I. Historical Introduction

Studies by the World Bank and other international organizations have shown that the most effective way to reduce poverty in third world countries is the education of women [e.g. "Advancing Gender Equality: World Bank Action Since Beijing" (World Bank, 2000); "What Helps in Girls' Education: Evidence and Policies for the Developing World" (Council on Foreign Relations, 2005)]. In underdeveloped countries, women are more likely than men to take responsibility for birth control, health issues, and the general nourishing of society. In many third world countries, including Cambodia, women are discriminated against regarding educational, social, and professional opportunities. Thus, ironically, the population that can most advance the country is given the least opportunity to do so.  In Cambodia, at the age of 12 or 13, girls in the provinces are forced to drop out of school and either work in the rice fields or become prostitutes. The ratio of boys to girls who finish high school is about 4 to 1.  Cambodia is the poorest country in Southeast Asia, with an average annual income of about $300 per person. Seventy percent of capital spending in the country is paid for by foreign aid. Malnutrition and disease give Cambodia the highest infant mortality rate in the region.

The population of Cambodia is about 13 million. The vast majority are Buddhist. The language is Khmer. The capital city is Phnom Penh, with a population of about 1.2 million. Cambodia was colonized by the French in the 1860s, then became an independent nation in 1953. There followed a monarchy under Prince Sihanouk. Sihanouk was overthrown by the US supported dictator Lon Nol, who ruled from 1970 to 1975. During Lon Nol's rule, Cambodia suffered from a terrible civil war. In addition, as the finale to the Vietnam War, the US dropped 500,000 tons of bombs on Cambodia, trying to kill the Viet Cong who had taken refuge there.  In 1975, the radical communist organization called the Khmer Rouge took power and began a violent restructuring of society. 

During the period 1975-1979, the Khmer Rouge killed 2 million people, INCLUDING VIRTUALLY ALL OF THE EDUCATED POPULATION.  That horrific fact distinguishes Cambodia from almost all modern countries. Cambodia still has not recovered from the loss of its educated citizens and is desperately trying to get back on its feet. However, because the country is so poor, only about 4% of its population has graduated high-school, and only about 1% has graduated from college. Of this 1%, only about 15% are women, and only about 10% of those are women from the provinces. Thus, less than a thousand women from the provinces are now enrolled in college, out of a total population of 13 million. 

After the Khmer Rouge lost power in 1979, Vietnam occupied Cambodia.  Guerilla forces opposed the Vietnamese.  In 1991, under UN guidance, various fighting factions in Cambodia signed the Paris Peace Accord.  In 1997, Hun Sen and his Communist People's Party took over the leadership of the country. Since that time, Cambodia has enjoyed stability, although the country still faces the challenges of poverty, corruption, and lack of education.

II. Our Introduction to Cambodia

In 2001, Frederick Lipp, a retired Unitarian minister and friend of Alan Lightman's, visited the UN office for Human Rights in Phnom Penh and was told that what Cambodia needed badly was improved education for girls and women.  Lipp began helping young Cambodian girls stay in grade school and told Lightman about his work.  In December 2003, Lightman and his daughter Elyse went to Cambodia with Lipp. They spent two weeks travelling to the various villages where Lipp is supporting children and their families. 

Over the next year and a half, we made two more trips to Cambodia, in January 2005 and in June 2005.  During this period, the Harpswell Foundation became involved with building a school in a remote village named Tramung Chrum, 50 miles northwest of Phnom Penh, in the province of Kampong Chnnang.