preaching, and let me do the secular teaching. Preaching is his job,
teaching is mine." Thus a division is created which reacts seriously
upon the work of both. The pupils learn to distinguish the one work from
the other, as separate and distinct departments. They prefer the one,
they are bored by the other. No man can serve two masters; and if the
religious teaching is plainly in the hands of one teacher and the
secular teaching plainly in the hands of the other, they will tend to
think that they can hold to the one and despise the other. This we say
is a danger, but it is not an unavoidable danger. Only we must not judge
that an institution is doing good evangelistic work because evangelistic
services are held in it. The table is as follows:--

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Schools. | Number of Schools | Proportion of Schools | Remarks and
| Regularly Visited | Visited by | Conclusions.
| by Evangelists. | Evangelists. |
| | |
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| | |
_________|___________________|_______________________|____________

Then there is a most important work which the educational evangelist
does, or might do, outside the school. Perhaps we ought to explain this;
for many supporters of missions are unfamiliar with the idea. They think
of the work of educational missionaries as necessarily bound up with
schools and institutions. A teacher without a school, or outside a
school, seems to them rather like a gunner without a gun. If an
educational missionary goes on an evangelistic tour it is, they think,
as an evangelist that he goes, not as an educationalist. Yet, if we
understood the work of an evangelistic educationalist, we should not