always lack breadth and depth of learning. They often know more Greek and Latin than they know of human nature and the phenomena of the universe. Their narrow views seldom reach the depth of man’s psychical nature. They are nearly always dealing with immediate superficial results and scarcely ever think about the real, the fundamental, and the remote. They try to get rid of an effect without touching the cause. “11. As the ability and aptitude of every pupil differs somewhat from that of every other pupil, your classification must necessarily always be more or less imperfect. A pupil that fits best in one class and grade this week may fit best in another class next week. “12. It is a well-known fact that a person, whether young or old, loses interest in a book by reading or studying it over and over. The interest is keenest when we do not know what is to follow. Yet in your public schools, you largely compel your pupils to go through the same books again and again until they are completely disgusted with them. This is more machinelike than humanlike, and tends to kill interest in original and individual inquiry. “13. The management of your public schools is largely under the control of politicians; and often unscrupulous, incompetent politicians, who know very little about the psychical needs of man, and who, not infrequently, care less for the interest and progress of the school than they do for their re-election. We also all know that man, in his rude beginnings and for ages after, is always blinded by zeal, enthusiasm and patriotism. They have strewn the road of progress with human skeletons; they have dyed the streams red with blood; they have erected countless temples of fanaticisms; they have invented countless instruments of torture; they have filled the land with slaves and paupers; they have soiled the robe of Liberty with multitudinous spots of intolerance; they have filled the mind with cruelty, bigotry and superstition, and they have fostered monopoly and stifled equity. “14. The financial support of your public school rests on compulsory taxation, and is, therefore, ultimately backed by an army. It positively prohibits direct competition by taxing all private schools out of existence. For example: A Catholic or a Protestant, who desires to send his child to a private or parochial school, must pay double taxes. He is first forced by the state to pay taxes in proportion to the ‘value of his property’ for the financial support of the public school, and then, if he sends his children to a private or parochial school, he must pay tuition in proportion to the number of children sent. Thus you see that your state, on many points, is as intolerant now as it was in the dark ages. It permits no private competition; it recognizes no individuality on these important points.