CHAPTER TWO
TEACHING ARABIC LITERATURE AT THE SENIOR SECONDARY LEVEL IN
NIGERIA: PROBLEMS AND METHODOLOGY
by
Dr. Zakariyau I. Oseni
Department of Religions
University of Ilorin
1.0
Introduction
The Senior Secondary (S.S.) syllabus was produced in 1984 by [he Nigeria
Educational Research Council (N.E.R.C.) as part of She new 6-3-3-4 system of
education in the country. The syllabus reflects the general policy of the Federal
Ministry of Education which makes the S.S. level higher than the old School
Certificate /G.C.E. Ordinary Level Syllabus and lower than she old Higher School
Certificate/G.C.E. Advanced Level syllabus. As in the latter, Arabic Literature is
considered by both teachers and students as the most difficult nut to crack.
1
Students and teachers are often scared of it- Why is the situation so? This paper
attempts to answer the above questions and suggest ways by which Arabic
Literature would be made interesting to all concerned so that better results can be
achieved.
The second section of the paper introduces the Arabic Syllabus in general and
specifically gives a break-down of Arabic literature in both the NERC Curriculum
and the WAEC syllabus. Section 3 highlights the major problems with the Arabic
Curriculums in our schools and suggest solutions. Section 4 treats the
methodology of teaching Arabic literature at the S.S. level This constitutes the
main thrust of the paper as it covers all aspects of Arabic literature as contained in
the syllabus — poetry, prose and drama. It also emphasizes the contexlualization
of the content of Arabic literature as a solution to the of ten-repeated problems
associated with it. Section 5 forms (he conclusion of the work.
2.0 The Senior Secondary Arabic Curriculum
2.1 In the detailed NERC Curriculum, Arabic at this level is divided into four
major parts, namely:
10
1. Al-Qira'ah wa 'l-fahm (Reading and comprehension)
2. An-Nahw (Grammar)
3. Al-Kitabah (Writing)
4. Al-Adab (Literature)3
The four components are studied in details throughout the three year course, In the
case of Al-Qira'ah... (Reading and Comprehension; common topics are read in
Arabic and explained for easy compression. Such topics, for instance, include
those on school life, family life, (he hospital, agriculture,
Iriendship, factories, morality, celebrations, government affairs, etc.
As for Grammer (an-Nahw), common topics up to the standard of secondary
school level (ath-thanawi) in the Arabic world are treated. A long list of such
topics is given. It is obviously much more than the G.C.E.
On writing (al-kitabah), three major subjects are involved. These are al-insha’
(essay-writing), at-.tarjamah (translation i.e from Arabic into English into Arabic),
as well as al-imla (diction). The fourth component, viz al-adab (literature) form the
core of this paper. It covers all aspects of Arabic literature from the pre-islamic to
the modern as well as Arabic literature in West Africa, especially, Nigeria. It also
treats poetics and prose text and some drama.
The Arabic literature content of the NERC curriculum is as follows:
11
2.2
After the scrutiny and eventual approval of the NERC Curriculum, the
West African Examinations Council (WAEC) had to produce its own examination
syllabus from the comprehensive NERC Curriculum. In the introduction of the
S.S.C. Examination Syllabus, the following is stated:
Candidates offering Arabic in the Senior School Certificate Examination should
have attained appreciable background in grammatical, syntactical, and
conversational skills of the language. In addition, an ability to read and understand
and compose in standard Arabic is expected. Candidates should also be
sufficiently informed in elementary Arabic Literature of different periods,
including Arabic literature of West African Authorship.
They should demonstrate a working knowledge of Arabic and the ability either to
further the study of the language at institutions of higher learning of for further
self-improvement.
12
The new WAEC Syllabus was produced in September 1986. It condensed and reshaped the Arabic Syllabus. The examination consists of two papers and oral test.
Paper 1 consists of Composition and Literature while paper 2 is an Objectives Test
covering Comprehension, Translation and Grammar. The Oral Test consists of a
reading passage, comprehension test based on the passage, and a free conversation
test in Arbaic.
A close observation of the literature component in 2.1.shows how detailed and
wide it is. Nevertheless, an examination syllabus had to be made out of it. As in
the case of Nigerian scholars of Arabic who worked hard for days to produce the
NERC Curriculum, WAEC got a panel of selected Nigerian scholars of Arabic to
help to produce its own examination syllabus. The panel worked for about a week
and produced the WAEC Syllabus.
