imperialism would compel Britain, Russia, and France into a combined attack upon her, an offensive-defensive. The Kaiser wavered between a stiff attitude towards Britain and clumsy attempts to propitiate her, while his fleet grew and while he prepared for a preliminary struggle with Russia and France. When in 1913 the British government proposed a cessation on either hand of naval construction for a year, it was refused. The Kaiser was afflicted with a son and heir more Hohenzollern, more imperialistic, more Pan-Germanic than his father. He had been nurtured upon imperialist propaganda. His toys had been soldiers and guns. He snatched at a premature popularity by outdoing his father's patriotic and aggressive attitudes. His father, it was felt, was growing middle-aged and over-careful. The Crown Prince renewed him. Germany had never been so strong, never so ready for a new great adventure and another harvest of victories. The Russians, he was instructed, were decayed, the French degenerate, the British on the verge of civil war. This young Crown Prince was but a sample of the abounding upper-class youth of Germany in the spring of 1914. They had all drunken from the same cup. Their professors and teachers, their speakers and leaders, their mothers and sweethearts, had been preparing them for the great occasion that was now very nearly at hand. They were full of the tremulous sense of imminent conflict, of a trumpet call to stupendous achievements, of victory over mankind abroad, triumph over the recalcitrant workers at home. The country was taut and excited like an athletic competitor at the end of his training.
§ 3
Throughout the period of the armed peace Germany was making the pace and setting the tone for the rest of Europe. The influence of her new doctrines of aggressive imperialism was particularly strong upon the British mind, which was ill-equipped to resist a strong intellectual thrust from abroad. The educational impulse the Prince Consort had given had died away after his death; the universities of Oxford and Cambridge were hindered in their task of effective revision of upper-class education by the fears and prejudices the so-called "conflict of science and religion"
