DOCUMENT RESUME

ED 054 011 SO 001 276

TITLE Communities Around the World. A Village in India.Teacher's Resource Unit.

INSTITUTION Minnesota Univ., Minneapolis. Project Social StudiesCurriculum Center.

PUB DATE 69NOTE 243p.; Revised edition

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

EDRS Price MF-$0.65 HC-$9.87*Area Studies, *Community Study, Concept Teaching,*Cross Cultural Studies, Curriculum Guides, EconomicEducation, Elementary Grades, Human Geography,Interdisciplinary Approach, *Non WesternCivilization, Resource Guides, Resource Units,*Social Studies Units, Social Systems*India, Values Education

This resource unit was developed from materialsproduced and field tested by the Project Social Studies CurriculumCenter. It was designed to make progress toward the development ofthe following objectives: 1) conceptual: globalism, geographiclocation, diversity, interrelationships, change, cultural use of theenvironment, economics, culture, social organization, and socialprocesses; 2) generalizations evolving out of conceptual approach tothe study of India; and, 3) skills: rational problem solving,efficient information location, information gathering and evaluation,effective geographic skills with maps and globes, and theorganization, analysis, and evaluation of information. Attitudinalobjectives are: 1) curiosity about social data; 2) free examinationof social attitudes and data; 3) value objectivity; and, 4)appreciation of the cultural contributions oE other countries, races,and religions. Teaching strategies and educational media are listed,student activity sheets and textual materials developed by the Centeron village life are also included. Other documents in this series ofcurriculum guides are ED 051 027 through ED 051 033, ED 052 080through ED 052 082, SO 001 277 and SO 001 278. (VLW)

Chelmsford Public Schools

Chelmsford, Massachusetts

O

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

COMMUNITIES AROUND THE WORLD

A Village in India

Teacher's Resource Unit

revised by

Leda Drouin Jean GureckiJune Gould Gail Hennicrar

Charles L. MitsakosSocial Studies Coordinator

This resource unit was revised following field testing in the Chelmsford PublicSchools from materials developed by the Project Social Studies Curriculum Center ofthe University of Minnesota under a special grant from the United States Office ofEducation.

1969

1

OBJECTIVES

This unit is designed to make progress toward the developnobjectives:

CONCEPTS

1. Globalism.

2. Location.

PositionSituationSite

ElevationLandforms: plain, mountains,

plateau, river valleyClimate: temperature, seasonal

variations, precipita-tion, monsoon 8.

Water: ocean, riversVegetation: jungle, desert

3. Diversity.

4. Interrelationships.

Areal relationshipsTradeInterdependence

5. Change.

PhysicalMan-made

6. Cultural use of the environment.

7. Economic Concepts.

ScarcityAllocationEconomic Systems

CProdFactcOutpSpecLivirWage

Culture.

DiveNormCultCults

un3Chan

9. Social 0

ClasSoci-Fami

10. Social

SociReci

OBJECTIVES

it is designed to make progress toward the development of the followingyes:

ation.

PositionSituationSite

ElevationLandforms: plain, mountains,

plateau, river valleyClimate: temperature, seasonal

variations, precipita-tion, monsoon 8

Water: ocean, riversVegetation: jungle, desert

ersity.

errelationships.

Areal relationshipsTradeInterdependence

nge.

PhysicalMan-made

tural use of the environmont.

nomic Concepts.

ScarcityAllocationEconomic Systems

MarketCommandTraditional reciprocalrelationships

MixedChange

ProductionFactors of productionOutputSpecializationLiving levelsWages

. Culture.

Diversity and uniquenessNorms and valuesCulture as learned behaviorCultural universals and psychic

unity of mankindChange

9. Social Organization.

Class and casteSocial mobilityFamily as institution

10. Social processes.

SocializationReciprocal exchange

GENERALIZATIONS

1. Every place has three types of location:a position, a site, and a situation.

a. Places can be located at specificpoints on the earth's surface.

b. Places can be located in terms oftheir situation; situation describesa phenomenon in areal relationshipswith other phenomena with which itis associated, including distanceand direction from such phenomena.

6. Places in the i'tend to have grltemperature thacoast.

a. The ocean aof water doly as land.'

b. Winds whichbodies of wair to near

7. Rainfall is afftion, distanceand physical fewinds to rise.

c. Places can be located in terms ofsite, which relates a phenomenon tothe detailed physical setting of thearea it occupies. 8. Nature changes

earth through p2. Phenomena are distributed unequally over

the earth's surface, resulting in great 9. The topographydiversity or variability from one place limitations givto another. No two places are exactly technology.alike.

10. Man uses his pha. Unevenly distributed phenomena from terms of his cu

distinctive patterns on the map. ceptions, and 1

3. Temperature and seasonal differences arell. Specializationaffected in part by distance from the for interdependequator; temperature ranges are smallernear the equator than further away fromit.

4. Temperature is affected in part by eleva-tion; air is cooler at higher elevationsthan at lower elevations if latitude anddistance from the sea are the same.

5. Temperature is affected by physical fea-tures which block winds from certaindirections.

a. The peopleity dependdifferent ghelp each o

b. People in mworld depenin other cogoods and ssolving pro

as three types of location:site, and a situation.

n be located at specificthe earth's surface.

6. Places in the interior of continentstend to have greater extremes oftemperature than places along thecoast.

a be located in terms of.cation; situation describeson in areal relationshipsphenomena with which it

ited, including distance_ion from such phenomena. 7.

be located in terms ofh relates a phenomenon toed physical setting of thecupies. 8.

distributed unequally overrface, resulting in great 9.ariability from one placeo two places are exactly

10.istributed phenomena fromre patterns on the map.

d seasonal differences arell.rt by distance from therature ranges are smalleror than further away from

affected in part by eleva-ooler at higher elevationselevations if latitude andthe sea are the same.

affected by physical fea-ock winds from certain

4

a. The ocean and other large bodiesof water do not heat up so rapid-ly as land.

b. Winds which blow over largebodies of warm water carry warmair to nearby land areas.

Rainfall is affected by wind direc-tion, distance from bodies of water,and physical features which forcewinds to rise.

Nature changes the character of theearth through physical processes.

The topography of a region may presentlimitations given a specific level oftechnology.

Man uses his physical environment interms of his cultural values, per-ceptions, and level of technology.

Specialization of individuals makesfor interdependence.

a. The people who live in one commun-ity depend upon each other fordiffereht goods and services andhelp each other solve problems.

*b. People in most societies in theworld depend on people who livein other communities for certaingoods and services and help insolving problems.

12. Every economic system faces scarcity ora lack of enough productive resources tosatisfy all human wants.

13. Certain basic economic questions areanswered or decided in some fashion byevery society, although perhaps in noother way than by tradition. Thesequestions are: (1) What and how muchshall be produced of each good or ser-vice? (2) How much shall be producedin total? (3) How shall these goodsand services be distributed among thepopulation? (4) How shall these goodsand services be distributed among thepopulation?

14. Production satisfies human wants byconverting resources into goods andservices which people desire. Peoplewho perform services for others areproducing, just as are those who aremaking goods for which people are wil-ling to pay or exchange goods.

15. Economic systems differ as to how eco-nomic questions are resolved about whatand how much to produce, how it shallbe produced, and who shall get whatgoods and services.

a. The fundamental difference betweeneconomic systems is in how and bywhom basic economic decisions overallocation of resources are made.

b. In a private enterprise system, itis the market which serves largelyto resolve the questions of: Whatand how much shall be produced?How shall it be produced? and Whowill get what products and services?

c. In commandthe basic (I

are made b,

1) The alin a cdetermthe cellby fre

d. In a numberthe governsystem hasaffectingallocated.tems are btraditiontionshipsin the passome recipwhich affedegree.

1) In alltraditby whitain tthis eparticdemand

e. Economic smixed, witvate ownermade bothby consume

1) In allrelatiwith acomman

f. Most econoprocess of

- 3

system faces scarcity orugh productive resources touman wants.

economic questions areecided in some fashion by, although perhaps in non by tradition. These

(1) What and how muchuced of each good or ser-ow much shall be produced) How shall these goodsbe distributed among the(4) How shall these goodsbe distributed among the

tisfies human wants bysources into goods andh people desire. Peopleervices for others arest as are those who arefor which people are wil-exchange goods.

ems differ as to how eco-ns are resolved about whatto produce, how it shalland who shall get whatices.

ental difference betweensystems is in how and byc economic decisions overn of resources are made.

ate enterprise system, itrket which serves largelye the questions of: Whatch shall be produced?it be produced? and Whohat products and services?

c. In command economies most ofthe basic economic decisionsare made by the government.

1) The allocation of resourcesin a command economy isdetermined basically bythe central planners, notby free consumer demand.

d. In a number of societies neitherthe government nor the marketsystem has been important inaffecting how resources areallocated. Such economic sys-tems are based largely upontradition and reciprocal rela-tionships which have grown upin the past. All societies havesome reciprocal relationshipswhich affect exchange to somedegree.

1) In all societies people havetraditional relationshipsby which they exchange cer-tain things with each other,this exchange is not affectedparticularly by supply anddemand.

e. Economic systems are usuallymixed, with both public and pri-vate ownership and with decisionsmade both by the government andby consumers.

1) In all systems reciprocalrelationships are combinedwith a market system or acommand system or both.

f. Most economic systems are in theprocess of constant change.

16. At any specific time, the total economicoutput is affected by the quantity andquality of productive resources (land,or natural resources, labor, and capitalgoods), by the level of technology, andby the efficiency of the organizationalstructure.

a. Economic output is affected by thequality as well as the quantity oflabor.

b. Output is affect by the level oftechnology.

20

1) Output can be increased by tech-nological progress in the devel-21opment of tools and machines andpower to replace manpower.

c. The organizational structure of thetotal economy or of any large sectorof it (such as agriculture) affectsefficiency and so output.

17. Living levels do not rise unless outputof production grows at a faster ratethan population.

18. People tend to work hardest at thosejobs for which they receive the greatestincentives (monetary and non-monetary).

19. Status may be acquired by birth, achieve-ment, age, or some combination of these.

8

a. In societies with a caste system,people are born into certain occupa-tional groups and expect certainreciprocal relationships regardlessof their ability; in societies withgreater ability, they can hope torise further in the economic ladder,

but the

1) Memfol

b. Membersout ofthe casis moremobilit

. Castes haveone to theexchanges oresponsibil

. All people,live or toor religionthings in c

a. All peocertainalthougdiffere

b. Human bkinds osorrow,they maent waybe arou

c. Human bacquireaffectaction(gregar

d. Every cthe sattary bi

total economicquantity andources (land,or, and capital2chnology, andorganizational

fected by thequantity of

ae level of

..:eased by tech -in the devel -21. All people, regardless of where they

ad machines and live or to what race, nationality,Ranpower. or religion they belong, have mar.y

things in common.

but they must achieve to do so.

1) Members of a caste usuallyfollow specific occupations.

b. Members of a caste cannot moveout of their caste, although asthe caste system changes thereis more likelihood of verticalmobility.

20. Castes have a fixed relationship,one to the other, which may involveexchanges of services and mutualrespolLcibilities and obligations.

:ucture of thely large sector_ture) affects)ut.

unless outputfaster rate

;t at thosere the greatest)on-monetary) .

birth, achieve-Ltion of these.

.ste system,

.ertain occupa-,ct certainps regardlessocieties withcan hope to.onomic ladder,

a. All people, everywhere, havecertain basic physical drives,although they satisfy themdifferently.

b. Human beings exhibit the samekinds of emotions (anger, fear,sorrow, hatred, love) althoughthey may express them in differ-ent ways and the emotions maybe aroused by different things.

c. Human beings everywhere haveacquired the need for positiveaffect (affection) and inter-action with other human beings(gregariousness).

d. Every culture must provide forthe satisfaction of the elemen-tary biological requirements

Cl

such as food and warmth, and theneed for positive affect or gre-gariousness.

e In all societies people are ex-pected to behave in certain waysand not to behave in certain ways.They are expected to believe thatcertain things are good and certainthings are bad.

f. All cultures require a certainminimum of reciprocal behavior forcooperation to obtain subsistenceand other ends of social life.

g. Families in all societies delegatedifteLnt .r.zponsibilities andrights (or specific roles) todifferent family members; age andsex arm principles used in allsocieties to differentiate familyroles and organize these roles3.nto statuses.

h. All societies have some means ofsocializing children.

b. People indiffer aspeople tothey think

c. The strucdiffers fanother.

d. Families ueconomic feconomic fgreatly franother.

e. Although asome kindgious bellety to soc

23. Culture is leaevery societyculture in theup; this cultuhavior patternof their group

i. All societies have some laws (rules)which will be enforced throughforce if necessary.

24.22. Ways of living differ from one society

to another. Each culture (way of life)is different (unique).

a. Human beings have the potentialto exhibit extremely variable be-havior, depending upon theirnatural and cultural environment;they satisfy their drives andneeds differently.

1 0

a. People perof their cexperience

Although cultucertain partssist over long

a. Culture chchanges modrasticallthan in of

b. Changes inculture wiother aspe

food and warmth, and ther positive affect or gre-ness.

societies people are ex-to behave in certain waysto behave in certain ways.e expected to believe thatthings are good aild certain

are bad.

tures require a certainof reciprocal behavior fortion to obtain subsistenceer ends of social life.

s in all societies delegatent responsibilities and(or sp3cific roles) tont family members; age andprinciples used in alles to differentiate familynd organize these rolesatuses.

ieties have some means ofzing children.

b. People in different societiesdiffer as to how they expectpeople to act and as to whatthey think good and bad.

c. The structure of the familydiffers from one society toanother.

d. Families usually have someeconomic functions, but theeconomic function differsgreatly from one society toanother.

e. Although all societies havesome kind of religion(s), reli-gious beliefs differ from soci-ety to society.

23. Culture is learned, not inborn. Inevery society human beings learn aculture in the process of growingup; this culture is the learned be-havior patterns shared by membersof their group.

ieties have some laws (rules)ill be enforced throughf necessary.

24.ing differ from one societyEach culture (way of life)

t (unique).

ings have the potentialit extremely variable be-depending upon theirand cultural environment;isfy their drives andLfferently.

1 0

a. People perceive things in termsof their culture and total lifeexperiences.

Although culture is always changing,certain parts or elements may per-sist over long periods of time.

a. Culture changes, although itchanges more rapidly anddrastically in some placesthan in others.

b. Changes in one aspect of aculture will have effects onother aspects.

12

c. Some values are conducive to change; 5. Uses effsome make change difficult.

SKILLS

1. Attacks problems in a rational manner.

a. Sets up hypotheses.

2. Locates information efficiently.

a. Uses book index to locate informa-tion.

b. Uses library card catalog tolocate information.

c. Uses encyclopedias.

3. Gathers information effectively.

a. Reads to answer questions.

b. Reads for details.

c. Gains information by studyingpictures.

d. Gains information by studyingfilms.

e. Gains information by constructingmodels.

f. Interprets charts.

g. Interprets bar graphs.

h. Gains information by listening.

4. Evaluates information.

a. Differentiates between fact andopinion.

a. Comparea

b. Tell

c. Usesmaps.

d. Orier

e. Usesdist-

f. Diffscaland

g. Inte

1)

6. Organizesdraws con

a. Appliconce

b. Ident

c. Tests

6 -

ucive to change; 5. Uses effective geographic skills.ficult.

tional manner.

ciently.

ocate informa-

talog to

ions.

studying

studying

constructing

listening.

fact and

a. Compares areas with knownareas.

b. Tells directions on maps.

c. Uses parallels on globes andmaps.

d. Orients map with globe.

e. Uses map scale to estimatedistances.

f. Differentiates between small-scale and large-scale mapsand knows when to use each.

g. Interprets map symbols.

1) Interprets map symbols interms of map legend.

6. Organizes and analyzes data anddraws conclusions.

a. Applies previously-learnedconcepts and generalizations.

b. Identifies differences in data.

c. Tests hypotheses against data.

7

ATTITUDES

1. Is curious about social data.

2. Is committed to the free examinationof social attitudes and data. Searchesactively for different points of viewand interpretations.

3. Values objectivity.

4. Appreciates and respects the culturalcontributions of other countries, racesand religions.

14

OBJECTIVES OUTLINE OF CONTENT

G. Is curious about socialdata.

S. Gains information bylistening.

S. Gains information bystudying films.

15

TEACHING STRATEGIES

Initiatory Activities

1. Invite an Indian to set the stage for the study of a villain India. Use may be made of the artifacts in Window onIndia realia kit. If a resource person is not available,divide the class into small groups and distribute the artifacts. Ask each group to make a list of statements aboutIndia based on what these artifacts seem to tell them orquestions these artifacts raise.

2. The procedures for this activity are as follows:

a. Have a small group of children assume roles of anAmerican family. Ask them to show the family membersat work and at play during a typical day. Discuss therole play by asking questions such as: Do all of youdo these kinds of things? Do you think most familiesin this country do these same kinds of things? If youwere to visit India, would you find people living thisway? What might be the same? What might be different

b. View the film Mooti ... Child of New India or Ramu ofGanapatty Street. Before t e film tell children that a small group will be asked to assume rolesof an Indian family.

c. Have a small group of children assume the roles andillustrate a typical day of an Indian family.

d. Contrast and compare the two families.

9

NG STRATEGIES EDUCATIONAL MEDIA

set the stage for the study of a villagebe made of the artifacts in Window onIf a resource person is not available,to small groups and distribute the arti-oup to make a list of statements aboutthese artifacts seem to tell them orifacts raise.

this activity are as follows:

oup of children assume roles of anAsk them to show the family members

play during a typical day. Discuss theking questions such as: Do all of youof things? Do you think most familiesdo these same kinds of things? If youndia, would you find people living thist be the same? What might be different?

ooti ... Child of New India or Ramu of. Before t e ilm is s own, tell chil-

11 group will be asked to assume rolesily.

oup of children assume the roles andpical day of an Indian family.

mpare the two families.

11)

Artifacts fromWindow on Indiarealia kit.

Indian students maybe contactedthrough the Deanof Students atLowell Technolog-ical Institute orthrough the WorldAffairs Councilin Boston

Films: Mooti ... Childof New India and Ramuof Ganapatty Street.

G. Every economic system facesscarcity or lack of enoughproductive resources to satisfyall human wants.

-10-

1. Every -

system,one socin Inchthe oth

G. Certain basic economic questionsare answered or decided in some fashionby every society, although perhaps inno other way than by tradition.These questions are: (1) What andhow much shall be produced of eachgood or service? (2) How muchshall be produced in total? (3)How shall these goods and serviceshe distributed among the population?

G. Production satisfies human wantsby converting resources into goodsand services which people desire.People who perform services forothers are producing, just as are thosewho are making goods for which peopleare willing to pay or exchangegoods.

G. The fundamental difference betweeneconomic systems is in how and bywhom basic economic decisions overallocation of resources are made.

omit system facesr lack of enoughresources to satisfy

wants.

sic economic questionsed or decided in some fashionociety, although perhaps inay than by tradition.tions are (1) What and.all be produced of eachrvice? (2) How muchroduced in total? (3)_ese goods and servicesated among the population?

satisfies human wantsng resources into goodss which people desire.perform services forproducing, just as are thoseing goods for which peopleto pay or exchange

ntal difference betweenstems is in how and byeconomic decisions overof resources are made.

Every society has some kind of economicsystems but economic systems vary fromone society to another, the systemin India differs from that in each ofthe other societies studied.

3. Review the generalization that every society has some kind ofeconomic system. This pattern of arrangements involves theproduction, distribution, and use of goods and services andrefleete the Y*AMO tlind ebjeativea of the pnrtieullf!r eeeiiotytReview the basic economic questions which must be answeredin some way be every society.

4. Have all countries which you have studiedorganized their economic life in emactly the same way? Reviewwhat children learned about the economic systems studied earlierin the year.

a. In the United States (choices of individual buyers and sellers.)b. In Russia (government making many of the decisions).c. In the Trobriand Islands (customs and traditions.)

Ask: Have any two of the countries you have studied so far had thesame way of looking at the basic economic questions which must beanswered in one way or another in all societies?

20

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G. Every place has three types oflocation: a position, a siteand a situation.

Places can be located at specificpoints on the earth's surface.

Understands concepts of "peninsula f'"continent," and subcontinent."

I/. India is aSouth Asia,diversity.

A. Indiacausecause Ithe resmountaicalled

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free types ofIon, a site

Ited at specificla's surface.

its of "peninsula,'iubcontinent."

I/. India is a large country located inSouth Asia. It is a land of greatdiversity.

A. India is part of a peninsula. Be-cause of its great size and be-cause it is almost cut off fromthe rest of Asia by the Himalayamountains, this paninsual iscalled a subcontinent.

2 ri

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Locate India on the globe. What is its shape? Havechildren locate the Indian Ocean, Bay of Bengal,and the Arabian Sea. Define peninsula. Locateother peninsulas on the globe. Use Map SymbolsChart to clarify the geographic terms used in thislesson.

Ask: What is a continent? Explain that this peninsula isoften 'Jai/ad a subcontinent because of its greatsize and because it is almost cut off from Asia by theHimalaya mountains. Print out these mountains on aphysical map. What other countries have we studiedthis year? Let's compare their size in relation toIndia.

Pass out Student Activity Nos. 1, 2 and a piece ofwhite paper. Have children use key on sheet no. 1to color the countries. Then paste half sheet ofwhite paper on bottom of sheet no. 2 to make apocket. Cut out countries on No. 1 and completeexercises on sheet no. 2 Discuss results.

Study prints:Map Symbols andGe raph c TermsanNystrom and CO.

Appendix:Student Activitiesnumbers 1 and 2

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Tells directions on maps. B. India liesthe worldwest coast

G. Places can be located in terms of .tance to Itheir situation; situation describes from our ea phenomenon in-areal relationship shorter diwith other phenomena with which it going eastit associated, including distanceand direction from such phenomena.

G. Places can be located in terms ofsite, which relates a phenomenonto the detailed physical setting ofthe area it .occuDies.

S. pqpRELIptheses.

G. Temperature and seasonal differencesare affected in part by distancefrom the equator; temperature rangesare smaller near the equator thanfurther away from it.

S. p2222snAllellim112tes andlINP.3

24

C. About halfthe low IaTropic ofmost partthe same 1or Richmon

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B. India lies about half way aroundthe world from the U.S. From ourwest coast, it is a shorter, dis-

terms of Lance to India by going west;NI describes from our east coast, it is aiationship shorter distance to India byrl which it going east.distance-lhenomena.

C. but half of India is located inthe low latitudes, sou4:h of theTropic of Cancer. Thf, northern-most part of India lies at aboutthe sane latitude as San Franciscoor Richmond, Va.

terms ofanomenonsetting of

differencesiistanceIture rangesator than

and yjns.

-15-

6. Ask: In what direction is India from the Soviet Unix'from the Trobriand Islands? From the U.S.? Why is itdifficult to decide in what direction it is from the ttAbout half way across the world, so closer to go easfrom some parts of the U.S. and to go west from someother parts). If children have difficulty with thisquestion, have them use a string and globe to measurecomparative distances from Washington D.C. to India bgoing both east and west. Then have them do thesame for San Fraacisco. Now ask: Would it be shortsus in our town to reach India if we went east or west'(Have a child measure on the globe.)

7. Say: Let's be a combination of Atlas,. Hercules, PaulBunyan and Pecos Bill and move India to the same lati-Western Hemiephers. Project a grid of latitude and lo!(See appendix for materials for making transparenciesUsing wall map, locate latitude and longitude of thefour countries studied this year. Then place eachcountry at the correct latitude and longitude onoverlay.

Ask: From what you know about our part of the UnitedStates, what kind of temperature would you expect Indto have? (Have the children volunteer what they knowabout Oklahome, Florida, Texas, Mexico. Review whatchildren have learned earlier about temperature andseasonal differences in terms of distance from the eaDiscuss winter in the 'Tropics.

-15-

ction is India from the Soviet Union?id Islands? From the U.S.? Why is itede in what direction it is from the U.S.?(cross the world, so closer to go eastof the U.S. and to go west from somec children have difficulty with this last;em use a string and globe to measure theences from Washington D.C. to India byend west. Then have them do theIcisco. Now ask: Would it be shorter fora reach India if we went east or west?asure on the globe.)

combination of Atlas, Hercules, PaulBill and move India to the same latitude inrs. Project a grid of latitude and longitudematerials for making transparencies.)

locate latitude and longitude of thetudied this year. Then place eachorrect latitude and longitude on

you know about our part of the Unitedd of temperature would you expect Indiathe children volunteer what they knowelorida, Texas, Mexico. Review whatarned earlier about temperature andnces in terms of distance from the eguater.n the Tropics.

theon an overhead

Appendix:

Grid of latitude andLongitude

,Copy of countriesoutlined.

2"l

S. Sets u2 hypotheses.

S. Applies previously-learned conceptsand generalizations.

S. Interpretsinp=1221s in terms of

G. Phenomena are distributed unequallyover the earth's surface, resultingin great diversity or variabilityfrom one place to another. No twoplaces are exactly alike.

G. Unevenly distributed phenomena formdistinctive patterns on the map.

G. Temperature is affected in part byelevation; air is cooler at higherelevations than at lower elevationsif latitude and distance from thesea are the same,

D. India can tphysical re

G. The topography of a region may presentlimitations given a specific levelof technology.

S. Uses map scale to estimate distances.

G. Temperature is affected by physical featureswhich block winds from certain directions.

1. 'Me Him

a. The150mil

b. ItthewineAs i

a. 'Et

Brai

d. ItrailCan

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-learned concepts3.

1pDls in terms of

Abuted unequallytrface resultingor variabilitymother. No twoalike.

A phenomena formIs on the map.

cted in part by'.,oler at higherlower elevationstance from the

i region may presentt specific level

estimate distances.

D. India can be divided into four mainphysical regions.

acted by physical featuresrom certain directions.

I. The Himalayan Mountain System,

a. The system is more than1500 miles long, 150-200miles deep.

b. It protects the valley ofthe Ganges from winterwinds blowing out of centralAsia.

c. It is the source of theBrahmaputra, Ganges, andIndus Rivers.

d. It causes the summer monsoonrains to fall on the Indo-Gangetic plain.

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Ask: What would you think if I told you that in thenorthernmost part of India there is snow all year aroundand sometimes there are blinding blizzards? (Allow timefor questions, guessing, and discussion as to why thismight be so.)

Show the class a physical map of the world. Ask: What doyou see that explains why thereis snow all year around insome places in India? (Review what children learned inearlier grades and reviewed in the unit on the SovietUnion about the relationship between elevation and temp-erature.)Now have children locate the Himalaya mountain systemon the map. Have them examine the elevation key. Thenask: How high would you estimate these mountains to be?How high are they compared to mountains in the U.S.? com-pared to mountains in South America? What problems wouldtheir height cause if you wanted to get to India from theSoviet Union by land? Discuss the concept of mountain pass,using a picture to illustrate. Locate passes in WestPakistan. Ask: Why would it be easier to go across theHimalayas today than many years ago? (Perhaps show picturesof snow-covered peaks in HimalAyan range.)

9. Using the scale of miles, measure the approximate lengthand depth of the Himalayas. Compare with the Rocky Mountainsystem and then with the caucasus mountains in the Soviet Physical maps of:Union. Ask t What effect would the Himalayas have on the India, U.S. , andcold winter blowing down from north Asia? U.S.S.R.

Raman, India, p.24for picture ofsnow-covered peakin the Himalayas.

30

-18-

Understands concepts of "river source", 2. T"river mouth", "delta," "plain."

Understands concept orplateau", 3.

S. Inte..rets TIDIlaT12ols in terms ofTR_ evnd.

G. Phenomena are distributed unequally overthe earth's surface, resulting in 4a great diversity or variabilityfrom one place to another.

S. S...qsuallyEsV22ms.

S. tests hypotheses against data.

Understands concept of "desert.°

3.1

-18-

cepts of "river source",delta," "plain."

Sept orplateau",

IITI2ois in terms of

stributed unequally overace, resulting iny or variabilityo another.

es.

as ainst data.

pt of "desert."

k

2. The Indo-Gangetic Plain.

a. The Ganges river eaters an areawhere 2/3 of India's people

b. The Plain is practicallylevel, with fertile, well-watered soil.

3. The Deccan Plateau.

a. This plateau is south of theVindhya Mountains.

b. It is 2,000 to 3,000 feet high.

c. It is cut off from the coastsby the Eastern and WesternGhats.

d. Rainfall varies from 10-30inches yearly.

. Southern Coastal Plain.

as Coastal areas are heavily popu-lated.

b. Malabar gets 80-200 inches ofrainfall yearly.

-19-

0. Locate the Indus, Ganges and Brahmaputra rivers. 71eviewthe meaning of the word "source." Ask: In what directiondo these rivers flow? Why? Where are the "mouths" ofthese rivers? What is a "delta"? Find the Ganges delta.woat ie th= mcnging vf thc Ord "plainol" levrimtv th.m.Indo-Gangetic plain. Find the rivers of peninsulaIndia. Why might these rivers dry up in the summer whenthose in Northern India would not? (Perhaps show picturesof the plain and the Ganges River.)

1. Have children locate other mountains in India (Vindhya,!aster_" and Western Ghats) Ask! How high are these asoompared with the Himalayas?

Discuss the meaning of the word "plateau." Locate theDeccan plateau. How high is this region? (Perhapsshow a picture of the plateau region.)

2. Show a collection of pictures to illustrate that withinIndia are some of the world's hottest plains, dampestjungles, drieet deserts, and highest mountains. Havechildren try to figure out Where the pictures were taken.They should examine a physical map and try to relatethe pictures to this map.

3, Now read aloud the paragraph for Fairservis in whichhe describes the varied landscape. Have the childrenlook at a physical map of the sub-continent as you readthe description. Then ask: Were you correct in yourguesses about where some of these pictures might befound? Make sure that children can locate the desert onthe sub-continent. (Be sure to review the meaning of"desert.") Also have them locate the hot coastal plains.

3'

Study Prints:"Source,""Mouth""Delta". MapElymblAP on4GeF4TEIT-Termsharts, A.J.

Nystrom and Co.

Map of India.

Raman, Indiap. 16.

Raman, Indiapp. 10-16.

Study Printn:India,PideierV-571 TeachingLatkIAT1_1411j1ftiee4Saira*ard6tta

Faireervis,Indialast line p. 15to end of para-graph one onp. 17. Projectthe map on p.16afterwards.

StUdy Print:"Desert" MARc ols and-Geo-

c TermsC arks.Nystrom and Co.

-19-

es and Brahmaputra rivers. Review"source." Ask: In what direction

Why? Where are the "mouths" ofa "delta" Find the Ganges delta.ohs' wiard "Ficano1" Lvventvind the rivers of peninsularivers dry up in the summer when

a would not? (Perhaps show picturesanger River.)

Cher mountains in India (Vindhya,mts) Ask: How high are these aslayas?

the word "plateau." Locate theigh is this region? (PerhapsEAateau region.)

ictures to illustrate that withingorld's hottest plains, dampestgr and highest mountains. faveout where the pictures were taken.7:11ysical map and try to relateap.

agraph for Fairservis in whichri landEcape. Dave the childrenof the suly-cc,ntinent as you readask: Were you correct in yourme of these pictures ne.ght hechildren can locate the desert onsure to review the meaning ofthem locate the hot coastal plains.

3:1)

Study Prints:"Source,""Mouth""Delta". MapYg *4%4

c4--R-11Thrmsarts, . .

Nystrom and Co.

Map of India,

Raman, Indiap. l5.

Raman, Indiapp. 10-16.

Study Prints:India,PidelerV3-7STral TeachingLiy Ong in IndiarIVer-gUrdett.

Pairservis,Indialast line p. 15to end of para-graph one onp. 17. Projectthe map on p.16afterwards.

Study Print:"Desert" Maparbols anoGeo-grifiEnYermsCharts. A.a.Nystrom and Co.

3 4

S. Gains infosts!iantzEqtttLILAntinsI.

Orients mv with:112)15e.

S. Identifies directions on map.

S,

S. Gains it2fams1.4mlayEonstruction of models.

S. EaMP.ESlls man sVIL21sL.

S. Uses library card .clit_11,mpa locateinformation.

S. Uses enculspedias.

-21-

14. To review India's geographic'regions, show film-strip The Geogra hic Back round. This filmstripmentions a floo p a n. Rea aioud a simpledescription Of one.

Filmstrip:Background

The Re ublA ReHouse, Inc

15. Give each child a copy of Student Activitiesnos. 3 and 4. Have each child orient his mapwith the globe and then label the directions Appendix:N,S,E, and W. Name the Indian Ocean, Bay ofBengal, and Arabian Sea. Have each child make Student Aa color key locating the following regions: 3.& 4

a. The Himalaya mountain system.

b. The ind&-Gangetic plain.

c. The Deccan plateau.

d. The eastern and Western Ghats.

e. The Coastal lowlands.

f. The desert region.

16. Have a committee make a large clay model of the physicalfeatures of India.

17. The more capable students may wish to do research on theHimalayas, mountain climbing, Mt. Everest in Nepal, KhyberPass in Afghanistan.

-21-

ographic regions, show film-c Back round. This filmstripa n. Rea a cud a simple

py of Student Activitieseach child orient his mapthen label the directionsthe Indian Ocean, Bay ofSea. Have each child makeg the following regions:

tain system.

is plain.

eau.

Western Ghats.

lands.

on.

Filmstrip:"The GeographicBackground."

The Republic of India:A Regional Study, Eye GateHouse, Inc. Use frames 1-21.

Appendix:

Student Activities Numbers3.& 4

e a large clay model of the physical

udents may wish to do research on theclimbing, Mt. Everest in Nepal, Khyber

1

a-22-

Sets up hypotheses. E. The Indian Subclimate.

S. Interprets charts.

S. Tests hypotheses against data

G. Phenomena are distributed unequallyover the earth's surface, re-sulting in great diversity orvariability, from one place toanother. No two places are exactlyalike.

1. India has

G. Places in the interior' of continentstend to have greater extremes of temp-erature than places along the coast.

G. The ocean and other large bodies ofwater do not heat up so rapidly aeland nor cool no rapidly as land.

a. The coolto Febalso d

b. There i- until

c. There ifrom LTthoughlittleseason.

G. Winds which blow over large bodies ofwarm water carry warm air to nearbyland areas.

G. Temperature and seasonal differencesare affected in part by distance fromthe equator; temperature ranges aresmaller near the equator than further fromit.

-22-

E. The Indian Sub-continent has a variedclimate.

1. India has three seasons.

ainst data

tributed unequallysurface, re-diversity orone place tolaces are exactly

erior' of continentster extremes of temp-es along the coast.

er large bodies ofup so rapidly esrapidly as land.

over large bodies ofwarm air to nearby

seasonal differences.part by distance from

rature ranges areequator than further from

a. The coolest season is from Octoberto February. This time of year isalso dry in most parts of India.

b. There is a hot, dry season from Marchuntil June.

c. There is a season of heavy rainfallfrom June through September, al-though some parts of India receivelittle rainfall even during thisseason.

-23-

18. Locate Delhi, Calcutta, Bombay, Madras, Karachi on thewall map. Discuss what we think of when we talk aboutweather and climate. Have the children hypothesizeabout the climate around these five cities. Which dothey think would have the greatest range in temperaturebetween different seasons? Why?

Complete Student Activities nos 5 & 6 with class.

4U

-23-

autta, Bombay, Madras, Karachi on thes what we think of when we talk aboutte. Have the children hypothesizearound these five cities. Which doave the greatest range in temperatureseasons? Why?

ctivities nos. 5 6 6 with class.

40

Wall map.

Fersh, India andSouth Ara, p.lf

Appendix:

Student ActivitiesNos. 5,6.

41

tt

-24-

Understands concepts of "monsoon," "floods",and "dam".

