Many members of the new group have just arrived, pushed to the top by the necessities of war or of Britain's long economic struggle. The percentage of public-school graduates is lower than in the established middle class. Attention to that class's recognized totems is much less. The new group is less concerned with the Church of England, the Army and the Navy--the Air Force and the production of new weapons are, however, its special province--the Foreign Office and active politics. These it has left largely to the established middle class, and frequently the interests of the two groups clash. For example, the conflict within government between the traditionalist view of the Navy as vital to Britain's defense and the view that all that matters is the big bomber today and the intercontinental ballistic missile tomorrow is essentially a clash between two groups in the same class. The new group is not primarily managerial, although managers make up a considerable percentage of its total. It includes a great many creative workers, architects, scientists and engineers, and a surprisingly high percentage of men who have risen without the aid of the Old School Tie. The group has had less education and less leisure than the old middle class, and, consequently, its approach to culture is different. Its interest in the arts is limited, its taste in literature tends toward Nevil Shute rather than Thackeray. But it has a furious curiosity about Britain and the world: it devours magazine articles and books. Like the new working class, it has reached income levels that seemed out of sight fifteen years ago, but, unlike the new working class, it is not content to rest in its present position. For it knows enough of the world and the country to doubt that the present security is enough. The middle class in Britain over the centuries has developed a marvelous capacity for altering while maintaining roughly the same façade. This process is going on now. The sons of the new group within the middle class are going off to public schools and Oxford and Cambridge rather than to state schools and the red brick provincial universities that trained their fathers. But because this group has an abiding interest in technical education, its members are anxious for the spread of such education in the old classical schools. It should be noted that the trend toward the public schools and the great universities is not due entirely to snobbery. As an industrial engineer told me, "That's still the best education in the country, and my son's going to have it." He himself was the product of a state school and a provincial university. Obviously he enjoyed talking about his boy's public school.