TRIBUTE AND REMINISCENCES ON MY GREAT ADDITIONAL MATHEMATICS TEACHER AND BOARDING HOUSE MASTER IN THE LATE 1970s AT COMPRO
My tribute to Elder Akanni Yahaya Junaid (1940 – 2020) (whom we popularly called Mr. Junaid at school) is somehow relatively lengthy, and I thus seek the indulgence of readers right from the beginning. In any case, a secondary intention of this piece is to refresh our memories on events during high school days some 40+ years ago. It also provides a platform for knowledge acquisition/sharing and for mentoring of current students, prospective students and younger ones. The tribute is in form of reminiscences of two events as they relate to Mr. Junaid at my alma mater, Comprehensive High School, Aiyetoro, via Abeokuta, Ogun State, Nigeria (fondly called COMPRO). I was a boarding house student in this school between 1975 and 1980.
REMINISCENCE/EVENT #1: ELDER JUNAID AS MY ADDITIONAL MATHEMATICS TEACHER
The first event is with respect to my personal experience as a student of his Additional Mathematics (now called Further Mathematics) class between the last quarter of 1978, when I was in Form 4, and June 1980 when I completed my studies in the school. The second event relates to my experience as a boarding student of Blue House where he was House Master between 1977 and 1980. A summary of my general tribute to him and to other teaching and non-teaching staff of mine at the primary and secondary education levels may be found on the website of the Society for the Advancement of ICT & Comparative Knowledge (
https://socthadick.org), of which I am the (founding) President.
I begin the narration of the first event by recalling that the school traditionally organized ‘weeding’ (i.e. selection) test/quiz for students who intended to offer Additional Mathematics as a subject. This test normally took place after a few weeks of lectures during the first term of Form 4 (Grade 10). As a rule, only as many students as would fill just one class/arm were selected to offer the course, around 30 or so. So it was generally known that only the best of the best students in mathematics were selected. I was among the few lucky ones who passed the test and so were selected to offer Additional Mathematics up to school certificate level. It was indeed a highly privileged and prestigious class! It is to the eternal credit of our Mr. Junaid that I scored A grade in the Additional Mathematics examination of the 1980 West African School Certificate Examination (WASCE). I was also fortunate to make an A grade in General Mathematics. Although he was not my teacher in the latter, my performance in the subject was boosted by knowledge gained in Additional Mathematics. One particular fact with respect to Additional Mathematics was that only constant practice empowered a student to be in good stead. It was normal that any student who didn’t practice (after school hours) what was taught in a previous class, or at least the last two classes, found it difficult to subsequently understand new concepts taught in class! This was simply due to the complexities and intricacies of the methods involved. An example is solving dy/dx from first principles.
The significant thing about my narration pertains to the style of setting examination questions by Mr. Junaid, our Additional Mathematics teacher. He taught very well and his questions were normally simple enough for an average student who followed his class to answer correctly. He was easily one of my best teachers in secondary school! In actual fact, he used to bring questions directly from his class note, word for word, perhaps only changing some of the constants in the note. Ordinarily, one would have thought that this approach to setting questions would make a typical student lazy. However, on entering the university –University of Ife (Unife) (Obafemi Awolowo University), Ile-Ife – later for my undergraduate degree programme, I noticed that an Indian teacher, Engr. Khan, who taught us a 300 level Civil Engineering course entitled ‘Strength of Materials’ also had the habit of exactly bringing examples solved for us in class as examination questions! Despite this style of setting questions, while some students used to score very high marks in the examinations, there were still some who used to perform woefully.
This tended to simply confirm to me that any student who did not understand the basic concept(s) of a mathematics question, even though it is ‘lifted’ word for word from a class note, will miss important steps of the question. And this will easily make an examiner to know that the student doesn’t understand the fundamental principle involved. Of course, the above style of setting examination questions works more effectively if examination malpractice, including smuggling of class notes into the examination hall, is prevented. Generally, good marks are awarded in mathematics subjects basically for understanding the methods involved, and not for getting the answers per se! This peculiar style of grading a mathematics examination paper became clearer to me towards the late 1990s when I served as an examiner for the General Mathematics paper of the West African Examinations Council (WAEC). Higher marks are awarded for method (normally denoted by M) and lower marks (usually 1 or 2) are given for self-evident result requiring no proof, called block (denoted by B) and for accuracy or answer (denoted by A). Thus, mathematics examination papers are graded using the M-B-A format.
