This paper is, based on Transcript of Middle School Lectures publishedby Chosen Correspondence Middle School Bureau(朝鮮通信中學館),to explore the foundation of a modern correspondence school and the aspectsof national language education. The bureau, regarded as the beginningof correspondence school, played a role of semi-institutional, educationalestablishment. The correspondence education was useful ratherthan the institutional education in three terms; unrestricted in space, intime, and cost-reducing. In that Chosen People who were deprived of opportunitiesof institutional education were endowed with those of learningdid it have a useful meaning of society education movement. In particular,it was differentiated from night-school movement on two levels; notso much elementary as governing of middle school course, and distanceteaching-learning system for learners who cannot spare a particular timeand space. Although the national language education in correspondenceschool was intervened with Chosen Education Ordinance as part of thecolonial education system as well, as passive it was, it is meaningful thatthe correspondence education maintained a sense of double languagebetween Chosen and Japan, and embodied its difference not as educationalmaterial but as anti-ideologically formal grammar learning, whichseems to represent three aspects; free from learning times of the nationallanguage education, proposing the content of grammar education for understandingthe origin and characteristics of Chosen language instead ofreading materials to internalize colonial ideology, and recognizing Chosenlanguage as a tool subject, then, utilizing it for teaching and learning.