Instruction in these subjects is given through the medium of interpreters, the last-mentioned office being fulfilled by the Korean Assistant Professors. The number of students fixed for the respective departments, is 80 for the Ordinary, and 40 for the Special Department, the number for the practical Training course being fixed each time according to the requirements. The number of students at present receiving instruction is 26 in the Ordinary Department, and 12 in the Practical Training course. It is very satisfactory to learn that these students are highly commended for obedience, good conduct, and industry. This promises well, not only for the success of the school, but for the progress of the nation. This lengthy account of the founding and progress of the school and station, whose opening ceremonial was to be celebrated on Wednesday, May 15, 1907, is given because of the great importance of the relation which every such enterprise sustains to the lasting success of the Japanese Protectorate and to the welfare of Korea under this Protectorate. Hitherto, the considerable sums of money which have been from time to time obtained from the Korean Government to found and to foster schemes for improved education or industrial development have almost without exception been unfruitful expenditures. The appropriation has either been absorbed by the promoters of the schemes, or if really spent upon the objects for which it was appropriated, both interest and care have ceased with the spending of the money. Even the missionary schools, which have up to very recent times afforded the only means for obtaining the elements of a good modern education—valuable as they have been, especially as means of propagandism—have too often resulted in sending out graduates who, if they could not get the coveted official positions, were fit for nothing else. In Korea, as in India—to take a conspicuous example—the students from these schools have sometimes become rather more practically worthless for the service of their nation, or even positively mischievous, than they could have been if left uneducated. But what Korea now most imperatively needs is educated men, who are not afraid of honest work; men, also, who will not accept official position at the expense of their manly independence and moral character, or gain it by means of intrigue and corruption. But “honest work” must, for a considerable time to come, be chiefly connected with the agricultural and industrial development of the country. Moreover, the institution at Suwon is demonstrating that the Koreans can make good students and skilful practitioners in the, to them, new sciences which give control over nature’s resources for the benefit of man. The Confucian education hitherto dominant in this country has chiefly resulted in cultivating scholars who either sacrificed usefulness in service to the