Park, Hyung-jun This paper is, based on Transcript of Middle School Lectures published by Chosen Correspondence Middle School Bureau(朝鮮通信中學館), to explore the foundation of a modern correspondence school and the aspects of national language education. The bureau, regarded as the beginning of correspondence school, played a role of semi-institutional, educational establishment. The correspondence education was useful rather than the institutional education in three terms; unrestricted in space, in time, and cost-reducing. In that Chosen People who were deprived of opportunities of institutional education were endowed with those of learning did it have a useful meaning of society education movement. In particular, it was differentiated from night-school movement on two levels; not so much elementary as governing of middle school course, and distance teaching-learning system for learners who cannot spare a particular time and space. Although the national language education in correspondence school was intervened with Chosen Education Ordinance as part of the colonial education system as well, as passive it was, it is meaningful that the correspondence education maintained a sense of double language between Chosen and Japan, and embodied its difference not as educational material but as anti-ideologically formal grammar learning, which seems to represent three aspects; free from learning times of the national language education, proposing the content of grammar education for understanding the origin and characteristics of Chosen language instead of reading materials to internalize colonial ideology, and recognizing Chosen language as a tool subject, then, utilizing it for teaching and learning.