In the establishment of schools, the direction lay in the hands of the yearly meeting. Philadelphia Yearly Meeting’s advices on that subject, for the first half century, were very general in nature and seemingly of little import to the various lower meetings. A development is noticed, however, toward a definite plan for schools to be established. The advices of 1746 and continuing thereafter, 1750, 1751, 1753, 1755, 1778, and following, are definite in their ideas as to what should be done, and the persistency with which they were urged in the meetings, where all school affairs came to be attended to by committees, seems to have effected tangible results. Committee reports on educational conditions increased greatly in definiteness after 1777, which allows a better estimate to be made of what was done. From such reports it is estimated that by the end of the century there were sixty or seventy schools established “according to direction” given by the yearly meeting. Many others are reported in various meetings, which did not measure up in any great degree to the standards set. [Sidenote: The Master] These standards[1339] (stated elsewhere in this work) demanded a high moral quality in masters and mistresses, as well as training in the subjects to be taught. From a study of the manuscript records and newspapers it appears that the moral standards, met by Quaker masters, were as high, and, in Philadelphia, perhaps higher than those of the other private school masters. The cases of open lawlessness are at least more numerous in the latter case. The degree of preparation for teaching ranged from the highest, the best college trained men of the day, to the lowest, those who possessed a most elementary education. [Sidenote: Curriculum similar to that in private schools] The opportunities offered for study, both in the lower and in the Classical School, were at all times equal at least to those of the other schools of the day. [Sidenote: No free public schools] The Quakers established no system of _public schools_, though they were called such quite frequently. As public school sentiment grew, and the Quaker schools correspondingly declined in many places, they often were taken over as public schools. In that sense they were, truly enough, the foundation of public schools. Education was free to the poor; in a few cases the funds might be applied to lower the rates paid by the regular pay scholars, but such were exceptional. [Sidenote: Number of schools about 1750]