This article is based on a case of the digital humanities lecture for reading Analects [論語]. This Research focuses on data-based instruction for reading the Classics, and looks at the educational meaning of such an instruction. Considering that the lecture has adopted idiosyncratic teaching methods, the conclusions of this article may not be the universal, or indeed represent the majority view. But apart from that, the process of data design, construction, and analysis in reading Analects [論語] in the lecture is enough to be accepted as presenting a critical approach to classics, a collaborative activity dealing with classics, and a creative suggestion for classics. In a rapidly changing, digital-based environment, we are now approaching a situation in which we have to think about a new literacy for reading Classics. In that context, it is possible to suggest that this article presents several implications.