You said it's "boring for the smart ones," which I took to mean that if we go by the methodology I'm suggesting, we'll bore all the smart students, they'll have less knowledge, and we'll produce fewer good ones. Maybe you didn't mean all of that, but if you did, my point was that the Russian system, which seems to operate this way, seems to do just fine in keeping good students motivated and producing lots of talented mathematicians. I'm not convinced volume of content = engagement and better outcomes, either for "the smart ones" or the rest.
