STORY
10. Leaving
by Moyez G. Vassanji
CHARACTERS
Aloo:
The youngest son of the widow, and the central character of the story. He
aspires to further his education in America and is determined to pursue his
dreams despite the challenges he faces.
Mother:
The strong and devoted widow who raised five children on her own after her
husband's death. She supports Aloo's dreams while also grappling with the
prospect of him leaving.
Mehroon:
Aloo's sister who marries a former school cricket player and settles in town.
Razia:
Another sister of Aloo, who becomes a wealthy housewife in the coastal town of
Tanga.
Firoz:
Aloo's sibling who drops out of school in his final year and works as an
assistant bookkeeper.
Mr. Datoo:
A former teacher from their school who visits from America, inspiring Aloo's
dreams of studying abroad.
Mr. Velji:
A former school administrator who offers advice to Aloo and Mother regarding
Aloo's educational opportunities.
SUMMARY
Moyez
G. Vassanji, born in Kenya and raised in Tanzania, pursued Nuclear Physics at
MIT on a scholarship at 19, later earning his doctorate from the University of
Pennsylvania. He combined a background in science with a prolific literary
career, producing novels like "The Gunny Sack," "No New
Land," and "The In-Between World of Vikram Lall." His short
story collections, "Uhuru Street" and "When She was Queen,"
showcase his storytelling prowess. The story "Leaving" from
"Uhuru Street" centers on Aloo, the youngest son of a widowed woman
who raised five children solo, depicting the aspirations of youth in developing
countries to study in America.
After
the transformation of Kichwele Street into Uhuru Street, the narrator's sisters
were married, leaving their mother feeling their absence. Mehroon settled with
a former school cricket player, Razia became a wealthy housewife in Tanga,
while Firoz worked as an assistant bookkeeper. Their mother sold the family
store, wanting the youngest siblings, Aloo and the narrator, to focus on their
education. They moved to the quieter Upanga neighborhood, where the nights were
eerie and unfamiliar. The area was largely uninhabited, with dark streets after
7 PM. Despite the change, they found solace in playing card games with their
mother. The narrator was at university, and Aloo excelled academically.
After
a beloved former teacher, Mr. Datoo, visited from America, Aloo became inspired
to pursue admission to an American university with hopes of earning a
scholarship. He sent inquiries to numerous universities, chosen somewhat
randomly, buoyed by his mother's supportive but slightly skeptical attitude.
Responses came in, some cautiously optimistic. Aloo learned about prestigious
institutions and received impressive catalogues. The application process fueled
his excitement, introducing him to new subjects like genetics and artificial
intelligence. Despite moments of self-doubt, he remained determined to access
the vast educational opportunities awaiting him in the United States.
Aloo,
entitled to a spot at the local university, was shocked when bureaucratic
interference assigned him to study agriculture instead of his chosen field of
medicine. This was a disappointing prospect for someone who had never ventured
beyond the city. However, when Aloo received an acceptance letter from the
California Institute of Technology with a scholarship offer, he was initially
stunned. After confirming the legitimacy, he became ecstatic, declaring he
wouldn't pursue agriculture. When Aloo shared the news with his mother, she was
incredulous but ultimately supportive, inquiring about the necessary funds for
his journey to the U.S. They determined it would be around three thousand
shillings.
Aloo's
dreams were threatened by the daunting task of raising three thousand shillings
for his journey. He suggested working as a waiter in the U.S. and promised to
repay any loans. While Aloo's American uncles could potentially help, Mother
doubted anyone locally would. Aloo's desperation was palpable, leading to an
emotional outburst about leaving his family. He felt misled and betrayed.
Eventually, he resigned himself to attending agricultural college. If not for
the arbitrary decision by the Ministry of Education, his path might have been
different. A few days later, Mother suggested seeking advice from Mr. Velji, an
experienced figure in such matters.
Mother,
Aloo, and the narrator sought advice from Mr. Velji, a former school
administrator with a wise appearance. They shared their family history,
emphasizing Aloo's academic achievements and his desire to attend an American
university. Aloo nervously presented his documents, revealing his impressive
results. Mr. Velji was impressed by the visa form, letters of invitation, and
the bursary offer. He affirmed the university's quality and congratulated Aloo.
However, Mother anxiously sought guidance on their next steps, eager for Mr.
Velji's advice on how to proceed with Aloo's opportunity.
Mr.
