steady effort
to counteract the secularizing tendency of their studies. The assembled
school is opened with prayer, Scripture lessons are given, and, taught
as they are by Christians, the pupils are under Christian influence
during all their school hours. It is common in the North-West, and I
suppose in other parts of India, to have services in the schools on
Sabbath morning, at which the attendance is voluntary; and at Benares,
at least, the attendance has been very encouraging. Of late Sabbath
schools, apart from day schools, have been established in many missions,
with every prospect of success. The attendance is large, and in some
places a number of parents are present. These schools are carried on
largely on the English and American model. The international lessons are
used, pictures and books are given as prizes to attentive scholars; and
they have a yearly treat, in conducting which care is taken against the
violation of caste. The American Episcopal missionaries have taken the
lead in this new departure.

It has been often remarked that our higher schools can show very few
converts. The conversions have not been many, and yet they have not been
so inconsiderable in number as they have been represented. When we look
at our mission agents we find that a large proportion of our most
efficient men, the men that have done the best service, have come from
these schools. At the great Missionary Conference at Allahabad in 1874,
at which I was present, they acquitted themselves in a manner which
attested their mental power and Christian earnestness, and gave one a
high opinion of their fitness for evangelistic work among their
countrymen. At the late Decennial Missionary Conference in Calcutta they
took a prominent and effective part. It is, indeed, a matter for deep
regret that of late our accessions from this quarter have been few; but
when hope has been at the lowest ebb one has appeared here and there to
strengthen it by avowing himself a follower of Christ.[3]

[Footnote 3: At the Calcutta Conference there was much discussion about
schools, especially of the higher order. Experienced educationalists
gave expression to their views, some stating in strong terms the
aversion to Bible lessons shown by many of the pupils; while others,
among whom Mr. Miller of Madras was prominent, represented the pupils as
generally willing to receive Christian instruction.]

In reference to our schools, in reference to our work gener