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.