leaders, and educational objects.

empower all who want to share what they know to find those who want to learn it from them;

Children born into the age of plastics and efficiency experts must penetrate two barriers which obstruct their understanding: one built into things and the other around institutions. Industrial design creates a world of things that resist insight into their nature, and schools shut the learner out of the world of things in their meaningful setting.

What is common to all true master-pupil relationships is the awareness both share that their relationship is literally priceless and in very different ways a privilege for both.

While we can specify that the alternative to scholastic funnels is a world made transparent by true communication webs, and while we can specify very concretely how these could function, we can only expect the Epimethean nature of man to re-emerge; we can neither plan nor produce it.

Inexorably we cultivate, treat, produce, and school the world out of existence.

In a deschooled society professionals could no longer claim the trust of their clients on the basis of their curricular pedigree, or ensure their standing by simply referring their clients to other professionals who approved of their schooling. Instead of placing trust in professionals, it should be possible, at any time, for any potential client

While an independent educational profession of this kind would welcome many people whom the schools exclude, it would also exclude many whom the schools qualify. The establishment and operation of educational networks would require some designers and administrators, but not in the numbers or of the type required by the administration of schools.

New educational institutions would break apart this pyramid. Their purpose must be to facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.