Much of the fault for this lies in an attempt at systematizing skill and knowledge transfer so thoroughly that people begin to conceive of it as the task of school, rather than a normal consequence of work. Because of this shift, childhood contains the age where one can intuit very well how the world works while being prevented from acting upon it meaningfully. Instead of an adolescence full of rites of passage, where one attempts to master something and accept responsibility, we have made it full of waiting, and doing work—for school is work—that nearly everyone knows is fake.