Cite this article: Ibrahim, S. & Tafida, A. L. 2025. “Islamic Education under the Colonial Rule: Effects and Prospects in Northern Nigeria”. Sokoto Journal of History Vol. 13, Iss. 01. Pp. 32-37. www.doi.org/10.36349/sokotojh.2025.v13i01.004
ISLAMIC EDUCATION
UNDER THE COLONIAL RULE: EFFECTS AND PROSPECTS IN NORTHERN NIGERIA
Shehu Ibrahim
Department of
Islamic Studies, Kaduna State University, Kaduna
And
Adama Lawal Tafida
Department of
Islamic Studies, Kaduna State University, Kaduna
Abstract: Islamic
education can be traced back to the period of the Prophet (SAW). Islamic
education is an obligation upon every believer, hence, worship cannot be
performed without knowledge. This paper is an attempt to explain the
significance of Islamic education. Therefore, the paper discusses the concept
of education and Islamic education, development of Islamic education under the
Prophet (SAW), the contribution of Sahaba to Islamic education, the development
of Islamic education in Nigeria and Islam under Colonial Rule and the impact of
colonial rule upon the Muslims in Nigeria. The method followed in conducting
this research is qualitative, using the books of Islamic education, the Quran,
the prophetic traditions and history of education in Nigeria. The research
found out that Islamic education suffered a lot under the colonial masters.
There were no any positive success to count under the colonial rules. The paper
recommends that the Muslims should wake up from their sleeping point to assist
in the development of Islamic religion. The paper ends with conclusion.
Introduction
The Concept of Education
Education is a simply a process through which people
teach and learn. To educate is too give information to someone to make him understand
someone or something. Education is the process of acquiring skills, values,
competencies, beliefs, using resources available in the environment in order to
solve daily problems and to Serve oneself and contribute meaningfully to one's
society.
From the above definitions, education is a systematic
procedure for the transfer and transformation of culture, through formal or
informal training of people in a society. It deals with the mental, physical
psychological and social development of the citizens in a given society. The
goal of education is to Worship Allah, manpower development, aimed at national
growth and development.
The Concept of Islamic Education
Scholars have said that "knowledge is the food
and driver of the soul”. Although, the first five verses of the Glorious Quran
taught about education or knowledge, one cannot help without taken verses
Thirty to thirty three of suratul Baqarah into consideration. Allah (SWT) says:
And
remember when your Lord said to the angels: Verily, I am going to place
(Mankind) generations after generations on earth". They said: Will You
place therein those who will make mischief therein and shed blood, while we
glorify You with praises and thanks and sanctify You". He (Allah) said:
"I know that which you do not know (Q2: 30 – 33).
The knowledge given to Adam was what qualified him to
take charge of earthly affairs. This is because such knowledge will help him
carry out the purpose of his mission. The favor given to Adam was instill
extended to his progeny. This explained one of the major concept of Islamic
education. Another Idea of Islamic education as far as the Quran is concerned
is also established in Surah az-Dhariyat. With knowledge or education Man will
be able to fulfill Knowledge Allah's will and purpose of creation. Allah (SWT)
says:
And I
(Allah) created not the jinn and Mankind except that they should Worship Me
(alone). (Q51: 56).
Man is given free hand to develop and transform all
his energies into doing something which is good. So, it is in this way harmony
is created between man and laws that govern the natural World. Another concept
of education as far as the Quran is concerned is that it is given in order to
make man an honorable creature. Allah (SWT) says:
And
indeed we have honored the children of Adam, and we have carried them on land
and Sea, and have provided them with At-Tayyibat (lawful good things), and have
preferred them to many of those whom we have created with a marked preferment.
(Q17: 70).
With education man is able to name object.
The Development of Islamic Education under the Prophet
(SAW)
The prophet (SAW) knows the importance of education.
He therefore, built a mosque at Madinah and used part of it for a school. Since
the beginning of Islam Abdullahi bn Said Ibn al-As was appointed by the Prophet
(SAW) to teach pupils how to read and write. This sahaba was killed in the
battle of Badr. Prisoners of war that were captured at Badr were made to teach
children in place of ransom. There were others who also taught at the time of
the Prophet (SAW) in the second year of hijrah, a school was opened in Madinah.
There were nine mosques in Madinah during the time of the Prophet (SAW) which
were probably used as schools to teach and learn.
Also the apartments of the wives of the Prophet (SAW)
were regarded as schools for women, hence women companion used to visit and
asked for knowledge. The Prophet (SAW) gave sermons dealing with education. The
Prophet (SAW) asked literate to teach the illiterate how to read and write. The
Prophet (SAW) also asked people to cooperate with one another in teaching and
learning. He advised neighbors to teach each other. He threatened to punish
those who refused to learn. The prophet (SAW) attached a great significance to
the art of writing. The Prophet (SAW) said: “Teaching and writing is a duty
of a father to his children”.
