Up to this point our study of The Child in non-Christian lands has shown that the missionary must touch the home life, the customs and ideals handed down from remote ancestors, the play and work and education and physical development of the child, in order to give him his inalienable rights, while in the next chapter we shall dwell on his right to know of Jesus Christ, the children’s Friend. It may seem to the reader (as it does to the writer) that the chapters overlap one another in spite of the heroic effort to treat each subject by itself. But most of us find,--do we not?--that it is a bit difficult to attend to the spiritual culture of our boys when they are clamoring to go out and play ball, or to get our little girls to tell what they learned at school, when they are hungry for their dinner. The mother must train _all parts_ of her child’s nature by attending to the need that is uppermost at the time,--the missionary must do the same for her foster children, and the woman at home, behind the missionary, has to recognize the same inseparable inter-relation of body, mind, and soul in the little ones of whom she is studying. Our divisions into “subjects” must be more or less artificial. However, to this particular subject of “The Child at School” belong naturally two more matters which must be touched on briefly. [Sidenote: The need for good literature.] When the Turkish girl has learned to read, when six thousand boys have annually been trained in that great chain of Anglo-Chinese schools started by the Methodists in Malaysia, when Korean children have acquired a taste for reading and study, where are they to find suitable, interesting books? The Cyclopedia of Education pays a wonderful tribute to what _one_ Book has done for Korea, saying that “the translation of the Bible into Korean and its rapid distribution, and revivals marked with habitual study of the Bible, compelled many to learn the alphabet to master a sacred library so rich, and has constituted a national school of intelligence and culture.” But other books than the Bible must be translated and written in order to give clean, interesting, wholesome literature to the children of countless thousands who never had any use for a literature for themselves. As Miss Lilian Trotter of Algiers says,--“Those who have been patiently toiling over the schooling of Moslem girls and women begin to feel that the powers of reading gained in school days should be used as a means to an end, not left to lapse in the first years that ensue for want of following up. Letters from the whole reach of the Moslem world give the same refrain,--the girls drop their reading largely because there is nothing published that interests them. The few upper class women who read, read little but newspapers and French novels. Could not some one who understands child minds work out bright beginnings for the use of their waking powers in stories and pictures with