The article discusses the resignation of Mitsutoshi Nagai, a principal from Nishishinjuku Elementary School in Shinjuku, Tokyo, who was known for his reformative approach to education aimed at promoting a child-centered learning environment. He implemented significant changes such as abolishing report cards, unit tests, and homework, believing that these traditional assessment methods hindered both teachers and students by prioritizing evaluations over genuine learning experiences. His vision was to create a school system where teachers view students as individuals rather than mere test scores, inspired by his observations of a particularly restless student who exhibited totally different behavior in play compared to his classroom antics.

Despite his efforts, Nagai expressed frustration over the limited success of his reforms, contemplating why the educational system remains resistant to change. He reflected on a significant controversy in the education sector over twenty years ago, which likely contributed to the prevailing mindset within schools that discourages innovation and adaptation to new teaching methods. Nagai's experiences highlight the struggles educators face when trying to implement transformative practices within a system that often clings to outdated traditions, questioning whether real progress can be achieved under such constraints.