Here we bring into consideration another great complex of persons, interests, traditions--the world of education, the various religious organisations, and, beyond these, the ramifying indeterminate world of newspapers and other periodicals, books, the drama, art and all the instruments of presentation and suggestion that mould opinion and direct action. The sum of the operations of this complex will be either to sustain or demolish the old nationalist militant ascendency. Its easiest immediate course is to accept it. Educational organisations on that account are now largely a conservative force in the community; they are in most cases directly controlled by authority and bound officially as well as practically to respect current fears and prejudices. It evokes fewer difficulties for them if they limit and mould rather than release the young. The schoolmaster tends therefore to accept and standardise and stereotype, even in the living, progressive fields of science and philosophy. Even there he is a brake on the forward movement. It is clear that the Open Conspiracy must either continually disturb and revivify him or else frankly antagonise him. Universities also struggle between the honourable past on which their prestige rests, and the need of adaptation to a world of enquiry, experiment and change. It is an open question whether these particular organisations of intellectual prestige are of any real value in the living world. A modern world planned _de novo_ would probably produce nothing like a contemporary University. Modern research, one may argue, would be stimulated rather than injured by complete detachment from the lingering mediævalism of such institutions, their entanglement with adolescent education and their ancient and contagious conceptions of precedence and honour. Ordinary religious organisations, again, exist for self-preservation and are prone to follow rather than direct the currents of popular thought. They are kept alive indeed by revivalism and new departures which at the outset they are apt to resist, as the Catholic Church for instance resisted the Franciscan awakening, but their formal disposition is conservative. They say to religious development, thus far and no farther. Here is school, college and church are activities of thought and instruction, which generally speaking drag upon the wheels of progress, but which need not necessarily do so. A schoolmaster may be original, stimulating and creative, and if he is fortunate and a good fighter he may even achieve considerable worldly success; University teachers and investigators may strike out upon new lines and yet escape destruction by the older dons. Universities compete against other Universities at home and abroad and cannot altogether yield to the forces of dullness and subservience. They must maintain a certain difference from vulgar opinion and a certain repute of intellectual virility.