that greater compensation is paid for the unimportant things than is
paid for training the intellectual abilities of our youth, might exist
in the sixteenth century, but it ought not to exist in the twentieth
century.

Fortunately for us, the sterling character of teachers of all kinds has
kept them at their task even though we have failed to show them due
appreciation, and up to the present time the public has suffered little.

But unless a change is made and a new policy adopted, the cause of
education will break down. It will either become a trade for those
little fitted for it or be abandoned altogether, instead of remaining
the noblest profession, which it has been and ought to be.

There are some things that are fundamental. In the sixteenth century the
voice of the people was little heard. If the sovereign had wisdom, that
might suffice. But in the twentieth century the people are sovereign.
What they think determines every question of civilization. Unless they
are well trained, well informed, and well instructed, unless a proper
value is put on knowledge and wisdom, the value of all material things
will be lost.

There is now no pains too great, no cost too high, to prevent or
diminish the duty enjoined by the Constitution of the Commonwealth that
wisdom and knowledge, as well as virtue, be generally diffused among the
body of the people.

This important subject ought to be considered and a remedy provided at
the special session of the General Court.