Deputation arriving in Madinah were assigned to their
hosts, not only lodge them but also to teach them, how to read and write. The
Prophet (SAW) used to ask people how much they know to the extent that he will
dis cover their learning. The prophet (SAW) also sent teachers outside Madinah
to teach, forty of such teachers were murdered on their way to Bi’ir Maun. Some
went to Yemen and Najran to teach, Influence of the hadith of the Prophet (SAW)
on learning was massive.
The Result of the Policy
1. Many people came to know how to read and write, for
instance, Ayat ad-Dain.
2. There is a long list of the secretaries of the
Prophet (SAW). Some others were engaged in different sectors. For instance,
those who keep the account of Zakah, those who calculate agricultural product,
there were people who assigned to count and collect taxes, some were used to
keep names of absentees, those who assigned to write and reply letters sent to
the Prophet (SAW) and even foreign language were learned.
The Contribution of Sahaba to Islamic Education
The Sahaba were the companions of the prophet (SAW).
Many of them who were learned advanced the course of education. Many of them
studying under the Prophet (SAW) sent and moved to different places to educate
people. Some of them went to Basra, Kufa and Egypt. Some went to Sham and Syria
in order to teach. Some of them established schools. Example the Sshools of
Tafsir and their leaders. Abdullahi bn Mas'ud and Ibn Abbas were the scholars
in Madinah. Ubay bn Ka'ab was a scholar in Makkah and later Ibn Mas'ud moved to
Kufa during the regime of Umar al-Farouq (RA). So, were Abdurrahman bn Auf,
Dathat, Zubair, Abu Hurairah, Ibn Umar and many others taught the followers of
sahaba. This is in addition to the four rightly guided caliphs.
The Development of Islamic Education in Nigeria
Nigeria made up of three distinct division, North,
East and West. Islam is fully grounded In the Northern around eleven century.
Nigeria formed part of the vast Area of Southern Sahara desert which was named
Central Sudan. The religion was introduced through the individual effort of
merchants who came mainly from North-Africa on the great Saharan trade route
that passes through the Kanem Borno and Hausa cities, like kano, Katsina and
Zazzau.
In Nigeria, Islam predated Christianity by many
hundreds of years. Islamic education exists before the arrival of western
education. However, in Hausa land, the scholars and traders taught Islamic
education in the early fourteen century. Thereafter, Islam spread to other
parts of the North and places like Kano, Katsina and Zaria. The influence of
Quranic education in the North remained for long and took new shape through the
jihad of Shehu Usman Dan Fodiyo in 1804 C. E. His activities brought about
reforms in the life of the people and more importantly encouraged women
education by involving his daughters.
By the year 1804, Shaykh Usman Dan Fodiyo had already
set up the machinery for the establishment of an Islamic state in what is now
generally called the Northern Nigeria. The jihad of Shaykh Usman brought about
significance contributions in terms of education and Islamic activities in
Northern Nigeria. The Sokoto caliphate at the center lasted for about one
hundred years and it positively affected the whole Northern Nigeria. By the end
of the nineteenth century the caliphate entered a period of weakness which
eventually led to its decline. The coming of British put an end to the hegemony
of the Sokoto caliphate. In 1900, Northern Nigeria was declared a British
protectorate. The policy of “indirect rule” and a project of reforming Islamic
law were both part of the British strategy to control the North until 1960,
when Nigeria gained its independence.
Islam under Colonial Rule
The advent of colonialism in Nigeria was a precursor
to Christian Missionary activities and the conquest relegation of Islamic
knowledge. Little Support was given to Islamic Intellectual heritage. Islamic
education was left to stagnate with no policy guide, quality control and future
prospects. Modern education on the other hand was given more prominence support
and official advocacy.
Like in other countries in the Islamic world, Muslims
in Nigeria have had a glorious intellectual heritage. The history of the
scholarship in the defunct Kanem Borno Empire dates back to over a millennium.
In Hausa land Katsina, Kano and Zazzau, there were great centers of Islamic
learning even around the Sixteen century. After the SoKoto jihad, Islamic
Scholarship had spread all over present day northern Nigeria. The jihad leaders
alone bequeathed to us not less-than five hundred (500) materials ranging from
books, epistles, treatises, pamphlets in various fields of mundane and
spiritual matters. This was the condition of scholarship before the advent of
colonialism. With the imposition of western education, conflict arose between
tradition and modernity. Muslims as earlier mentioned were averse to supporting
the new educational system. Later, they reluctantly and gradually started to
accept it.
