He endeavors to show that the work of a teacher is pleasant and should interest a better class of masters than it has in the past. The experiences of Benezet in the school work were of most pleasant nature. Not only by his own statement, but judged also by the accounts given in his memoirs by Robert Vaux, it seems that he was unusually kind and sympathetic as a master, which won him the greatest respect of his pupils.[95] The tasks of schoolteaching are only unpleasant when being performed merely for the sake of the wage obtained. Those who attempt to teach large numbers for the sake of a large income find it disagreeable; they form the class of teachers against whom he would discriminate.[96] Add to these three principles, his great contribution toward the freedom and education of the Negroes, his long life of service, and we have all for which he lived. It is stated that he had no private life; at any rate it sinks into oblivion in comparison with his interest and active work in public philanthropies.[97] [Sidenote: John Woolman, his position in regard to education] [Sidenote: The responsibility of tutors and parents] The educational influence of John Woolman in regard to Negro and Indian education will be mentioned in another chapter,[98] but concerning education generally he was equally outspoken, and being a member of some consequence he was able to make his influence felt. Like Benezet, he regarded education as a social duty, both to each individual and to the community of individuals. This duty could not be performed by immoral tutors and schoolmasters, for the pupil could be made to rise no higher than the master; so the result would be an immoral society.[99] The responsibility, in the last analysis, for the right conduct of schools falls upon the parents. If they are indifferent, nothing can be accomplished for the schools, for the whole community is no better or more insistent in its demands than the individuals constituting it. For this reason he urges individual philanthropy to come to the aid of the schools, which are badly neglected; those who possess wealth can do no better, for, as he says: Meditating on the situation of schools in our provinces, my mind hath, at times, been affected with sorrow, and under these exercises it hath appeared to me, what if those that have large estates were faithful stewards, and laid no rent or interest nor other demand, higher than is consistent with universal love; and those in lower circumstances would under a moderate employ, shun unnecessary expense, even to the smallest article; and all unite humbly in seeking the Lord, he would graciously instruct and strengthen us, to relieve the youth from various snares, in which many of them are entangled.[100] [Sidenote: Tuke, Whitehead, Crouch as advocates of education]