- Do the giant 'Ape like Men' or 'Men like Apes' supposed
to have been extinct, some 10-15 million years ago still exist in Hindukush-Himalayas?
The fossilized remains of such creatures like Ramapithecus who were only
about 4 ft tall and as old as 8 to 15 million years, have been found in
Turkey, Kenya, Butaul of Nepal and Sivalik hills of India and Pakistan.
But sufficient scientific proof of the existence of their contemporary
giant cousins (scientifically termed as Gigentopithecus) have not yet been
found in Nepal. The famous scientist and veteran of high mountain expeditions
Prof. Igor Kozlov of Geographical Society of former Soviet Union, firmly
believes (Statesman, Delhi, 12 Dec. 1984) that the snowman reported from
the Caucasus Mountains between Baltic and Caspian sea and Tyan Shan Mountains
on Russian-Chinese Border does exist.
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- It moves at about 12 km. p.h. and its foot are structured
for rapid movement over snowy grounds. To protect itself against rains
it lives in shelters. An unsocial type; apparently, this creature is a
loner, sleeping by day and leaving its shelter at dusk in search of food,
possibly it is a distant cousin of the (very early and more primitive)
'Neanderthal Man'. Prof. Kozlov and team of scientists have recorded hundreds
of encounters in European and Asian parts of former Soviet Union. Prof.
William Grant, one of the world's noted Yeti expert and a scientist firmly
believes that Yeti could be either descendent of a 'Gigantic Anthropoid'
(common term to denote men like apes or monkeys) sighted in Pamirs or it
could be a 'Giant Hominidae' (Ape like men and their dissidents like Home-Erectus,
etc.) known to anthropologists as 'Gigantopithecus' who used to roam in
the Himalayas some 10-15 million years ago. (It is generally accepted that
giant sized Gigantopithecus, medium sized Shivapithecus and small sized
Ramapithecus have evolved from Dryopithecus who were in existence some
25 million years Before Present (B.P.) and who are supposed to be the common
ancestors of both monkeys and apes as well as of human beings.) According
to former leader of Snowman Expedition on Pamir and Caucasus Regions, in
1978, Prof. Jeanne Koffman confirmed about the indisputable proofs of existence
of the 'Relict Humanoid' (surviving trace of more humanlike being).
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- In her words, the snowmen 'Kaptar' or 'Almos' (like Yetis
of high Himalayas) are of about ordinary human height, some times a little
taller; has a stooping posture and a squat head resting squarely on his
shoulder, a sloping forehead, long arms and entire figure covered with
a long red fur. (The Himalayan Yetis are also described to have greyesh-blackish-redish
fur.) This description of 'Kaptars' and 'Almos' also fits with the description
of Yetis. Yetis are known to have extremely well developed instinctive
or 'Sixth' sense and can predict avalanches and can easily sense snow-covered
water-streams and ice crevasses. It is nocturnal and therefore, can see
at night. Their hearing power is extremely well developed, which can save
them from intruders. According to Prof. Koffman, these snowmen have very
heavy and wide foot. (25.5cm = 10" long, which is not abnormal, but
the width of foot mark which was found to be 13cm = 5.5" is abnormally
wide.) The 2cm imprints found by her on hard soil, denotes the abnormally
heavy body structure, notes Prof. Koffman.
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- Probably the Chinese have the longest tradition of historical
record keeping of the activities of 'Almos' or 'Yetis'. A poet (of Chang
Dynasty Period), Qu Yuan (340-270 B.C.) has recorded the sighting of a
very hairy 'Man-like' creature in the mountains. The painting of a 'Wild
Man' created during Han Dynastic Rule, is yet another evidence. In the
modern times, the Chinese Academy of Sciences has taken the Almos and Yetis
very seriously. The sightings of the snowman by the members of the Biological
Research and Investigation Team in 1977 in Shaanxi-Zhouzhi, is seriously
taken by the scientific community. The Chinese scientists, on the basis
of some 200 reported sightings and other indirect evidences (such as hair
and foot prints etc.,) found in Shaanxi, Hubie and Sichuan (near Eastern
Tibet) have concluded that the Almos-Yetis are creatures who can be termed
as 'in-between Apes and Men'.
