The following tabular representation offers a comparison of the school education in 1810s and 2010s.
| Educational practices in schools in 1810s (200 years back) | Educational practices in schools, as of date | |
| Teachers had to read and complete the entire syllabus | Teachers still have to ‘finish’ the syllabus! -same as in 1810s | |
| Homework was made repetitive; e.g. few questions at school, the rest of similar ones to be done at home | Homework is still repetitive e.g. a few questions at school, rest to be done at home. -same as in 1810s | |
| Parents were nominally involved – received gross, ‘action-less’ progress reports | Parents are still nominally involved – receive gross, ‘action-less’ progress reports. – same as in 1810s | |
| Textbooks were the ‘bible’ for content to be learnt | Textbooks remain the ‘bible’ for school; ‘smart content’ also being used like textbooks. – same as in 1810s | |
| Disproportionate focus on literacy and numeracy – focus on academics | Over 80% of the timetabled periods still around academics; little time for over all development. – same as in 1810s | |
| ‘Failing children’ were not the responsibility of schools; children ‘failed’ because they were ‘born slow learners’ and received poor parenting. | There is little change in the systemic response to failing children: – schools remain unaccountable for them – children and parents are responsible for ‘failed children’ even after 14 years of school. – same as in 1810s | |
| Schools were not focused on overall development of students | Focus on overall development but at the cost of academics; academic education has worsened in real terms. -This has changed for worse, compared to 1810s | |
| Schools just needed to reinforce the widely-held practices and values; mostly by default in the form of role model teachers with same set of values | Schools cannot reinforce widely-varying practices, values; in fact schools end up diluting values held up by individual families. – This has changed for worse, compared to 1810s |
