These days, most graduate students in linguistics in the United States are not regularly exposed to the theory of Lexical Phonology and Morphology (Kiparsky 1982, Mohanan 1986). This theory – and the issues we wrestled with in it – have been largely discarded from the curriculum, replaced by the technical questions and concerns of Optimality Theory (Prince & Smolensky 1993, McCarthy & Prince 1993). Questions of stratal assignment, the Strict Cycle Condition and the like have been largely abandoned in favour of the minutiae of correspondence (McCarthy & Prince 1995) and sympathy (McCarthy 1999).