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If we announce that we are interested in giving the student a thorough knowledge of a science, a grasp of its structure, an understanding of its basic relations, we shall be endlessly admired. If, instead, we specify the things we want him to do, verbally and nonverbally, we risk being called mechanical and shallow, even though the things we list are precisely the things from which an understanding or grasp of the structure of the science is inferred. (p. 263)