Velji acknowledged that sending Aloo to America would be beneficial for his
education, but cautioned that they would lose their son. He offered tea or
orange squash, and his wife appeared to take orders. Aloo, bitter about the
disparity, commented on how wealthy kids go without being "lost."
Later, at home, Aloo read on the couch while Mother sewed. The room was filled
with ambient sounds, and Mother, seemingly nonchalant, finally asked to see the
university catalogue. They huddled around the glossy pages, marveling at the
grand architecture and vibrant campus life. Aloo was bursting with excitement,
but Mother, with a touch of humor, pondered what would happen if he went to the
moon.
As
Aloo immersed himself in his book, Mother became lost in thought,
absentmindedly touching her chin. It was a rare moment when she appeared as a
person, not just their mother. The narrator reflected on her sacrifices and
strength in raising them alone after their father's death. Before his passing,
she was vibrant and smiling, but time had etched lines on her face and changed
her appearance. The memory of sleeping in her arms came back, cherishing the
moments of closeness. One day, she implored Aloo not to marry a white woman and
to abstain from smoking and drinking. Aloo's first letter, full of awe and
excitement, arrived from London, where he made a stopover. He marveled at the
meticulously cultivated fields and the vastness of the city. The scene transitions
to Mr. Velji nodding wisely and Mother gazing into the distance.
A. Multiple Choice Questions
1. What was the name of the narrator's brother?
a)
Asloo
b)
Aloo
c)
Alao
d)
Alloo
2. The narrator's brother was..........
a)
excellent in his studies
b)
dumb in his studies a
c)
aversive in his studies
d)
mediocre in his studies
3. Mr. Datoo had been to..........
a)
the USA
b)
the UK
c)
the Netherlands
d)
the Philippines
4. The narrator's brother received a letter from.....
a)
CIT
b)
MIT
c)
BIT
d)
HIT
5. Mr. Velji declared that Aloo...........
a)
would come back and do a good job in the home country
b)
would not get full scholarship
c)
would not return back home
d)
would not be able to continue his study
Extra MCQs
1. Where was Moyez G. Vassanji born and raised?
a) Kenya
b) Tanzania
c) Both a and b
d) None of the above
2. What did Aloo pursue at MIT on a scholarship?
a) Medicine
b) Nuclear Physics
c) Literature
d) Computer Science
3. What are some of Moyez G. Vassanji's notable novels mentioned
in the text?
a) The Gunny Sack
b) No New Land
c) The In-Between World of Vikram Lall
d) All of the above
4. Which of the following is NOT one of Aloo's sisters mentioned
in the story?
a) Mehroon
b) Razia
c) Firoz
d) All of the above
5. Why did Aloo's mother sell the family store?
a) To support Aloo's education
b) To start a new business
c) To go on a trip
d) None of the above
6. What was Aloo's initial academic aspiration?
a) Medicine
b) Agriculture
c) Engineering
d) Law
7. Where did Aloo receive an acceptance letter from with a
scholarship offer?
a) London
b) California Institute of Technology
c) University of Pennsylvania
d) None of the above
8. What was the approximate amount of money Aloo needed to raise
for his journey?
a) Three thousand shillings
b) Two thousand dollars
c) One hundred pounds
d) None of the above
9. Who is Mr. Velji in the story?
a) A teacher
b) A former school administrator
c) A waiter
d) A friend of Aloo's
10. What advice does Mr. Velji offer regarding Aloo's education?
a) He encourages Aloo to study agriculture.
b) He advises Aloo to stay in Tanzania.
c) He supports Aloo's decision to pursue an
American education.
d) He suggests Aloo become a waiter.
11. How does Aloo react to his acceptance letter from the
California Institute of Technology?
a) He is devastated.
b) He is shocked.
c) He is indifferent.
d) He is excited.
12. What is Mother's reaction to Aloo's plans to study in
America?
a) She is excited and fully supports him.
b) She is skeptical and doesn't want him to
go.
c) She is indifferent.
d) She is proud of him but worried.
13. What does Aloo propose to do to raise money for his journey?
a) Start a business
b) Work as a waiter
c) Borrow money from his uncles
d) None of the above
14. What was Aloo's academic achievement mentioned in the text?
a) All A's
b) Straight A's
c) Excellent grades
d) None of the above
15. What is the first destination where Aloo's first letter is
sent from?
a) Dar es Salaam
b) London
c) America
d) India
16. What made Aloo excited in his first letter?
a) The city of London
b) The sight from the plane
c) The delicious food
d) The weather in London
17. What does Aloo marvel at in London?
a) The organized city planning
b) The scenic beauty
c) The advanced technology
d) The size and grandeur of the city
18. What does Mother request from Aloo in her letter to him?
a) She asks him to bring her a souvenir.
b) She asks him not to marry a white woman.
c) She requests that he sends money back
home.
d) She asks him to visit her soon.
