Ashley Eden Mission to Bhutan

 

Reflection Paper:  Ashley Eden Mission to Bhutan

 

Introduction

Our group's performance was based on the historical occurrence of the Ashley Eden mission to Bhutan in 1863-1864. The mission by the British East India Company's representative, Ashley Eden, was aimed at resolving matters of the control of the land of Ambari Falakata and creating more secure relations between Bhutan. Our production attempted to capture the nuance of this meeting, from negotiations to the ultimate failure of the mission.

Challenges Encountered

Some challenges were encountered by our team in realizing the Ashley Eden mission on stage. These challenges primarily stemmed from available historical sources' limitations and the inherent constraints of presenting historical events in an authentic and engaging manner.

Lack of Detailed Sources: Perhaps the most important challenge we faced was that there was limited detailed information on the precise conversations and events that took place when the treaty talks were happening. Although history shows us the overall goals and conclusions of the mission, the events are frequently incomplete in the way that a re-enactment would require for drama. Several creative choices we had to make.

We used secondary historical sources to find out about the broader context as well as the British and the Bhutanese perspectives. We created conversation from our understanding of the political context, the people engaged, and the points that would have likely been raised. We tried to make the conversation resonate with the setting in which it took place and with the power relations at the time.

Character Development: Portraying figures from history like Ashley Eden and the Bhutanese royal families required thoughtful consideration of their motivations, drives, and complex political relationships that influenced their actions.

Delivery of the Negotiations: We had to develop a way to present the treaty negotiations in a way that was visually engaging and dramatically compelling.

Historical Insights Gained

Through our research and performance, we were able to gain some interesting insights into the Ashley Eden mission and its broader historical context. We learned that the relationship between British India and Bhutan in the 19th century was far more complex than we had initially assumed. It was marked by a combination of trade, suspicion, and competition over territory and influence.

We discovered that the Ambari Falakata controversy was not a simple border dispute but a bone of contention that reflected underlying political and economic interests. The British wished to secure access to trade routes and dominance over the region, and Bhutan aimed to maintain its sovereignty and territorial integrity. Our study highlighted the necessity of determining the Bhutanese perspective of the mission. The Bhutanese viewed the Eden mission as interference in their domestic affairs, and their distrust of British intentions was a major factor in the mission's failure. We learned that the Bhutanese were not passive recipients but had agency and strategic agendas of their own. We also gained an insight into the cultural differences and misunderstandings that characterized the interface between the British and the Bhutanese. These differences in tradition, etiquette, and views on history worked to establish tension and ultimately derailed the negotiations.

Skills Obtained

Through this project, we had opportunities to obtain and enhance various skills.

Research Skills: We honed our research skills by obtaining information from various sources, including historical documents, scholarly papers, and online sources. We learned skills to determine the accuracy of sources and merge information in a seamless manner.

Creative Writing/Improvisation: The need to create dialogue and scenes when documents were not available forced us to develop our creative writing and improvisation skills. We learned to create dialogue that was historically accurate and theatrically powerful.

Performance Skills: Performing the performance developed our performance skills, including stage presence, character development, and public speaking. We learned to become historical figures and articulate their motivation and feelings before an audience.

Collaboration/Teamwork: We did this project together as a team. We learned how to be a good team, how to delegate workload, and how to resolve problems in a constructive way.

Critical Thinking: We improved our critical thinking by reading history, analysing different perspectives, and creating our own accounts of the events.

Conclusion

As a whole, dramatizing the Ashley Eden mission to Bhutan was challenging but worth the effort. We wrestled with the limitations of sources, accommodated linguistic complexity, and tried to create an engaging and informative performance. Along the way, we learned a great deal about the complexities of Anglo-Bhutanese relations, the significance of Ambari Falakata, and the necessity of considering diverse points of view. We also learned different skills like research, creative writing, performing, working in groups, and critical thinking.

Written by Group 1

Group Report

 Group Report: Reflective Analysis on the Dramatization of Phajo Drugom Zhigpo and the Lam Kha Nga

On May 6, we participated in a dramatization competition organised by our module tutor. Our group, consisting of 12 members, chose to perform a drama titled Phajo Drugom Zhigpo and the Lam Kha Nga, focusing on the theme Spiritual Resilience and the Triumph of Wisdom. This experience allowed us to explore Bhutanese spiritual heritage in depth, while also strengthening our teamwork and creative skills.

The drama portrayed the symbolic clash between Phajo Drugom Zhigpo and Lam Kha Nga. We aimed to highlight the broader meaning behind this conflict: the struggle between entrenched spiritual dogma and transformative wisdom. Lam Kha Nga represented resistance to change and strict adherence to tradition, while Phajo embodied courage, clarity, and the determination to establish the Drukpa Kagyu tradition in Bhutan. Through this story, we sought to convey how spiritual truth often requires standing firm against rigid systems.

As a group, we faced several challenges during the preparation. Balancing different roles such as acting, scriptwriting, costume preparation, and set design required effective coordination. Scheduling rehearsals around individual commitments was also difficult at times. However, we overcame these challenges through open communication and shared responsibility. Everyone contributed their strengths—some led the direction and script, others managed props and costumes, while the performers worked hard to bring their characters to life.

This dramatization not only deepened our understanding of Bhutanese history but also encouraged us to reflect on personal and societal transformation. We realised that the story of Phajo was not just about a historical figure, but about resilience in the face of resistance—something we found relevant in many areas of life.

Performing in front of an audience helped us grow in confidence and learn the importance of clarity and emotional expression on stage. The positive feedback we received reinforced our belief that the message of the play had been communicated effectively.

In conclusion, the dramatization of Phajo Drugom Zhigpo and the Lam Kha Nga was a meaningful and enriching group experience. It allowed us to connect with our cultural roots, collaborate creatively, and express complex spiritual themes through performance. We gained valuable skills in communication, teamwork, and critical thinking, and we are proud of what we achieved together. This project has left a lasting impact on us and strengthened our appreciation for Bhutanese spiritual and cultural traditions.

