You will note a new proviso creeping in at this point--"using the methods that are used to-day." Because you must remember it is not simply a matter of payment that makes the teacher. Teachers are born and not made. Good teaching requires a peculiar temperament and distinctive aptitudes. I doubt very much, even if you could secure the services of every human being who had the natural gifts needed in a good teacher, if you could disregard every question of cost and payment, I doubt whether even then you would command the services of more than one passable teacher for a hundred children and of more than one really inspired and inspiring teacher for five hundred children. No doubt you could get _a sort of teacher_ for every score or even for every dozen children, a commonplace person who could be trained to do a few simple educational things, but I am speaking now of good teachers who have the mental subtlety, the sympathy and the devotion necessary for efficient teaching by the individualistic methods in use to-day. And since, _using the methods that are used to-day_, you can only hope to secure fully satisfactory results with one teacher to every score of pupils, or fewer, and since it is unlikely we shall ever be able to command the services of more than a tithe of the people who could teach well, it seems that we come up here against an insurmountable obstacle to an educated population. Now I want to press home the idea of that difficulty. I am an old and seasoned educationist; most of my earliest writings are concealed in the anonymity of the London educational papers of a quarter of a century ago, and my knowledge of educational literature is fairly extensive. I know in particular the literature of educational reform. And I do not recall that I have ever encountered any recognition of this fundamental difficulty in the way of educational development. The literature of educational reform is always assuming parents of limitless intelligence, sympathy and means, employing teachers of limitless energy and capacity. And that to an extreme degree is what we haven't got and what we can never hope to have.