stracted and isolated self, but of
self as related to external nature and human beings.

The first private property was animals and tools. Artificial selection
begins with the domestication of animals. Soon it lays hold on man
himself by means of social institutions, all of which originate as
private property. The primitive social family was not a state of
promiscuity nor even the voluntary pairing of animals and birds, but
it was private property in women, beginning as wife-capture and
becoming wife-purchase and polygamy. Natural selection, too, is
transcended when cannibalism ceases. The self-conscious victor
enslaves his enemy and reduces him to property. Next, government
arises as private despotism, and with it the land becomes the property
of the chief. Thus the family, the state, protracted industry, and the
control of social opportunities begin with that artificial selection
denoted by private property.

Property in its early forms means the domination of the powerful over
the weak. Social institutions develop out of this primitive tyranny,
where the caprice of owners crushes the personality of the masses,
towards a state of equal rights and opportunities for all. The
industrial classes emerge from slavery and serfdom into a wage system,
which in turn is modified in the direction of fair wages, short hours,
and security of employment--fundamental conditions for personal
development.

The family has arisen from the private property of a despot to the
mutual cooperation of lovers, and the woman becomes a person instead
of a chattel. The legal successor of polygamy--the slavery of
women--is not monogamy, but prostitution, which is the wage system of
the sexes, grounded on the subordinate position of women and their
meagre opportunities for self-support.

Government is passing into democracy, and property in land and capital
is being hedged about by the police and taxing powers, or diffused and
socialized in the interest of the personal equality of all.

Social evolution is therefore the evolution of freedom and
opportunity, on the one hand, and personality, on the other. Without
freedom and security there can be no free will and moral character.
Without exalted personality there can be no enduring freedom. The
educational environment, therefore, which develops personality must
itself develop with freedom. The ruling ideas of justice, integrity,
morality, must move in advance, else the personality of individual