become the adolescent equivalent of a genuine 
     revolutionary—rather than a rebel—that is, he may 
     actually succeed in rejecting the folkways of the school 
     without identifying with them and becoming guilty and 
     raucous; . . .

     The school system, custodian of print culture, has no 
place for the rugged individual. It is, indeed, the homogenizing 
hopper into which we toss our integral tots for processing. 
Some of the most memorable poems of our language concern 
Wordsworth’s Lucy, on the one hand, and Yeats’ Among  
School-children , on the other. Both of these are much 
concerned with the poignant conflict between the order of 
enclosed and uniform systems and the spontaneity of the 
world of spirit. The inherent conflict that Friedenberg defines so 
well is at the centre of print technology itself, which isolates