Socialism as it is

by William English Walling

Those few who do rise under such conditions only strengthen the position of the upper classes as against that of the lower. Tolstoi was right when he said that when an individual rises in this way he simply brings another recruit to the rulers from the ruled, and that the fact that this passage from one class to another does occasionally take place, and is not absolutely forbidden by law and custom as in India, does not mean that we have no castes.[88] Even in ancient Egypt, it was quite usual, as in the case of Joseph, to elevate slaves to the highest positions. This singling out and promotion of the very ablest among the lower classes may indeed be called the basis of every lasting caste system. All those societies that depended on a purely hereditary system have either degenerated or were quickly destroyed. If then a ruling class promotes from below a number sufficient only to provide for its own need of new abilities and new blood, its power to oppress, to protect its privileges, and to keep progress at the pace and in the direction that suits it will only be augmented—and universal equality of opportunity will be farther off than before. Doubtless the numbers "State Socialism" will take up from the masses and equip for higher positions will constantly increase. But neither will the opportunities of these few have been in any way equal to those of the higher classes, nor will even such opportunities be extended to any but an insignificant minority.

Nor does President Eliot's advocacy of class schools stand as an isolated phenomenon. Already in America the development of free secondary schools has been checked by the far more rapid growth of private institutions. The very classes of taxpayers who control city and other local governments and school boards are educating their own children privately, and thus have a double motive for resisting the further advance of school expenditure. As if the expense of upkeep during the period of education were not enough of a handicap, those few children of the wage earners who are brave enough to attempt to compete with the children of the middle classes are now subjected to the necessity of attending inferior schools or of traveling impracticable distances. The building of new high schools, for example, was most rapid in the Middle West in the decades 1880-1899, and in the Eastern States in the decade 1890-1900. But within a few years after 1900 the rate of increase had fallen in the Middle West to about one half, and in the East to less than one third, of what it formerly had been.[89] It might be thought that, the country being now well served with secondary schools, the rate of growth must diminish. This may be true of a part of the rural districts, but an examination of the situation or school reports of our large cities will show how far it is from being true there.

In Great Britain the public secondary schools for the most part and some of the primary schools, though supported wholly or largely by public funds, charge a tuition fee. The fact that a very small per cent of the children of the poor are given scholarships which relieve them of this fee only serves to strengthen the upper and middle classes, without in any appreciable degree depriving them of their privileged position. In London, for example, fees of from $20 to $40 are charged in the secondary schools, and their superintendents report that they are attended chiefly by the children of the "lower middle classes," salaried employees, clerks, and shopkeepers, with comparatively few of the children of the professional classes on the one hand or of the best-paid workingmen on the other. An organized campaign is now on foot in New York City also, among the taxpayers, to introduce a certain proportion of primary pay schools, for the frank purpose of separating the lower middle from the working classes, and to charge fees in all secondary schools so as to bring a new source of income and decrease the number of students and the amounts spent on the schools. This in spite of the annual plea of Superintendent Maxwell for more secondary schools, more primary teachers, and primary school buildings. Instead of going in the direction indicated by Dr. Eliot and preparing to spend four or five times the present amount, there is a strong movement to spend less. And nothing so hastens this reactionary movement as the tendency, whether automatic or consciously stimulated, towards class (or caste) 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.

No amount of material progress and no reorganization of industry or government which does not promise to equalize opportunity,—however rapid or even sensational it may be,—is of the first moment to the Socialists of the movement. Wages might increase 5 or 10 per cent every year, as profits increase to-day; hours might be shortened and the intensity of labor lessened; and yet the gulf between the classes might be growing wider than ever. If society is to progress toward industrial democracy, it is necessary that the people should fix their attention, not merely on the improvement of their own condition, but on their progress when compared with that of the capitalist classes, i.e. when measured by present-day civilization and the possibilities it affords.

No matter how fast wages increase, if profits increase faster, we are journeying not towards social democracy, but towards a caste society. Thus to insist that we must keep our eyes on the prosperity of others in order to measure our own seems like preaching envy or class hatred. But in social questions the laws of individual morality are often reversed. It is the social duty of every less prosperous class of citizens, their duty towards the whole of the coming generation as well as to their own children, to measure their own progress solely by a standard raised in accordance with the point in evolution that society has attained. What would have been comparative luxury a hundred years ago it is our duty to view as nothing less than a degrading and life-destroying poverty to-day.

Opportunity is not becoming equal. The tendency is in the opposite direction, and not all the reforms of "State Socialism" promise to counteract it. The citizen owes it to society to ask of every proposed program of change, "Will it, within a reasonable period, bring equality of opportunity?" To rest satisfied with less—a so-called tendency of certain reforms in the right direction may be wholly illusory—is not only to abandon one's rights and those of one's children, but to rob society of the only possible assurance of the maximum of progress.