19. What does Aloo promise to Mother in response to her request?
a) He promises not to marry a white woman.
b) He promises to send money back.
c) He promises to visit her soon.
d) All of the above
20. What aspect of Mother's physical appearance changed over the
years?
a) Her hair grew longer
b) Her face became stern and lined
c) She became more fashionable
d) She became taller
21. How did Aloo and the narrator feel about sleeping with their
mother at night?
a) They loved it and cherished the moments
of closeness.
b) They found it uncomfortable and wanted
their own beds.
c) They felt indifferent about it.
d) They often refused to sleep with her.
22. What did Aloo compare his education in America to when he
wrote to Mother?
a) The moon
b) The stars
c) The ocean
d) The sky
23. What is the final scene of the text?
a) Aloo reading a book
b) Mother sewing
c) Mr. Velji nodding wisely
d) A bird flapping its wings
24. How does Mother react when Aloo mentions the possibility of
going to the moon?
a) She is excited and encourages him to
pursue it.
b) She is concerned about him leaving the
Earth.
c) She laughs humorously at the idea.
d) She becomes emotional and teary-eyed.
25. What word is used to describe Mother's reaction to Aloo's
mention of going to the moon?
a) Emotional
b) Humorous
c) Excited
d) Nonchalant
B. Short Questions
1. How does the narrator describe his mother's sacrifice and
settlement of his sisters?
The
narrator depicts his mother as a woman of immense sacrifice and strength. After
the death of their father when she was only 33, she took on the formidable task
of raising five children alone. This responsibility required significant
personal sacrifices. She turned down several marriage proposals because they
would have meant sending her children to a boarding school or orphanage,
something she was unwilling to do. This decision underscored her unwavering
commitment to her children's well-being and her determination to keep the
family together.
The
narrator also highlights the eventual settlement of his sisters. Despite facing
challenges, they found their paths in life. Mehroon, for example, chose to
marry a former school cricket player, demonstrating a desire for stability and
companionship. Razia became a wealthy housewife in Tanga, showcasing her
ability to establish herself independently. The narrator's descriptions suggest
that while these choices may have brought new chapters for the sisters, they
also created a void in the family home for their mother, who missed them
dearly.
Through
these depictions, the narrator conveys the depth of his mother's love and the
magnitude of her sacrifices. Her unwavering dedication to her children's
well-being and her ability to adapt to changing circumstances showcase her
resilience and selflessness.
2. What were the characteristics of Upanga?
Upanga,
the residential area to which the narrator's family moved after selling their
store, is described as a stark contrast to the bustling Uhuru Street. The
narrator portrays Upanga as a quieter and more tranquil neighborhood, a
departure from the previous urban hustle and bustle. Instead of the noisy
traffic of buses, bicycles, and cars, the ambiance in Upanga is characterized
by the croaking of frogs and the chirping of insects, creating a more serene
atmosphere.
Nights
in Upanga are described as haunting, lonely, and desolate, indicating a sense
of isolation. The area empties out after 7 PM, and the side streets become
pitch dark with minimal illumination. The neighborhood is depicted as partially
uninhabited, with overgrown bushes, large and somewhat eerie baobab trees, as
well as mango and coconut groves behind the housing developments. This gives an
impression of a more natural and less urbanized environment.
Overall,
Upanga is painted as a quieter, more rustic neighborhood, offering a stark
contrast to the lively and bustling Uhuru Street. Its tranquility and closeness
to nature, coupled with its desolation at night, create a unique atmosphere for
the narrator and his family to adjust to after leaving their store behind.
3. Who was Mr. Datoo? How did he influence the young boys?
Mr.
Datoo was a former teacher from the narrator's school who visited from America.
He held a special place in the hearts of the boys due to his popularity and
affable nature. When he returned for a visit, he received an enthusiastic and
tumultuous welcome from the students, demonstrating the deep respect and
admiration they had for him.
