He pitted class against class. He organized great literary and debating societies to compete with each other. He arranged contests for the military department. His school was one surging mass of contestants. Yet each student felt no compulsion. Rather he felt that he was initiating an individual or class effort to win. The literary societies vied with each other in their programs and in getting new members, going every term to unbelievable efforts to win over the others. They would go miles out on the trains to intercept new students, even to their homes in other states. Each old student pledged new students in his home country. The military companies turned the school into a military camp for weeks each year, scarcely sleeping while drilling for a contest flag. Those students went out into the world trained to struggle. I do not believe there is a school in America with a greater alumni roll of men and women of uniformly greater achievement. I believe the most useful schools today are schools of struggle schools offering encouragement and facilities for young people to work their way thru and to act upon their own initiative. Men Needed More Than Millions We are trying a new educational experiment today. The old "deestrick" school is passing, and with it the small academies and colleges, each with its handful of students around a teacher, as in the old days of the lyceum in Athens, when the pupils sat around the philosopher in the groves. From these schools came the makers and the preservers of the nation. Today we are building wonderful public schools with equally wonderful equipment. Today we are replacing the many small colleges with a few great centralized state normal schools and state universities. We are spending millions upon them in laboratories, equipment and maintenance. Today we scour the earth for specialists to sit in the chairs and speak the last word in every department of human research. O, how the students of the "dark ages" would have rejoiced to see this day! Many of them never saw a germ! But each student has the same definite effort to make in assimilation today as then. Knowing and growing demand the same personal struggle in the cushions of the "frat" house as back on the old oak-slab bench with its splintered side up. I am anxiously awaiting the results. I am hoping that the boys and girls who come out in case-lots from these huge school plants will not be rows of lithographed cans on the shelves of life. I am hoping they will not be shorn of their individuality, but will have it stimulated and unfettered. I am anxious that they be not veneered but inspired, not denatured but discovered.