One of the intentions of a college education is to be well-rounded, i.e., science/engineering majors would have some experience/exposure to humanities and arts, and humanities/arts majors would have some exposure to math and science. There are other factors like citizenship, e.g., learning some history and political science, since we live in a society that has a history and is strongly influenced by a political system.
For science and engineering majors, the ability to communicate is rather critical. I'm rather discouraged when I read simple communications from engineers with undergraduate degrees, and the writing is full of mis-spellings and other errors. Poor writing undermines the quality of the work, as well as undermining the confidence of the recipient (e.g., client) of the work.
Coincidentally, I read an opinion in the NYTimes that raises a similar issue expressed in the OP, but at the level of Algebra -
Is Algebra Necessary? I found Algebra rather easy.
I took a first course in algebra in Grade 9. In Grade 10, I had a class in Geometry (honors level - with proofs - in which we did a one year course in one semester) and Trigonometry. I transferred to a new high school for 11th and 12th grade. In 11th grade, I took a second year of Algebra with Trig. This course was in preparation for the 12th grade Calculus class, in which I did one trimester of Analytical Geometry, then two trimesters of Calculcus. At the same time, I did two years of Chemistry (11th and 12th grade). During the second year of chemistry, we studied rate equations/kinetics using differential equations. I had one year of physics, and eventually, we used some calculus. I was one of only 20 or so students (~3% of the graduating class) who took the same math and science program (some opted for advanced biology rather than a second year of chemistry). Most of us went on to top level schools and majored in math, science, engineering or medicine.
I also noticed a considerable disparity in programs among schools - even in the same school district. Had I remained at the first high school, I would not have had the opportunity to do the math and science program that I did at the second high school. When I was teaching at university, I encountered freshman students who struggled with simple word problems in introductory engineering courses. Most were only beginning introductory calculus, or were taking pre-calculus.
The educational system is faced with a spectrum of students with varying interests and capabilities/proficiencies. Yet somehow, society (or most) seems to expect, or wish, all to succeed. The question perhaps then is - 'how literate and numerate should we expect folks of different interests to be?'
In my freshman year, I took an English literature class, because my entry essay wasn't good enough. For me, the literature class was less about writing and more about analysis. It was a waste of my time (especially analysis of poetry and plays). It would have been better for me to take a course in writing - with some emphasis on technical writing. I finally did take a course in technical writing, and that proved useful.
Personally, I think algebra and certain concepts in linear algebra, geometry, trigonometry and calculus should be introduced earlier than they are - as early as 4th or 5th grade.
The author of the article in the NYTimes indicates that "considerable training occurs after hiring, including the kinds of computations that will be required." This seems to me to infer that training for work-related mathematics skills should be pushed off onto the employer. I thoroughly disagree with this, since students should already have some proficiency in mathematics and analytical skills. In fact, for one summer job, I took a proficiency test in math and technology. The highest ranking students got the best jobs - working as process operators.
