Pranisha Pradhan
Class: 12
A book can be a
good company. The
right book can
refresh us and can
change our life. A
book can be a
mentor when we
have no one and
entertain us when
we have no one.
Basically, I have
habit of reading
fiction of books but
recently I went through one book "Think and
Grow Rich" written in 1937 by American
Author Napoleon Hill. It is among the 10
bestselling self-help books of all time. "Think
and Grow rich" became the source of
positivity in this epidemic. It encouraged men
to remain calm and optimist in this hazardous
situation.
This book primarily focuses on income and
wealth; the psychological power of thought
to money and success.
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Dr. Hill believes if you apply his philosophy of
money, you can succeed in any line of work,
be anything and do anything you can
imagine. It is written by researching and
analyzing habits and attitudes of more than
40 billionaires of the world.
My favorite quote from this book is "Whatever
the mind can conceive and believe, the
mind can achieve."
The Main Idea in the book are as follows:
1) The starting point of all achievement is
desire.
2) You are the master of your destiny.
3) When defeat comes, accept it as a signal
that your plans are not sound, rework your
plans, and keep trying towards your goal.
4) Your greatest success will often come just
one step beyond the point at which defeat
had overtaken you.
5) Set your mind on a definite goal and
observe how quickly the world stands aside
to let you pass.
Reading these book and trying to implant the
philosophies into daily practice has changed
my personal happiness, attitude, mentality
and many other spectrums. So, I recommend
you to read this book in this pandemic and
boost up for positivity within you. Many of us
go on to educate ourselves through the
books we choose to read, be conscious
about what you read; a book can help
inform who you are.
 “Adverse impact of mobile phone tower
radiation in living organism and the
environment”
Sujan Khatri
Class: 11
Nowadays the tremendous growth in
technology and smart devices has seen users
get caught using them in their daily habits.
Smart devices became part and parcel of
our daily lifestyles a feat that has turned top
communication business to develop more
advanced transmission means can cover this
extensive demand. The transmission mediums
are the mobile towers which comprise
antennas base transceivers station that use
frequently (RF) to repair communication
channels for users. The utilization of cell
phones is increasing immensely day-by-day
but most of the people who use cell phones
don’t skill cell phones impact human health.
It’s almost clear from the research that the
radiation from the phone is liable for many
diseases quite a brain tumor, bed aches. STM
loss, different types of heart diseases etc.
Within the presence of varied sources
including telephone handsets and broadcast
antennas which contribute to the general
environmental exposure have become a
prurient concern about the security of this
new technology and also as human health.
Cell tower radiation
GSM 900 base station antenna transmits
within the frequency range of 935.960 MHz.
The pattern of
directional antenna is
extremely crucial
within the entire
transmission method
directly and their
generations
indirectly. Transmission can harm cells of the
body exchanging the larger of cancer or
serious hereditary varieties which will be
passed in the forthcoming generation.
Radio frequency radiation
RF energy in the wavelength spectrum of LF,
MF, HF VHF or microwaves is usually attributes
to radio waves RF radiation, or RF radiations.
For this discussion, the term RF energy is used
for all frequencies between 30 kHz as 300
Ghz. Some associated facts concerning RF
energy are:
The physical effects of RF energy are
equivalent to the rate of energy
consumption and the level of light with
frequency.
RF energy can heat human tissue, like the
way that microwaves heat food and can be
dangerous, if the expression is adequately
severe or extended injury to tissue may be
produced by susceptibility to high levels of RF
energy because the body is not outfitted to
consume the unnecessary volumes of heat
generated.
Biological effects
If an individual is exposed to electromagnetic
radiation. It receives radiation because the
body is 70% fluid. It is likely to cook in the
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microwave furnace. There will be varied
variations of broadcasting frequencies within
the body which generates localized warning
within the body. This leads to boil dehydration
of fluids in nearby eyes, joints, brain,
abdomen, heart etc. Non- thermal effects of
Radiofrequency pollution expand across time
and hazards are more noticeable after 8 to
10 years of exposure. Radiation from phone
antenna has been concerned with a more
prominent rise in brain tumors.
Effects on the environmental and other
creatures
There is also adverse effects of RF energy on
the living creatures. The numbers of birds are
decreasing on the increasing number of
mobile phone tower as they produce harmful
radio frequency which is very harmful to the
birds. RF energy also damage the eggs of
birds. Environment is full of radiation. There is
very limited green area where fresh and
clean air is available. RF energy is disturbing
the daily activities of living creatures.
Conclusion
The utilization of mobile
phones is rising remarkably
daily but most of the
individuals do not know
how cell phones affect
personal wellness. The
exclusive method to overcome the
contradictory features of the most advanced
technologies is a replacement but by more
reliable technology to achieve these precise
grand’s to the society is an extremely clear
way. We have to use EF energy producing
devices when necessary because they are
very useful to our body.
“Smart Phones are good servants but bad
master”.
 External Environment
Sumit Shrestha
Class: 11
Peast analysis shows factors that affect or will
have major impact on the way. Somerset
house conducts business. These factors
cause change in the market and the way
business is done. They are political,
economic, social and technological factors if
a company does not respond to these
factors as they change it will be less
competitive.
Political Factors
Political changes from one
party to another for example
from the conservative
government to the labor
government. This means low
will be changed and the
government will consecrate
on increase spending in one
field that the other which might not favor
Somerset house. The labor government has
been in power since 1996. During there
haven’t been many changes but we have
seen some changes that will affect me. For
example, recently government passed
legislation that all museum will not generate
only income from tourists visiting them. Most
of the museums like the national historical
museums have responded to the
government’s legislation.
Economic Factors
Since, September 11 public spending has
gone and the British economy has
decreased. People dare not spending as
much as they were and instead, they are
turning to saving most of their money and
only buying basic products. This has a major
effect on Somerset house because there are
not many people visiting is not meeting its
objectives.
Social Factors
This involves changing life styles and attitudes
as people earn more money, they tend to
spend more on leisure activities like visiting
place, this comes as an advantageous to
Somerset house as if spent more on leisure.
This increases Somerset sales and profits. Also
factor like increasing numbers of women
going for foreign employment lead to time.
 Failure Is Not the End
Sakshyam Dhakal
Class: 11
We know that no one is perfect in the world.
So why do we always expect ourselves and
other to be perfect all the time. There are
many people living under one roof called the
world. We all are different from each other in
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many aspects like language, color, culture most of us grew up in homes characterized
etc. But the common thing, which we possess by conflicting signals, denials of reality,
are the same human behaviors, characters, parental lying, and lack of adequate respect
feelings, emotions etc. for our mind and person. I am speaking of
We all are social animals so; we can’t live the average home.
without interacting with people. We have Imagine a scene among a child, a mother,
and a father.
Seeing a look of unhappiness on the mother's
face, the child asks, "What's the matter,
Mommy? You look sad." Mother answers, her
voice tight and constricted, "Nothing's the
matter. I am fine."
Then Father says angrily, "Don't upset
your mother!" The child looks back and forth
many feelings inside us like happiness,
between mother and father, utterly
sadness, frustration etc. besides all their
bewildered, unable to understand the
feelings, possess a feeling to compete with all
rebuke. She begins to weep. The mother cries
other present and to be the champion of all
to Father, "Now look what you've done!" I like
and achieve our dreams and goals. But to
this story because of its ordinariness. Let us
achieve our targeted goal, we must not only
consider it more closely. The child correctly
dream of it or talk about it, rather we should
perceives that something is troubling Mother
work hard enough to achieve it.
and responds appropriately. Mother acts by
Every great invention or hard work comes
invalidating the child's (correct) perception
with only a failure at first. For example, Sir
of reality; she lies. Perhaps Mother does so
Isaac Newton, Charles Darwin, Albert Einstein
out of the misguided desire to "protect" her
all had to suffer failure before they actually
child or perhaps because she herself does
reached the height of fame and glory. Even
not know how to handle her unhappiness. If
the great thinkers, inventors, philosophers,
she had said, "Yes, Mommy is feeling a little
emperors had to face failures many times
sad right now; thank you for noticing," she
during their life time but this did not stop
would have validated the child's perception.
them from achieving what they really
By acknowledging her own unhappiness
wanted.
simply and openly, she would have
I would like to share a piece of achievement
reinforced the
with you all. Just keep on trying until you
Child compassion and taught something
achieve your goal. We should never lose
important concerning a healthy attitude
hope. Things must be tough and hard at
toward pain; she would have de-
times but always learn to overcome them by
catastrophized the pain. Father, perhaps to
remerging that the failure is the pillar to
"protect" Mother or perhaps out of guilt
success. Learn from your mistakes and never
because Mother s sadness concerns him,
repeat them, but remember that hard work is
rebukes the child, thus adding to the
the panacea to conquer all the problems.
incomprehensibility of the situation. If the
mother is not sad, why would a simple inquiry
 How parents influence child
be upsetting? If she is sad, why is it wrong to
development?
ask about it and why is Mommy lying? Now,
Purushottam Adhikari
to confound the child still more, Mother
Class: 11
screams at Father, rebuking him for
reproaching their child. Contradictions
Most of us are children of dysfunctional
compounded; incongruities on top of
families. I do not mean that most of us had
incongruities. How is the child to make sense
alcoholic parents or were sexually or
of the situation? The child may run outside,
otherwise abused or that we grew up in an
frantically looking for something to do or
atmosphere of physical violence. I mean that
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someone to play with, seeking to erase all "Never complain about what your parents
memory of the incident as quickly as couldn't give you, It was probably all they
possible, repressing feelings and perceptions. had."
And if the child flees into unconsciousness to Source:
escape the terrifying sense of being trapped The Power of Self-Esteem by Nathaniel Branden,
in a nightmare, do we blame her well- Ph.D. , Wikipedia
meaning parents for behaving in ways that  Experience of Lockdown
encourage her to feel that sight is dangerous Rojina Bhandari
and that there is safety in blindness? Class: 7
No one is likely to imagine that the
parents are motivated by destructive During Lockdown, I have
intentions. But in choosing to deny simple learned many new things
reality, they give the child the impression that like always staying
she exists in an incomprehensible world healthy, keeping myself
where perception is untrustworthy and clean. Family is very
thought is futile. Multiply that incident by a important and many more things. I have also
thousand more or less like it, none of which spent amazing time with my family and its
the child is likely to remember in later years, great experience for me because other times
but all of which will almost certainly have a they are busy with their own work but this
cumulative impact on the child's lockdown gave me my all family members to
development. (Are not most of us survivors of spent time together. I too enjoyed going
such experiences?) If the child does draw the through some new recipes and asked my
conclusion that her mind is impotent, or that mother to make it clicking family selfies and
its potency is doubtful, how can a good self- the pieces of delicious food was a great
esteem develop? And without it, how will she moment too.
face life?
I do not wish to imply that how our  Bill Gates
parents treat us determines the level of our Prashant Adhikari
self-esteem. The matter is more complex than Class: 8
that. We have a decisive role of our own to
play. The notion that we are merely pawns Bill Gates is a technologist, business leader,
shaped and determined by our environment and philanthropist. He grew up in Seattle,
cannot be supported scientifically or Washington, with an amazing and supportive
philosophically. We are causal agents in our family who encouraged his interest in
own right; active contestants in the drama of computers at an early age. He dropped out
our lives; originators and not merely reactors of college to start Microsoft with his
or responders. Clearly, however, the family childhood friend Paul Allen. He married
environment can have a profound impact Melinda French in 1994 and they have three
for good or for ill. Parents can nurture self-trust children. Today,
and self-respect or place appalling Bill and Melinda
roadblocks in the way of learning such Gates co-chair
attitudes. They can convey that they believe the charitable
in their child's competence and goodness or foundation
they can convey the opposite. They can bearing their
create an environment names and are
in which the child feels safe and secure or working together to give their wealth back to
they can create an environment of terror. society.
They can support the emergence of healthy
self-esteem or they can do everything • Known For: Co-founder of Microsoft
conceivable to subvert it. • Also Known As: William Henry Gates III
• Born: Oct. 28, 1955 in Seattle, Washington
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• Parents: William H. Gates Sr., Mary the animals in the zoo we must teach them
Maxwell compassion, sympathy and empathy. After
• Published Software: MS-DOS all the animals to have got equal right to live
• Spouse: Melinda French Gates happily and share this wonderland Earth.
• Children: Jennifer, Rory, Phoebe They belong to this place as much as we do.
• Notable Quote: "I think it's fair to say that  Sea Saw
personal computers have become the Pragisha Bhandari
most empowering tool we've ever Class: 4
created. They're tools of communication,
they're tools of creativity, and they can
be shaped by their user." Every child loves to go to
the children’s park and
 Blissful Day play some games. There
Jonisha Thapa are different types of
Class: 4 games which we can
play but my favorite is
My classroom is the place where I sea saw. It’s a kind of game which I believe
love to be, everyone should play because it is different
A happy child I am and full of so much fun. It allows many
I would learn, laugh and play all day children to play together and the thrill of
I hardly ever get bored going up and coming down brings laughter
We have trees, green grass and play ground to every child’s face.
I love to be in school
Study, learn, talk and play merry go round  Letter to My Favourite Character
and round Sampanna Jyoti Thapa
But it’s been quite a long Class: 7
The empty classroom, empty ground and
silent corridor 21st Oct, 2020
Let’s go to school to learn some Los Angeles, America
more.
 Zoo or Prison Dear Calvin, I hope you
Krish Bista are doing well. I’m so
Class: 7 excited to write this letter
to you after all I have
Sometimes I wonder why people get so been reading about you in
excited to visit zoo. Why do people take their the novel called ‘A Wrinkle
children to the zoo? I feel we go to see the in Time’ by Madeleine Engle. Your
pathetic, vulnerable and helpless condition benevolent behavior makes you the most
of an animal which is a matter of amusement memorable character. You always helped
for us. I personally ask my opinion regarding your dear friend Meg Murry in her hard times.
keeping animals in the zoo I would strongly You have always been there with her. When
oppose it. It is absolutely unfair to imprison everybody bullied Meg at school but you
the innocent animals in the zoo. Having said stood by her and accompanied her in all
so I cannot deny that the animals in the zoo kind of circumstances.
get proper food, shelter and medical help as Stay just the way you are. Your generous
well but can it equivalent to being a free nature motivates a lot of readers around the
spirit, running care freely in their inhabitant? world.
We merely lock them in the zoo just for our
own benefit. Wishing you all the good wishes.
I think we should think about it very seriously Truly yours
and rather than taking small children to show Sampanna Jyoti Thapa

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 A Student Life and is a unique and independent individual.

Sujan Karki And so, the question comes along, who am
Class: 11 I? And one person can ever change that. My
life is exceeding by meaningful and is made
I am a little child up of series of rituals experiences, lots of
Aspiring to make my future bright mistakes and emotions.
I come to school every day. Life is like an onion, you have to peel it,
To get good education ray. one layer at a time and sometimes you even
cry. You need to stand strong. Life’s a
I have my own motives to go challenge, meet it. Life is gift accept it. Life is
To make my life meaningful and an adventure, date it, life is a sorrow
Please teach me my teacher overcome it. Life is a tragedy, face it. Face it
I haven’t my good future. with a big smile. Life is a game, play it with all
your mind. Life is a mystery, unfold it. Life is a
I have many books melodious song, sing it. Life is a golden
In my little bag opportunity take it. Life is a puzzle solve it.
If I fail to utilize them properly A wise author, Albert Camus, once stated,
My future is sure to say. “You will never be happy if you continue to
search for what happiness consists of. You will
I learn many things never live if you are looking for the meaning
To respect human beings of life. So, live your life on your own, and live
My life is long on your fullest. Life is all about creating
And I’m going through it by singing a song. positivity on you. Make your life worth it.
I obey my parents
Teachers and all elders  Marie Curie
As I am in a kind of garden Akshat Rawal
They are my life builders Class: 7

I need help Marie Curie was born in 7th November 1867

To run myself in Warsaw, Poland. She Studied at Warsaw’s
And want to get many thanks clandestine Flying University. In 1891, aged
By being promoted to higher ranks 24, she followed her elder sister Bronislawa to
study in Paris. In 1895 she married the French
I am a little boy physicist Pierre Curie. She invented Radium
Who is always wondering why? and Polonium. She got Nobel Prize in Physics,
I have to begin with hi Nobel Prize in Chemistry, John Scott Legacy
And end with good bye Medal and Premium.
Marie Curie became the first women to win
 Life a Nobel Prize and the first-person man or
Jitendra Adhikari woman to win the award twice. Curie
Class: 11 completed her master’s degree in Physics in
1893 and earned another degree in
Mathematics the following year.
Marie suffered a tremendous loss in 1906
when Pierre was killed in Paris after
Life is a journey of any creatures’ form birth to
accidentally stepping in front of a horse-
death. Life is a gift of nature which needs to
drawn wagon. Despite her tremendous grief,
be accepted and flourished. It is an honour,
she took over his teaching post at the
spark and an excitement. Each life has a
Sorbonne, becoming the institution’s first
world of his own. Each and every person on
female professor.
this planet has a meaning to their own life
She died in July 4, 1934, Sancellemoz.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

8. Russia 9. [7] 10. Norway

11. Thailand 12. China
13. Afric 14.Norwegian 15. China

1. How many districts were there in medieval  How to be a Successful Person

period in Nepal? Sameer Lamichhane
a. 7 b. 11 c. 22 Class: 11
2. When we celebrate our democracy day?
a. Aswin 3 b. Falgun 7 c. Bhadra 15 Success comes after hard work. To succeed,
3. Who ended Rana rule in Nepal? you must have desire and the determination.
a. Jung Bahadur b. King Tribhuvan Not all people will be successful in life. But, it
c. Prithvi Narayan Saha can be achieved by your work and
4. Who was the first woman to do PhD in dedication.
Nepali? First you must believe in yourself and your
a. Subhadra Subba b. Prabha ability to succeed. Without believing in
Basnet c. Neelam Devi yourself, you
5. When was Gorkha Durbar build? have already
a. 1768 A.D b. 1559AD c. 1889AD lost the race.
6. Which is the biggest statue in the world? In everything
a. Sendai Daikannon b. Lion man you do, you
c. The statue of unity should
7. From which country World War 2 was execute a
started? high level of self-level competition.
a. Russia b. Germany c. Australia Work hard and be much disciplined.
8. Which country have more weapons? Success doesn’t come overnight. You must
a. America b. Russia c. Japan work hard for it and be disciplined without
9. How many continents are there in the with these two, it is almost impossible for you
world? to be successful. It won’t be easy, but it can
a. 5 b. 7 c. 9 be done. As the famous quote goes, heights
10. Which country is also known as [Land of of great men reached and kept were never
the Midnight Sun] attached by sudden fight, but they, while
a. Greenland b. Iceland c. Norway their companions slept, kept toiling onward
11. In which country, white elephant is through the night.
found? Have good manners. An individual should
a. India b. Sri Lanka c. Thailand always show respect to each other people
12. Which country is the largest producer of and distinguish oneself as a lady or
Tea in the world? gentleman. As a famous Jamican Proverb
a. China b. Kenya c. Nepal goes, “Manners carry you throughout the
13. What is the hottest continent in the world? world and back without a penny.
a. Asia b. Europe c. Africa
14. Which nationality was the polar explorer The time to educate yourself and become
Roald Amundsen? qualified never assume that you learn as
a. Norwegian b. Robert Peary much on the job. In this global economy,
c. Sir Ernest Shackleton those wishing to succeed must have the
15. Which country has more borders in the necessary tools to be successful, and that
world? includes having an education.
a. Japan b. India c. China Do not let the past define who you are,
Answers: you define who you are. No matter what
1. 22 2. Falgun7 3. King Tribhuvan your background is, you can break through
4. Subhadra Subba 5.1559 A.D any barriers if you just make all the focus of
6. The Statue of Unity 7. Germany one point.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Never forget where you’re coming from. between the rich and poor who can barely
Many people, after achieving some success, afford to access the internet considering
forget where they came from This is best such divide, the human right commission in
recipe for failure in the future as the same Nepal has requested the schools not to
ones you talk badly about now can be the pressurize the children in the name of online
ones who rescue you in the long journey education.
called life. The reiterate giving equitable access to e-
learning for all students in Nepal is a huge
 Friendship challenge. This sudden move to e-learning
Biraj Khadka can further widen the inequality gaps,
Class: 11 leaving a huge number of students behind. In
2020, UNESCO has expressed the concern
Oh, what joy is it that the attainment of sustainable
To have a friend like you development goal 4. Ensure inclusive and
For giving me strength equitable quality education and promote
The way you do lifelong learning opportunities for all, and
sustainable development goal 10. Reduced
For lifting me up inequalities, which the signatory countries are
When I’m feeling down obliged to achieve by 2030 will now be
And putting a smile on my face difficult to do so.
When I’m wearing a frown
Thanks for being there  Women Empowerment
And helping me grow Aakriti Thami
Your friendship means a lot Class: 6
This I’d like you to know
We get to hear the word “Women
 Digital Learning Creativity Inequality in Empowerment” frequently. People
Access to Education nowadays say we need to empower women
Swastika Bhandari to develop our country. Actually, what does
Class: 11 it mean?
Women empowerment means the ability in
women to make decision of their life work
Nepal has big gaps among its citizenry in and giving equal right to them in all sectors
terms of their socio-economic and like personal, social, economic, political, and
education/literacy background. The existing legal and so on. In a country like Nepal
system of education and the uneven women are always kept back in decision
distribution of this resources have often been making. So, what makes people aware
blamed for the widening the inequalities about the need of women empowerment?
between the advantaged and Women empowerment is the much-talked
disadvantaged children. issue today.
A few schools had started online classes in Women are getting empowered to decide
order to mitigate the impact on learning. the course of their life and profession and
However, running online classes in the rural realize their fullest potential. Women can be
areas school didn’t seem to be feasible in empowered by giving required education.
Nepal. It is estimated that only 56% people in With the increase in women education, most
Nepal have access to internet. The current of the women are now independent. They
ICT infrastructure and the distribution of are handling both home and profession side
access in the urban and rural areas have by side. The change of mentality of people
created two tier of inequalities in Nepalese that women should only limit on household
citizenry i.e. between the students who live in work has helped to empower women.
urban area and those from rural area, and Women now a days are getting control over
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

their lives and taking their own decision with life. Also, it doesn’t let him/ her deviate from
regards to their education, career, profession the goal. In conclusion, we can say that
and lifestyle with steady increase in the discipline is one of the key elements of
number of working women, they have anyone’s life. Above all, discipline helps a
gained financial independence which has person to achieve the success that she/he
given them confidence to lead them better wants in life.
life and build their career which helps to
make their own identity. They are providing  Being a Girl
themselves that they are eligible like men in Nuna Khatri
every aspect. Class: Nine
Government is working the development of
skills of women. Women are getting equal Voice from within
opportunities everywhere. But despite all I m a girl.
these, women are forced to stay backward They teach me.
because of fear of being exploited mentally They tease me.
or physically. They are often subjected to They rape me through their eyes and use me
rape. for delight.
Let’s hope violence on women ends soon They taste me through all my skin and leave
and no one can stop women to be on top me on
and prove that they can equally contribute The middle of road to die!
on country’s progress. But I guess it should come as no surprise that
“Educate a girl and she can change the the
world.” Right to my body is socially legalized
Born and raised in the nation where a man
 Discipline has
Liza Thapa Magar Right to do anything with his eyes.
Class: 9 I don’t have the right to say ‘No’ to a boy’s
proposal
Discipline is a good character which has a Because the acid drops on my face will turn
very positive and good impact in our lives. It myself
has a great role in motivating an individual to Into miserable.
be successful and to progress in his or her life. I am a girl. Mind it. I am a girl.
Discipline builds the character of an If they find me drink a bit too much, I will go
individual. It motivates a person to progress in from
life and achieve success. Everyone follows A woman to pervert.
discipline in his/ her life in a different form. Remember rape is not about sex, it’s a power
Besides, everyone has his own prospect of and privilege.
discipline. Some people consider it a part of Why only teach women self- defense,
their life and some don’t. It is the guide that modest dress
availability directs a person on the right path. Or way to prevent being raped?
Without discipline, the life of a person will Instead. Why not faster a culture that teach
become dull and inactive. Also, a disciplined then.
person can control and handle the situation
of living in a sophisticated way than those  Elevated Pollution
who do not. We need discipline almost Salu Thakur
everywhere in life. So, it is the best to practice Class: 8
discipline from the early stages of our life.
Self-discipline means different things to “Be a part of solution not part of pollution”.
different people. The discipline is a staircase Elevated simply means increased and
by which the person achieves success. It pollution means the contamination of
helps a person to focus on his/her goals in harmful or unwanted pollutants which
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
decrease their quality. Pollution is increasing
day by day although people are well known
about its cause effect. In some of the places,
pollution is decreasing due to various
activities to control pollution. Every year 4.6
million of people die only due to air pollution.
As we know pollution is caused by natural
and human activities. Pollution causes
diseases like lung cancer, T.B., heart disease,
stroke and others too. Burning plastics and
rubber using old vehicles, jungle fire, and
unpurified smoke released from industries,
smoking and likewise activities. Pollution has
adverse effects on animals as well as
humans. Air pollution imbalances green
house and its effect causing ozone layer to
deplete. Air is spread whole over the world so
it affects the global earth. Throwing garbage
in public places, disposing dead bodies of
animals in water, cattle bathing and washing
clothes in water resources and excretion in
open areas are some common reasons of
pollution. For example; if someone excretes in
an open area, the disgusting odour spreads
in the environment as well as bacteria
causing air pollution. We should launch
sanitary and afforestation programs to
decrease pollution. We should dispose
garbage using 3R- Reduce, Reuse and
Recycle. We should clean our surroundings
home; public places and we should not
pollute the places where we go to enjoy
considering it’s not their habitat. The beautiful
and only one Mt. Everest is becoming
dumping site due to people’s carelessness.
The Mother Nature is in danger because we
cause jungle fire unknowingly while going to
safari and picnic. Due to this modernization
and ignorance, air has become poison
because industries release huge amount of
poisonous gases and chemical waste
causing some river and lakes like acid rainfall
and sudden climate change. Hence, we
should protect, preserve and promote
against pollution for future.
 Changing Status of
Women in Nepal
Bhumika Susling Magar
Class: 11
“Human rights are women rights and
women rights are human rights, one and for
all. Highlighting the proverb that supports
women rights, I would like to put a glittering
beam towards the changing status of
women in Nepal.
The status of women is very poor in terms of
rights, actions, education and decision
making. Historically, Nepal has
predominatingly by been a patriarchal
society where women are supposed to be
inferior to men. In early age, women were
treated not as a human but they were just
taken as a toy to take care of the house
being loyal to them and for bearing children
due to these practices or let’s say evil norms.
Women were somehow perceived to be
ambitionless despite the goal of getting
married. However, with the change in time,
the roles of women have been gradually
upgraded in various ways. Despite the
difficult post-conflict transitional context,
today, Nepal has made rapid progress
towards gender equality and women’s
empowerment.
In today’s time, women are equally in the
front line in the matter of education,
employment opportunities, having ambitious
nature or expressing it because they
previously had no chance to show their
abilities beyond societies and conservative
thoughts. Nowadays, man live their life as per
their will. Today, they are defying cultural
norms and becoming community leaders,
environmentalists, politicians and business
owner. People are being more aware about
gender equality and even respecting the
rights of men. Before women used to be
inferior to moment but now they are well
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
aware about their rights, complaining against
violence, against the domination they face
where they are working or living. Basically,
those things used to suppress women before
but now, they are bold enough to fight for
their honor and dignity. They are providing
themselves in every aspect and yet they can
still take care of both family and work. Having
said so, women of rural areas are still
backward in every aspect. So, we want to
see gender equality all over the country,
world even they should be encouraged and
given opportunities to prove themselves.
In nutshell, I would say every human being is
equally talented and should not be based on
gender. All the women shall be motivated to
show their abilities but there still remains
discrimination among women themselves.
 The Person Whom
I Look Everyday
Rojita Thami Magar
Class: 11
Life is like a book where many chapters are
there and contains their own significance.
We learn, we grow, we achieve, we may also
fail but at a point all these are stories that we
hold the day. Stepping one by one in our life
doesn’t need a plan but a positive sense to
do something good. While Pedaling the
cycle of life in rush, we forgot to catch up
with our society, environment and even with
our family but every person looks up
someone to motivate, encourage and inspire
themselves in their daily routines.
And I also look someone who is really very
inspiring and never giving up person. The
person whom I look every day to inspire
myself is Dr. Govinda Kc. He was born on 25th
March 1957 in Ramechhap, Nepal. He is a
Nepali orthopedic surgeon and philanthropic
activist. He is a professor of orthopedics at
Tribhuvan University Teaching Hospital (TUTH),
part of institute of Nepal. He is known for his
humanitarian work in Nepal along with
internationally and for his activism in the favor
of the independent academic functioning of
the government medical institutions of Nepal.
His non-violent protests and fasts have
successfully pressured the Nepali government
and stakeholders to make changes.
After graduating high school, Dr. Kc studied
at the Institute of Medicine in Nepal to
become a Health Assistant (H.A) but he was
unaware at that time that this was a step to
become a doctor. While completing his H.A,
he won a Ministry Education scholarship to
study for M.B.B.S in Bangladesh at Rajshahi
Medical College. After this, he returned to
Nepal and served in Bir Hospital. Then he
received M.S from Dhaka University in
Bangladesh and became an orthopedic
surgeon. He resigned from Bir Hospital and
joined the Institute of Medicine as a
volunteer. He has been using his professorship
salary to provide services in remote areas of
Nepal. TUTH offers him a few weeks of
vacation every year and he spends that time
at the most rural clinics in Nepal, which are
unreachable by Public transportation. In
these clinics, he trains health workers to
identify orthopedic emergencies, provide
emergency treatment. When rural districts of
Nepal had an outbreak of cholera some
years ago, many doctors refused to be there
even when they were paid but Dr. Kc
travelled to the afflicted areas to provide
humanitarian aid, carrying the medicine on
his back. He has been a prominent
campaigner for medical sector reform in
Nepal in response to public allegations of
both corruption and undue political pressure
to give medical college affiliation to facilities
with inadequate infrastructure. His ongoing
advocacy over several years has included
lengthy personal hunger strikes for different
purpose, which have received extensive
media coverage and successfully pressured
authorities to make changes. He altogether
led fifteen hunger strikes till date and has
always served his all contribution to make
changes which is benefiting us today.
I feel proud to be in this same land where a
person like Dr. Govinda Kc is born and
motivate myself to do something good every
day. His strong determination to bring positive
changes to medical sector through his strikes
has not only brought the changes but has
inspired people like us with great
humanitarian values.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

 Did You Know?  Some Facts About Ocean

Sonu Shrestha Yamas Bhandari
Class: 12 Class: 7

1. The human brain has a memory capacity

• Our oceans cover than 70% of the earth’s
which is the equivalent of more than four
surface.
terabyte on a hard disk.
• Less than five percent of the planet’s
2. Our skull is made up of 29 different bones.
oceans have been explored.
3. Nerve impulses sent from the brain move
• The world’s longest mountain chain is in
at a speed of 274 km/hr.
underwater.
4. The human heart pumps 182 million liters
• Over 70% of our planet’s oxygen is
of blood during the average life time.
produced by the ocean.
5. Women heart beats faster than men.
• The Pacific Ocean is the world’s largest
6. The total length of the blood vessels in the
ocean and contains around 25000 land.
human body is about 1000,000 km.
• The deepest part of the ocean is Mariana
7. We lose 8% of our body heat from the
Trench. 36,070 feet.
head.
• There is enough gold in the ocean for us
8. Only 1% of the bacteria can result in the
each to have 9 pounds of it. There are
human body becoming ill.
around 20 million tons of gold dispersed
9. Teeth are the only part of the human
throughout the oceans.
body which cannot heal themselves.
• In human history, one dozen people set
10. Only 7% of people in the world are left
foot on the moon, but just three people
handed.
have managed to make it to the Mariana
11. The total weight of the bacteria in the
Trench, because of the extreme
human body is 2 kg.
conditions there.
12. 99% of the calcium contained in the
• There are 3 million shipwrecks in the
human body is in one’s teeth.
oceans.
13. Human skin is completely replaced about
• 90% of plastic polluting our ocean is
1000 times during a person’s life time.
carried by just 10 rivers.
14. Finger nails grow about four times faster
than your toe nails.
 Joke
15. The strongest muscle in the human body is
Samriddhi Manandhar
the tongue.
Class: 7
16. There are about 40,000 bacteria in human
mouth.
Q: Why did the banana go to the doctor?
17. Each of us has around 2000 taste buds.
A: Banana it was not peeling well.
18. Children grow faster in the spring.
Q: What is the longest word in English
19. A person uses 17 muscles when they smile.
language?
20. 1% of people can see infrared light and
A: “Smiles” because there is a mile between
1% can see ultra violet radiation.
its first and last letters.
21. In the morning, a person is about 8 mm
taller than in the evening.
 Old Banyan Tree
22. Our eyes remain the same size as they
Sutrishna Poudel
were at birth.
Class: 5
23. Bones are about 5 times stronger than
steel.
Once there was a big village and in the
24. On an average, a person says 4800 words
middle of that village there was a huge tree.
in 24 hours.
That old banyan tree was a trouble for
25. By the end of a person’s life they can
everyone because it was in the middle of the
recall, on average, around 150 trillion
way to connect that village with other
pieces of information.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
villages. A farmer of that village was pissed
off that tree because he couldn’t take his
crops to the nearest market to sell so he
wanted to chop that tree off. He started to
search the strongest man of his village who
could cut that huge tree and clear the way
for everyone. After many days, he finally
found a strong man who was ready to chop
the tree but to his surprise he couldn’t do
that. Likewise, many people came and tried
but no one could get the success.
A wise man from that village suggested
that rather than showing the power and
strength we must have to pray to God for this
problem. So, the villagers started to worship
and pray to God with all their devotion and
lastly the God of nature appeared in front of
them and said that he was pleased by their
devotion and ready to fulfill their wish. The
villagers were very happy by his words and
everybody requested him to vanish that old
banyan tree from the middle of the way. The
god of nature was ready to help them but
only if they would plant thousands of plants
every year and protect them as well. The
villagers were ready to that so, the God of
nature made the Banyan tree as small as a
plant.
At last everyone was very happy and from
then all the villagers started planting many
plants to please the God of nature and after
that they lived happily ever and after.
 If I Could Change
Neroli Subba
Class: 5
When I was born, my parents were very
happy and in that happiness my father
named me ‘Neroli’ it is indeed a beautiful
name.
Name is the most influential and significant
thing for any individual. It is the identity and
the most interesting thing is we can’t choose
our name ourselves. It is a gift we get from
our elders. But sometimes we may not like
that gift very much still we have to keep it out
of courtesy. When I was very young and if
anyone would ask name I would shy to tell
my name. I always liked my friends name
more than mine. I felt less confident and
never liked and I wish I could change it.
One fine day, I decided to ask my father why
he gave that name to me. I was little scared
to go and ask that but it was a high time so I
gathered some courage and went to him.
“Good morning daddy’ I wished him “good
morning sweetie” and just started talking to
him since he was in a good mood. For some
time, we had discussion about my school
and studies. I grabbed the opportunity and
just asked him why did he name me ‘Neroli’?
Firstly, he laughed and then asked me what
made me think about it. I told him that my
friends don’t understand my name and it
makes feel bad. My father understood my
situation and decided to clear confusion. He
explained me what is the actual meaning of
my name: which means an essential oil
which is very famous around the world
because of its amazing fragrance and he
wants me to grow and be as famous and
fragrant full as Neroli oil for its quality.
I was delighted to know his thought; it was
extremely ecstatic moment for me. And after
that day, I loved my name and would
proudly tell my name to everyone and work
hard so that I can meet my parent’s
expectations.
 I Dream A World
Deepika Onta
Grade: 12
I dream a world where man
No other man will scorn,
Where love will bless the earth
And peace its paths adorn
I dream a world where all
Will know sweet freedom's way,
Where greed no longer saps the soul
Nor avarice blights our day.
A world I dream where black or white,
Whatever race you be,
Will share the bounties of the earth
And every man is free,
Where wretchedness will hang its head
And joy, like a pearl,
Attends the needs of all mankind-
Of such I dream, my world!
- Langston Hughes
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

