A visitor arriving at the Carmel Academy in Greenwich, Connecticut on a day in late January would expect to find frenzied activity in every classroom, with teachers rushing to cover as much ground as possible. It is, after all, a mere three weeks since classes resumed after the long Christmas break and but a few weeks removed from another week-long school break during Presidents’ Week. What can be more precious to a day school (where every hour of the day is an irreplaceable commodity) than an uninterrupted week of sustained study? And yet, on not one but two days in January, every single full-time Jewish studies staff member was absent from the classroom and had been replaced by substitutes.