education--such as Dr. Eliot and so many other reformers now directly or indirectly encourage--usually under the cloak of industrial education. The most anti-social aspects of capitalism, whether in its individualist or its collectivist form, are the grossly unequal educational and occupational privileges it gives the young. An examination of the better positions now being obtained by men and women not yet past middle age will show, let us say, that ten times as many prizes are going to persons who were given good educational opportunities as to those who were not. But as the children of those who can afford such opportunities are not a tenth as numerous as the children of the rest of the people, this would mean that the latter have only a _hundredth part_ of the former's opportunities. Under this supposition, one tenth of the population secures ten elevenths of the positions for which a higher education is required. As a matter of fact, the existing inequality of opportunity is undoubtedly very much greater than this, and the unequal distribution of opportunities is visibly and rapidly becoming still less equal. In 1910, of nineteen million pupils of public and private schools in this country, only one million were securing a secondary, and less than a third of a million a higher, education. Here are some figures gathered by the Russell Sage Foundation in its recent survey of public school management. The report covers 386 of the larger cities of the Union. Out of every 100 children who enter the schools, 45 drop out before the sixth year; that is, before they have learned to read English. Only 25 of the remainder graduate and enter the high schools, and of these but 6 complete the course. The expense of a superior education, including upkeep during the increasing number of years required, is rising many times more rapidly than the income of the average man. At the same time, both the wealth and the numbers of the well-to-do are increasing in greater proportion than those of the rest of the people. While the better places get farther and farther out of the reach of the children of the masses, owing to the overcrowding of the professions by children of the well-to-do, the competition becomes ever keener, and the poor boy or girl who must struggle not only against this excessive competition, but also against his economic handicap, confronts an almost superhuman task. It is obvious that this tendency cannot be reversed, no matter how rapidly the people's income is increased, unless it rises _more rapidly_ than that of the well-to-do. And this, Socialists believe, has never happened except when the masses obtained political power and made full use of it _against_ the class in control of industry and government.