America 7.7 % Pop. over 10 yrs. 1910 England & Wales 1.8 % Marriage 1901-1910 German Empire 0.03% Army Recruits 1904 Ceylon (all races) 78.3 % All ages 1901 India 92.5 % Over 10 years. 1901 Cape of Good Hope (Other than European.) 86.2 % „ „ „ 1904 Egypt 92.7 % „ „ „ 1907
Quoting further from the Cyclopedia we learn that “in Turkey, India, and China we find a high illiteracy among the males, and an almost complete illiteracy among the females. The least illiteracy today is to be found among the people in the countries to the north and west of Europe, and of Teutonic or mixed Teutonic stock. It was in these countries that the Protestant Revolt made its greatest headway and the ability to read the Word of God and to participate in the church services were regarded as of great importance for salvation.”
[Sidenote: Sir J. D. Rees on illiteracy in Asia.]
Sir J. D. Rees, an official of high position and distinction in India, makes this significant statement in his volume on “Modern India,” dated 1910--“While it is true that only half the boys of school-going age were following a course of primary education when the last census was taken, it is extremely improbable that in any other part of Asia anything approaching that number has been ever attained, or in any Oriental country under European control.”
Let us go back to Japan as to the one of all non-Christian lands that has made the greatest advance along educational lines. After a visit to Japan with many opportunities for observation and study of the subject, Miss Kate G. Lamson says:[56]
Education for the masses has long since justified itself to the Japanese. That education is universal and compulsory is abundantly proved by the crowds of school children seen in every part of the country. This naturally leads the observer to question the need of outside help, especially missionary help, along educational lines, and outside of two or three large centres our Board has applied itself largely to the development of church organization and evangelistic work. Yet the experience of years has revealed an imperative need of the missionary even in the ranks of education in Japan....
With schools everywhere, under an able and full staff of instructors, with up-to-date appliances for every branch that is to be taught, moral and religious training are not provided for, and the well-polished husk of educated manhood and womanhood without the inner life is the result. The dangers attending non-religious education have not failed to make themselves apparent to the watchful Japanese....