Some studies of schools and classrooms point out the everyday ebb and flow of affection and anger, teasing and taunting, enthusiasm and evasion, brilliance and dullness between teachers and students.1 Other studies attempt to point out the underlying regularities that endure throughout the school year, patterns of teaching and organization which tend to leave a more consistent impression on students. Robert Dreeben’s On What is Learned in School, Nancy Lesko’s Symbolizing Society. Sarah Lightfoot’s The Good High School, and John Goodlad’s A Place Called School are examples of such studies.2 One might be able to point to a teacher, to a student, or to a school activity which did not conform to the patterns and regularities observed in these studies. Nonetheless, the large patterns and regularities tend to influence and impact the majority of the students.