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merely having high standards right now, important as we all regard
that. More important is this long, slow process of converting a
whole people to the idea that education of their children is of
such importance that all else is secondary. May it not be that
we are back to the age-old issue, -- a principle that is basic against
a procedure that temporarily seems to be expedient?

Now the second principle to which it seems we must adhere in
protecting home rule is that we not lend support to those movements
which will in any wise remove from these natural communities their
responsibility for doing that which can and should do. We
must admit at the outset that home rule, as anything else worth
while, costs something. As was said above, undoubtedly for a time
education in and of itself might be better, might be stronger, if
partly, or perhaps completely, nationalized. One might well admit
that for the time being certain conditions would very materially
be improved by virtue of national support. It might be possible
to build better school buildings, to increase teachers' salaries, --
all things which, of course, we want. But we dare not neglect
the price we shall pay in terms of a diluted civic responsibility.
We have all paid lip service to the objective of citizenship. The
first goal we seek, we say, is better citizenship. Now we dare not
say that and at the same time set up administrative plans which
will slow us up in reaching our goal. Anything which causes
citizens of any region to think that someone besides themselves
will meet their responsibility will mean a diminution and lessening
of civic alertness. We've seen many situations in which that was
at work in the past years. We saw that happened when some parents

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