The application of this is, I think, obvious. The _â priori_ assumption of the equality of men is, in some sense, easily refuted. But the refutation does not entitle us to assume that arbitrary inequality, inequality for which no adequate ground can be assigned, is therefore justifiable. It merely shows that the problem is more complex than has been assumed at first sight. "All men ought to be equal." If you mean equal in natural capacity or character, it is enough to say that what is impossible cannot be. If you propose that the industrious and idle, the good and bad, the wise and foolish, should share equally in social advantages, the reply is equally obvious, that such a scheme, if possible, would be injurious to the qualities on which human welfare depends. If you say that men should be rewarded solely according to their intrinsic merits, we must ask, do you mean to abstract from the adventitious advantages of education, social surroundings, and so forth, or to take men as they actually are, whatever the circumstances to which their development is owing? To ask what a man would have been had he been in a different position from his youth, is to ask for an impossible solution, and one, moreover, of no practical bearing. I shall not employ a drunkard if I am in want of a butler, whether he has become a drunkard under overpowering temptation or become a drunkard from inherited dipsomania. But if, on the other hand, I take the man for what he is, without asking how he has come to be what he is, I leave the source at least of all the vast inequalities of which we complain. The difficulty, which I will not try to develop further, underlies, as I think, the really vital difference of method by which different schools attempt to answer the appeal for social justice.