G. Rainfall is affected by wind direction,distance from bodies of water, andphysical features which force winds to rise.

S. Applies previously-learned concepts andgeneralizations.

1

, \

;:; i

Understan.s con4ets of "MOnsooni" "flood,"0 ),

and "darn.,'.

I

G. Natipre chiegesAllocharacter of the earththrough pllYsical processes.

S. Applies previously-learned concepts 2. Teand _generalizations. of

in '

fro.G. Temperature and seasonal differences are

affected in part by distance from theequator; the temperature ranges are 3. Cowsmaller near the equator than furtherfrom it.

-24-

"monsoon," "floods",

y wind direction,f water, andh force winds to rise.

arned concepts and

"Monsoonl" "flood,'

aracter of ete earth:saes.

arned concepts

nal differences areistance from theure ranges arefor than further:!

1) The summer monsoon is arain-bearing southwest wind.

2) 85% of India's rainfallcomes during the monsoonseason.

3) India is building dams tosave monsoon flood watersfor irrigation.

0

2. Temperature ranges from one timeof year to another are smallestin the southern part of India;Temperatures in North India tangefrom 56 degrees to over 100 degrees

Coastal regions have high humidity.

-IC

19. Have pupils read pp. 101-104, Fersh, The Story ofIndia. What is the monsoon? Examine the annualsmall map on p.11 of Fersh, India and SouthAsia.. Discuss the meaning of the term 'annual",How does this map differ from the monsoon maps?

Read to the children the drama of the monsoon.What ways of making a living can you think of inwhich the amount of rainfall is very important?

20. Have each child show the direction of the southwestand northeast monsoons on an outline map. Capablestudents may do research on the more technicalaspects of the monsoons, the construction of dams,and flood control. Encourage the children to usedramatizations, quiz sessions, overhead projectors,tape recorders, interview techniques--anythingbut reading or telling their reports to the class.

21. Read to the children Fairservis, India, p. 30,last paragraph, to p. 31, last paragraph. Havechildren make a chalk drawing of the descriptionof the onset of the monsoon.

22. Review with the class the climatic chart (StudentActivity number 5). Ask: How much differencein temperature is there in January? How doesthe January temperature of the coolest city comparewith the January temperature in your town? How doesthe July temperature in your town compare with theJuly temperature in the warmest city? Which partof India seems to have the least seasonal range in

Fersh, The Storof India.fi-iFiETTndia andSouth Asia.

Zinkin, India EndHer Neighbors, pp.42-43.Canis, Around theEarth, pp. 280-282

Fersh, India andSouth AJia.

Watson, India-OldLand, New Nationpp. 32-33.

Fairservis,India, p. 30-31

Appendix:

Student Activity #5

-26-

G. Places in the interior of continentstend to have greater extremes oftemperature than places along thecoast.

Understands the concept of"humidity."

G. Temperature is affected in partby elevation; air is cooler athigher elevations than at lowerelevations if latitude and dis-tance from the sea are the same.

S. Reads to answer questions.

S. Interprets map symbols; in terms F. India has rich deposits of some min-of map legend. erais, including iron, manganese,

mica, and bauxite. It has con-siderable deposits of coal',: butnot of a high quality for making

i steel. India has little oil.S. Gains information by studying

pictures.

A

45

-27--

temperature? How can you explain this? Which cityhes the least rainfall? How does its rainfall comparewith the average rainfall in your town? How hot isit in Bombay during the --ainy season? What do youthink it would feel like to live in such a climate?(If chtldren live in an area of hot, humid summers,draw npon their experiences to review the conceptof humidity.)

23. Ask: How many seasons do we have? From whet youhave learned about India, how many seasons do youthink they have? Read to verify your guesses.

24. Show the class a map of mineral resources in India,or a chart showing its resources. Ask: DoesIndia 4:sem to have the resources needed for industry?

25. Show filmstrip The Geographic Background, frames 22to end.

-27-

can you explain this? Which citynfall? How does its rainfall clmparerainfall in your town? How hot isnq the rainy season? What do youel like to live in such a climate?in an area of hot, humid summers,

xperiences to review the concept

asons do we have? From what yout India, how many seasons do youRead to verify your guesses.

map of mineral resources in India,g its resources. Ask: Doese the resources needed for industry?

ra hic Bat* round frames 22

'Persh, 1.121121t9IY_qtIndia,

Preston,Four,.Lands--Four Peoples, p.280.

Lengyel, The Sub-continent of IndiaF.757.7.

D'Souza, How PeopleLive in India, p. 15.

Filmstrip: TheGeographic 211A2mETEIA

The Republic of IndiaA qi-onii Study,Eye Gate House, Inc.

"tOu

-28-

S. Compares areas with known areas.

S. Interprets bar graphs.

G. India has an amore than one-U.S., with a p2 1/2 times th

1. The presentis nearly 5

2. 1/7 of thein India.

G. India has an area only slightlymore than one-third the size of theU.S., with a population of around2 1/2 times that of the U.S.

1. The-present population of Indiais nearly 500,000,000.

2. 1/7 of the world's population livein India.

48

-29-

26. Review the size of India.

Compare the size of India to U.S. and U.S.S.R. bythe world map and a cutout shape of India. Placecutout of India on India's location first, so thatchildren will be convinced of its size. Then placutout of India on the U.S. and over the U.S.S.R.

ESTIMATE India's size compared with the U.S. andHopefully, the children will discover that:India is about 1/3 the size of the U.S. and 9 tie,smaller than U.S.S.R.

Define population by asking if anyone knows whatand then formulate a definition from the satisfacinformation given.

Ask who remembers what the population of the U.S.(Population of the U.S. is over 200 million at thtime.)

What do you think the population of India mightTo show population dilemma in the world today,conduct Student Activity #7 or read sections of TCrowded World to the class.Project a pictograph of the population of the U.SU.S., and India on the overhead;

b

Which country has the largest population?What is India's population?How do you know this?

Allow ample time for discussion so that the childat the conclusion that although India is about th.the U.S., it has as many people as the Soviet UniUnited States combined.

Then place on top of the pictograph a transparentbars are used .to cover the pictures.

Does anyone know what we call this type of graph?before we can read this graph, (Change the Scale)are represented by each squaee?

-29-

ize of India.

size of India to U.S. and U.S.S.R. by usingp and a cutout shape of India. Place the,dia on India's location first, so that the1 be convinced of its size. Then place the,dia on the U.S. and over the U.S.S.R.

lia's size compared with the U.S. and U.S.S.Rhe children will discover that:ut 1/3 the size of the U.S. and 9 timesU.S.S.R.

ation by asking if anyone knows what it isulate 4 definition from the satisfactory

given.

inbers what the population of the U.S. is?of the U.S. is over 200 million at the present

think the population of India might be?lation dilemma in the world today,eat Activity f7 or read sections of Thisd to the class.ctograph of the population of the U.S.S.R,dia on the overhead.

has the largest population?ia's population?now this?

time for diecussion so that the children arrive.fusion that although India is about the size oft has as many people as the Soviet Union end thees combined.

pn top of the pictograph a transparency in whiched.to cover the pictures.

know what we call this type of graph? That must tle eean read this graph, (Change the Scale) How pa, myrated by each square?

Appendix :

Student ActivitiesNos. 7, 7a, and 8.

Population ReferenceBureau, ThisCrowded World.

-30-

S. Compares areas with known areas.

S. q21_22.221122I122ses. 3. Two-thirdnorthern

S. Interprets map symbols

S. Tests hypoths against data.

U

-30-

known areas.

3. Two-thirds of the population live on thenorthern plains.is

inst

-31--

Which country has the largest population?How do you know this?Have a child roughly measure and make a comparison of thelength of the bars.

. Have the children look at a world map, and compare the sizesof the United States and India. Note the fact that Indiais approximately 1/3 the size of the United States. Let'spretend that our room is as large as the United States.

1. How could we make our room the size of India? (cut it in 1/3)Let's do it by placing a line of masking tape on the floor.Each child will move his desk and chair to the designated 1/3of the room.

2. What is the population of the U.S.A?

3. What is the population of India?

4. HOW many times larger,is the India population than the U.S.:e.'spopulation?

5. What do we have to do in order to give you 1/3 as much room?(divide room in 1/3's) Divide the space they are in withmasking tape. Children will now move, as much as they areable, into the newly divided area. Let them stay in that areafor the rest of the Social Studies period while they try towork and live in the confinement. Discuss with thtm theirabout this.

!8. Ask the children where they would expect to find ti.o. 1.1et pc!*p1-3'in India, based on what they know about the country. Pcw;yr.t pz';cp1(i?

Have them point out the suggesto:1 areas on the wall 7ollcvingthe discussion, give the children amp showing periationHelp them to interpret the mp symbols. They shr;ulda couple smaller areas that are twavily populLted) Eav:Fa

color the most heavily pcptlated areas to accenateHave the children hypothesize the fractional par'.; th13 Ofthe total population. (1/2, 1/4 etc.) show tite by ofsimple circle gran}, that rzpreil:an%s 2/3 of

--tivity 7,!7,

-32-

S. Gains information by studying pictures

4. India's population includes variedPeoples.

-33-

India. (Board or overhead) Recall that the total populationwas about 500 million.Help them to figure out how many people 2/3 represents.(Approx. 334million).

29. Study the picture on the cover of India, by Raman. Askthe children what they can discoveiiBatt the peopleof India from this picture. (Bring out differences inskin, clothing, etc.)

Put books: away and view filmstrip, The People of India,Tell children to note the following while viewing thefilmstrip:a. Kinds of clothing worn by the men.b. Kinds of clothing worn by the women.'c. Kinds of head gear worn by the people.d. Kinds of accessories worn by the people.e. Skin colorings of the people.

Raman, IndiaFilmstript"ThePeople of India"The Republic ofIndia: A RegionalSWy, Eye GateHouse, inc.

Allow the children the view the filmstrip again, permittingthem to take notes or make sketches of things they wishto remember. Also tell them that they're going to be asked Appendix:to illustrate what they've seen.

Have children illustrate (on 12x18) paper) what they have Student Activity:learned abouY the varied peoples of India. Either as one # 10.scene or as spearate illustrations. After illustrationshave been pomplete., distribute evaluation sheets, StudentActivity #10, and allow children to evaluate their illustrationsand total their scores.

30. Recall how most of tin land of India is used. Discuss the locationof farmers in the United States,, using squared paper or flannel frac-tional parts of a circle, show that 85% of the people live invillages. Show that 1/8 of all the people in the world live inIndian villages.

S. Interprets graphs

S. Gains information bystudying films.

57

-34-

III. Villages are higt

A. About 85% ofin villages.people in th

n by

-34-

III. Villages are highly important

A. About 85% of the people ofin villages. They make uppeople in the world.

in India.

India live1/8 on all

-35-

31. Tell the children that they are going to study villages ofIndia. Using a circle graph on av overhead, show themthat over 85% of the people of India live in villagesand that this represents 1/8 of all the people in theworld. Todays film, Indiar Nation on the Move, helpsanswer these questions: ArounriTiitiiEUMFeSourcedoes villege life center? How much of the land isfarmed? what methods of farming are used? How im-portant is the monsoon to the villages? In That kindsof homes do villagers live?

Pionat

AStNc

View only second half of film.Following the film, go over the questions once again.Distribute Student Activities nos. 11 and 12.Have children read and analyze each phrase or sentence anddivide which is true and which is false.Direct children to cut out each square and fold on thedotted line. Data is then organized into true and falsecategories. All false data is to he rewritten correctly on ablank square. Finally paste all true squares on the out-line map; thus, having assembled all important facts learnedabout Indian Village life.

-35-

that they are going to study villages ofircle graph on an overhead, show themthe people of India live in villagesresents 1/8 of all the people in thelm, India, Nation on the Move, helpstionss Around what natural resourcecenter? How much of the land isods of farming are used? How im-

nsoon to the villages? In what kindsigers live?

Film: India-Nationon the Move, Associ-ated fifirvices

Appendix:Student ActivitiesNos. 11 and 12.

half of film.m, go over the questions once againt Activities nos. 11 and 12.d and analyze each phrase or sentence andtrue and which is false.:o cut out each square and fold on thea is then organized into true and falsefalse data is to be rewtitten correctly on afinally' paste all true squares on the out-having assembled all important facts learned?age life.

-36-

S. Gains information by listening.

S. Differentiates between fact and opinion.

G. In all societies people are expected tobehave in certain ways and not tobehave in certain ways: They are expectedto believe that certain things are goodand certain things are bad.

r. All people, regardless of where they liveor to what race, nationality, orreligion they belong, have many thingsin common.

S. Interprets maps.B. Life in a village

S. Sets up hypotheses. communities whichthe villages diffecountry to another

S. Tests hypotheses against data.

G. Every culture must provide for thesatisfaction of the elementarybiological requirements such asfood and warmth, and the need forpositive affect or gregariousness.

1. Houses are cluethey differ frto another.

a. Furnishing

b. Streets ar

-36-

listening.

n fact and o inion.

le are expected tos and not tos: They are expectedin things are good

bad.

s of where they liveonality, orhave many things

B. Life in a village of India differs from othercommunities which we have studied; moreover,the villages differ from one part of thecountry to another.

nst data.

vide for thelementary

such ashe need for_gariousness.

1. Houses are clustered together; however,they differ from one part of the countryto another.

a. Furnishings are simple.

b. Streets are unplanned.

-37-

32. As an introduction to life in the villages, discussweddings the children have seen or in which they haveparticipated. Ask: From where did the bridescome? How did the young couple meet? Where willtheir homes be?

Seed to the children "A Hindu Wedding." Discuss: Inwhat ways was Ranjit's and Nirmala's wedding like ourweddings? Who decides that they should marry? Whatis the difference between a fact and an opinion? Motis your opinion of an arranged marriage? What mightan Indian's opinion of an arranged marriage be? Welteould we have to know about Indians to answer thatquestion? What services did the Hindu priest performat the wedding? What do you think a tailor woulddo? a potter? a goldsmith?

For a more detailed description of a wedding, read aloeFeirservis, p. 40, paragraph 1 to p. 46.

33. Using an overhead projector, draw the village map fromPersh on p. 11. Discuss the clusters of houses, the4rregular streets, the shops, the well, the distanceethe villagers would have to go to high school, toa post office, etc. Examine the map on page 12. As77.1

What sources of water can you find? How large are theplots of land? Why do you think they are so emell?

Nave the children read Persh, The Story of India, pp.11-15 to verify their hypotheses. Tnea ask: How farfrom home do most villagers go? How do they get news?What happens at a fair? What do village women get at

v.,

-37--

introduction to life in the villages, discuss Fersh, Story of Inaiangs the children have seen or in which they have pp. 1 6.tcipated. Ask: From where did the brides? How did the young couple meet? Where willhomes be?

to the children "A Hindu Wedding." Discuss: innays was Ranjit's and Mirmala's wedding like ourngs? Who decides that they should marry? Whatw! difference between a fact and an opinion? What.ur opinion of an arranged marriage? What mightdian's opinion of an arranged marriage be? Whatwe have to know about Indians to answer thation? What services did the Hindu priest performe wedding? What do you think a tailor wouldpotter?' a goldsmith?

, more detailed description of a wedding, read aloudearvis, I): 40, paragraph 1 to p. 46. Pairservis, India

p. 40-46.

an overhead projector, draw the village map fromon p. 11. Discuss the clusters of houses, the Fersh, The Story of Indiatiler streets, the shops, the well, the distances pp. 11=1villagers would have to go to high school, tot office, etc. Examine the map on page 12. Ask: D' Souza, Now Peoplesources of water can you find? How large are the Live in India. pp039-41of land? Why do you think they are so smell?

the children read Persh, The Story of Ind pp.

to verify their hypotheses. isr ask: farhome do most villagers go? How do they get news?happens at a fair? What do village women get at the well

-38-

G. Every culture must provide for thesatisfaction of the elementarybiological requirements such as foodand warmth, and the need for positiveaffect or gregariousness.

G. Human beings have the potential toexhibit extremely variable behavior,depending upon their natural andcultural environment; they satisfytheir drives and needs differently.

6

2. Farmlandsthe landpieces.

3. Well, riponds are

4. Cereal i

-38-

rovide for theelementarynts such as foodneed for positiveness.

potential toriable behavior,natural and

; they satisfydifferently.

2. Farmlands surround the village, andthe land may be divided into tinypieces.

3. Well, river, irrigation canals andponds are sources of water.

4. Cereal is the basic food.

-39-

besides water? Of what materials are village housesmade? How are they furnished? How do these villagescompare with other small towns you know about?

34. Have pupils read pp. 15-17 in Fersh or pp. 43-44 inD'Souza. Ask: What is a basic food? What is thebasis of most Indian meals? What is the hottest, mosthighly seasoned food you have ever eaten?

Prepare curry sauce and have a tasting session.

35. View film India and Her Food Problem, Ask childrenwhat sugge5iIFEW-EgirfflWrIa. solving theproblem.

36, Show the children the miniature brass cookingutensils from the Window on Indian realiakitoThen explain that the poorer people use claycooking utensils instead of brass. Have somepupils pantomine Indian villagers eating.

-39-

materials ata village houses.ished? Row do these ',Wages1 towns you know about?

17 in Fersh or pp. 43-44 ina basic food? What is thels? What is the hottest, mosthave ever eaten?

have a tasting session.

Food Problem, Ask childrenve for solving the

niature brass cookingon India, realiakit.rer people use clayof brass. Have some

villagers eating.

Fersh, Story of Indiapp. 15-17

D' Souza, How PeopleLive in India, pp.43-44

Film: India and HerFood Problem, AtlantisProductions, Bailey/Film Associates.

Cooking utensils fromWindow on Indiarealiakit..

G. The structure of the familydiffers from one society to

another

6 ,)

-40-

5. The dhoti and sari are common formsof dress.

of the family C. The people in villages in India have aone society to joint family system.

1. Many households include grandparentsmarried sons, and their wives andchildren.

0

-41-

37. Review types of dress shown in pictures made for thelesson on the varied peoples of India (filmstrip lesson)Show dolls from Window- on Tndia realia kit.Read pages 76-81 in India. Tell children that the mostcommon type of dress in India is the sari for the womenand the dhoti for the men. Direct children to cut outfigures and arrange the tissue paper or cloth to form asari on the woman figure and a dhoti on the man.Hair may be colored, features added, and accessoriesadded.

Directions for making sari and dhoti:

Sari: Take a piece of tissue paper 4 inches wide and 30inches long. Wrap once aroung the figure at the waist,starting and ending in the front. When pleat the front,about 8 pleats. With the remainder of the tissue, foldapproximately in half, lengthwise; drape over one shoulder;under opposite arm; over other shoulder from the back andunder opposite arm and tuck In at waist in back.

Dhotei: Take a piece of tissue paper 2 inches wide and10 -inches long. Wrap 2 or 3 times around waist. Startwrapping around on leg. Wrap each leg about 3 times,over-lapping each time around; go up and around the waistagain. Then wrap other leg in same manner. Finally, wrapexcess paper around waist and tuck in at waist in back.

38. Discuss with children the family structure in the U.S(usually parents and unmarried children) Then readand discuss Fersh's description of a "Joint Family."Ask: Why do you think Indian families might be veryinterested in whom their sons marry? Say: Let'ssee what the family structure is like in India bydoing the following activity:

71

-41-

shown in pictures made for thepeoples of India (filmstrip lesson)

on India realia kit.. Te children that the most

n India is the sari for the womenmen. Direct children to cut outhe tissue paper or cloth to form are and a dhoti on the man.features added, and accessories

sari and dhoti:

tissue paper 4 inches wide and 30Ice aroung the figure at the waist,n the front. Then pleat the front,the remainder of the tissue, foldlengthwise; drape over one shoulder;

er other shoulder from the back andd tuck in at waist in back.

of tissue paper 2 inches wide and2 or 3 times around waist. Start

g. Wrap each leg about 3 times,e around; go up and around the waister leg in same manner. Finally, wrapaist and tuck in at waist in back.

the family structure in the U.S.unmarried children) Then readiescription of a "Joint Family."ak Indian families might be veryleir sons marry? Say: Let'sstructure, is like in India byactivity:

71

Raman, Indiapp. 79-81

Dolls from Window onIndia, realia kit.

Fersh, Story of Indiapp. 19-23.D'Souza, How PeopleLive in India, p. 39

72

G. Families in all societies delegatedifferent responsibilities andrights (or specific roles) todifferent family members; age andsex are principles used in allsocieties to differentiate familyroles and organize these roles intostatuses.

G. Status may be acquired by birthachievement, age or some com-bination of these.

a

a. The famicooperat

b. The oldehousehol

c. Women aryoung ch

2. Indians feellarge famili

3. Because of ipopulation

D. The Caste Syste

1. The system i

G. In societies with a caste System, 2people are born into certainoccuOational relitionsips re- 3

gardless of their ability;in societies with greater mibility,they can hope to-raise further 4in the economic ladder, but theymust achieve to do so.

G. Members of a caste cannot moveout of their caste, although asthe caste system changes, thereis more likelihood of verticalmobility.

. Castes are ra

. Membership ivillagers.

. Caste is a pllive and work

5. The caste sysstrictly as i

ieties delegateilities androles) to

mbers; age andused in allentiate familythese roles into

ft

a. The family group lives and workscooperatively.

b. The oldest man is the head of thehousehold.

c. Women are in charge of the home andyoung children.

2. Indians feel it is important to havelarge families.

3. Because of improved medical care, thepopulation is increasing rapidly.

red by birth D. The Caste System is important in the Villagesome com-

caste system,o certainonships re-bility;reater mibility,ise furtherder, but theySO.

cannot movealthough as

anges, thereof vertical

1. The system is thousands of years old.

2. Castes are ranked.

3. Membership in a caste is important tovillagers.

4. Caste is a plan by which villagers canlive and work together.

5. The caste system is not followed asstrictly as it used to be.

-43-

Using chalk, mark off a section of the floor six fExplain that this is the approximate size of a rutBring out the point that this is all the land thatallowed no matter how many people there.are in thetwo children to the front, designating them to bethe father. Give a piece of chalk to each of theyindicate the placement of rooms and furniture inBe sure to caution the children to include only ththey consider to be absolutely essential to them,amount of space. Call up three more people to bethis family. Give each of them some chalk, and haplace to put their "beds ". (It may be necessary forchange the amount and kind of furniture that willpasses and these children grow up, and get marriestheir "spouses". These people now try to find sonLet them find whatever solution to their problemkeeping in mind that there is nowhere else for thbuild another house. Ask them to tell what some cwould be in trying to keep this family living ham_

39. On the chalkboard make a kinship chart showing theof a joint family. Have each child with the helpconstruct his own kinship chart.

40. Read Fersh's or Zinkin's description of the *castPoint out that not all authorities agree on the othat it is thousands of years old. On the chalkbmake a simple diagram of the five major groups ancastes belonging to each group. Point out how ruendogamy and commensality affect the lives of thehow caste assures a village of having all the kinit needs. Ask: Why are workers and craftsmen giamount at harvest? Why do they believe this is fwnnld thaw nrneinoo mevro AnA vie 'o IneActCan you think of ways in which the caste system ijoint family system? What would happen to a villwere cut off from his family and his caste? Whatif a person did not follow the family and casteproblems would learning one's family and caste cawould you do in this situation? Why do you thinkpeahmwa 6.1*-foranriv man *he. Vi_iimmara

-43-

rk off a section of the floor six feet by six feet.is is the approximate size of a rural home in India.oint that this is all the land that a family iser how many people there are in the family. Callthe front, der3ignating them to be the mother and

ve a piece of chalk to each of them, and have themacement of rooms and furniture in their "house".ion the children to include only these things thato be absolutely essential to them, due to the limited. Call up three more people to be the children inive each of them some chalk, and have them find aeir"beds". (It may be necessary for them to remove ornt and kind of furniture that will remain.) Timee children grow up, and get married. Bring in

These people now try to find somewhere to sleep.hatever solution to their problem that they can,that there is nowhere else for them to move or to

ouse. Ask them to tell what some of the problemsing to keep this family living happily.

rd make a kinship chart showing the membersly. Have each child with the help of his parentswn kinship chart.

Zinkin's description of the "caste system."not all authorities agree on the origin ofsands of years old. On the chalkboard,iagram of the five major groups and the-manyg to each group. Point out how rules of

nsality affect the lives of the villagers,es a village of having all the kinds of workersWhy are workers and craftsmen given a fixed

st? Why do they believe this is fair? Whynrniiwgo mnra Anel ynnra renntia in 01iaf ways in which the caste system is like thestem? What would happen to a villager if heom his family and his caste? What would happennot follow the family and caste rules? Whatlearning one's family and caste cause? Whatthis situation? Why do you think you would

riv rnsart rngs TrorliAitt Vilissmcsra rin1

Zinkin, Indiaand Her Ne-I4N-bors, pp; 16-17.

Fersh, TheStory of Indiapp. 24-30

neqemi.People Live inIndia, pp. 48.79-80.

Film: Sectionof film deal-

wirh mares

G. All cultures require a certain minimumof reciprocal behavior for cooperationto obtain subsistence and other ends ofsocial life.

G. In all societies people have traditionalrelationships by which they exchange certainthings with each other; this exchangeis not affected particulary by supply anddemand.

G. People tend to work hardest at thosejobs for which they receive the great-est incentives (monetary and non-monetary.)

G, Culture is learned, not inborn.

G. In all societies, people areexpected to believe that certainthings are goods and certain thingsare bad.

S. Interprets graphs.

G. Although all societies have somekind of religions, religious beliefsdiffer from society to society

A. APPRECIATES AND RESPECTS THE CULTURALCOL TnIBUTIONS OF OTHER COUNTRIES,RACES, AND RELIGIONS.

D. Most of the viHinduism.

1. Hinduism

2. It is bell

3. Every acti

4. Each persfollow (dh

S. Many Hind

6. Hindus arreligions

uire a certain minimumhavior for cooperationtence and other ends of

people have traditionalwhich they exchange certainother; this exchangeparticulary by supply and

ork hardest at thosehey receive the great-monetary and non-

ed, not inborn.

1 people areeve that certainand certain things

ietieS have some

D. Most of the villagers believe inHinduism.

Hinduism is a way of life.

It is belief in reincarnation.

Every action bring results (Karma).

Each person has his own path tofollow (dharma).

Many Hindus cremate their dead.

Hindus are tolerant of otherreligions.

s, religious beliefsety to society

1.

2.

RESPECTS THE CULTURALOTHER COUNTRIES, 3.

IONS.4.

5.

6.

MEE

41. Say: In order to understand why Indiana werewilling to do tho kinds of work their fathersdid, we will have to know something about theHindu religion. Have children read pp, 56-64in Fersh, The Story of India. Make a graphwhich shows that 85% of the Indian populationis Hindu. Ask: According to the Hindu reli-gion what determines the caste into which oneis born? How shall a person act so he canmove ahead in rebirth? How is "dharma" likeconscience? What is tolerance? What placedo animals have in the Hindu religion? Whatreasons did Chandi suggest for cows beingsacred?

7

India, NAssociatAppendixStudent14 and 1

Fersh,pp. 56

Raman,

D'SouzaIn Indi

rstand why Indians weres of work their fathersow something about thechildren read pp. 56-64India. Make a grapht e Indian population

ding to the Hindu reli-he caste into which oneperson act so he carHow is "dharma" like

olerance? What placeHindu religion? Whatgest for cows being

India, Nation on the MoveAssociated 1Pilm ServicesAppendix:Student Activities nos.14 and IS

Fersh, The Story of Indiapp. 56-64.

Raman, India, pp. 36-37

D'Souza, How People LiveIn India, pp. 47-48.

'80

-46-

S. Uses book index to locate information.

G. All societies have some laws (ruleswhich will be enforced through forceif necessary.)

G. Culture i8 learned, not inborn, Inevery society human beingi learn aculture in the process of growingup; this culture is the learned be-havior patterns shared by membersof their group.

A. VALUES OBJECTIVITY.

S. Interprets charts.

S. Sets up hypotheses.

8 1

E. The villageor village c

1. It is mad

2. It considmembers o

3. It considgroup eff

4. Each castcouncil.

5. Many decinowadaysor nation

F. Even thoughin the fieldnected to f

1. There are

a. Yearl

b. Most 1,

c. Most uof fo

2. There arebrations.

3. Indian cattentior

-46-

locate information.

some laws (rulesced through force

not inborn. Inbeings learn aass of growingthe learned be-

by members

E. The village has a Panchayat Systemor village council.

1. It is made up of village elders.

2. It considers disputes betweenmembers of different castes.

3. It considers questions involvinggroup efforts.

4. Each caste also has its owncouncil.

5. Many decisions affecting villagersnowadays are made by the stateor national governments.

F. Even though all villagers do not workin the fields, life is closely con-nected to farming.

1. There are many hardships.

a. Yearly income is low.

b. Most villagers are illiterate.

c. Most will die before the ageof forty-five.

2. There are many holidays and cele-brations.

3. Indian children receive muchattention.

- 47 -

42. Have children use the index to find all the vstory of Rama and Sita in the collection of boAfter reading, decide on episodes to be dramatactors, give an impromptu performance for the

43. Ask: Who governs our community at the local 1that members of the Indian village were expectthe rules of the joint family= and the familyrules. Have children read p. 33 of Fersh, TheIndia to find out, whose job it is to see thatare obeyed. Ask: What kinds of questions dothe village Panchayat may have to settle?

44. Draw and project the farmer's calendar on pageThe Story of India. Have children hypothesizeof intense wort, moderate work, and leisure.read pp. 34 - 38 in Fersh to test their hypoth

Discuss: Why is it good to have sons upon whofamily can depend? What are the hardships ofIn spite of these hardships, why do you thinkare happy and contented? Why might ros not bean Indian village? Why might an Indian villagin our community?

Have children study the age profiles on p. 38.reasons can you think of why the profile of thStates looks different than the profile of Ind

8,;

-. 47 -

he index to find all the versions of the Books on India.ita in the collection of books on India.de on episodes to be dramatized, chooseromptu performance for the class.

ur community at the local level? Recall Fersh, The StoxyIndian village were expected to obey of India, p. 33.int family, and the family to obey casteen read p. 33 of Fersh, The Stor of-hose job it is to see that la age rulesWhat kinds of questions do you thinkat may have to settle?

e farmer's calendar on page 34 of Fersh, Fersh, The StoryHave children hypothesize about periods of India, pp. 34

derate work, and leisure. Then have them - 38.Fersh to test their hypotheses.

good to have sons upon whom the jointWhat are the hardships of village life?ardships, why do you think most villagers_nted? Why might you not be happy inWhy might an Indian villager not be happy

the age profiles on p. 38. Ask: What'nk of why the pro:ale of the Unitedent than the profile of India?

-48-

S. Gains information by studying films.

G. Every culture must provide for the satisfactionof the elementary biological requirements suchas food and warmth, and the need for positiveaffect or gregariousness.

G. Human beings everywhere have acquired the needfor positive affect (affection) the inter-action with other human beings (gregariousness).

G. Human beings exhibit the same kinds ofemotions (anger, fear, sorrow, hatredlove) although they may express them indifferent ways and the emotions may bearoused by different things.

A. IS COMMITTED TO THE FREE EXAMINATION OFSOCIAL ATTITUDES AND DATA. SEARCHESACTIVELY FOR DIFFERENT POINTS OF VIEWAND INTERPRETATIONS.

G. People perceive things in terms oftheir culture and total wife experiences.

G. People in different societies differas to how they expect pdople to actand as to what they think good and bad.

-49-

45. Show the film, Village in India--Fifty MilesPoona.

46. Have capable children role-play a discussiona group of villagers and several political 1in India, about the advantages and disadvantthe caste system. (Include a leader who wishabolish the caste system.) They should consiwould happen if laws were passed to make thesystem illegal. Afterwards, discuss the poiview taken. To what degree were the childreprobable points of view of people in India rtheir own? How would people's values affectpoint of view on this question.

-49-

a e in India--Fifty Miles from Film: Village inIndia - Fifty Milesfrom Poona, Bailey/Film Associates.

ren role-play a discussion betweenrs and several political leaderse advantages and disadvantage of(Include a leader who wishes tosystem.) They should consider what

aws were passed to make the casteAfterwards, discuss the points ofat degree were the children expressing

f view of people in India rather thanould people's values affect theirthis question.

87

S. Differentiates between small-scale and-large scale and knowswhen to use each.

-50-

/V. Villages intherefore, ione village ito see how a]interrelated.lies east of

S Reads for details, to e.:Iser questions. A. Rampur'shot summerwinters,considerenext.

G. Output can be increased by technologicalprogress in the development of tools 1. Rainfaland machines and power to replace manpower. inches

2. Canalsthe re'

S. Reads for details, to answer questions.

S. Gains information by studying pictures. B. Rampur ishighway;bullock c:

G. Man uses his physical environmentin terms of his cultural values, per-ceptions, and level of technology.

all-knows

-50-

IV. Villages in India differ considerably;therefore, it is useful to studyone village in more detail in orderto see how all aspects of life areinterrelated. The village of Rampurlies east of Delhi.

swer questions.

by technologicalsent of toolso replace manpower.

A. Rampur's climate includes extremelyhot summers, relatively warmwinters, and rainfall which variesconsiderably from one year to thenext.

swer questions.

ud in /ictures. B. Rampur is located two miles from ahighway; most transportation is bybullock cart.

1. Rainfall varies from 17 to 33inches a year.

2. Canals and wells supplementthe rainfall.

nvi ronmen t1 values, per-technology.

-51-

47. Tell class: Now we are going to use all we havelearned about India and Indian villages in gen-eral and study a real village. This village is15 miles east of Delhi. Its name is Rampur.Will we be able to find this name on the wallmap? Check to find out. Why is it not there?Where could we go to find it?

While Rampur is being studied, groups of childrencan investigate life in three other villages throughCarl, Gidal, Schioat, Silverstone and Zinkin.

48. Have children discuss what they know about this regioits terrain, rainfall temperature, etc. Show map andpicture. Discuss: How do you feel on our hottestsummer days? What would it be like to work in 115degree temperature? Now have children read the firsttwo paragraphs in account of Rampur to find outabout Rampur's weather and climate. (Be sure togive each child a copy of the appropriate reading leeAsk: How much rain falls on Rampur? Read paragraphs 34. What does Rampur use to supplement the rainfall?show Persian well, Lewis, p. 34, handlever well,Raman, p. 97. Have children figure out how both workHave some mechanically-minded children volunteer tomake working models of the wells. Compose a wellsong in a minor key: a few simple notes and wordsthat describe the descent of the bucket into the welland. its return to the surface.

49. Review location of Rampur on the wall map. I3k: Fromwhat you have learned about the climate of differentparts of India, what type of climate would you expectRampur to have? Divide the class into 2 teams to compete for answers. Ask a series of questions on theoverhead giving a designated amount of points fcreach answer given. When answer is given, write itbeside the question. After all answers are given, chidren are to fill in the comparison sheet. (This sheethas the exact questions as teacher. The second columnis filled in by supplying the comparison of the questfor Chelmsford.)

1)0

-51-

going to use all we haveA Indian villages in gen-eillage. This village is. Its name is Rampur.f this name on the wall

Why is it not there?[rid it?

Studied, groups of children1 three other villages throughAlverstone and Zinkin.

-ihat they know about this regiontemperature, etc. Show map and3o you feel on our hottestId it be like to work in 115have children read the first

Int of Rampur to find outand climate. (Me sure toof the appropriate reading level) .

f

Carl, Around the EarthGidal, My Village in IndiaSchloat, Uttam, A Boy of

IndiaSilverstone and Miller,

Bala--Child of IndiaZinkin, I11 and Her

Neighbors.

