By S. Aderinto
This publication brings jointly the latest and the main leading edge scholarship on Nigerian children―one of the least researched teams in African colonial background. It engages the altering conceptions of formative years, referring to it to the wider issues approximately modernity, energy, organisation, and social transformation less than imperial rule.
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Some editorials also shed light on debates over the best school curriculum for boys and girls. ” Portions of this highly informative editorial are worth quoting: Children have been described as the poetry of the world, the fresh flowers of our hearths and homes; little conjours [sic] with their “natural magic” evoking by their spells which delights and enriches all ranks, and equalizes the different classes of society. Everyone knows that a child softens and purifies the heart, warming and melting it by its gentle presence.
Basden, Among the Ibos of Nigeria (New York: Barnes and Noble, 1921), 57–67. Aderinto, “O! ” Philippe Aries, Centuries of Childhood: A Social History of Family Life, translated from the French by Robert Baldick (New York: Vintage Books, 1962). For reviews of Centuries of Childhood, see, among others, Colin Heywood, A History of Childhood: Children and Childhood in the West from Medieval to Modern Times (Cambridge: Polity Press, 2001), 1–10; Paula S. ” in Paula S. , The Routledge History of Childhood in the Western World, 1–14 (New York: Routledge, 2013); and Hugh Cunningham, Children and Childhood in Western Society since 1500 (London: Longman, 1995), 1–18.
He points out that the Boy Scout movement was not just another project of the “civilizing” mission that was disconnected from the reality of people’s lives. Rather, its acceptance and popularity was enhanced by its domestication into indigenous cultures of the people of southern Nigeria, even as it also upheld the basic mission of its founder Lord Robert Baden-Powell. In addition, the movement shared some principles, philosophies, and practices— such as perseverance, discipline, focus, respect, and service—that were common to most indigenous southern Nigerian cultures of child rearing.