Individuals studied artificially segregated areas called "disciplines." Scholars would become "specialists" and evidently guard against too close a contact with specialists from other areas. Apparently the reason the edutrainers of the time, called "teachers" or "educators," failed to achieve the holistic polymathematical truth was due to the method of "educating" the young. SPICE EFFECT SPICE EFFECT First let us recall the exact nature of GUI edutraining. Level-ot is the genetic classification of the embryo to identify the optimal speed and form of learning suited to the future child. Level-p is the cortex-engram-tning of the six- to eight-month-old fetus. The information capacity is increased so that learning is more easily achieved- A similar training look the prekveling child eight or nine postnatal years. Finally, our tevel--y training provides spacial awareness and general information for the eight- and nine-month-old fetus continuing through the end of the third postnatal year. The child is then equipped with die amount of knowledge that once took the child approximately eighteen postnatal years to achieve. This enormous waste of time precluded any attempt at a holistic polymathematical theory or approach to understanding. It was thousands of years before the Butlerian Jihad and the introduction of spice that leveling was achieved, Poiymathematical theory grew on a predictable course. Several outstanding individuals made great contributions. One of the most gifted pre-spice pofymathematicians was Karlmn Cautz who founded the famous Oexian School. The growth of the theory stagnated, however, as the dependency on computing he-came stronger. In fact, in the five hundred years immediately preceding the Butlerian Jihad no significant purely theoretical mathematical contributions were made. The only interesting results were in the areas of navigational modeling, and even those were computer-based. Consequently the effect of the Great Convention's ruling OB computers was devastating to the poiymathematicians.' Nothing was accomplished for years. The living poly mathematicians were useless without computers, and no polymathematics was done. (This is the era Lord Leto delighted in referring to as the Butlerian Jihad's "AfterMath.")' The introduction of spice with the return to more basic edutraining caused an immediate increase in new, exciting theories. The prescience experienced under the influence of spice revolutionized die approach to research as well as its philosophy, With spice, one had a map to follow. Spice did not provide a complete answer to a problem but suggested several signposts leading the way. The researcher could see the lines to follow and could often flex those lines to see some consequences of particular research paths. Many of the most influential minds mankind has ever known lived during the spice era and produced the theory of The Poly-mathematical Sociological Model which we learn and live under today.