CENTREPOINT
ISSN 0331-1998
Humanities Edition
Volume 8
Number 1
A journal of Intellectual Scientific and Cultural Interest
University of Ilorin
Nigeria
THE NIGERIAN CHILD, LITERATURE AND THE MODERN AGE
OF SCIENCE AND TECHNOLOGY
by
BUKOYE AROWOLO,
Department of Modern European Language,
University of Ilorin, ilorin
Abstract
The education system in the "Third World" in general and in Nigeria in particular
lays a preponderant emphasis on science and technology because of the need to catch up
with the "First World". This paper warns against this trend in which the humanities,
especially literature are being sacrificed for the teaching of science in schools.
While we agree that the Nigerian child should by all means be encouraged to
embrace science and technology, we contend that this could still be done without prejudice
to literature. In fact, literature is not as alien to science as we are being made to believe.
Both are of the same origin. And rather than being injurious to the teaching of science and
technology, it is useful in preparing the child for his future role as a scientist and also for
living effectively in the modem world. More importantly, the danger inherent in a purely
scientific education both for the child and for the Nigerian society is shown. In conclusion,
the teaching of literature apart from subserving science" and technology could also avert
the danger posed by a purely scientific education.
The modern age treasures science and technology more than anything
else. Advances in science and technology have gone a long way to resolve a lot of
the problems that otherwise would have remained unresolved. From the
locomotive engines of the industrial revolution Europe to the age of the space-craft
(Challenger), globalization and internet, science and technology have gone a long
way. In fact, human existence .in this age depends to a large extent on the
manipulation of scientific and technological equipment by the so-called developed
world. The time would soon come, perhaps when the air that we breathe would be
scientifically impressioned for better distribution.
In realization of this development therefore, the under-developed world
euphemistically called "Third World" is doing everything to acquire science and
technology at all cost? This part of the world is in a hurry to produce not only
Concord Air-craft but also "Challenger Spacecraft" to be integrated into the
twenty-first century. No wonder therefore that the National Policy on Education
pays a preponderant attention to the teaching of science and technology, in fact,
to the detriment of liberal arts, especially literature to the extent that some states
in the country are laying off teachers of humanity subjects in their schools. The
Nigerian child is therefore supposed to be open to "circles of science", "be replete
with facts" and be trained to "mathematical exactness" like Thomas and Louisa
Gradring in Charles Dickens" Hard Times (1854). Like the utilitarians of the
industrial revolution England, the Nigerian Education policy makers of today
believe that the spring of the technological arts and mystery of educating the reason
lie in science and the child has no business cultivating "sentiment and affection".
They seem to have forgotten that one specific aim explicitly stated in the policy
is that of equipping the secondary school child for "living in the modern age of
science and technology". In this kind of dispensation, the study of literature may be
dismissed as futile and in no way relevant. For in the view of most people, especially
people in a hurry for the nation to become a world power, science and technology,
on one hand, and literary studies on the other, are strange bedfellows. As a matter
of fact, they are supposed to be parallel lines which have no meeting point We
believe that this absolutist view on the relationship between science and literature is
to say the least unjustifiable. Rather, our opinion is that in the modern age of
functional education, at this period when education is supposed to aim at a total
development of the secondary school child, when various disciplines are being
decompartmentalised, the study of literature is not only important but necessary
for equipping the child for "the brave new world" of science and technology. The
tendency in modern nations, especially in Nigeria to lay a preponderant emphasis
on scientific development at the expense of the arts is dangerous. We have to
remind ourselves of the fact that one of the woes of the industrial revolution.
Europe is that industrialism has not been able to solve all human problems. It has no
doubt solved the problem of materialism to a great extent but we think strongly that
human problems deserve a lot more attention. The mistake made in the
developed world was not to control industrialism, a fruit of science and
technology.
According to Thompson (J978) the industrial revolution in Europe has not
been adequately controlled and Europe has been committed to callous
urbanization, technification and secularization on a large scale. This process
regarded as growth in the West is now being transferred into the Nigerian
Society along with other characteristics of the "transfer of technology" - the
adoption of a faceless technology that is indifferent to human needs. As a matter
of fact any modern society where this type of science and technology is being
acquired without any humanistic mitigation is endangering its future. Dubos
criticizes, without mincing words, such a society:
There is something fundamentally irrational in a society which makes
the ways of life of its" members conform to the efficiency of
technological operations, rather than individual needs and aspiration.
