CHAPTER ONE

GENERAL INTRODUCTION

1.1 Background to the Study

The growth of education in Nigeria has taken different phases from the colonial era up to

1960. It also evolves through the post- independence period down to 1977 1 when the National

Policy on Education was drafted. During the colonial era Christian missionaries in their

concerted efforts to carry out evangelism introduced western education in Nigeria. The first

primary school was established in 1843 named Nursery of Infant Church and in 1845 it became

St Thomas’ Anglican Nursery and Primary School.2 The school was housed in the first storey

building in Badagry before moving to its location in Topo, Badagry where the relic of the old

building can still be seen today.3

Although many Catholic missionaries came to work in colonial Nigeria in the early 19 th

century, the pioneer Catholic missionaries were Fathers of the Society of African Missions

(SMA).4 This group were founded in Lyon in 1856 and began the mission of evangelization at

Dahomey in 1861.5 Then, the superior of the Dahomey mission made a visitation to Lagos,

Nigeria in March 1861. In Omenka’s account, a missionary from Dahomey, posits that he was

given a warm reception by a group of about 200 6 Catholics who were predominantly ex-slaves

from Brazil. Among the fruitful results of his visit was the generosity with which the British

welcomed the possibility of a future Catholic mission in Lagos. Land was acquired for both a

Church and a school, but it was not until 1868 that a Mission was finally established in Lagos.7

Nevertheless, the attention of the missionaries shifted to the middle-belt but was not

concretized until 1911 for reason being that the people were yet to be fully integrated into the

new changing order of the western culture.8 The pioneer missionary group in this area was the

1
Dutch Reform Christian Mission (now NKST or URCC), which started educational activities at

‘Sai-Shitile’ in 1911 and later in ‘Zaki-Biam’ in 1913 ‘Sev-Av’ in 1922 and Mkar in 1923 which

became the headquarters of the NKST church. The church established her first secondary school

WM Bristow Secondary School, Gboko later in 1930.9

Towards the closing stage of the century, other missionary groups like the Methodists,

the Baptists, and the Holy Ghost (Roman Catholics) came into existence. On arrival, they faced

series of resistance from the protestant circles. Ekechi referred to this frustration when he wrote:

“by the time the Catholic Missionaries Arrived the Protestant had
enjoyed the prestige of priority, a head start position that made them
very influential in the area they had settled. Not till after 1900,
various Christian missionary agents completely invaded Eastern
Nigeria. The Roman Catholic Church, of course, played a significant
role in this post 1900 mass movement”.10

However, this mass movement caused the spread of the missions of the Holy Ghost

Fathers to Makurdi territory during the 1920s.11 It must also be noted that their primary motive

was to come and preach and educate the people. After the arrival of the French Holy Ghost

Father's, the Holy Ghost Brothers followed and with time, the whole territory became a

permanently established Missionary territory. It is also important to note that the later

construction of Railway line in the early 1930,12 fostered rapid spread of mission work, with

churches now established at Taraku, Moi-Igho, Makurdi (present day Holy Ghost Parish), Udie

and other towns along the line.

Interestingly, the Roman Catholic Mission (RCM) which is the basis of the study because

of its link to Mount Carmel came on since 1913 and stationed in the present Gwer-West Local

Government Area headquarters. Other schools like Sacred Heart Primary School Udei

established in 1927 and Holy Ghost Primary School in 1930 were first established by the

Catholic Mission Makurdi Diocese.13

2
 However, given the presence of primary school, the need for secondary school gave birth

to the establishment of Roman Catholic Schools like Mount Saint Gabriel’s Secondary School,

Saint Michaels Alaide, Saint Andrews Adikpo, Saint Peters Vandeikya and Mount Carmel under

study among others. It is against this background that this study set out to understand and

provide detailed review on the history of Mount Carmel, Makurdi.

1.2 Statement of the Problem

The introduction of Western education remains a debatable argument to scholars of

history. The argument lies primarily on the rationale behind the establishment of schools by the

missionaries. However, for whatever answer one may derive, the established fact remains that

there was a conflicting relations between African communities and the European missionaries.

Education in Benue state and Nigeria at large has come a long way, starting from the time

of the missionaries/colonialist to the post-independence era. Even with the long era between, the

Nigeria educational system is far from attaining perfection. The case study, Mount Carmel

Secondary School is no different as it has also been bedeviled by the myriads of problems

confronting quality education in Nigeria, and Makurdi in particular. Majority of these issues are;

inadequate classrooms, lack of teaching aids (projectors, computers, well organized and stocked

libraries and laboratories), inability to hire qualified teachers, and inadequate funding.

Other problems faced by the school include, exam malpractice, hooliganism, corruption

and teacher’s negligence. Beyond the challenges highlighted earlier, the school is also faced with

the problem of limited space, over populated classes and little or zero support from the parents\

guardians of the students. Arising from the above, this research tends to proffer solution to these

problems by providing answers to the following research questions;

i. What birthed the establishment of Mount Carmel Secondary School, 1979?

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 ii. What has been the challenges faced by Mount Carmel Secondary School

encountered since inception, 1979?

iii. What possible measures could be adopted to curb the identified challenges?

iv. What has been the impact of Mount Carmel Secondary School, 1979 - 2020?

1.3 Aim and Objectives of the Study

The primary purpose of this study is to investigate the History of Mount Carmel

Secondary School Makurdi within the period under review. The specific purpose of this study is

as follows:

i. To ascertain the rationale behind the establishment of the school.

ii. To highlight the challenges confronting the school since inception in 1979.

iii. To suggest possible solutions to the identified challenges limiting the school.

iv. To examine the impact of the school on the people of the study area from 1979-2020.

1.4 Scope and Limitations of the Study

The study is restricted to the investigation of the History of Mount Carmel Secondary

School Makurdi, 1979-2020. The study concentrates on the impact of the school to educational

development in Makurdi. However, the findings of this study shall not touch any other

educational activities of other churches in Makurdi and other parts of the county.

