本文旨在探究20世纪30年代反对小学读经的深层原因。1935年《教育杂志》之“读经专号”中，72位各领域的学者对小学读经问题争论不休，成为当时读经争论的高潮。在后人对这一问题的研究中，多数研究者参与到前人的争论中，用前人反对或者赞同读经的理由再陈述自己的立场，也有人把读经问题看作是中西方文化的斗争，但是谈的很宽泛，不够具体深入。争论是探讨问题的一个方法，如果我们能换一个角度，去研究读经问题，或许也会有意想不到的收获。本文采取的角度是，尽量保持中立的态度，去深究为什么反对小学读经的人要反对读经，为什么他们用了相同的几个观点作为反对读经的理由，只有这样深究才能找出那个控制人们的隐形的思想。本文着重以“读经专号”为主要研究资料，并加以搜索20世纪30年代各大报刊杂志上关于小学读经问题的文章，比如胡适、傅斯年等的文章，发现反对小学读经者占绝大多数人，他们反对读经的理由非常值得关注，如果把这些理由一一梳理，他们几乎不约而同地认为：从小学生的身心发展角度看，经书不符合儿童的兴趣和需要；从社会需要方面看，读经对公民生计、救亡图存，公民道德等都没有帮助；从经本身的内容看，思想陈旧，价值大跌；此外，我们还要特别关注“读经专号”中这72位名家的人生经历与从事工作，发现多数留学生反对读经，多数教育研究者、文化研究者、自然科学研究者反对读经，多数经学研究者提倡读经。经研究分析，正是西方教育学、心理学传入中国，让人们关注儿童的兴趣与需要；正是西方实用主义思想在华高涨，人们要求实用性的科目占据中小学课堂；正是西方自然科学的传播，相比之下经书没有了用途与地位；而留学者与接受新式教育的青年一代在思维方式上逐渐西化，他们思考问题的方式从科学入手，从教育学、心理学入手，从实用性入手，与中国传统思维方式对立，所以从相同角度提出了反对小学读经的理由。归结到一点，反对小学读经的深层原因就是人们深受西学思想的影响，新思想支配人们言行时，就表现在人们生活的方方面面。反对小学读经只是其中一个典型的例子，说明20世纪30年代中国人正在从思想层面接受西学、消化西学、吸收西学，20世纪30年代的中国已经从五四运动前的吸收西学中的器物和制度层面，深入到了吸收西学的思想层面。

This paper aims to explore the underlying causes of against Reading Confucian Classic in 20th century, 30 years. In 1935 “Reading Classics Special Issue” of Education Journal, the 72 scholars in various fields were arguing the problem of Reading Confucian Classics, and this became the climax of the primary reading debate. In the study of future generations on this issue, most researchers involved in the previous debate, oppose or agree with the previous reason to state their position; it was also seen as the struggle against western culture, but very broad and not specific enough. Argument is a method of discussion of the issue, if we change a point of view to study the issue, perhaps there will be surprises. This paper adopts the perspective that we go into the reason the opposition primary reading of the people to oppose, why do they use the same few points as opposed to reading, only in this way we can get to the bottom to find out people's control invisible thoughts.This article focuses on the "Reading Special Issue" as the main research data, and search for the major newspapers and magazines in the 20th century 30 years on the primary readings, such as Hu Shi, Fu Sinian and others, found that those who opposed the vast majority of primary school who read the classics. The reason is very worthy of attention, if these reasons are studied one by one in order, they almost unanimously considered that, from the students physical and mental development perspective, the Reading Confucian Classic does not meet the child's interests and needs; from social needs, Reading Confucian Classic did not help livelihoods, national salvation, civic virtue and so on; from Reading Confucian Classic’s content itself, thought was old, value fell; In addition, we also pay special attention to 72 scholar’s work life and experiences in the "Special Issue on Reading", and find that the majority of students opposed to reading, the majority of education researchers, cultural researcher, natural sciences against reading , the majority of researchers of reading promote reading.After analysis, the western education and psychology were introduced to China, people focused attention on children's interests and needs; The west thought of pragmatism was rising in China, and it required practical subjects to occupy the primary and secondary school classroom, compared that Reading Confucian Classic had no use and status. The students who received modern education and the young generation gradually westernized way of thinking, their way of thinking started from the science, from education, psychology, from practical start, against the traditional Chinese way of thinking, So they made from the same point of reading against the Reading Confucian Classic. Underlying reasons were people affected by western ideas and new ideas showed in people's lives. Against the primary reading is just one typical example, In the 20th century 30 years, Chinese people were accepting western digestion, western learning, absorbing western from the ideological level. China had moved from the absorption of western culture's artifacts and system level before the May Fourth Movement to the level of absorption of Western ideas.