Until the last century, the vast majority of people were educated in a tutorial context, meaning they were taught knowledge or a trade one-on-one or in a small group. In some learning centers, such as Paris, larger groups of students would gather to hear learned men read out of relatively scarce books, and the content would be discussed. Hence the English word "lecture" comes directly from the French word for "read." The teens attending these "universities" had normally already learned to read at home. The first universities in North America, such as Harvard, also took in students with no previous formal schooling.

All this changed radically as a result of the Industrial Revolution. For the first time in history, a large percentage of the general population was needed to work outside of their homes in factories. Initially, children were incorporated into this labor force, just as they had previously helped their families in farming or trades. However, use of children as a cheap source of labor became abusive outside of the family, with extremely long working hours and bad working conditions. Reformers began to call for child labor laws and schools (which would occupy and teach the children so that both parents could work in industry' important if wages were to be kept low).

The first modern-style public schools were really factory schools, paid for and run in the interests of industry, which did not want the children to be educated as scholars, but as future factory workers. They purposely herded the children into ever larger groups, systematically shutting down locally sponsored one-room schoolhouses, in order to ensure that the children would adjust to working in large factory-like groups. (All of this is meticulously documented in John Gatto's Underground History of American Education.)

From what we have observed, most modern-style public schools continue to arrange children into classes based on homogenous groupings of a single age or grade level. In contrast, multiage groupings are an education system where students in one class range in age by four or more years. The students study the same material simultaneously, with assignments tailored to each individual's ability level, learning style, and interest.

The modern system employed by the majority of American public schools today does not appear to be a prospering system, nor do many children appear to flourish under its practices. Some students seem to be successful regardless of their educational environment because they are good at passive learning, or are naturally active learners; we wish to provide an environment where all students can experience success.