Hence the wise and the strong dwell not upon their virtues and accomplishments, but strive to learn wherein they fail, for it is in correcting this they desire to labor. They wish to know the truth about themselves, are willing to try to see themselves as others see them, that self-knowledge may make self-improvement possible. They turn from flattery, for they understand that flattery is insult. Now, if this is the attitude of wise and strong men, how much more should it not be that of a wise and strong people? Whenever persons or things are viewed as related in some special way to ourselves, our opinions of them will hardly be free from bias. When, for instance, I think or speak of my country, my religion, my friends, my enemies, I find it difficult to put away the prejudice which my self-esteem and vanity create, and which, like a haze, ever surrounds me to color or obscure the pure light of reason. It cannot do us harm to have our defects and shortcomings pointed out to us; but to be told by demagogues and declaimers that we are the greatest, the most enlightened, the most virtuous people which exists or has existed, can surely do us no good. If it is true, we should not dwell upon it, for this will but distract us from striving for the things in which we are deficient; and if it is false, it can only mislead us and nourish a foolish conceit. It is the orator's misfortune to be compelled to think of his audience rather than of truth. It is his business to please, persuade, and convince; and men are pleased with flattering lies, persuaded and convinced by appeals to passion and interest. Happier is the writer, who need not think of a reader, but finds his reward in the truth he expresses. It is not possible for an enlightened mind not to take profound interest in our great system of public education. To do this he need not think it the best system. He may deem it defective in important requisites. He may hold, as I hold, that the system is of minor importance, the kind of teacher being all important. But if he loves his country, if he loves human excellence, if he has faith in man's capacity for growth, he cannot but turn his thoughts, with abiding attention and sympathy, to the generous and determined efforts of a powerful and vigorous people to educate themselves. Were our public-school system nothing more than the nation's profession of faith in the transforming power of education, it would be an omen of good and a ground for hope; and one cannot do more useful work than to help to form a public opinion which will accept with thankfulness the free play of all sincere minds about this great question, and which will cause the genuine lovers of our country to turn in contempt from the clamors politicians and bigots are apt to raise when an honest man utters honest thought on this all-important subject.