 Who am I?  Differenent Kinds of Plants

Santosh Tamang Aastik Tripati
Class: 12 Class: 2

Sometimes this question ‘Who am There are many kinds of plants around us.
I?’ bothers me. I want to be free but my They are of different shapes and sizes. Some
surrounding situation interact with my dream. plants are very big. Some plants are smaller
Every time I try to build a dream success and and some plants are very small. Most plants
love. are green in color. Some plants live for about
I figure out what is going out what am I hundred years. Some plants live only for one
thinking, who might be myself and the season. Very big and strong plants are called
question raises trees. Examples; Neem, Ashok, Mango,
who I am? After a Banyan etc. A tree has a hard woody stem
long interaction, called trunk. It helps the tree to stand straight
practice, success, on a height trunk divided into many
failure, hard-work. branches that bear leaves, flowers and fruits.
I found myself to A tree has roots that go deep into the soil in
be a patient who search water and minerals. The smaller plants
is roaming here and there for a love, for a are called shrubs. They have many branches
core, for a support etc. Later, I found myself rising from the ground. Tulsi, Lady’s Finger,
to patient who is roaming here and there for Gram etc. They have no trunks, shrubs live for
a love for a care, for a support etc. Later, I more than a year.
found myself to be surrounded with only two
things; doctors and my own diseases. The  Some Facts
question was who my doctors are. They were Sacheta Adhikari
my teachers, teachers may be anyone who Class: 8
tries to teach well, who inspires me, who
pushes me and efforts, who cares about me, Are you aware how many diets are
who shows me the difference about wrong mentioned in Gaaytri Mantra?
and right, who heals me and I take medicine - There are 26 gods in Gayatri
from them to be healed and make rope that Mantra. That’s why it’s called
I will be healthy one day and will survive the mother of all mantras.
without my doctors and their medicines.
About disease, I am severally attached OM
through mental problems. My mental Tat- Ganesh
problem were caused due to sexual Sa- Narasimna
harassment once, was a victim when I was Vi- Bishnu
very small. The bad touch that were severally Tu- Shiva
done to me when I was at my school ever to Va- Krishna
argument that begins with small conversation Re – Radha
in my house. The loan problems, the Ni- Laxmi
unhappiness, everything that, don’t wanted Yam- Agni
to be part. My disease has several times led Bha – Indra
me to the end of life. Every time the doctor’s Rgo- Saraswati
medicine, my hope to survive has caught De- Durga
and took me to be lifeless. But somewhere Va- Hanuman
inside me as a patient there is a big hope as Sya- Prithivi
a big dream to survive by my own without Dhee – Surya
medicine of my doctors. Ma- Shree Ram
Hi- Sita
Dhi- Chandra
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Yo- Yama
Ya- Brahma
Na- Varuna
Pra – Laxmi and Bishnu
Cho- Hayagreeva
Da- Hamsa
Yaat- Tulsi
Gayatri has fire in the face.
Brahma the creator in forehead.
Vishnu the protector in heart.
Shiva the destroyer on top of head.
So, it’s a combination of all gods.
Goddess Gayatri confers the boon of
intelligence, protection as Savitri and
learning as Saraswathi, Gayathri is therefore
called “Sarvadevatha Swarupini”
 Good Habits
Anjali Dash
Class: 6
It is said that early to bed and early to rise
makes a man healthy, wealthy and wise.
Early to bed and early to rise is a god habit. A
habit means repetition of the same actions in
a similar circumstance.
All we have habits. There are good and bad
habits. There are of different kinds. Habits are
acts which satisfy our needs. Habits are
developed or learnt from different sources.
Drinking water, taking breakfast or lunch, and
dinner and sleeping at nights are habits
based on instinct man has no control over
thirst, hunger and sleep. There are other
habits like brushing teeth, taking bath,
wearing clean cloths, combing hair etc
which we acquire, which helps man to look
neat and healthy. A walk in the morning is a
good habit for all. We should follow the good
habits and try to omit bad ones.
 Using Your Knowledge
Nimisha Pathak
Class: 5
Disease causing
microorganisms that are visible only under
the microscope. (Bacteria)
When a large number of people living in the
same area contract a particular disease
(epidemic)
A disease that spreads on direct contact
with a sick person. (Communicable disease)
A condition where a person cannot see in
dim light. (Night blindness)
A diet that contains adequate amounts of
different nutrients. (Balanced diet)
Protective food which contains iron. (Egg)
True/False?
Mosquitos spread diseases. (True)
Anemia is caused due to the weak bones.
(False)
Vitamin ‘C’ is found in sour fruits. (True)
Malnutrition is curable with balance diet.
(True)
 The World of Medicine is
More Than Just Doctors
Benju Gurung
Class: 12
We adults tend to put forward a
very burden some question “What do you
want to be when you grow up?’ to the
young brain who have just started knowing
the world.
And these innocent little souls who have
yet to learn how to pronounce the word
‘profession’ reply in a loud and proud voice
“doctor” “engineer” and “scientist”.
Even as the children grow up and start
grasping the sense behind livelihood and
professions, their answers to the question
remains unchanged. What is even more
surprising is the fact that by this time these
children have been exposed to the real
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world and they know that the real world does
not function with just doctors, engineer and
scientist and yet none of them reply
differently to the query of their career.
The minds of children are like soft clay and
their parents word became the hands which
mold the minds. This can be one of the
reason why from the very early age these
young minds get shaped into becoming a
doctor, an engineer or a scientist, not
because it is what but it is what their parents
want.
But the mind is not exactly a clay pot
unless later, it can be changed and altered.
Why then do these children do not move
past the boundaries of choosing other
professions once able to think for
themselves? Well much of this has to do with
social stigmatization. Unfortunately, a very
harsh truth of our society is that any
profession other than above mentioned ones
are not even concerned as a real profession.
From labeling people who study for any other
line of work as “not talented enough”, to not
providing respect to them our society
defames and denounces anyone who takes
up career other than the medicine,
engineering or science.
But at the same time, there are many who
venture into the realms of science with
genuine interest and these young, brilliant
minds could do a lot with a little bit of
guidance. Talking about field of medicine
there are a lot of students who harbor real
zeal to give whatever it takes to become a
doctor and it is a result of this particular
motivation that we see students waiting for
students three, four or even five years to get
into MBBS programs but is that wait worth it?
What we see, more often in medical
aspiration is that they do not research much
about the profession something that they are
going to spend their life in one can easily find
a student who has gone through every single
entrance preparation from cover to cover
but how common is it to find the student who
has consulted actual doctors about the
current situation of the profession? Not very
much. Moreover, very few are aware about
the other subject that exist is the world of
health industry. Until it time to fill the
application form for instance there are
Nursing, Optometry, Pharmacy,
Phyrotherepy, Healthcare Management,
Audiology and many more. Even then it is
mostly those appearing for the second time
who have heard about these.
So, to all the aspirants out there get a clear
picture of the profession you want to get into.
Don’t be that child who choose a profession
just to meet the social expectation rather
than following your passion or job of nature
or just because of senior or elders. Have a
proper research and only indulge into it if you
really want to peruse. But if that is not the
case then it would be much better if you
research about other career options as well
and always remember that the world of
medicine is more than just a “doctor”.
Cow
Aaron Katwal
Class: 2
The cow is a domestic animal
which is found all over the world. It is different
in color. It live in a shed. Its baby is called a
calf. The male of the cow is called a 'bull' or
'ox'. It has four legs, two eyes, two ears and
two horns. It has long bushy tail.
A cow eats different things like grass,
leave, grains, maize and hay. Farmers take
cows in the grassland for grazing. A cow is
useful for us in many ways. It gives us milk. Milk
is used to make butter, curd, ghee and
cream. Milk is good for our health. Farmers
used dung in the field to grow crops. In
village, many people use cow dung to coat
the mud walls and they used as a fuel also.
The cow is also our national animal. It is a
sacred animal for Hindus. We worship the
cow as a goddess laxmi in tihar festival.
 Mary Teresa Barra
Sarwani Baidawar
Class: 8
Mary Teresa Barra is an
American businesswoman who has been the
chairman and CEO of General Motors
Company since January 15, 2014. She is the
first female CEO of a major automaker. On
December 10, 2013, GM named her to
succeed Dan Akerson as chief executive
officer. Prior to being named CEO, Barra
served as the executive vice president of
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Global Product Development, Purchasing,
and Supply Chain at General Motors.
Barra was born in Royal Oak, Michigan.
Barra's parents are of Finnish descent. Barra's
ancestors are from the village
Kankaanpää in Satakunta province in
Finland, from the former municipality of
Köyliö. Her grandfather, Viktor Mäkelä,
moved to the United States and married
Maria Luoma, a Finnish immigrant from
Teuva. They lived in Minnesota, in the small
mining town of Mountain Iron. They had three
children, including a son named Reino, also
called Ray. Her father Ray married a second-
generation Finnish American named Eva
Pyykkönen, and Mary was born in 1961. Ray
worked for 39 years at the Pontiac car
factory in Detroit, and the family lived in
Waterford, Michigan. Barra attended
Waterford schools in Michigan. She is a
graduate of Waterford Mott High School.
Barra started working for General Motors in
1980 as a co-op student, when she was 18
years old. Her job was checking fender
panels and inspecting hoods, and she used
this job to pay for her college tuition. She
subsequently held a variety of engineering
and administrative positions, including
managing the Detroit/Hamtramck Assembly
plant.
In February 2008, she became vice
president of Global Manufacturing
Engineering. In July 2009, she advanced to
the position of vice president of Global
Human Resources, which she held until
February 2011, when she was named
executive vice president of Global Product
Development. The latter position included
responsibilities for design; she has worked to
reduce the number of automobile platforms
in GM. In August 2013, her vice president
responsibility was extended to include Global
Purchasing and Supply Chain.
When Barra took over as chief executive of
General Motors in January 2014, she became
the first female head of an automobile
manufacturer.
During her first year as CEO, General
Motors issued 84 safety recalls involving over
30 million cars. Barra was called before the
Senate to testify about the recalls and
deaths attributed to the faulty ignition switch.
Barra and General Motors also came under
suspicion of paying for awards to burnish the
CEO and corporation's image during that
time. The recalls led to the creation of new
policies encouraging workers to report
problems they encounter in an attempt to
change company culture. As CEO, Barra
of made GM move into driverless and electric-
powered cars through acquisitions including
Strobe, a startup in driverless technology. In
2017 GM began to sell the Chevy Bolt EV,
beating rival Tesla to the first electric car
priced under $40,000 with a range of 200
miles.
In 2017, Barra was the highest paid Detroit
Three executive, with a total remuneration of
$21.96 million. In November 2018, Barra
announced the closure of five North
American plants and 14,000 worker lay offs.
Her decision was criticized by President
Trump, who threatened to remove the
company's government subsidies in response.
Barra is married to consultant Tony Barra,
whom she met while studying at Kettering
University, and has two children and two
dogs. They live in Northville, a suburb of
Detroit. She also owns an apartment in
Downtown DetroitShe has named the
Chevrolet Camaro and the Pontiac Firebird
as her favorite cars.
 Public Speaking
Aashish Panta, Alumni
“For the next speech let's welcome Aashish
Panta of Grade 7 from Ripumardini Sainik
School.” the anchor announced.
I stood up from my chair and walked
towards the stage. It was my first inter-school
competition; my steps were shaky. I stood
behind the podium. For the smallest boy in
the hall, the podium could have been handy
only if I were playing hide and seek; I could
not reach the mic. The anchor handed me a
portable microphone, and there I was,
facing the audience, with a trembling heart. I
tried steading my self..
I had rehearsed the speech to an extent that
every single word was ingrained in my muscle
memory but still I dreaded stumbling over my
words. I took a long pause before speaking
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as I filled my lungs with confidence. Silence
filled the air.
In the beginning, my voice was trembling
and I could hear my heart pound. But as I
continued to explain the nuances of my
topic with alliterations, rhetoric questions, and
dramatic contrast, my confidence soared,
and the audience leaned on their chairs to
catch my every word. The big hall was filled
with the voice of the smallest boy for I was
the commander of every word that echoed.
It felt like the moment was mine, and the
whole world was there to listen. When I
farewelled the podium, the smallest kid was
greeted with the loudest thunder of
applause.
Public speaking is more than an ECA to me,
because of it I am more than flesh and
bones, my voice gives my body life, it gives
me an identity. Hence, every day I wake up
to give a speech, to step on the podium of
my community, to fill the air with my thoughts,
as we possibly cannot think of changing the
world if we do not dare to share our ideas.
DID YOU KNOW?
▪ Human lungs contain almost 1,500 miles of
airways and over 300 million alveoli.
▪ An average person breathes in around
11,000 litres of air every day.
▪ Around 80 per cent of what we think is
taste is actually smell.
▪ Flavour, is a combination of taste and
smell perception.
▪ Your nose and ears continue growing
throughout your entire life.
▪ The brain uses over a quarter of the
oxygen used by the human body.
▪ An eyelash lives for about 150 days before
it falls out.
▪ You can’t breathe and swallow at the
same time.
▪ On average, human body contains
enough iron to make a nail 2.5 cm (1
inch) long.
▪ Skin is the human body’s largest organ.
21st CENTURY LEARNING SKILLS –
4C’s
- Papana Khanal, Teacher
Introduction
Skills:
▪ The ability to do something well, expertise.
▪ The ability to carry out a task with
determined results often within a given
amount of time, energy, or both.
▪ It is a learned ability or talent to do
something.
▪ The term “21st Century Skills’’ refers to a
broad set of knowledge, skills, work habits,
character traits and digital literacy that
students need to develop in order to
succeed in the information age.
These skills are critically important to teach to
help students thrive in today’s world.
The 4 C’s of 21st Century Learning Skills
1) Creativity
2) Collaboration
3) Communication
4) Critical Thinking
1) Creativity
▪ Trying new approaches to get things
done innovation and invention.
▪ Developing ideas that demonstrate
curiosity, imagination, risk-taking and
flexibility.
▪ Producing high quality outputs.
▪ Thinking outside the box.
▪ Viewing failure as a chance to learn.
Innovative Qualities
2) Collaboration
▪ Working together to reach a goal and
putting talent, expertise and smart to
work.
▪ Collaboration is similar to cooperation.
▪ Taking responsibility for mistakes.
▪ Giving credit to others for contributions.
▪ Cooperative spirit and mutual respect.
Collaborative Qualities
3) Communication
▪ Sharing thoughts, questions, ideas and
solutions.
▪ Engaging in constructive and critical
conversation.
▪ Choosing right words to deliver a
message that’s easy to understand
▪ Understanding and conveying ideas.
▪ Clear Communicative Qualities
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4) Critical Thinking
▪ Looking at problems in new way. learning
across subjects and disciplines.
▪ It is the analysis of facts to form a
judgment.
▪ Reflecting, analyzing and evaluating
evidence, arguments, claims and beliefs
to draw conclusion
Critical Thinking Qualities
The importance of 4C’s:
▪ Helps building executive function skills
such as: planning, organising and making
strategy
▪ Help children develop self-regulation,
working memory and cognitive flexibility
which will encourage to learn new ideas
and develop social emotional
capabilities.
▪ Boost critical thinking to increase
motivation
▪ Children with strong critical thinking and
problem-solving skills are more likely to be
motivated to achieve academically and
less likely to be negatively influenced.
▪ Provide healthy emotional outlet
▪ Children who express themselves
creatively show less frustration, develop a
joy learning and acquire an appreciation
for others perspective.
5) Promote confidence
▪ Developing communication skills through
fun and collaboration methods fosters a
sense of self-esteem, enables healthy
emotional development and encourage
team work.
6) Employers highly value the 4C’s
▪ Hiring managers pay close attention to a
job candidates’ abilities to communicate,
collaborate and think critically and
creatively. Encouraging young children
build these skills can help get success
later on.
Conclusion
▪ 21st century skills comprise skills, abilities,
and learning dispositions that have been
identified as being required for success in
21st century society and workplaces by
educators, business leaders, academics,
and governmental agencies.
▪ This is part of a growing international
movement focusing on the skills required
for students to master in preparation for
success in a rapidly changing, digital
society.
▪ Many of these skills are also associated
with deeper learning, which is based on
mastering skills such as analytic reasoning,
complex problem solving, and teamwork.
▪ These skills differ from traditional
academic skills in that they are not
primarily content knowledge-based.
Entrepreneurship in Nepal:
Challenges and Opportunities
- Bipin Awal, G.T.
Introduction of Entrepreneurship
Simply, entrepreneurship is concerned with
the activities whatever entrepreneurs do. The
people who set-up their own business is
called the entrepreneurs. The output of the
process of the business unit is called business
venture or enterprise. In this regard,
entrepreneurship is the act of being an
entrepreneur. It is a process of involving
various actions to be undertaken to establish
business venture or enterprise.
Entrepreneurship is the process of
identifying opportunities in the market place,
arranging the resources required to pursue
these opportunities and using the resources
to exploit the opportunities for better gains. It
results in the creation, enhancement,
realization and renewal of value not just for
the owners but for all participants and
stakeholders as well as society. One of the
qualities of entrepreneurship is the ability to
discover an investment opportunity and to
organize a business venture or an enterprise,
there by contributing to real economic
growth. It involves taking risks and making the
necessary investments under conditions of
uncertainty and innovating, planning, and
taking decisions so as to increase production
in many areas of business and industry.
According to Peter Drucker-
“Entrepreneurship is gathering and using
resources to produce results. It is allocating
resources to opportunities rather than to
problem.”
According to A. H. Cole- “Entrepreneurship
is the purposeful activity of an individual or
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group of associated individuals, undertaken
to initiate, maintain, or aggrandize profit by
production or distribution of economic goods
and services.”
Therefore, entrepreneurship is the process
of innovation that reallocates resources to
new opportunities through unusual
combinations of resources and the skills of
risk-taking. It is based on purposeful and
systematic innovation. It is the ability to
create and build something from practically
nothing. It is also an ability of sensing
opportunity where others see difficult,
contradiction and confusion.
Features of Entrepreneurship
▪ Creation of new venture
▪ Hard work
▪ Assumptions of risks
▪ Desire for high achievement
▪ Reaping of rewards
Role of Entrepreneurship in
EconomicDevelopment of Nepal
Entrepreneurship is basically concerned
with creating wealth through production of
goods and services. This results in a process of
upward change whereby the real per capita
income of a country rises overtime or in other
words economic development.
Entrepreneurship make happens and also
injects economy by starting a chain reaction
when the entrepreneur continuously tries to
improve the quality of existing goods and
services and new ones. For example, when
mobile phone came into the market there
was continuous improvement in the models,
their styles, their functions, etc. Now it is
improved to the high-speed smartphones. In
this manner by connecting the
entrepreneurial talent a society comes out of
traditional idleness to modern industrial
culture.
Nepal is a developing country so much
types of business are yet to developed.
Hence Nepal has great opportunities of
entrepreneurship. Nepal also needs
entrepreneurship to capitalize on new
opportunities and to create wealth and new
jobs.
Some of the roles of entrepreneurship in
economic development of Nepal are
mentioned below:
▪ Capital formation
▪ Employment creation
▪ National integration
▪ Utilization of resources
▪ Revenue generation
▪ Better international relation
▪ Earning of foreign currency
▪ Equitable distribution of wealth
With the globally growing trend of
entrepreneurship all around the world, Nepal
hasn’t stayed untouched with its concept.
But the internal environment of the country
doesn’t seem to be motivating enough to let
the entrepreneurship spirit flourish at its
potential. So, we try to explore what are the
opportunities and what are the barriers of
entrepreneurship in Nepal.
Why entrepreneurship is important in Nepal?
Nepal is ready to grow because it is young,
energetic, and reaching out to participate in
the global economy. There are plenty of
investment opportunities here.
Entrepreneurship is one of the important ways
we can accelerate our economic growth
and compete in the fast-changing global
marketplace. The future of Nepal shouldn’t
be dependent on foreign aids and
remittance only. If we want to move forward
on a sustainable economic growth, then
there should be enough support and suitable
environment for new entrepreneurship and
innovations.
Entrepreneurship is important because it will
not only create employment but it will create
positive impact on the youths. Everyday
young and energetic population are leaving
Nepal in search of opportunities. To instill
hope, dignity, self-esteem and positive
culture to stay and do something in Nepal,
entrepreneurship must flourish in sustainable
way.
What are the challenges for entrepreneurship
in Nepal?
Despite the opportunity and severe need
of entrepreneurship development in Nepal,
there are several challenges for entry and
smooth operations for entrepreneurship.
Limited financial resources
In Nepal, Banks, financial institutions and
parents lend huge amount of money to
youth if they want to go abroad, but none of
them will risk investing on entrepreneurship.
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Youths who have great ideas are unable to
initiate their startup because of the lack of
funds.
There is no provision of business loans at all
without property collaterals, which is absolute
barriers to new startups.
Unfavorable policies, rules and regulations
The process of company registrations and
taxes are so complicated and time-
consuming that for a new-comer it is really
demotivating. In some cases, if the business
idea is something innovative then there
might be no provision at all in law for
registration. The threat of tax is always a
discouraging factor among new businesses. It
would have been reasonable if the law is
more encouraging and focused on business’
success rather than fully focused on how to
extort tax from it or in which way they can be
penalized.
Corruption
The root of corruption in public
organizations are so deep that people have
no confidence on accomplishing bigger
goals that are connected with public sector
in any way.
Intellectual property rights
There is not enough law to protect
intellectual property rights in Nepal.
Therefore, innovators and new businesses are
afraid to bring out their inventions and
innovations due to the lack of strong laws
regarding copyright, trademarks and
patents.
Motivation of entrepreneurial success
Youths today are attracted to
entrepreneurship because of its glam and
glory. The holistic approach of
entrepreneurship, its lifecycle, its contribution
in the society and economy as a whole are
always overlooked. Youths are heavily
aspired to be rich overnight rather than
contribute to the overall industrial
development.
Success of an entrepreneurship isn’t only
measured by its financial success, but how
much impact it contributes in people’s lives
and a nation’s growth. This needs to be
understood by emerging youths. I see one of
the lacking factors in people nowadays is
patience. The hunger of short-term success
might focus on quantitative productivity but
might not lead to qualitative and sustainable
entrepreneurship.
Social judgements
People are more attracted towards
speculative financial activities rather than risk
taking. The inclination towards acquisition of
land, saving gold and silver, constructing
buildings, consuming luxury are more
encouraged rather than investing in new
entrepreneurship. Therefore, entrepreneurs
have hard time explaining their visions to
people and even their parents.
Apart from these, there are other ever-
existing problems, such as the political
instability, lack of education and training, the
education system that is not individual skill-
based but only text-book based etc. which
are the barriers of entrepreneurship
development in Nepal.
What are the opportunities for
entrepreneurship in Nepal?
Although there are many challenges in
Nepal, I think these should not discourage
entrepreneurship spirit in any way. Because
the very foundation of entrepreneurship spirit
itself lies in accepting challenge and taking
risks. Entrepreneurs should be able to have a
vision that others aren’t seeing at the
moment. People might think their ideas are
hypothesis and impose high uncertainty, but
that is entrepreneurship; betting all in a
hypothesis you believe.
So, if we search, there are many
opportunities available in Nepal for
entrepreneurship development.
First mover advantage
There is crisis all around (electricity, water,
fuel, communication, inflation). Remember
crisis is an opportunity for an entrepreneur.
Since we are still a developing country and
technology is in its infant phase, many
business ideas can be started here with first-
mover advantages.
Unemployment
High unemployment rates mean you can
build a team around motivated youths who
are desperately looking to stay employed.
Less competitions
There are still lots of problems in society
that needs new and innovative solutions.
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Since most of the youths are focused on
flying abroad. Therefore, those who choose
to stay here and experiment in their
entrepreneurship skill, have less competitions.
Interested investors
Due to the less development activities in
the country, people with money have less
sectors for investment. So, if an entrepreneur
can bring out a promising idea and
execution plan, there are many investors out
there willing to invest.
Conclusion
It is undeniable that entrepreneurship
development is must for Nepal to prosper
ahead. But there are too many challenges
and obstacles which have created
unfavorable environment. Government,
private sectors and the entrepreneurs
themselves have to come out and put in the
effort to create an encouraging environment
for entrepreneurship development.
Government should simplify the law and
regulations and promote activities such as
startup funding, training and educations.
Political stability and reducing corruption will
help new entrepreneurship to enter and
existing ones to operate smoothly.
Likewise, people should also believe in
entrepreneurship spirit and have to take risk
for the greater good of society rather than
just seeking out the easy way for individual
benefits. The few years after college are a
favorable time for youths to experiment,
learn and take risk on entrepreneurship skill,
rather than rush into flying abroad. And
parents should also encourage them.
Also, entrepreneurs who have been in the
journey of all these challenges and
opportunities should share their knowledge
with aspiring youths. Sharing the experiences
and stories of success and failures will help
new comers. As one entrepreneur embark his
journey into the success, he should inspire
many more with his activities. This way we will
be able to build a sustainable
entrepreneurial ecosystem
References:
Agrawal, Govind Ram (2010) Entrepreneurship
Development in Nepal, Kathmandu: M.K. Publishers
Shrestha, Prakash (2013) Entrepreneurship
Development, Kathmandu: Samjhana Publication
Chemistry in Smartphones
Deepa Pandey
(P.G.T) Chemistry
Is it possible to imagine our life a single day
without smartphone? Certainly,
No!!According to a recent survey, it is hard to
believe that 20 years ago, hardly anyone
owned a cell phone. Cell phone has now
moved into something that is better and
smarter- SMART PHONE! Handling of whole
world in a single hand smartly.
If we Wonder what chemistry has to do with
smartphones, then and let us just look at the
periodic table. Here 83 elements are non-
radioactive and 70 of those nonradioactive
elements can be found in a single
smartphone. That is, around 80% of the non-
radioactive elements can be found in a
smartphone. Metals are what makes
smartphones so “SMART”
The rare-earth metals play a vital role in
manufacture of smartphones. In a single i-
phone, eight different rare-earth metals are
present. Many vivid blue, red, green colors
seen in the screen are due to these rare
earth metals like Lanthanum, Gadolinium,
Terbium, etc. used inside the display. Such
metals along with Nickel are used in speakers
too. Our phone won’t vibrate without
Neodymium and Dysporium. These metals
are not only found in smartphones but also in
other high technology devices such as
television, computers etc.
The Gorilla glass, which is very common
these days, is composed of silicon and
aluminum with sodium ions. The touchscreen
has conductive material Indium Tin oxide. As
our skin is conductive, touchscreen alters its
electric field which is detected as tap. In the
battery of our mobiles, the metals like Lithium,
Nickel and Cobalt are present.
Copper is used for wiring and making
microelectrical components along with Gold
and Silver. Silicon forms a major part of the
chip that provides phone’s brain. Magnesium
and Aluminum compounds are alloyed to
make phone’s casing. Tin and Lead are used
as soldering agents to solder the electronics
in smartphones. Newer lead-free solders use
a mixture of Tin, copper and silver.
Each and every metal used have got
specific functions accordingly. Some metals
are used directly. What we use and see is the
single smartphone- the complete one! But to
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manufacture it, so many metals are used.
Some are derived from their compounds,
some are alloyed, some are ionized and
some are oxidized, as per their requirements.
Why our generation is addicted
to social media?
Dewaki Khadka
PGT English
Social media refers to the means of
interactions among people in which they
create, share, and/or exchange information
and ideas in virtual communities and
networks. They are Facebook, Twitter,
Instagram, Snapchat, YouTube and Vimeo
accounts. Today social media addiction is
the growing concern, particularly among
youth. Problematic social media use varies
from person to person, but interference with
daily functioning is generally a red flag.
One of the first reasons that comes to mind
when talking about why our generation is
addicted to social media is probably
because of the fear of missing out
(FOMO).It’s the fear that many people have
that if they don’t go on social media, they
will miss out something that they think
important. For example if a student’s peers in
school are discussing a post or video that
they all saw and shared the previous day,
and if that student wasn’t on social media at
the time, s/he feels left out of the
conversation.so people spend time on social
media to make sure they are up to date with
all happenings in order to fit in.
Another reason why people are obsess over
social media is because their profiles really
dictate how they appear to others. We feel
we are socially accepted in the form of likes
and positive feedback. It offers instant
gratification.
An additional reason why people may be
addicted to social media is because of how
quickly and easily they can communicate
with their friends no matter where they are.
Another reason can be people are
accepted whole heartedly. For example, if
people post about some news then their
friends comment and they get praise,
support or reassurance.
Final reason why people spend an
abundance of their time on social media is to
pass time to avoid being bored. When they
are lonely, depressed, and anxious or
stressed, they use social media as a way to
relieve boredom and feel connected to
others.
Experts say that excessive, compulsive use of
social media can have various effects that
can sometimes can affect one’s mental
health. They include-
Spending more time on social media than
with real friends.
Comparing oneself unfavorably with others.
Being distracted at work.
Having no time for self-reflection.
Engaging in risky behavior in order to get
likes.
Suffering from sleep problems.
Worsening symptoms of anxiety and
depression.
So we must reduce how much we use our
smartphones. We must access social media
to find specific information, check on a friend
who’s been ill or sharing photos with family.
We should not log on simply because we are
bored. So next time you go to use social
media, pause for a moment and clarify your
motivation for doing so. Social media is not
an accurate reflection of people’s lives. Thus,
if we find it difficult to stay off social media
we must occupy our time with new hobbies
or activities.
Lithium-ion battery-boon
for the mankind
Kamala Rijal
PGT
A lithium-ion battery or Li-
ion battery is a type of
rechargeable battery.
Lithium-ion batteries are
commonly used for
portable electronics and
electric vehicles and are
growing in popularity for military and
aerospace applications. In 1991 – Sony and
Asahi Kasei released the first commercial
lithium-ion battery. The Japanese team that
successfully commercialized the technology
was led by Yoshio Nishi.
In 2019 – The Nobel Prize in Chemistry was
given to John Goodenough, Stanley
Whittingham and Akira Yoshino "for the
development of lithium ion batteries.
Study of lithium-ion batteries include
extending lifetime, increasing energy density,
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improving safety, reducing cost, and
increasing charging speed.
The three primary functional components of
a lithium-ion battery are the positive and
negative electrodes and electrolyte.
The negative electrode of a conventional
lithium-ion cell is made from graphite.
The positive electrode is generally one of
three materials: a layered oxide (such as
lithium cobalt oxide), a polyanion (such as
lithium iron phosphate) or a spinel (such as
lithium manganese oxide). Recently,
graphene containing electrodes have also
been used as components of electrodes for
lithium batteries.
The electrolyte is typically a mixture of
organic carbonates such as ethylene
carbonate or diethyl carbonate containing
complexes of lithium ions.
Depending on materials choices, the
voltage, energy density, life, and safety of a
lithium-ion battery can change dramatically.
Current effort has been exploring the use of
novel architectures using nanotechnology
have been employed to improve
performance. Areas on interest include nano-
scale electrode materials and alternative
electrode structures.
Pure lithium is highly reactive. It reacts
vigorously with water to form lithium
hydroxide (LiOH) and hydrogen gas. Thus, a
non-aqueous electrolyte is typically used,
and a sealed container rigidly excludes
moisture from the battery pack.
Lithium-ion batteries are more expensive than
NiCd batteries but operate over a wider
temperature range with higher energy
densities. They require a protective circuit to
limit the peak voltage.
Li-ion cells are available in various shapes,
which can generally be divided into four
groups:
Small cylindrical: solid body without
terminals, such as those used in older laptop
batteries.
Large cylindrical: solid body with large
threaded terminals
Flat or pouch: used in cell phones and newer
laptops; these are lithium-ion polymer
batteries
Rigid plastic case with large threaded
terminals: such as electric vehicle traction
packs
Advantages of Lithium ion battery
▪ High energy density
▪ Potential for yet higher capacities
▪ Does not need prolonged priming when
new
▪ Relatively low self discharge
▪ Low maintenance
▪ Specialty cells can provide very high
current applications such as power tools
▪ Limitations
▪ Expensive to manufacture
▪ Requires protection circuit to maintain
voltage and current within safe limits.
▪ Reduces aging effect if not used.
▪ Transportation restriction
 NOBEL PRIZE IN PHYSICS 2020
Maheshwori Koirala
PGT, Physics
T
he Royal Swedish Academy of Sciences
has decided to award one half of the
2020 Noble Prize in Physics to Roger
Penrose and the other half jointly to Reinhard
Genzel and Andrea Ghez for furthering the
understanding of black holes, the most
enigmatic objects in the universe.
A black hole is formed when stars collapse
and can be defined as a space in the
universe with an escape velocity so strong
that even light cannot be escaped from it.
Penrose has been awarded the prize for the
discovery that “black hole formation is a
robust prediction of the general theory of
relativity, while Genzel and Ghez have been
awarded the prize for the discovery of “a
supermassive compact object at the center
of our Milky Way galaxy.”
ROGER PENROSE
Sir Roger Penrose, born in 8th August 1931,
is an English mathematical Physicist,
mathematician, philosopher of science. He is
Emeritus Rouse Ball Professor of Mathematics
at the University of Oxford, an emeritus fellow
of Wadham College, Oxford and an
honorary fellow of St. John’s College,
Cambridge and of University College,
London.
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Penrose has made contribution to the
mathematical physics of general theory of
relativity and cosmology. He has received
several prizes and awards. In 1988, he shared
Wolf Prize for Physics with Stephen Hawking
for the Penrose-Hawking singularity theorems.
In 2020, he shared Nobel Prize in Physics with
Andrea Mia Ghez and Reinhard Genzel.
ANDREA MIA GHEZ
Andrea Mia Ghez, born in 16th June 1965,
is an American astronomer and professor in
the Department of Physics and Astronomy at
UCLA, known for studying the center oyf the
Milky Way galaxy.
In 2020, she became the fourth woman to be
awarded the Nobel Prize in Physics.
REINHARD GENZEL
Reinhard Genzel, born in 24th March 1952,
is a German astrophysicist, co-director of the
Max Planck Institute for Extraterrestrial Physics,
a professor at LMU and an emeritus professor
at the University of California, Berkeley.
He was awarded the Nobel Prize in Physics
2020.
Penrose’s work has shown that black holes
are a direct consequence of Albert Einstein’s
General Theory of Relativity.
Einstein himself did not believe that black
holes exist and presented his theory in
November 1915, providing a new way to look
at and understand gravity – that shapes the
universe at the largest scale. Gravity also
shapes space and influences the passage of
time. It is the gravity, which is so great inside a
black hole that is able to bend space and
slow time.
Penrose used Einstein’s General Theory of
Relativity in order to prove that the process of
formation of black holes is a stable one. He
proved that black holes exist and described
them in detail back in 1965, ten years after
Einstein died.
Genzel and Ghez have discovered that an
invisible and an extremely heavy object
governs the stars’ orbit at the center of Milky
Way. This extremely heavy object has the
mass equivalent to 4 million solar masses and
is packed into an area about the size of our
solar system. This implies that at the center of
Milky Way galaxy lies an invisible
supermassive object. This provides
reasonable explanation on black hole.
Physicists have been suspecting the
existence of a black hole at the center of this
galaxy over 50 years now. In order to see
through to the middle of the Milky Way
galaxy, Genzel and Ghez worked on
developing methods and used some of the
world’s largest telescopes.
By observing the orbits of the stars that are
closest to the center of Milky Way, the
physicist think that the black hole could most
likely be hiding in Sagittarius A, a source of
radio waves around which all stars in the
Milky way orbit. In other words, the existence
of a black hole at the center of our galaxy is
what the physicists believe is what pulls a
jumble of stars causing them to rush around
at dizzying speeds.
ETHNO-MATHEMATICS:
AN ISSUE OF 21ST CENTURY
Ram Bdr. Shrestha, G.T.A
M
athematics is now considered as
social creation. Cultural is
contributing factor for the
development of mathematics. Cultural refers
to structure of ideas, belief, skills, tools,
aesthetic objects, methods of thinking,
custom or tradition. Secondarily mathematic
plays an important role in the advancement
of culture and civilization, so culture and
mathematics contribute each other their
advancement. Among the several issues
related to learning of mathematics, cultural
diversity has been considered as one of the
major issues in mathematics education. Every
cultural group many have their own
mathematics. Study of school mathematics
of a particular cultural group is ethno
mathematics.
According to encyclopedia Ethno
mathematics is the study of the relationship
between mathematics and culture. It refers
to a broad cluster of ideas ranging from
distinct numerical and mathematical system
to multicultural mathematics education. The
goal of ethno mathematics is to contribute
both to the understanding of culture and the
understanding of culture and the
understanding of mathematics but mainly to
appreciating the connections between the
two. “Also, according to Katharine
Pattereson and others ethno mathematics
refers to the study mathematical techniques
used by identifiable cultural group in
understanding, explaining and managing
problems and activities arising in their own
environment”.
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In 1977 Brazilian educator Ubratan D
Ambrosio defined “Ethno-mathematics as
the math practiced among culture groups
such as national tribal, societies, labour
group, classes and so on”. It is also called the
“mathematics in environment”,
“Mathematics in community relation
between culture and mathematics”. So it is
the border field of mathematics. Although
mathematics is considered as an universal
language the way of teaching and learning
mathematics such as simple operations,
counting estimating, conclusion, measuring
etc. The symbols and the system of writing
numbers are different in different
mathematical system. When students in class
do have same mathematics, their learning
would be easier but those whose cultural
mathematics different from would be less
contributing.
A new idea of studying relationship
between culture and mathematics and
mathematical representation from
multicultural representation from multicultural
perspective is known as ethno-mathematics.
It is a new moment which studies about
numerical system and mathematical
practices as cultural pillars of different
culture. For instant, the Mayan represented
the number system as base 20 systems, the
Chinese represented multiplicative number
system, Indians represented the place value
system. Now a day’s ethnomatics studies
culture base mathematics. An eminent
scholar and Nepal, Satya Mohan Joshi says
“Every ethnic group has its own value and
specially study of different cultural help to
strengthen national unity and co-operation.
The education system of the country should
E individual has an equal opportunity to
include both the national and ethnical
cultures.” Every child has the right to learn in
own’s mother tongue. But this practice is not
seen. How to give the place for ethno-
mathematics is burning challenge in
curriculum framing. Now there is provision of
local curriculum at primary level but here is
debate or what should be considered in the
local curriculum. So different researches and
investigation of different times have also
provided that ethno- mathematics has been
a major issue in mathematics learning. The
ethic group of each country have their own
traditional system of measurement and
numeration. The teaching of mathematics in
formal education is different to the ethnic
mathematics. Teacher must know special
instructional skills to accommodate students
from different culture background. In
multicultural classes, opportunities must be
provided to everyone. Cross cultural
communications and multi-cultural value are
very essential in such classes. It is necessary to
design the classroom management should
be provided native language, local
curriculum at primary level is also a good
idea to be introduced children should be
allowed to contract and express
mathematical ideas in their own way. In the
present situation, ethno- mathematics is
taught indirectly and the question “is ethno-
mathematics be taught directly as a new
subject in school education?” That is the
major issue in 21st century in mathematics
education.
References
▪ Mathematics Education Forum (January
2006)
▪ Upadhya, H.P., New Trends in
Mathematics Education.
▪ www.wikipedia.org/wiki/ethnomathemati
cd
▪ www.eastenct.edu/depts/edu/projects/e
thnomath
▪ Katharine Patterson and others, Ethno
mathematics Resources.
Equality
Samjhana Basnyat, Teacher
quality is about ensuring that every
make the most of their lives and talents.
Equality is respecting others in the same
manner one would like to be respected.
Equality recognizes that historically certain
groups of people with protected
characteristics such as race, disability, sex
and sexual orientation have experienced
discrimination.
We are living in the 21st century, yet we still
face news about discrimination based on
religion, caste, sex, wealth, race, etc. Every
living being in this world is bound by the same
rights. In our society, people still face
prejudice and inequality in everyday basis.
The government has tried to create equality
amongst its people by passing laws to
prevent discrimination. However, despite
these laws people are still being mistreated:
in neighborhoods and in streets.
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We must promote and practice equality.
Everyone must treat each other fairly, respect
each other and must not judge each other
on the basis of race, caste, sex, etc.
Promoting equality and respecting diversity
helps to ensure that people are valued and
have the same access to all opportunities
whatever their differences. This act also
provides protection for individuals who
experience discrimination by association with
someone who has a protected
characteristic.
Therefore, let’s bring the change, let’s be the
part of this change and give love, respect,
recognition and opportunity to have better
and equal life to all the living beings.
Chemistry in Everyday life:
Uttam Byanju (G.T. Science)
Chemistry is a big part of our everyday life.
One can easily observe this branch of
science in different spheres of human life
such as in the food we eat, the air we
breathe, the various cleansing agents we
use, so much so that even human emotions
are sometimes a result of chemical reactions
within our body!
Most common chemistry experience you see
in daily life
Food
Ever tried to think why a particular
vegetable bears a particular colour and
taste? It has been founded that the sunlight is
a beam of white light and when it impacts
on an object some of them get absorbed
while others are reflected back. The
vegetables that are green are due to the
presence of a chemical compound named
chromospheres which absorbs all the
wavelengths while reflecting the green light.
Similarly, the red colour of tomato which is
used to judge its quality is a result of a
chemical compound known as lycopene.
Who hasn’t been mesmerized by the fluffiness
of cakes that metamorphose from pastry
dough to a tasty well-raised bundle of joy?
Thanks to the chemical reaction of magic
ingredients called baking soda and baking
powder!
The teardrops rolling out from eyes while
cutting an onion is due to the chemical
reaction that turn the sulphur present in the
onion cells to burst and to become a volatile
sulphur product, which once released in air
causes itching in eyes, resulting in the
outpour of teardrops.
Our Body
Our body is made up of chemical
constituents, present in a number of
combinations of various elements – oxygen,
carbon, hydrogen, nitrogen, calcium, and
phosphorus.
Our Mind
Various emotions we feel are, in fact, a
result of chemical messengers i.e.
neurotransmitters. Love, jealousy, envy,
infatuation and infidelity all find their roots in
chemistry.
It is easily observed that the most unobserved
and repetitive phenomena that take place
in our daily lives are so much entwined in
chemical science. The list may be continued
to fill hundreds of pages with the miracles of
chemistry in our lives that take place each
and every day.
Thus, it is the Chemistry that is responsible for
various unnoticed actions and reactions in
the universe.
Importance of Teaching
Grammar
Sangita Dhamala, Teacher
What is grammar?
Grammar is the study of words and the
ways words work together; an invisible force
that guides us as we put words together into
sentences.
In linguistics, grammar is the set of structural
rules which influences the composition of
clauses, phrases, and words in any given
language. It is the systematic study and
description of a language, and it helps us to
understand how words and their component
parts combine to form sentences.
Grammar is the study of words, how they are
used in sentences, and how they change in
different situations.
Why should we teach grammar?
There are many arguments for putting
grammar in the foreground in second
language teaching. Here are six of them:
The sentence–machine argument
Grammar, after all, is a description of the
regularities in a language, and knowledge of
these regularities provides the learner with
the means to generate a potentially
enormous number of original sentences. The
number of possible new sentences is
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constrained only by the vocabulary at the
learner’s command and his or her creativity.
Grammar is a kind of ‘sentence- making
machine’. It follows that the teaching of
grammar offers the learner the means for
potentially limitless linguistic creativity.
The fine-tuning argument
The purpose of grammar seems to be to
allow for greater subtlety of meaning than a
merely lexical system can cater for. While it is
possible to get a lot of communicative
mileage out of simply stringing words and
phrases together, there comes a point where
‘Me Tarzan, you Jane’- type language fails to
deliver, both in terms of intelligibility and in
terms of appropriacy. This is particularly the
case for written language, which generally
needs to be more explicit than spoken
language. For example, the following errors
are likely to confuse the reader: Last
Monday night I was boring in my house.
After speaking a lot time with him I
thought that he attracted me.
We took wrong plane and when I saw it was
very later because the plane took up.
Five years ago, I would want to go to India
but in that time anybody of my friends didn’t
want to go. The teaching of grammar, it is
argued, serves as a corrective against the
kind of ambiguity represented in these
examples.
The fossilisation argument
It is possible for highly motivated learners
with a particular aptitude for languages to
achieve amazing levels of proficiency
without any formal study. But more often
‘pick it up as you go along ‘learners reach a
language plateau beyond which it is very
difficult to progress. To put it technically, their
linguistic competence fossilises. Research
suggests that learners who receive no
instructions seem to be at risk of fossilising
sooner than those who do receive instruction.
The discrete item argument
Language seen from ‘outside’ can seem
to be a gigantic, shapeless mass, presenting
an insuperable challenge for the learner.
Because grammar consists of an apparently
finite set of rules, it can help to reduce the
apparent enormity of the language learning
tasks for both teachers and students. By
tidying language up and organising it into
neat categories (sometimes called discrete
items), grammarians make language
digestible. (a discrete item is any unit of the
grammar system that is sufficiently narrowly
define to form the focus of a lesson or an
exercise: e.g. The present continuous, the
definite article, possessive pronouns).
It follows from the discrete–item argument
that, since grammar is a system of learnable
rules, it lends itself to a view of teaching and
learning known as transmission. A transmission
view sees the role of education as the
transfer of a body of knowledge (typically in
the form of facts and rules) from those that
have the knowledge to those that do not.
Such a view is typically associated with the
kind of institutionalised learning where rules,
order, and discipline are highly valued. The
need for rules, order and discipline is
particularly acute in large classes of unruly
and unmotivated teenagers – a situation that
many teachers of English are confronted with
daily. In this sort of situation grammar offers
the teacher a structured system that can be
taught and tested in methodical steps.
The learner expectations argument
Regardless of the theoretical and
ideological arguments for or against
grammar teaching, many learners come to
language classes with fairly fixed
expectations as to what they will do there.
These expectations may derive from previous
classroom experience of language learning.
They may also derive from experience of
classrooms in general where teaching is of
the transmission kind mentioned above. On
the other hand, their expectations that
teaching will be grammar-focused may stem
from frustration experienced at trying to pick
up a second language in a non-classroom
setting, such as through self-study, or through
immersion in the target language culture.
Steps of teaching grammar Presentation
It is a context that offers plenty of
examples. It can be live-action, visual,
printed, verbal, audio, animated, of a
combination of several forms.
Comprehension
Comprehension comes next. It can be
checked in many different, natural, direct
ways. For instance, an instructor, helper, or
self-teacher can use familiar grammar and
vocabulary to ask comprehension questions
about presented material. For beginners,
perhaps the first of these should elicit yes/no
or one- word answers. Finally, the best
comprehension test may be a summary or
retelling of material in learners’ own words.
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Explanation
Explanation of grammar points may or may
not be necessary or helpful, depending on
participants’ “learning styles.” It can come in
various forms, the simplest of which is a
“Grammar Box,” perhaps with Third Person
Singular Verbs,” labeled sentence elements,
and aligned vocabulary as examples. Other
kinds of explanation may be (printed)
lecture, call-outs pointing to things they
explain, aural speech evoked by clicks,
references to articles. Most important is the
“assimilation” of the grammatical pattern,
along with a sense of being able to use it
when it applies in appropriate situations. In
their heads, learners can also “play with” the
model sentences, substituting other
vocabulary, making transformations from
singular to plural, from affirmative to
negative, from statements to questions, etc.
Practice
It is usually in the form of exercises, which
proceed from simplistic or automatic (to
build confidence) to more challenging. In the
latter, exercise-doers must consider more
factors in completing each item. Even so, if
someone is actually acquiring a grammar
pattern or point rather than guessing
thoughtlessly, the answers should come
quickly, with little effort, becoming more and
more “natural.” At the same time, learners
should always stay aware of the meaning of
the language that they are producing.
After completing exercises, learners ought to
“go beyond” them and get more practice.
They can use various techniques such as
covering the answers and supplying them
again, storing the “story” in short-term
memory and then paraphrasing it, making up
substitution and transformation drills with the
items, etc.
Communicative Expression
It occurs through speaking and listening,
sometimes followed up with writing and
reading. Such activities require little printed
material and few aural cues, although
participants may want to refer to grammar
points (including those that are not the focus
of the targeted grammar) and /or collect the
words and phrases they need.
Conclusion
The word Grammar means different things
to different people. To the ordinary citizen, it
connotes to correctness or incorrectness of
the language that he or she speaks. To a
school student, it means an analytical and
terminological study of sentences.
Knowledge of grammar helps the student in
the correction of mistakes and improvement
of written work. A person can’t learn a
foreign language accurately only through a
process of unconscious assimilation.
Grammar is a sure ground of reference when
linguistic habits fail us. So, grammar is
indispensable for the student. Now-a-days
communication has become the heart of the
human life. The process of communication
chiefly deals with speaking, listening, reading
and writing .We don’t study grammar of our
own mother tongue to use it for daily
speaking, but when we need to polish our
own mother tongue or we want to learn a
foreign dialect, we have to study its
grammar; the importance of grammar
cannot be ignored or neglected, and before
we do that we need to understand what
grammar is.
Nature at its Best
Shobha Bhandari, Teacher
The sky wasn’t as blue before,
The day wasn’t as adore.
The birds didn’t seem as happier,
The air wasn’t as clear ever.
Mother nature must be thanking,
Let’s celebrate this blissful day as a blessing.
Come out squirrels, birds and butterfly,
Run on the meadows so happiness would
multiply.
They call it creepy pandemic which can
gallop all,
Mother nature must be teaching us lesson,
Because it’s not a disease but a wakeup call.
Learn or die because it’s a nature’s
repercussion.
STORY OF A WOMAN
BEHIND MODERN PAPER- BAG
Sharmila Neupane, Teacher
P
aper bag is the best environment-
friendly option to replace the polythene
bag. Paper bags have proved to be
one of the effective go-green agents used in
our daily lives as they are bio-degradable in
nature.
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The first flat-bottomed paper bag that we
are using today was first invented by an
American inventor Margaret Knight. She is
popularly known as ‘Woman Edison’ as she
has invented as much as 27 well-known
inventions like paper bag machine (for
making paper-bags, of course), shoe cutting
devices, a rotary engine, a dress and skirt
shield and many more.
Margaret Knight was born in York, USA in
1838. As a little girl, she preferred playing with
woodworking tools instead of dolls. As an
adult, she started working in a paper bag
company where she noticed that the paper
bags, they used to be weak and narrow,
hence she tried to make them better by
inventing a machine that improved the way
that they were made.
She tried to get patent for the new paper
bag machine that could make paper bags
as used in these days but another person (a
male) took her idea and petitioned a similar
patent. During those days everybody
thought only males could invent machines.
How could she???
She fought a legal battle and was awarded
the patent at the age of 32. Later on, she
herself founded a paper bag company. She
didn’t stop here, throughout her life she
continued making things that would provide
ways to solve problems.
She passed away at the age of 76. Today she
is recognized as the first woman to obtain a
patent in America and one who crossed the
barrier of traditional gender roles.
ICT in Teaching and Learning, An
Aid for Dynamic Era.
GOPAL KHANAL, Computer Operator
I
nformation and Communication Technology
(ICT) in education is the mode of education
that use information and communications
technology to support, enhance, and optimise
the delivery of information.
Worldwide research has shown that ICT can
lead to an improved student learning and better
teaching methods. A report made by the
National Institute of Multimedia Education in
Japan, proved that an increase in the use of ICT
in education with integrating technology to the
curriculum has a significant and positive impact
on students’ achievements. The results specifically
showed that the students who are continuously
exposed to technology through education has
better ‘knowledge’, presentation skills, innovative
capabilities, and are ready to take more efforts
into learning as compared to their counterparts.
The Mobile learning (m ‐learning) as a form of
e ‐learning is a rising trend where the education
has outgrown the physical constraints of the
classrooms and acquired mobility. Students
access information whenever and wherever they
want, and institutions that provides such
advanced technological terrains is rising in
number day by day.
Various devices/technology in ICT includes:
Access of course materials through remote
devices, Online digital repositories for lectures,
course materials, and digital library,
Online/cloud based academic management
systems,Employing the flipped classroom
concept,Making use of handheld computers,
tablet computers, audio players, projector
devices etc.Also, the rising number of Massive
Open Online Courses(MOOCs) like the coursera,
khan academy, and edx tells us that there is a
huge demand for off-the-classroom learning
facilities. The future of our institutions will depend
on whether or not they can satisfy those needs.
Why measure ICT in education?
Policy ‐makers
accepts that ICT in
education can
help the students
to compete in the
global economy
by being part of a
skilled workforce
and facilitate
social mobility by; enhancing learning
experiences and providing new sets of skills,
reaching more students with Massive Open Online
Courses (MOOCs), Facilitating the training of
faculties,
Minimising costs and saving time associated with
information delivery and automating regular day-
to-day tasks, Improving the administration of
institutions to enhance the quality and efficiency
of service delivery.
To summarize, enabling ICT in education, and
making use of technology in education creates
an easy-to-manage learning environment where
the delivery of information is so much smoother
and the learning easier.
Also, ICT is definitely the path to take for
institutions, especially in countries like ours, as our
growth is directly aligned with technology and
the field of education is no exception. And
assuring higher quality education for its students
will define whether the institution should move
forward or perish.
-0-
Page No. | 61 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
sf7df8f}+sf] nLnf
;'/h bjf8L
sIff M !)
sf7df8f}“df nLnf ck/Dkf/ 5
l;+x t 5}g, t/ l;x+b/af/ 5 .
/fhf 5}gg\ t}klg /fhb/af/ 5
lardf t/fO{, rf/} lt/ lxdfn, kxf8 5 .
xfQL Pp6} 5}g, t/ xfQLuf“8} f 5
;8ssf] k]6Ldf rNg] v'b|f Jofkf/ 5 .
otfplt x]¥of] g uf“}8fsf] af; 5
lxhf]sf] Tof] afu cfh lsg phf8 5 .
uNnLsf] k"j{kl§ Pp6f 7'nf] kvf{n 5
h;df n]lvPsf] ;"rgf clxn] klg Vofn 5 .
gkmfn x} kmf]xf]/ eGg] ;"rgfsf] ;~rf/ 5
;dfltPdf hl/jfgf Ps xhf/ 5 .
ufO{ st} 5}g, t/ gfdrflx“ uf}zfnf 5
leq o;f] x]5'{ t, k|]d l;sfpg] kf7zfnf 5 .
uf}zfnfsf] 5]pdf 5 kz'kltgfy
cfqmfds kz' t 5}g, t/ af“b/ / k/]jf 5 ;fy;fy .
gfd ePsf] dfG5] geP klg cgfdgu/ 5
b]z lalu|of] dtna 5}g, g]tf t 3/3/ 5 .
;Eotf efF8g\ ] ;fdfg xf]Og, g/ gf/Lsf] gf}6ª\sL 5
t}klg s;'/ s] / < To; 7fp“sf] gfdrflx“ snª\sL 5 .
dfly kz'kltdf lgTo x“'b} 5 k"hfkf7
s:tf] crDd, tn d'bf{ hNb} 5 cfo{3f6 .
eGg'kg]{ d;fg, lsg eGb} 5 cfo{3f6
:ju{ / gs{ ;Fu} a:g], s:tf] of] hdft
;fRr} xf] t, sf7df8f}“sf] nLnf ck/Dkf/ 5 .
ljZjdf a9\bf] ck/fw / o;sf]
lg/fs/0f
k|ljgf >]i7
sIff M !)
cfhef]ln ;~rf/ dfWodel/ rf]/L, 8s}tL, anfTsf/,
dfgj a]rlavg, afnzf]if0f, ax'd"No hLjhGt' / ltgsf
cª\ux¿sf] cj}wflgs ¿kdf t:s/Lh:tf cfk/flws
36gfx¿sf af/]df 5tf5'Nn ;'Gg jf x]g{ kfOG5 . Tolt
dfq xf]Og, ;fgf] emu8fsf] lgx'“df abnfsf] efjgf
l;h{gf u/L ckx/0f Pjd\ xTof ug]{ s'/fsf] cfhef]lnsf]
x]8nfOg g} aGg k'u]sf] 5 .
zlQmsf] v]ndf zlQmzfnLn] sdhf]/dfly ub}{ cfPsf]
cGofo / cTofrf/sf] ;fIfL xfd|} Oltxf; / jt{dfg aGg
k'u]sf] 5 . /fgL, ;/:jtL, /fwf, dlGb/f a;\ gfd dfq
ablnPsf] 5, t/ gf/Ldfly x'g] cGofo pxL 5 . s]jn
7fpFsf] gfd dfq ablnPsf] 5 t/ z/L/df nfUg] rf]6
pxL 5 . cfh klg s'g} uNnL geP tfklg sltko
gf/Lx¿n] anfTs[t eO{ ;dfhsf] cjx]ngf / lt/:sf/
ef]Ug'k/]sf] 5 . To;}u/L cjf]w afnaflnsfx¿ o; lgb{oL
;dfhsf] rk]6fdf k/]sf 5g\ . h'g afnaflnsfsf] xftdf
snd ydfO{ lzIffsf] dxÎj l;sfpg'k5{ . cfhef]ln tL
afnaflnsfnfO{ cfkm\gf] sfdsfhdf ;xof]u k'¥ofpg]
;fwgsf ¿kdf k|of]u ug]{ ul/G5 . Tolt dfq sxf“ xf]
/ < sfd /fd|/L gu/]kl5 ltgnfO{ ufnL ug]{ lk6\g] /
dfl/lbg] k|j[lQ klg a9\b} uPsf] 5 . ;g\ @)!* ;fndf
lgd{nf kGtsf] anfTsf/ eO{ cfkm\gf] Hofg;d]t
u'dfpg'k¥of] . olt dfq geP/ @)&& dª\l;/df
alb{af;df ^ jif{] aflnsfsf] anfTsf/sf], ;;'/fn]
a'xf/Lsf] xTofh:tf ljleGg ck/fwx¿ lbgk|lt lbg a9\b}
uPsf] kfOG5 . gkTofP o;sf] cfwf/df ;f]xL 36gfnfO{
;d]6]/ o'6\o'a, 6]lnlehgsf sfo{qmd h:t} qmfOd k]6«f]n,
;fjwfg OlG8of cflbdf lbOPsf] 5 .
olb xfdLn] bz jif{ cl3sf] / clxn]sf]
;donfO{ bfHg] xf] eg] cj}wflgs ¿kdf hLjhGt' /
ltgsf ax'd"No cª\ux¿sf]] t:s/L krf; k|ltztn]
a9]sf] kfOG5 . To;df klg xfQLsf] bf“t, s:t'/L d[u,
/Qm rGbg OToflbsf] klg t:s/L a9\b} uPsf] kfOG5 .
Page No. | 62 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
o;sf cltl/Qm dfbs kbfy{ / 8«U;sf] klg cj}wflgs
¿kdf leœofpg] lqmofsnfk a9\bf] kfOG5 . o:tf kbfy{
lsga]rsf sf/0fn] sltko o'jfx¿sf] eljJo cGwsf/df
?dlng k'u]sf 5g\ . o;}qmddf rf]/L, 8s}6Lh:tf
ck/fw Kflg cfkm\gf] r/d ;Ldfdf k'lu;s]sf] 5 . ca t
o:tf] ;do cfO;s]sf] 5 ls dfG5]n] cfkm\gf] 3/df
tfNrf nufP/ aflx/ hfg'eGbf cl3 b;k6s ;f]Rg'k5{ .
c“Wof/f] k/]sf] a]nfdf t o:tf] rf]/x¿sf] km"lt{ emgemg\
a9\b} uPsf] 5 . cfhef]ln t o:tf rf]/x¿ rGbf dfUg]
/ cfkm\gf] ;/;fdgsf] k|bz{g ug]{ lgx'“df 3/leq l5g]{
k|of; ug]{ u5{g\ . cfkm"nfO{ arfpg] k|of; u/]df ltgn]
Hofg] lngaf6 kl5 kb}{gg\ .
t;y{, s'g} klg ;d:ofsf] ;xL klxrfg u/L
To;nfO{ h/}af6 pGd"ng ug]{ k|of; ug'{k5{ . To;f] eP
dfq ckfwljxLg ;dfhsf] lgdf{0f x'G5 .
lhGbuL
;'hg sfsL{
sIff M *
lhGbuL of] vf]nf;l/ alu/xg]
slt afwfdf klg cl3 al9/xg]
g t d yfs]“ jf un“] eGg kfpg]
g t Ps}l5g lj>fd u5{' eGg kfpg] .
s'g df]8df uP/ r6\6fg, af3n] 5]Sg] kQ} gx'g]
s'g df]8df wf]sf / cf“;' 5 ;f]Rg} g;lsg]
s'g a]nf ©;fysf] ;fyL 5'6\g]
s'g a]nf ;fyLn] cfkm"nfO{ 5f]8\g] .
;'v ;a}sf] ;fd' a9] klg
b'Mv cfkm}+leq n'sfpg'kg{] of] lhGbuL
xf“;L ;a}sf] ;fy af“8] klg
cf“;' PsfGtdf aufpg'kg]{ of] lhGbuL .
d]/f] ofqf, s6'jfn bxb]lv
afuåf/;Dd
ck{0f vltj8f
sIff M %
Df
Hofb} pT;flxt lyP“ . ef]ln d d]/f] a'afcfdf;“u
afuåf/ hfg] kSsf ePsf] lyof] . afuåf/
eg]sf] g]kfnsf] kljq gbL afudtLsf] ;''?jftL
7fp“ xf] . ljleGg wfld{s tyf ko{6sLo If]qsf]
e|d0fdf d ;fg}b]lv lx“8]sf] lyP“ . o;k6s d d]/f]
a'afcfdf / lbbL;Fu afuåf/;Ddsf] ofqfdf hfg] lg0f{o
eof] . of] ofqf gf} lbgsf] lyof] . a'af cfkm}“ ofqfk|]dL
x'g'ePsf] x“'bf xfdL o; kljq ofqfdf ;xefuL x'g kfof}“,
h'g g]kfn ;/sf/sf] cfof]hgfdf ePsf] lyof] . of] ofqf
s6'jfn bxb]lv afuåf/;Dd lyof] . d]/f] :s'nsf]
sf/0fn] ;a} 7fp“sf] ofqfdf ;xefuL x'g gkfP klg
;'Gb/Lhnsf] s6'jfn bxb]lv afuåf/;Ddsf] ofqf eg]
;xefuL x'g] ;f}efUo ldNof] .
eujfg\ a|xd\ f tk:of ug{ lzjk'/L uPsf lyP . pgsf]
tk:ofaf6 eujfg\ lzj v';L eO{ lzjk'/L cfPsf] /
a|x\dfsf] rf/ j6f 6fpsf] / bf/L b]v]/ lzj eujfg\
xf“:bf d'vaf6 y's em/L afudtL gbL ag]sf] eGg] syf
;'g]sf] lyPF . afudtLsf] ;|f]t afuåf/ xf] . o;sf
;xfos gbL lji0f'dtL / xg'dGt] vf]nf xf] . of]
afuåf/b]lv s6'jfn bx;Dd au]sf] 5 .
cfdfafaf ;'? lbgb]lv ofqfdf lx“8\ge' Psf] lyof] . d /
lbbL laxfg kf“r ah] cfdfn] eGg'ePsf] 7fp“df k'Uof“} .
x'g t afuåf/ ;a} hgf uP/ x]/]/ kms{g] 7fp“ lyof] t/
xfdL rflx“ wfld{s ofqf ul//x]sfn] d / lbbL;“u} lx“8]sf
lyof}+ . ofqfdf ;a}eGbf sl7gfO rflx“ dnfO{ g} lyof] .
lsgls cl3Nnf] lbg a]Gr 9n]/ d]/f] v'6\6fsf] gª
lgSn]sf] lyof] . t/ dnfO{ Tof] cg'ej ePg ha xfdL
lx“8]/ afuåf/ k'Uof}“ . wfld{s ofqfdf d rflx“ 8d? /
zª\v ahfp“b} afuåf/;Dd k'Uof“} . xfdL afuåf/ k'Ubf
lbp“;f]sf] Ps ah]sf] lyof] . afuåf/ Psbd} dgdf]xs
7fp“ lyof] . af6f] ljleGg r/fr?ª\uL hgfj/sf] cfjfh
;'lgGYof] . / cfdL{ c+snn] hgfj/sf] kblrx\g
b]vfpg'x'GYof] . af3sf] d'vaf6 kfgL lg:s]sf] / Tof]
;fgf] kfgL af6
afudtLsf] pTklQ
ePsf] /x]5 . d]/f]
dgdf gbL t 7'n}
xf]nf eGg] ;f]r]sf]
t/ w]/} ;fgf]
/x]5 . xfdL;“u w]/}
g} ;do ar]sf] x“'bf
lzjk'/Lsf] 6fs'/fdf
hfg] lg0f{ocg';f/ d, lbbL / cfdf sl/a 8]9 306f
lx“8]kl5 ;f] 6fs'/fdf k'Uof}F . Toxf“sf] ;Dd rp/df
k'u]kl5 lzjk'/L afafsf] cf>d clg d"lt{nfO{ 9f]u]/
rf/}tkm{ x]bf{ pQ/df lxdfn xf“;]sf] / blIf0fdf sf7df8f}+
;x/ gfr]sf] b]lv“bf] /x]5 . Toxf“ sl/a Ps 306f a;]/
xfdL kmSof{“} . tn afuåf/kl5 xfdL 6f]8\s] afaf eGg]
dxfTdfsf] 5fk|f]df uP/ a:of“} . Tof] ;do sl/a ;f“emsf]
^M#) ePsf] lyof] / hª\undf ;'g;fg x“'b} cfof] .
lagfaQL xfdLn] /ft latfof}“ . clg afuåf/df ;a}eGbf
Page No. | 63 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
dhf rflx“ d 8d? clg 306L ahfP/ lx“8\y]“ . of]
ofqfdf ;a}eGbf sfG5f]rflx“ d lyP“ . d ;a}n] eg]sf]
dfGg] x“'bf ;a}n] dnfO{ dfof ug'{x'GYof] . afuåf/df d}n]
slt w]/} r/f / a“b]n klg b]v]“ . afuåf/df g'xfp“bf
rflx“ w]/} lr;f] ePsf] lyof] . o;/L d d]/f] afafddL /
lbbLx¿;“u afuåf/ hf“bf w]/} /dfOnf] ePsf] lyof], h'g
afudtLsf] ;'?jftL 7fp“ lyof] .
nIo
bLlksf jGt
sIff M !@
ldlxg]t u/ ltdLn] ca nIo 5}g 6f9f
km"nsf] af]6df km"n dfq} x}g x'G5g\ sf“8f .
sf“8f x6fO{ km"nsf] ;'jf; ltdLn] 5g{'k5{
b]zsf] lglDt /fi6«elQm dgdf eg{'k5{ .
kl/>dL tL xftx¿ gx"g\ slxNo} kl5
;a}nfO{ ;fy lnO{ ltdL a9\g'k5{ cl3 .
u'? clg cleefjs x'g\ ;a} ltd|f ldq
b]zsf nflu ltdLn] ca sf]/ gof“ lrq
cfkm\gf] dfG5]n] ufnL ubf{ ltdL ?g' x'Gg
hLjgnfO{ aaf{b kfg]{ lrh 5'g'x'Gg .
ltd|f] hLjg ;kmn eP xfdL x'G5f}+ v';L
k9\g n]Vg 5f]8L xfdLnfO{ gagfpg' b'MvL .
ltd|} nflu xfdLn] hLjg ck{0f u¥of}“
cfkm" kL8f ;x]/ lg ltdLleq v';L eof}“ .
ltdL b]zsf] hgzlQm ltdL xfd|} zfg
b]z ljb]z ;+;f/el/ a9fpm b]zsf] dfg .
Ifl0fs tL cfgGbnfO{ ltdLn] TofUg'k5{
nugzLn agL nIo k"/f ug{ ltdL nfUg'k5{ .
l;l4r/0f >]i7
uf}/j k'/L
sIff M *
!(^( ;fn h]7 ( ut] cf]vn9'ª\uf
lhNnfsf] cf]vn9'ª\uf ahf/df lktf
lji0f'r/0f >]i7 / dftf gL/s'df/L
>]i7sf] ;Gtfgsf ¿kdf Ps afnssf]
hGd eof] . pgL c¿ sf]xL geP/ o'u
slj l;l4r/0f >]i7 x'g\ . pgn] cf}krfl/s ¿kdf
b/af/ xfO{ :s'ndf sIff cf7;Dd dfq k9] t/
cgf}krfl/s ¿kdf eg] k"jL{o Pjd\ kfZrfTo ;flxTo /
snfsf] af/]df w]/} cWoog u/] . pgnfO{ g]kfnL sljtf
;flxTosf hfHjNodfg tf/fdWo] Ps dflgG5 slj
>]i7nfO{ w]/} :jR5GbtfjfbL–k|ultjfbL slj, qmflGtsf/L
slj, ;/n / ;xh efjsf slj, k|s[ltk|]dL slj /
/fi6«jfbL sljsf ¿kdf lrlgG5 . pgn] /f0ff zf;gsf]
lj/f]w u/]afkt !* jif{sf] h]n ;hfo tf]lsPsf] lyof] .
pgL h]ndf x'“bf g} pgsf] afa'sf] d[To' eof] t/ pgnfO{
cfkm\gf] afa'sf] sfhlqmof;Dd ug{ lbOPg . pgL kf“r
jif{sf] s7f]/ h]n ;hfP ef]uL l/xfO eP . …sf]lknfÚ
sljtf ;ª\u|xdf ;ª\slnt …;GWofÚ pgsf] klxnf]
k|sflzt sljtf xf] . pgn] w]/} s[ltx¿ k|sflzt u/]sf
5g\ . d]/f] k|ltlaDa, sf]lknf, s'lx/f] / 3fd,
l;l4r/0fsf k|ltlglw sljtf, lt/ld/ tf/f / af“lr/x]sf]
cfjfh pgsf sljtf ;+u|x xf] eg] pj{zL, Hofgdf/f
z}n, d+undfg, cf“;' v08sfJo x'g\ . pgn] /Tg>L,
k[YjL k|1f k'/:sf/, uf]/vf blIf0f afx'h:tf 7'nf
k'/:sf/ kfPsf lyP . o:tf dxfg\ sljsf] d[To' @)$(
;fn h]7 @@ ut] sf7df8f}“df eof] .
d]/f] ufp“
k|zfGt s]=;L=
sIff M @
d]/f] ufp“ /fd]5fk lhNnfdf kb{5 .
/fd]5fk afudtL k|b]zdf k5{ . /fd]5fk kmnfd vfgLdf
k|l;4 5 . /fd]5fksf] l;dfgfdf cf]vn9'ª\uf, bf]nvf /
l;Gw'nL k5{ . /fd]5fkdf vf“8fb]jL, cUn]Zj/ dxfb]j,
yfgklt cflb k|l;4 dlGb/x¿ /x]sf 5g\ . oxf“sf]
vf“8fb]jL dlGb/ Psbd} k|l;4 dlGb/ xf] . To;}n] o;
dlGb/df a]nfa]nfdf 3'Dgsf nflu y'k|} ko{6sx¿ cfpg]
ub{5g\ . oxf“sf] jftfj/0f Psbd} /d0fLo /x]sf] 5 .
;'gsf];L / tfdfsf];Lsf] lardf /x]sf] d]/f] ufp“ Psbd}
/dfOnf] 5 .
>L % a8fdxf/fh k[YjLgf/fo0f zfx
bLIffGt >]i7
sIff M #
>L % a8fdxf/fh k[YjLgf/fo0f
zfxb]j /fhf g/e"kfn zfx tyf /fgL sf};NojtLsf
h]7f 5f]/f lyP . pgsf] hGd lj= ;+= !&&( kf}if @& ut]
laxLaf/sf] lbg uf]/vf /fHodf ePsf] lyof] . pxfF
afNosfndf cToGt} z"/jL/, t]hjL/, a'l4dfg tyf
d]xg]tL lyP . pxfFn] g]kfndf /x]sf ; ;fgf /fHox?df
afFl8Psf afO;] tyf rf}la;] /fHox?nfO PsLs/0f u/L
Pp6} b]zsf] l;h{gf ug{] lognfO{ cfw'lgs g]kfnsf
/fi6«lgd{ftfsf] ?kdf lrlgG5g\ . pxfFn] g]kfn PsLs/0f
ug{sf nflu g]kfnL ;]gf tof/ ug{'eof] . g]kfnL ;]gfn]
klg pxfFnfO{ ;]gf lgdf{tfsf] ?kdf x]b{} cfPssf 5g\ .
pxfFn] g]kfn b'O{ 9'ª\uf larsf] t?n xf] eg]/ lbJo
pkb]z lbPsf lyP .
Page No. | 64 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

