ses, qualified to take charge
of high schools and normal schools, those positions will be assigned to
them; and, till that degree of public confidence is accorded, it is
useless to make assertions or indulge in conjectures concerning the
ability of women for such duties. It is my own conviction that a higher
order of teaching talent is required in the primary school, or for the
early, judicious education of children, than is required in any other
institutions of learning. Nor can it be shown that equal ability for
government is not essential. There must be different manifestations of
ability in the primary and the high school; but, where proper training
has been enjoyed, pupils in the latter ought to be far advanced in the
acquisition of the cardinal virtue of self-control, whose existence in
the school and the state renders government comparatively unnecessary.

Where there is a human being, there are the opportunity and the duty of
education. But our present great concern, as friends of learning, is
with those schools where children are first trained in the elements. If
in these we can have faithful, accurate, systematic, comprehensive
teaching, everything else desirable will be added thereunto. But, if we
are negligent, unphilosophical, and false, the reasonable public
expectation will never be realized in regard to other institutions of
learning.

The work must be done by women, and by well-educated women; and, when it
is said that in Massachusetts alone we need the services of six
thousand such persons, the magnitude of the work of providing teachers
may be appreciated. Have we not enough in this field for every female
school and academy, where high schools are not required, or cannot
exist, and for every high school and normal school in the commonwealth?
If it is asserted that the supply of female teachers is already greater
than the demand, it must be stated, in reply, that there are persons
enough engaged in teaching, but that the number of competent teachers
is, and ever has been, too small. It is something, my friends, it is
often a great deal, to send into a town a well-qualified female teacher.
She is not only a blessing to those who are under her tuition, but her
example and influence are often such as to change the local sentiment
concerning teachers and schools. When may we expect a supply of such
persons? The hope is not a delusion, though its realization may be many
years postponed. How are competent p