Shimshal

English

Vechẽhosh/ Hoshigarm

Wukhis ( ̃ Wakhis) across the region celebrate various traditional events known as shogũn. These celebrations are deeply connected to agricultural cycles, livestock rearing, and cultural life. Primarily, they are expressions of gratitude to God, seeking peace, safety, prosperity, and harmony with nature. Another important purpose of these events is to strengthen unity among different tribes, groups, and villagers. In a harsh and demanding environment, such occasions also provide moments of happiness, joy, and relief from daily struggles. Almost all traditional ceremonies are linked with sports and games, promoting a culture of sportsmanship, playfulness, skill development, and collective joy within society. Vichẽhosh is one such celebration that is unique to Shimshal. It does not exist in other parts of Gojal or Wakhi regions. It is the first shogũn (ritual) as per Diqun Hisob (Wakhi mountain calander) celebrated in Shimshal and marks the end of nearly sixty days of complete shade, when the village receives no direct sunlight. During this period, the sun travels behind the southern mountains, leaving Shimshal without sunshine. On 1st February, according to the Wakhi calendar (Panz̃toqish 18) and the Shimshal Diqun Hisob (Yir ẽr Yupk), the village receives full sunlight once again. This day is therefore celebrated as a blessing and a sign of relief from the harshest phase of winter. The meaning of the event reflects its purpose. “Vich” means out, and “hosh” refers to a type of soup, also called amoch/moch in Wakhi. The name Hoshigarm similarly means warm soup. Symbolically, the event signifies taking soup outside the house without it freezing, which was impossible during the peak winter. It also represents pushing coldness out of the village. From this day onward, people can sit outside, particularly in the courtyard of the Jamaatkhana, and enjoy warm amoch without it freezing. About a week before the event, the Khalifa, in consultation with the master of Diqun Hisob, announces the exact soaat (time) to the villagers. At sunrise on the appointed day, villagers gather at the Jamaatkhana, each household bringing a pot of amoch/moch. Volunteers receive the food and place it in the communal cooking area, waiting especially for elders to arrive. Once everyone has gathered, the Khalifa recites prayers (dua) for safety, a prosperous year, harmony within the community, and peace for the country and the world. After the prayer, people greet one another by saying “Shogũn Mubarak.” The community then sits according to age, led by the eldest person. Groups of five or six people are formed based on age. Youth serve the amoch/much, beginning with the elders, as a sign of respect. The elders are served first because of their status and because they, in their youth, honored their own elders. After enjoying the first warm soup outside the house, the Khalifa offers another prayer. Children then leave to play Jẽgũn Den, a traditional game that begins on this day. Elders and youth remain in the assembly to discuss village affairs. One of the most important decisions made during this gathering is the selection of two or three brave men to visit the Pamir pastures as khabargir (messengers). These men travel across the Shimshal Pass to deliver messages to the shẽpũn (winter volunteer shepherds) who care for the villagers’ yaks and to bring back news of their well-being. Elders also advise youth under the age of 20 to organize the evening event known as Khẽyardhayẽ Khẽdoyi (the Sacrifice of the Old Man). By afternoon, everyone gathers at a common ground to play Jẽgũn, a traditional polo-style game played without horses or animals. While children begin playing immediately after leaving the Jamaatkhana, elders and youth start in the afternoon. A day earlier, players prepare their jẽgũn sticks, while a skilled young man prepares the put (ball) from yak-hair thread. Before the game begins, two or three respected villagers visit families who have experienced recent deaths (mẽlolisht) and invite them to join. This act symbolizes encouragement, reminding them that life includes both sorrow and joy. Elders above the age of sixty are divided into two teams, including members from grieving families. The first match is played between these elder teams, with villagers cheering enthusiastically from the sidelines. After about half an hour, the elders’ game ends, and the youth begin their match, which continues until sunset. At the end, a village representative thanks everyone for participating, and people return home. After the polo games, youth under twenty from neighboring pastbar and wuchbar gather and select a young man known for humor and leadership to play the role of Khẽyardhay (Old Man). “Khẽyar” means old, and “dhay” means man. This evening ceremony involves children above five and youth below twenty. Under the leadership of the Khẽyardhay, groups go door to door collecting food items such as flour, meat, beef, and sẽmn. A house is pre-selected for hosting the event. While youth cook, younger children play Parz̃hũpal, a night game involving decorated animal bones, stone tossing, hiding, searching, and teamwork. Once food is ready, two youth invite another group for the niyaz. Guests are asked to enter through the rẽcen (roof ventilator), symbolizing bravery and physical strength. Strong youth stand below to safely receive children. Inside, formal greetings are exchanged: hosts say “Khushamadid,” and guests reply “Khushbosh.” After the meal and prayers, roles reverse, and the guests become hosts for another group. Another game involving hiding, searching, and symbolic capture is also played. Captured players are honored with food and hospitality. These activities likely served as silent training for youth to prepare them for dangers such as past nomadic raids on Shimshal Pamir.With the final invitation, the ceremony concludes. Children under twelve return home, while older youth clean, reorganize the house, cook additional dishes such as sẽmn, nẽrin, or yipkhech, and return all utensils by morning. For the night, the house symbolically belongs to the youth. Thus, the celebration of Vichẽhosh / Hoshigarm comes to an end, marking warmth, resilience, unity, and the enduring spirit of the Shimshal community. This year it was celebrated a few