Interestingly, after an initial study of environmental engineering (Building Technology, to be precise), I followed the footstep of my teacher, Mr. Junaid, by obtaining degree(s) in Mathematics. That is, I received a B.Sc. (Mathematics) degree and later, a M.Sc. (Mathematics) degree, although mine degree(s) were however received in a Faculty of Science. These were followed by other degrees, including a Doctor of Philosophy (Ph.D) degree in Computer Science from the University of Ibadan. Thus, the initial passion I had for Mathematics, as stimulated by my Additional Mathematics teacher, Mr. Junaid, had significant impact on my several intellectual adventures (search for complete knowledge) since I left high school. That is, the good mathematics background which I received from Mr. Junaid’s class significantly assisted me in subsequent years. For instance, despite the fact that my level of devotion to the sciences relatively dwindled in favour of the arts and humanities in the post 1980 era, I easily had reasonably good grades in Mathematics subjects/courses during the Lower Six of my Higher School Certificate (HSC) programme when I studied Physics-Chemistry-Mathematics subject combination. This was at the Federal School of Arts and Science, Ondo (FSASON) in the 1980/81 academic session; the same good grades were obtained during my 100 level as an environmental engineering student in the 1981/82 session at Unife.
On a concluding note with respect to my experience as a student of the Additional Mathematics class of Elder Junaid, I wish to say that my recent knowledge about his background educational training (beyond classroom pedigree) clearly reveals why he was such a thorough-bred teacher. In other words, that he received both NCE and B.Sc. (Mathematics Education) degree now makes me to simply retort by saying ‘no wonder’! That is, I am no more surprised why he embraced a peculiar methodology of impacting knowledge, having known now that he was trained at both a College of Education and Faculty of Education! Elder Junaid surely excelled in teaching!
REMINISCENCE/EVENT #2: ELDER JUNAID AS MY HOSTEL MASTER
The second reminiscence/event of my encounter with Elder A. Y. Junaid relates to the famous Room 10 of the Blue House boys hostel at COMPRO. First, there is need to describe the structure and location of this room, especially for the benefit of Compronians who were not members of the house, and outsiders who didn’t have the opportunity to visit the school. Room 10, Blue House, is in a sense, a special room. It is a small size student dormitory, unlike the typical large dormitories. By tradition, the room was inhabited by Form 5 (Grade 11) students from time immemorial. As a digression, it is important to note that COMPRO had all along been one of the privileged schools which had a Higher School Certificate (HSC) arm – Lower Six and Upper Six. Students in this arm were normally accommodated in special hostel outside the school campus, called ‘Doga’. At a stage, by governmental policy, the HSC class was abolished for a few years. By the time it was reinstated, the Management of COMPRO decided to accommodate HSC students in the conventional hostel on campus.
By the time I was entering Form 1 (7th Grade) in 1975, the HSC system was abolished, and was only reinstated around 1979. Now, when the school had an HSC class, school prefects were selected from the class, being the most senior class. However, when the HSC class was abolished, Form 5 (11th Grade) students were made prefects. The key gist about Room 10 in this reminiscence is that it was occupied by Form 5 students, at least between 1975 and 1979, before the introduction of the HSC class. In late 1979 when my set was in Form 5 (1st term), by which time the HSC class had been re-introduced, the HSC students (from whose class the prefects were selected) wanted to forcefully take over the room from we the occupants of the room. The occupants of the room and their room friends/associates at the time included Bamidele Olopade (this writer, fondly nicknamed ‘PADE’ Jnr), Taofeek Onatunde (‘Brother Tao’), Kayode Adeyemi (aka Kongi), Nureni Adeniran (‘Alagbara’), Tunde Obajinmi (‘PARIS’), Olumide Fadina (‘PLUTO’) and Abisoye Adeyemi (‘Ajakara’).
When the HSC students attempted to eject us from the room, we the occupants quickly used a masterstroke by deploying our cordial relationship with Sina Junaid. Apart from the fact that Sina is the son of our housemaster, he was also our classmate, though living with his father in the official duplex of the housemaster, adjacent to Room 10. We briefed Sina who contacted his father and relayed back to us our housemaster’s sympathy for our plight, and his decision to support us. To cut the long story short, the elderly Mr. Junaid ruled that we should continue to occupy the room since it had traditionally been occupied by Form 5 students, who were final year students. This is a significant event that pointed to Mr. Junaid’s firmness. Permit me to say that he was of course a highly respected and regarded teacher and housemaster in the school. One will not easily forget this event because, had we occupants been denied the legitimate use of Room 10, the comfort and privacy enjoyed by using the room would have been forfeited. Also, the HSC students, who seemingly say Form 5 students as rivals, would have scored a cheap and embarrassing point against us. Interestingly, the famous Room 10 was located on the ground floor of the one-storey Blue House. It is the last room encountered before the residence of the House Master. In fact, the room is located by the boundary of the Blue House, less than 10m to boundary of the house master’s residence.
On this final note, I say adieu Elder Junaid! Adieu our great Additional Mathematics teacher! Adieu our Blue House master! And lastly, on behalf of the Society for the Advancement of ICT & Comparative Knowledge, whose mandate is partly to showcase knowledge and its transmitters, I say au revoir!
COMPRONIAN “PADE” (Jnr), 1975 – 1980 set
Bamidele Olopade (Oluwade)
Professor of Computer Science & President, Society for the Advancement of ICT & Comparative Knowledge (SOCTHADICK);
https://socthadick.org