Dear Honourable Minister. I hope this epistle reaches you amidst your diligent efforts to shape the future of education in our cherished nation. Allow me, with the utmost respect and thoughtful consideration, to call your attention to a most perplexing recent development from your ministry: the government’s announcement that Mathematics will no longer be a compulsory subject for Arts students seeking admission to tertiary institutions.

This policy, although perhaps intended as reform, feels more like a retreat. It seems as if it is a declaration that we no longer expect poets to count, philosophers to calculate, or historians to measure. It is as if we have chosen to set our creative minds free by unshackling them from reason itself.

Permit me to remind you of the profound artistry inherent in the Art of Counting and the role of the Count within the realm of Art. As you are well aware, Mathematics transcends mere subject matter; it is a discipline of the mind that cultivates precision, proportion, sequence, and structure—qualities that are equally vital to an artist as they are to an engineer. By guiding a young mind to think mathematically, we are not merely instructing them to solve equations; we are fostering the development of sound judgment and balance.

In case some of those supporting your position are not aware, allow me to remind everyone that every creative discipline involves a form of meticulous counting. Essayists meticulously craft and count their arguments, weighing each point with care and measuring their effects with shrewdness. Dramatists carefully calculate the build-up of tension to evoke emotional responses; scenes are numbered and characters are grouped. Musicians live within rhythms that follow invisible ratios, guiding the flow of their melodies. Even in poetry, the metre — from the precise beats of iambic pentameter to the intricate structures of Yoruba oriki — constitutes a form of numerical counting. When a poet refuses to count, it is a choice to abandon this inherent practice of counting; the very fabric of the verse begins to unravel, causing the entire composition to collapse into disarray.

I have some information for you. What our education system truly needs is reform, not outright removal, but understanding the nature and goals of the right reform is essential. The core problem with Mathematics in our schools isn’t its presence but how it is taught and perceived. Currently, Mathematics has become a source of fear and anxiety for students rather than an engaging subject of discovery. Instead of being a tool to foster reasoning and critical thinking, it is often seen as a daunting test of endurance. Abolishing Mathematics altogether would be as misguided as burning a map because we dislike the road it shows us—destroying an invaluable resource that guides learning and understanding.

Therefore, I entreat you to contemplate reforms that prioritise enhancing the manner in which mathematics is taught—placing emphasis on inspiring curiosity and confidence—rather than entirely discarding the subject for some.

A considerate and enlightened approach to reform can elevate Mathematics from a source of apprehension to a beacon of empowerment, unlocking students’ potential and nurturing a lifelong passion for learning.

If the goal is to broaden access for Arts students, I have a proposal to offer. Let us conceive a curriculum I term ‘Mathematics for the Humanities’, which will be an academic pathway centred on Quantitative Reasoning, Logic and Argument, Statistics for Social Sciences, and Everyday Numeracy for Life and Civic Engagement. Such a program would honour the essence of the Arts while safeguarding the integrity of education itself. Perhaps you perceive the irony: those you wish to protect from Mathematics today—and who might even express gratitude—may, in time, find themselves lamenting these very reforms when confronted with the same topics as they navigate life unprepared for them because you made maths possible to avoid.

Let us be clear: claiming that Arts students need not study Mathematics effectively suggests that some minds do not require training. This is a dangerous message, especially in a country already grappling with disorder.

A generation of citizens lacking basic numeracy skills is one that will sign contracts they cannot understand, borrow money they cannot calculate, and elect leaders whose figures never add up. Failing to recognise and defend these skills only contributes to creating a nation that dismisses its own sum.

The world is progressing towards data literacy, not away from it. Even writers today must understand how algorithms influence attention. Also social scientists need to interpret statistics. The future will not forgive a nation that regards arithmetic as optional.

It is not too late to revisit this misguided reform. I encourage you to consider three points promptly.

First, re-evaluate the decision to remove Mathematics as a compulsory subject for university admission. Second, establish an expert panel to develop Mathematics for the Humanities. And third, implement reforms to improve the teaching and learning of Mathematics. Nigeria needs more dialogue and fewer decrees. Please let this be a moment of listening, not lecturing. We must ensure we count what truly counts.

“Honourable Minister, to avoid any misinterpretation, it is essential to clarify that education does not entail imparting every piece of knowledge but rather focuses on nurturing the mind. Mathematics, in particular, serves as the foundation of logical reasoning, guiding the arts away from chaos and emotional excess, and fostering coherence and precision.

When poets choose to abandon the discipline of counting, their art risks devolving into mere noise rather than harmonious music. Similarly, when a nation neglects the power of reason, it risks being swept away by mere motion rather than genuine progress.

Therefore, let us not diminish the importance of sense and rationality in our educational system. Instead, let us enrich it by integrating reason into our reform efforts, ensuring that education remains a guiding light on the path to meaningful development.”

Kila is a Jean Monnet Professor of Strategy and Development at the Commonwealth Institute of Advanced and Professional Studies (CIAPS). He can be reached via:@anthonykila

serves as the Pro-Chancellor and Chair of the Governing Council of the Michael and Cecilia Ibru University (MCIU).