Let's say there was a surgical procedure that was ideal for a particular kind of surgeon to know, but not essential for patients to survive and indeed do quite well without. Let's say that this procedure was very difficult to master, and it took a tremendous amount of time to teach. Let's say also that even after one to two years of studying the procedure, only about 5 out of every 100 med students could actually learn it well enough to perform it with any benefit at all. Let's say that 80 of those same 100 students never really "got" the procedure or forgot it within a month of learning it--even after two years of study.
Further, let's say that the other 15 out of 100 tried to use it, but actually did more harm to the patients they tried it on than good. Finally, let's say that there were other skills that those surgeons would use practically every surgery that their teachers were having trouble finding room to fit into the course of study. Now, I ask you, would you require the med students to study this procedure... or would you offer it as an elective for those who truly had the potential to master it?
Such, my friends, is the nature of Greek and Hebrew in the typical seminary curriculum.