colored lettering and borders? Easterns _must_ have color to make them happy!”[70] Here is a call to missionary work for some one who never dreamt that her particular literary and artistic talents are absolutely needed today by the children of the East. [Sidenote: Industrial training in mission schools.] The second matter mentioned above is the need for industrial training. Great progress has been made in this respect in recent years, but much more progress is needed, and trained teachers and suitable equipment are required. As a missionary in Persia says when urging that more industrial training be given the school girls,--“A woman may be able to read, but, if unable to bake or prepare a good meal, her husband will not care if she reads about the Bread of Life. She may play the organ, but, if she cannot wash, mend, make the children’s clothes, and make a happy home, he will have little interest in hearing her play or sing ‘The Home over there.’” [Sidenote: Extent of American missionary education.] There is abundant testimony to prove that America is already doing great things in the line of missionary education. Here is the testimony of a traveler and newspaper man. The number of mission schools and colleges supported by Americans with American money is nearly as large as that of all the schools conducted by the missionaries of all other countries combined. We have approximately 10,000 schools in lands that are not under our flag and from which we receive not a cent of revenue. If a man in quest of material for an American educational exhibit were to sail out of San Francisco Bay with a phonograph recorder, he would come up on the other side of Sandy Hook with a polyglot collection of records that would give the people of the United States a new conception of their part in the world’s advance toward light. His audience might hear a spelling class recite in the tuneful Hawaiian tongue or listen to Moros, Tagalogs, and Igorrotes reading from the same “McGuffey’s Reader.” A change of records might bring the sound of little Japanese reciting geography, or of Chinese repeating the multiplication table in a dozen dialects. Another record would tell in quaint Siamese the difference between a transitive or an intransitive verb, or conjugate the verb “to be” in any one of the languages of India. One might hear a professor from Pennsylvania lecturing on anatomy to a class of young men in the ancient kingdom of Darius; or a young woman from Massachusetts explaining the mysteries of an eclipse to a group of girls in Constantinople; or a Princeton man telling in Arabic the relation between a major and a minor premise. And when the audience had listened to all this and to “My country, ’tis of thee” in Eskimo and in Spanish, the exhibit of American teaching would have only begun.[71] [Sidenote: Languages used.]