Location- Adjacent to the Commerce block

The Genesis & realization of the idea of Dharohar

It is strongly felt that an educational institution, principally one that deals with higher education should have a museum, which could be referred to not just by the enrolled students, but also by outsiders, or the general populace. Such museum, in zist, should harbour or incorporate figures/items that strengthen the latent talent of the students and enhances their understanding of the local culture, history, biodiversity, livelihood pattern, else. In short, the salient aspects of the rich culture as well as the bio-diversity of the state. It was with this background that the college administration decided to go ahead with the establishment of the museum. An initial beginning has been made, with the Dharohar presently housing 100 large Photo frames, measuring 3 x 2 feet in size, with each of the photographs being briefly described for the general interest of the visitors. Altogether, 10 broad themes have been undertaken that showcase the prime cultural facets of the State of Uttarakhand, as also the prime endangered/critically endangered Flora & Fauna of the state.


Broad theme

Photo frames with a brief explanation or write-up



Likh-thap patta, bar-boond, Saraswati Chouki, Khodia or khodas Chouki, Mahalaxmi Chouki, Panch Shikha or Panchanan chowki, Janaiu Chouki


Traditional agriculture

Principal traditional crops, which are now referred to as 'Ancient crops' by the United Nations- Finger millet, Amaranths, Rajma or common bean, Buckwheat, Barnyard millet, traditional ‘Saar’ fields.


Traditional Dance forms-unique to the state

Chanchari, Chholia, Harul, Jhoda, Pandav nritya, Hurkiya bol



Ramman festival (the only cultural art firm included in the Representative List of the Intangible Cultural Heritage of Humanity, UNESCO, 2009, Chipla Jaat, Kangdali festival, Hil Jatra, Nanda Devi festival (Nainital), Bikhauti, Harela, Ghughutiya tehaar, Phul Dei, Nanda Devi Raj Jaat, Bagwal


Endangered flora & fauna, and State symbols of the state

Snow leopard, Striped Hyena, Sloth bear, Royal Bengal tiger, Bharal (the Blue Sheep), Asian Elephant, Leopard, Musk deer, Egyptian vulture, Himalayan Monal, Red-headed vulture, White-rumped vulture, Crimson-horned pheasant, Grey-headed Lapwing, Indian aconite (atis), Indian aconite (Mitha vish), Dudh Atis, Flying sider-monkey tree (or tree fern), Marsh Orchid, Snow orchid, Indian Gentian, White Himalayan Lily, Patwa, Muskroot (or spikenard), Butterfly orchid, Nun's orchid, Alpine butterwort, Himalayan Mayapple, Honeyball Rhododendron, Sacred Lotus (Brahmkamal), Thakal, Steppe Eagle, 


Wood carving and artisans

The door frame of Mahasu (Hanol temple), the door frame of Pokhu Devata, the basic plan of the structure of a wooden temple from Jaunsar valley, Rich engraved panels from Jaunsar and Choudas valley 


Musical instruments

Dhol, Hudka, Mashakbeen, Bhankora, Damama or Damao, Nagara


Naulas and Dhara

Naula from Jakh Puran (Pithoragarh), rich engraving inside the Baleshwar Naula, the sacred dharas 


Principal Temples (their layout plan or style of architecture, a brief history associated with)

Baijnath, Bagnath, Surya (or Katarmal) Mandir, Gopinath temple, Lakhamandal temple complex, Kedarnath, Nanda Devi (Almora), Adi Badri temple complex, Baleshwar temple complex, Jageshwar temple complex, Mahasu Devta temple (Hanol), 


Major tribes

Tharu, Jaunsari, Van Rajis, Bhotiya, 



Lakhu Udiyar, Phenology, the palanquin of Mahasu Devata, the dress code of the Bhotiya womenfolk, Diclofenac and loss of raptor species 

It is strongly believed that the present facility would likely facilitate igniting interest amongst the visitors to undertake a more detailed study of the sites, as per their interest. For example, those students enrolled in the subject of history, or archaeology would be interested to undertake the study of temple architecture, say, under the Chand dynasty. Similarly, the students of archaeology might be interested to undertake a detailed study of pieces of evidence of sequential changes in the temple architecture under different regimes or dominating religious groups/categories. Those, preparing for different competitive exams, inherently are supposed to have basic knowledge regarding the cultural heritage of the state. In this later prospect too, the current infrastructure would greatly help them, since they are viewing the sites or subject matter of interest, rather than only reading in the textbooks, and lastly, it would prove to be of immense value to students enrolled in Diploma course, such as Tourism, to acknowledge the prospects of different forms of tourism- cultural, adventure, mass, religious, and so forth. In short, the museum would be an extension of the coursework subscribed for these students.