welfare of the Korean people never showed its head above the Russian horizon, but it fills the whole vision of Japan; not from altruistic motives mainly, but because the prosperity of Korea and that of Japan rise and fall with the same tide.”[76] In the future development and administration of educational affairs in Korea two principles are especially important to be kept in mind. The first is the necessity for co-operation on the part of all the educative forces under some system or general plan. On the one hand, the private and missionary schools could never suffice for the educational reform of the nation; neither could they supply adequately the needed number or kind of schools for its proper educational development. In general, missionary schools belong to the planting and earlier stages of religious propagandism among peoples who have either no system of public education or a system which is hostile to religious influences. Missionary schools are of necessity foreign schools; when they have effectually performed their initial work, they should somehow become a part of the native equipment for educating the people. As we have already said, they have until recently been almost the only—though exceedingly meagre and faulty—means for giving the rudiments of a modern education to a small fraction of Korean youth. They never could be developed, if they remain simply missionary schools, so as to cope with the entire educational problem in this land of public ignorance and of intellectual and moral degradation. Those who are in charge of them, therefore, should be among the most forward to welcome cordially, and effectively to assist, the organization and advance of a national system of public education in Korea. Otherwise their highest service can never be rendered to the country; their most important and ultimate purpose of contributing toward the evolving of an intelligent Christian nation can never be realized.