Friedman’s perspective on civil rights was complex. His correspondence from the early 1950s demonstrated a genuine concern with civil rights and a preference for politicians who emphasized the issue. By the time he wrote Capitalism and Freedom, however, he had developed a strong opposition to civil rights legislation. He categorized the problem of segregated schools as one more example of why governmentadministered education was an unwise idea, arguing that much of the social confl ict over desegregation was caused by the absence of institutional alternatives. In Friedman’s view, a world with competing private institutions would be likely to integrate much faster than one with a governmentrun monopoly. His views on schooling aligned with his argument that market costs would provide the most effective impetus to resolve the social problems that racism imposed. “The man who objects to buying from or working alongside a Negro, for example, thereby limits his range of choice,” he explained. “He will generally have to pay a higher price for what he buys or receive a lower return for his work. Or, put the other way, those of us who regard color of skin or religion as irrelevant can buy some things more cheaply as a result.” He believed that the market, over time and aided by continued public discussion, would eventually lead people to act as the advocates of civil rights legislation wished.

Angus Burgin, The Great Persuasion, loc. 509