pxfFn] hLjge/ b]z / hgtfsf] nfLu ;dlk{t a]Unfa]Un} gf]s/ rfs/x¿ lyP . pm gf]s/ rfs/x¿dfly
eP/ nfu] . xfdLn] pxfFsf] ;Dem\gfdf kf}if @& ut]sf k"0f{ ¿kn] lge{/ lyO{ .
lbg g]kfndf /fli6«o Pstf lbj; dgfpFb} cfPsf 5f}+ . l;ldgLsL cfdfn] cS;/ p;nfO{ ;Demfp“b} eGg]
pxfFsf] d[To' lj= ;+= !*#! Df3];ª\s|flGtsf lbg %@ jif{sf] uly{g\, æ5f]/L, ltdLn] cfkm\gf] sfd cfkm}“ ug]{ afgL
pd]/df ePsf] lyof] . a;fNg'k5{ . lax] ePkl5 t nf]Ug]sf] 3/df ltdL cfkm}“n]
;a} sfd ug{'kg]{ x'G5 .Æ t/ l;dLgLn] cfdfsf] s'/fnfO{
d]/f] ufp“ k6Ss} jf:tf ulb{gyL .
/f]lgz vqL ;do laTb} uof] . l;ldgLsf] lax] Pp6f ;}lgsl;t
sIff M # eof] . ;}lgssf] 3/df Ps hgf dfq gf]s/ lyof] .
h;sf] sfd 3/ ;kmf ug]{ / ef“8f df‰g] dfq lyof] .
d]/f] ufpF bf]nvf lhNnf ;}n'ª ufpFkflnsf * l;ldgLsf] cN5L lyO{{ . pm vfgfrflx“ h]gt]g ksfpg]
k|b]z g+= # df kb{5 . d]/f] ufpF afSnf] a;f]af; / :jR5 ub{yL . crfgs p;sf] b]zdf o'4 ;'? eof] .
xfjfkfgL ePsf] 7fpFdf kb{5 . oxfF xl/ofnL jgh+unx? l;ldgLsf] nf]Ug]nfO{ o'4df ;fd]n x'g'kg]{ pbL{ cfof] . of]
5g\ . d]/f] ufpF glhs} k|Voft bf]nvf eLd]Zj/ / va/ ;'g]/ l;ldgL lbSbf/ x'g'sf] ;§f v';L eO{ lsgls
sflnGrf]s dlGb/ kb{5 . oxfF 6f9f 6f9fsf dflg;x? p;nfO{ ca s'g} klg sfd ug{'kg]{ emd]nf ePg . 3/df
e|d0f / k"hf ug{ cfpg] ub{5g\ . d]/f] ufpFdf Pp6f dflns gePkl5 gf]s/ klg cfkm\gf] ufp“lt/ nfUof] .
y"Dsf ePsf] ;}n'ª ko{6sLo :yn 5 . oxfF jif{df l;ldgLrflx“ hltv]/ klg ;'t]/ a:g yfnL . g pm
Psk6s 7"nf] d]nf nfUg] ub{5 . oxfF wfld{s :ynx? 3/sf] ;/;kmfO uyL{ g t g'xfOw'jfO g} uyL{ . x'“bfx'“b}
klg 5g\ . d]/f] ufpF ko{6sLo e|d0fsf nflu k|Voft 3/sf sf]7fel/ w'nf], df6f], sl;ª\u/ hDg yfNof] .
5 . Ps lbg /flt pm lgbfPsL a]nf p;sf] sfgdf cfjfh
u'lGhg yfNof] . pm em:sL, cf]5\ofgaf6 p7L / cfFvf
d]/f] :s'n ldRb} a;L . p;n] PSsfl; cfkm\gf cf“vf;fd' ;fgf
s[iff ef/tL ;}lgsx¿ xftdf t/af/ grfp“b}, xf“:b}, p;sf] jl/kl/
sIff M # em'lDdb} uLt ufO/x]sf] b]vL . uLtsf] af]n lyof], …lrg–
lrg sf]afsfdf cf]l;h'g]/ lxd] lu/L of 6f]g–6f]g .Ú
s:tf] eof] d]/f] :s'n l;ldgLn] a'emL, tL ;fgf;fgf ;}lgsx¿ cfkm\gf] bnsf]
s:tf eP ;fyL < gfd …lrg–lrg sf]afsfdfÚ elg/x]sf lyP . ;fy}, p;nfO{
cfh ef]ln b]Vg} 5f8] elg/x]sf lyP, ltdL ca ;'Tg hfpm . /ft w]/}
;kgfdf /flt 9lNs;Sof] . l;ldgLnfO{ pgLx¿n] p;sf] lv;L
:s'n eGbf Kof/f] eof] ul//x]em}“ nfUof] . To; /ft pk/fGt k|To]s /ft lrg–
cfh dnfO{ 3/ lrg sf]afdf cfpg yfn] / pxL uLt ufpg yfn] .
:s'n hfg df nfU5 slxn] p;sf] tlsoflg/ t slxn] p;sf] jl/kl/ rSs/
sf]le8sf] ef] 8/ nufpg yfn] . l;ldgL pgLx¿nfO{ b]v]/ 8/fpg yfnL .
8/ / clgGb|fn] ubf{ pm lbg k/lbg b'Anfpg yfnL .
cgnfOg sIff x'G5 b]V5' s]xL ;dokl5 p;sf] ;}lgs nf]Ug] o'4 e"ldaf6 3/
b]V5' u'?cfdf kmSof{] . p;n] l;ldgLnfO{ Hofb} b'AnfPsf] b]Vof] . pm
;fly;Fu v]Ng dg5 lgGofp/f] d'v nufP/ a;]sL lyO{ . p;sf] nf]Ug]n]
s;f] u/f} /fd l;ldgL;“u p;sf] lbUbf/Lkg / pm b'Anfp“b} uPsf] lrg–
lrg sf]afdf ;}lgsx¿sf] af/]df ;Dk"0f{ s'/f atfO{ .
:s'nsf] cfFug klg
p;sf] nf]Ug]n] ;a} s'/f /fd|/L a'‰of] / l;ldgLnfO{ lrGtf
s:tf] eof] xf]nf <
gug{ cfu|x u¥of] .
sf]le8n] ubf{ 3/df
dWo/ftdf l;ldgLsf] nf]Ug] b/fhleq n's]/ a:of] . pm
dSsL ;sf] emf]nf.
b/fhleqaf6 lrofO/x]sf] lyof] . ;w}“em“} /flt tL ;fgf–
&
lrg–lrg sf]afsfdf ;fgf ;}lgs t/af/ lnP/ l;ldgLsf] 8;gfd'lg
;l~htf af]xf]/f cf]5\ofOPsf] un“}rfaf6 lg:sg yfn] . pgLx¿ l;ldgLsf]
sIff M & jl/kl/ gfRb} uLt ufpg yfn] . l;ldgLsf] ;}lgs nf]Ug]
b/fhleqaf6 aflx/ lg:Sof] . p;n] Aofuaf6 t/af/
l;ldgLsf afa'cfdf cToGt} wgL lyP . p;sf lemSof] / Psk6s u/L lrg–lrg sf]afdfnfO{ t/af/n]
3/df gf]s/rfs/x¿sf] s'g} sdL lyPg . s]; sf]g]{, 3f]Rg yfNof] . Psl5g kl5 p;n] lgbfO/x]sL
z[ª\uf/ ug]{, n'uf klx/fO lbg], h'Qf rKkn nufOlbg] l;ldgLnfO{ lap“emfof] . pm ;kgf b]lv/x]sL lyO{ .
Page No. | 65 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

laplemPkl5 p;n] ;of}+ bf“t sf]6\ofpg] l;Gsf e'OFdf of] dg eG5, ;'v Toxf“ ldN5
rf/}lt/ 5/k:6 ePsf] b]vL clg l;ldgLn] s'/f a'emL . hxf“ 5, hLjg ;fbf .
pm Hofb} nlHht eO{ / cfkm\gf] nf]Ug]nfO{ egL oL
l;Gsfx¿ d}n] g} kN6LkN6L otfptf km\ofs]sL x'“ . d]/f] ;+jfb
cN5\ofOsf] sf/0fn] d}n] dlxgf} lbg;Dd klg ;/;kmfO k|flKt e6\6/fO{
gu/]sL x'“ . dnfO{ dfkm ugf]{;\ . sIff M ^
l;ldgLsf] nf]Ug]n] p;nfO{ ;Demfp“b} eGof], æx]/ kmf]xf]/n]
t b'i6\ofO“, cefj / bl/b|tf lgDTofp“5 . ltdLn] -Ps lbg /fdrflx“ uLt ufp“b} / ;'hg
;/;kmfOsf ;fy km'lt{nf]kgsf] dxTTj a'‰g'k5{ . gq xf“:b} cfO/x]sf lyP ._
ltd|f] z/L/ /f]un] h/f uf8\5 / ltdLn] /f]uL eO{ hLjg /fd M P ;'/h, slt xf“;]sf] <
u'hfg{'kg]{ x'G5 . To;kl5 l;ldgLn] cfkm\gf] nf]Ug];fd' ;'/h M /fd, tkfO{+nfO{ t Tolt lg yfxf 5}g\ <
ca cfOGbf cN5L gx'g], cfkm\gf] JolQmut ;kmfO ug{'sf Laughter is the best medicine!
;fy} 3/sf] ;/;kmfOdf Wofg lbg] jfrf u/L . To;
lbgb]lv l;ldgL hfFul/nL eO{ / ;kmf ;'U3/ eP/ a:g ;dosf] dxŒj
yfnL . s[idf k|wfg
a]nfa]nfdf p;sf] nf]Ug]n] p;nfO{ lh:sfp“b} eGYof], ca sIff M @
t ltdLnfO{ lrg–lrg sf]afsfdf b]lvGg xf]nf lg . x}g
t < ;do eg]sf] a]nf xf] .
o;nfO{ df}sf klg elgG5 .
;'v xfdL ljBfyL{ xf}“ . xfd|f]
v';L ef/tL hLjgdf t ;dosf] emg}
sIff M ^ 7'nf] dxÎj 5 . ;dosf]
plrt k|of]u ug]{ dfG5]n]
;'v s] xf], b'Mv s] xf] < ;w}“ ;kmntf kfp“5 .
;'vb'Mv t x'g\, dgsf efjx¿ . ;dosf] plrt pkof]u gug]{ ;w}“ c;kmn x'G5 .
;'v eGg' g} b'Mvsf g]kfndf au]sf] vf]nf / lat]sf] ;do slxNo} ksf{pg
vf6f a;]sf 3fpx¿©9 . ;ls“b}g eGg] pvfg k|l;4 5 . lat]sf] ;donfO{
slxNo} ksf{pg ;ls“b}g . xfdLn] ;do To;} v]/
;'v tgdf 5, ;'v dgdf 5 kmfNg'x'“b}g . plrt ;dodf k9\g' / v]Ng' /fd|f] afgL xf]
ef]uL eG5 ;'v wgdf 5 . . grflxg] s'/f u/]/ ;donfO{ v]/ gkmfnf}“ . ;do ltg
sd{jfbLsf] ;'v sd{df k|sf/sf x'G5g\ M e"t, jt{dfg / eljio . e"tsfn eg]sf]
of]uL eG5, ;'v jgdf 5 . lat]sf] ;do xf] . Tof] uO;Sof] kms]{/ cfp“b}g .
eljiosfn eg]sf] kl5 cfpg] lbg xf] . o;sf] af/]df
;'v a|x\ddf a|xdjfbLsf] kl5 ;f]Rg ;lsG5 . t/ xfd|f nflu jt{dfg sfn g}
;dtf eG5, ;'v hghgdf 5 . dxÎjk"0f{
;'v tgdf 5, ;'v dgdf 5 x'G5 . of] rln/x]sf] ;do xf] . o;}nfO{ plrt pkof]u
;'v ;[li6sf] s0fs0fdf 5 . u/]df xfdL ;kmn x'G5f}“ .

b'Mv xf] cFWof/f], ;'v xf] pHofnf] snf / ;+:s[lt

/ftlagfsf] lbg sxf“ < ;ljg du/
;'v x's{G5, b'Mv ue{df sIff M !)
cf}+;Lkl5sf] h"g hxf“ .
snfsf] ljsf;
a|x\d c08 g} b'Mvsf] lk08 k/fk"j{sfnb]lv ePsf]
a|x\df08df ;'v JofKt 5 . xf] . ljljw snf /
dgsf] leq bLk pHofnf] ;+:s[ltn] ;DkGg g]kfn
dg Hof]ltdf ;'v k|fKt 5 . ax'hftLo, ax'eflifs,
ax';f+:s[lts tyf
cxd\ k"lt{sf] rfx c;Lldt ax'wfld{s d'n's xf] . oxf“ ljljw lsl;dsf snf /
b'Mv x'G5 k/] OR5fdf afwf . ltgsf ax'cfoflds If]q /x]sf 5g\ . oL snfsf]
dfWodaf6 xfdL b]zsf] klxrfg lbnfpg ;S5f}“ . snf
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
tyf ;+:s[lt o:tf] cf}hf/ xf] h;n] /fHosf] klxrfg
dfq} xf]Og, To;sf] efjL lbzf;d]t lgwf{/0f ul//x]sf]
x'G5 . dflg;df /x]sf] 1fg, ;Lk / Ifdtfaf6 ;dfhnfO{
ultzLn agfpg] ;zQm cf}hf/ eg]s} snf / ;+:s[lt
x'g\ . h;nfO{ lgDgfg';f/ lrgfpg ;lsG5 .
dfgj hfltn] cfkm\gf] ;Lk Ifdtf, 1fgnfO{ hLjg /
hut\df pkof]u ug]{ ;zQm cf}hf/ snf xf] . snf
dfgj dg / dl:tissf]
l;h{gfTds pkh klg xf] .
;dfhsf] ;f+:s[lts r]tgfcg'¿k
ljsf; ePsf] dfgjLo l;h{gfsf]
¿kdf snfnfO{ lng ;lsG5 .
g]kfndf k/fk"j{sfnb]lv g}
snfsf] ljsf; ePsf] kfOG5 .
g]kfnleq k'vf{n] cfh]{sf] ;Lkut
1fgsf cfwf/df /lrPsf snfb]lv ljleGg z}nL /
lrGtgnfO{ ;d]t cfTd;ft u/]sf snfnfO{ g]kfnL
snfsf ¿kdf a'‰g'kb{5 .
dfgj hflts} hLjg / hut\nfO{ ;xh agfpgsf nflu
cfh]{sf] ;Lk, 1fg / Ifdtfsf] pkhsf] ¿kdf ;+:s[ltsf]
lgdf{0f ePsf] x'G5 . dflg;sf] /xg;xg, vfgkfg,
a;f]af;, wd{, /Lltl/jfh, efiff, ;flxTo, snf, uLt,
;+uLt tyf cGo ;fdflhs ultljlw ;+:s[ltdf kb{5g\ .
;+:s[lt dfgj hLjgsf] dxÎjk"0f{ cª\u klg xf] . dfgj
hfltn] cfljisf/ u/]sf hlt klg dfgjLo lqmofsnfk
5g\, tL ;a} ;f+:s[lts cª\usf ¿kdf /x]sf x'G5g\ .
snf klg ;f+:s[ltsf] cª\us} ¿kdf /x]sf] x'G5 .
g]kfndf a;f]af; ug{] ljleGg hfthflt tyf ;d'bfon]
lgdf{0f u/]sf snfTds l;h{gfx¿ /x]sf 5g\ . tL
pgLx¿sf k'vf{n] cfh]{sf] snfTds 1fg x'g\ . To:tf
1fgnfO{ clxn]sf k':tfn] cg'z/0f ub}{ csf{] k':tfsf
nflu k':tfGt/0f ug'{ cfjZos 5 . tL snfx¿
hLjgf]kof]uL tyf cg'e"t ug{ ;lsg] ;DkbfnfO{
aGg'kb{5 .
xfn g]kfndf k/Dk/fut snf, nf]ssnf /
;d;fdlos snf rngrNtLdf 5g . o:tf snfcGtu{t
yfGsf, d"lt{snf cflb /x]sf 5g\ . ldlynf, cjlw,
kj{t], vfd, ls/ft, tfdfª, g]jf/L, bg'jf/, duwL, ;tf/,
d]r]nufot ljleGg hfthfltn] agfpg] snf kb{5g\ .
snf / ;+:s[lts} dfWodaf6 ef}lts / cef}lts
;+:s[ltsf] l;h{gf x'G5\ .
ljsf;df hlt sfd eP klg snf / ;+:s[ltsf]
ljsf;lagf /fHo alnof] aGg ;Sb}g . g]kfndf /x]sf
ef}lts tyf cef}lts ;Dkbfsf] ;+j4{g, k|j4{g tyf
;+/If0fdf ;+3Lo, k|fb]lzs tyf :yfgLo ;/sf/n]
;d'lrt gLlt lgdf{0f ug'{kb{5 . ;fy} ltgsf] vf]h–
cg';Gwfgdf kxnsbdL lng'kb5{ .
b;}“
lbbn:df a:g]t
sIff M ^
of] g]kfnLx¿sf] k|d'v kj{ xf] . c;f]h dlxgfsf] z'Sn
kIfsf] bzdL ltlysf] lbg o; kj{sf] k|d'v lbg xf] .
atfOG5 ls eujfg\ /fdn] o;} lbg /fj0fsf] aw u/]sf]
lyP . o;nfO{ c;Todfly ;Tosf] ljhosf] ¿kdf
dgfOG5 . o;sf/0f, o; bzdLnfO{ ljhof bzdLsf]
gfdn] hflgG5 . of] kj{ ;Dk"0f{ g]kfnLx¿sf] /fli6«o kj{
xf] . g]kfnL ;+:s[ltdf o;sf] ljz]if dxÎj /x]sf] 5 .
cfkmGtx¿ Ps} 7fp“df e]nf eP/ k"hfkf7, vfgkfg ub}{
Ps cfk;df z'esfdgf cfbfgk|bfg ub}{ of] kj{
dgfOG5 . of] kj{ !% lbg ljleGg lqmofsnfk u/L
dgfOG5 . klxnf] lbgnfO{ 36:yfkgf clg clGtd
lbgnfO{ sf]hfu|t k"l0f{df elgG5 . 36:yfkgfsf] lbg
hd/f /fvL b]jL b'uf{sf] :yfkgf ul/G5 . To;kl5 gf}
lbg;Dd gjb'uf{ ejfgLsf] k"hf cf/fwgf ul/G5 . b;f}“
lbg dfGohg cyjf cfkm"eGbf 7'nf] JolQmaf6 6Lsf,
hd/f u|x0f u/L cfzLjf{b lnOG5 . 36:yfkgfb]lv
gjdL;Ddsf] gf} lbgnfO{ gj/flq cyjf gf}/yf klg
elgG5 . b;}“ g]kfn tyf ljb]zdf a:g] ;Dk"0f{
g]kfnLx¿n] dgfpg] ub{5g\ . b;}“df gof“ n'uf lsGg],
ld7fld7f kl/sf/ vfg], lkª v]Ng], rª\uf p8fpg] /
cGo v]nx¿ v]Ng] ePsfn] ljz]if u/L s]6fs]6Lx¿nfO{
of] rf8 ;fx|} /dfOnf] x'g] ub{5 .
g]kfnL efiff
lgzf u'?ª
sIff M (
g]kfnL efiff g]kfnsf] k|d'v efiff xf] . of]
ax';ª\Vos g]kfnLx¿n] af]Ng] efiff xf] . g]kfnL efiffn]
;Dk"0f{ g]kfnL hgtfnfO{ Pstfsf] dfnfdf pg]sfn] xfdL
;a}sf] lglDt g]kfnL efiffsf] 7'nf] dxÎj /x]sf] 5 .
ef/f]k]nL efiff kl/jf/sf] ;td\ ju{df kg]{ ;+:s[t efiffaf6
k|fs[t / cke|+z x'“b} g]kfnL efiff hGd]sf] xf] . g]kfnL
efiffnfO{ ;'?;'?df v; efiff dflgGYof] . kl5 o;nfO{
uf]vf{nL efiff klg eGg yflnof] t/ clxn] of] g]kfnL
efiffs} ¿kdf lrlgG5 .
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
g]kfnL efiff g]kfnsf] /fi6«efiff xf] . g]kfn clw/fHosf]
;+ljwfgn] g]kfnL efiffnfO{ /fi6«efiffsf ¿kdf dfGotf
lbPsf] 5 . g]kfnsf kxf8, leqL dw]z tyf t/fO{ If]q
;a} If]qlt/ g]kfnL efiff af]lnG5 . g]kfndf g]jf/L, du/,
tfdfª, u'?ª, ;]kf{ cflb km/skm/s efiffnfO{
dft[efiffsf ¿kdf af]Ng]x¿ klg k/:k/df g]kfnL efiff g}
af]Ng] ub{5g\ . To:t}, g]kfnsf] ;/sf/L sfdsfh g]kfnL
efiffd} rNb5 . g]kfndf x/]s If]qdf g]kfnL efiffd}
Jojxf/ rnfOg] ePsfn] of] g]kfnsf] /fi6«efiffsf] ¿kdf
ePsf] xf] .
g]kfnL efiff b]jgfu/L lnlkdf n]lvG5 . g]kfnL
efiffsf] If]q lgs} Jofks /x]sf] 5 . of] efiff
g]kfnnufot ef/tsf bflh{lnª, l;lSsd / cf;fd /
To;}u/L e'6fg / adf{df klg lgs} ;ª\Vofdf af]lnG5 .
g]kfnL efiff ;flxlTos ¿kdf klg lgs} wgL 5 . sljtf,
syf, pkGof;, gf6s, lgaGw, ;dfnf]rgf cflb
;flxTosf x/]s ljwfdf g]kfnL efiff df}nfPsf] 5 .
g]kfnL efiff / ;flxTosf lglDt ;/sf/L tyf u}/;/sf/L
:t/df ljleGg ;+:yfx¿sf] :yfkgf ePsf] kfOG5 .
g]kfnsf k|d'v ;dfrf/kqx¿ klg g]kfnL efiffd} k|sflzt
x'G5g\ . o;/L g]kfnL efiffn] x/]s If]qdf k|ult ug{
;s]sf] 5 .
jf:tjdf eGg] xf] eg] g]kfnL efiff ;Dk"0f{ g]kfnLsf]
cfTdf xf], 9's9'sL xf] . ax';ª\Vos g]kfnLn] dft[efiffsf
¿kdf af]Ng] o; efiffnfO{ c¿ g} efiffnfO{ dft[efiffsf
¿kdf af]Ng]x¿ klg bf];|f] efiffsf ¿kdf af]Nb5g\ . of]
;f/f g]kfnLx¿sf] cfkm\gf] dgdf nfu]sf s'/fx¿ c¿nfO{
atfpg] dfWod efiffsf ¿kdf klg /x]sf] 5 . o;sf/0f
;Dk"0f{ g]kfnLx¿n] g]kfnL efiffnfO{ lgs} dfof ub{5g\ .
uf}td a'4
ljhohË lg/f}nf
sIff M *
e ujfg\ l;4fy{ uf}td af}4 wd{sf k|0f]tf x'g\ .
clwsf+z af}4 k/Dk/fn] pgLnfO{ xfd|f] sNksf]
Ps ;Dos ;Da'4sf] ¿k–¿kdf dfGb5g\ . a'4
eGgfn] af]lwk|fKt jf clGtd ;Tosf] ;fIffTsf/
u/]sf] dxfdfgjsf ¿kdf a'lemG5 . uf}td a'4sf]
jf:tljs gfd l;4fy{ uf}td lyof] . pgsf] hGd / d[To'
slxn] eof] egL olsgsf ;fy eGg g;lsP klg la;f}+
ztfAbLsf w]/}h;f] Oltxf;sf/x¿ pgsf] hLjgsfn %^#
O{zfk"j{b]lv $*# O{zfk"j{ /x]sf] eGg] s'/fdf Psdt
b]lvG5g\ . kl5Nnf] ;dodf ePsf cg';Gwfgcg';f/
pgsf] d[To' $*^ b]lv $*# O{zfk"j{sf] aLrdf /x]sf]
dflgPsf] 5 . tyflk pgsf] hGd j}zfv z'Sn k"l0f{dfsf]
lbg xfn g]kfnsf] ¿kGb]xL lhNnfsf] n'lDagLdf ePsf]
lyof] . pgn] cfkm\gf] hLjgsfnsf] klxnf] @( jif{
lktfåf/f k|bQ /fh;L ;'vdf latfP . t/ klg pgL ;bf
;+;f/df JofKt b'Mvsf] sf/0f / To;sf] lgjf/0f s]
xf]nf egL lrlGtt /xGy] . oxL b'Mv lgjf/0fsf] ;Todfu{
kQf nufpg] p2]Zon] @( jif{sf] pd]/df u[xTofu u/L
l;4fy{ ef/tsf] ljeGg 7fp“df ;ft jif{;Dd si6bfos
tk:of ub}{ lx“8] . cGttM si6bfos dfu{n] ;Tosf]
k|flKt x'g ;Sb}g eGg] dx;'; u/L dWodfu{sf] cjnDag
ug]{ c7f]6 u/] . ef/tsf] af]wuof eGg] 7fp“df Ps
kLknsf] j[Ifd'lg clwi7fgk"j{s Wofg ubf{ub}{ pgnfO{
;Dos ;Daf]wL k|fKt eof] / To;kl5 pgL ;Dos ;Da'4
sxnfOP . To;kl5 z]if $% jif{;Dd pgL ef/t jif{sf
ljleGg 7fp“ k'uL b'Mv lgjf/0f;DaGwL cfkm"nfO{ k|fKt
dxf1fg af“9g\ /ftlbg nfluk/] .
uf}td a'4nfO{ s]xL lxGb" k'/f0fx¿df eujfg\
lji0f'sf b; cjtf/sf] ¿kdf k|:t't u/]sf] kfOG5 .
o;n] ;j{;fwf/0fdf wfld{s ;lxi0f'tf sfod ug{ lgs}
d2t k'¥ofPsf] 5 . ;+;f/nfO{ clx+;fsf] kf7 l;sfpg] /
o'4, cftª\s / sf6df/af6 dflg;sf] lxt gb]Vg]
dxfdfgj uf}td a'4sf] d[To' ef/tsf] s'zLgu/df O{zfk"j{
$*# sf] j}zfv z'Sn k"l0f{dfsf] lbgdf cyf{t\ hGdlbgs}
lbg ePsf] lyof] . pgn] *) jif{sf] pd]/df dxfkl/lgjf{0f
k|fKt u/]sf lyP .
sf]/f]gf dxfdf/L
:jl0f{d yfkf
sIff M $
sf]/f]gfsf] dxfdf/Ln] ;f/} a]xfn kf¥of]
3/leq y'lgP/ a:g ;f/} ufx|f] .
slt lyP OR5f /x/ gof“ sIff k9\g]
kf7zfnfdf uP/ v]Nb} s'b\b} a9\g] .
s:tf] eof] d]/f] :s'n x]g]{ 7'nf] /x/
sf]/f]gfn] aGb 5g\ /] ufp“ clg ;x/ .
stf k'u] ;fyLefO{ e]6\g] dg lyof]
PSn} ljut ;lDemP/ a:g] agfOlbof] .
;bfh:t} o;kfln lg rf8kj{ cfpg]
/dfO{, km'sL{ cfkmGtnfO{ e]6\g} gkfpg] .
cgnfOg sIff k9\bf d]/f] cf“vf b'Vy] ha
;lDem/xG5' ;xhtf slxn] x'G5 ca .
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

g]kfnL cfdf xl/ofnL jg ;w}“el/ 5fPsf]

lgzfª\sL dfGw/ of] b]z 3'Dg kfp“bf dg} /dfPsf]
sIff M ( of] b]z 5 w/} ljz]if
c/lgsf] klg hlGdPsf] b]z
lgnf] cfsfzdf oxL b]zdf hlGdg' ePsL x'g\ e[s'6L
sfnf] bfu nfu]sf] 5 g]kfn Kof/f] b]z g]kfn
ljZjd} zflGt If]q eg]/ lrlgg] oxf“ 5g\ lxdfn ljzfn
d]/f] Kof/f] b]z g]kfn uf]vf{nLsf] hGdynf]
cfh /ut} /utn] kf]v/L hd]sf] 5 ;a}sf] xf];\ x} enf]
;f/f b]zel/ /utsf] vf]nf aUg yfn]sf] 5 . uf]vf{nLn] /r]sf] 5 Oltxf;
g]kfn cfdfnfO{ si6 k'¥ofpg]nfO{
b'lgof“ t5f8d5f8 ub}{ ul/G5 ;j{gfz
Hofg hf]ufpg cft'/ b]lvG5g\ elnan xf] g]kfnsf] /fli6«o v]n
Tof] g]kfnL df6f] of] Kof/f] wtL{ ltxf/df vfg] /f]6L xf] ;]n
Ps s'gfdf n's]/ /f]O/x]sf] 5 xfdL rfx“b}gf“} b]zleq emd]nf
o:tf] eof] eg] aufOlbG5f“} b]z
Tof] /f];L vf]nf cf]/fnf]af6 /utsf] vf]nf
psfnf] aUg yfn]5 7'nf7'nf dflg;n] lnP oxf“ hGd
lxdfnsf] prfO a9]/ of] b]zsf] nLnf ;'Gbf nfU5
cfsfz 5f]nfh:tf] ePsf] 5 dnfO{ cfgGb
cfxf † Tof] a'4 hlGdPsf] b]z hxf“ uP klg oxL 5 d]/f] dg
cfh lsg /f]O/x]sf] xf]nf < g]kfn g} xf] k|fs[lts ;|f]tsf] wg .

