Abstract
n the early 1960s, the Higher School Certificate Course was the track to direct entrance to Nigerian universities. There was a clear dichotomy between those who opted for Additional Mathematics, Mathematics and Physics and those who followed the “wet sciences” of dissections, buffers, enzymes in Botany, Zoology and Chemistry. The would-be “dry scientists” toted around slide rules, mathematical sets, and pencils and were destined for careers in the computational sciences and engineering. Those in the “dry areas” acted as if they were smarter, and the two groups lived in different scientific worlds. Increasingly, however the two scientific worlds are having serious conversations.
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