This is one of the very rare occasions when this column, ‘The Message’, is compelled to serialise an article. The last time that such occurred was about seven years ago. That this article is being serialised now is a child of necessity. Ordinarily, professional Journalists who know their onions often strive to avoid serialisation of articles except if it becomes a necessity like on this occasion. Generally, serialisation of articles which often enables good readers to distinguish between professional journalists and mere writers has the tendency of leaving a sour taste in the mouth.
However, the seriousness of this article and the referential importance of its contents are the factors that necessitate its inevitable serialisation. Surely, some serious-minded readers of this column who are intellectually inclined will appreciate the assertion here especially when the implications of the Appeal court in Lagos on the related case vis a vis the provisions of Nigerian constitution is taken into consideration. The delicate case of hijab wearing by Muslim female pupils in public schools, whether in Lagos State or elsewhere, cannot be separated from the big but unnecessary question of who owns Nigerian public schools in the 21st century.
Problem of Diversity
One good thing about life generally is the ability of the phenomenon called environment to conveniently accommodate the positive angle of life along with the negative angle despite their seeming incompatibility. This means that diversity may not be an oddity after all. It may serve a more purposeful end than humanly perceived. Perhaps that is why the Almighty Allah created all living things in twins of males and females as well as in couples of colours and hues. Yet, despite their natural differences they manage to cohabit without any visible rancour.
Of all the creatures on earth, only human beings believe and emphasise the problem of incompatibility. At least we know that on a single farm land, all sorts of plants ranging from sugarcane to bitter leaf trees grow and cohabit without any visible rancour. And in the ecosystem, (forests or oceans) both the herbivours and carnivours coexist without threatening their habitats. It is only among human beings that the well fed rejoice in preventing the hungry ones from feeding even on remnants. With regard to this manifest situation, what is true of human beings in temporal life is equally true of them in spiritual life. Otherwise, how can some people who are claiming to be of faith insist on preventing others from covering their heads according to the tenets of their faith in a co-financed commonwealth affair when those of others do not prevent the half-naked ones from walking about in nudity despite the natural eyesore that the latter constitutes?
Genesis of Schools Takeover
According to Dr. Amiel M. Fagbulu (quoted copiously in the first leg of this article last Friday), “the take-over of schools has not been reported upon sufficiently for most people to understand the nefariousness and Machiavellian dimensions attached to it. To start with, it meant loss of income to some proprietors who were actually milking the people while pretending that they were magnanimously making sacrifices for them. Next is the falsehood that the governments did not pay compensation to proprietors. Another was that it was the federal government’s decree that made takeover final and legal. Last but not the least is that by retaining their names government had conceded that take-over was just in name alone. There are other false assumptions that will be dealt with as they are made”.
Fagbulu continues thus: “the takeover of schools was a final act of dissociation of former proprietors from ownership of their schools. The schools no longer belong to them. To talk of Muslim or Christian schools that are run with public funds is absolute nonsense. Any school that is run with public money is a public school. All others are private institutions at whatever level and by whatever name.”
The Question of Compensation
Also as a continuation of his expert treatise on education in Nigeria, Fagbulu further elucidated on the question of compensation for proprietors of old missionary and privately owned schools in Nigeria as follows: “the question of compensation was raised by the proprietors of most of the Christian- and Muslim-based schools. In the West (of Nigeria), the only bodies I clearly remember as handing over schools voluntarily and with no conditions attached were the Seventh Day Adventist group and Adeola Odutola who owned a fairly good secondary school at Ijebu-Ode. The noisiest ones were sole proprietors who individually owned schools. The discussions were preliminary and informal exchanges to advise both sides before the final decision was taken. The government of the Western State was glad to oblige but what silenced the demand were the conditions put to the proprietors based on government’s sense of fairness to the taxpayers whose funds had been utilised”. They were as follows:
“Proprietors would calculate their investment on all structures in the school including the land (x) which by the education laws of the time must be registered in perpetuity in the name of the school (at least in the West)
Proprietors would compute the total amount they had incurred in running the school from inception to date of takeover (y)
Proprietors would compile a list of the value of all gifts and donations the school had received (p)
Government would compile the value of all grants (general and special) that it had paid to the school up to the time of takeover (q).
