A stylized fact of modern growth is that as countries become richer, education levels rise while family size decreases. This paper provides evidence that well before the onset of modern growth, changes in the return to education affected household choice of children's quantity versus quality. The setting is in Anhui Province, China over the 13th to 20th centuries. I show that the civil service examination system underwent long-term changes affecting the return to education, providing a means to test whether incentives for acquiring education affected fertility decisions. Employing an intergenerationally-linked dataset drawn from over 43,000 individuals, I first show that as the state examination's discretionary practices had been largely eliminated by the 17th century, increasing the return to education, households with a lower number of children had a higher chance that one of their sons would substantially invest into human capital. Second, I demonstrate that this negative relationship between fertility and education disappeared with a fall in the return to education due to the deterioration of the state examination system in the 19th century. Taken together, my findings provide support for the hypothesis that fertility choices respond to changes in the return to human capital. The implications of these findings for theories of economic development are discussed. and Stanford University Hoover Institution and also NBER carol.shiue@colorado.edu exclusively, or even predominately, on this route. For much of the history of the civil service examination system, other channels of advancements co-existed with it. For example, during the Ming (1368-1644) the purchase of offices and titles, and discretionary appointments were very common channels of entering the elite group of high-ranking officials.By the time of the reign of the first Qing emperor Shun-zhi (1644-1661) the civil service examination system had become the predominate pathway to elite status, attaining its final form which is today most typically associated with the institution. While certain degrees were offered for purchase at one time or another, and especially during times of revenue deficit, such as during the Taiping Rebellion (1850-64), these degrees were given different names. The higher-rank degrees that would allow the holder to obtain significant titled positions were much more exclusive than the purchased titles and moreover indicated the holder had passed the national examinations (Ho 1962). One reason why previous and more discretionary channels of entering officialdom became less common for the Han Chinese may have been that the Qing emperors, who were ethnically Manchu rulers, were concerned with establishing legitimacy of the new dynasty and control over local elites. Thus, in the early Qing, the examination system was the primary channel of gaining political influence and high social status.