Written by Group 3

Reflective Journal

 Reflective Journal – Library Visit

Date: 16/05/2025

Location: Library of Samtse College of Education 

Today’s library visit was insightful and engaging. I was impressed by the unique snake like book arrangement and the clear 900 classification system in the History section, which helped me easily find relevant materials.

I explored Vanished Civilization and 100 Years of World War 1, both rich in historical insights. The History and Civic Corner stood out with its rare and valuable books, while the Commerce Corner made textbooks for grades 7–10 easily accessible.

I also noticed the thoughtful placement of new arrivals, popular books, and magazines, along with the Book Drive Corner that promotes student favourites. The English Tibetan dictionary was a valuable discovery for bilingual learners.

Reflection:

This visit reminded me that history is more than facts; it’s about understanding cultures and change. I feel motivated to use the library more often for deeper learning.

Ashmita Rai B.Ed Eng/His Year l

Reflective Account of Library Visit

 Reflective Account of Library Visit During Class Hours

Our recent visit to the library during class hours, guided by our tutor, proved to be a valuable learning experience that went beyond simply exploring bookshelves. It offered us a chance to meaningfully engage with the tool
s and resources that support historical research and study.

As we stepped into the library, I became increasingly aware of the careful organization of the space. The systematic arrangement of books—from left to right in a snake-like pattern—initially struck me as unusual, but it soon made sense as it facilitated easy navigation. I was particularly intrigued by the way history books were categorized under the call number 900, with further subdivisions such as 903 for historical dictionaries and 920–929 for biographies. This structure revealed the depth and diversity of historical literature, encouraging me to consider how history is not just a linear narrative, but a collection of interconnected themes and perspectives.

I found myself drawn to titles like Vanished Civilization and 100 Years of World War I, which deepened my appreciation for both the breadth and specificity of historical inquiry. The inclusion of English Tibetan dictionaries also reminded me of the importance of language in accessing and interpreting texts—something I had previously overlooked.

One aspect that stood out was the designated placement of books. I was surprised to find textbooks for grades 7 to 10 in the Commerce Corner, prompting me to think about the overlapping nature of educational resources. The presence of rare and expensive books in the History and Civic Corner emphasized the library’s role in preserving valuable knowledge. I also noticed the practical categorization of newly acquired books, popular titles, and magazines, which made the library feel like a dynamic space, constantly evolving with readers’ needs.

Learning that Western authors were listed by surname helped me refine my research strategies, and I began to appreciate the subtle systems that libraries employ to aid efficient information retrieval. The division of history texts into subject-specific and discipline-specific categories further clarified the academic pathways available to us, depending on our interests and specializations.

Overall, the visit allowed me to view the library not just as a place to borrow books, but as an essential academic partner in our study of history. It enhanced my awareness of how resources are curated and accessed, and inspired me to engage more actively with the materials that support our coursework. This experience has certainly enriched my approach to historical study and research.

Dhan Maya Singer B.Ed Eng/His Year l

Reflection on Library Visit

 Reflection on Library Visit.

Library Visit Reflection

My formal visit to the library was both informative and engaging. I observed that history books are well-organized under the 900 call number, including general, world, European, Russian, Chinese, and Bhutanese history. Books like Vanished Civilization and 100 Years of World War I were particularly insightful.

Rare and valuable books are kept in the history and civics corner, while grade 7–10 history textbooks are found in the commerce section. Books are arranged alphabetically and follow a "snake direction" from left to right. Western authors are sorted by surname.

The library also features an English-Tibetan dictionary, newly purchased books at the front, and magazines nearby. The book drive corner holds the most circulated titles. This visit helped me appreciate how the library supports focused study and research through its well-structured system.

Namgay Wangchuk B.Ed Eng/His Year l

Library Tour

Reflection:1. Library Tour 

From Shelves to Insights 

As a history student navigating a diverse and rich collection of references has significantly shaped my academic and personal understanding of the past. The wide range of general and subject specific resources such as Encyclopaedia of different writers and books of different authors opened my perspective to both global and region-specific multiple lenses. 

Access to both primary sources (e.g. Cambridge Encyclopaedia of Lost Civilisation) enables me to form well rounded views. The Tibetan Dictionary and the English Tibetan-Chinese Dictionary have helped me appreciate the linguistic and cultural dimensions of historical text. Inside rhea library the books were arranged account to the numbers in the shelf and allocated area. 

Our visit to the library was a fruitful and productive as I’ve gained wisdom and knowledge as well as a brief detailed information from the librarian Mr. Sangay Dawa on how to use the online catalogue and from which side of the library to get the specific book that I want to use as a reference to complete my assignment. Now, whenever I visit the library, I can get the book without seeking others help to get the book I want to use as a reference. 

Therefore, the Samtse College of Education Library is a valuable resource for students, faculty and staff as it offers a wide variety of books and resources along with important wall pictures and thangkas. It’s more than just a place to store books it’s a dynamic and interactive learning space that uses ICT applications and tools to enhance student learning. The library also assists students in their research and provides information literary programs. 

Tshering Tsheyang B.Ed Eng/His Year l

Exploring the Depths of Knowledge

 Exploring the Depths of Knowledge: A Reflective Tour of the College Library

My recent visit to the college library was an enlightening experience that opened my eyes to the vast resources available for academic growth and intellectual exploration. As I walked through the well-organized spaces, I was fascinated by how thoughtfully the materials were arranged to cater to the diverse needs of students.

One of the most striking features of the library is its comprehensive classification system. History books, for instance, are assigned the call number 900, making it easy to locate them. I was particularly intrigued by the availability of the book "Vanished Civilization," which provides in-depth insights into early human societies. Another valuable resource was "100 Years of World War I," an essential reference for anyone interested in understanding the complexities and consequences of the Great War.

