But it is in aristocratic coddling that the effects of our educational attitude gleam out to the least observant understanding. This is the coddling of the preparatory schools and the colleges, and it is more serious for it is a defect that cannot be explained away by the hundred difficulties that beset good teaching in a public-school system, nation-wide, and conducted for the young of every race in the American menagerie. The teaching in the best American preparatory schools and colleges is as careful and as conscientious as any in the world. That one gladly asserts. Indeed, an American boy in a good boarding-school is handled like a rare microbe in a research laboratory. He is ticketed; every instant of his time is planned and scrutinized; he is dieted with brain food, predigested, and weighed before application. I sometimes wonder if a moron could not be made into an Abraham Lincoln by such a system--if the system were sound. It is not sound. The boys and girls, especially the boys, are coddled for entrance examinations, coddled through freshman year, coddled oftentimes for graduation. And they too frequently go out into the world fireproof against anything but intellectual coddling. Such men and women can read only writing especially prepared for brains that will take only selected ideas, simply put. They can think only on simple lines, not too far extended. They can live happily only in a life where ideas never exceed the college sixty per cent of complexity, and where no intellectual or esthetic experience lies too far outside the range of their curriculum. A world where one reads the news and skips the editorials; goes to musical comedies, but omits the plays; looks at illustrated magazines, but seldom at books; talks business, sports, and politics, but never economics, social welfare, and statesmanship--that is the world for which we coddle the best of our youth. Many indeed escape the evil effects by their own innate originality; more bear the marks to the grave. The process is simple, and one can see it in the English public schools (where it is being attacked vivaciously) quite as commonly as here. You take your boy out of his family and his world. You isolate him except for companionship with other nursery transplantings and teachers themselves isolated. And then you feed him, nay, you cram him, with good traditional education, filling up the odd hours with the excellent, but negative, passion of sport. Then you subject him to a special cramming and send him to college, where sometimes he breaks through the net of convention woven about him, and sees the real world as it should appear to the student before he becomes part of it; but more frequently wraps himself deep and more deeply in conventional opinion, conventional practice, until, the limbs of his intellect bound tightly, he stumbles into the outer world.