munity support, and which are especially prominent in the land of Anglo-Saxon culture.
This social educational system is of the highest significance for the intellectual life, especially for the scientific, and this is not simply through its influence upon the growing youth. It controls ever more and more scientific investigation in that its teachers, especially in the high schools, have more and more a monopoly of scientific apparatus without which scientific investigation is to-day almost impossible. This is especially true in the field of the natural sciences whose technique has become so highly developed that, aside from a few millionaires, the State alone is able to supply the means demanded for the establishment and maintenance of the necessary scientific apparatus. But in many branches of social science, ethnology and archaeology and others, the scientific apparatus of investigation has become ever more comprehensive and expensive. Because of this, science becomes ever more and more an unremunerative occupation, by which a man cannot live and to which only those people can devote themselves who are paid by the State unless they have been very fortunate in the choice of their parents—or of their wives. Attainment of the necessary preliminary knowledge for productive scientific activity demands again a great and ever increasing amount of money. So it is that science is more and more