Literature contains four sections. Out of the two questions in each section, the
candidates are expected to answer one each. The break-down is as follows:6
Section A: prose and Poetry of the Pre-Islamic (Jahilfyyah) period
13
3.0 General Problems Which Adversely Affect the S.S. Arabic
The factors militating against the progress of Arabic studies in Nigeria in
general do affect the S.S. level as one should expect. Such problems have been
studied in varying degrees by Oderinde', Ggun-biyi , Abdul, Balogun , Suwaid „
Malik , Oseni and Oladosu . The problems centre on scarcity or non-availability of
relevant books, the poor attitude of Arbaic teachers, non-challant attitude no the
part of the government and the poor altitude of some parents. Let us lake these one
by one.
3.1. This problem of dearth of Arbaic books has been with us for long. This has
been aggravated in recent times by inflation, restrictions on the importation of
foreign books, scarcity of enterprising, standard Arabic priming presses and the
scarcity of indigenous Arbaic writers. From the manner Nigerian Muslim bodies
handle this problem, it seems that most of them merely pay lip-service to Arabic
and Islamic Studies. Without adequate books, Arabic and Islamic Studies are in
jeopardly. The only serious publisher of Islamic and Arabic books in Nigeria for
the past two decades, Alhaji Ahmad Patel, died in December 1989. Nobody knows
yet what the industry would be in Nigeria after the exit of Patel.
In spite of the present scarcity of books, however, a well-read Arabist can
make do with what is available and still achieve positive results. For example, in
the area of essay-writing, he can guide the pupils by teaching them how to write
essay outlines on different topics. He can also teach grammar and reading by using
14
materials from standard Arabic books. In the case of translation, he can improvise
too and use newspaper articles for practice. But that pro-supposes that he knows
enough English to be able to teach Arabic/English/Arabic translation. Without
adequate knowledge of both the source and target languages, one may not be able
to make appreciable progress. Il is in literature that one may envisage much
trouble as regards the scarcity of books, and even then the problem is not
insoluble. (See 4.4. below).
3.2 On the altitude of some Arabic teachers at the S.S. levels, a lot needs lo be
done lo put them on the right track. The teachers arc few where they are available
al all. In most cases it is the Islamic studies teacher who is already over-burdened
that is compelled to teach Arabic. In some cases, he takes it upon himself to teach
Arabic in addition to his normal work load in Islamic Studies. In that type of
arrangement, one should not expect the teacher to be able to give his best.
Some of the Arabic teachers, though knowledgeable, are not devoted
enough to cope with the challenges of the new S.S. syllabus. They allow
themselves to be drowned in apathy and frustration which are a general malady in
the society today. The average Arabic teacher (at least on account of his Islamic
connexion) should know that his reward for teaching well is both in this world and
the Hereafter (in Heaven). This belief should give him some fillip to work harder
and succeed where some other teachers lament miserably. This should also make
him shun all immoral behaviour that may tarnish his good image and destroy his
laudable job.
.As an insider, one is aware of the fact that most Arabic teachers at the S.S.
level are knowledgeable. This is regardless of whether such a teacher obtained his
Bachelor's degree in Arabic in Ibadan, Sokoto, Iloria, Kano, Zaria, Jos, Maiduguri,
Lagos or from outside Nigeria, One is aware too that some diploma holders in
Arabic, especially those from Sokoto and Kano can effectively handle the S.S.
Arabic. In spite of all these, not much progress has been made. What is wrong?
The answer is clear: apathy and lack of self-confidence among some of the
teachers. Apathy has been discussed; let us now discuss of lack of self-confidence
briefly.
Perhaps, on account of the manner our society is dominated by Western
values, many people look down on people who do not know English even though
they may be learned in Arabic arid Islamic Studies up to the highest possible level.