ca dnfO{ eGg dg nfU5 d]/f] ufp“

tL b]jLb]jtfx¿ s] ub}{ xf]nfg\ < k|ljzf 9'+ufgf
sxf“ uP < tL a'4sf cf“vfx¿ sIff M @
;Ltfsf] Tof] cfbz{ bz{g s]n] d]6fOlbof] <
d]/f] 3/ l;Gw'kfNrf]s lhNnfdf k5{ .
ca dnfO{ ?g dg nfU5
l;Gw'kfNrf]ssf] ;b/d'sfd rf}tf/f xf] . d]/f] ufp“ d]nDrL
Tof] zflGtIf]q g]kfndf cfh s] eof] <
gu/kflnsf–!!, km6slznfdf k5{ . d]/f] ufp“sf] l5d]sL
d]/f] b]z lhNnf sfe|]knf~rf]s / sf7df8f}+ xf] . d]/f] ufp“df
x[bo a:g]t ljleGg hftsf dflg; a:5g\ . ljz]iftM oxf“ afx'g,
sIff M ^ If]qL, g]jf/ cflb /x]sf 5g\ . d]/f] 3/sf] tnaf6
OGb|fjtL vf]nf aUb5 . h;df d]nDrL vfg]kfgL eGg]
k|Voft 5 . To;nfO{ sf7df8f}“ Nofpg] tof/L ePsf] 5
zflGt z'4 ;kmf d]/f] b]z . l;Gw'kfNrf]sdf ljleGg k];fx¿ b]Vg kfOG5 . h;df
5 oxf“ cfÎg} efiff–e]if . lzIfs, kz'kfng, ls;fg cflb sfdx¿ ug{] ul/G5 .
lxdfn hlxn] xf“;]sf] xfd|f] 3/glhs km6s]Zj/ dlGb/ 5 . Tof] dlGb/
8f“km] r/L gfr]sf] . l;Gw'kfNrf]sdf k|l;4 5 .
Pl;ofsf] b"t uf}td a'4sf] k/
5'6\6} x'G5 gfd 5'6\6} x'G5 y/ . d]/f] ufp“
b;}“ltxf/ x'g\ xfd|f dxfg\ kj{ ;+d[4 If]qL
g]kfnL x'g'df nfU5 dnfO{ uj{ . sIff M $
g]kfnL /fli6«o vfgf nfU5 ld7f]
d xf] g]kfnL jL/ uf]vf{nL l76f] . gbL clg r/f ldnL
b]z xf] g]kfn ;a} hgf jL/ ufp“5g\ ld7f] efsf
prfn]/ lx8\“5, g]kfnLn] cf gf] lz/ :ju{h:t} ;'Gb/ nfU5
rf/ hft 5lQ; j0f{sf] ;femf km"naf/L dnfO{ cfÎg} 8f“8fkfvf .
/fli6«o n'uf bf}/f;'/fn / ;f/L
lz/ xfd|f] ;u/dfyf hlGdPsf a'4 tndfly rf/}lt/
oxf“sf] xfjfkfgL cd[tem}“ z'4 ;'Gb/ v]taf/Lsf u/f
Page No. | 69 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
d]/f] ufp“sf] ;]/f]km]/f]
nfU5 Hofb} x/fe/f .
cf“ugaf6 lxdfn x]5{'
x]5{' xl/ofnL jg
cf gf] ufp“df ;w“}el/
/dfp“5 d]/f] dg .
;'Gb/ ufp“sf] ¿k b]Vbf
rf}8f x'G5 d]/f] 5ftL
vf]+raf6 gbL aU5
em/gf em5{ ufp“sf] dfly .
xfd|f] ;+:s[lt M xfd|f] klxrfg
clgzf af]Dhg
sIff M !)
;
Eotfsf ldld{/]b]lv g} lgdf{0f ePsf] ljzfn
;f+:s[lts ;ª\u|xfno xf], xfd|f] b]z .
a|xdf08sf] pb\ej;“u;“u} cg]s hfthfltx¿sf]
;+:sf/ df}nfPsf] d'n's xf], xfd|f] b]z . cg]stfleqsf]
Pstf g]kfnL ;+:s[ltsf] ljz]iftf eGg] o'lQmnfO{ ;fy{s
kfg]{ xfd|f] ;+:s[lt xfdL g]kfnLx¿sf] uxlsnf klxrfg xf]
. g]kfnL ¿kL xf/ cg]s hfltsf tdfd ;+:s[ltsf ce]B
pks/0fx¿n] lgld{t ePsf] 5 . To;}n] xfd|f] ;+:s[lt
eg]sf] s'g} Ps hfltsf] ;+:s[lt geO{ cg]s hfltsf]
ldl>t ;+:s[lt xf] . oxL ;+:s[lt g} xfd|f] klxrfg xf] .
k/f]ksf/ / ;dfh;]jf xfdL g]kfnLx¿sf
;+:sf/ut :jefj 5g\ / oL xfd|f ljz]iftf / klxrfg
ag]sf 5g\ . cfkm"n] pl;gf rfdnsf] eft vfP/
kfx'gfnfO{ dl;gfsf] eft v'jfpg] xfd|f] afgL g} 5 .
k/f]ksf/L efjgfåf/f cg'kk|fl0ft eP/ s}of}+ pksf/Lx¿n]
oxL“ kf6L, kf}jf / rf}tf/f agfPsf 5g\ . xfdLn] oxf“
k/f]ksf/s} nflu d7dlGb/ / wf/fsf] lgdf{0f u/]sf 5f}“,
k'nk'n];f agfPsf 5f}“ . Tolt dfq xf]Og, bfgnfO{
;a}eGbf dxfg\ 7fgL xfdLn] k/f]ksf/sf nflu bfg ug]{
k'lgt k/Dk/fsf] hu a;fPsf 5f}“ . o; k/Dk/fleq
cg]sf}“ ;fdflhs sfo{x¿ xfd|f;fd' k|ToIf pbfx/0f ag]/
plePsf 5g\ . k/f]ksf/ cgfyfno, z+s/b]j SofDk; /
cd[t ;fOG; SofDk;x¿ JolQmåf/f k/f]ksf/ / ;]jfsf
efjgfn] cg'k|fl0ft eO{ lgdf{0f ul/Psf 5g\ .
xfd|f] ;+:s[ltleq o:tf ;';+:s[t kIfx¿sf ;fy}
s]xL ljs[t kIfx¿ klg b]lvPsf 5g\ . a}u'gL rl/q /
e]8f] :jefjn] klg xfd|f] ;+:sf/nfO{ b"lift kf/]sf] 5 .
;dli6df eGbf ;fd~h:od"ns ;f+:s[lts ;xeflutf,
cg]stfelqsf] Pstf, wfld{s ;lxi0f'tf, ;fDk|bflos
;b\efjh:tf ce"tk"j{ kIfx¿ g]kfnL ;+:s[ltsf df}lns
ljz]iftf /x]sf 5g\ . d'Vo ¿kdf lxGb" ;+:s[ltsf]
ld>0faf6 lgld{t df}lns ;+:s[lt g} xfd|f] ljz]iftf xf] /
To;df g} xfd|f] 5'§} klxrfg df}nfPsf] 5 .
cWofTd ljBfsf snf
clj uf}td
sIff M ^
clwsf] cy{ dfly cyjf clwsf/ xf]
ug]{ u/fpg] rflx“ sf/ xf] ef/ xf] .
clwsf/ a'emL xfdL zAb u5f}{“ b'Oy
{ l/
clw cfwf/ ;asf] sf/ sd{ ljsf/ xf] .
cft\ cufl8 o;}af6 cWofTd / oyfy{df
dxfe"t h'6fP/ cfof] ldN5 p;};“u .
cfÎg} ;DaGwdf ;TotYo h]h] 5 Tof] ;a
;DaGw /fVg] cfkm}“df elgG5 zAb cflTds .
cft\ cf/De;“u} hfG5 cgGt;Dd k'U5 hf]
ToxL cfl:ts wf/fdf cWofTd eGg'lrGg' xf] .
lyPg sf]xL klxn] cfTdfafx]s ljZjdf
b]lvG5 lardf ;f]xL k'Ug] x'G5 cfTdfdf .
xf] Tof] b]lvGg e]l6Gg cg'e"t x'g]5 hf]
:jod\ b]Vg] x'gfn] cWofTd sxnfOof] .
;+;f/ xf] ;w}“ ;5{, :jod\ cfÎg} k|sf/n]
:jod\ rNg] JolQmnfO{ pmhf{ ldN5 zlQmn] .
;dosf] dxŒj
s[idf u'?ª
sIff M &
…;doÚ eg]sf] 38L, knf, lbg, /ft x'“b} ztfAbL
ztfAbL;Ddsf nflu k'sfl/g] cv08, cgGt / lg/fsf/
efjjfrs gfdkb xf] eg] …dxÎjÚ eg]sf] dxQf jf d"Nosf]
cy{ jxg ug]{ efjjfrs gfdkb xf] . o;/L ;dosf]
dxÎj eGgf;fy k|To]s 38L, k|To]s lgd]ifsf] dxÎj jf
d"No eGg] a'lemG5 .
;do rqmdf dflg; hGdG5 / ;dosf k|jfxdf
pm ljlng x'G5 jf ;dflw:y x'G5 . cgGt OR5fsf] ef/L
af]s]/ hLjgofqfdf lg:s]sf] dflg;n] af“r'Gh]n c/af}“
lgd]if, nfvf}“ If0f, nfvf}“ kn, xhf/f}“ lbg, xhf/f}“ /ft
x'“b} s}of}“ jif{sf] ;do ofkg ub{5 tfklg To; ;doleq
p;sf cfsfª\Iffx¿ t[Kt x'g ;Sb}gg\\ / pm cw'/f
sfdx¿ af“sL /fv]/ cg'k]lIft Pjd\ ck|Toflzt ¿kdf
d[To'sf] kfx'gf aGb5 . ;do cv08, cgGt / lg/fsf/
eP/ klg ultzLn / k|jfxdfg 5 . ;do alu/x]sf]
kfgL xf] . h'g ;dodf h'g sfd ug{ plrt x'G5, ToxL
;dodf ToxL sfd ug{' ;dosf] ;xL pkof]u xf] eg]
;dosf] ;xL pkof]udf g} ;dosf] dxÎj cly{g k'U5 .
Page No. | 70 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
ljBfyL{n] cWoogsf ¿kdf u/]sf] ldlxg]tn] p;nfO{
Dof/f8f]gf agfOlbG5 . cfkm"nfO{ lgM:jfy{ /fv]/ cfkm\gf
cfjZostfx¿dfly Wofg klg lbO{ cf gfcj:yf /
l:yltcg';f/ cfkm"nfO{ sd{7 agfO{ ;dosf] pkof]u
ugf{df g} ;dosf] dxÎj k|s6 x'G5 . ;do ;kmntfsf]
;f]kfg xf], pRrtfsf] dfu{ xf] . ;dosf] Ps lgd]ifsf]
pkof]un] JolQmnfO{ ;kmntfsf] r/df]Tsif{lt/ n}hfG5 .
hLjgdf To:tf y'k|} knx¿, If0fx¿ / cj;/x¿ v]/
uPsf x'g ;S5g\ jf au]sf x'g ;S5g\ . df}sf cfp“5
kv{+b}g, To;df r'Sg] dxfd"v{ xf] .
afnclwsf/
l/hf]g y'n'ª /fO{
sIff M !)
s:tf] xf]nf k9\g] :s'n, s:tf xf]nfg\ ;fyLx¿
¿k s:tf 5g\ sfkLsndsf], s:tf x'G5g lstfax¿
;fx'sf] 3/df h'7f] efF8f df‰g a:g]x¿
;8ssf] k]6Ldf efªu|f] cf]9L ;'Tg]x¿ .
s:tf xf]nfg\ afa'cfdf s:tf xf]nfg\ gftfuf]tf
ul/a gfd p;sf] eof] ;8s xf] p;sf] 3/
a'‰b}gg\ s;}n] p;sf] Joyf
stf uP cl3kl5 tL r]kf/f] 3:g]x¿ .
p;sf klg /x/ xf]nfg\ ld7f] vfg] / /fd|f] nufpg]
xfdL h:t} ;fyL;“u emf]nf af]sL :s'n hfg]
cfpm ;fyL ldnfpm ca xft
;xof]u u/f}“ lbO{ a? km"n clg kft .
nf]stGq / dfgjclwsf/
ljwf lg/f}nf
sIff M !)
nf]stGq eg]sf] nf]ssf] zf;g xf] eg] dfgjflwsf/
eg]sf] dfgj hfltn] kfpg'kg]{ xs jf clwsf/ xf] .
nf]stGqdf nf]s jf hgtf g} zf;s x'g] x'“bf To:tf]
d'n'ssf dflg; jf hgtfn] cfkm\gf xs jf clwsf/
kfPsf x'G5g\ . To;}n] nf]stGq / dfgjclwsf/
cGof]Gofl>t /x]sf b]lvG5g\ . /fHosf] k|e';Qf hgtfsf]
ax'dtdf lglxt x'g], ;Dk"0f{ hgtfsf aLr / ;dfgtf /
Pstfdf hf]8 lbg], /fHosf] zf;gdf k|To]s JolQm
c+lzof/ /xg] clg :jtGqtf, ;dfgtf / e|ft[Tj efjgfsf]
ljsf; ug]{ k|hftGq xf] . dfgj ;d:t hLjhGt'dWo] Ps
ljlzi6 k|f0fL x'gfsf ;fy} Oltxf;sf] lgdf{tf klg
ePsfn] x/]s dflg;n] cfkm\gf] hLjg ljz]if clwsf/
kfpg'kb{5 . af“Rg kfpg], :jf:Yo, lzIff tyf /f]huf/
kfpg], cleJolQmsf] :jtGqtf kfpg], gful/s x'g
kfpg]h:tf s'/fx¿ dfgjclwsf/cGtu{t kg{ cfp“5g\ .
To;}n] dfgjclwsf/ eg]sf] dfgjn] hGdl;4 ¿kdf
kfpg'kg]{ xs xf] / o:tf] clwsf/sf af/]df ;o'Qm
/fi6«;+3n] ;g\ !($* df Pp6f dfgjclwsf/ 3f]if0ffkq
hf/L u/L ljZJofkL ¿kd} dfgjflwsf/sf] k|Tofe"lt
lbnfPsf] 5 .
k':ts ;dLIff
xl/j+z cfrfo{ M lrgf x/fPsf] dfG5]
k"l0f{df >]i7
sIff M (
lrgf x/fPsf] ) dfG5] xl/j+z cfrfo{sf] hLjgsyfdf
cfwfl/t 5 . lrgf x/fPsf] dfG5] eGg] k':tsn] xl/j+z
cfrfo{n] clxn]sf] :yfgdf k'Ug u/]sf] ldlxg]tsf] af/]df
atfOPsf] 5 . xl/j+z cfrfo{n] b'Mv;'v ;a}sf] ;fdgf
u/]sf lyP . lrgf x/fPsf] dfG5] rf/ efudf ljeflht
ul/Psf] 5 .
cf gfafNosfnsf] ;do, eljio pHHjn agfpgsf nflu
ul/Psf] ldlxg]t ;a} s'/fnfO{ ;d]6]/ xl/j+z cfrfo{n]
lrgf x/fPsf] dfG5] eGg] k':ts n]v] . o; lstfadf cf
cf gL kTgL dL/f cfrfo{ h;nfO{ pgn] cTolws dfof
ug]{ uy]{ . pgsf] crfgs lgwg ePsf] s'/fnfO{ a9L
dxÎj lbOPsf] 5 . xl/j+z krf; jif{ klxn] sf7df8f}“sf]
ul/a 3/df hlGdPsf lyP . pgsf] kfngkf]if0f cf
cf gf lbbLx¿af6 ePsf] lyof] lsgeg] pgL ;fg} x'“bf
pgsf] cfdfa'afsf] lgwg ePsf] lyof] . xl/j+zn]
ljBfnodf /fd|f] ug{ ;s]gg\ t/ pgdf x;fpg] v'aL eg]
w]/} lyof] . nuftf/ tLg jif{;Dd P;=Pn=;L= k/LIffdf
km]n ePkl5 pgn] x“;fpg] sfd ug{ yfn] / pgL
ToxLaf6 ;kmn eP .
of] k':tsdf xl/j+z cfrfo{ / pgsf] hLjgL dfq 5}g .
xfdLn] of] k':tsaf6 y'k|} s'/fx¿ l;Sg ;S5f}“ . d
c¿nfO{ klg lrgf x/fPsf] dfG5] eGg] k':ts k9\g k|]l/t
ug]{5' .
;flxTosf/ ejfgL leIf'
k|ltdf s“'j/
sIff M *
ejfgL leIf' g]kfnL ;flxTodf ;'kl/lrt gfd xf] . …leIf'Ú
pgsf] pkgfd xf] . pgsf] jf:tljs gfd ejfgLk|;fb
u'Ktf xf] . pgsf] hGd !(^^ ;fn h]7 @! ut]
slknj:t' lhNnfsf] tf}lnxjfdf ePsf] xf] . pgL lktf
OGb|k|;fb u'Ktf / dftf ozf]bfb]jLsf dflxnf 5f]/f lyP .
ltgrf/ jif{sf] pd]/df pgnfO{ lakm/n] emG8} d[To'sf]
d'vdf k¥ofPsf] lyof] . Tolt a]nf lakm/sf] cf}iflw kQf
nfu]sf] lyPg . ufp“n]x¿ ufp“d} ;fwf/0f pkrf/ uy]{ .
t/fO{df lakm/ nfu]sf aRrfnfO{ ejfgLsf] dlGb/df nu]/
arfOb]pm eGg] k'sf/ ul/GYof] . oxL cGwljZjf;df k/L
pgsL cfdfn] klg dlGb/df nlug\ / 5f]/f] arfOb]pm
egL leIff dflug\ . cfdfn] pgnfO{ a]n'sf dlGb/d} 5f8]/
Page No. | 71 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
b]jLsf] pkf;gf ul/g\ . laxfg hf“bf pgL d/]sf lyPgg\
. cfdfn] 3/df NofP/ pkrf/ u/]kl5 pgL af“r] .
To;kl5 pgsL cfdfn] pgsf] gfd /f]h] . ToxL gfd g}
g]kfnL ;flxTodf Pp6f clj:d/0fLo gfd /xg k'Uof] .
OGb|k|;fb u'Ktf tf}lnxjfsf hldgbf/ lyP . To;sf/0f
leIf'sf] afNosfn ;'vd} laTof] . /fd|f] kfngkf]if0f /
lzIffbLIffdf pgL x's+{b} uP . pgn] ef/tsf] ljBfnodf
cWoog ug{ ;'? u/] . cf}krfl/s ¿kdf pRr lzIff
xf;n ug]{ df}sf eg] pgnfO{ ldn]g . cWoogzLn
:jefjn] ubf{ pgL :jfWoogdf nflu/x] . kmn:j¿k pgL
;kmn ;flxTosf/sf ¿kdf :yflkt x'g ;s] .
x'g] la?jfsf] lrNnf] kft eg]em} ejfgL leIf'n] ;fg}
pd]/b]lv ;flxTo ;]jfdf ?lr b]vfP . leIf'df cjlw,
lxGbL, pb{', cª\u|]hL, ;+:s[t, a+ufnL / g]kfnL efiffsf]
/fd|f] 1fg lyof] . afx| jif{sf] pd]/df …k|tfkÚ eGg]
klqsfdf pgn] cfkm\gf] lxGbL sljtf klg 5kfPsf lyP
. pgn] pb{' efiffdf klg sljtf / sxfgLx¿ n]v]sf lyP
. s]xL syf / k|z:t sljtfx¿ kqklqsfdf k|sflzt
u/]/ sd pd]/d} leIf' lxGbL ;flxTosf kf7sx¿sf lardf
kl/lrt ePsf lyP .
b;“}
lbnf:df a:g]t
sIff M ^
b;}“ lxGb" wdf{jnDaLx¿sf] cToGt dxÎjk"0f{ rf8
xf] . b;}“nfO{ g]kfnsf] ;a}eGbf dxÎjk"0f{ rf8dWo] Ps
dflgG5 . sf7df8f}“ pkTosfsf] g]jf/ ;d'bfodf b;}“nfO{
…df]xgLÚ klg elgG5 / of] rf8 dxÎjk"0f{ pT;jsf] ¿kdf
dgfOG5 . ef/tdf o; rf8nfO{ …bz/fÚ eg]/ klg
lrlgG5 . of] rf8n] k|foM g]kfnsf lxGb" / ls/ft wd{df
ljZjf; /fVg] dflg;x¿n] dgfpg] ub{5g\ . bflh{lnª,
l;lSsd, cf;fd / ef/tsf] pQ/k"jL{ /fHodf a;f]af;
ug]{ ljleGg hfltn] klg of] rf8 dgfp“b} cfPsf 5g\ .
of] ljqmd ;+jt\ Sofn]G8/df ;a}eGbf nfdf] / dxÎjk"0f{
rf8 xf] . ;a} ;/sf/L sfof{no rf8sf] cjlwdf aGb
/xG5g\ . o;n] of] pT;j slQsf] dxÎjk"0f{ 5 eg]/
b]vfp“5 .
;a} pd]/sf dflg;n] cfsfzdf rª\uf p8fP/
b;}“+ dgfpg] ub{5g\ . af“;sf] lkª dgf]/~hgsf] Ps
tl/sfsf] ¿kdf b]zsf w]/} efudf b;}“+sf nflu lgdf{0f
ul/Psf] x'G5 . lkªx¿ Tof] ufp“df a:g] dflg; ldn]/
aflaof]sf] 3F“;, af“;sf] 8G8f / sf7 cflbaf6 agfPsf]
x'G5 . b;}“+df cfkm"eGbf 7'nf]n] ;fgf]nfO{ 6Lsf
nufOlbG5g\, cflzif / blIf0ff k};f klg lbg] ub{5g\ .
;a} ;/sf/L sfof{no, z}lIfs ;+:yf / cGo sfof{nox¿
rf8sf] cjlwdf aGb x'gfn] cfkmGtx¿sf ;fy of] rf8
dgfpg cf gfufp“ hfG5g\ . rf8sf] gfddf eP klg
jif{sf] Ps lbg kl/jf/sf] ;a} ;b:ox¿;“u e]6 ug{
kfOG5 . ;fy} cleefjsx¿n] cf gf aRrfx¿sf nflu
gof“ n'uf lsG5g\ . dflg;x¿n] ld7f] / :jflbi6 vfg]
kl/sf/x¿ o; kj{df vfg] ub{5g\ . cfkm"eGbf 7'nfa8fn]
lgwf/df 6Lsf, hd/f / cfpg] jif{sf nflu cfkm"eGbf
;fgf]nfO{ cflzif klg lbg] ub{5g\ .
b;}“+sf] kGwf}+ lbgnfO{ sf]hfu|t k"l0f{df elgG5 / of]
k"l0f{dfsf] lbg xf] . o;n] kGwf} lbgsf] b;}“+ pT;jsf]
cGTo klg hgfp“5 . o; lbg wg / efUosf] b]jL nIdL
k[YjLdf cfpg]l5g\ / /ftel/ g;'t]sf dflg;x¿nfO{
cfzLjf{b lbg]l5g\ . o; lbgkl5 lxGb"x¿sf] ;a}eGbf
dxÎjk"0f{ / g]kfnsf dfG5]x¿sf] dgfpg] ;a}eGbf nfdf]
rf8sf] cGTo x'G5 .
of]usf] dxŒj
gfd M pGglt /fpt
sIff M ^
uf}td a'4n] eGg'ePsf] h:t}
:jf:Yo ;a}eGbf 7'nf] pkxf/ xf]
;'v ;a}eGbf 7'nf] wg xf],
ljZjf; ;a}eGbf /fd|f] gftf xf] .
of]u h:tf] /fd|f] af6f] s'g} klg
xf]Og h;af6 xfdLn] v';L / :jf:Yo hLjg kfp“5f}“ .
hf] xfd|f] ax'd"No pkxf/ xf] . of]u b}lgs u/]kl5 xfdLn]
w]/} kmfObf kfpg ;S5f}“ . Zjf; km]g]{ / Wofg ug]{
tl/sfx¿n] xfdLdf ;sf/fTds ljrf/ cfp“5 / xfd|f]
z/L/nfO{ :j:Yo agfp“5 . of]un] xfd|f] lbdfu /
z/L/nfO{ alnof] agfp“b5 .
of]un] xfdLnfO{ z/L/sf] tf}n 36fpg d2t
u5{ . ;"o{ gd:sf/ / skfneftL k|f0ffofdn] xfd|f]
z/L/sf] tf}n 36fpg d2t u5{ . xfdLn] b}lgs hLjgdf
of]u ugf{n] xfd|f] lbdfusf] lrGtf klg x6\5 . of]un]
xfd|f] z/L/ / lbdfunfO{ ;Gt'ng /fV5 . Wofg / of]u
ugf{n] cgfjZos lrGtf 36fp“5 . leqL zflGtn]
xfdLnfO{ v';L / :j:Yo hLjg lbG5 . zflGt leqL
jftfj/0faf6 cfp“5 . zfGt lbdfun] /fd|f] glthf lbG5
. of]u ugf{n] z/L/nfO{ / lbdfunfO{ zflGt ldN5 .
of]un] z/L/sf] df+;k];LnfO{ klg zlQm lbG5 / pmhf{{
k|bfg ub{5 . xfdLn] of]u ubf{ w]/} kmfObfx¿ lng
;lsg] x'“bf lgoldt of]u ug]{ afgL a;fNg'k5{ .
ljBfyL{
cfo'if af]u6L
sIff M $
k9\g] n]Vg] ljBfyL{ xfdL
;w}“ 1fgL x'g]
;kmf ;'Gb/ ljBfyL{ xfdL
;fa'g kfgLn] ;w}“ xft w'g] .
ljBfyL{ xf“} xfdL
1fgsf] Hof]lt afN5f}“
Page No. | 72 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
;a};“u ;w“}el/
ld7f]ld7f] af]N5f“} .
ljBfyL{ xf}“ xfdL
jfN5f“} ljBfsf] bLk
ljBfyL{ xf}“ xfdL
l;S5f}“ gof“ gof“ l;k .
ljBfyL{ xf}“ xfdL
ljBfno hfG5f}“
ljBfyL{ xf}“ xfdL
6Llkmg lemsL vfG5f}“ .
s's'/
lbkg a:g]t
sIff M $
s's'/ ;+;f/sf] ;a}eGbf k|Voft
hgfj/ xf] . elgG5, xhf/f}“ jif{
cl3b]lv g} ;+;f/df s's/ ljBdfg
5g\ . s's'/sf] d"n ljz]iftf oxL
xf] ls of] e'Sg / cfqmd0f ug{
;S5 . s's'/ :jfdLeQm klg x'G5 . :jfdLsf nflu
Hofg} lbg] s's/x¿ klg kfOG5g\ . s's'/sf emG8} ;ft
;o Ps ljz'4 k|hflt kfOG5g\ . ld:s6 / e':ofxf
hflt k|hflt eg] y'k|} x'G5g\ . emG8} b'O{ ;o krf;
k|hfltsf s's'/ 3/3/df kfNgsf nflu of]Uo dflgG5g\ .
ckmufg xfpG8, cnf:sf dnfpd6, c:6«]lnog s}NkL,
c:6«]lnog, l;NsL 6]l/o/, PN;]l;ogh:tf s's'/
ljZjsf ;jf{lws nf]slk|o k|hflt dflgG5g\ .
g]kfnL ;+:s[lt
k|Hjlnsf >]i7
sIff M !)
g]kfn lxdfn, kxf8 / t/fO{sf]
ljljwtfn] el/Psf] ;'Gb/ au}“rf xf] . au}“rfdf
/ª\uLla/ª\uL km"nx¿ /x]em}+ oxf“ w]/} hfthflt 5g\ . oxf“
/ª\uLla/ª\uL r/fr'?ª\uLx¿sf dL7f uLth:t} w]/}
lsl;dsf efiff 5g\ . cg]sf“} d7, dlGb/, u'Daf, dl:hb
/ luhf{3/ 5g\ . oxf“ cg]sf}“ rf8kj{, /Lltl/jfh /
k|rng 5g\ . cg]sf}“ d'xfgaf6 lg:s]sf kljq gbLh:t}
oxf“ cg]sf}“ k/Dk/f / dfGotf 5g\ . g]kfn ljleGg
hfltx¿sf] ;+ud :yn klg xf] . o;nfO{ ljleGg hftsf
km"nsf] ;femf km"naf/L klg elgG5 . oxf“sf log}
ljljwtfdf ;dfhsf] hudf g]kfnL ;+:s[lt ;dfhsf]
c;n Jojxf/, dfGotf / efjgf Pp6} :j¿k xf] .
o;leq tdfd hfthflt, efiffefifL /
wdf{jnDaLx¿sf ljrf/ / efjgf
5g\ .
/ª\u}/ª\usf] ;'Gb/ ;[li6 OGb|]0fL xf] . To;}u/L
ljljw hflt, j+z / k/Dk/f pkh g]kfnL ;+:s[lt xf] .
OGb|]0fLsf x/]s /ª\usf cnUu} kl/ro / ljz]iftf x'G5
t/ klg ltgLx¿sf] ld>0f tL ;a}nfO{ ;hfpg] gof““
l;h{gf ag]sf] x'G5 .
g]kfndf cg]s hflt / ltgsf efiff, e]if / k/Dk/f
5g\ . tL ;a}sf ;femf dfGotf;“u} af“rf}“ / xf“;f“+} eGg]
xf] . To;}n] ljljwtfaLr ;oy/L gftfaf6 k}bf x'g] Pp6f
dgf]x/ tfn;“u klg t'ngf ul/G5 . ;gxL, em'df{ dfbn,
9f]ns cflbaf6 s'g} dgf]/d tfn lgl:sG5, To;/L g}
$
xfdLaf6 g]kfnL ;+:s[lt hGdG5 . of] ;+:s[lt ljsf;sf]
Pp6} nIodf s/f]8f}“ g]kfnLsf] Pstf cleofg 5 / xf] .
jf:tjdf g]kfnL ;+:s[lt /ª\uLla/ª\uL km"nx¿n] el/Psf]
km"naf/Lsf] ;f}Gbo{ xf] . km"naf/Ldf ;okqL, u'nfkm,
sdn, a]nL, rd]nL cflb x'G5g\ . km"naf/LnfO{ ;okqLn]
dfq ;'Gb/ agfPsf] xf]Og / rd]nLn] dfq rDs]sf] klg
xf]Og . Tof] km"naf/L ;hfpg ;a} lsl;dsf km"nsf]
;femf ;xof]u 5 . To:t} g]kfnL ;+:s[lt ;a} g]kfnsf]
;d'Gglt rfxg] ;femf efjgf xf] . of] efjgf kf/:kl/s
…lhp“bfsf] hGtL / dbf{sf] dnfdLÚ pvfgem}“ ;fy{s ePsf]
5 .
d}qL, s¿0ff / Ifdf g]kfnL ;+s[ltsf d"n dGq
x'g\ . …xfd|f] ;dfhdf uf“; 5f]8\g' ;fy g5f]8\g'Ú pvfg
Hofb} nf]slk|o 5 . xfdL s;}nfO{ k/fO 7fGb}gf}“ . xfdL
wd{sf gfddf s'g} emu8f 7fGb}gf}“ . oxf dlGb/n]
dl:hbsf] l/; ub}{g eg] u'Dafn] luhf{3/nfO{ ufnL
ub}{g . oxf“ lxGb", af}l4s, d'l:nd, lqml:rog h] eP
klg xfdL cfk;df xft]dfnf] u5f}{“ . olt dft xf]Og,
xfdL kz'kG5Ldfly bof / ckf/ dfof klg ub{5f}“ . xfdL
xfd|f] rf8kj{df sfu, s's'/, ufO{uf]? cflbnfO{ ;Ddfg
ub{5f}“ . xfdL j[If, jg:kltnfO{ klg pgLx¿sf] pksf/
;DemL >4f ub{5f}“ . xfdL t'n;L j/kLkn cflbnfO{ k"hf
u5f}{“ . xfdL ;a}sf rf8kj{ Pscsf{df z'esfdgf JoQm
ub{5f}“ . xfdL a'4 k"l0f{df, tLh, b;}“, ltxf/, 57
xiff]{Nnf;sf ;fy dgfp“5f}“ . ;a}n] ;a}sf] wd{nfO{ ;Ddfg
u5f}{“ .
g]kfnL ;+:s[ltdf s]xL ljs[ltx¿ klg /x]sf 5g\ . clxn]
g]kfnL ;+:s[lt o:tf s'k|yfaf6 d'Qm x'“b} uPsf] 5 .
ul/a / c;xfonfO{ x]Kg], gf]s/ agfpg] ;dfGtjfbL
ldn]sf ;f]raf6 d'Qm ePsf] 5}g . cem} xfd|f] ;dfhdf xfd|f] /fd|f]
k/Dk/f / ;+:s[ltnfO{ e'n]/ k/fO{sf] ;+:s[ltnfO{ cf“vf
lrDn]/ krfpg] s]xL 5g\ . g]kfnL ;+:s[ltnfO{ o:tf]
ljs[ltaf6 d'Qm kfg{ g]kfnL ;dfhdf hfu/0f k}bf
Page No. | 73 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
ug{'k5{ . To;f] ePdf g]kfnL ;+:s[lt ;b}j lgd{n /
cg's/0fLo aGg]5 .
xfdL xf}+ g]kfnL
;jf]{Rr kf08]
sIff M !)
;fdfGo ¿kdf eGg'kbf{ g]kfnL eg]sf] g]kfndf
a:g] gful/s xf] . xfdL g]kfnL g]kfnnfO{ :jtGq /fVg]
jL/ of]4f xf“} . g]kfn cg]s hft, cg]s wd{ / cg]s
efiff / j]ze"iff ldl;P/ ag]sf] 5 . xfdL g]kfnLdf
3d08 / :jfy{ eGg] efjgf x“'b}g . xfdL lgM:jfyL{ /
wd{sf] af6f]df nfUg] dflg; xf}“ . xfdL l/;, /fu, sk6
/ 5n slxn] ub}{gf}“ . xfd|f] b]z :ju{em“} ;'Gb/ /
rGb|dfem}“ rlDsnf] 5 . xfdL g]kfnL Pstfa4 eP/ sfd
u5f}“{ / ;kmntf k|fKt u5f{}“ .
xfd|f] b]zdf w]/} dxfg\ k'¿if hGd]sf 5g\ . k[YjLgf/fo0f
zfx, aneb| s'j“/ eLd;]g yfkf o:t} dxfg\ k'?if x'g\ .
pgLx¿n] b]zsf nflu s]xL g s]xL of]ubfg lbP/ uPsf
x'g\ . xfdL g]kfnL pgLx¿sf 5f]/f5f]/L xf}“ / To;}n]
xfdLn] klg b]zsf nflu s]xL ug{'k5{ .
xfd|f] b]zdf jL/ uf]vf{nLx¿n] hGd lnPsf 5g\ .
pgLx¿n] zq'nfO{ k/flht u/]/ xfd|f] b]znfO{ hf]ufPsf
x'g\ . pgLx¿ o;} b]zdf hGd]sf lyP . xfdL g]kfnLn]
sd{ dfq ug{'k5{, kmnsf] ck]Iff ug{'x“'b}g . xfdL jL/
uf]vf{nL slxn} xf/ dfGb}gf“} / uf}td a'4sf] lzIffnfO{
rf/}tkm{ k'¥ofp“5f}“ .
xfdL g]kfnLn] cfk;df ldn]/ k/]sf x/]s ;d:ofnfO{
;dfwfg u5f}“{ . g]kfn cfdfnfO{ kL/ k/]sf] a]nf xfdL
cufl8 a9\5f}“ / b]znfO{ ;+s6af6 d'Qm u5f}“{ . xfdLn]
cf gfb]znfO{ lbof]sf] h:tf] ;w}“el/ pHofnf] 55f}{+ .
To;}n] xfdLn] cf gfst{JonfO{ ;w}“ k"/f ug{'k5{ /
b]znfO{ :ju{em}“ ;'Gb/ agfpg ;Sg'k5{ . xfdL g]kfnL
c¿sf] e/ kb}{gf}“ . xfdLn] cfkm"n] g} sd{ u/L
cf gf3/kl/jf/nfO{ kfN5f}“ / b]znfO{ ;'Gb/ / :jR5
/fVg] k|of; u5f}+{ .
df]afOnsf] c;/
cfo'if clwsf/L
sIff M ^
Psfb]zdf Pp6f ;fgf] kl/jf/ lyof] . Tof] kl/jf/df rf/
hgf ;b:o lyof] . kl/jf/nfO{ ;DxfNg] a'af, kl/jf/sf]
x]/rfx ug]{ cfdf, kl/jf/ wfGg] ;b:o h]7f] 5f]/f] / b'O{
/ ltg jif{sf] aRrf . a'af ;w}+ sDKo'6/df Jo:t x'Gy] .
cfdf ;w}+ km];a's rnfpg Jo:t x'lGyg\ . h]7f] 5f]/f]
;w}+ u]d v]Ng Jo:t x'GYof] . ljrf/f Tof] ;fgf] aRrfnfO{
;do lbg] sf]xL lyPg . Ps lbg Tof] aRrfn] ;f]Rof]
d]/f] kl/jf/sf] ;a} ;b:o ;w} df]afOndf Jo:t x'G5g\ .
s:tf] cefuL aRrf d . csf]{ hGddf d Pp6f df]afOn
eP/ g} hGd] s:tf] x'GYof] . d ;w}+ d]/f] afaf, cfdf /
bfbf;“u} v]Ng kfpg] lyP .
td' nf];f/
df]xg u'¿ª
sIff M !)
u'?ª ;d'bfosf] csf]{ gfd td' xf] . nf];f/
zAbsf] cy{ gof““ jif{ xf] . td' nf];f/ u'?ª hfltsf]
gof““ jif{sf] pT;j xf] . td' nf];f/n] td' ;+jt\sf]
;'?jftnfO{ hgfp“5 . td' nf];f/ x/]s jif{ k'; !% ut]
dgfOG5 . nf];f/sf] a]nfdf kl/jf/sf ;b:ox¿ hDdf
eP/ Pscfk;df clejfbg / dfof ;f6f;f6 ub{5g\ .
;x/df u'?ªx¿ nf];f/ dgfpg 6'“l8v]ndf hDdf
x'G5g\ . lgs} eb| tl/sfn] nf];f/ dgfp“5g\ . ;f+:s[lts
sfo{qmdx¿ u5{g\ . o; lbgdf pgLx¿ u'Dafdf
klg hfG5g\ .
u'?ª ;d'bfodf ;donfO{ !@ jif{df ljefhg
ul/G5 . k|To]s jif{nfO{ Pp6f ljz]if gfd lbOG5 .
To;nfO{ ju{ cyjf Nxf] elgG5 . td' nf];f/sf] lbg Nxf]
km]g]{ ul/G5 . Hof]ltif k|0ffnLcg';f/ !@ cf]6f Nxf] oL
x'g\ – u'?ª, ;k{, 3f]8f, e]8f, af“b/, r/f, s's'/, d';f,
ufO{, af3, la/fnf] / ;'“u'/ . k|To]s jif{ Pp6f ljz]if
hgfj/n] ;ª\s]t ub{5 . klxn]sf] ;dodf g]kfndf
leQ]kfqf] gx'“bf Nxf]af6 dflg;sf] pd]/ lx;fa ul/GYof] .
klxn] nf];f/sf] lbgdf dflg;x¿ e]nf eP/ ld7f]
vfg]s'/f vfG5g\ . uLt ufpg] / gfRg] ub{5g\ .
;dfhdf kl/jt{g cfjZos
;'hg sfsL{
sIff M !!
;do;“u} ;dfh kl/jt{g x'“b} 5 /]
dfgjtf bfgjtfdf kl/jt{g x'“b} 5 /] .
wgLsf] 3/df v'l;ofnL ul/asf] 3/df b'Mvsf]
af; lsg < wgL lsg x/]s lbg wgL, ul/a lsg x/]s
lbs ul/a lsg < wgL dbf{ ;a} p;sf] zf]s ;efdf
;fd]n, ul/asf] nf;nfO{ s;}n] x]g{ klg dg k/fp“b}gg\
lsg < dflg; cf gf] ;kmntfsf nflu c¿sf] v'§f
tfG5g\ lsg < cfkm"nfO{ kbf{ b]jLb]jtfsf] ;fd' lz/
em'sfp“5g\ / ;'vsf] ;dodf p;nfO{ uGbf klg uGb}gg\
lsg < dflg; cf gf] cf/fdbfos lhGbuLsf nflu
cf gfcfdfnfO{ klg a]Rg tof/ 5g\ lsg < of] ;dfh /
oxf“sf dflg; olt w]/} :jfyL{ 5g\ lsg < hxf“ x/]s
lbg dfgjtfsf] xTof x'G5, hxf“ 3[0ffsf] la?jfn] cf gf]
h/f alnof] agfO/x]sf] x'G5 / hxf“ x/]s lbg bfgj
cf gf] bfgjtfsf] v'n]cfd k|bz{g ul//x]sf] 5 . o:tf]
;dfhdf hxf“ Pstf / ldqtfsf] sIff s]jn lstfasf
kfgfx¿df dfq ;Lldt 5g\ .
Page No. | 74 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
xfd|f] b]z k'vf{n] cf gf/ut / kl;gf aufP/ /r]sf
x'g\ . cfkm\gf]] k|f0fsf] aln lbP/ ljZjdf cfkm\gf]] klxrfg
agfPsf x'g\ . of] Pstf / ldqtfsf] k|tLs ag]sf] ;'Gb/
b]z xf] . k[YjLgf/fo0f zfxsf] b"/blz{tfn] ag]sf] b]z
xf] . cfh 6'qmf6'qmf ePsf] 5 . ;'Gb/tf ca s]jn
b[Zodf af“sL /x]sf] 5 . leqL dg lgs} kmf]xf]/
alg;s]sf] 5 . xfd|f] ;dfhsf] c;fdfGo kl/jt{g
bfgjtfsf] k|tLs lx+;f / xTofnfO{ a9fjf lbPsf] 5 .
xfdLleqsf] bfgjn] cf gf] bfgjtfsf] zlQm olt w]/}
alnof] agfPsf] 5 ls cfh xfdL cf gf] rnLa]6Lsf]
lvNnL p8fp“b} lx“8\g] ePsf 5f}“ . xfdLleqsf] bfgjsf]
cxª\sf/sf] sf/0f cfh r]nLa]6L 3/af6 aflx/ lx“8\g
8/fp“b5g\ . cfdfa'af klxn] bfOhf] lbg'k5{ eg]/
5f]/LnfO{ hGd lb“b}gy] eg] cfh 5f]/L anfTs[t x'G5]
eg]/ of] ;+;f/ b]vfpg rfx“b}gg\ . r]nLnfO{ ;dfhsf]
uxgf eGg] of] ;dfh cfh oxL r]nLsf] n'l6Psf]
z/L/sf] / OHhtsf] /ldtf x]/]/ al;/x]sf] 5 . b]jLsf]
bhf{ lbOg] ToxL r]nLsf] x/]s lbg b'Mvn] cf“;'
alu/x]sf] 5 . oxf“ dfgjsf] s] s'/f ug{', g]kfn
cfdfdfly k/fO{n] c“Fvf nufp“bf klg xfdL 6'n6'n
x]l//x]sf 5f}+ . k/fO{sf] t s] s'/f ug{' b]zsf lhDd]jf/
k|ltlglwx¿ g} b]znfO{ n'6]/ cf gf] k]6 el//x]sf 5g\ .
of] s'g} Ps dflg;n] u/]sf] kfk xf]Og . xfdL
;a} o;sf] a/fa/ efuLbf/ xf}“ . xfd|f] df}gtf klg
rnLa]6Lsf] OHht n'l6g'sf] d"n sf/0f xf] . cfh g]kfn
cfdf ;a}sf] ;fd' nfrf/ x'g'sf] sf/0f klg xfd|f] df}gtf
g} xf] . wgL / ul/a, ;fgf] / 7'nf], uf]/f] / sfnf] of]
;a}sf sf/0f xfd|f] nfkaf{xL / cfkm"nfO{ 7'nf] b]vfpg]
k|of;sf] glthf xf] .
ha;Dd xfdL cfkm"leqsf] dfgjtfnfO{ hLljt
agfp“b}gf}“, ta;Dd of] ;dfh kl/jt{gsf] af6f]df
a9\g5 ] g} . r]nLa]6L ;a} 8/fP/ a:g'kg]{5}g, g]kfn cfdf
/ ;a} g]kfnLsf] lz/ uj{n] dfly p9\g] 5, ha xfdL Ps
x'G5f}+ / xfd|f] df}gtfn] gof““ cfjfh kfp“5 . b]zaf6
e|i6f/ x6\g]5 / ;dfhsf x/]s cg}ltstf x/fpg]5g\ .
To;n] xfd|f k'vf{n] lbPsf] alnbfgsf] sb/ u/f}+ /
c;n ;dfhsf] lgdf{0f u/f}“, hxf“ x/]s sf]xL a:g
rfxG5 .
;u/dfyf
gfd M j;Gt rGb
sIff M !)
;u/dfyf ;+;f/sf] ;a}eGbf cUnf] r'r'/f]
xf] . p;sf] prfO ;d'b| ;txaf6 *,*$* ld6/
-@(,)@*lkm6_ 5 . ;u/dfyf g]kfnsf] ;f]n'v'Da'
lhNnfsf] v'Da' kf;fª Nxfd' ufp“kflnsfdf
k5{ . ltAatL efiffdf o;sf] gfd rf]df]n'ª\df xf] .
;u/dfyfnfO{ ;g\ !*^% df la|l6; ;e]{o/ skf]{n ;/
hh{ Pe/]:6sf] gfddf dfpG6 Pe/]:6 gfds/0f u/]sf
x'g\ . kl5 ;g\ !(%^ -@)!@ ;fn_ df Oltxf; lz/f]dl0f
afa'/fd cfrfo{n] o;sf] gfd ;u/dfyf /fv]sf x'g\ .
;u/dfyf lzv/df ;j{k|yd ;g\ !(%# d] @( tfl/vsf]
laxfg !!M!% ah], g]kfnsf t]lGhª gf]u]{ z]kf{ /
Go'lhNofG8sf ;/ P8\dG8 lxnf/Ln] kfOnf /fv]sf
lyP .
k|yd cf/f]x0f M
;g\ !(%@ sf] u|Lid Ct'df l:j; gful/sx¿nfO{
;u/dfyf cf/f]x0f ug]{ :jLs[lt lbPkl5 ;g\ !(%#
;Dddf a]nfotL gful/sx¿nfO{ / ;g\ !(%% df l:j;
gful/sx¿nfO{ cf/f]x0f cg'dlt lbOPsf] lyof] . a]nfotL
lxdfnog ;ldltn] pRr kxf8 Pjd\ lxdfn r9fOdf
sLlt{dfg k|fKt u/]sf Ps ;]gfsf clws[t hf]g xG6nfO{
;d"x g]tfsf] ¿kdf lgo'Qm u/]sf] lyof] . pgn] g]t[Tj
u/]sf] ;d"xn] ;g\ !(#^ df ;u/dfyfsf] ;fxl;s
ofqfdf ;kmntf xfl;n ug{ ;s]g . xG6sf] ;d"x 7'nf]
lyof] .
t]lGhªnfO{ z]kf{x¿sf] ;/bf/ eO{ cf/f]x0f ;d"xdf
;dfj]z x'g lgdGq0ff ul/Psf] lyof] . pQm ofqfdf b'O{
k|sf/sf] clS;hg pks/0fx¿ k|of]udf
lyP . d] @^ df laxfg & ah] jf]8]{nf] / OefG; b'a}
hgf xG6 Pjd\ gfdHofn z]kf{sf] ;fydf vf]raf6
lzlj/tkm{ k|:yfg u/] . jf]8]{nf] / OefG;n] ;'?df /fd|f]
k|ult u/] klg lxp“ / clS;hg ;]6sf] sf/0fn] ubf{
cf/f]x0fdf l9nfO eof] . cGTodf pgLx¿sf] k|of; ;kmn
ePgg\ / tn em/] . @* d]sf lbg lxnf/L / t]lGhª
nf]t] Pjd\ cfª\lgdfsf] ;xof]un] gjf}+ lzlj/df k'u] . d]
!( sf] laxfg ^M#) df lxnf/L / t]lGhª dfly r9\g
;'? u/] . )
blIf0f r'r'/f]df k'Ug'eGbf cufl8 lxdkftsf] sf/0fn]
ofqfdf cj/f]w cfof] . of] cj:yfdf lxnf/L rlst eP .
Psflt/ dflyaf6 lxp“sf] klx/f] cfO{ Hofg lng] l:ylt
lyof] eg] csf]{lt/ ;u/dfyf lzv/df k'Ug] Ps dfq
df}sf u'dfpg gx'g] cj:yf lyof] .
pgLx¿ laxfg ( ah] le/fnf] psfnf] r9]/ blIf0f
6fs'/fdf k'lu;s]sf lyP . clGtd kj{twf/ r9\g sl7g
b]lvGYof] t/ klg pgLx¿ w}o{sf ;fy cufl8 a9] . of]
g} clxn]sf] k|l;4 lxnf/Lsf] hl6n v'8\lsnf] lyof] .
To;kl5 t]lGhª / lxnf/L ;lhn};“u lzv/df k'u] .
Page No. | 75 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
;~rf/
gfd M ¿kf /fgf du/
sIff !)
;~rf/ eg]sf] ljrf/ / hfgsf/L jf
;"rgfsf] cfbfgk|bfg ul/g] k|lqmof xf] . jf:tjdf
;~rf/ ;"rgf, tYofª\s Pjd\ hfgsf/L k|jfx ug]{
k|0ffnL tyf k|lqmof b'j} xf] . ;~rf/n] b]znfO{ pGgltsf]
af6f]tkm{ ws]Nb5 . ;"rgf tof/ eO;s]kl5 To;sf
pkef]Qmf;Dd k'¥ofpg] k|lqmofnfO{ g} ;~rf/ elgG5 . of]
Ps Joj:yfksLo cf}hf/ xf] .
;~rf/ xfd|f] b}lgs af]nLrfnL / Jojxf/sf
cltl/Qm ljZjsf h'g;'s} 7'nf ;+u7gsf nflu klg
plQs} dxÎjk"0f{ tÎj ag]sf] 5 . jt{dfgsf] ;dodf
Joj:yfkgsf cGo tTjeGbf ;~rf/sf] dxÎj cem a9L
dfqfdf a9]sf] 5 . ;~rf/ qmflGtn] ljZjnfO{
;f“3'¥ofPsf] dfq xf]Og, ;xh klg agfPsf] 5 .
sDKo'6/, df]afOn, OG6/g]6, ldl8ofx¿ / c¿ cGo
;~rf/sf dfWod x'g\ . ;~rf/ k|ljlwsf] dfWodaf6
dfgjLo hLjg ;/n, ;xh / ;lhnf] agfPsf] 5 . a9L
sfddf ;d]t sd ;do nfUg] ag]sf] 5 . lj1fg /
k|ljlwsf] ljsf;af/] hfgsf/L u/fpg, gof““ k|ljlw /
cfljisf/df kx'“r k'¥ofpg, PsLs/0f ug{, ljsf;sf
nflu tflnd cflb ;a}df ;~rf/sf] dxÎj dfgj hLjgdf
/Qm ;~rf/sf] hlQs} 5 . xfd|f] b]z g]kfndf k|efjsf/L
;~rf/sf nflu cg]sf}“ k|of; ul/Psf 5g\ t/ klg
ljleGg ;d:of / r'gf}tLn] af6f]df lx“8\g g;lsg]
h:tf]u/L /f]s cyjf afwf l;h{gf u/]sf] 5 . tL
;d:ofx¿df sdhf]/ tYofª\s, ;fwg;|f]tdf sdL,
ef}uf]lns sl7gfO, sdhf]/ hgzlQm Ifdtf, vlr{nf]
cflb kb{5g\ . xfdLn] oL ;a} ;d:ofnfO{ ;dfwfg ug{
;s] xfd|f] b]z ljsf; x'g ;S5 . ;~rf/sf p2]Zo nIo
k|flKtdf ;xhtf, sfo{;Dkfbgdf ;dGjo, ;xeflutf
a9fpg', cGt/sfof{no tyf afx\o jftfj/0f;Fu ;xsfo{
u/fpg], b'O{ kIfaLrsf] ;DaGw ;'wf/ u/fpg], ;"rgf
hfgsf/Ldf kx'“r jl[4 u/fpg]nufotsf kb{5g\ .
o;y{, ;~rf/n] dfgj hLjgnfO{ ;xh
agfpg'sf ;fy} b]znfO{ ;d[4 / ljsl;t agfpg klg
plQs} e"ldsf v]n]sf] x'G5 . xfdLn] xfd|f] b]z g]kfndf
klg ;~rf/sf] dfWoaf6 ljsf; ug{ ;S5f“} t/ o;sf
nflu x/]s g]kfnL gful/ssn] sfd ug{'k5{ .
sf]/f]gf efO/;
h]lgy s]=;L=
sIff M !)
ljZjel/ km}lnP tL sf]/f]gfsf] efO/;
ToxL eP/ dnfO{ klg 8/ nfUb} 5 .
?3f nfU5, Hj/f] cfp“5, d5{g\ rf}w lbgd}
sf]/f]gfn] Hofg lnUG5 l5gsf] l5gd} .
sf]/f]gfn] ;dfT5 lg sdhf]/ cf“t x'g]nfO{
j[4, aRrf clg ;'u/, k|];/, yfO/fO8 x'g]nfO{ .
la; ;]s]G8df xft wf}cf}“ ;fa'g kfgLn]
Hofg arfpg ;xof]u u5{ log} afgLn] .
dflg;x¿ dl//f5g\ nfvf}“ clg xhf/
3/ a;f}“ le8ef8 gu/f“} ghfpm st} ahf/ .
;fyL;ªuL e]6 x'“bf xft ldnfpg' x'“b}g
gd:sf/ ug]{nfO{ sf]/f]gfn] 5'“b}g .
b; ¿k}of“sf] df:s cfh krf; ?k}of“ eof]
wgLn] t lsGnfg\ nufpnfg\ ul/ahg dg]{ ef] .
;do x'“b} ;r]t eP sf]/f]gfn] 5“'b}g
/f]uL cfO;f]n];gdf a;] sf]/f]gfn] 5“'b}g .
wgL, ul/a, ;fgf], 7'nf] sf]/f]gfnfO{ yfxf 5}g
ns8fpgdf 3/} a:g] dfG5]nfO{ cem} a'l4 cfÚ5}g .
3/} a;f“}, ;kmf /xf“} le8ef8df gcfcf}“
cfkm" klg arf}“ xh'/ c¿nfO{ lg arfcf“} .
:ofn / cª\u'/
cfbz{ /fO{
sIff M *
s'g} Pp6f hªun lyof] . To; hªundf
Pp6f :ofn a:g] uYof{] . :ofnn] w]/} lbgb]lv s]xL klg
vfPsf] lyPg . Ps lbg :ofn l;sf/ vf]Hg u'kmfaf6
lgl:sof] t/ s]xL klg e]6]g . t}klg :ofnn] xf/
dfg]g . :ofn Toxf“af6 lx“8\of] t/ cem} l;sf/ e]6]g .
Tof] :ofn cem} xf/ dfg]g clGtddf Tof] :ofnn] Pp6f
cªu'/sf] ?v e]6\of] . pm glhs uP/ plk|mof] t/ e]6]g
. cem} klg p;n] xf/ dfg]g . :ofn a]:;/L plk|mof] t/
klg e]6]g :ofnn] km]l/ klg xf/ dfg]g . km]l/ :ofn
ePe/sf] an nufP/ plk|mof], cem} e]6]g . :ofnn]
;f]Rof], …d}n] of] hlt an nufP plk|mof] eg] klg
e]6\lbg“, Tof]eGbf a'l4 nufp“5' .Ú 7'nf7'nf 9'ª\uf NofP/
Page No. | 76 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
e¥ofª h:t} agfof] / Toxf“ a;]/ k]6el/ vfP/ lx“8\of] /
cfkm\gf] u'kmfdf uP/ cf/fdn] ;'Tof] .
df3];ª\qmflGt
clgtf yfkf du/
sIff M (
df3 dlxgfsf] klxnf] lbg cyf{t\
df3];ª\qmflGtsf lbg lxGb" ;dfhdf k"hfkf7 / :gfg
ug]{ ljz]if k/Dk/f /x]sf] 5 . df3];ª\qmflGtsf lbgnfO{
kljq kj{ dfGb} dflg;x¿n] 3/cf“ug lnkkf]t u/L z'4
kfg]{ / b]jLb]jtfsf d7dlGb/df uP/ k"hfcfhf ug]{ ljz]if
k|rng /x]sf] 5 . o; lbg ljz]if u/]/ gbLx¿df :gfg
ug]{ k|rng 5 . o; rf8df g]kfndf d]rL, dxfsfnL,
;Ktsf];L, ;Ktu08sLsf lsgf/sf b]j:yn, 3f6, bf]efg
/ lqj]0fLx¿df :gfgfyL{ eQmhx¿sf] 7'nf] 3'O“rf] x'G5 .
sf];Lsf] a/fxIf]q d]nf n'lDagLsf] ¿¿If]q, l/8L, lqj]0fL,
b]j3f6 cflb o; kj{sf To:tf pNn]vgLo / dxÎjk"0f{
:yfg x'g\, hxf“ eQmhgsf] ljz]if hd36 gfrufg /
d]nfhfqf nfUg] ub{5 .
df3];ª\qmflGtsf lbg g]kfne/ cfcf g} k/Dk/fcg'¿k
a]Un} k|sf/sf kl/sf/ vfg] k|rng klg 5 .
df3];ª\qmflGts} lbg sf7df8f“} pkTosf / ljz]ifu/L
g]jf/ ;d'bfosf] afx'No ePsf :yfgdf rfs', ltn /
gof“ rfdnsf] lvr8L agfP/ vfg] k|rng 5 . To;}n]
df3];ª\qmflGt kj{nfO{ g]jf/x¿ rfs' cyf{t\ l3p / rfs'
vfg] ;ªqmflGt jf kj{sf] klg eGg] ub{5g\ . s]xL o;
kj{nfO{ ltnsf] k|wfgtf ePsf] ;ª\qmflGt klg dfGb5g\ .
o; kj{sf lbg l3p, rfs' / ltnsf n8\8' b]jLb]jtfnfO{
r9fP/ cfkm"n] cfk;df af“8r'8 u/L vfg] k|rng klg
ljBdfg 5 . df3];ª\qmflGts} lbg t?n vfg] k/Dk/f
klg 5 .
df3];ª\qmflGtsf lbg ug{'kg]{ k'0osd{sf af/]df
wd{l;Gw'df klg avfg ul/Psf] 5 . o; ;ª\s|flGtsf
lbg l3p, rfs', ltn, t?n cflbsf] bfg u/L tLy{df
uP/ :gfg ug]{n] k|z:t k'0o sdfpg] / slxNo} /f]uL
x'g'gkg]{ s'/fsf] pNn]v To;df ul/Psf] 5 .
df3];ª\qmflGtsf] lbg nfUg] d]nfdf k'0osd{sf cltl/Qm
dgf]/~hg Jofkf/ / dxÎjk"0f{ k'gld{ngsf ;df/f]x klg
cfhef]ln ;DkGg ul/G5 . df3];ª\qmflGtsf lbg
hxf“hxf“ d]nf ahf/x¿ nfUg] u5{, Toxf“ y/Ly/L /ldt]
cg]s gfrufg ug]{ tyf bf]x/L uLt ufpg] klg ub{5g\ .
u'NdLsf] l/8L ahf/df sfnL u08sLsf tL/df eJo d]nf
nfUb5 . df3 !, @ / # ut];Dd nfUg] To; d]nfnfO{
Toxf“sf afl;Gbfn] h]7L ;ª\qmflGt, dfOnL ;ª\qmflGt /
sfG5L ;ª\qmflGt eGg] ub{5g\ . o; lbg Toxf“ dflg;x¿
e]nf ePsf] df}sf kf/L ljleGg bn / ;+:yfsf JolQmx¿n]
cfcfkm\gf ljrf/ k|rf/k|;f/sf] dfWodsf ¿kdf cfhef]ln
cfd;ef / ljleGg ;f+:s[lts sfo{qmd ug]{ gf}nf] k|rng
klg uf“l;g k'u]sf] 5 . df3];ª\qmflGt kj{ g]kfnsf] Ps
dxÎjk"0f{ wfld{s ;f+:s[lts pT;j xf] . l3p, rfs' jf
l3p lvr8L vfO{ of] kj{ dgfpg'sf] klg Pp6f 5'§} dhf
5“b} 5 .
sf]/f]gf efO/;
/Iff /fjn
sIff M *
;+;f/df ljleGg /f]un] dflg;nfO{ w]/}
;tfO/x]sf] lyof] . ;+;f/sf] ljleGg /f]usf] pkrf/ klg
eof] . s}of}+sf] pkrf/ 5}g . o;} ;dodf Pp6f gof““
/f]u pTklQ eof] . of] gof““ /f]usf] gfd sf]/f]gf of
sf]le8–!( xf] .
of] gof“ k|sf/sf] efO/; xf] . of] /f]un] xfdLnfO{ ?3f,
vf]sL, Zjf;k|Zjf;df ;d:of cflb pTkGg ub{5 .
o;sf] cf}iflw cem};Dd ag]sf] 5}g . of] /f]un] ubf{
ljZje/ w]/} dflg;sf] d[To' ePsf] 5 . of] /f]uaf6 aRg
Psbd} ufx|f] 5 . of] /f]usf] cf}iflw vf]Hg ljleGg b]zsf
8fS6/x¿ v6]sf 5g\ .
sf]/f]gf efO/;;“u ljZj g} nl8/x]sf] 5 . o;n] s}of“}
dflg;sf] Hofg u'dfPsf 5g\ . ljb]zdf /x]sf] xfd|f
kl/jf/ klg cfpg kfp“b}gg\ lsgeg] k'/} ljZjl/
ns8fpg 5 / xfdLn] ;/sf/sf] s'/f dfgL 3/d} a;]/
;'/lIft x'g'k5{ .
a}u'gLnfO{ u'g
l;l/gf e'h]n
sIff M !!
hf8f] dlxgfsf] ;do lyof] . Pp6f ;fgf]
sldnf s'nf]af6 aflx/ lg:Sof] . p;sf cfdfafa' / cGo
;fyL cfxf/fsf] vf]hLdf uPsf lyP . 3/sf] /]vb]v ug{
a;]sf s]xL l;kfxL sldnfx¿ s'nf]leq g} lyP . ;fgf]
sldnf] l;kfxL sldnfx¿;“u ;f]w]/ 3fd tfKg lg:s]sf]
lyof] . ;fg', …6f9f ghfpm x}, 6f9f uof} eg] af6f]
la;{G5 . clg zq'x¿n] ltdLnfO{ xdnf klg ug{ ;S5g\Ú
egL l;kfxL sldnfn] ;Nnfx lbPsf lyP . …x'G5 d
6f9f hfGg ;fgf] sldnf]n] eg]sf] lyof] . ;fgf] sldnf]
Pp6f ¿vsf] h/fdf al;/x]sf] lyof] . Toltg} a]nf ¿v
k5fl8sf] 3f“;sf] emf8Laf6 pk|mb} Pp6f km6\ofª\u|f] cfof]
. pm ;fgf] a;]sf] h/fdf cfP/ a:of] . P km'Rr], …d
a;]/ 3fd tfKg] 7fp“df lsg a:of} <Ú km6\ofu|f] sl8\sof]
. p;sf] cfjfh ;'g]/ ;fgf] sldnf] 8/fof] . pm cln
k/ uof] . t/ 5'Rrf] km6\ofª\u|f]n] Toxf“ klg 5f]8]g .
km6\ofª\u|f] bfbf, …d}n] tkfO+{sf] 7fp“ 5f]l8;s]“ t km]l/
lsg l/;fpg'ePsf] <Ú ;fgf] sldnf]n] 8/fP/ eGof“] . of]
;a} d]/f] 7fp“ xf] . t“ d]/f] cg'dltlagf oxf“ a:g
;Sb}g;\ . km6\ofª\u|f] cem 7'nf] :j/n] s8\lsof] . ;fgf]
sldnf 8/fof] / cem k/ ;¥of] t/ km6\ofª\u|f]n] Toxf“
klg 5f]8]g . ¿vsf] dfemlt/ a;]/ x]l//x]sL a"9L
sldnfnfO{ km6\ofª\u|f]sf] Jojxf/ k6Ss} dg k/]g .
Page No. | 77 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
cfkm"eGbf ;fgf]nfO{ kfOof] eGb}df To;/L x]Kg kfOG5 <
of] wtL{ ltd|f] dfq xf] ls Sof xf] < d cl3b]lv
x]l//x]5', ltdL Tof] ;fgf] sldnfnfO{ x]lk/x]sf 5f}+ .
c¿x¿;“u ldn]/ a:g cfp“b}g < ;fgfnfO{ dfof ug{ /
7'nfnfO{ cfbf/ ug{'k5{ eg]/ ltdLnfO{ yfxf 5}g < a"9L
sldnfn] egL km6\ofª\u|f]n] jf:t} u/]g . a? ;fgf]
sldnfnfO{ nfQLn] xfg]/ h/faf6 v;flnlbof] . ;fgf]
sldnf sxf“ uof] egL x]g{ cfPsf l;kfxL sldnfn]
p;nfO{ km6\ofª\u|f]n] u/]sf] Jojxf/ b]v] . pgLx¿
km6\ofª\u|f] glhs uP / sl8\sP . æP, km6\ofª\u|f] t}“n]
lsg ;fgf] sldnfnfO{ nfQLn] xflg;\ < sf] xf];\ t <
o:tf ;fgfnfO{ kfP/ x]Kg] < Pp6f l;kfxL sldnf
lrRofof] . s] tnfO{ klg lbpm“ . km6\ofª\u|f] nfQL tfSb}
l;kfxL sldnf]lt/ a9\of] . of] b]v]/ csf]{ l;kfxL sldnf]
b'nf]leq uof] / c¿ l;kfxLx¿nfO{ af]nfP/ Nofof] .
sldnfsf nfjfn:s/n] t'?Gt} km6\ofª\u|f]nfO{ 3]/f xfn] .
km6\ofª\u|f] plk|mP/ efUof] . l;kfxL / sldnf] b'nf]leq
k;] . csf]{ lbg To;} ¿vsf] km]bdf uPsf] a]nf
km6\ofª\u|f] dfs'/fsf] hfndf clNemof] . pm hlt an u/]
klg hfnf]af6 kml6\sg ;s]g . …sldnf efO dnfO{
arfpm, dnfO{ arfpmÚ, pm lrRofof] . ;'?df t Tof] b'i6
km6\ofª\u|f]nfO{ jf:t} u/]g . t/ kl5 p;nfO{ dfof
nfUof] . p;n] ;f]Rof] …s;}n] cfkTf\df xf/u'xf/ ubf{
arfp“g'k5{ . a}u'gLnfO{ u'gn] dfg{'k5{ .Ú pm la:tf/}
¿vdf r9\of] . ¿vdf 6f“l;Psf] dfs'/fsf] hfnf]nfO{
la:tf/} d'vn] kG5fof] . km6\ofª\u|f] hfn;lxt tn
em¥of] . hldgdf em/]kl5 ;fgf] sldnf]n] PsPs u/]/
cf gfd'vn] l5gflnlbof] . km6\ofª\u|f] :jtGq eof] .
;fgf] sldnfn] cfkm"nfO{ arfPsf]df p;n] wGojfb
lbof] . …;fgf] efO dfkm u/, ltdL a'l4dfg /x]5f}+ . t/
d d'v{ /x]5' . ltdLh:tf] 1fgLnfO{ d}n] ckdfg u/]sf]
lyP“ . cfh kf] cf“vf v'Nof] . of] ;+;f/df ;fgf] 7'nf]
eGg] sf]xL x'g] /x]g5 . ;a}sf] cfcf gf7fp“df dxÎj
/x]5 . cfhb]lv d / ltdL ;fyL ;fyL eof}“ .
km6\ofª\u|f]n] sldnfnfO{ eGof“] . To; lbg b]lv pgLx¿
c;n ;fyL eP .
sf]/f]gf
;j]{z a}bjf/
sIff M !!
rLgsf] a'xfg o;sf] hGde"ld k¥of]
5f]6f] ;dod} of] efO/;n] ljZj e|d0f u¥of]
sf]le8–!( gfds/0f kl5 nf]slk|otf a9\b} uof]
a8f lj8Dagf of] dxfdf/Ln] nfvf}+sf] hLjg nUof] .
aGb lj/f]wL ;/sf/ b]z g} aGb ug{ afWo 5g\
;+;f/ e|d0f ug]{ dfG5]x¿ 3/d} a:g aFWo 5g\
k[YjLjf;LnfO{ ;+qmd0fn] 7'nf] kf7 l;sfPem}“ nfUof]
JolQmut ;/;kmfO ;fy} k|b"if0f d'Qm kof{j/0f o;n] dfUof] .
/fi6«, wd{, /fli6«otf ;a}nfO{ o;n] ;Ddfg ;f]rL
;don] kfOnf] rfNb} ubf{ x'“b} 5 cf}iflwsf] vf]hL
;fgf] b]z g]kfndf klg lbgfg'lbg ;+qmd0f a9\bf] 5
crDdrflx“ s] eGg] aRg] pkfo a8f] ;lhnf] 5 .
;fdflhs b"/L g} ;a}eGbf pkfo dflgof]
kf]if0fo'Qm vfgf g} ;a}eGbf pQd 7flgof]
/f]u ;femf ePkl5 dnd PSnf]kg g} /x]5
sf]/f]gf gfds dxfdf/Lsf sf/0f cfh ljZj ql;t eP5 .
/x:odo /ft
l;d|g >]i7
sIff M !!
/ftsf] ;f9] !! ah] aHb} 5 . aflx/ d';nwf/]
kfgL cfsfzaf6 aufP/ n}hfg] h;/L kl//x]sf] 5 .
lardf ;ftf] km'lTsg] tl/sfn] r6\ofª klg kl//x]sf] 5
. ;nf]g cem} 3/ guO{ cf gf] sfof{nosf] Pp6f yf]qf]
sDKo'6/sf] cl3 ck"0f{ sfo{x¿ k"/f ug{ Jo:t 5 . ;w}“
Pp6f sfd ubf{ub}{ ylst ;nf]g Psl5g lj>fd u5{ .
lr;f] kfgL 3'6'S5 lgNb} pm cf gf] hLjgsf] af/] ljeGg
s'/fx¿ sNkgf ug{ ;'? u5{ . c7\7fO; jifL{o ;nf]g
cfkm" Pp6f ;fgf] ufp“af6 cfh oqf] 7'nf] sf7df8f“}
;x/df cf g} v'§fdf pleg ;Sg] x'“bf;Ddsf] ;ª\3if{k"0f{
ofqf ;lDemG5 . p;sf] cf]7df Tof] cfgGbsf] d':sfg
km}lng gkfp“b} cf gL cfdf / alxgLsf] ememNsf]n]
p;sf] cg'xf/ g} c“Wof/f] eOlbG5 .
cfkm" hDdf ;ft jif{ x'“bf clg alxgL Ps jif{
gx'“b} a'af x/fpg'eof] . cf}“;Lsf] /ftdf vfgf vfP/ s]xL
gaf]nL 3/af6 lg:sg'ePsf] lyof], kms]{/ clxn];Dd
cfpg'ePg . s] yfxf a'af x/fpg'eof] ls cfkm" 3/
5f8L efu]“ . ;nf]gn] dgdg} oL s'/f ;f]R5 .
æcfdfn] cfkm"nfO{ Hofgn] ;fy glbPsf] / ufp“df sfd
ug{ klg ;f/} c;lhnf] ePsf] eGg'ePsf] lyof] . afa'
ca t Pp6L a'xf/L gNofO x“'b}g klg eGb} x'g'x'GYof] .Æ
cfdfsf] oL s'/f ;Demb} ;nf]g d';'Ss xf“:5 . x'g t
cfdfn] lg a]l7s s'/f t ug{'ePsf] 5}g . cfkm" c7\7fO;
k'lu;s]“ . xt\, lt; k'Ug'cl3 g} lax] ug{'k5{ . cfdfnfO{
a'xf/L x]b}{ ug{' eGg'k¥of] . clg cfdfnfO{ dfq} x}g,
alxgLnfO{ klg ;lhnf] x'G5 .
cf g} ;f]rdf dUg ;nf]gn] rfn gkfp“b} aQL
‰ofKk} hfG5 . aln/x]sf] Tof] Pp6f aQL / ToxL yf]qf]
sDKo'6/ klg aNg 5fl8lbG5 . cf gf] ;f]raf6 em:sb}
;nf]g cf gf] df]afOn vf]Hgtkm{ nfU5 . 7'nf] cfjfhdf
clkm;sf] 306L aHg yfN5 . y'Ss !@ kf] alh;s]5 .
Page No. | 78 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
3/ hfg'kg]{ . 3/ uP/ lg s] ug{' < cfdf / alxgL
ufp“df, d otf 5' . csf]{ xKtf labf lng'knf{ h:tf]
5 . oL ;a s'/f af]Nbfaf]Nb} pm xtf/xtf/ cf gf]
df]afOnaf6 6r cg u5{ .
6r{ cg ug]{lalQs} p;n] 9f]sfaflx/ Pp6f
s[kfn' aflx/ uPsf] b]V5 . …dfO{ u8Ú eGb} pm tl;{G5 .
la:tf/} la:tf/} kfOnf l3;fb}{ pm 9f]sf aflx/ k'U5 .
sfof{nodf cfkm" PSnf] ePsf] / ;fydf sf]xL gx“'bf pm
a]:;/L 8/fp“5 . sf] xf] Tof] < sf] 5 Toxf“ < eGb}
s/fp“bf klg p;sf] k|ltWjlgafx]s s]xL ;'lg“b}g . …5\of,
d klg, sf]xL t 5}g, olQs}df 8/fO/fsf]Ú eGb} km]l/ leq
k:g vf]Hbf p;n] tnaf6 s;}n] cf gf] gfd k'sf/]sf]
dx;'; u5{ . …d db{ xf] db{ Tof] klg c;nLjfnfÚ eGb}
lxDdt h'6fP/ ;nf]g t];|f] tnfaf6 bf];|f] tnftkm{
nfU5 . bf];|f] tnf k'Ubf c¿ s]xL 5}g . cf7f}+ tNnf
n]v]sf] af]8{ dfq b]V5 . crlDdt x'“b} dfly k'Ubf km]l/
;ftf}+ tnf n]v]sf] af]8{ dfq b]V5 . clg eTetfpg
yfN5, …s] xf] of] < xfd|f] clkm; t hDdf rf/tn] 5 .Ú
dgdf xNsf xNsf qf; k}bf eO/x]sf] ;nf]g Ps km]l/
tn em5{ . To;k6s rfFlx“ cf7f}“ tnf n]v]sf] af]8{
xf]Og, gjf}“ tNnf n]v]sf] af]8{ b]v]/ pm qf;n] sfDg
yfN5 .
ql;t ;nf]g xtf/ xtf/ e¥ofª cf]n{g vf]H5 .
l56f]l56f] ;f; km]b}{ lgwf/af6 vnvn kl;gf aufp“b}
pm e¥ofª\ cf]n{G5 . t/, hlt rfF8f] e¥ofª cf]n{g
vf]Hbf klg Tof] e¥ofª cGtxLg b]lvG5 . dgdg}
eujfg\sf] gfd hKb} pm cfdf eGb} 7'nf] :j/df
s/fp“5 .
la:tf/} cf“vf vf]Nbf pm cfkm"nfO{ Pp6f cWof/f],
7'nf], vfnL sf]7fsf] dfemFdf plePsf] km]nf kf5{ .
sfd]sf] cfjfhdf pm km]l/ lrRofp“5, …dnfO{ hfg b]pm,
d}n] ltd|f] s] laufl/lbPÚ cf“vfaf6 cfF;'sf df]6fdf]6f
l9Ssf v;fp“b} pm lKnh eGg yfN5 . k5fl8af6
cfdfn] afa' ;nf]g eg]sf] p;sf] sfgdf k5{ . …cfdf,
cfdfÚ eGb} 56k6fp“b} k5fl8 kms{G5 . Pp6f sDKo'6/sf]
l:qmgdf cfdfsf] tl:a/ b]v]/ pm 5Ss k5{ . km]l/
5]paf6 bfO eg]sf] p;sf] sfgn] ;'Gg k'U5 . clg
5]psf] Pp6f sDKo'6/df alxgLsf] tl:a/ b]v]/ pm
56kl6g yfN5 . ;nf]g emg\ cflQG5 ha p;n] cfkm"
sDKo'6/ g} sDKo'6/sf] lardf 3]l/Psf] km]nf kf5{ . pm
cjfs\ x'G5 . ;fy;fy} tL sDKo'6/x¿ cfkm"tkm{
cfO/x]sf] dx;'; u5{ . x/]s sDKo'6/sf] l:qmgdf …o'
cf/ ugÚ n]lvPsf] p;n] b]V5 . cfkm\gf j/k/sf tL
clt g} c;fdfGo, c;fwf/0f b[Zo b]v]/ ;nf]g 7fp“sf]
7fp“ g} a]xf];\ x'G5 . …afa' P afa' l56f] cfOh vfhf
vfgÚ cfdf efG;faf6 ;nf]gnfO{ vfhf vfg 8“FSg'x'G5 .
;nf]g 6fpsf] ;dfTb} la:tf/} c“Fvf vf]n]/ p7\5 .
sfof{nodf axf]; cfkm" clxn] ;fgf] vf6df lap“em]sf]
kfp“bf ;nf]g ltg5Ss k5{ .
d]/f eujfg\ cfdf / a'af
k|tLIff v8\sf
sIff M !)
cfsfzh:tf] ljzfn x'G5 a'afsf] xf] Tof] 5ftL
oL b'j} 5g\ /fi6« ;]js g]kfnL jL/ hflt .
cfdfsf] Tof] Tofu / ddtf ;a}eGbf dfly
;a} s'/f a'lemlbg] ;w}“el/sf] ;fyL .
ef]s / ltvf{ la;{G5g\ a? st{Jo e'n]gg\
cfkm" hlt kL8fdf eP klg xf“:g la;]{gg\ .
wGo 5 afaf, wGo 5 cfdf of] ;+;f/ b]vfof}
of] lz/df 5 x} cfzLjf{b ltd|f] ;fx; lbnfof} .
rGb| / ;"o{ /x'Gh]n dfof ug{nfO{ l;sfof}
ljkt\df w}o{ ;'vdf ;]jf dgdf hdfof} .
c6n lg8/ cfdf / a'af st{Jo lz/df
;xgzLn eO{ ldng;f/ agL g}ltstf dgdf .
sf]/f]gf
hLt]Gb| clwsf/L
sIff M !!
w]/} hgf larNnL t ox“F, efsf 5g\ x} u“F;n]
jif{ g} oxf“ laTg nfUof] sf]/f]gf qf;n] .
wgLnfO{ t eof] r}g, ul/a g'glagf
;a} ;+:yf vf]Ng nfluof], sf]/f]gfsf] d'lQmlagf .
k6sk6s xft w'g] ug{'k5{, ;fa'g kfgLn]
;/;kmfOnfO{ Wofg /fvL kf}li6s cfx/ vfg'k5{ xfdLn] .
;f; km]g{ ufx|f] x'g] ?3fh:tf] nfUg]
nIf0f o;sf] vf]sL nfuL 6fpsf] klg b'Vg] .
sf]/f]gfn] g]kfndf u¥of] z}lIfs cfly{s ;a}sf] ljgfz
/f]Sg vf]Hbf vf]Hb} ;/sf/n] ;s]g o;sf] s'g} lgsf;
;fa'g kfgL :oflg6fOh/ k|of]u u/f“} df:s
lgod ef}lts b"/L sfod u/L eufcf}“ sf]/f]gf efO/; .
/f]8sf] lardf k'ln;
lgzfª\sL dfgGw/
sIff M (
Pp6f df]6/;fOsndf tLg hgf s]6f l:k8df cfp“5g\ .
/f]8sf] lardf pleP/ k'ln; s/fp“5 M Pp6f
df]6/;fOsndf ltg ltg hgf << ToxL klg x]Nd]6 5}g,
xg{ klg ahfp“b}g, /f]s . /f]s .
Page No. | 79 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
s]6fx¿ M af6f] 5f]8……== xanbf/ ;fx]a . o;df cem} a|]s
klg 5}g .
dlxnf lzIff
/f]lbzf /f]Ssf
sIff M !)
ljZjsf ;a}h;f] /fi6«n] dlxnf lzIffnfO{ ljz]if
hf]8 lbPsf x'G5g\ . gf/L lzlIft ePsf d'n'sx¿sf]
r]tgf:t/ dfly p7\gsf ;fy} tL d'n'sx¿ ;DkGg /
wgf7\o ePsf 5g\ . gf/Ln] hLjgdf 5f]/L, lbbL, alxgL,
a'xf/L, cfdf ag]/ kl/jf/ rnfPsL 5g\ . ;[li6 arfPsL
5g\ / ;+;f/ rnfPsL 5g\ .
ljZjsf w]/} d'n'sdf h:t} g]kfndf klg dlxnf
/ k'¿if lar 7'nf] lje]bsf] cj:yf 5 . g]kfnsf]
;fdflhs, cfly{s, z}lIfs, /fhgLltsnufot ;a} If]qdf
k'?ifsf] t'ngfdf dlxnfsf] kx'“r Hofb} Go"g /x]sf] 5 .
k/Dk/fut ¿kdf hftkftsf] e]befj, rf“8f] ljjfx,
5f]/fsf] dxÎjh:tf dfGotfsf sf/0f dlxnfsf] cj:yfdf
;'wf/ x'g ;s]sf] 5}g . n}ª\lus leGgtfsf] sf/0f
n}ª\lus c;dfgtf ;fwg / ;|f]tsf] cj;/ cflbdf
sdLsf sf/0f dlxnfx¿sf] :t/ lgs} k5fl8 5 .
z}lIfs If]qdf klg n}ª\lus ;r]tgfsf l:ylt
sdhf]/ 5 . s]6f / s]6L km/s ePsfn] pgLx¿sf]
e"lds hxf“ klg km/s g} x'g'kb{5 eGg] 7fGb5g\ .
lzIffsf] sfo{ cGwsf/af6 pHofnf]tkm{ lbzflgb]{z ug{'
xf] . cf gf] g};lu{s clwsf/sf] pkof]u u/]/ :jfledfgL,
cfTdlge{/ dfgj ag]/ lhpg ;Sg] agfpg' xf] . dlxnf
k'?iflarsf] c;dfg zlQm;DaGwnfO{ ;dfgtf /
;Gt'ngdf /fVb} ;'Gb/ ;dfhsf] lgdf{0f ug{' xf] . xfd|f]
lzIffnfO{ k/Dk/fn] lylr/x]sf] 5 . To;}n] lkt[;Qf jf
k'¿ifsf] cg's"ntfnfO{ s]Gb|df /fv]/ lgdf{0f u/]sf] ;Dk"0f{
lzIff k|0ffnL, k9\g] k9fpg] ljifoj:t', kf7\oqmd, l;Sg]
l;sfpg] tl/sf cflb ;Dk"0f{ If]qdf cfd"n kl/jt{gsf]
cfjZostf 5 . To;f] gubf{;Dd kfOnfkfOnfsf
lje]bsf/L cj/f]wn] dlxnfnfO{ clw a9\g lb“b}gg\ /
;an /fi6«sf nflu cfjZos :jfledfgL, l;h{gzLn,
cfTdlge{/ gful/s lgdf{0f ug{ klg ;ls“b}g .
;+jfb
;r]tf clwsf/L
sIff M *
OlGb/f M xnf] s] ub}{ xf], ;fyL xf] <
;r]tf M d t Psbd l7s clg ;jf{gL t af]lNbgg\ t
s] ef] ;ef] <
;jf{gL M c/] d]/f] kfnf] t cfpg b]pm, d klg l7s 5',
OGb|f] dfdf3/ uPgf} .
OlGb/f M d l7s} 5' clg d dfdf3/ guPsf] of] kfnf <
;r]tf M lsg lg <
OlGb/f M d dfdf3/ lsg guPsf] eGbf, clxn] dfdf3/
uP“ eg] dnfO{ dfOh'n] rf“8f] kms{g lbg'x'“b}g clg
/fd|f];“u k9\g kfO“b}g .)
;jf{gL M cxf] Û xfd|f] k9gbf; OlGb/] .
OlGb/f M x/] Û ltdLnfO{ rflx“ lh:sfpg}k5{ lg .
;r]tf M ;xL aft x}, c¿ s'/f 5f]8 yfxf 5 < d}n]
cfh ;'g]sf] s] x}, lsg ljBfno cem;Dd v'n]sf]
/x]g5 . x'g t xfd|f] klg v'n]sf] t 5}g, t}klg xfdLn]
cgnfOg sIffdf k9\g t kfPsf 5f} +.
;jf{gL M xf] lg . of] ;fn t ca ;lsg} nflu;s]sf]
5 . ca Ps ;fn gh/aGb ePg t <
OlGb/f M eOxfNof] lg . xfdL t slt efUodfgL 5f}“, olt
/fd|f];“u k9\g kfO/x]sf 5f}“ .
;r]tf M clg slt ljBfno t cgnfOg sIff gfdsf]
dfq 5 . s]xL k9fpb}gg\ /] .
OlGb/f M xf] t lg . slt ljBfno lgs} nfkaf{xL ub{5g\
t/ xfd|f] t lbg lbg} sIff x'G5 .
;jf{gL M n sIff kf] ;'? eO;s]5, kl5 s'/f u/f}“ x} .
;r]tf / Olb/f M n n, kl5 s'/f u/f}“nf .
cfdfsf] ddtf
hl:dg v8\sf
sIff M !)
dfgj hut\df cfdfh:tf] lk|o nfUg] lrh ;fob}
c¿ s'g} xf]nf . xfdLn] cg'ej u/]s} xf] s'/f xf], af6f]df
lx“8\bf xfdLnfO{ s]xL ;fgf] b'vfO x'g uof] eg] klg Tof]
b'vfOn] cfdfsf] ;xof]u dfu]sf] x'G5 . s'g} g/fd|f]
36gf xfd|f] cf“vfn] b]Vg k'Uof]
eg] klg cfdf eGg Tof] b[Zon]
afWo u/fPs} x'G5 . To;}u/L s'g}
klg c;xh sfd ug{'k/]sf] a]nfdf
klg cfdfnfO{ ;lDemPs} x'G5f}“ .
Tof] ;Demgfn] xfdLnfO{ cf gf]
sfo{;Dkfbgdf xf};nf ldn]sf] x'G5
. caf]w afns ?“bf klg cfdfnfO{ ;DemL ;DemL /f]Psf]
x'G5 . o;/L xfd|f] hLjgdf cfdfsf] dxÎj cyfx eP
klg obfsbf xfdLn] tbg'¿ksf] cfr/0f Pjd\ Jojxf/
u/]sf 5}gf}“ ls eGg]tkm{ Psrf]6L ;f]Rg}kb{5 .
…cfdfÚ eGg] zAb dfgjb]lv hgfj/;DdnfO{
plQs} nfU5 . hlGdPkl5 ha p;sf] tf]t] af]nL km'6\5,
;j{k|yd p;n] pRrf/0f ug]{ zAb …cfdfÚ g} xf] .
xfdLnfO{ cs:dft\ lg:sg] zAb cfdf g} xf] . s'g}
;d:of cfOk/]sf] ;dodf klg …nf} g cfdf s] ug]{ <Ú
egL xfdL cfdfnfO{ 7'nf]7'nf] :j/n] lrRofPs} x'G5f}“ .
s;};“u s'g} em}emu8f eof] eg] d]/L cfdfn] dnfO{
hGdfPs} x}g egL Zjf; lbg klg u/]s} 5f}“ .
afNosfndf s;};“u emu8f x'“bf d]/L cfdfnfO{ Nofp“5'
eg]/ tfst klg b]vfPs} x'G5f}“ . o;/L xfd|f] b}lgs
hLjgdf klg cfdfnfO{ pRr dfGotf lbOcfPsf] kfOG5 .
Page No. | 80 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
…cfdfÚ zAb dfgj;“u dfq ;DalGwt ePsf]
x'“b}g . kz' tyf hgfj/;“u klg TolQs} ;DaGw /x]sf]
x'G5 . s'g} kz'n] aRrf hGdfPkl5 s]xL ;dosf]
cGt/fnkl5 g} cfdfnfO{ af]nfPsf] x'G5 . r/fr?ª\uLn]
klg a]nfa]nfdf Rof“Rof“ u/L cfdfnfO{ g} af]nfPsf] x'G5 .
cGo hLjhGt'n] klg cfdfnfO{ ljleGg ¿k / tl/sfaf6
vf]h]s} x'G5g\ . k|yd ;[li6stf{ Pjd\ klxn]b]lv g}
cfpg] j:t' cfdf ePsf] x'gfn] oL b'O{ lar k|uf9 dfof,
ddtf tyf :g]x x'g uPsf] xf] . cfdf eGg] zAb of]
;+;f/df ;a}sf nflu plQs} lk|o x'g k'u]sf] 5 .
ljZj Oltxf;nfO{ cWoog ug]{ xf] eg] klg 7'nf7'nf
;flxTosf/n] klg cfdfnfO{ d'Vo :yfg lb“b} cfPsf]
kfOG5 . cfdfsf] dfof slt cufw x'“bf]/x]5 eGg] s'/f
egL ;fWo g} 5}g . :ynr/, hnr/ ;a}df plQs}
x“'bf]/x]5 . hLjg / hut\df cfdfsf] dfof ck/Dkf/ g}
5 . hLjhGt' tyf hgfj/n] ;d]t cfkm\gf aRrfnfO{
s;/L dfof u/]sf] x'G5 eGg] s'/f xfd|f cf g} cf“vfn]
b]v]s} 5f“} . cfdfsf] dfof ;fx|} ulx/f] x'G5 .
cem} w]/} w]/}
/f]lhgf yfdL du/
sIff M !!
cem} w]/} cem} w]/} dfof b]pm dnfO{
cem} w]/} cem} w]/} dfof b]pm dnfO{
eG5g\ oL gbLsf lsgf/fx¿
eG5g\ oL af]6 la¿jfx¿
elG5g\ xfd|L wtL{ dftf
elG5g\ xfd|L k|s[lts dftf .
lg/Gt/ alu/xg] d gbLsf] s] bf]if 5 /
s;}nfO{ kL8f glbO{ aU5' ;f/f ;+;f/
t/ klg lsg lbOof] dnfO{ o:tf] b08
hxf“ d]/f] z/L/sf cª\ux¿ aGg'k¥of]
kmf]xf]/ / d}nf]sf] l;sf/ .
x] dflg; gu/ ddfly o:tf] kfk
;lSbg“ ca ;xg z/L/df oL rf]6sf 5fk
of] wtL{sf] df6f] ;dfpgnfO{ rflxof] zlQm dnfO{
lsg sdhf]/ kb}{ 5g\ d]/f oL h/f
sxf“ uNtL eof] d}n] lbg] of]ubfgdf .
sxL“ 5}g d]/f nflu 7fp“ of] df6f]df ca
dnfO{ sf6L a;fOlbG5f} cf gfa;f]af;
laGtL 5 ltdLnfO{ w]/} dfof b]pm xfdLnfO{
cem} w]/} cem} w]/} dfof b]pm xfdLnfO{ .
hyfefjL y'sL agfOlb of} dnfO{ ckljq
of] n8fO“, emu8f“ alglbP sdhf]/Lsf] kfq
alu/xG5g\ d]/f cf“vfaf6 cf“;'sf wf/f
t}klg a'‰b}gf} ltdLx¿ d]/f] kL8f
cfh;Dd wflg/x]5' ltdLx¿sf] tf}n
5}g d;“u tfut ca p7fpgnfO{ of] af]em
x/fe/ lyP“ lsg gi6 kf/L lbof} dnfO{
g/fd|f] sd{df k|of]u ul/lbof} dnfO{ .
af“sL 5}g, Tof] ;'Gb/tf st} klg ddf
/x]g d]/f] s'g} JolQmTj ca of] wtL{df
¿vf];v ' f] 5fPsf] 5 rf/}lt/ ca
xftdf xft ldnfO{ km]l/ kmsf{Ob]pm xfd|f] cl:tTj
w]/} w]/} dfof b]pm xfdLnfO{
cem} w]/} cem} w]/} dfof b]pm xfdLnfO{
cem} w]/} cem} w]/} dfof b]pm dnfO{
eG5g\ gbL la?jf w/tL / k|s[lt .
df]afOnsf] c;/
cfo'if clwsf/L
sIff M ^
Psfb]zdf Pp6f ;fgf] kl/jf/ lyof] . Tof] kl/jf/df rf/
hgf ;b:o lyP . kl/jf/nfO{ ;DxfNg] a'af, kl/jf/sf]
x]/rfx ug]{ cfdf, kl/jf/ wfGg] h]7f] 5f]/fsf ;fy} b'O{ /
tLg jif{sf] aRrf . a'af ;w}“ sDKo'6/df Jo:t x'Gy] .
cfdf ;w}“ km];a's rnfpg Jo:t x'lGyg\ . h]7f] 5f]/f]
;w“} u]d v]Ng Jo:t x'GYof] . lar/f Tof] ;fgf] aRrfnfO{
;do lbg] sf]xL lyPg . Ps lbg Tof] aRrfn] ;f]Rof],
…d]/f] kl/jf/sf] ;a} ;b:o ;w}“ df]afOndf Jo:t x'G5g\ .
s:tf] cefuL aRrf d . csf]{ hGddf d Pp6f df]afOn
eP/ g} hGd] s:tf] x'GYof] . d ;w}“ d]/f] afaf, cfdf /
bfbf;“u} v]Ng kfpg] lyP“ .
ljBfyL{
gfd M ;]lNegf >]i7
sIff M !
sfkL lstfa snd af]s]/ :s'n hfg] afgL
of] afgLn] s;}nfO{ ub}{g xflg
vfgf vfO{ emf]nf af]sL :s'n hfG5f}“
:s'n uO{ 1fgL agL k9\g n]Vg a:5f}+ .
u'?cfdfn] k9fp“bf Wofg lbP/ ;'G5f}“
xfdL 1fgu'gsf s'/f lnG5f}“, ghfg]sf ;f]W5f}“
clxn] cfdL afns g} ef]ln 7'nf] x'G5f}“
/fd|f];“u k9]/ w/} dxfg\ JolQm x'G5f} .
Page No. | 81 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
xfd|f] /fli6«o emG8f
gfd M c~hnL bf;
sIff M ^
/fli6«o emG8f xfd|f] lrgf/L xf] . xfd|f] /fli6«o emG8f b'O{
cf]6f lqsf]0f hf]l8P/ ag]sf] 5 . o;sf] e'O“ l;ld|s /ª
/ lsgf/f uf9f lgnf] /ªsf] 5 . dflyNnf] efudf rGb|df
/ tNnf] efudf ;"o{ 5 . oL b'j}sf] /ª ;]tf] x'G5 .
emG8fdf ePsf] /ftf] /ªsf] cy{ g]kfnL s;};“u gem'Sg] /
;fx;L x'G5g\ eGg] xf] . lgnf] /ªsf] cy{ g]kfnL
zflGtk|]dL x'G5g\ eGg] xf] . rGb| / ;"o{sf] cy{
a|x\df08df rGb| / ;"o{ /x];Dd g]kfnsf] cl:tTj /xG5
eGg] xf] . xfd|f] /fli6«o emG8fn] g]kfnL ;+:s[lt /
Oltxf;sf] k|ltlglwTj klg u5{ .
c;n afgL
x]dg >]i7
sIff M !
xfdL ;a} hgf;“u c;n / v/fa afgL x'G5 . t/, xfdL
;a} hgfn] v/fa afgLnfO{ x6fP/ c;n afgL
l;Sg'k5{ . xfdL hlxn] klg laxfg} p7]/ cf gf] bfFt
df‰g'k5{ . xfdLn] hlxn] klg ;kmf n'uf nufpg'k5{ .
xfdLn] cfkm\gf gª sf6\g'k5{ . xfdLn] hlxn] klg 7'nf]
dfG5]nfO{ cfb/ ug{'k5{ / ;fgf] dfG5]nfO{ dfof ug{'k5{ .
xfdLn] hlxn] klg ;f“rf] af]Ng'k5{ .
d]/f] d'lQmgfysf] ofqf
b[li6 yfkf
sIff M @
d ^ jif{sL x'“bf d':tfª e|d0f hfg] lg0f{o eof] . d
afaf / cfdf;“u @)&% ;fn r}t @* ut]sf lbg
sf7df8f}“af6 hf]d;f]d;Ddsf] a;sf] l6s6 sf6]/
lbp“;f]sf] @ ah] lx“8\of“} . cfdfn] dnfO{ d':tfª lxp“ g}
lxp“n] el/Psf] 7fp“ xf] eGg' ePsfn] d d':tfª slxn]
k'U5' egL ljleGg k|Zg ub}{ lyP“ . ha /ftsf] ! ah]sf]
lyof], Tolta]nf crfgs xfd|f] a;df s;}n] 9'+uf k|xf/
u/]/ efUof] . d Ao'lemP“ . xfdL bdf}nL cfOk'Ug nfu]sf
/x]5f}“ . xfdL r9]sf] a;sf] cufl8sf] l;;f k'/} km'6]sf]
lyof] . Tof] 36gf s'g} abdf; s]6fx¿n] u/]sf] /x]5 .
l;;f km'6]sf] sf/0fn] lr;f] lyof] . xfd|f] a; hf]d;f]d
ghfg] eof] . kf]v/fb]lv hf]d;f]dsf nflu csf]{ a;
dufof}“ . clg xfdL 9'Ssn] csf]{ a;df ofqf to u¥of}“ .
ef]lnkN6 laxfg & ah] a]gL ahf/df lrofgf:tf u/]/
jl/kl/ /dfOnf b[Zo, sfnLu08sL x]b}{ uof}“ . a]gL ahf/
s6]kl5 tftf]kfgL cfOk'Uof] . jl/kl/sf] /d0fLo b[Zo
b]v]/ dg v';L x'“b} cfof] . nueu ! ah] xfdLn]
tftf]kfgL k'u]/ ysfnL vfgf vfof}“ / km]l/
cf gfuGtJolt/ nfUof}“ . ha j/k/sf] lxdfn b]Vy]“, ta
d slxn] Tof] 7fp“df k'Ug] egL cft'/ x'Gy“] . tftf]kfgLsf]
kl5sf] ofqf c;fWo} /dfOnf] x'“b} uof] . ha hf]d;f]d
k'Uof}+, ta Toxf“ km]l/ xfdLn] csf]{ a; km]g{'kg]{ ePsfn]
a;af6 cf]n{bf emG8} xfjfn] g} p8fpnf h:tf] u/L
atf; rln/x]sf] lyof] . lr;f] klg plQs} lyof] . clg
xfdL ca d'lQmgfysf] ofqfsf] l6s6 sf6]/ d':tfªtkm{
nfUof}“ . sl/a ;fem ;f9] ^ lt/ xfdL d':tfª k'Uof}“ /
xf]6]ndf a:of}“ . w]/} lr;f] ePsfn] tftf] n'uf / vfgfsf]
Joj:yf ldnfof}“ clg 5tdf lg:s]/ bfof“afof“sf] rf“bLsf
kxf8h:tf /dfOnf b[Zo b]v]/ d emg} v';L eP“ . ;f“em
k/]sfn] vfgf vfP/ ;'Tof}“ . ef]ln laxfg sl/a &
ah]lt/ p7]/ lgTosd{ ;s]/ * ah]lt/ xfdL 3f]8fdf r9L
d'lQmgfy dlGb/ uof}“ . laxfgsf] b[Zo emg} /dfOnf] lyof]
. sl/a #) ldg]6df dlGb/ k'uL bz{g u/L !)* wf/fdf
xftd'v wf]of“} . wf/fdf lxp“ hd]sf] lyof] . bf“oftkm{
Pp6f 7'nf] uf}td a'4sf] d"lt{ lgdf{0f ub}{ lyof] . Toxf“sf]
laxfgsf] b[Zo Psbd} /dfOnf] lyof] . Toxf“ ljb]zL
ko{6sx¿ klg lyP . xfdL v';L x'“b} kmf]6f] lvRof}“ .
lr;f]sf] sf/0fn] Toxf“ w]/}a]/ a:g ;s]gf“} . dnfO{
lr;f]n] w]/} ufx|f] ePsfn] xfdL ToxL lbg !) ah]lt/
kf]v/flt/ kmls{of}“ . sl/a /ftsf] ! ah] kf]v/f dfdf3/
k'u]/ gof“ jif{ dgfof}“ . d]/f] ofqf ;'gfP/ dfdf3/sf]
kl/jf/ ;a} v';L x'g'eof] . clg xfdL @)&^ ;fn j}zfv
# ut] k'gM sf7df8f}“ kmls{of}“ .
lzIff
s[if vqL
sIff M %
lhGbuLsf] dxÎj a'lemG5
lzIffsf] :jtGqtf kfP .
nIosf] cf}lrTo agfOG5
d~rdf lbPsf] efif0fsf] ;b'kof]u eP .
cf gf] efUo cfkm}“ agfOG5
cIf/sf] lrgf/L kfP .
;To / c;TonfO{ cfkm}“ 5'6\ofOG5
cufl8 a9\g] cj;/ eP .
c¿sf] efjgf klg a'lemG5
xftn] x:tfGt/0f ug]{ Ifdtf eP .
Page No. | 82 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

