BOOK REVIEW 67 are in due course co-opted at a suborninate level. Without attending to these and othe related fundamental issues, the tribal developmental studies, lost in descriptive narrations, come to sterile, inductive conclusions and ad hoc suggestions. The volume under review is no exception to the general rule of anthropological researches in tribal development. Notwithstanding the broad title of the book, it only deals with the educational development among the Oraon of Ranchi district in Bihar. In fact the Ph D dissertation title—"Education Then and Now among the Oraon"—should have been more appropriate than the changed title in this published form. The author—an Oraon scholar—almost eulogizes the role of education as the basic condition for real social change, modernization and national integration. An oversimplified journalistic justification appears very frequently in the volume. For instance : ^In a world based on science and technology it is the education that determines the levels^of prosperity, the welfare and the secu-tity of the people. The destiny of India is now being shaped in her classrooms" or, "if a real national integration has to be achieved one cannot afford to ignore the importance of imparting formal education among the tribes". The author conclusively notes that education has certainly resulted in vertical, horizontal as well as geographical mobility, and "enabled the Oraons in changing their lives for the better,... granted them better social status and opened flood-gate of aspirations for their children" (p 256). Anyway, the author, following the usual style, covers two chapters in ecological (because of "close relationship between geography and social sciences") and cultural details (like festivals) without ever analysing their bearings on the subject of the research. Next comes an otherwise very good account of the role of the traditional youth dormitory among the Oraons, except that of a superficial addition of the description of the same among the Murias of Bastar (Madhya Pradesh) and that of the Nagas, coupled with the American dating patterns—a superimposed comparison. We are informed that the traditional youth dormitories were educating the younger generations about the norms and values of the Oraon religious, socio-economic and politico-administrative life, and all the more, imparted sex education—not pre-marital sex relations but like the dating behaviour in the west (!), whose absence in the non-tribal India has left the growing girls ignorant of sex act, especially the knowledge that the act will result in pregnancy (silly). But alas, now the institution is disintegrating because