Read I am Malala for Free Online Page B

where the water came from and went to, until he learned about the water cycle from the rain to the sea.
    His own village school had been just a small building. Many of his classes were taught under a tree on the bare ground. There were no toilets and the pupils went to the fields to answer the call of nature. Yet he says he was actually lucky. His sisters – my aunts – did not go to school at all, just like millions of girls in my country. Education had been a great gift for him. He believed that lack of education was the root of all Pakistan’s problems. Ignorance allowed politicians to fool people and bad administrators to be re-elected. He believed schooling should be available for all, rich and poor, boys and girls. The school that my father dreamed of would have desks and a library, computers, bright posters on the walls and, most important, washrooms.
    My grandfather had a different dream for his youngest son – he longed for him to be a doctor – and as one of just two sons, he expected him to contribute to the household budget. My father’s elder brother Saeed Ramzan had worked for years as a teacher at a local school. He and his family lived with my grandfather, and whenever he saved up enough of his salary, they built a small concrete hujra at the side of the house for guests. He brought logs back from the mountains for firewood, and after teaching he would work in the fields where our family had a few buffaloes. He also helped Baba with heavy tasks like clearing snow from the roof.
    When my father was offered a place for his A Levels at Jehanzeb College, which is the best further education institution in Swat, my grandfather refused to pay for his living expenses. His own education in Delhi had been free – he had lived like a talib in the mosques, and local people had provided the students with food and clothes. Tuition at Jehanzeb was free but my father needed money to live on. Pakistan doesn’t have student loans and he had never even set foot in a bank. The college was in Saidu Sharif, the twin town of Mingora, and he had no family there with whom he could stay. There was no other college in Shangla, and if he didn’t go to college, he would never be able to move out of the village and realise his dream.
    My father was at his wits’ end and wept with frustration. His beloved mother had died just before he graduated from school. He knew if she had been alive, she would have been on his side. He pleaded with his father but to no avail. His only hope was his brother-in-law in Karachi. My grandfather suggested that he might take my father in so he could go to college there. The couple would soon be arriving in the village as they were coming to offer condolences after my grandmother’s death.
    My father prayed they would agree, but my grandfather asked them as soon as they arrived, exhausted after the three-day bus journey, and his son-in-law refused outright. My grandfather was so furious he would not speak to them for their entire stay. My father felt he had lost his chance and would end up like his brother teaching in a local school. The school where Uncle Khan dada taught was in the mountain village of Sewoor, about an hour and a half ’s climb from their house. It didn’t even have its own building. They used the big hall in the mosque, where they taught more than a hundred children ranging from five to fifteen years old.
    The people in Sewoor were Gujars, Kohistanis and Mians. We regard Mians as noble or landed people, but Gujars and Kohistanis are what we call hilly people, peasants who look after buffaloes. Their children are usually dirty and they are looked down upon by Pashtuns, even if they are poor themselves. ‘They are dirty, black and stupid,’ people would say. ‘Let them be illiterate.’ It is often said that teachers don’t like to be posted to such remote schools and generally make a deal with their colleagues so that only one of them has to go to work each day. If the school