Ghulam Nabi Wafa of Bagrote: A Living Chronicle of History and an Educationist Par Excellence
An exceptional teacher, a witness to the historic events of 1947, a distinguished Shina poet and a custodian of Gilgit-Baltistan’s collective memory.
There are individuals whose lives transcend the ordinary boundaries of personal achievement and become an enduring part of the history and collective heritage of a society. Ustad Ghulam Nabi Wafa of Bagrote is one such remarkable personality. A venerable educationist, an accomplished intellectual, a Shina poet and a living witness to some of the most consequential events in the history of Gilgit-Baltistan, he represents a generation whose experiences and contributions deserve to be documented, celebrated and passed on to posterity.
Approaching a century of life, Ustad Ghulam Nabi Wafa remains a living treasure and a source of immense pride for the people of Gilgit-Baltistan. His life is an extraordinary intersection of education, literature, historical experience and public service.
A witness to the turning point of 1947
Among the particularly significant aspects of his life is his first-hand recollection of the historic events of November 1947. While still a schoolboy living at Manee Hait (Sajjadia Mohellah), he witnessed the captivity of Dogra Governor Ghansara Singh following the overthrow of Dogra authority at Gilgit on 1 November 1947. He recalls seeing the former Governor being escorted from the Governor House towards the Bazaar area along Khazana Road.
This is no ordinary recollection. It is the testimony of someone who personally witnessed a defining moment in the political history of the region. Such first-hand accounts are invaluable, particularly when they come from people who experienced the events as they unfolded rather than learning about them through subsequent narratives.
He also witnessed the transition from the pre-Partition social environment to the emergence of Pakistan, recalling a time when Hindu traders maintained shops around Ghari Bagh and elsewhere in Gilgit. Among his schoolfellows and close friends was a Hindu boy named ... Kumar. He also recalls that Talib Shah's hotel had belonged to a Hindu proprietor. These memories offer a fascinating glimpse into the region's earlier social fabric, where people of different communities lived, studied and interacted.
An educationist remembered as the teacher of teachers
Ustad Ghulam Nabi Wafa is widely regarded as one of the region's pioneering educated individuals and distinguished educationists. He belonged to the formative generation of students associated with the only Government High School Gilgit, where Hindu students were also among his classmates.
His contribution to education extends far beyond the conventional responsibilities of a classroom teacher. Over several decades, he taught, mentored and groomed hundreds of students, earning recognition as a teacher of teachers. His influence, however, was not limited to the imparting of academic knowledge; he played an equally significant role in shaping character, fostering intellectual curiosity and instilling the enduring values of discipline, integrity and social responsibility.
His commitment to educational advancement and social welfare was also reflected in his association with the establishment of Anjuman-e-Imdadul Muslimeen, of which he was one of the founding members. The Anjuman's efforts culminated in the establishment of Bagrote Hostel in Gilgit, a pioneering initiative conceived to address the accommodation difficulties faced by students arriving in Gilgit from remote rural areas. This institution became a source of considerable support to aspiring students, enabling them to pursue their education in the town without the added burden of finding suitable accommodation. His role in this collective endeavour stands as a testament to his conviction that education is not merely about teaching in the classroom but also about creating the conditions in which young people can learn, grow and realise their potential.
Having been enrolled in school in its early days, this scribe, too, has the distinct honour of having been one of his students at Government Boys Primary School, Bilchar/Jalalabad. This personal association lends a special significance to the tribute, as it is rooted not merely in public recognition of his services but also in the firsthand experience of a former student who witnessed his dedication to the noble profession of teaching.
His own family is equally illustrative of his enduring commitment to education. He ensured that his children received quality education, with one of them becoming a highly cultured and accomplished doctor, while the others pursued careers in engineering. Among them is Engr. Sadaqat Hussain, a Civil Engineer serving in Saudi Arabia, who also holds a responsible position in the PPP's KSA Chapter.
Perhaps one of the most meaningful measures of an educationist's legacy lies in the values he upholds and the opportunities he creates for his own family. These are reflected not only in the achievements of his children but also in the lives of the countless individuals he teaches, mentors and inspires.
The naming of Jalalabad and his Bagrote roots
Born at Massingot (Bilchar) Kot in lower Bagrote, Ustad Ghulam Nabi Wafa has a particularly close association with the educational and social history of his native locality. According to the account shared by Anjum Ali, he was among the earliest teachers and students of the area, making him an important figure in the development of education in that valley. Another account mentions that the very first batch of students from the valley comprised Ghulam Nabi Wafa, Ghulam Murtaza, Shah Mirza, Shah Nawaz and late Hamza Khan.
Interestingly, the name Jalalabad, as the locality is known today, is also attributed to his suggestion. The settlement was previously known as Hara Tink Das. The adjoining localities of Taising Kot and Missing Kot remain important geographical and historical landmarks of the valley. His contribution to the naming of Jalalabad adds another interesting dimension to his association with the area.
