Indigenous education as practiced by the Ameru with special reference to circumcision ceremonies

Abstract

This Thesis is the outcome of the research conducted in Meru. The purpose of the research was to examine the indigenous educational values taught to the .Meru youths from the period they enter the age of adolescence until they have been circumcised and formally promoted to the status of adulthood. Special emphasis has, however, been laid on circumcision ceremonies and other related semi institutions that provide the background to the learning of the youth, before they are ceremoniously initiated into manhood. The events that take place during this process have been described chronologically. An attempt has been made wO evaluate and elicit as much of indigenous education taught to the youth as possible. In order to cover circumcision ceremonies effectively, the writer divided the topic into eleven Chapters. Chapter One deals with the introductory account of the significance of pursuing indigenous education among the Meru people and the rationale underlying the study. This Chapter also deals with the important literature which forms the basis for the study of indigenous education and also the sources of information for the thesis. Chapter Two covers the Geographical background of the Meru people. The major tribes bordering Meru District are well marked and their influence to the Ameru is made clear. The Chapter further considers the influence of climate, topography and drainage to the way of life of the Ameru and in particular their influence on the circumcision ceremonies. Chapter Three deals with the socio-economic background of the Ameru. It covers major crops that are usually grown in Meru; the types of livestock reared and their significance in circumcision ceremonies. The Chapter further, deals with economic use of the livestock and crops hence their educational value to the youth. Chapter Four covers the orel history of the Ameru as it is narrated to the youths. The Chapter deals with the five migratory phases of the Ameru from Misiri to the present Meruland, just as it has been handed down from time immemorial. The Chapter also analyses the inter-tribal link of Meru sub-tribes and the way they have retained their identity ever since they came from Misiri. Chapter Five fully discusses the institutions that form the background of advanced education. The Chapter deals with some of the most important youth institutions which impart Cu-lt-ur-alvalues before the youths are. circumcised. The junior youths' education forms the basis for advanced education taught after circumcision. Chapter Six discusses important seasons when circumcision must be undertaken. It also covers the deliberations of the elders, initial rites that must be performed In order to pave the way for circumcision. In particular the' Ntuiko/rukunyi' ceremony is discussed in full since there is no circumcision that can take place without first performing the Ntuiko. Chapter Seven covers the activities of 'biiji' in preparation for circumcision. The parties involved in the preparation are fully covered. Chapter Eight analyses the fundamentals underlying the fixation of circumcision dates, election of the incumbents, Lamale and other important personalities during circumcision. The Chapter further deals with educational values underlying certain objects used during the swearing in of these persons. Chapter Nine covers the events that take place before the candidates are actually operated upon. The Chapter deals with all rituals, dances and ordeals that are administered to the youths before they are circumcised and after they have been circumcised. The traditional values imbedded in every stage undertaken is fully discussed. Chapter Ten analyses the educational undertakings that take place as soon as the youths join 'Gaaru ya nthaka' until they resume normal life. Chapter Eleven is basically a summary of the whole thesis and the writer's recommendation, The writer has used quite a number of Kimeru words which are translated into English on the Glossary. These words portray philosophical meaning conceived locally and they do not have English parallel or adequate English description. Thus each word is placed near the item under description for its proper and meaningful use •