During
his stay, Mr. Datoo toured the town, reminiscent of the Pied Piper, with a
horde of adulating students following him. Among those students was Aloo, who
became particularly inspired by Mr. Datoo's visit. Mr. Datoo's presence and
experiences in America ignited a spark in Aloo's aspirations. Aloo began to
dream not only of admission to an American university but also of the
possibility of securing a scholarship to make it a reality.
Mr.
Datoo's visit served as a catalyst for Aloo's determination to pursue higher
education in America. He became a source of inspiration, offering a tangible
example of someone who had achieved success after leaving their home country
for opportunities abroad. Mr. Datoo's influence helped Aloo see the potential
for a brighter future through education and opened his eyes to the
possibilities beyond their local community. This encounter played a pivotal
role in shaping Aloo's aspirations and instilled in him the belief that he too
could embark on a similar journey of academic achievement and personal growth.
4. Why was Aloo's mother reserved about her son's further
education in a foreign country?
Aloo's
mother was reserved about her son's further education in a foreign country due
to a combination of concerns and emotional attachments. Firstly, she had
already experienced the departure of her older children after they got married,
and she missed them dearly. Aloo was her youngest child, and the thought of him
leaving for a distant country brought about a deep sense of separation anxiety
and loneliness. She worried about how she would cope without him and expressed
her fear of being left behind.
Additionally,
there was the practical concern of finances. When Aloo received the acceptance
letter and scholarship offer from the California Institute of Technology, his
mother, though supportive, asked about the funds required for his journey. She
wanted to ensure that he would have enough money for his expenses while
studying abroad. This practical consideration reflected her responsible and
protective nature as a mother.
Furthermore,
there might have been cultural or societal apprehensions about sending her
youngest son so far away from home. The idea of Aloo venturing to a foreign
country, especially one as distant as the United States, may have seemed
daunting and unfamiliar to her. This sense of the unknown and uncertainty could
have contributed to her reservations.
Overall,
Aloo's mother's reservations stemmed from a combination of emotional
attachment, practical concerns about finances, and the apprehension of sending
her youngest child so far away from home to pursue his education.
5. What were the initial responses Aloo received from American
universities?
Aloo
received a range of responses from American universities after he sent out
inquiries about admission. Initially, a handful of the responses were guardedly
encouraging. These universities expressed some level of interest in Aloo's
application, indicating that he had caught their attention. This early positive
feedback likely fueled Aloo's enthusiasm and determination to pursue his dream
of studying in the United States.
As
he continued with the application process, Aloo received more detailed
information from these universities. Some of the universities sent him
impressive catalogues, which showcased the institutions and provided
information about their programs and facilities. These catalogues were designed
to highlight the universities' strengths and offerings, giving Aloo a
comprehensive view of the educational opportunities available to him.
Overall,
the initial responses Aloo received from American universities were cautiously
optimistic. They demonstrated a genuine interest in his application and
provided him with valuable information about the institutions. These positive
responses played a crucial role in furthering Aloo's belief in his potential to
achieve his goal of studying in the United States.
6. How was Aloo deceived by bureaucratic hands?
Aloo
was deceived by bureaucratic hands when he was granted admission to a local
university but placed in the field of agriculture instead of his preferred
field of medicine. Despite being entitled to a spot at the university, a
bureaucratic decision altered the course of his academic journey. This decision
was likely made by officials within the Ministry of Education.
The
deception lay in the fact that Aloo had applied to study medicine, a field he
was passionate about and had aspirations to pursue. However, the bureaucratic
process intervened, assigning him to agriculture without his consent or
consideration for his preferences. This sudden change was a shock to Aloo, as
it represented a significant deviation from his chosen path.
This
arbitrary decision not only altered Aloo's academic trajectory but also had
significant implications for his future. It forced him to confront the prospect
of studying a subject he had not originally chosen, potentially leading to a
career that did not align with his passions and goals.
This
bureaucratic intervention ultimately had a profound impact on Aloo's
educational journey, highlighting the power and influence of administrative
decisions in shaping the lives of individuals, even against their own
aspirations and desires.
7. Why was Aloo elated after receiving a letter from one of the
universities?
Aloo
was elated after receiving a letter from the California Institute of Technology
offering him admission with a scholarship for several reasons. Firstly, the
letter confirmed that he had been accepted into a prestigious institution known
for its excellence in education, particularly in the field of science and
technology. This was a significant achievement and validation of Aloo's
academic prowess.
