However, despite these biased remarks of the testy governor, by 1692 the constant efforts to obtain an institution of learning were finally rewarded. Through the management of the Reverend James Blair, D. D., the bishop’s commissary in Virginia, a charter for the College of William and Mary, a gift of £2000 and of twenty thousand acres of land, and the right to certain colonial taxes were obtained from the king, and large donations were made by the planters and additional support provided by the assembly. In fact, the college was munificently endowed for the times, and it did a great work in training the greatest scholars, statesmen, judges, military officers, and other leaders during the struggle for independence. Moreover, ‘free’ schools now greatly increased in number and their courses were much improved. But education was throughout this early period regarded as a special privilege, and the masses were mostly employed in making tobacco, and other manual pursuits. For the sons of these people the only educational legislation was that provided between 1643 and 1748 in various acts concerning the industrial training of the poor, apprentices, wards, and orphans. In keeping with English precedents, these children were taught a trade by the masters to whom they were indentured, or trained in the flax-house established by public funds at James City. Thus, by the middle of the eighteenth century a fair provision of secondary and higher education had been voluntarily made in various localities, but as yet no real interest in common schools had been shown by the responsible classes in Virginia. Education was there predominantly ‘selective’ in character. [Sidenote: Calvinistic conception of universal education, as in Holland.] [Sidenote: Catechism and prayers of Reformed Church, as well as elementary branches, taught.] [Sidenote: But, with English occupation, replaced by _laissez faire_ organization.]