The story of the French Revolution is too familiar to need recapitulation here: indeed, I have already dealt with it in my _Social Revolutions_; but the effects of that convulsion are only now beginning to appear, and these effects, without the shadow of a doubt, have been in their ultimate development the occasion of that great war whose conclusion we still await. France, in 1792, having passed into a revolution which threatened the vested interests of Prussia, was attacked by Prussia, who was defeated at Valmy. Presently, France retaliated, under Napoleon, invaded Prussia, crushed her army at Jena, in 1807, dismembered the kingdom and imposed on her many hardships. To obtain their freedom the Prussians found it needful to reorganize their social system from top to bottom, for this social system had descended from Frederic William, the Great Elector of Brandenburg (1640-1688), and from Frederic the Great (1740-1786), and was effete and incapable of meeting the French onset, which amounted, in substance, to a quickened competition. Accordingly, the new Prussian constitution, conceived by Stein, put the community upon a relatively democratic and highly developed educational basis. By the Emancipating Edict of 1807, the peasantry came into possession of their land, while, chiefly through the impulsion of Scharnhorst, who was the first chief of staff of the modern army, the country adopted universal military service, which proved to be popular throughout all ranks. Previous to Scharnhorst, under Frederic the Great, the qualification of an officer had been birth. Scharnhorst defined it as education, gallantry, and intelligence. Similarly, Gneisenau’s conception of a possible Prussian supremacy lay in its army, its science, and its administration. But the civil service was intended to incarnate science, and was the product of the modernized university, exemplified in the University of Berlin organized by William von Humboldt. Herein lay the initial advantage which Germany gained over England, an advantage which she long maintained. And the advantage lay in this: Germany conceived a system of technical education matured and put in operation by the State. Hence, so far as in human affairs such things are possible, the intelligence of Germans was liberated from the incubus of vested interests, who always seek to use education to advance themselves. It was so in England. The English entrusted education to the Church, and the Church was, by the necessity of its being, reactionary and hostile to science, whereas the army, in the main, was treated in England as a social function, and the officers, speaking generally, were not technically specially educated at all. Hence, in foreign countries, but especially in Germany which was destined to be ultimately England’s great competitor, England laid herself open to rather more than a suspicion of weakness, and indeed, when it came to a test, England found herself standing, for several