Somewhat arbitrarily I have, however, selected some aspects of classic German thought for my illustrative material. Partly, I suppose, because one is piqued by the apparent challenge which its highly technical, professorial and predominantly _a priori_ character offers to the proposition that there is close connection between abstract thought and the tendencies of collective life. More to the point, probably, is the fact that the heroic age of German thought lies almost within the last century, while the creative period of continental thought lies largely in the eighteenth century, and that of British thought still earlier. It was Taine, the Frenchman, who said that all the leading ideas of the present day were produced in Germany between 1780 and 1830. Above all, the Germans, as we say, have philosophy in their blood. Such phrases generally mean something not about hereditary qualities, but about the social conditions under which ideas propagate and circulate. Now Germany is the modern state which provides the greatest facilities for general ideas to take effect through social inculcation. Its system of education is adapted to that end. Higher schools and universities in Germany are really, not just nominally, under the control of the state and part of the state life. In spite of freedom of academic instruction when once a teacher is installed in office, the political authorities have always taken a hand, at critical junctures, in determining the selection of teachers in subjects that had a direct bearing upon political policies. Moreover, one of the chief functions of the universities is the preparation of future state officials. Legislative activity is distinctly subordinate to that of administration conducted by a trained civil service, or, if you please, bureaucracy. Membership in this bureaucracy is dependent upon university training. Philosophy, both directly and indirectly, plays an unusually large role in the training. The faculty of law does not chiefly aim at the preparation of practicing lawyers. Philosophies of jurisprudence are essential parts of the law teaching; and every one of the classic philosophers took a hand in writing a philosophy of Law and of the State. Moreover, in the theological faculties, which are also organic parts of state-controlled institutions, the theology and higher criticism of Protestant Germany have been developed, and developed also in close connection with philosophical systems--like those of Kant, Schleiermacher and Hegel. In short, the educational and administrative agencies of Germany provide ready-made channels through which philosophic ideas may flow on their way to practical affairs.