A study of the relationship between the language medium and the content of education is summarized. Language and curricular contents of English and Igbo language texts used in Nigerian primary schools between 1957 and 1976 are examined according to fifteen categories. Research is reviewed which supports the hypothesis that a change from English to an African language as the medium of education will also involve a change in the content of education. Of the English texts, 95.5% were written by Europeans; all the Igbo texts were written by Africans. The subject matter of the Igbo texts shows a strong, supportive and mutual relationship between home and school. The English texts contain unfamiliar allusions; they portray the family as unhappy, and the village as sparsely populated and inhabited by the poor and illiterate. Differences also existed in the presentation of the concept of education, the city, the nation, ethnicity, art and culture, and moral virtues. Specific differences and similarities in presentation of the child as an individual, the family, the school, the village, the city, the nation and the world are discussed. It is concluded that a change from English to native language texts necessarily involves a change in content. A number of positive recommendations for developing native language primary education materials are given. (AMH)