During an interview, he also recounted stories of his ancestors and their social relationships. One particularly fascinating discovery was that the interviewer's great-grandfather, the late Murtaza Khan, had been a close friend and companion of Ustad Ghulam Nabi Wafa's forebears. Such recollections demonstrate how oral history can reconnect generations and recover relationships that might otherwise disappear from public memory.
A distinguished Shina poet and intellectual
Beyond his achievements in education and his historical experiences, Ustad Ghulam Nabi Wafa is also recognised for his command of the Shina language and his literary contribution as a poet.
Those who have had the privilege of listening to his poetry speak of the experience with admiration. His literary expression represents an important cultural inheritance, particularly at a time when indigenous languages and their oral traditions need greater documentation and institutional support.
His poetry, memories and intellectual engagement make him much more than a retired schoolteacher. He is a repository of local history, linguistic heritage and the social traditions of an earlier generation. It is therefore encouraging that members of Halqa-e-Arbab-e-Zauq continue to visit him, listen to his poetry and benefit from his company.
A living heritage deserving recognition
The account shared by Anjum Ali following his interview with the venerable educationist raises an important question: how much regard do we actually have for our living heroes?
Unfortunately, our society often discovers the worth of distinguished individuals only after their departure from this world. We are generous in offering tributes at funerals and commemorative gatherings but frequently fail to extend the recognition, respect and institutional support that such personalities deserve during their lifetimes.
Ustad Ghulam Nabi Wafa should be among the most honoured guests at the annual 1 November Liberation Day commemorations in Gilgit-Baltistan. Instead of limiting invitations to contemporary political personalities and public speakers, the organisers should make a conscious effort to bring forward the surviving witnesses of the historic events of 1947. Their first-hand accounts would give these commemorations greater authenticity, historical depth and educational value.
A person who witnessed the events surrounding the overthrow of Dogra authority, remembers the captivity of Governor Ghansara Singh, experienced the transition to Pakistan and has spent a lifetime educating generations deserves a place of distinction at such gatherings.
The provincial government should also consider granting him an appropriate civil or presidential award in recognition of his exceptional services to education, literature and society. His case merits special consideration for a lifetime achievement honour.
Likewise, the Department of Education could designate him as an honorary educational ambassador, arrange his interactions with universities and colleges, and document his recollections through professionally conducted oral-history interviews. His memories of pre-Partition Gilgit, the liberation movement, the early educational institutions, inter-community relationships and the evolution of Bagrote deserve preservation in the region's historical archives.
There is also merit in the suggestion that the government introduce a special pension enhancement for exceptionally aged retired public servants, particularly those who have crossed ninety years of age and devoted their lives to public service. Such a measure would constitute a practical expression of respect rather than a merely ceremonial gesture.
The importance of learning from a century of experience
At an age approaching one hundred, the natural limitations of advancing years have affected some aspects of his memory. Nevertheless, according to his son Sadaqat, he remains physically mobile and capable of conversing, although his recollection is no longer as sharp as it once was. He presently lives with his sons at Missing Kot, where the family considers hospitality towards visitors an honour.
This is precisely why the opportunity to record his experiences should not be allowed to slip away. Every passing day makes the preservation of such first-hand testimony more urgent.
His life also offers an opportunity to explore the everyday history of longevity, traditional food, social relationships, community cohesion and the lifestyle of an earlier generation. These are subjects that cannot be adequately understood through textbooks alone.
A day's companionship with a person like Ustad Ghulam Nabi Wafa may indeed impart lessons that a hundred books cannot fully convey.
An enduring legacy
The story of Ustad Ghulam Nabi Wafa is, in essence, the story of a generation that witnessed history, embraced education and helped shape the intellectual foundations of modern Gilgit-Baltistan. He saw the old political order give way to a new era, experienced the region's social transformation, contributed to the education of countless young people and preserved the richness of the Shina language through poetry.
His greatest distinction may not lie in any single title or award but in the generations of educated individuals whose lives were influenced by his teaching.
The most appropriate tribute to such a personality is not merely to celebrate his longevity but to acknowledge the substance of his contribution while he is still among us.
Let us honour Ustad Ghulam Nabi Wafa in his lifetime. Let his memories be recorded, his poetry preserved, his educational services recognised and his presence made an integral part of our historical and cultural commemorations.
Gilgit-Baltistan needs to cherish its living historians, teachers, poets and intellectuals. They are not simply elderly members of society; they are bridges between our past, present and future.
Ustad Ghulam Nabi Wafa is, indeed, a living chronicle of Gilgit-Baltistan — a teacher of generations, a witness to history and an enduring asset to the intellectual and cultural heritage of the region.
Editorial suggestion: Before publication, it would be worthwhile to obtain a recorded account of his recollection of Governor Ghansara Singh's captivity, his association with Government High School No. 1, and the suggestion attributed to him regarding the naming of Jalalabad. These details would give the article additional documentary strength and historical value.
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