ideas. In those whose minds are not very active the result is the omnipotence of prejudice; while the few whose thought cannot be wholly killed become cynical, intellectually hopeless, destructively critical, able to make all that is living seem foolish, unable themselves to supply the creative impulses which they destroy in others.
The success in fighting which is achieved by suppressing freedom of thought is brief and very worthless. In the long run mental vigor is as essential to success as it is to a good life. The conception of education as a form of drill, a means of producing unanimity through slavishness, is very common, and is defended chiefly on the ground that it leads to victory. Those who enjoy parallels from ancient history will point to the victory of Sparta over Athens to enforce their moral. But it is Athens that has had power over men's thoughts and imaginations, not Sparta: any one of us, if we could be born again into some past epoch, would rather be born an Athenian than a Spartan. And in the modern world so much intellect is required in practical affairs that even the external victory is more likely to be won by in-
