“All this passion for justice will accomplish nothing, believe me, unless you get knowledge. You may be strong and clamorous, you may win a victory, you may effect a revolution, but you will be trodden down again under the feet of knowledge unless you get it for yourselves. Even if you should win that victory, you will be trodden down again under the feet of knowledge if you leave knowledge in the hands of privilege, because knowledge will always win over ignorance.” If as an individual a man is interested in his education only in so far as it may be to his economic advantage, we regard him as a rather stupid materialist. It is no less stupidly materialistic to urge a class to seek knowledge merely for the sake of a common economic advantage. As a rule, ignorant men place a strictly material valuation upon education. If education is nothing but the training of certain groups of animals in the best methods for taking material advantage of one another, it makes little difference which group wins in the class struggle. This theory means that the belief that education can make a difference in the kind of living is a delusion, and that the only significant differences in human life are the results of economic forces. Have we, in the notion of a special type of education for the working class, a correct view of the relation between education and work? Let us admit for the sake of argument, that traditional education is class education, elaborated in the interest of the dominant elements in society. Even then it might have a function other than that of an aid to systematic exploitation. It might serve as a guide to the use of leisure time. It might aid men in discriminating between ends which were worthy of effort and those which were not. It might be necessary for the development of personality, and to enable people to discover that which would give some intelligible meaning to their existence. Hitherto the privilege of the fortunate few, it might conceivably be a good which may now be the possession of the many. I cannot see that the interests I have just mentioned are necessarily those of any particular class. And it would seem that insofar as traditional education has failed, the failure has been the result of subordinating these very universal human interests to the special economic advantages of a particular class. Along with the class spirit, irrelevant factors enter into education. Education becomes illiberal and propagandist, a drill in herd opinion. Prejudice is not removed; it is intensified. A spirit of intolerance is bred concerning anything which might effect class interest.