In this paper I would like to study about the educational thought of Sung-ho Lee Ik (1681-1763), especially to focus upon his ideas of equality of man and the educational methodology. This shall be a part of "The Study of Educational Thought in the Late Lee Dynasty". The content of this paper is constructing as the follows: I. Prologue Ⅱ. Ideas or Education and Man. 1. Human Nature and the Ideas or Respect to Countesy 2. Division of Human Beings and the Ideas of Thrift Ⅲ. Educational Image of Man and the Ideas of Excellence 1. The Idea of Human Equality and the Problem of Ability 2. The Image of Governer and Education of Prince 3. Image of Woman and her Education. Ⅳ. The Plan of Educational Innovation and the Educative Process 1. Hiring Government Officials and Critics of Kwage System 2. Innovation of Curriculum 3. Creative Educational Methodology Lee Ik adhered to the equality, of man and the rule of capability as his educational thought. First, he regarded it as the essence of education to strive to train Korean people for the development of Korean society. Second, he stressed the esteem of courtesy I and the thought of diligence and economy based on the equality of man. Third, he attached importance to appearance with the idea of the inner fulfilment as its premise. He adopted inquiry, concentration, gradual progress, and the principle of practice as means of education. About educational attempt to find out talent and employ them for government service, Lee Ik suggested as the following. In his "Non-Kwago-ji-pye (a Study of Defects of Kwago System), he disclosed how disorderly the discipline of the place of examinations was. Security measures around the place of examination were not strict. Anyone could freely enter the place and even sward fights occurred among applicants, but officials failed to properly check them. It was an open secret that rich applicants hired talented men to take examinations on their behalf. As a solution to that situation, he suggested that inspectors personally interview individual applicants at the place or examination, and ferret out those who are not proficient in writing. He estimated that such applicants would number in the dozens or even hundreds. He further suggested that separate tests be given to them, and those who cannot properly compose sentense be conscripted into the military service. He also recommended that those who cannot write even a single line and quit the place or examination be also conscripted into the military service through individual interviews. He said that such measures would ont only increase the revenues or conscription (tax paid by people in lieu of military service) but also straighten -out the discipline or the examinations. Lee Ik also stressed that the provincial discrimination be discontinued in hiring government officials and all people be given equal opportunity to take part in the government. Up until that times, eighr or mine newly employed officials out or ten had been Seoulites, and provincial people had small chance or employment with the government. Moreover, those hailing from the northern provinces were given nearly no opportunity at all. He suggested that the proportions of successful applicants, be determined by the number of applicants from each province. He further suggested that a strict citation and punishment system be set up so as to cite the administrative chief of each county from which many applicants pass the examinations while disciplining that of a county from which many applicants fail to pass the examinations. That would keep unqualified applicants from being irresponsibly recommended and sent to Seoul to take the examinations.