Savage Childhood; a Study of Kafir Children
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CORNELL UNIVERSITY LIBRARY BOUGHT WITH THE INCOME OF THE SAGE ENDOWMENT FUND GIVEN IN 1S91 BY HENRY WILLIAMS SAGE UniVersi GN482 .M™" ' v Ubrar* ""nUSSSSSLl.adt.o! Kafir child 3 1924 olin 029 867 532 The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924029867532 SAVAGE CHILDHOOD — *B7 THE SAME AUTHOR THE ESSENTIAL KAFIR Demy 8vo, bound in cloth gilt top Price 1 8s. net Containing 452 pp., including Biblio- graphy and Index also a Map and 100 , full-page Illustrations from photographs by the Author "We know of no book in which the essential humanity of the tribes is so vividly presented. Mr. Kidd*s power of observation, and his insight into character are unusual . He takes his readers with him into the innermost recesses of native thought, whether of things material or things spiritual, of hope or fear, joy or grief. We get, indeed, an insight into the Kafir view of the mysteries of life, of his relation to the universe and his fellows ... as useful as it is inter- esting." The Standard, A. & C. BLACK Soho Square, London, W. SAVAGE CHILDHOOD A STUDY OF KAFIR CHILDREN BY DUDLEY KIDD AUTHOR OF "THE ESSENTIAL KAFIR," ETC. WITH THIRTY-TWO FULL-PAGE ILLUSTRATIONS FROM PHOTOGRAPHS BY THE AUTHOR LONDON ADAM AND CHARLES BLACK iqo6 ;; PREFACE The beginnings of things are always interesting and instructive. The mind cannot rest until it reaches the beginning of a process. We cannot fully understand the structure of an animal until we study the develop- ment of the embryo ; zoology and morphology are bound to start with embryology ; we cannot under- stand the mind of the adult until we study the develop- is ment of the mind of the child ; psychology bound to start with child-study : we cannot understand the social or religious life of civilised races until we study the development of the social and religious life of savage tribes ; sociology and theology are bound to start with ethnography ; finally, we cannot understand the life of the savage until we study the childhood of the savage. An immense amount of work has been done in all the initial stages referred to above, except in the case of the childhood of the savage. On applying to the London Library and to the Childhood Society, I could not 'find any trace of an English book devoted to the subject.* A friend kindly searched for me at the British Museum, and, while he found many books dealing with the child as a subject for ethnographical study, he could not find the trace of a single English * The Librarian of the London Library could— only suggest the following works : Spencer, Descriptive Sociology Uncivilised Races Ploss (H.), Das Kind in branch und ,itte der Volker, z vols. Featherman (A.), Social History of Races of Mankind, Smithsonian Institution—Bureau of Ethnology, 3 vols. — viii PREFACE book about the childhood of the Native Races of South Africa. If there be such a book it cannot be very widely known. Some attention has been paid^ to negro children in America, but contact with civilisa- tion has introduced a disturbing factor into the problem. The American negro can hardly be called a savage. It has fallen to my lot to read through about a hundred English volumes dealing with the various tribes of South Africa ; my impression is that if the folk-lore tales, together with all the observations which every traveller must of necessity make during his first few visits to Kafir kraals, be excepted, the in- formation contained in all these books concerning the children of the natives could be recorded on a few sheets of notepaper. In works on Psychology and Child-study the adult savage is usually taken to represent the zero of some anthropological and Centigrade scale. The reader is led, not unnaturally, to regard the child of the savage as a sort of absolute zero of temperature a point at which all molecular motion is supposed to cease. As a matter of fact the savage is at his best, intellectually, emotionally, and morally, at the dawn of puberty. When puberty is drawing to a close, a degenerative process seems to set in, and the previous efflorescence of the faculties leads to no adequate fruitage in later life. If we consent, as we must, to treat the savage child as the zero of our scale, we need to remember that this is but an artificial, metho- dological device ; if we would retain a sense of proportion we must remember that the adult Kafir, on this scale, is often a minus quantity. Childhood so far froin__being„„beneath our notice, is frie"*most important, instructive, and interesting period in the life of a savage. In nothing is this more marked than in the case of the imagination. Not a few observers have pointed out that the imagination in the Kafirs PREFACE ix runs to seed after puberty : it would be truer to say that it runs to sex. Our main aim in the education of backward races should be to draw out, discipline, and strengthen the various faculties (and specially the imagination) of the children so that, when the age of puberty arrives, these faculties may be able to resist the degenerative and blighting tendencies that must soon arise. The politician in South Africa pays attention chiefly to the question of the franchise of the native ; the statesman is profoundly interested in the education of the children. Only those who have studied Kafir children can realise how fascinating, and yet how difficult, the subject is. The children are so shy of the strange white man, and the parents are so unwilling, or so unable, to supply reliable information, that it is peculiarly difficult to enter into the vie intime of the children. When it is borne in mind that the present volume records but the experiences gathered during fifteen or sixteen years of desultory study of the subject, and that the children described are scattered over an area about half the size of Europe, and also present striking tribal differences, it will readily be seen that the conclusions arrived at are but provisional. It would take a lifetime to study adequately the children of a single tribe. I am conscious of having only touched the fringe of the subject. Had health permitted I would have done several more years' work before publishing this study, which may, how- ever, act as a stimulus to others to follow up the subject. Civilisation is spreading so fast that there is no time to be lost. European influence is already profoundly modifying many tribal usages. It is safe to say that in a hundred years' time . people will be wondering why we, with all our boasted love for knowledge and with all our professed sympathy for our subject races, allowed our priceless opportunity to x PREFACE slip by unheeded. I have, therefore, been more anxious to record the facts than to indicate their bearing on current anthropological theory. There is all too little time for the investigation of facts, while there will ever be ample time for the spinning of theories. Not knowing where to find authorities, it has been necessary to rely almost entirely on personal observa- tion and investigation. All information supplied to me by Europeans, except such as I had previously recorded, is duly acknowledged in the text—with one exception. To my friend, Mr. Douglas Wood, who reduced the Tshindao language to writing, I owe nearly every fact mentioned about the natives of Gazaland, as well as the literal translation of all the Surprise Stories in chap. vii. It is difficult to estimate how great this debt is, for I was only able to spend a few weeks in Gazaland. My thanks are also due to him for having collected some native tunes, as well as for the whole-hearted manner in which he threw himself into some special investigations I asked him to make. Bryant's Zulu-English Dictionary appeared shortly after the manuscript of the present volume was finished. It was, however, possible to insert a few facts taken from that work before finally going to press. All such borrowings are acknowledged in the text. The appearance of that excellent dictionary gives me the more confidence in publishing my own observations, for it corroborates so many statements I have made. In fact, it might easily be thought that I had borrowed extensively from Mr. Bryant, were it not known that my account had been written before his work appeared. In addition to much help received from English and American works on the subject of Child-study I found Professor Sully's Study of Childhood most — PREFACE xi stimulating and suggestive. My thanks are also due to Dr. A. C. Haddon for kindly suggesting several ethno- graphical points to be attended to. I owe not a little in the way of thanks to many missionaries who have so kindly and sympathetically aided me during the last fifteen years. Finally, I wish to express my thanks to many Kafir friends who, with considerable tact, obtained information for me from women who would have been disinclined to give information to a white man. The period of life described in this volume is that which extends from birth to the dawn of puberty. The chapter on infancy is very incomplete from the medical and psychological points of view. It would require a separate volume—and a lifetime of study to treat that period of life adequately.