268* THE POPULAR SCIENCE MONTHLY, 



Respecting Babylonia and Assyria Professor Sayce, describing 

 the social life there, says : 



" The libraries were established in the temples, and the schools in which 

 the work of education was carried on were doubtless attached to them." 



"The 'house of males' into which the young men were introduced, 

 seems to have been a sort of monastic establishment attached to the great 

 temples of Babylonia." 



Of educational arrangements in Egypt the like is said by vari- 

 ous authorities Brugsch, Erman, and Duncker. 



"Schools were established in the principal towns of the country ; and 

 human and divine wisdom was taught in the assemblages of the holy serv- 

 ants of the gods." 



" The high priest of Amon, Bekenkhonsu, tells us, that from his fifth to 

 his seventeenth year he was ' chief of the royal stable of instruction,' and 

 thence entered the temple of Amon as an under-priest. " 



"The colleges at these temples [Thebes, Memphis, and Heliopolis] were 

 the most important centers of priestly life and doctrine." 



That absence of a priestly hierarchy in Greece which, as before 

 pointed out, interfered with the normal developments of other 

 professions, interfered also with the normal development of the 

 tutorial profession. The temples and their surroundings were in- 

 deed places for special culture of one or other kind, mostly having 

 some relation to religious observances. But this form of priestly 

 teaching did not grow into any general system taking in the lay 

 members of the community. Referring, by contrast, to education 

 in the gymnasia, Mahaff y writes : 



" The older fashion had been to bring up boys very much as we bring 

 up girls, keeping them constantly under the eye of a special attendant or 

 teacher . . . teaching them the received religion and a little of the standard 

 literature, inculcating obedience to the gods and to parents." 

 As happened in Persia during its phase of militant activity, phys- 

 ical culture and culture of the mental powers useful in war took 

 precedence of other culture. 



" The old system of advanced education, which ordained that from the 

 age of eighteen to twenty Athenian youths . . . should remain under State 

 supervision, and do the duty of patrols round the outlying parts and fron- 

 tier forts of Attica, receiving at the same time drill in military exercises, as 

 well as some gymnastic and literary training," became in time modified 

 to one in which " most of the gymnastics and military training was left 

 out." 



But intellectual culture as it increased fell into the hands not of 

 the priests but of secular teachers. " Those philosophers who did 

 not, like the Stoics, despise teaching youths, ... set up their 

 schools close beside these gymnasia." 



Still more in Rome, where the course of evolution was so much 

 modified by the intrusion of foreign elements and influences, was 

 the normal genesis of the teacher interfered with. Always when 

 militancy is extremely predominant, mental acquisition, regarded 



