societies resemble those of modern European and American societies,
such as scouting, Greek letter societies, and the like. As in modern
scouting, Poro societies do not allow their initiates to bring with them
any modern equipment. They must provide all their material requirements, including part of their food, from their own ingenuity. Thev
are put through a series of tough situations, including little sleep, hard
labor, singing in groups, long walks, and uncomfortable living quarters.
The training may also include a certain amount of traditional law and
customs, with practical examples provided by mock courts and trials in
which the initiates enact the roles of their elders. In some initiation
schools the young are taught arts and crafts, agricultural techniques,
fishing, hunting, etc.
In girls' initiation schools the instruction includes, inter alia, attitudes toward their husbands, other men, and their fellow-wives, aside
from some complementary techniques of homecraft, mothercraft, and
various duties which a housewife is expected to perform.9
A common characteristic of all initiation schools is the inculcation
of a general sense of comradeship. Initiates tend to obtain a feeling of
participating in a national institution. As Kenneth A. Little says, "The
common bonds of the society unite men with men, and women with
women, as fellow-members over a very wide area, and to an extent
which transcends all barriers of family, clan, tribe, and religion. It is
this corporate sense arising largely out of the memory of experiences
shared at an impressionable age which is mainly responsible for the
extra cultural significance of Poro and Sande. It is something quite
apart from a person's social status and position, upon which he or she
can draw at any time for mental and moral reassurance." 10
African Education During the Colonial Period
Before one can begin to discuss the relevance of the traditional system of education, it is necessary to give a brief survey of the influence
of the various colonial traditions imposed upon the African during the
last one hundred years. Therefore, any description of African social life
as viewed from any angle, and any attempt to forecast the future of
educational policies and practices of Africa, must involve an assessment
of European colonialism. This should include an analysis of the impact
upon the African school of European philosophies and techniques of
teaching. One common factor in this situation was that in practically
all African societies education was controlled by people wThose cultural
outlook wras altogether foreign to Africa. This in itself had a significant
bearing not only on the policies and methods used in framing and
carrying out educational policies, but also in the kind of psychological
atmosphere in which the African child had to study.
In this connection, this wrti
some illustrations. (){  t|!c J(J
spent almost  one hall  <>|   \\
which he acquired most ,,{ hi
education was given against
mythical, religions, and cost i
world  picture that  had coin
controlled schools he found !
practices which had little i! !•
than normal to enter into t!
composed the educational mi
cultural environment he wat|
wisdom of his anccstuis; the
be watered down into sti:>< r
and therefore ol him>< |{. h.,,l|
was good for him.
This situation was deftni
atmosphere in which the   Mr.
the European child.   Ibis u.
the fact that the medium ol ij
language and the tcxtlmoi*
Another impoi tant fa* I t<
tural agencies which were i\
the colonial period.   1 hr fi
European governments routi
continent. These ran be tlivii
Anglo-Saxon  and  the  I .itin
divided into the French spr.u
and the Hispano-Portuguoc
one of these governments ha
sistent with its national life i
for example, were guided In
prevailing way of life in t?
groups are allowed to strcM
ferring to the systems of cth
Welsh, the Scots, and the hid)
It is possible to view the
positive and the negative |>oii
on education tended to cn<
African societies in which it
have been responsible fot tl
tribalism, by enabling cadi II
its young a sectarian vie w ol
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