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Lost in the Forest
Age Range: 10 – 14 years
A girl goes snail-hunting with friends and soon finds out that she is all alone in the forest. A search is mounted for her and she is found dumb in an old man’s hut.
Who is this old man and how did she end up in his hut? Why did no one know of his dealings with the youth in the village?
In solving these mysteries, each member of society gleans one lesson or the other for community living.
₵25.00Lost in the Forest
₵25.00 -
One High School Adventure
Age Range: 10 – 14 years
Ama is a brilliant student who passes her exams with excellent grades. However, she cannot go to her first choice school for SHS due to financial constraints and so settles for another.
In school, she falls in love. The demands of keeping a relationship take a toll on her grades. How does she get back on her feet to overcome this challenge and come out with flying colours?
A book full of everyday challenges of growing up. Lessons: self-evaluation and perseverance are key.
₵25.00One High School Adventure
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Make Hay While the Sun Shines
Age Range: 8 – 12 years
In Make Hay while the Sun Shines, Ofoi learns his lesson the hard way. He always sneaks out to play when he has work to do.
He has had his way for so long but the last straw that breaks the camel’s back is when he leaves his homework undone and goes to play “chaskele.” By the time he comes home in the evening, the lights are off. That is when he gets a good whack from his mother; one that puts him to sleep.
The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.
Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.
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Red Hot Pepper
Age Range: 5 – 9 years
“Koliko sakora!” some of her friends teased her as she opened her food bowl. Dzifa had eaten fried potatoes with hot pepper for lunch for the past four days. Not that she did not like the food. She did but there was no fish to eat the meal with. She had no other option, but to eat the food, just as it was.
Soon, break was over and lessons resumed.
“What is that in your dress?” Miss Lucy enquired.
“Please teacher, it is red hot pepper” Dzifa replied.
The whole class burst into laughter.
Dzifa resolved that after such an embarrassment before the whole class, she was not going to help Miss Lucy with clean the classroom anymore.
Read further to see what happened later and the surprise that lay in store for Dzifa.
₵25.00Red Hot Pepper
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Better Late than Never
Age Range: 8 – 12 years
In Better Late than Never, Daakyehene is to attend an interview but wakes up a bit too late on the day set for the interview.
For this reason, he decides that he will not attend. His mother urges him on to give it a try nonetheless.
What happens at the interview? Was it worth the try? Is it really better late than never?
The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.
Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.
₵25.00Better Late than Never
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Those Who Live in Glasshouses Should Not Throw Stones
Age Range: 8 – 12 years
Zinabu and six other dancers put up a splendid performance at the durbar grounds. Their dancing is so impressive that they are asked to perform again the next day. Amina is keen on being the lead dancer this time round, and so accuses Zinabu of missing her steps during the previous performance. She succeeds in convincing Madam Aisha, the drama and dance teacher that she can put up a better performance.
It turns out that the next day, she messes up and the crowds are not impressed.
Why would she criticize Zinabu, when she herself cannot dance?
Indeed, those who live in glass houses should not throw stones.
The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.
Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.
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A Friend In Need Is A Friend Indeed
Age Range: 10 – 13 years
Fiifi and his two friends, Kakra and Panyin are neighbours. In an Art and Craft class, Fiifi cannot mold his clay pot. He asks Panyin to help him complete his art work over the weekend, but Panyin gives a thousand and one reasons why he cannot help.
With Kakra’s guide, Fiifi is able to mold a beautiful pot. This pot turns out to be the best among the lot. Fiifi is pleased with himself and thankful to Kakra who helped him. Mr. Kumah awards him the highest marks.
Where is Panyin? He cannot share in Fiifi’s joy because he did not help when he was needed most. He sits under the tree all by himself, and away from the fun and cheers.
Fiifi now knows who can indeed be called a friend.
The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.
Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.
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A Dream I Had
Age Range: 6 – 10 years
Samira wakes up one morning to find an empty house. Where is everyone? She wonders.
Where have they all gone? How would she get to school early enough to write her exams?
There comes her transport: a beautiful horse and its rider.
Find out how she gets to school and all that ensues thereafter.
₵25.00A Dream I Had
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Nissi Publications Book Set (8 books)
For children between 6 and 11 years.
Books in this set are:
A Friend in Need Is A Friend Indeed
A Dream I Had
Red Hot Pepper
Lost in the Forest
One High School Adventure
Make Hay While the Sun Shines
Those Who Live in Glass Houses Should Not Throw Stones
₵148.00₵156.00Nissi Publications Book Set (8 books)
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A History of Indigenous Slavery in Ghana: From the 15th to the 19th Century
Academic research and publication on indigenous slavery in Ghana and in Africa more widely have not received attention commensurate with the importance of the phenomenon: the history of indigenous slavery, which existed long before the trans-Atlantic slave trade, has been a marginal topic in documented historical studies on Ghana. Yet its weighty historical, and contemporary relevance inside and outside Africa is undisputed.This book begins to redress this neglect. Drawing on sources including oral data from so-called slave descendants, cultural sites and trade routes, court records and colonial government reports, it presents historical and cultural analysis which aims to enhance historical knowledge and understanding of indigenous slavery. The author further intends to provide a holistic view of the indigenous institution of slavery as a formative factor in the social, political and economic development of pre- colonial Ghana.₵200.00 -
A Danish Jew in West Africa: Wulff Joseph Wulff Biography And Letters (1836-1842)
Wulff’s life history is of considerable interest in itself. In her biographical essay (Part I) Selena Axelrod Winsnes portrays him as a ‘marginal man’: being a Jew in Denmark at the beginning of the 19th century was to some extent an uphill struggle for those who sought public recognition, and Wulff did not escape discrimination in his administrative career at Christiansborg either, although special circumstances allowed him to hold important positions, and yet, only for the short term.
