es of boundary lines. For all this a knowledge of
mathematics was necessary, and this study was therefore greatly
encouraged. Institutions of higher learning for the training of priests
and soldiers were found at Thebes, Memphis, and Heliopolis. The Museum
of Alexandria, which reached its highest prosperity about the middle of
the third century B.C., and which made Alexandria the center of
the learning of the world at that period, attracted philosophers and
investigators from Athens and Rome. In connection with the Museum was
the celebrated Alexandrian library, which was fostered by the Ptolemies,
and which contained a vast collection of books, variously estimated at
from four hundred thousand to seven hundred thousand volumes.[16]

=Criticism of Egyptian Education.=--1. It was dominated by the priests
under the caste system, and did not recognize equality of man.

2. It encouraged greater respect for woman than other oriental systems,
but took little account of her intellectual training.

3. It made use of concrete methods, at least in writing and arithmetic,
for the first time in history.

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 a