In the minor problems we shall make many mistakes. In the great problems, in the pressing emergencies, we rely upon the moral power in reserve. The sober soul of the people is neither frivolous nor fanatical. It is earnest, ethical, desirous of the common good, responsive to moral appeal, capable of self-control, and, in the time of need, strong for self-sacrifice. It has its hours of illusion, its intervals of indifference and drowsiness. But while there are men and women passionately devoted to its highest ideals, and faithful in calling it to its duties, it will not wholly slumber nor be lost in death. If there is to be an American aristocracy, it shall not be composed of the rich, nor of those whose only pride is in their ancient name, but of those who have done most to keep the Spirit of America awake and eager to solve the problems of the common order, of those who have spoken to her most clearly and steadily, by word and deed, reminding her that "By the Soul Only, the Nations shall be great and free." VI PERSONAL DEVELOPMENT AND EDUCATION VI PERSONAL DEVELOPMENT AND EDUCATION The Spirit of America shows its ingrained individualism nowhere more clearly than in education. First, by the breadth of the provision which it makes, up to a certain point, for everybody who wishes to be educated. Second, by the entire absence of anything like a centralized control of education. Third, by the remarkable evolution of different types of educational institutions and the liberty of choice which they offer to each student. All this is in the nature of evidence to the existence of a fifth quality in the Spirit of America, closely connected with the sense of self-reliance and a strong will-power, intimately related to the love of fair play and common order,--a keen appreciation of _the value of personal development_. Here again, as in the previous lectures, what we have to observe and follow is not a logical syllogism, nor a geometrical proposition neatly and accurately worked out. It is a natural process of self-realization. It is the history of the soul of a people learning how to think for itself. As in government, in social order, in organized industry, so in education, America has followed, not the line of least resistance, nor the line of abstract doctrine, but the line of vital impulse. And whence did this particular impulse spring? From a sense of the real value of knowledge to man as man. From a conviction that there is no natural right more precious than the right of the mind to grow. From a deep instinct of prudence reminding a nation in which the people are the sovereign that it must attend to "the education of the prince."