They were sent from all parts of the known civilised world. The kings of Babylonia and Assyria, of Mesopotamia and Cappadocia, the Egyptian governors of Syria and Canaan, even the chiefs of the Bedâwin tribes on the Egyptian frontier, who were subsidised by the Pharaoh’s government like the Afghan chiefs of to-day, all alike contributed to the correspondence. Letters, in fact, must have been constantly passing to and fro along the high-roads which intersected Western Asia. From one end of it to the other the population was in perpetual literary intercourse, proving that the Oriental world in the century before the Exodus was as highly educated and literary as was Europe in the age of the Renaissance. Nor was all this literary activity and intercourse a new thing. Several of the letters had been sent to Amenophis III., the father of the ‘Heretic King,’ and had been removed by the latter from the archives of Thebes when he transferred his residence to his new capital. And the literary intercourse which was carried on in the time of Amenophis III. was merely a continuation of that which had been carried on for centuries previously. The culture of Babylonia, like that of Egypt, was essentially literary, and this culture had been spread over Western Asia from a remote date. The letters of Khammu-rabi or Amraphel to his vassal, the king of Larsa, have just been recovered, and among the multitudinous contract-tablets of the same epoch are specimens of commercial correspondence. We have, however, only to consider for a moment what was meant by learning the language and script of Babylonia in order to realise what a highly-organised system of education must have prevailed throughout the whole civilised world of the day. Not only had the Babylonian language to be acquired, but some knowledge also of the older agglutinative language of Chaldæa was also needed in order to understand the system of writing. It was as if the schoolboy of to-day had to add a knowledge of Greek to a knowledge of French. And the system of writing itself involved years of hard and patient study. It consisted of a syllabary containing hundreds of characters, each of which had not only several different phonetic values, but several different ideographic significations as well. Nor was this all. A group of characters might be used ideographically to express a word the pronunciation of which had nothing to do with the sounds of the individual characters of which it was composed. The number of ideographs which had to be learned was thus increased fivefold. And, unlike the hieroglyphs of Egypt, the forms of these ideographs gave no assistance to the memory. They had long since lost all resemblance to the pictures out of which they had originally been developed, and consisted simply of various combinations of wedges or lines. It was difficult enough for the Babylonian or Assyrian to learn the syllabary; for a foreigner the task was almost herculean.