I deeply admire this unselfish man, and what a difference it would make in our society if there were many more like him; however in one of his quotes, he says that we’re still teaching the way we did a hundred years ago.  This couldn’t be further from the truth.  Did they have child-centred learning and a complete lack of direct instruction 100 years ago?  In the last century there was drill in arithmetic facts, phonics, spelling,  grammar, and cursive writing.  Memory work and direct instruction were the cornerstones of education.  Nowadays it’s all about discovering and working ‘creatively and co-operatively’ in groups and about one’s feelings:  no spelling, grammar, algorithms, cursive writing, nor phonics are taught.  With such a radical shift from memory work and direct instruction, how can anyone say that, over the last 100 years, that the educational system has remained constant?

Essentially, the structure and practices of 100 years ago have not evolved over time, to where in the year 2013, the 21st century - there is not much of a difference between 1913 and 2013, concerning the K to 12 education system, its structure and practices.

The education system stubbornly remains as one institute that is guided by the philosophies and ideologies that firmly banishes the science of learning into the corner, as a wayward child who is always out to disprove and mock the underlying education philosophies and practices as being false beliefs.

Its why in 2013, the very structure and its core ideological beliefs are holding sway in today’s classroom. It is holding sway, because there is active radical elements within the K to 12 system, to opposed all advances in the science of learning, that direct instruction, explicit spelling and grammar instruction, mastery of standard algorithms, and other such practices hailing from the 19th century, have now been proven as best practices in 21st century science of learning. It could not be done in the 19th century, that allowed the education philosophies and ideologies to gain the upper hand in the 20th century. It has resulted in the education of children according the beliefs and ideologies that has guided the education system.

The current math curriculum and instruction is an example of the madness of the radical components that have led the charge with the complete permission of the components of maintaining authority and control of the education of students. All made easier, by diluting parents’ natural authority and downgrading the ability of parental involvement and engagement of their children’s education.

So in a way, the last 100 years - the educational system has remained constant. Or otherwise, in 2013 all children would have good reading, writing and numeracy skills. Instead parents hear the excuses of external SES variables as the reason why their children are failing, based on the 19th century reasons minus the science of learning. .