In addition to these characteristics, the religious reformers, like Luther and Calvin, generally held to the idea that a system of schools should be supported, or at least established, by the state, and that all children should have an opportunity to secure an education sufficient to make them familiar with the Scriptures. If people were to be guided by the word of God, they must all be able to read it. But this view of education was not held by those for whom, as in the English Church, the Reformation was not primarily a religious and theological, but rather an ecclesiastical and political revolt. In Holland and Scotland, for example, where Calvinism prevailed, universal education was upheld by the mass of the people, but in France and England only a small minority, the Huguenots and Puritans respectively, adopted this attitude. Hence it happens that, wherever in America the influence of Puritanism, the Dutch Reformed religion, Scotch Presbyterianism, or other forms of Calvinism was felt, the nucleus of public education appeared, while in the colonies where the Anglican communion was dominant, the aristocratic idea of education prevailed and training of the masses was neglected. However, even among the Calvinists, who held that elementary education should be universal, and that the State as well as the Church should hold itself responsible for its being furnished, the logical solution of the problem was not perceived for scores of years. In the Calvinistic colonies it was not at first believed that education should be the same in character for all or that the State should bear the expense through taxation. This distinctively American interpretation of public education did develop later, but in the beginning even the most advanced colonies to some extent placed the financial responsibility upon the parent or guardian. [Sidenote: Three chief types.] [Sidenote: In Virginia, selective education, inherited from England.] [Sidenote: Consequent educational legislation.]