The Eighth Tribe, 1978 (5. évfolyam, 1-12. szám)
1978-10-01 / 10. szám
October, 1978 THE EIGHTH TRIBE Page 9 military, administrative and working classes. Those who performed military and administrative functions (milites — fighters or knights and servientes regis — royal servants) naturally constituted the leading elements in the royal lands, and subsequently they came to form the basis of the Hungarian nobility. Initially they simply coalesced into a special interest group. In the course of the thirteenth century, however, they became a legally separate social class, entrance into which was increasingly difficult, and then impossible without the act of ennoblement. Whether on royal lands, church lands or on private estates, the peasants of Hungary continued to work in a collective land tenure system even into the thirteenth century. This meant that the village communities treated the lands under their cultivation as the community’s common property, and distributed the arable lands among their members on the basis of fairness and equality. They tried to divide these lands in such a way that each household would receive a portion of each type of land. Then they distributed these holdings — each of which was now composed of several parcels of land — by drawing lots among themselves. Although the peasants retained their personal freedom throughout this period, in the course of the eleventh and twelfth centuries the majority of them became economically dependent upon the large estate owners — be they religious institutions, aristocrats, or the king himself. Thus, Hungarian society became increasingly polarized into landowners and dependent peasantry. And because during this same period the size of the royal estates declined in relationship to the lands held by tbe Churcb and the private landowners, an ever greater number of peasants were being bound to the will of the holders of large estates. The eleventh and the twelfth centuries also saw a rapid increase in the size and complexity of the artisan class. Because the peasants generally made their own tools and implements, most of those engaged in manufacturing were connected with one of the royal, church or private estates. Those in indentical trades generally lived in the same villages, giving birth to place names that depict such occupations as armourmaking (Fegyvernek), carpentry IÁcs), fieldguardship (Csőszi), fishing (Halászi), fowling (Madarász), furriering (Szűcsi), hunting (Vadász) ,smithcraft (Kovácsi), spinning and weaving (Fonó), viniculture (Szőlősi), etc. These occupations and the increasing division of labor in th e course of the eleventh and twelfth centuries is also reflected in various royal charters. The growing specialization and the resulting 115 University Library,” Special Libraries Association Chapter Bulletin, October, 1968; Author, Examining Basic Reference Sources, Duquesne University Bookstore, 1977; Author, “Materials Pertaining to Multicultural Education: A Guide to Selected Resources” (in press). studies pertaining to multicultural topics; Moderator, KDKA-TV Campus Connections program, topic: “Multicultural Education” (Aug. 1978); Director, “Dimensions in Multicultural Education” workshop at Duquesne (Aug. 1978) ; Participant, Faculty Institutes of the Regional Council for International Education Eastern Europe: 1966- 1967. RUTH G. BIRÓ ENIKŐ MOLNÁR BASA, Library of CCongress, was one of the guest lecturers in a workshop on “Dimensions in Multicultural Education” at Duquesne University. She described various Library of Congress resources available to teachers in planning for multicultural courses, including the possible use of SCORPIO and the MARC Search Service, the National Referral Center Master File, and the American Folklife Center. She urged participants to contact the Folklife Center both for information and with news of relevant activities in their own comunities. She also outlined the role of professional associations such as the American Hungarian Educators’ Association. The pioneering work of the American Hungarian Folklore Sentrum, an affiliate of the AHEA, in combining recreational folk dancing and serious folklore instruction, evoked interest. She earlier participated in a discussion of the aims of multicultural education in the context of the workshop on a KDKA-TV program moderated by Ruth G. Biró, workshop director. Don’t forget to give to the Eighth Tribe Foundation »<>< Director of various independent
