Mr. Little also deals with the appointment and qualifications of students and lecturers, and shows that, generally speaking, their selection was in the hands of the provincial prior and the provincial chapter, who were bound to make diligent enquiry each year for promising friars.[590] In this way, the most capable and efficient members of the order attained to the positions of the greatest importance. Learning was always most highly esteemed among the Dominicans, and the prosecution of studies regarded as a religious occupation worthy of being ranked with the divine services properly so called.[591] Important privileges were allowed to students and lectors, and care was taken that every possible facility was available for those who were desirous of continuing their education. Neither the history of the Mendicant Orders, nor the causes which contributed to their degeneracy, concern us here. It will be sufficient to mention two ways in which they influenced educational development. The first arises out of the connection of the friars with the universities. For a time they captured the intellectual centres of the country, and dominated its literary activities. The leading men of learning of the time were friars. Among them may be mentioned Alexander of Hales, John Peckham, Richard of Middleton, Duns Scotus, and William of Ockham. The second arises from the relationship between the friars and the secular clergy. This relationship was not a friendly one, as the seculars were jealous of the intrusion of the mendicants into their parishes. We suggest that the friar movement served to accustom the people of the country to the thought that the National Church was not the only spiritual agency, and thus incidentally contributed to the development of those forces which were causing the control of education to pass out of the power of the Church. CHAPTER VI. THE ORIGIN OF THE GREAT PUBLIC SCHOOLS. The Chantries' Act of 1547, which we have previously described, expressly stipulated that its provisions should not apply either to the universities, or to the cathedral churches, or to "the Colledg called St. Marye Colledg of Winchester of the foundation of Bishopp Wikeham: nor to the College of Eton."[592] It is these two latter schools with which we are now concerned, and more particularly with the questions relating to their origin and purpose.