bewitched a person who had recently died. As she was borne along by her furious accusers, the cry rang in the traveler's ears, “Chally! Chally do not let me die!” but he was powerless, and could only shed bitter tears. With two other women she was taken in a canoe upon one of their beautiful rivers, and the fatal cup was put to their lips. Soon they reeled and fell, when they were instantly hewn in pieces and were thrown into the water. At night the brother of Okondaga stole to the traveler's house in his distress. He had been forced to join in the curses that were heaped upon his sister. He was compelled to conceal his grief. Du Chaillu tried to give comfort, and spoke to him of God. The poor man cried, “O Chally! when you go back to your far country, America, let them send men to us poor people to teach us from that which you call God's mouth.” “And,” writes Du. Chaillu, “I promised to give the message.” Okondaga perished more than twenty years ago, and hundreds like her have been condemned by the witch-doctor, whom the people dare not disobey. Such sufferers the American Board is trying to reach by its mission to the Western border, where our sainted Bagster laid down his life. Natal is the base of supplies for all this work. From her training-school the native pastors go out, who are the strong towers of the mission. In that training-school we have been interested through the work of Mr. and Mrs. Goodenough; and from our new missionary, Mrs. Holbrook, we shall continue to hear good tidings from this center of education and religious life. Mrs. Edwards' school, at Granada, is lifting girls from degradation, and even now much fruit can be seen from the seed that has there been sown with patience and with tears, yet with joyful hope. There are peaceful homes where young women preside who owe all they are, and all they have, to the missions of the Church. These wild people can be trained, civilized, and Christianized. We know that the depravity of generations cannot be controlled in a day; but noble native pastors and their devoted wives are leading weak disciples in the path of holiness, and are the living proof that missionary effort in Africa has not been in vain. Revivals have swept with power over these schools and churches. Temperance has more and more prevailed. Kings have come, wondering and questioning, to the brightness of Christ's rising.

“Hail, O Africa, thy ransom 1
Raise to heaven thy grateful song!
Last in rank among the nations,
Thou shalt lead the choral throng;
Land of promise,
Thy Redeemer's praise prolong.”

—Pacific.

As this school has just completed the fifteenth year of its existence, it seems a fitting time to review the past and take a closer look at the present. Some notice of its early history was given in the LIFE AND LIGHT of June, 1879, and what was said then need not be repeated.

At the time when the school was opened, so little interest was taken by parents in the education of daughters, that it seemed doubtful whether a school for girls would succeed at all. Nineteen, however, presented themselves the first term, and the number increased during the year to twenty-eight. Nine of these first pupils remained from four to six years, and one of them has been a valued helper in the school ever since her graduation. In the third year there were forty-seven pupils, more than could well be accommodated, and the overcrowded state of the rooms and the lack of sufficient help in teaching, made it necessary to send home an entire class.

This, although fully explained to the parents, caused some dissatisfaction, and kept away some in years following. In 1877 the increasing number was again reduced by enforcing the payment of board. A few were sent home on this account: others stayed away; but it was only a temporary reduction, and since 1879 the rooms have been well filled. The largest number of different

pupils present in one year was fifty-six, in 18S). The whole number connected with the school during the fifteen years, is two hundred and five. Of those who have left the school, thirtyone remained from four to six years, sixty-two from two to four years, and seventy-two less than two years. Day-pupils were connected with the school for several years: these are not included in the numbers given. For a time the station school of Inanda was taught at the school under Mrs. Edwards' supervision: over sixty scholars were in it. There is a course of study arranged which covers five years. Most of those who come to us have been taught in the station schools, and are expected to read well in Zulu, and to have finished the English Primer and First Reader, and know a little of arithmetic. But many who come are poorly prepared to enter, and, as has been shown already, many are unable or unwilling to remain long in school; so it has been impossible for them to advance very far, as a whole. The instruction is given as far as possible in English, and much time has to be spent in the lower classes in reading and translating. More time is spent on the Bible than on any other book, as it is a daily study through the entire course. “Line upon Line '' is used the first year; then the Bible itself is the text-book; the whole of the Old Testament history is taken up, also parts of the prophetical and poetical books, then, “Harmony of the Gospels” and Acts. The stories are read, then written by the pupils, and copied after correction. It is a great pleasure to teach these lessons, it is so easy to interest them, and they often ask a great many questions. Arithmetic is studied through Interest and Proportion; Language Lessons and Grammar occupy considerable time — Geography, also. Besides these, the course includes a little of English History, Physiology, and Physical Geography. Although quite a number had completed the course before that time, diplomas were first given to the class of 1881, numbering four. Eight have since graduated, and this year a class of six graduate. Two of last year's class are back for an additional year of study, and we hope future classes will follow their example, as it is very desirable for them to remain longer than the five years, if possible. As may be supposed, many lessons have to be taught besides those found in books. The attempt must be made to form habits of personal cleanliness and tidiness in dress, as well as of punctuality and order. This requires line upon line and precept upon precept; still there has been progress. Some things are now established.— principles and matters of course, which have become such only by much care and painstaking in the early years.