[Sidenote: Organization devised by Fox] [Sidenote: Weakness in the organization] The society, established by George Fox, near the middle of the seventeenth century, increased rapidly in numbers, due very largely to the efforts of its founder and the services of the men whom he associated with him in his work. This influence was extended by means of (1) journeys made to foreign parts; (2) letters; and (3) preaching out of doors to all who would listen. Fox, from the first, was interested in education, particularly moral and practical, and recommended the establishment of several schools. He was primarily interested in (1) moral training; (2) religious instruction; and (3) in education of a practical sort which would fit every individual to earn a livelihood. These ends which he strove for were likewise accepted as worthy to be achieved, and consciously striven for by the society in its organized meetings. This organization of meetings itself was devised by Fox and regularly constituted in various parts before the time of his death. It consisted of yearly, quarterly, monthly, and particular meetings, whose relations were well defined. The functions of the first were general and directive; those of the last were particular and effective. The chief weakness, already pointed out in previous chapters, was the lack of compulsory power in the yearly meeting. Its recommendations gained results, but might be neglected in communities desiring to do so. [Sidenote: Leaders who were interested in education] [Sidenote: Quaker antipathy to education appears unfounded] [Sidenote: Education of Negroes and Indians urged and effected] An organization, of itself, performs nothing. Its accomplishments depend on men who have purposes, and the determination and ability to execute them. A considerable number of such men were members of Friends, and expressed themselves definitely on education. Such leaders as Penn, Fothergill, Fox, Banks, Chalkley, Crisp, Crouch, Pastorius, Benezet and others as important, were responsible for its educational guidance and in the end, accomplishments. From a study of their expressions it appears that the criticisms, concerning the Quakers’ antipathy to education, are without foundation, and arose, for the most part, from their statement that a _classical education_ was _not essential for a minister_. The life and the education of most of them attest the fact that they sought a higher education for themselves and promoted it for others. Not only for their own society, but for the rich and poor of others, were efforts made to establish schools. The education of Indians and Negroes was similarly urged both on the part of individuals and the organization. The tangible results of their efforts in this regard were seen in the various local meetings. [Sidenote: Schools established] [Sidenote: School affairs in care of committees] [Sidenote: Number of schools in Pennsylvania]