6. Let one thousand acres of land be given and laid out in a good place, to every public school that shall be set up, and the rent or income of it to go towards the defraying of the charge of the school.
Indians and the poor to be educated free of cost
7. And to the end that the children of the poor people, and the children of Indians may have the like good learning with the children of the rich people, let them be maintained free of charge to their parents, out of the profits of the school, arising by the work of the scholars, by which the poor and the Indians as well as the rich, will have their children taught, and the remainder of the profits, if any be to be disposed of in the building of the schoolhouses and improvements on the thousand acres of land, which belongs to the school.[115]
The industrial and commercial values to be derived are pointed out
The author does not claim to be entirely original in his scheme, having been influenced, he says, by a similar thing described by Andrew Yarenton in a book, England’s Improvements by Sea and Land.[116] His chief interest seems to be in the benefit to be derived for the commercial life of the colonies, and for that reason there is accordingly a great stress on the industrial education. By this introduction of the industrial schools, spinning for example, in the larger cities and the preparation of children at an early age for participation in that great occupation, the production of linen cloth could be made equal not only to the domestic demands but also a considerable margin for the foreign trade.[117] It is pointed out that the colonial consumer pays twice as much for his purchase as its cost of production in France or Germany, and that he pays this extra cost into the coffers of the English merchants. This profit should accrue to the home merchants.
Scheme to be encouraged by the government
Essential points urged in the scheme
The lack of governmental support; supplied through meetings of Quakers
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]