The man-made environment has become as inscrutable as nature is for the primitive. At the same time, educational materials have been monopolized by school. Simple educational objects have been expensively packaged by the knowledge industry. They have become specialized tools for professional educators, and their cost has been inflated by forcing them to stimulate either environments or teachers.
The teacher is jealous of the textbook he defines as his professional implement. The student may come to hate the lab because he associates it with schoolwork. The administrator rationalizes his protective attitude toward the library as a defense of costly public equipment against those who would play with it rather than learn. In this atmosphere, the student too often uses the map, the lab, the encyclopedia, or the microscope at the rare moments when the curriculum tells him to do so. Even the great classics become part of “sophomore year” instead of marking a new turn in a person’s life. School removes things from everyday use by labeling them educational tools.