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Adibasi 1968-69 V10 3-4 Ocr OL. X, 1 ie)UiJ1)llNU!IUD)lwaillllD,,IIU)D)P))QOill)l)ftll)II/IO,i/ l)Dl(1UDiliWDWIIIDllililBIIIWJtli fiiftli))f;IN)IiillUil~~lli 1 · 1NTER0IscIrL1NE ··. e I ****** I I A Quarterly Journal. of So c i.a I Science I a Research and Documentation I It is publ.ished by the Gan.dhian Institute of I Studies, a centre for study and research and iJ training in various areas of fundamental and I applied social sciences. This Journal intend. s 1 I1i to provide a forum to advanced social science I § thinking and research with an articulated I ~ orientation to foster planned social chang~. · I ~ INTER~ISCIPLINE usually have the following I 1 sections: I * Articles, research papers ~nd critical I reviews in all important branches of I- I social sciences. Effort will-..be made to I d.e v e Lop an iI1:terdi~ciplina1:'y f_ramework I . in modern social science thinking. I f I * Abstracts of articles i.n st. andard socia. l ., ..· ·..'·~ . science Journals of Indian and foreign .. f I specially those_ dealing with social i~ I problems and social changes. ;~ I * Index of social science articles speci- [Z a~ly tho~e dealing directly with emer- Ii~ . I. g i ng social problems. I,~· I * Review of latest publications in social ·I Sciences. ~ * Special Abstracts, Research no t es , book .\j notes, Indax of recent additions to the I Institute Library and glimpses of Inst·' I tuteactivities, etc. PERIODICITY: Spring : Summer : Autumn: .. ~UV~~ • I ANNUAL SUBSCRIPTION 1 I India Rs . 12 · 00 : U. S. A. $ 5 · 00 : U. K. Sh. 30 I I ADVERTISEMENT TARIFF I ~I · III Page Cover (Full) Rs. 150 · 00 1· III Page Cover (Half) Rs. 90 · 00 _ I IV Page Cover (Full) Rs. 200 · 00 I - Full Page Rs . 100 · 00 I I Half Page Rs. 60 · 00 I For ,further particulars write to I I The publication Incharge, I I . GANDHIAN INSTITUTE OF STUDIES' I . I .·. · . .. Rajghat, Varanasi (U. P .) , I ~,;119ffi1!1\a!!!1~11Rili!fflmJ1i'!Dit1k'ffitl1ffll(l!lll1!Uffimailtmart!-ll1A!il!tl!liQl!!:~lll!a!!tltrai!!l!mlfflll!D!!'•~ ADIBASI 1968-69 Number Three & Four CONTENTS PAGB 1. Priorities for Tribal Education N. Das 1-10 2. Factionalism .and Development in a R. Ratan 11-14 Naga Village. 3. Anthropometric and Pinger and P. D. Prasad Rao 15-24 · Palmar Dermateglyphic study of the Soaras, 4. Sex Initiation in a Dule Bauri K. L,. Bhowmik 25-32 Village. 5. The Koadh Pantheon and their . J. Swain 33-J9 Social Significance. 6. Methods of Social · Anthropology N. Das .. 40-50 and Study of Tribes in India. 7. An address in Census Conference 51-56 of 1969 . • Brief Notes Social status of 57-58 Khaiuria. 9.0ith eomplime11to ol €clito~o, o4-cliba6i 'cribal ~eoearch ':Bureau ~~=-:--:- ~- -- -, I I ' I On May, 3, 1969, the nation was shocked to learn that the Head of the! State, President Zakir Husain was no more. Dr. Husain was elevated to the High office only two years ago in May 1967. It was then least known that the cruel hands of destiny would snatch him away depriving the country of an able leader, stateman and literature. He was the first President to pass away in harness, at a time when the country needed him most. Dr. Husain combined scholarship with geniality and did not touch anything which he did not adore. In befitting reverence to his eminent personality, millions in this country and aboard have paid their homage and condolence which is manifest from the fact that foreign dignitaries from sixty countries attended the funeral along with thousands of mourners of our land. Dr. Husain's affection for the tribes of India knew no bounds. It was an irony of fate that his last tour was spent among the tribal brethren of N. E. F. A. and Nagaland. The other day Dr. Husain received two tribal chiefs from Orissa and was presented with a set of the Adibasi. We will for long cherish the occassion when his searching enquiries about the tribes of the State showed his anxiety for the welfare of the tribes. The "Adibasi" joins with millions in this country and abroad to condole the sad demise of Dr. Husain and respectfully extends its sorrowful condolence to the bereaved family. The void is difficult to fill, but his spirit would continue to guide us in our pursuit to develop our tribes. N. DAS I PRIORITIES FOR I TRIBAL EDUCATION I Spread of education among the languages. There are semi-assimi• tribes deserves serious thought for lated groups who while retaining the next ten years. That has their language and customs, etc., become doubly important, in view have made some progress in the ,_ of the fact that_Tor the last twenty field of education. There are years concentrated efforts by official advanced section of tribals who and non-official agencies have been have adopted formal education and made to spread education among the some of them have considerably im• tribes. Educational improvement of proved their education standard. tribes has been better than econo• mic, health and hygiene develop• In some States residential institu• ment. We have 29,883,470 tribal tions meant for tribals have been population according to 1961 opened to others who can attend Census. There has been some in• those as day-scholars. In the resi• crease during these seven years. dential institutions boarding charges There are altogether 62 tribal are provided for tribal students groups classified as· Scheduled while in general institutions they Tribes under Presidential Order of are provided with stipends. 