Science in Public Affairs 



which they reveal. Behind the whole system lies 

 the idealism of German thought, its long culture, 

 its self-denial, its high purpose. Without these 

 things modern Germany could not have been. 

 And yet, can we see without concern the darker 

 side of the German educational system, its lack of 

 spontaneity, its bureaucratic character, the over- 

 pressure of studies in the higher schools, its 

 weakness on the side of physical activities and 

 of education as distinct from instruction, its over- 

 intellectualism ? x As the Kaiser is reported to 

 have said, the truth lies between German education 

 and English. Yet how inextricably involved is a 

 highly organised State system of education in its 

 own machinery, with what difficulty does it escape 

 from its own traditions, in spite of the strenuous 

 efforts of its directors, who earnestly desire to 

 secure greater freedom from over-pressure and to 

 develop those sides of school life which make for 

 self-government and self-controlled independence 

 of action. 



We in England are still only on the threshold 

 of the new regime. What form is that regime 

 likely to take with us ? We cannot refuse to 

 strengthen the hold of the State upon our educa- 

 tion. Irresistible forces drive us on. We are in 

 the suck of a strong current. Act we must, 

 because other nations with whom we have to 

 compete, not only in the sphere of industry and 

 commerce, but in the more momentous struggle 



1 See Gurlitt, Der Deutsche und sein Vaterland (Berlin, 

 Wieland und Grieben). 



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