For all of the blessings of the Classical education movement, in my experience there is still too much emphasis on hurry and cram, and not enough on contemplation and rest (see the 2007 Circe Conference A Contemplation of Rest). Apparently, this is not a new problem and was addressed in a fine article from the 1892/1893 Parent's Review.
The article has many good points, but my favorite is on how to write a cram-proof test:
"When an examiner is drawing up his questions, if he would ask himself: Are these tests of real knowledge? What effect will this paper have upon teaching? And if he would then erase all such questions as can be answered by "cram," that is by unreal knowledge, he alone could deliver us from over-pressure. How? Real knowledge is digested knowledge, digested knowledge means leisure."
And another great quote:
"The teacher would soon discover that hurry, cram and long hours, are fatal to the acquisition of real knowledge; that only a comparatively small amount can be digested and retained; that there is no rumination of any subject that is taught without interest and enthusiasm; that part of every lesson must be given to quiet observation and reflection, to the drawing of conclusions and comparisons, to careful accurate, well-weighed expression; that is to the exercise of all those faculties by means of which knowledge takes an abiding hold of the mind."
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