When the Educational Department was first organized, Frederick Griggs, then serving as principal of South Lancaster Academy, was called to the chairmanship. He continued as head of the department until the spring of 1910, when he resigned to accept the presidency of Union College, and was succeeded by H. R. Salisbury. At the General Conference of 1913, Professor Salisbury was asked to take the superintendency of the India Mission field, his work as general secretary being taken

Somewhat

by J. L. Shaw, the former superintendent of India. later, Professor Griggs was released from Union College to take the educational secretaryship of the North American Division, and in the winter of 1915, on the resignation of Professor Shaw, he was made educational secretary also of the General Conference.

At the General Conference of 1918, W. E. Howell was elected educational secretary, Frederick Griggs accepting a call to the presidency of Emmanuel Missionary College at Berrien Springs, Mich. At the Conference of 1922, W. E. Howell was re-elected secretary of the Educational Department, and C. W. Irwin, who had entered the department the previous year as associate secretary, was re-elected to that office. Otto John served as assistant secretary from 1918-22, when he was called to the presidency of Union College in Nebraska. In 1921 Flora H. Wil

liams was called to serve as assistant in elementary and home education, and one year later C. A. Russell was appointed assistant secretary in secondary and elementary education. Sarah Peck did valuable service in the department from 1918 to 1923 as assistant in elementary and normal education, especially in the development of textbooks for the elementary grades. The growth in the number and efficiency of our educationa! institutions the world over, has been of a most encouraging nature. In North America, there has been growth in the num

ber of academies and intermediate schools, and in many cases considerable enlargement of the various college plants. Washington Foreign Mission Seminary, after doing excellent work of a special kind in training missionaries for the foreign fields, entered the class of senior colleges in the autumn of 1914. South Lancaster Academy began to give junior college work about the year 1915; and in 1923, as Atlantic Union College, it entered the class of senior institutions in the training of ministers.

Canada has developed two strong training centers,- Oshawa Missionary College at Oshawa, Ontario; and Canadian Junior College at Lacombe, Alberta. South America has five educational centers. Work for the Spanish is conducted at Camarero, Argentina, at Chillan, Chile, and at Lima, Peru; for the Portuguese at Santo Amaro, near São Paulo, Brazil; and for the Indians at Juliaca, near Lake Titicaca, Peru. The training school at Juliaca has government recognition, so that the principal is able legally to appoint teachers for the outschools.

In Europe, some important steps forward have been taken. Stanborough Missionary College, our regular training school for Great Britain, has raised its standards. Its courses of instruction have been so arranged that their unique content may

serve as a means of training workers for the cause. The training school at Friedensau, which had to be closed during the war, has resumed its work in a stronger way than ever before, and is turning out a large number of efficient workers for the large German-speaking field.

Germany also has two new academies, one in the west and one in the south. Norway has recently established an academy at Onsrud, while similar schools in Sweden, Finland, and Denmark have been strengthened. The Latin Union school has been moved from Switzerland to France, where it is housed in substantial and well-furnished buildings at Collonges sous Salève, in Upper Savoy, and has an enrolment three times as great as it had before.

There was also for a time a school in Prague for the training of workers, but it has been temporarily closed to secure better conditions for work. Short-term schools are being conducted in Poland and Jugo-Slavia, and in 1922 a school was opened in Constantinople. Following the organization of the new Baltic Union Conference in 1923, a new training school was established in a beautiful country location a few miles outside of Riga. Substantial work has begun also in the establishment of elementary schools in several leading countries of Europe.

In the Far East a complete system of schools is in process of development, with a central college at Shanghai, intermediate schools at various centers in China, and training schoo's in Korea, Japan, the Philippines, and Singapore, all increasing year by year in size and in strength. In India four training schools for Indians are doing good work, with a fifth in process of establishment. One school for Europeans, of the junior college type, is conducted near Mussoorie, India, in the foothills of the Himalayas. These, together with their outschools, enroll nearly 1,400 students. The average increase in enrolment during the four years 1918-22 amounts to 220 per cent, one union showing 400 per cent.

In Africa the old Kenilworth Union College plant for Europeans has been moved up country, and established on a large farm at Spion Kop in Natal. Not only have our native schools advanced in their march from the Cape into the Rhodesias and Nyasaland, but the Congo Tanganyika Territory and Kenya Colony have been entered, and the drive has begun from the north into Abyssinia. There is renewed activity also in Upper West Africa, while our first schools have just been established in Portuguese West Africa and Southwest Africa. All through

the African field, much improvement is being made in the educational facilities and in the standards of teaching.

The Australasian Missionary College, at Cooranbong, New South Wales, received new inspiration and much practical help from the labors of Prof. W. W. Prescott in 1922 and 1923, and is continuing to make excellent progress under the principalship of Lynn H. Wood. A small but substantial school is

being conducted in West Australia, while New Zealand is caring for her promising youth in a growing institution on her own soil.

There is a renewed interest in education in the West Indies, Mexico, Fiji, the Hawaiian Islands, and other centers in the South Pacific, and word comes that new schools have recently been started in Sumatra and North Borneo. Our latest word is of a school in Alaska, and another to be started there for the native Indians.

The growth of our educational work as a whole may be understood by setting forth a few figures:

At the close of 1912, the denomination had 573 elementary schools, employing 674 teachers, with an enrolment of 15,602. In the same year there were ninety colleges, academies, and intermediate schools, employing 631 teachers, and having an enrolment of 8,205, and property valuation of something over $2,000,000.

At the close of 1922 there were 1,259 elementary schools, employing 1,718 teachers, and having an enrolment of 34,034, and an annual maintenance cost of $601,752.59. In the same

year there were 123 colleges, academies, and intermediate schools, employing 1,159 teachers, with an enrolment of 15,505, and the value of the school property amounted to more than $5,000,000.

The total number of students in colleges, academies, and intermediate schools the world over in the school year 1921-22, was 15,505; the number the same year in the elementary schools was 34,034. This gives a grand total of 49,539. This number

of students, compared with the church membership of the same year, gives a percentage of 23.73, while the percentage ten years earlier stood at 20.38. Thus a larger proportion of our children and young people are enjoying the privilege of attending a denominational school than was the case ten years ago.

Extended visits made by the Educational Secretary of the General Conference from 1920 to 1924 to Europe, South America, Africa, and India, have brought rich returns in clarifying the aims and methods of Christian education, in broadening the conception of world education in the home field, and in giving unity and coherence to the work as a whole.

The Health Work

Following the separation of the medical work from the parent institution at Battle Creek, a number of smaller sanitariums sprang into existence, until they became quite numerous in the United States. Treatment-rooms were also established in many cities. Today our medical work is represented by a system of sanitariums, hospitals, treatment-rooms, dispensaries, health food factories, cafés, and cafeterias reaching into many lands.

Conference sanitariums, treatment-rooms, hospitals, and dispensaries now number fifty-five, representing an investment of nearly $5,000,000. Institutional work is carried on in eighteen countries. More than 2,500 workers are employed, including 172 physicians, 1,080 nurses, besides other employees. More than 100,000 patients are cared for annually in these institutions, which have an income of about $3,000,000. The charity work, based on moderate rates, is about $100,000 per annum. There are also fifty or more sanitariums and treatment-rooms under private ownership or control, which represent the denominational health principles, and in many ways help forward the work.

Outside of the United States there are the sanitariums at Calgary, Alberta, and Victoria, British Columbia, Canada; Entre Rios, Argentina, South America; Watford, England; Skodsborg,