The study limit's itself to a period from 1979-2020. The year 1979 is taken as ideal to

begin this study considering the fact that this was the period Catholic Schools began getting

foothold in Makurdi area. And, the year 2020 is chosen as it commemorates the school

celebration of its 41st anniversary. To this effect, this aided the researcher with data and facts on

the historical transformation and impact of the school on the people of Makurdi. It is hoped that

4
this period under investigation would enable the researcher give a proper assessment of the

school’s contribution to the development of education in Makurdi.

The scope of the study covers only Makurdi Local Government Area of Benue State even

though references or examples could be given involving other part of Benue and Nigeria large.

The study captured and covered the geographical location of Makurdi Local Government Area

and will be illustrated effectively with the aid of maps to enhance understanding.

In addition, the study covers both the colonial and the post-colonial period. The reason

for starting from the colonial period is obvious for the fact that education came alongside

colonialism, and the extension of the study to the post-colonial period also, is in the fact that

even after colonialism and the withdrawal of the white men, established institutions they left

behind flourished.

It is expected that, every research must come across one challenge or the other in the

process of constructing any history, however, this one is never an exception as the researcher

was confronted with many challenges ranging from lack of inadequate fund, lack of willingness

to be interviewed by most of the persons confronted for interviews. Notwithstanding, the

researcher went extra mile towards making sure that the challenges were suppressed.

Another constraint that confronted the researcher was the issue of data collection. It is

pertinent to note that, aside the problems associated with written data, oral sources of historical

reconstruction has also got the problem of information distortion, or lack of chronology and over

exaggeration among others.

However, it important to note that the researcher employed a high-level of interpretation

of facts gotten from all these sources for the success of the work.

5
1.5 Significance of the Study

Beyond adding to already existing literature , the study has produced a historical

document on the history of Mount Carmel Secondary School, Makurdi and further given

recognition of the contribution of the Catholic Church to educational development of Makurdi.

1.6 Research Methodology

This research utilizes both primary and secondary source of data. These data span

through field works that include oral interview with individual who form part of the school

system, and historical data from books and achieves on Mount Carmel Secondary School

Makurdi. The research also consulted journals, textbooks, articles, school records and magazines

as well as school logbooks for secondary data available for this study. Furthermore, both

published and unpublished materials relevant to the study were also sourced.

Primary data was collected through oral interview with the eyes witness. These

comprised of both men and women, most of whom were elders who were present when the

school was established. About 17 informants were interrogated in the process of gathering

relevant information for this work. While pioneer staff of the school were interviewed, other

informants include farmers, vendors who sold around and in the school premises as well as

contractors who were engaged during the establishment of the school were also interviewed

among others.

Both the secondary and primary sources had their unique limitations. Relevant materials

were scanty. Others were mutilated and badly handled thereby hindering the researcher from

getting valuable information. In the same vein, most people declined from giving information

about the school during oral interview, while others distorted some information to suit their

interest.

6
1.7 Review of Related Literature

There are many literatures that are similar to this study; however, there is no direct

literature on the history of Mount Carmel Secondary School Makurdi. This is likely because until

date, no one has interest to write on the topic. It has not been possible to examine them all, only a

few of these works are relevant to the present study and have been reviewed with the purpose to

inform and make the study clear. This review is focused on educational literature for the purpose

of understanding how these establishments have impacted on Makurdi and the Nigeria society.

The review of these works by scholars and authors alike enabled a better understanding

of the motives behind the establishment of Mount Carmel Secondary School Makurdi. However,

despite the scanty materials on the subject matter, this research reviews works and other studies

by numerous authors which are useful to the study.

According to A. B. Fafunwa, in The History of Education in Nigeria,14 reflects on the

government of schools, this includes among others, to supply men for employment in

government, to impact sufficient knowledge of western ideas to enable the natives meet up with

the influx of traders etc. The main contributions of the book are geared towards enhancing

education in Nigeria, and the study systems in the educational sector . The literature further holds

that imperialist objectives were behind the introduction of western education into Africa as

schools were structured to suit missionary purpose even in northern Nigeria where their activities

were restricted.15 The literature is however very relevant in the construction of the present

research. Both two studies centered on education, its history and growth. However, the time-

frame of differs. Therefore, the present work History of Mount Carmel Secondary School

Makurdi, 1979-2020 seeks to fill in the gap from 1979-2020 on the current developments in

education in Makurdi.

7
 T. Falola in his book titled “History of Nigeria 2”.16 The study explores on the history of

of Nigeria and how education was used by the missionaries to capture Nigeria on arrival. The

author stated that education provided by the missionaries and the resulting western way of

thinking embrace by those who participates in that educational experience constituted one of the

most potent of socio-cultural change in Nigeria during the 19th century.

The study is a very viable source in the construction of the present research since it will

help since it made captured to some extent the educated elite and how they acquired knowledge.

However, the literature is limited to the educated elite whereas the study is investigating on

education as a whole. Therefore, the present work seeks to explore on the history of Mount

Carmel Secondary School from 1979-2020.

To some scholars, western education was established as a means to facilitate exploitation

of Africans. In agreement with the above view, S. O. Osoba and Falana in their book, “Education

and Social Development during the 20th Century”17 stated that western education was in no way

seen by Europeans whether missionaries or colonial masters as a tool for self-liberation and

potent tool for the enlightenment of natives.

The literature focuses on the objective behind the establishment of educational centers by

the colonial masters. The book also accounts on how colonial administrators used education to

further their course. In addition, the work outline the social development that followed as people

become more educated. Unfortunately, the literature mostly focuses on education and social

development in the 20th century, whereas the present seeks to focus on education in Makurdi with

keen attention on Mount Carmel from 1979-2020.

