A study of Dr. House’s journal seems to justify the assertion that his most far-reaching influence upon the mission work was through his relations with these progressive members of the nobility. It is even within a margin of safety to affirm that his influence was not exceeded by that of any other man up to the time of his retirement. This opinion does not underestimate such men as Rev. Jesse Caswell, Rev. Daniel B. Bradley, M.D., and Rev. Stephen Mattoon, whose labours also were pivotal in the development of missions in Siam. It only so happened that the association of Dr. House with the officials of the new government was more continuous in its bearing upon the work. Having gained their sympathy through his practise of medicine, and enlarged their interest through his knowledge of science, he won their complete confidence by his sterling character. When later these men, having obtained chief power in the government, turned to him for counsel in international affairs or when he went to them in behalf of the mission they knew that his judgment was fair and free from ulterior motive. During nearly the entire period of his service he was a valuable friend of the Siamese government and a wise advocate of the mission at court. V LENGTHENING CORDS AND STRENGTHENING STAKES A direct effect of this growing interest in science was to show the value of Western education in such a way as to create a demand for the educational work of the mission. Not satisfied with their own enlightenment several of these progressive nobles requested Dr. House to tutor their sons in English with a view to instruction in science. As early as 1847, before the doctor himself could devote time to such work, Mrs. Mattoon had undertaken to tutor Kuhn Gnu, the son of the Praklang. While at the tract house one day the doctor caught a glimpse of the desire and capacity of the common people for learning. A boy applied for a book. Knowing that the lad had received one the previous day, the doctor began to catechise him on that volume before giving him another. He was surprised to find that in a day’s time the boy had mastered the details of the story of Elijah. Upon this the doctor observes: “Now this is in effect, as far as it goes, a school and a Christian school, where more knowledge is imparted perhaps than would be in a regular school.” Under the régime of the old king no regular school was possible, not only because the monarch was antipathetic to western ideas but because the Siamese had no common desire for education. “It is next to impossible to interest the native Siamese in education, because it is the custom for all boys to enter a watt as novitiates for the priesthood, and as such are taught to read; but to read is the limit of their ambition.”