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206 and always has regarded education first as a means of buttressing the established order of things rather than improving it. And this is the real reason why strife, war, and revolution have marked the onward march of humanity instead of reason and sound reform. Instead of seeking to push the coming generation ahead of our pitiful accomplishment, we insist that it march behind. We say, morally, that high character is conformity to present public opinion; we say industrially that the present order is best and that children must be trained to perpetuate it.

But, it is objected, what else can we do? Can we teach Revolution to the inexperienced in hope that they may discern progress? No, but we may teach frankly that this world is not perfection, but development: that the object of education is manhood and womanhood, clear reason, individual talent and genius and the spirit of service and sacrifice, and not simply a frantic effort to avoid change in present institutions; that industry is for man and not man for industry and that while we must have workers to work, the prime object of our training is not the work but the worker—not the maintenance of present industrial caste but the development of human intelligence by which drudgery may be lessened and beauty widened.

Back of our present educational system is the philosophy that sneers at the foolish Fathers who believed it self-evident, "that all men were created free and equal." Surely the overwhelming evidence is to day that men are slaves and unequal. But is it not