I noticed that history texts for grades 7 to 10 were located in the commerce corner, which initially seemed unusual but proved effective for accessibility. Furthermore, books were categorized into two distinct groups: those that are subject-specific and those that are discipline-specific, allowing students to approach topics from multiple academic angles.

The arrangement of books in a "snake direction"—from left to right—was unique and user-friendly. I appreciated the logical shelf-wise categorization, including:

900 for General History

903 for Dictionary of History

909 for World and Ancient History

920–929 for Biographies

930–940 for European History

940 and beyond for Russian, Chinese, and Bhutanese histories

I was particularly impressed by the collection of rare books located in the history and civics corner. These resources, though expensive and limited in availability, are treasures for researchers and history enthusiasts. Equally impressive was the Great World Atlas, which, along with the Time Atlas, allowed me to explore geographical history in vivid detail.

The library’s thoughtful organization extended to the placement of materials: newly published or recently purchased books were displayed at the front, while the most demanded ones were placed in the opposite section. Magazines and scholarly articles were conveniently kept beside the newly acquired titles, making recent developments in various fields easily accessible.

Another highlight was the Book Drive Corner, where the most preferred and widely circulated books were available. This space served as a hub for discovering popular reads and recommended literature.

Additionally, I found it helpful to know that English-Tibetan dictionaries were available for reference, especially for those engaging in linguistic or cultural studies. The librarian also reminded us that books authored by Western writers should be searched by their surnames, and all titles were arranged alphabetically, ensuring smooth navigation.

In conclusion, the library tour was not only educational but also inspiring. It reinforced the value of organized knowledge and the importance of libraries as gateways to learning. This experience has motivated me to make greater use of our library's rich resources and to approach my studies with renewed curiosity and purpose

Chimi Yangzom B.Ed Eng/His year l

Library Visit Reflection.

       As part of one of our recent classes, our tutor organized a visit to the college library. At first, I thought it would just be a quick tour, but it ended up being one of the most eye-opening experiences I’ve had so far in my studies.

        When we arrived, a librarian welcomed us and gave an overview of how the library works. They showed us how to search for books using the online catalog, how to locate materials on the shelves, and how to access digital resources like academic journals and e-books. I’ve always found the library a bit overwhelming, but after this visit, I realized it’s actually a very organized and accessible place — once you know how to use it properly.

        During the visit, I had the chance to explore some sections related to the course we’re currently taking. I found a few useful books and resources that I wouldn’t have come across if I had stuck to just searching online. It made me think about how much more in-depth my assignments could be if I started using the library regularly.

        What stood out to me the most was learning about the support services the library offers. I didn’t know I could get help with referencing or even book one-on-one research sessions with a librarian. Knowing that this kind of support is available made me feel more confident about tackling future assignments, especially when it comes to citing sources and avoiding plagiarism.

        Looking back, I’m really glad our tutor included this library visit as part of our class. It not only helped me understand how to use the library more effectively but also reminded me that there are so many resources and people around to help — I just need to make the most of them. From now on, I plan to use the library more actively as part of my learning journey.

         Written by Abishag Dungana, B.Ed. Year I

Unlocking Knowledge: A Reflective Journey Through the Heart of the Library

We had a formal visit on 16th May 2025, to the college library during our history session. Initially, I was not particularly excited about going, as I thought I already knew what a library had to offer. However, the orientation conducted by the library in-charge completely changed my perspective.

  One of the most important insights I gained was about the physical layout of the library. I previously overlooked the front and smaller corners, assuming they were less significant. To my surprise, I learned that these areas actually house the most acquired and recently added books, as well as college publications and research work. This made me realise how much I had missed by not exploring these sections earlier.

Another valuable aspect of the visit was learning about the Dewey Decimal Classification system. With the guidance of our history tutor, we explored the 900 section, which covers “History & Geography.” I now understand how books are organised under detailed subcategories such as the history of Asia, Africa, Europe, and even specific regions like the Middle East or the British Isles. This classification system makes it easier to find relevant materials for academic research or personal interest.

To sum up, the library visit was highly informative and eye-opening. It not only helped me appreciate the systematic organisation of knowledge but also encouraged me to make better use of the library’s resources. I now see the library not just as a place to borrow books but as a valuable academic tool that supports learning and research.

 Ugyen Zam BED eng/his 1st year

QUEST FOR WISDOM THROUGH THE LIGHT OF GUIDANCE

.On 16th May, our module tutor guided us on a visit to the library to understand its classification system and explore the vast collection of books. The tour was informative and enticing as we could comprehend the kinds of books available in the library. 

After reaching there, we had the opportunity to learn about the sequential allocation of the books. The Librarian Mr. Sangay Dawa, enlightened us on how the books are arranged according to their codes. Additionally, he brought us to the spotlight of the book routes that need to be taken care of whenever we visit the library to collect books. Antecedent to this visit, I was so unaware of how to go by collecting books, but this tour taught me that a squiggly route needs to be followed to reach out to the right books we are looking for. Moreover, I fathomed about how to go by codes using a sign board dangling down the ceiling as well as the computer located alongside the aisle. Correspondingly, the module tutor escorted us to the Manjushri room( meditation room), where the considerable books are kept for leisure reading.

Understanding the sequential allocation of books is essential for maximizing library resources. This experience enriched my knowledge and made me appreciate the meticulous organization behind the book. Lastly, it was worth visiting the library because innumerable obscure wisdom hidden in the serene room unfolded

writer: Dai Tshering Doya

Books, Brains, and Silence: My Unexpected Wake Up Call at the Library

 

Our recent library visit wasn’t something I was overly excited about at first. Honestly, I thought it would be just another quiet, boring tour but I was wrong. It turned out to be a straight up reality check.

The moment I stepped in, the silence hit me harder than I expected. No noise, no distractions just books, knowledge, and focus. It made me realize how far we’ve drifted from real reading in this age of scrolling and skimming. The library was full of resources I never even knew existed, and it opened my eyes to how much I’ve been missing out on.