-
- It is important to note that the remains of Gigantopithecus
was found in Kwangsi Province of South-Eastern China (adjoining Yunnan
Province, which in turn borders Eastern Tibet and Myanmar). It was in Yunnan,
where the fossilized remains of Ramapithecus (of some 7 million years B.P.)
and 'Australopithecus in Transition' (to be evolved into early Homo-Erectus)
of some 1.7 million years B.P. were found. In Nepal, a British Zoological
Team also confirmed that a 'Life Form' of big-bodied pre-homonid (man like
ape) termed as Gigantopithecus was roaming in Himalayas. Prof. John R.
Lukas of Harvard University Research Team, after the extensive study of
Western Siwalik (foothills of Western Himalaya) has concluded (1984:2.
Also see Dr. Prem Kumar Khatri, 'Utpatti Manaba Savyataka ...', CNAS, T.U.
2053 B.S., pp. 55-56) that the smaller Ramapithecus and medium sized Sivapithecus
had migrated from Himalayas to Turkey, Hungary, Greece and Spain some 17
million years ago.
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- However, this American scientific team is silent about
Gigantopethicus, whose fossilized remains were also found in Western Sibalic
Hills during 1970-79 excavations. It is as yet to be established, but highly
probable that the Gigentopithecus (or Yetis?) were on the move from Himalayas
towards South-Eastern China (Yunnan-Kwangsii). It is noteworthy that the
tallest peaks of Himalayas like Mt. Everest and Mt. Jhi-jha-Pangma (Goshiansthan)
were barely less than 1000 m high and Chure Hills were no-hills at all
during the times of Gigantopithecus and Ramapithecus. Some 10-15 million
years ago there were very flat tropical forests with grasslands, in those
areas (where Chure Hills and inner valleys of Mahabharat Ranges stand now).
-
- These grasslands and dense tropical forests could very
easily support giant creatures like Gigantopithecus - the probable forefather
of Yetis. As a Chinese study on Himalayas shows (Tibet Symposium, 1980
#48) Mt. Everest and Mt. Zhi-jha-Pangma were found to be rising by 0.84
and 0.60 mm annually respectively (even now) and as such, probably the
Gigantopithecus were forced to survive and evolve on the land, which were
rising higher and higher over millions of years. These great 'Men like
Apes' stronger than 10 men put together, must have evolved into present
day Yetis and survived in a most hostile environment. But unlike their
small sized cousins, the Ramapithecus, it seems that the Gigantopithecus
could not evolve with speed. In fact, it is quite possible that in the
extreme hostile environment, the process of their evolution had stopped
all together. No-body knows for sure.
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- Have the Yetis still survived in the 21st century? Are
the Yetis, whose footprints have been sighted upto mid-eighties in Nepal
Himalayas in plenty on the verge of extinction? or are they dwelling in
some isolated stretch of lofty mountain ranges? Is there a link between
the Himalayan Yeti, the Chinese snowman and Caucasus Region Almos? Many
such questions have been baffling the scientists - write Madan Mohan Gupta
and Tribhuvan Nath (On the Yeti Trails, UPB Publication, New Delhi-London,
1994). Scientists want hard and concrete proofs. But the elusive, nocturnal
and very smart Yetis do not seem to oblige and this most inaccessible,
cold, windy and extremely dangerous 'Third Pole' called the Himalaya, is
bent on hiding them. But the scientists also with night vision gadgets
and satellite tracking systems will not giveup.
-
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- Linking Learning to Life
-
- The primary stakeholders in education such as the teachers
and yes the students must be involved in the planning and evaluation of
their system if it is to progress. The traditional buraucracy well known
in so many of Nepal's social institutions must be driven out and these
people that matter given more power in decision making, writes Harry Anscombe
-
- With the grave and hopeless issue of the Maoist violence
presently at the forefront of Nepal's mind it is easy to forget the wider
issues such as the future of its children. At a workshop organised by the
Democratic Youth Organization last week the topic of education was gruelled.
It is the horrid truth that 15% of Nepal is unemployed and every year 250,000
school and university leavers are added to the unemployment list. The workshop
aimed to tackle these issues and come up with a solution.
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- So who is to blame for Nepal's medieval education system?
