| | | Propor-| | Propor-|
| | Number | tion | Number | tion |
| Popula-| of | to | of | to | Re-
District.| tion. | Primary | Popula-| Higher | Popula-|marks.
| | Teachers.| tion. | Teachers.| tion. |
_________|________|__________|________|__________|________|______
| | | | | |
_________|________|__________|________|__________|________|_______


Here it will be noted that whereas in the area it is the number of
schools which is considered, in relation to population it is the number
of teachers, because in the area the point of importance is the
accessibility of the schools; whilst in relation to the population it is
the number of teachers which reveals to what extent the population is
served.

Then similar reasons to those which led us to take into account the
non-missionary medical assistance in the area force us to consider the
non-missionary education. If we are to consider scholastic education as
a need of the people at all, we must acknowledge that the presence of
Government or private schools makes a great difference to the situation,
and if an appeal for medical missions ought to be affected by the
presence or absence of non-missionary medical assistance, equally ought
an appeal for educational missions in any area to be affected by the
presence or absence of non-missionary educational facilities.

It may be true that if the aim of educational missions were defined as
the provision of educational facilities under Christian influence, the
presence of non-Christian educational facilities, in proportion to their