What really stood out was learning how to search for books, use references properly, and explore topics beyond just what's in the syllabus. It made me feel more in control of my own learning instead of always waiting for notes or slides.

Also, shoutout to the librarian Mr. Sangay Dawa calm, sharp, and super helpful. That kind of support makes a difference when you're stuck not knowing where to start.

This visit taught me that the library isn’t just a quiet room full of dusty books. It’s a powerhouse of information and if you know how to use it, you’re already ahead of the game. No cap.

Now, I see the library as a weapon. A silent one. And I’m not going to waste it.

Written by: [Nima Tshering B ed Eng/His Year One ]

My Reflection on Dramatization

The Creation of The Mission to Bhutan: The Clash of Nation has been the most trying, rewarding, and enlightening experience of my college life. Being the team leader, I felt both the weight of responsibility and excitement of possibility as we set out to bring this gripping tale to the world.

Our play explored deep questions ,imperial ambition, national sovereignty, and the human cost of misperception. But beyond the script, what most impressed me was the way that some of those themes were played out within our own team process: confusion moments, strong opinions, and the task of unity amidst diversity. I needed to learn not just to outsource tasks, but to listen, to make room for everyone's ideas and yet guide us to a shared vision.

There were times when there was tension ,when the rain made us cancel rehearsals, or when lines were not memorized within time ,but every obstacle became a learning experience. I had to walk the tightrope between structure and flexibility and authority and empathy. I discovered that leadership is not controlling every minute detail ,it's creating an atmosphere where people feel appreciated and motivated to perform their best. 

To see my cast on stage, acting out historical figures with such intensity and conviction, gave me pride. They did not act, they believed in the story, and faith bound them to Bhutan's resistance and resilience. 

 In so many ways, our experience replicated the play's message: unity of strength in adversity, pride against authority. We did not just tell a story, we lived it. And as a leader, I came out stronger, more focused, and more attuned to what goes into making vision a reality. 

 Written by : Loday Choney Tobden

Reflection on Dramatization

The dramatization event organized by the HIE students and tutor at the auditorium was a memorable and enriching experience. Held from 4:30 PM to 7:00 PM, the program involved 35 students divided into three groups, each performing a unique and engaging drama. The event was judged by five individuals, and it was attended by teachers and students alike. 

The first group presented Ashley Eden’s mission to Bhutan, delivering a performance so vivid it felt like a historical film. The second group portrayed the life of Phajo Drugom Zhipo with impressive costumes and stage presence, bringing Bhutanese spirituality to life. The final act depicted the real-life story of Lord Buddha, touching the hearts of the audience. Emotions ranged from laughter to deep reflection, leaving everyone fulfilled. 

 The show concluded with tea and snacks, creating a warm and social atmosphere. Overall, the dramatization encouraged teamwork, creativity, and cultural appreciation. 

Written by Sangay Wangchuk

Eye Opening Experience.

                                  Eye Opening Experience.

 

On the 16^th May, we visited the library as part of our learning experience. The visit was not only educational but also made me aware of how books are categorized and where to locate specific materials for research and study.

Librarian Sangay Dawa also showed us some of the very valuable and rarest books available in our library, such as the Encyclopedia of Buddhism and a Tibetan Dictionary. I even got to view Dilgo Khentsho Rinpoche Volumes 1, 2, and 3. The borrowing time of such books is merely 3 to 4 days, which says a lot about how sought-after and invaluable they are.  Journals and magazines are placed in one such special section. Some special publications, such as Research for Life (which includes UN publications by WHO, UNICEF, etc.), are on the right-hand side near the door of the textbook room. I came to know that Bhutan History books for Class 7 up to Class 12 are placed under the Commerce category.

As we delved further, we took a look at the Social Science section, shelf 330, and saw interdisciplinary history materials including human settlement perspectives and human discipline perspectives. Section 900 is where the General History books are kept. I also learned that the next classification system is employed within the library:

901 – Philosophical publications

903 – Dictionaries of History

907 – Educational research and teaching/learning materials

909 – Ancient and World History

930 – Country-by-country history books

I was really fascinated by the 930 section, as that's where we get to search for books specifically committed to the history of specific countries, which can be very valuable to specific areas of study.

On our visit, we hung around for a bit in the Discussion Room, and there we leafed through some biography books.  We also visited the Manjushri Room, and we observed religious literature, particularly the books on Buddhism. It was a peaceful and inspiring environment. Our module tutor Mr.Sangay Phuntsho devoted some time discussing a few books our sir had read, making the books more personalized and meaningful to us.

Overall, the library visit was a great experience. It not only gave me access to rare and important books but also taught me how to navigate through different sections and use classification codes effectively for research.

Written by Tandin Tshering 

A Walk Through Knowledge-Visit to library

                                    A Walk Through Knowledge-Visit to library

On the 16th  of May, we had an enriching and insightful library tour that introduced us to the various resources available for history education. The tour helped us understand how to use the library effectively, especially for finding rare and valuable books.

We were shown some rare books such as Diary of WW1, the Tibetan Dictionary, and Diglo Khentsho Rinpoche Volume i and ii. These books are not easily available online, which makes the library a precious place for accessing such materials. We also came across the Time Atlas of World History, an important atlas that visually explains historical timelines and global events. We were also introduced to Almanacs.

The librarian explained that mostly circulated books are kept in one section, while rarer and reference-only materials have separate spaces. We also learned about the borrowing time for certain books, which is usually 3 to 4 days for rare ones.

Importantly, we were introduced to the classification system used in the library, based on Dewey Decimal numbers. This helps us locate books easily. For example for example, (900) for general history and( 954.98) for Bhutanese history, Biographies (920) and so on.

To sum up the library tour was meaningful experience , I now feel more confident and motivated to explore the library both for academic and personal growth. Lastly I would like to thank  our module tutor Mr. Sangay Phuntsho and librarian Mr. Sangay Dawa for the helpful tour. Your guidance made it easier for us to explore and understand the library's resources.

