But since colleges and normal schools generally serve a larger area than the station district, these are reserved for provincial survey, and the present tables deal with nothing above the secondary, or middle, or high school.  In the station district area the matter of chief importance is the extent to which the need of the district for primary and secondary education is met, and the proportion in which the needs of the many and the few are met.

Of course where the surveyor has before him more elaborate tables prepared for some board, he can serve all purposes best by keeping those tables carefully and sending copies of them to those who may be interested.  Our hasty division into primary and higher than primary is only designed to save trouble in those districts where no elaborate distinctions and definitions have been made.  If it is desirable for purposes of comparison to reduce tables from different parts of the world to a common basis, so long as the tables supplied from any part do not contain less than the tables here suggested, the comparison can easily be made, for what it is worth.

We begin then with the educational work done in the station district as designed to meet a distinct educational need.  The first tables, therefore, correspond to the first evangelistic and medical tables and set forth the quantitative extent of the educational work in relation to the area and to the population.

_______________________________________________________

________
|      |                 |  Number of   |
|      |    Number of    | Secondary or | Remarks and
District.| Area.| Primary Schools.|  Middle or   | Conclusions.
|      |                 | High Schools.|
_________|______|_________________|______________|__________

___
|      |                 |              |
|      |                 |              |
_________|______|_________________|______________|__________

___
---------|------|-----------------|--------------|----------

----

_______________________________________________________

__________
|        |          | Propor-|          | Propor-|
|        |  Number  |  tion  |  Number  |  tion  |
| Popula-|    of    |   to   |    of    |   to   | Re-District.|  tion. |  Primary | Popula-|  Higher  | Popula-|marks.
|        | Teachers.|  tion. | Teachers.|  tion. |
_________|________|__________|________|__________|________|_

_____
|        |          |        |          |        |
_________|________|__________|________|__________|________|_

______

Here it will be noted that whereas in the area it is the number of schools which is considered, in relation to population it is the number of teachers, because in the area the point of importance is the accessibility of the schools; whilst in relation to the population it is the number of teachers which reveals to what extent the population is served.