We can find this illustrated by a consideration of the information available[432] with regard to the Gild of Kalendars, Bristol. In 1318 the Bishop of Gloucester issued an inquisition as to the rights and privileges of this gild. The report of the commissioners states that "the beginning of the fraternity exceeds the memory of man," and it was established that it existed before the Conquest. The gild was formerly called the "Gild or Brotherhood of the Community of the clergy and people of Bristol" and received a licence from the Cardinal-legate Gualo in 1216. Among other works carried out by this association is mentioned the maintenance of "a school for Jewes and other strangers, to be brought up and instructed in christianitie under the said fraternitie."[433] Here then is established the fact that gilds, as apart from churches, conceived themselves as responsible for education at least as early as the thirteenth century. We may also consider the Palmers Gild which was founded in 1284. This gild supported a "warden, 7 priestes, 4 singyng men, twoo deacons, syx Queristers, ... 32 pore Almes people" as well as a schoolmaster to teach Latin.[434] As additional instances of schools which were established through the agency of gilds we may enumerate the school at Maldon which is supposed to have been founded by the Fraternity of the Assumption of the Virgin,[435] and the school at Raleigh, which was founded by the Trinity Gild in 1388-9.[436] The chantry certificate relating to this gild states that "lands were put in feoffement by diverse and sundry persons to ffinde a prieste ... to teach a fre schole their to instruct youth. Which seide town of Raleigh is a very greate and populous towne."[437] These instances readily demonstrate the democratic appreciation of education, and that among the purposes for which people joined themselves together in voluntary association was the provision of facilities for education. We pass to an important topic when we consider the work of the gilds-merchant and the craft gilds. If we can trace any educational activities on the part of these associations then we can trace the origin of the interest taken by the civic communities and by organised labour respectively in education.