c;Totfsf] k|ltsf/ klg ul/G5 lstfa

eljiosf] kl/k]|Io ;kmn eP . k|Zjf; sfsL{
sIff M !
gf/Lsf] cl:tTj g} d]l6G5
dlxnf clwsf/sf] /Iff geP . lstfa ltdL ;w}“ d]/f]
k|s[ltsf] lrq0f klg ul/G5 glhssf] ;fyL
lszf]/LnfO{ lzIff kfP . ltdLnfO{ dfof u/]/
k'U5' d w]/} dfly .
¿v
lg/f]nL ;'Aaf cª\s cIf/ ;a} s'/f
sIff M % ltd|f] kfgfleq
;+;f/nfO{ b]Vg] s'/f
ulx/f] gftf d]/f] hldg;“u 5g\ ltdL;“u .
h/f hldgd} hf]l8Psf] .
lhp d]/f] Psbd} 7'nf] kfkf gfgf rfrf ub}{
xl/of] skfnn] ;lhPsf] . ltdL;“u cfP .
u'¿sf] ;xof]u lnP/
cf/fd ug{ cfp“5g\ a6'jf cIf/ k9\g yfn] .
d]/} sfv}df .
cfgGbsf] dx;'; u5{g\ ltdLaf6 1fg kfO{
cf g} efs}df . 7'nf] dfG5] aG5'
cfkm"eGbf ;fgfnfO{
sf6] klg sf6 dnfO{ lstfa hflt eG5' .
s]xL cfjZostf k"/f ug{nfO{ .
;vfk x'g]u/L gsf6 dnfO{
kl5 cfkm}“ b'Mv kfpgnfO{ . afns
cf gf] :jfy{df jg lk|G; sfsL{
;vfk gkf/f“} . sIff M !
a¿ ¿v /f]k]/
c¿nfO{ klg arfcf}“ .

Afnfkg
lgZrn kf]v]n
|
sIff M !

xf“:g l;s]“ v]Ng l;s]“ d ;fgf] afns

gf“Rg klg l;s]“ . ef]ln 7'nf] x'g]5' .
¿g] afgL lal;{P/ k9L n]vL 1fgL eO{
d':s'/fpg l;s]“ . b]zsf] ljsf; ug]{5' .

afcfdfsf] sfv 5f]8L cfhsf] d sf]lknf

:s'n hfg l;s]“ . ef]lnsf] d km"n .
;fyLefO{ ;a};“u d klg hfG5' cfdf
ldnL a:g l;s]“ . k9\g :s'n .

lstfa d]/f] ;fyL ca k9L n]vL 1fgL eO{

snd d]/f] xft . u5{' b]zsf] sfd .
n]Vg k9\g 5f]8\g] 5}g slxn] klg ?jfp“lbg
cab]lv d t . d]/f] Kof/f] cfdf .

Page No. | 83 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

afns o:t} 5 ;+;f/sf] /Lt

;Gb]z e08f/L >'lt yfkf
sIff M ! sIff M &

d t ;fgf] afns x'“, aG5' ;w}“ 1fgL ofqf ug]{ ofq' x'“ d,
xftdf sfkL snd af]sL :s'n ;w}“ hfgL . ofqf ug{ af“sL g} 5 .
Pp6f c;n ljBfyL{ x'“, k9\5' ldlxg]t u/L
b]zsf] gfd /fVg' 5, ef]ln w]/} k9L . hln;s]sf] nf; 5' d,
v/fgL x'g a“FsL g} 5 .
lzIfsnfO{ ;Ddfg u5{,' ;fyLefOnfO{ dfof
ddL afaf eujfg\ d]/f] lbnsf] bfof“–afof“ . km"n uDsL km'nL lbG5,
c;n agL ;'wfg]{5', ef]ln b]zsf] xfnt cl;gfsf] rf]6 gkfP;Dd .
cfhsf] sf]lknf ef]lnsf] km"n, d t ;fgf] afns .
dflg; rDsL lx8\g] u5{,
hLjgdf wf]sf gvfP;Dd .
?v
;f}/j k'/L 8f“km]
sIff M % ;f]lgof /fO{
sIff M @
?vnfO{ rf/}lt/ nufcf}“
jftfj/0fnfO{ xfdLn] g} :jR5 agfcf}“ . xfd|f] b]zsf] /fli6«o kG5L 8f“km] xf] . of] ljZjsf ;a}
¿vn] lbG5, xfdLnfO{ 5fof d'n'sdf kfO“b}g / of] g]kfnsf] klg ;a} 7fp“df kfO“b}g .
xfdLn] klg lbg'k5{, ¿vnfO{ dfof . 8f“km]sf] ;ª\Vof ljZjdf slt xf]nf cg'dfg ug{ ;ls“b}g
¿v /f]kf}“ dfof ;f6f}“ / ul/Psf] klg 5}g . g]kfndf o;sf] ;ª\Vof #
¿v la?jfnfO{ slxNo} gsf6f}“ . xhf/b]lv % xhf/;Dd ePsf] cg'dfg ul/Psf] 5 . 8f“km]
ljz]if u/L lxdfnL e"efudf dfq kfOG5 . of] kG5L
¿vn] lbG5 kmn, xfjf / ;'jf; Psbd} nhfn' /
¿vdf g} x'g] u5{ r/fr'ª\uLsf] af; . 8/kf]s x'G5 . of]
¿vnfO{ /f]Kg gu/f}+ cN5L sd ;ª\Vofdf
¿v geP hLljt x'Gg kz' / kG5L . pknAw x'g] /
¿vdf x'G5 xl/of kft g]kfnsf] ax'hflt,
xfdLn] lbg'k5{ ¿vsf] ;fy . ax'efifL / ax';+:s[lt
;d]6\g] u/L ax'/ª\uL
ePsfn] g} o;nfO{
d]/L cfdf /fli6«o kG5L elgPsf] xf] . of] nfnLu'/f“; tyf dlnª\u|f]
>Ls[i0f a:g]t ePsf] hª\undf ls/fkm6\ofª\u|f tyf af“;sf] tfdf,
sIff M @ slnnf] d';f vfgf ?rfp“5 . o;n] c¿ r/fn] h:tf]
h"geGbf klg Gofgf] nfU5 u'“8 agfp“b}g . o;n] df6f]d} u'“8 agfp“5 / aRrf ToxL
dnfO{ tftf] 3fd . sf]/N5 .
htf uP klg ofb cfp“5
d]/L Kof/L cfdf . cfdf
lje"if0f rf}w/L
uNtL d}n] u/“] eg] sIff M ^
a:g'x'G5 s/fO{ .
st} l9nf u/] eg] w]/} b'Mv kfP cfdf, ltd|f] sfv 5f]8]b]lv
al:5g\ dg hnfO{ . xG8/ vfg' vfP cfdf, ltd|f] sfv 5f]8]b]lv .
Pp6f rSn]6 kfP klg ltdLlagf PSn} lyP“, v';L sxf“ ldN5 eGb}
Nofpg'x'G5 dnfO{ rf/} lbzf wfP“ cfdf, ltd|f] sfv 5f]8]b]lv .
Psl5g l9nf u/] eg] hlt pd]/ a9\b} uof], cfjZostf emg} a9\of]
al:5g\ dg hnfO{ . ;w}“ C0f nfP“ cfdf, ltd|f] sfv 5f]8]b]lv .

Page No. | 84 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

d]/f] ljBfno oL jL/sf] hGd eof]

;d[l4 /fpt k'; dlxgfsf] @& df .
sIff M ! g]kfn 6'lqmPsf] lyof]
afO; rf}la; /fHodf .
d]/f] ljBfnosf] gfd l/k'dlb{gL ;}lgs dfWolds ljBfno
xf] . d]/f] ljBfno d a;]sf] 7fp“af6 rf/ lsnf]ld6/ /fi6«sf] PsLs/0fdf
6f9f 5 . d]/f] ljBfno af“;af/L, sf7df8f“}df cjl:yt h'6]sf oL uf]vf{nL .
5 . oxf“ sIff ! b]lv !@ sIff;Dd k9fO x'G5 . d]/f] ta t Ps;fy eof}“
ljBfnodf v]n d}bfg, rd]gfu[x, k|tLIffno / k':tsfno xfdL Psh'6 g]kfnL .
5 . d]/f] ljBfnoaf6 lgs} k|l;4 a"9fgLns07
gf/fo0fyfg dlGb/ / ;]t} lxdfnsf] b[Zo cjnf]sg ug{ g]kfn / g]kfn cfdfsf]
kfOG5 . d]/f] ljBfnosf] jl/kl/ xl/ofnL jftfj/0f 5 . cl:dtfsf] /Iff eof] .
d]/f] ljBfno dnfO{ w]/} dgk5{ . d]/f] ljBfnon] ljleGg pg}sf] hGdf]T;jdf
OG6/g];gn cjf8{ klg kfPsf] 5 . xfn}df d]/f] /fli6«o Pstf lbj; eof] .
ljBfnon] cfO{P;P cjf8{ k|fKt u/]sf] 5 . h'g xfdL
;a}nfO{ uj{sf] ljifo xf] . e'O“rfnf]
l/bd s]=;L=
PgL k|m]Gs sIff M *
d]l/of u'?ª
sIff M ^ g]kfn e"sDk hf]lvd b]zdWo] Ps xf] .
clxn];Dd xfdLx¿n] w]/} e"sDksf] hf]lvd ;x\of}+ . !(()
PgL k|m]Gs -!(@(–!($%_ ;fnsf] e"sDkn] k'¥ofPsf] Iflt cfkm"eGbf 7'nfaf6 ;'Gbf
hd{gLdf hlGdPsL 8fo/L / n]vx¿ k9\bf dfq klg sxfnL nfUYof] . t/
n]lvsf lyOg\ . pgL bf];|f] PSsfl; @)&@ ;fn j}zfv !@ ut]sf] e"sDkn] To;
ljZjo'4sf] ;dosL Ps ox'bL a]nfnfO{ k'gM ;DemfOlbof] . xfdLn] k|ToIf cg'ej ug{
lyOg\ . gfhL hd{gLaf6 aRg kfof}“ . of] e"sDk &=# /]S6/sf] lyof] . uf]/vfsf]
pgsf] kl/jf/;“u n'Sg] qmddf af/kfsl:yt If]qdf s]Gb|laGb' agfO{ cfPsf] e"sDkn]
pgn] n]lvPsf] 8fo/Lsf] b]znfO{ g/fd|f] cj:yfdf k'¥ofof] w]/} dflg;n] cf gf
k|sfzgkl5 pgL rrf{df cfPsL cfkmGtsf kl/jf/hg wg;DklQ u'dfP . ;a}nfO{
lyOg\ . pgsf] d[To'kZrft\ kl5 b'Mvsf] ;d'b| pln{P/ cfPsf] h:t} eof] .
dfq ePsf] pgsf] 8fo/L k|sfzg y'k|} rnlrq, hldgsf] l:y/ e"efudf PSsfl; 7'nf] xnrn
gf6sx¿sf nflu klg cfwf/ aGg] u/]sf] 5 . k|m]ª\skm6{, b]lvg'nfO{ e"sDk elgG5 . o;/L xnrn x'“bf hldgsf]
hd{gLdf hlGdPsL eP klg PgLn] cf gfhLjgsf] w]/} ;txdf /x]sf] j:t'df w]/} c;/ kg]{ ub{5 . o;n] ubf{
;do PD:6/8]d, g]b/NofG8;\df latfOg\ . g]b/NofG8df g]kfn / c¿ b]zsf] ljsf;df c;/ kl//x]sf] 5 . c¿
pgL ;f9] rf/ jif{sL x'bf“ cfkm\gf kl/jf/;“u uPsL b]zsf] t'ngfdf g]kfnsf] ljsf;sf sfd dGb ultdf
lyOg\ . pQm ;do hd{gLsf] zf;g ;Qf gfhLsf] xftdf eO/x]sf] 5 . of] e'O“rfnf]n] ;f+:s[lts ;Dkbfx¿sf]
k'u]sf] lyof] . hd{gL d'nsL eP klg pgL kl5 gf]S;fg u/]sf] 5 . g]kfnsf] w/x/f h'g clxn] lgdf{0f
/fi6«ljxLg eO/x]sf] 5, e"sDkn] g} ubf{ elTsPsf] lyof] .
eOg\ . kl5 PgLsf] 6fOkmfO8åf/f d[To' ePsf] cg'dfg e'O“rfnf]n] w]/} dflg;x¿sf] hLjgdf b'Mv / si6 Nofof]
ul/G5 . h'g clxn];Dd klg oyfjt\ g} 5 .
To; ljkb\sf] a]nfdf ;/sf/ / cGo lghL ;|f]taf6
/fli6«o Pstf lbj; /fxtsf] Joj:yf ePsf] lyof] . kLl8t dflg;n] s]xL
/f]lhgf e08f/L /fxtsf] ;'ljwfn] cfkm"nfO{ xNsf ePsf] dx;'; u/]sf
sIff M & lyP . t/ lbgx¿ laTb} hf“bf ;/sf/ / lghL If]qaf6
kLl8tx¿nfO{ /fxtsf] ;'ljwf sd x'“b} uof] . h;nfO{
g]kfn cfdfn] hGdfOg\ k5{, p;n] dfq ef]U5 eg]h:t} eof] . b'MvLnfO{
jL/ 5f]/f k[YjL . b'Mvdfly b'Mv ylkof] eg] x'g]vfg]nfO{ s]xL c;/ k/]g .
6'qmf 6'qmf /fHonfO{ cem};Dd klg b'MvLn] cf gf/fd|f] Joj:yf ug{ ;s]sf
agfOlbP l;ª\uf] b]z . 5}gg\ . 3/ agfpg ;s]sf 5}gg\, sfdsfhsf] /fd|f]
Joj:yf ul/;s]sf 5}gg\ / C0fsf] ef/L r'Qmf ug{
Page No. | 85 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
;s]sf 5}gg\ . To:t}, b]zdf ljsf;sf sfdx¿ 7Kkh:t}
eP . d7dlGb/ cem} p7\g ;s]sf 5}gg\ ufp“sf
elTsPsf ljBfnox¿ cem} aGg ;s]sf 5}gg\ . ljb]zaf6
cfPsf c/af}“ ;xof]u jf cg'bfg sxf“ uP / sxf“ vr{
ul/of] eGg] yfxf 5}g .
hfkfg ;+;f/sf] ;a}eGbf w]/} e"sDk hfg] b]z
xf] . t/ klg Toxf“ ljsf;sf sfdsfhnufot dflg;sf
b}lgs sfd ;lhn} ul//x]sf 5g\ . o;f] x'g'sf] sf/0f
Toxf“sf] ;/sf/ / /fd|f] ljsf;sf] gLlt xf] . xfd|f] b]z
g]kfndf o;f] x'g ;s]sf] 5}g . sf/0f s] xf], lsg
o:tf] eO/x]sf] 5 < cem} klg kQf nfUg ;s]sf] 5}g .
xfdL ;a} ldnL sf/0f kQf nufO{ xfd|f] b]znfO{ klg
hfkfgh:t} agfpg ;ls“b}g t < xfdL ;a} Ps xf}“ /
b]zsf] ljsf;df nfuf}“ .
n'lDagL
;jf{gL a}bjf/
sIff M cf7
n'lDagL uf}td a'4sf] hGd:yn xf] . xfn of] 7fp“
g]kfnsf] n'lDagL c~rn, ¿kGb]xL lhNnfdf k5{ . ljleGg
af}4 jfª\dox¿df a'4sf] hGd:yn eg]/ n'lDagL gfp“sf]
Pp6f pkjgnfO{ lrgfOPsf] 5 eg] ;f] pkjgdf
sfnfGt/df ljleGg dfgjLo ultljlwx¿ x'g yfn]sf]
kfOG5 . O=k"= @$( df df}o{ ;d|f6 czf]sn] o; :ynsf]
tLyf{6g u/]sf lyP / o; tLyf{6gsf] ;+:d/0fdf
clen]v klg s'“bfPsf lyP . of] s'/fsf] hfgsf/L
O;fsf] kf“rf“} ztfAbLdf cfPsf lrlgof“ ofqL kmflxofg /
;ftf}“ ztfAbLdf cfPsf csf{ lrlgof“ ofqL, x\j]g;fªn]
lj:t[t aofg cfkm\gf ofqf ljj/0fx¿df lbPsf lyP .
;g\ !*(^ df k'/ftflÎjs cGj]if0fsf qmddf df}o{ ;d|f6
czf]såf/f /flvPsf] czf]s :tDe / To;df /x]sf]
clen]v e]l6of] . pQm clen]vdf of] 7fp“sf] gfd
…n'+ldgLÚ eg]/ pNn]v ul/Psf] kfOG5 . o; clen]vsf]
k|flKtn] uf}td a'4sf] hGd:yn n'lDagLsf] klxrfg ePsf]
xf] eg] To;}a]nfb]lv ljZje/ uf}td a'4sf] hGd:yn
g]kfnsf] klZrdf~rn ljsf; If]qsf] n'lDagL c~rn,
¿kGb]xL lhNnfdf kg]{ s'/f :yfkgf eof] .
slknj:t' lhNnfsf] ltnf}/fsf]6 eGg] 7fpdf
n'lDagL kb{5 . of] Ps P]ltxfl;s wfld{s ko{6sLo
:yn xf] . km/flsnf] e"efudf km}lnPsf] n'lDagL cjnf]sg
ug{ x/]s jif{ nfvf}“ dflg; cfp“5g\ . gf/fo0fu9
ahf/af6 sl/a @% lslnld6/sf] b'l/df k|ultgu/ eGg]
7fp“ 5 . sfj;f]tLaf6 sl/a *@÷*# lsnf]ld6/sf] b"/Ldf
n'lDagL kb{5 . n'lDagL hfg] af6f]df clnslt sRrL
3/x¿ klg b]lvG5g\ . 3/ agfPsf] t/ ‰ofn 9f]sf
g/fv]sf] clt g} cgf}7f] klg b]lvG5 . af6f] cln cln
;f+3'/f] g} 5 . km/flsnf] e"efudf ljleGg dlGb/x¿ 5g\ .
ljleGg l8hfOg clg km/s z}nLdf lgdf{0f u/]sf tL
u'Daf, dlGb/x¿ /fd|f 5g\ . ;a}eGbf /fd|f] clg d'Vo
cfsif{0fsf] laGb' eg]sf] dfofb]jL dlGb/ xf] . Toxf“
pTvgg u/]/ /fv]sf j:t'x¿ klg 5g\ . dlGb/ j/k/
3f“; klg pld|Psf 5g\ . Tof] j/k/sf] jftfj/0f
cfglGbt 5 . g]kfn / ef/taf6 w]/} dfG5] cfp“5g\ .
c¿ ljb]zL klg cfp“5g\ . g]kfnLsf nflu l6s6
nfUb}g . dlGb/leq kmf]6f] lvRg dgfxL 5 . dlGb/aflx/
eg] kmf]6f] lvRg kfOG5 . rf/}lt/ a'4sf dlGb/x¿ 5g\ .
ljleGg 36gfqmd ;Demfpg] a'4sf] hLjgL;“u ;DalGwt
tl:a/ / d"lt{x¿ klg 5g\ . km"nx¿ /f]k]sf], xl/of] bF'af]
/fd|f 5g\ . s'g} s'g} 7fp“sf] kf]v/L eg] cln kmf]xf]/
lyof], hxf“ Knfl:6ssf af]6nx¿ kmflnPsf lyof] .
n'lDagL ;Defjgf af]s]sf] 7fp“ xf] . ko{6sLo / wfld{s
b'j} lx;fadf n'lDagL /fd|f] 5 . o;sf] ljsf; / k|j4{g
clt cfjZos 5 . of] Psk6s 3'Dg hfg'kg]{ 7fp“ xf] .
n'lDagL c~rn a'4 s} hGd:ynsf] gfdaf6
gfds/0f ul/Psf] xf] . n'lDagL af}4 wdf{nDaLx¿sf]
ljz]if P]ltxfl;s tLy{:ynsf] gfdn] ljZjd} rlr{t ePsf]
sf/0f o'g]:sf] ljZj ;Dkbf If]qdf ;"rLs[t ul/Psf] 5 .
wfld{s dxÎj tyf P]ltxfl;s k[i7e"ld ljZje/sf af}4
wdf{jnDaLsf nflu n'lDagL cToGt dxÎjk"0f{ tLy{:yn
xf] . dfofb]jL / eujfg\ a'4k|lt cufw cf:yf /fVg]
ePsf]n] lxGb" wdf{jnDaLsf nflu ;d]t n'lDagL dxÎjk"0f{
wfld{s uGtJo ag]sf] 5 . n'lDagLdf /x]sf k'/ftflÎjs
tyf P]ltxfl;s cjz]ifx¿n] ztflAbcf“}b]lv ljleGg
JolQmTjx¿n] n'lDagLsf] tLyf{6g u/]sf] tYox¿ v'N5g\ .
k|l;4 df}o{ ;d|f6 czf]sn] cf gfcfWoflTds u'?
pku'Ktsf] dfu{ bz{gdf O=k"= @$( df n'lDagLsf] tLy{
ofqf u/]sf lyP . pgn] lx+b a'w] hft] zfSod'lg cyf{t\
oxf“ zfSod'lg a'4 hGdg'ePsf] lyof] eGg]
lznfn]v;d]tsf] 9'ª\ufsf] :tDe v8f u/], h;nfO{ xfn
k|l;4 czf]s lkn/sf ¿kdf n'lDagLdf b]Vg ;lsG5 .
To; ;do slknj:t' u0f/fHodf dxf/fh
z'4f]wgn] /fHo ul//x]sf] lyP . dxf/fgL dxfdfofb]jL
slknj:t'af6 cf gfdfOtL3/ b]jbxlt/ uO/x“bf af6f]df
kg]{ n'lDagLsf] k|fs[[lts ;f}Gbo{n] /d0fLo pBfgdf
Psl5g cf/fd lng'ePs} a]nf pxf“nfO{ k|;j Joyf
eof] . ToxLsf] Pp6f ;fn j[[Ifd'lg j}}zfv k"l0f{dfsf lbg
af]lw;Tj l;4fy{sf] hGd eof] . of] sl/a @^ ;o
jif{cufl8sf] s'/f xf] . of] xfdL g]kfnLsf nflu uf}/jsf]
ljifo xf] .
Page No. | 86 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
cfdf
cleif]s sF'j/
sIff M *
cfdf ltdL hGd lbg] dnfO{
cfdf ltdL k|f0f lbg] dnfO{
cfdf ltdL af]6, d km"n To;sf]
xf] bfg ltd|}, hlt h] 5 d]/f] .
cfdf 5 ltd|f] dlxdf ckf/
l;l4Gg ufP klg af/af/
xb{d axfOsg k|]dwf/f
lbG5\of} dnfO{ sltsf] ;xf/f .
c;ª\Vo ltd|f] u'0fsf] lgldQ
s]xL s'/f 5}g lbg] daf6
;+;f/ of] hlQ ;hfpg]5'
;k"t ltd|f] sxnfpg]5' .
lalu|/x]sf] d agfOlbG5'
;f/f ?g]nfO{ xF;fOlbG5'
1fgL eO{ gfd sdfO{ pRr
aGg]5' ltd|f] d ;'of]Uo k'q .
cfdf / afaf
df]xg u'?ª
sIff M !)
cfdfn] dnfO{ hGd lbg'eof]
afafn] dnfO{ dfof ug{'eof]
d b'MvL x'“bf dnfO{ v';L agfpg'eof]
cfkm" ef]s} eP/ klg dnfO{ v'jfpg'eof] .
dnfO{ ;d:of kbf{ xh'/x¿n] x6fpg'eof]
/fd|f] s'/f l;sfP/ cufl8 a9fpg'eof]
d tkfO{+x¿sf] ;w}“ u5{' ;Ddfg
xh'/x¿ g} d]/f] b]jtf / eujfg\ .
d]/f] eljiosf nflu ldlxg]t ug{'eof]
lzIffsf nflu dnfO{ ljBfno k7fpg'eof]
d ;w}+ eG5' ls d k5fl8 lsgeg]
d]/f nflu cfdfafaf ;a}eGbf cufl8 .
dxŒjk"0f{ egfOx¿
➢ rl/q hLjgsf] uxgf xf] . – ljlnod ;]S;lkP
➢ >]i7 rl/q g} pQd u'0f xf] . – dg':d[lt
➢ lh1f;f g} ;Dk"0f{ 1fgsL hggL x'g\ .
➢ lg/Gt/ ;To g} xfd|f] hLjgsf] k"0f{ cfbz{ klg xf] .
– k|f= /fwfs[i0f0f
➢ ;+uLt dflg;sf] ljZjJofkL efiff xf] . –n+ukm]nf]]
➢ 1fg g} zlQm xf] . –k|mflG;; a]sg
➢ lzIff hLjg xf], hLjgsf nflu tof/L xf]Og . –hf]g
l8j]
➢ pQd lzIff g} hLjgsf] d"n cfwf/ xf] . – j]gLk|;fb
➢ c;kmntf g} ;kmntfsf] vDaf xf] .
➢ h'g;'s} sfd u/, t/ zlSt / jL/tfk"j{s u/ .
–afOan
➢ g/fd|f s'/fx¿af6 aRgsf nflu dflg;n] ;dosf]
➢ dxÎj a'‰g' cfjZos 5 . –lnof] 6f]N;6f]o
➢ k':ts Ps dfq cd/Tj xf] . – /s'km; sf]:6
➢ Ps yf]kf d;L]n] nfvf}“ dflg;x?df ljrf/ pTkGg
ug{ ;S5 . – jfO/g
➢ c1fgnfO{ 1fgn] g} d]6fpg ;Sb5 . –z+s/frfo{
➢ cfkm\gf] ;fyL 5fGgdf v'a xf]l;of/ ag . –;L;]/f]
➢ l;h{gfTdstf 1fgfTds lqmofsnfk xf] .
– cf/Pg cu|jfn
➢ Pp6f /fd|f] gful/s aGgsf nflu lzIff k|fKt ug{'
cfjZos 5 . – Kn]6f]
➢ lzIff Tof] lrh xf], h;n] JolQmnfO{ cfTdfljZjf;L /
lgM:jfyL{ agfp“5 . – CUj]b
➢ ;f“rf] lzIffn] hLjgnfO{ k9\g xf]Og abNg l;sfp“5
– lhg Hofs ?;f]
➢ >dlagf s;}n] klg k|ult ug{ ;Sb}g .
– ;f]kmf]lSnh
➢ 1fg jf ljBfnfO{ hfGg'k5{, h;af6 b'Mvsf] gfz
x'G5 . – jfr:klt
➢ 1fg wgeGbf pQd x'G5 lsfeg] wgnfO{ /Iff
ug{'kb{5, 1fgn] rflx“ /Iff u5{ . cln
➢ 1fg k|]dsf] ;|f]t klg xf] . –l;;]/f]
➢ OdfGbf/ dflg; O{Zj/sf] ;jf]{Qd s[lt xf] . – kf]k
➢ cfwf s'/f hfGg'eGbf s]xL ghfGg' g} c;n xf] .
– lgT;]
➢ k9\g' 7'nf] s'/f xf]Og, k9]sf] s'/f Jojxf/df ptfg{'
;aeGbf 7'nf] sfo{ xf] . – OlnP6
➢ ckm\6o\ f/f]df g} cj;/ n's]sf] x'G5 .
– cNa6{ cfOG;6fOg
➢ h;sf] dg O{Zj/n] el/Psf] x'G5, pm slxNo} c/sf]
–Kn]6f]] 8fx ub}{g . –u'?
gfgs
➢ k|ltef j/bfg geP/ kl/>dsf] pkh xf] .
– yf]d; Pl8;g
➢ c1fgnfO{ 1fgn] g} d]6fpg ;Sb5 . – z+s/frfo{
Page No. | 87 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
➢ lj1fgsf] klg lj1fg bz{g xf] . – sf]n]l/h
➢ ltdL l7s af6f]df 5f} ls 5}gf} Tof] ljrf/ u/, olb
5f} eg] cufl8 a9 . – 8]la8 af]s]6
➢ g/fd|f s'/fx?af6 aRgsf nflu dflg;n] ;dosf]
dxÎj a'‰g' cfjZos 5 . – lnof] 6f]N;6f]o
➢ dflg;sf] ;a}eGbf /fd|f] ldq p;sf] b; cf+}nfx¿
x'g\ . – /f]a6{ sf]lno/
➢ dxfg\ ljrf/wf/f ;w}+ pksf/df g} cfa4 x'G5 .
– u]6]
➢ cN5L dflg;n] cfkm\gf] cfjZostfnfO{ lrGb}g .
– Olno;
➢ c;Toaf6 slxNo} klg ;To pTkGg x'“b}g .
– h}g bz{g
➢ hf] cxf/o'Qm 5, pm lj4fg\ eP klg d'v{ dflgG5 .
– u'? gfgs
➢ e|d0f Pp6f dxfg\ lzIff xf] . – ljj]sfgGb
➢ 3[0ffsf] hjfkm c;nkgfn] u/ . a'l4dfg\ dflg;n]
3[0ff ub}{g, hlxn] klg c;n ug{ vf]Hb5 . – tfcf]
wd{
OG6/g]6 / sDKo'6/
ldng e08f/L
sIff M !)
cfw'lgs o'usf nflu lj1fgn] k:s]sf] ld7f]
j/bfg sDKo'6/ xf] . sDKo'6/leqaf6 dfgj hfltn] k|fKt
u/]sf] Ps cb\e't /x:odo / qmflGtsf/L pknlAw
OG6/g]6 xf] . cfh ljZjsf !) s/f]8eGbf a9L sDKo'6/
OG6/g]6df hf]l8Psf 5g\ . o;n] ljZjsf] s'g} Ps
7fp“sf] ;"rgfnfO{ lah'nLsf] h:tf] ultdf csf]{ 7fp“df
dfgj ;d'bfo;dIf k'¥ofpg ;s]sf] 5 .
cfh OG6/g]6dfkm{t JolQmn] ;+;f/df h'g;'s} efusf]
;dfrf/, ;"rgf, l6=eL= s'/fsfgL cflb s'/fsf] hfgsf/L
3/ a;La;L k|fKt ug{ ;lsG5 .
OG6/g]6 eg]sf] cGt/;~hfn xf] / o;n] Pp6f sDKo'6/
/ csf]{ sDKo'6/ lar ;~rf/ cGt/k|jfx kfb{5, OG6/g]6
zAbsf] cy{nfO{ vf]Hb} hfFbf OG6/ eg]sf] leq s'gfdf
/x]sf] sDKo'6/ / csf]{ s'gfdf /x]sf] sDKo'6/ lar
;"rgf / ;~rf/ k|jflxt u/L lbg] sfd OG6/g]6n]
ub{5 .
eujfg\n] b]V5g\ / d}n] b]V5'
lk|lhaL du/
sIff M !)
Pp6f dfG5] gof“ aGb} uPsf] dlGb/ x]g{sf nflu
hfG5 . dlGb/ kl/;/df b]jtfsf] d"lt{ agfp“b} u/]sf]
d"lt{sf/ e]6\5g\ . d"lt{ agfp“b} ul//x]sf] x]l//x“bf
cs:dft p;sf] gh/ d"lt{sf/eGbf s]xL ld6/ dfq k/
/x]sf] d"lt{df kb{5 . h'g d"lt{sf/n] clxn] agfO/x]sf]
d"lt{l;t x'ax' ldn]sf] 5 . of] b]v]/ cfZro{ rlst x'“b}
Tof] dfG5]n] d"lt{sf/nfO{ ;f]Wb5, æs] tkfO{+nfO{ Pp6}
b]jtfsf] b'O{ cf]6f d"lt{ agfpg elgPsf] 5 / <Æ
æcx“ 5}g,Æ d"lt{sf/n] eg], æjf:tjdf d}n] Pp6}
dfq d"lt{ agfpg'kg]{ xf] t/ klxnf] d"lt{sf] nueu clGtd
;dodf s]xL s]l/g k'Uof] . To;}n] csf]{ d"lt{ agfpg
yfn]sf] 5' .
d"lt{sf/sf] hjfkm ;'g]kl5 Tof] dfG5]n] klxnf]
d"lt{nfO{ /fd|/L x]g{ yfNof] . w]/} a]/;Dd x]/]kl5 klg
p;n] pQm d"lt{df lalu|Psf] gb]v]kl5 d"lt{sf/nfO{ ;f]w],
æxf]Og oxf“ t sxL“ klg sf]l/Psf] blv“b}g lg <Æ
æd"lt{sf] gfslt/ s]xL sf]l/Psf] 5 . æd"lt{sf/n]
hjfkm lbof] . æof] d"lt{ sxf“lg/ /fVg uO/x]sf] 5f} lg
<Æ Tof] dfG5]n] eGof] . æTof] d"lt{nfO{ @) lkm6 prfO“sf]
:tDedfly /flvg]5 .Æ d"lt{sf/n] cfZro{ rlst x'“b} Tof]
dfG5]n] km]l/ lh1f;f /fv], æof] d"lt{nfO{ @) lkm6sf]
prfO“df /flv“b} 5 eg] d"lt{sf] gfsdf /x]sf] hfaf] olt
;fgf] sf]6\ofOnfO{ s;n] kf] b]Vg ;S5 / < Æ
Tof] dfG5]sf] lh1f;f ;'g] kl5 d"lt{sf/n]
p;nfO{ Psrf]l6 x]/]/ d':s'/fp“b} eGg yfn], æeujfg\n]
b]V5g\ / d}n] b]V5' .Æ
rf]6x¿sf] b]z
bLlksf kfn
sIff M *
xf“:b}g b]z lsg of] < lsg xf] ?“b}g
af]Nb}g b]z lsg xf] < kL/n] x“'b}g
d'Unfg k:5 slxn] hnem}“ au]/
kfiff0f aG5, slxn] r'krfk x]/ .
of] :jR5 zfGt ;kgf dgdf l;“uf5{
of] afUfdtL / 6's'rf;“u uGw emf5{
la;]{/ ;+:s[lt ld7f] ddtf ljz]if
k|]d lbj; dgfp“b} 5 cfh b]z .
of] uf]n x'G5 st} k/b]zleq
of] df]n x'G5 sltsf ;'g h]aleq
RofltG5 b]z ha of] ;dtf x“'b}g
nflQG5 b]z of] ddtf x'“b}g .
kfvf kxf8 em/gf /l;nf] k|b]z
af]/fel/ ;6/df lsg laS5 b]z
d]/f] dw]; 3/df lsg b'Vof] b]z
d]/f] cefj x[bodf lsg n'S5 b]z .
of] b]z 5 d'6'df grnfpm 5ftL
of] b]z b'V5 d'6'df gb'vfpm ;fyL
OR5f oxL 5 dgdf c¿ rflx“b}g
Page No. | 88 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

la;]{/ b]z /l;nf] ;'v kfO“b}g . Gofp“ Gofp“ u/L s/fp“5

of] b]zsf /x/ oL ;a km'Ng a}/fuL GofpnL r/L
ld7f gof“ k|x/ oL ca km'Ng kfpmg\ sfkmn kfSof] eGb}
cfzf oxL 5 dgdf c¿ s]xL 5}g va/ lbG5 ;a}n] yfxf kfpg] u/L .
wfP/ b]z c¿sf] ;'v kfO“b}g .
^
;a]/} p7\g g cnfd{ rflxGg
k[YjL g/x] sf]OnLsf] ld7f;sf] cfef; kfOG5 .
ljk'n tfdfª
sIff M ( lj1fg
cfo'iff dNn
/xGgf“} xfdL k[YjL g/x] sIff M !)
wtL{sf] dfof, dgdf geP .
cfh lj1fg xfd|f]
hLjgdf olt w]/}
36\b} 5 cfo', eGb} 5 lj1fg
dxÎjk"0f{ ag]sf] 5
arfpgk6\l6, ljrf/ guP .
ls xfdLnfO{ ;fRr}
wtL{df af]em a9\b} 5 lbglbg lj1fglagfsf] hLjg
s] xf]nf ef]ln, Tof] ef/ g;x] . sNkgf ug{ w]/} ufx|f]
5 . lj1fgn]
d]l6“b} hfG5, hLjsf] hLjg dflg;nfO{ lgs} g}
lxhf]sf uNtL, ;kfb}{ guP . sfd nfUbf] s'/fx¿ lbPsf] 5, h;n] xfd|f] hLjg
;lhn};“u s6\5 . lj1fgn] dfgj hLjgnfO{ rnfpg
ldn]/ nfuf“}, k[YjL arfpg ljleGg k|sf/sf] s'/f lbPsfn] lj1fg dfgj hLjgdf
;lsG5 kSs}, cem} 5 ;do . j/bfg ePsf] 5 .
lj1fg dfgj hLjgsf] ;aeGbf dxÎjk"0f{
pknlAw xf] . dfgj hLjgsf nflu sfdnfUbf] ePsfn]
dflg;x¿ o;nfO{ lgs} k|of]u ug]{ u5{g\ . lj1fglagf
dfgj hLjg rNb}g eGg] ;a}n] ljZjf; u5{g\ . lj1fg
x/]s If]qdf dxÎjk"0f{ 5 . h:t} M v]t hf]Tgsf nflu
clxn] 6\ofS6/ k|of]u u5{g\ . cfkmGtx¿;“u s'/f ug{sf
nflu df]afOn lnG5g\ . df]afOndf Pscsf{sf] cg'xf/
afp M x]/ 5f]/f, t o;kfln klg k/LIffdf x]g{ ldN5 . Ps 7fp“af6 csf]{ 7fp“ hfg uf8Lx¿ 5g\ .
km]n eO;\ eg] dnfO{ afp geGg" . a'lem;\ < clxn] sf]/f]gfsf] dxfdf/Ln] dfgjx¿ Pscsf{nfO{ e]6\g
ef]lnkN6 l/hN6 cfP5 . kfPsf 5}gg\ .
afp M P 5f]/f, t]/f] l/hN6 s] eof] eg\ t < To;sf nflu klg lj1fgn] df]afOndf ljleGg
5f]/f M x\of † wgaxfb'/ ;f]N6f, lhl:sg gcfpm g k|sf/sf] Pk agfPsf] 5, h;df dfgj Pscsf{sf]
eGof, cfkm"nfO{ oxf“ s:tf] 6]G;g e}/f5 5 ===== cg'xf/ klg x]g{ ;S5g\, s'/f ug{ ;S5g\, k9\g jf
k9fpg ;S5g\ cflb . To;}n] lj1fg dfgj hLjgsf]
d]/f] 3/ ;a}eGbf dxÎjk"0f{ / ;a}eGbf cfjZos k/]sf] s'/f xf] .
l;d|g vf0f lj1fglagf dfgj hLjg klxnfsf] h:t} ufx|f];“u
sIff M * rnfpg'k5{ . To;}n] dfgj hLjgdf lj1fg x'g' g} k5{ .
d]/f] 3/sf] cfugLaf6 lzIffsf] dxTj
b]lvG5 df]tLem}+ lxdfn
>Ls[i0f v8\sf
clg cUnfcUnf uug r'DaL
sIff M !)
5g\ jl/k/ j/k/ l;dn .