The teachers, the students or indeed the government? It seems that it is
INGO's like Students Partnership Worldwide (SPW), based in Kathmandu that
have the answer. SPW understand that unemployment is a huge issue but without
adequate and sustainable education at the core, jobs can't be created or
fullfilled. Supported by the government yet self funded, it sends groups
of overseas (mainly English) and Nepali students out into the most rural
areas of the Country to implement 'Practical Education'. This concept is
presently unknown in Nepali schools and so many children are sufferring
from the worst cases of 'bad education'.
-
- Think back to your school days and you will remember
sitting with your peers in a strict and stuffy classroom with only the
sounds of the teachers monotone reading from the text book and the squeaking
of the chalk on the board- and this is education! Gaurab Rana, the extension
coordinator from SPW believes that this has to change and that there is
a tradition in schools where "the teachers don't have ears and the
students dont have mouths". The volunteers of SPW seek to crush this
naive and lazy form of so called learning and their constant mission is
towards empowering the students and teachers collectively.
-
- So how is it implemented and what do the students think
of this up to date form of learning? The crazy thing about practical education
is that it takes little funds and just a bit of intuition. 'Green Clubs'
are set up which "aim to link text book information with practical
learning" and "encourage teamwork, cooperation and communication
both between students and with teachers." (Gaurab Rana.) This is done
through drama, quiz's, songs and field work which can be as simple as going
to a tree to explain how it functions as opposed to reciting facts from
the text book.
-
- Sarah Hiddleston from England, who volunteered for SPW
in Budhimorang, Dankhuta this year for the six month programme believes
the combination has a huge range of benefits for the school and the community.
"When we first arrived, the girls in the class room were afraid even
to talk but by the end they were implementing plays and so much more confident".
This shows how gender issues can be addressed and that by empowering and
respecting the students, as individuals, their personalities can flourish
and their talents can shine through.
-
- This does, however raise concerns about discipline as
the students gain power in the classroom and their confidence with the
teacher strengthens. Sarah believes that this isn't an issue; "the
whole idea is about mutual respect and although the students started having
a voice in the classroom they were shouting "another game please"
which showed they were enthusiastic about learning, not causing trouble".
Furthermore, before practical education was introduced to the school the
students had a bitterness towards learning and became bored. "They
would go to the local tongba hut to get drunk just to quench their boredom".
However, since the SPW volunteers arrived, there were less cases of drugs
and drunkeness as the students had become stimulated at school.
-
- When asked if they would change one thing in the education
system today, students from Kalinchwok Secondary School in Charikot said
"we would balance the extra curricular activities with the books and
introduce technical and vocational education." This is easy to say
from their perspective but what do those having to change their career
perspective (the teachers) think? Suman Khadka, a teacher in Baglung said
"one area I think is a key in all of this is the need to make our
education system sustainable and encouraging us to be critically thoughtful
in teaching appears to be the only way". She added that students are
only educated when they are taught the reality of their subjects and when
they are put in the context of what is explained in the textbooks.
-
- There is a saying in Nepal that goes 'if you can't get
a job, teach' and if this holds true then fighting the battle of lazy,
unmotivated teachers is a hard one. It is clear that the students crave
a change towards practical education and they clearly benefit from such
methods but without a motivated teacher the task becomes impossible. The
Extension coordinator of SPW strongly supports this fact and has a solution.
He, as do his organisation based in over six countries, believes that empowerment
is the key. "The teachers get bored too and need academic stimulation
just like the students". Practical education gives the teachers the
opportunity to use their skills (although often limited) in a real and
active way which in turn creates a more communicative, confident and pleasent
environment to work in.
-
- Although poverty is one of the main issues needing to
be tackled before change for the better is possible, it is the attitudes
of the whole education system that must, and can be reformed. The primary
stakeholders in education such as the teachers and yes the students must
be involved in the planning and evaluation of their system if it is to
progress. The traditional buraucracy well known in so many of Nepal's social
institutions must be driven out and these people that matter given more
power in decision making.
-
- It is organisations like Students Partnership Worldwide
that hold the key ideas in their underfunded hands. Nepali at every level
from management to teaching, these are not just another bunch of middle
class Western do-gooders. These are Nepali and overseas pioneers, not blinded
by politics but working with the relevant local populations to empower
them and enforce what is the key for the future of Nepals most important
social institution, 'Practical Education'.
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- Send your comments and letters to the editor at <mailto:kanti@kpost.mos.com.np,npfeed@mos.com.np>kanti@kpost.mos.com.np
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