Mission Work after the end | | | of the Term of their Contract. | | | --------------------------------+-------------+---------+---
--------- Proportion of Total Students | | | who so Continue. | | | --------------------------------+-------------+---------+---
--------- Remarks and Conclusions. | | | --------------------------------+-------------+---------+---
---------

If the institutions in which the training is actually carried on lie within the province, then we ought to have tables such as we have for the schools in the station area for these institutions.  We need no elaborate statistics in this place, because the work of these institutions should be specially treated in departmental surveys.  Here, all that we need is to relate the work of the schools or hospitals which were omitted in the station district survey, because they served a larger area than the station area, to the work done in the province or country.  The educational returns from each station area must be added together and the returns of these larger institutions added to the total educational statistics; that will give us the work done in the larger area in proportion to population.

But in the province it is important to consider the relation in which the different grade schools stand to one another; because if the aim of the missionary educational system is the education of the Christian community, and the higher schools are designed primarily for Christian pupils from the lower schools, this relation is of importance.  It is possible to build an organisation too narrow at the base and too heavy at the top, and then to fill the higher schools with non-Christian pupils without any definite understanding of the way in which that practice is to serve the main purpose of the mission.  Then these schools stand on a distinct and separate basis from the rest of the mission activities, and the work of Christian missions in the country is split, part aiming directly at the establishment of a native Christian Church, and part “aiming at the general improvement of morals, and social, religious, and political enlightenment.  Thus we arrive at that chaotic state in which the mission as a whole is not subordinate to any dominant idea of the purpose for which it exists, which alone can unify the work of all its members.  But if the colleges and schools are designed for mutual support, and if the higher have any relation to the lower grades, then there must be some proportion between the base and the superstructure, and that proportion must be known and expressed in any survey worthy of the name.  We include, therefore, the following table:—­