bodies of men, ought not the patients in them to be taught as well as medically treated?  Have they any claim upon the care of educational missionaries?  Have the educational missionaries any duty in hospitals?  Very few, we think, have given much attention to these questions:  no society, so far as we know, has followed any definite policy in regard to them.  A single instance will reveal how important they may be.  A doctor who was deeply interested in the teaching of Chinese illiterates took steps to have the illiterate convalescents in his hospital taught to read.  The average time which these patients spent in the hospital was three weeks, and in that time they could learn to read the Gospels in simplified script fluently.  They thus left the hospital not only healed in body, but with a new interest in life, and a considerable knowledge of Christian truth, and a power to advance in it, and a power also to instruct others.  In a hospital for Chinese coolies in France this doctor taught one patient to read the Gospel.  The patient was then removed to another hospital where he taught no less than forty of his fellow-patients to read.  If such results can be obtained, it would be well to consider whether we are making full use of the opportunities afforded by the gathering of large numbers of patients into hospitals all over the world.  Illiterates are not the only people who might profit by Christian teaching, classes for literates might be equally valuable.  Large numbers might leave our hospitals with a considerable knowledge of Christian truth, and a new interest in life, with power to advance and to teach others, if they were systematically taught.  In one missionary hospital regular courses were given on Christian Evidences, and courses on the education of children might well be given to parents in hospitals.

Here again a table cannot reveal the type and character of the work done:  it can only tabulate visits.  The work would include the teaching of illiterates to read, and instructing convalescents of higher education either in classes or individually.

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Total      | Number           | Total     | Number   | Remarks
Number of  | Regularly        | Number of | of       | and
Hospitals. | Visited by       | Patients. | Scholars | Conclusions.
| Educationalists. |           | Taught.  |
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|                  |           |          |
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We might now sum up this branch of our inquiry thus:—­