Should teaching focus on Science and Math only?

The raison d'etre for schools is to formally mold the minds and character of children who have been initiated on the foundation of learning by parents' home tutorial. This preponderant task of shaping future reliable and responsible members of society is accomplished via instructions aimed to exercise both hemispheres of the brain by teaching balanced pre-selected subjects which include music and sports. However, there exists a belief that learning should include math and science only. I find this undue emphasis on academic subjects delimiting, unbalanced and curtailing the child's capacity to grow as a full human-being, hence, I propose the continued inclusion of non-academic subjects in the curriculum.

The shaping of personality comes not from studying numbers; neither does it result from examining the molecular structure of chemicals. Character-building is a painstaking offshoot of daily encounters among children in the medium which encourages self-expression, play and friendship. Music is one such venue which also leads students to appreciate different tones, beat and rhythm. Most of all, it instills self-discipline, teaches the value of perseverance and hard-work, and enhances awareness of their part in the choir or in the orchestra. Meanwhile, sports foster sportsmanship, teamwork, quick-thinking and being a good follower. Far from being superfluous, these minor subjects develop exceptional multi-tasking and time management skills. Not only that, they also serve as healthy vents for extra energy or emotions. In addition, sports undeniably contribute to the physical well-being of the team. Still, when fully honed, talents in either music, sports or both can be turned into profitable economic ventures. Child prodigies in music can have records sold in markets or they can perform in concerts, while sports virtuosos can become the youngest members of professional games, like chess or billiards for example.

Conversely, math and science complete the erudition of children. Procedures used to arrive at correct answers and steps used in checking them indubitably formulate the basis for problem-solving. Furthermore, this contributes to abilities related to theoretically mapping-out strategies that can be used to ferret solutions to any questions encountered. Science, on the other hand, piques children's perpetually asking minds by introducing concepts designed to do such. It also builds the foundation for organized and systematic methods of thinking and data gathering in the quest for answers to pre-formed hypotheses. Together, math and science are solid pillars that can unshackle the minds of the young from inanities that easily derail and trammel them in ways discordant to scientific approach. However, these academic subjects may successfully intensify inherent intelligence, but they bear no contribution towards personality enhancement.

Major subjects do not necessarily bear hegemony over minor ones. Molding the minds and souls of the young necessitates the inclusion of all these subjects since math and science focus on logical thinking and problem-solving while music and sports cater to creativity and character-building. It is therefore categorically imperative that the edification of children include academic and non-academic subjects.