-------------------------------------------------------

--------------
Total   |        |        |Propor-|         |       | Propor-| Re-Scholars|        |        |tion of|         |       | tion of|marks
in    |Primary |Scholars|Total  |Secondary| Scho- |  Total |  and
Mission |Schools.|        |  Scho-| Schools.|  lars.| Scho-  |Conclu-Schools.|        |        |lars.  |         |       | lars.  | sions.
------------------------------------------------------------

---------
|        |        |       |         |       |        |
________|________|________|_______|_________|_______|_______

_|_______

Then we must inquire into the proportion in which the education given in the schools is given to boys and to girls.  This is peculiarly important in considering the influence of school education upon the rising generation of Christians, since well-taught girls make intelligent and helpful wives and mothers, and this tends enormously to the advancement of the Christian community.  And the same truth applies to the non-Christian population.

|    Mission     |     Mission       |Remarks and
|Primary Schools.| Secondary Schools.|  Conclusions.
-----------------+----------------+-------------------------

---------
| Boys. | Girls. | Boys. | Girls.    |
-----------------+-------+--------+-------------------+-----

---------
Christian or     |       |        |       |           |
From             |       |        |       |           |
Christian homes. |       |        |       |           |
-----------------+-------+--------+-------+-----------+-----

---------
Non-Christian    |       |        |       |           |
-----------------+-------+--------+-------+-----------+
>
Here we divided Christians from non-Christians, and
thus the table serves a double purpose.  It tells
us the division of the scholars by sex and also by
faith.  It throws light upon the condition of the
Christian community and upon the extent to which mission
school education is given to Christians and non-Christians.
One other point must be considered in connection with
mission schools because it throws great light upon
the character of the schools and their purpose. 
It is the extent to which the educational mission
receives Government support.  If there is any doubt
as to the dominant aim and purpose of a school, the
fact that it receives Government aid reveals at once
that in the eyes of the Government it stands for the
general enlightenment of the population rather than
for any direct evangelisation.  The dominant aim
of the Government is general enlightenment, and the
Government gives no grant without some sort of control. 
If then a school receives a Government grant the dominant
idea of general enlightenment will certainly exercise
great influence over its direction.  Consequently,
if we know what proportion of the schools in any mission
receive a Government grant, we have at least some
guidance as to the extent to which the mission accepts
the aim of general enlightenment.  We have also
some assurance that the schools reach the Government
standard of efficiency in the teaching of secular
subjects.