(Dubos; 1973:286)
Thompson (1978) sees this type of development as a “large scale distortion of
science and its application”. He goes on further to recall that the origin of science and
poetry is the same, that is, they both spring from the need of man to undersntand and solve
the problems that face him. Man wants to recognize the patterns of things around him and
reshape his own experiences, it is from this desire that science evolved from gnomic
verses and cosmology, Thompson goes on:
Both science and poetry were originally the outcome
of the directiveness and creativeness inherent in life.
(Dubos ibid).
Thus we see that science and literature are not as unrelated as we are being made
to believe.
An educational system, whatever its orientation and whatever the priority policy,
which does not recognize the role of literature cannot achieve the most fundamental of
the aims of education world-wide; that is, that of the shaping of a comprehensively
developed individual, such that he becomes useful to his society and to humanity.
Literature is capable of opening up the broadest horizon of the school child to
help him apprehend the total social process and ascertain his own place and
responsibility in them. It helps him to understand life, its pattern and human
relations. A lot of literary works are available to the teacher to enable him open up
the child to these qualities of mind to prevent one-sided education. The reading and
appreciation of the works of certain African authors like Chmua Achebe and
Sembcnc Ousmane for example, would enable the child ponder his own role in
society, become conscious of its problems and aspiration. Studying the heroes of
these authors would help him in deciding the role he wants to play in society.
Achebe's hero in Things Fall Apart (1958), Okonkwo, personifies for example, the
values most admired by the traditional Igbo society, the aspiration of the people and
exposes the problems created by the intrusion of a new culture. The tragedy of
Okonkwo lies in his inability to successfully defend what he holds dear, in spite of
his tenacity of purpose. The child could be invited to rethink Okonkwo’s position and
10 consider what he could do if he were in Okonkwo's shoes. The tragedy of Obi
(No Longer at Ease 1962) an idealistic and well-intentioned young man, who has
his idealism destroyed by unmitiginted socio-economic pressure, is another good
example. The child is made to see the weakness of Obi in his inability to bring his
moral strength to the same pedestal with his intellectual strength. Good intentions
are not sufficient in the achievement of ideals. There are several other
examples in African prose writing like those of Sembene Ousmane's positive
heroes. Oumar Faye in Q pavs. mon beau people (1957) is an example of a hero
who identifies himself with the masses and mobilizes them for a better life. lie
\vorks for the socio-economic emancipation of the people. These heroes could be
good sources of inspiration for the child.
The modern age of science and technology demands of the child creativeness and
a lot of imagination. The child needs therefore to develop these qualities to fit
well into the society and to be able to contribute effectively to his society in these
spheres. These qualities which are latent in the child, could be sparked and fired
through literary study. Literature can be used as an effective instrument to
provide the necessary experiences to motivate the creative power and the
imagination of the child. This ami can be achieved for science and technology
through the introduction of the child to science fiction on the one hand and
literary works whose themes deal with local cultures and traditional technology,
on the other hand. In the first case of science fiction, it will launch the children
into the imaginative "brave new world" of scientific anticipation and real life of
technology. He is thus exposed to new heroes and new ideas in science which are
capable of keeping his imagination in constant movement. It expands his outlook,
? ':vates his dreams for the future and gives meaning to his knowledge. Here we
can mention some useful science fictions that have excelled over the years such
as H.G. The Shape of Things to come (1933) subtitled "A prophetic vision of the
future" B. Aldis, The Shape of Further Things to Come (1970). Huxley, The
Brave New World (1958) George Orwel's Nineteen Eighty Four (1984).
There are a lot of others but those mentioned have become science fiction
classics.
However, it is worthy of note that in the anticipation for the scientific and
technological future .of the world, these authors warn mankind to maintain his
humanism as much as possible; otherwise man would be no better than the
machine created by him.