Sometimes such people do not help themselves; rather they exhibit inferiority.
complex, a situation that ought not to be at all. In order to be 'accepted' they are
sometimes extremely subservient to their bosses and colleagues. The solution to
15
this problem is to deliberately assert oneself by studying English and a few other
things in which others seem to have an edge over oneself. For instance, if one
considers the complexity in Arabic syntax and morphology which such an Arabic
teacher learnt so assiduously and mastered to a large extent, one would know that
learning to communicate effectively in English would be much easier. Many
Arabic teachers who cared to move forward by serious studies from different parts
pf Nigeria can attest to this statement.16
33
The various governments in Nigeria have not done much to help the
development of Arabic Studies especially at the Secondary School level. In the old
S.C./G.C.E. Ordinary Level examination, the number of candidates is still very
small. The same story continues at the S.S. level. The Federal Government and the
State governments know too well the great potentialities of Arabic in Nigeria - as a
language of diplomacy, international relations, literacy, national historical studies,
Islamic Studies as well as the language of Shuwa Arabs, an ethnic group in Borno
State of Nigeria.
Yet, Arabic at the S.S. Level is regarded as elective with inadequate
teaching periods staff and books. To remedy this situation, the government should
come out in full force to train Arabic specialists in the university both at borne and
abroad.
There could be an aggressive recruitment of Arabic teachers for the S.S.
level to join the few ones on the job at present. Government should also evolve a
policy of book-writing through the Nigerian Education, Research and
Development Council (NERDC). Books should be produced cheaply. If the
government takes the initiative, as are sure that Nigeria has enough specialists to
put their heads together to produce something that can be presentable to the West
African Sub-region at least. Arabic should be treated by government and all wellmeaning patriots as "an endangered subject" and given adequate attention. 20
3.4
Some parents have their share too in their non challant attitude to the
progress their children make in Arabic Studies, Many a time, Students are not
given adequate encouragement by their parents who themselves may be Arabic
scholars. In fact, it is sad to note that many Arabic scholars do not bother
themselves with leaching (heir children Arabic. While lawyers or engineers would
want their children to follow in their footsteps, some Arabic/Islamic scholars often
behave as if they studied Arabic out of frustration or by mistake. For positive
continuity, this ugly situation should not be allowed to be. If it continues, such
scholars should bear in mind that they are actively contributing the slow death of
16
the subject. This is not to suggest that, all Arabic scholars should ensure that all
their children are future Arabic specialists. Diversification is commendable. But to
discourage one's children from studying the subject in the manner described above
is the height of folly and thoughtlessness.
4.0 Methodology of Teaching S.S. Arabic Literature
Compared to other component parts of the syllabus, Arabic literature is the most
difficult. This is partly because, unlike other aspects of Arabic, it is studied for the
first time at that level, Moreover, poetry is often more difficult than prose in
diction and imagery. However, with a sense of commitment, careful planning, and
contextualizaiion or domestication, literature can be most interesting and exciting
even when there are no adequate books.
The first thing an Arabic teacher should bear in mind when teaching
literature is that the Subject is a personification of life. It is not that often dreaded
subject which is thought to be remote from the reality of life. It is relevant to
everyday life. Hence it should be animated, contextualized and therefore made
exciting to the students. There is no room for the theory of "arts for arts' sake" in
Arabic or African notion of literature. Once the teacher is ready to put life in the
subject and draw analogies between it and everyday events in life, a good start
would have been made and the students would be highly motivated to read the
passages, sing them, act them, and discuss them everywhere.
The S.S. .Arabic literature can be classified under three unequal categories,
namely, poetry, the novel story and drama. Poetry dominates the whole syllabus.
This is not strange in Arab tradition since*" it is regarded as the public register
(diwan) of the Arabs. By this, what is meant is that poetry is the sum-total or
quintessence of the history of the Arabs.
4.1. In teaching poetry the following procedure may be followed. Let us,
assume that one wants to teach cAbdullah ibn Muhammad ibn Fudis poem No.8 in
Tazyinu 'l-Waraqat, the text of which is as follows:
17
A poem like this can be taught in six stages: Introduction, form and
recitation, explanation of difficult words, paraphrase in simple Arabic,
segmentation of the poem as well as a discussion of the imagery and impression
created by the post,
4.1.1 The poem and its author should be first introduced. The deceased, almustafa, who was a real c figurative brother to the poet should be Introduced too
within the context of the poem. Such a preamble will no doubt water the appetites
of the students who would like to know more and enjoy the poem and even imbibe
the noble qualities of the deceased.