Further ascribing to the forgoing view, in Obaro Ikime (ed) book, 18 Groundwork of

Nigerian History. He stated that western education was introduced to educate the people only the

8
rudiments such as reading, writing and Arithmetic to enable them liaise with Europeans on

European terms. In the author’s view, western education is a product of Christian missionaries

and was not meant to develop Africans as captured by many Eurocentric scholars but it was

rather used to project the course of colonization.

Relative to the study, the literature emphasizes on education as the only activity

championed by the missionaries. However, the present research seeks to explore the contribution

of the missionaries and by extension, the schools contribution and impact on Makurdi.

The contribution of C. Mato,19 The Catholic Church in Tiv-land in Shagbaor F. Wegh’s

book Catholic Diocese of Makurdi At 50: A Celebration of Service to Humanity brought to light

the contributions and impact of the Catholic missionaries in Tiv-land. Mato posited that the

arrival of the Catholic missionaries on Tiv is a blessing and an answer to a prayer that was never

said.

The work is very significant to the present study as talks about not only the works carried

out by Catholic Missionaries on arrival in Tiv-land but also revolves around catholic

establishments in Makurdi, which the school under study happens to fall under. However, the

present work seeks to explore generally on agricultural production in Makurdi to fill in the gap.

A. O. Ikechukwu20 in his article titled Philosophy of Education posits that formal

education which is an art of properly organized and systematically executed system for the

purpose of helping the individual to develop and achieve self-realization, social, moral,

economic and political human being is drawn from to reflect the goals and aspirations of the

wider society.

To him all educational systems whether formal or traditional oriented seek to achieve the

same goals, to develop ability, attitudes and other forms of behavior.

9
 The literature is relevant as it contributes to the present study on education for the

development of education in Makurdi. Besides, the work does not posit the kind of education and

does not take statistical approach in its research. Therefore, the present literature seeks to add

value on education in Makurdi, specifically Mount Carmel Secondary School.

Also, the study does not work within a period as at when the research was conducted.

While the present work between 1979 and 2020 set a timeframe for further contributions after

the present work.

In Y. K. Fanen research project titled “The History of Saint Andrew’s Secondary School

Adikpo”.21 The literature explores on the evolution of the school and discusses the transition from

a wooden structure, to the development of infrastructural facilities and a citadel of learning in

Benue state.

The literature further examines the role and contributions of the catholic missionaries as

their settlement gave rise to the growth and development of the school. The author in the text

revealed that since inception of the school, the school has been a breeding ground for seasoned

reputable leaders from Benue who have been and are still excelling in different spheres of life

endeavors thus contributing meaningfully to the development of human life and the country. He

further highlighted that inadequate supply of books for the school library and financial

constraints especially with the Catholic diocese as the only source of funds for the school, the

challenges of these facts bedeviled the school.

The study was conducted within the period of 1980 - 2010, which span over a space of 30

years. However, the present work History of Mount Carmel Secondary School Makurdi, 1979-

2020 seeks to fill the gap in the existing knowledge on education, which seems to be left open

10
for over 10 years. Nonetheless, the literature focuses on the Saint Andrew’s Secondary School

Adikpo while the present work is focused on Mount Carmel Secondary School Makurdi.

U. C Njideka in his research project titled History of Rosary High School, Agwu, Enugu

State.22 The main focus of the research is to investigate the impact, explore the possibilities and

highlight the teething challenges that have masked the school. The author postulates that the

school has grown into a major entity that has excelled in teaching and the upbringing of students

in good morals and high competitive educational standards.

Relatively, the literature will serve as a viable source to the present work. Although, the

literature does not have a timeframe to enable further contributions to knowledge and does not

show various prospects on education which the present work seeks to discuss.

B. D. Iyortyom in his book titled A Survey of Educational Activities of Christian Division

in Tiv-land, (1911-1990)23 observes that sound education was not the emphasis of western

education but the ability to read and write. The author stressed that the primary objective of the

early missionaries was to convert the heathens or benighted Africans to Christianity via

educational knowledge of the Bible, the ability to communicate both orally and written were

considered essential for a good Christian. Nevertheless, he however stressed the significance of

western education to the development of Nigeria is overwhelming as it has not only enlightened

the people, but also had a significant impact on the larger society.

Thus, the study limits it research to 1911-1990. Nevertheless, A History of Mount Carmel

Secondary School Makurdi 1979 to 2020 will go beyond in it study to contribute to the existing

knowledge. Yet, the study is a veritable source in understanding the history and impact of

education in the area under study.

11
 Utulu and Shamija in their book titled Education and National Integration in Nigeria:

Social studies as a panacea,24 emphasize the significance of education as tools for national

integration in Nigeria. According to them, education is the most important industry on which

other industries rely on and all require well informed persons for effective and efficient service.

The authors posit that education is the only means through which nation integration can be

achieved.

However, the work does not outline the mechanism to actualize the problem stated.

Nevertheless, the present study would not only identify ways of actualizing this problems, but

would also add to the body of existing literature on the subject matter

G. T. Geri in his book, The Development and Transformation of Makurdi, 1900-2010,25

highlighted the roles played by missionaries in the development of Makurdi town. In his view, G.

T. Geri asserted that European scholars assumed that the spread of Christianity and western

education would cub the barbaric, savage and heathen states of the Africans. Arising from their

(missionaries) frequent visits, the missionaries wasted no time in setting-up structures that would

propagate the Gospel and savage Africans from their barbarization and pagan practices. Among

these were the establishment of worship centers, health care centers and schools.

To the author, the coming of the European missionaries projected the development of

Makurdi. It is in the course of this development that they erected structures such as schools,

churches and schools which happen to be a subject of discourse in this research work. This work

however, will be instrumental to the present study as it throws light on the people of the study

area and catholic education which happens to be part of the focus of this research.

The works reviewed has succeeded in ex- raying the important reasons and variable that

informed the Catholic Missionaries Benue state and Makurdi our study area. They provide useful

12
information about the establishment of schools, educational system in Makurdi and the reason

behind Mount Carmel Secondary School. They also serve as a guide for this research study

towards the understanding of the history of Mount Carmel Secondary School, its impact and how

it developed Makurdi as a state capital.