The second case of local culture and traditional technology would inspire
him to use his imagination and inventiveness for the modernization and proper
integration of the local and traditional technological devices to make them
economical in terms of time, energy and resources. It is gladdening to note that
most Nigerian and other African authors would be useful here. Names like Chinua
Achebe, Ola Rotimi, Wole Soymka, Elechi Amadi, Sembene Ousmane, Mongo
Beti, etc. are pertinent here; for their works could be quite useful in the choice of
texts. Furthermore, on preparing the child for scientific research, it is worthy of
note that modern methodology for the teaching of literature as a creative and
research - oriented lesson would help the child to develop research abilities, skills,
and habits. This method, if used, encourages the child to find out things on his
own through guiding questions. He is also made to create situations similar to the
ones in the text.
Scientific and technological development has changed interpersonal
relationship and complicated them. In Ihe West, as well as in the East, (capitalist
and communist blocs), industrialism, a feature of science and technology, has its
consequences since the 19th century. It has created the doctrine of individualism
which tends to detach the individual from his fellowman and the society. The
basic principle here is that of "everyone for himself. This is quite opposed to the
Nigerian traditional philosophy of "my brother's keeper". (Arowolo, 1995:127) To
keep in line with this philosophy, the technological and science oriented society
that we envisage to build, has to be tempered with humanism. According to
Aldiss (1970):Western man has achieved his staggering
technological success by maiming himself: in our
schools and universities, we are instructed in matters
that will assist 'our' careers, so that in effect, we can
further the imperialism of 'our' society. We are not
instructed in what we are, or on how we can become
ourselves more fully, or in how we may best
understand ourselves, and through ourselves, other.
(P. 17)
The dehumanizing nature of science and technology which Aldiss laments
here should be an eye-opener to our education policy makers and we should
learn our lesson from this experience. Literature could serve as a ready tool for
preventing the deterioration of cherished human and traditional values as morals
and good human relationships based on readiness to be useful to one's
neighbour, and to serve humanity. Most African authors especially Sembene
Ousmane in his Les Bouts de Bois de Dieu (I960) and 6 pays mon beau peuple
(1957); Chinua Achebe in No Longer at Ease (1963) and Francis Bebey in Le Fils
d'Agatha Moudio (1980) would expose pupils to Africa communalism. For
example, the demands of the protagonists like Oumar in Q pays, mon Beau
Peuple and the militants in Le Bout de bois de Dieu (1960) is inspired by the love
of the collectivity. This would initiate the Nigerian child to the traditional spirit of
communalism that inhabits the African soul and the constant communion of the
African with his brethren and neighbours: the African is never alone nor lonely, he
can always rely on his neighbour. The solidarity of the Umuofia Progressive Union
with Obi, even when he is seen as a prodigal son gives a solid backing to this spirit
as -it could be manifested in the modern Nigerian context (No Longer at Ease)
Literature could be a sure tool for emotional development in a child. Human
happiness lies in reaching a balanced adjustment to all impulses and anything
that helps to attain this balance is of value. The study of literature provides for the
child a wide range of experiences which helps in shaping his emotional life, hence
preparing him for the fast life and tension that characterizes the modern age of
science and technology.
Division of labour, an inevitable component of the technological age makes
life drab and boring for a man who performs the same duty daily mechanically
thousands of times. Such a man needs a lot of inspiration to enable him perform
as a human being separate from the machine which he has almost become. The
inculcation of the habit of reading, responding to and enjoying literature would
eventually help the pupil's self-realisation when he becomes an adult. The ability
to appreciate literature would not only enliven him, it would also help him to
apprehend his condition and thus his awareness. Apart from this, the study of
literature enables him to overcome his boredom from work and most importantly
enhances his efficiency. He is thus acquainted with the world of beauty. Isn't it
said that a thing of beauty is a thing of joy? Pravda. Soviet official newspaper,
recognizes the importance of literature and other creative arts and dedicates an
editorial to it on 19th September, 1971. In the editorial, it considers the relationship
between the appreciation of the arts, and the enjoyment of beauty with efficiency
and economic progress; it writes:
who is to say that efficiency has to go hand in hand
with poverty of spirit? A person who looks with
indifference at an artist's masterpiece, who does not
notice theater posters, who turns off the radio at the
mention of the word "symphony" deliberately
improverishes himself and makes himself a narrow
person who pursues his own interest. And this cannot
fail to affect his work, since no matter what a man
does, whether he designs machines or stamps out
parts from them, whether he penetrates the secrets of
nature or raises cereal grains, his work requires not
only endurance and professional knowledge but also
freshness of perception and creative imagination.
