Those who endow the colleges are at the fountain-head of learning and prescribe and forbid certain studies.

them, and they have no complaint. Things are good All the injustice and wrong prevail

The profits go to them, the

enough as they are. ing redound to their gain. misery goes to the poor. As they do not wish to change present conditions every text book and lecture on the subject is suppressed and discouraged at the schools and colleges. Occasionally some teacher persists in thinking and denouncing present social conditions. His career is cut short. The rich endowers and contributors have only to mildly protest against him when he is removed.

It is true that literature, science, and art are taught wonderfully well. But a head crammed full of Latin and history is still ignorant of the wrongs and evils ali around, if an investigation has never taken place.

"One of the common faults with the teaching of our schools is that students are not allowed to examine the real facts of economic history. The class struggle is not mentioned in the school room, except to cast a shadow upon the agitators of the past, who recognized the struggle that has been running through all the years, since private property in the earth was first established by the strong over-powering the weak. Teachers read and teach the old words, and old ideas that the conquerers left in their will. They cling to the skeleton hand that reaches out of the night, and offers a bribe to those who look for the dawn, to come back with them to the grave, and wear the industrial chains of wage-slavery through all the re

maining years of time. Students begin to learn the truth, AFTER LEAVING ENDOWED COLLEGES."

Nothing must be taught against the capitalist class or plutocracy, which has ground its millions out of the sweat and blood of the masses.

In short, the whole truth is this: Those who support the colleges, dictate what shall not be taught. Not in so many words, but indirectly. Because the college that pleases them gets the donations, and the one that displeases gets nothing. Result: All colleges try to please the plutocracy. Thus we find, like in everything else, plutocracy stands at the fountain head of learning.

How, then, can the social and industrial question be solved by education as conducted today? But some may say, "How about the public schools? Plutocracy does not contribute to them and hence has no voice in their control. They are controlled by the public."

Let us see who controls the public schools.

Plutocracy contributes to both great political parties. The Standard Oil Trust admitted once in court that they had contributed $50,000 to the Republican party in one state and $50,000 to the Democratic party in another, the sole object being to keep in good standing with the power that controlled, regardless of what it might be. In this way Plutocracy has many of its servants placed in office. It is certainly not the poor who control the political parties. It is the rich. It is money. Hence the Public Schools are controlled by the politicians, and by the rich

and their tools. So that while the private colleges are controlled by endowment, the public schools are controlled by politics and influence.

Thus once more we find plutocracy holding the reins.

! We would not think of permitting this class to prescribe the medical course in a college, nor any course in science or art. Neither would they care to. It does not jeopardize their interests in any way. Yet political and social economy are more important by far. In these, though, our rulers decide what shall and what shall not be taught. The result is that we know nothing about these sciences. Medicine, electricity and inventions have made rapid strides. They are a hundred years ahead of the science of legislation. When we think of great statesmen, our thoughts involuntarily turn back more than a hundred years to Jefferson, Washington, etc., but to say we have great statesmen today-everybody knows better.

Every kind of learning is encouraged save that which teaches the truth in regard to trusts, plutocracy, the people's rights, etc. None of this is permitted in the schools. Of course, this cannot be suppressed in books, magazines, press, pulpit and rostrum, but it can be in the thousands of schools and colleges.

So then if the statement be made that the hope of the world lies in education, it must be qualified. Education if properly conducted would solve the social and industrial problem; but as conducted today it never will.

Note the ignorance prevailing along these lines. Men