1.8 Conceptual Clarifications

The basic and fundamental concepts of relevance central to this research topic are

Catholic and Education. They are defined, discussed and illustrated so as to build a better

understanding of the research work.

In the words of Angle, Paul T.,26 Catholicism is the traditions and beliefs of Catholic

Churches. It refers to their theology, liturgy, morals and spirituality. The term usually refers to

churches, both western and eastern, that are in full communion with the Holy See.

For Richard McBrien,27 the word Catholicism refers to many things, including its religious

beliefs (called theologies and "doctrines"), and its form of religious worship (called liturgies).

The word also refers to Catholic religious beliefs about ethics (things that are right and wrong). It

also refers to the ways that members of the Catholic religion live and practice their religion.

From the above definition, Catholicism is thus seen as the traditions and beliefs of a

group of people geared towards maintaining a certain moral codes and spirituality in the outside

world.

Gadsby, A. defined Education as the social mechanism designed to bring about in the

persons submitted to it, certain skills and attitudes that are judged to be useful and desirable in

the society. He asserts that education especially higher education, must conduct a sound inquiry

into the meaning and development of man- the nature of man, before it can offer maximum

assistance to the individual in the over-all fulfillment of his personality.28

13
 According to A. Segun, Education is designed to provide learning spaces and learning

environments for the teaching of students or pupils under the direction of a teacher or

instructor.29

On this backdrop, Catholic Education can be defined as the transmission of the

intellectual and spiritual knowledge to students through the use of teaching aids so as to shape

and instill in them Godly altitude. Therefore, the study ‘History of Mount Carmel Secondary

School Makurdi, 1979-2020 takes a historical overview of Catholic Education in Makurdi within

the period given.

1.9 Conclusion

In summary, the chapter offered a general introduction on the research work which draws

breath from the history of education in Nigeria and what education is generally about. The

research further highlights the problems peculiar to the school under study. The research

reviewed method for which the research data are sought as well as the scope of the research. The

chapter also provided clarifications on the concept of Catholicism and Education independently

and how they relate.

Endnotes

1. J. Eifediyi. The first Secondary School in Nigeria - 1859. AAUEDU. Web. <

14
 http://www.aauedu.info/2016/10/the-first-secondary-school-in-nigeria.html retrieved
on October 11, 2019.
2. W. Rodney. How Europe Underdeveloped Africa. Enugu: Ikanga Publishers Nigeria. 1972.
Pp. 290-291.
3. A. Moumouni. Education in Africa. London: Deutsch, 1968. P.32
4. A. Moumouni. Education in Africa. P.33
5. C. N. Chudi. Sociology of Education. Uruowulu-Obosi: Pacific Correspondence College &
Press' Ltd., 1991. P.21
6. C. N. Chudi. Sociology of Education.P.22
7. A. B. Fafunwa. History of Education in Nigeria, Ibadan: Samadex Nigeria Commercial Ent.
Ltd., 2009. P.13
8. A. B. Fafunwa, History of Education in Nigeria. London: George Allen & Union, 1974. P.12
9. A. Moumouni. Education in Africa. London: Deutsch, 1968. P.32
10. S. Adesina & et al. Foundation Studies in Education. Ibadan: University Press Limitep,
1985. P. 32
11. S. Adesina & et al. Foundation Studies in Education. P.33
12. L. Bernice & et al. Society and Education. USA: Allyn and Bacon Inc., 1964. P. 45
13. L. Bernice & et al. Society and Education. P. 46
14. P. Winters. Defining Education. Education Space 360. www.educationspace.com. 2024.
15. J. O. Akinboye. Psychological Foundations of Education. Ibadan: Heinemann
Educational Books. (Nig) Plc., 1984. P.29
16. D. M. Buss. Evolutionary Psychology. Psycnet.apa.org, 1999,
17. O. Osoba. Education and Social Development during the 20th Century. Heineman Press
Nig., 2007. P.41
18. T. Falola. History of Nigeria 2. Journal on Nigeria History Volume 2 (12). Hall Press Ibadan
1997. PP. 45- 49
19. T. Falola. History of Nigeria 2. Journal on Nigeria History Volume 2 (12). PP. 45- 49
20. A. O. Ikechuwu. Philosophy of Education. Journal of Education Research. Ikanga Publishers
Nigeria 2014. P. 52
21. B. D. Iyortyom, (ed). The Aspects of Tiv Culture. Gboko: Tony Classical Press.
22. A. Utulu and F. Shamija. Education and National Integration in Nigeria: Social studies as a

15
 Panacea. Macmillan Press Pp. 46-50
23. U. C. Njideka. History of Rosary High School, Agwu, Enugu State. Unpublished
Research Dissertation, 2015. Pp. 47-67.
24. Y. K. Fanen. History of Saint Andrew’s Secondary school Adikpo. Unpublished Research
Dissertation, 2014. Pp.23-31
25. T. A. Paul. The Mysterious Origins of Christianity. Wheatmark, Inc., 2007. P.12
26. R. McBrien. Catholicism. Minneapolis, MN: Winston Press, 1981. Pp.66-68.
27. P. Winters. Defining Education. Education Space 360. www.educationspace.com. 2024.
28. A. Gadsby. Longman Dictionary of Contemporary English (3rd Edition). England: Pearson
Education, 2003. P. 80
29. A. Gadsby. Longman Dictionary of Contemporary English (3rd Edition). P. 81
30. A. Segun & et’aI. Foundation Studies in Education. lbadan: University Press Limited.
Bernice L. N. etaI, Society and Education. USA: Allyn and Bacon Inc., 1964.

CHAPTER TWO

THE LAND AND PEOPLE OF MAKURDI

16
2.1 Introduction

This chapter covers the geographical location and historical background of the emergence

of Makurdi Local Government Area of Benue state. It also seeks to examine the origin of the

people of Makurdi as they migrated from their various ancestral homelands to settle in the area.

