(1) Entirely voluntary, though the making of them was frequently urged by the meeting[771] and was in fact the concern of the queries which were regularly sent out. By this means the yearly meeting was informed of the interest taken in making donations. (2) Almost universally consisted of (_a_) sums of money or (_b_) land. (3) The donor chose trustees in the meeting to be subject to its direction. (4) The purpose was generally definitely stated; also how the money should be invested. [Sidenote: The value of legacies in a few meetings] An entire chapter might be devoted to this interesting and very important means of support of the Quaker schools, but much less space must suffice. The value of it may be indicated by a few figures given in statements of a few meetings and school records. The table gives the yearly value of the legacies or other permanent endowments at the year stated. The list is not complete, due to inadequate records, but may be taken as indicative of the extent of this form of support.[772] VALUE OF LEGACIES FOR SCHOOL SUPPORT For whose use Year Amount Overseers of Penn Charter School[773] 1776 £574/00/11½ Buckingham Monthly Meeting[774] 1778 244/ 4/11½ Buckingham Monthly Meeting[775] 1793 767/10/00 Wrightstown Monthly Meeting[776] 1790 248/13/10 Falls Monthly Meeting[777] 1799 777/ 9/ 4½ Uwchlan Monthly Meeting[778] 1784 120/10/00 Horsham School Committee[779] 1793 351/ 2/11 ORGANIZATION [Sidenote: London advices on education] The machinery of organization which had any connection with the direction of the school system has already been frequently referred to. It is the same organization which was discussed in Chapter II.[780] It has further been pointed out that one of the functions of the head of this organization, the yearly or general assembly, was to issue advices for the direction of the lower units. These advices began very early, so far as they are concerned with education. In 1692 London Yearly Meeting warned all others to be careful of a “Christian care in the education of their children,”[781] and followed it successively each year with more suggestions.[782] These advices all found their way to the Yearly Meeting of Philadelphia and Burlington, and the similarity between the advices of the two meetings is striking but not surprising. [Sidenote: London advices summarized] It may be convenient for the reader if some of the chief recommendations of the London Advices are stated briefly, that the likeness of the two may be noted later when we examine those of Philadelphia. They are: 1. Education is to be useful and practical.[783] 2. The major emphasis is placed on Christian and moral instruction.[784] 3. The teachers must be capable of good moral influence.[785] 4. Teachers must be members of Friends.[786]