I know for a fact, from experience, that once a student knows that a teacher is only teaching what the state says is necessary for them to learn, the student is turned off on learning. The politics are not always good for students to know. He also makes clear that it is not the place of the teacher to change the minds of other teachers, or of administrators, especially by the presentation of facts, data and documentation. Classrooms that are run successfully under the classical method will speak for themselves. When classrooms are successful, word gets around.
Doubters are wrong in thinking chaos is the inevitable.
One only has to experience a classroom focused on this setting to find out how true this is. Many, many questions posed in the last chapter are left unanswered, which caused disappointment for me. Yet he himself never seems to recognize this. There are so many wonderful examples of classrooms run under the method Smith proposes in this book. I am rather disappointed in this final chapter, because I believe that education and true learning work better in a classroom run under the classical method.