The chapter explores on different account on the origin of Makurdi as presented by oral

traditions, written and archival sources. A map is further presented for identifying the

geographical location of the area under study. In so doing, the chapter meant to unveil the real

economic motive that influenced the emergence of the town and how it developed from a mere

agrarian settlement until its prominence as a regional market and then a commercial town to a

local government and capital of Benue state.

2.2 Geographical Setting of Makurdi

The area covered by Makurdi Local Government of Benue state is located in the North

Eastern part of Benue State. It lies roughly on Latitude 7 o North and Longitude 8o East of the

equator.1 Makurdi town is divided into two by the River Benue. One part of the town is popularly

known as north bank while the other part is referred to as Makurdi South or south bank. There

are two well-constructed modern bridges linking the two towns together. Territorially, Makurdi

shares boundary with Guma local government area to the North-East, Gwer local government to

the South, Gwer-West to the west and Doma local government area of Nasarawa State to the

North-West, while Tarka local government is bounded to the East respectively. Makurdi Local

Government has an area landmass of 16km radius.3

The local government has 11 council wards with a total population of 300,377 people

(2006) population census. It is made up of two constituencies, Makurdi North, which comprises

of Agan Mbalagh, North bank 1 and North bank 2, Clerk market and the Central South Mission,

17
and Makurdi South constituency comprising Ankpa/Wadata, Bar modern market, Fiidi and

Wailomayo wards.3

2.3 Climate

Makurdi, experiences both dry and rainy season during the year, its climate is

characterised by tropical sub-humid, in Koppens classification, Benue lies within the AW

climate.4 The town experiences a typical climate with two distinct seasons. The wet or rainy

season which begins from the month of April to October with an annual rainfall within the range

of 150 to 180mm while the dry season begins from November to March. Makurdi is known to be

the hottest spot in the Benue state with average maximum and minimum temperatures at 35 oC

(95oF) and 21oC (78.0oF) respectively.5 The region encounters high temperature particularly in

March, April and May, shortly before the main rainy season starts. While harmattan takes from

December to January, which is a period of lower temperature and harsh wind.

Along the river valleys, these high temperature and high relative humidity give rise to

inclement/debilitating weather conditions. For instance, it records an average maximum and

minimum daily temperatures of 35C and 21C in summer and 37C and 16C in winter,

respectively.6

2.4 Vegetation

The vegetation of Makurdi is the Guinea savannah with trees and tall grasses mixed

together having average height. The natural vegetation consists of woodland and tall grass. The

guinea savannah has isolated forests, patches of woodland, scrubs and shrubs in addition to tall

grasses. Halima, Edoja, and Hula, observed that the vegetation of the area was hitherto covered

by forest but due to uncontrolled and continuous clearing of the vegetation for agricultural

activities together with other anthropogenic activities such as burning of the bushes, grazing and

18
hunting among others, have to a large extent, impacted on the original forests. 7 The original

forest vegetation is now reduced to secondary forest and savannah vegetation. The appearance of

the vegetation cover of the area varies according to the season.

During rainy season, the vegetation becomes very fresh and greenish but withers and dies

away in the dry season. Some trees are deciduous shading their leaves during the dry season but

regain their leaves with the onset of the next rainy season. The plants have adaptive features to

enable them overcome the drought conditions by developing long taproots, leathery leaves and

succulent stems. Continuous clearance of the forest vegetation has given rise to the emergence of

secondary vegetation at various stages of growth. The grasses grow very tall and are coarse when

matured. There are pockets of scattered trees that are of economic benefits and they include

mango, shea butter, locust bean, African iron, Isoberlinia, cashew, Danielliaoliveri, Gmelina

arborea, oil palm, etc.8 These trees produce products that serve as raw material for some small-

scale industries.

2.5 Topography

The land is generally low lying (averaging 100m-250m) and gently undulating with

occasional inselbergs, Knoll, Laterite etc.9 Here, the terrain is characterized by steep slopes, deep

incised valleys and generally rugged relief. Elsewhere, gradients average less than 4°. River

Benue is the dominant geographical feature in the town. It is one of the few large rivers in

Nigeria. The flood plains which are characterized by extensive swamps and ponds are good for

dry season irrigated farming.

The drainage system of the area is influenced by factors such as relief, climate, rock

structure and human activities in the area. The major drainage feature in the area is the River

Benue which is the major tributary of the River Niger. It takes its source from the Cameroonian

19
Mountains, and flows through central Nigeria, and meets the River Niger at Lokoja in Kogi State

about 483000m from the coast. 10 These rivers and streams provide extensive alluvial floodplains

that are utilised extensively for irrigation farming.

2.6 Traditions of Origin

The history of the traditions of origins of Makurdi town provides an interestingly

penetrating odyssey. This is because; there have been different stories to the origin of Makurdi

ranging from oral traditions, archival sources as well as written sources. In the reconstruction of

African and Nigeria history, the role and importance of oral traditions cannot be over stressed. 11

In other to reconstruct the origin of Makurdi properly, it is pertinent to discuss how the name

Makurdi originated and how it is founded. There are various accounts as to how the name

“Makurdi” came into existence.

