The tradition that the minister must be a man of learning was of incalculable social importance. His advice was called for under every conceivable circumstance of individual and community need. He assisted about the employment of schoolmasters and was the unofficial supervisor of the school. He enjoined upon negligent parents the duty of sending their children, and he had an eye for the promising boys--lads o’pairts, as the Scotch say--whom he encouraged to prepare for professional life. He fitted boys to enter the academy and sometimes tutored college students. In the rural parish the minister occupied the church glebe, which made him a farmer with the rest. He was apt to read more widely and closely in the agricultural press, or in books on husbandry, than his neighbors, thereby gaining the right to offer practical suggestions about many everyday matters. Some ministers were writers for agricultural journals. Many contributed to local newspapers items of news or discussions of public questions in which their parishioners were interested with themselves. The home missionary idea was inherent in the New England system both as respects religion and education. Older, better established communities always felt some responsibility for the newer. Since settlement proceeded largely by the method of planting new townships of which the raw land was purchased by companies from the colonial and state governments, it was possible for the larger community to give an impetus to religion and education under the terms of township grants. This was accomplished by reserving in each grant three shares of the land--“one for the first settled minister, one for the ministry forever, and one for the school.” Other grants of raw land were made for the support of academies. Here we have the origin of the system of land grants in aid both of the common schools and of state universities, in the western states. The grants for religion necessarily were discontinued after the adoption of the national constitution.[27]