日治時代的教育政策可以1922年新教育令的公佈作為分界點，分為兩個階段，其中前期所採的手段與政策較溫和，故對傳統漢學教育採取包容的態度，讓台灣人基本上具有選擇教育方式的權利。《台灣官紳年鑑》於1934年出版第四版，也是本文所使用的版本，因此從時間上推斷，裡頭多數的士紳都是在前期的教育環境下出生的。另一方面，年鑑所記載的人士由於都是社會上的精英，故對其受過教程與之後的發展都有詳細的記載，加上又有上千筆的可用紀錄，因此本文就將年鑑所記載的內容依台灣本島的行政區分為五部份，再據其發展的不同，分為專業人士、工商人士與地方有力人士等三類，分別探討其教育背景。經由上述的統計與分析後，可以發現正規教育的普及程度受各地區在清領時間教育的影響，而分別在五個州呈現不同的比例。在正規教育裡，以各地公學校、師範學校（後改為國語學校）與總督府醫學校為大宗；傳統教育則以書房及家庭教育為主流。醫師、教師與地方上的望族比較有機會成為基層官員，反而是留美或留日的高知識分子往往從商居多，參與正統的政治活動機會較少。顯然「學而優則仕」這一觀念在日治時代並不可行，這也說明了何以日治前期在有所選擇的情況下，許多人仍然偏向漢學教育的原因。但具漢學教育背景者，其後代卻都轉向正規與留日教育，從這可看到隨著教育政策的緊縮讓漢學教育逐漸沒落的趨勢。

The educational policy in Japanese Colonial Rule can be divided into two periods by the New Educational Policy in 1922. The policy in the former period was more moderate than the latter, so traditional Chinese education is allowed to co-exist. Almanac of Bureaucrat and Capitalist in Taiwan published the forth edition in 1934, which is used as an object of this study. We may infer from its background that the people depicted in Almanac of Bureaucrat and Capitalist in Taiwan grew up in the early stage of Japanese colonial rule. In addition, people depicted in Almanac are belonging to upper class at that time, so their educational and work experience was recorded in detail. There are more than one thousand useful records in Almanac. The researcher will sort the date by administrative areas into five parts, and then divide these parts into three categories: professional personalities, industrial or commercial personalities, and local personalities, with their educational background analyzed respectively. The results show that the spread of standard education was affected by the educational condition of the Ching Dynasty. The standard education, it was mainly composed of local elementary school, normal school (later Japanese Language School), and medical school; traditional education was composed of private school (shu-fang) and family education. Doctors, teachers and local prominent people would have a good chance to join in local government; nevertheless, most of the intellectuals who studied in Japan or America went into business upon returning to Taiwan, and only few intellectuals became local officials. Their outstanding educational background was not necessarily guaranteed to the career in bureaucracy, which was opposite to the Chinese traditional notion. This is why the Taiwanese preferred the traditional Chinese education. However, because of the change of the educational policy, most of their children received standard education in Taiwan or Japan. Thus, traditional education was on the decline, due to the change of the educational policy.