Where there are large numbers in attendance, the individual student receives little personal attention. The education of backward students is sometimes given more consideration than that of the normally intelligent. The chief aim is to get the student through and pass him along to the next grade, and the pace at which the instructor moves is set by the mediocre. Whether this state of affairs will be remedied by the use of intelligence tests remains to be seen. At present mental measurement is a sort of fad. The system requires that all shall learn the same lesson in the same manner at the same time. Standardization develops a kind of mass mind, which in mature years renders men very susceptible to crowd appeal. Learning imposed upon the student by the system is put on the outside like a mental uniform. Habits become stereotyped in the elementary, non-reflective aspects of behavior and knowledge. There is little in this to guide the student to the spiritual values of a liberal education. Most of those who pass through the system never know that such values exist. The public school system is a great bureaucracy with autocracy at the top and deference to authority all the way down through the hierarchy of superintendents, principals, and instructors, to the students. The administrator holds dominion over the teacher. Little is left to personal initiative. Any system which requires little responsibility of its employees but much deference to petty authority in time comes to be filled with persons to whom such servitude is not irksome. Serious scholarship is rare. The teacher is not encouraged to independence of judgment concerning the subject which for years it is his work to teach. Teaching becomes a trade and is practised with as little intellectual interest as most trades. Other than idealizing the existing situation together with whatever persons or interests control the school system, little attention is given to the social setting into which the school sends its students when they leave.