The boys in the Orphanage are taught _En-mun_ only, and at thirteen are adopted by Roman Catholics in Seoul or the country, and learn either farming or trades, or, assuming their own support, enter a trade or become servants. The elder girls learn _Em-mun_, sewing, and housework, and at fifteen are married to the sons of Roman Catholics. At Riong San near Seoul there is a Theological Seminary for the training of candidates for the priesthood. Besides these there is a school established in 1896 by the “Japanese Foreign Educational Society,” which is composed chiefly of “advanced” Japanese Christians. The course of study embraces the Chinese classics, _En-mun_, composition, the study of Japanese as a medium for the study of Western learning, and lectures on science and religion. This school was intended by its founders to work as a Christian propaganda. In 1897 there were in Seoul nearly 900 students, chiefly young men, in Mission and Foreign Schools, inclusive of 100 in the Royal English School, which has English teachers. In the majority of these the students are trained in Christian morality, fundamental science, general history, and the principles of patriotism. A certain amount of denationalization is connected with most of the Boys’ Schools, for the students necessarily receive new ideas, thoughts, and views of life, which cannot be shaken out of them by any local circumstances, changing their standpoints and the texture of their minds for life. When they replace the elder generation better things may be expected for Korea. The Korean reformed ideas of education, which had their origin during the Japanese reform era, embrace the creation of a primary school system, an efficient Normal College, and Intermediate Schools. Actually existing under the Department of Education are a revived Confucian School, the Royal English School, and the Normal College, placed in May, 1897, under the very efficient care of the Rev. H. B. Hulbert, M.A., a capable and scholarly man, some of whose contributions to our knowledge of Korean poetry and music have enriched earlier chapters of these volumes. Text-books in _En-mun_ and teachers who can teach them have to be created. It is hoped and expected that supply will follow demand, and that in a few years the larger provincial towns will possess Intermediate or High Schools, and the villages attain the advantages of elementary schools, all using a uniform series of text-books in the vernacular. Chinese finds its place in the curriculum, but not as the medium for teaching Korean and general history, or geography and arithmetic, which must be acquired through the native tongue.