So are schools where teachers have 120 or
more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually
coherent order; where assessment keeps knowledge tightly
packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.