Swapnanagar was known as ‘Dherpara’ once. Few decades ago, there was most inhabitants were called ‘Dherr’, a historically deprived community treated as untouchable lower class. Hopeless timid life, vague & inadequate means of living, malnutrition, diseases, tyranny of local lords, cultural & social humiliation – thus the realm of poverty took life to its last periphery here. It is also a century old story how the village was born. The ancestors of most of the villagers were taken here from Birbhum-Bankura to work in the tea-garden. However, now the tea valley is abandoned and the situation was as above even few years ago. Now, most of the villagers (male) work as day laborer and earn a very little to support their family. Their children did not have any chance to get education due to poverty and isolation from the main locality, but an initiative of two boys started to influence the situation positively. In 2004, Rafiq & Wasim, two higher secondary students living in the nearest village Kanchannagar, used to pass by Swapnanagar for maintaining their nearby family farm. During these casual walks they gradually noticed the situation and touched their soul. They started thinking to do something for the village. They saw many scattered roaming kids, carrying an undernourished health, were growing towards their foreseeable destiny. They noticed the absence of school here and planned for it to foster the kids for a better future. They convinced and organized the villagers in support of their plan. The villagers dig out the ruins of the abandoned tea-factory and made it ready for the school.The inhabitants of Swapnanagar village, who only have labor to pay, started collecting bamboos, wood, chon (kind of long grass used for shading huts) and other materials from the neighboring forest. Thus they built their school of their own. The school started its journey with these two young volunteer teachers. Soon after, a group of people (Dhruba, Niloy, Shuja and Istiaque) came in touch of the school who had agreed to shoulder its responsibility. Then the school came out with a new energy and began to work more effectively as a full-fledged school. Later, the organizers emphasized on structured learning ensuring regularity of classes and availability of full time teachers.