5g\ sxfgL nfUg] kx/f …lzIffÚ eGg]lalQs} :s'n, SofDk;sf ;fy} 3/}df
;lsGg kf/L k'Ug glnO{ ;xf/f klg lgoldt ¿kn] cWoog ug]{÷ u/fpg] jf k9fOsf]
ltg} kx/fdf dg} nf]Eofpg] aGbf]a:t ldnfpg] sfd eGg] a'lemG5 . l;s]/, k9]/ jf
5n5n au]sf 5x/f . cGo s'g} klg k|sf/n] u|x0f ul/g] ;}4flGts tyf
Page No. | 89 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
Jofjxfl/s ljifosf] af]w jf 1fg klg lzIff g} xf] .
lzIff dfgj hfltsf] t];|f] rlDsnf] cf“vf ePsfn] cfhsf]
o'udf o;sf] lgs} 7'nf] dxÎj /x]sf] 5 . lzIfflagf
dflg; 1fgn] cGwf] g} x'G5 . lzIff cfh{gsf nflu
dfG5]sf] Ps dxÎjk"0f{ rfxgf g} ePsfn] o;sf] dxÎj
lgs} /x]sf] 5 .
dflg; hGd]b]lv p;sf] d[To' gx'Gh]n;Dd lzIff
cfh{g ug]{qmd nuftf/ rfn" eO/xG5 . dflg;n] afns
sfndf c¿sf af]nfO jf sfd u/fOsf cg's/0faf6 lzIff
cfh{g ub{5 . p;n] :s'n / SofDk;sf sIffdf
cf}krfl/s lzIff kfp“5 . o;kl5 klg p;sf] lzIff
cfh{g ug]{ sfo{rflx“ k"/f eO;s]sf] x'“b}g . dflg;n]
lzIff cfh{g ug]{ 7fp“ :s'n, SofDk; cflb x'g\ . log}
7fp“df ljBfyL{ JolQmsf] 1fg¿kL cf“vf v'Nb5 . 1fg
cfh{g ufl/;s]kl5 JolQmleqsf] c1fg¿kL cGwsf/
kmf6\b} jf x/fp“b} hfG5 . clg dflg; klg d'v{ geO{
1fgL x'G5 .
csf{lt/ ljBf gePsf] dflg; kz';/x x'G5 /
p;n] ;dfhdf dfg;Ddfg klg kfp“b}g . clzlIft
dflg; ef}lts b[li6n] hlt;'s} ;DkGg eP klg p;n]
leqL dgdf ;'v k|fKt ug{ ;Sb}g .
lzIffn] dflg;nfO{ ef}lts ;'v / cflTds ;'v
b'j} k|bfg ub{5 . lzIffn] g} JolQm, hflt / /fi6«sf]
pGgltdf 7'nf] 6]jf k'¥ofpg] ePsfn] o;sf] dxÎj
;a}eGbf dfly 5 .
xf;f}“ g t ===
/fh]z xdfn / ;ndfg vfgsf] s'/fsfgL
;ndfg M b'gofsf] ;a} 7fp“ uPsf] 5' d guPsf] 7fp“
g} 5}g .
/fh]z M w]/} km"lt{ gb]vf efO ;;'/fnL uf5;\ .
v';L
g'gf vqL
sIff M (
cflv/ s] xf] v';L < xfd|f] hLjgsf] Pp6f ;'Gb/
kn / If0f x}g / < ;+; f/df dflg; dfq} geO{
hLjhGt' / jg:kltx¿ klg v';L x'g ;S5g\ . ;a}n]
cfkm"n] rfx]h:t} k|fKt u¥of] eg] cfkm\gf] dgdf cfpg]
xif{sf k|x/x¿ g} v';L x'g\ . c¿n] xfdLnfO{ v';L
agfpg] xf]Og xfdL cfkm}“ v';L x'g] xf] . ha xfd|f] dgn]
s'g} s'/fnfO{ ckgfpg ;Sb}g To;a]nf xfdL b'MvL x'G5f}“
. olb xfdL cfkm}“n] cfkm\gf] dgnfO{ ;Gt'i6 agfpg ;Sof“}
eg] :jod\ /dfpg ;S5f}“, v';L x'g ;S5f}“ .
xfd|f hLjgdf sltko 36gfx¿ 36] xf]nfg\, s'g}
;'vb clg b'Mvb . To; kn klg xfdL xfd|f] dgn] ubf{
g} v';L / b'MvL aGg k'u]sf xf}“ . lsg xfdL ;w}“ v';L
aGg ;Sb}gf}“ < lsg xfd|f] dg b'MvL aGg k'U5 . olb
xfdLn] cfkm\gf] jf cfkm"nfO{ dg kg]{ sfo{ ul//x]sf 5f}“
eg] dg pT;fx / hf“ul/nf] aG5 . xfdLnfO{ dHhf
nfU5 . ha s'g} kn c¿sf] bafa, lyrf]ldrf] s/sfkdf
dg gnfuL gnfuL sfo{ ug{ k'U5f}“, ta xfd|f] dg vNnf]
aGg k'U5 . xfd|f] dgaf6 v';Lsf] cfef; x/fO;s]sf]
x'G5 . To;a]nf xfd|f] dg cf]OnfPsf] km"nh:t} aGb5 .
hLjgel/ dflg;n] sfd u5{, wg cfh{g u5{ / cflh{t
wg kl/jf/sf] nflu vr{ u5{ . clg aNn
cfTd;Gt'li6sf nflu vr{ u5{ . clg aNn
cfTd;Gt'li6s] nflu jf ;Gt'li6 kfP/ pm v';L x'G5 .
hgfj/ klg ef]s nfu]sf] ;dodf cfxf/f kfP jf k]6
eg{ kfP, v';L x'G5g\ . v';LnfO{ b]Vg, 5'g jf hf]Vg
ldNb}g . o;nfO{ cfGtl/s dgn] dx;'; ug{ dfq
;lsG5 . v';L JoQm ug{ y'k|} tl/sf x'G5g\ . h;af6
;a} geP tfklg yf]/} b]vfP klg d}n] o; k|sf/sf] v';L
kfp“b} 5' x} eg]/ JoQm ug{ ;lsG5 .
elgG5 lg, dflg;sf] OR5f, rfxgf / cfsf+Iffsf]
s'g} ;Ldf g} 5}g . xfdL ;a}n] ;f]R5f“} ls xfdLn] s]xL
sfo{ u¥of}“ eg] To;af6 v';L k|fKt xG5 t/ pQm v';L
x'g] sfo{ ug{sf nflu w]/} 7fp“ rfxg{'k5{ . v';L xfdL
:jod\df n's]sf] x'G5 . cfkm\gf] dgnfO{ yf]/} ;DemfOa'emfO
u¥of] eg] / dgnfO{ ;Gt'i6 agfpFg ;Sof] eg]h:tf] ;'s}
kl/l:yltdf klg xfdL v';L aGg ;S5f}“ . s;}n] xfd|f]
v';LnfO{ lgoGq0f u/]/ cfkm" v';Lb'MvL agfpg rfx\of]
eg] Tof] x'g ;Sb}g lsgeg] xfdL hlt v';L x'G5f}“, Tolt
g} xfd|f] cfo' a9\5 elgG5 . hLjg lhpg] d'Vo sf/0f
xfd|f] leqL dg v';L /xg' g} xf] . To;}n], hLjgsf]
kl/l:ylt h:tf;'s} lsg gxf];\, v';L eP/ cfgGbsf]
hLjg hLjg xfdLn] slQ sGh':ofO“ ug{'x'“b}g .
afnclwsf/
>]of yfkf
sIff M @
Wofg lbP/ ;'gf“} ;a} ;fyL ldnL
n]V5' sljtf d afnclwsf/ zLif{s lbO{ .
b]zsf] eljio vDaf xfdL afnaflnsfsf]
v} t afnaflnsfnfO{ ;dfg clwsf/ lbPsf] .
ca km/s u/f}+ xfd|f] afnlbj;
gxf];\ xfdL sf]lknfsf] eljio tx;gx; .
hf] nufp“5 gf/f s/fp5 afnclwsf/
p;}n] agfPsf] 5 afnaflnsfnfO{ gf]s/ .
Page No. | 90 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

:jfb lnO/x]sf sd{k"hs s[ifsx¿sf 3/nfO{ g} h"gn]

em'6f] dfof b]vfO{ aRrf eg]/ x]K5g\ pHofnf] agfOlbG5 . u|fdL0f 3/ cf“ugdf pHofnf] lk“Wb}
dflnssf] l/; ToxL aRrfn] v]K5 . dWo/ftdf 3/sf] x]/rfx ul/lbPsf] xf] ls em}“ nfUg] h"g
/ Tof] h'g]nL /ft dnfO{ la5§} dg k5{ . d haha
;8s xf]6ndf 5g\ ltgLx¿ k9\g kfPgg\ h;n] ufp“df x'G5', h'g x]/]/ /ftsf] ;do kQf nufp“5' .
tL afnsflnsfnfO{ p4f/ u/L Nofpg] s;n] . ;x/sf 3/ / uNnLsf lah'nLsf] pHofnfn] h"gnfO{
a]jf:tf ug{ vf]h]sf] b]Vtf dnfO{ 6'sLn] ;"o{sf
afnaflnsfn] kfpg ;dfg afnclwsf/ k|sfznfO{ dfy ug{ vf]h]em}“ nfU5 . dnfO{ h"gsf]
sNkgf ug}{ ;ls“b}g of] ;+;f/ lagfafnclwsf/ . pHofnf] kf]ltPsf] rf“bgL /ftsf] ;f}Gbo{ j0f{gftLt
nfUb5 . h'g]nL /ftsf] cj0f{gLo ;f}Gbo{sf ;/f]j/df
8Abf8'Ab} sltko efj's x[bo k|jflxt x'G5g\ . sfJo,
h'g]nL /ft sljtf jf snfsf gbLsf ¿kdf rf“bgL /ftn] JolQmnfO{
gfd M cl:dtf tfdfª slj agfp“5, snfsf/ agfp“5 . rf“bgL /ftdf JolQm
sIff M ( cfkm"nfO{ la;{G5 …dÚ eGg] ;ª\sL0f{ ljrf/ e'Nb5 / xfdL
eGg] pbf/ efjgf c“ufNb5 . h'gnL /ftsf] jf:tljs
h'g]nL /ftdf nfUg] h"gn] k|fs[lts ;'Gb/tfnfO{ ;f}Gbo{ b]Vg kfOG5, h'g]nL /ftsf] ;f}Gbo{sf sfvdf
emg\ dgdf]xs agfOlbG5 . k|s[ltnfO{ ;"o{b]jsf Gofgf n'6'k'6' ub}{ v]Ng kfOG5 .
ls/0fx¿n] d';fb}{ lbgel/ ;xjf; u/]kl5 ;"o{b]j cfkm\gf]
c:tfrnsf] zog sIftkm{ nfUb5g\ eg] k|s[lt klg 5fpk8L
lgzfsf] sfvdf n'6'k'6' k/]/ ;'t]sL x'lG5g\ . lg:k§ g'gf vqL
c“Wof/fdf lgbfPsL k|s[ltnfO{ x]g{ c“Wof/f]df h"g sIff M (
pbfp“5g\ / cfkm\gf ;'sf]dn ls/0fn] k|s[ltnfO{ 5'G5g\,
d';f5{g\ / ;'D;'Dofp“5g\ . k|j[ltb]jLnfO{ rGb|b]jn] slt caf]w lyP“ d
;'D;'DofPsf] Tof] ;'Gb/ Pjd\ dgdf]xs b[Zo Hofb} ;'Gb/ slt r~rn lyP d
/ dgdf]xs b]lvG5 . h'g k|s[lt;“u v]Nbfv]Nb} zLt
t/, PsfPs dnfO{
ag]/ kUnG5 / lk|t uf“;]/ labf x'G5 . k|s[ltdf o:tf]
ljlrqtf h"gn] lgDTofp“5, h'g]nL /ftn] lgDTofp“5 / /ftf] afbnn] ?dNof]
rf“bgL /ftn] cfdGq0f ub{5 . dnfO{ lgbfg /x]sL d]/f ;f/f v';L
k|s[ltsf ufnf d';fb}{ cfkm\gf] ;f}Gbo{sf] ck"j{ hfb' 5s{g] pdª\u p8fP/ nUof]
h'g]nL /ft cf}wL dg k5{ . dnfO{ kL8f, qf;n] ;tfof]
h'g]nL /ftdf pbfpg] h"g ;dbzL{ dxfTdfem}“ d lrRofpFg ;lsg“
x'G5 . h'g k|s[ltsf] pkxf/ xf], rGb|df k|s[ltsf] s'~h d s/fpg ;lsg“
xf] . k|s[ltsf] k'hf/L xfdL h'gnfO{ b]jtf dfGb5f}“ /
rGb|b]j eGb} k"hf ug{ yfN5f}“ . k|s[ltsf] lgikIftfnfO{ lsgls 5fpk8Lsf]
h""gn] klg cjnDag u/]sf] x'G5 / Jojxf/df klg hlGh/n] dnfO{ hs8\of] .
cjt/0f u/fPsf] cg'ej x'G5 . h"gsf ls/0fn] gj cfdf
k|s[ltdfly laR5\ofPsf] lgzfsf] 3'D6f] p3f5{g\ ta Toxf“ lszf]/L cj:yfdf k'u]/
b]lvg] ;Dk"0f{ b[Zodfly rGb| ls/0fsf] ;dfg b[li6 d]/f] tgsf] prfO /
kb{5 . h"gn] dxn / emf]k8L eGb}g . kxf8 / t/fO{ z/L/sf] uf]nfOn]
eGb}g . kx/f / 5x/f xf];\ ls wgL jf ul/a g} lsg ljsl;t ¿k lnP;“u}
gxf];\ h'g]nL /ftn] cffkm\gf] sfvdf /fVg s;}dfly
cfkm\gf] e]befj ub}{g . h'g]nL /ftdf w"gn] zfGt d}n] Tof] c“Wof/f] uf]7df
;/f]j/¿kL P]gfdf, cfkm\gf] d'xf/ x]5{g\ clg s~rg cfkm\gf] pHofnf] eljio
lxdfno;“u xft ldnfpg tDtof/ x'G5g\ . k|s[ltsf cxf], st} b]lvsL 5}g
;'Gb/ kIfdf dfq xf]Og, dfgj k|b"if0faf6 ljs[lt ePsf crDd x'“bf] /x]5
;d:t c;'Gb/ kIfnfO{ klg h"gn] lgofN5 . To;}n] of] dfG5] g} dfG5]sf] ;+;f/df
;a}nfO{ ;dfg Jojxf/ ug]{ h"g / To:tf] h"g nfu]sf] yfxf 5}g s;n] b]Vof]
h'g]nL /ftsf] cfkm\g} ljlzi6 dxÎj / dlxdf b]lvG5 .
;Gt'li6 5fpk8Lsf] ;'?jftdf
dnfO{ h'g]nL /ftsf] ;f}Gbo{ cg'e"t ug{ ;x/df
xf]Og, ufp“d} a:g /x/ nfU5 . lbgel/ …ld7f] 5 d]/L s:tf] lgod xf]
/l;nf] kl/>dÚ eGb} /l;nf] kl/>d u/]/ lgb|fsf] ld7f] of] yfxf 5}g slt;Dd
Page No. | 91 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
o;n] k5\ofp“5
5f8\g}k5{ d}n] 3/
ha dlxgfjf/L ;'?jft x'g yfNb5 .
cfh cfkm"n] cfkm}+nfO{ ga'lem/x“bf
cfkm\gf] z/L/;“u cfkm+} k/fO{ x“'bf
/h:jnfnfO{ ckljqsf] k|tLs dfGb}
dlxnfnfO{ cjnf, cbgf 7fGb}
z/L/n] kf]if0f dfu]sf] a]nf
zf]if0fsf] l;sf/ x'“bf
cfdf, d slt v';L 5}g .
of] cGwsf/ / cGwljZjf;nfO{
k/Dk/f¿kL gsfj nufOlbP/
Hofg hfpGh]n cd's eO{ a:g]
d'vdf tfnf s:g] ;dfhnfO{ lwSsf/ 5 .
k':tsfnosf] dxŒj
lg/f]h a:g]t
sIff M (
;fj{hlgs ¿kdf OR5's kf7sn] ljleGg
;t{df k9\g kfpg] lgod agfO{ ljleGg ljifosf k':tssf]
;ª\u|x u/]/ /flvPsf] 3/ jf 7fp“ k':tsfno xf] .
…k':tsfnoÚ zAb …k':tssf] cfnoÚ eGg] ;df;sf]
k|lqmofåf/f lgld{t 5 / o;sf] cy{ x'G5 k':tsåf/f,
k':tsleq k9\g]÷k9fpg], kf7 ug]{ u/fpg] cflb p2]Zon]
ts{, ljrf/, efjgf, sNkgf, 1fg–lj1fg cflbsf s'/fx¿
n]lvPsf jf 5flkPsf x'G5g\ . To:tf dxÎjk"0f{ s'/fsf]
cd"No ;+u|xsf ¿kdf /x]sf] k':tssf] klg ax'd"No
;ª\u|x k':tsfno xf] / of] x/]s lh1f;' Pjd\
s't"xnk|]dL dfgj ;d'bfosf nflu lgs} nfebfos x'g]
ub{5 . To;}n] cfhsf] o'udf k':tsfnosf] dxÎj v'a}
a9]sf] 5 .
dflg; 1fgsf] ef]sf] / lh1f;' k|f0fL xf] eg]
dflg;sf] Tof] lh1f;f / 1fgsf] ef]s kl/t[Kt kfg]{ sfd
k':tsfnon] ub{5 . k':tssf] af/]df Pp6f o'lQm 5–
…c;n k':ts ;jf]{Qd ldq xf] .Ú k':ts;“u uf“l;Psf]
ldqtfdf dfG5];“u uf“l;Psf] ldqtf h:tf] :jfy{sf]
cjz]if n's]sf] x“'b}g . Pp6f cfTdLo Pjd\ c;n ldqn]
em}+ k':tsn] ld7f] dgf]/~hg lbG5g\ . ulx/f] 1fg
;fu/df lgdUg u/fp“5g\ clg hLjgsf] ;kmntfsf]
s'GhL l;sfP/ cu|ufdL x'g xf}:ofp“5g\ .
k':tsfno 1fgsf] ;~rf/ xf] eg] k':ts
To;leqsf cgdf]n df]tL x'g\ . o;leq cgdf]n df]tL
dfq xf]Og, d"NoxLg / dxÎjxLg j:t'x¿ klg x'G5g\ .
k':tsfnodf klg c;n k':ts dfq ;ª\u[xLt x'g'kb{5
/ To;f] x'gf;fy cWotf / kf7ssf nflu k':tssf]
dxÎj l;4 x'G5 .
u|x0f
lgzf+sL dfgGw/
sIff M (
x'g]vfg] vfO/x]5, ef]s dl//x]5
oxf“ r08fn lbp“;} tf08j gflr/x]5 .
wtL{ gfª\lub} 5, hLjg ;'Sb} 5
oxf“ gs{df lbp“;} bLkfjnL dgfOb“} 5 .
d'6' hln/x]5, dfof cf]OnfO/x]5
oxf“ 3[0ff / O{iof{n] h/f] tGsfO/x]5
jt{dfg /f]O/x]5, eljio c“Wofl/“b} 5
oxf“ cfzfsf ls/0fnfO{ u|x0f nflu/x]5 .
ufp“vfg] syf
• cfkm" /fhf vfG5 vfhf, lemS5 ;f]nf 55{ lk7f] s]
xf] < — cfuf]
• p8\5, r/f] xf]Og, k'R5/ 5 hgfj/ xf]Og, s] xf] <
— rª\uf
• kftlagfsf] ¿v s'g xf] < — s's'/ 3f“;
• r“FbLsf] 7]sLdf :ofpnfsf] lasf]{ s] xf] < — d'nfsf]
;fu
• ;]tf] ufO{ kfgL vfg uO{ kfgL vfP/ cfp“bf /ftf]
eO{ s] xf] < — ;]n/f]6L ksfsf]
• ;'gsf] 7]sLdf rf“bLleqsf] leq klg u'lnof] u'bL —
s]/f kfs]sf]
• ;fgf] ;fgf] tfpnL e/L hfpnL s] xf] < — s6';
• nfpg]n] b]Vb}g b]Vg]n] nfp“b}g s] xf] < — sfqf]
• 7'nf] kx/fd'lg Kjfn] uf]? ;'g]sf] s] xf] < — lha|f]
• 7'nf] cf]8f/df ;]tf] nx/f s] xf] < — b“Ft
• aflx/ x]/] sf“8} sf“8f, leq x]/] uf]nf, To;nfO{ kfP
slt ld7f] xf]nf, s] xf] <
• cufl8 x]bf{ b]lvg] k5fl8 x]bf{ 5]lsg] s] xf] < –
k};f
Page No. | 92 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
• tLg efO 5f]/f afx| gflt Pp6} 6]andf;“u} lx“8\5g\
s] xf] < – 38L
• Pp6f v'6\6fdf ;of}“ xft, ;of}“ xftdf xhf/f“} kft s]
xf] < – ¿v
• s'lRrPsf] ef“8f]leq ld7f] kmn s] xf] < – cf]v/
• lknlkn ;fgL, gfgLsf] k]6el/ kfgL s] xf] < –
6'sL an]sf]
egfOx¿
;l~htf af]xf]/f
sIff M &
• u'g / pmg nufpGh]n dfq} Gofgf]
x'G5, 5f8]kl5 lr;f x'G5g\ dfG5]x¿ . — ;/f]h
e6\6/fO{
• hLjg Ps rSsf xf] l7s 7fp“df cGbfh gkfP
a]l7s 7fp“df rN5 . — nIdLk|;fb b]jsf]6f
• dflg; 7'nf] lbnn] x'G5 hftn] x'“b}g .
— nIdLk|;fb b]jsf]6f
• ha ;+;f/n] ltdLnfO{ 5f]8\b} x'G5, ta Pp6f ;fyLn]
ltdLnfO{ 5f]8\g ;Sb}g eg] pm g} c;n ;fyL xf] .
— jfN6/ ljGr]n
• b'Mvsf] uf]/]6f]df hLjgnfO{ af]s]/ lx“8g\ 'k5{ .
— kfl/hft
• g]kfnL ljQ ;fgf] xf]nf t/ lrQ ;fgf] 5}g .
— ejfgL leIf'
• sNkgf g} of]hgf xf] . — dx]Gb| zfx
• dflg;nfO{ af“Rgsf nflu Ps lrD6L an, cfwf/
/ k|]d rflxG5 . — efg'eQm cfrfo{
• clxn]sf] kL8fx¿ g} kl5 uP/ hLjgsf cd"No
;DklQ x'g]5 . — a'l4;fu/
• e"n ug{' klg 1fg k|fKt ug{' xf] . — z'qm/fh
zf:qL
• hLjg Ps rqm xf], l7s 7fp“df cGbfh gkfP
a]l7s 7fp“df rNb5 . — nIdLk|;fb b]jsf]6f
• b'lgof“ h;b]lv /fhL /xG5, p;}nfO{ sfhL
lbg' . — k[YjLgf/fo0f zfx
• Pp6f ;fgf] ;kgf 5 clg Tof] ;kgf k""/f ug]{
Pp6f 7'nf] ;kgf 5 . — ;'lgn sfsL{
• t'R5 j:t'af6 klg :j0f{ lgl:sG5 eg]
lgsfNg'k5{ . — dg':d[lt
• ;+;f/df ;a}eGbf 7'nf] o'4 c¿sf] ;“u xf]Og
cfkm";Fu n8\gk' bf]{ /x]5 .
• df}sfn] tkfO{+sf] 9f]sf cjZo 9S9Sofpg]5 t/
klxn] 9f]sf t agfpg'xf];\ . — nfgf 6g{/
• x/ sf]xLsf] gh/df /fd|f] x'g ;ls“b}g, a;
cfkmgf] gu/af6 slxNo} lug{ gk/f];\ .
— ;lzt enh'
• xft lbG5' eGg]nfO{ ljZjf; gu/ ;fy lbG5'
eGg]nfO{ ljZjf; u/, lsgls xft t ef“lrg klg
;S5 . — clgn yfkf
• b'ZdgnfO{ dfg]{ Pp6f ;lhnf] pkfo ;w}“
d':s'/fO/xg'xf];\ . — ljk'n If]qL
r'6lsnf
k|jn cfrfo{
sIff %
b'O{cf]6f nfdv'6\6] s'/f ub}{
klxnf] M cf]O eg t, dfG5]x¿ xfdLeGbf slt u'gf ;fgf
x'G5g\ <
bf];|f] M sxf“ ;fgf x'g' lg < nfvf}“ u'gf 7'nf x'G5g\
lg .
klxnf] M x}g, dfG5]x¿ xfdLeGbf b; u'gf ;fgf x'G5g\ .
bf];|f] M s;/L <
klxnf] M P d'v{, ltgLx¿ xfdLeGbf ;fgf geP xfdL l5g{
g;Sg] em'ndf s;/L l55{g\ t <
xf;f}“ g t ===
Psfb]zdf /s]6 / xjfO{hxfh s'/f ub}{ lyP .
xjfO{hxfh M /s]6 bfO tkfO+{ lsg olt l56f]
s'bfpg'x'G5 <
/s]6 M -/;fp“b}_ t“nfO{+ kf] s] yfxf k'R5/df cfuf] nfUof]
eg] s:tf] kf]N5 .
dgf]jfb | sf]/f]gfsf] qf;
?kf /fgf du/
sIff M !)
;do M /ftsf] !! ah]
kfq M ¿kf
-/ftsf] P3f/ ah]sf] 5 . ¿kf lgbfpg vf]H5]
t/ klg lgbfpg ;lSbg . clxn]sf] ;dodf sf]/f]gfsf]
sf/0f ;a} JolQmdf qf; hlGdPsf] 5 . qf; klg lsg
gnfuf];\ t s}of}“ dflg;sf] Hofg uO;s]sf] 5 . w]/}
dxfdf/L km}lnPsf] sf/0fn] g} ns8fpg clxn];Dd
eO/x]sf] 5 . cfh ¿kfsL lbbL pgnfO{ sf]/f]gfsf] af/]
s]xL s'/f eg]kl5 pgsf] dgdf cg]s ljrf/ Pskl5
csf]{ ub}{ pln{Psf 5g\ ._
clxn] hf] dflg; klxn]b]lv g} la/fdL 5,
sdhf]/ 5, ToxL dflg; a9L dfqfdf sf]/f]gf ;+qmldt
b]Vg ;S5f}“ . o:tf] cj:yfdf klg dflg; xf]l;of/ eP/
a;]sf 5}gg\, htftt} lx“8]sf 5g\, b"/L sfod u/]sf
Page No. | 93 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

5}gg\, uf8Ldf klg s]xL Joj:yfkg 5}g . sf]/f]gfaf6 /lj nfld5fg]

lgsf] ePsf dflg;sf] :jf:Yo klg cln sdhf]/ ag]sf] ;f]g' v8\sf
5 . sf]/f]gfsf] cf}iflw t cfof] cfof] eG5g\ t/ pkrf/ sIff M &
ePsf], lgsf] ePsf] eGg] rflx“ b]Vg÷;'Gg kfPsf] 5}g .
slt dflg; vfg gkfP/ ;8sdf al;/x]sf 5g\, HofdL /lj nfld5fg] Ps xf]gfxf/ kqsf/
sfd ug]{ dflg;sf] xfnt g/fd|f] ePsf 5g\ . -csf]{k6\l6 x'g\ . pgn] Go'h @$ af6 nf]slk|o sfo{qmd rnfp“b}
kms{lG5g\_ cfPsf lyP . pgL tLg s/f]8 g]kfnLsf dgsf 9's9'sL
dnfO{ dfq xf]Og x/]s dflg;nfO{ g/fd|f];“u x'g\ . ljz]if u/L ul/a, lgd'vf hgtfsf] cfjfh pgn]
c;/ k/]sf] 5 . Joj;fonfO{ emg\ w]/} c;/ k/]sf] 5 . p7fpg] ub{5g\ . pgn] cf7 jif{b]lv Pp6} 6]lnlehgdf
c:ktfndf sfd ug]{ x/]s sd{rf/L cf gf] Hofg sfd u/]sf lyP . klxnf …l;wf s'/f k|wfgdGqL;“uÚ eGg]
hf]lvddf /fv]/ sfd ul//x]sf 5g\ . ljleGg If]qsf sfo{qmd rnfPsf lyP eg] kl5 l;wf s'/f hgtf;“u
dflg; k};f sdfpg, cf gf] Hofg kfNg cf g} Hofg rnfp“b} cfPsf lyP . /ljn] ljb]zdf cnkq k/]/
bfpdf /fvL sfd ul//x]sf 5g\ . clxn] cgnfOg a;]sf g]kfnL bfh'efO tyf lbbLalxgLnfO{ p4f/ u/]sf
lzIffsf] pknAw u/]sfn] lzIff cfh{gdf ljBfyL{n] 5g\ .
;xof]u kfPsf 5g\ . dnfO{ t cgnfOg sIff gePsf] sltko dflg;n] /ljnfO{ if8\oGq u/]/ ;flnu|fd
eP s] xfnt x'GYof] xf]nf h:tf] 5 . -km]l/ csf]{k6\l6 k'8f;}gLs ;';fO6 s];df pgnfO{ h]n xfn] . t/ /ljsf
kmls{lG5g\_ dnufot c¿ ljBfyL{ ;a}n] cgnfOg k9\g z'elrGtsx¿ afnsb]lv j[4;Dd, ;'Ts]/L sfvdf aRrf
kfPsf xf]nfg\ / < ;a}n] /fd|/L k9fPsf] a'em]sf] xf]nfg\ af]s]/;Dd lrtjgsf] 6G6nfk'/ 3fddf lbg /ft gegL
/ < b'u{d 7fp“df s] ePsf] xf]nf < cgnfOg k9\gsf gf/fh'n';df pln{P . h;df sltsf] Hofg 3fOt] eof],
nflu g]6 /fd|/L rn]sf] xf]nf ls gxf]nf < k};f 5 sltn] ;/sf/L sd{rf/Lsf] nf7L vfP eg] sf7df8f}“df
xf]nf ls gfO < d h:t} c¿ !) sIffdf k9\g] ljBfyL{sf] klg To:t} hg;fu/ pln{Psf] lyof] . aflx/L b]zaf6
t of] jif{ olQs}df uof] . xfdLn] lng'kg]{ w]/} sIff lng klg ;f];n ldl8ofdfkm{t\ /ljsf nflu kf]h]l6e ;kf]6{
kfPsf 5}gf}“ . -p7\l5g / kfgL lkP/ km]l/ 9lNslG5g\_ cfO/x]sf] 5 .
clxn] t dflg;n] sf]/f]gfnfO{ ;fdfGo ¿kdf
lnO/x]sf 5g\ . ljBfnob]lv lnP/ Joj;fo;Dd la:tf/} ltd|f] kvf{Odf
;a} v'ln/x]sf] 5 . dflg;sf] le8 klg plQs} eO;s]sf] /jLGb| km'ofn
5 / ;fjwfgLdf Wofg sd x'“b} cfPsf] 5 . xfdLn] o:tf] sIffM !@
a]nfdf ;fjwfgL ckgfP/, xf]l;of/ eP/ a:g'k5{ . dnfO{
d]/f] cfdfsf] lgs} lrGtf nfU5 lsgeg] pxf“ cln /f]uL kfgLsf] gfnf aGb eP/
x'g'x'G5 / cf}iflw klg vfO/fVg'kg]{ cj:yf 5 . d}n] 3f“6L ;'Sbf klg
cfdfsf] Vofn /fVg' cfjZos 5 . -38L x]b}{_ cxf] † s;};“u g8/fpg] g]kfnL xfdL
afx| aHg nfu] 5, ca ;'Tg' k¥of] -;'lT5g\_ . cfh,
b]zsf] gbLgfnf a]lr“bf
5f]/L 8/fpg] eof}“ .
;lhgf tfdfª b]z arfpg
sIff M !@ /utdf 8'Ag
kl5 gkg]{ xfdL
7'nf] dfG5] aGg'k5{ ca xfdLn] k9]/ cfh,
dg{'k5{ of] b]zdf /fd|f] sfd u/]/ . /ftf] /utsf]
a'afcfdf xfdLnfO{ :s'n v';Ln] k7fpg" Ps yf]kf emfg{
5f]/f5f]/L b'j}nfO{ a/fa/ 7fgL k9fpg" . 8/fpg] eof}“ .
dft[e"ldsf] /Iff ug{
gk7fpg" 5f]/LnfO{ 3f“; sf6\g 8f]sf af]sfP/ cf gf] Hofg
gnufpg" 5f]/LnfO{ r'nf]df :s'n hfg /f]s]/ . xTs]nfdf /fVg] xfdL
5f]/L klg h'g h:t} ag]/ pHofnf] 5g{ ;S5] /ftdf cfh,
3fd h:t} ag]/ pbfpg ;S5] lbgdf . l5d]sdf uP/ cf g} cfdfsf]
af]nL nufpg] eof}+ <
xfdL klg 5f]/f] h:t} k9L of]Uo x'G5f}“ cf gf] b]zsf] df6f]df
b]zsf] ljsf;sf nflu xfdL sDd/ s;L a9\5f} . cf gf] hLjg nufP/
kl;gf aufP/
Page No. | 94 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

cf gf] :jtGqtf hf]l8Psf] gftf

cf gf] :jfledfg ;Gh' clwsf/L
cf gf] ;Ddfg sIff M !@
cfkm}“ ;'lglZrt ug]{ xfdL
cfh, ha dflg;sf] hGd x'G5, p;nfO{ lhGbuL,
ljb]z knfog eP/ gftf, ;+3if{ s]xL s]xL yfxf x'“b}g . ;don] ;a}nfO{
v}/]sf] gf]s/ aGg kfp“bf hfGg] agfP/} 5f]8\5 . hLjg / d[To' larsf] ;do
v';L x'g] eof}“ . cjlwdf g} p;n] x/]s s'/f a'em]sf] x'G5 . dfG5] dfG5]
tftf] larsf] gftf Psbd} Kof/f] x'G5 / leGg klg . Pp6f
;]tf] gf/L af6f]df lx“8\bf a6'jf /], 3/ k'u] 5f]/L, xh'afsf
ld7f] b"w;“u nflu gfltgL eP, dfdfsf nflu efGhL, lax]kl5 a'xf/L,
sfnf] sf]bf]sf] tL gGbsf] cf“vfdf efph" clg kltsf] cf“vfdf kTgL,
tfp/f]6LeGbf slt ;'Gb/ 5g\, oL gftfx¿ . o;n] Tolt g} ld7f;
kfp/f]6L dg k/fpg] eof}+ . lbG5 ha ;DaGw cfb/ / o;nfO{ lgefpg] ;do
xfdL g]kfnL eP/ cfp“5 .
k/b]zL aGg /dfpg] eof}“ < hlGdP/ tf]t] af]nL af]Ng] a]nf;Dd km'sf{P/ gfgL,
t/, 5f]/L, ;fgL, alxgL, d]/f nflu s'g} gf}nf] lyPg . ha
cem} klg ljBfno hfg] ;do eof] . To; avt lzIfs /
b]zsf] ;+:sf/ lzlIfsfn] d]/f nflu ljBfyL{ eg]/ af]nfpg' laNs'n} gf}nf]
lbof] agL aNg g;sL cg'ej lyof] . ;'?;'?sf lbg, dlxgf / jif{df ljBfyL{
s]sdf d}gaQL eP/ ag]/ a:g' d]/f nflu lgs} sl7gfOsf] s'/f lyof] . ha
lge]sf] b]Vbf cfdfa'af, lzIfs lzlIfsf;“u} k9\g] xfdL ljBfyL{x¿nfO{
k[YjLgf/fo0f cfkm\gf] ;fyLsf] gftfn] hf]l8lbP To;kZrft\sf] ;dog} 5'§}
cf“}nf 78\ofp“5g\ . nfUg yfNof] . udL{ dlxgfsf tL cN5L nfUbf lbgx¿
xf], xf];\ of hf8f] dlxgfsf lgb|f nfUbf] lbgx¿ clGtddf
b]zsf sf“8]Eofs'/ latfpg'kg]{ t ljBfnod} lyof] . 3/df eGbf ljBfnodf
d?e"lddf kfgL vf]Hb} w]/} ;do latfpg'kg]{ x'“bf vfg], k9\g], v]Ng] ;a} sfd
ef}tfl/Psf] b]Vbf ;fyL gfdn] lrlgPsf tL gf}nf cg'xf/x¿;“u} ug{'kYof{] .
;lxb u]6df la:tf/} ;do laTb} uPkl5 ;fyLsf] cy{ a'‰g k'u] . ca
jL/x¿ lrRofp“5g\ . ;a} s'/f ;fyL;“u g} ;f6km]/ x'g yfNof] . To:tf s'/f
;'g, hf] cfdfa'af;Fu ug{ ufx|f] x'GYof] . Tof] ;lhnf];“u
lab]l;Psf xl/gf/fo0f / km'ns'df/L ;fyL;“u ul/GYof] . d}n] uNtL ubf{sf lbg Tof] ;fyLsf]
cfdfsf] j]bgf ;'g ;'emfj cfh klg dg / dl:tissf tfh} 5g\ . lhtsf]
af“emf] v]tn] ufPsf] ;fydf tfnL ahfpg] / xf/sf] ;fdgf ug{'kbf{ xf};nf
lj5f]8sf] efsf ;'g k|bfg ug]{ To:tf ;fyL d]/f] x[bosf] lgs} glhs 5g\ .
ljZj;fd' rDsg] ;fob o:tf ;do / jftfj/0f ljBfnod} dfq kfOG5 .
cfzdf 6Nsg] s'g} ;do / sfn v08df ljBfnosf] gfd ;'Gbf
lxdfnsf] ;kgf ;'g sl7gfO x'g] dnfO{ cfh ToxL ljBfnosf] gfd ;'Gbf
glx“l8Psf af6fsf cf“vfdf xif{sf] c“Ff;' / dgel/ k'/fgf tfhf x'G5g\ .
Joyf ;'g rf/kf“r jif{sf] pd]/b]lv ljBfno k'uL hf]l8Psf]
gb]lvPsf ;Defjgfsf] gftf …;fyLÚ lgs} Kof/f] gftf aGg k'u]sf] 5 . ;fob of]
dd{ ;'g gftfn] ;a} dflgPsf] /dfOnf] / cljid/0fLo ;do af]w
gvlgPsf] vlghsf] u/fO/x]sf] 5 .
bb{ ;'g
ltdL cfdfsf] cf“;' ;'g uGtJoljxLg hLjgsf] ofqf
dgg u/ / k|Hjn a"9fyf]sL
kmsL{ cfpm sIff M !@
g]kfn cfdf
ltd|f] kvf{Odf l5g\ . sf]bf{sf]b}{ ;lsg] eof]
lhGbuLsf kfgfx¿
Page No. | 95 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
x]bf{x]b}{ ;lsg] eof]
dgsf ;a} rfxgfx¿ .
d'gfdbgem}“ syf eof]
ldngsf ;f/f kvf{Ox¿
t8\lk/x\of] dg alNem/x\of]
la5f]8sf syfx¿ .
s'bf{s'b}{ ;lsg] eof]
kl/>dsf ld7f knx¿
k|r08 udL{sf] p/f7 nfUbf]
d?e"lddf lhp“b}
3fon lhGbuLsf] cld6 ofqfx¿
cem} cl3 cl3 a9\b} 5 uGtJoxLg
hLjgsf oL d]/f kfOnfx¿ .
lstfasf kfgf
;fu/ 9sfn
sIff M !@
ljleGg lstfax¿ e]l6G5g\, o; ahf/df .
cgsf}+ ljwfdf cfwfl/t tL cgluGtL lstfax¿df kfgf
klg cgluGtL 5g\ . s]xL efg'eQmsf] /fdfo0f, sf]xL
dxfslj b]jsf]6fsf] d'gfdbg, slt /rgfTds Joª\Uo
sf]xL hLjg ;+3if{ cflb OToflb . x/]s lstfasf] x/]s
kfgfdf ;flxTo, Joª\Uo, /rgf, zAbsf] e08f/ cflb
n's]sf x'G5g\ . tL kfgfdf ePsf efiff, z}nL, tl/sf /
k2lt klg a]Un}a]Un} 5g\ .
lj1fgsf] ljBfyL{ kl/of] cfkm" t s'/f u/f}+
lj1fg lstfas}, lj1fgdf lstfax¿ t w]/} 5g\ t/
cfkm"n] Toqf] ;a} kl9;s]sf] 5}g . cf g} kf7\oqmdsf] t
k9\g' wf}wf} x'G5, emg\ kf7\oqmdaflx/sf] t ;f]Rg klg
cfp“b}g . ca hfpm“ lstfalt/, lj1fg eGg]lalQs} lbdfu
cfpg] lstfa eg]s} lkmlhS; xf] . lstfa klg s] ;f/f]
eoª\s/ xf] af, nfUof] t dfG5] dg{ klg ;S5 .
lstfasf kfgfx¿ klg slt w]/} x'g\ af . lstfa t
vf]lnof] clg bª\u t clt eOof] ha lstfasf kfgfx¿
sldnfsf] tf“tL h;/L kª\lQma4 ePsf lyP . slt
nfdfnfdf 8]l/e];g, st} ljlrqsf lrqx¿, st}
lhGbuLeGbf klg Go'd]l/sn . nfUof] olt ;a} cfpg] t
dfG5] g} 5}g xf]nf .
clg kN6fP /fdfo0f hltsf] s]d]:6«L lstfa .
ToxL“ t emg\ crDd clg e]6] ljleGg lsl;dsf wft'x¿,
ljleGg wft'x¿sf] agfpg] k|lqmof, st} tL agfpg]
l/ofS;g clg st} Go'd]l/sn . slt x'g\, slt . tL
ljleGg k|lqmofsf tL lbdfu 3'dfpg] l/ofS;g b]Vbf t
la/St} nfu/] cfp“5 . clg km]l/ syf ;lsPg . oxL“
csf]{ dxfg\ r6f/f] afof]nf]hL . lstfa vf]n]sf] t, lrq}
lrq clg ;a} lrqx¿ plQs} dxÎjk"0f{ . st} ljleGg
ljleGg emf/sf k|hflt, st} ¿vsf k|hflt, st} tL
¿vdf kmNg] kmnsf k|hflt . kftb]lv lnP/ h/f;Dd
x'g] ;Dk"0f{ s'/fx¿sf lj:t[t hfgsf/L km]l/ ;lsPg oxf“
Tolx lstfasf] csf]{ v08df t cª\ux¿sf] ljj/0f
/x]5 . st} kfrg k|0ffnL, st} Zjf;k|Zjf; k|0ffnL, st}
vfg] k|lqmof . Tolt cª\u t xfd|f] z/L/d} 5}g xf]nf,
hlt xfdLn] k9]sf lyof}+ . lstfax¿ t ul0ft /
cª\u]h
| L klg 5g\ . tL lstfasf x/]s kfgfdf ePsf tL
cª\u]h
| Lsf k|Zgx¿, ul0ftsf] lstfadf sl7g
lx;fax¿ .
ctM ljleGg lstfasf ljleGg kfgfdf leGgleGg
ljjwtf kfOG5g\ . ;a} km/skm/s lsl;dsf 5g\ .
kfgflkR5] km/s zAb, km/s ;flxTo / km/s z}nLsf]
/rgf ePsf] zAb, km/s ;flxTo / km/s z}nLsf] /rgf
ePsf] lstfasf] /rgfsf/ klg plQs} dxfg\ x'g\ .
lstfasf kfgfdf ePsf tL cgluGtL zAbx¿sf] cfcfÎg}
efj 5g\ / tLgsf] efjsf] lgisif{ a'emL hLjgdf
;b'kof]u ug{ ;lsof] eg] ;f]r]em}+ x'G5 lhGbuL . d}n]
klg tL cgluGtL lstfasf cgluGtL kfgfx¿df ePsf
cg]s zAbsf] cy{ vf]Hb}, ltgnfO{ a'‰b}, 3f]Sb}, slxn]
3f]l/b} lstfa kl9of] / sIff !! s6fOof] .
cgluGtL zAb
uf}/j e6\6/fO{
sIff M !@
slj, n]vs, ;flxTosf/ ;a}n] cfdfsf] sf]v /
ddtfsf] aofg u5{g\ . cfdfsf] ddtfnfO{ dx;'; ;a}n]
u/]sf 5g\ . ;+;f/df sf]xLsf]xLn] dfq a'afsf] aofg
u5{g\ .
;fob ;a}n] a'afsf] dfof cf“vfn] x]/]sfn] xf]nf
cln vNnf] dfG5g\ . a'afsf] dfof a'‰g xf]Og, dx;';
ug{'k5{ . a'afsf] dfof zAbzAbdf n's]sf] x'G5 . l/;df
af“lwPsf] x'G5 / dgdf ;f“FlrPsf] x'G5 . d]/f] a'af b]ps/
e§/fO{ d]/f nflu d]/f] ;+;f/ x'g'x'G5 . cfkm"n] lx“8\g
gkfPsf] af6fx¿ dnfO{ lx“8fpgsf lglDt pxf“n] 7'nf]
Tofu / tk:of ug{'ePsf] 5 . pxf“sf] c6'6 ljZjf;n]
ubf{ hLjgsf] af6f]df d n8\bf p7\g afWo agfp“5 .
hLjgsf] bf}8 lng ljjz kf5{ / lg/Gt/tfsf] efjgf
hfu[t u/fpg dha'/ ub{5 . rnlrqsf] h:tf] p8\g
;Sg] cg]s} zlQm geP tfklg pxf“ d]/f] nflu …;'k/
lx/f]Ú x'g'x'G5 .
;fg}b]lv ;fgf ;fgf d]/f] rfxgf k"/f ub}{
cfpg'ePsf] 5 . ToxL rfxgfn] ubf{ d}n] ;kgf a'g]sf] 5'
/ Tof] ;kgfnfO{ k"/f ug]{ csf]{ 7'nf] ;kgf a'Gb} 5' .
x/]ssf] a'af vf; x'g'x'G5 . a'af xfd|f lglDt slxn]
ls;fg alglbg'x'G5 t slxn] Jofkf/L, a'af zAb g;'g]sf]
lbg g} vNnf] x'G5 . g'glagfsf] t/sf/Lh:t} a'afsf]
slxNo} klg aofg u/]/ ;lsG5 .
Page No. | 96 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