1n 1900, the British government assumed control of
southern and Northern protectorates. They abolished the slave trade instantly.
Lugard informed the leaders of Sokoto, the Fulani who conquered the Hausa land
that the British has the right to rule over the country. The British levy
taxes, depose Kings and create Kings Where they wished. All things that the
Fulani took right to do now passed to the British. Every Sultan and Emir and
the principal officers of the state will be appointed by the high commissioner
throughout the country. The high commissioner would be guided by all the laws
of succession and the wishes of the people and chief, but will set them aside
if he desires for good cause to do so. The Emirs and Chiefs who are appointed
will rule over the people as of old time and take such taxes as are approved by
the high commissioner. They will also obey the laws of the governor and will
act in accordance with the advice of the Resident. This is attributed to the
policy of indirect rule.
The Impact of Colonial Rule upon the Muslims in
Nigeria
Colonialism is the annexation and subsequent
domination of one country by another. Domination here means total control of
political, economic and social affairs. The main reason for colonization was
for economic exploitation by the colonizing powers. The European came to
exploit and take a better part of African resources to enrich themselves.
1. Impact of colonialism:
As earlier stated, before the fall of the Sokoto
Caliphate, the caliph was the legitimate and recognized
Political head of state and religious leader of the
community and the supreme judge of Shariah. But after overthrown the caliphate,
all the powers were gone and the Muslim community was rendered leadless.
Sir Fredrick Lugard gave speech in Sokoto explained
that the mantle of leadership was in their hands, appointment and deposition of
both emirs and judges, secretaries, were under their control. The essence of
establishing colonial system was to fade the Status of the Quran, the only
source of the political authority and Divine guidance for Muslims.
2. Economy
The establishment of colonial rule subsequently
transferred the total control of economy from the
Muslim rulers to the Christian Invaders. This
ultimately transformed the charter as well as the direction of the economy
itself. The emirs and their officials became employees of the native
Authorities and placed on fix salaries. They abolished all form of taxation
established by Islam, like Zakah, Ushr, Khums, Fai, jizya, and new system of
tax was introduced.
3. Judiciary:
The British did not abolish the Kadi Courts, but
established a rival courts of English functioning on three tiers of government
base on alien laws and interfering in the Kadi courts. Then Appeal court only
be made to British Residents commissioner.
4. Educational Systems
The system of education brought by British means no
other educational system will survive except their own. They harmonized and
Integrate western education with Islamic education. They wanted us to believe
in science, technology, Engineering, Medicine and social sciences are western
cultures. They wanted us to see Islam as a backward religion, it knows nothing
but conflict.
5. Social Impact:
They adopted European Language as official language to
be learn and use in government offices in writing official letters, use in
schools and commercial transactions. This is the reason why in the
21st century If you do not have English ‘O level' You
will not enter into a University. However, it must be admitted some major
African languages by using the Roman Alphabets with necessary modifications.
They adopted their mode of dressing starting with school uniform. They adopted
secularism, Liberation of humanity from God and religion.
Conclusion
From the foregoing, the paper discusses the concept of
education, the meaning of Islamic education, the development of Islamic
education in the time of the Prophet (SAW), and the contribution of Sahaba to
Islamic education. The paper also discusses the development of Islamic
education in Nigeria, the Islam under colonial rule, the impact of colonial
rule upon the Muslims in Nigeria and Northern Nigeria in particular. The paper
found that the Nigerians were mentally colonized and mentally enslaved and ended
with some recommendations.
Findings
From the above, we found that the colonialism brought
negative effect of mental slavery where a person even doubt the capacity of his
knowledge. The British colony made us slaves, to date we are referring our
problems to them in politics, economy, education and social life.
After independence, they come again by any means to
colonize us (neo-colonialism). They come back in another shape to control us.
We buy from them, and we sell to them. We have closer relation to them, our
politics tied to them, our economy tied to them, we cannot grow without them.
Our education tied to them, our legal system tied to them. We have never
thought becoming socialist, we never thought becoming Islamist. Today our life
become more dangerous than before independence. This is because we cannot do
anything politically, economically, educationally, religiously and even
linguistically without them. We want to emulate the European way of life and
applied it wrongly.
Recommendations
The paper wishes to recommend the following:-
Muslims must wake up and resolve their problems within
the capacity of their knowledge.
Muslims must develop their original Islamic values
within the scope of the Quran and Sunnah of the Prophet (SAW) and way of
companions, the predecessors of the Prophet (SAW).
Muslims should fear Allah and follow the Shari’ah,
hence, the life of all Muslims is governed by Shari’ah and it is only through
adapting it Muslim can prosper here and in the hereafter.
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