Secondly,
the scholarship offer meant that Aloo's financial concerns were addressed to a
substantial extent. The scholarship would cover a significant portion of his
educational expenses, including tuition and possibly other related costs. This
relieved Aloo of a significant financial burden and made his dream of studying
in the United States much more attainable.
Additionally,
the acceptance letter represented a tangible realization of Aloo's aspirations
and ambitions. It was a concrete step towards the future he had envisioned for
himself, offering him the opportunity to pursue higher education at a renowned
institution and potentially embark on a successful academic and professional
career.
Lastly,
the acceptance letter represented a form of recognition and affirmation of
Aloo's abilities and potential. It validated his dedication to his studies and
provided him with a sense of accomplishment and pride.
Overall,
the letter from the California Institute of Technology brought Aloo immense joy
and excitement because it signified not only an academic achievement but also a
pathway to realizing his dreams and potential.
8. How does the author portray Mr. Velji?
The
author portrays Mr. Velji as a figure of wisdom and experience, with distinct
physical and behavioral characteristics. He describes Mr. Velji as having a
large egg-shaped head, which, along with his small compact body, gives him a
distinctive appearance. His forehead is emphasized as large, and he wears big
black spectacles, which add to his scholarly and wise demeanor. These physical
attributes contribute to the impression that Mr. Velji is an archetypal figure
of wisdom.
In
terms of behavior, Mr. Velji exudes an air of sagacity and authority. When he
enters the room, he does so in a stiff and somewhat formal manner, akin to a
toy soldier. This suggests a sense of purpose and seriousness about his role as
an advisor. When he greets the family, he does so jovially, displaying a warm
and welcoming demeanor that puts them at ease.
Furthermore,
Mr. Velji is depicted as someone who commands respect and attention. He has a
way of sitting back and joining his hands behind his head, which adds to the
image of him as a contemplative and knowledgeable figure. His mannerisms and
gestures contribute to the impression that he is a person of experience and
authority, someone whose advice is valued and sought after.
Overall,
the author portrays Mr. Velji as a physically distinctive and behaviorally
authoritative figure, whose wisdom and experience make him a trusted advisor
for the family.
9 Which two important comments were made by Velji after reading
the document?
After
reading Aloo's documents, Mr. Velji made two significant comments. First, he
expressed astonishment and admiration at Aloo's exceptional academic
performance. When Aloo shared his impressive results with Mr. Velji, stating
that he had received all A's, Mr. Velji's eyes widened in surprise. He
exclaimed, "Henh? All A's?" This reaction indicates Mr. Velji's
genuine surprise and admiration for Aloo's outstanding academic achievements.
It highlights the exceptional nature of Aloo's academic record, which is a
testament to his dedication and intelligence.
The
second important comment Mr. Velji made was a congratulatory remark about the
university that had offered Aloo admission with a scholarship. After reviewing
the documents, Mr. Velji acknowledged the quality and reputation of the
university. He stated, "The university is good, and they are giving him a
bursary. I congratulate you." This comment carries weight, as it affirms
the credibility and excellence of the educational opportunity that Aloo has
been offered. Mr. Velji's congratulatory message also acknowledges the
significance of Aloo's achievement and recognizes the value of the scholarship
in supporting his academic pursuits.
These
comments from Mr. Velji not only validate Aloo's academic excellence but also
affirm the value and prestige of the educational opportunity that Aloo has been
presented with.
10. Was Aloo's mother pleased after consulting the catalogue?
Explain.
Yes,
Aloo's mother was pleased after consulting the university catalogue. This
marked a significant shift in her attitude towards Aloo's aspiration to study
in America. Prior to this moment, she had been reserved and somewhat skeptical
about the idea of Aloo leaving for a foreign country for his education. She had
expressed concerns about his departure and had even asked him for reassurances
regarding his behavior and choices while abroad.
However,
when Aloo brought out the catalogue and they looked through the glossy pages
together, a change in her demeanor was evident. The catalogue provided a visual
and detailed representation of the university, showcasing its neoclassical
architecture, bustling campus life, and diverse academic offerings. As they
perused the pages, Aloo and his mother were likely struck by the grandeur and
the vast educational opportunities that awaited him.
Aloo's
excitement and pride in the university's offerings were palpable, and this may
have contributed to his mother's shift in perspective. Seeing Aloo's genuine
enthusiasm and being able to share in his excitement likely played a
significant role in changing her outlook. She could now visualize the potential
and opportunities that this prestigious university offered her son.
