as “Primary Schools”), in the city of Seoul; and 27 schools with 303 boys and 35 girls, belonging to the churches in this station, outside of Seoul. There was also in this district one “Intermediate and Boarding School,” with 60 boys and 23 girls numbered among its pupils. While the building to accommodate the boys of this school was in process of erection, they were combined with those of a corresponding school belonging to the Methodist Mission; and the united work carried on in the building belonging to the latter Mission thus attained a total enrolment of 150 pupils. Without mentioning the educational work done in less important stations of this Mission, it is enough to say that in the year 1906 there were 7 schools of a grade above the primary, giving instruction to 255 boys and 125 girls, and 208 schools of the lower grade with an enrolment of 3,116 boys and 795 girls as the aggregate number of their pupils. Most of the schools of the primary grade, however, consist of “classes” somewhat irregularly taught, insufficiently supplied with teachers, and wholly without adequate permanent accommodations. Into the actual condition of educational work in Korea, so far as such work is dependent upon the attitude of the Koreans themselves, the following extract from the Report of the Union High School gives a significant glimpse:[74] Union school work was opened up in the building known as _Pai-chai_, and was carried on there during the year. As is usually the case in opening a term in Korea, the first two weeks were a period of growth. The students who were with us last year came straggling along, while those who came for initial matriculation found their way to us from day to day, until about 130 names were on the roll. It will be a day of rejoicing when Korean students come to appreciate the opening day and are to be found in their places on that day, ready for work. As it is now, a day or two, a week or two, or even a longer period, matters little to them; they come to take up their work when it is wholly convenient to them. It is easy to see that this slip-shod way of doing things is a serious drawback in school work, and it is hoped that in some way it may be brought about that every day late at opening will be counted a day lost by the student himself. But this can be secured only when a higher value is placed upon time than it now has. Now that our boys are fairly well classified, it is hoped that the difficulty may in a measure be remedied by compelling those students to drop back one form whose general attendance grade, class-room work, and examinations do not come up to the prescribed standard.