Compensation to proprietors would be C = [(x + y) – (p + q)]”
Fagbulu’s Personal Comment
When the discerning proprietors among them did the Arithmetic and found out that they would be seriously indebted to government at the end of the exercise, they blinked and went silent. A funny footnote to the exercise was the demand of one or two proprietors who wanted to be paid for their ‘brand’ name. Government had no use for their names anyway and when they eventually lost, they pleaded with government to kindly retain those names, a demand which was graciously granted.”
His Further Comments
“Heritage has at least two dimensions. Your child can only make claims to what belongs to you. That is one form of heritage. The other like UNESCO’s heritage, relates to values. The pleasure derived from listening to Sonny Ade’s music or reading Achebe’s books are golden gems they have bequeathed to the world. Achebe collects his royalty forever, which means that it is a heritage of his children. We who acclaim and cherish the books are not beneficiaries of the pecuniary offerings. Similarly UNESCO helps preserve those monuments in Egypt say, but it is the Egyptian government and people that own the monuments. The government, when it took over schools took over the land, the structures on them, and the responsibility to continue to run schools. Those who are capitalising on Heritage can be assured that it is their’s to cherish and share with the world. They are free to do so.”
Analytical Deduction
In his analytical deduction on the unwarranted controversy over the ownership of public schools in Nigeria, the Octogenarian education expert revealed an eye witness account as follows: “A few students imported the Dancing Club from the Higher College, Yaba to the University College, Ibadan. We started the Bug and later others started the original Cult that was not malevolent. They are part of the history of that institution. The good things keep going from generation to generation and those who cherish them regard them as part of things to be retained forever. Heritage in the sense people who are talking about it will survive on its own if the generations want them. There is no law that new influences cannot add their own quota before they pass away. There is nothing stopping those being locked out today from leaving their imprints that will be cherished behind”.
He continued: “The form for the annual census of schools provides for three categories of ‘girls only’, ‘boys only’ and mixed schools. It is the responsibility of government to determine which of its public schools will be designated in any of the three categories. As a part of the process of development if it becomes necessary to alter the gender status of any school especially from a mixed to a single gender and vice-versa, it may be necessary to do some juggling of names. For instance a St. Agnes Girls’ School cannot become mixed and still retain its name. However it could become St. Agnes High School or something equally appropriate without much loss of identity. While the use of adjectives like Junior, Senior, Middle, High, and Primary are helpful indicators of level, those of gender like boy’s, girl’s, and mixed are pointless tautologies as names go. A St, Agnes should have no trouble ministering to both girls and boys, or doing whatever saints are supposed to do for both genders.”
Elderly Advice
“Government should not exert any serious effort to take on the trivial exercise of changing the names of schools for the mere fun of it. There must however be rhyme and rhythm in naming schools. Changing the name of an institution will always generate some heat. University of Ife alumni protested to the heavens but UNIFE is today OAU and the heavens have not fallen. It should be possible to reconcile all views with no ulterior motives through dialogue.”
False Claim
According to Pa Fagbulu, “the claim that the federal government enforced the takeover is false. Those who are old enough will remember that the exercise was not uniformly executed across the country. The Catholics put up a very tenacious resistance in the East and that slowed implementation. Some states only half-heartedly carried it out simply because Education has always been on the concurrent list and no central government could successfully enforce such a complex maneuver at a swoop even under the military. Decrees merely backed the intention of governments and the people who had spoken through Asabia.”
He went further thus: “One lingering and unfortunate consequence of the takeover of schools is the undeniable fact that standards of education have fallen over the years since the takeover. It is in no way a direct consequence of the proposal but one of implementation by government. In fact the takeover was to be a new beginning whereby the following would take place in the spirit of Adefarasin and Asabia (recommendations): “
All existing and new schools would be registered: that implied that the basic minimum requirements for providing good education would be provided in all schools irrespective of who was the proprietor. That would satisfy the demand of the NUT that all educational institutions should provide equal facilities for the children to learn and the teachers to teach
All schools would be bound by the same rules and treated equally when being assessed in respect of management, number and quality of staffing, and other areas that deal with the evaluation of the outcome of learning. I had the unpleasant duty of writing to the government of the Western State to give notice of closure in respect of the famous Government College, Ibadan of which I was by law the stand-in proprietor on behalf of the government, due to poor accommodation and general neglect. That decadence as it developed had shown that governments could default in providing fully for their schools and that any measure to avoid that unfortunate situation must be a corner-stone of any changes.
