278 PROFESSIONAL INSTITUTIONS. 



last statement shows us how teaching was in the beginning 

 exclusively concerned with religious doctrines and rites, and 

 how there eventually began to arise a teaching which, in. 

 some measure detached from the religious institutions, at 

 the same time entered upon other subjects than the reli 

 gious. 



A kindred, if less elaborated, system existed in ancient 

 Persia. 



&quot;It is pretty clear that the special training of hoys for future call 

 ings went hand in hand with their religious education, and that it was 

 chiefly regulated according to the profession of the father. ... It 

 was evidently also no uncommon practice to commit children to the 

 care of a priest for training and instruction in the same manner as the 

 Indian Brahmins were wont to do. &quot; 



Respecting Babylonia and Assyria Professor Sayce, de 

 scribing the social life there, says : 



&quot; The libraries were established in the temples, and the schools in 

 which the work of education was carried on were doubtless attached 

 to them.&quot; 



&quot;The house of the males, into which the young men were intro 

 duced, seems to have been a sort of monastic establishment attached 

 to the great temples of Babylonia.&quot; 



Of educational arrangements in Egypt the like is said by 

 various authorities Brugsch, Erman, and Duncker. 



&quot;Schools were established in the principal towns of the country; 

 and human and divine wisdom was taught in the assemblages of the 

 holy servants of the gods.&quot; 



&quot;The high priest of Amon, Bekenchons, tells us that from his fifth 

 to his seventeenth year he was chief of the royal stable of instruc 

 tion, and thence entered the temple of Amon as an under-priest. &quot; 



T % he colleges of these temples [Thebes, Memphis, and Heliopolis] 

 were the most important centres of priestly life and doctrine.&quot; 



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 devel 

 opment of the tutorial profession. The temples and their 

 surroundings were, indeed, places for special culture of ono 

 or other kind, mostly having some relation to religious ob- 



