4. It was non-progressive in its elementary education, the father generally expecting his son to follow his calling. 5. In higher education it was justly noted, as it attracted wise men from Greece and Rome to study its science and philosophy. GENERAL SUMMARY OF ORIENTAL EDUCATION With the discussion of Egyptian education, the consideration of oriental systems ceases. Concerning the education of the Phoenicians, Babylonians, and other oriental nations we know but little. To the Phoenicians the invention of the alphabet, glass making, and purple dyeing is generally credited, and the knowledge of these things was communicated to the Mediterranean nations with whom they engaged in trade. The classical countries were materially influenced by Egyptian culture, and the way was prepared for a broader and more enlightened interpretation of the purpose of education, and for a more successful evolution of civilization on soil better suited to that end. We may briefly summarize the lessons of oriental education, as follows:-- 1. The Oriental systems fostered class distinctions by furnishing but little enlightenment to the lower classes, and affording superior advantages to the privileged few. 2. They were non-progressive, for centuries witnessed no improvement in methods of instruction, reached no higher ideals, and marked no advance in civilization. 3. They did not feel the need of trained teachers. 4. The importance of the individual was not appreciated, and man was regarded as belonging to the State. 5. The end sought was good conduct, which was to be attained through memorizing moral precepts. This gave undue importance to the memory. 6. Little encouragement was given to free investigation; authority of teachers and ancestral traditions were the principal factors employed. The progress of civilization was therefore very slow. 7. In general, excepting with the Jews, woman had no part in education, being regarded as incapable of any considerable intellectual development. 8. In China the motive of education was to prepare for success in this life; in India, for the future life; in Persia, to support the State; in Israel, to rehabilitate the nation; and in Egypt, to maintain the supremacy of the priests. 9. In no case was the conception reached that the aim of education should be to emancipate all the powers of man,--physical, intellectual, moral, spiritual. 10. Finally, we may sum up the conditions that prepared the way for classical education in the words of Karl Schmidt: "In Greece at last the idea of human individuality as the principal end, and not as a means to that end, was grasped. Conformable to this truth, all human, social, and political conditions were shaped and education given its form. This idea of the emancipation of the individual became established in Greece with a brilliancy which attracts attention to that land until the present time." FOOTNOTES: