There is first the old traditional curriculum, the learning by rote of the classics without explanation in early youth, followed by a more intelligent study in later years. This is exactly like the traditional study of the classics in this country, as it existed, for example, in the eighteenth century. Men over thirty, even if, in the end, they have secured a thoroughly modern education, have almost all begun by learning reading and writing in old-fashioned schools. Such schools still form the majority, and give most of the elementary education that is given. Every child has to learn by heart every day some portion of the classical text, and repeat it out loud in class. As they all repeat at the same time, the din is deafening. (In Peking I lived next to one of these schools, so I can speak from experience.) The number of people who are taught to read by these methods is considerable; in the large towns one finds that even coolies can read as often as not. But writing (which is very difficult in Chinese) is a much rarer accomplishment. Probably those who can both read and write form about five per cent. of the population.
The establishment of normal schools for the training of teachers on modern lines, which grew out of the edict of 1905 abolishing the old examination system and proclaiming the need of educational reform, has done much, and will do much more, to transform and extend elementary education. The following statistics showing the increase in the number of schools, teachers, and students in China are taken from Mr. Tyau's China Awakened, p. 4:—
| 1910 | 1914 | 1917 | 1919 | ||
| Number of Schools | . . | 42,444 | 59,796 | 128,048 | 134,000 |
| Number of Teachers | . . | 185,566 | 200,000 | 326,417 | 326,000 |
| Number of Students | . . | 1,625,534 | 3,849,554 | 4,269,197 | 4,500,000 |
