Coming of Age in Samoa

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Rarely do science and literature come together in the same book.  When they do — as in Charles Darwin's On the Origin of Species, for example — they become classics, quoted and studied by scholars and the general public alike.

Margaret Mead accomplished this remarkable feat not once but several times, beginning with Coming of Age in Samoa.   It details her historic journey to American Samoa, taken where she was just twenty-three, where she did her first ...

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Overview

Rarely do science and literature come together in the same book.  When they do — as in Charles Darwin's On the Origin of Species, for example — they become classics, quoted and studied by scholars and the general public alike.

Margaret Mead accomplished this remarkable feat not once but several times, beginning with Coming of Age in Samoa.   It details her historic journey to American Samoa, taken where she was just twenty-three, where she did her first fieldwork.  Here, for the first time, she presented to the public the idea that the individual experience of developmental stages could be shaped by cultural demands and expectations.  Adolescence, she wrote, might be more or less stormy, and sexual development more or less problematic in different cultures.  The "civilized" world, she taught us had much to learn from the "primitive."  Now this groundbreaking, beautifully written work as been reissued for the centennial of her birth, featuring introductions by Mary Pipher and by Mead's daughter, Mary Catherine Bateson.

Margaret Mead's provocative, ground-breaking study of adolescence. With a new introduction by the author.

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Editorial Reviews

Library Journal
Coming of Age in Samoa (1928) launched Mead's career as an anthropologist, which was reaffirmed with the 1930 publication of New Guinea. In both volumes she theorizes that culture is a leading influence on psychosexual development. She also surmises that the so-called civilized world could learn a lot from so-called primitives. Essential volumes for academics. Copyright 2001 Cahners Business Information.
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Product Details

  • ISBN-13: 9780844625713
  • Publisher: Smith, Peter Publisher, Inc.
  • Publication date: 6/1/1961

Read an Excerpt

Chapter One

Introduction



During the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth. Psychology suggested that much might be gained by a knowledge of the way in which children developed, of the stages through which they passed, of what the adult world might reasonably expect of the baby of two months or the child of two years. And the fulminations of the pulpit, the loudly voiced laments of the conservative social philosopher, the records of juvenile courts and social agencies all suggested that something must be done with the period which science had named adolescence. The spectacle of a younger generation diverging ever more widely from the standards and ideals of the past, cut adrift without the anchorage of respected home standards or group religious values, terrified the cautious reactionary, tempted the radical propagandist to missionary crusades which might be urged upon the teacher. The theorist continued to observe the behaviour of American adolescents and each year lent new justification to his hypothesis, as the difficulties of youth were illustrated and documented in the records of schools and juvenile courts.

But meanwhile another way of studying human development had been gaining ground, the approach of the anthropologist, the student of man in all of his most diverse social settings. Theanthropologist, as he pondered his growing body of material upon the customs of primitive people, grew to realise the tremendous rôle played in an individual's life by the social environment in which each is born and reared. One by one, aspects of behaviour which we had been accustomed to consider invariable complements of our humanity were found to be merely a result of civilisation, present in the inhabitants of one country, absent in another country, and this without a change of race. He learned that neither race nor common humanity can be held responsible for many of the forms which even such basic human emotions as love and fear and anger take under different social conditions.

So the anthropologist, arguing from his observations of the behaviour of adult human beings in other civilisations, reaches many of the same conclusions which the behaviourist reaches in his work upon human babies who have as yet no civilisation to shape their malleable humanity.

With such an attitude towards human nature the anthropologist listened to the current comment upon adolescence. He heard attitudes which seemed to him dependent upon social environment--such as rebellion against authority, philosophical perplexities, the flowering of idealism, conflict and struggle--ascribed to a period of physical development. And on the basis of his knowledge of the determinism of culture, of the plasticity of human beings, he doubted. Were these difficulties due to being adolescent or to being adolescent in America?

For the biologist who doubts an old hypothesis or wishes to test out a new one, there is the biological laboratory. There, under conditions over which he can exercise the most rigid control, he can vary the light, the air, the food, which his plants or his animals receive, from the moment of birth throughout their lifetime. Keeping all the conditions but one constant, he can make accurate measurement of the effect of the one. This is the ideal method of science, the method of the controlled experiment, through which all hypotheses may be submitted to a strict objective test.

Even the student of infant psychology can only partially reproduce these ideal laboratory conditions. He cannot control the pre-natal environment of the child whom he will later subject to objective measurement. He can, however, control the early environment of the child, the first few days of its existence, and decide what sounds and sights and smells and tastes are to which might be urged upon the teacher. The theorist continued to observe the behaviour of American adolescents and each year lent new justification to his hypothesis, as the difficulties of youth were illustrated and documented in the records of schools and juvenile courts.

But meanwhile another way of studying human development had been gaining ground, the approach of the anthropologist, the student of man in all of his most diverse social settings. The anthropologist, as he pondered his growing body of material upon the customs of primitive people, grew to realise the tremendous rôle played in an individual's life by the social environment in which each is born and reared. One by one, aspects of behaviour which we had been accustomed to consider invariable complements of our humanity were found to be merely a result of civilisation, present in the inhabitants of one country, absent in another country, and this without a change of race. He learned that neither race nor common humanity can be held responsible for many of the forms which even such basic human emotions as love and fear and anger take under different social conditions.

So the anthropologist, arguing from his observations of the behaviour of adult human beings in other civilisations, reaches many of the same conclusions which the behaviourist reaches in his work upon human babies who have as yet no civilisation to shape their malleable humanity.

With such an attitude towards human nature the anthropologist listened to the current comment upon adolescence. He heard attitudes which seemed to him dependent upon social environment--such as rebellion against authority, philosophical perplexities, the flowering of idealism, conflict and struggle--ascribed to a period of physical development. And on the basis of his knowledge of the determinism of culture, of the plasticity of human beings, he doubted. Were these difficulties due to being adolescent or to being adolescent in America?

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Table of Contents

Acknowledgements ix
Words for a New Century xi
Introduction to the Perennial Classics Edition xv
Foreword xxi
Preface to the 1973 Edition xxiii
I Introduction 3
II A Day in Samoa 12
III The Education of the Samoan Child 16
IV The Samoan Household 29
V The Girl and Her Age Group 42
VI The Girl in the Community 52
VII Formal Sex Relations 61
VIII The Role of the Dance 77
IX The Attitude Towards Personality 86
X The Experience and Individuality of the Average Girl 92
XI The Girl in Conflict 110
XII Maturity and Old Age 128
XIII Our Educational Problems in the Light of Samoan Contrasts 135
XIV Education for Choice 161
Appendix I Notes to Chapters 171
Appendix II Methodology of This Study 179
Appendix III Samoan Civilisation as It Is To-day 185
Appendix IV The Mentally Defective and the Mentally Diseased 195
Appendix V Materials upon Which the Analysis Is Based 199
a. Sample Record Sheet 201
b. Table I. Showing Menstrual History, Sex Experience and Residence in Pastor's Household 202
c. Table II. Family Structure, and Analysis of Table 203
d. Intelligence Tests Used 206
e. Check List Used in Investigation of Each Girl's Experience 208
Index and Glossary 211
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