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
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 persons to be selected and qualified?
The change will be gradual, and it is to be made in the public opinion
as well as in the character of teachers and schools. And is it not
possible, even in view of all that has been accomplished, that we are
yet groping in a dark passage, with only the hope that it leads to an
outward-opening door, where, in marvellous but genial light we shall
perceive new truths concerning the philosophy of the human mind, and
the means of its development? At this moment we are compelled to admit
that practical teachers and theorists in educational matters are alike
uncertain in regard to the true method of teaching the alphabet, and
divided and subdivided in opinion concerning the order of succession of
the various studies in the primary and grammar schools. Perfect
agreement on these points is not probable; it may not be desirable. I am
satisfied that no greater contribution can be made to the cause of
learning than a presentation of these topics and their elucidation, so
that the teacher shall feel that what he does is philosophical, and
therefore wise.