Written by Choden Tamang

Navigating the Richness of History Through the Library

        When I first stepped into the library for our visit during the History Education module, I had no idea what to expect. To be honest, I never really thought much about how a library is organized or how much valuable knowledge it holds. It was just a place with books, at least, that’s what I thought before. But as I started exploring, I realized how much I had been missing. The way history books are categorized is incredibly systematic. I learned that history falls under call number 900, with specific sections for dictionaries, biographies, world history, European history, and even Bhutanese history. Everything was arranged in a snake-like direction from left to right, and books by Western authors were sorted by surname, which I found fascinating. The librarian was incredibly knowledgeable, effortlessly guiding us through this structure and helping us find key resources like Vanished Civilization, 100 Years of World War I, and the Great World Atlas.

        One of the most impressive discoveries was the History and Civic Corner, where rare and expensive books were stored. It made me realize how valuable these texts are for historical research. The Commerce Corner held history textbooks for grades 7-10, showing that the library wasn’t just for advanced academic study but also supported general learning. Recently published books were placed at the front, opposite the most demanded ones, and magazines and articles were conveniently kept beside them. The Book Drive Corner housed books that were most frequently borrowed, highlighting what students found most useful. What surprised me the most was how much thought goes into organizing all these materials so that students can access knowledge efficiently. Before this visit, I never understood the importance of this kind of system. But now, I see how a well-structured library can completely transform the way we engage with research and learning.

        A big part of why this visit was so insightful was thanks to our module tutor, Sangay Phuntsho Sir, who allowed us to explore the library in this way. His guidance made it possible for me to understand things I never paid attention to before. This experience opened my eyes to just how valuable a library can be, not just as a place to borrow books, but as a treasure trove of knowledge waiting to be explored.

        Written by Karma Tenzin, B.Ed. Year I

Reflection - Library Explorers:

                                    Reflection - Library Explorers:

My journey to the library from the classroom was filled with anticipation and curiosity. I could feel the excitement within me. The path to the library was lined with vibrant plants and trees. Now, the exploration inside the library began. Firstly, before dwelling away into the books, the library had beautiful traditional paintings on the walls. The library was filled with motivational quotes everywhere. I appreciated that the books are arranged in alphabetical order, particularly the works by Western authors, which are organized by surname. This thoughtful organization made it easier for the students to locate the materials needed. I found out that English-Tibetan dictionaries are readily available for reference. I was particularly intrigued by the rare books section located in the history and civic corner, where I learned that these are not only scarce but also quite expensive. The "Great World Atlas" caught my attention as well, serving as a valuable tool for understanding geographical context in historical studies. For students in grade 7 to 10, I noted that history texts are conveniently located in the commerce corner, making them easily accessible. Overall, my visit to the library was enlightening, and I look forward to delving deeper into the rich historical resources available.

Written by Rigsar Lhadon

Reflection on my library visit

                                  Reflection on my library visit

On May 16th during the HIE101 class we jad a visit to the library which was a valuable and enriching experience. I had the opportunity to explore a wide range of resources particularly in the history section. The books were neatly arranged moving from left to right across the shelves. I appreciated how well-organized everything was, especially with books categorized based on shelf numbers. For instance, general history was found under call number 900, while other specific topics such as world and ancient history (909), biographies (920–929), and European history (930–940) were easy to locate. It was interesting to learn that books related to Bhutanese history were categorized under 954–955. 

The book Vanished Civilization offered an intriguing look into past societies, while 100 Years of World War 1 stood out as an essential read for history students. The history and civics corner housed rare and expensive books, which added depth to the collection. I also noted that English-Tibetan dictionaries were available for reference, supporting multilingual learning. The front section of the library displayed newly purchased or published books, while the most demanded ones were placed in the opposite section. Magazines and articles were kept beside the new arrivals, providing current insights and trends.

The book drive corner featured the most circulated and preferred books. I appreciated how history books were categorized into subject-specific and discipline-specific groups, making it easier to find materials based on interest. Books were arranged alphabetically, and for Western authors, organization was based on surname. Overall, my library visit was not only informative but also deeply inspiring. The organization, the variety of resources, and the thoughtful categorization made the experience smooth and enriching. It reminded me of the importance of libraries in supporting learning, curiosity, and access to knowledge. I left feeling more curious and motivated to explore further.

Written by Kinley Bidha

Exploring a book, is exploring the world.

                                   " Exploring a book, is exploring the world".

My visit to the library was insightful and informative. I learned that the books are organized by subject using a call number system, with history starting at 900 and ranging across world, regional, and biographical topics. Notably, rare and expensive history books are available in the History and Civic Corner, while textbooks for grades 7–10 are found in the Commerce Corner.

The library layout follows a snake-like left-to-right arrangement, and books are sorted alphabetically, with Western authors listed by surname. I was particularly impressed by the inclusion of valuable titles like Vanished Civilization and 100 Years of World War I. Newly purchased books are placed at the front, while most-circulated ones are in the Book Drive Corner. Overall, the library is well-organized and supports both academic and general reading needs.

Written by Hemanta Syansi

Visit to the library

                     Visit to the Library

I along with my whole class visited the library on 16th May by walking. It was nearly 100 meters from our class room. As we entered the library, I noticed a wooden shingle at the with the quote, "Today a reader, tomorrow a leader." That immediately took my attention and made me excited to know what was inside.

We started by accessing the major sections. I found that books at the library are classified in a snake like direction, left to right, and by shelf numbers. Some of the notable  numbers I noted were:

900– General History

903 – Dictionary of History

909 – World and Ancient History

920–929 – Biographies

930–940 – European History

940 – Russia

950 – China

954–955 – History of Bhutan

Books are also arranged alphabetically, and when searching for Western writers, we must search according to their surname.

