| CHAPTER | PAGE | |
| Introductory | [ix-x] | |
| I. | The Little Gosling | [1] |
| II. | The College Goose | [4] |
| III. | The University Goose | [9] |
| IV. | The Goose-steppers | [15] |
| V. | Interlocking Directorates | [18] |
| VI. | The University of the House of Morgan | [23] |
| VII. | The Interlocking President | [29] |
| VIII. | The Scholar in Politics | [34] |
| IX. | Nicholas Miraculous | [40] |
| X. | The Lightning-change Artist | [44] |
| XI. | The Twilight Zone | [49] |
| XII. | The Academic Department Store | [54] |
| XIII. | The Empire of Dullness | [58] |
| XIV. | The University of Lee-Higginson | [62] |
| XV. | The Harvard Tradition | [67] |
| XVI. | Free Speech But— | [72] |
| XVII. | Interference | [77] |
| XVIII. | The Laski Lampoon | [82] |
| XIX. | Raking the Dust-heaps | [88] |
| XX. | The University of U. G. I. | [91] |
| XXI. | Stealing a Trust Fund | [97] |
| XXII. | Professor Billy Sunday | [102] |
| XXIII. | The Triumph of Death | [107] |
| XXIV. | The Tiger’s Lair | [111] |
| XXV. | Peacocks and Slums | [115] |
| XXVI. | The Bull-dog’s Den | [121] |
| XXVII. | The University of the Black Hand | [126] |
| XXVIII. | The Fortress of Medievalism | [132] |
| XXIX. | The Dean of Imperialism | [137] |
| XXX. | The Mob of Little Haters | [141] |
| XXXI. | The Drill Sergeant on the Campus | [145] |
| XXXII. | The Story of Stanford | [152] |
| XXXIII. | The Wind of Freedom | [157] |
| XXXIV. | The Stanford Skeleton | [162] |
| XXXV. | The University of the Lumber Trust | [168] |
| XXXVI. | The University of the Chimes | [174] |
| XXXVII. | The Universities of the Anaconda | [179] |
| XXXVIII. | The University of the Latter-Day Saints | [184] |
| XXXIX. | The Mining Camp University | [188] |
| XL. | The Colleges of the Smelter Trust | [192] |
| XLI. | A Land Grant College | [197] |
| XLII. | An Agricultural Melodrama | [203] |
| XLIII. | The University of Wheat | [206] |
| XLIV. | The University of the Ore Trust | [209] |
| XLV. | The Academic Wink | [216] |
| XLVI. | Introducing a University President | [222] |
| XLVII. | Introducing a Board of Regents | [227] |
| XLVIII. | The Price of Liberty | [230] |
| XLIX. | The People and Their University | [235] |
| L. | Education F. O. B. Chicago | [240] |
| LI. | The University of Standard Oil | [243] |
| LII. | Little Halls for Radicals | [249] |
| LIII. | The University of Judge Gary | [254] |
| LIV. | The University of the Grand Duchess | [258] |
| LV. | The University of Automobiles | [263] |
| LVI. | The University of the Steel Trust | [271] |
| LVII. | The University of Heaven | [277] |
| LVIII. | The Harpooner of Whales | [282] |
| LIX. | An Academic Tragedy | [287] |
| LX. | The Geography Line | [291] |
| LXI. | A Leap into the Limelight | [295] |
| LXII. | The Process of Fordization | [302] |
| LXIII. | Intellectual Dry-rot | [306] |
| LXIV. | The University of Jabbergrab | [313] |
| LXV. | The Growth of Jabbergrab | [319] |
| LXVI. | Jabbergrab in Journalism | [323] |
| LXVII. | The City Colleges | [329] |
| LXVIII. | The Large Mushrooms | [334] |
| LXIX. | The Little Toadstools | [339] |
| LXX. | God and Mammon | [345] |
| LXXI. | The Orange-outang Hunters | [351] |
| LXXII. | The Academic Pogrom | [356] |
| LXXIII. | The Semi-Simian Mob | [363] |
| LXXIV. | The Rah-rah Boys | [370] |
| LXXV. | The Social Traitors | [377] |
| LXXVI. | Prexy | [382] |
| LXXVII. | Damn the Faculty | [390] |
| LXXVIII. | Small Souls | [395] |
| LXXIX. | The World of “Hush” | [399] |
| LXXX. | The Foundations of Fraud | [407] |
| LXXXI. | The Bolshevik Hunters | [412] |
| LXXXII. | The Helen Ghouls | [418] |
| LXXXIII. | The Shepard’s Crook | [424] |
| LXXXIV. | Cities of Refuge | [428] |
| LXXXV. | The Academic Rabbits | [436] |
| LXXXVI. | Workers’ Education | [440] |
| LXXXVII. | The Spider and the Fly | [445] |
| LXXXVIII. | The Workers’ Colleges | [450] |
| LXXXIX. | The Professors’ Union | [454] |
| XC. | The Professors’ Strike | [459] |
| XCI. | Educating the Educators | [464] |
| XCII. | The League of Youth | [470] |
| XCIII. | The Open Forum | [473] |
INTRODUCTORY
Six hundred thousand young people are attending colleges and universities in America. They are the pick of our coming generation; they are the future of our country. If they are wisely and soundly taught, America will be great and happy; if they are misguided and mistaught, no power can save us.
What is the so-called “higher education” of these United States? You have taken it, for the most part, on faith. It is something which has come to be; it is big and impressive, and you are impressed. Every year you pay a hundred million dollars of public funds to help maintain it, and half that amount in tuition fees for your sons and daughters. You take it for granted that this money is honestly and wisely used; that the students are getting the best, the “highest” education the money can buy.
Suppose I were to tell you that this educational machine has been stolen? That a bandit crew have got hold of it and have set it to work, not for your benefit, nor the benefit of your sons and daughters, but for ends very far from these? That our six hundred thousand young people are being taught, deliberately and of set purpose, not wisdom but folly, not justice but greed, not freedom but slavery, not love but hate?
For the past year I have been studying American Education. I have read on the subject—books, pamphlets, reports, speeches, letters, newspaper and magazine articles—not less than five or six million words. I have traveled over America from coast to coast and back again, for the sole purpose of talking with educators and those interested in education. I have stopped in twenty-five American cities, and have questioned not less than a thousand people—school teachers and principals, superintendents and board members, pupils and parents, college professors and students and alumni, presidents and chancellors and deans and regents and trustees and governors and curators and fellows and overseers and founders and donors and whatever else they call themselves. This mass of information I have turned over and over in my mind, sorting it, organizing it—until now, I really know something about American Education.
I do not intend in this book to expound my ideas on the subject; to argue with you as to what education might be, or ought to be; to persuade you to any dogma or point of view. I intend merely to put before you the facts; to say, this is what American Education now is. This is what is going on in the college and university world. This is what is being done to your sons and daughters; and what the sons and daughters think about it; and what the instructors think about it. Here is the situation: make up your own mind, whether it suits you, or whether you want it changed.
THE GOOSE-STEP
A Study of American Education