Paradoxically, on his arrival to the Gold Coast Wulff — as a Jew — was placed in a middle position in the racial hierarchy dominating the mind-set of his superiors in Copenhagen — between Africans and Europeans. In many respects he shared the fate of Euro-Africans, straddling two worlds and being ‘sealed off’ from the top echelons of the European establishments on the Coast.
This book comprises two parts. The first is a biographical presentation of Wulff Joseph Wulff , a Danish Jew. It is an essay concerning the last six years of his life, spent on the Gold Coast of West Africa, based on letters he wrote to his family in Denmark. Those letters were published in 1917 as Da Guinea var Dansk [When Guinea was Danish], by Carl Behrens, a member of his family in Denmark. The second part of the book is an edited translation of the letters from Danish into English.
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Closing the Books: Governor Edward Carstensen on Danish Guinea (1842-50)
Sitting on the terrace of the royal plantation Frederiksgave, his favourite retreat, Governor Edward Carstensen came to see the inevitable: Denmark had to give up her “possessions” in Africa. As fate would have it, he came to be the instrument by which two centuries of Danish involvement on the Gold Coast was terminated, thereby making way for the emergence of the colonial system that developed there.
After the abolition of the slave trade, Denmark had struggled to find ways and means to legitimate her continued stay at the Coast. At an early stage the Danes initiated a number of attempts to establish experimental plantations to cultivate export crops such as cotton, coffee and sugar. But a transition from slave trade to “legitimate” products required stability and peace, and a need for control, which the rather limited Danish presence was not able to maintain.
Closing the Books comprises a compilation of the official reports that the last Danish Governor sent home during his term of office at the Gold Coast. The reports reflect his personal views regarding the economic and political situations there, as well as his ideas on the “civilization of Africa”.
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African Visionaries
In over forty portraits, African writers present extraordinary people from their continent: portraits of the women and men whom they admire, people who have changed and enriched life in Africa. The portraits include inventor, founders of universities, resistance fighters, musicians, environmental activists or writers. African Visionaries is a multi-faceted book, seen through African eyes, on the most impactful people of Africa.
Some of the writers contributing to the collection are: Helon Habila, Virginia Phiri, Ellen Banda-Aaku, Véronique Tadjo, Tendai Huchu, Solomon Tsehaye, Patrice Nganang and Sami Tchak.
₵130.00African Visionaries
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African Traditional Leadership
In this book, Emeritus Professor Jacob U. Gordon has brought together both historical and current literature in traditional African leadership to focus on critical issues of leadership and governance in Africa. The book sets out to provide students of African leadership and development, educators, politicians, traditional leaders and practitioners with a toolbox for understanding the changing role of traditional rulers/chiefs and its future in African life.
It examples leadership dynamics of past African leaders such as Abu Bakr II (14th century), Chaka Zulu, Queen Hatshepsut, Hannibal of Carthage, Makeda the Queen of Sheba, King Mansa Musa, Haile Selassie and Yaa Asantewaa.
It is the author’s hope that this book will help the reader to better understand the complexities of traditional leadership in Africa and key considerations; to appreciate the values of traditional African leadership; and to develop a better appreciation of the importance of good leadership and governance in a global and competitive world that yearns for sustainable peace and security.
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The Mind of Africa
The Mind of Africa, written while the author was A Fellow of All Souls College, Oxford, was a fruit of that enlarged perspective. After several years, he visited Ghana in 1962. There Kwame Nkrumah, then President of Ghana, successfully persuaded him to return to teach at the University of Ghana, Legon and he subsequently resigned from All Souls. In 1968, he went to the United States as a visiting professor. This was followed by invitations to teach at various academic institutions there, including Berkeley and Stanford. He subsequently settled in California, where he continued to teach and research philosophy in the University of California at Santa Cruz until his retirement.
The Mind of Africa appeared at a time when a number of African countries were obtaining, or fighting for, their political freedom from their colonial rulers; and becoming independent nations expecting to build new societies in accordance with their own visions and conceptions, though not necessarily jettisoning all the features of their colonial heritage. Building new societies requires appropriate ideologies and philosophies fashioned within the crucible of their cultural and historical experiences. Thus, the relation between ideology and society is taken up at the very outset of the book… The Mind of Africa is important for Africa’s future and identity.
₵70.00The Mind of Africa
₵70.00