Overall,
consulting the catalogue allowed Aloo's mother to see the university through
her son's eyes, and this newfound understanding likely contributed to her
growing acceptance and support of his dream to study abroad.
11. How does the narrator describe his mother's photograph?
The
narrator describes a photograph of his mother, which was taken before their
father's passing. In the picture, she is depicted as a vibrant and joyful
figure. She is described as being plump but not excessively so, indicating a
healthy and cheerful appearance. Her hair is styled in a fashionable manner,
suggesting a sense of style and attention to her appearance. She is also
depicted as wearing high heels and makeup, which further emphasizes her effort
to present herself in a polished and fashionable manner.
The
photograph captures her in a moment of full bloom, radiating a sense of
vitality and happiness. This image stands in stark contrast to the later
portrayal of their mother, after their father's death, where time and
responsibilities have visibly left their mark. In the earlier photograph, she
exudes confidence and a carefree spirit, showing no signs of the sternness that
would later settle into her features.
The
narrator's description of the photograph serves to highlight the transformation
and sacrifices that their mother underwent in raising them after their father's
passing. It also underscores the depth of the connection and understanding the
narrator has for his mother, recognizing the strength and resilience she
demonstrated in the face of adversity.
12. What were two things that Aloo's mother made him promise?
Why do you think she did so?
Aloo's
mother made him promise two things. Firstly, she asked Aloo not to marry a
white woman, and secondly, she implored him not to smoke or drink. These
promises reflect her concerns for Aloo's future and well-being.
The
request not to marry a white woman may stem from a desire to preserve cultural
and familial ties. Aloo's mother may have been apprehensive about the potential
challenges and cultural differences that could arise in an interracial
marriage. She may have also wanted to ensure that Aloo remained connected to
his own heritage and traditions. Additionally, considering the historical
context, interracial marriages were sometimes met with societal resistance or
prejudice, and Aloo's mother may have wanted to spare him from potential
hardships.
The
plea to refrain from smoking and drinking likely arises from a concern for
Aloo's health and overall well-being. Aloo's mother may have wanted to ensure
that he maintained a healthy lifestyle, free from the potential harms and
dependencies associated with smoking and alcohol consumption. She may have also
been aware of the distractions and pitfalls that these habits could present for
a young person striving for academic and personal success.
Overall,
Aloo's mother's requests reflect her deep love and care for his future,
emphasizing values, cultural preservation, and a commitment to his health and
well-being.
C. Long Questions
1. The dream Aloo harbors in him is a
representative dream of most of Nepali young boys and girls. Do you agree or
not. Give reasons.
While
"Leaving" by Moyez G. Vassanji is set in Tanzania, the dream Aloo
harbors of pursuing higher education abroad, particularly in America, resonates
with the aspirations of young people in many countries, including Nepal. This
dream is representative of a global phenomenon driven by a quest for quality
education, exposure to diverse opportunities, and a desire for a brighter
future.
Firstly,
the pursuit of higher education in developed countries is a common aspiration
among Nepali youth. Countries like the United States, Canada, Australia, and
the United Kingdom are popular destinations for Nepali students seeking quality
education and access to advanced academic resources. These countries are
renowned for their world-class universities and diverse range of programs.
Secondly,
the dream of studying abroad reflects a broader desire for personal and
professional growth. Many young individuals in Nepal aspire to acquire skills
and knowledge that will equip them to contribute meaningfully to their
communities and society at large. They seek to broaden their horizons, gain
exposure to cutting-edge research and innovation, and access a global network
of contacts.
Additionally,
the pursuit of education abroad often represents a pathway to better economic
opportunities. Students hope that obtaining a degree from a prestigious
international institution will enhance their employability and lead to more
rewarding career prospects upon returning to Nepal. This belief is reinforced
by the perception that international qualifications are highly valued in the
job market.
However,
it is important to acknowledge that this dream is not universally shared by all
Nepali youth. Socioeconomic factors, limited access to resources, and
individual circumstances can influence the feasibility of studying abroad.
Additionally, there is a growing emphasis on the importance of quality
education within Nepal itself, with institutions like Tribhuvan University and
Kathmandu University offering a range of programs across various disciplines.
In
conclusion, while Aloo's dream in "Leaving" is a representative
aspiration for many young people in Nepal, it is not an absolute universal
truth. The dream of studying abroad reflects a desire for quality education,
personal growth, and enhanced opportunities, but it is important to recognize
the diverse aspirations and circumstances of Nepali youth.
