dvance
in civilization.

3. They did not feel the need of trained teachers.

4. The importance of the individual was not appreciated, and man was
regarded as belonging to the State.

5. The end sought was good conduct, which was to be attained through
memorizing moral precepts. This gave undue importance to the memory.

6. Little encouragement was given to free investigation; authority of
teachers and ancestral traditions were the principal factors employed.
The progress of civilization was therefore very slow.

7. In general, excepting with the Jews, woman had no part in education,
being regarded as incapable of any considerable intellectual
development.

8. In China the motive of education was to prepare for success in this
life; in India, for the future life; in Persia, to support the State; in
Israel, to rehabilitate the nation; and in Egypt, to maintain the
supremacy of the priests.

9. In no case was the conception reached that the aim of education
should be to emancipate all the powers of man,--physical, intellectual,
moral, spiritual.

10. Finally, we may sum up the conditions that prepared the way for
classical education in the words of Karl Schmidt: "In Greece at last the
idea of human individuality as the principal end, and not as a means to
that end, was grasped. Conformable to this truth, all human, social, and
political conditions were shaped and education given its form. This idea
of the emancipation of the individual became established in Greece with
a brilliancy which attracts attention to that land until the present
time."

FOOTNOTES:

[13] The student should bear in mind the fact that the purchasing power
of a sum equivalent to four dollars was much greater in those days than
now.

[14] "Outlines of the World's History," p. 12.

[15] "Outlines of History," p. 20.

[16] It must be observed that the ancient volume, or roll, contained
much less matter than the modern book.

CHAPTER VII

GREECE

=Literature.=--_Davidson_, Education of the Greek People; _Felton_,
Ancient and Modern Greece; _Grote_, History of Greece; _Curtius_,
History of Greece; _Morris_, Historical Tales (Greek); _Mahaffy_, Old
Greek Education; Social Life in Greece; The Greek World under Roman
Sway; _Clarke_, Ten Great Religions; _Guhl_ and _Koner_, Life of Greeks
and Romans; _Timayenis_, History of Greece; _Wilkins_, National
Education in Greece; _Lord_, Beacon Lights; _Monroe_, Source Book of the
History