歷史

They believe education is the key to unlocking the chains of extreme
poverty in which they live. While he was unable to finance a school,
Ellis still wanted to help. He identified a small amount he felt he
could commit to sending monthly in perpetuity, and has been doing so
ever since. It became his life dream too, to one day build a school in Sujata’s Village.

他們認為，教育是鑰匙鏈的赤貧他們在其中生活。而他卻無法財務一所學校，埃利斯仍願提供幫助。他認定一個小數目，他覺得可以承諾派遣每月永遠地，並一直這樣做至今。這成了他的人生夢想，也希望有一天興建一所學校裡舒亞塔的村。

In early 2007 he took Orna, a graduate student at Antioch University
Seattle’s Center for Creative Change, to India and introduced her to
his friends at the Tathagat School. Orna and Ellis spent three weeks in
nearby Bodhgaya,
visiting the school and the nearby village communities, and talking
with villagers about their lives, their struggles and needs, their
hopes and dreams.

在2007年初，他orna ，研究生在安提大學西雅圖的中心，為創意變化，以印度，並介紹她到他的朋友們在tathagat學校。orna和埃利斯用了3個星期，在附近bodhgaya ，參觀學校及附近鄉村社區，並跟村民們對他們的生命，他們的鬥爭和需求，他們的希望和夢想。

From this independent study emerged the seeds of an elaborate community
development plan, envisioned and led by the members of the Tathagat Welfare Trust,
that prioritizes primary education for all children, followed by
empowerment of women through vocational training and a micro-lending
program. The plan is fueled by the dreams, ambitions and dedication of
the local Trust members to their village community and the children in
particular. The four Trust members have been running a school on “a
shoestring” from a one-room borrowed building for the past five years.
But the larger plan of providing an education to all
the village children, as well as other aspects of the community
development plan, remains in the dream stage due to a complete lack of
resources and support.

從這個獨立的研究，湧現出的種子是一個複雜的社會發展計劃，設想和領導成員對tathagat福利信託基金，即優先小學教育，為所有兒童，其次是賦予婦女權力是通過職業培訓和微型貸款計劃。該計劃是由夢想，野心和奉獻的地方信託委員，以自己的鄉村社區和兒童，尤其是。四名相信大家已經辦學方向上的"兩手空空"，從一室借來的建設，為過去五年來的。但更大的計劃提供了一個教育所有兒童村，以及其他方面的社會發展計劃，但仍停留在夢想階段，因為一個完整的，缺乏資源和支持。