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This book is the first to examine the complex and contradictory history of classics in Sierra Leone, Ghana and Nigeria. It investigates how classical studies, as an integral part of colonial education, enforced a notion of cultural inferiority on African subjects, but conversely played an enabling role in nationalist expression. The enquiry isstructured around three main questions: how classics contributed to the formation of a new class of Europeanising West Africans in the late nineteenth century; how classics was implicated in the ideological struggles of the early twentieth century over the desirability of 'practical' or 'agricultural' education; and how the uses of classics changed in the years leading up to independence.
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