Here is evidenced the attitude of one early colony toward education, and it is typical of all. Education, education free to all, education compulsory on all, is the ideal in each of the six new nations. Free instruction is in some places offered to a child from the age of three, when he enters kindergarten, to any age at which he wishes to attend the university. For certain years, very generally six to fourteen, attendance at school is compulsory. There is no discrimination in regard to sex, and the classes are frequently co-educational. Parents are in the main allowed to send children to private and church schools when these are of satisfactory excellence; though in many places no such exist, and no stigma is in any way attached to the acceptance of free education. In many places no other sort has ever been dreamed of. The British Isles meanwhile have not been {77} insensible to the same impulses. If popular education there has seemed to lag behind that of the younger nations, it is because the British Isles had not so free a field for change. There, a more complex social structure, and a tradition that envelops every department of life, interfere with the movement that would cast aside the old and adopt the new. Reforms must go slowly under such conditions, but the opportunity for education for all is there now an accomplished fact. In 1832 began the history of state education in the British Isles.[77-1] To-day elementary education is compulsory between the ages of five and fourteen,[77-2] and free, if one desires to take it so. Since 1902 public grants to secondary schools have opened their doors to certain numbers of non-paying pupils. The differences between the educational systems of the British Isles and those of the other English-speaking nations can now be said to be differences of method or degree only, but not of spirit. Throughout our civilization, education opens the way to achievement, "the only real patent of nobility in the modern world."[77-3] The success or failure of the group is known to depend on the individual. He holds the ballot, makes the laws, enforces them; his religion is part of the faith of the land and determines the character of its composite; his ideals of marriage are expressed in the practice of the race. Organization and a few picked men do not control our destinies. To {78} ensure the future of the group we educate our citizens. We "advance _Learning_ and perpetuate it to Posterity" so that wisdom may be heard in our councils, and that ballots may register considered judgments. As individualists the Pan-Angles have come to their present state. As individualists they must continue to work out their destiny. The right they prize most is the right to develop further in individualism. That right will be secured to Pan-Angles only when they have cause to fear no human power.