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The professors of tiger scaring – the elite professors

Other professors – wanted the prestige of the tiger scaring professors

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The great university chiefs – decided which subjects would be honored

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A revolting professor – a professor of ichthyology that criticized the study of tiger scaring providing evidence that kissing the butt of the torch was never an original practice.  His credibility was renounced, and he was removed from the university.
A questioning professor – questioned the purpose of education and suggested it should serve to prepare students for their actual future rather than teach old irrelevant practices.  He was disregarded as mentally ill.

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The paleolithic university is established 

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The paleolithic university is established 

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The paleolithic university is established to teach the subjects not mastered in secondary education, mainly the magical knowledge – knowledge not needed for any practical purpose, but which taught how to think.

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No one could challenge the curriculum of the establishment

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No one could challenge the curriculum of the establishment

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o   The knowledge of tiger-scaring, fish-grabbing and horse clubbing served no practical purpose to the current society, however the great university chiefs made sure no one questioned or challenged the sacredness of these magical subjects.  No one could challenge its purpose.  Every student had to earn fish-eats in these foundation subjects.  And all other subjects were inferior to these holy subjects.

o   There were some intellects who wanted to advance the subjects of tiger scaring with research, some who questioned the authenticity of the practice of tiger scaring as it was currently being taught, and some who believed more practical subjects should be taught; but their contribution was not welcomed by the university chiefs and the professors of tiger-scaring who wanted to uphold their position of power and prestige.  Thus, there was little room for reform in higher education.

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The limited reform allowed was free-magic system where the student could choose the department, but this was short lived and changed back to a general magic system where students were restricted to the study of tiger-scaring, horse-clubbing and fish-grabbing.

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1. In the years before this book is published, America is undergoing huge changes in its politics, economy and society.  In 1920 the great depression begins with a stock market crash devastating the US economy.  Thus, the curriculum instituted in higher education were not serving to prepare students for the social challenges their nation was facing.

2. Moreover, at that time higher education was reserved for a few privileged parts of society.  And professors were regarded with elite and reverence for reasons that no one questioned (magical reasons).  And thus, Professors resisted changing the foundation subjects which the elite themselves graduated from.  Because of this resistance, reform in higher education was slow and could not meet the needs of society.  Instead higher education was in its own world serving to impart students with theoretical knowledge but not practical.
3.If we focus on higher education in America today, students choose a major or minor and must fulfill the prescribed course of study including a specific dose of credit hours in general education – beginning math, science, English - and then a certain dose of credit hours in the specific department.  There have been reforms that allowed for interdisciplinary studies, but students are still required to take foundational courses.