It will be a long time before the schools turn out sufficient pupils to fill the Government Civil Service, and there does not seem to be any danger of producing mere ‘babus,’ hanging about and relying on a certain knowledge of English to procure them a job. The teaching of English is entirely confined to those boys who are going to make use of it in the Government Service or in commercial pursuits, where its knowledge is required. For the ordinary mass of the population nothing is to be gained by an imperfect knowledge of English. The authorities are unquestionably right in discouraging such teaching; the supposed political advantages of it are small, if not entirely imaginary. The Soudan can never be a real white man’s country; its rulers must always be speakers of Arabic, and its people will do far better to employ their time in more useful ways than struggling with a foreign language. The Gordon College is the centre of education, but even now its activities are not confined to mere teaching. It is proposed to form a collection of books dealing with the Soudan, its peoples, its natural history, and its various productions, accompanied by specimens to illustrate them, and some progress has been made. Mr. Wellcome’s valuable bacteriological research laboratory is in full working order, and a skilled expert from Scotland has been in charge of it for some months. He is doing a work of great importance, not only to the Soudan, but also to the scientific world in general. The Soudan is a land where strange diseases both of men and animals abound. There is a wide field for research. The scientific and systematic examination of these obscure subjects is already bearing fruit, and cannot fail to ameliorate the conditions of life in these tropical regions for the European as well as for the native. Lord Cromer has promised that more shall be done for education in the future. There is no need for hurry; indeed, it is essential that the educational system shall be built up slowly with caution and patience. But in time each province will have its own primary and technical schools, whose pupils will be selected from the elementary kuttabs. Afterwards, when all this has been carefully organized, the provincial schools will in their turn pass on their more promising students to Khartoum to receive the higher education which will then be demanded. Then the Gordon College will at last become a real college. In it the germ of a most hopeful future is contained. If the work proceeds on the same sound lines as hitherto—which there is no reason to doubt—great days are coming. The Arab is capable of a very high degree of civilization, and has a great intelligence, which has as yet had no chance of development. And in those days, I doubt not, those who founded the Gordon College, and first kindled the fire of learning, will be praised by its students as sincerely and as deservedly as the benefactors of any of our own Western foundations.