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fair chance rightly to estimate his own value in the 

 general scheme of nature; to act constructively him- 

 self, or rightly to estimate the constructive value of 

 leadership in others. Nor will he, otherwise, volun- 

 tarily submit to the exactions which modern science, to 

 an ever increasing degree, must impose upon his con- 

 duct in commerce, agriculture, public health and other 

 phases of social life. 



It is this kind of understanding our colleges must 

 give to their graduates if they are to fulfil their social 

 services. It is their chief social function to create an 

 intelligent middle class, as a cooperative mental link 

 between the specialists, created by the universities and 

 higher technical schools, and the great body of citizens 

 who cannot readily understand either the requirements 

 for, or the value of, expert knowledge; and who in- 

 stinctively fear the misuse of intellectual power. 



The cooperative unity of social life is wholly de- 

 pendent on the sanity and good common sense of this 

 intellectual middle class. Without its approval, no 

 progressive social measures can be initiated, or if initi- 

 ated, cannot be effectively maintained. It regulates 

 and stabilizes public opinion and social conduct; pro- 

 tects one class against the narrowness, selfishness, and 

 over-zeal of the others ; and bends the conservative will 

 to new constructive purposes. Only through this volun- 

 tary service of one class for the other, and this volun- 

 tary submission to one another under the common com- 

 pulsion of obvious self-interest, can society preserve its 

 organization and continue its growth. 



Such a mental social system is upbuilt, neither by 

 freedom nor by dominion, but by both; by the recip- 

 rocal mental egoism and mental altruism of pupil and 