All schools would have properly constituted Boards of Governor to oversee the management of the schools as outlined in law. That body would be independent and good enough to get governments to act appropriately in funding schools.”
Naked Truth
“At the primary school level in particular, the Local Education Authorities have been greatly handicapped to the extent that it is difficult to believe that they exist at all. The (naked) truth is that governments have increasingly been unable to fund education adequately and though the rates might have been perhaps slower, the rot would have set in anyway if even schools had not been taken over.”
Undeniable Fact
Commenting on the recent hullaballoo over hijab and ownership of schools in Osun State, the sage observed as follows: “It is regrettable that a respected body like CAN can display so much ignorance in respect of education in Nigeria. To start with, the State of Osun like the rest of Nigeria cannot discriminate in the provision of educational facilities on the basis of gender or religion. Secondly CAN is operating from a false premise that some schools are Christian schools. All public schools belong to all the people irrespective of their religious beliefs.
“If we Christians want to have schools over which we will have full control, the constitution provides for that. Finally the history of the take-over of schools credited to Gowon is also false. The take-over of schools was a direct consequence of the Asabia Commission and I was the originator of the idea with my colleagues who served after me as advisers to that body.”
Reason for the Brouhaha
“A main reason for that action was that the proprietors who received grants from government and fleeced parents through high fees made education very expensive. In spite of not investing their own money in education they failed to pay teachers on time if at all; they tyrannised teachers; they even went as far as not promoting teachers on merit especially if those teachers belonged to other denominations. CAN should please do its research and acknowledge that Adefarasin emancipated teachers and Asabia, its sub-committee recommended the procedures for achieving that end, If CAN needs being educated on this issue, I will oblige. In the meantime, it should stop spreading falsehood. Aregbesola may or may not be guilty of wanting to Islamise Osun; that is not my concern here. Accusing him of using education is however not true.”
Conclusion
Concluding, Dr. Fagbulu said: “it should be reiterated that public schools belong to the people and that government as the representative of the people has the responsibility to determine the future of education and the direction and shape schools take. There is no problem of education that cannot be solved through dialogue if those involved are sincere and have no hidden agenda. And for the sake of our children, let us take interest in education and make constructive inputs. Government should take the lead and we should walk and work with it all the way.”
Yet another Embryologist, Professor Keith Moore of the Department of Anatomy, University of Toronto, Canada, after carefully examining the translation of the Qur‘anic verses presented to him admitted thus: ‘most of the information concerning embryology mentioned in the Qur‘an is in perfect conformity with modern discoveries in the field of embryology and does not conflict with them in any way..
Professor Moore had no prior knowledge of anything leechlike about embryo until he read chapter 96 of the Qur‘an where Allah says ‘Read! In the name of your Lord who created. He created man out of a leechlike clot…. He then went to verify this fact in an embryo under a powerful microscope and compared his observation with a diagram of a leech. He was astonished at the resemblance of the two. That prompted him to go fully into studying the Qur‘an and Hadith to acquire more knowledge until he was able to answer about 80 hitherto unanswered questions in that field.
That prompted him to correct the contents of his book ‘The Developing Human‘ which he published earlier and he re-published it in 1982. It was with that revised edition that he became the recipient of an award for the best medical book written by a single author in the 20th century. That book has been translated into many major languages of the world and is mostly used as textbook of embryology today in the first year of medical studies in various Universities in the world.
Sciences and Signs
Yet, despite talking about all sciences, the Qur‘an is not a book of Sciences but that of ‘Signs‘. Those ‘Signs‘ invite man to realise the purpose of his existence on earth and live in harmony with nature.
Judging the above verses of the Qur‘an revealed close to 1500 years ago with the wonderful reality of scientific civilisation of today what further proof does anybody need of the genuineness of the Qur‘an? And who else can give better guidance than the Supreme Creator Himself? And who else can be better called the ‘PATH FINDER‘ than Prophet Muhammad (SAW) who showed humanity the way to that all time guidance?
Perhaps, this was why Michael Hart, a Jewish American Astrophysicist, named Prophet Muhammad the greatest man that ever lived in his famous book entitled ‘The 100: A Ranking of the Most Influential Persons in History‘.
