In a day or two word was brought to Dr. Paul, principal of the school, that Mr. Schmalhausen had assigned to his pupils a theme for a composition, as follows: “Write an open letter to Woodrow Wilson, commenting frankly, within the limits of your knowledge, upon his conduct of the war against the German government.” Almost certainly some East Side Jewish boy would make that an occasion for disrespectful expressions; so Dr. Paul sent the head of his English department, Miss Garrigues, to Mr. Schmalhausen’s room. This lady rushed up in breathless haste and caught the pupils in the act of turning in their themes; she took possession of them, without giving Mr. Schmalhausen a chance to see them, and delivered them to Dr. Paul, who went over them. Among seventy-six themes he discovered one that justified his hopes—a bitter, sneering letter, written by a seventeen-year-old Jewish boy. Dr. Paul, being skilled in intrigue, saw how this thesis would “go” in the capitalist press; his venom bubbled over and he exclaimed: “Now I’ve got him!” At least, Miss Garrigues on the witness stand testified that he said that. Dr. Paul denied it with asperity, and when asked to explain how Miss Garrigues could have thought she heard it, he described her as “an emotionally energized lady on occasions.” Poor Miss Garrigues—she was new to public life, and did not realize that the first essential to success is to be a fluent and tactful liar. Dr. Tildsley came, and he also recognized the opportunity. He summoned Schmalhausen, and first pinned him down to the fact that he had written the “Whalen resolution”; then he set for this sensitive minded and idealistic young teacher an extremely cunning trap. You understand, Mr. Schmalhausen had not yet seen the criminal theme; and Dr. Tildsley did not let him see it now. He read him the first page of it—the first page being mild, and all the outrageous statements being found in the latter pages! So Dr. Tildsley trapped Mr. Schmalhausen into saying that he would merely make some minor corrections of expression in the theme; at least, Dr. Tildsley testified that that is what the young teacher said—Mr. Schmalhausen denied it. Later on Dr. Tildsley, consulting the rest of the gang, realized that his case did not look quite right, so he went back to the school, and read the entire composition to Mr. Schmalhausen, asking what would have been his action as a teacher in such a situation. Mr. Schmalhausen undertook to mark the theme as he would have marked it in the due course of his class work. His comments, written along the margin of the theme, were as follows: