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 advance 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.