"Rampur" (3 reading levels)

15 on Rampur? Read paragraphs 3to supplement the rainfall?

is, p. 34, handlever well,ildren figure out how both work.minded children volunteer tothe wells. Compose a wellfew simple notes and words_nt of the bucket into the wellurface.

ur on the wall map. Ask: From]bout the climate of differentpe of climate would you expectthe class into 2 teams to con -series of questions on.the

nated amount of points foranswer is given, write it Appendix: Student Activityter all answers are given, chit- Number 16.comparison sheet. (This sheetas teacher. The second columnng the comparison of the gelation

91

and

"Rampur (3 reading levels)Lewis, Village Life in

Northern India, p. 34Ranan, India

-52-

S. Compares areas with known areas C. Both village a

S. Reads for details-to answer questions 1. Homes are

S Gains

S. Reads for details to answer questions. 2. Buildingsfired brick

S. Cling information lying pictures.

G. Ways of living differ from one societyto another. Each culture (way of life)is different (unique).

G. All people, everywhere, have certainbasic physical drives, although theysatisfy them differently.

-52-

ith known areas C. Both village and buildings are small.

s- answer questions 1. Homes are crowded on 16 acres.

studying pictures.

to answer questions. 2. Buildings are made of unbaked orfired brick.

by studying pictures.

iffer from one societyculture (way of lilfe)

ique).

rywhere, have certainrives, although theyferently.

-53-

50. Discuss what it would be like to live 2 miles from a highway. What would 'a bullock cart track be like in a monsncHave children read pars graph 5 in "Rampur" to find outthe means of transportAtion available to the villagers o:nampur. For what reastns to villagers go to nearby towna'::To Delhi?

51, Identify some area in the children's community which isabout equal to 16 acres (Or use some area about half thitsize and ask the children to imagine an area twice thatsize). Refer to the population figure in paragraph oneof "Rampur" and tell the class that all of the homes of tpeople are crowded into an area about the same size (16 i

Show a map of house sites, Ask children to notice thestreets. Then have them read to find out what the twomain buildings in the village are Afterwards ask:What do you suppose the men do in these buildings?What else might you see in the village? (Show picturesof page 26 of Lewis and point out the piles of dungcakes and structures for storage of chaff.)

52. Read the description of village houses. (Show picture,Lewis p,21 cover picture, p. 320, interiosp. 20,21,51)

53. Now have the children read the rest of the section on"Village Scene" in "Rampur" to find out about thepeople of the village and their clothing. (Show picturesof women's clothing p. 13 and 14, menes clothing, p. 131)Contrast with other types of clothing in India.

-53-

would be like to live 2 miles from a high-Id 'a bullock cart track be like in a monsoon?read paragraph 5 in "Rampur" to find outransportation available to the villagers ofLt reasons to villagers go to nearby towns?

rea in the children's comunity which is16 acres (Or use some area about half thisle children to imagine an area twice thato the population figure in paragraph one

I tell the class that all of the homes ofcled into an area about the same size (16

ouse sites, Ask children to notice thehave them read to find out what the twoin the village are. Afterwards ask:pose the men do in these buildings?you see in the village? (Show pic'.:ures

ewis and point out the piles of dungtures for storage of chaff.)

otion of village houses. (Show picture,r picture, p: 320, interiosp. 20,21,51)

"Rampur" (3 readinglevels)

TransportationChart from Windowon India, r;;a11ii

theseacres)

ildren read the rest of the section onin "Rampur" to find out about theit age and their clothing.(Show picturesicing p. 13 and 14, men's clothing, p. 131)ther types of clothing in India.

9 11

Lewis, Villa LifeIn Northern India

chousesites),p. 85 (picture)

"Rampur" (paragraphs1-4 of TheVillage Scene"

"Rampur" (paragraph5 of "The VillageScene"Lewis, Villa e Life

in Mort em India

"Rampur" ("VillageScene" Paragraphs 6-16

Lewis, Village Lifein Northern India

fl

-54-

G. Specialization of individuals makesfor interdependence.

G. The people who live in one communitydepend upon each other for differentgoods and services and help eachother solve problems.

G. People in most socieites in theworld depend on people who life inother communities for certain goodsand services and help in solvingproblems.

G. Members of a caste usually follow speci-fic occupations.

G. Castes have a rixed relationship,on to the other, which may involveexchange of services and mutual re-sponsibilities and obligations.

G. At any specific time, the totaleconomic output is affected bythe quantity and quality of pro-ductivie resources (land ornatural resources, labor, andcapital goods,) by the level oftechnology, and by the efficiencyof the organizational structure.

G. Man uses his physical environment interms of his cultural values, perceptions,and level of technology.

D. There are twelvevillage; the Jatcaste.

E. A panchayat functlage.

P. Farming is the mepation of the vii

1. Rampur has two

2. Sugar can andchief crops.

-54-

ndividuals makes

in one communityher for differentand help eachs.

aites in thele who life inr certain goodsip in solving

asually follow speci-

relationship,ch may involveand mutual re-

_bligations.

, the totalffected bylity of proland orabor, and_he level ofthe efficiencyI structure.

1 environment in1 values, perceptions,ogy.

D. There are twelve castes in thevillage; the Jats are the dominantcaste.

E.

P.

A panchayat functions in the vil-lage.

Farming is the most Important occu-pation of the village.

1. Rampur has two crop seasons.

2. Slgar can and wheat are thechief crops.

-55-

54. Have children re-read paragraphs out of 'Rampur"on the Jats. Then ask: What caste is the mostimportant in Rampur? How do the fats maize aliving? No

On the chalk board write a list of the castesIn the village. Discuss the contribution of eachto the life of the village. Show picture of potter,Lewis, p. 68. Water carrier, p. 67, tailor, p.65. Ask: What goods and services might thevillagers need which are not supplied by theirvillage castes? Where can these aoods and servicesbe obtained?

55. Have children read the section on ''The 'canchayat.'Then show a picture of a panchayat spokesman(Lewis, p. 29) , Discuss his role in the panchayat,

56. Have children read the section of the story that tellsabout farming in Pampur. Stress that many othercrops are raised, but that sugar cane and wheatare the chief crops.

'Irtar4

Lewi

Rarr.11

Show the pictures in Lewis on pp. 31-32. Have Lewithe children try to figure out how the cane crusher %u

workds. How many of these can be found in the village? pTo whom do you think they belong? If a carpenterhad a field of sugar cane, why might he be able to

9*/)

-55--

3 paragraphs out of "Rampur"What caste is the most

How do the Jats make a

rite a list of the castesiss the contribution of eachillage. Show picture of potter,arrier, p. 67, tailor, p.and services might theare not supplied by their'e can these goods and services

to section on "The 17anchayat.'Jf a panchayat spokesman:uss his role in the panchayat.

le section of the story that tellsmr. Stress that many other,ut that sugar cane and wheat

Lewis on pp. 31-32. Haveout how the cane crusher

:hese can be found in the village?they belong? If a carpentercane, why might he be able to

.LewiS, village _Lire inNorthern Inara.77768

°Rampur".

Lewis, Village Life inNorthern India p. 29.

"Kanpur" (section on"Farming"),

Lewis, Village Life inNorthern lndfapp. 31-32

F4...7

sj!

Output can he increased by technologicalprogress in the development of toolsend machies and power to replacemanpower.

Yon uses his physical environmentin terms of hiz cultural values, per-ceptions, and level of technology.

The organizational structure of thetotal economy or of any lairle sector ofit (such as agricultura) affectseffieiency and so output.

Output can be increased by techno-logical progress in the developmentof tools and machines and power toreplace manpower.

3. Tools -

G. Every economic system faces scarcity or 4. Animal ca lack of enough productive resources fertilizto satisfy all human wnats.

1 Cl

-56-

by technolo4icalrent of toolso replace

lvironmentI values, par-,::.echnology.

J'ninm of thelarqe sector of

1 affectsA

by techno-developmentd power to

3. Tools used are simnle.

aces scarcity or 4. Animal dung is used for fuel andtive resources fertilizer.ats.

101

-57-

to use the machine? (Show picture in Lewis, p.33)Ask: What factors are important in determininghow large the crops will be?

57. Show the first seven frames of the filmstrip AgriculturAsk children to notice the wooden plow, sickles, rollc,for crushing grain, the method of threshing wheat. Whydo you suppose a farmer's tools are so simple? Discussthe size of his fields and the fact that they may notall be in the same place. Ask: What is chaff? Showpicture of mechanized chaff cutter (Lewis, p.36). Ask:How does it work? Study the diagram of the plow (p.34Lewis).

The film, India and Het Food Problem may be used agaiat this time to raver once the generalization beingdeveloped.

58. Have children re-read the last paragraph of the sectio!on "Farming" to find out why dung cakes are used forfuel. Asks,,How will the use of dung for fuel affectfarm output?

10 rf_,)

-57-

how picture in Lewis, p.33)important in determining

ill be?

Frames of the filmstrip Agriculture.2 the wooden plow, sickle;TTErEiE--e method of threshing wheat. Whysr's tools are so simple? Discussand the fact that they may not

ace. Ask: What is chaff? Showchaff cutter (Lewis, p.36). Ask:

udy the diagram of the plow (p.34

er Food Problem may be used again75ice the generalization being

d the last paragraph of the sectionout why dung cakes are used forthe use of dung for fuel affect

102

Filmstrip:"Agriculture" The

Aof Tara:

A RegioliagtudyEye Gate House,Inc.

Lewis. VillageLife in NorthernInTra, pp. 34, 36

Film: India andHer Food ProblemAtlantls Pro-ductions, Bailey/Film Associates.

"Rampur"

103

-58-

G. All societies have some means ofsocializing children

G. All people, regardless of wherethey live, or to wilat race, nation-ality, or religion they belong, havemany things in common.

G. Families in all societies delegatedifferent responsibilities andrights (or specific roles) todifferent family members; age andsex are principles used in allsocieities to differentiate familyroles and organize these roles intostatuses.

S. Gains inforlaalayftuetixn9

G. All societies have some mer...soealizing chi 1.'

10g

G. The viiiand onechildren

H. Ritualstages.

1. A Braperfosteps

2. The pin anof ma

3. Bonesto the

I. Both menboys workgirls worl

-58-

some means ofn

ess of whereat race, nation-they belong, haven.

eties delegatelities androles) tors; age and

sad in allntiate familyese roles into

stcAyin9

0-MG Tie is C.41"

G. The village has one school for boysand one for girls. About half thechildren attend school.

H. Ritual is important at certain lifestages.

1. A Brahman is usually present toperform ritual acts at ceremonialsteps in the life cycle.

?. The principal ritual experiencein an individual's life is thatof marriage.

3. Bones of the deceased are carriedto the Ganges.

I. Both men and women work very hard;boys work with their fathers aadgirls work with their mothers.

10

-59-.

59. Have children read the section on "Educatioask: According the story of Rampur, howits children go to school? Why do you suppboys than girls go to shcool? What mightren be doing if they don't go to school? Tkl

all villagers value education? View the fiIndia-Ramu of Ganapatty Street. Ask why Rameducatiaiso-highly.

60. Have children read the section on "Life CycHave them discuss some of the important evethe lives of their own families. Then tellstory of weddings in Rampur, as described i195 of Lewis. Try to emphasize the ritualof caste members. Ask: Why does a villagerdebt for his daughter's wedding?

61. Have children read the section of the storyDaily Round." Choose a group of volunteersplay the members of a family, in its daily a

62. Divide the class into interest groups to eart, music and literature of India. Groups.objects from the Window on India realia kitbooklet Three Fish, etc. Use the Videotape

63. Show the film Asian Earth.

64. Show the picture of a barber's son (p. 54,Ask: How did this boy learn to be a barberyou think he is serving this particular in_again the carpenter story told at the begithis unit and the questions the class recochart. Ask: Can you answer them now?

10r)

-59-

d the section on "Education". Thenthe story of Rampur, how many of

o school? Why do you suppose moreo to uhcool? What might the child -..hey don't go to school? Why don'tue education? View the film,a atty Street. Ask why Rama valuedy.

d the section on "Life Cycle."some of the important events inown families. Then tell thein Rampur, as described in pp. 157 -to emphasize the ritual function

Ask: Why does a villager go intotiter's wed -ring?

d the section of the story "Theose a group of volunteers to role-of a family in its daily activities.

into interest groups to explore the'terature of India. Groups may useWindow on India realia kit, theh, etc. Use tfie Videotape, India

an Earth.

of a barber's son (p. 54, Lewis)S boy learn to be a barber? Why doserving this particular man? Reviewter story told at the beginning ofquestions the class recorded on the

you answer them now?

101)

"Rampur"Watson, India-Old Land

New Haffon,pp.56--61D' Souza, How PeopleLive in India,pp.53-54

Film: India -Ramu ofGanapatty StreetUrilliWiFiR. Education andVisual Arts.

"Rampur"

Lewis, Village Life inNorthern India pp:157-195.

"Rampur"

Window on India realiakit

Videotape: India, Chel-msford /TV

Doongaji and Lavangia,Three Fish.

Film: Asian Earth, At-lantis ProductionsBailey/Film Associ-ates.

Lewis, Villa e Life inNort ern In a, p. 4

107

Sm.

S. Reads for details

G. In many societies neither thegovernment nor the market systemhas been important in affectinghow resources are allocated.Such economic systems are basedlargely upon tradition and re-ciprocal relationships whichhave grown up in the past. Allsocieties have some reciprocalrelationships which affect ex-change to some degree.

'0'

-60-

V. In large pawhat, how,village levlationshipssome role ipeople. Mois playing

Understands concepts of "Subsistence"and "cash" crops.

Economic systems are usually mixed.

G. Most economic systems are in theprocess of constant change;

IOR

r

A. The castecal relat

1. ManyCOMMotherserviwhereto excontr

r.n

2. Jajmarand a

3. The aforce

4. FamilFamilnot p

5. Paymeceivegenerotherrent-taryremairgener,sumab3or ne

,r.

B. The marketseveral way

ither thearket systemn affectinglocated.s are basedon and re-ps whichpast. Allreciprocalaffect ex-e.

-60-

V. In large part, the economic decisions aboutwh-t, how, and for whom are resolved at thevillage level by traditional reciprocal relationships; however, the market also playssome role in the economic life of thesepeople. Moreover, the national governmentis playing an increasing role.

A. The caste system involves many recipro-cal relationships.

of "Subsistence"

usually mixed.

s are in thechange;

1. Many members of the Indian villagecommunity have an agreement withother members who perform differentservices or produce different goods,whereby these groups are enabledto exchange the products which theycontrol.

2. Jajmani alliances are between familiesand are inheritable.

3. The alliances are maintained and en-forced at the caste level.

4. Family A needs the services ofFamily B because it cannot or willnot perform these functions itself.

5. Payment for goods and services re-.;ceived under the jajmani systemgenerally is not in cash, but inother goods and services, grain,rent-free land, or other nonmone-tary benefits. The remunerationremains more or less constant fromgeneration.to generation, and pre-sumably is proportionate iG the sizeor needs of the receiving family.

B. The market affects the village economy inseveral ways.

10!-)

-61-

65. Have children read the remainder of the story of thevillage of Rampur. Then have them reread Fersh, TheStory of India, pp. 28-30. Compare the two explan-ations. Say: Try to imagine how this system wouldwork with no money involved. What are things thatno family could do without? How could these thingsbe provided within the village? What specialistswould be needed? Why might villagers prefer pay-ment in grain rather than cash? (The pruehasing powerof money varies.) Would this system work if thefarmers specialized in a crop which couldn't begrown all over India, but which many Indians wanted?(Do the children understand the difference betweena "subsistence crop" and a "cash crop". Be sure tocairify.) How might those who raise "cash crops" selltheir goods? Point out'the role of men who buy thesecrops and resell them to other people.

110

"Rampur"Fersh, The Story of

Ind7-677557-70

-62-

G. Changes in one aspect of a culturewill have effects on other aspects.

G. Every economic system faces scarcity orlack of enough productive resourcesto satisfy all human wants.

G. Living levels do not rise unless output of production grows at a faster 3. Therate than population. ti

foxthede

1

C. The oaffecwhichin th

1. Somo

2. Thrifewh

G. Output can be increased by technologicalprogress in the development of tools andmachines and power to replace manpower.

-62--

aspect of a cultureis on other aspects.

system faces scarcity orproductive resourceshuman wants.

o not rise unless outon grows at a fasteration.

1. Farmers who raise "cash crops"will sell them to people whowish to buy and resell thesecrops to those in other partsof the country or even inother countries. The farmerswill get cash for their pro-ducts sold in this fashion.

2.Most villagers today need a fewthint's which cannot be producedin the village; they must havecash to buy them. Therefore,they may sell some of their ownproducts or services for alittle cash.

C. The older non-market economy has beenaffected by the growing populationwhich is outstripping food productionin the villages.

icreased by technologicaldevelopment of tools ander to replace manpower.

1. Some of the men have been forced tomove to the cities to earn a living.

2. The need to raise more food giverise to the need to buy commercialfertilizers to replace the dungwhich is used for fuel.

3. The need to increase food produc-tion also gives rise to the needfor increased irrigation facilitiesthe national government is helpingdevelop such facilities.

-63-

66. ksk: Did you see anything in any of the films whyyou think that some of the villagers want some pnot produced in their own village? How could thget these products? Could they just exchange thservices or products for them? How could they geneeded to buy them? What would happen to the rrelationships in the village if many people beganmore goods from outside of their village?

67, Say: The population of India remained fairly conehundreds of years, but recently has hewn to grocerapidly. HOw do you think this it: crease in popWaffect the jajmani system? Why aee some of theRampur going to Delhi to find work? Will they befind work in 'Delhi? Why or why not?

684 Read Fershe ThpAtfIndia, p. 147-152 Findis meant by the teinion explosion." Wh:the numter of deaths per year going down? Why dUnited States have surpluses of f.00d but India dhave enough? What will India have to do to incre.food production? Why =Rill Indians have to chemi'izers? How will the -teed to buy such fertii-5717-the jajmani system? Who do you think has builtdams which are supposed to supply better and morirrigation systems?

11.3

-63-

see anything in any of the films which makest some of the villagers want some productsin their own village? How could theyducts? Could, they just exchange theirroducts for them? How could they get moneythem? What would happen to the traditionalin the village if many people began to want-m outside of their village?

tation of India remained fairly constant for'war's, but recently has begun to grow verydo you think this increase in population willimani system? Why are some of the villagers ofto Delhi to find work? Will they be able toaelhi? Why or why not?

ie Ito of India, p. 147-152. Find out what Fersh, The Storyse term population explosion." Why are of India, pp. 147 -deaths per year going down? Why does the 152.have surpluses of food but India does nothat will India have to do to increase itsan? Why will Indians have to chemical fertil-ill the need to buy such fertilizer affectstem? Who do you think has built the bigsupposed to supply better and more

terns?

-64--

G. Culture changes, although it changesmo_a rapidly and drastically insome places than in others.

G. Although culture is always changing,certain parts or elements may persistover long periods of time.

G. Some values are conducive to change;some make change difficult.

G. Economic output is affected bythe quality as well as thequantity of labor.

S. Gains information by studyingvActures.

D. Thedevsell

lagandgoncrc

PrPhith

Althoughof Indiasome largmany contlife andchange.

-64-

though it changesastically inothers.

always changing,sments mar persistC time.

duci,,3 to change;fficult.

-ffected byas the

studying

D. The government set up a communitydevelopment program by which itsends Gram Set aks into the vil-lages to try to teach new methodsand ideaz to the villaqers_ Thegoal is to help villagers in-crease their production and im-prove their lot in other ways.This program is thus affectingthe economic,system.

V/. Although a great majority of the pcopleof India live in villages, India hassclae large cities. These cities offermany contrasts between an older way oflife and repid industrialization andchange.

-65-

69. Read Fersh, pp. 152-154. Why do you think it mihard to persuade an Indian villager to change hiof living? What is the function of the "gram seWhy must he he patient? How is the government athe economic system by this program? (Perhaps cowith county agricultural agents in this country,children live in a rural area.) Use the Study pIndiaPeople and Problems, to show what Oxfam aother agencies are doing to aid India's developr

7(i. Have the class read and discuss Verpalle, The Viof Today, to learn how one group of Indians devea village,

71, Conduct Student Activities 17 and 18.

72. Remind the children that although a great majorithe people of India live in vinages, Cher are alarge cities:. of India. Show Important Cities anOther Ivortant Cities,These filmstrips presentcontrast of old and new, of poverty and of com-fortable conditions in India's cities. Then dithe class into five groups. Have each group invegate four questions from "Cities of India" andshare their findings with their classmates

11

-65-

pp. 152 -154. Why do you think it might beuade an Indian vfl.lager to change his wayWhat is the function of the "gram sevak?"he patient? How is the government affectingsystem by this program? (Perhaps compareagricultural agents in this country, ife in .a rural area.) Use the Study prines,e and problems, to show what Oxfam andes are doing to aid India's development.

ss read and discuss Verpalle, The Villagelearn how one group of Indians developed

ent Activities 17 and 18.

hildren that although a great majority off India live in villages, ther are alsoof India. Show Important Cities and,ant Cities ,These filmstrips present a

and new, of poverty and of com-ditions in India's cities. Then divideto five groups. Have each group investi-estions from "Cities of India" andfindings with their classmates

11'i

Fersh, Story of Indiapp. 192154,

study Prints, IncRa--People and ProblemsOxfam Photographs.

Verpalle, Oxfamproject Stories,

Appendix: StudentActivities nos. 17and 18.

Fersh, Story of India44,45,107-M7---Filmstries:"Important"Cities," "Other Impor-tant Cities", TheRepublic of 1nd-1:i-ARegional Study, EyeGate House, Inc.

Appendix: "Cities ofIndia"

Raman, India, pp. 43,64-65, 7W-7-7-q, 81, 118,121-123, 125-127, 130-133, 351-154.

118

-66-

G. Economic systems are usually mixed VIT.The Govewith both public and private owner- productiship and with decisions made both by throughthe government and by consumers. gram.

rang whiu.s.s. R.

G. Certain basic economic questions part uporelated to allocation are resolved ducers.in some fashion in every szJiety, built analthough perhaps in no other way plants athan by tradition. These questionsare s (1) What and how much of eachgood and service shall he produced?(2) How much shall be produced intotal? (3) How shill these goodsand services be distributed amongthe population?

-66-

s are usually mixedc and private owner-ecisions made both byand by consumers.

conomic questionscation are resolvedin every society,s in no other wlyon. These questionsnd how much of eache shall be produced?all be produced inshall these goodsdistributed among

VII.The Government is trying to increaseproduction in India in other ways justthrough its community development pro-gram. It has set up a system of plan-ning which differs from that in theU.S.S.R., since it depends in largepart upon cooperation by private pro-ducers. However, the government hasbuilt and operatei some of its ownplants and projects.

73. Now tell the class that the government is tryinhard to increase production in. India. It hasa government agency which sets up plans forproduction increases in industry an in agriculIt carries out some of these plans itnelf ingovernment owned and operated endeavors. Howeveit depends ,heavily upon persuading private ownsto cooperate with the plans.

Ask: How does the government affect the way inthe basic economic questions are answered in ID

Culminating Procedures:

74. Have children complete map skill activity and/tcrossword puzzle, Student Activities Nos. 19-2:

75. For a general look at India, view the videotape"From the Children of India: Namastey!"

76. Have the children make dioramas of village seerPaint a mural showing work that is done by hanror by animal power in the village of Rampur.

77. More capable students may do research on recente;:cavations in the Indus valley and make a timeline to show the great age of Indian civilizat2Other topics for research are the Taj Mahal, GNehru, Vinoba Bhave, Tagore.

78. Indite an Indian student to talk to the classvillage life in India.

121

_lass. that the government tryingse production in India; It hasgency up:I.aans for-reases in industryand in agriculture.some of these plans itself in

ed and operated.endeavors. However,avily upon persuading private ownershdth the plans.'

the govevnment affect the way in whichomit questions are answered in India?

ocedures:

complete map skill activity and/orzle, Student Activities Nos. 19-22.

look at India, view the videotapeldren of India: Namastey!"

iren make dioramas of village scenes.showing work that is done by handpower in the village of Rainpur.

students may do research on recentn the Indus valley and make a timethe great age 'of Indian civilization.for research are the Taj Mahal, Gandhi,Bhave, Tagore.

ian student to talk to the class aboutin India.

121

Preston, Four LandsFour Peoples, pp. 275-2q0

Appendix! StudentActivities 19-22

Videotape: "From theChildren 01. India:Namastey", Childrenof Other Lands, 21'Classroom, Chelmsford,ITV

A--.1 a')

1 C.,

-68-

S. Identifies differencAs in data.

G. Economic systems differ as to how economicquestions are resolved about what and howmuch to produce, how it shall be pro-duced, and who shall get what goods andservices.

G. In many societies neither the governmentnor a market system has been important inaffecting how resources are allocated.Such economic systems are based largelyupon tradition and reciprocal relation-ships which have grown up in the past.All socieites have some reciprocalrelationships which affect' exchange tosome degree.

G. In all societies people have traditionalrelationships by which they exchange certainthings with each 'other; this exchange isnot affected particularly by supply anddemand.

C. In command economies most of the basiceconomic decisions are made by thegovernment.

123

7q. Use reference hooks to find out about Dasera timeand Diwali, the Feast of Lights. 13e potters andshape clay into an oval saucer about four incheslong and two inches deep. Fire in a kiln. Pourin some olive oil. Soak a wick in the oil and layit in a saucer. Have a festival! Contact ArtDepartment for assistance

9n Have pupils think back to different societies theyhave studied this year. What do the ecalomic.syltems have in common? Hera does the economicsystem of India differ from that in this country?from that in the U.S.S.R.? from that in the Trobriand Islands? Terhaps draw a triangle of thechalkboard, with one corner labelled marketeconomy, one corner labelled command economy, andone corner labelled traditional relationship:.Ask: 'Where would you place India as a wholecountry on this diagram? (Perhaps review theother units of the year by placing the U.S.,the U.S.S.R., and the Trobriand Islands on thediagram also.)

s to find out about Dasera timeast of Lights. Be potters andoval saucer about four inches

?:8 deep. Fire An a kiln, PourSoak a wick in the oil and lay

Ive a festival! Contact Art3istance

back to different societies theyyear. What do the economicrton? How does the economic

:offer from that in this country?J.S.S.R.? from that in the Tro-_rhaps draw a triangle oil thene corner labelled market

labelled command economy, andd traditional relationships.you place India as a wholeagram? (Perhaps review theYear by placing the U.S.,the Trobriand Islands on the

1 1 J

Raman: India, Dp. 136-117-

-70-

G. The allocation of resources in acommand economy is determinedbasically be the central planners,not by free consumer demand.

G. In a private enterprise system, itis the market which serves largelyto resolve the questions of: What andhow much shall be produced? How shallit be produced? and Who will getwhat products and services?

S. Generalizes from data.

G. Families usually have some economicfunctions, but the eoncomic functiondiffers greatly from one society toanother.

G. Although all societies have some kindof religion, religious beliefs differfrom society to society.

G. Ways of living differ from one societyto another. Each way of life (culture)is different.

G. All people, everywhere, have certainbasic physical drives, although theysatisfy them differently.

G. All cultures require a certain minimum ofrecAprocal behavior for cooperation toobtain subsistence and other ends ofsocial life.

-71-

81, Say: You have now studied people in many parts ofthe world., (in grades 1-4) How do ways of lifediffer? How are people and societies alike?

127

.........m.rEno-AG.,cmassmr=orrr,-

EDUCATIONAL MEDIA

BOOKS

Beals, Alan R., Giraip4142ttallipAnyillege.New York, Bo , ne an W nston,1962.

Brown, Joe David, and the Editors of Life,Life World Library-India, New York,Time Incorporated, 1467.

Caldwell, John C., Let's Visit India, NewYork, John DayF13771707------

Carls, Norman, Elaine M. Templin and FrankE. Sorenson, Knowing Our NeighborsAround the Earth, New York, HoltRIEgiiii7iidWhston, Inc. 1966.

Doongaji, Dolat, and A.K. Lavangia, ThreeFish, Oxford, England, Oxfam AdEgiffies,

D'Souza, Anthony, How Peo le Live in India,Westchester, Illinois, Bene is Press,1968.

Fairservis, Walter. A., Jr., India, Cleveland,World Publishing Co., 1-9-61-7-

Eersh, Seymour, India and South Aisa,NewYork, The MacMillan Co.. 1965.

Fersh, Seymour, The Story of India (KnowYour World Global Culture Series)Cincinnati, Ohio, McCormick-MathersPublishing Co., Inc., 1965.

Gidal, Sonia and Tom, My Village in IndiaNew York, Pantheon Books/Random House

' Inc., 1956

12

Lamb, BeatriceWorld in

on,FrederickliOers, 1

Laschever, BarnKnow IndiaM Cann Inc

Lengyel, Emil,In__ Sohd07-cei,

196

Lewis, Oscar, Vthem Indiage Boo s,1958.

Nair,- Kasum, BNew York,'Praeger,

Population RefThis Crowton,1969.

Preston, Ralph.Four LandLex ngtonD.C. Hea

Raman- T.A., IMichigan,Company,

Schloat, G.WerA Bo ofAlfre A.

EDUCATIONAL MEDIA

South Indian Villa ean W nston,

ditors of Life,ia, New York,

sit India, New

mplin and Frankur Nei hborsYor , Ho tInc. 1966.

avangia, ThreeOxfam AciUrfies,

e Live in India,Bene lc Press,

India, Cleveland,own-

outh Aisa,New

7"5.

of India (Knowture Series)ormick-Mathers1965.

illage in Indiaoks/Random House

Lamb, Beatrice Pitney, Indian: AWorld in Transitioi7W473-taAion Revised, New York,Frederick A. Praeger, Pub-Ushers, 1968.

Laschever, Barnett D., Getting toKnow India, New YoiRTtbwardMcCann Inc.. 1966.

Lengyel, Emil, The Subcontinent ofIndia, Scholastic Book SeWear, 1967.

Lewis, Oscar, Village Life in Nor-;.hern India, New York, \IMF:-age Books/ Random House, Inc,1958.

Nair,-:Kasum, Blossoms In the 2EttE.New York, Frederick APraeger, 1961.

Population Reference Bureau,This Crowded World, Washing-ton, Columbia Books Publisher1969.

Preston, Ralph. C., and others,Four Lands, Four Peoples,Lexington, Massachv'etts,D.C. Heath and Co., 1969

Raman- T.A., India, Grand RapidsMichigan, The FidelerCompany, 1968.

Schloat, GMArren, 'UttameA Boy of India , New York,Alfred-A. Knopf, Inc. 1963.

EDUCATIONAL MEDIA

BOOKS

Silverstone, Marilyn and Luree Miller, Bala,Child of India, New York, HastingsHouse Publishers, Inc., 196R.

Oxfam, Veerapalle-The Village of Today,Oxford, England, Oxfam EducationalDepartment, 1969.

Watson, Jane Werner, India-Old Land,Ne154Nation, Champaigii-7-1711iTeds,Garrand Publishing Company, 1966.

Zinkin, Taya, India and Her Nei hbours,New York, Fran- J.n Watts, 15J7T-r967.

FILMS

Asian Earth, Atlantis Productions,Bailey/Film Associates.

India and Her Food Problem, AtlantisProductions, Bailey/FilmAssociates.

India-Nation on the Move, AssociatedFilm Services.

India-Ramu of Ganapatt Street, UniversalEducation an Vi guar Arts.

Mooti...Child of New India,Atlantis Pro-ductions, Bailey/Film Associates.

Village in India--Fifty Miles from Poona,Bailey Film Associates.

FILMSTRIPS

The Republic of India: A Regional Studyseries, Eye Gate House, Inc.

P.EA3

A VI

S TU

Ind

Ind

Liv.

Mak

VI D.

"Fr(

Ind

EDUCATIONAL MEDIA

yn and Luree Miller, Bala,a, New York, Hastingsers, Inc., 1968.

The Village of Today,d, Oxfam Educational

969.

r, India-Old Land, Newaigi3TariKETW7---shinq Company, 1966.

a and Her Neighbours,n Watts /5.077-1.967.

tis Productions,ssociates.

Problem, AtlantisBailey Film

e Move, Associated

patty Street, UniversalVisual Arts.

ew India,Atlantis Pro-ley/Film Associates.

Fifty Miles from Poona,associates.

tdia: A Regional Study;ate House, Inc.

REALIA/ARTIFACTS

A Window on India, an India Realiakit, Eddcational ResourcesCenter, p.o. box 857, RadioCity Station, N.Y., N.Y., 10019.

STUDY PRINTS

India, Fideler Visual Teaching.

India--People and Problems, OXFAM

LivinlIndia, Social Studies Pic-ture Packet, Silver Burdett.

np Symbols and Geographic TermsCharts, A.J. Nystrom and Co.,

VIDEOTAPES

"From the Children of India: NamasteyrChildren of Other Lands, 21*C assrois.,.or , ITV.

India, Chelmsford, ITV.

131

QUESTINS A: OUT CITIES OF LDIA

1.

Explain wh7 omlAy is called the "G,ItewaT to India".

2.

Descri'ze the crowded slum area in 'Amba.:,' and explain how the government is

trying to improve this area.

3.

Describe the harbor in 7,ombay and explain why it is one of the finest natural

harbors in the world.

4.

Discuss the growth of Indies motion picture industry and explain the place

Of Eombay in this industry.

5.

What is a monopoly? Explain why Calcutta has almost a monopoly in the man-

ufacture of jute products.

6.

Explain why Calcutta is a leading port in India.

7.

Delhi is one of the most historic cities in India.

Explain why.

8.

What are some of the major industries of Delhi?

2.

Explain why HewDelhako capital of India; is one of the most modern and 'Lest

planned cities in India,

10.

If you had to live in one of the important cities in India which one would

you choose?

Why?

11.

Tell the story of the Taj Nahal in the city of Agra.

12.

Explain why many Hindus make an annual pilgrimage to the city of Allahatad.

13.

Explain why Amritsar is the holy city of the Sikhs.

14.

I3enares is a holy city of the Hindus.

Explain what is meant by a hol city ".

15.

Tell why Hindus from everywhere make a pilgrimage to Denares.

16.

Explain how and why Jaepur differs from most Indian cities.

17.

That are the local industries of DIPdras$ one of the leading cities in India?

18.

Explain why Simla is a popular hot - weather resort,

19.

Describe the Shalimar Gardens in the city of Sl'inagar.

20.

If you were touring India; which cities would you visit?.

Why?

FOR

M A

RAMPUR, DELHI

The Setting

Rampur, a village with 1095 inhabitants, is located in Delhi State

about 15 miles west of the city of Delhi. Rampur and its adjoining

villages are dominated by the Jats, the principal landowners and

cultivators of the district. The Jat is famous in India for his skill

in farming*. The Jats, both men and women

are hard workers.

In the hot summer months from April to June the temperature in

Rampur may rise to:115*. The area is dry and relatively treeless.

Warm

winds blow across the area, starting in April, and fill

the air with

sand and duSt. /he monsoons come in July and August. More than half

the

average rainfall of the year comes during these months. The weather

finally gets cooler, and a dry wintry period from Octoberto January

follows.

The rainfall is very irregular fromyear to year, varying from

about 17 to 33 inches. Canals and wells supplement the rainfall. There

are eleven. Persian (bucket and wheel) wells for irrigating the fields

wound Rampur, and there are eighteen hand-lever wells.

The latter

cultivators of the district. The Jat is famous in India for his skill

in farming. The Jats, both men and women are hard workers.

In the hot summer months from April to June the temperature in

Rampur may rise to:115*. The area is dry and relatively treeless. Warm

winds blow across the area, starting in April, and fill the air with

sand and dust. The monsoons come in July and August. More than half the

average rainfall of the year comes during these months. The weather

finally gets cooler, and a dry wintry period from October to January

follows.

