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The work clarifies how Koreans learned and understood Chinese writing, describing their approach to characters, pronunciation, tones, recitation, and grammar, including hybrid usage and particle attitudes. It further outlines the cottage school (kŭlpang) methods, the main categories of schoolbooks, and the structure of poetry and related composition practices, supported by tables and translated texts in appended materials.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/transactions-of-the-korea-branch-of-the-royal-asiatic-society-vol-xxxvi/176711/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/transactions-of-the-korea-branch-of-the-royal-asiatic-society-vol-xxxvi/176711.png","ImageObject",442,249,{"name":88,"@type":89},"Seraphina","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-23","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does the document explain about Korean traditional education in rural Korea?","Question",{"text":108,"@type":109},"It describes how the cottage school taught boys traditional Chinese classics by rote and presents how the Korean approach to Chinese studies was learned and understood at the end of the Yi dynasty.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How is Korean related to Chinese in the work’s framework?",{"text":113,"@type":109},"It clarifies terms and explains the relation of Korean to Chinese, focusing on how Korean writing and language features differed in structure and learning from Chinese of China.",{"name":115,"@type":106,"acceptedAnswer":116},"What learning areas and materials does the document cover besides introductory explanations?",{"text":117,"@type":109},"It covers the cottage school’s educational method and book categories, then poetry types and composition rules, and includes appendices such as tone tables and translated texts.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},176711,1790182822,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},962075114101,"https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165","TRANSACTIONS OF THE KOREA BRANCH OF THE ROYAL ASIATIC SOCIETY\nVOL.XXXVI\n1960\nReprinted 1969 Korea Branch\nROYAL ASIATIC SOCIETY\nBOX 255, CPO-SEOUL, KOREA\nReprinted by Sahm-Bo Publishing Corporation, Seoul\nCONTENTS\nThe Chinese Learning and Pleasures of a Country Scholar, An account of traditional Chinese studies in rural Korea\nBy Father Richard Rutt\t\t\t\t\t\t\t1\nThe Opening Of Korea: A Conflict Of Traditions\t\t\t\t101\nBy Pow-key Sohn\nReport of the Council For 1959\t\t\t\t\t129\nOfficers of the Society\t\t\t\t\t\t133\nTreasurer’s Report \t\t\t\t\t\t134\nList of Members of the Society\t\t\t\t\t135\n\u000f\nThe Chinese Learning and Pleasures of a Country Scholar\nAn account of traditional Chinese studies in rural Korea\nBy Father Richard Rutt(盧大榮 神父)\nPriest of the Anglican Mission\nCONTENTS\nI. Introduction\nII. The Korean Approach to Chinese Writing\t\t\t\t\t\t1\na The characters\nNon-Chinese uses—saegim and ŭm—description of written forms—pronunciation—tones—\nrecitation                                                                                     b The grammar\nAttitude to Chinese particles—Korean particles or t’o—idu and kugyŏl—hybrid language\nIII. The Cottage School and its Books\t\t\t\t\t\t23\na The educational method\nRepetition—sŏan and sŏjangdae—curriculum— composition—jokes and games\nb The books\nPrimers—classics—dictionaries\nIV. Poetry\t\t\t\t\t\t\t\t\t42\nKinds of poem—myŏng—si—rules for composition of si—poetry meetings—examples and\ntranslations.\nV. Conclusions \t\t\t\t\t\t\t\t\t57\nVI Appendices\nI\tTable of the tones\t\t\t\t\t\t\t\t62\nII\tTable of kugyŏl\t\t\t\t\t\t\t\t63\nIII\tTable of yŏm\t\t\t\t\t\t\t\t64\nIV\tTexts and translations\t\t\t\t\t\t\t65\na The Thousand Character Classic \t\t\t\t\t\t66\nb Kyemongp’yŏn (The Primer)\t\t\t\t\t\t76\nc Tongmong Sŏnsŭp (The First Reader)\t\t\t\t\t88\n[page 1]\nI. INTRODUCTION\nIt is a commonplace of books on Korea that traditional Korean education and literature have been Chinese, that the old-style Korean gentleman never wrote except in Chinese characters. But it is difficult to discover how they learned and understood their Chinese and how, if at all, it differed from the Chinese of China. Some early western writers suggested that in fact the Koreans were less expert in Chinese than they pretended to be. It is not easy to get an accurate picture.\nAll old books on Korea tell of the cottage schools, or kŭlpang, at which little boys learned the classics by rote. But they never tell us more than the famous first line of the first book that the boys studied (see below p. 35). Bishop Trollope in his paper on Korean Books and their Authors, (published by this society in 1932, but still the latest work in English on the subject) claimed that the old system had disappeared in 1894. This was not in fact true. The last remnants of the old system are still to be found in the villages of Korea, but they do not flourish as heretofore.\nThis paper is an account of the old tradition of Chinese studies as it was at the end of the Yi dynasty, attempting to show in some detail what books were used and how they were understood. Since there exists in English no description of the Korean approach to Chinese grammar, I have included a brief description of this too. And I have included examples of the Chinese compositions of rural scholars as indicators of the standard which they achieve.\nBy far the greater part of the information has come from Yi Yong-jik (李容稙), now Father Elijah Yi, also known as Chinam (進菴), who was my catechist while I was living in Pyŏngtaekkun (平澤郡). He was born in that county, in the village of Kŭmgongni, (梧城面金谷里) in 1904. He attended the cottage school there and was a star pupil, hence designed by his family for the life of a literatus, that is to say to become a teacher himself. He was married [page 2] at the age of sixteen, and wore a topknot until he was twenty-two. From the age of about eighteen he attended local poetry contests and took part in them, and attended the Confucian sacrifices at the county temple (鄕校 or 文廟) at what was then the county seat of Chinwi (振威邑 now Pongnamni 鳳南里). He did in fact for ","cbCaiiCBkyfbnCJ4","https://ap.wps.com/l/cbCaiiCBkyfbnCJ4","docx",620033,93,"English","# Contents\n## Introduction\n## The Korean Approach to Chinese Writing\n## The Cottage School and its Books\n## Poetry\n## Conclusions\n## Appendices","[{\"question\":\"What does the document explain about Korean traditional education in rural Korea?\",\"answer\":\"It describes how the cottage school taught boys traditional Chinese classics by rote and presents how the Korean approach to Chinese studies was learned and understood at the end of the Yi dynasty.\"},{\"question\":\"How is Korean related to Chinese in the work’s framework?\",\"answer\":\"It clarifies terms and explains the relation of Korean to Chinese, focusing on how Korean writing and language features differed in structure and learning from Chinese of China.\"},{\"question\":\"What learning areas and materials does the document cover besides introductory explanations?\",\"answer\":\"It covers the cottage school’s educational method and book categories, then poetry types and composition rules, and includes appendices such as tone tables and translated texts.\"}]","Transactions of the Korea Branch of the Royal Asiatic Society - Vol. XXXVI | DOCX",1788325294,33]