In a world increasingly defined by rapid technological advancement, the echoes of simpler times and the ingenuity of traditional tools are often lost to younger generations. In Nepal, a unique initiative is actively working to bridge this gap, aiming to reconnect children with their cultural heritage through hands-on experience. The Tiger Lily Petting Farm and Hands-on Museum, established in March 2015, serves as a vibrant testament to this mission.
Located a short distance from the Araniko Highway in Suryabinayak, the museum presents a charming, rustic facade. Large haystacks and traditional Nepali baskets, known as dokos, suspended from wooden beams, immediately evoke a sense of the past.
A Visionary’s Return
The driving force behind this remarkable establishment is Rajendra Upreti, a biomedical device quality inspector by profession. After two decades spent in the United States, Upreti returned to Nepal with a desire to contribute to his homeland. Initially, he considered pursuing opportunities in the biomedical field, but he soon realized the domestic market was not as expansive as he had anticipated.
At the age of 53, Upreti decided to embark on a different entrepreneurial path. His inspiration stemmed from a petting farm and a hands-on learning museum he had encountered in Ann Arbor, Michigan, located just across from his residence. “The museum had all sorts of displays of science-related devices; one was how a pulley could lift weights,” Upreti recalls. “Remembering this, I thought, why not bring the concept of such a museum with a Nepali twist?”
Reviving Forgotten Mechanisms
Upreti’s upbringing in Kavrepalanchok instilled in him a deep appreciation for his childhood memories and the traditional ways of life. He observed with concern how these memories and the tools associated with them were gradually fading from collective consciousness. While children might read about tools like the janto (a traditional grain grinder) in textbooks, Upreti felt this passive learning failed to convey the fundamental mechanics and the practical application of these devices.
This realization fueled his conviction that learning should be an experiential process. He understood that traditional Nepali machines, much like the scientific devices he saw in Michigan, operate on fundamental scientific principles. The dhiki, a foot-operated pounding implement, elegantly demonstrates the lever principle, while the halo, a plough, exemplifies force distribution. By actively engaging with these tools, Upreti believed, students’ curiosity would be ignited, fostering a deeper and more intuitive understanding of the science behind them.
The Tiger Lily Museum was conceived as a vital link between the formal curriculum and Nepal’s rich cultural tapestry. The everyday utility of many traditional tools has diminished, often requiring more effort for retrieval and operation compared to modern alternatives. However, by preserving and showcasing these artifacts in a museum setting, Upreti breathes new life into them, ensuring they are not forgotten.
An Immersive Learning Experience
The museum’s approach transcends mere display and description. Visitors and students are encouraged to actively engage with the tools.
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The Dhiki: For the dhiki, the process involves placing actual grains at the base of the pestle. A vertical wooden cylinder is attached to one end of the lever. Students can then place their feet on the opposite end, operating the lever to raise and lower the pestle, effectively pounding the grain. This hands-on activity provides a tangible understanding of leverage and mechanical force.
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The Theki and Madani: Another fascinating demonstration involves the theki and madani, tools traditionally used for churning butter. The theki is a cylindrical wooden flask where curd is placed. The madani, a rotating rod, is moved back and forth using a rope. With consistent effort, butter, known as nauni, is produced. The remaining liquid, mohi, is then served as a refreshing drink. During a recent visit, students from a local school were observed eagerly awaiting their turn to taste the mohi, a direct result of their own labor.
A Touch of the Familiar and the Exotic
Beyond the traditional tools, the petting farm component of Tiger Lily offers a connection to rural life that is increasingly absent in urban settings. “Once, the animals and birds kept on this petting farm were commonly raised in households,” Upreti observes. “Now, children don’t interact with these animals as much as we used to. When I was a kid, I remember sitting on top of a bull and holding its horns with all my strength,” he adds with a laugh.
The joy and wonder on children’s faces as they interact with the farm animals bring Upreti immense satisfaction. The farm is home to not only common domestic animals and birds but also some more exotic species. Visitors can encounter guineafowl (laukat in Nepali), kalij pheasants, and various parrot species, including budgies and finches.
Even the resident horse, named Basanti, has a distinct personality, reportedly refusing to engage unless offered a piece of carrot – a charming detail that adds to the farm’s character.
Innovative Educational Models
At the periphery of the museum, a model hydroelectric power generator stands as a visual aid for explaining the fundamental principles of hydroelectricity generation. Upreti firmly believes in the lasting impact of hands-on learning. “Children remember what they did on their own rather than learning from textbooks,” he asserts. “Even though the materials I teach children about are on the verge of extinction, I hope they grow into a generation that cherishes and preserves our traditional values.”
Complementing the educational aspects, the museum also incorporates elements of entertainment. A tractor ride offers children a fun way to explore the farm’s grounds.
To date, the Tiger Lily Petting Farm has welcomed over 350,000 students from across the Kathmandu Valley. Upreti maintains a deliberate policy of limiting daily tours to 170 children. “Per day, our farm can only give tours to 170 children; any number above that is beyond our working limit,” he explains. “This way, we can emphasize providing individual time to each and every student so they actually learn, not just get a mere view of our museum.”
A Plea for Support
Upreti draws a parallel with international practices, noting that governments in other countries often provide tax incentives to businesses dedicated to cultural and traditional conservation. He expresses hope that Nepal’s government will introduce similar measures. Upreti is convinced that with the backing of governmental bodies, initiatives like his, focused on preserving and promoting national heritage, can exert a profoundly positive influence on society.
