it not education that is the creator
of this freedom and equality? Most men today cannot conceive of a
freedom that does not involve somebody's slavery. They do not want
equality because the thrill of their happiness comes from having things
that others have not. But may not human education fix the fine ideal of
an equal maximum of freedom for every human soul combined with that
minimum of slavery for each soul which the inexorable physical facts of
the world impose--rather than complete freedom for some and complete
slavery for others; and, again, is not the equality toward which the
world moves an equality of honor in the assigned human task itself
rather than equal facility in doing different tasks? Human equality is
not lack of difference, nor do the infinite human differences argue
relative superiority and inferiority. And, again, how new an aspect
human differences may assume when all men are educated. Today we think
of apes, semi-apes, and human beings; tomorrow we may think of Keir
Hardies, Roosevelts, and Beethovens--not equals but men. Today we are
forcing men into educational slavery in order that others may enjoy
life, and excuse ourselves by saying that the world's work must be done.
We are degrading some sorts of work by honoring others, and then
expressing surprise that most people object to having their children
trained solely to take up their father's tasks.

Given as the ideal the utmost possible freedom for every human soul,
with slavery for none, and equal honor for all necessary human tasks,
then our problem of education is greatly simplified: we aim to develop
human souls; to make all intelligent; to discover special talents and
genius. With this course of training beginning in early childhood and
never ceasing must go the technical training for the present world's
work according to carefully studied individual gifts and wishes.

On the other hand, if we arrange our system of education to develop
workmen who will not strike and Negroes satisfied with their present
place in the world, we have set ourselves a baffling task. We find
ourselves compelled to keep the masses ignorant and to curb our own
thought and expression so as not to inflame the ignorant. We force
moderate reformers and men with new and valuable ideas to become red
radicals and revolutionists, since that happens to be the only way to
make the world listen to reason. Consider our race problem in the South:
the South has invested in