This chapter discusses Western education in the landscape of colonial and even postcolonial Nigeria. Building upon ideas established in previous chapters, this chapter focuses on the uneven and complex adaptation of Western education and the emergence of a new middle class of low-level government and mercantile administrators. It will also touch upon traditional forms of education, explaining how colonial officials stunted or even undermined them. Of particular importance, this chapter explores the use of education as a tool of the political elite to construct systems of power and guide the development of societies. For colonial Nigeria, Britain sought to construct a system easily exploited for its natural resources, extracted by a vast underclass of cheap labor. This system would be managed by the small middle class of native elites under the authority of white British officials. This chapter will contextualize the aforementioned educational processes to explain the strategies colonial officials used to achieve their central objectives.

Chapter 11 chronicles the efforts of Nigeria’s colonial government to construct and consolidate an effective administrative and legal system, detailing the numerous challenges faced in this endeavor. This “system” of law of order was not singular, varying from region to region, nor was it static. Over the colonial period, its legal, judicial, and law enforcement systems would evolve to better suit the wants and needs of the British Empire. Once an aspect of this system is explained, the chapter explores their broader impact on the pre-existing Indigenous institutions and people.

This chapter explores how Britain’s indirect rule policy was adapted to suit the preference of the colonial administrators and the specific circumstances of different Nigerian societies. It argues that the reasons that account for this adaptation were because Indigenous Nigerians had solid precolonial administrative and governance systems. When the British attempted to implement radical changes, they encountered massive resistance from the local people, resulting in an attempt to solve what the British described as the “Native Question.” It further discusses how Lord Lugard proposed an indirect rule system developed from the principle of the Dual Mandate as a response to the Native Question. However, it recognizes that the indirect rule system was not unique to the British, but was also implemented elsewhere by the Portuguese in Mozambique, the French in Tunisia and Algeria, and the Belgians in Rwanda and Burundi. By implementing the indirect rule system, Britain sought to forge cooperation between the native administration and colonial government. It further traces the history of native administration which back dates to 9000 BC and demonstrates the complexities of the precolonial states (such as the Oyo Empire and Sokoto Caliphate), and their centralized and decentralized administrative systems.