men in legislatures; in the university men's influence in federal departments and commissions. It is hardly too much to say that the best hope of intelligent and principled progress in economic and social legislation and administration lies in the increasing influence of American universities. By sending out these open-minded experts, by furnishing well-fitted legislators, public leaders and teachers, by graduating successive armies of enlightened citizens accustomed to deal dispassionately with the problems of modern life, able to think for themselves, governed not by ignorance, by prejudice or by impulse, but by knowledge and reason and high-mindedness, the state universities will safeguard democracy. Without such leaders and followers democratic reactions may create revolutions, but they will not be able to produce industrial and social progress. America's problem is not violently to introduce democratic ideals, but to preserve and intrench them by courageous adaption to new conditions. Educated leadership sets bulwarks against both the passionate impulses of the mob, the sinister designs of those who would subordinate public welfare to private greed. Lord Bacon's splendid utterance still rings true: 'The learning of the few is despotism; the learning of the many is liberty. And intelligent and principled liberty is fame, wisdom and power.'
"There is a danger to the universities in this very opportunity. At first pioneer democracy had scant respect for the expert. He believed that 'a fool can put on his coat better than a wise man can do it for him.' There is much truth in the belief; and the educated leader, even he who has been trained under present university conditions, in direct contact with the world about him, will still have to contend with this inherited suspicion of the expert. But if he be well trained and worthy of his training, if he be endowed with creative imagination and personality, he will make good his leadership."
