Discussion of individual masters to be brief
There is on this subject a considerable amount of available material, though much of it is difficult of access. Of a long list of Quaker masters, and mistresses too, for they employed women from the very earliest date, it will be impossible in the brief space of this chapter to say more than a word. Some will only be mentioned because of scarcity of material concerning them; others must be only mentioned, even though they are of such importance that the story of their lives have required and would require volumes to write.[955]
Qualifications demanded of teachers; morality, membership and competency
Before a discussion of the masters and mistresses employed in the Quaker schools, it should be ascertained, if possible, what were the ideals or standards which were consciously set up to guide in their selection. What sort of tutors did they desire? This has already been touched upon, in other chapters, so we may simply state the chief criteria without further discussion. These, as stated from time to time by the yearly meetings and reiterated by quarterly, monthly, and preparatives, were: (1) morality, (2) be a member of Friends, and (3) competent to teach the subjects for which employed.[956] The selection of teachers possessing such qualifications was usually entrusted to the care of committees as has already been sufficiently pointed out.
Serious attempt made to meet the standards set
In a majority of cases there was a real concern on the part of the monthly meetings’ committees to secure teachers possessing the above named qualities,[957] their success in so doing increasing towards the latter part of the 18th century. The fact that they have been successful in securing Friends for teachers is usually mentioned in their reports.[958] In bequests of property for use of schools, it was quite customary to state that the masters or mistresses should be Friends, and to be otherwise conducted as directed by the yearly meeting.[959] There were of necessity some failures in the attempt to secure such qualified masters, the failures being sometimes recorded in the minutes.[960] The failures seem generally to have been caused by the scarcity of the masters rather than carelessness on the part of the meeting or its committees.[961]
Teachers in lower schools usually from the home locality
The source whence teachers were secured was usually, in the case of the lower schools, home talent, no record having been found where a teacher was sent for or came from a great distance especially to take charge of schools. But innumerable instances, of which a few are cited later in this work, are at hand, where home talent was employed.[962] Enoch Flower, the first master employed, was “an inhabitant of the said town.”[963]
Many Latin School masters came from a distance
Willian