The drop-out situation in our schools at present has only begun to develop. The young student today grows up in an electrically configured world. It is a world not of wheels but of circuits, not of fragments but of integral patterns. The student today fives mythically and in depth. At school, however, he encounters a situation organized by means of classified information. The subjects are unrelated. They are visually conceived in terms of a blueprint. The student can find no possible means of involvement for himself, nor can he discover how the educational scene relates to the “mythic” world of electronically processed data and experience that he takes for granted. As one IBM executive puts it, “My children had several lifetimes compared to their grandparents when they began grade one.”