And as our conception of the Great State grows, so we shall begin to realise the nature of the problem of transition, the problem of what we may best do in the confusion of the present time to elucidate and render practicable this new phase of human organisation. Of one thing there can be no doubt, that whatever increases thought and knowledge moves towards our goal; and equally certain is it that nothing leads thither that tampers with the freedom of spirit, the independence of soul in common men and women. In many directions, therefore, the believer in the Great State will display a jealous watchfulness of contemporary developments rather than a premature constructiveness. We must watch wealth; but quite as necessary it is to watch the legislator, who mistakes propaganda for progress and class exasperation to satisfy class vindictiveness for construction. Supremely important is it to keep discussion open, to tolerate no limitation on the freedom of speech, writing, art and book distribution, and to sustain the utmost liberty of criticism upon all contemporary institutions and processes. This briefly is the programme of problems and effort to which my idea of the Great State, as the goal of contemporary progress, leads me. The diagram on p. 131 shows compactly the gist of the preceding discussion; it gives the view of social development upon which I base all my political conceptions. THE NORMAL SOCIAL LIFE produces an increasing surplus of energy and opportunity, more particularly under modern conditions of scientific organisation and power production; and this through the operation of rent and of usury tends to | |------------------------------| (a) release and (b) expropriate | | an increasing proportion of the population to become: | | (_a_) A LEISURE CLASS and (_b_) A LABOUR CLASS under no urgent compulsion divorced from the land and to work living upon uncertain wages |3 |2 |1 |1 2 3| | | which may degenerate degenerate | | | | into a waster class into a sweated, | | | | \ overworked, | | | | \ violently | | | | \ resentful | | | | \ and destructive | | | | \ rebel class | | | | \ / | | | | and produce a | | | | SOCIAL DEBACLE | |