The rainfall is very irregular from year to year, varying from

about 17 to 33 inches. Canals and wells supplement the rainfall. There

are eleven. Persian (bucket and wheel) wells for irrigating the fields

around Rampur, and there are eighteen hand-lever wells.

The latter

are small pits, the bases of which are plastered with mulberry sticks.

CT

A long beam with a bucket attached at one end is used as a lever to

draw water. There is a scarcity of drinking wells in the area

Rampur

has four--two for lower-caste untouchables and two for the higher castes.

Water not used for household purposes'or for drinking is obtainable

from the village pond where the animals drink. This pond is refilled,

when required, through the canals.

A-2-

THE SETTING (continued)

There is bus service on the highway 2 miles from

the village.

People with milk or vegetables to sell in Delhi sometimes

catch the

bus on the main road. The train is cheaper -

5 annas for one-way fare

as against 6 for the bus.

(About 5 cents in American money.) Some

people walk to Delhi and back. Most transportatation in

and out

C.Z

of the village is by bullock cart. The villagers trade

with the

nearby towns where they sell their surplus grain and buy

supplies such

as tinter and brick for their houses.

There are 33 bullock carts in

the village. No one owns an automobile, but there are

60-70 bicycles

used by men who have jobs outside the village.

THE VILLAGE SCENE

The area of Rampur is 784 acres. The people live

tightly crowded

within 16 acres. There is no orderly arrangement of streets in Rampur.

There are no stores in Rampur, no police station, no post office, no

doctor.

The village streets are wide enough to accommodate abullock

cart. All the house drains come out into the street,

sometimes making

1

as timber and brick for their houses.

There are 33 bullock carts in

the village. No one owns an automobile, but there are

60-70 bicycles

used by men who have :lobs outside the village.

THE VILLAGE SCENE

The area of Rampur is 784 acres. The people live

tightly crowded

within 16 acres. There is no orderly arrangement of streets in Rampur.

There are no stores in Rampur, no police station, no post office, no

doctor.

The village streets are wide enough to accommodate a bullock

cart. All the house drains come out into the street,

sometimes making

walking difficult. One main street runs east-west through the village.

Two or three others run roughly north and south. There are many

small

dead-end streets.

The two main buildings in the village are the men's club houses.

Some of the finer houses have handsome wooden doors with decorated

arches above them.

Around the village, and also in various open places within the

village itself, stand piles of dung caxes. Cone-shaped structures are

A -3-

THE VILLAGE SCENE (continued)

used to store wheat and barley chaff for

animal feed.

Outside the village a mechanical cane crusher is

operated.

Beside the dung heaps and scattered trees one may see a

small shrine

dedicated to one of the village gods.

Within the village one rarely sees a solitary figure. Crowds

gather easily around the visitor and follow him down

the narrow

streets and in and out of the houses.Children

play boisterously in large

groups; men chat and smoke hookahs

together, while

women work wooden

spinning wheels at their doors or sit sewing together. Cows

and

bullocks wander about through the streets among the people.

An attractive sight in the mornings and late

afternoons is the files

of women, in small family groups, carrying water from

the well. Large

water pots are balanced on their heads; they walk

gracefully, often

singing as they go. The women wear full wide skirts of coarse

cotton

cloth. Some are blue with white and red or yellow spots, and some are

striped blue and red. They also wear a shirt and shawl. Some women

wear long baggy pajama-like trousers and a

long collarless blouse.

gather easily around the visitor and follow him down the narrow

streets and in and out of the houses.Children play boisterously in large

groups; men chat and smoke hookahs together, while

women work wooden

spinning wheels at their doors or sit sewing together. Cows and

bullocks wander about through the streets among the people.

An attractive sight in the mornings and late afternoons is the files

of women, in small family groups, carrying water from the well. Large

water pots are balanced on their heads; they walk gracefully, often

singing as they go. The women wear full wide skirts of coarse cotton

cloth. Some are blue with white and red or yellow spots, andsome are

striped blue and red. They also wear a shirt and shawl. Some women

wear long baggy pajama-like trousers and a long collarless blouse.

Much of the women's clothing is brightly colored, and sometimes spangled

with rhinestones and little mirrors. Women alsowear heavy silver

jewelry on their arms, necks and ankles.

Men wear Western-type shirts, with the shirttails hanging down,

and either trousers or cotton "dhotis" (full, draped trousers.) They

wear turbans on their heads and sandals on their feet. In wintertime

both men and women may wear underwear, sweaters, and socks to keep

warm.

WE VILLAGE SCENE (continued)

There are twelve castes in '.;he village:

Seventy-eight Jat

families, fifteen Brahman, twenty leather workers, teen sweepers,

seven potters, five water

carriers, four washermen, four carpentere,

three barbers, two calico printers or tailors, one

blacksmith and one

merchant.

Village houses are made of unbaked mud bricks, firedbricks, or

c.

combination of both. The fired brick homes are vastly

better than

shapeless homes of unbaked bricks. The mud homes are

quite uncomfortaule

during the rainy season, when cattle dung, urine, and

mud accumulate,

and the houses become hot, smelly and full of

mosquitoes. Chun:zs

of mud are thrown about by the swishing

of the cows' tails, .Ony a

few can afford a two-story house enabling

the family to sleep upstairs

away from the cattle. No house

in the village has a chimney.

A panchayat is a group of leaders who meet

to pass on judicial

cases or problems, or who convene to

plan some undertaking or coy use

of action in a matter requiring united

action. It functions to safe_

merchant.

Village houses are made of unbaked mud bricks, fired bricks, or

combination of both. The fired brick homes are vastly better than tt-0

shapeless homes of unbaked bricks. The mud homes are quite uncomfortaule

during the rainy season, when cattle dung, urine, and mud accumulate,

and the houses become hot, smelly and full of mosquitoes. Chumzs

of mud are thrown about by the swishing of the cows' tails.. On_y a

few can afford a two-story house enabling the family to sleep u,stai3:s

away from the cattle. No house in the village has a chimney.

A panchayat is a group of leaders who meet to pass on judicii

cases or problems, or who convene to plan some undertaking or celtrse

of action in a matter requiring united action. It functions to sefe-

guard the interests of the landless tenants in the community, to

enforce tenancy legislation, and to act as the local agent for land

reform.

FARMING

There are two crop seasons in the agricultural year, the

autumn crop depending on the monsoon, and the dry-season crop, dependent

upon irrigation. Sugar cane is.the chief cash crop grown during the

first crop season. The chief crop of the second season is wheat.

cools used for dry

-ivation are an ax and a spade for re-

moving weeds, a lash made of narrow strips of leather tied to a 2-

foot rod of bamboo, for steering oxen, an iron blade for cutting

grass and a plough.

Other items used are a log about four feet long

with 2 pegs for the attachment of ropes, a roller made of stone used

for crushing the mud lumps formed in the field after plowing, and a

bullock cart.

Some extra tools are needed for wet cultivation, particularly for

drawing water. There are two methods of drawing water from wells;

The persian wheel or thick jute rope and leather bag drawn over a

pulley by two bullocks yoked to the rope.

Another machine used by the villagers is the mechanical chaff

cutter. Every farming family in Rampur has one.

There are three iron sugar-cane crushers in the village, There is

one iron threshing machine.

Rampur's animal population includes one hundred three bullocks,

and bulls, about one hundred buffaloes, thirty eight cows, twenty

three goats, seven lambs, sixteen donkeys, one mule and one camel,

Cat le are valuable as draft animals, producers of milk, butter and

Some extra tools

aye needed forwet cultivation,

particularly for

drawing water.

There are twomethods of drawingwater from wells;

The persianwheel or thick

jute rope and

leather bag

drawn over

apulley by two

bullocks yoked

to the rope.

Another machine

used by thevillagers is

the mechanical

chaff

cutter. Every

farming family in

Rampur has

one.

There are

three iron

sugar-cane crushers

in the village.

There is

one iron threshingmachine.

Rampur's animalpopulation includes

one hundredthree bullocks,

and bulls,

about one hundredbuffaloes, thirty

eight cows,

twenty

three goats,

seven lambs, sixteen

donkeys,

one mule andone camel.

Cattle are

valuable as

draft animals,

producers of milk,

butter and

ghi, and

because of theirdung. Dung is

used for two

purposes; as

fertilizer in

the fields and

as fuel. The

countryside is

almost tree-

less so dung

is a necessity

for fuel.

Its smoldering

fire is

excellent

for use withpottery cookingvessels. The

housewife

may go to the

fielt'r,

to the well,

or to spin in the

alley feeling

sure that the firewill

smolder on andgently simmer

the food.

A ..6-

EDUCATION

There are two primary schools within the village, one for boys

and one for girls. There is a high school a few miles away. All

children, however, do not go to school. Of the 381 children ages

5-19 in Ramper, 147 boys and forty, girls attend school. The strugglci

to make a living is so serious, it may be hard to spare children

when their work is of real assistance to the family. When the vil/agel.

see educated

people who are unemployed, they sometimes question the

value of such training.

LIFE CYCLE

A Brahman connected with a family may officiate at vP_rius cere-

monies in the life of a person in Rampur: the first bath, the naming

ceremony, a boy's first hair-cut, and at marriage. Enormous amounts

of time

and money are spent on weddings. Most of the community is

involved in this ceremony. At death, the younger brother or son of tr,i.

dead man lights the crematory fire, then carries the ashes to the

Ganges. Thirteen days after a death, a ceremony is held at which

value of such training.

LIFE CYCLE

A Brahman connected with a family may officiate at various cere-

monies in the life of a person in Rampur: the first bath, the naming

ceremony, a boy's first hair-cut, and at marriage. Enormous amounts

of time

and money are spent on weddings. Most of the community is

involved in this ceremony. At death, the younger brother or son of tr.,:

dead man lights the crematory fire, then carries the ashes to the

Ganges. Thirteen days after a death, a ceremony is held at which

Brahmans and children are feasted. Some months after a death, a feast

may be given to honor the dead man. People from many villages may be

invited.

THE DAILY ROUND

The men of Rampur work had and so do the women. A Jat house-

wife rises about 4:00 a.m. and grinds grain for the day. This may

take about two hours. There is never much floUr stored ahead of time.

Children generally work with their parents if they are not attending

school. They boy works with his father and the girl with hermother.

THE DAILY ROUND (continued)

At dawn the housewife sweeps her house and perhaps collects cow

dung from the cattleshed, which she makes into cakes for fuel.

Then she goes to get water from the well, carrying two large pitchers

on her head, for she has to bring enough water to last until her

afternoon trip.

The women may work in the fields, but if there are children to

look after she stays at hove. Food is taken to the

men in the fields,

then the housewife has some time for herself. In the afternoon she

prepares food, gives fodder to the cows and bullocks at the house,

then goes on her second trip to the well.

The men come home from Ithe fields at sunset. Little boys bring

home the cows and bullocks which has been out to pasture and put them

in their sheds. After dinner, cots are pulled out for sleeping.

Men are seldom! seen at home; during the day they work in the fields.

They spend their spare time talking and smoking in the men's quarters

which may be many streets away. They also sleep in thesequaters.

ECONOMICS

look after she stays

at home. Food is taken

to the men in the fields,

then the housewife has

some time for herself. In the

afternoon she

prepares food, gives fodder to the

cows and bullocks at the

house,

then goes on her second

trip to the well.

The men come home from'the fields at sunset.

Little boys bring

home the cows and bullockswhich has been

out to pasture and put

them

in their sheds. After

dinner, cots are pulled

out for sleeping.

Men are seldom! seen

at home; during the day

they work in the fields.

They spend their

spare time talking and smoking in

the men's quarters

which may bemany streets away. They also

sleep in these guaters.

ECONOMICS

Castes have traditionaloccupations. Each

caste is expected to

give certain services

to the families of othercastes. A carpenter

repairs tools,

a barber cuts hair; but theydo not necessarily

per-

form these services

for everyone. Eachman works for a particular

family or group of

families with which hehae hereditary ties.

His

A -8-

ECONOMICS

His father worked for the same families before him, and his

son will

continue to work for them. The family or family head served

by an

individual is known as his "jajman," while the man who

performs

service is known as the jajman's "kamin." the jajman

pays his

kamins for their work in cash or grain. These

payments may be made

daily, monthly, or twice a year. Kamins may also receive free food,

clothing, house sites, use of tools, etc. The kamins often prefer

grain payments to cash.

If a Kamin leaves a village, he must

get someone to take his

place, usually a member of the same joint family. This does not happen

very often. If a jajman doesn't like his kamin's work it is hard to

replace him. The caste panchayat would punish a member who took

another's job. The jajmani system gives job

security.

The village laws of Rampur specify the kinds of work to be done

by the different castes and the rate of

pay.

e of Service

Rights Earned

kamins for their work in cash or grain. These payments may be made

daily, monthly, or twice a year. Karains may also receive free food,

clothing, house sites, use of tools, etc. The kamins often prefer

grain payments to cash.

If a Kamin leaves a village, he must get someone to take his

place, usually a member of the same joint family. This does not happen

very often. If a jajman doesn't like his kamin's work it is hard to

replace him. The caste panchayat would punish a member who took

another's job. The jajmani system gives job security.

The village laws of Rampur specify the kinds el work to be done

by the different castes and the rate of pay.

Caste

Type of Service

Rights Earned

Carpenter

To repair farm tools

Blacksmith

Same as carpenter

Potter

Barber

To supply pottery

and give service

at weddings.

To shave and cut

hair; to attend

to wedding guests

80 pounds of grain

a year plus about

5 pounds at each

sowing season.

Same as carpenter

As much grain as the

pottery is worth.

Additional grain at

weddings.

At each harvest

as much grain as the

man can lift by him-

self. Additional grain

at weddings.

ECONOMICS

Caste

Type of Service

Sweeper

LeatherwOrker

To prepare cow-dung cakes;

to.gather sweepings, to

remove dead mules and don7

keys; to collect cots and

give service at weddings.

If a man helps in farming

If he works whenever

his jajman wants him and

removes dead cattle.

A-9-

Rights Earned

Meals and grain twice

a day; at each harvest

as much gra3, n as the

man can lift by him-

self

and sm.;11 amounts

at weddings.

He gets 1/20 of the

proauce.

He gets 1/4 of the

produce and the

skins of the dead

cattle.

In addition to the above arrangement, a caste member will

exchange services with

a member of another caste. The tailor,

for instance, charges fixed rates in cash or grain for some castes,

but for the barber and washerman, he sews clothes free of charge

in return for their services.

Not all caste members fcllow their trade. In Rampur two car-

oenters are teachers, three Jats are carpinters, one of the Brahmans

is a tailor, one sells silk. Farming is open to all.

Washermen now have customers in Delhi. Some of the villagers

have gone to Delhi to look for work.

RAMPUR, DELHI'

The Setting

FORM B

The village of Ran ur is fifteen miles west of Delhi.

About one thousand

people live in this village.

Here the most important caste is the Jat.

The;

own the land any, are the chief farmers.

The Jat is a good farmer and.

a hard

worker. During the summer months of April to June the

temperature may rise to 1150

The area is dry and has few

trees.,

Warm winds, starting in April, fill

the air

with sand and dust.

The monsoons come in Jul;: and August and bringhalf the

year's rainfall.

The weather finally gets cooler, anda dry wintry period from

October to January follows.

Because the rainfall varies from seventeen

to thirty-three inches, canals

and wells are needed to provide additionalwater.

There are eleven Persian

(bucket and wheel) wells and

eighteen hand-lever wells.

The latter are small

pits.

A long beam with a bucket attached at

one end is used as a /ever to draw

water.

There are four drinking wells in Rampur-- two for the untouchables and

two for' the higher castes,

There is a highway two miles from the village.

People with mil

or

vegetables to sell in Delhi sometimes catcha bus on this main road.

Sometimes

people walk to Delhi and back.

Most transportation in and out of the village

worker. During the summer months of April to June the temperature may rise to 115(%

The area is dry and has few trees.

Warm winds, starting in April, fill the air

with sand and dust.

The monsoons come in July and August and bring half the

year's rainfall.

The weather finally gets cooler, and a dry wintry period from

October to January follows.

Evcause the rainfall varies from seventeen to thirty-three inches, canals

and wells are needed to provide additional water.

There are eleven Persian

(bucket and wheel) wells and eighteen hand-lever wells.

The latter are small

pits.

A long beam with a bucket attached at one end is used as a lever to draw

water.

There are four drinking wells in Rampur -- two for the untouchables and

two for: the higher castes*

There is a highway two miles from the village.

People with milk or

vegetables to sell in Delhi sometimes catch a bus on this main road.

Sometimes

people walk to Delhi and back.

Most transportation in and out of the village

is by bullock cart.

The villagers trade with the nearby towns where they sell

Ga

their extra grain and buy supplies.

There are 60 to 70 bicycles used by the

men who have jobs outside the village.

The Villa

The people live tightly crowded within sixteen acres.

Streets are not

arranged in an orderly. fashion.

There are no stores, no police station, no

post office, no doctor.

The streets are wide enough for a cart.

All the house drains come

out on the streets.

One main street runs east-west through the village.

There are many small dead-end streets.

The two main buildings are the men's club houses.

Around the village stand piles of dung cakes.

Outside the village

a cane crusher is operated.

One may also see small shrines to the

village gods.

Within the village people are seldom alone,

Crowds follow a visitor

children play in large groups, men talk and smoke together, women spin it

their doorways or sit sewing together.

Cows and bullocks wander about

among the people.

Women carrying water from the wells are an attractive sight.

They

carry large nots on their heads, walking gracefully, often singing as

they go.

They wear full skirts, a shirt and shawl.

The skirts are

brightly colored.

Some women wear baggy trousers and a long blouse.

They wear heavy silver jewelry on their arms, necks, and ankles.

Men wear Western-type shirts, with the shirttails hanging down, and

either trousers or cotton "dhotis" (full, draped trousers).

They wear

turbans on their heads and sandals on their feet.

In wintertime, both

cniiiaren

their doorways or sit

sewing together.

Cows and bullocks wander

about

among the people.

Women carrying water

from the wells are an

attractive sight.

They

carry large Dots on

their heads, walking

gracefully, often singing as

they go.

They wear full skirts, a

shirt and shawl.

The skirts are

brightly colored.

Some women wearbaggy trousers and a longblouse.

They wear heavy silver

jewelry on their arms,

necks, and ankles.

Men wear Western-type

shirts, with the shirttails

hanging down, and

either trousers or cotton

"dhotis" (full, draped

trousers).

They wear

turbans on their heads

and sandals on their

feet.

In wintertime, both

men and women may wearunderwear, sweaters, and

socks to keep warm.

There are twelve castes

in the village.

These families are:

78 Jat

15 Brahman

20 leather workers

10 sweepers

7 potters

5 water carriers

4 washermen

4 carpenters

3 harbors

2 calico printers and

tailors

1 blacksmith

1 merchant

3

Houses are made of unbaked mud bricks, fired bridks1 or both.

The best

houses are made of fired bricks.

Those made of unbaked bricks are rather shape-

less.

The mad homes are quite uncomfortable during the rainy

season.

Cattle

make them smelly, they are hots muddy, and full of mosquitoes.

Very few families

can afford a two story house where they can sleep upstairs awa:.r from the oattlo.

No house in the village has a chimney.

nEmIaa

There are two crop seasons in the year.

The autumn crop depends on the

monsoons.

Sugar cane-iv the chief crop of this season.

The dry - season crop

depends on irrigation.

'Wheat is the main crop of this season.

Each farmer has an .ax and a spades

a lash for steering oxen, an iron blade

for cutting grass and a plough:

Farmers may share a log about four feet long

with two pegs for ropes,

a roller Made of stone used for crushing the mud lumps

in the field, and a bullock cart.

They need extra tools for drawing water for irrigation.

Every farmer in Rampur has a mechanical chaff cutter.

There are three

iron sugar-cane crushers in the village.

There is one iron threshing machine.

Farming

There are two crop seasons in the

year.

The autumn crop depends on the

monsoons.

Sugar cane'is the chief crap of this

season.

The dry-season crop

depends on irrigation.

'Wheat is the main crop of this

season.

Each farmer has an ax and

a spade, a lash for steering oxen, an iron blade

for cutting grass and a plough;

Farmers may share a log about four feetlong

with two pegs for ropes,

a roller made of stone used for crushing the mud lumps

in the field, and a bullock cart.

The

-jneed extra tools for drawing waterfor irrigation.

Every farmer in Rampur has a mechanical

chaff cutter.

There are three

iron sugar-cane crushers in the village.

There is one iron threshing machine.

Cattle are used for field work.

The

produce milk, butter and ghi.

Their

dung is used as fertilizer and fuel.

There are vnr; fee trees in Rampur,

so

dung is a necessity as fuel..lt makes

a smoldering fire.

The housewife may go

Gi

to the fields, to the well,

or to spin in the elle:7 feeling sure that the fire

will smolder on and gently

simmer the food,

Schools

There is a school for boys and

one for girls in the village.

There is a

high school a few miles

away.

More boys

than

gir

lsgo to school.

About half

the children attend school.

riecause it is so hard to make

a living, many

children help with the work at home.

1.112.11E221

A Brahman connected with the family serves at many ceremonies in the life

of a person in Rampur:

the first bath, the naming ceremony, a boy's first

haircut, and at marriage.

Much time and money are spent on weddings.

Most of

the 4iIlage has a part in this ceremony.

-When a man dies the younger brother or son lights the crematory fire then

carries the ashes to the Ganges river.

Thirteen days after a death, a ceremony

is held at which Brahmans and children are rested.

Some months after a death

a feast may be given to honor the dead man.

People from many villages may be

invited.

The Dail 7 Round

The nem of Rampur work hard and so do the women.

A Jap housewife rises aTcout

4:00 A.M. and grinds grain for the day.

This may take about two hours.

There is

never rach Xleur stored ahead of time. -Children work with their parents if they

are not in .school.

The boy works with the father and the girl with the mother.

At dawn the housewife sweeps her house and perhaps collects cow Armg from. the

cattleshed, which she makes into cakes, for fuel.

'Then she goes to get water from

&en a man dies

the younger brotheror son Lights the

crematory fire then

carries the ashesto the Gangesriver.

Thirteen days after

a death, a ceremony

is held atwhich Brahmans

and childrenare feasted.

Some months

after a death

a feast may be given

to honor the dead

man.

People frommany villages

may be

invited.

The Daily Round

The nen ofRampur work hard andso do the women.

A Jae housewife

rises a-Nout

4:00 A.M. qadgrinds grain for

the day.

This may takeabout two hours.

There is

never much flour

stored ahead of time.

Children work with

their parentsif they

are not in school.

The boy works withthe father andthe girl with

the mother.

At dawn the

housewife

sweeps her house andperhaps collects

cow dung from, the

cattleshed, whichshe makes into

cakes for fuel.

Then she goes to

get water from

the well,

carrying two largepitchers on her

head, for shehas to bringenough

water to lastuntil her

afternoon trip.

The womanmay go to work in thefields, but if

there are childrento lbok

after she stays

at home.

Food is taken tothe men in thefields, then the

house-

wife has

some time for herself.

In the afternoon

she prepares food,

gives fodder

to the cows and

bullocks at the

house, then

goes on her second

trip to thewell.

The mencome home from the

fields at sunset.

Little boys bringhome the

cows

and bullockswhich have been

out to pasture

and put them in

their sheds.

After

5

dinner cots are pulled out for sleeping.

Hen seldom are seen in the hone;

during the day they work in the home; during the day they work in the fields.

They spend their spare time taking and smoking in the ments quarters whichma:

CJ1

CZ,

many streets away.

They also sleep in these quarters.

Economics

Each caste is expected to give certain services to other castes.

A car-

penter repairs tools, a barber cuts hair; Lilt they do not have to do this

for

everyone.

Each man works for a particular family.

His father worked for the

same families before him, and his son vtl, do so.

The family head is called a

"jajnen."

The one who gives the service is called a nkanin."

The jajman pays

his kamins for their work in cash or grain.

Payment may he made daily, monthly,

or twice a year.

Kamins may also receive free food, clothing, land to builda

house on, use of tools, etc.

The kanims often prefer to be paid in grain rather

than mone:.

The village laws state the kinds of work to be done and how much shall

be

paid for the work.

The carpenter and blacksmith repair farm tools and get 80

pounds of grain a year plus about five pourids at each planting

season.

The

N1. , 1.,*q

+.1

nnnd rece-tver3 -e; much m'ain as the nots are

L C)

Each caste is expected to

give certain services

penter repairs tools, a barber

cuts hair; but they do not

have to do this for

everyone.

Each man works for a particular

family.

His father worked for the

same families before

him, and his son mil do so.

The family head is called a

"jajman."

The one who gives the service

is called a "kamin."

The jajman pays

his kanirs for their work incash or grain.

Payment may be made daily$

monthly,

or twice a year.

Kamins may also receive free

food, clothing, land to build a

house on, use of tools, etc.

The kamins often prefer tobe paid in grain rather

than money.

The village laws state thekinds of work to be done and

how much shall be

paid for the work.

The carpenter and blacksmith

repair farm tools and get80

pounds of grain a year plus about

five pounds at each planting season.

The

potter supplies his jajman with

pots and receives as much

grain as the pots are

worth.

For his services at weddings

he receives more grain.

The barber shaves

and cuts hair and attends to guest

at weddings.

At each harvest he will re-

ceive as much grain as he canlift plus grain at weddings.

The sweeper makes

cow-dung cakes, gathers sweepings,

removed dead mules and

donkeys.

He also

serves at weddings.

For his service he receivesmeals and grain twice a day

and at harvest as much as he can

lift by himself.

He also gets grain- atweddings.

The leatherworker helps

the farmer and removes deadcattle.

For this he gets a

share of the crop depending upon

how much work he has done.

6

A caste member will exchange serviceswith a member of another caste.

The

tailor, for instance, charges some castes for his services

but he sews clothes

free for the barber and washerman.

These two castes serve him without charge,

also.

Kat all caste members folrw their trade.

In Rampur two carpenter's are

teachers; three jets are carpenters.

One of the trahmins is a tailor; one

sells silk.

Farming iscven to all.

Uhshermen now have customers in Delhi.

Some of the villagers have gone to Delhi to look for work.

FORM C

RAMPUR, DELHI

by

Andis Gustafson

The Setting

The village of Rajur is near Delhi, Most of the families

are eats. They ere good farmers and hard workers.

It .gets.very hot in summer. The air it filled with sand and

dust. The monsoons bring rain in July and August. It'is cool, dry,

and wintry from October to January.

The rain doesn't bring enough water for farming. The farmer

also uses water from canals and wells in his fields.

Two miles from the village is a highway. A bus runs on this

road. Some people walk to Delhi and back. Around the village,

people use bullock carts. No one owns .a car. Men who work outside

the village use bicycles.

The Village Scene

The village houses are close together. There are no stores,

no police station, no post office, no doctor in the village.

14-

s- c

.aa

avru

ays-

acvw

situ

tc a

wo

a w srrslass W

a sar.YaaY

dust. The monsoons bring rain in July and August. Itis cool, dry,

and wintry from October to January.

The rain doesn't bring enough watar for farming. The farmer

also uses water from canals and wells in his fields.

Two miles from the village is a highway. A bus runs on this

road. Some people walk to Delhi and back. Around the village,

people use bullock carts. No one owns .a car. Men who work outside

the village use bicycles.

The Village Scene

The village houses are close together. There are no stores,

no police statiOn, no post office, no doctor in the village.

GIN

The streets are narrow. House drains come out on the streets.

(34

Around the village are piles of dung cakes. You would also

see a sugar Cane crusher and shrines to the village gods.

The village Scene

(continued)

In the village, crowds follow a visitor. Children play in

large, noisy groups. Men talk and smoke together. Women spin in

their doorways. Cows wander among the people.

.Women carry large water pots on their heads. They carry

water from the wells. They wear bright-colored full skirts,

a

shirt and a shawl. Some wear baggy trousers anda long blouse.

They wear jewelry on their. arms, necks, and ankles.

Men wear western-type shirts, with the shirttails hanging

down. They wear either trousers or "dhotis." Theywear turbans

4-%

on their heads and sandals on their feet. In winter, both men and

women may wear underwear, sweaters, and socks to keep warm.

There are twelve castes in the village: Jet, Brahman, leather

worker, sweeper, potter, water carrier, washerman, carpenter,

barber, tailor, blacksmith, and merchant.

Houses are made of unbaked mud bricks, fired bricks or both.

The mud houses are uncomfortable in rainy weather. The cattlemake

them smelly. They are hot muddy and full of mosquitoes. No house

in the village has a chimney.

C -

3-

FAR

MIN

G

There are two crop seasons in the

year. The main wet season

crop is sugar cane, The chief dry season crop is wheat.

Every farmer has an ax and a. spade. He has a plow and a lash

for steering oxen. He also has au iron blade for

cutting grass.

Farmers may share a log for smoothing a field,

a koller for

crushing lumps. they may also share a bullock cart.

Every farmer has a chaff cutter. There are three iron

sugar

can crushers in the village. Ther is one iron threshing machine.

Cattle are used for field work. They also give milk

Their

dung is used for fertilizer and fuel. It makes a smoldering fire.

The housewife

may go to the fields, to the well, or to spin in the

alley.

She feels sure that the fire will smolderon. It will gently

simmer the food.

SCH

OO

LS

There is a school for boys and one for girls in thevillage.

There is a high school a few miles away. Fewgirls go to school.

About half the village children

go to school.

mismisszionsimms

C-

Farmers may share a log for smoothing a field, a koller for

crushing lumps. they may also share a bullock cart.

Every farmer has a chaff cutter. There are three iron sugar

can crushers in the village. Ther is one iron threshing machine.

dattle are used for field work. They also give milk. Their

dung is used for fertilizer and fuel. It makes a smoldering fike.

The housewife may go to the fields, to the well, or to spin in the

tiley.

She feels sure that the fire will smolder on. It will gently

simmer the food.

SCHOOLS

.There is a school for boys and one for girls in the village.

There is a high school a few miles away. Few gitls go to school.

About half the village children go to school.

LIFE CYCLE

The family's Brahman serves at ceremonies: The baby's first

bath, the naming ceremony, a boy's first haircut, and at marriage.

Much time and money are spent at weddings. Most of the village takes.

part.

C-4-

LIFE CYCLE

(continued)

The ashes of a dead man are carried to the Ganges river by

a younger brother or son. Some months later a feast is given

to honor the dead man. People may be invited from many villages.

THE DAILY ROUND

The men of Rampur work hard. So do the women..A boy works

with his father. A girltworks with her mother. A housewife is up

before the sun to grind grain. She sweeps the house and collects

cow dung. Then she goes to the well.

She may go to the fields or look after the children. She takes

food to the men in the fields.

The men come home from the fields at sunset. Little boys bring

home the cows and bullocks.

At night cots are pulled out for sleeping. Men are seldom at

home. They have separate sleeping quarters.

ECONOMICS

with his father. A girls :.works with her mother. A housewife is

up

before the sun to grind grain. She sweeps the house and collects

cow dung. Then she goes to the well.

She may go to the fields or look after the children. She takes

food to the men in the fields.

The men come home from the fields at sunset. Little boys bring

home the cows and bullocks.

At night cots are pulled out for sleeping. Men are seldom at

home. They have separate sleeping quarters.

ECONOMICS

Each barber works for one or more families. His father worked

Cr*.

for the same families, and his son will do so. At harvest the barber

is given as much grain as he can lift. He is given grain at weddings,

too. He will serve the tailor without pay. The tailor serves him with-

out pay. All the other castes have their families to work for,too

The man for whom another works is called a "jajman." The worker is

a "kamin.'

C- -5 -

Economics (Continued)

All caste members do not follow their trade. In Rampuf

two carpenters are teachers. Three Jats are carpenters.

One of the

Brahmans is a tailor. Another sells silk. If they have land,

any caste may be farmers.

Some of the people in Rampur work for others. Washermen

have some customers in Delhi. Some men have gone to Delhi tolook

for work.

STU

DE

NT

AC

TIV

ITY

01

COLOR CHART

UNITED STATES GREEN

SOVIET UNION RED:

INDIA ORANGE

171

STUDENT ACTIVITY # 2

SIZE

41rectione:

After you have colored the countries, cut them

out and answer the following statements.

1.

The United States is approximately

times bigger than

India.

2.

The U.S.S.R. is approximately_

times bigger than India.

3.

India is approximately

times bigger than the Trobriand

Islands.

Using one half sheet of 8s by 11" paper, make a pocket below to

hold all your countries.

OH

IV{

JUUtPtap iiy zavyaum,sommsruo-Ly

India.

2.

The U.S.S.R. is approximately

times bigger than India.

3.

India is approximately

times bigger than the .Trobriand

Islands.

Using one half sheet of 80 by lift paper, make a pocket

below to

hold all your countries.

PAST

E

tow

ior

e;

STU

DE

NT

AC

TIV

ITY

# 3

mow

.. #1/e

AC

\T

a ft

)

SIUDENT ACTIVITY #14.

[03:7

The Himalaya mountain system.

The In do- Gangetic plain.

The desert region.

The Deccan plateau.

The Eastern and Western Ghats.

The Coastal Lowlands.

-

it

Location

Delhi (N. Central

Calcutta (N. Eastern)

Bombay (W. Central)

Madras (S. Eastern)

Karachi. (W. Pakistan)

STUDENT ACTIVITY #5

CLIMATE OP INDIA

Hottest Month Rainfall Difference! iTemperature amount Temperature

4ATR4aIng

92

87 (May) 1

85* (May)

90

85* 1

1. 20-30 1.

2. 2.

3. 3.

4. 0 -100 4.

5. 0 -10 5.

MARCH, APRIL, MAY, JUNE DULY, AUGUST SEPTEMBER

1.

OCTOBER, NO

HOT RAINY

X Means time of the monsoon (June-summer, January- winter.)

t These temperatures are an average and not the highest or lowest.

STUDENT ACTIVITY #5

CLIMATE OF INDIA

Hottest MonthTemperature

92'

87' (May)1

85* (May)

90

85' 1

1.

2.

3.

4.

5. )

Rainfallamount

1.

2.

3.

4.

D.Ifference inTemperature fromJanuary to June

AverageTemperature

20-30 58*

5e-100 67'

50-100 75*

50-100 77*8

0-10 5. 67'

I

MAY, JUNE JULY, AUGUST SEPTEMBER,I

I

OCTOBER; NOVEMBER DECEMBER, JAN,

RAINY

e monsoon (June-summer, January- winter.)

e are an average and not the highest or lowest.

COOL

170

INDIA

STUDENT ACTIVITY #6

QUESTIONS

CLIMATE

What months make up the hot season?

(Color these light red)

What months make up the rainy season?

(Color these light blue)

What months make up the cool season?

(Color these light green)

4.

How many :_sasond does the country of India have and what are they?

Write in the difference in degree of temperature from JanUary to

June on your chart.

6.

Which city .has the greatest range in temperature?

7.

Which cities have the greater amount of rain?

Which one has the 3 esser amount?.

8.

In which months do we find monsoons?

Whir is it imnortant that the rainfall come at the warmest part of the

How many seasond does the country of India have and khat are they?

Write in the difference in degree of temperature from January to

June on your chart.

6.

Which city has the greatest range in temperature?

7.

Which cities have the greater amount of rain?

.Which one has the ] esser amount?

8.

In which months do we find monsoons?

9.

Why is it important that the rainfall cone at the warmest part of the

year?

......

.e.

m

STU

DE

NT

AC

TIV

ITY

f7

1.So

me

of th

e co

nsid

erat

ions

bas

ic to

the

prob

lem

s of

popu

latio

n m

ay

be in

trod

uced

by

a re

adin

g of

Mill

ions

of

Cat

s by

Wan

daC

a' g

.It

is n

otto

o di

ffic

ult t

o ha

ve c

hild

ren

thin

k in

term

sof

man

inst

ead

of c

ats.

