If it is desirable for purposes of comparison to reduce tables from different parts of the world to a common basis, so long as the tables supplied from any part do not contain _less_ than the tables here suggested, the comparison can easily be made, for what it is worth.
We begin then with the educational work done in the station district as designed to meet a distinct educational need.

The first tables, therefore, correspond to the first evangelistic and medical tables and set forth the quantitative extent of the educational work in relation to the area and to the population.
_______________________________________________________________ | | | Number of | | | Number of | Secondary or | Remarks and District.| Area.| Primary Schools.| Middle or | Conclusions.
| | | High Schools.| _________|______|_________________|______________|_____________ | | | | | | | | _________|______|_________________|______________|_____________ -- -------|------|-----------------|--------------|-------------- _________________________________________________________________ | | | 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.