Can an educational system be implemented by the nation-state without the whole social purpose of the educational process being unrestricted, unconstrained, or corrupted?
From a ministerial point of view, this question must be confronted with the tendencies which arise from the present economic situation, which divide society into classes, some of which are but instruments of other classes to attain a higher culture. Externally, the question concerns loyalty and patriotism to the state, reconciled with a higher fidelity to what unites people for common ends irrespective of the political divisions of the country. Neither of these two aspects of the problem can be solved by passive methods alone. It is not enough to pay attention to the fact that education is not actively used by one class as a tool to more easily exploit another.
School facilities must be greatly expanded and improved so that the effects of economic inequality, not only in name but in fact, lightly affect economic inequality, so that the youth of the whole country will receive equal education for their future cause. This will require not only adequate school management facilities, complemented by homeschooling accessible to young people, but also the necessary reforms of traditional cultural ideals, traditional curricula and traditional methods of teaching and training, so that all young people can continue to be under the influence of education and become masters of their own economic and social future.
The realization of this ideal may be in the distant future; But unless democratic educational ideas can dominate our system of public education more and more, this ideal is nothing more than a ridiculous and pathetic fantasy.