ABSTRACT
Brad was aware of many aspect of his "culture" that he felt he could do without, including, up to a point seeking much involvement within his society, seeming to heed its expectation, or depending on its resources. But he was accustomed to technological innovations and he had been reared in a society where, it seemed to him, virtually everyone had everything they needed. From mainstream society's point of view, Brad's story would seem to reflect the enculturation process going awry, a young person growing up apart from, rather than as a part of, the appropriate social system. Schooling had played a part in Brad's life, but not the vital part educators like it to play. In 10 years he enrolled in eight schools in two states, ranging from early years at a small country school to a final eight months at a state reformatory, and including attendance at urban elementary, junior high, and senior high schools.