Under the History section, I was struck to notice interesting titles like "Vanished Civilization" and "100 Years of World War I." History books are classified to one which is subject specific and another which is discipline-specific. I also noticed that the rare and expensive books like primary sources on World War II, the Cold War, and books by foreign authors about Bhutan are kept in a special room and are borrowed out for three days only.

We ended our tour in the meditation room, where beautiful Buddhist books were on display. The room was calm and peaceful, and a few students sat quietly reading. I felt peaceful, energized, and fortunate to have been able to see such a collection of meaningful books. It was a genuinely wonderful and educational experience.

Written by Ugyen Yoezer

Reflective Note on the Library Tour

 Reflective Note on the Library Tour

 

On 16th May, our class participated in a focused tour of the Samtse College of Education library, facilitated by our module tutor and the college librarian, Mr. Sangay Dawa. Although we previously attended a general orientation, this session placed particular emphasis on the reference section—an essential resource for academic inquiry, especially within the field of History.

Mr. Dawa familiarized us with the Dewey Decimal Classification system, highlighting the 900 series assigned to historical texts. He introduced key titles such as Vanished Civilizations and 100 Years of World War I, both highly relevant to our academic discipline. He also referenced a collection of rare and valuable publications—what he fondly termed the “rare species of books”—alongside world atlases and secondary-level textbooks useful for teacher trainees.

The history section is systematically categorized, including general history (900), biographical collections (920–929), and regional histories, such as Bhutanese history (954–955). Books are alphabetically arranged, with Western authors filed by surname.

We also visited the Manjushri Room—a quiet, contemplative space for independent study—and adjoining discussion rooms available for group use. Overall, this experience reinforced the library’s role as an indispensable academic resource, promoting research, reflective thinking, and deeper engagement with scholarly material.

   Written by Chimi Zangmo, B.Ed. Year I

Library Knowledge

        During the library tour, Sir showed us different types of history books and explained how they are organized in the history corner. I learned that the books are arranged by serial numbers, which helps keep the library neat and makes it easier to find books quickly. This system is called the classification system, and it groups books by topics and assigns each book a unique number, so finding any book becomes simple and fast.

        Seeing the classification system in action made me realize how important it is for libraries to be organized. Without this order, it would be very difficult to find specific books, especially when there are so many. I also noticed how carefully the library staff maintains the books, making sure they return to their correct places after use.

        Now, I feel more confident about using the library. I understand where to find history books and how to search for other subjects as well. This knowledge will be very helpful for my future studies and research projects because I can quickly locate the resources I need. The tour helped me appreciate that a library is not just a place filled with books, but a well-planned space that supports learning and discovery. I am excited to spend more time exploring the library and reading books that interest me. Overall, the experience taught me the importance of good organization and how it helps everyone use the library more effectively.

        Written by Tshewang Dorji, B.Ed. Year I

Exploring the Knowledge Corner

        Visiting the library was a valuable experience for me as a future English/ History teacher. Although I didn’t read the books, but explored different sections and noted useful resources for later reference. I found atlases and materials on the Great World Wars, including war diaries and bibliographies that seem rich in historical content. Before visiting the library, I had no idea of the allocation of the books according to their section, but as the librarian explained so well, I could identify the placement of the books according to my needs.

        Class 7–10 history textbooks were available and can support classroom teaching.  Specific history books were in the 900s, while general books are in the 200s. Books on teaching and learning history are in 907, and history dictionaries are placed in 909. Biographies and country-related texts are found in 920, while Bhutan’s history is in 954.98. There was also a discussion room for micro-teaching practice, which I saw for the first time.

        I also noticed journals, magazines, and documents from WHO and UNICEF, which could offer global perspectives. This visit helped me understand how references/resources are categorized and gave me a clear idea of where to find materials when needed.

        Written by Lethro Zangmo, B.Ed. Year I

Library as Dynamic Resources

        My recent visit to the library was a firm testimony to its enduring significance in our academic and cultural life. The guidance of the librarian highlighted the often overlooked aspects of library categorization, particularly the careful segregation of reference materials.

        The segregation of Bhutanese reference materials from others, including atlases, dictionaries, and maps, indicates the library's role in storing and categorizing both local and foreign knowledge. The classification of sections for new arrivals, college magazines, and reports highlights its nature as a living and developing resource.

        Knowing the numbering system and how histories of Bhutan fall under the 900s, and understanding that histories of other nations have special sections, illustrated the library's capacity to assist thorough historical study.

        Finally, there are large portraits and religious scriptures in the Majushri Room that attest to the library's broader cultural and spiritual significance. During an age of digital information, the library remains a valuable space for focused study, research, and cultural preservation.

        Written by Phuntsho Choden, B.Ed. Year I

Visit to the Library

        Walking to the Samtse College of Education library is always a calming experience. The short walk through the green and peaceful campus allows time to reflect and mentally prepare for study. The library itself is well-organized, welcoming, and rich in resources, especially in the field of history.

        During my visit, I explored the history section, categorized under the call number 900. I found significant titles such as "Vanished Civilization," which offers insights into early human societies, and "100 Years of World War I," a valuable resource for understanding global conflict. Rare and expensive history and civics books are available in a special corner, making this library a unique academic treasure.

        Books are arranged in a snake-like pattern from left to right and are sorted by alphabetical order. Historical texts range from general history (900), dictionaries (903), world history (909), to biographies (920–929), and region-specific histories like Europe (930–940), Russia (940), China (950), and Bhutan (954–955). English-Tibetan dictionaries are also available for reference.Recent additions are placed at the front, with the most demanded books opposite them. The book drive corner holds popular and frequently borrowed texts. This visit reminded me how vital a well-maintained library is for serious learners.

