Henrietta, like myself, supported the war. She was head of a “team” that sold fifteen thousand dollars worth of Liberty bonds; but that did not save her from being “investigated” by military intelligence agents. They got hold of her pupils while she was away; the agents were suspicious, because she had been teaching from Frederic C. Howe’s book, “European Cities at Work.” They discovered that what she had been teaching from the book was city planning. But it was an offense at that time to let children know that the Germans planned their cities well! Henrietta was summoned by Superintendent Tildsley. She had been making a disturbance because the spy department was having the pupils write essays on Bolshevism as a means of finding out what the children were being taught at home. Henrietta brought along a stenographer to take down the interview—so little trust did she have in Dr. Tildsley; but they would not let the stenographer take notes. They summoned her again before the board. She had written a letter to the Brooklyn “Eagle,” and the “Eagle” had not published it, but had turned it over to the board. They had an assistant district attorney present to try to twist her statements; they had no evidence, but they tried to get some out of her, luring her into testifying against herself. They furnished a stenographer for this meeting, and when she got the stenographer’s transcript it had been “doctored.” In American political life today you must realize that you are dealing, quite literally, with criminals in office, and there is no limit to what they will do to you. At this time Henrietta was organizing the high school teachers, and the principal forbade them to meet unless he was present; so it was that the principals took to carrying step-ladders and peering over the transoms, to see if the teachers were violating orders. Said Henrietta: “One might think, if we are fit to teach the children in the schools, we are fit to meet and discuss our own problems and ideas. But, no! Here are a million children and twenty-five thousand teachers, and all the thinking for the whole system is to be done by twenty-two men. If anybody else presumes to think, that is impertinence.” She explained the situation to me; teachers as a rule are people of quiet tastes, not good fighters, and the community knows nothing about how they are treated. For example, during the war-time, New York City agreed to cancel all its contracts for the purchase of school supplies, because prices had gone up, and it would not be fair to make the contractors fulfil the old contracts. But no one thought about the contracts with the teachers, and what was fair to them. The teachers suffered in silence, or retired to some other occupation, giving place to less competent people. And who gave a thought to the children, who were now to be taught by the incompetent?