1956. Some· modifications are ex• Central Government provide grants• pected on the recommendation of in-aid for management of these re• Lokkur Committee and the intro• sidential institutions for tribes. duction of the Bill to amend the Both officials and non-officials have Scheduled Castes and Scheduled made serious efforts to extend Tribes Lists (Modifications) Order, education in remote tribal areas. 1956. A few more may be added During the Three Plan period pri• after the finalisation of the recom• mary and Secondary Schools have mendations of Lokku Committee. been established in far-flung tribal Although these groups could be areas. denoted by the generic term 'Scheduled Tribes' they are at However, the position is deplor - different stages of culture and eco- able in case of real backward ~ nomic development. tribes. That is why they deserve special and concentrated attention There are backward tribals who for the next· decade. Four-point have not made any progress in edu• criteria are imperative to an edu• cation. They have their distinct cation system, viz., (a) method, : )~" 2 ADIBASI \__ .. , (b) personnel, (c) content, of the adult and there is always ( d) motives and attitudes underlying reciprocal obligation on the part of the sducational progress, the adults to understand the handi• caps and difficulties of the children. Among the contemporary back• Discipline among the tribes is self• ward tribal people the gulf between evolved, unlike other societies the informal education which is where it is imposed by the imparted at home and the formal authorities. Prizes are real source education which is imparted in the of satisfaction and the rewards are schools is practically lacking. Ex• won for the benefit of the individual cept highly specialised craft or the in the context of social benefit magical spells there are no specia• obtained from his actions. Thus lised organs. Moreover, traditional the entire educational system is one education is always direct. By of homogeneity and reciprocity. direct, we mean learning by experiencing. We usually read and The widespread student unrest in are made to understand things this country as welt as in almost all which have no relationship in our parts of the world has called for daily life and which we sometimes attention to evolve a proper system cannot see during our life time. of education. The adolesent and The people of Uttar Pradesh or the the youth have now become restive. Punjab are often told about the sea Parents are equally responsible for or the port, though hardly a hand• not maintaining a comfortable ful of them get the opportunity in atmosphere in respective homes. their lives to see the sea. Among Repurcussion of those fall on young the tribal people the method of edu• boys and girls. The general indis• cation is always direct and the cipline in the social structure · and . observations are real. This acts as apathy of the leaders to decide a handicap for adopting the present about the proper system of educa• system of education and learning. tion leads to this sorry state of There are no professional teachers affairs. and of course no learned professors. As everybody is jack of all trades except the sorcerer or magician, the In this respect when we judge rest are teachers and students the tribals we find a completely simultaneously. Among the pre• different picture. In the tribal literate societies, interest created society there is respect for tradi• among children themselves, makes tional leadership. Rigorous disci• them active participants instead of pline and informal education enable passive recipients. Content of edu• tribals to respect their social system. cation similarly aims at two main Some of the tribes had well points, the individual adjustmept to organised dormitory . institution. the community and the acquisition In the dormitories boys and girls of social values including sex life. used to live together and parti• Now the last though not the least cipate in all the activities like is motive and attitude underlying dancing and merriment. Social the educational process.
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