On the other hand, any plans for the establishing and developing of a system of education in Korea at the present time should be wise and generous in the matter of taking into its confidence, and availing itself of, the assistance of the mission schools. So miserably poor is Korea in all resources of this character, that the barest principles of economics enforce the necessity of her availing herself of all possible helps. Moreover, the converts to Christianity—although a very considerable proportion of them are ignorant of the truths, and negligent of the morals, of the foreign religion they suppose themselves to have espoused—are multiplying rapidly, and are destined to become of more and more political and social significance in the near future. Some sort of regulated co-operation and conformity to a general plan should, therefore, as speedily as possible be secured between the Government and the private Christian schools. The Japanese and Korean Governments and the Missionary Boards should speedily agree upon some common plan for the requirements of the primary and secondary grades of instruction, and thus actively assist each other in the attainment of their common end. That this cannot be done without sacrificing the special interests deemed most important to each, it would be in contempt of the good sense and sincerity of both to affirm. The second most important principle to set in control of the educational system of Korea is this. At first, and for a long time to come, it should be pretty strictly limited to fitting the Koreans themselves for a serviceable life, in Korea, and under the conditions, physical, social, and economic and political, of Korea. To educate—after the fashion followed too much by Great Britain in India—thousands of Korean _babus_, who thus become unfitted for the pressing needs of their country at this present day, and inclined to idleness rather than any hard and disagreeable but useful work, would be a mistake which neither the Government nor the Missions can afford to make. It is a fact, however, that, up to the present time, too large a proportion of the Korean youth, whether educated abroad or in the missionary schools at home, have lapsed into this worthless class. When called upon to _work_—manfully, faithfully, persistently, doing with his might what his hand finds to do—the Korean, like the Indian _babu_, is likely to show that his modern education has the more unfitted, rather than the better fitted, him for the effectual service of his country. If this should be the result of modern education, it would be scarcely more to be commended, under existing conditions in Korea, than was the education of the old-time Confucian schools.