Excerpt from The Privilege of Education: A History of Its Extension
History shows that educational privilege has depended upon the conception that some natures and some pursuits have been thought much more worthy than others. "Nature," says Aristotle, "endeavors to make the bodies of free¬men and slaves different; the latter strong for necessary use; the former erect and useless for such operations, but useful for political life... It is evident, then, that by nature some men are free, others slaves, and that in the case of the latter, slavery is both beneficial and just... Instruction ... is plainly powerless to turn the mass of men to nobility and goodness. For it is not in their nature to be guided by reverence, but by fear, nor to abstain from low things because they are disgraceful, but because they entail punishment."
The masses according to ancient social and political theories, were to be governed, to be manipulated, to be the source of supplies. They had no need for instruction but rather to become habituated to such coercive controls as should impress upon them the power and worth of those who governed.
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