(Cited by Belenski: 1976). Literature is thus seen as
a source of joy, inspiration and creative power.
Furthermore, we can refer to the fact that as scientific as modern psychiatry
professes to be, it often finds solution to the problems of its patients in literature.
Here the use of literature for psychotherapy is important for its representation or its
reconstruction of life and experiences. It has a therapeutic effect on the patient
who on identifying the likes of himself in the character of a novel or
identifying his emotions and experiences in a poem, finds that he is not alone in
the world and there are other people who share his problems. No wonder that
Blacks in the diaspora especially Americans in their unspeakable suffering resort
to Negro spirituals to remain sane. This shows how inevitable literature is in this
"wild world" of science and technology. Moreover, its use for self-purgation
cannot be over-emphasised in relation to the ordinary man in a technological
werld full of tension and giddily-fast living. The individual after the day's work
needs something to purge him of the tension. Hence the need for the study of
literature in preparing the child for the future. The great Russian Cosmonaut, V.
Savastinanov recognized the inspiration, joy, solace and more importantly the
friendship that literature can give a hardworking scientist if he has formed the habit
of its appreciation. Hence when going on a space mission, he packed in his bag a
collection of poems written by some of his favourite authors. What a good
company that could be in lonely space which lacks human warmth! In this way, he
used literature to compensate tor the human warmth that he missed.
The inculcation of fee!-ig; '- "T-f child through the study ofliterature could
mould his scientific thoughts. G"arnc_ .r.ai science does not deal with feelings per
se, an educated scientist who has the capacity to appreciate the creativeness of arts
can enjoy his scientific research a lot more and learns to be more creative and
imaginative himself as he learns to put some feelings -(humanity) into his
scientific 'hard facts'. Einstein, that great physicist, says of poetry:
The elements of poetry have always been present in
scientific thoughts. True science and true music demand a
homogenous thought process. (Belenski, op.cit)
Hence the teaching ofliterature can only enhance the inventive genius of the
potential scientist. According to another scientists of French origin, Jacques
Hadamard, an important aspect of scientific discovery and invention is feeling - the
sensibility of the inventor.
The emotional element is a significant part of discovery
or invention... ( ) An invention is a choice... ( ) a
feeling of scientific beauty... (Ibid)
Another French Scientist reinforces the role of emotion in a more categorical way:The appeal to feelings may evoke surprise when one is discussing
mathematical proofs, which it would seem one associated with the
mind. Thus will mean that we are forgetting the feeling of
mathematical beauty... (Ibid).
Since according to the saying one does not learn to be left-handed in one's old
age, this quality of mind needs to be inculcated into the child early enough
through the study ofliterature.
The study of literature can be used therefore to create a certain basis for
studying other subjects - even science subjects; for as psychologists tells us
knowledge is assimilated more completely and deeply if learners' emotional
sphere is included in the educative process.
The modern age of science and technology to which the country aspires cannot
be attained without logical thoughts. Artistic, creation in literature has
fostered this quality of mind from time immemorial. This particular
characteristic makes the meeting of science and literature inevitable. The school
system can inculcate this quality of mind by the use certain immortal classics
"Belles Lettres" and show the logicality of the creative enterprise of the different
authors, thus preparing the child for an encounter with the same thought process
in science at a later date and in his own scientific research endeavours as a
scientist.
Literature can play a preponderant role in the language development of the
child. It is important to note that the study of literature is an important tool for
language learning. It is an explanation of the various possibilities of language and
its study is that of language in operation. 'ITie child's word power could be built and
be greatly reinforced through the teaching, learning and reading of literary works.
We agree with Bright and McGregor (1965) when they say that the child can come
in contact with memorable use of language in literature. We concede the basic
differences between literary and scientific language. It goes without saying
however, that fundamentals of language remain essentially the same in both
varieties. The ability to appreciate the language of literature will help the child to
differentiate between the two. English being the language of science and
technology in Nigeria needs to be specially and deeply understood. This is
because it is a second language in the country. We must have the deepest insight
and the deepest meaning into the language to avoid deceit since it constitutes
our most important tool for scientific and technological advancement. Warning
the Southeast Asians on the adoption of English as Language of science and
technology (a warning relevant t to the Nigerian situation today). Fernandez'
(1970) says:In adopting English as a second language... we must
necessarily give place to the clearest possible study of
literature because that is one of the surest ways of
counteracting the intellectual hazards noted in technological
process perfected by the West. (P.30)
This shows that a deep understanding of the language cannot be attained without
literary studies. This cannot be done through mere creaming of half-digested
formulas and adoption and teaching of the "scientific variety". We should be
careful not to produce a crop of scientists abjectly bereft of the most basic
communicative skills in their working language - English. Any type of education
that does not develop the language ability of its product, and whatever the
professional capabilities of the products is no education at all. For such a person
would remain not only a stranger to his society, but more tragically would be a
machine.
