In China every educated man is a potential schoolmaster, and most of those who have the opportunity to do so take a school. It is one of the allegorical sayings of the flowery land that "in the ink-slab fields there are no bad crops," which signifies that literature is a vocation standing upon a firmer basis than any other. This is the theory. As a matter of fact the Chinese teacher is often barely able to keep soul and body together, and is frequently obliged to borrow garments in which to appear before his patrons. His learning may have fitted him to teach a school, or it may not. It has completely unfitted him to do anything else. It is therefore a period of great anxiety to the would-be pedagogue when the school cards are in preparation. "When the ground is clean, and the threshing-floor bare, The teacher's heart is filled with care," says the proverb, and another adage is current, to the effect that if one has a few bags of grain on hand, he is not obliged to be king over children. To the enormous oversupply of school-teachers, it is due that one of the most honourable of callings is at the same time one of the most ill-paid. Teachers of real ability, or who have in some way secured a great reputation, are able to command salaries in proportion; but the country schoolmaster, who can compete for a situation within a very small area only, is often remunerated with but a mere pittance--an allowance of grain supposed to be adequate for his food, a supply of dried stalks for fuel, and a sum in money, frequently not exceeding ten Mexican dollars for the year. It is not very uncommon to meet teachers who have but one or two pupils, and who receive for their services little or nothing more than their food. To the natural inquiry whether it was worth his while to teach for such a slender compensation, a schoolmaster of this class replied, that it was better than staying at home with nothing to eat. It is a current saying that the rich never teach school, and the poor never attend one--though to this there are exceptions. It is a strange fact that one occasionally meets schoolmasters who have never studied anything beyond the Four Books, and who therefore know nothing of the Five Classics, an outfit comparable to that of a Western teacher who should only have perused his arithmetic as far as simple division!