In an interview with Mama Kwaghnzuul Akaaer, “the founder of the settlement in

colonial times was called Lobi who settled at the Wurukum rail crossing. 12 Kwaghnzuul Akaaer

revealed that, Lobi was a wealthy farmer with lots of domestic animals who was later joined by

some Hausa traders. By virtue of his wealth, the Hausa people referred to Lobi as “Mai Kudi”

meaning the wealthy one.13 Ugbegili further posit that, the pronunciation of Mai Kudi was further

corrupted by the Europeans upon their arrival in the area.14

An oral interview with Baba Torwase Awuhe also corroborated the above claim. This

informant explains that he was told by his father that;

“The founder of the Makurdi settlement was called Lobi. This man was known to
be a rich farmer with a large farm of crops and livestock. He was later joined by
some Hausa traders who saw and recognized his wealth and referred to him as
‘Mai Kudi’ meaning a wealthy person. The man’s house was located in the area,
which is presently Wadata.”15

Another account from oral interview with Musa Kefas of Abinsi village claims that;

20
 “after the decline and collapse of the Kwararafa kingdom, several Jukun people
disperse and migrated into the Benue valley. Each group migrated and moved
under the authority of a chief. All these chiefs were answerable to Wukari. The
earliest Jukun settlement was at Abinsi, Katsina-Ala and Makurdi”16

Based on this oral testimony, the Jukun were one of the first inhabitants of Makurdi,

which were populated by the Kwararafa migrants. With the emergence of Tiv ethnic groups most

of the early inhabitants of the Makurdi region like Idoma were displaced pushing them to Apa

their homeland.17 Despite that, there was still the presence of Idoma and other ethnic groups co-

existing amongst the Tiv.

Another view relates the origin of Makurdi town to the establishment of a labour camp at

about 1910 or soon after in connection with the survey of the Eastern railway and the search for a

site for a bridge over the Benue River at the time when train ferry was used to cross the river

Benue.18 This view seems to be corroborated by one of our informant Ibru Jibrin who said that,

his father came to settle in Wadata area during the time Baaji (large ship) used to load and

offload goods at the riverbank. He stated thus;

“my father was one of the early people that settled in Makurdi. He used to
load and offload agricultural products like soya beans, coconut and other
grains from the Baaji. At that time, there was a garage at the river bank”.19

In addition, Varvar and Yecho further established other versions of the origin of Makurdi.

This particular version discusses the emergences of two large compounds by the river Benue.

These two compounds were populated by the Iharev lineage. There was on the other hand, the

compound of Shimgbe Ayadeagba of Mbayer, Mbagwen, located at the area that came to

accommodate the old prison yard near the present Wadata market. 20 On the other hand, there was

the compound of Ikpam Alumta of Mbalagh, which was located at the present premises of the A

Division Police Station near Wadata market.21

21
 Together with these two big Tiv compounds, there were also some pockets of settlements

of Jukun, Fulani, Nupe and Idoma groups, especially near the banks of the river Benue. There

was also the presence of long distance traders who regularly came to the area to trade with the

people in commodities such as salt, oil, etc. 22 Therefore, Makurdi area rise out of the presence of

various ethnic groups including the trading activities that attracted traders from far distance to

the Makurdi area.

According to Mr. I. Gunn, the origin of Makurdi town is traced to a labour camp

established about 1910 or soon after in connection with the survey of the Eastern railway and the

search for a site for the bridge over the river Benue. 23 The town was founded in 1913 under a

government messenger called Audu Afoda.24 He was a Yoruba man from Lokoja the capital of

the present Kogi state who was sent by the provincial Government from Ibi as an intermediary

between the government and the camp labourers during the construction of the rail line from

Enugu to Makurdi, and between the government and the indigenous Tiv community. 25 The new

town was rapidly populated by Hausa, Jukun and Nupe traders. With the completion and opening

of the railway line from Enugu to Makurdi in 1925, 26 Makurdi not only become a railway

terminus but also a trading centre attracting numerous Igbo and Yoruba traders who came to

settle in the area.

Although, Varvar and Yecho debunked the above speculation as they put it thus

“Certainly, the history of the origin of Makurdi town cannot be said to be the same with that of

the period when the settlement started serving the economic and political interests of the colonial

government”. They further hold that, Makurdi emerged out of its economic potentials that

enhanced the survival of the Idoma people as far back as the 16 th century when they migrated

from the disintegration of Kwararafa confederacy.27 Also, the Tiv people by the 18th century

22
displaced the Idoma further south towards the Igede land. However, the expansion of the Tiv

area stopped with the coming of the Europeans in the late 19th century.28

Ugbegili further holds that, the Eastern railway line from Enugu brought about a camping

area for labourers which motivated the urbanization process of Makurdi town. 29 Therefore,

colonization was one out of the many considerations for the rise of Makurdi area couple with the

construction of the railway by 1932, linking the North and South provinces of Nigeria.

Ugbegili’s account posits thus;

“makurdi during colonial period was largely supported by funds from Tiv Native
Authority and it was the aim of colonial government to make it low and self-
supporting as far as possible. With a tax paying population of about 5,000, its tax
was always slightly higher than the rest of Benue provincial towns and village”.30

With the arrival of the eastern rail line at Makurdi as well as the establishment of

Makurdi as a provincial headquarters of Benue Province in 1927 and during the construction of

Makurdi Benue Bridge in 1932, other groups increasingly migrated and settled in the area

subsequently.31 They were the Igbos and the Yoruba whose arrivals were said to have constituted

the early backbone of Makurdi commercial economy.

Another account from archival sources points out that: “Makurdi originated as a labour

camp during the construction of railway from Port-Harcourt. Makurdi was declared as settlement

area under the land settlement regulation of 1946 and 1954”.32

From this report, it is obvious that the emergence of Makurdi town in the modern era is

traceable to the colonial period. The extension of the Eastern rail line to the Northern Region was

crucial factor that facilitated the rise of Makurdi as a town. The town initially was a labour camp

that attracted thousands of migrant workers who had come to work with the railway system. The

influx of migrants contributed to population increase of the town during the colonial era. A

23
report by Mr. W. B. Knott indicates that: “Apart from probable natural increase there is almost

bound to be an increase in population by migration. An increase of 2,500 has been allowed in the

plain, 500 in Makurdi town 2001 in the high-level railway station”.33

Although this report was centred on the idea of planning Makurdi town, the report also

indicates the likely population increase in Makurdi during the colonial period. The report is

therefore of immense benefit in that, it indicated the growth of Makurdi during transformation to

an urban centre. However, oral sources showed that the origin of the people of Makurdi is

traceable to the activities of Jukun, Yoruba and Hausa migrants. As earlier stated, the pre-

colonial period Makurdi began as a pre-colonial settlement established by Igbira migrants in the