4.1.2 The next stage is the explanation that the poem is in R-rhyme (ra'iyyah)
and in the metre called Bahral-Wafir whose pattern is mufa alatun faulun in each
halfline (shatr). The teacher may sing the formal in a local but correct tone if
possible and then sing the whole poem along with the students. If possible let them
clap their hands or use a metal gong or a small drum in accompaniment. This will
further arouse the students' interest,
4.1.3. The explanation of difficult words then follows. In fact, the teacher should
use his initiative to extract the words and prepare an explanation of their meanings
before the lesson. That is part of the preparation of the lesson. These should be
18
fully and carefully explained to the students. If there are some other words which
they do not understand the teacher should explain them painstakingly.
4.1.4. Having given a clear picture of the content of the poem, a neat paraphrase
should be made out of the poetic lines. This could be done in conjunction with the
students orally. They could be asked to paraphrase the poem on their own as an
assignment later.
4.1.5 The next stage is the segmentation of the poem. It has four main parts The
first (lines 1-2) is the milieu of the incident of the loss while the second section
(lines 3-6) is the introduction of the deceased and his qualities which should be
studied carefully and related to real life and the spirit of Islam and scholarship
which he represented. The third section (lines 7-8) is the justification of the elegy
and the need for more lamentation on the part of pious students and strangers who
seek assylum. The last part (line 9) is a prayer to God to rain His forgiveness and
grace on his grave.
4.1.6 The last stage should concern the imageries used in the poem which gives it
its purgence. These include siraju 'l-bayy (the lamp of the quarter), ma'wa 'Ifaqlr
(the refuge of the poor), tmihyi 'd-din (reviver of faith), etc. The literal and
metaphorical connotations of the terms should be explained, using the right Arabic
terms and encouraging the students to give similar example in some Nigerian
languages (if possible). Moreover, an attempt should be made to bring out the
impression which the poem has on the read' This should centre on its realistic and
pious nature and the feeling that al- Mustafa richly deserved me elegy in view of
his great worth- emulating qualities.
The poem should be recited several times by the pupils. They should also
be encouraged to learn it by heart
4.2.0 In the case of art prose such as ornate public speeches (al-khittab) and the
novel/story (at- gis-sah), one would need a different approach.
4.2.1 With the regard to the former, the political/religious background should be
explained lucidly ii addition to a brief history of the author of the speech. The
passage could be written on the chalkboard and read out by the students one by
one or in groups.
19
Difficult words should be explained and the speech paraphrased by the
teacher and his students. It should be thoroughly recited. In fact some students
could be. asked to demonstrate how such a speech' could be delivered.
If there are similes or figures of speech which require special explanation,
the teacher should help his pupils to understand them fully. Particular attention
should be paid to the pupils' pronunciation of the words when reading the speech.
The lesson should be revised. Some questions could be thrown to them on the
speech in order to test their comprehension of the literary piece.
4.22. The novel/story (al-qissah) is more complicated that al-Khutbah. In the
present S.S. syllabus, it has to do with Taha Husayn's novel, al-Ayyam Book I.
Students would need to know the author's history. This should be taught in brief as
the book will eventually unfold details about his life.
The book can be studied chapter by chapter. In cases where the chapters are
very short, e.g. chapters 2 and 3,6, 7 and 8,11 and 12, and 19 and 20, these may be
taught together at ago.
When studying al-Ayyam students should be made to pay attention to the
major characters such as al-fata (the boy), his parents, his teachers, especially
"Sayyiduna" (our master) and al-fArif (the Monitor), The Qur'anic style of writing
which the author adopted in this book, his choice of words, his innate
inquisitiveness, the setting of the story (Egypt), and minute details of what the
hero hears and feels should be carefully observed. His in-depth Islamic education,
his sarcastic references to his own follies and those of the village scholars and his
ambition to join his brother at al-Azhar in Cairo should be taken note of.
If the teacher is serious enough, this novel would arouse students' love for
Arabic literary prose the more. At the end of each lesson or chapter, a summary
should be given. This can be very helpful to both the students and their teacher.
4.3. Drama forms a small portion of the S.S. syllabus. The book in use at present
in Tawfiqu 'I-Hakim's Ahlu 'ikahf, a 175-page play in Arabic based on the
enigmatic/ Qur'anic story of some men who slept for about 300 years and were
later awakened by God,
The students should be taught a brief history of the author and then
introduced to the play gradually. They should first have a general introduction to
the play, a useful summary. This would make them yearn for details in the play.
