5. Schedules must be so adjusted as not to make upon the taxpayer a larger gross demand than he will honor. Quite properly the cost of education mounts ever higher; but, in any year, there is a maximum which the taxpayer will allow without rebellion, a highest measure compounded of his ability to pay, the value he sets upon education and the influence of the most enlightened citizens upon him. Presumably if teachers were paid the salaries of ambassadors the highest talent in the country would be attracted to the profession. But ambassadorial emoluments, however desirable they might be both for the nation and for the teachers, are practically unattainable. Taxpayers will not adopt, thus far, Froebel’s injunction: “Let us live for our children.” 6. Over a long period the supply of teachers of requisite quality should equal the demand, and salaries that will attract the supply must be paid. What is the requisite quality? There’s the rub. Examinations tell only part of the truth; college training cannot make “silk purses out of sows’ ears.” Only roughly can the expert superintendent tell whether the quality among ten thousand teachers is as good today as it was ten years ago. Teaching is an art for which the elusive quality of personality--the product of heredity, early surroundings, home influences, native gifts--is as essential as for painting. Of two painters who have had precisely the same masters and the same experience, one may produce masterpieces fit for an imperial gallery and the other daubs fit for a saloon; just so of two teachers of equal academic training, one may radiate noble, the other ignoble influences. Who shall measure the personality of the teacher or compass the growth of the pupil’s intelligence? No radiometer can register the emanations of a teacher’s spirit, no X-rays expose the buddings of a child’s mind. When the refined daughters of Massachusetts left the cotton mills of Lowell and their places were supplied by peasant immigrants who could not read the “Lowell Offering” which their predecessors published, the quality of the cotton sheeting did not deteriorate, because the character of the operator is not embodied in cotton goods. But, should the same change occur among teachers, the quality of the children at graduation would inevitably run down; for the teacher’s spirit, partly reproduced in the children, is the most precious element of their education. Therefore, no requirement for the schools is more sternly peremptory than that salaries for teachers shall be sufficient to attract a high quality of persons. At this point we encounter the central claim of the Interborough Association of Women Teachers. For reasons over which the educational authorities have no control men teachers of as high a personal quality as women teachers cannot, over a long period, be secured and held for the same pay. That fact is demonstrated by the present experience of the high schools.