In the matter of gratitude they showed discrimination, but the gratitude that was shown me by the pupils who stuck to the school for any time, and by their parents, was extraordinary. The lads themselves, both Parsi and Mussulman, were on the whole intelligent and teachable. I had, however, very much greater success in dealing with them when I had not myself to undertake the routine work of the schoolmaster. Possibly this was due partially to my not being suited for such work, but I am inclined to think that in most cases elementary school work is not quite the proper field for the European missionary in Persia. There is perhaps no harm in the evangelistic missionary who has not yet perfected himself in the language devoting more of his time to it; but, considering the enormous value of the work from a spiritual point of view, there should be no difficulty in getting funds to employ extra native assistants where the European missionary feels himself in a position to organise and superintend a school for native boys. These remarks do not apply to schools for girls, for which properly qualified native teachers can only be found with the greatest difficulty. My feeling is that not only can the fully qualified European missionary be more usefully employed if his time is not too largely given up to school work, but also much of the actual work of the school is better done by natives under European management, and the influence of the missionary with the boys may be rather increased than checked by his not having to teach them their ordinary lessons. It is, however, very difficult to separate what may be taken as a general principle in Persia from what was true of our particular circumstances in Yezd. I have before mentioned that I do not consider myself very fitted for ordinary school work.