Secondly, they should be taught the major characters such as Mishliniya,
Marnish and Yamlikha, (the three sleepers), parisca (the double character), her
20
royal father, Ghaliyas (her servant, teacher and protector), etc. Pupils should be
able to know the role of each of the major characters in the play.
The major forces in the play such as God's omnipotence, the timelessness
and potency of love, human frailty and the mystery of time should be explored.
This is likely to fire the imagination of the students further.
The play should be thoroughly revised in the class. The pupils can be
divided into four groups and made to act or study the four long acts in the class or
at home.
4.4. Before the conclusion, something should be said about Arabic literature books
for the S.S., Ievel. For sections A, B, and C of literature, there are general books
used in the Arab world which are good. Nevertheless, U has to be slated
unequivocally that there is a need for a book or two written locally for these
sections. Again, considering the problems already highlighted in 3.1, the
government should come in and sponsor writers' workshops to remedy the
situation. This is not to say that, before then, Arabic teachers should fold their
arms and wail for the government and university lecturers in Arabic alone to solve
the problem. They themselves should join in the writing process. With their
experience they can start preparing notes on these sections for the benefit of their
students and for possible publication in future. It is lamentable to see much
teachers complain of lack of books when they can do something, however,
modest, to solve the problem in the interim.
As for section D which is Arabic literature of West African origin, there is
no serious problem in poetry for which Tazyinu 'l-Waraqat is used. However, the
problem is how to obtain copies of the book which was edited by M. Hiskett and
published in Ibadan in 1963. Since then, no new edition has been printed despite
the fact that WAEC prescribed it for the H.S.C./G.C.E. A-level Arabic since 1984
and for the S.S. level since 1986. The only consolation is that there are locally
printed copies in maghribi script in the markets in big cities in the northern and
south-western parts of Nigeria.
Nigeria has advanced to such an extent that a special book of poetry should
be prepared for the S.S, and G.C.E, A/level Arabic literature. This is another
challenge to both scholars and the government to work together.
The more problematic aspect of Arabic literature in West Africa is art prose
(an-nathru 'l-fanni) i.e. She novel/short story about which one can say that nothing
had been done except the story book on the Tortoise by Professor I A. Ogunbiyi. It
is this near absence of real works on Arabic art prose, especially ar-riwayah (the
21
novel) that probably compelled WAEC to prescribe books which are purely on
Islamic history. Akin to that is the non-availability of tangible Arabic drama works
of West African origin. Arabic literary men (udaba') in West Africa should take
this as a challenge.
5.0 Conclusion
ln this study an attempt has been made to explain the methodology of teaching
Arabic literature, a component pail of the S.S. Syllabus regarded by most Arabic
teachers and their students as very difficult. The Arabic literature component of
the national curriculum prepared by NERC for the level under the 6-3-3-4 system
of education is delineated while the S.S., Certificate examination syllabus
prepared by WAEC from it is also highlighted. This is to give a clear picture of the
two and enable the reader to see for himself the various dimensions of the subject
at this level.
Furthermore, we gave a bird's eye view of the general problems associated
with Arabic in general and the S.S. level in particular. The problems include those
that can be solved by teachers, the government, parents of the pupils, writers and
publishers.
The core of the paper is she fourth section in which some examples are
given as to how to teach Arabic literature at this level. The examples are on
poetry, art prose and drama. It is our humble submission that this approach can be
effective and successful if adopted by the teachers. This statement is not to suggest
that this is the only effective approach. There could be some other approaches
which may lead to the same goal of success.
Arabic literature, like any other literature, can be exciting when taught in
the right manner with a sense of commitment, Literature is indispensable to man in
society. When taught properly, it can become one of the most popular subjects on
the school curriculum. It takes an efficient teacher to carry out such a feat and this
is what we require from our colleagues teaching at the S.S. level. Their success is
of prime importance and would always reflect on the success of Arabic at other
levels of our educational strata.
NOTES AND REFERENCES
1. Writing this paper was inspired by the Zonal conference of the Nigerian
Association of Teachers of Arabic and Islamic Studies (NATAIS),
Irepodun/Ifelodun Branch of Kwara State held at Oro Grammar School, Oro on
25th to 27th November, 1988. The theme of the Conference was "towards the
22
improvement of teaching of Arabic and Islamic Studies". This writer gave a talk
on the teaching of Arabic at the S.S. level during the Conference. It was on that
occasion that Secondary School Teachers complained that Arabic literature was
too difficult and that the fact was well known among teachers and students.