16th century.34 However, later waves of Jukun migrants overshadowed the Igbira presence along

the banks of the River Benue. The pre-colonial settlement of Abinsi, Wurukun and Wadata were

founded by Jukun migrants.35

In an oral interview with the Sarkin Hausawa in MakurdiAlhaji Ibrahim Mohammed, he

stated that Makurdi was pre-colonial settlement of the Igbira and Jukun migrants. 36 Evidence

from Alhaji Ibrahim Mohammed and Sule Momo37 seem to be in line with the fact that Makurdi

initially evolved as a Jukun settlement. It is pertinent to note that, trade was an important factor

that saw the development and emergence of Makurdi as an urban centre. Makurdi was the

biggest market in this part of the country during the colonial period, which attracted a host of

economic and commercial activities. Another colonial report holds that:

“The town of Makurdi is naturally the most important, and appears to be popular
among Munshi, for in addition to finding a ready market for anything they cared
to bring in whether cotton, beniseed, cloth or food they can also obtain salt and
other luxuries”.38

Several European trading firms such as John Holt Limited and the United Africa

Company Limited established their depots in Makurdi town during the colonial period and this

24
economic development greatly facilitated the beginning of Makurdi town as a modern urban

centre.

Finally, it is not certain which of the accounts is telling the true history of the name and

origin of Makurdi town but it could be said that it was probably named by Hausa traders and it

seems possible that the name was corrupted by the Europeans during their arrival due to

difficulties in pronouncing African words. It could also be argued that based on the nature of the

accounts it can be concluded that the town in question evolved out of multi-ethnics activities.

Having considered the origin of Makurdi town, the project will look at the historical

development of Makurdi.

25
2.7 Evolution of Makurdi

Makurdi is one of the pre-colonial settlements and it became an urban centre in the 20 th

century during the colonial period. Located in the Benue valley, the town is relatively young

when compared to some older Nigerian towns like Katsina, Kano, and Idah. Makurdi was a mere

village located beside the most natural crossing point over River Benue. It became important

following the relocation of Provincial headquarters from Abinsi to Makurdi in 1927, which it

thereafter saw a great spurt in growth.39 The inhabitants of the town are Tiv, Idoma, Jukun, Igbo

and Hausa. Unlike the Hausa, Igbo and Idoma groups, most of the Tiv were found on the

outskirts of the town.

It is evident that a settlement of a phenomenal kind in pre-colonial times has existed in

the area referred to as Makurdi in our contemporary times. This settlement however grew

gradually through the process of immigration and emigration. Colonial reports on Makurdi has it

that;

“Makurdi a subordinate native authority, originate as a labour camp during the

construction of the railway from Port Harcourt, it is a cosmopolitan town and this
artificial background has to be remembered.”40

Contrary, the fact is that what is now called Makurdi evolved over time in his view about

the Tiv & Idoma war in the Benue state area, Maddocks maintains that the Tiv:

In order to obtain food and seed, they set upon the outpost of the Idoma in their
place. This movement went on continually right up to the British occupation and
“Tyoshin” (Mbakpa and Ravv) got within reach of Okokolo, some 30 miles west
of Makurdi.41

In his writing, Erim stresses that in the 1630s, several ethnic group left Kwararafa to the

South of the Benue. Their new home land also called Apa, was located not far away from

modern Makurdi became a settlement during the colonial era, and that colonial forces made it

26
what it is today, that “Makurdi began as a labour camp”. 42 Be it as it may, it is important to note

that though the colonial forces and structures accounted for a lot in the accelerated pace of

growth, development and transformation of Makurdi, they (colonial forces) did not solely create

the settlement.

However, there exist diverse versions as to which group settled in Makurdi first. The

most important thing to note is that there was in existence settlement in Makurdi prior to the

colonial era. Joseph Iyo opines that;

“emigration to this area was probably a gradual process which may have started
about c. 1656-1685. Indeed, several Colonial informants. The recall that from the
first decade of the seventeenth century onwards, their ancestors in Apa I were
made aware of the Tiv presence”.43

In his writing, Erim pointed out that by 1685 down-wards, the Tiv had appeared in

several areas south bank of the Bank River. 44 This therefore confirms the view that some

intrusive Tiv groups were already present in some part of Apa I by this early date. However, to

some extent, Iyo45 seems to hold the view that the Tiv and Idoma group came to settle at Makurdi

area at almost the same time or the Tiv settled at an early date. Iyo’s thesis however, lacks

enough evidence to clearly show this settlement pattern.

Also important to mention are the Jukuns, who originally settled in the Kwararafa

kingdom together with the Idoma and others out of their fishing occupation, migrated down west

and settled at the back of River Benue. They settled at Abinsi and later some integrated and so

settle in Makurdi area, and continued their fishing business. The Hausa on the other had found

their way to Makurdi area through trading activities. Falola opined that:

“the Hausa were great long distance traders. The Hausa speaking people had their
large centres in Northern Nigeria. A number of Hausa merchants, going from one
place to another. Through them, Kola nuts from the forest region in place like

27
 Yoruba land were taken to the North and even across the Sahara to North
Africa”.46

Judging by the above view, the Hausa migration into Makurdi is not recent, it took place

over timer, and gradually gave rise historically. The people had different sources of migration

but it is to fruitful economic activities that later led to the growth and development of Makurdi

(the peopling of Makurdi however, started over time and this has been as a result of trading and

other relationships and developments involving various groups and people who first came to

inhabit the area). By 1850, Hausa settlements in the area were said to be very prominent. This

followed by the Nupewa settlers whose main occupation was said to be fishing, though they

(Nupewa) were numerically fewer than the Hausa Fulanis’.

