The American public schools achieve successfully a task never before attempted on a large scale: the task of transforming a heterogeneous selection of mankind into a homogeneous nation. This is done so ably, and is on the whole such a beneficent work, that on the balance great praise is due to those who accomplish it. But America, like Japan, is placed in a peculiar situation, and what the special circumstances justify is not necessarily an ideal to be followed everywhere and always. America has had certain advantages and certain difficulties. Among the advantages were: a higher standard of wealth; freedom from the danger of defeat in war; comparative absence of cramping traditions inherited from the Middle Ages. Immigrants found in America a generally diffused sentiment of democracy and an advanced stage of industrial technique. These, I think, are the two chief reasons why almost all of them came to admire America more than their native countries. But actual immigrants, as a rule, retain a dual patriotism: in European struggles they continue to take passionately the side of the nation to which they originally belonged. Their children, on the contrary, lose all loyalty to the country from which their parents have come, and become merely and simply Americans. The attitude of the parents is attributable to the general merits of America; that of the children is very largely determined by their school education. It is only the contribution of the school that concerns us. In so far as the school can rely upon the genuine merits of America, there is no need to associate the teaching of American patriotism with the inculcation of false standards. But where the Old World is superior to the New, it becomes necessary to instil a contempt for genuine excellences. The intellectual level in Western Europe and the artistic level in Eastern Europe are, on the whole, higher than in America. Throughout Western Europe, except in Spain and Portugal, there is less theological superstition than in America. In almost all European countries the individual is less subject to herd domination than in America: his inner freedom is greater even where his political freedom is less. In these respects, the American public schools do harm. The harm is essential to the teaching of an exclusive American patriotism. The harm, as with the Japanese and the Jesuits, comes from regarding the pupils as means to an end, not as ends in themselves. The teacher should love his children better than his State or his Church; otherwise he is not an ideal teacher.