As soon as a sum of three thousand dollars had been raised, architect friends at the Pratt Institute sent down to us competitive designs, and one of our Labrador boys, who had studied there, erected the building. Having at the beginning no funds whatever for current expenses, we had to look for volunteer teachers. One denomination helped with part of its harbour grant, but the Government would not make any special donation toward the union school project. Even the caput grant, to which we had hoped that we were entitled for our own orphanage children, had by law to go to the denomination to which their parents had belonged. This was not always easy to decide correctly. On the occasion of taking the last census in Labrador, a well-dressed stranger suddenly visited one of our settlements on the east coast. It so happened that a very poor man with a large and growing family of eight children under ten years, who resided there, was not so loyal to his church as we are taught we ought to be. When the stranger entered his tilt a vision of material favours to be obtained was the dominant idea in the fisherman's mind. He was therefore on tenterhooks all the while that the questioning was going on lest some blunder of his might alienate the sympathy on which he was banking for "getting his share." At length it came to the momentous point of "What denomination do you belong to?"--a very vital matter when it comes to sympathy and sharing up. In some hesitation he gazed at the row of his eight unwashed and but half-clad offspring, whose treacly faces gaped open-mouthed at the visitor. Then with sudden inspiration he decided to play for safety, and replied, "Half of them is Church of England, and half is Methodist!" Being an unrecognized school, and so far off, some years went by before the innovation of bringing up scholars from our northern district entered our heads. We realized at length, however, that we should close one channel of criticism to the enemy if we proved that we could justify our school by their standard of annual examinations. Our teachers, being mostly volunteers, had to come from outside the Colony. Having no funds to purchase books and other supplies, we made use of books also sent us from outside. The real value of the local examination becomes questionable as a standard of success when far more highly educated teachers, and at least as cleverly laid-out study books, prevented the children in our school from passing them.