Hav

e th

e pu

pils

put

thei

r he

ads

on th

e de

sk a

ndra

ise

thei

r ha

nds

whe

n th

ey th

ink

one

min

ute

is u

p.T

ell t

he c

hild

ren

that

in th

e sp

ace

of

one

min

ute

85 b

abie

s ha

ve b

een

born

in th

e w

orld

- in

the

next

hou

r -

5000

.In

one

day

, 120

,000

add

ition

al p

eopl

e w

ill h

ave

been

add

ed to

the

popu

latio

n.T

hink

of

this

in te

rms

of f

ood,

she

lter,

and

clo

thin

g.A

t

this

rat

e ap

prox

imat

ely

how

man

y ba

bies

will

be

born

this

yea

r?C

onsi

der

wih

t tha

t all

thin

gs b

eing

equ

al th

at in

6 o

r 7

hund

red

year

s ea

ch p

erso

n in

the

wor

ld w

ould

have

onl

y 3-

10 f

eet t

o liv

e on

.T

hj

incl

udes

mou

ntai

ns a

nd o

cean

s.

It is

impo

rtan

t for

chi

ldre

n th

inki

ng o

f w

orld

pop

ulat

ion

tore

aliz

e

that

1/3

of

the

popu

latio

n if

und

erfe

d an

d 1/

3 of

the

popu

latio

n is

ill

fed.

It is

in th

ese

area

s th

at th

e bu

lk o

f po

pula

tion

is c

ente

red.

How

man

y ch

ildre

n kn

ow th

at o

ur c

ount

ry, n

o do

ubt t

houg

ht o

f as

bei

m

the

land

of

mild

and

hon

ey, w

ould

be

able

to s

uppl

y on

ly 1

cup

of

rice

pE

popu

latio

n,T

hink

of

this

in te

rms

of f

ood,

sne

icex

, an

r:io

tnin

q,

this

rat

e ap

prox

imat

ely

how

man

y ba

bies

will

be

born

this

yea

r?C

onsi

der

wir

it th

at a

ll th

ings

bei

ng e

qual

that

in 6

or

7 hu

ndre

dye

ars

each

per

son

in th

e w

orld

wou

ld h

ave

only

3-1

0 fe

et to

live

on.

l'hi

incl

udes

mou

ntai

ns a

nd o

cean

s.It

is im

port

ant f

or c

hild

ren

thin

king

of

wor

ld p

opul

atio

n to

rea

lize

that

1/3

of

the

popu

latio

n if

und

erfe

d an

d 1/

3 of

the

popu

latio

n is

ill

fed.

it is

in th

ese

area

s th

at th

e bu

lk o

f po

pula

tion

is c

ente

red.

How

man

y ch

ildre

n kn

ow th

at o

ur c

ount

ry, n

o do

ubt t

houg

ht o

f as

bei

m

the

land

of

mild

and

hon

ey, w

ould

be

able

to s

uppl

y on

ly 1

cup

of

rice

Ix

pers

on if

it d

istr

ibut

ed a

ll its

sur

plus

foo

d to

all

the

wor

ld's

und

er-

nour

ishe

d pe

ople

.

2.A

sk c

hild

ren

to h

ypot

hesi

ze w

hat h

as b

roug

ht th

e ph

enom

enal

gro

wth

rate

in th

e w

orld

.

3.R

ead

"One

Man

's F

amily

."D

iscu

ss w

hat e

ffec

t the

gro

wth

of

popu

lati(

had

on th

e av

aila

bilit

y of

far

m la

nd f

or th

e M

iller

fam

ily.

.MH

Z11

=M

IM=

E

in order to show the possible consequences of failing to meet the

population problem, read and discuss the "Challenge of Man's Future.

*Material in Appendix

STUDENT ACTIVITY #7a

What type of graph did you make?

Which country has the largest population?

What is India's population?

What is the United States population?

What is the Soviet Unions population?

What must all graphs have in order to help you read them?

Did you enjoy this lesson? Why.. or Why Not

184

,;

ONE MAN'S FAMILY

Z'in the eve of his ninety-fifth birthday, John Eli Miller died in a

farmhouse near Middlefield, Ohio, forty miles southeast of Cleveland.

To

mourn his passing he left perhaps tha largest number of living descendants

any American has ever had.

He was survived by five of his seven children, sixty-one grandchildren,

383 great-grandchildren and six great-great-grandchildren - grand total of

410 descendants.

John Miller saw with his own eyes a population explosion in his own life

time.

His data were not statistics on a graph or chart, but the scores of

children at every family gathering who ran up to kiss Grandpa - so many that

it confused the poor old man.

His confusion can be forgiven for there were

among them no less than fifteen John Millers, all named in his honor.

And

what young man, much less an old one, could remember just who their parents

were?

The remarkable thing about this great clan was that it started with-

family of just seven children.

This was actually a little smaller than the

.typical family among the Amish, who average 8.4 children.

Two of his children died in early life:

Samuel Miller, who left six

children when he die:1 at forty, and Lizzie (Mrs. Jacob Farnwald), who left

four when she died at twenty-eight.

During most of his life, therefore, John Miller's family was not un-

usually large.

He just lived long enough to find out what simple multi-

plication can do.

Of the sixty-three grandchildren born to John Miller's

4iiijolimod to, survive him; all but six are now grown and

-Aniof.341 great-grandchildren born'to the families of his

fifty-five married grandchildren, only three had died, two in infanc.i, and

one in an accident.

All six of his great-great-grandchildren were born

during his last year and were healthy infants,

A major factor in the world-wide population crisis was vividly evident

in John Miller's family - nearly all the children born in the twentieth

century, who enjoy the benefits of modern medicine, are growing up to be-

come adults and to have families of their own.

A century ago, the ravages of smallpox, typhoid fever, tuberculosis,

diptheria, and the many fatalities at childbirth would have left a far

different picture in a large. rural family.

Even though the Amish live in

rural areas, they avail themselves of the benefits of medical care.

Most

Amish children are born in hospitals.

While the sharp reduction in infant mortality and childhood disease

is a happy development, it means population grows rapidly.

The Miller family offers a good example:

John Miller had seven

children

his childrel, averaged nine offspring; arld his married grand-

children had averaged six when he died.

Six married great grandchildren

in John Miller's family

- nearly all the children born in the

twentieth

century, who enjoy the benefits ofmodern medicine,

are growing up to be-

come adults and to have families of their

own.

A century ago, the

ravages of smallpox, typhoid fever,

tuberculosis,

diptheria, and the

many fatalities at childbirth would

have left a far

different picture in

a large rural family.

Even though the Amish live in

rural areas, they avail

themselves of the benefits of

medical care.

Most

Amish children are born in

hospitals.

While the sharp reduction

in infant mortality

and childhood disease

s a happy development, it

means population grows rapidly.

The Miller family offers

a good example:

John Miller had seven

chil_iren; his children

averaged nine offspring; and

his married grand-

children had averaged sixwhen he died.

Six married great

grandchildren

had one each.

These were not unusually large

families among the Amish

no' among the rural families

of other Americanc in

the past century.

Yet

OC

this clan numbered 410

when Miller died.

At the end of his life, the

postman was bringing John

Miller word of

the birth of a new descendant

on the average of once

every ten days.

This

rate would have accelerated

to one every other day

as his more than three

hundred great-grandchildren

by their first wedding

anniversaries.

So great is the rate

of population growth thathad John Miller lived

OC

3

one more decade he would have seen more descendants born to him than in

all his ninety-four years Of life.

He could have counted at least one

thousand living descendafts!

What did John Miller think about his family?

Did it worry him to

see it growing so large?

Indeed it did.

Significantly, his concerns were

the very ones that the population scientists, the economists, and the

sociolo:sts have been voicing.

He was not an educated man, for the Amish

still believe eight grades of education in a one-room country school is

sufficient.

But John. Miller summarized it in one simple question.

"Where

will they a)1 find good farms?"

In 1F390t it took just one farm to support John Miller and his family.

By 1920, his grown children acquired farms of their own.

When he died,

'his five surviving children lived on five farms, one with him on the old

farm, another on a neighboring farm, two more on farms in other Ohio

communities, and a fifth in Delaware.

His married grandchildren were

living on about fifty farms.

His eight married great-grandchildren were

living on eight more farms in five

different states.

s-ee- rrgruvrriTT-7-77177777-

the very ones that the population scientists, the economists, and the

sociologists have been voicing.

He was not an educated man, for the Amish

still believe eight grades of education in a one-room country school is

sufficient,

But John. Miller summarized it in one simple question.

"Where

will they all find good farms?"

In 1890, it took just one farm to support John Miller and his family.

By 1920, his grown children acquired farms of their own.

When he died,

his five surviving children lived on five farms, one with him on the old

farm, another on a neighboring farm, two more on farms in other Ohio

communities, -nd a fifth in Delaware.

His married grandchildren were

living on about fifty farms.

His eight married great-grandchildren were

iivi_ng on eight more farms in five

different states.

And within the next twenty years, it will require at least 330 farms

for his other r.Treat-grandchildren, as they marry:

Some will take over old

farms now in Amish hands.

But most will have to buy farm,: now Occupied by

non-Amish farmers who will sell out to them. - if they can find such farms.

It was when the great-grandchildren started reaching the age of marriage

that this problem suddly mushroomed into a full-blown crisis.

These

Miller descendants were coming so fast, one every ten days during the last

year of his life, that John Miller could not be blamed for wondering whore,

twenty years hence, eighty acres of clood farmland was going to be found

every ten days.

TH

E C

HA

LL

EN

GE

OF

MA

N'S

FU

TU

RE

A f

amily

of

10 p

eopl

e en

tere

d an

uni

nhab

ited

rive

r va

lley

abou

t 10,

000

squa

re m

iles

Lur

ing

the

Ston

e A

ge.

Seei

ng th

e ab

unda

nce

of g

ame,

veg

etat

ion

and

wat

er, t

hey

settl

ed.

The

ir to

ols

wer

e fi

re, s

tone

impl

emen

ts, s

ears

,an

d bo

ws

and

arro

ws.

The

y ga

tiere

d th

eir

food

and

hun

ted

anim

als.

The

y le

d a

happ

y lif

e of

plen

ty a

nd m

ail,

child

ren

wer

e bo

rn.

The

re w

ere

som

e de

aths

, of

cour

se, b

ydi

seas

e an

d ac

cide

nts,

but

aft

er 3

0 ye

ars

the

colo

ny n

umbe

red

20pe

rson

s;af

ter

60 y

ear;

ther

e w

ere

40 p

erso

ns, o

f w

hich

onl

yon

e, b

y th

en a

ver

y ol

dm

an, h

ad b

een

one

of th

e fi

rst s

ettle

rs; a

nd b

y th

e 12

0th

year

ther

e w

ere

160

pers

ons.

Hun

ters

'oul

d on

ly g

o ab

out 1

5 m

iles

sinc

e if

they

wen

t fur

ther

the

mea

t wou

ld s

pill

befo

re th

ey g

ot it

hom

e.B

y th

e 13

0th

year

, the

hun

ters

foun

d th

ey c

oild

not

get

eno

ugh

gam

e in

thei

r hu

ntin

g gr

ound

s to

fee

d th

ela

rger

num

ber

of p

eopl

e.Q

uarr

elin

g br

oke

out i

n th

e co

lony

and

som

e of

the

peop

le w

elt t

o ot

her

part

s of

the

valle

y an

d es

tabl

ishe

dse

ttlem

ents

of

thei

r ow

n.

By

the

210t

h ye

ar a

fter

the

firs

t gro

up o

f 10

peo

ple

cam

e in

to th

efe

rtile

val

lel

the

popu

latio

n ha

d pa

ssed

100

0 an

d th

ere

wer

e 10

set

tlem

ents

,

plenty and mail, children were born.

There were some deaths, of course, by

disease and accidents, but after 30 years the colony numbered 20 persons;

after 60 years there were 40 persons, of which only one, by then a very old

mart, had been one of the first settlers; and by the 120th year there were

16a persons.

Hunters could only go about 15 miles since if they went further the

meat would spoil before they got it hkfme.

By the 130th year, the hunters

found they cold not get enough game in their hunting grounds to feed the

larger number of people.

Quarreling broke out in the colony and some of

the people welt to other parts of the valley and established settlements of

their own.

By the 210th year after the first group of 10 people came into the

fertile valley

,the population had passed 1000 and there were 10 settlements.

BY the 225th dear there were 15 settlements, 2000 people and all the land

in the valley was taken

up by family groups.

But there was

plenty of

fooe and the population was still growing.

In these valley settlements the people shared the work and shared the

food after ituras collected.

Once in a while 2 or more settlements would

band together and hunt

a large herd of game, but there was not much or-

ganizqtion aswc know it today.

The people were very careful not to go on

2

the property of their neighbors.

They knew all about the living things

around them - the habits of the animals, the properties of the plants, the

poisonous or ion - poisonous nature of the grubs, termites, lizards, and other

possible foods..

They wert keen observers, agile and alert, and often showed great

ability to mate animal sounds.

They were strong and when hard times came,

they could laft a long time on very little food.

In times of plenty they

gorged themselves.

They moved around frequently and did not own much.

Most valuable to them were things useful in gathering food.

250 years after the fit people had come, people began to notice that

.the animal population began to get smaller.

Now tools were invented to

improve huntitg but there never seemed to be enough food gathered to feed

all the people.

New foods were tried.

Some they learned poisonous, but

they soon learned to eat many kinds of rodents, caterpillars, ants, termites,

larvae, snakes, and lizards.

People began to die sooner, particularly children.

In the 275th /ear

a family group left the valley and struck out across the desert to find a

better life.

During the following years and centuries many more family

:;1111e1MMIEN=

they could last a long time on very little food.

In times of plenty they

gorged themselves.

They moved around frequently and did not awn much.

Most valuable to them were things useful in gathering food.

250 year; after the first people had come, people began to notice that

the animal population began to get smaller.

Now tools were inyinted to

improve huntiig but there never seemed to be enough food gathered

to feed

all the people.

New foods were tried.

Some they learned poisonous, but

they soon learned to eat many kinds of rodents, caterpillars, ants, termites,

larvae

snake;, and lizards.

People began to die sooner, particularly children.

In the 275th year

a family group left the valley and struck out across the desert to find

a

better life.

During the following years and centuries manymore family

groups were tip follow these first emigrants.

The population continued to grow, but slowly.

By the 300th year there

were 5000 persons and for the next 250 years the population went

up and

down bstweenk500 and 5500 depending

on the food supply.

People expected

to live a harft life with very little food.

There were tribal legends about

a time; long ago, when there had been plenty of food and the people

had been

happy and contented.

But few people believed these legends.

A religion evolved amoung the valley people.

They had a god who was

all pOwerful and who brought thunder and rain, good luck

or bad, plenty of

food or none.

They worshipped the

sun, moon and stars.

They respected

their dead and viewed the body

and soul as two different

things.

They had'

magicians and believed that

these magicians could bring

good or evil to

People, make rain, and stop

storms.

During the 700th

year the people were struck by disease

and all but

1000 people were killed.

However, shortly after the

catastrophs came

another age of plenty.

The supply of edible animals

increased and for 100

years there wars enough food.

But the population

once again reached the limit that

the land could

support and hared times, which had

been forgotten,

came again to the valley.

Thus life went

on in the valley for several

hundred more years.

The

,

population usually

was around 500'O but from time

to time a sudden catastrophe

killed many people.

Then, a ti_me

came when strangers came into the

valley and brought with

them some domesticated

animals (sheep, goats,

cows) and simple farming

methods.

Soon animal domestication

and farming became

part of the lives of

most of the people in

the valley.

200 years after the

strangers entered the

valley the population

increased 5 times to 25000.

In still an (1-.11or 100

years there was enough food.

But the population once again reached the limit that the land could

support and haml times, which had been forgotten, came again to the. valley.

Thus life went on in the valley for several hundred more years.

The

population usually was around:5000 but from time to time a sudden catastrophe

killed many people.

Then, a time came when strangers came into the valley and brought with

them some "domesticated animals (sheep, goats, cows) and simple farming

methods.

Soon animal domestication and farming became part of the lives of

most of the people in the valley.

200 years after the strangers entered the

valley the population increased 5 times to 25,000.

In still another 100

Years, it had reached 150,000.

For 200 more years life in the valley was

happier than it had been since the times, hundreds of years before when the

first family of food-gathers had entered anc3 made their homes.

In the (AA days no one had had much free time, but now, with farming

And domesticated animals, one man could feed more than his family alone.

Suddenly man had time' to do other things.

Some became tool-makers; others

became potters; others became spinners and weavers.

People learned better

ways of doing things.

1-eople no lonier needed tomove around so muchand small permanent

4

`Aghich usually contained from 200-300

people.

TdaXly 3 of the villages changed into cities, each built around a

RO4100*'The cities were born on the river, which was their highway to bring

fobd for their many inhabitants.

Many different jobs were created by the

coming of the city. There were salesmen, (traders) tool-makers, government

,r)

workers, soldiers,sailors.

All trade went on at the temple.

Farmers and

craftsmen brought their products and received food and tools from the priests

in exchange.

Since farming had taken over from food-gathering, the religion of the

valley had changed.

The all-powerful god of magic and luck changed to a mother goddess of

the fertile earth.

The witch .doctors and magicians of the food-gatherers

were the ancient ancestors of the priests of the temples, built in honor of

the mother goddess.

Population of the valley continued to increase and irrigation systems

were built to make more land good for fanning.

The age of metals arrived

and the smith became a very important person, creating, it seemed magically,

craftsmen brought

their products

and reeelvec,.

in exchange.

Since farming had

taken over fromfood-gathering, the

religion of the

valley had chAnged.

The all-powerful

god of magic

and luck changed

to a mother

goddess of

the fertile earth.

The witch .doctors

and magicians

of the food-gatherers

were the

ancient ancestors of

the priests of

the temples,

built in honor of

the mother

goddess.

Population of the

valley continued to

increase and irrigation

systems

were built to

make more land

good for

farthing.

The age of metals

arrived

and the smith

became a very

important person,

creating, it seemed

magically,

objects of metal

from piles of

stones.

Writing was invented.

Ships were

built and goods were

traded with

people from distant

lands.

P. few hundred years

after farming

had been brought to

the valley and

L.-

A25 hundred years

after the first

family of food-gathers

had come, the

-n

population reached

1,000,000.

The age of the

city had come and

there was a

surplus of food.

This surplus was never

large, since there were

always more

mouths to feed, but ever

since field farming

and particularly

the harnessing

of the ox to the

plo*, farmers could

produce more food

than they neededfor

their own

Just because they were

producing food for

city workers, you

shouldn't

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STUDENT ACTIVITY

*9

THE PEOPLE

The population

of the Republicof India is

about 490

million- -

about

and one-half

times the population

of the United

States.

Since India is

about one thirdthe size of

the UnitedStates, it is

a crowded land,

especially in the

towns.

There are large

areas, however, inwhich few

people live.

These are regionswhere it is

extremely wet

or extremely dry,

or

where the hills

and mountains

are very rugged.

Many different

groups make up India's

population. Several

million peoplebelong to primitive

tribes that

live in the

remote

hills and

jungles of India.

Many of these

tribes live inmuch the

same way as the

American Indians

did before

the white

men came.

However, some ofthe people

are gradually

settling in

farm villages.

The Hindus

are the most numerous

of the people

of India. They

follow Hinduism,

the religion

that Rama*

followed. There

are more

than 400 million

Hindus in India.

The Hindus

are divided intomany differentgroups. Some,

such as priests,

are considered to

be much betterthan others.

They belong

to the highest

class, or

caste, of Hindus.

They will

not marry

or even eat with

people of low

caste.

Many modern

Hindus do not

like the

caste system.

They

believe

it iswrong to force

a man to remain in

a certain class

because he

THE PEOPLE (continued)

happened to be born

in that class.

This system is

being slowly

discontinued. The

constitution of the

Republic of India

forbids

discrimination

on the basis of

caste. Itguarantees that

every citizen

shall have equal

rights under the

law.

Although the largest

number of people

in India

are Hindus, there

are other religions

in the country.

AboUt fiftymillion Indians

are

Moslems. AlthoughBuddha wls

an Indian, todayfewer than

one out of

every one hundred

Indians is a Buddhist.

Some Indians

follow the

Sikh religion,

which combines

beliefs of bothHinduism and

Islam,

C.7)

the religion

of the Moslems.

In the regionsnear the Himalayas,

there are peoplewith varying

amountsoof Mongolian

blood. Some of

them are Buddhists,

but most of

them have adopted

some form of Hinduism.

Other peoples

with Modgolian

blood are found

along thenortheastern boarder.

You would find

it difficult

to recognize

a Christian,

a Hindu,

or a Moslem by his

features. However,

inIndia, the

kind of clothing

a person wears

may show what

religion he belongs

to. Some Hindus

of the highest

class alsowear marks on their

foreheads. These

in-

dicate their

beliefs.

India, like

the UnitedStates, is

a "melting pot"

of many kinds

of people.

That is what

makes thecountry so interesting

and the

streets of the

towns so colorful.

-.17

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-7

STUDENT ACTIVITY #10

EVALUATION SHEET FOR ILLUSTRATIONS

OF

THE PEOPLE OF INDIA

Following is a check list for you to evaluate your own illustra-

tions of the people of India.

Check yes or no to answer each

question about your illustrations. Then give yourself one point

for each yes answer.

Finally, total your score.

YES

NO

1.

Did you include light-skinned people

as well as dark-skinned eople

2.

Did you show some men wearing Western

clothing; that is

clothing such as

that worn in the United States?

3.

Did you show a woman wearing.__!ari?

4.Ridt211show a man wearing a dhoti?

---___

5..__Did you who a man wearin

fez?

I;"4

i1

ST

-or

c4t t

-1.7

71nr

37s

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,:,/.-

-i n

-t:,,

4-il7

.±, -

.--,

"7

r..e

".,

THE PEOPLE OF /NDIA

Following is a check list for you to evaluate your own illustra-

tions of the people of India.

Check yes or no to answer each

question about your illustrations. Then give yourself one point

for each yes answers

Finally, total your score.

YES

NO

1.

Did you include light-skinned people

as well as dark- skinned people

2.

Did you show some men wearing Western

clothing; that is, clothing such as

that worn in the United States?

3.

Did you shgyammia2Ly2211.1112!ari?

4.

Did you show a man wearing a dhoti?

5.

Did You who a man wearinga fez?

6.

Did you show a man wearing a turban?

7.

Did you show a man wearing a flat em-

brow dared hat?

,

.

R.

Did you show a man wearing a cone-

shaped hat?

9.

- -

Did you show a man wearing trousers

and a tight-fitting jacket?

10.

Did you show a man with very little

clothing; just a light wrap, similar

to a short skirt?

--

11.

.

Did you show some women wearing a lot

of iewelryy

12.

Did you show a woman wearing long

trousers, blouse and veil'?

13.

Did you show people heavily veiled,

such as the Moslems?

STU

DE

NT

AC

TIV

ITY

FAC

TS

WE

KN

OW

AB

OU

T I

ND

IAN

VIL

LA

GE

LIF

E

20A

---

Every village

has a well

$

Monsoon is not

important to

farmers.

--- -,..

People belong

to castes

Village life

centers arounc

the water supp7ye..

Some

is dor

use c

"OverIrriw

usec

suppl_N,

wi-

rialan-Fillag

are well edu-

cated

s 10%

of people o-

ndia live in,

villages

The villagers

celebrate when

crops are good

Indian vil-

lages are

,slowly changin

Rice is plant

by hand

Live in mud-

walled

houses

Clothes are

washed in wash

ing machines

Land is divid d 40%

among family land

members

-rteClothes are

dried on the

ground

Spinning of

cloth is don:

by some women

MIIMINSIIm

Beds are

made of bamboo

and wood

Jugs of Thre

water are car- is d

ied on the hea s mac

of men.

20(,-1 21'

Monsoon is not

important to

farmers.

People belong

to castes

Village life

centers aroun.

the water supp.y

Some threshing

is done by th-

use of aimal

s --15Fer 'TAT-

of people o-

ndia live in,

villages

The villager..

celebrate whe*t

crops are good

Indian vil-

lages are

.slowly changin

..

Irrigation is

used to

supply crop

. -...._

[ Live in mud-

walled

houses

Clothes are

washed in wash-

ing machines

Land is divid:d

among family

members

40% of the

land is farme .

NIIMINft MOWN. ostaNks Anoil

Spinning of

cloth is dons

IP some women

Beds are

made of bamboo

and wood

Jugs of

water are car-

ied on the hea.s

o men.

Threshing

is done by.

machines.

............ .arasim..

210

STUDENT ACTIVITY #14

PUZZLE FUN

le

The four caste groups are supposed to have sprung from various parts of

the

of the first man, Brahman.

2.

is a large peninsula of Southern Asia.

3.

A seasonal storm is a

.111

.111

1111

4.

The name for the unfortunate people who do not belong to a caste.

5.

Your name is

6.

The name of the priestly caste that stands at the top of the social

pyramid.

7.

The name of the main religion of India.

8.

The name of a river that is about 1,557 miles long and begins in the

Himalayas.

9.

The four main social groups are called

10.

The Caste System is a

by which villagers

can live and work together.

11.

There are

major social groups called castes. (number;

Do you feel that membership in a caste is important to the villagers?

Yes or No

/

..

1

i -

A Z

-

Rampur

RAMPUR

STUDENT ACTIVITY #16

POINTS

Ccmparigon Chart

CHELMSFORD

It is a

It is located

1

The highest temperature may

rise to

1.

The cl,asest highway is how far

awa

Water is rovided by

2

The means of transportation

are

Are there any organizations

such as Police, firementetc.

If so, what are the

Women wear

3

Men wear

3

Houses are made of

1

The local leaders

are called

2

---

Cattle are useful because they

produce

3

_--

Approximately how many of the

Child---M152.tc)122lool?-

Do more boys than girls go to

school?

1

Who takes part in wedding cere

monies?

What type of ceremony is con-

ducted when a person dies?

______

A housewife gets, up at what

time?

STUDENT ACTIVITY #16

Rampur

RAMFUR

POINTS

A housewife's daily duties

5

include

Men spend their day in what

manner?

(continued)

Comparison Chart

CHELMSFORD

How is the pay for services and

work determined?

STUDENT ACTIVITY #17

1.

In order to give the children a feeling for change, do the following

activities.

a.

change the seating plan

b.

insist that children address their. classmates as Miss or Mr.

c.

have the children wear name tags Miss or Mr.

d.

have children place their names in the middleaTgar papers

rather than on the top.

e.

have children enter and exit by different doors

f.

insist that the children stand when speaking

2.

At the completion of the experiment discuss the following:

QUESTIONS:

Are you just as satisfied:doing it this way as you were doing it-your

own way?

Establish the purpose for each'situation.

Ask:

CT1

Are we still accomplishing the same purpose?

What are your reasons for objecting to the change?

Is change easy?

What questions do you have about the change?

Would you like to change?

(Try to have the children relate this to

their daily lives, i.e. moving,. change in school schedule.)

3.

To show the purpose of development taking place in the rural areas of

India, and to point out some of the barriers to change, have the children

Perform the play Ram Patil, Student Activity Number 17.

Have the children

watch and listen to the play twice,

The first time will be purely for

enjoyment.

The second time have them try to pinpoint the reasons for the

reluctance of the people to change.

Characters:

Setting:

Pam:

SITA:

BULU:

CHANDU:

RAM:

LUXMI:

RAM:

STUDENT ACTIVITY #18

RAM PATIL

Ram

the father

Sita

the mother

Bulu

the son

Luxmi

the daughter

Chandu

the grandfather

A small village in India - -early in the morning.

.-

I/VE JUST COME FROM THE CENTER,

A MAN FROM THE STATE HAS JUST TOLD

US ABOUT A NEW WAY TO PLANT RICE.

HE WANTS ME TO TRY IT.

BUT RAM, WE DON'T HAVE VERY MUCH LAND.

IF THE RICE DOESN'T GROW,

WE WON'T HAVE ENOUGH TO EAT.

WHY DO WE HAVE TO TRY IT THE NEW WAY, FATHER?

WHY CAN'T WE KEEP

ON PLANTING RICE THE WAY WE ALWAYS HAVE?

I DO NOT THINK THAT WE SHOULD TRY IT.

WE SHOULD BE THANKFUL TO GOD

FOR WHAT WE HAVE.

EACH YEAR WE SEEM TO HAVE LESS RICE.

THERE MUST RE SOMETHING WRONG

SOMEWHERE.

THE MAN SAID THAT THE SOIL NEEDS FOOD JUST AS YOU CHILD

REN DO.

BUT WE HAVE ALWAYS ASKED GRANDFATHER WHAT TO DO.

WON'T WE DO WHAT

HE SAYS?

I'M AFRAID THAT NEXT YEAR WE WILL NOT HAVE ENOUGH RICE TO FEED OUR

GROWING FAMILY.

THE MAN FROM THE STATE HAS GONE TO SCHOOL Te) LEARN

HOW TO GROW BETTER RICE CROPS.

HE WANTS TO HELP US.

WE Mtr'? 00 AS

HE SAYS.

STUDENTACTIVITY

#19

REVIEWPUZZLE

1.

Whatevery

Indianvillagemust

have.

2.

This is

the

month

of the

summer

monsoon.

3.

One of

themain

foods

grown in

India.

4.

Thepeople

in thevillagesbelong

to this.

5.

Aflaveringused in

Indian

food.

6.

One of

themost

famous

leaders

in

India.

7.

A style

of

headgear.

8.

This

iswhere

most of

thepeople

of

India

live.

9.

This is

the

name of

thehighest

caste.

10.

A heavy

rain

andwind

storm.

11.

The

mountain

regionof

India.

12.

The

lastmonth

of the

rainy

season.

13.

Amethodused

to

supplywater

to thevillages

and

fields.

14.

The

regionwhere

thebest

farmland

is

located.

15.

Agroup of

leaders

whomeet

and

decide

on the

village

problems.

16.

This

country

ruled

India

beforeshe

got she

got her

independence.

17.

Thesewomen

are

heavilyveiled

aftermarriage.

18.

Asacred

river

in

India.

5.

Aflaveringused in

Indian

food.

6.

One of

themost

famous

leaders

in

India.

7.

A style

of head

gear.

8.

This iswhere

most of

the

people

of India

live.

9.

This is

the

name of

thehighest

caste.

10.

A heavy

rain

and wind

storm.

11.

The

mountain

region

of

India.

12.

The

lastmonth

of the

rainy

season.

13.

A methodused

to supplywater

to thevillages

and

fields.

14.

The

regionwhere

the best

farmland

is

located.

15.

Agroup of

leaders

who

meet anddecide

on thevillage

problems.

16.

Thiscountry

ruled

Indiabefore

she got

she got

herindependence.

17.

These

women

are heavily

veiled

aftermarriage.

18.

A sacred.river in

India.

00

19.

What

a man in

India

mightwear.

20.

This is

the main

religion

of

India.

21.

The

continent

on whichIndia

is

located.

22.

What

a woman

in Indiamight

wear.

23.

This

group of

people

never cut

their

hair.

TU

DE

:A

.0V

I-

STUDENT ACTIVITY #2I

MAP SKILLS - REVIEW

1.

Locate and label the Ganges River and the Brahmaputra River.

2.

Color the Mountain region of India light brown.

3.

Color the Northern Plain region light

green.

4.

Color the Plateau region light yellow.

N.)

5.

Locate and label in this way to show the Eastern Ghats and the Western

Ghats.

6.

Color red the two sections where most of the Moslems live, thatwas pax

of India until India won independence.

7.

Label the following:.

a.

Put an S on the regions where spices are

grown.

b.

Put an R on the regions where rice is

grown.

C.

Put an

I'on the regions where you would find fish.

d.

Put an

where you would' find wheat.

e.

Put an t where you would find citrus fruit.

8.

Put the numeral 8 where. you would find

Rampur.

9.

Put the numeral 9 where you would find thecapital city of India.

10.

If given the chance, would You like to live in India for

a short time.

Explain your answer.

6.

Color red the two sections where most of the Moslems live, that was pax

of India until India won inde endence.

7.

Label the following:

a.

Put ar S on the regions where spices are grown.

b.

Put an R on the regions where rice is grown.

c.

Put an F on the regions where you would find fish.

d.

Put an

TTwhere you would find wheat.

e.

Put an C where you would find citrus fruit.

8.

Put the numeral 8 where you would find Rampur.

9.

Put the numeral 9 where you would find the capital city of India.

10.

If given the chance, would you like to live in India for a short time.

Explain your answer.

41

11.

a.

How are the Indian people like us?

h.

How are they different from us?

JttILjV

`,;;Ci A

I

00 fro. 60 ; CS

.

1 25 i Tu

4

i

1

1

.

.-. .

.

....-.... .

40.

i

1. --,-,

4

4 .

glis 165 4

,

1

/JO /5

.

a'A I/r / ea ' (14' /45'o c)c,- .

LocationMean Jan.temperature

Meantemperaturein hottest

monthAverage between

these means

AnnualRainfall(Inches)

Delhi northcentral 58 92..(June) 34 27

Calcutta northeastern 67 87 (May) 20 63

Bombay west - central 75 85 (May) 10 71

Madras southeastern 77 90 (June) 13 51

Karachi -,:liest Pakistan 67 85 (June) 18 8

227

Indi

ffer

ent

Indi

aby

Ber

nard

0,

Nos

site

r

The

oth

er d

ay,

a 24

-yea

r-ol

d In

dian

sal

esm

anw

asst

ruck

by

a tr

uck

on th

e bu

sy h

ighw

ay s

outh

of

New

Del

hi. F

or s

ix h

ours

,he

slo

wly

ble

dto

dea

th in

the

blaz

ing

sun

whi

lehu

ndre

ds s

trea

med

by

in c

ars,

on

bicy

cles

and

on f

oot.

Nob

ody

gave

him

wat

er, n

obod

yca

me

near

him

, nob

ody

repo

rted

his

plig

htto

the

polic

e po

st le

ss th

anha

lf a

mile

away

. Aft

er th

e sa

les-

man

die

d, a

rep

orte

r as

ked

som

e cu

riou

s on

look

ers

why

non

e ha

d ca

lled

for

help

. The

answ

er w

as: "

We

don'

t wan

t to

bein

volv

ed w

ith th

eau

thor

ities

."Si

x hu

ndre

d m

iles

east

of

New

Del

hi is

Bih

ar,

ast

ate

rich

in u

ntap

ped

unde

rgro

und

wat

er b

utpo

or in

its p

eopl

e. B

ihar

beca

me

fam

ous

thro

ugh

its s

uffe

ring

in tw

o su

cces

sive

year

s of

piti

less

dro

ught

. The

rain

sca

me

this

yea

r an

d th

ecr

op is

ade

quat

e.I

wen

t to

Bih

ar a

fter

the

fam

ine

to s

ee w

hat c

hang

es th

edi

s-as

ter

had

wro

ught

. In

the

villa

ges

betw

een

Patn

aan

dG

aya,

one

of

the

hard

est h

it di

stri

cts,

eart

hen

bund

sor

em

bank

men

ts h

ad b

een

built

eve

ryw

here

to tr

apth

e pr

ecio

us r

ain

wat

er. B

ut in

nea

rly

ever

y vi

llage

,th

ese

wor

ksw

ere

falli

ng a

part

, rid

dled

with

hol

es,

crum

blin

g. T

hey

had

been

bui

lt du

ring

the

fam

ine

by v

illag

ers

paid

with

rel

ief

mon

ey. N

ow th

at th

eem

erge

ncy

was

eve

r, th

e re

lief

fund

s ha

d st

oppe

d an

dno

body

was

look

ing

afte

r th

e bu

nds.