To inculcate the necessary language skills through literary studies, the teacher has
the onerous responsibility of grading and selecting appropriate texts. This is
important taking into a -count the tendency of the Nigerian for the verbose, highvjundmg rote expressions. The secondary child needs essentially to be able to
speak ..-id write simple, straight-to-the-point and correct sentences. They should
be made to 1 orrow a leaf from Achobc's Obi (No.long at Ease), speak 'is' and 'was'
and avoid long-winding bookish sentences in which they lose the trends of their
thought. The list of literary texts with simple, easy-to-understand and beautiful
syntactic and lexical elements is enexhaustible. In fact, most modern African
writers of English expression write in simple but vivid language. The works of
Achebe, Osofisan, Ekwensi and Rotimi are good example of simple and effective
use of English Language to which the Nigerian child should be exposed. Better
still, the works are situated within the Nigerian cultural context.
Also in an age of rapid scientific break through when research journals are
piling up unabated as new discoveries are made everyday, skills in reading are not
only important for the would-be scientist but indispensable. He has to develop fast
reading skills since he has a lot to read to enable him keep abreast of happenings
in his field. Reading skills, it has been confirmed, can easily be acquired through
literary studies. This development of reading skills through literary studies is made
more important by research findings which show that there is relationship between
reading ability and scholastic achievement. Hence inculcating reading ability in
the child through literature will not only prepare him for his future scientific
endevours, it would also help his general academic development.
In conclusion, modern technology appears to be over-reaching itself in
development. Skyscrapeis abound in Nigeria today without architects giving a
thought to the human problems that arise with them. We live in a world of
constant fear of nuclear war voyages are proliferated without a thought for the
direct or indirect consequences on humanity... the Challengers are crashing killing
human beings and modern communication technology being adopted even by
Nigeria for global integration. Literature is capable of giving a human and
humanistic face to all these scientific and technological undertakings and attempts
to excel nature. Literature can be a redeeming factor :or Man who has lost his head
in the haze of scientific and technological discoveries. As such, the sane
development of the Nigerian child and his preparation for the age of science and
technology can not be fully realized if literary study is neglected. As we have
noted above, a purely faceless scientific education would be dangerous and
would follow the trend in Europe and America where the head is trained at the
expense of the heart. Such education, apart from being alien to the culture of the
people, would lead to the creation of heartless human computers who can neither
lead a fulfilled life nor feel for others. The Nigerian child needs education not
mere scientific knowledge. This would equip ram better for life in general and
not only for science and technology. He should be a whole man. The great
Nigerian educationist, Babs Fafunwa (1976) asserts the importance of literature in
this age and advocates that literature should be given a pride of place in our
educational system to enlarge human experience and imitate life. Trilling (1966)
echoes the same idea and adds.
... But the study of literature has been
found to have a unique effectiveness in
opening the mind and illuminating it, in
purging the mind of prejudices and
received ideas, in making the mind free
and active. The classic defence of
literary study holds that from the effect
which the study of literature has upon
private sentiments; these result, or can
be made to result, on improvement in the
intelligence,
and
especially
the
intelligence,
and
especially
intelligence,
it touches moral life. (P.50)
the
How else then can the child be better equipped for this age if not through a sharp and
a perceptive intelligence cultivated through literature?
The unfortunate trend in the country today in which literature and other humanity
disciplines are being relegated to the background and even talked about with disdain is
bound to boomerang. All policy statements and actions show that we are bent on an
effective scientific and technological take-off. Everything tends to discourage the teaching
and even the study of literature. We need a review of this policy since a purely
technological society built on our traditional cultural background is not only bound to
fail but more catastrophically bound to destroy us.
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