All fair and strong points, but we must keep in mind that our ancestors lived in different societies than we did. Their societies had different economies, diffe

All fair and strong points, but we must keep in mind that our ancestors lived in different societies than we did. Their societies had different economies, different social orders, and in some cases, fundamentally different structures. The education system we have now is an industrial system. That is to say, it was developed in the midst and aftermath of the industrial revolutions of the last several centuries. It is out of date. Unfortunately, "what sort of building to make and who should sit in it" is a very real concern. It's a concern about the efficient allocation of resources in service of a particular outcome. I'd argue that the outcome (i.e., why are we educating our children, and to what particular end?) is in need of reevaluation. Until we can define it for the 21st Century, we're just moving players around on a field with shifting goalposts. Educational reformers, on various sides of various platforms, are tacticians in want of a strategy.