All the facts which have been pointed out above are the inevitable consequences of government by crowds. There can be no real liberty with crowds because there can be no personal independence. The psychic mechanisms of the crowd are hostile to conscious personality. The independent thinker cannot be controlled by catchwords. In our day intellectual freedom is not smothered in actual martyr fires, but it is too often strangled in the cradle. The existence of new values, a thing which will inevitably happen where the human spirit is left free in its creative impulses, is disturbing to the crowd-mind. Education must therefore be made "safe for democracy"; it must be guarded carefully lest the youth become an original personal fact, a new spiritual creation. I realize the element of truth in the statement often made, that there is already too much spiritual originality in the youths of this generation. I am not contending that certain phases of egoism should not be checked by education. A solid intellectual basis must be created which will make social living possible. The trouble is, however, that this task is done too well. It is the merely useful man, not the unusual man, whom the crowd loves. Skill is encouraged, for, whether it be skill in serving or in demanding service, skill in itself does not upset existing crowd-values. Reflection is "wicked" for it leads to doubt, and doubt is non-gregarious behavior. Education ceases to be the path of spiritual freedom; it becomes a device for harnessing the spirit of youth in the treadmill of the survival-values of the crowd. It is also the revenge of the old against the young, a way of making them less troublesome. It teaches the rules for success in a crowd-governed world while taking advantage of the natural credulity of childhood to draw the curtain with such terrifying mummery about the figure of wisdom that the average mind, never having the daring or curiosity to lift it, will remain to its dying day a dullard and a mental slave without suspecting the fact. Every "dangerous" thought is denatured and expurgated. The student is skillfully insulated from any mental shock that might galvanize him into original intellectual life. The classic languages are taught for purposes of "discipline." After six or seven years' study of Greek literature in the accepted manner one may be able to repeat most of the rules of Goodwin's _Greek Grammar_, and pride himself upon being a cultivated person, knowing in the end less of the language than a bootblack from modern Athens knows of it, or than a waiter from Bologna knows of English after one year's residence in Greenwich Village. And the all-important thing is that never once has the student been given a glimpse of the beautiful free pagan life which all this literature is about.