Then similar reasons to those which led us to take into account the non-missionary medical assistance in the area force us to consider the non-missionary education.  If we are to consider scholastic education as a need of the people at all, we must acknowledge that the presence of Government or private schools makes a great difference to the situation, and if an appeal for medical missions ought to be affected by the presence or absence of non-missionary medical assistance, equally ought an appeal for educational missions in any area to be affected by the presence or absence of non-missionary educational facilities.

It may be true that if the aim of educational missions were defined as the provision of educational facilities under Christian influence, the presence of non-Christian educational facilities, in proportion to their magnitude, might be a challenge to Christians to increase theirs.  On this basis the mission would deliberately compete with Government schools where Government schools were strongest.  But if the mission is designed to supply a liberal education for Christians, the presence of Government schools does not necessarily induce competition.  We might well ponder the question put by a Christian convert in India, when discussing the use of educational missions by the missionary societies:  “Hindus,” he said, “are not deterred from sending their children to Christian schools by the fear that they will cease to be Hindus, and do the societies think so little of our religion that they are afraid that our children would cease to be Christians if they attended a Government school?” Whatever answer we give to that question, in either case the existence of non-Christian schools is a serious and important factor in the situation.

We therefore inquire into the non-missionary educational work done in the area.  We are well aware that in many cases the surveyor will find it difficult to supply the required information, and may be driven to make an estimate; but the information ought to be provided for any true and just administration of educational mission funds, and estimates must be here regarded as at the best a poor substitute, though under existing circumstances perhaps a necessary one.

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______________
|       |        |
|       |        |Propor- | Higher |      | Propor- |
|Primary|        |tion of |   or   |Teach-| tion of |Re-
|Schools|Teachers|Teachers| Second-| ers. | Teachers|marks.
|       |        |to Popu-|   ary  |      | to Popu-|
|       |        |lation. |Schools.|      | lation. |
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Missionary|   —­  |   —­   |   —­   |    —­  |  —­  |   —­    |  —­
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---------
Non-    |       |        |        |        |      |         |
Missionary|   —­  |   —­   |   —­   |   —­   |  —­  |    —­   |  —­
------------------------------------------------------------

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Then we need to consider the extent to which the educational efforts of the mission are used to meet the needs of the better educated and of the more ignorant.  This will be revealed by the average attendance in the different classes of schools.