ciety can only be built upon such endeavors. The humanities serve to make a person a better human being. It is from this viewpoint that Mann says: "Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men--the balance-wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their fellow men . . . But I mean that it gives each man the independence and the means, by which he can resist the selfishness of other men" (87).
When Mann said that education should be for all, he truly meant it, because he believed education should be for both men and women. Mann was one of the pioneers of coeducation. Much of what Mann said over one-hundred
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