African child receives instead an education which depends 
     much more exclusively on the spoken word and which is 
     relatively highly charged with drama and emotion. (p. 
     308)

     That is, a child in any Western milieu is surrounded by an 
abstract explicit visual technology of uniform time and uniform 
continuous space in which “cause” is efficient and sequential, 
and things move and happen on single planes and in successive 
order. But the African child lives in the implicit, magical world of 
the resonant oral word. He encounters not efficient causes but 
formal causes of configurational field such as any nonliterate 
society cultivates. Carothers repeats again and again that 
“rural Africans live largely in a world of sound—a world loaded 
with direct personal significance for the hearer—whereas the 
Western European lives much more in a visual world which is on