"W

hyca

n't y

oum

aint

ain

thes

e em

bank

men

tsw

ith y

our

own

volu

n-ta

ry la

bor,

" I

aske

d.A

gain

the

answ

ers

wer

e si

mpl

e."W

e ar

e to

o di

vide

dhe

re to

wor

k to

geth

er,"

or "

Why

shou

ld I

labo

rto

hel

p so

meo

ne e

lse.

"T

hese

tia.

unre

mar

kabl

e in

cide

nts

illus

trat

e a

dis-

turb

ing

and

little

disc

usse

d tr

ait t

hat

runs

all

thro

ugh

Indi

an li

fe. T

here

is h

ere

an o

verw

helm

ing

indi

ffer

-en

ce o

f m

an to

war

dm

an, a

n as

toni

shin

g' a

bsen

ceof

nGe)

aenc

ic b

eyon

d th

efa

mily

.It

driv

en c

ars

thro

ugh

the

diff

icul

t tra

ffic

of P

aris

, Rom

e,T

el A

viv,

Teh

eran

, Kar

achi

and

Col

ombo

.B

ut n

othi

ngm

atch

es th

e de

stru

ctiv

ean

arch

y of

Del

hior

Bom

bay.

Tru

cks,

bus

es,

auto

s, m

otor

sco

oter

s,bi

cycl

es a

ndpe

dest

rian

s re

lent

less

lypu

rsue

thei

r ow

n pa

th, h

eed-

less

of

othe

r pe

ople

.T

hey

wan

der

acro

ss la

nes,

cut

out i

nto

the

cent

er o

fst

reet

s, m

ake

left

turn

s fr

om th

eri

ght a

ndru

n th

roug

h st

op li

ghts

with

a jo

yles

s,so

lipsi

stic

aba

ndon

.T

his

is n

ot,

as s

omet

imes

sug

-ge

sted

, a p

halli

c im

puls

eof

a s

uppr

esse

dpe

ople

lib-

erat

ed in

a p

ower

ful

mac

hine

. The

sam

e bl

ind

indi

f-fe

renc

e m

arks

the

driv

erof

a b

ig lo

rry

and

the

ride

rof

a s

pind

ly b

icyc

le.

The

tone

isse

t by

auth

ority

.In

dia'

s in

depe

nden

tgo

vern

men

t was

enc

oura

ged

by it

sfo

rmer

Biti

tihm

aste

rs to

ere

ct im

pres

sive

new

bui

ldin

gs F

or it

s ad

-m

inis

trat

ion.

Bul

ky a

ndaw

kwar

d st

one

and

plas

ter

pile

s ha

vesp

rung

up

in th

e he

art o

f th

eca

pita

l. B

utth

eir

inte

nded

efi

ect

is d

imin

ishe

d by

the

arm

y of

mid

-dl

e- a

nd lo

wer

-lev

elof

fici

als

who

wor

kin

side

. The

yca

sual

lyfl

ipci

gare

tte s

tubs

, tea

-tim

ecr

umbs

and

chew

ed p

an le

aves

onto

the

floo

rs o

f th

eir

new

off

ices

.H

allw

ays

are

spec

kled

with

the

red

bete

lju

ice

spat

out b

y pa

sser

sby.

Poo

ls o

fur

ine

stai

nso

me

corn

ers.

Cou

rtya

rds

and

wal

ksar

e lit

tere

d w

ith tr

ash,

toss

edas

ide

by in

mat

es a

ndpu

blic

alik

e.1

re..a

ll a

conv

ersa

-tio

n w

ith o

ne h

igh

offi

cial

that

was

inte

rrup

ted

by h

i.:su

dden

nee

d to

expe

ctor

ate

from

the

near

est o

pen

win

dow

to th

e gr

ound

belo

w.

A n

ewly

arr

ived

vill

ager

who

squ

ats

by th

eci

tyro

adsi

de to

def

ecat

eor

uri

nate

is s

impl

y fo

llow

ing

the

conv

entio

ns o

f hi

sk.

omin

unity

.B

ut w

ithin

Ind

ian

citie

s th

emse

lves

, the

reis

littl

e ef

fort

toin

stru

ct p

eopl

ein

the

sani

tary

reci

iiire

men

ts o

f la

rge

aggl

omer

atio

ns.

y no

ne)a

.do

n't w

ant t

o be

invo

lved

with

the

auth

oriti

es."

Six

hund

red

mile

sea

st o

f N

ewD

elhi

isB

ihar

,a

stat

e ri

ch in

unta

pped

unde

rgro

und

wat

er b

utpo

or in

its p

eopl

e.B

ihar

bec

ame

fam

ous

thro

ugh

itssu

ffer

ing

in tw

osu

cces

sive

year

s of

piti

less

drou

ght.

The

rain

sca

me

this

year

and

the

crop

isad

equa

te.

I w

ent

toB

ihar

aft

erth

e fa

min

eto

see

wha

tch

ange

s th

edi

s-as

ter

had

wro

ught

. In

the

villa

ges

betw

een

Patn

aan

dG

aya,

one

of th

eha

rdes

t hit

dist

rict

s, e

arth

enbl

inds

or e

mba

nkm

ents

had

been

built

ever

ywhe

reto

trap

the

prec

ious

rai

nw

ater

. But

in n

earl

yev

ery

villa

ge,

thes

e w

orks

wer

e fa

lling

apar

t, ri

ddle

dw

ith h

oles

,cr

umbl

ing.

The

y ha

dbe

en b

uilt

duri

ng th

efa

min

eby

vill

ager

spa

id w

ithre

lief

mon

ey. N

owth

at th

eem

erge

ncy

was

ove

r, th

ere

lief

fund

sha

d st

oppe

dan

dno

body

was

look

ing

afte

r th

ebu

nds.

"W

hyca

n't y

oum

aint

ain

thes

eem

bank

men

tsw

ithyo

ur o

wn

volu

n-ta

ry la

bor,

"I

aske

d.A

gain

the

answ

ers

wer

esi

mpl

e."W

ear

e to

o di

vide

dhe

re to

wor

k to

geth

er,"

or "

Why

shou

ld I

labo

r to

hel

pso

meo

ne e

lse.

"T

hese

two

unre

mar

kabl

ein

cide

nts

illus

trat

ea

dis-

turb

ing

and

little

dis

cuss

edtr

ait t

hat

runs

all

thro

ugh

Indi

an li

fe.

The

re is

here

an o

verw

helm

ing

indi

ffer

-en

ce o

fm

an to

war

dm

an, a

nas

toni

shin

gab

senc

e of

any

soci

alse

nse

that

exte

nds

beyo

ndth

e fa

mily

.It

is n

otac

cura

te to

say

that

Ind

iais

a ju

ngle

in w

hich

ever

y m

an's

hand

isra

ised

agai

nst h

isfe

llow

. Con

-sc

ious

and

delib

erat

ecr

uelty

occu

rs o

nly

som

etim

es.

Cas

te v

illag

ers

have

mai

med

or to

rtur

eder

ring

un-

touc

habl

es.

The

arm

y bu

rns

susp

ect t

riba

lvi

llage

s in

the

trou

bled

nort

heas

t and

repo

rted

killi

ng20

0 re

bel-

ling

Nag

atr

ibes

men

May

.17,

. But

this

is n

ot th

eco

rn-

mon

mod

e.T

hepr

evai

ling

cond

ition

her

eis

unc

on-

cern

, a la

ck o

fim

agin

ativ

efe

elin

g fo

rot

hers

.It

isdi

spla

yed

in d

ozen

sof

dai

lyev

ents

.I

hae

BE

RN

AR

D D

.N

OSS

ITE

Ris

cor

resp

onde

ntin

Iro

isfo

rT

heW

ashi

ngto

nPo

st.

Bes

ted,

a ph

allic

impu

lse

ofa

supp

ress

edpe

ople

lib-

erat

ed in

a po

wer

ful

mac

hine

.T

hesa

me

blin

d in

dif-

fere

nce

mar

ksth

e dr

iver

of a

big

lorr

y an

dth

e ri

der

of a

spi

ndly

bicy

cle.

The

tone

is s

et b

yau

thor

ity.

Indi

a's

inde

pend

ent

gove

rnm

ent

was

enc

oura

ged

by it

sfo

rmer

Bri

tish

mas

ters

toer

ect i

mpr

essi

vene

w b

uild

ings

for

its a

d-m

inis

trat

ion.

Bul

ky a

ndaw

kwar

dst

one

and

plas

ter

pile

s ha

vesp

rung

up

inth

e he

art

of th

eca

pita

l. B

utth

eir

inte

nded

efie

ct is

dim

inis

hed

by th

ear

my

of m

id-

dle-

and

low

er-l

evel

offi

cial

s w

how

ork

insi

de.

The

yca

sual

ly f

lipci

gare

ttest

ubs,

tea-

time

crum

bsan

dch

ewed

pan

leav

eson

to th

e fl

oors

of th

eir

new

off

ices

.H

allw

ays

are

spec

kled

with

the

red

bete

lju

ice

spat

out b

ypa

sser

sby.

Pool

s of

urin

e st

ain

som

e co

rner

s.C

ourt

yard

san

d w

alks

are

litte

red

with

tras

h,to

ssed

asid

e by

inm

ates

and

publ

ic a

like.

I re

..all

a co

nver

sa-

tion

with

one

high

off

icia

lth

atw

as in

terr

upte

dby

hi.:

sudd

en n

eed

to e

xpec

tora

tefr

om th

ene

ares

top

enw

indo

wto

the

grou

ndbe

low

.A

new

lyar

rive

dvi

llage

r w

hosq

uats

by

the

city

road

side

to d

efec

ate

or u

rina

teis

sim

ply

follo

win

g th

eco

nven

tions

of

his

ci,m

mtz

nity

.B

ut w

ithin

Indi

anci

ties

them

selv

es,

ther

e is

littl

eef

fort

toin

stru

ct p

eopl

ein

the

sani

tary

requ

irem

ents

of

larg

eag

glom

erat

ions

.In

deed

, it

is d

ubio

usif

the

effo

rt w

ould

wor

k w

ithou

ta

far-

reac

hing

chan

ge in

the

attit

udes

of o

neIn

dian

tow

ard

anot

her.

Mea

nwhi

le,

muc

h of

the

popu

latio

n.pa

rtic

ular

lyin

hot

Wea

ther

.su

ffer

s fr

omdy

sent

ery

and

all

the

othe

rde

bilit

atin

gdi

seas

esca

rrie

d by

flie

ssw

arm

ing

over

the

com

post

and

garb

age

heap

s."A

h, b

utth

at's

Asi

a,"

the

old

hand

ssa

y. I

t is

not,

ofco

urse

, as

Chi

naan

d Ja

pan

dem

onst

rate

dlo

ngag

o.C

lose

rto

hom

e.ne

ither

Cey

lon

nor

Paki

stan

suff

ers

from

any

thin

glik

e th

esa

me

lack

of

soci

alse

nsib

ility

.It

s ab

senc

ein

Ind

iaaf

fect

s su

chro

utin

em

atte

rsas

mai

ling

a le

tter

with

lo c

ents

wor

thof

stam

ps. U

n-le

ss th

ese

nder

sees

the

post

age

canc

eled

with

his

own

19

IV

Ny

TH

E N

EW

RE

PT

IBLI

C

eyes

, he

cann

ot b

esu

re th

at a

cle

rk w

ill n

ot s

pong

eof

f th

e st

amps

for

him

self

. Any

bul

ky le

tter

or p

ack-

age

age

stan

ds a

goo

d ch

ance

of

bein

gri

fled

unl

ess

a re

g-is

trat

ion

cert

ific

ate,

docu

men

tary

evid

ence

ofits

tran

smis

sion

; is

purc

hase

d.

The

re is

som

ethi

ng a

bsur

din

the

pop

cult

imag

e of

Indi

a no

w a

t lar

ge in

the

Wes

t. N

ehru

, Gan

dhi,

Rav

iSh

anka

r, th

e M

ahar

ishi

Mah

esh

have

cre

ated

ava

gue

pict

ure

of a

gen

tle I

ndia

, rem

oved

from

wor

ldly

con

-ce

rns

with

a m

eani

ngfu

l if

impr

ecis

e sp

iritu

alm

essa

gefo

r af

flue

nt m

ater

ialis

ts.

Wha

t Gun

nar

Myr

dal c

alls

the

"dip

lom

atic

lite

ratu

re"

of A

mer

ican

off

icia

ls a

ndac

adem

ics

has

left

this

imag

eas

uns

ullie

d as

the

rose

in N

ehru

's c

oat:T

he p

lain

fact

is th

at s

ocia

l und

is-

cipl

ine

is a

tabo

o su

bjec

t.Po

lite

and

com

mitt

ed W

est-

erne

rs a

re n

ot s

uppo

sed

to d

iscu

ssit;

a f

ew I

ndia

nsdo

, but

eva

sion

and

eup

hem

ism

are

the

pref

erre

d st

yle.

Thi

s is

unf

ortu

nate

, for

the

lack

of

soci

alse

nse,

of

fello

w f

eelin

g, p

lays

a si

gnif

ican

t par

t in

Indi

a's

failu

reto

mod

erni

ze it

s ec

onom

y.

Som

e In

dian

wri

ters

like

Nir

ad C

.C

haud

huri

hav

eat

tem

pted

to e

xplo

re th

eso

urce

s of

Ind

ian

inse

nsi-

tivity

.T

heir

fin

ding

sar

e te

ntat

ive

but t

hey

sugg

est

that

the

root

s ar

e bu

ried

dee

pin

the

natio

n's

cultu

ral

hist

ory.

For

per

haps

4,00

0 ye

ars,

the

regi

on h

as b

een

inha

bite

d by

conq

uero

r an

d co

nque

red,

exp

loite

r an

dex

ploi

ted.

The

for

mer

hav

em

aint

aine

d or

der

in p

art

by c

reat

ing

a m

ulti-

laye

red

soci

al s

truc

ture

with

raci

stun

dert

ones

.

.The

cas

te s

yste

m it

self

appe

ars

to h

ave

begu

n w

ithth

e A

ryan

s w

ho p

oure

dac

ross

the

Gan

getic

pla

ins

from

the

nort

hwes

t. T

hein

vade

rs k

ept s

ubje

ct th

eea

rlie

r in

habi

tant

s of

the

Indu

s V

alle

y by

impo

sing

the

stri

ct d

ivis

ions

of

cast

e. T

he s

truc

ture

appe

ars

toha

ve b

ruta

lized

bot

hth

ose

on to

p an

d bo

ttom

.T

heca

ste

syst

em r

eser

ves

func

tions

for

diff

prpn

f

2po

licem

an's

. The

inst

itutio

nre

mai

ns u

nsha

ken

in m

ost

villa

ges

and

its d

ehum

aniz

ing

cons

eque

nces

spr

ead

thro

ugho

ut I

ndia

n lif

e.In

a c

urio

usw

ay, H

indu

rel

igio

n re

info

rces

this

stru

ctur

e. P

erha

ps u

niqu

eam

ong

the

wor

ld's

sac

red

book

s, th

e V

edas

do

not u

rge

the

equa

lity

ofm

an a

ndm

an. T

he m

ore

hum

anis

tic e

thic

s of

Bud

dha

may

hav

ete

mpe

red

this

spi

rit

at o

ne ti

me,

but

eve

ntua

lly, B

ud-

dhis

m w

as a

bsor

bed

in I

ndia

and

foun

d a

mor

e co

m-

fort

able

hom

e el

sew

here

in th

e E

ast.

The

line

s be

twee

nco

nque

ror

and

conq

uere

d w

ere

redr

awn

by s

ucce

ssiv

ein

vade

rs. M

ogul

sw

ere

fol-

low

ed b

y th

e B

ritis

h, a

nd a

llle

ft b

ehin

d a

lega

cy o

fsu

peri

or a

nd in

feri

or, I

ndep

ende

nce

was

sup

pose

d to

shat

ter

all t

his.

It h

as n

ot. T

he n

ewly

libe

rate

dci

vil

serv

ice,

for

exa

mpl

e, h

unge

red

for

all t

he r

ace-

prou

dou

ter

trap

ping

s of

the

Raj

. Tod

ay,

outs

ide

any

gov-

ernm

ent o

ffic

e, c

lust

ers

of "

peon

s"w

ait t

o op

en d

oors

for

thei

r m

aste

rs a

nd lo

wly

chap

rass

is s

cram

ble

afte

rco

ld d

rink

s an

d te

a. I

ndia

nw

rite

rs h

ave

freq

uent

lyno

ted

the

extr

aord

inar

y ru

dene

ssw

ith w

hich

man

yof

fici

als

trea

t citi

zens

,a

cari

catu

re o

f th

e B

ritis

h m

an-

ner.

Les

s co

mm

only

obs

erve

d is

the

disc

rim

inat

ion

infa

vor

of E

urop

eans

. Pet

ty c

lerk

sw

ill f

requ

ently

serv

e"w

hite

s" o

ut o

f tu

rn,

even

aga

inst

thei

r w

ill, a

nd d

e-sp

ite a

long

line

of

wai

ting

Indi

ans

who

got

ther

e fi

rst.

The

ron

hist

icat

ed o

ffic

ial

at th

e to

p is

usu

ally

be-

yond

this

cru

de r

acis

m,

or a

lmos

t so.

But

if h

is p

ar-

ents

adv

ertis

ed f

or a

bri

de w

hen

he f

irst

ente

red

gov-

ernm

ent s

ervi

ce, t

he c

hanc

esar

e th

at th

ey s

peci

fied

wha

t cas

te s

houl

d ap

ply

and

sugg

este

dth

eir

pref

er-

ence

for

a "

fair

ski

nned

mat

e. I

t is

unce

rtai

n ho

wfa

r re

mov

ed th

e m

ost w

orld

lyIn

dian

is f

rom

rac

ial

feel

ings

. Not

long

ago,

an

impo

rtan

t off

icia

l with

anin

tern

atio

nal r

eput

atio

nw

as ta

lkin

g pr

ivat

ely

of th

ere

belli

ous

and

liter

ate

trib

es in

nort

heas

t Ind

ia. H

esp

oke

cont

empt

uous

ly o

f th

e "s

avag

es"

and

sugg

este

d

t e "

dipl

omat

ic li

tera

ture

" of

Am

eric

an o

ffic

ials

and

acad

emic

s ha

s le

ft th

is im

age

as u

nsul

lied

as th

e ro

sein

Neh

ru's

coa

t:The

pla

in f

act

is th

at s

ocia

l und

is-

cipl

ine

is a

tabo

o su

bjec

t. Po

lite

and

com

mitt

ed W

est-

erne

rs a

re n

ot s

uppo

sed

to d

iscu

ss it

;a

few

Ind

ians

do, b

ut e

vasi

on a

nd e

uphe

mis

mar

e th

e pr

efer

red

styl

e.T

his

is u

nfor

tuna

te, f

or th

ela

ck o

f so

cial

sens

e, o

ffe

llow

fee

ling,

pla

ysa

sign

ific

ant p

art i

n In

dia'

s fa

ilure

to m

oder

nize

its

econ

omy.

Som

e In

dian

wri

ters

like

Nir

ad C

. Cha

udhu

riha

veat

tem

pted

to e

xplo

re th

eso

urce

s of

Ind

ian

inse

nsi-

tivity

.T

heir

fin

ding

s ar

e te

ntat

ive

but

they

sug

gest

that

the

root

s ar

e bu

rled

dee

pin

the

natio

n's

cultu

ral

hl's

ory.

For

per

haps

4,00

0 ye

ars,

the

regi

on h

as b

een

inha

bite

d by

con

quer

or a

ndco

nque

red,

exp

loite

r an

dex

ploi

ted.

The

for

mer

hav

em

aint

aine

d or

der

in p

art

by c

reat

ing

a m

ulti-

laye

red

soci

al s

truc

ture

with

rac

ist

unde

rton

es.

The

cas

te s

yste

m it

self

appe

ars

to h

ave

begu

n w

ithth

e A

ryan

s w

ho p

oure

dac

ross

the

Gan

getic

pla

ins

from

the

nort

hwes

t. T

hein

vade

rs k

ept s

ubje

ct th

eea

rlie

r in

habi

tant

s of

the

Indu

s V

alle

y by

impo

sing

the

stri

ct d

ivis

ions

of

cast

e. T

he s

truc

ture

appe

ars

toha

ve b

ruta

lized

bot

h th

ose

on to

p an

d bo

ttom

. The

cast

e sy

stem

res

erve

s fu

nctio

nsfo

r di

ffer

ent

grou

psan

d en

forc

es it

s ho

ld b

yan

ela

bora

te n

etw

ork

of m

ar-

riag

e, e

atin

g an

d ot

her

tabo

osth

at s

trip

dig

nity

troi

nm

en. A

s C

haud

huri

has

obs

erve

d, th

ose

at th

e bo

ttom

tend

eith

er to

faw

non

thos

e at

the

top

or la

bor

unde

rth

em. i

n su

llen

and

mut

e re

sent

men

t.M

ost i

mpo

rtan

t, pe

rhap

s,is

cas

te's

cre

atio

n of

acl

ass

of u

nper

sons

, tho

se o

fno

cas

te, t

he u

ntou

chab

les.

Tod

ay, n

earl

yev

ery

Indi

an v

illag

e co

ntai

ns it

sse

p-ar

ate

and

mis

erab

le c

lust

er o

f ho

vels

fur

thos

e ou

tsid

eth

e ca

ste

orde

r. T

hus

mos

t Ind

ians

gro

w u

p al

ong-

side

a h

uman

grou

p se

en a

s de

nied

, as

obje

cts.

Inan

atte

mpt

to s

ofte

n th

is r

elat

ions

hip,

.Gan

dhi c

oile

da

new

term

for

unt

ouch

able

s, H

arija

nsor

"C

hild

ren

of G

od."

How

ever

, the

wor

d its

elf

refl

ects

the

patr

on-

izin

g of

a c

aste

fig

ure.

The

Indi

an c

onst

itutio

n, o

fco

urse

, has

out

law

2d u

ntou

chab

ility

. But

its w

rit i

nth

is s

ensi

tive

sect

or d

oes

not r

un a

s fa

r as

the

traf

fic

tnat

nea

otla

tinw

ith th

em w

n

redr

awn

by s

ucce

ssiv

e in

vade

rs.

Mog

uls

wer

e fo

l-lo

wed

by

the

Bri

tish,

and

all

left

beh

ind

a le

gacy

of

supe

rior

and

infe

rior

. Ind

epen

denc

ew

as s

uppo

sed

tosh

atte

r al

l thi

s.It

has

not

. The

new

ly li

bera

ted

civi

lse

rvic

e, f

or e

xam

ple,

hun

gere

d fo

ral

l the

rac

e-pr

oud

oute

r tr

appi

ngs

of th

e R

aj. T

oday

,ou

tsid

e an

y go

v-er

nmen

t off

ice,

clu

ster

s of

"pe

ons"

wai

t to

open

doo

rsfo

r th

eir

mas

ters

and

low

lych

apra

ssis

scr

ambl

e af

ter

cold

dri

nks

and

tea.

Indi

an w

rite

rs h

ave

freq

uent

lyno

ted

the

extr

aord

inar

y ru

dene

ssw

ith w

hich

man

yof

fici

als

trea

t citi

zens

,a

cari

catu

re o

f th

e B

ritis

hm

an-

ner.

Les

s co

mm

only

obs

erve

d is

the

disc

rim

inat

ion

infa

vor

of E

urop

eans

. Pet

ty c

lerk

sw

ill f

requ

ently

serv

e"w

hite

s" o

ut o

f tu

rn,

even

aga

inst

thei

r w

ill, a

nd d

e-sp

ite a

long

line

of

wai

ting

Indi

ans

who

got

ther

e fi

rst.

The

sop

hist

icat

ed o

ffic

ial

at th

e to

p is

usu

ally

be-

yond

this

cru

de r

acis

m,

or a

lmos

t so.

But

if h

is p

ar-

ents

adv

ertis

ed f

or a

bri

de w

hen

he f

irst

ente

red

gov-

ernm

ent s

ervi

ce, t

he c

hanc

esar

e th

at th

ey s

peci

fied

wha

t cas

te s

houl

d ap

ply

and

sugg

este

d th

eir

pref

er-

ence

for

a "

fair

ski

nned

mat

e. I

t is

unce

rtai

n ho

wfa

r re

mov

ed th

e m

ost w

orld

lyIn

dian

is f

rom

rac

ial

feel

ings

. Not

long

ago,

an

impo

rtan

t off

icia

l with

an

inte

rnat

iona

l rep

utat

ion

was

talk

ing

priv

atel

y of

the

rebe

lliou

s an

d lit

erat

e tr

ibes

inno

rthe

ast I

ndia

. He

spok

e co

ntem

ptuo

usly

of

the

"sav

ages

" an

d su

gges

ted

that

neg

otia

ting

with

them

wou

lddi

min

ish

the

dign

ityof

Ind

ia to

"so

me

Bon

go-W

ongo

."A

part

fro

m c

lass

, cas

te a

nd c

olor

, the

rear

e ot

her

forc

es th

at m

ake

Indi

ans

inse

nsiti

veto

thei

r fe

llow

s.O

ne o

f th

e m

ost p

ower

ful

may

be

the

inst

itutio

n of

the

join

t fam

ily. T

he o

blig

atio

nsto

rel

ativ

es a

re in

-te

nse

and

perv

asiv

e.In

the

villa

ges,

unc

les,

cou

sins

,si

ster

s an

d br

othe

rs g

ener

ally

live

und

era

sing

le r

oof.

Thi

s m

ay s

tren

gthe

n fa

mily

fee

ling

but i

t may

als

obr

eed

host

ility

or in

diff

eren

ce to

any

larg

er g

roup

.T

his

inw

ard

turn

ing

affl

icts

thos

em

ost i

n ne

ed o

fm

utua

l sup

port

, the

unt

ouch

able

s.In

a H

arija

n se

ttle-

men

t in

Bih

ar, I

was

rel

ucta

ntly

told

of

an o

ld w

idow

who

had

sta

rved

to d

eath

des

pite

the

dist

ribu

tion

offr

ee f

ood

in a

cas

te v

illag

etw

o rr

.;les

aw

ay. T

oo w

eak

to g

o fo

r th

e gr

ain

ratio

n he

rsel

f, s

he a

sked

a ne

ighb

orbo

y fo

r he

lp. T

he H

arija

nsw

ere

evas

ive

abou

t wha

tha

d ha

ppen

ed, b

ut a

ppar

ently

the

boy

had

used

the

zz,

ratio

n fo

r hi

s ow

n fa

mily

. The

re w

asso

me

sham

e in

the

com

mun

ity a

bout

telli

ng th

is to

an o

utsi

di r

.i

titno

one

ser

ious

ly b

lam

ed th

e yo

uth.

The

se o

bser

vatio

ns a

re n

ot r

ecor

ded

out o

f m

alic

eor

wis

h to

sho

ck. I

bel

ieve

that

ther

e is

an

intim

ate

rela

tions

hip

betw

een

Indi

a's

disa

ppoi

ntin

g ec

onom

icpe

rfor

man

ce a

nd th

e .,i

fe s

tyle

of

the

Indi

an p

eopl

e.T

he d

iplo

mat

iclit

erat

ure

conv

entio

nally

attr

ibut

esIn

dia'

s st

atic

exp

ansi

on to

a w

rong

mix

of

econ

omic

polic

ies

negl

ect o

f ag

ricu

lture

, inf

atua

tion

with

hea

vyin

dust

ry, t

oo m

uch

or to

'Litt

le r

egul

atio

n of

ent

erpr

ise

and

the

like.

But

I s

uspe

ct th

at e

cono

mic

s is

too

nar-

row

a d

isci

plin

e to

exp

lain

wha

t has

hap

pene

d. A

clim

ate

of e

xtre

me

egoi

sm is

ill-

suite

d fo

r ec

onom

icde

velo

pmen

t.In

dia'

s ab

le e

cono

mis

ts d

raw

up

elab

orat

e de

velo

p-m

ent p

lans

; the

y go

larg

ely

unhe

eded

. Ind

eed,

the

plan

ners

hav

e ta

ken

a ho

liday

for

the

past

two

year

san

d th

eir

ab-e

nce

has

been

bar

ely

note

d. I

nevi

tabl

y,In

dian

adm

inis

trat

ion

is c

asua

l and

cap

rici

ous.

A f

ores

tof

reg

ulat

ions

to g

over

n in

dust

rial

gro

wth

has

spru

ngup

. Its

chi

ef f

ruit

are

the

licen

ses

that

det

erm

ine

the

and

deat

h of

a f

irm

.Pr

edic

tabl

y, li

cens

es a

rew

ante

d or

den

ied

in th

e sa

me

undi

scip

lined

Fas

hion

inw

hich

Ind

ian

peop

le b

ehav

e. F

avor

itism

and

bri

bery

,no

t the

pla

n's

requ

irem

ents

, dec

ide

who

get

s w

hat.

Inag

ricu

lture

, suc

cess

for

a f

arm

er to

day

depe

nds

on h

isab

ility

to o

btai

n cr

edit,

fer

tiliz

er, h

igh-

yiel

ding

see

dsan

d as

sure

d w

ater

. All

are

in s

hort

sup

ply.

Aga

in,

the

allo

catio

n of

thes

e cr

ucia

l inp

uts

has

muc

hm

ore

todo

with

a s

tron

g fa

rmer

's in

flue

nce

over

the

Irke

lcr

edit

coop

erat

ive

and

the

Blo

ck D

evel

opm

ent O

ffic

erth

an a

ny p

aper

pla

n.

The

Ind

ian

gove

rnm

ent a

nd it

s A

mer

ican

AID

pa-

tron

hav

e qu

ietly

wor

ked

out a

new

str

ateg

y th

at ir

n-

3fa

vore

d m

inor

ity C

ould

in ti

me

light

the

fuse

that

will

e\pl

ode

this

fra

gmen

ted

soci

ety.

The

dip

lom

atic

;ite

ratu

re is

dev

elop

ing

a ne

w li

neof

arg

umen

t to

coun

ter

this

fea

r.It

con

tend

s th

at th

edi

visi

ve f

orce

s th

emse

lves

wor

k ag

ains

t dis

orde

r.In

this

vie

w, t

aste

iti

<I

cem

ent,

insu

ring

sta

bilit

y:ev

ery

man

in h

is p

lace

and

the

plac

es a

re f

ixed

. But

this

app

ears

to b

e ba

sed

ona

fals

e hi

stor

ical

ana

logy

with

feu

dalis

m. S

tabi

lity

in th

e m

edie

val w

orld

and

ther

e is

incr

easi

ng e

vide

nce

that

itw

as f

ar le

ss s

tabl

eth

an th

e co

nven

tiona

l his

tori

cal v

iew

rest

ed o

n a

two-

way

flo

w. M

anor

lord

s an

d vi

llein

s ha

d du

ties

to-

war

d ea

ch o

ther

as

wel

l as

righ

ts. N

o su

ch r

e.'a

tion-

ship

exi

sts

here

. The

agg

ress

ive

Jat f

arm

er o

f H

arya

naha

s on

ly th

e m

ost s

hado

wy

of o

blig

atio

ns to

war

d th

ete

nant

s or

land

less

labo

rers

who

wor

k hi

s la

nd.

Perh

aps

now

here

is th

e la

ck o

f so

cial

coh

esio

n be

tter

dem

onst

rate

d th

an in

the

self

ish

agri

cultu

ral m

arke

ting

syst

em n

ow in

vog

ue. I

n th

e m

idst

of

the

reco

rd h

ar-

vest

, fam

ine

is r

epor

ted

in s

ever

al d

istr

icts

of

Ass

aman

d O

riss

a. T

he r

ich

yiel

ds o

f th

e Pu

njab

and

wes

tern

Utta

r Pr

ades

h ar

e un

likel

y to

rea

ch th

ese

peop

le; e

ach

stat

e or

gro

up o

f st

ates

hus

band

s its

ow

n su

pply

.It

is a

com

mon

plac

e th

at m

oder

n in

dust

rial

soc

iety

requ

ires

a m

easu

re o

f co

oper

atio

n an

d lo

yalty

. The

abse

nce

of th

ese

qual

ities

has

mor

e th

an a

n in

cide

ntal

effe

ct o

n th

e ne

glec

t of

mac

hine

ry a

nd th

e sh

oddy

outp

ut in

man

y In

dian

pla

nts.

The

pla

nner

s ha

ve s

etam

bitio

us g

oals

for

man

ufac

ture

dex

port

s, g

oals

that

mus

t be

reac

hed

if I

ndia

is to

ear

n he

r w

ay in

the

wor

ld.

But

bus

ines

smen

, res

pons

ive

only

tona

rrow

conc

eptio

ns o

f in

tere

st, a

dulte

rate

eve

ryth

ing

from

milk

to to

othb

rush

es to

aut

omob

iles;

thei

r w

orke

rs,

imbu

ed w

ith th

e sa

me

antis

ocia

l sen

se,

are

not l

ikel

yto

impr

ove

the

dism

al p

rodu

ct o

f th

eir

mas

ters

. Ind

ia's

nros

pect

s of

sel

ling

mor

e ab

road

are

ham

ere

ct a

s

Indi

a's

stat

ic e

xpan

sion

toa

wro

ng m

ix o

f ec

onom

icpo

licie

s ne

glec

t of

agri

cultu

re, i

nfat

uatio

nw

ith h

eavy

indu

stry

, too

muc

h or

too

little

reg

ulat

ion

ofen

terp

rise

and

the

like.

But

I s

uspe

ct th

at e

cono

mic

sis

too

nar-

row

a d

isci

plin

e to

exp

lain

wha

t has

hap

pene

d. A

clim

ate

of e

xtre

me

egoi

sm is

ill-

suite

d fo

rec

onom

icde

velo

pmen

t.In

dia'

s ab

le e

cono

mis

ts d

raw

up e

labo

rate

dev

elop

-m

ent p

lans

; the

y go

larg

ely

unhe

eded

.In

deed

, the

plan

ners

hav

e ta

ken

a ho

liday

for

the

past

two

year

san

d th

eir

abse

nce

has

been

bar

ely

note

d.In

evita

bly,

Indi

an a

dmin

istr

atio

n is

cas

ual a

ndca

pric

ious

. A f

ores

tof

reg

ulat

ions

to g

over

n in

dust

rial

gro

wth

has

spru

ngup

. Its

chi

ef f

ruit

are

the

licen

ses

that

det

erm

ine

the

life

and

deat

h of

a fi

rm.

Pred

icta

bly,

lice

nses

are

gran

ted

or d

enie

d in

the

sam

e un

disc

iplin

ed f

ashi

on in

whi

ch I

ndia

n pe

ople

beh

ave.

Fav

oriti

sman

d br

iber

y,no

t the

pla

n's

requ

irem

ents

, dec

ide

who

gets

wha

t. In

agri

cultu

re, s

ucce

ss f

ora

farm

er to

day

depe

nds

on h

isab

ility

to o

btai

n cr

edit,

fer

tiliz

er, h

igh-

yiel

ding

seed

san

d as

sure

d w

ater

.A

ll ar

e in

sho

rt s

uppl

y. A

gain

,th

e al

loca

tion

of th

ese

cruc

ial

inpu

ts h

as m

uch

mor

e to

do w

ith a

str

ong

farm

er's

infl

uenc

eov

er th

e lo

cal

cred

it co

oper

ativ

e an

d th

e B

lock

Dev

elop

men

tO

ffic

erth

an a

ny p

aper

pla

n.

