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In 2014 the Centaur Observatory (ASAPS) recorded 90 episodes of stones being thrown at vehicles, in which 23 people were injured. 18 episodes were observed on the motorway network and 72 on ordinary roads. 52 people were stopped and 13 arrested. 62 minors involved, often merely identified because in some cases they were not even chargeable. During the first months of 2015, ASAPS recorded 45 episodes. 7 incidents on the motorway network and 35 those on normal roads. In some of the 45 episodes of the first half of the year the authors were identified. 3 adults were arrested and 5 were stopped. 15 of the detained or arrested individuals were minors. In total, there are 7 wounded. 16 episodes have occurred in the north of Italy,10 in the center and 19 in the south.

Those numbers show how the phenomenon is far from being marginal. This is why the insertion in a high-school textbook of mathematical problem that asks to calculate how to throw a stone from a flyover is rather absurd. The complaint came via FB by Luigi De Rocchi, a student’s father who was justly shocked. “A stone thrown from a 12-meters high overpass – recites the question – vertically downward, at a speed of 1.8 m/s, while a car is arriving. If the car is 82 m away from the overpass and is traveling at a constant speed of 125 km/h. When the stone is thrown down, does is hit the car?” A slap in the face of school’s educational mission.

“Please, somebody explain me – wrote the student’s father on Facebook , although he did not mention neither the book nor the author – why in my son’s high-school physics book, is used is a scenario like this to practice on uniformly accelerated motion… an idiot who amuses himself throwing stones from a flyover in order to check whether they are going to hit a car passing below… What I am saying is that there are no longer limits… What about the text of the problem which recites ‘Stone from the overpass!” with an exclamation mark… What is all this – asks the student’s father -, a deliberate attempt to gain the sympathy of the student by constructing an exercise around a topic capable of inspiring laughter and attention”.

On the other hand, Italian school is often the victim of border-line proposals. The arguments about gender theory is an example of this: under the guise of the politically correct, that is, the teaching on respect for differences, those very differences are being attacked. No more male or female, but an indistinct entity with the task of ”finding itself” during the early years of life, perhaps with some lesson (written in the received EU directives) on early masturbation. “We, their parents -, wrote De Rocchi in the post – live the immense difficulty of the contemporary age, that of having to carry out our difficult role despite the drift of a barbarized society, in spite of the relativisation of principles such as ethics, morals, solidarity, and justice, in spite of missing reference and example of any institution… All is left, is a school with which to collaborate for the growth of our children… We hope at least school is not going to fail to do its duties…”

And how can we forget the flattening of the concept of the family, with an attempt to overcome the words mum and dad, so as to arrive to the generic parent 1 and parent 2.  There is nothing fun, of course, but luckily, we are still able to defuse and weaken the danger of certain messages (without underestimating it).

Thus, on social networks people began to make fun of it: “It means that we should not get surprised in front of a problem of ballistics in which they ask you whether the trajectory of the bullet will be able to drill the skull of a prisoner’s execution”, or “a problem of electro-technology that asks what is the voltage needed to stop the heart of a person condemned to die on an electric chair”.  Or else: “A Molotov cocktail, containing 1 liter of oil, is thrown by the protesters at the police. If the police is running toward the rioters at the speed of 21 km/h, at what distance will the Molotov explode over the Police?” And one more question: “Are they going to use bribes to teach percentages?” It would be funny if it were not so terribly true.

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