At a meeting —very pleasant—of (mostly) sociologists at Harvard, someone said to me, "But if we educate children in the way you propose, how are they later going to fit on the tracks laid down by society?” The question showed me that he understood very clearly what schools are for—to make people think, as they had made him think, that the tracks that make a society of any particular moment are not only the best tracks, but the only possible tracks.