Further Testimonies
If all the descriptions given above about Prophet Muhammad (SAW) sound exaggerated because they are given by Femi Abbas, a Muslim and an ardent follower of that Prophet, and if Michael Hart is seen as crazy in his judgment let us read the views and impressions of some other non-Muslims about this great Prophet. One of them (Alphonse de Lamartine of France) had the following to say in his book ‘Histoire de la Torque‘:
‘Never has a man set for himself, voluntarily or involuntarily, a more sublime aim since this aim was superhuman; to subvert superstitions which had been interposed between man and his Creator; to render God unto man and man unto God; to restore rational and sacred idea of divinity amidst the chaos of the material and disfigured gods of idolatry, then existing.
Never has a man undertaken a work so far beyond human power with so feeble means, for he (Muhammad) had in the conception as well as in the execution of such a great design no other instrument than himself, and no other, except a handful of men living in a corner of a desert…. If greatness of purpose, smallness of means, and astounding results are the three criteria of human genius, who could dare to compare any great man in modern history with Muhammad? The most famous men created arms, laws and empires only. They founded, if anything at all, no more than material powers which often crumbled before their very eyes. This man moved not only armies, legislations, empires, peoples and dynasties, but millions of men in one-third of the then inhabited world; and more than that, he moved the altars, the gods, the religions, the ideas, the beliefs and the souls. On the basis of a book, every letter of which has become law, he created a spiritual nationality which blended together peoples of every tongue and of every race…..As regards all standards by which human greatness may be measured we may well ask, is there any man in human history greater than Muhammad?.
On his own, Napoleon Bonaparte, the great 18th century French conqueror of Europe was so much amazed by the traits of Islam which he saw in Egypt during his military expeditions that he made the following historic statement about that divine religion and its great Prophet:
‘Muhammad, in reality, was a great leader of mankind. He preached UNITY among Arabs who were, till then, torn asunder due to internecine quarrels, sometimes resulting in bloody war fares. He brought them out of the obscure world in a short time and the discipline which they maintained under his leadership was simply marvellous, and so was their bravery, courage and devotion to the cause which they loved and cherished. This, coupled with the contempt for death, as taught by their leader, made them great soldiers and fighters like of whom history rarely produces. I simply marvel at the achievements of this great ‘Son of the Desert’ within a mere period of less than 15 years; a thing which Moses and Christ could not do in 15 centuries. I salute this great man; I salute his qualities of Head and Heart…..
George Bernard Shaw
And, in corroboration of the above statements, variously made by renowned men of letters and intellect, another foremost Orientalist, playwright and dramatist, George Bernard Shaw, had the following to say about Islam and Prophet Muhammad (SAW) in his book ‘The genuine Islam’ (vol. 1 No 8 of 1936):
‘The Christians and their missionaries have presented a horrible picture of Islam. Not only that, they also carried out an organised and planned propaganda against the personality of Prophet Mohammad and the religion he preached. I have carefully studied Islam and the life of its Prophet. I have done so both as a student of history and as a critic. And I have come to the conclusion that Mohammad was indeed a great man and a deliverer and benefactor of mankind which was till then writhing under a most agonizing pain. I have always held Islam in high estimation because of its wonderful vitality. It is the only religion which appears to me to possess that assimilating capacity to the changing face of existence which can make it appealing to every age. I have studied him-the wonderful man and in my opinion, far from being an anti-Christ, he must be called the saviour of humanity. I believe that if a man like him were to assume the dictatorship of the modern world, he would succeed in solving its problems in a way that would bring it the much needed peace and happiness.
I have prophesied about the faith of Muhammad that it would be acceptable to the Europe of tomorrow as it is beginning to be acceptable to the Europe of today. For confirmation of Bernard Shaw‘s remark quoted above, see ‘The Genuine Islam, vol. 1, No. 8, 1936.
Conclusion
These are just some of the facts that make an orphan, unlettered Prophet, Muhammad (SAW), the greatest human being that ever lived on earth. None of the attestations above made any reference to his birth or birthday because they knew that his birth had nothing to do with his achievements. If non-Muslims could go as far as shown above to benefit from the greatness of Prophet Muhammad‘s mission on earth what is expected of Muslims for whom that mission is primarily meant?
