If you'd ever had my junior high school Algebra teacher, you'd think quite differently. I was good at math all throughout elementary school, and even in my first year of junior high. In first grade, when the other kids were struggling with 2+3=5, I was adding and subtracting out to three and four digits, and my answers were almost always right. From K-7 I don't think I ever got less than an A on any kind of math.
Then in seventh grade they gave us an "Algebra Aptitude test" to determine whether we should take Algebra in eight grade. Of course since we had not been taught algebra, it could not really determine how well we would do in it. But what it really could not account for was the eighth grade algebra teacher.
This teacher was quite possibly the worst math teacher ever. For one thing it was obvious that he hated having to work with kids. He treated us all like we has just escaped from reform school and all had the IQ of a turnip. He would get in front of the chalkboard and draw things out and ramble on and I don't think anyone learned anything from him, but you dared not ask him a question because he'd humiliate you in front of the entire class by telling you how stupid you were, and he'd moan and groan about why they sent him such stupid imbeciles to try to teach algebra to. Oh, and he kept a big old paddle hanging next to the chalk board and I think he actually used it on a student once or twice (probably for chewing gum or something). You may think I am making this up, but in the 60's in some school districts teachers were still allowed to paddle students, though as far as I know he was the only one that actually did it.
So, we were all scared stiff of the guy and tried to interact with him as little as possible. Now, my theory is he knew he was a crap algebra teacher and he probably barely understood it himself, but as long as he could keep the kids from asking questions, he could fake his way through it. He'd convinced himself that it wasn't him that was stupid, it was us.
Still I did okay in the first marking period, because I could figure out what I was supposed to learn from the textbook. I think I may have only got a B, but in his class that would have been at the top of the curve, if he had graded on a curve.
But then we got to FACTORING POLYNOMIALS. And that might have been some ancient dead language as far as I was concerned. I did not grasp the concept. I could not understand why anyone would ever want to, or need to factor a polynomial. My parents couldn't help, they had never taken algebra. And so I had to struggle with this on my own and I think it was the first time I ever failed a course, and I failed hard. And it had a domino effect - after that I was never good at any math related class, and my grades plummeted in other classes as well. The only way I was even able to graduate high school was by demanding that they no longer give me college-prep level courses (at that point I was determined I'd never go to college, and I never did) and just give me the same classes that the other non-college-bound kids were taking. Then, at least, I could maintain decent grades.
It wasn't that I didn't try to learn that algebra, I really did, it just simply wasn't coming to me. Now maybe there were environmental factors as well, like all the lead in the environment back then, or the pesticide that my dad sprayed around the house to kill ants (later taken off the market because it was so dangerous to humans), but all I know is that where before learning had been fairly easy, suddenly I couldn't get anything. Not that that particular school system was at all conducive to learning (I would say they were a good 20 or 30 years behind the times in many ways) but I always look at that algebra class as the big failure in my life, after which everything sort of took a tumble.
My point is that you come across as extremely condescending, and you remind me just a bit of that algebra teacher. Even with effort, sometimes there are concepts you will just never get. You would be the type to blame the students for their failure, rather than considering that there might be other factors at play.
But also, I would point out that programming is a lazy person's profession. We program computers to do the things we don't want to have to do manually. I would postulate that lazy people might, in fact, make the best programmers because they are more motivated to find a way to eliminate all the drudge work. The problem is that the writers of computer LANGUAGES aren't nearly as considerate. One reason BASIC was so popular is that all the keywords were mnemonic. When you looked at a BASIC program, if you knew English you probably could figure out what the program was doing. Languages like C are terrible by comparison, in my opinion those are the polynomials of computer languages, the languages that look like they were written to intentionally make programming difficult. Even Python is more difficult to grasp, in part because they insist on using words that are meaningless to the average person, such as "tuples".
Now that Artificial Intelligence is a thing, maybe the day will come when we can tell a computer program what we want to accomplish in plain language, and it will generate the code for us. That, it seems to me, should be the direction we should be aiming for in programming languages, not making them so difficult (especially for people who aren't good at memorization) that potential learners give up on programming out of frustration.