The appeal of the world of work is first its freedom. The child is compelled to go to school: he is (21) of authority. As he grows up, he sees what it is to be free of school and to be able to choose his job and change it if he doesn’t like it. The boys and girls, (22) he has long observed, revisit school utterly changed and apparently mature. Suddenly teachers seem as out of date as his parents and the authority of school a ridiculous thing. At the moment the adult world may appear (23) the school world that the desire to enter it cannot be satisfied by exercises in school books. This may not be the (24) but it is a necessary part of growing up, for every man and woman must come sooner or later to the point of saying "Really, I’ve had enough of being taught; I must (25) ". Some young people come to this decision sooner than they ought. Yet in a way this is not a bad frame of mind to be in (26) leaving school. At work, the young man makes one of the first great acceptances of life——he accepts the discipline of the material or the process he is working with. He sees the point of it and in doing so (27) life. The work process constitutes a reality in some sense superior to that of school, and this is why he so often longs to get to grips with it. Nothing done in school imposes its will in (28) the same way; if the maths master is ill one can get on with something else. But even the boy delivering papers, (29) the driver taking out his bus, discovers that one cannot put it off because there is snow on the ground, or the foreman (工头) is easily annoyed, or he himself (30) that morning. 23（）

A. so much more real than
B. so much realer than
C. so much more actual than
D. so far more in fact than