2. Mr. Velji said, "It would be good for his education. But
you will lose your son." Do you think Mr. Velji made right comment? Give
reasons.
Mr.
Velji's comment, "It would be good for his education. But you will lose
your son," encapsulates the complex emotions and considerations involved
in Aloo's pursuit of higher education abroad. It reflects a nuanced perspective
that acknowledges the potential benefits of Aloo's educational opportunity
while recognizing the emotional impact of his departure on his mother.
On
one hand, Mr. Velji's assertion that it would be beneficial for Aloo's
education is accurate. Aloo has demonstrated exceptional academic aptitude, and
the opportunity to study at a prestigious international institution like the
California Institute of Technology presents a remarkable chance for academic
growth and personal development. The educational exposure, advanced resources,
and diverse learning environment offered by such a university can significantly
enhance Aloo's knowledge and skills. This experience could potentially open
doors to various academic and professional opportunities in the future.
On
the other hand, Mr. Velji astutely highlights the emotional impact on Aloo's
mother. Aloo's departure would undoubtedly lead to a profound sense of loss and
separation for his mother, who has raised him and his siblings single-handedly.
This sacrifice, while undoubtedly made with the best intentions for Aloo's
future, would result in a significant void in her life. Aloo's mother's
reservations and concerns about his departure are entirely valid and reflect
the depth of her love and attachment to her son.
Ultimately,
Mr. Velji's comment acknowledges the complexity of the situation, balancing the
potential educational benefits with the emotional cost of separation. It is a
testament to the depth of consideration required when making life-altering
decisions. While the educational opportunity is invaluable, it is crucial to
recognize and respect the emotional impact on family members left behind.
In
conclusion, Mr. Velji's comment aptly captures the dual nature of Aloo's
decision. It emphasizes the importance of weighing the educational advantages
against the emotional consequences, highlighting the intricate interplay
between personal aspirations and familial bonds.
3. Have you harbored a dream of getting higher education in a
good university of a developed country? Where are you planning to go and what
subject do you want to study there?
Yes,
I have harbored a dream of pursuing higher education at a renowned university
in a developed country. Specifically, I aspire to attend Harvard University to
pursue a Ph.D. in Economics.
Harvard
University is widely recognized as one of the premier educational institutions
globally, known for its exceptional faculty, cutting-edge research
opportunities, and vibrant academic community. The university's rich history
and commitment to academic excellence make it an ideal environment for pursuing
advanced studies in Economics.
Studying
Economics at Harvard offers a unique and unparalleled opportunity to engage
with some of the brightest minds in the field. The department's distinguished
faculty members are leaders in various branches of economics, and their
research contributions have a substantial impact on shaping economic theory and
policy. Access to such expertise would provide an invaluable learning
experience and offer the chance to contribute to the academic discourse.
Moreover,
Harvard's extensive resources and robust academic infrastructure would enable
me to delve into in-depth research projects, exploring areas of economic theory
and policy that I am passionate about. The university's well-equipped
libraries, research centers, and access to vast academic databases would
facilitate comprehensive and rigorous research endeavors.
Additionally,
the diverse and dynamic community at Harvard fosters intellectual growth and
cross-disciplinary collaboration. Engaging with fellow students from various
backgrounds and expertise areas would broaden my perspective and stimulate
critical thinking. The opportunity to participate in seminars, workshops, and
conferences would facilitate meaningful academic discussions and provide a
platform to showcase research contributions.
Ultimately,
pursuing a Ph.D. in Economics at Harvard University aligns with my long-term
career goals and aspirations. It represents a significant step towards
contributing to the advancement of economic knowledge and participating in
shaping policies that address critical global challenges. The academic rigor,
research opportunities, and vibrant academic community at Harvard make it the
ideal institution for realizing my dream of higher education in Economics.
4. Aloo learns the name of different subjects like genetics,
cosmology, and artificial intelligence? Why do you think Nepali universities
have not included such subjects in the curriculum?
The
introduction of subjects like genetics, cosmology, and artificial intelligence
in Aloo's narrative reflects a broader global trend towards expanding the scope
of academic disciplines. While these subjects offer cutting-edge insights and
advancements in various fields, their absence from Nepali university curricula
may be attributed to several factors.
Resource
Constraints: Nepali universities may face resource limitations, including a
shortage of qualified faculty, advanced laboratories, and updated educational
materials, which are necessary for offering specialized courses in subjects
like genetics and artificial intelligence.
