From the 1910s to the 1930s, influenced by pragmatism, child-centeredness, life-orientation and other educational ideologies, China's educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development.Debates continue among the scholars whether the content of textbooks should be consistent with children's future or their life experience, shared or personal experience.Various solutions were suggested.For example, textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented, etc.In practice, the text and illustrations in most textbooks are written for widespread use.Also, there are some special textbooks with specific contents designed for a single region.