Date of this Version
Exactly twenty years ago I bored this conference to desperation with an interminable disquisition on "Smaller Teaching." While I hope that essay helped open the way to larger learning, I must admit now that it was not only too long, but that it fell short of an important truth about the honors classroom. In the intervening two decades, experience in the peer review panels of the National Endowment for the Humanities and the academic advisory committees of the College Board has helped me understand more deeply this central site of honors education-and, I dare say, liberal learning. I hope to suggest that dimension to you today, albeit very briefly.