ween
the three branches.

But it is just at this point, the relation between the medical and
educational work, that we shall probably find most difficulty. This
relationship has not been carefully thought out in the past, and
co-operation between medicals and educationalists is, we fancy, somewhat
rare. Few men could tell us exactly what policy is followed, or ought to
be followed. This is partly due to that confusion of purpose of which we
spoke in the first chapter, a confusion which obscures and confounds
our medical and educational missions. If both medical and educational
missions had had one common dominant purpose, the relation between them
would have been more easily seen; but since they were separated in
thought, each having its own particular and separate objects to pursue,
they naturally worked along parallel lines and consequently did not
meet. If they had had one common dominant object they would have met.
But generally speaking there is no clear understanding whether the
medical mission has any definite relation to the educational mission, or
the educational mission to the medical.

On the medical side, it is not clearly understood whether it is the
first duty, or the last duty, of medicals to attend to the children whom
we gather together in such large numbers, whether the medicals ought to
inspect all the children, whether they ought to be at hand to treat
children who are obviously sick, whether these considerations ought to
influence the location of the hospital, or of the place of residence of
the medical missionaries, or whether this work, if they really gave much
time to it, should be considered as withdrawing them from their _proper_
work. Consequently, the health of the children in mission schools has
often suffered, and the work of the school been hindered. In one school
something approaching to a revolution was produced by the constant care
and attention of a doctor. Phthisis, which had been a continual source
of trouble and weakness, was reduced considerably, and the whole work
and tone of the school improved enormously. If medical missionaries and
educational missionaries always realised that they were engaged in a
common work, this experience would be almost universal.

In our tables we cannot possibly enter into any details. The work of
medicals in schools cannot be exactly stated, it varies greatly in
extent and character; but it would, we suppose, always include attention
to the health