Accordingly failure to recognize the authority of right means defect in effective apprehension of the realities of human association, not an arbitrary exercise of free will. This deficiency and perversion in apprehension indicates a defect in education--that is to say, in the operation of actual conditions, in the consequences upon desire and thought of existing interactions and interdependencies. It is false that every person has a consciousness of the supreme authority of right and then misconceives it or ignores it in action. One has such a sense of the claims of social relationships as those relationships enforce in one's desires and observations. The belief in a separate, ideal or transcendental, practically ineffectual Right is a reflex of the inadequacy with which existing institutions perform their educative office--their office in generating observation of social continuities. It is an endeavor to "rationalize" this defect. Like all rationalizations, it operates to divert attention from the real state of affairs. Thus it helps maintain the conditions which created it, standing in the way of effort to make our institutions more humane and equitable. A theoretical acknowledgment of the supreme authority of Right, of moral law, gets twisted into an effectual substitute for acts which would better the customs which now produce vague, dull, halting and evasive observation of actual social ties. We are not caught in a circle; we traverse a spiral in which social customs generate some consciousness of interdependencies, and this consciousness is embodied in acts which in improving the environment generate new perceptions of social ties, and so on forever. The relationships, the interactions are forever there as fact, but they acquire meaning only in the desires, judgments and purposes they awaken.