[227] Ibid. 572.
[228] 341 U.S. 494, 586; citing 274 U.S. 357, 376-377.
[229] Anti-Fascist Committee v. McGrath, 341 U.S. 123 (1951) heads the list.
[230] 341 U.S. 494 (1951).
[231] 339 U.S. 382; ibid. 846 (1950).
[232] 341 U.S. 716 (1951).
[233] 342 U.S. 485 (1952).
[234] New York Laws, 1949, c. 360.
[235] 342 U.S. 485, 493. Justice Frankfurter dissented on jurisdictional grounds. Justices Black and Douglas attacked the merits of the decision. Said the latter: "What happens under this law is typical of what happens in a police state. Teachers are under constant surveillance; their pasts are combed for signs of disloyalty; their utterances are watched for clues to dangerous thoughts. A pall is cast over the classrooms. There can be no real academic freedom in that environment. Where suspicion fills the air and holds scholars in line for fear of their jobs, there can be no exercise of the free intellect. Supineness and dogmatism take the place of inquiry. A 'party line'—as dangerous as the 'party line' of the Communists—lays hold. It is the 'party line' of the orthodox view, of the conventional thought, of the accepted approach. A problem can no longer be pursued with impunity to its edges. Fear stalks the classroom. The teacher is no longer a stimulant to adventurous thinking; she becomes instead a pipe line for safe and sound information. A deadening dogma takes the place of free inquiry. Instruction tends to become sterile; pursuit of knowledge is discouraged; discussion often leaves off where it should begin." Ibid. 510.
[236] 343 U.S. 250 (1952).