The Mission of the Methodist Episcopal Church in Korea, in its Conference Report for the year 1906, gives the number of its so-called “High Schools” as 2, with 3 teachers and 93 pupils, and of its “other schools” as 54, with an enrolment of 1,564 day scholars. A year later the statistics presented to the Conference stated: “The Mission maintains 106 schools with 3,787 pupils under instruction.” In connection with the hospitals under both these Missions at Seoul and at Pyeng-yang, a beginning has been made in the preparation of medical text-books for native use, and in the training of natives for the medical profession. The showing made by the facts just stated is meagre enough, when we consider that it is the best that can honestly be made for a modern nation of about ten millions. There is reason to believe, however, that the statistics exaggerate, rather than minimize, the results already achieved along educational lines. There has, indeed, been a beginning, but only a beginning. There are generous plans adopted and set in operation; but the effectual working of these plans on any considerable scale remains for the future to bring about. The interest of the Emperor and his Court in the educational reform of Korea was no more to be depended upon than was their interest in any other reform, or real and substantial good, accruing to the benefit of the Korean public. So far as these influences prevailed, the Korean system was in 1904, and would have remained, an affair of paper only. But the Korean Department of Education, under the Residency-General, has co-operated faithfully in efforts to give to the country an efficient system of public education. The former Minister of Education, now (1907) Prime Minister Yi, has been at once the strongest and the most sincere of the Korean officials under the Japanese Protectorate. The hope of Korea, and the realization of the hopes of the Marquis Ito for Korea, depend upon the initiation and execution of a wise Government policy of education more than upon any other one influence. Unaided by Japan, Korea would never bring this about. As said Mr. Hulbert, when in his better mind:[75] “_What Korea wants is education_; and until steps are taken in that line there is no use in hoping for a genuinely independent Korea. Now we believe that a large majority of the best informed Koreans realize that Japan and Japanese influence stand for education and enlightenment; and that while the paramount influence of any one outside power is in some sense a humiliation, the paramount influence of Japan will furnish far less genuine cause for humiliation than has the paramount influence of Russia. Russia secured her predominance by pandering to the worst elements in Korean officialdom. Japan holds it by strength of arm, but she holds it in such a way as to give promise of something better. The word reform never passed the Russian’s lips. It is the insistent cry of Japan. The