When the magic lantern was used for the entertainment and instruction of the natives, they at first looked on with fear. When told “This is a man that lived long ago,” they actually thought that people were brought back from the dead. But soon they enjoyed seeing English people and English buildings. One day we showed them ‘the house of John Knox’. The interpreter of course had never before heard of such a man, but he was not the person to hesitate, and he said, “This is the house of John the Ox!” (John Ng’ombe). Still in telling people how to hoe and to carry grass and on all ordinary occasions, the aid of interpreters was most useful. They were also much valued for their advice in difficulties that arose with the natives. They understood matters of this kind better than Europeans did. When I arrived they were just making ready to leave the country and their departure was a great loss to the Mission. _School._—Next to the acquisition of the language came school work. This had formerly occupied about two hours in the forenoon, but I introduced an afternoon school. At first we felt teaching very hard, owing to the heat, and often we were almost fainting. But we succeeded in keeping our pupils interested. Had we possessed books in the native language we might have done much more good, for our pupils must have found it a hard task to read English. But in a short time we introduced a little of the African. One of my first attempts was to write out a simple English verse with a Yao translation. Mrs. Macdonald printed this in large letters, and in a short time the pupils could both read and sing, “Set thou thy trust upon the Lord, And be thou doing good; For so thou in the land shalt dwell, And verily have food.” When I asked which of the verses was best, Anyasa pupils said they liked the English, but the majority of the school preferred— “Tululani mtima wenu Mulungu, Tendani yambone mowa gosepe Iyoyo somchitama muchilambo Mwambone somchikola yakulia.”