We go from city to city, and I wonder, will you grow tired of reading the same things over and over? Perhaps we shall be wise to agree on a few formulas, so that you may get a situation in a phrase. Let us agree upon “salary campaign,” to mean that the teachers took up the fight to get an increase in wages—and didn’t get very much. Also the phrase “union smashing,” to mean that the teachers formed an organization, and were forced to quit it or to quit the schools. Also the phrase “schools overcrowded”—meaning that the children of the poor are jammed into old, unsanitary buildings, while the city is erecting palatial high schools, with all the luxuries for the children of the rich. Also let us recall the familiar “Propaganda” and “Repression,” which tell us that business men come to the schools to sing the praises of business, while teachers are reprimanded for the slightest hint of a liberal idea. All these things are a part of the school system in the metropolis of automobiles. As one teacher phrased it to me: “We know that the old watchful eye is on us!” I have before me a copy of a publication called the “Industrial Barometer,” Detroit, Michigan, September, 1923. It is the organ of the Employers’ Association, and is full of bitter, sneering arguments against labor unions and public ownership—proving that public ownership of railroads leads inevitably and “by easy steps” to public ownership of babies! A copy of this publication is sent free of charge to every school teacher in Detroit, and when the teachers read it through they find the menace which is meant for them: “The spread of radical and iconoclastic theories in colleges calls for a closer inspection of persons and things herein than heretofore.” (This of course is intended as a lesson in economics, not in English!) I got an interesting light on Detroit education from a group of Socialist children. Needless to say, these children were not having a happy time in the schools; they were forced to listen all day long to attacks upon their faith—and this regardless of what might be the supposed subject of instruction. One teacher discussed the wickedness of teachers forming unions, and pictured their plight when ordered on strike: “And we’d be clubbed over the head if we refused!” A teacher of economics explained all poverty as due to the extravagance of the poor; she talked for half an hour about a case she had known, a poor woman who bought a mahogany furniture set costing six hundred dollars, and including three plate glass mirrors! You understand, it is not permitted the children of Detroit to argue with their educators; as one child said to me: “We almost die with rage!”