Contributing to this influx of people was the arrival of the eastern rail line in Makurdi as

well as the establishment of Makurdi as a provincial headquarters of Benue province during the

construction of Makurdi Benue Bridge in 1932.47 Other groups increasingly migrated and settled

subsequently and these were the Igbos and Yoruba. Their arrival was said to have constituted the

early backbone of Makurdi commercial economy.

The migration of ethnic groups and their settlement and expansion of Makurdi towns

continued from the early days up to this moment. It is also important to state that the economic

potentials of Makurdi became a veritable point of attraction for various ethnic groups from

various areas who either temporarily or permanently came to settle in the area. The population of

these ethnic groups became very important in the emergence and growth of Makurdi town.

It is important to note at this point that with the growth and evolution of this small town

(Makurdi), some primordial indigenous industries in the area gradually got transformed in order

to suit the demands of the times. Above all, the colonial period with its prevailing forces

therefore changed the status of Makurdi such that some of its indigenous industries, like farming,

28
textile, pottery and iron works became transformed or replaced by European ones. The new

urban trend in Makurdi became alien to the one that was on course in pre-colonial times.

Today, Makurdi has grown to become an urban centre with various infrastructures such

as the Benue State University, Makurdi, International Modern Market, Federal Medical Centre in

Apir, Benue State University Teaching Hospital in Makurdi, the Makurdi Water Works, roads

and other numerous social and political infrastructures.

2.8 Conclusion

This chapter has exposed the study area in terms of its geography and geographical

location: the vegetation, climate, and topography were all discussed. The chapter went further to

explore the traditions and origin of the people, the Tiv in particular and the evolution of Makurdi

from pre-colonial era to present day. Therefore, the chapter has provided a good foundation for

the subsequent chapters to be discussed.

29
 Endnotes

1. L. S. Tor. Economic Development in Makurdi, A Case of the Usambe-Gbaange People of

Makurdi L.G.A. 1927-2012”. Department of History, Benue State University,
Makurdi, p. 30.
2. L. S. Tor. Economic Development in Makurdi, A Case of the Usambe-Gbaange People of
Makurdi L.G.A. 1927-2012”. P. 33
3. L. S. Tor. Economic Development in Makurdi….. P. 33
4. L. S. Tor. Economic Development in Makurdi…… P. 34
5. T. Francisca. The History of Makurdi Local Government. Benue State, Handbook, p. 2.
6. U. Eleazu. Nigeria, The First 25 Years. Ibadan, Heinemann publishers, 1988. Pp. 300
345.
7. S. I. Ugbegili. Urbanization in the Benue Area: A Case Study of the Historical
Development of Makurdi 1900-2000. M. A. Dissertation to the Department of
History Benue State University, Makurdi. Pp. 40-70.
8. S. I. Ugbegili. Urbanization in the Benue Area… P. 42
9. S. I. Ugbegili. Urbanization in the Benue Area….. P. 43
10. S. I. Ugbegili. Urbanization in the Benue Area….. P. 43
11. S. I. Ugbegili. Urbanization in the Benue Area….. P. 45
12. S. I. Ugbegili. Urbanization in the Benue Area…..P. 47
13. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. Aboki
Publishers, Makurdi, 2013. P. 15.
14. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010…. P.16
15. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010…. P.17
16. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010…. P.19
17. T. Francisca. The History of Makurdi Local Government. Benue State, Handbook. P. 4.
18. S. T. Ugbegili. Urbanization in the Benue Area … P. 66.
19. M. A. Armstrong, Makurdi A History of its Rise and Development up to 2010…. P. 14.
20. C. A. Burns. History of Nigeria. London: George Aden and Union, 1942. P.73.
21. J. E. Agaba. Method and Techniques of Historical Research” in History Research and

30
 Methodology in Africa: Essay in Honour of Professor Charles Creswell Jacobs,
(ed). M. O. Odey, J. G. Nengel and O. O. Okpeh Jr., Makurdi, Aboki Publisher,
2007.
22. S. I. Ugbegili, Urbanization in the Benue Area….. P. 78.
23. Torwase Awuhe, Oral Interview, Abinsi, 79 years, March 2024.
24. Musa Kefas, Oral Interview, Abinsi, 66 years, March 2024.
25. Ibru Jibrin, Oral Interview, Fisher man, Wadata Market, 72 years. March 2024.
26. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. Pp. 15-16.
27. T. Francisca. The History of Makurdi Local Government. Benue State, Pp. 2-3.
28. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. P. 8.
29. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. Pp. 22-23.
30. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. P. 24.
31. L. S. Tor. Economic Development in Makurdi: A Case of the Usambe-Gbaange People of
Makurdi L.G.A. 1927-2012. P. 44.
32. NAK/MI/11/12/ “Handing over notes Makurdi subordinates Native Authority”
33. NAK/PROF/AR/ANT/T/1 “Report of Mr. B. W. Knott, town planning officer”.
34. Alhaji Ibrahim Mohammed, Oral Interview, Wadata, 74 years, March, 2024.
35. Sule Momo, Oral Interview, Fisherman, 76 years, March 2024.
36. NAK/AR/ASS/T12 “Re: Munshi Division Assessment Report.
37. S. I. Ugbegili. Urbanization in the Benue Area…. P. 44
38. S. I. Ugbegili. Urbanization in the Benue Area…. P. 42
39. L. S. Tor. Economic Development in Makurdi…. P. 40.
40. L. S. Tor. Economic Development in Makurdi … P. 42.
41. L. S. Tor. Economic Development in Makurdi… P45.
42. L. S. Tor. Economic Development in Makurdi… P. 47.
43. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. P. 24.
44. M. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. P. 24.
45. T. Francisca. The History of Makurdi Local Government. Benue State, Handbook, P. 3
46. T. Francisca. The History of Makurdi Local Government. Benue State, Handbook, P. 7
47. A. Armstrong. Makurdi: A History of its Rise and Development up to 2010. P.19

31