degrees are there who have really caught the spirit of the humanistic culture, or have ever stopped to think why the humanities are taught in our colleges? How many are capable of discriminating criticism of works of music, or painting, literature, or philosophy? My own experience convinces me, and I am sure that other public teachers who have had a like experience will bear witness to the same lamentable fact, that such little genuine intellectual interest as there is in this country is chiefly confined to immigrant Jews, our American youth being, on the whole, innocent of it. The significance of this fact is obvious, as is its cause. Due to the conformist spirit of the dominant crowd, native-born Americans are losing their intellectual leadership. We must not ignore the fact that there is among the educated here a small and, let us hope, growing group of youthful "intellectuals." But in the first place the proportion of these to the whole mass is tragically small. In the second place intellectual liberalism has been content for the most part to tag along behind the labor movement, as if the chief meaning of the intellectual awakening were economic. It is no disparagement of labor to say that the intellect in this country of crowds has also other work to do, and that, until it strikes out for itself, neither the labor movement nor anything else will rise above commonplace crowd dilemmas. Too much of our so-called intellectualism is merely the substitution of ready-made proletarian crowd-ideas for the traditional crowd-ideas which pass for thinking among the middle classes.