The

Ind

ian

gove

rnm

ent a

nd it

sA

mer

ican

AID

pa-

tron

hav

e qu

ietly

wor

ked

out

a ne

w s

trat

egy

that

im-

plic

itly

reco

gniz

es a

nd tr

ies

to e

xplo

it th

e la

ck o

f so

-ci

al c

ohes

ion.

her

e. U

nder

the

euph

emis

ticla

bel o

f"I

nten

sive

Agr

icul

ture

," a

del

iber

ate

effo

rtis

bei

ngm

ade

to c

hann

el th

esc

arce

res

ourc

es to

the

bigg

est

farm

s. O

nly

lip s

ervi

ce is

now

pai

d to

the

grea

t un-

fini

shed

task

s of

land

ref

orm

, ins

urin

g th

ese

curi

ty o

fth

e gr

eat m

ass

of te

nant

far

mer

son

the

land

they

till

and

dist

ribu

ting

land

to th

e la

ndle

ss.

It is

con

ceiv

able

that

the

stra

tegy

will

wor

kth

is y

ear's

bum

per

har-

vest

is c

ited

as e

vide

nce

in th

e se

nse

that

sub

stan

tial

gain

s in

tota

l out

put w

ill f

inal

ly b

e re

gist

ered

.B

ut th

ew

iden

ing

gap

betw

een

the

spoi

lsm

enku

laks

at t

heto

p an

d th

e sc

ores

of

mill

ions

at t

he b

otto

mis

un-

likel

y to

fos

ter

soci

al c

ohes

ion.

The

rem

arka

bly

succ

essf

ul a

gric

ultu

ral

revo

lutio

nsin

Jap

an a

nd F

orm

osa

wer

e ba

sed

on a

dif

fere

nt p

rin-

cipl

e, g

reat

incr

ease

s in

yie

lds

by s

mal

lfa

rmer

s w

ithan

inte

nse

self

-int

eres

t in

culti

vatin

g th

eir

own

plot

s.T

o ig

nore

this

less

on a

nd c

onsc

ious

lyen

cour

age

a

with

feu

dalis

m. S

tabi

lity

in th

e m

edie

val w

orld

and

ther

e is

incr

easi

ng e

vide

nce

that

itw

as f

ar le

ss s

tabl

eth

an th

e co

nven

tiona

l his

tori

cal

view

rest

ed o

n a

two-

way

flo

w. M

anor

lord

s an

d vi

llein

s ha

d du

ties

to-

war

d ea

ch o

ther

as

wel

las

rig

hts.

No

such

rel

atio

n-sh

ip e

xist

s he

re. T

he a

ggre

ssiv

e Ja

t far

mer

of H

arya

naha

s on

ly th

e m

ost s

hado

wy

of o

blig

atio

nsto

war

d th

ete

nant

s or

land

less

labo

rers

who

wor

k hi

s la

nd.

Perh

aps

now

here

is th

e la

ck o

f so

cial

cohe

sion

bet

ter

dem

onst

rate

d th

an in

the

self

ish

agri

cultu

ral

mar

ketin

gsy

stem

now

in v

ogue

. In

the

mid

st o

f th

e re

cord

har

-ve

st, f

amin

e is

rep

orte

d in

sev

eral

dis

tric

ts o

fA

ssam

and

Ori

ssa.

The

ric

h yi

elds

of

the

Punj

aban

d w

este

rnU

ttar

Prad

esh

are

unlik

ely

to r

each

thes

e pe

ople

;ea

chst

ate

or g

roup

of

stat

es h

usba

nds

itsow

n su

pply

.It

is a

com

mon

plac

e th

at m

oder

n in

dust

rial

soci

ety

requ

ires

a m

easu

re o

f co

oper

atio

n an

d lo

yalty

.T

heab

senc

e of

thes

e qu

aliti

es h

asm

ore

than

an

inci

dent

alef

fect

on

the

negl

ect o

f m

achi

nery

and

the

shod

dyou

tput

in m

any

Indi

an p

lant

s. T

he p

lann

ers

have

set

ambi

tious

goa

ls f

or m

anuf

actu

red

expo

rts,

goa

ls th

atm

ust b

e re

ache

d if

Ind

ia is

toea

rn h

er w

ay in

the

wor

ld. B

ut b

usin

essm

en, r

espo

nsiv

e on

lyto

nar

row

conc

eptio

ns o

f in

tere

st, a

dulte

rate

eve

ryth

ing

from

milk

to to

othb

rush

es to

aut

omob

iles;

thei

r w

orke

rs,

imbu

ed w

ith th

e sa

me

antis

ocia

lse

nse,

are

not

like

lyto

impr

ove

the

dism

al p

rodu

ct o

f th

eir

mas

ters

. Ind

ia's

pros

pect

s of

sel

ling

mor

e ab

road

are

ham

pere

d as

muc

h by

this

und

isci

plin

ed p

erfo

rman

ceas

by

any

tari

ff b

arri

ers

in th

e ou

tsid

e w

orld

. But

agai

n, a

pow

er-

ful a

nd p

rivi

lege

d fe

w w

ill s

urvi

vean

d su

rviv

e ha

nd-

som

ely.

The

y kn

ow h

ow to

wea

ve in

and

out

of

the

web

of

cont

rols

to p

rote

ct th

emse

lves

from

for

eign

and

dom

estic

com

petit

ors.

The

grea

t com

plex

of

high

-ri

se lu

xury

apa

rtm

ents

spr

ingi

ngup

aro

und

Bom

bay'

sM

alab

ar H

ill a

nd f

inan

ced

by ta

x-ev

adin

gbu

sine

ssm

oney

is te

stim

ony

to th

e ab

ility

' of

a fe

w to

live

com

-fo

rtab

ly a

mid

st s

ocia

l ana

rchy

.In

dis

cuss

ions

of

Indi

a's

need

s an

dpr

oble

ms,

the

dipl

omat

ic li

tera

ture

has

cen

tere

don

suc

h qu

estio

ns a

san

ade

quat

ely

mot

ivat

ed p

rogr

am o

f bi

rth

cont

rol,

the

pros

pect

s of

the

Con

gres

s Pa

rty,

the

priv

ate

fina

ncin

gof

fer

tiliz

er p

lant

s an

d th

e re

quis

itequ

antu

m o

f fo

reig

nai

d to

ach

ieve

som

ethi

ng c

alle

d"t

akeo

ff."

I s

ubm

itth

at e

qual

ly r

elev

ant a

nd m

uch

mor

e re

sist

ant t

och

ange

are

the

indi

ffer

ence

, cal

lous

ness

and

self

ishn

ess

that

hav

e be

com

e im

bedd

ed in

Ind

ian

soci

ety.

CA

N I

ND

IA M

AK

E I

T?

by R

ober

t R. R

. Bro

oks

it

4 4

wou

ld li

ke a

sim

ple

yes

or n

oan

swer

. No

long

lect

ure.

Is

In-

dia

goin

g to

mak

e it

or n

ot?"

The

que

stio

n ca

me

from

a v

ery

prom

-in

ent W

ashi

ngto

n ec

onom

ist w

ho f

ixed

me

with

a b

eady

eye

at a

coc

ktai

l par

-ty

the

day

afte

r I

had

retu

rned

fro

mliv

e r.

ars

in I

ndia

. Fiv

e ye

ars

is to

o.;f

1',

long

lot

sim

ple

answ

er, s

o I

said

,.o

t,

;,-:

"Ind

ia is

one

-six

th o

f th

e hu

man

rac

e..:?

..,:'"

_.

Is th

e hu

man

rac

e go

ing

to m

ake

it?"

The

re a

re a

bout

530

mill

ion

peop

le1.

ii

tit,

..;..

":*J

Ain

Ind

iam

ore

than

in a

ll of

Lat

in.,

Am

eric

a an

d A

fric

a co

mbi

ned.

The

yvt

4,e.

.. i

are

abou

t one

-six

th o

f th

e 3.

25 b

illio

nW

@b,

3pe

ople

on

eart

h, a

nd th

ey a

re o

ne-

thir

d of

the

peop

le in

cou

ntri

es th

eU

.N.

clas

sifi

esas

"les

s de

velo

ped.

"T

heir

eth

nic

and

cultu

ral v

arie

ty is

grea

ter

than

that

of

all t

he n

atio

nsof

Eur

ope.

The

ir e

cono

mic

ski

lls r

ange

from

hun

ting

with

a b

ow a

nd a

rrow

to th

e ex

port

of

mac

hine

tool

s.In

dia

was

put

toge

ther

in 1

947,

for

the

firs

t tim

e in

its

5,00

0-ye

ar h

isto

ry.

Nin

e pr

ovin

ces

and

600

auto

nom

ous

prin

cely

sta

tes

wer

e fu

sed

by th

ege

nius

of

Sard

ar P

atel

and

V. P

. Men

onin

the

cruc

ible

of

part

ition

.In

dia

is s

till a

nat

ion,

and

as

far

>'4

--..3

.,

ahea

d as

any

one

can

sees

ay tw

enty

-' `

ifi

ve v

eare

it w

ill r

emai

n a

fede

ral t

in.

,

4-'a

t

..

4"-

12

'T

he q

uest

ion

cam

e fr

om a

ver

y pr

om-

inen

t Was

hing

ton

econ

omis

t who

fix

edm

e w

ith a

bea

dy e

ye a

t a c

ockt

ail p

ar-

:,ty

the

day

afte

r 1

had

retu

rned

fro

mfi

ve y

ears

in I

ndia

. Fiv

e ye

ars

is to

olo

ng f

or a

sim

ple

answ

er, s

o I

said

,"I

ndia

is o

ne-s

ixth

of

the

hum

an r

ace.

Is th

e hu

man

rac

e go

ing

to m

ake

it?"

The

re a

re a

bout

530

mill

ion

peop

leA

."in

Ind

iam

ore

than

in a

ll of

Lat

inA

mer

ica

and

Afr

ica

com

bine

d. T

hey

are

abou

t one

-six

th o

f th

e 3.

25 b

illio

npe

ople

on

eart

h, a

nd th

ey a

re o

ne-

thir

d of

the

peop

le in

cou

ntri

es th

e74

,44

,44.

:';''

U.N

.cl

assi

fies

as"l

ess

deve

lope

d."

,T

heir

eth

nic

and

cultu

ral v

arie

ty is

grea

ter

than

that

of

all t

he n

atio

nsof

Eur

ope.

The

ir e

cono

mic

ski

lls r

ange

from

hun

ting

with

a b

ow a

nd a

rrow

to th

e ex

port

of

mac

hine

tool

s.In

dia

was

put

toge

ther

in 1

947,

for

the

firs

t tim

e in

its

5,00

0-ye

ar h

isto

ry.

Nin

e pr

ovin

ces

and

600

auto

nom

ous

prin

cely

sta

tes

wer

e fu

sed

by th

ege

nius

of

Sard

ar P

atel

and

V. P

. Men

onin

the

cruc

ible

of

part

ition

.In

dia

is s

till a

nat

ion,

and

as

far

ahea

d as

any

one

can

sees

ay tw

enty

-fi

ve y

ears

it w

ill r

emai

n a

fede

ral u

n-io

n w

ith s

ubst

antia

l cen

tral

pow

er. N

oar

med

for

ce c

apab

le o

f ch

alle

ngin

gth

e ar

my,

air

for

ce, a

nd n

avy;

no

sepa

-ra

te f

orei

gn p

olic

y; n

o co

mpe

ting

ex-

tern

al r

even

ue c

olle

ctio

n; n

o di

spla

ce-

ss,

men

t of

cent

ral c

ontr

ol o

ver

inte

rsta

te0,

"tr

ansp

ort a

nd c

omm

unic

atio

nnon

eof

thes

e is

like

ly to

occ

ur in

the

fore

-_

seea

ble

futu

re.

-r_

For

a_ c

ount

ry w

ith m

ore

than

300

lang

uage

s, f

ifte

en m

ajor

scr

ipts

, ski

nco

lors

ran

ging

fro

m b

lue

blac

k to

ivor

y w

hite

, six

maj

or s

ocia

l cla

sses

,hu

ndre

ds o

f ca

stes

, tho

usan

ds o

f su

b-ca

stes

, ele

ven

maj

or r

elig

ions

, nin

em

ajor

pol

itica

l par

ties,

fou

r m

ajor

trad

e un

ion

mov

emen

ts, s

ixty

-sev

enun

iver

sitie

s, a

nd a

bout

two

mill

ion

colle

ge s

tude

ntst

his.

deg

ree

of n

a-tio

nal u

nity

aft

er tw

enty

-tw

o ye

ars

ason

e na

tion

is a

rem

arka

ble

phen

ome-

non. But

Ind

ian

polit

ics

is d

ecen

tral

izin

g_r

Rob

ert R

. R. B

rook

s is

Ori

n Sa

ge p

rofe

s-so

r of

eco

nom

ics

at W

illia

ms

Col

lege

.

SR

/AU

GU

ST

9, 1

969

The

pro

cess

has

bee

n go

ing

on f

orse

ven

or e

ight

yea

rs. I

t bec

ame

ap-

pare

nt a

fter

the

deat

h of

Neh

ru in

1964

, and

str

ikin

g af

ter

the

loss

es o

fth

e C

ongr

ess

Part

y in

the

elec

tions

of

1967

.In

a v

ery

real

sen

se th

is is

not

are

trog

ress

ion,

but

a r

ecog

nitio

n. T

hece

ntri

fuga

l for

ces

inhe

rent

in th

e he

t-er

ogen

eous

mas

s of

Ind

ia w

ere

con

coal

ed b

y th

e un

ity r

equi

red

for

the

expu

lsio

n of

the

Bri

tish,

the

disc

iplin

ean

d id

ealis

m o

f th

e C

ongr

ess

Part

y,an

d th

e ch

aris

mat

ic p

erso

nalit

y of

Jaw

ahar

lal

Neh

ru.

Follo

win

ghi

sde

ath,

and

as

the

euph

oria

of

inde

-pe

nden

ce r

eced

ed a

nd th

e C

ongr

ess

lead

ers

grew

plu

mpe

r an

d ol

der,

the

loca

lan

dpa

roch

ial

diss

iden

ces

whi

ch h

ad b

een

ther

e al

l the

tim

ew

ere

reve

aled

. Ind

ian

unity

was

ahe

adof

its

time.

The

Uni

ted

Stat

es h

as a

ppro

xim

ate-

ly 2

00 m

illio

n pe

ople

spr

ead

over

fift

y st

ates

. The

fed

eral

pow

er is

rel

a-tiv

ely

grea

t. In

dia

has

mor

e th

an 5

00m

illio

n pe

ople

in o

nly

seve

ntee

n st

ates

.T

he f

eder

al p

ower

is r

elat

ivel

y sm

all.

One

of

thes

e In

dian

sta

tesi

f it

wer

e a

sepa

rate

cou

ntry

----

wou

ld b

e th

e ei

ghth

larg

est i

n th

e w

orld

, Oth

ers

are

near

-ly

as

larg

e. I

ndia

is, i

n po

litic

al f

act,

a gr

oup

of c

ount

ries

with

sep

arat

elin

guis

tic, m

ilita

ry, e

thni

c, a

nd d

ynas

-tic

his

tori

es. B

y an

y no

rmal

his

tori

cal

stan

dard

, its

fed

eral

uni

ty is

a m

irac

leor

, at l

east

, pre

mat

ure.

The

cen

ter

of p

oliti

cal g

ravi

ty, w

hen

it co

mes

tore

st, i

s bo

und

to b

e in

the

stat

es.

Des

pite

the

stro

ng p

ower

s ac

cord

ed

min

istr

atio

n. T

rain

ed to

mai

ntai

n or

-de

r an

d co

llect

taxe

s,it

has

been

calle

d up

on f

or d

iffi

cult

task

s in

soc

io-

econ

omic

dev

elop

men

t:co

mm

unity

prog

ram

s, a

gric

ultu

ral i

mpr

ovem

ents

,fa

mily

pla

nnin

g,in

dust

rial

gro

wth

,ex

port

pro

mot

ion.

The

civ

il se

rvan

tsar

e po

sted

fro

m s

tate

. to

stat

e, f

rom

stat

e to

cen

ter;

and

cen

ter

to s

tate

.T

heir

sho

rtco

min

gs a

re m

any

and

sad,

but t

he b

est a

rc s

uper

b an

d th

e w

orst

still

mai

ntai

n or

der,

obe

y co

mm

ands

,ke

ep r

ecor

ds, a

nd c

arry

on

the

indi

s-pe

nsab

le m

inim

al f

unct

ions

of

Jaw

.T

he th

ird

answ

er is

the

Con

stitu

,tio

nth

at p

resc

ribe

sst

ate,

cent

ral,

and

join

t pow

ers

enfo

rced

by

an in

-de

pend

ent.

judi

ciar

y, p

erm

ittin

g th

ece

ntra

l gov

ernm

ent t

o ta

ke o

ver

loca

lru

le if

sta

te a

utho

rity

col

laps

es a

ndpr

ovid

ing

Pres

iden

tial p

ower

s w

hich

coul

das

a la

st r

esor

tsu

pers

ede:

thos

e of

the

Parl

iam

ent i

f re

pres

enta

-tiv

e go

vern

men

t bec

ame

dead

lock

ed.

The

fou

rth

answ

er is

that

Ind

ian

polic

y is

pro

foun

dly

infl

uenc

ed b

y an

educ

ated

elit

ewid

ely

dist

ribu

ted

inal

l the

pri

ncip

al c

ities

; sha

ring

the

Eng

lish

lang

uage

; wan

ting

natio

nal i

n-de

pend

ence

, but

nee

ding

wor

ld -

wid

eas

soci

atio

ns a

nd a

ssis

tanc

e; d

edic

ated

to d

evel

opm

ent,

but a

ltern

atin

g be

-tw

een

hope

and

des

pair

,A

nd f

inal

ly, I

ndia

is la

ced

toge

ther

by s

uch

mun

dane

but

pra

ctic

al ti

esas

har

d-su

rfac

ed r

oads

, rai

lroa

ds, a

irlin

es,

tele

grap

h,te

leph

ones

,po

stal

syst

em, c

anal

s, e

lect

ric

pow

er li

nes,

and

an in

dust

rial

cap

acity

to p

rodu

cem

ost o

f th

e eq

uipm

ent t

hat e

nabl

esth

ese

serv

ices

to w

orkf

airl

y w

ell.

.8at

urda

yRev

ieze

Aug

ust 9

, 196

9

high

-qua

lity

iron

ore

, am

ple

low

-qua

l-ity

coa

l, an

d an

imm

ense

hyd

roel

ec-

tric

pot

entia

l, pa

rtia

lly h

arne

ssed

. Its

petr

oleu

m r

esou

rces

are

bei

ng d

evel

-op

ed in

Guj

arat

, and

exp

lora

tion

con-

tinue

s. I

t has

pho

spha

te r

ock

in R

ajas

-th

an, a

nd ir

on p

yrite

s fo

r su

lphu

r.It

has

a r

apid

ly g

row

ing

chem

ical

indu

stry

. It h

as b

een

prod

ucin

g te

x-til

es f

or a

cen

tury

. It m

akes

its

own

tele

phon

e eq

uipm

ent.

And

, sur

pris

ing-

ly, i

t mak

es a

ll si

zes

of m

achi

ne to

ols

of s

uffi

cien

t qua

lity

and

quan

tity

for

expo

rt to

"ad

vanc

ed"

coun

trie

s.B

ut th

ere

are

prob

lem

s: O

ne is

am

ultip

licity

ofec

onom

icco

ntro

lsth

at c

ause

s de

lays

, enc

oura

ges

mo-

nopo

lies,

dis

cour

ages

eff

icie

ncy

and

initi

ativ

e, a

nd in

vite

s th

e co

rrup

tion

of th

e re

gula

tors

by

the

regu

late

d.A

noth

er is

the

scar

city

of

man

ager

ial

skill

s an

d th

e th

inne

ss o

f ex

tern

alec

onom

ies

indi

spen

sabl

eto

larg

e-sc

ale

ente

rpri

ses.

Stil

l ano

ther

is th

epo

litic

izin

g of

the

labo

r m

ovem

ents

to a

deg

ree

that

con

trib

utes

mor

eto

dis

orde

r, v

iole

nce,

and

des

truc

tion

than

it d

oes

to th

e w

elfa

re o

f w

orke

rsan

d th

e pr

oduc

tivity

of

indu

stry

_ A

four

th is

bot

tlene

cks

in th

e su

pply

ing

of c

erta

in r

aw m

ater

ials

and

man

ysm

all p

arts

espe

cial

ly th

ose

whi

chha

ve to

run

the

gaun

tlet o

f ex

chan

geco

ntro

ls a

nd s

carc

e fo

reig

n ex

chan

ge.

But

the

grea

test

pro

blem

of

all i

sth

e la

ck o

f a

mas

s m

arke

t. Pe

ople

are

abun

dant

, but

thei

r in

com

es a

re to

olo

w to

exe

rt a

dem

and-

pull

on th

e ex

-pa

nsio

n of

indu

stry

.Po

pula

tion

appe

ars

to b

e gr

owin

gat

mor

e th

an 2

.5 p

er c

ent a

yea

r. T

his

erug

ertc

Uoz

, Was

:, U

t t!l

ula

wer

e(O

n-ce

aled

by

the

unity

req

uire

d fo

r th

eex

puls

ion

of th

e B

ritis

h, th

e di

scip

line

and

idea

lism

of

the

Con

gres

s Pa

rty,

and

the

char

ism

atic

per

sona

lity

ofJa

wah

arla

lN

ehru

.Fo

llow

ing

his

deat

h, a

nd a

s th

e eu

phor

ia o

f in

de-

pend

ence

rec

eded

and

the

Con

gres

sle

ader

s gr

ew p

lum

per

and

olde

r, th

elo

cal

and

paro

chia

ldi

ssid

ence

sw

hich

had

bee

n th

ere

all t

he ti

me

wer

e re

veal

ed. I

ndia

n un

ity w

as a

head

of it

s tim

e.

The

Uni

ted

Stat

es h

as a

ppro

xim

ate-

ly 2

00 m

illio

n pe

ople

spr

ead

over

fift

y st

ates

. The

fed

eral

pow

er is

rel

a-tiv

ely

grea

t. In

dia

has

mor

e th

an 5

00m

illio

n pe

ople

in o

nly

seve

ntee

n st

ates

.T

he f

eder

al p

ower

is r

elat

ivel

y sm

all.

One

of

thes

e In

dian

sta

tesi

f it.

wer

e a

sepa

rate

cou

ntry

wou

ld b

e th

e ei

ghth

larg

est i

n th

e w

orld

. Oth

ers

are

near

-ly

as

larg

e. I

ndia

;., i

n po

litic

al f

act,

a gr

oup

of c

ount

ries

with

sep

arat

elin

guis

tic, m

ilita

ry, e

thni

c, a

nd d

ynas

-tic

his

tori

es. B

y an

y no

rmal

his

tori

cal

stan

dard

, its

fed

eral

uni

ty is

a m

irac

leor

, at l

east

, pre

mat

ure.

The

cen

ter

of p

oliti

cal g

ravi

ty, w

hen

it co

mes

tore

st, i

s bo

und

to b

e in

the

stat

es.

Des

pite

the

stro

ng p

ower

s ac

cord

edto

the

cent

ral g

over

nmen

t by

the

Con

-st

itutio

n, th

e su

bsta

ntia

l fin

anci

al r

e-so

urce

s of

the

natio

nal g

over

nmen

t,an

d th

e po

wer

ful,

mili

tary

and

pol

ice

forc

es a

t its

com

man

d, m

ost o

f th

ebi

g ba

rons

of

New

Del

lti a

re th

e po

-lit

ical

bos

ses

of th

e st

ates

.A

nd y

et, I

ndia

will

. no

t dis

solv

e.W

hy n

ot?

The

pri

ncip

al a

nsw

er is

: Hin

du c

ul-

ture

that

inex

haus

tible

com

plex

of

relig

ion,

myt

holo

gy,

liter

atur

e,es

-th

etic

s, tr

aditi

on, c

lass

', ca

ste,

str

ug-

gle,

sur

viva

l, re

pres

sion

, asp

irat

ion,

good

sen

se a

nd n

onse

nse,

abs

orpt

ion

and

reje

ctio

n, v

iole

nce

and

patie

nce

that

bin

ds th

e su

bcon

tinen

t int

o a

nono

rgan

ic b

ut c

ellu

lar

unity

.T

he s

econ

d an

swer

is th

e ci

vil a

d-SR

/AU

GU

ST 9

, 196

9

Nen

stio

lnT

anyz

na-T

;au,

but t

he b

est a

rc s

uper

b an

d th

e w

orst

still

mai

ntai

n or

der,

obe

y co

mm

ands

,ke

ep r

ecor

ds, a

nd c

arry

on

the

indi

s-pe

nsab

le m

inim

al f

unct

ions

of

law

.T

he th

ird

answ

er is

the

Con

stitu

-tio

nth

atpr

escr

ibes

stat

e,ce

ntra

l,an

d jo

int p

ower

s en

forc

ed b

y an

in-

depe

nden

t jud

icia

ry, p

erm

ittin

g th

ece

ntra

l gov

ernm

ent t

o ta

ke o

ver

loca

lru

le if

sta

te a

utho

rity

col

laps

es a

ndpr

ovid

ing

Pres

iden

tial p

ower

s w

hich

coul

das

a la

st r

esor

tsu

pers

ede

thos

e of

the

Parl

iam

ent i

f re

pres

enta

-tiv

e go

vern

men

t bec

ame

dead

lock

ed.

The

fou

rth

answ

er is

that

Ind

ian

polic

y is

pro

foun

dly

infl

uenc

ed b

y an

educ

ated

elit

ewid

ely

dist

ribu

ted

inal

l the

pri

ncip

al c

ities

;sh

arin

g th

eE

nglis

h la

ngua

ge; w

antin

g na

tiona

l in-

depe

nden

ce, b

ut n

eedi

ng w

orld

-wid

eas

soci

atio

ns a

nd a

ssis

tanc

e; d

edic

ated

to d

evel

opm

ent,

but a

ltern

atin

g be

-tw

een

hope

and

des

pair

.A

nd f

inal

ly, I

ndia

is la

ced

toge

ther

by s

uch

mun

dane

but

pra

ctic

al ti

esas

har

d-su

rfac

ed r

oads

, rai

lroa

ds, a

ir-

lines

,te

legr

aph,

tele

phon

es,

post

alsy

stem

, can

als,

ele

ctri

c po

wer

line

s,an

d an

indu

stri

al c

apac

ity to

pro

duce

mos

t of

the

equi

pmen

t tha

t ena

bles

thes

e se

rvic

es to

wor

kfai

rly

wel

l.O

f al

l the

se th

ings

that

wor

kfai

rly

wel

lthe

gran

dest

by

far

is th

e In

-di

an-m

ade

Mer

cede

s en

gine

and

cha

s-si

s. R

oari

ng d

own

mou

ntai

n cu

rves

from

Lad

akh

to K

ashm

ir, g

rind

ing

thro

ugh

the

sand

s of

Raj

asth

an, s

cut -

.th

ug a

s a

bus

or g

roan

ing

as a

truc

k,lu

mbe

ring

, car

ryin

g so

ldie

rs to

the

fron

t,ta

king

villa

gers

tom

arke

t,pi

ckin

g up

fis

hin

Tri

vand

rum

, or

mov

ing

oil

in G

ujar

atit

is e

very

-w

here

, a ty

rant

of

the.

roa

ds a

nd a

.te

stam

ent t

o th

e ub

iqui

ty o

f ch

ange

.T

he f

act t

hat t

his

engi

ne a

nd c

hass

isw

ith a

n en

dles

s va

riet

y of

car

rier

sm

ount

ed u

pon

them

are

mad

e in

In-

dia

sugg

ests

that

Ind

ian

indu

stri

alde

velo

pmen

t is

rem

arka

bly

adva

nced

.In

dia

has

limitl

ess

quan

titie

sof

I.,

7,I

1141

tele

phon

e eq

uipm

ent.

And

, sur

pris

ing-

ly, i

t mak

es a

ll si

zes

of m

achi

ne to

ols

of s

uffi

cien

t qua

lity

and

quan

tity

for

expo

rt to

"ad

vanc

ed"

coun

trie

s.B

ut th

ere

are

prob

lem

s: O

ne is

am

ultip

licity

ofec

onom

icco

ntro

lsth

at c

ause

s de

lays

, enc

oura

ges

mo-

nopo

lies,

dis

cour

ages

effi

cien

cy a

ndin

itiat

ive,

and

invi

tes

the

corr

uptio

nof

the

regu

lato

rs b

y th

e re

gula

ted.

Ano

ther

is th

e sc

arci

ty o

f m

anag

eria

lsk

ills

and

the

thin

ness

of

exte

rnal

econ

omie

sin

disp

ensa

ble

tola

rge-

scal

e en

terp

rise

s. S

till a

noth

er is

the

polit

iciz

ing

of th

e la

bor

mov

emen

tsto

a d

egre

e th

at c

ontr

ibut

es m

ore

to d

isor

der,

vio

lenc

e, a

nd d

estr

uctio

nth

an it

doe

s to

the

wel

fare

of

wor

kers

and

the

prod

uctiv

ity o

f in

dust

ry. A

four

th is

bot

tlene

cks

in th

e su

pply

ing

of c

erta

in r

aw m

ater

ials

and

man

ysm

all p

arts

espe

cial

ly th

ose

whi

chha

ve to

run

the

gaun

tlet o

f ex

chan

geco

ntro

ls a

nd s

carc

e fo

reig

n ex

chan

ge.

But

the

grea

test

pro

blem

of

all i

sth

e la

ck o

f a

mas

s m

arke

t. Pe

ople

are

abun

dant

, but

thei

r in

com

es a

re to

olo

w to

exe

rt a

dem

and-

pull

on th

e ex

-pa

nsio

n of

indu

stry

.Po

pula

tion

appe

ars

to b

e gr

owin

gat

mor

e th

an 2

.5 p

er c

ent a

yea

r. T

his

mea

ns a

n an

nual

add

ition

of

thir

teen

mill

ion

peop

le. T

he I

ndia

n go

vern

-m

ent i

s m

akin

g a

grea

ter

effo

rt th

anan

y ot

her

natio

n to

red

uce

its r

ate

ofpo

pula

tion

grow

th. T

he o

bjec

tive

is to

brin

g it

dow

n to

1.5

per

cen

t in

the

next

ten

year

s.In

abs

olut

e te

rms,

the

num

bers

of

loop

s in

sert

ed, c

ondo

ms

dist

ribu

ted,

and

vase

ctom

ies

perf

orm

ed u

nder

gove

rnm

ent a

uspi

ces

seem

ver

y la

rge.

But

, rel

ativ

e to

the

tota

l pop

ulat

ion.

they

are

pat

hetic

ally

sm

all.

Eve

n if

this

eff

ort w

ere

mul

tiplie

d m

anif

old

as it

will

bet

he r

ate

of g

row

thm

ay r

ise

for

seve

ral N

ears

bef

ore

itbe

gins

to f

ail.

The

re a

re tw

o re

ason

sfo

r th

is. F

irst

, the

dea

th r

ate

is s

till

high

com

pare

d to

dev

elop

ed c

oun- 13

Des

pite

bir

th c

ontr

ol p

rogr

ams,

Ind

ia's

num

bers

con

tinue

to in

crea

se, w

hile

foo

d pr

oduc

tion

lags

.

trie

s, a

nd w

ill a

lmos

t cer

tain

ly c

on-

tinue

to d

rop,

bar

ring

mas

s st

arva

-tio

n. S

econ

dly,

Ind

ia's

eff

orts

dur

ing

the

past

twen

ty y

ears

to e

limin

ate

epid

emic

and

end

emic

dis

ease

s (e

spe-

cial

ly m

alar

ia)

have

bee

n su

cces

sful

in r

educ

ing

infa

nt a

nd c

hild

mor

talit

y.M

illio

ns o

f ch

ildre

n w

ho w

ould

oth

er-

wis

e ha

ve d

ied

fift

een

year

s ag

o ar

eno

w a

ppro

achi

ng c

hild

bear

ing

year

s.T

his

shar

p sh

ift i

d ag

e co

mpo

sitio

nw

ill te

nd to

rai

se th

e cr

ude

birt

h ra

te.

sim

ply

beca

use

ther

e ar

e m

ore

child

-be

arer

s pe

r th

ousa

nd o

f po

pula

tion

now

than

ther

e w

ere

ten

year

s ag

o.W

ith a

fal

ling

deat

h ra

te a

nd a

hig

hbi

rth

rate

, the

gro

wth

rat

e co

uld

rise

to 3

per

cen

t bef

ore

ii be

gins

to tu

rndo

wnw

ard.

Thi

s w

ould

be

very

dis

-co

urag

ing

to f

amily

pla

nner

s an

d to

thos

e w

ho w

ish

them

wel

l. W

ere

itno

t for

the

impr

essi

ve b

irth

con

trol

effo

rts,

the

incr

ease

in th

e gr

owth

rate

wou

ld b

e ev

en la

rger

.Fo

r th

e ne

xt te

n ye

ars,

the

prin

cipa

lho

pe o

f av

oidi

ng m

ass

star

vatio

n in

Indi

a is

an

annu

al in

crea

se in

dom

es-

ticfo

od o

utpu

tsu

ffic

ient

toke

epah

ead

of p

opul

atio

n gr

owth

and

to r

e-.

cm c

c th

e co

untr

y's

depe

nden

cy u

pon

86 p

er c

ent r

ural

, the

re c

an b

e no

mas

sm

arke

t For

indu

stry

unl

ess

risi

ng a

gri-

cultu

ral

prod

uctiv

itygi

ves

farm

ers

high

er in

com

es w

ith w

hich

to b

uy th

epr

oduc

ts o

f in

dust

ry.

And

alth

ough

incr

ease

dru

ral

in-

com

es w

ould

not

gua

rant

ee p

oliti

cal

stab

ility

in th

is a

ge o

f ri

sing

exp

ecta

-tio

ns a

nd s

eeth

ing

frus

trat

ions

, the

yar

e a

prer

equi

site

to a

ny p

ossi

bilit

y of

exte

ndin

g th

e de

gree

of

econ

omic

co-

oper

atio

n an

d in

terd

epen

denc

e fu

nda.

men

tal t

o ec

onom

ic p

rogr

ess.

The

sig

nsar

e cl

ear

that

Indi

a's

lead

ers

have

reco

gniz

ed th

is a

nd h

ave.

for

sev

eral

year

s, g

iven

agr

icul

ture

sup

er-p

rior

ity.

The

pro

blem

s, h

owev

er. a

rc e

nor-

mou

s. F

irst

is th

e po

litic

al p

robl

em.

The

No.

1 r

ule

in e

cono

mic

pla

nnin

g is

not t

o sc

atte

r sc

arce

res

ourc

es b

ut to

conc

entr

ate

them

at.

the

poin

ts o

fgr

eate

st p

rodu

ctiv

ity. T

his

runs

exa

ctly

coun

ter

to th

e eg

alita

rian

con

vict

ion

that

eac

h sh

ould

rec

eive

acc

ordi

ng to

his

need

that

eve

n th

e le

ast p

rodu

c-tiv

e. a

nd th

eref

ore

the

poor

est,

area

ssh

ook!

get

cen

tral

fun

ds a

nd a

ttent

ion.

Mor

eove

r. in

any

cou

ntry

as

loos

ely

inte

grat

ed a

s In

dia,

eac

h st

ate,

dis

tric

t,H

onk.

and

ownJ

o/pi

t is

in a

age,

and

tran

spor

tam

ong

othe

rs. T

heam

ount

of

plan

ning

, org

aniz

atio

n, in

-ce

ntiv

e, c

oope

ratio

n, p

atie

nce,

and

de-

term

inat

ion

requ

ired

ispr

odig

ious

.B

ut it

is I

ndia

's h

ope,

and

the

resu

lts,

afte

r se

vera

l yea

rs o

f pr

epar

atio

n an

def

fort

, sus

tain

the

hope

. It n

ow s

eem

slik

ely

that

bet

wee

n th

e cr

op y

ears

of

1967

-68

and

1968

-69,

incl

udin

g a

good

and

a po

or m

onso

on s

easo

n, f

ood

grai

nou

tput

incr

ease

d by

abo

ut 6

per

cen

tw

ell a

head

of

popu

latio

n in

crea

se.