2. I should thank my colleagues who invited me to deliver a lecture at the
above Conference. Then insistence that I write a paper on the topic even long after
the Oro lecture brought about my modest attempt here.
3. See the Senior Secondary School Arabic Curriculum, Mlnhaju '1-lughati 'lArabiyyah III-Marhalati 'th-thanawiyyah, Nayjiriya, Lagos: Nigerian Educational
Research Council, 1986, pp. 1-65.
4.
Ibid
5. The Senior Secondary Certificate Exanimations Syllabus Lagos, The West
African Examinations Council, 1987, p.8.
6.
Ibid, pp.8-9.
7. Tunde Oderinde, "Thoughts on how to improve the teaching of Arabic in
Nigerian Schools", NATAIS: Journal of the. Nigerian Association of Teachers of
Arabic and Islamic Studies No.2, Dec. 1978, pp.29-53.
8. LA. Ogunbiyi, "The teaching of Arabic in Nigerian Universities", NATAIS
No.3, Dec. 1979, pp. 12-28; "Basic Criteria for selecting Arabic Vocabulary items
and methods of teaching them to learners of Arabic as a second language",
NATAIS, Vol.II, No. 2, Dec. 1981, pp. 14-22; and "prospects for the teaching of
Arabic Language in Nigeria within the context of the
1977 Federal Republic of Nigeria National Policy of Education, m.s. (n.d.)
9. M.O.A. Abdul, "The leaching of Arabic in Nigerian Universities: problems
and 3 prospects", NATAIS Vol. 2, No. 2, Dec. 1981, pp. 45-48.
10. I.A.B. Balogun, "Arabic Studies in Nigeria: Problems and Prospects", Ilorin
Journal of Education Vol. 5,1985, pp. 73-81.
23
11. Ali N. Suwaid, "Khewaiir liawla tatwif ladrisi 'I- kttfiati 7- Arabiyyah bimaduris ma ba da 'tiblida'iyyah", NATAIS Vol. 2, No. 2, Dec. 1981, pp. 91-100,
This article treats the major problems in details and offers useful suggestions.
12. S.H.A. Malik, "The pronunciation difficulties of Nigerian learners of
Arabic", NATAIS No. 1, Dec. 1977, pp. 12-24.
13. Z.I. Oseni "Ad-dirasalu 'l' Arbaiyyalu ‘I’-Ulya was nashru '1-Arabiyyab fl
'dM-diyari 'n-Nayijriyyah" a paper delivered at the National Conference on Arabic
Studies in Nigerian Higher Education: Problems and Prospects held at Bayero
University, Kano on 4-6 Oct., 1987, pp. 1-12.
14. A.G. Oladosu, "Developing a functional Arabic language curriculum for
Nigerian Secondary Schools", paper read at the 8th Annual ESAN Conference,
University of Ilorin Feb., 1985 as quoted in N-A. lhabuzor, "A tale of two foreign
languages (Arabic and French) in the Nigerian Secondary School System" ,Oro
Journal of Education Studies Vol. 3, Oct. 1988, p-31.
15. See 2-1. Oseni, "A Standard Arabic Press: A prerequisites for the
renaissance of Arabic and Islamic Literature in Nigeria", Al-Huda (The right
guidance) Vol. 1, No. 1. Owo, Nigeria April, 1980, pp. 5-7.
16. This situation is more pronounced in Lagos, Oyo, Ogun, Ondo, Kwara and
Bendel States as at now
17. –See al-Imam nz-Zarnuji, Ta Hmu 'Imuta Imuta alllm tariqa 'ta allum.
Mustafa 'L-Babiyyu 'L-Halabi, 1367/1948, passim.
18. Some of the best Arabists and Islamicists in our Universities today belong to
this group.
19. Sec The Communique of the National Conference on Arabic Studies in
Nigeria Higher Education, Problems and Prospects (4-6 October, 1987) held in
Kano.
