As the Chinese child has no Saturdays, no Sundays, no recesses, no variety of study, and no promotion from grade to grade, nor from one school to another, it is probable that he has enough schooling such as it is. As every scholar is a class by himself, the absence of one does not interfere with the study of another. Even if two lads happen to be reciting in the same place, they have no more connection with each other than any other two pupils. Of such a thing as classification the teacher has never heard, and the irregular attendance of the scholars would, he tells you, prevent it, even were it otherwise possible. Owing to the time required to hear so many recitations, an ordinary school does not contain more than eight or ten pupils, and twenty are regarded as beyond one teacher's capacity. There is very little which is really intellectual in any part of the early schooling of an ordinary Chinese boy. As a rule, the teacher does not concern himself with his pupils further than to drag them over a specified course, or at least to attempt to do so. The parents of the lad are equally indifferent, or even more so. If the father himself can read, he remembers that he learned to do so by a long and thorny road, and he thinks it proper that his son should traverse it likewise. If the father can not read, he at least recognizes the fact that he knows nothing at all about the matter, and that it is not _his_ business to interfere. The teacher is hired to teach--let him do it. As for visiting the school to see what progress his son is making, he never heard of such a thing, and he would not do it if he had heard of it. The teacher would say in his manner if not in his words, "_What business have you here?_" A sufficient reason for spending all his time in the schoolroom is the fact that it is practically impossible for a Chinese child to do any studying amid the distractions of a Chinese household. Even for adult scholars it is almost always difficult to do so. At his home the pupil has no mental stimulus of any sort, no books, magazines or papers, and even if he had them, his barren studies at school would not have fitted him to comprehend such literature. The object of Chinese education is to pump up the wisdom of the ancients into the minds of the moderns. In order to do this, however, it is necessary to keep the stream in a constant flow, at whatever cost, else much of the preceding labour is lost. According to Chinese theory, or practice, a school which should only be in session for six months of the year, would be a gross absurdity. The moment a child fails to attend school, he is supposed (and with reason) to become "wild."