The enrolment appears to have been carried out impartially; wherever there were schools of various denominations, the parents were allowed freely to choose to which of these their children should be attached. No government returns of the number of scholars enrolled outside Imerina have been published. Now what proportion of the 124,321 scholars mentioned above were actually attending school in 1884? From very complete statistics published by the L. M. S. and F. F. M. A. it appears that at the examinations conducted by missionaries of these two societies there were present 38,515 scholars, coming from 736 schools, and of these, 17,982 were able at least to read a verse chosen by the examiner from the Gospels. In the absence of similar statistics from the other missionary societies represented here, I measure their corn by this bushel. The result gives for the whole of Imerina :

Scholars attending school more or less frequently.

able to read

55,305

25,857

It is difficult to estimate with anything like accuracy the extent of elementary education throughout the island; but the following table gives a summary of the materials I have at

hand:

The population of Imerina is usually estimated at 1,000,000. Speaking roughly, we may say that about one-tenth of the population of Imerina are registered as scholars; rather less than one-half of these are actually attending school; and about one-half of those in attendance are able to read.

The preceding table of elementary schools has been compiled from statistics I have at hand shewing elementary education in connexion with the L. M. S. and F. F. M. A. for the three central provinces of Imerina, Antsihanaka, and Betsileo; but owing to the hostile operations of the French on the east and northwest coasts, mission work has been almost completely disorganised in those parts, and reliable statistics are not forthcoming. The Rev. L. Dahle, superintendent of the Norwegian Mission, has favoured me with statistics of their missions in South-west Imerina and Betsileo; and Bishop Kestell-Cornish, of the Anglican Mission, with statistics of their schools in Imerina and an estimate of others on the east coast. Statistics of the Roman Catholic schools in Imerina and Betsileo and on the east coast are not attainable. Many of these last-mentioned schools, in the absence of the missionaries, have collapsed; many are still being carried on.

To enable readers to form a clearer conception of the character of the schools referred to in the above statistics, the following notes are appended :

School Buildings. - Of buildings solely appropriated to school purposes, the number is very small, and they are only to be found in the Capital and at some of the mission stations. As a rule, the meeting-house for the congregation on the Sunday is the schoolhouse during the week. Most of these buildings away from the Capital are long and rectangular in shape, with walls of adobe or mud, and roof of grass, rushes, or poorly burnt tiles. Light and air are admitted through the doorways and two or three large square apertures made in the walls. The interior is by no means calculated to gratify a sense of beauty, the walls in many cases being unplastered, the roof timbers festooned with ancient cobwebs, and the mud floor but partially covered with rush mats. Apparatus.-The apparatus found in the schools is exceedingly meagre,-in most cases nothing more than a few lessonsheets and the text-books for the teacher's use; in a few, in addition to these, one may see a few desks, a blackboard, and one or two maps. The children usually sit on the floor.

Course of Instruction.-This perhaps can be best illustrated by giving the "Standards of Instruction and Examination" adopted by the L. M. S. and F. F. M. A. They are translated here for the benefit of the English reader.

Out of 38,515 children present at examinations based on the above standards, the passes in Standard VI. were :—

Reading, 498; Writing, 120; Arithmetic, 45.

The largest number of passes were in Standard IV. of Reading, and Standards III. of Writing and Arithmetic.

Attainments of Teachers.- Not more than one-sixth of the teachers employed in the schools have had any training; and concerning the trained teachers it may be safely affirmed that their average ability is rather less than that of a pupil-teacher in his third year of apprenticeship in a public elementary school in England. Of the five-sixths it may just as safely be affirmed that their average ability is not beyond that of Standard V. The Committee of the L. M. S. has lately arranged for examinations for teachers. These examinations are held annually, in December, and are of two grades, each grade being divided into two classes. The minimum attainment for a pass in the lower grade is Standard V. in Reading and Standard IV. in Writing, Arithmetic, and Scripture. The requirements of the upper grade examination are as follows:

Reading. Good reading from any book or newspaper chosen by the examiner.

Writing.-To write legibly and clearly an essay, containing not less than 300 words, on some common subject chosen by the examiner.

Arithmetic.-Everything_covered by the largest book on arithmetic published here (Fianara-marika lehibe).

Scripture. The two catechisms included in the school standards, and the Gospel by Matthew.

Grammar and Analysis. - Everything covered by the largest book on the subject that has been published here (Gramara sy Analysisa).

Geography.-Everything covered by Geografy Generaly.

School Management.-Five lectures delivered to students in the Normal School.

Less than a third of the maximum in any one of these subjects, and less than one half of the total maximum, means failure. All who gain two-thirds of the total maximum receive a certificate of the first class; all who gain from one-half to two-thirds receive a second-class certificate. For honours, provision is made for an examination in English (First English Lesson book and First English Reading book).

Drawing.-A free-hand drawing from an easy copy or easy

model.

Geometry.-Euclid, Book I.

Algebra. As far as Simple Equations (inclusive).

It will be evident from the whole of the foregoing that, while the goodwill of the Malagasy Government and that of many of the people has presented abundant opportunity for establishing and carrying on the work of elementary instruction, it is to the efforts and labours of the missionary societies that this work owes its origin and chief maintenance. The importance of it in contributing to the accomplishment of the high aims of Christian missions here and to the advancement of civilization and commerce cannot be overrated. It is laying the only satisfactory foundation, a broad and sure one based on the intelligence of the people, for the grand superstructure of national Christianity, enlightened, honest, and liberal government, genuine patriotism, and civilization and commerce. Can Christian missionaries have confidence in any narrower basis on which to raise and to secure the stability of such an edifice?

SCENE.-Place of public assembly in Antananarivo. Great gathering of Imèrina clans. Waiting for the King.

Enter a Hova of Alasòra, who is recognised by another of Ambòhimanga. The latter rises.

AM. HOVA.-A welcome, friend, arrived all safe and well! AL. HOVA.-By heaven's blessing. How are you at home? And what's the news across the Mamba now?

AM. HOVA.-We're fairly well, but as for news there's none.
The wars have ceased; we plant our fields unarmed,
And sleep without a guard; our cattle feed
Untended save by children, and our wives.

Might walk a league from home and meet no ill.
The news has come with you. How fared you south?

AL. HOVA.-Not badly, but there's not much trade just now.
The King has sent an embassy down there,

And all the folks are wondering what it bodes.

AM. HOVA.-The Betsileo, you mean?

AL. HOVA.

Yes, why d'you smile?