Prominent scientist and prior slave, George Washington Carver believes, “Education is the key to unlocking the golden door of freedom.” Carver faced extreme adversity as he dedicated himself to a complete life of education, knowledge and experimentation once he was free from the bounds of slavery. Carver created a life for himself through his desire to achieve within the classroom. Similarly, Njoroge from James Ngugi’s novel Weep Not, Child tells a similar story as a young black boy attains maturity in the face of anti-colonialism and the Mau-Mau rebellion in Kenya during the decolonization of Africa in the 1950s-1960s. Njoroge’s views and perspectives on education transform as Africa shifts from a familiar land to one conquered by violence
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Njoroge is extremely excited to begin school as he sees school as an essential component of a successful future. “The vision of his childhood opened before him. For a time he contemplated the vision. He lived in it alone. It was just there, for himself; a bright future. . . Aloud he said, ‘I like school.’” (3). Here, one can see the way in which Njoroge directly equates education with an auspicious fate. In fact, Njoroge equalizes education with opportunity so much so that he fears the possibility of his life without an education. “The place was always the same; men of all sorts hanging around tea-shops and slaughter houses, idling away the hours. The drudgery of such a life made him fear a future that held in store such purposeless living and weariness” (54). Njoroge’s aversion towards being a captive of an illiterate world, instills fear that drives him to seek science, literature and mathematics in ways that inspire his education. He thrives in school because he understands that without his education he will never be able to create a content lifestyle. As a young boy, Njoroge allows his dread of the common African lifestyle to drive his desire to learn, in efforts to seek a life abundant with opportunities that can only come from
Njoroge is extremely excited to begin school as he sees school as an essential component of a successful future. “The vision of his childhood opened before him. For a time he contemplated the vision. He lived in it alone. It was just there, for himself; a bright future. . . Aloud he said, ‘I like school.’” (3). Here, one can see the way in which Njoroge directly equates education with an auspicious fate. In fact, Njoroge equalizes education with opportunity so much so that he fears the possibility of his life without an education. “The place was always the same; men of all sorts hanging around tea-shops and slaughter houses, idling away the hours. The drudgery of such a life made him fear a future that held in store such purposeless living and weariness” (54). Njoroge’s aversion towards being a captive of an illiterate world, instills fear that drives him to seek science, literature and mathematics in ways that inspire his education. He thrives in school because he understands that without his education he will never be able to create a content lifestyle. As a young boy, Njoroge allows his dread of the common African lifestyle to drive his desire to learn, in efforts to seek a life abundant with opportunities that can only come from