bfd t/ dnfO{ cem} yfxfF 5}g

/ljgf sfsL{ tL a'9L cfdfn] a]Rg] Ps 3f]uf] ds}sf] bfd.
sIff M !@
ufp“ vfg] syfx¿
3'8f] 3f]6L o'/L vltj8f, lzIfs
v'§fsf] kfË|f] b]lvg] u/L
ltg} kfª\u|f]sf cfsf/sf l;Ssfx? hf]8L • sf7sf] s7gf, df6fsf] d6gf, OGb|k'/L ;ef, a;]
el/Psf] afa'sf] v'qs' ] kmf]l8 rNof] cfÎg} /6gf s] xf] < – x'Ssf lrlnd
3/ lelqPsf] Sofd/f unfdf le/]/
d aflx/ lg:sG5' uhSs km'n]/ • rf“bLsf] 7]sL :ofpnfsf] lasf]{ s] xf] < – d'nf
dlSsPsf] x•L rfpl/Psf] 5fnf • s'b\g ;S5, lx8\g ;Sb}g s] xf] < – gbL
eljio atfpg] xftsf /]vfx? • hlt tfGof] Tolt 5f]6f] x'g] s] xf] < – r'/f]6
;a} a;fOF ;/]sf v}/f ufnf
ltg} ufnfdf d':sfgn] b'O{ /]vf cem} ykL • ;fgf] ;fgf] af]6 r9\gdf ufx|f] s] xf] < – l;:g'
a'9f] z/L/ tË|fO{ af6f]df ds} kf]n]/ • cnªsL /fgL knªdf ;'T5] ;"o{nfO{ b]Vbf
hLljsf rnfO/x]sL a"9L cfdfsf] tl:a/ lvR5' n'k'Ss n'S5] s] xf] < – zLt
clg s[lqd b'lgofsf] cfsif{s leQfdf SofK;g /fV5'
Where is love< • hGtLsf] dfemdf a]pnLsf] 9lndnL s] xf] <
Where is humanity< – lha|f]
• p8\5 r/f] xf]Og, k'R5/ 5 hgfj/ xf]Og s]
u§f v]Ng t s] < xf] < – rª\uf
7§f ug{;d]t ghfGg] <
afa' ltd|f] nIo s] eGbf < • lx“8\b} 5 kfOnf d]6\b} 5 < – 8'ª\uf lx“8]sf]
cd]l/sf, c:6«]lnof hfG5' eGg] • s;f}8L kfSof] eft sf“r} s] xf] <
xl/, lav{] / Rofª\afx? – a]nf}tL -cDaf_
qmflGt u5{g\ PsfPs
c3f]/ qmflGt /ftf/ft • cfdfsf] /utdf 5f]/L ksfO{ vfG5' s] xf] <
Xof;6\ofu # SAVE HUMANITY – tf]/Lsf] t]ndf tf]/Ls} ;fu ksfPsf]
Xof;6\ofu # SAVE LOVE • Pp6f r/Lsf ltg cf]6f kv]6f s] xf] <
nfU5 slt ;hs 5 b'lgof – lah'nLsf] kª\vf
qmflGt :ylut x'G5 • Ps v'§] bfO b}nf]af6 gc6fO s] xf] < – 5ftf
Ps5fs vfgf vfPkl5 dg klg el/G5 • cfdf 5fpgL 5f]/L yfKgL s] xf] < – ufu|Laf6
clg ha dg el/G5 lg cfdf kfgL ;fg]{
Tof] Xof;6\ofu # SAVE HUMANITY • 5f]8\ 5f]8\ a'9L d cl3 hfG5' s] xf] < – n¶L
hf] ev{/} hGdb} lyof]
To;nfO{ klg csfnd} dfl/G5 s7} klg gegL 6]s]sf]
ef]lnsf] 5fs k]6n] s] vfg] < cfd}nf] lrGtf ln . • kf“r efOsf] Pp6} yfn s] xf] < – xTs]nf
dnfO{ af csf{] 5fs dgn] s] vfg]< • nfdf] nfdf] nx/df kmNg] ld7f] kmn vf“bf eg]
csf]{ sf08 cfpF5 kf]vf}nf d'vel/ x'G5 hn} hn s] xf] < – cª\u'/
cfj]u u/f}nf aafn
cfhnfO{ ;a} ;'t] . • 3fF6Ldf em'G8\ofO ufnfdf xfg], ld7f] :j/df
lhGbuLsf] s] e/< af]Nb5 ;fg] s] xf] < – dfbn
ef]ln sf]sf] hfUg] x'G5 • g t x'G5 xf“uf, g t x'G5 kft, hltk6s sf6]
sf]sf] a}s'07 nfUg] x'G5 klg knfpg] hft s] xf] < – skfn
b}j hfg"g\ Û
d eg] cem} crDd}sf] 5' • s'jf g tfn kfgLsf] 5fn s] xf] < – c“Ff;'
lgGb|fn] af6f] la/fP5 Sof/] • Ps efOsf ;o cf“vf s] xf] < – 8f]sf]
cf]xf] Û P; jfnf lkmlnª\; cfO/x]5 • emf]nfdf c6fpg] 9f]sfdf gc6fpg] s] xf] <
cf]xf] Û d t cfhsf] qmflGtsf] gfos
– 5ftf
Page No. | 97 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• j/k/ u'bL dfemdf WjfO olt syf ghfGg] wgL x'“ eGb} ;fg b]vfpg]x¿ cfh lvl;|Ss eP
:ofnsf] HjfO“ s] xf] < – bf“t / lha|f] ;DklQ 7'nf] x}g/x]5 Hofg 7'nf] eGb} /f]P ..
• r/f] xf]Og p8\5, alQ xf]Og aN5 s] xf] < – s:tf] lgi7'/L agL cfof} laR5\ofpgfd} 56\k6fpg]
h'gls/L clGtd 38Ldf klg cfzLjf{b / kfgL lbg gkfOg] .
s:tf] cb[Zo /f]u xf] of] lz/ n'sfpg]
• ;]tL ufO{ kfgL vfg uO{ kms]{/ cfp“bf /ftL eO{ zlQmzfnL /fi6«sf] klg lz/ em'sfpg] ..
s] xf] < – ;]n/f]6L ksfPsf]
t8\kfO{ t8\kfO{ d[To'nf]sdf ws]Ng hfg]sf]
• v6v6 v6dfp tL d'v b; kfp s] xf] < – uf]nL af?b gk6\sfO h}ljs k|xf/ u/]sf] .
uf]? hf]t]sf] g t rLgnfO{ bf]if 5 g t ljZjnfO{
• cufl8 x]bf{ b]lvG5, k5fl8 x]bf{ 5}g s] xf] < – lgx' eof] ;f/fsf] lgdf]lgof agfpg] lr;f]nfO{ ..
P]gf
ufp“ / zx/
• wfgL{ g la;f}nL b'O{ xftn] prfnL s] xf] < – cljg l;njfn
6f]kL lzIfs
• k'8\g] afx'gsf] l;s]{ rGbg s] xf] < – df;sf]
bfgf] ;a]/} af:g] efn]eGbf
cufl8 lapFlemGYof] ufpF,
• vfglkg d]/f]df ;'Tg t]/f]df s] xf] < – 9f]sfdf hxfF ;"of]{bosf] klxnf] ls/0fn]
cfUnf] nufPsf] snsnfpg] vf]nfsf] u8u8
• gf}tn] 3/sf] ‰ofn g 9f]sf s] xf] < – af“; pl8/xg] r/fx?sf] lr/la/
ufOj:t'sf] 3fFl6sf] 306Lsf] l6ªl6ª
• k"j{ sf6]sf] v;L klZrd k'Uof] l5sf{ s] xf] < – / dGb atf;sf] emf]Ssfsf] w"g ldl>t
3fd em'Ns]sf] Åbo:kzL{ l;Dkmf]gL ;'Gg kfpFYof].
• gfª\nf]el/ ;'kf/L, uGg} ghfGg] Jofkf/L s] xf] – t/ cr]n pHofnf]nfO{ lg ufpF
h"g / tf/f z"Go nfU5,cWofF/f] nfU5.
rfx ablnPsf 5g\
• ulx/f] kf]v/Ldf rf“bLsf] yfn s] xf] < – rGb|df /f}gs ablnPsf 5g\
• tLg efOsf] Pp6} ku/L s] xf] < – cf]bfg hdfgf ablnPsf] 5
dfG5] ablnPsf 5g\
sf]/f]gf efO/; ;kgfleq zx/sf] dxlkmn k;]sf] 5.
dGh' ;fksf]6f t/ s] 5 ;x/df<
kLhL6L, g]kfnL d t sf]nfxndfq e]§fpF5' oxfF
ofqf xf]Og xf]8afhLdfq e]§fpF5' oxfF
lj1fgsf] rdTsf/;“u} cfof] efO/; ljlrq oxfF 3/ 5 7]ufgf 5}g
cfkm" ljZj 3'dL3'dL y'gL dfgjnfO{ sf]7fleq . l5d]s 5 l5d]ls 5}gg\ .
s}of}+sf] Hofg lnb} /dfp“b} cf g} dgleq Ps cefjaf6 5'6sf/f kfpg
3/leq} a;La;L ;a}n] x]l//x] ltd|f] rnlrq .. csf]{ cefjsf] z/0fdf
ufpF v} lsg ;x/ k;]sf] 5.
rLgsf] a'xfg d'xfg agfO{ pTklQ eof] /f]u ufpFdf k|s[lt afFRYof]
sof}+n] cfh vfg kfPgg\ htftt} ef]s}ef]s . ca ufpF cfkm} ;Demgfx?df afFR5.
ljZjel/ km}ln/x]5 cfh kL8f, j]bgf / zf]s x'g t ;ayf]s 5 ;x/df klg
ltdLn] rfn]sf oL sbdnfO{ cfh}af6 /f]s .. hLjgj[lQ 5
;'ljwf 5
cltly b]jf] ejM ePsf] o; ;+;f/df ;'v 5 .
c;'/f] b]jf] ejM lsg agfof} < of] slyt ;d[l4sf] ofqf t /f]lsg]jfnf 5}g
ljZj dfgjnfO{ w/w/L ?jfP/ To;}n]
cfkm" lsg a];/L /dfof} < h;/L ufpFsf] Oltxf;df ;Eotf afFr]sf] 5
;x/sf] Oltxf;df ufpF afFRg] 5
v's'/Ln] 5Ksfpg] jL/x¿ klg cfh df}g eP lsgls ca ;x/ ufpF k:g] 5 .
rdTsf/ ub}{ lx“8g\ ] j}1flgsx¿ v} stf uP <
Page No. | 98 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
dw];lt/ syfsf] ;dfVofgzf:q
afns[i0f >]i7 -hL6L P, g]kfnL_
!= ljifokl/ro
…dw];lt/Ú syf ljZj]Zj/k|;fb sf]O/fnf
-!(&!–@)#(_ åf/f n]lvPsf] syf xf] . !((@ df
…rGb|jbgÚ zLif{ssf] syf k|sflzt u/L g]kfnL syf
;flxTodf k|j]z u/]sf logsf bf]ifL r:df -@))^_ /
:j]te}/jL -@)$$_ u/L b'O{ cf]6f syf;ª\u|x k|sflzt
5g\ . …dw];lt/Ú pgsf] bf]ifL r:df syf;ª\u|xdf
;ª\u[xLt syfx¿dWo] Ps xf] . pgn] o; syfdf
clwsf+z g]kfnLx¿sf] cfly{s hLjg / j}wJotfsf sf/0f
ct[Kt of}g cfsf+IffnfO{ k|:t't u/]sf 5g\ .
cfVofgsf] ;}4flGts cjwf/0ffsf] cyjf
cfVofgfTds ;+/rgfsf] JofVof ug]{ zf:q g}
;dfVofgzf:q xf] . ;dfVofg eg]sf] cfVofg jf kf7
k|:t'ltsf] 9f“rf xf] . o;nfO{ cfVofgfTds l;4fGt klg
elgG5 . o;df cfVofgsf] k|sfo{ tyf ;DaGwsf] lg¿k0f
s;/L ePsf] 5 eGg] s'/fsf] cWoog u/]/ sYo, n]Vo
jf b[Zo ;+/rgfsf] j0f{gfTds 9f“rfsf] klxrfg ul/G5 .
of] d"ntM ;+/rgfjfbL k/Dk/faf6 k|]l/t 5 . o;
l;4fGtn] cfVofg jf kf7nfO{ Pp6f ;+/rgfdf k|:t't
u/]kl5 To;sf] ljsf; k|lqmof, ;dfVoftf, ;Daf]ws /
;Daf]lwth:tf kIfnfO{ klg cfwf/e"t ¿kdf ;d]6]sf]
x'G5 . o;n] s'g} klg cfVofgfTds ;flxlTos ljwfsf]
cfVofgzf:qLo ljZn]if0f 9f“rf k4ltdf cfwfl/t eO{
ljZn]if0f ug]{ dfGotfnfO{ cufl8 ;fb{5 . o; cWoogdf
dw];lt/ syfsf] ;dfVoftfsf] klxrfg / ;dfVofgfTds
jfRoTjnfO{ cfwf/ agfO{ syfsf] ljZn]if0f ul/Psf] 5 .
@= ;}4flGts dfGotf
s'g} klg lnlvt df}lvs, ;flxlTos ;flxTo]Q/
cfVofgo'Qm, cfVofg/lxt cleJolQm g} ;dfVofg xf] .
;dfVofgdf ;dfVoftfnfO{ s]Gb|df /fv]/ cWoog
ul/G5 . ;dfGotM s'g} syf k|:t't ug{] kf7, tl:a/,
rnlrq, jftf{nfk, sf6{'g, k|x;g, ;dfrf/, lrqsyf jf
oL ;a}sf] ;dli6 ¿k ePsf] cfVofgfTds /rgf g}
;dfVofg xf] eg] ;dfVofgzf:q kfZrfTo ;flxTo
;dfnf]rgfsf If]qdf b]vfk/]sf] ;dfVofgfTds
;ª\sygsf] cWoog ug{] k4lt / l;4fGt b'j} xf] .
o;n] cfVofgsf] ;}4flGts cjwf/0ffsf] JofVofsf ;fy}
cfVofgsf] k|sfo{, cfVofgsf] ;+/rgf, To;sf] d'Vo
ljifoj:t' cWoog ug'{sf ;fy} s[ltdf /xg] cfVofgfTds
;Dk|]if0f txx¿sf] vf]hL, s[lt k|:t'ltsf] 9f“rf, kf7df
;dfVoftf / kfqsf] pkl:ylt, e"ldsf tyf ;DaGwsf]
cWoog ub{5 . ;fdfGotof ;dfVofgzf:qcGtu{t s'g}
klg kf7leq s]lGb|t /x]/ ;dfVoftf, >f]tf, kfq, ljifo
/ ;du| ;+/rgf larsf] ;"Id cGt;{DaGwsf] ljZn]if0f
ul/G5 . o;df kf7leq ;dfVoftfsf] l:ylt, kfqx¿sf]
hLjg / e"ldsf tyf l;ª\uf] ljifosf] ;+/rgf;“u
uf“l;Psf :yflgs Pj+ sflns kl/l:yltx¿sf] klg vf]hL
ub}{ ltgsf] cGt;{DaGwsf ljljw txx¿af6 s[ltut
;f}Gbo{sf] lg¿k0f ul/G5 .
#= dw];lt/ syfsf] ljZn]if0f
dw]zlt/ dgf]j}1flgs ;fdflhs oyfy{jfbL syf xf] .
k|:t't ljin]i0fdf ;dfwfg zf:q ;}4flGts dfGotfdWo]
;dfVoftfsf] klxrfg / ;+VofTds jfRoTjsf cfwf/df
dw]zlt/ sIffsf] ljZn]i0f ul/Psf] 5 .
#=! dw];lt/ syfdf ;dfVoftfsf] klxrfg
cfVofgsf] ;dfVoftfsf dfWodaf6 g}
;dfVofgfTds ;ª\syg k|:t't ePsf] x'G5 . ;dfVoftf
kf7sf] j0f{gstf{ xf] . pm kf7df kfqsf ¿kdf, b|i6f jf
ef]Qmfsf ¿kdf cfpg ;S5 . d kfq k|:tf]tfsf ¿kdf
cfPsf] 5 eg] k|yd k'?if / c¿ g} sf]xL ePdf t[tLo
k'?if ;dfVoftf x'G5 . t[tLo k'?if ;dfVoftf
cflwsfl/s jf n]vsLo ;dfVoftf xf] . o; k|sf/sf]
;dfVoftf kf7 aflx/ /xG5 . p;nfO{ cfVofgsf]
;+;f/sf ;DaGwdf ;a} yfxf x'G5 . o; k|sf/sf]
;dfVoftfn] kfqnfO{ ;Gble{t agfP/ syf eG5 .
o;n] kfq;“u s'/f ug{, kfqsf] l6Kk0fL ug{, kfqnfO{
e"ldsf lbg, syfsf] ultnfO{ /f]Sg / k'gM ;~rfng ug{
tyf s'g} ljrf/k|lt ljZjf; / cljZjf; k|s6
ug{ ;S5 . kf7df ;dfVoftfsf] ;DaGw jf pkl:yltsf
cfwf/df v'nf / aGb b'O{ lsl;dsf] x'G5 . v'nf
;dfVoftf d kf7sd}qL x'G5 . kfq jf 36gfk|lt
;ª\sygfTds ;+j]u k|:t't ug]{, kfqsf] cfnª\sfl/s
k|:t'lt, d"Nofª\sgk/s b[li6sf]0f / efjgfTds b[li6sf]0f
k|:t't ub{5 / of] :jsygfTds x'G5 . t[tLo k'?if
;dfVoftf aGb k|sf/sf] x'G5 . o:tf] k|sf/sf]
;dfVoftf cf gf af/] cToGt sd hfgsf/L lbg],
n}ª\lus klxrfg gx'g] / k/sygfTds x'G5 .
dw];lt/ syfsf] ;dfVoftfsf] :j¿ksf af/]df
rrf{ ubf{ ;dfVoftfn] ljw'jfnufot dw]; emg{ afWo
ePsf uf]/], ef]6], a"9f, wg]sf hLjgnfO{ k|:t't
u/]sf] 5 . ;dfVoftfn] cf gf] af/]df s]xL klg eg]sf]
5}g . o;sf cfwf/df x]bf{ o; syfdf k/sygfTds /
aGb k|sf/sf] ;dfVoftfsf] pkl:ylt /x]sf] 5 . oxf“
lgDg ;fIox¿sf cfwf/df o; syfsf] ;dfVoftfsf]
klxrfg ul/Psf] 5 M
!= ;'gsf]zL / tfdfsf]zLsf] ;+uddf laxfg eof] .
;'gsf]zL pQ/af6 k|z:t j]u;“u cfp“Yof], k"j{lt/af6
tfdfsf]zLdf ldl;GYof] . ;'gsf]zLnfO{ tg{ ;Sg] sf]xL
dfq xf]nfg\ t/ tfdfsf]zLnfO{ bx|f] lt3|f ePsf] h;n]
klg tg{ ;SYof] . of] b'j} gbLsf] lsgf/fdf b'j}lt/
xl/of] kl/of] s]xL pd|]sf] lyPg . logsf] ;Ddfgfy{
¿vkft 6f9} plePsf h:tf lyP .
@= plTtg}v]/ ;a}n] dw]; nfUg] lgZro u/] . oL
rf/ nf]Ug] dflg;, Ps :jf:gL dflg; kfFr} hgf
blIf0fsf] af6f] nfu] . a"9fn] cf gf lat]sf hf]jgsf
36gfx¿ eGof] . p;n] Psrf]l6 lgs} k};f sdfof], ;q
Page No. | 99 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
/f]kgL v]tL uYof]{ . kl5 To;] lau|Llau|L cfof] . To;a]nf
Tof] hjfg lyof] . lgwf/df gfDnf] xfnL el/ofsf] sfd
u/L k]6 eg{ ;SYof] . ca t Tof] klg ;fdYo{ 5}g .
gq of] a"9f] ef]sef]s} xlNnO/xGYof] / < ca dg]{ avt
klg eof] . k]6sf] Hjfnf vKg g;s]/ dfq otfplt
lx“8\g'k/]sf] .
#= km]l/ ;a}hgf lxF8g\ yfn] . Tof] a"9f], a"9f] eGg'
dfq lyof] . Tof] ;aeGbf cl3cl3 nds nds u/L
lx“8\of] . ef]6] / wg] To;sf] b'j}lt/ To;sf] s'/f
;'gL;'gL lx“l8/x]sf lyP . cf gf] Joltt hLjgsf]
36gfnfO{ To;/L ?rfP/ ;'g]sf] b]Vbf a"9f] emg\ ;'l/P/
ePgePsf] s'/f ug{ yfNof] . ef]6] / wg] kSs k/]/
;'lg/x]sf lyP . leqleq ltgLx¿ a"9f]nfO{ cfb/ uy]{ .
$= ljwjfsf] d'v cs:dft\ ?Gr] eof] . pgsf] d'v
/ftf] eof] . d'G6f] tn uf8]/ gaf]nL lx“8\g yflng\ . w]/}
a]/;Dd pgLx¿ gaf]nL lx“l8/x] . ;fFem kg]{ avt x'g
yfNof] . ljwjfn] lg:tAwtfnfO{ eª\u u/]/ elgg\, …uf]/]
d;Fu clns uxgf klg 5 . ?lkFof klg 5, To;}n]
uP/ v]tL lsgf}Fnfn 3/ agfpFnf, ltdL d]/f] eof} eg] of]
;a ltd|f] x'G5 .Ú
%= Eff]6] / wg]sf] cf“vfdf pT;fxsf] cfef bu'¥of] .
ef]sn] ;'s]sf ufnfdf klg cfgGbsf] u'nfkmL
/+u b]lvof] . sfg;Dd d'vsf] s'gf k'¥ofP/ d'vel/
rfp/L kf/]/ ltgLx¿ xf“l;/x] .
Dflysf kf“r cf]6} ;fIodf ;dfVoftf t6:y
b|i6fsf ¿kdf /x]sf] 5 . k|:t't ;fIodWo] klxnf] ;fIo
k'/} ;dfVoftfsf] sygsf ¿kdf cfPsf] 5 . oxfF
;dfVotfn] kl/j]zsf] j0f{g u/]sf] 5 . ;fIo rf/df
;dfVoftfn] kfqsf] sygnfO{ klg ;dfj]z u/fPsf] 5 .
pko'{Qm ;a} syf+zsf] k|:tf]tf ;dfVoftf g} xf] . p;n]
oxfF ef]Qmsf ¿kdf geO{ b|i6f jf ;fIfLsf ¿kdf /x]/
syfsf] j0f{g u/]sf] 5 . syfleq ;Gble{t gePsfn] jf
kfqsf ¿kdf pkl:yt gePsfn] oL ;a} syf+zsf]
;dfVoftf t[tLo k'?if ;dfVoftf g} xf] . ;fIo
rf/afx]s cGo ;fIodf ;dfVoftfn] kfqnfO{ vf;}
e"ldsf k|bfg u/]sf] 5}g . ;fIo rf/df eg] ljwjfnfO{
;+jfbdf ;xefuL u/fPsf] 5 . o;af6 ;dfVotfn]
cfjZostf cg';f/ kfqnfO{ af]Ng lbg] / /f]Sg] sfd
u/]sf] b]lvG5 . o;n] syfdf cfjZostfcg';f/
kfqx¿sf] rog u/]/ e"ldsf k|bfg u/]sf] 5 . kfqn]
af]Ng] s'/f klg p;nfO{ klxn] g} yfxf 5 . To;}n] pm
;j{bzL{ ;dfVoftf xf] .
Kflxnf] ;fIodf ;dfVoftfn] syfsf] k[i7e"ld
lgdf{0f ug]{ sfo{ u/]sf] 5 eg] c¿df k[i7e"ld;lxt
36gf, rl/q / l:yltsf] pb\3f6g u/]sf] 5 . dflysf
;fIonfO{ x]bf{ pm :yfgsf ;fy} kfqsf af/]df k"0f{tM
kl/lrt 5 . ;dfVoftfsf] a"9f], ljw'jf / ul/ak|lt
;xfg'e"ltzLn / cfb/efj b]lvG5 . oL ;fIox¿af6
p;sf] gfd, lnª\u, k];f cflb gv'n]sfn] pm aGb /
t6:y k|sf/sf] ;dfVoftf xf] . syfdf cfkm" ;+nUg
geO{ syf k|:t't u/]sfn] k/sygfTds ;dfVoftf xf] .
#=@ dw];lt/ syfdf k|o'Qm ;dfVofgfTds jfRoTj
cfVofgdf sf] af]Nb} 5 jf s;n] syf eGb} 5
eGg] cfwf/df ;dfVofgfTds jfRoTj lgwf{/0f ul/G5 .
Pp6f kf7df PseGbf a9L jfrs /xg ;S5 / To:tf]
kf7df jfRotf klg PseGbf a9L /xg ;S5 . h]g]6sf
cg';f/ cfVofgfTds ;ª\sygsf] ;dfVoftf g} jfRoTj
xf] . h'g JolQmn] syf jfrg u5{, p;sf] cfjfh g}
;dfVofgfTds jfRoTj xf] . ;dfVofgdf jfRoTj
;dfVoftf jf kfq b'j} /xg ;Sg] cj:yf /xG5 . o;df
sf] af]Nb} 5 eGg] k|ZgnfO{ s]Gb| dflgG5 . oxL cfwf/df
g} kf7sf] ;dfVofTds jfRoTjsf] lgwf{/0f ul/G5 .
h]g]6n] ;dfVoftfsf] jfRotfsf ¿kdf jfRoTjnfO{ lnPsf
5g\ eg] nfG;]/n] kf7fGt/ / kf7Ot/ jfRotfsf ¿kdf
lnPsL 5g\ . To;}u/L cShnn] jfRotfnfO{ kf7lGfi7 /
cGtkf{7sLo jfRotfsf ¿kdf lnPsf] kfOG5 . ldvfOn
aflVtgn] cfVofgzf:qsf] ljZn]if0fsf] qmddf jfRotfnfO{
kf7lgi7 / cGtkf{7fTds :t/df juL{s/0f u/]sf 5g\ .
kf7lgi7 jfRotfsf ¿kdf ;dfVoftf / rl/qx¿ kb{5g\
eg] cGtkf{7fTds jfRotfrflx“ n]vs xf] .
dw];lt/ syfsf] sylotfsf ¿kdf ;dfVoftf
:jod\ /x]sf] 5 . o; syfsf] ;dfVoftfn] kfqsf
aLrdf ePsf] ;+jfb, kfqsf ljrf/ / b[li6sf]0fnfO{
cufl8 a9fpg cf gf] e"ldsfnfO{ ;lqmo agfPsf] 5 .
o; qmddf syfdf ;dfVoftfsf ljleGg dfGotf /
b[li6sf]0fx¿ klg k|s6 ePsf 5g\ . h;nfO{ lgDg
;fIosf cfwf/df k|:6 kfg{ ;lsG5 M
!= ;'gsf]zL / tfdfsf]zLsf] ;+uddf laxfg eof] .
;'gsf]zL pQ/af6 k|z:t j]u;Fu cfpFYof], k"j{lt/af6
tfdfsf]zLdf ldl;GYof] . ;'gsf]zLnfO{ tg{ ;Sg] sf]xL
dfq xf]nfg\, t/ tfdfsf]zLnfO{ bx|f] lt3|f ePsf] h;n]
klg tg{ ;SYof] . of] b'a} gbLsf] lsgf/fdf b'j}lt/
xl/of] kl/of] s]xL pd|]sf] lyPg . logsf] ;Ddfgfy{
¿vkft 6f9} plePsf h:tf lyP .
k|:t't ;fIo ;dfVoftfsf] sygsf ¿kdf
syfsf] k[i7e"ld lgdf{sf nflu cfPsf] 5 . oxfF
;dfVoftf syfsf] kl/j]zaf/] k"0f{tM kl/lrt 5 .
p;nfO{ ;'gsfzL / tfdfsf]zL j/k/sf] jftfj/0f, b'j}
gbLsf] axfj kfgLsf] dfqf;d]t yfxf 5 . o;/L
;dfVoftf kl/j]z j0f{gstf{sf ¿kdf /x]sf] 5 .
@= plTgv]/ ;a}n] dw]; nfUg] lgZro u/] . oL
rf/ nf]Ug] dflg;, Ps :jf:gL dflg; kf“r} hgf
blIf0fsf] af6f] nfu] . a"9fn] cf gf lat]sf hf]jgsf
36gfx¿ eGof] . p;n] Psrf]l6 lgs} k};f sdfof], ;q
/f]kgL v]tL uYof]{ . kl5 To;] lau|Llau|L cfof] . To;a]nf
Tof] hjfg lyof] . lgwf/df gfDnf] xfnL el/ofsf] sfd
u/L k]6 eg{ ;SYof] . ca t Tof] klg ;fdYo{ 5}g .
gq of] a"9f] ef]sef]s} xlNnO/xGYof] / < ca dg]{ avt
Page No. | 100 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
klg eof] . k]6sf] Hjfnf vKg g;s]/ dfq otfplt
lx“8\g'k/]sf] .
k|:t't ;fIodf ;dfVoftf j0f{gstf{ /
l6Kk0fLstf{sf ¿kdf k|:t't ePsf] 5 . a'9fsf] :jefjsf
af/]df l6Kk0fL u/]sf] 5 . a'9f]kfsf] ePkl5 ljutsf
36gf ;'gfpg ?rfpg], of}jgnfO{ ;Demg], kl/>d ug{
;Sg] x'“bf s;}sf] e/ kg{ gkg]{ t/ j[4 cj:yfn]
5f]Pkl5 k]6sf] ;d:ofn] ;tfpg], ef]sef]s}
xlNnO/xg'kg]{ / k]6 eg{s} nflu klg otfolt lx“8\g'kg]{
x'G5 eGg] ;dfVoftfsf] jfRoTjnfO{ a'emfPsf] 5 .
#= 3/åf/ gePsf oL rf/hgf dfUg] eg"“ jf s'NnL
eg"“ sfd kfP s'NnL gq dfUg]sf dfemdf 3/åf/ ePsL
ljwjf sfusf] x'ndf x+l;gL lyOg\ . ltgn] cGgk"0f{em}“
em6\6 cf gf] kf]sf]af6 lrp/f lemlsg\ / efu nufpg
yflng\ / ;a}sf] lrp/fdfly ykyk rfs'sf 8Nnf
/flvg\ . ;a}sf cf“vfdf cs:dft t]h cfof] / ;a}sf]
x[bodf ljwjfk|lt dxfg\ cfb/sf] efj cfof] . uf]/]nfO{
cf gf] efuaf6 lrp/f ylklb“b} elgg\, …ltdL hjfg 5f},
ltdLnfO{ c¿eGbf a9\tf ef]s nfUbf] xf] .Ú km]l/ ;a}nfO{
;Daf]wg u/]/ elgg\, …dw];lt/ lx“8]sL . kf]O 5}gg\,
;f;";;'/f km'6]sf cf“vfn] x]b}{gg\ . b]j/ ?vf] dfof
uYof]{ t/ kf]O gePsf] 3/df l6Sg ;ls“g .Ú
o; ;fIodf 3/åf/ s]xL gePsf rf/hgf dfUg]
jf s'NnLsf aLrdf ljwjf sfusf] ayfgdf x+l;gLh:tf]
gldNbf] b]lvPsL 5 . ljwjfn] rf/} hgfnfO{ lrp/f /
rfs'sf] 8Nnf af“8]/ vfg lbPsf]df pmk|lt cfb/efj
/x]sf] b]Vb5 . ljwjfn] uf]/]nfO{ hjfg b]v]/ lrp/f
ylklbg'n] uf]/]k|lt ljwjfsf] dfgl;s em'sfj 5 eGg]
;dfVoftfnfO{ yfxf 5 . ;dfVoftf kf]O gePsf],
;f;";;'/fn] km'6]sf] cf“vfn] gx]/]sf], b]j/n] ?vf] dfof
u/] klg kf]O gePsf] 3/df l6Sg g;s]sf] ljwjfsf
af/]df hfgsf/ 5 . ljwjf ePkl5 ;f;";;'/faf6
lt/is[t x'g'kg]{ / j}wJo hLjg wfg]/ a:g sl7g x'g]
;dfVoftfsf] jfRoTj k|:t't ePsf] 5 .
$= ljwjfsf] d'v cs:dft\ ?Gr] eof] . pgsf] d'v
/ftf] eof] . d'G6f] tn uf8]/ gaf]nL lx“8\g yflng\ . w]/}
a]/;Dd pgLx¿ gaf]nL lx“l8/x] . ;f“em kg]{ avt x'g
yfNof] . ljwjfn] lg:tAwtfnfO{ eª\u u/]/ elgg\, uf]/]
d;“u clns uxgf klg 5 . ?lkof“ klg 5, To;}n]
uP/ v]tL lsgf}“nf, 3/ agfp“nf, ltdL d]/f] eof} eg] of]
;a ltd|f] x'G5 .
k|:t't ;fIodf ljwjfsf] d'vfs[ltdf kl/jt{g b]vfkg'{,
gaf]nL lx“8\g'h:tf s'/fn] p;df dfgl;s cf3ft k/]sf]
;ª\s]t u/]sf] 5 . p;df uf]/]k|ltsf] cfsif{0fefj tLj| 5
eGg] ;dfVoftfnfO{ yfxf 5 . ljwjf uf]/] k|ltlqmofljxLg
ag]kl5 56k6Ldf 5] / t'?Gt} uf]/]nfO{ cfsif{0f ug{
cfkm";“u ePsf] u/uxgf / k};fsf af/]df atfp“5] /
of]hgf;d]t bf]xf]¥ofp“5] . o;af6 ljwjf k'?if k|flKtsf
nflu ;a} s'/f eGg / ;dk{0f ug{ tof/ x'G5g\ eGg]
jfRoTj k|s6 ePsf] 5 .
%= ljwjfn] elgg\– …d]/f] t dw];lt/ uP/ 3/af/
u/]/ a:g] OR5f 5 . ;fgf] v]taf/L u¥of] . pxf“ v]tL
ug{ ;lhnf] 5 /] . hUuf klg To;} kfOG5 /] . oxf“ t
;f;";;'/fsf srsrn] c8\g} ;lsPg . km]l/ kf]O d/]sf]
7fp“df To;} prf6 nfu]/ cfpg] .Ú
k|:t't ;fIodf ;dfVoftfn] ljwjfsf] OR5f /
cfsfª\IffnfO{ k|:t't u/]sf 5g\ . ljwjfnfO{ klg
hLjgk|lt cfzf x'G5 . j}wJo hLjgsf] srsr /
6f]s;f] vk]/ a:g'eGbf 6f9f /x]/ k'gM gofF hLjg ;'?
ug{ rfxG5g\ . klt / ;Gtfg k|flKtsf] rfxgf ljwjfdf
klg x'G5 eGg] dfGotf ;dfVoftfsf] jfRoTj ag]/ cfPsf]
5 .
^= t/ ljwjfdf pT;fx lyPg . cf gf] pd]/
9lNs;s]sf] lyof] . pgn] ltg} uxgf / ?lkof“sf]
cfsif{0fn] s'g} o'jsnfO{ tfg]/ cf gf] agfpg] OR5f
u/]sL lyOg\ . cfˆgf] ;fg} pd]/b]lvsf] ;kgfnfO{ cf gf]
;fgf] 3/, 5f]/f–5f]/L ;kmn agfpg] OR5f u/]sL lyOg\ .
;a tf;sf] 3/ em}F etfe'ª\u eof] . pgn] klg
b]vfl;sL u/]/ pT;fxxLg b[li6n] blIf0flt/sf] d}bfgnfO{
x]l/g\ .
dflysf] ;fIodf ;dfVoftfn] ljwjfk|lt
;xfg'e"ltsf] efj k|s6 u/]sf] 5 . uxgf / ?lkof“sf]
cfsif{0fn] s'g} o'jsnfO{ cf ˆgf] agfpg] ljwjfsf]
OR5fdf klg t';f/fkft 5 . p;sf] ;fg}b]lvsf] ;kgf
;fgf] 3/, 5f]/f5f]/L ;kmn agfpg] OR5f tf;sf] 3/em}F
etfe'ª\u ePsf] 5 . pm dfgl;s ¿kdf lzlyn, lg/fz
/ lg?2]Zo ag]sL 5 . o;/L wg;DklQn] dfG5]sf x/]s
efjgfx¿nfO{ lgb]{lzt ub{5 eGg] ;dfVoftfsf] jfRoTj
k|s6 ePsf] 5 .
$= lgisif{
dw];lt/ syf t[tLo k'?if k/sygfTds
;dfVoftfsf] k|of]u ePsf] syf xf] . o; syfsf] k|:t'lt
;dfVoftfaf6 ePsf] 5 . syfsf] ;dfVoftfn] kfqsf
af/]df k|z:t ;"rgf lbO{ ;Dk|]if0f u/]sf] 5 . ;dfVoftf
ef]Qmfsf ¿kdf geO{ b|i6f / k/sygfTds ¿kdf pkl:yt
ePsf] 5 . o; syfdf ;dfVotfn] u/]sf] j0f{g, l6Kk0fL
/ d"Nofª\sgsf dfWodaf6 ;dfVofgfTds jfRoTj k|s6
ePsf] 5 . ;dfVoftf ljwjfk|lt ;xfg'e"ltzLn b]lvPsf]
5 . dfG5]sf ;d:ofx¿ km/skm/s x'G5g\ t/
wg;DklQn] pgLx¿sf] OR5f / cfsfª\Iffdf ulx/f] k|efj
kfb{5 eGg] jfRoTj d"n ¿kdf k|s6 u/]sf] 5 .
;Gbe{;fdu|L ;"rL
uf}td, b]jLk|;fb= ;dfVofgfTds jfRoTj= k|fl1s ;+;f/=
!÷^ k[= !–* .
sf]O/fnf, ljZj]Zj/k|;fb= bf]ifL rZdf= nlntk'/ M ;emf
k|sfzg= @))^ .
zdf{, df]xg/fh= ;dfVofgzf:q M l;4fGt / k|of]u=
sf7df8f}+ M cf]l/PG6n klAns];g, @)&) .
Page No. | 101 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
hGd 3/ / sd{ 3/
ljGb'' yfkf -hL==6L=_
hGd]sf] 3/ hGd3/ lax]kl5sf] 3/ sd{3/
;'Gbfv]/L Pp6} 5 t/ klg lsg 8/
Pp6} bhf{ ablnof] a''xf/Lsf] gfd
a'xf/Lsf] gfd;Fu} kfP w]/} sfd
hGd3/sf] la:tf/fd} cf7 aHg] lyof]
sd{3/sf] la:tf/fdf efn] af:t}lyof]
5f]/Ldf / a'xf/Ldf w]/} /x]5 km/s
a''em\g] sf]xL gx'Fbf t ToxL 3/ lg g/s
;f;'' klg cfdf g} x'g cfdf klg ;f;''
a'xf/Lsf] Joyf ;'Gbf lsg cfp5 cfF;'
hGd3/df k'Nk''lnP cfdf afsf] dfof
sd{3/df v'';L kfg{ u/] w]/} sfd
laxfgLsf] 3/sf] wGbf a'xf/Lsf] efu
sfd wGbf ;a} ;sL clkm; lt/ nfu
clkm;af6 kmls{bf x'g]eof] ;fFem
vfgf ksfO v'jfO efF8f PSn} dfem
o:t} /x]5 /Lltl/jfh o:t} /x]5 wd{
hlt ljsf; eP klg ab\lnb}g sd{
hGd]sf] 3/ hGd3/ laTof] hLjg sd{3/
sd{3/ a:bfv]/L nfUbf] /x]5 8/ .
k9fOdf k|ljlw
lxdfhL s6jfn -sfsL{_, hL6L
Úvfg] d'vnfO{ h'Fufn] 5]Sb}gÚ eg]em}F sf]/f]gf
dxfdf/Ln] lzIff If]qdf klg aGbfaGbL agfPsf] cj:yfdf
ck|ToIf k|ljlwut k|0ffnLn] lzIff If]qnfO{ :jt:km"t{ ¿kdf
cufl8 a9fof] . s'g} hdfgfdf w'nf}6f] kf6Ldf cIf/ sf]/]/
l;sfOGYof] . To;kl5 v/Lkf6L x'Fb} ;]tf]kf6L / xl/of]kf6Ln]
ljBfno :t/df c•f hdfpg gkfpFb} clxn] :df6{ af]8{ /
k|f]h]S6/sf] dfWodaf6 s]xL 7fpFx¿df k9fO ;'¿ ePsf]
cj:yfdf sf]/f]gf dxfdf/Lsf sf/0f ;Dk"0f{ ljBfno tyf
ljZjljBfno er{'cn sIfftkm{ cfslif{t ePsf] kfOG5 .
k9fOdf k|ljlw k|of]un] l;sfO k|0ffnLnfO{ ;/n , Jojxfl/s
/ dgf]/~hgfTds agfPsf] kfOG5 .
lxhf] ljBfnosf] sIffsf]7fsf] rf}3]/fdf a;]/ b}lgs
;ft 306L k9L 3'F8f 6]s]/ lstfa sfkLsf] ef/L af]s]/ 3/ /
ljBfno u/L ;w}F lstfasf] ls/f] ag]/ sIffsfo{ /
u[xsfo{df Jo:t x'g] ljBfyL{nfO{ cfh sIff sf]7fdf dfq
l;ldt geO{ k9fOdf k|ljlwsf] k|of]un] cf gf] 3/sf] sf]7f jf
h'g;'s} :yfgdf a;]/ eP klg /dfOnf] / rfvnfUbf]
tl/sfaf6 vf]h / cg';Gwfg u/]/ l;Sg] afgLsf] ;d]t
ljsf; ePsf] 5 . ;fy} ljBfyL{sf] u[xsfo{sf] ;§fdf of]hgf
sfo{ lbg yflnPsf] 5 oltdfq geO lstfa / sfkLsf]
;§fdf Nofk6k / df]afOn x'g yfn]sf 5g\ . h;sf sf/0f
ljBfyL{x¿n] el/ofn] cf gf] ef/LnfO{ rf}tf/fdf la;fP/ xn'sf
dx;'; u/]em}F logLx¿n] klg cfkm"x¿n] lstfa sfkLsf]
a8]dfgsf] emf]nfaf6 s]xL 5'6sf/f kfPsf] cfef; u/]sf
5g\ . xfd|f] lzIf0f l;sfO k|0ffnL k|ljlwd}qL aGb} uPsf] 5
lsgls cfkm"nfO{ dg nfu]sf] k':ts k9\g sxfF kfOPnf,
slxn] cfpFnf / k9f}Fnf eGg] dfgl;stf df]afOn /
Nofk6kdf sf]lrPsf kf7\o;fdu|Ln] ablnlbPsf] 5 .
sf]le8–!( n] ;a}nfO{ aGbL agfP/ ;Dk"0f{ sfd 7Kk
agfPsf] cj:yfdf klg ÚtF lrtf d k'¥ofpF5' Úeg] em}F lzIff
If]qdf Nofk6k, df]afOn, /]8f]of], 6]lnlehg cflbnfO{
kf7\oj:t' k:sg] dfWod agfO k7gkf7g sfo{n] lg/Gt/tf
kfOg} /xof] . ljBfyL{x¿df ljBfnosf kf7\ok':ts
,ljBfnosf sIffsf]7f dfq z}lIfs ;fdu|L xf]Og /x]g5g\ eGg]
dgf]efjgf cfh PsfPs ablnPsf] kfOG5 . k|ljlwut 9+uaf6
lzIf0f ubf{ ljBfyL{nfO{ l;Sg ;xh ePsf] 5 , pgLx¿df
vf]h cg';Gwfg ug]{ afgLsf] klg ljsf; ePsf] 5 eg] w]/}
hgf Ps} 7fpFdf a;]/ k9]sf] eGbf clxn] cf gf] 3/sf]
;fgf] sf]7fdf PSn} a;]/ lzIfsnfO{ ;fyLsf] ¿kdf :yflkt
u/L k9\g kfpFbf pgLx¿n] cfgGbsf] cg'e"lt u/]sf] klg
kfOG5 .
ljBfyL{x¿ yk pmhf{zLn ,kl/>dL k|ljlwtkm{ ;r]t,
;ts{ / /rgfTds ;d]t ePsf 5g\ . o:tf] lsl;dsf]
k|ljlwn] k/Dk/fut z}nL, tf}/ tl/sfnO{ lj:yflkt unf{
gunf{ Tof] vf]h / cg';Gwfgsf] ljifo x'g ;Snf t/
lglZrt ¿kdf ljifd kl/l:ylt / b"/b/fhdf /x]sf] a]nfdf
lzIfsx¿l;t glhlsg], dgf]/~hgfTds 9Ën] cWoog ug]{
,/dfO{ /dfO{ u[xsfo{ / sIffsfo{ cflb ug]{ k4ltsf] eg]
;d'lrt / ;do;fk]If l;ksf] ljsf; ePsf] 5 .
g]kfnL ;]gf
gj/fh vlq, On]S6«Ll;og
sDAof6 8«];, sfFwdf /fOkmn, l;kfxL lhGbuL
of], Hofg d]/f] b]zsf] nflu /xG5 9's9'sL
ysfO nfUbf ;DemG5 lxdfn x/]; vfFlbg
cfdfsf] cfldif /fVb% l;/df eLv slxNo} dflUbg
hf]ufpF5 b]z, arfpF5 hgtf lk/ slxNo} ulb{g
klx/f] kmf]/L agfpg ;8s kl5 lg klb{g
;xGg dsf{ b'MvLsf] slxNo}, sfFwdf af]Sb5
cl;gf 9'Ëf ;]jfsf] nfuL h]klg ;xG5
dL7f] / kL7f], hËnsf] l;/]6f], 5ftLn] ef]Ub5
5fk|f] / dxn 5'6\ofpGg km/s Odfg /f]Kb5
/utsf] vf]nf] aufpg tTk/ b]znfO{ hf]ufpF5
k'vf{sf] kf}/v Dem]/ x/bd kl;gf aufpF5
l;:g'sf] w"nf] dfg]/ dL7f] cfktdf l:jsf5'{
sd]/f] kf]lt 5ftLdf b]zsf] lbg/ft ;DemG5
j}/Ln] st} kfpg]5g\ x]Kg b]znfO{
OHht u5{' :jb]zsf] df6f] efiff / j]znfO{
-0-
Page No. | 102 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

cf:yfsf dxfgfos dxfjL/ lyP eg]

dx]Zj/ vgfn, hL=6L= tL k[YjLgf/fo0f zfx x'g\ .
hLjg g xf],
-k[YjLhoGtL @)&& sf] cj;/df g]kfnL slxn]sfxL“ /fli6«otfsf]
;]gf4f/f ;~rflnt sljtf k|ltof]lutfdf ltvf{ nfUg ;S5
pTs[i6 bz df 5gf]6 x'g ;kmn_ b]zk|]dsf] ef]s nfUg ;S5
/ ltd|f]
cf“vf h:t} Kof/f] gS;fnfO{
cfkm\g} xftn] ;'D;'Dofpg
dg nfU5,
o:tf] uf}/jzfnL gS;fsf]
OHht wfGg]
sf]xL o'uk'¿if 5g\ eg] tL
k[YjLgf/fo0f zfx x'g\ .
slxn]sf“xL hLjgsf] uf]/]6f]df obfsbf,
dg ef“lRrg ;S5 k"j{df k'uL klZrdsf]
hf“u/ lg/Lx x'g k'U5 efsf ufpg dg nfU5
/ rf}tf/L vf]Hg k'luG5 klZrddf a;L
hxf“ a;]/ pT;fxsf] k"j{sf] efsf ;';]Ng
xf“uf xfNg ;lsof];\, dg nfU5 .
efF“lrPsf] dgdf nfnLu'/f“;nfO{ xTs]nfn] p7fP/
gof“ kft knfcf];\ ;Dd k/]sf] k5\of}/Ldf
hLjgsf rsf{ 3fdx¿nfO{ 6Ss /fVg dg nfU5,
5xf/L lbg ;sf];\ . ;fn j[IfnfO{ sf“wdf prfn]/
O6f cfsf/sf] Tof] rf}tf/L lxdfnsf] sbflrt\ pi0f :yfgdf
lgdf{0f ug]{ s|ddf :yfgfGt/0f u/L
Toxf“sf] ¿vnfO{ dnhn ug]{ l7Ë pEofpg dg nfU5 .
k|]dsf] ah| 3f]n]/ OGb|sf] ;kgfsf] gGbgjg;l/
OF6ffx¿sf] Pp6} l9Ssf agfpg] / of] ljzfn au“}rfsf]
jl/kl/sf O“§fx¿df dxfg\ dfnL x'g\
lrl6Ss /ª nufpg] k[YjLgf/fo0f zfx .
lgdf{0fstf{, hLjg g xf]
Pp6f dxfgfossf] ofb cfp“5 eg] slxn]sfxL“
tL x'g\ k[YjLgf/fo0f zfx . b]zelQm clUnP/
slxn]sfxL“ hLjgsf] ofqfdf ;u/dfyfsf] r'r'/f]
ysfO nfUg ;S5 :kz{ ug{ vf]H5,
sd{zLn xftx¿df 5ftLdf >4fsf]
7]nf p7\g ;S5g\ dxf;d'b| pn]{/
lgnf] kl;gf aUg ;S5 rGb|df 5'g vf]Hb5 .
/ Tof] 7]nfnfO{ clg b]zsf] sd]/f] kf]t]/
;dg x'g] u/L n8La'8L ug{ dg nfU5
Pp6f lbJo ;fwg 6Dd / /fi6«sf ;Dk"0f{ ;k'tx¿nfO
;dfpg dg nfU5 ;Demg dg nfU5 .
lgn} lsgf/f ePsf] tL ;d:t jL/x¿sf klg
slxn] gem'Sg] u0fgfos;l/
clj/fd kmkm{/fO/xg] sf]xL dxfTdft'No
rGb| – ;"o{ c+lst ;j{>L o'uk'?if 5g\ eg]
kbf{ ;dfpg dg nfU5 . tL dxfgfos x'g\
Tof] d'6'sf] kbf{sf] k[YjLgf/fo0f zfx .
;fv hf]ufpg] sf]xL -0-
Page No. | 103 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Kl/l:ylt • ¼ चम्मच। ग्रेटेड जायफल

zf/bf >]i7, hL=6L= P • १/२ चम्चा मररजको धल ु ो
• १/२ चम्चा कागिीको रस
cb[Zo efO/;x¿n] sf]nfxfn eRrfO/x]sf] a]nf
• १ चम्चा रािो वमचा पाउडर
z"Gotfdf hLjg vf]Hb} 5' cfh
dfgj ;Eotfd} vt/f ag]/ (स्िादको लावग)
xfjf;l/ km}lnPsf hLjf0f'x¿sf sf/0f s0fs0fx¿ • १ चम्चा लसनु , मवसनो गरी
P6d adh:t} ljWj+zsf/L ag]/ कावटएको
;+;f/el/ ;Gqf; km}ln/x]sf a]nf • १ चम्चा अदिु ा, मवसनो गरर कावटएको
Dff}gtfdf af]nL vf]Hb} 5' cfh • २ चम्चा खाना पकाउने िेल
;do, ;Ldf, efiff / wd{sf] kl/lw gfF3]/
• नुन र मररज स्िादको लावग मात्र
;Dk"0f{ dflg; hfltsf] cl:tTjdfly
Wffjf af]n]/, c3f]lift n8fOF nl8/x]sf] a]nf मिश्रण २:
;Gg6fdf zflGt vf]Hb} 5' cfh • ३ चम्चा िोरीको िेल, भटु ेको
g k|ltsf/, g lt/:sf/, g w'Tsf/ ug{ ;lsg] • १ चम्चा जीरा, भटु ेको
s:tf] lj8Dagf cfkm"af6 cfkm\gf cb[Zo ePsf] b[Zo • आिश्यकिा अनुसार िररयो खोसाानी, मवसनो गरर वपवसएको
d'sbz{s eP/ 6'n'6'n' x]g{ afWotf kl//x]sf] a]nf
• २ चम्मचा अदिु ा, मवसनो गरर वपवसएको
d[To'df hLjg vf]Hb} 5' cfh
g t wgn], g t ann], g t zlStn] g} k/f:t ug{ ;lsg] • १ चम्मच कागिीका रस
xltof/lagfsf n8fs'x¿n] ljZjo'4 5]l8/x]sf] a]nf • ननु र मररच स्िादका लावग
k/fhodf ljho vf]Hb} 5' cfh सजावट /गामनिस:
cfTd;dk{0f u/]/ hLjg xf]Dg g;lsFbf] /x]5 • १ चम्चा मेथी
cfkm"nfO{ aGbL agfP/, PstkmL{ o'4lj/fdsf] 3f]if0ff ub}{ • १० लसनु को पोटी, पािलो कावटएको
hLjg/Iffsf lglDt ;lGwx¿df x:tfIf/ ub}{
cIf/zM kfngf ug]{ k|lta4tfsf ;fy • १ कप रािो प्याज, वमक्सरमा वपवसएको
;Demf}tfdf cl:tTj vf]Hb} 5' cfh • १ वपस रािो वसम्लावमचा कावटएको
;hu / ;+od ag]/ ;w}F ;fdflhs b"/L sfod ub}{ • २ चम्चा जैिुन / िोरीको िेल
Wff]P/ xftuf]8f ;fa'gkfgLn], gfsd'v x/avt 5f]kL /fVg]5' • २ चम्चा कावटएको धवनया
le8ef8sf] b'lgofF Tofu]/ ca PsfGtsf] afF; a:g]5' s]jn तरिका
hLjg Kof/f] /x]5, cflv/ lhpgsf lglDt ;ª\3{if ul//x]sf
पेस्टमा ठुलो कचौरामा, सबै म्याररनेट सामग्रीिरू टाँस्नुिोस् पासेदार भेडा
a]nf
cgdf]n hLjgsf] d'No vf]Hb} 5' cfh . जोड्नुिोस् र कोटमा राम्रोसँग वमक्स गनुािोस;् दईु घण्टा लावग अलग
राख्नुिोस् ।
g]kfnL kl/sf/, v;Lsf] 5f]Onf • मासु पकाउञ्जेल वग्रल गनुािोस् ।
;lagf dxt • एक कचौरामा, वग्रल गररएको मासक ु ो साथ चोइला मरीनेशन
k|zf;g, :7f]/ सामग्रीिरू वमक्स गनुािोस,् वबस्िारै टोस्टेड राइसको िेल
खन्याउनुिोस,् यसलाई राम्रोसँग कोट गनामा फाल्नुिोस् । नुन र मररच

ने पाली खाना विश्वमा लोकविय संस्कृ वि, कला, सावित्य र सभ्यिा

जस्िा सन्ु दर चीजिरूमध्ये एक िो । िामीिरूसँग धेरै व्यंञ्जनिरू छन्
जनु अद्भुि स्िादिरूको वमश्रण िो जनु पररकारिरू मनै लोभ्याउने खालका
सगं वमश्रण मौसम ।
• गावनाश गना, नन-वस्टक प्यान वलनुिोस् र दईु चम्चा ििाउनुिोस।् िेल र
वस्प्लटर मेथीको कालो सम्म यो अँध्यारो िुन्छ ।
िुन्छन् । नेपाली खानामा वछमेकी भारि, विब्बि र चीनबाट िभाि भएको • लसनु का स्लाइसिरू थप्निु ोस् र िल्का खैरो नभएसम्म फ्राई गनािु ोस् ।
पाइन्छ । नेपाली खाना स्िस्थ र कम फ्याटमा पकाइएको मावनन्छ । साधारण • पासा रािो प्याज र रािो घण्टी वमचा जोड्नुिोस,् नरमसम्म
व्यञ्जनिरूमा सपू , पािली करी, िरकारी, सलाद, बोसो रविि मास,ु अचार चलाउनिु ोस् ।
र दिी समािेश गररने िचलन छ । टमाटर, खोसाानी, धवनया, लसनु र • मररन गररएको मासमु ा िेलको वमश्रण खन्याउनिु ोस् ।
सरसको िेल समािेश छ । • कावटएको कोवथलोरो थप्नुिोस् ।
खसीको छोइला, विमावल देश नेपालको िख्याि खवसको छोइला, जनु • परू ै वमश्रण गनुािोस् ।
खाना र रोटी दिु ै स्िावदष्ट िुन्छ । यसरी िपाईिरूले घरमै स्िावदस्ट मासक ु ो पररकार बनाउन सक्निु ुनेछ ।
सामग्रीिरू:
१/२ वकलो िड्डी रविि बोनलेस मासु -0-
मिश्रण १:
• १ चम्चा िल्दी

