PROBLEM OF SPREAD OF ISLAM IN NIGERIA.

Although, the problem is not only applicable to Nigeria alone, but, the entire Muslim nations. The history of Islam in Nigeria shows that problems about Islamic education started with the traditional Qur’anic schools. The first wave that brought Islam to Yoruba land was that of Wangari traders from Mali. The North Africans who introduced Islam also laid the foundation of Ile-kewu where new converts, and later children and others, were taught how to recite the holy Qu’ran in Arabic language. Most of the products of these schools, were not taught the meaning of the Qu’ran and the other Islamic resource materials. the result of which led to the poor appreciation of the beauty of Islam which we all witness today.

Islam classifies education into two sections namely:
Ethico-religious and secular. That is religious faith revealed by God, which defines what morality is all about and also recommends the type of secular education that will benefit the child. Islam envisages that parents should be conscious of their responsibilities to their children, being the first point of contact on earth. It is expected that they must discharge such responsibilities by bringing the child up with sound morals, cultural, and religious training, which will guide the child as he or she proceeds to secular education. By the time, a Muslim child is 10 years old and is about the begin secondary education, he or she is expected to have acquired basic knowledge relating to the essential principles of Islam. This includes the articles of faith, and the four articles of action of the religion of Islam, as well as their influence on everyday life.

But, sadly, due to oversight by the first generation converts or what some describes as vested interest, we have all along been going through this process the wrong way. The result? A man or woman of eighty years or above, who was born into Islam, is still being taught how to recite An-niyyah ( intention )

More than 65% non Arabic speaking Muslims, do not know the meaning of what they recite throughout the salat ( prayer), which is just one principle of action out of four. That is why majority of us are Muslims by name only and, as a result, find it convenient to drop the name. That equally explains why this majority, who do not speak Arabic follow some scholars blindly.

Somebody once asked, if it was true that all Muslims the world over must pray in Arabic language. I told the enquirer to conduct a search in the holy Qu’ran for the appropriate answer. Perhaps, this enquirer was not aware that the issue of language had been laid to rest with the following verses of the holy Qu’ran:
First, God says:
” We did not send any Prophet, but, with the language of his people, so that he might explain things to them clearly. ” ( Qur’an 14:4 )

Second:
” And thus, We revealed the holy Qu’ran to you in Arabic, so that, you may warn the Mother City ( Mecca) and those around it. ( Qu’ran 42:7 )

Third:
” And if we had revealed the holy Qu’ran in a foreign tongue ( your people the Arabs) would certainly have said, why have not it’s communication been made clear? What! A foreign language to Arabic speaking people? ( Qu’ran 41:44 )

Fourth:
” Among his signs, is the creation of the heavens and the earth, and the diversity of your tongues and colours. Surely, there are signs in this for those who reflect.” ( Qur’an 30:22 )

It is unfortunate that , majority of the traditional Qu’ranic schools have not developed with the challenges of the modern period. They still teach the holy Qu’ran with the ancient methodology which focuses primarily on memorization, even if the content is not well understood. This has made majority of Muslim children and others who aspired to be Muslims to become less enthusiastic about the practice of the religion.

Below, are few reasons why the traditional Ile-kewu ( Arabic class ) is no longer ideal for producing real practising Muslims.

First: Limited resources and inadequate exposure prevented most of the traditional Arabic schools from producing complete Muslims. The farthest most of them even went with Muslim children was to teach them to recite the Arabic Qu’ranic scripts. Those who desired more had to spend several years to attain their goal.

Second: most of the early Arabic teachers lack formal training in the teaching methodology. Their main qualification is to read the holy Qu’ran in Arabic language. Few of these teachers barely understand the meaning of what they read and teach.

Third: Due to rye limited exposure to educational psychology, these teachers are harsh in manners and ruthless with the students. Naturally, rather than, endear, such attitude scare the children. Most people who passed through the Arabic schools would readily recall cases of unnecessary flogging and torturing for minor mistakes. That was the practice when I attended Ile-kewu seventy years ago.

Three to four decades ago, same experience scared my children away. Till date, a close observation at the schools shows there have been insignificant improvement.

Fourth: The environment at most of the Arabic schools is not conducive for learning. Apart from the attitude and temper of the teachers, most Arabic schools operate in unhygienic environments.

Fifth: Most students of Arabic lessons usually find it very difficult to read the holy Qu’ran fluently few months after graduation, which is usually celebrated with funfair.

Sixth: Mere ability to read the Qu’ran fluently does not impart knowledge of Islam adequately on the students. Few of these schools have subjects like fiqh ( jurisprudence ), Islamic history and Hadith.

Seventh: There has been very little incentives if any, for these teachers and this has also prevented them from developing themselves and their schools to meet contemporary challenges.

That is not all the effort of some affluent Muslims to hire private Arabic teachers to teach their wards at home has not even provided the needed solution. Indeed, the right solution will remain elusive, untill, we do the right thing. Are we not told Islam is a way of life? What we do naturally everyday, and how we do it, forms our way of life. The whole of humanity whether Europeans, Africans, Asians, do the same thing everyday repeatedly, but in different ways, to achieve the same objectives.

Islam being the natural religion of man, does not prescribe or insist on any particular means of achieving life’s objectives, but, provides guidelines to do so in a Godly manner. We need to teach our children these guidelines and help to make it their way of life. That is the purpose of these series.

Another issue to be considered is the case of a new convert to Islam. He or she would naturally be anxious to understanding his or her new faith, but, how do we handle such a situation? Send him or her to Arabic lesson or teach him or her basic Islamic education which is compulsory for him or her in a language he or she understands?

I do not have anything against the Arabic language as some people find it easy to allege. What I am against is claiming that one cannot understand Islam without it.