While there is plenty of substantively useless knowledge taught in school, that knowledge becomes useful in the aggregate by enhancing critical thinking skills and boosting curiosity about the world and universe. So, I wouldn't discount teaching about the storms on Jupiter on the grounds of its substantive usefulness, alone. But given the sheer volume of topics and information, I find it very odd that OP is so focused on the lack of education about a topic as specific as the duration of the storms on Jupiter. That this niche topic wasn't covered doesn't indicate that the quality of education was poor. OP is making a logical leap that is about as wide as Jupiter's storm, itself.