Ah, a Sundae that is rather a Sundae! Sol is barely visible now and the vista – the physical one out my house windows, not the MegaHard travesty – is one of snow covered ground except where the evergreens, pines mostly, have shielded the ground. The weather beavers admit their calculations were in error by as much as a factor of three. And the temperature was at least five degF below the phase change and will not ecxeed that temperature today so unless we get considerable insolation, the vanillaness will persist and imperil motorized travel.
We sit hoping the Arab Electric Cooperative will not blow their success thus far. The hope is brittle and thin.
So now I may engage to consider the article that have accumulated in abs this season. I start with a polemic [Link] on how young female humans – girls, if I may use that term without being discriminatory in the modern dementia that is society – are not being engaged in shul to study science and maths. The author specially wrings hands pitifully over the maths part.
I feel the ice creeping across the core of my mind. Public shul, perhaps all primary and secondary shul, is antithetical to the learning of science and maths. It motivates not. This is not just a result of Every Child Left Behind, although that is a firm and effective contributor to the general rot, because shul was a tar pit of dead and dying interests even back when I was a student, back in the days when television was not only monochrome but antennaed, and the descendants of dinosaurs wandered many back yards.
I reflect that I had, in general, good science teachers, none of them educationalists. I cannot speak to their certification credentials but I can say with the confidence of personal checking that they had real majors in their subjects. Admittedly the whole senior physics thing  was a near debacle going from one ineffective physics teacher to another over the scant months, a sad foretelling of the state of the contemporary high shul.
But when it came to maths teachers the population density was near zero. Yes, there were teachers and they taught maths but they knew not the maths beyond what was in their syllabus. Only the senior maths teacher for college bound students – that was not a unity but a minority in those days – had a degree in maths, and by then his efforts and abilities were either wasted or irrelevant; if students had not maths by then, they would not get them in that penultimate year of mediocrity in education.
Add to this the rise of the individual computer and the profession/discipline of simulationist. I have worked with these folks as their presence increased and while they are good folk, as good as any who exercise the Amerikan franchise and can bend the bow back over a cloth yard shaft, or its modern equivalent, but they have a strange, typically Amerikan, prejudice, that maths are irrelevant if one has their skills as simulationist. It follow immediately that if we are teaching simulation in shul, and that fact is assured given the economics of the matter compared to working with actual matter stuffs, and, lest we forget, the natural proclivities of the current young for whom electronics using is akin to tuning and hacking motorcars was in the days between my father and myself, then that prejudice against maths is creeping in to the hearts and minds of the students.
So scant surprise to me that boys or girls are not engaged by maths and sciences. They have no reason to and many reasons not to. And despite their natural rebellion at that age they can still be shaped by educationalists and parents who are equally whacked and ignorant. If collapse is not eminent, slavery and tyranny are.
 Yes, the ordering of science courses was as broken then as it is now. Instead of proceeding physics to chemistry to biology, the reverse maintained even as it does today, and the fundamental reason for this silly stupidity is the maths instruction.