Lou does not mince his words in his book, and some of the entries are priceless. Early in the book, he bemoans the neglect of critical thinking taught by an oxymoronic, "postmodern education" system. In an example he writes of the mis-use of the word, "addict" for non medical conditions - and how this mis-use of the english language ultimately leads to the wholesale creation of professions and institutions that don't deserve to exist.

He writes:

"We speak literally of a heroin addict; figuratively of a "television addict." But when psychologists ignorantly or negligently drop the diacritical quotes, and imagine that they are really diagnosing "the disease" of television addiction, we experience the full sociological force of the Whorf-Sapir hypothesis: what begins by misusing language to reify putative entities that have no existence in extra mental reality, continues by elaborating social and professional structures that purport to diagnose, research and treat the nonexisting condition. The surest and quickest way to eliminate bogus "diseases" would be to eliminate those who reify them. Teaching the reifiers critical thinking would be more compassionate, but also much more laborious"

!!! Well, that got my attention.

And later in the book, when comparing Universities to Institutes, he writes:

"The difference between an Institute and a University is also plain; the latter is an incomparably more robust entity than the former. The occidental Academy has survived the collapse of Athens, survived the dogmas of theocracy, survived the mind-numbing absurdities of Scholasticism, survived the enlightened nineteenth-century inclusion of Jews, Catholics, women, andother social pariahs of the day at University College London, and of the talented but impecunious at The City College of New York, survived the demonic twntieth-century exclusion by Nazism of, "Jewish Science", survived the psychedelic revolution of the 1960's, and will survive the current feminization, ethnocentrization, affirmative action, deconstruction, admission of illiterate, innumerate, and postcultural students, and the demonic exclusion of erudite "white" and "white-Jewish" males on the grounds that they have caused all the "problems"of occidental civilization (e.g., the establishment of democratic bodies-politic, the advance of science and technology, the creation of unprecedented economic opportunities, the doubling of life-expectancies) and that erudition is bad-and "diversity" good - for a University."