@Orodruin: So, how would you introduce quantum theory? I've no clue, how you'd do that without some ideas about Hamiltonian mechanics, particularly Poisson brackets.
For me, it's the greatest challenge of physics teaching to introduce quantum theory. I've not taught QM 1 (introductory lecture on non-relativistic quantum mechanics) yet. So I've never been in the dilemma to think about it. There are several approaches in the literature. In my opinion there are some no-gos, and these are only very slowly eliminated from the curricula in high schools and at universities (at least in Germany):
One should not start with old quantum theory; it's misleading from the very beginning; particularly to claim that the photoelectric effect "proves the existence of photons" a la Einstein's famous paper of 1905. Even worse is to teach Bohr's model of the atom (which BTW cannot be taught without the Hamiltonian formalism of classical mechanics either!). There's a reason why we don't use old quantum theory anymore but the modern way a la Schrödinger, Heisenberg, Born, Jordan, and (most importantly) Dirac!
On the other hand, of course, you cannot just through the postulates in abstract Hilbert-space language to the students and then perform dry calculations of all kinds of applications, but you need some heuristics to get there. I think, a good way is to start with wave mechanics to motivate the Hilbert-space formalism in terms of ##L^2##, introducing operators representing observables and Born's rule (minimal interpretation). Then you have a good basis to do the formalism in the representation free (Dirac) way using the modern form of the "correspondence principle" based on symmetry considerations, leading to the operator algebra of observables. To keep the things as simple as possible you can use the Heisenberg algebra, i.e., the position and momentum algebra based on the definition of momentum as generators of spatial translations. Then it's also very natural that the Hamiltonian is the generator for the time evolution (but this must be taken with a grain of salt since time necessarily is not an observable but a parameter in quantum theory). For this you need Poisson brackets from classical mechanics motivating the commutation relations. Even when using no symmetry arguments but canonical quantization (which one should do with some caveat, because it only works for Cartesian coordinates of position and momentum and I find it a bit less physically motivated than to base theoretical physics on symmetry principles from the very beginning).
Later you can introduce also aspects of QT going beyond classical mechanics, using advanced methods of group-representation theory on Hilbert spaces, e.g., the idea of spin by analyzing the Galileo group. I've done this with great success in teaching QM 2 some years ago. The students liked this approach very much, and I think it makes clear in a very convincing way, why non-relativistic quantum theory looks as it does, at least it's more convincing than just telling the formalism and then justify it just by arguing "that it works" ;-).