        Written by Kuenga Dolma, B.Ed. Year I

 

 

 

Engrossing library tour by the library coordinator

The session was interesting and simple because tutor took the whole class for a library tour. The objective behind this tour was to discover hidden history books, untold myth and history books, etc. I have learned many new ideas regarding the selection of books and references. Mr. Sangay Dawa explain everything from reference to different History books during the tour. I found some engrossing books like; World War 2 diary, vanished civilization, 1001 inventions that changed the world, the Times atlas of world history, the cell, research articles by UN and etc. I was fascinated because I saw this kind of books for the first time though I visited library several times. There were different catalogs written by the colleges and universities within and out of country authors.

Most enjoyable books are placed in the read corner and religious books are kept on the top floor. The real library books are kept in serial numbers starting from 000 to 900. Now, I’m eager to read more books with the correct information. It was a knowledgeable session for me because I cleared my doubt to find the books. 900 number section was the most important take away from today’s session because all historical books are kept in these rows. I found that 920 are biography books and it would be easy for me to find different biography books for research related works in the future. After the session, the tutor gave me 10-minute project to read a book for 10 minutes every day. At first, I felt like not doing it but later I realized it’s for my own benefit and development. That day was a day in my life which was very interesting. Internally, I’m very grateful to our tutor for the tour because it was an eye-opening session about library. I had a meaning insight from the tour. Thus, I gained a meaningful insight from the library tour.

        Written by Pemba Tashi, B.Ed. Year I

Navigating Knowledge: Reflection on the Samtse College of Education Library Tour

We had a recent library orientation session on 16th May with our lecturer, Mr. Sangay Phuntsho. It was conducted at the college library by the librarian, Mr. Sangay Dawa. The primary aim of the session was to acquaint us with the library's organization and introduce us to the various facilities at our disposal.

Mr. Sangay Dawa introduced the session by taking us through the different sections of the library. He showed us how the books are classified and shelved and pointed out the numbering system used to locate a specific type of book. He explained how fiction, non-fiction, reference, and scholarly sources are shelved, so that we know what to look for.

In place of library rules or etiquette, Mr. Dawa's lecture was practical and focused more on the organizational and layout aspect of the library. This made it easier for us to navigate around the shelves and spot helpful material independently.

Though the session was not led by Mr. Sangay Phuntsho, his attempt to make it possible was highly appreciated. Through the session, we gained a better understanding of how to access and utilize the library facilities appropriately. We appreciate both Mr. Sangay Phuntsho for making it possible and Mr. Sangay Dawa for his insightful guidance.

        Written by Karma Wangchuk, B.Ed. Year I

A Deep Dive into History: My Library Expedition

My visit to the SCE library on May 16th was an unexpectedly profound experience, driven by the simple purpose of exploring historical texts. Honestly, I didn't expect it to be such a cool experience. As soon as I walked in, there was this calm vibe, and I could feel all the knowledge surrounding me. Every shelf seemed to be packed with stories just waiting to be found.

What really made this trip special was our instructor. He took what could’ve been a boring search for books and made it interesting. He explained how the library was set up, showing us how historical texts were organized by specific numbers. This information was super helpful and gave me a clearer idea of where to look.

I found out that rare history books were in a special corner, while textbooks for grades 7-10 were surprisingly mixed in with the commerce section. New releases were right at the front, and you could easily find magazines too. The books were organized by numbers: general history is 900, history dictionaries are 908, and world history starts at 909. Biographies are in the 920-929 range, European history is 930-940, with specific countries like Russia at 940 and China at 950.

Among all these organized books, I came across one that really caught my eye: The Vanished Civilizations. It had amazing maps and cool theories about lost scripts that sparked my imagination and highlighted the incredible stories hidden in the library.

Overall, my visit was not just eye-opening; it helped me figure out where historical materials were located. The library felt less like a maze and more like a well-organized treasure chest filled with the past.

In the end, this library adventure showed how helpful guidance can make a big difference. It turned a huge collection of books into something accessible and genuinely interesting, giving me a better understanding and appreciation for the way everything is organized in such an important place for history.

        Written by Tshewang Choden, B.Ed. Year I

Unearthing the Library’s Hidden Treasures

Stepping into the library that day felt like entering a whole new world. I wasn’t expecting much, but the moment I walked into the Reference Room, I was greeted by rows of neatly arranged history textbooks and primary sources from standard seven all the way to standard twelve. It was clear that this place held more than just books it held stories waiting to be uncovered.

The search for history materials took me to the 900 sections. The layout led me through a maze-like pattern, which made it feel like I was on a small expedition. Though the system was organized, it wasn’t exactly straightforward. Thankfully, the librarian was quick to assist, turning confusion into curiosity. I also learned something new along the way reference books are for in-library use only. I had never realized that before.

What stood out the most during my visit was an almost-forgotten corner filled with dusty old newspapers and government documents. It seemed like no one had visited that area in a long time. Yet, to me, it felt like discovering a secret chamber full of historical gold. That quiet spot became the highlight of my visit it sparked a deeper interest in exploring history beyond the pages of our textbooks.

        Written by Sarita Rai, B.Ed. Year I

Reflection: Library Gate-away

My recent visit to the library was a truly enlightening experience, especially in the context of understanding the significance of references in academic and research work. Prior to this visit, my understanding of referencing was somewhat basic. I knew that citing sources was important, but I hadn't fully grasped the depth of their role or the ethical considerations involved. Compared to my classmates, I felt I was lagging behind in this area.

What struck me most during this visit was the ethical dimension of referencing. It's not merely about giving credit to authors, it’s about engaging in a broader scholarly conversation. By referencing correctly, we demonstrate respect for intellectual property, contribute to the continuity of knowledge, and help maintain academic integrity by avoiding plagiarism.

Mr. Sangay Dawa, who guided our class through the library, played a significant role in deepening our understanding. He introduced us to various sections of the library and provided insights into the resources available. For instance, he showed us an English-Tibetan dictionary that could be used for language reference. He also explained how history is categorized in two ways: subject-specific history and discipline-specific history.

Among the notable resources he highlighted was a book titled Vanished Civilizations, which explores the histories of ancient societies around the world. Another important book he pointed out was 100 Years of World War I, a key resource for history students.