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Culture and History

Training for Wakhi Language Improvement

Diyor  Menteqa Dhay Kend Menteqa  Amin Abad Shimshal 14 40 54 Bilhanz̃ Ishkoman 12 11 23 Dih Shimshal 15 25 40 Gulkin  Nahang 1 1 2 Farman Abad  Shimshal 0 1 1 Gulmit  Nahang 2 3 5 Husaini  Nahang 19 28 47 Ispanj Chipursan 1 0 1 Khizẽrabad  Shimshal 17 14 31 Kirmin Chipursan 1 0 1 Pasu Nahang 0 1 1 Res̃hit Chipursan 0 1 1 Shehrisavz Chipursan 13 23 36 Shitmerg Chipursan 15 2 17 Sost  Avgarch 0 2 2 Tashnalot Ishkoman 11 19 30 Garam Chashma Brughil 14 3 17 Vadin Kut Brughil 1 0 1 Chẽkor Brughil 10 2 12 Total  146 173 322

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English

Mr. Daulat Amin the Champion of Change

Today I am writing about the person Mr. Daulat Amin the Champion of Change who brunt himself like a candle but we all enjoyed and still enjoying the light of If his father had not educated him we would not be able to reach where we are today.  Thanks, Khalifa Shahin you educated Daulat Amin he educated the whole village

Khalifa Shaheen was blessed with his first son named Daulat Amin on March 15, 1947. He was a decedent of Kalifa Qurban Tai (Melo BuK).

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Hali Mohd Gohar
English

Girl’s Education in Shimshal, Mr. Gulam Rasul initiator

After the visit of  Shah  Karim  Al Hussaini,  Aga  Khan  IV  to the  Hunza  Valley in October 1960 Girl’s education in Shimshal started to gain more attention.  After observing and discussing the education situation in Hunza in the course of his visit. The Aga Khan initiated a reorientation of the DJ schools and made girls’ education their new focus.
Some former boys’ DJ schools were turned into co-educative institutions and new DJ schools for girls were established. The emphasis of the DJ  schools on girls’ education marks the take-off point for expansion in Gilgit Baltistan. These schools played an important role in girls’ education in the Ismaili settlement regions of Gilgit-Baltistan until now ”(Nazar, 2004)

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English

Haji Muhammad Gouhar

Dedicating my this Teacher’s Day to Teacher Haji Muhammad Gouhar of Passu. It is my honor to write about teacher Haji Muhammad Gouhar of Passu Gojal Hunza. He initiated female education in the region. Will let you know what he says about his journey and services for the community of Passu Gojal. He was a door opener in the field of female education and provided educated mothers to the communities.

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