Departmentalization, as explored in the previous chapter, clearly plays a role in that fragmentation. In large high schools departments interrupt communication patterns and isolate small groups of colleagues into separate and separated divisions. They organize the anarchy of the high school into particular, and fairly regular, conftgurations. In stories centered around the quest for school-wide coherence and collaborative community the departmental barriers which divide and conquer playa strongly negative role: 'the villain is the specialist system' (Sizer , 1984, p. 209).