Statistical methods are an indispensable partner in all scientific work and in many other professional and commercial fields. So it is not surprising that statistics is widely studied at university. Yet most students never complete more than a single course in the discipline -- and that is usually early in their studies. In this situation especially, it makes sense that teaching should aim at inspiring students to retain their learning for the long term. Here the author presents a comprehensive qualitative model of education designed for this goal. The model translates readily into practice and this is demonstrated by bridging it to a rich set of workable tools that are drawn from related papers by the author.