rger 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:--

---------------------------------------------------------------------
| Mission | Proportion | Proportion | Remarks
| Schools, | to | to | and
| Number | Population. | High | Conclusions.
| of. | | Schools. |
---------------------------------------------------------------------
Primary | | | |
Schools | | | |
---------------------------------------------------------------------
High | | | |
Schools | | | |
---------------------------------------------------------------------
Normal | | | |
Schools | | | |
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