IT was the American Business Man who proposed the first “practical” reform; and if you have any doubt of the validity of the Caste theory, note what happened. The American Business Man knew that these millions of youths were going to enter his shops and factories; they were not going to be members of a leisure class, they were going to be wage-slaves; and so he proposed to educate them to be efficient wage-slaves.

And he might have succeeded in imposing his capitalistic version of the Caste theory of education upon our public schools, had it not been for the trade unions, who perceived in these capitalist plans a means of breaking down their own apprentice system. “What! turn the schools into training-schools for strikebreakers? No!” they said—and they bitterly opposed every attempt to introduce industrial training into the schools, and mustered to their aid the old notions of the Magic of Books. “Let the children have an education”—meaning book-learning; “it will be time enough for them to learn to work when they leave school,” was the general verdict. And so in this clash of economic interests, one theory warred with another, and the theory of Education as a mysterious communion with the Magic of Books happily won.

Happily—for though the controversy had its unfortunate results, in the fixing of a prejudice in the minds of the working people against industrial education, we should not fail to realize that in that controversy the trade unions were right. We do not want to educate the children of the poor in this twentieth century to be a human sub-species; it would be better to give them fragments of a leisure class education than fix them into the wage-slave mould; it would be better that they learned Greek and Latin (or, for that matter, Sanscrit!) than merely a trade. It would be better to turn them out as they came in, helpless and ignorant, than to make them into efficient machines.

But such a choice is not necessary. It is possible to have an education which produces human beings who are neither out of touch with their age nor hopelessly confined within it—a generation which will be the masters and not the slaves of its environment.

The outlines of such an educational system were already being drawn, in theory and even experimentally in fact. But these radical proposals threatened to cost more money than governments are accustomed to expend on peaceful and constructive enterprises. Yet something had to be done in response to a popular sense of the imperfections of our system.

Something was done accordingly.