"I ought perhaps to add," writes Dell in a postscript, "that the handwriting of my fellow member of the advisory council of the Association for the Advancement of Progressive Education is a peculiar hieroglyphic which it is sometimes almost impossible to decipher. Thus, I am not quite sure whether he says my book 'is a good, wise book,' or something quite different. Some of my friends who have seen the letter think that he says it is 'a God-awful book.' The hieroglyphics transliterate equally well either way. But I do not think that particular descriptive phrase is used in England. Anyway, you can take your choice." If Floyd Dell can't think up anything to say in defense of American educational methods I'm sure I can't. It seems to me that almost without exception our schools are devoted to that process called "large scale production." "I can tell any graduate of your school at a glance," said a man in my hearing. "They all bear your stamp unmistakably." And the schoolmaster grinned with delight. Practically all our institutions of learning are finishing schools. We are told, for instance, that the modern public school aims to turn out 100 per cent Americans. It seems to me that 98 or even 97 per cent would be better. That would leave the child some margin for growth and development based on actual experience rather than precept. I'm afraid that the 100 per cent may represent nothing more than something poured in by the teacher, and I doubt if many of our educators are sure enough of eye and hand to stop exactly at the minute notch marked 100. There is always the danger that a little too much will be poured in and something will be spilled over, for when a man becomes 101 or 102 per cent American he must soon dispose of the surplus. He may take it to Mexico in the train of a holy war or bayonet a path for it into Japan, and recently we have heard not a few around New York who seem to think highly of the possibility of a war to Americanize England. And, of course, the various agencies to deport, expel and imprison often represent the activities of those who have more Americanism than they can carry like gentlemen. Not only is patriotism poured in at the top in our schools, but literature and art and everything else is administered in like fashion. The pupil is allowed to discover nothing for himself. "Here," says the teacher, "is a great book. Read it." And yet we wonder that when the boys and girls grow old enough to vote they usually follow the same order of boss or demagogue, who says, "Hylan is the people's friend; vote for him." In fact, we train a public which masses around cheer leaders. It follows the man with the megaphone, who shouts, "Now, boys, all together and nine long rahs on the end!" The rahs are the most important part of it. That is the point where the volume of sound swells greater and greater.