companiments of drill. As soon as sufficient writing skill had been acquired, the boys were required to copy stories, poems, ethical precepts, rules of etiquette, and the like, but rather as a means to the end in "fine writing" than training in content. The lessons in arithmetic were extremely practical, running largely into weights and measures. The study of astronomy was not so successfully correlated with mathematics as among the Babylonians. The study of medicine was vitiated by admixture of magic and incantation.

Estimate. (1) The Egyptian valued the soul above the body and the future above the present, which as an educational ideal, can never be surpassed; but in practice the soul and the future were sacrificed to superstition. (2) The Egyptian doctrine of a future state of rewards and punishments is, as psychology shows, the only sufficient moral motive, but in Egypt this motive was robbed of its moral worth by substituting ritual sacrifices for character as character. (3) The caste system produced professional experts, but sacrificed, though not completely, all the lower classes, and even the offered expert professional training guaranteed no real freedom of individuality. (4) The educational methods of ancient Egypt were not wholly bad, and yet science was never taught as science; art-even her highest art, architecture-never found its emancipation from stiff convention; philosophy, lofty in its aims, never found the true God. (5) The course of culture in ancient Egypt shows that all the great problems of life and mind were approached by this first race of men, and this fact in turn argues powerfully in favor of the doctrine of the oneness of origin of all races.

REFERENCES

1. Myers' "General History."

2. Sanderson's "World History and Its Makers."

3. Lord's "Ancient Religions."

4. Monroe's "Cyclopedia of Education."

5. Graves' "History of Education Before the Middle Ages." 6. Davidson's "History of Education."

QUESTIONS

1. Who were the ancient Egyptians? Account for the early civilization of this people.

2. Discuss Menes as the founder of the first royal race in history.

3. Account for the Hyksos, and explain the course of their reign in Egypt.

4. Say what you can of Amosis and the greatness of the empire which he founded.

5. Trace the decline and fall of ancient Egypt.

6. What is the one ever-present, all-explaining thing in Egyptian life and mind?

7. Tell how this probable belief of primitive Egypt in a Supreme Being became corrupted into a confusing system of nature-worship.

8. Make the Egyptian priests responsible for the gross practices of animal-worship.

9. Explain, as a chapter in race psychology, the Egyptian belief in a future state of rewards and punishments, and the moral corruption of this doctrine. What literature did the belief produce?

10. Tell how the Egyptian priesthood attained its ascendancy and used it in the resulting caste system.

11. Show in detail that the prevailing motive in Egyptian architecture and allied arts is religion.

12. Account for the two correlated ends in view in Egyptian education, going into full details.

13. Describe the curriculum and explain the methods of primary education in Egypt, going into full details.

14. Explain the higher education of Egypt in the old kingdom and in the empire, going fully into the details of curriculum and method.

15. Point out the worst and the best things in Egyptian education in the light of ethics and psychology.

16. How do the attempts of this earliest race of civilizable people to solve great human problems affect the modern conclusion of evolution?

CHAPTER II

EDUCATION OF THE ANCIENT CHINESE

THE CHINESE

As a Race. By race the Chinese are Turanians. They now occupy a country somewhat larger than the United States, with a population about four times as large. Authentic Chinese history, if we may believe their own writers, covers a period of four thousand years. The most conspicuous Chinese race quality is self-complacency. Geographical isolation added dislike of foreigners to self-complacency. Extreme nonprogressiveness was the inevitable consequence. The race passed through a short youth, a period of inventive production, but this youth failed to grow up. After inventing gunpowder and printing, and other arts, the Chinese lapsed centuries ago into deep ruts. In time respect for ancestors became a sort of religion among them. For centuries it was enough for the Chinese to think what their ancestors thought, to love what they loved, and to do what they had done. This ancestral ideal finally found a voice in the famous Confucius.

CONFUCIUS

In the Making.-Confucius, meaning Kong the Teacher, is the name by which the Western world best knows the most famous Chinese sage and moralist. He was born about 550 B. C., the son of a prime min

ister of the province of Loo. At the age of fifteen he devoted himself to learning, and continued to be a student as long as he lived. He was deeply impressed by the moral and political degeneracy of the age in which he lived, and thus became a reformer.

Contributions. (1) After filling several political offices of trust with great credit to himself, Confucius, now twenty-two years of age, assumed the task of public teacher, and his house became a school for young men eager to study the teachings of the ancients. At thirty-five he began to tour the empire, teaching as he went. The tour lengthened into years-eight of themfruitful years. Political preferment came to him again and again, but teaching and writing continued to be his passion. (2) "The literary labors of Confucius were very great, since he made the whole classical literature of China accessible to his countrymen. The fame of all preceding writers is merged in his own reHis works have had the highest authority for more than two thousand years. They have been regarded as the exponents of supreme wisdom, and adopted as text-books by all scholars and in all schools in that vast empire, which includes one-fourth of the human race. To all educated men the 'Book of Changes' (Yih-King), the 'Book of Poetry' (SheKing), the 'Book of History' (Shoo-King), the 'Book of Rites' (Le-King), the 'Great Learning' (Ta-heoKing), showing the parental essence of all government, the 'Doctrine of the Mean' (Chung-yung), teaching the golden mean of conduct, and the 'Confucian Analects' (Lun-yu), recording his conversations, are supreme authorities; to which must be added the works of Mencius, the greatest of his disciples. There is no