In fact, this kind of primary and secondary education should have never been established in the first place.
Here's a series of hypothetical situations:
1. Suppose that we have a child whose innate talent (as opposed to educated or conditioned expertise) for music is equal to Srinivasa Ramanujan's mathematical genius. If s/he were born in a third-world country, to a family just as poor as Ramanujan's, what are the chances of this child's talent being discovered?
2. If the chances outlined in the previous situation are very low, does this merit the allocation of large amounts of national resources in the creation of a specialized parallel education system, which accepts thousands upon thousands of children who may not have that level of musical talent but are able to learn music due to their families' financial status, and who would be able to continue their musical studies even without a dedicated educational system and officially designated resources, just so that one Ramajuan-esque genius does not slip away unnoticed?
3. Following upon the above, if this parallel education system is nearly unreservedly abused by families who already have a better financial bearing to begin with, would a Ramanujan-esque genius with no money to buy an instrument and pay for music lessons (not to mention paying through the nose for lessons prior to exams with teachers who might be officiating those very exams, offering their bodies – or at least not objecting – to the carnal gratification of their teachers, and other such illicit means of bribery) be able to enter this system to study music?
In short, if Mozart were born into a Taiwanese family as poor as Ramanujan's, would he be able to enter the parallel musical education system, and use that to his advantage to become an internationally-renowned musician?
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