Mr. Sangay also explained the library’s organization. History textbooks for grades 7 to 10 can be found in the Commerce Corner. In the outer room of the library, recently published or newly acquired books are displayed at the front, while the most in-demand titles are shelved opposite them. Magazines and articles are located next to the newly purchased books, and the most circulated or popular books are found in the Book Drive Corner.

Overall, this visit significantly broadened my understanding of the role of references and library resources in academic growth. It not only enhanced my research skills but also instilled in me a deeper respect for the intellectual contributions of others.

        Written by Tandin Yangchen B.Ed. Year I

Books, History and Beyond: A visit to the college library on 16th May

I began by exploring the reference section, where the librarian (Mr. Sangay Dawa) showed us several rare and valuable books. Some of these included titles such as “2nd World War Diary”, “Splendors of Lost Civilizations”, and “Different Countries’ Encyclopedias”. These resources are often difficult to find, even through online platforms. I was amazed by the richness of information available in the reference section. It made me realize how many hidden gems can be found in a physical library that we often overlook in the digital age. Additionally, I found that textbooks for classes 7 to 12 were also available for reference. The library had a wealth of information and learning materials covering a variety of subjects.

There was also a special corner for newly arrived books, where the latest additions to the library were displayed. I found this section exciting because it made me feel connected to the evolving world of literature. I also observed how the books were arranged according to a numbering system, with history books categorized under the 900-call number. Understanding the classification system also helped me appreciate the order and accessibility that libraries offer.

Further, we explored other dedicated rooms such as the Manjushri and Bodhisattvas Room. These rooms contained important documents and portraits displayed on the walls. I also found several religious and philosophical books in the Manjushri Room. Walking through this room gave me a sense of reverence. It encouraged a deeper appreciation for ancient wisdom and spiritual knowledge.

Overall, it was a warm and insightful visit that enhanced our understanding of the library’s rich collection and organization. It opened my eyes to the vast resources available and I left the library feeling more curious and motivated to explore knowledge beyond textbooks.

        Written by Tshering Tshomo, B.Ed. Year I

Hidden Gem in History

My formal visit to the library turned out to be an eye-opening and engaging experience. The very moment I stepped into the Reference Room, I was surprised by the variety of primary sources and history textbooks available from Class 7 all the way up to Class 12. This collection offered a wide range of resources to better understand historical events and their contexts.

It felt like a little adventure. To find the books related to history, we had to head over to the history section, which started from the number 900. The arrangement led us on a winding path almost like following a snake position. Despite the library being well organized, it was a bit confusing at times. Thankfully, the librarian was there to guide us, and owing to this, the visit to the library was a fun and interactive journey. In this journey I also learned that reference books can’t be borrowed from the library, which I didn't know before.

What truly surprised me was a corner filled with old newspapers and government documents. It seemed like a forgotten section, rarely visited by others, yet it held a treasure filled information just waiting to be explored. Discovering that hidden gem given rise to curiosity in me and gave me valuable resources to continue my exploration of history.

        Written by Tshering Pelden, B.Ed. Year I 

A Trip to Library

16/05/25

 Reflection: A Trip to Library 

 Our module tutor Mr.Sangay Phuntsho organized a visit to the college library as a part of our subject. It was simple yet meaningful experience that helped me to understand where we can find library resources, especially for history. 

The library-incharge Mr.Sangay Dawa has guided us through different sections of library and showed us where we could find reference books such as encyclopaedias, dictionaries, and also olden history books or diaries which are very useful for our assignments & research. Sir has also shown the shelves that held various books starting from 000–900 and even history & geography books are found in 900 row. Before going to the library I thought library is just a quite place that we use to study and to read books but after this tour, I have learned many things like where to find reference books and how to explore history related books. 

Overall this library trip was not only educational but also inspiring. This experience showed me how valuable the library is for my studies and personal growth. It was an eye-opening experience as I get to know about library more than before. 

BY: Tshering Denka B.Ed Eng/His

 

Reflection on the Historical Dramatization: A Transformative Learning Experience

         On 12th May, as part of our assessment for the History Education (HIE) module, our class engaged in a dramatization project. This exercise was not only an evaluative component of the module but also a profound learning opportunity that extended well beyond conventional classroom instruction.

The class was divided into three groups, and we were granted the autonomy to select any topic of our choice, provided it is related to history and has had a significant impact. My group, consisting of twelve members led by Tandin Tshering, presented a performance on the journey of Lord Buddha. I assumed the role of Mara, a character symbolizing temptation and inner conflict. Through this role, I developed a deeper understanding of the obstacles Lord Buddha faced on his path to enlightenment, as well as the symbolic significance of overcoming one’s internal demons.

The performances unfolded sequentially: the first team presented “Ashley Eden’s Humiliation,” followed by the second team’s portrayal of “Phajo Drugom Zhigpo and Lam Kha Nga” and finally, our team dramatized “The Journey of Lord Buddha”. Each group demonstrated commendable enthusiasm and preparation, resulting in a competitive atmosphere where scores were closely contested. Ultimately, while our team secured second place, the experience itself was far more valuable than the outcome.

We faced several challenges during the process, including members frequently arriving late for rehearsals and moments when we forgot our lines due to anxiety. For some members, this was their first experience with role-playing or acting in a drama, which contributed to a difficult start. Additionally, sourcing costumes and creating props required considerable time and patience, especially since we had other assignments to manage as well. Despite these obstacles, we persevered and successfully completed the performance.

One of the most impactful aspects of this task was the emphasis on collaboration. Effective teamwork was essential, as we had to rehearse regularly, coordinate costumes and props, and support each other emotionally, especially in managing stage anxiety. Despite having only a small audience, many of us experienced nervousness and performance-related stress. However, confronting and overcoming these challenges contributed significantly to our growth in oratory confidence and memorization skills.

Written by Chimi Zangmo, B.Ed.  Year I