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 open his eyes and consider what to do next. For it is to be observed that the people as educators are to acquiesce not merely in an eastern college monopoly in the production of liberal culture but also in a class monopoly in the consumption of it, entrenched, fortified, and established by hereditary wealth. It has been a popular superstition among us that the power of great fortunes in a small class is offset by the power of great ideas in a large class. We have hitherto regarded the facility with which a young man of slender means could enter with natural gifts upon his intellectual heritage as perpetually guaranteeing free competition for the possession of the things of the mind. We now learn that in the immediate future the intellectual heritage is to be reserved more and more exclusively for the rich man's son and added to his other advantages. For only he can afford the costly luxury of a secondary school which prepares. The pupils of the high school, says our author, "often young men of character and capacity, are not prepared for academic study and can be admitted only at the price of the retardation of the intellectual advance of the college." This amounts to saying that our public schools, which we had thought opened the doors to the highest educational op-