Page No. | 104 |

 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
z}lIfs ultljlwx¿
!= kl/ro M
l/k'dlb{gL ;}lgs dfWolds ljBfno g]kfnL
;]gfsf axfnjfnf, jL/ult Pjd\ cjsfzk|fKt
;}lgs tyf u}/;}lgs ;j{;fwf/0f gful/ssf
;Gtlt;d]tsf nflu ;j{;'ne ¿kdf u'0f:t/Lo
lzIff k|bfg ug]{ p2]Zon] g]kfnL ;]gf, ;}lgs
>LdtL ;+3sf] ;lqmotfdf @)^! ;fn kmfu'g ^
ut]sf lbgaf6 lgoldt sIff k|f/De u/L
sf7df8f}“sf] af“;af/Ldf :yfkgf ePsf] xf] .
:yfkgf sfndf ljBfno ;~rfngsf] ;Dk"0f{
bfloTj ;+3n] g} jxg ub}{ cfPsf]df cf=j=
@)^#÷^$ b]lv ljBfno ;~rfngfy{ ;Dk"0f{
Joj:yfksLo lhDd]jf/L ;}lgs sNof0fsf/L
of]hgf lgb]{zgfnoåf/f / ljBfnosf] ;+/IfsTjsf]
e"ldsf ;}lgs >LdtL ;+3åf/f jxg ug]{
Joj:yfdf /x]sf] 5 .
g]kfn ;/sf/sf] jt{dfg ljBfno
;+/rgfcg';f/ sIff ! b]lv * ;Dd cfwf/e"t tx
Pjd\ sIff ( b]lv !@ ;Dd dfWolds tx x'g]
ePsfn] sIff ! b]lv !) ;Dd ;~rfng ub}{
cfPsf] o; ljBfnon] cfkm\gf] ;]jfnfO{ lj:tf/ /
:t/f]Gglt ub}{ z}lIfs ;q @)&$÷&% af6 sIff
!!÷!@ df lj1fg ;ª\sfo ;~rfng ub}{ cfPsf]
5 . ljBfnon] cfw'lgs o'u;'xfp“bf] u'0f:t/Lo
tyf Jofjxfl/s lzIff k|bfg ub}{ ef}lts k"jf{wf/,
v]nd}bfg, lj1fg k|of]uzfnf, sDKo'6/ k|of]uzfnf
cflbsf] klg qmlds ¿kdf :t/f]Gglt / lj:tf/
ub}{ cfPsf] 5 .
@= z}lIfs ;qsf] k|f/De / tof/L
ljBfnosf] z}lIfs ;q sIff !–!) j}zfv
/ !!–!@ c;f/÷;fpgaf6 k|f/De x'g] Joj:yf
/x]sf] 5 . ljBfnosf] jflif{s sfo{of]hgf, ljBfyL{
egf{ 5gf]6, cltl/Qm lqmofsnfk, lzIfs–sd{rf/L
kbk"lt{, s/f/ gjLs/0f, :yfoL lgo'lQmh:tf
;Dk"0f{ of]hgf tyf sfo{qmd r}t–j}zfv tyf
c;f/–;fpg dlxgfdf ;DkGg ug]{ ul/G5 . o;sf
cltl/Qm ljBfnosf] z}lIfs sfo{of]hgfcg';f/
lgoldt a}7s tyf cGtlqm{of ug]{ ul/Psf] 5 .
#= egf{ k|lqmof
;}lgs sNof0fsf/L of]hgf lgb]{zgfno4f/f
lgwf{l/t sf]6f k|0ffnLcg';f/ sIff ! / !!
;}lgstkm{ ^) k|ltzt / u}/;}lgstkm{ $) k|ltzt
ljBfyL{ v'nf k|lt:kwf{sf dfWodaf6 5gf]6 u/L
egf{ ug]{ul/Psf] 5 .
$= Kff7\oqmd tyf kf7\ok':ts
g]kfn ;/sf/, kf7\oqmd ljsf; s]Gb|åf/f
lgwf{l/t kf7\qmd / kf7|ok':ts nfu" ug'{sf ;fy}
ljBfnosf] cfjZostfnfO{ Wofgdf /fvL
;Gbe{k':ts, cEof; ;fdfu|Lsf] k|of]u lzIfs tyf
ljBfyL{x¿4f/f ug]{÷u/fpg] Joj:yf ul/Psf] 5 .
%= p2]Zo
g]kfnL ;]gf Pjd\ ;j{;fwf/0f gful/ssf h]x]gbf/
5f]/f5f]/Lx¿nfO{ u'0f:t/Lo lzIff k|bfg u/L
ax'k|ltefzfnL, cg'zfl;t, b]zeQm, dfgjtfjfbL,
k|s[ltk|]dL, snf, ;flxTo ;+uLtk|]dL gful/s
tof/ u/L /fli6«o hghLjgsf ljljw If]qdf
g]t[Tj k|bfg ug{ ;Sg] v'aL ePsf] of]Uo hgzlQm
pTkfbg ug'{ o; ljBfnosf] d'Vo p2]Zo /x]sf]
5 .
^= cleefjs a}7s tyf cGtlqm{of
ljBfnosf] cleGg cª\usf] ¿ddf /x]sf]
cleefjsx¿;“u lg/Gt/ ;Dks{ tyf cGtlq{mof
ug'{sf ;fy} cfjZostfcg';f/ e]63f6 / 5nkmn
ug]{ Joj:yf 5 . ljBfno ;dfh;“u k|ToIf
;/f]sf/ /fVg] ;+:yf ePsf] x'“bf ;dfhsf k|foM
;a} ju{ cfj4 ePsf x'G5g\ . /fhwfgLsf] s]Gb|df
cjl:yt o; ljBnodf ljleGg efuaf6
ljBfyL{x¿ cWoog ug{ cfp5g\ . To;}n] klg
ljBfno hftLo, eflifs / ;f+:s[lts b[li6n]
ljljwtf o'Qm /x]sf] 5 . ljBfyL{x¿sf]
k7gkf7gsf] ;fy} ljBfnodf eP÷u/]sf k|ultsf
af/]df hfgsf/L u/fO ljBfyL{x¿df ePsf
cGtlg{lxt k|ltef / ;an kIfnfO{ phfu/ ug{ /
b'a{n kIfnfO{ ;'wf/ ub{} n}hfg] p2]Zon]
cleefjs a}7s tyf cGt/lq{mofsf] cfof]hgf ug]{
ul/Psf] 5 .
Page No. | 105 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
lgoldt ¿kdf Ps z}lIfs ;qleq sDtLdf
tLgk6s / cfjZostfcg';f/ ljleGg ;dodf
cleefjs a}7ssf] cfof]hgf x'g] u/]sf] 5 .
ljBfnosf] ;jf{ª\uL0f ljsf;df cleefjssf] klg
plQs} xft x'g] x'“bf ljBfyL{;“u dfq geO{
ljBfnosf ljleGg pknlAw tyf sfo{qmdx¿df
cleefjsnfO{ ;xefuL u/fpg] ul/Psf] 5 .
sf]le8–!( sf] ljifd tyf k|lts"n kl/l:yltdf
klg h'd, efOa/, d];]Gh/ nufotsf ljleGg
cTofw'lgs k|ljlwsf] e/k'/ k|of]u u/L k7gkf7g
tyf cltl/St s[ofsnfkx? ;DkGg u/fpg
nfluk/]sf 5f}F . o;} jif{ ISA cjf8{ k|fKt u/L
ljBfnosf] uf}/jnfO{ a9fpg ;kmn ePsf] 5 .
&= k/LIff k|0ffnL
o; ljBfnodf Ps z}lIfs ;qleq
b'O{j6f q}dfl;s, z}lIfs ;qsf] cGTodf Ps
jflif{s / tLg cf]6f PsfO k/LIff ;~rfng ug]{
ul/G5 . ljBfyL{x¿sf] l;sfOnfO{ d"Nofª\sg
k|0ffnLsf] dfWodaf6 k|efjsf/L agfpg] p2]Zn]
lg/Gt/ d"Nofª\sg k|0ffnL nfu" ul/Psf]
5 . ;fy} tf]lsPsf ljifosf] k|of]ufTds
kf7\oqmdn] lgb]{z u/]adf]lhd ;~rfng ul/
cª\s k|bfg ug]{ ul/Psf] 5 .
*= ljBfno lg/LIf0f e|d0f
o; ljBfnodf ljleGg ;dodf lg/LIf0f
e|d0f tyf cjnf]sg ul/g'sf ;fy}
cfjZostfg';f/ /fo ;'emfj tyf lgb]{zg x'g]
ub{5 . ljBfnosf] z}lIfs Pjd\ ef}lts cj:yfdf
;'wf/ Nofpg dfq geO{ ljleGg gLlt lgod tyf
gjLgtd s'/fx¿sf] hfgsf/L lbgsf nflu ;fy}
lzIfs tyf sd{rf/Lx¿nfO{ ;xL sfd ug{
k|f]T;fxg tyf xf};nf k|bfg ug{ / ljBfyL{x¿nfO{
l;sfO{ lqmofsnfk k|efjsf/L agfpgsf lglDt
o:tf k|sf/sf lg/LIf0f e|d0f x'g] ub{5g\ .
(= cjnf]sg e|d0f
cjnf]sg e|d0fsf] dfWodaf6 l;sfOnfO{
k|efjsf/L agfpg] p2]Zon] o; ljBfnon] pko'Qm
:yfgsf] 5gf]6 u/L pkTosfleq tyf pkTosf
aflx/sf ljleGg ;f:s[lts, wfld{s, k|fs[lts tyf
P]ltxfl;s dxÎj af]s]sf ;fy} hLjg, hut /
lj1fg;“u k|ToIf jf k/f]If ;DaGw /fVg] dxTjk"0f{
:yfgdf ljBfyL{x¿nfO{ z}lIfs e|d0fsf nflu
n}hfg] Joj:yf ldnfO“b} cfPsf] 5 .
!)= tflnd
l;sfOnfO{ k|efjsf/L agfpgsf ;fy}
lzIfs tyf sd{rf/Lx¿nfO{ k'gtf{huL agfpg,
k|ljlw, snf l;k / lzIf0f ljlwx¿sf] af/]df
cBfjlws u/fO{ k|lzlIft ug]{ p2]Zon] tyf
aflx/sf ;+3;+:yfdf cof]hgf x'g] uf]i7L, ;]ldgf/,
k|lzIf0fdf ;xefuL u/fpg] ul/Psf] 5 . cfGtl/s
¿kdf k|ljlwd}qL lzIff k|bfg ug{ ;do;dodf
ljleGg lsl;dsf Workshop tyf Training
;~rfng ul/b“} cfPsf] . ljBfyL{x¿ tyf
cleefjsx¿nfO{ dWogh/ /fVb} ljleGg
cled'vLs/0f tyf k/fkz{ k|bfg ub{} cfPsf] 5 .
!!= z}lIfs ultljlw / pknlAwx¿
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Page No. | 106 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

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Page No. | 107 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Details of Human Resources

Academic Staff

S.N Designation Name Qualification Specializaion

1 Principal Mr. Lal Bahadur Rana M.A, M.Ed. English, Sociology
2 School Coordinator(GTA) Mr. Ram Bahadur Shrestha M.Ed Mathematics
3 Secondary Coordinator(GTA) Mr. Ramhari Lamsal M.A English
4 Lower Sec. Coordinator(GTA) Ms. Saradha Shrestha M.Ed, M.A English, Sociology
5 Primary Coordinator(GT) Ms. Kabita Baidawar M.A History
6 Nepali Incharge(GTA) Mr. Balkrishana Shrestha M.Phil, M.A, M.Ed Nepali
7 Science Incharge(GTA) Mr. Mahesh Prasad Bhatt M.Sc. Physics
8 ECA Coordinator(GT) Mr. Ujjwal Khanal M.Sc. Microbiology
9 CCA Incharge(GT) Mr. Maheshwor Khanal B.A English
10 Teacher(Remedial Coordinator) Ms. Shova Bhandari M.A, B.Ed. English
11 (GT) Mr. Bipin Awal M.Bs, B.Ed. Finance, EPM
12 Class Teacher(GT) Mr. Uttam Byanju M.Sc. Chemistry
13 Class Teacher(GT) Ms. Bindu Thapa I.A Nepali
14 Class Teacher(GT) Ms. Samjhana Basnyat I.Com. Management
15 Class Teacher(GT) Ms. Krishna Kumari Thapa B.Ed. Population
16 Class Teacher(GT) Ms. Himaji Katwal B.Ed. Nepali
17 Class Teacher(Teacher) Ms. Sharmila Neupane M.Sc. Chemistry
18 Class Teacher(Teacher) Mr. Raju Sunuwar B.Sc Physics
19 Teacher Ms. Papana Khanal M.Ed EPM
20 Teacher Ms. Sangita Dhamala M.A English
21 Teacher Ms. Yuri Khatiwada B.Ed. English

Part time(Flat Basis)

S.N Designation Name Qualification Specializaion

1 PGT Ms Devaki Khadka M.Ed English
2 PGT Ms Manju Sapkota M.A,M.Ed Nepali
3 PGT Ms Suvarna Budhathoki M.Sc Physics
4 PGT Ms Deepa Pandey M.Sc Chemistry
5 PGT Mr Govinda Gautam M.A,B.Ed Mathematics
6 PGT Ms Maheshwori Koirala M.Sc Physics
7 PGT Ms Kamala Rijal M.Sc1 Chemistry
8 PGT Ms Suman Shrestha M.Ed Mathematics
9 PGT Mr Anil Pradhan M.Sc. IT Computer
10 PGT Mr Dan Bahadur Subedi M.Sc. Zoology
11 PGT Ms Samjhana Joshi M.Sc. Botany
12 GT Mr Krishna Prasad Poudel M.A Dance, Sociology
13 GT Mr Surem Deshar M.A Fine Art
14 GT Mr Ishwor Prasad Joshi M.A Music
15 Sports Coach Mr Bharat Lama I.Ed. Sports Trainer
16 Teacher Mr Abin Silwal B.Sc Chemistry

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Administrative Staff

S.N Rank Name

1 Na.Su(Administration) Ms Sulochana Ghimire
2 Library Assistant Ms Pratikshya Shakya
3 Kharidar(Store) Ms Sabina Mahat
4 Electrician Mr Nawaraj Khatri
5 Computer Operator Mr Gopal Khanal
6 Computer Operator Mr Nawarj Khatri
7 Lab Boy(Science) Ms Yamkumari Thapa
8 Aaya(Supporting Staff) Ms Goma Rana
9 Aaya(Supporting Staff) Ms Kalawatu Rana
10 Aaya(Supporting Staff) Ms Putali Tamang
11 Aaya(Supporting Staff) Ms Ram Maya Khatri
12 Aaya(Supporting Staff) Ms Sun Maya Lakhe
13 Aaya(Supporting Staff) Ms Phurku Maya Tamang
14 Aaya(Supporting Staff) Ms Shanti Devi Bada

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

Message from outgoing SEE 7th Batch, 2077 • Farewell Words: Don't Cry it's over smile because
• Name: Aachal Sunwar it happened
• Nick Name: Aachal • Message to Juniors:" Your life is your story, and
• Address: Budhanilkantha, the adventure a hear of you is the journey to fulfill
Kathmandu your own purpose and potential.
• Hobbies: Making drawings, ……………………….…………………………..……
watching dramas, eating, and having fun • Name: Bishal Narsingh Rana
• Aim: A Successful Person to make my parents • Nick Name:
proud in future • Address: chasing tol , Kathmandu
• Role Model: My Parents are my first role model • Hobbies: Reading books, playing
and teachers who always supports me to move cricket
ahead for the bright future • Aim: Cricket player
• School in Memory: Run for fun, Motivation • Role Model: parents, MS Dhoni and AB Devillers
dialogue to make me speak English by L.B. Sir , • School in Memory: Educational tour, NCC
Funny Jokes by Mahesh sir • Favorite Quote : “No matter how hot the fire
• Favorite Quote: To move forward in life which burns, a protea always survives.” – AB Devilliers
you have to say goodbye, if you can't say goodbye • Farewell Words:
you will never able to move forward • Message to Juniors: “Winners never quit, and
• Farewell Words: I will miss my school where I quitters never win.”
starts my journey for my future ……………………………….………………………
• Message to Juniors: Respect all the suggestion • Name: Jenith K.C
given by the teachers which helps you to look a • Nick Name:
head for your future and grab opportunities you • Address: Bansbari (Lamjung)
get and Create memories that you will miss in • Hobbies: Playing football,
your future. watching movies
………………………………………………………… • Aim: Army officer Role Model: Parents, Lionel
• Name: Aayusha Malla Messi
• Nick Name: Ayu , dali , • School in Memory: NCC days, SQC in Pokhara,
• Address: Bansbari , Kathmandu sports day, tour to Chitwan, Lumbini with friends
• Hobbies: Dancing, drawing, and teachers.
singing, reading story books, etc • Favorite Quote: “Never bend your head. Always
• Aim: Engineer hold it high. Look the world straight in the eye.”
• Role Model: Parents Farewell Words: There are no goodbyes for us the
• School in Memory: Spending quality time with memory of our school life will always be in my
friends, whenever I was in trouble all my friends heart. Message to
helping me to get over it , dancing with teachers • Juniors: Never fear the failure, many successful
and friends in programs , all the sweet memories persons failed many times, it is just the first part of
with all my friends , teachers , seniors , juniors , your success.
non - teaching staffs . …………………………………………………………
• Favorite Quote: Success is a series of a small wins. • Name: Mohan Gurung
• Farewell Words: It's hard to say goodbye to • Nick Name: Vinci , Levi
someone with whom you spend so many years. • Address: Baluwatar
• Message to Juniors: To be loved by others first of Kathmandu
all love yourself and learn to respect your ability. • Hobbies: Playing football,
………………………………………..……………… volleyball, making music beat
• Name: Bidhya Niraula • Aim: To be successful person
• Nick Name: Ayusma • Role Model: Stephen Hawking
• Address: Bansbari, Kathmandu • School in Memory: Educational Tour, Sainik and
• Hobbies: Listening music, valley public cup
Traveling, Playing Piano, • Favorite Quote: You will face many defeats in life,
Reading and Having fun but never let yourself defeated.
• Aim: A Successful Person • Farewell Word: Every Ending has a new
• Role Model: Dad, Mom and Sister beginning.
• School in Memory: Tour of Chitwan and Lumbini, • Message to juniors: Good luck. Hope everything
Lecture of Principal L.B sir turns out to be simply great for you.
• Favorite Quote: You will face many defeats in life,
but never let yourself
Page No. | 110 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• Name: Prastav Ale Magar. • Name: Sarbocha Pandey

• Nick Name: • Nick Name:
• Address: Chakrapath, • Address: Hattigauda,
Kathmandu Kathmandu
• Hobbies: Hiking, Cycling, • Hobbies: Programming,
Camping and watching various series and anime Hacking, Travelling, Cycling
• Aim: To live an ideal life • Aim: Software Developer
• Role Model: Harold Shipman • Role Model: Harshad Mehta
• School in Memory: Chitwan tour • School in Memory: Canteen
• Favorite Quote: I don’t have time to worry about • Favorite Quote: Enjoy every second of your life
what’s wrong or right, You can’t expect a horror • Farewell Words: Create memories and stay happy
story to end with a happy ending • Message to Juniors: Enjoy, stay happy and peace
• Farewell Words: I’ll miss all the moments I spent ………………………………………………
here • Name: Prajwolika Shrestha
• Message to Juniors: Just because someone is • Nick Name: Moti
important to you, it doesn’t necessarily mean they • Address: Tokha(Nuwakot)
are good people • Hobbies: travelling, listening
…………………………………………………… music, chatting with friends
• Name: Suraj Dawadi • Aim: To be successful person.
• Nick Name:Dawadi Vai • Role Model: Parents
• Address:Budanilkantha, • School in Memory: Chitwan tour, inspirational
Kathmandu words form teacher, NCC days, every moment
• Hobbies: Hiking, Fan Fiction, with friends.
Comedy, Writing etc... • Favorite Quote:Mirror is your best friend because
• Aim: Doctor it never laughs when you cry
• Role Model: Muniba Mazari • Farewell Words: We didn’t realize we were
• School in Memory: Excursion to Chitwan making memories , we just knew we were having
• Favorite Quote: "Life is unique in its own way but fun . Thank you RSSS . proud to be sainikian
it has to be experienced individually" • Message to Juniors:Labour hard beautiful future
• Farewell Words: "What we call the beginning is will be waiting for you.
often the end. And to make an end is to make a ……………………………………………………
beginning. The end is where we start from." • Name: Rodisha Rokka
• Message to Juniors: • Nick Name:Rodi
give up on your frustration but never on your • Address: Dhapasi, Kathmandu
hopes. give up on your thinking about your • Hobbies: cooking, knitting,
setbacks but never on your goals. give up writing
worrying about your past but never... on your • Aim: Neuro Surgeon
future. • Role Model: Parents
……………………………………………… • School in Memory: Chitwan trip
• Name: Yogesh Shrestha • Favorite Quote: even if you are not perfect you are
• Nick Name: Beudey limited edition
• Address: Bansbari, Kathmandu • Farewell Words: as a farewell I will not miss an
• Hobbies: watching animes, opportunity to express my gratitude towards
playing games school for bringing me up to this level. I have had
• Aim: Army Role Model: Mom and Dad School in my best years of life in this school. Thank you for
Memory you: enjoyments with friends and those taking care of us and teaching every new lesson
memorable days specially singing in toilet with everyday.
buddys. Favorite Quote: “If you believe in your • Message to Juniors: just speak yourself and
dream , I will prove you that we can achieve believe in yourself, never depend on others and
dream just by working hard.” make our ripu family proud
• Farewell Words: “Look back with a smile, go …………………………………………….…………
forward with courage, many wishes for all that is • Name: Jasmine Khadka
good to go with you.” • Nick Name: I don’t have any
• Message to Juniors: Nobody knows you better nickname…
than yourself, So don’t care about what others say • Address: Dhapasi, Kathmandu…
about you • Hobbies: Collecting coins,

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
Cooking and baking, Dancing, Making scrapbook
etc.
• Aim: Let my life decide this…
• Role Model: Muniba Mazari…
• School in Memory: I have harsh moment more
than sweet in my school life which can’t be
explained in a piece of paper……
• Favorite Quote In this world, some people will
always throw stones in your path. It depends on
you, what will you make from that stones….
• Farewell Words: There is no goodbye for
Ripumardini. Wherever I go you will always
remain in my heart…
• Message to Juniors: Please juniors be careful who
you share your weakness with. Some people can’t
wait for the opportunity to use them against you
and good luck for your future ahead…
……………………………………………………
• Name: Rupa Rana Magar
• Nick Name: Rupi,Tupi,Bandu
• Address: Bansbari,Kathmandu
• Hobbies: Dancing, Writing
essay, Sketching, Exploring
new places, Listening soothing
music, Making joke and fun of friends
• Aim: To be the representative of my country on
international platform
• Role Model: Mom, Sister, Teachers, Friends
• School in Memory: Each and every days spent in
the premises of Ripumardini with Ripumardini
family were precious but here are some interesting
memories: Bus dance in Chitwan tour, the crying
moment when we were announced as the winner
of dance competition in NCC ,Case study
presentation, dance in SQC and NCSQC, the
moment when badged as school captain,
celebration of teachers day and holi, ISA activities
including drama.
• Favorite Quote:"I feel that we are only running
forward without rest. I hope that we can find time
to relax and smile a bit more.”-Park Jimin
• Farewell Words: “Everyone suffers in their life.
There are many sad days. But rather than sad days,
we hope to have better days. That’s what makes us
live. That’s what makes us dream.”
• Message to Juniors: Be who you are and say what
you feel because those who mind don't matter and
those who matter don't mind.
…………………………………………………………
• Name: Dipshikha Thapa
• Nick Name: Dipsi, Inu, moti
• Address: Kapan, kathmandu
• Hobbies: watching kpop and
dramas,exploring new things,
travelling, swimming, dancing, singing, listening
music, reading and writing
• Aim: to be a doctor and motivated and inspiring
person for others
• Role Model: Bts and parents
• School in Memory: laughing with friends and
making jokes of each other, NCC in morang, tour
of chitwan and the moment with my friend sitting
together and flipping books, pointing at the ugly
picture and saying “that’s you”.
• Favorite quote: “There is beauty in everything, just
that not everyone sees it and Beautiful faces are
everywhere but beautiful hearts are hard to find.”
• Farewell Words: You will be an ocean too if you
let every river,rain,flood and stream flow to you
freely.Proud to be a sainikian.
• Message to Juniors: “Life is tough and things
don’t always work out well,but we should be
brave and go on with our lives”
……………………………………………………
• Name: Pushpa Magar
• Nick Name: Puspe
• Address: Dhapasi, Kathmandu
• Hobbies: Writing poem,
Reading Novels, Singing,
Cracking joke with friends,
• Aim: Be the most encouraging and uplifting
person.
• Role Model: Parents, BTS
• School in Memory: First batch of NCC.Visiting
Lumbini and chitwan. Celebrating school
programs with school family. That moment when
my bestie shouted wrong answer in class with full
confident.
• Favorite Quote:When things get hard,stop for
awhile and look back and see how far you've
come.Don't forget how rewarding it is.You are the
most beautiful flower,more than anyone else in the
world.-By Kim Taehyung
• Farewell Words:No matter who you are, where
you're from, your skin color, your gender identity,
just speak yourself. Find your name and find your
voice by speaking yourself.”
• Message to Juniors:When you make a mistake,
don't look back at it long.Take the reason of the
thing into your mind and then look
forward.Mistakes are lesson of wisdom.The past
cannot be changed but future is yet in your power.
………………………………………..………………
• Name: Pratikshya Khadka
• Nick Name: Kali , ghoda
• Address: Golfutar
• Hobbies: Taekwondo ,sprint,
riding, Reading Nobel
• Aim: Be that much ssucessful so that my future
would thank my past
• Role Model:
• School in Memory: First game in Nepal vs India ,
Ncc ,lumbini tour , corona vacation ,Rastrapati
Page No. | 112 |
 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077
runninng shield,snacks in class time, tution in
Class: 9
• Favorite Quote: "The secret was to just be cool ,
stay in God's graces ,and work it out"
• Farewell Words: Its been 12 years for being part
of this institution , One of the golden times of my
life was in this institution ,Sainikains will always
remain in my heart
• Message to Juniors:"The way you speak to
yourself matters the most".
………………………………………….……………
• Name: Anisha Bomjam
• Nick Name: Atom Bomb
• Address:Dhumbarahi
• Hobbies: Painting, singing
• Aim: A sucessful person
• Role Model: Parents & Teachers
• School in Memory: Tourn to lumbini, luch before
tiffin break,smalll arguements
• Favorite Quote": You must be the change which
you wish to see in world"
• Farewell Words: Blessed to be a part of this
institution, Its been my best period of time for my
whole life" Jay Sainik"
• Message to Juniors: Never look down upon
yourself ,Turn the pulling hands into lifting ladder
…………………………………………………………
• Name: Abishek Rai
• Nick Name: kokti salaha hong botta
• Address: Okhaldhunga
• Hobbies: Concept art, digital
artwork, beatboxing,
dancing,flirting, hentai.
• Aim: To become a successful person.
• Role Model: Mikey mega mega, Sikigami arts,
Dad, Coner McGregor, Chou.
• School in Memory: Skpping class and spending a
whole period in toilet, not trimming hair and
getting scold by ramhari sir, eating junk food
illegally.
• Favorite Quote: A true measure of human being is
not how he lives, but how he dies.
• Farewell Words: Honestly ripumardini holds a
great memory. I really want to thank you
ripumardini from the depth of my heart.
• Message to Juniors: Never make LB sir angry.
Never cry when Ramhari sir hits you.
Never ignore Balkrishna sir's suggestion.
Never talk about Ujwal sir's lost phone.
And never take easy while Bhatta sir teach you.
…………………………………..……………………
• Name: Basanta Chand
• Nick Name:
• Address: Koholpur,Banke
• Hobbies: Travelling, Playing
games, Watching Animes ,
Cycling etc.
• Aim: IT engineer
• Role Model: A.P.J Abdul Kalam, Dad, Mom
• School in Memory: Educational tour to
Chitwan/Lumbini, Eating noodles illegally.
• Favorite Quote: “If you don’t like your destiny,
don’t accept it. Instead, have the courage to
change it the way you want it to be!”.
• Farewell Words: Every ending has a new
beginning
• Message to Juniors: Don’t show attitude to LB sir.
Never cry when Ramhari sir hits you.
Never ignore Balkrishna sir's suggestion.
And Don’t take Bhatta sir’s teaching easy.
…………………………………………………………
• Name: Namrata Tamang
• Nick Name: White Mountain,
Motu
• Address: Bhangle, Kathmandu
• Hobbies: Playing Guitar, Singing,
Travelling, Cooking and eating different types of
food etc.
• Aim: Nurse
• Role Model: Parents and BTS
• School in Memory: Teachers Day Of 2076, Hiking
to Changunarayan, Motivational speech from
teacher’s, gossiping to friend’s while captain is
controlling class and so many that I can’t describe
• Favorite Quote: “The future belong to those who
believe in the beauty of their dreams” -Eleanor
Roosevelt
• Farewell Words: Farewell from school means
saying goodbye to those people where we spend
half of our childhood, from nursery to class 10.
This will always be great time for me. My eyes are
filled up with tears as I see my school for last time
and I hope my school remembers me and my
friends. GOOD BYE! RSSS
• Message to Juniors: Don’t fear to choose the right
path of your life!!!!!!
……………………………………………………
• Name: Prijibi Magar
• Nickname: (moti,Gu)
• Address: Bhangal, Kathmandu
• Hobbies: Dancing, singing,
photography, traveling
• Aim: Actress
• Role model: parents
• School in Memory: tour to chitwan and lumbini,
being a part of NCC, Dancing in programs,
spending time with friends ,Motivational words
from teachers
• Favorite Quote: Work hard in silence let, success
make the noise
• Farewell words: Thankyou ripumardini for giving
me lot’s of unforgettable memories and for
making me who am I right now Proud to be
sainikians!
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• Massage To Juniors: So, juniors now it’s your turn Imagining something that will never happen in my
to shine! Be who you are believe in yourself life….
because you are the most stronger than you know. • Aim: To do something great in the fields of
………………………………………………..……… technology…
• Role Model: Monkey D. Luffy ( Never give up on
• Name: Milan Bhandari your dreams..…)
• Nick Name: • School in Memory: Things we did stupidly with
• Address: Bansbari, Kathmandu friends, Tour to chitwan, 100 days of NCC…
• Hobbies: playing,reading book • Favorite Quote:“People’s Dreams... Have No
• Aim: British army Ends” -Marshall 'Blackbeard' D. Teach
• Role Model: Dad • Farewell Words:“Every new beginning comes
• School in Memory: 1st batch of NCC 2075,tour to from some other beginning’s end.”
chitwan • Message to Juniors: Focus on your dreams And
• Favorite Quote: We cannot become what we want enjoy your life because that moment will be our
by remaining what we are happiest memory.
• Farewell Words: Wishing you much joy and ……………………………….………………………
happiness as you begin a new chapter in your life.
• Message to Juniors: Nothing is impossible,the • Name: Dinesh Pandit
word itself says I'm possible. • Nick Name:
……………………………………………..………… • Address:Bansbari, kathmandu
• Name: Sujal Dhaurali • Hobbies:playing
• Nick Name: Mr. Junior football,listening music,playing online games,etc
Dharauli , bahun • Aim:British Army and business man
• Address: Bansbari , Kathmandu • Role Model:parents, teacher and Ratan Tata
• Hobbies: Listening to music • School in Memory: picnic to chagunarayan
• Aim: Army • Favorite Quote:You will face many defeats in life,
• Role Model: No one but never let yourself be defeated.
• School in Memory: Chitwan tour and • Farewell Words:We laughed until we had to cry,
punishments we lovedright down to our last good bye,
• Favorite Quote: It seems impossible until it's done. we were the best.
• Farewell Words: • Message to Juniors:set your goals high and always
• Message to Juniors: Enjoy with your friends . dream big.Because you're only as big
……………………………………………..………… as the dreams you dare to live.
• Name: Sabin Pun Magar ……………………………………………………..…
• Nick Name:
• Address: Bansbari , Kathmandu • Name: Kiran Godar (Thapa)
• Hobbies: Singing, playing • Nick Name:
football, travelling, • Address: budhanilkantha,
• Aim: Army kathmandu
• Role Model: Parents • Hobbies: playing football,singing,
• School in Memory: NCC camp , Tour to lumbini , travelling,making jokes between friends
singing with friends , sweet memories with friends • Aim:Army officer
and teacher • Role Model:mom and dad
• Favorite Quote: Some day you just have to create • School in Memory:ncc training,sainik cup
your own sunshine. football,trip to chitwan
• Farewell Words: Thank you Ripumardini for being • Favorite Quote:if nothing is going right then go to
my family and for being part of my life . left
• Message to Juniors: Sometimes you never know • Farewell Words:school is like a big chapter of
the value of moment until it becomes a memory . your life in the begining of a book.when you've
…………………………………………………… finished the chapter,the final and the best part
• Name: Kritim Thapa Magar begins
• Nick Name: Kale • Message to Juniors:some seniors are so best that
• Address: Chainpur, Chitwan they are not like seniors they are just like brothers
• Hobbies: Watching Anime, and let me remind you one thing that goodbye
Surfing on the Internet, doesn't mean it's the end I say,it is just temporary.

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• Name:Anish Timilsina • Farewell Words: Every new beginning comes

• Nick Name: from some other beginning's end.
• Address:Budhanilkantha , • Message to Juniors: Enjoy to the fullest today,
Kathmandu don’t wait for tomorrow
• Hobbies: Playing ma football, .……………………………..…………………………
Travelling • Name: Diwas Rai
• Aim:Army • Nick Name:
• Role Model:Mom and Dad • Address: Bhojpur, Bastim
• School in Memory:NCC,Sainik Cup, Chitwan Trip • Hobbies: Drawing anime, reading
• Favorite Quote:Every next level of your life will manga, listening music, Watching
demand a different you Anime, Playing games, travelling, etc.
• Farewell Words: Do not try to copy others because • Aim: Mechanical engineer, Also to be a successful
if you do,then you will lose one of your sting person in life who is respected by others
opinion • Role Model: My Dad, Mom, Ujumaki Naruto [ I
• Message to Juniors:learn as much as you can while never go back on my word]
young, since life becomes to busy later. • School in Memory: Educational tour to
…………………………………………………… Limbuni/Chitwan, and other places, going outing
• Name: Rijohn Thulung Rai with friends, eating noodles illegally…
• Nick Name: jhyape,tuine • Favorite Quote: “We all got both Light and Dark
• Address: Bansbari,ktm inside of us what matters is the part
• Hobbies: listening music, travelling • We choose to act on,that’s who we really are”.
difference places.. • Farewell Words: “Don’t try to be perfect. Just try
• Aim: being in your dream to be better than you were yesterday”
• Role Model: parents • Message to juniors: “Never let the KID in you
• School in Memory: Chitwan tour and punishment Die”.
• Favorite Quote: Life is full of pain and sadness. ……………………………………..…………………
You must get strong In order to find happiness • Name: Prabina Shrestha
• Farewell Words: • Nick Name: Kanxu
• Message to Juniors: Enjoy with your friends • Address: Dhapshi, Kathmandu
……………………………………..………………… • Hobbies: Taekwondo
• Name: Sudip Magar • Aim: To be an Athlete
• Nick Name: Donglee • Role Model: Dad and Mom
• Address: Hattigaunda,Kathmandu • School in Memory: Fun with friends
• Hobbies:Listening song,playing • Favorite Quote: Pain is temporary Pride last
guitar,beatboxing,riding etc. forever
• Aim:British Army • Farewell Words: Thank you so much all teachers,
• Role model:Bruce Lee all my friends for your support
• School in Memory:Chitwan tour,Ncc camp • Message to Juniors: Do hard work!!!
• Favorite Quote:Surpass your limit now.
• Farewell Words:Sayonara …………………………………………………………
• Message to Juniors:Surpass your limit.
……………………………………………..………… • Name: Sabin Dhungana
• Name: Saugat Budhathoki • Nick Name:
• Address: Dhapasi (Nuwakot) • Address: Chabahil, Kathmandu
• Hobbies: Exploring the world , • Hobbies: Travelling, Listening
sleeping , making long hair and Music etc.
beard • Aim: Army
• Aim: Business man • Role Model: Purna Chandra Thapa
• Role Model: Harsal Meta • School in Memory: Canteen
• School in Memory: NCC trip, Pokhara tour, • Favorite Quote: If you are searching for someone
buying noodles from school backside, playing holi who can change your life, Just look at the mirror.
in toilet , train trip to staff room, playing arm • Farewell Words: Create memories and stay happy.
wrestling and red hand in middle of class • Message to Juniors: Study hard for success. Stay
• Favorite Quote: When it rains, all birds find happy.
shelter in their nest but eagle flies above the
clouds.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• Name: Sujin Khadka • Aim: To be a successful person and make parents

• Nick Name: Fisintay proud of me
• Address: Golfutar, Kathmandu • Role models: parents, teachers and friends
• Hobbies: playing basketball, • School in memory: Tour, Exhibition excitements,
badminton, listening music etc. hanging with COVID 19 girls and many more.
• Aim: Army • Favorite Quote: Never Regret Anything That
• Role Model: Bob Marley Made You Smile
• School in Memory: Chitwan tour, NCC camp, etc. • Farewell words: School Memories will always be
• Favorite Quote: Maturity is when you realize goals in My heart
are more important than love. • Message to Juniors:Goodbye Doesn't Mean It's the
• Farewell Words: It is so hard to leave-until you End ,It is Just A temporary so stay chill
leave. …………...……………………………….……………
• Message to Juniors: Hang out with people who • Name: Rabina Karki
force you to level up. • Nickname: Tondon
• Address: Dolakha
• Hobbies: Travelling, Hanging with
Message from outgoing 12th Graders COVID-19 girls and many more
• Aim: Let's see what future decides......
• Name: Sagar Dhakal • Role Model: Dr.KC
• Nickname: Hampe • School in memory: ICSQC, Visit Nepal 2020
• Address: Tokha , Kathmandu (Lumbini, Chitwan), Futsal Tournament.......
• Hobbies: Reading books,playing • Favorite quote: Worry less.. Smile more....
football and cricket • Farewell words: Jindagi yo bageko khola.....feri
• Aim: Eye specialist hai vet hola ya nahola...#Ripu
• Role model: Dr.Sanduk Ruit, Anuradha Koirala • Message to juniors: Enjoy your days and leave a
• School in memory: Five day tour, Botanical good story......
Garden Visit …………...……………………………….……………
• Favourite quote: "Life is like a bicycle, it is • Name: Sumitra K.C.
balanced until we are moving on."- Einstein • Nickname: Sumi
• Farewell words: Thank you for all valuable • Address: Samakhushi, Kathmandu
moments • Hobbies: Sining, Travelling, Reading,
• Message to juniors: "Keep learning and maintain Hanging with COVID 19 girls and
discipline". many more.
………………………………………………………. • Aim: Doctor
• Name: Rimisha Gurung • Role Model: Parents
• Nickname: Rimi • School in memory: Educational tour, Run for Fun,
Science Exhibition, Online Classes
• Address: Bhangal, Kathmandu
• Favorite quote: “Failure is the pillar of success:
• Hobbies: Dancing, Travelling
and swimming • Farwell words: I will miss all these days, the
memories we spent tighter will be always special
• Aim: To connect me to higher post
to me.
• Role model: My Parents
• Message to juniors: Do not judge anyone so
• School in memory: Chitwan town coolest mate I
quickly. Take your time, respect teachers and love
met in my school, parent’s day and danced with
all.
my favorites.
…………………………………………………………
• Favorite quote: "The way to get started is to quit
• Name: Sanju Adhikari
talking and begin doing."
• Nickname: Dalli, Kali
• Farwell words: Thank you Sainik School for the
• Address: Manamaiju, Kathmandu
wonderful memories.
• Hobbies: Acting, singing, travelling,
• Message to juniors: Believe in yourself
having fun…
…………………………………………………………
• Aim: To serve permanent smile to my loved one
• Name: Deepika Onta
• Role Model: My parents and my fellow friends
• Nickname: Captain,Vamari
too.
• Address: Dhungedhara,Radha
• School in memory: Educational tour, winner of
Krishna mandir
classroom decoration, science exhibition, sports
• Hobbies: Singing and listening
meet, Run for Fun, justified mistakes, hanging
music
with COVID 19 girls and many more.
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• Favorite quotes: “In the end, it’s not the years in • Hobbies: Listening music, doing home works,
your life that count. It’s the life in your years.” gossiping with friends, spending quality time with
• Farewell words: Nothing lasts forever. Forever is family
lie, all we have is what is in between ‘Hello’ and • Aim: Doctor
‘Goodbye’. Now, we are ready to disperse. Thank • Favourite quote: Handwork beats talent when
you Ripumardini for your guidance and care. talent doesn't work hard
Gonna miss the moment spent here. • Role model: Parents
• Message to juniors: It’s not about having time. It’s • Farewell words: Don't stress if something doesn't
about making time. So, enjoy every moments, work out. You don't know what god is saving you
work hard and develop and boost-up your from by closing a door you wanted to open.
constructive skills without delay, as time never • Message to junior: If you are struggling that means
waits. Best wishes for future endeavor. you are progressing.
………………………………………………………… • School in memory: Tour to Chitwan and Lumbini,
• Name: Kiran Adhikari all the ECA programmes that I have been a part
• Nick name: Lambhu of,the annual programme, welcome programme,
• Address: Hattigauda all the funny and sweet moments that I spent with
• Aim: Aimless my friends, the love and support that I received
• Role Model: Bill gates from the teachers and all the school staffs.
• Memory in college: tours, sports week ,classrooms Hanging with COVID 19 girls and many more.
fun etc ……………………………………...…………….……
• Favorite Quote:" Whoever is happy will make • Name- Gaurab Bhattarai
others happy too" • Nick name: Gauri, Lambu etc.
• Farewell words: "Farewell! • Address- Budhanilkantha,
• Message to juniors: Never give up Kathmandu
…………………………………………………..…… • Hobbies- Playing football, learn to
• Name: Pukar Dhamala new things, listening music, playing musical
• Nickname: Puku instrument etc .
• Address: Samakhusi • Aim - To be a successful person.
• Hobbies: Singing • Favourite quotes-
• Aim: Software Developer • Your time is limited, so don't waste it living
• Role Model: Elon Musk someone else's life. ...
• School in Memory: Cracking with friends, outing, • Role model – Parents, Cristiano Ronaldo
long hair and being advised to trim short. • School in memory: Educational tour to Godawari,
• Favorite Quote: There is no wrong place, wrong gossiping with friends, motivational speech of
time. You're where you're meant to be. teachers
• Farewell Words: If idiots could fly, this place • Farewell words: Hardwork never fails.
would be an airport. • Every new beginning comes from some other
• Message to juniors: Study by Yourself and remove beginning's end. Thank you all respected teachers
every dependence with anyone. and my lovely friend for making my two years of
……………….……………………………….……… Sainikain journey special.
• Name: Prajwol Budhathoki • Message to junior: I wish you all have a great
• Address: bauddha,ktm(dolakha) achievement in your new life with a cupful of
• Hobbies: listening to music, happiness, mountains of success and good wishes
watching movies to live your dream each and every moment.
………………………………………………..………
• Aim: Doctor
• Role Model: mom, dad and my sister • Name: Kiran Khatri
• School in Memory: Educational tour, welcome • Nickname: Khatri
program • Address: Sunkhani,
• Favorite Quote: Never judge anyone by their look, Sindupalchowk
everyone is perfect in their own way. • Aim: To be better than yesterday
• Farewell Words: thank you for supporting me • School in memory: Prajwol(jholey) biscuit prank
• Message to Juniors: Grab every opportunity you in tour with Kiran and Gaurab
get success in life. • Hobbies: singing, traveling to new places and
………………………………………………..……… photography
• Name: Benju Gurung • Role model: Parents, Cilain Murphy, (Thomas
• Address: Dhapashi,Kathmandu Shelby)

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• Favorite quote: You can change what you do, but • Message to juniors: keep moving ahead.
you can't change what you want . …………………………………………………………
• Farewell words: Good time travelled so fast so • Name: Sarmila Thapa Magar
enjoy each and every moment. #Jay Sainik • Nick Name: Sarmili,luri
• Message to junior: think of your future bro and sis. • Address: Chakrapath, Kathmandu
It's more complex than you thought so start • Hobbies: Singing, Dancing, Painting,
working hard from now the future is on your hand. Watching Horror Movie, Travelling
………………………………………………………… • Aim: Dentist
• Name: Dilmaya Tamang • Role Model: Mom and Dad
• Nickname: Dillu • School in Memory: Chitwan Tour, classroom
• Address: Gongabu, Kathmandu memories with friends and teachers, science
• Hobbies: Travelling new places, exhibition, Hiking, Run for fun
singing, playing games • Favorite Quote: "You will face many defeats in
• Aim:A successful person to make my family life, but never let yourself be defeated."
proud of having me • Farewell words: “Don’t cry because it’s over.
• Role model: My family, teachers and my friends Smile because it happened.”
who always supports me • Message to junior: Your talents and abilities will
• School in memory: Tour in chitwan and lumbini, improve over time, but for that you have to start.
sports days, run for fun, hanging with COVID-19 …………………………………………………..……
girls and many more. • Name: Rachana Shrestha
• Favorite Quote:"If you're brave enough to say • Nickname :Chans
goodbye,life will reward you with a new hello." • Address: Budhanilkantha-3,
• Farewell words: "Great is the beginning, but Kathmandu
greater is the art of ending." • Hobbies: Travelling, Listening
• Message to juniors:"When you make a music,etc.
mistake,don't look back at it long.Take the reason • Aim: Opthalmologist
of the thing into your mind and then look • Role model: Mom and Dad
forward.Mistakes are lessons of wisdom.The past • School in memory: College trip, Science
cannot be changed.The future is yet in your exhibition, Hiking
power." • Favourite Quote: "Always remember that you are
………………………………………………………… absolutely unique.Just like everyone else."
• Name: Rabindra Phuyal • Farewell words: "If you're brave enough to say
• Nick name: Kale, Jhape, goodbye, life will reward you with a new Hello!!."
• Address: Sindupalchowk; • Message to juniors: "Push yourself because, No
Bhotechowr one else is going to do it for you."
• Hobbies: Playing games, watching ……………………………………………………
videos, listening music according to mood; to do • Name: Sonu Shrestha
nothing and get what I want • Nick name: Kali, Fuchee
• Aim: doctor; travel everywhere • Address: Budhanilakantha,
• Role model: Chopper, Umaru Kathmandu
• School in memory: tour and cracking jokes. • Hobbies: Singing and dancing
• Favourite quote: Give up on your dream and die. • Aim: Doctor
• Farewell words: Do that work that you • Role model: Parents
won't regret later. • School in memory: Fun with friends, Educational
• Message to juniors: “Hard work never fails” tour, Anger along with love of teachers.
………………………...…………………………….… • Favorite quote: Never regret anything that made
• Name: Sujit Rana Magar you smile.
• Nick Name: • Farewell words: It was hard to say hello for the
• Permanent Address: Ampippal, first time and now it is hard to say goodbye for
gorkha the last time.
• Hobbies: Football, drawing etc. • Message to junior: Whatever you do, do it well.
• Aim: software engineering ……………………………………………………
• Role Model: • Name: Laxman Tamang
• Memory in Schools: tours, Tournaments etc. • Nicknam: Anvil
• Favorite Quote: Change is an opportunity. • Address: Gatlang, Rasuwa
• Farewell Words: I will miss all those moments I • Aim: Laure
spent here.
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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• School in memory: night prank, tour • Name: Sulove Dhaurali

• Hobbies: Drawing, traveling to new places • Nickname: Khallasi (Khaley)
• Role model: parents • Address: Bansbari
• Favorite quote: Don’t run for success try to be • Hobbies: Playing Games,
excellent and success will automatically come. Cycling, Top up owner..
• Farewell words: “Every new beginning comes • Aim: Police (IGP)
from some other beginning’s end.” #Jay Sainik# • Role Model: Jhonny Depp
• Message to junior:think of your future bro and sis. • School in memories: Tour,Football,Public,Master
It's more complex than you thought so start Ripumardini ,3rd in Exhibition
working hard from now the future is on your hand. • Favourite quote: Action Speaks Louder Than
………………………………………………………… Words
• Name: Sarita Tamang • Farewell words: Perfection Is an Illusion
• Nickname: Dalli • Message to juniors: Own Less,Live More.
• Address: Nuwakot ………………………………………………………
• Hobbies: • Name: Santosh Tamang
Travelling………..loading • Nickname: Rapper
• Aim: Nurse • Address: Bishalnagar
• Role Model: Parents • Hobbies: Travelling, Reading
• School in memories: Eating with teaching, Tour- • Aim: To be something my
2020 and many more family can be proud of.
• Favourite quote: All our dreams can come true if • Role Model: My Parents, Naruto, Asta
we have courage to pursue them • School in memories: Science Exhibition, Tour,
• Farewell words: Shamjana baki xan hamra tii Exam times…
palka….#Ripu • Favourite quote: Someone told me I’m a failure,
• Message to juniors: Believe in yourself I’ll prove them wrong.
……………………………………………….……… • Farewell words: Hope I will miss Ripumardini in
• Name: Rupa Pandey every step of my life.
• Nickname: RSSS 3rd Batch Ko • Message to juniors: I wish a very good future and
Model,Pandu good strength to everyone.
• Address: Rukum ………………………………………………………
• Hobbies: Modelling, hanging with • Name: Rita Shrestha
COVID-19 girls and many more • Nickname: Lady singham
• Aim: MBBS (Bachelor in Modelling and bachelor • Address: Jhor, KTM
in style • Hobbies: Painting, dancing,
• Role Model: Shrinkala Khatiwada (Nikkku) playing games, watching
• School in memories: Tour-2020 , Run for Fun, dramas and series, listening to music.
Seven Stars, Govinda sir’s savage replies • Aim: A successful person
• Favourite quote: Aspire to inspire before we • Role Model: Parents and Dr.Sanduk Ruit
expire • School in memories: Tour to Chitwan and
• Farewell words: collect moments not things Lumbini, Run for fun,Dancing with friends in
• Message to juniors: Never give up program..
………………………………………………….…… • Favourite quote: You get in life what you have the
• Name: Sumit Karki courage for.
• Nickname: Anda, (tarey) • Farewell words: It is so hard to leave until you
• Address: Kapan leave.
• Hobbies: Watching anime, • Message to juniors: If you are brave enough to say
Movies , series, Playing Games, Travelling, etc. goodbye life will reward you with a new Hello!
• Aim: Astronaut …………………………………………………………
• Role Model: Goku • Name: Pranita Shrestha
• School in memories: Tour , Public ,Hiking, • Nickname: Address: Tokha
Canteen, 3rd position in exhibition, etc. ,KTM
• Favourite quote: When life gives you Lemon , • Hobbies: Watching dramas,
make lemonade reading fictional novels, wattpad and webtoon and
• Farewell words: You Are Your Choices watching movies
• Message to juniors: Life Happens, Coffee Helps • Aim: Doctor
……………………………………………………… • Role Model: Parents and 1D

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 Ripumardini Sainik Secondary School, Bansbari, Kathmandu © Ripumardini Rhythm, Volume 5 | 2077

• School in memories: Tour to Chitwan and • Name : Manish Bhattarai

Lumbini , hiking to Bishnudwar • Nickname : Manish
• Favourite quote: Time and tide waits for none. • Address : phutung, KTM
• Farewell words: Goodbye college, you will be • Hobbies : football
missed and will remain a very important part of • Aim : Software engineer
my life journey. • School memory : Chitwan tour
• Favourite quote : "Set your goals high and always
• Message to juniors: Follow your passion and never
dream big. Because you're only as big as the dreams
look back. you dare to live."
……………………………………………...….……… • Farewell words : " If you are brave enough to say
• Name: Sairas Thapa Magar goodbye , life will reward you with new hello."
• Nickname: Chyase • Message to juniors : Study harder for better future
• Address: Naubise ……………………………………………………………
• Hobbies: Watching animes and • Name : Ashmita Malla
movies, enjoying life, listening music • Nick name: Ashu
• Aim: Dancer • Address :sitapaila, Kathmandu
• Hobbies: dancing ,singing,reading
• Role Model: Miachael Jackson
books, watching movies.
• School in memories: Tour 2020, exhibition, • Aim: nursing
public, canteen. • Role model: mom and dad
• Favourite quote: Walk like king or walk like you • Memories:Every good time spend with friends and tour
don’t care who the king is. .
• Farewell words: The way to get started is to quit • Favourite Quotes: It is better to be hated for what you
talking and begin doing. are than to be loved for what you are not.
• Message to juniors: You only live once, but if you • Farewell words:Respect yourself because nobody
do it right, once is enough. would do it for you.
………………………………………………….…… • Messege to junior : never stop learning because life
• Name: Samir Shrestha never stop teaching .
…………………………………….……….………………
• Nickname: Naubise Ko Don
• Name: Sajina Tamang
• Address: Naubise
• Nickname: Dalli
• Hobbies: Watching animes,
• Address: Lazimpat, Kathmandu
drawing, reading story books and
mangas. • Hobbies: watching dramas,
dancing, listening to music and
• Aim: Artist
traveling to new places
• Role Model: Leonardo Di Caprio
• Aim: Nurse
• School in memories: Tour 2020, canteen ,public,
• Role Model: Mom and Dad
• Favorite quote: It is during our darkest moments
• School Memories: dance performance in the
that we must focus to see light.
annual function, every little moments that I spent
• Farewell words: Life is either a daring adventure with my friends
or nothing at all.
• Favorite Quote: Stay close to anything that makes
• Message to juniors: The purpose of our lives is to you glad you are alive
be happy. • Farewell Words: Trust the timing of your life
……………………………………….………………………
• Message to Juniors: Be the change that you wish to see
• Name:Pranisha Pradhan in the world.
• Nick Name: Dalli,Pari
• Address: Basundhara ,Kathmandu …………………………………….……………………………..
• Hobbies: Dancing,Art and crafts, • Name: Bidur Khadka
Playingvolleyball , Travelling.......... • Nickname: Ghode, Badar
• Aim: Dentist • Address: Kalanki, Kathmandu
• Role Model: Parents &Sanduk Ruit • Aim: Go with the flow
• School in Memory: Chitwan Tour, Class fun • Role model: Nepolian Hill
memories, Last year Science Exhibition, Hiking , • Memories: Tour, Hiking, Canteen group lunch
Run for fun • Favourite quote: You can never loose until you
• Favorite Quote: "Life is so much better when you quit.
stop caring about what everyone thinks and start to • Farwell words: Ki Padhrea Ki Parera Bujincha.
actually live for yourself" • Message to junior: A piece of paper can’t dedicate
……………………………………….……………….. your future but hardwork to fill that paper can.

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AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES
AN OVERVIEW OF DIFFERENT ACTIVITIES