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294 expressly on the basis of a division of classes into those who had to labor for a living and those who were relieved from this necessity. The conception that liberal education, adapted to men in the latter class, is intrinsically higher than the servile training given to the latter class reflected the fact that one class was free and the other servile in its social status. The latter class labored not only for its own subsistence, but also for the means which enabled the superior class to live without personally engaging in occupations taking almost all the time and not of a nature to engage or reward intelligence.

That a certain amount of labor must be engaged in goes without saying. Human beings have to live and it requires work to supply the resources of life. Even if we insist that the interests connected with getting a living are only material and hence intrinsically lower than those connected with enjoyment of time released from labor, and even if it were admitted that there is something engrossing and insubordinate in material interests which leads them to strive to usurp the place belonging to the higher ideal interests, this would not—barring the fact of socially divided classes—lead to neglect of the kind of education which trains men for the useful pursuits. It would rather lead to scrupulous care for them, so that men were trained to be efficient in them and yet to keep them in their place; education would see to it that we avoided the evil results which flow from their being allowed to flourish in obscure purlieus of neglect. Only when a division of these interests coincides with a division of an inferior and a superior social class will preparation for useful work be looked down upon with contempt as an unworthy thing: a fact which prepares one for the conclusion that the rigid identification of work with material interests, and leisure with ideal interests is itself a social product.

The educational formulations of the social situation made over two thousand years ago have been so influential and give such a clear and logical recognition of the implications