… I sympathize with the poor, but the number of poor who are to be sympathised with is very small. To sympathize with a man whom God has punished for his sins… is to do wrong… let us remember there is not a poor person in the United States who was not made poor by his own shortcomings…

Conwell was a founder of Temple University. Rockefeller was a donor to colleges all over the country and helped found the University of Chicago. Huntington, of the Central Pacific, gave money to two Negro colleges, Hampton Institute and Tuskegee Institute. Carnegie gave money to colleges and to libraries. Johns Hopkins was founded by a millionaire merchant, and millionaires Cornelius Vanderbilt, Ezra Cornell, James Duke, and Leland Stanford created universities in their own names.

The rich, giving part of their enormous earnings in this way, became known as philanthropists. These educational institutions did not encourage dissent; they trained the middlemen in the American system-the teachers, doctors, lawyers, administrators, engineers, technicians, politicians- those who would be paid to keep the system going, to be loyal buffers against trouble.

In the meantime, the spread of public school education enabled the learning of writing, reading, and arithmetic for a whole generation of workers, skilled and semiskilled, who would be the literate or force of the new industrial age. It was important that these people learn obedience to authority. A journalist observer of the schools in the 1890s wrote: "The unkindly spirit of the teacher is strikingly apparent; the pupils, being completely subjugated to her will, are silent and motionless, the spiritual atmosphere of the classroom is damp and chilly."

Back in 1859, the desire of mill owners in the town of Lowell that their workers be educated was explained by the secretary of the Massachusetts Board of Education:

The owners of factories are more concerned than other classes and interests in the intelligence of their laborers. When the latter are well-educated and the former are disposed to deal justly, controversies and strikes can never occur, nor can the minds of the masses be prejudiced by demagogues and controlled by temporary and factious considerations.

Joel Spring, in his book Education and the Rise of the Corporate State, says: "The development of a factory-like system in the nineteenth-century schoolroom was not accidental."

This continued into the twentieth century, when William Bagley's Classroom Management became a standard teacher training text, reprinted thirty times. Bagley said: "One who studies educational theory aright can see in the mechanical routine of the classroom the educative forces that are slowly transforming the child from a little savage into a creature of law and order, fit for the life of civilized society."

It was in the middle and late nineteenth century that high schools developed as aids to the industrial system, that history was widely required in the curriculum to foster patriotism. Loyalty oaths, teacher certification, and the requirement of citizenship were introduced to control both the educational and the political quality of teachers. Also, in the latter part of the century, school officials-not teachers-were given control over textbooks. Laws passed by the states barred certain kinds of textbooks. Idaho and Montana, for instance, forbade textbooks propagating «political» doctrines, and the Dakota territory ruled that school libraries could not have "partisan political pamphlets or books."

Against this gigantic organization of knowledge and education for orthodoxy and obedience, there arose a literature of dissent and protest, which had to make its way from reader to reader against great obstacles. Henry George, a self-educated workingman from a poor Philadelphia family, who became a newspaperman and an economist, wrote a book that was published in 1879 and sold millions of copies, not only in the United States, but all over the world. His book Progress and Poverty argued that the basis of wealth was land, that this was becoming monopolized, and that a single tax on land, abolishing all others, would bring enough revenue to solve the problem of poverty and equalize wealth in the nation. Readers may not have been persuaded of his solutions, but they could see in their own lives the accuracy of his observations:

It is true that wealth has been greatly increased, and that the average of comfort, leisure and refinement has been raised; but these gains are not general. In them the lowest class do not share… This association of poverty with progress is the great enigma of our times… There is a vague but general feeling of disappointment; an increased bitterness among the working classes; a widespread feeling of unrest and brooding revolution… The civilized world is trembling on the verge of a great movement. Either it must be a leap upward, which will open the way to advances yet undreamed of, or it must he a plunge downward which will carry us back toward barbarism…

A different kind of challenge to the economic and social system was given by Edward Bellamy, a lawyer and writer from western Massachusetts, who wrote, in simple, intriguing language, a novel called Looking Backward, in which the author fells asleep and wakes up in the year 2000, to find a socialistic society in which people work and live cooperatively. Looking Backward, which described socialism vividly, lovingly, sold a million copies in a few years, and over a hundred groups were organized around the country to try to make the dream come true.

It seemed that despite the strenuous efforts of government, business, the church, the schools, to control their thinking, millions of Americans were ready to consider harsh criticism of the existing system, to contemplate other possible ways of living. They were helped in this by the great movements of workers and farmers that swept the country in the 1880s and 1890s. These movements went beyond the scattered strikes and tenants' struggles of the period 1830–1877. They were nationwide movements, more threatening than before to the ruling elite, more dangerously suggestive. It was a time when revolutionary organizations existed in major American cities, and revolutionary talk was in the air.

In the 1880s and 1890s, immigrants were pouring in from Europe at a faster rate than before. They all went through the harrowing ocean voyage of the poor. Now there were not so many Irish and German immigrants as Italians, Russians, Jews, Greeks-people from Southern and Eastern Europe, even more alien to native-born Anglo-Saxons than the earlier newcomers.

How the immigration of different ethnic groups contributed to the fragmentation of the working class, how conflicts developed among groups facing the same difficult conditions, is shown in an article in a Bohemian newspaper, Svornost, of February 27, 1880. A petition of 258 parents and guardians at the Throop School in New York, signed by over half the taxpayers of the school district, said "the petitioners have just as much right to request the teaching of Bohemian as have the German citizens to have German taught in the public schools… In opposition to this, Mr. Vocke claims that there is a great deal of difference between Germans and Bohemians, or in other words, they are superior."

The Irish, still recalling the hatred against them when they arrived, began to get jobs with the new political machines that wanted their vote. Those who became policemen encountered the new Jewish immigrants. On July 30, 1902, New York's Jewish community held a mass funeral for an important rabbi, and a riot took place, led by Irish who resented Jews coming into their neighborhood. The police force was dominantly Irish, and the official investigation of the riot indicated the police helped the rioters: "… it appears that charges of unprovoked and most brutal clubbing have been made against policemen, with the result that they were reprimanded or fined a day's pay and were yet retained upon the force."