Alth

ough

all

of th

e in

puts

res

pons

ible

for

this

agr

icul

tura

l gro

wth

are

impo

r-ta

nt, t

he m

ost i

mpo

rtan

t, af

ter

wat

er,

is c

hem

ical

fer

tiliz

atio

n. I

ndia

n fo

odou

tput

per

acr

e is

am

ong

the

low

est i

nth

e w

orld

. Mos

t of

the

arab

le la

nd h

asbe

en f

arm

ed f

or tw

o or

thre

e th

ousa

ndye

ars

and

has

been

pro

gres

sive

ly d

e-pl

eted

. The

bio

logi

cal c

ycle

for

res

tor-

ing

soil

fert

ility

is in

adeq

uate

for

hig

hyi

elds

, and

is b

led

outw

ard

by th

e us

eof

cow

man

ure

as a

fue

l ins

tead

of

asa

soil

nutr

ient

. Onl

y ch

emic

al f

ertil

iz-

ers

(sol

uble

nitr

ogen

, pho

spha

te, p

o-ta

ssiu

m, a

nd tr

ace

min

eral

s), p

lus

som

e or

gani

c m

ater

ial t

o m

aint

ain

the

fria

bilit

y of

the

soil,

can

rai

se I

ndia

'sfo

od (

)moo

t fas

t eng

:utth

to f

eed

its

trie

s, a

nd w

ill a

lmos

t cer

tain

ly c

on-

tinue

to d

rop,

bar

ring

mas

s st

arva

-tio

n. S

econ

dly,

Ind

ia's

eff

orts

dur

ing

the

past

twen

ty y

ears

to e

limin

ate

epid

emic

and

end

emic

dis

ease

s (e

spe-

cial

ly m

alar

ia)

have

bee

n su

cces

sful

in r

educ

ing

infa

nt a

nd c

hild

mor

talit

y.M

illio

ns o

fch

ildre

n w

ho w

ould

oth

er-

wis

e ha

ve d

ied

fifte

en y

ears

ago

are

now

app

roac

hing

chi

ldbe

arin

g ye

ars.

Thi

s sh

arp

shift

in a

ge c

ompo

sitio

nw

ill te

nd to

rai

se th

e cr

ude

birt

h ra

te,

sim

ply

beca

use

ther

e ar

e m

ore

child

-be

arer

s pe

t- th

ousa

nd o

f pop

ulat

ion

now

than

ther

e w

ere

ten

year

s ag

o.W

itha

falli

ng d

eath

rat

e an

d a

high

birt

h ra

te, t

hegr

owth

rat

e co

uld

rise

to 3

per

cen

t bef

ore

it be

gins

to tu

rndo

wnw

ard.

Thi

s w

ould

be

very

dis

-co

urag

ing

to fa

mily

pla

nner

s an

d to

thos

e w

ho w

ish

them

wel

l. W

ere

itno

t for

the

impr

essi

ve b

irth

cont

rol

effo

rts,

the

incr

ease

inth

e gr

owth

rate

wou

ld b

e ev

en la

rger

.F

or th

e ne

xt te

n ye

ars,

the

prin

cipa

lho

pe o

f avo

idin

g m

ass

star

vatio

n in

Indi

a is

an

annu

al in

crea

se in

dom

es-

ticfo

od o

utpu

tsu

ffici

ent

toke

epah

ead

of p

opul

atio

n gr

owth

and

to r

e -

duce

the

coun

try'

s de

pend

ence

upo

nun

cert

ain

food

impo

rts.

Wha

t arc

the

hope

s?T

he k

ey to

Indi

a's

futu

rean

d in

deed

to th

at o

f tw

o-th

irds

of th

e hu

-m

an s

peci

esis

ris

ing

prod

uctiv

ity in

agric

ultu

re. A

ll po

litic

al d

ogm

as, p

arty

slog

ans,

pla

nnin

g st

rate

gies

, and

mod

-el

s of

eco

nom

ic g

row

th s

hriv

el to

ir-

rele

vanc

e in

the

face

of t

his

fact

.T

here

can

he

no in

dust

rializ

atio

nw

ithou

t a s

urpl

us o

f foo

d fr

om fa

rmer

sto

feed

indu

stria

l wor

kers

. Thi

:re

can

be n

o ur

bani

zatio

n w

ithou

t a s

urpl

usof

food

in th

e co

untr

ysid

e to

feed

the

city

. The

re is

littl

e pr

ospe

ct o

f abs

orb-

ing

the

unem

ploy

ed a

nd u

nder

em-

ploy

ed e

xcep

t on

the

farm

s. In

a n

atio

n

14

80 p

er c

ent r

ural

, the

re c

an h

e no

mas

sm

arke

t for

indu

stry

unl

ess

risin

g ag

ri-cu

ltura

lpr

oduc

tivity

give

s fa

rmer

shi

gher

inco

mes

with

whi

ch to

buy

the

prod

ucts

of i

ndus

try.

And

alth

ough

incr

ease

d ru

ral

in-

com

es w

ould

not

gua

rant

ee p

oliti

cal

stab

ility

in th

is a

ge o

f ris

ing

expe

cta-

tions

and

see

thin

g fr

ustr

atio

ns, t

hey

are

a pr

ereq

uisi

te to

any

pos

sibi

lity

ofex

tend

ing

the

degr

ee o

f eco

nom

ic c

o-op

erat

ion

and

inte

rdep

ende

nce

fund

a-m

enta

l to

econ

omic

pro

gres

s. T

he s

igns

are

clea

r th

atIn

dia'

s le

ader

s ha

vere

cogn

ized

this

and

hav

e. fo

r se

vera

l7.

ears

, giv

en a

gric

ultu

re s

upep

riorit

y.T

he p

robl

ems,

how

ever

, arc

eno

r-m

ous.

Firs

t is

the

polit

ical

pro

blem

.T

he N

o. 1

rul

e in

eco

nom

ic p

lann

ing

isno

t to

scat

ter

scar

ce r

esou

rces

but

toco

ncen

trat

e th

em a

tth

e po

ints

of

grea

test

pro

duct

ivity

. Thi

s ru

ns e

xact

lyco

unte

r to

the

egal

itaria

n co

nvic

tion

that

eac

h sh

ould

rec

eive

acc

ordi

ng to

his

need

that

eve

n' th

e le

ast p

rodu

c-tiv

e. a

nd th

eref

ore

the

poor

est,

area

ssh

ould

get

cen

tral

fund

s an

d at

tent

ion.

Mor

eove

r, in

any

cou

ntry

as

loos

ely

;iteg

rat e

d as

Indi

a,ea

ch s

tate

, dis

tric

t,bl

ock,

ant

i vill

age

panc

hayt

it is

ina

stro

ng P

ositi

on to

dem

and

its s

hare

.B

ut s

catte

ratio

n is

the

path

to th

ew

i lde

rnes

s.T

he g

over

nmen

t sho

wed

cou

rage

infa

cing

up

to th

is d

ilem

ma

by s

hifti

ngits

em

phas

is fr

om th

eun

iver

saliz

edC

omm

unity

Dev

elop

men

t Pro

gram

toth

e In

tens

ive

Agr

icul

tura

l Dis

tric

t Pro

-gr

am t

IAD

P1.

It c

ompr

omis

ed b

y pu

t-tin

g at

leas

t one

inte

nsiv

e pr

ogra

m in

each

sta

te. B

ut in

so

doin

g, it

trie

d to

pick

the

mos

t lik

ely

dist

rict.

The

IAD

P is

an

effo

rt to

pul

l tog

ethe

ral

l the

inpu

ts r

equi

red

for

high

pro

-du

ctiv

ity:

good

land

,w

ater

, goo

dse

eds,

fert

ilize

rs,

pest

icid

es,

cred

it,pr

ice

ince

ntiv

es, d

ryin

g fa

cilit

ies,

sto

r-

age,

and

tran

spor

tam

ong

othe

rs. T

heam

ount

of

plan

ning

, org

aniz

atio

n, in

-ce

ntiv

e, c

oope

ratio

n, p

atie

nce,

and

de-

term

inat

ion

requ

ired

ispr

odig

ious

.B

ut it

is I

ndia

's h

ope,

and

the

resu

lts,

afte

r se

vera

l yea

rs o

f pr

epar

atio

n an

def

fort

, sus

tain

the

hope

. It n

owse

ems

likel

y th

at b

etw

een

the

crop

yea

rs o

f19

67-6

8 an

d 19

68-6

9, in

clud

ing

a go

odan

d a

poor

mon

soon

sea

son,

food

gra

inou

tput

incr

ease

dby

abo

ut 6

per

cen

tw

ell a

head

of p

opul

atio

n in

crea

se.

Alth

ough

all

of th

e in

puts

res

pons

ible

for

this

agr

icul

tura

l gro

wth

are

impo

r-ta

nt, t

he m

ost i

mpo

rtan

t, af

ter

wat

er,

is c

hem

ical

fert

iliza

tion.

Indi

an fo

odou

tput

per

acr

e is

am

ong

the

low

est i

nth

e w

orld

. Mos

t of t

he a

rabl

e la

nd h

asbe

en fa

rmed

for

two

or th

ree

thou

sand

year

s an

d ha

s be

en p

rogr

essi

vely

de-

plet

ed. T

he b

iolo

gica

l cyc

le fo

r re

stor

-in

g so

il fe

rtili

ty is

inad

equa

te fo

r hi

ghyi

elds

, and

is b

led

outw

ard

by th

e us

eof

cow

man

ure

as a

fuel

inst

ead

of a

sa

soil

nutr

ient

. Onl

y ch

emic

al fe

rtili

z-er

s (s

olub

le n

itrog

en, p

hosp

hate

, po-

tass

ium

, and

trac

e m

iner

als)

, plu

sso

me

orga

nic

mat

eria

l to

mai

ntai

n th

efr

iabi

lity

of th

e so

il, c

an r

aise

Indi

a's

food

out

put f

ast e

noug

h to

feed

its

peop

le.

Indi

a's

cons

umpt

ion

of fe

rtili

zer

has

incr

ease

d si

xfol

d. fr

om 2

00,0

00 to

ns o

fni

trog

en in

196

2 to

1,2

00,0

00 in

196

8.S

ince

it d

oes

not p

ay lo

use

hea

vy d

oses

of fe

rtili

zer

unle

ssth

e ot

her

inpu

tsar

e pr

esen

t --

espe

cial

ly w

ater

and

the

new

see

ds w

hich

acc

ept a

larg

e fe

rti-

lizer

app

licat

iont

he in

crea

sed

fert

i-liz

er c

onsu

mpt

ion

is a

goo

d in

dex

ofpr

ogre

ss in

oth

er a

spec

ts o

f int

ensi

veag

ricul

ture

. Sup

ply,

dem

and,

and

dis

-tr

ibut

ion

of fe

rtili

zer

have

bee

n ke

ep-

ing

a re

ason

ably

eve

n pa

ce w

ith o

nean

othe

r. T

he ti

me

is w

ell p

ast w

hen

criti

cs q

uest

ione

d th

e In

dian

farm

ers'

acce

ptan

ce o

f che

mic

als.

And

Indi

aS

R/A

UG

US

T 9

, 19E

9

now

has

in p

rodu

ctio

n or

con

stru

ctio

nab

out t

wo

mill

ion

tons

of

nitr

ogen

capa

city

. The

goa

l is

..fiv

e m

illio

n to

nsby

197

5,If

the

nitr

ogen

goa

l is

reac

hed

and

isba

lanc

ed w

ith p

hosp

hate

and

pot

as-

sium

pro

duct

ion

or im

port

s. I

ndia

can

be s

elf-

suff

icie

nt in

foo

d by

197

5 in

term

s of

pro

vidi

ng th

e pr

ojec

ted

popu

-la

tion

for

that

yea

r w

ith a

mor

e ne

arly

adeq

uate

cal

oric

inta

ke a

nd p

rote

inco

nten

t. B

ut th

is is

a v

ery

larg

e "i

f."

Am

ong

the

elem

ents

to b

e co

nsid

ered

are

the

follo

win

g:

I) A

con

tinua

tion

and

impr

ovem

ent

of th

e pr

esen

t pol

icy

of in

vitin

g W

est-

ern

busi

ness

to c

olla

bora

te w

ith I

ndia

npu

blic

and

pri

vate

fir

ms

in a

rap

id e

x-pa

nsio

n of

fer

tiliz

er p

rodu

ctio

n.

2) T

he d

evel

opm

ent o

f pr

ivat

e sy

s-te

ms

of f

ertil

izer

dis

trib

utio

n an

d sa

les

prom

otio

n in

com

petit

ion

with

the

gove

rnm

ent-

spon

sore

d co

oper

ativ

es.

3) E

xpan

sion

of

the

IAD

P to

add

i-tio

nal d

istr

icts

, vith

esp

ecia

l em

phas

ison

rel

iabl

e w

ater

sup

plie

s.

4) P

atie

nce

and

visi

on o

n th

e pa

rt o

fW

este

rn e

nter

pris

e in

see

ing

the

oppo

r-tu

nity

, des

pite

mad

deni

ng d

elay

s an

dfr

ustr

atio

ns, p

rese

nted

by

the

vast

Indi

an m

arke

t for

agr

icul

tura

l inp

uts.

5) D

evel

opm

ent o

f in

dige

nous

ex-

trac

tion

and

refi

ning

of

phos

phat

e an

dsu

lphu

r.

6)C

ontin

ued

expa

nsio

n an

dlin

-pr

ovem

ent o

f th

e re

sear

ch a

nd e

xten

-si

on s

ervi

ces

of th

e un

iver

sitie

s an

dgo

vern

men

t age

ncie

s to

rop

e w

ith th

em

ultit

ude

of p

robl

emsv

irus

, bac

teri

a,fu

ngus

, soi

l def

icie

ncy

of tr

ace

nutr

i-en

ts, a

nd b

low

dow

n---

whi

ch in

evita

bly

follo

w th

e in

trod

uctio

n of

new

see

dsin

to a

lien

soil.

7) P

rici

ng, t

axat

ion,

and

land

-ten

ure

polic

ies

that

pro

vide

sec

urity

for

in-

vest

men

t in

land

and

ince

ntiv

es to

cove

r th

e ri

sks

of n

ew m

etho

ds.

8) E

noug

h fo

reig

n ex

chan

ge to

buy

the

fert

ilize

r an

d its

ingr

edie

nts

until

Indi

n ca

n pr

oduc

e m

ost o

f th

em it

self

.

Des

pite

a 1

968

gain

of

9 pe

r ce

nt in

expo

rts

over

196

7, I

ndia

had

a f

orei

gn-

exch

ange

gap

of

$1.4

-bill

ion

last

yea

r./m

ho h

as s

uffe

red

cons

ider

able

infl

a-tio

n, e

spec

ially

as

a re

sult

of f

ood

shor

t-ag

es c

ause

d by

the

terr

ible

dro

ught

sof

1965

-67,

and

the

1965

war

with

Paki

stan

. But

the

infl

atio

n ha

s be

en f

arle

ss th

anth

at o

f m

ost d

evel

opin

gco

untr

ies,

and.

rela

tivel

ysp

eaki

ng,

Indi

a ha

s be

en f

isca

lly te

mpe

rate

, if

not

cons

erva

tive.

The

Ind

ian

gove

rnm

ent c

oura

geou

s-ly

dev

alue

d ru

pees

fro

m 4

.75

to 7

.50

to th

e do

llar

in 1

966,

btu

the

wor

ld

dem

and

for

Indi

a's

basi

c ex

port

s is

so in

elas

tic th

at th

e de

valu

atio

n on

lysl

owly

ass

iste

d in

pro

mot

ing

expo

rts.

The

rup

ee is

pro

babl

y st

ill o

verv

alue

dby

per

haps

20

to 2

5 pe

r ce

nt, b

ut a

nad

ditio

nal d

eval

uatio

n w

ould

'be

very

risk

y po

litic

ally

and

wou

ld a

ccom

plis

hlit

tle in

exp

ort p

rom

otio

n.In

dia

has

the

mos

t rig

orou

s sy

stem

of im

port

con

trol

s of

luxu

ry g

oods

and

cons

umer

dur

able

s of

any

non

-com

mu-

nist

cou

ntry

. Alth

ough

this

cre

ates

abl

ack

mar

ket i

n sm

uggl

ed c

onsu

mer

good

s an

d in

vite

s co

rrup

tion

of th

e ex

-ch

ange

and

cus

tom

s co

ntro

llers

, the

scar

city

of

impo

rted

car

s an

d ot

her

dura

bles

is v

isua

l tes

timon

y to

the

gene

ral e

ffec

tiven

ess

of th

e co

ntro

ls.

On

the

othe

r ha

nd, I

ndia

has

gre

atly

rela

xed

its im

port

con

trol

s ov

er r

awm

ater

ials

, spa

re p

arts

, and

com

pone

nts

for

high

-pri

ority

indu

stri

al d

evel

op-

men

t.In

add

ition

to th

e m

illio

ns o

f to

ns o

fP,

L.-

480

food

gra

ins

sent

by

the

Uni

ted

Stat

es in

196

8 fo

r ru

pee-

repa

ymen

t, In

-di

a ha

d to

spe

nd S

250-

mill

ion

for

food

impo

rts

to a

vert

hun

ger.

The

fer

tiliz

er,

phos

phat

e, a

nd p

etro

leum

impo

rts

wer

e al

l dir

ecte

d pr

imar

ily a

t exp

and-

ing

food

pro

duct

ion.

In

the

cold

fig

ures

of th

e fo

reig

n ex

chan

ge g

ap th

e tr

agic

need

for

foo

d is

icy

clea

r. W

hen

and

ifIn

dia,

with

its

own

reso

urce

s, c

anno

uris

h its

soi

l and

fee

d its

peo

ple

the

gap

will

dis

appe

ar. B

ut u

nles

s th

e ga

pis

tille

d fo

r th

e ne

xt y

ears

with

for

eign

A la

nd w

ith to

o m

uch

of th

e ar

chai

c an

d tr

aditi

on -

bou

nd, t

oo li

ttle

of th

e m

oder

n an

d ad

vanc

ed.

prom

otio

n in

com

petit

ion

with

the

gove

rnm

ent-

spon

sore

d co

oper

ativ

es.

3) E

xpan

sion

of

the

IAD

P to

add

i-tio

nal d

istr

icts

, with

esp

ecia

l em

phas

ison

rel

iabl

e w

ater

sup

plie

s.

4) P

atie

nce

and

visi

on o

n th

e pa

rt o

fW

este

rn e

nter

pris

e in

see

ing

the

oppo

r-tu

nity

, des

pite

mad

deni

ng d

elay

s an

dfr

ustr

atio

ns, p

rese

nted

by

the

vast

Indi

an m

arke

t for

agr

icul

tura

l inp

uts.

5) D

evel

opm

ent o

f in

dige

nous

CX

-

A la

nd w

ith to

o m

uch

of th

e

-

4'4

41:a

4

SR/A

UG

UST

9, 1

369

c\po

rts

over

196

7, I

ndia

had

a f

orei

gn-

exch

ange

gap

of

$1.4

-bill

ion

last

yea

r.In

dia

has

suff

ered

con

side

rabl

e in

fla-

tion,

esp

ecia

lly a

s a

resu

lt of

foo

d sh

ort-

ages

cau

sed

by th

e te

rrib

le d

roug

hts

of19

65-6

7. a

nd th

e19

65 w

ar w

ithPa

kist

an. I

lut t

he in

flat

ion

has

been

far

less

than

that

of m

ost d

evel

opin

gco

untr

ies,

and,

rela

tivel

ysp

eaki

ng,

Indi

a ha

s be

en f

isca

lly te

mpe

rate

, if

not

cons

erva

tive.

The

Ind

ian

gove

rnm

ent c

oura

geou

s-ly

dev

alue

d ru

pees

fro

m 4

35 to

7.5

0to

the

dolla

r in

196

6, b

ut th

e w

orld

arch

aic

and

trad

ition

-bou

nd, t

oo li

ttle

of

<.

tt,.

`ti

oittP

,

In a

dditi

on to

the

mil

how

, 01

tons

01

P.L

.-48

0 fo

od g

rain

s se

nt b

y th

e U

nite

dSt

ates

in 1

968

for

rupe

e-re

paym

ent,

In-

dia

had

to s

pend

S25

0-m

illio

n fo

r fo

odim

part

s to

ave

rt h

unge

r. T

he f

ertil

izer

,ph

osph

ate,

and

petr

oleu

m im

port

sw

ere

all d

irec

ted

prim

arily

at e

xpan

d-in

g fo

od p

rodu

ctio

n. T

o th

e co

ld f

igur

esof

the

fore

ign

exch

ange

gap

the

trag

icne

ed f

or f

ood

is ic

y cl

ear.

Whe

n an

d if

Indi

a, w

ithits

ow

n re

sour

ces,

can

nour

ish

its s

oil a

nd f

eed

its p

eopl

e th

ega

p w

ill d

isap

pear

. But

unl

ess

the

gap

is li

lted

for

the

next

yea

rs w

ith f

orei

gn

the

mod

ern

and

adva

nced

.

r "A

Yt

4,

0.

15

at.

re

't

ITT

-spo

nsor

ed p

hone

pla

nt in

Ban

galo

refo

reig

n fu

nds

aid

indu

stri

al e

xpan

sion

.

econ

omic

ass

ista

nce,

ther

eis

little

hope

that

Ind

ia c

an m

ake

it.D

urin

g th

e pa

st tw

enty

yea

rs, t

heU

nite

d St

ates

has

loan

ed o

r gr

ante

dab

out 3

9-bi

llion

toIn

dia

incl

udin

gab

out

34.5

-bill

ion

inP.

L.-

480

food

grai

ns f

rom

our

for

mer

ly e

mba

rras

s-in

g fo

od s

urpl

us. I

ndia

is th

e la

rges

tgr

oss

bene

fici

ary

of o

ur a

id, b

ut h

asre

ceiv

ed b

y fa

r th

e sm

alle

st p

er c

apita

assi

stan

ce. T

he la

rges

t. an

nual

am

ount

loan

ed b

y th

e U

.S. t

o In

dia

was

5.4

35 -

mill

ion,

or

abou

t 87

cent

s a

head

thre

e ye

ars

ago.

Sin

ce th

en, o

ur h

elp

has

shar

ply

.dec

lined

to a

pro

babl

e$2

50-m

illio

n in

fis

cal '

68-'6

9.N

on-U

.S. l

oans

to I

ndia

, pri

ncip

ally

from

the

Uni

ted

Kin

gdom

, Wes

t Ger

-m

any,

Jap

an, t

he W

orld

Ban

k, a

ndE

aste

rn b

loc

coun

trie

s, h

ave

been

on

S

i

shor

ter

mat

urity

and

toug

her

term

sth

an o

urs.

Unl

ess

thes

e cr

edito

rs a

c-ce

de to

an

exte

nded

mor

ator

ium

on

the

3500

-mill

ion

now

ann

ually

ow

ed, t

here

is n

o pr

ospe

ct o

f cl

osin

g th

e ga

p an

dlit

tle p

oliti

cal p

ossi

bilit

y th

at o

ur C

on-

gres

s w

ill in

crea

se f

orei

gn a

id f

unds

whi

ch a

re v

itiat

ed, i

n pa

rt, b

y re

pay-

men

ts to

oth

ers.

If

a m

orat

oriu

m is

nego

tiate

d, th

e ga

p w

ill b

e re

duce

d to

$900

-mill

ion.

Of

this

, the

U.S

. sha

resh

ould

be

abou

t $65

0-m

illio

n.W

hy "

shou

ld"

we

doan

ythi

ng?

Indi

a's

"tee

min

g m

illio

ns"

will

not

pos

ea

thre

at to

us

in th

e fo

rese

eabl

e fu

ture

.Sh

ould

we

pour

in m

ore

mon

ey to

sal

-va

v, w

hat w

e've

alr

eady

sen

t? I

t wou

ldbe

che

aper

to w

rite

itof

f. W

e do

n't

need

Ind

ia's

nat

ural

res

ourc

es. D

oes

Indi

aof

fer

attr

activ

e m

arke

ts a

ndop

port

uniti

es f

or in

vest

men

t? Y

es, i

nth

e lo

ng r

un, b

ut f

car

the

next

twen

tyye

ars

it w

ill b

e ju

st a

s pr

ofita

ble

and

alo

t mor

e pl

easa

nt to

dea

l with

Can

ada

and

wes

torn

Eur

ope.

rve

n w

ith s

ub:

long

tim

e, if

eve

r. B

oth

the

Sovi

et a

ndC

hine

se C

omm

unis

t Par

ties

in I

ndia

are

utte

rly

irre

leva

nt to

the

prob

lem

sof

the

Indi

an m

asse

s. T

hey

are

brut

ally

capa

blew

ith th

eir

com

bina

tions

of

unem

ploy

ed in

telle

ctua

ls a

nd h

ired

plug

ugl

ieso

f ob

stru

ctin

g pa

rlia

men

-ta

ry g

over

nmen

t, de

stro

ying

pro

pert

y,an

d vi

olen

tlyim

pedi

ng p

rodu

ctio

n,es

peci

ally

in W

est B

enga

l. B

ut th

ey a

rea

long

way

fro

m b

eing

abl

e to

cop

e w

ithIn

dia'

s ar

my-

and

cen

tral

gov

ernm

ent.

So, a

gain

, why

sho

uld

we

be c

once

rned

abou

t the

cou

ntry

's f

utur

e?In

dia'

s pe

ople

com

pose

nea

rly

(mo-

hair

of

the

popu

latio

n in

less

-dev

el-

oped

cou

ntri

es o

utsi

de o

f th

e co

mm

tani

si. b

loc.

It i

s a

siza

ble

sam

ple

of th

efu

ture

. At

pres

ent r

elat

ive

rate

s of

popu

latio

n gr

owth

, the

less

-dev

elop

edco

untr

ies

\Sit!

soon

hav

e liv

e-si

xths

and

then

sev

en-e

ight

hs o

f to

tal w

orld

pop

-ul

atio

n. W

hat k

ind

of c

ompa

ny d

o w

ew

ant a

s W

e ri

de o

ur ti

ny p

elle

t thr

ough

spac

e? D

o w

e w

ant t

o be

sur

roun

ded

by m

iser

able

mas

ses

cons

umed

by

hung

er, m

iser

y, e

nvy.

hat

red,

vio

lenc

e,an

d di

sint

egra

ted

into

the

prim

ary

biol

ogic

al u

nits

fro

m w

hich

we

bega

nou

r lo

ng a

scen

t 10,

000

year

s ag

o? O

rw

ould

we

like

to m

ake

a re

lativ

ely

smal

l fin

anci

al b

et o

n th

e ho

pe th

atm

an c

an s

omed

ay a

chie

ve th

e di

gnity

for

whi

ch w

e us

ed to

thin

k he

was

dest

ined

?Fi

ve y

ears

ago

we

wer

e pr

ovid

ing

econ

omic

and

mili

tary

ass

ista

nce

to th

ele

ss-d

evel

oped

cou

ntri

es a

t the

rat

e of

abou

t $4.

5- b

illio

n a

year

. Thi

s ye

ar, a

ta

muc

h hi

gher

GN

P, w

e w

ill o

ffer

less

than

hal

f as

muc

h. I

f w

e an

d ou

r lik

e-m

inde

d fr

iend

s w

ere

to lo

an I

ndia

$900

-mill

ion

in th

e co

min

g ye

ar, a

ndof

fer

the

sam

e av

erag

e pe

r ca

pita

rat

eof

ass

ista

nce

to a

ll th

e re

st o

f th

eun

derd

evel

oped

cou

ntri

es. i

nclu

ding

Chi

na, t

he to

tal b

ill w

ould

be

less

than

$4-b

illio

n, e

xclu

ding

deb

t rep

aym

ent.

The

U.S

. sha

re o

f th

is s

houl

d no

t be

mor

e th

an $

.3-b

i ll

with

$65

0-m

illio

n

ITT

-spo

nsor

ed p

hone

pla

nt in

Ban

galo

refo

reig

n fu

nds

aid

indu

stria

l exp

ansi

on.

econ

omic

ass

ista

nce,

ther

eis

little

hope

that

Indi

a ca

n m

ake

it.D

urin

g th

e pa

st tw

enty

yea

rs, t

heU

nite

d S

tate

s ha

s lo

aned

or

gran

ted

abou

t$9

- bi

llion

toIn

dia

incl

udin

gab

out

$4.5

- bi

llion

inP

.L.-

480

food

grai

ns fr

om o

ur fo

rmer

ly e

mba

rras

s-in

g fo

od s

urpl

us. I

ndia

is th

e la

rges

tgr

oss

bene

ficia

ry o

f our

aid

, but

has

rece

ived

by

far

the

smal

lest

per

cap

itaas

sist

ance

. The

larg

est a

nnua

l am

ount

loan

ed b

y th

e U

.S. t

o In

dia

was

$43

5 -m

illio

n, o

r ab

out 8

7 ce

nts

a he

adth

ree

year

s ag

o. S

ince

then

, our

hel

pha

s sh

arpl

y de

clin

ed to

a p

roba

ble

$250

-mill

ion

in fi

scal

'68

-'69.

Non

-U.S

. loa

ns to

Indi

a, p

rinci

pally

from

the

Uni

ted

Kin

gdom

, Wes

t Ger

-m

any,

Jap

an, t

he W

orld

Ban

k, a

ndE

aste

rn b

loc

coun

trie

s, h

ave

been

on

Pro

duct

ion

of c

hem

ical

s is

up.

shor

ter

mat

urity

and

toug

her

term

sth

an o

urs.

Unl

ess

thes

e cr

edito

rs a

c-ce

de to

an

exte

nded

mor

ator

ium

on

the

3500

mill

ion

now

ann

ually

ow

ed, t

here

is n

o pr

ospe

ct o

f clo

sing

the

gap

and

little

pol

itica

l pos

sibi

lity

that

our

Con

-gr

ess

will

incr

ease

fore

ign

aid

fund

sw

hich

are

viti

ated

, in

part

, by

repa

y-m

ents

to o

ther

s. It

a m

orat

oriu

m is

nego

tiate

d, th

e ga

p w

ill b

e re

duce

d to

$900

-mill

ion.

Of t

his,

the

U.S

. sha

resh

ould

be

abou

t $65

0-m

illio

n.W

hy "

shou

ld"

we

doan

ythi

ng?

Indi

a's

"tee

min

g m

illio

ns"

will

not

pos

ea

thre

at to

us

in th

e fo

rese

eabl

e fu

ture

.S

houl

d w

e po

ur in

mor

e m

oney

to s

al-

Yaw

l.. w

hat w

e've

alre

ady

sent

? It

wou

ldbe

che

aper

to w

rite

it of

f. W

e do

n't

need

Indi

a's

natu

ral r

esou

rces

. Doe

sIn

dia

offe

r at

trac

tive

mar

kets

and

oppo

rtun

ities

for

inve

stm

ent?

Yes

, in

the

long

run

. but

for

the

nest

twen

tyye

ars

it w

ill b

e ju

st a

s pr

ofita

ble

and

alo

t mor

e pl

easa

nt to

dea

l with

Can

ada

and

wes

tern

Eur

ope.

Eve

n w

ith s

ub-

stan

tial U

.S. g

over

nmen

t gua

rant

ees,

priv

ate

U.S

. inv

estm

ent w

ill, f

or a

long

time,

pro

vide

onl

y a

smal

l por

tion

ofth

e fu

nds

need

ed to

mak

e In

dia

self-

suffi

cien

t.D

o w

e ne

ed a

pow

erfu

l cou

nter

pois

eto

Chi

na in

Sou

th A

sia?

In o

ld-f

ash-

ione

d di

plom

atic

term

s, p

erha

ps y

es.

The

dep

artu

re o

f the

Brit

ish

from

the

perip

hery

of t

he In

dian

Oce

an fr

omC

apet

own

to S

inga

pore

left

a va

cuum

that

Indi

a ou

ght t

o fil

l. B

ut th

e C

hi-

nese

hav

e pr

oble

ms

of th

eir

own.

The

yar

e no

t lik

ely

to c

limb

the

Him

alay

asto

acq

uire

Indi

a's

food

def

icits

. The

yw

ill m

ake

bord

er tr

oubl

eind

eed

they

are

busi

ly a

t it i

n N

epal

, in

Ass

atn,

and

in B

urm

a. B

ut In

dia

is in

a fa

r be

tter

posi

tion

to c

ope

with

bor

der

trou

bles

now

than

it w

as in

196

2.In

dia

will

not

turn

com

mun

ist f

or a

Nai

l.1.

1

thei

r se

ven

- ei

ghth

s of

tota

l wor

ld p

op-

ulat

ion.

Wha

t kin

d of

com

pany

do

we

wan

t as

«e r

ide

our

tiny

pelle

t. th

roug

hsp

ace?

Do

we

wan

t to

be s

urro

unde

dby

mis

erab

le m

asse

s co

nsum

ed b

yhu

nger

, mis

ery,

env

y. h

atre

d, v

iole

nce,

and

disi

nteg

rate

d in

to th

e pr

imar

ybi

olog

ical

uni

ts fr

om w

hich

we

bega

nou

r lo

ng a

scen

t 10,

000

year

s ag

o? O

rw

ould

we

like

to m

ake

a re

lativ

ely

smal

l fin

anci

al b

et o

n th

e ho

pe th

atm

an c

an s

omed

ay a

chie

ve th

e di

gnity

for

whi

ch w

e us

ed to

thin

k he

was

dest

ined

?F

ive

year

s ag

o w

e. w

ere

prov

idin

gec

onom

ic a

nd m

ilita

ry a

ssis

tanc

e to

the

Jess

-dev

elop

ed c

ount

ries

at th

e ra

te o

fab

out $

4.5-

bill

ion

a ye

ar. T

his

year

, at

a m

uch

high

er G

NP

, we

will

offe

r le

ssth

an h

alf a

s m

uch.

If w

e an

d ou

r lik

e-m

inde

d fr

iend

s w

ere

to lo

an In

dia

$900

-mill

ion

in th

e co

min

g ye

ar, a

ndof

fer

the

sam

e av

erag

e pe

r ca

pita

rat

eof

ass

ista

nce

to a

ll th

e re

st o

f the

unde

rdev

elop

ed c

ount

ries.

incl

udin

gC

hina

, the

tota

l bill

wou

ld b

e le

ss th

an34

-bill

ion,

exc

ludi

ng d

ebt r

epay

men

t.T

he U

.S. s

hare

of t

his

shou

ld n

ot b

em

ore

than

$3-

billi

onw

ith $

650-

mill

ion

for

Indi

a.W

ill In

dia

mak

e it?

Will

the

hum

anra

ce m

ake

it? It

dep

ends

.

Indi

a In

196

8 ha

d a

fore

ign

ex-

chan

ge d

efic

ienc

y of

$1,

400-

mill

ion,

and

ther

e is

littl

e pr

ospe

ct o

f cl

osin

gth

e ga

p in

the

next

fiv

e ye

ars.

The

prin

cipa

l con

trib

utor

s to

the

defi

cit

are

as f

ollo

ws:

Mill

ions

:

Rep

aym

ents

of

capi

tal a

ndin

tere

st o

n lo

ans

from

wes

tern

Eur

ope

Food

impo

rts

Fert

ilize

rPe

ieoi

eiim

Phos

phat

eN

onfe

rrou

s m

etal

sA

ll ot

her

$ 50

025

025

0fbv 15 118

167

TO

TA

L$1

,400

16S

R/A

UG

US

T 9

. 196

9