If the girls of India could pass you in long procession, you would need to count up to one hundred before you found one who had had Arul's opportunity of learning just to read and write. Infinitely smaller is the proportion of those who go into secondary schools. American women have been responsible for founding, financing, and teaching many of the Girls' High Schools that exist. They are of various sorts. Some have new and up-to-date plants, modelled on satisfactory types of American buildings. Others are muddling along with old-time, out-grown schoolrooms, spilling over into thatched sheds, and longing for the day when the spiritual structure they are erecting will be expressed in a suitable material form. Schools vary also as to social standing, discipline, and ideals; yet there are common features and problems, and one may be more or less typical of all. Most include under one organization everything from kindergarten to senior high school, so that the school is really a big family of one or two or four hundred, as the case may be. The girls come from many grades of Indian life. The great majority are Christians, for few Hindu parents are yet sufficiently "advanced" to desire a high school education for their daughters, and those who do usually send their girls to a Government school where caste regulations will be observed and where there will be no religious teaching. Some of the Christian girls come from origins as crude as that of Arul. To such the simplest elements of hygiene are unknown, and cleanly and decent living is the first and hardest lesson to be learned. Others are orphans, waifs, and strays cast up from the currents of village life. Uncared for, undernourished, with memories of a tragic childhood behind them, it is sometimes an impossible task to turn these little, old women back into normal children. But the largest number are children of teachers and catechists, pastors, and even college professors, who come from middle class homes, with a greater or less collection of Christian habits and ideals. With all these is a small scattering of high caste Hindu girls, the children of exceptionally liberal parents. The resulting school community is a wonderful example of pure democracy. Ignorant village girls learn more from the "public opinion" of their better trained schoolmates than from any amount of formal discipline; while daughters of educated families share their inheritance and come to realize a little of the need of India's illiterate masses. So school life becomes an experiment in Christian democracy, where a girl counts only for what she can do and be; where each member contributes something to the life of the group and receives something from it. What the Girls Study.