Prioritization
of Core Disciplines: Nepali universities may prioritize core subjects like
mathematics, natural sciences, and humanities, which form the foundation of
many traditional academic programs. This prioritization may leave limited room
for the inclusion of emerging fields like genetics or cosmology.
Alignment
with National Priorities: The curriculum of Nepali universities may be
influenced by the country's development priorities. For instance, a focus on
subjects related to agriculture, healthcare, and sustainable development may
take precedence over more specialized fields like genetics or cosmology.
Relevance
to Local Context: Some subjects, such as genetics or cosmology, may have
limited immediate relevance to the socio-economic context of Nepal. As a
result, universities may choose to emphasize disciplines that have more direct
applicability to local challenges and needs.
Access
to Technological Infrastructure: The availability of advanced technological
infrastructure, which is crucial for studying subjects like artificial
intelligence, may be limited in Nepali universities. This could pose a
significant barrier to offering courses in these fields.
International
Collaboration and Exchange: Nepali universities may benefit from establishing
collaborations with international institutions to introduce specialized
courses. Such partnerships can facilitate the exchange of knowledge and
resources required to offer subjects like genetics and artificial intelligence.
While
these factors may contribute to the absence of certain subjects in Nepali
university curricula, it is important to note that educational institutions are
dynamic and adaptable. As technology advances and global academic trends
evolve, there may be opportunities for Nepali universities to gradually
integrate emerging fields into their programs, ensuring that students have
access to a broader and more diverse range of academic disciplines.
5. Write an essay in about five hundred words "Higher
Education and Immigration in Nepal."
Higher
Education and Immigration in Nepal
Higher
education plays a crucial role in shaping the future of a nation, and Nepal is
no exception. However, in recent years, the nexus between higher education and
immigration has become a topic of significant concern. This essay explores the
relationship between higher education and immigration in Nepal, examining the
reasons behind the trend and its potential impact on the country's development.
Nepal
has witnessed a steady increase in the number of students seeking higher
education abroad. Factors such as limited access to quality institutions,
outdated curriculum, and a lack of research opportunities in domestic
universities have propelled many students to explore educational avenues
abroad. Countries like the United States, the United Kingdom, Australia, and
India have become popular destinations for Nepali students.
Reasons
for Pursuing Higher Education Abroad:
Quality
of Education: Many students perceive foreign universities as offering a higher
quality of education with advanced facilities, experienced faculty, and
innovative teaching methods.
Research
Opportunities: The emphasis on research and innovation in foreign universities
attracts students seeking to engage in cutting-edge studies and contribute to
global knowledge.
Global
Exposure: Studying abroad provides exposure to diverse cultures, perspectives,
and a global network, which can be invaluable for personal growth and career
prospects.
Employment
Prospects: Graduating from a renowned foreign institution may enhance
employability in the global job market, offering a competitive edge over peers
with local degrees.
Political
Stability and Security: Countries with stable political environments and low
crime rates are preferred destinations, providing a conducive atmosphere for
learning.
Language
Proficiency: Proficiency in English, a global lingua franca, is often a
prerequisite for accessing quality education and career opportunities
worldwide.
Impact
on Nepal:
While
pursuing higher education abroad can offer numerous benefits to individuals, it
also has broader implications for Nepal as a nation.
Brain
Drain: The emigration of highly educated individuals can lead to a "brain
drain," depriving Nepal of skilled professionals who could contribute to
the country's development.
Lack
of Local Expertise: The exodus of educated individuals may result in a scarcity
of qualified professionals in critical sectors like healthcare, engineering,
and education.
Economic
Outflow: Spending on foreign education results in a significant outflow of
foreign exchange, impacting the country's economy.
Reduced
Innovation and Research: The absence of a robust research culture in local
universities hinders innovation and scientific advancement within the country.
Challenges
to Higher Education Institutions: Nepali universities face increased pressure
to reform their curriculum, infrastructure, and teaching methodologies to
retain students and compete with foreign institutions.
Balancing
the pursuit of higher education with the retention of talent within Nepal is a
critical challenge for policymakers and educational institutions. Efforts
should be directed towards improving the quality of higher education, fostering
research and innovation, and creating an enabling environment for students to
thrive within the country. By addressing these issues, Nepal can harness the
potential of its youth to contribute significantly to the nation's progress and
development.
Best of Luck
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