20. Dr. Noel Ihebuzor shares this view in relation to both Arabic and French. See
N.A. Inhebuzor, "A tale of two foreign languages" (Arabic and French) in the
Nigerian Secondary School System", Oro Journal of Educational Studies Val 3,
October.
24
21. We deliberately omitted the lack of adequate encouragement from Arab
Countries from this discussion. This is because it is unimportant. The reason is
that assistance from Arab governments, as useful as it is, often falls into the long
hands. Arab governments should look for a better way of helping Nigeria in
Arabic studies. Most of their assistance should be channelled through the Federal
and State governments and their recognised agencies. Nevertheless, our emphasis
in this paper is on self- reliance. We believe that we can work on our own if we
really warn to. If our Arab brothers help us, like the French government docs so
assiduously in respect of French in Nigeria, we would be grateful. However, we
must not fold our arms and expect manner to fall from Arab lands.
22. Arabic literature is not taken at the Junior Secondary School level or School
Certificate/G.C.E. O-level.
23. See. Kole Omotoso The farm of the: African Novel:. A Critical essay, Akuje
and. Ibadan, Pagfr-unigbc publishers. 1979,75pp. See also, Safa' ai-Khaiusi and
Islam Abd 'Ali, An Naqd-al-Adabi wa mawa/Jn *sh-shi r. Baghdad, Wizaralu 'tTabiyyah, 1974, p.6. For example of other good books on literary criticism see
I.A. Richards, I'nhaptes of Literary Criticism, London, Routledge and Kagan Paul
Ltd., 1970 Reprint; Sam A. Adewoye, Thte Essentials of literature. Ibadan, paperback publishers Ltd., 1988; M.H. Abrams, A Glossary of literary Term;- 4th Ed.
New Yorik, Holt, Rinehart and Winston, 1981; and Ali Na'ibi Suwaid, Kayfa
natachawwaqu 'l-Adaba i-Arabi, Beirut, Daru '1-Arabiyyah, 1986.
24. Sec Hanna al-Fakburi, Tariku 'l-Adabi 'l^AtbaL 2nd Ed. rut, al-Matba atu '1Bullisiyyah, 1952, p. 65; i.*-A- Nichotson, A Literary History of the Arabs.
London, Cambridge University Press, 1969, p. 31; P.K. Hitti, History of (he Arabs.
10th Ed. London, Macmillan, 1970, p.95.
25. See Abdullahi ibn Muhammad ibn Fudi, Tazyin al- Waraqat edited and
translated by M. Hiskett, Ibadan, Ibadan University
Viess, p. 46.
26. Taha Husayn, At-ayyam Book 1,52ad Ed. Cairo, Dar al-Ma arif 1974,152pp.
27. Tawfiqu 'l-Hakim Ahlu 'l-Kahf. Al-Jasnamiz, Maktabatu '1-Adab, n.d.
25
28. An account of the Sleepers is given in A.Y. Ali, The Holy Qur'an: Text,
Transition and Commentary, Bairut: Dar Al-Arabia, I968j pp. 727 & 730-735. See
Qur'an 18:9-22. See a detailed study of the play in S.L Jimoh, " Dirasah
Naqdiyyah Limasrahlyyah Tawflql tsl-Haidm, Ahll '1-Kahr, B.A. Long Essay in
Arabic, Ilorin, Dcpt. of Religions, University OE Ilorin, June 1998.
29. Sec Note 25 above.
c
30. See I.A Ogunbiyi,Al-Quisasu 'sh-Sha biyyah ani 's- Slahfah tinda 'lYurubawiyyin, Ibadan. Matba atu 't-Tahni'an, 1975.
31. Such books are Muhammad Bello ibn Uthman b_. Fudi, Infaqu 'l-Maysur fi
Tarikh Biladi J-Takrur. Cairo,m Dar wa Matabi u 'sh-Sha b, 1383 A.H./1964 C.e.
and Adam Abdulbh al- Uon,Al-Islam fi Nayjiriya wo Uthman ibn Fudi al-Fulani
N.P., N.D. in addition, at the G.C.E. A/Level a detailed, advanced work on the
state of Arabic, in Nigeria which is far beyond the level is also used. The books is
shehu A.S, Galadaaci, Harakam 'l-lughati 'l-lughatii 'I Rabiyyeh wa Adabiha fi
Nayjiriya, Cairo: Daru 'l-Ma arif, 1982, 340pp
26