read and write. This false ideal formed by the native from his empirical observations of some of the white men around him, has been the cause of great mischief. He sees the white man is his ruling man, rich, powerful, and honoured, and so he imitates him, and goes to the mission-school classes to read and write, and as soon as an African learns to read and write he turns into a clerk. Now there is no immediate use for clerks in Africa, certainly no room for further development in this line of goods. What Africa wants at present, and will want for the next 200 years at least, are workers, planters, plantation hands, miners, and seamen; and there are no schools in Africa to teach these things or the doctrine of the nobility of labour save the technical mission-schools. Almost every mission on the Coast has now a technical school just started or having collections made at home to start one; but in the majority of these crafts such as bookbinding, printing, tailoring, &c., are being taught which are not at present wanted. Still any technical school is better than none, and apart from lay considerations, is of great religious value to the mission indirectly, for there are many instances in mission annals of a missionary receiving great encouragement from the natives when he first starts in a district. At first the converts flock in, get baptised in batches, go to church, attend school, and adopt European clothes with an alacrity and enthusiasm that frequently turns their devoted pastor's head, but after the lapse of a few months their conduct is enough to break his heart. Dressing up in European clothes amuses the ladies and some of the young men for a long time, in some cases permanently, but the older men and the bolder youths soon get bored, and when an African is bored—and he easily is so—he goes utterly to the bad. It is in these places that an industrial mission would be so valuable to the spiritual cause, for by employing and amusing the largely preponderating lower faculties of the African's mind, it would give the higher faculties time to develop. I have frequently been told when advocating technical instruction, that there are objections against it from spiritual stand-points, which, as my own views do not enable me to understand them, I will not enter into. Also several authorities, not mission authorities alone, state with ethnologists that the African is incapable of learning, except during the period of childhood.
Prof. A. H. Keane says—"their inherent mental inferiority, almost more marked than their physical characters, depends on physiological causes by which the intellectual faculties seem to be arrested before attaining their normal development";
