He settles the issue by showing how various aspects of culture - including 1) motion (which affirms the internal reality of the observer due to the feeling of the sublime that arises from the difference felt between the observer/human and the spectacle/nature, as when seeing the shore from a moving ship), 2) poetry (which affirms the reality of the soul by the way in which poets conform nature to their thoughts and "makes them the words of the Reason" or the soul), 3) philosophy (which like poetry, affirms the reality of the soul by the way in which philosophers animate nature with their thoughts and makes them the words of Reason, except in this case for Truth rather than Beauty), 4) intellectual science (which generates insight based on abstract ideas and thus the spirit), and 5) religion and ethics (which degrades nature and suggests its dependence on the spirit) - convince us of the reality of the external world, of nature and spirit, and thus tend to imbue us with a moderate form of idealism:
When America was founded, Sasse the historian reminds us, “nobody commuted to work. People worked where they lived.” Before the “generational segregation” of modern life, children saw adults working, and were expected to pitch in. The replacement of “the gritty parenting of early America” by “a more nurturing approach” coincided with the rise of mass schooling. In 1870, fewer than 2 percent of Americans had high-school diplomas. An average of one new high school a day was built between 1890 and 1920, and by 1950, more than 75 percent of Americans were high-school graduates.