ned 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.

_____________________________________________________________________
| | |
| | |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. |
---------------------------------------------------------------------
Missionary| -- | -- | -- | -- | -- | -- | --
---------------------------------------------------------------------
Non- | | | | | | |
Missionary| -- | -- | -- | -- | -- | -- | --
---------------------------------------------------------------------

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.

---------------------------------------------------------------------
Total | | |Propor-| | | Propor-| Re-
Scholars| | |tion of| | |