We travel Northeast, and leave the mining country. On the lonely plains of the state of North Dakota we find men toiling for long hours, and raising a hundred million bushels of wheat every year. They mill very little wheat, but ship it away to the “twin cities” of Minneapolis and St. Paul; and then import their own flour: which means that from the time the wheat leaves his land the farmer is paying tribute to a chain of exploiters—elevator men, railroads, speculators, millers, and the bankers who furnish the capital for these operations. The same situation prevails throughout the prairie states, and so here you have a well-matured class struggle between the dwellers in the country and the dwellers in the towns. Ever since the Civil War the farmers have been struggling to free themselves from the “money devil.” Wave after wave of revolt has risen, and sunk again, but always the masters of credit have managed to hold on. They have done this by owning or subsidizing the newspapers, the agricultural weeklies and the general magazines, and also by controlling the schools and colleges in which the farmers’ children are educated. Writing in 1916, Gilson Gardner stated that the United States Bureau of Education had approximately two hundred employes, and out of this number one hundred and thirty appeared on the official rolls as drawing a salary of one dollar per year. “The source from which these men are paid is unknown. It is known in general, however, that some of them get their salaries from the Rockefeller General Education Board and some from the Sage Foundation or other endowments of private capital. The reports made by these employes go out as government experiment publications with the full prestige of official endorsement upon them.” One of the government employes who is not a corporation hireling is Professor W. J. Spillman, chief of the Bureau of Agricultural Economics, and editor of a farm paper. Professor Spillman states that a wealthy friend came to him, with a statement that the Rockefeller General Education Board was seeking to control the educational institutions of the country, to see that the men employed in them were “right.” They had been successful with the smaller institutions, but some of the larger ones had held out, and Rockefeller was now adding a hundred million dollars to the foundation, “for the express purpose of forcing his money into these big institutions. He is looking for a man who can put this across. I think you are just the man for the place. There is a fat salary in it for the man who can do the thing,” and so on. Professor Spillman expressed some doubt of the Rockefellers being able to accomplish their purpose, and the friend explained that the removal of the unsatisfactory educators would be brought about as the result of “local dissatisfaction.”