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 putably many of their successors—I do not mean the heirs to their private wealth, but the men of the same type who will play their rôle in the coming years—will carry on this spacious work with a wider prospect and a clearer common understanding.

The establishment of modern and efficient schools is not alone sufficient for the intellectual needs of the coming time. The school and university are merely the preparation for the life of mental activity in which the citizen of the coming state will live. The three years of university and a lifetime of garrulous stagnation which constitutes the mind's history of many a public schoolmaster, for example, and most of the clergy to-day, will be impossible under the new needs. The old-fashioned university, secure in its omniscience, merely taught; the university of the coming time will, as its larger function, criticise and learn. It will be organised for research—for the criticism, that is, of thought and nature. And a subtler and a greater task before those who will presently swear allegiance to the New Republic is to aid and stimulate that process of sound adult mental activity which is the cardinal element in human life. After all, in spite of the pretentious impostors who trade upon the claim, literature, contemporary literature, is the breath of civilised life, and those who sincerely think and write the salt of the social body. To mumble over the past, to live on the classics, however splendid, is senility. The New Republic, therefore, will sustain its authors. In the past the author lived within the limits of his patron's susceptibility, and led the world, so far as