SEMI-CENTENNIAL CELEBRATION 109 



that democracy does not dispense with leaders, but rather makes 

 the strongest demand for positive leadership. But in such a 

 society it is not for one individual or one class simply to lead, 

 while another class simply follows. The true leader in a democ- 

 racy is one who, while leading in all reality, is capable of learning 

 from his followers. And the followers of such a leader in a true 

 democracy are not those who follow because they do not think, 

 but those who follow because they think and are able to recog- 

 nize their leader. They follow because they are convinced. 

 So our whole social fabric is made up of leaders who must learn 

 if they would continue to lead, and their peculiarly restless and 

 skittish constituencies. Here as everywhere the relation of 

 leaders to constituencies is permanent and essential, but within 

 that permanent relationship there is continual interplay and 

 shifting of parts. It is a normal condition with us that those 

 who have the subordinate part should be increasingly intelligent, 

 critical, and ready to assume the actual leadership. 



This is the state of things that our system of education fosters 

 and must continue to foster. It must bring forth scientific 

 experts who shall be able to teach the people the principles under- 

 lying the arts of life, and it must train up a people to make for 

 the expert an intelligent constituency, quick to seize on all that 

 he may offer for the betterment of their practice, and quick to 

 reject those suggestions that they cannot put to use. So our 

 public health rests upon the co-operation of highly trained ex- 

 perts in medicine and sanitation and a people who can act intelli- 

 gently upon their directions and regulations. So our public and 

 domestic architecture is improving slowly — very slowly — through 

 the co-operation of architects who know their art and a building 

 people who know their architects, and who follow them in part 

 and frustrate them in part. So, too, our agricultural education 

 must proceed. There must be training of the highest sort for 

 our agricultural experts. More than that, at the topmost reach 

 of our agricultural education there must be that which is not 



