A two piece nishiki-e (colored woodblock print) series depicting a class at terakoya (private educational school), painted by Issunshi Hanasato During the Kōka period (1844-1848), Japan, 1844. Tokyo Metropolitan Library (ID: 3920-C1-1,2) The first terakoya appeared in the early seventeenth century as extensions of Buddhist temple schools. Before the Edo period, formal schools mainly served the children of samurai and ruling families. However, the rise of the merchant class during the Edo period greatly increased the popularity of terakoya. They became widespread in major cities such as Edo and Osaka, as well as in rural and coastal areas. In Edo, attendance reached around 70% of children by the late eighteenth and early nineteenth centuries. The terakoya were abolished during the Meiji era, when the government introduced a new education system (gakusei) in 1872, establishing public schools to provide basic education to the entire population.
The curriculum focused mainly on reading and writing, but also included arithmetic using the abacus (soroban), history, and geography. Girls could also learn sewing, the tea ceremony, flower arranging (ikebana), and other arts. Classes were usually held in the homes of samurai, Buddhist priests, or ordinary citizens. Teachers, known as shishō or tenarai-shishō, were usually commoners, although some were samurai or Buddhist monks. Some terakoya were also run by Shinto priests or physicians.
Unlike schools that focused mainly on practical everyday skills, terakoya offered a broader education. Students began with calligraphy, copying examples from their instructors (tehon). Once they mastered basic writing, they studied textbooks known as ōraimono, which dated back to the Heian period and had originally been used mainly to educate samurai. Written in kanji and kana, these books covered practical topics such as household tasks and conversation, as well as moral values, history, and geography.
Although only a few terakoya offered commercial courses for merchant children, arithmetic with the soroban became increasingly popular toward the end of the Edo period.
Together with the han schools, the terakoya system contributed to a relatively high level of literacy in Japan by the end of the Edo period. While reliable statistics are unavailable, it is estimated that around 50% of men and 20% of women could read, write, and perform basic arithmetic.











