At the same time one or two things have to be borne in mind about it. First of all, it is extremely difficult for the evangelistic missionary to organise school work for the teaching of Persian subjects only that will successfully compete with the native schools. Further, the need for such work is not greatly felt by the natives. But the teaching of English is one of those things which missionaries are distinctly asked to undertake, and which they are able to undertake with great advantage. In a short time I have no doubt that industrial education will be an even more pressing need. The argument for schools as against classes is that their effect upon the moral character of the boys is much greater, and that the qualified missionary has by himself time for neither, unless indeed the classes are to be very short ones, and the staff that would be needed to properly undertake classes might just as well manage a school. With regard to fees, it seems to me that when assistants are employed fees should be charged; but to get fees that would really cover the expenses would be impossible, and I personally think that the lower the fee the more easy it is to enforce its payment, and to keep the arrangements of the school entirely in one’s own hands. This, however, is a matter over which there is plenty of room for difference of opinion. Of one thing I am certain, and that is that in the up-country towns educational work must begin amongst classes who can support the missionary against Persian intrigues and the direct opposition of the Mulla class. In starting a school in a Mussulman country the object of the missionary must always be to get the establishment regarded as a settled fact, consequently certain things which would otherwise be unimportant become matters of extreme moment. For instance, if anything should happen to the teaching staff, the school must be kept running, even if the pupils cannot under the circumstances make great progress. At one time I had to keep the school going when I was myself laid up in a sick room, and had no assistant capable of teaching much more than the primers. The day’s work for the first class was written out by my wife, and sent into the school by a servant. However, the school survived, and some while later, when it was again properly staffed, we saw the effects of our persistence, for while the town was absolutely under mob law, the school was never without a certain number of boys attending at the regular hours. Again, when the position of the school is temporarily assured, nothing can be better than some sort of public Speech Day, which both advertises its existence, and makes people understand that you regard its permanence as a matter of course. The fact is that in Persia all opposition and persecution is spasmodic, and if you can manage to go your own way for a sufficient time and then take your position for granted, you will be allowed to do things which vastly exceed your recognised rights and liberties.