The educational and also the industrial scheme is to receive the backing of the colonial government. It is recommended that laws be passed for the encouragement of linen manufacturers and that farmers “that keep a plow” should sow an acre of flax and two of hemp, with which to supply the manufacturers.[118] Educational support by the government was not secured, as is amply evidenced by the unsurpassed development of private and parochial schools of all denominations. The churches were the sponsors for education. It is worthy of note, however, that the elements emphasized by Budd, (1) education in the arts and sciences for all those capable of it, (2) industrial education for a trade for every one, (3) moral and religious training, and (4) equal educational opportunities for poor and rich or otherwise unfavored classes, are the same as those urged officially by the Quakers.[119] Far from receiving governmental support, it was necessary that the schools be supported by individual or small group enterprise. The society recognized this, and it is stated in the organization of the church that the duty of the monthly meeting is to provide _for the subsistence_ of the poor and _for their education_.[120] Furthermore it is recommended that all special bequests of Friends be kept as a distinct fund for the purpose originally intended by the donor, and that if expended for any other purpose, it must be again made up by the quarterly meeting.[121] One of the most frequent uses designated, judging from the records, seems to have been the educational.[122] [Sidenote: Have Quaker schools kept pace with the public?] The reader may have perused the foregoing pages with more or less interest; a curiosity may have been aroused concerning the present-day attitude of Friends, educationally. Have they experienced any considerable change? The institutional evidences of their continued interest are familiar enough to the educationist. But what is the attitude within the schools: Is instruction stiff and more formal there than in the public schools, and what can be said of the progress among the teachers? To answer all of these questions and similar ones is not the purpose of this present work. And in the following excerpt, taken from an expression drawn up by a body of teachers, it is not hoped to find conclusive proof of this or that, but perhaps it may be taken as a fairly reliable indication of the present professional attitude. [Sidenote: The pupil as an individual to be emphasized] [Sidenote: Well-equipped teachers needed; and their academic freedom essential] The teachers’ subjects are _not Mathematics, nor Latin, nor Scripture, nor Quakerism_—they are boys and girls. The information imparted is, in a sense, a minor matter: the growth of the mind that assimilates it is all-important—growth in keenness, efficiency and power....